1

THE CONCEPT OF MORAL PERSON: DHARMASASTRA (ANCIENT CODE OF ETHIC) IN A GLOBAL WORLD. ......... 1
MORAL CONSIDERATIONS AND GENDER STUDENT LEARNING IN CIVIC EDUCATION ....................................... 6
THE PHENOMENON OF VIOLENCE ON EDUCATIONONAL INSTITUTIONS ........................................................ 15
IN INDONESIA ................................................................................................................................................ 15
THE EVALUATION OF TRANSACTIONS OF THE MORAL EDUCATION CURRICULUM FOR SECONDARY SCHOOLS
IN SABAH ....................................................................................................................................................... 25
PENGARUH TINGKAH LAKU GURU DISIPLIN TERHADAP KOMPETENSI PENGURUSAN DISIPLIN SEKOLAH
RENDAH ......................................................................................................................................................... 38
PENERAPAN NILAI KECERDASAN EMOSI DAN ROHANI DALAM PENGAJARAN DAN PEMBELAJARAN GURU
TERHADAP KEMENJADIAN MURID SEKOLAH MENENGAH ............................................................................. 49
ITS NOT FUNNY! LEARNING MATHEMATICS IS NO JOKE! .............................................................................. 60
ASSESSMENT OF ALGEBRAIC THINKING AMONG YEAR FIVE PUPILS ............................................................... 70
MODELLING COMPETENCIES IN STATISTICS AMONG PRIMARY PUPILS.......................................................... 79
KEUPAYAAN MENYELESAIKAN MASALAH BUKAN RUTIN BAKAL GURU MATEMATIK .................................... 84
THE EFFECTIVENESS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) LEARNING
APPROACH AMONG SECONDARY SCHOOL STUDENTS ................................................................................... 95
PENAAKULAN STATISTIK MENGGUNAKAN TINKERPLOTS ............................................................................ 105
EFFECTS OF TEACHERS BELIEFS AND PROFESSIONAL DEVELOPMENT ON INQUIRY BASED SCIENCE
EDUCATION (IBSE) TEACHING ...................................................................................................................... 118
HUBUNGAN KOMPETENSI DAN SIKAP GURU TERHADAP PENGINTEGRASIAN TEKNOLOGI MAKLUMAT DAN
KOMUNIKASI DALAM PENGAJARAN BAHASA MALAYSIA............................................................................. 123
TAARE ZAMEEN PAAR: KEGURUAN DI DALAM FLIPPED CLASSROOM .......................................................... 134
PERANAN GURU PEMBIMBING DAN PENTADBIR SEKOLAH TERHADAP PELAKSANAAN RAKAMAN VIDEO
PRAKTIKUM DALAM KALANGAN GURU PELATIH: SATU TINJAUAN AWAL .................................................. 143
EXPLORING PARENTS AND CHILDRENS ATTITUDE TOWARDS A MOBILE APPLICATION FOR SPEECH DELAY
CHILDREN: THE CASE OF MASSDEC .............................................................................................................. 153
SEEING THE UNSEEN IN WORDS AND SYMBOLS: ......................................................................................... 163
THE ROLE OF VISUALIZATION IN WRITING GEOMETRY PROOS .................................................................... 163
SECRETORY STRUCTURE, HISTOCHEMISTRY AND PHYTOCHEMICAL COMPOUNDS OF CENTOTHECA LAPPACEA
(L.) DESV. TUBER (POACEAE) AS INFECTION MEDICINE .................................................................................. 170
KEMAHIRAN TEKNIK PENYOALAN ................................................................................................................ 178
DALAM PENGAJARAN DAN PEMBELAJARAN BAHASA MELAYU ABAD 21 .................................................... 178
THE IMPACT OF ENGLISH AMAZING RACE PROGRAMME IN LEARNING ENGLISH ......................................... 191
USING CONTRASTIVE ANALYSIS OF CHINESE AND ENGLISH TO HELP ESL LEARNERS CONCEPTUALIZE ENGLISH
SENTENCE PATTERNS: AN ACTION RESEARCH .............................................................................................. 202
DEVELOPING TASKS TO IMPROVE STUDENTS ENGLISH SKILL THROUGH PROJECT-BASED LEARNING (PBL) .. 214
INITIATING PRE-SERVICE TESL TEACHERS RECEPTION ON AN APPRENTICESHIP PROGRAMME: URBAN VIS-AVIS RURAL PRIMARY SCHOOLS .................................................................................................................... 220
MENEROKA PENGALAMAN IBU TUNGGAL DALAM PENJAGAAN ANAK KELAINAN UPAYA(CELEBRUM PALSY)
.................................................................................................................................................................... 230
CABARAN MENJADI PENJAGA TIDAK FORMAL DI USIA MUDA ..................................................................... 239
IMPROVING THE HEALTH RELATED QUALITY OF LIFE OF CHILDREN WITH AUTISM: ..................................... 249

A PROPOSAL ................................................................................................................................................ 249

PERLAKSANAAN PROGRAM PEMBELAJARAN SOSIO-EMOSI BAGI MENINGKATKAN KOMPETENSI SOSIOEMOSI KANAK-KANAK SEKOLAH RENDAH LUAR BANDAR DI SABAH: SEBUAH KERTAS KONSEP .................. 256
KAJIAN AWAL: KAJIAN PENGETAHUAN, SIKAP DAN PERSEPSI GURU SEKOLAH RENDAH TERHADAP AUTISM
SPECTRUM DISORDER (ASD) DALAM KALANGAN KANAK-KANAK ................................................................ 267
PEMAHAMAN IDENTITI PENDERMA DARAH DARI PERSPEKTIF PENDERMA DARAH ULANGAN BERKALA
SEBAGAI MOTIVASI MENDERMA DARAH SECARA ULANGAN BERKALA ....................................................... 277
EXAMINING EMOTIONAL INTELLIGENCE OF ................................................................................................. 287
FIRST SEMESTER STUDENTS ACROSS DISCIPLINES ........................................................................................ 287
PENGARUH LOKUS KAWALAN,SOKONGAN SOSIAL DAN PENGHARGAAN KENDIRI TERHADAP KESUNYIAN
PELAJAR LUAR BANDAR DALAM INSTITUSI PENGAJIAN TINGGI ................................................................... 295
ATTITUDES TOWARD HOMOSEXUALS AMONG HETEROSEXUAL UNDERGRADUATE STUDENTS IN MALAYSIA
.................................................................................................................................................................... 306
MEMAHAMI PERANAN EFIKASI KENDIRI KERJAYA DAN KEMATANGAN KERJAYA DALAM MEMPENGARUHI
PERANCANGAN KERJAYA PELAJAR SEKOLAH MENENGAH ........................................................................... 318
PERBANDINGAN TINGKAH LAKU SOSIAL BERDASARKAN GENDER ANTARA GENERASI MUDA TINGGAL DI
KAWASAN TERPINGGIR DAN ARUS PERDANA DI MALAYSIA ........................................................................ 328
PENGARUH KECERDASAN EMOSI TERHADAP KESEJAHTERAAN PSIKOLOGIKAL PELAJAR LUAR BANDAR DI
SABAH: SEBUAH KERTAS KONSEP ................................................................................................................ 338
THE MEDIATING EFFECT OF SEXUAL PERMISSIVENESS ATTITUDE IN THE RELATIONSHIP BETWEEN PERCEIVED
PEERS SEXUAL BEHAVIOUR AND ADOLESCENTS SEXUAL BEHAVIOUR ....................................................... 346
THE RELATIONSHIP BETWEEN PORNOGRAPHY CRAVING AND SEXUAL BEHAVIOUR AMONG UNMARRIED
YOUNG ADULTS: A MODERATING EFFECT OF SEX ........................................................................................ 359
UMUR BALIGH REMAJA LELAKI DI TERENGGANU ........................................................................................ 368
SUMBER STRES DAN KEPUASAN HIDUP DALAM KALANGAN PESAKIT RAWATAN HEMODIALISIS ................ 377
TRANSISI KEHIDUPAN TRANSEKSUAL KEPADA KEHIDUPAN NORMAL .......................................................... 390
PENGARUH PENGATURAN KENDIRI SEBAGAI PENYEDERHANA KE ATAS PERILAKU BERINTERNET DENGAN
PERSEPSI TINGKAH LAKU SEKSUAL BERISIKO DALAM KALANGAN PELAJAR INSTITUT PENGAJIAN TINGGI
AWAM DI KOTA KINABALU SABAH .............................................................................................................. 401
ADOLESCENT SEXUALITY CARE VIEWED FROM ECOLOGICAL APPROACH TO PREVENT FROM PREMARITAL
SEXUAL BEHAVIOR ....................................................................................................................................... 414
DEMOGRAFI DAN PENGARUH PSIKOSOSIAL TERHADAP PEMAHAMAN BAHAYA SUBSTANS DALAM
KALANGAN PELAJAR .................................................................................................................................... 423
POLITEKNIK KOTA KINABALU, SABAH .......................................................................................................... 423
HEALTH, SOCIAL AND ECONOMIC CORRELATES ON ROLE STRESS OF CENTRAL INDUSTRIAL SECURITY FORCE
PERSONALS IN ANDHRA PRADESH. .............................................................................................................. 440
KONFLIK KERJA-KELUARGA DAN SOKONGAN KELUARGA TERHADAP KEPUASAN HIDUP DALAM KALANGAN
IBU BAPA BEKERJA DI KOTA KINABALU, SABAH ........................................................................................... 454
PENGARUH GAYA PEMBELAJARAN, KEUPAYAAN METAKOGNITIF DAN AMALAN KEMAHIRAN BELAJAR
TERHADAP PENCAPAIAN AKADEMIK ........................................................................................................... 465
HUBUNGAN KEPUASAN KERJA GURU DENGAN PEMANTAPAN PROFESIONALISME KEGURUAN DI SEKOLAH
KURANG MURID (SKM) ZON PANTAI BARAT UTARA, NEGERI SABAH .......................................................... 507
PENGARUH KOMPETENSI, KOMITMEN DAN MOTIVASI GURU DALAM PERUBAHAN PENGURUSAN DATA
MURID ......................................................................................................................................................... 520

PERSONALITI GURU DAN PENCAPAIAN AKADEMIK DI SEKOLAH-SEKOLAH BERPRESTASI RENDAH .............. 532
PELAKSANAAN PENGAJARAN BERASASKAN PROJEK MENGGUNAKAN BLOG (PBPB) TERHADAP PENERIMAAN
TEKNOLOGI DAN PENCAPAIAN DALAM KALANGAN PELAJAR-PELAJAR SEJARAH SEKOLAH MENENGAH ..... 541
FLIPPED CLASSROOM DALAM PENGAJARAN KARANGAN ............................................................................ 560
IN-SERVICE TEACHERS ACCEPTANCE OF MICROCOMPUTER-BASED LABORATORY ....................................... 566
ANALISIS KESAHAN KANDUNGAN MODUL KESEDIAAN KERJAYA_COGNITIVE INFORMATION PROCESSING
(MKK_CIP).................................................................................................................................................... 572
KAJIAN TERHADAP FAKTOR PENYUMBANG TERHADAP PENCAPAIAN RENDAH MATA PELAJARAN EKONOMI
STPM DI SABAH ........................................................................................................................................... 587
HUBUNGAN DAN SUMBANGAN MODAL PSIKOLOGI DAN RESILIENSI ORGANISASI TERHADAP
KESEJAHTERAAN SUBJEKTIF GURU PENDIDIKAN KHAS ................................................................................ 598
PELAKSANAAN KOMUNITI PEMBELAJARAN PROFESIONAL TERHADAP KOMPETENSI GURU SAINS DI SABAH
.................................................................................................................................................................... 605
INVESTIGATING THE PRE-SERVICE TEACHERS FEEDBACK ON THEIR EXPERIENCES WHILE ATTENDING THE
APPRENTICESHIP PROGRAMME IN KENINGAU ........................................................................................ DCXIII
PEMBANGUNAN SISTEM APLIKASI E-PENILAIAN LI-ONE BAGI KANAK-KANAK ORANG ASLI: ANALISIS
KEPERLUAN ............................................................................................................................................. DCXXI
APLIKASI PETA BULATAN DAN PETA ALIR DALAM PROSES MENCIPTA SAJAK ......................................... DCXXV
EFFECTS OF SUPPORT, PRACTICALITY AND ISSUES OF CONCERN ON
TEACHERS RECEPTIVITY TO
INTEGRATING THE FROG VIRTUAL LEARNING ENVIRONMENT INTO THE LEARNING AND TEACHING PROCESS
.......................................................................................................................................................... DCXXXVIII
PENERAPAN PAULS WHEEL OF REASONING DALAM PERBUALAN BERDASARKAN VIDEO ..........................DCLI
KOMITMEN KERJA GURU BESAR DAN HUBUNGANNYA DENGAN PRESTASI KERJA GURU SEKOLAH RENDAH
LUAR BANDAR ....................................................................................................................................... DCLVIII
MOTIVASI KEPIMPINAN MAHASISWA DI UNIVERSITI ........................................................................... DCLXVII
PENGARUH KUASA, KEPIMPINAN DAN KOMPETENSI PENGETUA DALAM PENJANAAN MODAL INSAN GURU
DI SEKOLAH .......................................................................................................................................... DCLXXX
PENGARUH TINGKAH LAKU KEPIMPINAN ISTRUKSIONAL, KEPUASAN KERJA, KECERDASAN EMOSI DAN
EFIKASI GURU TERHADAP KOMITMEN ORGANIASI ............................................................................ DCLXXXVI
DALAM KALANGAN GURU SEKOLAH NEW DEAL DI NEGERI SARAWAK .............................................. DCLXXXVI
PENGAJARAN KEMAHIRAN BERTUTUR DAN MEMBACA MENGGUNAKAN PROGRAM 10M AKSARA .. DCCXVIII
THE APPLICATION OF THEMATIC LEARNING AIDED CARD MEDI TO IMPROVE THE STUDENTS LEARNING
ACHIEVEMENT AT THE COASTAL REGION OF DERAWAN ISLAND ........................................................ DCCXXVII
REVEALING THE SECRETS OF GOOD LANGUAGE LEARNERS: WHAT ARE THEIR STRATEGIES? ............. DCCXXXIV
TAHAP PENGETAHUAN KANDUNGAN, PENGETAHUAN PEDAGOGI, PENGETAHUAN PEDAGOGI KANDUNGAN
DAN AMALAN PENERAPAN NILAI PATRIOTISME GURU-GURU SEJARAH SEKOLAH MENENGAH DI SABAH
............................................................................................................................................................ DCCXLIII
THE IMPLEMENTATION OF 2013 CURRICULUM ON ENGLISH SUBJECT BY THE TEACHERS OF STATE JUNIOR
HIGH SCHOOL 1 OF TARAKAN ................................................................................................................. DCCLV
A SURVEY ON READING STRATEGIES AMONG PRE UNIVERSITY STUDENTS AT FORM SIX CENTRE, SABAH.
...................................................................................................................................................................... 12
EFFECTS OF SELF-REGULATED LEARNING, PARENTAL INVOLVEMENT AND HOMEWORK ............................... 23
ON ACADEMIC ACHIEVEMENT OF SCHOOL STUDENTS ................................................................................... 23

MASTERY MOTIVATION AS A PREDICTIVE VARIABLE FOR PERFORMANCE ON TEST OF COGNITIVE

DEVELOPMENT AMONG 18-36 MONTHS OLD CHILDREN ............................................................................... 40
PENGARUH GAYA KEIBUBAPAAN TERHADAP PEMBENTUKAN KECERDASAN EMOSI REMAJA ....................... 50
PERKEMBANGAN RESILIEN DALAM KALANGAN IBU TUNGGAL YANG KEMATIAN PASANGAN ....................... 60
CONSIDERATIONS OF NEUROFEEDBACK TRAINING FOR ATTENTION DEFICIT HYPERACTIVE (ADHD) CHILDREN
...................................................................................................................................................................... 71
KELANGSUNGAN HIDUP TETAMU MALAM DI IBU KOTA ................................................................................ 81
THE ROLE OF FIELD PRACTICUM IN SOCIAL WORK EDUCATION ..................................................................... 91
PENILAIAN SKIM BANTUAN KEWANGAN JABATAN KEBAJIKAN MASYARAKAT (JKM): IMPLIKASI TERHADAP
PSIKOSOSIAL IBU TUNGGAL ........................................................................................................................... 98
NOR AMALINA BINTI JALI............................................................................................................................... 98
GENDER AND DIFFERENCES IN PERCEPTION OF EMOTION AND EMOTIONAL INTELLIGENCE: A CASE STUDY OF
MALAYSIAN SOCIAL WORKERS .................................................................................................................... 107
WORK-LIFE BALANCE AND MUSCULOSKELETAL DISORDERS (MSDS): ........................................................... 120
A CROSS SECTIONAL STUDY AMONG FEMALE OFFICE WORKERS IN MALAYSIA ........................................... 120
THE RELATIONSHIP BETWEEN SPITIRUALITY AND GRATITUDE TOWARDS THE JOB SATISFACTION .............. 132
THE ROLE OF CULTURAL INTELLIGENCE IN CULTURAL ADAPTATION AMONG STUDENTS OF UNIVERSITI
MALAYSIA SABAH ........................................................................................................................................ 140
KESELARASAN DARJAH PENGLIBATAN GURU PELATIH DI KAMPUS IPTA DENGAN PERSEPSI PELAJAR
TERHADAP CIRI PERSONALITI GURU DI SEKOLAH......................................................................................... 148
PENGARUH KEPIMPINAN INSTRUKSIONAL, EFIKASI DAN TUGAS RUTIN PENGETUA TERHADAP PENCAPAIAN
AKADEMIK ................................................................................................................................................... 160
AMALAN KEPIMPINAN SERVAN, KOMPETENSI KOMUNIKASI, ..................................................................... 176
PERSONALITI GURU BESAR SERTA BUDAYA ORGANISASI SEKOLAH TERHADAP MOTIVASI KERJA GURU ..... 176
PENGARUH AMALAN KEPIMPINAN BERSTRUKTUR, EFIKASI GURU DAN NORMA-NORMA BUDAYA TERHADAP
KEPRIHATINAN TUGAS GURU SEKOLAH KEBANGSAAN DI SARAWAK .......................................................... 202
THE USE OF THREE STOREY INTELLECT IN ESTABLISHING THE RELEVANCY OF PERIODIC TABLE IN
VOCATIONAL EDUCATION ........................................................................................................................... 239
POTENSI PROGRAM PENDIDIKAN ASAS VOKASIONAL DALAM MEMBENTUK KEBOLEHKERJAAN PELAJAR DI
ABAD KE-21 ................................................................................................................................................. 246
THE EVALUATION OF TRANSACTIONS OF THE MORAL EDUCATION CURRICULUM FOR SECONDARY SCHOOLS
IN SABAH ..................................................................................................................................................... 254
PEMBANGUNAN SISTEM APLIKASI E-PENILAIAN LI-ONE BAGI KANAK-KANAK ORANG ASLI: ANALISIS
KEPERLUAN ................................................................................................................................................. 268
EXPLORING THE PSYCHOLOGICAL ATTRIBUTES OF INDIGENOUS STUDENTS AT POSTSECONDARY EDUCATION:
A PRELIMINARY STUDY ................................................................................................................................ 273
PENGARUH EFIKASI TERHADAP METAKOGNISI DALAM KALANGAN GURU-GURU DI TIGA BUAH SEKOLAH
RENDAH DI PEDALAMAN PESISIR PANTAI PITAS, SABAH ............................................................................. 286
MASALAH DALAM AMALAN PENGAJARAN GURU PENDIDIKAN ISLAM DI PEDALAMAN .............................. 300
PENGARUH INOVASI TEKNOLOGI, PERANAN PENTADBIR DAN KESEDIAAN GURU TERHADAP PENINGKATAN
PROFESIONALISME KEGURUAN SEKOLAH-SEKOLAH LUAR BANDAR DI SABAH ............................................ 310
HUBUNGAN ANTARA KEPERCAYAAN MOTIVASI DAN PEMBELAJARAN REGULASI KENDIRI DENGAN
PENCAPAIAN BAHASA ARAB DI KALANGAN PELAJAR SEKOLAH MENENGAH DI SABAH ............................... 322

USRAH SEBAGAI PEMANGKIN DAKWAH : KEPENTINGANNYA DALAM MEMANTAPKAN PEMBANGUNAN

INSAN .......................................................................................................................................................... 341
THE TRACES OF ISLAMIC VALUES IN SHORT STORIES ................................................................................... 353
PENGARUH KELAZIMAN SOSIAL DAN KECENDERUNGAN KEROHANIAN TERHADAP PERTIMBANGAN MORAL
DALAM KALANGAN PELAJAR SEKOLAH AGAMA .......................................................................................... 357
DEVELOPMENT AND PILOT TESTING OF A QUESTIONNAIRE ON 21ST CENTURY SKILLS FOR SPECIAL
EDUCATION TEACHERS PRELIMINARY FINDINGS ....................................................................................... 368
MINDA MATERIALISTIK - PERKAITANNYA DENGAN PENGHARGAAN TUBUH BADAN, PENGHARGAAN
KENDIRI, DAN KEPUASAN HIDUP. SATU KAJIAN DALAM KALANGAN REMAJA LUAR BANDAR DI DAERAH
KOTA BELUD, SABAH. .................................................................................................................................. 379
FACTOR STRUCTURE AND PSYCHOMETRIC QUALITIES OF THE KAUFMAN DOMAINS OF CREATIVITY SCALE 389
HUBUNGAN SELF-ESTEEM DENGAN PENGLIBATAN REMAJA KE ATAS PENYALAHGUNAAN DADAH DI SABAH
.................................................................................................................................................................... 401
PEMEROLEHAN KOSA KATA BAHASA JEPUN MENERUSI PENGGUNAAN LAGU JEPUN TERPILIH DI UNIVERSITI
AWAM MALAYSIA ....................................................................................................................................... 412
CURRICULUM INNOVATION MANAGEMENT AS AN EDUCATIONAL INNOVATION ....................................... 418
IN INDONESIA .............................................................................................................................................. 418
PRESTASI KERJA GURU DALAM KALANGAN GURU GURU MAKTAB RENDAH SAINS MARA DI MALAYSIA.... 426
SECONDARY SCHOOL STUDENT LEADERSHIP PROFILE ................................................................................. 437
IN SABAH, MALAYSIA ................................................................................................................................... 437
PENGGUNAAN MODUL LATIHAN BERBANTUKAN KOMPUTER DALAM ASPEK PENERIMAAN TEKNOLOGI
KEBERGUNAAN, MUDAHGUNA, SIKAP, NIAT MENGGUNAKAN DAN PENGGUNAAN SEBENAR DALAM
KALANGAN GURU SEKOLAH RENDAH ............................................................................................................ 10
EVALUATING TEACHERS CONCERNS ON THE IMPLEMENTATION OF TUARAN DISTRICT EDUCATION OFFICE
READING INTERVENTION ............................................................................................................................... 26
(PROJECT LIFT) UNDER THE LINUS2.0 ............................................................................................................. 26
A RETROSPECTIVE EVALUATION STUDY OF FORM FOUR AND FORM FIVE ENGLISH TEXTBOOKS USED IN
NATIONAL SECONDARY SCHOOLS IN SABAH .................................................................................................. 48
THE IMPACTS OF GIS INTEGRATED TEACHING ON UNDERACHIEVING STUDENTS LEARNING OUTCOME ....... 59
MODEL OF COMMUNICATIVE COMPETENCE ASSESSMENT BASED ON .......................................................... 72
INTERCULTURAL COMPETENCE IN INDONESIA ............................................................................................... 72
THE INTEGRATION OF GENDER EQUALITY IN MATERIAL AND LEARNING STRATEGY IN TAKLIM ASSEBLY OF
PEKALONGAN INDONESIA ............................................................................................................................. 81
KESAN KAEDAH PEMBELAJARAN BERASASKAN MASALAH BERBANTUKAN PETA PEMIKIRAN (PBMPP)
TERHADAP MOTIVASI PEMBELAJARAN SAINS ............................................................................................... 92
TINJAUAN KEPENTINGAN TEORI PEMBELAJARAN DAN IMPLIKASINYA TERHADAP PEMBINAAN MODUL
PEMBELAJARAN KENDIRI ............................................................................................................................. 103
PENGGUNAAN PETA PEMIKIRAN I-THINK SEBAGAI AGEN PEMANGKIN KEMAHIRAN BERFIKIR ARAS TINGGI
DALAM PROSES PENULISAN KARANGAN ARGUMENTATIF .......................................................................... 113
PENGGUNAAN BACAAN BERPERINGKAT UNTUK MENINGKATKAN KEMAHIRAN MEMBACA AYAT DALAM
PENGAJARAN BAHASA CINA SEBAGAI BAHASA KEDUA ............................................................................... 126
FAKTOR TINGKAH LAKU KEIBUBAPAAN DAN DEMOGRAFI DENGAN PENGHARGAAN KENDIRI DALAM
KALANGAN PELATIH DI SEKOLAH TUNAS BAKTI, KOTA KINABALU, SABAH. ................................................. 138

THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS SCIENTIFIC
CREATIVITY .................................................................................................................................................. 148
RISK, PSYCHOLOGY AND HIGHER EDUCATION: A CONTINUOUS DECISION MAKING DILEMMA AMONG THE
INTERNATIONAL STUDENTS ......................................................................................................................... 163
PENGURUSAN RISIKO DASAR 1 MURID 1 SUKAN DI DAERAH KINABATANGAN ........................................... 169
KERANGKA KONSEP PELAKSANAAN KOPERASI SEKOLAH DI SABAH ............................................................. 175
FAKTOR PENYUMBANG TERHADAP PENCAPAIAN RENDAH MATA PELAJARAN EKONOMI STPM DI NEGERI
SABAH ......................................................................................................................................................... 186
IS GADGET USAGE PREDOMINANT AMONG PRESCHOOLERS? PRELIMINARY STUDY FROM TEACHERS
STANDPOINTS .............................................................................................................................................. 197
PERFECTIONISM AND PSYCHOLOGICAL WELL-BEING IN UNIVERSITY STUDENT SAMPLE: A TEST OF A BASIC
PSYCHOLOGICAL NEEDS-MEDIATION MODEL .............................................................................................. 205
PERBEZAAN FAKTOR DEMOGRAFI TERHADAP PERSONALITI DAN PENGHARGAAN KENDIRI DALAM
KALANGAN PELAJAR IJAZAH SARJANA MUDA PSIKOLOGI KAUNSELING, UNIVERSITI MALAYSIA SABAH ..... 214
PEMBELAJARAN BERPUSAT MURID: KECERDASAN EMOSI SEBAGAI FAKTOR PENGGALAK? ........................ 231
KOMSAS, KEMAHIRAN BERFIKIR ARAS TINGGI DAN I-THINK SEBAGAI ......................................................... 242
KOMPETENSI PENGAJARAN GURU BAHASA MELAYU .................................................................................. 242
JANTINA DAN PENCAPAIAN AWAL MATEMATIK .......................................................................................... 252
SCHOOL CULTURE AND TEACHER TEACHING METHOD EFFECTIVENESS IN INDONESIA ................................ 259
PENGGUNAAN TEKNIK PENYOALAN ALTERNATIF BAGI MEMPERBAIK KEMAHIRAN LISAN PELAJAR ............ 269
PENGLIBATAN IBUBAPA KADAZANDUSUN DI KAWASAN LUAR BANDAR SABAH DALAM PENCAPAIAN
AKADEMIK ANAK ......................................................................................................................................... 276
INTERACTIVE EDUCATIONAL GAMES AS A MEANS TO VOCABULARY ENRICHMENT FOR RURAL PRIMARY
SCHOOL PUPILS............................................................................................................................................ 290
APOLOGY STRATEGIES OF THE KADAZANDUSUN AND BUGIS LEARNERS OF ENGLISH AS A SECOND
LANGUAGE IN THE LABUK REGION .............................................................................................................. 302
TINGKAH LAKU KEPIMPINAN TRANSFORMASI PENGETUA, KOMITMEN ORGANISASI (SEKOLAH) DAN EFIKASI
GURU TERHADAP KEPUASAN KERJA DALAM KALANGAN GURU-GURU SEKOLAH MENENGAH DI PEDALAMAN
SABAH. ........................................................................................................................................................ 312
PENGARUH PELAKSANAAN KURSUS PENDIDIKAN JASMANI ........................................................................ 324
DALAM MENCETUSKAN KESERONOKAN MURID ......................................................................................... 324
TERHADAP AKTIVITI FIZIKAL ........................................................................................................................ 324
ATRIBUSI DALAM SUKAN DAN PERMAINAN ................................................................................................ 333
EFFECTS OF BEE BREAD SUPPLEMENTATION ON RUNNING PERFORMANCE, BLOOD FREE FATTY ACID AND
BONE METABOLISM MARKERS .................................................................................................................... 347
PENGARUH KUALITI PENGAJARAN GURU TERHADAP SIKAP PEMBELAJARAN PELAJAR SEKOLAH RENDAH DI
NEGERI SABAH ............................................................................................................................................. 349
CABARAN PENGAJARAN KEMAHIRAN BERFIKIR MELALUI MODUL BENGKEL ............................................... 359
PENGARUH PERAPATAN IBU BAPA, PERAPATAN RAKAN SEBAYA, PENDIDIKAN SEKS DAN PENGHARGAAN
KENDIRI KE ATAS TINGKAH LAKU SEKSUAL BEBAS DALAM KALANGAN REMAJA: PERSONALITI SEBAGAI
MODERATOR ............................................................................................................................................... 366
SLEEP DEPRIVATION: A PREMINILARY STUDY OF ADULT LEARNERS............................................................. 377

THE CONCEPT OF MORAL PERSON: DHARMASASTRA (ANCIENT CODE OF ETHIC)

IN A GLOBAL WORLD.
Muthualagan s/o Thangavelu
Lecturer,
General Studies Department,
Quest international University Perak (QIUP),
No;227, Plaza The Teng Seng(lvl 2),
Jalan Raja Permaisuri Bainun, 30250, Ipoh,
Perak. D. R. Malaysia.
muthualagan.thangavelu@qiup.edu.my
Afi Roshezry Abu Bakar,
Lecturer,
Faculty of Arts & Social Sciences, Department of Journalism
Universiti Tunku Abdul Rahman (UTAR),
Jalan Universiti, Bandar Barat, 31900,Kampar,
Perak D.R. Malaysia
Ira Meilita Ibrahim,
Head of Department,
Faculty of Creative Industries, Department of General Studies
UniversitiTunku Abdul Rahman (UTAR),
No. 3, Jalan 13/6, 46200 PetalingJaya,
Selangor D.E. Malaysia
Taufik A Latif,
Lecturer,
Faculty of Creative Industries, Department of General Studies
UniversitiTunku Abdul Rahman (UTAR),
No. 3, Jalan 13/6, 46200 PetalingJaya,
Selangor D.E. Malaysia
Abstract

The purpose of this paper is to review the conceptual of moral person from the
ancient code of ethic dharmasastras perspectives. According to Marvin (1998),
there are 7 aspects that closely related to the concept of moral person and its to be
sufficient to cover most of what comprises the moral person and also can be
considered as basis for generating further discussion about the nature of moral
personhood. The seven parts of moral person are as follows: moral behaviour, moral
values, moral character, moral reason, moral emotion, moral identity, meta-moral
characteristics. Dharmasastra involves the facts about the code of ethics or
righteous conduct of humankind. According to the Manu: II: 4, there are no action of
human without considering or involving the desire ; whatever man done it is the
result of the impulse of desire. Analysis done by using qualitative research analysis
method, and we found that both modern and ancient code of conduct clearly state
that the human instinct or conduct, happens because of the force behind every
action of a human being which is his own desire (kama). The natural desire of
mankind was found to be the desire to have enjoyment of wealth (material),
emotional pleasure, and sexual enjoyment and so on. In nutshell, every human
being who exercises the three types of controls (control over the mind, control over
1

the body, and control over the speech) in respect of all living beings secures real
happiness and success in his life. So human in this stage will be considered as a
moral person as a whole.
Key words: conceptual of moral person, ancient code of ethics

INTRODUCTION
'Dharma is a Sanskrit expression of the widest import. There is no corresponding word in
any other language. It would, also be futile to attempt to give any definition of the word. It
can only be explained. It has a wide variety of meanings. A few of them would enable us to
understand the range of that expression. For example, the word 'Dharma' is used to mean
Justice, what is right in a given circumstance, moral values of life, pious obligations of
individuals, righteous conduct in every sphere of activity, being helpful to other living beings,
giving charity to individuals in need of it or to a public cause or alms to the needy, natural
qualities or characteristics or properties of living beings and things, duty and law as also
constitutional law.
Dharma is a very elaborate concept of Hinduism which we have described elsewhere.
Its principal aim is to preserve the world order (Rta), by maintaining its overall structure,
basic values and innate harmony. According to Hinduism, one of the main functions of the
Divinities is to protect the creation by maintaining the Dharma in all the worlds. The rules of
Dharma are not universal. They are bound to time and space and are subject to perennial
change. They are also not applicable to all human beings or the entire creation. At the
highest level of human or divine existence, when man transcends his animal nature and the
qualities of the three gunas, there are actually no laws to govern him, because in the
transcendental planes there are no bounds, only awareness, understanding and an
overwhelming sense of love and understanding. In truth, he governs himself, very much like
God, out of a sense of self responsibility and lack of desires.
According to Vishalache (2009), a moral person can be considered as an individual who has
high level of morality. These individual has to brings goodness to all like family, society,
nation and the entire global world. In the review we will see the connection of moral person
and how actually dharmasastra plays an important role in those days to form a moral
person to the society.

DISCUSSION
The jurisprudence of Ancient India, which was essentially Hindu-ruled, was shaped by the
concept of `Dharma', or rules of right conduct, as outlined in the various manuals explaining
the Vedic scriptures such as `Puranas and `Smritis'. The King had no independent authority
but derived his powers from `Dharma, which he was expected to uphold. The distinction
between a civil wrong and a criminal offence was clear. While civil wrongs related mainly to
disputes arising over wealth, the concept of sin was the standard against which crime was to
be defined. (Jois 1990).
In Manusmirti, human action is the reflection of one instinct factor which we considered as
desire/ kama. Rama Jois (1990), found that the desire (kama) of human beings could also
be influenced by the other impulses inherent in human beings such as anger (krodha),
passion (moha), greed (lobha), infatuation (mada), and enmity (matsarya). These six natural
2

impulses were considered as six internal enemies of man (arishadvarga), which if allowed to
act uncontrolled could instigate him to entertain evil thoughts in the mind for fulfilling his own
selfish desires and for that purpose cause injury to others. Manu, on this basis, explained the
causes of all civil and criminal injuries inflicted by the action of one against the other.
Dharma or rules of righteous conduct was evolved as a one of the remedy to this eternal
problem arising out of the natural instinct of man.
Manu proceeds to declare that every human being who exercises these three types of
controls namely control over the mind, control over the body and control over the speech in
respect of all living beings secures real happiness and success in his life
The Dharmashastras are bound to shock the sensibilities of many educated modern men
and women. These scriptures belong to an age when people conducted their lives based on
certain beliefs, values, traditions and assumptions. It is not fair to judge them based on our
present day values and social norms. On the positive side Hinduism marched ahead while
these law books lost their relevance and fell aside into the dustbin of history. The books
have become relics of the past while Hinduism assimilated new currents of thought and
transformed itself into a progressive, evolving and expanding religious tradition.
The Dharama Shastras were meant for people who were driven by the illusory world, who
would engage in desire oriented actions and needed to be regulated for the purpose of
maintaining or preserving the moral, social and political order. They were composed to
emphasize the importance of leading a virtuous and divine oriented life on earth and remain
on the side of God for a better tomorrow and harmonious today. Unlike the Vedas which are
believed to be divine in origin, the Dharma Shastras represented the collective wisdom of
intellectuals, scholars, politicians and law makers who created them. Some of them had
their own reasons to support a belief system that ensured the continuation of their family
names and privileges and at the same time kept the lower castes and the women at the
bottom of the oppressive, feudal and religious hierarchy.
In the name of God and religion, in a society that believed in the laws of karma and the
possibility of a better life through reincarnation, the Dharma Shastras attempted to achieve
this rather complicated task on an ongoing basis. They laid down elaborate rules to deny a
vast majority of the people the right to live a decent life and made provisions at the same
time for the continuation of a system which, from present day values, was extremely racial
and arrogantly inhumane. Interestingly, although a vast majority of the people was not aware
of these law books, because they were not allowed to read and study, they somehow
remained subservient to these laws and accepted them as their lot. In this regard they were
like the the medieval farmers of Russia or Europe, who willingly subjected themselves to the
feudal structure and the laws of the Church that perpetrated it.
Some of the laws prescribed in the Dharma Sutras are therefore bound to offend the
sensibilities and sentiments of many modern day Hindus, who have been brought upon the
values of equality, individual liberty and social justice. Many verses in these scriptures stand
in contrast to these fundamental values that define many democratic societies today and
characterize the free world. Readers are requested to consider these scriptures from an
academic or historical point of view to understand the times they represent. To consider
them as the authoritative text books of present day moral or social values of Hinduism would
be an anathema. They belong to a particular time frame and represent certain social and
moral values most of which are irrelevant today.

The elements of Dharmasastra

According from MANU X-163, there are 5 important elements that we can to consider when
discussed about the practice of moral individual.
The elements are;

Ahimsa (non-violence),

Satya (truthfulness),

Asteya (not acquiring illegitimate wealth),

Shoucham (purity),

Indriyanigraha (control of senses).

The first rule is not to indulge in violence against other living beings. The second rule
requires every one to be truthful in day to day life. The third rule is of the utmost importance.
It is the desire to secure wealth by illegitimate methods which makes a man corrupt, a cheat,
a smuggler, a black marketeer, an exploiter, and makes even men in noble professions
exploit the miseries of others to make more and more money in utter .disregard to
professional ethics. Therefore, it is very essential to ingrain in the heart and mind of every
individual the desire not to indulge in 'asteya' i.e., acquiring wealth by illegitimate and
immoral methods. The fourth one commands every individual to maintain purity of thought,
word and deed (Trikarana shuddi i.e., Kaya, Vacha, Manasa), which is also called Antaranga
Shuddi (internal/mental purity) and Bahiranga Shuddi (external purity or purity in action).
This rule means absolute honesty in that there should be harmony in thought, word and
deed of an individual. One should not think something in the mind, speak something else,
and do entirely another thing. The fifth perhaps is very important i.e., control of senses. It is
lack of control over the senses which results in individuals indulging in all types of illegal and
immoral actions, being instigated by the one or more of the six inherent enemies
(Arishadvargas). This lands himself as well as others in misery and loss of happiness.
Persons who render selfless service to other human beings are the greatest.
Persons who carry on their profession, avocation or business with self interest, but without
exploiting and causing any injury to those who deal with them are good. But those who give
trouble to or exploit others in utter selfishness are demons in human form
Nitishataka72:
The Laws of Manu drew on jurisprudence, philosophy and religion to create an
extraordinary, encyclopaedic model of how life should be lived, in public and in private, by
oppressed castes as well as by priests and kings, by women as well as by men (Doniger
1991). A few chapters deal with crime, justice, and punishment. The criminal justice system
in ancient India was found to be based on the Varna system and the Manusmriti defined
crime and punishment for each Varna in a vertical hierarchical mode
From Jaishankar in Manusmriti: A Critique of the Criminal Justice Tenets in the Ancient
Indian Hindu Code, men in three major guises experience Justice, in the sense of a
distributive equity, as moral justice, social justice, and legal justice. Each of these forms of
justice is viewed as a particularization of the general principle of the universe seen as a total
organism. From the broadest to narrowest conception, then, ancient Indian views on justice
are inextricably bound up with a sense of economy (Wayman 1970).
It is only great people who sacrifice-their all for the welfare of society. But in the nature of
things, all cannot be great. However, every individual can afford to be good. For this
purpose, every individual should carryon his profession or avocation or business, which he
undertakes to earn his livelihood, in a manner in which while he gets reasonable
remuneration or profit, he does not exploit the misery of others. If the number of such
persons who are good is larger in any society, there will be peace and happiness in the
4

society. But instead, if people who selfishly carryon their profession, trade or business or
avocation to make more money, and for this purpose consider that the misery of others is
their opportunity and take advantage of the hardship or misery of others, they are just
demons in the form of human beings. The word "demon" refers to the quality of persons
whose nature is exploitation, i.e., giving trouble to others to secure or fulfill their own
unlimited and immoral desires. This is at the root of the erosion of professional ethics in all
professions and avocation, including noble professions such as those of lawyers, doctors
and teachers.
The second factor which welded the people of this Country into a nation is the system of
values of life. There are many main and subsidiary values. I shall refer only to the most
important of them, all of which come within the purview of 'Dharma'.
(1) Duty towards others
(2)(a) Samanya Dharma -A Code of Conduct for all human beings
(b) Raja Dharma -The Duty of Rulers
(3) Respect for Womanhood
(4) Equality (Samanata)
(5) Gratitude (Kritajnata)
(6) Compassion (Daya)
(7) Simple Life -Sparing use of Natural Resources
(8) Service (Seva -Paropakara)
(9) Sacrifice (Tyaga)
(10) World is one Family (Vasudhaiva Kutumbakam)

CONCLUSION

It is undeniable that the Dharma-shastras, though stylized and systematized, were

an encyclopedia of existing customs and practices that provided the overall
theoretical framework for everyone to practice their ways of life. This DharmaShastras painted an ideal picture that guided us to the real life. Being a Moral person is
not easy without the usage of fundamental values in our daily life. Consumption of food,
sleep, fear, and enjoyment of sex are common to man and animal. But, 'Dharma' is a
special attribute of man. Without Dharma, a man is equal to an animal. Therefore
everyone should conform to dharma (right conduct). Otherwise he is no better than an
animal.
REFERENCES
Jois, R. M. (1990). Legal and Constitutional History of India, Vol.I & II. Bombay: N.M.Tripathy
Ltd.
Doniger, W. (1991). The Laws of Manu. London: Penguin Books Ltd.
Sudhir Kakar (1968). The Human Life Cycle: The Traditional Hindu View and the
Psychology of Erik Erikson: Philosophy East and West, Vol. 18, pp. 127-136 .University of
Hawai'i Press
Wayman, A. (1970). Varnaasrama-dharma; Ends and Obligations of Man, In: Joseph W.
Elder (ed.) Lectures in Indian Civilization, Kendall/Hunt Publishing Company: Dubuque, Iowa
pp. 68 ff. p.284.
McGrath, J. I. (2003). Dharmasastras, Retrieved on August 15, 2004 at
http://philtar.ucsm.ac.uk/encyclopedia/hindu/ascetic/dharma.html

MORAL CONSIDERATIONS AND GENDER STUDENT LEARNING IN CIVIC EDUCATION

Sarbaini
Department of Pancasila and Citizenship Education
Faculty of Teaching Training and Education, University of Lambung Mangkurat
Banjarmasin, Province of South Kalimantan, Indonesia
sarbaini@unlam.ac.id
Abstract
In moral education perspective Civics, learning "moral dilemma" will be a vehicle that
facilitates students to provide moral argument also shows the position of moral development
of the case "moral dilemma" posed to him, so that gradually developed itself into citizens
who are intelligent, responsible and civilized, high school class XII student KORPRI
Banjarmasin, overall based on average 'judgment score "of 14.7, indicating the level of
cognitive moral development at the stage II (conventional), which is oriented to law and
order, ie, 70% of men with an average" score judgment "13.6, and 100% of women with"
judgment score "of 15.8. There is a strong and significant correlation between the level of
cognitive moral development with the gender of students in high school civics class XII
KORPRI Banjarmasin. Kohlberg gender differences in measurements reveal the results are
ambiguous, showing patterns very different from sex, but also of controversy, but affirmed
that women indeed have evolved differently from men, also in terms of moral thinking.
Keywords: moral considerations, gender, Civics Education

PENDAHULUAN
Pendidikan Nasional adalah pendidikan yang berdasarkan Pancasila dan UUD 1945 berakar
pada nilai-nilai agama, kebudayaan nasional dan tanggap terhadap tuntutan perubahan
zaman, berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban
bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, dan bertujuan
untuk berkembangnya potensi peserta didik, agar menjadi manusia yang beriman dan
bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif,
mandiri, dan menjadi warga negara yang demokratis serta bertanggungjawab (pasal 1 ayat
2; pasal 3 UU SPN Tahun 2003). Pendidikan Nasional menghendaki pendidikan yang
dilaksanakan melalui mata pelajaran berbasis pada dimensi-dimensi moral, nilai, karakter
dan akhlak mulia. Mata pelajaran yang berhubungan langsung dengan dimensi itu adalah
mata Pendidikan Kewarganegaraan (PKn)
Dimensi moral, nilai dan karakter dalam pembelajaran PKn menjadi muatan esensil
untuk membentuk karakter warga negara yang baik (good citizen character). Bahkan Gates
(2006) mempertanyakan, di mana moral dalam PKn. Hubungan-hubungan timbal balik dan
peran-peran untuk mendidik karakter (pendidikan karakter, pendidikan moral) dan mendidik
untuk kewarganegaraan (pendidikan kewarganegaraan) telah digali sebagian besar dalam
kondisi di Amerika Utara. Hal ini telah dikemukakan bahwa pendidikan kewarganegaraan
perlu membawa formasi karakter dan moral (Althof dan Berkowitz, 2006). Sementara Darling
(dalam James Arthur and Ian Davies Ed, 2008) mengajukan premis bahwa PKn, kadangkala
mengacu kepada pendidikan politik, yang merupakan bentuk pendidikan moral dengan
seperangkat tujuan-tujuan tertentu, yang terpenting adalah tujuan untuk belajar hidup
bersama dengan orang lain.
Sekaitan dengan itu, dalam menghadapi konflik kepentingan-kepentingan dan nilai6

nilai, maka dibutuhkan kemampuan memberikan argumen moral. Kemampuan memberikan

argumen moral ditentukan oleh pertimbangan moral. Kohlberg mengemukakan bahwa
pertimbangan moral berhubungan dengan tingkatan-tingkatan kebiasaan moral dengan
teman-teman sebaya, perkembangan kognitif dan konflik. Bandura menegaskan bahwa
pertimbangan moral merupakan pemahaman terbaik melalui konteks dari faktor-faktor
situasi sosial, pertimbangan dan kognitif yang menyinggung terhadap kontrol-diri dan
persepsi diri dalam tataran sosial. Gilligan (Berk, 1999), menunjukkan bahwa penelitian
terhadap pertimbangan moral dibatasi oleh amat banyak perhatian terhadap hak-hak dan
keadilan (menurut pandangan maskulin) dan amat kecil perhatian terhadap kepedulian
dan kepekaan (menurut pandangan feminis) dan feminis cendrung kepada menekankan
kepedulian dan menempatkan perspektif empati, sementara tiap laki-laki menekankan
keadilan atau menggunakan keadilan dan kepedulian yang sama. Pendekatan ini
memberikan empati bahwa kehidupan nyata merupakan arena pertimbangan moral yang
muncul dan berbeda-beda dalam persepsi seluruh kelompok jender. Killen dan Nucci
(1995) percaya bahwa tipe dari interaksi dalam kelompok teman sebaya dapat secara
positif mempengaruhi pertimbangan moral.
Dalam menghadapi masalah moral yang terjadi di masyarakat, kebiasaan
kovensional yang berlaku di masyarakat, terutama orang tua dan guru di sekolah adalah
dengan memberikan contoh atau nasehat tentang moral yang baik dan moral yang buruk,
dan memberikan ganjaran, jika moral yang baik dipatuhi, dan menghukum, kalau moral
yang buruk dilanggar. Namun studi Hartshorne dan May (dalam Duska dan Whelan, 1982:
15-16), menunjukkan dalam pendidikan budi pekerti atau pendidikan moral, prinsip-prinsip
yang diajarkan dengan cara memberi contoh, menasehati, memberi hadiah dan memberi
hukuman adalah tidak efektif, untuk menghasilkan tingkah laku moral yang dikehendaki.
Metode konvensional dalam pendidikan moral/budi pekerti warga negara (civics virtue) tidak
memadai lagi, diperlukan suplemen metode lain yang lebih efektif. Salah satunya adalah
model pembelajaran kognitif moral yang menyajikan kasus dilema moral dalam materi
pelajaran, yang mampu memfasilitasi penumbuhkembangan pertimbangan moral peserta
didik.
Dalam perspektif PKn, pembelajaran yang memberikan kasus dilema moral akan
menjadi wahana pendidikan yang memfasilitasi peserta diri untuk memberikan argumen
moral sekaligus menunjukkan posisi pertimbangan moralnya terhadap kasus dilema moral
yang diajukan kepadanya, sehingga lambat laun mengembangkan dirinya menjadi warga
negara yang cerdas, bertanggungjawab dan berkeadaban (Udin, 2000). Namun demikian
sampai saat ini belum terlalu banyak penelitian tentang pertimbangan moral perspektif moral
warga negara dalam pembelajaran PKn di sekolah.

METODOLOGI
Populasi dalam penelitian ini adalah peserta didik SMA Korpri Banjarmasin, sementara
sampel adalah peserta didik kelas XII, dan penunjukkan responden dilakukan dengan teknik
proportional random sampling, sehingga diperoleh 20 peserta didik laki-laki dan 20 peserta
didik perempuan. Teknik pengumpulan data menggunakan angket dan tes moral yang
diberikan kepada responden berupa sebuah cerita yang mengandung dilema moral Heinz
dan Obat dan terkait dengan materi pelajaran PKn. Pertanyaan yang diajukan sehubungan
dengan cerita dilema moral bersifat probing yang dapat menumbukan proses kognitif dan
empati. Selanjutnya terhadap setiap jawaban responden dirumuskan untuk dijadikan standar
dan dikategorikan ke dalam tingkatan pertimbangan moral kognitif Kohlberg. Teknik analisis
data didasarkan pada rumusan kualitas jawaban yang terbagi dalam tiga kategori, jawaban
untuk probing question(PQ), jawaban untuk proses kognitif (PK), dan jawaban yang
menyangkut empati (Em). Bobot penilaian jawaban adalah diberi nilai 100% dengan
perbandingan bobot (PQ:PK:Em=16:42:42). Bobot ini hanya berdasarkan pertimbangan
7

untuk memudahkan pengolahan dan penafsiran, dengan alasan PQ, 16, karena hanya akan
menghasilkan pencapaiannya saja, tidak diperlukan dalam pengolahan data, apakah
peserta didik itu jawabannya positif atau negatif, sedangkan untuk PK dan Em, bobotnya
sama-sama 42, karena pada hakekatnya PK dan Em mempunyai nilai yang sama, juga
didasarkan teori pertimbangan moral Piaget dan, mempermudah pengolahan, karena sesuai
dengan tingkat pertimbangan moral Kohlberg yang terdiri dari 6 tingkatan, maka setiap
tingkat diberi bobot naik dua rentangan, yaitu 2,4,6,8,10,12, sehingga jumlahnya 42.
Jawaban setiap peserta didik dimasukkan ke dalam tabel berdasarkan bobotnya, yang
disesuaikan dengan kunci jawaban setiap tingkat pertimbangan moral. Untuk menentukan
tingkat pertimbangan moral seorang peserta didik dilakukan dengan cara menjumlahkan PK
dan Em ( Judgment Score), dengan menggunakan skala interval, yang telah ditentukan.

HASIL-HASIL
1. Tingkat pertimbangan moral kognitif peserta didik dilihat dari gender secara keseluruhan,
sebagian besar (75%) berada tingkatan II, yakni tingkat konvensional, pada tahapan 4,
yang berorientasi pada ketertiban hukum, sosial dan agama (orientasi pada hukum dan
ketertiban). Sementara sebagian kecilnya (15%) berada di tingkat II juga, yakni pada
tingkat konvensional, namun berbeda tahapannya, yaitu pada tahapan 3, pertimbangan
moral kognitif yang berorientasi pada konformitas terhadap citra stereotipe mayoritas
(orientasinya masuk kelompok godboy atau nicegirls). Namun dilihat secara rata-rata
secara keseluruhan judgment score sebesar 14,7, maka tingkat pertimbangan moral
kognitif peserta didik kelas berada pada tahapan II (konvensional), yang berorientasi
pada ketertiban hukum, sosial dan agama (orientasi pada hukum dan ketertiban).
2. Tingkat pertimbangan moral kognitif peserta didik dilihat dari jenis kelamin lelaki,
sebagian besar (70%) berada tingkatan II, yakni tingkat konvensional, pada tahapan 4,
yang berorientasi pada ketertiban hukum, sosial dan agama (orientasi pada hukum dan
ketertiban. Sementara sebagian kecilnya (30%) berada di tingkat II juga, yakni pada
tingkat konvensional, namun berbeda tahapannya, yaitu pada tahapan 3, pertimbangan
moral kongitif yang berorientasi pada konformitas terhadap citra stereotipe mayoritas
(orientasinya masuk kelompok godboy atau nicegirls). Dilihat secara rata-rata secara
keseluruhan judgment score yang diperoleh sebesar 13,6, maka tingkat pertimbangan
moral kognitif peserta didik berada pada tingkat II (konvensional), yaitu tahapan 4,
berorientasi pada ketertiban hukum, sosial dan agama (orientasi pada hukum dan
ketertiban)
3. Tingkat pertimbangan moral kognitif dari peserta didik kelas dilihat dari jenis kelamin
perempuan, seluruhnya (100%) dan judgment score sebesar 15,8, maka dapat
dikatakan berada pada tingkatan II, yakni tingkat konvensional, dengan tahapan 4, yang
berorientasi pada ketertiban hukum, sosial dan agama (orientasi pada hukum dan
ketertiban.)
4. Berdasarkan analisis data menggunakan Chi-Square diperoleh Chi-square hitung
sebesar 7.059, sementara Chi-square tabel dengan df = 1 adalah 3.84, berarti Chisquare hitung > Chi-square tabel (7.059>3.84), maka Ho ditolak, dan Hi diterima, artinya
ada hubungan antara hubungan antara tingkat pertimbangan moral kognitif dengan
gender peserta didik dalam pembelajaran PKn (Tabel 1) dan analisis dengan Kendall
diperoleh koefisien korelasi antara tingkat pertimbangan moral kognitif dengan gender
sebesar 0.42.
Tabel 1. Chi-Square Tests
Pearson Chi-Square
Continuity Correctionb

Value

Df

7,059a
4,902

1
1

Asymp. Sig. (2- Exact

sided)
sided)
,008
,027

Sig.

(2- Exact Sig. (1sided)

Likelihood Ratio
Fisher's Exact Test
Linear-by-Linear
Association
N of Valid Cases

9,382

,002
,020

6,882

,010

,009

40

a. 2 cells (50,0%) have expected count less than 5. The minimum expected count is 3,00.
b. Computed only for a 2x2 table

Tabel 2. Correlations
Correlation Coefficient
Sig. (2-tailed)
N
Correlation Coefficient
Sig. (2-tailed)
N

P.Moral
Kendall's tau_b
Gender

P.Moral
1,000
.
40
,420**
,009
40

Gender
,420**
,009
40
1,000
.
40

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

Untuk menentukan keeratan korelasi dapat dikelompokkan sebagai berikut :

Rentan Koefisien
0.00 0.20
0.21 0.40
0.41 0.70
0.71 0.90
0.91 0.99
1

Keeratan Korelasi
Sangat lemah
Lemah
Kuat
Sangat kuat
Kuat sekali
Sempurna

Sumber : Sujarweni (2015)

Karena koefisien korelasi yang diperoleh sebesar 0.42, menunjukkan korelasi yang kuat.
Sementara uji signifikansi koefisien korelasi yang diperoleh sebesar 0.42, jika dasar
pengambilan keputusan berdasarkan probabilitas, yaitu :
Jika probabilitas > 0.025, maka Ho diterima
Jika probabilitas < 0.025, maka Ho ditolak
Pada bagian kedua output Kendall tau-b, untuk korelasi tingkat pertimbangan moral
kognitif dengan gender diperoleh angka probabilitas 0.009. Karena angka tersebut di
bawah 0.05, maka Ho ditolak, artinya Hi diterima, yakni korelasinya benar-benar
signifikan.
4. Pengaruh gender peserta didik terhadap pertimbangan moral diuji melalui perhitungan
regresi, diperoleh koefisien korelasi sebesar 0.420. Ini menunjukkan korelasi yang kuat
antara gender dengan tingkat pertimbangan moral kognitif. Sementara koefisien
determinasi menunjukkan 0.176, artinya sebanyak 17% dari variabel tingkat
pertimbangan moral kognitif bisa dijelaskan oleh variabel gender. Sedangkan sisanya
83% dijelaskan oleh sebab-sebab yang lain. Dari uji ANOVA, diperoleh nilai F hitung
sebesae 8,143 dengan tingkat signifikansi 0.007, jadi masih di bawah 0,05. Hal ini
menunjukkan pengaruh variabel gender signifikan terhadap tingkat pertimbangan moral
kognitif. Selain itu untuk menguji signifikansi konstanta dan variabel bebas, dilakukan uji
t. Terlihat bahwa kolom signifikansi, variabel bebas dan konstanta mempunyai tingkat
signifikansi di bawah 0,05, yaitu 0.000 untuk konstanta, dan 0.007 untuk gender. Ini
artinya model regresi sudah layak untuk memprediksi pengaruh gender terhadap tingkat
pertimbangan moral kognitif (Lihat Tabel 3, 4, dan 5).
Tabel 3. Model Summary
Model

R Square

Adjusted R Square

Std. Error of the Estimate

1
,420a
,176
a. Predictors: (Constant), Gender

Regression

Tabel 4. ANOVAa
Sum of Squares Df
Mean Square
,900
1
,900

Residual

4,200

38

Total

5,100

39

Model
1

,155

,332

F
8,143

Sig.
,007b

,111

a. Dependent Variable: P.Moral

b. Predictors: (Constant), Gender
Tabel 5.Coefficientsa
Unstandardized Coefficients
Standardized
Coefficients
B
Std. Error
Beta

Model

(Constant)

3,400

Gender
,300
a. Dependent Variable: P.Moral

,166
,105

,420

Sig.

20,454

,000

2,854

,007

DISKUSI
Temuan penelitian menunjukkan bahwa peserta didik kelas XII SMA Korpri lebih banyak
berada pada tingkat II (konvensional) di tahapan 4, yang berorientasi pada ketertiban
hukum, sosial dan agama, atau berorientasi pada hukum dan ketertiban. Namun peserta
didik perempuan menunjukkan jumlah yang lebih banyak dan judgment score lebih tinggi
dari peserta didik laki-laki. Temuan ini bisa jadi merupakan ulangan dari temuan-temuan
tentang pertimbangan moral dari perspektif gender. Karena temuan ini merupakan kebalikan
dari arus besar teori Kohlberg tentang pertimbangan moral, seperti beberapa penelitian yang
memperlihatkan dengan jelas perbedaan jenis kelamin, di mana lebih rendahnya skor kaum
perempuan dibanding kaum laki-laki pada tahapan Kohlberg (Donenberg dan Hoffman,
1988), atau beberapa penelitian menunjukkan bahwa para anak perempuan tidak
berkembang secepat laki-laki (Held, 1993). Hal demikian dianggap bias secara jenis
kelamin, karena mendukung kaum lelaki (Baumrin, 1986; Bussey & Maugham, 1982;
Gilligan, 1977, 1982; Haan, Smith, & Block, 1968; Holstein, 1976; Kohlberg & Kramer, 1969,
dalam Donenberg dan Hoffman, 1988), meskipun ada beberapa yang meragukannya,
karena semua sampelnya laki-laki (Brabeck, 1983; Bussey & Maugham, 1982; Garwood,
Levine, & Ewing, 1980; Gilligan, 1982, dalam Donenberg dan Hoffman, 1988) atau tokoh
utama di masing-masing dilema adalah laki-laki (Donenberg dan Hoffman, 1988). Oleh
karena itu, banyak penyelidik kalangan anak perempuan menemukan skor yang lebih
rendah dari anak lelaki pada skala Kohlberg (Baumrind, 1986; Bussey & Maugham, 1982;
Ford & Lowery, 1986; Gibbs, Arnold, & Burkhart, 1984; Haan et.al, 1968; Holstein, 1976;
Kohlberg & Kramer, 1968, dalam Donenberg dan Hoffman, 1988). Bussey & Maugham
(1982, dalam Donenberg dan Hoffman, 1988) menghubungkan disparitas dengan bentuk
Tahap ketiga dan keempat, di mana Tahap ketiga karakteristik-karakteristik feminin secara
tradisional dari penyataan perasaan (ekspresif) dan kebutuhan untuk melakukan yang baik
untuk memperoleh persetujuan, dan Tahap keempat mengakomodasi peran khas maskulin
terhadap hukum dam peraturan.
Temuan penelitian juga memperkuat penelitian-penelitian yang mengemukakan tidak ada
bias dalam skala Kohlberg (Brabeck, 1983; Gibbs et.al., 1984; Hoffman, 1975; Kerber,
10

Greeno, Maccoby, Luria, & Stack, 1986; Maccoby && Jacklin, 1974; Rest, 1979; 1983;
Thomas, 1986; Walker, 1984, dalam Donenberg dan Hoffman, 1988)), yakni bisa jadi bahwa
kaum perempuan bahkan lebih tinggi skornya dari kaum laki-laki (Garwood et.al., 1980;
Rest, 1979; Thomas, 1986, dalam Donenberg dan Hoffman, 1988).
Perbedaan gender pada pengukuran Kohlberg menampakkan hasil-hasil bermakna
ganda.Tambahan, konsep-konsep yang lain dari moralitas memperlihatkan pola-pola yang
amat berbeda dari jenis kelamin, tetapi juga kontoversial (Donenberg dan Hoffman, 1988).
Gilligan (1982, dalam Donenberg dan Hoffman, 1988 ) menegaskan bahwa perempuan
memang berkembang secara berbeda dari laki-laki, juga dalam hal berpikir moral (Gilligan,
1988, dalam Galotti, 1989) dan selama kategori-kategori itu melalui mana perkembangan
diukur adalah diperoleh dari penelitian laki-laki, perbedaan dari standar maskulin tak bisa
diacuhkan akan dilihat sebagai kegagalan dari perkembangan.
Brabeck (1983, dalam Donenberg and Hoffman, 1988) membandingkan teori-teori Gilligan
perspektif perempuan dan Kohlberg perspektif laki-laki tentang pertimbangan moral
berdasarkan sudut pandang masing-masing. Untuk Gilligan, moralitas tumbuh dari konflik
tanggungjawab-tanggungjawab atas perempuan, daripada persaingan hak-hak sebagai
dilakukan oleh laki-laki, dan moralitas tanggungjawab berdasarkan harmoni dan tanpa
kekerasan, sementara Kohlberg didasarkan pada kewajaran dan timbal balik. Gilligan
membedakan isu-isu dari kasih sayang, pengorbanan diri dan egoisme, dan pertimbanganpertimbangan dari relasi-relasi, Kohlberg lebih perhatian dengan pemisahan, peraturanperaturan, legaitas-legalitas, dan pertimbangan-pertimbangan dari individu. Bagi Gilligan,
dilema-dilema moral adalah kontekstual dan dipecahkan melalui berpikir induktif, tetapi
dalam skema Kohlberg, prinsip-prinsip moral adalah universal dan diterapkan pada dilemadilema moral melalui berpikir formal dan abstrak. Kohlberg beranggapan orang berkembang
melalui tahap-tahap yang universal, rangkaian invarian, dan diatur secara hierarkis,
sementara teori tahapan Gilligan diatur secara hierarkis tetapi rangkaiannya tidak invarian
dan mencerminkan pertumbuhan perempuan. Brabeck (1983, dalam Donenberg and
Hoffman, 1988) menyimpulkan bahwa kedua teori itu adalah penting dan amat bernilai
dalam menambah pemahaman terhadap proses pertumbuhan moral orang-orang.

KESIMPULAN
1. Secara keseluruhan berdasarkan rerata judgment score sebesar 14,7, maka tingkat
pertimbangan moral kognitif peserta didik kelas berada pada tahapan II (konvensional),
yang berorientasi pada ketertiban hukum, sosial dan agama (orientasi pada hukum dan
ketertiban)
2. Sebanyak 70% peserta didik lelaki berdasarkan rata-rata judgment score sebesar 13,6,
tingkat pertimbangan moral kognitif peserta didik berada pada tingkat II (konvensional),
yaitu tahapan 4, berorientasi pada ketertiban hukum, sosial dan agama (orientasi pada
hukum dan ketertiban)
3. Seluruh peserta didik perempuan dengan judgment score sebesar 15,8, berada pada
tingkatan II, yakni tingkat konvensional, dengan tahapan 4, yang berorientasi pada
ketertiban hukum, sosial dan agama (orientasi pada hukum dan ketertiban)
4. Terdapat hubungan (korelasi) yang kuat dan signifikan antara tingkat pertimbangan
moral kognitif dengan gender peserta didik dalam pembelajaran PKn.
5. Perbedaan gender pada pengukuran Kohlberg menampakkan hasil-hasil bermakna
ganda, memperlihatkan pola-pola yang amat berbeda dari jenis kelamin, tetapi juga
kontoversial, namun ditegaskan bahwa perempuan memang berkembang secara
berbeda dari laki-laki, juga dalam hal berpikir moral.

11

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14

THE PHENOMENON OF VIOLENCE ON EDUCATIONONAL INSTITUTIONS

IN INDONESIA

Triana Sofiani
Institut Agama Islam Negeri Pekalongan
Pekalongan City, Central Java, Indonesia
Email: sofianitriana@gmail.com
Abstract
This paper discusses about phenomenon of violence on educational institutions in
Indonesia. The argument of theoretical that has been developed were, educational
institutions as a medium of liberation from the various of violence through the construction of
reason and mindset from learners based on the value of human rights, religious values,
cultural values and diversity of the nation, toward a generation that has character, has good
morality and cultured. However, the facts show a different matter, because the amount of
violence in Indonesian educational institutions, each year is increase, as much as 84% in
2015. This study used a qualitative approach. Data collected from interviews and
documentation study. The results showed that, the perpetrators of violence, among others:
teachers, school staff and students (peers), with the victim was a student. The factors that
causes of violence, among others: the offense accompanied by punishment, especially
physical; the decline of moral values; poor education system and policies; society and the
mass media that showed these acts of violence. Forms of violence that often happens is,
physical, sexual, verbal and symbolic violence. The violence affects are physically,
psychological, and even the death of victims The Indonesian government, has made efforts
to tackle of violence in educational institutions, through Regulation of the Minister of
Education and Culture No. 82 2015 about the prevention and handling violence in Education
Unit, but still has not shown the expected results. The solutions offered to solve the problem
of violence on educational institutions in Indonesia i,e. using
nir-violent educational
approach from Ki Hadjar Devantoro, which called with method momong, among and
ngemong or asih ( love), asah ( educate) and asuh (parenting), are an education approach
and methods that give priority on caring and loving.
Keywords: Education, Violence, Morality, caring and loving

INTRODUCTION
The violence on educational institutions in Indonesia, still an interesting issue to be studied,
because the amount increasing every year. Data from the Indonesian Child Protection
Commission (KPAI), show that, in January 2011 to July 2015 there are 1,880 cases of
violence. In 2011, there were 276 cases. That number increased in 2012 as many as 552
cases, and in 2013 decreased to 371 cases. In 2014, increased to 461 cases, and until July
2015, there were 220 cases of violence in schools ( see in, http://news.
okezone.com/topic/17824/kekerasan-di-dunia-pendidikan). On these facts, not linear with
the educational objectives contained in the Law of the Republic of Indonesia Number 20 of
2003 in Article 1 (1), which reads: "Education is a conscious and deliberate effort to create
an atmosphere of learning and the learning process so that learners are actively developing
their potential and have the spiritual power of religion, self-control personality, intelligence,
character, and skills that needed for themselves, society, nation and country ". The
objectives will be realized, if the atmosphere in educational institutions, conducively, safe,
comfortable, peaceful and free from all forms of violence.
15

Facts about the violence on educational institutions in Indonesia, more interesting to be

studied, in the context of Indonesian society known as a nation that upholds the values of
religion and local culture with the characteristics, among others: friendly, peace-loving, polite
and care about others. Therefore, it is a big question, Why does happened, so its necessary
to explore and analyze more deeply about actors, causes, forms, impacts and solutions
about the violence that occurs on educational institutions in Indonesia.

METHODOLOGY
This study used a qualitative approach. The data source is actors; and victims of violence;
mass media (internet, television and newspapers). The technique of collecting data using
interviews and documentation. Technical analysis uses interactive model (Miles &
Huberman, 1992, pp.20).

RESEARCH RESULT
The Profile of educational institutions in Indonesia.
Educational institutions in Indonesia, has unique characteristics, seen from the development,
educational paths and management structure. Seen from the development was,
the royal era with shape is very simple, the colonial period there were patterned pattern
Western and churches and some are patterned oriental-style of pesantren, the next era now
with institutional pattern developed at this time (Nasution, nd, pp 152).
Seen from the path of education, namely, formal education, non-formal and informal
education (Article 1 (10) of the Law of the Republic of Indonesia Number 20 Year 2003 on
National Education System). Formal education are, an education structured and graded
consisting of, primary education, secondary education, and higher education (Article 1
Paragraph (11)). Non-formal education are, an education outside formal education can be
implemented with structured (Article 1 Paragraph (12)). Informal education are family and
community education (Article 1 Paragraph (13)).
Seen from the management structure, there is under the responsibility of the Ministry
of National Education of the Republic of Indonesia, and the Ministry of Religious Affairs of
the Republic of Indonesia. Dualism of these managemens, because historically-sociological,
there are two different education systems, namely the Islamic education that grows in the
reality of society and public education established by the Dutch colonial government
(Nasution, nd, pp 152; Nata, Abudin, 2001, pp. 42-43). The graded of formal education
under the Ministry of Education, among others: Kindergarten, Elementary School, Junior
High School, High School, Vocational High School and Public Higher Education. While,
under The Ministry of Religious Affairs, among others: Raudathul Athfal; Bustanul Athfal;
Madrasah Ibtidaiyah; Madarsah Tsnanawiyah; Madrasah Aliyah; Vocational Madrasah
Aliyah and Religion Higher Education (Islamic, Hinduism and Christianity ). Non-formal
education under the Ministry of Religious Affairs, among others: Taman Pendidikan Al Quran
(in Mosque and / or mosque); Sunday School (in the Church); Taklim Assembly; and Pondok
Pesantren. Under the Ministry of Education, among others: Community Learning Center;
training institutes, study groups, and educational institutions, aimed at developing the ability
of learners. For informal education, are not managed in a structured, because it is in the
16

family and society which serves to lay the foundation of education, manners, and love
(Ahmadi and Uhbiyati, Nur, 2002.pp183-184).
The development of curriculum Education in Indonesia
Historically, the curriculum in Indonesia, has been changed 11 times, namely, 1947, 1952,
1964, 1968, 1975, 1984, 1994, 2004, 2006, 2013, and 2015. The change, as a logical
consequence of the dynamics of a political system, social, cultural, economic, science and
technology in the community of nation and state (https://id.wikipedia.org/ wiki / Curriculum).
1. Curriculum 1947. Emphasizing on the formation of Indonesian human character that
independent, sovereign, equal with other nations and have awareness of state.
2. Curriculum 1952. An improvement from the previous curriculum and is aimed at national
education system.
3. Curriculum 1964. Focused on Pancawardhana program, namely the development of
morality, intelligence, emotional, skills, and physical.
4. Curriculum 1968. Aim to, build human Pancasila, healthy, intelligent, skilled, morals,
manners, and have religious beliefs.
5. Curriculum 1975. Emphasizing education effectively and efficiently, with the methods,
materials, and teaching purposes detailed in Instructional Systems Development.
6. Procedure. Students as a subject of study, or called the Active Student Learning Method.
7. Curriculum 1984 and 1994. The curriculum supplement are a blend of the previous
curriculum, especially in 1975 and 1984.
8. Curriculum 2004 or Competency Based Curriculum. Emphasizing on the achievement of
student competence, results-oriented learning.
9. Curriculum 2006. Decentralization of the education system, where the central government
sets standards of competence and teachers are required to develop the syllabus and
assessment according to the conditions of the school and the region.
10.Curriculum 2013. It has the aspect of assessment, i.e. knowledge, skills, attitudes and
behavior. Reduction of all the subject matter, and the addition of mathematics.
11.Curriculum 2015.Completion of the curriculum 2013, by integrating the curriculum 2006.
Cases of violence on educational institutions in Indonesia (on the spot)
Examples of cases of violence on educational institutions in Indonesia, 2014 till 2016 (see
http //. Sindonews.com /.../ violence-the-world pendidi ... and http: // News republika. ...)
1. Violence in Primary Schools.
Teachers in Primary Schools has been hit her students, so that his face bruised (Sunday,
May 8, 2016); Cases of sexual abuse by teachers on students SLB in Singaraja,
(Wednesday, July 27, 2016); Third grade students of SDN 5 in Purwakarta, West Java
trauma, because reprimanded and expelled by the teacher, so that two weeks did not go
to school (Tuesday, November 24, 2015.); students in VI grade elementary school in
17

Kaliwungu died because of violence schoolmate (October 30, 2015); students in

elementary, West Sumatra, died because of being hit by a friend in his class (Thursday,
October 15, 2015); Teachers in Primary Schools 71, Manado, told his students picking up
trash by using mouth (Tuesday, March 3, 2015); students in class 2 elementary school,
Kandangpanjang 10, Pekalongan, victims of throwing a shoe by a religious teacher, still
traumatized (Saturday, February 21, 2015); Sexual crimes against children class two (2)
primary school High Scope Indonesia, South Jakarta by Officer Hygiene Education (30
March 2015); Student in the 4th grade, Medan become victims of abuse and sexual
abuse of five of her classmates (Tuesday, October 14, 2014);
2. Violence in junior high school.
Thursday, July 14, 2016, as many as 23 students Junior High School in Jombang, East
Java become victims of abuse in their teacher; Friday, May 27, 2016, Guidance and
Counseling A teacher in Junior High School Medan, raping their students, in room
Headmaster; Tuesday, February 23, 2016, a student of Class VIII Junior High School in
Madura, East Java, traumatized and stress, because it was slapped by a teacher of
English in his class; Sunday, February 14, 2016, junior high school teacher, Seberang
Ulu, hitting his students; Saturday, January 30, 2016, teacher in MTs, persecuted Her
Students, so sick; Tuesday, April 7, 2015, junior high school students in Manado.
mistreated by classmates; Monday, October 13, 2014, students in MTs, Kendal, was
hospitalized due to being hit by an English teacher; Friday, June 3, 2016, brawl, junior
high school students in Bekasi died because of on the skewer.
3. Violence senior high school
Sunday, June 19, 2016, a teacher in high school, Kediri, East Java, sexual harassment to
her students, with a promise to marry his victim; Saturday, March 5, 2016, a student in
high school, Bukittinggi, West Sumatra, his leg werw broken and bruised cheek,
persecuted another school student; Wednesday, September 23, 2015, students at SMAN
2, North Central Timor, NTT, punished by his teacher with hitting his head, and was
hospitalized; Friday, May 29, 2015, students at SMK, Labuang, kicked and beaten by her
teacher with agate in front of other students; A student was slapped and threatened with
death by her teacher in Blitar, East Java. ( 2014 Merdeka.com); Thursday, June 16,
2016, students in high school Ciledug, Jakarta, stabbed when a brawl.

4. Violence in Higher Education.

Tuesday, June 7, 2016, a student at the Faculty of Medicine, Universitas Muslim
Indonesia (UMI), was died after following the cadre at the university; Tuesday 03 May
2016, student of Muhammadiyah University of North Sumatra, had killed his lecturer;
Saturday, April 26, 2014, a student at the School of Sailing Jakarta, was died after being
hit by seven seniors.
The cases above are a small sample of the violence (physical and sexual) on
educational institutions in Indonesia, which was exposed by the mass media. While the
non-physical violence by the community was not regarded as a form of violence, it was
not exposed by the mass media.

DISCUSSION
18

Explore the perpetrators and the causes of violence on educational institutions in

Indonesia
The perpetrators of violence on educational institutions in Indonesia i.e. teachers, school
staff and students (peers), and most victims are students.
1. Teacher as perpetrators of violence.
Violence perpetrated by teachers is violence that does not arise suddenly, but the
background of instability conditions of teachers due to personal problems, excessive
presumption teachers about students' attitudes that lack order toward the school rules.
Moreover, teachers do not understand the substance of education, Intructional process,
and the mental bad teacher, so that they do not understand that violence is not effective
to motivate and change the behavior of students. Their psychological barriers and work
pressure, because targets to be met by teachers, such as curriculum, materials and
accomplishments to be achieved by the students, so as to manage the problem, a
teacher is more sensitive, reactive and emotional. Violence perpetrated by teachers
contrary with the opinion of Freedman (Pidarta, 2007: 220), that a teacher should be able
to evoke a positive first impression and remain positive for the next few days, because it
is very important for the willingness and enthusiasm of children's learning.
2. The perpetrators of violence are students.
The decline of moral values of students, causing them to lose sensitivity to others,
compassion, appreciation, and loss of a sense of shame, so they resort to violence. The
present generation, lack of ethics, anxious, nervous and more impulsive (Ali Nugraha &
Yeni.P, 2006). Other conditions that cause students to become perpetrators of violence,
among others: superioriritas compensated by oppressing others are weak to make
himself feel great; parents were very indulgent of children; patterns of relationships of
parents and children who are less well; dysfunctional families; children grow up in an
environment of violence, and the group members are very tolerant of violence and; Media
showing violent events.
Based on the explanation above, then in detail the cause of the violence at the Institute of
Education in Indonesia, among others:
1. The offenses are complemented to punishment, especially physical.
This factor are often happens on educational institutions in Indonesia, where a teacher
with a reason to discipline students, giving corporal punishment, so as to cause severe
injuries, traumatic and even death. Violent acts are called corporal punishment. Corporal
punishment is disciplinary action involving the infliction of psysical pain upon one person
by another, although physical contact is not necessary (W.W. Charters, 1979). The
concept of punishment and reward, were not relevant in the practice of education, couse
will be a negative impact on the psychology of the child, especially if the punishment in
the form of physical or psychological violence (Setiawan, 2008.pp. 131). According
Clanzic, punishment and reward in the world of education are essentially shut off learning
initiatives, affecting the child's psyche, so that punishment and reward is the act
inhumane and lead to hostility (Assegaf, 2004, pp 83).
According to the general theory of management that is also adopted in the
management of education, in terms of reward and punishment, known as the theory X
19

and theory Y by Mc. Gregor. Theory X considered a theory of "conventional" which

assumes that humans are basically are lazy, so it should always be supervised and
motivated by fear of punishment and try as much as possible to avoid a sense of
responsibility (responsibility). On the contrary, Y theory known as the behavioral
approach (attitude approach), said that the physical and the mental effort is as natural in
terms of work, play or rest. Therefore, the threat of punishment according to this theory
was not a good tool and the right to persuade a person to be diligent.
2. Systems and policy education.
Education system and policies are always changing, with the curriculum contents which
rely solely on cognitive abilities and ignoring affective education, leads to reduced
humanization of the educational process. There is an interesting phenomenon when
mass media reported the implementation of Curriculum 2013, where a child is 6 years old
should be rehabilitated at the Mental Hospital (RSJ) being unable to bear the burden
(duty) of schools, thus forcing him to follow all sorts of additional lessons that ultimately
have a negative impact on the psychological side of the child (see http //. sindonews.com
/.../ violence-the-world pendidi ... and http: // News republika ....). The curriculum is not
humane, the fact become a domino effect for the pattern of education in the family, where
the parents 'force' children to attend extra classes in order not to be ignorant children. It is
important to note that, the size of the child had called stupid or clever is the size of the
numbers, i.e. if a child in the subjects of mathematics and science, to get good value. It is
unconsciously has thrown the child in the problems that deplete of mind, physical, and
psychological, whereas it should be, this burden was not they get.
3. The decline of moral values.
The decline of moral values, impact on the loss of sensitivity to others people, a sense of
compassion, appreciation, and the loss of shame. These conditions affect the occurrence
of various forms of physical or sexual violence, by teachers, school staff and students.
4. Violence in the world of education, also has influenced by the environmental community
and the mass media impressions that are vulgar featuring violence .
The forms and impact of violence in educational institutions Indonesia
According to WHO (in Bagong, et al, 2000), violence is the use of physical force and power,
threats or acts of self, individual or group of people or community cause injury, trauma,
death, psychological disorders, developmental abnormalities. Based on the research results,
forms of violence on educational institutions in Indonesia, among others:
1. Physical violence.
Facts about physical violence, by teachers toward their students, for example: throwing
shoes to their students, because they are crowded in class. Picking up trash with his
mouth. Throwing trash can, because they do not listen to the teacher's instructions; and
others. Physical abuse by peers can be open, i.e. brawl between students; and closed.
For example: hitting classmates, beat and tortured when the orientation of students and
others. Physical violence, the fact is also performed by the students toward lecturer,
thereby causing death (see the cases of violence in educational institutions in Indonesia
in http //. Sindonews.com /.../ violence-the-world pendidi ... and http: // News republika
....).
20

2. Sexual violence
Facts about sexual violence on educational institutions in Indonesia, carried out by
teachers toward their students, by students of male toward female students, and by the
Officer School toward students. These forms of sexual violence, among others: forced
sexual intercourse, touching, holding vital organs and others.
3. Verbal Violence.
Verbal violence is an act of verbal or behavior that could cause psychological injury, so
that it becomes inferiority, shame, traumatic, and others (Wong, 2008; Huraerah 2007).
Facts that there are educational institutions in Indonesia, about the form of verbal abuse,
for example: insult, snapped, blaming, repel, and others. Violence is not much exposed in
the mass media because the community is not considered as violent, but rather if serious
consequences for victims of violence
4. Symbolic Violence
According to Pierre Bourdieu (1992) one of the forms of violence in education is the
symbolic violence, namely a form of violence that is not visible, but have a major impact.
Pierre Bordeu say, symbolic violence is hardly recognized by educators and learners. For
example: curriculum, teaching materials, policies, school rules and others. Imposed
curriculum policy implementation in each region, and lessons that teach violent content;
teaching and learning atmosphere that is not humane, students who are burdened with
the task, Homework, rules of strict discipline, the attitude of teachers killer or overbearing,
make students feel depressed. School environment formalistic and rigid, even going
dehumanization in education, is a series of symbolic violence facts that exist in
educational institutions in Indonesia.
Based on the various forms of violence, the impact on children as victims of violence, among
other things: 1) the physical impacts. The violence resulted in the destruction of the body
such as: injuries, bruising, bleeding, fractures, cerebral hemorrhage, rupture of the stomach,
and even death. While sexual violence, resulting in damage to the reproductive organs, and
even there is a pregnancy. 2) psychological impact. Victims of violence feel frightened,
aggressive, emotional lability, depression, low self-esteem, traumatic, anxiety and others.
Solution to Violence on Educational Institutions in Indonesia
Facts about the cases of violence in educational institutions described above, are a little
description the crisis situation of education in Indonesia at this time, which require attention
and treatment. Legally, the Indonesian government has actually make an effort to overcome
the violence in educational institutions, by issuing Regulation of the Minister of Education
and Culture No. 82 of 2015 On prevention and control of violence in Education Unit. Law of
the Republic of Indonesia No. 35 of 2014 on the Amendment to Act No. 23 of 2002
regarding Child Protection, also regulate about violence in educational institutions. Article 54,
that: "Children in the school environment must be protected from violence by by teachers,
school administrators or friends in your school, or other educational institution ". However,
violence in educational institutions still have not shown the expected results.
The complexity of violence on educational institutions in Indonesia, needed a
comprehensive solution, not only in terms of the law, but must be seen and parsed from the
root of the problem. The solutions offered to solve the problem of the crisis of violence in
Indonesian educational institutions i,e. using the nir-violence education approach from Ki
21

Hadjar Dewantara (a national education leaders era before independence of Indonesia). Ki

Hadjar Dewantara feel confident that the foundations of education suitable for Indonesia is
not regering, tucht, en-order (command, punishment, and order)but rather order en vrede
(orderly, peaceful and comfortable) (Dewantara, Ki Hadjar. 1962.pp13 ). These thoughts, are
the foundation of the concept of education among.
Among method are a method of education that attention and support of the nature
from students and not with "forced command", but with the guidance, so as to inspire the
development of life learners both physically and spiritually according to them own nature, as
a free man. Human freedom is an individual that is able to fully developed and harmony of all
aspects of humanity and that able to appreciate and respect the humanity of others
(Martono, Nana. 2014.pp.16; Saksono, Gatut Ignatius, 2010). Among method that have the
spirit of kinship, based on two principles, namely: 1) the nature as requisite of progress; 2)
independence as requisite for moving the physical and spiritual strength for children so have
a strong personal, can think and act independent. Therefore, the method of among prohibits
punishment and coercion to the students, because it will turn off the soul of the
independence and creativity (Dwiarso, 2010: 6).
Among methods, contains three (3) concept are one unity, namely: momong, among
and ngemong or asih (love), asah (educate) and asuh (parenting). Momong mean, love,
attend, guiding and giving freedom for children according to their wishes. Teacher or
pamong assigned to follow, monitor and provide assistance if deemed necessary. The
students familiarized to having their own consciousness and not because of any coercion
from the outside or the orders of others. (Soeratman, 1985: 79) Among mean, educating the
child with love and put the interests of the child, so the child can develop by nature. The
relationship between the student and pamong (teacher), as a family or like between children
and parents. Ngemong mean, parenting, serving and directing the students with patience,
attention, affection and sincerity, so that a virtuous human or civilized and good morale.
According to Ki Hadjar Dewantara, civilized or virtuous are inner characteristic of human,
who was shown with conviction about the sanctity, independence, fairness, for God's, love,
devotion, art, order, peace, social sense and others. Whereas morality, are a characteristic
of human outer which indicated by subtlety and beauty (Soeratman, 1985: pp. 79 and 119;
Martono, Nana. 2014.pp.16).
Among method, equipped with a slogan, namely," ing ngarsa sung tulada, ing madya
mangun karsa, tut wuri handayani. ". Ing ngarsa sung tulado mean, teachers as educators
should be able to become an role model for their students and keep their behavior. Ing
madya mangun karsa mean, an educator should be able to raise the spirit, and creativity for
students. Tut wuri handayani mean, educators should be able to following and directing the
students to be brave and responsible (Soeratman 1985: 127).
Among method, will be realized perfectly if supported by a learn concept which called
with Tri Education Centers,i.e. family, school and youth movement (community). It means
that students do not merely learn in school but also in the family and society. Therefore,
understanding the unity of the three learning centers will be important in realizing students
who are intelligent, civilized and have good morals (Dwiarso, Priyo, 2010).
Based on the above, it could be argued that the concept of education from Ki Hadjar
Dewantara, emphasizes not only the intellect, but the most important on students' character
virtuous (civilized) and good morale. This can be realized if, the teacher puts itself as the
pamong, ie an educator who become role model, friend and motivator for students, and the
atmosphere of education the principle of brotherhood, kindness, empathy, charity and
22

respect for individual members or called as ngemong, among and momong. This educational
method to prioritize the sense of caring and loving.

CONCLUSION
Perpetrators of violence in educational institutions, among others: teachers, school staff and
students (peers). Factors causing violence, among other: 1), the offense is accompanied by
punishment, especially physical; 2) the decline of moral values; 3) poor education systems
and policies; 4) the environmental community and the mass media impressions that are
vulgar featuring violence. Forms of violence in Indonesian educational institutions, among
others: physical, sexual, verbal and symbolic. The violence affects are physically,
psychological, and even the death of victims The Indonesian government, has made efforts
to tackle of violence in educational institutions, through Regulation of the Minister of
Education and Culture No. 82 2015 about the prevention and handling violence in Education
Unit, but still has not shown the expected results. The solutions offered to solve the problem
of violence on educational institutions in Indonesia i,e. using
nir-violent educational
approach from Ki Hadjar Devantoro, which called with method momong, among and
ngemong or asih ( love), asah ( educate) and asuh (parenting), are an education approach
and methods that give priority on caring and loving.

23

ACKNOWLEDGEMENT
Thanks for the peers in IAIN Pekalongan, and all those who have provided the information
(data), thinking, as well as various other activities in the research process.

REFERENCE
Assegaf, AR. Pendidikan Tanpa Kekerasan: Tipologi Kondisi, Kasus, dan Konsep ( 2004)
Jogjakarta: Tiara Wacana.
Ahmadi, Abu & Uhbiyati, Nur.ilmu pendidikan ( 2002) pp. 183-184, Jakarta: Rumka Cipta
Bagong .S, dkk. (2000). Tindak Kekerasan Mengintai Anak-anak Jatim. Surabaya :Lutfansah
Mediatama
Dwiarso, Priyo, (2010), Napak Tilas Ajaran Ki Hadjar Dewantara, Yogyakarta: Majelis Luhur
Pesatuan.
Dewantara, Ki Hadjar. (1962). Karja I (Pendidikan) Jogjakrta: Pertjetakan Taman Siswa
Martono, Nanang. (2014). Sosiologi Pendidikan Pengetahuan, Kekuasaan, Disiplin,
Hukuman, dan seksualitas. Jakarta: PT RajaGrafindo Persada.
Miles, Matthew & Huberman,Micheal.(1992). Analisis Data Kualitatif. Jakarta: UI Press.
Nasution. Sejarah Pendidikan Indonesia, (tt.cet.2) .pp 152, Jakarta: Bumi Aksara.
Nizar, Samsul ( 2001), pp.vii, Pengantar Dasar-Dasar Pemikiran Pendidikan Islam ,Jakarta:
Gaya Media Pratama.
Saksono, Gatut Ign, (2010), Pendidikan Yang Memerdekakan Siswa, Yogyakarta, Diandra
Primamitra Media.
Setiawan, Beni ( 2008) pp. 131, Agenda Pendidikan Nasional, Jogjakarta: Ar-Ruzz Media.
Soeratman, Parsiti, (1985). Ki Hajar Dewantara, Jakarta, Departemen Pendidikan Dan
Kebudayaan, Proyek Pembinaan Pendidikan Dasar.
https://id.wikipedia.org/ wiki/Kurikulum.
http//.sindonews.com/.../kekerasan-di-dunia-pendidi... dan http:// News republika.

24

THE EVALUATION OF TRANSACTIONS OF THE MORAL EDUCATION CURRICULUM

FOR SECONDARY SCHOOLS IN SABAH
Sainah Limbasan and Vincent Pang
Faculty of Psychology and Education, Universiti Malaysia Sabah
Sabah, Malaysia
saina_sl74@yahoo.com , pvincent@ums.edu.my
Abstract
The successful implementation of a curriculum, especially the Moral Education (ME)
curriculum, involves effective transactions of teaching and learning. Therefore, this study
aimed to evaluate the implementation of the ME curriculum through observation of ME
teaching and learning. The researcher applied the Stake Evaluation Model as a guide for the
evaluation as well as a qualitative approach are used to obtain data. A total of eight teachers
who are teaching ME were interviewed and results show that transactions of teaching and
learning by these teachers focus on five main aspects in implementing the ME curriculum
successfully which include methods, strategies, approaches, skills and teaching aids. At the
same time, this study is carried out as a guide and recommendation for educators to create
a better ME teaching and learning session. Additionally, it also strives to provide an impact
to education policy makers particularly for ME curriculum.
Keywords: Evaluation, Curriculum, Transaction, Evaluation Model, Moral Education

INTRODUCTION
Moral Education (ME) is a process of changing a persons behaviour pattern which involves
instinctive feelings, thoughts and actions. Robiah (2011) states that ME is crucial as part of
the school curriculum and to be accepted universally towards the formation of students
character and personality. It is important to ensure the effectiveness of ME subject in
Malaysia unique education background and to put ME in a broader paradigm (Vishalache,
2012) so as to realize the transformational shift associated with moral values. According to
Chang (2010), ME is the core subject in the educational system and part of the education
policy which emphasise on morality and universal harmony. Barone (2004) explains that ME,
which is organised in a comprehensive and integrated way to improve the practice,
understanding and application of moral values in a students life, is a compulsory subject for
non-Muslim students. ME subject which is conveyed through teaching and learning in the
classroom focuses on values that are associated with the development of intelligence and
emotional maturity. Therefore, Chang (2010) claims that ME subject is very important in
building a respected community to enhance the development of human capital on an
ongoing basis in order to create a moral society and live in harmony. Moreover, moral values
are the core to strengthen education, social and moral idealisms (Abd. Rahim, 2001).
The role of moral values in the development of society and the country is very
important to create Malaysians who are more progressive and dynamic. Masyarah et al.
(2011) stresses that students should be exposed to moral values at primary school level and
these values should also be nurtured, embraced and practiced among the present
generation to ensure the quality of social and moral life. In this study, the researcher
emphasizes that the intended transaction during teaching and learning includes methods,
strategies, approaches, skills and teaching aids. Indeed, teaching is an important component
25

in the actual implementation of teaching and learning. Therefore, educators must be creative
in planning teaching and learning methods which are appropriate to the level and ability of
students. Rohizani et al. (2007) explains that teachers should not be tied to just one method
during teaching and learning but strive to adjust to the requirements, needs and readiness of
students. Likewise, in employing teaching strategies, teachers should take into account all
aspects of learning, including the selection of materials, time and be wise in selecting the
approaches, methods and techniques based on the teaching objective of teaching
(Weissbourd et al., 2013). Moreover, curriculum implementation is highly dependent on
teaching strategies in the classroom (Abdul Rahim, 2001; Weissbourd et al. 2013).
Therefore, teachers should plan and expand the application of teaching strategies so that all
learning activities become more meaningful and effective. Additionally, teaching approach is
also an important element to be considered in teaching and learning. According to Chang
(2001), various approaches in implementing ME have been undertaken as alternatives to the
current approach during the transaction of ME implementation such as caring approaches,
nurturing and cooperative values that emphasize the dimension of thinking, feeling and
moral behaviour. These approaches are shaped by various theories related to moral
development as the foundation for improving the formation of character and reinforcing
useful and quality fields of knowledge. In addition, fostering skills through ME is also an
important factor in the implementation of the curriculum in the ME classroom. Teachers
should cultivate skills such as problem solving skills, critical and creative thinking skills,
social skills as well as skills for future study in teaching and learning to enable students to
face the world of information explosion and the new millennium with confidence (Ministry of
Education Malaysia, 2000). At the same time, the variety of teaching materials used by
teachers during teaching and learning is instrumental to help teachers achieve learning
outcomes. According to Rohizani et al. (2007) teachers need to be smart to maximize the
use of resources and tools that are chosen so that teaching and learning comes to life. Thus,
the researcher conducted ME curriculum evaluation to identify transactions observed in the
teaching and learning of Moral Education.
Transaction components are extensive connections on the implementation of the
curriculum which involve activities and interactions that occur during the ME transaction
between teacher and student, student to student, environment, teaching resources and
teaching materials. Rogan and Grayson (2003) claim that, transaction component refers to
the intended appropriate curriculum laid down as practices. To produce curriculum
transformation up to the point where it becomes the practice of a teacher, it is therefore,
natural for teachers to have a thorough understanding of the curriculum content to be
conveyed, translate the curriculum so that the practice continues and create a more concrete
teaching (Weimer, 2002). The researcher employs the Stake Evaluation Model (1967) as a
guide in conducting this study; a model led by Robert E. Stake. Stake explains the
importance of the assessment model is closely related to the intention and implementation of
educators with the real situation. Transaction component is interpreted as the actual
implementation process and activities in the curriculum, especially in the classroom. ME
curriculum related to the implementation of the program is used to combine elements
studied. Stake (1967) states that, congruence refers to the intended curriculum data with the
actual implementation observed. The data is congruent when the intended curriculum is
thought to happen in a real situation. Figure 1.1 below illustrates Stake Evaluation Model
(1967).

Intended
Antecedent

Observation
Antecedent

26

Congruence

Intended
Transaction

Congruence

Observation
Transaction

Intended
Outcomes

Congruence

Observation
Outcomes

epadan

Sumber: Stake (1967).

Figure 1.1: Stake Evaluation Model

METHODOLOGY
The study was conducted in secondary schools in Kota Kinabalu and Tuaran, Sabah. The
researcher used a qualitative approach to review the implementation of the transactions
observed in during lessons. A total of eight ME teachers were interviewed to obtain data that
is required in connection with the transaction of ME curriculum in classroom. Interviews were
fully transcribed and the codes for all responses are given.

RESULTS
The results show that the transaction of the implementation of teaching and learning in the
classroom involves five main aspects of methods, strategies, approaches, skills and
teaching aids, which are closely interlinked with each other to deliver lessons effectively.
a.

Methods

The most popular methods of teaching used by informants during ME teaching and learning
sessions are group work, discussions, storytelling and role-play. Teacher B thinks that the
group method allows students to share information so that students can get more input and
help them to better understand the topic being taught.
so one student share information within their own group divide the
students again into smaller groups so students can get input and help them
to understand better (B1: Lines 370-374).
Moreover, informants also argued that the group work is effective because students are
obliged to give input and students can also contribute and generate more ideas.
the students give their own ideas or for example solve problems in
groups so students must contribute their own ideas (A1: Lines 313-17).
for example group work activity can generate a lot of ideas (C1: Lines
407-408).

27

in terms of activity for example group work I could see that students
contributed their ideas (H1: Lines 526-530).
Next, the discussion method is also frequently used among informants. Teacher B and
Teacher E believe that discussion activities are able to attract attention and promote
cooperation among students. In addition, Teacher H describes discussions involving
conversations between students in the classroom can generate ideas and confidence in the
students themselves to share their opinion.
indeed they will cooperate...look at that they look active most of the
students are talking (B4: Lines 165-167).
I conducted discussions usually it depends on the topic when there
are interesting issues, they will work together in groups (E2: Lines 432434).
each student is brainstorming emm through this activity the teacher
only act as a facilitator group discussions can build students confidence
and they are more willing to express their opinion (H3: Lines 260-266).
Similarly, the method of storytelling is the most preferred method among informants because
students prefer listening to the teacher talk. The informant explains that students have the
willingness to listen to stories and moral values can be indirectly instilled in students.
"...storytelling has a strong attraction for students... students are more willing
to listen... and when they are listening... moral values can be instilled in
students.." (A4: Lines 540-543).
"...usually students love listening to teacher telling stories... and when I tell
stories they could relate to reality..." (B5: Lines 377-379).
I noticed that students prefer listening to teacher telling stories (D3:
Lines 217-219).
I simply tell stories because students love listening to them (F7: Lines
197-198).
Role playing is often implemented for suitable topics and it is a crucial process because
students have the opportunity to integrate a variety of skills learned. Informants find that role
playing should be a common method used during lessons so that students have the
opportunity to experience real situations themselves. Many informants agree that the method
also allows students to play roles in self-enact situations or based on scripts provided.
"...erm... student will carry out role playing activities... act out a situation... "
(A5: Lines 251-254).
"...students are easier to be managed by teachers during role playing
activities in lessons..." (B7: Lines 174-176).
...role playing... erm ... for example scripts associated with love... children
are not listening to advice ... and not going to school ..." (D4: Lines 459-463).
"...do a simple... its clearer..." (G4: Lines 176-177).
28

"...an example of role play... students do role playing activities and have the
opportunity to experience first-hand the situations and problems..." (H6:
Lines 272-275).

In addition, the role playing method can also attract students' attention and create
excitement to the students as stated by the informant.
"I see students having fun acting the roles given..." (D4: Lines 459-463).
" ...role playing in groups... I always carry out this activity... get the students
excited..." (G4: Lines 176-177).
...I see the students feel excited... its easy to understand... more attractive
to the student..." (H7: Lines 531-532).
b.

Strategies

Based on interviews conducted by the researcher, there are three main strategies used by
teachers during lessons that is teacher-centred, student-centred and resource-based.
Teacher B states that teacher-centred strategy is always used in teaching and learning that
is presented in the form of stories and experiences associated with teachers so that students
could understand better but for Teacher E this strategy is used to provide further information
about the content in textbooks.
"...strategy in teaching moral approach... usually it is teacher-centred... one
way interaction... erm... for example, the teacher teaches as usual at the
front... teach... distribute materials... ahh...with this strategy I give a lot of
exposure to students through memorization technique... I often use this
strategy in my lessons... especially when there are certain topics that require
teachers to associate experiences with storytelling... it usually depends on
the topic..."(B11: Lines 179-184).
"...ahh... I explained what contains in the text book... after that... erm...I will
choose a few questions in the textbook to be discussed and pondered upon
with students..." (E8: Lines 246-251).
In addition, student-centred strategy is also used among informants during lessons. Teacher
A and Teacher G state that this strategy allows students to be actively involved in each
session because students have the opportunity to explore and solve problems on their own.
Teachers will only act as facilitators.
"...I encourage students to actively participate in each session... ahh... so
through this strategy students are more capable to explore and solve
learning problems... ahh... with the help of the teacher as a facilitator..."
(A14: Lines 257-262).
"..through this strategy... I encourage students to actively participate in each
session... for example... I prefer these students to think broader... ahh... or
explore an issue further... ahh... to solve learning problems... so I just act as
a facilitator..." (G9: Lines 400-406).
Resource-based strategy emphasizes the use of materials to facilitate students
understanding. Therefore, teachers use resources and materials in order to strengthen their
29

understanding, Thus, facilitating the students to understand more clearly the teaching
content as specified by the informant.
...I use the resource-based strategy as my teaching strategy using materials
such as... handouts... white board... the strategy adopted in order to
strengthen students' understanding of the topics taught..." (B14: Lines 194197).
...students laugh when the video is funny...but at the same time... they learn
something from the message...from a video clip or a power point ... and I
think this strategy can help students understand more clearly the topics
taught" (D8: Lines 246-252 ).
"...I normally use materials for enrichment... ahh... and what they see a
picture in the textbook...not enough...so I will show the video..." (E12: Lines
253-255).
"...I use resource-based strategy during lessons...I have materials ready to
be used at the time... ahh... they can give a clear understanding to the
students... for example printed materials and notes... or workbook... ahh... I
shared with students... so that students can understand the teaching content
delivered..." (G10: Lines 191-195).
c.

Approaches

Informants usually employ different teaching approaches so that students can work together
to achieve the learning outcomes. In this case, cooperative, value cultivation and nurturing
approaches are applied by teachers during ME lessons. The informant said cooperative
approach is helpful in achieving the learning outcomes because students are more
courageous to ask and weak students can also be guided along.
...in the cooperative approach... this approach greatly help to achieve the
learning outcomes... because students differ in terms of ability... so... using
this approach help students who are rather weak..." (A20: Lines 570-574).
" ...cooperative approach in the classroom... is more suitable for small
groups...so the discussions are more useful and effective to achieve the
objectives..." (G11: Lines 428-435).
"...cooperative approach for small groups... ahh... lesson objectives can be
easier to achieve as students are more courageous to ask..." (H19: Lines
554-556).
Informants also find that values cultivation approach provides an opportunity for students to
understand and analyze values before accepting and exploring these values.
Many of the informants interviewed agreed that this approach is done by providing examples
of successful famous figures in the hope that students can emulate, imitate and are more
motivated to work hard to be successful as these famous figures.
"...to cultivate values in the students by giving examples of successful
famous figures... what values they practiced... how they can be successful...
so by using these famous figures as examples... give motivation to the
students... and cultivate values in students in order to emulate the
30

character... for the students this situation can inspire students to work
hard..." (A21: Lines 298-304).
"...In terms of cultivating value... for example... I will give examples of famous
figures ... for example the value of diligence...I would associate it with figures
who... ahh... have made the nation proud... how he becomes successful...
how this person can be a hero... because he is diligent, he becomes
famous... and never gives up..." (B18: Lines 202-206 ).
"...individuals or leaders who are successful in their various fields... and to
identify the values practiced which make them successful... the
background... and planning made before achieving success... try to cultivate
the values practiced by these individuals or leaders in students..." (C15:
Lines 449-453).
...value cultivation approach... ahh... for example, I showed pictures of
figures who are successful... like in sports... Datuk Lee Chong Wei... Datuk
Nicol Ann David... and fashion designer... Jimmy Choo... because there are
moral education questions related to famous figures... so I ask them to name
these figures, especially those from Malaysia..." (D12: Lines 264-273).
"...cultivating values... for example... in the topic related to the value of
diligence... in the textbook there are many examples... so I find famous
figures who can be associated with this value..." (F17: Lines 237-244).
...value cultivation approach... I do employ this in my lessons... for instance,
making comparison of figures or leaders who are successful... athletes who
did the country proud..." (G12: Lines 227-230).
"...value cultivation approach... what I've done is... students are shown a
video presentation about the figures..." (H20: Lines 314-318).
Caring approach is the most popular approach used by the informants. The informants
believe that this approach can develop students moral behaviour to maintain and strengthen
the practice of loving yourself and others. All informants express that caring approach is
conducted by caring and showing concern for the students. In other words, teachers need to
reach out and take into account the students' needs and learning difficulties.
"...I do this in my lessons according to the concept of mutually dependent
relationship between students... I care about the students... show my
concern..." (A23: Lines 304-309).
"...caring approach... my way is... I will take into account or ask the
students... erm... I try to show I care... if we are caring... if we try to reach out
to students... ask the students hows their day... are they doing ok..." (B20 :
Lines 213-218).
"...caring approach... when the teacher shows his concern towards his
students... students will feel loved ... and there is no fear..." (C17: Lines 440443)
"teacher cares about the students ... take into account their well being...
ahh... so I think it's easier for students to understand the lesson delivered..."
(D14: Lines 509-514 ).
31

"...the caring approach is indeed practiced... erm ... treat the students well ...
fairly and show concern on any problems that the students face... so they
wont be too stressed..." (E16: Lines 269-271).
"...caring approach is usually how I would tackle the needs of my students...
being attentive to the students needs.. (F18: Lines 227-229 ).
...caring towards the students... attentive to the needs of the students and
students' readiness to learn..." (G13 : Lines 217-220).
"...through this caring approach... I am more attentive to the needs and
problems faced by my students, especially the weaker ones..." (H21: Lines
322-329).
d.

Skills

Teachers strive to nurture skills in ME lessons so as to provide opportunities for students to

acquire the skills to enable them to meet the challenges of the new millennium with
confidence. Informants foster critical and creative thinking skills (CCTS) in order to help
inculcate moral values in the students life. Teacher A, Teacher D and Teacher H claimed
that CCTS skills among students should be nurtured so that students are able to solve
problems well.
"...critical thinking based on moral knowledge... so that students can assess
whether an action is immoral or not... so through the teaching of moral
values... will help inculcate moral values in the life of students... and that
creative thinking was also an opportunity... ahh... the students to think
creatively, especially... erm... in carrying out educational activities..." (A26:
Lines 429-435).
"...to succeed in life... ahh... students should have critical thinking skill...
ahh... so that students can assess whether an action is morally right... the
same goes with creative thinking skills... need to be nurtured by teachers...
to give students the opportunity to find beneficial solutions..." (D16: Lines
389-393).
" ...I also emphasize these skills so that students can solve problems better...
for example in making handicrafts... students come out with ideas to produce
handicrafts or recycle materials creatively... so here, it involves students
thinking critically and creatively so as to produce practical handicrafts... and
beneficial to everyone..." (H25: Lines 432-440).
Informants also foster problem-solving skills to help students to connect or communicate
with others more effectively to prevent conflicts. Teacher A believes that these skills are
nurtured through the values they have learned so that students can make a fair decision.
"...problem-solving skills... for example... I give one situation or problem to
the group or student... so they will brainstorm together to find an answer...
and ahh... then, presented the results of the discussions... so if the student
or the group managed to present... I think those skills are nurtured through
the values learned... like the value of rational... students have to make
reasonable decisions through discussion... can solve the problem on the
basis of rational attitude... other than that... the value of responsibility...
erm... each member in their respective groups is in charge of contributing an
32

idea or opinion... and the value of independence... they look for information
or answers by themselves, without the help of a teacher... and... erm... the
value of being virtuous... during discussion... the students have to show
politeness with other each other through conversation and behaviour... or the
value of diligence... they have to work hard and diligently try to figure out the
right answer" (A27: Lines 416-429).
In addition, Teacher F explains that problem-solving skills are linked to the questions
contained in the textbook while Teacher G also associates these skills to thinking reasonably
in solving a problem.
"...problem solving skills are nurtured by teachers... in the textbook there are
activities for students to think and answer..." (F21: Lines 330-332).
"...I nurture the skills to resolve conflict... so that means I am a teacher...
teaching students how to think reasonably to solve a problem..." (G17: Lines
291-293).
Informants also foster social skills during lesson by giving emphasis on social abilities to
communicate with others so that students can learn how to communicate well and be
accepted by the society. Teacher A and Teacher E explain that these social skills are
fostered through learning moral values so that students can learn how to communicate well.
"...the social skills... my way of fostering this skill is through actual learning of
the values that can be accepted... for example... in communication...
students should be... erm... nurtured with the value of being virtuous... so
that when talking with others... ahh... be polite... I cultivate these social skills
in my teaching so that students know how to communicate beneficially and
reasonably..." (A28: Lines 435-440).
"...in terms of social skills ... ahh... I nurture these skills with the
corresponding values... for example the value of independent... self-worth...
tolerance... teachers indeed emphasize these values so that when students
communicate with others... they will adopt these values... be polite... and not
offend others..." (E18 : Lines 336-339).
e.

Teaching aids

Teachers used teaching aids in Moral Education lessons to enable students to understand
more clearly and easily the topics being taught. Various teaching aids are utilized by
teachers when delivering lessons to ensure smooth delivery of the topic. Based on
interviews on the informants, popular teaching aids employed include textbooks, workbooks,
video viewing and ICT. The informants said the use of textbooks during lessons is the main
source for many additional input and information obtained. Moreover, the information is still
relevant to the topic of discussion and most of the questions used by the teachers are
available in the textbooks.
"...the textbooks is the main source... I do emphasize the use of
textbooks... because there are a lot of input or information available from
the book..." (B28: Lines 442-444).
"...they use textbooks too... they need to read it..." (D21: Lines 438-439).

33

"... materials and resources... I think... every teacher uses the textbook as
a primary guide... " (E20: Lines 111-112).
"...because the majority of relevant questions can be found in the
textbooks... we cant steer away from what is in the textbooks..." (F25:
Lines 432-433).
" ...textbooks is the main material used for teaching..." (F26: Lines 485).
"...I ask students to refer to a textbook... because there are a lot of
important information..." (H31: Lines 101-102).
In addition, the informants also use workbooks as teaching aids and they are usually used
along with the textbooks. Teacher B, Teacher D and Teacher F use workbooks so that
students can refer to every topic and notes to help improve their understanding and
answering techniques.
"...the workbooks that I use present topics in the form of mind maps... so
students shall refer to book topic by topic..." (B29: Lines 354-356).
"...students use the notes available in the bookwork..." (D22: Lines 438).
"...the workbook that teachers use... ahh... it is taken from the textbook but
the notes are more detailed... the workbook do stick to what is in the
textbook... (F27: Lines 419-421 ).
"a workbook is used for students' understanding and answering
techniques..." (F28: Lines 485-486).
For application and appreciation of moral values among students, video viewing is also used
by teachers as teaching aids so that students will dive deeper into the values the teachers
want to apply. Teacher D states that teachers should have the initiative and creativity to use
teaching aids in their lessons. Video viewing is carried out so that students can think about
the values that are portrayed in the video.
"...it depends on the teachers own initiatives... because they are so much
they can download from the internet... so its their own creativity... some
teachers did video viewing so that students are able to think of values
conveyed in the video..." (D27: Lines 100-103).
Teacher G expresses that iPad and laptop are usually used for video viewing and the videos
are mostly related to the topics being taught. Teacher E finds that video viewing allows
students to feel touched by the situation they have watched. Meanwhile, Teacher H explains
that video viewing is used for presenting famous figures.
"...I even bring my own iPad... or my laptop to the classroom... let students to
look at visuals or watch videos related to the topic being taught..." (G20:
Lines 465-467).
"...when they watch the video... they were truly touched..." (E24: Lines 495496).

34

"...I also use video as teaching aids... ahh... video to show the famous
figures... so I apply them to the students... the values practiced by the
leaders that make them successful..." (H37: Lines 645-648).
The use of ICT in teaching and learning is to help teachers in the smooth delivery of the
lessons. Teacher A explains the use of 'pen drive' which contains many materials such as
worksheets, mind maps, notes and questions are much easier to assist teaching and attract
students' full attention.

"...the pen drive is used during lessons... and I see that pen drive helps
teachers a lot to facilitate teaching... its easier for teachers to deliver
teaching contents... I can see that the students are very attentive..." (A32:
Lines 112-116).
"...for me this teaching aid should be used every time to facilitate the delivery
of the lessons... among the teaching aids I use... indeed I like to use... ahh...
LCD and the pen drive... which contain worksheet... and in the pen drive
itself there are many available teaching aids to assist students learning... for
example... mind maps..." (A33: Lines 606-610).
In addition, the use of ICT helps teachers to fully exploit the time allocated to teach and
teaching can also be done more effectively. Teacher D and Teacher E state very clearly that
the use of ICT helps teachers to achieve the learning outcomes as well as to draw students
interest and attention.
"...it is very clear that ICT helps teachers to achieve the learning
outcomes... ICT... if the teachers themselves prepared the materials..." (D30:
Lines 548-549).
"...ICT resources... I do use it... so that the teaching and learning process
is more interesting and student-focused..." (E26: Lines 257-258).

DISCUSSION
To achieve the ultimate goal of teaching transaction, teachers play a crucial role in ensuring
the effectiveness and quality of teaching and learning. Rohizani et al. ( 2007) states that
method is a systematic series of actions aimed at achieving the learning objectives set and
as a whole it consists of structured procedure based on the approach chosen. Thus, many of
the informants agree that the main teaching methods used during ME lessons are group
work, discussions, storytelling and role-play. This is due to the fact that these methods can
create a learning environment that can attract students focus and interest as well as foster
cooperation and confidence in the students.
In terms of teaching strategies, the informants emphasized the three types of
strategies in teaching and learning that is teacher-centred, student-centred and resourcebased. According to Weissbourd et al. (2013), the implementation of teaching and learning
transactions relies heavily on teaching strategies employed in the classroom. In this case,
the informants believe that the strategy used during lessons is very helpful in achieving the
learning outcomes. For example, teacher-centred strategy, although students only act as
viewers and listeners to the teachers explanation, there are times when this strategy is
particularly important for the more difficult topics. In addition, student-centred strategy is also
used so that students can create a more active two-way interactions, namely between
35

teachers and students and students with students in order to achieve learning objectives.
Besides, the resource-based strategy emphasizes on the tools used by teachers so that
students understand the lesson content and teachers can easily convey lessons effectively.
Next, informants also emphasize on the learning approach used during the ME
lessons. Chang (2001) states approaches employ in moral education should be controlled by
the teacher in order to develop the thoughts, feelings and moral practices as well as to
create an atmosphere of moral climate in the lesson. Thus, informants agree that to achieve
the learning outcomes, cooperative, loving and nurturing values should be done during the
lessons to expand the level of thoughts, appreciation and moral behaviour of students.
Informants also foster skills during the lessons to provide opportunities for students
to master the skills in order to promote moral development of students. In ME curriculum,
generic skills such as critical and creative thinking skills, conflict resolving student skills,
social skills and future study skills need to be acquired by students to enable students to
cope with information explosion and the new millennium with confidence and attitude of
social and moral responsibility (Ministry of Education Malaysia, 2000). Therefore, the
informants believe that teachers should foster these skills in students so that students can
solve problems better and can make a reasonable decision. In addition, students can also
learn how to communicate better and be a valuable member of the society.
Teaching would be meaningless if the teacher failed to create an effective learning
situation (Rohizani et al., 2007). In this case, the informants believe that the use of teaching
aids during the lessons should be emphasized that aims to enable students to understand
the subject matter more easily and the teacher can also deliver the lesson in a more
effective and attractive way. Next, the informant agree between the most popular teaching
aids used are textbooks, workbooks, video and ICT-based materials.

CONCLUSION
The implementation of Moral Education curriculum transaction requires teachers continued
commitment so that teaching and learning can be carried out successfully to achieve
specified learning objectives. Therefore, to ensure the successful implementation of the
lessons, a teacher should make careful planning. In this case, the selection and use of
methods, strategies, approaches, skills and teaching aids is a crucial matter. Teachers
should also be able to create a teaching and learning atmosphere that is alive and active.
Moreover, teachers should also be creative to provide necessary teaching materials and
wisely manage its use.

REFERENCES
Abd. Rahim Abd. Rashid. 2001. Nilai-nilai Murni Dalam Pendidikan: Menghadapi Perubahan
dan Cabaran Alaf Baru. Terbitan Pertama. Utusan Publishing & Distributors Sdn.
Bhd.
Barone, N. T. 2004. Moral Dimensions of Teacher-Student Interactions in Malaysia
Secondary School. Calumet College of St. Joseph, Indiana, USA. Journal of Moral
Education. 33 (2).
Chang Lee Hoon. 2001. Pendekatan dalam Pendidikan Moral. Fakulti Pendidikan. Universiti
Malaya
(atas
talian)
http://pendidikanmoral.um.edu.my/uploads/rujukan/pendekatan%20pendidikan%20
moral.pdf. Dicetak 13 Mac 2014.
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Chang Lee Hoon. 2010. An Appraisal the Implementation of Moral Education for Schools in
Malaysia. Universiti Pendidikan Sultan Idris, Tanjong Malim Perak. Proceeding of
the 4th Conference on Teacher Education: Join Conference UPI & UPSI Bandung,
Indonesia.
Ministry of Education Malaysia. 2000. Moral Education Syllabus Specification: Form four
secondary school Malaysia. Kuala Lumpur: Curriculum Development Centre.
Masyarah Zulhaida Masmuzidin, Jianmin Jiang & Taoran Wan. 2011. Learning Moral Values
through Virtual Technology: The Development and Evaluation of Malaysian Virtual
Folktales-Hikayat Land. Procedia Social and Behavioral Sciences. 31: 315-322.
Robiah K. Hamzah. 2011. Nilai Murni dalam Pengajaran Bahasa Melayu. Cetakan Pertama.
Kuala Lumpur: Dewan Bahasa dan Pustaka.
Rogan, J. M. & Grayson, D. J. 2003. Towards a Theory of Curriculum Implementation with
Particular Reference to Science Education in Developing Countries. International
Journal of Sciences Education. 25(10): 1171-1204.
Rohizani Yaakub, Shahabuddin Hashim dan Mohd. Zohir Ahmad. 2007. Pedagogi Strategi
dan Teknik Mengajar dengan Berkesan. Cetakan Keempat. PTS Professional
Publishing Sdn. Bhd.
Stake, R. E. 1967. The Countenance of Educational Evaluation. Center for Instructional
Research and Curriculum Evaluation. United States: University of Illinois. Diambil
pada 4 March 2014 daripada http://education.illinois.edu/circe/publications/
countenance.pdf.
Vishalache Balakrishnan. 2012. Dilema Kehidupan Sebenar dalam Pendidikan Moral. Kuala
Lumpur: Universiti Malaya.
Weimer. M. 2002. Learner-Centered Teaching: Five Key Changes to Practice. San
Francisco: Jossey Bass Publication.
Weissbourd, R., Bouffard, S.M., & Jones, S. M. 2013. School Climate and Moral and Social
Development. New York: National School Climate Center.

37

PENGARUH TINGKAH LAKU GURU DISIPLIN TERHADAP KOMPETENSI

PENGURUSAN DISIPLIN SEKOLAH RENDAH
Osman bin Said & Abdul Said bin Ambotang
Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
puteracitra@gmail.com
Abstrak
Artikel ini adalah bertujuan untuk membincangkan pengaruh sikap guru terhadap
pengetahuan disiplin, sikap terhadap peranan bidang tugas, tahap pengetahuan dan tahap
kemahiran guru disiplin dalam pengurusan disiplin sekolah rendah di daerah terpilih di
seluruh negeri Sabah Faktor jantina dan pengalaman dijadikan perbincangan utama untuk
melihat hubungan dan pengaruh antara sikap guru disiplin dengan aspek pengetahuan
pengurusan disiplin dan aspek kemahiran terhadap kompetensi pengurusan disiplin sekolah
rendah. Beberapa set soal selidik diubahsuai dan dibangunkan untuk mendapatkan data
profil guru serta mengukur sikap, pengetahuan dan kemahiran guru disiplin yang dijangka
akan terlibat. Hasil perbincangan ini diharapkan dapat menunjukkan bahawa terdapat
hubungan dan pengaruh antara sikap, pengetahuan dan kemahiran guru disiplin dalam
kompetensi pengurusan disiplin sekolah rendah. Selain itu rumusan artikel ini diharapkan
dapat membantu guru disiplin dalam meningkatkan kompetensi pengurusan disiplin di
sekolah rendah bagi menangani masalah disiplin yang wujud di sekolah masa kini.
Kata kunci: Tingkah laku, pengetahuan, kemahiran, kompetensi
Abstract
The aim of this article is to discuss about the influence of teachers attitudes toward the
knowledge of discipline and role duties, the level of knowlegde and skills of disciplinary
teachers in the discipline management of primary schools in a particular district in the state
of Sabah. Gender and experience factors become a main discussion to view the relationship
and influence between disciplinary teachers attitudes and the aspect of discipline
management knowledge and skills toward competency in the management of the schools
discipline. A few different sets of surveys have been modified and developed to obtain data
concerning teachers profiles and as a scale to measure the attitude, knowledge, and skills
of the disciplinary teachers involved. At the end of this discussion, we expect to show that
there is a relationship between the attitude, knowledge and skills of the disciplinary teachers
in their competency of managing the discipline in primary schools. Beside that, the summary
of this article hopes to provide disciplinary teachers help in primary schools in order to
increase their competency in management of discipline. This article also aspires to help
teachers in dealing with diciplinary problems that now exists in primary schools.
Keywords: Behaviour, knowledge, skills, competency
PENGENALAN
Disiplin ialah satu istilah yang seringkali dikaitkan dengan keperibadian seseorang. Secara
amnya perkataan disiplin mempunyai kaitan dengan persoalan kepatuhan dan ketaatan
terhadap sesuatu peraturan ataupun undang-undang dalam berbagai-bagai bentuk yang
merangkumi semua aspek kehidupan. Kepatuhan dan ketaatan itu diukur berdasarkan
sejauh mana seseorang itu mampu mengawal dirinya dalam menghadapi keadaan-keadaan
tertentu. Kepatuhan tersebut boleh menggambar diri seseorang itu berdisiplin atau
sebaliknya. Persoalannya, apakah kepatuhan dan ketaatan itu hanya diukur serta dinilai
38

berdasarkan undang-undang atau peraturan-peraturan yang digubal sahaja. Kalau demikian

sifatnya, penyelidik merasakan tidak menepati dengan pengertian disiplin secara mendalam
atau secara yang dikehendaki dalam setiap sudut kehidupan kerana manusia bukan hanya
terdiri dari jasadnya sahaja, tetapi ia digandingkan dengan aspek roh yang meliputi unsurunsur dalam seperti hati, naluri, perasaan, fikiran dan kehendak.
Tingkah laku pengurusan disiplin di sesebuah sekolah merupakan faktor penting
yang menentukan tahap masalah disiplin di sekolah tersebut (Kementerian Pelajaran
Malaysia, 2009). Sikap, aspek pengetahuan dan aspek kemahiran seseorang guru disiplin
terhadap isu-isu disiplin akan membantunya dalam menjalankan tugas sebagai guru disiplin
yang baik (Utusan Malaysia, 2010).

LATAR BELAKANG KAJIAN

Isu masalah tingkah laku disiplin dalam kalangan pelajar itu sering mendapat perhatian
ramai di negara ini kerana kejadian tersebut didapati semakin hari semakin meningkat
hingga kini dan banyak pula diperkatakan melalui media massa (Laporan Lembaga
Penduduk dan Pembangunan Keluarga Negara 2004). Kajian Abdullah et al. (2001) yang
telah dijalankan ke atas sampel seramai 8 035 pelajar sekolah menengah telah mendapati
bahawa tingkah laku ponteng (37.5%) iaitu ponteng sekolah dan ponteng kelas adalah
merupakan tingkah laku yang paling kerap dilakukan oleh pelajar sama ada pelajar di
bandar mahupun pelajar di luar bandar. Ia diikuti pula dengan tingkah laku yang lain seperti
tingkah laku kurang sopan (16.1%) yang dipecahkan kepada tingkah laku merokok,
berbahasa kesat, tidak menghormati guru dan mengganggu pengajaran dan pembelajaran,
tingkah laku tidak mementingkan masa (11.8%) dan tingkah laku jenayah (11.0%).
Menurut Hoffman (2014), pelajar-pelajar yang memasuki alam persekolahan
biasanya mempamerkan tingkah laku yang mengganggu seperti suka memberontak dan
menunjukkan tingkah laku agresif yang berisiko tinggi menyumbang kepada masalah sosial
dan masalah akademik yang akan berlanjutan sepanjang tempoh di sekolah.
Berdasarkan pembacaan, pengkaji mendapati masalah tingkah laku disiplin dalam
kalangan pelajar khususnya dan golongan remaja secara amnya merupakan suatu masalah
yang melanda di seluruh dunia (Mohd.Ismail 2004). Antara masalah tingkah laku disiplin
yang kerap mendapat perhatian adalah seperti tingkah laku membuli, ponteng, perlakuan
seks pranikah dan berisiko, tingkah laku agresif, mencuri dan mengambil dadah.

PERNYATAAN MASALAH KAJIAN

Persepsi umum sesetengah pihak cenderung melabelkan secara pukal peranan guru-guru
di sekolah dalam menangani masalah disiplin pelajar. Semua guru dirujuk sebagai guru
disiplin oleh KPM melalui Surat Pekeliling Ikhtisas (2001). Maksud ini memberi implikasi
yang pelbagai dalam kalangan warga pendidikan itu sendiri. Pekeliling tersebut memutuskan
satu ketetapan bahawa semua guru mempunyai kebolehan, kelayakan, kepakaran,
kepandaian dan kepantasan untuk menangani masalah dan isu-isu disiplin di sekolah.
Dengan andaian bahawa guru adalah orang dewasa yang dapat mempengaruhi pelajar dan
ciri pendidikan itu sendiri yang melibatkan peranan moral guru dalam pembentukan sahsiah
dan akhlak pelajar.
Hasil kajian Zakaria et al. (2013) bahawa perlaksanaan tatacara disiplin sekolah
yang diamalkan di sekolah tidak seperti yang termaktup dalam garis panduan tatacara
disiplin oleh pihak Kementerian Pendidikan Malaysia. Sehingga kini, Mengikut perangkaan
39

KPM sehingga Jun 2016, bilangan guru di sekolah rendah seluruh Malaysia ialah berjumlah
239,850 orang (KPM et al., 2016). Mengikut perangkaan yang sama, bilangan murid sekolah
rendah di seluruh negara berjumlah 2, 685, 403 orang. Jumlah ini belum termasuk murid
Prasekolah yang berjumlah 200,684 orang. Melalui statis terkini KPM tersebut, nisbah
seorang guru dengan murid adalah seorang nisbah 12 orang.
Persoalannya kini, bagaimanakah situasi semasa seperti yang digambarkan di atas,
dapat menangani kawalan terhadap disiplin murid? Laporan Mesyuarat Jawatankuasa Induk
Menangani Disiplin kali ke-2 pada tahun 2009 menyatakan terdapat sedikit peningkatan
dalam salah laku disiplin murid sekolah rendah (Garis Panduan Permohonan Anugerah
MYGOSS 2011, 2011). Peratus peningkatan tersebut adalah sebanyak 0.78 peratus pada
tahun 2008 berbanding pada tahun 2009 sebanyak kepada 0.79 peratus. Antara punca
salah laku yang telah dikenal pasti adalah kecuaian pihak sekolah untuk menguruskan
disiplin murid. Adakah trend tersebut berterusan sehingga kini dalam kalangan pemimpin
sekolah sama ada di kawasan bandar mahupun luar bandar? Bertitik tolak daripada
persoalan di atas, kajian ini dilaksanakan untuk mengenal pasti pengurusan disiplin murid di
sekolah kawasan bandar dan luar bandar dari perspektif pemimpin sekolah.
Laporan daripada Us Department of Education (2014) pula mendapati sikap
demokratik, kaedah psikologi, kaedah merotan selepas selesai melalui kaedah psikologi,
mengelakkan masalah disiplin daripada berlaku adalah lebih baik daripada bentuk tindakan
mencegah, menyiasat latar belakang murid, lawatan ke rumah, meminta kerjasama ibu
bapa, kaunseling dan hukuman merupakan antara beberapa kriteria yang dapat menangani
masalah disiplin.
Dalam kajian yang dijalankan oleh Farizal et al. (2014), mendapati bahawa punca
keseluruhan tekanan dalam pengurusan di sekolah banyak berkait dengan masalah disiplin.
Kajian berikutnya oleh Pane et al. (2014), juga bersetuju bahawa faktor kemerosotan disiplin
pelajar menjadi sebab utama berlakunya tekanan psikologi, fisiologi dan fizikal dalam
kalangan guru.
OBJEKTIF KAJIAN
Kajian ini bertujuan melihat hubungan antara tingkah laku guru disiplin terhadap pengurusan
disiplin di sekolah. Secara khusus, objektif kajian adalah untuk:
1.1

Mengenalpasti sikap, tahap pengetahuan dan tahap kemahiran guru-guru disiplin

sekolah rendah di daerah Keningau terhadap pengurusan disiplin;

1.2

Melihat perbezaan sikap, aspek pengetahuan dan aspek kemahiran guru disiplin
lelaki dengan perempuan sekolah rendah di daerah Keningau terhadap pengurusan
disiplin;

1.3

Melihat hubungan antara sikap dengan tahap pengetahuan dan tahap kemahiran
guru-guru disiplin sekolah rendah di daerah Keningau berdasarkan pengalaman
sebagai guru disipin terhadap pengurusan disiplin;

1.4

Sikap dengan tahap pengetahuan dan tahap kemahiran guru-guru disiplin sekolah
rendah tidak dipengaruhi oleh pengalaman sebagai guru disipin terhadap
pengurusan disiplin.

TINJAUAN LITERATUR
40

Kajian terhadap tingkah laku guru disiplin dalam pengurusan disiplin sekolah rendah di
Sabah asasnya adalah merujuk kepada model-model pendekatan pengurusan antaranya
Model Penghasilan Kerja Berkesan (Boyatzis, 1982), Model Perkembangan Guru oleh
Trotter (1986), Model Kompetensi Iceberg oleh Spencer & Spencer (1993) dan Teori
Kecerdasan Triarchic oleh Sternberg (2005).
Model Penghasilan Kerja Berkesan
Model Penghasilan Kerja Berkesan (Boyatzis, 1982) merujuk kepada kecekapan individu
melakukan kerja menerusi pengurusan tingkah laku kerja yang berkesan. Seseorang
individu dikatakan mempunyai kecekapan sekiranya ia berupaya mengekalkan tingkah laku
tersebut secara berterusan selaras dengan dasar, prosedur dan persekitaran organisasi.
Berdasarkan model ini tingkah laku kerja yang berkesan dipenuhi apabila tiga komponen
utama iaitu kecekapan individu, keperluan kerja dan persekitaran organisasi berada dalam
keadaan seimbang. Ketidakseimbangan dalam salah satu komponen tersebut akan
memberi kesan terhadap tingkah laku yang terhasil dan pencapaian orgasnisasi.
Kecekapan pengurusan tingkah laku individu merujuk kepada kebolehan melakukan
sesuatu tugas. Keperluan kerja merujuk kepada jangkaan individu terhadap tugas yang
akan dilakukan dan persekitaran oraganisasi pula merujuk kepada beberapa aspek
pengurusan tugas yang dijangkakan oleh seseorang individu.
Rajah 2.1 menunjukkan hubungan ketiga-tiga komponen
pengurusan tingkah laku kerja yang berkesan.

tersebut

dengan

Rajah 1: Model Penghasilan Kerja Berkesan

Keperluan
kerja

Penghasilan
kerja yang
berkesan

Kecekapan
individu

Persekitaran
Organisasi

(Sumber: Ubahsuai daripada Model Penghasilan Kerja yang Berkesan Boyatzis, 1982)
Model Perkembangan Guru
Pengkaji juga telah merujuk konsep kecekapan berdasarkan Model Perkembangan Guru.
Berpandukan model ini tahap perkembangan guru dilihat berubah dari satu tahap kepada
satu tahap yang lain sehingga mencapai tahap tertinggi iaitu tahap yang membolehkan guru
tersebut dianggap sebagai pakar. Trotter (1986) menyenaraikan lima tahap perkembangan
guru melalui konsep guru pakar (experts teacher) (Lunenburg & Orstein, 2000). Tahap
perkembangan guru akan melalui lima tahap berikut;
i.

Tahap permulaan (novice) iaitu permulaan bagi guru mencari idea, pengalaman,
kesesuaian, penerimaan orang lain dan pengetahuan tentang peraturan kerja;
41

ii.

Tahap novis lanjutan (Advanced beginner). Guru pada tahap ini telah melakukan
proses kerja dengan lancar. Namun masih berhati-hati dan kerap melakukan
pendekatan cuba jaya;

iii.

Tahap cekap, iaitu guru berada pada tahap competent mencapai keyakinan dalam
melaksanakan tugas dan ada kecenderungan melakukan tugasan tanpa perlu
diarah;

iv.

Tahap mahir (proficient), guru yang berada pada tahap ini mampu untuk mengesan
masalah situasi tertentu dan berupaya mengaplikasikan pengetahuan dan kemahiran
untuk menyelesaikan sesuatu masalah; dan

v.

Tahap pakar (expert), pada tahap ini guru akan melakukan sesuatu tugasan kerja
dengan lancar, tepat d an berkesan.
Aplikasi Model Perkembangan Guru ke atas kecekapan guru disiplin mendapati
tahap ketiga menunjukkan tahap seseorang guru mencapai kecekapan. Seseorang guru
yang baru mula berkhidmat dikatakan tidak cekap, tidak berkebolehan, tidak mampu
melaksanakan aktiviti-aktiviti kerja yang berkaitan dengan pengurusan disiplin secara
berkesan. Guru-guru baru akan sentiasa berusaha mencari penyesuaian diri daripada
hubungan sosial dengan rakan sekerja dalam organisasi. Proses penyesuaian akan
mengambil masa. Sekiranya tiada sokongan yang kuat dan bantuan daripada rakan sekerja
ataupun organisasi, proses ini dijangka mengambil masa yang panjang.
Kajian yang dijalankan oleh De Jong et al. (2014) tentang keperluan latihan dalam
kalangan guru-guru disiplin mendapati keperluan guru disiplin terhadap pengetahuan
berkaitan kerja-kerja disiplin adalah tinggi manakala pengetahuan sedia ada guru disiplin
terhadap pengurusan disiplin pada tahap sederhana.
Menurut Vally (2015), faktor kepakaran guru menguasai ilmu dan menepati
perkembangan semasa adalah faktor penting dalam menjamin kejayaan dan kecemerlangan
sekolah. Sehubungan dengan itu, program perkembangan staf di sekolah dilihat dapat
meningkatkan tahap kecekapan individu. Antaranya komunikasi yang berkesan dan teknik
menyelesaikan masalah yang sememangnya penting dan kerap digunapakai dalam
kalangan guru-guru disiplin sewaktu menjalankan tugas.

42

Rajah 2: Model Perkembangan Guru

5.3

Model Kompetensi Iceberg

Sumber: Model Perkembangan Guru oleh Trotter (1986)

Ubahsuai: Berliner (1988) dan Lunenburg (2011)
Model Kompotensi Iceberg
Model Kompetensi Iceberg (Spencer & Spencer 1993), seperti Rajah 2 memberi fokus
kepada faktor yang menentukan kecekapan individu. Faktor-faktor tersebut merujuk kepada
ciri peribadi, kemahiran dan pengetahuan individu. Berdasarkan model ini, pengetahuan dan
kemahiran mudah dilihat dengan penglihatan mata kasar manusia (berada di bahagian atas
permukaan air). Ia merupakan set tingkah laku. Sementara ciri-ciri peribadi pula adalah ciri
tersembunyi (berada di bawah permukaan air) yang sukar dikesan.
Secara relatif kemahiran dan pengetahuan seseorang akan lebih mudah terserlah
berbanding dengan ciri-ciri peribadi ketika melakukan sesuatu kerja. Sementara ciri-ciri
peribadi individu tersebut seperti suka atau tidak agak sukar untuk diukur, diubah,
ditingkatkan dan dikawal. Menurut Model ini, ciri-ciri peribadi hanya dikesan dalam bentuk
paparan tingkah laku setalah sekian lama ciri tersebut dipraktikan.

43

Rajah 3: Model Kompotensi Iceberg

Bahagian atas

Senang untuk
dibangunkan

Paras air

5.4

Teori Kecerdasan Triarchic

Bahagian bawah

Sukar untuk
dibangunkan

Sumber: Spencer & Spencer (1993)

Diubahsuai daripada: Carrieres, T. (2010)
Menurut Sternberg (1985a; 1988b), kecerdasan berjaya membawa maksud cara
seseorang individu memanipulasi dan menggunakan kekuatan yang ada sepenuhnya dan
menangani kelemahan bagi menyelesaikan masalah dalam kehidupan seharian dan
seterusnya mencapai kejayaan dalam masyarakat. Sternberg menegaskan bahawa
penekanan pada konsep kecerdasan harus diberikan kepada matlamat dan tujuan yang
dikehendaki oleh masyarakat dan budaya seseorang individu. Bagi Sternberg juga, individu
yang berjaya ialah individuyang mencapai kecemerlangan dalam masyarakat dan budaya
yang dinaungi.

44

Rajah 4: Model Komponen Kecerdasan

Aspek Komponen dalam kecerdasan

Aspek
Eksperimen
dalam
kecerdasan

Aspek
Konstektual
dalam
kecerdasan

Sumber: Sternberg (2005)

KERANGKA TEORITIKAL KAJIAN
Kajian ini meninjau tingkah laku guru disiplin dalam pengurusan disiplin di sekolah rendah.
Satu kerangka konsep kajian telah dibina berdasarkan Model Kompetensi. Tumpuan utama
model ini ialah aspek pengetahuan dan aspek kemahiran yang dimiliki oleh guru disiplin
dalam menyempurnakan sesuatu tugasan yang berkaitan dengan pengurusan disiplin.
Kemahiran, pengetahuan dan prilaku seseorang individu dipengaruhi oleh ciri-ciri peribadi
individu itu sendiri.
Untuk itu, pengkaji juga telah mengadaptasi Model Kompetensi Iceberg oleh Spencer
& Spencer (1993). Berpandukan Model Kompetensi ini, kecekapan tingkah laku pengurusan
disiplin seseorang individu ditentukan melalui interaksi antara tiga domain iaitu ciri moral,
aspek pengetahuan dan aspek kemahiran individu. Peribadi yang positif serta tahap
pengetahuan dan kemahiran yang tinggi terhadap sesuatu kerja disiplin akan menghasilkan
tahap kecekapan tingkah laku pengurusan disiplin individu yang tinggi. Sebaliknya,
ketidakseimbangan terhadap interaksi faktor tersebut akan menghasilkan tingkah laku
pengurusan disiplin individu pada tahap rendah.
Pengkaji juga telah membuat pengubahsuaian ke atas Model Kompetensi oleh Malik
Shah dan Liew See Liang (2002) dengan hanya membataskan ciri peribadi terhadap aspek
sikap sahaja. Dengan andaian bahawa sikap adalah sebahagian daripada domain peribadi,
yang juga mempengaruhi prilaku (Ahmad Sukri, 2002) Oleh itu, Model Kompetensi baru
yang terbina adalah berdasarkan interaksi antara sikap, tahap pengetahuan dan tahap
kemahiran yang dimiliki oleh seseorang individu dalam menyempurnakan sesuatu tugasan
seperti Rajah 2.4.

45

Rajah 5: Model Kompotensi

Sumber: Sternberg (2005)

RUMUSAN
Badan disiplin sekolah bukan satu badan yang wujud secara terasing dalam organisasi
sekolah. Kecekapan melaksanakan fungsi kawalan, pencegahan dan pemantapan disiplin
pelajar memerlukan sikap, pengetahuan dan kemahiran guru-guru disiplin. Antara
pengetahuan yang perlu bagi seseorang guru displin ialah mengetahui dan memahami
masalah disiplin semasa yang berlaku, mengetahui prinsip-prinsip asas disiplin, mengetahui
bidang kuasa seseorang guru disiplin, mengetahui peranan dan tanggungjawab moral
terhadap pelajar, mengetahui model-model pendekatan tingkah laku, mengetahui arahanarahan KPM tentang disiplin dan sebagainya. Menurut Zainuddin (2011), hal ini kerana
mengurus disiplin di sekolah merupakan satu cabaran yang sangat besar terutama di zaman
abad ke-21 ini, yakni murid sekarang sangat mudah terdedah dengan pelbagai media
alternatif berbanding dahulu.
Manakala kemahiran asas tentang pengurusan disiplin memerlukan guru disiplin
memiliki kemahiran, antara lain penyelesaian masalah, menyisat, memujuk dan
mempengaruhi orang lain, melakukan komunikasi berkesan, merancang program
pemantapan disiplin dan sebagainya. Guru-guru disiplin yang sebenarnya memainkan
peranan penting dalam mendisiplinkan pelajar. Oleh itu, sikap guru disiplin yang positif
terhadap tugas dan fungsi pengursan disiplin adalah input asas terhadap kecekapan guru
disiplin.

46

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48

PENERAPAN NILAI KECERDASAN EMOSI DAN ROHANI DALAM PENGAJARAN DAN

PEMBELAJARAN GURU TERHADAP KEMENJADIAN MURID SEKOLAH MENENGAH
Mohd Nasir Rayung dan Abdul Said Ambotang
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
E-mel: mohdnasirrayung@gmail.com
Abstrak
Kertas konsep ini bertujuan untuk mengenal pasti faktor penerapan nilai kecerdasan emosi (EQ) dan
kecerdasan rohani (SQ) dalam proses pengejaran dan pembelajaran (P&P) guru serta pengaruhnya
terhadap tahap kemenjadian murid (SO) sekolah menengah di negeri Sabah. Di samping itu
penyelidik akan mengukur perbezaan tahap kecerdasan emosi, kecerdasan rohani dan kemenjadian
murid berdasarkan jantina dan lokasi sekolah serta pengaruh tahap kecerdasan tersebut terhadap
kemenjadian murid. Kajian ini penting untuk menilai keberkesanan pengajaran dan pembelajaran
dalam menerapkan unsur kecerdasan emosi dan kecerdasan rohani bagi mempersiapkan pelajar
menghadapi cabaran hidup dan kerja masa kini. Implikasi kajian ini kelak diharap dapat mengukuhkan
teori pengajaran dan pembelajaran untuk membantu meningkatkan kemenjadian murid melalui
penerapan unsur kecerdasan emosi dan kecerdasan rohani selaras dengan asas Falsafah Pendidikan
Negara (FPN) untuk melahirkan insan yang seimbang dari segi jasmani, emosi, rohani dan intelek.
Kata kunci: Pengajaran dan Pembelajaran; Kecerdasan Emosi; Kecerdasan Rohani;
Kemenjadian Murid
Abstract

This concept paper was conducted to determine the factor which involved the emotional
intelligence (EQ) and Spiritual intelligence (SQ) on the student outcomes (SO) among Sabah
secondary school. At the same time, the researcher is going to test the difference of
intelligence level among the student. This research is important to find out the effectiveness
of learning and teaching by applying the intelligence on emotional intelligence and spiritual
intelligence. This is to prepare the student to face their life challenge. It is hopefully that the
implication of this research might help to strengthen the theory of learning and teaching as
well boost out the student outcomes according to the National Education Philosophy which
will produce a balance person in terms of physical, emotional, spiritual and intellect.
Keywords: Learning and Teaching; Emotional intelligence; Spiritual intelligence; Student outcomes

PENGENALAN
Falsafah Pendidikan Negara (FPN) dirangka untuk melahirkan insan yang harmoni dan
seimbang dari segi intelek, jasmani, emosi dan rohani (Lebar, 2000). Falsafah ini diterapkan
melalui lima peringkat pendidikan bermula dengan pendidikan prasekolah, pendidikan
rendah, pendidikan menengah dan pendidikan lepas menengah atau tertiari sebelum
seseorang pelajar keluar ke alam pekerjaan (Kementerian Pendidikan Malaysia KPM, 2013).
Matlamatnya adalah untuk melahirkan modal insan yang simbang dan berdaya saing
selasar dengan keperluan negara.

49

Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 dengan jelas

menyasarkan kemenjadian murid kepada enam aspek yang di namakan sebagai Aspirasi
Murid merangkumi aspek pengetahuan, kemahiran berfikir, kemahiran kepimpinan,
kemahiran dwibahasa, etika dan kerohanian serta identiti nasional dalam kalangan murid.
Grounlund (1981) dan McBeath (1992) membahagikan kemenjadian murid kepada tiga
bentuk penilaian prestasi dari segi kognitif, efektif dan psikomotor yang ditunjukkan oleh
murid. Pencapaian kognitif dibahagikan kepada enam aras pengetahuan, membanding,
aplikasi, analisis, sintesis dan membuat penilaian. Prestasi efektif pula dibahagikan kepada
lima aras penilaian merangkumi aras penerimaan, memberi respons, menilai,
mengorganisasikan dan tingkah laku. Manakala prestasi psikomotor merangkumi tujuh aras
penilaian termasuklah persepsi, sentiasa bersedia, panduan, mekanisme, tindak balas,
adaptasi dan keaslian.
Jika diteliti dengan lebih mendalam ketiga-tiga indikator yang dikemukakan oleh
Grounlund (1981) dan McBeath (1992) adalah selaras dengan enam aspirasi murid yang
terkandung dalam PPPM 2013-2025. Pokok persoalannya adalah mengenal pasti faktor
yang menyumbang kepada kemenjadian murid. Terdapat banyak faktor seperti pendidikan,
latar belakang keluarga, personaliti, genetik, taraf ekonomi dan hubungan sosial yang
mempengaruhi kemenjadian murid (Shahin, Reza, Taghi, 2013; Hari, 2011). Dari sudut lain
kemenjadian murid sebenarnya sangat berkait rapat dengan tahap kecerdasan murid.
Disebabkan itu, penyelidik terpanggil untuk melihat pengaruh tahap kecerdasan emosi (EQ)
dan kecerdasan rohani (SQ) terhadap kemenjadian murid (SO). Secara umum penyelidikan
ini dibuat untuk menilai tahap kecerdasan emosi (EQ) dan kecerdasan rohani (SQ) serat
pengaruhnya terhadap kemenjadian murid (SO).
Dari sudut teori, emosi adalah tindak balas dalaman yang mengkoordinasi banyak
subsistem psikologi termasuk tindak balas psikologi, kognisi dan kesedaran dalaman
(Shahin et.al., 2013). Menurut Mayer, Caruso dan Salovey (2000) emosi biasanya timbul
sebagai tindak balas kepada perhubungan seseorang. Sementara itu, kecerdasan emosi
(EQ) didefinisikan sebagai kemampuan seseorang untuk memantau emosi diri dan orang
lain dalam membentuk pola pemikiran dan perilaku (Salovey dan Sluyter, 1997). Yadav
(2011) percaya bahawa EQ adalah keupayaan seseorang untuk memperoleh dan
mengaplikasikan pengetahuan daripada emosi diri dan orang lain untuk lebih berjaya dan
menjalani kehidupan yang lebih memuaskan. Menurut Abdullah (2012), individu yang
mempunyai EQ yang tinggi berkelebihan untuk berhubung dengan masyarakat dan situasi
dengan sikap yang positif dalam keseluruhan aspek kehidupan serta mempunyai kelebihan
untuk membina kehidupan.
Di samping itu, penyelidik juga akan melihat kepentingan kecerdasan rohani (SQ)
terhadap tahap kemenjadian murid (SO). Menurut Amram dan Dryer (2007), SQ bukan
hanya merujuk kepada keupayaan dalaman semata-mata tetapi lebih berkait rapat dengan
keupayaan kerohanian. SQ adalah satu bentuk kecerdasan yang berfungsi sebagai peramal
untuk disesuaikan dengan hubungan kerohanian bagi mencapai kesempurnaan hidup
(Emmons, 2000). Konsep ini telah dikembangkan oleh Zohar & Marshal (2007) yang
mendefinisikan SQ sebagai kecerdasan untuk menghadapi dan mengungkap persoalan
makna dan nilai. SQ memandu perilaku dan kehidupan manusia untuk diselaraskan dengan
konteks makna yang lebih luas terutamanya dalam menilai dan melakukan tindakan lebih
bermakna berbanding orang lain. Dalam hal ini, SQ bertindak sebagai asas kepada
pembentukan nilai kehidupan yang dikongsi bersama. Sementara itu, Alex dan Ajawani
(2011) mendefinisikan SQ sebagai keupayaan untuk mencari makna, tujuan dan nilai dalam
kehidupan.
Berdasarkan perbincangan di atas penyelidik cuba melihat pengaruh tahap EQ dan
SQ yang diterapkan dalam P&P terhadap kemenjadian murid (SO). Dalam konteks kajian
50

ini, SO merangkumi enam aspek utama. Penilaian akan dilakukan dari aspek pengetahuan,
kemahiran berfikir, kemahiran memimpin, kemahiran dwibahasa, etika dan kerohanian serta
identiti nasional. Kesemua aspek ini adalah selaras dengan enam aspirasi murid yang
terkandung dalam Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Penilaian
terhadap aspek ini penting untuk melihat sama ada pelajar mampu bersaing di peringkat
yang lebih tinggi. Langkah ini seterusnya akan membantu kita untuk merealisasikan enam
aspirasi murid yang terkandung dalam PPPM 2013-2025.
Latar Belakang Kajian
Empat tahun menjelang wawasan 2020 yang diilhamkan oleh Tun Dr. Mahathir Mohammad
menampakkan pencapaian yang hampir pasti. Wawasan ini dibentuk bertujuan untuk
mencapai status negara maju dari segi pertumbuhan ekonomi, keadilan sosial, kestabilan
politik, kualiti hidup, keseimbangan sosial, perpaduan negara, dan nilai-nilai rohani yang
menjadi kebanggaan negara. Bagi mencapai matlamat ini, perhatian perlu diberikan kepada
pembangunan generasi muda negara. Peranan mereka adalah penting untuk mengekalkan
kedaulatan negara dan melindungi negara daripada pelbagai ancaman. Adalah dipercayai
bahawa pada tahun 2020 bilangan generasi muda di Malaysia akan membentuk hingga 20
peratus daripada jumlah penduduk (Siti Soraya dan Faizah, 2014).
Generasi muda hari ini menyerap pelbagai ideologi semasa, kepercayaan dan
tingkah laku boleh mencerminkan masa depan negara kita. Masalah dan krisis mereka
harus menjadi perhatian kepada semua pihak. Justeru cabaran ini perlu diselaraskan
dengan sistem pendidikan negara masa kini. Hal ini kerana pembangunan dan kemajuan
negara pada masa depan bergantung kepada sistem pendidikan, kepimpinan, tenaga
pengajar dan pelajar yang dihasilkan (Wan Mohd Zahid, 1993; Abdul Shukur 1998).
Disebabkan itu penyelidik melihat keperluan penerapan nilai kecerdasan emosi dan rohani
dalam P&P bagi memastikan kemenjadian murid memenuhi aspirasi negara. Penilaian boleh
dibuat dengan pelbagai pendekatan untuk membuktikan keberkesanan proses
pembelajaran dan pencapaian objektif (Hee, 2014).
Selaras dengan itu, melalui kajian ini penyelidik cuba untuk mengenal pasti tahap
EQ, SQ dan SO dalam kalangan murid sekolah menengah di negeri Sabah. Tumpuan
utama kajian yang akan dijalankan adalah untuk mengenal pasti hubungan dan pengaruh
EQ dan SQ terhadap SO murid tingkatan 4 yang mengambil mata pelajaran prinsip
perakaunan. Selain itu, kajian ini juga akan memperincikan sub konstruk EQ dan SQ yang
mempunyai hubungan dengan sub konstruk SO.

MASALAH KEMENJADIAN MURID

Persoalan mengenai kemenjadian murid sangat sinonim dengan pelbagai masalah yang
dihadapi berkaitan generasi muda negara masa kini. Salah satu daripada isu-isu yang
berkaitan dengan generasi muda di Malaysia mengenai akhlak atau tingkah laku mereka.
Laporan menunjukkan bilangan masalah tingkah laku di kalangan remaja di Malaysia
semakin meningkat dengan pesat (Badrulzaman Baharom, 2006; Norazmah Mohd Roslan,
2009) .Ini termasuk buli, judi, mencuri, mengancam, gangguan seksual, bermain ponteng
sekolah dan lain-lain. Satu kajian terhadap tingkah laku remaja di Johor mendedahkan
bahawa banyak belia yang terlibat dalam keganasan, salah laku seksual, melepak dan
komited penyalahgunaan dadah (Norazmah, 2009). Gottman (1997) dan Badrulzaman
(2006) percaya bahawa apa-apa masalah yang timbul adalah disebabkan oleh tahap
kecerdasan emosi generasi muda yang rendah rendah.
51

Dalam konteks sekolah, ketidakseimbangan emosi murid mempengaruhi tingkah

laku yang akan ditunjukkan oleh murid. Data statistik yang dikeluarkan olek Kementerian
Pendidikan Malaysia pada tahun 2010 sangat sinonim untuk menerangkan ke tidak
seimbangan emosi murid. Mengikut rekod KPM 2010 sebanyak 72,557 salah laku
melibatkan murid di sekolah menengah dan 38,927 salah laku melibatkan murid di sekolah
rendah. Jumlah ini amat membimbangkan walaupun peratusan salah laku disiplin ini kecil
jika dilihat dari jumlah keseluruhan murid. Jadual di bawah menunjukkan perincian salah
laku sikap yang dilakukan oleh murid.
Jadual 1.2: Jumlah Kes Salah laku Murid Sepanjang Tahun 2010
Bil. Jenis Salah Laku
Jumlah Kes
1
Tingkah Laku Jenayah
17,595
2
Ponteng Sekolah
19,545
3
Berlaku Kurang Sopan
18,346
4
Kekemasan Diri
21,384
4
Tidak Pentingkan Masa
17,808
5
Tingkah Laku Lucah
3,031
6
Vandalisme
5.212
7
Kenakalan
8,563
Sumber: Kementerian pelajaran Malaysia (2010)
Isu gangguan emosi dalam kalangan murid turut menjadi pemangkin kepada
penyelidik untuk menjalankan kajian ini. Berdasarkan Kajian Kesihatan dan Mobiliti
Kebangsaan, 14.4 peratus remaja berusia 16 hingga 19 tahun mengalami masalah
kesihatan mental. Kajian itu juga mendedahkan bahawa 11 peratus golongan muda berusia
16 hingga 24 tahun pernah berfikir untuk membunuh diri (Dewan Siswa, 2012). Masalah ini
perlu diberikan perhatian untuk diatasi dengan lebih praktikal. Dapatan ini menunjukkan
bahawa kecerdasan emosi murid berada pada tahap yang rendah.
Penguasaan kecerdasan emosi yang rendah menjadikan pelajar kurang
berketerampilan. Sebagai mana yang kita ketahui bahawa kecerdasan emosi terkandung di
dalamnya unsur kesedaran diri, motivasi kendiri, pengawalan diri, empati dan kemahiran
sosial. Kebanyakan unsur ini tidak dapat dikuasai oleh pelajar. Ini dibuktikan melalui isu
graduan universiti yang menganggur kian menunjukkan peningkatan saban tahun. Kajian
yang dijalankan oleh Institut Penyelidikan Pengajian Tinggi Negara (IPPTN) pada tahun
2001 mendapati wujud masalah pengguguran dalam kalangan siswazah yang berpunca
daripada ke tidak seimbangan dari segi kemahiran komunikasi, kemahiran bahasa
kepimpinan diri.
Dapatan sama dilaporkan oleh kaji selidik Jobstreet Malaysia (2010) dalam KPM
(2013) yang memperincikan punca kegagalan siswazah dalam temu duga. Jadual di bawah
menunjukkan tiga punca utama kegagalan graduan dalam sesi temu duga yang dilaporkan
oleh Jobstreet Malaysia.

Jadual 1.2: Punca-Punca Kegagalan Siswazah Dalam Temu Duga

Sebab Kegagalan Temu Duga
Peratus (%)
Perwatakan, sikap dan personaliti yang tidak baik
60
Penguasaan bahasa Inggeris yang lemah
56
Kemahiran komunikasi yang kurang baik
52
Sumber : Kementerian pelajaran Malaysia (2013)
52

Merujuk kepada jadual di atas, dapat disimpulkan bahawa pelajar yang dihasilkan
melalui sistem pendidikan kita tidak memenuhi hasrat Falsafah pendidikan Negara.
Kecerdasan rohani dan emosi adalah dua unsur yang gagal diterapkan dalam proses
pembelajaran. Buktinya 60 peratus graduan yang menghadiri temu duga menunjukkan
perwatakan, sikap dan personaliti yang tidak baik. Sedangkan proses pembelajaran yang
dilalui seharusnya berjaya menerapkan nilai ini. Dengan jelas data ini membuktikan bahawa
sistem pendidikan kita tidak mampu mempersiapkan pelajar untuk berjaya dalam
masyarakat moden.
Di samping itu isu integriti yang merupakan salah satu unsur dalam kecerdasan
rohani turut menarik minat penyelidik. Integriti adalah sebahagian daripada komponen
kecerdasan rohani. Kecerdasan ini memerlukan kekuatan dalaman pelajar yang diasah oleh
kepercayaan keagamaan. Laporan akbar Utusan Online pada 4 julai 2015 bertajuk
kerosakan nilai integriti kronik mengundang persoalan yang sama tentang keberkesanan
sistem pendidikan negara. Penyelesaiannya ada dalam sistem pendidikan kita hari ini.
Dalam sistem pendidikan, kita dibekalkan dengan nilai rohani yang terkandung di dalamnya
unsur integriti. Jelas sekali kita gagal menerapkan unsur integriti ke dalam diri pelajar
walaupun telah melalui sistem persekolahan rendah dan menengah. Kegagalan ini
mencerminkan nilai masyarakat kita yang sebenar.
Jadual 1.3: Kesalahan Rasuah Di Malaysia Dari Tahun 2013-2015
Tahun
Jumlah Kes
% Peningkatan
2013
2014
2015*
Jumlah
* Data sehingga Oktober 2015
Sumber: Disesuaikan daripada
Malaysia (SPRM) 2015

509
552
766
1827

3.14
38.77

Laporan tahunan Suruhan Jaya Pencegahan Rasuah

Laporan Tahunan Suruhanjaya Pencegahan Rasuah Malaysia (SPRM) tahun 2013

menunjukkan kes rasuah yang dilaporkan adalah sebanyak 4027 kes untuk tempoh 2013.
Walaupun jumlah ini menurun sebanyak 27 peratus berbanding tahun 2012 namun jumlah
kes yang dilaporkan ini masih terlalu tinggi. Sekali lagi persoalan yang sama timbul, adakah
sistem pendidikan kita tidak mampu menerapkan nilai integriti yang juga merupakan salah
satu komponen kecerdasan rohani dan salah satu aspirasi kemenjadian murid yang perlu
ditingkatkan.

Pokok persoalan kepada perbincangan di atas adalah berkaitan kemenjadian murid.

Sekiranya sistem pendidikan kita mampu menterjemahkan FPN dengan jitu seluruh
permasalahan di atas mungkin dapat diatasi. Tinjauan umum yang dijalankan oleh Merdeka
Center pada Disember 2004 terhadap 850 sampel rakyat Malaysia berusia 16 hingga 30
tahun mendapati bahawa majoriti 68 peratus responden India, 58 peratus responden Cina
dan 50 peratus responden Melayu berpendapat pendidikan yang diterima tidak cukup
mempersiapkan mereka untuk menghadapi cabaran hidup dan kerja masa kini (KPM, 2013).
Dapatan ini menunjukkan kelemahan sistem pendidikan negara yang hanya terarah kepada
kecemerlangan akademik sahaja.
Data yang hampir sama dilaporkan melalui tinjauan yang dibuat oleh Jobstreet
Malaysia pada tahun 2011 terhadap 571 responden mendapati 66 peratus responden
53

menilai diri mereka sebagai sederhana dan 23 peratus lemah (KPM, 2013). Data ini
menunjukkan sistem pendidikan kita kini hanya mampu melahirkan 11 peratus masyarakat
yang mempunyai nilai yang tinggi manakala selebihnya 89 peratus berada pada lingkungan
sederhana dan lemah. Penyelidik berpendapat penilaian ini bukan disebabkan oleh
pencapaian akademik yang rendah, namun dipengaruhi oleh ketidakseimbangan dari aspek
kecerdasan emosi.
Dari sudut lain kajian ini melihat masalah kemenjadian murid yang kita hadapi
menampakkan kelemahan dalam sistem pendidikan negara kita. Oleh itu, Kementerian
Pendidikan Malaysia (KPM) telah memperkenalkan Pelan Pembangunan Pendidikan
Malaysia (PPPM) 2013-2025 yang dirangka untuk memastikan generasi yang lahir daripada
sistem pendidikan hari ini adalah modal insan yang berkualiti. Melalui PPPM, KPM telah
memperkenalkan enam aspirasi murid bagi mencapai matlamat tersebu. Aspirasi ini
diperincikan untuk meningkatkan kualiti murid dari segi pengetahuan, kemahiran berfikir,
kemahiran kepimpinan, kemahiran dwibahasa, etika dan kerohanian dan identiti nasional
(KPM, 2013). Matlamatnya adalah untuk melahirkan generasi masa depan yang mampu
meneruskan kecemerlangan negara.

OBJEKTIF KAJIAN
Objektif utama kajian yang akan dijalankan ini adalah untuk menentukan sama ada wujud
pengaruh antara tahap kecerdasan emosi (EQ) dan kecerdasan rohani (SQ) terhadap tahap
kemenjadian murid (SO) sekolah menengah di Negeri Sabah. Justeru, penyelidik telah
mengenal pasti objektif objektif utama kajian yang dijalankan di jalankan seperti berikut:
1.4.1.

Mengenal pasti perbezaan tahap kecerdasan emosi (EQ), kecerdasan rohani

(SQ) dan kemenjadian murid (SO) berdasarkan ciri demografi murid.

1.4.2.

Mengenal pasti perbezaan tahap kecerdasan emosi (EQ), kecerdasan rohani

(SQ) dan kemenjadian murid (SO).

1.4.3.

Mengenal pasti hubungan tahap kecerdasan emosi (EQ), kecerdasan rohani

(SQ) dengan kemenjadian murid (SO).

1.4.4.

Mengenal pasti pengaruh tahap kecerdasan emosi (EQ), kecerdasan rohani

(SQ) terhadap tahap kemenjadian murid (SO).

54

KERANGKA KONSEP KAJIAN

Kerangka konseptual menerangkan hubungan antara pemboleh ubah yang terlibat dalam
sesuatu kajian. Setiap satu isu dan masalah yang diketengahkan mestilah mengandungi
dua atau lebih pemboleh ubah dalam kajian inferensial (Ghazali dan Sufean, 2016). Hal ini
selaras dengan Gay dan Airasian (2003) yang menyatakan hubungan-hubungan dalam
mereka bentuk pemboleh ubah dibuat berdasarkan hipotesis kajian bagi menentukan jenis
dan analisis statistik yang akan digunakan oleh penyelidik. Justeru dalam kajian kerangka
konseptual kajian disesuaikan berdasarkan Model Hubungan Berganda 2IV = 1DV (Ghazali
dan Sufean, 2016).
Kecerdasan Emosi
(EQ)
Kesedaran Diri
Motivasi Kendiri
Pengawalan Diri
Empati
Kemahiran
Sosial
Kecerdasan
Sumber:
CoveyRohani
(2007)
(SQ)
Integriti
Meaning
Voice

Kemenjadian Murid (SO)

1. Pengetahuan
2. Kemahiran Berfikir
3. Kemahiran Kepimpinan
4. Kemahiran Dwibahasa
5. Etika dan Kerohanian
6. Identiti Nasional
erSumber: KPM (2013)

Sumber: Covey (2007)

Rajah 1.1 : Kerangka Konseptual Kajian

TINJAUAN LETERATUR
Teori kecerdasan atau Intelligence theory pertama kali diperkenalkan oleh Charles
Spaerman pada tahun 1904. Teori ini telah berkembang selaras perkembangan peradaban
manusia. Dalam konteks kajian ini, penyelidik hanya menumpukan kepada EQ dan SQ serta
pengaruhnya kepada SO. Terdapat banyak kajian terdahulu berkaitan pemboleh ubah di
atas. Kajian yang dijalankan oleh Maizatul (2007) terhadap 166 pelajar sekolah menengah
di Johor mendapati terdapat hubungan yang signifikan di antara EQ dengan SO. Dapatan
kajian menunjukkan bahawa EQ yang rendah memberi kesan kepada sikap yang
ditunjukkan oleh murid. Mayer dan Salovey (2000) percaya bahawa tahap emosi akan
berkesan terhadap hubungan sosial dan dianggap sebagai faktor kritikal dalam menentukan
pencapaian.
Siti Rofiah (2010) mendapati terdapat hubungan di antara EQ dengan etika murid.
kajian ini menggunakan lima domain EQ yang diperkenalkan oleh Goleman (1995) terhadap
pelajar sekolah Islam di Indonesia. Dapatan kajian menunjukkan hubungan yang positif
antara EQ dan Etika murid. dalam erti kata lain, semakin tinggi tahap EQ maka semakin baik
etika yang ditunjukkan. Salovey dan Mayer (2000) dalam kajian mereka mendapati tahap
EQ yang tinggi menjadikan seseorang lebih berkesan dan dapat menyerap semua
55

permasalahan sosial di sekelilingnya. Dapatan sama dalam kajian yang dijalankan oleh
Arbabisarjou, Raghib, Moayed dan Rezazadeh (2013) menunjukkan EQ dan SQ memberi
kesan yang tinggi kepada pencapaian murid. Walau bagaimanapun mereka mendapati SQ
memberi kesan yang lebih terhadap pencapaian berbanring EQ.
Penemuan Wiggles (2004) menunjukkan SQ adalah salah satu faktor yang penting
dalam meningkatkan pencapaian murid. Dapatan ini selaras dengan Zohra dan Marshall
(2000) yang mendapati bahawa orang yang mempunyai tahap SQ dapat menggunakan
pendekatan
berbeza dalam persekitaran pendidikan. Oleh itu, untuk mencapai
keberkesanan pendidikan, perkembangan kecerdasan emosi dan rohani perlu dijadikan
asas untuk diselaraskan dengan kebolehan manusia Arbabisarjou et al., 2013). Dalam erti
kata lain, pertumbuhan EQ dan SQ murid perlu diberi tumpuan dan dikembangkan dalam
proses pengajaran dan pembelajaran seiring cabaran kehidupan semasa.
METODOLOGI
Reka Bentuk Kajian
Reka bentuk kajian bermaksud komponen kajian sama ada konvensional atau nonkonvensional. Kajian konvensional seperti reka bentuk kuantitatif, kualitatif atau gabungan
manakala kajian non-konvensional seperti reka bentuk kajian tindakan (Ghazali dan Sufean,
2016). Berdasarkan kepada keperluan kajian penyelidik akan menggunakan kaedah
kuantitatif berbentuk tinjauan dalam menjalankan kajian. Reka bentuk tinjauan digunakan
untuk mengumpul maklumat daripada responden yang ramai, melibatkan pensampelan,
pengumpulan maklumat tentang sikap dan persepsi responden berdasarkan soal selidik
(Halimatus Saadiah, 2014).
Sampel Kajian
Kajian ini mengaplikasikan pensampelan rawak berlapis dalam pemilihan sampel. Populasi
kajian dibahagikan mengikut zon yang akan ditentukan. Pemilihan sekolah terlibat akan
dibuat mengikut zon yang ditetapkan oleh penyelidik. Sekiranya sekolah terpilih sebagai
sampel kesemua pelajar prinsip perakaunan di sekolah tersebut akan dijadikan sampel
kajian. Pemilihan sampel ini dibuat untuk menilai tahap EQ dan SQ dan pengaruhnya
terhadap SO. Penentuan saiz sampel akan dibuat menggunakan formula yang dicadangkan
oleh Krejcie dan Morgan (1970).
Instrumen Kajian
Instrumen yang akan digunakan dalam kajian ini digubal mengikut kesesuaian dan
diselaraskan agar dapat menjawab soalan kajian. Soal selidik yang digunakan kalam kajian
ini adalah berbentuk tertutup dengan pilihan jawapan mengikut urutan ditentukan mengikut
skala Likert 5 mata. Pemilihan bentuk soal selidik ini dibuat setelah melihat kepada
kelebihan bentuk soalan tertutup dengan pilihan. Soal selidik bentuk ini akan memudahkan
penyelidik dan responden kerana jawapan telah disediakan Chua (2006).
Instrumen kajian yang dicadangkan akan mengandungi 65 soalan yang dipecahkan
kepada empat bahagian. Bahagian A mengandungi soalan berkaitan maklumat demografi
responden. Bahagian B dan Bahagian C mengandungi soalan kecerdasan emosi (EQ), dan
kecerdasan rohani (SQ). Manakala soal selidik Bahagian D mengandungi item-item untuk
tujuan memperoleh data berkaitan kemenjadian murid (SO). Jadual 3.1 menunjukkan
taburan item soal selidik:
56

Jadual 2.1 : Cadangan Taburan Item Instrumen Soal Selidik

Konstruk
Sumber
Jumlah
Item
A
Maklumat Demografi
2
B
Kecerdasan Emosi (EQ)
Bastian et al. (2005), Drati
(2010),
Martin
(2010), 20
Ogundokun
dan
Adeyemo
(2010), Golman (2001), Covey
(2007), dan Augustian (2001).
C
Kecerdasan Rohani (SQ) Bar-On (1997), Covey (2007),
Amram
dan Dryer (2007), 13
Augustian (2001).
D
Kemenjadian Murid (SO) KPM (2010), KPM (2013),
Golman (2001), Covey (2007),
dan Augustian (2001),.
30
Jumlah Item
65
Bahagian

RUMUSAN
Setiap murid yang memasuki alam persekolahan perlu dibimbing dan diajar untuk
menguasai pelbagai ilmu dan kemahiran mengikut peringkat berpandukan kurikulum yang
telah disediakan (Johar, 2009). Kurikulum ini merangkumi semua perkembangan kemahiran
sama ada dari segi pengetahuan, kemahiran berfikir, kemahiran kepimpinan, kemahiran
dwibahasa, etika dan kerohanian, dan pembentukan identiti nasional dalam diri murid.
Selaras dengan itu Zarina (2013) mengaitkan penguasaan kemahiran ini dengan tanggung
jawab dan peranan guru dalam proses pengajaran dan pembelajaran. Ini bermakna
perkembangan kemahiran murid perlu diutamakan dan tidak hanya membekalkan mereka
dengan ilmu pengetahuan dah kemahiran semata-mata. Malah tahap kecerdasan emosi
(EQ) dan kecerdasan rohani (SQ) perlu diseimbangkan dengan pencapaian akademik murid
kemenjadian murid (SO) dari semua segi. Tumpuan yang harus diberi perhatian adalah
mencari pendekatan terbaik untuk menilai tahap kemenjadian murid agar kita tidak hanya
bergantung kepada penilaian akademik semata-mata.
PENGHARGAAN
Penyelidik mengucapkan setinggi-tinggi penghargaan dan jutaan terima kasih kepada Dr.
Abdul Said Ambotang (Penyelia Utama) atas komitmen yang diberikan dalam menghasilkan
kertas konsep ini. Selain itu ucapan penghargaan ini juga ditujukan kepada semua rakanrakan yang memberi tunjuk ajar sama ada secara langsung atau tidak langsung dalam
penghasilan kertas konsep ini.
RUJUKAN
Abdul Shukur Abdullah (1998). Pengetua Berkesan, cabaran pembangunan sistem
pendidikan negara. Kertas kerja seminar kecemerlangan sekolah-sekolah negeri
Selangor. 15 Jun 1998. Petaling Jaya, Selangor.
Abdullah, F. (2012). Teaching Islamic and Ethics and Ethical Training: Benefiting Form
Emotional and Spiritual Intelligence. International Journal of Humanities and Social
Science. Vol. 2, No. 3.
Augustian, A. G. (2007). The Islamic guide to developing ESQ (emotional Spiritual Quotient):
Applying the ESQ way 165 1 value, 6 principle and 5 action. Jakarta: Arga
57

Publishing.
Alex, M. & Ajawani, J. C. (2011). Marital happiness as the function of Spiritual Intelligence.
International Multidisciplinary Research Journal. 1(9): 06-07, ISSN 2231-6302.
Amram, Y. & Dryer, D. C. (2007). The development and Preliminary Validation of the
Integrated Spiritual Intelligence Scale (ISIS). Institute of Transpersonal Psychology,
Palo Alto, CA.
Arbabisarjou, A., Raghib, M. S., Moayed, N., & Rezazadeh, S. (2013). Relationship between
Different Types of Intelligence and Student Achievement. Life Science Journal,
10(7s), 128-133.
Badrulzaman Baharom. (2006). Persekitaran Keluarga dan Kesannya Terhadap Tingkah
Laku Devian Remaja Di Daerah Pontian Johor. Tesis Sarjana. Universiti teknologi
Mara.
Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Technical manual. Toronto: Multi
Health System.
Bastian, V. A., Burns, N. R., & Nettelbeck, T. (2005). Emotional intelligence predict life skills,
but not as well as personality and cognitive abilities. Personality and Individual
Differences, 39, 1135-1145.
Chua Yan Piaw. (2006). Kaedah Dan Statistik Penyelidikan Buku 1: Kaedah Penyelidikan.
Kuala Lumpur: Mc Graw Hill.
Covey, S. R. (2007). The 8th Habit. United Kingdom: Simon & Schuster UK Ltd.
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59

ITS NOT FUNNY! LEARNING MATHEMATICS IS NO JOKE!

Kuruvilla C.K. Joseph

Institut Pendidikan Guru Kampus Ilmu Khas,
Jalan Yaacob Latif,
56000 Kuala Lumpur. Malaysia
Email: kuru276@yahoo.com
Ramesh Rao Ramanaidu
Institut Pendidikan Guru Kampus Ilmu Khas,
Jalan Yaacob Latif,
56000 Kuala Lumpur. Malaysia
Email: rameshrao08@yahoo.com
Shasitharan Raman Kutty
Institut Pendidikan Guru Kampus Raja Melewar,
Jalan Sikamat, 70400 Seremban,
Negeri Sembilan. Malaysia
Email: rshash@hotmail.com
Abstract
It is impossible to describe and identify all the features that constitute teaching. Researchers
explore ways of incorporating teaching strategies and approaches which are common in
some subjects and almost non-existent in others. Among them are in the teaching of
Mathematics. Suggesting changes in the pedagogy of Mathematics always faces much
resistance. One effective way of taking the sting out of the teaching and learning of
Mathematics is through the use of humour. Humour has been recommended for every level
of education. Researches on the use of humour in the classroom context have been carried
out in many countries. However in Malaysia, studies related to the use of humour in the
teaching and learning of Mathematics are rather scarce. This study intends to contribute by
exploring the use of humour by Mathematics teachers from national primary schools. The
distinction of this study lies in the schools which are categorised into two broad groups i.e.
National Primary School (NPS) and National Type Primary Schools (NTPS). The difference
lies in the medium of instruction used to teach Mathematics. In NPS, Bahasa Melayu is
used, while at NTPS it is either Tamil or Chinese. 165 teachers from primary schools located
in Wilayah Persekutuan (Kuala Lumpur) took part in this study by responding to a
questionnaire. The results show that teachers from NPS and NPTS view humour differently.
Among the key areas are on how to use humour and the effects of using it in the classroom.
Generally teachers from both types of schools agree that the ability to use humour in
teaching Mathematics is a laudable trait. Through humour, teachers are able to forge a
closer bond with their students.
Keywords: Humour, Mathematics, primary schools, pedagogy

60

INTRODUCTION
Teaching Mathematics has always been a daunting and uphill task for most teachers
especially those who teach classes which comprise students of mixed ability. To reduce the
gap among their students, many Mathematics teachers conduct extra classes or give extra
coaching to their weaker students. Though their efforts are commendable, it would be good
for Mathematics teachers to have a re-look at how the subject is taught.
Educational researches, most notably in the field of pedagogical strategies, are
exploring a variety of prospects in infusing new elements in teaching and learning. For
instance, Friedman, Friedman, & Amoo (2002) explored the use of humour in teaching
Mathematics. They highlighted that humour strengthened the relationship between teachers
and students. There are many who believe that the use of humour will enhance the teaching
and learning of Mathematics (Warwick, 2009).
In the context of teaching and learning, the attention-gaining model proposed by Ziv
(1976) explains why teachers use humour in the classroom. Humour increases student
learning. Humour, besides attracting the attention of the students, also sustains students
attention span. The merits of this prolonged sustenance of attention are directly related to
the positive learning outcomes that teachers wish for.
The manner in which teachers employ humour in the classroom differs greatly.
Richardson & Fallona (2001) defined the use of humour as having tact and fun with students
in a tasteful way. McCauley, Woods, Coolidge, & Kulick (1983) categorises humour into
three types (See Table 1).
Type of humour
Verbal

Description
the use of words and it can be found in such things as puns,
jokes, and witticisms
Visual
the use of images as seen in cartoons and in the physical
appearance of some comedians
Physical
the use of actions, which could include wild actions such as
pie fights or chase scenes
Table 1: Types Of Humour
Source: Adapted from McCauley, Woods, Coolidge, & Kulick (1983)
Humour enables the release of negative emotions and allows learners to express their
feelings freely (Rieger & Ryndak, 2004). For example, upon hearing a funny joke, one will
spontaneously laugh.
Humour enables teachers to form a significant bond with their students, and this in
turn provides the path for students to form a bond with their schools (Comer, 1988).
However, the form of humour used will determine the type and extent of the relationship that
is formed. Humour which promotes a healthy and feel good factor among the students will
contribute to the building of healthy relationships.
Teachers who use humour in classroom are always preferred by students, but a
quick search shows that teachers views on the use of humour are scarce. Though studies
examining the impact of humour on students retention are abundant, few studies are from
the teachers point of view. Some of the negative elements which could hinder teaching and
learning in a classroom are student attentiveness and low morale. Torok, McMorris, & Lin,
(2004) found that by using humour, teachers were able to eliminate these negative
elements. However, the students involved in their study were college students. Thus the
question remains whether it would produce the same outcome when students are younger
61

i.e. primary school students. Instead of replicating their study, this study intends to focus on
the use of humour by teachers in primary schools.
Language plays an important role in teaching and learning. However which language
is used, is a highly debatable topic. In some countries, the language which should be used
for teaching and learning could lead to a political crisis. If language is viewed as an important
instrument, then the language that students are comfortable with will facilitate the learning of
Mathematics (Turner & Celedn-Pattichis, 2011). On the other hand, Setati, (2005) argued
from a socio-political perspective and concluded that decisions about which language to use
are a combination of pedagogic and political factors. It is not the objective of this study to
determine in which language Mathematics should be taught. Instead, it only wishes to
explore the use of humour in teaching Mathematics, and the role of language in two different
types of schools. The unifying factor of all the schools in this study is the Mathematics
syllabus used, which is the same.
This article reports on the results of Mathematics teachers views on the use of
humour in the classroom. The article explores the differences that exist between the
teachers views. To facilitate the analysis, the teachers are categorised into two broad
groups. Grouping is based on the language in which Mathematics is taught i.e. National
Language or mother tongue (Tamil or Chinese). There are three types of primary schools in
the Malaysian education system.
The main difference is the medium of instruction used. In National Primary Schools
(NPS), the national language i.e. Bahasa Melayu is used, while the mother tongue is used at
the National Type Primary Schools (NTPS). Two main languages used at the NTPS are
Chinese and Tamil. Schools which use Mandarin are known as SJK(C), while those that use
Tamil are known as SJK(T).

DATA COLLECTION AND METHODOLOGY

A questionnaire consisting of three sections i.e. Profile information, 17 questions aimed at
measuring teachers use of humour in the classroom (See Table 2); and an open-ended
question (Note: Why do you think teachers are reluctant to use humour in the classroom?)
were administered. The questionnaire was administered to 165 primary school teachers,
teaching in public primary schools located in Federal Territory (Kuala Lumpur). Of these 109
are teaching in NPS, while the remaining 49 are teaching in NTPS. To maintain anonymity,
the participants were not required to state the name of the schools they were teaching in.
The data is analysed using qualitative and quantitative approach. The qualitative data
is derived from the open-ended question. The responses from the teachers were arranged
thematically. The quantitative data is analysed using descriptive statistics. Besides
descriptive statistics, non-parametric statistical analysis was included to determine whether
statistically significant differences exist between the perceived importance and
implementation of learning outcomes.
Nonparametric methods were used to analyse data. This method is preferred
because of its ability to provide estimation in quantifying the trends within and between
groups, minus the peril of misspecification danger (Dacuycuy, 2006); assumptions required
for a parametric test, such as normality of data, are not necessarily fulfilled (Alvo & Park,
2002).
How often do you use personal examples or talk about experiences that you have had
outside of class?
62

How often do you ask questions or encourage students to talk?

How often do you address your students by name?
How often do you use humour in class?
How often do you use actual words and/or other elements of a humorous example (i.e. a
joke, pun, comic strip, funny story, etc.) to illustrate grammar, vocabulary, pronunciation, or
scientific content during a typical class?
How often (on average) do you use humour (i.e. jokes, witticisms, humorous facial
expressions, funny stories, etc.) during each class session?
How often (on average) do your students use humour to communicate what they have
learned during each class?
In your opinion, how important is humour to the overall learning of subject matter in the
classroom?
Do you feel that your use of humour makes you more approachable to students in class?
To what degree does humour in the subject matter being taught increase your students
interest in learning that subject?
To what degree does humour make your students feel more relaxed (i.e. less anxious) in
the classroom?
To what degree does usage of humour affect teaching and learning in the classroom?
To what degree does usage of humour cause students to lose focus in the classroom?
To what degree does usage of humour in the classroom cause the teacher to lose his/her
students respect?
I have attended course/courses on how to use humour in the classroom.
Teachers who use humour in the classroom are looked down by their colleagues.
How would you rate yourself in terms of your overall effectiveness as a teacher?
Table 2: Survey Items

RESULTS & FINDINGS

The participants for this study are 165 teachers from Primary schools. The findings of the
study are presented in three main sections. They are:
a.

Profile

b.

Teachers usage of humour in the classroom

c.

Observation on the usage of humour in classroom

63

Profile
Table 3 shows the demographic data, while Table 4 shows their teaching experience.
Primary School
Sex
Total
National
National Primary
Type
Male
26
5
31
Female
89
45
134
Total
115
50
165
Table 3: Subjects Taught

Teaching Experience
Less Than 10 years
11-20 years
More than 20 years
Total

Primary School
National
National Type
Primary
58
15
47
20
10
15
115
50
Table 4: Teaching Experience

Total
73
67
25
165

Teachers Usage Of Humour In The Classroom

Item

National
Schools
Mean
SD
I use personal experiences when citing 3.92
0.8
examples
1
I encourage students to ask questions
4.33
0.6
7
I know the names of all my students
4.51
0.5
6
I use humour when teaching
3.64
0.8
6
I use actual words and/or other elements of a 3.56
0.6
humorous example (i.e. a joke, pun, comic
5
strip, funny story, etc.) to illustrate grammar,
vocabulary, pronunciation, or scientific
content during a typical class
I use humour (i.e. jokes, witticisms, humorous 3.58
0.6
facial expressions, funny stories, etc.) during
5
each class session
My students use humour to communicate 3.16
0.7
what they have learned during each class
8
Humour must be used in teaching 4.10
0.4
Mathematics.
6
Humour makes me more approachable to 4.08
0.4
students in Mathematics class
8
Humour increases students interest in 4.13
0.5
learning Mathematics.
4
Humour makes my students feel more 4.19
0.6
relaxed (i.e. less anxious) in the Mathematics
8
classroom.

National
Type
Mean SD
3.92
0.7
0
4.24
0.8
0
4.61
0.5
3
3.53
1.3
7
3.39
0.9
1

Total

3.55

0.7
4

3.57

0.6
7

3.43

1.7
1
0.5
5
0.5
4
0.5
2
0.6
0

3.25

1.1
6
0.4
9
0.5
1
0.5
3
0.6
5

4.16
4.29
4.24
4.27

Mean
3.92
4.30
4.54
3.61
3.50

4.12
4.15
4.17
4.21

SD
0.7
7
0.7
2
0.5
5
1.0
5
0.7
4

64

Item

National
Schools
Mean
SD
Humour affects teaching and learning in a 2.55
0.8
Mathematics lesson.
2
Humour causes students to lose focus in the 2.60
0.7
Mathematics.
1
Humour in the classroom causes the teacher 2.80
0.8
to lose his/her students respect.
6
I have attended course/courses on how to 3.91
0.7
use humour in the classroom.
9
Teachers who use humour in the classroom 2.44
0.9
are looked down by their colleagues.
0
I am an effective teacher.
4.33
3.7
4
Table 5: Mean Scores of the Items

National
Type
Mean SD
2.59
0.8
1
2.69
0.9
4
2.71
0.8
4
3.73
0.7
8
2.29
0.8
2
4.08
0.6
1

Total
Mean
2.56
2.63
2.77
3.85
2.39
4.25

SD
0.8
1
0.7
9
0.8
5
0.7
9
0.8
7
3.1
1

The highest mean is for I know the names of all my students is not surprising
because as a teacher you are expected to know the names of your students. The
questionnaire was administered in April, hence giving ample time for the teachers to know
their students. However the mean score of teachers from NTPS score is higher than NPS,
which is rather surprising because the average class size in SJKC/T is higher than SK (see
Table 6).
Malaysia

National Type
25.45
National Type Chinese
28.44
National Type Tamil
18.87
National Type (Chines &Tamil) 26.62
Table 6: Average Class Size
Source: Computed from data extracted from MOE, 2015

Wilayah
Persekutuan
(Kuala Lumpur)
26.88
35.27
23.88
34.08

The lowest mean is for the item Teachers who use humour in the classroom are
looked down by their colleagues and this must be treated cautiously. The lower value
means teachers regard using humour in the classroom as a positive trait of a teacher and
this shows that teachers do not agree with the item. Both NPS and NTPS teachers agree
that teachers who are able to incorporate jokes in teaching and learning are looked upon
positively.
Observation On The Use Of Humour In Classroom In National Primary Schools And
National Type Primary Schools
Table 7 shows that the difference in mean value between NPS and NTPS. Four (4) items
show that there is a significant difference between NPS and NTPS.

Item
I use personal experiences when citing examples
I encourage students to ask questions
I know the names of all my students

F-value
0.29
0.00
0.67

Significant
0.59
0.95
0.41
65

Item
I use humour when teaching
I use actual words and/or other elements of a humorous
example (i.e. a joke, pun, comic strip, funny story, etc.) to
illustrate grammar, vocabulary, pronunciation, or scientific
content during a typical class
I use humour (i.e. jokes, witticisms, humorous facial
expressions, funny stories, etc.) during each class session
My students use humour to communicate what they have
learned during each class
Humour must be used in teaching Mathematics.
Humour makes me more approachable to students in
Mathematics class
Humour increases students interest in learning Mathematics.
Humour makes my students feel more relaxed (i.e. less
anxious) in the Mathematics classroom.
Humour affects teaching and learning in a Mathematics lesson.
Humour causes students to lose focus in the Mathematics.
Humour in the classroom causes the teacher to lose his/her
students respect.
I have attended course/courses on how to use humour in the
classroom.
Teachers who use humour in the classroom are looked down
by their colleagues.
I am an effective teacher.
Table 7: Difference in Items

F-value
6.64

Significant
0.01

3.84

0.05*

1.15

0.28

3.12

0.08

3.92

0.05*

8.32

0.00**

1.28

0.26

0.43

0.51

0.01
3.90

0.92
0.05*

0.00

0.96

0.09

0.76

0.89

0.35

0.82

0.37

Teachers agree that using humour will bring them closer to their students. It is a
known fact that language plays an important role in communication between teachers and
students. In NTPS schools, mathematics is taught using the mother tongue of the students.
Though there are non-Chinese and non-Indian students in NTPS, the small number does not
influence the language used in communication. On the other hand, the language of
communication used in NPS is Bahasa Melayu.
Humour causes students to lose focus in the Mathematics. NTPS teachers regard
using humour in the class could cause students to lose focus i.e. the mean value of NTPS
(2.69) is higher than NPSs (2.60) (See Table 8). Combining class size and use of humour,
teachers from NTPS could be concerned that the use of humour would disrupt the flow of the
lesson. Hence, gaining back students attention to the lesson could take time, especially in
classes with bigger enrolment.

Item

National
Schools
Mean
SD
I use actual words and/or other elements of a 3.56
0.6
humorous example (i.e. a joke, pun, comic
5
strip, funny story, etc.) to illustrate grammar,
vocabulary, pronunciation, or scientific
content during a typical class
Humour must be used in teaching 4.10
0.4
Mathematics.
6

National
Type
Mean SD
3.39
0.9
1

Total
Mean
3.50

SD
0.7
4

4.16

4.12

0.4
9

0.5
5

66

Humour makes me more approachable to 4.08

0.4
4.29
students in Mathematics class
8
Humour causes students to lose focus in the 2.60
0.7
2.69
Mathematics.
1
Table 8: Difference In Items Among Schools

0.5
4
0.9
4

4.15
2.63

0.5
1
0.7
9

CONCLUDING REMARKS
Few would argue that the teaching of Mathematics in Malaysia could do with the use of
some new approaches. However, developing and implementing the new approaches is
easier said than done. The first challenge lies in changing the mind-set of teachers.
Teachers from NPS and NTPS agree that the use of humour will enhance teaching and
learning.
Teachers must be exposed to using humour in classroom. Figure 1 shows that
teachers would like to be a part of a CPD course on using humour in classroom. Though
incorporating this element (use of humour in the classroom) in evaluating a teacher is a little
too premature at the moment, if given enough training and exposure, it will encourage many
teachers to use humour in their teaching. Teachers must be made aware of the benefits of
infusing humour in the teaching and learning process (Lewis, 2010). The Teacher Education
Division or Bahagian Pendidikan Guru (BPG) which is responsible for providing Continuous
Professional Development courses (MOE, 2015) plays a vital role in this respect. It could
invite teacher educators and experienced Mathematics teachers to write training modules
which incorporate the use of humour and this would be very helpful for Mathematics
teachers.
For the long term, the Ministry of Education through its teacher education programme
could revamp its current teacher training curriculum. At present, the use of humour in
teaching and learning is embedded in some of its courses. Though it is not spelt out in the
course syllabus, teacher educators often encourage the use of humour. Pre-service teachers
are expected to pick up the skill (of using humour) based on the close observation of their
trainers in action or on their own accord. As such, many ideas and educational concepts
picked up by the pre-service teachers through their lectures are often not used during their
practicum stint (Worthy, 2005). To prevent this from happening, the current evaluation form
used by teacher educators when observing their pre-service teachers could be revamped.
Use of humour could be an item in the broader group of variation in teaching or methods
Figure1: Need For Courses On How To Use Humour In Classroom

67

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Undergraduate Studies, 19(4), 329-345.
Worthy, J. (2005). It didn't have to be so hard': the first years of teaching in an urban school.
Journal of Qualitative Studies in Education, 18(3), 379-398.
Ziv, A. (1976). Facilitating effects of humorous atmosphere on creativity. Journal of
Educational Psychology, 68, 318-322.

69

ASSESSMENT OF ALGEBRAIC THINKING AMONG YEAR FIVE PUPILS

Piriya Somasundram
Faculty of Education,
University of Malaya,
Malaysia.
piriya2k5@yahoo.com
Sharifah Norul Akmar Syed Zamri
Faculty of Education,
University of Malaya,
Malaysia.
snorul@um.edu.my
Leong Kwan Eu
Faculty of Education,
University of Malaya,
Malaysia
rkleong@um.edu.my
Abstract
Algebraic thinking in arithmetic acts as bridge to connect arithmetic and algebra. Thus,
fostering algebraic thinking in primary school level has been emphasised among
mathematics researchers and educators. The literature has shown numerous evidence that
young students are able to think algebraically. In addition, infusing algebraic thinking in
young students will enable a smooth transition from arithmetic to algebra in later stages of
education. The main aim of this study is to assess the algebraic thinking of year five pupils
(aged 11 years) in one district in Malacca. The sample of this study comprised 263 year five
pupils selected from two national primary schools in Malacca. Descriptive study was
employed as a methodology for this paper. The data were collected using the Algebraic
Thinking Diagnostic Assessment (ATDA) adapted from Ralston (2013). The results of this
study showed that both male and female year five pupils in one district of Malacca
outperformed in generalised arithmetic strand than modelling and function. Furthermore,
there was a significant difference between male and female pupils in generalised arithmetic
strand, while no significant difference for modelling and function strands by gender. These
findings could shed some light on algebraic thinking in primary school level.

Keywords: early algebra, equal sign, patterns, primary school students, algebraic thinking

INTRODUCTION
Successful completion of secondary school algebra often acts a stepping stone for higher
level mathematics (Kaput, 1999). However, algebra mastery among secondary school
students is questionable. In Malaysia, poor performance of form two (eighth grade) students
in algebra is evident from recent results of an international survey, Trends in Mathematics
and Science Study 2011, commonly known as TIMSS. For the domain of algebra, Malaysia
was ranked 23rd out of 42 countries. Of even greater concern was that the average score for
algebra content among Malaysian students in 2011 was 430, a significant drop from the
2007 score of 454 (Mullis, Martin, Foy, & Arora, 2012). Hence, algebraic thinking of primary
70

school students should be investigated to identify the root cause of this poor performance.
Unfortunately, Malaysia does not participate in TIMSS for the grade four category. Thus,
there are no sources to provide the algebraic thinking level of primary school students in
Malaysia. This study was motivated by the need to assess year five pupils algebraic
thinking in arithmetic.

LITERATURE REVIEW
The following sections discuss what is algebraic thinking, the framework underlying this
study and some relevant studies that have been carried out in primary school level algebraic
thinking.
What is Algebraic Thinking?
The transition from arithmetic to algebra has been a major obstacle for many students
(Warren, 2003). When moving from primary to secondary school, students thinking should
progress from arithmetic to algebra. This transition involves a shift from knowledge required
to solve arithmetic equations to knowledge used when solving algebraic equations. The
difference between arithmetic and algebra is that arithmetic requires working from the known
to unknown and algebra is working with unknowns (Van Amerom, 2002). Unfortunately,
many do not see the link between arithmetic and algebra, as evidenced by the strict
separation of these two topics in the mathematics curricula of many countries (Cai & Moyer,
2008; Carraher, Schliemann, Brizuela, & Earnest, 2006). To overcome this problem, many
mathematics researchers have proposed encouraging primary school students to think
algebraically by infusing underlying algebra elements in arithmetic (Carraher et al., 2006;
Jacobs, Franke, Carpenter, Levi, & Battey, 2007; Lannin, Barker, & Townsend, 2006).
Algebraic thinking has been viewed from various perspectives in the literature.
According to Mason (1996), algebraic thinking consists of identifying similarity and
dissimilarities, spotting differences, classifying and labelling including algorithm seeking.
Kieran (1996) has described algebraic thinking as the use of any of a variety of
representations that handle quantitative situations in a relational way (pp. 274-275). To
elaborate this, Blanton and Kaput (2003) highlighted that algebraic thinking is also dealing
with representations and looking for relationships. Arithmetic thinking focuses on known
numbers and calculations while algebraic thinking entails looking for relationships between
numbers and the ability to generate the general case. Warren (2003) claimed that
encouraging students to do activities involving looking for relationships between quantities
and representing the relationships between quantitative situations will foster algebraic
thinking. To confine these widespread definitions and perspectives about algebraic thinking,
Kaput (2008) has classified algebraic thinking into two aspects, generalisation and
symbolisation. Three strands further developed from these two aspects. They are
generalised arithmetic, modelling and function. Various perspectives of algebraic thinking
fall into one of these strands.
Three Strands of Algebraic Thinking
Kaput (2008) defined generalised arithmetic as the study of structures and systems
abstracted from computations and relations, including those arising in arithmetic (algebra as
generalised arithmetic) and in quantitative reasoning (p. 11). According to this definition he
has further classified generalised arithmetic into efficient numerical manipulation and
generalisation. Efficient numerical manipulation refers to identifying the easier way to solve
an equation without computing step-by-step. For an example, in the equation as such 57 +
36 = __ + 34, the ordinary students would find the total on the left side which is 93. Followed
by that they would find how much needs to be added to 34 on the right side to get 93.
These students would get the right answer of 59. However, efficient manipulation requires
one to solve it by observing the relationship between 36 and 34. Thus, students should get
the right answer (59) by using compensation strategy. Compensation strategy refers to the
ability to identify the difference between 36 and 34 as two. So students should add 2 to 57
71

for compensation. Acquisition of this efficient manipulation skill will lead students to excel in
manipulation of variables in later years of secondary school and tertiary level mathematics
(Jacobs et al., 2007). While learning arithmetic in primary school, students should be taught
about fundamental properties of numbers and operations. This is different from relying on
algorithms and memorising mathematical properties.
Likewise, students should able to make generalisations. It refers to making a
general case which can cover many instances. For example, addition of two odd numbers
always gives an even number shows generalisation about addition. In depth understanding
of properties of operations and relationships of numbers will foster students in making
generalisations (Hunter, 2013). Properties of operations comprised of commutative,
associative and distributive. These properties get least consideration in the primary school
mathematics classrooms as teachers failed to emphasise them. Understandings of these
properties will build a strong foundation for easier understanding of algebra problems in later
stages of education.
Similarly, properties of odd, even and zero will provide a foundation for better
understanding of algebra. For instance, solving quadratic equations always involve equating
it to zero. The property of zero whereby any number multiplied with zero will be a zero
initiates a fundamental algorithm for solving quadratic equations.
The second strand of algebraic thinking as classified by Kaput (2008) is modelling.
It refers to the application of a cluster of modelling languages both inside and outside of
mathematics (Kaput, 2008, p. 11). Activities such as open number sentences, equivalence
and working with variables are fall in this strand. Solving open number sentences such as
7 _ 42 is very common in the primary school curriculum. These kinds of activities which
require students to find the unknowns are algebraic in nature and create a platform for them
to master the properties and relationships between arithmetic operations (Carraher &
Schliemann, 2007).
Equivalence plays an important role in algebraic thinking of young students
(Ralston, 2013). It involves three components namely a) the meaning of two quantities
being equal, b) the meaning of the equal sign as a relational symbol, and c) the idea that
there are two sides to an equation (Rittle-Johnson & Alibali, 1999, p. 177). Relational
understanding of equal sign is important in fostering algebraic thinking (Carpenter, Levi,
Berman, & Pligge, 2005; Rittle-Johnson & Alibali, 1999). Unfortunately, students often
interpret the equal sign as a symbol to write the result of an arithmetic operation. Carpenter
and colleagues (2005) asserted that Children in the elementary grades generally consider
that the equal sign means to carry out the calculation that precedes it; this is one of the
major stumbling blocks when moving from arithmetic to algebra (p. 84). Hence, this
conceptual misunderstanding of equal sign leads to procedural error when solving algebra
problems at higher education levels.
Subsequently, working with variables is inevitable in algebra. Literature has
documented working with literal symbol is the major stumbling block of students. According
to Ralston (2013), even though primary school students may not be ready to demonstrate
the understanding of meaning of variable, they definitely would be ready to understand that
the symbol represents a number. This brief introduction to symbol may help to prevent
common misunderstanding of variable in middle and high school later.
Function is the final strand in Kaputs (2008) classification of algebraic thinking. He
claimed function as the study of functions, relations, and joint variation (p. 11). At early
age, young pupils may not be able to work with functions involving x and y. Ability to work
with patterns has been emphasised highly in the literature as foundation to work with
functions in later stages of education (Cai & Moyer, 2008; Lannin et al., 2006; Ralston,
2013).
As such, recognising and generalising patterns and looking for relationship between
quantities potentially enable students to move smoothly from arithmetic to algebraic thinking
(Lannin et al., 2006; Warren & Cooper, 2008). The ability to work with patterns is defined as
capability to recognise, describe, extend, and create patterns (Ralston, 2013). Patterns can
72

be numerical and figural. A series of numbers or figures that could be predicted or exhibit
certain regularity forms a pattern. Patterns can be repeating patterns or linear and nonlinear patterns. Patterns also can be represented in the form of table to enable young
students to grasp functional thinking (Warren, Cooper, & Lamb, 2006). Often in-out table is
presented in order to introduce function to young children.
Predicting the subsequent number or figure when the first three terms are given is a
good exercise for generalisation (Lannin et al., 2006). Students can be exposed to near
generalisation and followed by far generalization. Far generalisation is when they are
required to predict the 10th or 20th term when the first three terms are given. To perform far
generalisation, students may be required to form a rule based on the first three terms. The
rule may allow them to predict arbitrary terms easily without the need to find each term in
the sequence. This skill is also required in TIMSS 2011: exploring well-defined number
patterns, investigating the relationships between their terms, and finding or using the rules
that generate them (Mullis, Martin, Ruddock, OSullivan, & Preuschof, 2009, p. 24).
Past studies on early algebraic thinking
Extensive studies on young students algebraic thinking have been carried out internationally
and a few nationally. Rittle-Johnson and colleagues (1999) investigated the effect of
students' mathematical equivalence conceptual knowledge on their solution procedures.
The authors focused on the students conceptual understanding about equal sign and its
effect on solving mathematics equivalence. They found that the conceptual knowledge
influenced highly than procedural knowledge in solving mathematical equivalence (i.e., 3 + 4
+ 5 = 3 + __).
Jacob and colleagues (2007) asserted that teachers knowledge on algebraic thinking plays
an important role in fostering student algebraic thinking. Their study investigated the
difference in performance between two groups of students where the former was taught by
teachers who had participated in professional development on algebraic reasoning, while the
latter group was taught by non-participating teachers.
The students relational
understanding was studied. The findings showed students in participating teachers group
were able to exhibit better understanding of the equal sign and utilised various strategies
reflecting relational thinking than the students in non-participating teachers group.
In Malaysia, Gan (2008) has studied the year five pupils strategies while solving prealgebraic problems and the elements of algebraic thinking underlying their solution
processes. His study involved clinical interview with 13 pupils in year five from Sarawak
state of Malaysia. This study found that year five pupils do pose some elements of algebraic
thinking such as near generalisation. However, they have yet to exhibit explicit acquisition of
algebraic thinking.

METHODOLOGY
Objectives and Research Questions
The objectives of this study are twofold as follows:
1) To assess year five pupils algebraic thinking in strands of a) generalised arithmetic, b)
modelling, and c) function in one district in Malacca.
2) To analyse if there is difference between male and female pupils achievement in the
Algebraic Thinking Diagnostic Assessment.
In line with the objectives this study aimed at answering the following research questions:
1) What is the year five pupils algebraic thinking in strands of a) generalised arithmetic, b)
modelling, and c) function in one district in Malacca?
2) Is there any significant difference between the male and female year five pupils
achievement in the Algebraic Thinking Diagnostic Assessment?
73

Participants
This study only involves national primary schools in one district in Malacca. Two national
schools were randomly selected. Once the schools were chosen, entire year five pupils from
each school were included in the study. The participants numbered 263 (133 males (51%)
and 130 females (49%)).
Research Instrument
This study is quantitative in nature using descriptive statistics and Mann-Whitney U test for
data analysis. The Algebraic Thinking Diagnostic Assessment (ATDA) was used to collect
data. ATDA was adapted from Ralston (2013), which consists of items from three algebraic
thinking strands based on Kaputs (2008) framework, as shown in Table 1. Cronbachs
alpha was used to determine the reliability in the Statistical Packages for the Social Sciences
(SPSS) version 22.0. The total reliability of the 28 test items is .73. This shows the
instrument reliability falls in the acceptable range. Some 26 items are dichotomous which
are scored correct/incorrect and two items are short-answer items scored with rubrics.
Figure 1 shows the main three strands of ATDA together with its sub-strands.
Table 1: ATDA Items According to its Strands
Strands
Number of Items
1: Generalised arithmetic
10
2: Modelling
10
3: Function
8

Figure 1: ATDA framework adapted in Ralston (2013).

74

RESULTS
This section discusses the findings related to performance of year five pupils in one district in
Malacca based on the ATDA. Overall performance score of year five pupils in the ATDA is
less than 50% with sample mean of 43.17 (M = 43.17, SD = 17.96). The lowest percentage
score on this test is 9.68% and the highest is 93.55%. Descriptive statistics were used to
analyse the first research question, What is the year five pupils algebraic thinking in strands
of a) generalised arithmetic, b) modelling, and c) function in one district in Malacca? Total
score for strand 1, 2 and 3 are 12, 11 and 8 respectively. Thus, the total score for ATDA is
31. Table 2 shows the mean score of 263 participants on each strand.
Table 2: Means and Standard Deviations by Strands
Strand
M
SD
Generalised Arithmetic
47.59
19.47
Modelling
40.72
24.86
Function
39.97
24.15

Based on Table 2, strand 3 which deals with patterns as it is the root for function posed great
difficulty to students as indicated by the average lowest total percentage score (39.97%).
Strand 2 also posed difficulty to students as indicated by the average lowest total percentage
score (40.75%). However, it is slightly better than performance in function. Students have
outperformed in generalised arithmetic than modelling and function.
Table 3: The Algebraic Thinking Strands Mean Score of Male and Female Year Five Pupils
Male
Female
Strands
M
SD
n
M
SD
n
Generalised
44.99 19.16
133
50.26
19.49 130
Arithmetic
Modelling
40.05 25.15
133
41.40
24.65 130
Function
39.38 25.17
133
40.58
23.14 130
As shown in Table 3, the data on year five pupils algebraic thinking from a sample of 133
male and 130 female, with male sample mean of 44.99 (M = 44.99, SD = 19.16) and female
sample mean of 50.26 (M = 50.26, SD = 19.49) for the generalised arithmetic strand.
Female pupils had outperformed male pupils in the generalised arithmetic strand. As for the
modelling strand, the male pupils had a sample mean of 40.05 (M = 40.05, SD = 25.15)
while the female pupils obtained a sample mean of 41.40 (M = 41.40, SD = 24.65). Female
pupils again had performed better than male pupils in this strand. Finally, as for the function
strand male pupils had sample mean of 39.38 (M = 39.38, SD = 25.17), while the female
pupils had sample mean of 40.58 (M = 40.58, SD = 23.14). Female pupils performance was
better than male pupils in this strand. When comparing the three strands, male and female
pupils had performed better in generalised arithmetic compared to modelling and function.
To answer the second research question on the mean difference in algebraic
thinking by gender, the researcher intended to use the independent t-test. For this, the
assumption of normality of the data was checked using Shapiro-Wilk test. In Shapiro-Wilk
test it is found that P values were 0.00 for each strand. This shows the data failed to fulfill
the normality assumption (Field, 2012). Therefore, nonparametric Mann-Whitney U test was
chosen to analyse gender effect on algebraic thinking strands. If there is a significant effect,
test outcomes effect sizes also were calculated to decide if the effect is substantial.
According to Pallant (2013), if absolute value of r (abs[r]) is 0.1 then the effect size is small, if
(abs[r]) is 0.3 then medium, and if (abs[r]) is 0.5 then the effect size is large.
75

The outcome of the Mann-Whitney U test showed that there is statistically

significant difference between the male and female pupils in generalised arithmetic strand (z
= -2.22, p = 0.03). This result suggested that the gender does has an effect on the
generalised arithmetic strand. While, there is no significant difference between male and
female pupils in modelling (z = -0.55, p = 0.58) and function (z = -0.32, p = 0.75) strands.
This showed there is no difference between both male and female pupils performance in
modelling and fractions strands. To find the significant difference between male and female
pupils, the effect size for MannWhitney U test was calculated. For the generalised
arithmetic strand, the effect size (abs[r] = 0.17) was computed and it is found to be small.
DISCUSSION AND CONCLUSION
The present study investigated year five pupils algebraic thinking in three strands; a)
generalised arithmetic, b) modelling, and c) function in one district of Malacca. The findings
showed some similarities and differences in between these three strands.
The results showed that year five pupils in one district in Malacca outperformed in
generalised arithmetic strand than modelling and function for both male and female pupils. It
shows that year five pupils exhibit some algebraic thinking elements such as properties of
zeroes and relational thinking. They exhibit the understanding that both sides of the equal
sign should be equal when the item require them to determine 89 + 44 = 87 + 46 is true or
false. The pupils also demonstrated good understanding of properties of zero by providing
conceptual reason that any number multiplied with zero must be zero too.
However, the particular districts year five pupils weakest strand was function. It
showed they were unable to work with patterns. Not many were able to perform near and far
generalisation by finding the rule in both numerical and figural patterns. This results also
create an awareness to focus into Malaysian students algebraic thinking starting from
primary school level. As mentioned previously, Malaysian form two students performance in
algebra in TIMSS 2011 was very poor. Pattern is one of the most important elements
focused in TIMSS 2011 (Mullis et al., 2009). Does the poor foundation in primary school
level causes the poor performance of form two students in TIMSS? This question deserves
further investigation.
When comparing the mean, female year five pupils had outperformed male
students in all three strands. However, the inferential statistics results showed that there is
significant difference in by gender in generalised arithmetic strand, while there is no
significant difference between gender in modelling and function strands. Results indicated
that overall year five pupils in the particular district in Malacca exhibit better performance in
the generalised arithmetic strand which involves efficient numerical manipulation and
generalisation.
In future, studies should be carried out using bigger samples covering wider
geographic area within Malaysia to get comprehensive results of year five pupils algebraic
thinking. The study could be extended to comparison of urban and rural area students
algebraic thinking in all of Malaysia. This may allow us to identify the root cause of Malaysian
students poor performance in international mathematics assessments.

76

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78

MODELLING COMPETENCIES IN STATISTICS AMONG PRIMARY PUPILS

HARSHARANJIT KAUR A/P TEJINDER SINGH
LEONG KWAN EU
Faculty of Education
University of Malaya
hasina@siswa.um.edu.my
rkleong@um.edu.my
Abstract
In the 21st century, the kind of skill needed by pupils is different from what they needed 20
years ago. The outcome of the 21st century focuses on the skills, knowledge and expertise
pupils must master to succeed in college, work and life. In order to do this, pupils should be
taught to master critical thinking skills. The effective way is by including modelling in their
syllabus. In mathematics learning, mathematical modelling deals with modelling and
application in mathematics teaching, characterizing pupils modelling competency and
application of modelling activities toward building up the competencies. Quantitative
approach was used in this study. In this study, thirty-five fifth grade pupils from a school in
Petaling Jaya were chosen as the participants. These pupils were selected using simple
random sampling procedure. Open ended task based on a real world problem involving
complex data was given to the pupils. The open ended task consists of measures of central
tendency questions. Pupils answers were categorised using Six Levels for Assessing
Mathematical Modelling Competency. All the levels have different explanation in order to
help the researcher classify the answers. Inferential statistics was used to analyse the
competency level of the sample. The findings showed that most of the pupils manage to
transfer the real model into a proper mathematical problem but they could not work with the
data. Those who managed to answer the questions correctly were able to relate the
mathematical problem to the given situation. The same real world problem can be used in
future for measuring dispersion among higher grade pupils.
Keyword: Mathematical Modelling, Competency, Measures of Central Tendency

INTRODUCTION

Over the past few decades, the prevalence of statistics in the media and workplace has
increased drastically. In many countries, mathematics curricula for primary and secondary
schools have been reformed to include statistics (North & Scheiber, 2011). The 18th ICMI
Study shows that the new curricula published in the past years in many countries such as
Brazil, Costa Rica, South Africa, Spain, the United Arab Emirates and the United States of
America include statistics from the first year of primary school level which is for 6-year-old.
Furthermore, the past two decades have seen the development of a reform movement in
statistics education, emphasizing features such as statistical thinking, active learning,
conceptual understanding, genuine data, technology use, collaborative learning, and
communication skills (Moore, 1997). According to Gal (2002), statistical literacy is the ability
to interpret, evaluate critically and to communicate statistical information. The interpretation
is similar to the mathematical modelling characteristic whereby students are inquired or
investigated, through mathematics.
79

Several definitions of mathematical modelling competency have been given by

different researchers. Blum, Galbraith, Henn and Niss (2007) defined it as the ability to
identify relevant questions, variables, relations or assumptions in a given real world situation,
to translate these into mathematics and to interpret and validate the solution of the resulting
mathematical problem in relation to the given situations, as well as the ability to analyse or
compare given models by investigating the assumptions being made, checking properties
and scope of a given model. According to Blum and Kaiser (1997), modelling competencies
are divided into several sub-competencies, namely competencies to understand the real
problem and to set up a model based on reality, competencies to set up a mathematical
model from the real model, competencies to solve mathematical questions within the
mathematical model, competencies to interpret mathematical results in real situations and
competencies to validate the solution. Ludwig and Xu (2010) divided mathematical modelling
competencies into six different levels to code student understanding. Many research studies
have been done on mathematical modelling internationally but very few have been done in
Malaysia. There is only one article written by Leong (2013) about Mathematical Modelling in
the Malaysian Secondary Curriculum. The author discussed the importance of introducing
mathematical modelling in the mathematical curriculum at secondary level in Malaysia; he
also explained how Singapore and the USA had implemented mathematical modelling in
their curriculum. Early last year, the UTM Centre for Industrial and Applied Mathematics
(UTM-CIAM) organised the Malaysia Mathematical Modelling Camp 2015 with co-organisers
from the Oxford Centre for Industrial and Applied Mathematics (OCIAM) & Department of
Mathematical Sciences, Faculty of Science, UTM. The camp was aimed at bringing together
graduate students nationwide to work on industrial mathematics problems under the
guidance of experienced mentors.
The purpose of this study is to determine fifth grade pupils (10-11 year-old)
mathematical modelling competency.

METHODOLOGY

In this study, six different levels of mathematical modelling competency introduced by

Ludwig and Xu (2010) will be used to measure fifth grade pupils mathematical modelling
competency. The levels are given in Figure 1.

Level 0: The student has not understood the situation and is not able to sketch or
write anything concrete about the problem.
Level 1: The student only understands the given real situation, but is not able to
structure and simplify the situation or cannot find connections to any mathematical
ideas.
Level 2: After investigating the given real situation, the student finds a real model
through structuring and simplifying, but does not know how to transfer this into a
mathematical problem (the students creates a kind of word problem about the real
situation).
Level 3: The student is able to find not only a real model, but also translates it into
a proper mathematical problem, but cannot work with it clearly in the mathematical
world.
Level 4: The student is able to pick up a mathematical problem from the real
situation, work with this mathematical problem in the mathematical world, and have
80

mathematical results.
Level 5: The student is able to experience the mathematical modelling process and
validate the solution of the mathematical problem in relation to the given situation.
Figure 1: Six levels for assessing mathematical modelling competency.

In this study simple random sampling method was used to eliminate biasness. Pupils from a
school in Petaling Jaya were the participants. There are four grade five classes with a
population of 129 pupils. Only 30 pupils (14 girls, 16 boys) were chosen as the sample. The
pupils were chosen randomly from all the five classes. All the pupils chosen have already
learned measures of central tendency at school. This study was conducted in the classroom.
All 30 of them were given the same task but they solved it individually. The information
related to the task was translated into Malay language and certain information was modified
because the sample was from a Malay medium school. Even though the majority of the
pupils speak good English, they are unfamiliar with the mathematical terms in English. The
task is given in Figure 2.

BACKGROUND INFORMATION
The first Sukma Games was held in 1986 in Kuala Lumpur. Sukma Games is a sporting
event in Malaysia, held once every two years. This event is often viewed as a high end
national level competition and is usually referred to as Malaysian Olympics. The
participants of the event are picked from a competitive pool of possible strong elite
athletes from each respective state. The participating contingent are mainly states and
federal territories within Malaysia. The participating contingents are Brunei, Federal
Territory, Johor, Kedah, Kelantan, Kuala Lumpur, Labuan, Malacca, Malaysia Armed
forces, Majlis Sukan Universiti-Universiti Malaysia (MASUM/ MSU), Majlis Sukan SekolahSekolah Malaysia (MSSM/ MSS), Negeri Sembilan, Pahang, Perak, Perlis, Penang,
Putrajaya, Royal Malaysian Police, Sabah, Sarawak, Selangor and Terengganu. The
sports that are contested at the Sukma Games are diving, swimming, archery, athletics,
badminton, bowling, boxing, cycling, football, golf, gymnastics, hockey, karate, lawn
bowls, petanque, sepak takraw, shooting, pencak silat, squash, sailing, taekwando, tennis,
volleyball, wushu and weightlifting. The highest number of events are from athletics which
accumulates to 45 events (men and women). One of the events is known as shot put.
Shot put is a track and field event involving throwing a heavy spherical object as far as
possible. This year the Majlis Sukan Sekolah-sekolah Malaysia (MSSM/MSS) wants to
choose the most suitable candidate for shot put to compete in Sukma Games 2016.
TASK
Table 2 shows the distance of the shot for six attempts by four athletes. Select the most
suitable athlete to compete in the Mens shot put at Sukma Games 2016 which will be
held in Sarawak. You need to explain the method used to select the best shot put athlete.
Figure 2: Mathematical modelling competency task

Table 2: Mens shot put results recorded at MSSM 58th Championship. (adapted from
MSSM track and field championship in 2016)

81

Attempts/
Contestants
1st attempt
2nd attempt
3rd attempt
4th attempt
5th attempt
6th attempt
x- Failed attempt

Wong Yu Kiong
X
X
13.46
X
14.51
13.97

Muhd Roni b Aspa Kullah b

Abd Razak
Abd Wali Khan
13.33
12.37
13.38
12.56
13.06
13.61
13.07
11.73
13.76
11.49
13.79
11.99

Syazwan Ifwat
b Mahadzir
12.56
X
12.60
11.82
11.49
X

After the task was given to the pupils, the teacher read through the text together with the
pupils. They were asked to answer the question on the space provided. All their working has
to be shown on the paper as well. They were given 45 minutes to complete the task. Pupils
artefacts (written answers) were collected after that. Based on these artefacts, pupils
working was categorised using six levels of assessing mathematical modelling competency
introduced by Ludwing and Xu (2010).

RESULTS

In this study, pupils who obtained level 2 numbered 4 pupils, level 3 are 7, level 4 are 6 and
level 5 are 13. There is a significant difference where the biggest contributor to the
differences are pupils who obtained level 2 and level 5. The standard residual for pupils who
obtained level 2 is -3.5 where else the standard residual for pupils who obtained level 5 is
5.5. The biggest residual value of level 5 indicates that most of the pupils obtained the
highest level for competency, and the smallest residual value of level 2 indicates that the
least number of the pupils obtained the lowest level for competency. The chi-square test also
shows there is significant difference in the value of level 5 and value of level 2 ( = 6.000, df
= 3). The chi-square test results have been detailed in Table 1
Table 1: Distribution of the level (N=30)
Level

level 2
level 3
level 4
level 5
Total

Observed N
4
7
6
13
30

Expected N
7.5
7.5
7.5
7.5

Residual
-3.5
-.5
-1.5
5.5

Test Statistics

Chi-Square
Df

Level
6.000a
3
82

Asymp. Sig. .112

a. 0 cells (0.0%) have expected frequencies less than 5. The minimum
expected cell frequency is 7.5.

DISCUSSION

This study is to determine fifth grade pupils mathematical modelling competencies. The
results show that thirteen pupils from the sample are able to solve the task given correctly.
Six pupils from the sample managed to work on the task mathematically. Seven pupils
managed to translate the given task into a mathematical problem but were unable to work on
it. Four pupils manage to simplify the task but could not transfer it into a mathematical
problem. Students with competency level five managed to make generalisation by justifying
the method used to solve the task. Overall, many students could do the task given because
they have been drilled with higher order thinking skills questions since they were in Year 1.
The new Malaysian curriculum includes problem solving task in every topic so that pupils will
be able to analyse each and every question critically (Bahagian Perkembangan Kurikulum,
2010). Four pupils in this sample obtained the 2nd level for competency. After checking with
their mathematics teacher, all the pupils were hindered by their earlier experiences of
mathematics. This has caused blockage during the entire modelling process. This can be the
reason the pupils find it difficult to transfer the task given into a mathematical problem. The
finding is similar with that from research done by Schaap, Vos, and Goedhart (2011). This
study is very useful especially in Malaysia because there has not been any research
published to test the mathematical modelling competency among primary school pupils. It is
also very important to stimulate modelling competencies through self-initiative because it is
insufficient to deal with the modelling examples during classroom lessons (Maa, 2004).

CONCLUSION

In relation to the modelling task, it was found that the pupils used numerical representation
to solve the task given. The method they used to complete the task was not similar. This
could be an indication that different teachers have different approaches to teach their pupils.
Since random sampling procedure was used, the pupils selected to represent the sample
came from different classrooms. This means the mathematics teachers were not the same.
This was a descriptive research. The limitation in this research design was in coding the
pupils solution according to the levels because the findings need to be interpreted
statistically. Since the sample size was small, this limitation managed to be overcome.
Teachers play an important role in conducting the task. Teachers act as mentors, in other
words listening to students, modelling teaching and general classroom management,
analysing and discussing their own practise, observing students, negotiating with students
and supporting students while they teach (Rice, 2006). Finally, the education curriculum in
Malaysia need to be reformed to include mathematical modelling in the mathematics
syllabus.

83

REFERENCES

Blum, W., Galbraith, P. L., Henn, H.-W., & Niss, M. (2007). Modelling and applications in
mathematics education: Springer New York.
Blum,

W., & Kaiser, G. (1997). Vergleichende empirische Untersuchungen

mathematischen Anwendungsfhigkeiten von englischen und deutschen

zu

Lernenden. Unpublished application to Deutsche Forschungsgesellschaft.

Gal, I. (2002). Adults' statistical literacy: Meanings, components, responsibilities.
International statistical review, 70(1), 1-25.
Leong, K. E. (2012). Assessment of Mathematical Modeling. Leong, KE (2012). Assessment
of Mathematical Modeling. Journal of Mathematics Education at Teachers College,
3(1), 61-65.
Ludwig, M., & Xu, B. (2010). A comparative study of modelling competencies among
Chinese and German students. Journal fr Mathematik-Didaktik, 31(1), 77-97.
Maa, K. (2006). What are modelling competencies? ZDM, 38(2), 113-142.
Moore, D. S. (1997). New pedagogy and new content: The case of statistics. International
statistical review, 65(2), 123-137.
North, D., & Scheiber, J. (2011). The role of statistical offices and associations in supporting
the teaching of statistics at school level Teaching Statistics in School MathematicsChallenges for Teaching and Teacher Education (pp. 395-406): Springer.
Rice, R. (2006). The student teachers perspective on challenge within teaching practice.
Schaap, S., Vos, P., & Goedhart, M. (2011). Students overcoming blockages while building a
mathematical model: Exploring a framework Trends in teaching and learning of
mathematical modelling (pp. 137-146): Springer.

KEUPAYAAN MENYELESAIKAN MASALAH BUKAN RUTIN BAKAL GURU

MATEMATIK

Syarifah Fatimah Syed Sidki

Fakulti Pendidikan
Universiti Kebangsaan Malaysia
Bangi, Malaysia
syaima90@gmail.com

84

Effandi Zakaria
Fakulti Pendidikan
Universiti Kebangsaan Malaysia
Bangi, Malaysia
effandi@ukm.edu.my

Abstrak
Kajian ini merupakan kajian tinjauan. Kajian ini bertujuan untuk mengenal pasti keupayaan
menyelesaikan masalah bukan rutin bakal guru. Keupayaan menyelesaikan masalah bukan
rutin bakal guru dinilai berdasarkan empat proses iaitu memahami masalah, merancang
strategi, melaksanakan strategi, dan menyemak semula jawapan. Selain itu, hubungan
antara keupayaan menyelesaikan masalah bukan rutin dan pencapaian pelajar juga dikaji.
Sampel kajian terdiri daripada 55 orang pelajar Ijazah Sarjana Muda Pendidikan Matematik
daripada sebuah Institusi Pengajian Tinggi Awam. Ujian Penyelesaian Masalah Matematik
bukan Rutin digunakan bagi mendapatkan data keupayaan penyelesaian bakal guru. Data
dianalisis menggunakan analisis deskriptif dan analisis inferensi. Analisis deskriptif yang
digunakan ialah peratusan, frekuensi, min, sisihan piawai, skor minimum, dan skor
maksimum. Analisis inferensi yang digunakan ialah Ujian Kolerasi Pearson. Keputusan
kajian menunjukkan bahawa bakal guru mempunyai keupayaan menyelesaikan masalah
bukan rutin yang sederhana. Bagi setiap konstruk pula, konstruk memahami masalah
berada di tahap yang tinggi, konstruk merancang strategi berada di tahap sederhana,
konstruk melaksanakan strategi dan menyemak semula berada di tahap yang rendah.
Tidak terdapat konstruk yang berada di tahap yang sangat tinggi. Ujian Kolerasi Pearson
mendapati bahawa terdapat hubungan yang signifikan antara keupayaan menyelesaikan
masalah matematik bukan rutin dan pencapaian bakal guru matematik. Tiga konstruk iaitu
merancang strategi, melaksanakan strategi, dan menyemak semula, didapati
mempunyai hubungan yang signifikan dengan pencapaian akademik bakal guru.
Kata kunci: Penyelesaian masalah, bukan rutin, bakal guru, matematik

PENGENALAN
Sebagai sebuah negara yang sedang membangun dan cuba merealisasikan Wawasan
2020, Malaysia telah berusaha untuk memajukan sistem negara dari pelbagai aspek
terutama dalam bidang pendidikan (Maat, 2011). Ini kerana, sistem pendidikan yang
berkualiti memainkan peranan penting bagi kemajuan sesebuah negara (Yakob, 2008).
Guru pula merupakan agen dalam mengubah sistem pendidikan bagi memastikan proses
transformasi pendidikan negara berjaya (Abdullah, Ibrahim, Surif, & Ali, 2014). Namun,
persoalan mengenai latihan keguruan yang diikuti oleh guru mencukupi atau sebaliknya
timbul apabila aspek kualiti guru yang dihasilkan masih menjadi cabaran kepada
Kementerian Pendidikan Malaysia (KPM) khususnya kepada institusi perguruan dan pihak
universiti (Maat, 2011). Kajian ke atas bakal guru dilihat sebagai satu keperluan. Ini kerana
mereka bakal menjadi guru. Pencapaian dan keupayaan mereka dalam menyelesaikan
masalah perlu dikaji bagi memastikan kualiti guru yang dihasilkan. Kajian yang dilakukan
oleh Pimta, Tayruakham dan Nuangchalerm (2009) menunjukkan bahawa salah satu faktor
yang membantu pelajar menjawab soalan penyelesaian masalah matematik ialah guru dan
tindakan guru. Dengan kata lain, guru merupakan komponen yang penting bagi proses
penyelesaian masalah (Abdullah et al., 2014).
Proses menyelesaikan masalah melibatkan pelbagai langkah. Kewujudan pelbagai
langkah penyelesaian masalah ini menunjukkan penyelesaian masalah merupakan satu
85

aktiviti yang kompleks (Yahaya, 2001). Ia melibatkan pengingatan semua fakta yang telah
dipelajari, penggunaaan pelbagai kemahiran, keperluan terhadap kemahiran berfikir secara
kritis dan kreatif, dan juga penggunaan pelbagai prosedur (Yahaya, 2001). Menurut Polya
(1957), keupayaan dalam menyelesaikan masalah ialah kebolehan menentukan langkahlangkah bagi mencapai matlamat. Menururt Kirkley (2003) pula keupayaan menyelesaikan
masalah merupakan kemahiran asas yang melibatkan proses kognitif tingkat tinggi yang
memuat visualisasi, asosiasi, manipulasi, analisis, sintesis, dan generalisasi. Masalah yang
berkaitan matematik akan digunakan dalam kajian ini.
Terdapat dua jenis masalah dalam pendidikan matematik iaitu masalah rutin dan
masalah bukan rutin (Ayu, 2013; Daane & Lowry, 2004; Md. Said, 2010). Menurut Suydam
(1987) mengajar penyelesaian masalah melibatkan pengajaran masalah rutin dan masalah
bukan rutin. Masalah rutin merupakan masalah yang menggunakan algoritma yang normal,
dan masalah bukan rutin merupakan masalah yang melibatkan penggunaan tahap
intrepretasi dan pengurusan yang tinggi dalam menyelesaikan masalah (Daane & Lowry,
2004). Pelajar selalu didedahkan dengan masalah rutin yang memerlukan operasi-operasi
asas dan pengiraan sahaja (Arslan & Altun, 2007). Masalah bukan rutin yang mengaitkan
matematik dengan kehidupan sebenar pula jarang didedahkan kepada pelajar (Arslan &
Altun, 2007). Mengajar menyelesaikan masalah matematik berayat terutamanya masalah
matematik bukan rutin terus menjadi cabaran dan seringkali merupakan tugasan yang
menghampakan bagi kebanyakan para pendidik (Zarimah & Nor Ain, 2011). Untuk
mengajar dan sanggup memberikan soalan-soalan bukan rutin kepada pelajar mereka,
guru perlu terlebih dahulu mencuba dan memahami kepentingan masalah-masalah ini
(Asman & Markovits, 2009). Terdapat pelbagai kajian yang dilakukan sama ada dari dalam
atau luar negara bagi menguji keupayaan guru (Abdullah et al., 2014; Brown, 2003; Heng et
al., 1997; West, 2005).
Kajian mengenai keupayaan yang dilakukan di dalam negara ke atas guru pelatih
yang baru menamatkan pengajian di peringkat sekolah dan mendapat kepujian dalam
matematik mendapati bahawa mereka hanya berjaya memperoleh skor keupayaan
penyelesaian masalah matematik bukan rutin pada tahap sederhana sahaja (Heng et al.,
1997). Dapatan juga menunjukkan bahawa guru pelatih mendapat skor yang tinggi dalam
proses memahami masalah tetapi rendah dalam proses merancang dan melaksana
strategi. Abdullah et al. (2014) dalam kajiannya mengenai keupayaan menyelesaikan
masalah matematik bukan rutin dalam kalangan bakal guru matematik dan guru matematik
dalam perkhidmatan mendapati bahawa keupayaan menyelesaikan masalah bukan rutin
bagi kedua-dua kumpulan guru adalah berada di tahap yang rendah. Kajian yang dilakukan
di luar negara dalam kalangan guru sekolah rendah dari tahun tiga, empat, dan lima di
sekolah yang terletak di kawasan luar bandar Georgia pula mendapati bahawa keupayaan
menyelesaikan masalah guru berada di tahap yang rendah (Brown, 2003). West (2005)
dalam kajiannya pula mendapati bahawa kemahiran matematik, keupayaan manaakul, dan
keupayaan untuk mengaplikasikan pengetahuan matematik yang kuat dalam membina
persamaan untuk menunjukkan situasi dunia sebenar. Terdapat kajian yang mengaitkan
keupayaan menyelesaikan masalah dengan pencapaian akademik bakal guru (Amutha &
Suganthi, 2015).
Amutha dan Suganthi (2015) melakukan kajian mengenai pencapaian bakal guru.
Beliau mengaitkan pencapaian akademik bakal guru dengan keupayaan menyelesaikan
masalah. Kajian mereka mendapati bahawa terdapat hubungan yang signifikan di antara
keupayaan menyelesaikan masalah dan pencapaian akademik pelajar dari jurusan Ijazah
Sarjana Muda dalam Pendidikan yang bakal menjadi guru. Kajian ini juga akan mengaitkan
pencapaian akademik bakal guru dengan keupayaan menyelesaikan masalah tetapi
menumpukan kepada penyelesaian masalah bukan rutin. Aspek pencapaian pelajar dalam
matematik dilihat dapat menentukan pemahaman pelajar dalam matematik. Konsep asas
86

matematik perlu dimiliki oleh pelajar sama ada pelajar bagi aliran matematik atau tidak
(Matic, 2014). Ini kerana, penggunaan asas konsep matematik masih digunakan oleh
pelajar bukan aliran matematik seperti aliran sains dan kejuruteraan (Matic, 2014). Oleh itu,
bagi memajukan sesebuah negara, pencapaian matematik pelajar perlu berada di tahap
yang tinggi. Ini dapat menyediakan tenaga kerja untuk kemakmuran negara (Othman,
2002). Terdapat dua objektif kajian ini dilakukan.
Dua objektif kajian ini dilakukan ialah (1)mengenal pasti tahap keupayaan
menyelesaikan masalah matematik bukan rutin bakal guru dan (2)menentukan hubungan
antara keupayaan menyelesaikan masalah matematik bukan rutin dengan pencapaian
bakal guru. Kajian ini dilihat sebagai satu usaha untuk mengetahui keupayaan bakal guru
dalam menyelesaikan masalah. Ia penting bagi mengetahui kualiti bakal guru yang akan
menjadi guru. Melalui kajian ini, langkah-langkah yang bersesuaian dapat diambil bagi
meningkatkan keupayaan bakal guru supaya sistem pendidikan dapat dimajukan.
METODOLOGI
Kajian ini dijalankan ke atas 55 orang pelajar tahun tiga dari sebuah Institusi Pengajian
Tinggi Awam (IPTA). Pelajar-pelajar ini merupakan pelajar dari Ijazah Sarjana Muda
Pendidikan dan bakal menjadi guru matematik. Dua jurusan yang berbeza telah dipilih
melalui persampelan berkelompok dan persampelan rawak mudah iaitu Jurusan 1 dan
Jurusan 2. Pelajar diedarkan soal selidik yang mempunyai soalan mengenai demografi
responden dan Ujian Penyelesaian Masalah Matematik bukan Rutin. Bahagian demografi
mempunyai soalan mengenai jantina, umur, kursus pengajian, kelayakan ijazah sarjana
muda, dan Purata Nilai Gred Kumulatif (PNGK). PNGK responden digunakan sebagai data
bagi pencapaian bakal guru.
Bahagian Ujian Penyelesaian Masalah Matematik bukan Rutin mempunyai lima
soalan. Soalan kedua mempunyai dua bahagian iaitu (a) dan (b). Terdapat empat konstruk
yang dinilai iaitu memahami masalah, merancang strategi, melaksanakan strategi, dan
menyemak semula. Setiap konstruk dinilai bagi setiap soalan. Markah minimum dan
maksimum ialah 0 dan 3 bagi setiap konstruk. Jumlah keseluruhan markah bagi ujian ini
ialah 72 marah. Ujian Penyelesaian Matematik Bukan Rutin yang digunakan adalah
merupakan ujian yang sama digunakan oleh Osman (2001) dalam kajian beliau. Kajian
beliau digunakan ke atas pelajar universiti awam. Ujian yang sama juga telah digunakan
oleh Salleh (2004) dalam kajian beliau. Beliau menggunakan ujian ini ke atas pelajar
cemerlang akademik di Maktab Rendah Sains Mara (MRSM). Berdasarkan kesesuaian
terhadap sampel yang berbeza yang dilihat di dalam kedua-dua kajian sebelum ini (Osman,
2001; Salleh, 2004), pengkaji berpendapat bahawa ujian ini bersesuaian untuk digunakan
ke atas sampel kajian ini iaitu bakal guru matematik yang bakal menjadi guru di sekolah
menengah dan status mereka sebagai pelajar Ijazah Sarjana Muda Pendidikan Matematik.
Bagi rubrik pemarkahan, pengkaji telah mengubahsuai skim pemarkahan penyelesaian
masalah yang digunakan oleh Salleh (2004) dalam kajiannya. Beliau telah mengubahsuai
skim pemarkahan yang digunakan oleh Charles, Lester dan ODaffer (1997). Skim
pemarkahan yang telah diubahsuai dapat dilihat dalam Jadual 1.
Jadual 1 : Skim Pemarkahan Penyelesaian Masalah yang Diubahsuai
Langkah-langkah
Skor
Tahap Penyelesaian
0
Tidak mempunyai apa-apa jawapan atau pemahaman
yang salah
Memahami masalah
1
Lebih sebahagian masalah disalah tafsir
2
Sebahagian masalah disalah tafsir
3
Memahami masalah dengan baik
87

0
Merancang strategi

1
2
3
0

Melaksanakan
strategi

1
2
3
0

Menyemak semula

1
2
3

Tidak mempunyai apa-apa jawapan atau strategi tidak

sesuai
Strategi yang sesuai tetapi terdapat kesilapan besar
Strategi yang sesuai tetapi terdapat kesilapan kecil
Strategi yang membawa kepada jawapan yang betul
Tidak
terdapat
percubaan
untuk
melaksanakan
penyelesaian atau pelaksanaan strategi yang tidak sesuai
Melaksanakan kurang dari sebahagian strategi dengan
betul
Melaksanakan sebahagian strategi dengan betul
Melaksanakan strategi dengan betul
Tidak mempunyai jawapan atau mempunyai jawapan
yang salah
Kesilapan mengira
Sebahagian jawapan betul
Penyelesaian yang betul

Sumber: Salleh (2004) & Charles et al. (1997)

Kebolehpercayaan ujian penyelesaian matematik ini ialah 0.90. Menurut Sekaran

(1992), nilai kebolehpercayaan yang melebihi 0.8 menunjukkan bahawa soal selidik
kepercayaan matematik ini adalah baik. Ujian Kolmogorov-smirnov juga menunjukkan
bahawa data kajian adalah normal (p>0.05). Statistik deskriptif dan statistik inferensi telah
digunakan bagi melakukan analisis. Frekuensi, peratusan, min, dan sisihan piawai
digunakan bagi statistik deskriptif dan Ujian Kolerasi Pearson digunakan bagi statistik
inferensi.

88

DAPATAN KAJIAN
Demografi Bakal Guru
Jadual 3 menunjukkan profil responden. Kebanyakan responden terdiri daripada
perempuan (89%), berumur 22 tahun (80%) dan merupakan keluaran dari matrikulasi
(93%). Bilangan responden bagi setiap jurusan adalah hampir sama iaitu Jurusan 1
sebanyak 45% dan Jurusan 2 sebanyak 55%. Jadual 4 menunjukkan PNGK responden.
Jadual 2: Profil Responden
Profil Responden
Jantina
Lelaki
Perempuan
Umur
21
22
23
Kelayakan Memasuki ISM
STPM
Matrikulasi
Kursus Pengajian
Jurusan 1
Jurusan 2

PNGK

Jadual 3: PNGK Responden

Min
Sisihan Piawai Minimum
35.0 0.28
2.67

(N=55)
6
49
2
44
9
4
51
25
30

Maksimum
3.95

Keupayaan Menyelesaikan Masalah Matematik Bukan Rutin Bakal Guru

Skor minimum dan maksimum bagi ujian ialah 0 dan 72. Bagi setiap konstruk pula, nilai
skor minimum dan maksimum ialah 0 dan 18. Bagi setiap soalan, skor minimum dan
maksimum ialah 0 dan 12. Bagi konstruk pula, nilai skor minimum dan maksimum ialah 0
dan 3. Keupayaan bakal guru dalam menyelesaikan masalah matematik bukan rutin
diklasifikasikan menggunakan klasifikasi peratusan skor min seperti dalam Jadual 4.
Klasifikasi ini adalah hasil ubahsuai daripada Lee Shuh Shing (2006). Beliau menggunakan
klasifikasi peratusan ini untuk mengklasifikasikan pelajar. Gred markah yang digunakan
adalah gred markah yang dipakai secara meluas di peringkat sekolah menengah bagi
mengkategorikan pelajar (Lee Shuh Shing, 2006).
Jadual 4: Klasifikasi Skor Peratusan Min Keupayaan Menyelesaikan Masalah Bakal Guru
Peratusan (%)
Tahap
0 39
Sangat rendah
40 54
Rendah
55 69
Sederhana
70 79
Tinggi
80 100
Sangat tinggi
Sumber: Dipetik dan Diubahsuaikan daripada Lee Shuh Shing (2006)

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Jadual 5 menunjukkan skor ujian keupayaan menyelesaikan masalah bukan rutin

berdasarkan setiap soalan. Min bagi soalan 1 ialah 8.78 (73% daripada markah penuh 12).
Min bagi soalan 2(a) ialah 8.29 (69% daripada markah penuh 12), min bagi soalan 2(b)
ialah 6.40 (53% daripada markah penuh 12), min bagi soalan 3 ialah 4.87 (41% daripada
markah penuh 12), min bagi soalan 4 ialah 8.84 (74% daripada markah penuh 12), dan min
bagi soalan 5 ialah 5.58 (47% daripada markah penuh 12). Berdasarkan Jadual 5, dapat
disimpulkan bahawa terdapat tiga soalan berada di tahap rendah, satu soalan di peringkat
sederhana, dan dua soalan di peringkat tinggi. Soalan di tahap rendah ialah soalan 2(b)
(53%), 3 (41%), dan 5 (47%). Satu soalan di tahap sederhana ialah soalan 2(a) (69%). Dua
soalan di tahap tinggi ialah soalan 1 (73%), dan 4 (74%).
Jadual 5: Keupayaan Menyelesaikan Masalah Bukan Rutin Berdasarkan Soalan
Soalan
Min
Sisihan
Skor
Skor
piawai
minimum
maksimum
1
8.78
4.84
0.00
12.00
2 (a)
8.29
5.04
0.00
12.00
2 (b)
6.40
4.89
0.00
12.00
3
4.87
5.17
0.00
12.00
4
8.84
4.66
0.00
12.00
5
5.58
3.12
0.00
11.00

Jadual 6 menunjukkan skor pencapaian dalam ujian keupayaan menyelesaikan

masalah bukan rutin. Secara keseluruhan, min yang diperolehi oleh pelajar ialah 42.76
(59% daripada markah penuh 72). Skor maksimum ialah 71 dan skor minimum ialah 3.
Jadual 6 juga menunjukkan keupayaan menyelesaikan masalah di kalangan bakal guru
mengikut empat langkah Polya (1957) iaitu memahami masalah, merancang strategi,
melaksanakan strategi, dan menyemak semula. Dapatan kajian menunjukkan min
keupayaan untuk memahami masalah ialah 13.47 (75% daripada markah penuh 18), min
keupayaan untuk merancang strategi ialah 9.95 (55% daripada markah penuh 18), min
keupayaan untuk melaksanakan strategi ialah 9.73 (54% daripada markah penuh 18), dan
min keupayaan menyemak semula ialah 9.62 (53% daripada markah penuh 18).
Berdasarkan Jadual 6, dapat disimpulkan bahawa keupayaan menyelesaikan masalah
bukan rutin bakal guru adalah di tahap sederhana (59%). Bagi konstruk memahami
masalah, keupayaan guru berada di tahap yang tinggi (75%). Bagi konsruk merancang
strategi, keupayaan guru berada di tahap sederhana (55%). Bagi konstruk melaksanakan
strategi, dan menyemak semula, keupayaan bakal guru adalah di tahap rendah (54% dan
53%).
Jadual 6: Keupayaan Menyelesaikan Masalah Bukan Rutin
Min
Sisihan
Skor
Skor
piawai
Minimum
maksimum
Memahami Masalah
13.47
4.04
1
18
Merancang Strategi
9.95
4.33
1
18
Melaksanakan Strategi
9.73
4.39
1
18
Menyemak semula
9.62
4.41
0
18
Keupayaan Menyelesaikan 42.76
16.58
3
71
Masalah Bukan Rutin
Konstruk

Hubungan antara Keupayaan Menyelesaikan Masalah Matematik Bukan Rutin dan

Pencapaian Bakal Guru
Jadual 7 menunjukkan interpretasi pekali kolerasi, r, yang menunjukkan kekuatan
hubungan berdasarkan pendapat Baba (1992). Ujian Kolerasi Pearson hanya menerangkan
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hubungan antara kedua-dua pemboleh ubah ini dan tidak menunjukkan nilai penyumbang
kepercayaan matematik terhadap keupayaan menyelesaikan masah matematik bukan rutin
bakal guru.
Jadual 7: Interpretasi Pekali Kolerasi
Nilai Pekali Kolerasi, r
0.01 - 0.20
0.21 - 0.40
0.41 - 0.60
0.61 - 0.80
0.81 - 1.00
Sumber: Baba (1992)

Intrepretasi
Sangat
(diabaikan)
Lemah
Sederhana
Kuat
Sangat kuat

lemah

Jadual 8 menunjukkan hubungan antara keupayaan menyelesaikan masalah

matematik bukan rutin dengan pencapaian bakal guru. Nilai pekali kolerasi, r, yang
diperolehi ialah 0.28 dan nilai keberangkalian berada pada paras di bawah yang aras yang
ditetapkan (p < 0.05). Dapat disimpulkan bahawa terdapat hubungan yang signifikan antara
keupayaan menyelesaikan masalah matematik bukan rutin dengan pencapaian bakal guru
dan hubungan ini adalah di tahap yang lemah. Bagi setiap konstruk keupayaan
menyelesaikan masalah pula, kajian mendapati tiga daripada empat konstruk mempunyai
hubungan yang signifikan dengan pencapaian akademik pelajar. Tiga konstruk tersebut
ialah merancang strategi, melaksanakan strategi dan menyemak semula dengan nilai r
0.29, 0.29, dan 0.28. ketiga-tiga nilai r menunjukkan bahawa terdapat hubungan yang
lemah di antara tiga konstruk ini dengan pencapaian akademik bakal guru.
Jadual 8 : Hubungan Antara Keupayaan menyelesaikan masalah matematik bukan rutin
Hubungan
n
Korelasi (r)
Sig.
Keupayaan menyelesaikan masalah matematik bukan rutin 53 0.28
0.04
dan pencapaian bakal guru
Memahami masalah dan pencapaian bakal guru
53 0.21
0.14
Merancang strategi dan pencapaian bakal guru
53 0.29
0.03
Melaksanakan strategi dan pencapaian bakal guru
53 0.29
0.04
Menyemak semula dan pencapaian bakal guru
53 0.28
0.04

PERBINCANGAN
Keupayaan Menyelesaikan Masalah Matematik Bukan Rutin Bakal Guru
Dapatan kajian menunjukkan bahawa bakal guru mempunyai keupayaan penyelesaian
masalah matematik bukan rutin yang sederhana sahaja. Hasil ujian yang dilakukan
menunjukkan bahawa skor min bagi keupayaan menyelesaikan masalah bukan rutin ialah
42.76 di mana ia masih jauh dari markah penuh iaitu 72. Dapatan kajian ini seiring dengan
dapatan Heng et al. (1997) dan West (2005). Heng et al. (1997) mendapati bahawa
keupayaan guru berada di tahap yang sederhana dan West (2005) menyimpulkan bahawa
keupayaan guru mencukupi bagi menyelesaikan masalah dunia sebenar. Pengkaji
menganggap mencukupi bermaksud keupayaan yang sederhana. Keupayaan yang
sederhana mungkin disebabkan oleh bakal guru tidak mempunyai begitu banyak
pengalaman dalam menjawab soalan yang mempunyai banyak strategi penyelesaian atau
jawapan yang berbentuk terbuka.
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Dapatan ini tidak konsisten dengan dapatan yang dilakukan oleh Brown (2003) dan
Abdullah et al. (2014). Kedua-dua kajian ini mendapati bahawa keupayaan bakal guru
dalam menyelesaikan masalah bukan rutin adalah rendah. Perbezaan ini mungkin terjadi
kerana penglibatan sampel dan kawasan yang berlainan. Kajian Brown (2003) melibatkan
sekolah tersebut terletak di kawasan luar bandar Georgia. Kajian Abdullah et al. (2014) pula
melibatkan responden bakal guru dan guru dari pelbagai subjek. Kajian ini menfokuskan
kepada bakal guru matematik sahaja.
Heng et al. (1997) mendapati bahawa keupayaan bagi konstruk memahami
masalah adalah tinggi, konstruk merancang strategi adalah rendah, dan konstruk
melaksanakan strategi adalah rendah. Dapatan bagi dua konstruk kajian ini seiring dengan
dapatan kajian Heng et al. (1997). Dapatan ini seiring bagi konstrak memahami masalah
dan melaksanakan strategi. Bagi konstruk merancang strategi, kajian ini mendapati
keupayaan tersebut berada di tahap yang sederhana. Dapat disimpulkan bahawa dapatan
kajian ini menunjukkan bahawa bakal guru tidak mengalami masalah dalam memahami
masalah yang diberikan, mempunyai keupayaan merancang strategi yang mencukupi tetapi
lemah dalam mengaplikasikan strategi tersebut. Ini menyebabkan peringkat perlaksanaan
strategi dan menyemak semula jawapan terjejas. Pendedahan kepada soalan matematik
bukan rutin diperlukan bagi membiasakan bakal guru dengan strategi yang perlu dirancang
dan dilaksanakan.
Hubungan Antara Keupayaan Menyelesaikan Masalah Matematik Bukan Rutin dan
Pencapaian Bakal Guru
Dapatan bagi hubungan keupayaan menyelesaikan masalah matematik bukan rutin dengan
pencapaian bakal guru menunjukkan bahawa terdapat perkaitan di antara kedua
pembolehubah ini. Dapatan ini seiring dengan kajian yang dilakukan oleh Amutha dan
Suganthi (2015). Walau bagaimanapun, dapatan kajian ini mendapati bahawa hubungan
yang wujud adalah lemah (0.28) manakala dapatan bagi kajian Amutha dan Suganthi
(2015) pula hubungan yang wujud adalah kuat (r=0.97). Perbezaan ini mungkin disebabkan
oleh perbezaan sampel. Sampel kajian ini menumpukan kepada bakal guru matematik
manakala bagi kajian Amutha dan Suganthi (2015) sampel kajian lebih umum iaitu bakal
guru.
KESIMPULAN
Kajian ini mendapati bahawa keupayaan menyelesaikan masalah bukan rutin bakal guru
hanya berada di tahap yang sederhana. Bagi konstruk memahami masalah, keupayaan
bakal guru berada di tahap yang tinggi. Bagi konstruk melaksanakan strategi, keupayaan
bakal guru berada di tahap yang sederhana. Bagi konstruk melaksanakan strategi dan
menyemak semula pula berada di tahap yang rendah. Tidak terdapat konstruk yang
berada di tahap yang sangat tinggi. Kajian juga mendapati bahawa terdapat hubungan yang
signifikan di antara keupayaan menyelesaikan masalah matematik bukan rutin dengan
pencapaian bakal guru. Hubungan yang wujud adalah lemah. Dapatan kajian ini memberi
gambaran mengenai keupayaan bakal guru dari sebuah universiti dalam menyelesaikan
masalah bukan rutin. Ia penting bagi mengetahui kualiti bakal guru yang akan menjadi guru.
Lnagkah-langkah yang sesuai dapat diambil bagi meningkatkan tahap keupayaan bakal
guru dalam menyelesaikan masalah bukan rutin. Dapatan ini hanya terbatas bagi bakal
guru dari IPTA yang dijalankan kajian sahaja. Kajian lanjutan menggunakan sampel yang
lebih besar adalah disarankan bagi melakukan generalisasi terhadap keupayaan bakal guru
matematik peringkat sekolah menengah di Malaysia.

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THE EFFECTIVENESS OF SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS (STEM) LEARNING APPROACH AMONG SECONDARY SCHOOL
STUDENTS
Priscilla Lo Khai Chien
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
kaizhen1229@gmail.com
Denis Andrew D. Lajium
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
denisadl@ums.edu.my
Abstract
STEM education is getting popular in all over the countries. In order to succeed in this new
information-based and highly technological society, students need to develop their
capabilities in STEM to levels much beyond what was considered acceptable in the past.
However, according to the reports by TIMSS and PISA, the performance of the students in
Malaysia did not meet the minimum proficiency levels in Science and Mathematics subjects.
The purpose of this research is to investigate whether STEM learning approach helps to
improve students achievement in acid and base topic, to investigate if STEM learning
approach helps to improve students higher order thinking skills, and to study the perceptions
of students towards STEM learning approach compared to the traditional style of learning
approach. This research will be conducted based on quantitative methodology with one-toone interview design. The discussion will be driven by the ways to improve STEM education.
It will conclude with recommendations for how to motivate more Malaysian students to know
more about STEM education. This research is to be done to ensure that to be really success
in the educational field, students are well-prepared with the knowledge and skills required to
meet the challenges of the world that is being transformed especially during this 21st century
specifically in Malaysia.
Keywords: STEM education, higher order thinking skills

INTRODUCTION
The aspiration of the nation to become an industrialized society depends on science and
technology. It is envisaged that success in providing quality science education to Malaysians
from an early age will serve to spearhead the nation into becoming a knowledge society and
a competitive player in the global arena. In order to keep Malaysia globally competitive in
education, Science, Technology, Engineering, and Mathematics (STEM) education is really
important and needed to keep up with todays developments.
In Malaysia, there are several goals that have been planning to be achieved in the
ministry of education. According to the Ministry of Education (2013), the ministry will ensure
that it prepares students with the skills required to meet the challenges of a world that is
being transformed by the applications of Science, Technology, Engineering and
Mathematics (STEM). According to Jamaluddin Muhammad (2014), Malaysia aims for 60
percent of its children and young people to take up Science, Technology, Engineering and
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Mathematics (STEM) education and career for a better future of the country. Accordingly, the
Malaysian government instituted the 60:40 Science/Technical: Arts (60:40) Policy in
education in 1967 and started implementing it in 1970 (Ministry of Education, 2013).
Malaysia places great importance on education as a means of becoming a developed nation
to meet the challenges and demands of a STEM driven economy, by 2020 (Ministry of
Education, 2013).
The science curriculum aims at producing active learners. To this end, students are
given ample opportunities to engage in scientific investigations through hands-on activities
and experimentations. Through that, the classroom is no longer teacher-centered classroom
which is by using the traditional teaching methods. In a traditional classroom setting,
students are made to sit passively while the teacher delivers a lecture (Mirza, 2012).
Teacher and instructor-centered learning is an inefficient solution for education as students'
focus is set in the wrong direction which the students just sit inside the classroom and listen
but without go into deeper in understanding and absorbing concepts.
Therefore, STEM lessons are introduced in this research to replace the traditional
teaching method which enables the students to participate actively in the classroom. Not
only student-teacher interaction is encouraged to occur, but also student-student interaction.
It is assumed that the student can participate actively in developing their understanding and
the acquisition knowledge in the teaching and learning process in this research.
For Malaysian Certificate of Education level, or we called Sijil Peperiksaan Malaysia
(SPM) in Malay, there are fifteen chapters overall which consists of nine chapters for the
Form Four and five chapters for the Form Five in the subject Chemistry. Acid and base is the
seventh chapter in Form Four curriculum specifications. In order to develop the cognitive
skills among the students, STEM learning approach is used in the chapter of Acid and Base
in this research. Research about cognitive domain reveals that students learn better when
they actively engage in the learning process (Aydogdu, 2012). STEM learning approach can
lead students about how to reach information sources, how to obtain knowledge, how to
evaluate knowledge and how to acquire knowledge through life experiences and use it in
problem solving can be applied.

STATEMENT OF THE PROBLEM

Despite the noticeable gains on national exams observed over the years, the Education
Blueprint notes that the gap between Malaysia and other countries on international
assessment tests such as the TIMSS and PISA are widening; in TIMSS the score dropped
considerably between 1999 and 2007, and in PISA, Malaysia was ranked in the bottom third
of all participating countries in both the 2009 and the 2012 PISA (Malaysia Education for All
2015 National Review, 2015).
From the performance in TIMSS and PISA, we realized that the overall ranking was
still below OECDs average thus Malaysias overall ranking was 52nd place out of 65
participating countries. This related to the utilization of higher order thinking skills among the
students. The ability to think critically is an essential life skill in Malaysia society today; as the
world changes at an ever-faster pace and economies become global. It is imperative that we
train 21st century students to be creative and flexible in a rapidly changing world (Vanada,
2010).
Successful innovation and scientific literacy depend on equipping future generations
with a solid knowledge base in the core STEM areas combined with the thinking tools and
strategies to understand complex situations and provide solutions (Oroszlan, 2007).
However, according to Noor (2008), there is a lack of higher order thinking ability among
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students and there is a need to prepare students for future effective problem solver,
thoughtful decision maker and life-long learning. These are, however, particularly important
skills in STEM-related fields that often require deep engagement with dynamic, complex
content which requires a high degree of critical-thinking and problem-solving abilities
(Oroszlan, 2007).
Even though STEM education has introduced in Malaysia, but it is found that not
every school is using it. There are several factors underlying the declining enrollment and
quality of student outcomes in STEM. One of the factors within the Ministrys purview is the
limited awareness about STEM (Ministry of Education, 2013). There is a general lack of
awareness among students and parents of the value of STEM learning and its relevance to
everyday life (Ministry of Education, 2013). The 2008 survey conducted by the Malaysian
Science and Technology Information Centre (MASTIC) found that public awareness of
selected science and technology facts such as the center of the earth is very hot and all
radioactivity is man-made is lower in Malaysia compared to USA, Europe, South Korea, and
India (Ministry of Education, 2013). This shows that students nowadays are not familiar with
STEM approach of learning. Therefore, in this research, students will experience the process
of learning through STEM approach.
One of the problems occurred in the implementation of STEM education in Malaysia
is the limited awareness about the importance of Technology and Engineering process in
STEM education. A recent survey on the perception of STEM found that most
professionals in STEM-related fields lacked an understanding of the acronym STEM (Bybee,
2010). STEM can have different meaning to different people (White, 2014).
People often misunderstand about the real meaning of STEM. One of the
misconceptions identified as a barrier to STEM education was STEM education consists
only of the two bookends science and mathematics. (Hays Blaine Lantz, Jr., 2009).
People often interpret the meaning of STEM as science and mathematics only. Seldom does
it refer to technology or engineering, and this is an issue that must be remedied (Bybee,
2010).
OBJECTIVES OF THE STUDY
As an account for the aim of this research, there are three objectives of the research. The
first objective is to investigate the achievement levels of students in the acid and base topic
by using STEM learning approach. The application of STEM lessons through that topic
challenge the students to learn through engagement in real problem. They are given the
responsibility for their own acquisition of knowledge. There is also sharing of authority and
acceptance of responsibility among the groups which enhance the collaborative learning
among the students. At the end of the implementation, tests will be given out to the students
to test their understanding about the topic. The achievement levels of students in terms of
gaining accomplishments can be determined through the tests. Through this, the first
research question (RQ1) Would STEM education improve students achievement in acid
and base topic?, would be answered.
The second objective is to investigate whether STEM learning approach helps to
improve the higher order thinking skills of the students. Various science higher order thinking
skill questions will be tested on the students in this study. This objective would address the
second research question (RQ2): Would STEM education improve students higher order
thinking skills?

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Besides that, the third objective is to study the perceptions of students towards
STEM learning approach compared to the traditional learning approach. One-to-one
interview will be used to study the perceptions of the students. Students will be asked if they
can understand the contents of the topic between, through STEM learning approach or
traditional learning approach. Through this, the third research question (RQ3) What are
the perceptions of students towards STEM learning approach compared to the traditional
style of learning approach?, would be answered.
RESEARCH QUESTIONS
There are three questions that are set for this research. The questions are as below:
RQ1

Would STEM education improve students achievement in acid and base topic?

RQ2

Would STEM education improve students higher order thinking skills?

RQ3

What are the perceptions of students towards STEM learning approach compared to
the traditional style of learning approach?
LITERATURE REVIEW

Stem Education
STEM had its origins in the 1990s at the National Science Foundation (NSF) and has been
used as a generic label for any event, policy, program, or practice that involves one or
several of the STEM disciplines (Bybee, 2010). This approach to education is designed to
revolutionise the teaching of subject areas such as mathematics and science by
incorporating technology and engineering into regular curriculum by creating a metadiscipline where meta-discipline refers to an approach, a set of general principles and
specific tools and techniques, rather than a subject area in its own right and it can be applied
within many different fields.
The S in STEM stands for Science. It can be defined as the study of the natural
world that includes observable and measurable phenomena within the universe (Reeve,
2013). While the T in STEM stands for Technology. Technology is about human innovation
in action and it is everywhere (Reeve, 2013). Next, the E in STEM stands for Engineering.
Engineering is the profession in which a knowledge of the mathematical and natural
sciences gained by study, experience, and practice is applied with judgment to develop ways
to utilize economically the materials and forces of nature for the benefit of humankind
(Accreditation Board for Engineering and Technology - ABET) (Reeve, 2013). Lastly, the M
in STEM stands for Mathematics. Mathematics is the science of patterns and relationships
and provides an exact language for technology, science, and engineering (Reeve, 2013).
Implementation of STEM Education in the Various Countries
In countries like Scotland, STEM education also has been implemented in the schools. In the
classroom, increasing young peoples engagement and understanding of practical STEM
has the potential to make a marked difference in their enjoyment of science lessons
(Scottish Government, 2012).
Apart from Scotland, STEM also has been successfully implemented in country like
Korea. Apparently Korean students have made outstanding achievements in mathematics
and science, according to international student assessment results, TIMSS (Trends in
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International Mathematics and Science Study) and PISA (Programme for International
Student Assessment). In addition, South Korea emphasizes the use of technology in the
classroom. Classrooms in South Korea are packed with technology. Technologies such as
computers, internet, LCD screens and smart boards are really helpful in the teaching
process and provide students with more knowledge as well.
Furthermore, STEM education has also implemented in United States. Americans
are at or near the top of a number of countries in terms of their belief in the importance of
STEM and what it can do today and will do in the future (Maltese, Lung, Potvin, & Hochbein,
2012). However, the United States is losing its competitive edge in mathematics and science
while the rest of the world soars ahead (National Math + Science Initiative, 2016). Possible
solution that can be taken to improve the performance in United States including "empower
our teachers to be able to show kids that STEM is fun," suggested Cindy Moss, director of
Global STEM Initiatives (Fraser, 2013).
Learning Suitable Approaches that used in STEM Education
Learning approaches such as inquiry based learning and project based learning are the
most common used approach embedded in STEM education in the schools.
Inquiry-based learning is an instructional style based on the idea that learning may
be facilitated by giving students the opportunity to explore an idea or question on their own
(Reeve, 2013). Inquiry-based Learning (IBL) is a student-centred, active learning approach
focusing on questioning, critical thinking, and problem solving. STEM education should
emphasize using inquiry-based learning (Reeve, 2013).
On the other hand, Project-based Learning (PBL) is another approach that can be
embedded in STEM. PBL aims to focus on solving a problem by developing a product or
creation. One of the hallmarks of PBL in STEM is authenticity, solving real world problems
as actual teams of scientists and engineers might do in their jobs. Students collaborate with
one another as they identify problems and analyze data.
STEM Education and the Students Academic Performance
Students who attended STEM school have a better academic performance than students
who did not attend. A particularly striking difference is the students prior academic
performance in STEM (Wiswall, Stiefel, Ellen, & Boccardo, 2014). Students who attend
STEMs have much higher average 8th grade Reading and Mathematics z-scores than those
who attend non-STEMs (Wiswall et al., 2014). These significant different on the scores
clearly indicate that the average student in a STEM school is markedly different from one in
a non-STEM school.
Furthermore, research on the impact of a STEM Program on academic achievement
of eighth grade students in a South Texas Middle School shows that eighth grade students
in the STEM program would outperform the eighth grade students in the non-STEM program
on the basis of academic achievement in mathematics, science, and reading (Olivarez,
2012). Students who perceived STEM learning approach will perform better in mathematics,
science and reading might due to their ability to think critically and creatively. They are being
trained to solve problems independently compared to the non-STEM students.
Higher Order Thinking Skills
Higher Order Thinking Skills (HOTS) is the highest level in the hierarchy of cognitive
processes (Yee et al., 2015). HOTS happens when someone gets new information, keep in
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memory and compile, link to existing knowledge and generate this information to achieve a
goal or solve a complicated situation (Yee et al., 2015). Students who are trained to think
demonstrate a positive impact on the development of their education (Yee et al., 2015).
STEM Education and Higher Order Thinking Skills
In model STEM classrooms, students are continually engaged in rigorous instruction. This
may look different in individual classrooms. However, higher order thinking skills are always
observed. STEM students application of knowledge and skills sets them apart from other
students. They do not simply fill in the blanks. They take their understandings and apply
them by creating new solutions to complex problems. These students are proficient in
applying, creating, evaluating and critical thinking. In other words, active learning occurs in
the classroom.
Constructivist Theory of Learning
Constructivism is the philosophy of learning that proposes learners need to build their own
understanding of new ideas. Through the constructivist theory of learning, students will be
actively involved, rather than being passive listeners. Students will be able to create
organizing principles that they can take with them to other learning settings. Constructivism
also gives students ownership of what they learn, since learning is based on students'
questions and explorations, and often the students have a hand in designing the
assessments as well. Students are also more likely to retain and transfer the new knowledge
to real life. Furthermore, Constructivism promotes social and communication skills by
creating a classroom environment that emphasizes collaboration and exchange of ideas.
Students must learn how to articulate their ideas clearly as well as to collaborate on tasks
effectively by sharing in group projects.
Social Constructivism
Russian psychologist Lev Vygotsky, believed that knowledge was constructed through
dialogue and interaction with others (Vygotsky, 1978). He argued that knowledge is coconstructed in a social environment and that in the process of social interaction, people use
language as a tool to construct meaning (Churcher, Downs & Tewksbury, 2014). The ability
to learn through dialogue and interaction with others is central to knowledge generation
(Churcher et al., 2014). Student-student interactions are encouraged during the STEM
lessons so that students can construct their own understanding themselves.
Collaborative Learning
Collaborative learning is based on the idea that learning is a naturally social act in which the
participants talk among themselves (Gerlach, 1994). It is through the conversation among
themselves that learning occurs. In the collaborative learning environment, the learners are
challenged both socially and emotionally as they listen to different perspectives, and are
required to articulate and defend their ideas (Laal and Laal, 2012). In so doing, the learners
begin to create their own unique conceptual frameworks and not fully rely on teacher in the
classroom. For example, by working together in tutorial groups, students develop
interpersonal skills and learn how to become good collaborators (Loyens, 2008).
5E Learning Model
The 5E Learning Cycle involves learning something new, or attempting to understand
something familiar in greater depth (Acisli, Yalcin, & Turgut, 2011). The 5E model is divided
into 5 sessions including Engagement, Explanation, Exploration, Elaboration and Evaluation
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(Fazelian, Ebrahim, & Soraghi, 2010). Roger By bee, introduced it at the beginning of the
80s (Fazelian et al., 2010).
CONCEPTUAL FRAMEWORK
In this research, the independent variable is the intervention of traditional learning approach
to STEM learning approach and the dependent variable is students achievement in the acid
and base topic and the critical and creative thinking skills of the students. Both the
intervention of traditional lessons to STEM lessons and the students interest towards
science learning are conceptually dependent. The conceptual framework for this research is
described in the Figure 1.
Figure 1: Conceptual Framework of using STEM Learning Approach in compliance
with the 5E Learning Model to investigate the Students Achievement Level towards
the Topic of Acid and Base and the Higher Order Thinking Skills of the Students

STEM Learning Approach

5E
Learning Model

Achievement
Higher Order Thinking
Skills

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METHODOLOGY
In this design, which uses two groups of students, one group is given the treatment and the
results are gathered at the end. The control group receives no treatment, over the same
period of time, but undergoes exactly the same tests. This design is used in this research to
investigate the effectiveness of the intervention of STEM learning approach towards
students achievement level and their higher order thinking skills. Hence, this research is
more properly described as quasi-experimental in design, where the control and treatment
group are chosen purposively. The population involved in this research is the Form Four
students in Kota Kinabalu. The sample involved in this experiment is the Form Four
students of Shan Tao secondary school, Kota Kinabalu. Only one class is involved in the
study, which is the class with students who takes Chemistry. All of the students in the class
are given the same opportunity and selected to be the sample.
CONCLUSION
This concept paper intends to investigate the achievement levels of students in the acid and
base topic by using STEM learning approach. Besides that, it is also aims to investigate
whether STEM learning approach helps to improve the higher order thinking skills of the
students. In addition, the perceptions of students towards STEM learning approach
compared to the traditional learning approach will also be studied. The proposed framework
will be used as a guide in conducting further studies in the future. The findings of this study
may contribute as a guide to improve science education and to ensure that students need to
be well-prepared with the knowledge and skills in order to be succeeded in the educational
field.
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PENAAKULAN STATISTIK MENGGUNAKAN TINKERPLOTS

Adawiah Abdul Aziz
Fakulti Pendidikan
Universiti Malaya, Kuala Lumpur, Malaysia
adawiah_abdaziz@yahoo.com
Leong Kwan Eu
Fakulti Pendidikan
Universiti Malaya, Kuala Lumpur, Malaysia
kel2118@tc.columbia.edu

Abstrak
Statistik merupakan kandungan matematik yang penting dalam membantu murid
menganalisis data. Namun demikian, masih ramai murid yang belum menguasai kemahiran
penaakulan dalam statistik. Kajian ini bertujuan membina kemahiran penaakulan statistik
dan secara khususnya melaporkan bagaimana kumpulan murid tahun empat membuat
penaakulan statistik berdasarkan empat konstruk utama dalam perwakilan data semasa
menggunakan perisian Tinkerplots. Kajian ini juga mengkaji tentang peranan Tinkerplots
semasa murid menyelesaikan masalah statistik. Kajian ini adalah sebuah kajian kes dan
sampel kajian ini melibatkan lima orang murid dengan pencapaian matematik yang pelbagai
dari satu sekolah rendah kebangsaan di Selangor. Keputusan kajian ini menunjukkan murid
mampu untuk menganalisis data yang dikumpulkan menggunakan perisian Tinkerplots.
Selain itu, murid dapat menjalankan siasatan ke atas data yang diperolehi dan memaparkan
hasil penemuan yang diperolehi. Secara individu murid akan menggunakan perisian
TinkerPlots untuk mentafsirkan maklumat yang diperolehi daripada data, membuat
perbandingan data, menyatakan kesan baik dan buruk bedasarkan data, membuat
perwakilan data serta memberi bukti semasa memberi hujah tentang data. Penggunaan
perisian TinkerPlots mempunyai potensi untuk meningkatkan motivasi dan minat murid
dalam membuat penaakulan statistik. Kajian ini juga menyokong bahawa perisian ini
memudahkan perkembangan penakulan statistik bagi murid yang tidak mempunyai
pengalaman dalam pengendalian data.
Kata Kunci: penyelidikan statistik, teknologi, penaakulan statistik dan TinkerPlots

PENDAHULUAN
Pada abad ke 21, menunjukkan berlaku peningkatan yang ketara dalam penggunaan
teknologi, komunikasi dan maklumat dalam bidang pendidikan statistik (Becker, 1996:
Garfield 1993, 1995; Garfield & Ben-Zvi, 2007, 2008; Moore, 1997; Noleine Fitzallen; J.
Watson, 2010; Tishkovskava & Lancester, 2012). Menurut Meletiou-Mavrotheris dan
Paparistodemou (2008), kemajuan teknologi ini telah menyediakan peralatan dan peluang
yang baru dalam pembangunan penakulan statistik. Penaakulan statistik bagi pelajar
sekolah rendah juga mampu dibangunkan dengan lebih menyeluruh menggunakan
teknologi yang bersesuaian sehingga mampu mendedahkan pelajar-pelajar sekolah rendah
dalam membuat hujah berdasarkan data yang dilihat (Makar & Rubin, 2007).
Begitu juga dengan kemahiran penakulan statistik adalah berbeza dengan amalan
dalam penaakulan matematik. Ilmu Statistik telah diajar dari sekolah rendah ke peringkat
universiti berdasarkan topik-topik tertentu dalam bidang statistik. Pelajar statistik sering
menyatakan bahawa ilmu statistik adalah suatu yang rumit (Garfield & Ben- Zvi, 2008)
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kerana kebanyakan konsep dalam statistik berasaskan kehidupan manusia (Delmas, 2004).
Manakala Manika dan Wessels (2009) menyatakan bahawa perwakilan data adalah satu
bidang ilmu yang mempunyai keistimewaan dan kepentingan yang tersendiri dalam statistik.
Penaakulan statistik adalah cabang ilmu yang amat kurang dikuasai oleh golongan murid di
sekolah rendah negara ini. Topik statistik dan keberangkalian telah mula diperkenalkan
bermula dari pelajar 9 tahun di Malaysia (KPM 2012). Namun ia hanya meliputi kemahiran
mengumpul data, menyusun data dan mewakilkan data.
Di Malaysia, statistik adalah salah satu dari bidang asas dalam matematik dan mula
diperkenalkan dari tahun tiga sekolah rendah hingga ke peringkat universiti. Garfield dan
Ben-Zvi (2008) menyimpulkan bahawa statistik adalah bidang ilmu yang sukar difahami.
Manakala analisis yang dijalankan dalam ujian TIMSS 2007 dan 2011 menunjukkan murid di
Malaysia menguasai domain kandungan yang baik dalam domain nombor dan geometri
tetapi lemah dalam tajuk algebra, data dan keberangkalian (Zabani, 2012).
Statistik merupakan kandungan matematik yang penting dalam membantu murid
dalam analisis data. Namun demikian, masih ramai murid yang belum menguasai kemahiran
penaakulan dalam statistik. Kajian ini bertujuan membina kemahiran penaakulan statistik
dan secara khususnya, melaporkan bagaimana kumpulan murid tahun empat membuat
penaakulan statistik berdasarkan empat konstruk utama dalam perwakilan data semasa
menggunakan perisian TinkerPlots. Kajian ini juga mengkaji tentang peranan Tinkerplots
semasa murid menyelesaikan masalah statistik.
Perisian TinkerPlots
Menurut Konold dan Miller (2005) perisian TinkerPlots dibangunkan dan direka untuk pelajar
berumur dari 9 hingga 13 tahun. Perisian ini menyediakan alat yang membolehkan pelajar
untuk membangunkan strategi pengendalian data yang berbeza. Tidak seperti lain-lain
perisian pengendalian data, TinkerPlots tidak menawarkan graf siap dalam menu standard.
Para pengguna perlu berinteraksi dengan perisian untuk mewujudkan "sendiri" graf mereka.
Di samping itu, TinkerPlots membantu pelajar untuk membuat perhubungan antara data
yang berbeza secara berperingkat, seperti: mengumpul, menyusun, menggubal dan menguji
hipotesis mengenai data (Konold & Miller, 2005).
Beberapa kajian telah dijalankan ke atas penggunaan TinkerPlots dalam kalangan
pelajar contohnya, Bakker, Derry dan Konold (2006) menyiasat bagaimana pelajar berusia
11 tahun yang terlibat dalam penaakulan statistik mengenai perubahan dan pemusatan
menggunakan pangkalan data mengenai ikan menggunakan TinkerPlots. Para penulis ini
membuat kesimpulan bahawa TinkerPlots adalah satu alat yang penting untuk menyokong
pembangunan konsep pelajar.
Menurut Fitzallen (2012), Olani, Hoekstra, Harskamp dan van der Werf (2010),
perisian TinkerPlots bukan sahaja meningkatkan kefahaman pelajar bahkan ia juga
membantu dalam meningkatkan strategi dan kemahiran dalam menganalisis data. Perisian
TinkerPlots mampu meningkatkan kemahiran berfikir dan belajar (Mavrotheris, 2006),
meningkatkan kemahiran penaakulan pelajar (Ben-Zvi, 2006), serta meningkatkan
kefahaman dalam membuat statistik inferens (Watson & Donne, 2009).
METODOLOGI
Sampel Dan Prosedur Kajian
Sampel bagi kajian ini terdiri daripada pelajar 3 orang pelajar tahun 4 daripada sekolah di
Daerah Kuala Langat. Pengkaji telah mengikut prosedur kajian yang ditetapkan dengan
menemui guru besar sekolah-sekolah yang terlibat untuk meminta kebenaran bagi
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menjalankan kajian. Pengkaji diperkenalkan kepada murid-murid melalui guru matematik di

sekolah-sekolah yang terlibat. Setelah pengkaji memberi penerangan tentang tujuan kajian
dan perbincangan dijalankan seramai 2 murid lelaki dari pelbagai sekolah dan 1 murid
perempuan dari pelbagai sekolah dipilih serta bersetuju untuk memberi kerjasama dalam
kajian ini.
Proses pengajaran yang dijalankan adalah interaktif dan arahan dan soalan
instrumen yang konsisten digunakan oleh guru bagi mendapatkan maklum balas yang
terhasil daripada pelajar. Kajian ini tidak ada tumpuan kepada buku teks. Kajian hanya
bergantung kepada reaksi dan interaksi pelajar semasa menggunakan TinkerPlots bagi
menyelesaikan tiga tugasan yang diberi berdasarkan arahan dan tunjuk ajar daripada guru
matematik. Setiap tugasan akan mengambil masa 45 minit untuk diselesaikan oleh pelajar.
Analisis Data
Kajian kes telah menjadi pilihan kami dalam melaksanakan kajian ini. Pelajar dikehendaki
menyelesaikan tiga tugasan dan tugasan belandaskan sesi pengajaran dan pembelajaran
yang dijalankan. Setiap tugasan mempunyai empat konstruk asas dalam perwakilan data.
Pelajar akan menggunakan perisian TinkerPlots untuk menyelesaikan ketiga-tiga tugasan
yang diberi. Tugasan dijalankan dalam masa 45 minit setiap sesi pengajaran dan
pembelajaran bersama penyelidik. Proses pengajaran dan pembelajaran ini akan melibatkan
pelajar untuk menjalani sesi pengajaran dan pembelajaran; pengkaji akan menjalankan
proses pengajaran dan pembelajaran seorang demi seorang dan pengajaran dan
pembelajaran ini akan dirakamkan menggunakan rakaman video dan audio. Selain itu
pengkaji juga menggunakan nota individu dalam membuat catatan. Semua rakaman dari
sesi pengajaran dan pembelajaran akan disalin dalam bentuk bertulis.
HASIL KAJIAN
Membiasakan Pelajar Menggunakan Tinkerplots
Semua pelajar yang terlibat mempunyai latar belakang dalam penggunaan komputer di
rumah ataupun di sekolah. Namun begitu penggunaan perisian TinkerPlots dalam kajian ini
menunjukkan reaksi positif pelajar dalam membina kemahiran menaakul statistik. Antara
reaksi pelajar yang ditunjukkan semasa proses pengajaran dan pembelajaran kali pertama
ialah:
S3: Senangkan guna komputer ni untuk menyusun maklumat yang diberi.
S1: ya... la (sambil tersenyum) tekan lepas tu tarik je tak payah nak kira-kirakan.
S4: Betul tu kita cuma kena faham apakah gunanya setiap ikon yang dipaprkan
Imad: Cikgu.... cepatla nak buat apa lagi ni.
S2: Kalau masa periksa kita boleh guna alat ni untuk buat soalan perwakilan datakan
best ya cikgu.
S3: Haah, ya la ,kenapa kita tak boleh gunakan Tinkerplots ni cikgu.
S5: Macam main video game pulakkan.
Namun begitu, proses pengajaran dan pembelajaran yang dirakamkan menunjukkan
pelajar kerap kali menekan butang yang tidak digunakan untuk menyelesaikan tugasan yang
diberi. Ini menyebabkan mereka sering kali memanggil guru untuk membetulkan paparan
mereka pada tugasan pertama. Walau bagaimanapun masalah ini dapat diatasi pada
tugasan kedua.
Proses Pengajaran dan Pembelajaran
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Objektif perancangan guru adalah memastikan pelajar dapat membina kemahiran menaakul
statistik dalam konstruk memahami data, menyusun data dan seterusnya membuat
kesimpulan dan interpretasi data. Pengajaran dan pembelajaran dimulakan dengan
meminta pelajar untuk mengeluarkan maklumat yang terdapat dalam tugasan yang diberi
Rajah 1: Data Tugasan Yang Diberi

Konstruk
Penerangan
tentang
data

Jawapan Pelajar
Soalan Guru
Apakah maklumat S1: Cikgu, Adam dan lulu mendapat keputusan
yang kamu berikan
matematik paling tinggi iaitu 99%.
bedasarkan
data S2: Khairul, Afiqah dan Alfarisy mendapat markah
yang diberi?
yang terendah cikgu.
S3: Ya, la cikgu, markah mereka hanya 40 sahaja.
S4: Pelajar yang banyak mengulang kaji akan
mendapat
keputusan
yang
tinggi
dalam
peperiksaan matematik mereka la cikgu.
S3:Pelajar yang banyak bermain mendapat markah
yang kurang dalam kedua-dua peperiksaan.
S4:Selain itu maklumat juga menunjukkan pelajar
yang mempunyai penyakit asma tidak bersukankan
cikgu.
S1:Senang je, tekan dan tarik sahaja bahagian yang
kamu mahu dan kamu akan dapat lihat graf yang
menunjukkan maklumat yang kamu mahu.
S3: Ya la kita boleh nampak dengan jelas bahawa
pelajar yang tidak mengulang kaji akan mendapat
keputusan peperiksaan yang sangat teruk.
S2: Saya menggunakan data jantina dan hobi, di sini
menunjukkan kebanyakan pelajar perempuan lebih
minat membaca daripada pelajar lelaki.

108

Menyusun
data

1. Apakah
nilai S3:Markah yang paling tinggi bagi matematik adalah
maksimum, nilai 99%.
minimum
dan S2:Markah Bahasa Melayu pula adalah 98%
julat
bagi S1&S4: Markah paling rendah matematik ialah 40%
markah
(serentak)
matematik dan S3: Markah paling rendah Bahasa Melayu adalah
markah Bahasa
45%. Senangkan guna komputer ni untuk
Melayu?
menyusun maklumat yang diberi.
S3:ya... la (sambil tersenyum) tekan lepas tu tarik je
tak payah nak kira-kirakan.

2. Setelah kamu
dapat
nilai
maksimum dan nilai
minimumkan cikgu
suruh kamu cari
julat.
Kita
dah
belajar bagaimana
untuk mendapatkan
julatkan.

S4:Betul tu kita cuma kena faham apakah gunanya

setiap ikon yang ditunjukkan.
S1: Ya cikgu. Senang je julat sama dengan nilai
maksimum tolak nilai minimum. Jadi julat bagi
markah matematik pelajar ini adalah 99% tolak
40% bersamaan 59%. Banyaknya beza markah
pelajar ini ya cikgu.
S2: Saya nak jawab bagi markah Bahasa melayu
Cikgu iaitu 98% tolak 45% sama dengan 53%.
Julat markahnya lebih rendah berbanding julat
matematik yang diberi oleh Imadkan cikgu.

109

Apakah
faktor S1 : Cikgu saya nak tunjuk saya punya. Jenis sukan
utama
yang
yang dipilih juga menunjukkan pencapaian pelajar.
menunjukkan
kebanyakan pelajar yang main bola sepak tidak
pencapaian pelajar
mendapat keputusan yang cemerlang melainkan
dalam
tiga
Khairul. Tapi dia hanya cemerlang dalam Bahasa
matapelajaran yang
Inggeris sahaja.
diberi?
Tunjukkan jawapan
anda
menggunakan
perisian Tinkerplots.
Collection 2
100
80

BM

60
40
20
0

Baca

Bermain

game

TV

HOBI
Value Bar Vertical

S3: Saya bina graf dari data hobi dan pencapaian BI

cikgu.
Collection 2

100

80

BI

mewakilkan
data

60

40

Baca

Bermain

game

TV

HOBI
Circle Icon

S4: Manakala saya sekarang saya bina carta dari data

sukan dan pencapaian matematik.

110

S2: Ini jawapan saya cikgu.

Membuat
kesimpulan
dan
membuat
interpretasi
data

1. Berdasarkan
S2:Cikgu, berdasarkan data yang diberi menunjukkan
data,
apakah
terdapat tiga faktor utama yang member kesan
faktor
utama
kepada keputusan peperiksaan pelajar dalam kelas
yang
4B ini cikgu.
mempengaruhi
pencapaian
S2: Yang pertama adalah masa ulang kaji. pelajar
pelajar
dalam
yang mengulang kaji sekurang-kurangnya 2 jam
Matematik,
sehari akan memperolehi pencapaian yang baik
Bahasa Melayu,
dalam setiap mata pelajaran. Jika dilihat daripada
dan
Bahasa
data 7 orang pelajar yang mengulang kaji selama 2
Inggeris.
jam boleh mendapat keputusan yang cemerlang.
Berikan alasan
Ini kerana pelajar yang mengulang kaji dapat
anda.
mengukuhkan ingatan mereka terhadap apa yang
dipelajari.
S4: Cikgu, selain itu kita juga dapat melihat bahawa
hobi juga memberi kesan dalam pencapaian. Graf

111

menunjukkan pelajar yang suka bermain video

mempunyai pencapaian yang amat rendah. Ini
kerana mereka terlalu leka dengan ...
S3 : Sukan juga mempengaruhi markah pelajar dalam
kajian ini cikgu, kerana pelajar yang suka kepada
sukan bola sepak mendapat keputusan yang agak
rendah jika dibandingkan dengan pelajar yang
suka sukan olahraga atau pelajar yang tidak
bersukan.
2. Pada pandangan S1:Bola sepak main tiap-tiap hari cikgu tetapi
kamu kenapa ia
olahraga bila ada sukan sekolah ataupun bila
berlaku.
hendak bertanding sahaja.

Peranan TinkerPlots Dalam Menarik Minat Pelajar

Berdasarkan proses temu bual semasa proses pengajaran dan pembelajaran yang
dijalankan ke enam-enam pelajar menunjukkan mereka amat tertarik dengan perisian
TinkerPlots. Pengkaji mendapati S1 adalah antara pelajar begitu teruja dengan perubahan
dari segi penggunaan alatan semasa proses pengajaran dan pembelajaran yang dijalankan.
Kenyataan seperti Barulah pelajar zaman sekarang cikgu, macam ni baru best. Bagi
pelajar lain mereka menyatakan bahawa menggunakan perisian TinkerPlots dapat
mempercepatkan kerja pembinaan graf dan pengiraan serta memudahkan pencarian
maklumat, seperti Eeee senang la cikgu. Kejab je dah boleh ada jawapan. Eh ni ke cara
nak dapatkan jawapan cikgu?, kata pelajar S2, dan senangkan kalau guna perisian ni
cikgu yang penting kita tahu nak guna. Yang lain semua boleh jadi mudah sebab kita hanya
perlu masukkan apa data yang kita ada lepas tu klik aje apa yang kita nak. Ibu saya ajar
saya masa darjah 3 guna perisian ni la, kata pelajar S5.
Murid yang menghadiri kajian ini merasakan agak sukar pada awal penggunaan
TinkerPlots; hanya pelajar S5 telah mendapat pendedahan kepada perisian ini. Antara
faktor lain yang mempengaruhi minat pelajar semasa proses pembangunan penaakulan
statistik adalah bahasa yang digunakan dalam perisian ini hanya Bahasa Inggeris.
Kenyataan S3 seperti Cikgu boleh tak tukar dalam Bahasa Melayu yang dia punya atas
ni, menunjukkan ada pelajar yang merasakan mereka kurang faham. Namun begitu segala
kekangan dapat dihadapi oleh pelajar apabila pertengah aktiviti ini S1 menyatakan,
Senangla guna perisian ini kerana kita boleh nampak pergerakan setiap data setiap kali kita
menukar nilai data. Maklumat juga boleh dibuat dalam macam-macam bentukkan cikgu.
Secara tidak langsung keseluruhan pelajar merasa teruja semasa melihat pelbagai
kaedah dan bentuk graf dapat dibina oleh mereka. Ia juga dapat melahirkan pemikiran yang
kreatif dan inovatif dalam kalangan pelajar.
PERBINCANGAN
Keseluruhan ke lima-lima pelajar dapat menguasai ke empat-empat konstruk penaakulan
dalam perwakilan data yang telah ditekankan apabila menggunakan perisian TinkerPlots
untuk membuat analisis dan mewakilkan data yang diberi dalam tugasan ini. Pelajar-pelajar
secara Individu dapat menerangkan, menyusun, membina graf dan membuat kesimpulan
dan intepretasi data dengan mengekses ciri-ciri yang berbeza daripada TinkerPlots. Tidak
kira apa ciri tambahan dan skala paksi dipilih untuk perpecahan bagi menyusun plot yang
112

dibuat oleh pelajar, namun ia menunjukkan terdapat persamaan atau keakraban maklumat
daripada ciri-ciri TinkerPlots dalam setiap bahagian daripada graf yang mempengaruhi
tindak balas mereka.
Apabila mereka menganalisis perpecahan yang disusun dalam plot titik yang
dipaparkan dalam graf, mereka berbanding data menggunakan frekuensi relatif yang
diramalkan oleh Batanero et al. (1996). Mereka menganalisis data dalam setiap graf yang
dibuat oleh mereka menggunakan pemikiran statistik apabila terdapat satu maklumat yang
jelas (Mortiz, 2004; Zeiffler & Garfield, 2009). Memahami pemikiran yang berbeza provokasi
oleh perwakilan yang berbeza mempunyai potensi memperkasakan guru-guru untuk
membimbing pembelajaran lebih berkesan ke arah memahami hasil pembelajaran tertentu
sasaran pelajar. Guru akan berada dalam kedudukan untuk memilih set data yang paling
sesuai dan perwakilan grafik sama ada hasil pembelajaran itu akan memupuk pemahaman
perwakilan data.
Keputusan mengenai pemahaman pelajar dalam topik perwakilan data yang pelbagai
dibentangkan dalam seksyen ini adalah jelas memberi impak positif. Ini mungkin kerana
pengalaman yang lalu, ia akan menjadi berfaedah untuk memasukkan perwakilan sebagai
fokus bagi membolehkan pelajar untuk mengembangkan pemahaman pemakaian jenis graf
yang berbeza. Bagaimanapun, perisian TinkerPlots jelas menggalakkan para pelajar
membangunkan keyakinan untuk mencuba memindahkan pengetahuan mereka terhadap
perwakilan data bagi sekolah rendah kepada pelbagai perwakilan grafik yang lebih
kompleks.
Tujuan graf dalam siasatan ini adalah untuk memberi representasi visual untuk
menjalankan analisis data, penerokaan menggunakan data yang dikumpul dari konteks
yang bermakna kepada pelajar. Tiga elemen utama menyumbang kepada proses analisis
data ialah imej graf, ciri-ciri graf, dan konteks data. Imej keseluruhan graf menyediakan satu
perwakilan yang boleh digunakan untuk memahami data. Ia adalah gambar yang dilihat dari
perspektif global dan sering digunakan untuk mengenal pasti trend dalam data. Graf awal
mempunyai banyak ciri-ciri yang boleh digunakan apabila memikirkan tentang data. Ciri-ciri,
seperti mod, skala paksi, atau perubahan dalam penyebaran data boleh diekstrak terus
daripada graf atau daripada pengiraan yang dilakukan oleh perisian graf, seperti TinkerPlots.
Dalam keadaan ini, perisian adalah alat yang digunakan untuk mendapat akses kepada ciriciri graf. Satu lagi faktor yang mempengaruhi kesimpulan yang dibuat mengenai graf adalah
konteks data. Pemahaman konteks itu boleh diperoleh daripada pengalaman.
Juga didapati daripada kajian ini ialah hasil kajian mengenai pemahaman pelajar
dalam perwakilan (Batanero et al, 1996; Moritz, 2004; Zieffler & Garfield, 2009). Penemuan
menyerlahkan pelajar mempunyai kesukaran apabila mengeluarkan pengetahuan mereka
dalam satu konsep statistik yang bergantung pada perwakilan grafik khusus kepada
perwakilan grafik lain yang tidak merangkumi makna yang sama. Penemuan ini juga
menyerlahkan keperluan untuk pelajar belajar tentang konsep statistik dan kemahiran
analisis data yang akan dibangunkan dari se masa ke se masa untuk memastikan mereka
mewujudkan pengetahuan yang komprehensif penciptaan graf dan tafsiran graf.
Tujuan siasatan ini adalah untuk meneroka pelajar memahami konsep tersebut
statistik tajuk perwakilan data dalam persekitaran pembelajaran teknologi diberikan oleh
pakej perisian TinkerPlots. Tujuan siasatan adalah untuk melanjutkan pemahaman tentang
faktor-faktor yang mempengaruhi pembelajaran pelajar apabila bekerja dengan pakej
perisian dan memberi sumbangan untuk memahami bagaimana pelajar memahami
perwakilan data. Lima orang pelajar bekerja melalui urutan pembelajaran yang disediakan
bagi memporolehi peluang untuk mendapatkan maklumat dalaman cara pelajar
menggunakan TinkerPlots untuk mewujudkan graf dan kemudian menyatakan hujah atau
sebab mengenai data kerana mereka mentafsirkan graf.
113

Empat dimensi pengenalan, perkembangan pengetahuan, memahami data, dan

pemikiran tentang data dengan syarat melalui kanta pandangan pengetahuan pelajar
semasa penciptaan graf dan tafsiran, interaksi mereka dengan TinkerPlots, dan
pembelajaran mereka tentang perwakilan data diperiksa. Siasatan ini memenuhi cadangan
daripada Ben-Zvi (2004) dan Shaughnessy (2007) yang mencadangkan bahawa amalan
pedagogi mengenai cara-cara di mana penaakulan pelajar tentang analisis data
membangun perlu diperiksa melaui objektif kajian yang telah ditetapkan. Kajian ini
dijalankan bertujuan untuk mengkaji sejauh manakah pengkaji mampu membantu murid
tahun lima membangunkan kemahiran penaakulan statistik manggunakan perisian
TinkerPlots. Kajian ini juga bertujuan mengkaji minat belajar pelajar tahun lima dalam
menggunakan perisian TinkerPlots.
Pengaruh TinkerPlots pada pemikiran pelajar yang diketengahkan dalam siasatan ini
menunjukkan bahawa pelajar pembelajaran terikat kepada konteks persekitaran
pembelajaran. Ini mempunyai implikasi untuk pilihan perisian yang akan digunakan oleh
pelajar. Kebanyakan pakej komersial statistik, alat analisis data pendidikan, atau web applet
berasaskan komputer, dan perisian simulasi boleh digambarkan sebagai laluan jenis
perisian. Jenis perisian patut digunakan dalam pembelajaran tertentu; dan kepelbagaian
perisian memberikan peluang terbuka kepada mana guru-guru dan pelajar untuk meneroka
data (Garfield & Ben-Zvi, 2004, h. 402). Bakker (2004) menyatakan terdapat pelbagai
perisian yang menunggu pelajar; terpulanglah kepada diri pelajar untuk memilih perisian
yang dapat membantu meningkatkan kemahiran pembelajaran pelajar. Beliau juga
menyokong agar:
Pilihan satu atau program lain juga mempunyai kaitan dengan tujuan. Jika kita mahu
membimbing kelas secara keseluruhan ke arah memahami tanggapan dan graf
tertentu, maka jenis alat laluan mungkin terbukti lebih sesuai. Apabila mensasarkan
analisis data tulen dengan set data multivariat dari awal, alat seperti TinkerPlots
adalah lebih sesuai. (Bakker, 2002, h. 5)
Dapatan itu direalisasikan kerana TinkerPlots menyediakan cara-cara meneroka data
dalam beberapa cara yang berbeza. Ini menonjolkan peranan penting bahawa persekitaran
teknologi yang diberikan oleh TinkerPlots dimainkan dalam memudahkan dan mendedahkan
pemikiran dan penaakulan statistik kemahiran pelajar. Ini mungkin disebabkan oleh
pemakaian Model Pembelajaran persekitaran dalam membangunkan penaakulan statistik di
seluruh siasatan itu. Siasatan itu juga menarik perhatian kepada keperluan untuk guru-guru
memahami sepenuhnya semua perwakilan yang mungkin dari perisian tertentu bukan
sahaja orang-orang yang pelajar dijangka memilih mengikut kepelbagaian pelajar.

CADANGAN HASIL KAJIAN

Perisian TinkerPlots mempunyai potensi untuk meningkatkan pembelajaran pelajar
mengenai konsep statistik. Bagi memastikan guru diberi kuasa untuk mengubah amalan
pedagogi mereka dengan sewajarnya, rangka kerja kurikulum perlu dilawati semula untuk
memastikan ia mencerminkan kandungan yang relevan dan menggabungkan teknologi
dengan cara yang membantu guru-guru untuk membayangkan amalan baru (Chance et al.,
2007). Garfield dan Ben- Zvi (2004) berhujah bahawa pengalaman pembelajaran harus
memberi tumpuan kepada idea-idea yang besar statistik, seperti pengumpulan, perwakilan,
menganalisis, dan membuat inferens terhadap data. Ini mempunyai implikasi untuk rangka
kerja kurikulum bertulis untuk konteks Malaysia. Untuk membantu, rangka kerja kurikulum
perlu menggunakan bahasa statistik khusus untuk membantu guru-guru untuk membuat
sambungan antara kandungan dalam kurikulum dan konsep statistik yang lebih luas yang
114

mereka yang berkaitan. Di Amerika Syarikat, Laporan GAISE (Franklin et al., 2005) ditulis
untuk membantu guru-guru untuk mentafsir prinsip dan standard matematik sekolah (NCTM,
2000) kerana ia telah dikenal pasti bahawa sesetengah guru tidak melihat helai kurikulum
statistik bagi gred K-12 sebagai sehelai kurikulum padu dan koheren (Franklin et al., 2005,
h. 5). Laporan GAISE megenai kedudukan penggunaan teknologi, covariation, dan konsep
statistik yang lain dengan jelas dalam rangka kerja kurikulum pembangunan yang bagi
menyediakan struktur konsep bagi pendidikan statistik yang memberikan gambaran jelas
daripada kurikulum keseluruhan (h. 5).
Ini memaparkan bahawa kurikulum bertulis Malaysia boleh mencadangkan
penggunaan perisian ini dalam penulisan kurikulum. Ini penting bagi membuka pengetahuan
kepada guru tentang perisian yang sesuai untuk topik statistik bagi membangunkan
kemahiran menaakul pelajar sekali gus mengatasi pencapaian TIMSS dan PISA pada masa
akan datang khususnya dalam topik Statistik. Ini penting agar dapat negara kita
meningkatkan pencapaian matematik pelajar negara di peringkat antarabangsa.
KESIMPULAN
Berdasarkan dapatan kajian di dapati pelajar dapat memahami dan menguasai penggunaan
TinkerPlots dengan cepat. Mereka berani untuk mencuba sesuatu dan dapat mengenal
pasti kesilapan mereka dengan mudah dan kembali kepada paparan yang sewajarnya
semasa proses pengajaran dan pembelajaran dijalankan. Mereka suka mencuba dan berani
dalam menyampaikan maklumat dan membina kesimpulan yang wajar daripada maklumat
yang mereka perolehi dan secara tidak langsung membantu mereka membuat penaakulan
berdasarkan tugasan dan arahan yang diberi oleh guru. Secara keseluruhan pelajar juga
menunjukkan minat yang mendalam untuk mempelajari ilmu statistik semasa proses
pengajaran dan pembelajaran dijalankan.
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EFFECTS OF TEACHERS BELIEFS AND PROFESSIONAL DEVELOPMENT ON

INQUIRY BASED SCIENCE EDUCATION (IBSE) TEACHING
Mayziella Primus Kayau
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
mayzpkay@gmail.com
Sabariah Sharif
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
sabariah@ums.edu.my
Abstract
Inquiry based science education (IBSE) which is also noted as the inquiry based approaches
to science education focuses on the process of teaching and learning where teachers are
required to act as facilitators. In order for an effective learning to take place, the teachers
themselves must be adequately prepared to use inquiry practices in the teaching and
learning process. The purpose of this study is to assess secondary science teachers from
rural schools in the interior division in Sabah, on their beliefs towards IBSE and their
professional development on IBSE teaching. This study also aims to investigate if there is
any significant difference in secondary science teachers beliefs towards IBSE and their
IBSE teaching; and also to investigate if there is any significant difference in secondary
science teachers professional development and their IBSE teaching. The study will employ
a quantitative research design through which data is obtained using questionnaires given out
to the secondary science teachers involved. Beneficial information obtained from the results
of this study can be used by those involved in the curriculum development and IBSE
implementation especially at rural secondary schools in Sabah, Malaysia.
Keywords: inquiry based science education, teacher beliefs, professional development

INTRODUCTION
In Malaysia, science subjects are taught as early as in the primary education level, where
students are exposed to a broad range of opportunities for scientific inquiry. Higher-order
thinking skills (HOTS) oriented questions are also incorporated into the syllabus as an effort
to increase thinking skills among students. For the post-secondary education and tertiary
education, students are trained not only to get access into a higher education level, but also
to prepare them for entering the workforce in a develop and globalised world. Over the
years, Malaysia has been alarmed by the damning reports on international student
assessments, such as the Programme for International Student Assessment (PISA) and the
Trends In Mathematics and Science Study (TIMSS). In the recent report by the Ministry of
Education Malaysia (2013), many students are reported failed to meet the minimum
proficiency level in Mathematics, Reading and Science. The Malaysia Education Blueprint
(PPPM) which serves as a comprehensive guide used in various aspects of education was
introduced as a strategy to uphold Malaysia education globally. Based on the Blueprint, it is
stated that students should be able to acquire knowledge through a lifelong learning and
inculcate a love for inquiry. The focus is emphasized more on Higher Order Thinking Skills
(HOTS). Following this, every child is aspired to master a range of important cognitive skills,
including critical thinking, reasoning, creative thinking, and innovation. However, this area of
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student aspiration is what we have been lacking in the Malaysian education system where
students failed to think creatively and critically in applying their knowledge (Ministry of
Education Malaysia, 2013). In order for Malaysia to progress towards a developed nation
status with a scientifically oriented society that contributes to scientific and technological
development, there is a big concern on underlining the success of science education.

OBJECTIVES OF THE STUDY

i)

To determine if there is any significance difference in IBSE teaching based on the

years of teaching experience in teaching science.

ii)

To determine the relationships between teachers beliefs towards IBSE and

professional development with IBSE teaching.

iii)

To investigate if there is any significant effect in teachers beliefs towards IBSE and
teachers professional development on their IBSE teaching.

QUESTIONS
i)

Is there any significance difference in IBSE teaching based on the years of teaching
experience in teaching science?

ii)

Are there any significant relationships between teachers beliefs towards IBSE and
professional development with IBSE teaching?

iii)

Is there any significant effect in teachers beliefs towards IBSE and teachers
professional development on their IBSE teaching?
LITERATURE REVIEW

In an inquiry based learning setting, teachers will act as facilitators. To ensure a successful
and meaningful learning through inquiry teaching, science teachers must understand how
students construct new knowledge, understands students differences and capabilities, and
come up with multiple strategies and skills (Tseng, Tuan, & Chin, 2013). The ability of
teachers to practice inquiry teaching depends on the teachers own experiences (Dostl &
Klement, 2015) and their teaching experiences. In science education, the use of inquiry,
national reforms and constructivist practice in the classroom is linked to research on beliefs
(Luft & Roehrig, 2006) and professional development (De Vries, Jansen, & van de Grift,
2013).
Inquiry Based Science Education (IBSE)
Drghicescu, Gorghiu & Stncescu (2015) reported that IBSE is an inquiry based integrated
approach to science education curriculum and constructivist theory, enabling an authentic
and relevant learning to occur. This meaningful authentic learning is done through
investigation, interrogation and discovery where students are given opportunities to discuss
on their ideas, search for answers, solving the problems and make decisions from it.
Teaching Practice

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Teaching practice in the context of this study refers to the things that teachers do in their
daily teaching inside the classroom. In a science teaching practice, (You, 2016) disputed
that teachers are responsible to create a learning environment that is conducive for
students to share ideas, propose hypotheses, justify arguments through discussion in the
classroom, group work, and teachers questioning strategies. Previous studies done shows
that there is a link between teachers belief and teaching practices (Saad & BouJaoude,
2012; Tsai, 2002). However, there are still few studies on teachers belief about inquiry and
their teaching practices done (Saad & BouJaoude, 2012).
Teachers Belief
Teachers beliefs is noted as an important guide into making decisions (Wong & Luft, 2015)
and taking actions inside the classroom (Qhobela & Moru, 2014). Maa & Engeln (2014)
points out five categories of teachers belief towards IBSE: classroom management,
resources, system restrictions, use of inquiry in daily practice and orientation towards IBSE
teaching. These five categories of teachers belief will be used as a guide in this study to
assess teachers belief.
Teacher Professional Development
A teachers professional development is described by Vries, Grift, & Jansen (2013) as a
job-embedded, career-long process focusing on learner perspective. Teachers professional
development is seen as a best way in changing teaching practices and the teaching and
learning of science in schools (Supovitz & Turner, 2000). Three groups of professional
development activities that teachers participates in: updating knowledge and skills,
reflection and collaboration with colleagues (Vries et al., 2013) are disputed as the factors
that affect teacher quality and teaching practices.

PROPOSED RESEARCH DESIGN

It is suggested that the data for this study is obtained through questionnaires distributed to
secondary science teachers in the interior division of Sabah, Malaysia. The teachers
selected for this study will be those who are trained and qualified to be science teachers
teaching Science, Physics, Biology and Chemistry in secondary schools Malaysia. Pilot
testing involving a number of secondary science teachers will be asks to assess the
questions content and comprehension prior to conducting the actual study.

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Figure 1.1: Conceptual framework

CONCLUSION
This concept paper intend to find out what are actually secondary science teachers beliefs
towards inquiry based science education (IBSE) and professional development on IBSE
teaching. Most importantly, to investigate if there is any significant effect in secondary
science teachers beliefs towards IBSE and their IBSE teaching practices and also to
investigate if there is any significant effect in secondary science teachers professional
development and their IBSE teaching practices. The proposed framework will be used as
guide in conducting further studies in the future. The findings of this study may contribute as
a guide to improve science education especially in the rural area.
REFERENCES
De Vries, S., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2013). Profiling Teachers
Continuing Professional Development And The Relation With Their Beliefs About
Learning And Teaching. Teaching and Teacher Education, 33, 7889.
http://doi.org/10.1016/j.tate.2013.02.006
Dostl, J., & Klement, M. (2015). Inquiry-based Instruction And Relating Appeals Of
Pedagogical Theories And Practices. Procedia - Social and Behavioral Sciences, 171,
648653. http://doi.org/10.1016/j.sbspro.2015.01.173
Luft, J. a, & Roehrig, G. H. (2006). Capturing Science Teachers Epistemological Beliefs:
The Development of the Teacher Beliefs Interview. Electronic Journal of Science
Education, 11(2), 3863. Retrieved from http://ejse.southwestern.edu
Maa, K., & Engeln, K. (2014). Report on The Large-Scale Survey About Inquiry Based
Learning and Teaching in The European Partner Countries Report On the Large-Scale
Survey About Inquiry Based Learning and Teaching in the European Partner Countries.
Freiburg im Breisgau.
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025 (Preschool
to Post-Secondary Education). Ministry of Education Malaysia. Retrieved from
http://www.moe.gov.my/cms/upload_files/articlefile/2013/articlefile_file_003108.pdf
Qhobela, M., & Moru, E. K. (2014). Examining Secondary School Physics Teachers Beliefs
About Teaching And Classroom Practices In Lesotho As A Foundation For Professional
Development. International Journal of Science and Mathematics Education, 12(6),
13671392. http://doi.org/10.1007/s10763-013-9445-5
Saad, R., & BouJaoude, S. (2012). The Relationship Between Teachers Knowledge And
Beliefs About Science And Inquiry And Their Classroom Practices. Eurasia Journal of
Mathematics, Science and Technology Education Journal of Mathematics, Science &
Technology Education, 8(2), 113128. http://doi.org/10.12973/eurasia.2012.825a
Supovitz, J. A., & Turner, H. M. (2000). The Effects of Professional Development on Science
Teaching Practices and Classroom Culture. Journal of Research in Science Teaching,
37(9),
963980.
http://doi.org/10.1002/1098-2736(200011)37:9<963::AIDTEA6>3.0.CO;2-0
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Tsai, C.-C. (2002). Nested Epistemologies: Science Teachers Beliefs Of Teaching, Learning
and Science. International Journal of Science Education, 24(8), 771783.
http://doi.org/10.1080/09500690110049132
Tseng, C. H., Tuan, H. L., & Chin, C. C. (2013). How to Help Teachers Develop Inquiry
Teaching: Perspectives from Experienced Science Teachers. Research in Science
Education, 43(2), 809825. http://doi.org/10.1007/s11165-012-9292-3
Vries, S. De, Grift, W. J. C. M. Van De, & Jansen, E. P. W. a. (2013). Teachers Beliefs And
Continuing Professional Development. Journal of Educational Administration, 51(2),
213231. http://doi.org/10.1108/09578231311304715
Wong, S. S., & Luft, J. A. (2015). Secondary Science Teachers Beliefs and Persistence: A
Longitudinal Mixed-Methods Study. Journal of Science Teacher Education, 26(7), 619
645. http://doi.org/10.1007/s10972-015-9441-4
You, H. S. (2016). Rasch Validation of a Measure of Reform-Oriented Science Teaching
Practices.
Journal
of
Science
Teacher
Education,
27(4),
373392.
http://doi.org/10.1007/s10972-016-9466-3

122

HUBUNGAN KOMPETENSI DAN SIKAP GURU TERHADAP PENGINTEGRASIAN

TEKNOLOGI MAKLUMAT DAN KOMUNIKASI DALAM PENGAJARAN BAHASA
MALAYSIA
Abdul Said Ambotang, Siti Subaidah Mohd Amin dan Christina Andin
Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
E-mel : said@ums.edu.my
Abstrak
Kajian ini bertujuan untuk mengenal pasti hubungan antara kompetensi dan sikap guru
terhadap pengintegrasian teknologi maklumat dan komunikasi dalam pengajaran dan
pembelajaran Bahasa Malaysia. Kajian ini juga bertujuan untuk mengenal pasti kompetensi
dan sikap guru terhadap pengintegrasian teknologi maklumat dan komunikasi. Kajian
tinjauan ini melibatkan 148 responden daripada 34 buah sekolah rendah kebangsaan di
daerah Tawau. Pengumpulan data dilakukan menggunakan beberapa bahagian set soal
selidik yang telah diubahsuai daripada kajian-kajian lepas. Data dianalisis menggunakan
perisian SPSS Versi 22. Statistik deskriptif seperti frekuensi, peratus, min dan sisihan
piawai digunakan untuk membincangkan maklumat demografi responden. Sebanyak lima
hipotesis dibentuk dan diuji menggunakan statistik inferens iaitu ujian korelasi dan ujian-t.
Secara keseluruhannya hasil kajian ini menunjukkan kompetensi teknologi maklumat dan
komunikasi guru Bahasa Malaysia berada pada tahap yang tinggi dengan min 4.01.
Manakala sikap guru terhadap teknologi maklumat dan komunikasi adalah positif dengan
skor min 4.22. Sebaliknya pengintegrasian teknologi maklumat dan komunikasi dalam PdP
adalah pada tahap sederhana dengan nilai min 3.64.
Kata Kunci : Kompetensi, Sikap Guru dan Teknologi Maklumat dan Komunikasi
Abstract
This study aims to identify the relationship between competence and attitude towards the
integration of information and communication technology (ICT ) in teaching and learning
Bahasa Malaysia . The study also aims to identify the competencies and attitude towards
ICT integration . This study involved 148 respondents from 34 primary schools in Tawau .
Data collection was done using a number of questionnaires that have been modified from
previous studies . Data were analyzed using SPSS version 22.0 . Descriptive statistics such
as frequency , percentage, mean and standard deviation were used to discuss demographic
information . A total of five hypotheses developed and tested using inferential statistics to
test for correlation and t-test . The overall results of this study demonstrates competency ICT
Bahasa Malaysia teacher at a high level with a mean 4.01 . The attitude towards ICT are
positive with a mean score of 4.22. Instead, the ICT integration in the teaching and learning
was moderate with a mean of 3.64.
Keywords : Competence, Teachers Attitude and Information and Communication
Technology

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PENGENALAN
Perkembangan mutakhir dalam sistem pendidikan di Malaysia kini mengalami transformasi
yang berterusan ke arah merealisasikan misi dan visi Kementerian Pelajaran Malaysia
(KPM) yang berhasrat untuk memastikan setiap rakyat di negara ini mendapat pendidikan
terbaik dan berkualiti bertaraf dunia bersandarkan keperluan semasa dan masa hadapan
yang mencabar. Bagi menyahut cabaran keberkesanan misi KPM ini, suatu sistem
pengurusan kurikulum yang tersusun dan dinamik diperlukan ke arah pencapaian sekolah
berprestasi tinggi. Oleh itu, satu komitmen yang waja dan jitu amat diharapkan dalam
kalangan guru yang merupakan tonggak utama bagi memastikan kemenjadian anak didik di
Malaysia.
Justeru itu, bagi melahirkan generasi yang cemerlang, reformasi pendidikan perlu
bergerak pantas dengan menuntut golongan pendidik agar sentiasa bekerja dengan lebih
efektif. Golongan guru yang merupakan model kepada pelaksanaan kejayaan pendidikan
perlu sentiasa meningkatkan kualiti diri dan menjadikan murid sebagai fokus utama bagi
meningkatkan tahap pendidikan di Malaysia. Ini kerana sistem pendidikan merupakan
wadah untuk mengubah pemikiran dan sahsiah pelajar bagi menjayakan pembangunan
negara.
Kemajuan Teknologi Maklumat dan Komunikasi (TMK) atau Information and
Communication Technology (ICT) dalam era globalisasi pada masa kini menjadikan dunia
pendidikan memberi penekanan terhadap penggunaan teknologi yang selaras dengan
Falsafah Pendidikan Kebangsaan. Antara aspek pedagogi yang berkembang seiring
dengan kemajuan TMK ini ialah kaedah dan strategi pengajaran dan pembelajaran (PdP)
dan penggunaan alat bantu mengajar ketika mengajar. Penggunaan komputer, Internet,
perisian PdP dalam semua mata pelajaran yang diajar pada semua peringkat sekolah
rendah atau menengah kini menjadi satu keperluan.
Sejajar dengan zaman ledakan maklumat, TMK merupakan satu agenda utama
dalam era pendidikan masa kini. Bahang ledakan maklumat semakin hangat dan membara
dalam dunia pendidikan hari ini. Fenomena ini meledak dengan mencetuskan gelombang
perubahan yang menular dalam setiap bidang pembangunan khususnya pendidikan.
Generasi pada hari ini perlu berhadapan dengan realiti dunia tanpa sempadan ini dengan
berbekalkan kemahiran dan pengetahuan untuk bersaing di peringkat global. TMK menular
masuk ke dalam segenap bidang transaksi manusia, termasuklah bidang pendidikan.
Sesiapa sahaja yang berada dalam alam pekerjaan di seluruh dunia tidak lagi dapat
menjalankan tugas dengan cekap tanpa menggunakan komputer. Ini bermakna dunia
pekerjaan sekarang dan masa hadapan memerlukan sistem pendidikan yang mampu
menyediakan tenaga kerja yang berpengetahuan, berkebolehan dan berkemahiran yang
mencukupi untuk menangani tuntutan tersebut (Mazli, 2002).
PERNYATAAN MASALAH
Kementerian Pelajaran Malaysia sedang berusaha dengan lebih gigih untuk memartabatkan
Bahasa Malaysia dengan mengukuhkan penggunaannya sebagai bahasa pengantar dalam
proses PdP sejajar dengan matlamat kerajaan dalam Memartabatkan Bahasa Malaysia, dan
Memperkukuhkan Bahasa Inggeris (MBMMBI). KPM juga akan melaksanakan transformasi
Bahasa Malaysia dengan mempelbagaikan kaedah PdP melalui pendekatan modular,
bersepadu, seimbang dan holistik (KPM, 2010). Antara transformasi yang dijalankan adalah
seperti mengintegrasikan TMK dalam PdP Bahasa Malaysia.
Transformasi yang
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dicadangkan ini akan sekali gus meningkatkan mutu PdP bahasa di Malaysia. Oleh itu,
penguasaan guru dalam bidang ini adalah dituntut untuk menjamin kejayaannya.
Walaupun pelaksanaan program TMK dalam pendidikan telah bermula sejak 1998,
agenda pendidikan yang dirancang ini didapati kurang berjaya dilaksanakan disebabkan
banyak masalah yang timbul berkaitan dengan prasarana dan juga sikap serta penerimaan
para pendidik sendiri. Menurut Najeemah (2006), guru sering menggunakan kaedah yang
sama dalam PdP dan menyebabkan minat murid menurun. Pendapat ini disokong oleh
kajian Seman (2005), berdasarkan kajian pelaksanaan pengajaran Bahasa Malaysia di
sebuah sekolah rendah di Jerantut, Pahang mendapati 70% sampel kajian menggunakan
kaedah pengajaran berfokus peperiksaan dan tidak gemar mempelbagaikan alat bantu
mengajar. Kesediaan murid dalam pengajaran dan pembelajaran kurang menggalakkan.
Oleh itu, penggunaan bahan bantu mengajar perlu dipelbagaikan supaya murid tidak jemu
memandangkan persepsi pelajar yang menganggap subjek Bahasa Malaysia mudah dan
kurang penting. Seharusnya para pendidik perlu mencari perubahan paradigma yang baru
dan bukan hanya menyelitkan teknologi antara aplikasi pendidikan yang lalu.
Menurut kajian Hannafin dan Savenye (1993), 60% daripada guru-guru sekolah
menengah tidak pernah menggunakan komputer dalam kelas. Hasil kajian tersebut selaras
dengan kajian Suwarnee dan Zamri (2006) dalam kajiannya di 18 buah sekolah menengah
kebangsaan di sekitar Hulu Langat mendapati terdapat sebilangan guru (4.9%) mengakui
tidak pernah mengintegrasikan TMK dalam PdP. Ini menunjukkan bahawa walaupun
penggunaan TMK telah diiktiraf penting, tapi masih terdapat ramai guru yang enggan
menuju ke arah perubahan inovasi ini.
Menurut Norizan (2004) pula, kegagalan guru dalam menggunakan TMK adalah
disebabkan oleh ketidakmahiran dalam menggunakan alat dan perisian yang semakin
meningkat keupayaannya. Manakala kajian oleh Mohd Yusof et al. (2008) menunjukkan
bahawa sikap guru terhadap TMK mempunyai implikasi signifikan terhadap tingkah laku
mereka dalam penggunaan komputer untuk mengajar. Hal ini mendorong penyelidik untuk
melihat secara mendalam mengenai situasi ini memandangkan guru merupakan watak
penting dalam pelaksanaan integrasi TMK di dalam kelas.
SOROTAN KAJIAN
Proses PdP bahasa berkembang mengikut peredaran masa dan zaman. Antara aspek
pedagogi yang berkembang seiring dengan kemajuan TMK ini ialah kaedah dan strategi
PdP dan penggunaan alat bantu mengajar ketika mengajar. Kaedah dan strategi PdP
terkini yang diberi penekanan seperti yang terdapat dalam Sukatan Pelajaran Sekolah
Bestari ialah kaedah pembelajaran masteri, konstruktivisme, kontekstualisme, koperatif,
kolaboratif, inkuiri, berasaskan pendidikan masa depan dan sebagainya. Demikian juga
penggunaan alat bantu mengajar pada abad ke-21 dalam Teknologi Maklumat dan
Komunikasi dalam Pendidikan.
Pengenalan mata pelajaran Literasi Komputer pada tahun 1985 di peringkat sekolah
menengah atas menjadi titik tolak kepada bermulanya penggunaan TMK secara menyeluruh
dan bersepadu secara berperingkat termasuk dalam mata pelajaran Bahasa Malaysia.
Guru-guru Bahasa Malaysia diajar menggunakan teknologi komputer sebagai satu kaedah
PdP Bahasa Malaysia terkini. Pendekatan pengajaran guru bahasa yang menggunakan
komputer dalam PdP ini dikenali sebagai Kaedah Pembelajaran Bahasa Berbantukan
Komputer (PBBK). Pendekatan PBBK ini menjadikan proses PdP Bahasa Malaysia
semakin menarik dan efektif. Menurut Mohammad Sani (1998), penggunaan teknologi
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maklumat dan komunikasi menjadikan proses PdP lebih efisien tanpa mengganggu objektif
pelajaran yang telah ditetapkan. Guru-guru juga perlu mengintegrasikan TMK dalam
kurikulum sekolah untuk mencapai objektif PdP yang telah ditetapkan.
Kompetensi Teknologi Maklumat dan Komunikasi Guru
Banyak kajian yang telah dijalankan mengenai kompetensi TMK dalam kalangan guru.
Ahmad Rasidi (1999), membuat kajian mengenai tahap kemahiran penggunaan komputer
dalam kalangan guru di daerah Temerloh mendapati hanya 28.9 peratus guru berkemahiran
menggunakan komputer. Dapatan kajian ini menyamai dengan dapatan kajian Abdullah
(2002). Menurut kajian beliau, pensyarah Maktab Perguruan Islam Bangi juga lemah dalam
kemahiran penggunaan komputer.
Beliau menyenaraikan empat bidang kemahiran
penggunaan komputer yang tidak dapat dikuasai oleh guru-guru iaitu pangkalan data,
spreadsheet, telekomunikasi dan persembahan. Sedangkan bidang tersebut adalah
perkara asas dalam konteks pengajaran berbantukan komputer.
Walaupun begitu,
kemahiran guru-guru ini terserlah dalam penggunaan pemprosesan perkataan.
Kajian yang telah dijalankan oleh M.Nadarajan (2002) terhadap 75 orang guru
Ekonomi menunjukkan skor min bagi tahap kemahiran penggunaan Internet dalam kalangan
guru Ekonomi adalah pada tahap sederhana dan rendah. Ini adalah kerana min
keseluruhan ialah 2.81, iaitu tergolong dalam kumpulan tahap penggunaan Internet yang
sederhana dengan sisihan piawai 0.65. Keputusan ini menunjukkan bahawa guru-guru
Ekonomi kurang mahir dalam penggunaan Internet.
Kajian berkaitan dengan tahap kemahiran guru-guru Bahasa Inggeris menggunakan
komputer secara lebih komprehensif dan melibatkan saiz sampel yang besar telah
dijalankan oleh Norizan (2004). Dapatan kajian beliau menunjukkan tahap kemahiran
komputer yang rendah dalam kalangan guru, terutamanya dalam kategori komunikasi
melalui komputer, PdP berasaskan web, pengurusan berbantukan komputer serta penilaian
dan pentaksiran komputer. Hasil kajian beliau melaporkan 52.2 peratus guru menilai diri
mereka mempunyai tahap kemahiran komputer yang rendah dan 38.0 peratus lagi guru
menilai kemahiran mereka sebagai sederhana mahir. Hanya 10.3 peratus guru sahaja yang
menilai diri mereka mempunyai tahap kemahiran yang tinggi.
Harijah (2011), menjalankan kajian tentang kesediaan guru-guru Bahasa Melayu
berbanding guru-guru subjek lain menyediakan persekitaran pembelajaran berasaskan
komputer. Kajian ini melibatkan 40 orang guru daripada Kursus Asas TMK yang dianjurkan
oleh Jabatan Pendidikan Melaka. Dapatan beliau menunjukkan bahawa tidak terdapat
perbezaan kesediaan kemahiran yang ketara antara guru-guru Bahasa Melayu dengan
guru-guru subjek lain tentang kesediaan PdP berasaskan komputer. Sementara Mohd Aris
Othman .(2008), menjalankan kajian terhadap kesediaan guru sekolah rendah
melaksanakan perubahan bahasa pengantar mata pelajaran Sains dan Matematik. Hasil
kajian beliau mendapati penggunaan komputer dalam kalangan guru tersebut menunjukkan
sebahagian besar daripada mereka tidak mempunyai kemahiran menggunakan komputer
dan prasarana TMK.
Rosnani (2004), menjalankan kajian tentang literasi TMK guru-guru sekolah
menengah. Kajian ini melibatkan 60 orang responden yang terdiri daripada 30 orang guru
pelatih dan sedang berkhidmat di sekolah-sekolah menengah di Lembah Kelang serta tidak
mengajar mata pelajaran TMK. Seramai 30 orang lagi responden terdiri daripada guru yang
sedang mengikuti Kursus Dalam Perkhidmatan (14 minggu KDP Komputer) di sebuah
maktab perguruan di Lembah Kelang. Hasil kajian beliau dari segi kemahiran mendapati
lebih 90.0 peratus guru KDP mempunyai kemahiran asas TMK yang tinggi. Bagi kumpulan
guru pula, hanya 23.0 peratus guru yang menunjukkan kemahiran TMK yang tinggi,
126

sementara majority guru iaitu sebanyak 70.0 peratus mempunyai kemahiran yang
sederhana. Dapatan kajian juga menunjukkan masih terdapat guru yang berkemahiran

rendah. Dapatan ini menyamai dengan dapatan kajian Harijah (2011), untuk melihat
kesediaan guru Bahasa Melayu bagi aspek kemahiran berada pada tahap yang sederhana.
Sikap Guru Terhadap Pengintegrasian Teknologi Maklumat dan Komunikasi dalam
PdP.
Kajian tentang sikap guru terhadap penggunaan TMK dalam pdp banyak dijalankan sejak
dua dekad yang lalu. Kajian awal tahun 90-an, iaitu kajian Zulkifli dan Raja Maznah (1994)
terhadap guru pelatih siswazah di Universiti Malaya menunjukkan guru pelatih yang tidak
mempunyai pengalaman dengan komputer mempunyai sikap yang negatif dan tahap
kebimbangan yang tinggi terhadap komputer. Namun kajian-kajian yang dijalankan
selepasnya iaitu), Jamaludin dan Abdul Rasidi (1999) dan Roslina (1999) mendapati guruguru menunjukkan sikap yang positif terhadap penggunaan TMK dalam PdP.
Yahya Othman dan Roselan Baki. (2007). terhadap 41 orang pensyarah Pendidikan
Islam di Maktab Perguruan Islam Bangi tentang kemahiran dan sikap terhadap penggunaan
komputer mendapati sikap penggunaan komputer dalam kalangan pensyarah berada pada
tahap yang tidak memuaskan iaitu dengan min 2.47. Dapatan kajian ini bertentangan
dengan dapatan kajian N. Nadarajan (2002) terhadap 75 orang guru ekonomi bersikap
positif terhadap penggunaan Internet dalam PdP. Demikian juga dengan dapatan Bayrei
Asrin et.al (2008) terhadap 120 orang guru mata pelajaran Aliran Kemanusiaan dan Aliran
Teknik dan Vokasional di tujuh buah sekolah di daerah Gemas. Hasil kajian beliau
mendapati guru-guru menunjukkan sikap positif yang tinggi bahawa komputer akan
meningkatkan mutu pendidikan.
Kebanyakan guru ingin mempelajari bagaimana untuk menggunakan teknologi
pendidikan dengan berkesan tetapi mereka kekurangan kerangka konsep, masa, akses
komputer dan sokongan yang diperlukan untuk berbuat demikian (Guhlin, 1996). Apa yang
diperlukan oleh mereka ialah program pengembangan professional berterusan dan
terancang, yang diasaskan oleh model teori, berkaitan dengan objektif kurikulum,
menggabungkan aktiviti formatif dan dipelihara dengan kewangan mencukupi serta staf
sokongan. Semua aspek ini perlu diambil kira jika mereka ingin menggunakan teknologi
dengan berkesan bagi memperbaiki pembelajaran pelajar (Guhlin,1996).

OBJEKTIF KAJIAN
Secara khususnya objektif kajian ini adalah seperti yang berikut:
1.

Mengenal pasti perbezaan tahap pengintegrasian TMK dalam PdP Bahasa Malaysia.

2.

Mengenal pasti perbezaan yang signifikan pengintegrasian TMK dalam PdP Bahasa
Malaysia berdasarkan jantina.

3.

Mengenal pasti hubungan yang signifikan antara kompetensi

pengintegrasian TMK dalam PdP Bahasa Malaysia.

4.

Mengenal pasti hubungan yang signifikan antara sikap guru dengan pengintegrasian
TMK dalam PdP Bahasa Malaysia.

guru dengan

127

KERANGKA KONSEPTUAL KAJIAN

Dalam konteks kajian ini, ciri-ciri demografi iaitu jantina, pengalaman, kelayakan akademik,
dan pemilikan komputer digunakan untuk melihat hubungan pengintegrasian TMK dalam
PdP
Bahasa Malaysia dengan minat dan pencapaian pelajar.
Rajah di bawah
Menunjukkan kerangka konseptual yang digunakan dalam kajian ini.

Kompetensi
Guru

Pengintegrasian
TMK

Sikap
Guru

Rajah 1 :

Kerangka Konseptual Kajian

REKA BENTUK KAJIAN

Kajian ini berasakan pendekatan kuantitatif berbentuk tinjauan. Kaedah tinjauan sesuai
digunakan dalam kajian ini kerana pengkaji dapat mengumpul terus jawapan dari subjek
kajian, data dapat dikutip dengan cepat dan keupayaan keputusan kajian untuk
digeneralisasi kepada populasi dengan tepat dan berkesan (Chua Yan Piaw, 2006). Dalam
kajian ini data dikumpul secara kuantitatif. Penyelidik menggunakan kaedah tinjauan kerana
kaedah ini dapat mengukur subjek kajian yang luas berdasarkan soal selidik yang
disediakan. Penyelidik menggunakan satu set soal selidik bagi mendapatkan data kajian.
Setelah mengenal pasti masalah yang hendak dikaji, penyelidik melakukan kajian mengikut
langkah seperti proses reka bentuk kajian yang diadaptasikan daripada Mohd. Najib (2003).
Kajian ini mengukur hubungan antara kompetensi dan sikap guru terhadap
pengintegrasian TMK dalam PdP subjek Bahasa Malaysia. Data primer yang digunakan
dalam kajian ini adalah daripada soal selidik yang dijalankan terhadap responden. Data
yang diperoleh dianalisis menggunakan statistik deskriptif dan inferens untuk menentukan
sama ada terdapat perbezaan dan hubungan yang signifikan perspektif yang wujud dalam
kalangan responden. Di samping itu, data sekunder diperoleh daripada buku-buku rujukan,
jurnal pendidikan bahan ilmiah serta bahan-bahan capaian yang diakses daripada internet
untuk membantu pengkaji dalam penyelidikan ini.
RINGKASAN DAPATAN KAJIAN
Ringkasan Dapatan Analisis Berdasarkan Hipotesis Kajian
Hipotesis
Pengujian
Signifikan
H01
Tidak
terdapat Ujian-t
Ya
perbezaan
yang
nilai t = 3.30
signifikan persepsi guru
p = 0.00 < 0.05
terhadap
kompetensi
TMK
berdasarkan
pemilikan komputer.

H02

Tidak
perbezaan

terdapat Ujian-t
yang

Tidak
t = 0.50

Keputusan
Hipotesis
ditolak

nul

Hipotesis

nul
128

signifikan persepsi guru

terhadap
sikap
berdasarkan
kategori
sekolah.
H03
Tidak
terdapat Ujian-t
perbezaan
yang
signifikan persepsi guru
terhadap
pengintegrasian
TMK
berdasarkan jantina.
H04
Tidak
terdapat Kolerasi
hubungan
yang
signifikan
antara
kompetensi TMK guru
dengan pengintegrasian
TMK dalam PdP Bahasa
Malaysia.
H05
Tidak
terdapat Kolerasi
hubungan
yang
signifikan antara sikap
guru
dengan
pengintegrasian
TMK
dalam
PdP
Bahasa
Malaysia.

p = 0.61 > 0.05

diterima

Tidak
t = -1.51
p = 0.1 3 > 0.05

Hipotesis
diterima

nul

Ya
r = 0.57
p = 0.00 < 0.01

Hipotesis
ditolak

nul

Ya
r = 0.50
p = 0.00 < 0.01

Hipotesis
ditolak

nul

Secara keseluruhannya, hasil dapatan analisis kompetensi TMK dan sikap guru terhadap
pengintegrasian TMK dalam PdP Bahasa Malaysia berada pada tahap tinggi dengan nilai
min masing-masing 4.01 dan 4.22. Walau bagaimanapun, nilai min bagi pengintegrasian
TMK dalam PdP Bahasa Malaysia adalah pada tahap sederhana sahaja iaitu min=3.64.
Analisis ujian-t pula menunjukkan terdapat perbezaan yang signifikan kompetensi TMK guru
berdasarkan pemilikan komputer di mana t = 3.30 dan p = 0.00. Manakala tidak terdapat
perbezaan yang signifikan sikap guru terhadap TMK berdasarkan kategori sekolah dengan
nilai t = 0.50 dan p = 0.61. Hasil analisis juga menunjukkan tidak terdapat perbezaan yang
signifikan antara pengintegrasian TMK dalam PdP Bahasa Malaysia berdasarkan jantina.
Malaysia berdasarkan pengalaman. Dari segi hubungan antara kompetensi TMK guru
dengan pengintegrasian TMK dalam PdP Bahasa Malaysia pula menunjukkan kekuatan
korelasi berada pada tahap sederhana dengan nilai r = 0.57. Keputusan yang sama juga
diperoleh bagi hubungan antara sikap guru dengan pengintegrasian TMK dalam PdP
Bahasa Malaysia dengan kekuatan hubungan pada tahap sederhana iaitu p = 0.50.
RUMUSAN DAN PERBINCANGAN
Hasil daripada analisis, secara keseluruhannya dapatan kajian menunjukkan kompetensi
TMK guru Bahasa Malaysia di 34 buah sekolah di daerah Tawau adalah pada tahap yang
tinggi. Dapatan kajian ini menyamai dengan beberapa kajian penggunaan TMK yang
dijalankan di Malaysia. Sebagai contoh penyelidikan kemahiran TMK di Malaysia, kajian
oleh Seman Salleh. (2005). dan Rosnaini (2004). Kedua-dua kajian ini melaporkan bahawa
kompetensi guru menggunakan TMK berada pada tahap yang tinggi. Walaupun begitu,
dapatan kajian ini bertentangan dengan dapatan kajian yang terdahulu yang mendapati
bahawa tahap kompetensi TMK guru adalah pada tahap sederhana. Sebagai contoh, kajian
Harijah (2011), menyatakan kemahiran guru-guru Bahasa Melayu terhadap aplikasi
komputer berada pada tahap sederhana. Terdapat juga kajian yang dijalankan secara
129

umum, ia tidak memfokus kepada mana-mana mata pelajaran seperti kajian oleh Mazli
(2002), Kannan (2002), Hamzah (2003), Norezan et. al (2004), Harijah (2011), NorAini
(2007), Fairose (2007), Shau Kui Hiung (2008), Melvin dan Jamaludin (2008) mendapati
bahawa tahap kompetensi TMK guru adalah sederhana.
Kajian ini menunjukkan guru Bahasa Malaysia yang mengajar di 34 buah sekolah di
daerah Tawau bersikap positif terhadap pengintegrasian TMK dalam PdP dengan skor min
4.22. Dapatan kajian ini menyamai dan disokong oleh beberapa kajian terdahulu tentang
sikap guru terhadap pengintegrasian TMK dalam PdP Bahasa Malaysia seperti kajian oleh
Hamzah (2003), Harijah (2011), Suwarnee (2006), Noraini (2007), Fairose (2007) dan
Melvina dan Jamaludin (2010).
Demikian juga kajian pengintegrasian TMK dalam
kalangan guru mata pelajaran lain, Kajian M. Nadarajan (2002), yang melihat penggunaan
TMK dalam mata pelajaran Ekonomi, Ab. Malek (2002) dalam mata pelajaran Aliran
Kemanusiaan, Aliran Teknik dan Vokasional, Mohd Jasmay et al. (2003) dalam mata
pelajaran Sains dan Matematik dan Azhar (2005) dalam mata pelajaran Kemahiran Hidup
Bersepadu Sekolah Menengah. Kesemua kajian ini melaporkan bahawa guru-guru bersikap
positif terhadap pengintegrasian TMK dalam PdP. Terdapat juga kajian pengintegrasian
TMK yang tidak memberi fokus kepada mana-mana mata pelajaran. Kajian oleh Seman
Salleh. (2005), Rosnaini dan Ruhizan (2004). Kesemua kajian ini melaporkan bahawa guruguru bersikap positif terhadap pengintegrasian TMK dalam PdP. Sebagai contoh Hamzah
(2003) telah menjalankan satu kajian untuk melihat perbezaan sikap dan kemahiran antara
guru Bahasa Malaysia dengan guru mata pelajaran lain menyediakan persekitaran
pembelajaran berasaskan komputer. Hasil kajian beliau mendapati guru Bahasa Malaysia
bersikap positif terhadap penggunaan TMK dalam PdP. Walau bagaimana pun, dapatan
kajian ini bertentangan dengan beberapa kajian pengintegrasian TMK yang dijalankan di
Malaysia. Sebagai contoh, kajian Kartini et al. (2005) menyatakan kebanyakan daripada
responden iaitu seramai 96 orang atau 76.9 peratus tergolong dalam kategori bersikap
sederhana. Beliau mendapati faktor sikap terhadap penggunaan TMK dalam kalangan guru
Bahasa Malaysia bukanlah faktor penghalang yang utama kepada pengintegrasian TMK
dalam PdP.
Dari aspek pengintegrasian TMK guru Bahasa Malaysia di 34 buah sekolah di
daerah Tawau menunjukkan pada tahap sederhana. Dapatan kajian ini menyamai
beberapa kajian tentang pengintegrasian TMK dalam kalangan guru bahasa dan guru mata
pelajaran lain. Sebagai contoh, dalam penyelidikan terhadap guru Bahasa Melayu oleh
Kartini et al. (2005), Harijah (2011),). Bagi kajian penggunaan TMK dalam kalangan guru
Bahasa Arab, kajian oleh Azizan (2001) dan Bahasa Inggeris oleh Norizan (2003). Namun
demikian kajian penggunaan TMK dalam kalangan guru mata pelajaran lain, kajian
M.Nadarajan (2002). Sementara kajian penggunaan TMK yang dilakukan secara umum,
iaitu tidak memfokus pada mana-mana mata pelajaran, kajian oleh Seman Salleh. (2005).
Kesemua kajian ini melaporkan bahawa tahap pengintegrasian TMK dalam kalangan guru
berada pada tahap sederhana. Walaupun demikian, dapatan kajian ini bertentangan dengan
beberapa kajian penggunaan TMK dalam kalangan guru bahasa dan guru mata pelajaran
yang lain.
KESIMPULAN
Guru Bahasa Malaysia perlu sentiasa bersikap positif dan kompeten dalam TMK untuk
memastikan pengintegrasian TMK dalam PdP Bahasa Malaysia berjaya dilaksanakan.
Selain itu, guru Bahasa Malaysia perlu banyak diberi pendedahan tentang pelaksanaan
TMK dalam PdP. Kegagalan guru Bahasa Malaysia boleh menjejaskan hasrat kerajaan dan
sekolah dalam melahirkan pelajar yang celik komputer dan TMK. Guru Bahasa Malaysia
130

harus juga mempunyai inisiatif untuk mempertingkatkan kemahiran diri sendiri dan mengikut
perubahan arus yang pantas sebelum ketinggalan di belakang. Sekiranya guru Bahasa
Malaysia masih tidak bersedia, anjakan PdP tradisi kepada PdP yang mengintegrasikan
TMK bakal mengalami pelbagai kesukaran.
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133

TAARE ZAMEEN PAAR: KEGURUAN DI DALAM FLIPPED CLASSROOM

Shasitharan Raman Kutty
Institut Pendidikan Guru Kampus Raja Melewar,
Jalan Sikamat, 70400 Seremban,
Negeri Sembilan. Malaysia
Email: rshash@hotmail.com
Ramesh Rao Ramanaidu
Institut Pendidikan Guru Kampus Ilmu Khas,
Jalan Yaacob Latif,
56000 Kuala Lumpur. Malaysia
Email: rameshrao08@yahoo.com
Kuruvilla C.K. Joseph
Institut Pendidikan Guru Kampus Ilmu Khas,
Jalan Yaacob Latif,
56000 Kuala Lumpur. Malaysia
Email: kuru276@yahoo.com
Abstrak
Penggunaan video telah lama digunakan di dalam flipped classroom (Stone, 2012; Lowell,
2012). Kebanyakan kajian tertumpu tentang bagaimana video dapat digunakan di dalam
proses pengajaran. Walaupun terdapat banyak kajian yang tertumpu kepada penggunaan
video, tetapi yang melibatkan guru pelatih adalah terhad. Kajian ini menggunakan respons
15 orang guru pelatih dari Institut Pendidikan Guru yang mengambil mata pelajaran
Pengurusan Bilik Darjah dan Tingkah Laku (Kod Kursus: EDU 3043). Video bertajuk Taare
Zameen Paar digunakan sebagai platform bagi guru pelatih untuk memahami elemen
perguruan dan suasana di dalam bilik darjah. Tulisan (posting) di dalam Facebook
digunakan untuk mengumpul data. Dapatan kajian menunjukkan guru pelatih lebih gemar
dan selesa untuk mengambil bahagian secara aktif apabila video digunakan di dalam
proses pembelajaran. Dapatan dari temubual juga mendapati guru pelatih berpendapat
bahawa aktiviti pembelajaran yang aktif dapat digerakkan daripada penggunaan video di
dalam bilik darjah. Guru pelatih juga selesa menggunakan Facebook sebagai bahan
sokongan di dalam proses pembelajaran mereka. Hasil kajian ini menunjukkan bahawa
sebagai bakal guru, guru pelatih harus didedahkan kepada faktor-faktor yang perlu lebih
efektif untuk mewujudkan flipped classroom. Antara cadangan yang dikemukakan ialah
pensyarah harus mempelbagaikan unsur teknologi semasa secara lebih berkesan untuk
mewujudkan flipped classroom yang lebih efektif.

Kata Kunci: Inovasi di dalam pengajaran dan pembelajaran

PENGENALAN
Di dalam rancangan TED Talk yang ditonton lebih 2 juta orang di dalam Youtube, Salman
Khan membicarakan tentang bagaimana video telah mengubah persekitaran bilik darjah
masa kini. Malah pengasas bersama Coursera, Daphne Koller meramalkan penggunaan
video bakal mengambil alih pembelajaran masa kini. Penggunaan video di dalam flipped

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classroom telah banyak dibincangkan di dalam pendidikan terutama di institusi pendidikan

tinggi.
Model Flipped classroom mengubah peranan guru daripada pengajaran berpusatkan
guru kepada berpusatkan murid di samping mengoptimumkan pengggunaan teknologi.
Flipped classroom merupakan satu konsep pedagogi yang menggantikan kuliah dalam kelas
dengan peluang-peluang untuk meneroka dan mengkaji bahan-bahan yang di luar bilik
darjah melalui klip video dan bacaan. Persekitaran pembelajaran berpusatkan pelajar
berlaku di mana pelajar digalakkan untuk melibatkan diri secara aktif. Di dalam flipped
classroom aktiviti-aktiviti seperti pembinaan pengetahuan, perbincangan kolaboratif dan
penyelesaian masalah berlaku. Butt (2014) mengatakan bahawa pelajar lebih suka
melibatkan diri dalam aktiviti hands-on, daripada menghadiri kuliah. Apabila kuliah kelas
digantikan dengan rakaman video dan bahan-bahan lain atas talian, pelajar mempunyai
tahap keyakinan yang lebih tinggi dalam kebolehan menyelesaikan masalah di samping
mempunyai kawalan yang lebih besar ke atas proses pembelajaran.
Kehadiran teknologi telah membantu para pendidik untuk menggunakan bahan-bahan
seperti video, gambar atau platform internet. Bahan-bahan ini telah digunakan di pelbagai
tempat seperti dewan sekolah, di dalam bas, atau di mana sahaja asalkan mereka
mempunyai akses internet. Kemudahan belajar dengan berbantukan internet ini telah
memberi peluang kepada pelajar untuk menimba ilmu di mana sahaja. Guru di dalam kelas
dapat mengoptimumkan pengajaran dengan mengintegrasikan dan mengaplikasikan ilmu
pengetahuan. Guru juga dapat menguji kefahaman pelajar terhadap pelbagai konsep
pelajaran. Banyak kajian terhadap flipped classroom dalam konteks penggunaan PDP
dijalankan.
Oblinger dan Oblinger (2005) mendapati bahawa belajar secara talian
merupakan trend dan aktiviti belajar menggunakan Facebook semakin mendapat perhatian
dalam kalangan pelajar. Walaupun flipped classroom mempunyai kelebihan dan
kekurangan, kalangan pendidik masih menaruh keyakinan yang tinggi terhadap peranan
flipped classroom sebagai agen yang menggerakkan proses pembelajaran. Flipped
classroom membantu para pelajar untuk mengetahui konsep asas pelajaran terlebih dahulu
sebelum dibincangkan di dalam kelas sebenar. Flipped classroom juga memberi peluang
kepada pelajar untuk mendalami konten pelajaran untuk dibincangkan bersama dengan
guru di dalam bilik darjah.
Penggunaan Flipped classroom di dalam latihan keguruan juga mula menarik
perhatian ramai pengkaji. Sama ada di dalam latihan pra perkhidmatan mahupun dalam
perkhidmatan, platform secara talian digunakan untuk guru berinteraksi dan bertukar-tukar
pandangan secara profesional. Guru menggunakan platform terkini seperti Gmail, Facebook
atau Knowmia untuk mengakses pelbagai informasi dan sumber tanpa melibatkan kos tinggi
(Herreid & Shiller, 2012).

Penggunaan video di dalam flipped classroom juga mampu menjadikan sesuatu

proses pengajaran dan pembelajaran lebih berkesan kerana ianya mampu meningkatkan
kefahaman murid. Murid juga boleh belajar secara individu atau kumpulan tanpa kehadiran
guru. Video juga mampu meraih emosi dan mengubah sikap. Peranan video yang bersifat
realistik mampu meraih emosi seseotang dengan lebih mudah berbanding penggunaan imej
yang bersifat statik. Contohnya tayangan video peperangan yang realistik lebih cepat
menyentuh perasaan murid sekaligu mengubah sikap mereka. Roff (2014) merumuskan
bahawa with video as one component in a thoughtful lesson plan, students often make new
connections between curriculum topics, and discover links between these topics and the
world outside the classroom.
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Kajian-kajian Barat telah mengetengahkan penggunaan video di dalam Flipped

Cassroom dalam bidang pendidikan. Kajian Prince (2004), Michael (2006), dan Chaplin
(2009) menyokong konsep
Flipped classroom sebagai elemen yang menyokong
pembelajaran aktif pelajar. Pencapaian akademik pelajar telah meningkat apabila pelajarpelajar melibatkan diri secara aktif di dalam pelbagai instrumen pembelajaran seperti
pembelajaran talian, kajian kes, menonton video atau melakukan perbincangan koperatif.
Pembelajaran berpusatkan pelajar semakin berkembang dengan penggunaan Flipped
classroom apabila pelbagai elemen pembelajaran aktif digunakan (Aguliar-Roca, 2009).
Guru tidak hanya boleh bergantung kepada pengajaran di dalam bilik darjah semata-mata
tetapi perlu memberi kerja rumah tambahan supaya pelajar sentiasa mendapat penguasaan
ilmu.
Memandangkan terdapat beberapa hujah pro dan kontra terhadap penggunaan video
di dalam Flipped Classroom, maka kajian ini bertujuan untuk meneroka sama ada guru pra
perkhidmatan optimistik terhadap pengunaan video Taare Zameen Paar ketika mereka
belajar. Kajian ini bersandarkan kepada premis bahawa guru pra perkhidmatan didedahkan
kepada Facebook dan video untuk membolehkan mereka berkomunikasi. Pensyarah telah
menggunakan Facebook di dalam proses pengajaran sebagai medium komunikasi. Justeru,
para guru pra perkhidmatan telah diberi peluang untuk menggunakan Facebook di dalam
konteks pengajaran dan pembelajaran. Namun, kajian ini hanya tertumpu kepada
penggunaan video Taare Zameen Paar di dalam Flipped Classroom dalam kalangan guruguru pra perkhidmatan.

SOALAN KAJIAN
Kajian ini bertujuan menjawab soalan berikut:
1.

Sejauh manakah penggunaan video Taare Zameen Paar dapat mewujudkan flipped
classroom?
DATA DAN METODOLOGI

Tujuan kajian ini adalah untuk mendapatkan kefahaman sama ada guru pra perkhidmatan
mendapat faedah penggunaan video Taare Zameen Paar ketika proses pembelajaran
mereka. Reka bentuk kualitatif asas digunakan untuk mengumpul data untuk kajian ini.
Untuk mendapatkan gambaran sama ada guru pra perkhidmatan, reka bentuk kajian induktif
dilihat sebagai kaedah yang difikirkan sesuai di dalam kajian ini.
Seramai 15 orang guru pra perkhidmatan Program Ijazah Sarjana Muda Perguruan
(PISMP) unit Pendidikan Jasmani dan Kesihatan terlibat di dalam kajian ini. Kajian ini
dijalankan ketika guru pra perkhidmatan tersebut mengikuti kursus Pengurusan Bilik Darjah
dan Tingkah Laku (Kod Kursus: EDU3043). Kursus EDU 3043 merupakan kursus wajib
Pengajian Profesional yang ditawarkan oleh Jabatan Ilmu Pendidikan untuk guru pra
perkhidmatan Semester 3. Penyelidik merupakan salah seorang daripada tenaga pengajar
untuk kursus ini.
Sebagai tenaga pengajar, penyelidik telah menggunakan Facebook untuk
melancarkan lagi proses PdP kursus EDU 3043. Video Taare Meen Paar dipertontonkan
untuk mendapatkan gambaran guru pelatih tentang proses pengajaran di dalam bilik darjah.
Video ini berkisar tentang keupayaan seorang guru mendidik seorang kanak-kanak
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disleksia. Video ini sesuai untuk dipertontonkan kepada guru pelatih memandangkan jalan
cerita yang berbentuk keguruan. Teknik Delphi telah digunakan untuk mendapat
persetujuaan penggunaan video Taare Zameen Paar. Penyelidik juga telah menggunakan
Facebook untuk mendapatkan respons guru pelatih tentang faedah yang diperoleh mereka
setelah menonton video Taare Zameen Paar. Guru-guru pra perkhidmatan diberikan masa
yang mencukupi untuk menjawab soalan yang dikemukakan di dalam platform Facebook.
Bagi mendapatkan gambaran tentang pandangan guru pra perkhidmatan tentang
penggunaan video Taare Zameen Paar di dalam proses pembelajaran, temubual berfokus
secara berkumpulan telah dijalankan di dalam kajian ini. Tujuan diadakan temubual berfokus
secara berkumpulan adalah: (i) untuk mendapatkan gambaran tentang keterlibatan mereka
di dalam flipped classroom (ii) untuk mendapatkan respons yang pelbagai, dan (iii)
mendapatkan elemen lain yang mungkin tercicir (Merton et.al., 1956). Guru pra
perkhidmatan telah dimaklumkan lebih awal tentang temubual tersebut. Guru pelatih diminta
untuk memberikan respons mereka tentang 5 klip video terpilih yang memaparkan adegan
berkaitan dengan tema kursus.
Bagi memelihara kerahsiaan responden, nama guru pra perkhidmatan telah diberikan
kod seperti PST1, PST2 sehinggalah PST15. Guru pra perkhidmatan diberikan pilihan
untuk berundur daripada kajian ini sekiranya mereka merasakan tidak selesa. Ketika sesi
temubual dijalankan, pelbagai soalan dikemukakan untuk mendapatkan pandangan guru pra
perkhidmatan. Guru juga telah diberi peluang untuk mencelah ketika soalan dikemukakan
bagi mendapatkan kejelasan pendapat. Pendekatan sebegini dibenarkan asalkan topik
perbincangan tidak menyeleweng daripada matlamat sebenar (Yin, 2009).
Sesi temubual juga telah direkodkan dengan kebenaran daripada guru pra
perkhidmatan. Ketika sesi temubual dijalankan, salah seorang daripada penyelidik bertindak
sebagai pencatat. Penyelidik melakukan transkripsi hasil temubual tersebut. Mengikut Miles
& Hubermans (1994), proses analisis digunakan ketika menganalisa tembual dan nota
disediakan oleh pembantu penyelidik. Coding terbuka digunakan untuk mendapatkan
segmen data bagi membantu penyelidik untuk mendapatkan jawapan soalan kajian.
Segmen data membantu penyelidik untuk mengenalpasti tema yang relevan.

DAPATAN KAJIAN
Seramai 15 orang guru pra perkhidmatan terlibat di dalam kajian ini. Hanya seorang
responden merupakan guru lelaki. Beberapa soalan asas tentang penglibatan kepada guru
pra perkhidmatan sebagai ice-breaking. Jadual 1 menunjukkan pola penggunaan video
sebagai bahan pengajaran dalam kalangan guru pra perkhidmatan.

Jadual 1: Penggunaan Video di dalam Bilik Darjah

Di insitut
Jumlah
Sekali setiap minggu
Sebulan sekali
3
Jarang
12
Jumlah

15

15

Jadual 2: Penggunaan Face book oleh Guru Pra perkhidmatan

137

Setiap hari
Seminggu sekali
Jarang
Jumlah

Di insitut
14
1
15

Jumlah
15

Guru pra perkhidmatan juga ditanya sama ada mereka bersedia untuk menerima video
Taare Zameen Paar sebagai bahan di dalam proses pembelajaran. Kesemua responden
bersetuju bahawa mereka sedang didedahkan kepada konsep pembelajaran Flipped
classroom bermula dari semester Jun 2014.
Jadual 3: Respons penggunaan video Taare Zameen Paar di dalam bilik darjah
Sangat
Setuju
Tidak Bersetuju
Setuju
Mempunyai
visual
yang 15
menarik
Jalan cerita yang mudah
difahami
14
Jalan cerita yang bermakna

15

Jalan cerita sesuai dijadikan

iktibar kepada guru
14
Pembelajaran
bermakna

yang

15 orang guru pra perkhidmatan telah dibahagikan kepada 2 kumpulan. Pembahagian

ini dilakukan berdasarkan respons jawapan responden tentang keterlibatan mereka di dalam
Flipeed Classroom. Kumpulan pertama terdiri daripada 8 orang guru yang berpendapat
penggunaan video akan mewujudkan Flipped classroom, selebihnya ialah 7 orang yang
tidak berminat dengan penggunaan video di dalam Flipped classroom tetapi bersedia untuk
menerimanya sebagai satu unsur pengajaran yang baharu. Penyelidik mengambil
keputusan untuk menjalankan temubual fokus berkumpulan secara berasingan untuk
mengetahui punca mereka mengambil keputusan tersebut.
Kertas kajian ini akan membincangkan dapatan daripada 15 orang guru pra
perkhidmatan unit Pendidikan Jasmani. Daripada temubual, respons tentang Flipped
classroom mereka dibahagikan kepada 2 tema utama seperti berikut:
Bahan bantu belajar yang berguna
Tunjang kedua Flipped classroom ialah isi kandungan yang menarik. Guru perlu
memastikan kandungan pelajaran yang disampaikan adalah menarik. Lima orang PST yakin
bahawa penggunaan video Taare Zameen Paar adalah satu cara yang menarik untuk
mengetengahkan elemen keguruan di dalam bilik darjah.

138

Respons guru tentang sedutan cerita Taare Zameen Paar (Respons 1)

Respons guru tentang sedutan cerita Taare Zameen Paar (Respons 2)

PT1 menyatakan bahawa;

Cerita Taare Zameen Paar mengajar saya untuk berfikir secara jujur
tentang masalah yang berlaku di dalam kelas. Banyak masalah yang guru
sebenarnya tidak perasan ketika mereka mengajar. Mereka cuma hendak
menghabiskan sukatan pelajaran. Perasaan dan keinginan murid jarang
diambil pusing. Ini mungkin berpunca daripada sistem kita sendiri yang
lebih mementingkan akademik. Cerita ini adalah refleksi saya sendiri yang
terpaksa berhempas-pulas belajar dan mendapat gred yang baik. Sama
juga jalan cerita di dalam cerita ini. Guru harus mengutamakan apa yang
diinginkannya. Watak Kishant dan guru tersebut mengajar saya untuk
prihatin terhadap keperluan murid.
Respons PT2:
Kami tidak hanya menonton cerita sebaliknya kami diminta untuk
menyelesaikan masalah di dalam bilik darjah. Kami dikehendaki untuk
mengenalpasti masalah dan merangka strategi penyelesaian terhadap
permasalah tersebut. Setelah kami menonton video tersebut selama 3 jam,
139

ia tidak berakhir di situ sahaja. Kami diminta oleh pensyarah untuk

merangka strategi yang paling berkesan untuk mewujudkan pelan bilik
darjah yang berkesan. Kami menggunakan elemen daripada cerita Taare
Zameen Paar untuk mengambil kira pembentukan bilik darjah.

Persekitaran pembelajaran yang lebih bermakna

PST 1 dan PST 3 menyatakan bahawa video Taare Zameen Paar
merupakan sebuah kisah keguruan yang tragis sekiranya seorang guru
gagal untuk memahami anak muridnya. Daripada jalan cerita tersebut,
saya dapat memahami bahawa sekiranya seorang guru gagal untuk
mengenalpasti masalah yang dihadapi oleh muridnya, maka beliau
mungkin tidak dapat melakukan tindakan pembetulan. Itulah nasib yang
berlaku kepada Kishant setelah guru di dalam kelasnya tidak dapat
mengenal pasti masalah disleksia yang dialaminya. Mereka bertindak untuk
mengeluarkan Kishant daripada sekolah semata-mata kerana Kishant tidak
pandai menulis. Daripada cerita ini saya dapat faham bahawa guru tidak
semata-mata perlu menekankan tentang kandungan pelajaran tetapi perlu
juga tahu apa yang berlaku kepada anak muridnya.

Snapshot klip video 1: Peranan guru konvensional

Snapshot klip video 2: Tindakan guru konvensional

Snapshot klip video 3: Peranan guru flipped classroom

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KESIMPULAN
Penggunaan video di dalam Flipped Classroom bukan sahaja menjadi salah satu bahan
bantu yang menarik tetapi juga mewujudkan pembelajaran yang bermakna. Pandangan
Birkenkrahe (2015) bahawa video dapat menjadi sumber inspirasi pelajar berinteraksi di
dalam proses pembelajaran relevan di dalam konteks kajian ini. Lebih banyak kajian
berkaitan dengan penggunaan video untuk memupuk ciri keguruan perlu memandangkan
pelaksanaan kaedah flipped classroom memberi implikasi besar di dalam kurikulum
perguruan. Penggunaan teknologi lain di dalam flipped classroom juga selaras dengan
kehendak Kementerian Pendidikan Malaysia agar mengoptimumkan bidang teknologi
maklumat di dalam pengajaran dan pembelajaran. Guru perlu bersedia untuk melakukan
transformasi bagi memastikan pembelajaran abad ke-21 terlaksana.

RUJUKAN
Berrett D (2012). How flipping the classroom can improve the traditional lecture. The
Chronicle of Higher Education, Feb. 19, 2012.
Birkenkrahe, M. (2015). Improving Student Interaction and Engagement in the Flipped
Classroom, European Conference on e-Learning: 73-79. Kidmore End: Academic
Conferences International Limited.
Butt, A. (2014). Students Views On the Use Of a Flipped classroom Approach: Evidence
from Australia, 6 (1), 33-44
Crouch CH and Mazur E (2001). Peer instruction: Ten years of experience and results.
American Journal of Physics 69: 970-977.
Fitzpatrick M (2012). Classroom lectures go digital. The New York Times, June 24, 2012.
Pashler H, McDaniel M, Rohrer D, and Bjork R (2008). Learning styles: Concepts and
evidence. Psychological Science in the Public Interest 9: 103-119.
Stone, B. B. (2012). Flip Your Classroom to Increase Active Learning and Student
Engagement, 1-5
Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning and
assessment. San Francisco: Jossey-Bass.
Westermann, Edward B. (2014). A Half-Flipped Classroom or an Alternative Approach?:
Primary Sources and Blended Learning, Educational Research Quarterly 38.2, p
43-57.

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142

PERANAN GURU PEMBIMBING DAN PENTADBIR SEKOLAH TERHADAP

PELAKSANAAN RAKAMAN VIDEO PRAKTIKUM DALAM KALANGAN GURU
PELATIH: SATU TINJAUAN AWAL

Ramlan Mala dan Abdul Said Ambotang

Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
ramlanmala@yahoo.com
Abstrak
Praktikum adalah salah satu komponen utama dalam latihan perguruan di Malaysia.
Kebejatan ekonomi dunia mengheret Malaysia ke dalam kancah tersebut. Pencerobohan
pengganas, lokasi sekolah, bencana alam dan beban kerja pensyarah menyumbang
terhadap kesukaran tugas-tugas penilaian praktikum dijalankan semaksimum mungkin.
Rakaman Video Praktikum adalah kaedah alternatif bagi membantu pelajar dan pensyarah
untuk menjalankan penilaian secara berterusan. Institut Pendidikan Guru Zon Sabah
adalah merupakan pelopor kepada pelaksanaan ini. Pelajar Mod Kursus sepenuh masa
dan pelajar Mod Kursus Masa Cuti terlibat secara langsung. Peranan penyeliaan guru
pembimbing dan pemantauan pentadbir sekolah terhadap beban tugas pelajar semasa
menjalani praktikum menjadi sandaran utama dalam menjayakan pelaksanaan rakaman
video pengajaran pelajar praktikum. Peranan ini turut menyumbang terhadap
keberkesanan refleksi dan peningkatan pencapaian skor markah praktikum pelajar.
Metodologi Kajian yang dicadangkan merupakan pendekatan kuantitatif sepenuhnya
menggunakan kaedah kuasi eksperimental. Implikasi kajian ini diharapkan dapat
membantu penyelia
atau pensyarah yang berkenaan dalam membimbing pelajar
menjalani praktikum seterusnya memperoleh skor markah yang cemerlang.
Kata Kunci: Praktikum, rakaman video, guru pembimbing dan pentadbir sekolah
Abstract
Practicum is one of the main components in teacher training programs in Malaysia. The
global economic decline, threats of terrorism, school location, natural disasters and
lecturers' workload are some challenges that put the implementation of teaching
observation at risk. Video recording of teaching (VRT) is proposed as an alternative method
to help the lecturers and teacher trainees for the continuous guidance. In this study,
Teacher Education Institutes in Sabah are the pioneers for using VRT by involving trainee
teachers in both full-time and part-time mode. The implementation of VRT requires the
support from both school mentors and school administrators in order to ensure teacher
trainees receive beneficial feedback of their teaching. This can contribute to the
improvement in students' achievement in practicum (students' practicum score) and the
students' quality of reflections. This study will employ quantitative approach by adopting
quasi-experimental design. The implications of this study are aimed to help practicum
mentors/supervisors in mentoring their students to improve their achievement in practicum
Keywords: Practicum, video recording, teacher guidance and school admin.

PENGENALAN

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Pendidikan negara telah dirancang dengan begitu rapi bagi bersaing dalam pendidikan
bertaraf dunia pada tahun 2025. Pelbagai pelan pendidikan telah diperkenalkan bagi
meningkatkan sistem pendidikan di Malaysia, Penyata Razak pada 1956, Penyata Rahman
Talip 1960 dan tertubuhnya Akta Pendidikan 1961 yang menjadi tunjang perpaduan dan
sistem pendidikan kebangsaan. Satu jawatankuasa kabinet telah ditubuhkan pada tahun
1974 untuk mengkaji pelaksanaan Dasar Pelajaran Kebangsaan .Pelan terkini adalah Pelan
Pembangunan Pendidikan Nasional 2013 2025 di perkenalkan. Pendidikan adalah
penyumbang utama pembangunan modal sosial dan ekonomi negara. Pendidikan juga
merupakan pencetus kreativiti dan penjana inovasi yang melengkapkan generasi muda
dengan kemahiran yang diperlukan untuk bersaing dalam pasaran kerja, dan menjadi
pengupayaan perkembangan ekonomi keseluruhannya. Sehubungan dengan itu, Kerajaan
perlu memastikan sistem pendidikan negara berfungsi secara berkesan untuk menjayakan
Model Baru Ekonomi, Program Transformasi Ekonomi dan Program Transformasi Kerajaan
yang menjadi asas perkembangan ekonomi negara dalam persaingan ekonomi global (
Najib, PPPM, 2013 -2015).
Guru adalah orang yang memainkan peranan utama di dalam mentransformasikan
pelajar agar kemenjadian pelajar menjadi modal insan yang berguna dan dapat
menyumbang dalam pembangunan bangsa agama dan negara. Asas pada semua perkara
tersebut adalah hasil didikan guru yang mendapatkan latihan berkualiti dan terancang
dengan aktiviti teori dan amali terutamanya praktikum.
LATAR BELAKANG KAJIAN
Latihan Perguruan adalah satu elemen penting dalam penganugerahan Ijazah Sarjana
Muda Pengajaran, Diploma Perguruan Malaysia bagi membolehkan seseorang itu diiktiraf
untuk mengajar di institusi pendidikan atau sekolah. Sijil Ikhtisas yang diiktiraf oleh Agensi
Kelayakan Malaysia (MQA, 2011) adalah diperlukan bagi proses perlantikan ke
perkhidmatan Awam di Malaysia, khususnya di Kementerian Pendidikan Malaysia.
Praktikum atau Latihan Mengajar adalah salah satu komponen dalam latihan
perguruan. Pelajar akan dihantar ke sekolah untuk mengaplikasikan teori yang telah
dipelajari di institusi latihan. Proses penilain berlaku bagi mengesahkan bahawa pelajar
telah menguasai kemahiran dan pengetahuan yang tetapkan oleh proforma kursus atau
Ringkasan Maklumat Kursus (RMK).

MASALAH KAJIAN
Institusi-institusi latihan pendidikan guru merupakan tempat untuk membentuk insan guru
agar dapat berkhidmat di mana-mana tempat dan situasi. Bagi sesetengah masyarakat,
guru dilihat sebagai agen perubahan yang perlu mempunyai ilmu selari dengan perubahan
yang pantas dan bergolak.
Program Latihan Perguruan Sepenuh Masa merupakan satu pendekatan latihan
bagi mengatasi kekurangan guru yang serius di sekolah rendah dan perubahan nisbah guru
di sekolah-sekolah serta dalam masa yang sama bertujuan untuk mencapai sasaran dasar
pensiswazahan guru di sekolah rendah 50 peratus menjelang 2010. (BPG, KPM. 2003).
Pelajar mempunyai masa yang mencukupi dengan kuliah bersemuka dan tugasan yang
diberikan samada secara kumpulan atau individu sebelum menjalani praktikum. Kurikulum
dibentuk dengan teliti bagi memenuhi kehendak Kementerian Pelajaran Malaysia dan
masyarakat.
144

Penyeliaan pelajar semasa menjalani praktikum tidak sepenuhnya ke atas bahu guru
pembimbing semata-mata tetapi haruslah dibantu seluruhnya oleh warga sekolah yang
mana pelajar tersebut ditempatkan semasa menjalani praktikum (Ramlan, 2011). Pensyarah
pembimbing hendaklah memenuhi kekerapan lawatan dan penyeliaan hendaklah memenuhi
kehendak Garis panduan Amalan Profesional Program Ijazah Sarjana Muda Pengajaran
dengan Kepujian hendaklah di patuhi. Persoalan yang timbul adalah apabila pensyarah
penyelia tidak mampu menyelesaikan penyeliaan disebabkan beberapa faktor yang tidak
dapat dielakkan.

Praktikum
Praktikum 1
(12 minggu)
Praktikum 2
(12 minggu)

Jadual 1: Agihan Penyeliaan Pelajar Semasa Praktikum

Mata
*Pra
pelajar
Penyeli IPG
Sekolah
Bersama
an
aan
Major
1
3
4
1

Jumlah

Elektif 1
Major
Elektif 2

3
2

4
2

1
1

9
5

Berasaskan kepada masalah ini satu kajian perlu dilaksanakan tentang penggunaan
kaedah alternatif bagi menggantikan pensyarah di masa sebenar (real-time observation) di
sekolah untuk pensyarah melihat proses pengajaran dan pembelajaran berjalan. Dengan ini
pensyarah dapat menilai perkembangan perjalanan praktikum pelajar tanpa perlu berada di
tempat sebenar pada masa sebenar. Oleh itu tujuan kajian ini ialah mengkaji salah satu
alternatif bagi penyeliaan praktikum di samping penyeliaan masa sebenar dijalankan. Ini
dijangka dapat memudahkan pensyarah untuk pemantauan dan mengetahui perjalanan
praktikum pelajar dengan pemantau dari lokasi yang jauh dengan bantuan teknologi
komunikasi semasa.
Ops Daulat dilaksanakan akibat pencerobohan Pengganas Filipina di Kampong
Tanduo Lahad Datu pada 17 Februari 2013 dan serangan pada1 Mac 2013 (Reuters, 2013)
telah menjejaskan Praktikum Semester, 2013 (IPGKTawau,2013) pada masa itu yang
melibatkan Kursus Diploma Perguruan Lepas Ijazah(GSTT) Ambilan Disember 2011 dan
Diploma Perguruan Lepas Ijazah (jQAF) Ambilan Januari 2012. Krisis Ekonomi pada 2009
menyarankan Jabatan Kerajaan mengamalkan Perbelanjaan Berhemat. Institut Pendidikan
Guru Malaysia (IPGM) tidak terkecuali.KP(BPG)9561 Jld.76 (76) bertarikh 21 Disember
2009. Bajet 2016 telah dilakukan pengubahsuaian.
Lokasi pelajar yang menjalani praktikum berada dalam lingkungan Zon Perintah
Berkurung (ESSCOM, 2015).Fasa Pertama perintah berkurung di Sandakan, Kinabatangan,
Lahad Datu, Kunak, Semporna, dan Tawau dikuatkuasakan 19 Julai 2014 lalu berikutan
beberapa insiden penculikan melibatkan rakyat tempatan dan asing di beberapa daerah di
timur Sabah.
Bebanan kerja kerja pensyarah penyelia MQA.100-17/2 (9) bertarikh 1 Oktober 2014
selaras dengan bidang dan skop tugas.
Gempa bumi berkekuatan 6.0 pada skala Richter berpusat di 6.1 utara, 116.6 timur,
kira-kira 16 kilometer di barat daya Ranau berlaku jam 7.15 pagi (Berita Harian, 25 Jun
2015) dikesan di kedalaman 54 kilometer di bawah tanah itu dirasai di sekitar Ranau,
Tambunan, kawasan pedalaman dan pantai barat termasuk Tuaran, Kota Kinabalu, Beaufort
dan Kota Belud. yang menyebabkan banjir lumpur di kawasan kaki gunung Kinabalu.
Fenomena alam yang berlaku di luar kawalan seperti banjir, tanah runtuh, ribut dan wabak

145

penyakit (SARS, H1N1 H5N1) juga mengganggu proses penyeliaan pelajar semasa
menjalani praktikum.
Kegawatan Ekonomi Global telah mengheret Malaysia. Pengubahsuaian Bajet 2016
yang diadakan pada 28 Januari 2016 telah menyentuh bahawa kerajaan akan lebih
berhemat dalam perbelanjaan terutamanya bekalan dan perkhidmatan, meneruskan usaha
merasionalisasi pemberian geran kepada Tabung Amanah Kerajaan, Badan Berkanun
Persekutuan dan GLC, serta merasionalisasi dan menyusun semula entiti merangkumi
Company Limited By Guarantee dan badan berkanun. (Kementerian Kewangan 2016)
OBJEKTIF KAJIAN
Kajian ini menetapkan objektif yang perlu dicapai:
i.

Perbezaan penyeliaan mengikut demografi sekolah dan pentadbir Institut Pendidikan

Guru Kampus(IPGK);

ii.

Hubungan amalan refleksi di antara penyeliaan bersemuka/face to face dan rakaman

video

iii.

Kesan Beban tugas rasmi dengan beban sebenar semasa menjalani praktikum dan

iv.

Sumbangan rakaman video dengan pencapaian markah semasa praktikum

TINJAUAN LITERATUR
Profesion perguruan telah diakui sebagai profesion yang memberi tekanan yang tinggi
(Borg, Riding & Falzon, 1991; Beer & Beer, 1992). Ini memandangkan pada masa kini,
peranan dan tanggungjawab guru sangat kompleks dan mencabar, oleh itu, bakal guru perlu
menjalani latihan yang komprehensif dan mencukupi. Di kebanyakan negara, latihan
perguruan terdiri daripada kuliah di kampus dan juga latihan mengajar di sekolah atau
disebut sebagai praktikum. Ini merupakan komponen paling penting dalam latihan
perguruan (Funk & Hoffman,1982; Glickman & Bey, 1990; Haigh & Tuck, 2000; Hill & Brodin,
2004). Semasa menjalani praktikum, bakal guru akan dilatih dan perlu melalui sosialisasi
dalam semua aspek yang berkaitan dengan profesion perguruan sama ada di dalam
mahupun luar bilik darjah sebelum mereka menjadi guru sebenar. Mereka akan melalui
pengalaman praktikal dan sistematik yang berasaskan sekolah. Dalam proses ini, guru
pelatih dapat mempertingkatkan ilmu pengetahuan, kemahiran profesional, kemahiran
generik serta membentuk sikap dan ciri-ciri sahsiah sesuai dengan profesion guru.(Heppner,
1994; Cameron, Lovett & Berger, 2007).
Kaedah E- supervision atau penyeliaan latihan praktik secara elektronik merupakan
suatu idea yang baik dan dapat meningkatkan pengurusan latihan mengajar. Ianya juga
dapat memberikan bimbingan pra dan pos pengajaran kepada pelatih. E-supervision juga
didapati dapat meningkatkan kesediaan guru pelatih dalam menghadapi pengajaran serta
meningkatkan komunikasi antara mereka dengan penyelia.(Esah et.. all (2003).
Perbandingan pengajaran bersemuka dengan penggunaan rakaman video
menunjukkan peningkatan yang baik bagi kaedah penggunaan video. Tracie. et. all (2009),
Samrajya Lakshmi (2012), Rachel et. all (2008). Siti Hajar Halili, Shukri Sulaiman & Mohd
Razha Abd. Rashid (2011) Kaedah rakaman video juga digunakan oleh PJJ.USM bagi
pelajar yang tiada capaian rangkaian dan Proses pembelajaran sememangnya berlaku
146

dengan penggunaan teknologi ini berdasarkan pendekatan fasa proses pembelajaran

Gagne (1985).
KERANGKA KONSEP KAJIAN
Pengajaran semasa praktikum mempunyai impak yang positif kepada kedua-dua pihak
sama ada guru atau pelajar. Pelajar-pelajar yang terlibat dalam persekitaran pembelajaran
berasaskan media dan persekitaran pelajar menunjukan peningkatan prestasi yang
menggalakkan dalam keputusan peperiksaan mereka. Kehadiran pensyarah penyelia
menjadikan pelajar menjadi serba salah dan tidak yakin.

Pentadbiran
Sekolah

Rakaman Video

Pensyarah
Pembimbing

Pelaksanaan
Penyeliaan Praktikum
di Sekolah

Pentadbiran IPG
Kampus

Rajah 1: Rangka konsep penyeliaan alternatif praktikum

Bagi mengurangkan stress pelajar dengan kehadiran pensyarah dapat diatasi
dengan merakamkan aktiviti pengajaran di dalam kelas. Penggunaan media yang
dirancang secara sistematik supaya dapat menghasilkan pembelajaran yang berkesan
(Yusup, 2006). Model Latihan mengajar dijadikan panduan dalam menjalani praktikum.
Garis Panduan Amalan Profesonal menjadi teras pelaksanaan Amalan Profesional di
IPGM.(KPM 2009)

147

Pengetahuan
Teori
dan Amali
di Bilik Kuliah /
Bilik Pengajaran
Mikro

Pindah
pengalaman

Pelaksanaan
Teori dan
Amalan di
Bilik darjah oleh
Guru Pelatih

Matlamat
Program Latihan
Mengajar

Rujukan

Rajah 2: Model Latihan Mengajar

Sumber: Abdul Latif (2010)
Matlamat program latihan mengajar mementingkan proses perpindahan
pengetahuan teori dan pengalaman yang diperolehi sepanjang pengajian di IPGM atau
universiti ke tahap perlaksanaan pengetahuan teori dan amalan oleh guru pelatih di situasi
sebenar bilik darjah.

Fasa Konferensi

Fasa Perbincangan

Fasa Pencerapan

Rajah 3: Model Penyeliaan Tiga Peringkat

Sumber: Acheson & Gall (2003)
Tahap Pertama ialah Fasa Konferensi. Pelajar merancang pengajaran yang akan
dijalankan. Pada fasa ini Rancangan Pengajaran Harian (RPH) akan dirancang dari semua
aspek termasuk penyeliaan bahan bantu mengajar dan juga lembaran kerja dan latihan
yang akan berikan. Pada fasa ini lakonan prapengajaran boleh dirancang dan direkodkan
dalam RPH.
Tahap kedua iaitu Fasa Pencerapan. Pada masa ini pelajar akan menjalankan aktiviti
pengajaran dan pembelajaran dilaksanakan seperti yang dirancangkan. Pada fasa ini
pelajar hendaklahlah merakam menggunakan alat rakaman video segala aktiviti di dalam
bilik darjah. Ini adalah untuk menilai proses pengajaran yang dijalankan tanpa kehadiran
pensyarah penyelia atau guru pembimbing.
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Tahap ke tiga iaitu Fasa Perbincangan. Pada fasa ini pelajar akan saling berhubung
dengan penyelia atau guru pembimbing tentang kualiti pengajaran dan pembelajaran yang
telah dijalankan berdasarkan rakaman video. Teguran dan penambahbaikan akan diambil
oleh pelajar. Semua perbincangan ini boleh dijalankan dalam alam maya melalui ICT dan
media sosial. Kelemahan yang dikesan akan diperbaiki agar ianya tidak berulang pada sesi
pengajaran dan pembelajaran masa akan datang.
METODOLOGI
Kajian ini berbentuk kuantitatif yang menggunakan teknik soal selidik sebagai alat
pengumpulan data. Kaedah persampelan bertujuan (porpousive sampling) digunakan.
Responden yang terlibat ialah kesemua pelajar Program Ijazah Sarjana Muda Pengajaran
yang menuntut merangkumi di 4 buah Institut Pendidikan Guru Kampus Zon Sabah
Ambilan Jun 2014 dan Ambilan Jun 2015 (N=340) akan menjalani Praktikum 1 dan
Praktikum 2 selama 12 minggu pada setiap fasa praktikum. Soal selidik dibahagikan
kepada 6 bahagian iaitu Bahagian A: demografi responden yang mengandungi 11 item,
Bahagian B: Perancangan dan pelaksanaan pengajaran dan pembelajaran mengandungi
15 item, Bahagian C: Amalan refleksi berdasarkan penyeliaan bersemuka dan rakaman
video mengandungi 15 item, Bahagian D: Meneroka sumbangan rakaman video dengan
pencapaian semasa menjalani praktikum mengandungi 15 item, Bahagian E Mengenalpasi
kesan beban tugas rasmi dan beban tugas semasa praktikum mengandungi 15 item dan
Bahagian F Pencapaian selepas pencerapan oleh pensyarah pembimbing dan guru
pembimbing mengandungi 5 item. Ujian Realibility Analysis-Scale Alpha telah dijalankan
dan hasilnya didapati kebolehpercayaan semua item dalam soal selidik tersebut ialah 0.75.
Menurut Mohd. Najib (1999), soal selidik mempunyai indeks kebolehpercayaan dan
keesahan melebihi 0.7 adalah boleh digunakan sebagai alat ukur sesuatu kajian. Oleh itu
adalah diyakini bahawa semua item dalam soal selidik tersebut mempunyai
kebolehpercayaan yang tinggi.
Kaedah Quasi Experiment akan digunakan. Pelajar akan membuat rakaman di
dalam kelas menggunakan kamera video atau telefon pintar dengan meletakkan kamera di
sudut yang sesuai dan merakan aktiviti pengajaran dan pembelajaran (PdP) berdasarkan
Rancangan Pengajaran Harian (RPH) yang dirancang. Pelajar akan memain semula
rakaman (playback) untuk tujuan refleksi iaitu melihat kelemahan yang perlu perbaiki atau
perkara yang positif untuk dikekalkan dalam PdP akan datang. Jika pelajar berpuas hati
dengan hasil rakaman dan boleh memuat naik (upload) ke laman sosial untuk dinilai oleh
guru dan memberi bimbingan melalui media sosial atau aplikasi perhubungan yang lain.
Pelajar boleh menghantar rakaman video yang lain mengikut kemampuan pelajar. Oleh
demikian pensyarah mempunyai tugas yang berat untuk memberi maklumbalas kepada
pelajar agar pelajar dapat memperbaiki kelemahan berdasarkan penilaian pensyarah
berkenaan.

149

RUMUSAN
Semoga kaedah bimbingan berdasarkan Rakaman PdP dapat menjadi satu alternatif bagi
pensyarah pembimbing dalam membimbing pelajar untuk mencapai hasil kualiti praktikum
yang berkualiti. Pelajar dapat menjadikan praktikum suatu program yang menyeronokkan
dan membina. Halangan yang selama ini menjadi faktor negatif dapat dijadikan faktor
pendorong untuk kemajuan pelajar dan institusi pendidikan di negara kita.
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EXPLORING PARENTS AND CHILDRENS ATTITUDE TOWARDS A MOBILE

APPLICATION FOR SPEECH DELAY CHILDREN: THE CASE OF MASSDEC
Mariam Mohamad
Center for Instructional Technology and Multimedia
University Sains Malaysia
Penang, Malaysia
mmohamad@usm.my
Reeta Kannusamy
School of Educational Studies
University Sains Malaysia
Penang, Malaysia
reeta2311@gmail.com
Balakrishnan Muniandy
Center for Instructional Technology and Multimedia
University Sains Malaysia
Penang, Malaysia
mbala@usm.my
Aznan Che Ahmad
School of Educational Studies
University Sains Malaysia
Penang, Malaysia
aznan@usm.my
Abstract
Parallel to the effort by the Ministry of Education Malaysia in providing support for Special
Education Program in Malaysian Schools and promoting ICT skills among Special
Educational Need (SEN) learners in Malaysia (MDEC, 2009), this study explored the
parents and childrens attitude towards a mobile application for speech delay children which
is known as MASSDEC. The mobile application was developed based on ADDIE model and
topics covered in the application are tailored for early years education. Learning through
play was applied in the application to support the children learning basic knowledge about
numbers, fruits, colors, transport and animals. In addition, elements of entertainment are
also included in the application to increase the children's engagement. The research design
of this study is qualitative and based on case study methodology. The findings showed that
the respondents are positive towards this application. As there is a gap in the development
of mobile application for speech delay children in Malaysia, therefore, it is envisaged that
this study will be regarded as a groundbreaking effort in the development of learning tool
tailored for speech delay children in Malaysian context.
Keywords: Mobile application, speech delay, attitude, assistive technology, Malaysia

INTRODUCTION
Information technology has long been assisting teachers and students to improve the
quality and level of teaching and learning. The latest evolution of information technology
which is mobile technologies are beginning to bring positive impact on the education area.
Starting with its influence on the world of communication with various mobile devices such
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as smartphones, netbook, notebook, tablet and PDA (Personal Digital Assistance), the
education area began to make the most of the power of mobile technology.
Mobile learning is one of the latest trends in the world of education. The use of
technology and mobile applications have the possibility to contribute and influence the
learning of children with disabilities including children with Down syndrome, autistic,
dyslexia, ADHD and cerebral Palsy (Fager, Bardach, Russell, & Higginbotham, 2012).
Numerous studies have been carried out to demonstrate the impact of the use of
technology as well as mobile applications for learning and mastering knowledge among
children with disabilities known as mobile assistive technology. Mobile assistive technology
is defined as technology that is portable in nature which is used to enhance the capabilities
of persons with disabilities (Mohamad & Phung, 2015). However, less attention is given to
the issues regarding the speech delay among children, especially in Malaysia. In general, a
child is considered to have a speech delay if the childs speech development is significantly
below the norm for children of the same age (Leung & Kao, 1999)In the market, there are a
variety of mobile applications in multiple languages, especially in English language include
Hamaguchi Apps (Hamaguchi Apps Official Website) and Speech with Milo (Speech with
Milo Official Website) but there is a gap catered for Malay language.
There are various studies that have been conducted involving children with
disabilities. According to Mohamad & Phung (2015), there are studies related to mobile
applications for autistic and dyslexic children. However, there is lack of studies dedicated to
children with speech delay. This fact was also recognized by a speech therapist from
Penang General Hospital (Mohamad, 2016). In fact, in the field of special education,
research are heavily focused on the problems faced by children with autism, dyslexia, Down
syndrome, ADHD and so on and less focus on the issue of speech delay faced by children.
Therefore, this study aimed to investigate the use of mobile applications named as Mobile
Application to Support Speech Delay Children or also known as MASSDEC' that was
designed in Malay language for speech delay children. This application is dedicated to the
mastery of Malay vocabulary through the use of the iPad as a mobile device which will
support the learning process.
METHODOLOGY
Given the purpose of the study is to explore and understand the attitudes of parents and
children toward the use of mobile applications, qualitative approach through case study is
the most appropriate methodology. This is because qualitative assessment emphasizes
process and assist in the understanding of a phenomenon in the natural environment
(Bogden & Biklen, 2007; Maxwell, 2005; Merriam, 2001. In addition, this study also explores
the challenges posed by the use of mobile applications in supporting speech delay children.
A qualitative approach was adopted to obtain the necessary data through interviews and
observations.
In this study, several questions were stated to achieve the objectives that coincide
with the title of this study. Several questions were identified, namely: (i) What are the
advantages of using MASSDEC to help children with speech delay?,
(ii) What is the attitude of speech delay children toward the use of MASSDEC?,
(iii) What is the attitude of parents toward the use of MASSDEC?,
(iv) What are the challenges of using MASSDEC in order to support speech delay children?
The selection of respondents is based on the aspects which include the need to fulfill
the research question, the ability to cooperate and the ability to communicate the necessary
information (Mason, 2002). Based on the criteria that have been raised, respondents
selected 10 children with speech delay problems. A total of 7 out of 10 respondents
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consisted of children who suffer from dyslexia and autism, while the rest are children with
speech delay problem only. Detailed information of each respondent is shown in the Table
1.
Table 1: Details of Participants and Respondents
Age
Race
Problem
Location

Participant
(P)
P1

Sex
Male

Malay

P2

Female

Indian

P3

Male

Indian

P4

Female

Malay

P5

Male

Indian

P6

Female

Chinese

P7

Male

Malay

P8

Female

Chinese

P9

Male

Malay

P10

Female

Chinese

Dyslexia with
speech delay
Dyslexia with
speech delay
Dyslexia with
speech delay
Autism with
speech delay
Autism with
speech delay
Autism with
speech delay
Speech delay
only
Dyslexia with
speech delay
Speech delay
only
Speech delay
only

Respondent

Gurun

Mother

Sungai
Petani
Kulim

Mother

Sik

Mother

Sik

Mother

Sik

Mother

Gelugor

Mother

Alor Setar

Mother

Parit Buntar

Mother

Bukit
Mertajam

Mother

Mother

Sampling technique which was applied in this study is purposive sampling which
involves selecting respondents according to the knowledge of the respondents and specific
objectives of the assessment. Selection is based on the considerations that respondents
can meet the objectives and requirements of this study. Selected respondents (parents) and
the participants (children) are according to the criteria to optimize the involvement to meet
the requirements of the study. With regard to the participants (children), the criteria includes
; (i) have had speech delay, (ii) have a basic knowledge in handling mobile equipment, (iii)
be able to communicate with researchers, (iv) had or are undergoing speech therapy.
MASSDEC application which is shown in Table 2 is designed based on the ADDIE
model, which combines aspects of audio and visual to attract the attention of children in
addition to improving the quality of pronunciation of the word and mastery of vocabulary.
The content of this application includes learning vocabulary through 5 series module of
instruction covering topics such as number, fruits, colors, vehicles and animals and followed
by the assessment in the form of quizzes with the goal of improving the childrens
understanding. Participants have full control over the use of the application as there is no
time limit for completing a module.
Table 2: Main Interface in MASSDEC Application

155

This is the main interface in MASSDEC application.

The screen displayed beautiful scenery and attractive
pictures to grab childrens attention.

This is the second interface in MASSDEC

application. The interface has menu to enable the
users to select modules that they want to explore.

This is one of the interface for module 1: Number.

User can explore how to pronounce vocabularies
related to numbers in Malay. Audio sound to support
explanation was also provided.

This is one of the interface for module 2: Fruits. User

can explore how to pronounce vocabularies related
to fruits in Malay. Audio sound to support explanation
was also provided.

This is a form of interface for activities related to quiz

under module 3: Colour. User has a selection of
answer to choose. Audio sound to support
explanation was also provided.

This is a form of interface for activities related to quiz

under module 5: Animal. User has a selection of
answer to choose. Audio sound to support
explanation was also provided.

This is a form of interface for feedback provided to

the user after successfully completed a question in
the quiz section.

RESULTS
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Research Question 1: What Are The Advantages Of Using MASSDEC To Help

Children With Speech Delay?
One of the advantages of the use of mobile applications is its usability aspect (A). There are
a number of usability features such as effectiveness (A1) in terms of the child's ability to
complete the module. In addition, children also show high level of competence (A2) when
they can solve learning modules and quizzes quickly. This study found that the level of
satisfaction (A3) while using mobile apps is particularly high among some children. In
addition, the learnability (A4) through this application is very promising. Most students
understand the requirements of the application and can operate the devices and
applications with minimal help. Memorability (A5) is an important criteria for the continuity in
children's learning. Simple display which is appropriate to the childrens age can help
children continue to use the application. Another factor that contributed to the use of mobile
application is the ability of students to undertake personalized learning (B). The use of
mobile apps geared toward student-centered learning (B1). Children also feel responsible
(B2) when their mobile device is intended for personal use and learning without having to
share. These children can control their own learning (B3) with their own set of instructional
time and topics studied at a time. From this study, it is found that aspects of multimedia
elements (C) in the application can support the learning process. Children have shown their
motivation (C1) as well as great involvement. This in turn leads to improved performance
(C2). The incorporation of multimedia elements can motivate children to maintain attention
(C3) towards learning. This study found that mobile factors (portability) (D) and mobility is
one of the aspects that led to the use of mobile applications. Both aspects have been
providing facilities to these children to handle IPad which is small in size (D1) without
limiting their movements. In addition, mobile devices can be used everywhere (D2) without
issues. Furthermore, the mobile device does not require additional hardware (D3) such as a
keyboard and mouse, this allows the use of this application anywhere.
Research Question 2: What Is The Attitude Of Speech Delay Children Toward The
Use Of MASSDEC?
According to respondents, high engagement (E) are shown by their childrens reactions.
They were happy (E1), interested (E2), enthusiastic (E3), and excited (E4). The
respondents stated that their children show high level of confidence (F) in the use of
technology and mobile applications without assistance or with minimal guidance. Children
that are compatible with the use of tablets and smartphones successfully use the
application without help (F1) of the parents even though the features of the operation of the
IPad is somewhat different from other mobile devices. While there are a number of
participants who experienced difficulty to operate IPad and also this application, but after
being given the exposure they could eventually use it (F2). Childrens confidence level
increased when they are able to pronounce (F3) almost all of the words in the application
after several attempts. The children tried to pronounce repeatedly and answer the quizzess
without the help of parents and without reference to the learning modules. In addition,
parents reported high level of satisfaction (G) on their children after or during the use of this
mobile application as compared with the traditional way of learning. The children proudly
(G1) match audio pronunciation and vigorously (G2) learn other references. In addition, the
children feel proud and successful (G3) when they can answer the quizzes without the help
of parents and even more when they get words of praise and encouragement every time the
quizzes are answered correctly. Motivation (H) is shown by most of the study participants.
There are children who are quite struggling in the beginning because they use incompatible
with Malay language but with encouragement from their parents, they managed to master
the vocabulary in the next series of learning modules and answer the quizzes. There are
children who need more time while there are children who quickly learn the contents in
MASSDEC, but this is not an issue since it was found that these children successfully keep
157

on trying (H1). While most respondents find this mobile application has a positive impact on
the attitudes of the children, but there are some minor cases of negative attitudes shown by
the children during the use of this application. When a child showed negative attitudes (I),
parents played their role to determine the cause and take appropriate action to ensure the
effectiveness of learning and eventually the application can be enjoyed by the children.
Among the negative attitudes shown are lack of mood (I1) and a passion for learning, low
level of concentration(I2) and there are children who give up (I3) and confused(I4) with the
navigation and display of the application.
Research Question 3: What Is The Attitude Of Parents Toward The Use Of
MASSDEC?
Participation (J) from parents are important in children's learning through speaking. Without
the support, help and encouragement from parents, children may not improve the ability and
quality of speech. Most parents always accompany (J1) their children and provide
assistance and guidance (J2) and motivate (J3) their children to use this application.
Parents are always alert to changes (J4), attitudes and reactions. The parents involvement
motivated the child to continue to use this application and get the maximum benefit.
However, there is no doubt that the parents are sometimes unable to provide a full
commitment on factors such as work and time constraints. In addition, parents showed high
level of confidence (K) when utilizing IPad and this mobile application. High confidence is
due to the ability and expertise (K1) of the parent to utilize mobile technologies such as
mobile phones and tablets. Working parents (K2) are more confident in the use and
handling of IPad compared to parents who do not work because of frequent exposure to
computer technology. However, non-working parents (K3) still able to use the devices and
applications because they have the knowledge to use mobile phones that have similar
features. Parents in this study indicate the level of satisfaction (L) is high when the objective
can be achieved (L1) by the children. Since there is no mobile application for speech delay
in Malay language, this application has been successfully initiate satisfaction among
parents of children with speech delay. In addition, parents put trust (M) and high
expectations of this application. Parents believe that 'MASSDEC' can have a positive impact
(M1) on the development of Malay vocabulary. The positive findings of previous studies on
the effectiveness of the use of mobile technologies and applications in the field of education
form the basis of trust and high expectations of parents.
Research Question 4: What Are The Challenges Of Using MASSDEC In Order To
Support Speech Delay Children?
Parents recognize the effectiveness of the application depends on the approach taken
during the use of this application. There are some parents who stated that they find it
difficult to change and adapt to the change of approach (N) in line with the requirements of
this application. The changes of approach take time and require consistent drive. Among
the changes of approach that are difficult in the short term is change of habits in the
conversation (N1) as parents sometimes are unable to wait until the child complete the
module. Parents tend to raise their voices when their children do not manage to perform.
Without conscious, some parents said they unintentionally do not encourage their children
to keep trying, but quickly fixed their childrens mistakes without giving children the chance.
In addition, parents said they were less sensitive to the child's reaction (N2). There are
respondents who stated that they sometimes do not pay attention to the reaction shown by
children when using the application with the assumption that their children will be happy to
use mobile devices as children are fond of using the device. Respondents also expressed
their difficulties to provide support (N3) during the use of mobile applications. Words of
encouragement and motivation is often ignored. Respondents also found it was difficult to
balance the influence of mobile technology with mobile applications (O). There are some
158

parents who worry about the use of mobile applications simply because the desire (O1) of
their child to always use the mobile technology (IPad), not intended to increase knowledge
through learning with mobile applications. Parents recognize and worry when their children
become more familiar (O2) with mobile technology and diverted against the aim of
application used. In addition, the parents said they had a problem to diversify
communication function. In view of the parent, this application does not incorporate (P) and
does not take into account the various communication functions that can be applied.
Parents of children aged 7 and 8 years old son said they require a level of mastery of
vocabulary that is more than labelling (P1) image.
DISCUSSION
The overall findings indicate positive feedback from children and parents. The use of
MASSDEC has managed to create an atmosphere of learning to be interesting and
engaging. This application has supported the children to improve the level of effectiveness,
efficiency, satisfaction, learnability and memorability. The findings regarding the usability of
mobile applications was advocated by Nielsen (2012) which stated that the user performed
better with the use of mobile applications. In addition, the use of this application has
encouraged personalized learning. Speech delay children will have a sense of responsibility
of taking care of the mobile devices given and be able to control the learning process
according to the timeline and the topic suitable to them. Children also focused on learning
with minimal help from parents. The incorporation of multimedia elements such as voice
recording, interesting and relevant audio as well as graphics, clear font and simple with
attractive color combination to keep the attention of children towards learning. This finding is
supported by the opinion of Aloraini (2005), that multimedia can activate several senses
such as the sense of sight and hearing at the same time. Multimedia-oriented applications
stimulate various senses through the presentation of information. In addition, the mobility
and portability aspects have made it easier for the children to handle small size mobile
devices such as IPad without limiting their movements. Furthermore, the mobile device
does not require additional hardware such as a keyboard and mouse, this allows the use of
these applications comfortably, anytime and anywhere.
The findings regarding the attitude of speech delayed children to the mobile
application also received positive feedback. Undoubtedly, there are children who behave
negatively; lack of feelings and mood to continue learning and low level of concentration
towards the use of these applications, but parents are not able to explain these clearly.
However, it can be stated that overall, speech delayed children has shown a high level of
engagement at all times. They are always happy, enjoy and enthusiastic. In addition, they
also show a high level of confidence in handling the devices without help although there are
some parents who need help in the beginning. The findings also revealed that the speech
delay children successfully answered the quizzes. These children also showed a high level
of motivation and successfully completed the modules. Moreover, the findings also showed
that the parents provided support with greater involvement. The active involvement of
parents has increased the involvement of children. In addition, parents demonstrate great
confidence in the use of mobile applications. The parents, especially those who are
professional workers demonstrate a high level of confidence in operating the mobile
application. In addition, the parents responded that they were very happy when their
children achieve the objectives and expectations set by them. The parents also showed
confidence in the capabilities of mobile technology in bringing positive impact in their
children learning.
Finally, this study also examines the challenges and issues faced by children and
parents through the use of MASSDEC. Among the major challenges faced is to determine
159

the approach which should be taken by the parents. The use of the application requires a
change in the pattern of communication between parents and children, especially in regard
to the attention towards the reaction of the children. Attention, support and special attention
during use of the application by the parents has the potential motivate the children. There is
a concern from the parents in balancing the influence of technology through the
applications. There are parents who stated that their children use application 'MASSDEC'
because they are very excited to use the IPad instead of the intention to study the content
of the application. Furthermore, there are parents who suggested that it would be much
better if the mobile applications can be improved to cater communication skills rather than
simply labelling and identifying pictures. Parents of children aged 7 to 8 years stated that
the mobile applications are confined to certain communication function only while the
parents of children with speech delayed ages 4 to 6 years believed that the mobile
applications has helped their children mastering the vocabulary. The overall findings of the
study are shown in Figure 1 below.

160

Figure 1: Findings Of the Study On The Use Of MASSDEC

MASSDEC
Mobile Application to
Support Speech Delay
Children

ADVANTAGES
Usability
Personalised learning
Multimedia element
Portability and mobility

CHILDRENS ATTITUDE
Continuous involvement
Confidence
Satisfaction

PARENTS ATTITUDE
Continous involvement
Confidence
Satisfaction
Trust

CHALLENGES
Diversifying parents approach
Balancing the impact of technology
Diversifying communication function

CONCLUSION
In general, the results showed that the use of MASSDEC have a positive impact on speech
delayed children and their parents. Although the application managed to bring positive
impact, there are certain aspects that can be improved to enhance the quality of research.
Among the aspects that can be improved is to extend the use of the application through
android operating system since not all respondents had an operating device with IOS
systems such as the IPad. In addition, MASSDEC can be improved by combining the
delivery of multimedia elements such as the incorporation of animated graphics and
gamification. This application can be improved by increasing the level of difficulty of words
from one word to two or three words, and combined with short sentences. With this, level of
mastery of Malay language will be more comprehensive. It is also valuable to expand the
study area and participation to all states in Malaysia to improve the validity of data and
generalize the findings. In addition, this study design which is based on case study can be
extended to a longitudinal study in which participants are observed and studied for longer
periods of time. This can provide more in-depth feedback and accurate information on the
aspects studied. This study contribute to knowledge in education based on mobile
technology, especially the special education area in Malaysia. This provides a clearer
picture to understand the use of mobile technology in helping children with disabilities,
especially speech delay children, through oral understanding and mastering the basics of
Malay language. In addition, this study provide an alternative to special education are to
adapt the use of mobile technologies as one of the teaching methods that can support
teachers as well as to improve the knowledge and ability of children with special needs.
Furthermore, this study explores the attitudes of children and parents in adapting mobile
technology as an alternative learning method that can be practiced. In addition, this study
also explores the challenges and issues of the use of mobile applications. In conclusion,
this study successfully explores and provides the overview and explain issues related to the
use of technology and mobile applications of speech delay children.
161

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Website, http://www.speechwithmilo.com/

162

SEEING THE UNSEEN IN WORDS AND SYMBOLS:

THE ROLE OF VISUALIZATION IN WRITING GEOMETRY PROOS
Al Jupria, b
a
Departemen Pendidikan Matematika, FPMIPA, Universitas Pendidikan Indonesia
b
Program Studi Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia
Bandung, Indonesia
aljupri@upi.edu
Abstract
In Indonesia, students of prospective mathematics teacher often encounter difficulties in
writing proofs for word geometry problems. To investigate this, we conducted three phases of
a small-scale qualitative study on the role of visualization in writing geometry proofs. First, we
analyzed six geometry problems requiring visualization in writing proofs in the light of Van
Hiele theory. Next, we tested the problems to 31 undergraduate students of mathematics
education program and to 16 master students of primary mathematics education program.
Finally, we analyzed student written work and compared these empirical to theoretical
results. We found that even if about 85% of the participated students, in either two programs,
are able to create proper visualization, they do not necessarily succeed in writing geometry
proofs. We conclude that the ability to produce proper visualization, in appropriate geometry
tasks requiring this skill, is necessary for initial steps in writing geometry proofs, but is not
enough for the success of proving. For future research, we consider to investigate possible
ways to reduce student difficulties in doing geometry proofs.
Keywords: Geometry, geometry proofs, visualization in geometry, Van Hiele theory

INTRODUCTION
Geometry, as a branch of mathematics, is considered to be a rich area to foster student
deductive reasoning (Herskowitz, 1998; Howse & Howse, 2015). No wonder, geometry is
included as an essential topic in school mathematics curriculum over the world (e.g.,
Mammana & Villani, 1998), and in Indonesia in particular (Depdiknas, 2006). However,
promoting student deductive thinking in geometry learning, such as through proving
activities, is a difficult task for most of mathematics teachers in Indonesia (e.g., Hendayana,
Suryadi, Karim, Sukirman, Ariswan, Sutopo, Supriatna, Sutiman, Santosa, Imansyah, Paidi,
Ibrohim, Sriyati, Permanasari, Hikmat, Nurjanah, & Joharwaman, 2006). One factor, which
has caused this fact, includes a lack of teacher mastery in geometry concepts and in doing
geometry proofs.
Based on our experiences and on initial observation in geometry course, the
difficulties in doing geometry proofs, particularly for word geometry problems, also are
encountered by undergraduate students of a mathematics education program and master
students of a primary mathematics education program. To scrutinize this phenomenon
further, we have carried out an explorative study to investigate student abilities in doing
geometry proofs for the case of word problems in geometry, i.e., problems requiring proper
visualization for the purpose of understanding and of preparing the process of proving.

163

The theory of Van Hiele on the development of geometric thought is used as a main
theoretical framework for the purpose of the study. This theory classifies student geometric
thought into five levels: visualization, analysis, abstraction, deduction, and rigor (Breyfogle &
Lynch, 2010; Burger & Shaughnessy, 1986; Crowley, 1987; Howse & Howse, 2015; Teppo,
1991; Van Hiele, 1999; Van Hiele, 1986). In the visualization level, a student can identify
geometric shapes according to general appearance without attention to properties of the
shapes. For example, the student recognizes the form of a rectangle and considers it as a
different shape from a parallelogram. In the analysis level, the student recognizes properties
of geometric shapes as discrete entities. For example, the student recognizes that a
parallelogram has four sides, in which two pairs of its sides have the same length, and the
opposite angles have the same sizes. In the abstraction level, the student establishes
relationships between properties of geometric figures and can understand single steps of
deductions. For example, a rectangle is recognized as being a parallelogram because the
rectangle has all properties of the parallelogram. In the deduction level, the student is able to
reason deductively within the context of mathematics, i.e., s/he is able to read, to understand
and to do geometry proofs. For example, the student is able to prove that the opposite
angles of a parallelogram have the same sizes. Finally, in the rigor level, the student
understands axiomatic systems in geometry. For example, the student is able to compare
between Euclidean and non-Euclidean geometry without using concrete models. Concerning
these levels, important to note is that the levels show a progression of student geometric
thinking (Burger & Shaughnessy, 1986; Van Hiele, 1999, 1986); the levels are sequential,
invariant, hierarchical, and the progress is dependent on the instruction, not age (Clements,
1985; Van Hiele, 1999).
Another theoretical framework concerns visualization in mathematics, and particularly
in geometry. According to Zimmerman and Cunningham (1991) visualization is a process of
forming images and using them for the purpose of understanding and discovering. In our
view, this process includes, for instance, forming a corresponding geometric figure as a
visual interpretation of a word geometry problem. In other words, visualization is an effort to
seeing the unseen (Arcavi, 2003) from words and symbols in a problem to a proper
geometric shape.

METHODOLOGY
To investigate student abilities in doing geometry proofs for the case of geometry problems
requiring proper visualization, we carried out three phases of a small-scale qualitative study
involving 31 undergraduate students of mathematics education program and 16 master
students of primary mathematics education program. First, we selected and adapted six
word geometry problemsrequiring visualization for doing proofsfrom geometry textbooks
(such as Clemens, ODaffer & Cooney, 1984) and other relevant books (such as Budhi,
2007; Kurniawan & Suryadi, 2007; Posamentier, 2003; Sembiring, 2002; Solow, 1990). The
six problems are presented in Table 1. In the light of the Van Hiele theory, these six
problems require students to do mathematical proofs and as such assess student deductive
level. Second, we tested the problems 1, 4, 5 and 6 to students of mathematics education
program, and tested problems 2, 3, 4 and 5 to master students of primary mathematics
education program. The test for each group of students lasted for 100 minutes. Finally, we
analyzed student written work and compared the empirical to theoretical results. The
analysis included identifying the creation of visualizations, examining whether the
visualizations are fruitful for the success of proving processes, and interpreting the success
of the proving processes from the perspective of Van Hiele theory.

164

No

Table 1. Geometry problems used in the study

Geometry Problems

In a triangle

, the point
and

, with right sides

The triangle

is equal to

Consider a parallelogram

Consider a trapezoid
midpoint of

, the hypotenuse , has the area

, then

at . Show that
, where

. Prove that

. Through the middle of

draw a line from

so that it

is parallel to

, prove that

Consider a scalene triangle

triangle

and

cm.

is an equilateral triangle, with its sides

intersects the extension of

5

= 10 cm,

is an isosceles right triangle.

the area of the triangle

4

such that

. Show that the length of

If a right triangle
prove that

is on the side

. If

is a midpoint of

and

is a

.
. Construct an equilateral triangle from each side of the

, so we obtain triangles

and

. Prove that

RESULTS
Table 2 summarizes the results of the undergraduate students for the four problems they
worked on with paper and pencil, including the number of students who did the task and
create visualization correctly and their corresponding percentages. For problems 1, 4 and 5,
even if about 90% of the number of students were able to create proper visualization, less
than 50% of the number of students were able to solve the problems correctly. The problem
6 seems to be the most difficult task for most of students. The 65% of the number of
students who are able to create proper visualization showed this difficulty.
Table 2. Results of written work of undergraduate students (N = 31)
Problems
1
4
5
6

# Proper Visualization
(%)

# Correct
(%)
1 (6)
7 (44)
1 (6)

# Proper Visualization
(%)

28 (90)
29 (93)
29 (93)
20 (65)
Table 3. Results of written work of master students (N = 16)

Problems
2
3
4

# Correct
(%)
9 (29)
14 (45)
5 (16)
4 (13)

14 (88)
15 (94)
12 (75)
165

3 (19)

14 (88)

Similar to Table 2, Table 3 presents the results of the master students for the four problems
they worked on with paper and pencil. Problems 2 and 4 seem to be the most difficult tasks
for the students, which also are indicated by the number of students who succeeded in
creating proper visualization. Overall, from the results presented in Tables 2 and 3, we noted
that even if about 85% the number of students is success in creating proper visualization,
this does not necessarily guarantee the student success in writing geometry proofs.
To illustrate the quantitative results above, Figures 1 and 2 shows student written
work for problems 4 and 5, respectively. Figure 1 (left part) shows a correct solution of
student written work, and Figure 1 (right part) provides an incorrect solution of student
written work on Problem 4. Both examples show that the students are able to create proper
visualization for understanding the problem and for preparation of doing the proof. This
indicates that students have sufficient abilities in representing words and symbols into a
proper geometric shape. For the right part of the Figure 1, rather than proving the problem
using, for instance, congruence theorems by identifying properties of the geometric
visualization, the student mistakenly proved the problem by only providing concrete
measures of the lengths
and
. From the perspective of Van Hiele theory, this student
seems not to reach the deduction level, i.e., the student recognizes properties of the
geometric shape and its relationships, but is not able to use this knowledge to develop a
deductive argument.

Figure 1. Representative examples of student written work on Problem 4

Figure 2. Representative examples of student written work on Problem 5

Figure 2 (left part) provides a correct solution of student written work and Figure 2 (right part)
presents an incorrect solution of student written work on Problem 5. Similar to the results of
other problems, Figure 2 shows that the students are able to create proper visualization in
which students are skilled in representing words and symbols into a proper geometric shape.
Again, for the case of Figure 2 (right part), where the student provided concrete measures of
the lengths
and
to prove the statement, the student still seems at the abstraction
level and not at the deductive level.
166

DISCUSSION
Two essential points concerning the results of this study are worth to discuss. First, even if
small number of students made mistakes in creating visualizations, we contend that both
undergraduate and master students are in principle able to produce correct visualizations of
word geometry problems. This ability suggests that the students have sufficient knowledge
about geometry topics for school mathematics level. This knowledge includes, inter alia,
general knowledge on geometrical shapes and their properties of geometry topics for school
mathematics. Also, students are able to use their knowledge to produce proper geometric
shapes satisfying given information in the problems for understanding and for preparing the
proving activities (Stylianou & Pitta-Pantazi, 2002). In other words, students can visualize the
unseen in words and symbols (Arcavi, 2003).
Second, in the light of Van Hiele theory, inabilities in writing geometry proofs suggest
that the students have not yet reached the deduction level (Burger & Shaughnessy, 1986;
Van Hiele, 1999, 1986). This probably is caused by, for instance, students lack of
knowledge in intertwining various geometry concepts, and students ignorance on how to
writing mathematical proofsrather than presenting deductive arguments, students provide
specific examples in the proving processes.
CONCLUSION
We conclude that even if the ability to produce proper visualizations from word geometry
problems is necessary for initial steps in writing geometry proofs, it is not enough for the
success of doing the proofs. The ability of visualizing words and symbols into correct
geometrical shapes helps only for understanding problems and for preparing the proving
processes, but is not sufficient for guiding students in providing deductive arguments. To be
success in the proving processes, students should reach deductive level. This level can be
reach, for instance, by enough experiences in reading, understanding and writing
mathematical proofs. Therefore, sufficient and proper learning and teaching processes in
geometry proofs should be emphasized for students of prospective mathematics teachers.
For future research, we consider to investigate possible ways to reduce student difficulties in
writing geometry proofs, particularly for the case of word geometry problems.

167

ACKNOWLEDGEMENT
This study was funded by the Sekolah Pascasarjana, Universitas Pendidikan Indonesia. We
would like to thank both undergraduate and master students for their active participation.

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169

SECRETORY STRUCTURE, HISTOCHEMISTRY AND PHYTOCHEMICAL COMPOUNDS

OF CENTOTHECA LAPPACEA (L.) DESV. TUBER (POACEAE) AS INFECTION MEDICINE

DARIUS RUPA (Corresponding author)

Department of Biology Education, Faculty of Teacher Training and Education, Borneo
Tarakan University
Tarakan 77123, Indonesia
e-mail: darius.rupa15@gmail.com
YOHANA C SULISTYANINGSIH
Department of Biology, Faculty of Mathematics and Natural Sciences, Bogor Agricultural
University
Bogor 16680, Indonesia
e-mail: yo_sulistya@yahoo.com
DORLY
Department of Biology, Faculty of Mathematics and Natural Sciences, Bogor Agricultural
University
Bogor 16680, Indonesia
e-mail: dorly_ipb@yahoo.com
DIAH RATNADEWI
Department of Biology, Faculty of Mathematics and Natural Sciences, Bogor Agricultural
University
Bogor 16680, Indonesia
e-mail: diahbiologi.ipb@gmail.com
Abstract
Centotheca lappacea (L.) Desv. is one of Poaceae family. It is used in traditional medicine
by Anak Dalam Tribe of Jambi Province as herbal medicine to treat stomachache, nausea
and
anti-worm. This study aims to identify and analyze the secretory structure,
histochemistry and phytochemical content in the plant tuber which is used as medicine by
the tribe. Observation of secretory structures by using light microscope showed that tuber of
C. lappacea has the secretory structure in the forms idioblast cells. Idioblast cells spread
over the epidermis and hypodermic tissue of tuber C. lappacea. Idioblast cell consist of two
type. Type 1 in the epidermis tissue and type 2 in the hypodermic tissue. Idioblast cells in
the hypodermic (26.411.9) were large than the cells located in the epidermis tissue
(7.750.4), on the contrary, the cells density in the hypodermic (19.36 1.3 mm -2 ) were
lower than in the epidermis tissue (56.92 5.4 mm -2 ). Histochemical test indicated that
the type I contains terpenoids and lipophilic compounds, whereas type II contains alkaloids
compounds. GC-MS analysis showed that the C. lappacea tuber contains terpenoid
compounds (1,1,2- Trimethylcyclohexane and Oct-1- en-3- yl acetate), alkaloid compounds
(N-Methyl- 2- piperidone, 4-Piperidinemethanamine, N-(5- oxo-tetrahydro- furan-2 ylmethyl), 3- Methylhydantoin) and fatty acid (Palmitic acid). Those compounds assumed to serve as
the infection drugs.
Key words: Centotheca lappacea (L.) Desv., Poaceae, medicinal plants, phyto-compounds,
secretory structure
INTRODUCTION

170

Centotheca lappacea (L.) Desv is a member of the family Poaceae. In Indonesia, particularly in
Jambi Province, the tuber of C. lappacea (Fig. 1) are used in traditional medicine by the Anak
Dalam Tribe as an herbal drug to treat stomachache, nausea and anti-worm (Pers comm.
Tumenggung Tarip, Anak Dalam Tribe 2012). Various species in group family poaceae used
as treat various diseases, for example Triticum aestivum L. (Ashok. 2011), Alloteropsis
cimicina, Aristida hystrix (Babu et al. 2013), and Cymbopogon marginatus (Steud.) Stapf ex
Burtt Davy. (Afolayan et al. 2014). Commonly of the plants that are used as medicine have
secretory structure as pleace to produced a chemical compound. The secretory structures in
plants include glandular trichomes, idioblast cells and latisifer. Some plants have idioblast
cells are Cymbopogon citratus (Lewinsohn, Dudai, Tadmor, Katzar, Ravid, Putievsky, & Joel
D.M. (1998), Iris pseudacorus L., and Iris sibirica L. (Gontova & Zatylnikova, 2013).

Figure 1: Centotheca lappacea (L.) Desv. growth in jungle rubber at Bukit Duabelas National
Park in Jambi Province (Darius, 2014).
The plants used as medicine, in addition to having a secretory structure also contain
phytochemical compounds. Previous phytochemical study reported that some other plant
species of the Poaceae like Panicum maximum Jacq. contain alkaloids, tannins, saponins
and flavonoids compounds (Kanife, Odesanmi, & Doherty, 2012), Heteropogon and
contortus, Alloteropsis cimicina contain coumarins, flavonoids and phenols compounds
(Babu & Savithramma, 2013). A scientific study to identify secretory structures that produce
metabolite and phytochemical compounds in Centotheca lappacea (L.) Desv (Poaceae) would
allow phytochemical compounds improvement through tissue culture and cell culture. This
study aims to identify the secretory structure and analyze the histochemistry and
phytochemical content in the tuber of Centotheca lappacea (L.) Desv that are served as
medicine by the Anak Dalam Tribe.

METHODOLOGY
Secretory Structure and Histochemistry Observation
Fresh tuber of Centotheca lappacea (L.) were collected from Bukit Duabelas National
Park in Jambi Province (Fig. 2). Fresh tubers were collected for the identification structure
secretory and histochemistry test. For identification structure secretory, the samples were
tranversely sectioned, at 15-20 m by using a dual purpose microtome (Yamato RV-240),
futhermore observed using by light microscope (Olympus CX21). For histochemistry test,
fresh tubers section were then treated with various reagents to localize the precence of
terpenoids, alkaloids, and lipophilic compound. The presence of terpenoid compound in the
tuber tissues was identified by soaking leaf section in 5% cupric acetate solution (Harbone
1987). Alkaloid contents were tested by soaking tuber section in Wagner reagent (Furr &
MahIberg 1981). The lipophilic compound was tested by sliced sample washed in 70%
alcohol for 1 minute then soaked in the 0,03% sudan IV (Boix et al. 2011).

171

Figure 2: Tuber of Centotheca lappacea (L.) Desv. (arrow) (Darius, 2014).

Phytochemistry Analysis
For GC-MS analysis the samples were dried in sun light, and then dried using oven at 60oC
for three days, after which the tuber were grinded into powder and than weighed as much as
2 mg. Tuber powder was filled into the chamber in the GC-MS instrument (ShimadzuQP2010). Furthermore, the sample of chemical component was identified in the process of
condition: pyrolysis temperature 400oC, oven temperature GC 50oC, injector temperature
280oC, and helium carrier gas, inter surface temperature 280oC and ion source temperature
200oC. The spectrogram mass resulted from those processes was then calculated by the
instrument automatically based on the similarity of m/z pattern through mass spectrogram in
the instrument database (NIST and Wiley).

RESULTS
Secretory Structure and Histochemistry of Centotheca lappacea (L.) Tuber
In Centotheca lappacea (L.) tuber, we observed one type of secretory structures i.e. idioblast
cells (Fig. 3). Idioblast cells spread over the epidermis (type I) and hypodermic (type II) of
tuber C. lappacea. Idioblast cells in the hypodermic were large than the cells located in the
epidermis tissue, on the contrary, the cells density in the hypodermic were lower than in the
epidermis tissue (Table 1).

Ep
idI
Hp
idII

Figure 3: Idioblast cells in the tuber of Centotheca lappacea (L.) Desv. idI: type I Idioblast cell
in epidermis, idII: type II Idioblast cell in hypodermic, Ep: Epidermis tissue, Hp:
Hypodermic tissue (Darius, 2014).
Table 1: Size, density and histochemical compounds of idioblast cells
Type

of Locations

Diameter

Density

Reagents
172

(m)

(mm-2)

Epidermis

7.750.4

Hypodermic

26.411.9

56.92
5.4
19.36
1.3

Secretory
Structure
Idioblast cells

Wagne
r
-

Cupric
acetate
+

Sudan
IV
+

The Histochemical test of the idioblast cell showed a positive result for terpenoids confirmed
by yellow color with cupric acetate reagent (Fig. 4). Other than that histochemical reactions
prove that these cells accumulate substances of lipophilic compounds. Histochemical testing
using Wganer reagent showed the presence of deposits that accumulated in the idioblast
cells of hypodermic tissue. These contain alkaloid compounds as shown by strong positive
reaction to Wagner tests (Fig. 4), but there is no presence of terpenoid and lipophilic
compounds in idioblast cells of hypodermic tissue.

Figure 4: Idioblast cells in the tuber of C. lappacea (L.) Desv. Histochemical test using cupric
acetate for terpenoid (A), Wagner test for alkaloid (B), negative control for alkaloid
test using tartaric acid reagent (C), Sudan IV test for lipophilic substance (D),
idioblast cells in water (control) (L),. Bar: 50 m.
Phytochemical Compounds
Fig. 5 shows the total ion chromatogram of a C. lappacea (L.) Desv. tuber sample. Based on
GC-MS analysis showed the presence various phytochemical compounds, is indicated in
Table 2. Forty compounds in group, including ester, ketone, Carbohydrate, phenol, alkaloid,
terepenoid, fatty acid etc. Numerous compounds were detected the form alkaloid like Acetic
acid,hydrazide, 1H-Imidazole,1-Ethyl-2-Methyl, 2,4-Imidazolidinedione,3-methyl-(CAS)3Met hylh yda nt oin, 2 -Piperidinone,1- m et hyl - ( CAS) N- Met h yl- 2- piper id one, 4 Piperidinemethanamine and N-(5-Oxo-Tetrahydro-Furan-2-Ylmethyl)-Acetamide. Furthermore
terpenoid compounds were detected is
Cyclohexane, 1,1,2-trimethyl-(CAS)1,1,2Trimethylcyclohexane and Oct-1-en-3-yl acetate.

173

Figure 5: Total Ion Chromatogram of C. lappacea (L.) Desv. tuber.

Tabel 2: Phytochemistry compounds of C. lappacea (L.)
Peak R.Tim Area
Group
Conc% Peak Report
1
3.020
Amide
2.53 Formamide (CAS) Methanamide
2
3.444 1188456 Ester
1.88 Butan-3-Enoic Acid Methyl ester
Desv.
3
4.848
1721699
Acetic
acid
2.73 TIC
Acetic
acid (CAS) Ethylic acid
#
e
Name
4
5.514 159758779
3130154 Acetic acid
4.96 2-Propanone, 1-hydroxy- (CAS) Acetol
5
8.360 1043914
Alkaloid
1.65 Acetic acid, hydrazide
37
6
8.926 1939265
Ketone
3.07 2-Propanone (CAS) Acetone
61
7
9.333 48
6054099 Ether
0.96 1,4-dioxadiene
8
10.37 1186597
Heterocyclic
1.88 2-Furancarboxaldehyde (CAS) Furfural
96
9
11.27 2072440
Alcohol
3.29 2-Furanmethanol (CAS) Furfuryl alcohol
18
10
12.64 4785710
Alkene
0.76 2-Pentene, 4,4'-oxybis- (CAS) Ether, di-37
11
13.18
7256436
Lactone
1.15 2(5H)-Furanone
2
87
Aldehyde
12
13.55
1953071
Unidentified
3.10 6-Oxa-Bicyclo[3.1.0]Hexan-3-One
6
60
13
13.81
3475808
Anhidrad
acid
0.55 2,5-Furandione,
3-methyl- (CAS) Citraconic
7
4
penten-2-yl
14
14.16
9703145
Unidentified
1.54
2-Butanone,
1-(acetyloxy)(CAS) 16
1
15
14.33
4867559
Unidentified
0.77
3,4,5-Trimethyl-Heptane
9
90
16
14.72
3855470
Alkaloid
0.61 1H-Imidazole,1-Ethyl-2-Methyl
5
9
anhydride
17
15.22
8894758
Alkaloid
1.41 2,4-Imidazolidinedione,
3-methyl- (CAS) 31
3
Acetoxy-2-butanone
18
16.04
1798949
Unidentified
2.85 2-Cyclopenten-1-one, 2-hydroxy-3-methyl8
8
19
16.52
3647152
Terpenoid
0.58 Cyclohexane, 1,1,2-trimethyl- (CAS) 1,1,20
9
2
3
Methylhydantoin
20
16.95
9636834 Terpenoid
1.53 Oct-1-en-3-yl
8
62
(CAS) Corylonacetate
21
17.13
1452131
Unidentified
2.30
Ethanone,
1-(1-cyclohexen-1-yl)- (CAS) 15
2
Trimethylcyclohexane
22
17.75 2123261 Alkaloid
3.37 2-Piperidinone, 1-methyl- (CAS) N-Methyl23
18.32
6373682
Alkaloid
1.01 4-Piperidinemethanamine
2
3
24
18.70
9519372 Unidentified
1.51 2H-Pyran-3(4H)-one,
dihydro(CAS)
0
25
Cyclohexen-1-yl methyl ketone
25
19.38
5838718
Alkyl
aldehyde
0.93
Heptanal
(CAS)
n-Heptanal
1
24
2-piperidone
26
19.53
5523640
Belum tahu
0.88 4H-Pyran-4-one,
3,5-dihydroxy-2-methyl9
5
0
4
Tetrahydropyran-3-one
27
19.81
1123504
Methylene Group 1.78 2,3-Dihydro-Benzofuran
8
7
28
19.95
1833639
Unidentified
2.91 2-Propenoic
acid, 2-methyl-, ethyl ester
6
1
(CAS) 3,5-Dihydroxy-2-methyl-4H29
20.30 2655185 Unidentified
4.21 2-Furancarboxaldehyde, 5-(hydroxymethyl)30
21.23
1750314
Phenol
2.77 Phenol, 4-ethenyl-2-methoxy0
43
31
21.61
3567221
Butadiena
0.57 1,2-Butanediol,
1-(2-furyl)-2,3-dimethyl9
95
(CAS) Ethyl methacrylate
32
21.80
6072648
Phenol
0.96
Phenol,
2,6-dimethoxy(CAS)
2,65
90
(CAS) HMF
33
23.25
58062252
Phenol
0.92 Phenol, 2-methoxy-4-(1-propenyl)-, (E)6
42
34
24.97
5129479
Unidentified
8.13
.Beta.-D-Ribopyranosid,
3-O-Acetyl-Methyl6
1
(CAS)
35
25.67
10382377
Alkaloid
16.46
N-(5-Oxo-Tetrahydro-Furan-2-Ylmethyl)8
2
Dimethoxyphenol
36
25.92
4771220
Carbohydrate
7.56
1,6-Anhydro-Beta-D-Glucopyranose
5
(CAS)
(E)-Isoeugenol
tuber.
37
26.79
1825298
Carbohydrate
2.89
1,6-Anhydro-Beta-D-Glucofuranose
2
79
38
27.50
0.97
Benzaldehyde,
4-[[4-(acetyloxy)-3,52
34611578 Aldehyde
Acetamide
8
24
(Levoglucosan)acid (CAS) Palmitic acid
39
29.19
939364 Fatty acid
1.49
Hexadecanoic
7
78
40
32.24
368191 Fatty acid
0.58
3-(1,5-Dimethyl-Hexyl)-3A,10,10,12B5
70
dimethoxyphenyl]methoxy]-3-methoxy63085534
100.00
1
34
5
41
Tetramethyl-1,2,3,3A,4,6,8,9,1
DISCUSSION
58
174

Observed using by light microscope showed secretory structure were found in the C.
lappacea (L.) Desv. tuber in the form idioblast cell. Idioblast cell spread in the epidermis and
hypodermic tissue. Although were found in the tuber but not commonly in the family
Poaceae because it is also found in the other family like Vitaceae (Vitis vinifera SSP.
Vinifera) (Monteiro, Teixeira, & Lopes, 2013), and Menispermaceae (Cissampelos
sympodialis) (Cavalcanti, Gomes, Porto, Agra, Moura, & Oliveira, 2014). Idioblast cell were
found in various organs of the plant such as in Cissus verticillata root (de Oliveira, de
Mendona, Azevedo, & Meira, 2012), petiole of Cissampelos sympodialis leaves
(Cavalcanti, Gomes, Porto, Agra, Moura, & Oliveira, 2014) and Cochlospermum regium
(Schrank) Pilg. leaf (Vasconcelos Filho, Ferreire, Vasconcelos, Silvia, & Pereira, 2014).
Idioblast cells in the hypodermic were large than the cells located in the epidermis
tissue, on the contrary, the cells density in the hypodermic were lower than in the epidermis
tissue. Various sizes and densities of idioblast cells. The sizes of idioblast cells in Machilus
multinervia 30-40 m with density 45 mm-2, Phoebe hunanensis 30-45 m with density 103
mm-2, to the largest Cinnamomum micranthum 30-50 m with density 161 mm-2 (Gang &
Hai 1999).
Secretory idioblasts of compounds of diverse chemical compositions were observed
in the epidermis tissue of C. lappacea (L.) Desv. tuber, by the reaction for terpenoid and
lipophilic compounds. No alkaloid was detected in the idioblast secretion. Alkaloid
compounds detected in idioblast cell of hypodermic tissue. Various idioblast cell secret
chemical compounds such as tannin and phenolic compounds in Cissus verticillata root (de
Oliveira, de Mendona, Azevedo, & Meira, 2012). Cavalcanti, Gomes, Porto, Agra, Moura, &
Oliveira (2014) reported that idioblast cells were found in the Cissampelos sympodialis,
histochemical reactions prove that these cells accumulate lipophilic substances, lignin and
alkaloid compounds. Histochemical tests, combined with phytochemical analysis, enabled us
to locate the secondary metabolites in idioblast cells. Idioblast cells enabled to secretion
phytochemical compounds that detected such as group of alkaloid compounds, terpenoid
compounds etc. Several studies on phytochemical compounds in medicine plants have been
reported, such as the analysis phytochemical in extract of Triticum aestivum L. positive
contained alkaloid and saponins compounds (Ashok, 2011), terpenoids, reducing sugar,
flavonoids, alkaloids and phlobatannins in Psidium gujauva (Wadood, Ghufran, Jamal,
Naeem, Khan, Ghaffar, & Asnad, 2013) to the spesific compounds such as linalool, terpinene, Myrcene in Rosmarinus ofcinalis (Boix, Victrio, Defaveri, De Oliveira Arruda,
Sato, & Lage, 2011). Phytochemical analysis results of the compound group were found
allowing these compounds used as medicinal infection. Various medicinal plant contain
phytochemical compounds to inhibit microbial, potential atifungal and anti-inflammatory.
Kanife, Odesanmi, & Doherty, (2012) reported that Panicum maximum Jacq. contain
alkaloids, tannins, saponins an flavonoids. These plant extract can growth inhibition of
Aspergillus tamari, A.fumigatus and A. niger. Other research reported by Ratha, Subha,
Senthilkumar, & Panneerselvam (2012) that plant roots species namely Hemidesmus indicus
(L.) and Vetiveria zizanoides (L.) contain alkaloids, aminoacid, flavonoids, saponins and
tanins.
CONCLUSION

C. lappacea (L.) Desv. tuber have secretory structure in the form idioblast cell. These
cells are classified into two types: type I was scattered in the epidrmis and type II in
hypodermic tissue. Type I idioblast cell contain terpenoid and lipophilic compounds,
whereas type II idioblast cell contain alkaloid compounds. Phytochemical analysis were
175

found forty compounds. Those compounds assumed to serve as the infection drugs and
may be the source for potential antioxidant, anti-inflammatory and antimicrobial activities.
ACKNOWLEDGMENT
The authors thank the following for funding and other coperative assistance: Bogor
Agricultural University (IPB) and Goettingen University-Germany, through the Collaborative
Research Centre (CRC) 990 Start Up Project in 2012, and the Directorate General of Higher
Education through BOPTN funding of 2013.

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Cultivares Tintas De Vitis vinifera SSP. vinifera (Vitaceae). Cincia Tc. Viti, 28, 1928.
Ratha, M., Subha, K., Senthilkumar, G., & Panneerselvam, A. (2012). Creening of
phytochemical and antibacterial activity of Hemidesmus indicus (L.) and Vetiveria
zizanoides (L.). European Journal of Experimental Biology, 2, 363-368.
Wadood, A., Ghufran, M., Jamal, S. B., Naeem, M., Khan, A., Ghaffar, R., & Asnad.
(2013). Phytochemical Analysis of Medicinal Plants Occurring in Local Area of
Mardan. Biochem Anal Biochem, 2, 4.

177

KEMAHIRAN TEKNIK PENYOALAN

DALAM PENGAJARAN DAN PEMBELAJARAN BAHASA MELAYU ABAD 21
Fatimah Ibrahim
fatimah.ibrahim@ipgm.edu.my
Noor Liza Abdullah
noor_liza@ipgm.edu.my
Jabatan Pengajian Melayu
IPG Kampus Ipoh

Abstrak
Kemahiran teknik penyoalan merupakan antara elemen penting yang mesti dikuasai oleh
guru dalam pengajaran dan pembelajaran (PdP) abad 21. Kajian ini bertujuan untuk
mengkaji kemahiran teknik penyoalan guru praperkhidmatan di salah sebuah Institut
Pendidikan Guru (IPG) ketika menjalani praktikum. Kemahiran teknik penyoalan difokuskan
kepada aras kognitif soalan, jenis soalan dan kekerapan soalan ketika guru memulakan
PdP, semasa PdP dan penutup PdP. Peserta kajian ini terdiri daripada tiga orang guru
praperkhidmatan yang mengajar Bahasa Melayu di sekolah rendah. Reka bentuk kajian ini
menggunakan kajian kes secara kualitatif. Dapatan kajian menunjukkan kemahiran teknik
penyoalan yang berbeza dalam kalangan peserta kajian. Pada permulaan PdP, semua
peserta kajian dapat menggunakan kemahiran teknik penyoalan yang sesuai, iaitu soalan
berperingkat kognitif rendah dan sederhana dengan jenis soalan mencapah dan soalan
menumpu. Dapatan kajian menunjukkan bahawa dua peserta kajian kerap menggunakan
teknik penyoalan pada aras kognitif rendah dan sederhana berbanding dengan soalan pada
aras kognitif yang tinggi. Ketika penutup PdP, hanya seorang peserta kajian menggunakan
kemahiran teknik penyoalan yang sesuai. Implikasi kajian ini menunjukkan bahawa
kekurangan teknik penyoalan pada aras kognitif tinggi dan jenis soalan mencapah dalam
PdP telah menyebabkan penglibatan murid dan budaya berfikir aras tinggi masih terbatas.
Kesimpulannya, kemahiran teknik penyoalan yang mengandungi pelbagai aras kognitif dan
jenis soalan mencapah dalam proses PdP abad 21 belum dikuasai sepenuhnya oleh
peserta kajian.
Kata kunci: teknik penyoalan, pengajaran dan pembelajaran, aras kognitif soalan, jenis
soalan.

PENGENALAN
Dalam pengajaran dan pembelajaran abad 21, kemahiran teknik penyoalan mesti dikuasai
oleh guru. Martin (2006) berpendapat bahawa teknik penyoalan guru yang berkesan dapat
merangsang pemikiran murid dan seterusnya membantu guru untuk memahami pencapaian
murid. Dalam hal ini Cotton (2001) mengklasifikasikan tujuan penyoalan guru dalam
pengajaran yang melibatkan tiga aspek utama, iaitu bagi memantau pembelajaran murid,
meneliti dan membuat semakan tentang kemajuan murid, serta menggalakkan suasana
pembelajaran murid.
Kemahiran teknik penyoalan yang baik adalah sebahagian daripada kemahiran
komunikasi lisan yang dapat memberi kesan terhadap murid. Dalam konteks pengajaran
dan pembelajaran (PdP), interaksi antara guru dengan murid secara berkesan banyak
bergantung kepada kemahiran teknik penyoalan yang dikemukakan oleh guru. Justeru,
178

keupayaan dan kebolehan murid untuk berkomunikasi dengan baik atau sebaliknya
bergantung kepada kemahiran komunikasi lisan.
PERNYATAAN MASALAH
Secara umumnya, semua guru bahasa dilatih bagi mengaplikasi kemahiran teknik
penyoalan yang pelbagai dalam konteks pengajaran dan pembelajaran. Namun demikian,
kajian-kajian lepas yang berkaitan dengan penyoalan guru menunjukkan bahawa terdapat
segelintir guru yang tidak dapat menguasai atau mengabaikan penyoalan di dalam bilik
darjah dan hanya berfokus kepada penyoalan pada aras kognitif rendah dan sederhana
(Supramani, 2006; Seman, 2005; Waheedawati, 2003). Kebanyakan soalan yang
dikemukakan oleh guru-guru pula hanya memerlukan murid mengingati semula pelajaran
yang lalu dan guru tidak menggunakan peluang bagi mengemukakan soalan pada aras
kognitif yang tinggi walaupun pengajaran guru berpusat kepada murid (Zamri dan Nor
Razah, 2011; Nazrulhaiza, 2003 ).
Terdapat juga soalan-soalan yang dikemukakan oleh sesetengah guru semasa
mengajar kadangkala tidak terancang dan teratur serta mengabaikan penggunaan
kemahiran penyoalan (Nazrulhaiza, 2003). Kajian Moyer dan Milewicz (2002) tentang
kemahiran
penyoalan guru-guru praperkhidmatan pula menunjukkan bahawa guru
praperkhidmatan kerap menggunakan teknik kemahiran penyoalan yang bersifat memberi
panduan serta bertujuan untuk membimbing murid bagi mendapatkan jawapan sebenar.
Kepincangan yang berlaku dalam kemahiran teknik penyoalan ini pula lebih banyak dikaji
dalam kalangan guru terlatih yang berpengalaman mengajar dalam lingkungan 5 hingga 24
tahun berbanding dengan guru praperkhidmatan (Zamri dan Nor Razah, 2011; Zanaton
Iksan dan Esther Gnanamalar, 2012; Supramani, 2006).
Justeru, kajian ini dilaksanakan bagi mengisi kelompangan penyelidikan yang
berkaitan dengan kemahiran teknik penyoalan dalam kalangan guru praperkhidmatan. Guru
praperkhidmatan merujuk kepada guru-guru belum terlatih yang sedang mengikuti latihan di
Institut Pendidikan Guru. Salah satu aspek latihan bagi guru-guru praperkhidmatan ini ialah
menggalakkan mereka mengamalkan strategi untuk meningkatkan kemahiran penyoalan
mengikut aras kognitif yang sesuai agar mereka bersedia untuk mewujudkan suasana
pembelajaran yang menggalakkan penyoalan pada masa hadapan.
TUJUAN KAJIAN
Kajian ini bertujuan untuk mengkaji kemahiran teknik penyoalan dari segi aras kognitif
soalan, jenis soalan dan kekerapan soalan ketika guru praperkhidmatan memulakan PdP,
semasa PdP dan penutup PdP berdasarkan hierarki Taksonomi Bloom (1956) yang disemak
semula oleh Anderson dan Krathwohl (2001) seperti yang ditunjukkan pada Rajah 1.
Kementerian Pendidikan Malaysia pula menetapkan bahawa elemen Kemahiran Berfikir
Aras Tinggi (KBAT) merujuk kepada peringkat mengaplikasi, menganalisis, menilai dan
mencipta. Manakala peringkat memahami dan mengingat dikategorikan sebagai Kemahiran
Berfikir Aras Rendah (KBAR).

179

Mencipta

Menilai

Menganalisis

Kemahiran Berfikir
Aras Tinggi
(KBAT)

Mengaplikasi

Memahami

Mengingat

Kemahiran Berfikir
Aras Rendah
(KBAR)

Rajah 1 : Kemahiran berfikir aras tinggi dan rendah mengikut Taksonomi Bloom (Anderson
& Krathwohl, 2001)
SOALAN KAJIAN
Secara khusus, kajian ini dilaksanakan bagi menjawab soalan-soalan berikut:
1.

Adakah terdapat perbezaan penggunaan aras kognitif soalan ketika guru

praperkhidmatan memulakan PdP, semasa PdP dan penutup PdP?

2.

Adakah terdapat perbezaan penggunaan jenis soalan ketika

praperkhidmatan memulakan PdP, semasa PdP dan penutup PdP?

guru

3.

Berapakah kekerapan taburan soalan

yang dikemukakan oleh
praperkhidmatan ketika memulakan PdP, semasa PdP dan penutup PdP?

guru

METODOLOGI KAJIAN
Kajian ini menggunakan kaedah kualitatif. Dapatan kajian diperoleh dalam latar semula jadi,
difahami keadaan sebenar dan dapat ditafsir berdasarkan perlakuan yang ditunjukkan oleh
peserta kajian yang merupakan guru praperkhidmatan dan sedang menjalani praktikum fasa
kedua selama dua bulan. Tempoh masa kajian selama empat minggu digunakan bagi
mendapatkan maklumat tentang kemahiran teknik penyoalan yang digunakan oleh peserta
kajian. Alat kajian yang digunakan adalah pemerhatian. Pengkaji merekod data
menggunakan nota lapangan dan senarai semak yang berfokus kepada aras kognitif soalan,
jenis soalan dan kekerapan taburan soalan.
Melalui teknik pemerhatian, pengkaji dapat memerhati dan mendengar apa yang
berlaku di dalam kelas sewaktu pengajaran dan pembelajaran Bahasa Melayu dijalankan
dalam suasana yang semula jadi (naturalistic setting) dalam tempoh masa satu jam bagi
setiap sesi. Semasa kajian, pengkaji berperanan sebagai pemerhati tidak turut serta. Nota
180

lapangan pemerhatian, senarai semak rakaman audio digital dan video turut digunakan
semasa pemerhatian. Senarai semak yang dibina berfokus kepada teknik kemahiran
penyoalan guru dari segi aras kognitif soalan, jenis soalan dan kekerapan soalan yang
dikemukakan semasa PdP. Senarai semak juga membolehkan pengkaji memfokus dan
merekodkan tingkah laku yang dikehendaki sahaja.
Terdapat tiga orang guru praperkhidmatan yang mengajar Bahasa Melayu telah
dipilih sebagai peserta kajian. Kesemua peserta kajian merupakan guru pelatih yang
menjalani Program Ijazah Sarjana Muda Perguruan semester 6. Berdasarkan keperluan
bergraduat guru pelatih perlu menjalani 3 Fasa Praktikum di bawah struktur program Amalan
Profesional. Fasa 1 dilaksanakan ketika guru pelatih mengikuti program di Semester 5, Fasa
2 dilaksanakan ketika guru pelatih berada di semester 6 dan Fasa 3 semasa guru pelatih
berada di semester 7.
Pemerhatian bagi sesi PdP setiap guru praperkhidmatan dilakukan sebanyak tiga
kali. Analisis data dibuat berdasarkan Taksonomi Bloom yang telah disemak semula (2001)
berpandukan Model Kod Analisis Aras Kognitif Soalan (Lampiran 1). Aspek yang
diperhatikan ialah PdP guru Bahasa Melayu yang menggunakan Standard Pembelajaran
Bahasa Melayu Kurikulum Standard Sekolah Rendah (KSSR). Analisis data daripada nota
lapangan dan senarai semak dianalisis untuk melihat kekerapan dan peratus guru
menggunakan aras kognitif soalan, jenis soalan dan kekerapan taburan soalan.
DAPATAN KAJIAN DAN PERBINCANGAN
Dapatan kajian ini dibincangkan mengikut soalan kajian, iaitu aras kognitif soalan, jenis
soalan dan kekerapan taburan soalan mengikut aras dan jenis dalam kalangan guru
praperkhidmatan sepanjang proses PdP berlangsung.
Aras Kognitif Soalan
Berdasarkan pemerhatian, terdapat perbezaan dari segi penggunaan aras kognitif soalan
dalam kalangan guru praperkhidmatan ketika memulakan PdP (MP), semasa PdP(SP) dan
penutup PdP(PP). Jadual 1, 2 dan 3 menunjukkan penggunaan aras kognitif soalan guru
praperkhidmatan mengikut sesi pemerhatian. Sepanjang tiga kali pemerhatian, guru 1
mengemukakan 65 soalan, guru 2 mengajukan 57 soalan dan guru 3 mengemukakan 78
soalan sepanjang proses PdP berlangsung.

Aras
Kognitif
soalan

Mengingat

Memahami

Jadual 1 : Aras Kognitif Soalan Guru Pelatih 1

dan
Peringk Pemerhat Pemerhat Pemerhat Jumlah
Peratus
at
ian
ian
ian
Keseluruhan
Penyoal 1
2
3
Mengikut
Aras
an
Kognitif Soalan

MP
SP
PP
MP
SP
PP
MP

3
3
1
2
5
1
0

2
4
2
2
3
2
1

2
1
1
2
6
2
1

Jum.

19

29.2%

25

38.5%

181

Mengaplik
asi
Menganali
sis
Menilai

Mencipta

SP
PP
MP
SP
PP
MP
SP
PP
MP
SP
PP

Jumlah
soalan

2
0
0
1
0
0
1
1
0
0
0
20

2
0
1
1
0
0
1
1
0
0
0
22

2
0
0
2
0
0
2
0
0
2
0
23

12.3%

7.7%

9.2%

3.1%

65

100%

Jadual 1 menunjukkan kekerapan aras kognitif soalan yang digunakan oleh peserta kajian
ketika memulakan PdP (MP), semasa PdP (SP) dan penutup PdP (PP). Guru 1 telah
mengajukan 65 soalan. 67.7% soalan tertumpu pada aras mengingat dan memahami, iaitu
di aras rendah manakala selebihnya 32.3% pada aras mengaplikasi, menganalisis, menilai
dan mencipta.

Aras
Kognitif
soalan

Jadual 2 : Aras Kognitif Soalan Guru Pelatih 2

dan
Peringka Pemerhatia Pemerhati Pemerhat Jumlah
Peratus
t
n
an
ian
Keseluruhan
Penyoala 1
2
3
Mengikut
n
Aras Kognitif
Soalan

MP
SP
PP
MP
Memahami SP
PP
MP
Mengaplik SP
asi
PP
MP
Menganali SP
sis
PP
MP
Menilai
SP
PP
MP
Mencipta
SP
PP
Jumlah
soalan
Mengingat

3
3
1
1
3
1
0
2
0
0
1
0
0
1
1
0
0
0
17

2
4
2
1
2
2
1
2
1
1
1
0
0
1
1
0
0
0
21

1
3
1
2
5
2
0
2
0
0
1
0
0
2
0
0
0
0
19

Jum.

20

35.1

19

33.3

14.0

7.0

10.6

57

100

182

Jadual 2 menunjukkan kekerapan aras kognitif soalan yang digunakan oleh peserta kajian
ketika memulakan PdP (MP), semasa PdP (SP) dan penutup PdP (PP). Guru 2 telah
mengajukan 57 soalan. 68.4% soalan tertumpu pada aras mengingat dan memahami, iaitu
di aras rendah manakala selebihnya 31.6% pada aras mengaplikasi, menganalisis, menilai
dan mencipta.

Aras
Kognitif
soalan

Mengingat

Memahami

Mengaplikas
i
Menganalisi
s
Menilai

Mencipta
Jumlah
soalan

Jadual 3 : Aras Kognitif Soalan Guru Pelatih 3

dan
Peringka Pemerhati Pemerhat Pemerhati Jumlah
Peratus
t
an
ian
an
Keseluruhan
Penyoal
1
2
3
Mengikut Aras
an
Kognitif
Soalan

MP
SP
PP
MP
SP
PP
MP
SP
PP
MP
SP
PP
MP
SP
PP
MP
SP
PP

2
2
1
3
6
1
0
2
0
0
3
0
0
1
1
0
0
0
22

2
5
2
3
5
1
1
4
0
1
3
0
0
1
1
0
0
0
29

3
2
2
2
6
2
1
4
0
0
3
0
0
2
0
0
0
0
27

Jum

21

27.0

29

37.2

12

15.4

10

12.8

7.6

78

100

Jadual 3 menunjukkan kekerapan aras kognitif soalan yang digunakan oleh peserta kajian
ketika memulakan PdP (MP), semasa PdP (SP) dan penutup PdP (PP). Guru 3 telah
mengajukan 78 soalan. 64.2% soalan tertumpu pada aras mengingat dan memahami, iaitu
di aras rendah manakala selebihnya 35.8% pada aras mengaplikasi, menganalisis, menilai
dan mencipta.
Berdasarkan dapatan di atas, kajian menunjukkan bahawa guru praperkhidmatan
memang banyak menggunakan soalan aras rendah. Kebanyakan soalan aras rendah yang
diajukan oleh guru dapat dijawab oleh murid tanpa memerlukan pemikiran tinggi dan masa
yang lama. Murid hanya perlu mengingat semula. Walaupun terdapat aktiviti kumpulan yang
berpusatkan murid dilaksanakan dalam PdP, guru tidak menggunakan peluang sebaikbaiknya untuk mengajukan soalan beraras tinggi. Soalan-soalan dalam latihan juga hanya
berfokus pada petikan untuk menguji kefahaman murid. Guru tidak mengambil peluang
untuk menguji kemahiran berfikir aras tinggi terhadap murid. Walau bagaimanapun, ketiga-

183

tiga peserta kajian masih mengajukan soalan aras kognitif mengaplikasi, menganalisis,
menilai dan mencipta, iaitu 74 soalan yang mewakili 37% daripada keseluruhan 200 soalan.
Kesimpulannya, dapat dirumuskan bahawa guru-guru praperkhidmatan telah
menggunakan soalan aras kognitif Bloom. Soalan yang menguji aras mengingat dan
memahami, iaitu 126 soalan (63%) lebih banyak digunakan seperti yang dicatat oleh
pengkaji berbanding aras kognitif mengaplikasi, menganalisis, menilai dan mencipta.
Penggunaan aras kognitif rendah ini memberi impak yang pelbagai kepada guru dan murid.
Antaranya, PdP guru menjadi aktif kerana murid diuji dengan soalan yang menguji ingatan
mereka terhadap pelajaran yang lepas atau jawapan boleh dirujuk di dalam buku dan guru
pula dapat membantu murid mengingat fakta yang telah dibincangkan.
Jenis Soalan
Penggunaan jenis soalan pula merujuk kepada soalan mencapah dan soalan menumpu.
Soalan mencapah atau soalan terbuka ialah soalan yang dapat menghasilkan pelbagai
kemungkinan jawapan (Noraini Idris, 2005). Soalan mencapah dapat menggalakkan murid
untuk berfikir pada aras kognitif tinggi.
Manakala soalan menumpu atau soalan tertutup pula menghasilkan jawapan
tertentu yang telah dijangkakan sama ada berbentuk penerimaan atau penolakan. Soalan
jenis ini tidak menggalakkan murid unuk berfikir pada aras kognitif yang tinggi. Jadual 4
menunjukkan penggunaan jenis soalan ketika guru praperkhidmatan memulakan PdP,
semasa PdP dan penutup PdP semasa sesi pemerhatian.

Jenis
soalan

Menca
pah

Peringk
at
Penyoal
an

MP
SP
PP

8
5
8

12.
2
7.7
12.
2
32.
3
12.
2
51.
0
4.7
67.
7

3
11
4

5.3
19.2
7.0

8
17
3

10.3
21.8
3.8

18

31.5

28

35.9

67

33.5

9
22
8

16.0
38.5
14.0

10
32
8

12.8
41.0
10.3

27
87
19

13.5
43.5
9.5

39

68.5

50

64.1

133

66.5

21
Menum
pu

MP
SP
PP

Jadual 4 Jenis Soalan

Guru 2
Guru 3
(57 soalan)
(78 soalan)

Jumlah &
Peratus
Keseluruha
n
Mengikut
Jenis
Soalan
(200
soalan)
Ju
%
m.
19
9.5
33
16.5
15
7.5

Guru 1
(65
soalan)

8
33
3

44

184

Jadual 4 menunjukkan kekerapan jenis soalan digunakan oleh peserta kajian ketika
memulakan PdP (MP), semasa PdP (SP) dan penutup PdP (PP). Guru 1 telah mengajukan
65 soalan. 21 soalan (32.3%) soalan jenis mencapah manakala 44 soalan (67.7%) soalan
jenis menumpu. Guru 2 pula telah menggunakan 18 soalan (31.5%) soalan jenis mencapah
manakala 39 soalan (68.5%) soalan jenis menumpu. Guru 3 telah mengajukan 28 soalan
(35.9%) soalan mencapah dan 50 soalan (64.1%) soalan menumpu.
Berdasarkan dapatan, didapati bahawa guru kurang kemahiran membina soalan
jenis mencapah. Guru lebih banyak mengemukakan soalan jenis menumpu ketika sesi PdP
sehingga menyebabkan murid tidak berpeluang untuk berfikir secara kreatif dan kritikal.
Guru seharusnya membina soalan yang mencapah agar dapat menggalakkan murid berfikir
pada aras kognitif tinggi sesuai dengan pembelajaran abad 21.
Kekerapan taburan soalan
Kekerapan taburan soalan yang dikemukakan oleh guru praperkhidmatan ketika
memulakan PdP, semasa PdP dan penutup PdP sepanjang tiga sesi pemerhatian
dipaparkan dalam Jadual 5.

Peringk
at
Penyoa
lan

MP
SP
PP

Guru 1
(65
soalan)

1
6
3
8
1
1

24.
6
58.
5
16.
9

Jadual 5 Kekerapan taburan soalan

Jumlah
&
Guru 2
Guru 3
Peratus
(57 soalan)
(78 soalan)
Keseluruhan
Mengikut
Jenis Soalan
(200 soalan)
Ju
%
F
%
F
%
m.
23.0
12
21.0 18
23.0 46
33
58.0 49
63.0 120 60.0
17.0
12
21.0 11
14.0 34

Jadual 5 menunjukkan kekerapan taburan soalan digunakan oleh peserta kajian

ketika memulakan PdP (MP), semasa PdP (SP) dan penutup PdP (PP). Guru 1 telah
mengajukan 65 soalan. 16 soalan (24.6%) soalan dikemukakan ketika memulakan PdP, 38
soalan (58.5%) soalan dikemukakan semasa PdP dan 11 soalan (16.9%) pada penutup
PdP. Guru 2 pula telah mengajukan 57 soalan. 12 soalan (21.0%) soalan dikemukakan
ketika memulakan PdP, 33 soalan (58.5%) soalan dikemukakan semasa PdP dan 12 soalan
(21.0%) pada penutup PdP. Manakala Guru 3 telah mengajukan 78 soalan. 18 soalan
(23.0%) soalan dikemukakan ketika memulakan PdP, 49 soalan (63.0%) soalan
dikemukakan semasa PdP dan 11 soalan (14.0%) pada penutup PdP.
Dapatan ini menunjukkan peserta kajian banyak mengajukan soalan semasa PdP,
iaitu sebanyak 120 soalan (60.0%) berbanding dengan waktu permulaan dan penutup PdP.
Dari segi taburan kekerapan soalan menunjukkan bahawa guru praperkhidmatan yang
menjadi peserta kajian dapat mengemukakan soalan mengikut kesesuaian masa dan
pemberatan dalam sesi PdP.

185

IMPLIKASI KAJIAN
Implikasi kajian ini menunjukkan bahawa kekurangan teknik penyoalan pada aras kognitif
tinggi dan jenis soalan mencapah dalam PdP telah menyebabkan penglibatan murid dan
budaya berfikir aras tinggi masih terbatas. Amalan sesetengah guru yang gemar
mengemukakan soalan seperti Faham tak?, tanpa menunggu jawapan murid atau pun
menyoal Faham tak? dan keseluruhan murid menjawab Faham memberikan gambaran
seolah-olah guru hanya bertanyakan soalan demi soalan (bertubi-tubi) tanpa memikirkan
respons murid. Oleh yang demikian, soalan-soalan yang mendorong murid untuk berfikir,
khususnya soalan mencapah bagi memahami isi pelajaran perlu menjadi tumpuan guru
semasa sesi PdP. Justeru, guru praperkhidmatan perlu didedahkan dengan teknik membina
soalan mengikut aras kognitif agar dapat meningkatkan kemahiran guru khususnya yang
berkaitan dengan kemahiran berfikir aras tinggi.
KESIMPULAN
Kajian ini menunjukkan kemahiran menyoal merupakan elemen yang penting dalam proses
PdP guru Bahasa Melayu. Secara keseluruhannya, guru-guru praperkhidmatan yang
menjadi peserta kajian kurang mengemukakan soalan-soalan yang mempunyai aras
kognitif tinggi. Kemahiran membina soalan mencapah juga kurang dikuasai oleh guru
praperkhidmatan yang dijadikan peserta kajian. Manakala, kekerapan soalan lebih berfokus
untuk diajukan semasa PdP berlangsung. Oleh itu, kajian ini memberikan implikasi dalam
beberapa aspek dalam pelaksanaan PdP Bahasa Melayu dalam kalangan guru
praperkhidmatan, khususnya yang melibatkan kemahiran berfikir aras tinggi dalam
kalangan murid.

RUJUKAN
Anderson, L.W.,& Krathwohl, D.R. (eds.) (2001). A Taxanomy for Learning, and Assessing:
A Revison of Blooms Taxanomy of Educational Objectives. New York: Longman
Cotton, K. (2001). Classroom Questioning. Northwest Regional Educational Laboratory.
Retrieved 11 Mei, 2016, http://www.nwrel.org/scpd/sirs/3/cu5.html.
Kementerian Pendidikan Malaysia (2014) Buku Panduan
Peperiksaan.Institut Pendidikan Guru Malaysia, Cyberjaya.

Penggubalan

Kertas

Martin, D.J. (2006). Elementary Science Methods: A Contructivist Approach. (4th Edn).
Thomson Wadsworth: Belmont.
Moyer, P.S.,& Milewicz, E. (2002). Learning to Question : Categories of Questioning Used
by Preservice Teachers During Diagnostic Mathematics Interviews. Journal of
Mathematics Teacher Education, 5, 293-315.
Nazrulhaiza Mohd Zabid. (2003). Teknik Penyoalan dalam Pengajaran Sejarah. Tesis
Sarjana Pendidikan. Fakulti Pendidikan, Universiti Malaya, K.Lumpur.
Noraini Idris. (2005). Pedagogi dalam Pendidikan Matematik. Kuala Lumpur: Utusan
Publication.
186

Othman Lebar. (2015). Penyelidikan Kualitatif : Pengenalan kepada Teori dan Metode.
Penerbit Universiti Pendidikan Sultan Idris, Tanjung Malim.
Seman Salleh. (2005). Interaksi Lisan dalam Pengajaran dan Pembelajaran Komponen
Kesusasteraan Melayu (Komsas) dalam Mata Muridan Bahasa Melayu. Tesis
Doktor Falsafah. Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi.
Supramani, S. (2006). Penyoalan Guru: Pemangkin Pemikiran Aras Tinggi Murid. Jurnal
Pendidikan, 26, 225-248.
Waheedawati Wahap. (2003). Penggunaan Penyoalan Lisan dalam Kalangan Guru Sejarah
di Sekitar Bandar Sibu. Kertas Projek Sarjana Pendidikan. Fakulti Pendidikan,
Universiti Kebangsaan Malaysia, Bangi.
Zamri Mahamod & Nor Razah Lim. (2011). Kepelbagaian Kaedah Penyoalan Lisan dalam
Pengajaran Guru Bahasa Melayu: Kaedah Pemerhatian. Jurnal Pendidikan Bahas
Melayu, Vol 1, Bil. 1, 51-65.
Zainatun Iksan & Esther Gnanamalar Sarojini Daniel. (2012). Corak Aliran Penyoalan Lisan
Guru dalam Proses Pengajaran bagi Tajuk Elektrokimia. Jurnal Pendidikan
Malaysia, 37 (1), 56-67.

Lampiran 1
Istilah dan definisi bagi Taksonomi Bloom yang disemak semula
Istilah
Mengingat

Definisi
Mendapatkan kembali, mengeluar kembali dan mengingat semula
pengetahuan yang relevan daripada ingatan jangka panjang.
Contoh perkataan: Kenal pasti, Senaraikan, Ceritakan, Namakan, ...
Persoalan: Adakah murid boleh mengingat semula maklumat?

Memahami

Membina makna daripada maklumat lisan, tulisan dan grafik melalui

menginterpretasi, memberikan contoh, mengklasifikasi, membuat
ringkasan, membuat inferens, membanding dan menjelaskan.
Contoh perkataan: Buat interpretasi, Berikan contoh, Ringkaskan, Buat
parafrasa, ...
Persoalan: Adakah murid boleh menjelaskan idea atau konsep?

Mengaplikasi

Menggunakan prosedur untuk melakukan atau melaksanakan sesuatu.

Contoh perkataan: Dengan menggunakan, Laksanakan, Hitungkan, ...
187

Persoalan: Bolehkah murid menggunakan pengetahuan baru dalam

situasi biasa yang lain?
Menganalisis

Menilai

Memecahkan bahan kepada bahagian kecil, menentukan bagaimana

bahagian-bahagian kecil berkait antara satu sama lain dan terhadap
struktur atau kegunaan umum melalui perbandingan, menyusun atur
dan attributing.
Contoh perkataan: Bandingkan, Susun atur, Susun semula, ...
Persoalan: Adakah murid boleh membezakan antara bahagianbahagian kecil?
Membuat penghakiman berdasarkan kriteria dan piawaian melalui
semakan dan kritikan.
Contoh perkataan: Berikan hujah anda, kritik, sokong, ...
Persoalan: Adakah murid boleh menjustifikasikan sesuatu keputusan
atau tindakan yang diambil?

Mencipta

Menyatukan elemen-elemen untuk membentuk satu gagasan umum

yang koheren atau berfungsi; menyusun atur elemen ke bentuk atau
struktur baru melalui penjanaan, perancangan dan penghasilan.
Contoh perkataan: Rekakan, Binakan, Rancangkan, Hasilkan, ...
Persoalan: Adakah murid boleh menjanakan produk baru, idea baru
atau pandangan yang baru?

188

Taksonomi Bloom yang disemak semula

Dimensi
Pengetahu
an
Pengetahua
n fakta

Pengetahua
n konsep
Pengetahua
n proses

Dimensi Proses Kognitif

Menginga Memaha
Mengaplika
t
mi
si
Senarai
Ringkaska Klasifikasi
List
n
Classify
Summaris
e
Terangka Interpret
Eksperimen
n
Interpret
Experiment
Describe
Bentangk Ramalkan Hitungkan
an
Predict
Calculate
Tabulate

Pengetahua Kegunaan
n
meta- sesuai
kognitif
Appropriat
e use

Laksanak
an
Execute

Binakan
Construct

Menganalis
is
Aturan
Order

Menilai

Mencipta

Susunan
Rank

Gabungka
n
Combine

Hurai
Explain

Taksir
Assess

Bezakan
Differentiate

Rumuskan
Achieve

Rancangk
an
Plan
Simpulka Gubah
n
Compose
Conclud
e
Tindakan Wujudkan
Action
Actualise

Contoh ayat dan aktiviti bagi taksonomi yang disemak semula

Kategori
Mengingat

Memahami

Mengaplikasi

Contoh Permulaan Ayat

Apakah yang berlaku selepas ...?
Berapakah bilangan ...?
Apakah yang dimaksudkan...?
Siapakah orang ...?
Namakan ...?
Ceritakan apakah yang berlaku...
Siapakah yang bercakap ...?
Manakah yang benar atau
palsu...?
Kenal pasti siapa...?
Namakan semua bahan ...?
Tuliskan dalam ayat anda
sendiri.
Terangkan...
Apakah yang anda rasa akan
berlaku selepas ini?
Siapakah yang anda fikir ...?
Apakah idea utama ...?
Lakarkan jalan cerita ...?
Terangkan
mengapa
watak
tersebut ...?

Aktiviti dan hasil

Menyenaraikan kejadian utama.
Membuat jadual waktu peristiwa.
Membuat carta drpd fakta.
Menulis senarai drpd maklumat
yang boleh diingat.
Membaca sajak/puisi.

Menggunting
atau
melukis
gambar
untuk
menunjukkan
peristiwa.
Melukis
kartun
untuk
menunjukkan turutan peristiwa.
Menulis
dan
membuat
persembahan berdasarkan satu
cerita.
Menceritakan peristiwa dgn ayat
sendiri.
Menulis laporan ringkas.
Menyediakan carta alir.
Membuat buku mewarna.

Adakah anda tahu maklumat lain Bina

satu
model
tentang ...?
menunjukkan ...
Bolehkah
anda
kumpulkan Buat
satu
diorama

untuk
untuk
189

Menganalisis

Menilai

Mencipta

mengikut ciri seperti ...?

Apakah faktor yang anda akan
ubah jika ...?
Apakah soalan yang anda akan
tanya ...?
Daripada maklumat tersebut,
bolehkah anda membina set
arahan ...?
Peristiwa yang manakah tidak
seharusnya berlaku?
Jika
...
berlaku,
apakah
kemungkinan penamatnya?
Bagaimana ... sama seperti ...?
Apakah kemungkinan lain ...?
Mengapakah
...
perubahan
berlaku?
Terangkan apa yang sepatutnya
berlaku ...?
Bolehkan anda bezakan ...?
Apakah punca di sebalik ...?
Apakah masalah dihadapi ...?

menunjukkan ...
Buat buku skrap berkaitan ...
Buat model tanah liat ...
Ambil koleksi gambar foto untuk
menunjukkan ...
Bina sebuah puzzle game.
Tuliskan buku teks berkaitan
topik ...
Mereka bentuk soal selidik untuk
mendapatkan maklumat.
Menulis iklan untuk menjual
produk.
Membuat
carta
alir
untuk
menunjukkan peringkat kritikal.
Membina
graf
untuk
menunjukkan maklumat khusus.
Membuat family-tree untuk
menunjukkan pertalian.
Membuat drama ttg apa yang
dipelajari.
Menulis biografi orang yang
dikaji.
Menyediakan laporan.
Adakah lebih baik ...?
Melaksanakan debat.
Berikan hujah anda ...
Menulis buku peraturan dan
Pertahankan pernyataan ...
yakinkan pembaca.
Adakah baik atau buruk ...?
Menubuhkan
panel
untuk
Bagaimanakah
anda
akan membincangkan pandangan.
mengatasi masalah ....?
Menulis surat nasihat terhadap
Apakah perubahan yang ...?
keperluan perubahan.
Adakah anda percaya ...?
Menulis Laporan Tahunan.
Apakah
yang
anda
rasa, Menyediakan kertas kes untuk
sekiranya ...?
menjelaskan pandangan.
Setakat manakah keberkesanan
...?
Sejauh manakah anda yakin ...?
Hasilkan satu binaan ...
Cadangkan satu penyelesaian
munasabah ...
Apakah akan berlaku sekiranya
.?
Kemukakan kertas cadangan ...
Berapa banyak carakah ...?

Mencipta mesin.
Mereka bentuk bangunan.
Mereka produk baru.
Menulis tentang perasaan...
Menulis cereka, lagu, sajak...
Mereka bentuk kulit album

190

THE IMPACT OF ENGLISH AMAZING RACE PROGRAMME IN LEARNING ENGLISH

Wong Lee Lee
Faculty of Education
Universiti Kebangsaan Malaysia
Bangi, Malaysia
lindeywongleelee8484@yahoo.com
Associate Prof. Dr Melor Md. Yunus
Faculty of Education
Universiti Kebangsaan Malaysia
Bangi, Malaysia
melor@ukm.edu.my
Abstract
Learning has transformed a lot over the past years. Once it was all about teacher-centered,
however today studies have shown that learners learned better when they are actively
involved in playing games. Therefore, the purpose of this study is to investigate the impact of
English Amazing Race programme in learning English among the primary pupils in SJK(C)
Yong Kwong, Meradong. The aim of this programme is to promote fun English among the
pupils through games where the pupils can (a) experience using English in a joyful and lively
atmosphere and (b) build positive attitudes towards learning English. A set of questionnaire
was used as a research instrument among the 9 pupils who had participated the English
Amazing Race programme. The feedback collected was then analysed descriptively. The
outcome of this study shows that most of the pupils were motivated intrinsically after they
took part in the programme. Finally, implications of this programmme have been discussed
and several recommendations have been suggested.
Keywords: English language, fun learning, games, motivation

INTRODUCTION
Due to the globalization and the expansion of economic markets, English language has
become more significant which lead the usage of the language has increased rapidly. In
Malaysia, English was formally accorded the status of a second language when National
Language Policy was implemented in 1970. Therefore, the need to maximize the learners
exposure to English is vital.
Learning a second language is admitted a challenging endeavor and immerse reasons have
been given to explain why Malaysian learners fail to learn English to any appreciable level of
proficiency especially the learners from rural areas. A study conducted by Azman (n.d.)
found out that the investigated rural communities in Malaysia have a high literacy rate in their
mother tongues such as Mandarin, Malay and Tamil. However, they have limited literacy in
English language due to the school work related practices.
Therefore, teachers play an important role to engage the learners interest in utilizing English
and provide them with a supportive learning English environment. According to SorayaieAzar (2012), games are effective learning tools as they motivate learners to involve friendly
competition and provide a cooperative learning environment which enable them to
communicate and work together without worrying the risks of failure. They can learn how to
think flexibly, organize strategy, make decision and have fun at the same time. In addition,
Foreman (2004) also highlighted the educational value of games in teaching and learning
191

because language games can provide a constructivist motivating classroom environment

where students and their learning are central. Students build up their knowledge and
confidence level from their experiences and mistakes in playing the language games.
Games also help to trigger their creativity, teamwork and higher order thinking skills. The
learning process for students should be fun and interesting and easy to learn (Pivec and
Dziabenko, 2010).
Thus, this study aims to promote fun English among the pupils through games where the
pupils can:
(a) experience using English in a joyful and lively atmosphere and
(b) build positive attitudes towards learning English.

METHODOLOGY
Research Design
This quantitative study employed a questionnaire survey to collect data. This study was
carried out in a primary school in Meradong, Sarawak. The school was established in 1974
and used Chinese Language as its medium of instruction.
Population
The school is a rural area school with only 39 pupils (Year 1 until Year 6) and it is
categorized as small-scale school (Sekolah Kurang Murid, SKM). The population was made
up of Chinese, Malay and Iban pupils. The Chinese pupils made up of 37 pupils (94.88%),
followed by the Malays, a pupil (2.56%), and the Ibans, a pupil (2.56%).
Sampling Techniques
The technique employed to select the subjects for the study is nonprobability sampling. This
form of sampling is the most common type in educational research. According to McMillan
and Schumacher (1993, p.160), nonprobability sampling also known as convenience
sampling or availability sampling which encompasses using whatever subjects are
obtainable to the researcher. Convenience sampling was used in this study to select the
participants to take part in the English Amazing Race programme.
Participants
All Primary Five (5 pupils) and Primary Six (4 pupils) were involved. They were divided into 2
groups based on their level of proficiency. In order to gauge their level of proficiency, the
pupils English language results for previous exam were used. Pupils who obtained Grade A
were categorized as high proficient pupils, Grade B as average proficient pupils and Grades
C, D and E as low proficient pupils.
Procedure
Figure 1 shows the procedure for conducting the English Amazing Race programme in the
school.

Figure 1
192

A panel meeting had been carried on 31st of December 2015 among the English teachers in
the school. All the teachers gave positive feedbacks and a simple proposal had been written
and handed in to the headmaster for approval on 7th of January 2016. After getting the
approval from the headmaster, a committee had been set up.
Several preparations had been done especially for the prizes, technical support, station
games, venue and setting before the implementation of the programme. There were 6
stations and every group was required to complete the task in each station to get a pass to
get through another station.
Procedures for implementing the 6 station games are as below:
a)
Station 1 - Spell Mania
This game focused on the listening and vocabulary skills where every group was required to
select a scribbler and make a circle. A coordinator stood in the middle and read the word for
3 times. The participants listened carefully then spelled the word to the scribbler. The
scribbler wrote down the spelling on the answer sheet.
b)
Station 2 - Word Transformer
This game focused on the vocabulary skill where every group had been given a similar word
and they built as many words as possible within 5 minutes on the answer sheet.
c)
Station 3 - Grammar Gorilla
This game focused on the grammar skill where every group had been given a set of task
sheet which consisted of 20 sentences with grammatical errors. The participants identified
the mistakes and rewrote the sentences neatly within 20 minutes on the answer sheet.
d)
Station 4 - Brainteasers
This game focused on the critical and creative thinking skills where every group had been
given a list of riddles to be solved. Each group answered all the fifteen riddles in fifteen
minutes.
e)
Station 5 - Whisper ME
This game focused on the listening and speaking skills where every group sent a
representative to stand in front of the group while the group members queued up. The group
representative had been given a list of nouns and he/she memorized as many nouns as
possible within 2 minutes. Then, he/she whispered softly to the first group member for two
times. Then, the first group member whispered the message to the next group member. This
process continued until the last group member. The last group member wrote the message
on the answer sheet.

f)
Station 6 - Running Dictation
This game focused on the listening and reading skills where the group read the sentences to
the scribbler and the scribbler wrote the sentences on the answer sheet. The text was
placed at the front of the room and it remained there throughout the activity. The group
members took turn and ran to the front of the room to memorize the sentences. Then, they
ran back to their group and dictated to the scribbler. This process continued until the group
has finished all the 9 sentences.
Data Collection and Analysis
To evaluate the overall effectiveness of the programme, the pupils answered a set of
questionnaire which consists of three questions to give their perceptions towards the impact
193

of this programme at the end of the programme. The data was then analysed descriptively
by using frequency and percentage.
RESULTS
The number of respondents for this study is 9 participants who participated in the English
Amazing Race programme on 23 February 2016. To evaluate the overall effectiveness of the
programme, participants were asked to share their perceptions towards the impact of this
game in terms of their interest and motivation in learning and using English. Responses
were then gathered and analysed based on three questions. The analysis of the findings is
done by calculating the responses for the three questions in frequency and percentage.
Question 1: Would you like to join this programme again? Why?

Would you like to join this programme again?

100%
100%

Percentage

50%

0%
0%
Yes
No

Figure 2: Percentage of pupils who like to join this programme again

Types of Motivation

Intrinsic

Extrinsic

Responses
from
the
Percentage
No. of Pupils
pupils
(%)
Pleasure and It is interesting.
4
44.4%
satisfaction
Fun.
Menarik.
SelfI want to win.
4
44.4%
confidence
I always win.
Rewards
I want gifts.
1
11.2%
TOTAL
9
100.0%
Table 1: Reasons for joining this programme in the future

The analysis of the results in Figure 2 showed that all of the pupils (100.0%) were in
agreement that they are motivated to join this race again. This was probably because the
194

use of the language games motivates the pupils to learn and use English. Table 1 showed
the reasons to participate in the programme in the future. These reasons can be categorized
into two types of motivation factors which are intrinsic (pleasure & satisfaction and selfconfidence) and extrinsic (rewards).
44.4% pupils stated that this programme is interesting and enjoyable by stating It is
interesting. and Fun.. Due to the limitation of the low proficiency pupils to express their
opinions in language, they used Malay Language Menarik to show the programme was
interesting. Another 44.4% pupils showed they are willing to join this programme again
because they are confident and belief that they can win this race next time by demonstrating
responses such as I want to win and I always win. Only 11.2% (1 pupil) stated that I want
gifts as he/she is motivated by the rewards after the programme.
Question 2: Which station game do you like the most? Why?

Figure 3: Pupils preferences on the type of game

Favourite Station
Running Dictation

Brainteasers

Responses from the pupils

I can learn English words.
It is interesting.
Test my memory.
It is interesting.
I can think out of the box.
It can test my memory.

No. of Pupils
5

Percentage (%)
55.6%

22.2%

Word Transformer
2
22.2%
TOTAL
9
100.0%
Table 2: Pupils reasons on their favourite station
From Figure 3, the most preferred game for the pupils is Running Dictation. 5 pupils or about
55.6% pupils loved it. It can be concluded that most pupils (55.6%) enjoyed participating in
the Running Dictation as it is interesting and they can learn new English words. Both
Brainteasers and Word Transformers stations ranked as the second favourite game by the
pupils with 22.2% each.
Question 3: How do you feel about learning English after the race? Put a tick () for
your choices.

195

Figure 4: Pupils attitude towards learning English after the programme

Figure 4 shows all of the pupils agreed that English is fun, and none of them feel bored and
discouraged as they were actively engaged with the games. 88.9% pupils feel motivated and
55.6% pupils are willing to learn more. Also, 3 pupils (33.3%) perceived learning English is
challenging.
DISCUSSION
Overall, it can be interpreted that all the pupils have positive perceptions towards this
English Amazing Race programme. The majority of the pupils (88.8%) are intrinsically
motivated because when they were actively involved in the English Amazing Race
programme, they engaged in for its interest and the satisfaction and enjoyment it engenders.
Mahmoud and Tanni (2014) stated that during games, some feelings such as the pleasure of
winning may arise and it can also help the pupils to focus because they are being patient
while waiting to achieve getting to the next level. Therefore, the pupils felt satisfied when
they could finish the task in each station or because of the interest and joy associated with
learning the language through games.
As a result, this programme could motivate the pupils intrinsically to learn and use English.
Intrinsically motivated learners are likely to lead a success compare to extrinsically motivated
learners in acquiring their second language, as intrinsic motivation stems from the learners
internal desire to achieve goals and enjoyment in performing second language learning
tasks (Kreishan & Al-Dhaimat, 2013). When the pupils participated in this programme, they
were motivated intrinsically and it also stimulated pupils self-confidence to learn and use
English in completing all the tasks.
Besides, Running Dictation game also challenges the pupils in memorizing the sentences
and passing the messages to their team members which they find it fun. This findings is
parallel with a study conducted by Amrullah (2015) at the State Islamic Senior High School 2
Gresik, Indonesia. He found out that 95.5% of the respondents liked the Memorization
games and 68.2% of the students perceived that those games were helpful for them in
learning English. He concluded that these games will be very helpful to energize the
students and return their spirit in the study and it also can improve the students speaking
ability in exciting ways.
In addition, the pupils felt challenged where they were required to solve the riddles in the
Brainteasers station and they also required to generate as many words as possible in the
196

Word Transformers station. The findings are consistent with a study conducted by
Anyaegbu, Jessy and Yi (2012) in China where the respondents agreed that problem solving
questions did motivate them to seek for answer when they were engaging in the games.
Therefore, teacher can carry out the Memorization games and Problem solving games
such as running dictation, word transformers and memory match games to stimulate the
pupils to memorize and solve the problems which can reinforce the learning hence motivate
the pupils intrinsically.
Furthermore, the feedback from the pupils showed that this programme developed a positive
impact on the pupils as it can motivate the pupils to learn more, also, they felt learning
English is fun and challenging. This is similar with Rankin, Gold and Gooch (2009) who
stated that games are beneficial for students to build and increase self-confidence, develop
language competency, learn in an unconscious and no-threatening atmosphere. Besides,
the games in this programme also provide reasons for the language skills, provide hidden
practice of specific language patterns, vocabulary and pronunciation, and also improve
attention span, concentration, memory, listening skills and reading skills.
As a conclusion, the findings of the study in SJK(C) Yong Kwong with the use of language
games in learning English showed a positive impact among the pupils. Also, it achieved the
aim of this study where the pupils experienced using English in a joyful and lively
atmosphere and built positive attitudes towards learning.

AKNOWLEDGMENT
First of all, I thank God for everything, specifically for giving me the faith, ability, and
strength. I would like to extend my sincere gratitude and special heartfelt thanks to my
supervisor, Associate Professor Dr. Melor Md Yunus for her support, patience, invaluable
advice and guidance throughout this study. Besides, a special note of thanks also goes to all
the staff of the Faculty of Education in Universiti Kebangsaan Malaysia for their kind
assistant.
My sincere appreciation also goes to all the staff of SJK Yong Kwong who assisted me to
conduct this study, not forgetting Mr Ting Yew Sang, headmaster of SJK Yong Kwong who
gave me full support and cooperation. Moreover, I also would like to thank all the Year 5 and
Year 6 pupils who participated in this study.
To the most important people life, my parents, Wong Seng Chiong and Siew Leh Sung from
the bottom of my heart for their unconditional and infinite love, dedication, support, and
encouragement throughout my life. At last but not least, I thank my sisters, Wong Ngo Ing,
Wong Chai Ing, and Wong Siu Ing for their understanding and moral support, for without
them I would not have the strength and courage to complete this project.
Last but not least, to all my friends who assisted me in this project especially Ann Sia, Mei
Ling, Angeline Hii, and Pamela for their love, moral support, motivation, assistance,
suggestions, contributions and proof-readings.
REFERENCES
Amrullah, A. Z. (2015). Developing Language Games to Teach Speaking Skill for Indonesian
Senior High School Learners. Journal of English Education and Linguistics Studies,
2(2), 13-33.
197

Anyaegbu, R., Jessy, W. T. & Yi, L. (2012). Serious Game Motivation in an EFL Classroom
in Chinese Primary School. The Turkish Online Journal of Education Technology,
11(1), 154- 164.
Azman, H. (n.d.). English Language In Rural Malaysia: Situating Global Literacies In Local
Practices. Journal of Language Teaching, Linguistics and Literature, 11, 99-119.
Foreman, J. (2004). Game-based learning: How to delight and instruct in the 21st century.
EDUCAUSE review, Sep/Oct(n/a), 51-66.
Kreishan, L. J. & Al-Dhaimat, Y. (2013). Intrinsic and Extrinsic Motivation, Orientation and
Achievements in L2 of Arab Learners of English, French and German: A Study from
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Mahmoud, A. A. A & Tanni, Z. A. (2014). Using Games to Promote Students Motivation
towards Learning Engish. Journal for Educational & Psychological Research &
Studies, 2(5), 11-33.
McMillan, J.H. & Schumacher, S. (1993). Research in education: A conceptual
understanding. New York: Haprer Collins.
Pivec, M & Dziabenko, O. (2010). Game-based Learning Framework for Collaborative
Learning and Student E-teamwork. Retrived on 3 March 2016 from
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Rankin, Y. A., Gold, R. & Gooch, B. (2009). Evaluating interactive gaming as a languagelearning
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OKEN=41390505
Sorayaie-Azar, A. (2012). The effect of games on EFL learners vocabulary learning
strategies. International Journal of Applied and Basic Sciences, 1(2), 252-256.

APPENDIX
English Amazing Race at SJK(C) YONG KWONG
Preparation Stage

198

Set up the stations and prepare the

tasks envelopes

Prepare the backdrop

Implementation Stage

Briefing on the rules

and regulations

Station 3: Grammar
Gorilla

Station 1: Spell
Mania

Station 4:
Brainteasers

Station 2: Word
Transformers

Station 5: Whisper ME

199

Station 5: Whisper
ME

Station 6: Running
Dictation

Prize giving ceremony

(Winner)

Station 6: Running
Dictation

Prize giving ceremony

(1st runner-up)

Feedback

Responses from the pupils

200

201

USING CONTRASTIVE ANALYSIS OF CHINESE AND ENGLISH TO HELP ESL

LEARNERS CONCEPTUALIZE ENGLISH SENTENCE PATTERNS: AN ACTION
RESEARCH
David T. Teh Boon Ern
SMK St. Peter Kudat (M)
89058, Kudat Sabah
Email: het_divad@yahoo.com
Abstract
The L1 has often been deemed as an interference in the ESL classroom as it is an indication
of flawed pedagogical approach. Regardless, the use of Mother Tongue and translation
techniques have been recorded in Malaysian classroom setting. It is argued that the L1 can
be a useful tool to teach grammar, as learners failure to make sense of the English grammar
quickly demotivates them. Hence, this paper examined the use of Contrastive Analysis of
Chinese and English to promote conceptualization of the English sentence patterns, based
on the theoretical foundations of Behavioural Psychology and Structuralism. Using concepts
of Structural/Taxonomic Model, 7 respondents from an urban school in Kudat were exposed
to 2 cycles of intervention programmes which were designed based on the Error Analysis of
their pretest results. The respondents participated in a posttest after each cycle, which were
then compared and contrasted with the initial pretest results. The analysis of the findings
indicated conflicting results. Hence, a delayed posttest was administered to triangulate the
findings, which highlighted that a possible faulty posttest instrument had affected the
reliability of the findings. The respondents also provided feedbacks and opinions regarding
the intervention programme via Reflective Logs. Generally, the responses towards the
intervention programme were positive, as the use of L1 had helped them to conceptualize
grammatical structures better. Future studies should investigate the use of CA to teach
English in a more formalized setting, involving larger sample size using an Experimental
Design, which could yield more definitive and empirical evidences.
Keywords: Contrastive Analysis; Structural/Taxonomic Model; Sentence Pattern; Immediate
Constituent
INTRODUCTION
Despite its negative image as an outdated and a fairly minimalist approach to language
teaching, the use of the L1 in the ESL or L2 classroom has undergone some revival in recent
decades. The use of translation, for example, is garnering more and more traction and
popularity especially in countries of the outer and expanding circle (de Torre, 2014; Laufer &
Girsai, 2008; Ju, 2004; Hwang, 1994).
Unsurprisingly, the use L1 as means to teach English as a second language is still a
fairly new notion in Malaysia. Recent researches have explored the role of the L1 (Malay and
Mandarin) in the English language classroom (Hiew, 2012; Hwang & Embi, 2007; Benson et
al., 2007). There are also findings that suggest teachers to use their students L1 to explain
meaning of unfamiliar words during lessons (Hiew, 2012:17).
In addition, the use of L1 in ESL classroom is also best complemented with the use
of bilingual dictionaries and thesauruses. Based on the responses provided by the
respondents, many agree that translation is used to further understanding on the literary
text (14) which promotes comprehension and understanding when it comes to difficult
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words and phrases, teachers were encouraged to paraphrase them in Malay or Mandarin
(Hwang & Embi, 2007:10).
Another research finding indicates that Malaysian students tend to rely on their L1
when writing in order to formulate strategies at different stages (Stapa, 2008:158). It was
further extrapolated that the use of L1 can actually promote L2 writing because learners
would require a language which can help the articulation of ideas (149). To some extent, the
findings were congruent with previous literature where it was found that advanced students
tend to use the L1 to: (i) Generate ideas/content (ii) Monitor language use; and (iii) Source
lexical items (Wang & Wen, 2002, in Stapa, 2008:150).
There are yet any researches that looked into using the L1 to teach grammar in
English, especially within in the Malaysian ESL setting. The L1 can potentially be a useful
tool to teach grammar and sentence patterns when learners find it hard to conceptualized
grammar rules that are solely presented in English only, especially when difference in L1
and L2 hinders understanding of meaning of grammar items or rules (Yong, 2010:xxx; Li,
2011:120). As a result, learners inability to make sense of grammar rules may easily
demotivate them from learning English.
The primary aim of the study would be to investigate the use of Chinese in teaching
and learning of English in a Malaysian ESL classroom setting. This would be achieved by
testing the premise of using Chinese in the ESL classroom actually promotes language
learning rather than interfering with language acquisition. One way of investigating this is
through Contrastive Analysis.
Contrastive Analysis is a branch of Applied Linguistics that comparing, contrasting
and the studying of the linguistic relationship between languages could promote language
acquisition and language learning that is both methodological and structural (James, 1980).
This discipline is based on the Contrastive Analysis Hypothesis (CAH). Theoretically, it has
been stipulated that making distinctions and noticing similarities between languages could
heighten language awareness among learners, and by doing so would equip learners with
the knowledge of what linguistic patterns that is transferable and non-transferable between
languages (James, 1980). Since this study intends to investigate and evaluate the use of L1
to teach L2, the Contrastive Analysis Hypothesis (CAH) would serve as a theoretical
foundation of which this study would be based upon.
Also based on the theoretical foundations of Structuralism, language is viewed as
finite, not so much as to stifle linguistic creativity. Rather, language is more often than not
minimalized and simplified (Corder in James, 1980:53) in the process of acquisition
because it is widely understood that without pre-determined boundaries or parameters
attached, the study of language could be immensely time-consuming and cost inefficient.
One model of such bearings is the Structural/Taxonomic Model (S/TM). The STM is one of
the earliest developed CA model in existence. Expounded by Bloomfield (1933) and further
elaborated by Harris (1963) (James, 1980:36), this model enables the measurement of
difference in grammatical structure and establish the maximum difference or similarity
between two language systems (James, 1980:36). It does not heavily involve complex
transformation of syntax and morphological patterns.

For example, one wishes to compare and contrast the sentences. The first step is to
first parse the sentences into parts of speech:
English I go to school for tuition
Chinese (I-go-learn-school-repair-practice)
203

Figure 1: Sentence Parsing in Structural/Taxonomic Model (English & Chinese)

In short, one would come to the surface structure of the sentence. The sentence
has 4 constituents, which correlates to the sentence pattern S-V-A-C. Based on the analysis,
the Verb Phrase and the Adverbial constituents combine to form the primary branch of the
Predicate. The reason that explains these two constituents is added into the sentence as
the Complement being the third constituent. Lastly, the Verb Phrase, Adverbial and
Complement Constituent combines to form the Predicate, co-existing with the Subject head
of the sentence.
The parsing this sentence is first conducted entirely in Chinese before its key
components translated. This is to avoid the degree of biasness when examining a language
from a different point-of-view. Based on the analysis here, the sentence pattern given here is
S-V-C. The which refers to the Predicate or the Proposition, is slightly different from the
English Predicate in the sense that the Intransitive Verb and the Adverbial of place is
ingrained as a whole instead of being treated as distinct constituents. The primary
constituent of the Predicate is none other than the combination of the Verb and the Noun
Constituent, which is then supplemented with the Complement Constituent. In turn, the
compound constituents of the Predicate combine with the Subject to form the sentence. This
sentence also has 4 constituents.
To summarize, the sentence has 4 constituents, thus producing the formulaic expression:
Pronoun + VerbIntransitive + AdverbialLocation + Noun PhraseComplement
The next step would be to analyse the constituents of the sentences vertically. James
(1980:39) stated that the S/TM requires a common ground for comparison and contrast,
which could be achieve by identifying the devices for form and arrangement (Fries, 1952 in
James, 1980). In this example, English and Chinese are seemingly similar in the use of:

function words signifiers of elements likely to precede or follow

arrangement relative order of elements in constructions

Source: James (1980)
Based on the formulaic expression, one can theoretically substituted words or
phrases of same forms into the expression without jeopardizing the overall syntactical
structure of the sentence. Hence, the probability of making grammatically unsound sentence
is greatly reduced. However, this technique places little emphasis on the semantic value of
constituents, hence the issue of validity and reliability of the translated meaning falls onto the
translator.

204

Here, the product of the Vertical Axis of both sentences can be compared and
contrasted. It is apparent that these two sentences share almost identical deep structures,
with most of their forms and elements having equivalents in both English and Chinese.
Based on this, one could further hypothesize that these two languages share more
similarities that could be exploited for pedagogical purposes. Using the obtained formulaic
expression or deep structure as blueprint, one could further construct sentences of different
meanings yet at the same time fulfilling the syntactical requirements of sound grammar
foundation.
These CA theoretical concepts are used as the basis for the intervention programme.
With these ideas in mind, this study sought to:
I. Does CA of Chinese (L1) and English (L2) promotes the conceptualization of English
sentence patterns among learners?
II. What factors or elements may or may not make CA an effective approach to teach
English sentence pattern using the Chinese grammatical structure?
III. Is CA a feasible and potentially helpful pedagogy in the Malaysian ESL setting?

METHODOLOGY
This study adopted the action research model as means of investigating the use of
Contrastive Analysis of Chinese and English to help ESL learners conceptualise English
grammar. To be more specific, this study adopted the Individual Teacher Research
(Ferrance, 2010:12) Action Research Model, with the focus on single classroom issue and
the most likely impact being on the programme development.
The nature of this research also demanded that its participants are learners that are
proficient in both English and Chinese. Consequently, the sampling has to be purposive
because the objective of this research is to determine whether using a CA can help learners
of English improve their conceptualization of English grammar using Chinese (Cresswell,
2012:298). Linguistic competence in these two languages becomes a crucial characteristic
that needs to be shared by all participants.
In tandem to the research objectives in mind, Error Analysis was adopted as the
central pre- and posttesting mechanism to measure and evaluate respondents English
language proficiency. To be more specific, what was measured is the frequency of errors
made by individual respondents, strictly limited to the English sentence patterns (Teh, 2014).
205

The Pretest serves as a diagnostic instrument to assess the respondents English

proficiency level while the Posttest worked as an assessing device to measure differences
between the performances of pre- and posttreatment (Cresswell, 2012:310). With this, it will
be possible to measure the attribute or characteristics of a sample after the introduction of a
treatment or intervention (Cresswell, 2012:297). The differences between the Pre- and
Posttest will be regarded as statistical evidence to evaluate whether the intervention had
been successful or not.
In relation to this study, EA is adopted as an Error Identification test with a broad
theme which focuses on various grammatical knowledge. Research participants would also
find such testing familiar as they are often exposed to such form of test in their PT3 English
paper. In this study, however, the EA primarily focused on how many errors each respondent
can successfully rectify and provide viable justification for every rectification.
The Pre- and Posttest adopted the Error Identification test rubric from the English
PT3 Section A assessment. A 200-word text is given to each respondent, which each line
containing an error that is already pre-identified. There are a total of 10 errors contained in
each text. Each respondent has to rectify the errors and provide viable justification for each
rectification.
Respondents are not allowed to refer to peers nor references during the tests. The
collected responses are also peer-marked right after the test in order to determine which of
the errors could be successfully and accurately explained by the respondents. The findings
were then tallied.
These findings were then used to assist in the construction of the intervention
programme. Intervention or treatments are ways researchers intervene with one or more
conditions in order to observe the immediate responses to different experimental conditions
than the ones in control situations (Cresswell, 2012:622). The conditions or variables of
this study is fairly straightforward:

Constant Variable: Subject content of the intervention/treatment

Independent Variable: Manner of delivery

(i)
Non-CA Programme (Cycle 1)
(ii)
Structural/Taxonomic Model Contrastive Analysis Programme (Cycle
2)

Dependent Variable: Error Analysis of Pre- and Posttest, Teachers Reflection

Log & Respondents Reflective Sheet
Having laid down the parameters of the intervention/treatment, the next step is to
design the programme that reflects the underlying principles of the theoretical and
conceptual framework of the research.
Fries (1945 in Lennon, 2008:6) laid down some general guidelines on how a
methodology that incorporates CA would appear to be. A programme grounded in the
theoretical foundations of CA would emphasise on: (i) Principled Selection of Linguistic Input
(ii) Principle Grading of Linguistic Input (iii) Analytical & Atomistic Approach (iv) Dismantling
& Re-Constructing Language.
Taking all these considerations into account, two sets of intervention/treatment
programme was developed: (i) Non-CA Intervention Programme (ii) CA Intervention
Programme. The Structural/Taxonomic Model will be used as the framework for the
206

intervention programme. The group will undergo the Non-CA Programme and the CA
Programme. Subject content (grammar) in both programmes is identical but the CA of
grammar patterns in English and Chinese will take precedent with the CA Programme.
Table 3 Steps & Procedures in Contrastive Analysis (Whitman, 1970)
I.
II.
III.
IV.

Taking the two languages, L1 and L2, and writing formal descriptions of
them
Pick forms from description for contrast
Making a contrast of the chosen form
Making a prediction of difficulty through the contrast

Specific to the CA Programme, the CA of English and Chinese grammar patterns

were based the procedures proposed by Whitman (1970). Bearing this set of procedures in
mind, several modifications was made to suit the classroom needs of the Experimental
Group. In general, any contrastive analysis should be made with the facilitation of positive
transfer as the main goal (Huang, 1991:22). Hence any modification on the procedures can
be made as long as it promotes positive transference of L1 language patterns to the L2
(Yang, 1992; Huang, 1991).
The findings of the Pretest indicated that the respondents weakest language subject
area are: (i) The Simple Sentence Structure (ii) Word Class. Hence the proposed grammar
topics in both interventions programme (arranged chronologically) are as follows:
I. The Simple Sentence: Subject & Predicate
II. Sentence Structure: Word Class
III. Sentence Structure: Parts of Speech
Another form of data is also gathered apart from the statistical data from the pre- and
posttest. Reflection from the teacher, or in this context, the researcher, as well as the
research participants are regarded as integral to the findings of this study. This was done to
allow the triangulation of data and also raising the trustworthiness of the research
findings.The other side of teachers reflection would be the student feedback and general
opinion of the intervention programme.

RESULTS
Statistically, the respondents seemed to have performed worse in the Cycle 2 posttest
compared to the Cycle 1 posttest. Speculating purely based on this, one could come to
conclude that the Chinese-English CA Intervention/Treatment programme was not very
effective in helping Chinese learners acquire the targeted English grammar.
However, there are also unusual patterned that were observed in the experiment.
Respondent M4 was generally consistent throughout the programme until he performed
unexpectedly poor in the Cycle 2 posttest. This was inconsistent with the qualitative data
obtained through the teachers reflective log, which had indicated progress and
improvements throughout the intervention programme.
Therefore, it was important to triangulate the collected data through the collection of
respondents feedback. This allows multiple perspective and point-of-interest to examine a
207

phenomenon. In this context, it is discovered that the Chinese-English approach is wellreceived by both teacher and students, despite contradictory statistical data obtained from
the pre- and posttesting. Possible assumptions have been made in attempt to explain the
occurrence of this contradictory finding. This also indicates that the research methodology is
left wanting, with multiple issues and shortcomings that had potentially jeopardized the
research validity and trustworthiness.
Table 4 Respondents Language Accuracy in Pre- and Posttest

F1
F2
F3
M1
M2
M3
M4
Mean

Language Accuracy (Application)

Cycle 1
Cycle 2
Delayed
Posttest
PrePostPre- Post8
9
7
3
8
8
5
7
5
7
8
4
7
4
7
9
8
7
4
8
9
9
7
4
8
7
8
2
6
9
7
9
4
9

Language Accuracy (Grammar Knowledge)

Cycle 1
Cycle 2
Delayed
Posttest
PrePostPrePost1
7
7
3
7
1
2
6
4
6
1
2
2
1
3
1
2
4
2
3
2
8
7
4
5
0
0
0
0
8
7
7
3
8

8.29

2.00

7.00

7.43

3.71

7.57

4.67

4.71

2.43

4.57

Linguistically, the respondents provided some insightful feedback regarding the

approach used during the study. The general consensus that was gathered are:
I.

The Chinese-English CA is very well received (by the respondents) - The

respondents like and prefer to learn the L2 using their L1.

II.

The use of L1 helps the respondents to conceptualize and understand

the sentence patterns and structure in L2 better.

Nonetheless, there are also some potential pitfalls of the approach, as observed by the
researcher. Students tend to:
I.
Overgeneralize certain grammar rules or sentence patterns.
II.
Be over-confident, hence over-relying on their L1 as a word-for-word translation
tool
DISCUSSIONS
Seliger (1983:181 in James, 1996:144) stated that L2 learners are often very curious about
the syntactical relationships between their L1 and the L2 that they are learning. The fact that
the approach was well-received by the respondents said a great deal. The respondents
reacted positively towards the approach mainly because the such profound relationship is
structurally and linguistically re-defined and re-packaged for them.
When the respondents felt empowered by the use of a language that they are familiar
with, discussing about the structure of a different language seemed less intimidating.
Discussing about or making links or connections between similarities and differences
between two language systems in their own L1 provide a safe haven where learners can
comfortably explore and experiment upon these languages. With this, the ESL classroom
could become a place where L2 learners and teachers can feel free and excited to talk
about the L1 and the L2 (James, 1996). This significantly reduces learning anxiety and
affective filter of the learners, and subsequently provides more room for improvement in
terms of language learning and acquisition.
208

The whole idea of using CA as an approach to language learning hinges on two main
objectives:
I.
To promote positive linguistic transfer
II.

To deter negative/zero linguistic transfer

Ultimately, the aim would be to raise the learners awareness in the L2 based on their
prior knowledge in the L1 (Hwang & Huang, 1994:157). In this regard, based on the
feedback collected from the respondents, the approach has managed to help them
conceptualize and understand sentence patterns and structure to some degree. Referring
to the pre- and posttest conducted in the study, the respondents were measured not merely
based on how many language errors that they were able to rectify. They were also
measured based on how many answers that they can accurately justify.
This allows the study to paint a clearer picture as to what extent the respondents were able
to conceptualize and understand. In other words, the respondents became more aware
towards the different linguistic structure and patterns of both languages over time.
By raising the respondents language awareness towards both similarities and
dissimilarities between both L1 and L2, they have displayed a far better understanding
towards the sentence patterns and structure of both languages (Yang, 1992:135). Again,
these findings seem to be in tandem with the literature that was reviewed.
Often what are noticed are the ones researchers deem pivotal to a study. But in this
case, what is absent is equally as informative as what is observed. The other major aspects
of the CA approach are not highlighted or seemingly absent from the data findings, be it from
the respondents or the teachers point-of-view. These aspects are:
I.

CA being behaviourial association and reinforcement

II.

CA being concerned with the prognostic prediction of errors

In literature, much have been discussed that CA is a very much behaviourial

approach that emphasises on association and reinforcement in terms of language learning
and teaching. This was not readily apparent from the findings of the study. Despite attempts
to provide strong association between similar linguistic structure and patterns in both L1
and L2, the respondents did not indicate that they were able to associate both languages
more. Likewise, they were also not indicative of how and when behaviourial reinforcement,
both positive and negative, may have affected their learning of the L2. They were neither
encouraged nor discouraged to use the L2, be it used accurately or not. On the contrary, the
respondents were only made more aware through the use of the approach.
The another aspect that was not apparent from the findings of the study is the
prognostic prediction of errors. The study is not very much concerned with comparing
grammatical and syntactical features of both L1 and L2 (Corder, 1971; Ellis, 1994 in Wang,
2008:184). Instead, the treatment of errors is largely focused on the weaker form of CA,
emphasising more on understanding what are the immediate learner language needs rather
than why those language errors are made. It is also noteworthy that language errors come
into play during before and after the intervention programmes were administered, indicating
that they mainly serve the purpose of informing the teacher regarding the learners language
needs, while at the same time allows reflection on and of ones own teaching practice.
209

As evident from the findings of the Cycle 2 Posttest, the respondents performed
unexpectedly poor, which was also against the general trend observed throughout the
intervention programme. More digging of information was done to find out more about the
anomaly, which resulted in two general conclusions; learners tend to:
I.

overgeneralize certain grammar rules or sentence patterns

II.

be over-confident, hence over-relying on their L1 as a word-for-word translation tool.

As discussed earlier, the study did not take on a more operant view towards
language learning, as both positive and negative reinforcements lack presence throughout
the approach. Subsequently, it is very highly likely that the L2 learner may end up
overgeneralizing certain sentence structure or patterns upon being exposed to this approach.
Although the use of CA to teach the L2 may mould them into more confident learners, they
may also end up being over-reliant on their L1 as a word-for-word translation tool, as
observed from the data collected from the respondents of the study. While it has been
discussed that the approach aims at raising the learners language awareness towards the
different sentence structure and patterns of the L2, it also creates a safety net for learners to
explore the different forms of language. Sadly, this also mean that learners may become
complacent or even reckless in their use of the L2.
Hence, when adopting and using this approach to teach the L2, learners have to be
made aware that its primary aim is not to help learners to translate languages. Rather, it
has to be emphasised that CA aims to allow learners to see both the similarities and
difference of both language systems both analytically and contextually. Ultimately, it is an
intermediary process aiming at scaffolding learners to be highly proficient multilinguals in
their own context, with their understanding of different language structure and patterns
contributing to higher degrees of proficiency in the languages that they use.
The implications of the research findings are multi-layered. The respondents reacted
positively to the approach, highlighting how much it has helped them to learn the L2 with
higher degrees of understanding and motivation. This is pretty much in tandem to the
findings documented in previous literature, reaffirming that the role of the L1 in the Malaysian
ESL classroom is far from irrelevant (Hiew, 2002; Abdullah et al., 2005; Hwang & Embi,
2007 & Stapa, 2008).
This study has demonstrated how language programmes can be designed using the
CAH as the central approach for language teaching and learning. In particular, the
intervention programme in the study encompassed 4 of the implications listed above,
strongly suggesting that the CAH is very much viable and practical in the L2 classroom.
The intervention programme was designed and sequenced based on a series of
linguistic elements, ranging from simpler language function to more complex ones. At the
same time, it was also mould based on the belief that language is best learned simplified in
order to help learners conceptualize linguistic patterns better, which is this case are
sentence structure and patterns.
Another important foundation of the CAH is none other than the integration of Error
Analysis for diagnostic purposes. It has been used to evaluate the respondents immediate
language needs which helps inform the teacher-cum-researcher throughout the teaching
practice. The diagnosis has also helped pin-pointing which part of the intervention
programme that needs to be adapted to directly address the respondents language needs.
Perhaps the most important implication the study has is to the teaching practice in general.
James (1980:154) defined Contrastive Teaching as presenting to the learner at the same
210

time all the terms in a linguistic system of L2, which as a system, contrasts with the
corresponding L1 system. It is further argued that CAH imparts packaged information that
is easily assimilated in regard to the intricacies of the L2 systems (James, 1980).
Perhaps this has been attempted throughout the intervention programme (Cycle 2)
where respondents were constantly being exposed to the similarities and differences
between the sentence patterns and structures of both L1 and L2. Again, the highlight here is
not on the language errors made but rather making students aware of the differences so as
to help them understand the reasons for the errors made and thus learning how to avoid
them (Finocchiaro, 1966 in James, 1980).
Therefore, to learners, learning the L2 would no longer be an one size fit all
process. In fact, the CA approach can be used as a form of remedial of enrichment language
programme. Based on the Error Analysis of the learners, programmes can be tailor-made
and designed to suit learners with different levels of proficiency.
With this, the learners learning experience can become rather personalized. They
can identify their own weaknesses and rectify them, all at the same time not losing out on
the input obtained from the mainstream education system. Nonetheless, further studies have
to be made to ascertain the extent of its impact and usefulness.
This also means that learners can come to become more autonomous on their own.
As they become more aware of their own linguistic deficiencies, learners also identify
potential areas which they can improve themselves. Thus, learning can gradually become
less dependent on the teacher and instead becomes more learner-oriented. Weaker learners
would probably require more attention but advance learners could potentially become more
independent as a result, subsequently alters the classroom dynamic and allows the teacher
to manage their resources better.
Hence, instead of promoting the use of a standardized syllabus across the country,
teachers could instead look at the specific needs of each state or even district. It was
reported in recent research which indicated positive signs where locally-oriented materials
and pedagogical approaches can work with Chinese learners of English (de Torre,
2014:123). Although recognizing the fact that it is impossible to design a language course
that can suit all the needs of every ESL learner, de Torre (2014:123) stressed that no good
language course can be developed without a good grasp of the L1.
This also means that teachers would eventually have to be proficient bilinguals in
both their L1 and the targeted L2 in order to fully utilize this approach. As such, teacher
training also has to undertake a more linguistically diverse approach to training and
developing teachers. This could significantly cost more financially as well as the human
resources needed to develop such teachers, something that many institutions may not come
to consider in terms of the return of investments.
Lastly, the use of L1 to help learners learn the L2 could open up avenues where
parents could participate actively in their childrens learning. Parents can become a source
of reference to learners in terms of their respective L1, learning informally about the
characteristics of their mother tongue. When combined with the input on the L2 received in
class, learners can attempt to assimilate and synthesise the information that they have
gathered and thus formulate their own grammatical and syntactical understanding of both
languages. This could give a new meaning to the term learners interlanguage, an ongoing
linguistic process where a learner constantly modifies and uses a language highly specific
and contextualised to him or her (Selinker, 1972 in Corder, 1981).
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The CA approach has also shed some light on the importance on conducting detailed
needs analysis of any learning context. Without first understanding the immediate needs of
the learner, it is akin to putting the cart before the horse. This also brings into question the
nature of the course and syllabus design that the Malaysian ESL classroom have been very
much accustomed with. As discussed earlier in Richards (2013), perhaps there is value in
localizing specific parts of the language curriculum and incorporate CA into these special
programmes to help improve target learners language proficiency in the L2. Of course, more
studies regarding the nature of syllabus and curriculum design of language programmes and
courses in Malaysian ESL setting has to be done before this can be considered and
implemented.
This study has also focused entirely on contrasting and comparing sentence patterns
and structure of both L1 (Chinese) and the L2 (English). Proponents of CA (Lado, 1957;
James, 1980 & Lennon, 2008) have long considered CA as a more comprehensive analysis
of language systems and skills. Hence, more can be studied by comparing and contrasting
other dimensions and aspects of the language. In relation to this study, the most logical topic
of interest would be the investigation of:
I.

Vocabulary & Lexical Items

II.

Word Order

III.

Preposition and Sequence Connectors

IV.
Phrasal Verbs
These linguistic domains are some of many aspects which Chinese learners of
English usually encounter as L2 Interference. In depth study into the CA of these two could
yield interesting findings and potential intervention to address these issues.
Much have been done and achieved over the course of the study, with even more
sacrificed and forfeited in order to this paper a success. Empirically, there are yet substantial
data to prove that the CA is a sure-fire approach that can guarantee learners learn the L2
quicker than conventional approaches. But there are many positive observations made and
feedbacks collected that suggest this is the case. More in-depth studies need to be done in
the future to identify further how and when such an approach could help learners
conceptualize and preferably, internalize sentence patterns of both the L1 and L2. Future
studies also have to have higher degrees of external validity in order to generalize the
results better, thus garnering a wider sphere of influence. With these, hopefully a difference
can be made.

REFERENCE
Abdullah, T.; Zakaria, M. H.; Ismail, F.; Wan Mansur, W. F. A. & Abdul Aziz, M. (2005). A
New Model to Teach Literature for Pre-Training Teaching Programmes in Malaysian
Schools: Project Report. Universiti Teknologi Malaysia. (Unpublished).
Benson, R.; Hardy L. & Maxfrield J. (2001). The International Classroom: Using Reflective
Practice to Improve Teaching and Learning. 2001 Meeting at the Crossroads. The
University of Melbourne.
Corder, S. P. (1971). Idiosyncratic Dialects and Error Analysis. International Review of
Applied Linguistics in Language Teaching 9(2):147-160.
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Corder, S. P. (1981). Error Analysis And Interlanguage (Vol. 112). Oxford: Oxford University
Press.
Cresswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research. 4th Ed. Boston: Pearson.
De Torre, M. G. D. (2014). Locally-Oriented Language Courses. Revista da Faculdade de
Letras: Linguas e Literatures 2(3):115-126.
Ferrance, E. (2000). Action Research. LAB, Northeast and island Regional Education
Laboratory at Brown University.
Fries, C. C. (1945). Teaching and Learning English as a Foreign Language. Michigan:
University of Michigan Press.
Hiew, W. (2002). English Language Teaching and Learning Issues in Malaysian Learners
Perceptions via Facebook Dialogue Journal. International Refereed Research Journal
3(1):11-19.
Huang, J. (1991). Error Analysis in English Teaching: A Review of Studies. Taipei Zhong
Shan Girls High School Journal 2:19-34.
Hwang, D. & Embi, M. A. (2007). Approaches Employed by Secondary School Teachers to
Teaching Literature Components in English. Jurnal Pendidik dan Pendidikan 22:1-23.
Hwang, Y. L. (1994). The Study of Contrastive Analysis of Chinese and English Form of
Address. Tainan University Humanities Journal 39(1):153-159.
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and
backward design. RELC Journal, 44(1), 5-33.
James, C. (1980). Contrastive Analysis. New York: Longman.
James, C. (1996). A Cross-Linguistics Approach to Language Awareness. Language
Awareness.
Lado, R. (1957). Linguistics Across Cultures. Ann Arbor: University of Michigan.
Laufer, B. & Girsai, N. (2008). Form-focused Instruction in Second Language Vocabulary
Learning: A Case for Contrastive Analysis and Translation. Applied Linguistics
29(4):694-716.
Lennon, P. (2008). Contrastive Analysis, Error Analysis, Interlanguage. Bielefield
Introduction to Applied Linguistics.
Li, J. S. (2011). EFL Learners Perception of Grammatical Difficulty in Relation to Second
Language Proficiency, Performance and Knowledge. Ph.D Thesis. University of
Toronto.
Stapa, M. (2008). Using Bahasa Melayu While Writing in English: A Case Study of Malay
Students. Research in English Language Teaching. Universiti Teknologi Malaysia.
Teh, D. (2014). Using Contrastive Analysis of English and Chinese to help Learners
Conceptualize Sentence Patterns in English: A Pilot Test Report. Unpublished.
213

Wang, P. (2008). Exploring Errors in Target Language Learning and Use: Practice Meets
Theory. CCSE Journal of ELT 1(2):182-187.
Whitman, R. L. (1970). Contrastive Analysis: Problems and Procedures. Language Learning
20(2):191-197.
Yang, B. G. (1992). A Review of the Contrastive Analysis Hypothesis. Dong-Eui University
Journal of Humanities and Social Sciences 19(2):133-149.
Yong, L. (2010). Grammar and the Chinese ESL Learner: A Longitudinal Study on The
Acquisition of the English Article System. New York: Cambria Press.
Developing Tasks to Improve Students English Skill through Project-based learning
(PBL)

Uli Agustina Gultom

Universitas Borneo Tarakan
Tarakan, Kalimantan Utara
ulie_goeltoem@yahoo.com

Abstract
Task is one of components in the learning process that needed to be developed based on
the objective of the learning. It must be interesting for the students and becomes a challenge
and meaningful activity for them. Task for English learning can be various but to develop the
appropriate one especially to improve the students skill is not easy. In developing English
tasks, we can choose based on the teaching model used in the class, for example Projectbased learning (PBL). PBL is defined as a teaching model in which students acquire new
knowledge and skills in the course of designing, planning, and producing some product or
performance. The project includes a number of activities to reach the objective of learning
by producing a product or performance. PBL can be used in the learning process to motivate
the students and involve them to explore their ideas. Students will have many opportunities
to learn new things and work together with their friends. By bringing real-life context and
technology to the learning process, students are encouraged to become independent
workers, critical thinkers, and lifelong learners. PBL is not just a way of learning; it's a way of
working together. If students learn to take responsibility for their own learning, they will form
the basis for the way they will work with others in their adult lives.
Keywords: Task, English Skill, PBL

INTRODUCTION
Task is one of components in the learning process that needed to be developed based
on the objective of the learning. It must be interesting for the students and becomes a
challenge and meaningful activity for them. Task for English learning can be various but to
214

develop the appropriate one especially to improve the students skill is not easy. In
developing English tasks, we can choose based on the teaching model used in the class, for
example Project-based learning (PBL). Project-based learning is a learning method which is
not new in the field of English as a Second Language and is thought to be relevant with the
teaching and learning of English in the 21st century. According to Poonpon (2011), projectbased learning is suitable with the English teaching and learning need as project based
learning is an instructional approach that contextualizes learning by presenting learners with
problems to solve or product to develop. In project-based learning, students are responsible
fully for their own learning. They work collaboratively to solve problems. Project is defined as
complex tasks based on problems encountered by students, conducted in certain periods of
time and culminated in realistic products that might be in form of presentation, exhibition,
publication, etc. (Thomas, 2000). The project is supposed to be long-term, requires
teamwork among students, and results in a substantial final product, it means not every task
can be considered as project. Project-based learning concerns on the learning activity based
on real world problems and challenges that require students to work as a team through
meaningful activities and result in a final product, Simpson (2011).
Fragoulis (2009) and Bell (2010) state that there are many benefits of implementing
PBL in teaching English as Foreign Language; 1) PBL gives contextual and meaningful
learning for students, 2) PBL can create optimal environment to practice speaking English,
3) PBL can also make students actively engage in project learning ,4) PBL enhances the
students interest, motivation, engagement, and enjoyment, 5) PBL promotes social learning
that can enhance collaborative skills, and 6) PBL can give an optimal opportunity to improve
students language skill

METHODOLOGY
This study is a descriptive-qualitative because it is intended to analyze the
implementation of PBL tasks of to improve the students skill and to describe their responses
toward this technique. Bogdan and Biklen (2003) propose five characteristics of qualitative
research such as: qualitative research has the natural setting as the direct source of data
and the researcher is the key instrument, qualitative research is descriptive, qualitative
researchers are concerned with process rather than simply with outcomes or products,
qualitative tend to analyze their data inductively, and meaning is of essential concern to the
qualitative approach. The subject of this study is the second semester students in English
Department of Borneo University of Tarakan. There are thirty eight students who have
chosen to be observed. Since the study is descriptive study, the main instrument of the study
is the researcher himself. He/she acts as the instrument and the data collector at the same
time. The questionnaire was also used as the instrument of the research. The questionnaire
in which the students had to answer honestly what they felt about the questions or
statements. Each item was used to find out the students responses toward project-based
learning. There were four options in the questionnaire, they are strongly agree, agree,
disagree, and strongly disagree.
Project-based learning has a procedure to follow in order to help the teacher to
develop the project as well as to guide students with the project that they take. The
procedure consists of the phases on how to implement project based learning and functions
as the foundation to carry out the project-based learning process in the classroom. There are
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different steps in developing the project-based learning which are proposed by the
researchers, education practitioners and higher institutions, such as Stoller (2002) and The
George Lucas Educational Foundation (2005). Nevertheless, the steps of project
development proposed by The George Lucas Educational Foundation seem to be the most
effective and appropriate procedure to be implemented in this research. For that reason, the
researcher decided to employ this procedure in conducting her research. The procedures
are explained as follows:
1) Start with the essential question
At this phase, the teacher starts the teaching and learning process by giving students
essential questions. The questions need to be the ones which engage the students and
relevant to the goals that the students must achieve during the project development. The
questions must be in relation to the knowledge that the students must construct and the topic
must fit to their proficiency level. It ought to be related with students daily life.
2) Design a plan for the project
The design of a plan for the project involves not only the teacher but also the students.
In designing the plan for the project, the teacher gives students chance to participate by
sharing their ideas on the projects which they are about to work on in order to make the
project meet with the students interest, capability, and expectation. The design of plan for
the project includes the explanation about the rules of the project development, the selection
of the materials, the activities leading to the project accomplishment, and the tools needed
for the project.
3) Create a schedule
At this stage, the teacher and students discuss about the time allocation of working on
the project. The teacher and students make an agreement about the deadline of the project
development in which the students must submit their end product.
4) Monitor the students and the progress of the project
Monitoring students progress on the project is the most crucial stage of project
development. It is very prominent since the success of project accomplishment is
determined by how good the students do their project. Moreover, it is at this stage in which
the teacher is required to play the role as a monitor. The teacher is responsible to facilitate
the learning process, to guide the students during the project development, to help students
when they find difficulties, and to ensure that the student is involved in the project.
5) Assess the outcome
After the students turn in their end product, the teacher conducts assessment to
measure the students achievement. It can be product-oriented or process-oriented. The
teacher also provides students with feedback at this phase. Assessing the outcome helps
teacher in designing instruction to teach more effectively.
6) Evaluate the experience
This is the last stage of project development where the teacher and students reflect on
the project they have done. At this stage, the teacher needs to make sure that the students
are able to find answers of essential question. The teacher and students share their
experience of conducting the project and discuss about the projects, what needs change
and improvement for the following project, as well as share ideas on the new projects.
The roles of the teacher in project-based learning are different from the teachers role
in the traditional learning. In the traditional learning, the teaching and learning process is
teacher-centered, it focuses more on the teacher as the centre of the teaching and learning
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activity and the students tend to be passive. Meanwhile, project-based learning requires
students to be an active learner. It focuses more on the students rather than the teacher.

RESULTS
During the study, the researcher had developed four kinds of tasks by using the
procedure of project based learning. The topics were Predicting the Future, Describing a
Future House, Prohibition and motivation, telling a legend. The objectives of the tasks are to
enable students to write and describe their own prediction in 2050 and their future house.
They also learned kinds of sentences and designed prohibition and motivation posters, then
they had to describe the meaning or purposes of the posters. The last lesson was to enable
to write sentences in past tense form and tell a short story about one legend. The results of
observation show that the students were motivated to do the project and became more
active in the classroom. The students could improve their skill orally and in written form
because through the tasks they practiced to write the description of the project correctly to
give and also explain it in front of the class. The findings are supported by the results of
questionnaire about the students responses.

DISCUSSION
To know the students responses toward PBL in the learning process, the
questionnaire was given to them. The questionnaire consists of ten statements and there are
four alternatives answers that they could choose. The first statement that stated whether the
technique helped the students to learn better in English course, there were 22% of the
students chose strongly agree and 78% of students chose agree. It means all of the students
were interested to learn through PBL and it could help them in learning English. The next
statement that stated one of the benefits of this technique in helping the students to work
together with their friends, there were 33% of students chose strongly agree and 67% of
students chose agree. It can be concluded that this technique could be an alternative activity
for the students to work cooperatively in the classroom.
In terms of the benefits of PBL in helping students to express their idea and feeling in
English, there were 44% of students chose strongly agree and 56% of students chose agree.
It means the technique helped them to express their idea and feeling in English. Another
significance of PBL to improve the students vocabulary mastery, there were 61% of students
choose strongly agree and 39% students chose agree. It can be concluded that the
students vocabulary mastery was improved during the implementation of PBL.
The statement that stated the technique could improve the students grammar mastery
showed that there were 56% of students chose strongly agree and 44% of students chose
agree. It means this technique was also important to help them in learning grammar by
writing their project. The benefit of PBL which is to motivate the students to write in English
showed that there were 44% of students chose strongly agree and 56% of students (56%)
chose agree. It means the technique was able to motivate the students to practice their
English.
Another statement stated that PBL is important to be used in English course, there
were 33% of students chose strongly agree and 67% of students chose agree. It means the
217

students have the same opinion that the technique is needed in English course. In terms of
significance of PBL technique in helping the students to understand another course, there
were 17% of students chose strongly agree, 66% of students chose agree, and 17% of
students chose disagree.
The statement that stated PBL was difficult to be done, 100% of students chose
disagree. It shows that for all students the technique was easy to be applied in English
course. The last statement that stated whether the technique was wasting time, there were
61% of students chose disagree and 30% of students chose strongly disagree. It means the
students thought that PBL is important and it was not wasting time to work through PBL.
Analysis on the results of questionnaire showed that the highest score of questionnaire
is from the seventh statement, which stated that the technique is important to use in the
learning process and most of students chose strongly agree. From this positive response,
the lecturer can consider to use project-based learning as one of the teaching technique in
the learning process. In addition, the students also agree that project-based learning needed
to be used in English course because the activity gave them opportunities to practice
English.

CONCLUSION
Project Based Learning contributes to enhance not only the students skill but it
motivates the students to learn English both individually and in group. It is because the
students feel seriously engaged in doing the project. They enjoy the activity and all of them
cooperatively work. The group discussions and the group works done during the
implementation of project-based learning brought positive influence to the students
involvement in teaching and learning activities. The group consisted of students with
different levels of proficiency. It enabled them to complete each other based on their
expertise. It also created positive relationship among the students. The use of the teaching
aids and various activities were interesting for students so that it could drive students
attention towards the lesson. The students did their best in doing the activities in the
classroom. They were involved actively in every activity during the teaching and learning
process. It helped the students to understand the language meanings and constructions
easier.

ACKNOWLEDGEMENT
First of all, the researcher would like to say thanks and praise to the Lord for all of
blessing and guidance, so the researcher can conduct this research in English Department
of Borneo University Tarakan. During the observation, there are some people who have
given their support and help to do this research. Therefore, the researcher wishes to express
her appreciation for the head of English department who gave opportunity to do this study. It
is also for all lecturers of English Department who gave suggestions in discussion and some
of them who helped the researcher to observe the class during conducting this study. Finally,
we hope this research can be useful for all readers especially the lecturers of English
Department. So, the suggestions from the readers and reviewer are needed to the
improvement of this study.
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REFERENCES
Bogdan, R. C and Biklen, S. K. (2003). Qualitative research for education: An introduction
too theories and methods, 4th edition. New York: Pearson education group, Inc.
Fragoulis, L. (2009). Project-Based Learning in Teaching of English as A Foreign Language
in Greek Primary Schools: From Theory to practice. (A Journal). English Language
Teaching. Vol. 2 September 2009.
Poonpon, Kornwipa. (2011). Enhancing English Skill through Project Based Learning. The
English Teacher Vol. XL: 1-10 Journal. (pp. 1-10).
Simpson, J. (2011). Integrating project-based learning in an English language tourism
classroom in a Thai university institution. Doctoral Thesis, Australian Catholic
University
The George Lucas Educational Foundation. (2005). Instructional Module Project based
Learning, http://www.edutopia.org/modules/PBL/whatpbl.php Retrieved on February
28th, 2015.
Thomas,
J.W.
(2000).
A
Review
of
Research
on
PBL.
http://www.bobpearlman.org/BestPractices/PBL.Research.pdf.
Retrieved
on
February 28th, 2015.

219

INITIATING PRE-SERVICE TESL TEACHERS RECEPTION ON AN APPRENTICESHIP

PROGRAMME: URBAN VIS-A-VIS RURAL PRIMARY SCHOOLS
Nik Zaitun Nik Mohamed
nzaitun@ums.edu.my
Kamsilawati Kamlun
kamsi@ums.edu.my
Suhaida Omar
suhaida.omar@gmail.com
Amali Ahmad Khair
amaliakhair@yahoo.com
Faculty of Psychology and Education
Universiti Malaysia Sabah
Abstract
The purpose of this study is to explore the pre-service teachers reception on an
apprenticeship programme involving final year TESL students studying in Universiti Malaysia
Sabah. This research has employed a qualitative approach. Data were gathered through
classroom observation and reflective journals. The participants were required to become
teaching assistants to the assigned mentor teachers for a period of two weeks in two primary
schools located in Kota Kinabalu (urban) and Sook Keningau Sabah (rural). The results of
the study revealed that the participants beliefs about teaching are affected by the process of
socialization and adaptation throughout the programme, as well as their relationship with the
mentor teachers as their initial role models. The findings further suggest that students
reception on apprenticeship lies heavily upon their personal interaction with their mentor
teachers (internal factor), instead of demographic difference of urban/rural contrast and
facilities provided (external factors). Rural teachers are considered exemplary role models
due to their hospitality, kindness, patience and commitment.
Keywords: Apprenticeship, TESL, teacher training, pre-service teacher education
Introduction
INTRODUCTION
Teacher training has been part and parcel of the TESL programme in the Faculty of
Psychology and Education, University Malaysia Sabah. Within the 3-month period of the
practicum, final year TESL students will work closely with their mentor teachers in
designated schools throughout Sabah. They are required to teach English subject to
students of various levels of proficiency, depending on the decision made by the school
management. Apart from teaching, students have to participate in whatever programmes
organized by the schools, if instructed to do so. In short, each one of them has to carry
his/her tasks as a full-time teacher.
Prior to the actual teaching practice, students should be exposed to the actual teaching
reality in terms of classroom management and subject matter. Apprenticeship is a bridge
between what students have learned in various academic courses and teaching practice.
According to Rueda and Monzo (2002), an apprenticeship programme can help students to
be better equipped in preparing themselves to enter teaching profession. This collaborative
programme will expose them to the realities of classroom practice and educational
management that they may not come across in the TESL courses. An effective
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apprenticeship between students and their mentor teachers will lead to positive socialization
outcomes (Bauer et al., 2007; Morrison, 2002). These outcomes are essential for potential
teachers in order to face various challenges in the teaching profession. Hence, this paper
attempts to present a case study of a group of TESL students, henceforth known as preservice teachers, participating in an apprenticeship programme involving urban and rural
primary schools.
LITERATURE REVIEW
Research indicates that there is a relationship between teachers cognition about teaching
and apprenticeship (Borg, 2006; Farrell, 2007; Nagele, 2016). Borg (2006: 36) considers
what a teacher thinks, knows and believes as teacher cognition would affect his/her
opinion and attitude about teaching in later years. In one of his reviews, Borg (2003) cited a
few studies related to teacher cognition that use different terms such as teacher thinking,
teachers pedagogy thoughts and teachers knowledge. Apprenticeship, thus, could help
potential teachers to learn more about the profession.
The interaction between teacher trainees and their mentors is another vital element
during the apprenticeship programme (Nagele et al., 2016). Mentor teachers are often
regarded as initial role models of teaching. In a study conducted by Barnett and Friedrichsen
(2015) among a group of Biology pre-service teachers, they found out that these pre-service
teachers have certain expectations on their mentors. They expected their mentors to teach
and supervise them more than just during the actual daily teaching and classroom
management routines. They wanted to receive professional guidance in three areas: content
supervision, the establishment of professional relationship and the purpose of service and
accommodation through mutual exchange of expertise. Similarly in the Turkish context,
Kiraz and Yildirim (2007) found out that pre-service teachers preferred young mentors,
compared to the experienced ones, because they interacted well. This study suggests that
competency in teaching does not ensure good supervision. The interpersonal skills
possessed by the mentors in interacting with their mentees are more important. Thus,
mentoring is more productive when the mentor and the mentee have a clear understanding
of mentoring and interact as co-learners (Farrell, 2007; Barnett & Friedrichsen, 2015).
Indeed, a positive social bonding between a pre-service teacher and his/her mentor would
prepare him/her better in the adaptation process.
Studies also suggest that apprenticeship is also considered a form of socialization
and adaptation process prior to the actual teaching profession (Morrison, 2002; Melor Md.
Yunus et al., 2010; Bauer and Erdogen, 2012; Chan, 2014). In her study of apprenticeship in
New Zealand, Chan (2014) found out that processes of belonging to a workplace contributed
highly to the continuation of apprenticeship programme. Ability to interact with the school
community allows pre-service teachers to understand the link between classroom
management and the overall operation of the school. Another study done by Melor Md.
Yunus et al. (2010) among 38 TESL students at the Faculty of Education, National University
of Malaysia, also reveals that mentor teachers have helped pre-service teachers in teaching
and adapting with the school environment. Thus, pre-service teachers, apprenticeship,
experience, socialization and adaptation are closely link to one another.
There have been cases whereby teacher trainees could not cope with apprenticeship due to
internal and external factors (Borg, 2003; Farrell, 2007; Chan, 2014). Internal factors may
include inadequacy to teach, attitude problem, mismatch of expectation and conflict with the
mentor teacher. External factors may include lack of teaching facilities, school community
and location of the school. All of these factors may affect pre-service teachers commitment
and attitude during their apprenticeship.
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AIM OF THE STUDY

Research on teaching apprenticeship, particularly dealing with teaching assistants in
Malaysian classrooms, is still lacking. This research, thus, attempts to fill in this gap. It has
embarked upon the following questions:
What have pre-service teachers learned from apprenticeship programme?
How does the apprenticeship experience contribute to pre-service teachers perception on
teaching profession?
METHOD AND SAMPLING

Research Paradigm
In order to obtain an in-depth understanding of the participants involvement in the
apprenticeship programme in both urban and rural primary schools, this study was built on
the interpretive paradigm of a qualitative inquiry (Lincoln & Guba, 1985; Creswell, 2009). A
case study was employed in this research as it has merits in qualitative research (Yin, 2003).
It would describe and explain the inquiries of what, how and why embedded in this study.
Participants
Based on the purposive sampling, a total of 10 final year TESL students in the Faculty of
Psychology and Education, University Malaysia Sabah, were selected in this case study.
The study has taken place from June until November 2015.
Procedure
Pre-service teachers were required to go through this procedure:
Phase 1: Modelling in an urban primary school (Kota Kinabalu):
i.
Becoming teaching assistants for five days;
ii.
Observing their mentor teachers lessons twice a day;
iii.
An observation sheet (17 item) was used to record each lesson;
iv.
A reflective journal would report any additional matters.
Phase 2: Modelling in a rural primary school (Sook, Keningau):
i.

Similar procedure as implemented in the urban school;

ii.

Pre-service teachers must stay in the school hostel for the whole period.

Data analysis
Data obtained from the observation forms and reflective journals were turned into narratives,
following Yins division of descriptive and explanatory modes of presenting a case study
(2003). The analysis of the narratives has focused on comparison basis. Themes were
derived from these narratives.

RESULTS
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Teaching competency
The pre-service teachers have completed two classroom observations per day for two weeks
in both schools (urban and rural). Each observation is divided into three parts: pre-teaching,
while-teaching and post-teaching. The observation sheet also contains items dealing with
the use of teaching aids, class activities and managing students behaviours. As exemplified
below:
Pre-teaching
-The teacher starts the class by asking about homework that was given before and then
proceeds to inform about todays lesson. The teacher then asks students to clean the
whiteboard and gives time for students to copy previous class work. (Urban)
-Starts the lesson by giving students their marked exam papers. (rural)
While teaching
-The teacher writes the instructions on the board (sentence matching + re-writing the
matched sentence). The teacher then explains what is match and matching and asks
students to read aloud the answer. (Urban)
-There are no direct instructions; the teacher discusses an exam paper. (Rural)
Post teaching
-The teacher recalls with the students about the last Language Art class. The teacher asks
students to bring scissors etc, for mask making in their next class (Language Art class), and
then asks them to divide themselves into 5 groups. (Urban)
-Summarizes the lesson and asks a few students to recall what they have learned during the
lesson. (Rural)
Content Management
-The teacher asks the students to read the passage in silent individually and then read the
passage together with the whole class. The teacher mentions moral values found in the
passage and points out the part of speech students have learned in the previous class.
(Urban)
-The teacher repeats the content of the lesson. He asks students frequently in order to see
whether they understand the lesson or not. (Rural)
Teaching Aids Management
-The teacher uses a ruler, globe and a beaker (provided in the lab) and a roll of thread where
the students bring on their own. (Urban)
-No teaching aids used. (Rural)
Handling class activities
-The teacher assists each group with further examples, explanation and elaboration and
checks the students works. (Urban)
-No group work is done and it is more to a whole classroom discussion. The teacher asks
questions and nominates students to answer. (Rural)
Handling discipline matters
-The teacher scolds and punishes misbehaving students. He also scolds and reminds
students to ask questions if they do not know anything. (Urban)
-The teacher does not scold misbehaved students. He mentions their names during class
activities. (Rural)
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These two examples of classroom observations reflect a comparison between urban and
rural lessons. Evidently, the mentor teachers from both schools have fulfilled similar steps in
teaching their students. Although there are variations on how they teach and handling
students activities, they have exhibited their teaching competency to pre-service teachers.
Adaptation and Socialization
The findings from the reflective journals reflect the pre-service teachers views on their
bonding with their mentors, the school community, and the assessment of school facilities.
Note the following reflections:
Respondent 1
The school gives me an intimidating environment. You dont have a bond
with students. We dont feel welcomed. It is like a burden to them. We
feel so detached from the mentors. They are so busy, no time to mingle
with us. The school has adequate infrastructure, but I feel so detached.
(Urban)
We feel so free here, as if we are at home. They are our family. They take
good care of us. My mentor teacher is very fatherly and friendly, so caring.
The students treat me as a real teacher. Everyone in this school is so kind
and friendly. I feel so welcomed here. I learned a lot during this
apprenticeship. The teachers are very committed here. The facilities are
very limited. The school has to rely on the solar energy for electricity
supply, Water supply is limited. But, the students and teachers are happy
here. They help one another. (Rural)
Respondent 2
The school looked so nice. My first impression was wow! Great school!
But then, I realized that I have no memorable moment going to that school.
The view is nice but I have no bonding with my mentor. I only saw her
during the class observation. Then, she disappeared. She did not coach
me enough. She did not notice my existence, as if I was not there.
Students also did not respect me. The facilities are great. I can have
everything there, but everything feels like nothing. (Urban)
I really missed the students and my mentor teacher. My mentor teacher
left a strong impact on me. He is my role model. He acted like my parents.
He is so humble, funny, fatherly and kind. He is so attached to us. He has
given us good hospitality. He is willing to share everything on how to teach.
He even visited us at night to make sure that we have adjusted well. The
people here are very kind and close to one another. The school lacks
facilities, but the teachers are hardworking. We cannot use ICT in teaching
because not enough sockets. Teachers dont use teaching aids. They use
whatever materials available around them. (Rural)
Respondent 3
The school is beautiful and has adequate infrastructure, but I dont belong
here. Lack of opportunity to bond with the teachers. They are so busy. My
224

mentor teacher was cooperative during the class observations, but she
went missing after that. I did not receive enough guidance from her.
Students also did not regard us as teachers. (Urban)
I have learned a lot here. My mentor teacher is very kind and fatherly. Very
concerned. He helped me to survive and adapt with the situation. The
experience in this school has opened up my eyes and mind. I am a city
girl, never exposed to the environment like this, no water supply, no
electricity, wooden classes. Lack of infrastructure, but I am happy here, so
attached to the school. The people here are so kind and special. My
mentor is so helpful and caring. He even took us for a tour, going to the
river, whereby two big stones resembling a man and a woman standing
next to one another. They were cursed into stones due to their bad deeds.
The head of the village narrated the story to us. We managed to inscribe
our names on those stones. Very inspiring. The sense of attachment is
very strong. It feels different from the urban school. (Rural)
Interaction with the mentor
The rural school mentors are considered role models by the pre-service teachers. Words
suggesting social bonding, such as father, brother, caring, funny, friendly and parents
are rampant in the above reflections. Other qualities include willingness to share everything
on how to teach, how to survive and adapt with the situation and concerned. Urban
mentors are considered uncooperative and unwilling to spend more time with the
participants. Their attitudes have aroused unwelcoming feeling among the pre-service
teachers.
Interaction with the school community
The findings revealed that the pre-service teachers have adapted well with the rural school
community. They have the opportunities to explore more about their students, teachers and
the whole community through school activities, apart from having social and historical visits
within the village area. Even though the participants only stayed in the school for one week,
they have established a close bonding with the school community. This opportunity seems
lacking in the urban school. They did not have close bonding with the mentor teachers and
the community.
Assessing school infrastructure
The findings revealed that the facilities in the urban school are better than the ones in the
rural school. The pre-service teachers did not encounter any problem while undergoing the
apprenticeship programme in the urban school. Unfortunately, they faced problems in the
rural school. The problems include lack of teaching materials, reliance of solar energy for
source of electricity and shortage of water supply.
The results have indicated that the pre-service students did not comment much on
their mentor teachers competencies in handling their classrooms. Whether they were
observing in urban or rural school, they realized that the mentor teachers have delivered
their formal duties well. Evidently, the facilities are lacking in the rural school, but the
teachers have done their duties in teaching their students. Mentor teachers from both
schools have cooperated well with the pre-service teacher during the observation tasks.
However, those in the urban school were not willing to spend extra time with them. This is
225

different from the rural school mentors. They have closer bonding with the pre-service
teachers and accepted them as part of the community.

DISCUSSION
Research Question 1:
What have the pre-service teachers learned from the apprenticeship programme?
The findings have revealed that the participants have learned how to familiarize themselves
with the actual teaching environment. The classroom observation experience has exposed
them to the realities of teaching and learning. As potential teachers, the pre-service
teachers have learned that classroom management involves other matters apart from
teaching the content. The mentor teachers have exhibited their competencies in planning
and delivering the subject, conducting activities, coping with students behaviours and
assessing students learning outcomes. For the pre-service teachers, this form of learning
experience is a transition from a practice as a teaching assistant to a qualified teacher. It
complements the finding of a study conducted by Shank and Robson (2012). Indeed, apart
from classroom management, the pre-service teachers have learned how to familiarize
themselves with the school environment and community. During the rural apprenticeship,
they have to live in an environment of scarcity, in terms of teaching facilities, water supply
and electricity. They have witnessed the commitment shown by these rural teachers in
teaching their students out of this lack of facilities. Compared to the urban experience, the
pre-service teachers found out that teaching in the rural school was more challenging
because they cannot fully implement the teaching methods that they have learned. They
have to be creative and innovative, similar to their mentor teachers. The interaction that they
have established with their students, mentors and other members of the school community
has opened up their eyes on the link between teaching and school community. They learned
how to be part of the community. This sense of bonding, inclusion and adaptation process is
crucial prior to the actual teaching profession because it could lead to other socialization
outcomes such as commitment, satisfaction and turnover interest (Morrison, 2002; Bauer &
Erdogen, 2012). Apprenticeship, thus, has exposed pre-service teachers to the reality of the
teaching profession.
Research Question 2:
How does the apprenticeship experience contribute to pre-service teachers perception on
teaching profession?
The findings have revealed that the pre-service teachers seem to relate more to the internal
qualities of mentor teachers. The social bonding between them and their mentor teachers
has paved a way towards initial model teacher. For them, they preferred mentor teachers
who are willing to spend more time with them in guiding them to become better teachers.
Qualities such as He is a teacher, a father and a brother, caring, funny and friendly are
traits that they are looking for as ideal mentor teachers. These traits are evident among
mentors in a rural school. This finding concurs with the previous study done by Barnett and
Friedrichsen (2015). Their study suggests that pre-service teachers appreciate mentor
teachers who are willing to spend more time in guiding them. This bonding would help the
teaching assistants to understand the profession better.
The findings also suggest that pre-service teachers expected their mentor teachers
to guide them in both formal and informal learning activities. In the context of rural school in
Sook, Keningau, they had the opportunity to learn about the community of the school. Apart
from their involvement in the school extracurricular activities, they were taken for a visit
226

outside the school compound. During the visit, they have learned the language, culture, and
beliefs of the community. The visit to the river having two legendary stones depicting a man
and a woman has opened up their eyes and minds about the values and beliefs adopted by
the community. Indeed, this form of socialization could help them to learn more about their
students, the community and the cultural beliefs that they prescribe to. In line with this form
of experience, Morrison (2002) has pointed out that it is the feeling of attachment and
inclusion that affects the socialization process later on. Hence, the process of teaching and
learning should take into account what is going on inside and outside classroom settings.
Teaching through real examples within the students cultural beliefs, linguistic reality and
environment will enable pre-service teachers to understand their students better.

CONCLUSION
In conclusion, the apprenticeship programme has exposed pre-service teachers to the real
world of a teaching profession, which comprises knowledge of content and class
management, as well as social bonding with the mentors, students and school community.
It has revealed the following findings:
i.
Rural mentor teachers are regarded as role models;
ii.
Apprenticeship in the rural school is rewarding;
iii.
The rural school lacks basic facilities in teaching and learning.
Evidently, the pre-service teachers have highlighted several internal factors involving their
mentor teachers instead of the external ones. They have learned more from their rural
mentor teachers due to their personal qualities such as caring, willingness to spend more
time outside classroom, kind and unconditional acceptance. Even though the urban school
has better facilities for the implementation of teaching and learning activities, the pre-service
teachers have chosen the rural school as a rewarding place for apprenticeship. Perhaps,
the requirement for them to stay in a hostel within the school compound during the whole
duration of the apprenticeship programme has contributed to this reception. This information
has a far-reaching implication for the future research on apprenticeship among pre-service
teachers. A premise suggesting urban schools equipped with better facilities produce better
teachers is perhaps a fallacy. Apart from teaching competency, the inner qualities of mentor
teachers as well as their bonding with pre-service teachers under their guidance, have
affected pre-service teachers initial reception of this apprenticeship programme. To wrap
up, Borg (2006: 36) points out that what a teacher thinks, knows and believes as teacher
cognition would affect his/her opinion and attitude about teaching in later years. Indeed, the
apprenticeship programme in both urban and rural primary schools would leave memorable
footprints for the pre-service teachers involved.

REFERENCES
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preservice Biology Teachers Pedagogical Content Knowledge Development.
Journal of Science Teacher Education, 26, 647-668. Retrieved from
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20th June 2016.
Bauer, T & Erdogen, B. (2012). Organizational socialization outcomes: now and into the
future. In Wanberg, C. (Ed.). The Oxford Handbook of Organizational Socialization.
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229

MENEROKA PENGALAMAN IBU TUNGGAL DALAM PENJAGAAN ANAK KELAINAN

UPAYA(CELEBRUM PALSY)
NurIzzatul Zafira Abd jabar
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
Izzatulzafira91@yahoo.com
Dharatun Nissa Fuad Mohd Karim
Jabatan Pendidikan dan Kesejahteraan Komuniti
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
nisafuad@ukm.edu.my
Nurul Fahima Abd Latif
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
Imfahima91@gmail.com
Nurfarhah Bt Mohd Najid
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
Farhah.najib@gmail.com
Nurin Hazirah Othman
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
Nurinhazirah61@yahoo.com
Abstrak
Tujuan kajian ini ialah untuk memahami pengalaman dan cabaran yang dihadapi oleh ibu
tunggal dalam menjaga anak kelainan upaya yang terlantar. Kajian ini merupakan
penyelidikan awal (Preliminary research) yang menggunakan pendekatan femomenologi.
Peserta kajian terdiri daripada seorang ibu tunggal yang ditinggalkan suami, tidak bekerja
dan mempunyai anak kelainan upaya Cereblum Palsy. Data diperolehi melalui kaedah
temubual separa berstuktur dan pemerhatian. Data dianalisis menggunakan kaedah perisian
Atlas.ti 7. Empat tema telah dikenalpasti melalui kajian ini. Dua dari tema utama menjawab
persoalan kajian 1 iaitu persepsi ibu tunggal yang menjaga anak kelainan upaya. Dua tema
tersebut ialah persepsi dari aspek kognitif dan tingkahlaku. Dua lagi tema utama muncul
bagi persoalan kajian 2 iaitu cabaran dalam menjaga anak kelainan upaya. Cabaran yang
dihadapi diklasifikasikan kepada cabaran ekstrinsik dan intrinsik. Kesimpulannya ibu tunggal
yang menjaga anak kelainan upaya Celebrum Palsy merasakan diri mereka terbeban.
Bebanan ini disebabkan oleh faktor persekitaran yang tidak menggalakkan pertumbuhan
yang sihat dalam berdepan dengan situasi yang dihadapi. Maklumat yang diperoleh
daripada hasil kajian ini dapat membantu pengamal kaunseling untuk lebih memahami dan
meneroka sejauh mana pengalaman ibu tunggal dalam penjagaan anak kelainan upaya
yang bersesuaian bagi meneruskan kelangsungan hidup yang lebih positif dan terarah. Oleh
kerana kajian ini memfokuskan kepada cabaran ibu tunggal yang menjaga anak kelainan
230

upaya, pengkaji yang akan datang boleh mempertimbangkan untuk membuat penerokaan
terhadap daya tindak yang lebih spesifik dalam menjalani kelangsungan hidup mereka.
Katakunci: ibu tunggal,anak kelainan upaya Cereblum Palsy,cabaran ekstrinsik dan
cabaran instrinsik.

PENDAHULUAN
Kehidupan seorang ibu tunggal merupakan suatu perkara yang sinonim dalam masyarakat
sejagat. Ibu tunggal juga bukanlah suatu yang baru dalam masyarakat kita.Sejak beberapa
tahun kebelakangan ini ianya merupakan suatu topik yang hangat diperkatakan dan menjadi
suatu perbualan dalam minoriti penduduk di Malaysia (Hazirah 2013). Hal ini mungkin
disebabkan oleh kesukaran yang dialami golongan sedemikian yang dapat diketengahkan
dengan lebih berkesan. Tambahan pula cabaran tidak kira secara dalaman dan luaran yang
begitu kuat boleh menyebabkan masalah mereka menjadi semakin meruncing. Disamping
Ibu tunggal juga perlu mengalas tanggungjawab sebagai seorang ibu dan bapa dalam satu
masa. Lebih-lebih lagi seandainya seorang ibu tunggal itu mempunyai anak yang kelainan
upaya. Situasi ini menjadi suatu bebanan dalam kehidupan seharian mereka kerana segala
tanggungjawab sesebuah institusi keluarga terpaksa digalas secara bersendirian.
Seorang ibu tunggal boleh ditakrifkan sebagai balu yang telah kematian suaminya, isteri
yang telah diceraikan oleh suaminya atau wanita yang mengetuai, mengurus dan
membesarkan anak-anak secara bersendirian (Diyana Isahak,Doris & Nor Aini, 2009).
Selain daripada itu juga ibu tunggal merupakan seorang wanita yang hidup keseorangan
tanpa suami disisi di mana mereka bertanggungjawab untuk mendidik anak-anak dengan
menjalankan dwifungsi iaitu sebagai seorang penyara dan sebagai seorang pengurus
keluarga dan seorang wanita yang telah bercerai dengan suaminya serta diberi hak
penjagaan ke atas anak-anaknya ataupun seorang wanita yang digantung tidak bertali
kerana tidak diberi nafkah oleh suami untuk menyara hidupnya dan anak-anaknya (Hazirah,
2013)
Menurut Hazirah (2013) lagi, wujud peningkatan dalam bilangan ibu tunggal. Seperti yang
dilaporkan oleh Yayasan Pembangunan Keluarga Daul Tazim, jumlah ibu tunggal yang
berdaftar bermula dari tahun 2003 hingga 2012 ialah seramai 5291 orang dan manakala
pada tahun 2012,terdapat seramai 253 orang ibu tunggal yang berdaftar dibawah yayasan
ini. Tidak dinafikan bahawa dengan jumlah peningkatan seramai ini berkemungkinan
terdapat banyak cabaran dan dugaan yang perlu dihadapi oleh ibu tunggal dalam menjalani
kehidupan seharian setelah ketiadaan suami disisi. Keadaan akan bertambah tertekan lebihlebih lagi apabila mempunyai anak yang kurang upaya yang memerlukan perhatian yang
sepenuhnya terutamanya dalam penjagaan seharian bagi anak kurang upaya yang terlantar
ini. Menurut Calistina Ubeh, Ferlis dan Peter (2014) menyatakan ibu tunggal yang
membesarkan kanak-kanak kelainan upaya telah banyak menekankan kesukaran dan
masalah yang dikaitkan dengan ketidakupayaan yang dialami oleh anak. Selain itu,
penjagaan anak kelainan upaya yang terlantar ini juga merupakan suatu cabaran dan ianya
perlu diatasi agar dapat meningkatkan kesejahteraan dan menggalakkan penjagaan yang
lebih positif dalam membesarkan anak kelainan upaya.
Pengalaman dan cabaran sebagai seorang ibu tunggal yang mempunyai anak kelainan
upaya merupakan suatu pengalaman yang perlu diterokai dengan lebih mendalam tidak kira
dari segi cabaran ekstrinsik dan instrinsik kerana faktor cabaran yang dialami secara tidak
langsung memberikan tekanan dan membolehkan emosi dan perasaan seseorang ibu
tunggal itu terganggu dan memberi kesan terhadap penjagaan anak kelainan upaya. Oleh
itu kajian ini secara umumnya bertujuan untuk meneroka persepsi ibu tunggal dalam
menjaga anak kelainan upaya dan cabaran yang dihadapi oleh ibu tunggal dalam menjaga
anak kelainan upaya yang terlantar.
231

METODOLOGI
Kajian ini merupakan penyelidikan awal (Preliminary research) yang menggunakan
pendekatan fenomenologi. Peserta kajian terdiri daripada seorang ibu tunggal yang
ditinggalkan suami selama 5 tahun, tidak bekerja dan mempunyai anak kelainan upaya
Cereblum Palsy.
Data diperolehi melalui kaedah temubual separa berstuktur dan pemerhatian. Tiga pusingan
pengumpulan data telah dijalankan dimana kedua-dua teknik diaplikasikan dalam setiap
pusingan pengumpulan data. Penggunaan pelbagai teknik ini membolehkan penyelidik
memperolehi data yang lebih tepat dan terperinci pengalaman yang dikongsikan oleh Cik
Suzy (Gibbs 2007).Tiga temubual bersama Cik Suzy telah dijalankan di kediaman beliau
selama kira-kira satu jam bagi mendapatkan maklumat dan seterusnya meneroka
pengalaman yang dialami oleh ibu tunggal ini yang perlu menjaga anak kelainan upaya
Celebrum Palsy.
Penyelidik juga telah menyediakan protokol temubual sebelum temubual dijalankan bersama
Cik Suzy. Selain itu satu teknik lain telah digunakan dalam proses pengumpulan data iaitu
dengan mengunakan teknik pemerhatian dimana untuk melihat tingkahlaku semasa
ditemubual dan sepanjang menjaga anak kelainan upaya dalam mengumpul maklumat dan
dapatan daripada peserta kajian. Data yang diperoleh diananalisis menggunakan Atlas.ti 7
bermula dari pengkodan terbuka, diikuti oleh pengkategorian kod dan tema. Dari aspek
kesahan dan kebolehpercayaan, penyelidik telah menggunakan triangulasi, member
checking dan peer review. Hasil daripada pengkodan ini,empat tema utama telah diperolehi.
Dalam kajian ini terdapat juga teknik pemerhatian yang dilakukan untuk memerhatikan
reaksi yang ditunjukkan oleh peserta kajian bersama-sama anak jagaanya yang merupakan
seorang anak kelainan upaya Celebrum palsy. Sepanjang pengumpulan maklumat
diperolehi,penyelidik telah mencatat di dalam diari untuk tujuan pengkodan dan mencari
tema dalam meneroka pengalaman peserta kajian. Teknik pemerhatian ini dapat melihat
kesemua tingkahlaku yang ditunjukkan oleh Cik Suzy sama ada kogruen dengan apa yang
diceritakan kepada penyelidik.
DAPATAN KAJIAN
Peserta kajian yang dipilih dalam kajian ini mempunyai latar belakang sebagai ibu tunggal
yang mejaga anak kelainan upaya Cerebrum Palsy seperti yang digambarkan dalam Rajah
1.

Rajah 1: Rajah Kehidupan Cik Suzy

232

Berdasarkan Rajah 1, peserta kajian merupakan seorang ibu tunggal yang bernama Cik
Suzy (bukan nama sebenar) dan berusia 32 tahun, tidak bekerja dan mempunyai 3 orang
anak yang berusia 12 tahun hingga 5 tahun. Peserta kajian telah mendirikan rumahtangga
pada 15 April 2008 ketika berusia 24 tahun dan merupakan seorang janda yang mempunyai
seorang anak perempuan. Pada 7 Julai 2009 Cik Suzy telah dikurniakan seorang anak
perempuan kelainan upaya Celebrum Palsy. Hal ini tidak boleh diterima oleh suaminya dan
menganggap bahawa anaknya itu cacat dan memalukan dirinya. Sering bergaduh yang ratarata berkaitan dengan anak mereka yang kelainan upaya tersebut. Perkahwinan mereka
hanya bertahan selama 2 tahun sahaja dan suami Cik Suzy telah meninggalkan serta
menceraikan perserta kajian yang pada ketika itu sedang hamil anak kedua dari hasil
perkahwinan mereka. Setelah becerai, Cik Suzy berpindah ke kediaman ibunya dan
menjaga kesemua anak-anak beliau. Disebabkan mempunyai anak kelainan upaya
Celebrum palsy, Cik Suzy telah berhenti kerja kerana perlu memberikan sepenuh perhatian
dalam penjagaan terhadap anak kelainan upaya.
Terdapat pelbagai persepsi terhadap dirinya sebagai ibu tunggal dari segi aspek tingkahlaku
dan kognitif serta pelbagai juga cabaran yang telah diharungi oleh Cik Suzy tidak kira dari
segi cabaran ekstrinsik dan intrinsik. Tema-tema yang muncul sepanjang penyelidik
menemubual peserta kajian adalah wujudnya persepsi ibu tunggal yang menjaga anak
kelainan upaya dari aspek kognitif dan tingkahlaku. Dua lagi tema yang muncul dalam
temubual tersebut iaitu cabaran dalam menjaga anak kelainan upaya Cerebrum Palsy
samada cabaran ekstrinsik mahupun cabaran instrinsik. Kesemua tema yang ini dapat
dinyatakan di dalam gambar rajah 2 di bawah:

233

PERSEPSI KOGNITIF:
Rasa diri
keseorangan dan
perlu menjaga
anak
IBU
TUNGGAL
Suami tidak
memberi nafkah
Bercerai

SUMBER TEKANAN EKSTRINSIK:

Selalu dihina dan dicemuh oleh ibu
mertua dan suami kerana anak
OKU.
Jiran
sekeliling
yang
kurang
memberikan
sokongan
dan
mengata
SUMBER TEKANAN INTRINSIK:
Faktor
yangdihina
kurang
Rasakewangan
diri sentiasa
Kos perubatan yang mahal dan
Sering salahkan diri sendiri
berterusan

Kesunyian menjaga anak-anak

KESAN:
Sentiasa berasa letih dan penat
Mempunyai niat untuk membunuh
diri
Sentiasa salahkan diri sendiri
Emosi kurang stabil
Sedih dan kecewa

Rajah 2: Tema-tema yang muncul dalam meneroka Ibu Tunggal yang menjaga anak
kelainan upaya
Rajah 2 menunjukkan tema-tema yang muncul sepanjang tiga temubual yang dijalankan.
Cik Suzy sebagai seorang ibu tunggal yang perlu menjaga anak kelainan upaya Celebrum
palsy dimana ianya memberi suatu tekanan dan cabaran tidak kira dari segi ekstrinsik dan
instinsik. Tekanan ekstrinsik adalah merupakan suatu tekanan dan cabaran luaran yang
dihadapi oleh peserta kajian manakala tekanan instrinsik merupakan suatu tekanan dalaman
yang dihadapi oleh peserta kajian.
Tema diatas juga menunjukkan peringkat-peringkat yang dilalui oleh Cik Suzy bermula dari
suami yang mengabaikan tanggungjawab dan sering bergaduh sehingga mengakibatkan
penceraian berlaku dan menimbulkan persepsi dalam diri peserta kajian. Setelah
bercerai,suami Cik Suzy tidak memberikan nafkah bagi menampung keperluan harian Cik
Suzy bersama anak-anak. Hal ini membuatkan Cik Suzy mengalami kebuntuan dan sedih
dengan nasib yang membelenggu diri dan anak-anaknya.
Suami seorang yang tidak bertanggungjawab dan sering cakap
yang anak kami ini cacat dan menyusahkan hidup dia. Waktu
sebelum kahwin sanggup nak hidup susah dan senang dengan
saya. Tup-tup bila anak kami lahir dan Allah bagi yang istimewa
kepada kami,dia tak boleh terima dan start dari situ sikap dia
berubah terhadap saya dan kami sering bergaduh
(T1/PKCS/153)
Anak saya tak macam orang lain, dia terlantar jer. Doktor cakap
dia menghidap sejenis penyakit nama dia Celebrum Palsy. Tak
boleh buat apa sebab jadi macam ni disebabkan tali pusat terbelit
kat leher lama sangat tu yang jadi macam ni sakit dia.
(T1/PKCS/90)
Sekarang saya tinggal dengan mak saya sebab suami halau kami
anak beranak dari rumah. Bukan apa sepanjang kami berkahwin,
saya tinggal dengan ibu mertua saya. Jadi bila dah bercerai ni
saya tinggal kat rumah mak saya je. Semua anak-anak ikut saya.
Time tu sedih sangat sebab bila dia lafaz cerai je kat saya tak
lama lepasa tu saya dapat tahu saya mengandungkan anak dia
yang nombor dua.
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(T1/PKCS/160)
Apabila menjadi ibu tunggal buat kali kedua dalam hidupnya, peserta kajian merasakan
bahawa dirinya sentiasa kesunyian disamping perlu menjaga anak-anak yang masih kecil.
Lebih-lebih lagi Cik Suzy mempunyai seorang anak kelainan upaya yang memerlukan
sepenuh perhatian dalam penjagaan seharian. Apabila menjadi ibu tunggal ianya telah
mewujudkan pelbagai tekanan kepada dirinya sendiri yang berpunca daripada faktor
persekitaran dan juga faktor dalaman yang ada pada diri peserta kajian. Cabaran yang
dilaluinya dianggap suatu kehidupannya yang membebankan iainya berpunca daripada
sering dihina dan dicemuh oleh ibu mertua dan suami kerana anak OKU. Sedikit demi
sedikit persepsi pada diri sendiri mula timbul dalam diri peserta kajian.
Bila dah jadi ibu tunggal buat kali kedua memang payah dan
sukar untuk saya hadapi. Cuba bayangkan saya bercerai sampai
2 kali, kadang-kadang terfikir mana silap saya sampai perlu
menghadapi semua ni. Mak mertua yang kejam lagi macam mana
saya nak tanggung.
(T2/PKCS/49)
Saya rasa hidup sorang-sorang dengan nak besarkan anak lagi.
Anak saya ada 3 orang dan sorang istimewa. Saya tak kerja mana
nka cari duit nak tamping anak-anak (sambil menangis.). Macam
mana dengan kehidupan saya nanti. Saya rasa saya hidup
sorang-sorang je dan kesunyian sampai saya mati nanti.
(T2/PKCS/53)
Peserta kajian turut berkongsi cerita dari segi sumber tekanan ekstrinsik iaitu tekanan luaran
yang dihadapinya. Faktor tidak bekerja dan kos perubatan yang mahal dan memerlukan kos
yang berterusan merupakan tekanan luaran yang utama. Selain daripada itu juga sikap jiran
sekeliling yang tidak memahami situasi Cik Suzy yang kurang memberikan sokongan dan
sering juga mengata beliau dan anak-anaknya turut menyumbang kepada tekanan yang
dirasai.
Saya tak berkerja sebab sapa nak jaga anak saya ni. Tak kan
saya nak susahkan mak saya lagipun mak saya dah tua sangat
kesian nak suruh tengokkan anak ni sementara saya kerja. Anak
say kecik-kecik lagi. Buat masa ni saya terima duit dari Baitumal
dan Jabatan Kebajikan Masyarakat je.kadang-kadang kakak
dengan abang ada tolong bagi duit untuk bantu saya. Saya naik
malu dengan mereka sebab keadaan saya yang macam ni. Untuk
pengetahuan cik, anak saya yang sulung kakak saya yang nombor
empat yang jaga sebab dia dah nak UPSR dan kakak saya cakap
bagi dia jaga nanti boleh jaga makan dan pakaian dia. Sesekali je
anak saya tu balik jumpa saya. Sedih saya cik, malu pun ada
sampai macam tu sekali keadaan saya ni.
(T2/PKCS/421)
Kos ubat-ubatan anak saya yang istimewa ni mahal lagi-lagi
susu fomula dia pakai yang mahal kalau pakai yang biasa-biasa
punya nanti dia kerap demam. Kalau dulu saya sentiasa berulang
alik hospital untuk menjaga dia saja.saya tak kerja,duit pun taka
da macam mana nak tanggung kos perubatan anak saya ni..
buntu kepala saya memikirkannya.
(T2/PKCS/425)
Duit satu sen pun dia tak bagi kat saya, sampai sekarang pun
saya tak tahu dia kat mana, malas dah nak ambil tahu lantak
dialah (nada marah)
(T2/PKCS/57)
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Selain dari tekanan ekstrinsik, peserta kajian turut merasai tekanan instrinsik iaitu tekanan
dalaman yang dihadapi olehnya.Peserta kajian merasakan diri sentiasa dihina dan telah
menyalahkan diri sendiri. Ini disokong dari petikan temubual, dimana sikap suami dan ibu
mertua peserta kajian sering menghina dan memandang rendah terhadap Cik Suzy. Perkara
ini menjadi punca tekanan dalaman atau instrinsik yang dihadapi oleh Cik Suzy.
Yang buat saya sedih sangat-sangat tu sampai hati mak mertua
saya cakap saya ni bawak malang sebab tu lahir anak cacat.
Bukan sekali dua mak mertua cakap macam tu hampir setiap hari
dia kata-kata nista sentiasa dibibir dia. Mak mertua saya dan
suami sama je. Mana hati nurani mereka pun saya tak tahu.
Kadang-kadang tu sampai jerit-jerit kat anak saya yang istimewa
ni dengan cakap dahlah cacat menyusahkan anak aku je nak
tanggung kau. Pada masa tu pilunya hatidan rasa terhina sangat
hanya tuhan je yang tahu (berhenti seketika sambil menangis)
(T2/PKCS/53)
Anak-anak memang pada saya semuanya. Saya sangat sayang
pada anak syurga saya tu. Tapi disebabkan banyak sangat mulut
yang bercakap sampai satu tahap saya rasa yang ni semua salah
saya. Kalau saya jaga kandungan ini elok-elok mesti tak jadi
macam ni dan anak saya akan normal.(menangis sambil mencium
anaknya yang kelainan upaya)
(T2/PKCS/93)
Dalam kajian ini, penyelidik dapat melihat kesan daripada kelangsungan yang dihadapi oleh
Cik Suzy. Beliau sentiasa berasa letih dan penat dalam penjagaan anak kelainan upaya
Celebrum Palsy kerana emosi yang kurang stabil. Malah beliau juga sering mengalami
kekurangan darah. Peserta kajian juga pernah mengatakan bahawa dirinya mempunyai niat
untuk membunuh diri dan hampir mengelar pergelangan tangan sendiri. Hal ini disebabkan
emosi sedih yang menguasai diri.
Lepas je bercerai dan hidup dalam keadaan sedih sangat
dengan baru dapat tahu saya mengandung lagi. Tu buatkan
saya dalam tekanan yang tak boleh dicapai akal pada ketika tu.
Saya sering menangis dan mengabaikan anak istimewa saya
seorang diri. Tak kisah sama ada dia dah susu ke belum, semua
tu mak saya buat. Saya tak ambil peduli dah.sampai pada satu
tahap tu saya ambil pisau kat dapur dan cuba nak kelar
pergelangan tangan saya. Saya dah tak pikir apa dah masa tu.
(T2/PKCS/60)
Pada ketika tu, mak dan kakak saya ada kat rumah,apa lagi
abang ipar saya tendang pintu bilik dan cuba pujuk saya
supaya jangan buat keje bodoh dan pikir masa depan anakanak. Kakak saya jerit kat saya dan tampar muka saya
mungkin sebab geram dengan sikap saya masa tu kot.(gelak
sikit).saya ingat lagi kakak saya cakap kt saya sambil menjerit,
dia kata kalau kau nak mati sorang-sorang kami tak kisah
sebab yang tanggung dosa kau sendiri tapi sebab ko tengah
mengandung zuriat yang allah bagi tu yang buat aku marah
dan kau nak tinggalkan anak syurga kau tu nanti. Ingat Allah
tak akan duga seorang umat tu kalau diri dia tak mampu
paham!. Pada masa tu saya tersentap dan terus mendapatkan
anak syurga saya. Saya peluk dia, saya cium dia sambil cakap
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anak syurga mama,anak syurga mama(sambil teresak-esak

menangis)
(T2/PKCS/65)
Dari sudut pandang yang positif pula, tekanan yang dihadapi oleh Cik Suzy telah
menjadikan dirinya seorang yang lebih positif dalam menjalani kelangsungan hidup dalam
menjaga anak kelainan upaya dengan lebih terarah. Cik Suzy melihat kepada keperluan
kaunseling keatas dirinya dapat membantu dirinya untuk kekal positif dan tidak terus
meratapi apa yang telah berlaku.
Walaupun saya merasakan dalam penjagaan anak OKU ini
agak sikit terbeban disebabkan banyak cabaran tak kira dari
segi masa,duit dan emosi saya sendiri. Tetapi saya akan lebih
berusaha untuk ubah kepada lebih positif sikit demi sikit. Bukan
apa apabila pikir balik tak kan saya nak sentiasa meratap
benda yang dah lepas kan.
(T3/PKZ/81)
Saya rasa dengan pergi sesi kaunseling dengan mendalam lagi mungkin masalah dalam
diri saya
PERBINCANGAN
Secara keseluruhannya hasil dapatan dalam kajian ini menunjukkan pengalaman sebagai
seorang ibu tunggal yang menjaga anak kelainan upaya ini sangat memberi tekanan dan
cabaran kepada mereka. Peserta kajian merasa terbeban dalam penjagaan anak kelainan
upaya dan mula timbul persepsi negatif yang terpamer melalui tingkahlaku. Penyelidik juga
mendapati cabaran dan tekanan yang dilalui boleh diklasifikasikan kepada tekanan
ekstrinsik dan intrinsik yang merujuk kepada persekitaran luaran yang dihadapi oleh Cik
Suzy sepanjang tempoh menjadi ibu tunggal. Ini kerana ibu tunggal sentiasa mendapat
cemuhan dan dihina oleh suami,ibu mertua dan daripada persekitarannya sehingga
menganggu kefungsian diri Cik Suzy sebagai ibu tunggal.
Penyelidik dapat melihat menjadi ibu tunggal yang mempunyai anak yang kelainan upaya
memberikan tekanan yang berganda kepada kehidupan ibu tunggal. Fokus mereka lebih
kepada anak yang kelainan upaya sehingga terabaikan keperluan fisiologi dan psikologi diri
sendiri. Corey (2012) menyatakan dalam teori realiti bahawa manusia didorong untuk
memenuhi 5 keperluan asas iaitu survival,love and belonging,power,freedom dan fun. Pada
pendapat penyelidik, ibu tunggal ini perlulah mempunyai keseimbangan dalam psikologi diri
sendiri kerana terdapat kekurangan yang dialami oleh ibu tunggal iaitu pernah meninggalkan
tanggungjawab dalam menjaga anak kelainan upaya, menunjukkan kekecewaan dengan
nasib diri sendiri serta memperlihatkan tingkahlaku yang negatif seperti cepat marah, sedih
dan murung sepanjang bergelar ibu tunggal yang perlu menjaga anak kelianan upaya
Cerebrum Palsy.
Oleh itu pengamal kaunseling boleh membantu ibu tunggal seperti ini dalam membuat
pilihan yang tepat bagi memenuhi keperluan fisiologi mereka. Bertepatan dengan Teori
Realiti, keperluan fisiologi ibu tunggal merangkumi rasa keterpunyaan,kebebasan walaupun
perlu menjaga anak kelainan upaya dan keperluan yang positif untuk meneruskan
kehidupan yang mana manusia akan membentuk identiti yang berjaya atau menemui
kegagalan (Corey 2012). Di samping itu juga, pengamal kaunseling dapat memahami dan
meneroka sejauh mana pengalaman ibu tunggal dalam penjagaan anak kelainan upaya
yang bersesuaian bagi meneruskan kelangsungan hidup yang lebih positif dan terarah.

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KESIMPULAN
Kesimpulannya menjadi seorang ibu tunggal yang menjaga anak kelainan upaya Celebrum
Palsy bukanlah suatu bebanan seandainya ditangani dengan cara yang sewajarnya. Ibu
tunggal masih mempunyai jalan keluar untuk meneruskan penjagaan anak yang kelainan
upaya sekiranya mereka mempunyai personaliti yang positif dan sistem sokongan yang
menggalakkan. Oleh yang demikian penyelidik berharap agar golongan ibu tunggal ini
didekati dan difahami dengan rasa empati agar segala rasa yang terpendam dapat
diluahkan dengan cara yang betul. Secara tidak langsung masalah yang dialami dapat
menghindari dan mencegah daripada berlakunya perkara yang tidak diingini seperti cubaan
membunuh diri dan kemurungan yang berpanjangan kepada nasib ibu tunggal yang
terdapat dalam Negara. Diharapkan kajian yang telh dijalankan ini dapat membuka jalan
yang lebih baik serta dapat membantu pengkaji lain untuk meneruskan kajian berkaitan ibu
tunggal yang menjaga anak kelainan upaya terlantar dan memfokuskan kepada cabaran ibu
tunggal yang menjaga anak kelainan upaya, pengkaji yang akan datang boleh
mempertimbangkan untuk membuat penerokaan terhadap daya tindak yang lebih spesifik
dalam menjalani kelangsungan hidup mereka.

RUJUKAN
Calistina Ubeh,Ferlis bin Bullare & Peter Voo Su Kiong (2014).Kesejahteraan Subjektif
Dalam Kalangan Ibu dan Bapa Tunggal Kanak-kanak Kurang Upaya
Pembelajaran:Peranan Komuniti Keagamaan dan Sokongan sosial.Kertas Kerja
yang Dibentangkan Di Seminar Kebangsaan Integriti Keluarga 2014.
Diyana Isahak, Doris Padmini Selvaratnam & Nor Aini (2009). Isu dan Cabaran Dalam
Menghadapi Penjagaan Anak kurang Upaya Pada Persekitaran Global.Prosiding
Perkem IV JILID 1, Vol, pp. 2231-962x.
Gibbs R. Graham. 2007. Analyzing Qualitative Data. California : SAGE.
Gerald Corey (2013). Theory and Practice of Counseling and Psychotherapy. Wadworth
Publishing Co Inc, Belmont,CA,United States. 9th International edition.
Hazirah Binti Hashim (2013). Cabaran dan Lokus Kawalan Dalam Kalangan Ibu Tunggal Di
Daerah Muar,Johor. Universiti Teknologi Malaysia.PSZ 19:16(Pind.1/97).

238

CABARAN MENJADI PENJAGA TIDAK FORMAL DI USIA MUDA

Nurul Fahima Abd Latif
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
imfahima91@gmail.com
Dharatun Nissa Fuad Mohd Karim
Jabatan Pendidikan dan Kesejahteraan Komuniti
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
nisafuad@ukm.edu.my
Nurin Hazirah Othman
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
nurinhazirah61@yahoo.com
Nurfarhah Mohd Najib
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
farhah_najib@gmail.com
NurIzzatul Zafira Abd Jabar
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
izzatulzafira91@yahoo.com
Abstrak
Kajian ini bertujuan untuk meneroka cabaran dan mekanisme daya tindak yang digunakan
oleh penjaga tidak formal dalam menjaga warga emas. Kajian ini merupakan penyelidikan
awal dengan menggunakan pendekatan fenomenologi. Peserta kajian terdiri daripada
seorang wanita yang berusia 27 tahun dan telah menjaga warga emas yang terlantar
selama 2 tahun. Data diperoleh melalui kaedah temubual separa berstruktur. Enam tema
telah dikenalpasti melalui hasil data menggunakan Atlas.ti 7. Tiga dari tema utama
menjawab persoalan kajian yang pertama iaitu, cabaran yang dilalui oleh penjaga tidak
formal di usia muda. Tiga cabaran tersebut adalah cabaran dari sudut emosi, pengurusan
masa dan diri serta tahap kesihatan. Tiga lagi tema muncul dari persoalan kajian yang
kedua iaitu; strategi daya tindak yang digunakan. Strategi daya tindak yang digunakan
adalah keperluan ilmu psikologi dan kaunseling, rasa tanggungjawab dan juga komunikasi
antara ahli keluarga. Kesimpulannya, menjadi penjaga tidak formal di usia muda perlu
mendepani cabaran yang memerlukan strategi daya tindak bagi menyeimbangkan
kehidupan mereka dalam menjaga warga emas. Hasil daripada maklumat yang diperoleh
daripada kajian ini dapat membantu penjaga formal seperti di rumah-rumah kebajikan,
hospital dan persatuan-persatuan menjaga warga emas dalam menjadi individu yang boleh
menyeimbangkan kehidupan mereka. Pengamal kaunseling juga boleh membangunkan
intervensi dan modul psikopendidikan yang bersesuaian dalam menjalankan sesi kaunseling
kepada penjaga tidak formal di usia muda dalam menjaga warga emas. Oleh kerana kajian
239

ini memfokuskan kepada wanita melayu islam dan penjaga tidak formal, cadangan kajian
akan datang boleh difokuskan kepada penjaga formal dari pelbagai etnik dan agama serta
mekanisme daya tindak penjaga formal.
Kata kunci : Penjaga tidak formal, mekanisme daya tindak, cabaran.

PENGENALAN
Malaysia antara negara yang semakin pesat membangun dari sudut ekonominya. Tidak
kurang juga dari sudut penuaan. Fenomena penuaan penduduk merupakan satu fenomena
yang akan dialami oleh setiap orang di semua negara di dunia namun dengan kadar yang
berbeza. Ada sebahagian negara mempunyai populasi warga tua yang ramai dalam
penduduk dan seterusnya kadar peningkatan peratusan warga tua meningkat. Menurut
Sarin Johani, 2014, peningkatan ini mungkin akan mencapai status negara tua seperti di
kebanyakan negara maju seperti Barat dengan bilangan purata penduduknya dengan
peratusan sebanyak 15 peratus yang berusia 60 tahun ke atas menjelang tahun 2035.
Namun, ada sesetengah negara yang kadar peratusannya masih kecil. Kejadian ini mungkin
disebabkan oleh faktor fertiliti dan mortaliti yang menurun disebabkan kemajuan dan
kecanggihan teknologi perubatan (Dasar Kesihatan Warga Emas Negara, 2010).
Warga emas di Malaysia kebanyakannya dijaga oleh golongan wanita atau anak
dewasa perempuan. Hal ini kerana kaum wanita mempunyai perasaan dan naluri yang halus
dan bersifat penyayang yang semulajadi. Penyataan ini telah disokong oleh Mercier et al
(1989) yang mengatakan bahawa anak perempuan mempunyai kualiti hubungan yang lebih
tinggi dengan ibu bapa berbanding dengan anak lelaki. (Rosnah Ismail dan Habibie Ibrahim,
2002). Menurut Khadijah Alavi, Rahim M. Sail, Khairuddin Idris, Asnarulkhadi Abu Samah
dan Cristine Chan, 2011 ada menyatakan bahawa apabila tahap kesihatan warga emas ini
apabila mulai menurun, maka terbinalah hubungan asimetri antara penjaga dan warga
emas. Dari sinilah terbentuknya sebuah bentuk penjagaan kepada warga emas. Menurut
Normah Che Din dan rakan-rakan 2009, bentuk penjagaan warga tua boleh dibahagikan
kepada dua iaitu penjagaan formal dan tidak formal.
Bagi penjagaan formal, warga tua dikendalikan oleh oleh sektor awam dan swasta
manakala penjagaan tidak formal warga tua dikendalikan sendiri oleh ahli keluarga dan
komuniti setempat. Oleh itu, sistem penjagaan tidak formal terdiri daripada empat unsur
yang disebut penjaga primer iaitu pasangan, anak-anak, adik-beradik dan saudara-mara
yang lain manakala dua unsur lain yang disebut ialah penjaga sekunder iaitu kawan-kawan
dan jiran tetangga. Kenyataan ini juga turut disokong oleh Khadijah (2012). Menurut beliau,
ahli keluarga merupakan sokongan utama iaitu primary caregiver dalam penjagaan warga
tua manakala saudara mara dan jiran tetangga merupakan penjaga sekunder iaitu
secondary caregiver.
Dalam fenomena peningkatan jumlah warga emas di Malaysia, timbulnya isu-isu
yang membimbangkan seperti kes-kes pengabaian warga tua yang semakin hangat di dadadada akhbar, laman internet, televisyen dan juga radio. Sebagai contoh, dalam satu
kenyataan akhbar tempatan menceritakan di mana seorang warga emas berusia 70 tahun
yang diserang angin ahmar telah dihantar ke sebuah Pusat Penjagaan Nur Ehsan, Kempas.
Lebih memilukan lagi apabila si penghantar yang berpura-pura sebagai jiran yang bersimpati
terhadap nasib warga emas ini sebenarnya adalah anak beliau sendiri yang merupakan
seorang jurutera. Beliau yang enggan mengaku bahawa warga emas tersebut merupakan
ayah beliau akhirnya terbongkar apabila pusat jagaan berkenaan membuat semakan
dengan beberapa pihak. (Harian Metro 1 Jun 2012). Kes ini berlaku mungkin disebabkan
oleh rasa bebanan si penjaga dan faktor usia yang muda. Menurut Hurlock (2011) dewasa
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muda (young adulthood) ialah mereka yang berusia 21-40 tahun. Manakala menurut Majlis
Belia Malaysia (MBM) telah bersepakat mengakatan bahawa umur atau usia seorang belia
itu antara 15 hingga 30 tahun. Disebabkan faktor usia muda inilah penjaga merasakan
menjaga warga emas merupakan satu bebanan.
Menurut Normah Che Din, Po Mee Sing dan Ruhani Ibrahim, 2009 menyatakan
proses pengendalian warga tua yang sudah uzur dan berpenyakit bukanlah satu perkara
yang mudah. Hal ini kerana warga tua sangat memerlukan perhatian dan tumpuan
penjagaan yang rapi dan teliti dari aspek fizikal dan mental penjaga. Dalam proses
pengendalian warga tua wujud situasi atau keadaan di mana penjaga merasa bosan,
hampa, gelisah atau burnout ketika mengharungi kehidupan seharian. Bebanan penjagaan
ini akhirnya boleh menyebabkan kemurungan kepada penjaga dan seterusnya
menyebabkan individu menjadi seorang yang tidak positif.
Selain itu cabaran yang terpaksa dihadapi oleh masyarakat adalah perkhidmatan
penjagaan. Hal ini kerana semakin meningkatnya umur maka kadar kesihatan seseorang
juga semakin menurun yang akhirnya menimbulkan pelbagai masalah kepada penjaga
terutamanya masalah bebanan penjagaan. Bagi warga emas, penjagaan yang rapi dan
berterusan dari sudut penjagaan mereka boleh menimbulkan tekanan dalam sistem
keluarga khususnya. Ekoran daripada masalah yang timbul, ini menunjukkan bahawasanya
tahap bebanan ahli keluarga terutamanya anak dewasa dalam penjagaan warga emas
semakin meningkat. (Khadijah 2012). Bebanan ini menurut Khadijah (2012), seperti faktor
tekanan hidup, komitmen terhadap keluarga dan lokasi tempat kerja yang agak jauh
mempengaruhi pilihan penjagaan warga emas. Justeru, isu dilema dan bebanan anak
dewasa dalam penjagaan warga emas ini perlu diberi lebih penekanan kerana aspek ini
turut mempengaruhi cara gaya penjagaan warga emas oleh anak dewasa. Justeru itu,
setelah diteliti permasalahan yang wujud, penyelidik berminat untuk mengkaji apakah
cabaran-cabaran yang mungkin dihadapi dan dilalui oleh penjaga tidak formal yang muda
dalam penjagaan warga emas. Oleh yang demikian, penyelidik melihat terdapat dua objektif
yang ingin dicapai dalam kajian ini iaitu dengan mengenalpasti cabaran yang dilalui oleh
penjaga tidak formal di usia muda dan menilai strategi daya tindak yang digunakan oleh
penjaga tidak formal dalam menjaga warga emas.

METODOLOGI KAJIAN
Rekabentuk kajian yang dijalankan menggunakan kaedah kualitatif. Kajian ini merupakan
satu penyelidikan awal yang menggunakan pendekatan fenomenologi. Menurut Moleong,
2001; Kamarul Azmi Jasmi, 2012 menyatakan bahawa rekabentuk fenomenologi berusaha
untuk memahami erti peristiwa dan kaitan-kaitannya terhadap orang yang berada dalam
situasi-situasi tertentu. Menurut Bodgan R.C & Biklen S. K, 1992; Kamarul Azmi Jasmi, 2012
pula, fenomenologi ialah di mana penyelidik berusaha masuk ke dalam dunia konseptual
para peserta kajian yang mereka teliti dalam rangka memahami bagaimana dan apa makna
yang mereka konstruk dalam setiap peristiwa dalam hidup mereka.
Dalam kajian ini peserta kajian bernama Cik Sal (bukan nama sebenar) yang berusia
27 tahun dipilih sebagai peserta kajian. Cik Sal merupakan seorang graduan sarjana di
salah sebuah universiti tempatan di Malaysia. Cik Sal menginap di Petaling Jaya bersama
keluarnganya. Beliau merupakan anak sulung dari empat orang adik-beradik. Peserta kajian
dipilih kerana beliau memenuhi kriteria kajian yang dijalankan oleh penyelidik iaitu faktor
usia yang muda, pernah menjaga warga emas yang sakit dan juga merupakan penjaga tidak
formal. Cik Sal pernah mempunyai pengalaman menjaga warga emas yang sakit yang juga
merupakan arwah neneknya selama hampir 2 tahun.
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Penyelidik menggunakan teknik temubual dan analisis dokumen dalam teknik

pengumpulan data. Teknik temubual yang dijalankan adalah separa berstruktur. Ini
bertujuan membolehkan penyelidik bertanyakan tentang perkara-perkara yang baru
ditimbulkan semasa proses temubual dijalankan. Proses ini banyak membantu penyelidik
dalam memperoleh maklumat dan menjawab persoalan kajian. Penyelidik telah menjalankan
dua temubual bersama Cik Sal. Temubual yang pertama ini mengambil masa selama 32
minit 47 saat dan telah dilakukan di rumah sewa Cik Sal. Temubual yang pertama lebih
menjurus kepada bertanyakan bagaimana Cik Sal boleh menjadi penjaga tidak formal.
Untuk temubual yang kedua yang mengambil masa selama 42 minit 53 saat di sebuah
masjid, isu yang dibincangkan lebih kepada cabaran Cik Sal dalam penjagaan warga emas.
Data dianalisis menggunakan teknik analisis dokumen dalam teknik pengumpulan
data. Melalui teknik ini, penyelidik dapat mengumpulkan beberapa dokumen yang dirasakan
releven dengan kajian yang dilakukan. Dokumen yang diperoleh antaranya ialah (i) gambar
kenangan Cik Sal bersama neneknya, (ii) duit kertas RM2 lama sebagai bukti pemberian
daripada neneknya dan wang yang jarang ditemui ketika ini.
DAPATAN KAJIAN

Rajah 1: Cabaran serta strategi daya tindak yang dilalui oleh peserta kajian
Berdasarkan Rajah 1 di atas, dapat dilihat bahawa cabaran dan strategi daya tindak
Cik Sal sebagai penjaga tidak formal di usia muda membentuk satu pengalaman pada Cik
Sal sendiri. Perincian pada setiap tema adalah mengikut objektif kajian iaitu dari sudut
cabaran dan juga strategi daya tindak. Dari sudut cabaran yang dilalui oleh Cik Sal, dapat
dirangkum dalam tiga aspek iaitu; (i) emosi (ii) pengurusan masa dan diri dan (iii) tahap
kesihatan. Disebabkan beberapa cabaran yang dihadapi oleh Cik Sal, maka beliau terpaksa
membina strategi daya tindak sendiri. Mengikut penceritaan, Cik Sal telah memilih tiga
strategi daya tindak utama iaitu; (i) keperluan ilmu psikologi dan kaunseling (ii) rasa
tanggungjawab dan (iii) komunikasi antara keluarga.
Cabaran yang dilalui peserta kajian:
(i)

Emosi

Cik Sal menceritakan keadaan emosi dan perasaan yang beliau lalui sepanjang menjaga
neneknya yang sakit terlantar. Ada ketika Cik Sal merasakan emosinya tidak stabil. Selain
242

itu, beliau juga turut merasai bahawa tidak tahu untuk berkongsi dengan siapa perasaan
yang dialaminya ketika itu. Antara emosi yang dirasai oleh Cik Sal lagi adalah beliau turut
merasa tertekan dengan keadaan dirinya. Selain itu, beliau ada juga menyatakan perasaan
ketidakpuasan hati beliau hanya kerana keluarganya sahaja yang perlu menjaga nenek
sedangkan nenek mempunyai anak yang ramai.
Saya rasa emosi saya tak stabil. First saya rasa penat. Bila dah start
sambung belajar tu emosi saya penat
(I1 24-JUN-2016, 126)
Okay, memang betul kita cakap kita boleh jaga dia tapi bila time emosi kita
tak stabil contoh la macam penat kan ataupun rasa hari-hari buat benda yang
sama sebab kita manusia kadang-kadang terfikir benda-benda macam tu so
benda tu yang kena pandai kawal la.
(I2 30-JUN-2016, 145)
lepas tu saya akan rasa macam erm saya tak tahu nak cerita kat siapa
emosi saya pada masa tu. Kalau saya cerita dekat mak saya, saya tahu dia
pun penat juga. Kalau saya cerita dekat adik saya pun benda yang sama juga
diaorang tak membantu saya.So masa tu saya tertanya tanya dengan siapa
saya nak cerita. Bila saya cerita dengan kawan baik saya pun sama je saya
rasa tak membantu sangat pun.
(I1 24-JUN-2016, 127)
Saya rasa agak tertekan juga tapi saya akan pasti kan keadaan emosi tu biar
saya sorang je yang tahu.
(I1 24-JUN-2016,135)
Perasaan saya mula-mula memang saya rasa macam err kenapa family
saya je yang buat semua benda tu? Sebab ye la, nenek ada 13 orang anak,
dan saya tertanya-tanya juga kenapa mak saya?
(I1 24-JUN-2016, 62)
(ii)

Pengurusan masa dan diri

Dalam sibuk menguruskan dan menjaga nenek beliau, Cik Sal ada menyatakan bahawa
beliau tidak mempunyai ruang masa untuk diri beliau sendiri melakukan hobi yang beliau
minati seperti masuk hutan dan pergi ke mall. Cik Sal juga melakukan dua kerja dalam masa
beliau menjaga neneknya. Cik Sal mencari ruang masa hanya untuk dirinya sendiri.
Tambahan pula, beliau turut menyatakan mereka sekeluarga tiada masa bersama sebagai
contoh makan bersama, keluar bersama atau melakukan apa-apa aktiviti bersama.
...benda tu senang je tapi errr bila saya fikir balik masa saya, lepastu perkara
yang banyak saya dah korbankan sepatutnya banyak dah saya dapat benda
tu. Contoh benda yang paling saya suka buat saya suka masuk hutan. Pastu
selain daripada tu, saya suka pergi mall. Saya pergi mall bukannya saya nak
pergi beli barang pun tapi nak jalan-jalan je.
(I1 24-JUN-2016, 140)
saya rasa memang saya taw masa tu keutamaan saya pada masa tu
adalah nenek saya sebab macam mana kami nak uruskan dia, memang kami
bergilir-gilir tapi selalunya macam weekend tu disebabkan sebelum ni saya
buat dua kerja saya rasa macam untuk diri saya sendiri saya takde masa.
(I2 30-JUN-2016, 149)
243

bila saya dapat peluang saya masuk hutan tu dengan kawan-kawan

semua, saya akan pastikan masa itu untuk saya sahaja. Saya taknak fikir
benda lain. Kiranya itu masa untuk diri sendiri la.
(I1 24-JUN-2016, 146)
kami dah rasa lama tak keluar sebab masa tu err adik-beradik saya semua
kerja so kitaorang takde masa yang boleh kumpul sekali kecuali pergi keluar
makan.
(I1 24-JUN-2016, 118)
(iii)

Tahap kesihatan

Dari sudut tahap kesihatan pula penyelidik bertanyakan peserta kajian tentang tahap
kesihatan beliau sepanjang beliau mengendalikan warga emas. Menurut Cik Sal beliau ada
merasakan sakit fizikal terutama di bahagian pinggang dan kaki kerana mengangkat nenek
yang terlantar.
Err,okay..memang saya tak nafikan saya sakit pinggang. Sebab ermm masa
kita nak bersihkan dia tu, dia akan lepaskan berat badan dia tu. Kiranya dia
memang takde tenaga. Contoh bila nak tukar pampers memang kita tahu
step tu tapi still pakai kudrat.
(I1 24-JUN-2016, 50)
So kalau cabaran kat rumah tu mungkin saya cakap dari sudut saya punya
kesihatan fizikal la. Sebabnya masa saya kerja pun bukan saya buat satu
kerja tapi dua kerja. Maksudnya isnin-ahad tu memang saya pergi kerja.
Kiranya kesihatan fizikal masa tu macam kaki saya penat. Bila salinkan dia,
bersihkan dia saya sakit pinggang, maksudnya yang tu la.
(I1 24-JUN-2016,96)
Okay kalau dari sudut fizikal memang saya cakap kalau tak fit memang tak
larat walaupun memang ada caranya nak buat.
(I2 30-JUN-2016, 136)
Strategi Daya Tindak Peserta Kajian:
Tiga aspek cabaran telah dinyatakan oleh Cik Sal di atas. Berikutnya adalah strategi daya
tindak dalam menjaga warga emas. Bagi Cik Sal strategi daya yang diambil terdiri dari tiga
aspek iaitu (i) keperluan ilmu dan psikologi, (ii) rasa tanggungjawab, (iii) komunikasi antara
keluarga.
(i)

Keperluan ilmu psikologi dan kaunseling

Dalam rasa Cik Sal mengendalikan nenek, beliau ada menyatakan bahawa perlunya kepada
ilmu berkaitan dengan psikologi dan kaunseling serta tak lupa juga ilmu kesihatan tentang
penjagaan nenek. Pada beliau ilmu seperti psikologi dan kaunseling ini dapat
menyeimbangkan kembali kehidupan penjaga dan mengurangkan rasa tekanan yang
dihadapi.
Bagi saya perlu. Saya mencari ilmu dalam bagaimana nak kawal emosi saya
sendiri dan tak mempamerkan emosi saya depan orang lain.
(I1 24-JUN-2016, 174)
244

saya rasa perlunya khidmat kaunseling lagi-lagi saya family kaunseling

sebabnya budaya. Yang akan terlibat bukan satu keluarga je, banyak
keluarga.
(I1 24-JUN-2016,181)
bagi saya err seseorang tu perlu cari ilmu atau dengar banyak talk pasal info
kesihatan ataupun dalam family. So kat situ saya rasa perlunya kita perlu
berusaha dalam situasi menjaga orang tua,nak taknak kita kena ada ilmu tu.
(I2 30-JUN-2016, 200)
selain daripada tu kena tahu juga ilmu berkaitan dengan psikologi,
kaunseling, motivasi daripada orang lain tak kisah la daripada ustaz ke
ustazah ke ataupun motivator ke. So benda-benda yang macam tu yang
diperlukan .Memang tak dinafikan masa tu kita akan rasa macam kita
memerlukan makanan jiwa. So benda-benda tu yang kita kena cari.
(I2 30-JUN-2016, 203)
(ii)

Rasa Tanggungjawab

Sehebat mana pun rasa tertekan Cik Sal dalam penguruskan nenek, namun pada beliau
rasa tanggungjawab itu yang menyebabkan Cik Sal tabah dan sabar menjaga nenek beliau.
Pada Cik Sal, nenek merupakan orang yang agak signifikan dalam hidup beliau
sehinggakan beliau mengambil keputusan memikul rasa tanggungjawab untuk menjaga
nenek yang terlantar. Selain itu, rasa turut kehilangan juga menyebabkan Cik Sal rasa
bertanggungjawab untuk menjaga neneknya. Tambahan lagi, Cik Sal juga ada menyatakan
bahawa rasa tanggungjawab itu yang datang dari penjaga itu sendiri membuatkan
seseorang itu tidak merasakan warga emas yang dijaga sebagai suatu bebanan.
Walau macam mana sekalipun keadaan saya, saya akan tetap buat benda
tu sebab tu tanggungjawab. Kalau bukan saya yang buat sape lagi nak buat.
(I1 24-JUN-2016, 175)
Sebab saya rasa saya takut kehilangan dia. Sebab kalau dia takde kiranya
saya dah takde atuk dan nenek lagi. Belah abah saya memang dua-dua dah
takde. So, kalau sebelah mak saya atok saya dah takde masa saya darjah 1
so masa tu saya terfikir saya nak panggil sape saya nak panggil atuk dah
memang sah-sah dah takde so nak panggil nenek nanti, kalau dia dah takde
takde la kan, so kiranya errr kalau boleh saya rasa err bagi saya masa lebih
sikit. Biar saya rasa nikmat tu lama sikit.
(I2 30-JUN-2016, 89)
Bagi saya tanggungjawab tu la. Kalau dia rasa dia bertanggungjawab secara
automatik dia mampu menjaga pesakit tu.
(I2 30-JUN-2016,211)
(iii)

Komunikasi Antara Keluarga

Bagi Cik Sal, komunikasi antara ahli keluarga itu dalam menjaga nenek tidak terlalu kerap
berlaku dan ada antara keluarga yang mengambil berat tentnag keadaan nenek dan tidak
kurang juga yang buat tak tahu. Tambahan pula katanya, bila nenek sakit tindakan yang
beliau ambil adalah dengan menghantar gambar nenek dan memuat naikkan gambar
tersebut di dalam pautan keluarga.
245

Patutnya family yang lain contohnya rrr dia kena ambil tahu, dia kena ambil
kisah.
(I1 24-JUN-2016, 184)
Kalau nak cakap dari sudut komunikasi err sememangnya saya takde masa
pun nak bagi tahu dekat sorang-sorang yang nenek saya macam ni macam
ni.
(I2 30-JUN-2016, 183)
Pastu bila saya rasa dah lama sangat yang jarang call, yang jarang datang
tengok nenek saya kat rumah apa yang saya buat, saya akan ambil gambar.
Contoh kalau macam nenek saya sakit tapi memang saya plan dengan adikadik saya pun erm kalau nenek saya sakit macam kitaorang bawa nenek
pergi hospital ke mana ke kitaorang terus set up dalam group masa tu baru la
macam pak pung pakkk ramai orang yang nak tanya. Kalau tak takde pun.
(I2 30-JUN-2016, 192)
PERBINCANGAN
Dapatan kajian mendapati bahawa kebanyakan warga emas dijaga oleh anak dewasa yang
muda. Menyentuh mengenai penjagaan warga emas, kebanyakan anak dewasa yang
menjaga warga emas terdiri daripada golongan wanita. Kenyataan ini disokong oleh Cantor,
1983; Merrill, 1997; Khadijah Alavi dan Rahim M.Sail, 2010 dengan mengatakan bahawa
wanita merupakan penjaga utama dalam penjagaan warga tua yang uzur. Selain itu,
peratusan wanita yang tidak terfikir untuk menghantar warga emas ke rumah kebajikan
adalah tinggi iaitu sebanyak 85.8 peratus kerana sifat mereka yang prihatin, mengambil
tahu, memiliki kasih-sayang serta kemesraan terhadap warga emas. (Rosnah Ismail dan
Habibie Ibrahim, 2002). Ini bertepatan dengan kajian yang dilakukan oleh penyelidik iaitu
penjaga yang menjaga warga emas ialah penjaga informal yang juga merupakan seorang
wanita muda.
Dalam proses menjaga dan menguruskan warga emas, penyelidik mendapati
bahawa cabaran yang dilalui oleh peserta kajian menyebabkan kehidupannya tertekan
sekaligus berlaku ketidakseimbangan keharmonian dalam kehidupan mereka. Kesan
daripada masa penjagaan yang panjang memberi impak negatif kepada kesejahteraan
penjaga. Dapatan ini menyokong kajian lepas (White-Means dan Thomton, 1990; Khadijah
Alavi, 2008,2010; Zarith, 1993; Mohd Mustaza, 2014) dimana penjaga tidak formal di usia
muda ini mudah menghadapi tekanan kerana beban tugas yang banyak dengan
menyatakan bahawa gangguan tekanan mudah menular kepada mereka yang menjaga
warga emas. Tambahan lagi, kajian mendapati bahawa golongan yang menghadapi tekanan
bebanan dan tekanan psikologi yang tinggi disebabkan oleh beban penjagaan adalah
golongan wanita. Dalam kajian ini, peserta kajian turut merasakan perasaan kurangnya
motivasi kerana tempoh penjagaan yang agak lama. Selain itu, kesan daripada beban
penjagaan mengakibatkan rasa kurang motivasi (Gilhooly, 1984; Khadijah Alavi, 2010); skor
depresi Minnesota Multiphasic Personality Inventory (MMPI) yang lebih tinggi (Fitting dan
rakan-rakan,1986; Khadijah Alavi, 2010) dan perasaan symptom negatif (Siegler dan
George, 1983; Khadijah Alavi, 2010). Sehubungan dengan fenomena yang semakin
meruncing ini, penjaga tidak formal terutamanya di usia muda seharusnya perlu diberi
peluang untuk menghadiri sesi kaunseling secara individu dalam mengenalpasti
kelompongan yang tidak dicapai atau dimiliki ketika menjaga warga emas.Berikutan
daripada bebanan penjagaan ini, penyelidik melihat bahawa apa yang dialami oleh penjaga
disebabkan keperluan asas kehidupan mereka tidak dipenuhi. Menurut Glasser, 1984;
Melati Sumari 2014, keperluan asas bagi seseorang individu itu ialah apabila rasa dipunyai,
kuasa, kebebasan keseronokan dan keperluan meneruskan hidup. Ini berdasakan teori
246

realiti bahawa seseorang individu yang sejahtera dan positif mestilah memenuhi kelima-lima
aspek keperluan asas itu dipenuhi. Oleh kerana kajian ini memfokuskan kepada wanita
melayu islam dan penjaga tidak formal, cadangan kajian akan datang boleh difokuskan
kepada penjaga formal dari pelbagai etnik dan agama serta mekanisme daya tindak penjaga
formal. Memandangkan kajian ini merupakan kajian peringkat awal, maka penyelidik akan
menjalankan kajian dengan lebih mendalam.
Kajian ini diharapkan dapat menambahbaikkan kehidupan penjaga serta melihat
kepentingan kaunseling dalam menyeimbangkan kembali kehidupan penjaga. Hasil
daripada maklumat yang diperoleh daripada kajian ini dapat membantu penjaga formal
seperti di rumah-rumah kebajikan, hospital, dan persatuan-persatuan menjaga warga emas
dalam menjadi individu yang boleh menyeimbangkan kehidupan mereka. Pengamal
kaunseling juga boleh membangunkan intervensi dan modul psikopendidikan yang
bersesuaian dalam menjalankan sesi kaunseling kepada penjaga tidak formal di usia muda
dalam menjaga warga emas.Hasil kajian ini juga penting kepada penyelidik-penyelidik yang
akan datang khususnya kerana ia boleh dijadikan sebagai sumber rujukan dan panduan
untuk menjalankan kajian yang berkaitan dengan penjagaan dan cabaran dalam menjaga
warga emas.
KESIMPULAN
Kesimpulannya, hasil kajian yang dilakukan meliputi cabaran dan strategi daya tindak
menjadi penjaga tidak formal di usia muda membentuk suatu pengalaman kepada penjaga
itu sendiri. Oleh yang demikian, pemahaman serta ilmu berkaitan kaunseling jika diberikan
kepada penjaga akan menjadikan penjaga lebih seimbang dan sejahtera kehidupan mereka
sekali gus tidak merasakan bahawa warga emas yang dijaga sebagai suatu bebanan. Ini
secara tidak langsung dapat menghindarkan penjaga tidak formal daripada mengabaikan
serta menghantar warga emas ke pusat-pusat jagaan orang tua. Secara
keseluruhannya,penyelidik berharap kajian ini dapat membuka jalan serta membantu
penyelidik lain untuk terus menjalankan kajian berkaitan isu sebagai penjaga mahupun
warga emas.

RUJUKAN
Anak Dewasa Dalam Penjagaan Warga Emas. Bangi: Universiti Kebangsaan Malaysia.
daripada www.infosihat.gov.mywarga20EmasGpDasarKesihatanWargaEmas.
Dasar Kesihatan Warga Emas Negara. (2010). Dicapai pada 29 September, 2010,
Emas, P. W. (1995). Cambridge international dictionary of English., (2009), 124.
Harian Metro, (2012). 1 Jun.
Hurlock, Elizabeth B. (2002). Psikologi Perkembangan. Jakarta: Erlangga.
Khadijah Alavi, Rahim M Sail, Khairuddin Idris, Asnarulkhadi Abu Samah, C. C. (2011).
Keperluan Sokongan Emosional Dalam Kalangan Anak Dewasa Yang Menjaga Warga
Tua. eBANGI (2011), 6(1), 102114.
Khadijah Alavi, Rahim M. Sail, Khairuddin Idris & Asanarulkhadi Abu Samah. (2010).
Pengalaman penjagaan ibu bapa tua oleh anak dewasa: satu kajian dalam penduduk
Melayu Bandar berpendapatan rendah. Akademika, 78: 77-87.
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Khadijah Alavi. (2008). Pengalaman menjaga ibu bapa tua oleh anak dewasa melayu
berpendapatan rendah di Kuala Lumpur. Dokumen Ijazah Doktor Falsafah yang tidak
diterbitkan. Serdang: Universiti Putra Malaysia.
Khadijah Alavi. (2012). Dilema penjagaan ibu bapa tua. Bangi: Penerbitan Universiti
Kebangsaan Malaysia.
Mangione, S. (2001). Health Policy, 14(4), 46.
Melati Sumari, Ida Hartina Ahmad Tharbe, N. M. K. dan A. M. N. (2014). Teori Kaunseling
dan Psikoterapi, 313.
Normah Che Din, Po Mee Sing, Ruhani Ibrahim (2009). Beban Penjaga Tidak Formal Dan
Hubungannya Dengan Status Fizikal dan Mental Pesakit Geriatrik. Bangi. Universiti
Kebangsaan Malaysia.
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awalan di Daerah Tuaran, Sabah. Jurnal Pembangunan Sosial, (4&5).
Sarin Johani. (2014). Menua Dalam Komuniti: Kajian Terhadap Keperluan Sokongan Sosial.
Dokumen Sarjana Muda yang tidak diterbitkan. Bangi. Universiti Kebangsaan Malaysia.
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Kesihatan dan Agama Ke Atas Warga Tua Produktif. Journal Art and Sciences.

248

IMPROVING THE HEALTH RELATED QUALITY OF LIFE OF CHILDREN WITH AUTISM:

A PROPOSAL
Amelia Inbam Neelagandan
Hospital Queen Elizabeth
Kota Kinabalu, Sabah
Email: amelia.inbam@gmail.com
Mohd. Dahlan Hj. A. Malek
Fakulti Psikologi & Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah
Email: dahlanam@ums.edu.my
Abstract
The current study aims to investigate the effectiveness of a parent training module in
improving the health related quality of life (HRQOL) of children with autism. It consists of 6
sub modules, covering topics in behavior management, play, imitation, joint attention,
language stimulation and social communication. The current research will be a pretest
posttest experimental design, with a control group. 70 parents of children diagnosed with
autism spectrum disorder (ASD) will be randomly assigned to either the parent training group
(35 parents) or the control group (35 parents). The inclusion criteria are parents of children
with autism aged between 5;0 7;11 years old. Both groups will be assessed at baseline
and posttreatment using the Autism Treatment Evaluation Checklist (ATEC) and the The
Pediatric Quality of Life Inventory (PedsQL) 4.0 Generic Core Scales. Both the parent
training group and the control group will continue treatment as usual at Hospital Mesra Bukit
Padang, Kota Kinabalu. The parent training group will attend weekly parent training sessions
at Hospital Mesra Bukit Padang for 6 weeks. Parents will be asked to fill in a checklist and
therapy log to maintain treatment fidelity. Data will be analyzed using the paired t-test for all
participants (pretest & posttest). Data will also be compared between the parent training
group and the control group using the ANCOVA, where scores on the pretest will be treated
as covariates to control for preexisting differences between groups. Data will be analyzed
using the SPSS version 21. As the study is currently in the module development stage, there
is no data to report as yet. It is expected that families will benefit from this module through
improved HRQOL.
Keywords: autism, parent training, HRQOL

INTRODUCTION
Autism spectrum disorder (ASD) is a pervasive neurodevelopmental disorder (Volkmar,
Rogers, Paul, and Pelphrey, 2014). It affects many areas of a childs life, from the
fundamentals of childhood such as play and learning, to the core of life, such as socializing,
and understanding others and being understood. In some cases, it affects behavior,
attention, and results in a multitude of socially unacceptable characteristics. (Lai, Lombardo,
& Baron-Cohen, 2014)
The core characteristics of autism are:

Difficulty with social communication (APA, DSM 5, 2013)

Restricted and repetitive behavior (APA, DSM 5, 2013)

Narrow interests (APA, DSM 5, 2013)

Atypical language development (Lai, Lombardo, & Baron-Cohen, 2014)

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Inconsistent or atypical language abilities (Lai, Lombardo, & Baron-Cohen, 2014)

Motor abnormalities (Lai, Lombardo, & Baron-Cohen, 2014)
Excessive attention to detail (Lai, Lombardo, & Baron-Cohen, 2014)

The impact of autism on the affected child is poor relationships and school
performance, often leading to other behavior issues. There is also a substantial impact of
families, with increased stress and financial and parenting burdens (Karst & Van Hecke,
2012; Kogan, Strickland, Blumberg, Singh, Perrin, & van Dyck, 2008)
The prevalence of ASD in Malaysia is approximately 1.6 in 1,000. (Family Health
Division. Ministry of Health Malaysia, 2006). In the USA, the overall prevalence of ASD is
14.7 per 1,000 (one in 68) children aged 8 years old. (Developmental Disabilities Monitoring
Network Surveillance Year 2010 Principal Investigators; Centers for Disease Control and
Prevention, CDC 2014). The prevalence of ASD has increased markedly over the past two
decades, rising from 2 per 10,000 in 1990 to between 1 in 50 and 1 in 88 children
(Blumberg, et al., 2013; Centers for Disease Control and Prevention, 2012)
Based on the pervasive nature of the disorder, its far reaching impact on affected
individuals, families and communities, and its increasing prevalence, ASD is certainly a
critical concern. The current study aims to look at the Health Related Quality of Life
(HRQOL) of children with autism in Sabah, and develop a parent training module that aims
to improve the HRQOL of these children.
HRQoL is a rather new measure to be used with individuals with autism. However, it
is an important area to look into, especially in terms of measuring treatment outcomes.
Regardless of the target of the intervention, ultimately it should result in an improved quality
of life, in order to make the intervention meaningful.
Kuhlthau et al (2010) examined data from the Autism Treatment Network, which
consisted of a group of 15 autism centers across the United States and Canada. They found
that the Mean Health-Related Quality of Life (HRQoL) scores of the 286 children assessed
were significantly lower than those of healthy populations. The authors also compared the
components of the HRQoL measurement from children with chronic conditions and found
that children with autism reported worse HRQoL for total, psychosocial, emotional and social
functioning. Kamp-Becker, Schrder, Muehlan, Remschmidt, Becker, & Bachmann (2011)
also found similar results from their sample of 42 children and adolescents with autism.
When the relationship between HRQoL and autism diagnosis severity and intellectual
ability were analyzed, the results showed that HRQoL was not consistently related to autism
diagnosis severity or intellectual ability. However, the researchers did find that HRQoL was
consistently related to the social skills, adaptive behavior, and challenging behavior and
mannerisms among the ASD population.
Based on these findings, the authors HRQoL among children with autism may be
improved via treatment targeting these behaviours. The current study will take into
consideration this recommendation and include behavior modification and social skills
training into the parent training module.
METHODOLOGY
Proposal will be submitted to the Ethical Clearance Committee, National Medical Research
Registry, Ministry of Health Malaysia, for approval. Permission to use the PedsQL Generic
Core Scales has been requested and already obtained from the test developer, Dr Varni
from the MAPI Research Institute, France. Permission to use the Autism Treatment
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Evaluation Checklist (ATEC) and to translate the ATEC has been requested and has been
granted from the Director of Autism Research Institute and the test developer.
The aim of the current study is to develop an intervention program that will improve
the HRQOL of children with autism. The Parent Training Module will be developed based on
the factors that influence the HRQOL among children with autism and guided by best
practice recommendations.
The module will then be assessed for suitability by experts in the field of autism, such
as Paediatricians, Child Psychiatrist, and Senior Speech Language Therapists and
Occupational Therapists.
Permission will be requested from the Director, Hospital Mesra Bukit Padang, Kota
KInabalu, Sabah, to conduct the study at the centre. This hospital is selected as it has a
dedicated Child Early Intervention Centre which treats mainly children with autism. Staff at
the Child Early Intervention Centre, who have access to patient case notes, will identify the
children who have a documented diagnosis of autism. A pilot study on 10 parents of children
with autism will be conducted.
The pilot study will include measurement of HRQoL using the PedsQL Generic Core Scales
and the ATEC. Feedback will be obtained from parents regarding the suitability and ease of
filling in the PedsQL, as well as the ATEC. Improvements will be made based on the
feedback received.
Sample Size
The study population is parents of children with autism in Kota Kinabalu, Sabah. The sample
will be chosen from children attending early intervention at a child psychiatric clinic.
Purposive sampling method will be used, where participants are selected based on a set of
characteristics. A total of 70 parents of children with autism will be selected to participate in
the study. This is based on Krejcie & Morgan (1970) who recommended a minimum of 30
subjects for an experimental study. 35 parents will be randomly assigned to the intervention
group and remaining 35 will be in the control group. 35 families for each group have been
used in the treatment group and the control group in previous studies evaluating a parent
training module (Tonge, Brereton, Kiomall, Mackinnon, and Rinehart, 2014 )
The number
of participants will also need to be limited due to the nature of the parent training that
includes individual attention to each family as they plan the intervention for their child.
Inclusion Criteria for Parents of Children with Autism
1. Child diagnosed with autism spectrum disorder, based on DSM-IV or DSM-5 criteria
2. Child aged between 3:0 6:11 years old
3. Parents consent to participation in study
4. Parents are fluent in either English or Malay.
5. Participating parent is identified as the main caregiver for the child with autism
Exclusion Criteria
1. Child has comorbidity / other diagnosed medical conditions or disabilities such as ADHD,
Down Syndrome, Intellectual Disability, Developmental Delay, Hearing / Visual
impairment.
2. Parents are currently participating, or participated in the last 6 months, in other programs
that focus on improving the HRQoL of their child with autism
3. Child with autism currently enrolled in, or participated in the past 6 months, in other
programs that focus on improving their HRQoL
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4. Child with autism is on medication Aripiprazole that has been documented to improve
HRQoL in autism (Varni et al 2012)
Parents of the children who have been identified will be recruited and invited to
participate in the study. Parents who have consented will be invited to fill in demographic
data about themselves, their child, and their family.
They will then be briefed on how to fill in the Pediatric Quality of Life InventoryTM
(PedsQLTM) 4.0 Generic Core Scales. Parents will be invited to fill in their perception of their
childs quality of life. They will also fill in the baseline scores for the ATEC.
The parent training module will then be conducted in 6 weekly group sessions, with the
following target areas in each session:
Session 1: Imitation skills
Session 2: Play skills
Session 3: Joint attention
Session 4: communication skills
Session 5: Social communication skills
Session 6: Communication & Social communication skills
All group sessions will last for 2 hours, and consists of the following components:
1. Introduction and background information of each target area
2. Role play by parents to practice the target skill
3. Parents will need to plan how and when they will practice these skills with their child
throughout the week
4. Parents will be given a manual with detailed instructions on how to carry out the
activities.
5. Parents will fill in a feedback form to gauge their level of understanding of the target area
taught
6. Parents will complete weekly homework assignments, which will be the documentation of
intervention with their child.
Location: All sessions will be conducted at Hospital Mesra Bukit Padang, Kota Kinabalu,
Sabah.
Throughout the parent training program, participants will receive support, coaching
and encouragement to implement the learnt methods with their children with autism. This will
be in the form of telephone calls and text messages. Parents will also be guided to fill in a
schedule where they plan the time and place of practicing the intervention strategies.
Both the intervention group and the control group will be invited to fill in the Pediatric
Quality of Life InventoryTM (PedsQLTM) 4.0 Generic Core Scales 1 month after the
completion of the parent training program. 1 month is given as the Pediatric Quality of Life
InventoryTM (PedsQLTM) 4.0 Generic Core Scales measures quality of life based on
activities in the past month. 1 month is also to ensure skill generalization and sustaining post
treatment. It is expected that parents will be utilizing the skills learnt during the parent
training program in the month following the program and even continue to practice the skills
long term.
Treatment Fidelity
Treatment fidelity will be measured via parent logs. Parents will be given log sheets to record
the amount of time and type of intervention they carried out. Logs will be collected each
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week. Parent logs have been utilized as a measure of treatment fidelity by previous parent
training studies (Pajareya and Nopmaneejumruslers, 2011; Solomon, Necheles, Ferch, &
Bruckman, 2007; Mahoney & Perales, 2005; Dawson, Rogers, Munson, Smith, Winter,
Greenson, 2010)
Data Analysis
Demographic data on the participants will be analyzed and presented. Data will be analyzed
to compare the HRQoL among children with autism and published norms of a typically
developing healthy population. Three summary scores will be obtained from the PedsQL
Generic Core Scales, that is the total scale, physical health summary and psychosocial
health summary scores. Scores for each subscale, that is the physical, emotional, social and
school functioning scales will also be compared.
After the intervention group of parents have completed the parent training and the
posttest measurement of ATEC and HRQoL, the pretest and posttest scores will be
analyzed for the treatment and group using a paired t-test. Data will be analyzed using the
SPSS statistical software. Data will also be analyzed using the ANCOVA, with the pretest
scores as covariates to control for preexisting differences between the groups.
RESULTS
As this study is still in its module preparation stage, there are currently no results to report.
However, it is expected that the parent training group will have significant improvement in
their HRQOL and ATEC scores post treatment, compared to the control group.
DISCUSSION
Several factors were found to influence the HRQOL among children with autism. A few
studies found that autism severity greatly impacted the HRQOL; children with more severe
autism had lower HRQOL (Kose, Erermis, Ozturk, Ozbaran, Demiral, Bildik, et al. 2013 &
Tilford, Payakachat, Kovacs, Pyne, Brouwer, Nick et al. (2012). Kulthau, Orlich, Hall,Sikora,
Kovacs, Delahaye, (2010) found that behavior problems and social communication
impairment negatively affected HRQOL. After reviewing the factors associated with QoL
from 16 studies involving more than 3000 participants, Chiang & Wineman (2014) concluded
that there is a critical need to work on improving behavior problems in individuals with ASD
in order to improve their QoL. Poor or limited adaptive behavior among the subjects also led
to lower HRQOL (Tilford et al 2012).
Based on the factors above, the parent training module is being developed to
overcome the factors that have been found to be negatively impacting the HRQOL among
children with autism. Since behavior difficulties cause lower HRQOL, the parent training
module will address this issue by teaching behavior management strategies and
communication strategies that will reduce challenging behaviours. The module also
addresses the core deficits of autism which are adaptive skills, language and social
communication skills, in order to reduce the autism severity and improve the HRQOL.
CONCLUSION
Autism is a pervasive neurodevelopmental disorder, with severe impact on a childs social
communication, behavior, interaction, education and life participation. These impairments
253

lead to a poor HRQOL. The current study aims to develop an intervention program that will
specifically target improvement in HRQOL by improving the core deficits and areas that
contribute to the low HRQOL. It is expected that an improvement in behavior, adaptive skills
and social communication skills will result in reduced autism severity and consequently
improved HRQOL. This newly developed parent training module will be of great benefit to
families with autism and healthcare professionals as it will eventually a component of
intervention services offered to children with autism.
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(2013). Changes in prevalence of parent-reported autism spectrum disorder in
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PERLAKSANAAN PROGRAM PEMBELAJARAN SOSIO-EMOSI BAGI MENINGKATKAN

KOMPETENSI SOSIO-EMOSI KANAK-KANAK SEKOLAH RENDAH LUAR BANDAR DI
SABAH: SEBUAH KERTAS KONSEP
Jusiah Idang, Murnizam Hj Halik, Melissa Edora Sanu
Abstrak
Kebimbangan masyarakat terhadap remaja semakin bertambah berikutan peningkatan
statistik dalam salah laku juvenile, gejala sosial, keruntuhan akhlak dan lain-lain. Banyak
kajian bersetuju bahawa persekitaran banyak mempengaruhi seseorang dalam bertingkah
laku. Namun, kurang mengetahui bahawa kompetensi sosio-emosi yang baik mampu
menjadi pelindung kepada seseorang ketika berhadapan dengan persekitaran yang negatif.
Beberapa kajian bersetuju pembentukan kemahiran sosio-emosi perlu diberi perhatian
seawal usia kanak-kanak. Justeru, kajian ini bagi merangka satu program pembelajaran
sosio-emosi bagi membentuk kompetensi sosio-emosi yang baik dalam diri kanak-kanak.
Pembelajaran sosio-emosi dapat membantu kanak-kanak dalam pelbagai aspek kehidupan
dipersetujui oleh beberapa kajian lepas. Terdapat beberapa negara telah melaksanakan
pembelajaran sosio-emosi sebagai kurikulam diperingkat sekolah malah pra sekolah kerana
menyedari kepentingan pembelajaran ini. Meskipun begitu, program atau modul yang sedia
ada dijalankan di negara lain mungkin berbeza dan tidak sesuai mengikut konteks kanakkanak di Malaysia. Oleh itu, kajian ini dilaksanakan bagi membentuk satu modul
pembelajaran sosio-emosi yang sesuai kepada konteks kanak-kanak sekolah rendah di
Malaysia. Kaedah penyelidikan yang digunakan adalah kuasi eksperimental ujian pra-pasca
kumpulan-kumpulan tidak seimbang. Kajian ini dijangkakan dapat meningkatkan kompetensi
sosi-emosi kanak-kanak selepas mengikuti program. Kajian ini boleh digunakan sebagai
kayu ukur dan tinjauan awal pembelajaran sosio-emosi dilaksanakan di sekolah.
Kata kunci: program pembelajaran sosio-emosi, kompetensi sosio-emosi, kanak-kanak
sekolah rendah, luar bandar
PENGENALAN
Kesihatan mental adalah salah satu aspek penting yang perlu ada pada setiap individu.
Ianya adalah perasaan sejahtera, gembira, kebolehan untuk menghadapi cabaran hidup,
menerima orang lain dan mempunyai sikap yang positif terhadap diri sendiri (Malaysia
Mental Health Association, 2008). Kesihatan mental perlu diambil perhatian seawal
peringkat kanak-kanak lagi. Bilangan kes berkaitan dengan masalah kesihatan mental
dalam kalangan pelajar semakin meningkat tahun demi tahun (Zivin, Eisenberg, Gollust &
Golberstein, 2009). Menurut Organisasi Kesihatan Dunia (WHO), isu kesihatan mental
dijangka meningkat sebanyak 15% menjelang tahun 2020 dan golongan yang berisiko
mengalami masalah ini adalah golongan muda. Kesihatan mental ini amat diperlukan oleh
kanak-kanak bagi mengembangkan potensi dan bakat serta perkembangan fizikal mereka.
Merrell (2001) menyatakan bahawa kesihatan mental dipengaruhi oleh kompetensi
sosio-emosi individu. Kompetensi sosio-emosi adalah kebolehan untuk menguruskan emosi
dan persekitaran sosial dengan baik. Jones dan Bouffard (2012) yang menyatakan kanakkanak yang mempunyai kemahiran sosio-emosi yang baik, dikaitkan dengan prestasi yang
baik di sekolah, hubungan dengan orang lain, positif dalam menguruskan emosi dan
mempunyai kesihatan mental yang baik. Usaha dalam mengembangkan kompetensi sosioemosi ini telah lama bermula dengan melihat pengaruh sosio-emosi dalam kehidupan
individu. Kepentingan kompetensi ini diperakui oleh ramai pengkaji sehingga bermulanya
usaha untuk membentuk kompetensi sosio-emosi melalui program dan intervensi.
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Pembelajaran sosiol dan emosi (PSE) merupakan satu isu yang baru dalam bidang
pendidikan di Malaysia dan menjadi salah satu cabaran dalam konteks sosial yang merujuk
kepada kesejahteraan kanak-kanak. Dalam dekad kebelakangan ini banyak program
pembelajaran sosial dan emosi yang telah dibangunkan di luar Negara terutamanya di
Amerika dan United Kingdom (Dusenbury, Zadrazil, Mart & Weissberg, 2011). Menurut
Weare (2003), program pembelajaran sosial dan emosi menyumbang kepada banyak
faedah seperti pencapaian akedemik yang cemerlang, perubahan dalam tingkah laku,
peningkatan dalam pembelajaran, pertumbuhan sosial yang utuh dan kesihatan mental yang
baik.
Pembelajaran sosial dan emosi adalah proses dimana kanak-kanak dan orang
dewasa membangunkan kemahiran asas untuk kehidupan yang lebih efektif. Kemahiran
sosio-emosi merupakan kebolehan atau kemampuan seseorang kanak-kanak dalam
mengetahui perasaan kendiri dan perasaan orang lain, serta menggunakan perasaan
tersebut bagi mengarah fikiran dan tingkah lakunya. Kemahiran sosio-emosi menurut Merrell
(2011) ini dibahagikan kepada empat faktor iaitu pengurusan kendiri (self-regulation),
kecekapan sosial (social competence), empati (empathy) dan tanggungjawab
(responsibility). Pengurusan kendiri ialah memahami emosi sendiri dengan baik dan
menggunakan pemahaman tersebut dalam menghadapi situasi secara produktif. Kecekapan
sosial pula adalah kemahiran untuk mengetahui perasaan orang lain dan menggunakan
kebolehan tersebut untuk mendekati dan mengekalkan hubungan dengan orang lain serta
berkomunikasi secara efektif. Bagi empati pula adalah kemampuan untuk mengenali,
merasakan dan menyelami perasaan orang lain. Tanggungjawab adalah keupayaan untuk
membuat pilihan yang membina tentang tingkah laku peribadi, interaksi sosial mengikut
etika, keselamatan, norma sosial, penilaian yang realistik terhadap pelbagai kesan daripada
suatu tindakan dan kesejahteraan diri dan orang lain.
Sekolah dianggap sebagai medium yang terbaik dalam mengembangkan sosioemosi seiring dengan pencapaian akademik kerana masa yang banyak diluangkan oleh
kanak-kanak semasa di sekolah. Hal ini kerana terdapat bukti yang menunjukkan ramai
kanak-kanak memasuki sekolah tanpa kemahiran sosial dan tingkah laku yang diperlukan
untuk berjaya (Gilliam & Shahar, 2006) dan isu yang sering membimbangkan seperti
keganasan di sekolah dan buli (Seeley, Tombari, Bennett & Dunkle, 2011). Kajian metaanalisis mendapati program sosio-emosi yang dibentuk dan diimplimentasikan dengan baik
berkorelasi secara langsung dengan sosial, emosi dan tingkah laku yang positif dan
pencapaian akademik yang baik bagi kanak-kanak dan remaja (Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011). Walaubagaimanapun, tahap keberkesanan adalah
berbeza mengikut reka bentuk program, perlaksanaan dan peserta program.
Permasalahan Kajian
Terdapat banyak kajian yang bersetuju dengan kepentingan perkembangan sosio-emosi
dalam kalangan kanak-kanak termasuklah memberi kesan yang positif terhadap pencapaian
akademik, tingkah laku antisosial, dan berisiko (Greenberg et al., 2003; Zins et al., 2004),
namun kurang kajian yang dijalankan dalam konteks negara Malaysia bagi membentuk
kemahiran ini khususnya dalam kalangan kanak-kanak. Program ini penting kepada
Malaysia sebagai sebuah negara yang ingin mencapai taraf negara maju dengan melahirkan
modal insan yang mempunyai kompetensi sosio-emosi yang baik. Buktinya, program PSE
ini telah dijalankan di negara maju seperti Amerika sejak sedekad yang lalu sebagai
kurikulum wajib di sekolah kerana menyedari kepentingan kompetensi ini (Dusenbury,
Zadrazil, Mart & Weissberg, 2011).

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Masalah kesihatan mental dalam kalangan kanak-kanak semakin membimbangkan

dan memerlukan perhatian. Menurut Greenberg, Bumbarger, dan Domitrovich (2001), antara
12 hingga 22% kanak-kanak di bawah umur 18 tahun mempunyai masalah sosial dan emosi
yang cukup signifikan untuk mendapatkan perkhidmatan kesihatan mental dan lebih kurang
7.5 juta kanak-kanak mempunyai satu atau lebih yang di diagnosis mempunyai kemurungan,
kebimbangan dan ADHD. Melihat daripada kadar jumlah kanak-kanak yang memerlukan
perkhidmatan yang sangat besar, limitasi bilangan professional yang berkelayakan untuk
menyediakan perkhidmatan yang efektif. Namun, selain menyediakan perkhidmaan
psikologikal kanak-kanak perkara ini dapat dicegah dengan pembentukan kompetensi sosioemosi yang baik sekaligus membantu mencegah perkara dari perkara negatif dan
meningkatkan kesejahteraan dan kesihatan mental yang baik. (Merrell, 2001).
Tujuan utama sebuah sekolah adalah untuk membantu pelajarnya dalam hal-hal
pembelajaran. Oleh kerana terdapat hubungan sosio-emosi dan pencapaian akademik
(McLeod & Kaiser, 2004), kanak-kanak yang lemah dalam perkembangan sosio-emosi
terdedah kepada tahap yang rendah dalam penghargaan kendiri, keyakinan diri,
penerimaan rakan sebaya dan pencapaian akademik yang rendah (Benner, Beaudion,
Kinder & Mooney, 2005). Selain itu, isu pencapaian akademik yang rendah, sering dikaitkan
dengan kanak-kanak atau pelajar luar bandar. Oleh itu, bagi membantu meningkatkan
pencapaian akademik yang baik dalam kalangan kanak-kanak luar bandar, pengajaran
akademik sahaja tidak cukup, tetapi program PSE juga adalah penting kerana secara tidak
langsung dapat memupuk motivasi dan bijak dalam mengendalikan situasi. Dapatan yang
sama oleh Cohen (2001) dan Cohen (2006) (dalam Oberle et al., 2013) yang menjelaskan
kecekapan sosio-emosi adalah sangat berkaitan dengan perkembangan akademik yang
mana telah diuji dalam kedua-dua keadaan iaitu kajian empirikal dan praktikal.
Selain itu, perkembangan sosio-emosi adalah penting kepada golongan kanak-kanak
dan belia terutamanya golongan yang dikenalpasti mempunyai masalah tingkah laku dan
emosi (Merrell & Walters, 1998; Walker et al., 2004). Kajian menunjukkan hampir 10-15%
kanak-kanak di sekolah mempunyai masalah tingkah laku pada tahap ringan dan sederhana
(Campbell, 1995; dalam Buzgar et al., 2013), dan peratusan ini lebih tinggi dalam kalangan
kanak-kanak yang datangnya daripada keluarga golongan miskin (Qi & Kaiser, 2003; dalam
Khadijah Rohani Mohd Yunus, 2013). Sementara, Khadijah Rohani Mohd Yunus, (2013)
menjelaskan terdapat hubungkait antara pendidikan kanak-kanak yang rendah kualiti
dengan lemah perkembangan sosio-emosi dalam kanak-kanak adalah salah satu faktor
kepada pembentukan tingkah laku bermasalah.
Hal ini kerana didapati kanak-kanak daripada golongan miskin lazimnya mempunyai
perkembangan sosio-emosi yang kurang baik. Ini sokong oleh Holman, (1978) dengan
menyatakan bahawa miskin boleh dihuraikan sebagai seseorang yang hidup dalam keadaan
yang susah untuk memenuhi keperluan-keperluan hidup yang mencukupi. Statistik yang
dikeluarkan Unit Perancangan Ekonomi (2014) menunjukkan kemiskinan dalam kalangan
masyarakat di Sabah masih lagi mencatatkan statistik paling tinggi di Malaysia sebanyak
3.9% berbanding tempat kedua Sarawak dengan 0.9%. Perkembangan sosio-emosi yang
lebih baik diperlukan bagi kanak-kanak miskin dan luar bandar dalam beradaptasi dengan
kesukaran hidup yang dialami dan berusaha lebih baik dalam mengubah kehidupan mereka.
Kanak-kanak bukan sahaja harapan keluarga tetapi merupakan asset Negara dan
pemangkin dalam kepimpinan pada masa akan datang.
Ekoran dari maklumat di atas, status sosioekonomi keluarga dihubungkaitkan secara
signifikan kepada faktor masalah sosiolisasi kanak-kanak yang di antaranya disiplin yang
kasar, kurang kemesraan keibuan, terdedah kepada model agresif orang dewasa, kurangan
sokongan sosial, kumpulan sebaya yang tidak stabil dan kurangnya ransangan kognitif
(Azizi Yahaya & Wan Noraini Wan Razab, 2008). Banyak bukti hasil keputusan kajian yang
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menunjukkan fakta di mana kanak-kanak yang tinggal dalam status ekonomi keluarga yang
rendah mempunyai perkembangan tingkah laku dezadaptative dan masalah dalam fungsi
sosio-emosi berbanding dengan kanak-kanak yang tinggal dalam keluarga berstatus
sosioekonomi yang tinggi (Bolger et al., 1995; dalam Buzgar et al., 2013). Hasil keputusan
kajian Buzgar et al., (2013) pula menunjukkan permasalahan sosio-emosi dalam kalangan
kanak-kanak sekolah rendah di Romania daripada keluarga yang berstatus sosioekonomi
rendah mempunyai perkaitan yang tinggi.
Bukan itu sahaja, bahkan akibat kemiskinan yang dihadapi oleh sesebuah keluarga,
kanak-kanak perlu berhenti sekolah. Hal ini kerana kekurangan minat atau kesedaran
terhadap kepentingan pendidikan oleh ibu bapa dan anak-anak, akan menyebabkan kanakkanak ini mengambil keputusan untuk berhenti sekolah (Child Right Coalition Malaysia,
2012) tanpa mendapat tentangan daripada ibu bapa. Namun, terdapat juga kanak-kanak
yang berasal daripada golongan miskin masih mampu untuk bersekolah, tetapi mempunyai
kualiti pendidikan yang rendah. Kajian Helburn (1995) (dalam Khadijah Rohani Mohd Yunus,
2013) menunjukkan terdapat hubungkait antara pendidikan kanak-kanak yang rendah kualiti
dengan lemah perkembangan sosio-emosi terhadap kanak-kanak merupakan salah satu
faktor pembentukan tingkah laku bermasalah.
Pendidikan di Malaysia lebih berpusat pada pengembangan akedemik (aspek kognitif). Hal
ini juga dipengaruhi oleh sikap ibubapa yang hanya memfokuskan kepada pencapaian
akedemik anak-anak mereka semata-mata dan ada yang sanggup menghantar anak-anak
mereka ke sekolah yang ternama dengan harapan memperolehi prestasi yang lebih tinggi.
Namun tanpa disedari, kompetensi sosio-emosi juga diperlukan bagi membantu
meningkatkan pencapaian akademik dan mencegah dari tingkah laku berisiko.

Objektif Kajian
1. Mengenalpasti perbezaan kompetensi sosio-emosi kanak-kanak dari perspektif
(penilaian kendiri dan penilaian guru) sebelum dan selepas Program Bimbingan
Pembelajaran Sosio-emosi (PSE)
2. Mengenalpasti perbezaan kompetensi sosio-emosi kanak-kanak (penilaian kendiri)
antara kumpulan kawalan dan kumpulan rawatan
3.
Sorotan Kajian Lepas
Dracinschi (2012) telah menjalankan kajian untuk mengenalpasti peningkatan dalam
kebolehan sosio-emosi dan resilien terhadap 27 orang pelajar sekolah rendah yang berumur
8 hingga 12 tahun daripada 6 buah sekolah luar bandar selepas mengikuti program Playing
the Life. Kajian ini dijalankan secara eksperimen dengan menilai kompetensi sosio-emosi
dari perspektif kanak-kanak dan perspektif guru. Program yang dijalankan meliputi
kemahiran persahabatan, empati, kemahiran interpersonal, sokongan sosial, penyelesaian
maslalah, kompetensi emosi, kematangan sosial, konsep kendiri, pengurusan kendiri,
kebebasan sosial, dan strategi kognitif. Keputusan menunjukkan terdapat perbezaan
kompetensi sosio-emosi kanak-kanak sebelum dan selepas program bagi perspektif
penilaian kendiri kanak-kanak dan penilaian guru. Kajian ini menambah lagi dapatan kejian
terdahulu yang menyokong bahawa program pembelajaran sosial dan emosi membantu
dalam meningkatkan kebolehan sosial dan emosi.
Opre et al (2011) menjalankan program SELF KIT (Social Emotional Learning
Facilitator Kit) sebagai strategi memperbaiki kompetensi sosio-emosi kanak-kanak. Seramai
162 kanak-kanak berumur 4 hingga 6 tahun terlibat dalam kajian ini. SELF KIT adalah satu
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program psikologikal kaunseling yang dibentuk untuk mengembangkan kompetensi sosioemosi untuk membantu kanak-kanak berhadapan dengan masalah emosi. Keputusan
menunjukkan selepas pelaksanaan program, berlaku peningkatan dalam kompetensi kognitif
dan sosio-emosi.
Caldarella, Christensen, Thomas dan Kronmiller (2009) pula mengkaji kesan
kurikulum pembelajaran sosio-emosi terhadap kompetensi sosio-emosi pelajar bagi
membantu mengelakkan masalah emosi dan tingkah laku dalam kalangan pelajar. Kajian ini
berbentuk kuasi eksperimen tidak seimbang, melibatkan 26 orang pelajar. Keputusan
mendapati terdapat peningkatan dalam penilaian guru dan pelajar terhadap tingkah laku
prososial dengan rakan sebaya bagi pelajar yang berisiko tinggi. Sebaliknya, bagi pelajar
kumpulan kawalan, tingkah laku berisiko semakin bertambah teruk dan tahap tingkah laku
prososial rakan sebaya semakin berkurang. Kajian ini menunjukkan, bagi sesebuah tingkah
laku yang berisiko jika tidak ditangani dengan cepat dan tepat akan bertambah teruk malah
boleh terjebak kearah jenayah.
Schonert-Reichi dan Lawlor (2010) melaporkan keputusan sebuah kajian kuasi
eksperiman mengenai keefektifan program Mindfullness Education (ME). Program ini adalah
program yang diajar oleh guru bertujuan untuk menggalakkan perkembangan kompetensi
sosial dan emosi dan emosi yang positif. Ia memerlukan pelajar terlibat dengan latihan
mindfull attention tiga kali sehari. Kajian ini melibatkan 246 orang pelajar dari grade 4 hingga
7. Kajian ini menilai berdasarkan penilaian kendiri pelajar dan penilaian guru. Hasil
keputusan menunjukkan terdapat perbezaan optimism antara pelajar yang terlibat dengan
program ME berbanding pelajar yang tidak terlibat. Guru juga dilaporkan senang
berkomunikasi dalam menjalankan aktiviti dalam kelas.
Wigelsworth, Lendrum dan Humphrey (2013) menilai perbezaan dalam kesan
program Secondary Social And Emotional Aspects Of Learning (SSEAL) dalam variasi
kualiti pelaksanaan terhadap kanak-kanak dengan rendah, sederhana dan tinggi kemahiran
literasi emosi. Kajian ini berbentuk kuasi eksperimen pra dan pasca melibatkan 3306 kanakkanak yang dijalankan dalam tempoh dua tahun. Data dikumpul dengan menggunakan
Emotional Literacy: Assessment and Intevention Inventory (ELAI) dan kaedah kajian
kualitatif longitudinal. Keputusan menunjukkan tidak terdapat perbezaan dalam kumpulan
emotional literasi dan tidak ada kesan kualiti pelaksanaan. Dengan erti kata lain, kajian ini
mencadangkan program SEAL tidak efektif dalam meningkatkan kemahiran emotional
literasi kerana tidak mempunyai perbezaan dengan pelajar yang tidak mengikuti program
SEAL.
Babalis et al (2013) pula menjalankan kajian untuk mengenalpasti kesan program
pembelajaran sosio-emosi terhadap kecerdasan emosi dan pencapaian akademik pelajar
grade 5 dan 6 sekolah rendah. Seramai 143 orang pelajar terlibat dengan program dan 163
orang lagi tidak terlibat dengan program. Keputusan menunjukkan terdapat perbezaan
dalam kecerdasan emosi dan pencapaian akademik antara pelajar yang mengikuti program
dan tidak mengikuti program. Pengkaji mencadangkan, mengikuti program ini sahaja tidak
cukup untuk meramal kecerdasan emosi dan pencapaian akademik, tetapi turut diikuti
dengan latihan yang berterusan. Pihak sekolah seharusnya menyediakan pelajar dengan
peralatan yang mencukupi untuk beroleh kejayaan di sekolah, rumah, dan kehidupan
amnya.
Wong, Li-Tsang dan Siu (2014) menilai kesan program pembelajaran sosio-emosi
terhadap kanak-kanak yang mengalami masalah pengurusan sosio-emosi seperti yang
dilaporkan oleh guru dan ibu bapa kanak-kanak. Kajian ini melibatkan 27 orang kanak-kanak
yang dibahagikan kepada dua kumpulan iaitu kumpulan rawatan (n=14) dan kumpulan
kawalan (n=13). Kumpulan rawatan mengikuti enam sesi program pembelajaran soso-emosi
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yang diubah suai berdasarkan program Strong Kids Programme. Program ini bertujuan
untuk meningkatkan kemahiran sosio-emosi peserta seperti berdepan dengan situasi yang
meresahkan dan mengenalpasti dan memahami emosi kendiri dan orang lain. Setiap sesi
berlangsung selama satu jam. Keputusan menunjukkan berlaku pengurangan dalam tingkah
laku bermasalah dalam kumpulan rawatan dan tidak ada perbezaan dalam kumpulan
kawalan. Walaubagaimanapun, didapati tidak terdapat perbezaan dalam kemahiran sosial
kanak-kanak. Kajian ini mencadangkan pembelajaran sosio-emosi yang efektif dapat
membantu mengurangkan tingkah laku bermaslaah dalam kalangan pelajar sekolah rendah.
Castillo, Salguero dan Fernandez-Berrocal (2013) mengkaji mengenai kesan
intervensi selama 2 tahun kepada kebolehan kecerdasan emosi terhadap keganasan dan
empati dalam kalangan remaja. Seramai 590 remaja terlibat dan 46 peratus daripada jumlah
tersebut adalah lelaki. Peserta ini dibahagikan secara rawak kepada dua kumpulan iaitu
kumpulan rawatan dan kawalan. Didapati, pelajar yang terlibat dengan intervensi
kecerdasan emosi kurang dalam tingkah laku agresif sama ada secara fizikal atau verbal,
marah, tekanan dan berfantasi berbanding kumpulan kawalan. Selain itu, program ini juga
dilihat efektif dalam meningkatkan kebolehan empati peserta lelaki. Dapatan ini
mengesahkan keberkesanan intervensi pembelajaran sosio-emosi dalam mengurangkan
tingkah laku berisiko dan menambah maklumat mengenai perbezaan gender dalam
kalangan remaja.
METODOLOGI
Reka Bentuk Kajian
Reka bentuk kajian adalah berbentuk kuasi eksperimental ujian pra-pasca kumpulankumpulan tidak seimbang (non-equivalent groups pre-pasca test design). Reka bentuk jenis
ini mempunyai dua kumpulan responden iaitu kumpulan rawatan dan kumpulan kawalan
yang mempunyai ciri-ciri sampel yang hampir sama dan tidak dipilih melalui pemilihan
rawak, (Chua, 2006). Kajian ini adalah bagi mengenalpasti kesan program pembelajaran
sosio-emosi terhadap kompetensi sosio-emosi kanak-kanak.
Subjek Kajian
Kajian ini melibatkan kanak-kanak yang berada pada umur kanak-kanak akhir. Peserta
dibahagikan kepada 2 kumpulan iaitu kumpulan kawalan dan kumpulan rawatan. Bagi
kumpulan kawalan, kanak-kanak dipilih daripada kelas cemerlang dan lemah, manakala
bagi kumpulan rawatan, kanak-kanak dipilih daripada kelas sederhana. Pemilihan pelajar
daripada kelas sederhana sebagai kumpulan kawalan adalah bagi mengelakkan faktor
kecerdasan intelektual mempengaruhi perbezaan pembelajaran sosio-emosi kanak-kanak.

Instrumen Kajian
Alat kajian yang digunakan terbahagi kepada dua instrument iaitu Social Emotional Asset
and Resilience Scales (SEARS-C) versi kanak-kanak yang berumur 8 hingga 12 tahun dan
Social Emotional Asset and Resilience Scales (SEARS-T) versi penilaian guru yang berumur
5 hingga 18 tahun oleh Merrell (2011). Social Emotional Asset and Resilience Scales
(SEARS-T) terbahagi kepada 4 skala iaitu self-regulation, empathy, social competence, dan
responsibility. Format jawapan terbahagi kepada 4 skala. Selain itu, Modul Program
Bimbingan Pembelajaran Sosio-emosi terbahagi kepada 4 komponen yang utama yang
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digariskan oleh Merrell (2011). Penyampaian modul adalah bervariasi seperti permainan,
perbincangan, muzik, dan aktiviti individu serta berkumpulan.
Analisis Data
Analisis deskriptif dan inferensi (ujian-t sampel berpadanan dan cross-tabulation)
menggunakan pengatucaraan komputer IBM SPSS International Business Machines
Statistical Package For Social Science version 20.0 digunakan untuk menganalisis data
kajian.
Jangkaan Dapatan Kajian
Kajian ini dijangkakan dapat meningkatkan tahap kompetensi sosio-emosi kanak-kanak
selepas tempoh 12 minggu program dijalankan . Selain itu, pengkaji menjangkakan modul
pembelajaran sosio-emosi yang dirangka sesuai dalam konteks kanak-kanak sekolah
rendah di Malaysia.
KESIMPULAN
Kajian ini dijalankan untuk mengenalpasti kesan pelaksanaan Program Bimbingan
Pembelajaran Sosio-Emosi (PSE) terhadap kompetensi sosio-emosi kanak-kanak sekolah
rendah. Kompetensi sosio-emosi sebelum dan selepas program direkodkan bagi penilaian
kendiri kanak-kanak dan penilaian guru. Program PSE yang direka sendiri oleh pengkaji
sesuai mengikut konteks kanak-kanak di Malaysia akan dijalankan selama 12 minggu di
sebuah sekolah luar bandar. Justeru, diharap kajian ini dapat memberikan maklumat yang
berguna kepada pihak kerajaan khususnya kepada Kementerian Pendidikan Malaysia, pihak
sekolah, ibu bapa, masyarakat dan kanak-kanak itu sendiri tentang kepentingan sosio-emosi
sekaligus menyokong pelaksanaan program ini di peringkat sekolah rendah. Diharapkan
kajian ini dapat membantu melahirkan modal insan yang berdaya saing dari segi fizikal,
emosi dan sosial kerana golongan muda merupakan pemimpin masa hadapan yang
semakin mencabar.

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266

KAJIAN AWAL: KAJIAN PENGETAHUAN, SIKAP DAN PERSEPSI GURU SEKOLAH

RENDAH TERHADAP AUTISM SPECTRUM DISORDER (ASD) DALAM KALANGAN
KANAK-KANAK
Mariani Majin, Shazia Iqbal Hashmi, Agnis Sombuling
Fakulti Psikologi dan Pendidikan,
Universiti Malaysia Sabah
Abstrak
Kadar prevalen pada Autism Spectrum Disorder (ASD) dalam kalangan kanak-kanak pada
masa kini semakin hari semakin serius, menyebabkan kebimbangan pada ramai pihak dan
masyarakat. Sementara itu, isu kekurangan pada tahap pengetahuan, kesedaran yang
mengakibatkan pada sikap dan persepsi yang tidak benar dalam kalangan guru, ibu bapa
dan masyarakat juga adalah salah satu faktor ASD dalam kalangan kanak-kanak tidak
dikenalpasti dengan lebih awal, terutamanya di negeri Sabah. Dengan itu, tujuan kajian ini
dijalankan adalah untuk mengkaji pengetahuan, sikap dan persepsi guru-guru sekolah
rendah yang mengajar di negeri Sabah, terhadap masalah ASD yang dihadapi dalam
kalangan kanak-kanak. Sampel kajian dianggarkan dalam seramai 400 orang guru-guru
sekolah rendah yang mengajar di negeri Sabah. Instrumen kajian yang digunakan dalam
kajian adalah berbentuk borang soal selidik untuk mengukur tahap pengetahuan, sikap dan
persepsi guru dengan bersertakan borang persetujuan termaklum. Data yang diperolehi
akan dianalisis dengan menggunakan Statistical Packages Social Science (SPSS) versi
21.0. Hasil daripada kajian ini, pengkaji dapat menentukan jumla statistk pada tahap
pengetahuan, sikap dan persepsi guru terhadap ASD yang terkini di Sabah dan secara tidak
langsung dapat membantu meningkatkan kesedaran akan kepentingan masalah ASD di
negeri Sabah.
Kata Kunci: pengetahuan, sikap, persepsi, guru sekolah rendah, autism spectrum disorder,
kanak-kanak, negeri Sabah
PENGENALAN
Pada masa kini, peningkatan pada masalah ASD semakin hari semakin serius, jumlah
prevalen yang dijalankan di US menunjukkan terdapat satu peningkatan yang mendadak
dari 1 dalam setiap 10,000 individu pada tahun 1990 (Rutter, 2007) kepada 1 dalam setiap
68 individu, iaitu anggaran dalam seramai 4.7 juta individu pada tahun 2014, bersamaan
dengan nisbah lelaki dan perempuan, 4:1 (Baio, 2014).
Maka dengan itu, pengetahuan berkenaan dengan masalah ASD adalah sangat penting
dalam kalangan masyarakat, terutamanya pada guru sekolah dan ibu bapa. Hal ini terbukti
apabila dilihat dalam kajian Dolah, Yahaya dan Chong (2011) yang menjelaskan bahawa
terdapat ramai anak-anak yang telah dikenalpasti menghidap masalah ASD sudah agak
terlewat diberikan pemeriksaan pakar, disebabkan dengan kekurangan pengetahuan guru
mahupun ibu bapa terhadap masalah ASD. Akibatnya, anak-anak diberikan rawatan pada
umur yang sudah meningkat walhal pemeriksaan pada umur anak-anak masih muda adalah
lebih baik (Ullah et al., 2015).
Dalam kajian ini, pengkaji akan mengkaji pengetahuan guru sekolah rendah di bandar dan
luar bandar untuk melihat sejauh mana perbezaan tahap pengetahuan ASD di antara guru
yang mengajar di bandar dan luar bandar. Hal ini kerana penerimaan sumber berkenaan
dengan masalah-masalah seperti ASD adalah sangat sukar dan terhad justeru pengkaji
ingin membuat perbezaan pada kedua-dua kawasan berkenaan. Selain itu, hal ini juga
penting kepada guru-guru kerana masalah ASD dikenalpasti wujud sejak awal kelahiran
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(Hermann, 2016), dan sekiranya guru-guru mempunyai pengetahuan berkenaan dengan

masalah ASD, tindakan awal untuk memaklumkan ibu bapa kanak-kanak untuk menghantar
menjalankan pemeriksaan oleh pakar kesihatan dapat dijalankan. Sehubungan itu,
intervensi serta cara pengajaran yang sewajarnya juga dapat diterapkan dengan lebih awal
pada kanak-kanak yang telah dikenalpasti menghidap masalah ASD.
Secara ringkasnya, kajian ini dijalankan bagi tujuan untuk mengkaji pengetahuan guru-guru
sekolah rendah yang mengajar di Sabah, terhadap masalah ASD yang dihadapi dalam
kalangan kanak-kanak. Hal ini penting kerana National Autism Society of Malaysia (NASOM)
juga turut menyatakan bahawa penambahan kajian-kajian berkenaan dengan pengetahuan
terhadap masalah ASD harus diperbanyakkan, walaupun jumlah kesedaran berkenaan
dengan masalah ASD semakin meningkat dalam kalangan masyarakat di Malaysia
(NASOM, 2014). Sehubungan itu, kajian berkenaan juga harus kerap dicadangkan agar
dapat memastikan sejauh mana tahap kefahaman masyarakat berkenaan dengan masalah
ASD di Malaysia pada masa kini.
Seterusnya, lokasi kajian yang dipilih adalah di Sabah, Malaysia. Hal ini kerana, kajian yang
dijalankan merupakan bidang yang baru di Malaysia dan berdasarkan pembacaan, kajiankajian lepas berkenaan dengan ASD adalah sangat kurang, seperti yang telah ditekankan
berulangkali dalam akhbar tempatan (Azizan, 2008; Dolah et al., 2012 dalam Tina et al.,
2014). Justeru, sebagai peringkat permulaan, pengkaji memilih Sabah sebagai lokasi kajian
bagi mengkaji pengetahuan guru terhadap masalah ASD dalam kalangan kanak-kanak, dan
pada masa yang sama, pengkaji juga akan memberikan bantuan untuk menganjurkan
program di sekolah-sekolah yang terpilih, agar guru-guru berpeluang mendapatkan lebih
banyak pengetahuan dan rujukan berkenaan dengan ASD.
Permasalahan Kajian
Berdasarkan pembacaan, pengkaji mendapati bahawa isu kekurangan pengetahuan dalam
kalangan guru-guru di Malaysia masih wujud, apatah lagi di luar bandar. Bukti dapat dilihat
dalam kajian yang dijalankan di Malaysia berkenaan dengan tahap pengetahuan guru
mengenai autisme. Dalam kajian tersebut, didapati bahawa guru-guru yang mengajar aliran
utama di sekolah masih kurang berpengetahuan berkenaan dengan autisme, terutamanya
dalam aspek kognitif, sosial dan emosi murid. Sehubungan itu, hasil dapatan dalam kajian
tersebut juga turut menyatakan sebanyak 84.3% daripada guru masih tidak dapat
mengenalpasti jenis perkhidmatan sokongan yang diberi serta pakar atau ahli profesional
yang boleh dirujuk untuk membantu kanak-kanak autisme (Susanna Philips, 2005 dalam
Hasnah Toran et al., 2010)
Seterusnya, isu berkenaan dengan jumlah prevalen kanak-kanak ASD di Malaysia. Jika
dilihat dalam laporan negara Malaysia, jumlah prevalen pada kanak-kanak ASD yang telah
berdaftar adalah tidak tetap. Hal ini berlaku adalah disebabkan pihak kerajaan
mengkategorikan masalah ASD dalam ketidakupayaan yang lain, contoh seperti
ketidakupayaan pada perkembangan kognitif dan lain-lain. Walau bagaimanapun, terdapat
satu kajian tempatan yang dijalankan oleh (Azizan, 2008 dalam Tina et al., 2014)
melaporkan bahawa terdapat 1 dalam setiap 625 orang kanak-kanak di Malaysia berpotensi
menghidap masalah ASD. Dengan itu, dapat dilihat bahawa jumlah prevalen ASD semakin
hari semakin meningkat dan keadaan ini secara tidak langsung mencetuskan kebimbangan
pada ramai pihak berkenaan seperti para pengkaji, pakar perubatan, jabatan kesihatan
awam, jabatan pendidikan dan kerja sosial (Sun & Allison, 2010).
Sehubungan itu, masalah ASD bukan merupakan satu perkara yang biasa, kerana ia boleh
berlaku pada semua individu, tidak kira pada kaum, status sosial mahupun agama (Lindsay
et al., 2014). Kajian juga turut menyatakan bahawa sehingga kini masih tiada sebarang bukti
dapat mengenalpasti punca sebenar wujudnya ASD, dan penawar juga masih belum
dijumpai walaupun terdapat peningkatan jumlah kes yang semakin hari semakin serius.
Bukti dapat dirujuk dalam laporan Centers for Disease Control and Prevention (CDC),
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menyatakan bahawa prevalen kanak-kanak yang didiagnosis menghidap masalah ASD

telah meningkat sebanyak 78% dari tahun 2007 hingga 2013, dan kini pihak CDC
menganggarkan bahawa terdapat 1 dalam setiap 88 orang kanak-kanak berpotensi
menghidap masalah ASD (CDC, 2014).
Selain daripada itu, kekurangan kesedaran masyarakat terhadap pengetahuan ASD di
Malaysia juga merupakan salah satu isu dalam kajian ini. Hal ini kerana, sekiranya kanakkanak bertindak agresif, masyarakat selalu tersalah anggap dan membuat jangkaan bahawa
ibu bapa terlalu manjakan atau kurang mendisplinkan anak mereka, walhal sebenarnya
kanak-kanak tersebut menghidap masalah ASD (Suhaily dan Siti Syuhada, 2014). Justeru
dapat disimpulkan bahawa masyarakat di Malaysia masih mempunyai pengetahuan yang
cetek berkenaan dengan masalah ASD, dan kurang dari segi pengalaman bersama individuindividu yang menghidap masalah ASD. Maka dengan itu, guru sebagai pembimbing harus
mempunyai pengetahuan yang baik berkenaan dengan ASD agar dapat mengubah sikap
dan persepsi masyarakat melalui penerapan pembelajaran secara tidak langsung di dalam
kelas.
Seterusnya, isu tafsiran yang tidak benar berkenaan dengan kanak-kanak yang menghidap
masalah ASD sering dianggap mempunyai masalah mental. Namun, hakikatnya bukan
semua daripada kanak-kanak ASD mengalami masalah pada mental. Menurut Kliegman et
al., (2007), sesetengah daripada mereka dikatakan adalah lebih bijak berbanding dengan
kanak-kanak normal. Namun, permasalahannya adalah mereka cenderung untuk
mempunyai masalah tingkah laku. Dengan itu, sekiranya guru-guru mempunyai
pengetahuan berkenaan dengan masalah ASD, maka pengkaji yakin bahawa sikap dan
persepsi guru akan berubah dan cuba untuk menggunakan strategi lain untuk mengajar
kanak-kanak yang menghidap masalah ASD dengan lebih baik.
Selain itu, berdasarkan pembacaan, kebanyakan kajian yang dijalankan adalah lebih
memberi fokus pada kajian rawatan, strategi pengajaran yang bersesuaian untuk membantu
kanak-kanak ASD yang dikaji di Malaysia, dan kurang kajian berkenaan dengan
pengetahuan, sikap dan persepsi guru sekolah rendah berkenaan dengan ASD. Walau
bagaimanapun, terdapat satu kajian awal yang melibatkan dengan konsep kesedaran,
pengetahuan dan sikap terhadap kanak-kanak yang menghidap masalah ASD, namun
sampel kajian yang digunakan adalah masyarakat setempat di Lembah Klang, Malaysia
(Suhaily dan Siti Syuhada, 2014). Justeru, kajian ini sangat penting untuk melihat
pengetahuan guru di bandar dan luar bandar berkenaan dengan ASD.
Persoalan Kajian
Kajian ini akan memfokuskan kepada beberapa persoalan kajian seperti berikut :
i.Apakah pengetahuan ASD pada guru sekolah rendah yang mengajar di Sabah?
ii.Adakah terdapat perbezaan pengetahuan ASD guru sekolah rendah yang mengajar di
Sabah?
iii.Adakah terdapat pengaruh pengetahuan ASD guru kepada sikap terhadap kanakkanak yang menghidap masalah ASD?
iv.Adakah terdapat pengaruh sikap guru kepada persepsi terhadap kanak-kanak yang
menghidap masalah ASD?
v.Adakah sikap terhadap kanak-kanak ASD menjadi mediator dalam hubungan di antara
pengetahuan ASD guru dan persepsi guru sekolah rendah yang mengajar di Sabah
terhadap kanak-kanak yang menghidap masalah ASD.
Objektif Kajian
Secara khususnya, kajian ini akan meninjau beberapa perkara yang berkaitan seperti
berikut :
i. Mengukur sejauh mana pengetahuan ASD guru sekolah rendah yang mengajar di
bandar dan luar bandar, Sabah.
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ii. Mengukur perbezaan pengetahuan ASD guru sekolah rendah yang mengajar di
bandar dan luar bandar, Sabah.
iii. Mengukur pengaruh pengetahuan ASD guru kepada sikap terhadap kanak-kanak yang
menghidap masalah ASD.
iv. Mengukur pengaruh sikap guru kepada persepsi terhadap kanak-kanak yang
menghidap masalah ASD.
v. Mengukur sikap menjadi mediator dalam hubungan di antara pengetahuan dan
persepsi guru sekolah rendah yang mengajar di bandar dan luar bandar, Sabah
terhadap kanak-kanak yang menghidap masalah ASD.
KAJIAN LITERATUR
Liu et al., (2016) telah menjalankan kajian berkenaan dengan pengetahuan, sikap dan
persepsi ASD dalam persampelan berstrata guru prasekolah di China. Dalam kajian ini,
seramai 471 orang guru prasekolah dari bandar Guangzhou dan Foshan, China. Alat kajian
yang digunakan adalah borang soal selidik yang mengkaji pada pengetahuan, sikap dan
persepsi para guru berkenaan dengan kanak-kanak yang menghadapi masalah ASD.
Justeru, hasil keputusan kajian mendapati bahawa 84% responden memberi respon dengan
betul pada hampir setengah soalan dalam borang soal selidik tersebut, namun, terdapat
dalam 83% memberi respon yang di sebaliknya. Justeru, dapat disimpulkan bahawa
pengetahuan berkenaan dengan ASD masih kurang bagi guru prasekolah di China, maka
latihan perkhidmatan yang berkaitan perlu ditingkatkan.
Seterusnya, satu kajian kebangsaan pertama yang dijalankan oleh Durand-Zaleski et al.,
(2012), berkenaan dengan pengetahuan, sikap dan tingkah laku terhadap skizofrenia,
gangguan bipolar dan autisme di Perancis. Dalam kajian ini, seramai 1000 orang dewasa
dipilih daripada panel penyelidikan untuk dijadikan responden. Keputusan kajian mendapati
bahawa walaupun terdapat 95% daripada responden kajian mengenali nama autisme,
skizofrenia dan gangguan bipolar, namun, terdapat kurang daripada 70% mengetahui ciri-ciri
sebenar masalah-masalah tersebut. Dengan itu, kajian ini juga turut membuktikan bahawa
kebanyakan sikap yang dipamerkan oleh masyarakat apabila terlihat akan tingkah laku yang
ditunjukkan oleh individu yang mempunyai masalah ASD adalah berdasarkan andaian dan
bukannya pengetahuan dan bukti.
Segall (2008) menggunakan borang soal selidik Autism Inclusion untuk mengkaji
pengalaman, pengetahuan dan sikap terhadap inklusif dan amalan pembelajaran di dalam
bilik darjah memandangkan ia berkaitan dengan autisme. Dalam kajian ini, pengkaji
menggunakan dalam seramai 47 orang pakar pendidikan. Justeru, hasil dapatan kajian
menunjukkan bahawa responden secara umumnya mempunyai sikap yang positif. Walau
bagaimanapun, pendidik masih mempunyai kekurangan pengetahuan dan salah faham
mengenai autisme. Sehubungan itu, dalam kajian ini juga turut menunjukkan terdapat
perhubungan yang signifikan di antara pengetahuan autisme dengan kesedaran
menggunakan strategi pendidikan terhadap inklusif, namun, sikap dan kesedaran terhadap
strategi pendidikan tersebut adalah tidak berkaitan.
Schwatz dan Drager (2008), mengkaji keberkesanan latihan dan tahap pengetahuan
tentang autisme dalam kalangan ahli terapi pertuturan di Amerika Syarikat mendapatkan
responden dari sebanyak 67 buah sekolah yang mempunyai ahli terapi pertuturan di 33
buah negeri di Amerika Syarikat. Hasil dapatan kajian menunjukkan bahawa para responden
masih lagi keliru dengan diagnosis autisme, walaupun sebenarnya mempunyai pengetahuan
yang baik berkenaan dengan ciri-ciri autisme. Sehubungan itu, keputusan kajian juga turut
menyatakan bahawa mereka yang terlibat masih belum menerima latihan yang mencukupi
dan masih dikatakan kurang yakin dengan kebolehan masing-masing dalam menyediakan
perkhidmatan atau rawatan pada kanak-kanak autisme.
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Seterusnya, Schwarber (2006) juga membuat satu kajian berkenaan dengan

pengetahuan guru, namun kajian tersebut lebih memberi fokus terhadap simptom,
kebimbangan dan efikasi kendiri dalam mengajar kanak-kanak autisme. Dalam kajian ini,
seramai 166 orang guru dari 11 buah sekolah rendah yang dipilih dari 4 daerah sekolah di
Midwest dijadikan responden. Antara responden yang terlibat adalah terdiri daripada 105
orang guru prasekolah dari pendidikan awam, 29 orang guru dari pendidikan khas dan guruguru dari bidang yang lain seperti terapi bekerja dan terapi pertuturan. Hasil dapatan kajian
turut menunjukkan bahawa masih terdapat kekeliruan berkenaan dengan pengetahuan
autisme dalam kalangan para responden. Walau bagaimanapun, seperti kajian-kajian yang
lain, guru dari pendidikan khas mempunyai pengetahuan yang lebih baik dan efikasi kendiri
yang lebih tinggi. Mereka juga didapati kurang bimbang dalam mengajar kanak-kanak yang
mengalami sindrom autisme berbanding dengan guru-guru dari pendidikan awam.
Sementara dalam kajian Whaley (2002), kajian ini adalah berkenaan dengan tinjauan
guru pendidikan khas yang mengajar pelajar autisme di Tennessee dengan memberi fokus
pada pengetahuan etiologi, program pendidikan, kaedah pengajaran yang dijalankan dan
keperluan latihan guru. Dalam kajian ini, seramai 292 orang guru pendidikan khas dari 11
daerah sekolah di Tennessee mengisi borang soal selidik yang diberi. Justeru, hasil dapatan
kajian menunjukkan sebanyak 73% dijawab dengan betul dalam bahagian etiologi dan 79%
dalam program pendidikan. Walau bagaimanapun, masih terdapat beberapa salah faham
dalam skor tersebut. Hal ini kerana beberapa orang guru melihat autisme sebagai gangguan
emosi, walhal ia sebenarnya tindakan semula jadi dalam aspek neurobiologi. Seterusnya,
sebanyak 77% menyokong untuk meneruskan latihan dalam strategi bagi membantu pelajar
autisme. Secara keseluruhannya, kajian ini didapati bahawa masih terdapat kekurangan
pemahaman para guru berkenaan dengan autisme, dan kebanyakan guru berharap dapat
melibatkan diri dalam latihan untuk meningkatkan lagi cara dan strategi yang besesuaian
untuk mengajar pelajar autisme.
Stone dan Rosenbaum (1988) telah menjalankan kajian berkenaan dengan pemahaman
autisme dalam kalangan ibu bapa dan guru-guru di Amerika Syarikat. Dalam kajian ini,
seramai 47 orang guru yang mengajar kanak-kanak autistik dan 47 orang ibu bapa yang
mempunyai kanak-kanak autistik dijadikan sebagai sampel kajian ini. Seterusnya, skor
keputusan kajian dibandingkan dengan 22 orang pakar autisme. Justeru, pengkaji
mendapati ibu bapa dan guru mempunyai salah faham akan konsep sindrom autisme,
terutamanya dalam aspek kognisi berbanding dengan pakar autisme. Hasil dapatan kajian
juga turut menunjukkan bahawa ibu bapa dan para guru mempunyai pemahaman dan
pandangan yang berbeza dalam beberapa aspek berkenaan dengan autisme, dan
berkemungkinan akan memberikan kesan yang kurang baik dalam usaha memberikan
kerjasama di antara kedua-dua belah pihak.
Seterusnya, kajian Mavropoulou dan Padeliadu (2000), yang mengkaji berkenaan
dengan perbandingan persepsi tentang autisme di antara guru dari pendidikan awam dan
guru dari pendidikan khas di Greek. Dalam kajian ini, seramai 35 orang guru dari pendidikan
awam dan 29 orang guru dari pendidikan khas yang sedang mendapat latihan perkhidmatan
tahun kedua. Justeru, hasil dapatan kajian menunjukkan bahawa kedua-dua belah pihak
masih keliru berkenaan dengan beberapa perkara yang berkaitan dengan autisme
berdasarkan borang soal selidik yang dibina oleh Stone dan Rosenbaum (1988). Namun,
guru pendidikan khas didapati lebih cekap dalam mengenalpasti ciri-ciri autisme. Justeru,
beberapa cadangan dikemukakan sebagai penambahbaikan dalam kursus perkhidmatan
para guru dari pendidikan awam dan guru dari pendidikan khas di Greek, agar pengetahuan
serta kemahiran mereka berkenaan dengan autisme dapat dipertingkatkan.
Dalam kajian Helps, Newson-Davis dan Callias (1999), pengkaji menggunakan
sampel yang terdiri daripada 72 orang pendidik yang terdiri daripada guru dari sekolah aliran
utama dan guru dari pendidikan khas, untuk mengkaji mengenai pengetahuan ciri-ciri
autisme, etiologi, amalan pengajaran yang berkesan dan keperluan latihan guru. Hasil
dapatan kajian menunjukkan bahawa terdapat kekurangan pengetahuan dan latihan dalam
pendidikan khas kepada para guru dari sekolah aliran utama berbanding dengan guru-guru
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dari pendidikan khas. Namun, kedua-dua kumpulan responden masih menunjukkan terdapat
salah faham terhadap sindrom autisme termasuklah dengan pandangan untuk tidak melihat
kanak-kanak autisme sebagai individu yang mempunyai masalah pembelajaran.
Berdasarkan pembacaan, kajian berkenaan dengan tahap pengetahuan, sikap dan
persepsi berkenaan dengan ASD dalam kalangan guru sekolah rendah adalah sangat
terhad. Sehubungan itu, kebanyakan kajian-kajian yang dijalankan menunjukkan bahawa
pengetahuan guru-guru tidak kira dari pendidikan awam dan khas masih kurang dan secara
tidak langsung mendorong kepada sikap dan persepsi yang kurang tepat terhadap ASD.
Maka dengan itu, kajian ini dijalankan untuk menambahkan lagi bukti akan kepentingan
tahap pengetahuan berkenaan dengan ASD dalam kalangan kanak-kanak agar sikap dan
persepsi guru-guru di bandar dan luar bandar Sabah dapat dipertingkatkan.
Hipotesis
H01
: Terdapat perbezaan pengetahuan ASD guru sekolah rendah yang mengajar di
bandar dan luar bandar, Sabah.
H02
: Terdapat pengaruh pengetahuan ASD guru terhadap sikap guru sekolah rendah
yang mengajar di Sabah.
H03
: Terdapat pengaruh sikap guru terhadap persepsi ASD guru sekolah rendah yang
mengajar di Sabah.
H04
: Sikap ASD menjadi mediator dalam perhubungan pengetahuan guru dan persepsi
guru sekolah rendah di Sabah.
METODOLOGI
Responden dan Lokasi Kajian
Responden kajian adalah terdiri daripada guru-guru sekolah rendah yang berasal dari
bandar dan luar bandar di negeri Sabah. Pemilihan sampel dijalankan secara rawak dari
seluruh sekolah di negeri Sabah dan dianggarkan dalam seramai 400 orang guru akan
dipilih untuk kajian ini. Tujuan pengkaji menggunakan pemilihan sekolah adalah untuk
memudahkan pengkaji mendapatkan responden dengan lebih teratur.
Reka Bentuk Kajian
Kajian yang dijalankan adalah berbentuk kuantitatif dengan menggunakan kaedah tinjauan
semasa atau dikenali sebagai keratan lintang soal selidik (cross-sectional survey) sebagai
kutipan data. Secara ringkasnya, kaedah tinjauan semasa ini adalah satu proses pengutipan
data yang dilakukan sekali sahaja, dari suatu sampel pada suatu tempoh atau jangka masa
yang tertentu.
Responden kajian dipilih secara rawak dengan menggunakan kaedah persampelan rawak
mudah (simple). Secara umumnya, persampelan rawak mudah adalah suatu kaedah di
mana setiap responden dalam sesebuah populasi mendapat peluang yang sama rata untuk
dipilih. Dalam menjalankan kajian ini, pengkaji mendapatkan jadual pada semua senarai
nama sekolah rendah di negeri Sabah mengikut zon atau kawasan iaitu Pantai Barat Utara,
Barat, Selatan, Pedalaman, Utara dan Tenggara. Seterusnya, pengkaji menjalankan
pemilihan nombor pada jadual tersebut secara rawak.
Responden dan Lokasi Kajian
Responden kajian adalah terdiri daripada guru-guru sekolah rendah yang berasal dari
bandar dan luar bandar di negeri Sabah. Pemilihan sampel dijalankan secara rawak dari
seluruh sekolah di negeri Sabah dan dianggarkan dalam seramai 400 orang guru akan
dipilih untuk kajian ini. Tujuan pengkaji menggunakan pemilihan sekolah adalah untuk
memudahkan pengkaji mendapatkan responden dengan lebih teratur.
Alat Kajian
Alat kajian yang digunakan terbahagi kepada lima bahagian iaitu Bahagian A, yang
memfokuskan pada maklumat demografi responden. Bahagian B, soal selidik berkenaan
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dengan perkembangan normal kanak-kanak. Bahagian C, memfokuskan pada pengetahuan

berkenaan dengan kanak-kanak ASD. Bahagian D, soal selidik berkenaan dengan sikap
guru terhadap penjagaan, pendidikan dan sokongan yang akan diberi pada kanak-kanak
ASD. Bahagian E, yang memberi fokus pada persepsi guru terhadap faedah dan
keberkesanan latihan apabila bersama-sama dengan kanak-kanak yang menghadapi
masalah ASD.
Sehubungan itu, kesemua bahagian borang soal selidik adalah menggunakan rujukan
daripada borang soal selidik asal yang telah dibina oleh Lian et al., (2008) dalam kajian
berkenaan dengan pengetahuan, sikap dan latihan terhadap perkembangan awal kanakkanak dan masalah tingkah laku di Singapura. Seterusnya, merujuk semula pada borang
soal selidik yang telah diubahsuai oleh Liu et al., (2016) dalam kajian berkenaan dengan
pengetahuan, sikap dan persepsi ASD dalam persampelan berstrata guru prasekolah di
China. Namun, dalam menjalankan kajian ini, pengkaji membuat sedikit pengubahsuaian
terhadap borang selidik mengikut dengan kesesuaian kajian yang bakal dijalankan.
Bahagian A : Maklumat Demografi
Bahagian A merupakan maklumat demografi responden yang melibatkan jantina, umur,
tahap pencapaian pendidikan, tahun mengajar di sekolah rendah, pernah menerima latihan
pendidikan awal kanak-kanak, pernah mendapat latihan pendidikan khas, pengalaman
bekerja bersama-sama kanak-kanak pendidikan khas dan pernah mendengar tentang
autism. Secara ringkasnya, bahagian ini bertujuan untuk mendapatkan butiran peribadi
responden.
Bahagian B : Soal Selidik terhadap Perkembangan Normal Kanak-Kanak
Bahagian B merupakan borang soal selidik yang bertujuan untuk mengukur tahap
pengetahuan perkembangan normal kanak-kanak. Secara ringkasnya, borang soal selidik ini
mengandungi 14 item dengan menggunakan format jawapan berbentuk (betul, salah dan
tidak tahu).
Bahagian C : Soal Selidik terhadap Pengetahuan ASD
Bahagian C pula merupakan borang soal selidik yang bertujuan untuk mengukur
pengetahuan berkenaan dengan masalah yang dihadapi oleh kanak-kanak ASD. Secara
ringkasnya, borang soal selidik ini mengandungi 17 item dengan format jawapan berbentuk
(betul, salah dan tidak tahu).
Bahagian D : Soal Selidik terhadap Sikap Guru
Bahagian D merupakan soal selidik yang mengkaji pada sikap guru berkenaan dengan
penjagaan, pendidikan dan sokongan yang diberi pada kanak-kanak ASD. Secara
ringkasnya, sikap guru ditentukan dengan 5 skala Likert iaitu (sangat tidak setuju, tidak
setuju, sederhana, setuju, sangat setuju) pada respon di setiap item.
Bahagian E : Soal Selidik terhadap Persepsi Guru
Dalam Bahagian E, merupakan soal selidik yang mengkaji pada persepsi guru dengan
meninjau faedah dan keberkesanan latihan yang diisi oleh guru apabila bersama-sama
dengan kanak-kanak yang menghadapi masalah ASD di masa hadapan. Respon item juga
ditentukan dengan 5 skala Likert iaitu (sangat tidak setuju, tidak setuju, sederhana, setuju,
sangat setuju).
Tatacara Kajian
Sebelum borang soal selidik diedarkan, kesemua item diterjemahkan terlebih dahulu setelah
mendapatkan pengesahan daripada penyelia dan pembantu penyelia, dengan
menggunakan kaedah Back-to-Back Translation iaitu daripada Bahasa Inggeris kepada
Bahasa Melayu.
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Sehubungan itu, borang persetujuan termaklum (informed consent letter) juga turut
disertakan sebagai makluman responden, dan pada masa yang sama untuk menghormati
hak mereka dalam menjalankan kajian ini. Kemudian, instrumen kajian akan disemak,
digabungkan dan dicetak seperti borang soal selidik yang rasmi. Seterusnya, kajian rintis
dijalankan sebelum meneruskan kajian tersebut pada kajian lapangan.
Analisis Data
Selepas mendapatkan semula borang soal selidik, pengkaji akan menyemak terlebih dahulu
borang soal selidik tersebut untuk memastikan semua maklumat lengkap. Kemudian, data
akan dimasukkan ke dalam perisian program IBM Statistical Package for Social Sciences
(SPSS) versi 21.0. Seterusnya, proses penyaringan dilakukan bagi memastikan kesemua
data dianalisis dengan lebih tersusun dan bebas daripada kesilapan kemasukan data yang
tidak disengajakan. Akhir sekali, keputusan data dilihat semula sebelum membuat analisis
bagi menguji hipotesis kajian yang telah dicadangkan.
IMPLIKASI KAJIAN
Hasil dapatan kajian dapat memberi bukti serta rujukan kepada beberapa pihak berkenaan
seperti Kementerian Pelajaran Malaysia, pakar kesihatan, jabatan kesihatan awam, guruguru dan ibu bapa dalam memberikan maklumat kepada beberapa pihak tersebut agar
dapat meningkatkan kerjasama dalam menambahbaikan kemudahan untuk mendapatkan
sumber berkenaan dengan ASD, tidak kira di bandar mahupun di luar bandar serta
kekerapan dalam menganjurkan program atau kempen dalam meningkatkan kesedaran
akan kepentingan pengetahuan ASD ini.
Di samping itu, sekiranya para guru, ibu bapa dan masyarakat mendapat input yang
berguna seperti pengetahuan yang baik berkenaan dengan ASD, maka sikap dan persepsi
masyarakat secara tidak langsung dapat diubah. Hal ini kerana dengan penerapan
pembelajaran pengetahuan secara tidak langsung berkenaan dengan ASD oleh guru dari
kanak-kanak kepada pelajar sekolah rendah, sekolah menengah, universiti, ibu bapa dan
akhirnya masyarakat setempat akan membuatkan lebih ramai individu mengetahui apa
sebenarnya ASD dan tidak lagi akan disalah anggap sebagai individu yang mengalami
masalah mental dan sebagainya.
Sehubungan itu, hasil dapatan kajian ini juga dapat memberi input yang berguna serta
kebaikan pada guru-guru dalam membantu memaklumkan ibu bapa atau masyarakat, yang
berkemungkinan menghadapi masalah berkenaan dengan ASD di masa hadapan. Justeru,
keadaan ini secara tidak langsung dapat membantu memberikan rawatan pada individuindividu yang telah dikenalpasti menghidap masalah ASD untuk mendapatkan rawatan
dengan kadar segera walaupun mereka berasal dari luar bandar.
Akhir sekali, pengkaji juga dapat memberikan sumbangan dalam menentukan jumlah
statistik pada tahap pengetahuan ASD terhadap sikap dan persepsi guru yang mengajar di
sekolah rendah, Sabah kepada Malaysia sebagai rujukan kepada pihak-pihak yang
berkenaan seperti Kementerian Pelajaran Malaysia, pakar kesihatan, jabatan kesihatan
awam, guru, ibu bapa dan pengkaji. Sehubungan itu, kajian ini bukan sahaja dapat
membuktikan akan kepentingan masyarakat mendapat pengetahuan berkenaan dengan
ASD, malah dapat memperbanyakkan lagi kajian berkenaan dengan pengetahuan ASD
guru-guru sekolah rendah di Sabah.
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PEMAHAMAN IDENTITI PENDERMA DARAH DARI PERSPEKTIF PENDERMA DARAH

ULANGAN BERKALA SEBAGAI MOTIVASI MENDERMA DARAH SECARA ULANGAN
BERKALA
Juliana Rosmidah Jaafar1
1
Fakulti Pengajian Asas dan Sains Gunaan,
Infrastructure University Kuala Lumpur,
43000 Kajang, Selangor
julianarosmida.jaafar@iukl.edu.my
Sheau Tsuey Chong2
2
Fakulti Sains Sosial dan Kemanusiaan
Universiti Kebangsaan Malaysia
43600 Bangi, Selangor
stchong79@gmail.com
Khadijah Alavi2
2
Fakulti Sains Sosial dan Kemanusiaan
Universiti Kebangsaan Malaysia
43600 Bangi, Selangor
khadijahalavi@ukm.edu.my
3

Balan a/l Rathakrishnan3

Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia
rbhalan@ums.edu.my
Abstrak

Menderma darah merupakan tindakan berkorban bagi kelangsungan hidup individu lain.
Melalui pengalaman yang diperolehi semasa menderma darah,individu membentuk identiti
sebagai penderma darah yang berkait-rapat dengan imej prososial. Identiti yang positif ini
mampu memotivasikan penderma darah untuk meneruskan aktiviti ini secara konsisten.
Oleh yang demikian, pemahaman kepada aspek identiti sebagai penderma darah adalah
penting bagi membolehkan motivasi menderma darah difahami secara mendalam. Objektif
kajian ini adalah untuk meneroka aspek identiti penderma darah dari sudut pandangan
Penderma Darah Ulangan Berkala (PDUB). Kumpulan PDUB dalam kajian ini merupakan
individu yang telah menderma darah secara konsisten, iaitu lima kali dalam tempoh dua
tahun terkini. Kajian kualitatif ini menggunakan kaedah temu bual terhadap dua puluh (20)
orang informan PDUB. Informan diperolehi melalui persampelan bertujuan dalam kalangan
penderma darah di Pusat Darah Negara (PDN), Kuala Lumpur. Maklumat temu bual telah
dianalisis secara bertema. Hasil temu bual mendapati bahawa terdapat dua tema utama
berkaitan identiti sebagai penderma darah, iaitu i) saya-penderma darah dan ii) kitapenderma darah. Bagi tema saya-penderma darah, informan mempersepsikan diri mereka
sebagai individu yang mempunyai kejeleketan terhadap material berkaitan pendermaan
darah seperti buku rekod atau cenderahati. Selain itu, tema ini turut berkaitan dengan rasa
dihargai atas layanan mesra daripada kakitangan PDN selepas selesai menderma darah.
Informan berpandangan bahawa material berkaitan penderma darah dan rasa
penghargaan daripada kakitangan PDN menggambarkan keistimewaan sebagai penderma
darah yang membezakan mereka dengan individu bukan penderma darah. Seterusnya,
bagi tema kedua, iaitu kami-penderma darah, informan mengaitkan tema berkenaan
dengan rasa keterujaan untuk berada bersama-sama penderma darah yang lain semasa
kempen menderma darah diadakan. Informan berpandangan bahawa rasa keterujaan
tersebut adalah disebabkan mereka berada dalam kumpulan yang mempunyai persamaan
277

dari segi pengalaman dan sebagai penderma darah. Apabila berada dengan penderma
darah lain, informan melihat mereka sebagai sebahagian daripada kumpulan sukarelawan
besar yang bertindak melalui cara yang sama, iaitu menderma darah untuk membantu
individu lain. Dapatan kajian ini memberi implikasi bahawa program pengekalan tindakan
menderma darah secara konsisten oleh PDN dan Kementerian Kesihatan Malaysia perlu
memberi fokus kepada pengukuhan identiti penderma darah melalui pemupukan rasa
dihargai dan perasaan bangga atas tindakan menderma darah. Kajian akan datang
disarankan untuk mengenalpasti program yang dapat mengukuhkan identiti penderma
sebagai kaedah untuk memotivasikan tindakan menderma darah secara konsisten.
Kata kunci : penderma darah, ulangan berkala, identiti diri, menderma darah

PENGENALAN
Sukarelawan penderma darah adalah berbeza daripada sukarelawan yang terlibat dalam
jenis-jenis aktiviti kesukarelawan yang lain. Ini adalah kerana menurut Healy (2000), individu
yang ingin menderma darah bagi kemandirian individu lain perlu membuat persediaan diri
yang secukupnya bagi membolehkan tindakan berkenaan mampu dilakukan. Persediaan diri
ini bertujuan bukan sahaja untuk memastikan kesihatan mereka sendiri sebagai penderma
darah berada dalam keadaan yang sihat sebelum dan selepas menderma darah, malah
turut merangkumi gaya hidup yang selamat sepanjang masa. Ini bagi memastikan darah
yang disumbangkan adalah selamat dan bebas risiko penyakit berjangkit bawaan darah.
Oleh itu, persediaan diri yang merangkumi pelbagai sudut diri penderma darah
mencadangkan bahawa tindakan menderma darah adalah lebih kompleks berbanding
daripada memberikan sumbangan wang mahupun material.
Bagi individu yang telah berjaya menderma darah secara berulangan, keadaan ini
mencadangkan bahawa mereka telah berjaya mengatasi halangan-halangan psikologi dan
kesihatan diri. Menurut France et al. (2013) pengulangan kepada tindakan menderma darah
berupaya memberikan pengalaman yang dapat mengukuhkan startegi daya tindak semasa
menderma darah. Ini adalah kerana individu yang telah berulang kali menderma darah
dilaporkan lebih mudah menyesuaikan diri dengan keadaan fisiologi badan selepas
menderma darah (rasa penat, mudah pitam atau pening) serta mempunyai strategi daya
tindak tersendiri untuk mengtasi halangan psikologi (takut melihat darah atau risau sebelum
menderma darah). Perkara berkaitan penyesuaian ini dikaitkan dengan faktor pengalaman
yang diperolehi sewaktu menderma darah.
Aspek pengalaman menderma darah secara berulangan bukan sahaja
mengukuhkan strategi daya tindak penderma darah, malahan turut berupaya membina
identiti diri sebagai penderma darah dalam diri seseorang individu. Identiti sebagai
penderma darah ini dianggap sebagai salah satu daripada faktor yang memotivasikan
seseorang untuk menderma darah secara konsisten. Ini adalah kerana individu dengan
identiti penderma darah yang kukuh akan cenderung mempunyai niat yang kuat untuk
menderma darah secara berterusan (Giles et al. 2004; Kulkarni & Kulkarni 2015; Masser et
al. 2009). Perkara ini berlaku mungkin disebabkan oleh persepsi di mana tindakan
menderma darah perlu dilakukan oleh seseorang yang mempunyai identiti sebagai
penderma darah. Dalam erti kata lain, niat atau keinginan untuk menderma darah dilihat
lebih sesuai dilakukan oleh individu yang mempunyai identiti sebagai penderma darah.
Memandangkan individu dengan identiti sebagai penderma darah dikaitkan dengan imej
positif, maka keadaan ini akan memperkukuhkan lagi niat untuk terus menderma darah pada
masa akan datang (Bednall et al. 2013). Oleh itu, dalam konteks pendermaan darah,
terdapat kebarangkalian bahawa individu dengan identiti yang kukuh sebagai penderma
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darah akan cenderung untuk terus menderma darah bagi memenuhi peranan sebagai
penderma darah.
Memandangkan identiti sebagai penderma darah mampu menjadi pendorong untuk
tindakan menderma darah yang konsisten, maka adalah penting untuk mengukuhkan aspek
ini dalam diri penderma darah, terutama mereka yang telah mula menderma darah secara
ulangan. Menurut Pengkategorian Diri yang dicadangkan oleh Turner et al. (1987), identiti
berkait-rapat dengan peranan. Individu selalunya mengaitkan peranan diri mereka dalam
dua aspek iaitu saya dan kita. Turner et al. (1994) menjelaskan bahawa pengkategorian
diri merupakan satu proses meletakkan diri seseorang dalam tahap tertentu, sama ada
tahap berkenaan sama atau berbeza dengan individu lain. Dalam teorinya, Turner et al.
(1987) mencadangkan bahawa apabila identiti sosial, iaitu kita dipersepsikan lebih penting,
maka konsep saya akan lemah. Keadaan di mana individu tidak lagi memegang konsep
saya yang mana dikenali sebagai depersonalized menggambarkan individu mula melihat
persamaan dirinya dengan individu lain. Tambahan, Turner et al. (1994) menjelaskan
bahawa apabila keadaan depersonalized, tindakan berkumpulan akan menjadi lebih mudah
berlaku. Ini adalah kerana tindakan dalam kumpulan yang sama, akan mencerminkan
identiti kita. Bagi individu yang mula meletakkan identiti kita sebagai keutamaan, tindakan
berkenaan dianggap bertujuan untuk meletakkan dirinya dalam kumpulan berkenaan (fit into
the group).
Sementara itu, Sim et al. (2014) berpandangan bahawa identiti kita yang
berkonsepkan tindakan kumpulan lebih mudah mempengaruhi individu apabila sesuatu
norma dikongsi bersama dalam kumpulan tertentu. Dalam erti kata lain, Sim et al. (2014)
beranggapan bahawa ciri dalam kumpulan yang sama lebih mudah diadaptasikan oleh
individu, berbanding dengan mereka yang berada di luar kumpulan. Sim et al. (2014)
memberikan tiga justifikasi faktor yang mengukuhkan tindakan individu secara berkumpulan.
Pertama, Sim et al. (2014) melihat bahawa persamaan kumpulan dengan ciri yang dianggap
sama akan mempengaruhi pertimbangan kognitif seseorang yang seterusnya mengukuhkan
keadaan depersonalized. Apabila individu melihat bahawa dirinya berada dalam satu
kumpulan dengan ciri yang sama, misalnya berada dalam kumpulan yang menyertai larian
amal mungkin akan beranggapan bahawa dirinya terlibat sebagai salah seorang yang
menyumbang dalam aktiviti berkebajikan. Walaupun mungkin di peringkat awal, penyertaan
berkenaan tidak bertujuan untuk larian amal, sebaliknya lebih kepada faktor peribadi
(memenuhi matlamat frekuensi bersukan dalam seminggu). Namun, apabila berada dalam
satu kumpulan yang sama, maka individu akan mula mempertimbangkan bahawa dirinya
adalah sebahagian daripada kumpulan dengan ciri yang sama, iaitu peserta dalam larian
amal. Kedua, Sim et al. (2014) berpandangan bahawa konsep hemofili iaitu persamaan ciri
akan membawa tindakan yang sama. Individu cenderung untuk membentuk kumpulan
dengan ciri-ciri yang sama. Ia bertujuan mendapatkan persamaan imej dengan individu lain.
Akhir sekali, Sim et al. (2014) berpandangan bahawa identiti kita juga merupakan keadaan
di mana individu meletakkan ciri dirinya ke dalam kumpulan yang mempunyai persamaan.
Pengkaji berpandangan bahawa dalam keadaan ini, ciri tertentu yang wujud dalam diri
seseorang akan turut disumbang sebagai salah satu daripada cara untuk memperkukuhkan
identiti berkumpulan. Sim et al. (2014) berpandangan bahawa faktor kedua dan ketiga
merupakan keadaan di mana individu tidak mengubah ciri kumpulan, sebaliknya cuba untuk
masuk ke dalam kumpulan dengan ciri-ciri persamaan yang telah dikenalpasti terlebih
dahulu.
Berdasarkan pandangan Turner et al. (1987, 1994) dan Sim et al. (2014) pengkaji
melihat pengkategorian diri dalam kumpulan tertentu, di mana konsep kita berupaya
menjelaskan mengenai hubungan antara ciri individu yang diperkukuhkan melalui kumpulan.
Pandangan yang dikemukakan oleh Sim et al. (2014) memberikan gambaran yang lebih
jelas mengenai pembuatan keputusan tindakan secara berkumpulan. Ringkasnya, identiti
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sosial yang menggambarkan kita merupakan penilaian individu terhadap kumpulan tertentu
yang mempamerkan persamaan ciri, manakala identiti peribadi saya lebih menjurus
kepada penilaian terhadap keunikan diri sendiri berbanding dengan individu lain.
Sementara itu, definisi identiti diri yang dikemukakan oleh Hoelter (1983) pula adalah
berkaitan komitmen. Individu yang mempunyai komitmen terhadap peranan yang dijangka
oleh individu lain akan mempamerkannya melalui tingkah laku. Dalam erti kata lain, Hoelter
(1983) menganggap bahawa komitmen adalah hasil daripada tindakan memenuhi jangkaan
peranan daripada individu lain terhadap diri seseorang. Konstruk komitmen yang
dikemukakan oleh Hoelter (1983) sebagai sebahagian daripada aspek identiti turut
dipersetujui oleh Rise et al. (2010). Kajian meta-analisi yang dilakukan oleh Rise et al.
(2010) mendapati bahawa faktor identiti peribadi (identifikasi-saya) digambarkan melalui
aspek komitmen. Selain itu, identiti berkumpulan (identifikasi-kami) digambarkan melalui
perlakuan yang menunjukkan identiti kumpulan tertentu. Rise et al. (2010) merumuskan
bahawa identifikasi-saya dan identifikasi-kami merupakan komponen berkaitan identiti diri.
Namun begitu, sehingga kini pemahaman berkaitan identiti penderma darah masih
belum difahami sepenuhnya dalam konteks pandangan penderma darah itu sendiri.
Tinjauan literatur terdahulu lebih cenderung memperlihatkan dua aspek dalam identiti diri
seseorang, iaitu konsep saya dan kita. Kedua-dua konsep berkenaan lebih banyak
mengaitkan aspek berkenaan dengan peranan dan komitmen yang mana boleh
digeneralisasikan kepada penglibatan individu dalam aktiviti umum. Sementara itu, dalam
konteks aktiviti menderma darah berdasarkan kajian-kajian lalu, perkara ini juga tidak
terkecuali Pendefinisian berkaitan identiti penderma darah oleh pengkaji-pengkaji terdahulu
lebih banyak menjurus kepada definisi identiti umum. Dalam erti kata lain definisi kepada
identiti diri yang digunakan untuk menjelaskan diri penderma darah turut boleh digunakan
pakai dalam lain-lain jenis aktiviti sukarelawan.
Namun yang demikian, sebagaimana yang dicadangkan oleh Healy (2000),
pendermaan darah merupakan satu tindakan yang berbeza berbanding dengan lain-lain
jenis aktiviti kesukarelawan. Perkara ini mencadangkan bahawa identiti sebagai penderma
darah wujud dalam konteks tersendiri yang berbeza dengan definisi identiti diri secara
umum. Pengkaji berpandangan bahawa bagi aspek identiti sebagai penderma darah,
pemahaman berkaitan konsep ini perlu difahami dari konteks perspektif penderma darah itu
sendiri. Ini adalah konsep berkenaan sangat berkaitan dengan faktor pengalaman penderma
darah semasa melakukan aktiviti ini, di mana ia berupaya menjadi mekanisme dorongan
kepada tingkahlaku menderma darah yang konsisten. Maka, kajian ini bertujuan untuk
membincangkan pemahaman terhadap definisi identiti sebagai penderma darah dalam
konteks perspektif penderma darah yang merupakan penderma darah ulangan berkala.

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METODOLOGI KAJIAN
Rekabentuk kajian ini menggunakan pendekatan secara penerokaan (eksploratori) melalui
temu bual ke atas Penderma Darah Ulangan Berkala (PDUB). Sebanyak 20 orang PDUB
(11 Melayu, 6 Cina dan 3 India) telah terlibat sebagai informan kajian. Informan diperolehi
melalui persampelan bertujuan dengan tiga kriteria telah dijalankan ke atas penderma darah
yang menderma di Pusat Darah Negara (PDN), Kuala Lumpur. Tiga kriteria berkenaan
adalah i) merupakan penderma darah ulangan berkala (lima kali pendermaan dalam
tempoh dua tahun terkini, ii) menderma di unit bekalan darah (bukan lokasi kempen
menderma darah dan iii) Penderma darah keseluruhan komponen darah. Sebelas sesi temu
bual separa struktur secara berasingan telah dijalankan dalam tempoh tiga bulan (Julai
hingga September 2012). Setiap sesi berlangsung antara35 minit hingga 2 jam. Topik
dalam temu dibina berdasarkan kajian kajian-kajian lalu sebagai panduan (Charng et al.
1988; France et al. 2007; Godin et al. 2007; Lemmens et al. 2009; Masser et al. 2008).
Topik-topik berkenaan merangkumi faktor-faktor motivasi informan terhadap niat dan
tindakan mereka menderma darah seperti sikap, norma subjektif, efikasi diri, identiti
penderma darah, tabiat menderma darah dan motivasi umum. Maklumat temu bual telah
dianalisis secara bertema. Bagi kesahan data, pengkaji telah menggunakan kaedah iaitu
semakan silang informan, refleksi pengkaji dan jejak audit.
HASIL KAJIAN DAN PERBINCANGAN
Dalam temu bual yang dijalankan, analisis secara bertema mendapati bahawa wujud dua
tema utama berkaitan definisi identiti penderma darah. Dua tema berkenaan adalah SayaPenderma Darah dan Kita-Penderma Darah. Dalam bahagian seterusnya, pengkaji akan
membincangkan tema ini secara berasingan.
Tema Saya-Penderma Darah
Penderma Darah Ulangan Berkala (PDUB) dalam kajian ini mengaitkan identiti mereka
dengan tema saya-penderma darah dengan dua aspek iaitu i) kejeleketan dan ii) imej diri.
Kedua-dua aspek berkenaan menjelaskan bahawa penderma darah beranggapan bahawa
aktiviti menderma darah adalah satu tindakan yang sangat hampir kepada diri mereka
melalui rasa kejeleketan dan imej diri yang positif.
Secara khusus, bagi aspek kejeleketan, PDUB berpandangan bahawa kejeleketan
merupakan perasaan istimewa yang mengaitkan rasa dipunyai (belonging) terhadap
kakitangan dan institusi pengurusan bekalan darah. Bagi PDUB dalam kajian ini, rasa
kejekeletan ini adalah merujuk kepada persepsi kepada hubungan mesra yang diterima
daripada pihak PDN kepada mereka sebagai penderma darah. Rasa kejekeletan berkenaan
wujud berikutan layanan mesra daripada kakitangan PDN, ucapan terima kasih, senyuman
dan sapaan jika berjumpa di luar PDN yang mana mewujudkan rasa dihargai dalam diri
PDUB. Dalam erti kata lain, layanan mesra daripada kakitangan pengurusan bekalan darah
membuatkan mereka rasa dihargai. Bagi Informan B, D, E, R dan T, tindakan-tindakan yang
dianggap mesra ini membuatkan mereka rasa dihargai sebagai penderma darah. Misalnya;
Saya rasa ada satu penghargaan sebagai penderma darah. Nanti-nanti
lepas derma darah tu, kakitangan tu di unit bekalan darah dekat depan
datang tunduk, ucap terima kasih, sila makan, sila minum. Saya rasa itu
penghargaan. Waa.. sangat bangga.
(Informan E)
Selain daripada rasa dihargai oleh kakitangan PDN, penderma darah dalam kajian ini
turut berpandangan bahawa perasaan kejeleketan berkenaan turut merangkumi material
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seperti cenderahati yang diperolehi selepas menderma darah dan buku rekod pendermaan
darah (Informan J, R dan O). Bagi PDUB, cenderahati yang diperolehi selepas menderma
darah seperti rantai kunci, pen, jam atau payung merupakan barangan yang sangat
dihargai. Rasa penghargaan terhadap cenderamata atau buku rekod ditunjukkan apabila
PDUB menyimpan barang-barang berkenaan dalam tempat khas seperti almari. Bagi buku
rekod pendermaan darah, ia adalah sesuatu yang perlu berada hampir dengan diri mereka,
seperti dalam beg duit, meja belajar mahupun di dalam kereta (Informan F, H, I, R). Bagi
PDUB, buku rekod pendermaan darah merupakan satu penanda yang membezakan mereka
dengan individu bukan penderma darah dalam cara yang positif. Misalnya;
Kad penderma yang tulis nama kita dan jenis darah itu dapat dari PDN la.
Dapat kad itu pun sudah rasa megah masa kita terima. Memang rasa megah
rasa macam kita kepunyaan itu PDN la, dekat kad itu pun ada logo PDN kan.
(Informan T)
Seterusnya, aspek kedua dalam tema sayapenderma darah adalah berkaitan
dengan imej diri penderma darah. Dalam aspek ini, penderma darah beranggapan bahawa
sebagai penderma darah, individu lain yang berada dalam jaringan sosial mereka seperti
rakan-rakan melihat bahawa mereka mempunyai imej positif. Bagi penderma darah, imej
positif ini dikaitkan dengan persepsi pengorbanan dan tidak mementingkan diri untuk orang
lain. Malah melalui tindakan pengorbanan ini, sebagai penderma darah mereka dipandang
tinggi dalam jaringan sosial (Informan B, C, D, E, F, H, I, L dan T).
Orang, kawan-kawan mengenali saya dari segi pendermaan darah, Ini
penting sebab bila orang dah kenal saya macam tu kan. Aa masa tu boleh
lah, kita aturkan, ajak dia orang sekali kan. Imej saya pada mereka adalah,
saya ni penderma darah. Orang baik. Itu kita kena jaga lah kan.
(Informan F)
Maka, dapat disimpulkan melalui temu bual berkenaan bahawa identiti penderma
darah sebagaimana yang dipersepsikan oleh informan adalah berkaitan dengan kejeleketan
terhadap aktiviti menderma darah yang membawa kepada rasa dihargai atas tindakan
mereka. Selain itu, sebagai penderma darah yang telah konsisten menderma darah, identiti
mereka sebagai individu yang menderma darah turut dikaitkan dengan imej positif yang
menggambarkan pengorbanan individu untuk orang lain.
Konstruk Kita-Penderma Darah
Dalam konstruk kita-penderma darah, PDUB mengaitkan tema ini dengan identiti dalam
kumpulan penderma darah. Dapatan temu bual bersama penderma darah merujuk identiti
penderma darah ini sebagai rasa kecenderungan untuk berada dalam kumpulan yang
sama, iaitu penderma darah (Informan N dan O). Perasaan kecenderungan untuk berada
bersama kumpulan penderma darah lain adalah ketara bila mana penderma darah melihat
kempen-kempen menderma darah. Bagi penderma darah, apabila berada bersama
kumpulan penderma darah, mereka dapat bertukar pandangan dan pengalaman, selain
daripada memberikan kata-kata dorongan kepada penderma darah lain. (Informan N dan O).
Misalnya bagi Informan O;
Kalau pergi kempen derma darah dan nampak lebih ramai orang, rasa
seronok. Ramainya penderma. Terus beratur sekali. Rasa macam sama kan
kita ni. Kadang kita bersembang dengan orang katil sebelah kan. takut ke?.
Kadang seronok la kita bersembang dengan lelaki ke, perempuan ke.
(Informan O)
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Maka, dapat disimpulkan melalui temu bual berkenaan bahawa identiti penderma
darah sebagaimana yang dipersepsikan oleh informan adalah berkaitan dengan kejeleketan,
rasa dihargai, imej positif serta kecendungan perasaan berkumpulan dengan penderma
darah lain.
PERBINCANGAN HASIL KAJIAN
Dalam kertas kerja ini, pemahaman yang lebih jelas berkaitan aspek-aspek yang berkaitan
identiti sebagai penderma darah telah dapat dikenalpasti. Dalam aspek berkenaan, identiti
diri sebagai penderma darah mempunyai dua konstruk utama saya-penderma darah dan
kita-penderma darah.
Dalam tema pertama, aspek berkenaan diikaitkan dengan tanggapan bahawa
penderma darah mempunyai rasa kejeleketan kepada aktiviti ini. Dalam aspek berkenaan,
identiti sebagai penderma darah dikaitkan dengan rasa kejekeletan yang diwujudkan oleh
hubungan mesra dengan kakitangan pusat pengurusan bekalan darah. Hubungan yang
mesra ini membawa kepada perasaan dihargai dalam diri penderma darah. Dalam erti kata
lain, identiti diri penderma darah turut mengandungi elemen rasa kejeketan dan perasaan
dihargai . Dapatan ini mencadangkan bahawa perasaan positif terhadap aktiviti menderma
darah merupakan sebahagian daripada identiti diri penderma darah. Rasa penghargaan
melalui layanan mesra turut dilaporkan dalam kajian-kajian terdahulu sebagai faktor yang
mendorong pengulangan tindakan menderma darah (Chmielewski et al. 2012; Ringwald
2010). Dalam erti kata lain, rasa penghargaan yang diterima daripada indvidu bukan
penderma darah berupaya mengukuhkan identiti sebagai penderma darah. Menurut Reich
et al. (2006), pengukuhan rasa penghargaan yang dialami oleh penderma darah mampu
menjadi salah satu daripada strategi untuk menarik lebih ramai penderma darah untuk
mengulangi tindakan ini. Tambahan, melalui rasa penghargaan ini, Devine et al. (2007)
berpandangan bahawa ia akan mampu membawa kepada pengukuhan rasa kesetiaan
kepada institusi pengurusan bekalan dan aktiviti berkenaan. Dalam erti kata lain, rasa
penghargaan yang wujud dalam diri penderma darah berupaya membawa kepada tindakan
menderma yang konsisten melalui kewujudan kesetiaan kepada aktiviti ini. Ringkasnya,
individu yang rasa dihargai kerana sumbangan darah mereka akan mempunyai
kecenderungan untuk terus kekal dalam aktiviti ini secara konsisten.
Selain itu, imej yang positif sebagai penderma darah berkait rapat dengan persepsi
identiti sebagai penderma darah. Dalam erti kata lain, identiti sebagai penderma darah
mempunyai gambaran imej yang positif. Perkara ini mungkin disebabkan andaian
masyarakat umum bahawa pendermaan darah merupakan salah satu daripada tindakan
yang sinonim dengan aktiviti berkebajikan (Guarnaccia et al. 2015). Sebagai penderma
darah, kumpulan ini berpandangan bahawa mereka istimewa dari segi imej sosial yang
positif, berbanding dengan individu bukan penderma darah. Persepsi rasa istimewa ini
dilihat mendorong penderma darah untuk berada dalam kumpulan yang sama di mana
mereka sebagai satu kumpulan memperkukuhkan imej sebagai penderma darah. Kumpulan
ini dilihat memperkukuhkan identiti sebagai satu kumpulan penderma darah dengan
berinteraksi dan informan berkongsi pengalaman dan mengajak individu lain untuk
menderma darah. Setara dengan andaian dalam Teori Pengkategorian Diri (Turner et al.
(1987), dalam keadaan tertentu yang dianggap signifikan kepada seseorang, individu akan
meletakkan dirinya dalam kumpulan dengan ciri-ciri yang dianggap mempunyai persamaan
dengannya. Keadaan yang meletakkan diri sebagai satu kumpulan bertujuan membezakan
mereka dengan kumpulan lain. Ia turut berkaitan dengan imej dan peranan yang dimainkan
oleh penderma darah dalam masyarakat. Hasil kajian ini didapati setara dengan dapatan
kajian terdahulu pada identiti penderma darah merupakan faktor pendorong untuk
menderma darah pada masa akan datang (Sinclair et al. 2010).
Dalam konteks
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pendermaan darah, penderma darah berpandangan bahawa dirinya adalah berbeza dengan
individu bukan penderma darah melalui imej sosial yang positif di mata individu lain.
Manakala aspek identiti kita pula merujuk keadaan di mana penderma darah
meletakkan dirinya dan penderma darah lain sebagai satu kumpulan yang membezakan
mereka dengan individu selain penderma darah. Dalam konteks ini, penderma darah melihat
kumpulan dengan individu yang mempunyai sama ciri. Persamaan ciri ini memperkukuhkan
peranan sebagai penderma darah. Ia dapat dilihat melalui tindakan penderma darah yang
berkongsi pengalaman dengan penderma darah lain. Melalui tindakan berkenaan,
pengukuhan peranan dan persamaan matlamat sebagai penderma darah dapat membantu
untuk mendorong individu agar terus menderma darah.

KESIMPULAN
Secara keseluruhan, kajian ini memberikan pemahaman yang dapat menjelaskan identiti diri
sebagai penderma darah sebagai salah satu daripada aspek pendorong untuk meneruskan
aktiviti berkenaan secara konsisten. Dapatan dalam kajian ini mencadangkan bahawa
kempen dan promosi pengekalan tindakan menderma darah dalam kalangan penderma
darah sedia ada perlu mengukuhkan rasa dihargai dalam diri penderma darah. Penderma
darah perlu diingatkan melalui risalah mahupun paparan pada papan rentang bahawa
tindakan mereka yang menderma darah secara sukarela banyak memberikan manfaat
kepada pihak pengurusan bekalan darah. Selain itu, program yang mengukuhkan identiti
berkumpulan juga perlu dipertimbangkan. Ini adalah kerana dapatan ini menunjukkan
bahawa persamaan ciri dan pengalaman dalam aktiviti kesukarelawan yang sama dapat
mengukuhkan persamaan idealogi mengenai peranan yang dimainkan oleh penderma darah
kepada masyarakat. Dapatan kajian ini secara keseluruhan berupaya memberikan
pemahaman bahawa kejekeletan terhadap material dan berada dalam kumpulan individu
yang sama adalah penting untuk mengekalkan penglibatan seseorang dalam aktiviti
menderma darah. Bagi kajian akan datang, pengkaji mencadangkan agar program-program
yang dapat mengukuhkan identiti penderma darah dikenalpasti bagi membolehkan aspek
berkenaan diaplikasikan dalam program pengukuhan identiti penderma darah.

PENGHARGAAN
Kajian ini telah menggunakan peruntukan daripada Dana Penyelidik Muda Universiti
Kebangsaan Malaysia (GGPM 2013-013) yang diketuai oleh Dr Chong Sheau Tsuey, Fakulti
Sains Sosial dan Kemasyarakatan, Universiti Kebangsaan Malaysia (UKM) Bangi, Selangor
Darul Ehsan. Pengumpulan data kajian ini telah mendapat kebenaran etika penyelidikan
bertulis daripada Kementerian Kesihatan Malaysia (No. Kebenaran: NMRR 12-863-13361).
Penghargaan terima kasih ditujukan kepada pihak Pusat Darah Negara, Kuala Lumpur serta
informan kajian dan individu yang terlibat sama ada secara langsung atau tidak langsung
dalam kajian ini.

RUJUKAN
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Donor Population 1. American journal of sociology, 105(6), 1633-1657.
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blood donation intentions and behavior among Australian blood donors: testing an
extended theory of planned behavior model. Transfusion, 49(2), 320-329.
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Planned behavior: A metaanalysis. Journal of Applied Social Psychology, 40(5),
1085-1105.
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(2006). A randomized trial of blood donor recruitment strategies. Transfusion, 46(7),
1090-1096.
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shapes the working self-concept. Journal Of Experimental Social Psychology, 55,
271-277.
Sinclair, K. S., Campbell, T. S., Carey, P. M., Langevin, E., Bowser, B., & France, C. R.
(2010). An adapted postdonation motivational interview enhances blood donor
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Transfusion, 50(8), 1778-1786.
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Rediscovering the social group: A self-categorization theory. Basil Blackwell.

286

EXAMINING EMOTIONAL INTELLIGENCE OF

FIRST SEMESTER STUDENTS ACROSS DISCIPLINES
Maizatul Akmal Mohd Mohzan1
Hanani Ahmad Zubir2
Academy of Language Studies,1,2
Permatang Pauh, Pulau Pinang, Malaysia.
maizatul.akmal@ppinang.uitm.edu.my
hanani.az@ppinang.uitm.edu.my
Abstract
Numerous research studies have established the role of Emotional Intelligence (EQ) in
determining personal, academic and career success. In the world of academe, possessing
EQ provides students the ability to handle both academic and peer pressure, stay motivated
and maintain good relationship between friends and lecturers. Possessing EQ is especially
beneficial for undergraduates who are going to embark into professions that require them to
have high degree of interpersonal skills and work well under pressure. This study therefore
attempts to measure the level of EQ among first semester students across 3 disciplines;
Engineering, Health Sciences and Tourism and Hotel Management. A self-report
questionnaire is used to collect the data and descriptive analysis is carried out to analyze
the results. The findings of this study hold important implications for educators as well as
university administrators.
Keywords: emotional intelligence

INTRODUCTION
Being successful is commonly associated with being smart. In order to be successfully
enrolled into a university programme or offered a job position at most companies, one is
normally required to possess a certain level of qualification that is typically measured by
intelligence. In other words, being smart is one of the main criteria that university
administrators and employers look for in recruiting their students or future personnel.
However, it is a common scenario to see successful applicants, may it be students or
employees, fail to perform their duties when confronted with demands and pressures of
tertiary education and the working world. Questions may then arise to know why, despite
having the same entry qualifications, that some are able to cope effectively while others
struggle to survive.
According Daniel Goleman, the author of bestselling book Emotional Intelligence:
Why It Can Matter More Than IQ, only 20 per cent of a persons success can be attributed to
IQ. Many research findings have also found that IQ alone is not a major predictor of
academic and careers success. There are many contributing factors that help to produce
successful students, employees, employers and administrators. Some of these factors are
level of education, types of personalities, socioeconomic status and gender to name a few.
Another factor that is getting much attention in examining what makes a person successful
both in academic and at work is the ability to be emotionally intelligent. Emotional
Intelligence, or commonly referred to as EQ, is the capacity for recognizing our own feelings
and those of others for motivating ourselves, and for managing emotions well in ourselves
and in our relationships (Goleman, 1998). Contrary to traditional belief that IQ as a main
determinant of success, Goleman argues that EQ is a stronger predictor of human success.

287

A growing body of literature exploring the role of EQ in leadership and at workplace

reveals just how important it is to possess this non-cognitive skill. The ability to be
emotionally intelligent is deemed more crucial in areas that require one to work with people
of diverse cultures and abilities. In fact, innumerable research have been carried out to
examine the role of EQ in service-based industries such as hotel, restaurants and health
care centers. Apart from that, researchers are also conducting studies to know how EQ
among employers and administrators affect organizational effectiveness.
PROBLEM STATEMENT
Due to the much proclaimed notions that EQ contributes to academic and job success, it is
insightful to measure students level of EQ across disciplines i.e. engineering, health
sciences, and hotel and tourism management. Students enrolling in these courses are future
workers who are likely to serve in service-based industries as employees, employers or
administrators. Gauging these students EQ allows the lecturers to be aware of how
emotionally intelligent their students are. This information may prompt the lecturers to think
of ways to inculcate and further enhance the students emotional awareness and strength to
face both their academic and future work endeavor.
LITERATURE REVIEW
2.1 Role of EQ in Engineering Field.
Engineering field was once viewed as a technical field that requires high intelligence and
technical skills. Often times engineering students were viewed as socially inept genius who
have trouble communicating with others (Yurtseven, 2002). In this new era of globalization,
this traditional image has got to change. Todays modern engineers should be viewed as
professionals who are both highly educated in the subject matter as well as confident and
articulate team players.
In ensuring this to happen, elements of EQ have been incorporated into the
engineering curriculum. Reimer (2004) asserted that integrating EQ skills in engineering
education will help produce future engineers who are able to communicate well, become
competent team players, are reflective and empathic practitioners of engineering. He cited
the work Sunindijo, Hadikusumo, Ogunlana (2007) who conducted a study on effective
leadership skills among project managers and engineers. The study showed that project
managers and engineers who possess higher EQ communicate more openly and are
proactive leaders. The ability to think ahead and prepare preventive course of actions for
anticipated future problems are indeed crucial among engineers.
A number of suggestions have been made in order to produce engineers with
heightened EQ. One of it is through the incorporation of humanities subjects into the
education of future engineers. Rojter (2004) asserted that skills and knowledge of human
affairs is integral to engineering practice. This is because humanities knowledge helps to
mould reflective engineers who are sensitive to the needs of individuals and society at large.

2.2 Role of EQ in Healthcare Industry

Healthcare industry is one of the many industries that places EQ as the core aspect that is
needed by its practitioners. Starting from the top management of executives and managers
to doctors, nurses and other health personnel, EQ is deemed pivotal in not only serving
288

clients and patients, but also in ensuring the overall effectiveness of the organization itself.
Volumes of research have been conducted to examine the relationship between EQ and job
performance in healthcare.
In examining EQ skills and their role in maintaining social networks in healthcare
organizations, Freshman & Rubino (2004) stated that EQ serves as a framework to develop
crucial competencies (i.e motivating people and communicating ideas, handling negotiations
and managing conflicts) among managers and leaders in healthcare administration.
Freshman & Rubino (2002) further postulated that it is of paramount importance for present
healthcare professionals to engage in strategic collaboration with their counterparts from
other healthcare organizations in order to thrive in this current volatile marketplace. In doing
this, healthcare executives must be able to identify their personal strength and attributes that
will ultimately dictate ones course of actions and decision making. This ability to assess self
emotion and inner strength is one of the sub-skills of EQ.
Other than executives and leaders in healthcare industry, other healthcare
practitioners such as nurses are found to benefit from EQ skills as well. Gorgens-Ekermans
& Brand (2012) findings suggest that nurses with enhanced EQ are better able to address
burnout when experiencing chronic stress. They also proposed the incorporation of EQ
developmental intervention into nursing curricula in order to equip future nurses with
emotional coping resources and improved social skills. Additionally, research finding also
shows that nurses with high level of emotional intelligence are better able to make ethical
decisions concerning patients which is very crucial in nursings line of work (Deshpande &
Joseph, 2008). Noting the increased importance of EQ among nurses, Smith, ProfettoMcGrath, Cummings (2009) suggest that EQ skills to be taught to student nurse as the skills
can facilitate the transition from learning to actual nursing practice and will benefit the longterm occupational health of nurses.
Other than that, Romanelli, Cain & Smith (2006) claimed that as one of the
practitioners in the healthcare field, pharmacists also benefit from heightened EQ skills. In
their word, a specific example from pharmacy practice might involve recognition that
adherence to treatment regimens can be improved not only with attention to a patient's
technical needs but also to emotional requirements in fulfilling their therapeutic covenant
(p.5). This patient-pharmacist relationship may be effectively developed by emotionally
intelligent practitioners in the pursuit to provide high quality patient care.
2.3 Role of EQ in Hospitality Industries
Hospitality industry is known for its requirement for high emotional labour from its
practitioners. Emotional labour requires one to have a good sense of emotional awareness
of self and others in delivering services and fulfilling job requirements. Research has shown
that EQ is one of the predictors of emotional labour, burnout and job satisfaction in the
hospitality industry (Lee & Ok, 2012). When service-based personnel is able to appropriately
display required emotions at work, they experience less burnout and are more satisfied with
their jobs. This is because emotionally intelligent employees are able to resolve conflicts that
stem out of felt and expressed emotions due to their ability to align their true emotions with
positive emotional display.
Chu et al. (2012) found that hospitality employees who generally have positive
emotions are inclined to experience less conflict between experienced emotions and
emotions expressed to conform to display rules. The EQ concept articulates this ability to
have positive feelings and be optimistic as optimism. Service-based workers who can
exercise optimism in their line of work are more genuine in delivering their service to
customers, which in turn, result in a greater job satisfaction.
289

In a study to examine how EQ can improve management performance among

restaurant general managers, Langhorn (2004) found that the respondents perform better as
general managers when they possess skills of emotional intelligence (i.e emotional selfawareness, interpersonal relationships, social responsibility, optimism, empathy). Significant
relationships were found between the subscales of EQ and the restaurant general
managers ability to produce team satisfaction, provide customer satisfaction and boost
companys profit performance.
In the effort to equip employees in the service sector with EQ competencies, many
hotel and restaurant chains and other hospitality firms are ensuring their employees to
undergo training programs. Such programs may cater to train employees to deal with difficult
customers (Chu et al., 2012) and get involved in perspective-taking techniques to promote
empathy. Furthermore, it has been a practice among many hospitality firms to screen their
future employees for EQ competency. According to Spencer (as cited in Lee and Ok, 2012),
LOreals sales associates who underwent screening for EQ sold $90,000 more as compared
to those who did not go through the EQ screening. Additionally, the company also recorded
63% less turnover rate during the first year of the employment of those screened associates.

METHODOLOGY
In collecting data for this study, a self-report questionnaire was utilized. The questionnaire
consists of 2 Sections. Section A requires participants to provide background information
such as gender, age and program while Section B attempts to measure students level of
Emotional Intelligence. This section was taken from the version adapted by Wong & Law
(2002) which consists of four (4) domains which are Self-Emotion Appraisal, Others Emotion
Appraisal, Use of Emotion and Regulation of Emotion. Respondents were required to
respond to the items which employed a 7-point Likert scale in which they have to rate their
responses ranging from 1 which indicated Strongly Disagree to 7 which indicated Strongly
Agree. In this study, respondents responses with a mean score of 0.00 to 2.99 are
considered as Low, 3.00 to 4.99 are considered as Moderate while responses with a mean
score of 5.00 to 7.00 are considered as High.
There are 16 items in Section B and it employs a self-report measure. The responses
gathered from Section B provide the level of the students emotional intelligence. All the data
collected were analyzed using SPSS software. Descriptive statistics analysis was carried out
to measure the respondents level of EQ according to the four domains of EQ.

290

FINDINGS AND DISCUSSION

4.1 Level of EQ according to Programmes
Table 4.1 : Descriptive Analysis of Level of Emotional Intelligence
Std.
Faculty
Mean
N
Deviation
Engineering

5.0146

30

.77154

Health Sciences

5.0958

30

.73891

Hotel
&
Tourism 5.0625
Management

30

.70520

Total

90

.73147

5.0576

The results of this survey indicate that the respondents level of emotional intelligence is
slightly on the High side with mean scores of more than 5.0. Health Sciences students are
found to have the highest level of EQ (M=5.0625, SD=0.73891) followed by Hotel and
Tourism students (M=5.0625, SD=0.70520) and Engineering students (M=5.0146,
SD=0.77154). Overall, the respondents level of EQ from all the 3 programmes are found to
be high (M=5.0576, SD=0.73147).
4.2 Level of EQ domains according to programmes
Table 4.2 : Level of EQ Domains according to Programmes
EQ Domains
SelfOthers
Understandi Regulation
Emotion Emotion ng
of of
Appraisal Appraisal Emotion
Emotion

Faculty

Engineering

Mean
Std. Deviation

5.1000
.76733

4.6917
.97088

5.1667
.93618

5.1000
.97291

Health Sciences Mean

Std. Deviation

5.0333
1.17395

5.1083
.85773

5.2167
.90909

5.0250
1.01359

Hotel & Tourism Mean

Management
Std. Deviation

5.3583
.91134

4.8583
.75909

4.9083
.94796

5.1250
.90913

Total

5.1639
.96509

4.8861
.87423

5.0972
.93067

5.0833
.95620

Mean
Std. Deviation

Table 4.2 presents the mean scores of the four domains of emotional intelligence
investigated among the respondents from the three programmes. Firstly, the findings show
that the respondents from all three programmes scored High for Self-Emotion Appraisal
(M=5.1639, SD=0.96509), Understanding of Emotion (M=5.0972, SD=0.93067) and
Regulation of Emotion (M=5.0833, SD=0.95620). The respondents however were found to
have a moderate level of EQ in the domain of Others Emotion Appraisal (M=4.8861,
SD=0.87423)
Respondents from Health Science programmes reported to have high level of EQ in
all the four domains measured (Self-Emotion Appraisal - M=5.0333, SD= 1.1739, Others
291

Emotion Appraisal M=5.1083, SD=0.8577, Understanding of Emotion - M=5.2167,

SD=0.90909, Regulation of Emotion M=5.0250, SD=1.01359).
Respondents from Engineering programmes were found to have high level of EQ in
three domains (Self-Emotion Appraisal M=5.1000, SD=0.76733, Understanding of Emotion
M=5.166, SD-0.93618, Regulation of Emotion M=5.1000, SD=0.97291) and moderate EQ
level in the domain of Others Emotion Appraisal (M=4.6917, SD=0.97088).
The findings also show that the respondents from Hotel and Tourism Management
programmes possess high level of EQ in two domains (Self-Emotion Appraisal M=5.3583,
SD=0.91134 and Regulation of Emotion M=5.1250, SD=0.90913) and moderate level of
EQ in the other two domains (Others Emotion Appraisal (M=4.8583, SD=0.75909),
Understanding of Emotion - M=4.9083, SD=0.94796).
The findings from Table 4.2 indicate that the respondents are highly aware of their
own emotions and feelings and they understand that emotions can evolve depending on
situations. On top of that, they can anticipate what emotion is likely to transpire under certain
circumstances. However, it was observed that the respondents have less awareness of
others emotions (except for Health Science) as compared to the awareness of their own
emotions. It was also found that respondents from all three programmes have high ability to
regulate their emotions. This domain is the most advanced of all the four abilities that make
an emotionally intelligent individual. According to Mayer and Salovey (1997), having the
ability to regulate emotions allows individuals to accept and handle both pleasant and
unpleasant feelings. This ability is crucial in living a students life where one has to cope with
occasional failures and disturbing experiences as well as the pressure to perform
academically (Pfeiffer, 2001).
CONCLUSION
Based on the findings, it can be concluded that the first semester students across three
different programmes investigated in this survey have high level of EQ. Since the
respondents are future employees who will embark into professions in the service-based
industries, having EQ skills will help them to manage personal and work stressors that
commonly affect workers in this line of work.
It is worth to note that majority of the respondents reported to have lower ability to
understand how others feel as compared to understanding their own emotions. Lecturers
and universities administrators should acknowledge this shortcoming by making efforts to
develop this skill among the students. This can be done by designing syllabus that
incorporates role-playing and perspective-taking in lessons and assessments.
Understanding other peoples feelings and emotions is an interpersonal skill that is crucial in
developing team work and effective communication in working environment. It helps
employees to manage conflict and boost workplace performance (Sy, Tram & O'Hara, 2006).

292

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PENGARUH LOKUS KAWALAN,SOKONGAN SOSIAL DAN PENGHARGAAN KENDIRI

TERHADAP KESUNYIAN PELAJAR LUAR BANDAR DALAM INSTITUSI PENGAJIAN
TINGGI
Zaiton Mohamad
Universiti Malaysia Sabah
Balan Rathakrishnan (PhD)
Universiti Malaysia Sabah
Getrude C.Ah Gang (PhD)
Universiti Malaysia Sabah
Nazmi Loh
Kementerian Pelajaran Malaysia
Abstrak
Tujuan utama kajian ini adalah untuk mengkaji pengaruh lokus kawalan, sokongan sosial
dan penghargaan kendiri terhadap kesunyian pelajar dari kawasan luar bandar yang berada
di universiti. Jumlah responden yang terlibat ialah seramai 562 orang pelajar tahun pertama
yang berada di kampus dan mengikuti pembelajaran secara sepenuh masa dengan min
umur 20.26 tahun. Kajian adalah berbentuk tinjauan dengan menggunakan soal selidik
skala lokus kawalan tingkahlaku (Locus of Control of Behaviour Scale), Multidimensi
Sokongan Sosial (Multidimensional Of Perceived Social Support), Skala Kesunyian UCLA
(UCLA Loneliness Scale) dan Rossenberg Self Esteem Scales untuk mengukur lokus
kawalan, sokongan sosial, kesunyian dan penghargaan kendiri. Analisis data dibuat
menggunakan perisian Statistical Package For Social Sciences (SPSS) versi ke 21.
Keputusan kajian menunjukkan terdapat pengaruh yang signifikan bagi lokus kawalan
tingkah laku, sokongan sosial dan penghargaan kendiri terhadap varians kesunyian. Namun
lokus kawalan luar dan sokongan sosial keluarga tidak memberi pengaruh kepada
kesunyian.
Kata kunci :, Lokus kawalan, sokongan sosial, penghargaan kendiri dan kesunyian dalam
kalangan pelajar
Abstract.
The purpose of this study to investigate the influence of locus of control, the social support
and self esteem of loneliness. A total of 562 freshman students at Universiti Malaysia Sabah
with mean ages 20.26 years filled in the questionnaire of Locus of Control of Behaviour
Scale, Multidimensional Of Perceived Social Support, Rossenberg Self Esteem Scale and
the UCLA Loneliness Scale to measure locus of control, social support, self esteem and
loneliness. The data were analyzed by using Statistical Package for Social Sciences (SPSS)
version 21. The results showed that locus of control, social support and self esteem had an
influences for loneliness. Although external locus of control and family social support are not
influences to loneliness among suburban first year students.
Keywords: locus of control, social support, self esteem and loneliness among first year
students
PENDAHULUAN

295

Kesedaran untuk mendapatkan pendidikan tinggi di kalangan pelajar telah memberikan

kesan yang besar kepada peningkatan bilangan pelajar di Institusi Pengajian Tinggi. Di
Malaysia sahaja terdapat 20 buah Institusi Pengajian Tinggi Awam dan hampir 400 buah
Institusi Pengajian Tinggi Swasta (https://jpt.mohe.gov.my/).Keadaan ini telah memberi
peluang dan ruang kepada lepasan sekolah sama ada dari bandar mahupun luar bandar
untuk melanjutkan pengajian di peringkat tertinggi dan seterusnya dapat membantu kerajaan
dalam usaha melahirkan modal insan yang berkualiti tinggi.Namun demikian, tidak semua
pelajar yang menerima tawaran untuk melanjutkan pengajian di Institusi Pengajian Tinggi
dapat menamatkan pengajian mereka. Kegagalan dalam menamatkan pengajian mereka
akan menyebabkan kerugian yang amat besar dalam usaha kerajaan untuk melahirkan
modal insan yang berkualiti. Keciciran para pelajar di peringkat IPT adalah berpunca dari
pelbagai masalah antaranya ialah;kewangan, gagal dalam peperiksaan, kematian kerana
kemalangan atau disebabkan oleh penyakit kronik dan sebagainya.Namun begitu, terdapat
juga masalah yang berpunca daripada pelajar tersendiri yang sehinggakan kini menjadi
punca keciciran di peringkat pengajian tinggi iaitu ketidakupayaan dalam membuat adaptasi
di universiti yang menimbulkan masalah kesunyian yang memberi implikasi yang besar
semasa di universiti (Bitz, 2014).
Isu kesunyian dalam kalangan pelajar universiti sebenarnya masih kurang
diketengahkan walaupun kajian mengenainya telah dijalankan semenjak tahun 1980-an
(Cheng dan Furham, 2002). Kekurangan kajian terhadap permasalahan kesunyian dalam
kalangan pelajar telah memberi peningkatan kepada angka pelajar kolej yang mendapatkan
perkhidmatan kaunseling yang berkaitan dengan kesunyian. Sebagai contohnya pada tahun
1982 hingga 1992 pelajar yang mengalami masalah kesunyian hanya 7822 orang dan telah
meningkat kepada 13257 orang pada tahun 1996 hingga 2001 (Benton, Roberston, Tseng,
Newton dan Benton, 2003). Selain daripada itu kajian dalam masalah kesunyian masih
belum meluas dalam konteks budaya pelajar tempatan (Siti Nor Yaacob, Rumaya Juhari,
Mansor Abu Talib dan Ikechukwu Uba, 2009). Menurut kajian Bitz (2014) mendapati
semenjak tahun 2007 hingga 2008 hanya 66 peratus sahaja pelajar yang meneruskan
pengajian ke semester seterusnya kerana mengalami kesunyian dan sukar membuat
penyesuaian diri sehingga ramai yang mengalami masalah psikologi dan terdapat nisbah 1:
3 akan berhenti daripada meneruskan pengajian. Manakala menurut kajian Mohamad
Hashim Othman (2006) hampir 73 peratus pelajar yang mendapatkan khidmat bimbingan
daripada Pusat Pembangunan Pelajar mempunyai masalah penyesuaian diri dan
berkecenderungan menghadapi kesunyian. Bahkan menurut data (2013, 2014) daripada
Bahagian Bimbingan dan Kaunseling Universiti Malaysia Sabah hampir 80 peratus pelajar
yang mendapatkan khidmat bimbingan kaunseling adalah dalam kalangan pelajar tahun
pertama yang mengalami kesukaran membuat adaptasi dan mengalami pelbagai masalah
yang berkecenderungan mengalami kesunyian.
Menurut Kadison dan DiGeronimo (2004) telah menganggarkan pelajar kolej
mempunyai 50-50 peluang untuk mendapat simptom kesunyian sepanjang berada di kolej.
Keadaan tersebut bertepatan dengan kajian yang dilakukan oleh Wiseman, Gutttfreund dan
Lurie (1995) yang mendapati ramai pelajar kolej mengalami pengalaman kesunyian dan
hampir 25.7 peratus pelajar lelaki di kolej mengalami kesunyian berbanding pelajar kolej di
kalangan wanita yang hanya 16.7 peratus ( Knox, Vail-Smith dan Zusman, 2007).
Secara umumnya pelajar universiti yang baharu merupakan individu yang mula
memasuki zaman peralihan remaja ke alam dewasa. Individu yang berada dalam lingkungan
usia 18 hingga 25 tahun merupakan remaja akhir dan akan memasuki alam awal
dewasa.Dalam tempoh usia tersebut golongan berkenaan akan berada dalam usaha
penerokaan identiti. Dalam proses ini, seseorang individu dalam lingkungan umur ini boleh
mengambil banyak peranan dalam kehidupan seharian sebagai contohnya, melanjutkan
pelajaran di universiti, mendapatkan pekerjaan sepenuh masa dan bekerja untuk keluarga
296

mereka (Hamilton dan Hamilton, 2006; Arnett, 2000). Oleh sebab itu, apabila mendapat
tawaran ke universiti mereka akan melalui sesuatu yang baharu dan di luar kebiasaan yang
boleh mencabar keupayaan individu itu sendiri.Hal ini disebabkan mereka memerlukan
kepada penerimaan, keselesaan, dan rangkaian sokongan sosial (Beck, Taylor dan
Robbins, 2003; Blimling dan Miltenberg, 1981). Keadaan ini telah menimbulkan kesukaran
dalam hidup kerana perlu memulakan sesuatu yang baharu dalam kehidupan mereka
seperti mengubah corak untuk beraktiviti, corak berfikir, corak perhubungan dan sebagainya.
Kesukaran dalam membuat penyesuaian dengan persekitaran yang baru telah memberikan
tekanan dan masalah psikologi dan akhirnya boleh menyebabkan seseorang pelajar
tersebut mengalami kesunyian .
Kesunyian merupakan satu keadaan yang tidak disukai oleh semua orang dan amat
menyakitkan emosi. Bagi seseorang pelajar di Institusi Pengajian Tinggi kesunyian
merupakan satu keadaan yang sukar dan merupakan fenomena yang sering berlaku kepada
semua pelajar. Namun begitu terdapat individu berjaya melaluinya dalam tempoh yang
singkat, walau bagaimanapun, terdapat juga yang menghadapinya dalam kepayahan. Oleh
itu, dalam menghadapi situasi yang serba baru di kampus seseorang pelajar memerlukan
beberapa elemen yang penting antaranya lokus kawalan sama ada dalaman atau luaran
yang tinggi dalam diri dan sokongan sosial. Banyak kajian yang telah dijalankan untuk
mengkaji lokus kawalan dalam kalangan manusia yang terdiri daripada golongan kanakkanak, remaja, dewasa dan orang tua. Namun kajian yang dijalankan adalah dalam pelbagai
bidang dan masih terdapat kekurangan kajian mengenai remaja akhir iaitu dalam kalangan
pelajar universiti.
Lokus kawalan merupakan keupayaan individu untuk mengawal keupayaan diri
sendiri dalam mencapai apa yang diimpikannya. Dalam kajian ini lokus kawalan terbahagi
kepada dua elemen iaitu lokus kawalan dalam dan lokus kawalan luaran. Individu yang
memiliki lokus kawalan dalam dilihat lebih bertanggungjawab terhadap apa yang berlaku
kepada dirinya (Arogundade, 2013; Cynthia Leung, 2001). Dalam hal ini menunjukkan
keupayaan diri sendiri lebih mendorong untuk memperolehi kejayaan ataupun kegagalan.
Manakala bagi lokus kawalan luaran dilihat kurang bertanggungjawab dan kurang
berkeupayaan dalam menentukan kejayaan dalam hidup sendiri sebaliknya memerlukan
dorongan dari luar seperti peneguhan daripada orang lain, mengharapkan hadiah, pujian
dan kebergantungan nasib kepada orang-orang dalam persekitarannya (Estrada, Lisi,
Dupoux, Errol, Wolman dan Clara, 2006) . Namun begitu ada juga yang mengatakan keduaduanya penting dalam kehidupan manusia (Slavin, 2005). Malahan ada juga pengkaji yang
mengatakan lokus kawalan luaran lebih penting dalam kehidupan (Arslan, Hamarta, Ozyesil
dan Saygin, 2011).
Namun, dalam kajian di peringkat pelajar universiti ini, lokus kawalan diri merupakan
kebertanggungjawaban diri dan keupayaan mereka dalam mengharungi kesukaran dan
masalah-masalah dalam proses pembelajaran. Kesukaran tersebut merangkumi proses
untuk memulakan hidup di kampus, menjalinkan hubungan dan sebagainya yang berkaitan
dengan adapatasi, adakah mereka mampu melalui persekitaran yang baru dengan selesa
ataupun mengalami kesunyian. Keadaan ini disebabkan kekurangan dalam lokus kawalan
dalaman dikatakan berpotensi untuk menyebabkan pelbagai masalah psikologi yang lain
seperti sukar berhubung dengan orang lain, mengalami tekanan, murung dan mengalami
kesunyian.
Kesunyian juga sering kali dikaitkan dengan kekurangan dalam perhubungan sosial.
Melalui perhubungan sosial seseorang individu akan mendapat sokongan sosial. Sokongan
sosial adalah bantuan dari segi emosi, kewangan, bimbingan, persekitaran dan sebagainya
daripada orang-orang terdekat dan dipercayai (Smith dan Zhang, 2009). Kekurangan dalam
menerima sokongan sosial akan mempengaruhi gaya hidup mereka ke arah yang lebih
menyendiri dan mengalami kesunyian. Hal ini disebabkan sokongan sosial amat diperlukan
297

dalam proses pembelajaran di kampus (Smith dan Zhang, 2009). Terdapat pelbagai
pendapat yang dinyatakan oleh pengkaji terdahulu mengenai kepentingan sokongan sosial
dalam kehidupan seorang pelajar sama ada sokongan sosial daripada keluarga atau teman
istimewa ataupun rakan-rakan dalam pembelajaran mampu mengurangkan masalah
kesunyian di sesuatu tempat yang baru diduduki (Sheets, Raymond, Jonathan, 2009;
zdemir dan Tuncay, 2008; Bernardon et al, 2011). Percanggahan pendapat ini telah
menimbulkan minat kepada pengkaji untuk menjalankan kajian sama ada terdapat pengaruh
antara sokongan sosial daripada teman biasa, teman istimewa dan keluarga dengan
kesunyian semasa belajar di kampus. Oleh sebab itu, Perlman dan Peplau (1982) telah
mendefinisikan kesunyian sebagai sesuatu pengalaman yang tidak menyenangkan, yang
berlaku apabila rangkaian hubungan sosial adalah berkurangan dalam beberapa cara yang
penting, sama ada secara kuantitatif atau kualitatif.
Kesunyian juga sering kali dikaitkan dengan kekurangan dalam penghargaan kendiri.
Penghargaan kendiri menurut Branden (1969), adalah jumlah keyakinan diri (perasaan
kapasiti peribadi) dan maruah diri (rasa bernilai peribadi). Ia wujud sebagai akibat
penghakiman yang tersirat bahawa setiap orang mempunyai keupayaan untuk menghadapi
cabaran hidup, untuk memahami dan menyelesaikan masalah dan hak mereka untuk
mencapai kebahagiaan. Menurut Rosenberg (1979), individu yang tinggi penghargaan
kendiri akan menghormati dirinya dan menganggapkan dirinya sebagai individu yang
berguna. Manakala individu yang rendah penghargaan kendiri pula tidak dapat menerima
dirinya dan menganggapkan dirinya tidak berguna dan serba kekurangan. Dengan kata lain,
penghargaan kendiri dikatakan sebagai sikap yang positif ataupun negatif dalam menilai diri
sendiri (Azizi dan Jaafar, 2006). Oleh sebab itu penghargaan kendiri adalah mustahak
kerana elemen tersebut memainkan peranan dalam membantu individu menyesuaikan diri
dengan kehendak persekitaran serta memperkembangkan tingkah laku yang diterima oleh
masyarakat dan rakan-rakan.
Pemilikan penghargaan kendiri yang tinggi amat penting untuk membolehkan
seseorang individu berasa megah dan bangga dengan pencapaian dan kebolehan mereka.
Secara tidak langsung penghargaan kendiri mampu menggalakkan mereka menemui
cabaran baru dan mempercayai ciri-ciri diri mereka sendiri. Selain daripada itu, penghargaan
kendiri membolehkan mereka menghormati diri sendiri walaupun ketika mereka membuat
kesilapan (Siti Nor Yaacob, Rumaya Juhari, Mansor Abu Talib dan Ikechukwu Uba ,2009 ).
Namun begitu ada juga segelintir pendapat yang menjelaskan bahawa penghargaan kendiri
kurang penting dalam diri seseorang malah ada elemen lain yang lebih dominan untuk
menjadikan seseorang lebih berkeyakinan dalam hidup mereka (Waaktar dan Torgersan,
2010). Oleh kerana terdapat perbezaan pendapat tersebut maka pengkaji ingin mengetahui
adakah penghargaan kendiri memberi pengaruh kepada kesunyian pelajar di Institusi
Pengajian Tinggi Negara?.
Menurut De Jong Gierveld (1987, 2006) kesunyian adalah keadaan pengalaman
yang dialami oleh individu di mana terdapat kekurangan yang tidak menyenangkan atau
tidak boleh diterima dari (kualiti) hubungan tertentu (Arslan et al, 2010). Hal ini termasuk
situasi, di mana bilangan hubungan yang sedia ada adalah lebih kecil daripada yang
dianggap wajar atau boleh diterima dan keintiman seseorang yang diingini tidak diperolehi.
Oleh sebab itu, kesunyian adalah subjektif kerana ia bergantung kepada penilaian
seseorang terhadap kualiti dan kuantiti dalam perhubungan yang setara dan merupakan
permasalahan sejagat dalam semua peringkat usia (McPherson, Smith-Lovin, and
Brashears, 2006; Dykstra, 2009; Arslan et al, 2011).

OBJEKTIF KAJIAN
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Memandangkan lokus kawalan, sokongan sosial dan penghargaan kendiri adalah penting
bagi seseorang pelajar di kampus, maka pengkaji ingin mengkaji perkara-perkara berikut:
a. Mengkaji dan mengenalpasti sama ada faktor lokus kawalan dalaman dan luaran pelajar
mempunyai pengaruh kepada kesunyian pelajar di kampus.
b. Mengkaji dan mengenalpasti sama ada faktor sokongan sosial teman dan keluarga
mempunyai pengaruh kepada kesunyian pelajar di kampus.
c. Mengkaji dan mengenalpasti sama ada faktor penghargaan kendiri memberi pengaruh
kepada kesunyian pelajar luar bandar di kampus.

METODOLOGI
Rekabentuk Kajian
Kajian ini adalah merupakan kajian yang menggunakan kaedah tinjauan dengan
menggunakan kaedah soal selidik dan hanya diambil dalam satu masa tertentu sahaja. Data
ini merupakan data kajian kepada kajian sebenar yang dijalankan di dalam Universiti
Malaysia Sabah dengan menggunakan soal selidik skala Lokus Kawalan Tingkah Laku yang
dibina oleh Craig,A.R.,Franklin, J.A., dan Andres, G.(1984), Multidimensi Sokongan Sosial
(Zimet, Dahlem, Zimet dan Farley,1988) ), alat kajian Penghargaan Kendiri yang dibina oleh
Morris Rossenberg (1965) dan juga Skala Kesunyian UCLA (Russel,1996). Nilai
kebolehpercayaan bagi alat kajian Skala Kesunyian UCLA menurut Alpha Cronbach ialah
.958. Manakala kebolehpercayaan alat kajian Multidimensi Sokongan Sosial secara
umumnya menurut Alpha Cronbach ialah .945 (Skala bagi konstruk teman : .978, Keluarga:
.748).
Bagi nilai kebolehpercayaan alat kajian Skala Lokus Kawalan Tingkahlaku secara
umumnya, menurut Alpha Cronbach ialah .516 namun begitu, kebolehpercayaan konstruk
lokus kawalan dalaman ialah .877 dan .813 bagi lokus kawalan luaran. Manakala
kebolehpercayaan alat kajian Penghargaan Kendiri pula ialah .689.
Sampel dan Tempat Kajian
Sampel kajian ini terdiri daripada pelajar tahun pertama yang baru memulakan pengajian di
sebuah Institusi Pengajian Tinggi Awam tempatan di Sabah. Seramai 562 orang pelajar luar
bandar yang mengalami kesunyian telah dipilih.
Prosedur Kajian
Dalam kajian ini satu set borang soal selidik yang merangkumi empat bahagian digunakan.
Bahagian A mengandungi ciri demografi, Bahagian B mengandungi Skala Kesunyian UCLA,
Bahagian C mengandungi Skala Lokus Kawalan Tingkah Laku dan Bahagian D
mengandungi Multidimensi Sokongan Sosial dan Bahagian E mengandungi alat kajian
Penghargaan Kendiri. Seramai 1569 orang pelajar telah diberikan soalselidik dan selepas
melakukan tapisan hanya 562 orang pelajar yang berasal dari luar bandar yang mengalami
kesunyian terpilih untuk dijadikan sampel kajian.

HASIL KAJIAN
A. Pengaruh Skala Lokus Kawalan Tingkah Laku, Multidimensi Sokongan Sosial ke
atas Skala Kesunyian UCLA
299

3.1 : Pengaruh
kampus
Pembolehubah
terikat
kesunyian

**k<.01,*k<.05

lokus kawalan tingkahlaku dengan kesunyian dalam kalangan pelajar di

Pembolehubah R
bebas
Lokus kawalan
.133
Lokus kawalan .157
dalaman
N=562

Beta

Nilai t

91.195
111.145

.364
.396

9.550
10.543

3.2 : Pengaruh antara Multidimensi Sokongan Sosial dengan Kesunyian dalam

kalangan pelajar di kampus
Jadual 3.2 menunjukan hasil regresi antara Multidimensi Sokongan Sosial
bersama dua konstruknya dengan kesunyian
Pembolehubah Pembolehubah R
F
Beta
Nilai t
terikat
bebas
kesunyian
Sokongan
.055
64.596
-.230
-6.121
sosial
Sokongan
.78
50.883
-.280
-7.130
sosial teman
**k<.01,*k<.05
N=562
3.3.
Pengaruh penghargaan kendiri ke atas Kesunyian dalam kalangan pelajar luar
bandar di kampus
Jadual 3.3 menunjukkan hasil regresi antara Penghargaan Kendiri dengan
kesunyian
Pembolehubah Pembolehubah R
F
Beta
Nilai t
terikat
bebas
kesunyian
Penghargaan
.065
110.24
7.614
.272
kendiri
**k<.01,*k<.05

N=562

PERBINCANGAN
i. Skala Lokus Kawalan Tingkah Laku dengan kesunyian
Lokus kawalan tingkah laku merupakan satu unsur yang banyak mempengaruhi dalam
kehidupan seseorang individu, apatah lagi sebagai seorang pelajar kampus. Pelajar yang
mempunyai lokus kawalan tingkahlaku yang tinggi lebih bertanggungjawab pada diri untuk
menghadapi suasana yang baru dialami. Dalam kajian ini, lokus kawalan tingkah laku
terbahagi kepada dua elemen iaitu lokus kawalan tingkah laku dalaman dan lokus kawalan
tingkah laku luaran. Dalam kajian ini menunjukkan lokus kawalan memberi pengaruh kepada
kesunyian sebanyak 13.3 peratus kepada kesunyian (R =.133) dan hanya lokus kawalan
dalaman yang menyumbang sebanyak 15.7 peratus kepada kesunyian pelajar (R =.157,
k<.05). Dalam hal ini, bererti hanya individu yang memiliki lokus kawalan tingkah laku
dalaman melihat apa yang berlaku pada dirinya adalah disebabkan diri sendiri dan individu
jenis ini akan lebih bertanggungjawab dalam menentukan kehidupannya sendiri. Oleh sebab
itu, apabila melalui sesuatu ujian, mereka akan menyalahkan diri mereka sendiri kerana
kekurangan persediaan dan mereka memiliki kepercayaan bahawa semua peristiwa yang
berlaku dalam kehidupan mereka berasal daripada tindakan mereka sendiri dan tidak
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menyalahkan orang lain. Sebagai contoh, jika seseorang tidak melaksanakan sesuatu
tugasan dengan sempurna dan mempunyai kelemahan dalam tugasan tersebut mereka
lebih bertanggungjawab (Rotter, 1966; Levenson, 1994).
Dapatan kajian ini adalah tidak selari dengan teori Lokus Kawalan Rotter (1966).Jika
mereka menunjukkan prestasi yang baik pada ujian, mereka akan menyifatkan keupayaan
mereka sendiri untuk belajar (De Carvalho, Gadzella, Henley dan Ball, 2009). Keadaan ini,
menunjukkan bahawa wujud pengaruh yang jelas antara lokus kawalan tingkah laku
dalaman dengan kesunyian.Dalam hal ini juga, berkemungkinan para pelajar baharu masih
memerlukan bimbingan dan bantuan daripada orang dewasa yang lebih matang dalam
memantapkan lokus kawalan dalaman mereka, walaupun mempunyai kepercayaan kepada
kemampuan diri sendiri. Keadaan ini bersesuaian dengan budaya tempatan yang
menjelaskan peranan orang lebih dewasa masih diperlukan dalam memberikan bimbingan
dan nasihat kepada golongan muda walaupun mereka mempunyai intektual yang tinggi.
Secara umumnya dapatan kajian ini mempunyai percambahan idea yang baru
daripada konsep lokus kawalan Rotter (1966) yang berpendapat lokus kawalan dalaman
memberi pengaruh kepada kesunyian pelajar. Oleh itu dapatan kajian ini menjelaskan dalam
konsep budaya tempatan teori Lokus Kawalan Rotter (1966) adalah tidak sesuai.
ii. Multidimensi Sokongan Sosial Dengan Kesunyian
Dalam kajian ini mendapati bahawa sokongan sosial memberi pengaruh kepada kesunyian
sebanyak 5.5 peratus (R = .055). Dapatan kajian ini selari dengan teori Psikososial Erik
Erikson (1963) yang berpendapat individu yang mempunyai jalinan sosial semenjak kecil
dan mendapat sokongan daripada kedua ibu bapa, ahli keluarga, teman-teman dan
persekitaran lebih gembira hidupnya. Keadaan tersebut berbeza dengan individu yang
mempunyai limitasi sokongan sosial dalam proses perkembangannya mengalami situasi
lebih terasing, menyendiri dan mengalami kesunyian. Menurut Teori Kesunyian Weiss
(1973) juga menjelaskan bahawa kekurangan sokongan sosial memberi pengaruh kepada
kehidupan seseorang. Dapatan kajian ini dapat menyokong kajian lepas yang dilakukan oleh
Knox dan rakan-rakan (2007), Baarsen (2002) Bernardon dan rakan-rakan (2011). Manakala
dalam konstruk sokongan sosial daripada teman juga memberi pengaruh sebanyak 78
peratus (R=.78) kepada kesunyian pelajar. Sedangkan konstruk sokongan sosial daripada
ibu bapa tidak memberi pengaruh kepada kesunyian pelajar.
Dapatan kajian ini dapat menyokong kajian lepas yang dilakukan oleh Sheets dan
rakan-rakan (2009), zdemir dan Tuncay (2008) yang menunjukkan bahawa sokongan
teman lebih mempengaruhi seseorang berbanding sokongan daripada keluarga. Keadaan
ini berlaku mungkin disebabkan faktor usia pada akhir remaja dan juga faktor jarak
berjauhan daripada keluarga. Keadaan ini berlaku kerana kesemua sampel adalah berasal
dari Semenanjung Malaysia, Sarawak dan Sabah. Selain daripada itu faktor usia yang
berada dalam akhir remaja lebih cenderung mencari sokongan sosial teman-teman dalam
melaksanakan sebarang aktiviti sosial dalam kehidupan mereka. Apatah lagi berada dalam
persekitaran yang baharu dan menemui rakan-rakan sebaya yang baru memberikan ruang
untuk menjalinkan hubungan sosial. Secara tidak langsung mereka saling memberi dan
menerima sokongan sosial sesama sendiri dalam meneruskan kelangsungan di kampus.
ii. Pengaruh Penghargaan Kendiri Ke Atas Kesunyian
Berdasarkan dapatan kajian yang ditunjukkan di dalam Jadual 3.3 menunjukkan bahawa
penghargaan kendiri memberi pengaruh sebanyak 6.5 peratus (R =.065) kepada varians
kesunyian pelajar. Hal ini disebabkan penghargaan kendiri merupakan satu elemen yang
penting dalam diri setiap individu dan merupakan pandangan dalam diri seseorang sama
301

ada mempunyai nilai yang positif mahupun negatif. Individu yang memiliki pandangan diri
sendiri yang sangat positif lebih mempunyai penghargaan kendiri dan mempunyai keyakinan
yang tinggi dalam diri.Individu tersebut merupakan seseorang yang memiliki penghargaan
kendiri yang tinggi pada diri dan bersedia menghadapi cabaran dalam hidup.Keadaan ini
mungkin disebabkan para pelajar luar bandar mengalami kejutan budaya walaupun
mempunyai penghargaan kendiri namun dalam situasi semasa dan berada dalam
persekitaran yang baru menyebabkan merasakan kesunyian.Selain daripada itu mungkin
juga disebabkan mengalami homesick yang menyebabkan mereka mempunyai perasaan
sunyi.
Oleh yang demikian dapatan kajian ini selari dengan teori penghargaan kendiri
Rossenberg (1965) yang menjelaskan bahawa kekurangan penghargaan kendiri berupaya
memberi kesan ketara kepada keperibadian seseorang. Hasil dapatan ini jelas menunjukkan
keselarian dengan teori tersebut dan menyokong dapatan kajian oleh Civitri dan ivitri
(2009), Baumeister dan rakan-rakan (2003), Mohammadredza Hojat (2006) yang
mengatakan bahawa penghargaan kendiri yang tinggi memberi pengaruh kepada
keperibadian seseorang dan mempunyai psikologi yang positif dalam hidup. Keadaan ini
secara tidak langsung mempengaruhi kehidupan seseorang sama ada berada dalam
kegembiraan mahupun kesunyian.
RUMUSAN
Secara keseluruhan kajian ini menggambarkan kepentingan mengenai lokus kawalan,
sokongan sosial dan penghargaan kendiri dalam kehidupan seseorang individu pelajar.
Kekurangan dalam lokus kawalan menyebabkan seseorang itu kurang mempunyai
keyakinan diri dan mudah mengalami masalah psikologi dalam hidup. Keadaan ini
disebabkan lokus kawalan adalah kekuatan dalaman seseorang dalam menghadapi
cabaran sebagai seorang pelajar khususnya. Sebagai seorang pelajar di Institusi Pengajian
Tinggi juga perlu bijak dalam memilih rakan kerana sokongan sosial teman amat penting
dalam menjalani kehidupan yang lebih aktif. Keadaan ini disebabkan silap memilih rakan
boleh memberi implikasi yang besar kepada aktiviti akademik, kokurikulum dan aktiviti
kemasyarakatan.
Oleh sebab itu, disarankan agar golongan ibubapa lebih memberikan perhatian
kepada rakan-rakan anak-anak mereka dalam pergaulan seharian walaupun berada di
kampus. Keadaan ini disebabkan rakan-rakan memberi pengaruh yang amat besar dalam
kehidupan anak-anak mereka. Walaupun sampel adalah dalam kalangan pelajar universiti
namun apabila menghadapi persekitaran yang baru mereka turut mengalami kesunyian.
Oleh sebab itu, sokongan sosial daripada teman amat penting dalam melalui proses
adaptasi ditempat yang baharu. Selain itu penghargaan kendiri juga perlu ditekankan kerana
tanpa penghargaan kendiri menjadikan seseorang kurang menyakini diri sendiri dan
sentiasa merendah diri dalam pelbagai perkara sehinggakan mengalami kesunyian. Oleh
yang demikian kesemua pembolehubah lokus kawalan, sokongan sosial dan penghargaan
kendiri perlu dititikberatkan kerana memberi pengaruh kepada kesunyian pelajar di institusi
pengajian tinggi. Hal ini sekiranya dipandang remeh pelbagai masalah mungkin berlaku
seperti tidak menghadiri kuliah, tidak menyiapkan tugasan yang diberikan, mengalami
kejutan budaya dan memberi implikasi yang besar dalam hubungan kekeluargaan dan
akhirnya gagal untuk menamatkan pengajian. Keadaan ini secara tidak langsung memberi
kesan kepada kecemerlangan Institusi Pengajian Tinggi Negara.

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ATTITUDES TOWARD HOMOSEXUALS AMONG HETEROSEXUAL UNDERGRADUATE

STUDENTS IN MALAYSIA
Teh Sin Ting
Department of Psychology and Counseling,
Faculty of Arts and Social Science,
Universiti Tunku Abdul Rahman
Perak, Malaysia
e-mail: lindacoffee94@gmail.com
Ee Siu Kwin
Department of Psychology and Counseling,
Faculty of Arts and Social Science,
Universiti Tunku Abdul Rahman
Perak, Malaysia
e-mail: janise25@1utar.my
Pua Xinyi
Department of Psychology and Counseling,
Faculty of Arts and Social Science,
Universiti Tunku Abdul Rahman
Perak, Malaysia
e-mail: 1204136@1utar.my
Tan Soon Aun
Department of Psychology and Counseling,
Faculty of Arts and Social Science,
Universiti Tunku Abdul Rahman
Perak, Malaysia
e-mail: tansa@utar.edu.my
Abstract
Homosexuals faced sexual prejudice and discrimination by the society due to their sexual
orientation, especially in Malaysia where homosexuality is illegal. Therefore, this study
aimed to examine the influence of intrinsic religiosity and gender role beliefs on the attitudes
toward homosexuals among heterosexual undergraduates in Malaysia. Quantitative crosssectional research design was used in this correlation study. Four hundred sixty
undergraduate students were recruited through convenient sampling. Attitudes Toward
Lesbians and Gay Men Scale Revised 5-Item version (ATLG-R), Duke University Religion
Index (DUREL), and Liberal Feminist Attitude and Ideology Scale (LFAIS): Gender Role
subscale were used to measure the variables in this study. Result of the study revealed that
those who had higher score in intrinsic religiosity showed more prejudicial attitudes toward
homosexuality while those who held more feminist gender role beliefs had more positive
attitudes toward homosexuality. Moreover, findings also indicated that males held more
unfavourable attitudes toward both gay men and lesbians as compared to females.
Furthermore, results of multiple regression revealed that gender role beliefs is the strongest
predictor for the attitudes toward homosexuals, followed by intrinsic religiosity. Overall, these
findings provided updated information for future studies and planning to promote positive
social change in order to educate the society to respect diversity and fight against antihomosexual victimization.
Keywords: attitudes toward homosexuals, intrinsic religiosity, gender role beliefs, Malaysia
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INTRODUCTION
Homosexuality is known to be an illegal behaviour in Malaysia. According to Algappar and
Kaur (2009), about 323 articles related to homosexuality published in the newspaper, New
Straits Times, revealed that 64 out of 86 analysed articles were negatively portrayed.
Additionally, a survey conducted by Pew Research Center showed that 86% of the
Malaysian society rejected homosexuality (The global divide on homosexuality, 2013).
Furthermore, Malaysian politicians were also against homosexuality where the LGBT
community was viewed as a threatening, deviant culture (Human Rights Watch, 2013) and
that a gay rehabilitation centre was suggested to reduce the currently increasing number of
gay men (Fridae, 2012). Such stigmatization and continuous discrimination later resulted in
many mental health problems such as anxiety disorder (King et al., 2008), major depressive
disorder (Mustanski, Garofalo, & Emerson, 2010; Wang, Husermann, & Weiss, 2014) and
other mental disorders.
Several factors contributed to the formation of peoples negative beliefs and attitudes
on homosexuals. Various past studies revealed that interpersonal contact (Collier, Henny, &
Sandfort, 2012; Detenber, Ho, Neo, Malik, & Cenite, 2013), religiosity (Besen & Zicklin,
2007; Wu & Kwok, 2013; Yen et al., 2007), traditional gender role beliefs (Feng et al., 2012;
Wellman & McCoy, 2014), gender (Wu & Kwok, 2013), education level (Detenber et al.,
2013; Nguyen & Blum, 2014) and socioeconomic status (Bernardo, 2013; Detenber et al.,
2013) had all posted differences in the peoples perceptions toward gay men and lesbians.
For example, religious people are found to hold more negative perception towards
homosexuals (Jckle & Wenzelburger, 2015) and are less likely to accept homosexuals in
the society (Detenber et al., 2010). On the other hand, it was found that those who held
traditional gender role beliefs tend to have more negative attitudes toward gay men and
lesbians (Ito, 2007; Stoof, 2014).
Intrinsic Religiosity and Attitudes toward Homosexuals
It is believed that religious beliefs, education and practices can strongly influence ones
perception towards a certain social issue, like homosexuality. Therefore, an individuals level
of religiosity is an important aspect to study on its influence on attitudes toward
homosexuals.
Koenig and Bssing (2010) defined intrinsic religiosity as personal religious
commitment. Several previous literature on Asian samples found that intrinsic religiosity can
create a big impact on ones attitudes toward homosexuals (Ahrold & Meston, 2010;
Detenber et al., 2013; Ng, Yee, Subramaniam, Loh, & Moreira, 2015). Intrinsic religiosity can
indicate the full acceptance of an individual in all aspects of a religions teaching (Ng et al.,
2015). In which the religious beliefs held by individuals with high intrinsic religiosity can
influence their perceptions and attitudes. Roggemans, Spruyt, Droogenbroeck, and Keppens
(2015) later on explained the significant positive relationship between intrinsic religiosity and
sexual prejudice. Their study denoted that Muslims with high intrinsic religiosity actually
regarded traditional gender roles as part of the cultural identity of youths which emphasize
on the importance of family values.
Similarly in Ng et al. (2015) study based on 90% of Malaysian Muslim respondents,
Muslim who holds strong Islamic beliefs had sexual prejudice toward homosexuals. Studies
on Singaporeans also indicated that intrinsic religiosity among other factors was the
strongest predictor of sexual attitudes (Ahrold & Meston, 2010; Detenber et al., 2013).
Adamczyk and Pitt (2009) explained that Muslim-majority country being more conservative
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tends to execute harsher punishments on those who were found to be homosexuals, thus
prompting its society to have condemning attitudes toward homosexuality.
Existing literature, on the other hand showed inconsistent report on the relation of
religiosity with attitudes toward homosexuals. A study on Filipino samples revealed that
intrinsic religiosity is not significantly related to attitudes toward homosexuals (Landicho,
Aliwalas, Buenaventura, & Rodriguez, 2014). It explained that the populations attitudes
toward homosexuals were positive and that homonegativity had decreased over the years
(Landicho et al., 2014). Yet, one cannot deny the fact that somehow most previous studies
had shown the great impact of intrinsic religiosity have on the attitude towards homosexuals,
i.e. the higher the level of religiosity, the more unfavourable attitudes are held towards
lesbians or gay men.
Gender Role Beliefs and Attitudes toward Homosexuals
Nierman, Thompson, Bryan and Mahaffey (2007) stated that gender role beliefs were
expected to explain multicultural differences in attitudes toward homosexuals since cultural
ideas could closely reflect the desirable outcome toward homosexuality. Whitley (2001)
defined gender role beliefs as individuals ideas of the proper roles and behavioural norms
for females and males in a community.
Past literatures in both Asian and Western had earlier suggested that individuals who
believed in traditional gender role held more negative attitudes toward homosexuals
(DeCarlo, 2014; Feng et al., 2012; Ito, 2007; Stoof, 2014). As denoted by Brown and
Gladstone (2012), women displayed less traditional gender roles beliefs than men did, thus
they had more positive attitudes toward homosexuals. Ito (2007) further explained that
compared to females, males were expected to follow traditional gender role attitudes more
strictly resulting in them having negative attitude towards homosexual. At the same time,
there is a significant correlation between liberal gender role beliefs and the favourable
attitudes toward homosexuals (Brown & Gladstone, 2012). Stoof (2014) also suggested that
stricter and more valuable gender identities are expected to be held by individuals. Thus,
they are prone to have negative attitudes toward homosexuals.
In another study on Asian cities where Confucianism is widely practiced, those
believed in traditional Confucian values also perceived homosexuality as a negative
behaviour (Feng et al., 2012). Feng et al. (2012) explained that they viewed homosexuals as
a violation of established ideas that gender role should be based on cultural femininity and
masculinity standards.
To summarize, most of the previous studies showed that gender role beliefs can
influence an individuals attitude toward homosexuals whereby those who believe in
traditional gender role would usually hold unfavourable attitudes towards lesbians and gay
men. In this case, Malaysian who practise medium masculinity culture (Ting & Ying, 2013)
will follow traditional view in gender roles beliefs, hence likely to hold negative attitudes
toward homosexuals.
Link between Gender as Antecedent Variable and Attitudes toward Homosexuals
Differences in gender carrying the attitudes toward homosexuals were highlighted by past
researches. A study on Filipinos found out that males had more unfavourable attitudes
toward gay men as compared to females (Bernardo, 2013).

308

However, there were past literatures from Asian countries such as Taiwan and Hong
Kong that had shown inconsistent result whereby both gender simultaneously held positive
attitudes toward lesbians but negative attitudes toward gay men (Chang & Chen, 2013; Lau,
2013). Lau (2013) justified the result by quoting the possible influences of the society
attention on matters about gay men but not lesbians. In other studies by Azrowani Ulia,
Azlina, Fauzee and Rozita (2012) on Malaysian samples and Hsu (2009) on Taiwanese
samples, their results concluded that generally, males had more negative attitudes, this time,
toward both gay men and lesbians as compared to females. This result could be due to
mens nature of being easily offended by homosexuals behaviour while womens nature of
accepting others is based on peoples quality rather than their behaviour (Azrowani Ulia et
al., 2012). To conclude, past studies from different countries in Asia have all shown
inconsistency in results regarding the gender differences on the attitudes toward gay men
and lesbians or either one of them.
Theoretical framework
Relationships of intrinsic religiosity, gender role beliefs and attitudes toward homosexuals
are proven in past literatures (Ahrold & Meston, 2010; DeCarlo, 2014; Detenber et al., 2013;
Feng et al., 2012; Ito, 2007; Stoof, 2014). To conduct the present study, Heiders attribution
theory was chosen as the guideline for the framework concerning how people explain others
behaviour that can be related to their thoughts (McLeod, 2010). In social psychology, two
primary meanings for attribution were given with one denoting the explanations of behaviour
and the other denoting inference (Malle, 2011). According to McLeod (2010), internal
attribution is the process which caused behaviour to happen due to internal characteristic
such as personality traits and do not involve external forces; meanwhile external attribution
is the process which causes the behaviour to happen beyond the individuals control likely
due to situational or environment features. Studies of attribution theory were extended by
Weiner (1985) as he introduced the concept of controllability earlier. If behaviours are
labelled as controllable, people who imitate that behaviour can be counted as a personal
responsibility but when behaviours are labelled as uncontrollable, the shown behaviour is
less liable (Whitehead, 2012).
One important feature in attribution theory suggested that peoples attitudes and
behaviour toward stigmatized minority groups can be influenced by attributions of
controllability (Detenber et al., 2013). According to Whitley (1990), attribution theory showed
that heterosexuals attitudes toward homosexuals would be more unfavourable when
homosexuality was attributed as a controllable behaviour instead of an uncontrollable one.
The different approach of attribution for homosexuality would determine whether people can
respect and tolerate homosexuality as part of the society. If their perceptions have been
fixed with the negative perceptions toward homosexuality from the beginning, it will attribute
that homosexuality is wrong and unacceptable to them.
Attribution theory was found indeed to have affected intrinsic religiosity and gender
role beliefs in which causal attribution about homosexuality were shaped negatively
(Whitehead, 2012). In terms of intrinsic religiosity, people who have strong religiosity
believed that homosexual is sinful and they tend to view homosexual group as negative
because homosexual groups have chosen to have such sinful behaviour. On the other hand,
gender role beliefs were explained when those with strong traditional gender role beliefs
were unable to accept the roles of lesbians and gay men. Roles such as lesbians which
were perceived as less feminine and more masculine compared to gay men who were more
feminine and less masculine (Whitehead, 2012) seemed to violate the traditional gender role
beliefs.

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Such linkage between intrinsic religiosity, gender role beliefs and attitudes toward
homosexuals could be strengthened with the support of attribution theory. The attribution
theory was therefore employed to investigate the associations between intrinsic religiosity
and gender role beliefs on attitudes toward homosexuals among university students in
Malaysia.
Present Study
The present study aims to examine the relationship between intrinsic religiosity, gender role
beliefs and attitudes toward homosexuals among heterosexual undergraduate students in
Malaysia. Besides, gender difference in attitudes toward homosexuals is also examined.
Lastly, the present study also aims to investigate the unique predictors of the Malaysian
undergraduates attitudes toward homosexuals.
We hypothesized that (Hypothesis a) there is a significant positive relationship
between intrinsic religiosity and attitudes toward homosexuals and (Hypothesis b) there is a
significant negative relationship between gender role beliefs and attitudes toward
homosexuals. Finally, for gender difference, we expected that (Hypothesis c) male
undergraduate students in Malaysia would hold more negative attitudes towards gay men
and (Hypothesis d) lesbians.
METHODOLOGY
Participants
The present study focuses on only heterosexual undergraduate students attitudes toward
homosexuals (those who are identified as homosexuals were excluded from the sample).
The recruitment of participants is done using convenient sampling. The sample consisted of
460 undergraduate students (M=21.02, SD=1.59) and the gender was equally distributed.
Majority of the participants are Chinese (76.7%), followed by Malays (10.4%), Indians
(7.4%), and other ethnics (5.5%) such as Iban and Bidayuh.
Procedure
Data collection was done through survey method and data were collected from both public
and private universities in Malaysia. Informed consent forms were given to respondents
before proceeding to the questionnaire. It took approximately 15 minutes for the respondents
to complete the questionnaire. All procedure of data collection was approved by university
research ethical committee of Universiti Tunku Abdul Rahman (refer number of
U/SERC/05/2016).
Measures
Attitudes toward gay men and lesbians were measured using the revised Attitudes toward
Lesbians and Gay Men Scale, Revised 5-item version (ATLG-R) by Herek and McLemore
(2011). The scale consisted of two subscales with 5 items each to measure heterosexuals
perception toward homosexuals both gay men and lesbians. Respondents stated their
opinion based on a 7-point Likert scale of 1 (strongly disagree) to 7 (strongly agree). The
higher the score, the negative attitude they have towards the homosexuals. The reliability
was found to be high (= .873) in the present sample.
Intrinsic religiosity was measured using the Intrinsic Religiosity subscale of Duke
University Religion Index (DUREL) by Koenig and Bssing (2010). Three items were rated
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on a 5-point Likert scale from 1 (definitely not true) to 5 (definitely true of me). A higher score
would indicate higher level of religiosity. In the present sample, the reliability was =.778.
Gender role beliefs were measured using the Gender Roles subscale of the Liberal
Feminist Attitude and Ideology Scale (LFAIS) by Morgan (1996). The subscale is composed
of 10 items with a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree). A high
score showed liberal in gender role belief. In the present sample, the subscale showed
acceptable reliability (= .661).
Analyses
IBM Statistical Package for Social Science (SPSS) version 20.0 was used in data analysis.
Descriptive analysis was conducted to examine the description of the characteristics of
sample. Meanwhile, Pearson correlation tests were used to investigate the relationships
between intrinsic religiosity, gender role beliefs and attitudes toward homosexuals. Gender
differences on the attitudes toward gay men and lesbians were then analyzed respectively
using independent samples t-tests. Lastly, the unique predictors of the attitudes toward
homosexuals were
examined through multiple regression test. All statistical procedures utilized 0.05 as
significant value.
RESULTS
As displayed in Table 1, intrinsic religiosity is positively correlated with attitudes toward
homosexuals (r = .382, p< .000), but there is a significant negative association between
gender role beliefs with attitudes toward homosexuals (r = -.402, p < .001).
Table 1: Correlation among variables (N = 460
***. Correlation is significant at the 0.001 level (2-tailed).
Table 2 describes that males (M = 3.96, SD = 1.40) perceived less favourable
attitude towards gay men than females (M =3.69, SD =1.44). Gender difference is significant
in attitudes toward gay men, t (460) = 2.032, p = .043. However, the gender difference is
insignificant in attitudes toward lesbians, t (460) = .180, p = .857.
Table 2 : Differences in Attitudes toward Gay Men and Attitudes toward Lesbians by Sex
(N=460)
Variables
t
p
Mean
SD
Male
Female
Male
Female
Variables
1. Intrinsic religiosity
2. Gender role beliefs
3. Attitude toward homosexuality
Attitudes toward gay men

Mean
9.55
40.68
3.71

SD
1
2
3
3.04
1
6.77
-.078
1
1.33
.382***
-.402***
1
3.96
1.40
.043
3.69
1.44
2.032*
Attitudes toward lesbians
3.60
1.28
.180
.857
3.58
1.40
*. Independent sample t-test is significant at the 0.01 level (2-tailed)
311

The predictive model was performed by using multiple regression analysis (Refer to
Table 3). Results revealed the combination of intrinsic religiosity and gender role belief at
28.5% of variance in predicting heterosexuals attitudes toward homosexuals. In comparing
the Beta value of both predictors, gender role beliefs (beta= -.374, p <.001) tend to be the
strongest predictor for attitudes toward homosexuals, followed by intrinsic religiosity (beta=
.352, p <.001). These findings strengthen the results of correlational analyses in which
undergraduates who perceived less favourable gender role attitude tend to have more
negative attitudes toward homosexuals. On the other hand, undergraduates who reported
stronger intrinsic religiosity tend to have lower acceptances toward homosexuals behaviour.
Table 3 : Linear Multiple Regression Analyses in Predicting Attitudes toward Homosexuals
from Intrinsic Religiosity and Gender Role Belief.
Criterion
Predictor variable
Variable
Model
Attitudes
Intrinsic religiosity
toward
Gender role beliefs
homosexuals
Note: *** p < .001

df

90.95

.285

.352***

8.881

.000

-.374***

-9.422

.000

(2,457)

DISCUSSION
The purpose of this research is to determine the relationship between intrinsic religiosity,
gender role beliefs, and attitudes toward homosexuals among undergraduate students in
Malaysia. Although such relationship has been previously studied in Western countries,
there is limited study in Malaysia especially those among undergraduate students.
The results showed that there is a significant positive relationship between intrinsic
religiosity and attitudes toward homosexuals among undergraduate students in Malaysia.
Respondents who have higher intrinsic religiosity scored higher on attitudes toward lesbians
and gay men (ATLG) scale and they held more unfavourable attitudes toward homosexuals.
As supported by previous studies (Jckle & Wenzelburger., 2015; Ng et al., 2015), religiosity
is positively correlated with attitudes toward homosexuals to a large extent, whereas people
with high intrinsic religiosity are more likely to hold negative attitudes toward homosexuals.
It is essential to know that people with high intrinsic religiosity are more likely to
reveal negative attitudes toward homosexuals. Those with high intrinsic religiosity pursued
homosexuals as a sinful behaviour. In Malaysia, Islam is known as the federal religion and
homosexual is forbidden (Ng et al., 2015). The strong religious beliefs had influenced the
perceptions of society toward homosexuals especially when homosexuality is viewed as
illegal in Malaysia. This situation is further emphasized by Alagappar and Kaur (2009) where
Malaysians rejected same-sex unions or anti- discrimination laws for sexual orientation since
homosexuality is illegal.
Additionally, people with strong traditional gender role beliefs are more likely to
perceive homosexuality as violating the cultural standard of femininity and masculinity
(Nierman et al., 2007). They held stricter roles and values in gender identities and roles. In
this case, those with traditional gender role beliefs would hold more negative attitudes
toward homosexuals while those with liberal and feminist gender role beliefs would hold
more positive attitudes and acceptance toward the sexual minority group.

312

Attitudes toward homosexuals among undergraduate students in terms of gender

differences are also the concern of this research. The findings of the study showed that men
held more negative attitudes towards both gay men and lesbians as compared to women.
Men are more easily disgusted with homosexual behaviour while women focused on ones
quality more than their behaviour (Azrowani Ulia et al., 2012). Men and women generally
perceived their gender roles beliefs differently and so they have different perception on
homosexuals. As mentioned earlier, homosexuality especially gay men are perceived as
violation of gender role beliefs that can endanger mens statues in the society compared to
women (Kerns & Fine, 1994). Hence, men tend to find gay men and lesbians unacceptable
and would easily feel disgusted by homosexuality. Meanwhile, women are more likely to put
attention on the quality of ones personality and quality of life over the behaviour and sexual
orientation.
In accordance with previous studies, religiosity (Besen & Zicklin, 2007; Cardenas et
al., 2012; Ng et al., 2015; Wu & Kwok, 2013; Yen et al., 2007), and gender role beliefs
(Cardenas et al., 2012; Feng et al., 2012; Wellman & McCoy, 2014) were the predictors of
attitudes toward homosexuals. Result of multiple regression indeed showed that intrinsic
religiosity and gender role beliefs could predict attitudes toward homosexuals, in fact gender
role beliefs is the strongest predictor of attitudes toward homosexuals followed by intrinsic
religiosity.
In Malaysia, there is little information about homosexuality made available to the
public. Thus, the findings of the study can be used as a source of reference for planning
social awareness campaign about homosexuals by shaping in peoples minds a new
perception about homosexuals. Such awareness campaign can help in spreading the
knowledge about homosexuals as well as educating the public to have a better
understanding towards homosexuality.
Since the findings of the study had shown that intrinsic religiosity and gender role
beliefs could predict the attitudes toward homosexuals, an awareness campaign is
necessary to emphasize in term of intrinsic religiosity and gender role beliefs and to explain
how they can form the perceptions of homosexuals. Although both factors seem internalized,
it is important for the public to understand how these thoughts will cause prejudices and
discrimination toward homosexuals. It is essential to change publics attitudes by forming
better understanding of their formation of beliefs and attitudes on homosexuals. This can
help in reducing peoples misperceptions and prejudice toward homosexuals in Malaysia.
As there is a lack of research about homosexuals in Malaysian context, this research
can provide more updated information and results for future researches. Findings of this
study can benefit and encourage more research to be done regarding homosexuality.
Although homosexual is a sensitive topic in Malaysia but the issues about homosexuals are
getting alarmingly serious. Thus, this research provides some necessary preliminary support
and reference for future studies.
Several limitations should be noted when interpreting the results of the study. Firstly,
the ratio of ethnicity of the sample was not considered during sampling so the results may
not accurately represent the whole population of this research. More conclusive of ethnicity
is recommended for future research in order to represent the population. As this research
only focused on two variables which are intrinsic religiosity and gender role beliefs on
attitudes toward homosexuals, it may not represent holistically the formation of attitudes
toward homosexuals among undergraduate students in Malaysia. Therefore, other variables
such as socioeconomic status, media exposure of homosexual content and education level
should be explored in the future to determine whether these factors are affecting the
attitudes toward homosexuals. Lastly, convenience sampling method can be improved by
313

random sampling method where each undergraduate student from different universities has
an equal and known chance of being selected to participate in future research.
CONCLUSION
In conclusion, homosexuals are being mistreated by both the government and society in
Malaysia. Therefore, this research aimed to determine the relationships of intrinsic religiosity,
gender role beliefs, and attitudes toward homosexuals among undergraduate students in
Malaysia. The results indicated that intrinsic religiosity and gender role beliefs are clearly
predictors of undergraduate students attitudes toward homosexuals. Thus, the findings of
the study can be used as information for future studies as well as creating awareness
campaigns about homosexuality. It is of utmost important for the society to empathize with
the sexual minority group as they may be exploited or discriminated thus causing them more
psychological distress.
ACKNOWLEDGEMENT
We would like to convey our deepest appreciation to all those who provide their valuable
assistance, guidance, and encouragement that contributed to the completion of this report.
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317

MEMAHAMI PERANAN EFIKASI KENDIRI KERJAYA DAN KEMATANGAN KERJAYA

DALAM MEMPENGARUHI PERANCANGAN KERJAYA PELAJAR SEKOLAH
MENENGAH
Nabilah binti Nyan
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
nabilahnyan@yahoo.com
Salleh bin Amat
Jabatan Pendidikan dan Kesejahteraan Komuniti
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
sallehba@ukm.edu.my
Mohd Izwan bin Mahmud
Jabatan Pendidikan dan Kesejahteraan Komuniti
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
izwan@ukm.edu.my
Abstrak
Perkembangan kerjaya masa kini bukan lagi satu kebetulan tetapi ia memerlukan kepada
proses perancangan yang teliti. Kertas konsep ini bertujuan untuk membincangkan
perancangan kerjaya pelajar sekolah menengah. Faktor efikasi kendiri kerjaya dan
kematangan kerjaya adalah pemboleh ubah yang mempengaruhi perancangan kerjaya
seseorang. Efikasi kendiri kerjaya adalah keyakinan individu terhadap sesuatu keupayaan
untuk menyusun dan melaksanakan kognitif, tingkah laku dan kemahiran sosial yang
diperlukan untuk kejayaan dalam sesuatu tugas. Manakala, kematangan kerjaya pula adalah
satu ciri yang penting dalam proses membuat keputusan untuk memilih bidang kerjaya yang
tepat. Kertas konsep ini menggunakan pendekatan pengumpulan data melalui kajian lepas,
buku, artikel jurnal, tesis dan laporan berkaitan. Hasil analisis kajian lepas mendapati efikasi
kendiri kerjaya dan kematangan kerjaya berperanan mempengaruhi proses perancangan
dan membuat keputusan kerjaya dalam kalangan pelajar. Selain itu, kedua-dua faktor
tersebut mempunyai hubungan yang signifikan dalam perancangan kerjaya. Hasil kajian ini
dapat memahami berkaitan dengan perancangan kerjaya pelajar sekolah menengah dan
faktor yang mempengaruhinya. Kajian lanjutan perlu dilakukan dengan memfokus kepada
pembolehubah efikasi kendiri kerjaya dan kematangan kerjaya dalam kalangan pelajar
sekolah menengah .
Kata kunci : perancangan kerjaya, efikasi kendiri kerjaya, kematangan kerjaya, pelajar
aliran agama.

PENGENALAN
Pasaran pekerjaan yang pelbagai dan persaingan yang hebat dalam bidang pekerjaan
menuntut individu untuk mempunyai pengetahuan dan pemahaman tentang bidang
pekerjaan yang ingin di ceburi. Ini kerana, perancangan kerjaya masa kini bukan lagi satu
proses kebetulan, namun ia melibatkan satu proses perancangan teliti oleh individu dalam
merealisasikan kerjaya impian. Oleh itu, penelitian berkenaan dengan perancangan kerjaya
juga tidak terkecuali kepada pelajar sekolah dalam memastikan proses perancangan
318

kerjaya pelajar berkembang dengan baik. Hal ini kerana, pelajar merupakan aset negara
yang akan menjadi tenaga kerja yang berupaya membangunkan negara yang makmur pada
masa akan datang. Salah satu langkah awal yang boleh diambil ialah dengan meningkatkan
tahap kesedaran kerjaya pelajar dengan perancangan dalam bidang kerjaya. Hal ini kerana
proses perkembangan kerjaya individu merupakan satu proses perkembangan yang
berterusan. Dengan itu, pelajar perlu bijak dalam memilih bidang kerjaya dengan
mendapatkan maklumat yang tepat, kelayakan sesuatu bidang pekerjaan serta faedah yang
boleh diperolehi daripada pekerjaan tersebut.
Menurut Maslow (1968) berdasarkan hierarki keperluan maslow, manusia adalah
insan yang baik serta mulia dan mempunyai dorongan sejati untuk berkembang ke arah
kesempurnaan kendiri. Oleh itu, dengan pencapaian keperluan penghargaan kendiri akan
membolehkan manusia merasa mempunyai harga diri, berkebolehan ,berguna dan boleh
berjasa kepada masyarakat (Maslow,1954). Hal ini menunjukkan pekerjaan dan kerjaya
memberikan perbezaan dan kesan motivasi yang berbeza kepada individu dalam mencapai
kesempurnaan kendiri. Berdasarkan, Kamus Dewan (2014), pekerjaan adalah "sesuatu
yang dilakukan secara berterusan kerana mencari nafkah". Manakala kerjaya pula adalah
"profesion atau pekerjaan yang dipilih sebagai cara mencari nafkah". Hal ini bermaksud,
pekerjaan merupakan satu cara individu mendapatkan sumber rezeki secara berterusan
tanpa mengharapkan gaji manakala kerjaya pula merupakan aktiviti berterusan yang
bertujuan untuk mencapai matlamat yang berkaitan dengan ekonomi seperti pendapatan
tetap untuk keperluan seharian bagi memenuhi kepuasan dalam diri seseorang individu.
Oleh itu, jika pelajar dapat merancang kerjaya dengan baik maka kesempurnaan kendiri
dapat berkembang dengan jayanya selaras dengan tahap perkembangan kerjaya individu.
Perkembangan kerjaya seseorang dapat ditentukan dengan faktor kematangan
kerjaya dan efikasi kendiri kerjaya. Kedua-dua faktor ini mempengaruhi proses pendidikan
kerjaya iaitu perancangan, penerokaan dan membuat keputusan kerjaya. Kertas konsep ini
membincangkan pengaruh kematangan kerjaya dan efikasi kendiri kerjaya dalam kalangan
pelajar.
Kematangan kerjaya
Kematangan kerjaya merupakan konsep utama dalam Teori Perkembangan Hayat Super.
Teori ini juga dikenali sebagai teori pendekatan proses yang memberi fokus kepada konsep
kendiri individu iaitu konsep kendiri kerjaya (Melati,2015). Teori ini menjelaskan berkenaan
dengan perkembangan konsep kendiri individu yang berubah dari semasa ke semasa.
Konsep asas teori Super (Brown, 2007) menjelaskan tentang proses pertumbuhan individu
dari segi fizikal dan mental, individu juga boleh melakukan pemerhatian terhadap pekerjaan,
mengenalpasti pekerjaan melalui orang dewasa dan pengalaman umur. Ini menjelaskan
kematangan kerjaya merangkumi ciri-ciri fizikal,psikologi dan sosial individu. Super juga
mengaitkan konsep kematangan kerjaya mungkin seiring atau tidak seiring dengan umur
kronologi manusia kerana individu akan melalui setiap tahap apabila mereka melalui fasa
transisi kerjaya. Menurut Super kematangan kerjaya berkait rapat dengan proses
perancangan awal dalam pemilihan kerjaya dan mempunyai ciri yang penting dalam proses
membuat keputusan bidang kerjaya yang tepat. Menurut Luzzo (1990), kematangan kerjaya
merupakan sejauh mana individu telah memperolehi pengetahuan dan kemahiran yang
diperlukan untuk membuat keputusan yang tepat, realistik terhadap pilihan kerjaya,
persediaaan untuk mendalami sesuatu bidang pekerjaan dan usia yang sesuai untuk
membuat keputusan kerjaya yang sesuai. Selain itu Widjaja (2010) menjelaskan
kematangan dalam memilih kerjaya dilihat pada tahap persediaan seseorang dalam
membuat pemilihan kerjaya termasuk pilihan mengenai menyambung pelajaran ke
peringakat seterusnya. Hal ini menunjukkan pelajar yang mempunyai tahap kematangan
kerjaya mampu untuk membuat pertimbangan, penilaian dan keputusan perancangan
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kerjaya yang bersesuaian dengan kehendak diri, minat, personaliti, bakat, potensi, nilai,
kebolehan dalam perancangan hala tuju kerjaya masa akan datang (G.Zunker,2012).
Berdasarkan kertas konsep ini unsur kematangan kerjaya dijadikan sebagai pemboleh ubah
dalam mengukur tahap kesediaan untuk memilih bidang pekerjaan oleh pelajar, ini kerana
berdasarkan kajian lepas kematangan kerjaya mempengaruhi pelajar dalam membuat
pemilihan kerjaya. Ini menunjukkan perkembangan kerjaya mempunyai perkaitan dengan
kematangan kerjaya individu.
Inventori Kematangan Kerjaya
Dalam menentukan tahap kematangan kerjaya individu terdapat dua jenis alat ujian yang
sering kali digunakan iaitu Career Development Inventory(CDI) dan Career Maturity
Inventory(CMI)(C.Whiston,2005). Career Delopment Inventory (CDI) dibina berasaskan teori
perkembangan kerjaya Super untuk mengukur kematangan kerjaya (Super,
Thompson,Linderman ,Jordaan & Myer ,1988b). Manakala Career Maturity Inventory (CMI)
pula digunakan untuk mengukur menilai sikap dan kompetensi kerjaya anak-anak dan
remaja pada tahap umur 6 sehingga 12 tahun melibatkan lima domain iaitu mengetahui diri
(self-appraisal), mengetahui tentang pekerjaan (information occupational), pemilihan kerjaya
(goal setting), pandangan ke depan (planning),dan apa perlu mereka lakukan (problem
solving)(Crites,1978).Skor yang tinggi menunjukkan kematangan yang tinggi. Menurut
Savickas (1984) menyatakan CMI sikap merupakan skala yang paling popular daripada
langkah-langkah dalam menentukan keputusan kerjaya, skala yang mengandungi 50 soalan
kerana ianya mengetengahkan isu berkaitan kematangan kerjaya dengan mengunakan
format betul dan salah. Namun begitu, CMI telah dipendekkan menjadi Career Maturity
Inventroy- Revised (CMI-R) masa untuk mentadbir dan diubah suai untuk digunakan kepada
pelajar sekolah menengah dan remaja. CMI-R dibina oleh Crites dan Savickas (1996)
mengandungi dua jenis domain iaitu sikap dan kecekapan yang secara keseluruhannya
menjadi petunjuk kepada kematangan kerjaya (C.Whiston,2005). Selain itu,CMI-R juga
mengandungi Career Developer (CDR) dibina untuk menjelaskan setiap 25 item yang
bertujuan membantu kaunselor dalam memahami setiap item soalan.
Faktor yang mempengaruhi Kematangan Kerjaya Pelajar.
Jantina
Jantina merupakan faktor yang terlibat dengan kematangan kerjaya pelajar. Hal ini
dibuktikan melalui hasil dapatan kajian lepas. Dybwad (2009) telah menjalankan kajian
kepada 2,443 orang pelajar,dapatan menunjukkan tidak terdapat perbezaan antara lelaki
dan perempuan dengan kematangan kerjaya pelajar sekolah tinggi di Norway. Hasil yang
sama juga diperolehi oleh Mansor dan Tan (2009b) ; Maznizam dan Abdullah (2013); Mohd
Faizal dan Mohd Azrul (2015) mendapati tidak terdapat perbezaan yang signifikan antara
pelajar lelaki dan perempuan. Hasil keseluruhan dapatan kajian diatas menunjukkan tiada
wujud perbezaan antara pelajar lelaki dan perempuan dalam kematangan kerjaya. Ini
menunjukkan tiada syarat-syarat terhadap pengkhususan jantina yang ditetapkan untuk
permohonan sesuatu bidang kerja. Hal ini menunjukkan peluang sama rata di dalam bidang
kerjaya antara lelaki dan perempuan di dalam negara dan luar negara diberikan. Oleh itu
penelitian aspek jantina dan kematangan kerjaya ini hendaklah dilakukan dalam merancang
kerjaya pelajar tanpa menjadikan jantina sebagai halangan untuk mencapai kerjaya pilihan.
Umur
Super (2001) telah membahagikan umur tahap perkembangan kerjaya individu, kepada dua
iaitu peringkat pertumbuhan (0-15 tahun) dan penerokaan (16-24 tahun). Ini kerana faktor
umur juga penting apabila dikaitkan dengan kematangan kerjaya pelajar. Ini dibuktikan oleh
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kajian Seligman (dalam Pinasti ,2011), faktor internal individu seperti harga diri, efikasi
kendiri, minat, bakat, personaliti dan umur mempengaruhi kematangan kerjaya seseorang.
Kajian Rita, Fabio dan Dina (2014) menunjukkan tidak ada perbezaaan yang signifikan
antara kematangan kerjaya pelajar berumur 14 sehingga 15 tahun dan 16 sehingga 19
tahun di Itali. Hasil ini bersamaan dengan kajian yang dijalankan di oleh Tyas, Wijanti, dan
Karyanta (2012) yang menunjukkan tidak ada perbezaan yang signifikan antara kematangan
kerjaya dan umur pada pelajar berusia 14 sehingga 19 tahun. Kajian lepas menunjukkan
tidak terdapat perbezaan antara umur dan kematangan kerjaya. Ini menunjukkan peringkat
umur seseorang tidak penting dalam menilai aspek kematangan kerjaya individu
Pencapaian Akademik
Pencapaian akademik juga memainkan peranan yang penting dengan kematangan pelajar.
Ini dibuktikan dengan kajian lepas Mansor dan Tan (2009) yang melibatkan pelajar di empat
buah universiti tempatan di Malaysia menunjukkan tidak terdapat terdapat perbezaan
kematangan kerjaya dengan pencapaian akademik. Dapatan ini bersamaan dengan kajian
Maznizam dan Abdullah (2013) kepada pelajar peringkat diploma dan sijil di Institut
Kemahiran Belia Negara (IKBN) seluruh Selangor. Keputusan kajian ini menunjukkan tidak
semestinya pelajar yang mendapat markah yang baik mempunyai tahap kematangan
kerjaya yang tinggi. Hal ini menunjukkan tidak terdapat perbezaan antara pencapaian
akademik dengan kematangan kerjaya.
Aliran Pengajian
Pemilihan untuk ke aliran sains, teknik ,agama atau sastera berbeza di antara setiap
sekolah. Oleh itu terdapat syarat-syarat yang perlu dipenuhi sebelum dipilih ke dalam aliran
tersebut, hal ini menuntut pelajar untuk lebih matang dalam menentukan bidang aliran yang
disukai.Ini juga berkait rapat dengan kematangan kerjaya pelajar . Kajian Chong Choe
Hin(1994), mendapati tidak wujud perbezaan antara kematangan kerjaya dan pemilihan
jurusan pelajar. Hasil kajian Mohd Yazid (1997) juga membuktikan tidak terdapat perbezaan
yang signifikan antara jurusan dengan kematangan kerjaya. Dapatan kajian,menunjukkan
tidak terdapat perbezaan antara kematangan kerjaya dengan aliran pengajian. Oleh itu,
kematangan kerjaya adalah sama dan tidak dipengaruhi oleh faktor aliran pengajian.
Secara kesimpulannya faktor kematangan kerjaya mempengaruhi pelajar dalam
proses perkembangan kerjaya. Hal ini kerana terdapat beberapa faktor yang mempengaruhi
kematangan kerjaya pelajar seperti jantina, umur, pencapaian akademik dan aliran
pengajian. Ini menunjukkan kematangan kerjaya penting dalam menentukan tahap
kesediaan seseorang untuk memasuki alam pekerjaan.
Efikasi Kendiri
Efikasi kendiri merupakan kepada suatu gambaran atau pandangan tentang diri individu
atau disebut sebagai konsep kendiri atau imej kendiri. Ia merangkumi gambaran terhadap
kecekapan kendiri iaitu sejauhmana individu mempunyai keyakinan diri dalam mencapai
sesuatu matlamat. Efikasi kendiri merupakan konsep utama dalam Teori Kognitif Sosial
yang diperkenalkan oleh Bandura. Teori Kognitif Sosial merupakan satu teori yang
mengambarkan berkenaan dengan pembentukan kerjaya individu berdasarkan interaksi
daripada persekitaran dan diri individu. Hal ini melibatkan persekitaran yang datang dari
bentuk kesan luaran kepada individu yang memberi kesan keyakinan kepada kemampuan
individu untuk berjaya di dalam sesuatu bidang tugasan (efikasi kendiri). Interaksi tersebut
disebut sebagai self-system(efikasi kendiri) yang melibatkan struktur kognitif dan persepsi
terhadap tingkahlaku ,yang mana struktur kognitif termasuklah self-awareness (kesedaran
kendiri), self-reducement (dorongan kendiri) dan self-reinforcement (peneguhan kendiri). Ini
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menunjukkan self-efficacy adalah satu konsep yang melihat bagaimana penerimaan

manusia terhadap satu yang baik akan membolehkan mereka menghadapi kesukaran dalam
kehidupan (Sapora Sipon,2014). Menurut Bandura (1977), efikasi kendiri bermaksud
keyakinan terhadap kebolehan diri dalam melaksanakan tugasan dalam situasi tertentu.
Bandura juga menjelaskan individu yang memiliki efikasi kendiri yang tinggi akan
mempunyai kepercayaan terhadap diri dalam melaksanakan tugasan dengan baik dan lebih
cenderung untuk melihat sesuatu yang sukar sebagai sesuatu yang perlu dikuasai bukan
untuk dijauhi. Menurut Melati (2015),terdapat 4 punca utama yang menjadi faktor
penyumbang kepada efikasi kendiri iaitu hasil pencapaian, pencapaian orang lain, pujukan
verbal dan tidak balas fisiologi (Bandura ,1977). Oleh itu, jika individu sering dikaitkan
dengan kejayaan dalam hidup mereka akan membina konsep kendiri yang positif manakala
jika individu sering mengalami kegagalan biasanya mereka mempunyai konsep kendiri yang
negatif. Kesimpulannya, efikasi kendiri merujuk bagaimana seseorang percaya kepada diri
dan boleh bertingkahlaku dengan cekap untuk menghasilkan sesuatu perkara.
Efikasi Kendiri Kerjaya
Aspek penilaian kendiri yang perlu difokuskan seawal peringkat persekolahan supaya
perancangan kepada keputusan pemilihan bidang kerjaya dapat dipilih dengan tepat.
Apabila individu mempunyai pemahaman tentang aspek penilaian kendiri, mereka akan
mudah untuk membuat penyesuaian diri dengan bidang pekerjaan yang ingin diceburi.
Schunk (1990) menyatakan rasa efikasi untuk mencapai kejayaan di sekolah boleh
membantu pelajar untuk berusaha secara bersungguh-sungguh. Ini bermaksud perasaan
terhadap efikasi membawa kepada peneguhan dan memperkuatkan motivasi diri pelajar.
Efikasi kendiri kerjaya juga boleh disifatkan sebagai keyakinan individu terhadap sesuatu
keupayaan untuk menyusun dan melaksanakan kognitif, tingkah laku dan kemahiran sosial
yang diperlukan untuk memastikan kejayaan terhadap sesuatu tugas (Bandura, 1986). Di
dalam skop kertas konsep ini, efikasi kendiri kerjaya merujuk kepada penetapan matlamat
dapat dibentuk dengan wujudnya rasa efikasi dalam diri individu yang memberi kesan
terhadap motivasi diri untuk membuat keputusan berkenaan dengan bidang kerjaya yang
diingini. Oleh itu, jika individu mempunyai rasa efikasi dalam sesuatu bidang mereka akan
menentukan matlamat yang tinggi dan tetap berusaha untuk mencapai matlamat tersebut
walaupon sukar. Namun, jika efikasi rendah individu akan mengelak dan mengambil mudah
terhadap sesuatu tugasan apabila menghadapi kesukaran. Hal ini, jelas menunjukkan rasa
efikasi kendiri sangat penting untuk memberi motivati dan memandu pelajar kepada
matlamat yang lebih jelas untuk mencapai sesuatu kejayaan,perkara inilah yang ingin
difokuskan kepada pelajar untuk memudahkan proses dalam menentukan matlamat untuk
membuat perancangan kerjaya dengan wujudkan rasa efikasi kendiri dalam diri.
Faktor yang mempengaruhi Efikasi Kendiri Kerjaya Pelajar.
Jantina
Kajian-kajian lepas menjelaskan perkaitan antara efikasi kendiri kerjaya dengan jantina.Hasil
kajian lepas, (Lefcourt dan Harmon(1993) ; Chung(2002) ; Creed,Patton dan
Watson(2002);Mau 2000) menunjukkan tidak wujud perbezaan yang signifikan antara
jantina dan efikasi kendiri kerjaya . Namun begitu kajian oleh Wheeler (1983) efikasi kepada
pekerjaan lebih cenderung kepada jangkaan hasil terutama golongan wanita yang lebih
tinggi efikasi kendiri berbanding lelaki . Oleh itu,hasil kajian lepas mendapati ada perbezaan
yang wujud dan ada kajian mendapati tidak terdapat perbezaan yang wujud. Oleh itu,
kesinambungan daripada kajian lepas yang diteliti maka amat bersesuaian kajian yang
berkaitan dengan efikasi kendiri kerjaya ini dijalankan untuk melihat tahap efikasi kendiri
kerjaya pelajar.
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Umur
Efikasi kendiri juga berkemungkinan dipengaruhi oleh faktor umur kerana individu
menghadapi pengalaman hidup yang berbeza walaupon mempunyai usia yang
sama.Namun begitu, hasil kajian Gunawan (2013) menunjukkan bahawa tidak terdapat
perbezaan antara skor efikasi kendiri dengan perbezaan umur. Kajian Susantoputri (2014)
juga mendapati tidak wujud perbezaan yang signifikan antara efikasi kendiri kerjaya dan
umur 14 sehingga 15 tahun dan 16 sehingga 19 tahun. Secara kesimpulannya, tidak
terdapat perbezaan umur dengan efikasi kendiri kerjaya individu.
Pencapaian Akademik
Tahap kecerdasan (IQ) sering dijadikan ukuran dalam menentukan kejayaan akademik
pelajar. Namun begitu berdasarkan kajian-kajian lepas bukan faktor kecerdasan sahaja yang
menjamin kejayaan akademik tetapi faktor peribadi seperti kognitif, keupayaan dan
kemahiran menjadi faktor yang penting kepada keupayaan individu dalam mencapai
kecemerlangan dalam akademik. Hal ini dibuktikan dengan menggantikan faktor kecerdasan
(IQ) dengan efikasi kendiri dalam mengukur tahap pencapaian akademik dalam kajian
(Rothsten et.al,1994). Selain itu, persepsi negatif terhadap tahap pencapaian akademik
kerap kali melemahkan kepercayaan pada diri dan kemampuan pelajar untuk melakukan
yang terbaik dalam pencapaian akademik (Arcand dan Leblanc,2013) . Dalam masa yang
sama kajian Lindo, Sanders dan Oreopoulos (2010) mendapati pelajar tahun pertama
mengalami keciciran dalam pencapaian akademik kerana kurang tahap efikasi kendiri iaitu
kurang kemampuan dan keyakinan diri, sehingga memberi kesan kepada tahap pencapaian
akademik. Kajian mendapati faktor efikasi kendiri pelajar mempengaruhi tahap pencapaian
akademik.
Aliran Pengajian
Pemilihan aliran pengajian juga memerlukan kepada efikasi kendiri kerjaya pelajar untuk
merancang bidang kerjaya yang diminati, oleh itu pelajar hendaklah mengetahui kemahiran
yang ada pada diri, berpengetahuan, kebolehan diri supaya aliran yang dipilih bersesuaian
dengan diri. Berdasarkan kajian-kajian lepas mendapati bahawa aliran pengajian atau
jurusan akademik pelajar mempengaruhi efikasi kendiri pelajar. Bollman (2009) menjalankan
kajian kepada 141 pelajar Universiti Toleda, Amerika Syarika mendapati terdapat perbezaan
antara efikasi kendiri kerjaya dengan faktor aliran atau jurusan pengajian. Diaz (2010) telah
menjalankan kajian oleh kepada pelajar di Latino juga menunjukkan dapatan yang sama. Ini
menunjukkan aliran pengajian pelajar memberi kesan kepada tahap efikasi kendiri kerjaya
pelajar.
Inventori Efikasi Kendiri Kerjaya
Alat ujian Career Decision Making Self-Efficacy (CDMSE) oleh Betz dan Taylor (1994)
digunakan untuk mengukur jangkaan keupayaan kendiri dalam proses tingkahlaku dan
keyakinan individu dalam membuat keputusan kerjaya. Terdapat Career Decision making
Self-Efficacy-Short Form (CDMSE-SF) yang dibina oleh Betz,Klien dan Taylor (1995)
mengandungi 25 items yang dibezakan dengan versi panjang mengandungi 50 item soalan.
CDMSE mengandungi lima subskala yang terdiri daripada penilaian diri,mengumpul
maklumat pekerjaan, pemilihan matlamat, perancagan kerjaya masa hadapan dan
penyelesaian masalah dalam kedua-dua versi .Soal selidik ini diukur berdasarkan 5 skala
pengukuran. Subskala ini dapat digunakan secara berasingan atau jumpa keseluruhan skor
memberi makna yang berbeza untuk efikasi kendiri dalam membuat keputusan kerjaya.
Kebiasaannya skor bagi soal selidik ini antara 5 hingga 125,dimana nilai skor yang tinggi
menunjukkan tahap efikasi kendiri yang tinggi (C.Whiston,2005).
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Secara kesimpulannya faktor efikasi kendiri kerjaya juga mempengaruhi pelajar

dalam membuat keputusan kerjaya. Ini berdasarkan faktor yang diperolehi daripada kajian
lepas seperti jantina, umur, pencapaian akademik dan aliran pengajian. Oleh itu
pemahaman berkaitan dengan efikasi kendiri kerjaya adalah penting untuk membantu
pelajar dalam membuat perancangan kerjaya pada masa akan datang.

PERBINCANGAN
Kematangan kerjaya dan efikasi kendiri kerjaya merupakan faktor yang mempengaruhi
perancangan kerjaya seseorang. Kajian lepas menunjukkan individu yang dapat merancang
kerjaya dengan baik mempunyai kematangan kerjaya dan efikasi kerjaya yang tinggi
disamping faktor lain seperti konsep kendiri, minat kerjaya, penyesuaian kerjaya dan lainlain. Kajian lepas berkaitan kematangan kerjaya dengan faktor penyumbang seperti
jantina,umur,pencapaian akademik dan aliran pengajian tidak menunjukkan perbezaan yang
ketara. Ini termasuklah faktor gender yang dilihat kedua-dua jantina adalah sama dari segi
kematangan kerjaya. Hal ini menunjukkan implikasi peranan kaunselor dan guru kaunseling
adalah penting pada peringkat untuk memahami kematangan kerjaya pelajar dalam
melaksanakan program-program yang berkaitan dengan perkembangan kerjaya bagi keduadua jantina sama ada lelaki dan perempuan.
Begitu juga dengan faktor peringkat umur juga menunjukkan persamaan dalam
kematangan kerjaya. Ini menunjukkan kematangan kerjaya bukan dipengaruhi oleh tahap
aliran sekolah menengah, yang melibatkan pelajar menengah rendah iaitu tingkatan 1
hingga 3 dan menengah atas iaitu tingkatan 4 hingga 6. Ini tidak bermaksud pelajar sekolah
menengah atas yang lebih berusia lebih matang dalam menentukan kematangan kerjaya
berbanding pelajar sekolah menengah rendah. Oleh itu, peranan guru kaunseling pada
peringkat ini sangat penting untuk memahami kematangan kerjaya pelajar supaya
pelaksanaan program kerjaya sesuai dengan keperluan dan tahap umur pelajar.Hal ini
secara tidak langsung dapat memberikan gambaran kepada pihak sekolah dan guru
kaunseling dalam membantu perancangan program pendidikan kerjaya kepada pelajar.
Seterusnya, pencapaian akademik juga menunjukkan persamaan dari segi
kematangan kerjaya. Ini menunjukkan bahawa tidak semestinya pelajar yang mendapat
markah yang baik mempunyai tahap kematangan kerjaya yang tinggi. Oleh itu, peranan guru
sangat penting supaya mereka tidak menilai tahap kemampuan pelajar berdasarkan
pencapaian akademik. Hal ini secara tidak langsung dapat membantu guru dalam
membimbing pelajar memilih bidang kerjaya berdasarkan keputusan akademik dan bidang
kerjaya impian. Kematangan kerjaya pelajar juga sering dikaitkan dengan aliran pengajian.
Oleh yang demikian, peranan guru sangat penting untuk memahami kematangan kerjaya
pelajar dalam meneroka aliran kerjaya yang bersesuaian dengan aliran yang dipelajari
pelajar. Hal ini secara tidak langsung membantu guru dalam memberi pendedahan program
kerjaya yang bersesuaian kepada pelajar mengikut aliran pengajian mereka.
Kajian lepas berkaitan dengan efikasi kendiri kerjaya menunjukkan bahawa
seseorang yang mempunyai efikasi kendiri kerjaya yang tinggi lebih berkeyakinan membuat
perancangan kerjaya. Berdasarkan faktor jantina menunjukkan tidak terdapat perbezaan,
sementara ada kajian lain yang mendapati terdapat perbezaan antara efikasi kendiri kerjaya
dengan jantina. Hal ini menjelaskan bahawa terdapat perbezaan dapatan antara pengkaji.
Implikasinya peranan kaunselor dan guru penting pada tahap ini untuk memahami efikasi
kendiri kerjaya pelajar dalam membantu membuat pemilihan dan merancang kerjaya pelajar
pada masa akan datang dengan mengambil kira persamaan dan perbezaan jantina. Dari
aspek faktor umur pula, hasil dapatan ini menunjukkan efikasi kendiri kerjaya bagi umur
adalah sama. Ini kerana efikasi kendiri kerjaya bukan sahaja melibatkan individu sahaja tapi
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turut dipengaruhi oleh faktor persekitaran keluarga, sosial dan peluang pekerjaan.
Implikasinya peranan kaunselor adalah penting pada peringkat ini untuk memastikan efikasi
kendiri kerjaya pelajar dapat ditingkatkan dengan menyediakan program-program kerjaya
yang bersesuaian dengan peringkat umur.
Seterusnya pencapaian akademik juga merupakan salah satu faktor kepada efikasi
kendiri kerjaya pelajar. Ini kerana kebiasaannya pengkaji lepas berpendapat individu yang
mempunyai tahap kecerdasan (IQ) yang tinggi mempunyai tahap efikasi kendiri kerjaya yang
tinggi yang memberi kesan kepada pencapaian akademik. Oleh itu, implikasinya peranan
guru pada tahap ini penting dalam meneroka efikasi kendiri kerjaya pelajar supaya mereka
lebih berkeyakinan dan berkemampuan untuk melakukan yang terbaik dalam pencapaian
akademik. Ini sekaligus dapat membantu pihak sekolah meningkatkan prestasi akademik
sekolah. Dalam masa yang sama faktor aliran pengajian juga perlu difokuskan dalam
menentukan efikasi kendiri kerjaya pelajar. Dapatan kajian lepas menunjukkan bahawa
efikasi kendiri kerjaya bagi aliran pengajian adalah sama. Implikasinya peranan kaunselor
dan guru adalah penting pada peringkat untuk memahami efikasi kendiri kerjaya dalam
membantu pelajar dari jurusan yang berbeza untuk membuat perancangan kerjaya yang
bersesuai dengan aliran pengajian dan minat pelajar. Hal ini sekaligus dapat membantu
pelajar merancang kerjaya mereka dengan lebih baik.
Namun begitu terdapat kajian lepas yang mengkaji hubungan antara faktor efikasi
kendiri dan kematangan kerjaya. Berdasarkan kajian-kajian lepas, terdapat hubungan antara
kematangan kerjaya dengan efikasi kendiri kerjaya pelajar. Hasil kajian Susantoputri (2014)
mendapati terdapat hubungan antara efikasi kendiri kerjaya dan kematangan kerjaya pada
remaja di Daerah Kota Tangerang. Korelasi menunjukkan positif antara kedua-dua
pembolehubah. Ini menjelaskan semakin tinggi efikasi kendiri kerjaya maka semakin
kematangan kerjaya pada remaja. Selain itu, kajian Mohd Faizal (2015) yang dijalankan
kepada pelajar tahun akhir di Pusat Latihan Teknologi Tinggi (ADTEC)juga mendapati
terdapat hubungan antara penghargaan kendiri kerjaya dengan kematangan kerjaya dengan
nilai korelasi yang paling tinggi daripada pembolehubah lain yang terlbat dalam kajian. Hal
ini menunjukkan efikasi kendiri kerjaya mempunyai perkaitan dengan kematangan kerjaya
individu.

KESIMPULAN
Secara keseluruhannya, kertas konsep ini adalah bertujuan untuk membincangkan
perancangan kerjaya pelajar sekolah menengah. Memahami peranan efikasi kendiri kerjaya
dan kematangan kerjaya dalam kalangan pelajar merupakan persediaan awal bagi
membantu pelajar dalam bidang pekerjaan berdasarkan tahap perkembangan kerjaya
individu. Berdasarkan penulisan kajian lepas yang telah dihuraikan oleh pengkaji, faktor
efikasi kendiri kerjaya dan kematangan kerjaya memainkan peranan yang penting kepada
pelajar dalam menentukan arah kerjaya pada masa akan datang. Masih kurang kajian untuk
memahami peranan efikasi kendiri kerjaya dan kematangan kerjaya dalam kalangan pelajar
sekolah menengah, kajian susulan hendaklah dilakukan dengan memfokus kepada
pemboleh ubah kematangan kerjaya dan efikasi kendiri kerjaya dalam kalangan pelajar
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327

PERBANDINGAN TINGKAH LAKU SOSIAL BERDASARKAN GENDER ANTARA

GENERASI MUDA TINGGAL DI KAWASAN TERPINGGIR DAN ARUS PERDANA DI
MALAYSIA
Fauziah Ibrahim1, Sheau Tsuey Chong1
1
Pusat Pengajian Psikologi dan Pembangunan Manusia
Fakulti Sains Sosial dan Kemanusiaan
Universiti Kebangsaan Malaysia
43600 Bangi, Selangor
ifauziah@ukm.edu.my
Sheau Tsuey Chong1
Pusat Pengajian Psikologi dan Pembangunan Manusia
Fakulti Sains Sosial dan Kemanusiaan
Universiti Kebangsaan Malaysia
43600 Bangi, Selangor
stchong@ukm.edu.my

Denise Koh Choon Lian2

Jabatan Pendidikan dan Kesejahteraan Komuniti,
Fakulti Pendidikan, Universiti Kebangsaan Malaysia,
43600 Bangi, Selangor
denise.koh@ukm.edu.my

Juliana Rosmidah Jaafar3

Fakulti Pengajian Asas dan Sains Gunaan,
Infrastructure University Kuala Lumpur,
43000 Kajang, Selangor
julianarosmida.jaafar@iukl.edu.my
Abstrak

Artikel ini disediakan bertujuan untuk mengenal pasti perbandingan tingkah laku sosial
berdasarkan gender antara generasi muda yang tinggal di kawasan terpinggir dan arus
perdana di Malaysia. Kajian dijalankan dengan menggunakan reka bentuk tinjauan keratanlintang secara kuantitatif. Seramai 5,237 remaja pelbagai etnik yang tinggal di kawasan
terpinggir dan arus perdana berumur dalam lingkungan 15-25 tahun telah dipilih sebagai
responden kajian. Data kajian dianalisis dengan menggunakan ujian-T untuk mengenal pasti
perbandingan tingkah laku sosial berdasarkan gender antara generasi muda yang tinggal di
kawasan terpinggir dan mereka yang tinggal di kawasan arus perdana di Malaysia. Ujian-t
yang dilakukan menunjukkan generasi muda lelaki yang tinggal di kawasan terpinggir
mempunyai kecenderungan tingkah laku prososial dan gangguan tingkah laku yang secara
relatifnya tinggi berbanding generasi muda perempuan. Begitu juga dengan generasi muda
di kawasan arus perdana, di mana ujian-t menunjukkan bahawa generasi muda lelaki
dikenalpasti lebih cenderung menunjukkan tingkah laku prososial berbanding perempuan.
Manakala bagi masalah emosi, generasi muda perempuan yang tinggal di kawasan
terpinggir dan arus perdana mempunyai kecedenderungan masalah emosi yang lebih tinggi
berbanding lelaki. Hasil kajian memberi implikasi terhadap usaha pihak-pihak yang
berkepentingan untuk merangka program-program yang membantu meningkatkan
pembangunan jati diri dalam kalangan generasi muda berdasarkan gender.
Kata kunci: Tingkah laku sosial, gender, remaja terpinggir, arus perdana, generasi muda

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PENGENALAN
Isu perbezaan tingkah laku sosial berdasarkan gender khasnya dalam kalangan generasi
muda yang tinggal di kawasan bandar dan luar bandar perlu diberikan perhatian oleh negara
bagi membolehkan program-program pembangunan yang dirangka untuk meningkatkan jati
diri mereka dapat dilakukan secara seimbang. Petunjuk tingkah laku sosial generasi muda
masakini seperti masalah emosi, gangguan tingkah laku, masalah hubungan dengan rakan
sebaya, tingkah laku hiperaktif dan kemahiran prososial boleh membantu memberi
gambaran sebenar tentang diri dan tingkah laku generasi muda masakini dan implikasinya
terhadap kehidupan masa hadapan. Teori pembelajaran sosial yang telah dikembangkan
oleh Albert Bandura (1977) telah memberi gambaran tentang faktor-faktor yang mendorong
seseorang individu untuk bertingkah laku. Menurut Bandura sesuatu tindakan yang
berhubungkait dengan tingkah laku merupakan suatu hasil interaksi yang wujud antara
ketiga-tiga faktor iaitu manusia, persekitaran dan tingkah laku manusia. Ketiga-tiga faktor
tersebut merupakan penentu kepada sesuatu tindakan oleh seseorang individu. Manakala
berdasarkan teori sosial disorganization oleh Weenink (2011), beliau menjelaskan bahawa
perbezaan tingkah laku delinkuen seseorang individu kebiasannya adalah disebabkan oleh
pelbagai peringkat kawalan sosial yang tidak formal dan perbezaan budaya diantara
kawasan luar bandar dan kawasan bandar sehingga mempengaruhi seseorang individu
untuk bertingkah laku delinkuen. Ciri-ciri perubahan kejiranan dalam kawasan bandar dan
kemiskinan merupakan ciri penting yang ditekan oleh teori ini dalam memberi penjelasan
terhadap tingkah laku delinkuen. Berdasarkan teori berkenaan, Weenink (2011)
menjelaskan bahawa tingkah laku delinkuen adalah disebabkan oleh remaja yang tinggal
dalam sesuatu kawasan tertentu dan mempelajari sesuatu daripada rakan yang delinkuen.
Di Malaysia statistik yang dikeluarkan oleh Agensi Anti Dadah Kebangsaan
mendedahkan bahawa majoriti golongan lelaki khasnya dalam kalangan generasi muda
belia merupakan golongan yang tertinggi penglibatannya dengan aktiviti penyalahgunaan
dadah berbanding golongan wanita. Sehingga akhir tahun 2014, statistik menunjukkan
kadar kes baru bagi kesalahan penyalahgunaan dadah dalam kalangan lelaki mencatatkan
sejumlah 13,010 orang penagih lelaki berbanding penagih dadah wanita yang dikesan iaitu
sejumlah 595 orang (Agensi Anti Dadah kebangsaan, 2015). Manakala berdasarkan aspek
perlakuan jenayah pula, banyak kajian telah mengaitkan golongan lelaki dengan perlakuan
tersebut berbanding dengan golongan wanita (FirtGerald et al., 2003). Kajian yang
dijalankan oleh Weatherburn (2001) juga mendapati bahawa golongan lelaki dilihat lebih
cenderung untuk terlibat dengan aktiviti jenayah berbanding dengan golongan wanita
terutamanya melibatkan jenayah berat atau serius. Kajian di Australia menunjukkan bahawa
nisbah 2:1 penglibatan dalam kes yang berkaitan dengan jenayah adalah melibatkan
golongan lelaki dan wanita (Weatherburn 2001). Adakah penglibatan golongan lelaki dengan
masalah delinkuen ini di pengaruhi oleh tingkah laku sosial yang tada dalam diri mereka?
Oleh itu pemahaman tentang tingkah laku sosial seperti masalah emosi, gangguan tingkah
laku, masalah hubungan dengan rakan, tingkah laku hiperaktif dan kemahiran prososial
perlu dikaji secara khusus dalam kalangan generasi muda berdasarkan gender bagi
mengelak berlakunya masalah sosial yang lebih rumit dalam kalangan mereka.
Menurut Hairunnaja (2003), masalah emosi berlaku disebabkan seseorang individu
gagal untuk mengendalikan sikap positif yang ada wujud dalam diri mereka terhadap
sesuatu peristiwa yang berlaku dalam kehidupannya. Kajian yang dijalankan oleh Noriah,
Shaharuddin, Kadderi dan Rozlina (2008) mendapati pelajar perempuan yang sedang
menyambung pengajian di salah sebuah universiti awam di Malaysia mempunyai indeks
kecergasan emosi yang lebih tinggi berbanding pelajar lelaki (lelaki = 74.50,
perempuan=75.57). Hasil dapatan ini mengambarkan bahawa pelajar perempuan kurang
terdedah dengan masalah emosi berbanding dengan pelajar lelaki. Masalah emosi ini
sekiranya tidak ditangani boleh memberi implikasi ke atas prestasi pembelajaran yang
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ditunjukkan mereka. Kajian yang dijalankan oleh Halpern (1992) mendapati bahawa pelajar
perempuan dilihat lebih bersikap positif dan fokus terhadap kerja-kerja sekolah yang
diberikan oleh guru berbanding pelajar lelaki sewaktu di sekolah. Keadaan ini telah
menyebabkan majoriti pelajar perempuan menunjukkan prestasi akademik yang lebih
cemerlang berbanding pelajar lelaki. Hasil kajian ini dilihat selari dengan beberapa kajian
yang telah dijalankan di kebanyakan negara-negara di dunia seperti di Scotland, England,
Peranchis, Jerman, Jepun, Australia, New Zealand dan Malaysia yang mendapati bahawa
pelajar perempuan lebih mempamerkan prestasi akademik yang lebih cemerlang
berbanding pelajar lelaki disebabkan oleh masalah emosi yang tidak terkawal (Tinklin,
Croxford, Frame & Ducklin 2000; Kementerian Pendidikan Malaysia, 2000).
Berdasarkan perbandingan aspek tingkah laku hiperaktif pula, kajian yang dijalankan
oleh Diaz et al. (2011) mendapati bahawa terdapat perbezaan signifikan antara remaja lelaki
dan perempuan terhadap tingkah laku hiperaktif yang diuji dalam kajian berkenaan. Hasil
kajian beliau mendapati remaja perempuan lebih cenderung untuk melakukan tindakan
hiperaktif yang tidak begitu merbahaya berbanding dengan pengambilan dadah
sebagaimana yang dilakukan oleh remaja lelaki. Hasil kajian ini menunjukkan bahawa
wujud perbezaan gender iaitu antara remaja lelaki dan perempuan dengan penglibatan
aktiviti hiperaktif dalam kehidupan seharian mereka. Kajian yang dijalankan oleh Becker dan
Grilo (2006) pula mendapati bahawa remaja perempuan dilihat lebih terdedah kepada
aktiviti hiperaktif yang dicirikan dengan aspek bersifat dalaman seperti masalah estim diri,
antisosial berbanding dengan remaja lelaki. Namun begitu, Becker dan Grilo (2006) turut
menegaskan bahawa penglibatan remaja sama ada dengan aktiviti hiperaktif yang bersifat
dalaman atau luaran mempunyai risiko negatif yang sama kepada remaja lelaki, mahupun
perempuan.
Berdasarkan aspek perbandingan hubungan rakan sebaya pula, kajian yang
dijalankan oleh Weichold, Wiesner dan Silbereisen (2014) mendapati bahawa remaja
perempuan yang mempunyai masalah dengan rakan sebaya adalah lebih terdedah kepada
masalah tingkah laku seperti pengambilan minuman beralkohol, tetapi tidak kepada remaja
lelaki. Ini adalah kerana masalah tingkah laku remaja lelaki dikaitkan dengan masalah yang
berkaitan dengan jaringan sosial terhampir iaitu ibu bapa. Dalam erti kata lain, dapatan
kajian Weischold et al. (2014) mencadangkan bahawa dalam tempoh seseorang individu
melalui fasa remaja, hubungan dengan rakan sebaya adalah lebih signifikan bagi remaja
perempuan. Ini adalah setara dengan pandangan Ma dan Huebner (2008) yang menyatakan
bahawa jalinan hubungan yang rapat bersama rakan-rakan adalah lebih tinggi dalam
kalangan remaja perempuan berbanding lelaki. Manakala Giardano (2003) pula
berpandangan bahawa hubungan rapat yang wujud dalam hubungan rakan sebaya
berupaya mendedahkan remaja perempuan dengan tindakan berisiko. Weichold et al.
(2014) dalam kajiannya mendapati masalah dengan rakan sebaya boleh memberikan kesan
kepada tingkah laku remaja perempuan berbanding dengan remaja lelaki. Manakala Khamis
(2015) dalam kajiannya pula mendapati masalah dengan rakan sebaya berupaya
memberikan kesan negatif kepada perkembangan sosial remaja lelaki dan perempuan. Hasil
kajian beliau mendapati bahawa masalah buli yang dilakukan oleh rakan sebaya adalah
ketara dalam kalangan remaja lelaki berbanding perempuan. Dapatan kajian berkenaan
mencadangkan bahawa remaja lelaki yang mengalami masalah buli
mempunyai
kebarangkalian berhadapan dengan kesan jangka panjang seperti kesukaran berinteraksi
dengan individu-individu lain di sekeliling mereka.
Kemahiran prososial merujuk kepada tingkah laku yang dapat memberikan manfaat
kepada orang disekelilingnya. Malah tingkah laku ini sering dianggap sebagai asas dalam
perhubungan manusia. Tingkah laku prososial dilihat penting dalam membina hubungan
interpersonal yang positif dalam kalangan masyarakat (Babcock, Hartle & Lamme, 1995).
Kajian yang dijalankan oleh Babcock, Hartle & Lamme (1995) mendapati bahawa kanak330

kanak kecil yang pernah menerima latihan untuk membentuk tingkah laku prososial,
menunjukkan tingkah laku kurang agresif dan lebih baik perhubungan dengan rakan-rakan
sebaya mereka. Memandangkan aspek kecenderungan tingkah laku sosial dalam kalangan
generasi muda adalah penting dalam menyediakan sumber rujukan untuk membina
program-prongan pembangunan generasi muda untuk masa hadapan, maka kajian ini
dilakukan bertujuan untuk mengenal pasti perbandingan tingkah laku sosial berasaskan
gender antara generasi muda yang tinggal di kawasan terpinggir dan arus perdana di
Malaysia. Hasil kajian diharap dapat membantu pihak-pihak yang berkepentingan dalam
merangka polisi dan program-program pembangunan generasi muda dengan lebih berkesan
bagi memastikan proses transisi generasi muda ke alam dewasa kelak adalah signifikan
kepada pembangunan dan kesejahteraan negara.

METODOLOGI
Kajian ini menggunakan pendekatan metodologi berbentuk tinjauan keratan-lintang secara
kuantitatif. Data kajian telah dianalisis dengan menggunakan ujian-T. Penganalisaan data
telah dilakukan dengan menggunakan Statistical Package for the Sosial Science for
Windows (SPSS for Windows). Instrumen The Strengths and Difficulties Questionnaire
(SDQ) telah digunakan untuk mengukur tingkah laku sosial dalam kalangan remaja pelbagai
etnik yang tinggal di kawasan terpinggir di Malaysia. Instrumen SDQ tersebut mengandungi
25 soalan berkaitan dengan tingkah laku sosial dengan lima sub dimensi iaitu gangguan
tingkah laku, masalah emosi, kemahiran prososial, masalah hubungan rakan sebaya dan
tingkah laku hiperaktif. Skala tiga likert digunakan dengan pilihan-pilihannya disusun
mengikut kesesuaian iaitu (1) tidak benar, (2) agak benar dan (3) benar.
Nilai
kebolehpercayaan untuk skala yang digunakan dalam kajian ini adalah tinggi iaitu 0.792.
Dalam kajian ini, Ujian T digunakan untuk membuat perbandingan tingkah laku sosial
berdasarkan gender dalam kalangan generasi muda di Malaysia.
Populasi dan sampel kajian
Dalam kajian ini, populasi merujuk kepada remaja yang secara geografinya tinggal dalam
kawasan terpinggir seperti di kawasan kampung tradisional, kampung baru, rumah panjang,
FELDA, FELCRA, estet, rumah pangsa dan rumah kos rendah serta mempunyai jumlah
pendapatan isirumah sebanyak RM3,000 sebulan. Kesemua remaja terpinggir tersebut
berusia dalam lingkungan umur 15-25 tahun. Persampelan rawak berdasarkan blok
perhitungan banci penduduk 2010 telah digunakan untuk memilih 5,237 orang remaja yang
tinggal di kawasan terpinggir di Malaysia dengan pecahan jumlah sampel yang terdiri
daripada etnik Melayu), Cina), India dan peribumi Sabah dan Sarawak. Zon-Zon yang
terlibat dalam kajian ini adalah: (1) Zon Utara: melibatkan negeri Perlis dan Kedah, (2) Zon
Pantai Timur: melibatkan negeri Kelantan dan Terengganu, (3) Zon Selatan: melibatkan
Negeri Sembilan, Melaka dan Johor, (4) Zon Tengah: melibatkan negeri Selangor dan
Wilayah Persekuuan, KL, (4) Zon Sabah bagi negeri Sabah dan (5) Zon Sawarak bagi
negeri Sarawak.
Proses Pengumpulan Borang Soal Selidik
Pengedaran borang soal selidik kajian telah dijalankan secara rawak setelah mendapat
kebenaran bertulis untuk menjalankan kajian daripada pihak yang berkepentingan. Kerjakerja dilapangan telah diagihkan kepada beberapa kumpulan penyelidik berdasarkan zonzon dan lokasi penyelidikan. Sewaktu kerja-kerja pengutipan data dilapangan dilakukan,
setiap zon diuruskan oleh seorang ketua penyelidik dan dibantu oleh beberapa orang
pembantu penyelidik dan enumerator terlatih. Kesemua pembantu penyelidik dan
enumerator terlatih yang terlibat dalam penyelidikan terlebih dahulu diberikan penerangan
331

dan taklimat ringkas berkaitan kaedah pengumpulan data oleh ketua penyelidik. Seterusnya,
ketua dan pembantu penyelidik serta enumerator terlatih telah kelapangan dan sesi
pengumpulan data dijalankan berdasarkan kriteria yang ditetapkan seperti negeri dan zon
yang telah ditentukan serta ciri-ciri responden yang disasarkan dalam penyelidikan. Sewaktu
pengutipan data dijalankan. pembantu penyelidik dan enumerator telah mengawasi
responden sewaktu mereka menjawab soal selidik bagi membolehkan mereka bertanya
sekiranya terdapat soalan-soalan yang kurang jelas dan kurang difahami. Semua responden
yang terlibat dalam kajian ini dimaklumkan tentang etika pengumpulan data dan mereka
dibenarkan untuk menarik diri pada bila-bila masa sepanjang kajian tersebut berlangung.
Bagi mendapatkan jumlah borang soal selidik yang tepat, pasukan penyelidik telah
memeriksa setiap helaian pada borang soal selidik sewaktu pengutipan borang soalselidik
dijalankan. Ia bertujuan memastikan setiap responden mengisi borang soal selidik dengan
sempurna dan lengkap. Sekiranya terdapat mana-mana borang yang didapati tidak diisi
dengan lengkap, pasukan penyelidik akan memulangkan semula kepada responden dan
memastikan mereka menjawab soalan yang tidak dijawab tersebut dengan bantuan
daripada pegawai penyelidik yang bertugas dalam sesi pengutipan data berkenaan. Secara
keseluruhan, proses pengumpulan data dapat dijalankan dengan sempurna hasil kerjasama
yang baik daripada responden yang terlibat dalam penyelidikan.
HASIL KAJIAN DAN PERBINCANGAN
Hasil Ujian-T bagi perbandingan Gender Generasi Muda yang Tinggal di Kawasan
Terpinggir dan Arus Perdana
Jadual 2 menunjukkan hasil analisis terhadap perbandingan gender generasi muda yang
tinggal di kawasan terpinggir. Jumlah responden bagi kumpulan generasi muda di kawasan
terpinggir adalah 3558 orang (Lelaki= 1947 dan Perempuan = 1611).
Jadual 2: Ujian T: Perbandingan Gender Generasi Muda yang Tinggal di Kawasan
Terpinggir
Jenis-jenis Kecenderungan
Sisihan
Tingkah laku
Jantina
Min
piawai
Ujian- t
Masalah Hubungan Rakan Lelaki
1.73
.38
[t(3556)=1.62,
Sebaya
Perempu
1.71
.37
p=.103].
an
Hiperaktif
Lelaki
1.81
.37
[t(3556)=1.46,
Perempu
1.79
.37
p=.144].
an
Kecenderungan
Tingkah Lelaki
1.73
.46
[t(3556)=4.85,
laku Prososial
Perempu
1.66
.44
p=.001].
an
Gangguan Tingkah laku
Lelaki
1.66
.45
[t(3556)=4.83,
Perempu
1.59
.40
p=.001].
an
Masalah Emosi
Lelaki
1.69
.50
[t(3556)=3.00,
Perempu
1.74
.48
p=.003].
an
Manakala Jadual 3 memaparkan hasil ujian-t bagi generasi yang tinggal di kawasan arus
perdana. Dalam kumpulan ini, jumlah keseluruhan responden dalam kumpulan arus
perdana adalah seramai 1679 orang (Lelaki = 899 orang dan perempuan = 780 orang).

332

Jadual 3: Ujian T: Perbandingan Gender Generasi Muda yang Tinggal di Kawasan Arus
Perdana
Jenis-jenis Kecenderungan
Sisihan
Tingkah laku
Jantina
Min
piawai
Ujian- t
Masalah Hubungan Rakan Lelaki
1.69 .39
[t(1667)=1.10,
Sebaya
Perempua
1.67 .36
p=.270].
n
Hiperaktif
Lelaki
1.78 .37
[t(1667)=.66,
Perempua
1.77 .39
p=.511].
n
Kecenderungan
Tingkah Lelaki
1.69 .44
[t(1667)=2.80,
laku Prososial
Perempua
1.63 .41
p=.005].
n
Gangguan Tingkah laku
Lelaki
1.58 .42
[t(1667)=.76,
Perempua
1.56 .39
p=.449].
n
Masalah Emosi
Lelaki
1.61 .47
[t(1667)=5.54,
Perempua
1.74 .48
p=.001].
n
i.

Generasi Muda yang Tinggal di Kawasan Terpinggir

Hasil analisis ujian-t menunjukkan terdapat perbezaan yang signifikan antara gender dalam
tiga aspek kecenderungan tingkah laku yang dikaji iaitu tingkah laku prososial, gangguan
tingkah laku dan gangguan emosi. Bagi aspek tingkah laku prososial, ujian-t menunjukkan
bahawa generasi muda lelaki mempunyai kecenderungan tingkah laku prososial yang lebih
tinggi (Min= 1.73, s.p=.46) berbanding dengan generasi muda perempuan (Min=1.66,
s.p=.44), [t(3556)=4.85, p=.001]. Dapatan ini mencadangkan bahawa generasi muda lelaki
yang menetap di kawasan terpinggir mempunyai kemahiran prososial yang lebih tinggi
berbanding generasi muda perempuan. Generasi lelaki lebih cenderung untuk membantu
individu lain yang berada dalam kesusahan, gemar terlibat dengan aktiviti kesukarelawan
dan suka berkongsi barangan dengan oang lain.
Sementara itu, hasil ujian-t turut menunjukkan wujudnya perbezaan yang signifikan
bagi generasi muda di kawasan terpinggir berdasarkan aspek gangguan tingkah laku.
Dapatan kajian ini menunjukkan bahawa walaupun generasi muda lelaki mempunyai
kecenderungan tingkah laku yang lebih tinggi berbanding perempuan namun mereka juga
dilihat mempunyai kecenderungan terhadap aspek gangguan tingkah laku. Hasil ujian-t
menunjukkan bahawa generasi muda lelaki mempunyai kecenderungan gangguan tingkah
laku yang lebih tinggi (Min=1.66, s.p=.45) berbanding dengan generasi muda perempuan
(Min=1.59, s.p=.40), [t(3556)=4.79, p=.001].
Seterusnya, hasil analisia ujian-t juga
turut menunjukkan bahawa terdapat
perbezaan yang signifikan antara gender bagi aspek gangguan emosi. Analisis ujain-t yang
dijalankan menunjukkan bahawa generasi muda perempuan mempunyai kecenderungan
gangguan emosi yang lebih rendah (Min=1.69, s.p=.50) berbanding dengan lelaki
(Min=1.74, s.p=.48), [ t(3556)=3.00, p=.003]. Hasil kajian ini mengambarkan bahawa
generasi muda lelaki yang tinggal dalam kawasan terpinggir dilihat lebih terdedah kepada
masalah emosi seperti sering berasa rungsing, sedih dan mudah merasa takut apabila
berada di tempat baharu. Hasil kajian ini dilihat selari dengan kajian yang dijalankan oleh
Noriah et al. (2008) yang mendapati bahawa emosi pelajar perempuan yang sedang
menyambung pengajian di salah sebuah universiti awam di Malaysia dilihat lebih baik
berbanding pelajar lelaki. Masalah emosi yang tidak ditangani ini berupaya memberi kesan
333

yang kurang baik ke atas prestasi pembelajaran dan pencapaian akademik yang ditunjukkan
dalam kalangan pelajar lelaki berbanding pelajar perempaun (Halpern 1992).
Weichold et al. (2014) dalam kajiannya mendapati masalah dengan rakan sebaya
boleh memberikan kesan kepada tingkah laku remaja perempuan berbanding dengan
remaja lelaki. Manakala Khamis (2015) dalam kajiannya pula mendapati masalah dengan
rakan sebaya berupaya memberikan kesan negatif kepada perkembangan sosial remaja
lelaki dan perempuan. Analisis ujian-t menunjukkan bahawa tidak wujud perbezaan yang
signifikan antara gender bagi aspek masalah dengan rakan sebaya serta tingkah laku
hiperaktif (p>.05). Dapatan kajian ini menunjukkan bahawa kedua-dua gender, iaitu lelaki
dan perempuan mempunyai kecenderungan yang sama untuk berhadapan dengan masalah
dengan rakan sebaya dan tingkah laku hiperaktif. Dalam erti kata lain, faktor jantina tidak
mempengaruhi masalah dalam kalangan rakan sebaya dan tingkah laku hiperaktif bagi
generasi muda yang tinggal di kawasan terpinggir. Namun begitu, hasil kajian ini dilihat
bertentangan dengan dapatan kajian yang dijalankan oleh Becker dan Grilo (2006) yang
mendapati bahawa remaja perempuan dilihat lebih terdedah kepada aktiviti hiperaktif yang
dicirikan dengan aspek negatif bersifat dalaman seperti masalah estim diri, antisosial
berbanding dengan remaja lelaki.
ii. Generasi Muda Tinggal di Kawasan Arus Perdana
Berdasarkan perbandingan tingkah laku sosial berdasarkan gender bagi generasi muda
yang tinggal di kawasan arus perdana pula, hasil ujian-t menunjukkan bahawa terdapat
perbezaan signifikan antara gender yang tinggal di kawasan arus perdana dalam dua aspek
kecenderungan tingkah laku yang dikaji, iaitu tingkah laku prososial dan gangguan emosi.
Berdasarkan aspek tingkah laku positif, ujian-t menunjukkan bahawa generasi muda lelaki
dilihat cenderung menunjukkan tingkah laku prososial yang lebih tinggi (Min= 1.69, s.p=.44)
berbanding dengan generasi muda perempuan (Min=1.63, s.p=.41), [t(1667)=2.80, p=.001].
Dapatan ini menunjukkan bahawa generasi muda lelaki yang menetap di kawasan arus
perdana dilihat lebih cenderung untuk mempamerkan tingkah laku prososial yang lebih tinggi
berbanding perempuan.
Bagi aspek gangguan emosi pula, ujian-t turut menunjukkan bahawa terdapat
perbezaan yang signifikan antara gender. Analisis ujian-t menunjukkan bahawa generasi
muda lelaki mempunyai kecenderungan gangguan emosi yang lebih rendah (Min=1.61,
s.p=.47) berbanding dengan perempuan (Min=1.74 sp=.48), [t(1667)=5.54, p=.005]. Hasil
dapatan ini menunjukkan tren yang sama seperti generasi muda perempuan yang menetap
dalam kawasan terpinggir, dimana kumpulan gender yang sama di kawasan arus perdana
turut menunjukkan pola yang sama dari segi kecenderungan masalah emosi.
Berdasarkan masalah hubungan dengan rakan sebaya pula, ujian-t menunjukkan
bahawa tidak wujud perbezaan yang signifikan antara gender bagi aspek masalah dengan
rakan sebaya, gangguan tingkah laku serta masalah tingkah laku hiperaktif (p>.05). Hasil
dapatan kajian menunjukkan bahawa kedua-dua gender, iaitu samada lelaki dan perempuan
mempunyai kecenderungan yang sama untuk berhadapan dengan masalah dengan rakan
sebaya dan tingkah laku hiperaktif. Dalam erti kata lain, faktor jantina tidak mempengaruhi
masalah dalam kalangan rakan sebaya dan tingkah laku hiperaktif bagi generasi muda yang
tinggal di kawasan terpinggir.
RUMUSAN
Kesimpulannya, hasil kajian menunjukkan bahawa generasi muda lelaki yang tinggal di
kawasan terpinggir mempunyai kecenderungan tingkah laku prososial dan gangguan
334

tingkah laku yang tinggi berbanding generasi muda perempuan. Begitu juga dengan
generasi muda di kawasan arus perdana, di mana ujian-t menunjukkan bahawa generasi
muda lelaki dikenalpasti lebih cenderung menunjukkan tingkah laku prososial berbanding
generasi muda perempuan. Manakala bagi masalah emosi, generasi muda perempuan yang
tinggal di kawasan terpinggir dan arus perdana mempunyai kecedenderungan masalah
emosi yang lebih tinggi berbanding lelaki. Hasil kajian memberi implikasi terhadap usaha
pihak-pihak yang berkepentingan dalam merangka program-program yang membantu
meningkatkan pembangunan jatidiri generasi muda berdasarkan gender. Kajian semasa
terhadap generasi muda yang tinggal di kawasan terpinggir dan arus perdana berasaskan
gender adalah perlu bagi menyediakan input semasa kepada negara dalam merangka
strategi baru yang seimbang dan menepati situasi generasi muda masakini ke arah
pembentukan generasi muda masa hadapan yang sejahtera. Perancangan untuk
membangunkan generasi muda perlu responsif kepada jangkaan keperluan dan cabaran
masa hadapan generasi muda dengan mengambil kira aspek gender. Ini adalah kerana
segala perancangan dan pelaksanaan sesuatu program atau aktiviti bagi mendepani
sesuatu cabaran yang berkaitan dengan generasi muda akan lebih mudah menemui
kejayaan apabila jangkauan pemikiran dan penglihatan menyeluruh terhadap generasi
muda adalah bersifat jangka panjang. Langkah-langkah intervensi untuk meningkatkan
tingkah laku social dalam kalangan generasi muda perlu diberikan perhatian sewajarnya
oleh pihak-pihak yang berkepentingan bagi memastikan agenda pembentukan generasi
muda masa depan dapat dilaksanakan dengan lebih berkesan dengan mengambil kira
aspek gender sama ada yang tinggal di kawasan terpinggir mahupun di kawasan arus
perdana.

PENGHARGAAN
Kajian ini telah mendapat sokongan dan pembiayaan daripada Kementerian Pendidikan
Tinggi melalui kod penyelidikan LRGS/2013/UMK-UKM/SS/01. Ucapan penghargaan juga
ditujukan kepada Kementerian Pendidikan Tinggi, Penyelidik-penyelidik di Universiti
Kebangsaan Malaysia, Universiti Putra Malaysia, Universiti Malaysia Sabah, Universiti
Malaysia Kelantan serta semua pihak yang terlibat menjayakan penyelidikan ini.
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337

PENGARUH KECERDASAN EMOSI TERHADAP KESEJAHTERAAN PSIKOLOGIKAL

PELAJAR LUAR BANDAR DI SABAH: SEBUAH KERTAS KONSEP
Melissa Edora Sanu,
Balan Rathakrishnan
UMS
Abstrak
Kecerdasan emosi dan kesejahteraan psikologikal semakin mendapat perhatian ramai
pengkaji. Namun, kajian sedia ada kurang dijalankan melibatkan pelajar luar bandar.
Justeru, kajian ini bertujuan mengenal pasti pengaruh kecerdasan emosi terhadap
kesejahteraan psikologikal pelajar luar bandar di Sabah. Kecerdasan emosi dan
kesejahteraan psikologikal pelajar luar bandar adalah berbeza dengan pelajar di bandar
kerana perbezaan pengalaman persekitaran yang mereka lalui. Kajian sedia ada
menyokong kecerdasan emosi dan kesejahteraan psikologikal mempunyai hubungan
dengan tingkah laku kenakalan pelajar dan pencapaian akademik pelajar. Pencapaian
akademik yang rendah sering dikaitkan dengan pelajar luar bandar dan tingkah laku
kenakalan pelajar juga berlaku di luar bandar berikutan kecerdasan emosi dan
kesejahteraan psikologikal yang kurang baik. Kajian ini menggunakan alat kajian Emotional
Intelligence Questionnaire untuk mengukur kecerdasan emosi dan Ryff Scales of
Psychological Well-Being untuk mengukur kesejahteraan psikologikal pelajar. Kajian ini
adalah berbentuk kuantitatif dan dapatan kajian ini dijangkakan dapat menyediakan
maklumat mengenai kecerdasan emosi dan kesejateraan psikologikal pelajar luar bandar di
Sabah.
Kata kunci: (kecerdasan emosi, kesejahteraan psikologikal, pelajar luar bandar)

PENGENALAN
Kajian oleh Pertubuhan Kesihatan Sedunia (WHO, 2012) mendapati kemurungan adalah
penyakit keempat paling serius dalam melumpuhkan jiwa seseorang di dunia. Ini bermakna,
jika tidak ditangani dengan betul ianya boleh menjadi panyakit yang lebih serius kepada
manusia. Kajian Morbiditi Kebangsaan yang dijalankan oleh Kementerian Kesihatan
Malaysia (2011) mendapati prevalen kemurungan dalam kalangan dewasa adalah 1.8%
manakala prevalen keresahan adalah 1.7%. Kaum perempuan menunjukkan prevalen
gangguang mental yang lebih tinggi berbanding lelaki. Prevalen kemurungan bagi
perempuan adalah 2.3% berbanding 1.4% bagi lelaki. Dalam kalangan kanak-kanak dan
remaja pula, kajian yang sama mendapati masalah kesihatan mental telah meningkat dari
19.4% pada tahun 2006 kepada 20% dalam tahun 2011. Kajian ini juga mendapati tingkah
laku bunuh diri di kalangan golongan dewasa mencatatkan 1.7% mempunyai idea bunuh
diri, 0.9% pernah merancang untuk membunuh diri dan 0.5% pernah mencuba membunuh
diri. Kesihatan mental kurang diberi perhatian berbanding penyakit kronik yang lain walhal
ianya juga berisiko menyebabkan kematian. Kebanyakan laporan bunuh diri yang dilaporkan
adalah disebabkan mental yang tidak stabil. Kesihatan mental, berhubung kait secara
negatif dengan kesejahteraan psikologikal dan kecerdasan emosi.
Carmeli, Yitzhak-Halevy, dan Weisberg (2009) mendefinisikan kesejahteraan psikologikal
sebagai kemampuan individu untuk menangani stres, mengelakkan konflik, meningkatkan
ketenangan, merangsang motivasi dan meningkatkan keyakinan diri dalam kehidupan.
Kesejahteraan psikologikal penting dalam semua lapisan masyarakat terutamanya dalam
kalangan pelajar dan remaja kerana dikaitkan dengan sikap beremosi dan belum mampu
mengurus kehidupan mereka dengan baik (Barber, 2010). Pierceal dan Keim (2007) juga
338

menyatakan bahawa pelajar pada alaf ini semakin terdedah kepada tekanan, keresahan dan
ketidakbahagiaan yang menjejaskan kesihatan mental mereka. Hal yang sama berlaku
dalam kalangan pelajar luar bandar. Namun begitu, tekanan yang dihadapi pelajar luar
bandar berbeza berbanding tekanan yang dialami pelajar dari bandar.
Isu yang sering membelenggu pelajar luar bandar adalah kemiskinan yang secara tidak
langsung mempengaruhi banyak aspek lain dalam kehidupan mereka seperti persekolahan,
personaliti, tingkah laku dan persepsi. Sedangkan remaja di bandar berlumba-lumba untuk
mencapai kejayaan dalam kehidupan masing-masing. Perkara ini seperti yang dinyatakan
dalam teori Heararchi of Maslow (1943) yang mencadangkan individu tidak akan mencapai
self-actualization jika keperluan asas kehidupan belum dipenuhi. Namun begitu, tidak
dinafikan semakin ramai pelajar luar bandar mencapai kejayaan dan kini setanding dengan
pelajar dari bandar. Persoalannya, bagaimana mereka melakukan hal yang sedemikian?
Kecerdasan emosi dan kesejahteraan psikologikal sering dikaitkan dengan kejayaan
seseorang. Hal ini kerana kecerdasan emosi yang baik membantu pelajar membentuk
persepsi positif dalam kesukaran hidup mereka yang secara tidak langsung mempengaruhi
kesejahteraan psikologikal mereka. Menurut Mayer dan Salovey (1993), kecerdasan emosi
membantu individu mengenalpasti emosi diri sendiri dan orang lain dengan menggunakan
informasi yang diperolehi untuk membimbing pemikiran dan tingkahlaku rasional sebagai
panduan untuk membuat sesuatu keputusan.
Selain itu, isu pencapaian akademik yang rendah dan salah laku pelajar seperti ponteng,
bergaduh, merokok dan sebagainya sering menghantui golongan pelajar luar bandar.
Kurang yang mengetahui bahawa sebenarnya kecerdasan emosi dan kesejahteraan
psikologikal yang rendah adalah salah satu faktor menyumbang kepada masalah ini.
Pelbagai penyelesaian yang dibuat termasuklah kempen-kempen, pusat kesedaran dan
sebagainya namun kurang program yang dilaksanakan bagi membentuk kecerdasan emosi
dalam diri pelajar. Kecerdasan emosi adalah individu yang mempunyai sikap optimis
terhadap diri dan masyarakat. Individu akan lebih tahu keperluan mereka dan bagaimana
untuk boleh mendapatkannya tanpa menggangu hak orang lain. Menurut Goleman (2001)
seseorang yang mempunyai kecerdasan emosi yang tinggi, mensyukuri diri mereka,
mengetahui apa yang orang lain fikir terhadap mereka dan bijak mengurus emosi mereka
dalam pelbagai situasi secara efektif. Oleh itu, kecerdasan emosi penting terutamanya
dalam kalangan pelajar bagi membentuk pemikiran yang positif, mengekang pelajar terjebak
dengan gejala yang tidak sihat, meningkatkan keyakinan diri mereka dalam kehidupan
seharian dan penting bagi meningkatkan pencapaian akademik.
Kajian demi kajian telah dijalankan melibatkan hubungan kecerdasan emosi dengan
kesejahteraan psikologikal remaja. Mehmood dan Gulzar (2014) dan Ramya (2011) telah
menemukan hubungan kecerdasan emosi dengan kesejahteraan psikologikal remaja.
Pengurusan emosi yang baik menyumbang kepada kesejahteraan psikologikal individu.
Selain itu, kecerdasan emosi didapati mempunyai hubungan yang negatif dengan
kemurungan dan hubungan yang positif dengan penghargaan kendiri. Seseorang yang
mempunyai kecerdasan emosi dikaitkan dengan sikap optimis terhadap diri dan masyarakat.
Latar Belakang Kajian
Kesejahteraan adalah satu konsep yang besar melibatkan banyak aspek termasuklah fizikal,
psikologikal, sosial dan ekonomi yang menggalakkan kualiti kehidupan secara keseluruhan.
Perdebatan dalam psikologi dan filosofi telah berlaku sejak berdekad dahulu bagi mencari
definisi yang terbaik bagi kesejahteraan. Kesejahteraan kini dikelaskan kepada dua
paradigm iaitu kesejahteraan hedonic dan kesejahteraan eudaimonic (Ryff, 1989). Menurut
Diener (1984) kesejahteraan hedonic adalah berkait rapat dengan konsep kesejahteraan
subjektif. Kesejahteraan subjektif adalah gabungan komponen kognitif dan afektif
(perasaan) iaitu kepuasan hidup dengan kehadiran pengaruh yang positif dan
339

ketidakhadiran pengaruh negatif. Oleh itu, kesejahteraan hedonic adalah terbentuk dari
pengalaman yang menggembirakan dan emosi yang baik.
Sebaliknya, kesejahteraan eudaimonic pula melibatkan perasaan ingin mencapai sesuatu
dan makna dalam kehidupan (Ryff, 1989). Ia melibatkan usaha untuk mencapai kebolehan
optimum dalam diri seseorang individu. Huppert (2009) mendefinisikan kesejahteraan
psikologikal adalah gabungan kesejahteraan eudaimonic dan hedonic. Kajian terdahulu
bersetuju kesejahteraan psikologikal dipengaruhi oleh kecerdasan emosi seseorang (Raina
& Bakhshi, 2013; Ramya, 2011).
Kecerdasan emosi semakin menjadi perhatian ramai pengkaji. Konsep kecerdasan emosi ini
dimulakan oleh Salovary dan Mayer (1990) yang mencadangkan setiap individu mempunyai
cara yang berbeza dalam menguruskan emosi mereka. Beliau mencadangkan kecerdasan
emosi adalah kebolehan mengetahui dan mengurus emosi kendiri, memotivasikan diri dan
mengenali emosi orang lain. Maklumat ini boleh digunakan sebagai panduan terhadap
pemikiran dan tingkah laku individu dalam kehidupan seharian.
Selain itu, kecerdasan emosi didapati mempengaruhi banyak aspek dalam kehidupan
individu termasuklah pencapaian akademik (Azizi, 2013), tingkah laku berisiko, kesihatan
mental (Martins, Ramalho & Morin, 2010), kesihatan dan kesejahteraan (Schutte, Malouff,
Thorstrinsson, Bhullar & Rooke, 2007). Selain itu, Kecerdasan emosi yang rendah juga
dikaitkan dengan peningkatan kadar penyalahgunaan bahan dan risiko bunuh diri (Shiner,
Masten & Roberts, 2003). Kesan positif dan negatif ini menunjukkan kepentingan untuk
memahami lebih mendalam mengenai kecerdasan emosi dan kesejahteraan psikologikal
dalam kalangan pelajar luar bandar supaya dapat mencegah daripada perkara yang negatif.
Permasalahan Kajian
Kajian demi kajian telah dijalankan mengenai hubungan dan pengaruh kecerdasan emosi
terhadap kesejahteraan psikologikal melibatkan pelbagai lapisan termasuklah kanak-kanak,
remaja mahupun organisasi. Namun kurang kajian yang dijalankan melibatkan pelajar luar
bandar di Sabah khususnya dan Malaysia amnya. Kajian ini membantu menambah
pengetahuan dalam bidang penyelidikan dalam kecerdasan emosi, strategi daya tindak dan
kesejahteraan psikologikal pelajar luar bandar.
Selain itu, isu kemurungan dan kesihatan mental semakin mencetuskan kebimbangan
ekoran peningkatan dalam statistik setiap tahun. Golongan pelajar juga tidak terlepas
daripada masalah ini. Hal ini kerana beban masalah dan cabaran dalam kehidupan pelajar
semakin mencabar dan persaingan yang semakin sengit dalam pelbagai perkara. Tidak
kurang juga pelajar yang mengalami masalah kemurungan dan akhirnya memilih untuk
bunuh diri untuk lari daripada masalah. Bunuh diri adalah tindakan seseorang yang ingin
mengakhiri hidup mereka sendiri (Rathakrishnan, 2013). Bunuh diri berlaku apabila
seseorang merasa hidup mereka tidak bahagia dan mengalami tekanan yang mereka
rasakan tiada jalan penyelesaian (Rathakrishnan, 2013). Bunuh diri dikaitkan dengan
seseorang yang mempunyai kecerdasan emosi dan kesejahteraan psikologikal yang rendah
selain pemilihan strategi daya tindak yang kurang efisyen.
Disamping itu, isu peratusan pencapaian akademik yang rendah sering menjadi perhatian di
Sabah terutama sekali melibatkan pelajar luar bandar. Statistik Kementerian Pelajaran
Sabah menunjukkan terdapat penurunan keputusan cemerlang SPM 2014 dalam semua
mata pelajaran iaitu daripada 376 calon pada 2013 kepada 160 calon tahun 2014. Terdapat
banyak faktor yang disenaraikan dalam mengenalpasti punca pencapaian akademik yang
rendah dalam kalangan pelajar luar bandar antaranya kurang kemudahan komputer dan
infrastuktur, bekalan elektrik, pendapatan ibu bapa yang rendah dan sebagainya. Namun,
kurang yang mengetahui kepentingan kecerdasan emosi dan kesejahteraan psikologikal
340

dalam meningkatkan pencapaian akademik pelajar. Peratusan pencapaian lulus dengan

cemerlang dalam PMR, SPM dan STPM saban tahun didominasi oleh pelajar berasal dari
bandar dan negeri Sabah sentiasa mendapat tempat yang terakhir dalam peratusan itu
(Rossa Calla, 2014). Pencapaian akademik yang rendah sering kali membelengu pelajar
luar bandar sedangkan modul pembelajaran yang diberikan tidak berbeza dengan pelajar
daripada kawasan bandar. Menurut Azizi (2013) mendapati kecerdasan intelektual
mempunyai hubungan dengan kecerdasan emosi dan kesejahteraan psikologikal. Ini
membuktikan kecerdasan emosi dan kesejahteraan psikologikal sangat penting dalam
membantu pelajar luar bandar dalam meningkatkan pencapaian akademik mereka.
Tambahan lagi, isu yang sentiasa menjadi perhatian melibatkan pelajar juga adalah salah
laku pelajar yang akhirnya pemangkin kepada gejala sosial dan masalah jenayah. Menurut
kajian Lailawati Madlan (2006) menyokong bahawa pelajar yang mempunyai kecerdasan
emosi yang rendah mempunyai hubungan dengan tingkah laku kenakalan pelajar. Pelajar
yang mempunyai masalah disiplin disekolah didapati mempunyai kecerdasan emosi yang
rendah. Oleh itu bagi membendung masalah ini, pembentukan kemahiran bagi
meningkatkan kecerdasan emosi dalam kalangan pelajar adalah satu langkah yang baik.
Justeru, kajian ini dapat menyediakan maklumat kepada pihak berwajib dan dapat
membantu menangani banyak isu yang membimbangkan dalam kalangan pelajar terutama
sekali pelajar luar bandar.
Objektif Kajian
Objektif kajian ini adalah untuk:
1. Mengenalpasti jenis kecerdasan emosi yang digunakan oleh pelajar luar bandar
2. Mengenalpasti tahap kesejahteraan psikologikal pelajar luar bandar
3. Mengenalpasti pengaruh kecerdasan emosi (kesedaran diri, pengawalan emosi,
motivasi, empati, kemahiran interpersonal) terhadap kesejahteraan psikologikal
dalam kalangan pelajar luar bandar
SOROTAN KAJIAN LEPAS
Mehmood dan Gulzar (2014) telah menjalankan kajian bagi kecerdasan emosi dan
kesejahtaraan psikologikal dalam kalangan remaja Pakistan. Seramai 182 remaja berumur
12 hingga 18 tahun terlibat dalam kajian ini. Hasil kajian mendapati kecerdasan emosi
mempunyai hubungan yang negatif dengan kemurungan dan hubungan yang positif dengan
penghargaan kendiri. Seseorang yang mempunyai kecerdasan emosi dikaitkan dengan
sikap optimis terhadap diri dan masyarakat. Mereka mengetahui apa yang mereka perlukan
dan bagaimana mereka memenuhi keperluan mereka tanpa menganggu hak orang lain.
Kajian Moveni, Makranvi dan Movaraki (2014) mengenai kecerdasan emosi, sokongan
sosial, strategi daya tindak dan stres pelajar sekolah menengah di Bandar Ramhormoz.
Seramai 356 individu yang terlibat. Keputusan mendapati terdapat hubungan di antara
kecerdasan emosi, sokongan sosial dan strategi daya tindak pelajar. Hasil ujian regresi
mendapati kecerdasan emosi sebagai peramal terbaik kepada strategi daya tindak.
Samaie dan Sepahmansour (2015) menjalankan kajian mengenai hubungan kecerdasan
emosi dengan kesejahteraan psikologikal melibatkan 347 remaja perempuan sekolah
menengah di Iran. Alat yang digunakan ialah Golemans Emotional intelligence scale (1995)
dan Ryffs psychological well being scale (1989). Keputusan mendapati terdapat hubungan
yang positif antara kecerdasan emosi dan kesejahteraan psikologikal pelajar.
Ramya (2011) mengkaji hubungan antara kecerdasan emosi dan kesejahteraan psikologikal
antara golongan dewasa awal. Kajian ini melibatkan 60 peserta masing-masing 30 lelaki dan
30 perempuan yang berumur 20 hingga 40 tahun. Alat kajian yang digunakan ialah Mangals
341

Emotional Intelligence dan Ryffs Psychological Well Being Scale. Keputusan mendapati
terdapat hubungan yang positif antara kecerdasan emosi dan kesejahateaan psikologikal.
Urquijo, Extremera dan Villa (2015) mengkaji peranan tekanan sebagai mediator dalam
hubungan antara kecerdasan emosi, kepuasan hidup dan kesejahteraan psikologikal
melibatkan 400 pelajar (278 perempuan dan 122 lelaki) berumur 22 hingga 60 tahun.
Keputusan menunjukkan terdapat hubungan positif antara kecerdasan emosi dengan
kepuasan hidup dan kesejahteraan psikologikal. Kajian ini mencadangkan kecerdasan
emosi yang tinggi akan meningkatkan kesejahteraan dengan mengurangkan tekanan yang
dialami.
Sasanpour, Khodabakhshi dan Nooryan (2012) mengkaji hubungan kecerdasan emosi
dengan kebahagiaan dan kesihatan mental. Kajian melibatkan 120 orang pelajar Universiti
Isfahan. Kajian menggunakan Bar-On Emotional Intelligence Questionnaire, Goldberg and
Williamss Mental Health Questionnaire and Argyl and Lous Oxford Happiness
Questionnare (1989). Keputusan mendapati terdapat hubungan yang positif antara
kecerdasan emosi, kebahagiaan dan kesihatan mental.
Banyak kajian telah dijalankan mengenai hubungan kecerdasan emosi dengan
kesejahteraan psikologikal tetapi kurang kajian yang mengenalpasiti kesan strategi daya
tindak terhadap dua pembolehubah ini. Selain itu, kajian ini kurang dijalankan di Malaysia
dan pengkaji memilih menjalankan kajian dalam kalangan remaja luar bandar kerana kurang
kajian yang dijalankan melibatkan remaja luar bandar. Akhir sekali, kajian ini menambahkan
lagi bukti hubungan kecerdasan emosi, kesejahteraan psikologikal dan strategi daya tindak
dalam kalangan remaja luar bandar.

METODOLOGI
Reka Bentuk Kajian
Kajian ini adalah berbentuk kuantitatif dengan menggunakan kaedah tinjauan soal selidik
(cross sectional). Ia bertujuan untuk mengkaji pengaruh kecerdasan emosi terhadap
kesejahteraan psikologikal pelajar luar bandar.
Subjek Kajian
Responden kajian adalah pelajar luar bandar di daerah Keningau yang berumur 13 hingga
18 tahun. Kajian ini akan dijalankan di dua buah sekolah yang terpilih.
Instrumen Kajian
Instrumen kajian yang digunakan adalah Emotional Intelligence Questionnaire (EI) oleh
Daniel Goleman (1995) yang terbahagi kepada 5 skala iaitu kesedaran diri, pengawalan
emosi, motivasi, empati dan kemahiran interpersonal. Format jawapan terbahagi kepada 5
skala likert. Selain itu, Ryff Scales of Psychological Well-Being oleh Ryff (1989) digunakan
bagi mengukur kesejahteraan Psikologikal pelajar. Skala pemarkatan terbahagi kepada 5
skala likert.
Analisis Data
Analisis deskriptif dan inferensi (regresi mudah) menggunakan pengatucaraan komputer
IBM SPSS International Business Machines Statistical Package For Social Science version
20.0 digunakan untuk menganalisis data kajian.
Jangkaan Dapatan kajian
Kajian ini dijangkakan menunjukkan pengaruh kecerdasan emosi terhadap kesejahteraan
psikologikal pelajar luar bandar berdasarkan dapatan kajian terdahulu yang menyokong
hubungan ini. Penemuan hubungan dan pengaruh ini dilihat penting bagi membantu pelajar
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luar bandar dari segi kesihatan mental, pencapaian akademik dan pengelakan tingkah laku
berisiko. Dapatan ini boleh digunakan sebagai bukti dalam usaha untuk membentuk
kecerdasan emosi pelajar luar bandar. Meskipun begitu tidak dinafikan jika dapatan kajian
didapati tidak menunjukkan sebarang hubungan, terdapat faktor lain yang mempengaruhi
kesejahteraan psikologikal pelajar luar bandar.

KESIMPULAN
Kajian ini dijalankan untuk mengenalpasti pengaruh kecerdasan emosi terhadap
kesejahteraan psikologikal pelajar luar bandar di Sabah. Kajian ini diharapkan dapat
memberi maklumat kepada pelajar, ibu bapa, masyarakat, pihak sekolah khususnya dan
Kementerian Pelajaran Malaysia amnya dalam membantu merangka program membentuk
kecerdasan emosi pelajar. Hal ini boleh digunakan sebagai salah satu medium untuk
merapatkan jurang antara bandar dan luar bandar dari segi jurang pendidikan. Selain itu,
kecerdasan emosi juga penting kepada pelajar luar bandar dalam membantu mengharungi
kehidupan yang semakin mencabar kerana sesungguhnya golongan pelajar bukan sahaja
harapan keluarga tetapi merupakan aset penting dalam membangunkan negara.
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THE MEDIATING EFFECT OF SEXUAL PERMISSIVENESS ATTITUDE IN THE

RELATIONSHIP BETWEEN PERCEIVED PEERS SEXUAL BEHAVIOUR AND
ADOLESCENTS SEXUAL BEHAVIOUR
Hor Gaik Lan*,Tan Soon Aun, Lim Rui Qi, Soh Ling Ling
Department of Psychology and Counselling,
Faculty of Arts and Social Science,
Universiti Tunku Abdul Rahman.
Perak, Malaysia.
lannettejuly@yahoo.com, tansa@utar.edu.my,rachellim@1utar.my, kagome.ling@1utar.my
Abstract
In Malaysia, the phenomenon of adolescents engaging in sexual behaviours keeps
increasing resulting in problems like teenage pregnancies, unprotected sex, abandoned
babies, abortion and sexual diseases. The present study intended to explore the mediating
effect of permissiveness in sexual attitude in the relationship between perceived peers
sexual behaviour and adolescents sexual behaviour at Negeri Sembilan, Malaysia. A
sample of three hundred and thirty eight school-going adolescents was recruited using
convenience sampling method to complete the questionnaires consisted of Peer Norms
Scale, Premarital Sexual Permissiveness Scale and modified Human Sexuality
Questionnaire-Orgasmic Experience scale. Results indicated that adolescents who
perceived their peers as sexually active and held more permissive sexual attitude were more
prone to engage in sexual behaviour. In the mediation model, permissiveness in sexual
attitude had partially mediated the relationship between perceived peers sexual behaviour
and sexual behaviour among adolescents. Findings from the present study would provide
insights for future advocates to emphasize more on intervention targeting peer-led education
program which deal with the increasing adolescents sexual issues.
Keywords: sexual behaviour, sexual permissiveness attitude, perceived peers sexual
behaviour, mediation, adolescents
INTRODUCTION
Physical and emotional changes usually take place in adolescence stage, also best known
as the transition stage from childhood to adulthood (Jahanfar, Sann Lye, & Rampal, 2010).
During this period, adolescents would mostly gravitate their curiosity through involvement in
certain experiences to gain understanding of the developmental changes (Yaccob, Wong,
Baharudin, Mansor, Johari, & Abu Talib, 2010). In Malaysia, the phenomenon of adolescents
engaging in sexual behaviour had been increasing (Ministry of Health Malaysia, 2012;
Wong, 2012; UNICEF, 2011) resulting in multiple problems like teenage pregnancies,
unprotected sex, abandoned babies (Wong, 2012), abortion and sexual diseases (Ministry of
Health Malaysia, 2012). Adolescents who engaged in early or unsafe sexual behaviours
were at high risks in getting negative impacts such as HIV, Sexually Transmitted Infections
(STIs) and unexpected pregnancies (Kotchick, Shaffer, & Forehand, 2001). As such, the
global rate of teenage pregnancy was seen rising at an alarming rate as years go by. It was
reported that in Malaysia alone, more than 19,000 births were delivered by teenage mothers
each year between 2009 and 2011, with 1.99% of the total deliveries out of wedlock (Mohd
Suan et al., 2015)considering the negative impacts bought by sexual behaviours, introducing
sexual and reproductive health (SRH) education to adolescents would be one of the major
steps in reducing the number of adolescents engaging in early or unsafe sexual behaviours
(Bankole, Biddlecom, Guiella, Singh, & Zulu, 2007).
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According to UNICEF, in 2011, 11% females and 6% males in developing countries

(except China) had sex before 15 years old. Meanwhile, several empirical studies conducted
in Malaysia had contributed some statistical support in reviewing adolescents sexual
practices in this country. A study conducted in Negeri Sembilan by Lee, Chen, Lee and Kaur
in 2006 found that 5.4% of the total samples were reported to have had sexual intercourse
and the average age of their first sexual intercourse was 15 years old. In a more recent
study conducted by Ahmadian, Hamsan, Abdullah, Abu Samah and Md Noor (2014) about
3.2% of their 770 respondents have had experienced sexual intercourse. In their study, ,
36% of the females who were sexually active were only 17 years old while 20% of them
were having sexual intercourse with multiple partners. Surprisingly, 72% of them did not use
condoms during their most recent sexual intercourse. This elicited researchers attention to
discover factors affecting adolescents sexual behaviours. Adolescents were unable to
access appropriate sex information due to the conventional society in Malaysia (Low, 2004;
Yaccob et al., 2010). The continual phenomenon will not only restrict the adolescents
knowledge on sexual and family issues such as parent-adolescent sexual communication
(Somers et al., 2012) but also more pertinent issues like perceived peers sexual behaviour
(Bauermeister, Elkington, Brackis-Cott, Dolezal, & Mellins, 2009; Tan et al., 2015) and
permissiveness in sexual attitude (Eggleston, Jackson, & Hardee, 1999) among
adolescents.
Sexual Behaviours
There were several forms of sexual behaviour including kissing, rubbing body against each
other, genital touching, sexual fantasy, vaginal intercourse, oral sex, anal sex and sexual
coercion (Crockett, Raffaelli, & Moilanen, 2003).In high mortality developing countries, 10%
of diseases were happening because of unsafe sex (Ezzati, Hoorn, Lopez, Danaei, Rodgers,
Mathers, & Murray, 2006; Slaymaker, Walker, Zaba, & Collumbien, 2004; Timiun, 2012;
WHO, 2002; WHO, 2009). According to Crockett et al. (2003), adolescents risky sexual
behaviour might be due to the sociocultural factors such as family and peer influences, for
instance, the quality of parent-adolescent sexual communication, perceived peers sexual
behaviour, sexual communication with peers and perceived peers approval of sexual
behaviour that may have greater impacts on sexual behaviours among adolescents
(Crockett, Raffaeli, & Moilanen, 2003; Jacobson & Crokett, 2000; Tan et al., 2015).
Furthermore, a longitudinal study was done specifically in exploring the effect of perceived
peers sexual behaviour on adolescents sexual behaviour (Doornwaard, ter Bogt, Reitz, &
van den Eijden 2015). Past literatures had also depicted that peer was the determining factor
in influencing adolescents sexual behaviour (Lanier, 2013; Rucibwa, 2000; Tan et al., 2015).
However, Bears (2009) found that peers only affected the onset of sexual behaviour but not
the risky sexual behaviour itself. As such there is an urgency to conduct the present study
due to the inconsistencies in past findings.
Perceived Peers Sexual Behaviour and Sexual Behaviours
The perceived peers sexual behaviours represented the adolescents perception of his/her
peer engaging in sex activities. Studies found that peer factors such as perceived peers
sexual behaviour, sexual communication with peers and perceived peer approval of sexual
behaviour had significant influences on adolescents sexual activities (Bauermeisteret al.,
2009; Tan et al., 2015). Adolescents behaviours were more likely to be influenced by their
peer groups as peer pressure would influence them to accommodate to their peer norms.
Perceived peers behaviour would be significant in helping one predicts adolescents sexual
behaviour (Bauermeisteret al., 2009; Tan et al., 2015; Bingenheimer, Asante, & Ahiadeke,
2015; Black, Schmiege & Bull, 2013; Doornwaard, et al., 2015; Lanier, 2013; Loewenstein &
Furstenberg, 1991; Romer, et al., 1994; Rucibwa, 2000; van de Bongardt, Reitz, Sandfort, &
347

Dekovic, 2015). Besides, adolescents were more likely to use social comparisons to
estimate the risks related to sexual behaviours (Prinstein, Meade, & Cohen, 2003).
Perceived Peers Sexual Behaviour and Sexual Attitude
Previous studies had revealed that adolescents were greatly influenced by perceived peers
sexual behaviours, and later formed their sexual attitude. Adolescents who perceived their
peers to be sexually active, had showed higher permissiveness of sexual attitude (Almy,
Long, Lobato, Plante, Kao, & Houck, 2015; Oladepo, & Fayemi, 2011). According to
Loewenstein and Furstenberg (1991), most decisions regarding the initiation of sexual
engagement among adolescents were heavily influenced by peer sexuality and immediate
influences such as peer pressure and embarrassment. Thus, it could be concluded that
perceived peers sexual behaviours did impact the formation of adolescents sexual attitude.
Sexual Attitude as a Mediator
Crockett and his colleagues (2003) mentioned that sexual attitude was a persons beliefs
about sexuality shown by others behaviour such beliefs on cultural views and previous
sexual experiences. Sexual attitude as one of the cognitive processes was also responsible
for predicting the engagement of sexual behaviour among adolescents. On the other hand,
parents and peers could bring impacts on sexual attitude through communication and
interactions. Thus, the influences on adolescents sexual behaviour was shown by parental
and peers influences through the adolescents sexual attitude and then to their own sexual
behaviour. In this study, the mediation model involved perceived peers sexual behaviour
and the mediator, sexual attitude as well as their influences on sexual behaviour among
school-going adolescents. One should take note that somehow, not all causal factors have
equal strengths, as depicted in the model of reciprocal causation based on the Social
Cognitive Theory (SCT) by Bandura (1978)
The present study
The present study aims to explore the correlation and gender differences of perceived peers
sexual behaviour, permissiveness in sexual attitude and sexual behaviour among schoolgoing adolescents. Researchers also investigated more in depth into the predictors of
adolescents sexual behaviour as well as the mediating effect of permissiveness in sexual
attitude on the perceived peers sexual behaviour and sexual behaviour among adolescents.
METHODS
Participants
The present study was conducted at four secondary schools located in Negeri Sembilan,
Malaysia. The sample consisted of 161 male adolescents and 177 female adolescents
making up a total of 338 respondents aged between 14 and 19 years (Mean = 16.70;
Standard Deviation = 1.53). Respondents were recruited using convenience sampling
method. Among the 338 respondents, 45.3% were Chinese, 43.4% were Malays, 10.1%
were Indians and followed by 1.2% of Sikhs.

Procedure
Approval letters were signed by secondary school principals indicating their agreement for
research to be conducted in their school grounds. Prior to the actual data collection, student
participants were briefed the objective of the study, their rights as well as the private and
confidentiality issues. Students were requested to sign informed consent forms stating that
348

they were willing to participate in the research. Questionnaires distributed to the students
were collected once they had completed the survey questions.
Measures
Human Sexuality Questionnaire-Orgasmic Experience (Zuckerman, 1959) was adapted to
measure adolescents sexual behaviours. The scale was modified by changing the orgasmic
experience to sexual behaviour, in particular, to measure the tendency of adolescents
engaging in sexual behaviour instead of the frequency of orgasmic experience to better suit
the research objectives. The scale consisted of eight items on a five-point scale. Each item
invited participants to make choices by indicating their frequencies in sexual engagement.
They were required to respond on a scale from 1 = Never; 2 = Once or twice; 3 = More than
several, 4 = less than ten times to 5 = Ten times or more. Sum of the item responses was
computed, high score yielded would correspond to more sexual engagement. The
Cronbachs alpha of this scale which was 0.801 would depict a strong reliability.
To measure adolescents perceived peers sexual behaviours, Peer Norms Scale
(Ball, Pelton, Forehand, Long,& Wallace, 2004) was used. There were five items in total,
consisting of a four-point response scale (from 1 = No to 4 = Many or All). The higher the
scores, the more adolescents perceive their peers as actively engaging in sexual
behaviours. This scale showed a reliability value of 0.767 in the study.
To measure adolescents permissiveness in sexual attitudes, Premarital Sexual
Permissiveness Scale (Sprecher, 1989) was used. The scale composed of five items with a
six-point Likert scale ranging from 1(Strongly Agree) to 6 (Strongly Disagree). The scores
from this instrument were reversed. Therefore, higher scores in this scale would mean
adolescents having more permissiveness in sexual attitude. The Cronbachs alpha score for
this scale in the study was 0.863.
Analyses
To answer the research questions in the present study, descriptive and inferential statistics
were applied, mainly by using Pearson Correlation and T-test for bivariate findings and
multiple regression analysis. Mediation was tested using Hayess SPSS macro PROCESS.
Statistical Package for the Social Science (SPSS) version 22 was used to analyse the data.
RESULTS
Descriptive statistics of adolescents sexual behaviours
Among the 338 participants in this research, 94.7% (n=320) had stated themselves not
involved in heterosexual intercourse before whereas only 5.3% (n=18) had admitted to have
engaged in heterosexual intercourse. In addition, 83 out of 338 (24.6%) of the participants
had reported to have engaged in masturbation while 66 participants (19.5%) had stated to
have involved in petting or body contact without manipulation of genitals.
Correlation among perceived peers sexual behaviour, permissiveness in sexual
attitude and sexual behaviour
Pearson correlation analysis was conducted and results indicated that both perceived peers
sexual behaviour and permissiveness in sexual attitude were positively associated with
sexual behaviour (Table 1). Adolescents who perceived their peers to be more sexually
active were reported to have engaged in more sexual behaviours. Subsequently,
349

adolescents who showed more permissiveness in sexual attitude had also reported higher
frequencies in sexual engagement.
Table1: Descriptive Statistics and Correlations among Variables (N=338)
Variable
Mean SD
1
2
1. Perceived peers sexual behaviour
9.70
2.99 1
2. Perceived peers sexual behaviour
12.14 6.69 .283*** 1
3. Sexual behaviour
11.41 4.88 .496*** .344***
Note: *** p< .001

Gender differences on perceived peers sexual behaviour, permissiveness in sexual

attitude and sexual behaviour
Independent t-test was used to examine the gender differences in perceived peers sexual
behaviour, permissiveness in sexual attitude and sexual behaviour among adolescents
(Table 2). Results showed significant gender differences in the three variables, perceived
peers sexual behaviour (t= 3.909, p< .001), permissiveness in sexual attitude (t= 7.913,
p< .001) and sexual behaviour (t= 10.916, p< .001). As expected, male adolescents reported
to be more peer are engaging in sexual behaviour, have more permissive sexual attitude
and higher sexual engagement as compared to female adolescents.
Table 2: Differences in Variables by Sex (N=338)
Mean
Male
Female
Perceived peers sexual behaviour
10.35
9.10
Permissiveness in sexual attitude
14.93
9.62
Sexual behaviour
1.11
.96
Note: *** p< .001
Variable

3.909***
7.913***
10.916***

.000
.000
.000

Predictors of Adolescents Sexual Behaviour

The multiple regression analysis was used to examine the predictors of adolescents sexual
behaviour (see Table 3). Results indicated the combination of perceived peers sexual
behaviour and permissiveness in sexual attitude that explained 29.1% of variance in
predicting adolescents sexual behaviour. Both perceived peers sexual behaviour (Beta =
.433, p< .001) and permissiveness in sexual attitude (Beta = .222, p< .001) showed
significant positive regression weights in determining adolescents sexual behaviour.

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Table 3: Regression Analysis in Predicting Adolescents Sexual Behaviour from Perceived

peers sexual behaviour and Permissiveness in Sexual Attitude (N=338)
Criterion
variable

Predictor variable

df

Beta

68.891*** .291 (2,335)

Model
Sexual
behaviour

R2

Perceived peers sexual

behaviour
Permissiveness
sexual attitude

in

.433*** 9.040 .000

.222*** 4.625 .000

Note: *** p< .001

Mediation by Permissiveness in Sexual Attitude
The mediation effect of permissiveness in sexual attitude on how perceived peers sexual
behaviour predicted their sexual behaviours was examined using Hayers SPSS macro
PROCESS analysis (Table 4).In this model, the perceived peers sexual behaviour served as
an endogenous variable, adolescents sexual attitude as a mediator variable and
adolescents sexual behaviour as an exogenous variable. In step 1, the regression of
perceived peers sexual behaviour with adolescents sexual behaviour, excluding the
mediator, was significant (B = .024, t (336) = 10.475, p< .001). In step 2, the permissiveness
in sexual attitude was found to be predicted by perceived peers sexual behaviour among
adolescents (B = .632, t (336) = 5.405, p< .001). In the presence of the mediating effect of
adolescents sexual attitude, the direct effect of perceived peers sexual behaviour on
adolescents sexual behaviour decreased but remain significant (B = .021, t (335) = 9.04, p<
.001). The Sobel test was conducted and found significant mediating effect in this model (z =
3.480, p< .001). As expected, significant mediated effect of permissiveness in sexual attitude
was found in the relationship between perceived peers sexual behaviour and sexual
behaviour among adolescents (Beta = .003, SE = .001) with a 95% CI [.002, .005]. The
direct effect of perceived peers sexual behaviour on sexual behaviour among adolescents
remains statistically significant alongside denotation that permissiveness in sexual attitude
among adolescents was partially mediating the relationship.
Table 4: Perceived Peers Sexual Behaviour and Adolescents Sexual Behaviours Mediated
by Permissiveness in Sexual Attitude (N=338)
Step IV
DV
B
SE
T
1
Perceived Peers Sexual Behaviour Sexual Behaviour
.024*** .002
10.475
2
Perceived Peers Sexual Behaviour Permissiveness
in .632*** .117
5.405
sexual attitude
3
Permissiveness in sexual attitude
Sexual Behaviour
.005*** .001
4.625
Perceived Peers Sexual Behaviour
.021*** .002
9.040
Note: B= Unstandardized coefficient; ***p<.001; Indirect effect: B = 0.003, SE = 0.001, 95%
Confidence Interval, CI = [.002, 005]; Sobel test: Z= 3.480, p=.0001

351

0.632***

Permissiveness in
sexual attitude

0.005***

Perceived Peers
Sexual Behaviour

Sexual Behaviour
0.024*** (0.021***)

Figure 1: Mediation model showing the effect of perceived peers sexual behaviour and
permissiveness in sexual attitude on sexual behaviour. N=338. Values shown are
unstandardized coefficients.
DISCUSSION AND CONCLUSION
The main objective of the present study was to investigate the relationship between
perceived peers sexual behaviour and sexual behaviour among adolescents, with or without
the presence of the mediator, adolescents permissiveness in sexual attitude. Even though
there had been studies done on topics related to sexual behaviours among adolescents,
related studies were still scarce in Malaysia due to the sensitivity issue. There were even
fewer studies which explore the mediating role of adolescents permissiveness in sexual
attitude. Literature had suggested that perceived peers sexual behaviour would greatly
influence the shaping of adolescents sexual behaviour (Tan et al., 2015). Moreover, it had
also been found that adolescents sexual attitude could influence their sexual behaviours
(Laumann, Paik, Glasser, Kang, Wang, Levinson, Gingell, 2006; Moskey, 2002; Thompson
& Johnson, 2009).
The results of the present study denoted 5.7% of prevalence rate of adolescents
engagement in sexual intercourse. Besides, findings of this research also showed significant
gender differences in permissiveness in sexual attitude with males having higher
permissiveness in sexual attitude than females. This was consistent with past literatures that
stated higher level of permissiveness in sexual attitude and greater acceptance of casual
sexual engagement (Askun & Ataca, 2007)in male adolescents as compared with female
adolescents (Zuo, Luo, Gao, Cheng, Niu, & Zabin, 2012). Reason was that males perceived
the sexual initiation as one of the ways in proving masculinity and manhood (Pulerwitz,
Barker, Segundo, & Nascimento, 2006). Male adolescents practise more traditional attitudes
towards gender roles than female adolescents (Askun & Ataca, 2007). Besides, female
adolescents were showing more negative feelings towards sexual behaviour. The possible
explanation would be that female adolescents belief are more consistent with religious
teaching, moral and cultural values as compared to male adolescents (Tan & Siti Nor,
2010).
Past literatures showed that there were gender differences in adolescents sexual
behaviours (Kegeles, Adler,& Irwin, 1988; Leitenberg & Henning, 1995; Liu et al., 2006;
Upadhyay, Hindin & Gultiano, 2006). Results in the present study revealed that male
adolescents tend to have more frequent sexual engagement than their counterparts as in
males have higher masturbation incidences. These differences can be attributed to males
who tend to perceive sex as an act that need not necessarily happen within the context of a
committed relationship. Females, on the other hand, portrayed more negative feelings
352

toward sexual behaviour. Females tended to hide or reported less sexual engagement due
to the social stigma attached to them (Eggleston et al., 1999).
Multiple regression analysis revealed both perceived peers sexual behaviour and
permissiveness in sexual attitude which significantly explained the formation of adolescents
sexual engagement. Several explanations can be accredited to justify why peers are the
significant people in determining adolescents behaviour. In the process of exploring identity
during adolescence stage, adolescents tend to shift their focus from family to peer for
information and adoption of social norms. Thus, adolescents are more susceptible to their
peers and are pressurized to conform to peer group in proving manhood (Black et al., 2013;
Cherie & Berhane, 2012; Lanier, 2013; Rucibwa, 2000). Besides, adolescents also tend to
validate their behaviour with their peers behaviour. Those adolescents who believe that their
peers are sexually active tend to normalize and accept the behaviour as aged appropriate
behaviours (Loewenstein & Furstenberg, 1991). Adolescents might actually conform to peers
by imitating their behaviours in order to attain sense of belonging (Drolet & Arcand, 2012)
and acceptance from peers. As such, those with sexually active peers may also be involving
in sexual engagement as well.
In line with previous literatures done by Black et al. (2013), Lanier (2013) and
Rucibwa (2000), adolescents who perceived their peers to be more actively engage in
sexual behaviours tended to show higher permissiveness in sexual attitude. This was due to
the fact that adolescents spent more time with their peers and thus, greatly influenced their
development of sexual related attitude (Moskey, 2002; Thompson & Johnson, 2009).
Concerning the mediating effect of adolescents permissiveness in sexual attitude on
the relationship between perceived peers sexual behaviour and sexual behaviour among
adolescents, results showed that there was a partial mediation involved. In accordance with
past studies, results shown in the present study supported the argumentation that the impact
on adolescents sexual behaviour was visibly seen in context of peers influencing the
formation of sexual attitude leading to their sexual behaviour (Laumann et al., 2006; Moskey,
2002; Rucibwa, 2000; Thompson & Johnson, 2009).In the present study, findings showed
still a significant direct relationship between perceived peers sexual behaviour and sexual
behaviour among adolescents even in the presence of the mediator, permissiveness in
sexual attitude. In this case, perceived peers sexual behaviours is impact greatly on the
formation of adolescents sexual attitude which then later influenced their sexual behaviours.
This phenomenon might be largely due to the pressure to conform to peer groups in
attaining sense of belongingness. Thus, the later formed sexual attitude acted as a predictor
on the engagement of sexual behaviour among adolescents (Laumann et al., 2006).
Findings shown also supported that peers were the significant people for adolescents
in determining their attitude and behaviour (Loewenstein & Furstenberg, 1991). Intervention
program is therefore recommended to consider peers as the educators in delivering sexual
reproductive health message that promote responsible and healthy sexual lifestyle. Studies
had proven such peer-led sexual education to be an effective preventive measure in
improving adolescents knowledge on risky sexual behaviours (Ibrahim, Rampal, Jamil, &
Mohd Zain, 2012) and in pregnancy prevention strategies (Stephenson et al., 2008).
STUDY LIMITATIONS
Even though the present study was lacking in several areas and warranted further
researches in the future, the findings would have provided kick-start insights in exploring the
relationship between perceived peers sexual behaviour and sexual behaviour among
adolescents, especially with the mediation by adolescents permissiveness in sexual attitude.
353

One of the relevant limitations of the present study is the ways in gathering sample data. It is
recommended that future researchers should consider conducting a longitudinal research so
as to explore better insights on causal effects in a longer time period besides providing an
overview on the adolescents developmental changes.
As Malaysia is a multiracial country, treating all ethnics as a whole in this study has
clearly failed in providing an in-depth study on differences among ethnic groups. It is highly
recommended for future researchers would take an effort in exploring the ethnicity
differences in the issues of adolescents sexual behaviour. However, from the cultural point
of view, future researchers should be more wary of the cultural differences between Eastern
and Western countries. Future researchers are also encouraged to explore more on other
factors such as family issues and socioeconomic status on adolescents sexual behaviour.

CONCLUSION
The prevalence rate of adolescents engagement in sexual intercourse is 5.7% as reported
in the present study. In addition, findings supported the partial mediating role of adolescents
permissiveness in sexual attitude in the relationship between perceived peers sexual
behaviour and sexual behaviour among adolescents. Therefore, future studies interested in
this topic could also investigate other possible mediators that are involved, other than the
factors used here. Finally, the findings affirmed that perceived peers sexual behaviour had
greatly influenced the shaping of adolescents sexual attitude and sexual behaviour such
findings could serve as platforms for future advocates to focus more on interventions
targeting peer-led education program in tackling the increasing adolescents sexual issues.
ACKNOWLEDGEMENT
We would like to express our utmost gratitude towards the researchers who have contributed
both their time and effort in completing this study. Special thanks to the participants who
have joined the research survey. Last but not least, thanks to everyone who have helped in
making this research a success.
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358

THE RELATIONSHIP BETWEEN PORNOGRAPHY CRAVING AND SEXUAL

BEHAVIOUR AMONG UNMARRIED YOUNG ADULTS: A MODERATING EFFECT OF
SEX
Tan Soon Aun*
Department of Psychology and Counselling, Faculty Arts and Social Science, Universiti
Tunku Abdul Rahman.
Corresponding email: tansa@utar.edu.my
Sarvarubini Nainee
Department of Psychology and Counselling, Faculty Arts and Social Science, Universiti
Tunku Abdul Rahman.
email: sarvarubini@utar.edu.my
Glory Nancy Viapude
Department of Psychology and Counselling, Faculty Arts and Social Science, Universiti
Tunku Abdul Rahman.
email: gloryn@utar.edu.my
Abstract
Sex outside marriage is not something novel as a quiet sexual revolution has been
happening in Asia since 1983. In Malaysia, this hushed revolution can also be observed by
the increasing usage of pornography. As such, Malaysia is rated as one of the topper in
pornographic media exposure. Despite this, pornography, premarital sex and pregnancy
outside wedlock are still very much intolerable in Malaysia. With this in mind, the current
study aims to find out if there is a relationship between pornography craving and premarital
sex behaviours among young adults. The moderating effect of sex was also examined in this
study. This cross-sectional study was conducted among 435 unmarried young adults
recruited from Universiti Tunku Abdul Rahman (UTAR), Kampar Campus, Perak.
Respondents were required to answer a questionnaire, consists of Sexual Behaviour
Inventory (SBI) and Pornography Craving Questionnaire (PCQ). Results indicated that male
participants and high craving for pornography reported higher sexual engagement.
Furthermore, males also found to have higher pornography craving and sexual behaviour
than females. The results denoted sex as a marginally significant moderator in the
relationship between pornography craving and sexual behaviour. This study suggests that
pornography craving and sexual engagement is still very much gender segregated. These
findings hints on the importance of highlighting pornography consumption in sexual health
promotion programme.
Keywords: Sexual behaviour, pornography craving, sex, moderation

INTRODUCTION
Being part of the developing countries in the biggest continent Asia, Malaysia holds a huge
number of young adults pursuing college or university educations. Statistics shows that
Malaysia has one of the highest proportions of international versus domestic students in the
academic world with the average ratio being almost 1:10 (The Sun, 29 Jan 2015). For most
of these young adults, college represents a shift towards greater independence from home
and school settings, an opportunity to form new friendships, and for several, an opportunity
to experience romantic and/or sexual relationships (Santrock, 2014).

359

Generally, young adults have a greater complexity of thinking which contains more
integration of cognitive and emotionally and possess a modified risk taking behaviours
(Harden, et al., 2015; Santrock, 2014). Globally, young adults are often linked to myriad
social problems such as premarital sexual behaviours (Ayalew, Abreha, Shumey, &
Berhane, 2015).The Malaysian Ministry of Health reported a total of 18,652 females
experienced pregnancy before marriage in year 2011. Birth-out-of-wedlock cases among
young adults are alarming for the recent few years whereby there were 1,500 cases of
young girls getting pregnant each month or 50 cases a day in the country in average (News
Straits Times, 29 Oct 2015). Evidence on factors associated with sexual relations among
unmarried youth is still unproven. These sexual behavioural problems among young adults
further lead to many other complications such as sexually transmitted diseases, and baby
dumping (Staras, Cook, & Clark, 2009). The prevalence rates of these issues are increasing
in Malaysia. One of the factors contributing to the problem is growing of cyber and
technology usage.
Technology has changed the varieties and means of widespread dissemination of
pornography. Pornography is the portrayal of sexual behaviour in books, pictures, statues,
motion pictures and other media that is meant to elicit sexual excitement (Jenkins, 2014). In
the earlier days, pornography is considered as forbidden by the society as they believe that
exposure to pornography may influence an individuals sexual attitudes and behaviours in a
negative way. The accessibility to pornography or any sexually explicit materials are limited
only for some mediums. However, the latter mentioned statement is invalid in current days
as the consumption of pornography is now very prevalent with the presence of technology.
Current findings show that the exposure of pornographic materials through both internet and
traditional media gradually increased over time in recent years (Shek & Ma, 2016). Statistics
shows that the overall pornography revenue estimated at 13.33 billion dollars in United
States (Harkness, Mullan, & Blaszczynski, 2015). Malaysia itself is the top user of
pornography in Asean countries after Philippines (Lee, 2014).This phenomenon may due to
the increasing accessibility sources like internet provides opportunities for the individuals
across age to look for out more sex-related information without any restrictions (Bay-Cheng,
2001; Vandenbosch, 2015). Besides, some pornographic materials are exposed
unintentionally to internet users through pop up links as an advertisement in the screen
(Bulot, Leurent, & Collier, 2015). Though the unintentional exposure is not given much
importance, but it was indirectly associated with premarital sex behaviours (Zhang &
Jemmott, 2015).
Sex outside marriage is not something novel as a quiet sexual revolution has been
happening in Asia since 1983 (Rindfuss & Morgan, 1983). There are few previous works on
the relationship between pornography exposure and sexual behaviour. Young adults are the
top users of internet and their exposure on the sexual explicit materials promotes premarital
sexual behaviour (Bulot et al., 2015; Twenge, Sherman, & Wells, 2015; Vandenbosch,
2015). Meanwhile, a study among Taiwanese youths indicated that pornographic media is a
significant predictor of sexual behaviour (Lo & Wei, 2005). An individual who is exposed to
pornography shows a more optimistic attitude towards premarital sex (Lam & Chan, 2007;
Lo & Wei, 2005; Pardun, Engle, & Brown, 2005). Moreover, a study by Lam and Chan
(2007) in Hong Kong explained that sexual curiosity and sexually arousal are common
reasons for young men to watch pornography through internet. To top it all, earlier studies
proved that exposure to pornography affects individuals sexual attitudes and behaviours (Lo
& Wei, 2005). A recent study conducted among Croatian adults found a strong association
between pornography exposure and sexual behaviour (Sinkovic,Stulhofer & Bozic,2013).
However, there were few studies which failed to find an association between viewing
pornography and sexual behaviour (Braun-Courvilla & Rojas, 2009; Morgan, 2011; Wright &
Randall, 2012).
360

Meanwhile, the existing account on gender differences in pornography exposure

showed that the respondents believed that internet consumed pornography has greater
impact on others than themselves, with males being more affected than females (Lo & Wei,
2002). Males are also believed to be more exposed to pornographic media than females
(Qiaoqin et al., 2006). Another study among Danish young adults also indicated that male
exposed and consumed more pornography source compared to female when they were
evaluated by the frequency and time spent in pornography (Hald, 2006). In addition to that, a
study among Chinese samples in Hong Kong indicated that male showed higher
pornography exposure than female and linked the difference to the conservative attitude
toward sex in Asian culture (Lo, Wei, & Wu,2011; Shek & Ma, 2016; Shek & Ma, 2012). A
previous study by Lam and Chan (2006) discussed the possibility that young Chinese males
use Internet pornography as a substitute for their lack of sexual education. The gender
socialization literature indicates that there are difference in sexual identities between both
gender and it may be the reason for the male to be more exposed in pornographic material
compared to females (Vandenbosch, 2015). On the other hand, there are also previous
works indicating that exposure to pornography were positively associated with romantic and
sexual relationship for youngster regardless of gender (Alexander, Grada, Kanade,
Jejeebhoy, & Ganatra, 2007).
Thus, the aim of this report is to fill this gap, and specifically to explore the predictor
of sexual behaviour among young adults. Through filling up the knowledge, it helps to bring
awareness to the society on the effect of pornography exposure on the sexual behaviour
among young adults. Besides, it also helps to enrich the knowledge gap and contribute to
the society. The results may benefits the local policy makers to impose the proper action and
control the sources of pornography in the nation. The findings of the study is also able to
help local authorities especially Ministry of Communication and Multimedia to bring up a new
way to control the access towards pornography sources to reduce the social problems
caused by it. In the nutshell, the main objective of this study is to examine the role of sex on
pornography craving and sexual behaviour and in addition, to explore the relationship
between pornography and sexual behaviour among young adults.
METHODOLOGY
Sample and procedure
This study employed a total of 435 unmarried young adults from Universiti Tunku Abdul
Rahman, Kampar Campus, Perak, Malaysia by using convenience sampling method. The
sample consisted more female with 54.9%. The respondents age ranged from 19 to 27
years old with the mean of 20.79 (SD = 1.662). Majority of the respondents were Chinese
(87.3%), followed by Indian (9.5%), Malay (1.8%) and other ethnicities (1.4%). In term of
religion, 74.4% of the respondents were Buddhist, followed by Christian (10.6%), Hindu
(8.5%) and Islam (2.3%). In addition, 74% of respondents are single.
Measures
Sexual behaviours were measured by using 4-items Sexual Behaviour Inventory
(SBI) developed by Yaacob et al. (2010). This inventory assessed the frequency of sexual
engagement based on behaviours such as kissing, touching and sexual intercourse.
Respondents were required to answer based on a scale ranging from 0 (never) to 3
(always). The higher computed mean score indicates higher sexual engagement. Cronbach
alpha of the scale was .88.
Pornography Craving Questionnaire (PCQ; Kraus, 2013) was used to assess young
adults pornography craving. This questionnaire consists of four specific elements of current
361

craving for pornography, namely mood change, psychophysiological reactivity, intention to

use pornography, and desire. Respondents were asked to respond on seven-point rating
scale ranging from 1 (disagree completely) to 7 (agree completely). Mean score was
computed based on the 12 items. High scores correspond to high craving for pornography.
Cronbach alpha of the scale was .95.
Data analysis
The data of the study was analyzed by using IBM SPSS version 21. Several stages of
statistical analyses were involved to produce the results of the study. Firstly, basic
descriptive statistics analysis was tested to determine the frequency distribution of the
variables understudy. Secondly, Pearson correlation analysis was conducted to examine the
relationship between age, sex (Female= 0; Male= 1), pornography craving and sexual
behaviour among unmarried young adults. Next, t-test was performed to identify sex
difference in both pornography craving and sexual behaviour. Furthermore, Hierarchical
multiple regression analysis was used to examine the moderating effect of sex in the
relationship between pornography craving and sexual behaviour. Lastly, Hayess SPSS
macro PROCESS was used to generate values to plot the meaningful graphical figure and to
identify the values of post-hoc probing.
RESULTS
Correlation among age, sex, pornography craving and sexual behaviour
The results of the study indicated significant relationship between age, sex and pornography
with sexual behaviour (refer Table 1). This denoted that unmarried young adults who
reported to have more sexual engagement tend to be those who are males and high craving
for pornography. Sexual engagements tend to increase across the age of the respondents.
TABLE 1: Descriptive Statistics, and Correlations among Variables (N= 435)
Note: ** p < .01; *** p < .001
Sex difference on pornography craving and sexual behaviour
Sex difference on pornography craving and sexual behaviour were examined by using
Independent sample t-test (Table 2). The findings of the study revealed a significant sex
difference in both pornography craving (t= -7.912, p< .001) and sexual behaviour (t= 3.343,
p< .01). Expectedly, males have higher craving for pornography and also involved in sexual
related behaviour compared to female counterpart.
Variables
Skewness Kurtosis Mean SD
1
2
3
4
1. Age
.341
.655
20.79 1.66 1
2. Sex (0=Female, 1= .138** 1
Male)
3.
Pornography 1.098
.738
2.09
1.17 .075
.355*** 1
craving
4. Sexual behavior
1.766
2.803
1.60
2.50 .245*** .164** .143** 1
TABLE 2: Differences in Pornography Craving and Sexual Behaviour by Sex (n=435)
Variable
Pornography craving
Sexual behavior
Note: ** p < .01; *** p < .001

Mean
Male
2.55
2.06

Female
1.71
1.23

-7.912***
3.343**

.000
.001
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The moderating effect of sex in the relationship between pornography craving and sexual
behaviour
Moderating effect of sex on the craving for pornography in explaining sexual
behaviour was first tested by using hierarchical multiple regression analysis. In the first
model, three variables were included: age, sex and pornography craving. These variables
accumulated for a significant amount of variance in explaining sexual behaviour, R2 = .079,
F(3,431) = 13.324, p< .001. Next, the interaction term of pornography craving X sex was
entered to the regression model, which accounted for 8.5% of variance in predicting sexual
behaviour. The results of the regression model indicated the interaction product of
pornography craving X sex marginally significant
( = -.247, p < .05) predict sexual
behaviour. These findings further confirmed that young adults sex moderates the
relationship between craving for pornography and sexual behaviour.
TABLE 3: Hierarchical Regression Analyses in Predicting Sexual Behaviour from Sex and
Pornography Craving (n=435)
Criterion Predictor variable
F
R2
R2
df
Beta
t
variable
Model 1
13.324*** .07 .085*** (3,431
9
)
Sexual
Age
.224***
4.821
behavior
Sex
(0=Female,
.099*
1.990
1=Male)
Pornography craving
.094
1.899
Model 2
Sexual
behavior

11.030***

.08
5

.008

.00
0
.04
7
.05
8

(4,430
)

Age

.225***

4.851

Sex
(0=Female,
1=Male)
Pornography craving

.276**

2.688

.189**

2.739

-.247

-1.969

Pornography craving
X Sex
Note: *** p < .001; ** p < .01; * p < .05

.00
0
.00
7
.00
6
.05
0

DISCUSSION AND CONCLUSION

The current research found that high pornography craving is related to engagement in
sexual behaviour especially among young male adults. These research findings are
consistent with Lo and Wei (2002); Qiaoqin et al. (2006); Hald (2006); and Alexander et al.
(2007). However, there are few other similar studies among teenagers which bring
contradictory result whereby there were no association between pornography exposure and
sexual behaviour (Braun-Courvilla & Rojas, 2009; Morgan, 2011; Wright & Randall, 2012). It
was also found that sex moderated the linkage between pornography craving and sexual
behaviour. This effect is found to be stronger among females in comparison to males.
The fact that most erotic films cater content that is relevant for males and the easily
available online pornography makes young males to be the main user. Pornography may
serve as a form of sexual and gender socialisation for males relationship (Sun, Bridges,
363

Johnason, & Ezzell, 2016; Vandenbosch, 2015). In accordance to cognitive script theory, the
script that is enclosed in these pornography media influences males values in their sexual
behaviour (Braithwaite, Coulson, Keddington & Fincham, 2015; Sun et al., 2016). This study
further provides evidence that it is normative for males to watch pornography. However, it is
noted that many males do not reflect too deeply on the violence and female submission that
is portrayed in these adult films (Antevska & Gavey, 2015). Besides that, young males may
also consume pornography to gain knowledge on their sexual desires and on sexual
techniques (McCormack & Wignall, 2016). Some also use sexually explicit films to learn
positive aspects of sexual health (Hare, Gahagan, Jackson, & Steenbeek, 2015; Lam &
Chan, 2007). Males compared to females crave pornography due to the fact that they need
immediate and short-term arousal and sexual satisfaction. Females, on the other hand looks
for intimacy and connection that is not available in sexually explicit materials. This can be
further substantiated when both men and women watched sexually arousing pictures; the
amygdala and hypothalamus of men were more activated greatly in comparison to females
(Hamann, 2005).
While this study established male as main pornography consumer, it did not discount
the fact that females also watches porn. In fact, the impact of pornography consumption on
sexual behaviour is stronger in females. It could be that females who are exposed to
pornography are more liberal and have a stronger sexual agency in deciding and expressing
their sexuality. This can be explained by post-feminism, where women are not bounded by
the notion that pornography is not only for male (Corsianos, 2007). Usage of sexually explicit
materials by females is also seen as testing the gender boundary whereby it is further
described as an act of entering the world, which is dominated by males (Scarcelli, 2015).
Hence, it could be that females that crave for pornography would be more likely to
experiment with different sexual behaviours.
While the current study contributed in understanding pornography craving among
Malaysian undergraduates, it does not explore other possible variables that may further
provide better understanding on young peoples sexual behaviour. Future studies may
include other variables that may explain individual differences such as types of sexual
predisposition and age. For an example, Sun et al. (2016) found that age influences ones
usage of pornography in regards to sexual behaviour and attitudes. Secondly, the study
targeted respondents from a single university which limits the generalization of the
population. Future research should include respondents from wider background of
demography.
Current study provides an understanding on young adults in regards to sexual
behaviour. This study gives a hint on the importance of highlighting pornography usage in
sexual health promotion programs targeted for young people. Interventions should be
directed not only to young adults but also adolescents in schools. This is pivotal in
preventing early coitus. Current study also provided an insight on the changing trends of
pornography consumption among females. Thus, further exploration is needed to look into
females sexual behaviours.

ACKNOWLEDGEMENT
We would like to acknowledge Ellen Liew Wen Yi,Ooi Ling Yin and Sharmini Sivaraj for their
involvement in data collection for this study purpose.

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367

UMUR BALIGH REMAJA LELAKI DI TERENGGANU

Mohd `Adlan Bin Mohd Shariffuddin
SMK Tengku Intan Zaharah (Sekolah Kluster Kecemerlangan)
Dungun, Terengganu, Malaysia
e-mel: Adou_Fr@yahoo.com
Abstrak
Remaja lelaki akan mengalami perubahan fizikal bermula dari seawal usia 9 tahun
hingga mencapai peringkat baligh. Di Malaysia, kajian tentang umur baligh kurang
dijalankan sedangkan ia sangat penting kerana melibatkan hukum fiqh dalam agama
Islam. Kaedah soal selidik digunakan terhadap responden (N=55) yang terdiri daripada
pelajar lelaki tingkatan satu di dua buah sekolah menengah dalam dua buah daerah
yang berlainan di negeri Terengganu. Hasil kajian menunjukkan bahawa 49.09% (N=27)
responden sudah baligh pada pertengahan Jun semasa tingkatan satu, berbanding
50.91% (N=28) yang belum. Apabila baligh, sebanyak 48.15% (N=13) daripada
responden telah memberitahu ibu bapa mereka, 3.70% (N=1) memberitahu abang,
14.81% (N=4) memberitahu rakan, manakala 33.33% (N=9) tidak memberitahu sesiapa.
Kajian menunjukkan sebanyak 12.73% (N=7) daripada responden telah merancap, iaitu
25.93% daripada responden yang sudah baligh. Hasil kajian ini penting bagi memahami
perubahan fisiologi remaja lelaki, dan berguna untuk merancang input pendidikan yang
sesuai dari segi psikologi, moral dan agama.
Kata Kunci: baligh, merancap, remaja

PENGENALAN
Remaja lelaki akan mengalami perubahan fizikal bermula dari seawal usia 9 tahun hingga
mencapai peringkat baligh. Blakemore, Burnett & Dahl (2010) menyebut bahawa proses
gonadarche biasanya bermula antara umur 9 dan 15 pada lelaki (min atau purata umur 12)
sebagai tindak balas bagi pelepasan berdenyut hormon pembebas gonadotropin (GnRH)
daripada hipotalamus yang merangsang penghasilan pituitari untuk hormon peluteinan (LH)
dan hormon perangsang folikel (FSH).
Dalam bahasa Inggeris, baligh ditunjukkan dengan beberapa perkataan seperti first
ejaculation, wet dream, oigarche, spermarche, semenarche dan nocturnal emission. Dalam
bahasa Melayu, istilah yang digunakan ialah ihtilam, mimpi basah, keluar mani dan baligh.
Di Malaysia, kajian tentang umur baligh kurang dijalankan kerana perbincangan tentang
baligh dianggap sebagai suatu pantangan atau tabu, justeru ia tidak dibincangkan walaupun
dalam keluarga terdekat. Hal ini disokong oleh kajian oleh Ali, Bhatti, & Ushijima (2004) yang
menjelaskan bahawa dalam masyarakat konservatif seperti Pakistan, tajuk-tajuk seperti
baligh adalah tabu. Justeru, untuk memulakan perbincangan atau kajian tentang baligh
adalah sukar. Dalam kajian yang dijalankan oleh Prasad, VinothKumar & Poovitha (2014),
sebanyak 25.0% responden tidak menjawab soalan tentang mimpi basah dan 19.9% tidak
menjawab tentang merancap.

Bagi remaja lelaki, perkataan baligh itu sendiri menjadi suatu persoalan kerana menurut
Mohd Adlan (2010), remaja tidak mengetahui perkaitan antara baligh dengan keluar mani.
Daripada lapan responden di sebuah Sekolah Berasrama Penuh (SBP) yang disoal selidik
pada tahun 2006, 100% tidak tahu dengan tepat takrifan baligh. Anita & Wafaa (2012)
368

merumuskan bahawa dalam perundangan jenayah syariah negeri-negeri di Malaysia,

terdapat empat takrif baligh iaitu:
1.
2.
3.
4.

Sudah cukup umur mengikut hukum Syara`.

Sudah mencapai umur 12 tahun qamariah.
Berumur lebih 15 tahun qamariah.
Berakal.

Menyedari kepentingan umur baligh terutama kerana ia melibatkan hukum fiqh dalam
agama Islam, kajian ini dijalankan bagi mendapatkan gambaran sebenar tentang umur
baligh remaja lelaki. Kajian ini merupakan sesuatu yang baru, dan ia signifikan dengan
keperluan semasa bagi membolehkan pemahaman yang lebih mendapat tentang perubahan
fisiologi remaja lelaki khususnya di Malaysia. Ia juga signifikan bagi merancang input
pendidikan yang sesuai dari segi psikologi, moral dan agama.

KAEDAH KAJIAN
Kaedah soal selidik telah digunakan terhadap 55 orang pelajar lelaki (N=55) tingkatan 1
tahun 2013 di dua buah sekolah menengah dalam dua buah daerah yang berlainan di
negeri Terengganu. Sesi telah dijalankan pada 19 Jun 2013 secara berasingan dengan
bantuan guru sekolah terlibat. Semua pelajar tingkatan 1 yang hadir pada tarikh soal selidik
dikumpulkan di dalam dewan sekolah masing-masing dan diberikan kertas soal selidik.
Sebelum soal selidik dimulakan, responden diberikan taklimat tentang soal selidik yang akan
dijalankan. Responden diminta menjawab secara sukarela soalan soal selidik yang meliputi
dua bahagian iaitu latar belakang dan soalan kajian. Bahagian latar belakang hanya
bertujuan untuk mendapatkan tarikh lahir responden sementara dalam bahagian soalan
kajian, responden perlu menandakan pernyataan yang sesuai dan mengisi beberapa butiran
lanjut. Tiada paksaan untuk responden menjawab semua soalan, dan tiada masa
maksimum diberikan. Responden menjawab mengikut keselesaan masing-masing. Maklum
balas soal selidik yang diterima kemudian dianalisis menggunakan perisian SPSS 23 bagi
mendapatkan min (purata) dan sisihan piawai. Tiada sebarang bentuk imbuhan atau
ganjaran diberikan kepada responden sebelum atau selepas sesi soal selidik dilaksanakan.

DAPATAN KAJIAN
Daripada 55 orang remaja lelaki yang menjadi responden, data berkenaan umur yang dikira
daripada tarikh lahir diperoleh seperti Jadual 1. Min umur responden ialah 12.9698 tahun
dengan sisihan piawai 0.29678. Umur terendah ialah 12.52 tahun dan umur tertinggi 13.46
tahun. Julat umur responden ialah 0.94 tahun.

Jadual 1: Umur responden

N

Sah

55

369

Tiada

Min

12.9698

Median

12.9500

Mod

12.55

Sisihan Piawai

.29678

Varians

.088

Julat

.94

Minimum

12.52

Maksimum

13.46

Seramai 27 responden sudah baligh (49.1%) pada tarikh kajian iaitu 19 Jun 2013
manakala 28 orang (50.9%) belum baligh seperti dalam Jadual 2. Daripada 27 responden
yang sudah baligh, didapati bahawa usia minimum baligh ialah 10.84 tahun, manakala usia
maksimum ialah 12.81 tahun seperti dalam Jadual 3 dan Rajah 1. Min umur baligh bagi
responden yang sudah baligh ialah 11.9915 tahun dengan sisihan piawai 0.47999.

Jadual 2: Pecahan Responden Yang Sudah Baligh Dan Yang Belum Baligh
Bilangan

Peratus

Sudah Baligh 27

49.1

Belum Baligh 28

50.9

Jumlah

100.0

55

Jadual 3: Analisis Umur Responden Yang Sudah Baligh

Umur

Minimum

Maksimum

Min

Sisihan
Piawai

27

10.84

12.81

11.9915

.47999

Varians

370

Rajah 1: Taburan Umur Baligh

Seterusnya, umur responden ketika baligh dan umur semasa ketika kajian dijalankan
diperoleh seperti dalam Jadual 4 yang telah disusun secara meningkat mengikut umur
semasa. Pengiraan dilakukan untuk mendapatkan tempoh baligh responden dengan
mencari perbezaan antara umur baligh dan umur semasa. Analisis dalam Jadual 5
menunjukkan bahawa tempoh baligh maksimum ialah 2.13 tahun dan tempoh minimum
ialah 0.13 tahun atau satu bulan setengah. Min tempoh baligh ialah 1.0759 tahun dengan
sisihan piawai 0.49338.
Jadual 4: Umur Baligh, Umur Semasa Dan Tempoh Baligh
Responden Umur Semasa
Umur Baligh
Tempoh Baligh
R15
12.52
R46
12.52
12.38
0.14
R30
12.55
R47
12.55
R50
12.55
R16
12.57
12.02
0.55
R25
12.58
R05
12.58
11.11
1.47
R10
12.61
R20
12.65
R11
12.66
R26
12.67
R31
12.70
R54
12.71
R27
12.76
12.25
0.51
R06
12.78
12.32
0.46
R53
12.78
12.23
0.55
R42
12.81
R52
12.82
371

R32
R41
R55
R35
R12
R29
R21
R48
R44
R51
R09
R49
R37
R40
R01
R36
R39
R04
R18
R13
R24
R03
R38
R43
R19
R34
R23
R33
R45
R07
R17
R22
R28
R08
R02
R14

Tempoh Baligh

N
27

12.83
12.83
12.86
12.86
12.86
12.87
12.88
12.94
12.95
12.95
12.95
12.96
12.96
12.96
12.98
13.04
13.08
13.20
13.21
13.22
13.24
13.27
13.29
13.30
13.31
13.34
13.34
13.35
13.35
13.35
13.36
13.37
13.39
13.43
13.43
13.46

11.65
11.39
11.8
12.07
12.58
11.50
10.84
11.49
11.74
12.58
11.76
11.80
11.83
12.71
12.21
12.46
12.81
12.32
12.13
11.80
11.99

1.21
1.47
1.14
0.88
0.38
1.46
2.14
1.55
1.46
0.63
1.46
1.47
1.46
0.63
1.13
0.89
0.55
1.05
1.3
1.63
1.47

Jadual 5: Analisis Tempoh Baligh

Julat
Minimum Maksimum Min
2.00
.13
2.13
1.0759

Sisihan Piawai Varians

.49338
.243

Apabila mengalami ihtilam atau mimpi basah, responden yang memberitahu ibu,
bapa, kedua-dua ibu bapa, abang, rakan atau tidak memberitahu sesiapa adalah seperti
dalam Jadual 6. Apabila baligh iaitu mengalami mimpi basah, sebanyak 48.15% (N=13)
372

daripada responden telah memberitahu ibu bapa mereka, 3.70% (N=1) memberitahu abang,
14.81% (N=4) memberitahu rakan, manakala 33.33% (N=9) tidak memberitahu sesiapa.
Jadual 6: Pihak Yang Diberitahu Responden Apabila Baligh
Kekerapan Peratus
Sah Bapa
6
22.22
Ibu
6
22.22
Ibu Bapa
1
3.70
Abang
1
3.70
Rakan
4
14.81
Tidak Beritahu 9
33.33
Belum Baligh 28
Total
55
100.0
Sebanyak 12.73% (N=7) daripada responden telah merancap, iaitu 25.93% daripada
responden yang sudah baligh. Jadual 7 menunjukkan umur responden semasa baligh, umur
ketika mula merancap dan umur semasa. Umur merancap terendah dicatatkan pada 10.93
tahun, dengan min 12.4386.
Jadual 7: Umur Baligh, Umur Merancap Dan Umur Semasa
Responden Umur Baligh
Umur Merancap
Umur Semasa
R01
10.84
10.93
12.98
R05
11.11
12.03
12.58
R04
11.74
12.65
13.20
R03
11.80
12.72
13.27
R06
12.32
12.73
12.78
R02
11.80
12.88
13.43
R07
12.46
13.13
13.35

PERBINCANGAN
Dalam kajian ini, didapati bahawa pada pertengahan Jun tingkatan 1, sebanyak 49.1%
remaja lelaki tingkatan 1 sudah mengalami ihtilam. Berdasarkan dapatan ini, apabila
seorang pelajar tingkatan 1 dipilih secara rawak pada pertengahan tahun, kebarangkalian
bahawa pelajar itu sudah baligh ialah 49.1%. Mohd Adlan (2010) dalam kajian kes terhadap
lapan pelajar tingkatan 1 tahun 2006 mendapati bahawa pada 26 Jun, 50% (N=4) telah
baligh semasa darjah 6 dan 12.5% (N=1) telah baligh semasa tingkatan 1 sebelum tarikh
kajian kes dilaksanakan. Justeru, peratus remaja lelaki yang sudah baligh yang direkodkan
ialah 62.5%. Perbezaan peratusan ini boleh dijangka kerana perbezaan saiz responden
yang digunakan.

Dalam kalangan remaja lelaki tingkatan 1 yang sudah baligh, didapati bahawa min
umur baligh yang diperoleh ialah 11.9915 dengan sisihan piawai 0.47999. Ini bermakna,
secara umumnya pada usia menjelang 12.0 tahun, kebarangkalian seseorang remaja lelaki
itu sudah baligh ialah 24.55%, dan meningkat kepada 49.1% pada usia menjelang 13.0
tahun. Secara hipotesis, dapat dijangkakan bahawa pada usia menjelang 14.0 tahun,
373

kebarangkalian ini akan meningkat kepada 75% dan pada usia menjelang 15.0 tahun,
dijangkakan bahawa 100% remaja lelaki sudah mengalami ihtilam.
Carlier & Steeno (2009) dalam kajian terhadap 748 pelajar sekolah berusia antara 12
hingga 20 tahun menyatakan bahawa min usia ejakulasi pertama di Belgium ialah 13 tahun
2 bulan. Manakala Anusornteerakul et al. (2012) dalam kajian terhadap 118 remaja lelaki
berusia antara 10 hingga 14 tahun (14.58 2.84 tahun) di kawasan sesak bandar di
perbandaran Khon Kaen, Thailand mendapati bahawa usia purata mimpi basah mereka
lebih lambat iaitu pada 14.12 1.44 tahun. Min umur baligh yang lebih lewat dinyatakan oleh
Prasad, VinothKumar & Poovitha (2014) dalam kajian terhadap 686 individu berusia antara
17 hingga 28 tahun di Pondicherry, India Selatan yang menunjukkan bahawa min umur
mimpi basah pertama ialah 15.3 1.5 tahun.
Melihat kepada responden yang digunakan dalam kajian seperti Carlier & Steeno
(2009), Anusornteerakul et al. (2012) dan Prasad, VinothKumar & Poovitha (2014) di atas
dengan kajian ini, perbezaan ketara ialah kajian ini memberi tumpuan kepada pelajar
tingkatan 1 yang mempunyai umur 12.9698 tahun (sisihan piawai 0.29678). Justeru, sebagai
batasan kajian, min umur baligh secara mutlak tidak dapat diperoleh, dan kajian seterusnya
perlu dilaksanakan. Walau bagaimanapun, keabsahan data dalam kajian ini lebih dipercayai
kerana umur semasa responden dengan umur baligh adalah lebih dekat. Diskriminasi antara
responden yang sudah baligh dan yang belum baligh dapat dilakukan dengan diskret, dan
ingatan responden yang sudah baligh terhadap tarikh baligh dapat dilakukan dengan lebih
tepat.
Umur baligh terendah remaja lelaki yang dicatatkan ialah pada 10.84 tahun iaitu
ketika pelajar berada dalam darjah 5. Dengan dapatan ini, adalah penting bagi institusi
pendidikan menerapkan input pendidikan berkaitan hal baligh bagi pelajar lelaki sebagai
salah satu komponen kurikulum untuk darjah 5. Input berkenaan baligh adalah wajar untuk
diajar dan didedahkan lebih awal, seperti peristiwa mimpi basah yang akan dialami, tindakan
apabila bermimpi basah seperti mandi wajib bagi pelajar muslim, apakah yang perlu
dilakukan kepada seluar yang terkena mani, perlukah diberitahu kepada ibu atau bapa dan
sebagainya.
Input awal ini perlu bagi memastikan pelajar bersedia dan tidak mengalami kejutan
apabila ia berlaku. Adegoke (1993) dalam kajiannya menyebut bahawa 118 (60%)
mendakwa tidak bersedia untuk mengalami ihtilam sebelum ia berlaku. Shipman (1968)
dalam kajian terhadap 400 mahasiswa universiti menyebut bahawa 85% tidak bersedia
untuk baligh.
Daripada Jadual 4 yang disusun mengikut umur semasa responden, didapati
bahawa tiada kaitan antara umur baligh dengan pertambahan umur semasa. Justeru,
didapati bahawa responden R28 yang mempunyai umur semasa 13.39 masih belum baligh,
sedangkan responden R46 yang mempunyai umur semasa 12.52 sudah baligh sejak
berumur 12.38 tahun.
Didapati bahawa apabila mengalami mimpi basah, 48.15% remaja lelaki yang sudah
baligh memberitahu ibu, bapa atau kedua-dua ibu bapa mereka, manakala 33.33% tidak
memberitahu sesiapa. Dapatan ini berbeza dengan Ali, Bhatti & Ushijima (2004) dalam
kajian terhadap 78 remaja lelaki berusia 17 tahun (s.p.1.5) di pedalaman Pakistan bahawa
berhubung dengan komunikasi interpersonal berkaitan baligh dan perubahan tubuh,
kebanyakan (76%) lebih suka berbincang dan bertukar-tukar pengalaman dengan rakan
karib. Sebahagian akan pergi kepada perawat tradisional (2.3%) atau akan bercakap
dengan adik-beradik (2.7%) terutama berkaitan masalah seperti mimpi basah. Adegoke
(1993) dalam kajiannya pula menyebut bahawa 108 (57.4%) ada memberitahu orang lain
374

apabila mengalami ejakulasi, manakala 68 (36%) tidak pernah memberitahu sesiapa.

Daripada jumlah responden yang memberitahu, 71 (31.8%) memberitahu rakan, 16 (9%)
memberitahu bapa, 13 (7%) memberitahu saudara dan 9 (4%) memberitahu ibu.
Dapatan ini menunjukkan perubahan daripada memberitahu rakan kepada
memberitahu ibu bapa. Input psikologi adalah sangat penting pada tahap ini, agar remaja
dapat berbincang bersama keluarga tentang perubahan yang sudah berlaku kepada dirinya,
dan agar pihak ibu bapa dapat mengetahui bahawa anak mereka sudah bersedia secara
fizikal untuk menggalas tanggungjawab tertentu terutamanya dalam agama.
Tujuh daripada 27 responden yang sudah baligh telah merancap. Apabila
digeneralisasikan, secara umum, seorang daripada empat orang remaja lelaki yang telah
baligh boleh dianggap telah merancap. Umur merancap terendah ialah pada 10.93 tahun,
iaitu pada penghujung darjah 5. Dapatan kajian mendapati bahawa umur merancap bermula
setelah umur baligh. Namun, Adegoke (1993) dalam kajian terhadap 188 remaja lelaki di
bandar Ilorin, negeri Kwara, Nigeria menyatakan bahawa 13.8% mula mengalami ejakulasi
dengan merancap. Prasad, VinothKumar & Poovitha (2014) menyebut bahawa usia pertama
merancap ialah 15.4 1.6 tahun. Driemeyer et al. (2016) dalam kajian terhadap 1451
responden berusia 18-22 tahun di Sweden menyebut bahawa pengalaman merancap
remaja lelaki secara purata bermula pada umur 12.5 tahun, dengan sebanyak 98.9%
responden pernah merancap. Anusornteerakul et al. (2012) mula menyatakan bahawa 41%
remaja lelaki pernah merancap, manakala Larsson & Svedin (2001) menyatakan bahawa
62% remaja lelaki telah merancap sebelum usia 13 tahun.
Dapatan ini penting bagi membolehkan input berkaitan dengan merancap diajarkan
kepada para remaja di Malaysia, terutamanya kerana merancap dikaitkan dengan
pornografi. Merancap adalah haram dalam Islam, begitu juga dengan pornografi. Justeru,
input dari segi agama berkenaan hukum merancap dan pornografi, serta kemahiran
Teknologi Maklumat dan Komunikasi (TMK) bagi mengelakkan bahan pornografi adalah
perlu untuk dititikberatkan seawal pelajar berada di darjah 5. Tambahan dengan kepesatan
penggunaan telefon pintar dalam kalangan pelajar sekolah, input ini perlu diajar sama ada
oleh institusi pendidikan atau ibu bapa.

PENGHARGAAN
Penulis merakamkan penghargaan kepada semua pihak yang telah memberikan bantuan
dan sumbangan untuk menjayakan kajian ini.

RUJUKAN
Adegoke, A. A. (1993). The Experience of Spermarche (The Age of Onset of Sperm
Emission) Among Selected Adolescent Boys in Nigeria. Journal of Youth and
Adolescence, 22(2), 201-209. doi:10.1007/bf01536653
Ali, M., Bhatti, M. A., & Ushijima, H. (2004). Reproductive Health Needs of Adolescent Males
in Rural Pakistan: An Exploratory Study. The Tohoku Journal of Experimental
Medicine, 204(1), 17-25. doi:10.1620/tjem.204.17

375

Anita, A. R., Wafaa, Y. (2012). Umur Pesalah Kanak-Kanak: Ketidakseragaman dalam

Enakmen Jenayah Syariah dan Enakmen Tatacara Jenayah Syariah di Malaysia.
Kanun Jurnal Undang-Undang Malaysia, 24(11-23).
Anusornteerakul, S., Srisaeng, P., Rujiraprasert, N., & Maungpin, S. (2012). Adolescents
Reproductive Health Status in Urban Slums in The Khon Kaen Municipality, Thailand.
American Journal of Health Sciences (AJHS), 3(4), 269. doi:10.19030/ajhs.v3i4.7320
Blakemore, S., Burnett, S., & Dahl, R. E. (2010). The Role of Puberty in The Developing
Adolescent Brain. Human Brain Mapping, 31(6), 926-933. doi:10.1002/hbm.21052
Carlier, J., & Steeno, O. (2009). Oigarche: The Age at First Ejaculation. Andrologia, 17(1),
104-106. doi:10.1111/j.1439-0272.1985.tb00969.x
Driemeyer, W., Janssen, E., Wiltfang, J., & Elmerstig, E. (2016). Masturbation Experiences
of Swedish Senior High School Students: Gender Differences and Similarities. The
Journal of Sex Research, 1-11. doi:10.1080/00224499.2016.1167814
Larsson, I. & Svedin, C-G. (2001). Sexual Experiences in Childhood Young Adults
Recollection. Archives of Sexual Behaviour, Vol. 31, no. 3, Jun 2002, hal.263-273.
Mohd Adlan, M. S. (2010). Umur Baligh Remaja Lelaki & Pengetahuan dan Amalan Mereka
Terhadap Aspek-Aspek Pendidikan Seks: Kajian Kes di Sebuah Sekolah Berasrama
Penuh Tahun 2006. Kertas Kerja dibentangkan di Seminar Psikologi Kebangsaan
2010, Universiti Malaysia Sabah, Kota Kinabalu. doi: 10.13140/RG.2.1.1994.7124
Prasad, K. N., VinothKumar, P.S. & Poovitha (2014). A Community Based Survey on Age at
First Masturbation (Orgasmic Experience) Among Collegiate Young Adult Men in
Pondicherry, Southern India. International Journal of Current Research, 6(5), 66556659.
Shipman, G. (1968). The Psychodynamics of Sex Education. The Family Coordinator, 17(1),
3-12. doi:1. Retrieved from http://www.jstor.org/stable/581963 doi:

376

SUMBER STRES DAN KEPUASAN HIDUP DALAM KALANGAN PESAKIT RAWATAN

HEMODIALISIS
Norzihan Ayub
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Sabah, Malaysia
norzihan@ums.edu.my
Ferlis Bullare @ Bahari
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Sabah, Malaysia
ferlis@ums.edu.my
Patricia Joseph Kimong
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Sabah, Malaysia
patricia@ums.edu.my
Abstrak
Tujuan kajian ini adalah untuk mengkaji hubungan di antara sumber stres dan kepuasan
hidup dalam kalangan pesakit rawatan hemodialisis. Kajian ini juga melihat perbezaan di
antara sumber stres dan kepuasan hidup berdasarkan faktor demografi iaitu jantina, tahap
umur dan tingkat pendapatan subjek. Reka bentuk kajian yang digunakan ialah reka bentuk
tinjauan. Seramai 102 orang pesakit rawatan hemodialisis di tiga buah hospital di Sabah
telah mengambil bahagian dalam kajian ini. Subjek kajian berumur di antara 17 hingga 75
tahun. Alat ujian Hemodialysis Stressor Scale (HSS) telah digunakan untuk mengukur
sumber stres dan alat ujian Satisfaction With Life Scale (SWLS) digunakan untuk mengukur
kepuasan hidup. Data telah dianalisis dengan menggunakan ujian korelasi Pearson, ujian-t
sampel bebas dan ANOVA sehala. Keputusan kajian menunjukkan terdapat hubungan
negatif yang signifikan di antara sumber stres dengan kepuasan hidup. Kajian turut
menunjukkan terdapat hubungan negatif yang signifikan di antara subskala bagi sumber
stres iaitu psikososial dengan kepuasan hidup. Selain itu, dapatan kajian ini turut
menunjukkan terdapat perbezaan yang signifikan di antara kepuasan hidup berdasarkan
jantina. Terdapat juga perbezaan yang signifikan di antara sumber stres dan subskala
psikososial berdasarkan tahap umur subjek. Sementara itu, terdapat perbezaan yang
signifikan di antara sumber stres, subskala psikososial dan kepuasan hidup berdasarkan
tingkat pendapatan subjek. Sehubungan dengan keputusan kajian yang diperolehi,
beberapa implikasi dan cadangan turut dikemukakan.
Kata kunci: sumber stres, kepuasan hidup, hemodialisis, pesakit

377

PENGENALAN
Penyakit kronik adalah suatu penyakit yang memberikan tekanan kepada kehidupan dan
mencipta masalah psikologikal ke atas pesakit. End Stage Renal Failure atau penyakit buah
pinggang kronik adalah salah satu penyakit kronik yang semakin tinggi bilangan
pengidapnya setiap tahun. Ianya merupakan penyakit yang mengagalkan fungsi buah
pinggang seseorang. Bagi seorang individu yang normal, kedua-dua buah pinggang mereka
dapat berfungsi dalam membersihkan darah, mengawal tekanan darah, mengawal
keseimbangan paras galian dalam darah dan mengawal proses penghasilan darah merah
dan menyingkirkan sisa metabolik. Tetapi sebaliknya kegagalan buah pinggang akan
menyebabkan kepada kemerosotan keadaan fizikal dan keletihan, anemia, hipertensi dan
kehilangan mineral dalam tulang. Antara kompilasi lain adalah edema, hilang selera makan,
kepenatan, sesak nafas dan pelbagai simptom yang lain. Penyakit buah pinggang ini telah
dianggap sebagai penyakit berdarab yang mampu menyebabkan peningkatan kepada
jumlah kematian (Handbook of Disease, 2000).
Saban tahun, bilangan rakyat Malaysia yang menderita mengalami penyakit kegagalan
fungsi buah pinggang semakin meningkat. Setiap tahun seramai 5,000 pesakit hemodialisis
yang telah didiagnoskan mengalami kegagalan buah pinggang di Malaysia. Pada tahun
2014 sahaja seramai 34,767 pesakit buah pinggang yang menerima rawatan hemodialisis.
Malah dianggarkan menjelang 2020 hampir 50,000 pesakit kegagalan ginjal peringkat akhir
akan menjalani rawatan dengan 90 peratus memerlukan hemodialisis (Harian Metro, 2015).
Statistik ini telah membuktikan bahawa masalah buah pinggang adalah penyakit pembunuh
yang sangat merbahaya di Malaysia.
Bagi mereka yang mengalami masalah buah pinggang, terdapat beberapa cara rawatan
yang boleh mereka jalani. Mereka akan menjalani pelbagai rawatan seperti hemodialisis,
dialisis peritoneal dan pemindahan buah pinggang. Rawatan
dengan
menggunakan
hemodialisis adalah sejenis alatan hemodialisis yang menggunakan satu mesin buah
pinggang tiruan (mesin dialisis) untuk membuang cecair dan bahan sisa buangan dari aliran
darah. Pesakit hemodialisis biasanya menjalani rawatan di klinik hemodialisis sebanyak 3
kali dalam seminggu dan memakan masa lebih kurang 4-5 jam (Satko dan Burkart, 2008).
Sementara itu, penggunaan rawatan dialisis peritoneal pula berasaskan satu tiub yang
dimasukkan ke dalam rongga badan yang juga terletaknya di perut, hati dan usus-usus,
yang dipanggil kaviti peritoneal. Cecair dalam kuantiti yang banyak akan dialirkan ke dalam
kaviti ini dan ia akan mengeluarkan sisa buangan melalui cecair yang mengalir balik ke luar
daripada kaviti. Dialisis peritoneal selalunya di lakukan oleh pesakit di rumah pada setiap
hari. (Satko & Burkart, 2008). Kaedah rawatan ketiga bagi pesakit buah pinggang adalah
dengan melakukan pemindahan buah pinggang. Pemindahan buah pinggang mungkin
kelihatan mudah iaitu dengan mengeluarkan buah pinggang lama dan menggantikan
dengan yang baru. Namun, sekiranya tubuh seseorang pesakit itu tidak dapat menerima
buah pinggang baru, masalah komplikasi lain akan timbul. Oleh itu ia diatasi dengan
mencari pesakit dan penderma yang mempunyai kaitan dan ubat diperlukan untuk
mengurangkan tindakan balas yang dihadapi oleh tubuh penerima.
Di Malaysia kaedah rawatan hemodialisis adalah rawatan yang paling banyak digunakan ke
atas pesakit. Permulaan kepada rawatan hemodialisis adalah sesuatu yang menggerunkan
kerana pesakit yang baru menjalani rawatan tidak akan dapat menjangka apakah yang akan
berlaku kepada mereka di masa hadapan (Life Options Rehabilitation Advisory Council,
1993). Banyak kajian menunjukkan bahawa sumber stres akan dialami oleh pesakit buah
pinggang pada tahap awal rawatan mereka terutama dalam tempoh enam bulan terawal.
Pengalaman negatif ketika tempoh ini akan mempengaruhi kepada mood dan seterusnya
membentuk sumber stres mereka (Leghari, Amin, Akram, & Asadullah). Menurut Mok, Lai,
dan Zhang (2004), apabila seseorang itu pertama kalinya berdepan dengan masalah buah
378

pinggang mereka akan sering berasa kehilangan terhadap apa yang dilakukan sebelum ini
dan sering menangis dan memencilkan diri. Mereka ini akan mengalami reaksi emosi seperti
ketidakberdayaan, kemarahan, kesedihan, rasa bersalah, rasa terhutang kerana mereka
terpaksa berdepan dengan kehilangan dan perubahan yang disebabkan oleh penyakit yang
dialami. Ada pesakit yang perlu menukar kerja dan gaya hidup kerana berasa cepat letih
dan kurang berupaya. Sesetengah bahagian tubuh pesakit akan membengkak akibat
pengumpulan lebihan air dan keadaan ini hanya kembali normal selepas rawatan
hemodialisis dilakukan (Life Options Patient Opinion Study , 1999).
Hidup dengan menerima rawatan hemodialisis amat menyeksakan. Bila seseorang
mendapat tahu mereka mengalami kegagalan buah pinggang, diri mereka pasti hampir
putus harapan untuk hidup lagi. Pesakit juga selalu berfikir bahawa dirinya tidak dapat hidup
lama kerana asyik bergantung kepada mesin hemodialisis untuk terus hidup dan mereka
merasa seolah-olah terasing dan tidak diperlukan lagi di sisi keluarga dan rakan. Pesakit
hemodialisis ini bukan sahaja berdepan dengan sumber tekanan seperti rawatan yang
terpaksa dijalaninya tetapi juga terpaksa berhadapan dengan perubahan dalam konsep diri,
keyakinan diri, perubahan peranan keluarga dan kehilangan maruah (Ibrahim, Taboonpong,
& Nilmanat, 2009). Ini bukan sahaja memberikan kesan ke atas pesakit itu sendiri tetapi
sekaligus memberikan impak ke atas keluarga mereka.
Life Options Patient Opinion Study (1999) menyatakan apabila pesakit mengetahui mereka
mendapat penyakit kegagalan buah pinggang ini, kebanyakkan pesakit tidak tahu apa yang
hendak dibuat dan mereka berada dalam keadaan kerisauan, ketakutan dan merasai
perasaan yang teruk. Menurut Welch dan Austin (2001), pesakit yang menerima rawatan
hemodialisis terpaksa berhadapan dengan bebanan akibat penyakit jangka panjang mereka.
Witorzenae (1991) (dlm. Matusiewicz, 2006) mendapati bahawa 57 peratus pesakit
hemodialisis akan mengalami kekecewaan dan berputus asa lalu berhenti daripada
melakukan rawatan hemodialisis. Ini kerana menurut Irwin dan Rippe (2008) pesakit
hemodialisis yang menerima rawatan ini akan mengalami pelbagai komplikasi sewaktu
rawatan seperti terdedah kepada penyakit kardiavaskular, hypotension, disequilibrium
seperti menunjukkan tanda-tanda sakit kepala, rasa menggeletar selepas rawatan
hemodialisis dilakukan dan ini khasnya bagi mereka yang pertama kali menjalani rawatan
hemodialisis. Selain daripada itu, mereka juga turut mengalami hypolexemia iaitu kehadiran
kepekatan oksigen yang terlalu rendah di dalam darah. Komplikasi seumpama ini juga
kadang kala menyebabkan pesakit hemodialisis enggan meneruskan rawatan mereka.
Oleh kerana rawatan hemodialisis diperlukan secara kerap, maka ia akan menjadi beban
kewangan kepada kebanyakan pesakit yang memerlukannya. Kos untuk setiap sesi
hemodialisis di klinik kerajaan mahupun swasta sahaja sudah mencapai di antara RM100
sehingga RM300. Oleh kerana pesakit hemodialisis memerlukan rawatan sebanyak tiga kali
seminggu, maka ia boleh menyebabkan seseorang berbelanja sehingga RM600 seminggu.
Ini juga boleh menjadi penyebab kepada sumber stres yang dialami oleh pesakit kerana
terpaksa menanggung bebanan kos rawatan yang tinggi.
Menurut Cinar, Barlas, dan Aplar (2009) rawatan hemodialisis ini akan meninggalkan kesan
dari sudut tekanan dan penghadan/sekatan. Menurut Yeh dan Chou (2007) selepas
seseorang pesakit itu menjalani rawatan hemodialisis mereka akan mengalami masalah dan
tekanan yang berkait dengan aktiviti harian mereka. Ini antara penyebab mengapa pesakit
enggan menjalankan rawatan mereka. Oleh itu, pengetahuan akan membantu pesakit dalam
mengawal diri mereka dan seterusnya dapat berhadapan dengan penyakit yang dihadapi.
Maka dengan itu mereka digalakkan untuk berjumpa dengan pakar profesional agar dapat
menolong dan memberikan pengetahuan kepada pesakit seterusnya serba sedikit dapat
membantu mengurangkan tekanan mereka. Kaedah kaunseling seperti terapi personal dan
terapi kelompok juga adalah sesuai untuk membantu mereka.
379

Banyak kajian turut menunjukkan bahawa tekanan adalah faktor signifikan pada
hemodialisis kerana hasilnya akan menyebabkan kepada perubahan dalam kesejahteraan
kepuasan hidup dan kualiti hidup yang mana mempengaruhi kepada kesejahteraan
fisiologikal dan psikologikal pesakit. Stres fizikal dan psikologikal ini akhirnya akan
menyebabkan kepada delirium, kemurungan, kebimbangan dan psikosis (Shinde & Mane,
2014).
Kajian yang dibuat oleh Vafaee (2005) turut menunjukkan bahawa 100 orang pesakit
hemodialisis dalam kajian mereka sering mengadu berasa keletihan, kurang selera makan,
menangis, kemerosotan berat badan dan kurang motivasi. Ini adalah petanda kepada stres
dan akhirnya akan menganggu kepada kepuasan dan kualiti hidup pesakit tersebut dan
akan lebih menjejaskan kesihatan mereka . Kepuasan hidup adalah ditentukan oleh sejauh
mana kemampuan individu untuk menangani tahap tekanan dan perkembangan simptom
kemurungan (Hamdan-Mansour, Al-Abeiat, Alzoghaibi,Ghannam, dan Hanouneh, 2015).
Oleh itu, berdasarkan kepada kajian lepas yang melihat isu psikologikal yang dialami oleh
pesakit, maka objektif kajian ini adalah untuk melihat hubungan antara sumber stres dan
kepuasan hidup dalam kalangan pesakit rawatan hemodialisis. Sebagai tambahan kajian ini
juga adalah untuk melihat perbezaan di antara sumber stres dan kepuasan hidup
berdasarkan jantina, umur dan tingkat pendapatan.
METOD KAJIAN
Reka Bentuk Kajian
Kajian yang telah dijalankan adalah berbentuk kajian tinjauan dengan menggunakan borang
soal selidik sebagai instrumen kajian.
Subjek Kajian
Seramai 102 pesakit yang menerima rawatan hemodialisis di tiga unit hemodialsis yang
terdiri daripada pelbagai etnik telah dipilih melalui kaedah persampelan bertujuan.
Lokasi Kajian
Kajian ini telah dijalankan di tiga buah hospital di Sabah yang menyediakan perkhidmatan
rawatan hemodialisis kepada pesakit.
Alat Kajian
Alat kajian utama yang digunakan dalam kajian ini terdiri daripada empat bahagian iaitu:
a)
Bahagian A
Bahagian A terdiri daripada maklumat diri dan latar belakang subjek seperti jantina, tingkat
pendapatan dan umur.
b)
Bahagian B
Bahagian B terdiri daripada item-item berkaitan dengan sumber stres pesakit hemodialisis
yang merangkumi Hemodialysis Stressor Scale (Baldree, Murphy dan Powers, 1982). Item
dalam soal selidik ini adalah sebanyak 32 soalan yang diukur berdasarkan skala likert yang
terdiri daripada 0= tidak pernah, 1= sedikit, 2= sederhana dan 3= kerap kali. Dapatan kajian
menunjukkan nilai Cronbach's alpha bagi Hemodialysis Stressor Scale (HSS) adalah
sebanyak 0.91 iaitu menunjukkan pekali kebolehpercayaan yang sangat tinggi. Subskala
fisiologikal dan psikososial juga telah diuji kebolehpercayaan iaitu keputusan masing-masing
menunjukkan 0.78 dan 0.89.
380

c)
Bahagian D
Bahagian D adalah item-item yang merangkumi kepuasan hidup iaitu Satisfaction With Life
Scale (SWLS) yang dibina oleh Diener, Emmons, Larsen, dan Griffin (1985). Instrumen ini
mempunyai 5 item yang diukur menggunakan skala likert yang terdiri daripada 1= sangat
tidak setuju, 2= tidak setuju, 3= kurang tidak setuju, 4= tidak pasti, 5= kurang setuju, 6=
setuju dan 7= sangat setuju. Satisfaction With Life Scale juga turut menunjukkan nilai pekali
kebolehpercayaan yang agak tinggi iaitu 0.83.
Analisis Data Kajian
Data yang diperolehi telah dianalisis dengan menggunakan program Statistical Pacage For
Social Sciences (SPSS) versi 20.0. Pertama, analisis statistik deskriptif telah digunapakai
bagi memerihalkan profil dan setiap pembolehubah kajian. Sementara, ujian statistik
inferensi yang digunakan untuk menganalisis data adalah ujian korelasi Pearson, ujian-t
sampel bebas dan ANOVA sehala.
KEPUTUSAN KAJIAN
Berdasarkan Jadual 1, didapati bahawa responden lelaki adalah sebanyak (53.9%) iaitu
jumlah yang teramai berbanding dengan responden perempuan iaitu seramai (46.1%).
Sementara itu purata umur subjek iaitu dalam kalangan pesakit hemodialisis adalah berumur
47 tahun. Jumlah yang paling ramai adalah dalam kategori dewasa pertengahan iaitu
mewakili (68.6%). Ini diikuti oleh dewasa awal (13.7%), dewasa akhir (12.7%), dan remaja
akhir (4.9%).
Majoriti responden kajian ini mempunyai pendapatan yang agak rendah iaitu sebanyak
(74.5%) dalam kalangan mereka yang tergolong dalam keluarga yang berpendapatan RM
980.00 dan ke bawah sebulan dan (25.5%) pula tergolong dalam keluarga yang
berpendapatan RM 981.00 dan ke atas sebulan. Purata pendapatan sebulan bagi
keseluruhan responden iaitu sebanyak RM 668.68.

Bil
1.

2.

3.

Jadual 1 Analisis deskriptif taburan sampel mengikut ciri demografi

Bilangan
Item
Bilangan (%)
(n)
Jantina
Lelaki
55
(53.9)
Perempuan
47
(46.1)
Umur Responden
Remaja Akhir
5
(4.9)
Dewasa Awal
14
(13.7)
Dewasa Pertengahan
70
(68.6)
Dewasa Akhir
13
(12.7)
Tingkat pendapatan
RM 980.00 dan ke bawah
76
(74.5)
RM 981.00 dan ke atas
26
(25.5)

Hubungan antara Sumber Stres dan Kepuasan Hidup

Berdasarkan Jadual 2, hasil kajian menunjukkan terdapat hubungan negatif yang signifikan
antara sumber stres dengan kepuasan hidup (r = -.228, k < .05). Begitu juga terdapat
hubungan negatif yang signifikan antara subskala psikososial dengan kepuasan hidup
dengan keputusan (r = -.224, k < .05). Walaubagaimanapun, keputusan menunjukkan tiada
hubungan di antara subskala fisiologikal dengan kepuasan hidup. (r = -.175, k > .05).
381

Jadual 2 Korelasi antara sumber stres dan kepuasan hidup

Kepuasan Hidup
(SWLS)
HSS keseluruhan
-.228*
Fisiologikal
-.175
Psikososial
-.224*
* k < .05
Pembolehubah

Perbezaan Sumber Stres dan Kepuasan Hidup mengikut Jantina

Berdasarkan Jadual 3, hasil kajian menunjukkan terdapat perbezaan yang signifikan bagi
aspek kepuasan hidup antara pesakit lelaki dan perempuan (t = 3.14, k < .05). Sebaliknya
keputusan menunjukkan tidak terdapat perbezaan sumber stres mengikut jantina (t = 1.22,
k > .05). Begitu juga keputusan turut menunjukkan tidak terdapat perbezaan subskala
fisiologikal dan psikososial di mana keputusan masing-masing menunjukkan nilai (t = .54,
k > .05) dan (t = 1.32, k > .05).
Jadual 3 Analisis Ujian-t bagi perbezaan sumber stres dan kepuasan hidup mengikut
jantina
Pembolehubah
Pembolehubah
t
sig
N
Min
SP
Terikat
Bebas
Lelaki
55
52.85 16.88
1.22
.227
Sumber Stres
Perempuan
47
48.87 16.00
Fisiologikal

Lelaki
Perempuan

55
47

9.18
8.72

4.52
4.04

.54

.593

Psikososial

Lelaki
Perempuan

55
47

43.67
40.15

13.45
13.41

1.32

.190

Lelaki
Perempuan

55
47

19.29
23.34

7.06
5.74

3.14

.002*

Kepuasan Hidup
* k < .05

Perbezaan Sumber Stres dan dan Kepuasan Hidup mengikut Tahap Umur
Berdasarkan Jadual 5, hasil kajian menunjukkan terdapat perbezaan yang signifikan bagi
sumber stres dan subskala psikososial berdasarkan tahap umur pesakit iaitu masingmasing, (F (3, 98) = 4.67, k < .05) dan (F(3, 98) = 5.34, k < .05). Sementara itu tidak terdapat
perbezaan yang signifikan bagi subskala fisiologikal iaitu (F(3, 98) = 1.37, > .05). Begitu juga
tidak ada pebezaan yang signifikan bagi kepuasan hidup iaitu (F(3, 98) = 2.62, > .05).
Memandangkan wujud perbezaan yang signifikan bagi sumber stres dan subskala
psikososial dalam kalangan pesakit hemodialisis, seterusnya analisis pos hoc Tukey diuji
bagi mengenal pasti perbezaan yang signifikan bagi sumber stres dan subskala psikososial
bagi setiap tahap umur yang berbeza. Ini dapat ditunjukkan dalam Jadual 6.
Jadual 4 Taburan min sumber stres dan kepuasan hidup mengikut tahap umur
Pembolehubah
Pembolehubah Bebas
N
Min
SP
Terikat
Remaja akhir
5
59.20
13.76
Dewasa awal
14
44.21
12.60
Sumber Stres
Dewasa pertengahan
70
49.34
15.94
Dewasa akhir
13
64.23
17.74
Remaja akhir
5
11.40
4.34
Fisiologikal
Dewasa awal
14
8.07
3.08
382

Psikososial

Kepuasan Hidup

Dewasa pertengahan
Dewasa akhir
Remaja akhir
Dewasa awal
Dewasa pertengahan
Dewasa akhir
Remaja akhir
Dewasa awal
Dewasa pertengahan
Dewasa akhir

70
13
5
14
70
13
5
14
70
13

8.70
10.46
47.80
36.14
40.64
53.77
13.20
20.86
21.74
21.38

4.17
5.70
11.19
10.55
12.85
14.25
4.15
8.21
6.22
7.47

Jadual 5 Analisis Ujian ANOVA sehala sampel bebas bagi perbezaan sumber stres dan
kepuasan hidup mengikut tahap umur
Pembolehubah Punca
Jumlah
Min Kuasa F
Sig
dk
Variasi
Kuasa Dua
Dua
(JKD)
(MKD)
Antara
kumpulan

3448.73

1149.58

Dalam
kumpulan

24117.24

98

246.09

Jumlah

27565.96

101

Sumber Stres

Antara
kumpulan

74.85

Dalam
kumpulan

1786.06

98

Jumlah

1860.91

101

Antara
kumpulan

2577.86

859.29

Dalam
kumpulan

15774.89

98

160.97

18352.76

101

Antara
kumpulan

342.53

114.18

Dalam
kumpulan

4278.96

98

43.66

Jumlah

4621.49

101

Fisiologikal

Psikososial

24.95

4.67

.004*

1.37

.257

5.34

.002*

2.62

.055

18.23

Jumlah

Kepuasan Hidup

*k < .05

383

Jadual 6 memaparkan hasil analisis pos hoc Tukey bagi sumber stres mengikut tahap umur
yang berbeza. Jadual menunjukkan perbandingan min bagi aspek sumber stres mengikut
tahap umur yang berbeza bagi pesakit hemodialisis. Didapati min sumber stres lebih tinggi
dicatat oleh pesakit hemodialisis yang dikategorikan sebagai dewasa akhir (Min = 64.23, SP
= 17.74) berbanding pesakit dewasa pertengahan (Min = 49.34, SP = 15.94) dan dewasa
awal (Min = 44.21, SP = 12.60). Kesimpulannya, ketiga-tiga tahap umur ini memperlihatkan
min yang signifikan antara satu sama lain.
Jadual 6 Ujian Pos Hoc Tukey bagi sumber stres mengikut tahap umur pesakit
Min
Tahap Umur Remaja
Dewasa Dewasa
Dewasa
Akhir
Awal
Pertengahan Akhir
59.20
Remaja
Akhir
44.21
Dewasa
*
Awal
49.34
Dewasa
*
Pertengahan
64.23
Dewasa
*
*
Akhir
Jadual 7 pula memaparkan hasil analisis pos hoc Tukey bagi subskala psikososial pesakit
hemodialisis mengikut tahap umur yang berbeza. Jadual menunjukkan perbandingan min
bagi subskala psikososial mengikut tahap umur yang berbeza bagi pesakit hemodialisis.
Didapati min subskala psikososial lebih tinggi bagi pesakit hemodialisis yang dikategorikan
sebagai dewasa akhir (Min = 53.77, SP = 14.25) berbanding pesakit dewasa pertengahan
(Min = 40.64, SP = 12.85) dan dewasa awal iaitu (36.14, SP = 10.55). Kesimpulannya,
ketiga-tiga tahap umur ini memperlihatkan min yang signifikan antara satu sama lain.
Jadual 7 Ujian Pos Hoc Tukey bagi subskala psikososial mengikut tahap umur pesakit
Min
Tahap Umur Remaja
Dewasa Dewasa
Dewasa
Akhir
Awal
Pertengahan
Akhir
47.80
Remaja
Akhir
36.14
Dewasa
*
Awal
40.64
Dewasa
*
Pertengahan
53.77
Dewasa
*
*
Akhir

Perbezaan Sumber Stres dan Kepuasan Hidup mengikut Tingkat pendapatan

Berdasarkan Jadual 8 hasil kajian menunjukkan terdapat perbezaan yang signifikan bagi
sumber stres dan subskala psikososial mengikut tingkat pendapatan di mana keputusan
masing-masing menunjukkan (t = 2.58, k < .05) dan (t = 2.64, k < .05) . Sebaliknya
keputusan menunjukkan tidak terdapat perbezaan yang signifikan bagi subskala fisiologikal
(t= 1.61, k > .05). Dapatan kajian turut mendapati wujud perbezaan yang signifikan bagi
kepuasan hidup mengikut tingkat pendapatan subjek iaitu (t = 2.40, k < .05).
Jadual 8 Analisis Ujian-t bagi perbezaan sumber stres dan kepuasan hidup mengikut
tingkat pendapatan
Pembolehubah
Pembolehubah bebas
N
Min
SP
t
sig
384

Terikat
Sumber stres

RM 980 dan kebawah

RM 981 dan ke atas

76
26

53.42
44.00

16.48
14.80

2.58

.011*

Fisiologikal

RM 980 dan kebawah

RM 981 dan ke atas

76
26

9.37
7.81

4.52
3.37

1.61

.110

Psikososial

RM 980 dan kebawah

RM 981 dan ke atas

76
26

44.05
36.19

13.38
12.21

2.64

.010*

Kepuasan Hidup

RM 980 dan kebawah

RM 981 dan ke atas

76
26

20.24
23.85

6.70
6.32

2.40

.018*

* k < .05
PERBINCANGAN
Hubungan Antara Sumber Stres Dan Kepuasan Hidup
Keputusan mendapati bahawa sumber stres mempunyai hubungan negatif yang signifikan
dengan kepuasan hidup. Begitu juga dari segi subskala psikososial di mana terdapat
hubungan negatif yang signifikan dengan kepuasan hidup. Ini bermaksud bahawa sekiranya
sumber stres seseorang itu tinggi, kepuasan hidup adalah rendah dan begitu juga
sebaliknya. Dapatan kajian ini telah disokong oleh beberapa pengkaji lain. Sebagai contoh
kajian daripada Rustoen, Cooper, dan Miaskowski (2010) yang mengkaji pesakit kanser
mendapati bahawa semakin pesakit mempunyai stres psikologikal yang tinggi maka
semakin rendah kepuasan hidup dan penghargaan kendiri yang dialami oleh mereka. Pan,
Wong, Joubert, dan Chan (2008) yang membuat kajian ke atas pelajar China dan Australia
mendapati bahawa sumber stres mempunyai hubungan negatif dengan kepuasan hidup dan
penghargaan kendiri pada para pelajar di kedua buah negara. Oleh itu, dapat disimpulkan
bahawa sumber stres yang dialami oleh pesakit ini akan membawa kepada kehidupan
mereka yang kurang memuaskan.
Perbezaan Sumber Stres Dan Kepuasan Hidup mengikut Jantina
Hasil kajian menunjukkan terdapat perbezaan kepuasan hidup mengikut jantina. Kajian
mendapati bahawa pesakit perempuan lebih tinggi dari segi kepuasan hidup berbanding
pesakit lelaki. Kepuasan hidup adalah rendah di kalangan lelaki mungkin berlaku
disebabkan oleh peranan besar yang dimainkan oleh lelaki terutamanya apabila mereka
yang sepatutnya menjadi ketua keluarga tetapi tidak dapat melaksanakan peranan dan
tanggungjawab itu disebabkan oleh penyakit yang dialaminya. Selain daripada itu, aktiviti
rutin yang dilakukan juga menjadi sangat terhad dan seterusnya ini menganggu kepada
kepuasan hidup mereka. Kajian ini juga telah disokong oleh kajian daripada Dicodemo,
Pereira, dan Ferreira (2008) ke atas pesakit orthognathic surgery yang mendapati bahawa
pesakit wanita juga lebih tinggi kepuasan hidup dan penghargaan kendiri berbanding
dengan pesakit lelaki. Kajian mereka turut menunjukkan bahawa pesakit lelaki juga
mengalami kemurungan berbanding dengan pesakit wanita. Begitu juga dengan kajian
Sathvik, Parthasarathi, Narahari, dan Gurudev (2008), yang menunjukkan terdapat
perbezaan jantina mengikut kualiti hidup. Namun mereka melihat bahawa pesakit
hemodialisis wanita lebih rendah kualiti hidup dari segi dimensi psikologikal dan persekitaran
berbanding pesakit lelaki. Walaubagaimanapun kajian yang dibuat oleh Bertch (1993) ke
atas pesakit kronik obstructive pulmonary mendapati bahawa tidak terdapat perbezaan
jantina mengikut kepuasan hidup. Menurutnya lagi kepuasan hidup dalam kalangan wanita
adalah lebih rendah berbanding lelaki.
385

Seterusnya, kajian ini juga menunjukkan tidak terdapat perbezaan dari segi sumber stres
mengikut jantina. Begitu juga dengan aspek fisiologikal dan psikososial yang tidak
menunjukkan sebarang perbezaan mengikut jantina. Dalam kajian ini walaupun tidak
menunjukkan kesignifikanan didapati bahawa sumber stres adalah lebih tinggi dalam
kalangan lelaki. Kajian ini juga disokong oleh kajian Tu, Shao, Wu, Chen, dan Chuang
(2014) yang menyatakan tidak terdapat perbezaan sumber stres mengikut jantina pada
pesakit hemodialisis. Aspek fisiologikal dan psikososial juga tidak menunjukkan sebarang
perbezaan jantina. Begitu juga kajian daripada Juliana dan Arjunan (2015) mendapati
bahawa tidak ada perbezaan sumber stres mengikut jantina dalam kalangan pesakit
hemodialisis. Walaubagaimanapun kajian Yeh, Huang, Chou, Thomas, dan Wan (2009)
telah menunjukkan terdapat perbezaan di antara kedua-dua jantina bagi pesakit
hemodialisis yang berumur 68 tahun berhubung dengan sumber tekanan. Kajian mereka
mendapati wanita dilaporkan mengalami sumber stres yang tinggi dalam respon fizikal dan
masalah pembuluh darah. Sementara itu lelaki pula lebih tinggi sumber stres mereka dari
segi masalah dalam kefungsian sistem reproduksi.
Perbezaan Sumber Stres dan Kepuasan Hidup Mengikut Tahap Umur.
Keputusan menunjukkan bahawa terdapat perbezaan yang signifikan bagi sumber stres
berdasarkan tahap umur pesakit. Didapati sumber stres lebih tinggi dicatat oleh pesakit
hemodialisis yang dikategorikan sebagai dewasa akhir berbanding kategori yang lain. Dari
aspek psikososial juga didapati turut lebih tinggi dicatat oleh pesakit hemodialisis kategori
dewasa akhir berbanding dengan kategori umur yang lain. Kajian ini menyokong kajian
daripada Kaye dan Levison (1993) yang mendapati bahawa terdapat perbezaan sumber
stres di antara pesakit tua dan pesakit muda. Namun begitu mereka mendapati bahawa
pesakit tua yang berumur 60 tahun ke atas kurang mengalami tekanan berbanding pesakit
dewasa yang berumur lingkungan 30-an. Kajian Harwood,Wilson, Cusolito,Sontrop, dan
Spittal (2009), menyatakan sumber stres mempengaruhi kepada umur. Dapatan mereka
juga adalah sama dengan dapatan Kaye dan Levison (1993) yang mana mereka mendapati
bahawa pesakit tua lebih banyak mengalami sedikit sumber stres berbanding dengan
pesakit muda. Menurut mereka, semakin seseorang itu berumur, stres juga semakin
berkurangan sebab mereka ini telah banyak menggunakan strategi daya tindak pada masa
lepas dan mereka juga dikatakan dapat beradapatasi dengannya.
Sementara itu, dapatan kajian juga menunjukkan tidak ada perbezaan bagi kepuasan hidup
berdasarkan tahap umur pesakit. Ini bermaksud bahawa kepuasan hidup adalah berada di
tahap yang sama bagi semua kategori umur subjek. Kajian ini bertepatan dengan kajian
Suet-Ching (2001) yang mendapati bahawa umur tidak mempengaruhi kepada kepuasan
hidup dalam kalangan pesakit dialisis.
Perbezaan Sumber Stres Dan Kepuasan Hidup Mengikut Tingkat Pendapatan
Hasil kajian menunjukkan terdapat perbezaan yang signifikan bagi sumber stres mengikut
tingkat pendapatan. Didapati pesakit yang RM980 dan ke bawah lebih tinggi dari segi
sumber stres berbanding pesakit yang berpendapatan RM981 dan ke atas. Kajian turut
menunjukkan terdapat perbezaan mengikut tingkat pendapatan di mana pesakit yang
berpendapatan RM980 dan ke bawah lebih tinggi sumber stres dari sudut psikososial
berbanding dengan pesakit yang berpendapatan RM 981.00 dan ke atas. Ini selaras dengan
Kajian Takaki et al. (2005) yang mendapati bahawa pesakit hemodialisis yang mempunyai
tingkat pendapatan yang tinggi kurang mengalami sumber stres dan kebimbangan. Didapati
sumber stres lebih tinggi dalam kalangan pesakit yang berpendapatan rendah mungkin
disebabkan oleh mereka yang berpendapatan rendah bukan sahaja sentiasa risau
mengenai rawatan penyakit tetapi juga perlu memikirkan masalah mengenai soal kewangan
386

dan perbelanjaan rawatan mereka yang agak mahal kosnya. Kaplan dan Czaczkes (1974)
yang membuat kajian ke atas pesakit Israel mendapati bahawa kebimbangan dan tekanan
adalah berkait dengan tingkat pendapatan yang rendah. Anees, Barki, Masood, Ibrahim, dan
Mumtaz (2008) dalam kajian mereka turut mendapati bahawa statusosioekonomi juga
mempengaruhi kepada stres psikologikal dan kemurungan. Namun kajian ini bertentangan
dengan kajian daripada Juliana dan Arjunan (2015) yang mendapati bahawa tidak ada
perbezaan sumber stres mengikut pendapatan pesakit hemodialisis.
Dapatan kajian turut mendapati wujud perbezaan yang signifikan bagi kepuasan hidup
mengikut tingkat pendapatan. Kajian menunjukkan mereka yang berpendapatan RM 981
dan ke atas lebih tinggi kepuasan hidup berbanding mereka yang berpendapatan RM 980
dan ke bawah. Didapati kepuasan hidup lebih rendah pada kalangan mereka yang
berpendapatan RM 980 dan ke bawah mungkin disebabkan perasaan rendah diri
terutamanya dengan keadaan fizikal mereka dan ketidakupayaan mereka untuk bekerja bagi
menampung hidup ahli keluarga mereka. Disebabkan oleh perasaan bersalah ini yang
menyebabkan kepada perasaan kendiri yang rendah dan seterusnya mempengaruhi kepada
kepuasan hidup mereka. Begitu juga disebabkan oleh kewangan yang tidak mencukupi
terutamanya bagi perbelanjaan rawatan hemodialisis yang memakan kos yang tinggi, juga
mungkin menyebabkan kepada ketidakpuasan hidup dialami oleh pesakit yang
berpendapatan RM 980 dan ke bawah. Ini kerana mereka tidak dapat menikmati kehidupan
yang lebih baik terutamanya dari segi persekitaran disebabkan oleh taraf hidup yang kurang
memuaskan. Kajian ini juga selaras dengan kajian Anees et al. (2014) yang mendapati
bahawa terdapat perbezaan yang signifikan dalam kualiti dan kepuasan hidup berdasarkan
status kewangan pesakit hemodialisis. Didapati bahawa mereka yang rendah pendapatan
mengalami kurang kepuasan hidup dan kualiti hidup dan mereka yang tinggi pendapatan
mengalami kepuasan hidup dan kualiti hidup yang lebih tinggi.
KESIMPULAN
Melalui kajian ini diharapkan dapat memberikan gambaran kepada ahli profesional dan
pengamal dalam kesihatan mental mengenai sumber stres dan kepuasan hidup yang
dialami oleh pesakit hemodialisis. Di samping itu, mereka juga akan dapat memahami
tekanan yang dialami seterusnya dapat menguruskan pesakit ini dengan lebih baik serta
dapat menyediakan rawatan terapeutik dan intervensi yang berkesan kepada pesakit agar
sebanyak sedikit dapat mengurangkan stres. Secara tidak langsung ini dapat membantu
pesakit agar bertindakbalas dengan lebih baik dalam menguruskan stres mereka.
Seterusnya juga diharapkan pihak pengurusan hospital akan dapat memikirkan cara terbaik
dalam meningkatkan mutu kualiti kehidupan pesakit hemodialisis. Hasil kajian ini juga
diharap dapat membuka mata ahli keluarga pesakit supaya lebih memahami penderitaan
dan kesakitan yang dialami oleh mereka dan bersama-sama memberikan sokongan sosial
dan moral kepada pesakit agar dapat menjalani kehidupan yang lebih berkualiti. Akhir sekali
diharapkan melalui kajian ini dapat mengenalpasti profil pesakit hemodialis dari segi aspek
sumber stres dan kepuasan hidup dan seterusnya dapat membantu pesakit dalam
mengaplikasikan strategi daya tindak dalam kehidupan seharian mereka.

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5000 gagal buah pinggang saban tahun. (2015 November, 22). Harian metro. Atas talian:
http://www.hmetro.com.my/node/94898.

389

TRANSISI KEHIDUPAN TRANSEKSUAL KEPADA KEHIDUPAN NORMAL

Nurfarhah Mohd Najib
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
farhah.najib@gmail.com
Dharatun Nissa Fuad Mohd Karim
Jabatan Pendidikan dan Kesejahteraan Komuniti
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
nisafuad@ukm.edu.my
NurIzzatul Zafira Abd Jabar
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
izzatulzafira91@yahoo.com
Nurul Fahima Abd Latif
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
imfahima91@gmail.com
Nurin Hazirah Othman
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
Selangor,Malaysia
nurinhazirah61@yahoo.com
Abstrak
Kajian ini bertujuan untuk memahami pengalaman hidup golongan transeksual yang ingin
kembali kepada kehidupan normal dengan menggunakan pendekatan kualitatif. Bagi
mendapatkan maklumat, kajian penyelidikan awal (preliminary research) dilakukan dengan
menggunakan kaedah temubual separa berstruktur melalui teknik persampelan bertujuan.
Data yang diperoleh dianalisis secara tematik menggunakan atlas.ti 7. Hasil dalam kajian ini,
enam tema telah dikenal pasti. Tiga dari tema utama menjawab persoalan kajian 1, iaitu
meneroka pengalaman transeksual yang dalam proses transisi kepada kehidupan normal.
Pengalaman tersebut boleh dilihat dari aspek kognitif, tingkahlaku, dan emosi. Manakala tiga
lagi tema utama muncul dari persoalan kajian 2 iaitu, keperluan peserta kajian dalam proses
transisi. Keperluan ini termasuklah kesedaran hidup beragama, kesedaran kendiri, dan
sistem sokongan sosial. Kesimpulannya individu transeksual berpotensi untuk berubah
kepada kehidupan normal jika mereka sedar perubahan itu bermula dari kehendak mereka
untuk memenuhi tuntutan hidup beragama. Implikasi dapatan ini boleh dipertimbangkan
oleh pihak-pihak yang terlibat secara langsung atau tidak langsung dengan golongan
transeksual dalam melaksanakan dasar, intervensi, program dan juga kaunseling. Oleh
kerana kajian ini mendapati keperluan beragama adalah satu keperluan untuk transisi,
pengkaji akan datang disarankan untuk meneroka dengan lebih mendalam tentang
kehidupan beragama dalam kalangan transeksual.
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Kata Kunci: Transeksual, transisi, kehidupan beragama, kembali normal.

PENGENALAN
Lelaki menjadi wanita atau gelaran biasanya maknyah dan wanita pula menyerupai lelaki
atau dipanggil pengkid wujud di negara ini dan fenomena kecelaruan identiti gender di
Malaysia telah menular sedikit demi sedikit dan bilangan komuniti mak nyah mencecah
hampir 30,000 orang dan 98.63 peratus daripadanya adalah terdiri daripada lelaki tulen
yang dilahirkan sebagai lelaki menurut Siti Muhani (dalam Mutiah, 2006). Senario Safiey
Ilias atau nama sebenarnya Safiuddin Ilias, berusia 22 tahun pernah melalui kehidupan
sebagai seorang 'mak nyah' selama bertahun-tahun dan kini dalam proses untuk merubah
cara hidup dengan kembali menjadi lelaki sejati (Astro Awani, April 2016) telah menjadi topik
perbincangan di media sosial dan media cetak negara.
Transeksualiti juga dikenali sebagai kecelaruan gender (gender dysphoria) dan merupakan
salah satu sub-kategori dalam istilah transgender. Transeksualisme merupakan kecelaruan
identiti apabila individu tersebut menerima, mempamer, hidup dan diterima sebagai jantina
yang berlawanan dengan jantina asal mereka (Noraini Mohd Noor dan rakan-rakan, 2005).
Golongan mak nyah di Malaysia mempunyai ciri yang sama seperti juga dengan golongan
lelaki transeksual di negara-negara lain, tetapi kerana Malaysia merupakan sebuah negara
Islam dan masyarakatnya pula mengamalkan cara hidup ketimuran yang lebih tertutup maka
identitinya lebih dipengaruhi oleh faktor agama dan budaya menurut Teh (dalam Mutiah,
2006). American Psychiatric Association (2000) menyatakan transeksualisme ialah satu
keadaan di mana seseorang ingin memiliki jantina yang berlawanan daripada yang
dimiliknya sejak lahir, dan mereka juga akan mendapatkan hormon atau pembedahan untuk
mengubah ciri fizikal supaya nampak maskulin atau feminin yang bersepadanan dengan
jantina berlawanan (Benjamin 1999; Ekins & King 1997). Manifestasi fenomena
transeksualisme menurut Gooren (dalam Roseliza Murni, 2002) berlaku apabila tidak
berpuashati dari segi psikologikal terhadap jantina biologikal dirinya dan timbul keinginan
untuk menjalani kehidupan sebagai jantina berlawanan jenis. Ditambahi pula dengan
keyakinan dan kepercayaan perasaan benci yang mendalam dan keterlaluan terhadap ciriciri seksual primer dan sekunder yang dimilikinya.
Semasa menjalani kehidupan sebagai transeksual, lelaki transeksual turut mengalami
proses perkembangan yang sama seperti mana mereka membesar sebagai individu pada
jantina asalnya. Bagi golongan ini, mereka akan melakukan apa saja untuk memenuhi
keperluan naluri seperti berpakaian wanita dan menggunakan bantuan perubatan dengan
tujuan melakukan perubahan fizikal seperti mengambil hormon sehingga kadangkala
mendatangkan kemudaratan dan kesengsaraan kepada diri mereka. Menurut Ruzy Suliza
(2006) kewujudan lelaki lembut dalam masyarakat adalah bertentangan dengan kod formal
agama dan adat, kerana melawan apa yang dianggap sebagai fitrah untuk memenuhi
keinginan psikologi dan naluri wanita mereka. Apabila mereka ingin kembali menjadi lelaki
normal ia bermaksud mengikut jantina melalui ciri fisiologi yang pada dirinya dan mengikut
peranan gender iaitu seorang lelaki memenuhi sifat-sifat kelelakian menurut tuntutan
masyarakat dan kepercayaan. Selanjutnya, seksualiti dirinya pula merujuk kepada identiti
dan perlakuan seksual yang juga terikat kepada habitat dan norma nilai tempatan.
Justeru itu, kajian ini dijalankan dengan memfokuskan kepada golongan transeksual lelaki
iaitu mak nyah yang secara jelasnya mempunyai ciri-ciri nyata kecelaruan identiti gender
seperti cara pergaulan, berpakaian dan tingkahlaku. Memahami pengalaman hidup
golongan transeksual yang ingin kembali kepada kehidupan normal merupakan objektif
kajian ini di mana pengkaji menyoroti perkembangan yang dialami oleh lelaki transeksual
dalam menjalani kehidupan mereka dalam proses transisi dari normal, transeksual dan
391

semasa perubahan yang telah dilakukan olehnya serta mendalami keperluan peserta kajian
dalam proses transisi untuk kembali normal.
METODOLOGI
Kajian dijalankan dengan objektif untuk memahami pengalaman transeksual dan keperluan
golongan ini semasa proses transisi ke normal semula dengan menggunakan pendekatan
kualitatif. Dalam rangka pendekatan kualitatif, fenomelogi adalah rekabentuk yang paling
bersesuaian dengan kajian ini. Tujuan utama fenomenologi adalah untuk meneroka makna
pengalaman kehidupan seseorang sepertimana yang digambarkan oleh individu itu sendiri
(Blomberg & Volpe, 2008; Creswell, 2007 Frost, 2011). Konteks kajian ini menggunakan
persampelan bertujuan dengan kriteria yang ditetapkan seperti; (i) Berpakaian seperti wanita
(ii) Cara pergaulan (iii) Mengambil ubatan atau hormon (iv) Membuat pembedahan fizikal.
Memandangkan ini merupakan kajian awal (preliminary research), oleh yang demikian
hanya seorang peserta kajian sahaja diambil dalam kajian ini.
Peserta kajian iaitu (Encik Han bukan nama sebenar) lebih selesa dikenali sebagai Siti
merupakan anak ke enam dari tujuh orang adik beradik iaitu enam lelaki dan seorang
perempuan. Siti berusia 26 tahun dan berasal dari Melaka. Beliau merupakan seorang
pastry chef dan kini tinggal bersama kedua ibu bapanya juga di Melaka.
Prosedur pengumpulan data
Prosedur pengumpulan data melibatkan teknik pemerhatian dan temubual. Penggunaan
pelbagai teknik ini membolehkan penyelidik mendapatkan data yang kaya dan tebal
pencirian pengalaman yang dikongsikan oleh Encik Han (Gibbs 2007).
Teknik temubual
Data kajian ini diperoleh melalui teknik pengumpulan temubual separa berstruktur. Menurut
Seidman (2006), matlamat penggunaan temubual ini adalah untuk membangunkan dan
meneroka respon peserta kajian kepada persoalan yang diutarakan. Melalui teknik ini,
penyelidik dapat membantu peserta kajian untuk mengkonstruk semula pengalaman mereka
tentang topik yang dikaji. Pada masa yang sama, pertanyaan terus kepada peserta kajian
(probing) yang mana soalan ini tidak ada dalam protokol temubual digunakan untuk
membantu menambahkan pengetahuan dan pemahaman penyelidik terhadap pengalaman
sebagai transeksual (Frost, 2011; McLeod, 2001).
Disebabkan kekangan tempat dan waktu, temubual dapat dilaksanakan hanya sekali sahaja.
Temubual ini mengambil masa selama 2 jam dan dilakukan di Kampung Air (bukan nama
sebenar) diatas permintaan Encik Han sendiri kerana tempatnya lebih santai, berdekatan
pantai dan tempatnya pernah bekerja. Isu yang dibincangkan berkisar tentang pengalaman
transisi beliau dari mak nyah sehingga ingin berubah menjadi lelaki normal dan keperluan
yang diperlukan olehnya dalam proses perubahan.
Teknik pemerhatian
Penyelidik memerhatikan cara berpakaian, cara bercakap dan tingkahlaku verbal dan
nonverbal peserta kajian. Untuk itu penyelidik telah pun menyediakan protokol pemerhatian
sebagai garis panduan sebelum melakukan pemerhatian.
Penyelidik menganalisis data yang diperoleh dengan membuat transkripsi temubual.
Transkripsi ini dikodkan untuk mencari tema-tema menggunakan Atlas.ti 7. Peringkat awal
melibatkan pengkodan secara terbuka, diikuti dengan pengkodan kategori dan kategori yang
sama disatukan menjadi tema. Hasil dari pengkodan ini memberi enam tema utama.
Kebolehpercayaan dan kesahan merupakan masalah utama dalam penyelidikan kualitatif
392

(Morrow, 2005). Bagi mengatasi berlakunya masalah ini dalam kajian, penyelidik telah
melakukan beberapa strategi teknik pengesahan data kajian iaitu (i) triangulasi, (ii) member
checking dan (iii) peer debriefing.
DAPATAN KAJIAN
Dapatan kajian secara menyeluruh digambarkan melalui Rajah 1.

Rajah 1: Proses Transisi Kehidupan transeksual kepada kehidupan normal

Rajah 1 menunjukkan proses yang dilalui oleh Encik Han dan kehidupan beliau pada
awalnya sehingga sekarang. Terdapat empat peringkat yang dilalui oleh peserta kajian
membuat keputusan untuk kembali normal. Peringkat tersebut ialah (i) peringkat normal (ii)
peringkat transeksual (iii) peringkat semasa (iv) peringkat kembali normal. Peringkat Encik
Han ketika ini adalah di peringkat semasa. Sepanjang proses transisi, pengalaman peserta
kajian melibatkan kognitif, tingkahlaku dan emosi. Peserta kajian merasakan adanya
keperluan untuk berubah apabila sedar perlunya kehidupan beragama dalam kehidupan,
kesedaran kendiri dan sistem sokongan sosial. Penerangan setiap tema yang muncul
diperincikan seperti di bawah.
Pengalaman
Pengalaman ini dibahagikan kepada dua peringkat proses transisi iaitu dari normal kepada
transeksual dan dari transeksual ke peringkat semasa. Pengalaman ini merangkumi kognitif,
tingkahlaku dan emosi.
(i)

Kognitif

Kognitif yang dimaksudkan di sini adalah bagaimana cara peserta kajian berfikir semasa
proses transisi. pada peringkat awal normal ke transeksual, peserta kajian tidak menyedari
perubahan pada dirinya sehingga ditegur oleh kawan-kawan pada usia tiga belas tahun.
Peserta kajian mula menunjukkan kecenderungan ke arah jantina yang berbeza dengan
berperwatakan lembut dan terlibat dengan aktiviti yang dikaitkan dengan perempuan.
Selepas tamat persekolahan peserta kajian memilih untuk menjadi transeksual.
Ye lah orang tegur-tegur kita tapi orang yang tegur saya tu tak
adalah nampak saya over lagi hanya lembut yang normal biasa. Jadi
saya anggap benda itu perkara biasa
393

(I1-29Jun-40)
selepas habis form five, saya bekerja kebetulan jumpa ada jugak. Itu
lagi pada saya yang seniorlah. Jenis yang betul-betul dah lengkaplah
dari segi penampilan, kecantikan. So dia pulak jadi leader saya di
tempat kerja saya. Aaaaa dia tak pernah mengajar saya pasal bendabenda semua ni, tapi sayakan dalam keseniaan dan performance so
secara tidak langsung terikut-ikut nak ambik tahu tentang kecantikan
tu
(I1-29Jun-59)
Semasa peringkat transeksual ke semasa, peserta kajian mula mempunyai kesedaran dan
cara fikir yang lebih baik untuk mengawal tingkahlakunya. Beliau menyedari perubahan yang
berlaku pada dirinya berpunca dari diri sendiri yang ingin mencuba dan mengikut orang lain.

(ii)

saya tengok ada lelaki yang tidak lembut pun terlibat dengan
keseniaan tidak ada apa pun, ok je. Cuma pembawaan diri saya
sendiri, lemah agaknya terus terbawak-bawak dengan arus
kelembutan tu
(I1-29Jun-55)
Tapi itulah saya salahkan diri sendiri. Mula-mula saya salahkan
orang lain jugak, tapi lama-lama saya tak pernahlah salahkan orang
(I1-29Jun-197)
Tingkahlaku

Aspek tingkahlaku merujuk kepada perubahan tingkahlaku dan perubahan fizikal yang
berlaku kepada peserta kajian. Pada peringkat normal ke transeksual gaya peniruan dan
pembelajaran yang salah memberi kesan terhadap pembentukan identiti dirinya.Tingkahlaku
peserta kajian berubah secara berperingkat bermula dari bertingkahlaku lembut, berpakaian
wanita, mengambil pil hormon seterusnya tekad membuat pembedahan payu dara dan
mempunyai kecenderungan untuk membuat hubungan seks dengan lelaki.
So majoriti dalam sekolah itu ada dalam 5-6 orang macam dah ada
komuniti dalam itu. Sikap orang macam kita ni dia dah lembut, dan
bertemu dengan orang lembut, dia bergaulkan, lagi dia tak perasan yang
dia sampai menjadi satu tahap menjadi lebih lembut
(I1-29Jun-43)
Saya lembut tapi tak selevel mereka cantik sampai satu tahap nak
cukupkan 10 tu mereka pakaikan rambut palsu semua, badan dah ok
cuma pakai korset juga, breast pun tak de. Baru nak bentuk mereka suruh
pakai sponge bagai. Tak comfortable lagi tapi buat juga, sampailah first
day persembahan. Itulah first time saya betul-betul berpenampilan
perempuan untuk show 2000 orang
(I1-29Jun-101)
Itu bagi saya cinta pertama dan cinta yang akan saya ingat sampai
mati.saya akan ingat sampai saya berubah sampai pergi operation kat
Thailand di Songkla buat operation dada. Masa itu buah dada, saya
masukkan implan ke dalam ini
(I1-29Jun-181)
394

itu masa nak berubah suka kepada lelaki. Sebelum ini kan saya kata saya
tak suka lelaki. Saya dah mula terpengaruh dengan suka lelaki
(I1-29Jun-189)
Dalam proses transisi transeksual ke semasa, walaupun masih berperwatakan lembut,
peserta kajian mula merubah dirinya dengan berusaha tidak lagi berpakaian wanita dan
telah membuang implan di payu daranya.
saya nak jadi pondan tu sekejap dan nak kembali seperti biasa macam ni pun
sekejap
(I1-29Jun-229)
haah dah berubahla, saya dah buang
(I1-29Jun-304)
(iii)

Emosi

Emosi yang dimaksudkan di sini adalah perasaan yang lahir dalam diri peserta kajian hasil
dari tindak balas akibat dari sesuatu peristiwa yang terjadi pada dirinya. Encik Han berasa
sedih, kecewa, dan takut sewaktu ingin melakukan transisi ke transeksual kerana menyedari
ia adalah kesalahan daripada sudut agama dan moral.
Perubahan mula tu saya rasa takut. Saya dah nampak bila tengok
gambar. Saya bandingkan dengan gambar masa saya normal tu lain.
Sampai tu saya ada tahap takut nak balik
(I1-29Jun-115)
Ia salah sendiri saya tak nak salahkan orang. Tapi bila berlaku pada diri
saya, saya kecewa, otak belum berfikiran matang,ikut perasaan
(I1-29Jun-156)
saya rasa engkau nak duduk dengan aku mesti ada duit. Saya dah
rasa itu bukan saya yang sebenarnya. Bukan sikap saya macam
itu.tapi hati saya cuba jadi orang lain. Hati berkeras ia terikut-ikut
dengan kawan-kawan
(I1-29Jun-210)
Pada peringkat transeksual ke semasa, peserta kajian sangat berpuas hati dengan
perubahan dirinya sekarang yang lebih positif dan merasa tenang.
sekarang dah tak de semua tu.group saya pun dah tak de. Semua
buat bisnes. Saya ada lagi di offer bulan satu hari tu jugak, tapi bos
lain. Saya pun dah tak nak dah. Cukup pengalaman, dah cukup rasa
puas dah dapat nikmat bukan nikmat orang kata suka tu apa. Cuma
dah pernah rasa keseronokan, rasa hampir mati, pernah rasa seksa.
Tuhan dah bayar cash tu
(I1-29Jun-128)
Saya puas sangat...jadi macam tu pun saya puas..Bila berubah ini
pun saya puas..Yer saya perlu lagi perbaiki dari pelbagai sudut tapi
saya puas. Saya rasa lebih tenang, ramai kawan dan saya pergi
395

mana-mana saya ok dan orang pun boleh terima saya walaupun

orang tu tahu dulu saya macam mana
(I1-29Jun-403)
Keperluan untuk berubah
Hasil daripada kajian ini menemui tiga faktor asas sebagai keperluan yang perlu ada bagi
seorang transeksual untuk kembali normal. Keperluan yang dimaksudkan di sini adalah
berdasarkan pengalaman peserta kajian yang menunjukkan aspek kesedaran hidup
beragama, kesedaran kendiri dan sistem sokongan sosial adalah tiga keperluan yang
diperlukan oleh seorang transeksual sebagai penguat dan peneguhan dirinya untuk
konsisten kembali normal.
(i)

Kesedaran hidup beragama

Amalan keagamaan yang kurang adalah salah satu faktor menyebabkan diri Encik Han
terus terikut dengan kehidupan sewaktu menjadi transeksual. Tanpa agama yang baik sukar
untuk seseorang mengenalpasti dirinya dan kembali pulih. Encik Han sentiasa ingat nasihat
ayahnya sebagai seorang muslim untuk sentiasa solat dan beliau sendiri berdoa supaya
diberikan hidayah untuk berubah.
dia ingatkan saya jangan lupa solat. Engkau macam ni pun tuhan
sentiasa mendengar
(I1-29Jun-243)
Lepas saya baik sihat tu saya buat solat hajat mintak petunjuk itu
yang tergerak. Sebab itu saya kata masa saya nak jadi tu pun cepat
nak berubah tu pun bukanlah kata nak jadi baik terus tu tak de tapi
tuhan macam nak bagi cepat tahu. Bila tergerak hati nak pergi terus
pergi
(I1-29Jun-304)
Saya rasa yang ini pun satu mesti kita mintak petunjuk daripada
Allah. Kadang kadang golongan seperti saya sebelum ini dulu dia
khilaf dia tak bersujud tak minta pada tuhan
(I1-29Jun-357)
(ii)

Kesedaran Kendiri

Kesedaran kendiri merujuk kepada pengetahuan peserta kajian menyedari dirinya adalah
seorang lelaki, mengetahui kekuatan dan kelemahan diri serta dapat menyesuaikan diri
mengikut norma masyarakat.
Bila dah lama tu yang saya rasa dia ni nak kawan dengan aku ni
sebab nak seks je..barulah sedar diri, aku ni macam ni.
(I1-29Jun-326)
Saya memohon pada tuhan sepanjang umur mak bapak saya ni
biarlah dia sempat lihat saya atas pelamin, beri zuriat sampai bila saya
nak jadi macam tu
(I1-29Jun-413)
(iii)

Sistem sokongan sosial

396

Dalam aspek sokongan sosial didapati hubungan Encik Han dengan ahli keluarga terutama
ibu bapa serta penerimaan masyarakat sekeliling yang memberi reaksi positif menerima
dirinya membuatkan beliau boleh memberi komitmen untuk kembali normal.
Mula tu memang abang saya menentang semua tu, tapi ayah saya
emak saya, dia tak menggalakkan dan tak mengiyakan. Dia nasihat saya
dengan cara yang betul. Saya syukur dapat ayah dan emak saya.
Dioranglah tak buang saya
(I1-29Jun-240)
bila berubah ini pun saya puas..yer saya perlu lagi perbaiki dari
pelbagai sudut tapi saya puas.saya rasa lebih tenang,ramai kawan dan
saya pergi mana-mana saya ok dan orang pun boleh terima saya
walaupun orang tu tahu dulu saya macam mana
(I1-29Jun-403)
PERBINCANGAN
Hasil daripada kajian ini, dalam memahami pengalaman pelaku transeksual dalam proses
transisi kepada kehidupan normal, pengalaman tersebut boleh dilihat dari aspek kognitif,
tingkahlaku, dan emosi. Manakala terdapatnya keperluan peserta kajian adalah kesedaran
hidup beragama, kesedaran kendiri, dan perlunya sistem sokongan sosial. Ini bertepatan
dengan kajian Nasrudin, Mohd Suhaimi dan Lokman (2013) empat faktor ketahanan diri iaitu
pendidikan, asas agama yang baik, sokongan kawan-kawan dan penerimaan keluarga
merupakan faktor pelindung dalam menjaga kesejahteraan kalangan mak nyah. Manakala
dalam kajian Ahmad, Haikal, Abd Satar, Wan Shahrazad, Wan Azreena & Wan Mohd Zain
(2015) mendapati amalan keagamaan yang kurang adalah salah satu faktor menyebabkan
golongan transeksual sukar untuk memperoleh kesedaran bagi mengenalpasti diri mereka
dan kembali pulih. Ini bertepatan dengan pengalaman yang ditempuh oleh Encik Han
kerana beliau mengatakan apabila dia mempunyai kesedaran untuk mengamalkan ajaran
agama Islam iaitu solat, mengaji Al-Quran dan berdoa kepada tuhan, itu adalah permulaan
untuknya
berubah kembali normal setelah tidak melakukannya sepanjang tempoh
transeksual walaupun beliau mempunyai asas pengetahuan agama iaitu mengaji dan solat.
Budaya transeksual bersalahan dengan norma dan adat, dan oleh itu kelakuan songsang ini
telah ditolak oleh masyarakat amnya. Tanpa mengambil kira pandangan masyarakat,
kelompok transeksual begitu yakin bahawa mereka berada di jalan yang benar atas sebab
memenuhi kehendak naluri. Penghalang paling utama untuk kumpulan ini berubah adalah
disebabkan rasa seronok dengan tingkah laku songsang (Puteri Hayati & Nurul Hudani,
2015). Seperti yang dialami oleh Encik Han dimana beliau merasa bangga dan puas
sewaktu menjadi transeksual dengan mengambil pil hormon untuk kecantikan kulit,
berpakaian wanita dan sehinggakan melakukan pembedahan payu daranya agar
kehendaknya dipenuhi untuk menjadi seperti wanita.
Oleh yang demikian apabila ada individu transeksual yang ingin berubah kembali normal
ianya bukan sesuatu yang mudah kerana melibatkan sistem kepercayaan, tingkah laku dan
perasaan. Ini dibuktikan melalui kajian ini, dimana pengalaman seorang mak nyah yang
memerlukan tempoh yang panjang (lima tahun) dan masih lagi dalam proses untuk menjadi
normal memerlukan keperluan seperti dapatan kajian ini untuk membantunya.
Perancangan intervensi yang berterusan dan kompetensi kaunselor menghadapi situasi ini
adalah perlu dengan mengetahui dan mempunyai kecekapan kaunseling silang budaya
397

dalam memahami persoalan dari perspektif latar budaya klien. Kaunseling yang dijalankan
perlu berfokuskan kepada sistem kepercayaan, tingkah laku dan psikologi untuk menangani
perasaan dalaman individu yang mengalami kecelaruan identiti gender sehingga mereka
celik akal dan dan tidak relaps (kembali kepada transeksual). Oleh itu perlunya strategi daya
tindak yang memfokuskan kepada aspek keperluan agar mereka diberi kekuatan dan
motivasi untuk terus berubah menjadi normal. Memandangkan kajian ini merupakan kajian
awal, maka penyelidik akan membuat penyelidikan dengan lebih mendalam mengenai tematema yang diperolehi dalam kajian ini pada masa akan datang.
KESIMPULAN
Kajian yang dilakukan telah memberi gambaran mengenai latarbelakang kehidupan
maknyah melalui pengalaman yang ditempuhinya dari aspek kognitif, tingkahlaku dan emosi
semasa proses transisi dari normal kepada transeksual dan dari transeksual kepada kembali
normal. Beberapa faktor dan isu yang timbul berkenaan dengan kehidupan mak nyah
diketengahkan iaitu pengetahuan dan amalan keagamaan, kesedaran kendiri dan perlunya
sokongan sosial dari keluarga dan masyarakat didapati telah menjadi faktor utama kepada
keperluan maknyah untuk kembali menjadi normal. Apabila seseorang itu lemah dan
kurangnya pengetahuan dalam bidang agama ia akan menyebabkan golongan transeksual
mempunyai kecenderungan yang rendah untuk kembali menjadi normal kerana tanpa
agama, peluang untuk pulih menjadi seorang yang normal adalah sukar. Kesimpulannya
individu transeksual berpotensi untuk berubah kepada kehidupan normal jika mereka sedar
perubahan itu bermula dari kehendak mereka untuk memenuhi tuntutan hidup beragama
dalam kehidupan harian.

398

RUJUKAN
Ahmad, M. I., Haikal Anuar Adnan, Abd Satar, J., Wan Shahrazad Wan Sulaiman, Wan
Azreena, J., Zainal Abidin, J. & Wan Mohd Zain, W. M. S,(2015). Faktor Dan Cara
Gaya Hidup Serta Kemungkinan Kembali Pulih Dalam Kalangan Lesbian: Satu
Kajian Kes. Jurnal Of Social Science And Humanities. Vol. 10, No. 1 (2015) 001-015.
Benjamin, H. (1999). The Transsexual Phenomenon. Electronic Book. Symposion
Publishing. Http://www.Symposion.Com/Ijt/Benjamin/Index.Html Tarikh Dilayari:
29.3.2007
Bekas 'Mak Nyah' Kongsi Kisah Kembali Ke Pangkal Jalan: 'Ini Jihad Melawan Nafsu'
(17 April, 2016), Astro Awani Online.
Blomberg, L.D & Volpe, M (2008). Completing Your Qualitative Dissertation. A Roadmap
From Beginning To End. USA. Sage Publication.
Creswell, J.W (2007). Qualitative Inquiry and Research Design. Choosing Among Five
Approaches (2nd Ed) USA:Sage
Ekins, R.J.M. & King, D.(1997). Blending Genders: Contributions To The Emerging Field of
Transgender Studies. International Journal Of Transgenderism, 1(1):1-20.
Frost, N (2011). Qualitative Research Methods In Psychology Combining Core Approaches.
Glasgow: Bell & Bain Ltd.
Gibbs Graham (2007). Analyzing Qualitative Data. USA: Sage Publication.
Mutiah Roslan (2006). Kehidupan Seorang Mak Nyah: Satu Kajian Kes Di Kuching,
Sarawak. Tesis Sarjana Muda, Universiti Malaysia Sarawak.
Mcleod, J (2001). Qualitative Research In Counseling And Psychotherapy: Sage Publication.
Morrow, S.L (2005). Quality And Trussworthiness In Qualitative Research In Counseling
Psychology, Journal Of Counseling Psychology, 52(2), 250-260.
Noraini, Jamil Farooqui, Ahmad, Hazizan & Shukran (2005). Sexual Identity: Effeminacy
Among University Students. International Islamic University Malaysia.
Nasrudin Subhi, Mohd Suhaimi & Lokman Hamid (2013) Potensi Konflik Di Antara
Pegangan Islam Dan Identiti Seksual: Simptom Psikologikal Dalam Kalangan Mak
Nyah.Terbitan Atas Talian: Pengajian Psikologi Dan Pembangunan Manusia.
Ruzy Suliza Hashim (2006). Meniti Duri Dan Ranjau: Pembikinan Gender dan Seksualiti
Dalam Konteks Dunia Melayu. Sari (24), 15-34.
Roseliza Murni (2002). Transeksualiti Dari Segi Psikologi, Sosiologi dan Fisiologi. Kertas
Kerja Dibentangkan Dalam Seminar Transeksualiti Di Institusi Pengajian Tinggi,
Century Mahkota Hotel Melaka.
Puteri Hayati & Nurul Hudan (2015). Latarbelakang, Faktor Pengekalan Dan Pandangan
Terhadap Tingkah Laku Mahasiswa Lelaki Kecelaruan Identiti Gender. Universiti
Malaysia Sabah. Southeast Asia Psychology Journal. Vol 1 Malay (2015),1-17.
399

400

PENGARUH PENGATURAN KENDIRI SEBAGAI PENYEDERHANA KE ATAS PERILAKU

BERINTERNET DENGAN PERSEPSI TINGKAH LAKU SEKSUAL BERISIKO DALAM
KALANGAN PELAJAR INSTITUT PENGAJIAN TINGGI AWAM DI KOTA KINABALU
SABAH
Norsimah Binti Dasan
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu Sabah
norsimah@yahoo.com
Balan Rathakrishnan
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu Sabah
rbhalan@ums.edu.my
Mohd. Mahadzir Rahimi Bin Mohamed Nawi
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu Sabah
pakmaha@yahoo.com
Abstrak
Kajian ini bertujuan untuk menentukan pengaruh pengaturan kendiri sebagai penyederhana
terhadap perilaku berinternet dengan persepsi tingkah laku seksual berisiko dalam kalangan
pelajar Institusi Pengajian Tinggi Awam di Sabah. Kajian tinjauan ini menggunakan set soal
selidik yang terdiri daripada instrumen Internet Sex Screening Test, Adolescent Self
Regulation Inventory dan Persepsi Tingkah laku Seksual Berisiko. Menerusi teknik
persampelan bertujuan, seramai 882 orang pelajar terlibat dalam kajian ini. . Statistik
deskriptif dan inferensi telah digunakan bagi membentangkan dapatan kajian. Data inferensi
dianalisis mengunakan Regresi Hirarki. Hasil analisis mendapati terdapat pengaruh yang
signifikan bagi pemboleh ubah pengaturan kendiri jangka panjang sebagai penyederhana
terhadap perilaku berinternet khususnya dimensi tingkah laku kompulsif seksual dalam talian
dan dimensi tingkah laku minat seksual dalam talian dengan persepsi tingkah laku seksual
berisiko. Pengaturan kendiri jangka pendek pula tidak mempunyai pengaruh yang signifikan
terhadap perilaku berinternet dengan persepsi tingkah laku seksual berisiko. Implikasi kajian
dan cadangan untuk kajian lanjutan dibincangkan.

PENGENALAN
Kajian berkaitan tingkah laku seksual berisiko semakin mendapat perhatian para pengkaji di
seluruh dunia ekoran peningkatan pelbagai kes sosial dan kesihatan. Jika ditinjau di
beberapa buah negara di barat, kebanyakan remaja mereka melakukan tingkah laku seksual
yang pertama sebelum mencapai usia 17 tahun (Maticka-Tyndale, 2001) dan 60 hingga 70
peratus merupakan individu yang melakukan aktiviti seks secara aktif apabila berusia 18
tahun (Grunbaum, Kann, Kinchen, Ross, Hawkins, Lowry, Harris, McManus, Chyen, 2004;
Boislard dan Poulin, 2011). Pada peringkat global juga, pelajar di insititusi pengajian tinggi
adalah golongan yang dilaporkan tertinggi kadar jangkitan HIV (Duncan, Miller, Boske,
Fomby, Dawson dan Davis, 2002). Pelajar ini menguji had kebebasan baru mereka melalui
eksperimen seksual sewaktu berada di peringkat pengajian tinggi. Di Malaysia, terdapat
beberapa kajian yang menunjukkan tingkah laku seksual berisiko diterima dalam kalangan
401

pelajar institusi pengajian tinggi. Kajian oleh Mazlin (2006) menunjukkan `trend semasa
mengenai sikap remaja belia yang jelas semakin `liberal dalam pergaulan dan percampuran
bebas dalam kalangan mereka. Manakala Norhapizah Burhan, Norzie Diana Baharum,
Musramaini Mustapha , dan Hilmi Ab.Rahman (2011) mendedahkan bahawa pergaulan
tanpa batasan adalah perkara biasa dalam kalangan pelajar institusi pengajian tinggi.
Farawahida dan Norazila (2011) menunjukkan terdapat persepsi yang membolehkan
hubungan seks sebelum berkahwin tetapi ingin berkahwin. Sementara itu, Sh. Jahanfar, San
dan Rampal (2010) mencatatkan 2.3 peratus pelajar yang terlibat dengan tingkah laku
seksual berisiko dalam tempoh 12 bulan.
Tingkah laku seksual berisiko merupakan satu dimensi permasalahan sosial di dunia.
Baumeister dan Heatherton, (1996) mengaitkan konteks permasalahan sosial dengan
pengaturan kendiri. Baumeister, (1994) menyatakan bahawa kegagalan pengaturan kendiri
dianggap sebagai satu patalogi sosial utama pada dekad ini. Ia mempunyai peranannya
yang tersendiri dalam usaha seseorang individu itu untuk mengubah respon dirinya terhadap
persekitaran. Baumeister (1994) menjelaskan dengan terperinci peranan pengaturan kendiri
ini dalam kehidupan seseorang individu. Menurut beliau respon yang dimaksudkan
termasuklah tindakan, pemikiran, perasaan, keinginan dan prestasi.
Tanpa wujudnya
pengaturan kendiri, individu itu akan memberikan respon kepada sesuatu situasi
berdasarkan kepada pembelajaran, tabiat dan kecenderungan semulajadi. Oleh yang
demikian dengan adanya pengaturan kendiri, ia mampu mencegah respon natural atau
biasa daripada berlaku dan menggantikannya dengan respon yang lain. Malah dengan kata
lain ia mempunyai unsur penolakan. Kajian yang pernah dijalankan oleh Adam, Teva dan
de Wit (2008) menunjukkan keinginan seksual dapat disederhanakan oleh pengaturan
kendiri. Demikian juga kajian oleh Dishion dan Tipsord (2011) yang mendedahkan peranan
pengaturan kendiri apabila mengaitkannya dengan desakan rakan sebaya.
Sungguhpun demikian kajian yang melibatkan pengaturan kendiri dengan tingkah
laku seksual berisiko khususnya dalam kalangan pelajar institut pengajian tinggi masih agak
kurang. Kebanyakan kajian lebih menumpu kepada golongan kanak-kanak, remaja awal
dan remaja pertengahan dan sebilangannya pula berkaitan dengan golongan yang telah
bekerja. Di samping itu kajian terdahulu juga kebanyakannya berminat melihat pengaturan
kendiri dalam pelbagai bidang yang tidak menyentuh secara khusus dengan persepsi
tingkah laku seksual berisiko. Malah kajian yang ada kebanyakannya melihat status
pengaturan kendiri sebagai pembolehubah bebas kepada tingkah laku seksual berisiko
(Abousselam, 2005; Raffaelli dan Crockett, 2006; Crockett,2006; Quinn dan Fromme, 2010;
Gailliot, 2012; Elkington et.all, 2012; Moilanen, 2014). Terdapat sebilangan kecil sahaja
yang mengkaji peranannya sebagai penyederhana untuk hubungan di antara perilaku
berinternet dengan tingkah laku seksual berisiko (La Rose et.all, 2002; Adam, 2008; Dishion
dan Tipsord, 2011).
Ini menunjukkan peranannya sebagai faktor penyederhana
berlandaskan kepada responden di institut pengajian tinggi di negara kita amnya serta
Sabah khasnya masih lagi belum jelas.

Perilaku berinternet dengan persepsi tingkah laku seksual berisiko dalam kalangan
pelajar institusi pengajian tinggi adalah fokus kajian yang seringkali menjadi perhatian
pengkaji. Asakan teknologi komunikasi yang semakin canggih memberi ransangan
keseronokan untuk melayari kepelbagaian laman yang membenarkan pelajar ini untuk
membina hubungan dengan pengguna internet yang lain, berkongsi minat untuk mencuba
pelbagai aktiviti termasuk yang tidak bermoral dan sebagainya lagi. Internet dianggap
sumber yang paling banyak mendedahkan laman pornografi yang ingin dilayari oleh para
penggguna internet (Stulhofer, Busko dan Landripet, 2010). Rosenberger, Recce dan Mayer
(2011) mendapati bahawa 40 peratus pengguna internet adalah di kalangan mereka yang
ingin mencari pasangan untuk melakukan seks. Delmonico dan Miller (2003) mendedahkan
402

bahawa responden yang kompulsif seksual akan meluangkan masa untuk melayari laman
web yang berunsur seksual separuh atau lebih daripada 20 jam hingga 22 jam seminggu.
Braun-Courville dan Rojas (2009) mendapati remaja yang melayari laman web seksual ini
lebih cenderung mempunyai pasangan seksual yang pelbagai sepanjang kehidupan
mereka, mempunyai pasangan seksual pada tiga bulan terakhir kajian dijalankan, dan
pengambilan alkohol dan bahan substan pada setiap kali melakukan hubungan seksual.
Walau bagaimanapun, dapatan kajian oleh Pittet dan Akre (2011) tidak menunjukkan
wujudnya hubungan di antara melayari pornografi dalam talian dengan tingkah laku seksual
berisiko kecuali kepada remaja lelaki yang sudah sedia terdedah kepada tingkah laku itu
sebelum kajian dilakukan. Sementara Doring et all., (2015) membandingkan respon
daripada pelajar universiti di empat buah negara iaitu Kanada, Jerman, Sweden dan
Amerika Syarikat dan menyimpulkan bahawa tidak terdapat perbezaan yang ketara
berkaitan aktiviti seksual dalam talian yang diamalkan oleh semua pelajar dari empat buah
negara tersebut. Malah melihat hal ini sebagai satu perkembangan dalam budaya seksual
secara global.
Teori kognitif sosial oleh Bandura telah banyak digunakan sebagai model
eksplanatori dalam kajian yang berkaitan dengan pengambilan keputusan untuk hubungan
seksual dan intervensi pencegahan penyakit seperti HIV. Beberapa kajian lepas yang
menggunakan teori ini untuk mengkaji tingkah laku seksual telah dijalankan. Kajian-kajian
yang dimaksudkan di antaranya adalah kajian tingkah laku seksual dengan pornografi oleh
Malamuth dan Check (1985), dan Mulac, Jansma dan Linz (2002). Selain itu, kajian yang
turut dijalankan adalah berkaitan dengan tingkah laku seksual remaja dan kontraseptif
(Fisher dan Fisher,1998; Singh dan Darrock, 2000) serta perkembangan seksualiti manusia
oleh Van Wyk dan Geist (1984) dan Oliver dan Hyde (1993). Menurut Albert Bandura
(1986), cara manusia berfungsi dalam kehidupannya dipengaruhi oleh tiga elemen iaitu
persekitaran, personal (kognitif) dan tingkah laku. Seseorang individu itu memilih untuk
berada pada sesuatu persekitaran dan persekitaran ini kemudiannya akan mempengaruhi
tingkah laku dan cara berfikir. Walau bagaimanapun cara berfikir seseorang individu itu
boleh memberi panduan kepada pemilihan persekitaran dan demikian juga dengan tingkah
laku yang diperlihatkan. Sementara itu, tingkah laku pula boleh mengubah persekitaran dan
juga pemikiran. Ketiga-tiga elemen ini saling mempengaruhi di antara satu sama lain. Ia
dikenali sebagai `reciprocal determinism atau proses timbal balik. Berdasarkan interaksi
proses timbal balik ini, individu yang terdedah kepada media seperti internet akan
meransang kognitif individu untuk bertingkah laku. Para pengkaji media mengesahkan
bahawa pemerhatian akan tingkah laku orang lain di media akan mempengaruhi kepada
perubahan jangkaan tingkah laku sendiri (La Rose, 2002). Selain itu teori ini juga popular
untuk menerangkan pengaturan kendiri. Menurut Bandura, (1991), setiap individu boleh
mempengaruhi dirinya sendiri untuk bertingkah laku mengikut kehendak yang diingini.
Mekanisme utama dalam pengaturan kendiri dapat di lihat melalui tiga aspek iaitu
pemantauan terhadap tingkah laku sendiri, faktor penentu dan kesan yang dihasilkan;
Penilaian tingkah laku yang berkaitan dengan standard peribadi dan keadaan di
persekitaran; dan reaksi diri.
Justeru kajian ini telah dijalankan untuk mengenal pasti pengaruh pengaturan kendiri
yang terbahagi kepada pengaturan kendiri jangka panjang dan pengaturan kendiri jangka
pendek sebagai penyederhana ke atas perilaku berinternet dengan persepsi tingkah laku
seksual berisiko.
METODOLOGI KAJIAN
Kajian ini menggunakan kaedah tinjauan dengan menggunakan soal selidik bagi melihat
pengaruh pengaturan kendiri sebagai penyederhana terhadap perilaku berinternet dengan
403

persepsi tingkah laku seksual berisiko dalam kalangan pelajar Institut Pengajian Tinggi
Awam. Lokasi penyelidikan untuk kajian ini berfokus kepada UMS dan UiTM Sabah di
kampus induk iaitu di Kota Kinabalu, Sabah. Persampelan bertujuan digunakan dengan
mengambil kira faktor umur. Rata-rata pelajar di peringkat Ijazah Sarjana Muda akan tamat
pengajian pada umur 23 tahun. Justeru, kelompok umur iaitu dari 18 tahun hingga 23 tahun
sangat bersesuaian untuk mewakili para pelajar bagi tempoh pengajian mereka di Institut
Pengajian Tinggi Awam. Dapatan kajian terdahulu turut menunjukkan bahawa pada usia
berkenaan ramai golongan pelajar yang terjebak dengan tingkah laku seks berisiko
sehingga menyebabkan masalah kesihatan dan pembuangan bayi (Mohammad Shatar
Sabran, 2003; Farahwahida dan Norazila 2011). Demikian juga dengan kajian dari luar
negara sebagaimana Small, Maggs dan Abar (2011); Huang, Jacobs dan Derevensky
(2010); Abdullah dan rakan (2003); Chernoff dan Davidson (1999) dan Poppen (1995).
Sebanyak 882 orang sampel terlibat dalam kajian ini dari pelbagai fakulti di kedua-dua
universiti.
Dalam kajian ini, soal selidik yang digunakan adalah soal selidik Adolesecent Self
Regulation Inventory yang dibangunkan oleh Moilanen (2007). Soal selidik ini mengambil
peduli konteks batasan waktu jangka pendek dan jangka panjang dalam kalangan remaja
atas landasan teori bahawa remaja boleh mengatur dan mengawal selia emosi dan tindakan
jangka panjang bagi mencapai matlamat yang diinginkan. Soal selidik ini menggunakan
skala Likert 5 mata iaitu Sama sekali tidak benar tentang saya, Tidak benar tentang saya,
Benar dan tidak benar tentang saya, Ada benarnya tentang saya, atau Sangat benar
tentang saya. Soal selidik ini mengandungi 27 item. Ia terbahagi kepada item jangka
pendek dan item jangka panjang. Manakala, instrumen yang digunakan bagi mengukur
perilaku berinternet adalah Internet Sex Screening Test yang dibangunkan oleh Delmonico
(2000) untuk mengetahui perilaku berinternet dalam kalangan pengguna internet. Terdapat
20 item dalam soal selidik ini mengandungi lima dimensi. Dimensi pertama adalah
kompulsif seksual dalam talian yang mengukur tingkahlaku yang bersifat kompulsif terhadap
bahan seksual di internet. Dimensi kedua adalah tingkah laku seksual-sosial dalam talian
yang mengukur kecenderungan penglibatan diri terhadap interaksi interpersonal dengan
orang lain semasa melayari internet. Salah satu contoh adalah melibatkan diri dengan
bersembang berkaitan seks di chat room. Dimensi ketiga adalah tingkah laku seksual-pencil
dalam talian yang mengukur kecenderungan penglibatan diri melayari internet secara
bersendirian. Salah satu contoh adalah melayari pornografi ataupun web-web lucah secara
bersendirian atau tanpa diketahui oleh orang disekitaranya. Dimensi keempat adalah
perbelanjaan seksual dalam talian yang mengukur kecenderungan diri untuk membeli
bahan-bahan seksual dan/atau menjadi ahli kumpulan yang mempunyai kaitan dengan seks
melalui laman-laman yang terdapat di internet. Dimensi kelima dan terakhir adalah tingkah
laku minat seksual dalam talian yang mengukur kecenderungan menggunakan internet
untuk kegiatan seksual. Salah satu contoh adalah membuat penandaan laman seksual.
Persepsi tingkah laku seksual berisiko diukur berdasarkan adaptasi item-item yang
digunakan oleh Huebner dan Howell (2003) tetapi telah diolah dan dimurnikan semula bagi
menepati ciri-ciri sampel. Terdapat 11 item dalam instrumen ini yang memerlukan pelajar
memilih jawapan yang paling tepat berhubung persepsi mereka. Penggunaan skala Likert
iaitu `sangat tidak setuju, `tidak setuju, tidak pasti, `setuju dan `sangat setuju disediakan
bagi memudahkan mereka membuat pilihan jawapan.
DAPATAN KAJIAN
Kajian ini telah menggunakan kaedah analisis regresi hirarki sesuai dengan saranan Baron
dan Kenny (1986) untuk mengenal pasti pengaruh pemboleh ubah penyederhana. Analisis
pengaruh pengaturan kendiri jangka panjang dan jangka pendek dilaksanakan kepada
semua dimensi perilaku berinternet.
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Jadual 1.1 : Ringkasan Analisis Regresi Pengaturan Kendiri Jangka Panjang Ke Atas
Perilaku Berinternet dan Dimensinya Dengan Persepsi Tingkah laku Seksual Berisiko
Pemboleh
Pemboleh
ubah Beta
Beta
Beta
ubah
Bebas
Model 1
Model 2
Model 3
Bersandar
Persepsi
Perilaku Berinternet
Tingkah laku
Seksual
Perbelanjaan
Berisiko
seksual dalam talian
.324**
.412**
.343**
Tingkah
laku
seksual-pencil dalam
-.147
talian
Tingkah
laku
seksual-sosial dalam
.045
talian
Kompulsif
seksual
dalam talian
Tingkah laku minat
seksual dalam talian

Pemboleh
ubah
Penyederhana
Pengatuan
Kendiri
Jangka Panjang

-.177*

.021

.067

.050

.007

.008

-.209**

-.186*

.017

.048

.009

-.226**

Interaksi
Perbelanjaan
seksual dalam talian
X Pengaturan Kendiri
Jangka Panjang

-.015

Tingkah
laku
seksual-pencil dalam
talian X Pengaturan
Kendiri
Jangka
Panjang

-.052

Tingkah
laku
seksual-sosial dalam
talian X Pengaturan
Kendiri
Jangka
Panjang

-.001

Kompulsif

seksual
405

dalam
talian
X
Pengaturan kendiri
jangka panjang

.081*

Tingkah laku minat

seksual dalam talian
X Pengaturan kendiri
jangka panjang
R
R Terlaras
R Terubah
F Terubah
Signifikan F Terubah

-.102**

.089
.084
.089
17.190
.000

.122
.116
.033
32.433
.000

.148
.137
.026
5.269
.000

Berdasarkan Jadual 1.1, dimensi perilaku berinternet iaitu dimensi perbelanjaan

seksual dalam talian, tingkah laku seksual-pencil dalam talian, tingkah laku seksual-sosial
dalam talian, kompulsif seksual dalam talian dan tingkah laku seksual dalam talian yang diuji
pada langkah pertama menunjukkan sebanyak 8.9 peratus (R = .089) varians yang
dijelaskan oleh dimensi-dimensi perilaku berinternet. Keputusan juga menunjukkan R
Terubah dan F Terubah adalah signifikan di Model 1 (R Terubah= .089, FTerubah
=17.190, k<.05). Ini menunjukkan terdapat pengaruh dimensi-dimensi perilaku berinternet
terhadap persepsi tingkah laku seksual berisiko.
Seterusnya, apabila faktor penyederhana iaitu pengaturan kendiri jangka panjang
dan dimensi-dimensi perilaku berinternet diuji dalam langkah kedua di Model 2, didapati
pemboleh ubah-pemboleh ubah ini menyumbang secara signifikan dan secara keseluruhan
menjelaskan 12.2 peratus (R=.122) varians dalam persepsi tingkah laku seksual berisiko.
Nilai tersebut telah meningkat sebanyak 3.3 peratus (R Terubah=.033) daripada Model 1.
Keputusan di Model 2 juga menunjukkan signifikan (R Terubah = .033, F Terubah= 32.433,
k<.05) yang melibatkan dimensi-dimensi perilaku berinternet dan pengaturan kendiri jangka
panjang.
Ini menunjukkan terdapat pengaruh dimensi-dimensi perilaku berinternet dan
pengaturan kendiri jangka panjang terhadap persepsi tingkah laku seksual berisiko.
Apabila langkah ketiga diuji iaitu di Model 3 untuk melihat interaksi dimensi-dimensi
perilaku berinternet dengan pengaturan kendiri jangka panjang dalam menjelaskan persepsi
tingkah laku seksual berisiko, terdapat penambahan R sebanyak 2.6 peratus menjadikan
peratusan yang disumbangkan oleh interaksi dimensi perilaku berinternet dan pengaturan
kendiri jangka pendek adalah sebanyak 14.8 peratus. Keputusan di Model 3 turut
menunjukkan R Terubah dan F Terubah adalah signifikan (R = .026, F Terubah= 5.269,
k<.05).
Terdapat dua dimensi yang berinteraksi dengan pengaturan kendiri jangka panjang
yang mempengaruhi persepsi tingkah laku seksual berisiko secara signifikan. Dimensi
berkenaan adalah dimensi kompulsif seksual dalam talian ( = .081,.269, k<.05) dan
dimensi tingkah laku minat seksual dalam talian ( = -.102, k<.05). Manakala dimensi
perbelanjaan seksual dalam talian yang berinteraksi dengan pengaturan kendiri jangka
panjang tidak mempengaruhi persepsi tingkah laku seksual berisiko ( = -.015, k>.05).
Demikian juga dengan dimensi tingkah laku seksual-pencil dalam talian ( = -.052, k>.05)
dan dimensi tingkah laku seksual-sosial dalam talian ( = -.001, k>.05). Ini bermakna
pengaturan kendiri jangka panjang memainkan peranan sebagai penyederhana separa
terhadap hubungan antara perilaku berinternet dengan persepsi tingkah laku seksual
berisiko. Walaubagaimanapun pengaturan kendiri jangka panjang hanya mempengaruhi
406

hubungan sebahagian dimensi dalam perilaku berinternet iaitu dimensi kompulsif seksual
dalam talian dan tingkah laku seksual minat dalam talian dengan persepsi tingkah laku
seksual berisiko.

Rajah 1.1 : Plot Interaksi antara dimensi kompulsif seksual dalam talian dengan
pengaturan kendiri jangka panjang dan kesannya ke atas persepsi tingkah laku seksual
berisiko
Rajah 1.1 menunjukkan bagaimana hubungan antara kompulsif seksual dalam talian
dengan persepsi tingkah laku seksual berisiko adalah pelbagai bergantung pada pengaturan
kendiri jangka panjang. Kesan peningkatan kompulsif seksual dalam talian pada pengaturan
kendiri jangka panjang akan menyebabkan kepada pelajar kurang menerima persepsi
tingkah laku seksual berisiko. Demikian juga kesan interaksi kompulsif seksual dalam talian
dan pengaturan kendiri jangka panjang yang rendah turut menyebabkan kepada kurangnya
penerimaan persepsi tingkah laku seksual berisiko.

Rajah 1.2 : Plot Interaksi antara dimensi tingkah laku minat seksual dalam talian dengan
pengaturan kendiri jangka panjang dan kesannya ke atas persepsi tingkah laku seksual
berisiko
Berdasarkan Rajah 1.2, persepsi tingkah laku seksual berisiko dalam kalangan
pelajar di Institut Pengajian Tinggi Awam adalah lebih diterima apabila tingkah laku minat
407

seksual dalam talian adalah tinggi. Situasi ini lebih jelas pada kumpulan pelajar yang
mempunyai pengaturan kendiri jangka panjang yang rendah. Sementara itu, penerimaan
persepsi tingkah laku seksual berisiko akan kurang diterima apabila tingkah laku minat
seksual semakin berkurangan. Hal ini boleh berlaku apabila pengaturan kendiri jangka
panjang adalah tinggi.
Jadual 1.2: Ringkasan Analisis Regresi Pengaturan Kendiri Jangka Pendek ke atas
Dimensi Perilaku Berinternet Dengan Persepsi Tingkah laku Seksual Berisiko
Pemboleh
Pemboleh
ubah Beta
Beta
Beta
ubah
Bebas
Model 1
Model 2
Model 3
Bersandar
Persepsi
Perilaku Berinternet
Tingkah laku
Seksual
Perbelanjaan
Berisiko
seksual dalam talian
Tingkah
laku
seksual-pencil dalam
talian

.354**
.412**

.356**
-.125

-.147

Tingkah
laku
seksual-sosial dalam
.045
talian

-.132
.020
.024
.058

Kompulsif
seksual
.067
dalam talian

.056
.007

Tingkah laku minat

.007
seksual dalam talian

Pemboleh
ubah
Penyederhana
Pengatuan
Kendiri
Jangka Pendek

.008

-.194**

-.187**

Interaksi
Perbelanjaan
seksual dalam talian
X Pengaturan Kendiri
Jangka pendek
Tingkah
laku
seksual-pencil dalam
talian X Pengaturan
Kendiri
Jangka
pendek
Tingkah
laku
seksual-sosial dalam

-.066

-.011

.032
408

talian X Pengaturan
Kendiri
Jangka
pendek
Kompulsif
seksual
dalam
talian
X
Pengaturan kendiri
jangka pendek

.023

Tingkah laku minat

seksual dalam talian
X Pengaturan kendiri
jangka pendek
R
.089
R Terlaras
.084
R Terubah
.089
F Terubah
17.190
Signifikan F Terubah
.000

.014

.124
.118
.035
34.669
.000

.129
.118
.005
.962
.440

Menerusi data yang diperolehi di dalam Jadual 1.2, di dapati lima dimensi perilaku
berinternet iaitu perbelanjaan seksual dalam talian, tingkah laku seksual-pencil dalam talian,
tingkah laku seksual-sosial dalam talian, kompulsif seksual dalam talian dan tingkah laku
seksual dalam talian menunjukkan aras yang singifikan iaitu k<.05 yang menunjukkan
wujudnya pengaruh kelima-lima dimensi berkenaan terhadap persepsi tingkah laku seksual
berisiko. Sumbagan varians terhadap persepsi tingkah laku seksual berisiko adalah
sebanyak 8.9 peratus sahaja (R=.089).
Apabila pengaturan kendiri jangka pendek dimasukkan dalam analisis pada langkah
kedua, dapatan menujukkan
pengaruh yang lebih signifikan dengan nilai varians
menyumbang kepada persepsi tingkah laku seksual berisiko lebih tinggi iaitu sebanyak 12.4
peratus iaitu meningkat sebanyak 3.5 peratus daripada sebelumnya.
Selanjutnya langkah ketiga iaitu di Model 3, interaksi perbelanjaan seksual dalam
talian dengan pengaturan kendiri jangka pendek adalah =-.066 , F Terubah= .962, k>.05.
Interaksi tingkah laku seksual-pencil dalam talian dengan pengaturan kendiri jangka pendek
pula adalah = -.011, F Terubah= .962, k>.05. Sementara interaksi tingkah laku seksual
sosial dalam talian dengan pengaturan kendiri jangka pendek adalah = .032, F Terubah=
.962, k>.05. Manakala interaksi tingkah laku kompulsif seksual dalam talian adalah =.023,
F Terubah= .962, k>.05. Akhir sekali interaksi tingkah laku minat seksual dalam talian
dengan pengaturan kendiri jangka pendek iaitu = .014, F Terubah= .962, k>.05. Daripada
dapatan koeefisien tersebut, jelas menunjukkan bahawa pengaturan kendiri jangka pendek
tidak mempunyai pengaruh penyederhana ke atas hubungan kelima-lima dimensi perilaku
berinternet dengan persepsi tingkah laku seksual berisiko.
PERBINCANGAN
Keputusan ini menerangkan bahawa faktor penilaian pengaturan kendiri dalam jangka
pendek tidak memberi impak kepada aras kekuatan hubungan dimensi perilaku berinternet
dengan persepsi tingkah laku seksual berisiko. Walau bagaimanapun dalam jangka panjang
pengaturan kendiri boleh menentukan kekuatan pengaruhnya sebagai penyederhana di
antara perbelanjaan seksual dalam talian dengan persepsi tingkah laku seksual berisiko.
409

Hal ini berkemungkinan boleh berlaku disebabkan faktor masa menyebabkan pelajar
berpeluang untuk berfikir sama ada mahu membelanjakan wang untuk membuat pembelian
material seksual secara dalam talian atau sebaliknya. Ia berkaitan dengan salah satu
elemen pengaturan kendiri iaitu melewatkan gerak hati dalam usaha mengenal pasti
matlamatnya (Hoch dan Loewenstein, 1991)
Di samping itu standard peribadi pelajar menentukan sama ada mereka bersedia
atau sebaliknya dengan pengaruh internet yang menyebabkan mereka bertingkah laku
melayari aktiviti-aktiviti seksual. Standard peribadi yang diterapkan oleh keluarga cenderung
untuk berubah apabila melanjutkan pengajian di institut pengajian tinggi disebabkan
perubahan sosial. Menurut Bandura (1986), standard peribadi boleh berubah mengikut
seting dan domain. Oleh itu tidak hairanlah pelajar mudah terdedah dengan isi kandungan
internet yang pelbagai menyebabkan ada segelintir daripada bilangan pelajar ini yang
menerima persepsi tingkah laku seksual berisiko.
Selain itu, dapatan ini juga menunjukkan perkaitannya dengan teori ekologi
perkembangan manusia yang mempengaruhi perkembangan hidup seseorang individu itu
(Bronfrenner, 1994). Media seperti internet yang terkandung dalam eksosistem memberi
impak kepadanya untuk bertingkah laku sesuai dengan kehidupan yang dijalaninya. Dalam
konteks kajian ini, pelajar yang memerlukan internet sebagai salah satu medium untuk
pengajian akademik mereka turut menerima kesan daripada isi kandungan internet yang
menawarkan aktiviti-aktiviti seksual dalam talian. Pelajar yang tidak berniat menerima
pendedahan isi kandungan seksual tidak terlepas daripada pendedahan tawaran berkenaan
untuk beberapa kali pada tempoh tertentu. Keadaan ini menyebabkan akhirnya mereka
mempunyai keinginan untuk menerima aktiviti-aktiviti seksual dalam talian dan seterusnya
mempengaruhi mereka untuk mengamalkannya (Zhang dan Jemmott, 2015; Lo dan Wei,
2002).

CADANGAN DAN PENUTUP

Kajian ini hanya menggunakan kaedah tinjauan kuantitatif. Soal selidik digunakan untuk
memperolehi data-data agar dapat dikaji keberhasilan objektif yang telah ditentukan.
Sehubungan itu, kajian kualitatif atau kaedah campuran kualitatif dan kuantitatif adalah
dicadangkan untuk digunakan pada kajian akan datang untuk memperkemaskan lagi
dapatan kajian yang lebih tepat dan relevan. Hal ini adalah kerana persepsi manusia sukar
untuk diperolehi dan ditafsirkan berdasarkan maklumbalas kuantitiatif sahaja.
Data
kuantitatif hanya bertujuan untuk menyelidik hubungan dan pengaruh yang digariskan dalam
hipotesis. Sedangkan Creswell (2013) menyatakan bahawa data kualitatif boleh membantu
pengkaji menyediakan maklumat yang lebih mendalam bagi memperkukuhkan lagi tafsiran
daripada data kuantitatif yang dihasilkan. Selain itu kajian longitudinal juga boleh dijalankan
bagi tujuan untuk memahami dan menilai dengan lebih objektif perubahan persepsi tingkah
laku seksual berisiko sebelum dan selepas kajian.
Secara keseluruhannya, kajiannya ini mengesahkan wujudnya peranan pengaturan
kendiri dalam menentukan persepsi tingkah laku seksual berisiko. Pelajar yang mempunyai
persepsi yang sihat cenderung mempunyai tingkah laku yang sihat dan cemerlang. Justeru,
kecemerlangan jasmani, emosi, rohani dan intelek perlu diteruskan agar diri diberkati Tuhan
dan harapan masyarakat untuk menjadikan pelajar di institusi pengajian tinggi sebagai
generasi elit yang dapat menggerakkan pembangunan negara tidak disia-siakan.

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413

ADOLESCENT SEXUALITY CARE VIEWED FROM ECOLOGICAL APPROACH TO

PREVENT FROM PREMARITAL SEXUAL BEHAVIOR
Setyawati,Rr
Psychology Study Program, Faculty of Psychology, University of Muhammadiyah
Purwokerto. Jl. Raya Dukuhwaluh Kembaran, Banyumas, Central Java,
Indonesia 53 182
Tel. (0281) 636751 ext 209
Email: rorosetyawati@yahoo.co.id
Abstract
This study aimed to determine the care of adolescent sexuality through an ecological
approach and examined the role of the environment and its interaction as a prevention effort
of sexual behavior before marriage.
The method used was qualitative approach using case study research design. The main
subjects of this research were 10 members of the community, community organizations and
adolescents. The supporting subjects were 5 community and government figures. The
determination of the research subject was done purposively. The sources of data in this
study consisted of primary and secondary data. Primary data were the data obtained directly
from the main and the supporting subject of the observation. Secondary data were the data
in the form of records and documents or statistical data related to the topic of this research.
The method of data collection was interview and FGD (Focus Group Discussion). This study
took place in rural areas in Banyumas in the community organizations and youth
organizations in the District of Cilongok. Data analysis technique used in this study was a
qualitative analysis with an interactive model of Milles and Huberman using data reduction,
data presentation, and conclusion to the process of collecting data in the form of cycles.
The findings on the publics opinion showed that the issue of premarital sexual behavior
must involve many parties. The care of sexual behavior using ecological approach is to build
closeness of the parents and the entire community that should work together properly to
prevent from adolescent sexual behavior. The form of sexual behavior is that parents
provide clarification and guidance on the subject of sexuality, the neighbors rebuke when
there are awkward behaviors of adolescent, schools control and guide according to existing
procedures in schools, community organizations embrace a wide range of components to
manage or maintain the environment, the government facilitates the needs of adolescents,
the government in the village takes precautions and formulates regulations that can be
enforced by the entire community.
Keywords: care, sexuality, adolescents, ecology

INTRODUCTION
Research on premarital sexual behavior in adolescents in Indonesia showed an increasing
activity or behavior of premarital sex among adolescents Indonesia. Studies of youth in
Indonesia generally concluded that the life values of youth is in the process of change.
Indonesian adolescents today seem more tolerant of premarital sexual lifestyle (Rahyani, et
al, 2012; Syamsulhuda & Winarti, 2010; Haryanto, Rizal & Suarayasa, 2013; Banun &
Setyorogo, 2013).
Adolescence is a journey period from childhood to adulthood characterized by a long
transitional period known as adolescence (Papalia, 2008). According to Hurlock (2004)
414

adolescents are those who are at the age of 12-18 years. Monks, et al (2000) defines
adolescent age limit is 12-21 years old. While Hall (in Santrock, 2003) restricts adolescents
age is in the range of 12-23 years. In adolescence, curiosity about sexuality is very
important, especially in the establishment of relationships with the opposite sex. The amount
of adolescent curiosity on sexuality causes adolescents are always trying to find out more
information about sexuality. Adolescent period is a transitional period of physically,
psychologically, and socially from childhood to adulthood (Arma, 2007).
The definition of sexuality resulting from APNET (Asia Pacific Network For Social
Health) Conference in Cebu, Philippines in 1996 said that sexuality is the sexual expression
of someone who is socially considered to be acceptable and contains aspects of broad and
deep personality. Semaoen (in Antoni, 2015) said sexuality is a combination of feelings and
behavior of someone who is not only based on biological sex characteristics, but also an
aspect of human life that cannot be separated from other aspects of life.
Sexuality is an integral part of human. Sexuality is defined as human quality, the
deepest feeling, familiar, intimate depths of deepest, may be the recognition, acceptance
and self-expression human as sexual beings. Therefore the understanding of sexuality is
something broader than just the word sex with physical activity sexual intercourse. Sexuality
is an aspect that is often talked about from the total human personality, and develops
steadily from birth to death.
Sexuality is expressed through interactions and relationships with people of different
genders, it includes thoughts, experiences, lessons, ideal, value, fantasy, and emotion.
Sexuality relates to how a person feels about him/herself and how they communicate these
feelings to the opposite sex through their actions, such as touching, kissing, hugging, and
intercourse sexual, and through behavior that is more subtle, such as gestures, etiquette,
dress, and vocabulary (Denny & Quadagno, 1992; Zawid, 1994; Perry & Potter, 2005).
Sexual drive can be expressed in a variety of manners. But of course not all behavior
is an expression of a person's sex drive. The expression of sexual desire or sexual behavior
can be safe or even not safe either physically, psychologically or socially. Each sexual
behavior has different consequences.(Effendi, 2010).
Jesse (in Sebardan, 2011) states that sexual behavior is behavior involving physical
touch between the limbs of men and women who have reached the stage of an intimate
relationship, which is usually done by married couples. While premarital sexual behavior is
sexual behavior conducted without formal marriage process according to the law and
according to the religion and beliefs of each individual.
Crooks & Carla (2003) said premarital sex is sexual intercourse committed by a man
and a woman before an official bond (marriage) or premarital heterosexual intercourse.
Premarital sexual behavior in adolescents is all behavior driven by the adolescent desire
either with the opposite sex or same-sex committed before their official relationship as
husband and wife. Sexual objects can be someone else, people in the delusion, or
him/herself (Soetijiningsih, 2004).
Sarwono (2010) said premarital sex is having sex (intercourse) with the opposite sex
without legitimate marriage. Sexual involvement with others is not only by sex, sexual act
can be by kissing, hugging, caressing, holding hands, fantasy, even naked-massaging and
other sexual expression and giving and responding to feelings of pleasure or enjoyment of
easement to self or spouse.
Efforts to introduce teenagers on sexuality can be done through the parenting process.
Parenting is closely related to the ability of a family or household and the community in terms
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of attention, time and support to meet the needs of physical, mental, social and adolescents
in a period of growth as well as for other family members (Engel, 1997). Parents in the
parenting process have several definitions, namely mother, father, or someone who will be a
guide, a guard, and a protector in new life. Parents are someone who accompany and guide
all stages of adolescent growth: caring for, protecting, and directing a new life in every stage
of adolescent development (Brooks, 2001).
Ecological approach in explaining adolescent development was introduced by Uri
Bronfenbrenner; a psychologist from Cornell University, United States. According to the
child's development, a child is strongly oriented towards the environment (Santrock, 2003).
There are 5 main ecological systems are: micro systems, meso systems, exo system, macro
system and krono system (Bronfenbrenner, 2000). These five systems assist individuals in
shaping the development of certain physical and mental characteristics. Micro System is an
environment in which people live, this context includes individual families, peers, schools
and living environement (Bronfenbrenner & Ceci, 1994). It occurs much interaction directly
with social agents, namely parents, friends and teachers in the micro system (Santrock,
2003).

METHODOLOGY
The research approach use the qualitative approach, an approach orientating in
conducting research on the natural symptoms, for such orientation, the naturalistic and the
fundamental nature and cannot be done in a laboratory but had to plunge in the field. This
study used a qualitative approach with case study method. To determine what steps to do
next by a researcher to complete his research, a researcher should know what the right
approach to the type of research is. The case study is one strategy in a qualitative study.
The case study is a comprehensive description and explanation of the various aspects of an
individual, a group, an organization (community), a program, or a social situation. The case
study is a research strategy which included researcher investigated a program, event,
activity, process, or group of individuals carefully. The cases are limited by time and activity,
and researcher gather complete information using a variety of data collection procedures
based on a predetermined time. By learning an individual, a group or an event as much as
possible, the researcher aimed to provide a complete view and deep understanding of the
subject under study (Creswell, 2008).
Based on a preliminary study, the determination of the subject of research was done
purposively. Sampling was intentionally accordance with the requirements of required
sample. Often finding a lot of restrictions to prevent researcher taking samples at random is
one of the reasons for using purposive sampling. So if it uses random sampling, it will make
difficult for researcher. By using purposive sampling, the expected criteria of the samples
obtained was completely in accordance with the research done.
The 15 (fifteen) subjects consists of 10 members of the community, community
organizations and youth and 5 people as supporting informants from community figures and
government. The main subjects of this study were determined based on the criteria:
members of communities in the villages of prayer groups, a group concerned with AIDS,
youth organization (Karang Taruna), Women organization (PKK) and youth mosque
organization.
Sources of data in this study consist of primary and secondary data. The data source
is anything that can provide information about the data. Based on the source, the data can
be divided into two, namely primary data and secondary data. Primary data is data created
by researcher for the special purpose to resolve problems being handled. Data were
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collected by researcher directly from the first source or object where the research is
conducted. Primary data was obtained from the study subjects through focus groups and
data interview between researcher and resource persons. Secondary data is data that has
been collected for other purposes to resolve the problems being faced. This data can be
found quickly. In this study, the source of secondary data is literature, articles, journals, and
websites on the internet related to the research conducted.
In this study, the method of data collection used interviews and observations with the
type of observer as participant (Soenarto: 2000). For this type of observation, researcher
have only been in place a short term study, while for the interview guide was by interviews
(structured questionnaire) to facilitate the focus of discussion. Focus Group Discussion was
used to complete data and to determine the involvement of parents and the environment in
adolescents sexuality care.
Data analysis techniques used in this study is a qualitative analysis with interactive
model (Milles and Huberman: 1992), its components consist of data reduction, data
presentation, and conclusion to the process of collecting data in cycles. This means that the
data was collected first, then reduced, presented and then conclusion is drawn before the
researcher did the observation. It is done continuously until researcher believes that the data
has been saturated to be deduced. The stages include the first, namely data reduction
consisting of selection process, focusing, simplifying, reinforcing, simplifying and abstracting
data so that the final conclusions can be implemented. Second, the data presentation
includes assembling and organizing data. Third, conclusion is done to make information
meaningful by recording the statement, configuration, directing the causation and the
proposition from the previous data collection. The analysis is an interactive model that allows
the repetition of the process in the form of a cycle.
RESULTS
The findings on the publics opinion showed that the issue of premarital sexual behavior
must involve many parties. The main approach is to build closeness of the parents and the
entire community that should really work together to prevent free sex. Here are the results of
the opinions of teenagers, parents and community leaders to solve premarital sexual
behavior. Families should give guidance to teenage son to be careful in their relationship,
giving understanding about the bad effects of sex behavior that conflict with religious rules.
Family supervises the use of the media, families increase supervision of their children, they
should be able to coordinate with the school and the guidance of parents make the rules in
adolescents. Neighbors who stay near to the teenagers when encountering a teenager in
suspicion for sex behavior should immediately caution them. Being a partner in caring for
adolescents, to give warning when it is found neighbor / adolescent behavior beyond the
courtesy / ethics. Neighbors do not let the behavior of premarital sex and remind them about
relationship limit appropriate to norms. Community organizations can be involved through a
credible form of providing information, holding regular meetings, participating to supervise
internet cafes, collaborating to create a curfew in the neighborhood, socializing it to public
respectively, maintaining order and security of the village and providing guidance to
adolescents for positive activism. The government also provides comfort for adolescents
through placing civil service of police force / security forces in the places indicated for
prostitution places. The limitation on licensing places of localization and cafes, set up show
times and adjust the events / programs served on television watched by all. In terms of
clothing, governments should regulate the appropriate clothing worn by all. Dismantling or
rehabilitating the place of localization becomes a more useful place for example Islamic
tourism spots, marriage laws need to be strict especially age limit to get married, the village
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and sub-district government penalize any person caught engaging in immoral action, as well
as nurture and provide direction to people to maintain the rules relating to public facilities.
DISCUSSION
Adolescent premarital sexual behavior is a result of environmental influences of the
opportunity to do so. Parenting pattern is not enough to fortify teenagers to engage in
premarital sex. This indicates that parenting teenagers done by the parents is closely linked
to the environment in which the family resides. The curiosity of youth and maturity of
reproductive organs is the result impact of interaction with the environment. Ecological
theory or ecological development theory developed by Urie Bronfenbrenner is a theory that
emphasizes the influence of the surrounding environment with individual development.
Through a theoretical approach, teenagers will be taken care from the side of micro system,
meso system and macro system thus formulated a model of care that involves parents,
peers, environment and government. That appropriate form of care to the problems faced by
adolescents is premarital sexual behavior.
A model of interaction between teenagers, parents, and communities to predict the
likelihood of competence adolescents, showing that adolescents have a wide range of skills
and a good quality, but parents are only slightly involved in their life and support social
environment less, the possibility to develop its competence be lower (Belsky et al 1984 in
Brooks 2001). This indicates that the family, school, community, and society is responsible
for providing a safe and healthy environment for young people to be able to live their lives as
good as possible (Berns 1997). Ecology Theory of Bronfenbrenner (1979,1989) explains that
the development of adolescents is as a result of interaction between the environments
around the lives of the youth. In this context, the interactions between adolescents with
surroundings is believed to affect the growth and development. He described the scope of
the roles interact and its impact on adolescent development. Every biological organisms
evolved in the context of ecological systems that play a role in supporting or inhibiting the
development.

Individuals in the process of interaction rather than as passive recipients, but actively
participate in shaping the environment. Each individual gains experience from each activity,
and has a role in building interpersonal relationships. According to Bronfenbrenner (1989)
the activity is something that is done in conjunction with others, the role is a positive
behavior expected by others, and interpersonal relationships are the way individuals relate to
others, through the words of what is delivered orally and behaviors that appear when living
together, Activity, role and interpersonal relationships that occur in the setting of the
environment in which people live. Environmental question is the social environment that
consists of parents, siblings, teachers, friends and teachers. The environment is affecting the
development of individuals, especially in early childhood through adolescence.
Meso System is the interaction among the factors in the micro system includes the
relationships between some micro system or some contexts eg parent-teachers, parents friends, between friends, teachers and friends, can also be a relationship between the school
experiences with family experiences, school experiences with religious experience and
family experience with the experience of peers. Meso system includes a micro context of the
relationship between the two involves the relationship between the two contexts, or the
background environment (home, school, and peers) that controls the development of the
individual. Attention of meso system focused on the synergistic effect of the achievement of
the future with a process that occurs in every setting micro system. The neighborhood
around the house (the neighbor) is a unit representing the environment of meso system,
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therein covering aspects of the environment around the home, school, peer groups and adult
groups. All aspects of the environment may affect the development and behavior of
adolescents (Bronfenbrenner & Ceci 1993).
Exo system consists of the workplace environment parents, acquaintances relatives
(brother, sister, or other relatives) and the rules of the school. The third element of exo
system can affect the development of adolescent behavior, either directly or indirectly
through the value and influence applied in meso system. In a distributed system the meso
influence either directly or indirectly to any set of micro systems, home, school, or peers
(Bronfenbrenner, 1986).
Finally, the development of adolescent behavior as a whole can be seen through a
macro-system model. The macro system talks about the culture, lifestyle and the community
where the child resides. All of these systems each influences and the impact of various
changes in the development. Through macro-system model, culture affected on the
individual. Culture in this case is a pattern of behavior, trust and all the products of a group
of people generated from generation to generation. Macro system consists of state ideology,
government, tradition, religion, law, customs, culture, and so on.
Chrono-system in ecological systems theory includes the patterns of environmental
events throughout the course of life and history of the social conditions experienced by
individuals. Ecological theory above explains that adolescent development does not occur in
a social vacuum. The influence of socio-cultural and historical processes affecting the family,
then the family affect adolescent development. This paradigm is used as a methodological
efforts in community-based interventions. Increased interest in community development is a
response to problems that arise from the findings. Human ecology defines community as a
relationship structure that localizes the needs of the community (Luloff & Krannich, 2002).
Self-regulated mechanism is done in order to meet their needs in a particular environment.
Community consists of status and roles, groups and institutions that are interrelated with
each other. Community-based approach is the approach to prevention and treatment.
Parenting sexuality intended that adolescents do not feel alienated from their social
environment that will affect the development of the identity, roles and gender orientation in
the later period. Parenting sexuality of an ecological approach becomes very important
because the interaction is built in parenting will form the viewpoint of the teen's own self and
its environment. Good parenting sexuality focuses on providing assistance to young people
to be well integrated in the home environment, school and help teach adolescents social
responsibility should be assigned. Adolescent sexuality basically includes yourself and other
individuals. Sexuality is a continuous process, which change according to the age, according
to the roles that exist in the society according to gender and the interaction with other people
and the environment. Sexuality should holistically viewed in the context of human life and in
various dimensions.
CONCLUSION
Sexuality parenting through ecological approach is an important part in the
prevention of pre-marital sexual behavior using active community involvement. The more
parties involved, the more preventive efforts by involving the community, government and
youth together is expected to undertake. Through this sexuality parenting, adolescents get
guidance and direction to be able to avoid premarital sex behavior. Parenting adolescent
sexuality of the micro system, meso system and macro system is a form of care involving
parents, peers, environment and government. The parenting models that correspond to the
problems faced by adolescents is premarital sexual behavior. The main approach is to build
closeness of the parents and the entire community that must work together properly and
419

accurately to prevent free sex. For example: parents provide explanations and guidance,
neighbors rebuked when there are behaviors of adolescent deviant, school exercise control
and guidance according to existing procedures in schools, community organizations
embrace a wide range of components to manage or maintain the environment around, the
government facilitated the government's need in the village to take precautions and to
formulate regulations that can be enforced by the entire community.
ACKNOWLEDGEMENT
Without the help of various parties, this research would not be accomplished. With all
humility the researcher would to thank you for all the financial support given by Higher
Education Research and Technology Ministry (Kemenristek) and Regional Kopertis VI
Central Java, so this study can be implemented as planned. I would also like to express our
appreciation to the Rector of the University of Muhammadiyah Purwokerto and the Institute
for Research and Community Service of University of Muhammadiyah Purwokerto who
helped the administration process research and support for research. A big thank you to
Ratna Kartikawati, SH, M. Hum, Melati Ismi Hapsari, S.Psi., M.Psi and Dra. Mientarti, M.Si
who have provided contribution and discussions to enlighten researcher. Other parties which
cannot be mentioned one by one, which has provided assistance to me, so that I can
complete this research. Hopefully it will be helpful.
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DEMOGRAFI DAN PENGARUH PSIKOSOSIAL TERHADAP PEMAHAMAN BAHAYA

SUBSTANS DALAM KALANGAN PELAJAR
POLITEKNIK KOTA KINABALU, SABAH
Kalaiyarasi Subramaniam, Nor Hafiza Ahmed Esa, Nur Adlina Mohd Arifin
Sarjana Psikologi dan Kaunseling (Penyalahgunaan Dadah)
Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah, Malaysia.
Abstrak
Penyalahgunaan dadah dalam kalangan remaja pada masa kini bukan lagi suatu masalah
yang harus dipandang ringan oleh semua masyarakat. Fenomena dan keadaan ini menjadi
satu masalah yang getir dalam melihat kemajuan dan perkembangan remaja masa kini.
Penglibatan remaja dalam masalah ini bukan sahaja memberikan kesan negatif kepada
perkembangan sosial mereka, malah ianya turut merangkumi aspek keruntuhan moral dan
akhlak. Kajian ini bertujuan untuk melihat demografi dan pengaruh psikososial iaitu faktor ibu
bapa, rakan sebaya, diri dan pengalaman terhadap pemahaman bahaya subtans. Kajian ini
adalah berbentuk kaedah tinjauan dengan menggunakan borang soal selidik. Responden
yang terlibat dalam kajian ini adalah seramai 50 orang pelajar Politeknik Kota Kinabalu. Bagi
tujuan analisis data, statistik yang digunakan adalah ujian t-test, ujian ANOVA dua hala dan
ujian chi square bagi melihat perbezaan dan perkaitan antara pembolehubah dan ujian
regresi pelbagai bagi melihat pengaruh antara pembolehubah. Dapatan kajian menunjukkan
terdapat perbezaan yang signifikan antara jantina terhadap pemahaman bahaya substans.
Selain itu juga, kajian menunjukkan tidak terdapat perbezaan yang signifikan antara bangsa
dan agama terhadap pemahaman bahaya substans. Seterusnya, kajian menunjukkan tidak
terdapat perkaitan yang signifikan antara faktor psikososial iaitu ibu bapa, rakan sebaya, diri
dan pengalaman terhadap tahap pemahaman bahaya substans dan juga terdapat
perbezaan yang signifikan antara faktor ibu bapa dan rakan sebaya terhadap pemahaman
bahaya substans.

Katakunci : Demografi, pengaruh psikososial, pemahaman bahaya subtans, pelajar

Politeknik Kota Kinabalu.
PENDAHULUAN
Dewasa ini, salah satu isu mutakhir yang tidak berpenghujung di Malaysia ialah masalah
sosial di kalangan remaja terutamanya dalam penyalahgunaan subtans. Masalah sosial ini
boleh dilihat sebagai satu petanda unsur keruntuhan akhlak pemuda-pemudi khasnya para
pelajar dari segi rohani dan jasmani. Golongan pelajar memainkan peranan yang sangat
penting dalam masyarakat dan mereka merupakan barisan pelapis yang bakal menerajui
negara.Berdasarkan statistik yang dikeluarkan oleh Anti Dadah Kebangsaan (AADK) pada
akhir Disember 2013, seramai 7864 kes penagih yang dikesan diseluruh negara yang mana
menunjukkan penurunan sebanyak 1151 kes atau 12.77 % daripada 9015 pada akhir
Disember 2012. Namun penurunan statistik ini tidak memberi nafas lega kepada semua
pihak kerana kes penagihan dadah ini masih lagi berleluasa di negara ini sekiranya tidak
dibendung dengan segera.
Apa sebenarnya punca yang menyebabkan pelajar terlibat dalam kegiatan yang
negatif ini ? Keadaan dunia yang semakin materialistik menyebabkan ibubapa mengejar
kekayaan dan tidak meluangkan masa yang mencukupi untuk membentuk dan mendidik
anak mereka agar menjadi insan yang berakhlak baik. Pengaruh rakan sebaya, diri sendiri
423

dan pengalaman hidup yang memaparkan bahawa sifat kebendaan merupakan segala
dalam kehidupan yang menjerat pelajar ke arah jalan yang salah. Kegawatan krisis identiti di
kalangan pelajar telah menjadi virus baru dan akhirnya boleh meruntuhkan nilai sosial
masyarakat. Pelajar secara psikologinya berada di peringkat metamorfosis yang menjadi
detik perhitungan kritikal sebelum melangkah ke alam dewasa. Dalam meniti usia muda
inilah juga kadangkala pelajar membuat kesilapan yang memudaharatkan diri sendiri. Maju
mundur sesebuah negara pada masa kelak amat bergantung kepada golongan pelajar. Oleh
yang demikian pembabitan pelajar dalam segala aktiviti yang negatif sentiasa mendapat
perhatian daripada masyarakat.
Fauziah Ibrahim dan Naresh Kumar(2009) mendapati keyakinan diri dan sokongan
masyarakat menjadi faktor utama penyalahgunaan dadah.Mahmood (2004), mendapati
pengaruh psikososial seperti keluarga, rakan sebaya dan masyarakat antara pendorong
kepada penagihan semula.Kajian Al-Nahedh, (1998), Mattoo Chakrabarti & Anjaiah (2009)
pula menunjukkan tekanan dari rakan sebaya, masalah sosial dan sejarah ahli keluarga
yang terlibat dengan dadah adalah signifikan mempengaruhi penyalahgunaan dadah.
Pendapat ini menunjukkan gologan muda termasuk pelajar sekolah menengah, kolej,
politeknik dan sebagainya merupakan golongan yang mudah terlibat dalam penyalahgunaan
substans. Kegiatan ini menyebabkan gangguan kepada fizikal dan psikologi yang mungkin
menyebabkan mereka tidak dapat memanfaatkan peluang yang diberi kepada mereka
dengan baik.
Gau, Chong, Yang, Yen, Liang, dan Cheng (2007) menyatakan bahawa
penyalahgunaan dadah dalam kalangan remaja telah menjadi isu kesihatan masyarakat
yang sangat penting di kebanyakan negara. Oleh itu, terdapat pelbagai cara dan kaedah
yang digunakan untuk membasmi penyalahgunaan dadah antaranya adalah seperti
membuat kempen kesedaran, Cure &Care Servis Centre (CCSC), Caring Cummunity House
(CCH), Operasi Res-Q, membuat tangkapan serta menubuhkan Pusat Rawatan Serenti
untuk membantu memulihkan serta membina semula akhlak remaja yang telah terjebak
dengan dadah.
1.1

Permasalahan Kajian

Pengaruh psikososial merupakan salah satu daripada pengaruh yang digunakan bagi
mengenalpasti pemahaman bahaya dadah dalam kalangan pelajar. Golongan pelajar
merupakan golongan yang menjadi harapan masyarakat untuk meneruskan kesinambungan
pembangunan negara pada masa akan datang. Namun apa nyata pada hari ini, terdapat
pelajar yang menunjukkan perilaku yang kurang menyenangkan di mata masyarakat seperti
menyalahgunakan dadah, pengambilan alkohol, menghisap rokok, mencederakan orang lain
dan sebagainya. Suasana keluarga yang tidak harmoni, sikap ibubapa, persekitaran, rakan
sebaya, kebebasan yang diberikan oleh ibubapa, kekayaan dan sebagainya secara tidak
langsung membawa pelajar ini ke satu alam yang baru di mana alam itu menjadikan mereka
lebih aggresif dan suka menunjukkan kebebasan mereka dengan pelbagai cara yang salah
di sisi undang-undang.
Adalah nyata bahawa gejala dadah kini telah berjaya menyerang masuk ke dalam
institusi rumah tangga, sekolah dan tempat kerja.Justeru itu, pihak pengurusan institusi
tinggi awam atau swasta dinasihatkan supaya melihat gejala dadah sebagai sesuatu gejala
yang serius dan perlu diberi perhatian dari masa ke semasa. Ini adalah kerana fenomena
penyalahgunaan dadah akan membawa kesan negatif terhadap emosi, prestasi akademik
dan kehidupan sosial seseorang pelajar. Kita juga harus sedar pelajar yang terlibat dengan
penyalahgunaan dadah akan menghadapi kesukaran untuk berjaya dalam bidang akademik.
Ini kerana mereka sering tidak hadir ke kuliah dan menyebabkan mereka tertinggal dalam
pembelajaran (Suradi, 1996). Selain itu fungsi daya kognitif dan pemikiran individu yang
424

terlibat dengan dadah juga akan turut terjejas. Penyalahgunaan dadah akan mengakibatkan
mereka membuat tindakan yang tidak rasional dan dengan secara tidak langsung sukar
untuk mencetuskan idea yang bernas yang diperlukan sebagai seorang pelajar (Mohamed
Izham, Razak Lajis dan Mohd. Isa, 2002).
Oleh itu, kajian ini cuba untuk melihat isu serta perkaitan antara demografi (jantina,
bangsa dan agama) serta factor psikososial (ibubapa, rakan sebaya, diri dan pengalaman)
terhadap pemahaman bahaya substans.Dalam kajian ini, pengaruh psikososial harus dilihat
dari aspek penerimaandan pemahaman bahaya substans dalam keluarga, pergaulan harian
bersama rakan, persepsi terhadap bahaya substans itu sendiri dan pengalaman dalam
penggunaan substans.Mengikut Hoffman (1996), keluarga telah membentuk personaliti
seseorang sejak kecil dan akan terus memberikan pengaruh yang amat besar terhadap
tingkah laku, sikap dan pemikiran seseorang sehingga ke alam dewasa.
Menurut Klausmeier, Herbert, Feldman, dan Katherine (1975) hal seperti
tanggungjawab moral,keberanian, kejujuran, kemesraan dan lain-lain, para remaja
dipengaruhi oleh pendapat dan pandangan rakan sebaya berbanding pengaruh ibu bapa.
Faktor perasaan ingin tahu adalah salah satu daripada ciri semula jadi seseorang.Lebihlebih lagi kanak-kanak yang baru meningkat remaja. Remaja akan melalui satu tahap kritikal
untuk mencari identiti diri dan perasaan ini perlu dikembangkan untuk kebaikan diri. Remaja
yang mula mengenali diri ingin kelihatan hebat dan diterima oleh rakan-rakan dan mereka
mula mencuba sesuatu yang boleh dianggap hebat.Bermula daripada merokok dan akhirnya
telibat dengan penagihan dadah.Selain itu, kajian ini akan juga akan melihat bagaimana
factor demografi iaitu jantina, bangsa dan agama memberi pengaruh ke atas pemahaman
bahaya substans.

1.2

Objektif Kajian

Kajian ini mempunyai objektif seperti berikut :

i)
ii)

Mengenalpasti perbezaan antara jantina dengan

Melihat perbezaan antara bangsa dan agama
substans.
iii)
Melihat perkaitan psikososial (ibu bapa, rakan
terhadap tahap
pemahaman bahaya subtans
iv)
Melihat pengaruh ibu bapa dan rakan sebaya
substans.

1.3

pemahaman bahaya substans.

terhadap pemahaman bahaya
sebaya, diri dan pengalaman)

terhadap pemahaman bahaya

Hipotesis Kajian

Beberapa hipotesis telah dibentuk dalam kajian ini berdasarkan kepada tujuan kajian yang
telah dinyatakan:
H01 Tidak terdapat perbezaan yang signifikan di antara jantina dengan pemahaman
bahaya substans.
H02 Tidak terdapat perbezaan yang signifikan di antara jantina dengan pemahaman
bahaya substans.
H03 Tidak terdapat perkaitan yang signifikan di antara psikososial (ibu bapa, rakan
sebaya, diri dan pengalaman) dengan tahap pemahaman bahaya subtans.
425

H04 Tidak terdapat pengaruh yang signifikan di antara pengaruh ibu bapa dan rakan
sebaya dengan pemahaman bahaya subtans.

1.4

Definisi Konseptual

1.4.1

Demografi

Menurut Kamus Dewan Edisi Keempat, demografi membawa maksud kajian tentang ciri-ciri
perkembangan penduduk dari segi kepadatan, taburan, kelahiran, kematian dan sebagainya
dalam tempoh waktu tertentu.
1.4.2 Psikososial
Menurut Kamus Dewan Edisi Keempat psikososial membawa maksud perkaitan yang
melibatkan faktor atau pengaruh psikologi dan sosial perkembangan seseorang individu.
Merujuk kepada Teori Psikososial Chein, 1984, psikososial merupakan hubungan
tingkahlaku vandalisme dan penyalahgunaan dadah di pengaruhi oleh beberapa faktor
termasuk aspek harga diri, rakan sebaya, keluarga, masyarakat dan institusi kekeluargaa.
Dalam kajian ini, faktor psikososial ialah merujuk kepada aspek ibubapa, rakan sebaya, diri
dan pengalaman.
1.4.3

Ibu bapa

Ibubapa bermaksud orang tua (yakni emak dan ayah), sifat keibubapaan yang berkaitan
dengan ibubapa. Dalam kajia ini, peranan ibu bapa adalah sangat penting di mana ibu bapa
adalah merujuk kepada penjaga respond. Menurut Mahmood (2008), sebagai ibu bapa,
pendidikan menerusi contoh teladan sama ada melalui percakapan atau perbuatan perlu
diberi perhatian utama kerana anak-anak lazimnya belajar menerusi pemerhatian mereka
terhadap tingkah laku ibu bapa.
1.4.4

Rakan

Rakan merupakan satu kelompok sosial yang terbentuk hasil daripada interaksi sosial
individu dengan mereka yang lazimnya mempunyai umur, minat, identiti, mempunyai rasa
dipunyai dan melakukan aktiviti yang sama. Kebanyakan individu akan cuba melakukan apa
yang di buat oleh rakan sebaya lain di dalam kelompok agar mereka di terima oleh
kumpulan dan mempunyai identiti yang sama dengan ahli-ahli kumpulan yang lain. Rakan
sebaya dalam kajian ini merujuk kepada rakan sebaya yang pernah menjalin hubungan
dengan responden dalam pelbagai bentuk hubungan seperti rakan sekuliah, sahabat baik
dan lain-lain bentuk hubungan yang mempunyai pengaruh untuk mendorong responden
dalam sesuatu tindakan. (Wan Salmi, 2012)
1.4.5 Diri
Diri adalah sifat-sifat yang terdapat dalam diri manusia seperti watak , ciri diri, personaliti,
tanggapan dan latarbelakang. Dalam kajian ini, diri adalah merujuk kepada responden.
1.4.6 Pengalaman
Pengalaman ialah apa - apa yang telah dialami dalam kehidupan. Dalam kajian ini,
pengalaman adalah merujuk kepada peristiwa yang pernah dilalui oleh responden yang
mempunyai kaitan dengan substan terlarang.
426

1.4.7 Pemahaman Bahaya Bahan

Pemahaman bahaya bahan terlarang merujuk kepada ilmu atau maklumat berkaitan
dengan kesan negatif bahan yang terdiri dari rokok,dadah dan dadah sintetik. Dadah
merupakan satu istilah khas yang merujuk kepada sejenis bahan yang mendatangkan
kemudaratan kepada kesihatan seseorang dari segi fizikal, mental dan emosi serta
tingkah laku pengguna apabila digunakan. Jenis-jenis dadah ialah Opiat dan Opiat
sintetik, Stimulan, Ganja, Halusinogen, Depresen dan Ubat-ubatan dan bahan-bahan yang
disalah guna. Dalam kajian ini menfokuskan kepada tahap pemahaman responden
terhadap bahaya substan. Tahap pengetahuan dalam kajian ini dibahagikan kepada tiga
iaitu rendah, sederhana dan tinggi. Responden yang mendapar skor antara 0 - 11
dikategorikan mempunyai tahap pemahaman yang rendah terhadap bahaya pemahaman,
responden yang mendapat skor antara 12 23 dikategorikan mempunyai tahap
pemahaman terdapat bahaya dadah pada tahap sederhana. Manakala responden yang
mempunyai tahap pemahaman yang tinggi terhadap bahaya substans mendapat skor antara
24 33.

METODOLOGI KAJIAN
2.1

Pengenalan

Dalam bab ini akan menerangkan secara terperinci berkaitan kaedah atau metodologi
kajian. Kaedah kajian yang akan dijelaskan merangkumi proses pelaksanaan penyelidikan
kaedah pengumpulan dan analisis data. Penggunaan kaedah yang terperinci dan sistematik
amat penting bagi mencapai matlamat sebenar kajian yang dijalankan serta memenuhi
keperluan pihak-pihak yang terlibat dalam memberi pemahaman tentang bahaya subtans
kepada golongan beliadengan pencegahan dan pemulihan dadah yang mana memerlukan
hasil kajian sebagaimana yang dijalankan.
2.2

Rekabentuk Kajian

Kajian ini adalah kajian berbentuk kuantitatif. Instrumen yang dibina diagihkan kepada
pelajar-pelajar politeknik dalam bentuk borang soal selidik. Di dalam kajian ini terdapat
empat pembolehubah bebas iaitu ibu bapa, rakan sebaya, diri dan pengalaman dimanipulasi
untuk melihat tahap pemahaman bahaya subtans. Menurut Tuckmen (1985), kaedah
kuantitatif melibatkan pengumpulan data-data, membuat inteprestasi (taksiran),
perbandingan dan merumus generalisasi (kesimpulan secara umum).
Selain itu, satu bentuk soal selidik telah digunakan untuk mendapatkan maklumat
berkenaan faktor ibubapa, rakan sebaya, diri, dan pengalaman. Beberapa soalan juga
dibentuk untuk mendapatkan demografi berkenaan latar belakang responden seperti jantina,
umur, agama, bangsa dan jenis dadah yang digunakan oleh responden.
2.3

Sampel dan Persampelan

Populasi dan sampel merupakan sesuatu yang berbeza dan mempunyai maklumat yang
tersendiri. Populasi ialah semua kes atau subjek yang kita minat untuk mengkajinya (Sidek
Mohd Noah, 2003). Menurut Dyer (2006) dan Sidek Mohd Noah (2003), mendefinisi sampel
ialah cabutan kes atau subjek daripada sesuatu populasi. Bagi keseluruhan populasi
terdapat sampel yang diambil yang akan memberi kesimpulan am bagi hasil kajian yang
dilaksanakan. Dalam kajian ini, bilangan responden yang digunakan ialah 50 orang
responden sebagai sampel.
427

Kajian ini menggunakan teknik persampelan secara pengkhususan. Dalam kaedah

ini, pengkaji tidak mendapatkan data secara rawak. Kaedah pensampelan bertujuan adalah
salah satu kaedah kajian dengan sengaja pengkaji memilih sampel untuk memenuhi
kehendak kajian dan juga memudahkan kaedah pensampelan secara tidak rawak (Mohd
Najib Abd Ghafar, 2003). Pengkaji memilih pelajar-pelajar dari Politeknik Kota Kinabalu
dengan andaian sampel mewakili populasi.
Kajian ini digunakan kaedah sampel bertujuan adalah kerana mengikut kesesuaian
untuk mendapatkan responden dalam memenuhi kehendak dalam kajian. Populasi sebagai
sampel pengkaji seramai 50 orang pelajar-pelajar.
2.4

Instrumen Kajian

Dalam kajian ini, pengkaji menggunakan borang soal selidik yang telah dibangunkan oleh
Kumar a/l Subramaniam (2000) yang telah digunakan untuk mengkaji faktor dominan
mempengaruhi penyalahgunaan bahan (substance abuse) di kalangan pelajar di sebuah
kolej swasta. Borang soal selidik adalah merupakan kaedah yang sangat sesuai digunakan
dalam kajian sains sosial (Hayes, 2000). Menurut Dyer (2006) dengan menggunakan borang
soal selidik ini pengkaji dapat menentukan taburan sesuatu pengalaman dan jumlah individu
yang berada dalam satu-satu konstruk. Instrumen kajian yang digunakan oleh pengkaji
untuk melihat perkaitan antara demografi dan psikososial terhadap pemahaman bahaya
subtans di dalam kajian ini. Borang soal selidik ini merangkumi kepada tiga bahagian iaitu
Bahagian A, Bahagian B, dan Bahagian C. Kaedah soal selidik ini dipilih kerana menurut
Mohd Najib (2003), soal selidik ialah alat atau instrumen yang digunakan untuk mengukur
tingkah laku responden.
2.5

Kaedah Analisis Kajian

Kajian dianalisis menggunakan kaedah kuantitatif iaitu inferensi. Kaedah inferensi

menggunakan kaedah t-test, ANOVA dua hala, chi-square test dan regresi pelbagai.
2.6

Lokasi Kajian

Pengumpulan data dibuat dengan mengedarkan borang soal selidik kepada 50 orang
pelajar yang terpilih di Politeknik Kota Kinabalu.
2.7

Analisis Data

Setelah mendapatkan sasaran sampel, pengkaji menganalisis dengan memasukkan data ke

dalam perisian Statistic Package For Social Sciences (SPSS) versi 22 untuk diproses dan
dimanipulasi berdasarkan kepada objektif . Kesemua data dan hasil dianalisis dan dikongsi
ke dalam bentuk laporan sepertimana dalam keputusan ujian.
2.8

Kerangka Kajian
Tahap pemahaman bahaya
substans
rendah
sederhana

428

tinggi
Demografi

Psikososial

Pemboleh ubah tidak bersandar

Pemboleh ubah bersandar
Rajah 1 : Demografi dan pengaruh psikososial terhadap pemahaman bahaya
subtans
Kerangka Kajian Kerangka kajian ialah satu model yang menunjukkan perhubungan antara
pembolehubah bersandar dan pembolehubah tidak bersandar. Kerangka kajian ini di bentuk
berdasarkan teori psikososial dan kajian-kajian lepas. Berdasarkan kepada Bandura (1977)
dalam Teori Pembelajaran Sosial menekankan bahawa pembentukan tingkah laku manusia
adalah hasil interaksi individu, persekitaran dan tingkah laku manusia itu sendiri. Muisener
(1994), telah menjelaskan aspek psikososial individu sebagai keadaan pembangunan
psikologi dalam diri individu (tahap penafian, kawalan diri) dan interaksi dengan persekitaran
(keluarga, rakan sebaya, masyarakat). Dalam kajian yang dilakukan ini demografi dan
psikososial adalah pemboleh ubah tidak bersandar manakala pemahaman bahaya substans
merupakan pemboleh ubah bersandar.

KEPUTUSAN UJIAN
Keputusan kajian dinyatakan mengikut urutan hipotesis yang telah dinyatakan seperti
berikut:
3.1
T-test
Bagi melihat perbezaan antara jantina dengan pemahaman bahaya substans, ujian T-Test
telah dilakukan. Hipotesis H01 menyatakan tidak terdapat perbezaan yang signifikan di
antara jantina dengan pemahaman bahaya substans. Ujian t merupakan ujian statistik
inferensi yang digunakan untuk membandingkan dua atau lebih daripada dua kumpulan
data selang atau nisbah (Chua Yan Piaw,2012). Ujian t adalah sampel bebas / tidak
berpadanan dengan kumpulan yang hendak dibandingkan adalah berbeza dan terbentuk
secara rawak. Contohnya lelaki dan wanita, pekerja awam dan swasta (Chua Bee Seok at.
el,; 2013).
Jadual 1: Ujian-t Pemahaman Bahaya Substans Mengikut Jantina
Jantina

TAHAP_PEMAHAMAN

Mean

24

28.67

Std. Deviation Std.

Mean
4.797
.979

Perempuan 26

31.23

3.204

lelaki

Error

.628

Levene's Test for t-test for Equality of Means

Equality of Variances
429

Sig.

df

.223

-2.239 48
-2.204 39.653

Sig.
(2- Mean
Std. Error 95%
Confidence
tailed)
Difference Difference Interval
of
the
Difference
Lower
Upper
.030
-2.564
1.145
-4.867
-.261
.033
-2.564
1.163
-4.916
-.212

Berdasarkan Jadual 1, hasil ujian-t yang dijalankan membuktikan terdapatnya perbezaan

signifikan (t= -2.239, p < 0.05) dalam pemahaman bahaya substans mengikut jantina.
Tahap nilai min bagi pelajar perempuan (Min=31.23, SP= 3.204) adalah lebih tinggi
berbanding dengan nilai min pelajar lelaki (Min = 28.67, SP= 4.79). Ini menunjukkan
pemahaman bahaya substans pelajar perempuan adalah lebih tinggi daripada pelajar lelaki.
Maka, hipotesis H01 adalah ditolak.
3.2

Anova

Ujian ANOVA (Analysis of Variances Test) merupakan ujian yang paling banyak digunakan
dalam kajian sains tingkah laku (Howell, 1999). Ujian ANOVA digunakan untuk
membezakan skor-skor min bagi sampel-sampel kajian dan boleh dibandingkan n skor min.
Ujian ANOVA juga membenarkan pengkaji membuat analisis ke atas dua atau lebih
pembolehubah bebas secara serentak untuk melihat sama ada terdapat kesan interaksi
antara pembolehubah bebas tersebut. Secara umumnya digunakan untuk mengukur
perubahan yang berlaku pada pemboleh ubah terikat dengan memanipulasikan
pembolehubah bebas. Secara amnya, ujian ANOVA digunakan dalam situasi-situasi yang
berikut :

Pengkaji ingin mengenal pasti perbezaan antara dua atau lebih kumpulan data
selang atau nisbah

Dua atau lebih rawatan digunakan secara serentak untuk melihat kesan interaksi
Hipotesis H02 menyatakan tidak terdapat perbezaan yang signifikan di antara agama dan
bangsa terhadap pemahaman bahaya substans.
Jadual 2 menunjukkan faktor agama dan bangsa terhadap pemahaman bahaya substans.
Descriptive Statistics
Dependent Variable: TAHAP_PEMAHAMAN
Agama

Bangsa

Mean

Std. Deviation

Melayu

27.71

5.497

14

India

27.00

Bumiputra Sabah Sarawak

31.78

3.029

23

Total

30.16

4.499

38

Cina

30.00

Bumiputra Sabah Sarawak

28.00

Total

29.00

1.414

India

24.00

Bumiputra Sabah Sarawak

30.22

3.114

Total

29.60

3.534

10

Melayu

27.71

5.497

14

Cina

30.00

Islam

Hindu

Kristian

Total

430

India

25.50

2.121

Bumiputra Sabah Sarawak

31.24

3.093

33

Total

30.00

4.209

50

Dependent Variable: TAHAP_PEMAHAMAN

Source
Type III Sum of df
Squares
Corrected Model
Intercept
Agama
Bangsa
Agama * Bangsa
Error
Total
Corrected Total

195.674a
7619.852
18.755
133.263
.962
672.326

6
1
2
3
1
43

45868.000

50

868.000

49

Mean Square

Sig.

32.612
7619.852
9.377
44.421
.962
15.635

2.086
487.344
.600
2.841
.062

.075
.000
.553
.049
.805

a. R Squared = .225 (Adjusted R Squared = .117)

Jadual 2: Ujian ANOVA Dua Hala Pemahaman Bahaya Substans Mengikut Agama dan
Bangsa

Jadual 2 menunjukkan hasil analisis ANOVA dua hala pemahaman bahaya substans
mengikut agama dan bangsa. Hasil ujian ANOVA di Jadual 2 menunjukkan tidak terdapat
perbezaan yang signifikan di antara bangsa dan agama terhadap pemahaman bahaya
subtans (f (1, 43) = .062, p > 0.05). Oleh itu, hipotesis H02 diterima. Tahap nilai min yang
tertinggi mengikut bangsa diperolehi oleh pelajar berbangsa Bumiputra Sabah dan Sarawak
dengan nilai (Min= 31.24, SP= 3.093), diikuti dengan pelajar berbangsa Cina dengan nilai
min (Min= 30.00), diikuti oleh pelajar berbangsa Melayu dengan nilai min (Min= 27.72, SP=
5.49) dan pelajar berbangsa India dengan nilai min (Min= 25.50, SP= 2.12). Hasil kajian ini
menunjukkan bahawa pelajar berbangsa Bumiputra Sabah dan Sarawak lebih mengetahui
tentang bahaya substans berbanding dengan pelajar berbangsa lain. Manakala bagi pelajar
beragama Islam mendapat tahap min paling tinggi iaitu (Min= 30.16, SP= 4.49) diikuti
dengan pelajar beragama Kristian dengan min (Min= 29.6, SP= 3.53) dan pelajar beragama
Hindu dengan nilai min sebanyak (Min= 29.00, SP= 1.41). Ini membuktikan bahawa pelajar
beragama Islam lebih mengetahui dan memahami tentang bahaya substans berbanding
dengan pelajar agama lain. Walau pun begitu, hasil kajian ini menunjukkan tidak terdapat
perbezaan yang signifikan antara agama dan bangsa terhadap pemahaman bahaya
substans dan menyatakan tidak berlaku interaksi di antara pembolehubah. Perkara ini
sangat menarik untuk dijelaskan lagi dan memerlukan kajian secara lebih terperinci
mengenainya. Kita mengetahui bahawa bangsa dan agama adalah seiring dan sejalan dan
akan menghasilkan nilai yang hampir sama dalam kehidupan seseorang. Oleh yang
demikian kajian mengenai perkara ini harus dijalankan bagi merungkai pertanyaan ini.

3.2

Ujian Khi Kuasa Dua

431

Ujian Khi Kuasa Dua sering digunakan untuk kebebasan (Chi-Square test for independent /
test of homogeneity). Ujian ini bagi digunakan bagi mengenal pasti perbandingan dua
variabel yang berskala nominal. Sebagai contohnya ingin membandingkan variabel jantina
iaitu kategori lelaki dan perempuan dengan tahap kemahiran berkomunikasi sama ada tahap
tinggi, tahap sederhana, tahap rendah. Ujian chi-square turut digunakan bagi menentukan
kebagusan (chi-square test for goodness-of-fit). Sebagai contohnya seorang penyelidik ingin
menjalankan kajian mengenai kemahiran berkomunikasi dalam kalangan pelajar di sebuah
sekolah. Objektif kajian untuk menentukan perbezaan tahap kemahiran komunikasi dalam
kalangan pelajar. Hasil analisis kajian menunjukkan bahawa terdapat pelajar yang
mempunyai tahap komunikasi yang tinggi, sederhana dan juga rendah. Oleh itu chi-square
test for goodness-of-fit boleh digunakan untuk menentukan tahap kemahiran komunikasi
mana yang signifikan dan menyumbang paling besar dalam kalangan pelajar tersebut.
Hipotesis H03 menyatakan tidak terdapat perkaitan yang signifikan di antara
psikososial (ibu bapa, rakan sebaya, diri dan pengalaman) dengan tahap pemahaman
bahaya subtans. Ujian Khi Kuasa Dua untuk kebebasan digunakan dalam penyelidikan ini
bagi melihat perkaitan antara psikososial di mana pembolehubah tidak bersandar
dikategorikan kepada empat iaitu ibu bapa, rakan sebaya, diri dan pengalaman. Bagi
pembolehubah bersandar iaitu tahap pemahaman bahaya substans dibahagikan kepada
tiga iaitu rendah, sederhana dan tinggi. Dapatan adalah seperti yang ditunjukkan di dalam
Jadual 3 bagi melihat perkaitan antara ibu bapa, rakan sebaya, diri dan pengalaman dengan
tahap pemahaman bahaya substans.

Jadual 3 : Ujian Khi Kuasa Dua Perkaitan Antara Ibu Bapa, Rakan Sebaya, Diri dan
Pengalaman Terhadap Tahap Pemahaman Bahaya Substans
Kpsikososial * tahappemahaman Crosstabulation
tahappemahaman
sederhana
Ibubapa
Rakan
Kpsikososial
Diri
pengalaman
Total

Total

tinggi
6

31

37

Count

5.2
1
.3
0
.3
0
1.3
7

31.8
1
1.7
2
1.7
9
7.7
43

37.0
2
2.0
2
2.0
9
9.0
50

Expected Count

7.0

43.0

50.0

Count
Expected Count
Count
Expected Count
Count
Expected Count
Count
Expected Count

Value
a

df

Asymp. Sig. (2-sided)

Pearson Chi-Square

4.094

.251

Likelihood Ratio

4.924

.177

Linear-by-Linear Association 1.541

.214
432

N of Valid Cases

50

a. 5 cells (62.5%) have expected count less than 5. The minimum expected count is .28.
Keputusan ujian Khi Kuasa Dua (Pearson Chi-Square) di atas (x = 4.094, p > 0.05) menunjukkan
bahawa tidak terdapat perkaitan psikososial (ibu bapa, rakan sebaya, diri dan pengalaman) antara
ketiga-tiga tahap pemahaman bahaya substans di mana nilai Pearson kuasa dua mencatat nilai
4.094 pada aras signifikan 0.251. Nilai signifikan didapati melebihi nilai alfa 0.05 dan menunjukkan
perkaitan yang wujud adalah tidak signifikan. Bermakna dapatan kajian melalui analisis khi kuasa
menunjukkan bahawa tidak terdapat perkaitan yang signifikan antara ibu bapa, rakan sebaya, diri
dan pengalaman terhadap tahap pemahaman bahaya substan. Justeru, hipotesis H03 diterima.

3.4

Ujian Regresi Pelbagai

Hipotesis H04 menyatakan tidak terdapat pengaruh yang signifikan di antara pengaruh ibu
bapa dan rakan sebaya dengan pemahaman bahaya subtans. Dalam kajian ini analisis
berdasarkan kepada regresi pelbagai dengan prosedur penyelesaian Stepwise dilakukan
bagi melihat pengaruh psikososial. Menurut Diekhoff (1992), prosedur stepwise mempunyai
kelebihan berbanding dengan kelebihan regresi pelbagai pelbagai yang lain. Regresi
pelbagai stepwise dapat mengelakkan masalah multicollunearity yang wujud akibat korelasi
yang kuat antara variable-variabe peramal. Variable-Variable yang bermasalah tidak akan
dimasukkan ke dalam regresi. Dapatan berdasarkan kepada ujian regresi pelbagai adalah
seperti yang ditunjukkan di dalam Jadual 4.

Jadual 4 : Ujian Regresi Pelbagai Pengaruh Ibu Bapa dan Rakan Sebaya Terhadap
Pemahaman Bahaya Substans

Pemboleh ubah
Skala Faktor Ibu bapa
Skala Faktor Rakan Sebaya
**p 0.05

.617
.004

Nilai t
4.959
.026

AR

.366
.034

.000**
.013**

4.175
2.544

.353
.014

Hasil dapatan menunjukkan factor ibu bapa dan rakan sebanya menyumbang sebanyak
40% kepada pemahaman bahaya substans. Keputusan analisis data menunjukkan bahawa
bagi populasi kajian (saiz sampel = 50), skor ibu bapa merupakan peramal bagi pemahaman
bahaya substans. Secara signifikan ( F(1, 48) = 27.75, p < 0.05 ), skor ibu bapa (= .605, p
< 0.05) menyumbang sebanyak 36.6% (R2 = .366) pengaruh kepada pemahaman bahaya
substans dalam kalangan pelajar Politeknik Kota Kinabalu, Sabah. Oleh itu, terdapat
perbezaan yang signifikan antara factor ibu bapa dan rakan terhadap pemahaman bahaya
substans. Oleh yang demikian hipotesis H04 ditolak.
PERBINCANGAN
Dapatan kajian menunjukkan factor jantina mempunyai perbezaan yang signifikan terhadap
pemahaman bahaya substans. Kajian ini juga menunjukkan bahawa pelajar perempuan
lebih cenderung memahami bahaya substans berbanding dengan pelajar lelaki. Hasil kajian
ini juga didapati sama dengan hasil kajian yang dijalankan oleh Abd Halim Mohd Hussin dan
rakan-rakan dalam Jurnal Agensi Anti Dadah Kebangsaan yang bertajuk Tahap
433

Pengetahuan Murid Sekolah Rendah Malaysia Tentang Bahaya Dadah. Oleh itu dapat
disimpulkan bahawa pelajar perempuan lebih mempunyai kesedaran tentang bahaya
substans. Ini mungkin boleh dikukuhkan lagi dengan bersandarkan pada fitrah perempuan
yang lebih lembut dan takut untuk mencuba sesuatu yang menimbulkan kesan negative
pada diri mereka. Selain itu juga, jika dilihat pada statistic penagih dadah yang dikeluarkan
oleh Agensi Anti Dadah Kebangsaan (AADK) pada tahun 2013 menunjukkan seramai
20,219 orang penagih dikesan terdiri daripada lelaki dan ini menyumbang kepada 96.80%
manakala hanya 668 orang adalah penagih wanita dan menyumbang kepada 3.20%. Oleh
yang demikian tidak hairanlah jika pemahaman bahaya substans ini lebih tinggi dalam
kalangan perempuan berbanding lelaki.

Selain itu terdapat banyak kajian yang menyatakan bahawa pelajar lelaki lebih
dominan dalam tingkah laku bermasalah. Contohnya Ab. Alim (1988) dalam kajiannya di dua
buah sekolah mendapati 77.6 peratus pelajar lelaki terlibat dengan kesalahan di sekolah.
Hanya 22.4 peratus pelajar perempuan terlibat dengan kesalahan tersebut. Ini menunjukkan
pelajar lelaki lebih banyak melakukan kesalahan berbanding dengan pelajar perempuan.
Kajian Kandiah (1982) yang dijalankan ke atas 3156 remaja. Beliau mendapati 97.6 peratus
remaja lelaki dan hanya 2.4 peratus remaja perempuan yang terlibat dengan perintah
mahkamah ke institusi pemulihan. Banyak kajian menunjukkan lelaki lebih agresif daripada
perempuan. Kajian-kajian Leibert dan Boran (1972). Pederson dan Bell (1970) dan Shortell
dan Biller (1970) mendapati kanak-kanak lelaki lebih agresif daripada kanak-kanak
perempuan. Peranan tertentu bagi sesuatu jantina sudah terbentuk sejak kecil lagi. Proses
sosialisasi peringkat awal telah dibentuk tentang peranan sesuatu jantina. Sebagai contoh,
anak kecil perempuan diberikan anak patung untuk bermain dan dibelai. Ini bertujuan untuk
memberikan persediaan kanak-kanak perempuan sebagai ibu. Keadaan ini sudah tentu
mempengaruhi anak-anak apabila ia semakin besar dan menjangkau remaja.
Dapatan kajian juga mendapati tidak terdapat perbezaan yang signifikan antara
bangsa dan agama terhadap pemahaman bahaya substans. Menurut kajian yang telah
dilakukan oleh Bahr et al. (1993), dapatan beliau menyatakan bahawa dari segi kepentingan
agama ke atas penyalahgunaan dadah dan remaja, beliau mendapati bahawa faktor agama
tidak mempunyai hubungan yang signifikan antara remaja dengan penyalahgunaan dadah.
Hasil kajian Asmah Bee Mohd. Noor (1998) pula mendapati bahawa tidak terdapat
perbezaan sikap terhadap hubungan sosial di antara remaja yang beragama Islam dengan
remaja yang tidak beragama Islam. Nielson (1996), melaporkan bahawa remaja yang selalu
mengikuti perjumpaan agama yang kerap, kekerapan masalah sosial yang dilakukan adalah
lebih rendah berbanding dengan mereka yang tidak menghadiri sebarang aktiviti
keagamaan. Ia menunjukkan kepentingan faktor agama dalam mempengaruhi tingkah laku
remaja. Oleh yang demikian besar kemungkinan terdapat factor lain yang mempengaruhi
pelajar tentang pemahaman bahaya substans seperti faktor persekitaran, faktor rakan
sebaya atau pendedahan pelajar tersebut terhadap penggunaan bahan (dadah).
Seterusnya, dapatan kajian menunjukkan tidak terdapat perkaitan secara signifikan
antara faktor psikososial (ibu bapa, rakan sebaya, diri dan pengalaman) terhadap tahap
pemahaman bahaya substans di kalangan pelajar Politeknik Kota Kinabalu. Mohd Taib,
Rusli dan Mohd Khairi (2000), pula menjelaskan antara punca yang menimbulkan
ketidakselesaan seseorang penagih untuk menceritakan sesuatu masalah kepada ahli
keluarga mereka adalah kerana wujudnya komunikasi yang longgar dan interaksi yang
kurang berkesan di kalangan ahli keluarga. Pola komunikasi yang lemah ini berupaya
menyebabkan berlakunya aktiviti pengambilan dadah. Berdasarkan teori peer-cluster
menyatakan bahawa masalah-masalah yang berkaitan dengan pengaruh rakan sebaya
berkaitan dengan masalah tingkah laku dan sikap. Teori ini mencadangkan tingkah laku antisosial dan masalah sekolah merupakan faktor utama dalam membentuk peer-cluster
434

deviant. Remaja atau orang muda yang terlibat dengan masalah tingkah laku mempunyai
kecenderungan untuk berjumpa atau mencari antara satu sama lain. Kumpulan peer-cluster
deviant ini saling menyokong dan menggalakan tingkah laku devian antara satu sama lain
(McWhirter, 2004). Penyelidik-penyelidik dalam bidang psikologi sosial melaporkan dua jenis
tekanan rakan sebaya ke atas ahli-ahlinya. Pertama, normative social influence yang mana
ahli-ahli dikehendaki untuk bertindak secara konsisten dengan kumpulan untuk
mengekalkan atau mendapat penerimaan anggota kumpulan yang lain. Kedua, informational
social influence iaitu menginginkan ahli-ahli berkongsi sikap yang sama terhadap
tingkahlaku dan pengertian sosial mereka. Oleh kerana dapatan kajian tidak menunjukkan
perkaitan antara factor psikososial terhadap pemahaman bahaya substans, ini menunjukkan
bahawa tidak semua factor itu boleh memberi perkaitan antara satu sama lain.
Kemungkinan factor itu boleh berdiri dengan sendiri. Sebagai contoh, jika seseorang pelajar
itu mempunyai keluarga yang bagus didikannya namun dia bergaul dengan rakan sebaya
yang negative maka kemungkinan besar untuk dia terpengaruh adalah tinggi.
Bagi melihat pengaruh faktor-faktor psikosoial terhadap pemahaman bahaya
substan, dapatan kajian ini juga menunjukkan bahawa pengaruh ibubapa dan rakan sebaya
menyumbang kepada 40% kepada tahap pemahaman bahaya substans. Ini adalah
menunjukkan bahawa terdapat faktor-faktor lain yang mempengaruhi tahap pemahaman
bahaya substans di kalangan pelajar Politeknik Kota Kinabalu sebanyak 60%. Kajian ini juga
menunjukkan ibubapa adalah faktor utama yang mempengaruhi tahap pemahaman bahaya
substans iaitu sebanyak 36.7 % berbanding dengan factor rakan sebaya, diri dan
pengalaman. Menurut Sabitha Marican dan Mahmood Nazar Mohamed (1994), pelbagai
pengaruh yang kurang sihat boleh juga merubah melalui persekitaran yang seterusnya akan
mengakibatkan punca remaja terikut-ikut dengan pengaruh berkenaan. Selain daripada
mendapat didikan dan asuhan dari ibu bapa, para pelajar yang selalu berinteraksi rakan
sebaya serta rakan satu sekolah akan membolehkan pelajar berkenaan mempelajari cara
kehidupan yang berlainan daripada apa yang telah diterima di dalam keluarga. Oleh itu,
pembelajaran ini membolehkan mereka untuk menerima situasi masyarakat yang dipenuhi
oleh pelbagai masalah sosial (Mohd Amin H.A. Shariff, 1998). Bagi para pelajar, rakan
sebaya adalah tempat mereka mencurahkan masalah dan pengganti ibu bapa, terutamanya
bagi golongan yang mempunyai masalah di rumah. Remaja biasanya akan memilih rakan
sebaya yang mempunyai persamaan tingkah laku, sikap dan identiti dengan mereka (Akers,
Jones & Coyle, 1998; Hogue & Steinberg, 1995). Selain dipengaruhi mereka juga didominasi
oleh rakan sebaya (Brown, 1990). Ini juga jelas dibincangkan di dalam Rohana et al (2013)
di mana banyak kajian mendapati ibu bapa dan rakan sebaya mempunyai hubungan yang
signifikan dengan tingkah laku belia. Penyelidik-penyelidik secara konsisten berpendapat
bahawa salah satu punca yang paling mempengaruhi remaja terhadap penggunaan dadah
adalah rakan sebaya dan ahli kumpulan yang mengguna dadah. Pengaruh sosial sangat
penting sebagai prediktor kepada penggunaan dan penyalahgunaan dadah dalam kalangan
remaja (Sussman dan Susan, 2001).
4.1

Cadangan

Penyelidik juga ingin mengemukakan saranan bagi kajian-kajian yang bakal dijalankan oleh
penyelidik lain dalam mengenalpasti factor terhadap pemahaman bahaya substans.
Antaranya ialah:
a) Adalah dicadangkan kajian serupa ini boleh diperluaskan di semua IPTA supaya
populasi pelajar yang lebih ramai dapat digunakan.
b) Adalah dicadangkan kajian akan datang dibuat dengan membuat perbandingan
antara pelajar IPTS dengan pelajar IPTA.
c) Adalah dicadangkan supaya mempelbagaikan pembolehubah bebas yang
mempengaruhi pemahaman bahaya substans.
435

KESIMPULAN
Kajian yang telah dijalankan di Politeknik Kota Kinabalu, Sabah melibatkan seramai 50
orang pelajar telah membincangkan demografi dan psikososial. Penemuan kajian
menunjukkan bahawa faktor keibubapaan merupakan faktor yang dominan. Daripada
penerangan dalam bahagian perbincangan, didapati terdapat beberapa kajian dapat
menyokong keputusan yang telah diperolehi oleh pengkaji dalam kajian ini dan ada juga
kajian yang bertentangan dengan hasil kajian. Lantaran itu, kajian ini diharapkan dapat
memberikan serba sedikit maklumat mengenai isu ini agar pihak berkaitan dapat merangka
langkah penyelesaian secara khusus dalam usaha menyelamatkan golongan remaja kita
daripada penyalahgunaan bahan terutama daripada pihak ibubapa dan rakan sebaya.
Berdasarkan kajian yang dilakukan dapat dirumuskan bahawa faktor psikososial
seperti ibu bapa mempunyai tanggung jawab yang besar dalam pemahaman bahaya
substan di kalangan belia iaitu pelajar di pusat pengajian tinggi. Ibu bapa bertanggung jawab
mendidik golongan ini untuk menjauhi dan sedar akan bahaya substas sejak dari awal lagi
lagi seperti pepatah Melayu melentur buluh biarlah dari rebungnya. Ini juga menunjukkan
Pemahaman yang baik oleh ibu bapa adalah bermula daripada diri ibu bapa itu sendiri
dengan memberi contoh teladan yang baik. Mereka perlu menjadi role model kepada belia
dan hasilnya belia tidak mudah terpengaruh dengan permasalahan penggunaan substan
merbahaya yang berlaku pada hari ini. Ibu bapa juga bertanggung jawab mewujudkan
hubungan yang akrab dengan membina pertautan yang positif dengan anak-anak agar
mereka membesar dengan persekitaran yang positif dan penuh kasih sayang
Statisistik yang dikeluarkan oleh AADK menunjukkan bahawa golongan yang
cenderung menjadi penagih adalah golongan remaja dan belia. Golongan ini juga
merupakan golongan yang mempunyai statistik tertinggi terlibat dengan masalah dadah.
Menyedari bahawa mereka ini merupakan modal insan dan aset kepada masa depan
negara, kerajaan melalui pihak berkuasa yang berwajib memberi penekanan serius dalam
usaha membasmi mahupun memberi rawatan penagihan dadah kepada golongan ini.
Kesedaran ini juga timbul kerana menyedari bahawa golongan remaja dan belia merupakan
populasi terbesar di Malaysia. Pada lingkungan usia ini, golongan ini merupakan modal
insan terpenting kerana disifatkan bertenaga, berdaya saing dan mempunyai nilai produktivi
yang tinggi. Malahan golongan belia merupakan pelapis generasi yang akan memimpin
negara pada masa akan datang. Namun begitu, penagihan dadah boleh menyebabkan
kemerosotan kepada kesihatan seterusnya menyebabkan produltiviti mereka terjejas.
Kesihatan merupakan aspek penting dalam menjamin mutu (kualiti) fizikal, psikologikal dan
sosial yang membolehkan manusia menguruskan diri sendiri dan juga orang lain dengan
sepatutnya dalam pelbagai situasi . Tahap kesihatan akan memberi kesan kepada
pengurusan diri, pengurusan masalah,pembuatan keputusan dan kualiti serta produktiviti
tenaga. Kajian menunjukkan bahawa kesihatan mempunyai impak yang sangat besar
terhadap kebahagiaan hidup dan kemahiran kerja yang secara langsung memberi kesan
terhadap produktiviti kerja seseorang. Jika masalah ini tidak ditangani segera, dikhuatiri
pada masa akan datang negara ini tidak dapat maju ke hadapan seiring dengan
perkembangan era globalisasi.
Pencegahan primer melibatkan bantuan kepada individu untuk mengelakkan diri dari
ketagihan. Ini haruslah ditujukan kepada kanak-kanak dan golongan remaja yang berisiko.
Salah satu pendekatan yang baik ialah dengan menekankan terhadap kesan buruk
penyalahgunaan dadah dan alkohol. Selain daripada itu langkah mengatasi yang lain ialah
dengan pencegahan sekunder iaitu terdiri daripada memberi maklumat tentang kesan-kesan
yang merbahaya yang dibawa oleh bahan yang disalahgunakan itu sebelum sebarang
436

gejala penagihan muncul. Selain itu,pihak Kementerian Pelajaran juga telah telah
mengarahkan semua Jabatan Pendidikan (Unit Khas Pencegahan Dadah) meningkatkan
pengawasan ke atas sekolah-sekolah yang disenaraikan sebagai sekolah-sekolah yang
disenaraikan sebagai sekolah yang berisiko tinggi. Kementerian Pendidikan juga
memperluaskan kerjasama di antara JPN, PPD dengan PIBG, Briged Komuniti dan pihak
polis untuk mengesan dan melaporkan kegiatan-kegiatan remaja dan pelajar dengan
penyalahgunaan dadah. Pihak Kementerian Pendidikan juga melaksanakan program
motivasi kepada pelajar-pelajar yang berisiko tinggi setelah dikenal pasti pelajar yang
bermasalah.
Justeru itu, pelajar-pelajar perlu diberi bimbingan berterusan bagi memajukan
potensi mereka. Ibu bapa perlu memberi perhatian bagi menjamin pencapaian akademik
dan pembentukan personaliti yang baik pada pelajar seperti meluangkan masa bersama
pelajar, memberi sokongan dan menjalinkan rangkaian sosial bagi mengetahui
perkembangan dan masalah mereka. Adalah amat merugikan sekiranya generasi akan
datang yang dikatakan sebagai pemimpin masa depan tidak mempunyai disiplin dan
personaliti yang baik. Sepertimana yang kita sedia maklum, walaupun usaha-usaha
memberi kesedaran mengenai bahaya dadah telah banyak dijalankan setakat ini, namun
badan-badan yang bertanggungjawab perlu memfokuskan kepada aktiviti-aktiviti yang
menggerakkan pelajar itu sendiri bertindak memerangi dadah secara aktif (AADK, 2007).
Para pelajar perlu diyakinkan agar mempunyai sikap bertanggungjawab terhadap diri dan
harus menganggap dadah sebagai musuh bagi individu, institusi keluarga, komuniti dan
negara.

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439

HEALTH, SOCIAL AND ECONOMIC CORRELATES ON ROLE STRESS OF CENTRAL

INDUSTRIAL SECURITY FORCE PERSONALS IN ANDHRA PRADESH.
MVR Raju, Ramanamma and Atchimnaidu.D
*Professor,Dept of Psychology,Andhra university,Visakhapatnam,India,530003
** Research Scholor,Dept of Psychology,Andhra University,Visakhapatnam India,530003
** Researc Schlor ,Dept of MHRM,Andhra University,Visakhapatnam India,530003.
Email: mvrrajuau@gmail.com
Abstract
The present study is an attempt to examine the role stress dimensionsin Central Industrial
Security Force personnel. The reason behind is, unlikethe other Work forces the CISF force
have multiple roles and they must begeared to meet expected and unexpected emergencies
for unspecifiedperiods of time. A culmination of these pressures has resulted in
increasingstress on a day to day basis. The objectives of the study was to examine
theorganizational role stress among Central Industrial Security Force (CISF)personnel, to
find out the significant differences between the organizationalrole' stress and demographical
variables and to find out the relationshipbetween the organizational role stress and physical
health problems ofCentral Industrial Security Force (CISF) personnel. The total sample was
500CISF personnel. Available sample included 466 and Female sample were
36.Organizational role stress scale (ORS) was used for the study developed byUday Pareek
(1982). And a demographic questionnaire developed by theresearcher was also used. This
study is a quantitative study utilizing surveyresearch methods to attain its intentions.
Random sampling technique wasused. The collected responses after scoring were tabulated
and interpretedby the following statistical procedures such as Mean, standard deviation, ttest, one-way ANOVA, Post Hoc Tests and Multiple correlations computed bymeans of
SPSS 10th version. The study showed the prevalence oforganizational role stress among
CISF personnel. Demographic variablessuch as organizations, educational qualification,
number of children, designation, and number of promotions received, years of service in
presentposition, type of staying, alcohol consumption and smoking were significantwith
regard to organizational role stress. It was also found that physical healthof CISF personnel
was positively correlated with ORS subscales. The studysuggested for adequate resources
and psychological counseling, cognitivebehavioral therapy and stress management training
to reduce stress in theirrespective roles.
Key words:

Health,Stress,CISF,PMF, CPO

INTRODUCTION
Paramilitary Forces of India
The Paramilitary Forces of India (PMF) are agencies Which aid the: operations of the law
enforcement agencies of India and the Indian Armed, Forces With over a million personnel in
active service, the PMF is one ofthe world's largest paramilitary organizations.The
Paramilitary Forces of India consists of several differentcomponents with wide range oil
roles. Most of these forces, however,tend to share a broadly gendarmerie role and many
(but not all) perform counter-insurgency or anti-terrorist missions. The Paramilitary forces
aredivided into two distinct areas of command. The Central Police Organizations (CPO)
Work in coordinationwith the Indian Federal Police Agencies, State Police Forces andother
Indian Law Enforcement Agencies. The CPG are administered, operated, and commanded
by Indian Police Service officers.The Central Paramilitary Forces (CPF) work in close
440

cooperationwith the Indian Armed Forces (which includes the Indian Army, theIndian Navy
and the Indian Air Force). During a war, the CPF would work directly under the control of the
Armed Forces unlike the CPO.The Indian Coast Guard, a component of the CPF, is an
agency of the Indian Defense Ministry and works in close coordination withthe Indian Navy.
Central Industrial Security Force
The present study is intended to study the Central industrialSecurity Force personnel a
leading paramilitary security force in India.It was set up under an Act of the Parliament of
India on March 10,1969 with strength of 2,800. CISF was subsequently made an armed
forceof the Union of India by another Act of Parliament passed on June 151983. Its current
strength is 128,000. The strength will be raised to1,45,000 over the next 2-3 years. CISF is
the largest industrial securityforce in the world (Stephen P. Cohen, 2001).CISF was created
for the better protection and security of industrial undertakings. There was a limitation
though, that industries to be providedprotection should be wholly owned by the central
government, which hassince been modified so that the industries can now be a joint venture
withthe central government. However the role of CISF has undergone a diversification and it
now also protects airports, seaports, metro railnetworks, government buildings, heritage
monuments (including the TajMahal), opium and alkaloids extractions, nuclear power plants,
and spaceinstallations. It has also moved into the fields of VIP security as well asdisaster
management. TheCISF provides security cover to 300 industrial units and
otherestablishments located all over India. Industrial sectors like atomic powerplants, space
installations, defense production units, mints, oil fields andrefineries, major ports, heavy
engineering, steel plants, barrages, fertilizerunits, airports and hydroelectric/thermal power
plants, and currency notepresses producing Indian currency are protected by CISF. Most of
theseinstallations are located in difficult terrain with harsh climatic conditions. As of2011, it
remains one of the largest paramilitary forces in India withstrength of nearly 105,000. It is
shaping up as an elite force protecting thecritical infrastructure of India.
STRESS
A McGrath (1970) has provided one of the most widely accepteddefinitions of stress: a
perceived, substantial imbalance between demandand response capability, under conditions
where failure to meet thedemand has important, perceived consequences". Stress is
considered to be an individual psychological state, which has to do with the
personsperception of the work environment and the emotional experience of it (Sharit &
Salvendy, 1982).
Work stress is recognized worldwide as a major challenge toworkers health and the
healthiness of their organizations. WHO (2005) ispredicting that by 2020, stress will be a
major cause of workplace illhealth. It is now generally accepted that prolonged or intense
stress canhave a negative impact on an individuals mental and physical health.
According to Kroemer et al., (2001), there are three major aspectsto stress:
1. Job demands which depend on the tasks, the task environment andthe conditions of the
task` and are considered to be the jobstressors
2. Person's capability to fulfill the demands of the job
3. The person's attitude (influenced by physical and psychologicalwellbeing)which must
match the demands.
ROLE STRESS
The stress arising due to person's role is termed as role stress(Pareek, 1993). Role is
defined as a set of functions, which an individualperforms in response to the expectations of
others as well as his own expectations (Khan et al., 1964). They assume a role based on
theexpectation of the self and others at work place.Organization related role stress among
working population isdrastically increasing worldwide. Stress at work has become an
441

integralpart of everyday life. In 1992 the United Nation identified job stress as a20th century
epidemic. The World Health Organization called it aworldwide epidemic. In the USA,
approximately one-quarter of theworking population suffer from work related stress. The
figures for Indiaare not readily available but there is not much doubt that occupational
androle stress affects a significant number of workers and costs heavyfinancial losses,
human sufferings and mental illness.An importantoccupational group which has evolved as a
consequence of thesechanges is the 'Central industrial security force' or the 'CISF'. The
CISFforce provides security cover to over 267 units located all over the countrycomprising
vital industrial sectors. TheCISF now is nowadays increasingly being called upon to
performimportant duties beyond its charter such as internal security, airportsecurity, security
of highways, election duties and of late into attendinginto naxalite affected areas for security
and another disaster managementdivision is being developed to prepare the forces to help
people in theDisaster situations like floods, earth quakes etc.
Stress in Police Organizations
The military and Para military police combat stressors can becategorized into the following
headings and subheadings as follows:
I. Physical Stressors
o Heat and Cold
o Dehydration and Wetness
o Dirt and Mud
o Sleep deprivation
o Nose and Blasts
o Fumes and Smells
o Bright Light or Darkness
o Malnutrition
o Illness or Injury
II. Cognitive Stressors
Lack of information or too much information
Ambiguous or Changing Mission or Role
Ambiguous or Changing Rules of Engagement
Loyalty conflict I22 Boredom and Monotony
Experience that Dont make sense
Losses of Friends to Death or Injuryo Fear
Shame and Guilt
Hopelessness
The Horror of Carnage
Killing
III. Social Stressors
Isolation from Social Supports
Lack of Privacy or Personal Space
Media or public opinion
IV. Spiritual stressors
Loss of Faith in God
Inability to Forgive or Feel Forgiven
Work Environment and Organizational Structure among police people
Need for the present study:
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Role-based research has been carried out by researchers indifferent types of organizations
has paid more attention only to a fewdimensions of role stress like role conflict, role
ambiguity and role overload(Richard, 2001; Bhatia and Kumar, 2003; Fried et al., 2003). The
presentstudy is an attempt to examine the role stress dimensions in CentralIndustrial
Security Force personnel. The reason behind is, unlike the otherwork forces the CISF force
have multiple roles and they must be geared tomeet expected and unexpected emergencies
for unspecified periods oftime. A culmination of these pressures has resulted in increasing
stress ona day to day basis. This subjective stress caused by daily living or
workingsituations may lead to various minor physical health problems leadingfurther to
changes in job performance and quality of life. Hence, the study has been taken up.

METHODOLOGY
Objectives of the study
1. To examine the organizational role stress among Central Industrial Security Force (CISF)
personnel.
2. To find out the significant differences between the organizational role stress and
demographical variables.
3. To find out the relationship between the organizational role stress and physical health
problems of Central Industrial Security Force (CISF) personnel.

HYPOTHESES
1. Organizational role stress has a negative impact on physical health problems among
Central Industrial Security Force (CISF) personnel.
2 Organizational role stresses is crucial and significantly differs with demographical variables
of Central Industrial Security Force (CISF) personnel.
3. Central Industrial Security Force (CISF) personals certainly experience organizational role
stress.
SAMPLE
The total sample was 500 CISF personnel. Male sample included 466 and Female sample
were 36. The total sample was randomly selected from major industries, domestic airport in
Visakhapatnam and a national institute in Hyderabad. A total Sample Of 118 CISF personnel
were collected from Visakhapatnam Port Trust, 167 from Visakhapatnam Steel Plant, 88
from Hindustan Petroleum Corporation Limited, Visakhapatnam, 57 from Visakhapatnam
Domestic Airport and 70 from National institute of Security Academy in Hyderabad.
TOOLS:
Organizational Role Stress scale was used for the study developed by Uday Pareek (1982).
And a demographic questionnaire developed by the researcher was also used.
Organizational Role Stress dimensions include :

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1. Inter-Role Distance: 2. Role Stagnation: 3. Role Expectation Conflicts: 4. Role

Erosion: 5. Role Overload: 6. Role Isolation: 7. Personal inadequacy: 9. Role
Ambiguity: 10. Resource inadequacy!
Demographic variables: organizations, educational qualification, number of children,
designation, number of promotions received, years of service in present position, type of
staying, and alcohol
PROCEDURE OF THE RESEARCH STUDY:
Permission was secured from the concerned Central Industrial Security Force (CISF)
commandant of Visakhapatnam Port Trust, Visakhapatnam Steel Plant, Hindustan
Petroleum Corporation Limited, Visakhapatnam Domestic Airport and National Institute of
Security Academy, Hyderabad. The CISF personnel were informed and explained about the
purpose of the study. They were also informed that the responses provided by them will be
kept highly confidential and will be used for research purpose only.
STATISTICAL ANALYSIS:
The collected responses after scoring were tabulated and interpreted by the following
statistical procedures such as Mean, standard deviation, t-test, One-Way ANOVA, Post Hoc
Tests and Multiple correlations computed by means of SPSS 10th Version.

RESULTS
Though the results were tested under different demographic variables, only the highly
significant(p<0.01) and significant(p<0.05) results are discussed here.
The results on gender and organizational role stress of CISF Personals. Indicate no
significant difference in the experience of role stress was found between male and female
CISF personnel. Both genders were found to experience role stress in their respective roles.
The results are very interesting as the total female sample was found to be very
diminutive. Number of Women CISF personnel was lesser as they are placed in industries
for security purposes. But still the experience of role stress was the same for male and
female CISF Personnel.
The results of organizations and organizational role Stress. It is evident that CISF
personnel working in Visakhapatnam Domestic airport were highly experiencing role stress
dimensions inter role distance (m=13.28), role Stagnation (m=11.56) and resource
inadequacy (m=9.83). It can be interpreted that CISF personnel working in airport
experience role distance, role stagnation and resource inadequacy because of occupying
multiple roles such as role in the family and work life conflicts many women and men.

Role stagnation indicates for personnel who have occupied a particular role for a long time
gives a sense of stagnation and feels the job less interested. Personnel working in airport
feel that resources such as information, material, finance or facilities were not sufficient and
hence experience resource inadequacy. This is very true as these personnel are posted in
security wing their job is meant to check the passengers and their baggage before boarding
and this implies a highly routine working conditions in places like airport. CISF personnel
working is Visakhapatnam Port Trust were highly experiencing role stress dimensions such
444

as personal inadequacy (m=8.05) and role overload (m=7.97). CISF personnel working in
organization such as Port Trust feels that he does not have enough knowledge, skills or
training to undertake a role effectively, or that he has not had time to prepare for the
assigned role he may experience stress. Personnel who are assigned new roles without
adequate preparation or orientation are likely to experience feelings of personal inadequacy.
Personal inadequacy can be attributed with regard to their educational qualification, age,
and experience.
Role Overload: -It was observed that there are too many expectations from the
Significant others in his role set, he experiences role overload. Role overload has been
measured by asking questions about peoples feelings on whether they Can finish WORK
given to them during a modified work day and whether the amount of Work they do interfere
With how well it is done. Role overload is more likely to occur where role occupants lack
power, where there are large variations in the expected output, and when delegation or
assistance cannot procure more time. The CISF personnel mostly work under supervision.
They are directed by the superiors and monitored during their duties. Their respective role is
being controlled by significant others. This makes their job to feel role overload.
The results of one way analysis of variance between ORS subscales and educational
qualification: CISF personnel with Intermediate as educational qualification (m=7.86)
significantly experienced personal inadequacy, Resource inadequacy was also experienced
among CISF Personnel with Graduation (m=8.37) as educational qualification. Educational
qualification significantly influences an individuals work. Intermediate is a limited educational
qualification. CISF Personnel feels that he does not have enough knowledge, skills or
training to undertake a role effectively, or that he has not had time to prepare for the
assigned role he may experience stress. Persons who are assigned new roles without
adequate preparation or orientation are likely to experience feelings of personal inadequacy.
Being a graduate the CISF personnel experience resource inadequacy stress due to non
availability of resources.
There was a significant difference between organizational role Stress dimensions
and number of Children of CISF personnel. Self role distance was highly experienced by
personnel having Single child (m=5.05). Role ambiguity was found to be highly significant
among personnel who had children four and above (m=9.0). Conflict between the self
concept and the expectations from the role, was perceived by the CISF personnel having
single child. Also, they were not clear about the various expectations that people have from
his/her role faces role ambiguity. Role ambiguity may be due to lack of information available
to personnel or his lack of understanding of the cues available to him. Role ambiguity may
be in relation to activities, responsibilities, Priorities, norms of general expectations.
Generally role ambiguity is experienced by persons occupying roles that are newly created
in organizations. Roles that are undergoing change, or process roles (with less clear and
less concrete activities).

DISCUSSION :
In support of Hypothesis 1 Diabetes was positively related to blood pressure, low back pain
and heart related problem. Headache was positively related to inter role distance and role
stagnation. Personnel consuming alcohol occasionally were experiencing role expectation
conflict, role erosion and role ambiguity. Personnel consuming alcohol rarely were
experiencing role overload. Personnel who smoke occasionally were experiencing role
ambiguity.
445

In support of Hypothesis 2, Personnel working in Visakhapatnam Domestic Airport

wasexperiencing inter role distance, role Stagnation and resource inadequacy.NISA CISF
personnel were experiencing role overload. Visakhapatnam Port Trust CISF personnel were
experiencing personal inadequacy. Personnel with +2 educational qualifications were
experiencing personal inadequacy. Graduate personnel were experiencing resource
inadequacy.Personnel having single child were experiencing self role distance and role
ambiguity.Personnel designation as head constables was highly experiencing role
stagnation, role expectation conflict and self role distance.Personnel who received four
promotions were experiencing role ambiguity.personnel with 6-10 years of service in present
position were experiencing role ambiguity and resource inadequacyPersonnel staying away
from family were experiencing personal inadequacy and resource inadequacy
In support of Hypothesis 3, Role-based research has been carried out by researchers in
different types of organizations has paid more attention only to a few dimensions of role
stress like role conflict, role ambiguity and role overload (Richard, 2001;Bhatia and Kumar,
2003; Fried et al., 2003). The results reveald that the reason behind is, unlike the other work
forces the CISF force have multiple roles and they must be geared to meet expected and
unexpected emergencies for unspecified periods of time of job, shift system, being away
from family,changes or improper appetite, care about children and their education and their
health care. A culmination of these pressures has resulted in increasing stress on a day to
day basis. This subjective stress caused by daily living or working situations had lead to
various minor physical health problems leading further to changes in job performance and
quality of life.
The study revealed the prevalence of organizational role stress among CISF
personnel. Demographic variables such as organizations, educational qualification, and
number of children, designation, and number of promotions received, years of service in
present position, type of staying, alcohol.

CONCLUSION
The present study concludes that organizational role stress was found be prevalent among
CISF personnel. Organizational role stress dimensions significantly differed with
demographic variables. It was revealed that inter role distance was experienced by
personnel working in airport. Role stagnation was experienced by personnel working in
airport and those with head constable designation were also found to experience. Role
expectation conflict was also found to be significant among head constables and personnel
consuming alcohol occasionally. Further, personnel taking alcohol occasionally were also
experiencing role erosion. Role overload was found be high among personnel working in
NISA and personnel consuming alcohol rarely. Personal inadequacy was highly experienced
by personnel working in Visakhapatnam Port Trust, those with +2 educations and also
staying away from family. Head constables and personnel having single child were
significant on self role distance. Role ambiguity was found to be evident among personnel
consuming alcohol and smoking occasionally. Personnel giggling single child, and those who
received four promotions and personnel with 6-10 years Of Service in present Position was
also experiencing role ambiguity. Besides this personnel Working in airport, graduated
personnel With 6-10 years of service in present position and those staying away from family,
feeling of resource inadequacy was highly significant. The findings of the study can assist
administrators and policymakers to provide better working conditions in their respective roles
in order to decrease the side effects and consequences of role stress.

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KONFLIK KERJA-KELUARGA DAN SOKONGAN KELUARGA TERHADAP KEPUASAN

HIDUP DALAM KALANGAN IBU BAPA BEKERJA DI KOTA KINABALU, SABAH
Noorazwana Binti Musida
Fakulti Psikologi & Pendidikan
Universiti Malaysia Sabah
Agnis Sombuling
Fakulti Psikologi & Pendidikan
Universiti Malaysia Sabah
ABSTRAK
Tujuan utama kajian ini adalah untuk melihat kesan konflik kerja-keluarga dan sokongan
keluarga terhadap kepuasan hidup dalam kalangan ibu bapa yang bekerja di sektor awam
dan swasta sekitar Kota Kinabalu, Sabah. Seramai 140 pekerja yang terdiri daripada
kalangan ibu bapa dipilih sebagai subjek kajian. Data kajian dikumpulkan dengan
menggunakan set soal selidik. Tiga alat kajian akan digunakan iaitu Work-Family Conflict
Scale, Family Support Inventory for Worker dan Satisfaction With Life Scale (SWLS) yang
telah diubahsuai bagi mengenal pasti kesan konflik kerja-keluarga dan sokongan keluarga
dan implikasinya terhadap kepuasan hidup bagi golongan ibu bapa yang bekerja. Data
kajian dianalisis dengan menggunakan aplikasi SPSS versi 22.0. Beberapa analisis statistik
akan digunakan bagi menguji hipotesis-hipotesis kajian. Analisis yang akan digunakan
antaranya ialah Regresi dan Korelasi. Jangkaan dapatan kajian adalah konflik kerjakeluarga yang berada pada tahap tinggi menunjukkan tahap kepuasan hidup adalah kurang
memuaskan. Hasil kajian juga menunjukkan bahawa sokongan keluarga juga memainkan
peranan yang signifikan dalam menghadapi konflik kerja-keluarga dan kepuasan hidup
dalam kalangan ibu bapa bekerja.
Kata Kunci: Konflik Kerja-Keluarga, Sokongan Keluarga, Kepuasan Hidup, Ibu Bapa
Bekerja
PENGENALAN
Dalam era yang dipenuhi dengan pelbagai cabaran, tuntutan ekonomi telah menarik
pasangan suami isteri untuk keluar bekerja. Perkara ini terjadi disebabkan kenaikan kos
sara hidup, saiz rumah mampu milik yang semakin mengecil, bersesak-sesak dalam
kenderaan awam, pemakanan yang tidak berkualiti sehingga menyebabkan tahap
kecergasan yang semakin menurun telah menjadi dorongan yang sangat mendesak bagi
menambah kuasa membeli dan memiliki bagi setiap pasangan. Kebanyakan pasangan
suami isteri bersepakat dan mengambil keputusan agar kedua-duanya bekerja bagi
menampung kekurangan pendapatan yang sedia ada.
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Walau bagaimanapun, ramai yang beranggapan bahawa ibu bapa yang bekerja
dapat menampung perbelanjaan keluarga dan mempunyai ekonomi yang kukuh akan
menyumbang kesejahteraan keluarga. Sebaliknya, bagi ibu bapa yang bekerja akan
mengundang pelbagai masalah antaranya, pendidikan anak-anak terabai, renggang dalam
hubungan kekeluargaan, timbul masalah psikologi akibat tekanan kerja dan pergaulan
bebas di tempat kerja serta menghabiskan masa dalam dunia kerjaya. Namun begitu,
pelbagai masalah yang timbul apabila kedua ibu bapa bekerja dan sekaligus akan
memberikan kesan sama ada kesan positif atau negatif dalam keluarga itu.
Selain itu, tindakan ibu bapa dalam membuat keputusan untuk bekerja sekaligus
akan menunjukkan mereka sangat berpuas hati terhadap apa yang mereka perolehi seperti
kewangan, kerja, kesihatan, hubungan interpersonal dan sebagainya. Hal ini kerana,
menurut Diener (1984), kepuasan hidup adalah penilaian seseorang terhadap kehidupannya
secara menyeluruh sama ada seseorang itu berpuas hati terhadap apa yang diperolehinya
setakat ini. Namun begitu, kepuasan hidup merupakan aspek yang sukar untuk diukur
kerana ianya adalah bersifat subjektif tetapi boleh diukur secara kognitif oleh seseorang
terhadap dirinya sendiri.
Walau bagaimanapun, kepuasan yang dimiliki oleh seseorang bergantung kepada
individu kerana Diener menegaskan bahawa kepuasan hidup merujuk kepada penilaian
terhadap kualiti hidup seseorang individu berdasarkan kepada kriteria yang dipilih oleh
individu itu sendiri (Diener, 1984). Sebagai contoh, ada orang yang berpuas hati dengan
hanya memiliki sebuah kereta yang biasa iaitu Proton Saga, tetapi mungkin bagi sesetengah
orang yang hanya akan berpuas hati apabila memandu sebuah kereta mewah seperti BMW.
Selain itu, ibu bapa yang bekerja tidak akan terhalang daripada mengalami tekanan
sama ada tekanan yang melibatkan di tempat kerja atau di rumah. Ini disokong oleh Chua
Bee Seok, Abdul Halim Othman dan Muhammad Haji Yussof (2004) yang menyatakan
bahawa potensi seseorang mengalami tekanan adalah tinggi bagi pekerja yang baru sahaja
berkecimpung dalam dunia pekerjaan. Oleh itu, sokongan sosial dan keluarga berupaya
untuk menyederhanakan tekanan yang dihadapi oleh seseorang individu. Ini juga turut
disokong oleh Thomas & Ganster (1995) bahawa sokongan sosial dan keluarga akan dapat
mengurangkan tekanan dan konflik kerja-keluarga yang dihadapi dimana antara bentuk
sokongan keluarga yang diberikan adalah sokongan emosi, sokongan penghargaan,
sokongan instrumental dan sokongan normatif.
Tidak dapat dinafikan, ibu bapa yang bekerja sering mengalami tekanan yang tinggi
disebabkan oleh tuntutan peranan pekerjaan dan keluarga yang tidak selari dengan
kehidupan mereka (Greenhaus & Beutell, 1985). Ini bermaksud ibu bapa yang bekerja
sering mengalami konflik kerja-keluarga kerana berlakunya ketidakseimbangan antara
peranan dalam pekerjaan dan keluarga yang akan memberikan kesan yang negatif terhadap
kehidupan keluarga dan kepuasan hidup seseorang. Oleh yang demikian, kesan konflik
kerja-keluarga dan sokongan keluarga harus dikenal pasti kerana amat penting untuk
mendapatkan kepuasan hidup yang memuaskan dalam kalangan ibu bapa yang bekerja
sekaligus membantu keluarga dan meningkatkan produktiviti organisasi. Selain itu,
hubungan antara konflik kerja-keluarga dan sokongan keluarga juga turut dikenalpasti bagi
melihat bagaimana sokongan keluarga dapat hadapi konflik kerja-keluarga.
Permasalahan Kajian
Ibu bapa bekerja semestinya mempunyai tanggungjawab yang berat dan peranan yang
semakin bertambah disebabkan terlalu banyak tugas yang ingin dilaksanakan di rumah
ataupun di pejabat. Tanggungjawab yang besar dan perlu digalas akan membuatkan ibu
bapa mempunyai peranan yang berganda iaitu peranan dalam pekerjaan (sebagai pekerja)
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dan juga peranan dalam keluarga (sebagai suami, isteri dan ibu bapa). Ini menyebabkan ibu
bapa mempunyai komitmen yang tinggi dalam melaksanakan peranan dalam pekerjaan dan
keluarga. Di samping itu, ibu bapa juga perlu seimbangkan tuntutan dalam peranan
pekerjaan dan keluarga bagi mengelakkan dan mengurangkan konflik kerja-keluarga yang
berlaku serta dapat mencapai tahap kepuasan hidup yang maksimum dan memuaskan.
Sehubungan itu, terdapat banyak faktor yang menyumbang kepada konflik kerjakeluarga berlaku terutamanya kalangan ibu bapa yang bekerja. Antara faktor konflik kerjakeluarga adalah disebabkan oleh jadual kerja yang tidak fleksibel, bebanan kerja yang
berlebihan, tekanan, tugasan yang harus diselesaikan dengan terburu-buru, kemurungan
dan sebagainya. Selain itu, keterbatasan ruang, waktu dan tenaga yang dimiliki seseorang
menjadi dasar utama terjadinya konflik kerja-keluarga ini (Asforth, Kreiner & Fugate dalam
Rau & Hyland, 2002).
Justeru, sokongan keluarga memainkan peranan yang sangat penting bagi
menghadapi konflik yang berlaku di tempat kerja ataupun di rumah. Ini kerana berdasarkan
kajian oleh Noraini (2006) menyatakan bahawa dengan adanya sokongan sosial, seseorang
individu akan dapat meningkatkan kesejahteraan hidup, kurang tekanan dan mempunyai
semangat yang lebih baik. Oleh yang demikian, strategi daya tindak dalam mengurangkan
konflik kerja-keluarga ini adalah melalui sokongan sosial daripada ahli keluarga, rakan
sekerja, penyelia dan majikan yang mampu mengurangkan konflik atau masalah yang
dihadapi tersebut.
Tidak dapat dinafikan bahawa sokongan keluarga amat diperlukan oleh seseorang
dalam melakukan sesuatu pekerjaan. Sokongan keluarga yang diterima sedikit sebanyak
dapat mengurangkan tekanan yang dihadapi seseorang. Sokongan keluarga ini juga
membuatkan seseorang berasa disayangi, diambil berat dan dihargai. Justeru, sokongan
keluarga dapat mengurangkan konflik kerja-keluarga yang dihadapi oleh seseorang.
Sebagai contoh, apabila pekerja menghadapi masalah di tempat kerja, ahli keluarga akan
membantu memberi galakan dan semangat untuk mengatasi masalah tersebut malah ahli
keluarga juga memahami perasaan pekerja pada waktu tersebut.
Sehubungan itu, kajian yang dijalankan oleh Diener dan Frank Fujita (1995) telah
mendapati bahawa faktor sokongan keluarga dan rakan-rakan adalah peramal kepada
aspek kepuasan hidup. Namun demikian faktor-faktor tersebut adalah peramal yang lebih
signifikan dalam meramal kepuasan hidup kepada golongan wanita. Individu yang
mempunyai sistem sokongan sosial yang lebih baik didapati mempunyai kepuasan hidup
yang lebih baik (Lyubomirsky, 2008).
Justeru, di dalam kajian ini maka terdapat keperluan untuk mengkaji secara spesifik
untuk melihat kesan konflik kerja-keluarga dan sokongan keluarga terhadap kepuasan hidup
dalam kalangan ibu bapa bekerja. Selain itu, kajian ini dibuat bagi mengenal pasti sama ada
wujudnya hubungan antara konflik kerja-keluarga dan sokongan keluarga dalam kalangan
ibu bapa yang bekerja. Dengan melihat limitasi daripada kajian lepas maka, kajian ini
menetapkan konflik kerja-keluarga dan sokongan keluarga sebagai faktor yang berpotensi
mempengaruhi kepuasan hidup dalam kalangan ibu bapa bekerja. Diharap kesan konflik
kerja-keluarga dan sokongan keluarga yang dikenal pasti dapat mencapai kepuasan hidup
yang dapat membantu dalam meningkatkan lagi produktiviti sektor awam dan swasta,
mencapai target organisasi dan melaksanakan tanggungjawab dengan baik.

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Objektif Kajian
Secara khususnya, kajian ini bertujuan untuk melihat kesan konflik kerja-keluarga dan
sokongan keluarga terhadap kepuasan hidup dalam kalangan ibu bapa bekerja di Kota
Kinabalu, Sabah. Objektif yang ingin dicapai dalam kajian ini adalah:
1. Mengenal pasti pengaruh konflik kerja-keluarga terhadap kepuasan hidup dalam
kalangan ibu bapa bekerja.
2. Mengenal pasti pengaruh sokongan keluarga terhadap kepuasan hidup dalam kalangan
ibu bapa bekerja.
3. Mengenal pasti hubungan antara konflik kerja-keluarga dan sokongan keluarga dalam
kalangan ibu bapa bekerja.
Sorotan Kajian Lepas
Dalam aspek konflik kerja-keluarga, banyak kajian terdahulu yang telah dijalankan berkaitan
dengan konflik kerja-keluarga yang menunjukkan perhubungan yang positif antara konflik
kerja-keluarga dengan pembolehubah-pembolehubah seperti komitmen organisasi,
kepuasan kerja, kepuasan hidup dan sokongan sosial. Kajian ini dijalankan kepada
responden yang bekerja sama ada dalam sektor awam atau swasta. Selain itu, kajian
sebelum ini juga memfokuskan kepada wanita yang bekerja dan ibu bapa yang telah
berkahwin. Hal ini demikian kerana, pemilihan kriteria berkenaan adalah penting bagi
mengenal pasti sama ada berlakunya konflik peranan dalam pekerjaan dan keluarga.
Ann Huffman et al. (2013) dalam kajian mereka mendapati bahawa konflik kerjakeluarga yang berlaku adalah berbeza mengikut umur. Kajian ini merupakan kajian yang
memfokuskan kepada pekerja yang berumur dari 18 hingga 70 tahun. Kajian ini adalah bagi
melihat hubungan antara umur dan konflik kerja-keluarga yang mendapati bahawa terdapat
perbezaan konflik yang berlaku iaitu konflik kerja-keluarga dalam kalangan pekerja yang
berumur dalam lingkungan 18 tahun hingga 70 tahun. Menurut Baltes dan Young (2007)
menegaskan bahawa kajian yang melihat perbezaan antara pekerja yang lebih tua dan lebih
muda adalah sangat penting bagi melihat cara mereka mengalami dan bertindak balas
dalam mengimbangi kedua-dua domain kerja dan keluarga. Ini kerana terdapat perbezaan
pelbagai cara mereka bertindak balas terhadap konflik kerja-keluarga yang berlaku dalam
kalangan pekerja yang lebih muda dan pekerja yang lebih tua.
Dapatan kajian mereka mendapati pekerja muda dan pekerja yang lebih tua
menunjukkan tahap konflik kerja-keluarga yang rendah sama ada konflik di tempat kerja
atau di rumah berbanding pekerja pertengahan umur. Ini kerana, pekerja pertengahan umur
ini akan bekerja lebih masa dan permintaan pekerjaan yang lebih besar telah meningkatkan
konflik kerja-keluarga (Adams et al., 1996; Gutek et al., 1991 dalam Huffman, S. Culbertson,
B. Henning, & Goh, 2013). Selain itu, pekerja selalu dikaitkan dengan konflik kerja-keluarga
yang lebih besar adalah disebabkan mereka sudah mendirikan rumah tangga dan
mempunyai tanggungjawab yang lebih besar seperti menjaga anak kecil di rumah (Higgins
et al., 1994; Voydanoff and Kelly, 1984).
Faktor masa bekerja juga dijadikan sebagai pembolehubah mediasi bagi hubungan
antara umur dan konflik kerja-keluarga dalam aspek perbezaan gender. Dapatan kajian
mereka juga mendapati bahawa pekerja lelaki akan bekerja lebih masa berbanding
perempuan bagi memperolehi pendapatan yang banyak dalam menampung perbelanjaan
keluarga. Oleh itu, konflik kerja-keluarga pasti akan berlaku kepada individu tanpa mengira
usia sama ada golongan muda atau tua. Pekerja pertengahan umur akan mengalami konflik
457

kerja-keluarga yang tinggi berbanding kumpulan umur yang lain kerana berlakunya
ketidakseimbangan tanggungjawab atau peranan di pejabat dan di rumah sehingga
cenderung berlakunya konflik keluarga-kerja ini akibat daripada masa bekerja yang lama.
Sehubungan itu, kajian tentang masa bekerja juga telah dijalankan di Malaysia oleh
Surena Sabil & Sabitha Marican (2011). Kajian ini adalah untuk melihat hubungan antara
masa bekerja dengan konflik kerja-keluarga dan pengayaan kerja-keluarga. Seramai 286
pekerja wanita profesional yang bekerja di sektor kerajaan dan berusia di antara 27 hingga
54 tahun . Dapatan kajian mendapati jumlah masa bekerja akan mempengaruhi konflik
kerja-keluarga tetapi tidak bagi konflik keluarga-kerja. Ini dapat dibuktikan di negara Barat
dimana jumlah masa bekerja mempunyai hubungan negatif dengan konflik kerja-keluarga
sekaligus memberi kesan yang negatif terhadap pekerjaan dan keluarga (Frone et al.1997;
Judge Boudreau and Brets, 1994).
Hasil kajian menunjukkan bahawa masa berkerja yang lama akan mempengaruhi
konflik kerja-keluarga tetapi tidak bagi pengayaan kerja-keluarga dalam kalangan pekerja
wanita profesional. Hal ini demikian kerana, tugas yang banyak dan kurang masa bersama
keluarga telah mencetuskan konflik kerja-keluarga ini. Walau bagaimanapun, sokongan
keluarga memainkan peranan penting dalam membantu pekerja wanita profesional ini untuk
menguruskan peranan mereka. Ini telah dibuktikan dalam satu kajian yang dilakukan oleh
Noor (2001) telah membuktikan bahawa sokongan yang diterima daripada ahli keluarga
terutama suami mampu mengurangkan tekanan dan bebanan daripada kerja dan keluarga.
Selain itu, kajian yang dijalankan oleh Giovanny Anggasta Buhali dan Meily
Margaretha (2013) adalah berkaitan dengan konflik kerja-keluarga yang mempengaruhi
komitmen organisasi dan kepuasan kerja adalah sebagai pembolehubah mediasi. Selain itu,
kajian ini juga adalah untuk melihat hubungan konflik kerja-keluarga dan konflik keluargakerja secara serentak terhadap kepuasan kerja dan komitmen organisasi yang melibatkan
seramai 30 orang pekerja yang bekerja di universiti telah dijadikan sebagai responden.
Dapatan kajian yang menggunakan analisis regresi pelbagai menunjukkan konflik kerjakeluarga dan konflik keluarga-kerja tidak mempunyai pengaruh terhadap kepuasan kerja.
Hal ini demikian kerana, kakitangan universiti tidak mengalami sebarang bebanan tugas di
pejabat dan kurang tekanan menyebabkan tidak berlakunya konflik tersebut.
Di samping itu, terdapat pengaruh konflik kerja-keluarga terhadap komitmen
organisasi. Hal ini kerana, konflik kerja-keluarga berlaku akan menyebabkan individu
mengalami kesukaran dalam menyelaraskan peranannya di rumah dan di tempat kerja
sehingga merasakan kurang berkomitmen terhadap organisasi. Dapatan kajian mendapati
kepuasan kerja juga mempunyai pengaruh terhadap komitmen organisasi. Ini kerana
terdapat hubungan timbal balik antara kepuasan kerja dan komitmen organisasi dimana
kepuasan kerja akan mempengaruhi komitmen organisasi dan sebaliknya (Giovanny
Anggasta Buhali & Meily Margaretha, 2013). Namun begitu, terdapat limitasi dalam kajian ini
yang memberi kesan terhadap dapatan kajian seperti fokus kepada kakitangan universiti
sahaja, responden yang sedikit dan masa bekerja yang tidak padat.
Beberapa penelitian melaporkan bahawa konflik pekerjaan dan keluarga akan
mempengaruhi beberapa perkara dalam kehidupan keluarga dan pekerjaan seperti terdapat
hubungan negatif antara konflik pekerjaan dan keluarga dengan kepuasan dalam keluarga
(Parasuraman & Simmers, 2001; Huang et al., 2004), ada hubungan negatif antara konflik
pekerjaan dan keluarga dengan kepuasan perkawinan (Kim & Ling, 2001; Aycan & Eskin,
2005), ada hubungan negatif antara konflik pekerjaan dan keluarga dengan kesejahteraan
psikologis (Noor, 2002; Noor, 2004; Aycan & Eskin, 2005), ada hubungan positif antara
konflik pekerjaan dan keluarga dengan distres psikologis (Mayor, Klein, & Erhart, 2002;
Mauno, Kinnunen, & Pyykko, 2005). Kajian yang dilakukan oleh Grandey, Cordeiro &
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Crouter (2005) juga melaporkan konflik pekerjaankeluarga juga berhubungan negatif

dengan kepuasan kerja.
Selain itu, konflik pekerjaankeluarga (WIF) akan lebih mempengaruhi kepuasan
kerja daripada konflik keluargapekerjaan (FIW). Hasil penelitian Netemeyer, McMurrian, &
Boles (1996) pada guru, jurujual dan ahli perniagaan menunjukkan konflik pekerjaan
keluarga (WIF) lebih mempengaruhi kepuasan kerja daripada konflik keluarga-pekerjaan
(FIW). Di samping itu, kajian berkaitan konflik kerja-keluarga juga dijalankan berdasarkan
perbezaan gender. Ini dapat dilihat bahawa konflik pekerjaankeluarga (WIF) akan lebih
mempengaruhi kepuasan kerja pada wanita daripada pria. Penelitian Grandey et al. (2005)
dengan menggunakan pendekatan teori gender pada pasangan suami isteri menunjukkan
konflik pekerjaankeluarga (WIF) yang dialami isteri akan lebih mempengaruhi kepuasan
kerja daripada konflik pekerjaankeluarga (WIF) yang dialami suami. Hal ini terjadi kerana
konsep yang berorientasi gender akan melihat peranan yang berbeza antara lelaki dan
perempuan. Hal ini demikian kerana, kebanyakan lelaki akan bekerja di sektor awam dan
wanita pula berada di sektor domestik.
Selain itu, kajian daripada Samina Nawab & Sana Iqbal (2013) menunjukkan bahawa
konflik kerja-keluarga mempunyai impak terhadap kepuasan hidup dan kepuasan kerja
dalam kalangan doktor yang bekerja di sektor awam dan swasta. Kajian ini menunjukkan
bahawa terdapat impak konflik kerja-keluarga terhadap kepuasan hidup dan kerja yang
disebabkan oleh tahap tekanan kerja yang dialami oleh doktor sehingga mereka tidak ada
masa untuk bersama keluarga. Justeru, melalui kajian ini akan dapat memberi sumbangan
terhadap kesejahteraan hidup dalam kalangan doktor dengan cara menyokong aspek
peribadi dan aspek professional seperti penyampaian perkhidmatan yang berkualiti di
hospital.
Bagi aspek sokongan keluarga, banyak penelitian terhadap sokongan keluarga telah
dijalankan bagi melihat hubungan di antara pembolehubah seperti penghargaan kendiri,
kepuasan hidup, kepuasan kerja dan konflik kerja-keluarga. Kajian yang dilakukan di
Malaysia oleh Wan Edura Wan Rashid et al., (2011) adalah untuk menilai aspek sokongan
sosial terhadap konflik kerja-keluarga dalam mencapai kepuasan hidup dalam kalangan
jururawat perempuan di hospital awam. Hasil kajian menunjukkan bahawa sokongan sosial
mempengaruhi kepuasan hidup individu. Aspek kepuasan hidup adalah seperti
kesejahteraan hidup, keluarga dan pekerjaan.
Sokongan sosial akan mempengaruhi kepuasan hidup dalam kalangan jururawat
perempuan bagi membantu dalam meningkatkan kesihatan fizikal dan mental seseorang
dan juga meningkatkan kepuasan kerja dan keluarga. Ini terbukti melalui kajian Noraini
(2006) menekankan sokongan sosial dapat meningkatkan kesejahteraan hidup, kurang
tekanan, mempunyai semangat yang lebih baik dan mampu memberikan kualiti
perkhidmatan yang lebih baik kepada pesakit. Oleh itu, sokongan sosial merupakan sumber
yang penting yang boleh menghasilkan daya tindak yang berkesan sekiranya wujud konflik
kerja dan keluarga dan seterusnya dianggap sebagai faktor utama dalam meningkatkan
kesihatan fizikal dan mental pekerja.
Kajian yang dijalankan di Barat berkaitan dengan sokongan kerja, keluarga dan
komuniti merupakan peramal kepada konflik kerja-keluarga yang melibatkan populasi
pekerja yang berpendapatan rendah. Kajian ini dijalankan adalah untuk melihat faktor
sokongan sosial dapat mengurangkan konflik yang berlaku. Ini dapat dilihat bahawa
golongan yang berpendapatan rendah mengalami konflik kerja-keluarga yang tinggi
berbanding golongan yang berpendapatan tinggi. Antara strategi daya tindak yang
digunakan bagi mengurangkan konflik kerja-keluarga ini adalah melalui sokongan sosial
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daripada ahli keluarga, rakan sekerja, penyelia dan majikan yang mampu mengurangkan
konflik tersebut.
Hasil kajian menunjukkan bahawa sokongan sosial daripada keluarga, penyelia,
rakan sekerja, majikan dan komuniti mempunyai hubungan yang negatif tehadap konflik
kerja-keluarga dan konflik keluarga-kerja. Ini bermaksud wujudnya sokongan sosial ini dapat
mengurangkan konflik yang berlaku sama ada di pejabat mahupun di rumah. Oleh itu,
sokongan sosial ini adalah sangat penting bagi golongan yang berpendapatan rendah untuk
meningkatkan tahap keyakinan dalam diri dan menangani konflik yang berlaku dengan baik.
Manakala, berbeza dengan kajian yang dilakukan oleh Feng Kong et.al (2015) yang melihat
perbezaan berdasarkan gender berkaitan dengan sokongan sosial dan kepuasan hidup
dalam kalangan mahasiswa China. Hasil kajian menunjukkan bahawa mahasiswi
mempunyai sokongan sosial yang lebih tinggi terhadap kepuasan hidup berbanding
mahasiswa. Hal ini demikian kerana, sekiranya individu menerima sokongan sosial yang
banyak daripada keluarga dan rakan-rakan, mereka akan dapat mencapai kepuasan hidup
yang tinggi dan memuaskan.
Sokongan emosi keluarga dan kepuasan kerja memainkan peranan yang penting
agar dapat mencapai kejayaan organisasi dan sentiasa berdaya saing. Kajian daripada
Kwok et al., (2015) menekankan bahawa sokongan emosi keluarga mempunyai hubungan
yang signifikan dengan kepuasan kerja. Sehubungan itu, sokongan emosi keluarga ini dapat
melahirkan sifat yang positif dalam diri seseorang seperti dapat meningkatkan keyakinan
dan keberkesanan diri. Oleh itu, sokongan emosi keluarga bukan sahaja dapat melahirkan
keyakinan dan keberkesanan diri malah, ianya juga dapat meningkatkan kepuasan
pekerjaan. Sehubungan itu, sekiranya pekerja mempunyai tahap kepuasan kerja yang tinggi
maka, ini akan dapat membantu pekerja agar bermoral dan dapat meningkatkan hasil
produktiviti yang baik dalam organisasi dengan hanya menerapkan model psikologi atau
nilai-nilai postif dalam diri pekerja.
Manakala, kajian oleh Russell A. Matthews et al. (2010) yang mengkaji tentang
sokongan sosial, tekanan peranan kerja dan konflik kerja-keluarga dengan melihat
perbezaan tiga kumpulan umur iaitu lingkungan umur 28 tahun ke bawah, 29 hingga 45
tahun dan 46 tahun dan ke atas. Sehubungan itu, sokongan sosial sama ada sokongan
daripada keluarga, rakan sekerja, penyelia dan majikan mempunyai hubungan yang negatif
terhadap konflik kerja-keluarga bagi ketiga-tiga kumpulan umur ini. Sama seperti kajiankajian lepas berkaitan sokongan keluarga dimana aspek sokongan keluarga dapat
mengurangkan konflik kerja-keluarga dan menaikkan semangat pekerja sehinggalah pekerja
mencapai tahap kepuasan kerja yang sangat memuaskan.
Kajian oleh Byron (2005) dalam Michel et al. (2010) mendapati bahawa tekanan
peranan kerja dan sokongan sosial mempunyai hubungan yang kuat dengan konflik kerjakeluarga dan tekanan peranan keluarga dengan sokongan sosial juga menunjukkan
mempunyai hubungan yang kuat dengan konflik keluarga-kerja. Walau bagaimanapun,
pembolehubah demografik menunjukkan hubungan yang lemah dengan konflik kerjakeluarga. Ford et al. (2007) dalam Michel et al. (2010) menguji dua model integratif antara
konflik kerja-keluarga. ini dapat dilihat bahawa tekanan peranan kerja dan sokongan sosial
akan cenderung berlaku konflik kerja-keluarga dan kemudiannya akan meramalkan
kepuasan dalam aspek pekerjaan dan keluarga. Mereka juga memberi tumpuan kepada
hubungan dalam domain antara tekanan peranan, sokongan sosial, dan konflik kerjakeluarga. Justeru, kajian ini telah memberi sumbangan penting dimana penulis mendapati
bahawa latar belakang konflik kerja-keluarga dalam model mereka masing-masing adalah
peramal penting dan unik kepada konflik kerja-keluarga ini.
Seterusnya, kebanyakan kajian kepuasan hidup dijalankan ke atas golongan
dewasa. Terdapat juga kajian yang melihat kepuasan hidup dalam aspek kepuasan kerja,
460

kesihatan diri dan sebagainya. Kajian Diener dan Suh (1998) yang melihat hubungan antara
umur dan kepuasan hidup mendapati terdapat sedikit peningkatan dalam kepuasan hidup
dari usia 20 tahun sehingga 80 tahun ke atas. Kepuasan terhadap domain-domain
kehidupan juga akan meningkat bersama peningkatan usia. Kajian Herzog dan Rodgers
(1981) dan Shueng-Tak Cheng (2004) mendapati semakin meningkat usia seseorang
individu, maka semakin kurang kepuasan hidup individu tersebut terhadap aspek kesihatan
dirinya.
Di samping itu, kajian yang dijalankan oleh Wan Edura Wan Rashid (2011) adalah
untuk melihat hubungan antara sokongan sosial terhadap pengayaan pekerjaan-keluarga
(work-family enrichment) dalam mencapai kepuasan hidup. Pengayaan pekerjaan-keluarga
adalah hasil positf terhadap gabungan antara peranan pekerjaan dan peranan keluarga. Ini
bermaksud, sifat positif di tempat kerja akan terbawa sehingga ke rumah dalam
melaksanakan tanggungjawab atau peranan ketika berada di rumah. Sekiranya peranan
kerja dapat meningkatkan peranan keluarga, maka ini menunjukkan bahawa kepuasan
dalam peranan keluarga akan semakin meningkat dan sangat memuaskan. Berdasarkan
kajian oleh Henessey (2007) dalam Wan Edura Wan Rashid (2011), pengayaan pekerjaankeluarga mempunyai hubungan positif terhadap kepuasan kerja dan keluarga dan hasil
mendapati wanita yang mempunyai tahap pengayaan kerja-keluarga lebih akan cenderung
untuk mengalami tahap yang lebih tinggi dalam kepuasan kerja dan keluarga.
Secara keseluruhannya, sorotan kajian lepas telah membuktikan bahawa
kebanyakannya konflik kerja-keluarga adalah menjurus kepada kesan negatif akibat
pertindihan kerja dan keluarga yang akan memberi kesan terhadap kepuasan hidup,
kepuasan kerja dan sebagainya. Namun begitu, kebanyakan daripada kajian-kajian lepas
juga telah membuktikan bahawa aspek sokongan keluarga atau sokongan daripada sosial
dapat membantu dalam menghadapi konflik yang berlaku kepada golongan yang bekerja.
Oleh yang demikian, sorotan kajian lepas ini dapat dilihat bahawa wujud kesan negatif atau
konflik akibat pertindihan kerja dan keluarga dalam kalangan individu yang bekerja dan telah
berumah tangga dan dapat akan memberi kesan terhadap penglibatan seseorang individu
dalam kerja dan keluarga.
METODOLOGI
Reka Bentuk Kajian
Kaedah kajian yang digunakan dalam penyelidikan ini adalah kajian jenis tinjauan dengan
menggunakan borang soal selidik untuk mendapatkan data daripada responden. Mohd Najib
(2003) menyatakan bahawa kaedah soal selidik merupakan alat pengukuran yang sesuai
digunakan dalam penyelidikan, dan ia lebih praktikal berbanding kaedah-kaedah lain kerana
penganalisisan data dapat dijalankan dengan lebih cepat dan berkesan. Dalam kajian ini,
alat kajian yang digunakan adalah borang soal selidik yang diperolehi daripada laman
sesawang iaitu melalui kajian-kajian lepas mengenai konflik kerja-keluarga, sokongan
keluarga dan kepuasan hidup. Borang soal selidik ini akan diadaptasi dan diterjemahkan
kepada Bahasa Melayu bagi memudahkan dan memberi kefahaman kepada responden
untuk menjawab soal selidik itu. Borang soal selidik itu kemudiannya diedarkan kepada
pekerja yang bertujuan untuk mengkaji kesan konflik kerja-keluarga dan sokongan keluarga
terhadap kepuasan hidup dalam kalangan ibu bapa yang bekerja di sektor awam dan
swasta.
Subjek Kajian
Jumlah sampel kajian terdiri daripada 140 orang pekerja yang terdiri daripada kalangan ibu
bapa yang bekerja dalam sektor awam dan swasta. Sampel kajian ini kemudiannya
461

terbahagi kepada 70 orang responden yang terdiri daripada lelaki dan 70 orang responden
lagi adalah perempuan. Kriteria kajian ini dipilih berdasarkan kepada status perkahwinan
mereka dan mestilah mempunyai sekurang-kurangnya seorang anak. Kriteria pemilihan ini
digariskan bagi memastikan sampel mempunyai kerja berhampiran sama dan peranan
keluarga (Aminah, 1996). Sampel ini dipilih secara rawak yang terdiri daripada pekerja
sektor awam dan sektor swasta yang bekerja di sekitar Kota Kinabalu, Sabah.
Alat Kajian
Dalam kajian ini, satu set borang soal selidik yang merangkumi empat bahagian akan
digunakan bagi mengumpulkan data. Bahagian A menggunakan Work-Family Conflict Scale
oleh Carlson, Kacmar & Williams (2000) yang mempunyai sembilan item bagi mengukur
konflik kerja-keluarga. Bahagian B menggunakan Family Support Inventory for Worker yang
telah disusun oleh Lynda A. King, Laura K. Mattimore, Daniel W. King & Gary A. Adams
(1995). Alat kajian ini mempunyai 43 item bagi menilai sokongan keluarga yang diperlukan
oleh pekerja. Bahagian C menggunakan alat kajian Satisfaction With Life Scale (SWLS)
yang dibina oleh Diener, Emmons, Larsen dan Griffin (1985) mengandungi lima item bagi
mengukur kepuasan hidup seseorang secara keseluruhan. Akhir sekali, bahagian D adalah
maklumat demografi subjek kajian. Secara keseluruhannya sebanyak 65 item terkandung
dalam soal selidik bagi kajian ini.
Analisis Data
Semua data dalam kajian ini akan dikod dan di analisis dengan menggunakan perisian
Statistical Package For the Social Sciences (SPSS) versi 22. Data yang diperolehi
kemudiannya akan di analisis secara deskriptif dan inferensi berdasarkan tujuan kajian yang
telah dinyatakan. Analisis regresi dan korelasi akan digunakan bagi melihat pengaruh dan
hubungan berdasarkan kepada persoalan kajian yang dikemukakan. Penggunaan keduadua kaedah analisis ini adalah untuk menilai objektif serta menguji hipotesis yang telah
dibina.
HASIL KAJIAN
Hasil Analisis Secara Deskriptif dan Hasil Analisis Secara Inferensi
Jangkaan hasil penyelidikan boleh dijelaskan seperti berikut:
a. Dapat mengenal pasti pengaruh konflik kerja-keluarga terhadap kepuasan hidup dalam
kalangan ibu bapa bekerja di Kota Kinabalu, Sabah.
b. Dapat mengenal pasti pengaruh sokongan keluarga terhadap kepuasan hidup dalam
kalangan ibu bapa bekerja di Kota Kinabalu, Sabah.
c. Dapat mengenal pasti hubungan antara konflik kerja-keluarga dan sokongan keluarga
dalam kalangan ibu bapa bekerja di Kota Kinabalu, Sabah.

KESIMPULAN
Kesimpulannya, adalah diharapkan kajian ini dapat dijalankan dengan lancar dan sempurna
bagi memenuhi objektif kajian semasa menjalankan kajian ini. Melalui hasil kajian ini juga
diharapkan ia berpotensi untuk membantu pihak ibu bapa yang bekerja dalam menguruskan
konflik kerja-keluarga yang berlaku di pejabat atau di rumah dan sekaligus memandang
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bahawa sokongan keluarga yang diperolehi daripada ahli keluarga atau rakan-rakan juga
sangat mempengaruhi kepuasan hidup seseorang. Hasil kajian yang akan diperolehi juga
berpotensi untuk membantu pihak majikan dalam menguruskan penjadualan waktu bekerja
dan bebanan kerja yang bersesuaian dengan peranan dan tanggungjawab yang mampu
digalas oleh pekerja agar dapat mengurangkan konflik atau masalah yang berlaku semasa
berada di tempat kerja.
RUJUKAN
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kepuasan kerja, dan masalah kesihatan mental di kalangan pekerja Sabah. Sabah:
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Journal of Personality and Social Psychology. 69(1): 120-129.
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Giovanny Anggasta Buhali, & Meily Margaretha. (2013). Pengaruh Work-Family Conflict
terhadap komitmen organisasi: Kepuasan kerja sebagai variabel mediasi. Jurnal
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Greenhaus, J. H. J., & Beutell, N. J. (1985). Sources of conflict between work and family
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Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you
want.New York: Penguin Press.
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Wan Edura Wan Rashid, Mohamad Sahari Nordin, Azura Omar, & Izhairi Ismail. (2011).
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PENGARUH GAYA PEMBELAJARAN, KEUPAYAAN METAKOGNITIF DAN AMALAN

KEMAHIRAN BELAJAR TERHADAP PENCAPAIAN AKADEMIK
Shukri Zain
Mohd Rafi Bin Bakkin Billah

Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah

drshukrizain@gmail.com
mohdrafi@oum.edu.my
ABSTRAK
Kajian tinjauan ini bertujuan untuk mengenal pasti pengaruh gaya pembelajaran dan amalan
kemahiran belajar terhadap keupayaan metakognitif dan pengaruh gaya pembelajaran,
keupayaan metakognitif dan amalan kemahiran belajar terhadap pencapaian akademik
pelajar dalam mata pelajaran Ekonomi Asas. Seramai 950 orang pelajar tingkatan empat
telah dipilih secara rawak sebagai responden kajian bagi mewakili pelajar-pelajar Ekonomi
Asas di seluruh negeri Sabah. Data bagi kajian diperoleh melalui soal selidik SGPP, SKMP,
SKBP dan SPAE sebagai alat pengukur variabel-variabel kajian. Data kajian dianalisis
menggunakan statistik deskriptif dan inferensi yang melibatkan ujian t, korelasi pearson,
regresi berganda dan AMOS versi 18. Keputusan analisis korelasi menunjukkan terdapat
hubungan positif yang signifikan antara variabel-variabel yang terlibat. Ujian regresi
berganda juga menunjukkan bahawa dimensi-dimensi gaya pembelajaran dan amalan
kemahiran belajar masing-masing menyumbang sebanyak 42.6% dan 47.7% terhadap
keupayaan metakognitif dalam kalangan pelajar Ekonomi Asas. Analisis selanjutnya
menunjukkan keupayaan metakognitif (=0.186, p <0.05) dan gaya pembelajaran global
(=0.111, p <0.05) masing-masing menyumbang sebanyak 5.9% dan 1.1% terhadap
varians skor pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas. Keputusan
analisis kesepadanan model persamaan struktural menunjukkan variabel-variabel bebas
yang teribat menyumbang sebanyak 62.4% perubahan varians skor keupayaan metakognitif
dan 7.0 % perubahan varians skor pencapaian akademik pelajar dalam mata pelajaran
Ekonomi Asas. Secara keseluruhan, dapatan kajian ini menyediakan bukti yang menyokong
hubungan dan pengaruh gaya pembelajaran dan amalan kemahiran belajar dengan
keupayaan metakognitif serta peranan keupayaan metakognitif sebagai mediator dalam
membantu meningkatkan pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas.
Implikasinya kajian ini telah memberi sumbangan baharu terhadap reka bentuk
pembudayaan cara belajar yang efektif dalam kalangan pelajar Ekonomi Asas. Justeru
penguasaan terhadap ilmu pembelajaran bestari perlu terus dibina, dipupuk dan
dibudayakan secara berterusan selagi pelajar itu masih bergelar pelajar yang sentiasa
mengutamakan kecemerlangan dalam proses pembelajaran.

ABSTRAC
This study aims to identify the influence between learning styles and learning skills practice
with metacognitive ability and learning style influence, metacognitive ability and patterns of
study skills with the academic achievement of students in Basic Economics. A total of 950
form 4 students were selected randomly throughout Sabah to be the respoden representing
students of Basic Economics throughout the state. Data for this study were collected
through a questionnaire SGGP, SKMP, SKBP and SPAE. Data were analyzed using inference
and descriptive statistics which involved a t-test, pearson correlation, multiple regression
465

and AMOS version 18. Correlational analysis results showed that there was a significant
positive relationship between the variables involved. Based on multiple regression the
researcher found that the dimensions of learning styles and patterns of practice overall
learning skills each accounted for 42.6% and 47.7 % of the metacognitive ability among
students Basic Economics. Further analysis revealed that metacognitive ability (=0.186,
p<0.05) and global learning style (=0.111, p<0.05) each accounted for 5.9% and 1.1%
change in the variance in academic achievement scores of students in Basic Economics.
Correspondence analysis results of structural equation model showed independent variables
contributed 62.4 % of variance changes in metacognitive ability score and 7.0% change in
score variance academic achievement of students in Basic Economics. Overall, this study
provides evidence supporting the relationship between learning styles and patterns of
practice learning skills and metacognitive ability and the role of metacognitive capacity as
mediator variable in helping to improve the academic achievement of students in Basic
Economics. As an implication this study is contributed to the design of effective way of
learning or smart students in Basic Economics. Thus smart learning should be continued to
be built, nurtured and cultivated continuously as long as the students always struggle for
success in the learning process.
1.1

Pengenalan

Mata pelajaran Ekonomi Asas merupakan satu daripada mata pelajaran di bawah kumpulan
Teknik dan Vokasional untuk pelajaran Tingkatan 4 dan 5 di peringkat pendidikan menengah
atas yang bermatlamat untuk memberi para pelajar pemahaman teguh tentang prinsip asas
ekonomi agar mereka boleh memahami dunia moden serta membuat keputusan yang akan
membentuk masa depan. Menurut Pusat Perkembangan Kurikulum (2005), pengenalan
mata pelajaran ini merupakan sebahagian daripada agenda Dasar Pendidikan Negara (DPN)
yang hendak menuju kepada pendidikan bertaraf dunia dan meletakkan proses
perkembangan

dan

pembangunan

pendidikan

sebagai

wadah

penting

untuk

mensejahterakan kehidupan masyarakat terutamanya melalui institusi-institusi pendidikan

seperti sekolah yang boleh dianggap bertindak sebagai nadi penggeraknya. Melalui ilmu
pengetahuan dan kemahiran yang diperoleh daripada mata pelajaran ini, hasrat
membangun modal insan yang berpengetahuan dan berkemahiran tinggi untuk menangani
fenomena globalisasi yang mana isu dan aktiviti ekonomi merupakan realiti harian yang
memberi kesan akibat kepada semua lapisan rakyat di negara dapat direalisasikan.
Menyedari hakikat ini, kemajuan dalam bidang pendidikan dalam konteks populasi pelajar
yang pelbagai menjadi isu atau persoalan penting dalam kalangan guru sama ada cara atau
strategi pembelajaran yang menjadi asas penyelidikan ini berupaya mentransformasikan
pencapaian ke arah kecemerlangan atau sebaliknya. Dalam hal ini, tanggungjawab seorang
guru didalam menyampaikan pengajaran mereka semakin kompleks dan mencabar serta
menuntut agar mereka menjadi lebih peka terhadap ciri perbezaan yang ada dalam diri

466

pelajar semasa PdP kerana elemen ini dikenal pasti dapat mempengaruhi pencapaian pelajar
sama ada secara langsung mahupun tidak langsung.
1.2

Pernyataan Masalah

Gaya pembelajaran, keupayaan metakognitif dan amalan kemahiran belajar merupakan

antara komponen gaya kognitif yang saling melengkapi antara satu sama lain. Sering
dikaitkan dengan hasil dan kualiti proses pembelajaran yang seterusnya dilihat berupaya
memberikan implikasi positif terhadap pencapaian akademik pelajar. Justeru, disebabkan
tahap pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas yang masih kurang
memberangsangkan, maka penyelidik melakukan kajian terhadap pengaruh gaya belajar,
keupayaan metakognitif dan amalan kemahiran belajar terhadap pencapaian akademik
pelajar dalam mata pelajaran Ekonomi Asas. Langkah ini sebagai antara insiatif penyelidik
mengenal pasti permasalahan utama serta langkah-langkah produktif yang sewajarnya
untuk membantu mempertingkatkan tahap pencapaian pelajar dalam mata pelajaran
Ekonomi Asas di negeri Sabah.

Tambahan pula, berpandukan tinjaun lepas yang

dikemukakan penyelidik, ramai pengkaji telah melakukan kajian terhadap setiap variabel
yang dinyatakan secara berasingan, namun kajian yang menggabungkan kesemua faktor
dalam satu kajian masih kurang diberi tumpuan sama ada di dalam mahupun di luar negara.
Justeru maka satu kajian berkaitan variabel gaya pembelajaran, keupayaan metakognitif
dan amalan kemahiran belajar perlu dijalankan secara kolaboratif memandangkan isu
kefahaman tentang peranan atau fungsi secara berpadanan, tepat dan berpadu ketiga-tiga
elemen cara pembelajaran ini diyakini dapat membantu meningkatkan tahap penguasaan
pelajar terhadap sesuatu mata pelajaran dan seterusnya memperbaiki pencapaian mereka
dalam

mata

pelajaran

berkenaan.

Pemahaman

dan

penguasaan

terhadap

gaya

pembelajaran, keupayaan metakognitif dan amalan kemahiran belajar secara bijak,

berkesan, terancang, tersusun, sistematik akan menjanjikan impak yang membanggakan.
Hasan Mohd Ali (2008) yang menyokong kenyataan ini menjelaskan bahawa kesan yang
membanggakan bererti pelajar itu memperoleh kejayaan yang cemerlang dalam proses
pembelajarannya. Bertitik tolak daripada semua masalah yang telah dibincangkan, kajian ini
dilihat sangat penting dalam usaha meningkatkan kefahaman dan penguasaan individu
pelajar, guru, ibu bapa serta mereka yang mempunyai autoriti dalam bidang pendidikan
terhadap potensi variabel gaya pembelajaran, keupayaan metakognitif dan amalan
kemahiran belajar dengan harapan dapat membantu memperbaiki dan melonjakkan
pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas di seluruh negeri Sabah.
467

1.3

Objektif Kajian

Objektif utama kajian ini dijalankan adalah untuk menentukan sama ada wujud hubungan
dan pengaruh variabel gaya pembelajaran, keupayaan metakognitif serta amalan kemahiran
belajar terhadap pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas di
sekolah-sekolah menengah di negeri Sabah. Dalam kajian ini variabel gaya pembelajaran
(aktif, reflektif, sensori, intuisi, visual, verbal, sequential, global), keupayaan metakognitif
dan amalan kemahiran belajar (membaca, mendengar, mencatat nota, mengurus masa,
membuat rujukan dan menghadapi peperiksaan) akan dihuraikan. Dalam konteks ini,
persepsi serta pandangan responden yang terlibat akan diberi pertimbangan dalam menilai
dimensi gaya pembelajaran yang menjadi keutamaan mereka, keupayaan metakognitif serta
amalan kemahiran belajar yang sesuai serta berkesan untuk dipraktikkan oleh para pelajar
dilokasi kajian ini dijalankan. Analisis regresi dan SEM menggunakan perisian AMOS versi
18.0 akan digunakan untuk meramal pengaruh variabel gaya pembelajaran (aktif, reflektif,
sensori, intuisi, visual, verbal, sequential, global), keupayaan metakognitif dan amalan
kemahiran belajar (membaca, mendengar, mencatat nota, mengurus masa, membuat
rujukan, menghadapi peperiksaan) terhadap pencapaian akademik pelajar dalam mata
pelajaran Ekonomi Asas.
Selain itu, penyelidik turut melihat kemampuan variabel gaya pembelajaran (aktif,
reflektif, sensori, intuisi, visual, verbal, sequential, global) dan amalan kemahiran belajar
(membaca, mendengar, mencatat nota, mengurus masa, membuat rujukan, menghadapi
peperiksaan) menjadi peramal kepada keupayaan metakognitif dalam kalangan para pelajar
Ekonomi Asas. Dalam kajian ini hubungan langsung dan tidak langsung antara variabel
bebas dan variabel bersandar dijelaskan melalui pembentukan model persamaan struktural

(SEM) yang sepadan dan disokong oleh model pengukuran serta tinjauan teoritikal yang
sesuai dengan keperluan kajian. Selain itu, kajian ini turut dijalankan untuk melihat
perbezaan skor min variabel gaya pembelajaran, keupayaan metakognitif dan amalan
kemahiran belajar berdasarkan ciri demografi yang memberi tumpuan terhadap aspek
jantina.
1.4

Kepentingan Kajian

Kajian ini begitu penting untuk menunjukkan sama ada gaya belajar, keupayaan
metakognitif dan amalan kemahiran belajar mempunyai kesan atau pengaruh terhadap
pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas. Hasil kajian ini penting
468

sebagai sumber informasi dan panduan kepada pihak Kementerian Pendidikan Malaysia
(KPM), Jabatan Pelajaran Negeri Sabah, pihak pentadbiran sekolah dan persatuan Ibubapa
dan Guru (PIBG) untuk merencana langkah-langkah yang lebih proaktif dan inovatif ke arah
untuk merealisasikan dan mencapai matlamat atau objektif pelaksanaan PIPP, SAGA,

National Key Result Area (NKRA) dan terkini ialah Pelan Pembangunan Pendidikan Malaysia
2013 hingga 2025. Selain itu hasil kajian ini boleh menjadi sumber maklumat asas kepada
para pelajar agar mereka lebih mengetahui dan memahami kekuatan dan kelemahan yang
terdapat pada sesuatu dimensi gaya pembelajaran, keupayaan metakognitif dan dimensi
amalan kemahiran belajar. Mengetahui kekuatan yang terdapat dalam setiap dimensi gaya
pembelajaran, kemampuan metakognitif dan teknik kemahiran belajar, maka para pelajar
boleh terus berusaha lagi untuk mendalami cara pembelajaran, membangunkan aspek
kognitif, mengamalkan kemahiran belajar efektif yang sesuai dengan kecenderungan, minat
dan aspirasi mereka
Dapatan kajian ini dapat memberi beberapa panduan kepada guru untuk lebih
memahami bagaimana pelajar belajar dan seterusnya membantu mereka agar terus
berusaha memantapkan lagi pengetahuan dalam ilmu pedagogi dari aspek kepelbagaian
dalam teknik mengajar, pendekatan pembelajaran, bahan bantu mengajar dan aktiviti yang
sesuai dengan aras aspirasi serta kriteria strategi belajar yang diperlukan oleh setiap
individu pelajar Pengetahuan tentang gaya belajar dalam kalangan pelajar penting kerana
ianya dapat membantu guru merancang bahan mengajar atau mereka bentuk kurikulum
yang dapat mewujudkan situasi PdP dan yang sesuai dengan amalan cara pembelajaran
pelajar. Langkah proaktif ini tentunya dapat mewujudkan suasana pembelajaran dinamik,
kreatif serta menyeronokkan yang akan mendorong para pelajar terus bermotivasi
meningkatkan prestasi belajar melalui amalan pembelajaran yang betul. Selain pihak
Kementerian Pendidikan Malaysia (KPM) dan pendidik, peranan ibu bapa serta penyelidik
juga tidak harus dipinggirkan dalam usaha membantu meningkatkan pembangunan dan
kemajuan pendidikan para pelajar. Bersumberkan dapatan kajian ini, ibu bapa boleh
memainkan peranan konstruktif dengan meneliti, memahami dan mendorong agar anakanak mereka mengamalkan cara belajar yang sesuai serta efektif semasa proses
pembelajaran berlangsung. Ibu bapa perlu menyediakan persekitaran pembelajaran yang
kondunsif untuk anak-anak mereka semasa di rumah agar selari dengan aspirasi dan norma
budaya amalan belajar berkesan demi melestarikan kecemerlangan pelajar dalam bidang
pendidikan
469

2.1

Sorotan Literatur
i.

Aspek Gaya Pembelajaran

Lazimnya banyak teori dan model berkaitan pembelajaran diguna pakai dalam pelbagai
kajian. Berdasarkan tinjauan literatur yang dilakukan penyelidik terhadap pengkaji-pengkaji
lepas, pembelajaran merupakan satu elemen yang menjadi asas kepada kelangsungan hidup
manusia dan telah sebati dengannya. Menurut Schunck (2004) pembelajaran adalah satu
perubahan tingkahlaku yang agak kekal, hasil daripada amalan atau variasi pengalaman
yang pernah dilalui oleh setiap individu. Menurut Horton dan Turnhage (1967), apa sahaja
yang dilakukan oleh manusia yang matang, atau sesuatu yang mampu dilakukan oleh
mereka, boleh dianggap sebagai hasil daripada sesuatu pembelajaran. Justeru hampir
keseluruhan daripada kehidupan seseorang akan dimanfaatkan dalam aktiviti pembelajaran
(Wan Zah Wan Ali, 2000).
Dalam situasi pembelajaran, tidak semua individu memiliki tahap kebolehan yang
sama dalam pembelajaran mereka. Travers (1979) menjelaskan bahawa para pelajar dapat
belajar melalui banyak saluran seperti penglihatan, pendengaran, sentuhan, merasa dan
membau. Sesetengah pelajar memerlukan pertolongan guru sepenuhnya dan yang lain
mencapainya secara berdikari tanpa bantuan daripada mana-mana pihak. Terdapat pelajar
yang boleh belajar secara aktif sekiranya belajar secara berkumpulan dan sebaliknya ada
yang lebih suka belajar secara bersendirian. Pelbagai definisi yang dikemukakan berkaitan
pembelajaran oleh pelbagai tokoh yang bergiat aktif dalam bidang pendidikan, misalnya oleh
Carlson (1987) mentakrifkan pembelajaran sebagai perubahan ke atas tingkah laku individu
yang dihasilkan oleh peristiwa-peristiwa alam sekitar. Atan Long (1980), mendefinisikan
pembelajaran sebagai perubahan tingkah laku hasil daripada pengalaman yang dilalui oleh
seseorang individu. Dalam konteks ini, gaya pembelajaran seringkali dihubungkaitkan
dengan variasi teori pembelajaran seperti teori pembelajaran konstruktif, teori pembelajaran
behaviorisme, teori perkembangan piaget, teori pembelajaran berasaskan otak kiri dan
kanan, teori pembelajaran Experiential Kolb dan teori Pembelajaran Biggs (1987). Dalam
meneliti aspek-aspek gaya belajar dalam kalangan pelajar, Model Gaya Pembelajaran Felder
dan Silverman (1988) telah dipilih sebagai

asas panduan untuk mengenal pasti gaya

pembelajaran para pelajar disamping penyertaan oleh model-model gaya pembelajaran lain
seperti Model Gaya Pembelajaran Experiential Kolb (1984), Model Gaya Pembelajaran Honey
470

dan

Mumford (1992) dan Model Pendekatan Pembelajaran Dunn dan Dunn (1978).

Penyertaan model-model lain sebagai panduan memandangkan ciri-ciri bagi setiap dimensi
dalam model gaya pembelajaran lain wujud dalam model gaya pembelajaran Felder dan
Silverman.
Kajian-kajian lepas berkaitan gaya pembelajaran serta hubungannya dengan
pencapaian akademik pelajar oleh Mohammad Yusof et al.,(2008), Azizi Yahya (2010),
Mohamad Jafre Zainol Abidin et al., (2011) dan lain-lain lagi dapatlah dirumuskan bahawa
kebanyakan pelajar cenderung mempunyai dan mengamalkan gaya pembelajaran yang
berbeza-beza atau pelbagai. Manakala dalam aspek hubungan antara gaya pembelajaran
dengan pencapaian akademik pelajar menunjukkan konsistensi menyatakan terdapat
hubungan antara gaya belajar dengan pencapaian akademik pelajar. Hanya sebahagian kecil
hasil kajian yang memperlihatkan keputusan tidak terdapat hubungan yang signifikan antara
gaya pembelajaran dengan pencapaian akademik pelajar. Justeru keputusan yang kurang
konklusif dan bersifat tidak muktamad tentang hubungan dan pengaruh variabel gaya
pembelajaran terhadap pencapaian akademik pelajar menunjukkan kajian-kajian selanjutnya
berkaitan variabel ini wajar terus dilakukan. Langkah ini penting bagi mencari jawapan serta
penyelesaian bersifat konkrit terhadap apa juga isu dan permasalahan berkaitan
kepelbagaian gaya pembelajaran dalam kalangan pelajar yang dipercayai banyak
mempengaruhi kejayaan mereka dalam proses pembelajaran dan akademik.
ii. Aspek Keupayaan Metakognitif
Teori metakognitif pula dikaitkan dengan amalan berfikir tentang pemikiran, iaitu merujuk
kepada aspek pengetahuan kognisi seperti kebolehan memantau, meregulasi dan mengawal
sebarang hal-hal berkaitan kognitif (Flavell, 1976). Selaras dengan pengenalan kajian
metakognitif pada peringkat awal oleh Flavell, maka penekanan daripada teori tingkah laku
kepada teori kognitif mula diberi tumpuan dan ianya seiring dengan hasrat penyelidik ingin
menjalankan kajian berkaitan elemen cara pembelajaran berkenaan. Berdasarkan dapatan
kajian

lepas,

kemahiran

metakognitif

mampu

mempengaruhi

tahap

pencapaian

pembelajaran para pelajar. Walau bagaimanapun masih terdapat pelajar dalam semua
peringkat umur yang kurang pengetahuan tentang bagaimana pembelajaran dan ingatan
boleh difungsikan secara berkesan. Pendek kata metakognitif bolehlah dianggap sebagai
pengurus atau jurulatih dalam proses pembelajaran. Hal ini tentunya dapat membantu para
pelajar memproses maklumat dengan berkesan, di samping membolehkan mereka
471

memantau

keefektifan

pelbagai

strategi

pembelajaran

yang

diaplikasikan

semasa

menyiapkan sesuatu tugasan dalam pembelajaran tertentu. Turut digunakan sebagai

panduan asas berkaitan operasi teori metakognitif dalam pembelajaran termasuklah Teori
Modifikasi Metakognitif oleh Brown (1984), Kluwe (1987) dan Wilson (1998), Teori
Kesedaran Metakognitif Shraw dan Dennision (1994) serta lain-lain teori metakognitif.
Bersumberkan informasi melalui penelitian penyelidik terhadap beberapa kajian oleh
para pengkaji dalam dan luar negara berkaitan hubungan dan pengaruh keupayaan
metakognitif terhadap pencapaian pelajar menunjukkan amalan kemahiran metakognitif
berupaya membentuk corak pembelajaran yang berkesan dalam kalangan pelajar.
Mempunyai

dan

membudayakan

amalan

kemahiran

metakognitif

dalam

proses

pembelajaran akan membolehkan para pelajar mengawal, merancang serta menilai

kefahaman tentang sesuatu topik yang dipelajari. Strategi pembelajaran ini diyakini boleh
mempertingkatkan prestasi para pelajar dalam proses pembelajaran dalam pelbagai disiplin
ilmu bidang yang diikuti. Kenyataan ini selari dengan pandangan White et al., (1998) dan
Savia Cautinho (2008) iaitu pelajar yang baik tahap metakognitifnya akan memperlihatkan
pencapaian baik dalam akademik berbanding pelajar yang lemah metakognitifnya.
Kesimpulannya memiliki keupayaan metakognitif yang efektif dapat membentuk budaya
belajar bervariasi dan efektif serta boleh diguna pakai untuk memperbaiki kualiti dan kuantiti
pencapaian dalam proses pembelajaran mereka.
iii. Aspek Amalan Kemahiran Belajar
Proctor, Prevatt, Adams, Hurst dan Petscher (2006) mendefinisikan istilah kemahiran belajar
sebagai kecekapan memperoleh, merekod, mengelola, mensintesiskan, mengingati, dan
menggunakan maklumat-maklumat serta idea. Menurut Mohd Najib (2008), kemahiran
belajar merupakan keupayaan pelajar dalam menguasai kaedah-kaedah pembelajaran
seperti disiplin diri, kemahiran membaca, kemahiran mendengar, kemahiran membuat nota
dan kemahiran mengingati yang dapat membantu mereka memahami dan menyampaikan
maklumat bermakna dengan mudah. Setiap individu mempunyai kaedah pembelajarannya
yang tersendiri dalam mempelajari dan menguasai ilmu pengetahuan mengikut bidangbidang tertentu. Lazimnya kaedah pembelajaran tersebut akan digunakan sepenuhnya oleh
pelajar semasa proses pengajaran dan pembelajaran dilaksanakan. Justeru itu, terpulang
kepada kreativiti individu pelajar itu sendiri untuk mencorak dan mengaplikasikannya agar
memperoleh hasil yang memuaskan. Miller (1970) dalam kenyataannya menegaskan
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bahawa

tidak ada bukti muktamad tentang cara atau teknik belajar paling efektif yang

boleh dipraktikkan oleh semua individu. Dalam konteks kajian ini tumpuan penyelidik adalah
kepada enam aspek utama amalan kemahiran belajar iaitu kemahiran membaca, kemahiran
mencatat nota, kemahiran mendengar, kemahiran mengurus masa, kemahiran membuat
rujukan dan kemahiran menghadapi peperiksaan. Bagi mengenal pasti amalan kemahiran
dalam kalangan pelajar Ekonomi Asas, beberapa teori atau model kemahiran belajar telah
digunakan, antaranya termasuklah Teori Pembelajaran Pemprosesan Maklumat yang
diubahsuai daripada Joyce et. al (2004), Model Proses Kemahiran Belajar dan garis panduan
model Belajar Cara Belajar (BCB) oleh KPM (2001). Menurut Hasan Mohd Ali (2008), antara
faktor yang menjadi penentu kejayaan ataupun kegagalan dalam usaha pelajar mencapai
kejayaan cemerlang ialah matlamat perlu lebih jelas, bercita-cita, faktor rakan sebaya, tabiat
dan cara-cara pembelajaran yang efektif. Kajian oleh Mohd Najib et al., (2008), Thrope
(2010), Nurahimah Mohd Yusoff et al., (2010) dan lain-lain lagi berkaitan cara pembelajaran
pelajar, dapatlah dirumuskan bahawa keperluan pelajar memiliki amalan kemahiran belajar
yang efektif adalah penting untuk meningkatkan pencapaian mereka dalam pelbagai disiplin
bidang ilmu yang diikuti. Justeru itu, pengetahuan tentang jenis cara-cara pembelajaran
yang efektif dan sesuai dengan aspirasi pelajar wajar diberi perhatian atau ditekankan untuk
memastikan setiap isi kandungan pelajaran yang diajar akan berjaya menemui matlamatnya.
Hal ini secara tidak langsung akan dapat membantu menyumbang kepada peningkatan
pencapaian akademik seseorang pelajar.
2.2

Kerangka Konseptual Kajian

Kajian ini menggunakan kerangka konseptual yang direka bentuk berdasarkan andaian
tentang hubungan dan pengaruh variabel-variabel kajian seperti yang ditunjukkan dalam
Rajah 1 (Kerangka Konseptual Kajian). Berpandukan kerangka konseptual kajian,
pembolehubah bebas (eksogenus) kajian ini adalah variabel gaya pembelajaran dan amalan
kemahiran belajar dalam kalangan pelajar Ekonomi Asas. Manakala variabel keupayaan
metakognitif akan bertindak sebagai pembolehubah mediator dan medium maklumat
tambahan bagaimana atau kenapa dua variabel saling berkaitan (Bennet, 2000)
khususnya yang berhubung kait dengan hubungan dan pengaruh variabel gaya
pembelajaran, amalan kemahiran belajar terhadap pencapaian akademik pelajar dalam mata
pelajaran Ekonomi Asas. Manakala pembolehubah bersandarnya (endogenus) ialah variabel
pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas yang di ambil daripada
keputusan peperiksaan akhir tahun.
473

Faktor Demografi Pelajar

Jantina

Keupayaan
Metakognitif

Kemahiran Belajar Pelajar

Membaca
Menulis nota
Mengurus masa
Mendengar
Membuat rujukan
Menghadapi peperiksaan

Pembolehubah Bebas

Pembolehubah Mediator

Pencapaian
Akademik Pelajar
(Mata Pelajaran Ekonomi Asas)

Gaya Pembelajaran Pelajar

Aktif
Reflektif
Sensori
Intuisi
Visual
Verbal
Sequential
Global

Pembolehubah
Bersandar

Rajah 1: Kerangka konseptual Kajian.

Bagi penyelidik, penampilan secara kolaboratif variabel gaya pembelajaran,

keupayaan metakognitif, amalan kemahiran belajar dan pencapaian akademik pelajar dalam
mata pelajaran Ekonomi Asas dalam satu kajian merupakan sesuatu yang baharu ke arah
memvariasikan hasil penemuan kajian khususnya dalam disiplin bidang pendidikan Ekonomi.
Matlamat dan fungsi operasi kajian ini secara sepesifiknya berteraskan inisiatif untuk
meneroka, merungkai dan mencari jawapan terhadap pelbagai isu dan persoalan melibatkan
saling hubungan dan pengaruh variabel-variabel cara pembelajaran serta isu yang berkaitan
perbezaan individu (aspek gender) yang dilihat berpotensi memberi impak terhadap
keefektifan proses pembelajaran pelajar. Setiap individu mempunyai cara belajar tertentu
dan akan bertindak balas terhadap iklim, sumber serta pendekatan pengajaran dan
pembelajaran. Kenyataan ini selari dengan pandangan Christopher et al.,(2004) yang
474

menghuraikan bahawa gaya-gaya atau strategi belajar adalah bersifat kontingen iaitu tidak
menentu, berubah mengikut masa, konteks dan persekitaran serta saling melengkapi antara
satu sama lain. Justeru penyelidik mengharapkan penglibatan pembolehubah-pebolehubah
berkenaan dalam kajian ini akan dapat merungkai dan menjawab beberapa persoalan
berkaitan isu-isu pendidikan perdana khususnya dalam isu berkaitan pencapaian akademik
kurang memberangsangkan terutamanya di sekolah-sekolah menengah yang terlibat
sebagai lokasi kajian.
3.1

Metodologi Kajian

Kajian ini merupakan tinjauan kuantitatif yang bertujuan untuk mengenal pasti secara
menyeluruh pertalian atau pengaruh variabel gaya pembelajaran, keupayaan metakognitif
dan amalan kemahiran belajar terhadap pencapaian akademik pelajar dalam mata pelajaran
Ekonomi Asas. Menurut Mohd Majid Konting (2000), kajian tinjauan dapat menerangkan
sesuatu fenomena yang sedang berlaku ke atas sesebuah sekolah atau masyarakat dengan
lebih mudah. Menurut Chua Yan Piaw (2009) penggunaan kajian ini juga boleh menjelaskan
perhubungan, pendapat pada proses yang berlaku, keberkesanan dan corak yang
dibangunkan. Instrumen kajian yang digubal adalah berbentuk soal selidik untuk tujuan
pengumpulan dan penganalisisan data secara berasaskan instrumen kajian. Dalam kajian ini,
bersumberkan tinjauan karya terhadap aplikasi beberapa orang penyelidik yang membuat
kajian dalam disiplin bidang berkaitan, penyelidik telah melakukan pengadaptasian terhadap
instrumen mengikut kandungan objektif dan soalan kajian yang ditetapkan dalam kajian ini.
Ary dan Jacob (2010) berpendapat bahawa kebaikan menggunakan soal selidik termasuklah,
boleh melibatkan responden yang lebih ramai, lebih luas serta menyeluruh. Johnson (1994)
menyenaraikan terdapat tiga kekuatan menggunakan soal selidik dalam sesuatu kajian, iaitu
pertama mampu melibatkan responden yang lebih ramai. Kedua, membolehkan penyelidik
membuat kajian hubungan dan perbandingan dengan hasil kajian kepada populasi yang
lebih besar dan ketiga dapat menghasilkan fakta dan maklumat yang boleh di cross-

tabulate dalam pelbagai kaedah statistik bagi mempelbagaikan pemerihalan dapatan dalam
sesuatu kajian.
3.2

Populasi dan Persampelan

Dalam kajian ini, penyelidik telah menentukan saiz sampel dari populasi dengan merujuk
kepada jadual penentuan saiz sampel minimum yang dikemukakan oleh Krejcie dan Morgan
(1970) yang mempunyai aras keyakinan dalam lingkungan 95 peratus di samping memberi
475

pertimbangan secara empirikal dengan mengambil kira kaedah-kaedah persampelan yang

pernah dilakukan oleh pengkaji-pengkaji yang lain termasuk oleh Gay (2003). Penyelidik
telah menggunakan rumus yang digunakan oleh bahagian penyelidikan National Education

Association seperti mana yang dilaporkan oleh Krejice dan Morgan (1970) dalam
menentukan saiz sampel minimum kajian dan juga jadual bilangan sampel minimum
mengikut jenis kajian oleh Gay (2003). Justeru setelah mengambil kira saiz populasi, saiz
sel-sel yang hendak dibandingkan dan reka bentuk kajian yang digunakan, penyelidik telah
mengambil keputusan untuk menggunakan 950 orang pelajar sebagai responden dalam
kajian ini, iaitu mewakili lebih 10 peratus daripada keseluruhan populasi pelajar-pelajar
Ekonomi Asas yang berdaftar di seluruh negeri Sabah.
Dalam aspek persampelan pula, penyelidik telah menggunakan kaedah persampelan
bertujuan (purposive sampling) dalam kajian ini. Dalam konteks kaedah persampelan ini,
penyelidik terlebih dahulu telah memilih dan menetapkan hanya pelajar tingkatan empat
yang mengambil mata pelajaran Ekonomi Asas di seluruh negeri Sabah sahaja terlibat dalam
kajian ini dengan harapan agar dapat memperoleh informasi atau maklumat secara
terperinci dan menyeluruh berkaitan dengan dengan fenomena yang dikaji. Pelajar-pelajar
tersebut kemudian dipilih menggunakan kaedah persampelan rawak mudah daripada 180
buah sekolah menengah yang ada menawarkan mata pelajaran Ekonomi Asas dari setiap
Pejabat Pelajaran Daerah di seluruh negeri Sabah. Kaedah persampelan ini dilaksanakan
supaya tidak akan berlaku bias dalam proses pemilihan sampel termasuk setiap sampel yang
dipilih dari populasi kajian mempunyai peluang sama rata menjadi anggota sampel selain
sampel tidak mempunyai sebarang kemungkinan dipilih untuk kali kedua. Secara ringkasnya
proses persampelan yang digunakan berupaya mewakili ciri-ciri keseluruhan populasi kajian.
Kenyataan ini selari dengan pandangan Mohd. Majid Konting (1998) yang menegaskan
bahawa saiz sampel hendaklah dimaksimumkan dalam sesuatu kajian. Justeru itu, pemilihan
sampel yang respresentatif adalah penting dalam aplikasi statistik memandangkan
kepincangan boleh berlaku apabila sesuatu sampel gagal mewakili sesuatu populasi kajian
(Jaegar, 1984)
3.3

Instrumen Kajian

Kajian ini menggunakan soal selidik sepenuhnya sebagai alat pengumpulan data dan
pengukur bagi variabel-variabel yang terlibat sebagai konstruk kajian. Pemilihan soal selidik
sebagai alat kajian ialah kerana soal selidik berupaya mengukur ciri-ciri atau variabel yang
476

hendak diukur daripada saiz sampel yang melibatkan persampelan yang mengkaji sesuatu
populasi (Mohd Majid, 2000).
3.3.1 Bahagian B : Soal Selidik Gaya Pembelajaran Pelajar
Soal selidik dalam Bahagian B, item-itemnya adalah berbentuk pernyataan yang diadaptasi
daripada set soal selidik Index Of Learning Style (ILS) yang direka oleh Richard M. Felder
dan Linda K. Silverman (1991). Dalam konteks kajian ini, item-item soal selidik yang
digunakan dikenali sebagai Skala Kepelbagaian Gaya Pembelajaran Pelajar (SGPP) untuk
menunjukkan terdapatnya kepelbagaian dalam gaya pembelajaran dalam kalangan pelajar
Berdasarkan Jadual 3.1, terdapat lapan jenis gaya pembelajaran iaitu aktif, reflektif, sensori,
intuisi, visual, verbal, sequential dan global yang akan cuba dikenal pasti menggunakan
aplikasi item-item atau nombor-nombor soalan yang mewakili setiap jenis gaya
pembelajaran yang terlibat sebagai konstruk dalam kajian ini.
Jadual 3.1 : Spesifikasi Instrumen Gaya Pembelajaran
Dimensi
Gaya Pembelajaran
(Aktif, Reflektif, Sensori,
Intuisi, Visual, Verbal, Sequential dan Global)
Jumlah

Item Soalan
1 40
40 Item soalan

Kesemuanya menggunakan skala Likert 1 hingga 5 (1=Sangat Tidak Setuju, 2=

Tidak Setuju, 3= Kurang Setuju, 4=Setuju , dan 5= Sangat Setuju).
3.3.2

Bahagian C : Soal Selidik Penilaian Kendiri Keupayaan Metakognitif

Dalam bahagian C, seperti mana yang ditunjukkan dalam Jadual 3.2, item-itemnya juga
adalah berbentuk skala interval atau pernyataan yang bertujuan untuk mengenal pasti tahap
kepuayaan (kesedaran) metakognitif berdasarkan persepsi responden yang terlibat dalam
kajian ini. Soal selidik ini terdiri daripada 20 item soalan yang mewakili pernyataan berkaitan
4 subskala kemahiran metakognitif yang terdiri daripada aspek pengetahuan, strategi
kognitif, perancangan dan penilaian kendiri pelajar. Item-item kemahiran metakognitif yang
digunakan adalah hasil adaptasi item yang terdapat dalam instrumen yang dibangunkan
oleh oleh Schraw dan Dennison (1994) yang dikenali sebagai Metacognitive Awareness

Inventory (MAI), ONeil dan Abedi (1996), ONeil dan Brown (1997), Panaoura et al.,(2003)
dan dikenali sebagai State Metacognitive Inventory (SMI).
477

Jadual 3.2 : Spesifikasi Instrumen Keupayaan Metakognitif

Dimensi
Keupayaan Metakognitif
Jumlah

Item Soalan
1 - 20
20 Item Soalan

Soalan-soalan yang digunakan bagi mengenal pasti tahap keupayaan (kesedaran)

metakognitif adalah berbentuk skala interval iaitu mengikut skor seperti Sangat Selalu (5),
Hampir Selalu (4), Kadang-Kadang (3), Hampir Tidak Pernah (2) dan Langsung Tidak
Pernah (1).
3.3.3

Bahagian D : Soal Selidik Penilaian Kendiri Amalan Kemahiran Belajar

Soal selidik amalan kemahiran belajar seperti yang ditunjukkan dalam Jadual 3.3
mempunyai item-item berbentuk pernyataan yang bertujuan untuk mengenal pasti amalan
kemahiran belajar dalam kalangan responden yang terlibat dalam kajian. Soal selidik ini
terdiri daripada 30 item soalan yang mewakili pernyataan berkaitan dengan amalan
kemahiran belajar dalam kalangan responden kajian. Item-item amalan kemahiran belajar
yang digunakan dalam soal selidik ini diadaptasi daripada soal selidik yang pernah
digunakan oleh Mohd Yunus (1990), Baharin Abu et al.,(2007) serta Shakinaz Desa dan
Husni Ibrahim (2010).
Jadual 3.3 : Spesifikasi Instrumen Amalan Kemahiran Belajar
Dimensi
Amalan Kemahiran (Membaca, Mendengar, Mencatat
nota,
Mengurus
masa,
Membuat
rujukan,
Menghadapi peperiksaan)
Jumlah

Item soalan
1 30
30 Item Soalan

Kesemuanya menggunakan skala Likert 1 hingga 5 (1=Sangat Tidak Setuju, 2=

Tidak Setuju, 3= Kurang Setuju, 4=Setuju , dan 5= Sangat Setuju).

478

4.1

Dapatan Kajian

4.2

Dapatan Berdasarkan Objektif Kajian

4.2.1 Mengenal Pasti Gaya Pembelajaran Dalam Kalangan Pelajar Ekonomi Asas
Jadual 4.1 : Gaya Pembelajaran Mengikut Skor Min dan Sisihan Piawai
Dimensi Gaya Pembelajaran

Min

Sisihan Piawai

Gaya Pembelajaran Aktif

4.053

0.464

Gaya Pembelajaran Reflektif

3.732

0.522

Gaya Pembelajaran Sensori

3.874

0.488

Gaya Pembelajaran Intuisi

3.815

0.553

Gaya Pembelajaran Visual

3.887

0.541

Gaya Pembelajaran Verbal

3.753

0.533

Gaya Pembelajaran Sequential

4.231

0.491

Gaya Pembelajaran Global

3.874

0.515

Berdasarkan Jadual 4.1, menunjukkan skor min bagi gaya pembelajaran aktif adalah
4.053 dan sisihan piawai 0.464, skor min bagi gaya pembelajaran reflektif adalah 3.732 dan
sisihan piawai 0.522, skor min bagi gaya pembelajaran sensori adalah 3.874 dan sisihan
piawai 0.488, skor min bagi gaya pembelajaran intuisi adalah 3.815 dan sisihan piawai
0.553, skor min bagi gaya pembelajaran visual adalah 3.887 dan sisihan piawai 0.541, skor
min bagi gaya pembelajaran verbal adalah 3.753 dan sisihan piawai 0.533, skor min bagi
gaya pembelajaran sequential adalah 4.231 dan sisihan piawai 0.491 dan skor min bagi
gaya pembelajaran global adalah 3.874 dan sisihan piawai 0.515. Dapatan kajian
menunjukkan gaya pembelajaran yang dipraktikkan oleh para responden kajian yang terlibat
dalam kajian ini (pelajar Ekonomi Asas) di seluruh negeri Sabah adalah pelbagai atau
bersifat multideria.

479

4.2.2 Mengenal Pasti Tahap Keupayaan Metakognitif dalam Kalangan Pelajar

Ekonomi Asas
Jadual 4.2 : Tahap Keupayaan (Kesedaran) Metakognitif Mengikut
Skor Min dan Sisihan Piawai
Dimensi Kemahiran Metakognitif
Keupayaan Metakognitif

Min

Sisihan Piawai

3.867

0.493

Jadual 4.2 merupakan item yang digunakan untuk mengenal pasti tahap keupayaan
(kesedaran) metakognitif keseluruhan responden sama ada tinggi,

sederhana ataupun

rendah. Skor min keseluruhan 20 item penilaian kendiri keupayaan (kesedaran) metakognitif
(pengetahuan kognitif, strategi kognitif, perancangan, penilaian kendiri) seperti yang
ditunjukkan dalam Jadual 4.2 adalah berjumlah 3.867 dengan sisihan piawai 0.493. Situasi
ini memberi petunjuk bahawa para responden kajian yang terlibat dalam kajian ini (pelajar
Ekonomi Asas) di seluruh negeri Sabah secara keseluruhannya memiliki tahap keupayaan
(kesedaran) metakognitif yang dianggap baik dan berkesan tetapi masih boleh ditingkatkan
lagi sehingga mencapai skor maksimum iaitu dengan nilai min 5.00.
4.2.3 Mengenal Pasti Amalan Kemahiran Belajar dalam Kalangan Pelajar
Ekonomi Asas
Jadual 4.3 : Amalan Kemahiran Belajar Mengikut Skor Min dan
Sisihan Piawai
Dimensi Amalan Kemahiran Belajar

Min

Kemahiran Membaca

3.923

Sisihan
Piawai
0.571

Kemahiran Mendengar

4.046

0.533

Kemahiran Mencatat Nota

4.051

0.569

Kemahiran Mengurus masa

3.943

0.575

Kemahiran Membuat Rujukan

4.006

0.601

Kemahiran Menghadapi Peperiksaan

3.735

0.587

Berdasarkan Jadual 4.3 menunjukkan skor min bagi variabel amalan kemahiran
membaca adalah 3.923 dan sisihan piawai 0.571, skor min bagi amalan kemahiran
mendengar adalah 4.046 dan sisihan piawai 0.533, skor min bagi amalan mencatat nota
adalah 4.051 dan sisihan piawai 0.569, skor min bagi amalan kemahiran mengurus masa
480

adalah 3.943 dan sisihan piawai 0.575, skor min bagi amalan kemahiran membuat rujukan
adalah 4.006 dan sisihan piawai 0.601 dan skor min bagi amalan kemahiran menghadapi
peperiksaan adalah 3.735 dan sisihan piawai 0.587. Dapatan kajian menunjukkan para
responden kajian yang terlibat dalam kajian ini (pelajar Ekonomi Asas) di seluruh negeri
Sabah mempraktikkan kesemua jenis amalan kemahiran belajar dalam usaha mereka ingin
menguasai sebanyak lmu pengetahuan dan seterusnya berjaya dalam pelajaran mereka.
4.2.4 Mengenal

Pasti

Pengaruh

Variabel

Gaya

Pembelajaran

Terhadap

Keupayaan Metakognitif Dalam Kalangan Pelajar Ekonomi Asas

Jadual 4.4 : Pekali Regresi Berganda Stepwise Proses Variabel Gaya
Pembelajaran Terhadap Keupayaan Metakognitif dalam
Kalangan Ekonomi Asas (n=950)
Variabel

Sig.

Gaya Pembelajaran Aktif

Gaya Pembelajaran Reflektif

.063

4.972

.022

Gaya Pembelajaran Sensori

.140

4.442

.000

Gaya Pembelajaran Intuisi

.088

2.761

.006

Gaya Pembelajaran Visual

.160

5.374

.000

Gaya Pembelajaran Verbal

.155

4.985

.000

Gaya Pebelajaran Sequential

.147

4.754

.000

Gaya Pembelajaran Global

.163

2.291

.000

481

Maklumat :
Gaya Belajar (Global)
R =0.510
R = 0.260
F=333.239
P=0.000
Gaya Belajar (Global, Verbal)
R =0.577
R =0.333
F=236.532
P=0.000
Gaya Belajar (Global, Verbal,
Sequential)
R =0.613
R =0.375
F=189.378
P=0.000
Gaya Belajar (Global, Verbal,
Sequential, Visual)
R =0.636
R=0.404
F=160.261
P=0.000
*Signifikan pada aras p<0.05

Maklumat :
Gaya
Belajar
(Global,
Verbal,
Sequential, Visual, Sensori)
R =0.646
R = 0.418
F=135.491
P=0.000
Gaya
Belajar
(Global,
Verbal,
Sequential, Visual, Sensori, intuisi)
R =0.650
R =0.423
F=115.026
P=0.000
Gaya
Belajar
(Global,
Verbal,
Sequential, Visual, Sensori, intuisi,
reflektif)
R =0.653
R =0.426
F=99.787
P=0.000

Berdasarkan Jadual 4.4, didapati nilai F=[(333.239, 236.532, 189.378, 160.261,

135.491, 115.026, dan 99.787)] dan aras keertian F ialah p (0.000) kurang daripada nilai
(0.05) menunjukkan model regresi linear sesuai dengan data kajian yang dikumpul daripada
kalangan responden kajian.
Oleh sebab nilai p kurang daripada nilai = 0.05 maka

wujud pengaruh yang

signifikan variabel peramal terhadap variabel kriteria. Dalam analisis ini, variabel gaya
pembelajaran (global, verbal, sequential, visual, sensori, intuisi dan reflektif) secara
keseluruhannya telah menyumbang sebanyak 42.6 peratus (r=0.653) perubahan varians
dalam skor keupayaan metakognitif [F(7,942)=99.787, p<0.05)]. Dalam kes ini, ketujuhtujuh variabel gaya pembelajaran menjadi faktor peramal kepada keupayaan metakognitif
dalam kalangan pelajar Ekonomi Asas. Manakala hanya variabel gaya pembelajaran aktif
sahaja bukan faktor peramal kepada keupayaan metakognitif dalam kalangan pelajar
Ekonomi Asas. Analisis selanjutnya mendapati bahawa secara berasingan, variabel gaya
pembelajaran [(gaya belajar global (=0.163, p<0.05) menyumbang sebanyak 26.0
peratus, gaya belajar verbal (=0.155, p<0.05) menyumbang sebanyak 7.3 peratus, gaya
belajar sequential (=0.147, p<0.05) menyumbang sebanyak 4.2 peratus, gaya belajar
482

visual (=0.160, p<0.05) menyumbang sebanyak 2.9 peratus, gaya belajar sensori
(=0.140, p<0.05) menyumbang sebanyak 1.4 peratus, gaya belajar intuisi (=0.088,
p<0.05) menyumbang sebanyak 0.5 peratus dan gaya belajar reflektif (=0.063, p<0.05)
menyumbang sebanyak 0.3 peratus)]. Ini bermakna secara keseluruhannya, variabel
dimensi gaya pembelajaran (global, verbal, sequential, visual, sensori, intuisi dan reflektif)
memberi pengaruh yang kuat serta signifikan terhadap variabel keupayaan metakognitif
dalam kalangan pelajar Ekonomi Asas.
4.2.5 Mengenal Pasti Pengaruh Variabel Amalan Kemahiran Belajar Terhadap
Keupayaan Metakognitif Dalam Kalangan Pelajar Ekonomi Asas
Jadual 4.5 : Pekali Regresi Berganda Stepwise Proses Variabel Amalan
Kemahiran Belajar Terhadap Keupayaan Metakognitif Dalam Kalangan Pelajar
Ekonomi Asas (n=950)

Sig.

Kemahiran Membaca

.354

10.123

.000

Kemahiran Mendengar

.102

3.154

.000

Kemahiran Mencatat Nota

Kemahiran Mengurus Masa

.142

4.288

.000

Kemahiran Membuat Rujukan

.107

3.279

.000

Kemahiran Menghadapi Peperiksaan

.124

3.908

.000

Variabel

Maklumat :
Kemahiran Belajar (Membaca)
R = 0.639
R = 0.409
F= 654.771
P=0.000
Kemahiran Belajar (Membaca, Mengurus
masa)
R =0.669
R = 0.448
F=383.608
P=0.000
Kemahiran Belajar (Membaca, Mengurus
Masa, Menghadapi Peperiksaan)
R =0.680
R =0.463
F=271.501
P=0.000
*Signifikan pada aras p<0.05

Maklumat :
Kemahiran Belajar (Membaca, Mengurus
Masa,
Menghadapi
Peperiksaan,
Membuat Rujukan)
R =0.687
R = 0.472
F=211.000
P=0.000
Kemahiran Belajar (Membaca, Mengurus
Masa,
Menghadapi
Peperiksaan,
Membuat Rujukan, Mendengar)
R =0.691
R =0.477
F=172.389
P=0.000

483

Berdasarkan Jadual 4.5, didapati nilai F=[(654.771, 383.608, 271.501, 211.000 dan
172.389)] dan aras keertian F ialah p (0.000) kurang daripada nilai (0.05) menunjukkan
model regresi linear sesuai dengan data kajian yang dikumpul daripada kalangan responden
kajian.
Oleh sebab nilai p kurang daripada nilai = 0.05 maka

wujud pengaruh yang

signifikan variabel peramal terhadap variabel kriteria. Dalam analisis ini, variabel amalan
kemahiran belajar (membaca, mengurus masa, menghadapi peperiksaan, membuat rujukan
dan kemahiran mendengar) secara keseluruhannya telah menyumbang sebanyak 47.6
peratus

(r=0.691)

perubahan

varians

dalam

skor

keupayaan

metakognitif

[F(5,

944)=172.389, p<0.05)] dalam kalangan pelajar Ekonomi Asas. Dalam kes ini, kelima-lima
variabel amalan kemahiran belajar menjadi faktor peramal kepada keupayaan metakognitif
dalam kalangan pelajar Ekonomi Asas. Manakala hanya variabel amalan kemahiran
mencatat nota sahaja bukan merupakan faktor peramal kepada keupayaan metakognitif
dalam kalangan pelajar Ekonomi Asas. Analisis selanjutnya mendapati bahawa secara
berasingan, variabel amalan kemahiran belajar [(kemahiran membaca (=0.354, p<0.05)
menyumbang sebanyak 40.9 peratus, kemahiran mengurus masa (=0.142, p<0.05)
menyumbang sebanyak 3.9 peratus, kemahiran menghadapi peperiksaan (=0.124,
p<0.05) menyumbang sebanyak 1.5 peratus, kemahiran membuat rujukan (=0.107,
p<0.05) menyumbang sebanyak 0.9 peratus dan kemahiran mendengar (=0.102, p<0.05)
menyumbang sebanyak 0.5 peratus)]. Ini bermakna secara keseluruhannya, variabel
dimensi amalan kemahiran belajar (membaca, mengurus masa, menghadapi peperiksaan,
membuat rujukan dan kemahiran mendengar) memberi pengaruh yang kuat serta signifikan
terhadap keupayaan metakognitif dalam kalangan pelajar Ekonomi Asas.
4.2.6 Mengenal Pasti Pengaruh Variabel Gaya Pembelajaran, Keupayaan
Metakognitif

dan

Amalan

Kemahiran

Belajar

Terhadap

Pencapaian

Akademik Pelajar Dalam Mata Pelajaran Ekonomi Asas.

Jadual 4.6 : Pekali Regresi Berganda Stepwise Proses Variabel Gaya
Pembelajaran, Keupayaan Metakognitif dan Amalan Kemahiran Belajar Terhadap
Pencapaian Akademik Pelajar Dalam Mata Pelajaran
Ekonomi Asas (n=950)
Variabel

Sig.

484

Gaya Pembelajaran Aktif

Gaya Pembelajaran Reflektif

Gaya Pembelajaran Sensori

Gaya Pembelajaran Intuisi

Gaya Pembelajaran Visual

Gaya Pembelajaran Verbal

Gaya Pebelajaran Sequential

Gaya Pembelajaran Global

.111

3.056

0.000

Keupayaan Metakognitif

.186

5.086

0.000

Kemahiran Membaca

Kemahiran Mendengar

Kemahiran Mencatat Nota

Kemahiran Mengurus Masa

Kemahiran Membuat Rujukan

Kemahiran Menghadapi Peperiksaan

Maklumat :
Keupayaan Metakognitif
R=0.242
R = 0.059
F=59.157
P=0.000

Maklumat:
Keupayaan Metakognitif,
Belajar Global
R=0.261
R =0.069
F=34.509
P=0.000

Gaya

*Signifikan pada aras p<0.05

Berdasarkan Jadual 4.6, didapati nilai F=[(59.157 dan 34.509)] dan aras keertian F
ialah p (0.000) kurang daripada nilai (0.05) menunjukkan model regresi linear sesuai
dengan data kajian yang dikumpul daripada kalangan responden kajian.
Oleh sebab nilai p kurang daripada nilai = 0.05 maka

wujud pengaruh yang

signifikan variabel peramal terhadap variabel kriteria. Dalam analisis ini, variabel keupayaan
metakognitif dan gaya pembelajaran (gaya pembelajaran global) secara keseluruhannya
telah menyumbang sebanyak 6.9 peratus (r=0.261) perubahan varians dalam skor
pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas [F(2,947)=34.509,
p<0.05)]. Dalam kes ini, variabel keupayaan metakognitif dan variabel gaya pembelajaran
global menjadi faktor peramal kepada pencapaian akademik pelajar dalam mata pelajaran
Ekonomi Asas. Manakala variabel gaya pembelajaran (aktif, reflektif, sensori, intuisi, visual,
485

verbal dan sequential) dan amalan kemahiran belajar (membaca, mendengar, mencatat
nota, mengurus masa, membuat rujukan dan kemahiran menghadapi peperiksaan) bukan
merupakan faktor peramal terhadap pencapaian akademik pelajar dalam mata pelajaran
Ekonomi Asas. Analisis selanjutnya mendapati bahawa secara berasingan, variabel
keupayaan metakognitif (=0.186, p<0.05) menyumbang sebanyak 5.9 peratus dan gaya
pembelajaran global (=0.111, p<0.05) menyumbang sebanyak 1.0 peratus)].
Ini bermakna secara keseluruhannya, variabel keupayaan metakognitif dan gaya
pembelajaran global memberi pengaruh yang signifikan terhadap pencapaian akademik
pelajar dalam mata pelajaran Ekonomi Asas.
4.2.7 Menganal Pasti Hubungan dan Pengaruh Langsung dan Tidak Langsung
Variabel

Gaya

Pembelajaran,

Keupayaan

Metakognitif

dan

Amalan

Kemahiran Belajar Terhadap Pencapaian Akademik Pelajar dalam Mata

Pelajaran Ekonomi Asas
Berdasarkan Jadual 4.22, keputusan analisis (penilaian) model menunjukkan bahawa nilai
indeks penyesuaian TLI (Tucker-Lewis Index) = 0.993, NFI (Normed Fix Index) = 0.990, RFI

(Relative Fit Index) = 0.986, IFI (Incremental Fit Index) = 0.995 dan CFI (Comparative Fit
Index) = 0.995 adalah lebih besar daripada 0.90. Merujuk kepada Jadual Baseline
Comparisons, menjelaskan bahawa nilai indeks penyesuaian yang melebihi 0.90
menunjukkan model kajian yang dicadangkan dalam kajian ini secara signifikannya adalah
sepadan dengan data kajian (Chua Yan Piaw, 2009). Selain itu berdasarkan Jadual 4.40,
Keputusan analisis faktor yang dilaksanakan turut memberikan keputusan yang selari
dengan keputusan ujian Khi Kuasa Dua Goodness-of-Fit yang signifikan [X (N=950, df=30)
= 57.611, p>0.00] dan nilai RMSEA (Root Mean Square Error of Approximation) bagi model
hipotesis yang lebih kecil daripada 0.06 (RMSEA=0.031) yang memberi petunjuk bahawa
secara signifikannya model hipotesis yang dicadangkan oleh pengkaji dalam kajian ini adalah
sepadan dengan data kajian yang dikumpulkan daripada kalangan responden kajian.
Jadual 4.7 : Pengukuran Penyesuaian Model Fit (SEM) Kajian
Bil Pengukuran Penyesuaian Model
01

Pekali/Indeks

Indeks Penyesuaian Mutlak (AFI)

Khi Kuasa Dua (X)

57.611

486

Darjah Kebebasan (df)

Aras Signifikan bagi Khi Kuasa Dua, (p)

30
.062

Indeks Penyesuaian Penambatan (IFI)

.995

Indeks Tucker-Lewis (TLI)

.993

Indeks Penyesuaian Norma (NFI)

.990

Indeks Penyesuaian Relatif (RFI)

.986

Indeks Penyesuaian Perbandingan (CFI)

.995

03

Ralat anggaran punca kuasa dua (RMSEA)

.031

04

Indeks Penyesuaian Parsimoni

02

Indeks Penyesuaian Parsimoni (PNFI)

Kriteria Informasi Akaike (AIC)

.660
109.611

Keputusan analisis faktor pengesahan Maximum Likelihood Estimates menunjukkan

nilai Critical Ratio (C.R) bagi regresi antara variabel pendam Gaya Belajar dengan ketiga-tiga
variabel indikatornya (GayaBelajar1, GayaBelajar2, GayaBelajar3) berada diluar lingkungan
nilai 1.90. Hal ini bermakna, ketiga-tiga variabel indikator tersebut merupakan variabel
peramal yang signifikan bagi variabel pendam Gaya Pembelajaran Pelajar (p<0.05).
Keputusan sama turut diperoleh bagi variabel pendam yang lain seperti Kemahiran Belajar
Pelajar dan Keupayaan Metakognitif Pelajar yang menunjukkan nilai nisbah bagi setiap
variabel indikatornya, masing-masing berada diluar lingkungan 1.90. (p<0.05). Keputusan
ini menunjukkan ketiga-tiga model pengukuran yang dibentuk oleh variabel pendam dan
variabel-variabel indikatornya adalah sepadan dengan data kajian dan boleh dipercayai. Nilai

Squared Multiple Correlations pula menunjukkan bahawa sebanyak 0.624 atau 62.4 peratus
varians dalam KMP (Keupayaan Metakognitif Pelajar) dan 0.069 atau 6.9 peratus varians
dalam PEKO (Pencapaian Ekonomi Asas) yang dapat diramalkan oleh model hipotesis.
Di samping itu juga, nilai varians ramalan bagi 10 variabel indikator dalam model
hipoteisis adalah antara 0.486 atau 48.6 peratus hingga 0.815 atau 81.5 peratus. Justeru
nilai varians yang tidak dapat diterangkan (ralat varians) adalah 18.5 peratus hingga 51.4
peratus. Sebagai rumusan, keputusan ujian Khi Kuasa Dua Goodness-of-Fit dan nilai RMSEA
yang signifkan memberi petunjuk bahawa model hipotesis yang dibina sepadan dengan data
kajian. Secara keseluruhan, keputusan kajian menunjukkan bahawa data kajian secara
signifikannya mencadangkan bahawa model hipotesis yang dibina adalah sepadan dengan
data kajian yang dikumpul daripada kalangan responden kajian. Secara tidak langsung hasil
487

analisis ini adalah selaras dengan nilai indeks kesepadanan

NFI, RFI, IFI, TLI dan CFI

seperti yang ditunjukkan dalam Jadual 4.7. Sementara Rajah 4.1 menunjukkan cadangan
model fit analisis laluan pengaruh dan hubungan variabel eksogenus terhadap variabel

endogenus. Justeru ringkasan anggaran parameter bagi model struktural (model SEM )
dalam bentuk pekali regresi piawai yang melibatkan variabel-variabel dan nilai Squared

Multiple Correlations untuk variabel KMP (Keupayaan Metakognitif Pelajar) dan variabel
PEKO (Pencapaian Ekonomi Asas) ditunjukkan seperti dalam Rajah 4.1 dan Jadual 4.7.

Rajah 4.1 : Model Fit (SEM) Analisis Laluan Pengaruh Dan Hubungan
Eksogenus Terhadap Variabel Endogenus.

Variabel

Berdasarkan Rajah 4.1 model struktural yang telah diuji terdapat hanya sepuluh
koefisien laluan yang telah dianggar adalah signifikan pada aras p <0.05, antaranya ialah
laluan Gaya Belajar Pelajar (GBP)-->Keupayaan Metakognitif Pelajar (=0.590, p<0.05,
C.R>1.96), Kemahiran Belajar Pelajar (KBP--> Keupayaan Metakognitif Pelajar (=0.481,
p<0.05, C.R>1.96), PEKO-->GBP (=0.176, p<0.05, C.R>1.96), PEKO-->KMP (=0.249,
p<0.05, C.R>1.96), Gaya Belajar Pelajar (GBP)-->GayaBelajar2 (=1.118, p<0.05,
C.R>1.96), Gaya Belajar Pelajar-->Gaya Belajar1 (=1.920, p<0.05, C.R>1.96), Kemahiran
Belajar Pelajar (KBP)-->KemBelajar2 (=0.994, p<0.05, C.R>1.96), Kemahiran Belajar
488

Pelajar (KBP)-->KemBelajar1 (=1.009, p<0.05, C.R>1.96), Keupayaan Metakognitif Pelajar

(KMP)-->Metakognitif2 (=1.044, p<0.05, C.R>1.96), dan Keupayaan Metakognitif Pelajar
(KMP)-->Metakognitif1 (=0.997, p<0.05, C.R>1.96). keputusan analisis laluan model
persamaan struktur (SEM) menunjukkan variabel keupayaan metakognitif (=0.249,
p<0.05, C.R>1.96) dan gaya pembelajaran global (=0.176, p<0.05, C.R>1.96) merupakan
variabel peramal yang signifikan bagi pencapaian akademik pelajar dalam mata pelajaran
Ekonomi Asas.
Jadual 4.8 : Anggaran Kovarians Dan Korelasi Antara Variabel Eksogen Bagi
Keseluruhan Responden Kajian Dalam Kalangan Pelajar
Ekonomi Asas (n=950)
Variabel Kajian

GBP <---> KBP

Anggaran
Konvarins
PE

Ralat
Piawai
S.E

Nisbah
Genting
C.R

Anggaran
Wajaran
Korelasi

2.607

0.179

14.606

0.805

<0.05

*Signifikan pada aras p<0.05

Selain itu juga, berdasarkan Jadual 4.8 menujukkan bahawa variabel gaya
pembelajaran mempunyai korelasi yang signifikan secara langsung dengan amalan
kemahiran belajar (r=0.805, p<0.05) dalam kalangan pelajar Ekonomi Asas.
Jadual 4.9 : Keputusan Pengaruh Mediator Terhadap Hubungan Variabel
Gaya Pembelajaran Dan Amalan Kemahiran Belajar Terhadap Pencapaian
Akademik Pelajar Dalam Mata Pelajaran
Ekonomi Asas (n=950)
Variabel Bebas

Variabel
Mediator

Gaya
Keupayaan
Pembelajaran
Metakognitif
Amalan
Keupayaan
Kemahiran
Metakognitif
Belajar
*Signifikan pada aras p<0.05

Model 1

(IV dan DV)

Model 2

Keputusan

std. Beta

(IV dan DV
Bersama MV)

0.132*

0.068*

Mediator
Separa

0.104*

0.034

Mediator
Penuh

std. Beta

Berdasarkan Jadual 4.9, keputusan analisis laluan menunjukkan bahawa variabel

gaya pembelajaran memberi kesan signifikan terhadap pencapaian akademik pelajar dalam
mata pelajaran Ekonomi Asas tanpa kehadiran variabel keupayaan metakognitif (=0.132,
489

p<0.05) dan juga signifikan bersama variabel keupayaan metakognitif (=0.068, p<0.05)
serta nilai beta koefisien () berkurangan. Dalam hal ini, variabel keupayaan metakognitif
telah berperanan sebagai mediator separa dalam hubungan antara variabel gaya
pembelajaran dengan pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas.
Keputusan analisis juga menunjukkan variabel amalan kemahiran belajar memberi kesan
signifikan terhadap pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas tanpa
kehadiran variabel keupayaan metakognitif (=0.104*, p<0.05) dan tidak signifikan
bersama variabel keupayaan metakognitif (=0.034, p>0.05) serta nilai beta koefisien ()
berkurangan. Oleh itu, keupayaan metakognitif telah bertindak sebagai mediator penuh
terhadap hubungan antara variabel amalan kemahiran belajar dengan variabel pencapaian
akademik pelajar dalam mata pelajaran Ekonomi Asas. Justeru fungsi variabel keupayaan
metakognitif sebagai variabel mediator dalam kajian ini adalah sesuai serta bertepatan
dengan ciri model mediator oleh Baron dan Kenny (1986). Keputusan analisis laluan model
persamaan struktur (SEM) menunjukkan bahawa nilai varians variabel endogenus
keupayaan metakognitif dan pencapaian akademik pelajar dalam mata pelajaran Ekonomi
Asas yang diramalkan oleh variabel-variabel eksogenus masing-masing ialah 0.624 atau 62.4
peratus (KMP) dan 0.069 atau 6.9 peratus (PEKO). Ini bermakna sebanyak 62.4 peratus nilai
varians dalam skor keupayaan metakognitif diramalkan oleh variabel eksogenus (gaya
pembelajaran dan amalan kemahiran belajar). Manakala sebanyak 7.0 peratus nilai varians
dalam pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas diramalkan oleh
kesemua variabel eksogenus dalam model kajian ini.
5.1

Perbincangan

Hasil kajian menunjukkan jenis gaya pembelajaran yang dimiliki atau dipraktikkan oleh
pelajar mengikut hierarki (keutamaan) berdasarkan nilai skor min ialah gaya pembelajaran
sequnential (min =4.23, s.p=0.49), gaya pembelajaran aktif (min=4.05, s.p=0.46), gaya
pembelajaran visual (min=3.89, s.p=0.54), gaya pembelajaran sensori (min=3.87,
s.p=0.49), gaya pembelajaran global (min=3.87, s.p=0.52), gaya pembelajaran intuisi
(min=3.82, s.p=0.55), gaya pembelajaran verbal (min=3.75, s.p=0.55) dan gaya
pembelajaran reflektif (min=3.73, s.p=0.52). Para pelajar mempunyai tahap keupayaan
(kesedaran) metakognitif (min=3.87, s.p=0.49) yang baik dan berkesan. Amalan kemahiran
belajar pelajar yang dipraktikkan mengikut keutamaan ialah kemahiran mencatat nota
(min=4.05, s.p=0.57), kemahiran mendengar (min=4.04, s.p=0.53), kemahiran membuat

490

rujukan (min 4.01, s.p=0.60), kemahiran mengurus masa (min=3.94, s.p=0.57), kemahiran
membaca (min=3.92, s.p=0.57) dan menghadapi (min=3.73, s.p=0.59).
Dapatan kajian ini sesungguhnya boleh dijadikan garis panduan bagi merungkai dan
mengenal pasti kepelbagaian dalam amalan gaya belajar, keupayaan metakognitif dan
amalan kemahiran belajar dalam kalangan pelajar Ekonomi Asas yang dilihat boleh memberi
kesan terhadap potensi pembelajaran secara efektif dan pencapaian akademik para pelajar
berdasarkan jantina. Sehubungan dengan itu, sistem pendidikan perlu dijadikan lebih
bersedia kepada setiap individu yang berbeza dari aspek gender dan tahap pencapaian,
maka pengetahuan terhadap gaya dan strategi pembelajaran harus diberi penekanan dalam
proses pembelajaran pelajar-pelajar Ekonomi Asas di negeri Sabah. Mereka boleh diajar
atau diberi pendedahan kepada pelbagai dimensi gaya pembelajaran, berfikir aras tinggi dan
amalan kemahiran belajar dengan tumpuan khusus terhadap pelajar-pelajar lelaki.
Keputusan analisis kajian menunjukkan variabel gaya pembelajaran (global, verbal,
sequential, visual, sensori, intuisi, reflektif) dan amalan kemahiran belajar (membaca,
mengurus masa, menghadapi peperiksaan, membuat rujukan, mendengar) masing-masing
menyumbang 42.6 peratus dan 47.7 peratus secara signifikan terhadap keupayaan
metakognitif dalam kalangan pelajar Ekonomi Asas. Berpandukan petunjuk hasil analisis
tersebut memberi gambaran bahawa variabel gaya pembelajaran dan amalan kemahiran
belajar boleh berperanan sebagai wadah penggerak pemikiran tentang bagaimana
seseorang pelajar melakukan sesuatu tugasan yang melibatkan tingkah laku berkonsepkan
arahan kendiri, pemantauan kendiri dan penilaian kendiri semasa proses pembelajaran.
Pheiffer et al., (2005) menyatakan bahawa cara pembelajaran boleh menjadi perantara
melakukan refleksi untuk mengenal pasti kekuatan serta panduan ke arah memperbaiki
kualiti pembelajaran terutamanya yang berkaitan dengan pencapaian akademik seseorang
pelajar. Justeru langkah mengkoordinasi dan mengaplikasi variasi gaya pembelajaran dan
amalan kemahiran melalui konsep smart learning

tentunya akan dapat membantu

meningkatkan tahap kesedaran metakognitif dalam kalangan pelajar Ekonomi Asas. Justeru
pengetahuan dan pembudayaan gaya pembelajaran dan amalan kemahiran belajar perlu
dijalin dengan cara yang betul oleh para pelajar dan guru yang mengajar agar dapat
membantu meningkatkan tahap keupayaan metakognitif dalam kalangan pelajar Ekonomi
Asas.

491

Manakala dalam aspek pengaruh gaya pembelajaran, keupayaan metakognitif dan

amalan kemahiran belajar terhadap pencapaian akademik pelajar dalam mata pelajaran
Ekonomi Asas, didapati keupayaan metakognitif merupakan peramal utama, diikuti oleh
gaya pembelajaran (global). Meskipun sumbangan keseluruhan model yang mewakili
gabungan antara variabel keupayaan metakognitif, gaya pembelajaran dan amalan
kemahiran belajar terhadap variasi dalam skor pencapaian akademik pelajar dalam mata
pelajaran Ekonomi Asas hanya 7.0 peratus yang memperlihatkan impak yang kecil sahaja.
Namun keputusan tersebut masih tetap memberi gambaran betapa pentingnya keupayaan
metakognitif, gaya pembelajaran dan amalan kemahiran belajar kepada para pelajar untuk
mencipta dan memperbaiki variasi dalam skor pencapaian akademik pelajar dalam mata
pelajaran Ekonomi Asas. Sehubungan dengan itu, terciptanya variasi dalam skor saling
hubungan dan pengaruh langsung dan tidak langsung variabel yang terlibat dalam kajian ini
terhadap keupayaan metakognitif dan pencapaian akademik pelajar dalam mata pelajaran
Ekonomi Asas memberi gambaran bahawa mempunyai gaya pembelajaran dan amalan
kemahiran belajar yang efektif belum tentu mencukupi sekiranya para pelajar tidak memiliki
tahap keupayaan metakognitif yang baik untuk berjaya dalam proses pembelajaran mereka.
Sebaliknya mempunyai tahap keupayaan metakognitif yang baik juga masih belum
mencukupi bagi seorang pelajar untuk berjaya dalam pelajarannya sekiranya mereka tidak
mempunyai pembudayaan dan cara amalan pembelajaran (gaya pembelajaran dan amalan
kemahiran belajar) yang berkesan. Situasi ini memberi petunjuk bahawa penting bagi setiap
pelajar mendalami serta mempunyai ilmu pengetahuan berkaitan corak pembudayaan cara
pembelajaran yang efektif merangkumi aspek keupayaan metakognitif, gaya pembelajaran
dan amalan kemahiran belajar yang relevan dengan aspirasi corak atau disiplin
pembelajaran alam mata pelajaran Ekonomi Asas.
Hasil analisis SEM menunjukkan variabel gaya pembelajaran dan amalan kemahiran
belajar mempunyai hubungan secara langsung antara satu sama lain. Variabel gaya
pembelajaran (global, verbal, sequential, visual, sensori, intuisi, reflektif) dan amalan
kemahiran belajar (membaca, mengurus masa, menghadapi peperiksaan, membuat rujukan,
mendengar) pula menyumbang secara langsung terhadap keupayaan metakognitif dalam
kalangan pelajar Ekonomi Asas. Manakala variabel gaya pembelajaran, keupayaan
metakognitif dan amalan kemahiran belajar menyumbang secara langsung dan tidak
langsung terhadap pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas.
Justeru petunjuk ini membuktikan bahawa fungsi variabel keupayaan metakognitif sebagai
492

variabel mediator dalam kajian ini adalah sesuai iaitu bertepatan dengan model mediator
oleh Baron dan Kenny (1986). Menurut Baron dan Kenny (1986), perkaitan antara variabel
bebas dengan variabel bersandar akan berkurangan setelah melalui variabel mediator.
Pandangan ini selari dengan kenyataan Bennett (2000) bahawa variabel mediator
merupakan variabel yang mampu mengawal kekuatan hubungan antara variabel bebas
dengan variabel bersandar. Dalam kajian ini keupayaan metakognitif telah berperanan
sebagai mediator separa terhadap hubungan antara variabel gaya pembelajaran dengan
pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas. Manakala peranan
sebagai mediator penuh pula bagi hubungan antara amalan kemahiran belajar dengan
pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas. Trend penemuan kajian
ini turut konsisten dengan hasil kajian pengkaji-pengkaji terdahulu seperti kajian oleh
Shahlan (2013), Saiful et al. (2011), dan Savia (2007) yang memperlihatkan keupayaan
metakognitif sebagai variabel mediator dalam kajian ini penting untuk meramalkan
pencapaian akademik seseorang pelajar serta dapat membezakan secara efektif sama ada
sesuatu maklumat itu dikaji semula atau dikekalkan sebagai maklumat baharu (Dunning et

al.,2003). Menurut Baker dan Brown (1984) kesedaran metakognitif akan membolehkan
para pelajar mengawal perkembangan tentang apa yang cuba dipelajari dan memahami
sesuatu. Ini bermakna aspek kesedaran metakognitif saling berkait dengan proses berfikir
dan strategi belajar (cara belajar), sementara pengetahuan prosedural saling berhubung kait
dengan aspek pemantauan, mengarah pembelajaran, budaya berfikir serta belajar.
Dalam hal ini para pelajar perlu didedah dan dibimbing agar sentiasa membudayakan
gaya belajar dan amalan kemahiran belajar yang betul, efektif selaras dengan cara-cara
belajar yang disyorkan sebagaimana dalam penemuan kajian ini. Kajian yang dilakukan oleh
Bass et al., (1996) merumuskan satu cara bagi menentukan pencapaian seseorang atau
individu yang mempelajari sesuatu ilmu adalah dengan menyedari dan mempraktikkan cara
pembelajaran yang betul dan berkesan.

Ini bermakna hasil belajar pelajar dikatakan

berkualiti dapat dicapai apabila pelajar secara sedar mampu mengawal proses kognitifnya,
mengamalkan cara belajar efektif dan seterusnya mencapai matlamat pembelajaran kendiri
dalam kehidupan. Sebagai rumusan, kemahiran metakognitif dan amalan cara belajar yang
efektif perlu terus dibina, dipupuk dan dibudayakan secara berterusan dalam kalangan
pelajar Ekonomi Asas. Berjaya ataupun kecundangnya seseorang pelajar dalam pelajaran
banyak bergantung pada keupayaan dan iltizam atau kesanggupannya mengatur dan
mengambil berat urusan pembelajarannya pada masa kini (Hasan Mohd Ali , 2008).
493

5.2

Implikasi Kajian

Penemuan penting hasil kajian ini ialah dapat menyumbang kepada usaha memperkayakan
ilmu pengetahuan berkaitan elemen cara pembelajaran berkesan yang wajar diaplikasikan
oleh para pelajar Ekonomi Asas di seluruh negeri Sabah. Langkah ini secara tidak langsung
berupaya

menjana

pembangunan

mutu

dan

kualiti

proses

pembelajaran

pelajar,

perlaksanaan PdP dan seterusnya menambahbaik kuantiti serta kualiti pencapaian akademik
para pelajar dalam mata pelajaran Ekonomi Asas yang dilihat masih tidak konsisten serta
kurang memberangsangkan tahap pencapaiannya saban tahun. Penyertaan multi variabel
cara pembelajaran dalam kajian ini dijangka dapat menyumbang kepada usaha
meningkatkan kefahaman pelajar terhadap fungsi setiap gagasan cara pembelajaran yang
digunakan untuk memperbaiki prestasi pembelajaran (Dunn dan Stevenson, 1997). Pelajar
yang bijak mengguna dan memanfaatkan kelebihan daripada setiap dimensi cara
pembelajaran yang sesuai dengan dirinya, maka lebih mudah bagi mereka memperoleh
keputusan yang cemerlang dalam pelajaran.
Dapatan kajian ini juga, telah berjaya menghasilkan model persamaan struktural

(SEM) yang mampu menjelaskan pengaruh langsung dan tidak langsung variabel cara
pembelajaran (gaya belajar, keupayaan metakognitif dan amalan kemahiran belajar)
terhadap pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas. Berpandukan
hasil kajian ini, model persamaan struktural (SEM) yang dibentuk telah berjaya meramalkan
bahawa variabel gaya pembelajaran dan amalan kemahiran belajar dapat meningkatkan
tahap kesedaran metakognitif dalam kalangan pelajar Ekonomi Asas. Justeru peningkatan
tahap

kesedaran

metakognitif

dalam

kalangan

pelajar

Ekonomi

Asas

berupaya

meningkatkan keberkesanan dalam corak pembudayaan amalan belajar dan seterusnya

memperbaiki pencapaian pelajar dalam mata pelajaran yang menjadi fokus dalam kajian ini.
Oleh itu, penting bagi setiap pelajar didedahkan dengan kelebihan-kelebihan mempraktikkan
setiap dimensi gaya pembelajaran dan amalan kemahiran yang berpotensi mencitrakan
segala impian menjadi pelajar cemerlang. Kesimpulannya pemilihan teori atau model-model
pembelajaran yang pelbagai dalam kajian ini, telah memberi sumbangan besar dalam usaha
penyelidik untuk mengenal pasti variasi gaya belajar, tahap keupayaan metakognitif dan
amalan kemahiran belajar serta pengaruhnya terhadap pencapaian akademik para pelajar
yang masih kurang memberangsangkan. Tanpa aplikasi teori dan model-model kepelbagaian
dalam cara pembelajaran seperti dalam kajian ini, berkemungkinan segala usaha untuk
494

mengenal pasti sebahagian penyebab permasalahan berkaitan aspek kurikulum seperti

berpencapaian kurang memberangsangkan yang masih membelenggu kebanyakan sekolah
di negeri Sabah tidak akan berjaya.
Konsistensi kerangka konsep kajian, model regresi dan hubungan yang dibentuk
digambarkan secara jelas melalui penemuan kajian yang mendapati bahawa variabel gaya
pembelajaran dan amalan kemahiran belajar mempunyai hubungan langsung dengan
keupayaan metakognitif dalam kalangan pelajar Ekonomi Asas. Manakala variabel
keupayaan metakognitif, gaya pembelajaran dan amalan kemahiran belajar mempunyai
hubungan langsung dan tidak langsung dengan pencapaian akademik pelajar dalam mata
pelajaran Ekonomi Asas. Justeru didalam usaha mempertingkatkan mutu dan kualiti
pencapaian akademik pelajar dalam mata pelajaran Ekonomi Asas, para pelajar hendaklah
sentiasa mengamalkan perancangan, memantau dan menilai kefahaman kendiri terhadap isi
kandungan pelajaran yang dipelajari. Para pelajar perlu menyedari bahawa penguasaan
terhadap cara pembelajaran efektif merupakan keperluan asas untuk memperbaiki prestasi
mereka dalam mata pelajaran Ekonomi Asas.
5.3

Rumusan

Secara keseluruhannya, hasil kajian ini mendapati variabel-variabel bebas yang terlibat
dalam kajian ini masing-masing telah menunjukkan wujud perbezaan, hubungan dan
sumbangan terhadap keupayaan metakognitif dan pencapaian akademik pelajar dalam mata
pelajaran Ekonomi Asas. Di samping itu juga, penemuan kajian turut menunjukkan
terdapatnya sumbangan secara langsung dan tidak langsung variabel bebas (gaya
pembelajaran dan amalan kemahiran belajar) terhadap variabel mediator (keupayaan
metakognitif) dan variabel bersandar (pencapaian akademik) pelajar dalam mata pelajaran
Ekonomi Asas. Penemuan paling bermakna diperoleh melalui keputusan ujian analisis laluan
Model Persamaan Berstruktur (SEM) yang dilakukan melalui aplikasi AMOS versi 18.0. Hasil
analisis mendapati variabel gaya pembelajaran (global, verbal, sequential, visual, sensori,
intuisi dan reflektif) dan amalan kemahiran belajar (membaca, mengurus masa, menghadapi
peperiksaan, membuat rujukan dan mendengar) merupakan peramal nyata yang signifikan
terhadap variabel keupayaan metakognitif. Selain itu, dapatan analisis kajian turut
menunjukkan bahawa variabel keupayaan metakognitif dan variabel gaya pembelajaran
global juga merupakan peramal signifikan terhadap pencapaian akademik pelajar dalam
mata pelajaran Ekonomi Asas di seluruh negeri Sabah. Walaupun kajian ini tidak dapat
495

mengesahkan

hubungan

sebab

akibat

secara

lebih

terperinci,

model

persamaan

berstruktural telah mencadangkan hubungan secara langsung dan tidak langsung dimensidimensi gaya pembelajaran dan amalan kemahiran belajar terhadap keupayaan metakognitif
serta peranan keupayaan metakognitif sebagai variabel mediator yang dilihat dapat
membantu menambahbaik dan melonjakkan pencapaian akademik pelajar dalam mata
pelajaran Ekonomi Asas di seluruh negeri Sabah.

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506

HUBUNGAN KEPUASAN KERJA GURU DENGAN PEMANTAPAN PROFESIONALISME

KEGURUAN DI SEKOLAH KURANG MURID (SKM) ZON PANTAI BARAT UTARA,
NEGERI SABAH
Pang Poon King
Universiti Malaysia Sabah
Kota Kinabalu, Sabah
wilsonpangpk@gmail.com
Roslee Talip (Phd)
Universiti Malaysia Sabah
Kota Kinabalu, Sabah
Roslee_73@ums.edu.my
Abstrak
Objektif kajian ialah mengenal pasti perbezaan kepuasan kerja guru dan pemantapan
profesionalisme keguruan berdasarkan jantina dan gred perjawatan serta mengkaji
hubungan antara kepuasan kerja guru dengan pemantapan profesionalisme keguruan di
Sekolah Kurang Murid (SKM) Zon Pantai Barat Utara negeri Sabah. Teknik persampelan
strata dan persampelan bertujuan digunakan dalam kajian kuantitatif ini dengan melibatkan
seramai 167 guru. Dapatan kajian deskriptif terhadap dua dimensi dalam kepuasan kerja
guru menunjukkan tahap yang tinggi iaitu hubungan sosial (M=4.151, SD=0.313) dan
pengajaran profesion guru (M=3.800, SD=0.296). Ujian-t dan ANOVA sehala menunjukkan
tiada perbezaan skor min yang signifikan dalam kepuasan kerja guru berdasarkan gred
perjawatan dan jantina guru. Analisis korelasi Pearson menunjukkan kepuasan kerja guru
dan pemantapan profesionalisme keguruan mempunyai hubungan yang signifikan.
Umumnya, program pemantapan profesionalisme keguruan perlu mengalami proses
penambahbaikan yang berterusan supaya pendekatan yang digunakan lebih sistematik dan
meningkatkan profesion pendidikan negara. Penstrukturan semula program-program
pembangunan profesionalisme di peringkat sekolah juga perlu memberikan tumpuan
kepada hubungan antara perkembangan secara keseluruhan dengan pembangunan
kapasiti sekolah. Oleh hal yang demikian, dapatan kajian ini mencadangkan pihak yang
tertentu dapat mempertimbangkan peluang yang lebih luas dalam membangunkan
kemahiran dan teknik guru, menambahbaikkan perancangan dan pengurusan sekolah
dalam segala aktiviti sekolah demi membina kepercayaan guru serta mengukuhkan
profesion pendidikan.
Kata Kunci: Kepuasan kerja, pemantapan profesionalisme keguruan, Sekolah Kurang
Murid.
PENGENALAN
Isu kepuasan kerja guru adalah suatu fenomena yang kompleks kerana melibatkan banyak
personaliti manusia, pelbagai bidang dan sosiobudaya. Itu bermaksud sekiranya seseorang
pendidik mencapai kepuasan dari segi kebebasan, autonomi dan kepuasan kerja yang
diharapkan, maka semua itu akan mencapai objektif institusi pendidikan mahupun sasaran
negara dalam bidang pendidikan. Sebaliknya, penurunan tahap kepuasan kerja guru boleh
mengakibatkan kemerosotan mutu kerja dan peningkatan kecelaruan psikologi dan stres
kerja dalam kalangan guru (Troman & Wook, 2000). Aspek-aspek ini boleh mempengaruhi
semangat, motivasi dan kesanggupan guru-guru untuk memaksimumkan potensi
pengajaran mereka (Tan & Azlina, 2008).
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Di Malaysia, faktor persekitaran dalam institusi pendidikan telah dilaporkan

mempunyai kesan yang kuat dalam memenuhi kepuasan kerja guru. Tambahan pula, faktor
keadaan sekolah dan bentuk motivasi juga menjadi faktor yang tidak boleh diabaikan dalam
mempengaruhi kepuasan atau ketidakpuasan kerja dalam kalangan guru (Mohamed et al.,
2011). banyak aduan telah diterima daripada guru-guru mengenai diabaikan dan
ditinggalkan dengan rasa tidak puas hati dengan keputusan yang dibuat oleh pihak
pentadbir serta pengurusan sekolah yang tidak menjaga kebajikan guru. Salah satu aduan
daripada kakitangan akademik adalah prestasi tidak diiktiraf selepas memberi sumbangan
dan jasa kepada sistem pengurusan sekolah. Isu ini telah dinyatakan oleh Hussein dan
Abdul Rahman (2012) bahawa kakitangan yang telah diabaikan dan tidak akan terlibat
dalam perundingan sesuatu keputusan. Keputusan yang diambil oleh pihak pentadbir
dilakukan dengan cara yang feudal. Kesannya menyebabkan guru stres dan bournout tidak
kira gred perjawatan dan umurnya. Akhir sekali, ia mungkin menunjukkan guru-guru yang
tertekan mengalami tahap keletihan emosi yang tinggi, fizikal badan berpenyakit, dan juga
kemungkinan berhenti daripada profesion perguruan (Wang et al., 2015).
LATAR BELAKANG KAJIAN
Dalam dua dekad ini, banyak kajian sudah mengenal pasti faktor-faktor kepuasan kerja
dalam kalangan guru sama ada di sekolah rendah ataupun di sekolah menengah. Sekolah
perlu memberi perhatian yang lebih kepada kepuasan kerja guru kerana ia boleh
meningkatkan kecekapan dan kepuasan kakitangan. Salah satu faktor penting dalam
peningkatan psikologi dan kerohanian bagi kakitangan dalam organisasi adalah memenuhi
kepuasan kerja guru. Sokongan ibu bapa dan keadaan tempat kerja juga mempunyai
hubungan yang positif dengan kepuasan kerja. Namun, gaji dan faedah yang diperoleh
setiap bulan didapati menjadi faktor yang lemah berkaitan dengan kepuasan kerja guru.
Pendapatan lemah dalam memenuhi keperluan dan kepuasan guru walaupun dihadkan
untuk menilai gaji (Judge et al., 2010).
Untuk mencapai kepuasan kerja guru dan meningkatkan profesionalisme keguruan
di Malaysia, pembangunan profesionalisme adalah sangat penting kerana semua guru
mempunyai amanah profesional dan memastikan pengajaran yang lebih berkesan di
sekolah (Tschannen-Moran, 2009). Pendidikan di Malaysia juga bertujuan untuk
meningkatkan prestasi dan kejayaan murid dengan membawa perubahan dasar dan polisi
di sekolah-sekolah serta meningkatkan profesion perguruan mengikut perkembangan
semasa (Hargreaves, 1994; Brown, 2004). Menurut Day, Flores dan Viana (2007), pihak
sekolah dan guru-guru mempunyai lebih banyak peranan dan tanggungjawab terhadap
bidang pendidikan dalam meningkatan kualiti pendidikan. Dengan pembangunan
profesionalisme keguruan dan pembentukan modal insan yang berkualitu, perubahan
struktur institusi keluarga berlaku, dan teknologi negara telah dibangunkan di setiap
lapangan. Oleh itu, profesion keguruan memerlukan sokongan dalaman dan luaran supaya
merealisasikan Wawasan 2020.
Konsep yang dibincangkan dalam konteks meningkatkan prestasi guru dan
keberkesanan profesionalisme sekolah adalah sangat rapat dengan profesion guru (Hoy &
Miskel, 2010; Stoll, 2009). Tumpuan utama pendidikan Malaysia sekarang adalah
peningkatan pencapaian murid dengan meningkatkan pengajaran dan pembelajaran
seperti yang tercatat dalam Pelan Pembangunan Pendidikan Malaysia (PPPM, 2013-2025).
Pengetahuan dan kemahiran guru-guru dan usaha yang dilakukan adalah untuk
mengukuhkan pengajaran guru dalam sepanjang perkhidmatan professional. Guru
memainkan peranan penting dalam meningkatkan pencapaian murid dan harus
menjalankan pelbagai usaha pengajaran di sekolah seperti mengimplementasikan
508

Kemahiran Berfikiran Aras Tinggi (KBAT) demi mencapai matlamat yang berkaitan (Harris,
2002; Nagappan, 2012). Oleh itu, adalah penting bagi guru-guru untuk membangun,
mengkaji dan melaksanakan pengajaran dan pembelajaran yang diperbaharui di dalam
kelasnya (Cerit, 2013).
Profesionalisme guru mempunyai pengaruh yang positif terhadap kualiti guru
(Hildebrandt & Eom, 2011). Kualiti guru merupakan salah satu proses pembangunan
profesionalisme keguruan yang dinamik dan menjadi faktor penting dalam bidang
pendidikan. Day (1999) menyatakan bahawa jika guru meneruskan peningkatan
professional dan memaparkan tingkah laku yang berprofesional, pengajaran dan
pembelajaran yang lebih positif boleh berlaku dan pembelajaran murid boleh
meningkatkan. Dalam hal ini, penentuan faktor-faktor yang berpengaruh pembangunan dan
pemantapan profesion keguruan adalah saling berhubung kait dengan profesionalisme
guru. Dari aspek kualiti guru, program pembangunan staf perlu mengalami proses
penambahbaikan yang berterusan supaya pendekatan yang digunakan lebih sistematik dan
berfokus dalam profesionalisme keguruan (Roslee, 2011).
PERNYATAAN MASALAH
Di Malaysia, faktor persekitaran dalam institusi pendidikan telah dilaporkan mempunyai
kesan yang kuat dalam memenuhi kepuasan kerja guru. Tambahan pula, faktor keadaan
sekolah dan bentuk motivasi juga menjadi faktor yang tidak boleh diabaikan dalam
mempengaruhi kepuasan atau ketidakpuasan kerja dalam kalangan guru (Mohamed et al.,
2011). Pihak pengurusan sekolah dan iklim sekolah telah dilaporkan mempunyai kesan
yang positif terhadap kepuasan kerja guru-guru. Di samping itu, gaji dan pengiktirafan juga
didapati menjadi faktor yang mempengaruhi kepuasan kerja atau rasa ketidakpuasan
tenaga pengajar (Mohamed et al., 2011). Tambahan pula, kebanyakan sekolah yang
dibiayai dan diuruskan oleh pihak kerajaan melalui dasar-dasar dan garis panduan (Cohen
et al., 2009). Oleh itu, ia seolah-olah memberi pernyataan lebih kepada kakitangan tentang
peranan minimum dengan kepuasan kerja mereka walaupun melibatkan diri dalam
penyertaan bersama.
Sejak tahun persekolahan baharu pada tahun 2011, guru-guru telah mula mengajar
menggunakan Kurikulum Standard Sekolah Rendah (KSSR) yang menggantikan Kurikulum
Bersepadu Sekolah Rendah (KBSR). Pengubahan ini memberi cabaran yang besar dalam
melaksanakan pembaharuan kurikulum baharu dan meningkat tahap pendidikan yang
cekap dan berkesan (Chapman, 2010). Untuk memastikan bahawa matlamat NKRA
tercapai, pelbagai langkah juga telah diambil untuk memantau dan menilai aspek
kecekapan guru dalam bidang profesionnya. Ia mencapai satu proses yang kompleks
dalam membangunkan satu set umum yang diiktiraf daripada piawaian kecekapan guru. Ia
adalah satu hala tuju dasar yang baharu untuk membuat penilaian yang dipercayai boleh
meningkatkan kecekapan guru (Standard Guru Malaysia, 2009). Namun, setakat ini tiada
kajian yang mendalam mengenai kurikulum baharu yang boleh meningkatkan aspek
kecekapan guru dalam bidang profesion pendidikan.
Guru-guru di Malaysia jarang diberi peluang untuk meluahkan masalah yang berlaku
untuk memenuhi kepuasan kerja sehingga masalah berkenaan mempengaruhi profesion
keguruan apabila dasar-dasar yang berasaskan standard dan program pembangunan
professional dilaksanakan dengan secara berusaha semata-mata untuk meningkatkan
kualiti profesionalime keguruan (Harun, 2006; Kennedy, 2007). Penyelesaian jelas kepada
dilema ini adalah untuk pertama bertanya kepada guru bagaimana mereka memahami
kepuasan kerja dan profesionalime keguruan (Kareem & Bing, 2005). Kemudian
menggunakan maklumat ini untuk memahami kepuasan dan ketidakpuasan dalam bidang
509

kerja mereka sama ada menyokong atau menentang mana-mana dasar pendidikan dan
amalannya. Delandshere dan Arens (2001) meringkaskan bahawa dalam menentukan
dasar pendidikan, terdapat keperluan untuk mendokumentasikan konsep yang
disumbangkan oleh guru dan menekankan kepentingan dalam mengekalkan pandangan
yang berbeza. Hal ini kerana pembelajaran tidak akan berlaku dari amalan yang seragam
tetapi daripada perbualan dan perbahasan di kalangan pendidik yang memegang
pandangan yang berbeza dan melibatkan diri secara bebas dalam amalan mereka
(Delandshere & Arens, 2001).
Profesionalisme guru telah menjadi satu bidang kajian terutama sejak tahun 2000-an
sebagai konstruk yang memberi tumpuan kepada pembelajaran dan perkembangan murid
dengan meningkatkan keperibadian individu dan pembangunan profesionalisme keguruan
(Demirkasmolu, 2010). Profesion guru mentakrifkan sasaran pendidikan yang lebih tinggi
tetapi boleh mengakses sasaran tersebut untuk setiap murid (Furlong, 2001),
meningkatkan kemahiran pengajaran di bilik darjah dan sekolah secara keseluruhan (Day,
1999; Tschannen-Moran, 2009; Hildebrandt & Eom, 2011). Dalam konteks ini, apabila
literatur yang berkaitan dikaji, hubungan antara profesionalisme keguruan dan budaya
sekolah, struktur sekolah, kejayaan murid, dan prestasi kerja telah dikaji dan beberapa
penemuan empirikal telah dihasilkan (Dowling, 2006; Tschannen-Moran, Parish & DiPaola,
2006; Tschannen-Moran, 2009; Cerit, 2013; Kilinc, 2014). Namun demikian, kajian
profesionalisme keguruan yang berkaitan dengan pembangunan dan pemantapan
profesionalisme keguruan di mana ia dipengaruhi kepuasan kerja guru jarang dijumpai
terutamanya di Malaysia (Evans, 2011). Tambahan pula, kajian yang berkaitan
dilaksanakan di Sekolah Kurang Murid (SKM) di luar bandar atau pedalaman adalah
terhad.
Kajian Thoonan, Sleegers, Oort, Peetsma dan Geijsel (2011) mendapati penglibatan
guru dalam aktiviti pembelajaran professional memberikan impak yang besar kepada
amalan pengajarannya. Dapatan kajian tersebut selaras dengan pandangan Hargreaves
(2011) yang menyatakan bahawa pembelajaran dan pembangunan guru adalah aspek
kritikal dan paling berpotensi bagi meningkatkan pengetahuan dan kemahiran yang
seterusnya akan mendorong ke arah peningkatan komitmen individu dan pasukan kepada
matlamat sekolah. Kualiti guru menjadi isu kritikal kerana keperluan kepada
penambahbaikan yang radikal dan berskala besar dalam bidang pendidikan, terutamanya
sekolah adalah sangat mendesak dan berlaku secara global (Hallinger, 2010). Justeru,
keupayaan guru untuk mengaplikasikan pengetahuan dan mengimplementasikan
penambahbaikan di sekolah adalah sangat penting demi memantapkan profesionalisme
keguruan. Kenyataan ini diperteguhkan oleh Harris (2011) yang menyatakan bahawa
perkara paling utama dalam melakukan penambahbaikan dan pemantapan dalam
profesion guru adalah meningkatkan kualiti pengajaran dan pembelajaran guru sebagai
satu langkah asasnya.
Kajian Postholm (2011) yang berkaitan dengan pembelajaran guru melalui aktiviti di
sekolah mendapati, guru mahu diberi peluang untuk melaksanakan pemerhatian ke atas
amalan pengajaran guru lain dan menggunakan hasil pembelajaran dari pemerhatian
tersebut untuk membuat refleksi dan menambahbaikkan terhadap amalan pengajaran
mereka. Kajian Henze, Van Driel dan Verloop (2009) berkaitan pembelajaran guru yang
berpengalaman dalam konteks inovasi pendidikan mendapati guru belajar secara individu
dan kolaboratif melalui beberapa kaedah seperti daripada guru lain, bertukar-tukar
maklumat, bantuan peralatan, idea dan amalan baik. Justeru, Jamaliah (2008)
merumuskan bahawa peningkatan tahap pengetahuan individu guru melaui aktiviti
membaca, membuat refleksi kendiri, mencatat dan menyimpan maklumat penting serta
berbincang bersama-sama rakan boleh meningkatkan kualiti kerja guru. Namun, cara
510

penambahbaikan kualiti pengajaran dan pembelajaran demi pemantapan profesionalisme

keguruan jarang dilaksanakan oleh guru Malaysia, terutamanya di sekolah luar bandar.
OBJEKTIF KAJIAN
Objektif kajian ini adalah seperti berikut:
i.

Mengenal pasti perbezaan kepuasan kerja guru berdasarkan gred perjawatan guru.

ii.

Mengenal pasti perbezaan kepuasan kerja guru berdasarkan jantina guru.

iii.

Mengenal pasti perbezaan pemantapan profesionalisme keguruan berdasarkan gred

perjawatan guru.

iv.

Mengenal pasti perbezaan pemantapan profesionalisme keguruan berdasarkan

jantina guru.

v.

Melihat hubungan antara kepuasan kerja guru dengan pemantapan profesionalisme

keguruan.
REKA BENTUK KAJIAN

Kajian ini merupakan satu tinjauan kuantitatif. Soal selidik yang menggunakan skala likert 5
point dipilih untuk digunakan kerana ianya mirip soalan objektif yang telah biasa dijawab
atau dipilih oleh responden semasa ujian ataupun peperiksaan di sekolah. Justeru, akan
memudahkan responden untuk menjawab soal selidik tersebut. Menurut Levin dan Fox
(2007), kajian tinjauan adalah lebih representatif kerana hasil dapatan kajian atau
keputusannya boleh digeneralisasikan untuk julat individu yang lebih luas.
Persampelan yang digunakan dalam kajian ini adalah persampelan strata (stratified
sampling) dan persampelan bertujuan (purposive sampling) kerana responden yang terlibat
untuk kajian hanya melibatkan 300 orang responden guru yang mengajar di SKM zon
Pantai Barat Utara sahaja. Instrumen yang digunakan dalam kajian ini ialah 27 soal selidik
kepuasan kerja guru (Teacher Job Satisfaction Questionnaire, TJSQ) yang dibangunkan
oleh Paula Lester (1982 dan 1987) dan Konsep Lester yang lebih memihak kepada
populasi pendidikan dan berkaitan dengan pembangunan profesionalisme. Instrumen soal
selidik yang ada 38 soal seldik yang berkaitan dengan pemantapan profesionalisme
keguruan adalah diadaptasi daripada Roslee Talip (2011).
Bagi konstruk kepuasan kerja guru adalah berdasarkan kepada Teori Motivasi
Hygiene Herzberg (1959, 1962 & 1968) dan konstruk pemantapan pembangunan
profesionalisme adalah berdasarkan Model Program Pembangunan Profesional (Sparks &
Loucks-Horsley, 1989; Amin Senin, 2008).
DAPATAN DATA
Analisis Perbezaan Kepuasan Kerja Guru Dan Pemantapan Profesionalisme
Keguruan Berdasarkan Jantina Guru
Merujuk kepada dapatan data dalam Jadual 1, keputusan menunjukkan bahawa nilai Sig.
( = 0.136) adalah lebih besar daripada nilai = 0.05. Ini bermakna varian untuk dua
kumpulan adalah sama. Daripada dapatan ini, kajian akan menggunakan baris equal
variances assumed sebagai rujukan. Keputusan ujian menunjukkan nilai () Sig. (2-Tailed)
511

ialah 0.352 di mana nilai ini lebih besar daripada nilai = 0.05. Oleh itu, dapatlah boleh
membuat kesimpulan tidak terdapat perbezaan yang signifikan secara statistik dalam nilai
mean bagi pembolehubah kepuasan kerja guru berdasarkan jantina guru.
Jadual 1: Perbezaan Kepuasan Kerja Guru Berdasarkan Jantina Guru (n=167)
Levene's
Test
for
Equality of
Variances
t-test for Equality of Means

F
Sig.
Kepuasan Equal
2.249 .136
Kerja Guru variances
assumed

T
Df
.933 165

Mean
Sig. (2- Differenc
tailed)
e
.352
0.037

Std. Error
Differenc
e
.039

95% Confidence
Interval of the
Difference
Lower
Upper
-.041 .114

Keputusan dalam Jadual 2 di bawah menunjukan bahawa nilai Sig. ( = 0.548)

adalah jelas lebih besar daripada nilai = 0.05. Ini bermakna varian untuk dua kumpulan
adalah sama. Oleh hal yang demikian, baris equal variances assumed sebagai data
rujukan. Nilai () Sig. (2-Tailed) yang menunjukkan 0.532 adalah lebih besar daripada nilai
= 0.05. Oleh itu, kesimpulannya adalah tidak terdapat perbezaan yang signifikan secara
statistik dalam nilai mean bagi pembolehubah pemantapan profesionalisme keguruan
berdasarkan jantina guru.
Jadual 2: Perbezaan Pemantapan Profesionalisme Keguruan Berdasarkan Jantina Guru
Levenes
Test
for
Equality of
Variances t-test for Equality of Means

Pemantapan
Equal
Profesionalisme variances
Keguruan
assumed

F
Sig. T
df
.363 .548 .627 165

95%
Confidence
Sig.
Mean
Std. Error Interval of the
(2Differenc Differenc Difference
tailed) e
e
Lower
Upper
.532
.033
.052
-.070
.135

(n=167)

Analisis Perbezaan Kepuasan Kerja Guru Dan Pemantapan Profesionalisme

Keguruan Berdasarkan Gred Perjawatan Guru
Hipotesis nol pertama dalam kajian ini mengatakan bahawa tidak terdapat perbezaan skor
min yang signifikan dalam kepuasan kerja guru berdasarkan gred perjawatan guru. (HO1:
=0). Nilai Sig., nilai dalam Jadual 3 adalah 0.179 di mana nilai ini lebih besar daripada
nilai alfa = 0.05. Maka keputusan ujian ini menunjukkan wujudnya tiada perbezaan skor
min yang signifikan kepuasan kerja guru berdasarkan gred perjawatan guru. Hipotesis nol
pertama tidak berjaya ditolak.
Jadual 3: Perbezaan Kepuasan Kerja Guru Berdasarkan Gred Perjawatan
Guru (n=167)
512

Antara Kumpulan
Dalam Kumpulan
Jumlah

Jumlah
Squares
.474
9.896
10.371

Df
5
161
166

Mean Square
.095
.061

F
1.544

Sig.
.179

Daripada analisis dalam Jadual 3, kumpulan guru yang paling berpuas hati
merupakan kumpulan guru yang bergred DG 48 (selain daripada DGA 29, DGA 32, DG 41,
DG 44, DG 48) walaupun tidak menunjukkan kepuasan yang signifikan. Itu bermakna
kumpulan guru ini berkhidmat dalam profesion pendidikan dengan tempoh masa yang lama
berbanding dengan gred yang lain. Walaupun tahap kepuasan kerjanya adalah tinggi,
namun tidak boleh membezakan kepuasan kerja guru berdasarkan gred perkhidmatan.
Implikasi kajian mencadangkan sampel yang lebih besar dan lebih banyak gred perjawatan
perlu diambil kira untuk menentukan sama ada kepuasan kerja meningkatkan dengan
ketara dengan pelbagai jenis gred perjawatan.
Hipotesis nol ketiga dalam kajian ini ialah tidak terdapat perbezaan skor min yang
signifikan pemantapan profesionalisme keguruan berdasarkan gred perjawatan guru (HO3:
=0). Tahap kesignifikanan, alfa () = 0.05. Nilai Sig., dalam Jadual 4 adalah 0.002 di
mana nilai ini lebih kecil daripada nilai alfa = 0.05. Maka keputusan ujian ini menunjukkan
wujudnya perbezaan skor min yang signifikan pemantapan profesionalisme keguruan
berdasarkan gred perjawatan guru. Hipotesis nol kelima berjaya ditolak.
Jadual 4: Perbezaan Pemantapan Profesionalisme Keguruan Berdasarkan
Gred Perjawatan Guru (n=167)

Jumlah Squares Df
Antara Kumpulan 1.946
5
Dalam Kumpulan 16.139
161
Jumlah
18.086
166

Analisis Hubungan Antara

Profesionalisme Keguruan

Kepuasan

Mean
Square
.389
.100

Kerja

F
3.883

Guru

Dengan

Sig.
.002

Pemantapan

Hipotesis nol kelima dalam kajian ini menunjukkan bahawa tidak terdapat hubungan yang
signifikan antara kepuasan kerja guru dengan pemantapan profesionalisme keguruan (HO5:
=0). Berdasarkan Jadual 6, nilai kebarangkalian (satu-hujung) 0.000 adalah lebih kurang
daripada tahap kesignifikanan (0.05). Maka, hipotesis nol berjaya ditolak. Terdapat buktibukti yang kukuh untuk membuat kesimpulan bahawa < 0. Ini bermakna terdapat
hubungan yang signifikan antara kepuasan kerja guru dengan pemantapan profesionalisme
keguruan. Kesimpulan ini dibuat pada tahap kesignifikanan = 0.05 (5%) atau tahap
keyakinan (95%).
Jadual 5: Korelasi antara Kepuasan Kerja Guru dengan Pemantapan Profesionalisme
Keguruan (n=167)

Kepuasan
Kerja Guru

Pemantapan
Profesionalisme
Keguruan
513

Kepuasan Kerja Guru

Pemantapan
Profesionalisme
Keguruan

Korelasi Pearson
Sig. (1 hujung)
N
Korelasi Pearson

Sig. (1 hujung)

.000

167
.437**
167

.437**
.000
167
1
167

PERBINCANGAN DAN CADANGAN

Guru-guru SKM secara amnya berpuas hati dalam kebanyakan dimensi dalam aspek
kepuasan kerja. Namun, majoriti guru lelaki menunjukkan tidak berpuas hati dengan
dimensi gaji. Guru perempuan lebih berpuas hati, walaupun kepuasan terhadap gaji adalah
tidak sebegitu signifikan berbanding dengan guru lelaki. Guru lelaki mempunyai peluang
yang lebih besar untuk mendapatkan gaji tambahan melalui saluran atau sumber lain.
Andaian bahawa mungkin terdapat kurang perbezaan dalam kepuasan kerja dengan gaji
jika peluang yang sama untuk mendapat gaji tambahan telah disediakan kepada guru
perempuan. Situasi ini akan memerlukan penyelidikan dan kajian lanjut pada masa
hadapan.
Guru lelaki di SKM berpendapat matlamat program penambahbaikan sekolah adalah
kerap dijalankan dan berkesan kepada objektif pemantapan profesionalisme keguruan.
Manakala guru perempuan SKM berasa program dan kursus yang berkaitan dengan
pemantapan profesionalisme keguruan hanya sekali sekala sahaja dilaksanakan di
sekolah. Secara amnya, kedua-dua kumpulan berasa masih ada peluang yang besar bagi
pihak sekolah menambahbaikan sekolah menerusi program atau aktiviti yang boleh
meningkatkan pembangunan staf, kemahiran dan pengalaman guru, program
pembelajaran komuniti, dan penambahbaikan dalam amalan pengajaran.
Peluang pembangunan profesional adalah bermanfaat jika dilaksanakan dalam
jangka panjang dan memberi tumpuan kepada pembelajaran murid yang berkaitan dengan
kurikulum (Nir, 2008). Guru-guru dalam kajian ini tidak menyatakan minat dalam
pembangunan profesional mungkin disebabkan program yang diminati tidak dikemukakan
dalam kajian. Walau bagaimanapun, satu lagi penjelasan untuk keputusan statistik negatif
yang signifikan mungkin instrumen yang digunakan tidak serasi dan tidak menghasilkan
dalam kombinasi hasil yang boleh dipercayai.
Pentadbir sekolah sepatutnya berusaha untuk mengetahui sama ada terdapat
hubungan yang positif antara pembangunan profesional dengan kepuasan kerja. Menurut
kajian Ulrich, Buerhaus, Donelan, Norman, dan Duttus, 2005; Cooper, 2009, pembangunan
profesional mempunyai potensi untuk meningkatkan kepuasan kerja guru. Penyelidikan
MacDonald et al. (2010) mencadangkan bahawa perubahan budaya organisasi untuk
menilai pembangunan profesional dalam bidang pendidikan boleh meningkatkan tahap
kepuasan kerja. Leko dan Smith (2010) juga menegaskan bahawa pentadbir sekolah boleh
menyediakan program pemantapan profesional untuk mengekalkan guru-guru yang selalu
tidak mencapai kepuasan kerja.
Faktor tambahan yang tidak ada hubungan yang signifikan antara pembolehubah
kepuasan kerja guru dengan pemantapan profesional adalah kualiti program pembangunan
profesional yang tidak sesuai dan tidak memberi sebarang kesan kepada pembangunan
teknik pengajaran guru (Bailey, 2013). Interpretasi keputusan ujian statistik adalah
kepuasan kerja guru dan pemantapan profesionalisme keguruan tidak mempunyai
hubungan yang signifikan.
514

Pembangunan profesional, rangkaian sokongan untuk guru baharu, dan proses

penilaian boleh digunakan sebagai penyokong kepada guru untuk mencapai kepuasan
kerja. Menyediakan guru yang mempunyai sumber dan bekalan material, memberi
autonomi guru dalam bidang tugas sendiri, membina hubungan interpersonal dan
intrapersonal, mengizinkan guru-guru dalam proses membuat keputusan, dan
menyediakan peluang kepimpinan kepada guru sebagai cara pentadbir memberikan iklim
pekerjaan yang positif. Memberi autonomi kepada guru dalam pengajaran dan
pembelajaran, melibatkan guru-guru dalam membuat keputusan mengenai amalan dan
dasar-dasar sekolah, menyediakan peluang untuk pembangunan kurikulum, dan kerjasama
sebagai amalan pentadbir digunakan untuk meringankan beban dan tekanan guru yang
semakin berat.
Secara tidak langsung, amalan pentadbir sekolah mempertimbangkan kepuasan
kerja guru di samping berusaha memantapkan perkembangan profesionalisme keguruan di
sekolah. Sejak PPPM diimplementasikan pada tahun 2013, peluang pembangunan
profesional guru adalah banyak dan ia menggalakkan guru yang berkomitmen untuk terus
meningkatkan tahap profesion mereka. Selain itu, amalan pentadbir yang menyokong
perubahan dalam amalan professional, mendedahkan program pembangunan staf dan
melibatkan guru dalam proses membuat keputusan merupakan elemen yang penting dalam
menentukan penambahbaikan profesionalisme keguruan di sekolah.
Kajian yang akan datang dalam konteks Malaysia perlu mengambil kira cadangan
dengan merangkumi lebih banyak SKM di seluruh negeri atau negara. Tambahan pula,
data kualitatif seperti kaedah pemerhatian dan temu bual patut digunakan untuk
mengesahkan lagi keputusan yang diperolehi daripada soal selidik. Faktor-faktor lain yang
boleh mendorong kepada kepuasan kerja guru seperti tanggungjawab guru, pengiktirafan,
persekitaran sekolah, beban tugas, budaya dan dasar sekolah, dan pencapaian guru juga
perlu disiasat. Kajian untuk lebih memahami sosiologi masyarakat luar bandar dan
bagaimana sosiologi tersebut memberi kesan kepuasan kerja guru-guru luar bandar boleh
dilaksanakan secara khusus.
Amalan positif yang boleh dilaksanakan untuk meningkatkan kepuasan kerja guru
termasuk (a) menggunakan cara bimbingan mentor dan hubungan amalan positif untuk
memberikan sokongan kepada guru, terutamanya guru baharu, (b) perlu adanya dasar
keterbukaan dan wujudkan peluang kerjasama sebagai cara sokongan antara satu sama
lain, (c) menyediakan guru dengan bekalan dan sumber serta peluang kepimpinan dalam
usaha untuk mewujudkan keadaan kerja yang positif, (d) memberi autonomi kepada guru
dalam pengajaran mereka dan cuba mengurangkan tugas tambahan di luar kewajipan
sebagai cara untuk mengurangkan tekanan, dan (e) menyediakan peluang pembangunan
profesional untuk meningkatkan profesion pengajaran dan maju dengan cara mendapat
promosi dan kenaikan pangkat supaya gaji dan faedah guru boleh terjamin.
Secara umumnya, kajian ini menunjukkan bahawa kepuasan kerja guru SKM hanya
membuktikan kualiti kehidupan kerja yang sederhana. Pihak pengurusan sekolah perlu
memastikan satu rangka yang lebih sesuai antara agenda pendidikan yang ditetapkan
dengan proses pengajaran dan pembelajaran guru. Walaupun kumpulan guru dihormati
oleh masyarakat, tetapi profesion perguruan perlu ditingkatkan lagi untuk meningkatkan
prestasi mengikut keperluan zaman semasa. Guru-guru juga perlu diberi lebih banyak
peluang untuk membangunkan kemahiran pengajaran dan mengamalkannya di dalam
kelas atas sokongan pihak sekolah. Pihak pengurusan sekolah juga perlu berusaha untuk
meningkatkan sumber-sumber pengajaran dan pembelajaran yang terdapat di sekolah dan
banyak melibatkan guru dalam proses membuat keputusan di sekolah supaya guru dirasa
dirinya diiktiraf.
515

RUMUSAN
Dalam kajian ini, empat dimensi dalam soal selidik kepuasan kerja guru (TJSQ) telah dipilih
menjadi faktor-faktor pengukuran kepuasan kerja guru SKM, iaitu aspek keadaan kerja,
gaji, keselamatan kerja, dan hubungan interpersonal. Data kajian ini mengesahkan bahawa
kajian-kajian lepas banyak menunjukkan faktor motivasi intrinsik membawa pengaruh yang
lebih besar dalam mengukur kepuasan kerja guru. Responden kajian menunjukkan bahawa
dimensi keadaan kerja dan hubungan interpesonal mempunyai hubungan positif dengan
kepuasan kerja guru SKM. Dimensi gaji dan keselamatan kerja merupakan faktor ekstrinsik
yang selalunya mencetus rasa tidak puas hati. Mereka berasa kurang terjamin dari segi
kewangan kerana kos sara hidup yang tinggi dan keadaan sekolah yang banyak serba
kekurangan dari segi kemudahan dan sumber. Keadaan ini menyebabkan guru SKM sukar
mencapai kepuasan kerja mereka.
Hubungan sosial dan profesional yang telah dinyatakan oleh responden adalah sukar
dipisahkan kerana hubungan dua dimensi itu adalah saling berkaitan. Walaupun
perbincangan atau rundingan bersama demi kepentingan profesion pendidikan
disumbangkan sebagai rangsangan utama kepada kepuasan kerja, kesinambungan antara
profesional dan hubungan sosial di tempat kerja juga telah menjadi aspek yang penting
dalam mempengaruhi kepuasan kerja guru SKM. Untuk memantapkan profesionalisme
keguruan, kemahiran staf, latihan dalaman, perubahan dalam profesional, pelaksanaan
amalan kerja baharu, dan perkongsian bersama pentadbir sekolah amat diperlukan.
Profesion keguruan boleh dibangunkan dengan penglibatan guru dan kumpulan pentadbir
yang proaktif selaras dengan program penambahbaikan yang berterusan.
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PENGARUH KOMPETENSI, KOMITMEN DAN MOTIVASI GURU DALAM PERUBAHAN

PENGURUSAN DATA MURID
Norin Farizah Mohd Nuin & Abdul Said Ambotang
Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
farizahnorin@gmail.com
Abstrak
Kajian literatur menunjukkan bahawa terdapat perubahan dalam sistem maklumat
pengurusan pendidikan. Pada masa yang sama, kajian menunjukkan bahawa terdapat
beberapa faktor yang mempengaruhi perubahan dalam pengurusan pendidikan. Kompetensi
pengetua memainkan peranan penting dalam menerajui perubahan dalam sistem
pendidikan pada abad ke-21. Dalam pada itu, komitmen dan motivasi guru adalah satu
cabaran yang perlu difokuskan kepada penerimaan dan pelaksanaan perubahan dalam
sistem pendidikan. Justeru itu, artikel ini membincangkan mengenai pengaruh kompetensi,
komitmen dan motivasi guru dalam pengurusan data murid.
Kata Kunci: Perubahan, kompetensi, komitmen, motivasi, pengurusan data murid
Abstract
The literature review shows that there are changes in the education management
information system. At the same time, studies show that there are several factors that affect
changes in the management of education. Competence principals play a key role in leading
change in the education system in the 21st century. In the meantime, the commitment and
motivation of teachers is a challenge that needs to be focused on the adoption and
implementation of changes in the education system. Therefore, this article discusses the
influence of the competence, commitment and motivation of teachers in the management of
student data.
Keywords: Change, competence, commitment, motivation, management of student data

PENGENALAN
Reformasi pendidikan membawa maksud perubahan sistem pendidikan yang sedia ada
dengan tujuan menjadikannya lebih mantap dan sempurna. Malaysia tidak ketinggalan
dengan arus reformasi pendidikan khususnya dalam sistem pengurusan sistem maklumat
pendidikan.
Kewujudan sistem maklumat pengurusan dalam pelbagai bidang telah memainkan
peranan penting dalam prospek pengurusan data dan maklumat di seluruh dunia (Raymond,
2007). Walaupun sejarah perkembangan sistem maklumat pengurusan bermula di negara
Barat, terutama di Amerika Syarikat, negara kita tidak ketinggalan daripada arus perdana ini
(Ainin et al., 2002). Ia telah digunakan secara meluas sama ada dalam sektor swasta
mahupun sektor awam.
Kecekapan dan keberkesanan pengurusan pendidikan dalam Teknologi Maklumat dan
Komunikasi (TMK) merupakan salah satu daripada penekanan yang diberikan selaras
dengan hasrat mahu menjadikan Malaysia sebagai pusat kecemerlangan pendidikan dan
menyediakan pendidikan bertaraf dunia. Ekoran daripada itu, Kementerian telah
membelanjakan lebih daripada RM6 bilion untuk TMK dalam inisiatif pendidikan (Laporan
Awal- Pelan Pembangunan Pendidikan Malaysia 2013-2025). Jumlah ini merupakan antara
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pelaburan modal paling intensif pernah dilakukan dalam sistem pendidikan. Walau
bagaimanapun, penggunaan TMK di sekolah masih tidak mencapai tahap yang
memuaskan, baik dari segi kualiti mahupun kuantiti.
Menurut Rahmad Sukor dan Mohd Subhimarsan (2001), perubahan pengurusan
sekolah yang menggunakan lCT akan kelihatan bukan sahaja daripada aspek fizikal iaitu
peralatan teknologi maklumat dan komunikasi, tetapi juga daripada aspek keadaan
sekeliling termasuk motivasi dan kepentingannya kepada pelajar.
Dasarwasa ini, kementerian banyak melaksanakan inovasi dalam pendidikan dengan
membangunkan sistem berasaskan web yang merupakan salah satu cabang dalam bidang
perkomputeran. Teknologi ini semakin meluas penggunaannya dalam masyarakat dunia.
Dalam meniti arus kemodenan ini, banyak aplikasi atau sistem yang telah bertukar kepada
sistem yang berasaskan web untuk memudahkan capaian maklumat. Ini dapat dilihat dari
segi masa capaian yang lebih singkat untuk menghubungkan pengguna dengan sesuatu
sistem.
Selaras dengan hasrat tersebut, pengurusan data pendidikan menggunakan aplikasi
teknologi maklumat diberi tumpuan utama. Penggunaan teknologi maklumat membolehkan
aplikasi sistem maklumat dibangunkan melalui pangkalan data. Ini bagi membolehkan
maklumat digunakan sepenuhnya terutamanya untuk meningkatkan kecekapan pengurusan
dan pentadbiran. Justeru, sekolah dikehendaki menggunakan teknologi maklumat untuk
menguruskan maklumat supaya sentiasa tersedia pada bila-bila masa diperlukan (Rashid,
1987). Maklumat ini diperlukan oleh Pejabat Pelajaran Daerah (PPD), Jabatan Pelajaran
Negeri (JPN) dan Kementerian Pelajaran Malaysia (KPM) untuk membuat perancangan dan
keputusan dari semasa ke semasa. Lantas, maklumat di sekolah hendaklah sentiasa kemas
kini, tepat, boleh dipercayai, sahih dan boleh dicapai pada bila-bila masa. Kesahihan
maklumat pula perlu dipelihara bagi mengelakkan mengambil keputusan yang salah (Azmi,
2004).
Untuk mengurus pengurusan data murid dengan cemerlang, pengetua dan guru kelas
harus memiliki kompetensi individu dan ketrampilan diri sebagai pemangkin kepada
kecemerlangan pengurusan. Antara kompetensi individu yang diperlukan adalah
pengetahuan dan kemahiran serta ciri peribadi dalam menyempurnakan sesuatu tugasan.
Manakala ketrampilan-ketrampilan yang perlu ada pada pengurus sekolah ialah kebolehan
menyelesaikan masalah, penghakiman, keupayaan mengurus, membuat keputusan,
kepemimpinan, kepekaan, minat, motivasi kendiri, pengawalan tekanan, nilai pendidikan,
komunikasi lisan, komunikasi bertulis, kefahaman antara budaya, kecergasan fizikal,
ketrampilan asas pengurusan sistem berbantukan elektronik, menangani individu yang
bermasalah, penguasaan pengetahuan am dan profesionalisme, dan citra diri atau sahsiah
(Neela Mehan & Amer Hamzah 1998).
Pengetua yang memiliki kompetensi sebagai pengurus dan pemimpin sekolah akan
mencapai tahap pengurusan dan kepimpinan yang tinggi serta mampu membawa
pendidikan ke tahap kualiti setaraf pendidikan dunia (Musa, 2001). Standard Kompetensi
Kepengetuaan Sekolah Malaysia (SKKSM) yang digubal pada 2006 pula menyatakan
pengurus dan pemimpin sekolah akan dapat menghayati dan menguasai mempunyai
standard kompetensi pengurusan dan kepimpinan apabila mereka pengetahuan, memiliki
nilai profesional, serta melakukan amalan terbaik dalam sembilan bidang pengurusan di
sekolah iaitu dalam pengurusan dan kepimpinan organisasi, pengurusan kurikulum,
pengurusan kokurikulum, pengurusan hal ehwal murid, pengurusan kewangan, pengurusan
pentadbiran pejabat, pengurusan persekitaran dan kemudahan fizikal, pengurusan dan
pembangunan sumber manusia, dan pengurusan perhubungan luar (IAB, KPM 2006).
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LATAR BELAKANG KAJIAN

Sistem maklumat pengurusan merupakan suatu perkembangan terhadap teknologi
komputer. Penggunaan teknologi komputer dalam bidang pengurusan membantu
memudahkan pelbagai urusan. Pemikir besar bidang pengurusan, Peter F. Drucker pernah
menyatakan bahawa tujuan komputer dalam bidang pengurusan ialah untuk mengelak
manusia daripada membuang masa kepada kerja-kerja yang memerlukan pengawasan dan
menumpukan perhatian kepada kerja yang memerlukan pemikiran, imaginasi, persepsi dan
kreativiti (Shaharom, 2005).
Kajian ini lebih memfokuskan kepada kompetensi pengetua, komitmen dan motivasi
guru terhadap sistem pengurusan sekolah khususnya pengurusan data murid di sekolah.
Pengurusan rekod dan penyimpanan maklumat murid amat penting serta berguna bagi
sekolah, guru kelas dan ibu bapa murid, Jabatan Pelajaran Negeri, Kementerian Pelajaran,
dan pihak yang berkenaan. Dengan adanya rekod maklumat murid, pihak-pihak berkenaan
boleh menggunakannya sebagai sumber rujukan peribadi, potensi, prestasi dan pencapaian
murid dalam segala aktiviti persekolahan, termasuk kurikulum dan kokurikulum.
Dapatan kajian Azlin Norhaini (2006) melaporkan bahawa dalam beberapa situasi,
pengetua kelihatan masih kurang proaktif, kurang kreatif, kurang inovatif, sering kali hilang
fokus, dan sering kali hilang tumpuan kepada matlamat pengurusan sebenar kerana terlalu
kerap dan rencam menghadapi masalah yang sama. Azlin juga melaporkan pengetua
kurang bersikap terbuka terhadap perubahan dan bersikap pasif terutamanya dalam
menangani masalah-masalah pengurusan walau yang rutin sekalipun. Pengetua juga
dikatakan menghadapi masalah dalam perkara-perkara yang berkenaan dengan
perancangan aktiviti sehingga ada waktunya tidak dapat mengikuti perancangan yang
disediakan.
Beban kerja adalah sesatu yang terasa memberatkan, barang-barang atau sesuatu
bawaan yang dipikul, yang sukar untuk dikerjakan sebagai tanggungan (M. B. Ali, 2002: 63).
Beban berarti tanggung- an yang harus dikerjakan sebagai tang- gungan yang menjadi
tanggung jawabnya. Kerja adalah kegiatan melakukan sesatu yang dilakukan bertujuan
mendapatkan Motivasi yang berarti dorongan, se- bab alasan seseorang melakukan sesuatu. Dengan demikian motivasi berarti sua- tu kondisi yang mendorong atau menjadi sebab
seseorang melakukan suatu kegiatan (Nawawi, 1997: 47). Motivasi sangat diperlukan untuk
seseorang melakukan kegiatan agar tercapainya suatu tujuan yang diharapkan, dan adanya
motivasi pada diri seseorang dapat timbul karena kesadaran diri pribadi ataupun dorongan
luar.
Pengurusan data murid bermula apabila murid-murid mula memasuki sekolah, sama
ada di sekolah rendah atau di sekolah menengah di mana guru-guru dikehendaki membantu
mereka menguruskan pendaftaran dengan mengisi Borang Pendaftaran Murid. Butir-butir
yang perlu dilengkapkan ialah nama murid, jantina, umur, tarikh lahir, tarikh masuk sekolah,
nombor surat beranak, serta jenis pekerjaan dan alamat ibu bapa.
Namun begitu, pada abad ke-21 ini banyak perubahan kepada dunia pendidikan
khususnya kepada sistem pendidikan. Pada tahun 2005, satu sistem maklumat murid
berkomputer telah diperkenalkan bagi semua sekolah. Sistem ini mengumpulkan semua
maklumat mengenai murid dan keluarganya, pencapaian akademik dan aktiviti kokurikulum
dalam komputer. Seterusnya, maklumat-maklumat tersebut pula direkodkan dalam kad 001
(M) yang akan diilustrasikan dalam halaman-halaman berikut (Mook Song Sang, 2008).
Dalam pada itu, pada tahun 2012 satu inovasi telah diperkenalkan dalam sistem
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pangkalan data iaitu Aplikasi Pangkalan Data Murid (APDM) kepada semua sekolah di
Malaysia. Sistem ini digunakan secara online sepenuhnya. Fungsi APDM ini ialah
menyimpan semua data murid dan ia bersifat sharing kerana boleh dikongsi dengan semua
guru dan ibubapa di semua tempat. Selain itu, aplikasi pangkalan data murid ini mempunyai
pautan dengan Jabatan Pendaftaran Negara, Sistem Aplikasi Peperiksaan Sekolah (SAPS),
Pentaksiran Berasaskan Sekolah (SPPBS) dan Kementerian Pelajaran Malaysia.
MASALAH KAJIAN
Pengaruh kompetensi pengetua memainkan peranan yang penting dalam mendapatkan
integriti data yang tinggi. Seseorang individu yang menggunakan kemahiran secara
berkesan dalam pelaksanaan tugasnya telah menggunakan pengetahuan yang berkaitan
dan juga ciri-ciri peribadi yang diperlukan pada masa yang sama. Ini bermakna tahap
pengetahuan dan kemahiran yang tinggi serta peribadi yang positif terhadap sesuatu
tugasan akan menghasilkan tahap kompetensi individu yang tinggi.
Setiap awal persekolahan, guru-guru kelas perlu memasukkan data murid yang
baru mendaftar ke sekolah ke dalam Sistem Maklumat Murid (SMM) khususnya bagi murid
Tingkatan 1. Manakala, bagi murid Tingkatan 2 dan seterusnya, guru kelas perlu
mengemaskini data yang sedia ada dari tahun sebelumnya. Data murid dalam SMM ini akan
dikumpul mengikut kelas dan dihantar ke PPD untuk pengumpulan data sekolah-sekolah
yang lain.
Namun begitu, pada bulan Februari tahun 2012 ini, Kementerian Pelajaran Malaysia
(KPM) telah melaksanakan inovasi dalam pengurusan data. Pelaksanaan inovasi ini diterajui
oleh guru kelas sekali lagi di mana KPM mengarahkan supaya mengisi semula data murid
ke dalam Aplikasi Pangkalan Data Murid(APDM) secara online. Menurut Fullan (2006),
pelaksanaan dalam satu perubahan melibatkan satu proses pengujian terhadap
idea/program/aktiviti/struktur yang perlu dilaksanakan. Justeru, dalam pengujian inovasi ini,
guru kelas diminta untuk mengisi data-data murid yang berkaitan seperti data murid, data
bapa/penjaga utama dan ibu/penjaga kedua untuk melihat keberkesanan inovasi ini. Fullan
juga menyatakan bahawa inovasi berkait dengan isi dalam suatu program baharu, manakala
daya membawa inovasi berkaitan dengan keupayaan sesuatu organisasi untuk terlibat
dalam penambahbaikan secara berterusan.
Selain itu, terdapat beberapa masalah yang timbul dalam pelaksanaan perubahan ini
iaitu penerimaan guru-guru. Tidak semua guru boleh menerima APDM ini kerana mereka
telah stabil dengan sistem yang lama iaitu SMM terutamanya guru-guru yang mempunyai
pengalaman yang lebih lama. Perbezaan dari segi jantina, umur dan tahap pendidikan.
Namun begitu, hal ini boleh diatasi dengan menarik minat mereka dengan mewujudkan
sistem yang lebih mudah digunakan dan tidak membebankan. Menurut Tee (2001),
kesedaran terhadap kepentingan sesuatu sistem komputer di dalam sesebuah organisasi
perlu disokong oleh semua ahlinya terutama pengguna- pengguna utamanya. Kesedaran
terhadapnya wujud melalui perubahan terhadap darjah pengetahuan, kemahiran dan sikap
seseorang individu terhadap sesuatu sistem komputer itu. Hal ini juga disokong oleh
Ghomita (1997), mengatakan di antara petunjuk-petunjuk kepada persediaan mental di
kalangan anggota organisasi terhadap sistem komputer ialah mempunyai sikap yang positif
terhadap agenda perubahan yang dicadangkan di samping memahami tujuan atau sebabsebab di sebalik perubahan yang akan dilaksanakan. Sebagai tambahan, beliau
menyatakan bahawa sikap terhadap komputer adalah satu daripada faktor yang
menyumbang kepada penerimaan guru-guru terhadap penggunaan komputer selain faktor
ciri-ciri komputer tersebut dan dasar-dasar kritikal yang penting untuk penerimaan
penggunaan sistem berkomputer.
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Ekoran daripada itu, pada tahun 2015, dunia pendidikan sekali lagi diperkenalkan
dengan satu sistem iaitu Sistem Pengurusan Sekolah yang mana APDM adalah salah satu
cabang dalam Modul Pengurusan Murid(MPM). Dengan adanya sistem ini guru-guru yang
memerlukan data murid akan mendapat data dengan mudah dan cepat. Tetapi guru kelas
dan penyelaras perlu sentiasa mengemaskini data murid dari masa ke semasa mengikut
keperluan. Kegagalan dalam pengurusan data ini akan menjejaskan banyak pihak.
Untuk merealisasikan semua matlamat tersebut, pengetua disifatkan sebagai individu
yang bertanggungjawab memimpin sekolah supaya berfungsi dengan lebih teratur dan
berkesan. Namun begitu, isu kelemahan kepemimpinan pengetua dalam memimpin sekolah
bukanlah isu baru dalam kajian kepengetuaan. Dalam konteks ini, para sarjana pendidikan
(Fullan 2001; Deal & Peterson 2000; Abdul Shukor 2004) mendedahkan terdapat beberapa
kelemahan dalam kepemimpinan pengetua yang boleh mengendalakan pengurusan sekolah
untuk berfungsi dengan berkesan. Antara kelemahan utama adalah amalan kepemimpinan
pengetua yang sentiasa merujuk kepada model birokratik menyebabkan mereka kabur
tentang peranan mereka sebagai pemimpin yang perlu menjana komitmen guru di sekolah.
Dalam hal ini juga, Azlin Norhaini Mansor (2006), Daresh (2001) dan Foo Say Fooi (2003)
menyuarakan kebimbangan mereka kerana masih terdapat ramai pengetua/guru besar yang
mendokong model pengurusan klasik sebagai model terbaik untuk mengurus sekolah.
Akibatnya, mereka cenderung kepada kepemimpinan autokratik menerusi peraturan formal,
mengabaikan kehendak psikologi guru malah mengutamakan pencapaian akademik dan
mengenepikan peranan sebagai pemimpin yang dapat menjana modal insan yang berkualiti
untuk tujuan pembangunan pendidikan.
Selain itu, suatu organisasi juga memerlukan pemimpin untuk merancang dan
memantau program-program dalam mewujudkan struktur organisasi yang berkesan. Dalam
mencapai matlamat organisasi, motivasi intrinsik dan entrinsik sangat diperlukan dalam
meningkatkan prestasi guru dalam menggunakan sumber manusia semaksimum mungkin.
Motivasi adalah hasil daripada interaksi antara individu dengan situasi. Setiap individu
mempunyai motivasi asas dan tahap motivasi yang berbeza-beza, di dalam masa yang
berbeza pula. Adapun definisi motivasi itu sendiri menurut Stephen P. Robbins adalah
sebuah proses yang memberi kesan kepada intensiti, berjalan, dan ketekunan berusaha
individu ke arah pencapaian matlamat. Sementara itu, guru juga mengharapkan pemimpin
yang boleh memberi arahan dengan jelas dan bersesuaian bagi menetapkan standard
piawaian tugas masing-masing.
Dalam pada itu, untuk APDM guru kelas perlu menggunakan internet dan boleh
mengemaskini data murid tidak mengira masa dan tempat. Guru penyelaras hanya perlu
menyemak data murid menggunakan akaun pentadbir sekolah. Dalam APDM ini pula,
Pentadbir sekolah (Administrator APDM)/penyelaras data murid dikehendaki memastikan
bilangan murid mengikut Tingkatan dan Kelas adalah betul dan terkini. Ini adalah penting
kerana setelah data telah lengkap, urusan mengimport data APDM oleh Sistem Aplikasi
Peperiksaan Sekolah (SAPS) dan Sistem Pengurusan Pentaksiran Berasaskan Sekolah
(SPPBS) boleh dilakukan untuk memudahkan guru kelas dan guru matapelajaran mengisi
markah peperiksaan dalam SAPS dan mengisi pentaksiran dalam SPPBS. Namun, setelah
beberapa bulan sistem Aplikasi Pangkalan Data Murid (APDM) ini diperkenalkan di semua
sekolah di Malaysia, masalah yang timbul apabila guru kelas atau penyelaras data murid
sekolah tidak mengemaskini data murid yang telah berpindah kerana apabila data murid
tidak dipadam dalam APDM, sekolah baharu tidak dapat mendaftar data murid yang baru
berpindah kerana berlaku pertindihan data untuk dua sekolah. Lebih-lebih lagi, tahap
penerimaan guru terhadap sistem APDM yang baharu diperkenalkan ini juga tidak sama dan
sekaligus memberikan impak yang berbeza terhadap output yang dihasilkan. Menurut Yusup
Hashim (1998), sesuatu inovasi boleh dikatakan diterima dan dilaksanakan (adoption and
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diffusion) setelah 84 peratus diterima dan mengamalkan inovasi itu. Penerimaan dan
penyebaran inovasi berlaku secara berperingkat. Ada yang dapat diterima dan ada yang
memakan masa yang panjang untuk penerimaan. Hal ini di sokong oleh Steve (2001) di
mana menurut beliau, guru perlu menyesuaikan diri dengan perubahan jika mereka mahu
terus wujud dan dapat mengikut arus dengan kaedah dan teknologi baru.
Menurut Locke E. and Latham, G.P. (1991), pemimpin ialah seorang yang mempunyai
kecekapan dan kelebihan sehingga dapat mempengaruhi orang lain bersama-sama
melakukan aktiviti-aktiviti tertentu bagi mencapai sesuatu matlamat atau tujuan. Kecekapan
dalam bidang pengurusan biasanya berteraskan kepakaran yang diperolehi daripada latihan
dan pengalaman (Ibrahim Bajunid 1995). Ramaiah, Al (1992) menganggap latihan
merupakan saluran untuk memperoleh kemahiran baru, pengetahuan teknikal dan
kebolehan menguasai masalah-masalah atau menyelaraskan sikap.
Realitinya pada masa kini, tidak semua guru mempunyai kemahiran TMK dan ini boleh
menjejaskan pengurusan data murid di sekolah. Ini juga sebenarnya mempengaruhi
komitmen guru terhadap pelaksanaan sistem pengurusan sistem ini. Guru-guru yang kurang
mahir akan lambat untuk mengurus data murid berbanding guru yang mahir dalam TMK.
Wiersma (2000), mendapati kekurangan kemahiran menyebabkan salah satu faktor yang
merencatkan penggunaan hamparan dan pangkalan data oleh guru. Beliau juga mendapati
kekurangan kemahiran ini juga menjadi penghalang kepada penggunaan Internet, e-mail,
persidangan komputer dan persidangan video. Kebanyakkan guru yang tergolong dalam
status kurang mahir ini tidak berminat untuk mendekatkan diri dengan TMK ini dan akan
membebankan guru yang lain khususnya guru kelas. Walaubagaimanapun, adalah penting
bagi pihak pentadbiran untuk memastikan ahli organisasi memahami kepentingan sistem
maklumat tersebut digunakan. Dengan cara ini, komitmen yang tinggi daripada pengguna
boleh dilihat melalui pengurusan data yang efisyen.
Lanjutan daripada dapatan dan penyataan masalah yang tersebut berdasarkan kajiankajian lepas di atas, suatu kajian telah dilaksanakan demi mengenalpasti pengaruh
kompetensi (pengetahuan, kemahiran dan sikap) pengetua motivasi dan komitmen guru
kelas dalam melaksanakan pengurusan data murid melalui Sistem Maklumat Murid (SMM)
dan Aplikasi Pangkalan Data Murid (APDM). Menerusi kajian ini juga, penyelidik cuba
mengenalpasti persepsi para guru terhadap inovasi pelaksanaan sistem maklumat ini.
OBJEKTIF KAJIAN
Kajian ini dijalankan untuk mencapai objektif berikut :
i.

Mengenal pasti perbezaan min penerimaan perubahan pelaksanaan pengurusan

data murid terhadap demografi;

ii.

Mengenal pasti hubungan di antara kompetensi pengetua dengan pengurusan

data murid;

iii.

Mengenal pasti hubungan di antara motivasi guru dengan pengurusan data

murid; dan

iv.

Mengenal pasti hubungan di antara komitmen guru dengan pengurusan data

murid.

525

TINJAUAN LITERATUR
Teknologi dan globalisasi hanya merupakan dua unsur untuk membawa perubahan dalam
organisasi. Secara umumnya terdapat dua jenis perubahan yang perlu diberi perhatian oleh
kepimpinan organisasi iaitu perubahan reaktif dan perubahan proaktif. Menurut Ab Aziz
Yusof (2012), perubahan reaktif disebabkan ancaman luaran yang mempengaruhi prestasi
organisasi manakala perubahan secara proaktif ialah dimulakan oleh pemimpin sendiri untuk
memperoleh satu perubahan organisasi.
Di Amerika Syarikat, pembaharuan secara besar-besaran ditangani dengan cara yang
berbeza pada tahun 1990-an melalui perkembangan model Comprehensive School Reform
(CSR), yang juga dikenali sebagai model Whole-School Reform (WSR). Model WSR
bertujuan menyediakan inovasi yang terbukti berkesan untuk seluruh sekolah. Model
tersebut digunakan oleh sekolah dengan tujuan mempertingkatkan prestasi murid, khasnya
di sekolah yang tidak bernasib baik dan berprestasi rendah.
Selain itu, dalam kajian Oakes dan rakan-rakan (1999) terhadap agenda sekolah
menengah melaksanakan Carnegies Turning Points dengan matlamat menghasilkan
sekolah yang mengambil berat dan produktif dari segi intelektual bagi awal remaja. Oakes
dan rakan-rakan mendapati pendidik lazimnya cepat menerima struktur dan strategi baharu
tanpa mempertimbangkan implikasinya yang lebih mendalam.
Manakala, dalam kajian kes Cross City Campaign for Urban School Reform (2005)
terhadap pembaharuan daerah di Chicago, Milwankee dan Seatte banyak menyokong
dalam pelaksanaan perubahan. Strategi perubahan yang digunakan kelihatan mampu
menjana kejayaan, kemasukan sejumlah besar dana baharu, fokus kepada kurikulum dan
pengajaran, perkembangan profesional bagi pengetua dan guru dan sokongan politik yang
kuat daripada pemimpin komuniti yang lain. Dalam kajian beliau, malangnya terdapat ramai
dan guru tidak berupaya untuk berubah dan meningkatkan amalan secara besar-besaran.
Dalam erti kata lain, strategi yang digunakan, meskipun dalam banyak cara mencerminkan
kemajuan asas pengetahuan tentang perubahah tidak cukup berkuasa untuk mencipta
makna, kemahiran dan komitmen baharu yang dikongsi bersama merentasi sebilangan
besar pendidik.

Inovasi dalam Teknologi Maklumat dan Komunikasi (TMK) dalam pengurusan sekolah
di luar negara telah mula mendapat perhatian di sekitar pertengahan tahun 1970-an dan
berkembang pesar sekitar tahun 1980-an (Rahmad, 2005). Di Australia, sistem DUX (Deakin
University Exchange) dilaksanakan dengan menggunakan komputer atau inovasi teknologi
maklumat untuk pendaftaran pelajar, keputusan peperiksaan, maklumat pengajian dan
sebagainya. Begitu juga di Hong Kong dengan Strategi Sistem Maklumat (ISS), Computeraided School Management (CaSM) di Jerman, Computer Assisted School Administration
(CASA) di New Zealand dan ITEM di England, Wales dan Nepal (Rahmad, 2005).
Seterusnya, Mener (2000) telah melakukan satu kajuan yang bertajuk The Design and
Implementation og Technology Plan for a California Middle School ke atas sekolah-sekolah
di California yang memang sedia ada mempunyai tahap inovasi TMK yang tinggi. Rowen
(2000) pula telah melakukan kajian tentang guru meletakkan TMK sebagai alat bantu kerja
di Amerika Syarikat. Dalam kajian ini, kemudahan komputer dan internet di sekolah adalah
pada tahap tinggi. Daripada kajian ini, 40% daripada guruguru menyatakan bahawa
mereka sering menggunakan komputer dan internet di sekolah untuk melaksanakan tugas
seharian.
Dalam kajian Fullan (2012) telah mendapati bahawa terdapat lima prinsip yang perlu
526

ada dilaksanakan oleh pengetua dalam perubahan organisasi. Prinsip yang pertama ialah
menetapkan maklumat dan jangkaan. Prinsip yang kedua ialah menggunakan sumber
secara strategik. Seterusnya ialah memastikan mutu hasil kerja dalam organisasi. Prinsip
yang keempat ialah memastikan persekitaran selamat dan teratur dan yang terakhir ialah
membantu guru-guru dalam memimpin dan pembangunan organisasi.
Hal ini disokong oleh Sudrajat A. (2012) menyatakan dalam kajian beliau bahawa
pengetua perlu menjadi pendidik, pengurus, pentadbir, penyelia, pemimpin dan usahawan
dalam meningkatkan kompetensi guru-guru. Selain itu, hasil kajian beliau menyatakan
bahawa seorang pengetua mesti menggunakan semua peranan yang ada secara optimum
untuk menghasilkan tahap kompetensi pengetua dan guru-guru.
Bity Salwana et.al (2010) menjalankan kajian meninjau kompetensi Pengetua
Malaysia berdasarkan aspek kualiti peribadi, pengetahuan, kemahiran dan amalan dalam
bidang pengurusan kurikulum, kokurikulum, hal ehwal murid, kewangan, pentadbiran
pejabat, persekitaran dan kemudahan fizikal, sumber manusia, dan perhubungan luar.
Dapatan kajian beliau menyatakan bahawa kompetensi pengetua dalam bidang pengurusan
di tahap yang tinggi. Selain itu kajian tersebut menunjukkan pengetua mempunyai ciri kualiti
peribadi berwawasan, akauntabiliti, konsisten, bermotivasi, berupaya menghadapi tekanan,
keyakinan diri, inovatif, prihatin, proaktif, penyayang, empati, keterlihatan, ketrampilan
sebagai penyelesai masalah, keadilan, cekap, toleransi, komited, kreatif, bekerjasama, rajin,
berfikiran tajam, integriti, sikap terbuka, mesra, dan sikap menghargai orang lain pada tahap
yang tinggi.
Khasawneh S. et.al (2012) telah membuat kajian mengenai hubungan di antara
kepimpinan transformasi terhadap komitmen guru di sekolah vokasional. Dapatan kajian
menunjukkan bahawa komitmen guru adalah bergantung kepada kepimpinan pengetua. Ini
menunjukkan bahawa kepimpinan transformasi mempunyai hubungan yang kuat terhadap
komitmen guru.
KERANGKA KONSEP KAJIAN
Fullan (1999) dalam artikelnya yang bertajuk Technology and the Problem of Change,
masalah yang paling besar dalam penerimaan teknologi baharu ini ialah mendapat
sokongan daripada guru-guru ataupun semua warga pendidikan. Walakin begitu,
pengetahuan mengenai proses perubahan semakin hari semakin mudah untuk didekati.
Fullan (1991) juga ada menyatakan bahawa 3 aspek yang penting dalam isu perubahan
dalam sistem ini iaitu guru(pelaksana), organisasi pendidikan dan program yang koheren.
Dalam pada itu, guru adalah individu yang memainkan peranan yang penting dalam
perubahan sesuatu sistem. Ini adalah kerana guru akan melaksanakan sistem yang telah
digubal oleh kementerian dan menyebarkan kepada masyarakat.
Namun begitu, menurut Fullan (1999) bahagian yang paling sukar yang berkaitan
dengan guru ini ialah membangunkan kemahiran yang baru, tingkahlaku dan amalan yang
berkaitan dengan perubahan. Selain itu, untuk mendapatkan kepercayaan yang baharu
(new belief) dan kefahaman mengenai perubahan daripada semua guru-guru adalah satu
cabaran yang besar. Dalam erti kata yang lain, perubahan melibatkan satu proses membuat
semula (redoing) dan memikirkan semula (rethinking). Dalam kajian Fullan (2006), dalam
melaksanakan perubahan di dalam sekolah perlu ada material kurikulum, latihan untuk guru
dan kepercayaan dan kefahaman dalam perubahan yang ingin dilaksanakan. Berikut ialah
faktor-faktor yang mempengaruhi pelaksanaan perubahan:

527

Ciri-Ciri Dalaman
1. Daerah
2. Komuniti
3. Pengetua
4. Guru

CiriCiri Perubahan
1. Keperluan
2. Kejelasan
3. Kerumitan
4. Kualiti

Pelaksanaan

Faktor luaran
1.Kementerian dan
agensi lain

Rajah 1: Faktor-Faktor Yang Mempengaruhi Pelaksanaan Perubahan

Sumber: Fullan (2006)
Dalam konteks kajian ini, faktor-faktor utama yang mempengaruhi pelaksanaan
perubahan ialah dari segi keperluan, kejelasan, kerumitan dan kualiti sistem tersebut.
Keberhasilan pelaksanaan perubahan sistem sebenarnya adalah bergantung kepada proses
pelaksanaan berbanding kepada jenis-jenis perubahan tersebut (Fullan dan Pomfret ,1977).
Sebagai contoh, Aplikasi Pangkalan Data Murid (APDM) adalah satu sistem yang baharu
diperkenalkan dan memerlukan penerangan yang jelas daripada pihak yang
bertanggungjawab.
Selain itu, sistem ini perlu mempunyai kualiti yang setanding atau lebih dari sistem
yang sebelumnya untuk meningkatkan tahap penerimaan guru-guru. Baker (1991)
menyatakan bahawa beberapa halangan yang telah dikenalpasti dalam melaksanakan
perubahan sistem iaitu guru (pelaksana), kurang kemahiran dan pengetahuan, kekurangan
kemudahan, keyakinan diri dan komitmen terhadap tugas yang diberi. Dalam melaksanakan
Sistem Maklumat Murid (SMM) dan APDM memerlukan kemudahan yang baik kepada guruguru seperti komputer riba, capaian internet yang baik dan bilik yang dilengkapi penghawa
dingin bagi menjamin ketahanan perkakasan komputer.
Aplikasi Pangkalan Data Murid (APDM) adalah salah satu inovasi pendidikan yang
baharu diperkenalkan dalam dunia pendidikan. Banyak respon yang positif dan negatif yang
telah diperolehi daripada guru-guru yang telah menggunakannya. Lantaran itu, agen
perubahan memainkan peranan yang penting bagi menunjukkan contoh-contoh yang konkrit
bagi menyokong sistem yang sedang membangun ini. Guru juga perlu menyesuaikan diri
dengan perubahan jika mereka mahu terus wujud dan dapat mengikut arus dengan kaedah
dan teknologi baru (Steve 2001).
Banyak kajian yang telah didokumentasikan menyatakan penggunaan komputer
mengubah suasana motivasi untuk belajar (Forcheri dan Molfino 2000). Maka, guru perlu
memperolehi kemahiran baru agar dapat mengalakkan peluang pembelajaran berkualiti
528

dalam persekitaran pembelajaran menggunakan teknologi maklumat. Pengalaman pihak

pentadbir pendidikan di United Kingdom menerangkan penggunaan laman web untuk
menghantar berita sekolah dan kerja rumah sekarang telah menjadi perkara biasa, begitu
juga dengan penghantaran kerja melalui e-mail daripada murid kepada peti surat elektronik
guru (Steve 2001).
Berdasarkan kajian tersebut, kompetensi pengetua, komitmen dan motivasi guru
adalah pembolehubah tidak bersandar yang mempengaruhi perubahan pengurusan
organisasi khususnya dalam pengurusan data murid. Manakala pengurusan data murid ada
pembolehubah bersandar.
Kompetensi pengetua

Pengurusan data murid

Komitmen

Motivasi
Rajah 1.2 : Kerangka Konsep Kajian

RUMUSAN
Dalam menghadapi era pembangunan yang semakin pesat, pantas dan tidak menentu,
telah mendesak organisasi supaya dipimpin oleh pemimpin yang memiliki ciri-ciri
kepimpinan yang luar biasa. Bagi memastikan pengurusan pembangunan organisasi terus
berlaku, pemimpin perlu meningkatkan keefisienan dan keefektifan dalam proses dan
operasi kerja supaya kualiti keinsanan dan perkhidmatan mampu diperingkatkan secara
menyeluruh dan seimbang.
Konlusinya, kepimpinan organisasi sekolah perlu melihat pengurusan pembangunan
dengan penuh kreatif dan inovatif dalam menghadapi perubahan dalam abad ke 21. Dengan
kata lain , pengetua perlu bertindak secara strategik dengan memastikan bahawa guru-guru
diberi kesempatan untuk turut sama-sama terlibat dalam mencorakkan dan mereka bentuk
pengurusan data murid yang lebih efisyen.

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531

PERSONALITI GURU DAN PENCAPAIAN AKADEMIK DI SEKOLAH-SEKOLAH

BERPRESTASI RENDAH
Losius Goliong
Fakulti Psikologi dan Pendidikan,
Universiti Malaysia Sabah,
Sabah, Malaysia,
losius21@gmail.com
Mohd Khairuddin Abdullah
Fakulti Psikologi dan Pendidikan,
Universiti Malaysia Sabah,
Sabah, Malaysia,
khair@ums.edu.my
Rosy Talin
Fakulti Psikologi dan Pendidikan,
Universiti Malaysia Sabah,
Sabah, Malaysia,
rostalin@gmail.com
Abstrak
Kajian ini meninjau kualiti personaliti guru dan hubungannya terhadap pencapaian
akademik. Pencapaian akademik dalam kajian adalah merujuk kepada prestasi sekolah
dalam Ujian Penilaian Sekolah Rendah (UPSR). Data kuantitatif diperoleh dengan
mengedarkan soal selidik kepada 335 responden dalam kalangan guru-guru yang bertugas
di 47 buah sekolah berprestasi rendah (SPR) di bahagian barat dan utara Negeri Sabah.
Sekolah yang dikategorikan sebagai sekolah berprestasi rendah ialah sekolah-sekolah yang
masih berada di band 5, 6, 7 dan Gred Purata Sekolah (GPS) masih berada pada tahap
3.00 ke atas. Statistik deskriptif dan inferensi digunakan untuk menganalisis data kuantitatif.
Dapatan kajian menunjukkan korelasi yang positif pada tahap sangat tinggi (r=.873) bagi
dimensi-dimensi kualiti personaliti guru dengan pencapaian akademik.
Kata kunci: kualiti, personaliti, pencapaian akademik
PENGENALAN
Peranan utama guru ialah membentuk personaliti dan jati diri pelajar. Guru wajar
menunjukkan ciri personaliti yang baik dan berkualiti terhadap pelajar-pelajarnya.
Kecenderungan guru menunjukkan kualiti personaliti yang tidak sihat akan melahirkan
generasi baharu yang pincang di masa hadapan. Menurut Syed Najmuddin Syed Hassan
(2005), sikap dan personaliti guru yang tidak boleh dijadikan sebagai role model akan
mempengaruhi sikap dan minda pelajar-pelajarnya yang akhirnya akan merosakkan
generasi tersebut. Sehubungan itu, Mulyasa (2007) turut sependapat dengan Syed
Najmuddin Syed Hassan (2005) bahawa personaliti guru yang baik mempunyai hubungan
terhadap usaha mencipta pengajaran dan pembelajaran dengan berkesan dan berkualiti.
Segala usaha untuk menambahbaik peningkatan kualiti pendidikan yang merujuk kepada
pencapaian akademik tidak akan berhasil tanpa sokongan oleh guru-guru mempunyai kualiti
personaliti yang tinggi.

532

PERNYATAAN MASALAH
Kajian-kajian terdahulu telah membuktikan bahawa personaliti guru yang berkualiti
mempunyai hubungan secara langsung terhadap pencapaian akademik (Hallinger, 2008;
Srinides, 2009). Kajian oleh Tajul Ariffin Nordin dan Nor Aini Dan (2002) menunjukkan
bahawa konsep ibadah dalam profesion perguruan semakin pudar di mana terdapat dalam
kalangan guru menghabiskan lebih masa melakukan perkara-perkara di luar bidang tugas
hakiki. Malah, pada satu aspek yang berkaitan dengan kesediaan guru bermuhasabah diri
untuk melakukan penambahbaikan secara berterusan masih berada pada tahap skor min
yang rendah. Hamidah Sulaiman (2003) pula mendapati terdapat dalam kalangan guru yang
tidak bersikap adil dalam menjalankan tanggungjawab kerana mengabaikan pelajar yang
lemah. Kajian oleh Nadia Farhana (2008) juga mendapati kualiti personaliti guru berada
pada tahap sederhana. Kajian Nur Hafizoh Idris dan Rohana Hamzah (2012) turut
menunjukkan tahap amalan bakal guru dalam kemahiran interpersonal dan intrapersonal
adalah sederhana.
Dalam persekitaran pendidikan di Negeri Sabah, prestasi UPSR di negeri ini masih
berada pada tahap berprestasi rendah sejak lima tahun kebelakangan ini. Berdasarkan
laporan Jabatan Pendidikan Negeri Sabah (2014), kedudukan Negeri Sabah dalam
peperiksaan UPSR masih berada di kedudukan terbawah antara negeri-negeri di Malaysia
dalam tempoh lima tahun kebelakangan ini iaitu dari Tahun 2010 2014. Malahan,
keputusan UPSR Tahun 2014 iaitu pada Gred Purata Negeri 2.71 yang merupakan
pencapaian tertinggi dicapai sejak lima tahun kebelakangan ini masih belum mampu
mengubah kedudukan Negeri Sabah di tangga terbawah dalam senarai kedudukan
pencapaian keseluruhan UPSR di peringkat kebangsaan. Oleh itu, kajian ini dijalankan bagi
mengenalpasti hubungan kualiti personaliti guru terhadap isu pencapaian akademik yang
masih rendah ini.

OBJEKTIF KAJIAN
Objektif-objektif kajian ini adalah seperti berikut:
3.1.

Mengenalpasti tahap skor min kualiti personaliti guru-guru di sekolah berprestasi

rendah.

3.2.

Mengenalpasti hubungan kualiti personaliti guru terhadap pencapaian akademik di

sekolah berprestasi rendah.

SOROTAN KAJIAN LEPAS

Kualiti pendidikan masih menjadi persoalan utama dalam sistem pendidikan di Malaysia.
Masyarakat umum sentiasa menilai kualiti pendidikan berdasarkan apa dan bagaimana
murid belajar yang akhirnya diterjamahkan kepada tahap pencapaian akademik di sekolah.
Abdul Shukor Shaari (2008) menyatakan guru yang berkesan didefinisikan sebagai guru
yang dapat memberi kesan kepada pelajar dari segi personaliti serta mampu membawa
perubahan tingkah laku kepada pelajar. Ciri-ciri guru yang berkesan ialah antaranya berilmu
pengetahuan, berintegriti, bertindak atas landasan etika dan tatasusila, sentiasa berusaha
meningkatkan kualiti hasil pengajaran, serta perihatin terhadap keperluan dan kehendak
murid.
Aspek personaliti guru yang kurang sesuai dan tidak mencerminkan ciri-ciri atau
tingkah laku sebagai seorang guru amanah dan ikhlas akan merendahkan martabat
seseorang guru. Amalan-amalan guru seperti lambat masuk kelas, masuk sekejap kemudian
533

tinggalkan pelajar membuat kerja sendiri, tidak menyiapkan rekod persediaan mengajar
(RPH) dan suka membuang masa mencerminkan kualiti peribadi guru yang perlu diubah.
Oleh sebab itu, Abd. Halim Tamuri dan Khadijah Abdul Razak (2003) menyatakan kerisauan
terhadap ketidakmampuan guru-guru menunjukkan kualiti personaliti yang dapat menjadi
teladan kepada pelajar-pelajar di sekolah. Guru perlu bijak mengurus masa dan
menunjukkan ciri personaliti yang tinggi seperti menepati masa, bersikap adil, mengajar
dengan penuh kesabaran dan dedikasi, suka bekerjasama dengan rakan sejawat serta
mempunyai sifat dan ciri-ciri profesionaliti yang tinggi. Sehubungan itu, kajian oleh Tajul
Ariffin Nordin dan Nor Aini Dan (2002) juga mendapati bahawa konsep ibadah dalam
profesion perguruan semakin pudar. Ramai guru terleka bahawa peranan sebagai pendidik
merupakan suatu tugas ibadah, sebaliknya dicemari dengan kegilaan mencari kekayaan,
kemegahan dan naik pangkat. Terdapat dalam kalangan guru menghabiskan lebih masa
melakukan perkara-perkara di luar bidang tugas hakiki. Fenomena ini menyebabkan
masyarakat hilang kepercayaan terhadap kewibawaan dan rasa hormat terhadap guru
kerana gagal melaksanakan tugas dengan jujur, ikhlas dan penuh iltizam. Hamidah
Sulaiman (2003) pula mendapati bahawa terdapat dalam kalangan guru yang tidak bersikap
adil dalam menjalankan tanggungjawab dengan memberi tumpuan kepada pelajar pintar
dan mengabaikan pelajar yang lemah.
Kualiti personaliti seseorang guru tercermin melalui sikap dan amalan dalam proses
membentuk dan membimbing pelajar. Semakin tinggi kualiti personaliti seseorang guru,
maka semakin tinggi dedikasi guru tersebut terhadap tanggungjawab sebagai seorang
pendidik. Ekoran dari itu, persepsi umum terhadap kualiti personaliti seseorang guru ialah
melalui kejayaan-kejayaan yang dicapai oleh murid-murid dalam peperiksaan awam. Oleh
itu, personaliti yang berkualiti diperlukan untuk memastikan seseorang itu menjadi seorang
guru yang berkualiti. Ini disebabkan kualiti personaliti berkaitan dengan pemahaman diri,
penerimaan diri, pengarahan diri dan perwujudan diri. Dalam hal ini, Gumelar Awan dan
Tjep Dahyat (2002) menyenaraikan lima ciri kualiti personaliti yang wajar ada pada guru iaitu
empati, terbuka, berwibawa, bertanggungjawab dan mampu menilai peribadi diri sendiri.
Menyedari kepentingan kualiti personaliti guru dalam meningkatkan kualiti
pendidikan, negara-negara maju telah terlebih dahulu mengambil langkah untuk
mengutamakan pendidikan guru sebagai satu agenda penting negara. Di negara Taiwan
misalnya, dalam usaha melahirkan guru yang berkualiti, kerajaan telah memperkasakan
sistem latihan guru. Menurut Fwu & Wang (2002), antara penekanan dalam latihan guru
tersebut adalah ke arah membangunkan kandungan pengetahuan, kemahiran pedagogi,
keupayaan untuk merenung dan menghayati perasaan, kompetensi pengurusan, komitmen,
kelakuan moral, keupayaan untuk menyesuaikan diri, keupayaan untuk bekerjasama
dengan guru-guru lain, keupayaan untuk memajukan profesion pengajaran, dan keupayaan
menyumbang kepada masyarakat. Di samping itu, sistem tersebut mencadangkan bahawa
kualiti personaliti guru harus dinilai dari segi kesan pada kualiti dan pencapaian akademik.
Kajian oleh Barber & Mourshed (2007) turut membuktikan bahawa peranan kualiti personaliti
guru mempunyai hubungan dan kesan terhadap pencapaian akademik. Menurut pengkaji
ini, kualiti sesuatu sistem sekolah tidak boleh melebihi kualiti gurunya. Secara realitinya,
sebaik manapun sesuatu sistem pendidikan itu dibangunkan tidak memberi makna jika
kualiti personaliti guru tidak terlebih dahulu dipertingkatkan dari aspek komitmen dan
kompetensi. Menyedari hakikat tersebut, guru-guru yang mempunyai ciri-ciri cemerlang dan
unggul diperlukan untuk menjayakan agenda transformasi negara serta mendepani cabaran
pembelajaran abad ke 21.

534

METODOLOGI KAJIAN
Kajian ini adalah berbentuk kajian kuantitatif bukan eksperimen iaitu rekabentuk tinjauan
yang dijalankan dengan menggunakan kaedah deskriptif. Instrumen kajian yang digunakan
merupakan satu set soal selidik yang mengandungi tiga bahagian iaitu bahagian maklumat
demografi, pencapaian akademik sekolah dan bahagian kualiti personaliti guru. Instrumen
yang digunakan untuk mengukur variabel kualiti personaliti guru ialah soal selidik yang
diadaptasi daripada dokumen Standard Guru Malaysia (Kementerian Pendidikan Malaysia,
2009) yang mengandungi 35 item. Populasi kajian ini adalah dalam kalangan guru-guru
sekolah berprestasi rendah di tiga buah pejabat pendidikan daerah (PPD) di Bahagian Barat
dan Utara Negeri Sabah. Sampel kajian ialah seramai 335 guru yang ditentukan
menggunakan teknik persampelan bertujuan. Data kajian dianalisis menggunakan SPSS
versi 21.
Responden kajian ini melibatkan seramai 355 orang guru daripada 47 buah sekolah
yang berprestasi rendah. Responden guru dalam kajian ini terdiri daripada pelbagai latar
belakang jawatan iaitu guru akademik, ketua panitia dan guru biasa. Responden kajian ini
juga merupakan guru-guru yang mengajar di sekolah rendah. Secara keseluruhannya,
taburan responden mengikut jantina menunjukkan 46.7 peratus adalah lelaki dan 53.3
peratus guru adalah perempuan. Manakala, berdasarkan taburan tempoh perkhidmatan
didapati 36.7 peratus responden mempunyai tempoh perkhidmatan kurang daripada
sepuluh tahun, 10.0 peratus responden telah mengajar selama sebelas hingga lima belas
tahun, 23.3 peratus telah berkhidmat antara enam belas tahun hingga dua puluh tahun dan
10.0 peratus telah melepasi tempoh perkhidmatan dua puluh tahun ke atas. Dari segi
taburan responden mengikut tahap kelulusan akademik, secara keseluruhannya
menunjukkan 20.0 peratus responden memiliki kelayakan akadamik peringkat sijil, 30.0
peratus pula berjaya memiliki Diploma, manakala masing-masing 43.3 peratus dan 6.67
peratus responden memiliki kelayakan di peringkat Ijazah Sarjana Muda dan Ijazah sarjana.
DAPATAN KAJIAN DAN PERBINCANGAN
Analisis Skor Min dan Sisihan Piawai Kualiti Personaliti Guru
Kategori
Min
Sisihan Piawai
Kualiti Personaliti
Amanah
4.03
.47
Ikhlas
4.16
.46
Berilmu pengetahuan
3.89
.53
Kasih sayang
4.29
.56
Kesabaran
4.26
.51
Adil
4.23
.57
Kemahiran interpersonal
4.17
.56
Efisien
3.90
.49
Min Keseluruhan
4.11
.51
Jadual 8: Analisis Skor Min dan Sisihan Piawai Kualiti Personaliti Guru
Jadual 1 menunjukkan tahap skor min bagi lapan dimensi kualiti personaliti guru.
Dapatan kajian menunjukkan dimensi kasih sayang menunjukkan tahap min yang paling
tinggi iaitu 4.29 (sp=.56) manakala dimensi berilmu pengetahuan menunjukkan tahap
dimensi yang paling rendah bagi variabel kualiti personaliti guru iaitu 3.89 (sp=.53). Secara
keseluruhannya, tahap min bagi kualiti personaliti guru ialah 4.11 (sp=.51).

535

Dapatan analisis deskriptif terhadap tahap skor min bagi lapan dimensi kualiti
personaliti guru menunjukkan dimensi kasih sayang mencapai skor min tertinggi manakala
dimensi berilmu pengetahuan mendapat skor min yang paling rendah. Dimensi kasih sayang
merujuk kepada nilai-nilai murni yang perlu ada pada seseorang guru. Amalan kasih sayang
merupakan salah satu aspek penting yang ditekankan oleh setiap agama. Oleh itu, PdP
dapat dilaksanakan dengan lebih efesien jika wujud kasih sayang yang sihat antara guru
dengan pelajar. Dalam dimensi ini menunjukkan item saya mempunyai sifat empati dalam
dimensi kasih sayang mencapai skor min pada tahap sangat tinggi. Ini menunjukkan
bahawa guru-guru yang bertugas di sekolah-sekolah berprestasi rendah masih
mengamalkan sifat empati dalam membantu pelajar meningkatkan pencapaian dalam
akademik. Selain itu, guru-guru juga sentiasa menunjukkan sifat yang mesra dan mudah
didekati oleh pelajar-pelajar. Di samping itu, guru-guru juga sentiasa menunjukkan sifat yang
prihatin dalam menyelesaikan masalah yang dihadapi oleh pelajar-pelajar. Terkandung juga
dalam dimensi kasih sayang ialah kesanggupan guru-guru dalam mengorbankan masa dan
tenaga bagi memastikan keselesaan dan selamat semasa berada di persekitaran sekolah.
Secara keseluruhannya, dapatan daripada dimensi ini menunjukkan guru-guru yang
bertugas di sekolah-sekolah berprestasi rendah boleh dijadikan sebagai role model dan
tempat rujukan oleh pelajar-pelajar untuk menyelesaikan masalah yang dihadapi.
Seterusnya, dimensi berilmu pengetahuan merupakan dimensi yang menunjukkan
skor min paling rendah namun masih berada pada tahap skor min yang tinggi. Dimensi ini
merujuk kepada amalan guru yang berpegang kepada konsep pembelajaran sepanjang
hayat dalam usaha menimba ilmu sebagai satu amalan hidup untuk mencapai dan
meningkatkan kecemerlangan diri. Analisis mengikut item dalam dimensi ini menunjukkan
item terendah menyatakan saya sentiasa mencari peluang untuk meningkatkan kompetensi
diri. Dapatan kajian ini memberi gambaran bahawa guru-guru yang bertugas di sekolahsekolah berprestasi rendah memahami keperluan untuk belajar dan menambah
pengetahuan selepas mendapat latihan ikhtisas dalam bidang perguruan supaya sentiasa
releven dengan tuntutan semasa namun tidak mampu meneruskan hasrat tersebut akibat
kekangan-kekangan yang dihadapi. Bagaimana pun, kesedaran ini penting kerana dengan
setakat mengikuti latihan ikhtisas dalam tempoh beberapa tahun tidak menjamin guru
berkenaan sudah terlatih untuk selama-lamanya. Jika guru tidak mempunyai sikap untuk
belajar dan menambah pengetahuan selepas melalui latihan ikhtisas, guru-guru berkenaan
akan ketinggalan (Mohammed Sani Ibrahim, et. al., 2008) dan implikasinya profesion
perguruan dikhuatiri akan kehilangan martabatnya.
Kajian ini selari dengan dapatan kajian yang dijalankan oleh Jamaliah Abdul Hamid
(2008) yang mendapati bahawa guru-guru mempunyai kecenderungan positif dalam
mempertingkatkan pengetahuannya berada pada tahap tinggi. Mohamad Zaid Mustafa, et.
al. (2010) pula mendapati bahawa tahap kualiti personaliti guru-guru baharu berdasarkan
perspektif guru-guru pembimbing dalam aspek pengetahuan terhadap profesion perguruan
berada pada tahap sederhana. Manakala, menurut Henze, et. al., (2009), Hoekstra, et. al.
(2011) dan Richter, et. al. (2011) kecenderungan guru-guru dalam meningkatkan
pengetahuan dan kemahiran ialah dengan melibatkan diri dengan pelbagai bentuk
pembelajaran formal dan tidak formal. Rosnah Ishak (2012) dalam kajiannya mendapati
bahawa kecenderungan guru-guru berusaha meningkatkan ilmu dan kerap mengikuti aktiviti
perkembangan staf untuk meningkatkan pengetahuan dan kemahiran adalah pada tahap
min yang tinggi. Rosnah Ishak, et. al. (2013) mendapati dua item dalam dimensi amalan
pembelajaran individu guru iaitu amalan kesungguhan untuk belajar dan amalan
pembelajaran berterusan dalam kalangan guru mencapai skor min yang tinggi.
Secara keseluruhannya, kajian ini menunjukkan bahawa majoriti guru-guru yang
bertugas di sekolah-sekolah berprestasi rendah di tiga buah PPD di Bahagian Barat dan
Utara Negeri Sabah mempunyai tahap kualiti personaliti yang tinggi iaitu 72.8%. Manakala
536

sebahagian kecil lagi iaitu 27.2% mempunyai tahap kualiti personaliti yang sangat tinggi.
Manakala, tahap nilai skor min guru-guru yang bertugas di sekolah-sekolah berprestasi
rendah di tiga buah PPD di Bahagian Barat dan Utara Negeri Sabah secara keseluruhannya
mempunyai tahap kualiti personaliti yang tinggi.
Analisis Hubungan Kualiti Personaliti Guru Terhadap Pencapaian Akademik di
Sekolah Berprestasi Rendah
Analisis dilakukan bagi menguji hubungan variabel kualiti personaliti guru terhadap
pencapaian akademik. Jadual 2 menunjukkan hasil analisis hubungan kualiti personaliti guru
dengan pencapaian akademik.

Pencapaian Akademik
Korelasi Pearson
.837*
Sig. (2-hujung)
.000
N
335
Jadual 9: Analisis Hubungan Kompetensi Peribadi Guru dengan Pencapaian Akademik
Kompetensi Peribadi

Berdasarkan ujian korelasi Pearson pada Jadual 2 menunjukkan terdapat hubungan

signifikan antara kualiti personaliti guru dengan pencapaian akademik [r=.837, N=335,
p<0.05]. Keputusan analisis ini menunjukkan bahawa nilai hubungan yang positif pada tahap
yang sangat kuat digambarkan jika dirujuk kepada jadual interprestasi Borg & Gall (1983)
antara variabel tersebut. Oleh yang demikian, hipotesis nul (Ho4) yang menyatakan bahawa
tidak terdapat hubungan antara kualiti personaliti dengan pencapaian akademik dalam
kalangan guru di sekolah berprestasi rendah secara statistiknya ditolak.
Kajian ini mendapati bahawa hubungan guru dengan pelajar adalah faktor signifikan
dalam meningkatkan komitmen belajar pelajar. Ini bermakna, personaliti guru mempunyai
hubungan terhadap komitmen belajar dalam kalangan pelajar dan seterusnya meningkatkan
pencapaian akademik. Ini bersesuaian dengan kajian yang dijalankan oleh Klausen (2010)
dan Maksic & Pavlovic (2011) yang mendapati bahawa guru yang mempunyai kualiti
personaliti yang menarik berpotensi mengubah sikap dan status pelajar terhadap sesuatu
pembelajaran. Sehubungan itu, guru perlu menyedari bahawa tanggungjawab yang dipikul
bukan semata-mata melaksanakan transfer of knowledge tetapi yang lebih penting lagi ialah
peranan untuk transfer of value dalam proses membina potensi pelajar supaya memiliki
ilmu, integriti, budi pekerti mulia, berketrampilan serta taat kepada ajaran agama. Dalam hal
ini, guru-guru sendiri perlu menunjukkan teladan kerana pelajar biasanya mencontohi
perlakuan-perlakuan yang ditunjukkan oleh guru-guru mereka.
Secara keseluruhannya, dapatan kajian ini menunjukkan bahawa tahap kualiti
personaliti guru-guru yang bertugas di sekolah-sekolah berprestasi rendah berada pada
tahap tinggi. Berdasarkan dapatan kajian ini, dapat dirumuskan bahawa walaupun faktor
kualiti personaliti guru mempunyai hubungan yang signifikan terhadap pencapaian akademik
tetapi faktor ini bukanlah merupakan punca kepada kemerosotan pencapaian akademik di
sekolah-sekolah berprestasi rendah di lokasi kajian. Terdapat kemungkinan faktor-faktor lain
yang menjadi punca kepada pencapaian akademik yang rendah di sekolah-sekolah
berkenaan yang tidak tercakup dalam kajian ini.

537

KESIMPULAN
Secara keseluruhannya, kajian ini telah berjaya memberi gambaran tentang tahap kualiti
personaliti guru serta hubungannya dengan pencapaian akademik di sekolah. Guru bukan
hanya berperanan sebagai penyampai ilmu semata-mata tetapi memikul tanggungjawab
yang lebih utama dalam mendidik pelajar untuk memiliki kualiti personaliti yang tinggi. Oleh
itu, guru juga seharusnya mempunyai kualiti personaliti yang tinggi supaya berupaya
menjadi teladan kepada pelajar-pelajarnya.
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540

PELAKSANAAN PENGAJARAN BERASASKAN PROJEK MENGGUNAKAN BLOG

(PBPB) TERHADAP PENERIMAAN TEKNOLOGI DAN PENCAPAIAN DALAM
KALANGAN PELAJAR-PELAJAR SEJARAH SEKOLAH MENENGAH
Joinis Longkiad
Prof. Madya Dr. Tan Choon Keong
Prof. Madya Dr. Sabariah Sharif
Fakulti Psikologi Dan Pendidikan,
Universiti Malaysia Sabah
Emell: joinis8813@gmail.com

PENGENALAN
Corak pendidikan hari ini amat menitikberatkan penglibatan pelajar dalam setiap aktiviti
pembelajaran. Oleh itu kepelbagaian kaedah pengajaran dan pembelajaran guru
memerlukan suatu anjakan, dimana personaliti dan aspek dalaman pelajar perlu
dipertimbangkan semasa merancang aktiviti pengajaran dan pembelajaran berbantukan
komputer secara online khususnya dalam penggunaan media-media baru seperti blog.
Apabila aktiviti capaian blog menawarkan bahan akademik atau berbentuk ilmiah, ianya
secara tidak langsung mampu memberi kesan yang positif terhadap sesuatu mata pelajaran.
Kerana mata pelajaran Sejarah selalu dikaitkan dengan kesukaran pelajar-pelajar untuk
menghafal dan mengingat fakta peristiwa yang lalu malah pelaksanaan kurikulum Sejarah
didapati terlalu menekankan fakta disebabkan pengamalan sistem penilaian pelajar-pelajar
menjurus kepada penilaian intelek (Fuen, 2006). Tambahan pula penekanan diberi dalam
aspek kognitif menyebabkan guru berpegang kepada matlamat akhir proses pengajaran dan
pembelajaran (PDP) yang mahukan pelajar mesti lulus dalam peperiksaan (Carr dan
Burnham,1999). Kepelbagaian kaedah yang bersesuaian dengan cara pembelajaran pelajar
akan dapat membimbing mereka kerana pelajar-pelajar perlu bimbingan dalam bentuk
arahan guru untuk mendapatkan gambaran jelas tentang kandungan pelajaran, interaksi,
berdialog, menyelesaikan masalah dan memahami idea baru serta membantu mereka
memahami kenapa perlu berusaha, mengapa gagal memberi perhatian dan mengapa gagal
memahami konsep baru (Entwistle & Smith,2002). Justeru itu, pengkaji mengambil langkah
memperkenalkan satu kaedah pengajaran dan pembelajaran yand dinamakan kaedah
Pengajaran Berasaskan Projek Menggunakan Blog (PBPB) yang menjurus hanya kepada
mata pelajaran sejarah dengan cara membina sebuah laman weblog atau portal Mata
pelajaran Sejarah yang berunsur ilmiah berjudul sejarah.forumms.net. Laman blog ini
dibina khas untuk pelajar-pelajar Sejarah Tingkatan Empat di sekolah-sekolah menengah
kebangsaan.
1.1

Matlamat Kajian

Kajian ini mempunyai matlamat untuk membina sebuah laman WebBlog atau Portal yang
berunsurkan akademik dengan pengisian beberapa topik dalam mata pelajaran Sejarah
tingkatan empat dengan memasukkan pelbagai sumber multimedia seperti yotube, Microsoft
power point, excel, dan words. Kajian ini memberi fokus kepada penerimaan teknologi
pelajar disamping ingin melihat kepada pencapaian mereka dalam ujian yang akan
dilaksanakan. Rekabentuk instruksi ADDIE turut digunakan sebagai landasan pembinaan
Kaedah pengajaran dan pembelajaran (PDP) PBPB.
541

1.2

Pernyataan Masalah

Berdasarkan analisis keputusan Peperiksaan (PMR) bagi tahun 2011 yang diumumkan oleh
Pengarah Pelajaran Malaysia, Dato Sri Abd. Ghafar Mahmud, menunjukkan peratus pelajar
yang mendapat gred A dalam mata pelajaran Sejarah menurun sebanyak 0.9% walaupun
peratus meningkat daripada 92.6% kepada 95.3% (Kementerian Pelajaran Malaysia, 2011).
Hal ini akan memberikan kesan yang negatif terhadap mata pelajaran Sejarah itu sendiri dan
ia akan menyebabkan matlamat pembelajaran Sejarah tidak dapat dicapai seperti yang
diharapkan. Pengajaran Sejarah dengan menggunakan buku-buku teks secara berlebihan
akan menjadikan pengajaran bidang ini kurang daya tarikan, daya kreatif dan pemikiran
reflektif pelajar. Seharusnya pelajar perlu didedahkan dengan kaedah pendidikan Sejarah
yang boleh meningkatkan kemahiran belajar, kemahiran berfikir, dan kemahiran
menggunakan maklumat-maklumat yang membantu kefahaman mereka tentang Sejarah
(Abd Rahim, 1999). Memandangkan Sejarah adalah mata pelajaran berkaitan peristiwa
yang berlaku ratusan tahun dahulu maka pelajar amat bergantung kepada teks untuk
memahami kandungan Sejarah dan teks yang berbentuk naratif agak membosankan pelajar
(Chaffer & Tyler, 1977; Hazril, 2003). Sikap negatif terhadap mata pelajaran Sejarah
semakin kuat disebabkan sifat mata pelajaran Sejarah yang tidak ada kaitan dengan
kehidupan serta tidak boleh digunakan secara praktikal dalam kehidupan seharian jika
dibandingkan dengan disiplin-disiplin ilmu yang lain (Hazril, 2003). Dalam kata lain, guru
perlu berperanan sebagai penarik utama dalam mempelbagaikan kaedah pengajaran dan
pembelajaran untuk meningkatkan pencapaian pelajar dalam subjek Sejarah.
Penggunaan teknologi dalam proses PDP pula boleh menambah ilmu dan
pengetahuan serta membina pengetahuan baru melalui perbincangan dan perkongsian
maklumat antara pelajar dengan pelajar, pelajar dengan bahan dan antara guru dengan
pelajar menggunakan rangkaian sosial yang dibekalkan oleh Teknologi Web 2.0 Di samping
itu, guru boleh menggerakkan pelbagai aktiviti pembelajaran dalam talian dengan
mengadakan kuiz, forum, sembang dan sebagainya menggunakan teknologi konvensional
Web 1.0.
Oleh sebab yang demikian, pengkaji berminat untuk menjalankan kajian terhadap
penerimaan teknologi dan pencapaian
menggunakan blog (PBPB) semasa aktiviti
pembelajaran dalam kalangan pelajar-pelajar sejarah tingkatan empat di sekolah-sekolah
dalam daerah Keningau, Sabah sebagai perintis. Berdasarkan data dan permasalahan yang
dibincangkan di atas, Kajian ini dilakukan dengan memberi tumpuan pada penerimaan
teknologi dan pencapaian pelajar sejarah menggunakan blog (PBPB).

1.3

Objektif Kajian

Kajian ini menetapkan lapan objektif untuk dicapai. Berikut merupakan objektif utama
mengapa kajian ini dilaksanakan.
1.3.1 Menentukan adakah terdapat peningkatan pencapaian pelajar menggunakan kaedah
pembelajaran berasaskan projek menggunakan Blog (PBPB) berbanding kaedah
Pengajaran Berasaskan Projek Tradisional (PBPT) Sejarah Tingkatan empat bagi
tiga tajuk utama.
1.3.2
Menentukan adakah terdapat perbezaan signifikan skor pencapaian pelajar
menggunakan kaedah Pengajaran Berasaskan Projek menggunakan Blog (PBPB)
berbanding kaedah Pengajaran Berasaskan Projek Tradisional (PBPT) terhadap
pencapaian pelajar mengikut jantina.
542

1.3.3

1.3.4

1.3.5

1.3.6

1.3.7
1.3.8

1.4

Menentukan adakah terdapat perbezaan signifikan skor pencapaian pelajar

menggunakan kaedah Pengajaran Berasaskan Projek menggunakan Blog
(PBPB)berbanding kaedah Pengajaran Berasaskan Projek Tradisional (PBPT)
terhadap pencapaian pelajar mengikut umur.
Menentukan adakah terdapat perbezaan signifikan skor pencapaian pelajar
menggunakan kaedah Pengajaran Berasaskan Projek menggunakan Blog
(PBPB)berbanding kaedah Pengajaran Berasaskan Projek Tradisional (PBPT)
terhadap pencapaian pelajar mengikut pengalaman.
Menentukan adakah terdapat perbezaan signifikan skor pencapaian pelajar
menggunakan kaedah Pengajaran Berasaskan Projek menggunakan Blog (PBPB)
berbanding kaedah Pengajaran Berasaskan Projek Tradisional (PBPT) terhadap
pencapaian pelajar mengikut sikap sukarela.
Mengenal pasti apakah tahap penerimaan teknologi pelajar mengikut model UTAUT
selepas penggunaan kaedah Pengajaran Berasaskan Projek menggunakan Blog (
PBPB )di dalam pengajaran Sejarah dilaksanakan.
Menentukan tahap korelasi pemboleh ubah Utama Model UTAUT iaitu PE,EE, SI,
dan FC.
Menentukan apakah faktor- faktor pengaruh utama persepsipenerima teknologi
mengikut model UTAUT selepas Pengajaran Berasaskan Projek menggunakan Blog
(PBPB) dalam pengajaran sejarah.
Persoalan Kajian

Berikut merupakan persoalan kajian yang ingin dijawab dalam kajian ini iaitu;
1.4.1 Adakah terdapat peningkatan pencapaian pelajar menggunakan kaedah pembelajaran
berasaskan projek menggunakan Blog (PBPB) berbanding kaedah Pengajaran
Berasaskan Projek Tradisional (PBPT) dalam pengajaran Sejarah Tingkatan Empat
bagi tiga tajuk utama pembelajaran.
1.4.2 Adakah terdapat perbezaan signifikan skor pencapaian pelajar menggunakan kaedah
Pengajaran Berasaskan Projek menggunakan Blog (PBPB) berbanding kaedah
Pengajaran Berasaskan Projek Tradisional (PBPT) terhadap pencapaian pelajar
mengikut jantina?
1.4.3 Adakah terdapat perbezaan signifikan skor pencapaian pelajar menggunakan kaedah
Pengajaran Berasaskan Projek menggunakan Blog (PBPB)berbanding kaedah
Pengajaran Berasaskan Projek Tradisional (PBPT) terhadap pencapaian pelajar
mengikut umur?
1.4.4 Adakah terdapat perbezaan signifikan skor pencapaian pelajar menggunakan kaedah
Pengajaran Berasaskan Projek menggunakan Blog (PBPB )berbanding kaedah
Pengajaran Berasaskan Projek Tradisional (PBPT) terhadap pencapaian pelajar
mengikut pengalaman?
1.4.5 Adakah terdapat perbezaan signifikan skor pencapaian pelajar menggunakan kaedah
Pengajaran Berasaskan Projek menggunakan Blog (PBPB) berbanding kaedah
Pengajaran Berasaskan Projek Tradisional (PBPT) terhadap pencapaian pelajar
mengikut sikap sukarela?
1.4.6 Apakah Tahap penerimaan teknologi pelajar mengikut model UTAUT selepas
penggunaan kaedah Pengajaran Berasaskan Projek menggunakan Blog (PBPB) di
dalam pengajaran sejarah ?
1.4.7 Apakah Korelasi antara pemboleh ubah utama PE,EE,SI dan FC dalam Model
UTAUT?
1.4.8 Apakah faktor- faktor pengaruh utama persepsi penerima teknologi mengikut model
UTAUT selepas Pengajaran Berasaskan Projek menggunakan Blog (PBPB) dalam
pengajaran sejarah?
543

1.5

Sumbangan Kajian

Kajian ini penting dalam memberi sumbangan kepada pihak-pihak tertentu terutamanya
guru, pelajar, pembuat dasar pendidikan dan para penyelidik pendidikan untuk
meningkatkan kualiti skor pencapaian pelajar dalam mata pelajaran Sejarah khususnya
dalam Peperiksaan awam seperti Sijil Peperiksaan Malaysia (SPM).Kajian tentang kaedah
online pengajaran dan pembelajaran dalam mata pelajaran sejarah di Malaysia masih
sangat kurang dilaksanakan, oleh itu diharap kajian ini memberi sumbangan bermakna ke
arah penambahan ilmu penyelidikan dalam pendidikan.Kajian ini penting kerana ia mampu
mendedahkan kepada pelajar tentang kebaikan dan faedah yang akan diperolehi sekiranya
menggunakan portal Webblog dalam penyebaran maklumat berkaitan dengan pendidikan.
Ia diharap mampu meningkatkan tahap kecemerlangan keputusan ujian dalam kalangan
pelajar disamping memajukan tahap penggunaan teknologi dalam kalangan pelajar. Malah
penggunaan portal webblog ini dijangka mampu menyelesaikan masalah dan kesukaran
yang dihadapi oleh para guru dan pelajar atau pelajar dengan pelajar kerana ia melibatkan
komunikasi dua hala yang interaktif berbanding dengan forum maya yang lain. Selain itu,
penggunaan portal Webblog banyak memberi faedah antaranya ialah dapat menjana
kemahiran pemikiran secara kritis, melahirkan sikap positif terhadap pembelajaran,
membangunkan kemahiran sosial dan menggalakkan perkongsian idea disamping
meningkatkan tahap motivasi para pelajar (Nur Azza Haron, 2009). Rasional Kajian pula
dijalankan ialah kerana pengaplikasian pelbagai sumber pembelajaran secara online dalam
kalangan pelajar terutamanya dalam bidang pendidikan semakin berkembang dengan
pesat, malah kecenderungan pemilikan gadjet di kalangan pelajar memungkinkan timbulnya
motivasi untuk menggunakan Portal WebBlog ini sebagai ruang pembelajaran yang menarik
dan mudah akan memberikan faedah yang tidak terkira kepada pelajar.

1.6

Batasan Kajian

Batasan kajian perlu untuk memberi fokus kepada bidang yang hendak dikaji. Kajian ini
hanya merangkumi populasi 12 buah sekolah menengah Daerah Keningau, Sabah yang
hanya melibatkan sebuah Pejabat Pendidikan Daerah (PPD). Populasi keseluruhan pelajar
tingkatan empat di sekolah menengah di Daerah keningau Pada tahun 2015 ialah seramai
1946 orang pelajar dengan pelajar lelaki seramai 840 dan pelajar perempuan seramai 1106
orang. (PPD Keningau, 2015 ). Walau bagaimanapun sampel kajian hanya melibatkan 288
orang pelajar dari sekolah SMK1 dan SMK8. Oleh sebab kajian ini masih baru, maka
kebanyakan maklumat adalah bergantung kepada respon daripada borang soal-selidik
yang diedarkan kepada responden. Responden pula adalah terbatas kepada pelajar- pelajar
yang mengambil mata pelajaran Sejarah menggunakan Kurikulum Standard Sekolah
Menengah (KSSM ) Tingkatan Empat di sekolah-sekolah menengah kebangsaan. Dapatan
kajian kelak tidak boleh digeneralisasikan untuk daerah atau negeri lain selain lokasi kajian.
Sampel dipilih berdasarkan ciri-ciri keunikan lokasi kajian seperti prasarana kemudahan
makmal yang mempunyai jaringan internet dan wifi yang baik di samping sokongan pihak
pentadbiran sekolah kajian. Namun faktor yang paling utama ialah kelulusan pihak atasan di
peringkat Pejabat Pendidikan Daerah yang hanya memberikan kelulusan membuat kajian di
dua buah sekolah tersebut selepas pengkaji memohon pilihan diputuskan mengikut kriteria
yang dilampirkan dalam surat permohonan kajian. Rasional tingkatan empat dipilih sebagai
sampel kajian adalah berdasarkan kumpulan pelajar ini pada tahun 2015 merupakan pelajar
yang akan bersedia untuk mejadi calon peperiksaan awam pada tahun berikutnya iaitu
peperiksaan Sijil Pelajaran Malaysia (SPM) 2016 dengan harapan akan dapat melihat impak
penggunaan portal Webblog dalam peperiksaan SPM kelak.
544

Intervensi mengambil masa hanya tiga bulan tempoh persekolahan kerana

penyelidikan ini memberi tumpuan pada tiga tajuk yang memperuntukkan masa
pengajarannya selama tiga bulan supaya pengkaji dapat melihat kesan yang boleh
dianggap tekal dan dipercayai.Tambahan pula jadual pembelajaran di sekolah terlibat hanya
memperuntukkan masa 2 kali PDP sejarah dalam seminggu. Pemahaman konsep secara
mendalam tidak akan diuji tetapi hanya menekankan kepada penerimaan teknologi
menggunakan Portal WebBlog semasa proses pengajaran dan pembelajaran dan melihat
kepada pencapaian pelajar sejarah semasa ujian nanti. Aspek berkaitan kawalan kelas,
sikap, minat dan perlakuan pelajar terhadap mata pelajaran sejarah tidak diberi
keutamaan.Di samping itu, sentimen pelajar semasa menduduki ujian juga tidak dapat
dikawal oleh pengkaji. Pengkaji cuma memberi tumpuan pada proses dan hasil
pembelajaran pelajar yang terpilih sebagai sampel kajian.
1.7

Kerangka konseptual kajian

Rajah 1.2 di bawah menjelaskan proses kajian ini dijalankan dari mula sampai akhir laporan
kajian berdasarkan dapatan data yang diperoleh melalui temubual dan soal selidik.

545

KAEDAH
PEMBELAJARAN
PBPB

Model
UTAUT
Vankatesh
, 2003

Jangkaan Prestasi
( PE )
Jangkaan Usaha
( EE )
Pengaruh Sosial
( SI )

DEMOGRAFI
-Jantina
-umur
- Suka rela
- Pengalaman

Keadaan
Kemudahan ( FC )
Sikap penggunaan
Teknologi ( AT )
Kemahiran Kendiri
( SE )
Kebimbangan (AX)
Niat Kepenggunaan
Sistem ( BI )

IV

Ujian Pra
&
Ujian Post

DV

Penerimaan
teknologi
dan
Pencapaian
pelajar

Rajah : 1.1: Kerangka Konsep Kajian

SOROTAN LITERATUR
2.1 Model Reka bentuk Pembelajaran ADDIE
Model rekabentuk pembelajaran yang akan berfungsi dalam perbincangan dan ada hubung
kait dengan hasil kajian ini. Model ini merupakan salah satu model reka bentuk pengajaran
yang sistematik dalam penghasilan bahan pembelajaran berkomputer yang berkesan dan
mesra pengguna (Baharuddin et al., 2002). Hasil kajian yang dilakukan oleh Johari, Nor
Hasniza & Mohamad Yusof (2006) menunjukkan bahawa perisian yang dibangunkan oleh
mereka menggunakan model ADDIE berjaya memberi impak yang positif sebagai alat
pembelajaran tambahan. Abd.Wahid & Mohammad Faizal (2010) turut mengaplikasikan
model reka bentuk ADDIE dalam perisian mereka. Hasil pengujian terhadap perisian
546

tersebut mendapati ianya memenuhi ciri-ciri multimedia interaktif serta memenuhi objektifobjektif yang telah ditetapkan.
Begitu juga kajian yang dijalankan oleh Megat Aman & Nurul Shuhadah (2010).
Model ADDIE yang digunakan berjaya menarik minat pelajar terhadap proses pengajaran
dan pembelajaran. Menurut Fatimah Bte Hishamuddin, (2003) Model ADDIE merupakan
antara model rekabentuk instruksi yang sering menjadi asas kepada model-model
rekabentuk instruksi yang lain. Secara amnya, model ADDIE (Rosset, 1987) terdiri daripada
fasa Analysis (Analisis), Design (Rekabentuk), Development (Pembangunan),
Implementation (Perlaksanaan) dan Evaluation (Penilaian). Rajah 2.1 berikut ialah aliran
kerja berdasarkan model ADDIE.

A-ANALISIS

D-REKABENTUK

PENILAIAN
FORMATIF

DPEMBANGUNAN
E- PELAKSANAAN

PENILAIAN
SUMATIF

Rajah 2.1: Aliran Kerja berdasarkan Model ADDIE

METODOLOGI KAJIAN
3.1

Rekabentuk Kajian

Rekabentuk merupakan keseluruhan rangka projek penyelidikan yang menyatakan corak

jenis kajian, jenis maklumat yang perlu dikumpul, sumber maklumat dan bagaimana
maklumat tersebut diperoleh.( Mohd. Majid Konting, 2004). Rekabentuk kajian yang
digunakan dalam kajian ini ialah secarakuantitatif dengan sedikit kualitatif apabila pengkaji
memasukkan sedikit soalan temu bual berstruktur bagi menyokong dapatan data secara
experimental. Kajian ini menggunakan kaedah kuasi-eksperimen dengan reka bentuk ujian
pra pasca kumpulan-kumpulan hampir serupa dengan ciri-ciri pelajar yang homogen. Dalam
reka bentuk kajian ini, gambaran secara ringkas ditunjukkan dalam rajah 3.1 di bawah iaitu;
A1 dan A3 adalah merupakan pelaksanaan ujian pra. A2 dan A4 adalah pelaksanaan ujian
pasca. Manakala X1 dan X2 adalah kaedah pembelajaran yang diberikan ke atas Kumpulan
Eksperimen dan Kawalan. Ujian pra dijalankan untuk melihat kesetaraan antara kumpulan,
kerana kedua-dua kumpulan pelajar dipilih secara tidak rawak dan juga bertujuan untuk
digunakan sebagai pengawalan secara statistik. Ujian pasca akan dijalankan setelah keduadua kumpulan selesai mengikuti kaedah pengajaran iaitu bagi Kumpulan Rawatan, pelajar
akan didedahkan dengan Pengajaran Berasaskan Projek Menggunakan Blog (PBPB) dan
Kumpulan Kawalan menggunakan kaedah Pembelajaran Tradisional (PBPT). Kedua-dua
kumpulan menerima bahan pengajaran yang sama dan jumlah masa pengajaran juga sama.

547

Jadual 3.1 :Rekabentuk Quasi-Eksperimen

Reka Bentuk Ujian Pra dan Pasca kumpulan Rawatan dan Kawalan
Kumpulan
Ujian Pra
Kaedah
Ujian Pasca
Rawatan
A1
X1 (PBPB)
A2
Kawalan
A3
X2 (PBPT)
A4
Petunjuk :
A1 A3 = Ujian Pra
A2 A4 = Ujian Pasca

X1 = Kaedah PBPB
X2 = Kaedah PBPT
Jadual 3.2 : Kawalan Pembolehubah kajian

Kumpulan

Pra Ujian

Olahan

Pasca Ujian

Rawatan

01

X1

02

Kawalan

01

X2

02

Rekabentuk eksperimen asasnya adalah melibatkan pembolehubah seperti jadual 3.2 di

atas yang mana kaedah kawalan pembolehubah kajian experimen ini akan melibatkan dua
kumpulan yang diagihkan secara rawak iaitu Praujian (O1) diberikan kepada kedua-dua
kumpulan rawatan dan kawalan manakala X1 adalah kaedah baharu (olahan) ke atas
kumpulan rawatan. Dalam kajian ini pengkaji menamakan X1 sebagai Kaedah Pengajaran
Berasaskan Projek Menggunakan Blog (PBPB). X2 pula adalah kaedah PBPT dan dalam
kajian ini X2 dinamakan sebagai pengajaran Berasaskan Projek secara Tradisional. O2 pula
adalah proses pascaujian bagi kedua-dua kumpulan rawatan dan kawalan.
3.2

Populasi dan Pengsampelan

Populasi ialah kumpulan orang, perkara, atau benda yang dikaji. Populasi merupakan
cerapan ke atas sekumpulan individu atau objek yang sekurang-kurangnya mempunyai satu
ciri atau sifat yang sama antara satu dengan yang lain. Ciri- ciri tersebut mestilah boleh
dicerap dan diukur.(Mohd. Majid Konting, 2004).Jika bilangan populasi tidak besar (kurang
dari 100) maka semua populasi tersebut diambil. Populasi hendaklah relevan dengan
kajian. Oleh itu dalam kajian ini populasi pelajar tingkatan empat adalah seramai 1946 orang
dengan pelajar lelaki ialah 840 dan pelajar perempuan seramai 1106 orang. (KPM,
APDM,2015).
Namun sampel kajian hanya berdasarkan bilangan pelajar tingkatan empat yang
mengambil mata pelajaran Sejarah sahaja iaituseramai 288 orang daripada buah sekolah
iaitu SMK1 dan SMK8. Menurut Cohen et al.,(2001), penggunaan sampel kajian dapat
mengurangkan kos, tenaga dan masa penyelidikan. Walaupun begitu, persoalan yang
sering timbul berkenaan dengan sampel ialah jumlah sampel yang diperlukan untuk
mendapatkan gambaran bagi keseluruhan populasi. Menurut Azizi et al., (2010), saiz
sampel memainkan peranan yang besar dalam menentukan kejayaan dan
kebolehpercayaan sesuatu kajian. Johnson & Christensen (2000) menyatakan bahawa
semakin besar saiz sampel, semakin mudah untuk mengesan perbezaan signifikan diantara
pemboleh ubah. Terdapat juga pengkaji yang berpendapat bahawa bagi mewakili populasi,
bilangan sampel mestilah berkadar dengan saiz populasi iaitu bilangan sampel mestilah
sepuluh peratus ataupun melebihi bilangan keseluruhan populasi. Jadual 3.3 berikutnya
merupakan bilangan sampel minimum mengikut jenis kajian. Gay, 1981: dinyatakan dalam
Azizi et al., (2010).
548

Jadual 3.3: Jumlah sampel minimum mengikut jenis kajian

Jenis Kajian yang digunakan
Kajian deskriptif
Kajian Korelasi
Kajian Eksperimental
Kajian perbandingan bersebab

Bilangan
sampel
minima
diperlukan
10 peratus daripada populasi
40 orang setiap kumpulan
20 orang bagi sesuatu kumpulan
40 orang bagi sesuatu kumpulan

Sumber: Gay, (1981): dinyatakan dalam Azizi et al., (2010).

Pemilihan kelas tingkatan empat pula disebabkan oleh faktor kelas yang bukan kelas
tumpuan untuk persediaan peperiksaan utama . Di samping itu syarat pihak pentadbiran
sekolah kajian yang tidak membenarkan sebarang gangguan kepada kelas yang terlibat
dengan peperiksaan seperti menghadapi Sijil Pelajaran Malaysia (SPM). Data statistik
populasi dan sampel kajian adalah seperti dalam jadual 3.4 di bawah.
Jadual 3.4 : Statistik Populasi dan Sampel Kajian
Sampel kajian

Bilangan Pelajar Bilangan

sejarahTingkatan
makmal
4
komputer

internet
berfungsi
baik

1.SMK 1

140

2. SMK 2

152

3. SMK 3

175

4. SMK 4

155

5. SMK 5

145

6. SMK 6

150

7. SMK 7

140

8.SMK 8

148

9. SMK 9

216

10. SMK 10

184

11. SMK 11

178

12. SMK 12

163

JUMLAH

1946

12

12

Sumber: Data Unit HEM PPD Keningau (2015)

3.3

Instrumen Kajian

Instrumen ialah alat untuk mengutip data. Dalam kajian ini, pengkaji menggunakan
soal selidik. Teknik soal selidik adalah teknik pengutipan data yang popular dengan
mengadakan soalan atau item yang memudahkan responden memberikan jawapan.
Kaedah pengumpulan data di dalam kajian ini adalah amat penting untuk memastikan
549

keputusan yang dikehendaki, diperoleh penyelidik. Soal selidik digunakan untuk

mendapatkan maklumat berkenaan fakta-fakta, kepercayaan, perasaan, dan kehendak.
Dalam kajian ini borang soal selidik digunakan sebagai instrumen kajian yang utama.
Penyataan ini kemudiannya akan dianalisis menggunakan SPSS (Statistical Package For
Social Science) versi 21.0. Instrumen kajian soal selidik yang digunakan mengandungi
sembilan bahagian iaitu bahagian A, B, C, D, E, F, G, H, dan I.
3.3.1 Bahagian A: Demografi
Soalan yang bertanyakan jantina, umur, pengalaman dan sikap sukarela menggunakan
teknologi.
3.3.2 Bahagian B hingga I: Item Model UTAUT
Dalam kajian ini model UTAUT menjadi model rujukan utama dalam menilai objektif,
persoalan dan hipotesis kajian. Jadual 3.6 berikut merupakan penjelasan ringkas tentang
instrumen, objektif dan skop dapatan kajian.
Jadual 3.6 : Huraian ringkas Instrumen,Objektif dan Skop Dapatan
Instrumen
1. Soal selidik
Jangkaan
prestasi (PE)
2. Soal selidik
Jangkaan
Usaha ( EE )
3.Pengaruh
Sosial (SI)

Objektif
Skop Dapatan
Mengetahui
persepsi Tahu
kebolehan
terhadap prestasi kendiri
pelajar.

8.
Sikap
terhadap
penggunaan
teknologi (AT)
9.Soalan
temubual
berstruktur

Mengetahui sikap pengguna Sikap

pengguna
terhadap
penggunaan terhadap penerimaan
teknologi
teknologi.

Mengetahui mudah guna Tahu

kaedah
Portal WebBlog yang dibina
pengajaran
yang
dibangunkan.
Mengetahui
pengaruh Sikap
kearah
persekitaran terhadap sikap penggunaan teknologi
penggunaan Portal WebBlog. pelajar
4.Soal selidik Mengetahui sokongan yang Sikap
penggunaan
Keadaan
ada untuk memudahkan PBPB pelajar
Kemudahan
penggunaan Portal WebBlog
( FC)
5.Kemahiran
Mengetahui
kepakaran Tahap
Kepakaran
kendiri ( SE),
pengguna
untuk pelajar terhadap PBPB
menggunakan
Portal
WebBlog
6.kebimbangan Mengetahui
tahap Kerisauan
(AX)
kebimbangan
pengguna penggunaan PBPB
terhadap Portal WebBlog
7.Sikap ke arah Mengetahui sikap pengguna
penggunaan
terhadap penggunaan Portal Sikap
pengguna
sistem (BI)
WebBlog sebenar
kepada PBPB

Mendapatkan maklumbalas
pelajar untuk menyokong
dapatan
kajian
dan
menjawab soalan kajian

Soalan
temubual
merangkumi
pendekatan dan teknik
PBPB menggunakan
550

portal Webblog.

3.4

Prosedur Kajian

Bagi melaksanakan kajian ini, borang soal selidik akan diedarkan ke sekolah tempat kajian
dijalankan selepas mendapat kebenaran dari pihak Jabatan Pendidikan Negeri Sabah
(JPNS) melalui Pejabat Pelajaran Daerah Keningau (PPDK) dan pihak pengurusan sekolah
yang berkenaan. Sebelum itu pengkaji perlu mendapatkan kelulusan menjalankan kajian di
peringkat Kementerian Pendidikan Malaysia sebelum melaksanakan kajian sebenar di lokasi
kajian. Seterusnya pengkaji akan memberikan sedikit penerangan tentang perkara yang
perlu dilaksanakan dan juga penerangan tentang tujuan mendapatkan data bersama-sama
dengan bahan pembelajaran PBPB dan soal selidik kepada sampel kajian yang terpilih.
Masa tidak dihadkan supaya tidak mengganggu konsentrasi dan sikap responden
disamping mendapat jawapan yang ikhlas. Walaupun begitu, pengkaji memberikan
penekanan untuk mengisi soal selidik setelah selesai melaksanakan pembelajaran
menggunakan kaedah PBPB yang disediakan. Bagi meningkatkan keesahan data,
triangulasi data akan dilakukan dengan melaksanakan kajian lapangan yang mana pengkaji
akan melawat beberapa buah sekolah secara rawak untuk menjalankan temubual. Justeru,
pengumpulan data dibahagikan kepada dua peringkat iaitu peringkat sebelum responden
menggunakan kaedahPBPB dalam PDP, dan selepas penggunaan kaedah PBPB dalam
PDP.

3.5

Kaedah Analisis Data

Dalam kajian ini, pengkaji menggunakan beberapa kaedah analisis data berdasarkan
soalan- soalan kajian seperti ujian t, Annova 2 hala, Khi Square, Korelasi Sprman rho dan
analisis factor seperti ditunjukkan dalam jadual 3.7 di bawah.

551

Jadual 3.7: Kaedah Analisis Data

Bilangan
soalan

Soalan Kajian

Kaedah
Analisis

01.

Adakah terdapat peningkatan pencapaian pelajar Ujian -t

menggunakan kaedah pembelajaran berasaskan
projek menggunakan Blog (PBPB) berbanding
kaedah Pengajaran Berasaskan Projek Tradisional
(PBPT) dalam pengajaran Sejarah Tingkatan
Empat bagi tiga tajuk utama pembelajaran.

02.

Adakah terdapat perbezaan signifikan skor

pencapaian pelajar menggunakan kaedah
Pengajaran Berasaskan Projek menggunakan
Blog (PBPB) berbanding kaedah Pengajaran
Berasaskan Projek Tradisional (PBPT) terhadap
pencapaian pelajar mengikut jantina?

Annova
2 Hala

03.

Adakah terdapat perbezaan signifikan skor

pencapaian pelajar menggunakan kaedah
Pengajaran Berasaskan Projek menggunakan
Blog (PBPB) berbanding kaedah Pengajaran
Berasaskan Projek Tradisional (PBPT) terhadap
pencapaian pelajar mengikut umur?

Annova
2 Hala

04.

Adakah terdapat perbezaan signifikan skor

pencapaian pelajar menggunakan kaedah
Pengajaran Berasaskan Projek menggunakan
Blog (PBPB )berbanding kaedah Pengajaran
Berasaskan Projek Tradisional (PBPT) terhadap
pencapaian pelajar mengikut pengalaman?

Annova
2 Hala

05.

Adakah terdapat perbezaan signifikan skor

pencapaian pelajar menggunakan kaedah
Pengajaran Berasaskan Projek menggunakan
Blog (PBPB) berbanding kaedah Pengajaran
Berasaskan Projek Tradisional (PBPT) terhadap
pencapaian pelajar mengikut sikap sukarela?

Annova
2 Hala

06.

Apakah Tahap penerimaan teknologi pelajar

mengikut model UTAUT selepas penggunaan
kaedah
Pengajaran
Berasaskan
Projek
menggunakan Blog (PBPB) di dalam pengajaran
sejarah ?

Khi
Square

07.

Apakah Korelasi antara pemboleh ubah utama

PE,EE,SI dan FC dalam Model UTAUT?

Korelasi
sperman
rho

552

08.

Apakah faktor- faktor pengaruh utama persepsi

penerima teknologi mengikut model UTAUT
selepas
Pengajaran
Berasaskan
Projek
menggunakan Blog (PBPB) dalam pengajaran
sejarah?

Analisis
Faktor

Kaedah analisis Ujian-t, Annova Dua-hala, Khi Square, Korelasi Spearman rho, dan analisis
faktor akan digunakan dalam kajian ini untuk melihat perbandingan min bagi dua atau lebih
kumpulan sampel tak bersandar untuk mengenalpasti sama ada terdapat perbezaan yang
signifikan dalam min populasi dari mana sampel telah dipilih. Data-data yang diperolehi
dalam kajian ini akan dianalisis menggunakan program IBM Statistical Package for Social
Sciences (SPSS) versi 21.0.
3.6

Dapatan dan Kebolehpercayaan Kajian rintis

Jadual 3.8: NilaiConbachs Alpha ujian realibiliti Instrumen (n=31)
Soal selidik

Jumlah Item

Nilai

Jangkaan Prestasi (PE)

.814

Jangkaan Usaha (EE)

.736

Pengaruh Sosial (SI)

.710

Keadaan Kemudahan (FC)

.753

Sikap ke arah penggunaan 4

Teknologi (AT)
Kemahiran
Kendiri/
Self- 4
Efficacy(SE)
Kebimbangan/ Anxienty (AX)
4

.734

Niat Tingkah laku/

Intentation (BI)

.719

Behavioral 3

.746
.842

Berdasarkan nilai Alpha Conbachs dalam Jadual 3.8 di atas, menunjukkan nilai ujian
ketekalan dalam ujian rintis yang dijalankan bagi semua konstruk di atas mempunyai
ketekalan yang tinggi iaitu = >0.7. Oleh yang demikian, instrumen bagi mengukur konstruk
dalam kajian ini mempunyai kebolehpercayaan yang tinggi dan boleh diteruskan dalam soal
selidik yang lebih sebenar.

REKABENTUK PEMBANGUNAN PBPB

Dalam fasa rekabentuk pembangunan bahan pengajaran dan pembelajaran ini terdapat
empat fasa kecil dibawahnya iaitu rekabentuk kaedah pengajaran dan pembelajaran
berasaskan projek menggunakan blog, kedua menulis objektif pengajaran, ketiga
merancang strategi instruksi dan ke empat ialah membangunkan item ujian atau Jadual
spesifikasi Ujian (JSU) yang akan diterangkan dalam penulisan selanjutnya di bawah. Rajah
4.2 berikut menjelaskan fasa rekabentuk pembangunan PBPB.
553

MULA

ANALISIS
REKABENTUK

OBJEKTIF
PDP

STRATEGI
INSTRUKSI

ITEM
UJIAN/ JSU

Rajah 4.2: Fasa Rekabentuk Pembangunan PBPB

4.1

Reka bentuk Kaedah PBPB

Menurut Baharuddin (1999), reka bentuk kandungan, strategi dan pendekatan instruksi
merupakan komponen bagi proses reka bentuk yang penting dan perlu seimbang bagi
membolehkan sesuatu pakej multimedia yang dihasilkan berkualiti. Ini adalah bagi
memastikan pembelajaran yang berlaku semasa penggunaan bahan pembelajaran
bermakna. Selain itu, objektif yang realistik, penyampaian pembelajaran yang berbentuk
aktif, mempunyai aktiviti dan latihan yang boleh diakses oleh pelajar serta terdapat
hubungan antara pembelajaran dengan pengalaman sebenar adalah penting yang mana
merangsang motivasi dan pada masa yang sama mengekalkan ingatan pelajar terhadap
perkara yang dipelajari. Dalam fasa reka bentuk, Baharuddin et al. (2008) menyatakan
terdapat beberapa perkara kritikal yang perlu dibincangkan seperti pembentukan objektif
bagi pengajaran dan pembelajaran yang dinyatakan, pemilihan strategi pengajaran dan juga
pembangunan item bagi tujuan pegujian.
4.2

Prototaip Portal WebBlog PBPB

Berikut ini adalah merupakan komponen utama dalam paparan antaramuka hasil
pembangunan Kaedah Pembelajaran Berasaskan Projek menggunakan Blog (PBPB).

554

Rajah 4.5: Komponen Utama Prototaip PBPB

Rajah 4.5 diatas adalah merupakan komponen utama yang mengandungi menu satu
hingga lima sebagai menu utama pembelajaran. Setiap menu mengandungi arahan dan
pengisian pembelajaran yang akan dipatuhi oleh pelajar.

555

Rajah 4.6: Contoh Paparan Menu antara muka kandungan

Rajah 4.6 di atas, ia merupakan contoh paparan kandungan sebenar bagi menu 5. Dalam
menu ini terdapat enam sub topik yang boleh dicapai oleh pelajar. Sebagai contoh ialah
paparan pendaftaran pengguna. Pelajar wajib mendaftar sebagai pengguna portal secara
percuma untuk membolehkan mereka menggunakan portal dengan bebas seperti
memasukkan soalan, komen atau pandangan kepada sesama rakan dalam kumpulan atau
kepada guru mereka dalam ruangan forum.
Jadual 4.3: Komponen Utama Kandungan PBPB pengajaran
Sejarah Tingkatan 4
MENU
1
Objektif
pembelajaran
dan
persembahan
kandungan

: MENU 2:
Interaktif

MENU 3:
Pengujian

MENU 4:
MENU 5:
Media
Perkhidmatan
instruksi dan dan sokongan
peralatan

556

1. Topik-topik
utama

1. Kandungan
multimedia

1. Soalan
objektif

1. Microsoft
Words

1. Panduan
pengguna

2. Sub topik

2. Senarai
projek
pilihan

2. Jawapan
soalan
objektif

2. Microsoft
Excel

2. Cara
melaksanak
an projek

3. Objektif
pembelajara
n

3. Prosedur
melaksanak
an projek

3.
3. Analisis
markah
dan
pencapaia 4.
n
4. Soalan
soal
selidik
kajian

Microsoft
Power
Point

3. Profile
Pembina
projek

Youtube
4. Pendaftaran
pengguna
5. Link
ke
pelayan lain
6. Ruangan
forum

Selain itu, komponen-komponen yang dinyatakan adalah berdasarkan kepada kepada

Laporan The Pennsylvania State University bertajuk An Emerging Set of Guidelines for the
Design and Development of Distance Education, IDE, (1998) dinyatakan dalam
Frydenberg, (2002) menyatakan bahawa terdapat lima aspek yang perlu dalam rekabentuk
kursus iaitu 1) objektif pembelajaran dan persembahan kandungan; 2) interaksi 3) pengujian
4) media instruksi dan peralatan ; dan 5) perkhidmatan dan sokongan kepada pengguna
yang mana menyatakan rekabentuk perisian yang dibangunkan seharusnya memasukkan
aspek-aspek yang dinyatakan untuk menjadikan bahan yang dibangunkan mempunyai ciriciri bahan PBPB yang baik. Dalam pembangunan sebenar, komponen-komponen yang
dinyatakan adalah berasingan yang mana setiap komponen boleh diakses melalui menu
dalam bahagian antaramuka pengguna.
PENUTUP
Secara keseluruhannya, pengkaji bersetuju bahawa untuk menghasilkan sesuatu bahan
pembelajaran berasaskan multimedia, pembangunan adalah bergantung kepada
analisis keperluan pembangunan dan juga analisis pengguna dan persekitaran
pembelajaran. Dalam pembangunan bahan pembelajaran berasaskan blog ini, pengkaji
berpendapat teori-teori pembelajaran haruslah digabungkan bersama-sama untuk
membentuk bahan pembelajaran yang mempunyai nilai pembelajaran yang positif
kerana setiap teori mempunyai kekuatan dan kelemahannya masing-masing. Dalam
membangunkan bahan pembelajaran juga khususnya bahan pembelajaran berasaskan
ICT dan Blog khususnya, pembangun seharusnya memahami teori pemprosesan
maklumat agar pengguna tidak dibebani dengan bebanan kognitif. Selain itu, teori
motivasi juga perlu diintegrasikan dalam pembangunan bahan pembelajaran agar
dapat merangsang pembelajaran dan memaksimumkan penggunaan bahan.

BIBLIOGRAFI

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559

FLIPPED CLASSROOM DALAM PENGAJARAN KARANGAN

Zuraidah Saidin
Sekolah Rendah Beacon
Pusat Bahasa Melayu Singapura
Singapura
zuraida_saidin@moe.edu.sg
Abstrak
Pembelajaran secara tradisional yang berpusatkan guru sering berlangsung di bilik darjah.
Banyak masa dihabiskan dengan memberi penerangan berpandu yang bersifat sehala.
Tugasan pula diberikan sebagai kerja rumah dan mutu tugasan yang diterima pula sering
kali tidak memuaskan guru. Kajian ini memberi tumpuan kepada kaedah Flipped Classroom
dalam pengajaran karangan bagi murid Darjah 5 dengan penggunaan wadah Screencast-OMatic dan Slideshare. Kaedah Flipped Classroom merupakan antara pedagogi yang kian
mendapat perhatian. Kaedah ini menggalakkan pembelajaran kendiri dan pelibatan aktif
murid dalam bilik darjah. Masa pembelajaran dapat digunakan sepenuhnya oleh guru untuk
berinteraksi dengan murid. Pada masa yang sama pemantauan dan penilaian juga dapat
dijalankan oleh guru. Dapatan kajian menunjukkan bahawa murid didapati lebih aktif
berinteraksi bersama guru. Kajian ini membuktikan bahawa penggunaan teknologi yang
fleksibel dan sesuai dapat membantu meningkatkan mutu pengajaran dan pembelajaran
Bahasa Melayu.
Kata Kunci: Flipped Classroom, Pembelajaran Kendiri, Pelibatan Aktif

PENGENALAN
Perkembangan teknologi maklumat dan komunikasi kini membuka lebih banyak ruang dan
peluang kepada murid untuk meneroka dan meraih pengetahuan dalam alam maya.
Teknologi kini mempunyai manfaat motivasi yang berupaya untuk menarik murid agar turut
aktif dalam pembelajaran. Teknologi juga membantu murid mengekalkan minat dan
menggalakkan pembelajaran kendiri. Minat murid akan turut meningkat apabila dapat
mengakses bahan-bahan sedia ada, informasi terkini dan juga menerima input langsung
daripada rakan dan guru. Kemudahan ini juga membantu murid menentukan kadar
pembelajaran mereka dan bergerak mengikut keupayaan sendiri. Oleh sebab itu pelantar
yang sesuai harus digunakan oleh guru agar pembelajaran secara kendiri dengan sokongan
teknologi dapat dimanfaatkan sepenuhnya oleh murid serta menjadikan pembelajaran lebih
menarik dan berkesan.
PERNYATAAN MASALAH
Pembelajaran konvensional yang biasanya dijalankan di bilik darjah sering berpusatkan
guru. Biasanya, guru akan:
1. memberikan murid gambar karangan;
2. memberi penerangan mengenai gambar dan merangsang perbincangan bersama murid;
3. melakukan aktiviti sumbang saran bersama murid mengenai kosa kata atau frasa yang
berkaitan dengan gambar; dan
4. meminta murid melengkapkan karangan sebagai tugasan di rumah.

560

Pendekatan ini boleh menjadikan murid pasif. Besar kemungkinan, perkara yang
dibincangkan tidak digarap sepenuhnya oleh murid mahupun digunakan sebagai bahan
rujukan. Murid juga kurang minat untuk turut aktif dalam pembelajaran. Biasanya respons
yang diberikan murid juga agak lemah. Mutu karangan yang diterima sering kali tidak
memberangsangkan dan berkemungkinan juga guru menghadapi masalah mendapatkan
kembali tugasan yang diberikan. Antara sebab utama murid tidak melengkapkan tugasan
yang diberikan mahupun menghantar tugasan yang berkualiti disebabkan mereka tidak tahu
bagaimana membuat tugasan tersebut dengan baik.
Flipped Classroom merupakan model yang dipilih guru untuk menggalakkan
pembelajaran kendiri. Model ini juga diharapkan dapat membantu murid menentukan kadar
pembelajaran mereka. Blog, Screencast-O-Matic dan Slideshare merupakan pelantar yang
digunakan guru untuk menjalankan Flipped Classroom. Kuliah talian yang disediakan guru
dengan menggunakan pelantar-pelantar tersebut membolehkan murid mengulang tayang
dan merujuk kembali sesuatu pembelajaran itu pada bila-bila masa. Ini memberi peluang
kepada murid untuk berfikir dan membuat renungan terhadap pembelajaran yang mereka
telah lalui. Murid juga akan lebih bersedia untuk mengajukan soalan bagi menangani
sebarang kemusykilan apabila berhadapan dengan guru semasa di bilik darjah.
Kertas ini memberikan tumpuan terhadap kaedah Flipped Classroom dalam
pengajaran karangan untuk meningkatkan pemahaman murid, merangsang minat dan
menggalakkan pembelajaran kendiri.

KAJIAN LITERATUR
Dengan perkembangan teknologi yang kian meluas, integrasi ICT dalam pembelajaran
semakin mendapat perhatian guru. Guru harus membuat perancangan dengan teliti sebelum
mengintegrasi ICT dalam kurikulum. Guru harus bijak memilih kaedah dan wahana ICT
yang sesuai bagi menepati objektif dan konteks pengajaran, mengubah suai bahan sedia
ada ataupun membangunkan persekitaran yang sesuai bagi memastikan pelibatan aktif
murid dalam pembelajaran.
Dalam kajian ini, Screencast-O-Matic dan Slideshare telah dipilih sebagai wadah
utama bagi menjalankan kaedah Flipped Classroom. Flipped Classroom merupakan antara
pedagogi yang kian mendapat perhatian dalam dunia pendidikan. Pendekatan ini dianggap
menarik kerana adanya bahan audio dan video yang merangkumi kepelbagaian subjek yang
boleh digunakan sebagai bahan pengajaran. Dalam model Flipped Classroom, apa yang
biasanya dijalankan di dalam bilik darjah dan apa yang biasanya diberikan sebagai tugasan
rumah telah diterbalikkan. Murid menjalani sesuatu pengajaran dengan menonton klip
video atau mengikuti kuliah dalam talian sebelum menghadiri kelas dan kemudiannya
mengikuti perbincangan secara aktif di bilik darjah bersama guru. Prinsip panduan dalam
model Flipped Classroom ialah tugasan yang biasanya dibuat di rumah, dijalankan dalam
bilik darjah di bawah bimbingan guru.
Kathleen Fulton (2012) melalui kajiannya berpendapat bahawa model Flipped
Classroom: (1) membenarkan murid belajar pada kadar kederasan mereka sendiri; (2)
membolehkan masa di kelas digunakan dengan lebih efektif; dan (3) membuat tugasan
rumah di dalam kelas membolehkan guru lebih memahami masalah yang dihadapi murid
dan gaya pembelajaran murid yang berbeza-beza.
Menurut Zappe, Leicht, Messnwe, Litzinger, dan Lee (2009), aktiviti menonton klip
video sesuatu pembelajaran sebelum menghadiri kelas membolehkan murid lebih bersedia
untuk melibatkan diri dalam perbincangan aktif di bilik darjah kerana hal ini menggalakkan
mereka bertanya dan memberikan respons bagi menghuraikan sebarang kemusykilan.
561

Secara tidak langsung, cara sebegini menimbulkan minat murid terhadap sesuatu
pengajaran dan meningkatkan pemahaman. Tambahan lagi menurut Lage, Platt dan Treglia
(2000), apabila guru menggunakan kaedah Flipped Classroom, guru membenarkan murid
menyelidik konsep yang diperkenalkan dalam klip video agar memudahkan murid berasa
selesa untuk menerima pengetahuan baharu dan ketika berbincang dengan rakan setelah
membaca secara kendiri informasi bagi meraih kandungan pengetahuan.
Ruddick (2012) dalam kajiannya mendapati pencapaian murid yang menjalani model
Flipped Classroom lebih tinggi. Murid juga didapati menunjukkan minat yang lebih
mendalam dalam pembelajaran.

METODOLOGI
Kajian kuantitatif telah dipilih memandangkan matlamat utama kajian ini adalah untuk
memantau sejauh mana penggunaan Flipped Classroom berjaya menggalakkan
pembelajaran kendiri dan membantu murid menentukan kadar pembelajaran mereka sendiri.
Masa yang diperuntukkan di bilik darjah lebih berkualiti dan dapat digunakan sepenuhnya
oleh murid dan juga guru.
Pemantauan dan pemerhatian rapi diambil bagi mengumpul data yang diperlukan.
Mutu karangan yang dihasilkan murid dinilai dan respons murid diambil kira bagi meneliti
sejauh mana keberkesanan kaedah yang digunakan ini.26 orang murid Darjah 5 terlibat
dalam kajian ini. Murid telah didedahkan kepada penggunaan komputer dan ICT sejak
mereka dalam Darjah 1. Blog, Slideshare dan penggunaan klip video dalam pengajaran
merupakan pelantar yang tidak asing bagi kumpulan kajian ini. Setiap murid mempunyai
komputer peribadi yang membolehkan mereka mengakses pendidikan maya dengan
mudah.
Pendekatan ICT ditetapkan berdasarkan kajian-kajian yang sedia ada, yang
membuktikan bahawa ICT merupakan alat yang berpotensi membantu meningkatkan minat
dan pembelajaran murid jika dirancang dengan teliti. Flipped Classroom digunakan untuk
menggalakkan murid menjalankan pembelajaran kendiri, mengikut tahap dan keupayaan
mereka. Murid terlibat secara aktif dalam interaksi mereka bersama guru semasa
perbincangan dan sumbang saran berdasarkan video yang mereka telah tonton pada
peringkat awal pembelajaran.
Kaedah Flipped Classroom merupakan satu pembelajaran unik yang bersifat
terbalik. Pembelajaran yang biasanya dijalankan di bilik darjah kini beralih ke dalam talian
dan murid mengikuti pelajaran tersebut di rumah. Video yang dirakamkan guru bersifat
kuliah talian yang perlu ditonton murid di rumah. Berdasarkan kuliah dan soalan-soalan
rangsangan yang diajukan, murid mempersiapkan diri untuk perbincangan aktif bersama
guru dan rakan-rakan di dalam bilik darjah. Berikutan daripada pembelajaran itu, murid
menyelesaikan tugasan di bilik darjah di bawah pemantauan guru. Dengan ini, kualiti masa
di bilik darjah dapat digunakan guru sepenuhnya untuk berinteraksi dengan murid.
Pemantauan dan usaha intervensi dapat diberikan secara langsung. Segala soalan murid
terjawab serta-merta lantas mengurangkan kemusykilan yang dihadapi murid semasa
membuat tugasan.
Wadah Screencast-O-Matic digunakan untuk merakamkan kuliah mengenai gambar
yang digunakan bagi penulisan karangan. Guru memberi penerangan mengenai gambar
yang disediakan dan mengajukan soalan-soalan rangsangan. Langkah-langkah dan
panduan yang diberikan dalam klip video bertindak sebagai perancah untuk membantu
murid merampai sebuah karangan. Hasil rakaman itu dimuat naik di Slideshare untuk
562

memudahkan murid mengakses dan mengulang tayang slaid mengikut kadar kesediaan dan
keselesaan murid.
Masa yang diperuntukkan untuk murid meneliti gambar-gambar bagi penulisan
karangan dan mendengar penerangan guru yang biasanya dijalankan di bilik darjah, kini
telah beralih di rumah. Flipped Classroom membenarkan murid menentukan kadar
pembelajaran mereka sendiri. Klip video kuliah yang dimuatnaikkan membenarkan murid
meneliti dan memahami pembelajaran itu mengikut rentak mereka. Pembelajaran lebih
berfokus kepada murid. Tugasan yang sering kali dilengkapkan di rumah kini boleh
diselesaikan di bilik darjah. Guru berperanan sebagai pemudah cara semasa murid
membuat tugasan. Murid secara langsung dapat menghasilkan mutu tugasan yang lebih
baik.

DAPATAN KAJIAN
Dapatan kajian ini diraih melalui pemerhatian guru terhadap respons dan pelibatan murid di
dalam kelas serta tugasan yang dihasilkan oleh murid. Hasil kajian ini didapati amat
menggalakkan. Hasil mutu karangan murid dipantau. Murid lebih peka dalam menyusun isi
cerita. Murid juga berupaya mengakhiri karangan dengan gaya cerita yang berlainan, seperti
yang disarankan dalam klip video dan juga melalui perbincangan aktif yang dijalankan di
bilik darjah sebelum bermulanya aktiviti atau tugasan menulis.
Insentif diberikan kepada murid yang membuat persiapan untuk menggalakkan
mereka menonton video kuliah sebelum kelas bermula. Murid yang tidak menonton video itu
mendapati diri mereka tersisih dan tidak dapat mengikuti perbincangan dengan aktif.
Pengajaran selanjutnya melihat hampir kesemua murid telah menonton video sebelum kelas
bermula. Perbincangan menjadi lebih aktif dan murid lebih fokus dan lebih berminat
membuat tugasan di bilik darjah. Tugasan yang diterima juga lebih bermutu.
Memandangkan murid telah pun menonton video kuliah sebelum memasuki kelas,
perbincangan yang dijalankan guru di bilik darjah menjadi lebih aktif dan efektif. Semasa
perbincangan, murid aktif memberi pendapat yang sesuai, mengesyorkan akhiran yang
pelbagai dan mengemukakan soalan-soalan bernas. Tugasan rumah yang dijalankan di
bilik darjah, selepas perbincangan dijalankan, telah membolehkan guru menjawab segala
keraguan murid. Tugasan itu menjadi lebih bermakna dan murid didapati teruja untuk
memberikan yang terbaik. Ada murid dilihat merujuk kembali pada video kuliah semasa
membuat latihan mengarang. Ini menunjukkan satu petanda positif dalam diri murid ketika
melaksanakan tugasan yang diberikan. Hal ini juga menjelaskan bahawa kaedah Flipped
Classroom merangsang pembelajaran kendiri dalam kalangan murid.
Hasil pemerhatian ini menunjukkan bahawa model Flipped Classroom yang dilalui
oleh murid sungguh memberangsangkan. Murid memberikan maklum balas yang positif
akan konsep menonton video dan mempersiapkan diri bagi perbincangan sebelum kelas
bermula. Murid lebih bersedia dan sedar apa yang bakal berlangsung di bilik darjah. Murid
yang lemah juga turut meraih manfaat melalui video kuliah yang tersedia di Slideshare.
Murid boleh merujuk semula klip video tersebut pada bila-bila masa dan apabila perlu untuk
membantu mereka membuat tugasan, tanpa perlu ada guru di sisi.
Murid juga menyatakan walaupun mereka lebih suka akan kehadiran guru semasa
pembelajaran, adanya kuliah talian ini amat membantu murid dalam meningkatkan
pemahaman mereka. Kadang kala guru bergerak terlalu cepat dalam pengajaran di bilik
darjah. Murid berasa ketinggalan dan tidak dapat mengikuti pengajaran guru. Kuliah talian
membenarkan murid untuk memproses maklumat yang tersedia mengikut kadar
kemampuan mereka. Kuliah talian juga didapati bermanfaat kerana ia membenarkan murid
563

mengulang tayang mana-mana bahagian yang perlu mereka berikan lebih perhatian dalam
melengkapkan aktiviti menulis.
PERBINCANGAN DAPATAN KAJIAN
Beberapa cabaran telah dikenal pasti semasa menjalankan kajian ini. Antara cabaran yang
dihadapi semasa menjalankan pembelajaran ini adalah untuk memastikan murid menonton
klip video dan membuat persediaan sebelum menghadiri kelas. Walaupun murid mempunyai
akses terhadap komputer bimbit yang digunakan di sekolah namun ada yang tidak
mempunyai jalinan Internet di rumah. Kumpulan murid ini diberikan kebenaran
menggunakan jalinan Internet di sekolah selepas waktu kurikulum.
Bagi guru pula, cabaran utama terletak pada masa yang harus diperuntukkan
semasa merakam kuliah menggunakan Screencast-O-Matic. Guru mendapati mereka harus
merakam dan mengedit berkali-kali agar klip video yang dihasilkan jelas dan mudah
difahami murid. Ini memakan masa yang agak lama. Walaupun guru akui kesan kuliah yang
dihasilkan itu amat memuaskan, cabaran masa dan kerumitan membuat video kuliah masih
menjadi penyebab utama guru menolak penggunaan model ini untuk jangka panjang.
Namun, klip-klip video kuliah yang dihasilkan boleh dijadikan bahan pengajaran pada tahuntahun selanjutnya. Malah, dengan tersedianya kepelbagaian bahan klip video pendidikan di
alam maya, guru boleh mempertimbangkan penggunaan klip-klip video yang sedia ada
sebagai bahan yang boleh digunakan dalam model Flipped Classroom.

KESIMPULAN
Dapatan kualitatif yang diperoleh melalui kajian ini jelas menunjukkan bahawa kaedah
Flipped Classroom dapat membantu meningkatkan pencapaian murid dan menggalakkan
pembelajaran kendiri. Tinjauan terhadap kajian-kajian lepas juga menyokong penggunaan
model ini. Namun, tidak semua jenis pengajaran sesuai menggunakan model Flipped
Classroom. Hasil pembelajaran yang ingin diraih harus jelas dan sesuai dengan
penggunaan model ini.
Kesimpulannya, kaedah Flipped Classroom telah berjaya meningkatkan minat murid
terhadap konsep kuliah dalam talian. Penggunaan klip video membenarkan guru meneroka
model pendidikan yang bermanfaat untuk murid. Murid menghargai model Flipped
Classroom membenarkan mereka bertanggungjawab terhadap pembelajaran mereka sendiri
dan lebih fleksibel dalam menentukan kadar pembelajaran mereka. Model ini membantu
meningkatkan mutu pembelajaran murid dan memanfaatkan setiap tahap keupayaan murid.
Nota: Guru-guru yang turut menjalankan kajian ini:
1. Wahinda Suhari
2. Wan Alfida Suleiman

RUJUKAN
Bolliger, D. U., Supanakorn, S., & Boggs, C. (2010). Impact of podcasting on student
motivation in the online learning environment. Computers & Education, 55, 714-722.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve learning.
Learning & Leading with Technology, 39(8), 12-17.
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Herrington, J., Reeves, C. T., & Oliver, R., (2000). Authentic Tasks Online : Synergy among
learner, task, and technology. Distance Education, Vol 27, No 2, 223-247.
Jonassen, D., Howland, J., Marra, R.M. & Chrismond, D., (2008). Meaningful Learning with
Technology. Pearson Prentice Hall, New Jersey, USA.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to
Creating an Inclusive Learning Environment. The Journal of Economic Education,
31(1), 3043. doi:10.1080/00220480009596759
Ruddick, K. W. (2012). Improving education from high school to college using a more handson approach. Unpublished doctoral dissertation, University of Memphis.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation
and task orientation. Learning Environments Research. 15, 171-193.
Wang, Q.Y., Woo, H.L., & Chai, C.S. (2010). Affordances of ICT tools for learning. ICT for
self-directed and collaborative learning, 70-79.
Zappe, S., Leicht, R., Messner, j., Litzinger, T., & Lee, H. (2009). Flipping the classroom to
explore active learning in a large undergraduate course. Proceedings of the 2009
American Society for Engineering Education Annual Conference and Exhibition.

565

IN-SERVICE TEACHERS ACCEPTANCE OF MICROCOMPUTER-BASED LABORATORY

Denis Lajium
Faculty of Psychology and Education
Universiti Malaysia Sabah
Malaysia
denisadl@ums.edu.my
ABSTRACT
Microcomputer-based laboratory (MBL) has been identified to enhance science students
learning by offering various pedagogical and psychological advantages. With the use of
MBL, real-time data collection and analysis are performed effortlessly in the laboratory
resulting significant learning, especially of abstract concepts. Research shows that the
unique capability of MBL is more than simply motivating students as MBL can improve
students abilities such as graph interpretations and high order thinking skills. Despite the
extensive use of MBL in the western countries, the affective aspect of this technological
application in school is deem to be unexplored. Therefore, a study was conducted to
determine in-service teachers acceptance of MBL using the Technological Acceptance
Model (TAM) regarding the perceived usefulness of MBL in teaching and learning science,
perceived ease of use of MBL and intention to use MBL. The survey involved 38 in-service
science teachers and indicated that the in-service teachers perceive highly of the usefulness
of MBL in learning science and intend to use the system in schools. Nevertheless, they
perceived the ease of use of MBL not as high as in the usefulness of MBL and intention to
use MBL. This study implies that MBL should be promoted in schools as it potentially
enhances the quality of science education in Malaysia. However, the promotion of MBL
needs an intensive professional development regard to the use of this technology among the
science teachers.
Keywords: science teacher; microcomputer-based laboratory; technological acceptance
INTRODUCTION
Microcomputer-based laboratory (MBL) is one the technology application in teaching and
learning science beside it is being used for scientific experiments in the real science. MBL
which also referred as probeware or calculator based laboratory or computer-based
laboratory (CBL) or data logger is said to be the most significant contribution of computer
technology to science education (Tinker, 2000). MBL can be understood as a programmed
microcomputer (or any devices like tablet or smartphones) interfaced with laboratory sensors
and actuators that enable users or students to conduct automated experiments and collect,
process and represent data (Hartsuijker, Friedler, & Gravenberch, 1991). This computer
application in practical science differs from the multimedia application in the practical science
that provides presentations, explanation and explorations of scientific principles and
processes using audio, video, animation, and simulations. For MBL application in the
science laboratory, it consists of sensors such as temperature, pH and pressure sensors,
which are connected to an interface that is an analogue-digital converter (see Figure 2). The
interface is connected to a computer with software that allows programming the frequency of
measures and data format to be presented on the computer screen or print output (Tortosa,
2012).

566

Sensor

Interface

Computer
Screen output

Figure 2: The MBL Set Up

The main power of MBL is the real-time data collection capability (Park, 2008). However,
this powerful capability is not that useful when it is applied in science education. Now with
the development of computers and software, MBL technology offers various technological
advantages. For examples, the new generation of MBL systems enable users to watch the
events (with video capturing) and the data collections simultaneously, time and eventtriggered data collections, live data presentation and analysis, remote controlled sensors and
wireless data interfaces (Hartsuijker et al., 1991; Park, 2008). With these capabilities, MBL
is seen to have advantages over the standard laboratory apparatus. MBL provides
opportunities to students to explore experiments that cannot be readily conducted in
secondary school laboratories for MBL can be used in micro-scaled reactions, fast or slow
events, and multiple parameters (Aksela, 2011). Through these opportunities, MBL is also
said to have many pedagogical benefits in science lessons. These advantages include
encouraging students to become actively involved both hands and mind in science lessons,
making them engage with ideas and processes rather than mere data collections. By
reducing the routine work in laboratory gives more time for students to discuss ideas, have
more opportunities to suggest explanations for their observations, and also to test their ideas
(Barton, 2004; Newton, 2000; Rogers, 2002).
For a successful integration of any new technologies in education, there is a need to
examine the readiness, acceptances, and mindset of all that were to be involved with
technology; that is MBL in this case, especially the teachers. This examination is necessary
for proper preparations for teachers that include training and attitude change. However,
such studies related to MBL integrations this is scant. The few literature related to this is
reported by Heck (1990) which indicates that teachers reacted positively to the potential
benefits of MBL in enhancing laboratory experiences for students. This finding is also
echoed in other studies that preservice teachers perceived MBL technology is a powerful
way to facilitate learning, teach responsibility, and enhance problem-solving skills. (Gado,
Ferguson, and van't Hooft (2006); Robert, 1998). Despite the positive acceptance of MBL,
Heck (1990) also indicated the challenges that would be faced for MBL integration in a
curriculum, such as, using MBL as similar to traditional drill and practice teaching and limited
resources. These challenges were also indicated in Gado et al. (2006).
Despite that MBL has been developing since in the 70s and can be said to an essential
equipment for secondary schools in the west, MBL can be said something foreign for many
countries including Malaysia. With the current situation in science education that now is
emphasising in science, technology, engineering and mathematics (STEM), there is a need
for promoting the use of MBL in schools (Trumper & Gelbman, 2001). Therefore, this study
is to explore the in-service teachers acceptance of MBL integration in secondary schools in
Malaysia.

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METHODOLOGY
The teachers acceptance of MBL were examined based on the Technology Acceptance
Model (TAM) (Davis, 1986; Davis, Bagozzi, & Warshaw, 1989). This model consist of
various variables including perceived usefulness, perceived ease of use, attitude toward
using, behavioural intention to use and actual system use. For the purpose of this current
study, whereby the introduction of MBL in Malaysian schools is still limited and with the
intention to explore the teachers reactions towards the technology, only three variables were
explored perceived usefulness, perceived ease of use and behavioural intention to use.
Each of the variables were examined using questionnaire items which were modified from
Gardner and Amoroso (2004). The response format of the questionnaire is five-point Likert
scale. The alpha Cronbach of the questionnaire was calculated as 0.88. The survey was
administered to 38 in-service teachers who are pursuing their postgraduate studies in the
University Malaysia Sabah. In their study, they were introduced with the PASCO MBL
system and were given the opportunities to utilise the system briefly. Most of them were
teaching secondary school science.
RESULT
Perceived Usefulness of MBL in Teaching and Learning Science
Table 5 shows the in-service teachers perception of the usefulness of MBL in
teaching and learning science. It indicates that most of the teachers are strongly
agree or agree that MBL can be useful in students acquisition of scientific knowledge
and skills although there are only two instances that disagree that MBL helps
students to learn new concepts and scientific skills. The in-service teachers agree
that MBL provides fast and timely data collection.
Table 5: Perceived Usefulness of MBL in Teaching and Learning Science
Item

2
3
4
5
6

MBL helps students to

develop data interpretation
skills.
MBL helps all students learn
scientific concepts.
MBL helps students learn
new concepts.
MBL helps students learn
scientific skills more effective.
MBL helps students develop
higher order thinking skills.
MBL would enhance the
quality of teaching of STEM
in Malaysian schools
MBL provides fast and timely
data.

Strongly
Agree

Agree

Neither
agree or
disagree

Disagree

Strongly
Disagree

Mean
Score

16

42.1

22

57.9

0.0

0.0

0.0

4.42

14

36.8

20

52.6

7.9

2.6

0.0

4.24

14

36.8

21

55.3

5.3

2.6

0.0

4.26

16

42.1

21

55.3

2.6

0.0

0.0

4.39

17

44.7

20

52.6

2.6

0.0

0.0

4.42

24

63.2

12

31.6

5.3

0.0

0.0

4.58

31

81.6

13.2

5.3

0.0

0.0

4.76

Mean total score

4.44

Perceived Ease of Use of MBL

The responses on the ease of ease of MBL are shown Table 6. Although the teachers
perceived the usefulness of MBL highly, they seem to recognise the ease of use of MBL not
568

as high in their perceived usefulness of MBL, as indicated in the mean score of this domain
(mean total score = 3.88). The lowest scored item is the elimination of preparation of MBL
practical works (mean score = 3.26). However, the teachers seem to perceive setting up
MBL equipment is easier than the conventional practical work and very useful in the teaching
of science.
Table 6: Perceived Ease of Use of MBL
Item
8

9
10

11

12

Learning to operate MBL

devices would be easy for
me.
My interaction with MBL
devices would be clear.
MBL would eliminates my
preparation for practical
works.
MBL is easier to set up
compare to conventional
practical work.
I would find MBL equipments
useful teaching science.

Strongly
Agree

Agree

Neither
agree or
disagree
n
%

7.9

24

63.2

13.2

25

65.8

13.2

13

10

26.3

18

47.4

Disagree

Strongly
Disagree

Mean
Score

23.7

5.3

0.0

3.74

21.1

0.0

0.0

3.92

34.2

23.7

23.7

5.3

3.26

19

50.0

21.1

2.6

0.0

4.00

20

52.6

0.0

0.0

0.0

4.47

Mean total score

3.88

Intention to Use MBL

Consistent with high usefulness perception of MBL, the teachers also indicated that
they have great intention to use MBL in teaching science (see Error! Not a valid
bookmark self-reference.). This dimension was scored 4.49 in average. Most the
teacher (more than 90%) responded that they would use MBL in their school for
different approaches to science teaching and learning such as project-based and
inquiry-based learning. Similarly, they also responded that they are eager to change
and enhance their teaching and learning by using MBL and. This enthusiasm also
was indicated in their intention of only using the technology, but also to share what
they know about MBL to their colleague.
Table 7: Intention to Use MBL
Item

13

14
15

16
17
18

I will use MBL in my school if

it is available.
I want to use MBL for my
student project based
learning.
I want to use MBL for
student inquiry learning.
I will share what I learned
about MBL with my
colleague.
I want to use MBL for STEM
instruction in school.
I want to use MBl to enhance
my teaching.

Strongly
Agree

Agree

Neither
agree or
disagree
n
%

26

68.4

12

31.6

23

60.5

15

39.5

16

42.1

22

17

44.7

14
21

Disagree

Strongly
Disagree

Mean
Score

0.0

0.0

0.0

4.68

0.0

0.0

0.0

4.61

57.9

0.0

0.0

0.0

4.42

19

50.0

5.3

0.0

0.0

4.39

36.8

21

55.3

0.0

0.0

0.0

4.40

55.3

17

44.7

0.0

0.0

0.0

4.55

569

I am eager to chance my
19 teaching by using MBL.

14

36.8

23

60.5

Mean total score

2.6

0.0

0.0

4.34
4.49

DISCUSSION
The result indicates that the in-service teachers perceived the usefulness of MBL in the
practical science in schools positively. This finding is consistent with the previous study that
teachers perceived MBL as a very useful mean in enhancing the teaching and learning of
science (Gado et al., 2006; Heck, 1990; Robert, 1998). This result is expected since the
MBL offer various capabilities that enhance the learning in practical science. The real-time
data collection, instant output display and flexibility would be the main features of MBL that
can be identify by the in-service teacher as a very useful potential for them to enhance
students learning through practical science which is usually difficult in the standard school
laboratories. Besides that, these in-service teachers would have noticed that MBL is not
only a powerful tool in the laboratory but also equipment that enable students to conduct
data collection in the real life situations out from the laboratory setting which can be seen to
support active learning practice and promote higher order thinking in science education.
Although the perception of ease of use is lower than the teacher perception of usefulness, it
can be considered quite high with most of the item were scored more than 3.00. Despite
being ignorant of the existence of such technology before their postgraduate study, the inservice teachers perceived that they would able to utilise the MBL system quite easily.
Using the modern generation of MBL nowadays does not require too much of technical skill.
The MBL plug and play feature and familiar software interface provided in the system
would be the factor that the in-service teachers perceived MBL as an easy to use
technology. Moreover, MBL is also perceived to be easier to set up than the conventional
laboratory setting, although they seem do not perceive that MBL would reduce the amount of
preparation for practical science.
Consequently, it is not surprising that most of the teachers want to use the technology for
their teaching and learning. They perceived MBL as very useful tool in teaching science and
at the same time MBL offers the ease of use. The positive acceptance of MBL may not only
because of the features that it offers. This probably because these in-service teachers are
called to provide active and meaningful learning in their science lesson by the government in
response to the demand to improve science education and STEM education.
CONCLUSION
The findings suggest that in-service science teachers have positive attitudes toward the MBL
technology because of the opportunities offered by this system. Therefore, there are needs
to promote the integration of MBL in schools in Malaysia for the enhancement of learning of
science in schools and promotion of STEM education. Nevertheless, besides some training
maybe needed for the teacher to utilise MBL in their science lesson, it is necessary to
explore more means to reduce the cost of the MBL system for its utilisation in schools.
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Barton, R. (2004). Why use computers in practical science? In R. Barton (Ed.), Teaching
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Gardner, C., & Amoroso, D. L. (2004, 5-8 Jan. 2004). Development of an instrument to
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Hartsuijker, A., Friedler, Y., & Gravenberch, F. (1991). MBL, MML and the science
curriculum - are we ready for implementation? In R. F. Tinker (Ed.), Microcomputerbased labs: Educational research and standards (pp. 74-85). Berlin, Germany:
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Heck, R. H. (1990). Secondary science teachers' attitudes about microcomputer-based
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Rogers, L. (2002). Data-logging tools for science investigations. In S. Amos & R. Boohan
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doi: 10.1023/A:1016673931746

571

ANALISIS KESAHAN KANDUNGAN MODUL KESEDIAAN KERJAYA_COGNITIVE

INFORMATION PROCESSING (MKK_CIP)
Mohd Izwan Mahmud
Jabatan Pendidikan dan Kesejahteraan Komuniti, Fakulti Pendidikan
Universiti Kebangsaan Malaysia
Bangi, Selangor.
izwan@ukm.edu.my
Sidek Mohd Noah
Jabatan Pendidikan Kaunselor dan Psikologi Kaunseling, Fakulti Pengajian Pendidikan,
Universiti Putra Malaysia
Serdang, Selangor.
sideknoah@yahoo.com
Jamaludin Ahmad
Jabatan Pendidikan Kaunselor dan Psikologi Kaunseling, Fakulti Pengajian Pendidikan,
Universiti Putra Malaysia
Serdang, Selangor.
mal@upm.edu.my
Wan Marzuki Wan Ahmad
Jabatan Pendidikan Kaunselor dan Psikologi Kaunseling, Fakulti Pengajian Pendidikan,
Universiti Putra Malaysia
Serdang, Selangor.
wanmarzuki@yahoo.com
Abstrak
Kajian ini bertujuan untuk menganalisis kesahan kandungan Modul Kesediaan
Kerjaya_Cognitive Information Processing (MKK_CIP). Modul ini mengandungi 3 sub modul
iaitu sub modul pengetahuan, sub modul membuat keputusan dan sub modul pemprosesan
maklumat serta mempunyai 13 aktiviti yang dibangunkan bersandarkan kepada teori
Cognitive Information Processing (CIP). Teori CIP memberi fokus kepada penyelesaian
masalah kerjaya dan proses membuat keputusan kerjaya. Kesahan kandungan keseluruhan
modul menggunakan format soal-selidik yang dibangunkan oleh Jamaluddin Ahmad (2002).
Sementara kesahan kandungan sub modul dan aktiviti menggunakan format yang
diubahsuai dari Mohammad Aziz Shah, (2010). Sampel kajian terdiri daripada 8 orang pakar
yang mempunyai pengalaman dan kepakaran dalam bidang pembinaan modul dan
kaunseling. Hasil dapatan kajian menunjukkan modul ini mempunyai kesahan kandungan
yang tinggi dengan peratus konsensus pakar adalah 95.5%. Analisis kesahan kandungan
bagi setiap sub modul dan aktiviti juga tinggi dengan peratus konsensus pakar adalah
93.36%. Disamping pandangan dan komen pakar diambil kira dalam penambahbaikan
kandungan modul dan aktiviti modul. Implikasi kajian dapat menjelaskan modul ini sesuai
dan boleh dilaksanakan ke atas pelajar universiti yang mempunyai tahap kesediaan kerjaya
rendah dan sederhana. Kajian lanjutan hendaklah dijalankan untuk menguji
kebolehpercayaan modul terhadap populasi pelajar universiti.
Kata kunci : kesediaan kerjaya, Modul Kesediaan Kerjaya_Cognitive Information
Processing (MKK_CIP), kesahan kandungan modul.
PENGENALAN

572

Perkembangan kerjaya pelajar universiti abad ke-21 ini menekankan kemahiran teknologi
dalam pengetahuan, kemahiran dan keupayaan graduan bagi memenuhi keperluan pasaran
pekerjaan (Othman Mohamed, 2016). Keperluan pasaran pekerjaan memerlukan graduan
yang kompeten dan berkemahiran dalam bidang masing-masing (Ismail, 2012; Ishak
Yussof, Ismail Rahmah, & Robiah Sidin, 2008; Institut Penyelidikan Pendidikan Tinggi
Negara -IPPTN, 2003). Dan ini sekali gus akan menentukan graduan yang memenuhi
keperluan pasaran diukur sejauh mana graduan universiti mendapatkan pekerjaan selepas
tamat pengajian. Penandarasan universiti melahirkan graduan yang kompeten dan
berkemahiran tinggi akan mempengaruhi dasar dan polisi negara (Zailan Moris, 2007).
Berdasarkan situasi kini telah diakui dan disahkan graduan yang dilahirkan kurang
mempunyai pengetahuan dan kemahiran yang diperlukan oleh pasaran pekerjaan. Isu
graduan menganggur dan sedang mencari pekerjaan menjadi hambatan kepada universiti
dan pemain industri untuk sama-sama mencari jalan penyelesaian (Zaini Ujang, 2009).
Dalam usaha meningkatkan kebolehpasaran graduan, pihak universiti telah
memainkan peranan dengan menyediakan perkhidmatan bimbingan dan kaunseling seperti
kaunseling dan bimbingan kerjaya, karnival kerjaya, bengkel kerjaya, dan program-program
perkembangan kerjaya yang lain Zalizan Mohd Jelas, Amla Mohd Salleh, Norzaini
Azman,Ramlah Hamzah, Rohana Jani, Hanizah Hamzah, Mohd Izwan Mahmud & Zaleha
Abd Hamid, 2013). Bagaimanapun, persoalannya sejauh mana program yang sedia ada
sekarang mampu meningkatkan kesediaan kerjaya pelajar? Pada masa yang sama, negara
Malaysia juga tidak terkecuali dalam memperkenalkan beberapa polisi yang berkaitan
seperti Pelan Kebolehpasaran Graduan Kebangsaan 2012 2017 yang bertujuan untuk
memastikan tumpuan diberikan kepada penyediaan latihan, pengetahuan dan kemahiran
yang sesuai dengan keperluan pasaran pekerjaan (Kementerian Pengajian Tinggi Malaysia,
2012).Rentetan itu, cabaran universiti pada abad ke-21 ini dilihat sebagai landasan untuk
menyediakan latihan dan melahirkan graduan yang berpengetahuan, berkemahiran dan
berkeupayaan bagi memenuhi keperluan ekonomi berasaskan pengetahuan (Carnevale,
2013).
Kajian-kajian lepas berkaitan dengan pembinaan dan pelaksanaan modul
merupakan salah satu intervensi yang sesuai dilaksanakan bagi mengatasi isu
perkembangan kerjaya pelajar (Jasmi Talib, Amla Salleh, Salleh Amat, Ghavifekr, & Ariff,
2014). Misalnya, Greene & Staff, (2012) menyatakan program kerjaya dapat meningkatkan
kesediaan kerjaya pelajar khususnya dalam aspek perancangan kerjaya bagi memenuhi
keperluan pasaran pekerjaan. Penekanan program kerjaya hendaklah mempunyai ciri-ciri
seperti menyediakan jenis program kerjaya yang bersesuaian dengan keperluan pelajar;
menyediakan latihan substantif untuk membangunkan kemahiran tertentu; kandungan
program termasuklah pencarian, mendapatkan dan mengekalkan sesuatu pekerjaan; dan
melakukan penyeliaan terhadap aktiviti berkaitan di tempat kerja. Zunker (2006), telah
mencadangkan tiga jenis bengkel psiko-pendidikan iaitu (i) kemahiran pencarian kerja; (ii)
iklim bekerja dan; (iii) kemahiran gaya hidup. Sementara Spokane (1991) pula,
mencadangkan beberapa jenis intervensi kerjaya antaranya kaunseling kerjaya individu,
penilaian, membuat keputusan kerjaya dan interaksi kumpulan.
Kesediaan Kerjaya
Kajian-kajian lepas mendapati pelajar Institusi Pengajian Tinggi (IPT) mengalami masalah
kesediaan kerjaya yang rendah dan sederhana (Maznizam Mansor & Abdullah Mat Rashid,
2013; Zalizan Mohd Jelas et.al., 2013; Yon, Joeng, & Goh, 2012; Kaur, 2012; Hughes, 2011;
Mansor & Tan, 2009; Dybwad, 2009; dan Salami, 2008). Kesediaan kerjaya merupakan
faktor peramal kepada keupayaan dan kebolehan pelajar pendidikan tinggi dalam
menyediakan diri dengan perancangan dan penerokaan kerjaya yang sistematik. Kesediaan
kerjaya dipengaruhi oleh keupayaan individu untuk membuat pilihan kerjaya yang sesuai
573

dengan mengambil kira faktor yang mempengaruhi perkembangan kerjaya seperti keluarga,
organisasi, sosial dan ekonomi (Sampson, McClain, Musch, & Reardon, 2013; Reardon,
Lenz, Sampson, & Peterson, 2012, 2006;).
Keupayaan membuat keputusan kerjaya adalah berkaitan dengan pemikiran kerjaya
yang melibatkan perasaan, pemikiran, sikap, dan kepercayaan ekspektasi (Bullock-yowell,
Chason, Sampson, Lenz, & Reardon, 2013). Pemikiran kerjaya yang negatif merupakan
pemikiran individu yang tidak berfungsi akan memberi kesan kepada proses membuat
keputusan kerjaya dan keupayaan menyelesaikan masalah. Oleh itu, dengan mengenal
pasti pemikiran kerjaya negatif dapat membantu merancang strategi intervensi yang sesuai
(Andrews, Bullock-Yowell, Dahlen, & Nicholson, 2014; Sidiropoulou-Dimakakou, Mylonas,
Argyropoulou, & Tampouri, 2012; Thrift, Ulloa-heath, Reardon, & Peterson, 2012;).
Sementara konsep efikasi kendiri pula ditakrifkan sebagai individu dapat membuat
pertimbangan keupayaan-keupayaan mereka untuk menyusun dan melaksanakan jalan
tindakan yang dikehendaki untuk mencapai matlamat yang dihajati. Ianya bukan sahaja
memiliki kemahiran dan pengetahuan berkaitan kerjayanya, tetapi juga mampu untuk
membuat pertimbangan-pertimbangan apa yang perlu dilakukan berdasarkan ilmu
pengetahuan dan kemahiran-kemahiran yang dimiliki (Bandura 1986). Fungsi efikasi kendiri
berperanan sebagai pengatur yang melibatkan proses-proses pemikiran, dorongan motivasi,
afektif dan fisiologi. Oleh itu, pemikiran kerjaya dan efikasi kendiri kerjaya merupakan
elemen yang dapat mengukur tahap kesediaan kerjaya dalam proses perkembangan
kerjaya individu dan elemen ini boleh dipelajari dan dipertingkatkan melalui satu kaedah
yang sistematik. Menurut Kristin, (2009) menyatakan pemboleh ubah efikasi kendiri
mempunyai perkaitan yang rapat dengan pemboleh ubah pemikiran kerjaya.
Modul Kesediaan Kerjaya_Cognitive Information Processing (MKK_CIP)
Andaian asas teori CIP berasaskan kepada teori kognitif iaitu menekankan aspek
penyelesaian masalah dan membuat keputusan kerjaya; memahami kesan positif dan
negatif ke atas meta kognitif dalam konteks penyelesaian masalah dan membuat keputusan
kerjaya; dan konsep asas bagi reka bentuk interaksi untuk meningkatkan kemahiran dalam
menyelesaikan masalah kerjaya yang dipengaruhi oleh gangguan pemikiran (Bertoch, Lenz,
Reardon, & Peterson, 2013) dan membuat keputusan (Peterson, Sampson, Reardon &
Lenz, 1996). Dalam erti kata lain, pendekatan ini merupakan proses perkembangan kerjaya
yang mengaplikasikan model membuat keputusan kerjaya (Paivandy, Bullock, Reardon, &
Kelly, 2008). Uniknya teori ini berbanding teori kerjaya lain adalah kerana teori ini memberi
fokus kepada kognitif, emosi, pembelajaran, membuat keputusan dan praktis (Reardon,
Lenz, Sampson, & Peterson, 2011).
Rajah 1 menunjukkan Piramid Pemprosesan Maklumat dalam Membuat Keputusan
Kerjaya yang mempunyai tiga domain utama iaitu domain pengetahuan, kemahiran
membuat keputusan, dan pemprosesan eksekutif (Reardon et.al., 2012; 2006). Pada
peringkat domain pengetahuan individu akan membina dua jenis pengetahuan diri iaitu
pengetahuan tentang diri sendiri dan pengetahuan tentang pekerjaan. Manakala pada
peringkat domain kemahiran membuat keputusan pula di mana individu akan melalui satu
kitaran CASVE yang berlaku iaitu komunikasi, analisis, sintesis, menilai dan melaksana.
Rajah 2 menunjukkan kitaran ini akan bergerak dalam kerangka pemikiran individu sebagai
hasil tindak balas terhadap kemahiran membuat keputusan. Peringkat yang tertinggi dalam
piramid CIP adalah domain yang dikenali sebagai meta kognitif yang bermaksud satu proses
berfikir yang tinggi di mana seseorang dapat berfikir dalam berfikir. Analogi yang boleh
diberikan tentang meta kognitif adalah bagaimana seseorang individu berkeupayaan melihat
dirinya secara keseluruhan sebagai individu. Peringkat ini juga, membolehkan individu
membuat keputusan kerjaya berdasarkan proses membuat keputusan kerjaya yang rasional
dan sistematik serta bermaklumat.
574

DOMAIN
PEMPROSESAN
EKSEKUTIF
Metakognitif
DOMAIN KEMAHIRAN
MEMBUAT KEPUTUSAN
Kemahiran Pemprosesan Maklumat
(CASVE)
DOMAIN PENGETAHUAN
Pengetahuan Diri

Pengetahuan Pekerjaan

Rajah 1: Piramid Domain Pemprosesan Maklumat dalam Membuat Keputusan Kerjaya

(Sumber Peterson et.al., 1996).

Oleh itu, modul MKK_CIP dirangka dan dibina berasaskan tiga domain utama CIP
yang dikenali sebagai piramid domain pemprosesan maklumat dalam membuat keputusan
kerjaya. Pembinaan modul MKK_CIP berdasarkan tiga domain tersebut yang dikenali
sebagai sub modul pengetahuan, sub modul membuat keputusan dan sub modul
pemprosesan eksekutif. Penyampaian kesemua aktiviti dikategorikan mengikut proses yang
mengandungi enam unit iaitu pengetahuan diri; pengetahuan pekerjaan; keterlibatan;
kefahaman dan kenal pasti pilihan; membuat keputusan dan mengambil tindakan; refleksi
dan penamatan. Setiap unit mempunyai perkaitan dengan unit seterusnya iaitu dalam erti
kata lain, kesemua unit merupakan proses yang berlaku secara dinamik. Jadual 1
menunjukkan secara terperinci ringkasan kandungan modul MKK_CIP.

575

Rajah 2 : Kitaran CASVE Proses Membuat Keputusan Kerjaya (Sumber Peterson

et.al., 1996).
Jadual 1 : Ringkasan Kandungan Modul MKK_CIP
Sub Modul

Unit
Pengetahuan Diri

Sub Modul Pengetahuan

Pengetahuan
Pekerjaan
Keterlibatan

Sub
Modul
Keputusan

Membuat

Sub Modul Pemprosesan

Eksekutif
Jumlah Masa Keseluruhan

Kefahaman dan
Kenal
pasti
Pilihan
Menilai
Mengambil
Tindakan

dan

Refleksi
Penamatan

dan

Aktiviti
1. Kenali Diri

Masa (Minit)
60 minit

2. Mentol Ajaib
3. Aku, Dia & Kamu
4. Teropong Ajaib

60 minit
60 minit
60 minit

5. Genogram Kerjaya
6. Pagar Berduri

60 minit
60 minit

7. Cari & Gali

8. Teleskop Kerjaya

60 minit
60 minit

9. Scaling

40 minit

10. Inilah Janji Ku

40 minit

11. My Way
40 minit
12. Cermin Ajaib
60 minit
13. Pelangi
Sudah 60 minit
Muncul
720 minit

Sub Modul Pengetahuan

Sub modul pengetahuan mempunyai dua unit iaitu pengetahuan diri dan pengetahuan
pekerjaan. Pengetahuan diri merupakan tahap pengetahuan seseorang berkaitan dengan
nilai, minat dan kemahiran serta kaitan bidang pendidikan dengan pekerjaan. Antara tema
yang dapat mengukur tahap pengetahuan seseorang adalah berkaitan dengan persoalan
576

diri seperti siapa saya dan saya tahu potensi diri saya. Untuk mengukur persoalan
tersebut, terdapat 2 aktiviti yang telah dibina bertujuan untuk mengukur pengetahuan diri
seseorang iaitu Aktiviti 1: Kenali Diri dan Aktiviti 2 : Mentol Ajaib. Sementara unit
pengetahuan pekerjaan pula merujuk kepada kefahaman seseorang berkaitan dengan jenis
pekerjaan, latihan, tugas pekerjaan, gaji, kemudahan (cuti, insuran, keselamatan dan lainlain) dan prospek pekerjaan. Terdapat dua tema dalam peringkat ini iaitu saya akan teroka,
dan saya faham peluang yang ada. Aktiviti 3 : Aku, Dia & Kamu dibina untuk mengukur
tema saya akan teroka, yang bertujuan untuk membimbing individu membuat penerokaan
terhadap persepsi mereka terhadap diri sendiri, terhadap rakan sekerja dan terhadap
majikan. Manakala bagi tema saya faham peluang yang ada, menghasilkan Aktiviti 4 :
Teropong Ajaib yang dapat mengukur secara perbandingan aspirasi kerjaya dengan jenis
pekerjaan berdasarkan kod tiga mata minat kerjaya. Secara keseluruhan, sub modul
pengetahuan menghasilkan 4 aktiviti secara tersusun yang dapat mengukur pengetahuan
diri dan pengetahuan pekerjaan seseorang.

Sub Modul Membuat Keputusan Kerjaya

Sub modul membuat keputusan kerjaya dan singkatannya dikenali sebagai kitaran CASVE
iaitu bermula dengan peringkat komunikasi, analisis, sintesis, penilaian dan tindakan. Proses
CASVE juga merupakan tahap penyelesaian masalah dan membuat keputusan kerjaya.
Kitaran CASVE bertujuan untuk meningkatkan kemahiran membuat keputusan dan
meningkatkan kesedaran penyelesaian masalah kerjaya. Dengan bersandarkan kepada
aktiviti dalam sub modul pengetahuan, seseorang berkeupayaan mengenal pasti masalah
yang berlaku dalam membuat keputusan kerjaya. Kitaran CASVE bergerak dalam satu
kerangka yang dinamik iaitu proses ini memerlukan perkaitan antara satu unit dengan unit
yang berikutnya. Rajah 5, menunjukkan bagaimana proses membuat keputusan berlaku
bermula dengan tahap komunikasi, analisis, sintesis, penilaian, tindakan dan terus bergerak
pada komunikasi. Berdasarkan kitaran CASVE tersebut, sub modul membuat keputusan
dibina dengan memberi fokus kepada proses tema yang saling berkait antara satu dengan
yang lain. Terdapat 5 unit dalam sub modul ini dan juga telah menghasilkan 7 aktiviti yang
disusun bagi menggambarkan perkaitan antara satu aktiviti dengan aktiviti seterusnya.
Aktiviti- aktiviti tersebut adalah Aktiviti 5 : Genogram Kerjaya, Aktiviti 6 : Pagar Berduri,
Aktiviti 7 : Cari & Gali, Aktiviti 8 : Teleskop Kerjaya, Aktiviti 9 : Scaling, Aktiviti 10 : Inilah Janji
Ku, dan Aktiviti 11 : My Way.

Sub Modul Pemprosesan Eksekutif

Sub modul pemprosesan eksekutif merupakan peringkat terakhir dalam piramid
pemprosesan maklumat CIP. Sub modul ini menjelaskan seseorang dapat berfikir semula
tentang keputusan yang telah dibuat melalui proses pengetahuan dan membuat keputusan
di samping meneroka peluang-peluang penambahbaikan. Tema yang digunakan bagi tujuan
pembinaan modul adalah saya tahu inilah keputusan yang terbaik dan saya sangat yakin
dengan keputusan ini. Berdasarkan tema tersebut, terdapat dua aktiviti yang telah dibina
iaitu Aktiviti 12 : Cermin Ajaib dan Aktiviti 13 : Pelangi Sudah Muncul.

Kesahan Kandungan Modul

Kesahan kandungan modul merujuk kepada sejauh mana modul tersebut mengukur isi
kandungan dalam pengukuran dan kandungan modul mewakili bidang yang sepatutnya
577

diukur (Sidek Mohd Noah, 1997). Kajian lepas berkaitan dengan analisis kesahan
kandungan modul dengan menggunakan prosedur yang sama seperti dalam kajian ini
menunjukkan hasil dapatan kesahan kandungan adalah tinggi dan baik (Nur Liyana Mohd
Ibrahim, Mohammad Aziz Shah Mohamed Arip, & Mohammed Nasir Bistamam, 2014; Jasmi
Talib, 2013; Amla, Syed Abdullah, Zuria., Ghavifekr., & Noriah, 2013; Lau Poh li, 2011;
Mastura Mahfar, 2011; Mohd Ali Jamaat, 2010; Abdul Hanid Halit, 2007; dan Jamaludin
Ahmad, 2002). Bagi menentukan sama ada kesahan kandungan baik atau sebaliknya,
pandangan Tuckman dan Waheed (1981) menyatakan aras pencapaian 70% dan ke atas
dianggap telah mencapai tahap pencapaian yang tinggi. Sebaliknya, jika aras di bawah 70%
menunjukkan kesahan kandungan adalah tidak baik. Oleh itu, soal-selidik kesahan
kandungan telah dianalisis dengan menggunakan formula yang dicadangkan oleh Sidek
Mohd Noah & Jamaluddin Ahmad (2005) adalah seperti berikut:
Jumlah skor pakar (x)
Jumlah skor keseluruhan

100%

= Tahap kesahan kandungan modul

Objektif kajian
Secara umumnya kajian ini bertujuan untuk mengukur kesahan kandungan MKK_CIP.
Objektif khusus kajian ini adalah untuk :
1. Menentukan kesahan kandungan MKK_CIP secara keseluruhan.
2. Menentukan kesahan kandungan setiap sub modul dan aktiviti MKK_CIP.
3. Mengenal pasti komen dan pandangan pakar terhadap penambahbaikan MKK_CIP.

METODOLOGI KAJIAN
Kajian ini menggunakan reka bentuk kajian deskriptif iaitu untuk mendapatkan nilai peratus
konsensus kesahan kandungan modul. Terdapat 8 orang pakar yang telah dilantik sebagai
subjek kajian yang mempunyai ciri-ciri seperti pernah menjalankan kajian pembinaan modul,
pengajaran, menulis artikel berkaitan pembinaan modul, menyampaikan ceramah berkaitan
pembinaan modul, membangun dan menjalankan modul dalam setting universiti. Lima orang
pakar yang dilantik terdiri dari pensyarah dari Universiti Malaya (UM), Universiti Teknologi
Malaysia (UTM), Universiti Perguruan Sultan Idris (UPSI) dan Institut Pendidikan Guru
(IPG). Sementara tiga lagi orang pakar terdiri dari pengamal kaunseling di Universiti
Kebangsaan Malaysia (UKM).
Soal-selidik kesahan kandungan menggunakan soal-selidik yang diubahsuai oleh
Jamaluddin Ahmad (2002) yang diadaptasi dari Russell (1974). Soal selidik tersebut
mengandungi lima item iaitu kandungan modul menepati sasaran populasi, kandungan
modul boleh dilaksanakan dengan sempurna, kandungan modul meningkatkan tahap
kesediaan kerjaya dan kandungan modul boleh mengubah pemikiran kerjaya. Skala pilihan
jawapan adalah likert lima iaitu (5) sangat setuju, (4) setuju, (3) tidak pasti, (2) tidak
bersetuju, dan (1) sangat tidak setuju. Manakala soal-selidik Sementara soal-selidik kesahan
kandungan setiap sub modul dan aktiviti menggunakan format yang dikemukakan oleh
Mohamad Aziz Shah Mohamad Arip (2010). Soal selidik tersebut diubahsuai selaras dengan
modul MKK_CIP iaitu mempunyai tiga sub modul iaitu sub modul pengetahuan, sub modul
membuat keputusan dan sub modul prmprosesan eksekutif. Ketiga-tiga sub modul tersebut
disusun berdasarkan pembahagian aktiviti yang terdapat dalam setiap sub modul. Pilihan
jawapan menggunakan skala semantik iaitu 0 (sangat tidak setuju) hingga 10 (sangat
setuju). Draf modul yang lengkap bersama dengan soal-selidik kesahan kandungan modul
MKK_CIP dan surat pelantikan diberikan kepada semua pakar. Data dianalisis secara
deskriptif untuk mendapatkan nilai peratus konsensus pakar. Aras minimum kesahan
578

kandungan yang baik dan boleh diterima adalah 70% seperti yang diutarakan oleh Sidek
Mohd Noah dan Jamaluddin Ahmad (2005). Di samping itu, pakar juga memberikan
pandangan dan komen untuk penambahbaikan kandungan modul.
DAPATAN KAJIAN
Analisis Kesahan Kandungan Keseluruhan MKK_CIP
Kumpulan pakar telah membuat penilaian terhadap kesahan kandungan modul dengan
menggunakan soal selidik yang telah dibangunkan oleh Jamaluddin Ahmad (2005) yang
diadaptasi daripada Russell (1974). Jadual 2 adalah dapatan kesahan kandungan MKK_CIP
bagi konsensus pakar menunjukkan peratusan minimum yang diperoleh adalah 90% bagi
item kandungan modul ini boleh dilaksanakan dengan sempurna. Sementara peratusan
maksimum yang diperoleh adalah 100% bagi item kandungan modul ini boleh meningkatkan
tahap kesediaan kerjaya pelajar. Sementara analisis seterusnya tiada perbezaan
menunjukkan skor yang ketara antara peratusan minimum dan maksimum. Ini menunjukkan
kandungan modul ini boleh diterima dan sesuai dilaksanakan. Oleh itu, keseluruhan skor
yang diperoleh bagi kesemua item menunjukkan peratusan sebanyak 96% bersamaan
dengan .96 jika ditukar ke dalam bentuk perpuluhan. Nilai .96 adalah tinggi dan modul ini
menunjukkan kesahan kandungan yang tinggi dan baik.
Jadual 2 : Nilai kesahan kandungan MKK_CIP berdasarkan Russell (1974) dan Sidek Mohd
Noah & Jamaludin Ahmad (2005).
Bil
1.

Pernyataan

Peratus Pandangan
(%)
Pakar
sasaran 97.5%
Diterima

Kandungan
modul
ini
menepati
populasinya
2.
Kandungan modul ini boleh dilaksanakan dengan
sempurna.
3.
Kandungan modul ini bersesuaian dengan masa
yang diperuntukkan.
4.
Kandungan modul ini boleh meningkatkan tahap
kesediaan kerjaya pelajar.
5.
Kandungan modul ini boleh mengubah pemikiran
kerjaya pelajar.
Jumlah Peratus Keseluruhan

90%

Diterima

92.5%

Diterima

100%

Diterima

97.5%

Diterima

95.5%

Diterima

Rajah 3 berikut menunjukkan nilai kesahan kandungan yang dikategorikan mengikut

setiap pakar. Peratus paling tinggi yang dinilai oleh pakar adalah 100% bagi kelima-lima
pernyataan dalam soal-selidik kesahan kandungan keseluruhan modul MKK_CIP. Manakala
peratus minimum yang diberikan oleh pakar adalah 88%. Ini menunjukkan kesemua pakar
memberi penilaian yang tinggi melebihi aras minimum 70%. Nilai kesahan kandungan yang
tinggi mengikut kategori pakar menunjukkan mereka bersetuju modul MKK_CIP adalah baik
dan boleh diteruskan pelaksanaan.

579

Rajah 3 : Nilai kesahan kandungan MKK_CIP berdasarkan penilaian setiap pakar.

Analisis Kesahan Kandungan Sub modul dan Aktiviti

Kumpulan pakar telah membuat penilaian terhadap kesahan kandungan sub modul dan
aktiviti dengan menggunakan soal selidik yang telah dubahsuai dari Mohamad Aziz Shah,
(2010). Penilaian dilakukan terhadap tiga sub modul dan 13 aktiviti seperti yang ditunjukkan
dalam jadual 3 seperti berikut :
Jadual 3 :Nilai kesahan kandungan mengikut sub modul dan aktiviti
Sub Modul dan Aktiviti
Peratus (%)
Pandangan Pakar
Sub Modul Pengetahuan
92.20%
Diterima
Aktiviti 1 : Kenali Diri
93.75%
Diterima
Aktiviti 2 : Mentol Ajaib
92.5%
Diterima
Aktiviti 3 : Aku, Dia & Kamu
91.25%
Diterima
Aktiviti 4 : Teropong Ajaib
91.25%
Diterima
Sub Modul Membuat Keputusan
93.21%
Diterima
Aktiviti 5 : Genogram Kerjaya
90%
Diterima
Aktiviti 6 : Pagar Berduri
90%
Diterima
Aktiviti 7 : Cari & Gali
91.25%
Diterima
Aktiviti 8 : Teleskop Kerjaya
97.5%
Diterima
Aktiviti 9 : Scaling
93.75%
Diterima
Aktiviti 10 : Inilah Janji Ku
93.75%
Diterima
Aktiviti 11 : My Way
96.25%
Diterima
Sub Modul Pemprosesan Eksekutif
96.25%
Diterima
Aktiviti 12 : Cermin Ajaib
97.5%
Diterima
Aktiviti 13 : Pelangi Sudah Muncul
95%
Diterima
Nilai Keseluruhan MKK_CIP
93.36%
Diterima
Jadual 3 menunjukkan hasil dapatan kesahan kandungan sub modul dan aktiviti
menunjukkan peratusan keseluruhan konsensus pakar adalah 93.36% melebihi aras
minimum 70%. Manakala rajah 3 iaitu analisis perbandingan mengikut kategori sub modul
pula, menunjukkan sub modul pengetahuan adalah 92.20%, sub modul membuat keputusan
adalah 93.21% sementara sub modul pemprosesan eksekutif mempunyai peratus yang
tinggi iaitu 96.25%. Jika dilihat bagi setiap aktiviti memperlihatkan Aktiviti 8 Teleskop Kerjaya
580

dan Aktiviti 12 Cermin Ajaib mendapat peratus yang paling tinggi iaitu 97.5%. Di samping itu,
aktiviti yang meperoleh peratus yang rendah iaitu 90% adalah Aktiviti 5 : Genogram Kerjaya
dan Aktiviti 6: Pagar Berduri. Ini menunjukkan tidak wujudnya perbezaan peratus yang
ketara antara minimum dan maksimum. Nilai keseluruhan MKK_CIP berdasarkan penilaian
yang dilakukan oleh pakar terhadap setiap sub modul dan aktiviti menunjukkan konsensus
pakar melebihi nilai aras minimum 70%. Dapatan ini menunjukkan bahawa modul MKK_CIP
mempunyai kesahan kandungan yang tinggi dan baik.

Rajah 3 : Perbandingan nilai peratus kesahan kandungan berdasarkan sub modul MKK_CIP

Pandangan dan Komen Pakar Terhadap Penambahbaikan Modul.

Selain itu, pakar juga memberikan pandangan dan komen bagi tujuan penambahbaikan
modul MKK_CIP. Secara keseluruhan mendapati, komen yang diberikan amatlah positif
dan banyak membantu pengkaji memperbaiki kandungan modul sebelum dilaksanakan.
Secara terperinci pandangan dan komen pakar adalah seperti jadual 4.
Jadual 4. Maklum balas cadangan penambahbaikan modul oleh pakar penilai modul
PAKAR
Pakar 1

Pakar 2

PANDANGAN / KOMEN
Tambahkan maklumat tentang modul seperti :
i. Prinsip, konsep dan jenis modul
ii. Kekuatan dan kelemahan modul
Muka depan modul beri gambaran tentang cabaran kognitif dan kerjaya.
Pastikan objektif modul boleh diukur terutama jika menggunakan jenis
penyelidikan eksperimen.
Saya kira, modul ini telah dikemaskini dan isi kandungan baik.
Tahniah! Penghasilan modul yang sangat baik.
Setiap aktiviti mempunyai fungsi yang boleh menjawab dan melaksanakan
objektif modul.
Secara keseluruhan, modul ini adalah baik dan memuaskan. Namun,
terdapat beberapa cadangan dan pandangan untuk penambahbaikan
modul ini:
581

Pakar 3

Pakar 4

Pakar 5

Pakar 6

Pakar 7

Pakar 8

i. Aktiviti 1 (kenali diri) perbincangan untuk pelajar IPT di mana kod

Holland mungkin tidak selari dengan program pengajian perlu diadakan.
ii. Aktiviti 4 (Teropong Ajaib) dicadangkan aktiviti hands on seperti
penggunaan surat khabar terkini untuk Job Search.
iii. Aktiviti 6 (Pagar Berduri) dicadangkan dimasukkan langkah aktiviti
berkaitan dengan keupayaan coping dengan faktor luar.
iv. Aktiviti 10 Aktiviti pemilihan muktamad dengan satu pilihan perlu
dipertimbangkan semula.
Peruntukan masa yang digunakan boleh dihadkan antara 2 bulan ke 3
bulan untuk diselesaikan.
Kemungkinan ada aktiviti yang mengambil masa lebih seperti mana
diperuntukkan contoh : aktiviti 1 & 2 selama 2 jam kerana masa yang
lebih 1 jam diperlukan untuk menjelaskan pengiraan skor dan interpretasi
setiap konstruk minat kerjaya.
Setiap kekangan pelaksanaan perlu diatasi untuk memastikan matlamat
modul disempurnakan, insya-Allah. Tahniah dan terima kasih.
Keseluruhan kandungan sub modul MKK_CIP adalah menepati dari segi
ketepatan sesi dan aktiviti yang dijalankan. Sedikit penambahbaikan boleh
menguatkan lagi kandungan seperti mana yang dicadangkan.
Modul ini dapat membantu kesedaran kerjaya pelajar kerana bersifat
informatif dan ilmiah. Penjelasan yang telah dibuat berdasarkan domain
dalam teori CIP boleh membantu meningkatkan kefahaman peserta.
Terdapat beberapa penambahbaikan bagi memantapkan kualiti kandungan
modul.
Kandungan sub modul yang dibina ini adalah sesuai untuk membantu
peserta dalam membuat persediaan kerjaya kerana bersifat informatif dan
melalui proses penyelidikan ilmiah.
Kandungan modul ini berjaya mengukur dan memindahkan ilmu
berdasarkan bidang modul dan kajian yang dikaji. Dicadangkan kesahan
kandungan berdasarkan sesi dan aktiviti berdasarkan Mohammad Aziz
Shah (2010) digunakan bagi menganggarkan kesahan yang lebih tepat.
Sub modul dan unit modul yang dijalankan dapat menyampaikan
pengetahuan dan kemahiran kerjaya yang ingin disampaikan.
Modul ini dilihat dapat membantu pelajar dalam proses kesediaan kerjaya
mereka dengan lebih jelas. Modul ini sepatutnya diguna pakai kepada
semua pelajar tahun akhir bagi membantu mereka.
Secara keseluruhannya kandungan modul ini boleh meningkatkan tahap
kesedaran kerjaya dalam kalangan pelajar. Modul ini juga (MKK_CIP)
memperjelaskan dan membuat pelajar faham akan kerjaya pilihan sebelum
keputusan dibuat.
MKK_CIP merupakan modul yang sesuai untuk membantu pelajar dalam
proses penerokaan kerjaya dengan lebih sistematik. Proses penerokaan
yang teratur dan melangkaui skop kerjaya secara menyeluruh dapat
membantu pelajar memahami, menghayati dan mempertingkan potensi diri.

PERBINCANGAN DAN CADANGAN

Asas pembinaan modul MKK_CIP dilakukan hasil dari analisis literatur berkaitan dengan
kesediaan kerjaya, populasi pelajar pendidikan tinggi dan kesesuaian teori kerjaya. Teori
CIP antara teori yang sesuai digunakan sebagai kerangka teori dalam pembinaan modul
kerana asas, konsep, teknik menjelaskan kesediaan kerjaya pelajar khususnya pelajar kolej
dan universiti. Di samping juga teori ini mengutarakan konsep atau gagasan yang boleh
582

diterjemahkan dalam pelaksanaan intervensi (Reardon et.al., 2012). Terdapat 13 aktiviti

secara keseluruhan yang telah dihasilkan dan ini memberi sumbangan kepada penerokaan
pengetahuan baru dalam pelaksanaan intervensi yang sesuai.
Menurut Sidek Mohd Noah & Jamaluddin Ahmad (2005) modul yang baik dapat mengukur
tiga aspek yang utama iaitu kesahan kandungan, kebolehpercayaan dan keberkesanan.
Ketiga-tiga aspek ini dapat meningkatkan kekuatan dalam sesuatu modul. Salah satu dari
tiga aspek iaitu kesahan kandungan telah dianalisis dan mendapati modul MKK_CIP
mempunyai nilai kesahan kandungan yang tinggi. Sementara penilaian pakar terhadap sub
modul dan aktiviti juga mempunyai kesahan kandungan yang tinggi dan baik. Dapatan ini
selari dengan dapatan kajian yang dijalankan oleh Nur Liyana Mohd Ibrahim et.al., (2014);
Jasmi Talib, (2013); Amla Salleh et.al., (2013); Lau Poh Lie, (2011); Mastura Mahfar, (2011);
Mohd Ali Jamaat, (2010); Abdul Hanid Halit, (2007); dan Jamaludin Ahmad, (2002) sebelum
ini yang juga menggunakan prosedur kesahan kandungan yang sama seperti yang
digunakan dalam kajian ini). Nilai kesahan kandungan keseluruhan modul dan sub modul
yang tinggi menunjukkan modul MKK_CIP boleh digunakan dan diteruskan dengan kajian
susulan menguji kebolehpercayaan serta menjalankan kajian keberkesanan kepada
populasi yang telah dikenal pasti. Dengan terbinanya modul ini, dapat memberikan
sumbangan kepada kajian intervensi kerjaya di peringkat pengajian tinggi, antaranya seperti
kaunselor IPT dapat menggunakan modul ini dalam menjalankan program pembangunan
kerjaya; pihak-pihak berkepentingan seperti Kementerian, Universiti dan Pusat Kaunseling
dan Kerjaya; dan pelajar universiti akan mendapat manfaat dari modul ini. Justeru,
cadangan kajian lanjutan hendaklah memfokus kepada menjalankan kajian
kebolehpercayaan untuk mengenal pasti kebolehgunaan modul dan menjalankan kajian
eksperimen untuk mengukur keberkesanan modul.

RUMUSAN
Kesimpulannya modul ini dibina berdasarkan konsep atau gagasan bersandarkan teori CIP
yang dapat menjelaskan konstruk yang boleh diukur dan diperhati serta dapat menghasilkan
aktiviti modul yang dinilai secara objektif. Dapatan analisis kesahan kandungan yang tinggi
menunjukkan modul ini boleh digunakan di lapangan untuk menguji kebolehpercayaan
dengan menjalankan kajian rintis ke atas sampel yang mempunyai ciri-ciri yang sama
dengan populasi kajian sebenar. Modul yang baik dan berkualiti, perlu diuji
kebolehpercayaan dan kebolehgunaan dalam kajian lapangan yang sebenar.

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KAJIAN TERHADAP FAKTOR PENYUMBANG TERHADAP PENCAPAIAN RENDAH

MATA PELAJARAN EKONOMI STPM DI SABAH
Abdul Said Ambotang
Muhamad Suhaimi Taat
Christina Andin
Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
said@ums.edu.my
Abstrak
Kajian ini bertujuan untuk mengenal pasti sumbangan faktor guru, faktor sekolah, faktor ibu
bapa dan faktor kendiri pelajar terhadap pencapaian rendah mata pelajaran Ekonomi
tingkatan enam. Maklum balas diambil dari dua kumpulan responden yang terdiri daripada
247 orang pelajar tingkatan enam mewakili seluruh negeri Sabah telah dipilih dengan
menggunakan pensampelan rawak mudah. Kajian ini adalah satu kajian kuantitatif bukan
eksperimen dengan menggunakan kaedah tinjauan untuk menjawab objektif kajian. Set
soal selidik telah digunakan dalam kajian ini. Item soal selidik yang digunakan, dibangunkan
oleh penyelidik berasaskan teori PCK Shulman dan teori Bandura yang dijadikan asas
kajian ini. Analisis statistik inferens iaitu ujian-t, ANOVA sehala, Korelasi Pearson dan
Regresi berganda digunakan untuk menguji 13 hipotesis nul pada aras signifikan p<0.05.
Program Perisian SPSS versi 20 digunakan untuk menganalisis data yang dikumpulkan
mewakili variabel terpilih. Keputusan ujian korelasi pearson menunjukkan terdapat
hubungan yang positif dan signifikan antara variabel yang terlibat. Manakala faktor kendiri
pelajar didapati merupakan faktor penyumbang yang signifikan terhadap pencapaian
rendah guru Ekonomi. Selaras dengan dapatan ini satu kajian terperinci dengan fokus
tumpuan utama terhadap meningkatkan minat pelajar terhadap Ekonomi perlu diambil
perhatian oleh pihak yang berkenaan dalam usaha meningkatkan pencapaian pelajar
Ekonomi di Sabah.
Kata kunci :Faktor guru, Faktor sekolah, Faktor Ibu Bapa, Faktor kendiri dan Pencapaian
rendah

PENGENALAN
Pelaksanaan sistem pentaksiran baharu STPM bermula tahun 2012 yang selaras dengan
Program Transformasi Pendidikan (GTP), tempoh pengajian Tingkatan Enam dilaksanakan
seperti pengajian di universiti yang menggunakan penggal atau semester. Tempoh
pengajian ini terdiri daripada Tingkatan Enam bawah yang meliputi penggal kedua tempoh
persekolahan dan Tingkatan Enam atas yang meliputi penggal pertama dan penggal kedua
tempoh persekolahan. Sehubungan dengan itu, Sukatan Pelajaran Ekonomi sedia ada yang
telah digunakan sejak peperiksaan Ekonomi STPM pada tahun 2003 telah digantikan
dengan Sukatan Pelajaran Ekonomi yang baharu dan mula digunakan pada tahun 2012. Hal
ini sekali gus menjadikan peperiksaan Ekonomi STPM pada tahun itu menjadi peperiksaan
pertama yang menggunakan sukatan baharu tersebut. Penggubalan semula sukatan
pelajaran ini adalah untuk memadankan perubahan hasil penambahbaikan sistem
peperiksaan yang baharu oleh Majlis Peperiksaan Malaysia (MPM). Perkara ini merupakan
salah satu langkah bagi memperbaiki orientasi pengajaran dan pembelajaran tingkatan
enam supaya tidak jauh berbeza dengan amalan P&P di kolej dan universiti.
Penggubalan semula Sukatan Pelajaran Ekonomi ini meliputi proses pengemaskinian tajuk,
kandungan dan kemahiran bagi menyelaraskannya dengan perkembangan semasa.
Dengan penambahan beberapa tajuk baharu serta penekanan terhadap beberapa
kemahiran pembelajaran, hal ini diharap dapat menyediakan produk calon prauniversiti yang
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berfikiran matang, berpengetahuan luas dan mempunyai keupayaan berkomunikasi secara

berkesan di samping memperolehi pencapaian cemerlang. Namun begitu, terdapat faktorfaktor tertentu yang mempengaruhi pencapaian seseorang pelajar dalam mata pelajaran ini.
Kepelbagaian latar belakang, unit persekitaran serta domain yang mempengaruhi
mewujudkan perbezaan pencapaian antara pelajar Ekonomi STPM di sekolah-sekolah
berlainan, baik di bandar mahupun luar bandar.
Walaupun banyak usaha telah dijalankan oleh Kementerian Pendidikan Malaysia untuk
meningkatkan prestasi mata pelajaran ekonomi, tetapi keputusan akademik tetap
menunjukkan pencapaiannya rendah. Kelemahan penguasaan mata pelajaran Ekonomi ini
bukan lagi suatu isu baru tetapi sering diperkatakan. Dengan ini faktor-faktor yang
mempengaruhi kemerosotan mata pelajaran Ekonomi STPM harus dikenal pasti dan
ditangani memandangkan pentingnya untuk melahirkan pelajar yang boleh berfikir dan
menyumbang idea mereka untuk memajukan masyarakat dan negara pada masa depan.
Namun, tanpa bukti yang jelas menunjukkan bagaimana setiap faktor ini menyumbang
kepada pencapaian pelajar tingkatan enam dalam subjek tersebut, maka hal ini masih lagi
tidak jelas.
PERNYATAAN MASALAH
Terdapat pelbagai faktor yang mempengaruhi tahap pencapaian akademik seseorang
pelajar seperti faktor sosio-ekonomi, tahap pendidikan ibu bapa, pendapatan keluarga,
motivasi diri, gaya pengajaran guru dan juga gaya pembelajaran pelajar itu sendiri (Abdullah
Hassan dan Ainon Mohd. 2006 Fink, D., dan Stoll, L. 2005; Becker, W., dan Watts, M.
2001). Menurut Gartner, M dan Tobin. (2001) faktor tahap sosio-ekonomi dan taraf
pendidikan keluarga merupakan antara faktor yang sering dibincangkan dalam kajian
prestasi akademik yang mana menjadi faktor penarik (pull factors) bagi mendapatkan
prestasi akademik yang tinggi. Manakala kajian Ishak (2004) membuktikan bahawa
wujudnya perkaitan di antara konsep kendiri pelajar dengan pencapaian akademik sebagai
faktor penolak (push factor).
Pelbagai faktor penyebab telah dikemukakan oleh pakar dalam bidang penyelidikan bagi
menerangkan kemerosotan dan permasalahan dalam pembelajaran ekonomi. Antara faktor
tersebut ialah pencapaian awal, kemahiran asas, minat, sikap, motivasi dan kemahiran
menyelesaikan masalah (Slavin, 2005). Faktor-faktor lain ialah ketidakselarasan pendekatan
pengajaran yang diterima dengan keperluan dan gaya pembelajaran pelajar di mana pelajar
tidak tahu cara hendak belajar dengan berkesan (Rohani 1993). Faktor-faktor ini adalah
antara faktor yang dipercayai boleh mengakibatkan berlaku fenomena kemerosotan
pencapaian dalam mata pelajaran ekonomi di sekolah-sekolah.
Pencapaian tinggi pelajar Ekonomi dalam STPM sememangnya merupakan topik menarik
yang boleh dibahas untuk penambahan pengetahuan dalam pendidikan. Namun,
pencapaian rendah dalam subjek ini penting untuk dikaji dan diketahui agar mampu
diselaraskan dengan jawapan mengapa sesebuah sekolah dapat mencapai prestasi tinggi
bagi subjek Ekonomi dalam STPM. Dengan itu, jurang perbezaan pencapaian STPM antara
sekolah dalam subjek tersebut dapat diminimumkan dan jika mampu dihapus, agar
masyarakat tidak menyisihkan pendidikan pascamenengah ini di sekolah-sekolah tertentu.

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SOROTAN KAJIAN
Trend Pendidikan Ekonomi Peringkat Antarabangsa
Sekitar tahun 1960-an dan 1970-an, trend pendidikan Ekonomi dalam kebanyakan negara di
dunia memberi tumpuan lebih
terhadap aplikasi konsep dalam
memahami dan
menganalisis konsep ekonomi (Nelson, 2007). Namun sejak awal tahun 1980 an, dengan
kemunculan negara kuasa ekonomi yang baru seperti Korea Selatan, Singapura, Taiwan
dan Mexico dan banyak lagi dengan dikaitkan pula, isu globalisasi dan ketidakstabilan politik
di Eropah timur yang menyumbang terhadap runtuhnya kuasa Comunism menyebabkan
pendidikan Ekonomi telah menjadi tumpuan dan perhatian hampir di kebanyakan negara di
seluruh dunia.
Namun sebalik itu negara besar seperti USA, telah lama memberi perhatian serius terhadap
pembangunan pendidikan Ekonomi dalam kalangan masyarakatnya. Menurut Becker dan
Watts (1998), penyelidikan yang ekstensif terhadap pendidikan Ekonomi telah dijalankan
sejak tahun 1891 lagi. Persatuan Ekonomi Amerika (AEA) telah mempertimbangkan dan
mengajukan pengajaran Ekonomi sebagai mata pelajaran penting dan telah dibincangkan
dalam mesyuarat senat (Salemi dan Siegfried, 1999). Presidennya yang pertama Francis
Walker dalam tahun 1891, menunjukkan rasa puas hati beliau terhadap cadangan berkaitan
dan menyuarakan matlamat utama Persatuan Ekonomi Amerika (AEA) adalah untuk
mendidik masyarakat umum berhubung pengetahuan asas ekonomi dalam mendepani
masalah ketidakstabilan ekonomi yang sukar dijangkakan.
Berikutan dengan itu mata pelajaran Ekonomi mula muncul sebagai mata pelajaran yang
berasingan dan terpisah dari disiplin sains sosial hingga akhir abad yang ke sembilan belas,
semakin ramai ahli akademik mula memberi tumpuan terhadap masalah pengajaran dan
pembelajaran Ekonomi, seterusnya bidang ekonomi telah diserapkan di kebanyakan kolej
dan universiti hinggalah ke hari ini mata pelajaran Ekonomi telah diperkenalkan di
kebanyakan sekolah menengah atas (Hinshaw dan Siegfried, 1991).
Hinshaw dan Siegfried, (1991) telah membincangkan kebaikan dan kelemahan pengajaran
Ekonomi di peringkat sekolah menengah. Beliau mempertikaikan kemampuan pelajar pada
peringkat tersebut yang difikirkan belum bersedia untuk menerima kandungan kurikulum
ilmu Ekonomi yang akan disampaikan oleh guru. Selepas meneliti nilai yang tersirat dalam
pendidikan Ekonomi yang disampaikan beliau mencadangkan agar pendidikan ekonomi
seharusnya diperkenalkan pada peringkat sekolah menengah atas. Rasionalnya pengajaran
Ekonomi adalah untuk meningkatkan literasi Ekonomi, kemahiran dan sikap positif pelajar
dalam melahirkan warga yang bertanggung jawab dalam komuniti yang besar dengan
memberi penekanan mata pelajaran ini dalam kurikulum sekolah menengah.
Penerbitan Jurnal Pendidikan Ekonomi (JEE) dalam tahun 1969, merupakan langkah sulung
terhadap pengumpulan hasil kajian dan maklumat berkaitan pengajaran dan pembelajaran
Ekonomi. Bermula dari itu maka telah banyak hasil kajian dan literatur berkaitan pendidikan
Ekonomi diterbitkan (Becker et.al., 2006).
Walaupun perkembangan yang agak perlahan terhadap penerbitan hasil kajian penyelidikan
pendidikan Ekonomi pada tahun 80-an namun Komuniti Pendidikan Ekonomi (CEE) pada
masa itu, mengambil bahagian yang aktif dalam membangunkan bahan pengajaran dan
pembelajaran Ekonomi, mengendalikan konferensi berkaitan dan menggalakkan dan
menarik minat penyelidik muda dalam menjalankan penyelidikan terhadap pengajaran dan
pembelajaran Ekonomi di sekolah menengah (Hinshaw dan Siegfried, 1991).
Akhirnya dalam tahun 1990-an, kesan daripada penyelidikan yang telah dilakukan berjaya
menarik minat dan tumpuan sebilangan besar profesional Ekonomi dan pakar Ekonomi
seperti Anderson (1992), Becker (1997), Becker dan Watts (1996; 2001), untuk mengkaji
permasalahan pengajaran Ekonomi. Beberapa kritikan yang telah dibuat berhubung
tumpuan pengajaran Ekonomi, sama ada fokus kepada objektif atau keberkesanan
penyampaian pendidikan Ekonomi. Mereka juga telah mempertikaikan bahawa para sarjana
Ekonomi cenderung mengetepikan kepentingan mata pelajaran Ekonomi dan kaedah
bagaimana mata pelajaran Ekonomi dapat sampaikan secara berkesan bahkan tumpuan
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mereka lebih kepada kaedah memaksimumkan pendapatan dan peningkatan ekonomi

organisasi semata-mata (Caropreso dan Haggerty, 2000). Berbanding dengan mata
pelajaran lain, dilaporkan telah pun mempunyai himpunan pelbagai alternatif kaedah
pengajaran dan pembelajaran yang boleh diketengahkan tetapi mata pelajaran Ekonomi
masih lagi berada di takuk yang lama.
Kenyataan ini turut disokong oleh Margo dan Siegfried (2006), yang menganjurkan
perubahan yang intensif terhadap kandungan, pengurusan dan stail pedagogi
penyampainya dalam memperkenalkan struktur mata pelajaran Ekonomi kepada pelajar
agar dapat diterima oleh pelajar dan menarik lebih minat pelajar
Penyelidikan Terhadap Pengajaran dan Pembelajaran Ekonomi
Terdapat trend peningkatan yang amat menggalakkan terhadap pengajaran dan
pembelajaran Ekonomi khususnya dalam meningkatkan literasi ekonomi dalam kalangan
graduan universiti dan lepasan sekolah. Kajian Walstad dan Soper (1999), di sekolah
menengah di US mendapati bahawa sebilangan besar pelajar masih kabur untuk mengenal
pasti prinsip dan konsep utama dalam ekonomi seperti pendapatan kasar negara (PKN),
inflasi, untung dan pelaburan negara.
Kajian Aske (2000), di USA dalam kalangan pelajar sekolah dan kolej senior juga memberi
gambaran yang seakan-akan serupa, mendapati penguasaan yang lemah terhadap prinsip
asas Ekonomi. Bila ditanya tentang isu ekonomi semasa dan pengurusan kewangan
personel hanya 35 peratus pelajar sekolah menengah, 39 peratus pelajar sekolah awam
dan 51 peratus pelajar senior kolej dapat menjawab dengan tepat.
Kajian Gartner dan Tobin (2001), di Eropah dalam kalangan pelajar yang mengikuti jurusan
Ekonomi di universiti, beliau turut melahirkan kebimbangan kerana kebanyakan graduan
masih tidak mampu untuk berkomunikasi dengan berkesan di tempat kerja. Kajian ini juga
disokong oleh kajian Hansen (2001), yang menyatakan kebanyakan graduan yang
berkenaan masih tidak berkemampuan untuk menerangkan dengan jelas isu berkaitan
ekonomi semasa.
Kelemahan ini membuktikan perhatian yang serius perlu diberikan terhadap pengajaran dan
pembelajaran Ekonomi untuk memastikan pelajar yang mengikuti proses pengajaran dan
pembelajaran mata pelajaran ini dapat menguasai konsep asas Ekonomi yang dipelajari dan
mengaplikasikan dalam kehidupan harian mereka.
Laporan di USA pada tahun 90-an menunjukkan bahawa bidang ekonomi masih tekal pada
ranking yang rendah sama ada pengkhususan Ekonomi mahu pun dalam pendidikan
Ekonomi berbanding dengan bidang lain. Margo dan Siegfried (2006), menyatakan
pengenalan kursus Ekonomi di peringkat universiti didapati masih tidak sistematik dan tidak
dirancang dengan baik. Elemen penting berkaitan yang perlu dimasukkan seperti isu
semasa dan fenomena berkaitan tidak dimuatkan. Penggubalan kurikulum buku teks dan
buku rujukan juga sangat jarang dijalankan.
Selain itu kajian Becker (1997), juga memberi gambaran bahawa ramai kalangan guru
Ekonomi di USA didapati masih tidak dapat mengikuti perkembangan perubahan semasa
mata pelajaran Ekonomi dan akibatnya menjejaskan amalan pengajaran dan pembelajaran
dalam kelas yang mereka kendalikan. Walhal guru berkenaan tinggal dalam masyarakat dan
bekerja dalam profesion yang menuntut perubahan yang berterusan. Perubahan gelombang
arus pendidikan mengehendaki perubahan dalam stail pembelajaran hari ini. Pelajar yang
disediakan untuk berhadapan dengan cabaran masa depan perlu dibekalkan dengan
pengetahuan yang mantap, kemahiran dan sikap yang positif untuk berjaya dalam
masyarakat yang penuh dengan tuntutan dan cabaran. Maka dengan itu guru ekonomi
seharusnya sentiasa peka dengan kurikulum Ekonomi dan keperluannya untuk memastikan
segala bentuk pengetahuan yang disampaikan kepada pelajar selaras dengan keadaan
semasa (Banaszak, 2007).
Tanggung jawab utama sekolah, kolej, universiti dan institusi pendidikan lain seharusnya
adalah membantu pelajar untuk membangunkan kapasiti berfikir dengan jelas, lebih objektif
dan tahap pengetahuan tentang masalah ekonomi yang lebih sofistikated dan relevan (Lee,
2005). Kurang penguasaan literasi ekonomi dan tidak mampu menghuraikan sebab dan
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alasan yang kukuh berkaitan dengan isu ekonomi menyebabkan terhadnya penglibatan
masyarakat dalam aktiviti ekonomi. Keadaan ini secara tidak langsung juga boleh
menyumbang terdapat kejatuhan ekonomi sebuah negara (Banaszak, 2007).
Walau bagaimanapun terdapat juga usaha yang dijalankan di setengah negara untuk
meningkatkan pengajaran Ekonomi melalui penggunaan pelbagai kaedah yang direka
bentuk untuk terutama sekali untuk meningkatkan penglibatan aktif pelajar dalam proses
pengajaran dan pembelajaran (Becker dan Watts, 2001, 1998; Becker et al., 2006; Johnson
et al., 2001). Contohnya di Australia dan beberapa negara yang lain, telah memikirkan
tentang pendekatan pengajaran ekonomi yang sesuai untuk semua peringkat pengajaran.
Menurut William dan Soper (2005), guru senior telah dilantik untuk mengetuai inisiatif
pengajaran, pembentukan komiti untuk memastikan kualiti pengajaran Ekonomi yang
berterusan, dalam masa yang sama peruntukkan juga diberikan untuk menggalakkan para
guru menghasilkan bahan pengajaran yang baik dan berciri teknologi.
Setakat ini belum ada lagi sebarang konsensus berkaitan bagaimana pengajaran dan
pembelajaran ekonomi yang terbaik. Terdapat pelbagai pendekatan yang diamalkan oleh
guru disesuaikan dengan keperluan dan tahap pelajar yang diajar. Cara pengajaran guru
juga tidak banyak yang berbeza. Misalnya di USA kaedah kuliah menunjukkan masih
digunakan secara meluas dalam pengajaran Ekonomi. Mereka menggunakan hampir 80
peratus masa mereka untuk menyampaikan kuliah dan selebihnya digunakan untuk
pertunjukan projektor, video, cerita pendek dan sesi soal jawab (Banaszak, 2007).
Tidak menghairankan juga bahawa penggunaan kaedah penyampaian kuliah bagi
pengajaran ekonomi diamalkan secara meluas di seluruh dunia. Menurut Beckers dan Watt
(2001), kaedah ini mampu memindah fakta maklumat dan kaedah boleh disampaikan
dengan cara yang boleh memotivasikan dan menghiburkan pelajar dengan penggunaan
pertunjukan kartun, video klip, animasi dan sebagainya. Johnson (2001), pula menyatakan
kaedah kuliah juga dapat mewujudkan pembelajaran interaktif dengan melibatkan pelajar
melalui soalan secara langsung kepada pelajar dan latihan kolaboratif semasa kuliah.
Good dan Brophy (2003), pula percaya bahawa bila pendekatan kuliah disampaikan dengan
cara yang menarik, fokus dan bersungguh dapat membentuk minat serta merangsang daya
ingin tahu pelajar untuk terus mengikuti pengajaran yang dijalankan. Secara tidak langsung
pendekatan ini berjaya membantu pelajar menguasai isi yang disampaikan oleh guru.
Kenyataan di atas bagaimanapun disangkal oleh Becker (1997), yang menyatakan dalam
kajiannya berhubung hasil pengajaran dan pembelajaran melalui pemerhatiannya terhadap
100 orang pelajar yang mengikuti kuliah Ekonomi mendapati pelajar pasif mengikuti proses
pengajaran dan pembelajaran mereka. Tumpuan mereka juga turut berubah-ubah mengikut
situasi kuliah. Pelajar hanya dapat mengekalkan tumpuan mereka dalam masa 10 minit
hingga 18 minit selepas itu tumpuan terarah kepada objek atau rangsangan lain. Masa
tumpuan ini akan berkurang berkadaran dengan masa kuliah. Sehubungan dengan ini
Johnstone dan Percival (2006), mencadangkan pelbagai pendekatan pengajaran harus
digunakan, dengan memberi lebih ruang pada pelajar terlibat secara aktif dalam proses
pembelajaran. Menurut beliau setiap pelajar mempunyai kecenderungan yang berbeza, ada
yang dilahirkan cenderung suka mendengar ada pula yang cenderung bercakap dan
berbincang manakala ada juga yang lebih cenderung dengan penggunaan tangan untuk
mempelajari sesuatu.
Sebagai tambahan daripada huraian di atas Siegfried dan Fels (2004), menyokong akan
kepentingan penggunaan pelbagai kaedah alternatif pengajaran Ekonomi kerana
menurutnya pelajar berbeza belajar dengan cara yang berbeza. Strategi pengajaran yang
baik biasanya mempunyai alternatif pengajaran yang pelbagai yang boleh mengekalkan
penglibatan aktif pelajar dalam proses pengajaran dan pembelajaran. Strategi ini juga boleh
dijayakan dengan pendekatan yang dicadangkan oleh Becker dan Watts (2006) iaitu
menggunakan kaedah permainan dan simulasi, eksperimen Ekonomi dan aktiviti bilik darjah,
membuat tugasan ekonomi, literatur ekonomi dan drama, berita perniagaan dan kajian kes.
Pembelajaran alternatif ini menyediakan peluang kepada pelajar berinteraksi dan membina
kefahaman mereka sendiri berdasarkan interaksi yang berlaku dalam dan luar kelas.
591

Kaedah pembelajaran ini juga bertujuan agar pelajar dapat bekerja dalam kumpulan
seterusnya dapat membantu satu sama lain (Barlett, 1993, 2006; Becker dan Watts, 2001;
Benzing dan Christ, 1997; Siegfried et al., 1996).
Perlu difahami juga kejayaan pengajaran Ekonomi secara berkesan banyak dipengaruhi
kesediaan para guru dalam mempertingkatkan kaedah pengajaran mereka yang ditunjangi
pengetahuan pedagogi dan penguasaan kandungan mereka begitu juga dengan nilai daya
kreativiti dan daya inovatif mereka dalam menghasilkan bahan dan pengajaran yang
bermakna kepada golongan sasar mereka.
OBJEKTIF KAJIAN
Selain dari mengenal pasti faktor-faktor penyumbang kepada pencapaian rendah dalam
subjek Ekonomi STPM, kajian ini memberi tumpuan untuk mengenal pasti faktor
penyumbang kepada pencapaian tinggi sekolah terpilih. Secara khusus, objektif kajian
adalah seperti berikut:
i. Mengenal pasti hubungan antara faktor kendiri pelajar dengan pencapaian rendah
dalam subjek Ekonomi STPM di Sabah
ii. Mengenal pasti hubungan antara faktor guru dengan pencapaian rendah dalam
subjek Ekonomi STPM di Sabah
iii. Mengenal pasti hubungan antara faktor peranan sekolah dengan pencapaian rendah
dalam subjek Ekonomi STPM di Sabah
iv. Mengenal pasti hubungan antara faktor peranan
rendah dalam subjek Ekonomi STPM di Sabah

ibu bapa dengan pencapaian

KERANGKA KONSEPTUAL KAJIAN

Dalam konteks kajian ini, pengaruh dan hubungan faktor-faktor terpilih terhadap pencapaian
rendah bagi mata pelajaran Ekonomi diberi tumpuan serius khususnya dari sudut peranan
guru Ekonomi pihak sekolah dalam menangani isu yang dikaji. Penyelidik menjangka
terdapat pertalian yang kuat dan signifikan antara variabel yang dipilih dengan tahap
pencapaian pelajar terhadap mata pelajaran Ekonomi. Seterusnya situasi ini secara tidak
langsung boleh mempengaruhi pencapaian mata pelajaran Ekonomi pelajar dalam
peperiksaan yang dikendalikan oleh pihak sekolah atau Kementerian Pelajaran Malaysia
(KPM).

592

Faktor
Guru

Faktor
Sekolah

Faktor
Demografi

Pencapain
rendah
Ekonomi
STPM

Faktor
Ibu Bapa

Faktor Kendiri
Pelajar

Rajah 1: Kerangka Konseptual Kajian Faktor Penyumbang Terhadap Pencapaian Rendah

Ekonomi
REKA BENTUK KAJIAN
Kajian ini merupakan kajian deskriptif secara tinjauan yang bertujuan untuk mengenal pasti
secara menyeluruh pengaruh dan korelasi faktor guru, faktor sekolah, faktor ibu bapa dan
faktor kendiri terhadap pencapaian rendah mata pelajaran Ekonomi dalam kalangan pelajar
bagi mata pelajaran Ekonomi di Sabah. Instrumen kajian ini dibina berasaskan instrumen
kajian yang pernah dijalankan dalam bidang berkenaan dan diubah suai oleh pengkaji
berdasarkan objektif dan soalan kajian yang ditentukan.
RINGKASAN DAPATAN KAJIAN
Kajian ini bertujuan untuk mengkaji sumbangan faktor guru, faktor sekolah, faktor ibu bapa
dan faktor kendiri pelajar terhadap pencapaian rendah mata pelajaran Ekonomi tingkatan
enam sekolah menengah di Sabah. Sebanyak 247 set soal selidik dari responden dalam
kalangan pelajar tingkatan enam yang dipilih mewakili seluruh negeri Sabah yang terdiri
daripada 23 Jabatan Pelajaran Daerah (JPD) dan. Soal selidik yang mengandungi item yang
telah dibina dan terpilih berkaitan data demografi, faktor sekolah, faktor sekolah, faktor ibu
bapa dan faktor kendiri pelajar dan pencapaian rendah Ekonomi telah diproses dan
dianalisis dengan menggunakan perisian SPSS versi 20. Kesahan dan kebolehpercayaan
item alat ukuran kajian juga telah diuji dalam kajian rintis dan kajian sebenar. Keputusan
kajian yang diperoleh diringkaskan seperti berikut:
1.
Terdapat hubungan korelasi yang positif dan signifikan antara faktor guru (r =.651,
p<.05) dengan pencapaian rendah Ekonomi mengikut persepsi pelajar.
2.

Terdapat hubungan korelasi yang positif dan signifikan antara faktor ibu bapa (r
=.763, p<.05) dengan pencapaian rendah Ekonomi mengikut persepsi pelajar.

3. Terdapat hubungan korelasi yang positif dan signifikan antara faktor kendiri pelajar (r
=.783, p<.05) dengan pencapaian rendah Ekonomi mengikut persepsi pelajar.
593

4.

Terdapat hubungan korelasi yang positif dan signifikan antara faktor sekolah (r =.718,
p<.05) dengan pencapaian rendah Ekonomi mengikut persepsi pelajar.

Faktor Kendiri pelajar menunjukkan faktor yang paling utama menyumbang terhadap
pencapaian rendah pelajar bagi mata pelajaran ekonomi STPM di Sabah.

RUMUSAN DAN PERBINCANGAN

Hasil Keputusan kajian menunjukkan terdapat korelasi positif antara variabel faktor guru,
faktor sekolah, faktor ibu bapa, faktor kendiri pelajar dan pencapaian rendah mata pelajaran
ekonomi bagi keseluruhan responden yang terlibat. Berdasarkan maklum balas responden
dalam kalangan pelajar dan guru Ekonomi secara keseluruhan berkaitan faktor guru, faktor
sekolah, faktor ibu bapa, faktor kendiri pelajar dan pencapaian rendah mata pelajaran
ekonomi membuktikan terdapatnya hubungan positif berdasarkan ciri demografi jantina yang
dipilih. Oleh sebab itu, keputusan kajian ini tidak menyokong hipotesis yang membuat
andaian tidak terdapat korelasi yang signifikan antara faktor guru, faktor sekolah, faktor ibu
bapa, faktor kendiri pelajar dengan pencapaian rendah mata pelajaran ekonomi dalam
kalangan responden pelajar berdasarkan demografi yang diberi tumpuan. Kekuatan korelasi
antara skor variabel tersebut dapat dikenal pasti melalui penganalisisan data kajian
berdasarkan rujukan klasifikasi Johnson dan Nelson (2005). Sehubungan dengan itu,
keputusan kajian menunjukkan darjah korelasi antara variabel tersebut adalah di sekitar
sederhana ke tinggi bagi keseluruhan responden.
Berdasarkan keputusan kajian seluruh responden pelajar menunjukkan terdapatnya korelasi
yang sederhana ke kuat antara variabel faktor guru, faktor sekolah, faktor ibu bapa, faktor
kendiri pelajar dan efikasi kendiri guru. Umumnya, kajian ini menunjukkan faktor guru, faktor
sekolah, faktor ibu bapa, faktor kendiri pelajar dan pencapaian rendah mata pelajaran
ekonomi mempunyai korelasi perkaitan dalam kalangan responden secara keseluruhan
tanpa mengambil kira perbezaan ciri demografi yang digunakan dalam kajian ini. Dalam hal
ini dapatan kajian bertepatan dengan dapatan kajian yang terdahulu yang berkaitan
(Shulman, 1986; Bandura, 1983; Westwood, 2006; Norhasliza dan Zaleha 2008; Abd.
Shatar, 2007; Grossman et. al 1999).
Dapatan kajian yang menunjukkan nilai korelasi kuat yang wujud antara variabel bebas
bersesuaian dengan teori PCK Shulman (Shulman, 1986) yang digunakan dalam
pembinaan kerangka kajian ini. Hasil kajian juga mendapati dua variabel bebas iaitu faktor
ibu bapa dan faktor kendiri pelajar yang ditambah ke dalam kajian ini terbukti mengukuhkan
lagi keberkesanan teori PCK Shulman (Shulman, 1986). Kedua-dua kumpulan responden
iaitu pelajar dan guru Ekonomi memberikan maklum balas yang selaras hanya terdapat
perbezaan yang kecil dari aspek keutamaan. Para pelajar meletakkan keutamaan kepada
daya faktor kendiri pelajar, faktor ibu bapa faktor sekolah dan faktor guru berbanding guru
Ekonomi pula meletakan daya faktor kendiri pelajar, faktor sekolah, faktor guru dan faktor
ibu bapa.
Korelasi yang paling lemah wujud antara variabel faktor guru dan pencapaian rendah mata
pelajaran ekonomi mengikut perspektif pelajar. Kekuatan dan kelemahan korelasi ini
ditunjukkan dengan lebih jelas dalam ujian analisis data dari kalangan responden yang
terlibat.
Penemuan kajian ini jelas menunjukkan peranan penting yang dimainkan oleh dua faktor
iaitu faktor kendiri pelajar dan faktor sekolah yang begitu penting diberi perhatian dalam
usaha meningkatkan pencapaian rendah mata pelajaran ekonomi seterusnya membantu
meningkatkan pencapaian para pelajar dalam peperiksaan yang berkaitan.

KESIMPULAN
594

Secara keseluruhannya, keempat-empat variabel yang dikaji tidak dapat dinafikan

sumbangannya terhadap pencapaian rendah mata pelajaran ekonomi di samping beberapa
ciri demografi yang telah diambil kira dalam skop kajian ini. Ringkasnya, langkah penting
untuk meningkatkan mutu pengajaran Ekonomi di sekolah perlu mengambil kira faktor
sekolah berkenaan dan sejauh mana usaha guru tersebut dalam membawa pembaharuan
dalam pengajarannya dalam bilik kelas. Tumpuan khusus terhadap langkah
mempertingkatkan peranan faktor sekolah yang perlu diberi perhatian serius begitu juga
dengan inisiatif untuk meningkatkan perhatian kepada faktor kendiri pelajar dalam program
penambahbaikan yang akan dirancang tanpa mengetepikan keperluan untuk meningkatkan
peranan guru dan ibu bapa yang terlibat.

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597

HUBUNGAN DAN SUMBANGAN MODAL PSIKOLOGI DAN RESILIENSI ORGANISASI

TERHADAP KESEJAHTERAAN SUBJEKTIF GURU PENDIDIKAN KHAS
Ramesh Kanapathy1, Rosadah Abd Majid2 & Salleh Amat3
1,2,3
Fakulti Pendidikan, Universiti Kebangsaan Malaysia,
43600 Bangi, Selangor
rameshkanapathy@gmail.com
Abstrak
Kajian kuantitatif ini dijalankan untuk melihat hubungan dan sumbangan modal psikologi dan
resiliensi organisasi terhadap kesejahteraan subjektif guru Pendidikan Khas. Seramai 140
orang guru Pendidikan Khas dipilih secara rawak dari 30 buah sekolah menengah di Zon
Selatan Semenanjung Malaysia. Data kajian dikumpul melalui soal selidik Inventori
Psychology Capital, Skala Kepuasan hidup dan Skala Resiliensi Kerjaya Pendidikan Khas.
Nilai kebolehpercayaan bagi instrumen Inventori Psy Cap ialah 0.85-0.90, nilai
kebolehpercayaan bagi Skala Skala Kepuasan hidup ialah antara 0.80-0.90 manakala nilai
kebolehpercayaan bagi Skala Resiliensi Kerjaya Pendidikan Khas ialah antara 0.85 - 0 .94.
Hasil kajian menunjukkan modal psikologi dan resiliensi organisasi berhubung secara
signifikan positif dengan kesejahteraan subjektif. Analisa regrasi berganda mendapati modal
psikologi dan resiliensi organisasi menyumbangkan 57% (R square = 0.572) varian terhadap
kesejahteraan subjektif dan didapati modal psikologi dan resiliensi organisasi menyumbang
secara signifikan sebagai peramal utama. Dapatan menunjukkan 43% faktor selain daripada
modal psikologi dan resiliensi organisasi mempengaruhi kesejahteraan subjektif guru
Pendidikan Khas.

ABSTRACT
This quantitative study was conducted to examine the relationship between psychological
capital, organizational resiliency and subjective well-being of Special Education Teachers. A
total of 140 Special Education Teachers were randomly selected from 30 secondary schools
in the South Region of Peninsular Malaysia. Psy Cap Inventory, Special Education Career
Resilience Scale and Life Satisfaction Scale questionnaire method were used to collect the
relevant data. The Cronbach alpha reliability coefficient of the Psy Cap Inventory is 0.850.90, Special Education Career Resilience Scale is between 0.85 - 0.94 and Life Satisfaction
Scale is between 0.80-0.90. The findings showed that statistically significant positive
relationship between psychological capitals, and organizational resilience and subjective
well-being. The multiple regression analysis indicates that psychological capital and
organizational resiliency contributed 57% (R square = 0.572) of the variance being
accounted for in subjective well-being and this was found to be statistically significant with
organizational resiliency and psychological capitals are major predictor contributed
significantly. The findings showed that 43% of factors other than the psychological capital
and organizational resilience affect subjective well-being of Special Education teacher.
Kata kunci: Modal Psikologi, Resiliensi Organisasi, Kesejahteraan subjektif, Guru
Pendidikan Khas.
Keywords: Psychological Capital, organizational resilience, Subjective well-being, Special
Education Teachers.

PENDAHULUAN
598

Kementerian Pendidikan Malaysia melonjakkan mutu pendidikan seiring dengan

perkembangan global dengan memperkenalkan Pelan Induk Pembangunan Pendidikan
(PIPP 2006-2010) dan yang terbaru Pelan Pembangunan Pendidikan Malaysia (PPPM
2013-2025). Hasrat Kementerian Pendidikan Malaysia adalah untuk meningkatkan kualiti
pendidik dari segi pengajaran dan pembelajaran serta membentuk para guru yang lengkap
dari segi berkeyakinan, berilmu, berintegriti, beretika, kreatif dan produktif, berkebolehan,
berpengetahuan dan berdaya saing dalam menghadapi cabaran abad ke-21. Modal insan
yang berkualiti bukan sahaja berteraskan ilmu pengetahuan, kemahiran, inovatif dan
intelektual tetapi berbudaya progresif dengan nilai etika dan moral yang tinggi (KPM, 2006).
Pembangunan modal insan yang positif bagi membolehkan para pendidik memainkan
peranan dalam melahirkan pelajar ke tahap pendidikan yang paling optimum, berkualiti,
seimbang, dinamik dan proaktif dalam semua aspek kehidupan (Mastura Badzis, 2008).
Namun peranan guru dan tanggungjawab guru menjadi lebih kompleks dan mencabar
sehingga berhadapan dengan pelbagai tekanan yang berkaitan dengan tuntutan kerja.
Impak globalisasi pendidikan ini turut mempengaruhi guru pendidikan khas di mana tugas
yang berat dan kompleks serta mencabar membawa kepada tekanan, kelesuan emosi dan
kepenatan fizikal yang tinggi (Berry 2011; Goddard, OBrien, dan Goddard, 2006).
PENYATAAN MASALAH DAN KAJIAN LITERATUR
Tugas sebagai pendidik menjadi semakin mencabar akibat anjakan globalisasi dalam bidang
pendidikan. Tekanan kerja seperti kepenatan fizikal, kelesuan emosi dan mental semakin
meningkat di kalangan guru guru pendidikan khas (Antoniou, Ploumpi & Ntalla 2013;
Mazlina 2013). Selain daripada memenuhi sistem pendidikan standard, guru pendidikan
khas juga harus membentuk pelajar dari segi hubungan sosial dan hubungan emosi
(Richardson, Tolson, Huang dan Lee, 2009), menangani pelbagai masalah pelajar istimewa
seperti masalah komunikasi, masalah gangguan emosi, agresif dan tingkah laku antisosial.
Beban tugas dan kesunyian bersama pelajar istimewa serta kekurangan nilai positif dalam
diri membawa kepada tekanan emosi dan mental guru pendidikan khas terutamanya guru
baharu (Blake dan Monahan, 2007) berbanding dengan guru di aliran perdana. Akibatnya
profesion perguruan menjadi mismatch dan ramai guru bertindak meninggalkan jawatan,
menukar kerjaya (Anuar, Sabdin & Abdul Said 2014), berpindah ke aliran perdana atau
bersara lebih awal dari profesion keguruan (Mazlina 2013)
Sumber dalaman guru seperti keperibadian positif mempengaruhi kekuatan, kualiti
dan kepuasan kerja guru. Kajian lepas mendapati kepuasan dan pencapaian kerja hanya
boleh dicapai jika seseorang mempunyai nilai-nilai positif pada diri mereka. Pengkaji bidang
psikologi positif (Seligman, 2006) mendapati kapasiti positif di kalangan guru seperti
harapan, efikasi kendiri, daya tahan dan keyakinan tinggi dapat meningkatkan kepuasan
kerja serta dapat mengurangkan stress di kalangan pendidik. Guru pendidikan khas harus
menunjukkan trait yang positif seperti rasioanal, aktif, tegas, berdisiplin, kreatif, sabar,
penyayang dan bertolak ansur (KPM 2010). Oleh itu, wujud keperluan untuk mengkaji,
meneliti dan membangunkan sumber psikologi positif guru seperti modal psikologi supaya
kekuatan dan kualiti guru tidak berkurangan serta dapat menikmati kepuasan kerja dan
kesejahteraan.

Modal psikologi dan resiliensi organisasi adalah potensi diri iaitu kekuatan diri dan
kualiti positif yang tersirat dalam diri seseorang dan dianggap memberi kebaikan kepada diri
dan
kemajuan organisasi (Luthans & Avolio, 2007). Modal psikologi merangkumi nilai-nilai positif
seperti afikasi kendiri (self-efficacy), optimisme, harapan (hope) dan resiliensi. Skor tinggi
dalam modal psikologi menunjukkan skor rendah dalam stres atau tekanan. Manakala
599

resiliensi organisasi merangkumi sokongan organisasi, kesedaran diri, penerimaan kerja dan
interaksi kerja. Sokongan organisasi adalah penghargaan sekolah terhadap sumbangan
guru terhadap kesejahteraan mereka. Ia juga merangkumi sokongan emosi dari segi
pengiktirafan dan ganjaran supaya para guru lebih komited kepada tugasan dan
tanggungjawab sebagai pendidik. Apabila para pendidik mendapat sokongan organisasi,
mereka merasa dihargai dan situasi positif ini menyebabkan mereka berasa
bertanggungjawab dan memberi kepatuhan optimum dalam membantu organisasi mencapai
matlamatnya. Skor tinggi resiliensi organisasi melambangkan keyakinan dan komitmen
tinggi.
Kesejahteraan subjektif (subjective wellbeing) merupakan emosi positif yang
optimum dan pengalaman hidup seseorang individu. Kesejahteraan Subjektif membawa
maksud gabungan faktor kepuasan hidup, kesan positif tinggi dengan kesan negatif yang
rendah (Kate Hefferon; Ilona Boniwell, 2011).Menurut penulis-penulis psikologi positif,
mendapati kesejahteraan subjektif adalah kebahagiaan hidup (Seligman, 2006; Shengquan,
2008). Kesejahteraan subjektif terbahagi kepada kesejahteraan hedonic dan kesejahteraan
eudemonic. Pengukuran pengalaman dan kepuasan kendiri biasanya di gunakan untuk
melihat kesejahteraan subjektif seseorang (Diener dan Ryan, 2009). Kesejahteraan subjektif
tinggi mempunyai hubungan yang positif dengan kesihatan dan hubungan sosial seseorang
di samping memperlihatkan pencapaian tinggi, peningkatan produktiviti, lebih berdaya tahan
dan komited pada tugas (Diener dan Ryan, 2009).
Mengikut teori keseimbangan (Conservation Resource Theory -COR), tahap
keseimbangan yang sedia ada dipengaruhi oleh peristiwa hidup yang bahagia atau
sengsara dan berasaskan kepada peristiwa tersebut seseorang individu akan kembali atau
mengimbangi paras keseimbangan baru. Teori ini membincangkan bagaimana seseorang
sentiasa mengekalkan keseimbangan sumber yang ada pada diri dan persekitaran untuk
mengekalkan kebahagiaan mereka. Menurut Luthans dan Avolio (2007 menyatakan kapasiti
psikologi positif mempunyai hubungan dan kesan langsung terhadap kepuasan dan
pencapaian yang tinggi di kalangan pekerja.
TUJUAN KAJIAN
1.

Melihat hubungan modal psikologi, resiliensi organisasi dan kesejahteraan subjektif

guru pendidikan khas sekolah menengah di Zon Selatan Semenanjung Malaysia.

2.

Melihat sumbangan modal psikologi, resiliens organisasi terhadap kesejahteraan

subjektif guru pendidikan khas sekolah menengah di Zon Selatan Semenanjung
Malaysia.

METODOLOGI KAJIAN
Kesejahteraan subjektif diukur dengan Skala Kepuasan Hidup (Satisfaction with Life Scale)
yang mengandungi lima item soalan dengan skala Likert tujuh mata iaitu nilai 1 mewakili
sangat tidak setuju dan nilai 7 mewakili sangat setuju. Kajian terdahulu mendapati nilai
kebolehpercayaan Cronbach alpha adalah antara 0.77 hingga 0.90. Instrumen Resiliensi
Kerjaya Pendidikan Khas (Special Education Career Resiliency Scale) (Sotomayor 2012)
digunakan untuk mengukur resiliensi organisasi guru pendidikan khas.
Manakala soal selidik Modal Psikologi (PCQ) (Luthans dan Avolio, 2007) yang mengandungi
24 item soalan frasa kecil digunakan untuk menguji 4 dimensi psikologi positif guru
pendidikan khas. Nilai kebolehpercayaan Cronbach alpa kajian terdahulu mencatatkan dari
0.78 hingga 0.95 dan konsistensi dalaman juga didapati tinggi (Du Plessis dan Barkhuizen
2012; Avey, Luthans, Smith, dan Palmer, 2010; Luthans et al., 2007).
600

Prosedur pensampelan rawak berlapis digunakan bagi memilih 140 orang guru
Pendidikan khas sekolah menengah di Zon Selatan semenanjung Malaysia. Kebenaran
untuk menjalankan penyelidikan dari Bahagian Perancangan dan Penyelidikan Dasar
Pendidikan (EPRD) Kementerian Pendidikan Malaysia dan Jabatan Pendidikan Negeri
diperoleh sebelum soal selidik diedarkan ke sekolah. Data kajian diperoleh melalui soal
sedik yang di hantar kepada guru pendidikan khas sekolah menengah di Negeri Sembilan,
Melaka dan Johor. Analisa Korelasi Pearson dan Regresi berganda dijalankan
menggunakan perisian SPSS dan Amos untuk mendapatkan dapatan kajian.
Analisis Data
Responden kajian terdiri dari 140 orang (42% Lelaki dan 58% perempuan) guru pendidikan
khas. Analisis deskriptif dilakukan untuk melihat skor minimum dan maksimum serta
mengukur sisihan piawai, mean, kurtosis dan skewness. Nilai Cronbach alpha melebihi atau
sama dengan 0.70 diterima sebab alat ukur mempunyai kebolehpercayaan yang tinggi.
Cronbach alpha alat ukur kajian ini menunjukkan nilai yang tinggi 0.85. Alat ukur modal
psikologi menujukkan nilai Cronbach alpha ( 0.70, r= 0.958) dan kesejahteraan subjektif
pula ( 0.70, r= 0.943) dan nilai Cronbach alpha resiliensi organisasi ialah ( 0.70, r=
0.960). Exploratory factor analysis (EFA) dilakukan untuk melihat kesahan konstruk modal
psikologi, resiliensi organisasi dan kesejahteraan subjektif. Analisa menunjukkan nilai
Kaiser-Meyer-Olkin ialah 0.895 dan Ujian Sphericity Bartletts menunjukkan signifikan.
Analisa korelasi Pearsons r digunakan untuk melihat hubungan antara modal
psikologi, resiliensi organisasi dan kesejahteraan subjektif. Dapatan kajian (rujuk Jadual 1)
secara statistik mendapati modal psikologi dan resiliensi organisasi berhubung secara
signifikan positif dengan kesejahteraan subjektif. Modal psikologi (r=0.719, p< 0.01) dan
resiliensi organisasi (r=0.715, p< 0.01), berhubung kuat secara signifikan positif dengan
kesejahteraan subjektif. Hubungan antara pemboleh ubah modal psikologi dengan resiliensi
organisasi pula berhubung secara signifikan positif dan tinggi iaitu (r=0.797, p< 0.01),
Jadual 1: Matriks korelasi modal psikologi dan resiliensi organisasi dengan kesejahteraan
subjektif.
Pemboleh ubah
Kesejahteraan subjektif
Modal Psikologi
Resiliensi Organisasi
** Signifikan (p<0.01)

Kesejahteraan Subjektif
0.719**
0.715**

Modal Psikologi
0.797**

Tujuan kajian kedua pula adalah untuk melihat sumbangan varians modal psikologi dan
resiliensi organisasi terhadap kesejahteraan subjektif (rujuk Jadual 2). Modal psikologi
menyumbangkan sebanyak 52% (R square = 0.516) variasi ke dalam kesejahteraan
subjektif dan ditambah pula resiliensi organisasi kepada 57% (R square = 0.572) iaitu
pertambahan5%. Berdasarkan nilai pemberat regresi standard dan bukan standard b
menurun dari modal psikologi kepada resiliensi organisasi (modal psikologi >resiliensi
organisasi). Ini menunjukkan modal psikologi sebagai peramal utama dan diikuti dengan
resiliensi organisasi. Sumbangan modal psikologi (= 0.408, p< 0.05) dan resiliensi
organisasi (= 0.390, p< 0.05) adalah signifikan terhadap kesejahteraan subjektif.
Jadual 2: Analisa Regresi Stepwise meramal sumbangan terhadap kesejahteraan subjektif
guru pendidikan khas

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Peramal

Modal Psikologi

1.42

0.719**

Modal Psikologi

0.806

0.408**

Resiliensi
0.706
Organisasi
*p < .05. **p < .01.

0.390**

0.52**

12.04
4.40

0.05**

4.22

Sumbangan secara keseluruhan modal psikologi dan resiliensi organisasi terhadap

kesejahteraan subjektif dianggarkan sebanyak 57% (R square = 0.572) varians dalam
kesejahteraan subjektif dan pemberat regrasi sumbangan modal psikologi dan resiliensi
organisasi terhadap kesejahteraan subjektif ialan R= 0.572, F(2,137) = 91.578, p<0.05
(signifikan) dan beta = 0.390, t = 4.22, p<0.05 (signifikan). Dapat disimpulkan bahawa tidak
semua elemen modal psikologi dan resiliensi organisasi mempengaruhi atau menyumbang
terhadap kesejahteraan subjektif guru pendidikan khas
PERBINCANGAN
Dapatan kajian menunjukkan tahap kesejahteraan subjektif guru pendidikan khas meningkat
apabila modal psikologi dan resiliensi organisasi meningkat dan sebaliknya. Hubungan dan
pengaruh antara modal psikologi dan resiliensi organisasi terhadap kesejahteraan subjektif
adalah sangat kuat. Modal psikologi merupakan nilai-nilai positif yang berpotensi untuk
meningkatkan kesejahteraan subjektif guru dengan mengurangkan ancaman pemikiran
negatif dalam diri seseorang. Peningkatan dalam kesejahteraan subjektif bukan sahaja
mengurangkan tekanan bahkan meningkatkan kepuasan kerja, mengurangkan masalah
kesihatan, mengurangkan kelesuan kerja, kemalangan kerja (Maudgalya et al., 2006) serta
meningkatkan komitmen guru terhadap tugasan mereka (Hansen, Buitendach dan
Kanengoni, 2015; Herbert, 2011; George, Louw dan Badenhorst, 2008). Ia sama seperti
dapatan kajian Luthans & Avolio, (2007) di mana modal psikologi berhubung positif dengan
kesejahteraan subjektif. Oleh itu kajian ini mencadangkan pemahaman dan kajian lanjutan
mengenai komponen modal psikologi mungkin menjadi panduan dalam menangani stress
yang berlebihan di tempat kerja dan meningkatkan komitmen guru.
Kejayaan organisasi sekolah bergantung pada kualiti dan komitmen guru (Kose and
Gonulluoglu, 2010) yang mempunyai kesejahteraan subjektif yang tinggi (Akalin, 2006).
Dapatan kajian menunjukkan resiliensi organisasi berhubung signifikan positif dengan
kesejahteraan subjektif dan dapatan ini sama seperti pengkaji terdahulu yang mendapati
resiliensi organisasi bukan saja meningkatkan komitmen bahkan meningkatkan
kesejahteraan seseorang pekerja (Asgari et al. 2008; Ngang, 2012). Menurut Kaplan (2010)
dan Yih & Lawrance (2011) mendapati komitmen seseorang terhadap organisasi mereka
adalah disebabkan oleh sokongan organisasi, kesedaran diri, penerimaan kerja dan
interaksi kerja dalam organisasi. Keputusan kajian ini, dengan jelas menggambarkan
resiliensi organisasi mempunyai kecenderungan untuk mengekalkan pekerja lebih komited
dalam organisasi serta mewujudkan rasa kesetiaan dan tanggungjawab terhadap
organisasi. Kesimpulannya penerapan modal psikologi dan resiliensi organisasi dalam
kalangan guru pendidikan khas dapat mengurangkan masalah guru meninggalkan jawatan,
menukar kerjaya, berpindah ke aliran perdana atau bersara lebih awal dari profesion
keguruan.

KESIMPULAN
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Kesejahteraan subjektif yang tinggi menggambarkan kepuasan kerja, kualiti kerja serta
komitmen guru meningkat. Ia juga mengurangkan tekanan kerja, guru lebih berfokus dan
kualiti pengajaran dan pembelajaran meningkat serta guru bersemangat untuk terus bekerja.
Dapatan kajian menjelaskan lebih kurang 57% modal psikologi dan resiliensi organisasi
mempengaruhi kesejahteraan subjektif guru pendidikan khas manakala 43 % lagi
dipengaruhi oleh faktor-faktor lain seperti personaliti, persekitaran sekolah, pelajar, tahap
umur, pengalaman, status pendidikan, ganjaran, gaji serta suasana persekitaran kerja.
Kajian menggambarkan penyerapan nilai-nilai psikologi positif dalam diri para pendidik
membolehkan sedikit sebanyak mengurangkan pelbagai masalah yang dihadapi seperti
beban tugas, tekanan kerja, kelesuan, masalah kesihatan serta pengurusan sosial murid.
Penemuan kajian ini boleh digunakan untuk

penapisan dan pengambilan guru pendidikan khas. Kementerian Pendidikan Malaysia dan
pihak berkaitan dengan pendidikan perlu sedar transformasi pendidikan tidak akan berjaya
jika kesejahteraan subjektif guru tidak dijaga. Dicadangkan satu kajian yang menyeluruh
yang merangkumi seluruh Malaysia dengan saiz sampel yang besar perlu dilakukan supaya
dapatan kajian boleh digeneralisasikan. Kajian ini tidak boleh digeneralisasikan sebab
terdapat banyak limitasi seperti saiz sampel kecil, lokus kajian kecil hanya di zon selatan
dan cara pengumpulan data mungkin mengganggu kesahan dan kebolehpercayaan kajian.
Akhir sekali dapat disimpulkan bahawa kekuatan dan kualiti guru pendidikan khas boleh
ditingkatkan dengan penerapan nilai-nilai positif dalam sanubari mereka. Guru yang
mempunyai kesejahteraan subjektif tinggi bukan sahaja dapat menguruskan kualiti
pendidikan bahkan meningkatkan pencapaian organisasi yang mereka terlibat (Luthans, & et
al., 2007; Luthans, Avey, dan Patera, 2008).

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PELAKSANAAN KOMUNITI PEMBELAJARAN PROFESIONAL TERHADAP
KOMPETENSI GURU SAINS DI SABAH
Roziah Rusdin dan Abdul Said Ambotang
Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
Email: reychie76@gmail.com.my
Abstrak
Perubahan dan penambahbaikan kualiti dalam bidang pendidikan negara pada masa ini
perlu dilakukan untuk memastikan bahawa kualiti pendidikan negara bergerak seiring
dengan desakan keperluan pembangunan pendidikan demi menjamin kualiti warga negara
masa depan yang bakal menerajui kepimpinan negara satu masa nanti. Perubahan
terancang haruslah bermula dengan pelaksanaan perubahan polisi dalam pendidikan
negara. Artikel ini akan membincangkan peranan pelaksanaan komuniti pembelajaran
profesional (PLC) terhadap kompetensi guru Sains di Sabah. Objektif perbincangan ini
adalah untuk mengenal pasti perbezaan, hubungan dan pengaruh antara komuniti
pembelajaran profesional dalam kalangan guru sains di negeri Sabah. Satu cadangan kajian
ini akan dijalankan dengan menggunakan instrumen soal selidik untuk mendapat maklum
balas dari responden yang terdiri daripada kalangan guru Sains seluruh negeri Sabah.
Jangkaan hasil kajian akan dijadikan panduan kepada para guru untuk menilai dan
membuat penambahbaikan pengajaran dan pembelajaran dalam bilik darjah.
Kata Kunci : Kualiti, komuniti pembelajaran profesional, kompetensi

Abstract
Changes and improvements in the quality of education at this time must be done to ensure
that the quality of national education to keep pace with the demands of education
605

development needs in order to ensure the quality of future citizens who will lead the country
point. Planned change must begin with the implementation of changes in the national
education policy. This article will discuss the role of professional learning communities (PLC)
on the competence of science teachers in Sabah. The objective of this discussion is to
identify the differences, the relationship and influence between professional learning
communities among teachers in Sabah. A proposal of this study will be carried out using a
questionnaire to obtain feedback from respondents than among science teachers in Sabah.
Expected results of the study will serve as a guide for teachers to evaluate and improve
teaching and learning in the classroom.
Keywords: Quality, professional learning communities, competence

606

PENGENALAN

Dalam memastikan bidang pendidikan di negara kita berubah kepada yang lebih baik
peranan guru perlu diperkasakan setiap masa. Guru mestilah mempunyai pengetahuan dan
kemahiran yang diperlukan selari dengan perubahan pendidikan yang dibuat. Ini kerana
kemahiran dan keterampilan guru-guru perlu terus diperbaharui seiring dengan perubahan
kandungan atau pendekatan pengajaran dan pembelajaran (Omar Abdul Kareem & Khuan
Wai Bing, 2005). Guru- guru memainkan peranan yang penting dalam menentukan kejayaan
masa hadapan negara kerana dapat melahirkan murid-murid yang cemerlang dan
berketrampilan. Justeru itu, guru-guru sekolah boleh dipimpin dan digalakkan untuk belajar
secara berterusan (Dufour dan Eaker 1998: Hord et. al., 1997) bagi meningkatkan kualiti
pendidikan guru sebagai sumber manusia yang boleh diasah potensinya melalui
pembelajaran. Dengan kata lain, warga pendidik seharusnya melakukan revolusi
pembelajaran yang dapat mengubah cara pembentukan dan perkembangan komuniti
sekolah.
Dalam memperbaiki dan memantapkan penyampaian guru dalam pengajaran dan
pembelajaran di dalam kelas, komuniti pembelajaran profesional diperkenalkan dalam
bidang pendidikan. Komuniti pembelajaran profesional ini digambarkan sebagai suatu
amalan yang dilaksanakan secara berterusan (Dufour,2001). Melalui amalan komuniti
pembelajaran profesional pengetahuan dan kemahiran antara komuniti yang terlibat dapat
dipertingkatkan serta diharap ia dapat memberi idea-idea hebat serta meningkatkan lagi
kompetensi guru dalam merealisasikan dan memajukan bidang pendidikan di negara kita.

PERNYATAAN MASALAH
Peranan guru dalam usaha melaksanakan dasar pendidikan negara dengan berkesan
kearah melahirkan modal insan berprestasi tinggi sememangnya tidak dapat dinafikan.
Masyarakat memberi harapan yang besar kepada guru untuk mendidik dan
mengembangkan potensi murid sejajar dengan matlamat pendidikan yang ditetapkan. Guru
dianggap mempunyai kompetensi tertentu untuk mengembangkan kemahiran dan
pengetahuan murid. Walaupun demikian masih terdapat jurang antara perkara yang
dirangka dalam kurikulum dengan perkara yang diamalkan di bilik darjah. Perkara ini telah
mewujudkan banyak isu kritikal yang membelenggu pengajaran guru dan pembelajaran.
Justeru itu untuk menyelesaikan masalah tersebut, pendidikan guru perlu ditambah
menerusi program pemebelajaran profesional secara berterusan supaya pengetahuan serta
kemahirannya selari dengan tuntutan semasa (Mahaliza Mansor & Norlia Mat Norwani,
2010).
Pembangunan professional guru merupakan suatu komponen penting dalam
meningkatkan mutu pendidikan di Malaysia. Program pembangunan profesional guru yang
berbentuk kursus semata-mata adalah tidak memadai dan terbukti tidak mampu untuk
mengubah kelaziman guru. Suatu program pembangunan guru yang diinstitusikan di
peringkat sekolah perlu diwujudkan supaya sentiasa terdedah dengan peluang untuk
meningkatkan profesionalisme serta kompetensi mereka secara proaktif dengan cara
membentuk komuniti belajar yang profesional bersama rakan sekerja. Sejajar untuk
peningkatan profesionalisme guru juga adalah difikirkan perlu bagi memperlengkapkan guru
dengan pelbagai pendekatan pengajaran yang terbaru agar diluar kelaziman mereka. Dan
telah terbukti oleh kajian-kajian yang telah dijalankan oleh para pengkaji bahawa Komuniti

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Pembelajaran Pembangunan (PLC) dapat membantu dan meningkatkan guru dalam proses
pengajaran mereka.
Namun kajian impaknya terhadap murid di Malaysia masih kurang dikaji setakat ini.
Terutamanya kajian dalam matapelajaran tertentu secara khusus seperti mata pelajaran
Sains sekolah menengah. Di mana kita ketahui pengajaran sains menekankan pendekatan
Inkuiri-Penemuan dan Konstruktivisme. Komuniti Pembelajaran Profesional (PLC) ini
merupakan satu pendekatan pembelajaran secara kolaborasi secara khusus dan terancang
dalam meningkatkan kefahaman murid dalam suatu kemahiran yang diajar oleh guru.
Hakikatnya, kolaborasi yang mantap dalam Komuniti Pembelajaran Profesional (PLC)
memerlukan suatu proses yang sistematik melibatkan guru bekerja dalam satu pasukan
untuk menganalisis dan menambah baik amalam bilik darjah (Mc Laughin & Talbert 2001).
Dengan kata lain, guru perlu bekerja secara berpasukan yang berterusan sehingga
mewujudkan sebuah pasukan pembelajaran. Implikasinya, usaha tersebut menghasilkan
peningkatan dalam pencapaian murid (Fullan 2001).
Proses pembangunan guru yang berkualiti juga adalah satu proses yang panjang
dan berterusan bermula dari mereka mula berkhidmat sehinggalah mereka bersara
(Mohammad Mortadza 2005). Satu bentuk program pembangunan professional yang dapat
menyokong proses memperkembangkan kemampuan guru secara terus menerus amat
diperlukan bagi memastikan sikap dan minda guru berubah seiring dengan peredaran
global. Justeru, pembangunan profesionalisme guru tidak boleh diabaikan. Dalam keadaan
apabila seorang guru perlu melakukan perubahan dalam pengajaran dan pembelajaran,
mereka mungkin tidak mengetahui cara untuk menangani perubahan tersebut (Mohammad
Mortadza 2005). Bantuan dan sokongan perlu diberi kepada guru-guru untuk mengekalkan
mereka supaya sentiasa berada dalam keadaan yang kemaskini dengan iklim pendidikan.
Guru memerlukan suatu bentuk program yang berterusan untuk pembangunan
profesional serta meningkatkan kompetensi supaya mereka kekal efektif untuk memberikan
perkhidmatan terbaik. Menurut Cheah & Lim (2010), mengajar adalah profesion yang unik.
Sebelum melibatkan diri dalam latihan untuk melayakkan diri sebagai guru, calon guru telah
terpengaruh dengan pengalaman pembelajaran lampau tentang cara mengajar berdasarkan
pengalaman mereka belajar sebagai murid. Ini adalah seperti kaedah pembelajaran chalk
and talk iaitu guru hanya memberi penerangan secara syarahan di dalam bilik darjah
dimana ia hanya melibatkan komunikasi dua hala sahaja yang berlaku. Kaedah ini
membantutkan perkembangan dan potensi murid kerana tidak berlaku percambahan dan
perkongsian idea dalam pembelajaran. Kesannya walaupun ini memberi kelebihan kepada
guru tapi kadang kala mereka terbawa-bawa dengan imej amalan tradisional yang sukar
dilupakan dalam melaksanakan proses pengajaran di dalam bilik darjah. Oleh itu, menurut
Cheah & Lim (2010) pembangunan guru melibatkan dua proses iaitu melupakan imej
tradisional dan membina imej baru bagi trend amalan mengajar terkini. Pembangunan guru
juga melibatkan tugas berterusan untuk melupakan cara lama dan mempelajari
pengetahuan baru seperti mengamalkan Komuniti Pembelajaran Profesional (PLC) dimana
guru- guru boleh berkongsi ilmu dalam memantapkan kemampuan dan potensi diri masingmasing.

OBJEKTIF KAJIAN
Objektif kajian yang ingin dicapai adalah:
1.

Mengenalpasti tahap amalan Komuniti Pembelajaran Profesional di sekolah kajian.

608

2.

Mengenalpasti perbezaan antara Komuniti Pembelajaran Profesional terhadap

kompetensi guru.

3.

Mengenalpasti hubungan antara Komuniti Pembelajaran Profesional terhadap

kompetensi guru.

TINJAUAN LITERATUR

Kajian mengenai penambahbaikan sekolah mendapati salah satu faktor penyumbang

kepada kejayaan itu adalah usaha gigih komuniti sekolah (Kannapel &Celement, 2005;
Reeves, 2000). Pada asalnya, model awal penambahbaikan sekolah adalah berfokuskan
kepada kurikulum dimana guru-guru akan menggunakan strategi- strategi yang tertentu
yang difikirkan sesuai untuk menyampaikan isi pembelajaran kepada guru. Proses dan hasil
pembelajaran akan dinilai oleh pihak atasan. Menurut ONeill (2004) situasi tersebut
menyebabkan guru bertindak seperti robot dan murid adalah dapatan yang perlu mematuhi
piawaian yang ditetapkan oleh pihak atasan pendidikan.
Model terkini penambahbaikian sekolah telah memberikan tumpuan kepada komuniti
di dalam sekolah itu sendiri dengan menubuhkan pasukan pembelajaran profesional
dikalangan guru- guru. Pasukan ini akan mengkaji keperluan pembelajaran murid di dalam
kelas dan bekerjasama antara mereka untuk melakukan penambahbaikan dalam prestasi
murid. Pasukan ini secara tidak langsung berkongsi ilmu dan brkolaborasi antara mereka
dan mewujudkan budaya belajar sesama mereka juga. Menurut Mitchell & Sackney (2000),
McLaughin & Talbert (2001) pegangan atau prinsip ahli-ahli komuniti pembelajaran
profesional secara kolaboratif telah dapat menghasilkan kualiti pengajaran dan
pembelajaran guru- guru yang berkualiti dan dapat menggambarkan pembelajaran yang
berlaku pada setiap individu guru itu telah memberi impilkasi kepada pelbagai program
penambahbaikan sekolah berlaku di sesbuah sekolah. Usaha ini adalah amalan dalam
komuniti pembelajaran profesional.
Disini kita dapat simpulkan, model awal penambahbaikan sekolah adalah
menumpukan usaha secara individu manakala model terkini lebih tertumpukan kepada
usaha kolaborasi dalam kalangan komuniti sekolah bagi menambahbaik pembelajaran
murid.

KERANGKA KONSEP KAJIAN

Kerangka konsep kajian ini terdiri daripada kerangka konsep yang dikenali sebagai Komuniti
Pembelajaran Profesional. Model ini merupakan kerangka konsep yang berfokus kepada
penambahbaikan sekolah dan pembelajaran murid oleh Hord (1997) dan Hipp & Huffman
(2003) melalui amalan pembelajaran sepanjang hayat guru di sekolah- sekolah menengah.
Proses pembelajaran ini memperlihatkan perkembangan guru mengikut fasa demi fasa.
Oleh itu, kajian ini telah menggabungkan teori perubahan iaitu fasa perkembangan Fullan
(1985) sehingga menghasilkan profil komuniti pembelajaran profesional sekolah menegah
yang diukur berdasarkan tiga fasa perubahan iaitu permulaan, pelaksanaan dan
pembudayaan. Profil ini merupakan kerangka kerja guru- guru sekolah menengah di
Malaysia yang melakukan anjakan daripada budaya guru yang bekerja secara menyendiri
kepada budaya kerja kolaboratif (Eaker, DuFour & DuFour, 2002).
609

Pembentukan model ini adalah hasil cetusan idea Senge (1990) terhadap pembentukan
organisasi pebelajaran yang telah memberi kesan positif terhadap dunia korporat dan
komuniti pendidikan. Konsep organisasi pembelajaran ini telah diubahsuai dengan konsep
pembelajaran yang berteraskan komuniti yang mempunyai minat yang sama semasa
bekerja dengan kemahiran, kepakaran dan pengetahuan bagi mencapai tujuan yang sama
(Cavanagh, 2001). Justeru, model KPP ini terdiri daripada lima dimensi utama iaitu; i)
perkongsian kepimpinan dan pembelajaran menyokong, ii) kesepunyaan nilai- nilai, norma,
misi dan visi, iii) pembelajaran secara kolektif dan pengaplikasian, iv) perkongsian amalan
personal, dan v) keadaan- keadaan yang menyokong dari segi hubungan dan struktur.
Kelima- lima dimensi ini saling pengaruh mempengaruhi antara satu sama lain dalam
menentukan pembelajaran guru- guru berlaku secara berterusan dan dapat meningkatkan
prestasi murid- murid di sekolah. Rajah 1 di bawah menunjukkan kerangka konseptual
kajian yang ingin dilakukan.

Dimensi KPP

Fasa

Kompetensi
Guru

Perkongsian
kepimpinan dan
kepimpinan
menyokong

Kesepunyaan nilainilai, norma, misi dan

visi

Pembelajaran secara
kolektif dan
pengaplikasian.

1. Permulaan
2. Pelaksanaan
3. Pengamalan

1. Kemahiran
2. Pengetahuan
3. Kebolehan

Perkonsian amalan
personal

Keadaan- keadaan
menyokong

Rajah 1: Kerangka Kajian

610

RUMUSAN
Secara keseluruhannya, Penambahahbaikan di sekolah adalah sangat perlu dilakukan
untuk persediaan dalam menghadapai pelbagai perubahan dan cabaran pendidikan akan
datang. Komuniti Pembelajaran Profesional merupakan adalah penting dalam memastikan
kecemerlangan murid dalam masa sama membantu guru- guru berkongsi ilmu sesama
mereka. Misalnya, dalam usaha mencapai hasrat tersebut guru dan pihak pengurusan
sekolah telah melibatkan diri secara berterusan dalam mencari dan berkongsi pebelajaran
serta mengamalkan ilmu tersebut agar murid- murid memperolehi manfaat (Barth, 2006).
Penambahbaikan di sekolah ini membawa impikasi yang positif terhadap
perkembangan kompetensi guru dari aspek pengetahuan, kemahiran dan kebolehan.
Perkongsian ilmu secara kolaboratif ini membawa kepada percambahan idea- idea kreatif
dalam peningkatan prestasi murid dan secara langsung meningkatkan lagi penyampaian
pengajaran guru. Justeru, komuniti sekolah perlu sentiasa berusaha secara birokratik iaitu
top-down kepada perkongsian bersama ke arah inovasi pendidikan secara menyeluruh
(Huffman & Hipp, 2003).

RUJUKAN

Cavanagh, P., Labianca, A. T., & Thornton, I.M (2001). Attention-based visual routines:
Sprites. Cognition, 80, 47-60.
Cheah & Lim. (2010). Situating Practitioner Research in Future Schools, Edith Cowan
University, Australia. National Institute of Education, Nanyang Technological
University, Singapore.
DuFour R., Eaker R.E (2002) Getting Started Reculturing Schools to Become Professional
Learning Communities.Solution Tree.
DuFour, R. (2001). What is profesional learning community? Dicapai pada 03 Julai, 2016 di
http://www.allthingsplc.info/pdf/articles/DuFourWhatIsAProfessionalLearningComm
unity.pdf
Dufour,R.& Eaker, R. (1998) Professional Learning Communities Ar Work: Best Practice for
Enhancing Student Achievement. Blommington, IN:National Education Service.
Eaker, R., DuFour,. & Burnette, R. (2002). Getting started: Reculturing Schools To Become
Professional Learning Communities. Bloomington. IN: National Educational Service
Fullan, M. 2001. Leading in a culture of change. San Francisco. Jossey-Bass.
Fullan, Michael (1985). Change process and strategies at the local level. The Elementary
School Journal, 84(3), 391-420.
Hord, S. (1997). Professional Learning Communities: Communities of Continuous Inquiry
and Improvement . Austin, Texas, Southwest Educational Development Laboratory.
Huffman, J. B. & Hipp, K (2003). Reculturing schools as professional learning communities.
Lanham, MA: Scarecrow Education.
Kannapel, P. J., & Clements, S. K. (2005). Inside the black box of high performing poverty
school: A report from the Pritchard Committee for Academic, Excellence. Lexington,
KY: The Pritchard Committee for Academic Excellence.
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Mahaliza Mansor & Norlia Mat Norwani (2010). Pembangunan profesional berasaskan
sekolah: satu tinjauan awal. Dalam International Managemnet
Educational
Conference, 2010 (iMEC 2010), Melaka: Universiti Pendidikan Sultan Idris.
McLaughlin, M. W. and Talbert, J. E. (2001) Professional Communities and the Work of High
School Teaching. Chicago: University of Chicago Press.
Mitchell, C. and Sackney, L. (2000) Profound Improvement: Building Capacity for a Learning
community. Lisse, the Netherlands; Swets & Zeitlinger.
Mohammad Mortadza Bin Bohari. (2005): Program Perkembangan Staf Dalam
Mempertingkatkan Ilmu Pengetahuan Guru. Tesis Sarjana Sains (Pengurusan).
Universiti Utara Malaysia (UUM).
ONeill, L. (2004) Methods web: Gadamers corrective and educational policy. Philosophy of
Education Yearbook, 142 (9), 142-149.
Omar Abdul Kareem & Khuan Wai Bing. (2005). Perkembangan Profesional Guru Secaraberterusan: Perspektif Pembangunan Sumber Manusia. Jurnal Masalah
Pendidikan. Diperoleh dari http://myais.fsktm.um.edu.my/4991/
Reeves, T. C. (2000). Alternative Assessment Aproaches for Online Learning Environment
in Higher Education. Journal of Educational Computing Research, 23(1).
Senge, P. (1990). The leaders new world: Building learning retention. Educational
Leadership, 47, 84-88.

612

INVESTIGATING THE PRE-SERVICE TEACHERS FEEDBACK ON THEIR

EXPERIENCES WHILE ATTENDING THE APPRENTICESHIP PROGRAMME IN
KENINGAU
Kamsilawati Kamlun
kamsi@ums.edu.my
Nik Zaitun Nik Mohamed
nzaitun@ums.edu.my
Amali Ahmad Khair
amaliakhair@yahoo.com
Juwahir Kayan
juwahirk@ums.edu.my
Centre for the Promotion of Knowledge and Language Learning
Faculty of Psychology and Education
Universiti Malaysia Sabah
Abstract
This study explores the pathways followed by the pre-service teacher by collecting their
feedback after attending the apprenticeship programme in one of the primary schools in
Keningau. The aim is to get an overview of their experiences while attending apprenticeship
programme. This study has employed a qualitative approach gathered through classroom
observation, reflective journal as well as focus group discussion. The findings of the study
depicted that the pre-service teachers experiences are affected by internal and external
factors. Internal factors may include inadequacy to teach, attitude problem, mismatch of
expectation as well as conflict with the mentor teacher. External factors may include lack of
teaching facilities, school community and location of the school. The analyses yielded
perspectives subsumed under several themes: elements of teaching, pre-servicecooperating teachers' interactions related to pedagogy, knowledge of pedagogy, and the
acts of teaching.
Keywords: Apprenticeship, TESL, teacher training, pre-service teacher, teacher
education

INTRODUCTION
Bridging theory to practice has always been an issue in the professional formation of
language teachers specifically (Dewy, 1938; Wallace 1991, 1996; Richards & Lockhart,
1994, Gutierrez, 1996; Farrel 1998; Loughran, 2002; Tsui, 2003). It is most common to find
language teaching programmes in different countries to be associated with practical training.
This practical training is a fundamental period for every novice teacher. This paper, however,
focuses on the apprenticeship programme in one of the primary schools in Keningau
specifically on the effectiveness of the programme. It is crucial to get the feedback from the
pre-service teachers in order to get an overview of their experiences while attending the
apprenticeship programme. It is this experience that makes the pre-service teachers face
real teaching situations which in-turn leads them to the commitment or attrition of their
professional choice (Freemyer, 2008). It is also the period when the pre-service teachers put
into interaction their personal construction of what being a teacher is, the knowledge they
dcxiii

acquired through their training in the university and the various contingencies they
experiences in teaching situations.
There have been cases whereby pre-service teachers could not cope with
apprenticeship due to internal and external factors. Internal factors may include inadequacy
to teach, attitude problem, mismatch of expectation as well as conflict with the mentor
teacher. External factors may include lack of teaching facilities, school community and
location of the school. In addition to these factors, teacher trainees may face problems in
their practicum due to their cognition levels that is the comparison between what they have
gone through in their schooling days and what they are taught in the university.

RESEARCH OBJECTIVE
The main objective of this study is to explore the TESL undergraduates feedbacks on their
experiences during the apprenticeship programme based on the following aspects:
1.
2.

How was the pre-service teachers experience in the apprenticeship programme,

based on their observations, reflects on the teaching methods used by the teachers.
To what extent does the academic training in the TESL Programme help the students
during the apprenticeship programme?

METHODOLOGY
The study is a qualitative research involving 4 TESL undergraduates of the Faculty of
Psychology and Education, Universiti Malaysia Sabah. Qualitative research methods
allowed for the understanding of the development of pre-service teachers' pedagogical
content skills, relationships, and problems that emerged from students experiences during
the apprenticeship programme. As Shank (2002) pointed out, feedback and observation
systems have allowed researchers to have a better understanding of pre-service teachers'
socialization into teaching realities. Guba (1990) posited that realities exist in the form of
mental constructions ... [which are] dependent for their form and content on the persons who
hold them". (p. 27) Data collection methods included journal reflections, focused grouping,
and observations. The pre-service teachers wrote their journal reflections daily to document
their student teaching experiences. At the completion of the apprenticeship programme, the
researchers randomly put the pre-service teachers into focused groups to share their
experiences. This documented the pre-service teachers' student teaching experiences,
which provided "tools of the trade" for future pre-service teachers.

LITERATURE REVIEW
A model called Academic Apprenticeship Education was initiated in Finland in 2009 to
address the requirements of future education in different fields of academic professional
activity. The aim of this article is to analyse the development of expert networks in the
context of a 1-year Academic Apprenticeship Education model in the field of energy
efficiency, which is a new and rapidly developing knowledge-intensive field. It examined the
creation of networking ties among all course participants, the process of networking in small
groups, and individual participants networking activity. The results indicated that there was
little change in the networking ties among all course participants. However, those small
groups that were able to communicate appeared to create internal linkages. At the individual
level, more new ties emerged for private sector actors than for public sector actors. In
dcxiv

conclusion, the researchers propose that a consolidated educational model should be

created for the Academic Apprenticeship Education model in general. The quality of
education might be better assured if the current ad hoc networks were not the only way to
organise knowledge exchange among participants.
A study done by Incecay (2011) examined the effects of pre-service teachers
language learning beliefs on their practice teaching. Two randomly chosen pre-service
teachers were recruited in the study (one male, one female). This research mainly adopted a
qualitative approach using a structured interview, philosophy statements, field-notes during
observations and the reflective journals of the participants. The results of the study revealed
that both participants teachings were greatly affected by their foreign language learning
beliefs. However, it was also seen that some external factors created some divergences
between the beliefs and practice teaching. The findings revealed that beliefs about language
learning showed their effects on the pre-service teachers instructional practices in the
aspects of creating language learning environment, roles of teacher and learner within the
language classroom and providing learners with necessary strategies when they have
difficulty. These effects are all related to the pre-service teachers stated beliefs which deal
with and ideal language learner, ideal language teacher, ideal language classroom,
difficulties that they come across during the language learning process and how to overcome
these difficulties. This finding supports the arguments of Horwitz (1987), Holec (1987), and
Puchta (1999) in that learners develop their beliefs about language learning from their
experience as language learners.

FINDINGS
How was the pre-service teachers experience in the apprenticeship programme?
When the pre-service teachers were exposed to actual teaching in real classroom situations,
some pre-service teachers experienced some kind of reality shock for they found the real
world to be somewhat different from what they thought. This includes large classes to teach,
limited space for teaching, dealing with students personal problems as well as dealing with
the society. The finding corroborates the idea of shock when the pre-service teachers were
faced with realities in public schools during the observation period in the apprenticeship
programme. This is showed in the following comments:
Student 1: I saw the other side of teaching. This morning, we met the
teachers and ask if they need help. I have the chance to help one of the
teachers. It was a good experience to do something other than teaching.
Student 2: The teacher needs to observe the teachers. Teachers need to
have a good observation to know their students. Need to have
communication skills.
Student 3: I think, like what they have mentioned, the situation was a bit
busy as they have an event in school. I like the bonding between teachers,
parents and students. Teachers know the parents, as it is just a small area.
Student 4: I also see a different experience in teaching especially in dealing
with students in the rural areas. The teachers are not only involved in
teaching the students but also deal with their personal needs as students
come from different background.
Summary
dcxv

The apprenticeship programme was aimed to encourage the pre-service teachers to

become an active participant, inquirer and critical thinker. The emphasis should be focused
on making them reflective thinkers who could explore their own individual styles while
accompanied by a veteran teacher during their early experiences in the classroom, in which
the in-service teachers become the mentee.
Based on their observations, reflect on the teaching methods used by the teachers.
Experience in classroom observations has also shown that pre-service teacher could
encounter some disappointment especially when they do not have rewarding experiences in
their first encounters with a real class. Those problems in the class are the daily basis for a
significant number of the beginning teachers. However, the analysis of these problematic
situations and the search for solutions is the first step to developing a cooperative work of
reflection with mentors that later on might be represented in successful teaching
experiences. Based on the pre-service teachers feedback and focus group discussion, the
followings are depicted:
Student 1: They did not actually teach during the 3-days period as the
syllabuses have ended. The teachers focused on primary 6 students
because they are going to form 1 next year. However, my mentor, she
made an effort to teach so that we can observe her for 2 times. Most of
them are friendly and helpful. She was very committed. When she taught
the students, she did it in TPR. All the activities involved physical
movement. Teaching aids were pasted on the wall, so they make full use of
everything in the classroom.
Student 2: Honestly, teaching in rural areas is more relaxing because of the
environment. For their teaching, some teachers inserted games, but most
of them use chalk and talk, which is the traditional method as they were
lacked of facilities.
Student 3: First teacher: She used big book as she was teaching vowels to
standard 1 students. In the activity, she just wrote down the words, and
then she asked students to write one word. But the students cannot
remember the word. The teacher asks them to draw if they dont remember
the word. I think that this is a good method. She gathers students in one
row and sit together with the students. Whenever some student loses
focus, she will pull them back. Warned the students to get their attention.
Second teacher: He was teaching year 3. There was less interaction with
the students during the lesson. Language games were included. He
controlled the students with freeze method. The classroom management is
good but I think he is too friendly.
Student 4: It is very unique the way the teacher control the class and how
she made the student pay attention in class. She brought the teaching aids
and it is a good way to capture the students attention (it was a big and
colourful book).
The second teacher used language game. The difference was that the first
teacher brings teaching aids. They are really good in classroom control. It
is a skill to control the class, as the teacher need to know their students
well.
dcxvi

Summary
The results showed positive feedback of pre-services teachers towards the teaching
methods used by some of the in-service teachers. At the same time, the pre-service
teachers develop an image of their mentors, which may differ from their own belief or
practice. It also showed the importance of mutual critical views between mentors (in-service
teachers) and pre-service teachers since their critical observations on their mentors help to
evaluate themselves at the same time.

To what extent does the academic training in the TESL Programme help the students
during the apprenticeship programme?
Theoretical background doesnt necessary help the students understand the teaching and
learning theories behind the pre-service teaching experiences. However, they do believe that
the academic training in the TESL Programme helps them to equip themselves with the
subject knowledge that they are going to deliver to the students during their teaching
practice. They also learned on how to handle students in terms of understanding their
behaviours and attitudes according to their age. By understanding students behaviours
beforehand, they were able to prepare themselves physically and mentally before entering
the classrooms which prevents them from having mental breakdowns when things do not
turn out well. The skills and trainings they learned somehow shows them that the reality is so
much different when enter the classroom as implied in the following comments:
Student 1: The program that we followed in the university, it kind of, directs
us to teach students in urban school. They teach us on how to use ICT.
The problem is, rural areas does not have that facilities. So when we were
there, we were not prepared because we are used to teaching using ICT.
Other than that, the workload is different when teachers are serving in rural
school. For instance, they have to guide parents because some of the
parents are illiterate.
Student 2: The teachers need to have skills in teaching and preparing
teaching aids in rural areas. They need to be flexible and always be ready.
In the school, the teachers here had to deal with students from rural area
and those staying in the hostel.
Student 3: It is very difficult to use ICT to teach in this school. But the
teachers there are creative and some of teacher used whatever they have
as teaching materials. I realized that we must have backup plan. Another
problem that the teacher faced in this school is that, the students have the
tendency to skip school as most of the students live far away from the
school.
Student 4: For me, it is very hard to conduct activities in the classroom
because the classes in the school are near to each other. It is not
conducive and it is very noisy, but the teachers can conduct the lesson
really well (probably the teachers are used to the noises). It was not a
problem for the teachers to get the students attention although it was really
noisy. This is more to the teachers skill to manage the classroom.
Summary

dcxvii

Incorporating the aspect of reflection in all the strategies involved in the mentoring for
student teachers may contribute to enrich their experiences in the stage of professional
formation. Cooperative work, dialogue, writing to learn, individual conversations,
observations, questioning are the spaces to reinforce reflection. This process might help preservice teachers become better professionals, able to understand complexities of their
realities and foster a propositional attitude for alternatives of change.
CONCLUSION
From the results, it is depicted that our experience as teacher educators has also shown that
students bring along different pedagogical skills, capacities and talents as teachers before
engaging in the teaching practice. Yet, the knowledge students bring is enriched, reinforced
or changed by the current philosophical background that the university attempts to foster in
students. This implies that the aim of a universitys programme is to train teachers in
English teaching as a second language in terms of the nature of the language and its
teaching dimension regarding methodology, didactics, pedagogy, etc.. In addition, there
ought to be a space to empower student-teachers to make their own decisions over the
procedures and processes carried out in a class. For this reason, it is necessary to enhance
reflective skills that allow pre-service teachers to orient their pedagogical intervention on the
basis of the specific needs of the population they are working with. In this sense, mentors in
the teaching practice should facilitate the articulation of the knowledge provided by the
universitys programmes and the pedagogical knowledge student teachers have constructed
during the apprentice of observation.
Implications for Teacher Education Programs
Implications for pre-service teacher teaching in teacher preparation programmes are that
they should be exposed more to experienced-teaching realities in school settings and
suggestions for ways to reduce the shocks during the pre-service teachers teaching period.
This could include "the increase of actual teaching opportunities ... [and] the time the preservice teachers observe in schools" (Chepyator-Thomson & Liu, 2003, p. 4). What can be
suggested is that observational opportunities can be incorporated into foundation, methods
and curriculum courses. 0' Sullivan & Tsangaridou (1992) and Curtner-Smith (1996)
expressed that the use of early field experiences is considered crucial in the literature.
Mawer (1995) also suggested that student teachers need teaching experience prior to their
entering schools otherwise they will have apprehension and anxiety on the first day they
teach in schools.

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Qualitative inquiry in education: The continuing debate. (pp. 74-91). New York:
Teachers College Press.
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dcxx

Pembangunan Sistem Aplikasi e-Penilaian Li-One bagi kanak-kanak Orang Asli:

Analisis Keperluan
Mariani Md Nor (PhD), Mohd Nazri Abdul Rahman (PhD) & Juliana Jupri
Fakulti Pendidikan, Universiti Malaya
marianin@um.edu.my; mohdnazri_ar@um.edu.my; juel@siswamail.um.edu.my
Abstrak
Tahap keupayaan penguasaan kanak-kanak Orang Asli dalam kemahiran literasi dan
numerasi (LINUS) masih rendah. Kajian ini bertujuan untuk mengenalpasti keperluan
pembangunan sistem aplikasi e-Penilaian Li-One bagi kanak-kanak Orang Asli yang sesuai
untuk program intervensi LINUS. Kutipan data dijalankan kepada 15 orang guru Orang Asli
yang mempunyai pengalaman mengajar lebih daripada 7 tahun di daerah Jelebu Negeri
Sembilan. Sampel kajian terdiri daripada guru Prasekolah, Guru LINUS dan Guru Tahun 1
yang mengajar di Sekolah Kebangsaan yang mempunyai 100% murid Orang Asli. Reka
bentuk kajian ini adalah kajian tinjauan menggunakan instrumen soal selidik analisis
keperluan. Kajian rintis telah dijalankan dalam kalangan 30 orang guru LINUS di Selangor,
Alpha Cronbach kemahiran penggunaan teknologi dalam kalangan guru adalah 0.86.
Dapatan kajian menunjukkan kemahiran guru menggunakan teknologi dalam pengajaran
dan pembelajaran khususnya smart phone masih pada tahap yang sederhana. Walau
bagaimanapun, kajian mendapati bahawa penggunaan teknologi sangat diperlukan bagi
memudahkan urusan kerja harian khususnya pentaksiran dan penilaian murid oleh guru.
Maka, wujud keperluan untuk pembangunan sistem Aplikasi e-penilaian Li-One bagi
membantu guru LINUS menjalankan pentaksiran dan penilaian terhadap keupayaan
penguasaan literasi dan numerasi dalam kalangan kanak-kanak Orang Asli di sekolah.
Kata Kunci: Literasi dan Numerasi, Pendidikan Orang Asli, e-Penilaian
PENGENALAN
Di Malaysia, isu murid tidak menguasai kemahiran literasi dan numerasi telah wujud sejak
awal penggubalan sistem pendidikan Malaysia dan menjadi lebih kritikal dalam tahun 1960an (Nazariyah Sani & Abdul Rahman Idris, 2012). Bagi mengatasi isu ini, Keberhasilan
Utama Negara (NKRA) dibawah Kementerian Pelajaran Malaysia telah melaksanakan
Program Saringan Literasi dan Numerasi (LINUS). Program LINUS adalah akronim bagi
Literacy and Numeracy Screening yang merupakan salah satu daripada Minister Key
Performance Indicators (MKPI) Kementerian Pelajaran Malaysia (KPM). KPM (2013) telah
menyasarkan bahawa semua murid berkeupayaan untuk menguasai asas literasi dan
numerasi kecuali murid berkeperluan khas selepas tiga tahun mengikuti pendidikan rendah
pada akhir tahun 2012. Sasaran Keberhasilan Utama Negara (NKRA) telah mula
dilaksanakan pada tahun 2010 yang melibatkan murid tahun 1 di sekolah rendah.
Bagi menyokong pelaksanaan Program LINUS, pihak Kementerian Pelajaran
Malaysia telah menghasilkan modul pengajaran dan pembelajaran berasaskan beberapa
konsep untuk membolehkan murid menguasai literasi dan numerasi (KPM, 2012). Program
LINUS merupakan satu usaha untuk menetapkan hala tuju perjalanan LINUS sekolah agar
dapat membantu murid-murid tahap satu. Perancangan strategi yang dirancang dan disusun
dengan teliti ini akan menjadi pelan operasi bagi setiap program yang akan dilaksanakan
oleh Jawatankuasa LINUS di sekolah. Untuk itu, dalam membantu program ini berjalan
dengan lebih berkesan, kajian ini bertujuan menyediakan Pembinaan modul LINUS epenilaian untuk kanak-kanak transisi di Sekolah Rendah sebelum pelaksanaan proses
saringan LINUS berlangsung dalam usaha mencapai objektif yang telah ditetapkan.
dcxxi

Penyataan Masalah
Malaysia sejak awal merdeka lagi telah berusaha untuk membasmi kadar buta huruf dalam
kalangan rakyat dengan melancarkan pelbagai usaha meliputi program-program pendidikan
formal dan tidak formal mencukupi peringkat kanak-kanak hinggalah ke peringkat dewasa
(Aniza Mohd Said, 2015; Mohd Nazri Abdul Rahman, 2014). Hal ini selaras dengan
matlamat Negara yang memandang pendidikan sebagai intipati pelaburan yang dapat
menguntungkan bukan sahaja individu malahan juga Negara.
Justeru itu, bagi membantu guru-guru mengenal pasti tahap pencapaian murid dalam
bidang literasi dan numerasi (LINUS), kajian ini merangka sebuah bentuk penilaian khusus
yang dapat digunakan oleh guru semasa mengendalikan program LINUS. Perisian LINUS
e-penilaian merupakan indikator yang boleh digunakan oleh guru untuk mengenal pasti
kekuatan dan masalah murid sekaligus membantu mereka menguasai kemahiran tersebut.
Tujuan Kajian
Tujuan Kajian ini adalah untuk mengenalpasti keperluan pembangunan Sistem Aplikasi ePenilaian Li-One bagi kanak-kanak Orang Asli. Kajian ini bertujuan untuk menjawab
persoalan kajian berikut:
Apakah keperluan pembangunan sistem aplikasi e-Penilaian Li-One bagi kanak-kanak
Orang Asli yang sesuai digunakan oleh guru untuk program intervensi LINUS?
Skop dan Batasan Kajian
Kajian ini dijalankan di daerah Jelebu, Negeri Sembilan yang melibatkan guru Prasekolah,
Guru LINUS dan Guru Tahun 1 yang mengajar di Sekolah Kebangsaan yang mempunyai
100% murid Orang Asli. Sampel yang terlibat adalah seramai 15 orang guru yang
mempunyai pengalaman mengajar lebih 7 tahun.
Metodologi Kajian
Instrumen kajian yang digunakan dalam kajian ini melibatkan satu soal selidik analisis
keperluan sistem aplikasi e-penilaian Li-Ones bagi kanak-kanak Orang Asli. Instrumen
kajian ini telah dibuktikan kesahan dan kebolehpercayaan melalui kajian rintis yang
dijalankan kepada 30 orang guru LINUS di Selangor, Alpha Cronbach adalah 0.86.
Dapatan Kajian Dan Perbincangan
Dapatan data di analisis berdasarkan kepada persoalan kajian berikut: Apakah keperluan
pembangunan sistem aplikasi e-Penilaian Li-One bagi kanak-kanak Orang Asli yang sesuai
digunakan oleh guru untuk program intervensi LINUS?
Analisis data berdasarkan demografi responden tentang kursus berkaitan LINUS dan
pemilikan komputer telah dijalankan bagi mengenalpasti tahap kesediaan guru untuk
melaksanakan Sistem Aplikasi e-penilaian LI-One.
Jadual 1: Demografi responden
Item
Kategori
Kekerapan
(n)
Pernahkah mengikuti kursus LINUS? Ya
4
Tidak pernah
11
Memiliki komputer
Ada
12
Tiada
3
Memilik akses kepada internet
Ada
6
Tiada
9
Kemahiran menggunakan komputer
sangat mahir
1
mahir
6
sederhana
8

Peratus
(%)
13.3
73.3
80.0
20.0
40.0
60.0
6.7
40.0
53.3
dcxxii

Berdasarkan kepada analisis data dalam Jadual 1, dapatan menunjukkan bahawa

kebanyakan guru tidak pernah mengikut kursus LINUS iaitu sebanyak 73.3 %. Manakala
seramai 12 orang atau 80.0 % daripada guru Linus dan guru tahun 1 memiliki komputer
namun begitu hanya 40 % daripadanya memiliki akses kepada internet. Analisis data juga
mendapati bahawa kebanyakan guru memiliki kemahiran yang sederhana dalam
penggunaan komputer (8 orang atau 53.3%). Manakala selebihnya iaitu sebanyak 1 orang
(6.7%) dan 6 orang (40.0%) adalah pada tahap sangat mahir dan mahir khususnya perisian
Microsoft Word dan Microsoft Powerpoint.
Seterusnya analisis data kajian dijalankan untuk mengenalpasti keperluan
pembangunan Sistem Aplikasi e-Penilaian Li-One bagi kanak-kanak Orang Asli yang boleh
digunakan oleh guru LINUS.
Jadual 2: Keperluan Pembangunan Sistem Penilaian Li-One
Keperluan pembangunan sistem penilaian LiPeratus (%)
One
Memudahkan penilaian
60.0
Meningkatkan kecekapan
53.3
Kemahiran komputer
53.3
Mengurangkan beban tugas
80.0
Berdasarkan Jadual 2, analisis data menunjukkan wujud keperluan untuk pembangunan
sistem penilaian Li-One bagi murid-murid Orang Asli untuk digunakan oleh guru LINUS dan
guru Pemulihan. Majoriti guru (80%) menyatakan bahawa pembangunan sistem penilaian LiOne ini perlu dibangunakan bagi mengurangkan beban tugas guru yang terpaksa mengisi
terlalu banyak borang penilaian berkaitan perkembangan pembelajaran murid yang
mengikuti kelas LINUS secara manual. Guru berharap melalui pembangunan sistem
penilaian ini beban tugas guru untuk mengisi borang secara manual bagi data dan item yang
terlalu banyak untuk seorang murid yang boleh dikurangkan dan masa menganalisis
perkembangan pembelajaran murid- LINUS dapat disingkatkan. Ini membolehkan guru
mempunyai masa yang lebih panjang untuk memberi fokus kepada murid bermasalah
pembelajaran.
Sebanyak 60.0% daripada guru berpendapat bahawa pembangunan sistem ini perlu
bagi memudahkan penilaian yang dibuat oleh guru dalam satu sistem aplikasi sahaja. Ini
kerana guru hanya perlu mengisi tahap penguasaan murid berdasarkan instrumen penilaian
literasi dan numerasi yang dimuat naik secara online di dalam satu sistem sahaja.
Dengan adanya sistem penilaian ini, pihak sekolah perlu menambah bilangan
komputer di sekolah tersebut bagi memenuhi keperluan guru dalam mengaplikasikan sistem
penilaian ini. Guru juga dilatih untuk menggunakan teknologi terutamanya komputer semasa
menggunakan aplikasi ini. Maka, 53.3 % daripada guru yang menjawab soal selidik ini
berpendapat bahawa pembangunan sistem penilaian ini secara tidak langsung dapat
meningkatkan kecekapan dan kemahiran guru dalam menggunakan komputer. Di samping
meningkatkan kecekapan guru dalam pengurusan penilaian tahap perkembangan muridmurid LINUS.
Analisis keperluan pembangunan sistem penilaian Li-One ini secara tidak langsung
dapat memberi banyak manfaat kepada guru LINUS terutamanya dalam menjalankan
pentaksiran dan penilaian terhadap keupayaan penguasaan literasi dan numerasi dalam
kalangan kanak-kanak Orang Asli di sekolah. Berdasarkan kepada tinjauan ini, maka, wujud
keperluan untuk membangunkan sistem aplikasi e-penilaian Li-One bagi kanak-kanak Orang
Asli.
Kesimpulan
Analisis data mendapati wujud keperluan untuk pembangunan sistem aplikasi e-Penilaian Lione bagi membantu serta memudahkan guru untuk menilai tahap penguasaan literasi dan
numerasi dalam kalangan murid LINUS sama ada telah mencapai standard yang ditetapkan
dcxxiii

atau belum. Selain itu, pembangunan Sistem e-Penilaian LiOnes juga perlu dibangunkan
bagi mengatasi isu murid yang tidak dapat menguasai kemahiran literasi dan numerasi
disebabkan kegagalan guru untuk mengenalpasti komponen LINUS yang perlu diberi
perhatian semasa pembelajaran seseorang murid LINUS. Maka, wujud keperluan untuk
membangunkan satu sistem yang dapat memberi penilaian berdasarkan komponen
penguasaan murid. Selain itu, pembangunan sistem ini juga, dapat memberikan kesedaran
kepada pihak guru tentang keperluan penggunaan teknologi dalam membantu memudahkan
pelaksanaan tugas guru di sekolah.
Penghargaan
Pembiayaan Penyelidikan ini telah diperoleh daripada Skim Geran Penyelidikan
Fundamental (FRGS): RP020C-15HNE, Kementerian Pengajian Tinggi.
Rujukan
Abdul Jalil Othman, Normarini Norzan, Grazali Darusalam & Saedah Siraj. (2011).
Cabaran Guru Program Linus Dalam Pengajaran Dan Pembelajaran Bahasa. Masalah
Pendidikan, 34, 37-51.
Aniza Mohd Said, (2015). Model Kurikulum Berasaskan Ilmu Perubatan Herba Orang Asli
untuk Sekolah Rendah Masa Depan. Tidak diterbitkan. Tesis PhD Universiti Malaya:
Kuala Lumpur
Hasnalee Tubah & Zulkifley. (2011). Pengaruh Demogra Terhadap Kemahiran Membaca
dan Memahami e In Uence of Demography on Reading and Comprehension Skills of
LINUS pupils. HASNALEE TUBAH Pengenalan. Jurnal Melayu, (6), 29-47.
Kementerian Pelajaran Malaysia. (2012a). Pelan Pembangunan Pendidikan Malaysia 20132025 (pp.1-48).
Mohd Nazri Abdul Rahman, (2014). Pembangunan Model Homeschooling Berasaskan Nilai
dan Amalan Masyarakat Bagi Kanak-kanak Orang Asli. Tidak diterbitkan. Tesis PhD
Universiti Malaya: Kuala Lumpur
Nazariyah Sani & Abdul Rahman Idris. (2012). Implementation Of Linus Programme Based
On The Model Of Van Meter And Van Horn. The Malaysian Online Journal of
Educational Science, 1(2),25-36.

dcxxiv

APLIKASI PETA BULATAN DAN PETA ALIR DALAM PROSES MENCIPTA SAJAK
Arfah binti Ahamad
IPG Kampus Sultan Abdul Halim
Sg. Petani, Kedah, Malaysia
arfah799@yahoo.com
Dr. Fadzilah bte Amzah
Pusat Pengajian Ilmu Pendidikan, USM
Pulau Pinang, Malaysia
fadzilahamzah@usm.my
Prof. Madya Dr. Rohizani binti Yaakub
Pusat Pengajian Ilmu Pendidikan, USM
Pulau Pinang, Malaysia
rohizani@usm.my
Abstrak
Kertas kerja ini bertujuan untuk menerangkan tentang aplikasi Peta Pemikiran i-THINK
sebagai alat dalam meningkatkan kemahiran berfikir aras tinggi murid-murid Kesusasteraan
Melayu dalam genre puisi, khususnya proses penciptaan sajak. Sajak merupakan Puisi
Moden yang terdapat dalam antologi teks Kesusasteraan Melayu Moden Tingkatan 4 dan 5,
Kubentang Sehelai Peta yang mula diperkenalkan kepada murid-murid Tingkatan 4 pada
tahun 2015. Selain daripada menganalisis sajak secara struktural, murid juga diajar
bagaimana untuk mencipta sesebuah sajak. Dalam peperiksaan Sijil Pelajaran Malaysia
(SPM), soalan mencipta sajak terdapat dalam bahagian B dan memerlukan keupayaan
kemahiran berfikir aras tinggi selain daripada kreativiti semulajadi. Oleh itu, kertas kerja ini
akan meneliti bagaimana konsep Peta Pemikiran i-THINK dapat membantu murid
menghasilkan sajak yang menepati tema serta puitis. Dalam kajian ini, Peta Pemikiran yang
digunakan ialah Peta Bulatan dan Peta Alir. Peta Bulatan digunakan untuk menjana
maklumat yang relevan tentang sesuatu tema sajak yang diwakili di tengah-tengah bulatan.
Manakala Peta Alir pula digunakan untuk menjelaskan turutan peristiwa dalam setiap baris
sajak berdasarkan tema yang diberi. Kertas kerja ini juga akan menjelaskan rasional
pemilihan kedua-dua Peta Pemikiran ini untuk mencipta sajak dalam usaha untuk
menggalakkan dan meningkatkan keupayaan kemahiran berfikir aras tinggi murid-murid
Kesusasteraan Melayu.
Kata kunci: Peta Bulatan, Peta Alir, Sajak dan Kemahiran Berfikir Aras Tinggi

PENGENALAN
Proses penciptaan berada pada aras kemahiran paling tinggi dalam domain kognitif
Taksonomi Bloom versi baru atau Taksonomi Anderson dan Krathwohl (2001). Dalam
subjek Kesusasteraan Melayu (KM) Tingkatan 4 dan 5, proses penciptaan sajak merupakan
salah satu kemahiran yang diajar kepada murid-murid dan terdapat dalam objektif Sukatan
Pelajaran Kesusasteraan Melayu (SP KM) (2003) dan Huraian Sukatan Pelajaran
Kesusasteraan Melayu (HSP KM) (2003a). Hal ini menunjukkan bahawa SP KM dan HSP
KM yang dikemaskini pada tahun 2003 telah lama mengaplikasikan Kemahiran Berfikir Aras
Tinggi (KBAT) dalam proses pengajaran dan pembelajaran (PdP) sebagaimana yang
disarankan dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 (PPPM 20132025). Jelaslah bahawa penguasaan KBAT dalam kalangan murid KM adalah penting agar
dcxxv

mereka mampu menyelesaikan masalah, membuat keputusan dan bersaing di peringkat

global bagi menghadapi gelombang cabaran pada abad 21 (Arfah, Fadzilah & Rohizani,
2016).
PPPM 2013-2025 yang telah dilancarkan oleh Kementerian Pendidikan Malaysia
(KPM) merupakan Transformasi Kurikulum Pendidikan bagi menghadapi dan menangani
cabaran abad ke-21. Antara lain PPPM 2013-2025 telah memperkenalkan KBAT iaitu suatu
konsep yang mengukur kemampuan dan keupayaan pelajar mengaplikasi pengetahuan,
kemahiran dan nilai dalam membuat penaakulan dan refleksi bagi menyelesaikan masalah
serta membuat keputusan. Transformasi ini sejajar dengan perkembangan zaman teknologi
terkini yang memerlukan generasi melangkah ke hadapan, berkemahiran agar mereka
cemerlang dalam persekitaran dunia yang sentiasa berubah (Agensi Inovasi Malaysia,
2012). Oleh itu, guru dan murid akan menggunakan alat berfikir dalam proses pengajaran
dan pembelajaran di samping melaksanakan aktiviti kemahiran berfikir aras tinggi (KPM,
2012). Transformasi baru dalam teknik pengajaran dan pembelajaran (PdP) yang diberi
nama Peta Pemikiran atau Thinking Maps ini dipersembahkan dalam lapan bentuk Peta
Pemikiran secara visual yang mudah diguna pakai dan difahami. Menurut Vishalache
(2014), antara ciri utama Peta Pemikiran i-THINK ialah ia menggalakkan murid berfikir di
luar kotak, lebih kreatif, bersedia menerima idea baharu, bersedia mengambil risiko, dan
bersedia melakukan kesilapan serta tidak dikongkong dengan cara pemikiran tradisional.
Dengan kata lain, ia merupakan alternatif kepada pengukuhan pedagogi seorang guru, serta
dapat merubah perspektif dan amalan tradisional kerana teknik ini memperkenalkan
suasana PdP yang menyeronokkan, ringkas, informatif serta menjimatkan masa dan bahan
(Muhammad Sidek, 2013).

Sukatan Pelajaran, Huraian Sukatan Pelajaran dan Objektif Kesusasteraan Melayu

Berdasarkan SP KM (KPM, 2003), terdapat empat bahagian yang mesti dipelajari dan
dikuasai oleh murid-murid Tingkatan 4 dan 5. Jadual 1 menunjukkan bahagian-bahagian
tersebut;
Jadual 1: Ringkasan Sukatan Pelajaran KM
Bahagian
A
B
C
D

Topik / Genre
Pengenalan Kesusasteraan Melayu
Prosa Tradisional dan Moden (Novel, Cerpen)
Drama
Puisi Tradisional dan Moden (Sajak)

Fokus perbincangan dalam kertas kerja ini hanya pada bahagian D, iaitu genre Puisi
Tradisional dan Moden, dan pengkhususan sub topik perbincangan ialah proses penciptaan
atau menghasilkan sesebuah sajak. Jadual 2 di bawah menunjukkan perincian yang
terdapat dalam HSP KM (KPM, 2003a);

dcxxvi

Jadual 2: Penciptaan Sajak

Bahagian
D

Puisi
Tradisional
dan Moden
(Sajak)

Hasil Pembelajaran Utama

Hasil Pembelajaran Khusus

9.0 Menghasilkan dan

mempersembahkan
puisi.

9.1
Menyenaraikan dan memilih
idea daripada sumber yang
pelbagai.
9.2
Mengemukakan idea dalam
bentuk lakaran atau lisan.
9.3
Menulis puisi menggunakan
bahasa puitis.
9.4
Menetapkan bentuk puisi.
9.5
Memurnikan puisi yang
telah dihasilkan.

Pembentukan kurikulum Kesusasteraan Melayu disokong oleh Huraian Sukatan

Pelajaran Kesusasteraan Melayu (Ibrahim Mohamad, 2013; Shamsuddin Othman, 2007).
Pelaksanaan pendidikan KM adalah berdasarkan kepada tujuh objektif yang ditetapkan
dalam HSP KM (KPM, 2003) bagi mencapai matlamat pendidikan Kesusasteraan Melayu
iaitu;
i.
ii.
iii.
iv.
v.

vi.
vii.

memahami isi dan menganalisis aspek sastera

mengapresiasi karya sastera melalui aktiviti sastera
menghayati dan menghargai estetik bahasa
menghargai penulis dan karya yang dihasilkannya
memberikan pandangan, menilai karya sastera secara kritis, dan
menyuburkan nilai kemanusiaan di samping memupuk semangat cinta akan
negara
menghasilkan karya sastera yang pelbagai, sesuai dengan kebolehan murid
memupuk budaya membaca untuk memperkembang dan mengekalkan minat
terhadap sastera Melayu

Fokus perbincangan kertas kerja ini bertumpu kepada proses penciptaan sajak. Oleh
itu, perbincangan ini menepati kehendak salah satu daripada tujuh objektif yang ditetapkan
dalam HSP KM (KPM, 2003a), iaitu objektif yang keenam; menghasilkan karya sastera yang
pelbagai, sesuai dengan kebolehan murid.

Kemahiran Berfikir Aras Tinggi (KBAT) dan Peta Pemikiran i-THINK

Kemunculan abad ke-21 yang penuh dengan cabaran dan ledakan teknologi maklumat
(Hiang, 2000) menuntut setiap murid perlu berupaya untuk bersaing pada peringkat global.
Mereka perlu menguasai kemahiran berfikir untuk membantu mereka menguasai dan
menghadapi cabaran yang memerlukan mereka berfikir dan bertindak dengan pantas. Oleh
itu, dalam PPPM 2013-2025, KPM amat menekankan kemahiran berfikir yang merupakan
salah satu daripada enam ciri utama selain daripada aspek pengetahuan, kemahiran
memimpin, kemahiran dwibahasa, etika dan kerohanian, dan identiti nasional yang perlu ada
pada setiap murid selaras dengan Falsafah Pendidikan Kebangsaan (KPM, 2013).
Mengikut takrifan KPM (2013a), KBAT ialah keupayaan murid untuk mengaplikasikan
pengetahuan, kemahiran dan nilai dalam membuat penaakulan dan refleksi bagi
dcxxvii

menyelesaikan masalah, membuat keputusan, berinovasi dan berupaya untuk mencipta

sesuatu (KPM, 2013a). DeVries & Kohlberg (1987) menjelaskan bahawa KBAT dapat
membantu murid menghubungkan kemahiran berfikir dengan kehidupan seharian, membantu
memperbaiki pengetahuan, dan meningkatkan kemahiran berfikir aras rendah (KBAR) serta
harga diri. Oleh itu, untuk membolehkan murid menguasai kemahiran aras tinggi, antara
strategi yang berkesan adalah dengan memberikan masalah yang mencabar, dan
membimbing murid memanipulasi maklumat untuk menyelesaikan masalah, serta
menyokong usaha mereka untuk mencuba sesuatu yang baru (Rajendran, 2000). Hal ini
menunjukkan bahawa KBAT bukan hanya berkeupayaan untuk mengajak murid-murid
berfikir di luar kotak tentang sesuatu isu yang dibincangkan, sebaliknya ia perlu lebih kreatif
dan tidak terikat hanya kepada satu interpretasi jawapan atau satu cara penyelesaian
sahaja (Arfah, Fadzilah & Rohizani, 2014).
Selaras dengan aspirasi KPM untuk mempertingkatkan dan membudayakan
kemahiran berfikir dalam kalangan murid untuk menghasilkan murid yang berinovatif, maka
KPM dengan kerjasama Agensi Inovasi Malaysia (AIM) (di bawah Jabatan Perdana Menteri)
telah mengambil inisiatif memperkenalkan Peta Pemikiran i-THINK sebagai satu alat berfikir
melalui Program i-THINK (KPM, 2012). Lapan bentuk Peta Pemikiran (Hyerle, 1996, 2008,
2011) tersebut ialah seperti Rajah 1 di bawah;

Rajah 1: Lapan bentuk Peta Pemikiran

Kelapan-lapan Peta Pemikiran mempunyai proses pemikiran tersendiri dan ia boleh

disesuaikan penggunaannya mengikut tajuk (KPM, 2012). Setiap Peta Pemikiran adalah
sesuai dengan lapan proses asas berfikir dan ia merupakan bahasa bagi lapan bentuk
visual bagi setiap proses pemikiran. Menurut Hyerle & Yeager (2007), Peta Pemikiran
dcxxviii

memudahkan murid memahami konsep, menganalisis masalah dan mencari penyelesaian

kerana penekanannya kepada aktiviti yang berpusatkan murid. Secara tidak langsung telah
menggalakkan murid menjalankan aktiviti secara kolaboratif serta hubungan guru murid
menjadi lebih rapat kerana guru lebih berperanan sebagai fasilitator (Hyerle & Yeager, 2007;
Muhamad Sidek & Ahamad Rahim, 2012). Melalui penggunaan Peta Pemikiran juga Hyerle
(2000) berpandangan bahawa komunikasi guru dan pelajar lebih berkesan, serta pelajar
juga akan lebih memperoleh keyakinan untuk berkomunikasi.
Peta Pemikiran menggabungkan proses pembelajaran secara kognitif dan hasil yang
diperolehi dipersembahkan dalam bentuk visual (Johari Surif & Nor Hasniza Ibrahim, 2016).
Dalam konteks ini, 80% daripada maklumat yang diterima oleh otak adalah dalam bentuk
visual, manakala 40% daripada saraf gentian dalam badan yang disambung ke bahagian
otak adalah dihubungkan dengan retina. Dalam masa satu jam sebanyak 36,000 mesej
dalam bentuk visual dapat diterima oleh mata. Oleh itu, peta pemikiran dianggap sesuai
digunakan untuk menerima maklumat dengan sewajarnya. (Eric Jensen, 1998; Khalidah,
Saodah, Haslina & Aminah, 2014). Semasa proses pemindahan maklumat berlaku, murid
telah menggunakan pemikiran kognitif mereka untuk merakamkan segala maklumat tersebut
dan disimpan ke dalam bentuk peta pemikiran. Segala maklumat ini akan dikeluarkan atau
berfungsi dengan efektif apabila murid-murid menjawab soalan yang berkenaan dalam sesi
PdP atau dalam peperiksaan (Muhammad Sidek, 2014). Oleh itu, diharapkan melalui
penggunaan Peta Pemikiran juga dapat diterapkan pembelajaran sepanjang hayat dan
dilengkapi dengan kemahiran yang tepat bagi menghadapi cabaran abad ke-21 (Agensi
Inovasi Malaysia, 2012).
Peta Pemikiran : Peta Bulatan dan Peta Alir
Hyerle (2007) telah memperkenalkan lapan Peta Pemikiran, tetapi dalam kertas kerja ini
hanya Peta Bulatan dan Peta Alir diaplikasikan dalam proses mencipta sajak. Kedua-dua
Peta Pemikiran ini mempunyai konsep dan binaan yang berbeza sesuai dengan fungsi
masing-masing untuk membina atau mencipta sebuah sajak yang baik.
Peta Bulatan (Circle Map)
Peta Bulatan adalah peta pemikiran yang pertama atau asas yang diperkenalkan oleh
Hyerle (2007). Dalam proses pemikiran, Peta Bulatan berfungsi untuk mencari atau
mendefinisikan mengikut konteks. Melalui Peta Bulatan murid boleh menjana maklumat
berkaitan topik yang diwakili di tengah-tengah bulatan, dan ia digunakan juga untuk
percambahan fikiran. Rajah 2 di bawah menunjukkan proses pemikiran Peta Bulatan.
Bingkai Rujukan
Tajuk atau konsep
Apa sahaja yang
murid tahu tentang
tajuk atau konsep
Bagaimana dan di
mana murid
mendapat
maklumat tersebut

dcxxix

Rajah 2: Peta Bulatan

Peta Buih Berganda dilukis berdasarkan teknik-teknik tertentu seperti yang ditunjukkan
dalam Jadual 3 di bawah;
Jadual 3: Teknik Melukis Peta Bulatan
Bil
1.
2.
3.
4.
5.
6.

Teknik melukis Peta Bulatan

Di bahagian tengah lukiskan sebuah bulatan kecil.
Tuliskan tajuk atau konsep utama yang ingin diajarkan kepada para murid
di dalam bulatan kecil tersebut.
Sebuah bulatan yang lebih besar pula dilukis mengelilingi bulatan kecil
tersebut.
Segala maklumat yang berkaitan dengan tajuk ditulis di dalam bulatan
besar tersebut bagi menjana idea.
Kemudian lukiskan bingkai di bahagian luar bulatan besar.
Dalam bingkai tersebut (di luar bulatan besar) tulis sumber rujukan atau
sudut pandangan daripada pelbagai pihak.

Peta Alir (Flow Map)

Peta Alir adalah peta pemikiran yang keempat yang diperkenalkan oleh Hyerle (2007). Peta
Alir berasaskan kepada penggunaan carta aliran. Dalam proses pemikiran, konsep Peta Alir
adalah untuk membolehkan murid-murid menunjukkan urutan, perintah, garis masa, kitaran,
tindakan, langkah-langkah, dan arah. Di samping itu, Peta Alir juga berfungsi untuk
menunjukkan hubungan antara peringkat dan sub-peringkat setiap peristiwa, atau kerjakerja yang melibatkan proses atau urutan. Dengan kata lain, proses pemikiran adalah untuk
melihat urutan sesuatu proses. Rajah 3 di bawah menunjukkan proses tersebut;

Langkah
1

Langkah
2

Langkah
3

Sub-langkah

Langkah
4

Langkah
5

Langkah
6

Rajah 3: Peta Alir

Terdapat teknik-teknik tertentu dalam melukis Peta Alir, seperti yang ditunjukkan dalam
Jadual 4 di bawah;
Jadual 4: Teknik Melukis Peta Alir
dcxxx

Bil
1.
2.
3.
4.

5.

6.
7.

Teknik melukis Peta Alir

Di sebelah kiri kertas, lukis sebuah kotak dan isikan maklumat untuk
langkah pertama sama ada untuk menghasilkan, membina atau
membuat sesuatu perkara.
Lukiskan anak panah yang mengarah ke sebelah kanan.
Kemudian lukiskan kotak yang kedua dan isikan maklumat untuk
langkah yang kedua.
Setiap satu anak panah yang menunjukkan aliran masa akan
mencatumkan setiap kotak dengan kotak yang lain.
Jika kotak asal mempunyai penerangan, lukiskan kotak kecil di bawah
langkah utama (kotak asal) tersebut dan dihubungkan dengan satu
anak panah, dan ia dikenali sebagai sub-langkah atau sub-peringkat
(dan ia boleh berada di mana-mana kotak).
Jika kotak telah menghampiri akhir garisan, tetapi proses masih
berjalan, lukis satu anak panah dari kanan kotak yang terakhir dan
panjangkannya sehingga ke sebelah kiri kertas dan lukis sebuah
kotak untuk proses yang seterusnya.
Langkah yang sama diulang sehingga tamat proses yang ingin
diterangkan.

Proses Mencipta Sajak

Fokus perbincangan kertas kerja ini ialah mencipta sebuah sajak yang bertemakan kasih
sayang. Berdasarkan HSP KM (2003a) (Jadual 2), untuk pembelajaran topik mencipta
sajak, Hasil Pembelajaran Utama (HPU) 9.0 Menghasilkan dan mempersembahkan puisi,
iaitu sajak. Manakala Hasil Pembelajaran Khusus (HPK) ialah 9.1 Menyenaraikan
dan
memilih idea daripada sumber yang pelbagai, 9.2 Mengemukakan idea dalam bentuk
lakaran atau lisan, 9.3 Menulis puisi menggunakan bahasa puitis, 9.4
Menetapkan
bentuk puisi, dan 9.5 Memurnikan puisi yang telah dihasilkan. Oleh itu, untuk mencipta atau
menghasilkan sesebuah sajak (9.1), murid boleh mengaplikasikan Peta Bulatan dan Peta
Alir.
Langkah 1
Aplikasi Peta Bulatan: Menjana idea dalam proses mencipta sajak
Dalam proses menjana idea untuk mencipta sajak, murid boleh menggunakan Peta
Pemikiran yang pertama atau yang asas, iaitu Peta Bulatan. Antara lain, fungsi Peta Bulatan
ialah untuk menjana idea atau maklumat berdasarkan topik yang diberi. Dalam proses
mencipta sajak, rasional menggunakan Peta Bulatan adalah kerana ia membolehkan murid
menjana idea atau maklumat yang relevan tentang topik (tema) yang diwakili di tengahtengah bulatan, iaitu tentang kasih sayang. Idea atau maklumat ini digunakan untuk
percambahan fikiran bagi menghasilkan sesebuah sajak yang menepati tema yang
dikehendaki.
Untuk mencipta sajak yang bertemakan kasih sayang, langkah pertama yang perlu
diambil oleh murid ialah melukiskan sebuah bulatan kecil di tengah-tengah kertas. Tuliskan
tema sajak, iaitu kasih sayang di dalam bulatan kecil tersebut. Kemudian, murid diminta
melukiskan sebuah bulatan yang besar mengelilingi bulatan kecil tersebut. Di dalam bulatan
besar tersebut, murid-murid dikehendaki mencatatkan segala idea dan maklumat yang
berkenaan dengan tema kasih sayang. Setelah semua idea dijana dan dicatatkan dalam
bulatan besar, murid-murid diminta melukiskan bingkai di bahagian luar bulatan besar, dan

dcxxxi

tuliskan sumber rujukan atau daripada mana maklumat atau idea itu diambil. Proses
pemikiran ini seperti yang dijelaskan dalam Rajah 4 di bawah;
kawan

guru
jauh

setia

dakap

akrab
sepi

resah

jiwa
jannah

rindu

terpisah

kasih
mesra

perpisahan

Kasih Sayang

sayang

senyum

teman
tawa

sahabat

belaian

kenangan
sejati

hati

sumber internet

Rajah 4: Menyatakan unsur-unsur kasih sayang dalam Peta Bulatan

Langkah 2
Aplikasi Peta Alir: Turutan kisah / peristiwa dalam sajak
Berdasarkan fungsi Peta Alir, iaitu untuk menjelaskan turutan peristiwa berdasarkan tema
dalam sesebuah sajak, oleh itu adalah rasional murid-murid menggunakan Peta Alir supaya
mereka boleh menunjukkan turutan atau aliran peristiwa dalam setiap rangkap sajak dengan
tepat dan puitis. Dalam proses penciptaan sajak ini murid diminta menjelaskan turutan
peristiwa tentang kasih sayang berdasarkan kehendak soalan KM dalam peperiksaan Sijil
Pelajaran Malaysia (SPM), iaitu antara 8 hingga 12 baris dalam sesebuah sajak. Proses
pemikiran ini digambarkan dalam contoh seperti yang dijelaskan dalam Rajah 5 di bawah;

Dalam senyum
tawamu sahabat
rindu terpancar
kenangan

resah jiwa
sayang sahabat
akrab kasih kita

akrab dakapan
kasih sahabat
saat perpisahan

engkaulah teman
saat sepi
kasih sahabat
setiaku di sini

engkau aku jauh

terpisah
kekal sampai jannah

dcxxxii

Rajah 5: Urutan peristiwa kasih sayang dalam Peta Alir

Langkah 3
Penulisan kreatif: Mencipta sajak
Berdasarkan idea atau maklumat mengenai tema kasih sayang yang dijana dalam Peta
Bulatan, kemudian diikuti oleh catatan turutan peristiwa atau kisah kasih sayang antara
sahabat dalam Peta Alir, maka murid boleh mencantumkan idea-idea tersebut membentuk
sebuah sajak yang kreatif. Pada peringkat awal, penciptaan sajak masih dalam peringkat
draf. Tulisan berwarna merah menunjukkan berlaku beberapa perubahan dan penambahan
pada pemilihan diksi dan aturan gaya bahasa agar lebih menarik, segar dan puitis. Jadual 5
menunjukkan penulisan kreatif secara draf hasil daripada penjanaan idea atau maklumat
daripada Peta Bulatan dan turutan kisah dalam Peta Alir.
Jadual 5: Draf penciptaan sajak

Dalam senyum tawamu, sahabat

rindu terpancar terpancar rindu mengusik kenangan
bagai terasa
akrab dakapan kasihmu sahabat
saat perpisahan menjemput
engkaulah teman setiaku
saat sepi menjengah
hangat kasihmu sahabat
merantai setiaku di sini dalam resah jiwa
akrabnya kasih kita sahabat
walau engkau aku jauh terpisah
namun kekal kasih sampai jannah

Manakala Jadual 6 menunjukkan penulisan kreatif penciptaan sajak hasil daripada

cantuman idea (Peta Bulatan) dan turutan kisah tentang kasih sayang dalam persahabatan
(Peta Alir) dengan menggunakan diksi (pemilihan kata) dan gaya bahasa yang puitis dan
segar. Sajak ini juga telah lengkap sepenuhnya dengan tajuk dan nama penulis.
Jadual 6: Penulisan kreatif mencipta sajak

Kasih sahabat
Dalam senyum tawamu, sahabat
terpancar rindu mengusik kenangan
bagai terasa
akrab dakapan kasihmu sahabat
saat perpisahan menjemput
dcxxxiii

engkaulah teman setiaku

saat sepi menjengah
hangat kasihmu sahabat
merantai setiaku dalam resah jiwa
akrabnya kasih kita sahabat
walau engkau aku jauh terpisah
namun kekal kasih sampai jannah
Arfah Ahamad
Sungai Petani
7 Ogos 2016

Aplikasi Peta Bulatan dan Peta Alir untuk meningkatkan KBAT

Proses mencipta merupakan aras pemikiran yang paling tinggi berdasarkan domain kognitif
Taksonomi Bloom versi baru atau Taksonomi Anderson & Krathwohl (2001). Murid-murid
Kesusasteraan Melayu telah menggunakan Peta Pemikiran i-THINK sebagai alat untuk
meningkatkan KBAT, khususnya dalam kemahiran proses mencipta.
Hyerle (2000) menyatakan bahawa peta pemikiran dapat meningkatkan kemahiran
kognitif seseorang murid, iaitu mereka dapat mendefinisikan konsep, menerangkan,
mengenal pasti, mengkategori dan menyusun maklumat, membanding beza, menjelaskan
sebab dan akibat, menganalisa dan membuat keputusan. Dalam konteks ini, apabila muridmurid KM menggunakan alat berfikir seperti Peta Bulatan mereka dapat menjana idea
berdasarkan konsep atau tema yang diberikan. Manakala penggunaan Peta Alir pula
mereka dapat menyusun atur kisah atau peristiwa berdasarkan idea yang dijana dan
dicatatkan dalam Peta Bulatan. Proses ini sebagaimana pernyataan Quellmalz (1985)
bahawa setiap murid akan menggunakan KBAT seperti menganalisis, banding beza,
merumus, mentafsir, menilai dan menjana idea apabila diberikan sesuatu tugasan untuk
diselesaikan seperti dalam proses penciptaan sajak ini.
Pengaplikasian Peta Bulatan dan Peta Alir dalam kemahiran mencipta sajak juga
membantu murid-murid KM untuk menjana dan mengemukakan idea-idea dengan tersusun
dan efisen. Sebagaimana kajian oleh Lee dan Gan (2012) yang menjelaskan bahawa peta
pemikiran memudahkan pemahaman pelajar serta membantu mereka mengorganisasi dan
membentangkan idea-idea secara sistematik. Selain itu, Rajendran (2002) juga menjelaskan
bahawa jika guru memilih strategi dan aktiviti yang sesuai, serta peranan murid yang aktif
dan bermakna dalam proses PdP, semua aktiviti di dalam bilik darjah boleh dibawa ke aras
tinggi. Manakala Wiederhold (1997) juga mengatakan bahawa kaedah pengajaran yang
sesuai dan berfokus kepada hierarki kognitif mengaplikasi, menganalisis, menilai dan
mencipta perlu diberi perhatian oleh guru-guru semasa menerapkan KBAT di dalam bilik
darjah. Dalam konteks ini sebagaimana penggunaan Peta Bulatan dan Peta Alir sebagai
alat berfikir telah memudahkan proses PdP guru dan murid KM dalam kemahiran mencipta
sajak dengan cepat, mudah dan efisen. Bahkan, melalui penggunaan Peta Bulatan dan Peta
Alir, murid-murid diharapkan mampu memilih diksi yang indah dan mengolah gaya bahasa
dengan lebih puitis.
Oleh itu, perbincangan ini menjelaskan bahawa melalui aplikasi dua peta pemikiran,
iaitu Peta Bulatan dan Peta Alir, murid-murid dijangka dapat menjana idea dan menyusun
dcxxxiv

atur sesuatu kisah atau peristiwa berdasarkan konsep atau tema yang dinyatakan untuk
mencipta atau menghasilkan sesuatu, contohnya sajak.
RUMUSAN
Transformasi Kurikulum Pendidikan dalam PPPM 2013-2025 adalah bagi menyahut cabaran
pada abad ke-21 yang memerlukan generasi yang memiliki kekuatan minda yang hebat.
Oleh itu, untuk membentuk kecemerlangan minda murid-murid agar mereka mampu
bersaing dengan negara-negara maju transformasi minda telah dilakukan dengan
memperkenalkan KBAT dalam sistem pendidikan pada abad ke-21. Antara lain tujuannya
adalah supaya dapat melahirkan generasi yang berkeupayaan untuk berfikir kritis dan kreatif
pada aras tinggi. Subjek KM turut menyahut dan menangani cabaran ini dengan
memperkenalkan pelbagai teknik dan kaedah dalam proses PdP. Antaranya ialah
mengaplikasikan Peta Pemikiran i-THINK sebagai alat berfikir dalam proses PdP agar
berkeupayaan melahirkan murid-murid KM yang berdaya saing dan memiliki daya fikir pada
aras yang tinggi.

RUJUKAN
Agensi

Inovasi
Malaysia.
Mengenai
i-THINK.
(2012).
http://www.ithinHomk.org.my/Bme/Index. Dicapai pada 27 Januari 2014.

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konsep KBAT. Putrajaya: Kementerian Pendidikan Malaysia.
Khalidah Othman, Saodah Ismail, Haslina Jaafar & Aminah Samsudin. (2014). Kajian
Tinjauan : Aplikasi Peta Pemikiran I-Think dalam Pengajaran dan Pembelajaran
Literasi
Nombor.
[Online]
http://ipgkik.com/v2/wpcontent/uploads/2015/05/Artikel15_2014.pdf. Dicapai pada 12 Februari 2016.
Lee Hou Yew dan Gan We Ling (2012). Penggunaan Peta Pemikiran i-THINK dalam
pengajaran dan pembelajaran. Prosiding Konvensyen Kebangsaan Pendidikan
Guru 2012, di Bukit Gambang Resort City anjuran BPG dan JPN Pahang
Muhamad Sidek Said & Ahamad Rahim. (2012). Inovasi pengajaran dan pembelajaran
melalui
program i-Think. Kertas kerja dibentangkan di IPGM International
Convention in Teacher Learning & Development, Pearl International Hotel, Kuala
Lumpur, 19-21 Nov 2012.
Muhamad Sidek Said, Mohamad Ab. Kadir dan Mohamad Sabri Awang Hitam (2013).
Penilaian pelaksanaan Program i-Think: satu pengenalan. Kertas kerja
dibentangkan di Seminar Penyelidikan Jabatan Ilmu Pendidikan, IPG Kampus
Sultan Mizan, Terengganu pada 8 Oktober 2013.
Muhamad Sidek Said. (2014). I-THINK Program Thinking Maps (PROTIMS @) Transformasi
minda merentas zaman. (E-book).
Poh Swee Hiang. (2000). KBKK: Kemahiran Berfikir Secara Kritis dan Kreatif. Kuala Lumpur:
Kumpulan Budiman Sdn Bhd.
dcxxxvi

Quellmaz (1985). Needed: Better Methods for Testing Higher Order ThinkingSkills the
Association for Supervision and Curriculum Development. ASCD. VA: USA.
Rajendran, Naggapan. (2000). Kesusasteraan sebagai wahana mengajar kemahiran berfikir
aras tinggi. Kertas kerja yang dibentangkan dalam Seminar Kebangsaan
Penyelidikan dan Pembangunan Dalam Pendidikan bertemakan Penyelidikan Ke
arah Inovasi Dalam Pedagogi anjuran Bahagian Pendidikan Guru, Kementerian
Pelajaran Malaysia pada 3 - 4 Oktober.
Rajendran, Naggapan. (2002). Bahasa Melayu: penyumbang ke arah penguasaan
kemahiran berfikir aras tinggi. Kertas kerja yang dibentangkan dalam
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Oktober.
Shamsuddin Othman. (2007). Menyuburkan mata pelajaran Kesusasteraan Melayu. Dlm.
Dewan Sastera. Disember. Bil. 12 Jilid 37. Kuala Lumpur: Dewan Bahasa dan
Pustaka.
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Dewan Bahasa dan Pustaka.
Wiederhold, C. (1997). The q-matrix/cooperative learning & higher-level thinking. San
Clemente, CA: Kagan Cooperative Learning.

Pengarang:
Arfah binti Ahamad
arfah799@yahoo.com
Pusat Pengajian Ilmu Pendidikan, USM, Pulau Pinang, Malaysia
Dr. Fadzilah bte Amzah
fadzilahamzah@usm.my
Pusat Pengajian Ilmu Pendidikan, USM, Pulau Pinang, Malaysia
Prof. Madya Dr. Rohizani binti Yaakub
rohizani@usm.my
Pusat Pengajian Ilmu Pendidikan, USM, Pulau Pinang, Malaysia

dcxxxvii

EFFECTS OF SUPPORT, PRACTICALITY AND ISSUES OF CONCERN ON

TEACHERS RECEPTIVITY TO INTEGRATING THE FROG VIRTUAL LEARNING
ENVIRONMENT INTO THE LEARNING AND TEACHING PROCESS

LIEW YEN YEN

Faculty of Psychology and Education
University Malaysia Sabah
Malaysia
morenebtp@yahoo.com
SABARIAH SHARIF
Faculty of Psychology and Education
University Malaysia Sabah
Malaysia
sabariah@ums.edu.my
Abstract

Major changes are happening to the Malaysia education system as outlined in the
Education Blueprint 2013-2025. Teachers in schools are greatly affected by the macro and
micro levels educational changes as they are the frontliners to implement any change
planned by the central policy makers and the school administrators. The purpose of this
research is to investigate teachers receptivity to the Frog Virtual Learning Environment
(VLE), an educational innovation introduced under Shift Seven of the blueprint to enhance
the quality of curriculum delivery. It specifically aims to understand the factors that influence
teacher receptivity in the implementation stage of introducing the education innovation. The
sample of the research consists of teachers working in secondary schools in three districts in
the West Coast South zone of Sabah. The research questions seek to determine teachers
receptivity to the Frog VLE as well as differences if any, exist between the subgroups of
teacher demographics; years of teaching experience and subject taught. The research also
aims to find out if there are any relationships and influence between teachers receptivity,
and perceived school and other support, perceived practicality, and issues of concern in
regard to integrating the Frog VLE into the learning and teaching process. Analyses using
descriptive statistics show that teachers are generally receptive to integrating the Frog VLE
into the learning and teaching process, and they are positive in their perceptions of receiving
school and other support, perceived practicality of integrating the Frog VLE, and
administrators addressing issues of concern. Correlation analyses have found positive
relationships between teachers receptivity and perceived school and other support, and
perceived practicality. However, there is a negative relationship with issues of concern.
Standard regression analyses have determined that the independent variables influence the
dependent variable, receptivity.
Keywords: Receptivity, Virtual Learning Environment

INTRODUCTION
The Frog VLE has been introduced nation-wide into all primary and secondary public
schools in Malaysia since 2012 to improve pedagogical practices; making it more interactive
and engaging. It adopts an integrated solution approach allowing teaching, learning,
collaboration, and administrative functions to take place through the internet, which can be
dcxxxviii

accessed in school and from anywhere else. However, two years after its initiation into
schools, teachers uptake of this educational innovation is still found wanting. This situation
warranted an investigation into why teachers are not too keen on integrating the Frog VLE
into the learning and teaching process. Teachers, as end-users of an educational innovation
introduced, receptivity to that innovation is crucial in determining the success or failure of an
innovation (Lee, 2000 and Albirini, 2004).
Do teachers perceived that there are barriers such as lack of support and issues of concerns
as suggested by Robinson and Bakar (2008), Michael (2012) and Tay (2014) that might be
retarding their receptivity to, and subsequent adoption of the educational innovation? Are
teachers' lack of experience and prior knowledge in applying the pedagogical aspects of
their lesson via the virtual learning platform as proposed by Fadzleen, Halina and Haliza
(2013) causing them to reject the innovation? This might prove to be a barrier as teacher
efficacy in the areas of content knowledge, student engagement, and delivery of instruction
are important aspects of a teacher's receptivity to change (Nicosia, 2015).
Bearing all this in mind, the researcher investigated what differences, if any, exist in
secondary school teachers receptivity among subgroups determined by personal
demographic variables i.e. teaching subject and teaching experience. In addition, this study
also explores relationships that might exist between teachers receptivity to integrating the
Frog Virtual Learning Environment into the learning and teaching process and their concerns
associated with implementing the VLE, perceived school and other types of support, and
perceived practicality of integrating the VLE into the learning and teaching process.

METHODOLOGY
This study investigated 120 secondary school teachers degree of receptivity to integrating
the Frog VLE into the learning and teaching process in 10 secondary schools in the West
Coast South zone of Sabah at the implementation stage. Descriptive statistics using
frequencies and percentages are the measures used to determine demographic
characteristics of secondary school teachers. Respondents completed a 35-item, sevenpoint Likert type survey instrument, which was adapted from Thomass (2014) receptivity to
change instrument, originally from Waugh and Godfreys (1993, 1995) receptivity to change
instrument, as well as Lees (2000).
19 teachers (15.8%) have taught between 1 to 5 years, 42 (35%) between 6 to 10 years, and
59 (49.2%) more than 10 years. This means that about half of the respondents are veteran
teachers who have taught for more than 10 years.
Subjects taught by respondents are grouped under four departments; Votek for Vocational
and Technology subjects, Humanities for Social Science subjects, Mathematics and
Sciences, and Languages (for Malay, English, Chinese, Arabic, and Kadazandusun).
Humanities teachers make up the highest number of respondents at 42 (35.0%), next are
the language teachers at 36 (30.0%), followed by Mathematics and Science teachers at 24
(20.0%) and finally, 18 (15.0%) Vocational and Technology teachers.
As for frequency of implementing the Frog VLE in their lessons, 47 respondents (39.2%) use
it only once in more than a month, 39 (32.5%) once a week, followed by 30 (25.0%) once a
month, and only 4 (3.3%) who use it almost every period.

RESULTS

dcxxxix

The reliability values for the study variables are all within the acceptable range of above >.60
(Chua, 2012). Table 1 detailed the alpha scores of the variables.
Table 1: Reliability Values for Receptivity, School and Other Types of Support,
Practicality and Issues of Concerns
Receptivity

Cronbach's Alpha
.924

School and Other Types of Support .771

Practicality
.805
Issues of Concerns
.853

N of Items
15
8
6
6

Descriptive statistics using means and standard deviations measured secondary school
teachers degree of receptivity to integrating the Frog VLE as well as teachers level of
concerns associated with implementing the VLE, perceived school and other types of
support, and perceived practicality of integrating the VLE into the learning and teaching
process in Table 2. Average scores above 4.0 (scale neutral) indicate positive receptivity.
Conversely, average scores less than 4.0 signify negative receptivity. Teachers generally
indicated positive receptivity (Mean=4.5772, SD=.80700) to integrating the Frog VLE into the
learning and teaching process. Teachers too perceived that there was support
(Mean=4.8083, SD=.52709) for implementing integrating the Frog VLE into the learning and
teaching process in the classroom by their teaching peers, administrators, and students
parents, and there was also support in place for assistance should any be needed.
Moreover, teachers generally agreed that it was practical (Mean=4.4611, SD=.72880) to
implement integrating the Frog VLE into the learning and teaching process in the classroom.
However, they still had concerns (Mean=4.1028, SD=.89275) about implementing the Frog
VLE.

Mean

Table 2: Respondents Levels of Receptivity, Perception That They Receive School

and Other Types of Support for Integrating the Frog VLE, Perception On Practicality,
and Perception On Administrators Addressing Teachers Concerns
receptivity
support
practicality
concerns
N
Valid
120
120
120
120
Missing 0
0
0
0
4.5772
4.8083
4.4611
4.1028
Std. Deviation
.80700
.52709
.72880
.89275
To address differences, if any, among secondary school teachers degree of receptivity to
integrating the Frog VLE in subgroups, one-way analysis of variance (ANOVA) statistical
analyses are conducted. Subgroups are organized by:
(a) teaching experience; novice 1-5, experienced 6-10, and veteran > 10 years;
(b) teaching assignments; Vocational And Technology (VOTEK) education, Maths and
Science education, Humanities education and Languages education.
According to Table 3, there is no difference in receptivity to integrating the Frog VLE into the
learning and teaching process for teachers with different years of teaching experience. By
looking at the Anova table, the significance value of .535, p >0.05, indicates that results are
not significant. Thus, the hypothesis that there is no significant difference in teachers
receptivity to integrating the Frog VLE into the learning and teaching process according to
years of teaching experience is accepted.
Table 3: Anova Test Results of Teachers Receptivity according to Years Of Teaching
Experience
dcxl

N
between 1 to 5yrs 19
between 6 to 10yrs 42
more than 10yrs
59
Total
120

Mean
4.7333
4.6095
4.5040
4.5772

Std.
Deviation
.74137
.77489
.85261
.80700

Test of Homogeneity of Variances

Levene Statistic df1
df2
.233
2
117

Std.
Error
.17008
.11957
.11100
.07367

95%
Confidence
Interval for Mean
Lower
Upper
Bound
Bound
4.3760
5.0907
4.3681
4.8510
4.2818
4.7261
4.4314
4.7231

Minimum
3.73
3.00
2.47
2.47

Maximum
6.13
6.13
6.67
6.67

Sig.
.792

ANOVA
Between Groups
Within Groups
Total

Sum of Squares
.824
76.674
77.498

df
2
117
119

Mean Square
.412
.655

F
.628

Sig.
.535

According to Table 4, there is also no difference in receptivity to integrating the Frog VLE
into the learning and teaching process for teachers according to subjects taught. By looking
at the Anova table, the significance value of .101, p>0.05, indicates that results are not
significant. Thus, the hypothesis that there is no significant difference in teachers receptivity
to integrating the Frog VLE into the teaching and learning process according to subjects
taught is accepted.
Table 4: Anova Test Results of Teachers Receptivity according to Subject Taught

Votek
Humanities
Maths & Sci
Languages
Total

N
18
42
24
36
120

Mean
4.9852
4.4254
4.5250
4.5852
4.5772

Std.
Deviation
.95536
.77494
.78791
.73775
.80700

Test of Homogeneity of Variances

Levene Statistic df1
df2
.454
3
116

Std. Error
.22518
.11958
.16083
.12296
.07367

95% Confidence
Interval for Mean
Lower
Upper
Bound
Bound
4.5101 5.4603
4.1839 4.6669
4.1923 4.8577
4.3356 4.8348
4.4314 4.7231

Minimum
2.47
2.60
2.87
3.00
2.47

Maximum
6.13
6.00
6.13
6.67
6.67

Sig.
.715

ANOVA
Between Groups
Within Groups
Total

Sum of Squares
4.032
73.466
77.498

df
3
116
119

Mean Square
1.344
.633

F
2.122

Sig.
.101

To determine what relationship, if any, existed among secondary school teachers degree of
receptivity to integrating the Frog VLE into the learning and teaching process and issues of
concern associated with implementing the VLE, perceived school and other types of support,
perceived practicality of integrating the VLE, teaching experience, and teaching subject,
Pearson product-moment correlation analysis is utilized.
dcxli

In Table 5, the correlation coefficient of .496 indicates a weak positive linear relationship
between teachers receptivity to the Frog VLE and perceived school and other support. The
significant (2-tailed) value of .000, p<.001, shows that this relationship is significant. Thus,
the hypothesis that there is no significant relationship between teachers receptivity to the
Frog VLE and perceived school and other support is rejected.
Table 5: Relationship of Teachers Receptivity to the Frog Virtual Learning
Environment (VLE) and Perceived School And Other Support
Mean
4.5772
4.8083

receptivity
support

Std. Deviation
.80700
.52709

N
120
120

Correlations
receptivity support
Pearson Correlation 1
.496**
Sig. (2-tailed)
.000
N
120
120
**. Correlation is significant at the 0.01 level (2-tailed).

receptivity

The Pearson product-moment correlation coefficient of .527 as shown in Table 6 indicates

that there is a medium positive linear relationship between teachers receptivity to the Frog
VLE and perceived practicality. The significant (2-tailed) value of .000, p<.001, shows that
this relationship is significant. Thus, the hypothesis that there is no significant relationship
between teachers receptivity to the Frog VLE and perceived practicality is rejected.
Table 6: Relationship of Teachers Receptivity to the Frog Virtual Learning Environment
(VLE) and Perceived Practicality
Mean
receptivity 4.5772
practicality 4.4611

Std. Deviation
.80700
.72880

N
120
120

Correlations
receptivity practicality
Pearson Correlation 1
.527**
Sig. (2-tailed)
.000
N
120
120
**. Correlation is significant at the 0.01 level (2-tailed).
receptivity

The Pearson product-moment correlation coefficient of -.207 as shown in Table 7 indicates

that there is a very weak negative linear relationship between teachers receptivity to the
Frog VLE and issues of concern. The significant (2-tailed) value of .023, p<.05, shows that
this relationship is significant. Thus, the hypothesis that there is no significant relationship
between teachers receptivity to the Frog VLE and issues of concern is rejected.
Table 7: Relationship of Teachers Receptivity to the Frog Virtual Learning Environment
(VLE) and Issues Of Concern
receptivity
concerns

Mean
4.5772
4.1028

Std. Deviation
.80700
.89275

N
120
120

Correlations

dcxlii

receptivity concerns
receptivity Pearson Correlation 1
-.207*
Sig. (2-tailed)
.023
N
120
120
*. Correlation is significant at the 0.05 level (2-tailed).

To determine how well the linear combination of teachers issues of concern associated with
implementing the Frog VLE, perceived school and other types of support, and perceived
practicality of integrating the VLE into the learning and teaching process predicted teachers
receptivity to integrating the Frog VLE, standard (simultaneous) analyses are conducted.
Receptivity is designated as the dependent (criterion) variable in the regression analyses.
In Table 8, the Anova test results indicate that influence by the support variable on
receptivity, the dependent variable, is significant. Thus, the regression analysis shows that
the regression model consisting of the independent variable (support) can explain a
significant change of 24.6% (R Square =.246) in the dependent variable (receptivity), (F(1, 118)
= 38.448, k < .05). Results from the regression coefficients (Beta=.496), (t=6.201, k<.05)
show that there is a significant linear relationship between support and receptivity. The
regression equation for this analysis is: receptivity = .928 + .759 (support) + .592. The
hypothesis that there is no significant influence between perceived school and other support,
and teachers receptivity to integrating the Frog VLE into the teaching and learning process
is rejected.
Table 8: Influence of Perceived School And Other Support On Teachers Perceived
Receptivity To Integrating The Frog Virtual Learning Environment (VLE)
Variables Entered/Removeda
Variables
Variables
Model
Entered
Removed
1
supportb
.
a. Dependent Variable: receptivity
b. All requested variables entered.

Method
Enter

Model Summaryb
Adjusted
Model
R
R Square
Square
a
.246
1
.496
.239
a. Predictors: (Constant), support
b. Dependent Variable: receptivity
ANOVAa
Model
Sum of Squares df
1
1
Regression
19.045
118
Residual
58.452
Total
77.498
119
a. Dependent Variable: receptivity
b. Predictors: (Constant), support

R Std. Error of the

Estimate
.70382

Mean Square
19.045
.495

F
38.448

Sig.
.000b

Coefficientsa

Model
1

(Constant)
support

Unstandardized Coefficients
B
Std. Error
.928
.592
.759
.122

Standardized
Coefficients
Beta
.496

t
1.567
6.201

Sig.
.120
.000

dcxliii

a. Dependent Variable: receptivity

Residuals Statisticsa
Minimum
Predicted Value
3.6791
Residual
-2.02782
Std. Predicted Value
-2.245
Std. Residual
-2.881
a. Dependent Variable: receptivity

Maximum
5.4817
1.70297
2.261
2.420

Mean
4.5772
.00000
.000
.000

Std. Deviation
.40006
.70085
1.000
.996

N
120
120
120
120

The Anova test results In Table 9, indicate that influence by the practicality variable on
receptivity, the dependent variable, is significant. Thus, the regression analysis shows that
the regression model consisting of the independent variable (practicality) can explain a
significant change of 27.7% (R Square =.277) in the dependent variable (receptivity), (F(1, 118)
= 45.293, k < .05). Results from the regression coefficients (Beta=.527), (t=6.739, k<.05)
show that there is a significant linear relationship between support and receptivity. The
regression equation for this analysis is: receptivity = 1.976 + .583 (practicality) + .392. The
hypothesis that there is no significant influence between perceived practicality, and teachers
receptivity to integrating the Frog VLE into the teaching and learning process is rejected.
Table 9: Influence of Perceived Practicality On Teachers Perceived Receptivity To
Integrating The Frog Virtual Learning Environment (VLE)
Variables Entered/Removeda
Variables
Variables
Model
Entered
Removed
1
practicalityb
.
a. Dependent Variable: receptivity
b. All requested variables entered.

Method
Enter

Model Summaryb
Adjusted
Model
R
R Square
Square
.277
1
.527a
.271
a. Predictors: (Constant), practicality
b. Dependent Variable: receptivity
ANOVAa
Model
Sum of Squares
1
Regression
21.496
Residual
56.002
Total
77.498
a. Dependent Variable: receptivity
b. Predictors: (Constant), practicality

R Std. Error of the

Estimate
.68891

df
1
118
119

Mean Square
21.496
.475

F
45.293

Sig.
.000b

Coefficientsa
Unstandardized Coefficients
Model
B
Std. Error
1.976
.392
1
(Constant)
.583
practicality
.087
a. Dependent Variable: receptivity

Standardized
Coefficients
Beta
.527

t
5.045
6.730

Sig.
.000
.000

dcxliv

Residuals Statisticsa
Minimum
Predicted Value
3.6280
Residual
-2.58307
Std. Predicted Value
-2.233
Std. Residual
-3.750
a. Dependent Variable: receptivity

Maximum
5.7662
2.03871
2.798
2.959

Mean
4.5772
.00000
.000
.000

Std. Deviation
.42501
.68601
1.000
.996

N
120
120
120
120

In Table 10, the Anova test results indicate that influence by the issues of concern variable
on receptivity, the dependent variable, is significant. Thus, the regression analysis shows
that the regression model consisting of the independent variable (issues of concern) can
explain a significant change of 4.3% (R Square =.043) in the dependent variable
(receptivity), (F(1, 118) = 5.286, k < .05). Results from the regression coefficients (Beta=-.207),
(t=-2.299, k<.05) show that there is a significant negative linear relationship between issues
of concerns and receptivity. The regression equation for this analysis is: receptivity = 5.345 .187 (issues of concerns) - .207. The hypothesis that there is no significant influence
between perceived issues of concern, and teachers receptivity to integrating the Frog VLE
into the teaching and learning process is rejected.
Table 10: Influence of Issues Of Concern On Teachers Perceived Receptivity To
Integrating The Frog Virtual Learning Environment (VLE)
Variables Entered/Removeda
Variables
Variables
Model
Entered
Removed
1
concernsb
.
a. Dependent Variable: receptivity
b. All requested variables entered.

Method
Enter

Model Summaryb
Adjusted
Model
R
R Square
Square
a
.043
1
.207
.035
a. Predictors: (Constant), concerns
b. Dependent Variable: receptivity
ANOVAa
Model
Sum of Squares df
1
1
Regression
3.323
118
Residual
74.175
Total
77.498
119
a. Dependent Variable: receptivity
b. Predictors: (Constant), concerns

R Std. Error of the

Estimate
.79284

Mean Square
3.323
.629

F
5.286

Sig.
.023b

Coefficientsa

Model
1

(Constant)

Unstandardized Coefficients
B
Std. Error
5.345
.342

Standardized
Coefficients
Beta

t
15.640

Sig.
.000

dcxlv

-.187
concerns
a. Dependent Variable: receptivity
Residuals Statisticsa
Minimum
Predicted Value
4.2221
Residual
-2.06740
Std. Predicted Value
-2.125
Std. Residual
-2.608
a. Dependent Variable: receptivity

.081

Maximum
5.0332
2.22619
2.729
2.808

-.207

Mean
4.5772
.00000
.000
.000

-2.299

Std. Deviation
.16710
.78951
1.000
.996

.023

N
120
120
120
120

DISCUSSION
One of the aims of this study is to survey the degree of receptivity among secondary school
teachers towards integrating the Frog VLE into the learning and teaching process.
Descriptive statistics revealed that secondary school teachers had positive receptivity to
integrating the Frog VLE into the learning and teaching process. A strong majority (75%) of
the participants indicated that they were receptive, while 1.7% were neutral, and less than
25% were unfavorable toward integrating the Frog VLE into the learning and teaching
process. However, though teachers were generally receptive to using the Frog VLE, a total
of 64.2% of the teachers reported only using it once or once in more than a month. This
leaves about 35.8% of teachers who use it more frequently, that is at least once a week.
The results concluded that secondary school teachers in this study had positive receptivity to
integrating the Frog VLE into the learning and teaching process (M = 4.5772, SD = .80700).
Positive receptivity of teachers proved to be good news considering the current advocacy for
integrating technology into the classroom in line with 21st century teaching (Roblyer and
Doering, 2013). Past research has shown that teachers receptivity to educational reform is a
strong indicator for influencing successful or unsuccessful outcomes (Waugh, 2000; Ma, Yin,
Tang and Liu, 2009).
Teachers perceived that there was support (Mean=4.8083, SD=.52709) for implementing
integrating the Frog VLE into the learning and teaching process in the classroom by their
teaching peers, administrators, and students parents. Support from the administrators and
more experienced teachers or trained key personnel can help to mitigate any difficulties that
might arise due to technicalities or when preparing a lesson integrating the Frog VLE. This
finding concurred with Araullo (2013) who found that educators value technology and peer
support to overcome obstacles as they designed and built their own virtual learning
environment. School leaders who were active in stimulating the use of ICT and encouraging
teachers to apply new ways of teaching and learning increased the chances of successful
change implementation (Pelgrum and Voogt, 2009). Teachers also found that there was
other support in place for assistance should any be needed. Regular, formal meetings as
well as informal discussions among colleagues go a long way to create an environment of
support to sustain use of the technology and this would in turn encourage other educators to
consider the use of the virtual world as part of their teaching. This is important as the more
time educators spent with the technology, the more at ease they became with its use.
Teachers generally agreed that it was practical (Mean=4.4611, SD=.72880) to implement
integrating the Frog VLE into the learning and teaching process in the classroom. Teachers
found that using the web-based Frog VLE suit their teaching style because it allows various
functions such as online collaboration and administrative duties to be carried out besides
teaching and learning activities. It provided sufficient variety of classroom learning
experiences such as cooperative and individual as well as student-centered or teachercentered learning. Teachers were aware that students have different learning styles (there
dcxlvi

are at least four types according to Kolbs learning styles). Thus, it is important that learning
activities and materials developed for them are designed and carried out in ways that offer
each learner the chance to engage in the manner that suits them best (Araullo, 2013).
Providing different learning experiences can fulfill various educational needs of students.
Although teachers were receptive to integrating the Frog Virtual Learning Environment (VLE)
into the learning and teaching process in the classroom, they however, still have some
concerns (Mean=4.1028, SD=.89275) about implementing it. This could be due to concerns
regarding students abilities and achievement, completing the syllabus, classroom
management issues or whether teachers have appropriate and sufficient skills in integrating
the Frog VLE. In voicing concerns about the benefits of using VLE, Zuiker and Ang (2011)
said that there must be efficacy of use; student comprehension and perceived ease of use of
VLE, and whether or not VLE could achieve teachers' goals. Achieving new leverage of the
VLE would not be easy or straightforward as many staff do not have the time, resources
or technical skills to use the VLE beyond that of content delivery (Gerard, 2007).
Correlation analysis showed a weak positive (r=.496) relationship between teachers
receptivity and their perceived school and other types of support. This study supports
previous literature regarding receptivity to educational reform; Lees (2000) and Thomass
(2014). Although regular internal and external meetings as well as informal discussions
might already be in place in schools, teachers receptivity to the Frog VLE can be enhanced
if principals play a leading and supporting role by taking the initiatives in adoption and
providing adequate support for change (Lee, 2000; Pelgrum and Voogt, 2009). Lee (2000)
also identified the primary function of the principal in schools is not to identify needs for
others, but to involve staff in identifying self-perceived needs and formulate a policy for staff
development within which an innovation may take place. The importance of the role played
by the principal is very much stressed as an enabler of change.
Correlation analysis showed medium positive relationship between teachers receptivity and
their perceived practicality (r=.527). This seems to point to the fact that practicality of use of
the innovation (Frog VLE) is very important in promoting teachers receptivity to it. In spite of
all the affordances of the Frog VLE, teachers must find it quite flexible to manage in the dayto-day use in the classroom. Teachers normally have concerns on how the VLE can be
integrated or fit into school timetables, scheduling and curricular alignment (Zuiker & Ang,
2011). This is in view of the fact that despite there being an introduction of an innovation,
there has not been any change to teachers existing workload or timetabling. Teachers still
need to work things out on their own regarding lesson planning and integrating the
innovation. Teachers have to be able to align VLE related activities into schools and the
education system. Support must be given in terms of helping teachers to work out a
developmental approach to the VLE-enhanced teaching and learning activities; cultivate
positive attitudes and expectations towards technology-based innovations; and positive
perceptions of support in stressful work conditions (Cviko, McKenney and Voogt, 2011).
Teachers receptivity would be much more positive if they can see that VLE-enhanced
learning activities are practical for their students.
In this research, the correlation analysis showed a weak negative (r=-.207) relationship
between teachers receptivity and their issues of concern. The introduction of a technology
innovation is bound to raise concerns that include technical challenges, resistance to online
learning, student disengagement, lack of technical skills, lack of flexibility and high cost as
well as limited online facilities (Michael, 2012). Although the relationship of concerns and
receptivity is a weak and negative one, any efforts carried out to mitigate or lessen the
concerns are bound to increase receptivity to the VLE innovation. Michael (2012) also
proposed that schools must be willing to introduce policies and procedures aimed at
addressing concerns raised to ensure improved outcomes of learning. There must be active
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promotion of the virtual classroom with sufficient time dedicating to lesson planning,
reflecting on teaching practice and learning through research. This is collaborated by Lee,
Wong and Fung (2010) who found that psychological factors, such as presence, motivation,
cognitive benefits, control and active learning, and reflective thinking are central in affecting
the learning outcomes in a virtual-based learning environment.
Standard (simultaneous) linear regression analyses showed that 24.6% of variation in
teachers receptivity was predicted by perceived school and other types of support, 27.7%
by perceived practicality while only 4.3% of variation in teachers receptivity was predicted by
teachers perceived issues of concern. However, the regression coefficients for issues of
concern were negative; this means that when the value for issues of concern is lower (fewer
worries), receptivity to integrating the Frog VLE tend to be more positive (Lee, 2000).

CONCLUSION
This research has provided evidence that secondary school teachers appear to be receptive
to integrating the Frog VLE into the learning and teaching process if teachers needs are
met. However, when teachers face severe and recurrent constraints such as frequent on-line
disconnectivity, lack of technical support and motivation, improper scheduling or timetabling,
time constraints due to a heavy teaching load and other administrative obligations, teachers
reactions can often changed from supporting to actively opposing the innovation (Waugh
and Punch, 1987; Lee, 2000, Araullo, 2013).
To improve teachers receptivity to integrating the Frog VLE into the learning and teaching
process, principals and senior teachers must explain the benefits and value of using the
Frog VLE. Being a technology-based innovation, support in the form of regular formal and
informal discussions, staff development activities related to enhancing technology skills and
instructional content, and opportunities to plan and reflect on classroom strategies must be
given to teachers at all stages of the implementation. It must be acknowledged that teachers
progress at different paces when adopting an innovation; especially one that is technologydriven. Alleviating teachers concerns can be further enhanced when there are senior
teachers or more experienced personnel on hand to provide very much needed support for
change. When teachers finally reap the benefits of implementing the innovation, such as
students engagement, self-paced learning, enhanced interaction and contextual learning,
they will naturally spent more time with the technology; the more time educators spent with
the technology, the more adept they become with the it.
Taking into account that integrating the Frog VLE into the learning and teaching process in
all public schools in Malaysia is one of the key initiatives in propelling Malaysias education
system forward and become globally competitive in the future, this study contributes to
knowledge that can assist in promoting integrating the Frog VLE into mainstream pedagogic
practices. This is to ensure that students will have an opportunity to experience innovative
education preparing them to compete in academics and in the workforce in the 21st century
environment.
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The Case Of Syrian EFL Teachers. Computers & Education, 47(4), 373398.
Doi:10.1016/J.Compedu. (2004).10.013

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Araullo, J. J. J. (2013). Educators' Experiences: The Process of Integrating Virtual World

Technology in Higher Education (Order No. 3575280). Retrieved from
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Chi-Kin Lee, John. 2000. Teacher receptivity to curriculum change in the implementation
stage: The case of environmental education in Hong Kong. Journal of Curriculum
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Chua Yan Piaw. (2012). Kaedah Dan Statistik Penyelidikan (Buku 2): Asas Statistik
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Gerrard, C. (2007). Virtual Learning Environments. Campus-Wide Information Systems,
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Ma, Y., Yin, H., Tang, L., & Liu, L. (2009). Teacher Receptivity To System-Wide Curriculum
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Michael, K. (2012). Virtual Classroom: Reflections Of Online Learning. Campus-Wide
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Nor Fadzleen Sa'don, Halina Mohamed Dahlan & Haliza Zainal. (2013). "Derivation for
Design of Virtual Learning Environment (VLE) Framework For Malaysian Schools.
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(ICRIIS 13): 570-575.
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ber=6716676
Nicosia, D. A. (2015). Principal Leadership, Teacher Dispositions And Job Satisfaction In
High And Low Achieving, High Need Middle Schools.
Pelgrum, Willem J., and Joke Voogt. 2009. School and teacher factors associated with
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Thomas, T. A. 2014. Elementary Teachers Receptivity To Integrated Science , Technology,
Engineering , And Mathematics (STEM) Education In The Elementary Grades A
Dissertation Submitted In Partial Fulfillment Of The Requirements For The Degree.
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Waugh, R. F., & Punch, K. F. (1987). Teacher Receptivity To Systemwide Change In The
Implementation Stage. Review Of Educational Research, 57(3), 237254.
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dcl

Penerapan Pauls Wheel of Reasoning dalam Perbualan Berdasarkan Video

Ramna Johana
Sekolah Menengah St Hildas
Pusat Bahasa Melayu Singapura
Singapura
ramna_johana@moe.edu.sg
Abstrak
Pengajaran rutin pemikiran yang berkesan dalam perbualan harian serta memberi hujah
yang tepat berdasarkan tema video merupakan suatu cabaran bagi guru Bahasa Melayu di
Sekolah Menengah St Hildas. Seramai 15 orang pelajar Menengah 2 Aliran Normal
Akademik telah terlibat dalam kajian ini untuk menggunakan rutin pemikiran. Pauls Wheel of
Reasoning, suatu kaedah penghujahan yang digunakan seiring dengan rutin pemikiran SeeThink-Wonder telah dapat menaik taraf pertuturan, penerangan, bahasa dan keterikatan isi
pelajar dalam komponen perbualan agar menjadi lebih baku, jelas dan bernas. Penggunaan
perisian ICT seperti QR Code, GoogleDocs dan Socrates berperanan sebagai pemangkin
proses pembelajaran bagi meningkatkan kecekapan belajar secara kendiri atau SelfDirected Learning (SDL) dan pembelajaran kolaboratif atau Collaborative Learning (CoL)
pelajar serta melengkapkan pedagogi guru untuk mengajar kaedah penghujahan ini.
Dapatan kajian yang dijalankan ini menunjukkan bahawa pelajar telah dapat meningkatkan
kecekapan dalam perbualan harian dengan menggunakan rutin-rutin kecekapan yang telah
dipelajari.
Kata Kunci: Pauls Wheel Of Reasoning, Penghujahan, Bahasa, Keterikatan

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PENGENALAN
Pengajaran rutin pemikiran merupakan suatu cabaran bagi guru-guru Bahasa Melayu di
Sekolah Menengah St Hildas hadapi lebih-lebih lagi dengan pelaksanaan komponen
perbualan video seminit bagi peperiksaan lisan bagi aliran Ekspres dan Normal Akademik
pada tahun hadapan. Perubahan penilaian lisan daripada bentuk gambar ke video
memerlukan guru mengemaskinikan dan mengasah pedagogi selain daripada memenuhi
Kompetensi Pembelajaran Kendiri Tahap 3 menerusi aktiviti pembelajaran, para pelajar
berbincang dan menetapkan matlamat pembelajaran, mengurus serta memantau
pembelajaran kendiri. Roda Penghujahan Paul merupakan suatu wahana pemikiran kritis
yang terdiri daripada 8 elemen pemikiran untuk mempersoalkan pendapat, idea dan
perspektif. Menerusi pemikiran yang produktif dan kritis ini, para pelajar dapat
mengembangkan idea serta memberikan respons peribadi dengan lebih lancar.
PENYATAAN MASALAH
Rata-rata, para pelajar Menengah 2 Aliran Normal Akademik bukan sahaja tidak biasa
dengan perbualan berdasarkan video seminit malah tidak dapat membuat inferens apakah
isu di sebalik video yang ditonton. Mereka perlu membuat andaian yang tepat tentang isu
video yang hanya ditayangkan selama seminit berbanding dengan penelitian gambar
sebelumnya. Berdasarkan rubrik penilaian bagi bahagian lisan, perbualan bagi peperiksaan
akhir tahun lepas juga tidak menunjukkan peningkatan dari segi kelancaran dan
penyampaian isi bagi komponen kemahiran lisan pelajar. Pada tahun 2016, rubrik penilaian
lebih memberatkan respons peribadi, perkembangan idea serta bahasa dan kelancaran.
Menerusi kajian pengajaran yang dijalankan diharapkan dapat membantu dalam
pengembangan dan keterikatan idea menerusi informasi, sudut pandangan, kesan dan
implikasi, sebahagian daripada 8 elemen Roda Penghujahan Paul .
Kajian pengajaran ini adalah untuk meneliti keberkesanan Roda Penghujahan Paul
dalam melestarikan kaedah penyoalan pelajar yang telah biasa dengan rutin pemikiran SeeThink-Wonder (STW). Rutin STW ini dikembangkan menerusi penjanaan soalan yang
berdasarkan Informasi, Sudut Pandangan dan Kesan dan Implikasi yang dijalankan dalam
empat sesi pengajaran.
Kedua, pelaksanaan komponen perbualan video seminit bagi peperiksaan lisan bagi
aliran Ekspres dan Normal Akademik tahun hadapan menghendaki para pelajar
menghuraikan tema dengan pemikiran yang lebih kritis selain mengambil kira respons
peribadi.
TUJUAN KAJIAN

Oleh itu, kajian ini bertujuan untuk:

1.

Menilai keberkesanan penerapan Roda Penghujahan Paul ke dalam perbualan

berdasarkan video; dan

2.

Membina soalan berkualiti (Quality Questions) bagi Perancah Pemikiran.

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KAJIAN LITERATUR
Ellin Keene (2008) menyatakan bahawa proses pemahaman yang kompleks dalam aktiviti
membaca memerlukan strategi pemikiran yang ketara untuk menyokong usaha pemahaman
manakala James Hiebert et al (1997) berkata bahawa pembelajaran Matematik bukan
setakat menghafal prosedur pengiraan.
Refleksi berstruktur telah dibuktikan sebagai satu cara untuk meningkatkan
pemahaman dan penyelesaian masalah, (Eyleer dan Giles, 1999). Apabila pelajar menjadi
lebih sedar akan pemikiran, strategi dan proses, metakognitif mereka akan menjadi lebih
aktif, (Ritchhart, Turner and Hadar, 2009). Kajian tentang pemahaman, setelah dilaksanakan
dalam Project Zero, menunjukkan pemahaman wujud kesan daripada aplikasi, analisa,
penilaian dan penciptaan, (Wiske,1997).
Pengajaran untuk Pemahaman atau Teaching for Understanding (TFU), (Blythe &
Associates, 1998) dan Pemahaman Melalui Rekabentuk atau Understanding By Design
(UBD), (Wiggins and McTighe, 1998) merupakan dua jenis alat perancangan kurikulum
terkini yang boleh membantu guru untuk memfokuskan pada pemahaman.
METODOLOGI
Kajian ini merupakan Kajian Pengajaran yang menggunakan model Gary Appel dan Jennifer
Stepanek (2007) dan dijalankan dengan kaedah pendekatan analisis kuantitatif dan
kualitatif.
Subjek kajian merupakan 15 orang pelajar dari Aliran 2 Normal Akademik yang terdiri
daripada pencapaian Tinggi, Sederhana dan Rendah. Pemilihan pelajar dalam kajian adalah
berdasarkan keputusan Peperiksaan Lisan Akhir Tahun 2014 dan hanya tertumpu kepada
perbualan berdasarkan gambar daripada aspek penerangan dan bahasa. Namun, kajian
pengajaran kali ini menggunakan video sebagai pencetus respons peribadi dan pemikiran
kritis tentang jenis soalan berdasarkan Roda Penghujahan Paul.
Bagi prosedur kajian, pengajaran pembezaan dilaksanakan dengan dibahagikan
kepada tiga kumpulan berdasarkan keupayaan dan bahasa. Namun, disebabkan para
pelajar 2NA rata-rata lemah jadi pembahagian berdasarkan HA,MA. Dan LA tidak
dijalankan. Sebuah sesi kuliah kecil untuk menerangkan Roda Penghujahan Paul, di mana
3 elemen pemikiran iaitu andaian, sudut pandangan, kesan dan implikasi telah diajarkan.
Proses pencerapan dan pemerhatian dilakukan oleh guru-guru yang terlibat dalam
pemerhatian secara terperinci diberikan kepada pembelajaran sosial dan emosi (SEL) para
pelajar seperti gerak tubuh, interaksi dan komen-komen yang membina untuk memastikan
keterlibatan pelajar
Instrumen kajian merupakan praujian dan pascaujian yang dijalankan untuk
mendapatkan data. Melalui proses kajian pengajaran, rancangan pengajaran telah digubah
dan diajarkan kepada kumpulan yang berbeza setelah menganalisis dapatan daripada
pencerapan kuliah mini, kerja kumpulan, sesi reviu dan forum mini.

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Rajah 1: Putaran Analisis Paul

Kelas dibahagikan kepada 4 bahagian:

1) Kuliah Mini tentang Roda Penghujahan Paul
Dalam kuliah ini, para pelajar didedahkan kepada tiga segmen daripada Roda Penghujahan
Paul, iaitu Informasi, Sudut Pandangan dan Kesan dan Implikasi.
Pelajar mendapati payah untuk mengelaskan jenis soalan kepada 3 segmen ini. Oleh
itu, guru harus menyediakan soalan rangsangan untuk bimbingan lebih lanjut.

1. Kerja Kumpulan
Dalam kerja kumpulan, pelajar membentuk soalan-soalan tentang Nyamuk Aedes dan
Penyakit Denggi. Soalan-soalan yang dijanakan akan ditanyakan semasa forum mini di
mana para pelajar memainkan peranan sebagai juruacara, doktor, pesakit, pegawai NEA
dan sebagainya.

2. Reviu
Dalam kaji semula pengajaran, pendedahan dan pengajaran mengenai soalan yang
bermutu yang dilanjutkan dari 5W1H dan juga persediaan untuk main peranan kemudian
dilaksanakan.
a. Jenis soalan Informasi
Ciri-ciri meletakkan diri sendiri dalam situasi.
Contoh Soalan Informasi:
Jika kamu berada di sana, apakah yang akan kamu lakukan?
Jika kamu salah seorang daripada mereka, bagaimanakah perasaan kamu?

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Respons peribadi: Guna sebanyak mana informasi yang didapati dari video dan contoh
respons adalah:
Meluahkan perasaan kamu sebagai contoh Video Aktiviti Keluarga:
Jika saya berada di sana, saya akan berasa gembira kerana.
Menyatakan apa yang kamu buat atau hendak lakukan:
Saya suka bergelongsor ais dengan keluarga kerana .
b. Sudut Pandangan
Soalan-soalan yang dijanakan adalah seperti memberikan pandangan atau pendapat:

Setujukah
Patutkah
Adakah perlunya
Bolehkah

Berikan pendapat kamu dan nyatakan pengalaman peribadi dan mengapa ia penting
bagi kamu.
c. Kesan dan Implikasi
Apakah kesan baik atau buruk jika sesuatu tidak dilakukan?
Apakah akibat yang akan berlaku jika.
Respons bebas: i) Tekankan pentingnya TEMA
ii) Berikan kesan utama jika ia tidak dilakukan
iii) Berikan contoh-contoh yang relevan
Jika tidak .
Apakah kesannya ..
Apakah masalah yang mungkin berlaku sekiranya.
Apakah yang boleh berlaku jika..

3. Forum Mini
Dalam Forum Mini, para pelajar dikehendaki memainkan peranan untuk menjawab soalansoalan yang telah dibincangkan semasa kerja kumpulan tentang tema Nyamuk Aedes.
Pembelajaran Kendiri perlu memenuhi tiga kriteria iaitu:

1.
2.
3.

milik pembelajaran;
pengurusan dan pemantauan pembelajaran; dan
melanjutkan pembelajaran sendiri

DAPATAN KAJIAN DAN PERBINCANGAN

Satu pemerhatian tentang ujian interaksi lisan menggunakan video seminit sebagai
rangsangan perbualan ialah masa yang peruntukan amat singkat bagi pelajar untuk
menonton klip video dan penggunaan klip video tanpa sari kata menyukarkan pelajar.
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Walaupun murid diberikan kebenaran untuk mengulang tayang klip video beberapa kali
semasa persediaan, pelajar masih didapati payah untuk memikirkan tema tentang video itu.
Kedua, bukan semua elemen pemikiran produktif dapat dijalankan atau digunakan kerana
kerelevanannya hanya bergantung kepada tema video yang diajarkan.
Penghujahan isi juga bergantung kepada tahap kepayahan video dan soalan-soalan
yang berkualiti harus diselaraskan agar dapat diadaptasikan dan disesuaikan bagi kegunaan
kelas lain. Rutin pemikiran STW telah diperhalus lagi dengan penyesuaian kaedah Roda
Penghujahan Paul terutama pembentukan soalan berkualiti.
Cabaran pembelajaran kendiri tahap 3.0 yang memerlukan pelajar berbincang dan
menetapkan matlamat pembelajaran, mengurus serta memantau pembelajaran kendiri
dapat dilaksanakan menerusi GoogleDocs dan Socrates sebagai wahana bagi para pelajar
menetapkan matlamat pembelajaran serta menguruskan nota dan hasil perbincangan kelas
bagi forum mini.
1.

Kemahiran membaca yang lemah

Input bahasa yang mantap perlu disemai menerusi aktiviti membaca kendiri, namun ada
cabaran terawal adalah untuk memupuk minat para pelajar yang tidak biasa membaca buku
dalam Bahasa Melayu yang terdapat di perpustakaan. Dengan kosa kata yang berkembang,
barulah Roda Penghujahan Paul dapat digunakan dengan lebih berkesan.

2.

Kemahiran mendengar yang lemah

Rata-rata para pelajar mendengar apa yang dinyatakan dalam video tetapi ada kalanya tidak
memahami erti mesej yang hendak disampaikan dan ini akan menjejaskan pemahaman
mereka. Ternyata mereka perlu fokus pada tema utama dan boleh menghuraikan dengan
meyakinkan.
3.

Kurangnya informasi latar yang relevan

Informasi latar dapat diperoleh jika mereka melakukan prabaca, menonton dan menghayati
video yang ditayangkan dan mengaitkan dengan pengalaman sendiri.

KESIMPULAN
Pemikiran kritis bermula dengan beberapa soalan dan soalan-soalan ini berbentuk 5W 1H
menerusi wahana STW namun apabila penghujahan berlaku, para pelajar akan dilatih untuk
membuat andaian namun andaian itu mungkin kurang tepat. Untuk meneliti hujah pelajar,
guru perlu memberikan tumpuan kepada elemen penyoalan berkualiti berdasarkan Roda
Penghujahan Paul. Guru perlu mahir membuat penilaian termasuklah bertanyakan soalan
sama ada pelajar dapat membuat kesimpulan yang tepat berdasarkan hujah-hujah mereka
dan jika tidak, bagaimana guru harus lebih berusaha membimbing pelajar membuat
kesimpulan untuk memastikan pelajar mampu mempamerkan keupayaan terbaik mereka
dari segi perbualan berasaskan rangsangan klip video.
Nota: Guru yang turut menjalankan kajian ini:
1. Daniel Phua Tai Lai
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RUJUKAN
McTighe Jay, Jay & Wiggins Grant (2004). Understanding By Design: Professional
Development Workbook, ASCD.
Ritchhart, Morrison, and Church (2011). Making Thinking Visible, Jossey Bass.
Tan-Lim Bee Kee (2015). Deepening Critical Thinking Through Pauls Elements of Thoughts,
ST Dunman High ( Workshop).
Walsh, J.A., & Sattes, B.D. (2011). Thinking through Quality Questioning:
Deepening Student Engagement. Thousand Oaks, CA: Corwin.

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KOMITMEN KERJA GURU BESAR DAN HUBUNGANNYA DENGAN PRESTASI KERJA

GURU SEKOLAH RENDAH LUAR BANDAR
Mohd. Azizuan Abdullah @ Jeskil osindal dan Abdul Said Ambotang
Universiti Malaysia Sabah
E-mel : azizuanabdullah73@gmail.com
Abstrak
Kertas konsep ini bertujuan menilai komitmen kerja guru besar terhadap prestasi kerja guru
di luar bandar demi kecemerlangan pendidikan di luar bandar khasnya dan di semua
sekolah amnya. Di samping itu pengkaji ingin mengenal pasti tahap perbezaan komitmen
kerja guru besar dalam kalangan guru-guru di sekolah rendah luar bandar dan mengenal
pasti hubungan elemen komitmen kerja afektif, berterusan dan normatif terhadap prestasi
kerja guru-guru di luar bandar. Implikasi daripada kajian ini diharapkan agar para pemimpin
sekolah akan memiliki kompentensi kepimpinan yang mantap dan komitmen kerja yang
tinggi bagi melahirkan pemimpin pelapis dalam bidang pendidikan yang berketerampilan dan
guru-guru yang berprestasi tinggi di sesebuah sekolah demi kelestarian pendidikan luar
bandar selaras dengan pendidikan abad ke-21.
Kata kunci: Komitmen Kerja, Prestasi Kerja, Sekolah rendah dan Luar Bandar
Abstract
This concept paper aims to evaluate the headmasters work commitment on teachers job
performances in rural areas for the excellence of education in rural areas in particular and in
all schools in general. In addition, the researchers want to determine the level of the
headmasters work commitment among on teachers job performances in rural primary
schools and identifying the elements of work commitments such as affective relationships,
continuous and normative on the performance of teachers in rural area. The implications of
this study are expected to be school leaders will have strong leadership competence and
work commitment to produce future leaders who are competent in the field of education and
teachers of performance at a school for the preservation of rural education in line with the
education of the century 21.
Keywords: Headmasters Work Commitment , Teachers Performance , Primary School and
Rural Area.

PENGENALAN
Penyelidikan ini dijalankan adalah untuk mengetahui dan mengenal pasti bagaimanakah ciriciri seorang guru besar yang boleh mempengaruhi dan menghasilkan insan guru yang
berprestasi tinggi. Ini kerana guru merupakan aset paling bernilai jika dibandingkan dengan
modal, tanah, bangunan dan sebagainya (Abdul Shukor, 2004). Prestasi kerja yang baik
akan terhasil apabila organisasi memberikan perhatian kepada aspek-aspek hubungan
sosial dalam organisasi, gaji, pengiktirafan dan sebagainya (Narita Ramdzam, 2010).
Namun perkara ini tidak menjadi kenyataan sekiranya tidak disulami dengan kepimpinan
seorang pentadbir atau guru besar yang berwibawa. Ini kerana, penerapan nilai integriti dan
keseronokan bekerja akan menjadi pemangkin kepada prestasi kerja cemerlang seseorang
guru serta tindak tanduk yang lebih berhikmah dalam organisasi akan memberi impak yang
besar kepada pembentukan generasi akan datang yang berkemahiran tinggi dan
mempunyai kemahiran menyelesaikan masalah (Problem Based Learning).
dclviii

Justeru, komitmen kerja guru besar yang digunakan dalam kajian ini amat berhubung
rapat dengan fungsi, peranan dan prestasi kerja guru iaitu sebagai pendidik yang
memberikan pendidikan formal terhadap pelajar, pemantap ideologi sosial serta agen
pembentukan generasi akan datang yang berintegriti dan kedua sebagai penjawat awam
yang bertugas dari aspek pentadbiran termasuklah kewangan, kecekapan pengurusan dan
juga menonjolkan imej dasar-dasar awam berdasarkan acuan Malaysia (Abdul Rahim
Rashid, 2007).
Justeru, bertitik tolak daripada kenyataan inilah kajian tentang komitmen kerja guru
besar perlu diteliti dan diperhalusi agar wujud keseimbangan dan kerjasama yang erat di
antara guru dan pemimpin di sesebuah sekolah, seterusnya terhasillah prestasi kerja yang
mantap seperti yang diharap dan dijangkakan bertepatan dengan pendidikan abad ke-21.

LATAR BELAKANG KAJIAN

Pendidikan formal di Malaysia telah cuba memperkenalkan pendidikan berlandaskan
falsafah dengan matlamat akhirnya ialah mengharapkan lahirnya generasi dan warga
pendidik berprestasi tinggi, berketerampilan dan mempunyai peribadi yang seimbang serta
dapat menyumbang kepada pembangunan diri dan masyarakat (Sidek Baba, 2003) dan
seterusnya kepada pembangunan pendidikan negara. Pendidik yang berprestasi tinggi ini
merupakan aset yang sangat berharga kerana penguasaan ilmu, kemahiran, pengalaman,
sikap dan kompetensi yang tinggi sehingga menjadi seorang guru itu pakar dalam bidang
tugas yang diserahkan kepadanya (Rusli Ahmad dan Shamsiyati Shamsuddin, 2011).
Komitmen kerja guru besar dalam sesebuah organisasi atau sekolah merupakan
elemen yang penting untuk memastikan prestasi kerja guru dalam kalangan guru sekolah
luar bandar haruslah pada tahap yang cemerlang. Keadaan ini amat penting dan
menyumbang kepada kecemerlangan dan peningkatan produktiviti dalam sesebuah
organisasi. Oleh yang demikian, kajian ini dibuat untuk mengetahui dan melihat hubungan
komitmen kerja guru besar terhadap prestasi kerja guru dalam kalangan guru sekolah
rendah luar bandar di daerah Kota Marudu.

MASALAH KAJIAN
Kemajuan atau kemunduran sesebuah negara juga ditentukan oleh seseorang pemimpin.
Bagi membentuk sekolah yang berkesan faktor peranan kepimpinan amat penting dalam
pembinaannya. Isu utama kepimpinan ialah keberkesanannya dengan melihat sejauh mana
sifat, ciri, gaya kepimpinan, pemimpin memberi kuasa kepada pencapaian matlamat,
kelompok, kesetiaan kelompok, kemampuan kelompok, kepuasan pengikut terhadap
matlamat kelompok dan pengekalan status dan kedudukan pemimpin dalam kelompok
(Yulk, 2006) atau dalam erti kata lain kepimpinan yang efektif akan dapat meningkatkan
kecemerlangan sesebuah sekolah dalam pelbagai aspek terutama prestasi kerja guru yang
akhirnya dijelmakan melalui kemenjadian pelajar-pelajar di sesebuah sekolah. Kepimpinan
guru besar yang benar-benar berkesan di dalam organisasi sekolah adalah sukar didapati.
Keberkesanan seseorang pemimpin bergantung kepada sejauh mana tingkah laku atau
amalan pemimpin mampu mempengaruhi suasana sekolah dan semangat kerja guru-guru
(Ishak, 2004).

dclix

Seluruh perancangan dan perubahan ini akan berjaya bertitik tolak dari individu yang
memimpin sekolah itu. Oleh itu, guru besar perlu mempunyai kerangka konsep dan
matlamat yang jelas apa yang mereka inginkan dari sekolah, staf dan murid. Guru besar
perlu mampu berkomunikasi tentang matlamatnya, bersedia dengan idea baru, berinisiatif
dan yakin dengan keputusan yang diambilnya. Ringkasnya, kepimpinan guru besar yang
mantap bererti kapasitinya untuk menggerakkan segala sumber yang ada ke arah
pencapaian matlamatnya. Adalah menjadi matlamat kajian ini untuk meneliti pengaruh
hubungan komitmen kerja guru besar ke atas peningkatan prestasi kerja guru sekolah
rendah luar bandar di Kota Marudu.
OBJEKTIF KAJIAN
Objektif kajian yang ingin dicapai adalah:
i.
Mengenal pasti tahap komitmen kerja (Afektif, Berterusan dan Normatif) guru besar
dan Prestasi Kerja dalam kalangan guru sekolah rendah luar bandar.
ii.

Mengenal pasti perbezaan persepsi terhadap prestasi kerja guru berdasarkan

jantina, jawatan, gaji dan tempoh perkhidmatan.

iii.

Mengenal pasti hubungan komitmen afektif, komitmen berterusan dan komitmen

normatif terhadap prestasi kerja guru sekolah rendah luar bandar.

KEPENTINGAN KAJIAN
Kajian ini diharap dapat memberikan maklumat yang berguna kepada guru besar, pengetua,
pentadbir sekolah, pemimpin pendidikan serta bakal pemimpin pendidikan dalam
meningkatkan pengetahuan dan kefahaman berkenaan amalan kepimpinan instruktional
dalam meningkatkan prestasi kerja guru dan seterusnya pencapaian akademik pelajar di
sesebuah sekolah. Ia juga diharap dapat memberikan dorongan buat barisan pemimpin
sekolah dalam meningkatkan prestasi tugas mereka.
Kajian ini juga diharapkan dapat meningkatkan persepsi dan budaya masyarakat
yang semakin menurun dan memandang sinis tentang prestasi kerja dan kredibiliti guru
serta peranan kepimpinan guru besar efekrif dan berkomitmen yang tinggi untuk membina
sesebuah organisasi terutamanya sekolah yang berprestasi tinggi. Kajian ini dilaksanakan
secara emperikal untuk mempersembahkan bukti yang lebih jelas, sebagai usaha untuk
menyebarluaskan kepimpinan guru besar di sekolah rendah khasnya dan di seluruh
Malaysia amnya sebagai pemangkin bagi meningkatkan prestasi kerja guru yang berkualiti
seterusnya guru-guru yang beprestasi kerja yang cemerlang dapat memacu ke arah
merealisasikan dan melestarikan sebuah sekolah yang berprestasi tinggi dan cemerlang
pada masa akan datang.
BATASAN KAJIAN
Skop kajian ini adalah tertumpu kepada hubungan komitmen kerja guru besar terhadap
prestasi kerja guru sekolah rendah luar bandar di Negeri Sabah.

dclx

SOROTAN LITERATUR
Konsep komitmen kerja terhadap organisasi telah mendapat perhatian yang serius daripada
pelbagai pihak tidak kira organisasi awam atau swasta kerana komitmen kerja sangat
penting sebagai peramal kepada kepuasan kerja. Walaupun begitu, definisi komitmen kerja
masih banyak menimbulkan perbahasan dan perbincangan terutama dari aspek pengukuran
dan instrumen yang digunakan bagi mengukur komitmen kerja terhadap organisasi.
Komitmen terhadap organisasi dapat memberikan pernyataan yang jelas kepada majikan
bahawa pekerja yang komited akan berprestasi tinggi berbanding dengan pekerja yang tidak
komited. Kajian-kajian tentang komitmen kerja mempunyai implikasi penting terhadap
aspek-aspek amalan dalam pengurusan yang seterusnya memberi kesan terhadap prestasi
organisasi, Mahsitah & Zawiyah (2005).
Komitmen telah dikenalpasti sebagai faktor penting dalam menentukan kejayaan dan
keberkesanan keseluruhan sesebuah organisasi. Sejak beberapa dekad yang lalu kajian
tentang komitmen telah meningkat dan menjadi subjek kajian yang popular dalam kalangan
penyelidik. Minat terhadap penyelidik tentang komitmen dengan melihat konsep ini dan
hubungannya dengan persekitaran tempat kerja dalam sesebuah organisasi. Kajian telah
menunjukkan bahawa pekerja yang mempunyai komitmen yang tinggi akan berusaha lebih
untuk meningkatkan prestasi organisasi, Larson, (2005).
Dalam memerihalkan komitmen terhadap organisasi terdapat banyak definisi yang
dikemukakan oleh sarjana. Sesetengah sarjana mentakrifkan komitmen terhadap organisasi
sebagai kekuatan penglibatan yang dipunyai oleh individu dengan organisasi (Mowday,
Steers, dan Peter, 1979). Sarjana lain pula memberikan takrif komitmen terhadap organisasi
dan juga individu (Buchanan, 2004) atau penukaran sesuatu gelagat untuk mendapatkan
sesuatu ganjaran yang akan dihargai (Allen dan Meyer, 1990). Justeru itu, kebanyakkan
penyelidik melihat elemen komitmen terhadap organisasi sebenarnya bertujuan untuk
mengenalpasti jalinan psikologi yang dimiliki oleh individu terhadap organisasi.
Wright, P.M (1996), menyatakan komitmen sebagai sikap positif seperti penyertaan
dan rasa sepunya terhadap organisasi. Sikap positif seperti penyertaan dan rasa sepunya
terhadap organisasi ini membantu untuk meningkatkan kecekapan dan keberkesanan
organisasi. Komitmen boleh dirumuskan sebagai sikap dan perlakuan untuk bekerja kuat,
pengekalan dan kesetiaan dalam organisasi, penerimaan dan kesanggupan menjayakan
matlamat organisasi, kesungguhan penglibatan dalam pekerjaan , kewujudan ikatan emosi
dan identifikasi terhadap organisasi yang membantu meningkatkan kecekapan dan
keberkesanan organisasi.
Zeffane, (2008), mendefinisikan komitmen sebagai tahap kekuatan identifikasi dan
penglibatan seseorang terhadap organisasi. Menurut beliau, komitmen termasuklah juga
sikap kesetiaan dan penglibatan serta kepercayaan individu terhadap matlamat organisasi.
Dengan itu, sikap yang sedemikian akan menentukan hidup mati sesuatu institusi. Mottaz,
(2009), menjelaskan komitmen kerja dengan peningkatan prestasi kerja . Mottaz, mendapati
bahawa individu yang mempunyai komitmen kerja positif terhadap organisasi, menyertai
organisasi untuk membolehkannya dapat menggunakan kemahirannya terhadap organisasi,
membantu organisasi meningkatkan produktiviti.
Prestasi kerja boleh di takrifkan sebagai keupayaan individu dalam mengurus
pekerjaannya. Terdapat beberapa sarjana yang mengaitkan prestasi kerja dengan
keupayaan individu misalnya Norhani Bakri et al. (2004), yang menyatakan prestasi kerja
adalah keupayaan seseorang individu untuk menunjukkan kebolehan dan kecemerlangan
hasil daripada pembelajaran yang diikuti termasuklah dari segi kecekapan, sikap, gaya
dclxi

kepimpinan, komunikasi dan kemahiran dalam membuat keputusan. Demikian juga menurut
Stephen (1978) yang menyatakan prestasi kerja merujuk kepada keupayaan seseorang
individu mencapai matlamat atau objektif yang hendak dicapai oleh semua pekerja dalam
sesebuah organisasi. Pencapaian objektif organisasi merupakan peranan yang penting
kepada semua pekerja dalam semua jenis organisasi untuk memastikan semua pekerja
mencapai objektif atau tidak. Vroom (1995) juga mendefinisikan prestasi kerja sebagai
sesuatu kombinasi antara kebolehan dan motivasi di mana kebolehan adalah keupayaan
individu untuk melaksanakan sesuatu kerja dan merupakan satu ciri yang stabil. Seterusnya
perkaitan antara prestasi kerja dan keupayaan individu juga dikaitkan oleh Mohd. Zakaria
Mat Khazani (2005) dengan mendefinisikan prestasi kerja sebagai keupayaan seseorang
pekerja mencapai tahap produktiviti kerja sama ada dari aspek kuantiti atau kualiti.
Selain itu, terdapat juga sarjana yang mendefinisikan prestasi kerja sebagai
sumbangan kepada organisasi. Misalnya Rozhan Othman (1991) menyatakan bahawa
prestasi kerja adalah sumbangan yang diberikan oleh setiap pekerja dalam organisasi.
Begitu juga dengan Stephen (2008) yang mengatakan matlamat utama penilaian prestasi
ialah menentukan dengan tepat sumbangan seseorang sebagai asas pengiraan ganjaran.
Sekiranya kriteria yang ditekankan dalam proses penilaian prestasi tidak tepat, ganjaran
kepada individu juga tidak tepat. Selain daripada itu, maklumat yang terkandung dalam
suatu penilaian prestasi juga akan meninggalkan kesan kepada prestasi dan kepuasan
pekerja itu sendiri. Prestasi dan kepuasan pekerja itu akan bertambah jika penilaian itu
menekankan gelagat (behavioral ), berorientasika keputusan ( results-oriented criteria), isuisu kerjaya (career issues) dan prestasi (performance issues ) dan apabila individu itu
sendiri yang mengambil bahagian dalam penilaian tersebut.
Menurut Sutermeister (1986) prestasi adalah Succesful role achievement yang
diperolehi seseorang dalam pekerjaannya di mana pencapaian ( achievement) seseorang
merupakan penentu kepada produktiviti di dalam sesebuah organisasi. Demikian juga
dengan Lawler dan Porter (1967) yang mengatakan prestasi adalah kejayaan yang dicapai
dalam pekerjaannya.
Pengertian prestasi kerja juga dilhat oleh daripada dua sudut pengukuran iaitu
kuantiti dan kualiti. Kuantiti prestasi kerja merujuk kepada hasil daripada sesuatu kerja yang
dilakukan seperti jumlah keluaran barangan oleh individu dalam sesuatu masa yang
ditetapkan sementara kualiti prestasi kerja pula merujuk kepada bagaimana sempurnanya
seseorang itu melakukan kerja, seperti yang dinyatakan oleh Wright dan Noe (1996),
bahawa prestasi kerja merupakan sikap atau kelakuan yang berhubung dengan matlamat
organisasi dan prestasi kerja boleh diukur melalui kecekapan individu atau tahap
sumbangan individu tersebut terhadap sesebuah organisasi.
KERANGKA KONSEP KAJIAN
Berikut dijelaskan pula kerangka konseptual kajian yang menggambarkan bagaimana
bentuk kajian yang dibuat. Kerangka konseptual kajian yang dibentuk adalah gabungan
daripada empat variabel iaitu komitmen kerja afektif guru besar, komitmen kerja berterusan
guru besar, komitmen normatif guru besar dan prestasi kerja guru.
Kajian yang dijalankan adalah berkaitan dengan komitmen kerja afektif guru besar,
komitmen kerja berterusan guru besar dan komitmen kerja normatif guru besar serta
hubungannya dengan prestasi kerja guru di luar bandar. Elemen prestasi kerja pula terdiri
daripada tujuh dimensi iaitu pengetahuan tentang kerja, sikap, membuat pertimbangan,
delegasi, kecekapan peribadi, kebolehan merancang dan kepimpinan (Mohd. Zakaria Mat
dclxii

Khazani, 2005). Justeru, fokus kajian adalah kepada hubungan dan pengaruh antara
variabel utama sahaja, iaitu komitmen kerja afektif guru besar, komitmen kerja berterusan
guru besar, komitmen kerja normatif guru besar dan prestasi kerja guru.

Komitmen
Kerja
Berterusan
Guru Besar
Komitmen
Kerja Afektif

Guru
Besar

Komitmen Kerja
Normatif
Rajah 1 : Kerangka Konseptual Kajian

REKABENTUK KAJIAN
Berdasarkan penerangan di atas, kajian ini adalah berbentuk kajian kuantitatif bukan
eksperimen iaitu reka bentuk tinjauan yang dijalankan dengan menggunakan kaedah
deskriptif. Penyelidikan kuantitatif merujuk kepada kajian yang dapatannya dihasilkan
dengan menggunakan analisis statistic (Zechmeister et al., 1997) dan diringkaskan dalam
bentuk angka (Baker, 1999).
Populasi dan Sampel Kajian
Populasi kajian ini terdiri terdiri daripada guru-guru sekolah rendah di daerah Kota Marudu,
Sabah. Sampel kajian terdiri daripada 100 orang guru yang dipilih melalui teknik
persampelan rawak mudah.
Instrumen Kajian
Instrumen kajian ini merupakan satu set soal selidik yang dibina oleh penyelidik berdasarkan
sorotan literature. Soal selidik mengandungi 36 item dengan menggunakan Skala Likert
Lima Mata (sangat setuju, setuju, kurang setuju, tidak setuju dan sangat tidak setuju)
sebagai maklum balas. Soal selidik dibahagikan kepada lima bahagian. Bahagian A ialah
soalan berkaitan dengan demografi responden iaitu jantina, jawatan, gaji dan tempoh
perkhidmatan, Bahagian B terdiri daripada 8 item yang berkaitan dengan Komitmen Kerja
Afektif, Bahagian C terdiri daripada 8 item yang berkaitan dengan Komitmen Kerja
Berterusan, Bahagian D terdiri daripada 8 item yang berkaitan dengan Komitmen Kerja
Normatif dan Bahagian E terdiri daripada 20 item yang berkaitan dengan Prestasi Kerja
Guru.
PENGANALISISAN DATA
Dapatan dilaporkan dalam bentuk statistik deskriptif iaitu min digunakan untuk menganalisis
pemboleh ubah- pemboleh ubah seperti persepsi terhadap Komitmen Kerja Afektif,
dclxiii

Komitmen Kerja Berterusan, Komitmen Kerja Normatif dan Prestasi Kerja Guru sekolah
rendah luar bandar berdasarkan Skala Likert Lima Mata. Penentuan tahap tinggi, sederhana
dan rendah adalah seperti dalam jadual 1. Sementara itu statistik inferensi seperti Ujian-t
dan ANOVA satu hala digunakan untuk mengenal pasti perbezaan dan Korelasi Pearson-r
digunakan untuk mengenal pasti perkaitan.
Jadual 1 Interprestasi skor min
Julat Nilai min

Tahap

1.00 2.33

Rendah

2.34 3.67
3.68 5.00

Sederhana
Tinggi

Sumber : Mohd. Majid (2004: 145)

RUMUSAN
Apa yang jelas dalam kajian ini, penyelidik ingin mengkaji hubungan antara variabel
komitmen kerja guru besar terhadap prestasi kerja dalam kalangan guru sekolah rendah di
luar bandar di negeri Sabah.
Setelah mengenal pasti dimensi komitmen kerja (Afektif, Berterusan dan Normatif)
guru besar, langkah seterusnya ialah mengaitkannya dengan variabel tersebut dengan
prestasi kerja guru untuk mengetahui aspek manakah yang memberikan pengaruh kepada
prestasi kerja.

Kesimpulannya, kebergantungan komitmen kerja guru besar untuk mencapai

prestasi kerja guru yang tinggi dan cemerlang dalam bidang pendidikan perlu dikaji dan
diteliti. Dalam menerangkan isu-isu ini, empat variabel terpenting yang harus dikaji iaitu
komitmen kerja afektif guru besar, komitmen berterusan guru besar, komitmen normatif guru
besar dan prestasi kerja guru sekolah rendah luar bandar di negeri Sabah.

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Kuala
dclxv

Lumpur: Dewan Bahasa dan Pustaka, KPM.

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dclxvi

MOTIVASI KEPIMPINAN MAHASISWA DI UNIVERSITI

Faridah Mydin Kutty
Jabatan Kepimpinan dan Polisi Pendidikan, Fakulti Pendidikan
Universiti Kebangsaan Malaysia
Bangi, Selangor
faridah_mydin@ukm.edu.my
Abstrak
Pengalaman di universiti memaksimakan potensi pembelajaran mahasiswa. Penglibatan
dalam aktiviti kepimpinan memberikan kesan signifikan ke atas kemahiran insaniah dan
kognitif mahasiswa. Kajian berhubung pengalaman personal mahasiswa yang memegang
jawatan sebagai pemimpin pelajar terutama daripada aspek dorongan masih kurang
penelitian. Bagi menanggani jurang dalam literatur, kajian kualitatif ini meneliti secara
terperinci faktor yang menyumbang kepada minat dan motivasi mahasiswa untuk menjadi
pemimpin. Kaedah persampelan bertujuan digunakan untuk memilih mahasiswa yang
memenuhi dua ciri iaitu berprestasi akademik tinggi dan memegang jawatan pemimpin
tertinggi di peringkat universiti atau fakulti. Sejumlah 10 peserta kajian daripada pelbagai
fakulti dan tahun pengajian dipilih sebagai reponden kajian. Kaedah temubual berstruktur
dipilih bagi mendapatkan data yang komprehensif dan mendalam mengikut perspektif dan
pengalaman responden. Data temubual dianalisis menggunakan kaedah tematik bagi
mengenal pasti tema-tema utama. Dapatan kajian dibahagikan kepada empat tema yang
utama iaitu: efikasi kendiri, penglibatan mahasiswa, peranan rakan dan peranan keluarga.
Mahasiswa mempamerkan bakat dan pengalaman kepimpinan hasil interaksi personaliti,
pengalaman lepas, serta pengaruh rakan dan keluarga. Kajian ini merumuskan, pengalaman
kepimpinan bukan sekadar satu bentuk kemahiran yang boleh dipelajari, ia juga terbentuk
hasil interaksi dengan persekitaran. Proses ini bukan sahaja memberikan nilai tambah dari
segi kemahiran generik tetapi secara tidak langsung memperkasakan identiti pelajar dan
menjadikan mereka agen perubahan sosial yang proaktif.
Kata Kunci: universiti, kepimpinan mahasiswa, efikasi kendiri, penglibatan, rakan, keluarga

PENGENALAN
Lonjakan pertama, Pelan Pembangunan Pendidikan Malaysia 2015-2025 mensasarkan
penghasilan graduan yang bersifat holistik. Salah satu atribut yang diberikan tumpuan
adalah kemahiran kepimpinan. Penekanan ini memperlihatkan, tumpuan kini bukan sekadar
menghasilkan graduan yang cemerlang dalam bidang akademik, tetapi modal insan yang
bersifat holistik, iaitu berpengetahuan, berkemahiran dan berkeperibadian unggul.
Pengalaman pembelajaran di universiti membuka ruang kepada mahasiswa dalam
mencapai matlamat di atas melalui pelbagai aktiviti, antaranya penglibatan dalam aktiviti
persatuan dan kelab, khidmat komuniti, kerja kursus di mana aktiviti-aktiviti ini menyumbang
kepada pengetahuan dan kefahaman tentang kepimpinan. Ini kerana pengalaman
kepimpinan mahasiswa dalam aktiviti akademik dan bukan akademik meningkatkan tahap
perkembangan kognitif, afektif, psikomotor, kreativiti dan sosial mahasiswa, secara tidak
langsung menyumbang kepada pembangunan personal dan profesional mahasiswa.
Isu dan persoalan kepimpinan mahasiswa di universiti serta peranan ekosistem
universiti dalam melahirkan bakal pemimpin di peringkat lokal dan global dikaji secara
meluas. Kajian-kajian empirikal ini menfokuskan kepada komponen psikologi, psikososial
pelajar, akademik, dan ekosistem universiti dalam mengenal pasti dan memahami faktordclxvii

faktor dan proses yang mempengaruhi pembangunan kepimpinan di kalangan mahasiswa.

Perbincangan dalam kajian ini adalah kesinabungan daripada kajian-kajian lepas, iaitu
meninjau pengalaman pelajar-pelajar yang terlibat dalam aktiviti kepimpinan. Justeru kajian
ini bertujuan mengenal pasti faktor-faktor yang mendorong pelajar terlibat dalam organisasi
dan aktiviti yang berkaitan dengan kepimpinan. Secara lebih khusus, kajian ini cuba
menjawab persoalan bagaimana faktor personal, keluarga, institusi pendidikan dan rakanrakan menyumbang kepada kebolehan memimpin mahasiswa. Dapatan kajian ini
mendalamkan lagi kefahaman dan pengetahuan tentang kepimpinan mahasiswa di universiti
serta membantu dalam proses penambahbaikan amalan universiti dalam membantu
mahasiswa untuk membangunkan bakat kepimpinan mereka.
Perbincangan dalam kertas kerja ini dibahagikan kepada tiga bahagian. Bahagian
pertama membincangan tentang kepimpinan pelajar di universiti. Bahagian kedua
membincangkan tentang metodologi kajian, diikuti dengan analisis dan perbincangan serta
implikasi di bahagian ketiga.
KEPIMPINAN MAHASISWA DI UNIVERSITI
Salah satu agenda kritikal universiti adalah memupuk dan membangunkan bakat mahasiswa
memantapkan kapasiti kepimpinan serta menyediakan mereka menjadi pemimpin (Dugan &
Komives 2007; Soria et al. 2013; Zimmerman-Oster & Burkhardt 1999). Institusi pendidikan
landasan yang terbaik melahirkan bakal pemimpin dalam arena politik, pemimpin ekonomi,
kebudayaan, peneraju sains dan teknologi masyarakat. Dalam hal ini Astin & Astin (2000),
menegaskan peranan institusi pendidikan tinggi amat signifikan dalam melahirkan pelapis
pemimpin yang berkualiti dalam masyarakat moden. Hujah ini disokong oleh Pascarella &
Terenzini (2005), iaitu tempoh masa mahasiswa di universiti mendedahkan mereka kepada
kemahiran kepimpinan. Manakala Komives et al. (2011, melihat penglibatan mahasiswa
dalam aktiviti kepimpinan di kampus merupakan satu persediaan untuk berhadapan dengan
realiti sebenar dalam sistem sosial dan politik setelah menamatkan pengajian. Dalam hal ini,
Rosenthal (2011), menegaskan wujud keperluan untuk menjalankan kajian-kajian empirikal
bagi mencari formula terbaik untuk memanafaatkan peranan universiti dalam
membangunkan bakal pemimpin masa hadapan. Ini kerana universiti adalah platform terbaik
membangunkan bakal pemimpin yang berkualiti, serta bersedia mendepani cabaran
perubahan sosial serta menanggani isu-isu masyarakat pasca-industri yang semakin
kompleks (Allen & Cherrey 2000; Komives et al. 2006).
Di universiti, penglibatan dalam organisasi pelajar, kerja berpasukan, interaksi
bersama ahli fakulti serta kakitangan pentadbiran melalui aktiviti kurikulum dan ko-kurikulum
adalah landasan terbaik kepada pelajar pra-siswazah untuk melatih kemahiran kepimpinan
mereka (Dugan & Komives 2007; Dugan 2006; Pascarella et al. 2012; Soria et al. 2013).
Pada masa yang sama, kemahiran kepimpinan turut dibangunkan melalui latihan dan
kursus yang dianjurkan oleh pihak universiti. Dugan & Komives (2010) dan Thompson
(2006) mendapati hubungan langsung yang positif antara penglibatan dalam aktiviti
kepimpinan dan kemahiran insaniah pelajar. Ini dikenalpasti dari aspek komunikasi,
kebolehsuaian, kerjasama, serta keterbukaan kepada idea-idea baru. Pada masa yang
sama aktiviti kepimpinan menyumbang kepada kesedaran tangungjawab sosial, kepekaan
silang budaya, pembangunan kemahiran personal dan sosial (Cress et al. 2001; Posner
2004). Pengaruh yang positif ini secara tidak langsung meningkatkan efikasi kendiri,
pembangunan watak, prestasi akademik dan personal mahasiswa (Benson & Saito 2001;
Komives et al. 2005). Cohen & Brawer (2003) berpendapat institusi pengajian tinggi
membantu individu menjadikan mereka efektif, ahli yang bertanggungjawab kepada
masyarakat serta memperbaiki kualiti hidup mahasiswa.
dclxviii

Faktor Kepimpinan Mahasiswa

Konsep pembangunan kepimpinan boleh dilihat daripada dua perspektif, iaitu kerangka teori
pembangunan kepimpinan dan teori pembelajaran kepimpinan (Brungardt 1996). Menurut
Brungardt (1996) pembangunan kepimpinan adalah satu proses pembelajaran yang
berterusan di mana pengalaman dan pengetahuan yang dikumpul memandu ke arah
pembelajaran dan perkembangan yang lebih kehadapan. Teori pembelajaran kepimpinan
melibatkan aktiviti pendidikan dan persekitaran yang terancang, bertujuan memperbaiki dan
meningkatkan daya saing kepimpinan seseorang. Teori ini percaya, kepimpinan adalah
sesuatu yang boleh diajar dan dipelajari oleh mahasiswa. Kajian ini menyokong teori
pembangunan kerana ia menfokuskan kepada perkembangan dan pembangunan
kemahiran kepimpinan dalam diri seseorang.
Bagi seseorang mahasiswa, wujud pelbagai faktor yang mendorong mereka untuk
menjadi pemimpin atau terlibat dalam aktiviti-aktiviti kepimpinan. Ini dapat disimpulkan
dalam dua andaian utama, pertama kepimpinan adalah hasil kecenderungan, dan motivasi
dalaman, kedua pengaruh faktor-faktor luaran sama ada keluarga, rakan-rakan atau
sekolah. Astin & Astin (2000) merumuskan penglibatan dan bakat yang ditunjukan oleh
mahasiswa dapat dikaitkan dengan mentoring, kebijaksanaan, personaliti, sokongan
keluarga serta kesihatan. Justeru kajian ini memilih empat faktor utama untuk dikaji dan
dianalisis iaitu faktor individu, keluarga, institusi pendidikan dan rakan.
Faktor individu. Personaliti serta ciri individu antara faktor kritikal yang sering
diketengahkan dalam membincangan faktor yang mempengaruhi perkembangan dan
pembangunan kepimpinan seseorang individu (Komives et al. 2006). Dalam konteks ini,
terma individu yang dimaksudkan tidak melihat kepada faktor demografi tetapi untuk
memahami sifat dan tingkah laku individu yang berkaitan dengan sifat kepimpinan. Antara
ciri dan tingkah laku yang dimiliki oleh mahasiswa yang menjadi pemimpin adalah, berfikiran
positif, berkeyakinan, bersedia mengambil risiko, berani membuat keputusan, dan
berkebolehan dalam menyelesaikan sesuatu tugasan (Day 2000; Komives et al. 2006;
Shertzer & Schuh 2004). Kapasiti seseorang mahasiswa untuk menterjemahkan
pengetahuan dan kebolehan yang dimiliki sangat bergantung kepada kepercayaan dalaman.
Dalam hal ini penelitian ke atas efikasi kendiri individu mampu untuk menjawab persoalan
berhubung dengan perbezaan tahap penglibatan serta kecenderungan dalam aktiviti
kepimpinan (Day et al. 2009, Dugan & Komives 2010; Komives et al. 2006). Menurut
Bandura (1997), efikasi kendiri seseorang individu berkembang melalui empat sumber, iaitu
pengalaman lepas, pengalaman vicarious, pengaruh sosial serta keadaan emosi dan
fisiologi. Pengalaman masteri berlaku apabila individu mendapat keyakinan bagi sesuatu
tugasan melalui penyertaan dan penglibatan langsung dalam aktiviti berkenaan. Manakala
pembangunan efikasi kendiri melalui vicarious learning berlaku apabila pelajar memerhati
bagaimana orang lain melaksanakan sesuatu tugasan dan cuba meletakan diri sendiri
dalam melaksanakan tugasan tersebut. Pengaruh sosial melalui pujukan atas dasar
kepercayaan yang diletakan oleh individu lain, membuat seseorang individu yakin tentang
kebolehan mereka. Apabila seseorang pemimpin mempunyai tahap efikasi kendiri yang
tinggi, motivasi dan komitmen untuk menyiapkan sesuatu tugasan juga tinggi (Komives et al.
2011).
Faktor keluarga. Pengaruh keluarga dilihat sebagai suatu yang bersifat fundamental
dalam membangunkan karekter, menanam nilai yang positif dalam diri anak. Pengkaji
terawal seperti Sigmund Freud telah menerangkan tentang bagaimana budaya dan nilai
yang dipamerkan oleh ibu-bapa menyerap dalam diri anak melalui proses sosialisasi dan
permerhatian.
Dalam hal ini,
pengkaji menyatakan pengaruh keluarga ke atas
pembangunan sifat kepimpinan anak-anak dikenalpasti melalui interaksi positif, jangkaan,
dclxix

displin, persekitaran kediaman, penglibatan ibu-bapa, dan etika kerja (Komives et al. 2004;
Shertzer & Schuh 2004).
Institusi pendidikan. Pengalaman pembelajaran sama ada di sekolah atau universiti
memberikan kesan signifikan ke atas pembangunan kemahiran kepimpinan pelajar. Kajian
empirikal menunjukkan pengetahuan dan kemahiran kepimpinan yang diperolehi di sekolah
penentu penting dalam menilai kapasiti kepimpinan dan efikasi kendiri (Dugan et al. 2008;
Dugan & Komives 2010). Pembangunan yang optimum berlaku di persekitaran yang
menekankan kepada keperluan semasa pada masa yang sama menyediakan pelajar
berhadapan cabaran pada masa akan datang. Di peringkat universiti, penglibatan dalam
aktiviti ko-kurikulum, komunikasi dengan pensyarah, hubungan kerjasama dengan rakan
mahasiswa, kakitangan pelaksana mempengaruhi pembangunan kepimpinan mahasiswa
(Kuh et al. 2000; Pascarella & Terenzini 2005).
Pengaruh rakan. Rangkaian sosial mahasiswa di kampus memberikan kesan
signifikan kepada pembangunan pelajar. Interaksi sosial dengan rakan mempengaruhi
pelbagai perubahan semasa di universiti, antaranya pembangunan intelektual, orientasi
politik, sosial, dan nilai keagaamaan, kemahiran interpersonal, kepimpinan dan kerjaya;
pembangunan moral serta tahap kematangan dan pembangunan personal (Gardner 2010;
Harmon 2006). Pemimpin mahasiswa yang berkarismatik mampu menarik minat mahasiswa
lain yang berminat untuk menjadi pemimpin (Ward & Ellis 2008).
METODOLOGI KAJIAN
Reka bentuk kajian kualitatif dipilih bagi mencapai objektif kajian ini iaitu meneroka
pengalaman mahasiswa yang melibatkan diri secara aktif dalam aktiviti ko-kurikulum serta
pernah memegang jawatan sebagai ketua projek, presiden persatuan, exco dalam majlis
perwakilan pelajar sama ada di peringkat kolej atau universiti. Menurut Cohen et al. (2007),
asas kepada kajian kualitatif adalah mendalami pengalaman subjektif seseorang individu.
Kajian kualititatif sesuai untuk meneroka kekayaan, kedalaman, kompleksiti serta pelbagai
realiti sesuatu fenomena. Kaedah temu-bual semi-berstruktur dipilih untuk mengumpul data.
Kaedah temubual menyediakan naratif yang membantu memahami dunia daripada
perspektif subjek, merungkai makna di sebalik pengalaman manusia dan menyelami dunia
sebenar mereka (Kvale 1996, Patton 1990).
Kajian ini dijalankan di salah sebuah universiti penyelidikan. Kaedah persampelan
bertujuan digunakan, iaitu peserta kajian dipilih berdasarkan kepada kriteria yang telah
ditetapkan (Patton, 2002). Dua kriteria telah ditetapkan oleh pengkaji dalam pemilihan
sampel iaitu pernah menjadi pemimpin serta cemerlang dalam akademik. Secara
keseluruhan, sejumlah 10 peserta yang terdiri daripada pelajar tahun 3 dan tahun 4,
daripada pelbagai bidang menyatakan kesediaan mereka untuk terlibat dalam kajian ini.
Sesi temubual dijalankan berdasarkan kepada kelapangan peserta. Setiap sessi temubual
memakan masa antara 60-90 minit. Sesi temubual direkod dan ditranskrib. Nama peserta
kajian diubah bagi melindungi hak peserta. Data dianalisis menggunakan kaedah tematik.
ANALISIS DAN PERBINCANGAN
Hasil analisis temu bual bersama peserta kajian menfokuskan kepada empat tema utama
iaitu: efikasi kendiri, penglibatan pelajar, peranan rakan, dan peranan keluarga. Tema-tema
ini dipilih bagi menjawab persoalan kajian iaitu faktor-faktor yang mendorong kepimpinan
mahasiswa di universiti.
Efikasi Kendiri
dclxx

Dapatan kajian ini menyokong pendapat van Knippenberg et al. (2004), iaitu kepimpinan
adalah kesan daripada motivasi, kesedaran tentang potensi diri dan kecenderungan untuk
membangunkan bakat. Minat memimpin di kalangan peserta kajian dilihat sebagai satu
proses penyempurnaan kendiri. Peserta kajian bersetuju pengalaman kepimpinan yang
diperoleh menyumbang dari segi pembangunan profesional, meningkatkan kemahiran
insaniah, mendapat pengkitirafan, membangunkan bakat dan kredibiliti.
Kesemua peserta kajian berpengalaman memegang jawatan sebagai pengarah atau ketua
bagi portfolio yang kecil dalam sesuatu projek. Mereka menyatakan mereka yakin dengan
kemampuan diri sendiri untuk melaksanakan tugasan yang diberikan. Bagi Iz, yang
memegang jawatan sebagai exco Majlis Perwakilan Pelajar, bakat semulajadi yang dimiliki
dari segi berkomunikasi membuatkan dia suka berdebat dan melontarkan idea. Contohnya,
saya seorang yang suka bercakap, jika di asrama, di waktu malam kami akan mengisi
dengan maljis ilmu biasanya kami akan membincangkan sesuatu isu secara terbukaada
kalanya saya akan menyampaikan kisah-kisah dalam kitab yang ayah ceritakan kepada saya,
dan kongsikan bersama rakan-rakan yang lain

Pembangunan karekter ini ada kaitan dengan minat dan kecenderungannya Iz untuk
menjadi ahli politik atau sebagai pakar perunding. Iz ingin melihat peranan mahasiswa
sebagai pengerak aktiviti kesukarelawanan di dalam komuniti, dan membela nasib
masyarakat terpinggir. Iz menggambarkan generasi mahasiswa perlu berani bersuara,
bersifat terbuka dan suka berkerjasama serta tidak bersikap keterlaluan.
Tugasan untuk memimpin dilihat sebagai satu peluang untuk membangunkan identiti
sebagai pemimpin (Day et al. 2009) serta mempraktikan kemahiran kepimpinan yang
diperolehi sama ada secara langsung atau tidak langsung. Motivasi kendiri yang ditonjolkan
oleh mahasiswa dapat dikaitkan dengan motivasi personal yang berkaitan dengan identiti
seseorang, seperti yang diungkapkan dalam temubual Rul iaitu saya mahu membuktikan
kemampuan saya pada tahap yang tinggi. Motivasi dalaman yang ditonjolkan oleh Rul boleh
dikaitkan dengan keinginan Rul untuk menyumbang kepada universiti pada masa yang
sama untuk mendapatkan pengiktirafan ke atas bakat yang dimiliki. Sebagai contoh,
penglibatan Rul sebagai exco dalam Majlis Perwakilan Pelajar, dianggap sebagai satu
platform bagi merealisasikan impiannya.
Seterusnya, menurut peserta kajian kesediaan mereka untuk berkorban dari segi masa dan
tenaga serta bersikap terbuka dalam berdepan dengan sebarang cabaran antara ciri
penting perlu dimiliki oleh pemimpin. Bagi Zif, memegang beberapa jawatan kepimpinan di
Kampus Kesihatan dilihat sebagai satu amanah yang perlu dilaksanakan. Seperti yang
diperkatakan oleh Zif, bila ada amanah..kita akan mula fikir macam mana aku nak buat
kerja iniakan berfikir secara matang.dari segi masa, perlu fikirkan bagaimana untuk
menguruskan masa secara efisien.lihat yang mana keutamaan

Pandangan Zif dapat dikaitkan dengan sifat pemimpin yang berkredibiliti. Nilai
kredibiliti yang ditonjolkan adalah untuk memperlihatkan keupayaan seseorang untuk
melaksanakan tugasan dengan baik. Ini secara tidak langsung meningkatkan pengaruh dan
kepercayaan daripada rakan dan ahli akademik. Aspek ini jelas dalam temubual bersama
Aki;
Kredibiliti ni macam kita kena tunjuk kita boleh buat kerja, ada idea untuk melakukan kerja
ataupun untuk mencetuskan sesuatu yang baruJika orang lihat kita niseorang yang tak
boleh buat kerja, jadi kita susah mencari pengaruh, sukar untuk menyakinkan orang..dan ini
akan menyukarkan perjalanan sesuatu projek atau program.

dclxxi

Kenyataan Aki disandarkan kepada kepada Kouzes & Posner (1990) iaitu
kepimpinan yang berjaya berkait rapat dengan persepsi pengikut terhadap kapasiti
pemimpin berbanding dengan persepsi sendiri.
Penglibatan Pelajar
Pengalaman yang diperolehi di peringkat sekolah dan kolej memberikan impak tersendiri
dalam membangunkan bakat kepimpinan dalam diri pelajar. Dapatan dalam kajian ini
menegaskan bahawa penglibatan di sekolah adalah salah satu faktor penting dalam proses
pembangunan bakat kepimpinan pelajar yang tidak seharusnya dikesampingkan. Kemahiran
kepimpinan yang diperolehi melalui projek-projek yang lepas menjadi satu landasan kepada
peserta dalam mengukur kebolehan mereka. Peserta berasa lebih berkeyakinan tentang
kemampuan mereka untuk memimpin atau melaksanakan sesuatu tugasan. Seramai tujuh
peserta menyatakan mereka pernah memegang jawatan sebagai ketua pelajar, pengawas,
ketua projek, terlibat dalam aktiviti komuniti, dan pembimbing rakan sebaya. Pengetahuan
dan kemahiran yang terbina daripada pengalaman lepas menjadikan peserta lebih
berkeyakinan untuk memegang sesuatu jawatan. Ini boleh dilihat daripada kenyataan Iz, Di
peringkat sekolah, saya memang aktif di peringkat kepimpinan ni. Saya pernah memegang
jawatan sebagai pengawas sekolah, saya jadi ketua persatuan tingkatan 6.dan saya
pernah dipilih sebagai wakil ketua pelajar Tingkatan 6.
Menghadiri kursus kepimpinan yang dianjurkan oleh pihak sekolah memberikan
kesan yang konstruktif kepada tiga responden kajian. Pengetahuan yang diperolehi
daripada aspek teori dan praktikal menjadikan mereka lebih berpengetahuan dan
berkeyakinan. Sebagai contoh, pengalaman Din mengikuti kem kepimpinan semasa di
matrikulasi, membuka minda beliau bahawa ia adalah satu bentuk kemahiran yang
memerlukan pengetahuan, disamping bakat pengalaman semasa mengikuti kem motivasi
satu yang mematangkan sayasaya kagum melihat fasilitator-fasilaltor sayamereka
berbakat serta berpengetahuan.Banyak yang saya belajar daripada kem tersebut.
Malah dapatan kajian ini menyokong dapatan kajian-kajian lepas berkenaan dengan
kesan signifikan pengalaman penglibatan di dalam aktiviti ko-kurikulum di tahun pertama di
universiti ke atas pembangunan kemahiran kepimpinan mahasiswa. Sejumlah enam peserta
kajian menyatakan, mereka mula melihat potensi mereka untuk memimpin semasa tahun
pertama di universiti. Menurut peserta kajian, penglibatan sebagai ahli jawankuasa kecil
dalam aktiviti persatuan di peringkat kolej, fakulti atau universiti memberikan pendedahan
awal cara mengendalikan sesuatu projek. Contoh yang dipetik dalam temubual bersama
Lan, saya mula terlibat dalam aktiviti persatuan dan kelab sejak dari tahun 1, jadi saya
sudah tahu serba sedikit berkenaan dengan bagaimana kendalikan projek.
Manakala menurut Aki, mengikuti program-program kepimpinan, motivasi yang dianjurkan
oleh badan NGO sama ada sebagai peserta atau fasilitator memberikan pengetahuan dan
pengalaman yang baru, saya rasa setiap kali saya pergi tu saya akan dapat benda yang
baru, dari segi modul latihan, cara mengendalikan program..banyak perkara saya belajar
melalui aktiviti-aktiviti ini.
Menurut peserta kajian ini, pengalaman yang diperolehi memberi kesan langsung
kepada corak kepimpinan mereka. Oleh itu, penglibatan peserta kajian sama ada di
peringkat sekolah atau universiti dilihat sebagai satu kesinabungan dalam membangunkan
bakat yang telah diasah di peringkat awal. Para peserta menyatakan pengalaman menjadi
pemimpin di universiti memberikan satu persepktif berbeza dalam tatacara mereka
mengendalikan projek, cara mereka berurusan dengan pihak pentadbir di dalam dan luar
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universiti, serta mengurus ahli yang terdiri daripada pelbagai latar budaya, pengalaman dan
akademik.
Dapatan ini menyokong kajian-kajian yang terdahulu, yang mengkaji hubung kait
antara kemahiran kepimpinan dengan penglibatan pelajar dalam aktiviti ko-kurikulum di
peringat sekolah (Dugan et al. 2008; Dugan & Komives 2010; Mahoney & Stattin 2006).
Menurut Gambone & Arbreton (1997) remaja yang terlibat dalam pelbagai aktiviti
berkompentensi dan mempunyai peluang kepimpinan yang lebih tinggi.
Pengaruh dan Sokongan Rakan
Perkembangan remaja dipengaruhi oleh hubungan sosial dan interaksi dengan orang
persekitaran. Proses sosialisasi ini secara tidak langsung mempengaruhi sikap dan
tingkahlaku remaja (Bandura, 1997). Dalam konteks kajian ini, peserta kajian merasakan
sokongan, galakan serta kepercayaan yang diperolehi daripada rakan senior dan rakan
sebaya, tentang keupayaan dan bakat yang dimiliki untuk memimpin menjadikan mereka
pemimpin. Seramai lapan daripada peserta kajian menegaskan peranan rakan senior dalam
mendorong mereka ke arah pemimpin, dan bertindak sebagai role model dan mentor.
Kenyataan ini selaras dengan pendapat Astin (1993), rakan antara sumber yang paling
berpengaruh, mempengaruhi setiap aspek perkembangan mahasiswa, iaitu secara kognitif,
afektif, tingkah laku, dan psikologi. Sebagai contoh, petikan data daripada temubual
bersama Abil, Kawan-kawan selalu beritahu kekuatan sayasebagai contoh saya boleh
berkomunikasi..boleh jadi ketua..macam tu laSaya tahu saya ada bakatjadi saya jadi
lebih yakin bila kawan-kawan saya pun beritahu perkara yang samajadi saya lebih yakin..
Hasil temu bual juga mendapati mahasiswa yang lebih senior memainkan peranan
yang signifikan dalam membuka laluan kepada junior dalam menentukan hala tuju
kepimpinan mereka. Melihat kepada dapatan temubual bersama peserta kajian, mereka
menyatakan pengetahuan dan kemahiran tentang kepimpinan diperolehi melalui
pemerhatian, pengalaman berkerja dalam satu projek, perkongsian dan pertukaran idea.
Antara elemen-elemen yang diperhatikan adalah kemahiran dalam mengurus ahli-ahli dalam
sesuatu projek, perancangan projek, cara berkomunikasi, cara mengurus konflik serta
karekter pemimpin itu sendiri. Kepimpinan yang ditonjolkan oleh senior mereka dijadikan
sebagai panduan, memberikan keyakinan dan memotivasikan peserta untuk memegang
jawatan yang sama. Rangkaian sosial ini menyuburkan keyakinan mahasiswa yang secara
tidak langsung mempengaruhi persepsi peserta kajian, sebagai contoh, Lan menyatakan;

senior saya di di kolej, dia antara individu penting yang memberikan tunjuk ajar kepada saya
bagaimana untuk mengawal ahli dalam kumpulan projek, bagaimana cara untuk berkomunikasi
dengan orang lainjadi dia banyak mengajar saya..dia mempunyai ciri-ciri kepimpinan yang
baik.

Pengalaman yang sama dikongsikan oleh Aki. Menurutnya cara kepimpinannya

dalam Majlis Perwakilan Pelajar dari segi berkomunikasi, memberikan pendapat, merancang
tugasan dan cara berfikir banyak dipengaruhi oleh senior beliau. Tambahnya lagi rakan
senior adalah tempat rujukan sekiranya beliau berhadapan dengan masalah.
Peserta kajian juga menegaskan tentang kepentingan kumpulan sokongan yang
dianggoti oleh kumpulan mahasiswa yang pernah menjadi pemimpin. Peserta menyatakan
kepentingan kumpulan ini sebagai tempat rujukan dan perbincangan sekiranya berdepan
dengan kesulitan, dan sebagai sokongan moral. Aspek penting yang ditekankan adalah
kesatuan yang ditunjukkan oleh rakan-rakan yang mempunyai latar pengalaman yang sama.
Malah Aki menyatakan, sokongan yang diberikan oleh rakan-rakan menyakinkan beliau
dclxxiii

untuk bertanding di dalam Majlis Perwakilan Pelajar, menurutnya semua itu sukar dicapai
tanpa kepercayaan dan sokongan daripada rakan-rakan. Dalam erti kata lain, mahasiswa
yang terlibat dalam aktiviti kepimpinan mempunyai jaringan sosial yang meluas, ini
memudahkan mereka menerima modal sosial daripada rakan-rakan.
Pengaruh Keluarga
Lefevre & Shaw (2012) dan Shertzer & Schuh (2004) dalam kajian mereka melaporkan
penglibatan ibu-bapa mempunyai hubungan langsung ke atas pengalaman pendidikan
anak-anak. Dapatan daripada kajian ini mendapati sokongan daripada keluarga memberikan
impak dari segi keyakinan diri, efikasi kendiri, bersifat proaktif dan suka mencuba sesuatu
yang baru dan mencabar, dan menghargai diri sendiri. Suatu yang menarik dalam kajian ini
adalah bagaimana sesetengah nilai dan sikap yang disampaikan oleh ibu-bapa mempunyai
kesan yang mendalam ke atas sikap peserta.
Bagi Iz, pendedahan awal dalam arena politik melalui ceramah-ceramah politik yang
disertai bersama ayahnya memberikan pendedahan awal tentang erti kepimpinan. Antara
perkara yang dipelajari melalui pengalaman dan pendedahan ini adalah kekuatan seorang
pemimpin berucap sehingga boleh mempengaruhi pendengar-pendengar. Menurut Iz, ia
merupakan titik permulaan beliau mula berminat dalam politik. Pengalaman dan
pengetahuan yang diperolehi memberikan pendedahan kepada Iz tentang penyelewengan,
ketirisan, kelunturan integriti dalam politik menyebabkan Iz memilih paradigma yang
berbeza. Paradigma Iz selari dengan pendapat yang disuarakan oleh Aki iaitu, motif menjadi
pemimpin adalah melatih diri menjadi seorang yang berhemah, niat membantu dan menjaga
kebajikan, sesuatu yang berbeza dengan apa yang dilihat dan dialami. Oleh itu, amalan
keluarga boleh menghasilkan tujuan dan kapasiti untuk terlibat dalam politik (Burns et al.
2001).
Seterusnya, peserta kajian melihat ibu-bapa sebagai mentor dalam
mendemonstrasikan ciri-ciri kepimpinan serta menerapkan nilai-nilai kepimpinan ini sejak
mereka kecil. Sebagai contoh, bagi Zif, ibunya adalah role model serta pencetus motivasi.
Bagi Zif, ciri-ciri pemimpin telah dibangunkan secara tidak langsung melalui latihan dan
asuhan yang diterima daripada ibunya. Menurut Zif, ibunya berkongsi nilai yang diamalkan
dalam konteks pekerjaan. Antara prinsip-prinsip yang dikongsikan oleh ibunya adalah
rasional dalam membuat keputusan, berkerjasama, cara berkomunikasi, cara membuat
keputusan, berfikiran terbuka. Sebagai contoh, Mak yang banyak ajar softskillcara
bercakap, cara berinteraksi, cara nak lontarkan idea..cara berfikir..cara menyelesaikan
masalah..
Malah menurut Zif beliau selalu mendapatkan pandangan dan pendapat daripada
ibunya untuk menyelesaikan masalah yang dihadapi semasa menjadi ketua pelajar semasa
di sekolah menengah. Berbeza dengan Din daripada latarbelakang keluarga yang sangat
menitik beratkan soal agama, Din melihat prinsip ayahnya sebagai seorang yang tegas dan
berpendirian. Di universiti, Din seorang yang aktif dalam organisasi dakwah, mengamalkan
prinsip-prinsip yang dilihat, dipelajari secara langsung daripada ayahnya. Menurut Din,
beliau mengimplementasi nilai-nilai yang diperolehi daripada figura ini kepada style
kepimpinan yang ditonjolkan oleh beliau.
PERBINCANGAN DAN KESIMPULAN
Bakat kepimpinan yang dimiliki oleh seseorang mahasiwa bukan hanya bersifat semulajadi,
tetapi ia dibangunkan dan disuburkan kesan pengaruh persekitaran. Setiap pelajar
mempunyai latar dan pengalaman yang berbeza membuatkan faktor-faktor yang
dclxxiv

mempengaruhi kepimpinan mereka juga berbeza. Efikasi kendiri memainkan peranan yang
signifikan dalam mempengaruhi bakat kepimpinan mahasiswa. Jelas, mahasiswa dengan
efikasi kendiri yang tinggi mampu menjadi lebih efektif (Astin & Astin 2000). Keyakinan
terhadap bakat dan kekuatan diri sendiri (Fincher 2009) menjadikan mahasiswa lebih
komited dalam melaksanakan tugas kepimpinan (Rath & Conchie 2009). Hujah ini
menyokong andaian bahawa kepimpinan yang berkesan berhubung rapat dengan tahap
keyakinan, kredibiliti, kebolehan untuk menjana idea yang baru, dan kesediaan untuk
mengalas sesuatu tugasan.
Mahasiswa melihat peluang kepimpinan sebagai satu tugasan yang telah
diamanahkan yang dapat membangunkan kemahiran insaniah, peluang untuk
memperlihatkan bakat yang dimiliki, serta mendapatkan maklum balas terhadap sesuatu
yang telah dilaksanakan. Menjalankan tugas-tugas memimpin adalah satu orientasi
pembelajaran, apabila mahasiswa mempelajari sesuatu yang baru dan membuat refleksi ke
atas tugasan yang telah dilakukan. Hu dan Wolniak (2010), Hart (2010) mendapati
hubungan yang positif antara penglibatan sosial mahasiswa dengan kejayaan awal dalam
kerjaya. Majikan cenderung untuk mengambil mereka yang pernah memegang jawatan
sebagai pemimpin, kerana majikan yakin calon sedemikian mempunyai kualiti seperti
kemahiran analitikal, kebolehan menyelesaikan masalah, berkerja dalam kumpulan,
beretika, berintergriti dan kreatif.
Penglibatan dalam aktiviti kurikulum di peringkat sekolah, kolej atau tahun pertama di
universiti memberikan implikasi yang positif dalam mempromosikan pembangunan sosial,
personal dan pembangunan karekter pelajar (Pascarella & Terenzini 2005, Shulruf et al.
2008). Di universiti, pengalaman lepas menjadikan peserta kajian lebih positif dalam
meneroka pengalaman baru. Malah dapatan dalam kajian ini menekankan pengalaman
yang dilalui oleh peserta dalam aktiviti persatuan di tahun pertama efektif dalam membina
persepsi dan tanggapan positif tentang kepimpinan (Soriab et al. 2015). Peserta kajian lebih
berkeyakinan setelah memegang jawatan dalam beberapa jawatankuasa. Proses interaksi
yang berlaku antara rakan-rakan, pihak fakulti dan kumpulan pentadbiran berhubungan
secara positif dengan kebolehsuaian, kerjasama dan keterbukaan kepada idea-idea baru di
kalangan mahasiswa (Salisbury et al. 2012; Thompson 2006)
Rakan-rakan kekal sebagai pengaruh utama dalam mempengaruhi perkembangan
sosial mahasiswa di universiti. Dalam kajian ini, sokongan dan kepercayaan yang diberikan
oleh rakan-rakan adalah motivasi kepada peserta kajian untuk menjadi pemimpin. Rakan
senior yang aktif dalam aktiviti berpersatuan menjadi role model kepada mahasiswa yang
junior (Komives, et al. 2006). Mahasiswa yang senior bertindak sebagai mentor, melantik
peserta menyertai projek mereka, memberikan tugasan dan tanggungjawab. Mahasiswa
merasakan bakat mereka dihargai apabila mereka diberikan perhatian dan tanggungjawab.
Dalam hal ini, peranan senior sebagai mentor penting dalam mencungkil bakat kepimpinan
serta menyakinkan junior tentang bakat yang dimiliki. Sejajar dengan dapatan dengan
kajian-kajian lepas, mahasiswa menjelaskan corak kepimpinan mereka dipengaruhi oleh
senior dalam organisasi berkenaan. Ini konsisten dengan kajian lepas yang menekankan
tentang kepenting role model dalam mempengaruhi pembangunan kepimpinan pelajar.
Seterusnya, dapatan dalam kajian ini menunjukkan hubungan antara sokongan
keluarga dan kepimpinan. Peranan dan pengaruh keluarga, terutamanya ibu-bapa dalam
membina nilai-nilai pemimpin di dalam diri peserta kajian diilustrasikan dalam naratif yang
berbeza. Umumnya, peserta bersetuju ibu-bapa memainkan peranan penting dalam
menanam nilai-nilai positif dalam diri mereka, membina keyakinan diri, membentuk
pengetahuan dan pengalaman awal tentang kepimpinan serta sebagai sumber sokongan
moral. Perkara-perkara ini berlaku sama ada secara langsung atau tidak langsung. Di
samping itu fahaman serta penglibatan ibu-bapa dalam aktiviti politik mendedahkan peserta
dclxxv

kajian kepada budaya, pandangan dan pemikiran pemimpin politik. Pengetahuan dan
pengalaman yang diperolehi membantu mereka membina karekter dan pemikiran
kepimpinan yang tersendiri. Kajian-kajian di dalam bidang sains politik, psikologi
mencadangkan pengalaman awal memberikan implikasi ke atas tingkah laku dan sikap pada
masa depan, yang seterusnya dapat dikaitkan dengan orientasi politik peserta kajian
(Campbell 2006, Moran et al. 2011).
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PENGARUH KUASA, KEPIMPINAN DAN KOMPETENSI PENGETUA DALAM

PENJANAAN MODAL INSAN GURU DI SEKOLAH
Sity Shuriani Binti Arifuddin
Sekolah Pendidikan Dan Pembangunan Sosial,
Universiti Malaysia Sabah
Sityshuriani_al@yahoo.com
Abstrak
Penyelidikan ini bertujuan untuk mengenalpasti Pengaruh Kuasa, Kepimpinan Dan
Kompetensi Pengetua Dalam Penjanaan Modal Insan Guru Di Sekolah.
Kajian ini
melibatkan 370 orang responden yang terdiri daripada para guru di Negeri Sabah dan
jumlah responden yang dipilih secara rawak adalah seramai 14,387 responden mewakili
populasi kajian. Iaitu, meliputi guru lelaki dan guru perempuan yang mengajar di Sekolah
Menengah Kebangsaan. Objektif kajian adalah untuk melihat pengaruh kuasa, Kepimpinan
Dan Kompetensi yang digunakan oleh para pengetua yang akan dikenalpasti melalui itemitem yang telah diedarkan kepada para guru. Kemudiannya gaya kepimpinan ini akan dilihat
kesannya terhadap penjanaan modal insan guru di sekolah yang terlibat. Metodologi kajian
adalah dengan menggunakan kaedah kuantitatif melalui edaran set soalselidik yang akan
diisi oleh responden. Dapatan kajian ini melalui analisis deskriptif menunjukkan bahawa
kuasa, Kepimpinan Dan Kompetensi manakah yang mempunyai kekuatan skor min yang
sangat tinggi. Dapatan ini turut menunjukkan bahawa pengetua menggunakan pelbagai
gaya kepimpinan dan kompetensi yang tepat untuk menyelesaikan masalah pengurusan
demi mempertingkatkan keberkesanan kepimpinannya di sekolah.
Kata kunci: Penjanaan modal insan, Kompetensi, Kepimpinan, Kuasa

PENGENALAN
Setiap tindakan dan tingkah laku guru akan menjadi perhatian dan ikutan. Oleh yang
demikian, sebagai seorang guru haruslah memerlukan tindakan yang penuh perhatian yang
teliti dan berhati-hati. Sehubungan itu, Kementerian Pelajaran Malaysia telah menetapkan
garis panduan atau kod etika perguruan di Malaysia agar para guru tidak lari dari landasan
serta tidak melakukan tindakan yang tidak wajar. Etika perguruan adalah himpunan nilai
dan moral yang menjadi piawai bagi tingkah laku individu, organisasi dan profesion. Kod
etika keguruan akan dapat dilaksanakan sepenuhnya sekiranya seseorang guru itu
mengamalkan integriti. Hal ini kerana, integriti merupakan kualiti unggul yang wujud secara
keseluruhan dan padu pada individu dan organisasi dan integriti berkaitan erat dengan etika
yang berlandaskan pencerminan etika dalam tindakan sehari-hari. Pembentukan sahsiah
penting kerana guru adalah agen yang bertindak secara langsuang sebagai penyebar
ilmu yang mampu berfikir secara kreatif dan kritis serta memperkembangkan potensi pelajar
dalam semua aspek JERIS (Jasmani, Emosi, Rohani, Intelek dan Sosial). Secara jelas,
pengetua adalah individu yang diamanahkan untuk merealisasi aspirasi dan pembangunan
pendidikan negara (Abas Awang & Balasundran, 2002).
Secara umum dapat dikatakan bahawa kecemerlangan dan kejayaan penjanaan
modal insan guru di sesebuah sekolah amat bergantung kepada bagaimana seseorang guru
besar ataupun pengetua itu menggunakan pengaruh kuasanya seperti kuasa legitimasi,
kuasa ganjaran, kuasa paksaan, kuasa rujukan dan kuasa pakar. Ubben dan Hughes
(1997) serta (Drake dan Row, 1999) pernah menyebut bahawa setiap yang berlaku di
sekolah adalah tanggungjawab pengetua serta perlu mencipta iklim sekolah yang kondusif
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untuk guru, pelajar dan proses pembelajaran. Sekolah yang efektif adalah berakar umbi
daripada kepemimpinan pengetua yang cemerlang dan berkesan. Banyak literature
menunjukka mengetua adalah penggerak utama dalam pembangunan kecemerlangan di
sebuah sekolah. Kepimpinan menjadi modal dan pengaruh besar dalam membentuk
organisasi yang berkesan. Berdasarkan model (Bolman dan Deal, 1991), terdapat empat
jenis kepimpinan, iaitu kepimpinan stuktural, kepimpinan sumber manusia, kepimpinan
politik dan kepimpinan simbolik. Pengetua yang berusaha dengan gigih dan berani
membentuk organisasinya ke arah organisasi pembelajaran menuntut pengetua sekolah
berubah kepada kepimpinan yang berkarismatik, meransang intelek, bertimbang rasa dan
sentiasa memberi inspirasi kepada setiap warga sekolah tidak kira guru, kakitangan
sokongan mahupun pelajar.

1.1

Objektif Kajian

Mengenalpasti tahap min pengaruh kuasa pengetua dalam penjanaan modal

insan guru di sekolah
Mengenalpasti tahap min kepimpinan pengetua dalam penjanaan modal insan
guru di sekolah
Mengenalpasti tahap min standard kompetensi pengetua dalam penjanaan
modal insan guru di sekolah
Mengenalpasti jantina responden terhadap pengaruh kuasa,kepimpinan dan
standard kompetensi pengetua dalam penjanaan modal insan guru di sekolah
Mengenalpasti umur responden terhadap pengaruh kuasa,kepimpinan dan
standard kompetensi pengetua dalam penjanaan modal insan guru di sekolah
Mengenalpasti pengalaman mengajar responden

Mengenalpasti tahap pendidikan responden

Mengenalpasti hubungan antara pengaruh kuasa pengetua dengan penjanaan

modal insan guru di sekolah
Mengenalpasti hubungan antara kepimpinan pengetua dengan penjanaan modal
insan guru di sekolah
Mengenalpasti hubungan antara standard kompetensi pengetua dengan
penjanaan modal insan guru di sekolah
Mengenalpasti hubungan antara pengaruh kuasa dengan kepimpinan pengetua
Mengenalpasti hubungan antara pengaruh kuasa dengan standard kompetensi
pengetua
Mengenalpasti pengaruh kuasa, kepimpinan dan standard kompetensi pengetua
terhadap penjanaan modal insan guru di sekolah.
Menguji model pengaruh kuasa, kepimpinan dan standard kompetensi pengetua
dalam penjanaan modal insan guru di sekolah.

1
2
3
4
5

9
10
11
12
13
14

1.2

KERANGKA KONSEP

dclxxxi

Rajah
1:
Pengaruh
Kuasa
Kepimpinan
Dalam Penjanaan Modal Insan Guru Di Sekolah

dan

Kompetensi

Pengetua

METODOLOGI KAJIAN
Reka bentuk kajian ini menggunakan kaedah kuantitatif. Oleh yang demikian, Kaedah soal
selidik dipilih bagi mendapatkan data. Jacob dan Ary (1990) berpendapat bahawa kebaikan
menggunakan soal selidik ini ialah mampu melibatkan responden yang ramai, lebih luas
dan menyeluruh
2.1

Populasi dan sampel Kajian

Kajian ini melibatkan 370 orang responden yang terdiri daripada para guru di Negeri Sabah
dan jumlah responden yang dipilih secara rawak adalah seramai 14,387 responden mewakili
dclxxxii

populasi kajian. Iaitu, meliputi guru lelaki dan guru perempuan yang mengajar di Sekolah
Menengah Kebangsaan.
2.2

Tempat Kajian

Pengkaji memilih Negeri Sabah sebagai lokasi kajian dan mengkhususkan kawasan di
Pantai Timur Sabah.
2.3

Instrumen kajian
Instrumen kajian yang digunakan dalam penyelidikan ini adalah soal selidik
yang
dibangunkan oleh Felder & Solomon yang telah diterjemahkan dari Bahasa Inggeris ke
Bahasa Melayu.
2.4

Stuktur Instrumen

Borang soal selidik ini mengandungi empat bahagian. Bahagian A adalah soal selidik yang
berkaitan dengan butir-butir peribadi responden seperti umur, jantina, pengalaman mengajar
dan jawatan yang disandang.
Bahagian B Sebanyak 12 item diberikan. ltem ini diberikan bertujuan untuk mengukur
penjanaan nodal insane di sekolah. Lima aspek pola dikaji seperti profesionalisme
keguruan, etika keguruan, integrity dan akauntabiliti.Manakala untuk bahagian C pula
Sebanyak 25 item diberikan. ltem ini diberikan bertujuan untuk mengukur pengaruh kuasa
pengetua. Lima aspek pola pengaruh kuasa yang dikaji seperti kuasa legitimasi, kuasa
ganjaran, kuasa paksaan, kuasa rujukan dan kuasa pakar. Di samping itu, untuk bahagian
D pula sebanyak 20 item diberikan. ltem ini diberikan bertujuan untuk mengukur kepimpinan
pegetua mengikut model Bolman dan Deal (1991). Kepimpinan tersebut meliputi
Kepimpinan Struktural, Kepimpinan Sumber Manusia, Kepimpinan Politik dan Kepimpinan
Simbolik. Manakala untuk bahagian E pula Sebanyak 20 item diberikan. ltem ini diberikan
bertujuan untuk mengukur kompetensi pengetua. Lima aspek pola kompetensi yang dikaji
seperti kualiti peribadi, pengetahuan, kemahiran dan amalan dalam bidang pengurusan
sekolah.
Kategori

Modal
Insan

Kuasa

Kepimpinan

Profesionalisme

Nombor Item
B5,B6,B7

Etika

B8,B9,B10

integriti

B11,B12,B13

akauntabiliti
legitimasi
ganjaran

B14,B15,B16
C17,C18,C19,C20,C25
C26,C27,C28,C29,C30

paksaan

C31,C32,C33,C34,C35

rujukan

C36,C37,C38,C39,C40

pakar
stuktural

C41,C42,C43,C44,C45
D46,D47,D48,D49,D50

Sumber manusia

D51,D52,D53,D54,D55

politik

D56,D57,D58,D59,D60

simbolik

D61,D62,D63,D64,D65

Bilangan Item

12

25

20

dclxxxiii

Peribadi

E66,E67,E68,E69,E70

Pengetahuan

E71,E72,E73,E74,E75

Kemahiran

E76,E77,E78,E79,E80

Kompetensi
20

Amalan
dalam E81,E82,E83,E84,E85
pengurusan
sekolah.
Jumlah

72

RUMUSAN
Kajian ini bermula dengan masalah kajian yang berkaitan dengan kerjaya perguruan yang
semakin mencabar dan mendapat perhatian umum sama ada warga pendidik sendiri
mahupun bukan warga pendidik atau bukan organisasi pendidikan. Hasil kajian tentang aras
psikologi guru di Malaysia pula oleh (Noran Fauziah dan Ahmad Mahdzan, 2003)
menunjukkan bahawa semakin ramai guru mengalami impak psikologi yang mampu
mengugat profesionalisme keguruan. Ramai guru merasa tidak puas hati terhadap
kepemimpinan sekolah, ingkar arahan, tidak hadir ke sekolah tanpa sebab, ponteng kelas,
lewat masuk ke kelas, tidak menghadiri kursus yang telah ditetapkan, dan sebagainya yang
dapat mencemarkan profesionalisme keguruan di Malaysia (Zubaidah, 2004). Adakah
senario ini berpunca daripada kurangnya komitmen dan kepercayaan guru terhadap
kepemimpinan sekolah atau kepemimpinan sekolah yang didapati gagal menawan hati guru.
Pengaruh kepemimpinan pengetua kepada komitmen guru pula, (Hutchings et al,
2000) mendapati hampir 40 peratus guru di London adalah tidak komited dan bermotivasi
rendah malah menyalahkan kepemimpinan sekolah yang dianggap lemah dan tidak prihatin
kepada guru-guru sebagai punca utama masalah dalam profesionalisme, etika, integriti dan
akauntabiliti guru di sekolah .
Di samping itu, kurangnya pendedahan pengetahuan para pengetua terhadap jenisjenis sumber kuasa seperti kuasa legitimasi, kuasa ganjaran, kuasa paksaan, kuasa rujukan
dan kuasa pakar,
mengakibatkan sesetengah pengetua tidak mengenal jenis sumber
kuasa yang ada pada mereka. Apa yang mereka lebih kenali Cuma kuasa legitimasi yang
wujud daripada jawatan mereka dan kuasa paksaan seperti arahan arahan yang tegas,
mereka tidak tahu masih terdapat tiga jenis sumber kuasa lain yang mereka boleh gunakan
untuk meningkatkan etika profesion guru. Jadi, pendedahan para pengetua terhadap
sumber-sumber kuasa masih berada pada tahap yang kurang memuaskan (Tang, 2003).
Para pengetua didapati masih mengikut amalan kepemimpinan secara tradisi yang lebih
kepada mengarah, banyak menggunakan kuasa legitimasi dan paksaan. Selain itu,
dapatan-dapatan kajian lepas telah menunjukkan etika profesion guru kian merosot (Foo,
2005). Jadi, besar kemungkinan penggunaan sumber kuasa merupakan satu alat yang
boleh membaiki etika profesion guru.

BIBIIOGRAFI

dclxxxiv

Hassan Bin Hushin dan Adnan Bin Hushen. (2000). Hubungan Kepuasan Kerja Guru
Dengan Gaya epimpinan Guru Bear. Besut, Terengganu.
Hassan Bin Hushin dan Che Husin Bin Ismail. (2007). Perkaitan Gaya Pengurusan Dan
Kepimpinan Pengetua Dengan Self-Esteem (SE) Guru di Wilayah Persekutuan.
Tesis Sarjana: Universiti Kebangsaan Malaysia.
Hussien. (2008). Meninjau Amalan Kepimpinan Pengetua di Sekolah Menengah Perempuan
Sultan Ibrahim, Johor Bahru. Tesis Sarjana: Universiti Teknologi Malaysia
Lokman Tahir dan Phoon Ai Ling. (2009). Amalan Penggunaan Sumber Kuasa Dalam
Pembentukan Kecemerlangan Akademik. Tesis Sarjana: Universiti Kebangsaan
Malaysia
Mohamad Najib Abdul Ghafar. (1999). Penyelidikan Pendidikan. Skudai: Universiti Teknologi
Malaysia
Mohd. Hasani, Salleh dan Mohammed Sani. (2006). Profesionalisme Dan Etika dalam
Penjanaan Modal Insan Berkesan . Kertas kerja Universiti Putra Malaysia,
Selangor.
Mohd. Majid Konting. (1990). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan
Bahasa dan Pustaka Kementerian Pendidikan Malaysia.
Mook Soon Sang. (2008). Kuasa dan Kepimpinan terhadap Keberkesanan Sekolah. Kertas
kerja Universiti Putra Malaysia, Selangor.
Mustapha Kassim & Harun Hassan. (1999). Kepimpinan Organisasi yang Berkesan. Kertas
kerja yang dibentangkan di Seminar Peningkatan Profesionalisme Guru Besar.
Cameron Highland.
Tang dan Abdul Ghani. (2007). Penggunaan Kuasa Kepimpinan Pengetua Dalam
Organisasi Sekolah Dari Perspektif Guru: Satu Tinjauan Di Sekolah-Sekolah
Menengah Daerah Johor Bahru. Tesis Sarjana: Universiti Teknologi Malaysia.
Ubben dan Hughes. (1997). Kepimpinan pengetua yang cemerlang dan berkesan. Satu
Kajian Permulaan. Kertas Projek Institut Teknologi MARA, Shah Alam, Selangor.

dclxxxv

Pengaruh Tingkah Laku Kepimpinan Istruksional, Kepuasan Kerja, Kecerdasan Emosi

dan Efikasi Guru Terhadap Komitmen Organiasi
Dalam Kalangan Guru Sekolah New Deal di Negeri Sarawak
Shukri Zain
Narahan Raduan
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah

Abstrak

Tujuan utama kajian ini adalah untuk melihat pengaruh tingkah laku kepimpinan
instruksional, kepuasan kerja, kecerdasan emosi dan efikasi guru terhadap komitmen
organisasi dalam kalangan guru sekolah New Deal di negeri Sarawak. Kajian kuantitatif ini
melibatkan seramai 476 orang dalam kalangan guru sekolah rendah berstatus New Deal di
Sarawak. Kajian ini menggunakan konsep komitmen organisasi berdasarkan beberapa model
(Meyer & Allen, 1997; Meyer et al., 2002; Ali Yusub & Gill, 1999) dan teori berkaitan faktor
peramal sebagai model asas kerangka kajian. Data kajian dianalisis menggunakan perisian
SPSS dan AMOS melibatkan analisis deskriptif dan analisis inferens bagi menguji hipotesis
kajian pada aras kesignifikanan p<0.5. Dapatan keputusan analisis korelasi menunjukkan
terdapat hubungan positif yang signifikan antara tingkah laku kepimpinan instruksional,
kepuasan kerja. kecerdasan dan efikasi guru dengan komitmen organisasi. Analisis regresi
berganda yang dijalankan menunjukkan efikasi guru adalah peramal utama menyumbang
kepada komitmen organisasi sebanyak 31.1 peratus guru [ = .558, R =.311, t= 14.637,
p=<.05]. Selain itu, analisis laluan model persamaan struktur menunjukkan data yang
digunakan mempunyai penyesuaian munasabah bagi model pengukuran persamaan
struktural yang dicadangkan. Justeru membuktikan keempat-empat variabel bebas tersebut
mempunyai hubungan dan pengaruh secara langsung dan tidak langsung dengan variabel
bersandar kajian iaitu komitmen organisasi. Secara keseluruhannya diharap dapatan kajian
ini memberi impak positif sebagai panduan intervensi meningkatkan komitmen organisasi
guru berdasarkan gagasan faktor peramal khususnya dalam usaha mentransformasi dan
menjulang kelestarian pendidikan negara.
Kata kunci : Tingkah laku kepimpinan instruksional, kepuasan kerja, kecerdasan
emosi efikasi guru, komitmen organisasi, New Deal
The Influence of Instructional Leadership Behavior, Job Satisfaction, Emotional
Intelligent and Teacher Efficacy on the Organizational Commitment Among
Teachers in New Deals Primary School in Sarawak
Abstrack
The main purpose of this research was to investigate the influence of instructional
leadership behaviors, job satisfaction, emotional intelligence and teacher efficacy on the
organizational commitment among teachers in primary schools awarded the New Deals.This
Quantitative study involving 476 teachers of primary schools awarded New Deal in Sarawak.
This study uses the concept of organizational commitment based on the recommendations
of several models (Meyer & Allen, 1997; Meyer et al., 2002; Ali Valio & Gill, 1999) and
related theoretical model predictive factors as the basic framework of the study. Data were
analyzed using SPSS and AMOS involving descriptive analysis and inference analysis to test
hypotheses on the significant level of p <0.5. The analysis correlations result showed that
there was significant positive correlation among instructional leadership behaviors and
dclxxxvi

emotional intelligence with job satisfaction. Therefore the result showed that there was
significant positive relation among instructional leadership behaviour, job satisfaction and
emotional intelligence with teacher's efficacy, next instructional leadership behaviors, job
satisfaction, emotional intelligence and teacher's efficacy with organizational
commitment.The main finding demonstrated significant influence of independent variable
which are instructional leadership behaviors, job satisfaction, emotional intelligence and
teacher efficacy on the organizational commitment.The multiple regression analysis showed
that teacher's efficacy was a major contributer influencing organizational commitment 31.1
percent [ = .558, R =.311, t= 14.637, p=<.05].Moreover, path analysis of structural
equation model also showed that the data used has a reasonable adjustment for the
proposed measurement model. Therefore, this proved that all four independent variables
mentioned above were directly and indirectly correlated with the dependence variable on
teachers' organizational commitment. Overall it is expected that this study has positive
impact as a guide for interventions to improve organizational commitment of teachers based
on the idea of predictive factors, especially in efforts to transform and elevate sustainability
in education in the country.
Pengenalan
Sejak pertengahan tahun 1980-an lagi peranan guru dilihat sebagai pemangkin kepada agen
perubahan sekolah dan bilik darjah (Smylie dan Mayrowethz, 2009), dan sanggup
meletakkan komitmen organisasi yang tinggi terhadap profesionnya agar dapat melahirkan
guru yang lebih berkualiti, berkesan serta bertaraf dunia sering dengan cabaran perubahan
evolusi transformasi keilmuan (Ayob, 2005) dan cabaran globalisasi. Sungguhpun demikian,
realiti semasa menunjukkan terdapatnya isu-isu berkaitan kepimpinan sekolah, disiplin
pedagogi dan juga psikologi guru seperti kefungsian kepimpinan dan pengurusan sekolah,
kepuasan kerja, kecerdasan emosi dan efikasi guru. Kemelut isu yang berlaku kelihatan
telah menghambat komitmen organisasi guru yang akhirnya memperlahankan usaha
memantapkan kecemerlangan pendidikan di Malaysia. Sedangkan, sesebuah institusi
pendidikan seperti sekolah memerlukan tata kerja pengurusan sistematik dan pengurus
berketrampilan bukan sahaja merancang program tetapi juga mengurus manusia untuk
mencapai matlamat sekolahnya (Shukri, 2011).
Newstrom (2007) misalnya telah melaporkan bahawa, dua keadaan yang boleh
mengurangkan dan meningkatkan komitmen individu dalam organisasinya iaitu faktor
penghalang dan faktor perangsang. Faktor penghalang adalah berkaitan dengan penyalahan
berlebihan, ketidakikhlasan, kegagalan tindakan susulan, tidak konsisten dan incongruities,
pembuli dan mempunyai sikap ego yang tinggi. Manakala, faktor perangsang pula
melibatkan dasar dan peraturan yang jelas, pelaburan ke atas pekerja melibatkan latihan,
menghormati dan menghargai usaha yang dilakukan, outonomi dan penyertaan pekerja, dan
membuat pekerja berasa dihargai. Oleh yang demikian manifestasi komitmen organisasi
guru seharusnya dilihat secara holistik, berfokus serta menjustifikasi keterlibatan profesion
keguruan secara langsung dalam organisasi.
Oleh itu, kajian ini mengenal pasti isu dari persepsi guru melalui perspektif
kepimpinan sekolah dan penilaian terhadap diri secara menyeluruh adalah penting
mengambil kira variabel yang dikaji. Kesedaran tentang bertapa pentingnya komitmen
organisasi dalam merealisasikan kecemerlangan pendidikan, maka kajian ini telah cuba
menyelidiki sejauhmana kejayaan kepimpinan sekolah dan guru di sekolah New Deal berjaya
melunaskan sebahagian daripada hasrat tersebut.
Permasalaha n Kajian
Etos sebuah sekolah yang menekankan kecemerlangan akademik dan konsisten berjaya
adalah bergantung kepada apa yang telah diusahakan oleh kepimpinan sekolah dan para
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gurunya. Ini bererti, warga guru menjadi sasaran yang dikenal pasti punca utama kepada
kegagalan tersebut memandangkan mereka dianggap sebagai agen utama
bertanggungjawab melaksanakan program pendidikan di bilik darjah secara langsung.
Sebilangan guru didapati masih kurang menunjukkan komitmen organisasi yang
memberangsangkan terhadap profesion keguruan sehingga tidak melaksanakan tugas-tugas
mendidik mengikut lunas-lunas seperti yang telah ditetapkan. Pernyataan ini semakin
mengukuhkan andaian bahawa krisis dan dilema komitmen organisasi membawa guru
terjebak dalam melaksanakan tanggungjawab mereka secara mendatar dan tidak efisien.
Menurut Foo (2005), amat menyedihkan apabila martabat profesion keguruan sehingga kini
masih dipertikaikan oleh sesetengah pihak dan dalam keadaan tertentu masih kurang
diyakini oleh para pendidik sendiri.
Persoalan mengenai perubahan dasar kurikulum, pelaksanaan penambahbaikan dan
program pendidikan merupakan cabaran yang dikenal pasti menimbulkan implikasi negatif
terhadap isu komitmen organisasi dalam profesion keguruan. Fenomena ini memberi
tempias terutamanya terhadap kesediaan dan beban tugas yang akan ditanggung, lebihlebih lagi jika perubahan tersebut terlalu drastik. Aminah (2010) menjelaskan bahawa setiap
perubahan pasti menyebabkan beban tugas dan tanggungjawab menjadi berat. Lebih
kritikal lagi apabila mereka bertindak memohon pertukaran sekolah tempat bertugas,
memohon untuk melakukan persaraan awal, dan meletakkan jawatan (Krasek dan Theorell,
1990; Quick et al., 1992; Keita dan Suater, 1992). Malah, krisis ini akan mewujudkan
fenomena migrasi yang dikaitkan dengan elemen komitmen organisasi. Akhirnya, fenomena
sedemikian telah memberi kesan terhadap pengoperasian pengurusan sumber manusia
dalam organisasi sekolah yang ditinggalkan.
Menurut Nixon et al., (2010) terdapat peningkatan kebimbangan penemuan kajian
lepas menunjukkan trend hubungan di kalangan pengurus dan pekerja dengan niat untuk
berhenti kerja. Bukti yang dikemukakan oleh Clamp (2011) berdasarkan statistik laporan
yang dibuat oleh National Center For Education Statistic (2007), menunjukkan bahawa
terdapat lebih 3 juta guru telah meninggalkan profesion perguruan sepanjang tempoh 2004
hingga 2005 dan bilangan ini hampir sama dengan mereka yang berpindah ke sekolah lain.
Dalam hal ini, data yang diperolehi dariapada laporan JPN Sarawak (2013) menunjukkan
dalam tempoh 3 tahun sahaja (2010 sehingga 2013) seramai 116 orang guru telah meletak
jawatan secara sukarela meninggalkan profesion perguruan. Daripada angka tersebut
didapati bilangan guru yang paling ramai meletak jawatan ialah pada tahun 2011 iaitu
seramai 48 orang. Isu kekurangan guru akan menjejaskan proses pengajaran dan
pembelajaran. Senario ini telah mewujudkan kekurangan guru yang berpengalaman. Maka
sebagai altenatif pengambilan guru sandaran terpaksa dilakukan. Secara praktikalnya
langkah tersebut mungkin satu langkah penyelesaian jangka pendek, tetapi realitinya akan
memberi impak terhadap pelajar, gangguan serta kualiti pengajaran dan pembelajaran.
Objektif Kajian
Kajian ini bertujuan untuk:
a.
Mengenal pasti hubungan antara tingkah laku kepimpinan instruksional, kepuasan
kerja dan kecerdasan emosi dengan efikasi guru dalam
kalangan
guru sekolah New
Deal.
b.
Mengenal pasti hubungan antara tingkah laku kepimpinan instruksional, kepuasan
kerja, kecerdasan emosi dan efikasi guru dengan komitmen
organisasi
dalam
kalangan guru sekolah New Deal.

dclxxxviii

c.
d.

Mengenal pasti sama ada terdapat pengaruh tingkah laku kepimpinan

instruksional, kepuasan kerja, kecerdasan emosi dan efikasi guru terhadap
komitmen organisasi dalam kalangan guru sekolah New Deal.
Mengenal pasti sama ada terdapat hubungan dan pengaruh secara langsung
atau tidak langsung tingkah laku kepimpinan instruksional, kepuasan kerja,
kecerdasan emosi dan efikasi guru terhadap komitmen organisasi, seterusnya
mencadangkan model pengukuran persamaan struktural bagi variabel-variabel
berkenaan dalam kalangan guru sekolah New Deal.

Sorotan Kajian
Sorotan kajian adalah berkisar menjelaskan tentang beberapa variabel yang digunakan
dalam kajian melibatkan tingkah laku kepimpinan instruksional, kepuasan kerja, kecerdasan
emosi dan efikasi guru terhadap komitmen organisasi.
i.
Komitmen Organisasi
Kajian dan perbincangan berkaitan komitmen organisasi semakin menjadi satu elemen yang
menarik perhatian para penyelidik sekitar 1970-an (Steers, 1977) lagi bagi mengenal pasti
impaknya terhadap tingkah laku pekerja dalam organisasi. Dalam konteks sesebuah
organisasi, Mareena et al., (2011) menjelaskan bahawa komitmen dari pekerja untuk
organisasi amatlah diperlukan agar matlamat organisasi dapat dan mudah dicapai. Ini
adalah kerana individu yang mempunyai komitmen tinggi terhadap matlamat yakin bahawa
matlamat tersebut adalah penting dan yakin boleh dicapai.
Manakala Angle dan Perry (1981) menjelaskan bahawa komitmen dapat menyokong
kepada matlamat organisasi yang ingin dicapai, mengekalkan keahlian dan merupakan aset
yang sangat bernilai dalam organisasi. Dari perspektif motivasi pula, O Relly dan Chapman
(1986) cuba mengaitkan komitmen melibatkan ganjaran berbentuk ekstrinsik dengan
internalisasi atau pembudayaan melibatkan kesejajaran yang didasari antara nilai-nilai
individu dan organisasi. Hampir semua dapatan kajian berkaitan menujukkan bahawa
komitmen organisasi mempunyai perkaitan penting terhadap sikap serta tingkah laku
pekerja yang akhirnya akan memberi kesan kepada pencapaian individu dan organisasi
terutamanya dalam kalangan guru (Rusmini, 2006; Sezgin, 2009; Anton, 2009; Mogotsi,
2011).
Bukti daripada beberapa penyelidikan berbentuk empirikal (van Breukelen et al.,
2004; Lin dan Chen, 2004; Syed Sofian dan Rohany, 2010; Mohan, 2010) mengesahkan
bahawa komitmen organisasi mempunyai peranan penting dalam proses atau niat untuk
berhenti kerja sama ada dalam kalangan guru atau pekerja dalam organisasi lain. Bermakna
pekerja yang komited terhadap organisasi kurang berminat untuk meninggalkan
pekerjaannya jika dibandingkan dengan pekerja yang tidak komited (Near, 1989; Joiner et
al., 2004). Dalam konteks profesion keguruan Nordin et al., (2009) telah mengklasifikasikan
empat jenis komitmen organisasi guru iatu komitmen kepada sekolah, komitmen kepada
pelajar, komitmen untuk mengajar dan komitmen guru terhadap profesion. Ini bermakna
tanggungjawab dan kesan komitmen organisasi guru merupakan satu mekanisme keperluan
tingkah laku yang sistematik mengukuhkan nilai dan moral secara menyeluruh bagi
mengekalkan prestasi kerja yang diharapkan.
Steers (1977) mengganggap komitmen organisasi sebagai perbandingan yang kuat
bagi individu menyerlahkan dan melibatkan dirinya dalam organisasi dengan mengutarakan
sekurang-kurangnya tiga faktor. Pertama, dikenal pasti melalui kepercayaan kuat,
penerimaan matlamat dan nilai-nilai organisasi. Kedua, kesediaan untuk mencurahkan usaha
bersungguh-sungguh terhadap organisasi. Ketiga, keinginan yang kuat untuk mengekalkan
dclxxxix

keahliannya dalam organisasi. Ketiga-tiga ciri tersebut pula saling mempengaruhi di antara
satu sama lain sehingga memberi impak kepada sikap dan tingkah laku positif terhadap
perlakuan individu dalam organisasi.
Menurut Singh dan Billingsley (1998) komitmen organisasi dari perspektif pendidikan
adalah berkaitan dengan keberkesanan sekolah, kepuasan kerja, prestasi kerja guru,
ketidakhadiran guru dan pencapaian pelajar. Berdasarkan analisis kajian berkaitan,
Sukarmin (2010) telah menggariskan empat aspek yang boleh dihubung kait dengan
komitmen organisasi guru. Aspek tersebut termasuklah komitmen ke atas sekolah sebagai
unit sosial, komitmen ke atas maklumat akademik sekolah, komitmen ke atas pelajar dan
komitmen ke atas pengetahuan. Ini bermakna bahawa komitmen organisasi guru bukan
sahaja merujuk kepada sikap dan juga tingkah laku berkaitan aspek psikologi dan motivasi
intrinsik, tetapi juga melibatkan kepercayaan dan keyakinan terhadap matlamat serta
kesetiaan kepada organisasi. Pengukuran bagi membezakan antara guru yang mempunyai
komitmen tinggi atau sebaliknya adalah berdasarkan apa yang telah dilakukan terhadap
pelajar dalam usaha meningkatkan potensi diri dengan pengetahuan atau kemahiran. Situasi
ini juga menunjukkan bahawa konsep perubahan komitmen yang tinggi akan direalisasikan
menerusi kualiti pengajaran yang berkesan. Dalam hal ini, Alimuddin (2006) menegaskan
guru-guru berkualiti akan dapat berperanan sebagai pendidik pelajarnya secara berkesan
serta dapat mengembangkan potensi ke tahap yang optimum.
Konsep komitmen organisasi guru ini selari dengan cadangan Mowday et al., (1982)
dan Meyer dan Allen (1997). Mereka menggambarkan bahawa komitmen organisasi yang
tinggi ditunjukkan melalui keyakinan dan penerimaan kuat terhadap matlamat dan nilai
organisasi, kesediaan untuk mengerahkan usaha terhadap organisasi dan keinginan kuat
untuk mengekalkan keahlian dalam organisasi. Berdasarkan kupasan perbincangan tersebut,
Meyer dan Allen (1997) mengkonsepsikan bahawa individu yang komited terhadap
organisasi mempunyai pandangan lebih positif ke atas organisasi dan konsisten dengan
tingkah lakunya untuk menghindari kesalahan atau untuk mengembangkan persepsi kendiri
yang positif.
Sementara itu, Meyer dan Allen, (1991) mempertimbangkan komitmen organisasi
dengan mengambil kira tiga pengaplikasian komponen utama dalam iaitu komitmen afektif,
komitmen berterusan dan komitmen normatif. Komitmen afektif merupakan penyertaan
emosi, indentifikasi dan penglibatan pekerja dengan organisasi bagi mencapai matlamat
(OReily dan Chapman, 1986; Meyer dan Allen, 1993; Mowday et al., 1997). Definisi dan
konsep dihuraikan memberi gambaran awal bahawa komitmen organisasi dikesani
mempunyai elemen-elemen psikologi dalam kalangan individu. Manaka ketiga-tiga
komponen komitmen organisasi tersebut mempunyai hubungan serta sebahagian daripada
faktor yang perlu dipertimbangkan dalam mempengaruhi kepuasan kerja, penglibatan dan
komitmen individu terhadap pekerjaan.
Pandangan ini disokong oleh Meyer et al., (2002) dalam penemuan kajian berkaitan
mereka berjaya menghasilkan satu Model Tiga Kompenan penilaian meta-analisis melibatkan
tiga perkara penting. Pertama, melihat hubungan antara komitmen afektif, komitmen
berterusan dan komitmen normatif. Kedua, melihat korelasi antara tiga elemen komitmen
terhadap variabel kepuasan kerja, penglibatan dan komitmen pekerja terhadap pekerjaan.
Ketiga, kesan hubungan elemen komitmen organisasi terhadap perlakuan (behaviour)
pekerja dalam organisasi. Jika model ini dijadikan sandaran bagi memperlihatkan komitmen
organisasi guru, maka secara keseluruhan peranan elemen-elamen berkaitan perlu
dipertingkatkan. Mengikut implikasi model ini variabel bersandar melibatkan perlakuan
individu mengandungi tiga elemen utama iaitu niat untuk berhenti dan berhenti secara
dcxc

terus, tingkah laku terhadap kerja, kesejahteraan dan kesihatan. Azizi et al., (2012)
menggambarkan bahawa petanda pekerja yang menunjukkan ciri-ciri komitmen adalah
apabila mereka memberi tumpuan dan pengorbanan peribadi terhadap organisasinya. Hal ini
bermakna kesanggupan guru untuk melakukan kerja lebih masa dengan tugas-tugas lain di
luar tugas hakiki yang berkaitan dengan profesion keguruan bergantung kepada ciri-ciri
personal dan pengalaman bekerja sebagai guru. Justeu, komitmen berterusan yang dimilki
oleh seseorang guru merupakan dedikasi dan kesanggupan sedaya upaya untuk terus kekal
dalam profesion keguruan.
Dedikasi guru akan lebih mendalam jika mereka merasakan bahawa tugas yang
dilaksanakan dan hasilnya berfaedah kepada masyarakat dan negara (Ahmad Saman, 1986).
Price (2012) pula dalam laporan kajiannya telah merumuskan bahawa hubungan kerja yang
positif antara pengetua dan guru mempengaruhi kepuasan kerja, kejelikitan dan tahap
komitmen. Oleh itu kepimpinan sekolah atau pihak pengurus sumber manusia hendaklah
mengutamakan bentuk perlakuan guru yang berlaku dalam organisasi melalui
penambahbaikan komitmen normatif sama ada secara berterusan atau jangka masa
panjang.
ii.
Tingkah Laku Kepimpinan Instruksional
Kejayaan dan pencapaian cemerlang dalam akademik sesebuah sekolah lazimnya dikaitkan
dengan tingkah laku kepimpinan instruksional yang berkesan di kalangan pengetua dan guru
besar. Beberapa siri kajian yang telah dijalankan menunjukkan bahawa tingkah laku
kepimpinan memberi impak secara langsung atau tidak langsung terhadap amalan
pengajaran guru dan juga penglibatan pelajar (David, 2002; Packard, 2011) dan pada masa
yang sama sekolah berkesan diukur melalui pencapaian pelajar (Murphy et al., 1983;
Hallinger et al., 1996; Hallinger dan Heck, 1998; Paine, 2002; Hallinger, 2003a; Kelly et al.,
2005: Hussein Mahmood, 2005; Mohd Suhaimi dan Zaidatul Akhmaliah, 2007; Jacobson,
2011).
Menurut Murphy et al., (2007) penyelidikan hampir lebih tiga dekad mendedahkan
bahawa corak kepimpinan tidak sama dalam usaha meningkatkan pencapaian prestasi yang
tinggi iaitu kepimpinan untuk pembelajaran, kepimpinan berfokuskan pengajaran dan
kepimpinan untuk penambahbaikan sekolah. Sementara itu, kepimpinan pengetua yang
beroreintasikan perkongsian, nilai dan kepercayaan yang positif, pengalaman profesional
dan ketrampilan, dan kemampuan mewujudkan budaya positif di sekolah merupakan
tingkah laku kepimpinan instruksional yang perlu diamalkan sekiranya sekolah ingin
mencapai kejayaan (Mohd Suhaimi, 2008). Bagi Elderd (2010) sebagai seorang pemimpin
instruksional mereka perlu memahami bagaimana struktur pedagogi dan kaedah yang
berkesan serta memberi impak terhadap pencapaian pelajar. Kenyataan ini membayangkan
bahawa tingkah laku kepimpinan instruksional lebih menekankan kepada aspek penegasan
core-busines meliputi intipati proses pengajaran dan pembelajaran yang berlaku di sekolah
dan di dalam bilik darjah khususnya.
Hoy dan Hoy (2003) menganggap peranan tingkah laku kepimpinan instruksional
sebagai kritikal disebabkan pemimpin sekolah tidak bertanggungjawab atas kepimpinannya
dalam pengajaran secara langsung. Sedangkan Alimuddin (2006) menegaskan bahawa bagi
mewujudkan kepimpinan instruksional yang berkualiti pengetua dan guru besar serta semua
guru mestilah memahami dan menghayati sepenuhnya misi dan visi sekolah ke arah
pengajaran dan pembelajaran berkesan. Walau bagaimanapun, mengikut pandangan
Murphy et al., (1983) kepimpinan sekolah boleh mempengaruhi tingkah laku pelajar dan
pencapaian akademik dengan menterjemahkan ekspektasi tinggi melalui matlamat dan
dcxci

dasar-dasar sekolah. Terdapat tiga model kerangka teori yang membincangkan tingkah laku
kepimpinan instruksional dalam kajian ini iaitu Model Hallinger dan Murphy (1985), Model
Murphy (1990) dan Model Weber (1996).
iii.
Kepuasan Kerja
Dapatan kajian terdahulu (Locke, 1976; Gruneberg, 1979; Vroom, 1964; Spector ,1997)
menunjukkan bahawa kepuasan kerja mempunyai perkaitan dengan sikap dan tingkah laku
pekerja terutama terhadap prestasi kerja, niat untuk kekal atau berhenti kerja dalam
organisasi, masalah ponteng kerja dan tekanan. Bahkan, wujudnya isu-isu sedemikian
memberi gambaran negatif tentang keadaan moral yang tidak diingini. Sehubungan dengan
itu, Zafir Mohd et al.,(2010) menegaskan bahawa kepuasan kerja dan moral merupakan
perkara terpenting dalam organisasi kerana memberi kesan terhadap motivasi pekerja.
Mereka berpendapat ketiadaan kedua-dua elemen tersebut akan menjejaskan motivasi
pekerja dan akhirnya akan melemahkan produktiviti organisasi.
Fenomena ini secara umumnya boleh menjelaskan bahawa isu kepuasan kerja
adalah merupakan isu yang kritikal (Weiss, 2002; McShane dan Von Glinow, 2005;
Udechukwu, 2007). Malah, bagi McCormick dan Ilen (1985) konsep kepuasan kerja setiap
individu merupakan sesuatu yang sangat kompleks. Sebaliknya, Newstrom (2007)
menjelaskan bahawa kepuasan kerja merupakan isu kritikal dalam aspek reliability dan
validity terutamanya pengukuran kepuasan kerja untuk memperolehi kajian yang berkesan.
Bagaimanapun dalam hal tersebut, Weiss (2002) menegaskan bahawa pengkaji perlu jelas
dalam membezakan tujuan penilaian kognitif yang memberi kesan terhadap emosi,
kepercayaan, dan tingkah laku.
iv.
Kecerdasan Emosi
Mayer et al., (2004) menjelaskan kecerdasan emosi sebagai gabungan antara kecerdasan
pemikiran dan emosi yang dimilki oleh individu. Ianya juga merujuk kepada keupayaan
emosi sebagai cara untuk meningkatkan pemikiran, termasuklah kebolehan menilai dengan
tepat dan menjana emosi sehingga dapat membantu individu berfikir, memahami emosi,
dan pengetahuan tentang emosi. Seterusnya, akan memberi kesan terhadap perubahan
emosi bagi menggalakkan emosi dan perkembangan intelektual.
Dari satu perspektif kecerdasan emosi dianggap merupakan satu aset pengurusan
kualiti menyeluruh dalam pendidikan kerana berupaya meningkatkan prestasi, meningkat
kualiti kepimpinan dan memupuk kerja secara berpasukan yang lebih baik (Sharma dan
Bindal, 2012). Sementara, dapatan kajian terdahulu telah menunjukkan bahawa kecerdasan
emosi adalah unsur yang lazim memberi kesan kepada cara berbeza seseorang individu
menyedari kehidupan, pekerjaan, kemahiran sosial, mengendalikan kekecewaan dihadapi
dan mengawal emosi untuk menjadi lebih mesra terhadap orang lain (Ashkan, 2011).
v.
Efikasi Guru
Dalam konteks akademik Klassen et al., (2011), berpendapat bahawa hasil kajian efikasi
menunjukkan guru memainkan peranan yang penting dalam mempengaruhi pencapaian dan
tingkah laku pelajar. Bagaimanapun semakin banyak kajian telah cuba membuat kesimpulan
bahawa efikasi guru juga memainkan peranan dalam mempengaruhi pencapaian hasil dalam
kalangan guru. Seiring dengan laporan tersebut, Tschannen dan Hoy (2001) bersetuju
bahawa efikasi guru terbukti mempunyai hubungan kuat terhadap banyak pencapaian
pendidikan yang bermakna seperti kegigihan, semangat, komitmen dan tingkah laku
pengajaran, pencapaian pelajar, motivasi, dan kepercayaan efikasi-kendiri.

dcxcii

Hal ini adalah kerana, efikasi guru mempunyai perkaitan dengan tingkah laku mereka
dalam kelas dan mempunyai kesan terhadap usaha, matlamat, aspirasi serta bagaimana
mereka berhadapan dengan halangan (Tschannen dan Hoy, 2002). Oleh yang demikian,
implikasi tingkah laku intrinsik melibatkan kepercayaan dan keupayaan terhadap tugas
begitu dititikberatkan dalam meningkatkan komitmen organisasi guru.

Kerangka Kajian
Pada prinsipnya pembentukkan kerangka kajian adalah berdasarkan kerangka konseptual
kajian diasaskan daripada model komitmen organisasi yang dikemukakan oleh Steers
(1977), model Meyer et al., (2002) dan disatukan pula dengan model efikasi-kendiri Bandura
(2000) seperti Rajah 1 di bawah.
Tingkah laku Kepimpinan
Instruksional
Efikasi Guru

Komitmen Organisasi

Kepuasan Kerja

Kecerdasan Emosi

Rajah 1 : Kerangka Konseptual Kajian.

Metodologi Kajian
Kajian ini menggunakan kajian tinjauan dan deskriptif bagi mengenal pasti pengaruh tingkah
laku kepimpinan instruksional, kepuasan kerja, kecerdasan emosi dan efikasi guru terhadap
komitmen organisasi dalam kalangan guru sekolah New Deal Di Negeri Sarawak. Kajian
tinjauan bermatlamat untuk mengumpul dan mengukur maklumat mengenai beberapa
variabel yang berkait dengan suatu fenomena tanpa menyoal mengapa variabel tersebut
wujud (Mohd. Majid, 1993). Berasaskan prinsip dan panduan penentuan pemilihan saiz
sampel yang perlu dipatuhi dengan teliti.
Teknik pemilihan persampelan bertujuan (purposive sample) digunakan melibatkan
bilangan sekolah mewakili setiap bahagian seperti ciri-ciri yang telah ditetapkan. Dalam hal
ini, prinsip asas yang dipertimbangkan dalam pemilihan sampel adalah mengambil kira
keutamaan sekolah yang dipilih telah mendapat anugerah sekolah New Deal melebih dua
tahun berturut-turutsepanjang tempoh tiga tahun (2010-2013). Oleh yang demikian, setelah
penelitian secara mendalam dilakukan anggran saiz sampel digunakan adalah sebanyak 503.
Manakala, asas pembinaan item instrumen kajian telah dibahagikan kepada lima bahagian
utama variabel bebas dan bersandar termasuklah satu bahagian mengandungi maklumat
demografi seperti ditunjukkan dalam Jadual 1 di bawah.

dcxciii

Jadual 1: Instrumen Soal Selidik

Bah.

Skala dan Sub Skala

Bil.
Item
05
29

A
B

Maklumat Demografi(DT)
Skala Tingkah laku Kepimpinan
Instruksional (TKIND)

Skala Kepuasan Kerja (KKND)

28

Skala Kecerdasan Emosi (KEND)

26

Skala Efikasi Guru (F1)

13

Skala Komitmen Organisasi (DV)

22

Jumlah Item Keseluruhan Instrumen

Sumber

Hallinger (2003b)
Alig-Mielcarek( 2003)
Mc Carthy (2008)
Shahri Abd Rahman ( 2007)
Lin (2001)
Chien (2010)
Gibson dan Dempo (1984)
Tschannen-Moran dan Woolfolk
(2001)
Rafisah (2009)
Zeynep (2011)
Allen dan Mayer (1990)
Mayer dan Allen (1997)
Ali Yusub dan Gill (1999)
Thaneswor et al. ,(2001)

118

Spesifikasi Analisis Data

Spesifikasi analisis statistik melibatkan objektif, hipotesis dan kaedah ujian statistik yang
digunakan berdasarkan instrumen diringkaskan seperti dalam Jadual 2 berikut.
Jadual 2 : Spesifikasi Prosedur Pengukuran Data
Objektif

Hipotesis

Huraian/Prihalan
Skor min

a&b

Ho1- Ho2

Hubungan

Ho3

Pengaruh

d.

Ho4

Analisis laluan model SEM

Model Pengukuran
Hubungan langsung
dan tidak langsung

Kaedah Ujian
Statistik
Statistik Deskriptif-Perisisan SPSS
min,
sisihan piawai,
frekuensi & peratus
Statistik Inferensi-Perisisan SPSS
Korealsi Pearson r
Perisian SPSS
Statistik Inferensi-Perisisan SPSS
Regresi berganda Stepwise
Statistik Inferensi-Perisian AMOS
Teknik multivariate
Regresi berganda
Analisis faktor

Dapatan Kajian
i.
Profil Responden
Sebanyak 503 set soal selidik telah ditakbirkan di 26 buah sekolah yang terlibat berdasarkan
anggaran responden mengikut prinsip penentuan persampelan bertujuan (purposive
sample). Proses pemilihan dan penelitian soal selidik terlebih dahulu dilakukan sebelum
instrumen tersebut dianalisis. Proses ini perlu dilakukan mengambil kira respons responden
terutama bagi mengenal pasti item-item yang tidak dijawab dengan sempurna dan
menimbulkan keraguan. Lantaran itu, hanya 476 set soal selidik dilengkap isi dengan
sempurna. Jumlah ini meliputi 94.6 peratus daripada keseluruhan responden guru telah
dcxciv

dipilih sebagai subjek kajian. Analisis statistik frekuensi dan peratus digunakan bagi
menerangkan profil responden berkaitan jantina dan pengalaman mengajar seperti
maklumat ditunjukkan dalam Jadual 3 dan Jadual 4 di bawah.
Jadual 3: Taburan Responden Mengikut Jantina
Ciri-ciri Demografi
Lelaki
Perempuan
Jumlah

Kekerapan
186
290
476

Peratus
39.1
60.9
100.0

Jadual 4: Taburan Responden Mengikut Pengalaman Mengajar

Pengalaman Mengajar
10 tahun ke bawah
11 hingga 20 tahun
21 tahun ke atas
Jumlah

Kekerapan
260
104
112
476

Peratus
54.6
21.9
23.5
100.0

ii.
Analisis Hubungan Antara Variabel Kajian
Kaedah ujian korelasi pekali Pearson (r) sesuai digunakan dengan alasan bahawa andaian
data yang dikutip dilakukan secara berpasangan, data diukur secara interval, bertaburan
secara normal, lineariti dan homoskedastisiti (Sharma, 2005; Ramlee et al., 2011). Mohd
Majid (1993) menjelaskan bahawa kaedah ujian korelasi Pearson (r) lebih sesuai digunakan
dan berkesan untuk menentukan keteguhan hubungan apabila markat diukur dengan skala
sela. Pengukuran nilai korelasi koefisein 'r' iaitu kekuatan hubungan antara variabel-variabel
dalam kajian ini adalah berdasarkan cadangan yang telah diklasifikasikan oleh Taylor (1990)
mengambil kira konsistensi ketetapan oleh pengkaji lain (Jackson, 2012; Rumsey, 2011).
Jadual 5: Hubungan Antara Variabel Tingkah laku Kepimpinan
Instruksional, Kepuasan Kerja dan Kecerdasan Emosi Dengan
(N=476)
Variabel
Efikasi
Guru

Korelasi

Pearson

Efikasi Guru

Tingkah laku
Kepimpinan
Instruksional

Kepuasan
Kerja

Kecerdasan
Emosi

.312**

.387**

.559**

.000

.000

Sig.
.000
Signifikan pada aras *p<.05, **p<0.01

Keputusan dalam Jadual 5 didapati secara keseluruhannya wujud hubungan yang

signifikan positif pada tahap yang lemah antara tingkah laku kepimpinan instruksional
(r=.312, p<.05) dengan efikasi guru, tetapi menunjukkan hubungan yang signifikan positif
pada tahap sederhana kuat antara kepuasan kerja (r=.387, p<.05) dan kecerdasan emosi
(r=.559, p<.05) dengan efikasi guru.
Jadual 6 : Hubungan Antara Variabel Bebas Dengan Variabel Bersandar
Kajian Secara Keseluruhan (N=476)
Variabel
Komitmen
Organisasi

Tingkah laku
Kepimpinan
Instruksional

Kepuasan
Kerja

Kecerdasan
Emosi

Efikasi
Guru

Korelasi

.460**

.539**

.497**

.558**

Sig.

.000

.000

.000

.000

Pearson

dcxcv

Signifikan pada aras *p<.05, **p<0.01

Berdasarkan keputusan Jadual 6 pula, adalah didapati secara keseluruhannya wujud

hubungan yang signifikan positif pada tahap sederhana kuat antara tingkah laku kepimpinan
instruksional (r=.460, p<.05), kepuasan kerja (r=.539, p<.05), kecerdasan emosi (r=.497,
p<.05) dan efikasi guru (r=.558, p<.05) dengan komitmen organisasi guru.
iii.
Analisis Pengaruh Variabel Kajian
Analisis Jadual 7 menunjukkan keputusan ANOVA dalam Model Regresi. Berdasarkan kepada
analisis tersebut menunjukkan bahawa secara keseluruhan variabel peramal tersebut
merupakan faktor kepada efikasi guru [ F(4, 471) = 108.059, p=.000] dan aras keertian
kurang daripada nilai .05, bermaksud mempunyai kesesuaian dengan data kajian. Manakala,
nilai Collinearity Tolerance keempat-empat variabel lebih besar dari nilai .10 menunjukkan
bahawa data kajian tidak mempunyai masalah multicollinearity.
Jadual 7 : Analisis Varian (ANOVA) dan Collinearity Tolerance
Darjah Kebebasan
F
P
Nilai Collinearity
(df)
Tolerance
Regresi

475

108.059

.000

.649 - .903 >.10

*p<0.05
Dapatan analisis regresi berganda stepwise dalam Jadual 7 menunjukkan secara
signifikan keempat-empat peramal, iaitu efikasi guru ( =.303, p=.000), kepuasan kerja (
=.255, p=.000), tingkah laku kepimpinan instruksional ( =.183, p=.000) dan kecerdasan
emosi ( =.176, p=.000) merupakan faktor peramal yang mempengaruhi komitmen
organisasi guru. Berdasarkan keputusan ini, adalah didapati bahawa wujud pengaruh yang
signifikan tingkah laku kepimpinan instruksional, kepuasan kerja, kecerdasan emosi dan
efikasi guru terhadap komitmen organisasi.
Seterusnya, analisis berdasarkan perubahan bagi setiap peramal (R Square),
menunjukkan kekuatan pengaruh sumbangan variabel tidak bersandar terhadap variabel
bersandar ditunjukkan dalam Jadual 8. Hasil analisis menunjukkan bahawa secara signifikan,
nilai pekali regresi piawai () variabel efikasi guru [ = .558, t = 14.637, p=.000] telah
menyumbang sebanyak 31.1 peratus (r=.558) perubahan varians dalam efikasi guru
[F(1,474)=214.082, p=.000]. Kombinasi antara variabel efikasi guru [ = .411, t = 10.948,
p=.000] dan variabel kepuasan kerja [ = .380, t = 10.118, p=.000] akan menyumbang
sebanyak
43.4 peratus (r=.659) perubahan varians dalam komitmen organisasi
[F(2,473)=181.118, p=.000]. Seterusnya, kombinasi antara variabel efikasi guru ( =.387,
t= 10.441, p=.000), kepuasan kerja ( =.290, t= 6.999, p=.000) dan tingkah laku
kepimpinan instruksional ( =.187, t= 4.633, p=.000) telah menyumbang sebanyak 45.8
peratus (r=.677) perubahan varians dalam komitmen organisasi [F(3,472)=133.123,
p=.000].
Kombinasi antara efikasi guru ( =.303, t= 7.334, p=.000), kepuasan kerja (
=.255, t= 6.121, p=.000), tingkah laku kepimpinan instruksional ( =.183, t= 4.636,
p=.000) dan kecerdasan emosi ( =.176, t= 4.273, p=.000) telah menyumbang sebanyak
47.9 peratus (r=.692) ke atas perubahan varians dalam komitmen organisasi
[F(4,471)=108.059, p=.000]. Berdasarkan keputusan analisis regresi ini, bermakna
pengaruh sumbangan secara signifikannya efikasi guru mendominasi variabel lain, diikuti
oleh kepuasan kerja, tingkah laku kepimpinan instruksional dan kecerdasan emosi terhadap
komitmen organisasi bagi sampel kajian (N=476).

dcxcvi

Jadual 8 :
Pekali Regresi Tingkah laku Kepimpinan Istruksional,
Kepuasan Kerja, Kecerdasan Emosi dan Efikasi Guru
Komitmen Organisasi
Variabel
Efikasi Guru
Kepuasan Kerja
Tingkah laku
Kepimpinan
Instruksional
Kecerdasan Emosi

Terhadap

.303
.255
.183

Nilai t
7.334
6.121
4.636

.558
.411
.380

Nilai t
14.632
10.948
10.118

Sig.(P)

.000
.000
.000.

R
.310
.431
.458

Sumbangan
31.0%
43.1%
45.8%

.176

4.273

.187

4.633

.000

.479

47.9%

iv.
Analisis Model Cadangan SEM
Kajian ini juga melibatkan analisis Model Persamaan Struktural menggunakan perisian AMOS
bagi menganalisis serta mengenal pasti kesepadanan cadangan model yang dibangunkan.
Menurut Mobius (2003), model SEM diistilahkan sebagai payung kepada keluarga prosedur
statistik kerana ianya melibatkan tiga teknik iaitu analisis laluan (path analysis) yang
merupakan satu set persamaan regresi linear, CFA dan penilaian model hibrid melibatkan
pengukuran model konstruks pendam (latent). Schumacker dan Lomax (2004) menjelaskan
bahawa model SEM merupakan alat analisis statistik yang dapat menunjukan kekuatan dan
model interaksi antara variabel diperhatikan dengan variabel tidak diperhatikan.
Selain itu, model SEM dapat menginterpretasi hubungan secara kausal melibatkan
andaian bahawa perubahan satu variabel akan menyebabkan perubahan variabel yang lain
(Hair et al, 1998). Bagi Byrne (2001) anggaran hubungan dilaksanakan dengan prosedur
Maksimum Likelihood Estimation (MLE) merupakan teknik iterative untuk mencari
penyelesaian terbaik bagi pekali lintasan atau indeks fit dengan mengenal pasti nilai
minimum fungsi fit. Bagaimanapun analisis SEM tertakluk kepada syarat yang perlu diambil
kira sebelum penganalisisan data yang dilaksanakan. Analisis Model Persamaan Struktural
sesuai digunakan dalam kajian ini bagi menguji model (model testing) perhubungan sebabakibat antara sekumpulan variabel kajian kerana bilangan variabel indikator bagi setiap
varabel adalah tiga hingga lima dan mematuhi syarat normaliti multivariat (Chua, 2009).
Melalui analisis SEM pengujian kesepadanan cadangan model yang dibangunkan
dilakukan terlebih dahulu melibatkan lima variabel tingkah laku kepimpinan instruksional
(TKIND), kepuasan kerja (KKND), Kecerdasan emosi (KEND) dan Efikasi Guru (F1) terhadap
komitmen organisasi (DV). Menurut Chua (2009), oleh kerana model persamaan struktural
dibentuk daripada model pengukuran, maka semasa menganalisis data pengkaji dikehendaki
memastikan bahawa semua model pengukuran mempunyai kesepadanan dengan data
kajian sebelum melaksanakan analisis model persamaan struktural. Sebelum proses
pengiraan, penganalisisan data dan interpretasi analisis dilaksanakan prosedur pemeriksaan
pengukuran kebagusan penyesuaian model dalam indeks GFI (Goodness-of-Fit) telah
dilakukan ke atas Model Persamaan Struktur (SEM).
Hair et al. (1998) mencadangkan beberapa alternatif boleh diambil kira untuk
mengukur indeks kebagusan penyesuaian bagi membuat penaksiran hubungan penyesuaian
model dengan saiz sampel. Menurut Arbuckle dan Wothke (1995) dan Byrne (2001) dengan
merujuk kepada keputusan nilai indeks CMIN/df kurang daripada 5.0 yang diperolehi, sudah
memadai bagi model yang dibangunkan. Pemeriksaan pengukuran kebagusan penyesuaian
model dalam kajian ini dengan mengambil kira beberapa nilai indeks seperti dalam Jadual 9
berikut.
Jadual 9 : Kriteria Dan Pengukuran Kebagusan Penyesuaian
Struktur Lintasan SEM
Kriteria

Pengukuran Kebagusan Penyesuaian (GFI)

Pekali/ Indeks

dcxcvii

Unidimensi

Apabila faktor pemuatan melebihi 0.5

Kesahan

Kesahan konvergen

Average Variance Extracted (AVE)

Indeks Penyesuaian Mutlak (AFI)
Chi Kuasa Dua (x)
Darjah Kebebasan (df)
Aras Signifikan bagi Khi Kuasa Dua, (p)
Indeks Penyesuaian Penambahan (IFI)
Indeks Penyesuaian Norma (NFI)
Indeks Penyesuaian Relatif (RFI)
Indeks Penyesuaian Penambahan (IFI)
Indeks Tucker-Lewis (TLI)
Indeks Penyesuaian Perbandingan (CFI)
Ralat Anggaran Punca Kuasa Dua Min (RMSEA)

melebihi 0.5
Lagi rendah, lagi
baik
Positif p<.5.0
> .05
> .90
> .90
> .90
> .90
> .90
Menghampiri 1
< .08

Kesahan discriminant
korelasi antara variabel
Kebolehpercayaan

Kebolehpercayaan dalaman
Alpha cronbach
Kebolehpercayaan konstruk
Nilai CR

Averange Variance Extracted (AVE)

>.7
> .6
> .5

Sumber: Dipetik daripada Zainudin Awang (2014)

iii. Model Pengukuran

Rajah 2 di bawah menunjukkan Model Pengukuran SEM(Structural Equation Modeling) yang
dibangunkan:

Rajah 2: Model Pengukuran SEM Variabel Eksogenus dan Endogenus.

Perincian analisis keputusan model fit summary ditunjukkan seperti Jadual 10 berikut.
Jadual 10: Keputusan Model Fit Summary bagi Model Dibangunkan

dcxcviii

Oleh kerana dapatan analisis keputusan ujian Khi Kuasa Dua Goodness-of-Fit dan
nilai RMSEA yang signifikan mencadangkan bahawa model hipotesis yang dibina tidak
sepadan dengan data kajian, maka analisis SEM mengambil kira nilai M.I. (Modification
Indices) untuk meningkatkan kesepadanan dengan data kajian perlu dilakukan. Justeru,
pemilihan beberapa nilai M.I yang besar dan menghubungkannya antara beberapa variabel
berkenaan dalam rajah model hipotesis akan mengurangkan kebarangkalian kesignifikan
ujian Khi Kuasa Dua dan secara langsung akan meningkatkan kesepadanan model dengan
data kajian. Namun yang demikian, tindakan memilih dan prosedur menghubungkan nilai
M.I adalah berdasarkan cadangan analisis SEM (Model Fit Summary) serta
mempertimbangkan secara teoritikal setelah merujuk kepada literatur wujudnya hubungan
antara variabel-variabel berkenaan.
iv. Model Struktural
Keputusan analisis laluan model persamaan struktural baru (SEM), menujukkan nilai Khi
Kuasa Dua Goodness-of-Fit adalah signifikan [x(N=476, df=138)=298.810, p<.05]. Nilai
Khi Kuasa Dua Goodness-of-Fit telah berubah daripada 452.639 kepada 298.810, sementara
nilai RMSEA (Root Mean Square Error of Approximation) bagi kategori Absolute fit model
hipotesis yang semakin mengecil sehingga .050 bermaksud bahawa secara signifikannya
model modifikasi adalah lebih sepadan dengan data kajian berbanding dengan model asal
yang dicadangkan.
Keputusan analisis model fit summary menunjukkan nilai indeks kesepadanan GFI
(Goodness of Fit Index) bagi kategori Absolute fit, CFI, NFI, IFI TLI bagi kategori
Petunjuk
Persepadanan Indeks
(Fitness indexes)
Chisq
RMSEA
GFI
CFI
AGFI
NFI
IFI
TLI
Chisq/df

Aras

Nilai
pekali/indeks

Keputusan

p>0.05
<..08
>.90
>.90
>.90
>.90
>.90
>.90
<.5.0

452.639
.068
.91
.94
.88
.91
.94
.93
3.19

Diharap menurun/kecil
Boleh diterima
Boleh diterima
Boleh diterima
Kurang Baik
Boleh diterima
Boleh diterima
Boleh diterima
Boleh diterima

Incremental fit dalam jadual Baseline Comparisons dan AGFI kategori Absolute fit dalam
jadual RMR adalah melebihi .90 (.919 hingga .969) adalah lebih tinggi daripada .90
berbanding dengan model asal. Keputusan ini menunjukkan terdapat kesepadanan yang
lebih signifikan cadangan model SEM yang dibangunkan dengan data sampel kajian dalam
kalangan guru sekolah New Deal setelah proses modifikasi dilaksanakan seperti ditunjukkan
dalam Jadual 11 berikut.
Jadual 11: Keputusan Model Fit Summary bagi Model Modifikasi
Petunjuk
Persepadanan Indeks
(Fitness indexes)
Chisq
RMSEA
GFI
CFI
AGFI

Aras

Nilai
pekali/indeks

Keputusan

p>0.05
<..08
>.90
>.90
>.90

298.810
.05
.94
.97
.92

Semakin Menurun/kecil
Boleh diterima/Baik
Boleh diterima/Baik
Boleh diterima/Baik
Boleh diterima/Baik

dcxcix

NFI
IFI
TLI
Chisq/df

>.90
>.90
>.90
<.5.0

.94
.97
.96
2.17

Boleh
Boleh
Boleh
Boleh

diterima/Baik
diterima/Baik
diterima/Baik
diterima/Baik

Dapatan analisis daripada keputusan Squared Multiple Correlations model modifikasi

menunjukkan nilai varians ramalan bagi 19 variabel indikator adalah antara .003 atau 0.3
peratus bagi indikator KE1 hingga .943 atau 94.3 peratus bagi variabel indikator KK2. Oleh
yang demikian, nilai varians yang tidak dapat diramalkan oleh indikator dalam model
modifikasi adalah 0.06 (1 - .943) atau 0.6 peratus hingga .998 (1- .003) 99.7 peratus adalah
lebih kecil berbanding dengan model hipotesis asal iaitu (6.6 % hingga 99.8 %).
Keputusan nilai beta () yang dipaparkan dalam Rajah 3 dan Jadual 12 setelah
model persamaan struktur (SEM) dimodifikasi menunjukkan bahawa model regresi yang
dicadangkan adalah sesuai dan signifikan pada aras p< .05. Analisis laluan menunjukkan
pengaruh yang signifikan antara variabel tingkah laku kepimpinan instruksional dengan
variabel kepuasan kerja (=.35, C.R=8.140, p=.001), diikuti laluan antara variabel kepuasan
kerja dengan variabel kecerdasan emosi (=.31, C.R=7.430, p=.001), diikuti laluan antara
variabel kecerdasan emosi dengan variabel efikasi guru (=.66, C.R=12.106, p=.001),
diikuti laluan antara variabel tingkah laku kepimpinan instruksional dengan variabel
komitmen organisasi (=.23, C.R=4.790, p=.001), diikuti laluan antara variabel kepuasan
kerja dengan variabel komitmen organisasi (=.16, C.R= 3.512, p=.001), diikuti laluan
antara variabel kecerdasan emosi dengan variabel komitmen organisasi (=.34, C.R= 5.442,
p=.001), dan akhir sekali diikuti laluan antara variabel efikasi guru dengan variabel
komitmen organisasi (=.16, C.R= 3.512, p=.001).

Rajah 3:

Model Modifikasi Sumbangan Langsung atau Tidak Langsung

Variabel Eksogenus dan Endogenus Guru Sekolah New Deal
Di Sarawak.
Bagaimanapun analisis laluan model persamaan struktural (SEM) modifikasi
menunjukkan pengaruh yang tidak signifikan melibatkan variabel tingkah laku kepimpinan
instruksional (=.09, C.R= 1.793, p=0.073) dan variabel kepuasan kerja (=-.01, C.R= dcc

.290, p<0.768). dengan variabel efikasi guru. Manakala analisis secara lebih terperinci
dalam Jadual Standardized (Lampiran E) bagi melihat pengaruh hubungan langsung (Direct
Effects) atau tidak langsung (Indirect Effects) dan jumlah keseluruhan (Total Effect) antara
kelima-lima variabel dalam kajian.
Berdasarkan keputusan analisis Rajah 3 dan Jadual 12 menunjukkan variabel
tingkah laku kepimpinan instruksional (9.0%), variabel kepuasan kerja (-1.0%), variabel
kecerdasan emosi (66.0%) menyumbang hubungan secara langsung terhadap efikasi guru
dalam kalangan responden guru sekolah New Deal di Sarawak. Manakala, variabel tingkah
laku kepimpinan instruksional (22.5%), variabel kepuasan kerja (16.0%), variabel
kecerdasan emosi (34.5%) dan variabel efikasi guru (27.0%) menyumbang hubungan
secara langsung terhadap komitmen organisasi dalam kalangan responden guru sekolah
New Deal di negeri Sarawak.

Jadual 12: Anggaran Parameter (Regression Weights) Analisis SEM

Model Modifikasi
Bil
1

Hubungan Antara Variabel

TKIND (Tingkah laku
--->KKND (Kepuasan Kerja)
Kepimpinan Instruksional)
2
KEND(Kecerdasan Emosi) --->KKND (Kepuasan Kerja)
3
TKIND (Tingkah laku
--->F1 (Efikasi Guru)
Kepimpinan Instruksional)
4
KKND (Kepuasan Kerja)
--->F1 (Efikasi Guru)
5
KEND (Kecerdasan Emosi) --->F1 (Efikasi Guru)
6
TKIND (Tingkah laku
--->DV (Komitmen Organisasi)
Kepimpinan Instruksional)
7
KKND (Kepuasan Kerja)
--->DV (Komitmen Organisasi)
8
KEND (Kecerdasan Emosi) --->DV (Komitmen Organisasi)
9
F1 (Efikasi Guru)
--->DV (Komitmen Organisasi)
***P<.05

C.R
8.140

.35

P
***

7.430
1.793

.31
.09

***
.073

-.290
12.106
4.790

-.01
.66
.23

.768
***
***

3.512
5.422
4.857

.16
.34
.27

***
***
***

Selain itu, analisis daripada keputusan Squared Multiple Correlations menunjukkan

anggaran sebanyak .481 atau 48.1 peratus nilai varians dalam efikasi guru diramalkan oleh
hubungan secara langsung dan tidak langsung variabel tingkah laku kepimpinan
instruksional, variabel kepuasan kerja dan variabel kepuasan kerja. Manakala, keseluruhan
keputusan analisis laluan model persamaan struktural (SEM) menunjukkan anggaran
sebanyak .620 atau 62 peratus nilai varians dalam variabel endogenus (komitmen
organisasi) disumbangkan olehhubungan secara langsung dan tidak langsung variabelvariabel eksogenus (tingkah laku kepimpinan instruksional, kepuasan kerja, kecerdasan
emosi dan efikasi guru) dapat diramalkan oleh model modifikasi ini. Justeru, terdapat
sebanyak 3.8 atau 38 peratus nilai varians variabel komitmen organisasi tidak dapat
diramalkan oleh model persamaan struktural (SEM) modifikasi, mungkin disebabkan oleh
faktor-faktor di luar yang tidak dikenal pasti dalam kajian ini. Maka, hipotesis yang
menyatakan tidak terdapat pengaruh dan hubungan secara langsung atau tidak langsung
yang signifikan tingkah laku kepimpinan instruksional, kepuasan kerja, kecerdasan emosi
dan efikasi guru terhadap komitmen organisasi dalam kalangan guru sekolah New Deal di
negeri Sarawak telah ditolak.
dcci

Perbincangan
Dapatan analisis dalam kajian mendapati wujudnya perhubungan yang positif sederhana
kuat antara tingkah laku kepimpinan instruksional dengan kepuasan kerja dalam kalangan
responden guru sekolah New Deal di negeri Sarawak. Hubungan ini membawa maksud
bahawa tingkah kepimpinan instruksional yang diamalkan oleh pemimpin sekolah akan
membawa kepada perubahan yang postif terhadap keseluruhan faktor-faktor kepuasan kerja
guru.
Dalam hal ini, segala bentuk tindakan tingkah laku kepimpinan seperti menggalakkan
pembangunan profesional seluruh sekolah berfokus, mentakrif dan menyampaikan
perkongsian matlamat, dan memantau serta memberikan maklum balas terhadap proses
pengajaran dan pembelajaran dipersepsikan oleh responden guru mempunyai perkaitan
terhadap faktor instrinsik dan ekstrinsik dalam diri mereka. Dapatan ini secara umumnya
menepati prinsip yang mendasari kerangka konseptual dan teorikal kajian oleh Wilson dan
Zhang (2010), malah sejajar dengan hasil kajian Usang et al., (2012) dan Elangkumaran,
(2013) yang menunjukkan tingkah laku kepimpinan instruksional mempunyai perhubungan
dengan kepuasan kerja guru.
Selanjutnya, dapatan analisis juga menunjukkan wujudnya perkaitan antara
kecerdasan emosi dengan kepuasan kerja dalam kalangan responden kajian. Hubungan ini
menjelaskan bahawa kemampuan guru untuk memanipulasi perubahan faktor fisiologi dan
psikologi khususnya dalam aspek pengurusan kendiri, motivasi kendiri, empati, kemahiran
sosial, dan kesedaran kendiri sekali gus akan membentuk persepsi kepuasan kerja yang
diinginkan. Dapatan analisis hubungan ini mengukuhkan lagi dapatan analisis deskriptif yang
diketemui dalam kajian mengenai persepsi responden berada pada tahap yang tinggi
terhadap kedua-dua variabel tersebut. Bermakna guru yang mampu mengawal dan
mengendalikan emosi akan dapat melaksanakan tugas mendidik dengan baik secara
sentuhan kemanusiaan seterusnya akan meningkatkan kepuasan kerja yang tinggi.
Dapatan kajian oleh Soleiman dan Fatemah Lotfi (2012) selari dengan dapatan kajian ini.
Mereka mendapati kecerdasan emosi mempunyai hubungan yang signifikan terhadap lima
faktor kepuasan kerja iaitu keadaan kerja, tingkah laku penyeliaan, hubungan rakan sekerja,
peluang kenaikan pangkat dan persekitaran kerja.
Hubungan positif yang signifikan telah diperolehi antara variabel tingkah laku
kepimpinan instruksional terhadap variabel efikasi guru. Bagaimanapun tafsiran kekuatan
hubungan tersebut dianggap sebagai hubungan yang lemah. Hasil kajian ini, menunjukkan
persepsi responden dalam kalangan guru di sekolah New Deal berkaitan dengan tingkah
laku kepimpinan instruksional guru besar mengesahkan wujud hubungan positif dengan
efikasi guru. Selaras dengan dapatan yang telah diketemui dalam kajian-kajian terdahulu
(Keith, 1989; Ryan, 2007; Clark, 2009; Mohd Khairuddin, 2010) menunjukkan bahawa
peranan kepimpinan sekolah menjurus kepada tingkah laku instruksional berhubung rapat
dengan efikasi guru.
Malahan, dalam kajian Peariso (2011) jelas menyatakan bahawa pengetua yang
mempunyai kebolehan dalam kemahiran pedagogi dilihat mampu mentransformasikan
amalan tersebut kepada guru bagi meningkatkan efikasi guru dalam pengajaran dan
pembelajaran. Transformasi tersebut pula berlaku apabila guru turut mengupayakan potensi
diri melalui kepimpinan pengajaran yang mereka laksanakan. Dalam hal ini, Mohd.
Khairuddin (2010), mendapati empat daripada kepemimpinan pengajaran guru yang dikaji
seperti pengurusan kurikulum, pengurusan pengajaran, pengurusan iklim bilik darjah, dan
pemantauan kemajuan murid kesemuanya mempunyai hubungan dengan efikasi guru. Di
peringkat ini tingkah laku kepimpinan instruksional bukan sahaja berjaya meningkatkan
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efikasi guru, tetapi juga ke arah perekrutan guru sebagai pelapis kepimpinan sekolah yang
berkesan.
Fungsi tingkah laku kepimpinan instruksional dikenal pasti secara tidak langsung
telah mewujudkan hubungan dan implikasi terhadap tahap efikasi guru dalam membantu
mereka menghadapi situasi sukar berhadapan dengan pelajar yang mempunyai pelbagai
kebolehan. Berdasarkan petunjuk ini pula, perancangan dan pelaksanaan aktiviti
instruksional guru seharusnya mengambil kira kesesuaian pedagogi terancang dengan
mengambil kira pengetahuan, kemahiran, nilai, sikap serta perlakuan murid. Indikator ini
akan menzahirkan peningkatan terhadap efikasi guru dan ekspektasi kepada kualiti
pengajaran yang berkesan.Lazimnya kecemerlangan dikecapi oleh sekolah dalam
pencapaian prestasi peperiksaan adalah kerana memiliki persekitaran sekolah yang selamat
serta kualiti pengajaran berkesan (Cheptet, 2008).
Dapatan kajian memperlihatkan bahawa tingkah laku kepimpinan instruksional
mempunyai perhubungan positif antara komitmen organisasi guru. Secara umumnya
mengukuhkan andaian dalam model teori Buck dan Watson (2002) yang menjelaskan
bahawa untuk meningkatkan komitmen organisasi guru dipengaruhi secara langsung oleh
tingkah laku kepimpinan sekolah melalui strategi pengurusan sumber manusia yang
berkesan. Dapatan kajian ini menyokong kajian-kajian terdahulu (Cerit, 2010; Price, 2012;
Abdul Said, et al., 2014) menerusi analisis terperinci yang menunjukkan wujudnya
perhubungan antara kepimpinan instruksional guru besar dengan komitmen organisasi guru.
Manakala, dapatan kajian oleh Elangkumaran (2010) pula mendapati wujud perkaitan yang
signifikan antara kepimpinan pengajaran guru besar dengan komitmen organisasi dalam
kalangan responden guru di sekolah rendah Zon Tanjung Karang.
Hubungan tingkah laku kepimpinan instruksional yang baik akan mencetuskan
perkembangan pemikiran, kesedaran kendiri dan budaya kerja sekali gus meningkatkan
komitmen organisasi guru terhadap tugas. Selaras dengan kenyataan tersebut, Schwind
(2010) dalam kajiannya mengulas pandangan Marks dan Printy (2003) menyatakan bahawa
sekolah akan mendapat manfaat daripada kesepaduan kepimpinan yang menekankan
prestasi pada tahap tinggi, sekiranya kepimpinan sekolah dapat mencungkil tahap komitmen
dan profesionalisme guru. Keadaan sedemikian mampu mewujudkan budaya kerja secara
interaktif bersama guru dengan perkongsian kapasiti kepimpinan instruksional.
Menurut Katzenmeyer dan Moller (2009), melalui kepimpinan pengetua berkesan
akan mewujudkan guru yang sentiasa memberikan komitmen dalam usaha mencapai
matlamat dan bersedia melakukan penambahbaikan. Dapatan kajian ini juga selari dengan
kajian analisis perbandingan hubungan antara tingkah laku kepimpinan instruksional guru
besar dengan komitmen organisasi oleh Mohd Nur Jaafar (2007). Beliau mendapati bahawa
terdapat trend perbezaan yang ketara hubungan kedua-dua variabel ini di Sekolah Berkesan
(SB) dengan Sekolah Kurang Berkesan (SKB). Dalam hal ini, wujudnya hubungan yang
signifikan antara variabel tingkah laku kepimpinan instruksional guru besar dengan
komitmen guru di sekolah berkesan. Manakala tidak terdapat hubungan yang signifikan
antara tingkah laku kepimpinan instruksional guru besar dengan komitmen kerja guru di
sekolah kurang berkesan. Hal ini bermakna kepimpinan sumber manusia yang berkesan
dapat melahirkan individu berpotensi untuk berinovasi dan bermotivasi serta mempunyai
kepuasan kerja dan tahap komitmen organisasi yang tinggi (Yukl dan Lepsinger, 2004).
Secara keseluruhan, dapatan analisis dalam kajian mendapati wujud perhubungan
yang kukuh antara variabel kepuasan kerja dengan efikasi guru dalam kalangan responden
dalam kalangan guru di sekolah New Deal. Dapatan kajian ini menyokong andaian diasaskan
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dalam model teori Efikasi Bandura mengemukakan pandangan bahawa tahap efikasi kendiri
individu dipengaruhi secara langsung oleh pertimbangan informasi efikasi iaitu faktor
pencapaian prestasi, pengalaman dan juga pujukan sosial. Hasil kajian adalah selari dengan
dapatan kajian dijalankan oleh Davis et al., (2002) menunjukkan secara keseluruhan guru
berpuas hati dengan keadaan kerja di sekolah dan wujudnya hubungan antara kedua-dua
varibel berkenaan. Walaupun kepuasan kerja berperanan sebagai penyerderhana hubungan
kualiti pengajaran dan pembelajaran dengan efikasi guru, namun didapati semakin tinggi
tahap kepuasan kerja akan meningkatkan efikasi guru (Rafisah, 2009).
Seterusnya, hasil analisis kajian juga menunjukkan terdapat hubungan sederhana
kuat antara variabel kepuasan kerja dengan komitmen organisasi. Secara umumnya dapatan
ini konsisten dengan andaian dalam teori Jangkaan Vroom yang dikemukakan oleh Vroom
(1964) dan Model Dua faktor Herzberg et al., (1959). Selaras dengan dapatan diketemui
dalam kajian terdahulu (Zohreh dan Seyyed Abolfazl, 2009; Noorhafeza Herliani dan Ferlis,
2010; Samina Nawab et al, 2010; Sharma, 2010) menunjukkan kepuasan kerja mempunyai
hubungan positif dengan komitmen organisasi guru. Kajian Christina et al., (2010)
mendapati kepuasan kerja faktor gaji yang diterima terbukti menunjukkan korelasi secara
positif dalam mempengaruhi komitmen organisasi. Hasil analisis kajiannya menunjukkan 38
peratus kepuasan gaji menyumbang kepada komitmen organisasi. Manakala, bagi dimensi
kepuasan kewangan didapati mempunyai pengaruh yang tinggi dan peramal yang kuat
terhadap komitmen organisasi. Stereotaip ini, ternyata memperlihatkan masih terdapat
kekaburan bahawa penentu kepada hubungan ini masih lagi dianggap sesuatu yang
subjektif tertakluk kepada kepentingan dan lapangan kajian yang hendak dijalankan.
Begitu juga diketemui bahawa terdapat perhubungan yang kukuh antara antara
variabel kecerdasan emosi dengan efikasi guru di kalangan responden sekali gus
mengukuhkan lagi model teori efikasi yang dikemukakan oleh Bandura (2000). Hal Ini
bermaksud, bagi meningkatkan efikasi kendiri individu maka pertimbangan terhadap
komponen penyataan emosi dan faktor fisiologi haruslah diambil kira. Dapatan kajian
menyokong kajian-kajian lepas menunjukkan terdapat hubungan yang signifikan antara
kecerdasan emosi dengan efikasi guru (Penrose et al., 2007; Fabio dan Palazzeschi, 2008;
Zeynep, 2011). Keputusan yang sama diperolehi apabila variabel kecerdasan emosi
dikorelasikan dengan komitmen organisasi guru dan didapati bahawa terdapat hubungan
sederhana kuat yang signifikan antara kedua-dua variabel tersebut. Oleh itu, hasil kajian ini
menunjukkan persepsi responden dalam kalangan guru di sekolah New Deal berkaitan
adalah berbentuk positif bagi variabel kecerdasan emosi dengan efikasi guru dan komitmen
organisasi. Oleh yang demikian, keputusan ini menolak penyataan hipotetikal yang telah
dibentuk dan konsisten dengan kerangka konseptual kajian sebelumnya.
Dapatan kajian ini menyokong kajian Anita (2007) yang menunjukkan wujud
perhubungan antara efikasi guru dengan komitmen organisasi guru. Keputusan kajian ini
menyokong kajian oleh Zahra et al.,(2012) yang mendapati terdapatnya hubungan
kecerdasan emosi dengan efikasi guru. Sintesis dalam kajian Dickey (2012) mengenal pasti
pengamalan gaya pengurusan bilik darjah yang efektif menujukkan hubungan dengan
kecerdasan emosi. Keadaan ini mungkin berlaku disebabkan oleh kemampuan serta
kepercayaan guru dalam aspek pengurusan bilik darjah yang sistematik dapat mewujudkan
suasana pengajaran dan pembelajaran yang kondusif. Secara tidak langsung hubungan
aspek kecerdasan emosi dan efikasi guru dapat dipertingkatkan. Dapatan kajian ini
menyokong kajian-kajian oleh Bailie dan Ekermans (2006), Ashkan (2011) dan Herman,
(2012) menunjukkan terdapatnya hubungan yang signifikan antara kecerdasan emosi
dengan komitmen organisasi guru.

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Satu kajian yang telah dijalankan oleh Nahid Naderi (2011) sebagai contoh, telah
mendapati bahawa wujud perkaitan positif antara kecerdasan emosi dengan komitmen
organisasi dalam kalangan responden guru bahasa Inggeris di sekolah menengah yang
dikaji. Dalam erti kata lain, tahap kecerdasan emosi yang lebih tinggi dikaitkan dengan
peningkatan secara langsung terhadap komitmen organisasi. Terdapat juga kajian
menunjukkan bahawa walaupun individu memiliki tahap kecerdasan emosi yang tinggi,
tetapi tidak semestinya akan menghasilkan komitmen kerja yang tinggi (Yahzanon dan
Yusof, 2011). Bagaimanapun dapatan kajian tersebut menunjukkan masih terdapat
hubungan yang signifikan antara tahap kecedasan emosi guru dengan tahap komitmen kerja
pada korelasi yang lemah.
Antara kupasan utama yang telah dipertimbangkan serta dijadikan fokus dimensi
variabel kecerdasan emosi dalam kajian ini adalah berkaitan dengan kesedaran kendiri,
pengurusan kendiri, motivasi kendiri, kemahiran sosial dan empati. Pertimbangan ini masih
relevan dengan dapatan daripada kajian oleh Buchanan (1974) menyarankan bahawa
komitmen organisasi mempunyai kesan yang signifikan dengan emosi individu dalam tiga
keadaan seperti; i. Tingkah laku individu terhadap organisasi melalui penghayatan matlamat
dan nilai-nilai organisasi, ii. Penglibatan individu dalam melaksanakan tanggungjawab kerja,
iii. Kesetiaan iaitu rasa kekitaan yang menjurus kepada komitmen organisasi. Oleh yang
demikian, untuk mencapai kecemerlangan dalam organisasi sekolah, sewajarnya usaha ke
arah peningkatan kecerdasan emosi dan komitmen organisasi haruslah giat diperhebatkan
secara berterusan. Kenyataan ini adalah kerana kejayaan sesebuah sekolah itu hanya boleh
dikenal pasti melalui kemenjadian pelajarnya atau end-product yang dihasilkan oleh guru.
Keputusan kajian juga mendapati wujud perhubungan sederhana kuat antara
variabel efikasi guru dengan komitmen organisasi. Hasil kajian menunjukkan persepsi
responden dalam kalangan guru di sekolah New Deal mempunyai perhubungan secara
positif antara efikasi guru dengan komitmen organisasi. Pada prinsipnya, dapatan kajian ini
juga turut konsisten dengan model teori ekspektasi efikasi (1977) dan model efikasi-kendiri
Bandura (1982). Jika merujuk kepada model ini dalam konteks guru, ternyata tingkah laku
iaitu komitmen organisasi mempunyai hubungan secara langsung oleh faktor pertimbangan
efikasi-kendiri. yang bertindak sebagai variabel mediator. Dapatan kajian ini menyokong
kajian terdahulu (Meyer et al., 2002; Chan, 2004; Luthans at al., 2006; Skaalvik dan
Skaalvik, 2007) yang merumuskan bahawa efikasi guru bukan sahaja memberi kesan yang
positif terhadap pengajaran dan tingkah laku pengajaran malah mempunyai hubungan yang
signifikan terhadap burnout dan komitmen organisasi dalam kalangan guru.
Kenyataan tersebut selari dengan dapatan kajian oleh Khalid Gazi (2005) yang
mengesahkan bahawa wujud hubungan positif yang signifikan sederhana tinggi antara
efikasi kendiri guru dengan komitmen mengajar hanya merupakan sebahagian daripada
dimensi komitmen organisasi dalam kalangan responden yang dikaji. Dapatan kajian Siti
Shamzela dan Daud (2012) menunjukkan kedua-dua variabel komitmen organisasi dan
efikasi guru mempunyai hubungan yang kuat dengan pencapaian pelajar dalam
mewujudkan sebuah sekolah yang berkesan. Justeru, adalah wajar warga guru
mempersiapkan diri dengan kecekapan, keyakinan dan kemampuan menghadapi
persekitaran pendidikan yang sentiasa mengalami perubahan.
Dapatan hasil kajian menunjukkan secara keseluruhan daripada empat variabel
peramal (tingkah laku kepimpinan instruksional, kepuasan kerja, kecerdasan emosi dan
efikasi guru) didapati variabel peramal efikasi guru merupakan penyumbang tertinggi
kepada komitmen organisasi dalam kalangan guru sekolah New Deal di Sarawak. Hasil
kajian menunjukkan bahawa pengaruh variabel peramal tingkah laku kepimpinan
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instruksional penyumbang ketiga secara signifikan mengikut sumbangan varians terhadap

komitmen organisasi guru.
Dapatan analisis kajian ini ternyata membenarkan andaian pengkaji bahawa persepsi
responden berkaitan dengan tingkah laku kepimpinan instruksional beroreintasikan kepada
pengamalan tingkah laku memantau dan memberikan maklum balas terhadap proses
pengajaran dan pembelajaran, dan menggalakkan pembangunan profesional seluruh
sekolah berfokus mempengaruhi komitmen organisasi guru di sekolah New Deal. Dapatan ini
secara umumnya menepati prinsip deskripsi dalam model tingkah laku kepimpinan
instruksional Hallinger dan Murphy (1985), Model Murphy (1990) dan Model Weber (1996)
ke arah pembentukkan iklim sekolah dan sokongan kerja yang positif. Hasil kajian menyamai
dapatan kajian oleh Lokman et al., (2011) yang mendapati bahawa amalan kepimpinan
pengajaran guru besar menjadi faktor peramal yang signifikan terhadap komitmen
organisasi guru. Kajian berkaitan merumuskan terdapat dua faktor utama mempengaruhi
komitmen organisasi, iaitu dimensi membina matlamat sekolah dan diikuti oleh dimensi
membina iklim pembelajaran.
Memang telah terbukti bahawa realitinya sokongan daripada pihak atasan melalui
keberkesanan tingkah laku kepimpinan instruksional memberi pengertian yang bermakna
memupuk semangat kebertanggungjawab guru terhadap organisasi dan mengupayakan
potensi diri guru dalam tugas mendidik. Mengikut Mohd Nor Jaafar (2007), keberkesanan
seseorang pemimpin sekolah ialah apabila mereka dapat memberi kesan dan pengaruh
dalam mempertingkatkan komitmen kerja gurunya dan pencapaian akademik pelajar.
Justeru, dengan sukarela mereka menggalaskan komitmen yang tinggi dalam pengajaran
dan pembelajaran bila berada di bawah ketua yang sentiasa menunjukkan kesediaan
melaksanakan tingkah laku kepimpinan instruksional (Bas, 2012).
Menurut Sheppard (1996), kualiti kepimpinan instruksional mempengaruhi secara
signifikan yang positif terhadap peningkatan komitmen organisasi, penglibatan profesional
guru dan usaha-usaha ke arah inovasi dalam pengajaran dan pembelajaran. Oleh itu upaya
menambahbaik bagi mencapai sekolah berkesan kekal berprestasi tinggi, hanya berlaku
apabila kualiti tingkah laku kepimipinan instruksional guru besar ditingkatkan serta dijadikan
sebagai budaya. Di samping itu pengajaran dan pembelajaran amalan pengajaran dan
pembelajaran yang terancang di dalam bilik darjah oleh guru dioreintasikan secara
menyeluruh melalui pembangunan profesional guru. Peningkatan terhadap aspek amalan
tersebut diperhatikan secara tidak langsung mempunyai pengaruh yang signifikan terhadap
komitmen organisasi guru.
Hasil kajian menunjukkan bahawa pengaruh variabel peramal kepuasan kerja secara
keseluruhan memberi sumbangan perubahan ketara terhadap komitmen organisasi guru
berbanding dengan variabel-variabel yang lain. Sekiranya diselidiki secara mendalam
berdasarkan pandangan beberapa teori dari sudut pengkategorian dimensi, didapati ketigatiga faktor tersebut wujud dalam dua dimensi yang berbeza. Faktor rakan sekerja dan
penyeliaan dikategorikan sebagai dimensi kepuasan kerja ekstrinsik, manakala faktor
kepuasan kerja secara umum (JiG) dikategorikan sebagai kepuasan kerja instrinsik.
Fenomena sedemikian, jelas menggambarkan bahawa kombinasi antara kepuasan
kerja instrinsik dan kepuasan kerja ekstrinsik merupakan antara faktor utama berupaya
mendorong dan mempengaruhi komitmen organisasi guru di sekolah New Deal. Hasil kajian
ini menyamai seperti mana kajian oleh Muhammad Ehsan et al., (2010) yang menunjukkan
bahawa 4.7 peratus faktor kepuasan kerja secara umum, 4.5 peratus faktor kualiti
penyeliaan dan 2.5 peratus faktor gaji merupakan penyumbang utama mempengaruhi
komitmen organisasi guru. Hasil kajian ini juga selari dengan kajian oleh Jonathan et al.,
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(2013) yang mendapati bahawa 39.8 peratus faktor kepuasan intrinsik dan faktor kepuasan
ekstrinsik mempengaruhi secara signifikan kepuasan kerja khususnya terhadap komitmen
organisasi guru.
Seterusnya, kajian ini juga selari dengan kajian oleh Wan Khairuzzaman et al.,
(2011) yang menunjukkan sebanyak 14 peratus variabel kepuasan kerja menyumbang
pengaruh kepada keinginan pekerja untuk berhenti kerja secara sukarela. Mereka mendapati
bahawa kepuasan kerja ekstrinsik merupakan faktor peramal utama berupaya
mengurangkan keinginan pekerja untuk berhenti secara sukarela, sedangkan didapati
kepuasan kerja instrinsik bukanlah faktor peramal yang berupaya mengurangkan keinginan
tersebut. Dapatan kajian ini selari dengan beberapa dapatan kajian terdahulu (Freud, 2005;
Chen at al., 2010; Syed Mohammad, 2010; Khalid Rehman et al., 2013; Singh dan Mehta,
2014).
Daripada hasil kajian ini, jelas menunjukkan bahawa kombinasi dua dimensi variabel
dalam kepuasan kerja kelihatan akan mempengaruhi komitmen organisasi secara
keseluruhannya, manakala ketidakseimbangan pula akan menimbulkan masalah
disebaliknya. Dari segi keselarian teorinya, dapatan kajian ini adalah signifikan dan
mengukuhkan konsep asas dalam model teori komponen komitmen organisasi yang
dikemukakan Meyer et al., (2002). Justeru, dapatan kajian ini memberi keyakinan serta
nafas baru, bahawa masih ada ruang perlu dilakukan untuk berbuat sesuatu sebagai
tindakan penambahbaikan dari aspek faktor gaji dan faktor kenaikan pangkat dengan
harapan komitmen organisasi guru dapat dipertingkatkan dalam keadaan masa kini.
Di samping itu, dapatan hasil kajian juga mendapati bahawa variabel peramal
kecerdasan emosi memberi sumbangan yang signifikan terhadap komitmen organisasi dalam
kalangan responden guru sekolah New Deal. Walaupun kecerdasan emosi agak kurang
ketara menyumbang kepada komitmen organisasi, namun dapatan kajian menunjukkan
faktor tersebut masih memberi pengaruhnya yang signifikan terhadap secara keseluruhan
sumbangan perubahan varians. Jika disepadankan kepada hasil analisis pengaruh variabel
peramal kecerdasan emosi terhadap efikasi guru, apa yang menariknya dalam kajian ini
adalah hasil dapatan tersebut menunjukkan keputusan yang sama serta konsisten dengan
komitmen organisasi responden. Fenomena penemuan ini sekali lagi mengesahkan bahawa
kecerdasan emosi berkait rapat dan lebih dominan dimiliki oleh guru di sekolah New Deal .
Dapatan kajian ini selari dan menyamai dengan beberapa dapatan hasil kajian terdahulu
(Bulik, 2005; Rathi dan Rastogi, 2009; Ahmad et al., 2012) membuktikan bahawa pengaruh
faktor kecerdasan emosi memberi sumbangan pengaruh terhadap komitmen organisasi
dalam kalangan ruang lingkup responden kajian.
Hasil kajian ini menyokong dapatan kajian oleh Neda Fadaei dan Fatimah Akhlaghi
(2014) misalnya, mendapati bahawa sebanyak 15 peratus kecerdasan emosi menyumbang
yang signifikan terhadap komitmen organisasi. Rumusan dalam dapatan kajian oleh Salami
(2007) pula menjelaskan bahawa guru yang mempunyai kecerdasan emosi dan efikasi
kendiri yang tinggi didapati akan menjadi lebih komited dalam kerjaya dan organisasi.
Mereka akan berusaha untuk melaksanakan kerja dengan membangunkan potensi sedia ada
serta dapat mengawal konflik dan emosi sama ada melibatkan urusan kerja atau urusan
keluaga. Dalam konteks guru di sekolah New Deal, kelihatan kecenderungan sikap dan
tingkah laku yang positif berhubung dengan kecerdasan emosi merupakan faktor utama
mendominasi komitmen organisasi mereka. Mereka juga didapati mempunyai ketrampilan
motivasi kendiri yang tinggi dengan kesanggupan menghadapi cabaran perubahan
kurikulum, meluangkan lebih masa bersama sekolah dan bersedia menyumbang idea yang
inovatif. Sememangnya sikap dan tingkah laku ini bukan sahaja memberi kesan terhadap

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pencapaian individu tetapi juga memberi kesan terhadap pencapaian organisasi secara
keseluruhannya (Rabia Aslam, 2012).
Dapatan kajian ini secara umumnya selari dan menyokong dapatan analisis terperinci
perkaitan antara faktor variabel peramal dengan variabel kriterion dalam kalangan
responden yang diperolehi. Justeru, dapatan ini sekali gus memperlihatkan faktor pengaruh
antara efikasi guru dengan komitmen organisasi dikenal pasti mampu mencorakkan
pengajaran yang berkesan dan membawa kepada etos sekolah New Deal. Pada prinsipnya,
dapatan kajian ini mengukuhkan lagi model teori ekspektasi Bandura (1977) dengan
andaian bahawa ekspektasi efikasi dalam diri individu akan mempengaruhi secara tidak
langsung tingkah laku dengan ekspektasi hasil yang diinginkan menjurus kepada komitmen
organisasi guru.
Oleh yang demikian, efikasi guru merupakan faktor utama mempengaruhi ekspektasi
yang tinggi seseorang guru untuk bekerja dengan lebih berkesan dan berjaya di sekolah,
mendorong mereka melaksanakan fungsi-fungsi tambahan di luar tugas formal dan merasa
lebih komited sehingga meningkatkan komitmen organisasi (Bogler dan Anit, 2004).
Dapatan kajian ini juga menyamai dengan hasil dapatan kajian dijalankan oleh Coladarci,
(1992) dan Chi et al., (2013) mendapati bahawa efikasi guru mempunyai kesan dan
pengaruh terhadap komitmen organisasi guru. Penemuan dalam kajian ini memberi
petunjuk bahawa usaha untuk memajukan sekolah akan lebih berjaya sekiranya usaha
untuk meningkatkan efikasi guru dan komitmen organisasi dalam profesion keguruan di
ambil perhatian yang sewajarnya.
Kesimpulan
Secara umumnya, model pengukuran modifikasi menunjukkan persepsi responden tentang
pengaruh dan hubungan laluan variabel tingkah laku kepimpinan instruksional, kepuasan
kerja, kecerdasan emosi dan efikasi guru terhadap variabel komitmen organisasi. Dapatan
analisis pengaruh dalam kajian ini pada dasarnya mengukuhkan lagi kesesuaian cadangan
kerangka konseptual kajian. Di samping mengandaikan bahawa terdapat hubungan
langsung yang signifikan variabel tingkah laku kepimpinan instruksional, kepuasan kerja,
kecerdasan emosi dan efikasi guru terhadap variabel komitmen organisasi.
Pada prinsipnya, berdasarkan laluan model persamaan struktural modifikasi
beberapa tafsiran penting yang menarik untuk dibincangkan dalam kajian ini. Terdapat dua
aliran laluan pengaruh variabel tingkah laku kepimpinan instruksional terhadap variabel
komitmen organisasi iaitu variabel melalui efikasi guru dan variabel melalui kepuasan kerja.
Dapatan analisis kajian menunjukkan variabel tingkah laku kepimpinan instruksional
mempengaruhi secara signifikan variabel kepuasan kerja dan seterusnya mempengaruhi
secara signifikan terhadap variabel komitmen organisasi. Sungguhpun demikian, didapati
variabel tingkah laku kepimpinan instruksional dan kepuasan kerja bukan merupakan faktor
utama yang mempengaruhi secara langsung dan tidak signifikan terhadap variabel efikasi
guru.
Oleh kerana analisis mendapati variabel tingkah laku kepimpinan instruksional dan
kepuasan kerja mempengaruhi secara tidak signifikan terhadap variabel efikasi guru tetapi
signifikan mempengaruhi variabel komitmen organisasi dalam laluannya, maka fenomena ini
membuktikan tingkah laku kepimpinan instruksional dan kepuasan kerja hanya
mempengaruhi secara langsung terhadap variabel komitmen organisasi guru sekolah New
Deal di Sarawak. Bagaimanapun, wujud pengaruh secara langsung dan tidak langsung yang
signifikan variabel tingkah laku kepimpinan instruksional terhadap variabel komitmen
organisasi hanya melalui variabel kepuasan kerja. Dalam konteks pembangunan pendidikan
di Malaysia, keguruan masih memerlukan setiap orang guru dan kepimpinan sekolah dapat
mengadaptasi cabaran perubahan pendidikan global dalam bentuk globalisasi, teknologi dan
dccviii

informasi. Guru yang mempunyai komitmen organisasi yang tinggi merasa gembira untuk
meneruskan khidmat baktinya terhadap organisasi dan mempunyai keseronokan berkerja.
Malah mampu berbincang serta berkongsi idea-idea positif dan kreatif bersama ahli
organisasi secara profesional, membawa kepada kecemerlangan orgnisasi sekolah.
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PENGAJARAN KEMAHIRAN BERTUTUR DAN MEMBACA MENGGUNAKAN PROGRAM

10M AKSARA
Rita Zulkarnain Taha
Sekolah Perempuan Haig
Pusat Bahasa Melayu Singapura
Singapura
rita_zulkarnian_taha@moe.edu.sg
Abstrak
Murid didapati menghadapi masalah mengenal pasti fakta penting apabila menjawab soalan
kefahaman aras tinggi. Kajian ini memberikan tumpuan kepada penggunaan Program 10M
Aksara dalam pembelajaran Bahasa Melayu bagi meningkatkan kemahiran kefahaman
murid. Pendekatan Pedagogi 10M Aksara melibatkan 50% pengajaran guru dan 50% lagi
pembelajaran berpusatkan murid melalui penggunaan Portal 10M Aksara. Strategi penilaian
formatif secara individu dan rakan sebaya ini menekankan tentang Teori Perkembangan
Sosial Vygotsky. Strategi 5W1H diajar secara eksplisit dan pengajaran kemahiran interaksi
lisan juga diterapkan. Proses pengajaran dan pembelajaran mengambil masa 1 jam 30 minit
dan murid dikehendaki melengkapkan tugasan mereka mengikut masa yang ditetapkan.
Dapatan kajian menunjukkan murid telah dapat memahami dan mengecam fakta penting
dalam teks berasaskan pemikiran aras tinggi. Guru pula didapati lebih mahir dalam
pedagogi menggunakan ICT dan pengajaran kemahiran kefahaman.
Kata Kunci: Kefahaman , Pengajaran ICT, Pembelajaran Kolaboratif, Pembelajaran Kendiri

PENGENALAN
Murid menghadapi masalah mengenal pasti fakta penting apabila menjawab soalan
kefahaman terutama soalan aras tinggi. Justeru itu, guru telah memulakan kajian tindakan
yang memberikan tumpuan kepada penggunaan teknologi maklumat dan komunikasi atau
ICT berdasarkan program pembelajaran yang dikenali sebagai portal 10'M aksara. Portal ini
telah digunakan sebagai pelantar untuk memperbaik kemahiran kefahaman murid dalam
menjawab soalan kefahaman. Selain itu, portal ini dapat membantu meningkatkan motivasi
murid dalam pembelajaran Bahasa Melayu.
Lazimnya, murid akan menunjukkan minat dalam pelajaran berasaskan ICT. Maka
itu untuk membantu murid meningkatkan kemahiran kefahaman mereka, pedagogi 10'M
Aksara telah digunakan. Portal 10'M merupakan alat pengajaran berasaskan ICT dan
Program Pembelajaran yang telah diterajui oleh Bahagian Teknologi Pendidikan (ETD)
Kementerian Pendidikan (MOE), Singapura. Sekolah Perempuan Haig merupakan antara
sekolah perintis yang memulakan penggunaan portal tersebut dalam pengajaran dan
pembelajaran Bahasa Melayu pada tahun 2010.
Pedagogi 10'M melibatkan 50% pengajaran guru dan 50% lagi pembelajaran
berpusatkan pelajar dalam struktur 2-1-1. Struktur ini merangkumi 50% pengajaran guru,
25% latihan amali pelajar dan 25% refleksi hasil kerja murid.
Strategi penilaian formatif telah digunakan dalam pengajaran dan didapati sangat
berkesan dalam membangunkan kecekapan bahasa murid. Dylan William, (2011) telah
menggariskan lima strategi utama penilaian formatif, iaitu:
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1.
2.
3.
4.
5.

menjelaskan, berkongsi dan memahami objektif pembelajaran dan kriteria bagi

kejayaan;
merancang, mengarah dan menjalankan perbincangan, aktiviti serta tugasan yang
berkesan yang dapat memantau pembelajaran;
menyediakan maklum balas yang akan meningkatkan pembelajaran ke tahap
seterusnya;
peranan aktif murid sebagai sumber pembelajaran bagi rakan sebaya; dan
murid memainkan peranan yang aktif dan bertanggungjawab ke atas pembelajaran
mereka sendiri.

Melalui pendekatan ini, penilaian formatif bukan sahaja berfungsi sebagai alat malah
proses pembelajaran. Murid terlibat dalam pembelajaran aktif yang merangkumi penilaian
kendiri dan rakan sebaya, interaksi bersama rakan sebaya dan memberikan maklum balas
dengan latihan refleksi kendiri melalui penggunaan alat penilaian dalam talian. Ini termasuk
penggunaan rubrik dan perbincangan yang merupakan ciri-ciri penting dalam 10M Aksara.
PERNYATAAN MASALAH
Semasa pelajaran kefahaman secara bertulis dijalankan, ramai murid yang memaparkan
sikap berikut :
1. Murid tidak mudah menjawab soalan kefahaman terutama soalan aras tinggi.
2. Murid tidak begitu fokus dalam pelajaran, rasa bosan dan kurang berminat semasa
pembelajaran berlangsung.
3. Murid mengambil masa yang lama untuk menyelesaikan tugasan yang diberikan.
4. Penyelesaian pembetulan dibuat sambil lewa dan kurang memberi impak kepada
murid.
Justeru, bagi mengatasi masalah-masalah tersebut, kajian tindakan menggunakan
Program 10M Aksara digunakan.

TUJUAN KAJIAN
Objektif pengajaran yang ingin dicapai dalam kajian tindakan yang dijalankan ialah
agar murid dapat berinteraksi dengan yakin semasa bekerja secara berpasangan.
Murid diharapkan mampu:
1.
2.
3.

membaca dan mengecam idea utama dalam petikan;

menjawab soalan-soalan pemahaman yang berkaitan dengan petikan yang
diberikan dengan menggunakan portal 10'M Aksara; dan
menjalankan penilaian kendiri dan penilaian rakan sebaya dengan menggunakan
rubrik dalam talian.

KAJIAN LITERATUR
Kajian ini berlandaskan 3 teori pembelajaran yang berikut:
1.

Teori Perkembangan Kognitif Jean Piaget

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Pengajaran yang dijalankan adalah berdasarkan Teori Perkembangan Kognitif Jean Piaget
(1969). Piaget lebih prihatin dengan pemikiran kanak-kanak daripada menjawab soalan
dengan betul (Feldman, 2003). Piaget percaya bahawa cara terbaik untuk memahami
bagaimana kanak-kanak berfikir adalah dengan pemerhatian rapi semasa interaksi di bilik
darjah dan semasa proses penyelesaian masalah. Menurut Teori Piaget ini, terdapat empat
peringkat perkembangan kognitif bagi kanak-kanak dan setiap peringkat adalah penting
dalam mempengaruhi pembangunan konsep sama ada konkrit mahupun abstrak. Peringkatperingkat perkembangan kognitif tersebut adalah:
a.

Sensorimotor

Kanak-kanak di peringkat sensorimotor ini, sejak lahir hingga ke usia kira-kira 2 tahun,
meneroka persekitaran mereka melalui deria, tindak balas motor dan memanipulasi objek.
b.

Praoperasi

Kanak-kanak di peringkat pra-operasi, berusia kira-kira 2 hingga 7 tahun, pemikiran adalah

lebih bersifat representasi yang agak terhad.
c.

Operasi Konkrit

Kanak-kanak pada peringkat operasi konkrit, berusia sekitar 7 tahun, mula menunjukkan
perkembangan pemikiran fungsional serta keupayaan untuk menarik hubungan logik antara
objek atau peristiwa konkrit.
d.

Operasi Formal

Kanak-kanak di peringkat operasi formal berada di peringkat yang paling maju dalam
pembangunan kognitif. Piaget mencirikan peringkat ini sebagai waktu kanak-kanak dapat
melibatkan diri dalam pemikiran deduktif, menjana hipotesis, dan melibatkan diri dalam
pemikiran abstrak.
2. Teori Pembangunan Sosial
Teori Pembangunan Sosial, Lev Vygotsky (1896 - 1934) merupakan teori yang memberi
penekanan kepada zon perkembangan proksimal yang bermaksud apabila kemahiran
terlalu sukar bagi kanak-kanak untuk menguasai sendiri. Ini boleh dilakukan dengan
bimbingan dan galakan daripada orang yang berpengetahuan. Vygotsky memberi
tumpuan kepada bagaimana kanak-kanak memperoleh pengetahuan tentang dunia
sosial. Beliau percaya ilmu pengetahuan dapat digapai melalui interaksi kanak-kanak
dengan seorang pakar seperti ibu bapa dan guru-guru, dalam zon perkembangan
proksimal. Zon perkembangan proksimal mengambil kira struktur pengetahuan sedia
ada dan potensi kanak-kanak.
Menurut Vygotsky (1896-1934), kanak-kanak akan bekerjasama untuk
menyelesaikan tugas, dan menerusi latihan mereka akan mampu menyelesaikan latihan
dengan sendiri dan apabila penilaian dinamik dijalankan, guru dapat mengenal pasti tahap
pencapaian murid secara kendiri serta keupayaan murid merespons dan bertindak balas
kepada kerangka yang disediakan oleh guru. Guru akan memberikan gesaan, petunjuk, dan
isyarat untuk kanak-kanak itu dan melihat bagaimana kanak-kanak itu akan bertindak balas
kepada arahan tersebut.
3.

Teori Ekologi
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Satu lagi teori yang menyokong kajian tindakan ini adalah Teori Ekologi oleh Urie
Bronfenbrenner (1917). Menurut Teori Ekologi, perkembangan kanak-kanak bergantung
kepada pengaruh sosiobudaya antara kanak-kanak dan persekitaran mereka seperti cara
kanak-kanak itu dilayan atau pandangan oleh rakan-rakan terhadap dirinya adalah penting
bagi persekitaran kanak-kanak itu. Tingkah laku ibu bapa dan personaliti juga penting bagi
kanak-kanak dan mempunyai pengaruh yang kuat terhadap perkembangan kanak-kanak
seperti menyediakan persekitaran pembelajaran yang kondusif.
Masyarakat, keluarga dan entiti pemerintah seperti sekolah juga mempunyai
hubungan dengan kanak-kanak dan dengan itu akan memberi kesan kepada pembangunan
mereka. Ibu bapa tidak mempunyai kawalan sepenuhnya dalam hubungan dengan anakanak mereka kerana terdapat banyak kuasa luar yang juga akan memberi kesan kepada
pengasuhan anak-anak mereka. Justeru itu,
mereka perlu bekerjasama sama ada di
rumah, di sekolah atau dalam masyarakat untuk menyediakan yang terbaik demi
perkembangan anak-anak mereka. Teori ini juga melibatkan bagaimana kanak-kanak
berinteraksi dengan kepercayaan, nilai, harapan dan gaya hidup serta budaya di
persekitaran mereka.

METODOLOGI
Kajian ini merupakan kajian pengajaran yang melibatkan 2 orang guru dan 2 kumpulan
murid. Tumpuan kajian pada pembelajaran kefahaman yang melibatkan para pelajar Darjah
2 yang berumur antara 7 hingga 8 tahun.
Kajian pengajaran ini telah dipraktikkan sejak 2010. Kajian pengajaran ini mempunyai
ciri-ciri berikut:
1.
2.
3.
4.

Dapat mengkaji dan meneliti pengajaran dan pembelajaran melalui perancangan

dan pemerhatian secara kolaboratif;
Membantu mempertingkatkan kualiti pengajaran dan pembelajaran;
Membantu dalam pembangunan profesional para guru; dan
Membentuk sebuah komuniti belajar yang konsisten dan sistematik dalam
kalangan guru.

Menurut Teori Perkembangan Kognitif Piaget, (1969), kanak-kanak dalam

lingkungan umur ini tergolong dalam tahap Operasi Konkrit yang sudah mula mengatur
proses pemikiran dan berupaya untuk mula berfikir secara logikal. Oleh yang demikian,
keadaan ini membolehkan murid menggunakan program 10'M Aksara untuk mengasah
kemahiran kefahaman mereka dengan lebih berkesan.
Melalui kajian ini, guru mengajar kemahiran kefahaman secara eksplisit dengan
memberi tumpuan kepada penggunaan strategi membaca, iaitu SAMMBOB atau 5W1H
untuk menjawab soalan kefahaman. Strategi membaca ini dirasakan dapat membantu murid
memahami dan mengingati butir-butir petikan yang mereka telah baca.
Selain itu, kajian ini turut menggunakan kemahiran interaktif lisan dan strategi
pembelajaran koperatif seperti, Think-Pair-Share atau Fikir- -Kongsi dan Think-Pair-Write
atau Fikir-Pasangan-Tulis. Strategi pembelajaran koperatif tersebut telah disertakan untuk
membantu murid memahami topik dan mengingati butir-butir maklumat dengan lebih
berkesan.
Peranan guru adalah sebagai fasilitator, yang mengarah murid kepada proses
pembelajaran di samping menilai prestasi murid. Pada masa yang sama, guru memantau
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bagaimana murid menilai diri sendiri dan rakan sebaya. Melalui pemantauan dan penilaian
ini, guru berupaya menilai pembelajaran secara kualitatif dan juga kuantitatif serta dapat
memberi kesimpulan tentang keberkesanan pelajaran yang telah dijalankan.
Kajian Pengajaran Kitaran 1
Sebelum bermulanya kitaran 1 kajian pengajaran, guru daripada Unit Bahasa Melayu telah
bekerjasama menyiapkan rancangan pengajaran. Objektif pengajaran bagi topik yang dipilih
akan dijalankan dalam tempoh 1 jam. Pegawai ETD telah dirujuk secara kerap untuk
membantu dalam perancangan dan pelaksanaan pengajaran.
Dalam kitaran 1, guru Bahasa Melayu dan juga pegawai-pegawai ETD telah hadir
untuk memantau pelajaran yang dijalankan. Pelajaran juga dicatat dan dirakam bagi tujuan
analisis dan penambahbaikan. Murid dari kelas Bahasa Melayu #1 memulakan pelajaran
dengan menonton klip video sebagai praaktiviti. Kemudian, murid berinteraksi secara
berpasangan mengenai topik tersebut untuk mengetahui pengetahuan sedia ada mereka.
Guru kemudian menggunakan strategi koperatif, Think-Pair-Share, untuk menggalakkan
pembelajaran kolaboratif.
Dalam kitaran 1, murid mendengar petikan dibaca melalui portal 10'M Aksara yang
diikuti dengan guru menerangkan tentang makna perkataan yang sukar. Kemudian, murid
pula akan membaca petikan dengan lantang dan guru akan mengajukan beberapa soalan
untuk memastikan pemahaman murid tentang petikan tersebut. Murid kemudian diminta ke
komputer masing-masing untuk menjawab soalan dalam portal 10'M Aksara.
Soalan kefahaman telah dirancang dan dipadankan untuk disesuaikan dengan
kebolehan murid yang berbeza. Sebagai contoh, murid yang lebih tinggi tahap
keupayaannya diarah supaya menjawab soalan dengan menaip jawapan sepenuhnya dan
menggunakan ayat-ayat yang lengkap. Murid berkeupayaan sederhana juga telah diarah
menaip sebahagian sahaja jawapan pada permulaan setiap ayat. Murid berkeupayaan
rendah pula diberikan soalan-soalan beraneka pilihan. Mereka terpaksa memilih jawapan
yang betul dan menaip abjad pilihan dengan betul.
Portal 10'M Aksara juga memberi peluang kepada murid untuk membaca atau
mendengar semula petikan pada kadar kemampuan dan keselesaan mereka sendiri. Ciri ini
pastinya dapat membantu murid rendah keupayaan agar lebih berkeyakinan dan berusaha
untuk menyelesaikan tugas mereka dalam masa yang ditetapkan.
Setelah itu, guru memberikan jawapan kepada murid dan meminta mereka menilai
jawapan mereka sendiri dan juga jawapan rakan sebaya yang telah menjadi pasangan
mereka terlebih dahulu dengan menggunakan rubrik yang telah dihasilkan guru dalam portal
10M Aksara. Selain itu, murid juga telah diminta agar memberikan maklum balas terhadap
pembelajaran mereka menggunakan ruang komentar interaktif yang terdapat dalam portal
10'M juga.
Tidak semua murid berjaya menyelesaikan tugas dalam masa yang ditetapkan.
Mereka diberitahu agar menyelesaikan tugas mereka di rumah kerana kekurangan masa.
Selepas kitaran 1 tamat, pelajaran yang dilaksanakan dianalisis dan satu
perbincangan menyusul. Semua guru yang memantau pelajaran termasuk pegawai ETD
telah mengadakan perbincangan selepas pengajaran dan memberi komen mengenai hasil
dapatan agar penambahbaikan boleh dilakukan. Hasil daripada perbincangan yang
dijalankan, kumpulan kajian pengajaran telah memutuskan bahawa strategi membaca,
SAMMBOB atau 5W1H akan digunakan pada kitaran pembelajaran seterusnya. Pelajaran
dccxxii

yang sama juga akan dijalankan dalam tempoh 1 jam 30 minit untuk memberikan murid
lebih banyak masa untuk menyelesaikan tugas mereka di dalam kelas.
Penambahbaikan dan Pengajaran Semula
Rancangan pengajaran yang digunakan dalam kelas #1 telah dianalisis dan diberi
penambahbaikan sebelum diajarkan pula oleh guru Kelas Bahasa Melayu #2. Rancangan
pelajaran yang ditambah nilai kini disertakan dengan strategi membaca, SAMMBOB atau
5W1H. Murid-murid diajar menggunakan strategi dan dibimbing untuk mengenal pasti kata
kunci dalam setiap soalan. Pengajaran strategi dapat membantu murid agar lebih fokus dan
berstruktur semasa cuba memahami dan menjawab setiap soalan.
Semasa perbincangan terhadap proses pembelajaran kelas #1, para guru telah
memutuskan bahawa slaid-slaid PowerPoint akan dipertingkatkan dan dimuat sertakan
dengan Strategi Membaca SAMMBOB. Ini dapat membantu murid memberi tumpuan yang
sepenuhnya semasa pengajaran dijalankan. Rubrik yang digunakan untuk penilaian juga
telah diperhalusi agar murid dapat menjalankan penilaian kendiri dan rakan sebaya dengan
lebih mudah dan berkesan.

Rajah 1. Strategi Membaca 5W1H

Siapa

Apa

Mana

SAMMBoB

Mengapa

Bila

Bagaimana

Gambar Rajah 2. Strategi Membaca SAMMBOB

dccxxiii

Kajian Pengajaran Kitaran 2

Pendekatan pengajaran bagi Kitaran 2 merupakan bentuk Kelas Terbuka atau Open
Classroom. Turut hadir bagi sesi pemerhatian bagi kelas terbuka bukan sahaja guru Bahasa
Melayu Sekolah Perempuan Haig Girls, malah para perunding ETD serta guru Bahasa
Melayu dari beberapa buah sekolah lain. Pengetua, naib pengetua, serta ketua-ketua
Jabatan serta guru Bahasa Melayu dari sekolah Singapura yang lain.
Melalui kitaran 2, para pemerhati telah diberikan senarai nama murid yang hadir dan
juga susunan tempat duduk setiap murid. Tujuannya adalah agar para pemerhati dapat
mencatatkan nota-nota dan maklum balas mereka semasa memantau pengajaran dan
pembelajaran dalam kelas untuk tujuan perbincangan dan refleksi.
Semasa guru sedang menerangkan tentang pelajaran, penambahan dan
peningkatan dalam slaid PowerPoint terbukti bermanfaat kerana murid dilihat lebih fokus
dan dapat memahami dan mengaplikasikan Strategi Membaca SAMMBOB dengan
berkesan. Murid juga dapat mengecam dan mengenal pasti kata kunci dalam setiap soalan.
Justeru, mereka dapat menghasilkan jawapan bagi soalan-soalan pemahaman dengan lebih
cepat berbanding semasa kitaran 1.
Selain itu, murid dilihat lebih yakin semasa berinteraksi. Interaksi lisan dan
persekitaran yang tidak mengancam telah membantu menggalakkan murid menyatakan
pendapat mereka secara bebas. Tambahan, murid juga berani menyumbangkan jawapan,
memberikan respons dan memberi maklum balas serta pandangan mereka semasa menilai
kualiti sesuatu jawapan yang telah diberikan oleh rakan sebaya mereka.
Sebagai contoh, murid dapat membetulkan struktur ayat yang mereka dapati
mengandungi kesilapan bahasa dan berupaya memberikan sebab-sebab mengapa jawapan
tertentu atau jawapan yang diberikan oleh rakan-rakan mereka tidak tepat.
Hal ini menunjukkan bahawa murid tersebut telah pun mula dalam peralihan mereka
ke peringkat perkembangan kognitif yang seterusnya iaitu peringkat operasi formal yang
merupakan peringkat yang paling tinggi. Peringkat operasi formal ini mengkategorikan
kanak-kanak sebagai berupaya melibatkan diri dalam pemikiran deduktif dan pemikiran
abstrak serta mampu menghasilkan hipotesis.

Sesi Perbincangan dan Maklum Balas

Selepas pelajaran berakhir, perbincangan antara guru-guru pemerhati telah dijalankan.
Maklum balas positif telah diterima daripada para pemerhati seperti objektif pelajaran telah
dipenuhi dan murid benar-benar terlibat dalam pelajaran.
Masa tambahan sebanyak setengah jam yang diperuntukkan amat sesuai kerana
dapat membantu murid menyelesaikan tugas mereka di dalam kelas dalam waktu yang
selesa dan memberi masa interaksi yang lebih baik antara murid dengan guru.
Walau bagaimanapun, terdapat beberapa komen yang membina yang diberikan oleh
guru dari sekolah lain. Antaranya ialah perlunya bagi guru memperuntukkan masa bagi tiaptiap aktiviti dan memperbaik lagi slaid pengajaran terutamanya bahagian arahan bertulis
yang memerlukan murid membaca sendiri dengan pantas. Aspek ini dirasakan akan menjadi
lebih baik jika guru menerangkan arahan yang terpapar di dalam slaid untuk mengukuhkan
pemahaman atau memberi bantuan kepada murid yang lemah.
dccxxiv

DAPATAN KAJIAN
Dapatan bagi kajian pembelajaran dan pengajaran adalah seperti berikut :
1.
2.

3.
4.

5.
6.
7.

Memandangkan murid menunjukkan minat sepanjang pelajaran, mereka dapat

melengkapkan tugas-tugas yang diberikan dengan pantas.
Murid dapat memberi dan menaip jawapan kepada soalan-soalan kefahaman
dalam portal 10M Aksara dengan lebih baik dan bersemangat berbanding
apabila mereka terpaksa menjawab secara bertulis.
Keterbiasaan murid dengan ciri-ciri portal 10M Aksara dan sifat celik IT mereka
membantu tahap kepantasan mereka juga;
Murid dapat memahami dan mengenal pasti butir-butir dan maklumat penting
yang terdapat dalam teks yang dibaca dan mampu mengatur jawapan mereka
dalam struktur ayat;
Melalui analisis kuantitatif, 100% daripada murid dapat menjawab 75% hingga
100% soalan-soalan dengan tepat;
100% murid rendah keupayaan berjaya menjawab sekurang-kurangnya 3
daripada 4 soalan dengan betul; dan
Murid dalam kumpulan tinggi dan sederhana keupayaan menilai dan memberikan
kepada rakan sebaya mereka penilaian yang melebihi 80%.
KESIMPULAN

Projek ini membolehkan guru untuk mengasah kemahiran pedagogi mereka dengan
melibatkan penggunaan ICT dan mendalami pengetahuan mereka mengenai pengajaran
kemahiran kefahaman. Projek ini juga mengesahkan kepercayaan guru terhadap
keberkesanan penggunaan ICT dalam strategi pengajaran dan pembelajaran murid.
Tumpuan kepada pelajaran dapat dikekalkan melalui:
1.
2.
3.
4.

Penggunaan pelbagai alat pengajaran yang menarik untuk memaksimumkan

penglibatan, motivasi dan tumpuan murid;
Bahan-bahan dari 10M Aksara mengizinkan penghasilan dan penyuntingan
tugasan yang berbeza tahap keupayaan;
Mengajar strategi bukan sahaja meningkatkan kejayaan, malah membantu murid
supaya menjadi lebih fokus dalam menyelesaikan tugas; dan
Interaksi berstruktur membolehkan pembentukan pengetahuan dan nilai-nilai
murni, refleksi diri dan pemikiran yang kritis.

Bagi pelajaran susulan, guru akan memulakan kajian mengenai keberkesanan

penilaian rakan sebaya dalam pembelajaran strategi kefahaman dan keberkesanan maklum
balas guru bagi membantu murid-murid meningkatkan kemahiran kefahaman mereka.
Nota: Guru-guru yang turut menjalankan kajian ini:
1. Mainura Mawi
2. Norah Nordin
3. Norasiken Mohamed

dccxxv

RUJUKAN
Bronfenbrenner, U., (1917). Ecological Theory. Retrieved October 31, 2014,from
http://gozips.uakron.edu/~susan8/devparch/theorists
Easterbrooks, M. A., (2003). Volume 6 of Developmental Psychology. New Jersey,
United States of America: John Wiley & Sons. Retrieved October 31, 2014,
from http://books.google.com.sg/books
Feldman, D. H., (2003). Cognitive Development in Childhood. Tufts University,
Eliot-Pearson Department of Child Development, Medford Massachusetts.History:
Published online (15 April 2003) Retrieved October, 31 2014, from
http://books.google.com.sg/books
Lewis, C., (2000). Lesson Study: The Core of Japanese Professional Development.
Paper presented at the Annual Meeting of the American Educational Research
Association, New Orleans.
Retrieved October 31, 2014, from
http://files.eric.ed.gov/fulltext/ED444972.pdf
Piaget, J., (1969). The Theory of Stages in Cognitive Development: An Address by
Jean Piaget to the CTB/McGraw-Hill Invitational Conference on Ordinal Scales
of Cognitive Development, Monterey, California, February 9, 1969
Suryani Atan, (2013). Towards a Collaborative Learning Environment through
ICT: a Case Study. Sino-US English Teaching, 10(1), 53-62.
Suryani Atan, (2014). 10M Aksara: Laporan Kajian Pengajaran. Singapore:
Educational Technology Division, Ministry of Education
Vygotsky, L., (1896 - 1934). Social Development Theory. Retrieved October 31, 2014,
from http://www.toolsofthemind.org/philosophy/glossary
William, D., (2011). Embedded Formative Assessment. United States of America: Solution
Tree Press

dccxxvi

THE APPLICATION OF THEMATIC LEARNING AIDED CARD MEDI TO IMPROVE THE

STUDENTS LEARNING ACHIEVEMENT AT THE COASTAL REGION OF DERAWAN
ISLAND

Kadek Dewi Wahyuni Andari

Faculty of Teacher Training and Education
University of Borneo Tarakan
Derawan Island is a coastal region in the Province of East Kalimantan. It has
one elementary school,that is, Elementary School 001 of Derawan Islandwhich
becomes the center of basic education for children who are living in Derawan Island.
This research was conducted at the first grade students which aimed at improvingthe
students learning achievement through fun and interesting learning by applying
thematic learning aided cardmedia. The classroom action research was
employed.The application of thematic learning aided card media can help students in
elementary school level, especially at an early age children.This is due to the ability
of students who are seeing everything as a whole (holistic thinking) and
understanding the relationship amongsimple concepts. In addition, the learning
process is still dependent on the real objects and direct experiences.
Based on this research, the application of thematic learning aided card media
could provide innovative learning to help students understand learning materials.The
application of thematic learning aided card media was started by giving some
examples of surrounding objects.In constructing information, the students used
cardmedia as a source of information. They got in touchin discussion with their
mates in a group to classify living and non-living things. In the learning activity, there
occuredan
optimization
of
involvementofphysical
experiences,
logicalmathematicalexperiences, social transmission, and self-regulation. The studentshad
an opportunity to think reflectively and madeself learning process through selfdirected learning, and evendidthe process of metacognitionexercises.
Concerning with the above discussion, thematic learning aided cardmedia at
the first gradestudents resulted an exciting learningand fosteredthe students to
deliver the learning message, to help reinforce the learning materials, so that it could
stimulate thoughts, feelings, and attention of the students in the learning process as
well as enabling a positive impact on the students learning achievement.
Key Words: thematic learning aided cardmedia, learning achievement, Elementary
School 001 of Derawan Island.
Introduction
Students who are in elementary school grade one , two , three are in the
range early age. At the age of all aspects of the development of intelligence as IQ ,
EQ and SQ grow and develop very remarkable . Generally they still see everything
as one unit (the holistic thinking) and understand the relationships between the
concepts in simple terms. The learning process is still dependent on concrete objects
dccxxvii

and experience that experienced directly. In accordance with the stages of child
development that still see everything as a wholeness (the holistic thingking), learning
that serves the subjects separately will lead to less developed child to think holistic
and create difficulties for learners. On the basis of the above, then the thought of
learning in elementary school more appropriate managed in thematic learning.
Thematic learning is learning that uses the theme in hooking some subjects
so as to provide meaningful experiences to students. Said to be meaningful because
in thematic learning, students will understand concepts that they learn through direct
experience and relate it to other concepts that have been understand in intra or inter
subjects.
Learning in elementary school would be more meaningful if presented with
attracted and use approaches, methods, as well as props, as according to Piaget
that age 7-12 years is the level of the beginning of rational thinking and begin to
organize data into a logical relations and get the ease of process data in problem
solving situations. In this research, applied learning assisted thematic media cards
that later will hopefully cause a positive impact, such as the onset of a more
conducive learning, feedback occurs in the process of teaching and learning,
achieving optimal results, and increased student learning outcomes. An explanation
which has been described above led to the importance of improved quality of
learning in primary schools, particularly in enhancing student learning outcomes. so
that, the application of the thematic learning-assisted media cards can improve
student learning outcomes SDN 001 Derawan island
Based on the background that had been expressed, it can formulate research
problems of how the application of thematic learning-assisted media cards can
improve student learning outcomes SDN 001 Derawan?. With regard to the
formulation of the above issue, the purpose of this research is to improve student
learning outcomes through the application of assisted thematic learning media card
diSDN 001 Derawan Island
Research Method
research conducted classified as action research class through four (4 ) phases ,
namely the planning stage , the stage of implementation / action , observation and
reflection stages . The research was conducted in the first grade at SDN 001
Derawan by the number of students as many as 21 people , consisting of 10 male
students and 11 female students. Research was conducted in the second semester
of the academic year 2014/2015 is exactly held in May 2015 .
This research aims to improve student learning outcomes through the
measurement tool (research instrument) in the form of sheets of observations of
students to examine students ' ability in distinguishing real objects and not real, sort
of numbers, and the ability to sing. Data analysis techniques used in this research,
by processing data observations through the following equation.
Score obtained

Value = maximum Score x 100

(Purwanto, 2013:207)
dccxxviii

Furthermore, from the results of the analysis using the equation above, researchers
categorize the range of values in Table 1 below.
Tabel 1 Scale Of Assessments
Span Scores
Value of Latters
Qualification
80 100
A
Very Good
66 79
B
Good
56 65
C
Enaugh
40 55
D
Less
0 39
E
Fail
(Arikunto, 2012: 281)
Indicators of the success of this research, namely the application of thematic
learning-assisted media cards can improve student learning outcomes grade I in
SDN 001 Derawan. This research is considered successful if the results of student
learning through the observation sheets achieve good category.
Result of Research
Research action class by implementing the thematic learning-assisted media
cards on the theme of living things and do not live near me to improve student
learning outcomes that have been implemented in the class I SDN 001 Derawan.
This research was conducted in two cycles, namely cycle I and cycle II. Each cycle
consists of four (4) stages, namely the stage of planning, implementation,
observation, and reflection.
Cycle I
Activity cycle I was conducted in two phases, with the meeting of researchers
prepare a learning device used to teach in accordance with the design of thematic
learning-assisted media card. A joint team of researchers and teachers carry out
research based on the agreed tasks. Researchers teaching in the class by following
the design of thematic learning-assisted media cards, while team and teachers helps
researchers observing the activities performed students especially student learning
outcome evaluation examines the students ' ability in distinguishing real objects and
not real, sort of numbers, and the ability to sing. From the observations that have
been made, the obtained average results data study on cycle I presented in table 2
below.
Table 2. Student Learning Outcomes Data Cycle I
No
1
2
3

Assessment of learning
The ability to distinguish between
real and not real objects
The ability to sort numbers
The ability to sing
the average of the results of study

Avarage

Category

60

Enough

56
72
62,67

Enough
Good
Enough

Based on the data in table 2 above, the results obtained have not yet reached
the success indicator, this is due to the average student learning outcome reached at
dccxxix

62.67 category enough. The value of the results of the study have not been able to
achieve success due to 2 (two) review the results of the study namely on the ability
to distinguish real objects and real reached an average of 60 with enough
categories, whereas the ability to sort the numbers reached an average of 56 by
category is enough. Based on those results, so the research continues to cycle II.
CYCLE II
Activity cycle II also is carried out in two stages, with the meeting of
researchers prepare a learning device used to teach in accordance with the design
of thematic learning-assisted media card. But in the cycle II there are several
improvements in the learning process, namely: 1) researchers pay more attention to
the less students so that the focus of the following lessons, 2) via media card
researchers focusing more examples of living things and life that exists around the
neighborhood Derawan, and 3) researchers emphasize learning with the sort of
number of cards and the living things can't live by writing the numbers in sequence.
Through reflection, cycle II there is a very good change to increased learning results.
As for the results of the study data obtained in cycle II is presented in table 3 below.
Table 3. Student Learning Outcomes Data Cycle II
No
1

Assessment of learning
Avarage
Category
The ability to distinguish between
82
Very Good
real and not real objects
2 The ability to sort numbers
79
Good
3 The ability to sing
80
Very Good
the average of the results of study
80,33
Very Good
Based on the data in table 3 above, the student learning results obtained have
reached completeness on success indicators, namely of 80.33 by category. From
those results, then the research was terminated.
PEMBAHASAN
Research action class that have implemented researchers through the cycle I
and cycle II measuring student learning outcomes by applying the thematic learningassisted media cards in class I SDN 001 Derawan. Based on the analysis of data
obtained the results of student learning cycle I of 62.67 enough category, while on
cycle II of 80.33 on a category. The results showed that there is an increase in
student learning results from cycle to cycle I II. The application of thematic learningassisted media cards can provide an innovative learning to help students understand
learning in class. If the theory is examined from understand constructivism States
that student to build knowledge in her mind yourself. Teachers can help student by
way of making the information becomes very meaningful and very relevant for
students, by providing an opportunity to the students to find or apply the ideas.
This State can be like with teachers provide a ladder that can help students to
reach higher levels of comprehension, but should be attempted so that the students
dccxxx

themselves who climb it. Thematic learning-assisted implementation of media cards

in class begins with the submission of examples of existing objects in the
surrounding environment to students. Examples of objects which are presented to
the students is contextual, for example objects that exist around the environment and
relevant material that is expected to be mastered by students. The submission of
examples of objects that exist in the environment are presented at the beginning of
learning is the learning stimulus. When students look at objects that exist in the
environment and related to their daily life will arise the curiosity to know the objects
either living things or objects are not alive, so in self awareness appeared to be
students dig up information relevant to find out and distinguish between living things
with not living in an environment of everyday life.
In a multiply information, students will use media cards as a source of
information. Students will conduct discussions with friends in his group to earn the
classification of living things and objects cannot live. In this learning activity going to
happen physically experience, engagement optimization experience logicmathematical, social transmission, and self-regulation. Students have the opportunity
for reflective thinking and learning process themselves through self-directed learning,
as well as the students can do the workout process of metacognition. In the role of
teacher learning only as facilitators and moderators that gives responsibility to the
students to acquire their own concepts as needed through interaction with members
of the group.
In practice, thematic learning departed from a theme chosen and developed by
teachers to pay attention to the contents of its subjects. Themes are the subject of
thought or idea which became a staple of conversation. The theme is expected to
provide many advantages, including: 1) students easily focus attention on a
particular theme, 2) students are able to learn knowledge and develop a variety of
basic competence between subjects in the same theme; 3) understanding of the
subject matter is more profound and memorable; 4) basic competencies can be
developed better with other subjects linked with personal experience of students; 5)
students are able to feel the benefits and significance of studying because the
material is presented in the context of a clear theme; 6) Students are capable of
learning more passionate because it can communicate in a real situation, to develop
an ability in single subjects while learning other subjects; 7) teachers can save time
because the subjects are presented in thematic prepared at once and can be given
in two meetings.
Learning media has an important role in the process of teaching and learning
activities. With the presence of the media in this case using a media card, the
process of teaching and learning activities will increasingly be felt its benefits. The
use of media card will hopefully cause a positive impact, such as the onset of a more
conducive learning, feedback occurs in the process of teaching and learning, and
achieve optimal results. The presence of the media in the process of teachinglearning are expected to touch on the psychological aspects of the teaching and
learning process happened within the students. Such opinion Sadiman (Dadan
dccxxxi

Djuanda Kartawidjaja, 2006:102), learning media is "everything that can be used to

transmit a message from the sender to the receiver so that it can be used to transmit
a message from the sender to the receiver so that it can stimulate the mind, feelings,
as well as the attention of the students to the learning process going.
From the above discussion of thematic learning assisted with media card is a
learning-assisted with equipment used to transmit messages, help reaffirm learning
materials, so as to stimulate the mind, feelings, attentions and motivation of students
in the learning process. In this case the message recipients are students. So
learning in low class by applying the thematic learning in learning should not be
separated from the use of the media in this case researchers using a media card.
The consideration due to elementary school students are still limited on concrete
thinking. In the stage of development of mind according to Piaget, namely phase
sensomotorik (0-0:0 years old), the praoperational (2:1-7:0 years old), concrete
operational stage (7:1-11:0 years old), and the formal operational stage (11:1-15:0
years old). Grade 1 SD of the average age of between 7 and 8 years old. This
means in concrete operational phase, all his actions are based on things that are
concrete. This thematic learning assisted with media card makes the learning roles
yaitu can objectify things that are abstract.
Closing
Based on the results of research and discussion, then it can be elaborated
summary of results of the research which is the answer to the problem posed in this
research. The summary is there is an increase in student learning outcomes through
the application of assisted thematic learning media card in SD Negeri 001 Derawan.
The average value of the results of learning achieved by students in cycle I of 62.67
enough category, while on cycle II of 80.33 on a category. As a follow-up in the
learning process in the classroom I, suggested the low grade teacher in performing
learning can use thematic learning-assisted media cards that come in improving
student learning outcomes.
Bibliography
Arends, R. I. 2004. Learning to teach. Sixth edition. New York: The McGraw-Hill
Higher Education.
Berns, R.G., & Erickson, P.M. 2001. Contextual teaching and learning: preparing
student for the new economy.
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Candiasa, I M. 2004. Statistik multivariate dilengkapi aplikasi dengan SPSS.

Singaraja: Unit Penerbitan IKIP NegeriSingaraja.
Depdiknas. 2004. Pedoman pembelajaran tuntas. Jakarta: Direktorat Pendidikan
Lanjutan Pertama.

dccxxxii

Fraenkel, J. R., & Wallen, N. E. 1993. In education (Second edition). New York: Mc
Graw-Hill, INC.
Gall, M. D., Gall, J. P., & Borg, W. R. 2003. Education research: An introduction.
Seventh edition. Boston: Allyn dan Bacon.
Nurkancana, W & Sumartana P.P.N. 1990. Evaluasi pendidikan. Surabaya: Usaha
Nasional.
Suparno, P. 2007. Teori perkembangan kognitif dan Piaget. Yogyakarta: Kanisius.
Suparno, P. 1997. Filsafat konstruktivisme dalam penelitian. Yogyakarta: Kanisius.

dccxxxiii

REVEALING THE SECRETS OF GOOD LANGUAGE LEARNERS: WHAT ARE THEIR

STRATEGIES?
Dhachaini A/P Prabhakaran 1
Faculty of Education
Universiti Kebangsaan Malaysia (UKM)
Bangi, Selangor, Malaysia
e-mail: dhachu_06@yahoo.com
Melor MD Yunus 2
Faculty of Education
Universiti Kebangsaan Malaysia (UKM)
Bangi, Selangor, Malaysia
e-mail: melor@ukm.edu.my
Abstract
One of the attributes needed by every learner to be globally competitive is to be equally
competent in Bahasa Malaysia and English as reflected in the Malaysian Education Blueprint
2013-2025. Unfortunately, there are many obstacles faced by English as Second Language
(ESL) teachers to help the learners to be competent in English. ESL teachers often complain
that the methods and techniques carried out in the classroom are the same but the English
proficiency level of the learners differs. Teachers faced difficulty in identifying the causes for
the gap among the learners. To reduce the gap, a study on Language Learning Strategies
(LLSs) was carried out. This study aims to identify the most frequently used LLSs by the
good language learners. Quantitative research design was used and a set of questionnaire
was given to the learners in order to collect data about their preferences of LLSs. Data were
collected from a sample of 30 successful ESL learners from a sub-urban school in
Semporna, Sabah. The study also showed that successful language learners did not apply
specific strategy for specific skill. The findings indicated that cognitive strategy is the most
preferred strategy and the least preferred strategies are memory and social strategies. The
findings have significant implications on ESL teachers and for teacher trainees in order to
expose more LLSs to the learners and encourage them to apply it.
Keywords: English as a Second Language, language learning strategies, successful
learners

INTRODUCTION
The importance of English has become the major concern in Malaysia as English is now
seen as the universal currency of the world. English is one of the main subjects in all primary
and secondary schools in Malaysia in accord with its status as second language. In fact,
English subject is tested in all the Malaysian national examinations. This shows the
importance that has been placed on English in Malaysia. English language is seen as the
strength to acquire knowledge and strike for success.
Every learner has their own learning styles, personality traits, motivation level, and
learning strategies which they prefer in order to learn English. Learners possess their own
set of strategies therefore imposing on them a particular strategy may not be in keeping their
personality, cultural background, cognitive style, and age (Martinez, 1996). In order to be
proficient in English, one has to use various language learning strategies and the strategies
used by a learner might differ according to the skills. At times, the learners might not be
dccxxxiv

aware of the strategies they use because it comes to them naturally. The findings in the area
of language learning strategies have concluded that the use of language learning strategies
help learners to master the language as well as lead them to become a successful learner
(Zare, 2012).
Successful language learners in the classroom do not rely on their teachers; instead
they apply their own language learning strategies which help them to comprehend the
English language. Unfortunately, slow learners are not able to use their own strategy in
confronting the English language which caused them to be left behind. They tend to use the
strategies applied in the classroom which might not suit or interest them. This is one of the
reasons why English has always remained as a critical subject in schools. It is the teachers
responsibility to identify the various language learning strategies which are preferred by the
learners, so that teachers can expose those strategies to the low achievers. This is to foster
and nurture the different intelligences of learners in order to meet their varying learning
styles and needs.
In order to help them to become a successful language learner, it is important to
identify the language learning strategies which they prefer. Most of the studies that have
been carried out on language learning strategies involved adult learners. Moreover, the
language learning strategies preferred by adults might be different with primary learners.
OMalley (1985b) showed that adults do not use the same sort of strategies as secondary
school pupils. This shows age matters when it comes to the language learning strategies
preferences. In fact, very few studies have been carried for primary school learners and this
is another problem which caused primary school teachers to be unaware of the strategies
preferred by their learners. Identifying the language learning strategies that are favoured by
primary learners are quite challenging as they could not really express or define the
strategies they applied to enhance their learning skills.
In order to find the answer for this issue, this study was conducted among thirty
successful English language learners of a primary school in Sabah, Malaysia. The aim of
this study is to determine the strategies used by good language learners in primary school to
improve their English language proficiency.

LITERATURE REVIEW
2.1 The definitions of Language Learning Strategies
Language learning strategy has always been a topic if interest of many researchers such as
the linguists, sociolinguist, teachers as well as language learners since 1970s. Some of the
famous researchers of language learning strategies are Oxford, OMalley and Chammot, and
as in Malaysian context Mohamed Amin who have contributed to this field. Language
learning strategies can be defined as the actions taken by the learners in order to make
learning easier, more fun, more self-directed, more effective, more convenient, and more
transferable to new situations (Oxford, 1989). Language learning strategies are ways and
techniques which an individual uses to comprehend or overcome the complexity of language
learning. Next, according to Mohamed Amin (2000), language learning strategies are plans
and/ or actions that learners take to improve their process of language learning.
2.2 The Characteristics of Successful Language Learners
There are four characteristics of language learning strategies listed by Lessard-Cloustan
(1997). Firstly, language learning strategies are learner generated which means that the
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learners themselves are responsible of applying the language learning strategies which are
suitable to them. It is true that, language learning strategies can be taught and trained by
the teachers to their learners but at the end of the day, it depends on the learners on
utilising the appropriate strategies. Next, language learning strategies improve language
learning because learners are responsible for their own learning. Learners need to engage
in the learning process and apply the strategies which suit them to cope with the complex
process of learning the language. Language learning strategies like note taking, cooperation
with friends can be seen, but some are invisible too, for instance; self-monitoring and self
evaluation. Finally, language learning strategies, involve information and memory. It means
the main goal of language learning strategies are to receive input and to remember it and
steps are taken to achieve it.
Good language learners have always been the focus of researchers so as to find out
the learners secrets in overcoming the complexity of language learning. These good
language learners possess a few characteristics, styles, and strategies which enable them
to become a successful language learner. According to Mohamed Amin Embi (2000), Rubin
& Thompson (1994) there are a few characteristics of good language learners. Firstly, good
language learners always seek opportunities to use and experiment with the language.
They try to use the language whenever possible for instance when speaking with their
teachers, parents and friends. They listen to English songs and watch English programmes
so that they get to engage themselves in the language learning.
Next, good language learners are willing to live with uncertainty by not getting
confused. They also do not mind continuing to talk or listen to the language without
understanding every word (Zare, 2012). These good language learners never stop trying and
in fact they do not really worry of being embarrassed by others due to their mistakes. They
look at errors they made while using the language as a learning process which will bring
benefit to them in future. In contrast, slow language learners usually avoid using the
language due to lack of confidence and low self concept. They try not to use the language to
avoid themselves from being laughed or teased by others.
In addition, good language learners are different with slow language learners in terms
of their courage in learning the language. Good language learners do not rely on anyone
when it comes to learning the language. They do not expect to become a successful
language learner by relying on the teaching and learning process in the classroom. Instead
they practice the language outside the classroom as they see the language as a tool for
them to survive in this challenging world and not just for the sake of passing the exam.
Successful language learners also practice what they have just learnt in the classroom as
soon as possible so that they can improve themselves to become a successful learner.
Moreover, good language learners always try to find their way to cope with the
complex process of learning the language. If they are not able to comprehend the input
taught to them, they still try on other strategies which are suitable for them. Where else,
poor language learners often give up and lose their confidence when they are not able to
comprehend the language. These are a few differences between the good and slow
language learners which create a huge impact and gap in the classroom. Language
learning strategies play a pivotal role in helping the learners to learn the language in a
better way which they prefer. A successful learner is the one who is thirst of knowledge and
willing to explore various strategies, ways, and techniques to quench their desire to master
the language. Researchers, sociolinguists, and teachers are also keen towards exploring
the best strategies to help those in needs especially the slow learners to become successful
learners.

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METHODOLOGY
Research Design
The purpose this study is to identify the use of language learning strategies (LLS) by good
language learners. In order to better understand the use of LLSs by these particular
learners, a quantitative research design was used. A set of questionnaire was given to the
learners in order to collect data about their preferences of language learning strategies.
Population
The population of this study is the primary school learners. They are twelve years old and
studies in Sekolah Kebangsaan Pekan Semporna II, in Semporna district, Sabah.
Sample
The sample of this study is/was 30 respondents which were selected through purposive
sampling method. This method was used to ensure the sample chosen possessed the
attributes which are good language learners as well as ESL learners. These pupils have
been chosen based on their scorers for English subject in the recent diagnostics test carried
out in school. They were the successful language learners in the school based on the
diagnostic test as well as their performance in the class based on the formative assessment
carried out in the class throughout the year.
Instrument
In order to find out their language learning strategies for all the six skills (listening &
speaking, reading, writing, grammar and vocabulary), a questionnaire was adapted from the
inventory developed by Cohen, Oxford and Chi in 2005. The questionnaire used in this
research consists of four parts (A, B, C and D) which are divided based on the skills. Part A
is for listening & speaking, part B reading, part C writing and finally part D grammar and
vocabulary. This questionnaire was designed to identify learners language learning
strategies in all the six skills. This survey contains 40 items assessing the frequency of
strategy use. This questionnaire was subdivided into four parts based on the different skills.
The listening and speaking section has 10 items followed by reading section which has 10
items. Next writing section; has 10 items, then grammar and vocabulary section with 10
items.
Data analysis
The data gained from the survey was analysed in descriptive statistics using percentage
count.
RESULTS
Table 1 shows 30 successful ESL learners preferences of language learning strategies to
be proficient in English. They used both direct and indirect strategies respectively. Thus, the
most preferred strategy is cognitive strategy where they use it for most of the skills. The least
preferred strategies are memory and social.

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Table 1: Most preferred strategies in learning English

Skill

Statement

Frequency

Strategy

Listening

I listen to the radio in the language.

93.3 %

affective

Speaking

I practice using the language.

cognitive
66.7%

I ask the person to help me.

social

Reading

I use a dictionary to find the meaning.

93.3%

cognitive

Writing

I use a dictionary to find words in English.

93.3%

cognitive

Grammar

I learn grammar through songs.

86.7%

affective

Vocabulary

Make a mental image of new words.

Memory
66.7%

I write the new word in a meaningful

sentence.

cognitive

Table 1 shows the respondents most preferred strategies for all the six skills. It can
be seen that 93.3 % of the respondents agreed that they listen to radio (item 1) to improve
their listening skills of English language. Next, there are two strategies which most
respondents use to improve their speaking skills. The first strategy is practice using the
language (item 7) and the second strategy is asking other person for help (item 10) where
for both the strategies got the same percentage which is 66.7%. The strategy that the
respondents used the most to improve their reading skills is using a dictionary to find for the
meaning (item 19) where 93.3% agreed that they use this strategy. Next, in order to improve
writing skills, the strategy which got the highest percentage preferences among the learners
is using dictionary to find words in English (item 25) where 93.3% agreed in using this
strategy. The strategy which most of the learners use to acquire grammar skills is listening to
radio (item 35) where 86.7% agreed that they use this strategy. Based on the chart above,
there are two strategies which have the same percentage in improving their vocabulary
skills. The first strategy is making a mental image of new words (item 38) and the second
strategy is writing the new word in a meaningful sentence (item 37) where 66.7% of learners
agreed that they use these strategies.

DISCUSSION
The findings of this study showed that good language learners used various language
learning strategies in order to enhance their listening and speaking, reading, writing,
grammar, and vocabulary skills. In fact, some learners tend to use the same strategy for
different skills. For instance, learners prefer using dictionary which is under the direct,
cognitive strategy of Oxford (1990) to enhance both reading and writing skills. This shows
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that there is no specific strategy for specific skill. Although the findings clearly indicate that
these learners use variety of language learning strategies, there are still a few strategies
which learners preferred the most such as cognitive and affective.
In order to enhance listening skills, most of the learners preferred listening to radio.
These good language learners preferred strategy falls under indirect strategies developed
by Oxford (1990) specifically affective strategies where they learn better when their affective
filter is lowered. They take their own initiative although they are outside of the classroom to
listen and watch shows in English in order to improve their listening skills. This is parallel to
Rubin & Thompson (1994) about the features of good language learners where good
language learners always seek opportunities to be exposed to the language as they are
responsible for their own learning.
Next, based on the findings, the most prominently used strategy to enhance speaking
skills is to practice using the language and this is one of the direct strategies specifically
cognitive strategies developed by Oxford (1990). This means that these learners are aware
that practice makes perfect and they use the opportunity to practice the language in and out
of the classroom. The findings are similar with Mohamed Amin & Mohd Zaki (2010), about
good language learners where learners are responsible for their own learning. The next
strategy that learners frequently use is asking help from others and this comes under the
indirect, social strategies based on Oxfords (1990) language learning strategies
classification. The findings showed that these good language learners are willing to seek
help from others without feeling embarrassed as their main focus is to improve their
speaking skills. In fact, according to Mohamed Amin & Mohd Zaki (2010), successful
language learners often realize that they can maximize the role of social agents like parents,
siblings, friends to improve themselves.
Next to improve their reading skills, these good language learners use dictionary to
find for the meaning. This strategy falls under the category of direct, cognitive strategy as
learners use other resources to help them to comprehend the text read (Oxford, 1990). As
for writing skills, the most preferred strategy is using dictionary to find words and meanings
in English. This strategy falls under the direct, cognitive strategies as learners use resources
to find out the meaning of words. This is the habit in the classroom where learners tend to
use the dictionary to help them no matter for reading or writing skills. This is a good skill as
learners learn new words while writing. Next, learners also agreed that they tend to ask
someone for the word or phrases needed. This again comes under indirect, social strategies
as learners asked help from others to enhance their writing skills (Oxford, 1990).
Next for grammar skills, the most preferred strategy is learning through songs. It is
obvious that these good language learners love songs and it is one of their favourite
strategies to enhance their listening as well as grammar skills. Listening to song helps to
reduce anxiety and learners prefer this strategy to enhance their grammar skills. This
strategy comes under the indirect, affective strategies by Oxford (1990). Based on the
findings, many learners agreed that they make mental images of new words. This strategy
falls under direct, memory strategies by Oxford (1990), as these good language learners
found that this strategy helped them to enhance their vocabulary skills. The next strategy
chosen by the learners was writing sentences using the new words. Once again, this comes
under cognitive strategies where pupils acquire the vocabulary better by practising. This
shows that in order to acquire vocabulary, these learners use more than one strategy to
improve their language learning. This is another feature of successful language learners
reported by Mohamed Amin Embi (2000) where good language learners try out different
learning strategies to improve language learning.

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Implications
The findings above, shows that there are a few strategies which the good language learners
preferred the most. Therefore, teacher plays an important role in order to develop and
enhance the language proficiency of the learners by applying those strategies in the
classroom. One way to guide learners towards the effective use of learning strategies is to
incorporate Language Learning Strategy Instruction into daily language lessons (Kinoshita,
2003). Teachers responsibility is not only to design activities, prepare materials and assess
them but as well as to identify the learners preferences and to design activities according to
it. In addition, teachers also play a fundamental role in exposing more language learning
strategies to the learners. This is because, learners might be unaware of other strategies
and exposing them to more language learning strategies will provide them the opportunities
to choose the language learning strategies which suit them the best. Language learning
strategies can be taught and trained by one individual to another, for instance teachers to
learners (Mohamed Amin & Mohd Zaki, 2010).
As for listening activities, teachers can change the teaching and learning process
according to the learners preferred strategy. Since learners prefer listening to radio,
teachers can carry out variety of activities which incorporate these elements. During the
listening class, teacher can get learners to fill in the blanks or answer comprehension
questions after listening to a news, weather forecast, or even songs. In fact, this activity can
be carried out for poor, moderate, as well as advance learners but the type listening
materials chosen must be according to the learners ability.
There are varieties of activities to help learners to practice speaking skills which can
boost their confidence to converse in English. Since these learners prefer cognitive and
social strategies, therefore teachers can create activities which need learners to work in
group or pairs. For instance, teachers can carry out role play where pupils wear masks or
use puppets to role play the characters. Based on the classification by OMalley & Chamot
(1985) and Oxford (1990) one of language learning strategies is socio-affective strategies
where learners involve in peer interaction to achieve a common goal in learning. In fact,
according to OMalley and Chamot (1985), cooperation and asking for clarification are the
main socio-affective strategies. Therefore, teachers can use these strategies which are also
favoured by the pupils in enhancing their speaking skills.
In order to be proficient in the language, it is important that the learners know how to
use an English dictionary because it gives great deal of information (Mohamed Amin & Mohd
Zaki, 2010). In fact, in the Year 6 English syllabus there is a specification for teachers to
teach the learners on dictionary skills in order to develop learners ability to read
independently. However, being too dependent on the dictionary can kill learners interest
towards reading. Good language learners might be aware of this which makes them
successful language learners but the poor language learners need guidance for this so that
they will not be too dependent on dictionary. In order to train them, firstly teachers can
choose a few words from the text and ask learners to find for the meaning. Once they have
found the meanings, the learners can read the text. This is one of the ways to train learners
to apply this strategy.
Next in order to enhance writing skills, learners prefer using dictionary. Therefore,
teachers can encourage learners to use thesaurus instead of normal English to Bahasa
Malaysia dictionary. This will be very helpful as the learners can acquire more words and this
indirectly trains them to form complex and creative sentences as they have more choices of
words. By incorporating the strategies the learners preferred, they will be more enthusiastic
in the learning process. Next, in order to enhance grammar skills, learners listen to songs.
Thus, teachers can incorporate the element of song in the teaching and learning process.
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Teachers can adapt songs in order to suit the language focus of the day. In fact, teachers
can use the resources from You Tube to educate learners.
Finally is vocabulary skills and this is very essential because learners need a wide
range of vocabulary in order to communicate as well as to write. Learners tend to avoid
speaking especially when they are lack of vocabulary. Based on the findings, many learners
agreed that they make mental image of new words. When learners are exposed to new
words and pictures simultaneously, they can remember the words better. Hence, teachers
should expose the pupils to flashcards with the combination of words and pictures. Young
learners need the right strategy for instance like using imagery or keywords in order to
acquire more vocabulary. The next strategy chosen by the learners was writing sentences
using the new words. Teachers can provide the learners a list of vocabulary with picture so
that they can practice to construct sentences. In this way, learners will be excited as they
prefer the strategy and they will have wide range of vocabularies and most importantly they
know how to use it in context.
RECOMMENDATIONS
From the study, there are a few recommendations which can be implemented to enhance
learners proficiency. Firstly, teachers need to be explicit about the strategies shared in the
classroom. Before teachers begin the lesson, they need to explain about the strategy and
purpose of the strategy. By doing this, learners will be eager to try the strategies to acquire
the skills. Moreover, teachers should expose learners to more strategies so that the learners
can choose the strategy which suits them.
Next, teacher trainees need to be exposed to language learning strategies instruction
(LLSI). In teacher training college, more emphasis is placed on approaches and theories.
These trainees are not being exposed to the use of LLSI. Therefore, teacher training college
need to develop and include modules on LLSI. This is to train these trainees to implement it
in schools in future. These modules will be very helpful for the teachers as the current
courses in the teacher training colleges do not expose teachers to LLSI in depth.
Finally, teachers in schools especially primary schools should be encouraged to
conduct research on LLSI. By carrying our research, teachers will know the strategies
preferred by the learners. Therefore, teachers can develop activities according to the
learners interest. In fact, by carrying out research, teachers will know the relationship
between LLSI and learners proficiency in order to help the students to learn the target
language more efficiently and successfully.

CONCLUSION
Young learners language learning strategies are different from adult learners. The
strategies used by young learners often involve fun and this is the reason why the strategies
carried out in the classroom must be enjoyable and at the same time meaningful to the
learners. Based on the findings, it can be seen that the good language learners do apply
various strategies to become successful language learners. Poor language learners also
need to be exposed to all these strategies as well to ensure that they are aware of those
strategies and have a chance to choose the strategies which suit them the best. Thus it is
the teachers responsibility to foster and nurture the different intelligences of pupils in order
to meet their varying learning styles and needs.

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REFERENCES
Malaysia Education Blueprint. (2013-2025).
Martinez, I. M. P. (1996). The importance of language learning strategies in foreign language
teaching. Cuadernos De Filologia Inglesa, 5(1): 103-120.
OMalley, J.M. (1985). Language strategies used by beginning and intermediate ESL
students. Language Learning 35(11): 19-46.
Oxford, R. (1989). Language Learning Strategies: What Every Teacher Should Know. New
York: Newbury House.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New
York: Newbury House.
Lessard-Clouston, M. (1997). Language learning strategies: An overview for L2 teachers,
The Internet TESL Journal 8.
Mohamed Amin Embi. (2000). Language Learning Strategies: A Malaysian Context. Bangi:
Penerbit Universiti Kebangsaan Malaysia.
Mohamed Amin Embi & Mohd Zaki. (2010). Strategies for Successful English Language
Learning (SELL). Shah Alam: Karisma Publications.
Rubin, J. & Thompson I. (1994). How to be A More Successful Language Learner (2nd Ed.).
Boston: Heinle & Heinle.
Zare, P. (2012). Language learning strategies among efl/esl learners: A review of literature.
International Journal of Humanities and Social Science 2(5): 162-169.

dccxlii

TAHAP PENGETAHUAN KANDUNGAN, PENGETAHUAN PEDAGOGI, PENGETAHUAN

PEDAGOGI KANDUNGAN DAN AMALAN PENERAPAN NILAI PATRIOTISME GURUGURU SEJARAH SEKOLAH MENENGAH DI SABAH
Jais bin Abdul Hamid
Jahwin2009@gmail.com
Mohd Sawari bin Abdul Rahim
wareyzseni@gmail.com
Dr. Saimin bin Ginsari
minsai1972@gmail.com
Institut Pendidikan Guru Kampus Kent
Abstrak
Pengetahuan kandungan, pengetahuan pedagogi, pengetahuan pedagogi kandungan (PPK)
merupakan aspek penting yang perlu dikuasai oleh setiap guru sejarah untuk menarik minat
pelajar mempelajari sejarah seterusnya menerapkan nilai patriotisme. Oleh itu, kajian ini
dijalankan untuk meninjau tahap pengetahuan kandungan, pengetahuan pedagogi, PPK dan
tahap amalan penerapan nilai patriotisme guru-guru sejarah sekolah menengah di Sabah.
Pengkaji menggunakan kaedah tinjauan, manakala soal selidik sebagai instrumen untuk
mendapatkan data yang diperlukan. Data dianalisis dengan menggunakan statistik deskriptif
dan statistik inferensi. Responden kajian adalah terdiri daripada 322 orang guru-guru
sejarah yang dipilih secara persampelan rawak berkelompok. Dapatan kajian menunjukkan
bahawa tahap pengetahuan kandungan, pengetahuan pedagogi, PPK guru-guru sejarah
sekolah menengah pada tahap tinggi iaitu melebihi nilai 3.70. Sementara tahap amalan
penerapan nilai patriotisme guru-guru sejarah sekolah menengah adalah pada tahap
sederhana dengan nilai min 3.6. Hasil analisis inferensi pula menunjukkan terdapat
perbezaan skor min yang signifikan (t=12.926; p<0.05) amalan penerapan nilai patriotisme
mengikut pengkhususan. Dapatan juga menunjukkan bahawa terdapat perbezaan skor min
yang signifikan tahap pengetahuan kandungan (t=12.705; p<0.05), tahap pengetahuan
pedagogi (t=13.608; p<0.05) dan tahap PPK (t=13.776; p<0.05) guru-guru pengkhususan
sejarah dan bukan pengkhususan. Data ini memberikan input berguna khususnya kepada
pihak pentabiran sekolah dan Kementerian Pendidikan Malaysia bagi merancang programprogram peningkatan profesionalisme guru-guru dalam perkhidmtan, penyediaan program
latihan perguruan serta penempatan guru sejarah di sekolah-sekolah menengah.

Kata Kunci: Pengetahuan Kandungan, Pengetahuan Pedagogi, Pengetahuan Pedagogi

Kandungan dan Amalan Penerapan Nilai Patriotisme.
Pengenalan
Pendidikan sejarah yang diajar di sekolah menengah adalah bertujuan untuk memupuk dan
membangkitkan semangat cintakan negara dalam kalangan generasi muda khususnya
pelajar-pelajar sekolah (Sukatan Pelajaran Sejarah Sekolah Menengah, 2002). Oleh itu,
peranan guru dalam membangkitkan minat dan komitmen pelajar terhadap mata pelajaran
sejarah adalah sangat penting. Justeru, setiap guru perlu memiliki pengetahuan yang
mencukupi untuk berhadapan dengan pelajar yang terdiri daripada pelbagai latar belakang.
dccxliii

Kesediaan adalah signifikan dalam menentukan kejayaan dan kegagalan pelaksanaan

perubahan kurikulum terutama sekali pengetahuan kandungan, pengetahuan pedagogi
serta PPK (Habib Mat Som, 2005).

Transformasi dalam dunia pendidikan sewajarnya mencetuskan anjakan paradigma

terhadap pemikiran dan amalan pedagogi guru-guru sejarah dari corak tradisional kepada
corak baru yang lebih dinamik, progresif dan efisien. Guru perlu proaktif membangunkan
dan meningkatkan pengetahuan

kandungan, pengetahuan pedagogi dan PPK supaya

seiring dengan tuntutan transformasi pendidikan semasa dan memberi impak positif
terhadap perkembangan pembelajaran pelajar. Ledakan teknologi ICT telah mempengaruhi
pemikiran dan corak kehidupan generasi kini ke arah yang lebih pantas dan global. Situasi
sama turut melanda dunia pendidikan, tidak kira di bandar atau di luar bandar asalkan ada
capaian internet, ICT banyak membantu urusan pentadbiran. Dalam pendidikan,
penggunaan ICT berupaya menjana P&P yang efektif dan menarik minat pelajar terhadap
pelajaran yang disampaikan (Azwan Ahmad et al., (2005). Bukan itu sahaja, malah ICT
memberi peluang kepada pelajar untuk menggunakan bakat dan kecerdasan mereka dalam
proses pembelajaran (Santrock, 2008). Ini bertepatan seperti kenyataan Irfan Naufal Umar
dan Sajap Maswan (2004), penggunaan ICT dalam proses P&P membolehkan bilik darjah
bertemu dengan dunia nyata serta membolehkan pelajar-pelajar sendiri mencari maklumat
dan bahan asal. Sementara itu, guru bertindak sebagai pembimbing untuk membantu
pelajar menjana idea bagi menyelasaikan permasalahan yang dihadapi pelajar dalam kelas
(Shahabuddin Hashim et al., 2003).
Pernyataan Masalah
Pengetahuan kandungan, pengetahuan pedagogi dan PPK, adalah antara pengetahuan
asas mengajar yang perlu dikuasai oleh guru bagi membangkitkan suasana P&P yang
menarik dan berkesan. Namun realitinya, masih ramai guru menghadapi masalah
melaksanakan P&P dengan berkesan disebabkan pengetahuan mereka yang cetek
terhadap mata pelajaran yang diajar (Abdullah Hassan dan Ainon Mohd, 2006). Malah ramai
kalangan guru sejarah juga tidak mampu memilih objektif patriotisme yang sesuai dengan
tajuk yang diajar Haminah Suhaibo (2010). Selain itu, guru juga tidak menggunakan
sepenuhnya kelebihan ICT dalam pedagogi pengajaran seharian mereka (Azwan Ahmad et
al. (2005). Guru-guru termasuk guru sejarah terlalu terikat dengan pendekatan tradisional
yang berpusatkan guru dan sehala dalam pelaksanaan P&P mereka (Siti Hawa Abdullah,
2008; Malar, 2010). Selain itu sebilangan guru juga didapati lemah dalam PPK terutama
sekali dari aspek kaedah dan strategi pengajaran yang berbeza (Aydin et al., 2010)
dccxliv

Kehadiran guru-guru bukan pengkhususan mengajar mata pelajaran sejarah

memberi impak terhadap keberkesanan proses P&P terutama sekali dari aspek penerimaan
ilmu dan juga penerapan nilai patriotisme, kerana kebanyakan guru bukan pengkhususan
tidak menguasai kandungan topik yang diajar (Mardhiyatul Huda Hamdan dan Norfazelawati
Abd Kadir, 2012). Mereka terlalu bergantung dengan buku teks yang menghadkan
keupayaan mereka mengembangkan topik perbincangan dengan lebih meluas lagi (Abdul
Shatar, 2007). Selain itu, guru-guru bukan pengkhususan juga lebih selesa menggunakan
kaedah pengajaran berpusatkan guru (Tengku Zawawi, Ramlee dan Abdul Razak, 2009).
Situasi ini menyebabkan pelajar bosan dan tidak berminat untuk mengikuti P&P sejarah
(McKenzie, B., 2005).

Objektif Kajian

1
2

Mengenal pasti tahap pengetahuan kandungan, pengetahuan pedagogi, PPK dan

amalan penerapan nilai patriotisme guru sejarah sekolah menengah.
Mengenal pasti perbezaan tahap amalan penerapan nilai patriotisme guru-guru
sejarah sekolah menengah mengikut pengkhususan.

Mengenal pasti perbezaan tahap pengetahuan kandungan, pengetahuan pedagogi

dan PPK guru-guru sejarah sekolah menengah mengikut pengkhususan.

Soalan Kajian

Apakah tahap pengetahuan kandungan, pengetahuan pedagogi, PPK dan amalan

penerapan nilai patriotisme guru sejarah sekolah menengah?

Adakah terdapat perbezaan tahap amalan penerapan nilai patriotisme guru-guru

sejarah sekolah menengah mengikut pengkhususan?

Adakah terdapat perbezaan tahap pengetahuan kandungan, pengetahuan pedagogi

dan PPK guru sejarah sekolah menengah mengikut pengkhususan?

Sorotan Literatur
Sorotan literatur dalam kajian ini akan membincangkan beberapa kajian lepas yang
menyentuh soal pengetahuan kandungan, pengetahuan pedagogi, PPK, amalan penerapan
nilai patriotsme dan juga tentang guru-guru bukan pengkhususan. Kajian yang dijalankan
oleh Abd. Shatar (2007) terhadap guru-guru Pendidikan Moral, mendapati tahap
dccxlv

pengetahuan kandungan responden adalah rendah. Sementara itu, kajian oleh Haminah
Suhaibo (2010) guru-guru sejarah tidak berupaya memilih objektif patriotisme yang sesuai
dengan tajuk yang diajar serta menggunakan kaedah yang bersesuaian semasa merancang
pengajaran. Kajian berkaitan pengetahuan pedagogi yang dijalankan oleh Norliza Abdul
Majid (2003) mendapati seramai 78 (37.5%) responden tidak suka dengan cara guru sejarah
mengajar. Kajian Mohd Fauzi Ali. 2015 terhadap 850 orang guru sejarah sekolah menengah
mendapati tahap pengetahuan pedagogi guru-guru sejarah berada pada tahap sederhana
tinggi.

Kajian terbaru berkaitan dengan pedagogi sejarah yang dijalankan oleh Ahamad
Rahim (2012) terhadap 147 orang guru dan 1441 pelajar di sekolah-sekolah menengah di
Malaysia mendapati pandangan guru dan pelajar terhadap konstruk pengetahuan pedagogi,
perancangan pengajaran serta pembelajaran aktif berada pada tahap sederhana.
Sementara itu, kajian penggunaan ICT dalam P&P sejarah, mendapati efikasi dan amalan
guru masih kurang memuaskan kerana kelemahan guru dalam mengendalikan teknologi ini
(Azwan Ahmad dan Nelson Jinggam, 2005). Kajian PPK yang dijalankan oleh Ahmad Yunus
Kasim dan Ab. Halim Tamuri (2010) terhadap Guru Cemerlang Pendidikan Islam (GCPI)
mendapati semua GCPI memiliki kefahaman yang jelas terhadap objektif pengajaran,
penyampaian pengajaran,

melakukan tindakan pengajaran secara sistematik

dan

melaksanakan penilaian dan refleksi. Walau bagaimanapun kajian-kajian lain yang

dijalankan mendapati keputusan yang berbeza. Kajian Aydin et al., (2010), mendapati
peserta kajian kurang menguasai PPK dan komponennya. Begitu juga kajian yang telah
dijalankan oleh Mohamad Rosdi Ab Majid et al., (2015) terhadap guru-guru bahasa Arab
sekolah rendah di Malaysia mendapati bahawa PPK mereka berada pada tahap sederhana
tinggi.

Penyelidik turut membincangkan sorotan literatur berkaitan dengan guru bukan

pengkhususan kerana ia berkait rapat dengan perbincangan pengetahuan asas mengajar
guru. Zahara Aziz dan Nik Azleena Nik Ismail (2007) dalam kajian mereka terhadap 114
orang guru sejarah di daerah Dungun, Terengganu mendapati guru-guru pengkhususan
sejarah mempunyai tahap kesediaan yang lebih baik dalam aspek pengetahuan berbanding
guru yang bukan pengkhususan. Guru bukan pengkhususan sangat bergantung terhadap
buku teks semasa merancang sesuatu pengajaran sehinggakan gagal mengesan kesilapan
yang terdapat dalam buku teks yang digunakannya Abdul Shatar Che Abd. Rahman (2007).
Data terkini yang diperoleh menunjukkan bilangan guru yang mengajar sejarah di seluruh
Sabah berjumlah 1969 orang. Sementara guru pengkhususan sejarah berjumlah 934 orang.
dccxlvi

Ini bermakna terdapat seramai 1035 orang guru yang mengajar sejarah di Sabah adalah
terdiri daripada guru bukan pengkhususan

sejarah (Jabatan Pendidikan Sabah, 2014).

Situasi ini amat kritikal dan perlu diberi perhatian sewajarnya.

Reka Bentuk Kajian

Kajian ini merupakan satu tinjauan kuantitatif yang menggunakan kaedah tinjauan sampel
yang bertujuan untuk mengumpul maklumat tentang pemboleh ubah kajian daripada
sebahagian populasi terpilih. Pendekatan kuantitatif merupakan kajian yang dapat
menghasilkan dapatan yang valid dan reliable kerana kesahihan data dapat dibuktikan
dengan menggunakan angka hasil daripada analisis (Aini Hassan, 2007).
Responden Kajian
Penyelidik menggunakan prosedur persampelan kelompok yang mana sampel adalah dari
kelompok yang dipilih secara rawak mudah. Persampelan kelompok digunakan kerana
kesukaran mendapatkan senarai nama guru-guru mengajar sejarah serta keluasan kawasan
kajian yang menghadkan keupayaan pengkaji untuk membuat kajian secara rawak mudah.
Selain itu, batasan kewangan dan masa menyukarkan kajian ini dikendalikan dengan
berkesan. Kelompok yang terlibat dalam kajian ini ialah guru-guru mengajar sejarah
Bahagian Utara dan kelompok Bahagian Selatan, Jabatan Pendidikan Sabah. Seramai 510
terlibat dalam kajian ini, namun setelah melalui tapisan penyelidik hanya menganalisa
sebanyak 322 soal selidik sesuai dengan saranan Krejecie dan Morgan (1970) dan Bartlett,
et. al. (2001), (n=322) bagi populasi (N>2000).

Instrumen Kajian
Penyelidik memilih soal selidik berskala likert

untuk

mengumpul data yang diperlukan

kerana ia berupaya mengumpul maklumat dari responden yang ramai. Soal selidik juga
membolehkan pengkaji memperoleh lebih banyak informasi tentang sesuatu perkara dalam
masa yang singkat.

Dapatan
Soalan kajian 1:
Apakah tahap pengetahuan kandungan, pengetahuan pedagogi, PPK dan amalan
penerapan nilai patriotisme guru-guru sejarah sekolah menengah?

dccxlvii

Ujian dan analisis data dijalankan dengan menggunakan kaedah statistik deskriptif untuk
mendapatkan nilai min dan sisihan piawai bagi menjawab soalan kajian yang telah
ditetapkan. Keputusan analisis deskriptif yang dipaparkan dalam jadual 1, menunjukkan
tahap pengetahuan kandungan guru-guru sejarah sekolah menengah ialah (Min=3.8578,
SP=0.82213).

Sementara

itu,

tahap

pengetahuan

pedagogi

SP=0.77606). Manakala tahap PPK guru-guru sejarah

ialah

(Min=3.8691,

pula ialah (Min=3.7185,

SP=0.80232). Min yang diperoleh dari ketiga-tiga pemboleh ubah pengetahuan kandungan,
pengetahuan pedagogi dan PPK adalah berada pada julat di antara 3.68-5.00 iaitu pada
tahap tinggi (Chua, 2006). Dapatan juga menunjukkan bahawa tahap pengetahuan
pedagogi guru-guru sejarah sekolah menengah (3.9) lebih tinggi berbanding dengan
pengetahuan kandungan (3.8) dan PPK (3.7). Sementara itu, analisis tahap amalan
penerapan nilai patriotisme dalam kalangan guru-guru sejarah

sekolah menengah pula

menunjukkan pada tahap sederhana dengan nilai min dan sisihan piawai (Min=3.6556,
SP=0.84661) yang berada pada julat min 2.34-3.67 (Chua, 2006).
Jadual 1: Analisis Tahap Pengetahuan Kandungan, Pengetahuan Pedagogi, PPK dan
Amalan Penerapan Nilai Patriotisme Guru-Guru Sejarah Sekolah Menengah
PP

PPK

PNP

322

322

322

Min

3.8691

3.7185

3.6556

SD

.77606

.80232

.84661

PK
PP
PPK
PNP

: Pengetahuan Kandungan
: Pengetahuan Pedagogi
: Pengetahuan Pedagogi Kandungan
: Penerapan Nilai Patriotisme

Soalan Kajian 2:
Adakah terdapat perbezaan tahap amalan penerapan nilai patriotisme guru-guru
sejarah sekolah menengah mengikut pengkhususan?
Kajian bertujuan untuk mencari adakah terdapat perbezaan tahap amalan penerapan nilai
patriotisme guru-guru sejarah sekolah menengah di Sabah berdasarkan pengkhususan.
Data diuji dengan menggunakan ujian t. Ujian ini sesuai digunakan kerana terdapat dua
jenis pemboleh ubah bebas iaitu guru pengkhususan dan bukan pengkhususan sejarah.

dccxlviii

Keputusan ujian yang dipaparkan dalam jadual 2 menjelaskan terdapat perbezaan

skor min yang signifikan tahap amalan penerapan nilai patriotisme guru-guru pengkhususan
sejarah dan bukan pengkhususan (t=12.926; p<0.05). Tahap amalan penerapan patriotisme
guru pengkhususan sejarah (min=4.1009, SD=0.54851) adalah berbeza dengan tahap
amalan penerapan nilai patriotisme guru sejarah bukan pengkhususan (min=3.1052,
SD=0.82743). Didapati amalan penerapan nilai patriotisme guru-guru pengkhususan
(min=4.1009) sejarah adalah lebih tinggi berbanding dengan guru-guru sejarah yang bukan
pengkhususan (min=3.1052).

Jadual 2: Perbezaan Min Penerapan Patriotisme Mengikut Pengkhususan

Pengkhususan

Min

SD

Nilai t

Tahap signifikan

Pengkhususan

178

4.1009

.54851

12.926

.000

Bukan

144

3.1052

.82743

Pengkhususan

Soalan Kajian 3:
Adakah terdapat perbezaan tahap pengetahuan kandungan, pengetahuan pedagogi
dan PPK guru sejarah sekolah menengah mengikut pengkhususan?
Kajian bertujuan untuk mengetahui adakah terdapat perbezaan tahap pengetahuan
kandungan, pengetahuan pedagogi dan PPK guru-guru sejarah sekolah menengah di
Sabah mengikut pengkhususan. Data diuji dengan menggunakan ujian t. Ujian ini sesuai
digunakan kerana terdapat dua jenis pemboleh ubah bebas iaitu guru pengkhususan dan
bukan pengkhususan sejarah.

a.

Analisis Tentang Perbezaan Tahap Pengetahuan Kandungan Mengikut

Pengkhususan

Keputusan ujian yang dipaparkan dalam jadual 3 menjelaskan terdapat perbezaan skor min
yang signifikan tahap pengetahuan kandungan guru-guru pengkhususan sejarah dan bukan
pengkhususan (t=12.705; p<0.05). Tahap pengetahuan kandungan guru pengkhususan
sejarah (min=4.2853, SD=.48484) secara statistiknya adalah berbeza dengan

tahap

pengetahuan kandungan guru sejarah bukan pengkhususan (min=3.3294, SD=.84710).

Jadual 3: Perbezaan Tahap Pengetahuan Kandungan Mengikut Pengkhususan

Pengkhususan

Min

SD

Nilai t

Tahap signifikan

dccxlix

Pengkhususan

178

4.2853

.48484

Bukan

144

3.3294

.84710

12.705

.000

Pengkhususan

b.

Analisis Tentang
Pengkhususan

Perbezaan

Tahap

Pengetahuan

Pedagogi

Mengikut

Keputusan ujian yang dipaparkan dalam jadual 4 menjelaskan terdapat perbezaan skor min
yang signifikan tahap pengetahuan pedagogi guru-guru pengkhususan sejarah dan bukan
pengkhususan (t=13.608; p<0.05). Tahap pengetahuan pedagogi guru pengkhususan
sejarah (min=4.2910, SD=.45176) adalah berbeza dengan tahap pengetahuan pedagogi
guru sejarah bukan pengkhususan (min=3.3475, SD=.77703).
Jadual 4: Perbezaan Tahap Pengetahuan Pedagogi Mengikut Pengkhususan

Pengkhususan

Min

SD

Pengkhususan

178

4.2910

.45176

Bukan

144

3.3475

.77703

Nilai t

Tahap signifikan

13.608

.000

Pengkhususan

c.

Analisis Perbezaan Tahap PPK Mengikut Pengkhususan

Keputusan ujian yang dipaparkan dalam jadual 5 menjelaskan terdapat perbezaan skor min
yang signifikan tahap PPK guru-guru

pengkhususan sejarah dan bukan pengkhususan

(t=13.776; p<0.05). Tahap PPK guru-guru pengkhususan sejarah (min=4.1582, SD=.51976)

adalah berbeza dengan tahap PPK guru-guru sejarah bukan pengkhususan (min=3.1751,
SD=.75675).
Jadual 5: Perbezaan Tahap PPK Mengikut Pengkhususan
Pengkhususan

Min

SD

Nilai t

Tahap signifikan

Pengkhususan

178

4.1582

.51976

13.776

.000

Bukan

144

3.1751

.75675

Pengkhususan

dccl

Perbincangan dan Rumusan

Kajian ini adalah bertujuan untuk mengetahui tahap pengetahuan kandungan, pengetahuan
pedagogi, PPK dan tahap amalan penerapan nilai patriotisme guru-guru sejarah sekolah
menengah di Sabah. Dapatan kajian menunjukkan bahawa tahap pengetahuan kandungan,
pengetahuan pedagogi dan PPK guru-guru sejarah di Sabah berada pada tahap tinggi
dengan ketiga-tiga pemboleh ubah memperoleh skor min melebihi 3.7. Dapatan ini
menggambarkan bahawa guru berkeupayaan melaksanakan P&P Sejarah yang berkesan
dan berkualiti kepada pelajar-pelajar. Sementara itu, tahap amalan penerapan nilai
patriotisme berada pada tahap sederhana yang perlu diberi perhatian untuk ditingkatkan
supaya selari dengan tahap pengetahuan kandungan, pengetahuan pedagogi dan tahap
PPK. Sewajarnya tahap pengetahuan yang tinggi dalam ketiga-tiga pengetahuan ini diiringi
dengan tahap yang tinggi dalam amalan penerapan nilai patriotisme.
Analisis data untuk melihat perbezaan tahap pengetahuan kandungan, pengetahuan
pedagogi dan PPK dalam kalangan guru pengkhususan dan bukan pengkhususan sejarah
menunjukkan bahawa tahap penguasaan guru pengkhususan sejarah adalah lebih tinggi
berbanding guru-guru bukan pengkhususan sejarah. Begitu juga dengan tahap amalan
penerapan nilai patriotisme mendapati tahap amalan penerapan patriotisme guru
pengkhususan sejarah adalah lebih tinggi berbanding

tahap amalan penerapan nilai

patriotisme guru sejarah bukan pengkhususan. Dapat ini menggambarkan bahawa guruguru pengkhususan sejarah mempunyai kesediaan yang lebih tinggi berbanding guru-guru
bukan pengkhususan dari segi pengetahuan kandungan, pengetahuan pedagogi dan PPK.
Sementara itu, guru pengkhususan sejarah lebih mengamalkan penerapan patriotisme
daripada guru bukan pengkhususan. Dapatan ini menunjukkan bahawa ada keperluan untuk
menambah guru-guru pengkhususan sejarah di sekolah-sekolah bagi meningkatkan
keberkesanan pelaksanaan proses P&P sejarah. Sehubungan itu, pihak institusi yang
melatih guru samada Institut Pendidikan Guru Malaysia (IPGM) atau universiti perlu
meningkatkan pengambilan calon guru khususnya untuk melatih bakal-bakal guru
pengkhususan sejarah.

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dccli

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dccliv

THE IMPLEMENTATION OF 2013 CURRICULUM ON ENGLISH SUBJECT BY THE

TEACHERS OF STATE JUNIOR HIGH SCHOOL 1 OF TARAKAN
Ridwan, Firima Zona Tanjung, dan Syarifa Rafiqa

In general, this research investigated the implementation of 2013 curriculum done by

the English teachers at SMPN (State Junior High School) 1 Tarakan. In specific, the
implementation of the curriculum was examined in relation to the learning preparation,
implementation, and assessment.
This research employed a case study under the umbrella of qualitative approach. The
participants were three English teachers of SMPN 1 Tarakan as the representative of
teachers who were teaching at grade seventh, eighth, and ninth respectively. In order to be
able to describe the implementation of 2013 curriculum done by the English teachers, the
researchers adapted the instruments from the Centre of Teacher Proffesion Development of
BPSDMP-PMP and interview guide. The data were analyzed qualitatively through the
process of: data reduction, data display, and conclusion drawing/verification.
Concerning with the findings and discussion of the research in describing the
implementation of 2013 curriculum on English subject in SMPN 1 Tarakan can be drawn
some conclusion, namely: (1) the learning preparation undertaken by the English teachers
was in conformity with what was planned or could be said to be good in their preparation.
This was because the teachers had taken 2013 curriculum training and they had prepared
the lesson plans together with other teachers under the their assosiation named MGMP; (2)
the learning implementation carried out by the teachers could be said good in implementing
the process of learning. This was due to the teachers were creative and able to implement
the learning strategies and approaches in which the students were provided a lot of chances
to take part in learning such as observing, questioning, practising, and communicating; and
(3) the learning assessment conducted by the teachers was appropriate and met the
expectation or could be said very good in implementing learning assessment in terms of
cognition, attitude, and skill. In this case the teachers assessed by using all kinds of
assessment instruments: the observation sheet of students attitude, tests, assignments,
projects, portfolios, and performance test.
Key Words: 2013 curriculum, learning preparation, learning implementation, dan learning
assessment

* The writers are the lecturers at the English Education Department of Teacher Training and
Education Faculty of Borneo University of Tarakan

dcclv

THE IMPLEMENTATION OF 2013 CURRICULUM ON ENGLISH SUBJECT BY THE

TEACHERS OF STATE JUNIOR HIGH SCHOOL 1 OF TARAKAN

INTRODUCTION
The consideration of the government in developing the 2013 curriculum is relating to
some of the international studies on the ability of Indonesian learners in the international
arena. The results of a survey on the Trends in International Math and Science (TIMSS) in
2007 conducted by the Global Institute showed that only 5% of the Indonesian learners were
able to do the high category of reasoning problems, whereas Korean learners could reach
71%. In contrast, 78% of Indonesian learners were able to do the low category of rote
memory problems, while Korean learners 10%. The other data revealed by the Programme
for International Student Assessment (PISA) in 2009 put the Indonesian on the 10 bottom
rank out of 65 participating countries. Almost all the Indonesian learners apparently can
achieved the lesson up to level three, while many learners from other countries can master
the lessons up to level four, five, even six. The results of both surveys refer to a conclusion
that Indonesian learners learning achievement are left behind. Within this framework, the
need for changes and the development of curriculum that begins with the arrangement of the
four elements of national standards, namely graduation competency standard, content
standard, process standard, and assessment standard (Mulyasa, 2013: 60).
The curriculum should be able to equip learners with a wide range of competences.
Competences are needed in the future in accordance with the global development, that is:
the ability to communicate, the ability to think clearly and critically, the ability to consider the
moral aspect of a problem, the ability to become responsible citizens, the ability to try to
understand and tolerant of different views, the ability to live in the global community, have a
broad interest in life, have the readiness to work, have the intelligence according to
talents/interests, and have a sense of responsibility towards the environment.
2013 curriculum emphasizes on the character education, especially at the elementary
level that becomes the foundation for the next level. Through the development of 2013
curriculum which is competency-based and character-based, we expect that this nation will
be a dignified nation, its people have added value, and sale value that can be offered to
other people and other nations in the world, so that we can compete, and even compete with
other nations in the global rules.
Character education in the 2013 curriculum aims at improving the quality of
educational process and outcomes that leads to the formation of character and noble
character of learners as a whole, integrated and balanced, in accordance with the graduation
competency standard at any educational units. This is in accordance with the objectives
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listed in Permendikbud No. 69 Year 2013 about the Basic Framework and Curriculum
Structure of Junior High School/Madrasah Tsanawiyah is to prepare Indonesian humans in
order to have the ability to live as individuals and citizens who believe in God, are
productive, creative, innovative, affective, and able to contribute to the society, nation, state,
and world civilization (Kemendikbud, 2013: 4).
The existence of 2013 curriculum becomes a great attention and leads to controversy
for many people, some people regard 2013 curriculum is not ready to implement (Mulyasa,
2013: 35), because it is a new concept that is not easy to apply in practice. At the time of the
School Based Curriculum (SBC) called 2006 Curriculum has been running well, appearing
new government decree on renewal of the curriculum model of SBC into the 2013 curriculum
which develops attitude, knowledge, and skills tailored to potential learners, school and
community needs. Based on my observation on teachers conducting learning process and
interview to teachers and Principals when being a team of monitoring and evaluation in
2014, there were many teachers who do not understand well about 2013 curriculum and not
all schools were ready to implement it. The target school teachers admitted that they had
problems in understanding the curriculum in 2013.
This is the basis for the government through the minister of education and culture
(Permendikbud No. 160 of 2014) to suspend the implementation of the 2013 curriculum for
schools that have implemented it in a semester (starting from 2014/2015 academic year) in
order to reuse the 2006 curriculum. For the schools which have implemented 2013
curriculum in three semesters (starting from 2013/2014 academic year) in order to continue
to implement the 2013 curriculum and become the school developers and school pilotting of
2013 curriculum.
In Tarakan, the North of Kalimantan, State Junior High School (SMPN) 1 Tarakan is
one of the schools that have implemented the 2013 curriculum and is pointed to be school
model in Tarakan and even in North Kalimantan. Therefore, the researchers conducted a
study to see how far the implementation of 2013 curriculum conducted by teachers
especially English teachers at SMPN 1 Tarakan viewing from how they plan and do the
English teaching and learning process, as well as how they evaluate the students based on
2013 curriculum objectives.

REVIEW OF RELATED LITERATURE

In the 20th century, changes in the curriculum are also caused by the change of
ideas about the curriculum itself. The changes of ideas are caused by the development of
psychology, anthropology, and sociology. The change of ideas include (Nasution, 1988: 17):
2

first, is the change of emphasis on rote learning and memory, and mental of discipline to the
purpose, meaning, and motivation to achieve the goals in the learning process; second, is
the change of belief in tradition and subjective opinions to users of methods and results of
scientific discovery as a basic process of education (educational technology); third, is the
conviction that what is learned as important as how we learn. So the learning process is as
important as the product or result of learning. Fourth, is the change in the pattern of
curriculum development by experts who select and prepare materials based on the logic of
each discipline towards broad participation from the teachers, students, community/society
and experts to identify the goals of education and ways to achieve them.
The term curriculum became more popular as more and more definition of the
curriculum arise. Based on the results of the collection of information about the word
curriculum in 1916-1982, has obtained several statements that can be developed as a
definition of the curriculum, as Taba in Ruhimat, et. al. (2012: 2-3) says that a curriculum is
a plan for learning; therefore, what is known about the learning process and the
development of the individual has beating on the shaping of a curriculum. According to
Oliva (1982: 10), curriculum is the plan or program for all experiences which the learner
encounters under the direction of the school. Meanwhile, the definition of curriculum
according to Government Regulation Number 19 Year 2005 on National Education
Standards, is a set of plans and arrangements regarding the purpose, content, and teaching
materials and methods as a guide of the implementation of learning activities to achieve
specific educational goals.
Curriculum of 2013 is competency and character based curriculum. Curriculum of
2013 was born as a response to the various criticisms of School Based Curriculum 2006. It
is in accordance with the development needs and the world of work. Curriculum of 2013 is
one of the government's efforts to resolve the various problems being faced by the world of
education today. The theme of 2013 curriculum is generating Indonesian people which are:
productive, creative, innovative, affective; through the strengthening of attitudes, skills, and
knowledge which are integrated. Based on the theme, the implementation of 2013
curriculum is expected to produce a productive, creative, and innovative human
(Permendikbud No. 59 Year 2014).
Curriculum Curriculum of 2013 is designed with the following characteristics
(Permendikbud No. 59 Year 2014): (1) Developing a balance between spiritual and social
attitudes, knowledge, and skills, and applying them in various situations in the school and
community; (2) Putting the school as part of the community that provide a learning
experience so the learners are able to apply what is learned in the school to the community
and utilize the community as a learning resource; (3) Giving freely enough time to develop a
variety of attitudes, knowledge, and skills; (4) Developing the competencies expressed in
3

terms of class core competencies which is specified more in basic competence of subjects;
(5) Developing class core competence into organizing elements of basic competence. All the
basic competencies and learning processes are developed to achieve the competence
stated in core competencies; and (6) Developing a basic competence based on the
accumulative principle, mutually reinforced and enriched between-subjects and education
level (horizontal and vertical organizations).
The expected objective of the implementation of 2013 curriculum is not impossible to
be achieved. It is because the curriculum is competency and character based which
conceptually has several excellences (Mulyasa, 2013: 164): First, 2013 curriculum uses a
scientific approach. Learners as a subject of study will be led to develop various
competencies according to the potention of each. Second, 2013 curriculum is competency
and character based curriculum, so it may underlie the development of other capacities in
various aspects (mastery of knowledge, specific skills, and personality) which are able to be
optimal based on the specific competence. Third, many fields of study related to the
development of skills which are more appropriate to use the competency approach.
In 2013 curriculum, syllabus development is no longer done by the teacher, but has
been prepared by a team of curriculum developers, both at central and regional levels
(Permendikbud No. 59 Year 2014). Thus teachers develop only lesson plans based on the
teacher guide books, student guide books and resource books which have all been
prepared. The English teachers guide book is an accompanying book for the students guide
book for ELT. The book is usefull for the teachers to guide well the learning process
performed by the students through the textbooks which have been arranged in accordance
with the principles developed in 2013 curriculum.
Generally, teacher guide book consist of general instructions, learning guidelines for
each chapter and evaluation guidelines (Kemdikbud, Bahasa Inggris: Buku Guru, 2014: v).
The English book of 2013 curriculum for students guide are prepared to improve their
language skills. The book display is using a text-based learning approach, whether oral or
written, by placing the English language as a vehicle of communication. This book explains
the minimum effort which should be done by the students to achieve the expected
competencies.
In accordance with the approach used in 2013 curriculum, students are encouraged
to be brave to look for other learning resources around them. The role of teachers in
improving and adjusting the absorption of students with the availability of the activities in this
book is very important. Teachers can enrich it with creations in the form of other suitable and
relevant activities which are sourced from the social and natural environment. The creations
can be put into lesson plans (Kemdikbud, Bahasa Inggris: Buku Siswa, 2014: iii). Based on
Permendikbud No. 103 Year 2014, a lesson plan at least contains of: (1) The identity of the
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school, subject or theme, class/semester, and the allocation of time; (2) Core Competence,
Basic Competence and indicators of competencies achievement; (3) learning materials; (4)
learning activities that include preliminary activities, main activities, and the post activities;
(5) assessment, remedial learning, and enrichment; and (6) media, tools, materials, and
learning resources.
Lesson plans arrangement must be adapted to the syllabus. Syllabus design is one
aspect of curriculum development but is not identical with it. A syllabus is a specification of
the content of a course of instruction and lists what will be taught and tested (Richards:
2002: 2). Lesson plan is arranged and prepared by the teacher based on the syllabus with
the following principles: (1) fully loads basic competence of spiritual attitudes, social
attitudes, knowledge, and skills; (2) can be implemented in one or more than one session;
(3) pay attention to individual differences of learners; (4) student-centered; (5) contextbased; (6) contemporary-oriented; (7) develop independent learning; (8) provide feedback
and follow-up of learning; (9) have relevance and coherence between competencies and
between

content;

and

(10)

utilizing

information

and

communication

technology

(Permendikbud No. 103 Year 2014).

In addition to the innovation of syllabus development, innovation also occurs in the
development of curriculum structure. The curriculum structure formulated after going through
a process of discussion and structuring the curriculum. For Senior High School, the
curriculum structure in subjects divided into two groups, named the compulsory subjects and
the specialization subjects. The specialization subjects group aims: (1) to provide
opportunities for students to develop an interest in a group of subjects in accordance with
the scientific interest in the college, and (2) to develop their interest in a discipline or a
particular skill (Permendikbud No. 103 Year 2014). English entered into the two groups of
subjects, so it provides more opportunities for students who have the talent and interest to
improve their ability in English.
Relating to the evaluation such as the aspects and the way, there are some
differences between the evaluation in the School Based Curriculum 2006 and the evaluation
in 2013 curriculum. The emphasis of evaluation in School Based Curriculum 2006 is on
cognitive aspect only and tests become the dominant method of assessment. While in the
Curriculum 2013, the evaluation emphasizes on cognitive, affective, and psychomotor
aspect proportionally, so that the assessment of tests on portfolios are complementary
(Permendikbud No 104 Tahun 2014). Evaluation of learning outcomes by educators is
should be implemented in the form of authentic and nonauthentic assessment. The form of
authentic assessment includes the result of students observation activities, field
assignments, portfolios, projects, products, journals, laboratory work, and performance, as

well as selfassessment. The form of non-authentic assessment includes tests, quizzes, and
exams.
RESEARCH METHOD
This research employed a case study. Case study is the study of an instance in
action. It selects an instance from the class of objects and phenomena and investigates the
way this instance functions in context (Nunan, 1992: 75). The case of this study is the
implementation of 2013 curriculum done by the English teachers of SMPN 1 Tarakan. It is
explored on how the teachers plan the learning preparation which leads to make it function
in teaching and learning process, as well as how they evaluate the students based on 2013
curriculum objectives.
With respect to the type of research then the participants was drawn purposively, i.e.
retrieval techniques of data sources with consideration criteria are practitioners of 2013
curriculum, especially the English teachers. The data were collected from 3 (three) English
teachers who were the representative of each school grade, namely: teacher S (initial
name) from the seventh grade, teacher M from the eighth grade, and teacher AY from the
ninth grade. Those teachers were pointed by the school Principal and by their own
readiness. The teachers teaching documents were honestly asked in order to see on how
they plan the learning, then being ready to observe their conducting learning process, and
learning evaluation as well. Indepth interview were also carried out at the time by their
convenience. To equip the researchers in collecting the data, the instruments from the
Centre of Teacher Proffesion Development of BPSDMP-PMP and interview guide were
adapted. The data were then analyzed qualitatively using Miles and Huberman analysis
through the process of: data reduction, data display, and conclusion drawing/verification.

RESULTS AND DISCUSSION

2013 Curriculum is a curriculum-based character and competence that provides

opportunities for the learners to achieve a certain competence so that the learners can
develop their competencies of attitudes, knowledge, and skills. The curriculum was
developed in 2013 in accordance with the needs of learners in the development of science,
culture, technology, and art, and the balance between spiritual attitudes and social,
creativity, cooperation with the intellectual and skills. The Implementation of 2013 curriculum
into instructional practices provides a new concept in the world of education, resulting in the
impact of changes in knowledge, skills, and attitudes of the learners.

The success in the implementation of 2013 curriculum depends on the creativity of

teachers, because the teachers as a factor that determines the success of the students
learning. Teachers as a determinant of learning should at least have an open attitude related
to the implementation of 2013 curriculum as a new curriculum and understand the ins and
outs of the curriculum itself in order the process of implementing the curriculum runs as
expected.
It can be seen from the interview to English teachers, for example, a teacher with the
initials "AY" saying: "I think K-13 really helps me as a teacher, because everything has been
available so we just design learning, then my effort is by increasing insight into the K-13
itself. " The positive attitude and knowledge of the teachers about 2013 curriculum is
essential and they agreed to implement the curriculum for the advancement of education at
SMPN 1 Tarakan.
Once the teachers understand more about the 2013 curriculum, the teachers should
surely practice it in the learning process. In implementing the teaching and learning, there
are three related dimensions. They cannot be separated. They are teaching preparation,
teaching and learning process, and learning assessment or evaluation. The teaching
preparation establishes the materials that will be taught, the media that will be chosen, and
the methods that will be used in teaching learning and process. In such way, the evaluation
procedures will be used to know the product of teaching learning process and students
achievement. Those three dimensions done by the teachers are as follows:
Teaching Preparation
Teaching preparation is viewed from how teachers prepare the lesson plan and other
learning set as a first step in implementing the learning activities. The review of the lesson
plan document showed that the three teachers (initial names "S", "M", and "AY") in planning
learning activities is appropriate or indicators have been met with the components
measured. However, on the component in formulating learning objectives the teacher did not
formulate it. It is understandable because the implicit learning objectives are the part of
indicators of competence achievement to be achieved which covers aspects of knowledge,
skills, and attitude.
The analysis of lesson plan documents is reinforced by the results of the interview
that the teachers did not encounter any obstacles in making lesson plan because they firstly
made it by themselves then discussed with the other teachers who teach at the same grade
level, and guided by Guru Inti. Guru Inti is a teacher who has got special training to be a
teacher facilitator.
In general, the lesson plan made by the teachers are in accordance with the
guidelines of 2013 curriculum (Permendikbud No. 65 Year 2013 and Permendikbud No.81A
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Year 2013) which includes: (1) the identity of the school/madrasah, subjects or themes,
class/semester, and time allocation; (2) the core competences, basic competences, and
indicators of competences achievement; (3) learning materials; (4) the learning activities that
include opening activities, core activities, and closing activities; (5) assessment, learning
remedial, and enrichment; and (6) media, tools, materials, and learning resources. The
logical learning sequence of scientific approachso called 5Mis also written in the lesson
plan. 5M are Mengamati (oberving), Menanya (questioning), Mengumpulkan informasi
(collecting

information

and

experimenting);

Mengasosiasi

(associating);

and

Mengkomunikasikan (communicating).
It is seen that the English teacher of SMPN 1 Tarakan has developed lesson plans
based on the main principles as expected in Permendikbud No.103 Year 2014 which
includes: (1) contain the full basic competences of spiritual attitudes, social attitudes,
knowledge, and skills; (2) can be implemented in one or more than one session/meeting; (3)
pay attention to the individual differences of learners; (4) learner-centered learning; (5)
context-based learning; (6) contemporary oriented; (7) develop independent learning; (8)
provide learning feedback and follow-up; (9) have relevance and coherence among
competences and/or among subjects; and (10) use information communication and
technology.

Teaching and Learning Process

In this dimension, the English teachers execute the lesson plans they have been
prepared. The activities of a learning process created by the teachers in the class should
have the characteristics as mentioned in Permendikbud No. 103 Year 2014, they are
interactive and inspiring; fun, challenging, and motivating learners to actively participate;
contextual and collaborative; providing enough space for innovation, creativity, and
independence of learners; and in accordance with their talents, interests, abilities, and
physical and psychological development of learners.
The implementation stage of learning is the teaching and learning process as the
core element of a learning activity. Implementation of learning can be seen in the teachers
activities in implementing the learning process in the classroom. Implementation of learning
English should be in accordance with 2013 curriculum which includes: (1) do apersepsi
(zone of proximate development) and motivation; (2) convey learning competence and
action plans; (3) master the subject matter; (4) implement instructional strategies; (5) apply
scientific approach; (6) utilize learning resources/media in learning; (7) engage learners in
learning; (8) use correct and appropriate language; and (9) close the learning process.
Based on the observation, the implementation of teaching and learning process in
general, was done according to the 2013 curriculum guidelines. The three teachers in the
8

implementation of teaching and learning was appropriate or indicators have been met based
on the components of learning activities that are measured.
All three teachers from the opening activities until the closing activities had been
implemented the teaching and learning process properly and in accordance with the 2013
curriculum. For example, in opening activities, the teachers began to recite the prayer, recall
the previous lesson, provide a stimulus to the students related to the subject matter. In core
activities of learning, the teachers utilize instructional media such as LCD, books, and the
most important is the readiness and students' understanding of the subject matter. In the
application of learning models, approaches and learning strategies, the teachers adjust to
the student's ability and readiness in using the models of learning and its application to see
the characteristics of students, so it is necessary to select models, approaches and
strategies in order the learning objectives could be achieved. Besides teaching model, the
teachers also engage students in the use of learning resources/media by asking the
students to find out other information other than textbooks such as from the internet and
other supporting materials. Essentially, during the learning process, the students are very
enthusiastic and active in learning. In closing activities, the teachers reflected the learning
materials that had been taught by involving the students, then the teachers concluded
material, and gave direction about what to do for the next meeting.
However, there are also some components of the activities that had not been done
completely such as in: (1) the component of doing apersepsi and motivation like asking
challenging questions to motivate students, it seems that the teacher "S" was not
maximized, and in delivering the benefits of learning, the teacher "M" was also not
maximum; (2) component of conveying competence and action plans, the three teachers
were seen not maximized; (3) component of teachers mastery of learning material, the
indicator of the ability to adapt material to the learning objectives, seen that the three
teachers performed less maximum; and (4) the ability to relate the learning materials with
other relevant knowledge, science, and technology development, and real life, the teacher
"S" was seen not maximized.
These deficiencies can be covered with most of components of learning process had
been done well. The learning could be said successful because the teachers taught with the
polite appearance, good attitudes. The teacher also creates discipline, convenience, safety,
and compliance with the regulations in organizing the learning process. The most important
thing is the teacher appreciates every single student despite their religious background,
ethnicity, gender, and socioeconomic status which certainly exist because SMPN 1 Tarakan
is a junior school which is located in the center of the city with the quite high heterogeneity of
the students.

Learning Assessment
Assessment phase of learning is an activity undertaken by the teacher to measure
the success of learners in achieving learning objectives. The assessment must do by using
the test and non-test and must be in accordance with 2013 curriculum guidelines which
includes attitude, knowledge, and skills.
The result of observation, the process of giving assessment done by the teachers
had been run in accordance with the curriculum guidelines, although there were teachers
who had not implemented completely, e.g.: (1) on the component of attitude assessment, the
teacher S and AY in observing the students attitude during the learning process did not
do well that means that the teachers did not use the rubrics; but based on the interview, they
usually did after the learning process done by recalling; (2) on the component of assesing
the aspect of knowledge, the teachers have done well; and (3) on the component of
assessing the aspect of skills, except the teacher M did not have the appropriate rubrics.
The results of the observation can be supported by the results of interviews that the
process of assessment by the three teachers in term of assessing the students knowledge
was measured by using test such as exercises drilling, tasks, daily tests, midterm, and final
exams and were equipped with scoring guidelines. Students skills were measured using
observation sheet to measure skills such as speaking were observed on the aspects of
fluency, accuracy, intonation, and pronunciation; the other instruments to measure skills are
portfolio and project. While the students attitude were measured using observation
techniques and teachers journal.

CONCLUSION

Based on the results of research and discussion in describing the implementation of the
2013 curriculum done by the English teachers of SMPN 1 Tarakan could be drawn some
conclusion, namely: (1) the learning preparation undertaken by the English teachers was in
conformity with what was planned or could be said to be good in their preparation. This
was because the teachers had taken 2013 curriculum training and they had prepared the
lesson plans together with other teachers under the their assosiation named MGMP; (2) the
learning implementation carried out by the teachers could be said good in implementing the
process of learning. This was due to the teachers were creative and able to implement the
learning strategies and approaches in which the students were provided a lot of chances to
take part in learning such as observing, questioning, practising, and communicating; and (3)
the learning assessment conducted by the teachers was appropriate and met the
expectation or could be said very good in implementing learning assessment in terms of
10

cognition, attitude, and skill. In this case the teachers assessed by using all kinds of
assessment instruments: the observation sheet of students attitude, tests, assignments,
projects, portfolios, and performance test.

REFERENCES

Arikunto, Suharsimi. 2007. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.

Diane-Freeman, Larsen. 2000. Techniques and Principles in Language Teaching, second
edition. London: Oxford University Press.
Hamalik, Oemar. 2009. Dasar-Dasar Pengembangan Kurikulum, Bandung: Remaja
Rosdakarya.
Hamalik, Oemar. 2004. Proses Belajar Mengajar, Jakarta: Bumi Aksara.
Kementerian Pendidikan dan Kebudayaan. 2014. Bahasa Inggris: Buku Guru, Jakarta:
Balitbang Kemdikbud.
Kementerian Pendidikan dan Kebudayaan. 2014. Bahasa Inggris: Buku Siswa, Jakarta:
Balitbang Kemdikbud.
Kunandar. 2011. Guru Profesional, Jakarta: Rajawali Pers.
Kunandar. 2014. Penilaian Autentik (berdasarkan Kurikulum 2013), Jakarta: Rajawali Pers.
Mulyasa. 2006. Kurikulum Tingkat Satuan Pendidikan; Sebuah Panduan Praktis. Bandung:
PT Remaja Rosdakarya.
Nasution, S. 2011. Asas-asas Kurikulum, Jakarta: Bumi Aksara.
Nunan, David. 1992. Research Methods in Language Learning, New York: Cambridge
University Press
Oliva, Peter F. 1982. Developing the Curriculum, Canada: Little, Brown & Company.
Permendikbud RI No 59 Tahun 2014 tentang Kurikulum 2013 Sekolah Menengah
Atas/Madrasah Aliyah.
Permendikbud RI Nomor 65 Tahun 2013 Tentang Standar Proses Pendidikan Dasar dan
Menengah.Kemendikbud
Permendikbub RI Nomor 66 Tahun 2013 Tentang Standar Penilaian Pendidikan.
Kemendikbud
Permendikbud RI Nomor 69 Tahun 2013 Tentang Kerangka Dasar dan Struktur Kurikulum
Sekolah Menengah Atas/Madrasah Aliyah. Kemendikbud
Permendikbud RI Nomor 81A Tahun 2013 Tentang Implementasi Kurikulum, Pedoman
Umum Pembelajaran. Kemendikbud
Permendikbud RI No 103 Tahun 2014 tentang Pembelajaran pada Pendidikan Dasar dan
Pendidikan Menengah.
Permendikbud No 104 Tahun 2014 tentang Penilaian Hasil Belajar oleh Pendidik pada
Pendidikan Dasar dan Pendidikan Menengah.
Permendikbud RI No. 160 tahun 2014 Tentang Pemberlakuan Kurikulum Tahun 2006 dan
Kurikulum 2013. Kemendikbud
Pusat Pengembangan Profesi Pendidik BPSDMP-PMP. 2014. Materi Pelatihan Guru:
Implementasi Kurikulum 2013.
Richards, Jack C. and Theodore S. Rodgers. 2001. Approaches and Methods in Language
Teaching, second edition, New York: Cambridge University Press.
Richards, Jack C. 2002. Curriculum Development in Language Teaching, New York:
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Ruhimat, Toto dkk, 2012. Kurikulum dan Pembelajaran, Jakarta: Rajawali Pers.
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UU No 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

11

A SURVEY ON READING STRATEGIES AMONG PRE UNIVERSITY STUDENTS AT

FORM SIX CENTRE, SABAH.
Naimah Derin
Faculty of Education and Psychology
University Malaysia Sabah
naimahderin@gmail.com
ABSTRACT
In higher education, reading of academic texts is considered as an essential access to
scientific knowledge. Consequently, the use of reading strategies in the L2 literature studies
has recognized and identified reading strategies as a significant aspect to facilitate reading
comprehension among readers. Therefore this survey study utilizing the inventory of Survey
on Reading Strategies Questionnaire (SOR) developed by Mokhtari and Sheory (2003) has
been explored to identify the two types of readers; high and low proficient readers. Mokhtari
and Sheory (2003) identified three major reading strategies; GLOB (Global), SUPP (Support)
and PROB (Problem Solving) strategies. These strategies are classified in the questionnaire
and the reading test. It is quite perplexing to understand how reading strategies related to
the text as reading is known as very personal cognitive activity. Therefore, test specification
theory Bloom Taxonomy is manipulated to gain methodical results. This research
conducts a quantitative approach by operating the descriptive (mean and standard of
deviation) and inferential (Magnitude of effect) statistics. 250 participants from pre university
students randomly selected to respond to the questionnaire and answer a set of MUET
Reading Test. The texts for the test are varied in level of difficulty adapting cognitive bloom
taxonomy level of questions which coordinated with types of strategies used. The
questionnaire finding revealed that PROB strategy was favoured by both readers,
However, the reading test finding was implausible. The reading test discovered that SUPP
strategy attached more to both readers. To strengthen scrupulous answer, Effect size had
given a better interpretation of the finding. The questionnaire provided all
reading
strategies to be negative effect to the high proficient readers (HPR) yet large positive effect
to the low proficient readers (LPR). In contrary, the reading test illustrated SUPP strategy
was mostly effective to both readers with different degree of effect.
Keywords: Reading strategies, reading comprehension, high proficient and low proficient
readers.
INTRODUCTION
There is no overemphasising the importance of proficient reading today. The ability to read
efficiently is particularly important in educational contexts, but maybe most of all in postsecondary education, where reading for study purposes often in the L2, is exercised on a
daily basis.
This study investigates how a group of form six students cope with reading tasks.
Specifically, it highlights the reading strategies that the students under study report using
while reading academic, rather than leisure-related texts in English. Reading strategies are
defined here as deliberate, conscious procedures used by readers to enhance text
comprehension (Sheorey & Mokhtari 2001:433), and their application is believed to
contribute to efficient reading (cf. Auerbach & Paxton 1997: 240- 241). Hence, this study
attempts to answer these research question :
1.
2.

Which reading strategies (as claimed) mostly used by the participants?

Which reading strategies (in actual) mostly used in the test?
12

3.
4.

Do reading strategies give effect to high and low proficient readers?

What is actual effect shown in the reading test performance for high and low
proficient readers?

In recent years, an increasing number of researchers believe that the reading process is an
active process in which reading skills can be developed. The viewpoint has moved from the
text as object to that of the text as process by encouraging close interaction between the
reader and the text. Considerable attention has been paid to understanding what competent,
skilled readers typically do while reading, including identifying the strategies they use and
how and under what conditions they use those strategies. This line of research has been
useful in second language readers to increase their awareness and use of reading strategies
to improve comprehension (Garner, 1985).

METHODOLOGY
This study main approach is quantitative design and it is more accurate by utilizing
the magnitude of effect. Thus, to have a better view, as the most favoured method
commonly used in social sciences concerning participants attitude, opinion, perception or
intention on something, interval scale is best to describe the variables in terms of some
equal intervals between them (Zainuddin, 2012). The scale allows the participants to select
an appropriate response in which the value falls in a given interval. In terms of data analysis,
this study focuses on descriptive statistics and inferential statistic ( Effect size). Based on
research questions, the descriptive statistic is sufficient to describe the characteristics of the
participants in a population. In addition, the data collected were entered into SPSS data
editor before conducting the analysis. 250 pre-university students from the form six centre
school in Sabah - aged between 19 to 20 years old took part in this study.
Other than responding to questionnaire, a test of similar MUET Reading Skill is set for the
participants to cross-check the real response with the test performance in random manner.
On the other hand , the test specifically done to examine participants application on the
strategies stated in the questionnaire.
Individual scores from the questionnaire and test were grouped according to their sub-scale
category namely the Global Reading Strategies (GLOB), Problem Solving Strategies
(PROB) and Support Strategies (SUPP), The data recorded and added up to obtain the total
score for the entire instruments. The statistical procedures used in this study is the
descriptive statistics mean and standard of deviation scores. The overall means for each
sub-scale are categorized as below:

Questionnaire Mean Descriptors:

High
- 3.5 to 5.0
Moderate
- 2.5 to 3.4
Low
- 2.4 to 1.0

MUET Reading Test Mean Descriptors:

High
- 0.5 to 1.00
Moderate
- 0.31 to 0.49
Low
- 0.0 to 0.30

13

Table 1 : Effect Size interpretation

Value of effect size
ES < 0.2
0.2 ES < 0.5
0.5 ES < 0.8
ES 0.8

Effect
Nil
Small
Medium
Large

To understand on the effect size or magnitude of the effect, it is basically can be described
as the degree of difference or the strength of relationship of two values (Carver, 1993;
Cohen, 1988; Greenwald, Hedges & Laine, 1996); Hetrick, 1999; Izard, 2000, 2001; Kirk,
1996; Lane, 1999). According to Hunter, Schmidt and Jackson (1982) state that effect size is
the difference between the means in the form of standard score. On the other aspect for
effect size interpretation is described in table 1.

RESULTS
1. Questionnaire Findings
1.1 Reading strategies that mostly used by the participants.
Based on the results, comparing the mean between three strategies postulated, it is shown
that Global strategy overall mean = 3.70 means that most of the participants usually think
about what they know to help them to understand what they read. They reported they do
take overall view of the text before reading it other than utilizing the context clues to have
better understanding of the text. When they come across new information, the usually check
their understanding and even guess the contents of the text and checked whether their
guesses are true or wrong. Lastly, the data showed, participants also think of the information
in their mother tongue.
Whilst, for the Support strategies, mean shown is similar to Global strategy. That is 3.70.
With 6 items agree that the participants usually underline or circle the information in text to
help them to remember the information. Normally, they will use reference material like
dictionary in order to assist them to understand texts. They even paraphrase in their own
words for better understanding of texts. Other than that, they always go back and forth in the
text to find relationship among the information, ask questions to themselves about what they
like the text to answer their questions. They admitted that they translated what they read
from English to their native language. Responding to the last part, translation always time
consuming in particular if they need to answer question during examination, the strategies
might not be effective. This supported by L2 readers which differ widely from L1 readers in
terms of linguistic resources supporting comprehension. (2005 Nuttall) argues vocabulary is
seriously challenged in L2 reading and further research clearly points at the link between a
limited L2 vocabulary and resulting restricted reading comprehension (Kamil, Pearson, Moje,
& Afflerbach, 2011).
Out of 9 items of Problem solving strategy, only 7 item positively answered by the
participants. It shown the mean=3.96 . Comparing to other two strategies, it reflected that
the participants usually apply these strategies. Namely ;1) they read slowly and carefully to
14

make sure they understand what they read. 2) They will always get back on track when they
lose concentration ;3) while adjusting their reading speed in particular, 4) when the text
becomes difficult by paying attention to what they read. 5).They also visualize the
information to help them to remember what they read. 6) Re-reading the text was one of
participants applied strategies in order to increase their understanding. Lastly 7) guessing of
unknown words also promote their understanding.
Looking at the three findings of the three strategies reported applied by the participants, it
seems that the Problem solving strategies (mean= 3.96) showed higher mean than the
support and the global strategies.
2. MUET Reading Test Findings
2.1 Reading strategies that mostly used in the test.
The descriptive statistic shows that there are 7 out of 27 items for GLOB strategies are
identified. Namely GLOB3, GLOB4, GLOB5, GLOB8, GLOB12, GLOB17 and GLOB27 (refer
appendix 1). The Mean result is 0.54. This means that, those 7 strategies are highly used.

Whereas, descriptive statistic for SUPP strategy shows only 3 out of 5 items of strategies
were used. There are SUPP1, SUPP2 and SUPP3 (refer appendix 1) which Mean= 0.61.
The mean indicated that the three strategies for SUPP also showed highly used during the
test.

Finally, descriptive statistic for PROB strategy, there are 3 items identified (PROB2, PROB7,
and PROB9- refer appendix 1) out of 13 items exhibited highly used during the test. The
Mean= 0.57 exposed that , the participants were quite fond of PROB strategies.

Comparing the three major strategies (GLOB, SUPP and PROB), it can be concluded that
SUPP strategy is more favoured by the participants during the test.
3. Effect Size Comparison among High (HPR) and Low proficient (LPR) readers.
Table 2 : Effect Size Comparison between HPR and LPR
H
L
Strategy
sp
Mean
es
Mean
es
GLOB

0.53

3.87

-0.74

2.17

2.46

SUPP

0.60

4.01

-0.58

2.20

2.42

PROB

0.56

4.08

-0.42

2.17

2.96

The effect size shown (tabe 2) by each strategy states here with the GLOB strategy es for
HPR
(-0.74) denotes there is a medium negative effect of this strategy used by the HPR.
Whereas, the LPR es= 2.46; signifies a very large effect which also means that the LPR
15

claims that they used this strategy for their text reading and understanding technique.
Whilst, the effect size for SUPP strategy; the HPR (-0.58) indicates there is medium
negative effect of this strategy used by them. Comparing to LPR (2.42), indicates that this
strategy is used with very large effect to them. The final strategy PROB strategy exhibits
the HPR es= -0.42 suggests that this strategy unlikely utilized for their reading and
understanding which implies small negative effect to them. In contrast, the LPR claims that
this strategy has a very huge effect with es= 2.96. To sum up for the effect size results on
the questionnaire items, it can be concluded that HPR reported that all three strategies
(GLOB, SUPP and PROB) give negative effect to them differs to LPR where all three
strategies give large positive effect to them.
4. The actual effect size shown in the reading test performance for high and low
proficient readers.
Table 3: MUET Reading Test Effect Size

Strategy
sp

Mean

es

Mean

es

GLOB

0.12

0.57

-1.77

0.24

-1.99

SUPP

0.23

0.69

0.34

0.16

2.61

PROB

0.14

0.59

-1.37

0.30

0.68

The effect size results for the MUET reading test (table 3) reveals quite a huge discrepancy
among the three strategies used for both types of readers. That is, GLOB strategy shows
HPR es= -1.77 and LPR es= -1.99. Whereas, SUPP strategy HPR es= 0.34 and LPR es=
2.61. For the PROB strategy, HPR es= -1.37 and LPR es= 0.68. In details, the GLOB
strategy both HPR (-1.77) and LPR ( -1.99) show very large negative effect . However,
interesting result for the SUPP strategy discloses that the HRP es= 0.34, but the LPR es=
2.61 is surprisingly high outcome. These mean that the HRP (0.34) effect size shows SUPP
strategy gives slightly small effect to them and the LPR (2.62) shows very large effect. On
the other hand, PROB strategy reported effect size for HPR (-1.37) connotes that there is
very large negative effect. In contrast, the LPR es= 0.68 results in medium effect.

To conclude the effect size results on the MUET reading test , it can be deduced that HPR
result shows that two negative effects (GLOB and PROB) and one positive small effect
(SUPP) . LPR on the other hand gives GLOB very large negative effect. Large positive
effect on SUPP strategy and medium effect result for the PROB strategy.

16

DISCUSSION
Results Comparison between Questionnaire and MUET Reading Test
The first RQ shows the three strategies utilized by the participants namely ; GLOB
(Mean= 3.70), SUPP (Mean= 3.70) and PROB (Mean= 3.96). This reflects that the
participants claimed that they always or almost always used the strategies with high
mean. However, among three strategies, PROB strategy shows quite high than the two
strategies.
PROB2 item statement: participants will read slowly and carefully to make sure that they
understand what they read. In this case, it occurs probably, the readers take time to
understand the text and they needs to read slowly and carefully due to interpretation of a
printed message that influenced by the readers personal background and history,
knowledge and belief that brought in to constructing schemata to provide them the
interpretive framework to comprehend the text discourse (Rummelhart,1977 and Ortony
,1975) This connected to PROB3 item which states that they will try to get back on track
when they lose concentration as they will find the connection between the information in the
text with what they know. It also can be concluded that most of the participants categorised
of using lower-level reading processes and supported by Grabe & Stoller (2002) whose
identify poor L2 readers are slower in word recognition and generally weak at rapid and
automatic syntactic processing because they developed an overt knowledge on L2
grammatical structures before they become fluent readers. As a result, they need to adjust
their reading speed in order to understand the text better. Coincidently with the claim made
to answer the PROB4 item which states that they will adjust their reading speed according
to what they are reading, when text becomes difficult, they will pay closer attention to what
they are reading (PROB5) and the participants will try to picture and visualize information to
help them to remember what they read (PROB7). PROB7 is also well supported in the
Human Cognitive system (Newell and Simon, 1972) where the readers will activate their
working memory in order to transform the information into an internal form. Thus, when text
becomes difficult, they will re-read to increase the understanding (PROB8). This can be
related that how the readers response when they claimed that they adjust the reading speed
and re-read when the text become difficult. In fact, despite of the readers weakness, the
PROB4 and PROB8 do contribute to the readers reading and understanding.
While, PROB9 describes; when they read, they will guess unknown words or phrases.
PROB9 can be concluded that the participants almost always use this sub-strategy.
However, past longitudinal study by Parry (1991) proven that guessing word meaning from
context is not a successful strategy in students vocabulary development. According to Parry
(1991), successful reader guess less and read more so that they can expose themselves to
many more words in meaningful context. In contrary, Phan (2006) stated that guessing
meaning is also part of cognitive mental activities and considered as strategies. Overall
understanding, most of the readers claimed to use PROB strategy yet it seems that their
responds still low level of PROB attainment.
To decide truthfulness of the exact strategies used as depending on questionnaire alone is
insufficient to understand in depth on the reading strategies. According to Tseng, Drnyei,
and Schmit (2006), such self-report questionnaires are based on the assumption that
strategy use and strategic learning are related to an underlying trait because items ask
respondents to generalize their actions across situations rather than referencing singular and
specific learning events. Therefore a test was conducted to find out more about the survey.

17

To compare the questionnaire findings with the actual performance, scores showed equal
results where it can be seen that, generally the readers actual performance almost similar to
what they claimed. All three strategies ( GLOB, SUPP and PROB) are utilized with High
mean. However, interestingly, the result is contradict in terms of the strength of which was
claimed with the actual result. That is, questionnaire, revealed that they favour PROB
strategy than other two. Vice versa in actual, they utilized more on SUPP (Mean = 0.61)
strategy.
There are three items (SUPP1/Q16, SUPP2/Q21 and SUPP3/Q22) out of five identified
Support strategy items (score mean between 0.45 0.61) from MUET reading test (MCQ
questions). For SUPP1/Q16 describes more on cognitive and basic strategies that is the
domain of Application . In this question, readers are required to recall the ideas form the text
itself where they can actually apply the technique of anaphoric and catarphoric techniquesthe readers can make use the clues given in the text itself. The readers ability to use learned
material in a new or unprompted abstraction and this required readers to generate the
inferential strategy that need them to construct the text base and the mental models that go
beyond the information directly articulated in the text. Available research on inference
generation supports the claim that many classes of inferences are routinely generated during
reading when the material taps world knowledge that is familiar to the reader (Graesser,
Singer, & Trabasso, 1994).
SUPP2/ Q21 required the readers to make simple summary on the final paragraph which
asked about the writers belief about the future of the Great Barrier Reef (MUET Reading
Test). In this question, a reader needs to infer to the information which is actually concrete
evidence restricted to particular paragraph that need to be summarised.
Final item is SUPP3/ Q22. This question solicits very direct reasoning where readers need
to find the exact reason form the text. The question asked about why the teacher does not
look surprise with the underweight children in India (MUET Reading Test). The question has
directed the readers to guess the answer through the lines given.
Assessing the findings for RQ2, it can be recapped that most of the SUPP strategy used by
the readers reflect their dependency on something is concrete in order to grasp the abstract.
Form the MUET reading questions, according to Petersons (2008) ; the aspect that being
queried were on Vocabulary-in-context (VIC) and Literal comprehension (LC) types of
questions. The VIC type of question test the readers ability to define difficult and unfamiliar
words, whereas the LC questions deal with information that can be found directly in the
passage. Hence, from the evidence collected, it can be presumed, the readers are
considered insufficiently critical to answer for higher order thinking questions which demand
the higher PROB strategy. Conversely, it is yet to decide whether the strategies used are
satisfactorily adequate till the discussion on how feasible the effect is to different readers
(high and low proficient).

The Effect Size Comparison between the Questionnaire Findings and MUET Reading
Test.
Briefly, the findings showed the Effect size (es) for the questionnaire; GLOB, SUPP and
PROB were negative to HPR. However, the LPR illustrated very large positive effect size.
In contrary, for the actual findings in MUET reading test revealed distinctive result from
what is discovered in the questionnaire. In detail, GLOB and PROB strategies still contribute
to very large negative effect yet small effect in SUPP to HPR. Whilst, LPR (SUPP) found

18

very high positive effect, PROB with Medium effect but GLOB surprisingly give large
negative effect; which differ from the questionnaire findings.
One interesting finding exposed in this study is that, both readers utilized the SUPP
strategy. The effect size demonstrated different degree of effect for HPR ( small es ) and
LPR ( Large es ). The results implied that both readers in reality do apply this strategy during
the MUET reading test. It can be identified that the readers always take notes while reading
to help them to understand better, underlining or circle information in the text to help them to
remember it and use reference materials such as dictionary to help them to understand the
text. Note that, there might be slightly different degree of effect between the two readers,
where the HPR has small effect size compare to the LPR.
With the effect size of LPR means that they more likely activating the information read and
integrate their knowledge with existing representation. This is proven where they always
underline or circle the information so that they can remember it. This is well support by
theorist (For instance; Dell, McKoon, & Ratcliff, 1983; Fletcher, 1981; Gernsbacher, 1990;
Just & Carpenter, 1987; van Dijk & Kintsch, 1983), stated that , new concepts are activated
once a referent is activated.
On the other hand, previous study by Nassaji (2003) agrees that lower-level processes like
word recognition, in addition to higher-level syntactic and semantic processes, contributed
significantly to the distinction between skilled and less-skilled ESL readers. He concluded
that efficient lower-level word recognition processes are integral components of L2 reading
comprehension, and these processes must not be neglected even in highly advanced ESL
readers.
In terms of effect size based on group, the high proficient reader showed negative effect for
all three reading strategies in the questionnaire. Therefore, the postulated items had not
described well the truth about the actual reading strategies used by high proficient readers.
They probably have their own strategies which is restricted from the suggested items of
Sheory and Mokhtary (2003) model. Therefore, without this knowledge, it is difficult to
understand factors affecting reading comprehension and important factors in reading
instruction for the HPR.
To sum up, both HPR and LPR initially in the questionnaire appear to be puzzled. There
would be variety of factors affecting the result for the questionnaire. Above all , depending
on one questionnaire and one test alone would be limitation and insufficiently for this study.
Therefore a thorough reading tests could give more clear vision of the findings for more indepth results such as conducting different types of comprehension texts response other than
MCQ questions.

CONCLUSION
To sum up all, like other competencies required in reading, such as knowledge of vocabulary
and grammar, comprehension monitoring is not something that can be obtained through
rote-memorization, drilling, or the teachers one-way instruction. Instead, interaction between
the teacher and students seems to provide the best opportunities for developing the
competency of comprehension monitoring. Payne (1992) who investigated the effects of
comprehension monitoring on basal readers reading comprehension indicated that initially
the classroom teacher took a directive role in explaining the reading process, modelling
mental processes, and providing guided practice; but gradually, students learned to perform
the steps independently while reading.

19

Comprehension monitoring competency is particularly crucial to foreign language (L2)

readers. Since L2 readers have a more limited knowledge of vocabulary and grammar and
have to decode meanings of texts by adopting strategies, they also need comprehension
monitoring to further examine whether the strategies have successfully for L2 readers, as
they will probably encounter more linguistic difficulties than L1 (native speaker) readers do
and thus need to "repair more gaps in their understanding" through comprehension
monitoring (Block 1992, p. 320).
As a conclusion ,the scarcity of this study does not permit the creation of any firm
conclusions or generalizations about the effectiveness or success of utilizing reading
strategies to particular students which the results may serve well in this context. This is on
the basis that 1).how much of the questionnaire items can really describe the readers
characteristics, 2). do all the items comprehensible sufficiently to the low proficient readers
and 3). do the items provided enough to cater the needs of high proficient readers .
However, respectively, it cant be denied that the fact of positive essence that can be found
in this study where the understanding of students strength in certain reading strategy for
instance the SUPP strategy can be highlighted for teachers to develop the skill with
adjustments and needs for their students.

ACKNOWLEDGEMENT
Acknowledgement goes to Associate Prof. Dr. Suyansah Swanto (UMS, Faculty of
Education and Psychology lecturer) for his unfailing guidance and encouragement
throughout this completion of the paper and credit to all the authors who contribute detailed
and essential thought to support this paper.

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22

Effects of Self-Regulated Learning, Parental Involvement and Homework

On Academic Achievement of School Students
Azizi Yahaya1, Nor Khairunnisa Binti Awang Ramli 2, Halimah Maalip3, Gan Lui Nam4,
Mohd Farid Bintang5, Baharudin Arus5
1

Faculti of Psychology and Education, UMS (profazizi_yahaya@yahoo.com

2

SHIBIE, Universiti Brunei Darussalam

Languange Academy, Universiti Teknologi Malaysia (ateh_halimah@yahoo.com)

Faculty of Education, Universiti Teknologi Malaysia (happy_angel0831@hotmail.com)

5

Fakulti Kemanusiaan, Seni dan Warisan, Universiti Malaysia Sabah

(arusbaha@yahoo.com)

*Correspondent Author: happy_angel0831@hotmail.com

Abstract
The focus of this research is in the area of education specifically academic achievement of
year 10 students in Secondary Schools Brunei. The purpose of this research is to explore
the effects of self-regulated learning, parental involvement and homework on academic
achievement of the Year 10 students. The collection of data is hoped to provide invaluable
insight for teachers, unit of Guidance and Counseling, parents, students and individual on
the topic concerning academic achievement of the students and particularly their own
children. Therefore, measures can be taken to address any issues to improve their
academic achievement. The research instrument adopted in this research, for instance, is
the questionnaire and it involves 300 students of year 10 in randomly selected government
schools in Brunei. All the accumulated data was processed using Statistical Package for the
Social Science (SPSS). Multiple regression and MANOVA were used to test the research
questions. The findings provide evidence that self-regulated learning, parental involvement
and homework have significant impact on academic achievement. The findings also
showed that self-regulated learning and homework has significant effect on gender, except
for parental involvement.
(Keywords: Self regulated, learning, Parental involvement and homework)

23

INTRODUCTION

The topic on self-regulated learning or parental involvement, and homework has gained
attention from several researchers because of its effect on the students academic
achievement. Researcher found that the most essential factors in academic achievement in
the thirties were intelligence and drive or degree to motivation. Nothing has changed really;
these factors still play a role in academic success.
Research on learning showed that students gain academic achievement when they
become cognitively engaged on teachers pedagogical strategies of teaching (Akey, 2006).
The students may enjoy learning more and more and more likely to participate in the school
tasks. The grouping of students, collaboration among peers to help one another learn also
has been associated with increased engagement and learning, as they are more receptive
to challenging assignments. In other word, students enjoy learning more and learn better
when what they are studying is of personal interest, which at the end contributes to their
academic achievement.
Apart from that, researcher (Qi Li, 2006) studied on the factors contributing to the
academic achievement that are intelligence, motivation and environment. She stated that
intelligence is necessary condition for achievement, which comprised of mental abilities.
The ability is about the quality of being able to do something, which serves as the
foundation of achievement thus with ability he or she is capable to do something such as
difficult tasks. The motivation is about the interest degree of doing something and the
positive motivation can stimulate the potential ability through keeping attention on the task,
whereas the negative motivation will break the exertion of ability by weakening ones
interest which influences the academic achievement. Environment for instance is a complex
concept, which composed of social value, economic states, race, gender, ethics and health.
Studied by Steinberg (2006), reveal that parents are most effective in improving
academic achievement through attending school programs and conferences for examples.
Parental involvement is a more significant factor in a childs academic performance than the
qualities of the school itself which contributes to the academic achievement.

STATEMENT OF PROBLEM
There are numerous studies have been conducted in the area of students achievement.
Their findings are varied from the students effort, previous schooling, parents educational
background, family income, self motivation of students, age of student, learning preferences
24

to the entry qualification of the students. For instance, academic achievement is generally
associated with the students IQ. Students who obtained great academic achievement tend
to be thoughtful as their gifted intelligence. However, according to Angela Duckwoth
research findings, there are smart students who are not high achievers, and her study
found that the grittiest students- not the smartest ones had the highest GPAs. This shows
that cognitive (intelligence or mental ability) does not relatively contributes to academic
achievement.
Therefore,

this

guide

questions

whether

self-regulated

learning,

parental

involvement and homework are related with students academic achievement.

This research will address the following questions:

i.

Are there significant impacts of self-regulated learning, parental involvement and homework
towards academic achievement of the year 10 Secondary School Students in Brunei Muara
District?

ii.

Are there significant differences between self-regulated learning, parental involvement,

homework and academic achievement of the year 10 Secondary School Students in Brunei
Muara District on gender?

25

Conceptual Framework

Gender
1. Male
2. Female
1.
2.
3.
4.
5.

Academic Achievement of
students

1.
2.
3.
4.
5.
6.

Self-regulated learning
Metacognitive selfregulation
Time and Study
Environment
Effort Regulation
Peer Learning
Help Seeking

Parental involvement
Parenting
Learning at home
Volunteering
Decision-making
Community Involvement
School Information/
Communicating

Homework

Theoretical Framework
Theoretical Framework provides theories and concepts that are relevant to the research
topic. In this research, the researcher used Zimmermans 2000 Three-Phase SelfRegulated Learning Model and Epstein Theoretical Framework of Parental Involvement.
Zimmermans 2000 Three-Phase Self-Regulated Learning Model
This model based on Social Cognitive Theory. The model comprise of three phase;
forethought, performance/volitional control, and self-reflection phases.

METHOD
26

Methodology consists of overarching ideas about how a research study is designed, and
the research design is the strategy which integrates the different components of the
research project (Elaine Wilson, 2013). In addition, it is a plan of action which informs and
links the methods used to collect and analyze data in following to answer the research
questions. Methodology is not restricted to the description of techniques and methods, but it
also includes explanation of why the researcher chooses particular techniques and
methods and why he or she is not using other techniques or methods.

Population and Sample

The sample respondents were selected using simple random sampling. Random sampling
is purposeful and methodical. All members of the population have an equal and
independent chance of being included in the random sample. And that a sample selected
randomly is not subject to the biases of the researcher (Donal Ary, Lucy Cheser Jacobs and
Chris Sorensen, 2010).
In this research, students of Year 10 with 0 level programs are randomly selected,
and of randomly selected secondary schools in Brunei Darussalam, specifically three
secondary schools in Brunei Muara District. A total of 300 participants were involved: 100
students from each school (see figure 3.0), and they are at the age ranging from 16 to 18
years oldThe researcher decided to choose randomly selected secondary schools in Brunei
in order to enrich the data gathered, whereby when analyzed may lead to a comparison of
different perspectives. Therefore, with this sampling, inferential statistics enables
researcher to estimate the extent to which the finding based on the sample are likely to
differ from what they would have found by studying the whole population (Donal Ary, Lucy
Cheser Jacobs and Chris Sorensen, 2010).

RESEARCH DESIGN
The research design used in this study was a quantitative approach. Researcher used
quantitative research design as researcher analyses data using numbers and constructing
graphs in an attempt to explain the collected data (or findings). In addition, researcher
made use of 300 students in the study and quantitative research design is useful and
suitable for studying large numbers of people. For instance, Mark Winterbottom (2013)
stated that quantitative approach means using measurements and numbers to help
formulate and test ideas. Therefore, it may involve summarizing numerical data and/or
using them to look for differences and associations between sets of numbers.

27

Hereby, researcher collects the quantitative data by designing questionnaire. In this

research, the questionnaire contains closed-ended questions such as multiple choice
questions to choose the best possible answer among all options presented; likert-scale type
of questions to determine respondents attitudes or feelings about something, and
examples of the scales are strongly agree and disagree; categorical that are questions on
category for example gender, and last but not least numerical questions for example age.
Research Instrument
In this research, the questionnaire consists of closed-ended questions which are formulated
to answer all of the research questions. Also, the questionnaire is written in English
Language only. At the beginning of the questionnaire, the researcher highlights on
confidentially of the questionnaire, and included the purpose of the research and brief
information on the researcher.
For instance, the questionnaire is divided into five sections. Section A is on
demographic characteristics; Section B on self-regulated learning, Section C on parental
involvement, Section D on homework, and lastly Section E on academic achievement.
Self-Regulated Learning
The questions on self-regulated learning are included in section B. The questions are based
on Motivated Strategies for Learning Questionnaire (MSLQ). It was introduced in early
1980s by McKeachie and Pintrich and the final version of MSLQ was completed in 1990.

The MSLQ was designed to investigate the nature of student motivation and
learning strategies used. It was developed using a social-cognitive view of motivation and
self-regulated learning (Catherin S, 2002. The students motivation for instance is directly
linked to their ability to self-regulate their learning activities (where self-regulated learning is
defined as being metacognitively, motivationally, and behaviorally active in ones own
learning processes and in achieving ones own goals; Eccles & Wigfield, 2002).
The questionnaire is a 7 Point Scale where 1= not at all true of me to 7= very true of
me, and contain 81 items.
Reliability and Validity of MSLQ
In regards of its reliability and validity, the authors of MSLQ completed a number of
statistical tests. Firstly, the authors completed two confirmatory factor analyses to
determine the utility of the theoretical model and the operationalization of the MSLQ scales.
Following to that, the authors calculated internal consistency estimates of reliability
(Cronbachs alpha) and zero-order correlations between the different motivational and
28

cognitive scales. The majority of the Cronbachs alphas show individual scales (9 out of
15) were fairly robust (i.e they were greater than .70 with the largest one, self-efficacy for
learning and performance being .93). Therefore, these results suggested the MSLQ had
relatively good internal reliability.

Parental Involvement
Matter on parental involvement was asked on section C. The questions were acquired from
Parenting Involvement Questionnaire, introduced by The Learning Coalition, Hawaii
Department of Education in 2009.
The questionnaire was set on Yes, Not Sure and No answer, and consist of 28
items. The researcher for instance, revised the questionnaire which needs the student to fill
in it, not the parents. Also, there are only 27 items presented, at which question number six
about parents attending open house or back-to school night at school was excluded, as not
applicable in Brunei. Basically, those questions are intended to help the student rates their
parents contributions to their success at school.
Homework
The questions were based on The Homework Problem Checklist by Allison R. Teta. The
questions contain 20 items with scale 1= never, 2= at times, 3= often and 4= very often.
Also, the questionnaire was revised from asking the parent to fill in, into filling in by the
students.
Academic Achievement
Last but not least, section E which was comprise of list of subjects available in secondary
school Brunei. The questions required the students to choose subjects taken at this level
(year 10), and identified their grades obtained for each of the subjects.

Pilot Study
Pilot study is conducted before research to ensure lack of error in the actual research or
study as the reliability and validity of the questionnaire used has been tested. In other word,
pilot study helps the researcher to decide whether the study is feasible and whether it is
worthwhile to continue (Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, 2010. Prior to
commencement of this research, the researcher has randomly selected 10 students of Year
10 with Applied Education Program in one of secondary school in Brunei to acquire the
reliability of the questionnaire. The researcher provides explanation to the respondents on
the procedures of the questionnaire. They were required to answer all presented items, and
may provide views and comments to improve the questionnaire form. If the respondents

29

were unclear with each item, the researcher also welcomes any questions as such process
aids the researcher to identify any form of error and improvement.
Therefore, the researcher has to ensure that he or she obtains over 0.70 on
Cronbach Alpha Scale to continue the research. The value between 0.80 to 7 shows that
the questionnaire has a high reliability and validity, and value between 0.6 to 0.7 shows an
acceptable reliability of a questionnaire.
Validity and Reliability
The reliability and validity are the two aspects that are essential when verifying results. To
the extent, reliability is the reproducibility of measurement whereas validity is the degree to
which the measurements actually reflect the true variation in the outcome of interest. To be
reliable, the questionnaire must first be valid.
For instance, validity is mainly used to determine whether research measures are
able to assess the truthfulness of the results. While, value obtained between 0.60 to 0.79
indicates acceptable reliability. This reliability is tested during the pilot study.
RESULTS AND DISCUSSION

Introduction
The data analysis, for instance, was analyzed using Statistical of Packages for Social
Science (SPSS) version 20.0 for Windows. The analyze techniques used were frequency,
percentage, mean, standard deviation, multiple regression and multivariate analysis of
variance (MANOVA).

Table 1

Results of Linear Regression Analysis for the Impact of Self-regulated

learning, Parental Involvement and Homework towards Academic Achievement

Model

Standard

Sig.

Standard

Sig

Square

Error

Square

Coefficient

Change

Beta

.058

.795

.427

.129

1.934

.054

-.122

.102

1
.217a

.047

.36569

.047

3.608

0.12

1.641

30

a. Predictors: (constant), Homework, Parental, Self-regulated Learning

b. Dependent Variable: Academic

Model 1: F= (3,220= 3.742 a<0.05)

The outcome of Table 1 intended to answer the research question on "Are there
significant impacts of self-regulated learning, parental involvement and homework towards
academic achievement? Data analysis results show that for the population (n=224), all of
the three variables self regulated learning, parental involvement and homework has no
significant impact towards academic achievement.
The correlation between criterion variable and regressor variable self-regulated
learning is -.172, correlation between criterion variable and regressor variable parental
involvement is .157, and the correlation between criterion variable and regressor variable
homework is .124 The ANOVA results shows that there are no significant relationship
between the criterion variable and regressor variables self-regulated learning, parental
involvement and homework at the significant level of p<.05.
Table 2

Results of Predictor Beta for the impact of Self-regulated Learning, Parental

Involvement and Homework
Coefficientsa

Model

Unstandardized

Standardized

Coefficients

Coefficients

Std. Error

(Constant)

1.368

.335

Selfregulatedlearning

-.077

.047

Parental

.146

Homework

.046

Sig.

Beta
4.087

.000

-.122

-1.641

.102

.076

.129

1.934

.054

.058

.058

.795

.427

a. Dependent Variable: Academic

As seen from table 2, it shows that Parental Involvement has the highest value of
Beta which is 0.129, followed by Homework 0.058 and Self-regulated Learning with -0.122.
Significantly, predictors Self-regulated learning, Parental Involvement and Homework
[(3,220) = 3.742 p<.05] contributes 4.7 percentage variance (R2=.047) to effects. In the
other words, when it increases by one unit, effect score will increase 4.7 percent. It can be
seen that no independent variables above are main factor in effect.
Objective (3) Differences between Self-regulated Learning, Parental Involvement and
Homework on Gender

31

Table 3:

Results of Multivatiate Pillais Trace for the differences between Self-

regulated Learning, Parental Involvement and Homework on Gender

Multivariate Tests
Value

Hypothesis

Error df

Sig.

df
Pillai's trace

.089

7.204a

3.000 220.000

.000

Wilks' lambda

.911

7.204a

3.000 220.000

.000

Hotelling's trace

.098

7.204a

3.000 220.000

.000

Roy's largest root

.098

7.204a

3.000 220.000

.000

Each F tests the multivariate effect of Gender. These tests are based on the
linearly independent pairwise comparisons among the estimated marginal means.
a. Exact statistic
The outcome of table 3 is intended to answer research question on Are there
significant differences between Self-regulated Learning, Parental Involvement and
Homework on gender? Data analysis show for the population (n=224), significant effect of
self-regulated learning, parental involvement and homework on gender.
Multivariate Pillais trace showed an overall significant effect on independent
variables Self-regulated Learning, Parental Involvement and Homework from the influences
of gender with [F (3,220) =7.20, p<0.05].

32

Table 4 :

Results of Univariate Tests for the differences between Self-regulated

Learning, Parental Involvement and Homework on Gender.

Univariate Tests

Dependent Variable

Sum of

Df

Mean

Squares
Contrast

Sig.

Square

6.779

6.779

70.310

222

.317

.019

.019

23.688

222

.107

1.223

1.223

48.228

222

.217

21.403

.000

.174

.677

5.629

.019

Selfregulatedlearning
Error
Contrast

Parental

Error
Contrast

Homework
Error

The F tests the effect of Gender. This test is based on the linearly independent pairwise comparisons
among the estimated marginal means.

The result above showed a significant effect on each of the variables based on
gender: i.e. Self-regulated learning, [F (1, 222)= 21.403, P<.05], Parental Involvement, [F
(1, 222)= .174, P< 0.5] and Homework [F (1, 222)= 5.629, P<0.5]. Therefore, variables selfregulated learning and homework have significant effect on gender, with significant .000 <p
.05 and .019 <p .05. No significant effect of variable parental involvement on gender, with
significant .677<p .05.
Table 5

Results of MANOVA analysis on the differences between Self-

regulated Learning, Parental Involvement and Homework on Gender

Estimates
Dependent Variable

Gender

Mean

Std.

95% Confidence Interval

Error

Lower

Upper Bound

Bound
Male

4.266

.053

4.161

4.371

Female

4.614

.053

4.509

4.719

Male

1.830

.031

1.770

1.891

Female

1.812

.031

1.751

1.873

Male

2.329

.044

2.243

2.416

Female

2.182

.044

2.095

2.268

Self regulated learning

Parental

Homework

33

The table 5 above showed the mean value of male and female corresponding to the
variables. The results showed a dependent variable i.e self-regulated learning has the
mean value of female exceeded the mean value of male. The mean value for female was
M= 4.614, and the male was M=4.266. The others variables, parental involvement and
homework have the mean values of male exceeding the mean value of female. The mean
values for male were M= 1.830 for parental involvement and M= 2.329 for homework. This
relatively presented that by the population the female students outweigh the male students
in self-regulated learning. While, the male students were outweigh the female students on
variables parental involvement and homework.
The analysis also showed that the independent variables for gender led to R square
values of 8.8 percent self-regulated learning, 0.1 percent parental involvement, and 2.5
percent homework respectively.
DISCUSSION

Objective (i) Impacts of Self-regulated Learning, Parental Involvement and Homework

towards Academic Achievement
Multiple Regression analysis results show that for the population (n=224), no
variables are the predictor for effects. The ANOVA results shows that there are no
significant relationship between the criterion variable and regressor variables of selfregulated learning, parental involvement and homework at the significant level greater than
p<.05. Therefore, null hypothesis was accepted whereby there are no significant impacts of
self-regulated learning, parent involvement, and homework towards academic achievement.
Research from Desforges and Abouchaar (2003) found that parental involvement
has much less influential on the achievement of adolescent pupils. When investigated the
relationship between parental involvement and social class, there was a strong relationship
between them. In other word, the higher the social class, the more parental involvement
was evident (Desforges and Abouchaar, 2003). Adding to that, their research found that
parental education was positively related to parent-teacher contact. The more educated the
parent, the greater was their involvement in their childs education, as they are skilled with
the conception of parents as co-educator.
Besides that, National Assessment of Education Progress through tests given in
1970s through the 1990s found that children of the rich scored considerably higher on all
national tests that the children of the poor (Jeanne S. Chall, 2000). The international
comparison of reading achievement in fifteen centuries by Robert L. Thorndike (1973) also
found that higher reading achievement was positively associated with higher socioeconomic status.
34

In addition, research of Coleman and his associates in 1966 found that the children
from highly educated parents and economically more stable did better in school than those
of lesser-endowed parents. It produced a stronger influence on student achievement than
the funds expended by the schools the students attended.

Objective (ii) Differences between Self-regulated Learning, Parental Involvement and

Homework on gender.

MANOVA analysis shows that for the three variables (self-regulated learning,
parental involvement and homework), variables self-regulated learning and homework have
the significant effect on gender. That is significant .000 <p .05 and .019 <p .05 respectively.
No significant effect indicated on variable parental involvement on gender, with significant
.677<p .05. Therefore, null hypothesis was rejected for variables self-regulated learning and
homework. But, the null hypothesis was accepted for variable parental involvement. These
mean that there are significant differences between self-regulated learning and homework
on gender, and no significant differences of parental involvement on gender.

The results also showed a dependent variable i.e self-regulated learning has the
mean value of female exceeded the mean value of male. The mean value for female was
M= 4.614, and the male was M=4.266. The others variables, parental involvement and
homework have the mean values of male exceeding the mean value of female. The mean
values for male were M= 1.830 for parental involvement and M= 2.329 for homework. This
relatively presented that by the population the female students outweigh the male students
in self-regulated learning. While, the male students were outweigh the female students on
variables parental involvement and homework.

SUMMARY

Generally students are associated with academic achievement. There is numerous

researches on factors of academic achievement. This study focuses on self-regulated
learning, parental involvement and homework. From the findings, the statement of problem
of this study has been answered. However, researcher believes that further great research
can provides better results, which meet most of the literature review on academic
achievement.
Having said so, from this study (n=224) resulted no significant impacts of selfregulated learning, parental involvement and homework towards academic achievement.

35

Also, there were two variables: self-regulated learning and parental involvement have
significant effect on gender.
Therefore, from this result further studies can be made to improve the quality of this
research. Also, provides knowledge or information to the readers of contributor factors of
academic achievement, or factors influence the academic achievement. Knowing the
information would help to improve individual in obtaining good academic achievement.

REFERENCES

Akey (2006). Student Context, Student Attitudes and Behavior, and Academic Achievement.
Retrieved

from

http://www.mdrc.org/publication/student-

context-student-attitudes-and-behavior-and-academicachievement.
Branon (1996). Gender: Psychological Perspectives. Allyn and Bacon.
Catherine S (2002). Self-regulated learning strategies and achievement in an introduction to
information system course. Retrieved from www.proquest.com.
Chall S. Jeanne (2000). The Academic Achievement Challenge. London: The Guilford
Press.
Desforges and Abouchaar (2003). The Impact of Parental Involvement, Parental Support
and Family Education on Pupil Achievement and Adjustment: A literature review.
Retrieved

from

http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/desforges.pdf.
Donald Ary, Lucy Cheser Jacobs and Chris Sorensen (2010). Eight Edition: Introduction to
Research in Education. WADSWORTH CENGAGE Learning.
Elaine Wilson (2013). School-based Research, A guide for education students. SAGE
Publications Ltd.
Qi Li (2006). Relationship between intelligence and achievement. Retrieved from
http://qili.myweb.uga.edu/FirstYearReview/PAPER/IntelligenceandAchievement02.ht
ml.
Quantitative research (n.d.). Strength and weakness of quantitative research. Retrieved from
http://www.southalabama.edu/coe/bset/johnson/oh_master/Ch14/Tab14-01.pdf.
Robert B. Burns (1997). Third Edition: Introduction to Research Methods. Addison Wesley
Longman Australia Pty Limited.

36

APPENDIX 1

MUET Test Item Analysis & Coordinated Strategies

Item

Bloom Taxonomy

Strategy

Comprehension

Global 1

Comprehension

Global 2

Comprehension

Global 3

Comprehension

Global 4

Knowledge

Global 5

Comprehension

Global 6

Comprehension

Global 7

Analysis

Problem S. 1

Synthesis

Problem S. 2

10

Knowledge

Global 8

11

Comprehension

Global 9

12

Comprehension

Global 10

13

Evaluation

Problem S. 3

14

Evaluation

Problem S. 4

15

Analysis

Problem S. 5

37

16

Application

Support 1

17

Analysis

Problem S. 6

18

Comprehension

Global 11

19

Comprehension

Global 12

20

Knowledge

Global 13

21

Application

Support 2

22

Application

Support 3

23

Comprehension

Global 14

24

Comprehension

Global 15

25

Application

Support 4

26

Knowledge

Global 16

27

Evaluation

Problem S. 7

28

Knowledge

Global 17

29

Analysis

Problem S. 8

30

Comprehension

Global 18

31

Evaluation

Problem S. 9

32

Comprehension

Global 19

33

Synthesis

Problem S. 10

34

Comprehension

Global 20
38

35

Comprehension

Global 21

36

Comprehension

Global 22

37

Evaluate

Problem S.11

38

Analysis

Problem S.12

39

Comprehension

Global 23

40

Application

Support 5

41

Comprehension

Global 24

42

Comprehension

Global 25

43

Comprehension

Global 26

44

Comprehension

Global 27

45

Synthesize

Problem S. 13

39

MASTERY MOTIVATION AS A PREDICTIVE VARIABLE FOR PERFORMANCE ON TEST

OF COGNITIVE DEVELOPMENT AMONG 18-36 MONTHS OLD CHILDREN
Shazia Iqbal Hashmi, Getrude Cosmos, Chua Bee Seok, & Agnes Sombuling
Faculty Of Psychology & education
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
shaziaih@ums.edu.my
Abstract
The main objective of current research was to explore the effects of childrens mastery
motivation on their cognitive development. Apart from that, gender difference in mastery
motivation and cognitive development were also explored. Respondents of the present
research comprised of one hundred and nineteen (119) children between the ages of 18- 36
months. As for gender, sixty-five (54.63%) were male and fifty four (45.37%) were female.
Childrens mastery motivation was measured according to the method mentioned in
Individualized Assessment of Mastery Motivation Manual for 15-36 month old children,
developed by Morgan et al. (1992) by using three types of toys i.e. puzzles, shape sorters
and cause and effect toys on three subscales i.e. task persistence, mastery pleasure and
task competence. While cognitive development was assessed by using Bayley Scale of
Infant and Toddler Development III (Bayley 2006). It was found that children mastery
motivation contributed significantly and positively towards childs performance on test of
cognitive ability. As for three subscales of mastery motivation, it was found that task
persistence (R = .201, F (1, 118) = 29.36, p < .05), and task competence (R = .435, F (1,
118) = 89.95, p < .05) contributed significantly towards childrens cognitive development. No
significant gender differences were found in mastery motivation and cognitive development.
Predicting the role of mastery motivation towards children cognitive development as well as
discussing gender differences in motivation and cognitive development can help parents,
teachers, and other professionals to select appropriate toys and activities to enhance
optimum development among young children.
Keywords: Mastery motivation, Persistence, cognitive abilities, Gender differences

INTRODUCTION
Many developmental psychologists have been interested in exploring the relationship
between motivation, childhood development outcomes and achievement of competence.
According to the self-determination theory of Deci and Ryan (1985), motivation is a source of
energy and helps to direct human behavior. White (1959) and Hunt (1965), while describing
the nature of mastery motivation stated that it is an intrinsic process, and acquisition of skills
provides a sense of competence and satisfaction which in turn promote further development
of competence and enhance functioning. This interactionist approach of White and Hunt has
been supported by more contemporary theorists, and they also proposed that motivation and
competence are intricately intertwined process involved in human development and are
interconnected especially during early phases of human development (Niccols, 2003). The
term mastery motivation has been used to refer to motivational processes that take place in
young children. According to Morgan, Harmon, Maslin-Cole (1990), mastery motivation can
be considered as a psychological force that can stimulate an individual so that he/she can
act independently in a focused and persistent manner to achieve mastery while working on a
task that is moderately challenging for him or her. Gilmore and Cuskelly (2009) also defined
mastery motivation among young children as a force that keep them energized, as well as
directs them and help them to sustain their goal-directed behavior. Mastery motivation
seems to be related to children developmental outcomes in cognitive domain, it facilitates
40

language development, and also helps to enhance adaptive competence and physical
activity among children (Haverly and Davison, 2005). According to Hauser-Cram (1996)
mastery motivation levels seems to have correlation with infants cognitive development and
could be considered as a reasonable predictor of later cognitive competence in children as
well. Measures of infant mastery motivation have been found to be better predictors of
children preschool cognitive level when compared to other standardized infant
developmental tests (Messer et al., 1986). Thus, keeping in mind the contribution of mastery
motivation towards child development in different domains including physical, cognitive,
language, as well as academics, it is important to understand which aspects of mastery
motivation effect development of cognitive abilities.
Another important aspect of present research is to explore gender difference in mastery
motivation and cognitive development among children aged between one to three years old.
Looking at earlier researches, we can see that somewhat mixed results has been reported.
Morgan, Wang, Liao, and Xu (2013) found no statistically significant gender differences on
the DMQ scales self-rated by Chinese and English speaking children. Jozsa and Molnar
(2013), also found no differences between boys and girls cognitive persistence based on
teachers, parents, or self-reports by students. However, it was found that girls scored
higher for social persistence compared to boys. Similarly, social persistence with adults was
also rated to be higher for girls. Therefore present research also aimed at exploring gender
difference among mastery motivation. The gender differences in cognitive development
remain one of the controversial topic. Gender differences in cognitive abilities have been
widely discussed and analyzed in the psychological literature (Stumpf, & Jackson, 1994;
Deary, Thorpe, Wilson, Starr, Whalley, 2003; Weiss et al., 2003). Ardila and Rosselli (1994)
and Nichelli, Bulgheroni and Riva (2001) who found no gender difference in cognitive
development. However some other researcher such as Iijima, Arisaka, Minamoto, and Arai
(2001) and Hampson, Rovet and Altmann (1998) do believe that differences exist among
males and females when it comes to their cognitive abilities. Most of the literature
concerning gender differences in cognition focuses on young adults, and few studies have
approached the question of gender differences during cognitive development years,
therefore the present research also explores gender difference among children between one
to three years old.
The present research explored the relationship between mastery motivation and child
cognitive development. Apart from that, present research also aimed at exploring gender
difference in mastery motivation and cognitive development among one to three years old
children. While observing the process of human development we can see that children are
different in their approaches towards learning process and overall learning-related behavior
even in the early stages of development. These differences in overall learning-related
behavior can have influence on childrens school readiness as well as their overall success
in school. According to National Center for Education Statistics (2002), children who start
school with positive attitudes such as eagerness and willingness to learn, tend to perform
better in academics, and also seems to have better reading and mathematics skills compare
to their less motivated peers. While McClelland, Acock, and Morrison (2006), suggested that
children with better learning-related skills such as attention, persistence and motivation
along with the ability to self-regulate their emotions, tend to do well in reading and
mathematics in kindergarten as well as in later years. It is assumed that findings of the
present research can help parents, caretakers, child minders and policy makers to plan
intensive pre-school programs that provide experiences to enhance mastery motivation and
optimize child development as one of the basic concepts for school readiness as well.
Research Objective
The present research was conducted to achieve following objectives
1. To assess childrens mastery motivation and its effect on their cognitive development
41

a) To assess childrens Task Persistence and its effect on their cognitive development
b) To assess childrens Task Competence and its effect on their cognitive development
c) To assess childrens Mastery Pleasure and its effect on their cognitive development
2. To assess gender difference in mastery motivation among one to three years old
children.
3. To assess gender difference in cognitive development among one to three years old
children.

METHOD
Research design
The present research was conducted by using survey method. Childrens mastery motivation
was recorded as independent variable while their cognitive development was measured as
dependent variable. Data collected was analyzed to determine the effect of independent
variable on dependent one.
Sample and location
The participants of the present research 119 children who were physically healthy and were
considered as achieving normal developmental milestones. As for gender distribution, 65
(54.6%) were male, while 54 (45.4%) were female. The study was conducted in 12
kindergartens around the city of Kota Kinabalu. Places were chosen based on feedback and
approval of the parents and kindergartens management.
Assessment of Mastery motivation
Individualized Assessment of Mastery Motivation Manual for 15-36 month old children,
developed by Morgan et al. (1992), was used to assess childrens level of mastery
motivation. Childrens level of mastery motivation was measured on three subscales; which
were persistence at tasks, task competence, and affect or mastery pleasure. Persistence at
task was rated every 15 second time block during the four (4) minute period on each toy.
Task competence score was calculated based on number of solutions achieved by the child
on a given toy. Competence score was further transformed into standard score based on
norms provided in Individualized Assessment of Mastery Motivation Manual. Mastery
pleasure and positive affect displayed while achieving a solution (task competence) to
moderately challenging tasks administered by examiners was also measured. As the
administration and scoring of Individualized Assessment of Mastery motivation Manual
involves qualitative measurement of child behavior on a given task, thus sufficient inter-rater
reliability was achieved. It was found that for two subscales i.e. task persistence and mastery
pleasure Cohens Kappa values were 0.72 and 0.75 respectively. While the third subscale
task competence involved quantitative measure which refers to the number of correct
solutions achieved by the participants. The raw scores for task competence were further
converted to standard score provided in the Individualized Assessment of Mastery
Motivation Manual. Table 1 below presents the Cohens Kappa values of for Individualized
Assessment of Mastery Motivation Manual.
Table 1 : Cohens K values for Mastery Motivation (MM)
Scales
Items
Present
study
Cohens K

Pilot Present actual

study
Cohens K

42

Individualized assessment of MM
Task persistence
Task pleasure
Task competence

3
3
3

0.709
0.817
..

0.72
0.75
..

Assessment of cognitive development

Cognitive development was measured by using Bayley Scales of Infant and Toddler
Development (BSID-III) developed by Nancy Bayley (2006). Bayley-III is an individually
administered instrument that is designed to assess the developmental milestones for babies
and children between the aged 16 days to 42 months 15 days. BSID-III has been tested
extensively in clinical settings and excellent psychometric properties have been reported.
Overall reliability coefficient for the subtests in BSID-III have been found to be in between
0.86 to 0.90 by the test developers.
Analysis
Data collected was analyzed by using SPSS version 21. Descriptive analysis was conducted
for demographic information while regression analysis was carried out to determine the
effects of childrens mastery motivation on their cognitive development. T test was used to
measure gender differences in mastery motivation and cognitive development.
RESULT
The data was analyzed by using descriptive statistics and inferential statistics. Descriptive
statistics was used to analyze demographic information of the research participants, while
inferential statistics was used to determine the nature of effect of independent variable on
dependent variable. Given below are the details of the results.
Demographic information of Children
The participants of the present research were one hundred and nineteen children who were
physically healthy and were considered as achieving normal developmental milestones.
Their ages were between twelve to thirty six months. Table 2 present the demographic
information of research participants.

43

Table 2 : Demographic Information of Research Participants (N=119)

Variables
Frequency
Percentage
Gender
Male
Female
Age
13-24 months
25- 36 months
Ethnicity
Malay
Chinese
Indian
Others

65
54

54.6
45.4

44
75

36.97
63.03

28
31
8
52

23.5
26.1
6.7
43.7

Effect of children mastery motivation on cognitive development

It was found that childrens mastery motivation can have significant effects on their cognitive
development. It was found that 20.5% variance in cognitive development scores can be
explained by childrens task persistence, which could be considered as having significant
effect (R = .201, F (1, 117) = 29.36, p < .05). Childrens task persistence as a component of
mastery motivation was analyzed as independent variable having effect on childrens
cognitive development which stands as dependent variable. Apart from that childrens task
competence as a component of mastery motivation was also found to be significantly
effecting (R = .435, F (1, 117) = 89.95, p < .05) their scores of cognitive development and
therefore 43% variance in cognitive development scores can be explained by childrens task
competence. However we can see that as for master pleasured displayed by children while
completing a task seems to have no significant effect on their scores of cognitive
development. The results of simple regression are presented in Table 3.
Table 3 : Simple Regression Analysis of the Relationship between mastery motivation and
cognitive development
Cognitive development
Mastery Motivation
R2
Adj R2 F
Sig. F
Beta t
Sig.t
Task persistence
.201
.194
29.36
.000
.591 5.419 .000
Mastery pleasure

.008

.000

.905

.343

.720

.951

.343

Task competence

.435

.430

89.95

.000

.401

9.48

.000

Gender differences in mastery motivation

An independent-samples t-test was conducted to compare Gender differences in mastery
motivation. As for task persistence, it was found that there was not a significant difference (t
= -.721, p=.472) in the scores obtained by males (M=39.07, SD= 7.90) and females
(M=40.07, SD= 6.99). It was found that there was not a significant difference (t = -.846,
p=.399) in the scores obtained by males (M=2.52, SD= 1.25) and females (M=2.72, SD=
1.30) on mastery pleasure subscale. However, significant difference (t = -2.74, p=.007) was
reported for task competence subscale in the scores obtained by males (M=21.41, SD=
13.53) and females (M=29.61, SD= 6.99). Results presented in table 4 below.
Table 4 : Gender differences in mastery motivation
Mastery Motivation
Gender
N
Mean
S.D
t
Sig. t
44

Male

65

39.07

7.90

Female
Male

54
65

40.07
2.52

6.99
1.25

Female
Male

54
65

2.72
21.41

1.30
13.53

Task Persistence

Mastery Pleasure

Task Competence
Female

54

29.61

-.721

.472

-.846

.399

-2.74

.007

18.14

An independent-samples t-test was conducted to compare gender differences in cognitive

development. It was found that there was not a significant difference (t = -1.649, p=.102) in
the scores obtained by males (M=66.90, SD= 10.57) and females (M=69.88, SD= 8.83).
Results presented in table 5 below.
Table 5 : Gender differences in cognitive development
Gender
N
Mean
Male
65
66.90
Cognitive
development
Female
54
69.88

S.D
10.57

Sig. t

-1.649

.102

8.83

DISCUSSION
The current study extended recent research of mastery motivation by exploring its effect on
childrens cognitive development. Mastery motivation was measured on three sub-scales i.e
task persistence, task pleasure and task competence. Apart from that, it also aimed at
exploring gender difference in mastery motivation and cognitive development among
children within the age range of one to three years old. Thus there were two main objectives
that need to be addressed through findings. While addressing the first objective of the
present research, we can see that findings of the present research suggested that mastery
motivation contributed significantly towards cognitive development. However, the major
contributions was made by the persistence and competence subscales of mastery
motivation. Persistence is considered as a key element of motivation, and therefore seeking
challenge and persisting in the face of difficulty are optimal for learning. Children who
persisted on tasks for a longer time period scored better as well on measures of cognitive
development subscales. Current findings are also supported by Ulvund (In Messer, 1996)
that cognition and motivation are two closely intertwined processes, and in early human
development it cannot be identified as two separate processes in operation. Furthermore, he
suggested that development will be facilitated by highly variable environment, which will
increase the probability of infants encountering stimulation that is optimally discrepant with
their cognitive schema. Redding et al. (1988) also found that persistence on task was
moderately correlated with mental developmental index of the Bayley Scale. Morgan,
Harmon Maslin Cole (1990) also found a reasonably high correlation between cognition and
motivation in most studies of infants. Hauser-Cramp (1998) also suggested that measures of
mastery motivation are good indicators of the ways children approach learning about
objects. Infants and children who appear to be more motivated may take full advantage of
spontaneous learning opportunities and ultimately demonstrate more advanced cognitive
performance. According to earlier theories of motivation, cognitive ability, at least in part,
explains differences in motivation as well. Matheny (1989) stated that persistence during the
first year correlates with infants mental test scores and preschool IQ Children with higher
levels of attentiveness, task persistence, eagerness to learn, learning independence,
flexibility and organizational skills do better in both literacy and math at the end of the
kindergarten school year and the beginning of their first grade year (Conn-Powers, 2006).
45

Based on the findings of the present research and work of earlier researchers, we
can conclude that persistence on a given task as one of the important predictors of mastery
motivation that can help to improve childrens performance on the cognitive scale. The
reason for this could be that children who remain persistent instead of giving up while
working on a problem-solving situation have a higher probability of achieving the solution
compare to children who give up when they find the task to be challenging. Achieving
success and overcoming problem-solving situations further boost up their confidence to seek
challenges. Children also learn to control their impulse to give up when they find the task
challenging. So, this cycle of challenge-seeking, remaining persistent and focusing on the
task due to higher levels of motivation and achieving solutions create opportunities for
children to enhance their cognitive skills. It helps children to understand that remaining
focused and keep on trying until the task is completed are very important and can help them
achieve solutions. As we can see that development happens through learning and learning
on its own is a challenging and time-consuming process that require lot of dedication from
learners to remain persistent with the task even though sometimes they face failure at start,
thus, children who are persistent even when they face difficulties learn and acquire
developmental skills faster than their peers who give up.
Another objective of the present research was to explore gender differences in
mastery motivation and cognitive development. No significant gender differences were
reported while measuring these two constructs during this research. The findings are
supported by Morgan, Wang, Liao, and Xu (2013) and Jozsa and Molnar (2013). These
researchers also reported that gender does not seem to be a large influence on mastery
motivation. While discussing gender differences in cognitive development we can see that
findings of the present study are consistent with Ardila and Rosselli (1994) and Nichelli,
Bulgheroni and Riva (2001) as they also found no gender difference in cognitive
development of young children. Therefore, we can conclude that the results of this present
research support the assumption that gender differences in cognitive abilities are usually
non-significant or very small. However, gender differences in childrens cognitive abilities
remain an area of controversy which need to be further explored.
CONCLUSION
Our ability to reliably observe mastery motivation and cognitive development in a laboratorytype setting, using test-like tasks, and making inferences about its contribution towards
children's cognitive development has several implications in future. Based on the findings we
can conclude that the evidence of mastery motivations role towards child development
outcomes is remarkably consistent; which means that intrinsically motivated children with
high expectations of success and mastery goals are all more likely to succeed than children
with alternate motivations. The present research makes several potentially valuable
contributions to our knowledge of developmental psychology specifically to motivation
among young children. Findings of the present research can be considered as a significant
contribution to the rapidly expanding literature on the role of mastery motivation, task
persistence, and self-regulation among young children. Findings of the present research can
be used to design intervention plans for enhancing children mastery motivation which in turn
will help to improve their cognitive development resulting in better academic achievements.

46

ACKNOWLEDGEMENTS
This study was supported by grant from Universiti Malaysia Sabah (SBK0092-SS-2013). We
are very grateful to the participating kindergarten supervisors/ heads/ teachers for their
cooperation throughout the process of data collection. We would also like to extent our
gratitude to research participants, their parents and family for their cooperation.

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49

PENGARUH GAYA KEIBUBAPAAN TERHADAP PEMBENTUKAN KECERDASAN

EMOSI REMAJA
Abdul Adib Asnawi
Lailawati Madlan @ Endalan
Agnis Sombuling
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah, Malaysia
abdul_adib91@yahoo.com
Abstrak
Kecerdasan emosi mempunyai perkaitan dengan pelbagai aspek dalam kehidupan manusia.
Pembentukan kecerdasan emosi juga dipengaruhi oleh pelbagai aspek. Maka, tujuan kajian
ini adalah melihat pengaruh antara gaya keibubapaan (autoritarian, permisif, autoritatif)
terhadap kecerdasan emosi anak dalam kalangan remaja. Selain itu, dalam kajian ini juga
turut mengkaji perbezaan jantina terdapat kecerdasan emosi dan juga mengkaji perbezaan
jantina terhadap penerimaan gaya keibubapaan. Sampel kajian adalah terdiri daripada
kalangan remaja berusia 15 hingga 17 tahun yang berasal daripada luar bandar yang dipilih
secara rawak. Jumlah keseluruhan sampel dalam kajian ini adalah seramai 110 orang
responden. Terdapat tiga bahagian soal selidik yang digunakan oleh pengkaji a) demografi
responden, b) gaya keibubapaan dan c) kecerdasan emosi. Bagi pengukuran gaya
keibubapaan, Parental Authority Questionnaire (PAQ) telah digunakan, sementara
pengukuran kecerdasan emosi pula menggunakan Schutte Self-Report Emotional
Intelligence Test (SEIT). Data yang diperolehi kemudiannya dianalisis menggunakan ujian
Regrasi dan Ujian-t sampel bebas melalui IBM SPSS versi 22.0. Hasil keputusan
menunjukkan terdapat pengaruh yang signifikan antara gaya keibubapaan autoritatif
terhadap kecerdasan emosi anak dalam kalangan remaja. Sementara, dari segi perbezaan
jantina terhadap kecerdasan emosi menunjukkan terdapat perbezaan yang signifikan antara
jantina terhadap kecerdasan emosi anak dalam kalangan remaja. Manakala, perbezaan
jantina terhadap penerimaan gaya keibubapaan pula menunjukkan tidak terdapat perbezaan
yang signifikan antara jantina terhadap penerimaan gaya keibubapaan. Hasil daripada kajian
ini secara tidak langsung menunjukkan pentingnya pemilihan gaya keibubapaan yang betul
dan sesuai kerana ianya memberi kesan jangka masa panjang terhadap perkembangan
anak khususnya berkaitan dengan kecerdasan emosi.
Kata Kunci: Gaya Keibubapaan, Kecerdasan Emosi, Remaja

PENGENALAN
Bidang kecerdasan emosi di Malaysia merupakan satu bidang yang masih baru dan masih
dalam proses berkembang. Tidak seperti di negara luar, bidang kecerdasan emosi telah
berkembang dengan pesat dan diterokai serta diuji dengan pelbagai pembolehubah.
Sebagai contoh, kajian yang menguji hubungan antara kecerdasan emosi dengan pelbagai
aspek dalam kesihatan mental seperti pencapaian akademik, devian, penderaan, tingkah
laku negatif, kepuasan kehidupan, kualiti hubungan interpersonal, kepimpinan, kerjaya
profesional, dan pengurusan tingkah laku (Gottman & Silver, 1999; Brown, George-Curran &
Smith, 2003; Mayer, Salovey, & Caruso, 2004; Petrides, Frederickson, & Furnham, 2004;
Brackett, Mayer, & Warner, 2004; Salovey & Grew, 2005; Trinidad, Unger, Chou, &
Johnson, 2005; Landa, Lopez-Zafra, Martinez, & Pulido, 2006; Hosu & Nastas, 2008;
Pantaziu & Nastas, 2008; Nastas & Dihoru, 2009). Jika dilihat pada susur galurnya, bidang
kecerdasan emosi merupakan satu cabang atau bidang yang difahami mempunyai
hubungannya dengan kognisi dan emosi manusia (Mayer, Caruso & Salovey, 2000). Malah
50

dikatakan juga, konsep kecerdasan emosi ini merupakan satu set kemahiran dan kecekapan
sosial yang merangkumi kesan keupayaan individu dalam mengenal pasti, memahami, dan
menguruskan emosi, serta yang berkaitan dengan penyelesaian masalah, keupayaan
beradaptasi dan berkesan dalam menyesuaikan diri mengikut keperluan, tekanan dan
kesukaran hidup (BarOn, 2006).
Justeru, masalah yang dihadapi berkaitan dengan kecerdasan perlu dipandang serius
kerana inilah yang membezakan antara satu individu dengan individu yang lain (Wong, 2003
dlm Naeimavi, Maktabi, Tofanizadeh, & Rahimi, 2015) khususnya berkaitan dengan
kecerdasan emosi. Hal ini kerana, kecerdasan emosi dikaitkan dengan hasil yang positif
dalam kehidupan manusia. Berdasarkan hasil dapatan kajian lepas, individu yang
mempunyai kecerdasan emosi yang tinggi mempunyai hubungan negatif yang signifikan
dengan masalah tingkah laku dalaman seperti kebimbangan, kemurungan dan stres serta
rendahnya tahap masalah tingkah laku luaran seperti pemarah dan berkelakuan delinkuen
(Liau, Liau, Teoh, & Liau, 2003; Ruiz-Arand, Sactilo, Salquero, Cabello, Fernandez-Berrocal,
& Balluerka, 2012), mempunyai hubungan sosial yang baik (Mayer, 2001), mampu
menyelesaikan sesuatu tugasan dan memberi tumpuan dengan baik (Noriah, Siti Rahaya,
Zuria, Saemah, & Manisan, 2001) penggunaan kadar alkohol dan rokok yang rendah
(Trinidad & Johnson, 2002) dan ianya juga menjadi peramal kepada kepuasan hidup serta
peningkatan aspek positif dalam berinteraksi dengan rakan dan keluarga (Maria, Lee,
Samsilah, & Maznaj, 2015).
Namun begitu, dalam pembentukan kecerdasan emosi yang tinggi dan baik, ianya
dipengaruhi oleh pelbagai faktor, dan salah satunya adalah faktor keluarga di mana
seseorang individu itu dibesarkan dengan mendapat penjagaan, asuhan dan didikan
daripada keluarga. Pernyataan ini turut dijelaskan oleh pengkaji lepas yang menerangkan
bahawa pengalaman awal individu dalam interaksi dan pertautan emosi dengan keluarga
khususnya ibu bapa mereka mampu memberi kesan yang mendalam terhadap keupayaan
kecerdasan emosi (BarOn, 2006; Gottman & Declair, 1997; Brody, 1985 dalam Lailawati,
2006). Sementara, Morris, Silk, Steinberg, Myers dan Robinson (2007) mengatakan
persekitaran keluarga itu sendiri mampu mempengaruhi kecerdasan emosi kanak-kanak dan
remaja dari tiga aspek, iaitu (1) melalui pemerhatian terhadap orang sekeliling, dan tingkah
laku emosi yang ditunjukkan akan ditiru; (2) melalui penerapan dan pengalaman yang
diterima sewaktu kecil seperti asuhan yang diterima, nilai-nilai yang berkaitan dengan emosi,
didikan dan kemahiran yang diajar; dan (3) melalui kualiti hubungan kekeluargaan antara ibu
bapa-anak, pertautan emosi, sikap keterbukaan dan toleransi antara ibu bapa-anak.
Pernyataan tersebut disokong dan dibuktikan melalui sorotan kajian lepas yang
menunjukkan bahawa cara ibu bapa dilaporkan memberi kesan ke atas tahap
perkembangan kecerdasan emosi remaja dan bagaimana mereka (anak-anak) bertingkah
laku (Nastas & Sala, 2012). Kajian yang dilakukan oleh Abbas Abdollahi, Mansor Abu Talib
dan Seyedeh Ameneh Motalebi (2013) mengenai penerimaan gaya keibubapaan terhadap
kecerdasan emosi dalam kalangan pelajar lelaki Iran, mendapati gaya keibubapaan yang
menekankan kasih sayang yang optimum mempunyai hubungan yang positif dengan
keupayaan kecerdasan emosi yang tinggi dalam kalangan remaja. Sebaliknya, gaya
keibubapaan yang kurang memberi kasih sayang dan mengabaikan, mempunyai hubungan
yang negatif dengan keupayaan kecerdasan emosi dalam kalangan remaja. Hasil dapatan
kajian ini juga selari dengan hasil keputusan yang diperolehi oleh pengkaji-pengkaji
sebelumnya (Nastas & Sala, 2012; Thammawijaya, 2012; Asghari & Besharat, 2011; Fonte,
2009; Delale, Taksic, & Ivcevic, 2007; Hsieh, 2006).
Justeru, kajian seumpama ini juga perlu dijalankan khususnya di Malaysia kerana kajian
yang melihat pengaruh gaya keibubapaan terhadap kecerdasan emosi anak dalam kalangan
remaja sekolah di Malaysia adalah masih kurang. Maka, kajian berkaitan dengan dua
konstruk ini adalah perlu bagi melihat sejauh mana gaya keibubapaan (autoritarian,
autoritatif dan permisif) mampu memberi pengaruh ke atas perkembangan kecerdasan
emosi remaja. Bukan itu sahaja, bahkan kajian ini menjadi semakin penting apabila kita
melihat isu-isu atau permasalahan yang sering ditayangkan menerusi media massa, baik

51

elektronik mahupun media cetak yang menayangkan golongan belia atau remaja masa kini
terlibat dengan pelbagai masalah.

OBJEKTIF KAJIAN
Objektif umum kajian ini adalah untuk mengenal pasti pengaruh gaya keibubapaan terhadap
kecerdasan emosi anak dalam kalangan remaja. Sementara, objektif khusus kajian ini pula
adalah seperti berikut:i.
Mengenal pasti pengaruh gaya keibubapaan autoritarian, autoritatif dan permisif
terhadap kecerdasan emosi anak dalam kalangan remaja.
ii.
Mengenal pasti perbezaan jantina terhadap penerimaan gaya keibubapaan.
ii.
Mengenal pasti perbezaan jantina terhadap kecerdasan emosi.

METODOLOGI KAJIAN
Reka Bentuk Kajian
Kajian ini adalah menggunakan reka bentuk kuantitatif, di mana kaedah tinjauan
menggunakan borang soal selidik digunakan oleh pengkaji. Borang soal selidik tersebut
diedarkan kepada responden iaitu pelajar sekolah menengah dalam pengumpulan data
berkaitan kajian yang dijalankan. Dalam kajian ini, konstruk gaya keibubapaan yang terdiri
daripada tiga domain iaitu autoritarian, autoritatif dan permisif bertindak sebagai
pembolehubah bebas. Sementara, konstruk kecerdasan emosi pula bertindak sebagai
pembolehubah terikat.
Subjek dan Lokasi Kajian
Responden yang terlibat dalam kajian ini adalah pelajar yang berusia dari 15 hingga 17
tahun iaitu pelajar tingkatan tiga (3) hingga tingkatan lima (5) di sekolah sekitar Kota
Kinabalu, Sabah. Seramai 110 orang pelajar telah menjadi responden dalam kajian ini yang
terdiri daripada pelajar lelaki dan perempuan. Pemilihan sampel kajian dilakukan
menggunakan kaedah persampelan rawak berstrata. Hal ini agar kesemua kategori pelajar
yang dikehendaki (seperti umur, jantina) mempunyai tahap perwakilan yang seimbang
dalam sampel kajian ini.
Alat Kajian
Terdapat 2 alat kajian yang digunakan dalam kajian ini. Alat kajian pertama adalah Parental
Authority Questionnaire (PAQ) yang digunakan untuk mengukur konstruk gaya keibubapaan
responden (Buri, 1991). Alat kajian ini mengandungi sebanyak 30 item yang terbahagia
kepada tiga (3) domain iaitu autoritarian, autoritatif dan permisif. Setiap domain yang
dijelaskan diwakili dengan 10 item (seperti autoritarian - item 1 hingga 10, permisif item 11
hingga 20, dan autoritatif item 21 hingga 30) dan tidak terdapat item negatif di dalam alat
kajian ini. Skor pemarkatan bagi alat kajian ini adalah menggunakan 5 skala Likert (1-sangat
tidak setuju, 5-sangat setuju).
Sementara alat kajian kedua pula adalah The Schutte Self-Report Emotional Intelligence
Test (SEIT) yang digunakan untuk mengukur konstruk kecerdasan emosi responden
(Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim, 1998). Alat kajian ini menilai
kecerdasan emosi secara umum dengan menggunakan empat (4) domain yang terdapat di
bawahnya iaitu persepsi emosi, pengurusan emosi kendiri, pengurusan emosi dengan orang
lain dan kesedaran kendiri. Apabila keempat-empat domain tersebut digabungkan sekali, ia
akan membentuk satu konstruk besar iaitu kecerdasan emosi. Dalam kajian ini, pengkaji
tidak menguji domain kecerdasan emosi tetapi menguji konstruk kecerdasan emosi secara
keseluruhan. Jumlah keseluruhan item bagi alat kajian ini adalah sebanyak 33 item dan
menggunakan skor pemarkatan 5 skala Likert (1-sangat tidak setuju, 5-sangat setuju).
Terdapat 3 item yang merupakan item negatif (item 5, 28, dan 33) dalam alat kajian ini.
Kaedah Kajian
52

Kajian ini telah dijalankan di sekolah sekitar Kota Kinabalu, Sabah. Sebelum menjalankan
kajian, pengkaji terlebih dahulu mendapatkan borang soal selidik yang bersesuaian dengan
kajian yang ingin dijalankan dan bersesuaian dengan subjek kajian. Kemudian, pengkaji
mendapatkan kelulusan untuk menjalankan kajian di sekolah daripada
Bahagian
Perancangan dan Dasar Penyelidikan, Kementerian Pelajaran Malaysia. Seterusnya,
kelulusan daripada Jabatan Pelajaran Negeri Sabah dan akhir sekali daripada pengetua
sekolah-sekolah sekitar Kota Kinabalu. Kutipan data dilakukan hanya kepada sekolah yang
membenarkan pengkaji untuk menjalankan kajian.
Analisis Data
Kesemua data mentah yang diperolehi akan dikodkan dan dianalisis dengan menggunakan
perisian IBM SPSS (statistical package for the social sciences) versi 22.0. Kaedah statistik
deskriptif dan inferensi digunakan untuk menganalisis data mentah yang diperolehi. Analisis
statistik deskriptif dalam kajian ini digunakan untuk melihat kekerapan dan peratusan bagi
ciri-ciri demografi responden. Sementara, analisis statistik inferensi pula dalam kajian ini
adalah menggunakan dua kaedah iaitu ujian Regresi Pelbagai bagi melihat pengaruh gaya
keibubapaan terhadap kecerdasan emosi dan Ujian-t Sampel Bebas digunakan bagi melihat
perbezaan jantina terhadap penerimaan gaya keibubapaan serta perbezaan jantina
terhadap kecerdasan emosi.

DAPATAN KAJIAN
Berdasarkan Jadual 1, seramai 110 orang responden yang terdiri daripada 49 orang lelaki
(44.5%) dan selebihnya iaitu 61 orang perempuan (55.5%). Dari segi umur, seramai 25
orang responden (22.7%) berumur 15 tahun, 42 orang responden (38.2%) berumur 17 tahun
dan paling ramai adalah berusia 16 tahun iaitu seramai 43 orang responden (39.1%). Dari
segi latar belakang agama responden pula, yang paling ramai adalah beragama Islam iaitu
seramai 76 orang responden (69.1%), diikuti beragama Kristian iaitu seramai 33 orang
responden (30%) dan selebihnya iaitu seorang (0.9%) beragama lain-lain. Seterusnya, dari
aspek etnik pula, etnik yang paling ramai adalah etnik Dusun iaitu seramai 29 orang
(26.4%), diikuti etnik Melayu iaitu seramai 15 orang (13.6%), Kadazandusun dan Melayu
Brunei masing-masing seramai 14 orang (12.7%), etnik Bajau seramai 13 orang (11.8%),
etnik Bugis seramai 12 orang (10.9%), diikuti lain-lain iaitu 8 orang (7.3%) dan selebihnya
etnik Cina, Sino dan Rungus masing-masing seramai 3 orang (2.7%), 1 orang (0.9%), dan 1
orang (0.9%). Dari segi status ibu bapa pula, seramai 84 orang responden (76.4%) yang ibu
bapanya masih bersama, 13 orang responden (11.8%) yang ibu bapa telah bercerai dan
selebihnya iaitu 11 orang responden (10%) yang salah seorang ibu bapanya telah
meninggal dunia. Hasil deskriptif secara keseluruhan responden ditunjukkan seperti dalam
Jadual 1.
Jadual 1: Ciri demografi bagi keseluruhan responden berdasarkan jantina, umur,
agama dan etnik
Ciri Demografi
Kekerapan
Peratusan
(N=110)
(%)
Jantina
Lelaki
49
44.5
Perempuan
61
55.5
Umur
15 Tahun
16 Tahun
17 Tahun

25
43
42

22.7
39.1
38.2

Agama
53

Islam
Kristian
Lain-lain

76
33
1

Etnik
Melayu
Cina
Bajau
Dusun
Kadazandusun
Sino
Rungus
Melayu Brunei
Bugis
Lain-lain
Status Ibu Bapa
Masih bersama
Bercerai
Salah seorang meninggal dunia

69.1
30.0
0.9

15
3
13
29
14
1
1
14
12
8
84
13
11

13.6
2.7
11.8
26.4
12.7
0.9
0.9
12.7
10.9
7.3
76.4
11.8
10.0

Berdasarkan analisis ujian regresi pelbagai, hasil keputusan menunjukkan terdapat

pengaruh yang signifikan antara gaya keibubapaan autoritarian, permisif dan autoritatif (f =
14.16, p<.05) terhadap kecerdasan emosi remaja dengan menyumbang sebanyak 28.6
peratus varians (R2 = .286). Namun, daripada ketiga-tiga gaya keibubapaan tersebut, hanya
gaya keibubapaan autoritatif sahaja yang mempengaruhi secara signifikan. Hasil ini juga
menunjukkan bahawa peningkatan dalam skor gaya keibubapaan autoritatif memberi
pengaruh positif kepada kecerdasan emosi anak. Hasil dapatan kajian diperincikan seperti
dalam Jadual 2.
Jadual 2: Pengaruh gaya keibubapaan terhadap kecerdasan emosi
Kecerdasan Emosi
B
t
Autoritarian
-.230
-.632
Permisif
.090
.233
Autoritatif
2.031
4.668
Constant
R2
f

-.068
.025
.560

Sig.
.529
.816
.000

1.153
.286
14.16

k< .05
Seterusnya, berdasarkan analisis Ujian-t sampel bebas, hasil keputusan menunjukkan
bahawa tidak terdapat perbezaan yang signifikan antara jantina terhadap penerimaan gaya
keibubapaan autoritarian (t = .020, k>.05), permisif (t = -.598, k>..05) dan autoritatif (t = .211, k>.05). Hasil dapatan kajian diperincikan seperti dalam Jadual 3.
Jadual 3: Perbezaan jantina terhadap penerimaan gaya keibubapaan
N
Min
SP
df
t
Sig.
L
P
L
P
L
P
Autoritarian
49
61
3.23 3.22 .540 .493 108
.020
.984
Permisif

49

61

3.30 3.36 .450 .499 108

-.598

.553

Autoritatif

49

61

3.38 3.40 .464 .493 108

-.211

.833

54

Nota: L Lelaki, P Perempuan

k> .05
Kemudian, berdasarkan analisis Ujian-t sampel bebas, hasil keputusan menunjukkan
bahawa terdapat perbezaan yang signifikan antara jantina terhadap kecerdasan emosi.
Laporan analisis menunjukkan bahawa remaja perempuan (min = 14.21) mempunyai
kecerdasan emosi yang lebih tinggi berbanding remaja lelaki (min = 13.47). Hasil dapatan
kajian diperincikan seperti dalam Jadual 4.
Jadual 4: Perbezaan jantina terhadap kecerdasan emosi

Lelaki
Perempuan
k< .05

N
49

Min
13.47

SP
1.92

61

14.21

1.50

df
108

t
-.2.26

Sig.
.026

PERBINCANGAN
Pengaruh gaya keibubapaan terhadap kecerdasan emosi anak
Berdasarkan kepada hasil analisis ujian regresi pelbagai, keputusan menunjukkan bahawa
gaya keibubapaan autoritatif secara signifikannya positif menyumbang kepada pembentukan
kecerdasan emosi anak dalam kalangan remaja iaitu sebanyak 28 peratus varians.
Berdasarkan hasil keputusan ini juga, ia secara tidak langsung menunjukkan bahawa gaya
keibubapaan autoritarian dan permisif pula secara signifikannya negatif menyumbang
kepada pembentukan kecerdasan emosi anak dalam kalangan remaja. Hal ini menunjukkan
ibu bapa yang mengamalkan gaya keibubapaan autoritatif menyebabkan pembentukan
kecerdasan emosi yang baik dan tinggi dalam kalangan remaja dan sebaliknya pula bagi ibu
bapa yang mengamalkan gaya keibubapaan autoritarian dan permisif yang menyebabkan
pembentukan kecerdasan emosi yang rendah dalam kalangan remaja. Hasil dapatan ini
adalah kongruen dengan hasil dapatan yang dilakukan oleh pengkaji-pengkaji lepas (Fonte,
2009; Abbas Abdollahi et al., 2013; Thammawijaya, 2012; Asghari & Besharat, 2011;
Pichayapinyo, Pawwattana, & Thongvichaen, 2008; Delale, Taksic, & Ivcevic, 2007; Hsieh,
2006; Singh & Bisht, 2013; Nastas & Sala, 2012; Chong, Zamri & Hamidah, 2013).
Terdapat beberapa sebab yang boleh menjelaskan mengenai hasil dapatan ini. Antaranya,
seperti yang dijelaskan oleh Baumrind (1991), gaya keibubapaan autoritatif merupakan gaya
keibubapaan yang mengamalkan cara didikan penuh diplomasi atau bertolak ansur
bersesuaian dengan keperluan anak. Selain itu, turut mengamalkan corak komunikasi dua
hala di mana, anak boleh membawa berbincang dengan ibu bapa mengenai sesuatu
perkara atau peraturan yang dirasakan oleh mereka kurang sesuai atau mengenai masalah
yang dihadapi mereka. Meskipun ibu bapa autoritatif ini menekankan ketegasan dalam
mendidik anak, namun ibu bapa masih memberikan kasih sayang yang penuh dan konsisten
terhadap anak-anak. Ini turut disokong oleh kajian lepas yang menjelaskan kecerdasan juga
banyak dipengaruhi oleh kasih sayang ibu bapa (Asghari & Besharat, 2011; Abbas Abdollahi
et al., 2013). Remaja dikatakan memerlukan kasih sayang dan juga autonomi sebagai
seorang remaja bagi membina kekuatan dan motivasi dalam diri untuk mendapatkan
kebolehan tertentu dalam membentuk kawalan kendiri, mencapai kecekapan emosi (Asghari
& Besharat, 2011), keyakinan diri dan integriti emosi (Abbas Abdollahi et al., 2013) yang
kesemua ini menjurus kepada pembentukan kecerdasan emosi yang baik. Bahkan, menurut
Gotlib dan Hammen (2009) ibu bapa yang mempunyai ciri-ciri kemesraan, bersikap
menerima, memberi autonomi secara konsisten dan sentiasa memberi peneguhan positif
membolehkan remaja melihat diri dan dunia mereka secara positif berbanding dengan ibu
bapa yang bersikap mengkritik, menolak serta mengawal menyebabkan remaja melihat diri
dan dunia mereka secara negatif. Maka, jelaslah bahawa melalui gaya keibubapaan yang
55

menekankan kasih sayang dan autonomi seperti autoritaif mampu memupuk pembentukan
kecerdasan emosi yang baik dalam diri seseorang anak.
Perbezaan jantina terhadap gaya keibubapaan
Berdasarkan kepada hasil analisis Ujian-t sampel bebas, keputusan menunjukkan bahawa
tidak terdapat perbezaan yang signifikan antara jantina terhadap penerimaan gaya
keibubapaan. Hal ini kerana tidak terdapat perbezaan yang ketara antara remaja lelaki dan
perempuan terhadap penerimaan gaya keibubapaan autoritarian (min lelaki = 3.23, min
perempuan 3.22), permisif (min lelaki = 3.30, min perempuan = 3.36) dan autoritatif (min
lelaki = 3.38, min perempuan = 3.40). Ini menunjukkan bahawa penerimaan gaya
keibubapaan bagi remaja lelaki dan perempuan adalah sama. Hasil keputusan ini sama
seperti dapatan hasil kajian Nik Hairi Omar, Azmi Abdul Manaf dan Ahmad Shazili Ayob
(2012). Hal ini mungkin disebabkan remaja lelaki dan perempuan melihat gaya keibubapaan
yang digunakan oleh ibu bapa mereka adalah pada skop atau aspek yang sama dalam
menilai gaya keibubapaan. Misalnya dari aspek asuhan, pendekatan, didikan, pertautan
emosi, ketegasan dan kasih sayang daripada ibu bapa.
Namun terdapat juga hasil keputusan yang tidak selari dengan dapatan hasil kajian ini, yang
mana pengkaji lain menemui hasil dapatan sebaliknya iaitu terdapat perbezaan antara
jantina terhadap penerimaan antara gaya keibubapaan (Kanmani, 2013; Shalini &
Balakrishna, 2013; Singh & Bisht, 2013; Azlina Mohd Kosnin, 2009). Kajian yang melihat
perbezaan jantina terhadap gaya keibubapaan khususnya dalam kalangan bapa ini
menjelaskan bahawa remaja perempuan lebih melihat bapa mengamalkan gaya autoritarian
berbanding remaja lelaki (Shalini & Balakrishna, 2013; Singh & Bisht, 2013). Meskipun
begitu, hasil dapatan kajian pengkaji ini menemui gaya autoritarian bapa tersebut memberi
impak yang positif terhadap perkembangan kecerdasan emosi anak yang ditunjukkan
melalui penjagaan, keprihatinan, sokongan dan autonomi (Shalini & Balakrishna, 2013).
Sementara, kajian Kanmani (2013) pula menemui pelajar lelaki lebih melihat gaya
keibubapaan bagi bapa sebagai gaya autoritatif berbanding pelajar perempuan. Jika dilihat,
ianya selari di mana dapat disimpulkan bahawa remaja lelaki lebih melihat bapa
mengamalkan gaya keibubapaan autoritatif, sedangkan remaja perempuan lebih melihat
bapa mengamalkan gaya keibubapaan yang lebih tegas iaitu autoritarian.
Perbezaan jantina terhadap kecerdasan emosi
Berdasarkan kepada hasil analisis Ujian-t sampel bebas, keputusan menunjukkan bahawa
terdapat perbezaan yang signifikan antara jantina terhadap kecerdasan emosi. Remaja
perempuan menunjukkan kecerdasan emosi yang lebih tinggi berbanding lelaki dan hasil
dapatan ini adalah selari dengan hasil dapatan kajian lepas. Misalnya kajian yang dilakukan
oleh Kim (2001) yang menunjukkan min kecerdasan emosi pelajar perempuan lebih tinggi
berbanding lelaki dan hasil dapatan yang sama juga diperolehi oleh pengkaji-pengkaji lain
(Su Mee Nguk, 2000; Zabedah, 2005; Liew, Gan, & Sia, 1999; Feizah, 2004; Zamri &
Chong, 2008; Norhayati, 2003; Abdul Malek Rahman, Sidek Noah, Abdul Malek Karim, Wan
Marzuki, Nabilah, Zulkifli, Joharry, Lihanna, Syed Mohamed Shafeq, Jamaludin, Sapon,
Mohd Yusof, Mohd Taib, Munirah, Norlena, Ruhaibah, & Tajularipin. 2009).
Berdasarkan keputusan ini, ianya dapat dijelaskan di mana perempuan dikurniakan ciri-ciri
tertentu seperti sifat keibuan, empati dan lebih beremosi. Kesemua ini menyumbang kepada
kecenderungan kaum perempuan untuk mempunyai kecerdasan emosi yang lebih tinggi dan
baik berbanding lelaki (Liew et al., 1999). Manakala, Syed Najmuddin (2007) pula
menjelaskan bahawa perempuan adalah lebih sensitif terhadap persekitaran, mengenali dan
berbincang mengenai emosi mereka berbanding lelaki yang kurang dilatih untuk peka
terhadap emosi mereka. Norhayati (2003) pula menjelaskan bahawa kanak-kanak
perempuan lebih menunjukkan ekspresi emosi berbanding lelaki apabila mereka tidak dapat
mengendalikan emosi mereka. Sementara, menurut Sahih dan Francis (2002), hal ini adalah
kerana remaja lelaki lebih bersikap positif berbanding remaja perempuan terhadap sesuatu
perkara.

56

KESIMPULAN
Hasil dapatan kajian ini secara tidak langsung memberi impak kepada gaya keibubapaan di
Malaysia khususnya di Sabah kerana ia memberi kesan terhadap perkembangan
kecerdasan emosi anak dalam jangka masa panjang. Bukan itu sahaja, bahkan ia juga
memberi kesan kepada golongan remaja pada masa kini untuk menilai dan mengaplikasikan
gaya keibubapaan yang bersesuaian terhadap anak mereka pada masa akan datang. Hal ini
kerana anak kebiasaannya akan mengaplikasikan semula atau menggunakan pendekatan
yang sama kepada anak-anak mereka apabila sudah mempunyai keluarga sendiri kelak.
Selain itu, dengan melihat kepentingan ibu bapa terhadap pembentukan kecerdasan emosi
remaja, pihak sekolah juga perlu untuk melibatkan ibu bapa secara aktif dalam apa-apa
program yang dianjurkan oleh pihak sekolah. Sebagai tambahan, cadangan pengkaji bagi
kajian yang selanjutnya adalah melihat pengaruh dari aspek psikologi yang boleh
menyederhanakan atau menjadi perantara kepada hubungan gaya keibubapaan dalam
pembentukan kecerdasan emosi remaja.
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59

PERKEMBANGAN RESILIEN DALAM KALANGAN IBU TUNGGAL YANG KEMATIAN

PASANGAN
Dharatun Nissa Fuad Mohd Karim
Jabatan Pendidikan dan Kesejahteraan Komuniti
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
nisafuad@ukm.edu.my
Dr Melati Sumari
Jabatan Pendidikan Psikologi dan Kaunseling
Fakulti Pendidikan, Universiti Malaya
Selangor, Malaysia
melati@um.edu.my
Abstrak
Kajian ini bertujuan untuk meneroka pengalaman ibu tunggal memperkembangkan resilien
dalam diri mereka selepas kematian pasangan. Kajian ini menggunakan pendekatan
fenomenologi. Enam orang peserta kajian telah dipilih secara persampelan bertujuan. Data
diperoleh melalui temubual separa berstruktur. Hasil analisis data menggunakan Atlas.ti 7
menunjukkan tiga tema utama telah muncul dalam menerangkan proses perkembangan
daya tahan dalam diri ibu tunggal. Tema-tema ini merangkumi penyesuaian, sistem
sokongan dan strategi daya tindak. Antara penyesuaian yang ibu tunggal lakukan bagi
membolehkan mereka berdaya tahan ialah penyesuaian emosi, kognitif dan tingkahlaku.
Sistem sokongan yang membantu ibu tunggal berdaya tahan termasuklah keluarga, rakanrakan, majikan serta kerajaan. Ibu tunggal juga menggunakan pendekatan kerohanian,
tingkahlaku, kognitif dan emosi sebagai strategi daya tindak untuk mempertingkatkan daya
tahan dalam diri. Kesimpulannya, ibu tunggal mampu bangkit semula selepas berlakunya
kekecewaan dalam diri mereka bergantung kepada sejauhmana mereka boleh
menyesuaikan diri dan berdaya tindak. Sistem sokongan juga dapat membantu mereka
untuk berdaya tahan. Maklumat yang diperoleh daripada hasil kajian ini dapat membantu
pengamal kaunseling untuk lebih memahami pengalaman daya tahan dalam kalangan ibu
tunggal yang kematian suami. Pengamal kaunseling juga boleh membangunkan intervensi
dan modul psikopendidikan yang bersesuaian dalam menjalankan sesi kaunseling dengan
ibu tunggal yang kematian suami.
Kata kunci: ibu tunggal kematian suami, daya tahan, penyesuaian, sistem sokongan,
strategi daya tindak
PENGENALAN
Sebuah keluarga yang bahagia adalah harapan dan impian setiap insan. Pada pandangan
umum, keluarga yang bahagia adalah sebuah hubungan keluarga yang sempurna yang
terdiri dari sepasang suami isteri dan anak-anak (Malinen et al., 2010). Mereka bersamasama mengharungi masalah keluarga dan mendapat sokongan antara satu sama lain. Tiada
apa yang merisaukan kerana masing-masing sedia maklum dan memahami peranan
masing-masing dalam keluarga. Struktur keluarga yang jelas memudahkan urusan dalam
mengendalikan setiap masalah yang timbul dalam keluarga (Bitter, 2009).
Walaubagaimanapun, tidak semua insan bernasib baik mempunyai sebuah keluarga yang
sempurna. Kemungkinan mereka diduga dengan kehilangan pasangan yang dijemput
panggilan Ilahi terlebih dahulu.

60

Kematian pasangan hidup adalah peristiwa traumatik yang memberikan kesan

mendalam serta saat yang paling mencabar kepada sebuah keluarga (Ochoa, 2006).
Masalah akan menjadi lebih besar sekiranya pasangan yang masih hidup ditinggalkan
bersama-sama dengan anak-anak. Selepas kematian pasangan, mereka akan menjaga
anak mereka berseorangan. Pada ketika ini status mereka juga berubah menjadi ibu tunggal
atau bapa tunggal. Mereka mungkin akan mengalami kemurungan yang berpanjangan
sehingga mengganggu kehidupan harian mereka. Proses ini merupakan satu proses
penyesuaian emosi dalam berdepan dengan status yang dibawa (J. Cairney, Boyle, Lipman,
& Racine, 2004; John. Cairney & Wade, 2002). Oleh itu sewajarnya mereka bangkit semula
dan mencari jalan untuk mengelakkan perasaan ini berlarutan. Mereka juga perlu mengatasi
masalah yang dihadapi dan tidak berterusan menyesali nasib yang menimpa diri mereka.
Disini lah wujudnya peranan resilien dalam diri setiap ibu tunggal yang membantu mereka
kembali bangkit selepas hidup bersendirian tanpa pasangan (West, 2012).
Resilien membawa maksud bagaimana seseorang individu itu mampu untuk bangkit semula
setelah mengalami peristiwa dan keadaan yang teruk dalam kehidupan mereka (Lee, 2014;
Resnick, Gwyther, & Roberto, 2011; Siebert, 2005; Yong, 2004). Taormina (2015) melihat
istilah resilien sebagai satu usaha untuk bangkit semula, menjadi lebih elastik dan fleksibel
ataupun kembali kepada keadaan asal. Proses bangkit semula ini didorong oleh motivasi
diri yang tinggi dan keinginan untuk menjadi individu yang lebih maju. Resilien juga
seringkali dikaitkan dengan emosi-emosi yang positif. Emosi yang positif ini kebiasaannya
terhasil dari individu itu sendiri (Philippe, Lecours, & Bealieu-Pelletier, 2009). Walaupun
begitu ada bukti empirikal yang mencadangkan bahawa resilien dan emosi positif setiap
individu ketika berhadapan dengan stres dan tekanan adalah berbeza antara satu sama lain
(Ong & Zautra, 2010). Oleh itu Taylor (2013) mencadangkan resilien dilihat sebagai proses
yang memerlukan seseorang untuk menyesuaikan dirinya bagi membolehkan mereka
berdepan dengan stress dan tekanan.
Seperti mana yang dicadangkan oleh Richardson (2002), resilien merupakan proses yang
dinamik yang boleh berkembang dalam diri individu yang mengalami pengalaman yang
mengecewakan. Dinamika ini akan berterusan jika wujudnya sistem sokongan sebagai
faktor pendorong untuk individu kembali bangkit. Sistem sokongan yang diberikan lazimnya
membantu ibu tunggal untuk mengendalikan isu yang dihadapi dengan teknik dan strategi
yang berkesan dengan diri mereka (Davidson, 2008; Luthar & Cicchetti, 2000). Oleh itu,
kajian ini secara tidak langsung bertujuan untuk melihat pengalaman ibu tunggal berdepan
dengan masalah dan proses peningkatan tahap resilien dalam diri mereka melalui
penyesuaian yang perlu dilakukan, sistem sokongan yang diperoleh dan juga strategi daya
tindak yang digunakan.

METODOLOGI
Dalam rangka pendekatan kualitatif, fenomelogi adalah rekabentuk yang paling bersesuaian
dengan kajian ini. Tujuan utama fenomenologi adalah untuk meneroka makna pengalaman
kehidupan seseorang sepertimana yang digambarkan oleh individu itu sendiri (Blomberg &
Volpe, 2008; Creswell, 2007; Frost, 2011). Konteks kajian ini menggunakan persampelan
bertujuan dengan menggunakan teknik persampelan berkriteria. Kriteria yang ditetapkan
adalah; (i) mereka merupakan ibu tunggal yang kematian suami, (ii) mempunyai sekurangkurangnya seorang anak dan (iii) menjadi ibu tunggal sekurang-kurangnya setahun. Seramai
enam orang ibu tunggal telah memenuhi kriteria yang dinyatakan. Keenam-enam peserta
kajian berada di sekitar Lembah Klang. Ringkasan latar belakang peserta kajian adalah
seperti Rajah 1.
Jadual 1
Latar belakang peserta kajian
Peserta
Kelayakan Pekerjaan
Umur ketika Tempoh
Punca
Bilangan
kajian / akademik
menjadi ibu menjadi
kematian
anak
61

Ciri-ciri
PK 1
PK2
PK3
PK4
PK5
PK6

Sarjana

STPM

Pensyarah
sambilan
Pensyarah
kontrak
Surirumah

STPM
SRP
SPM

Guru
Surirumah
Surirumah

Sarjana

tunggal
(tahun)
42

ibu tunggal
(tahun)
22

45

18

39

17

42
41
28

2
3
22

Sakit
jantung
Sakit
jantung
Sakit
jantung
Strok
Kemalangan
Kanser

4
1
4
2
7
4

Data kajian ini telah diperoleh melalui teknik pengumpulan temubual separa
berstruktur. Menurut Seidman (2006), matlamat penggunaan temubual ini adalah untuk
membangunkan dan meneroka respon peserta kajian kepada persoalan yang diutarakan.
Melalui teknik ini, penyelidik dapat membantu peserta kajian untuk mengkonstruk semula
pengalaman mereka tentang topik yang dikaji. Pada masa yang sama, pertanyaan terus
kepada peserta kajian (probing), yang mana soalan ini tidak ada dalam protokol temubual
digunakan untuk membantu menambahkan pengetahuan dan pemahaman penyelidik
terhadap pengalaman ibu tunggal (Frost, 2011; McLeod, 2001). Temubual dilakukan di
seting peserta kajian sebagai langkah untuk penyelidik lebih mengenali dan memahami
situasi sebenar peserta kajian. Lima dari enam seting melibatkan rumah kediaman peserta
kajian. Seorang lagi peserta kajian lebih selesa untuk berjumpa di pejabat kerana masanya
lebih banyak di pejabat berbanding di rumah. Penyelidik tidak meletakkan had masa
maksimum untuk setiap temubual. Kebanyakan temubual mengambil masa dari empat puluh
lima minit ke satu jam. Had masa ini bergantung kepada kesediaan peserta kajian untuk
berkongsi pengalaman mereka. Bilangan temubual pula bergantung kepada ketepuan data
Bilangan temubual minimum adalah sebanyak tiga kali dan maksimum sebanyak lima kali.
Penyelidik meneruskan temubual bersama peserta kajian sehingga penyelidik mendapati
wujudnya pengulangan penceritaan yang sama dari peserta kajian.
Memandangkan penyelidik telah menjalankan tiga ke lima pusingan pengumpulan data,
maka menjadi satu cabaran untuk penyelidik menganalisis data yang diperoleh. Oleh itu
satu proses yang sistematik diperlukan. Proses yang sistematik ini dimulakan dengan
membuat transkripsi temubual. Transkripsi ini dikodkan untuk mencari tema-tema
menggunakan Atlas.ti 7. Peringkat awal melibatkan pengkodan secara terbuka, diikuti
dengan pengkodan kategori dan kategori yang sama disatukan menjadi tema. Hasil dari
pengkodan ini memberi tiga tema utama.
Kebolehpercayaan dan kesahan merupakan masalah utama dalam penyelidikan kualitatif
(Morrow, 2005). Bagi mengatasi berlakunya masalah ini dalam kajian ibu tunggal ini,
penyelidik telah melakukan beberapa strategi teknik pengesahan data kajian iaitu (i)
triangulasi, (ii) member checking dan (iii) peer debriefing.
DAPATAN KAJIAN
Hasil dari proses temubual yang dilakukan keatas enam orang peserta kajian, penyelidik
mendapati bahawa wujudnya perkembangan resilien dalam diri setiap peserta kajian
bermula dari kematian suami masing-masing dan berterusan sehingga kini. Setelah meneliti
data yang dianalisis, tiga tema utama telah dikenalpasti dalam melihat perkembangan
resilien dalam diri ibu tunggal. Setiap tema mempunyai sub tema yang akan dibincangkan
lebih terperinci dalam bahagian seterusnya. Tiga tema utama yang muncul bagi
perkembangan resilien dalam diri ibu tunggal adalah seperti yang berikut;
a.
proses penyesuaian yang perlu dilakukan untuk membantu mereka bangkit dari
peristiwa kekecewaan yang dialami
62

b.
sistem dan bentuk sokongan yang diperoleh dan
c.
strategi daya tindak yang digunakan oleh mereka untuk mengatasi setiap isu dan
cabaran yang dihadapi.
Proses penyesuaian yang perlu dilakukan untuk memperkembangkan resilien dalam
diri ibu tunggal
Perkara pertama yang dilihat apabila berlakunya peristiwa yang menyebabkan kekecewaan
yang melampau dalam diri ibu tunggal adalah bagaimana mereka menerima status
kehidupan yang baru, dari seorang isteri dan ibu yang mempunyai suami kepada seorang
ibu yang kematian suami. Setiap dari peserta kajian berkongsi tentang penyesuaian yang
perlu dilakukan bagi memudahan mereka meneruskan kehidupan. Mereka perlu melakukan
penyesuaian dari aspek penyesuaian emosi, pengurusan, kewangan dan pemikiran. Mereka
mula dapat menerima status diri yang baru setelah melalui proses penyesuaian ini. Dengan
lain perkataan, penyesuaian diri kepada status yang baru merupakan permulaan kepada
penerapan resilien dalam diri setiap peserta kajian.
Setelah meneliti kesemua dapatan dari keenam-enam peserta kajian di bawah tema
penyesuaian, kesimpulan utama yang dapat dibuat dari tema ialah PK1, PK2, PK3, PK4,
PK5 dan PK6 kesemuanya melakukan penyesuaian emosi dengan cara menzahirkan emosi
yang terbeban melalui tangisan. Mereka memilih untuk tidak menangis di hadapan anakanak supaya anak-anak tidak melihat kesusahan yang dialami. PK1 tidak dapat menerima
hakikat dan mempersoalkan tentang nasibnya di peringkat awal kematian arwah suami. PK2
mengambil langkah untuk mengelak dari berjumpa rakan-rakan kerana merasakan
ketaksempurnaan dirinya setelah kehilangan pasangan hidup. Walau bagaimanapun,
dengan melakukan penyesuaian kognitif, PK1 dan PK2 boleh meneruskan kehidupan
seperti biasa. Tindakan yang sama turut dilakukan oleh PK3 dan PK6. Dengan berfikiran
terbuka dan tidak mengambil pusing percakapan orang sekeliling, PK3 dan PK6 dapat
menyesuaikan diri dengan status mereka dalam tempoh masa yang agak cepat.
Terdapat juga peserta kajian yang perlu melakukan penyesuaian dari segi pengurusan sama
ada pengurusan rumah mahupun pengurusan kewangan. PK1 terpaksa menyesuaikan diri
dalam menguruskan kewangan keluarga sehingga tidak kira masa dan waktu keluar mencari
nafkah. PK4 dan PK5 pula melakukan penyesuaian dari aspek pengurusan rumah.
Walaupun masih lagi dalam proses penyesuaian untuk menguruskan rumah tanpa bantuan
suami, PK4 dan PK5 tetap boleh meneruskan kehidupan mereka seperti biasa. Antara
contoh petikan temubual yang menggambarkan tema adalah seperti di bawah;
Masa tu kan, bila dah tak ada..Kak Zi ada anak kecil kan? Masa sekejap tu, memang
mourning lah orang kata..tak ada lah nak fikir nak cari ganti ke..itu ke semua kan? Kita lalui
saja dengan hati sedih..dengan kadang-kadang kesunyian, menangis seorang. Kadang,
rasa sendiri je..kesunyian seorang-seorang, menangis seorang saja..tak ada nak relat
kepada orang lain. Lepas tu, dah perut besar, besar..bersalin. Dah bersalin tu, rasa Kak Zi
hilanglah..
(PK1/I3/14:92)
I punished myself, you know? Like I am punishing myself..i am thinking that..tak
sempurnalah diri nak masuk dalam majlis orang. Haa..begitu..lepas tu saya marah diri saya
balik sebab orang besar hati je. all the feelings are like I am not having my other half. Jadi,
banyak social event, social gathering yang selalunya kalau ada, kami akan hadir secara
berduaan. In the begininning, in the initial of widowhood period, memang saya
mengasingkan diri. Saya kata malas lah nak pergi. Jadi, bila ada jemputan, orang kahwin
ke, apa-apa social jemputan saya mengasingkan diri saya, saya malas nak pergi sebab
saya rasa malu tanpa di other half.
(PK2/I3/11:82)
63

Tapi, ada menangis lah..ada menangis sampai tutup bantal, takut orang dengar..kalau
menangis sikit tak puas hati, jadi nak nangis kuat sikit, kena tutup bantal..tak nak orang
dengar..macam tu..tu cara yang paling mudah, orang tak dengar, orang tak nampak.
(PK3/I2/2:256)
Sistem dan bentuk sokongan yang ada pada diri ibu tunggal
Setiap peserta kajian berpendapat mempunyai sistem sokongan yang baik adalah satu
keperluan tidak kira apa bentuk sokongan yang diterima sekalipun. Sistem sokongan
merujuk kepada individu mahupun sistem yang memberikan sokongan dan semangat
kepada peserta kajian untuk bangkit dari kekecewaan selepas kematian suami sama ada
sokongan dari segi mental mahupun fizikal. Empat sistem sokongan yang diperoleh adalah
keluarga, rakan-rakan, jiran, majikan dan kerajaan. Petikan temubual yang menyokong
dapatan adalah seperti yang berikut;
Itu sahaja..dengan kakak..kakak beri kekuatan, tak apa..tak apa..dia kata..orang
lain macam ni juga, jadi kita rasa kuat. Masalah rumah tangga pun, makcik tak
pernah cakap dengan orang lain..cakap masalah dengan kakak.
(PK3/I2/2:94)
Pentadbir kadang-kadang ya la kita sebagai ibu tunggal dia nampak la kita bila
kita sebuk kadang-kadang anak-anak, tu la kadang dia faham kita, ye la macam
pagi kan kita nak kena hantar anak jadi dia faham. Bagi kelonggaran.
(PK4/I3/8:368)
Akak dapat beras pun, zakat bagi makanan kering. Hari tu arwah dah tak ada,
dia bagi 15 kg beras, 5 kilo minyak, 5 kilo tepung gandum, 5 kilo gula. Tiap-tiap
bulan..ada bagi duit sikitlah.
(PK5/II/17/64)
Berdasarkan dapatan yang telah diceritakan, rumusan secara keseluruhan tema
sistem sokongan adalah seperti berikut; PK1 menerima sistem sokongan dari anak buah
dan juga kawan-kawan. PK3 dan PK4 juga mendapat sokongan dari kawan-kawan tetapi
terhad dan hanya kawan yang terpilih sahaja yang mereka selesa untuk berkongsi cerita
dan masalah. Selain dari kawan-kawan, PK3 dan PK4 turut mendpat sokongan dari
keluarga, bezanya hanya PK3 mendapatkan sokongan dari keluarga kandung terutamanya
dari ibu, kakak dan abang, manakala PK4 mendapat sokongan dari keluarga angkat. PK5
pula mendapat sistem sokongan bukan sahaja dari keluarga malah turut dibantu oleh jiranjiran dan agensi kerajaan yang berwajib seperti Jabatan Kebajikan Malaysia dan Pusat
Zakat. PK6 pula menyatakan sistem sokongan yang ada padanya adalah keluarga sebelah
arwah suami. PK2 adalah peserta kajian yang agak stabil kehidupannya secara mental dan
fizikal. Personaliti yang positif membuatkan PK2 hanya melihat anaknya sebagai sumber
inspirasi utama dalam meneruskan kehidupan. Sokongan mental dari anak tunggalnya
sudah cukup memadai bagi PK2. Oleh itu, secara amnya, kesemua peserta kajian bersetuju
sokongan keluarga adalah yang utama dalam meningkatkan tahap motivasi diri selepas
bergelar ibu tunggal, diikuti oleh sokongan dari jiran, rakan-rakan, majikan dan kerajaan.
Mereka mendapat sokongan dalam pelbagai bentuk sama ada sokongan mental, emosi,
fizikal termasuklah kudrat dan tenaga serta kewangan.
Strategi daya tindak yang digunakan oleh ibu tunggal untuk meningkatkan tahap
resilien
Apabila berlakunya sesuatu peritiwa yang mengecewakan dalam kehidupan seseorang,
pasti terdapat cabaran yang terpaksa ditempuhi. Bagaimana cara mengendalikan dan
menguruskan cabaran yang dilalui inilah yang dimaksudkan dengan strategi daya tindak.
Setelah membuat penelitian dari keenam-enam strategi daya tindak peserta kajian,
penyelidik dapat merumuskan strategi daya tindak yang menjadi amalan peserta kajian
dapat dibahagikan kepada empat strategi yang utama iaitu, kerohanian, tingkahlaku, kognitif
dan emosi. Pendekatan kerohanian melihat kepada bagaimana ibu tunggal menghadapi
masalah dengan cara mendekatkan diri dengan Penciptanya. Ibu tunggal banyak berdoa
64

kepadaNya, bersyukur dan bersangka baik serta menerima qada dan qadar Ilahi.
Pendekatan ini diamalkan oleh keenam-enam peserta kajian, PK1, PK2, PK3, PK4, PK5 dan
PK6.
Seterusnya, peserta kajian juga menggunakan strategi daya tindak yang melibatkan
tingahlaku. PK1 telah menghadiri sesi kaunseling, menjadi sukarelawan, menonton program
motivasi, membuat pendedahan kendiri dan menyambung pelajaran ke peringkat Sarjana
Muda. PK4 mempunyai kesamaan dengan PK1 kerana turut menyambung pelajaran ke
peringkat Sarjana Muda, menghadiri seminar dan program motivasi serta membuatkan diri
sentiasa sibuk melalui aktiviti peribadi mahupun aktiviti di sekolah. PK4 turut menjadikan
membaca sebagai strategi daya tindak untuk bangkit dari kekecewaan. Membaca juga
menjadi pilihan PK3 sebagai salah satu cara untuk mengendalikan isu dan cabaran yang
mendatang. Tingkahlaku yang agak berbeza dapat dilihat pada PK5 dimana PK5 memilih
untuk bersedekah sebagai salah satu langkah untuk berdaya tindak.
Dari aspek kognitif pula, dapat dilihat bahawa empat dari peserta kajian
mengaplikasikan pemikiran yang positif dalam mendepani masalah mereka. Empat peserta
kajian ini terdiri dari PK1, PK2, PK3 dan PK4. Manakala PK6 mengambil langkah untuk
mengelak dari berfikir sebagai daya tindak. PK6 juga turut mengingat arwah suami sebagai
pemberi semangat tatkala hati dirundung masalah. Cara ini turut diaplikasikan oleh PK2.
Mengingati memori indah bersama arwah suami membuat PK2 lebih kuat dan mampu
bangkit dari kekecewaan. Aspek yang terakhir melihat kepada aspek emosi. Emosi peserta
kajian terzahir melalui tangisan. Menangis merupakan strategi daya tindak yang menjadi
pilihan PK1, PK3, PK4 dan PK6. Persamaan keempat-empat peserta kajian ini ialah mereka
menangis apabila terasa kebuntuan. Tangisan mereka tidak diketahui sesiapa walaupun
anak sendiri. Mereka mempunyai pendapat yang sama dimana selepas menangis
segalanya akan menjadi lebih baik dan dapat mengurangkan tekanan yang dihadapi. Antara
petikan yang menggambarkan tema ini termasuklah;
Bila kita dah baca Yaasin tu macam..tak adalah macam feeling loneliness tu, tak ada. Masa
tu kita dah baca ke situ, sekurang-kurangnya setengah jam..nak habiskan satu ayat Yassin
tu. Dah setengah jam tu, macam terasa letih, you know? Bila dah terasa letih tu, all you
have to do is lie down lah. Bila lie down tu, you automatically off to sleep. Saya dah dapat
dah satu jalan macam mana nak solve saya punya loneliness tu kan.
(PK1/I2/13:32)
Apatah lagi apabila suami sudah meninggal, jadilah saya status ibu tunggal..jadi, lagi jadilah
lebih orang kata the upmost important lah. The upmost important dalam diri saya dan satu
lagi ialah the memory of the dead. The memory of my late husband tu menguatkan saya lagi
untuk menjaga zuriat dia ni supaya menjadi orang yang..orang kata yang baik lah, manusia
yang baiklah.
(PK2/I2/10:190)
Jadinya banyak ilmu yang boleh dicedok sana, cedok sini kan..melalui pembacaan semua,
kita dengar apa-apa ke? Jadi, itu banyak membantu kan? Maknanya, kita tak ada ilmu yang
ibu tunggal ada. Jadi, fikir kejap..what to do? What to do next, what to do next? Ok..macam
ini..Jadi, kita ..instead suka bertanya, makcik lebih suka membaca lah.
(PK3/I4/4:66)
Ya la dari kehidupan kita, lepas tu mungkin kot lepas arwah dah minta kita sambung sebab
hari tu mula-mula buat kaunseling kan, lepas tu dia yang kata lepas ni sambung buat terus
la kaunseling macam seolah-olah benda tu sebab dengan kaunseling tu kita boleh dapat
kita punya pengurusan daripada hati, fikiran semua tu la. Maksudnya dia banyak membantu
la apa kita belajar tu, jadi apa yang kita nak hadapi tu memang banyak membantu la.
(PK4/I2/8:290)
Ada orang yang lagi susah, mungkin Allah tu gerakkan hati mak. Pergi ke sini, kau tengok
sendiri. Kau rasa kau susah. Kau tengok, ada lagi hamba Allah yang susah. Sejak tu lah,

65

melimpah ruah rezeki akak sejak akak bagi kat dia. Bukannya banyak, sikit saja. Akak bantu
dia, itu sajalah duit, tak banyak.
(PK5/I2/18:112)
PERBINCANGAN
Tujuan kajian ini secara khususnya adalah untuk memahami resilien dalam kalangan ibu
tunggal. Dengan memahami pengalaman serta isu dan cabaran yang dialami oleh ibu
tunggal, penyelidik boleh melihat pertaliannya dengan proses perkembangan resilien yang
berlaku dalam diri ibu tunggal bermula dari peristiwa yang mengecewakan dalam kehidupan
mereka. Keseluruhan dapatan kajian menunjukkan ibu tunggal yang kematian pasangan
berpotensi untuk meningkatkan perkembangan resilien dalam diri mereka. Perkembangan
resilien ini merupakan proses yang berterusan bermula dari berlakunya kematian suami dan
semakin berkembang selari dengan proses penyesuaian yang mereka perlu lakukan, sistem
sokongan yang mereka peroleh dan strategi daya tindak yang digunakan. Proses
penyesuaian umumnya berlaku kerana setalah kematian suami, ibu tunggal perlu melalui
fasa-fasa kesedihan seperti mana yang dicadangkan oleh Kubler-Ross dan Kessler (2005).
Bersedih atas kematian seseorang itu adalah satu tindakbalas yang normal.
Walaubagaimanapun akan wujud masa-masa tertentu yang amat memeritkan dan
meletihkan. Memahami pengalaman bersedih dan mengambil langkah yang sewajarnya
bagi menangani tempoh bersedih ini merupakan elemen yang penting untuk pulih dan
bangkit dari kekecewaan yang dialami. Bagi individu yang mempunyai personaliti diri yang
positif, mereka cenderung untuk membuat penyesuaian lebih cepat berbanding dengan
dengan ibu tunggal yang berpersonaliti diri negatif.
Dapatan kajian juga melihat sistem sokongan yang baik dapat membantu peserta kajian
untuk meningkatkan resilien dalam diri mereka. Sistem sokongan mampu memberikan
harapan kepada ibu tunggal bahawa mereka bukanlah bersendirian dalam mengharungi
kehidupan mendatang. Mereka boleh dibantu dari sudut emosi dan fizikal. Dapatan ini selari
dengan kajian lepas yang mencadangkan keperluan sistem sokongan bagi membantu
kelompok ibu tunggal untuk mengatasi isu dan cabaran yang dihadapi (Clark & Hamplov,
2013; Correa, Bonilla, & Reyes-MacPherson, 2011; Grossman, Hudson, Lefler, Jodell, &
Titilola, 2009; Guillory et al., 2014; Lashley & Giannoni, 2010; Schrag & Tieszen, 2014).
Mereka mencadangkan ibu tunggal perlu mendapatkan sokongan sosial sebagai langkah
mengurangkan bebanan yang dipikul. Mereka bukan sahaja dapat mengurangkan beban
yang dipikul, malah mereka boleh belajar serta mengaplikasikan apa yang dipelajari dari
sistem sokongan yang mereka ada. Sistem sokongan sosial ini tiak hanya tertumpu pada
keluarga dan rakan semata, malah komuniti sangat memainkan peranan penting sebagai
pemberi semangat kepada ibuibu tunggal (Clark & Hamplov, 2013).
Strategi daya tindak yang digunakan oleh peserta kajian yang menggunakan elemen
spiritual sebagai strategi daya tindak utama diikuti dengan kognitif, emosi dan tingkahlaku.
Jika dilihat dari pendekatan Teori REBT (Corey, 2011), dalam membantu klien memahami
kepercayaan yang tidak rasional, sebagai contohnya ibu tunggal yang mengalami kematian
suami, kematian ialah A, manakala kesunyian adalah kepercayaan ibu tunggal (B) terhadap
kematian suami. Sekiranya ibu tunggal mempercayai kematian suaminya menyebabkan
dirinya tidak bermakna dan kehidupannya akan berakhir maka kesan emosi (C) adalah
sedih dan sepi. Justeru, kesedihan dan kesepian bukan disebabkan oleh A tetapi
disebabkan oleh B. Bagi membantu ibu tunggal, mereka perlu mengenalpasti kepercayaan
tidak rasionalnya. Kemudian kepercayaan ini dibahaskan (D) dengan mempersoalkan dan
mempertikaikan kepercayaan tersebut sehingga akhirnya ibu tunggal dapat membezakan
kepercayaan rasional dan tidak rasional. Selepas proses D, ibu tunggal akhirnya akan
mencapai kepercayaan baru yang menggantikan pemikiran tidak rasional (E). Kepercayaan

66

baru ini membantu ibu tunggal untuk menjadi lebih resilien yang seterusnya dapat bangkit
untuk meneruskan kehidupannya dan berdepan dengan realiti sebenar.
Sebagai seorang kaunselor, penyelidik mempelajari beberapa perkara yang penting yang
perlu diambilkira oleh kaunselor professional apabila mendapat klien dari kalangan ibu
tunggal. Pertamanya, kaunselor perlu tahu waktu kritikal yang dilalui oleh ibu tunggal.
Peringkat awal kehilangan insan tersayang merupakan waktu yang paling memerlukan
empati dan sokongan kuat dari individu yang signifikan. Pada peringkat ini ibu tunggal
sangat terdedah kepada emosi yang negatif seperti kemurungan, kesunyian dan kesedihan
yang mana setiap emosi ini perlu diluahkan. Memandangkan peserta kajian diberi peluang
untuk mereflek dan mengimbau semula pengalaman yang telah dilalui semasa temubual
dengan penyelidik, mereka mula menyedari kekuatan yang ada dalam diri mereka yang
tidak pernah difikirkan selama ini. Pengalaman yang sama ini turut boleh berlaku dalam sesi
kaunseling.
Dalam konteks kaunseling, proses kaunseling sebenarnya mampu memperkasakan ibu
tunggal dan membantu mereka menyedari bahawa agen penyembuhan dari kekecewaan
adalah diri mereka sendiri. Oleh kerana agen penyembuhan dari kekecewaan adalah diri
mereka sendiri, kaunselor perlu bantu klien untuk melihat kepentingan untuk sembuh dan
bangkit dari kekecewaan. Dengan lain perkataan, disinilah wujudnya konsep resilien.
Dengan adanya kajian ini, kaunselor dapat mempelajari bagaimana untuk meningkatkan
resilien dalam diri ibu tunggal setelah ibu tunggal menyedari diri mereka sebagai agen
penyembuh.
Hasil dari pemahaman tentang konsep meningkatkan resilien dalam diri, kajian ini
juga dapat membantu mendidik ibu tunggal terutamanya, bagaimana untuk bangkit dari
kekecewaan. Walaupun kajian ini secara keseluruhannya tidaklah melihat kepada terapi,
teknik mahupun sebarang perancangan rawatan kepada ibu tunggal, tetapi dapatan kajian
ini dapat memberi gambaran umum bagaimana ibu tunggal mampu memperkembangkan
dan meningkatkan resilien dalam diri mereka untuk meneruskan kehidupan. Pendedahan
awal ilmu resilien ini dapat membantu kaunselor untuk lebih berkemahiran apabila
mengendalikan isu yang sama. Berbekalkan ilmu tentang konsep ini, kaunselor boleh
membangunkan intervensi yang bersesuaian untuk membantu ibu tunggal bangkit dari
kekecewaan dengan mengakui resilien merupakan sebahagian dari kehidupan ibu tunggal.

KESIMPULAN
Secara ringkasnya, kajian ini melihat kepada pengalaman ibu tunggal yang kematian suami
berdepan cabaran dan bangkit dari kekecewaan. Kelompok ibu tunggal bukanlah kelompok
yang sering distereotaipkan sebagai kelompok yang negative. Mereka juga mempunyai
potensi untuk bangkit dari kekecewaan apabila wujudnya sikap berdaya tahan dan resilien
dalam diri mereka. Resilien yang dipamerkan tidak lah bersifat statik. Ia merupakan proses
yang dinamik kerana boleh berkembang dengan melakukan penyesuaian, memperoleh
sistem sokongan serta tahu menggunakan strategi daya tindak yang sesuai dengan diri
mereka. Diharapkan kajian ini dapat memberi sudut pandang yang baru terhadap golongan
ibu tunggal. Sebagai penambahbaikan dari hasil kajian, kajian akan datang boleh
mempertimbangkan untuk menghasilkan intervensi yang bersesuaian kepada ibu tunggal
dalam konteks meningkatkan resilien dan daya tahan mereka.

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CONSIDERATIONS OF NEUROFEEDBACK TRAINING FOR ATTENTION DEFICIT

HYPERACTIVE (ADHD) CHILDREN
Jasmine Adela Mutang, Chua Bee Seok, Ferlis Bin Bullare @ Bahari,Laila Wati Binti
Madlan @ Endalan, Rosnah Binti Ismail &Tracy Soidi
Psychology and Social Health Research Unit
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
jasmine@ums.edu.my
Abstract
Electroencephalography (EEG) biofeedback or Neurofeedback is a training using the
operant conditioning paradigm to regulate the brainwave activities voluntarily using a realtime feedback (audio or visual). The brain waves are measured using electrode(s) attached
to the clients scalp and brain waves or neural activities are then transferred to a computer
installed with neurofeedback software. EEG biofeedback was first used in the late 1960s as
a means to maintain the pattern of brain waves (Hammond, 2005). Over the years studies
on neurofeedback training was found to be one of the promising treatment for reducing the
symptoms of Attention Deficits Hyperactivity Disorder (ADHD). ADHD is a
neurodevelopmental psychiatric disorder and one of the most common disorders affecting
children worldwide, Malaysia without exception with the prevalence of 4.3 per cent (five to 15
years old).
Previous studies indicated a
positive outcome on the usage
of neurofeedback training for other conditions such as autism, learning disabilities, insomnia,
headaches, addiction and to enhance peak performance in sports, music and learning as
well. Many parents in the western countries have opted for neurofeedback training for their
ADHD children as a promising alternative treatment rather than fully depending on
medication.This paper aims to provide a brief review of the usage of neurofeedback, the
paradigm of neurofeedbackand studies related to the efficacy of neurofeedback for ADHD
children.
Keywords: Neuropsychology, EEG biofeedback, neurofeedback, ADHD, children

INTRODUCTION
Historical records can be traced back at least 5000 years ago from the Middle East that
suggested the brain as a control center of behavior, which at present known as the brain
hypothesis (Stirling, 2002). Later, the studies related to brain and behavior from
physiological psychology field evolve, thus one of it is known as neuropsychology, which
seek to understand the relationship between the brain and behavior and attempts to explain
which observable behavior is expressed by the brain activity (Beaumont, 2008).
Beaumont (2008) stated that there are two branches of neuropsychology, which are clinical
Neuropsychology and experimental Neuropsychology. Clinical Neuropsychology is related to
behavioral neurology and dealing with patients with cerebral lesions. As for the second
branch, it deals with normal subjects in the laboratory using a variety of techniques which
includes dichotic listening, divided visual field, lateralized tactile presentation and more
specialized physiological techniques.
The early development of Neuropsychology shows many techniques used to measure brain
structure and functions which include examining brain tissue, lesion and ablation, electrical
stimulation and electrical recording (Stirling, 2002). Electric recording enabling researchers
or health practitioner to learn about the brain function is the basis of neurofeedback.
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Computer screen or chart recorder display the brain electrical activity that is detected by the
electrodes attached to the scalp.
The potency of surface recording is due to electrochemical activity of the brain that is
conducted passively through the meninges and the skull to the scalp. The activity of millions
of neurons in the brain area closer to the recording electrodes is summarized in the form of
recorded voltages. Therefore, in order to obtain the spatial distribution of brain activity,
different electrode placement is used to enable simultaneous recording. This procedure has
proven invaluable to diagnose different disorder such as epilepsy and identification of sleeprelated disorders (Stirling, 2002) is also known as neurofeedback protocol.
Electrode System 10-20 is a method of reference for neurofeedback protocol in
standardizing areas of the skull and comparing data. The term 10-20 refers to the
placement of electrodes over 10% or 20% of the total distance between specified skull
location which named using letters and numbers. Typically, there are two types of unipolar
(active electrode placed on the skull is compared with reference electrode) and bipolar (two
active electrode placed separately on the skull is compared with one reference electrode)
montage used in neurofeedback treatment. The brain activities at the active electrode are
the sum from activity of active electrode minus activity of reference electrode (Marzbani,
Marateb, & Mansourian, 2016).
The first recorded report that describes EEG findings in children behavioral problem stems
from 1938 by Jasper, Solomon and Bradley. The EEG findings reported about the wave
known as Frontal Slow EEG now which resemble most closely to the current diagnosis of
ADHD (Coben & Evans, 2011). In 1968, stevens, sachdev and Milstein study correlated
different EEG abnormalities to behavioural profile where the slowing EEG frequencies was
related to hyperactivity, difficulty with labelling and poor perception of images discrimination.
Computerized EEG analysis enables easier analysis to be conducted in an automated
fashion. Thus in 1991, the foundation for the concept of the theta/beta power ratio as a
measure to discriminate normal children from children with Attention Deficit Disorder (ADD),
learning disorder and ADHD had been laid down by Lubar. Apart from that, study related to
predicting treatment outcome to stimulant medication using EEG was first conducted by
Satterfield and collegues which found out that children with excess slow wave activity and
large amplitude evoked potential were more likely to respond to stimulant medication which
mean that generally abnormal EEG could be considered as positive treatment outcomes
predictors; contrary to studies by Clarke and collegue in 2002 and suffin and emory in 1995
which found out that the good responders to medication among ADHD and ADD were
characterized by increased theta and theta/beta ratio (Coben & Evans, 2011). However
another studies in 2005 by Hemes and collegue found out that increased beta was related
to better treatment outcome in ADHD.
Neurofeedback training had been widely used wide range of field such as cognitive and
memory enhancement, especially aiming to counter the effects of aging. This training also
used in training peak or optimal performance training in musical performance, ballroom
dance performance, sports and surgical skills. Apart from that, neurofeedback training also
used as an intervention in other disorder such as learning and developmental disabilities,
substance abuse, antisocial personality, autism, anxiety and depression (Hammond, 2011).
Neurofeedback for ADHD was an extension of Stermann and Friais groundbreaking work in
epilepsy back in the 1970s (Masterpasqua & Healey, 2003). After that, single-case design
by Lubar and Shouse provided the first empirical evidence for the value of neurofeedback for
ADHD. Lubar and Shouse (1976) stated that increasing the sensorimotor rhythm through
neurofeedback may works to calm motor responses in hyperactive children. In that early
development of neurofeedback for ADHD, several studies performed controlled trials using a
variety of Lubars original protocol showing the efficacy of the training until present
(Masterpasqua & Healey, 2003).
72

Brain and neurofeedback

The basic cells that carry messages back and forth in the brain and throughout the rest of
the body is neurons. As neurons is responsible for all the things we do; our movements, our
thoughts, our memories and our emotions, it helps to understand ones behavior by knowing
this basic cell (Garrett, 2011). Moreover, understanding the basic cells of the brain will aid in
understanding the application of neurofeedback training.
There are three major types of neurons, which includes motor, sensory and interneuron.
Motor neuron functions to conduct messages from the spinal cord to muscle and organs
(Garrett, 2011). These neurons can be found throughout the nervous system. The sensory
neurons carry out information from body and world to the brain and spinal cord which can be
found in human five senses. On the other hand, interneuron conducts information between
neurons in the same area and mainly found in the brain and spinal cord. Overall, neurons
are specialized cells that convey sensory information into the brain; carry out the operations
involved in thought, feeling, and action; and transmit commands out into the body to control
muscles and organs (Garrett, 2011).
The most fundamental characteristics of neurons are polarization which means that there is
a different electrical charge between the inside and the outside of the cells. The difference
in electrical charge between two points; the inside and outside of a cell is also called a
voltage (Garrett, 2011). The differences of electrical charges in the neurons is due to the
selective permeability of the membrane that encloses the cells. The existence of electrical
signals and chemical signals enables neurofeedback record the brain wave activity.
The unequal distribution charges of the two sides of the membrane which is known as
resting potential when the inside neuron has more negative ion than positive ions, while the
ions on the outside are mostly positive which makes the resting potential negative (typically
around -70mV). The neuron is usually excited by the input that arrives on the neuron
dendrites and the cell body from another neuron or from sensory receptors causes partial
depolarization (Garrett, 2011). The unique physical properties of the membrane fortunately
ensure that if the local potential exceeds the threshold for activating the neurons (typically
10 mV more positive than resting potential), it will cause the normally closed sodium channel
in that area to open which triggered an action potential.
The action potential is an abrupt depolarization of the membrane that allows the neurons to
communicate over long distances. Opening of sodium channel allows sodium ions in the
area to rush into which propelled them into the cells interior so rapidly that the movement is
often described as explosive. The small area inside membrane becomes fully depolarized to
zero, even overshoot to around +30 or+40 mV, making the interior at that location
temporarily positive which called as the action potential. At the peak of resting potential, the
sodium channel close so there is no further depolarization. By that time the potassium
channel have opened; the positive charge and the concentration of potassium ions inside the
membrane combine to move out potassium ions out. The action potential causes nearby
sodium channel to open as well. Thus a new action potential is triggered next to the first one
creating a chain reaction of action potential that move through the axon. The EEG
measures electrical potentials produced in the extracellular fluid as ions flow across cell
membranes and neurons, creating a chain reaction (Galaska, 2012).
Neurofeedback is able to provide the brain with information about its own rhythmic activity. In
addition, this training works by challenging the brain to make different waves, thus
awakening the brains self-regulating mechanism. As the brains communicate with all
systems, including itself, through electrical activity which provides the information about what
and how to do everything if this rhythmic activity becomes irregular, it leads to dysfunction.
Inappropriate and appropriate functioning is mainly due to the dominance of certain
brainwave in our brain (Hill & Castro, 2009).

73

Various brainwaves are produced by the brain all of the time, however, depending on the
level of arousal, a single brainwave or a band of several brainwaves will be higher than
others. The single brainwave of a band of waves will be the dominant wave or frequency
band. Each band of brain wave activity reflects a level of arousal or consciousness which
affect behavioral functioning according to the dominant frequency on the continuum. Brain
waves have different frequency which is known as delta, theta, alpha, beta and gamma and
measured using a hertz (Hz) (Hammond, 2011). The activities of delta (0.5-3.5 Hz) is slow
waves with high amplitude which we experienced during deep sleep, whereas theta (4-7 Hz)
represents the state of trance and in slow level indicates relaxed as the situation between
wake and sleep. Alpha brain waves (8-12 Hz) is slower and large waves associated with the
situation during the break, beta waves (13-30 Hz) is associated with learning and focusing
activities, whereas gamma waves, in which the EEG activity is above 30 Hz associated with
helping the brain to process information from different brain areas (Hammond, 2011).
Neurofeedback enable the adjustment of our own brain rhythms. Brain rhythmic activities
which is expressed through brainwaves controls our psychological state of arousal.
However, if the brainwaves become not regulated for whatever reason, they may not return
to a healthy
Figure 1: Configuration and phases of action potential (Siegel & Sapru, 2006)

functional state after the event has passed, but the brain assumes the dysfunctional activity
is normal and work to maintain it (Hill, 2009).
Neurofeedback And Operant
ConditioningNeurofeedback training can be explained using the principles of operant
conditioning. Operant conditioning is about rewarding behavior that approximates a desired
behavior. The same method is applied when undergoing neurofeedback training.
The electrical activity or brainwave in the brain is named based on frequency and amplitude
(Hammond, 2011). These brainwaves are detected using electrodes on certain areas of the
brain based on the neurofeedback protocol and will appear on computer screen enabling
data acquisation. Another computer screen will provide the trainee with audio or visual
feedback (music, video, games, etc.) For example, when the EEG activity is on reinforcing
scenarios are presented. At first the computer software manipulates the threshold of
response, making success likely at the start and the trainer will manipulate the threshold
accordingly based on the appropriate threshold which is known as data preprocessing. The
trainers are able to manipulate the thresholds of response to generate appropriate stimulus,
thus enable training to achieve optimal performance (Hill, 2009). The mechanism of
neurofeedback is shown in Figure 2. However, lacking of awareness among patient
regarding their brainwave pattern hinders them to influence it independently, but as they are
able to see their own brainwaves in a computer screen, it gives them ability to gradually
changing it (Hammond, 2011).
74

The brain changes activity, according to the feedback. The changes are considered
endogenous because they are made by the brain itself. No electrical energy is delivered to
the scalp by the equipment. NFB electrodes simply receive the subtle changes in electrical
potentials that can be measured at the scalp. In addition, undergoing a series of training
sessions of neurofeedback, enable acquisition of regulated skills, thus, if continued, this
enables transfer of neuroregulation skills into daily life is successful (Gevensleben,
Rothenberger, Moll, & Heinrich, 2012). Neurofeedback detected the electrical signal in our
brain via visual and/or audio information as a feedback and positive reinforcement is given
for every successful change (Gevensleben et al., 2012; Rabipour & Raz, 2012).

Figure 2: Mechanism of neurofeedback (Huster, Mokom, Enriquez-Geppert, & Herrmann,

2014)
ADHD and Brain
Primarily, biological model of ADHD, which describe this disorder as neurological
dysfunction, making the theoretical basis of neurofeedback that using behavioral methods
these neural deficiencies are amenable to change (Butnik, 2005). Moreover, research finding
shows that there is a particularly low level of neurotransmitters activities in the frontal lobes
of the brains (Garrett, 2011). This structure serves as executive controls, impulse inhibition,
working memory, movement, learning and reward. This particular brain dysfunction appears
to be genetic in most cases were approximately 70-80% cases is due to hereditary disorder
(Cunill & Castells, 2015).
The frontal lobes are related to executive function which defined by ones ability to guide
ones behavior by the formulation of plans, and then guiding behavior according to these
plan and ones ability of having the baility to switch gear when something unexpected
happen (Baars & Gage, 2013). Cognitive operation linked to the executive systema in the
frontal lobes generaly divided into three section that includes attention and perception,
working memory and executive function and motor control (Baars & Gage, 2013). Voluntary
attention also known as executive attention is the aspect of the attention which are under our
control. Whereas another type of attention is involuntary that is automatic, frequently
stimulus-induced processes whereby our attention is caught by the surrounding (Baars &
Gage, 2013). Impairment in this area among individual with ADHD are common where
attentional impairment is due to the damage in mechanism of attention related to prefrontal
cortex and its connection to the ventral brainstem (Baars & Gage, 2013).
Research related to brain wave activity reported that an abnormally slow frequency activity
known as theta (4-7 Hz), especially in the frontal area of the brain and reduced rate of power
on alpha (8-12 Hz) and beta (12-22 Hz) are noted among children with ADHD (Fuchs,
Birbaumer, Lutzenberger, & Gruzelier, 2003). Apart from that, study by Gonzalez-Castro,
Rodriguez, Lopez, Cueli, and Alvarez (2013) says that children with ADHD have three
profiles of brain wave activity that is different, firstly the increase in slow wave and lack of
75

fast wave (general level of brain activation), secondly, children with ADHD have high
amplitude of theta waves (associated with inattention) and decreased beta (impulsive), and
the thirdly excess beta (high cortical activation).
High theta and low beta cause cause the concentration and memory to be low. Moreover,
children with ADHD showed high relative theta power, and low relative beta power is lower
and the ratio of theta / beta is high when compared with children who did not have ADHD
(Shi et al., 2012). Thus, through neurofeedback training, ADHD children will be trained to
control and maintain the level of brain waves that correspond to the same or approximately
the same as normal children using neurofeedback training as an alternative to drug
treatment.
For children with ADHD, positive change in concentration, impulsiveness and hyperactivity
as a result of neurofeedback training has been reported in several studies. Thus,
neurofeedback is one alternative approach for the treatment of ADHD. Moreover,
neurofeedback has received empirical support in recent years. Through neurofeedback,
children with ADHD are trained to control their neurophysiological profile to the same or
approximately the same as a normal child. The application of self-control training was the
main mechanism (Holtmann, Pniewski, Wachtlin, Worz, & Strehl, 2014).
Efficacy of Neurofeedback for ADHD Children
Neurofeedback is one of the promising treatment for ADHD, which in turn shows the
increase of interest among researcher, clinician, psychologist and so on in this field. When
neurofeedback treatment.Studies that have used neurofeedback approaches for treating
ADHD for the past 5 years had been identified. There are a lot of differences in these studies
despite a lot of commonality in mehods. All these studies varied in terms of the length of
treatment, developmental level, propotion of subjects that used stimulant medication and the
utilization of additional treatment components as part of their neurofeedback treatment.
Studies comparing neurofeedback versus stimulant medication conducted by Nazari,
Querne, De Broca, and Berquin (2011) aims to evaluate the effectiveness of EEG
biofeedback compared to methylphenidate. This study was participated by 39 children aged
7-12 years, which then divided into three groups based on the type of treatment. The first
group trained using neurofeedback through 24 sessions of training, the second group treated
with methylphenidate and the third group were given no intervention. The first and second
group were children diagnosed with ADHD, whereas the third group consist of healthy
children. Based on the behavioral measures, both types of method showed improvement,
however methylphenidate was significantly more effective than neurofeedback
Duric, Assmus, Gundersen, and Elgen (2012) also compare the use of
neurofeedback and methylphenidate in treating ADHD. However, compared to the previous
studies, Duric et al.(2012) studies was participated by 91 children all diagnosed with ADHD
aged between 6 to 18 years old which then divided randomly into three different groups
which consist of neurofeedback group, a control group that was given methylphenidate and
a group that receive neurofeedback training and methylphenidate treatment. Based on
parental report, neurofeedback was as effective as methylphenidate at treating the
attentional and hyperactivity symptoms of ADHD.
Ogrim and Hestad (2013) conducted 30 sessions of neurofeedback with stimulant
medication on 64 ADHD patient (ages 7-16) which randomly divided into neurofeedback
treatment and drug treatment. The study supports the effect of stimulant on ADHD but not
for NF. Another study conducted by Meisel, Servera, Garcia-Banda, Cardo and
Moreno(2013) also aims to evaluate the efficacy of Neurofeedback compared to standard
pharmacological intervention in the treatment of attention deficit/hyperactivity disorder
consisted of 23 children with ADHD (11 boys and 12 girls, 7-14 years old). The participant
was assigned randomly to neurofeedback or pharmacological intervention. After 6 months,
Meisel et al. (2014) conducted a follow-up and found out that for both groups, parents
76

reported similar significant reduction in ADHD, functional impairment and in primary ADHD
symptoms by parents and teachers. However, significant academic performance
improvements were only detected in the Neurofeedback group.
The most recent studies by Gonzlez-Castro, Cueli, Rodrguez, Garca, and lvarez, (2016)
aims to analyze the efficacy of neurofeedback compared with pharmacological support and
the combination of both participated by 131 students with ADHD, classified into four groups:
control (did not receive neurofeedback or pharmacological support), neurofeedback group,
pharmacological support group, and combined group (neurofeedback and pharmacological
support). Participants executive control and cortical activation were assessed before and
after treatment which showed that the combined group obtained more benefits and that the
neurofeedback group improved to a greater extent in executive control than the
pharmacological support group.
Bink, Nieuwenhuizen, Popma, Bongers, and Boxtel, (2014)is another interesting
study because they compare the effectiveness of neurofeedback treatment with treatment as
usual (TAU). In the TAU group, the participants received treatment as prescribed by the
therapist which includes behavioral interventions and stimulant medication. The study that
was conducted among adolescents with ADHD symptoms were randomized to receive either
a combination of TAU and neurofeedback or TAU only. The result shows that the
combination of NFB + TAU was not more effective than TAU-only on the behavioral outcome
measures and adverse effects were similar for both groups. However, on behavioral
outcome measures, the combination of neurofeedback and TAU was as effective as TAUonly for adolescents with ADHD symptoms.
Integrative approach which to combine neurofeedback training with cognitive therapy also
shows to be a more comprehensive approach for children with ADHD. Research by
Pahlevanian et al. (2015) use neurofeedback with cognitive rehabilitation theraphy showed
that the group that receives neurofeedback and cognitive therapy showed more
improvement in attention compared to the group who received only neurofeedback and the
control group that receive no treatment. In addition, this research also finds out that there
are significant differences in attention factor between neurofeedback group and control
group.
Bakhshayesh, Hnsch, Wyschkon, Rezai, and Esser (2011) study to address the
methodological shortcoming by comparing two matched biofeedback training. EEG
neurofeedback aiming at theta/beta ratio reduction and control intervention; EMG
biofeedback aiming at forehead muscle relaxation. The study shows that theta/beta ratio and
EMG level is are reduced upon training for both groups. However, parents reported
significant reduction in primary ADHD symptoms and inattention improvement in the NF
group higher than the BF group.
Other studies compare the differential effect of neurofeedback protocol on the certain
etiology of ADHD such as sleep. Arns, Feddema, and Kenemans (2014) compare the
differential effect oh theta/beta(TBR) and SMR neurofeedback among adult ADHD patient on
sleep onset latency (SOL). This study reported that SMR neurofeedback reduced the sleep
onset latency and overall reported sleep problems (PSQI) thus the reduction was correlated
strongly with the change in inattention.

CONCLUSION
This paper highlighted the brief history of Neuropsychology that lead to the development of
neurofeedback training. Neurofeedback training rooted to the assumption that the brain is
the control centre of behaviour. Apart from that, the principle behind the application of
neurofeedback is explained based on the field of biology and psychology. Biologically, the
characteristic of the neurone cell in the brain enable production of electrical charger that can
77

be detected and measured by neurofeedback. While psychologically, based on operant

conditioning, the brain is given reward every time the desired behaviour or the desired brain
wave is produced by the subject.
The research related to neurophysiological profile of individual with ADHD shows
disregulation of brain wave in frontal area of the brain and abnormal brainwave activities
among these individuals. Neurofeedback is seen as one of the intervention to regulate this
disorder because neurofeedback allow the reading of complex brainwave activities and at
the same time provide feedback that can be used to train the brain. However studies also
showed that combination between neurofeedback training with other known treatment for
this disorder also show a significant change in the reduction of ADHD symptoms; if not more
when only one intervention used.
Researches had shown that Neurofeedback can be used as an alternative in treating ADHD
though further studies are needed to explore more in this fields especially in knowing other
moderators that can aid to the effectiveness of neurofeedback training for this population . In
addition, the exploration of neurofeedback application in other ascpect or other
neuropsychological disorder should be conducted to benefit fully from this technology.

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KELANGSUNGAN HIDUP TETAMU MALAM DI IBU KOTA

Nurin Hazirah Othman
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
nurinhazirah61@yahoo.com
Dharatun Nissa Fuad Mohd Karim
Jabatan Pendidikan dan Kesejahteraan Komuniti
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
nisafuad@ukm.edu.my
Nurul Fahima Abd Latif
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
imfahima91@gmail.com
Nurfarhah Mohd Najib
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
farhah_najib@gmail.com
NurIzzatul Zafira Abd Jabar
Sarjana Bimbingan dan Kaunseling
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Selangor, Malaysia
izzatulzafira91@yahoo.com
Abstrak
Kajian ini bertujuan untuk meneroka pengalaman kelangsungan hidup menjadi gelandangan
di ibu kota. Kajian ini menggunakan pendekatan fenomenologi dan merupakan kajian
penyelidikan awal (Preliminary research). Peserta kajian adalah terdiri daripada seorang
gelandangan yang menghuni di Anjung Singgah, Kuala Lumpur. Data untuk kajian ini
diperolehi melalui temubual separa berstruktur dan pemerhatian. Seterusnya data dianalisis
menggunakan kaedah perisian Atlas ti 7. Tiga tema telah dapat dikenal pasti dalam kajian
ini. Ketiga-tiga tema ini menjawab persoalan kajian iaitu pengalaman kelangsungan hidup
menjadi gelandangan. Tema tersebut adalah merangkumi aspek cabaran yang terdiri
daripada kewangan dan pencarian kerja, aspek personaliti yang terdiri daripada sikap
berdikari, dedikasi dan penyayang serta sistem sokongan sosial. Secara keseluruhannya,
didapati bahawa responden memerlukan personaliti dan system sokongan sosial yang
positif dan kuat agar cabaran dalam meneruskan kehidupan sebagai seorang gelandangan
dapat diatasi. Maklumat yang diperoleh ini dapat membantu pengamal kaunseling untuk
lebih memahami pengalaman meneruskan kelangsungan hidup sebagai seorang
gelandangan. Disebabkan kajian ini memfokuskan kepada pengalaman kelangsungan hidup
81

menjadi gelandangan, pengkaji yang akan datang boleh mempertimbangkan untuk

membuat penerokaan yang lebih mendalam tentang kesejahteraan gelandangan dalam
menjalani kelangsungan hidup mereka.
Kata Kunci : Gelandangan, Kelangsungan hidup, Cabaran, Personaliti dan Sistem
sokongan sosial.
PENGENALAN
Hari ini, masalah gelandangan adalah masalah global yang dihadapi oleh hampir
semua bandar besar di dunia dan Bank Dunia misalnya telah mengaitkan fenomena
gelandangan dan kemiskinan sebagai suatu konsep yang merangkumi pelbagai dimensi di
mana ia berkaitan dengan kesejahteraan material iaitu makanan, pakaian, tempat keperluan
asas, pekerjaan keselamatan dan kesejahteraan psikologi yang terdiri daripada kuasa dan
suara dan budaya dan norma hidup (Zaid Ahmad, Zainal Madon, et al , 2014)
Gelandangan boleh didefinisikan sebagai seseorang yang dijumpai di sesuatu
tempat awam sama ada atau tidak ia mengemis, yang tidak mempunyai mata pencarian
pada zahirnya atau tempat tinggal atau yang tidak dapat menyatakan hal dirinya dengan
memuaskan (Jabatan Kebajikan Masyarakat, 2015). Selain itu, menurut Kamus Dewan Edisi
Keempat, gelandangan bermaksud individu yang hidup dalam keadaan yang tidak sesuai
dengan norma kehidupan yang layak dalam masyarakat setempat serta tidak mempunyai
tempat tinggal dan pekerjaan yang tetap tetapi atau layak dalam wilayah tertentu.
Seterusnya Garret (2008) pula mendefinisikan golongan gelandangan berdasarkan aspek
penempatan di mana mereka tidak memiliki rumah untuk didiami secara konsisten dan
golongan ini juga didefinisikan berdasarkan aspek emotif yang merujuk kepada keadaan
fizikal individu itu sendiri yang tidak menjaga kebersihan diri, berpakaian kotor, badan
berbau busuk dan sering berkeliaran di jalanan. Penagih dadah dan alkohol juga turut
diklasifikasikan sebagai golongan gelandangan. Definisi gelandangan menurut Akta Orang
Papa 1977 adalah sebagai individu atau sekumpulan yang tidak mempunyai pekerjaan serta
tempat tinggal bahkan boleh juga difahami sebagai individu yang hilang kefungsiannya di
dalam keluarga mahupun masyarakat. Selain itu, golongan gelandangan ini berkait rapat
dengan orang papa seperti yang ditafsirkan di bawah Seksyen 2, Akta Orang-Orang Papa
1977 iaitu :
(i)
(ii)

Seseorang yang mengemis di tempat awam sehingga menimbulkan kegusaran atau

menganggu orang ramai yang biasa mengunjungi tempat tersebut; atau
Seseorang peleser yang dijumpai di tempat awam, sama ada ia mengemis atau
tidak, yang tiada mata pencarian pada zahirnya atau tiada tempat tinggal atau tidak
dapat menyatakan hal dirinya dengan memuaskan.

Masalah atau isu gelandangan yang melanda negara pada masa kini bukanlah isu
yang boleh dipandang mudah tetapi merupakan isu yang perlu dipandang serius demi masa
depan negara. Ianya bukan sahaja meninggalkan imej negatif kepada negara malah akan
membawa keadaan dan sosio budaya yang tidak sihat dalam kalangan masyarakat kita
(Norazizalina Mat Najib, 2012). Arthurs (2008) menyatakan bahawa lazimnya golongan
gelandangan ini adalah mereka yang berhijrah atau merantau dari kampung halaman ke ibu
kota dan kemudiannya atas desakan hidup yang tinggi di ibu kota membuatkan mereka
terpaksa untuk menjadi gelandangan dengan menjadikan lantai simen di kaki lima sebagai
tilam baru mereka McKinney (2001) pula menyatakan bahawa antara isu menyebabkan
mereka boleh terjebak dalam kancah gelandangan ini adalah akibat daripada beberapa
faktor seperti keganasan rumahtangga dan sebagainya yang menyebabkan mereka memilih
untuk memiliki penempatan sementara yang tidak sempurna dengan tidur di merata tempat.

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Objektif bagi kajian ini adalah bertujuan untuk meneroka pengalaman yang dihadapi
oleh gelandangan dalam menghadapi cabaran demi meneruskan kelangsungan hidup
sebagai seorang gelandangan.
METODOLOGI
Kajian ini merupakan kajian kualitatif yang menggunakan pendekatan fenomenologi
dan merupakan kajian penyelidikan awal (Preliminary research). Pendekatan fenomenologi
menurut Othman Lebar (2015) adalah merupakan satu kerangka teori yang menekankan
kajian tentang bagaimana pengalaman harian mempengaruhi dan membentuk perlakuan
manusia. Peserta kajian adalah terdiri daripada seorang gelandangan yang menghuni di
Anjung Singgah, Kuala Lumpur.
Dua pusingan pengumpulan data telah dilakukan dimana kedua-dua teknik temubual
dan pemerhatian ini diaplikasikan dalam setiap pusingan. Penggunaan pelbagai teknik ini
membolehkan penyelidik mendapatkan data yang kaya dan tebal perincian pengalaman
(Gibbs, 2007) yang dikongsikan oleh En Zul (bukan nama sebenar). Di dalam kajian ini,
kaedah temubual ini telah dijalankan bersama peserta kajian dengan menggunakan
temubual separa berstruktur. Menurut Merriem (1998) penggunaan temubual separa
berstruktur adalah lebih bersifat fleksibel dan ini membolehkan peserta kajian menghuraikan
apa yang difikirkannya kepada penyelidik. Selain itu, penyelidik juga menggunakan kaedah
probing yang mana penyelidik akan mengajukan pertanyaan terus kepada peserta kajian.
Dua temubual yang dijalankan bersama En Zul telah diadakan di Anjung Singgah, Kuala
Lumpur selama 1 jam bagi setiap sesi untuk mendapatkan maklumat dan seterusnya
meneroka pengalaman dirinya sebagai seorang gelandangan dan cara untuk beliau
meneruskan kehidupan sebagai seorang gelandangan. Penyelidik telah menyediakan
protokol temubual sebelum temubual dijalankan bersama dengan En Zul. Penyelidik
meneruskan temubual bersama peserta kajian sehingga penyelidik merasakan terdapat
pengulangan cerita yang sama oleh peserta kajian. Seterusnya bagi menganalisis data yang
diperolehi, penyelidik memulakan dengan membuat transkripsi temubual dan transkripsi ini
telah dikodkan untuk mencari tema-tema menggunakan Atlas.ti.7. Hasil dari pengkodan ini,
tiga tema utama telah diperoleh.
Teknik pengumpulan data seterusnya adalah teknik pemerhatian dimana ianya
adalah satu kaedah penyelidikan yang digunakan untuk melihat tingkah laku peserta kajian
dalam mengumpulkan maklumat dan dapatan daripada responden (Merriem,1998). Dalam
kajian ini, penyelidik menggunakan teknik ini bagi memerhatikan tingkah laku dan reaksi
muka peserta kajian terhadap penceritaannya dan sewaktu peserta kajian bersama rakan
penghuni yang lain serta kakitangan Anjung Singgah. Penyelidik kemudiannya akan
mencatat di dalam diari penyelidik untuk dikodkan. Teknik ini dapat melihat tingkah laku En
Zul adalah kongruen dengan apa yang diceritakan kepada penyelidik. Selain itu, teknik ini
juga adalah sebagai salah satu langkah untuk meneroka peserta kajian berkaitan tingkah
laku dan emosi yang ditunjukkan olehnya sepanjang kajian ini dijalankan (Othman Lebar,
2015). Seterusnya bagi kebolehpercayaan dan kesahan, penyelidik telah melakukan
beberapa strategi teknik pengesahan iaitu triangulasi, member checking dan juga peer
debriefing.

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DAPATAN KAJIAN
Sebelum membincangkan dapatan kajian secara terperinci, Rajah 1
mengilustrasikan latarbelakang peserta kajian bermula dari kecil sehingga menjadi
gelandangan.

Dilahirkan di Sarawak

Bekerja di Singapura

Membesar di rumah anak

yatim

Kembali ke Kuala Lumpur

untuk mencari pekerjaan
yang lebih baik

Hidup bergelandangan di Ibu

Kota

Berhijrah ke Johor dan

berkahwin

Merantau ke Kuala
Lumpur dan mendapat
pekerjaan

Atas desakan dan kesempitan hidup, En Zul

menghuni di Anjung Singgah

Rajah 1 : Rajah kehidupan En Zul

Berdasarkan Rajah 1, peserta kajian iaitu En Zul (bukan nama sebenar) dilahirkan di
Sarawak dan telah dibesarkan di rumah anak yatim di sana. Setelah meningkat remaja dan
tamat sekolah, En Zul kemudiannya telah merantau ke Singapura untuk mencari pekerjaan
bagi menampung kehidupannya sendiri. Dua tahun selepas bekerja di Singapura, En Zul
kemudiannya telah ke Kuala Lumpur kerana mendapat peluang pekerjaan di sana selain
mengambil peluang tersebut untuk mencari bapa kandungnya yang sekian lama terpisah.
En Zul telah ditawarkan bekerja di sebuah syarikat percetakan yang terletak di Kepong.
Setelah beberapa tahun di Kuala Lumpur, En Zul nekad berhenti kerja dan berpindah ke
Johor kerana berkahwin dengan gadis yang berasal dari Muar, Johor. Namun begitu,
setelah berkahwin usaha En Zul untuk mendapatkan pekerjaan di Johor tidak berpihak
kepadanya dan disebabkan itu, En Zul mengambil keputusan untuk kembali ke Kuala
Lumpur bersama isterinya bagi menampung kehidupan barunya ini setelah hampir setahun
tidak peroleh pekerjaan. Walaubagaimana pun, rezeki masih lagi tidak berpihak kepada En
Zul kerana beliau tidak juga peroleh sebarang pekerjaan setelah merantau semula ke ibu
kota. En Zul dan isterinya terpaksa hidup bergelandangan sebelum mendapat maklumat dan
info berkaitan dengan Anjung Singgah daripada seorang rakan. Disebabkan desakan hidup
dan kesempitan hidup yang dilalui membuatkan En Zul mengambil keputusan untuk ke
Anjung Singgah bagi mendapatkan tempat perlindungan sementara sebelum peroleh
pekerjaan. Disebabkan pelbagai cabaran dan kisah duka yang telah diharungi oleh En Zul
menjadikan beliau sebagai seorang yang positif dalam menempuh hidup yang mendatang.

Personaliti Diri

Sistem Sokongan Sosial

84

Cabaran

Rajah 2 : Tema-tema Kelangsungan Hidup Gelandangan

Rajah 2 menunjukkan tema-tema kelangsungan hidup yang dilalui oleh En Zul
sebagai seorang gelandangan. Rajah menunjukkan kehidupan En Zul sebagai seorang
gelandangan berdepan dengan cabaran dari segi kewangan dan juga peluang pekerjaan.
Namun, disebabkan En Zul mempunyai personaliti diri yang positif serta menerima
sokongan sosial yang baik menjadikan cabaran tersebut dapat diatasi dalam meneruskan
kelangsungan hidup sebagai seorang gelandangan.
En Zul menyatakan bahawa ada beberapa sebab kenapa beliau datang ke Kuala
Lumpur seterusnya menjadi gelandangan.
Saya datang sini.. satunya sebab nak cari ayah saya. Dari
dulu lagi saya cari. Waktu dulu sebelum kahwin memang ada
kerja kat KL tapi berhenti sebab saya nak kahwin kat Johor.
Sejak dulu cari tapi tak jumpa. Sekarang datang balik sebab
nak cari ayah balik
(T1/PKZ/212)
Saya turun KL sebab nak cari kerja balik tapi tu lah, tak dapat
sampai sekarang
(T1/PKZ/211)
Nak sewa bilik atau rumah semua mahal, terpaksa lah saya
dan isteri tidur kat kaki lima dulu. Tapi lepas tu, dapat tahu
pasal Anjung Singgah. Kami pergi sebab saya risaukan
keadaan isteri saya.
(T1/PKZ/303)
Cabaran demi cabaran yang dihadapi membuatkan En Zul merasakan sukar dalam
mengharunginya. Bagi En Zul cabaran yang dialami sebagai seorang gelandangan adalah
cabaran dari segi kewangan, pencarian pekerjaan dan juga tempat berteduh untuk isteri dan
anak yang bakal dilahirkan kelak.
Susah bila kita tak ada duit, tak ada kerja. Semua tak
pandang. Apa yang kita buat semuanya macam salah
(T2/PKZ/54)
Saya hari tu ada tengok bilik untuk sewa kami satu family tapi
mahal sangat. Sewa bilik je RM500 ke RM600. Tu rasa
macam tak mampula saya buat masa ni sebab kerja tak ada
lagi.
85

(T1/PKZ/301)
Sejak sampai sini saya call juga kawan-kawan lama waktu
saya pernah kerja kat Selayang dulu. Tapi diorang pun dah
berhenti dan merantau. Saya try juga call bos lama kat
Selayang tu tapi tu lah dia busy sangat. Saya ingat nanti saya
nak pergi sana terus dan harap sangat dapat kerja balik kat
sana
(T2/PKZ/187)
Waktu lepas masuk sini, saya ada dapat kerja jadi guard. Tapi
saya kerja dua hari je sebab saya tak larat. Penat. Tu sebab
saya call balik bos kat Selayang sebab saya harap sangat
saya dapat kerja balik kat sana
(T2/PKZ/184)
Namun dilihat En Zul agak tenang walaupun dari penceritaannya
menggambarkan bahawa dia rasa terbeban dengan apa yang dihadapinya sekarang.
Ini dibuktikan melalui reaksi wajah En Zul yang masih boleh tersenyum walaupun
ketika menceritakan kesusahan hidupnya (JR2/PKZ). Ini disebabkan oleh
keadaannya yang dibesarkan di rumah anak yatim sejak berumur 6 tahun lagi.
Saya dah biasa dah macam ni, maksudnya makan tak berapa
cukup semua sebab waktu kecil dulu memang dah biasa. Saya
membesar kat rumah anak yatim kat Sarawak. Jadi dulu saya
makan semua benda yang ada depan mata untuk elak lapar
semua. Biawak, ular semua saya pernah makan. Tu waktu
jahil dulu, sekarang tak buat dah
(T2/PKZ/278)
Sebelum kahwin pun saya dah biasa macam ni. Maksudnya
boleh saya katakan hidup dalam keadaan sempit macam ni
benda yang tapi ini agak teruk sikit la bagi saya sebab
situasinya saya dan isteri tak ada kerja dan saya tak ada duit
untuk sara keluarga baru saya ni.
(T2/PKZ/282)
Tetapi di sebalik kepayahan yang di alami oleh En Zul sekarang, penyelidik
merasakan bahawa beliau adalah seorang yang sangat penyayang. Sepanjang sesi
perkongsian, peserta kajian sering melihat ke arah isterinya untuk memastikan
isterinya berada dalam keadaan selesa (JR1/PK1). Selain itu, En Zul juga
menyatakan kerisauannya dan mengharapkan yang terbaik buat mereka satu
keluarga.
Dulu lain, sekarang lain. Dulu kita seorang, tapi sekarang nak
masuk bertiga. Jadi saya memang mengharapkan dapat kerja
sebelum baby keluar. Memang sebelum ni, isteri saya bekerja
tapi waktu dia mengandung ni saya tak bagi sebab tak nak
apa-apa jadi pada dia dan baby.
(T2/PKZ/326)
Walaupun sekarang ni saya jadi gelandangan tapi sebab isteri
saya ada dengan saya, saya rasa ada semangat sikit. Lagi-lagi
bila dia mengandung sekarang ni, lagi berkobar saya nak cari

86

kerja sebab nak bagi dia dengan baby selesa dapat duduk kat
rumah.
(T1/PKZ/318)
Personaliti En Zul yang penyayang ini bukan sahaja terzahir pada isteri
namun kepada ayah kandungnya. yang menghilangkan diri sejak beliau kecil. En Zul
merasakan sudah memadai baginya jika dapat berjumpa dan tahu bahawa ayahnya
sihat.
Dulu saya jahil, saya marah dengan ayah sebab tinggalkan
saya. Tapi sekarang lagi-lagi bila nak jadi ayah dah ni buatkan
saya rasa saya perlu cari ayah. Sebab apa-apa pun dia tetap
ayah kita. Dia pernah besarkan kita.
(T1/PKZ/215)
Seterusnya, melalui penceritaannya juga, dapat lihat personaliti En Zul
sebagai seorang yang berdikari. Kesusahan hidup sejak kecil dan sikap berdikari
yang ada dalam diri En Zul ini menjadikan beliau sentiasa berdedikasi dalam setiap
perkara mahupun pekerjaan yang dilaksanakannya.
Saya ni selagi boleh kerja saya akan kerja. Prinsip saya
selagi tangan boleh diayun, selagi kaki boleh melangkah,
selagi itu kerja boleh dibuat. Cuma mungkin sekarang rezeki
saya belum ada.
(T2/PKZ/321)
Saya ni dari dulu lagi jenis banyak buat kerja. Macam-macam
kerja saya dah buat. Dari jadi tukang hantar surat sampailah
terakhir saya kerja kilang dekat Johor. Yela kena buatla semua
kerja sebab nak hidupkan. Mana boleh bergantung pada orang
lain. Family pun tak ada. So kena sendiri lah semua.
(T2/PKZ/323)
Dulu ada saya kerja kat area Puchong. Bos melayu tapi
langsung tak tolong bangsa sendiri. Saya kerja macam nak
rak, siang malam tapi kebajikan pekerja sendiri tak ambil
peduli. Macam kuli da kita ni dibuatnya
(T2/PKZ/190)

Saya sebenarnya harap sangat dapat kerja dekat Selayang tu

sebab saya seronok kerja dekat situ. Walaupun gaji tak
banyak tapi sebab bos baik, ambil berat buat saya tak kisah
sangat pasal gaji. Saya ok je walaupun penat sebab kerja
kadang sampai tengah malam. Tapi itu lah bila bos baik, saya
sanggup je buat apa sebab dia majikan saya dan saya kena
kerja betul-betul.
(T2/PKZ/186)
Cabaran yang dihadapi oleh En Zul menjadikannya seorang yang lebih positif dalam
hidup. Beliau dapat meneruskan kelangsungan hidup sebagai seorang gelandangan
87

berdasarkan kepada personaliti yang ditonjolkannya. Selain personalitinya sendiri, sistem

sokongan sosial mempengaruhi En Zul dalam meneruskan kehidupan di hari mendatang.
Saya bersyukur sebenarnya masuk sini sebab ramai kawan-kawan
(T1/PKZ/305)
Kat sini, banyak benda saya belajar. Walaupun mungkin saya
dikira agak baru tapi kawan-kawan kat sini, kitorang macam da
kenal lama. Macam keluarga. Tu yang saya seronok tu.
(T1/PKZ/306)
En Zul juga dilihat mesra dan sentiasa bergurau bersama rakan-rakan penghuni yang lain
selepas temubual dijalankan (JR2/PKZ). En Zul juga menyatakan bahawa beliau sentiasa
menjadikan kisah hidup rakan penghuni lain sebagai iktibar dan kekuatan untuknya dalam
meneruskan kehidupan sebagai gelandangan.
Bila masuk sini, saya rasa lagi kuat sebab cerita kawan-kawan
lagi teruk kalau nak bandingkan dengan saya.
(T1/PKZ/308)

PERBINCANGAN
Secara keseluruhannya dapatan kajian menunjukkan bahawa gelandangan memerlukan
personaliti dan sistem sokongan sosial yang positif dan baik bagi meneruskan kelangsungan
hidup sebagai seorang gelandangan. Ini menjadikan peserta kajian sebagai individu yang
lebih tabah dan positif menempuh cabaran yang dilalui. Selain itu, penyelidik juga
merasakan bahawa faktor keluarga sangat mempengaruhi dalam seseorang itu menjadi
gelandangan. Ini kerana peserta kajian adalah seorang yang tidak mendapat kasih sayang
serta sokongan daripada keluarga membuatkan beliau sentiasa tercari-cari kehidupannya
namun setelah En Zul berkahwin dan seterusnya mendaftar di Anjung Singgah serta
mendapat sokongan sosial daripada penghuni dan kakitangan Anjung Singgah yang lain
menjadikan beliau individu yang mempunyai matlamat dalam kehidupan. En Zul mula
merasakan tanggungjawab menjadi semakin besar dan lebih berat sehingga beliau lebih
positif dan berkobar untuk mengubah nasib daripada seorang gelandangan kepada
kelompok masyarakat yang mempunyai kehidupan normal. Ini seiring seperti Teori Hierarki
Keperluan Maslow yang mana seseorang individu itu akan melalui proses-proses pada
peringkat yang paling asas untuk mencapai kesempurnaan kendiri (Pfeifer, 1998). Dalam
kajian ini, En Zul telah melalui keperluan yang pertama iaitu keperluan fisiologikal. Ini
merupakan keperluan asas yang pertama seseorang individu perlukan untuk keperluan
hidup. Maslow (1970) menyatakan bahawa manusia memerlukan satu suntikan motivasi
untuk mencapai kesempurnaan kendiri dan dimulakan dengan perkara asas seperti makan,
minum, tidur, tempat tinggal, seks dan oksigen. Keperluan fisiologikal ini telah pun dicapai
oleh En Zul di Anjung Singgah dan ini menyebabkan beliau ingin melalui proses yang
seterusnya supaya kesempurnaan kendiri dapat dicapai. Oleh sebab itu, peserta kajian ini
mula mencari pekerjaan dalam usaha untuk mencapai kesempurnaan kendiri tersebut.
Pada pendapat penyelidik,golongan gelandangan sangat memerlukan perkhidmatan
kaunseling dan intervensi yang bersesuaian kerana ianya dapat membantu mereka dalam
meneruskan kehidupan ke arah yang lebih baik. Oleh itu kajian ini sedikit sebanyak dapat
membantu pihak yang bertanggungjawab dalam membantu golongan gelandangan
berkaitan dengan kaedah atau intervensi yang berkesan yang boleh memberi manfaat pada
gelandangan. Selain itu, kajian ini juga turut memberi implikasi kepada polisi di dalam
negara untuk penambahbaikan terhadap polisi gelandangan terutamanya penempatan
kaunselor-kaunselor yang bertauliah di pusat-pusat gelandangan awam atau milik
88

persendirian. Ini secara tidak langsung, dapat membantu golongan gelandangan ini untuk
menikmati hidup seperti individu lain dan dapat meneruskan kehidupan yang lebih baik.
Seterusnya penyelidik mencadangkan agar pusat-pusat sehenti gelandangan seperti
Anjung Singgah dapat diperbanyak dan diperluaskan lagi skopnya agar kelompok
gelandangan ini tidak terbiar dan tiada hala tuju dalam meneruskan kehidupan. Intervensi
dan sesi kaunseling juga seharusnya dapat dijalankan ke atas gelandangan yang berdaftar
agar mereka mempunyai saluran yang betul dan selamat untuk berkongsi masalah dan isu
yang dialami sebagai gelandangan. Kewujudan pusat sehenti gelandangan ini memudahkan
kaunselor untuk menjalankan sesi dan aktiviti kelompok yang lebih sistematik. Aktiviti-aktiviti
ini juga dapat memberi manfaat kepada gelandangan kerana dapat mengurangkan tekanan
yang dihadapi oleh golongan gelandangan ini dan seterusnya golongan ini dapat memilih
pilihan untuk mereka berubah samada bekerja atau pulang ke pangkuan keluarga mahupun
komuniti.

KESIMPULAN
Kesimpulannya, menjadi gelandangan bukanlah penghujung pada kehidupan seseorang.
Golongan ini masih lagi mempunyai harapan dan mempunyai hala tuju hidup jika mereka
berpersonaliti positif dan mendapat sistem sokongan sosial yang baik. Oleh yang demikian
penyelidik mengharapkan agar golongan gelandangan ini terus didekati dan difahami agar
isi hati serta masalah mereka didengari dan seterusnya dapat membantu mereka dalam
mencari jalan keluar untuk masalah yang dihadapi. Ini secara tidak langsung dapat
menghindarkan dan mencegah dari berlakunya penambahan golongan gelandangan di
bandar-bandar utama dan sekali gus dapat mencegah masalah sosial yang melanda
negara. Diharapkan kajian yang dijalankan ini dapat membuka jalan serta membantu
pengkaji lain untuk terus menjalankan kajian berkaitan isu gelandangan.

RUJUKAN
Akta Orang Papa (Akta 183). 1997.
Arthurs, E. (2008). Homelessness in Malaysia. A public policy issue?.The 6th International
Malaysian Studies Conference.
Garret, S.B, et. Al .(2008). Homeless youth perceptions of services and transitions to stable
housing, Evaluation and Program Planning, Vol. 31(4), pp. 436 444.
Gibbs R. Graham. (2007). Analyzing Qualitative Data. California : SAGE.
Jabatan Kebajikan Masyarakat. (2015). www.jkm.gov.my .
Kamus Dewan Edisi Keempat. Kuala Lumpur : Dewan Bahasa dan Pustaka.
Maslow, A.H. (1970). Motivation and Personality. (2nd ed.). USA:Harper & Row Publisher
McKinney. (2001). Vento Homeless Education Assistance Improvements Act. US.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San
Francisco, CA: Jossey-Bass.

89

Norazizalina Mat Najib. (2012). Tekanan dan Kesediaan mendapatkan perkhidmatan

kaunseling dalam kalangan gelandangan. Master Thesis, Universiti Putra Malaysia.
Othman Lebar. (2015). Penyelidikan Kualitatif : Pengenalan kepada teori dan metode. UPSI.
Pfeifer, A.A. (1994). Abraham Maslow hierarchy of needs : A Christian perspective. 22
Integration Faith and Learning Seminar, Austria.
Zaid Ahmad, Zainal Madon, et. Al. (2014). Kajian golongan gelandangan di Lembah Klang.
UPM.

90

THE ROLE OF FIELD PRACTICUM IN SOCIAL WORK EDUCATION

Durin Edward1, Adi Fahrudin2, Peter Voo Su Kiong3
Faculty of Psychology and Education
University Malaysia Sabah
1
Email : durin@ums.edu.my, 2 adi.fahrudin@ums.edu.my, 3peter@ums.edu.my
ABSTRACT
This paper discusses the importance of field practicum in social work education.
Professional social work education involves the acquisition of knowledge and skills through
academic learning and supervised practice commonly referred to as field practicum. Field
practicum is an integral part of the social work education curriculum. Many students regard
the field practicum which they undergo as both valuable and important in their social work
education. Students get the opportunity to learn to think systematically as well as develop
skills as a professional social worker. All aspects of the social work education curriculum
contribute towards preparing students, but during the field practicum, the students are faced
with actual challenges which give them the opportunity to assume responsibility for
professional practice as guided by the ethics of the social work profession.
Keyword: Education, students, social work, field practicum

INTRODUCTION
Presently, social work is described as an academic discipline as well as a practice-based
profession. This is related to the global definition of social work as a practice-based
profession and an academic discipline that promotes social change and development, social
cohesion, and the empowerment and liberation of people. Principles of social justice, human
rights, collective responsibility and respect for

diversities are central

to social

work. Underpinned by theories of social work, social sciences, humanities and indigenous
knowledge, social work engages people and structures to address life challenges and
enhance wellbeing.(www.iassw-aiets.org)
This means to be a professional social worker, the person has to undergo formal training as
a social worker. This also indicates that the social work education curriculum has important
tasks of firstly preparing social work students with the relevant knowledge and concepts in
the classroom and later such knowledge is applied in actual practice settings during their
field practicum. While doing training on the job students gradually acquire the skills and
competency to become a professional. To ensure that social work students have the
opportunity to gain as much practice skills as possible during their field practicum, the social
work education curriculum must put equal emphasis on strengthening the field practicum
curriculum to include usage of fieldwork practicum manual, sufficient competent academic

91

and field supervisors and a variety of choices of welfare agencies to do their attachments in
order to gain diverse experiences.

THE CONCEPT OF SOCIAL WORK PRACTICUM

Field practicum is a major component of the social work education curriculum. Social work
field practicum form the practice component of social work education. It is the main method
used for students to apply the knowledge, values, ethics and

skills they learn in the

classroom to intervention work with individuals, families, groups or communities who are
faced with social problems. The above situation is similar to Azeez, A.E.P (2015) statement
who emphasized that field work practicum is not just about the application of theory into
practice but a deliberate effort to experience, explore and analyze the social work practice in
actual life settings. It also helps the person develop the skills, competence and insights on
socio-economic and political events surrounding them. The same view is also held by
McKee, et al (2015) who emphasized that the development of competence in the
professional practice of social work is a primary objective of all social work programs; field
education provide students crucial learning opportunities through which knowledge can be
integrated and applied to practice, and competence in practice skills can be developed.
Another writer who shares the same opinion is Uche, et al. (2014) who states that the social
work education program have a task of producing social workers who will have the ability to
apply professional knowledge and plan skilled intervention to various problem situations in
order to assist individuals, groups and communities.
Social work practicum is part of the curriculum in social work education as explained by
Bogo (2006) where field education has been identified as a very important component of the
social work curriculum in preparing competent, effective, and ethical social workers. Social
work students have the opportunity to integrate theory and practice during their field
practicum. There are many practicum models in use in different countries. However it is
recommended to refer to the global standards for the education and training of social
workers by the International Association of Schools of Social Work (IASSW) and the
international Federation of Social Work (IFSW) in planning social work field practicum
curriculum. In this document there are information on standards relating to the duration of
fieldwork, expectations and requirements for agency supervision and the fieldwork
curriculum.
To cite some examples of field practicum models, in the United States, one example is the
Bachelor of Social work (BSW) program offered by the University of South Alabama, USA. In
92

this university field practicum is coordinated by a Social work Field Coordinator. Field
instruction is designed as a one semester block placement of 436 hours and is required of all
BSW students. This translates to 30-32 hours per week during the semester. The student is
normally in the final semester of course work prior to graduation and is concurrently enrolled
in SW 412 Field Instruction and a 3 credit capstone Senior Seminar (SW 414). The Senior
Seminar is provided to help the students with integration of classroom and field content. The
Field Instruction placement is designed to provide a directed experience within a social
agency setting/program in which students apply the knowledge; values and skills they have
learned in a real world setting. Students are not permitted to do field practicum if they have
not successfully completed all required social work courses. Before commencing field
instruction, students need to have professional liability insurance and attend an orientation
seminar provided by the BSW program. A diverse field instruction experiences in terms of
agencies, settings, clientele, and interests of students is stipulated.

In the field practice context, the recommendation of using diverse agencies for student
placement becomes challenging as many academic institutions still used the voluntary
agency based approach (Bogo, 2015) to secure placement for students and face the
possibility of having insufficient placement agencies for a growing number of student
needing field placements. Another example from Canada is Field Education provided by the
Factor-Inwentash Faculty of Social Work (FIFSW) in Toronto. The overall aim of the FIFSW
program is to produce graduates who are ready to enter the field after receiving a thorough
grounding in the knowledge, values and skills common to all social workers. The Year 1
practicum is perceived as a generic base for learning social work practice. All students are
expected to engage in two levels of intervention: work with (direct) and on behalf of (indirect)
client systems. Both levels of practice involve significant learning goals and activities that
considerably strengthen students learning and contribute to agency mandates. The Year 2
(or Advanced Standing) practicum requires students to select a specialization and engage in
a practicum that will prepare them for entry into practice upon graduation (McKee, et al,
2015)
Field education is an integral educational component of the Bachelor Social Work Program
in the University of Waterloo, Ontario. Students do a minimum of 720 hours of field-based
learning experiences in community agencies. There have fulltime and part-time students in
their program. Full-time students are in their placement settings 3 days per week throughout
the program. Part-time students may negotiable their practicum hours with the agency but
with a minimum of two 7-hour days per week, Monday-Friday.

93

In India, different models of field work practice are used as India does not have a unified
model of fieldwork and social work education. Generally field work practicum here consists
of observation visits, concurrent visits, and block placements (Azeez, 2015). Most of the
Universities and schools follow two day field work procedure in a week as the module for
concurrent fieldwork. The Open community placement model is an Indian model of
concurrent field work which is widely practiced by many schools. Open community refers to
a village (in the case of rural areas) or an urban area (preferably backward areas) selected
for the purpose of fieldwork. In Singapore, one of the universities offering social work
education since the mid 1950s is the National University Singapore (NUS). Here this is a
four year programme with two practicum attachments. Social work students are required to
fulfil practicum requirements of 400 fieldwork hours (each attachment) under an approved
supervisor and is equivalent to one module. The 400 fieldwork hours are to be undertaken in
an agency outside the candidates work place. The period of practicum is 10 weeks each.
In Malaysia, two examples of Universities offering Social work education include University
Science Malaysia (USM) and University Malaysia Sabah (UMS). In Malaysia, the Malaysian
Qualifying Agency (MQA) will also assess the Social work education curriculum. The Social
work education curriculum includes both classroom teaching and field practicum carried out
over a period of three or four years in some universities, for an undergraduate social work
programme. Some universities have a special education unit managing student practicum
placements. In Universiti Malaysia Sabah, the Centre for Industry and Community Network
assist by providing administrative support in securing placement agency for students.
However practicum planning and academic supervision of students on field practicum is still
dependent on the current social work teaching staff.
In USM, social work education in is a 4 years programme and there three field Practicums as
follows : Practicum I is carried out in an agency between semester 3 and semester for 30
days. Practicum 2 is carried out in an agency during the students long holiday break in
between Year 2 and Year 3 of study for 30 days. Practicum 3 is carried out in a community
setting during the students long holiday break in between Year 3 and Year 4 of study for 60
days. In UMS, social work education continues to be a 3 years programme and there are two
field Practicums carried out in students third year of study as follows : Practicum I is an
observation cum participatory visit to an agency done in the first semester in students third
year of study for a total of 80 hours. Practicum 2 is a block placement of 12 weeks (480
hours) carried out in an agency in the second semester of the students third year of study.
All the above field practicum models vary depending on the historical, socio-economic,
political and cultural contexts of the different countries. However field practicum continues to
94

help integrate theory and practice and assist social work students develop practice skills for
competent professional social work practice.

THE ROLE OF PRACTICUM IN SOCIAL WORK EDUCATION

The role of practicum in social work education can be viewed in three parts namely in the
context of the students own personal development, from the aspect of the placement
organization and its clients and finally from the perspective of the University and its social
work education curriculum. Firstly from the aspect of the students, field practicum not only
provide social work students the opportunity to apply theoretical knowledge learned from the
classroom in the agency setting where they do their placement they also experience learning
to intervene in cases in a gradual manner perhaps commencing with introductory and
observational learning from a field instructor and identifying theoretical concepts and
approaches relevant to case situations. In the intermediate phase student may do joint case
intervention with their field supervisor, managing more complex cases. Finally when student
have acquired sufficient skills he or she may handle cases independently with supervision
from his /her field supervisor. Field practicum may also expose social work students to areas
of interests in social work leading to the development of a general field of interest or specific
field of interest in which students may want to gain further experience in future. It takes a
long while to develop and achieve generalized and specialized knowledge and skills as
explained by Uche (2014) but through the social work education program which includes
field practicum, this can be achieved. This whole experience can further help develop
students competency and maturity in case management.

Secondly from the aspect of the organization and its clients social work students may be
able to contribute their knowledge and skills at various levels from competent case
assessment, skilled intervention to satisfactory case recording and patient data
development. The support from qualified and experienced field supervisors is important in
making the above possible (Dhemba, 2012). Students may also be able to assist in
developing new services such as patient support groups and good liaison network with
relevant agencies to follow-up or monitor at risk clients amongst others. Student may also
assist in strengthening current services which due to manpower constraint may be
underdeveloped or inadequate. Social work students may also be able to contribute to basic
social work training and participate in research efforts jointly within the organization.

95

Thirdly field practicum can also benefit the university specifically the social work education
program. Field practicum can provide feedback to the university in terms of the need to
include a variety of agency types as placement choices, adequate number of competent field
supervisors, good guidance and support from academic supervisor. Practicum also help
identify other shortcomings or gaps such as : more preparation needed for student before
commencing practicum, longer practicum period needed, regular appraisal for students in
practice, assistance in writing professional case reports and so on. This type of feedback
may lead to a review of the practicum process and help improve inadequacies particularly in
the field practicum part of the social work education (Dhemba, 2012). The university plays its
role of producing trained social workers who will contribute to trained manpower for the
placement agency in the future. Placement agencies may also need assistance from the
university to provide relevant training for social workers to improve their competency.
CONCLUSION
Field practicum is an integral part of social work education and is the main method used in
developing the necessary skills to intervene competently in the social problems and needs of
various client groups. An integrated approach from both the academic institutions offering
social work education and the various social agencies providing social work student
placements may help minimise the challenges faced by field practicum and make social
work education more effective. There are many field work practicum models in use in
different countries. However its implementation is dependent on the the global standards for
the education and training of social workers developed by IASSW and IFSW. Practicum in
social work does not only provide benefits to students in the process of integrating theory
and practice but also benefit the placement agencies, their clients as well as the university
social work program from the aspect of improving the social work education curriculum.

REFERENCES
Azeez, Abdul E P. (2015).Reciprocity of community field work practicum: the case of open
community placement in social work education, 15 (4) : 21-32.
Bogo, M. (2006). Field Instruction in Social Work. The Clinical Supervisor, 24(1-2), 163193.
Bogo, M. (2015). Field Education for Clinical Social Work Practice: Best Practices and
Contemporary Challenges. Clinical Social Work Journal, 43(3), 317324.
Dhemba, J (2012). Fieldwork in social work education and training: Issues and challenges in
the case of eastern and Southern Africa. Social Work and Society, International Online
Journal, 10(1).

96

McKee, Eileen; Muskat, Tammy; Perlman, Illana. (2015). Students today, Educators
tomorrow: Shaping the social work curriculum to enhance field education. Field
Educator 5(2).
IASSW and IFSW. (2004). Global Standards for the Education and Training of the Social
work Profession. Bern, Switzerland, Sage. http://cdn.ifsw.org/assets/ifsw_65044-3.pdf
IASSW and IFSW.(2014) Global Definition of Social Work. https://www.iasswaiets.org/global-definition-of-social-work-review-of-the-global-definition/
Uche, O.A., Uche, I.B.,Eme, O.I., & Ebue,M.O.(2014). A critical appraisal of the relevance of
Field Work Practice in Social Work Education in Nigeria. Mediterranean Journal of
Social Sciences, 27(5), 1328-1334.

97

PENILAIAN SKIM BANTUAN KEWANGAN JABATAN KEBAJIKAN MASYARAKAT

(JKM): IMPLIKASI TERHADAP PSIKOSOSIAL IBU TUNGGAL
Nor Amalina binti Jali

PENGENALAN
Fenomena kewujudan golongan ibu tunggal bukanlah sesuatu isu yang baru dalam
masyarakat kita. Seseorang wanita dianggap ibu tunggal apabila mereka memenuhi tiga
kriteria tersebut iaitu pertama, wanita yang bercerai dan mempunyai anak (Ahmad, 2004;
Ahmad, 2010). Kedua, wanita masih mempunyai anak dalam tanggungan di mana suaminya
pula ditimpa penyakit kronik sehingga wanita tersebut terpaksa menanggung keluarga
(Ghazali & Atang, 2008). Ketiga, wanita yang belum berkahwin tetapi mempunyai anak
angkat atau anak yang tidak sah taraf (Gladow & Ray, 1986). Bilangan golongan ibu tunggal
dalam masyarakat kita semakin meningkat sekarang. Seramai 235,240 orang wanita iaitu
1.7% daripada jumlah penduduk Malaysia adalah ibu tunggal mengikut bancian penduduk
pada tahun 2010 (Quick Facts KPWKM, 2014). Walaupun secara perbandingan jumlah ini
masih kecil dengan angka ibu tunggal di negara-negara yang maju seperti Amerika Syarikat
dan Jepun namun angka ini dilihat sebagai indikator amaran tentang trend masyarakat
Malaysia hari ini.
Golongan wanita yang berstatus ibu tunggal berperanan sebagai ketua isi rumah (Idris,
2012). Cabaran yang dihadapi oleh ibu-ibu tunggal sebagai ketua keluarga adalah sukar
kerana mereka perlu memikul dua tanggungjawab dalam satu masa, mereka bukan sahaja
bertanggungjawab mencari nafkah bahkan mereka juga perlu menguruskan dan mendidik
anak-anak. Sebagai ketua isi rumah, cabaran yang paling utama adalah masalah ekonomi
(Abd Ghani & Abd Aziz, 2013; Jali, 2015). Bagi ibu tunggal, mereka boleh menjadi miskin
serta merta sekiranya terpaksa menanggung anak-anak tanpa sebarang nafkah atau harta.
Kemiskinan dalam kalangan ibu tunggal perlu diberi perhatian memandangkan ianya boleh
membawa kepada pelbagai masalah lain jika tidak ditangani secara berkesan. Isu
kemiskinan dalam kalangan wanita boleh menjejaskan kualiti hidup masyarakat dan isu ini
banyak berlaku di negara-negara Asia termasuklah di Malaysia. Oleh itu, ibu tunggal tidak
boleh dianggap sebagai kumpulan serpihan dalam masyarakat kerana mereka juga
merupakan komponen masyarakat yang memainkan peranan penting dalam pembangunan
negara.
Dewasa ini, masalah ekonomi golongan ibu tunggal banyak diketengahkan kepada
perhatian umum melalui pelbagai pelaksanaan skim bantuan kewangan dan program latihan
yang ditawarkan. Hal ini adalah untuk membantu mereka mengharungi kehidupan setelah
bergelar ibu tunggal. Rentetan daripada itu, sokongan dan bantuan dari agensi formal
khususnya Jabatan Kebajikan Masyarakat (JKM) diharapkan dapat meningkatkan
kefungsian sosial golongan ibu tunggal di Malaysia. Seiring dengan praktis kerja sosial yang
mendukung pengalakkan perubahan sosial, kesejahteraan sosial dalam kalangan golongan
ibu tunggal dapat ditingkatkan. Pekerja sosial merupakan agen perubahan paradigma dalam
pengurusan skim bantuan kewangan agar aspek psikososial golongan ini berada dalam
keadaan yang baik dan terkawal supaya masalah-masalah sosial yang lain tidak timbul
berikutan mereka sering dihimpit dengan bebanan kewangan yang kompleks.
Di Malaysia, agenda membasmi kemiskinan telah menjadi aspek yang penting dalam
pembangunan negara. Hal ini dapat dilihat pada setiap dasar pembangunan negara yang
digubal yakni pembasmian kemiskinan telah menjadi agenda utama negara agar masalah ini
dapat diatasi dari semasa ke semasa. Jelaslah, bahawa aspek pembangunan dan
pembasmian kemiskinan menjadi isu yang diberi perhatian melalui agensi-agensi yang
98

terlibat. Sehubungan dengan itu, agensi-agensi yang terlibat akan menyalurkan

perkhidmatan bantuan kepada kumpulan sasar masing-masing bagi mengurangkan
masalah kemiskinan. Salah satu usaha bagi menjayakan agenda tersebut adalah melalui
program intervensi skim bantuan kewangan oleh JKM kepada golongan yang miskin
termasuklah kelompok ibu tunggal.
METODOLOGI
Kajian telah dijalankan bertujuan bagi mengenalpasti skim bantuan kewangan JKM kepada
ibu tunggal dan menganalisis implikasi psikososial ibu tunggal selepas mendapat bantuan
kewangan. Bagi mencapai objektif tersebut, kaedah kajian kualitatif yang melibatkan data
primer diperoleh daripada kajian lapangan melalui temu bual separa berstruktur yang
dijalankan secara temu bual mendalam dan open-ended question telah digunakan. Ini
kerana temu bual mampu mengumpul maklumat, mendekati dunia subjek kajian di samping
memahami situasi sebenar yang dialami termasuklah perasaan dan pendapat mereka.
Seramai sepuluh orang responden daripada etnik Melayu yang beragama Islam telah ditemu
bual di kediaman masing-masing. Lokasi kajian adalah di daerah Temerloh, Pahang di mana
pengumpulan data diperoleh daripada Pejabat Kebajikan Masyarakat Daerah Temerloh,
Pahang. Kriteria penting kelayakan menjadi responden kajian ini ialah individu itu
merupakan ibu tunggal yang menerima skim bantuan kewangan JKM.
Kajian ini juga melibatkan isu-isu etika dan aspek kerahsiaan. Pada awalnya, kesemua
responden yang dipilih dimaklumkan bahawa identiti mereka akan dirahsiakan. Kesemua
responden juga dimaklumkan bahawa isi kandungan sepanjang sesi temu bual yang
dijalankan akan dirakamkan sebagai alat atau bahan penting bagi kajian ini. Pengkaji telah
menjalankan tiga kali temubual bersama setiap responden bagi memperoleh maklumat yang
dikehendaki. Pada sesi temubual kali pertama, pengkaji telah berjumpa dengan responden
dan mengedarkan borang kebenaran sebagai tanda persetujuan untuk menjadi responden
bagi kajian ini serta borang maklumat responden yang mengandungi maklumat sosiodemografi responden. Temubual pada sesi pertama lebih menjurus untuk membina
hubungan atau membentuk rapport yang baik dengan responden. Sesi tembual kali kedua
dan ketiga dijalankan pada hari yang berbeza, temu bual mengambil masa antara 45 minit
hingga ke 60 minit. Bagi setiap pertemuan yang dijalankan, transkripsi verbatim dilakukan
dalam tempoh 24 jam bagi memudahkan pengkaji mengimbas semula setiap pertemuan
dalam tempoh tersebut dan dianalisis. Proses pengumpulan data berakhir apabila temu bual
mencapai tahap tepu. Tahap tepu berlaku apabila tiada penambahan data yang ditemui
dalam temu bual dan/atau responden hanya mengulangi data yang telah ditemui dalam
temu bual sebelumnya.
Analisis transkripsi secara manual digunakan bagi menganalisis data. Pengkaji tidak
menggunakan sebarang perisian dalam menganalisis data kerana pengkaji mahu benarbenar mendalami implikasi psikososial yang dirasai oleh responden selepas mendapat skim
bantuan kewangan serta boleh mengawal maklumat data yang diperolehi. Pengkaji
mengaplikasikan kaedah pengulangan pembacaan bagi memastikan transkripsi difahami
sebelum membentuk tema. Kaedah ini juga membantu dalam memastikan tiada informasi
atau persoalan kajian yang tertinggal. Tindakan ini penting dalam memastikan
kesinambungan proses temu bual; iaitu sesi temu bual selanjutnya dapat dilakukan dengan
lancar.
HASIL KAJIAN
Profil Sosio-demografi
Seramai sepuluh orang responden telah ditemu bual. Kesemua responden yang dipilih
adalah beragama Islam dan daripada kumpulan etnik Melayu. Mereka berumur dalam
99

lingkungan antara 35 tahun hingga 65 tahun. Rata-rata daripada mereka mendapat

pendidikan daripada sekolah rendah sehingga menengah atas. Terdapat tiga orang
responden hanya mendapat pendidikan setakat sekolah rendah iaitu sehingga darjah enam
sahaja. Manakala, tiga orang responden lagi mencapai tahap pendidikan menengah rendah
iaitu sehingga tingkatan tiga. Sebanyak empat orang responden pula memperoleh
pendidikan sehingga menengah atas dan berjaya menamatkan persekolahan hingga
tingkatan lima. Separuh daripada sepuluh orang responden dalam kajian memilih untuk
bekerja sendiri atau berniaga. Hal ini disebabkan dapat memudahkan ibu tunggal mencari
nafkah dan menjaga anak. Kemudian, diikuti dengan makan gaji iaitu seramai tiga orang
responden bagi menyara kehidupan. Namun begitu, terdapat dua orang responden yang
tidak bekerja. Majoriti daripada kumpulan ibu tunggal yang dijadikan responden dalam kajian
ini mempunyai pendapatan antara RM500 sehingga kurang daripada RM1000 iaitu seramai
lima orang. Manakala dua orang responden tidak mempunyai pendapatan dan seramai tiga
orang responden mencecah jumlah pendapatan isi rumah sebanyak RM1000 hingga kurang
daripada RM1500.
Dari segi bilangan anak pula, ada yang yang memiliki seorang hingga sembilan orang anak
untuk dijaga dan disara oleh ibu tunggal. Golongan ibu tunggal ini perlu memainkan peranan
sebagai bapa dan ibu dalam satu masa. Mereka bertanggungjawab untuk mencari rezeki
dan memberikan kasih sayang kepada anak-anak. Dapatan kajian juga menunjukkan
bahawa seramai enam orang responden mengalami perpisahan dengan pasangan hidup
akibat kematian dan empat orang responden pula telah bercerai. Jadual 1 di bawah adalah
ringkasan profil sosio-demografi responden.
Jadual 1
Profil sosio-demografi responden
Responden

Umur

Tahap
Pendidikan

Pekerjaan

Pendapatan
(RM)

500-<1000

Bilangan
Anak

Sebab
menjadi
tunggal

Kematian
Suami

ibu

R1

42

Menengah
Rendah

Makan Gaji

R2

40

Menengah
Rendah

Bekerja
Sendiri/Berniaga

1000-<1500

Kematian
Suami

R3

46

Menengah
Atas

Bekerja
Sendiri/Berniaga

1000-<1500

Penceraian

R4

37

Menengah
Rendah

Bekerja
Sendiri/Berniaga

500-<1000

Kematian
Suami

R5

51

Menengah
Atas

Bekerja
Sendiri/Berniaga

500-<1000

Penceraian

R6

43

Menengah
Atas

Makan Gaji

500-<1000

Penceraian

R7

53

Sekolah
Rendah

Tidak Bekerja

0-<500

Kematian
Suami

R8

43

Menengah
Atas

Bekerja
Sendiri/Berniaga

1000-<1500

Kematian
Suami

R9

52

Sekolah

Makan Gaji

500-<1000

Kematian
100

Rendah
R10

65

Sekolah
Rendah

Suami
Tidak Bekerja

0-<500

Penceraian

Skim Bantuan Kewangan JKM kepada Ibu Tunggal

Masalah kewangan yang mendominasi kehidupan ibu tunggal menjadi salah satu sebab
terhadap pemberian skim bantuan kewangan JKM kepada ibu tunggal (Jali, 2015). Masalah
kewangan merupakan cabaran utama kepada golongan ibu tunggal. Masalah kewangan
yang dihadapi oleh golongan ibu tunggal disebabkan oleh perbelanjaan makan minum,
pembayaran sewa rumah, bil-bil bulanan dan masalah yuran persekolahan anak-anak.
Justeru, skim bantuan kewangan yang diperkenalkan merupakan skim bantuan kewangan
yang disediakan oleh JKM kepada kelompok ibu tunggal yang memenuhi syarat-syarat
kelayakan. Namun begitu, penentuan bantuan kewangan adalah berdasarkan kepada hasil
siasatan yang dilakukan dan pertimbangan oleh pekerja sosial yang lebih dikenali sebagai
pekerja kes. Kebiasaannya, kumpulan sasar yang terdiri daripada ibu tunggal ini mendapat
bantuan kanak-kanak, geran pelancaran dan bantuan am.
Bantuan Kanak-Kanak (BKK)
Separuh daripada responden kajian adalah terdiri daripada ibu tunggal yang mempunyai
anak-anak yang masih bersekolah. Pendapatan ibu tunggal tidak mencukupi untuk
menampung kos persekolahan anak-anak disebabkan tanggungan yang banyak dan
perbelanjaan yang tinggi. Bagi meringankan beban ibu tunggal yang mempunyai anak-anak
yang masih bersekolah, JKM memberi bantuan kewangan di bawah Skim Bantuan KanakKanak (BKK) bagi memastikan kebajikan dan pendidikan anak-anak ibu tunggal terpelihara.
BKK merupakan bantuan persekutuan yang diperuntukkan kepada kumpulan sasar yang
memerlukan termasuklah golongan ibu tunggal yang mempunyai anak-anak yang masih
bersekolah. Bantuan ini diberikan kerana kadarnya yang lebih tinggi. Kajian ini
mengemukakan lima orang responden (R1, R2, R3, R5 dan R6) yang mendapat bantuan
kanak-kanak. Bantuan ini diharapkan dapat membantu golongan ibu tunggal dari sudut
kewangan di mana bantuan ini menjadi penggalak kepada anak-anak daripada keluarga ibu
tunggal untuk pergi ke sekolah seterusnya mampu memajukan diri dalam aspek kurikulum
serta kokurikulum agar dapat mengubah nasib keluarga mereka pada masa akan datang.
Tambahan pula, bantuan ini disalurkan pada hari pertama setiap bulan berbanding dengan
tarikh yang tidak menentu sebelum ini. Pelaksanaan dasar ini bermula sejak 1 September
2009 bagi Semenanjung Malaysia. Hal ini dapat memudahkan golongan ibu tunggal untuk
merancang perbelanjaan mereka. BKK yang diperoleh adalah berjumlah RM100 sehingga
RM450. Bantuan yang diberikan dinilai kepada bilangan anak yang bersekolah di mana
kadar RM100 merujuk kepada seorang anak yang bersekolah. Walaubagaimanapun,
sekiranya ibu tunggal terbabit mempunyai lebih daripada empat orang anak yang masih
bersekolah maka bantuan maksimum akan diberikan iaitu sebanyak RM450. BKK adalah
bantuan kewangan yang menjurus kepada persekolahan anak-anak agar tidak tercicir dalam
memperoleh akses pendidikan yang sama seperti kanak-kanak daripada keluarga yang
lengkap. Perbelanjaan wang bantuan ini adalah sebagai wang saku dan membeli
kelengkapan persekolahan anak-anak.
Geran Pelancaran (GP)
Bantuan GP diberikan kepada penerima bantuan JKM dalam kalangan ibu tunggal bagi
memulakan projek atau aktiviti ekonomi agar mereka dapat berdikari dan seterusnya keluar
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daripada kepompong kemiskinan. GP diberikan secara one-off sebanyak RM2,700.00 bagi

setiap penerima. Bantuan ini bukanlah bantuan yang bersifat berterusan dan diberikan
sekali sahaja bagi menampung ketidakcukupan dan meringankan beban kewangan ibu
tunggal. Fungsi GP adalah sebagai modal bagi meningkatkan produktiviti golongan ibu
tunggal di mana dapat memberikan peluang kepada golongan ini untuk menceburkan diri
dalam bidang perniagaan ataupun keusahawanan. Bantuan ini diberikan kepada mereka
yang mempunyai potensi untuk berniaga dan akan sentiasa dipantau bagi memastikan
pengekalan projek perniagaan tersebut. GP adalah bantuan yang dapat dijadikan
pemangkin supaya golongan ibu tunggal menceburi bidang ekonomi. Secara tidak lansung,
dengan modal yang diberikan oleh JKM ini membolehkan mereka terus berusaha
meningkatkan taraf hidup dan berdikari. Oleh itu, ibu tunggal yang hilang sumber
pendapatan atau berada dalam keadaan kejutan akibat kematian suami mahupun bercerai
dapat bangkit dari kesedihan dan mengasah kemahiran yang ada dalam diri dengan
menceburi bidang perniagaan. Terdapat dua orang responden (R4 dan R8) dalam kajian ini
yang menerima bantuan GP.
Bantuan ini dilihat sebagai medium kepada ibu tunggal untuk meningkatkan pendapatan isi
rumah masing-masing di samping berfungsi bagi menilai daya produktiviti golongan ibu
tunggal. Sekali gus, dapat memadankan ibu tunggal dengan perniagaan atau aktiviti
ekonomi yang bersesuaian dengan kemahiran dan potensi diri mereka. Pihak JKM juga
menguruskan dan menyediakan latihan atau kursus bagi meningkatkan kemahiran golongan
ibu tunggal. Jadi, dapatlah disimpulkan bahawa bantuan GP adalah bertujuan untuk
menggalakkan keusahawanan dan penubuhan perniagaan secara kecil-kecilan. Lantaran
itu, dengan adanya sokongan kewangan daripada JKM diharapkan dapat melahirkan
peniaga-peniaga yang berjaya sekaligus boleh berdikari sehingga mampu keluar daripada
belenggu kemiskinan yang sentiasa menghimpit diri. Tambahan pula, bidang kerja sosial
menekankan bantuan yang berbentuk skim bantuan kewangan ke arah menggilap potensi
diri di mana klien yang mendapatkan bantuan tersebut akan mencorakkan penggunaan
bantuan yang diberikan umpama memberi pancing bukannya ikan kepada klien agar mereka
berusaha untuk memenuhi keperluan dan dapat mengurangkan masalah kewangan yang
dihadapi sekaligus dapat meningkatkan kefungsian sosial mereka.
Bantuan Am (BA)
JKM turut menyalurkan bantuan kewangan kepada keluarga ibu tunggal miskin menerusi
skim BA. Skim BA diberikan kepada mereka yang memerlukan di mana peruntukan bagi
bantuan ini adalah daripada kerajaan negeri sepenuhnya. Kerajaan negeri telah
memperuntukkan sejumlah dana bagi membantu kumpulan sasar yang tidak melepasi
syarat-syarat skim bantuan kewangan persekutuan. Bantuan am bagi negeri Pahang adalah
sebanyak RM300 bagi setiap penerima bantuan. Terdapat tiga orang responden (R7, R9
dan R10) yang memperoleh bantuan am dalam kajian ini. Fungsi bantuan am adalah
berfokus kepada golongan ibu tunggal yang mempunyai anak yang terdiri daripada orang
kelainan upaya (OKU) mental atau sakit yang tidak layak pada bantuan lain di mana mereka
tidak sesuai untuk menerima skim bantuan yang lain tetapi individu itu layak mendapat
bantuan dari segi pendapatan atau kecacatan. Jadi, bantuan am ini diberikan kepada
penjaga yang menjaga anak yang mempunyai OKU mental yang tidak mampu bekerja. Hal
ini disebabkan oleh, ibu tunggal yang berperanan sebagai penjaga akan menguruskan
kewangan dan perbelanjaan bagi anak mereka yang tidak dapat menguruskan diri dengan
baik. Bantuan ini diharapkan dapat menampung ketidakcukupan yang mereka alami
malahan mereka harus berusaha bagi mencari pendapatan lain dan bukannya
mengharapkan bantuan sepenuhnya.
Kesimpulannya, bentuk-bentuk skim bantuan kewangan yang diterima oleh ibu tunggal
adalah bantuan kanak-kanak, geran pelancaran dan bantuan am. Pekerja sosial telah
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menerangkan mengenai fungsi setiap bantuan yang diperoleh Unit Kebajikan Produktif di
PKMD Temerloh, Pahang. Oleh itu, ibu tunggal mempunyai pengetahuan tentang fungsi
setiap bantuan kewangan yang diberikan iaitu bagi meringankan beban kewangan yang
ditanggung. Banyak kes bantuan kanak-kanak daripada kategori ibu tunggal berbanding
dengan bantuan lain. Ini diringkaskan seperti mana dalam Jadual 2 dan Rajah 1.
Jadual 2
Bentuk-Bentuk Skim Bantuan Kewangan JKM

R1,R2,R3,R5,R6

Bentuk-Bentuk
Skim Peratusan % (n)
Bantuan Kewangan JKM
Bantuan Kanak-Kanak
50% (5)

R4,R8

Geran Pelancaran

20% (2)

R7,R9,R10

Bantuan Am

30% (3)

Responden

Bentuk-bentuk Skim Bantuan Kewangan JKM

20%
50%
30%

Bantuan Kanak-Kanak
Geran Pelancaran
Bantuan Am

Rajah 1. Bentuk-bentuk skim bantuan kewangan JKM

Implikasi Psikososial Selepas Mendapat Bantuan
Kesemua responden dalam kajian ini mengekspresikan mereka berasa gembira, bersyukur,
lega, suka dan seronok. Kesemua perasaan yang dizahirkan semasa proses temubual
tentang perasaan selepas mereka menerima bantuan adalah lebih bersifat positif. Skim
bantuan kewangan yang disalurkan kepada golongan ibu tunggal ini meninggalkan kesan
yang baik dalam kehidupan mereka. Sekaligus skim bantuan kewangan ini dapat
meringankan beban kewangan mereka. Ini dapat dilihat pada petikan temu bual yang
berkisar kepada pandangan ibu tunggal terhadap bantuan yang diberikan oleh JKM, sama
ada bantuan yang diperoleh dapat membantu kehidupan ibu tunggal sekeluarga atau tidak.
Berikut adalah temubual dengan responden kajian.
Responden pertama (R1)
Cuma yela bila kita tahu kite dapat bantuan, Alhamdulillah. Rasa tiada masalah lah, rasa
bersyukur la. Gembira la jugak rasa.

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Responden kedua (R2)

Rasa bersyukur tu salah satu cara saya menampungkan duit tak cukup. Allah mudahkan
saya nak uruskan hidup ni. Lapanglah pemikiran ni sebab anak-anak banyak nak guna duit.
Responden ketiga (R3)
Rase lega la dapat bantuan ni, bolehlah ringankan beban akak, ada pihak yang sudi tolong
kan.
Responden keempat (R4)
Bersyukur sangat, ada la modal untuk akak beli barang untuk meniaga ni.
Responden kelima (R5)
Mak cik suke sangat. Yela, ape orang kata walaupun seratus je kan. Memang dapat seratus
tapi tak terkata la perasaan tu, rasa bersyukur sangat la.
Responden keenam (R6)
Ade la rasa lega sikit sebab ada duit bulanan.
Responden ketujuh (R7)
Mak cik gembira sangat. Syukur sangat.
Responden kelapan (R8)
Seronok la kan. Ni dapat GP akak boleh beli mesin jahit.
Responden kesembilan (R9)
Gembira la, suka maknanye syukur pada Tuhan memberi rezeki macam ni. Alhamdulillah,
aminkan ke muka terus masa mula dapat duit bantuan tu.
Responden kesepuluh (R10)
Alah, kalo boleh nak tunjuk, tak terkata seronoknya. Alhamdulillah mak cik seronok sangat.

Setelah mendapat skim bantuan kewangan JKM maka segala bentuk emosi yang positif
terpancar. Jadi, skim bantuan kewangan yang bersumber daripada kerajaan persekutuan
dan negeri ini dilihat benar-benar membantu kehidupan ibu tunggal. Jelaslah di sini bahawa
skim bantuan kewangan JKM dapat menyumbangkan manfaat dan perubahan yang baik
kepada implikasi psikososial dari aspek emosi ibu tunggal.
Implikasi psikososial dari aspek struktur kognitif ibu tunggal dalam kajian ini juga mengalami
perubahan yang positif. Bentuk-bentuk skim bantuan yang diberikan adalah relevan bagi
memenuhi keperluan asas mereka. Responden-responden yang ditemubual menyatakan
bahawa kehidupan mereka semakin baik. Kesemua responden dilihat benar-benar
menghargai bantuan kewangan dan memaklumkan bahawa mereka berpuas hati dengan
bantuan yang diberikan. Skim bantuan kewangan yang disalurkan kepada mereka dapat
membina keyakinan diri mereka. Secara tidak lansungnya, ini telah meninggalkan kesan
yang baik terhadap aspek kognitif ibu tunggal setelah memperoleh skim bantuan kewangan
JKM.
Unit Kebajikan Produktif, JKM bertanggunggjawab untuk menyelaraskan skim bantuan
kewangan kepada kumpulan sasar. Ini selari dengan hasrat JKM untuk membantu individu
yang kurang berkemampuan dan berkeperluan bagi meringankan kesulitan kewangan
mereka untuk sementara waktu ataupun sehingga tempoh keadaan kewangan mereka
dapat dipulihkan untuk hidup berdikari. Skim bantuan kewangan yang disediakan kepada
kumpulan sasar adalah bagi membantu golongan miskin yang produktif untuk berdikari ke
104

arah kesejahteraan hidup mereka. Unit ini bertanggungjawab untuk merancang, memantau
dan memastikan peranan serta tanggungjawab JKM dalam memberikan perkhidmatan
pengurusan bantuan kewangan, pembangunan sosioekonomi penerima bantuan
dilaksanakan dengan berkesan.
PERBINCANGAN
JKM merupakan institusi yang berfungsi menjaga kebajikan masyarakat di Malaysia tanpa
mengira etnik, umur dan jantina. JKM mempunyai struktur yang lengkap dari segi urusan
pentadbiran dan pengurusan pemberian perkhidmatan skim bantuan kewangan kepada
kumpulan sasar. Dapat disimpulkan bahawa terdapat tiga skim bantuan kewangan JKM
yang diberikan kepada golongan ibu tunggal.
Golongan ibu tunggal dilihat cenderung untuk menerima BKK memandangkan mereka perlu
menyara anak-anak yang masih bersekolah. Skim GP dapat menjadi pendorong kepada
golongan ibu tunggal yang berminat dalam bidang perniagaan. Skim BA merupakan
peruntukan daripada kerajaan negeri melalui JKM, diberikan kepada ibu tunggal yang tidak
memenuhi syarat bantuan lain tetapi layak memohon BA disebakan masalah kewangan.
Fungsi setiap skim bantuan kewangan ini adalah untuk meringankan beban kewangan yang
dihadapi.
Sejauh mana seseorang individu mencapai kepuasan dalam kehidupan mereka? Jika dilihat
berdasarkan implikasi psikososial ibu tunggal selepas mendapat skim bantuan kewangan
JKM, dilaporkan bahawa emosi atau perasaan kesemua responden menunjukkan rasa
gembira, bersyukur, lega, suka dan seronok. Dari segi struktur kognitif pula, ibu tunggal
dalam kajian ini menjelaskan bahawa dengan adanya skim bantuan kewangan ini tekanan
yang dihadapi dapat dikurangkan. Golongan ibu tunggal yang memperoleh skim bantuan
kewangan ini memaklumkan bahawa kehidupan mereka semakin baik di mana masalah
kewangan menjadi ringan. Kefungsian sosial ibu tunggal mampu dipulihkan sekali gus dapat
ditingkatkan. Justeru, implikasi psikososial selepas mendapat bantuan menunjukkan
hubungan positif antara emosi dan struktur kognitif bagi ibu tunggal. Dapat dibuktikan di sini
bahawa JKM berfungsi secara sistematik dalam menguruskan dan memberikan skim
bantuan kewangan kepada golongan ibu tunggal.
Bertititik tolak kepada hasil kajian, setelah ibu tunggal mendapat skim bantuan kewangan
dari JKM, secara lansungnya nama-nama mereka tersenarai untuk mengikuti programprogram yang dianjurkan oleh JKM. Antara program-program yang dijalankan oleh JKM
adalah seperti kemahiran memasak, kraf tangan, jahitan, gubahan dan andaman di mana
kesemua kemahiran ini dapat dijadikan sebagai kelebihan kepada mereka untuk memulakan
perniagaan secara kecil-kecilan terlebih dahulu. Oleh itu, ibu tunggal digalakkan melibatkan
diri secara aktif dalam program-program yang diaturkan oleh pejabat kebajikan daerah
masing-masing bagi menambahkan pengetahuan, latihan serta kemahiran di samping
menggalakkan mereka memulakan perniagaan secara kecil-kecilan lantas mampu hidup
berdikari. Konsep perniagaan dari rumah dengan menawarkan perkhidmatan perniagaan
seperti penyajian makanan, menjahit dan membuat kraf tangan dapat mengurangkan
masalah kewangan dalam kalangan ibu tunggal. Sekali gus, dapat meningkatkan taraf
ekonomi keluarga ibu tunggal.
Kajian ini membantu dalam memberi satu landasan untuk pekerja sosial memahami isu
dalam kalangan ibu tunggal. Pemahaman ini penting untuk menginspirasikan mahupun
menambah baik program intervensi menolong ibu tunggal. Kajian ini signifikan dalam
memberi kesedaran terhadap kepentingan dalam menyokong golongan ibu tunggal secara
professional. Maka, amat penting bagi pekerja sosial untuk menyediakan satu sistem
105

perkhidmatan menolong kepada ibu tunggal dari sudut menolong, menyediakan sistem
sokongan fizikal dan mental serta menyalurkan maklumat khususnya tentang bantuan
kewangan yang disediakan agar dapat mengurangkan konflik yang di alami oleh ibu tunggal.
Jadi, melalui intervensi yang diberikan maka kefungsian sosial ibu tunggal dapat
ditingkatkan dan boleh menjalani kehidupan dengan lebih stabil.
KESIMPULAN
Keseluruhan kajian telah mempamerkan penemuan penting tentang penilaian skim bantuan
kewangan JKM terhadap aspek psikososial ibu tunggal. Dapat dilihat bahawa JKM
merupakan institusi yang memainkan peranan penting dalam menjaga hak dan kebajikan
wanita yang memegang status ibu tunggal ini. Golongan ibu tunggal tidak dipinggirkan
mahupun diabaikan malahan mereka diberikan bantuan seperti skim bantuan kewangan
agar kefungsian sosial mereka dapat ditingkatkan. Tegasnya, skim bantuan kewangan yang
diberikan kepada kumpulan ibu tunggal seperti bantuan kanak-kanak, bantuan am dan
geran pelancaran dapat membantu menampung kehidupan ibu tunggal dalam proses
membesarkan anak-anak. Skim bantuan kewangan yang diberikan oleh JKM dapat
meringankan beban kewangan yang ditanggung setelah hilang punca pendapatan. Justeru,
golongan ibu tunggal akan lebih bermotivasi dan mampu berdikari untuk meneruskan
kehidupan.

RUJUKAN
Ahmad, W. I. (2004). Ibu tunggal di Pantai Timur, Masalah dan strategi adaptasi.
(Disertasi yang tidak diterbitkan). Kolej Universiti Sains dan Teknologi Malaysia.
Ahmad, N. (2010). Sokongan sosial dalam kalangan Ibu tunggal di luar bandar:
Satu kajian kes di Mukim Lepai, Kedah. (Disertasi yang tidak diterbitkan). Universiti
Sains Malaysia, Pulau Pinang.
Ghazali, S., & Atang, C., (2008). Pencarian dan penafsiran maklumat kualitatif
dalam penyelidikan geografi: Pengalaman daripada kajian kesejahteraan ketua
keluarga wanita. Kuala Lumpur: Penerbit Universiti Malaya.
Gladow, N. W., & Ray, M. P. (1986). The impact of informal support systems being
low income single parent on the well parent. Family Relation. 35, 113-123.
Abd Ghani, F., & Abd Aziz, A. (2013). Profile of single mothers in Southern
Malaysia and issues afflicting their lives. British Journal of Arts and Social Sciences,
16 (1). 197-206.
Jali, N. A. (2015). Penilaian skim bantuan kewangan Jabatan Kebajikan Masyarakat (JKM)
terhadap aspek psikososial ibu tunggal. (Disertasi yang tidak diterbitkan). Universiti
Sains Malaysia, Pulau Pinang.
Quick Facts Kementerian Pembangunan Wanita, Keluarga dan Masyarakat. (2014).
Retrieved
from:
http://www.kpwkm.gov.my/documents/10156/671634/QUICK_FACTS_KPWKM_201
4.pdf

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GENDER AND DIFFERENCES IN PERCEPTION OF EMOTION AND EMOTIONAL

INTELLIGENCE: A CASE STUDY OF MALAYSIAN SOCIAL WORKERS
Habibie Ibrahim
Faculty of Psychology & Education
Universiti Malaysia Sabah
Sally Johnson
Philip Gilligan
Jones Adu-Gyamfi
Faculty of Social Sciences and Humanities
University of Bradford
Abstract
Research on gender differences in emotion and emotional intelligence is limited. However,
there is an underpinning view that males and females have distinct personal profiles of
strengths and weaknesses in emotion and emotional intelligence. The present study seeks if
this difference exists even when they are at their workplace. Therefore, this study is aimed to
explore the perception of social workers on emotion and emotional intelligence with regard to
their gender. A mixture of methods within an ethnographic approach was used - including
individual interviews, participant observation and a questionnaire. The research was
conducted in three locations in Malaysia: Kuala Lumpur, Petaling and Kota Kinabalu, Sabah.
Participants consisted of child protectors and rehabilitation officers from the Malaysia
Welfare Department and medical social workers in hospitals. This paper presents an
analysis of individual interviews in the three locations. A total of twenty-five interviews were
conducted (twelve male, thirteen female; age range 29-51). The research findings show that
there is no gender differences on perception of emotion and emotional intelligence in the
workplace. Professional cultures have influenced how Malaysian social workers perceive
emotions in the workplace.
Keywords: Emotion and emotional intelligence, gender differences, workplace, Malaysian
social workers.

INTRODUCTION
Research on gender differences in EI is limited (Mandell & Pherwani, 2003). Mandell and
Pherwani (2003) add that only a small number of research projects have investigated gender
differences in EI. However, there is an underpinning view that males and females have
distinct personal profiles of strengths and weaknesses in EI (Goleman, 1995). In Barons
studies (2000), males and females had similar overall EI; however, males scored higher in
the interpersonal, adaptability and stress management domains, while females scored
higher in the interpersonal domain. This appears to be congruent with Scheffs (2006) view
that males are trained to ignore the details that reveal the nature of emotions and
relationships more than females. In addition, Baron (2000) added that females are more
aware of their emotions, demonstrate more empathy, relate better interpersonally and act
more socially and more responsibly than males. Males, in contrast, have better self-regard,
are more independent, cope better and are more optimistic than females. This may be due
to the historical view of family, for example. The origin of the concept of family lies in the
relationship between slavery and serfdom (Tudor, 2004). Tudor (2004) cites the work of
Mitchel (1975), who identified four key structures involved in the subordination of females as
being responsible for production, the reproduction of children, sexuality and the socialisation
of children. Child-rearing makes females, whether mothers, daughters or grandmothers
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closer to and more understanding of their family members than males. Research also
suggests that differences in male and female brains affect their respective patterns of
communication (Tudor, 2004). As empathy is a core characteristic of effective
communication (Wilson et al., 2008), and empathy is one of the interpersonal skills
(Reynolds, Scott & Jessiman, 1999), this may cause males to obtain lower scores than
females in EI.
Another study on EI and its relations with close relationships, conducted by Schutte et al.
(2001), indicated that EI was related to close relationships. Meanwhile, in their study,
Brackett, Warner and Bosco (2005) tried to assess EI and its correlation to self-assessments
of the quality of relationships among couples. They found that female partners had
significantly higher EI than male partners and that EI scores were uncorrelated within
couples. Their research findings also showed that, where both partners had low EI scores,
they tended to have the lowest scores in relation to depth, support and positive relationship
quality. On the other hand, the highest scores were found for conflict and negative
relationship quality. The research findings showed that in intimate relationships females
showed more understanding regarding emotions and their correlations in relationships.
Conversely, in a study by Petrides and Furnham (2000), self-estimated scores were higher
for males than females. The research findings also indicated that gender was a significant
predictor of self-estimated EI. Froh et al. (2007) examined the associations among
interpersonal relationships, irrational beliefs and life satisfaction; 235 participants (207
undergraduate students and 28 patients) volunteered to participate in the study. The
research participants had multiple ethnicities, including Caucasian, African American,
Hispanic, Asian and American Indian. The findings indicated that interpersonal relations
predicted life satisfaction. Females were found to have slightly higher levels of life
satisfaction than males, while white participants reported higher levels of satisfaction with life
than other participants.
Overall, the literature concerning gender and EI seems to show that females are more
emotionally intelligent in terms of social relationships (i.e. interpersonal) than males. This
may be due to cultural ways in which women have been claimed to be warmer and more
supportive, empathetic and cheerful. A general conclusion to be drawn from most studies in
Western and Asian countries is that women do indeed seem to respond more emotionally,
although this is not true of all types of emotional response, or of all circumstances, or of all
types of emotional stimuli (see Fischer & Manstead, 2000). Shields (2000) argues that
emotion standards define the core of masculinity and femininity. In their role of defining
cultural representations of masculinity/feminity, gendered emotion standards mediate the
individuals acquisition and maintenance of a gendered identity via the practice of gendercoded emotional values and behaviour (Shields, 2000). In addition, the content of display
rules generally conforms to gender stereotypes that each individual culture holds about
emotional expressivity, such as boys should not cry, or girls should not be aggressive
(Brody, 2000). Moreover, Zammuner (2000) says that women appear to have richer emotion
theories than men, reflecting the gender-congruent norm of womens greater emotionality,
possibly because they learn to be more sensitive towards their own and others emotions.
The primary research question of this present study is to investigate how gender informs
perceptions of EI in working relationships and decision-making processes in Malaysian
context.

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METHODOLOGY
Based on the consideration that emotions are seen as affects and ideas whose meanings
are elaborate and subtle (see also Lutz & White, 1986), the present research employed the
ethnographic approach to the research design. However, the present research was not
conducted as a full ethnography. The present research draws on and is framed by some
ideas that originate from ethnography. The way in which the ethnographic approach was
used was due to the philosophical stance of the researcher (see Atkinson & Hammersley,
1994), in which emotion is perceived as a confluence of biological underpinnings, shaped by
a cultural worldview and script for social behaviour. Thus, in the context of the social work
profession, generally, I used the ethnographic approach to adopt the narrower focus
associated with a mini-ethnography. A mini-ethnography, like more traditional ethnography,
allows the understanding of a local world as well as the structure and flow of interpersonal
experiences within it; however, it makes allowances for the constraints placed on the
ethnographer and the difficulties preventing long-term immersion in the field (Kleinman,
1992).
Qualitative Data Collection and Analysis
Interviews
The main research question is complex, seeking to investigate the perceptions of the
Malaysian child social workers concerning emotions and EI and their contributions to better
working relationships and decision-making processes in child protection, child rehabilitation
and child welfare organisations. Individual interviews were used to provide the qualitative
data, which were intended to gain a working familiarity with the frames of meaning within
which the child social workers perceived and used emotions and EI in their professional
practice. Through the semi-structured interviews, the social workers perceptions of emotions
and EI in their workplace were explored.
The interview process consisted of 25 semi-structured interviews with the child social
workers concerning emotions and EI. The individual interviews with the 25 child social
workers were conducted to explore the social workers perceptions of the contributions of
emotions and EI to their professional practices in relation to working relationships and
decision-making processes (the 25 interviewees also participated in the quantitative data
collection by completing the questionnaire and giving permission for their daily and
professional activities to be observed). However, of the 25 interviewees, one did not
volunteer for his/her daily professional practice and behaviour (i.e. emotional experiences
and emotional regulation) to be observed. A qualitative open-ended interview was used to
understand the participants perceptions concerning emotions and EI and their contributions
to their working relationships and decision-making processes. Through a series of openended questions, the participants perceptions of emotions and EI and their contributions to
their professional practices were brought to the surface. These kinds of insights and
meanings, which are part of a complex process experience, can be captured with a
qualitative approach but are not accessible through a simple quantitative method involving
the association of two variables (Patton, 1987).
Sample Selection
In this research, the selected social workers (i.e. the child protectors and child rehabilitation
officers) were those who currently deal with issues relating to 1) children in need of care and
protection, and 2) children in need of protection and rehabilitation in hospitals and welfare
departments in Sabah, Petaling Jaya and Kuala Lumpur. The sampling method, which was a
non-probability purposive one, was utilised to gain insights into specific kinds of practice
(Rubin et al., 1983). In this instance, the child protectors who were assigned to handling

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child and family cases during the time the research was being conducted were invited to
participate.
Thematic Analysis
A thematic analysis was conducted on the responses to the questions in the individual
interviews (interview guidelines) to summarise the main themes that emerged. Illustrative
quotes were used as supporting evidence

RESULTS
The research findings showed that the emotions felt at work (i.e. negative emotions) seemed
to be linked to gender. During the interview sessions, the participants were asked if they had
ever experienced any emotions that might affect their working relationships. The participants
were also asked about the kind of emotions they had experienced during their professional
conduct. In addition, the participants were asked why they experienced the emotions in
question. As shown in Table 2 below, which contains the group of positive and negative
emotions. Male respondents reported emotions of uncertainty, infuriation/anger and
dissatisfaction, while female participants reported emotions of stress/pressure, confusion,
depression, worry/anxiety, guilt and frustration.
Table 2: Reported emotional experiences of the participants professional practice
Positive Emotions/Feelings

Negative Emotions/Feelings

Love/Affection

Feeling Uncertain/Doubtfulness

Happiness (i.e. Relief, Satisfaction)

Stress/Pressure

Gratitude

Confusion

Empathy

Sadness

Sympathy/Pity

Resentment/Anger/Geram

Emotional Labour

Depression

Emotion Work

Dissatisfaction/Disagreement
Worry/Anxiety
Guilt
Frustration

Feeling Uncertain/Doubtfulness
if it involves the emotions of others for example, if it concerns a child abuse
case I may not be so sure if it is truly a child abuse case or otherwise. So, I
would feel doubtful about taking the child away from his or her parents. It is more
tragic if the child cries when we take him or her away from the parents. I would
then wonder if I am wrong and this could make me feel unconfident.
(Child Protector 5, male, aged 33)
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Resentment/Anger
Yes, it is [resentment/anger/geram]. I felt angry towards the mother who simply
left her children without her protection and love. A mother shouldnt act like that.
Just because of their poverty, she [the mother] abandoned them because she
could not live in that situation.
(Child Protector 1, male, aged 35)
.

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Table

1:

Participants

demographic

information

(individual

interviews

___________________________________________________________________________________________________________
Pseudonym
Gender
Age Marital Status
Academic
Position
Location
Experience Child
Qualification
(Years)
__________________________________________________________________________________________________________________
Child Protector 1
Male
35
Married
Diploma
Child Protector
Kota Kinabalu
3
Probation Officer 1 Female
35
Married
Diploma
Probation Officer
Kota Kinabalu
2
Probation Officer 2 Female
35
Married
Bachelors
Probation Officer
Kota Kinabalu
5
Probation Officer 3 Male
32
Married
Diploma
Probation Officer
Kota Kinabalu
2
Probation Officer 4 Male
47
Married
Bachelors
Probation Officer
Kota Kinabalu
5
Child Protector 2
Female
33
Married
Diploma
Child Protector
Kota Kinabalu
2
Child Protector 3
Female
40
Married
Bachelors
Child Protector
Kota Kinabalu
19
Child Protector 4
Female
48
Married
Masters
Child Protector
Kota Kinabalu
>20
Child Protector 5
Male
34
Married
Diploma
Child Protector
Kota Kinabalu
5
Med Soc Worker 1
Female
43
Married
Bachelors
Med Social Worker Kuala Lumpur
2
Med Soc Worker 2
Male
51
Married
Bachelors
Med Social Worker
Kuala Lumpur
>20
__________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________
*Probation Officer 5 Male

45

Married

Diploma

Probation Officer

Kuala Lumpur

16

Child Protector 6

Female

35

Married

Bachelors

Child Protector

Kuala Lumpur

Med Soc Worker 3

Female

50

Married

Masters

Med Social Worker

Kuala Lumpur >20

Probation Officer 6

Female

36

Married

Masters

Probation Officer

Kuala Lumpur

Probation Officer 7

Female

30

Married

Bachelors

Probation Officer

Petaling

Probation Officer 8

Male

29

Married

Bachelors

Probation Officer

Petaling

Child Protector 7

Female

34

Married

Bachelors

Child Protector

Petaling

Child Protector 8

Male

39

Married

Bachelors

Child Protector

Kuala Lumpur

Probation Officer 9

Male

29

Married

Bachelors

Probation Officer

Petaling

Probation Officer 10Female

34

Married

Bachelors

Probation Officer

Kuala Lumpur

Med Soc Worker 4

Male

33

Married

Bachelors

Medical Social Worker

Kuala Lumpur

Med Soc Worker 5

Male

42

Single

Masters

Medical Social Worker

Kuala Lumpur

Med Soc Worker 6

Male

33

Married

Bachelors

Medical Social Worker

Kota Kinabalu

Med Soc Worker 7

Female

37

Married

Bachelors

Medical Social Worker

Kota Kinabalu

* Refused to participate in the participant observation

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Dissatisfaction/Disagreement
errr for example, when handling a case, we would have our own option for the case.
When we propose our suggestion to our boss and he/she doesnt agree with it of
course, we feel dissatisfied. Then, he/she comes out with his/her own suggestion. We
disagree, actually. Weve handled the case before and we know our case better, but then,
our boss will come out with his/her option and we have to follow it. I feel dissatisfied
yeah dissatisfied.
(Probation Officer 3, male, aged 32)
Stress/Pressure
Stress is there. For example, I used to work in a district before. It is just a small town.
When we went home, we could sleep easy. We didnt think much about our
responsibilities. Here, we have to think about our responsibilities, such as doing a spot
check twice a week. We have to be in the workplace at night, so it is a stressful job. When
we get home, we have to get ready again and return to the workplace. Sometimes, our
staff members are not on good terms with one another. When there is a dispute, they dont
talk to each other. So, it is our responsibility to settle their problems. That can make me
feel stressed.
(Probation Officer 6, female, aged 36)
Confusion
I usually feel confused. When we have tasks that need to be done, we think we can settle the
tasks ourselves easily. However, when somebody interferes in our tasks, such as our
colleagues or people from the top level, this can slow us down. When this kind of interference
happens, I feel confused. For me, actually, I can do the tasks myself because we know the
procedures on how to complete the tasks. But, if there is interference from relevant parties, it
will confuse me.
(Probation Officer 1, female, aged 35)
Depression
When we lack experience, being young and surrounded by experienced workers even
though they are just our subordinates, because of our limited capability to manage this
institution, for me I always feel depressed. We want to show the best of our charisma,
of course, but if our subordinates refuse to show their respect or cooperate with us, we feel
depressed, yeah depressed.
(Probation Officer 2, female, aged 35)
Worry/Anxiety
Worry is there. We can feel it in certain cases. When we interview our patients, we will get
information, for example, about their family, father, mother, like this like this [being
strict or religious, having health problems]. So, even though we get the patients
permission to contact their parents, we are still worried. Will the family accept their
[pregnant daughter]? So, the worry is there.
(Medical Social Worker 1, female, aged 43)

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Guilt
We feel guilty if we fail to play our roles. If we work here and hold an important position, we
feel the burden on us because it is our responsibility to make this organisation run
smoothly. If we fail to do something that we are supposed to do yeah we feel guilty.
(Medical Social Worker 3, female, aged 50)
Frustration
Frustration is there yeah when we have already prepared everything to help our clients,
and then they refuse our help, of course we feel frustrated.
(Medical Social Worker 1, female, aged 43)

I found that in terms of decision-making processes, male and female participants showed no
difference in their perceptions of emotions, in that both genders perceived emotions negatively.
A male participant said
I dont use emotions in decision-making processes. It is because we want to make the
right decisions. Whatever people say, there will not be any bias. If I make the decision
based on emotions, the decision will be biased or it may be more in our own interest. So, I
dont want to make a decision that is more in my interest. I try to think of the interests of all
parties.
(Probation Officer 8, male, aged 29)
In management, we cant be emotional [laughs]. It [management] must depend on the
needs, rationality and our experiences. So people will not say Eh! Emotions have been
involved in her decision-making it must be natural.
(Child Protector 4, female, aged 48)
In their efforts to avoid thinking and acting emotionally, the participants suggested and strongly
advised that the procedures provided by their organisations should be strictly followed. One of
the participants commented that
To me, you have to follow the procedures and you should. I, I think it is better for you to
follow the procedures. If you are emotional, you I understand because you are human,
you have emotions the feeling of sympathy, I know you sympathise. But, in the
profession, we have rules and regulations. Dont trap yourself in any situation. Here, in this
department, we should always be careful of every single action. If you make a mistake,
there will be big consequences because everything is about money. If you are emotional,
no, you cant be emotional with the law. Am I right? For example, a client would say that
his mother does not like him, his family disowns him, and he does not have a place to stay.
I cant simply give him a place to stay in the institution. We have rules and we have to
follow the procedures. Yeah, I understand emotional we are sometimes emotional,
but hmm but
(Probation Officer 10, female, aged 34)
Based on the participants perceptions of the use of emotions in decision-making processes, the
Malaysian child social workers understanding, knowledge and terms pertaining to emotions and
their contributions to decision-making processes were seemingly confined to the negative
effects of emotions. In addition, the participants perceived that if emotions were to be involved in

115

their decision-making processes, they would view their conduct as unprofessional, which would
lead to unethical practice.

DISCUSSION
Male participants of the present research expressed their emotions of anger and dissatisfaction.
It is noted that studies concerning anger in Western societies indicate that anger displays can
lead to conferral of status, because expressions of anger can create the perception that the
expresser is competent, and status is conferred on the basis of perceived competence.
Expression of anger results in the perception that the expresser is unlikeable; however,
likeability is not related to status conferral. Anger displays do not fulfil all social goals, in which
anger is actually effective in attaining status. Notably, those expressing anger are normally male
(Tiedens, 2001). On the other hand, female respondents reported feeling a range of emotions
(e.g. worry/anxiety and guilt) towards others (Poggi & Germani, 2003). This indicates that it is in
the nature of females to care for others, where they are seen as more socially oriented and
caring (Bakan, 1966). Consistent with gender stereotypes, empirical studies that measure
emotional behaviour find that females show more emotional behaviour than males (ChentsovaDutton & Tsai, 2007). This can be interpreted as a gender division of emotion work, where it is
assumed that females will take the responsibility for emotion management in the private sphere
(Duncombe & Marsden, 1993). Emotion work, as defined by Hochschild (1983:7), is a form of
emotion management that involves the acts in a private context where they have a useful
value. Thus, a females care for her family members is also extended to the workplace. For
example, a mother must express more concern than the father if her teenage daughter or son
has not returned home by midnight. It appears that a mother more easily shows her worry or
anxiety. Similarly, in the context of the workplace, females bring the same behaviour from their
daily tasks into the workplace.
In the social work profession, it is a requirement for social workers to practise ethical behaviours
and actions, in which they are guided by moral philosophy and ethics as moral norms or
standards (Banks, 2012). Social work conduct and practice in European countries is largely
implemented with secular orientations, although even Banks (2012) proposes referring to
normative theories (e.g. religion). Many philosophers, neuroscientists and psychologists
emphasise that the role of emotions in decision-making is not exempted. However, philosopher
DeSousa (1987) claims that when dealing with the issue of making decisions, individuals can
benefit significantly by accepting the assumption that emotions are active participants in
decision-making. Likewise, Damasio (2006) also hypothesises a similar conclusion, but from the
perspective of neuroscience and psychology. The present research findings, however, seem to
suggest that emotions have their effects in decision-making processes (i.e. positive and
negative effects) as reported by the participants. Even though emotions were perceived as a
negative and disruptive element in social work practice by the respondents in the study, after a
deep discussion in the interview sessions, the participants agreed that emotions also have their
positive side. Nevertheless, they suggested that there must be a limit in using emotions in the
profession.
CONCLUSION
The Malaysian social workers reported that they experienced a variety of emotions in the
workplace, for which two major themes had been identified: positive emotions and negative
emotions. The emotions were said to exist in relationships. Negative emotions felt at work were
116

seemingly linked to gender differences. Anger and dissatisfaction were frequently reported by
the male social workers, while the female respondents reported more stress/pressure,
depression and worry. This may relate to the ways in which men and women express their
masculinity and femininity. it appears that there is a similarity in the way both males and females
talk about using emotions and aspects of EI. Both male and female Malaysian child social
workers perceived EI as an element that could contribute to decision-making processes. This
could be due to the requirements of social work.

ACKNOWLEDGEMENT
This paper and the research findings is part of the main authors PhD research.

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WORK-LIFE BALANCE AND MUSCULOSKELETAL DISORDERS (MSDs):

A CROSS SECTIONAL STUDY AMONG FEMALE OFFICE WORKERS IN MALAYSIA
Ismail Maakip
Faculty of Psychology & Education
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
email: daeng@ums.edu.my
Peter Voo
Faculty of Psychology & Education
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
email: peter@ums.edu.my
Sharon Kwan Sam Mee
Faculty of Psychology & Education
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
email: sharonks@ums.edu.my
Abstract
The health consequences of work-life balance have been studied in both developed and
developing countries. In addition, the work-related causes of musculoskeletal disorders (MSDs)
are also well explored in both developed and developing countries that found the relationships
between physical and psychosocial hazards and MSDs. However, very little is known about the
potential association between work-life balance and MSDs not only in developing countries but
also lack of study of this issue in developed countries as well. Given this, the goal of this study
is to examine association between work-life balance and MSDs among female office workers in
Malaysia. Survey data collected among the workforces of four public sector organizations in
Malaysia. The study population covered 311 female employees that experienced
musculoskeletal disorders. Questionnaire that measured work-life balance, psychosocial and
physical hazards, and MSDs were collected. The result shows that physical hazards ((= .39)
and work-life balance ((= -.15) associated with MSDs. Given the associations between worklife balance and self-reported MSD, future research need to consider work-life balance as an
important risk factor associated with MSDs. Further, the results also suggest that work-life
balance could be an important domain for health promotion and workplace policy development
in minimizing MSDs at the workplace, particularly among Malaysian female office workers.
Keywords: Work-life balance; Musculoskeletal Disorders; Physical and Psychosocial Hazards

INTRODUCTION
Musculoskeletal disorders (MSDs) are highly prevalent among working population (Harcombe et
al., 2014; Collins & OSullivan, 2015) with substantial and consistent evidence showing that
MSDs are strongly work-related (Punnett & Wegman, 2004). In addition, MSDs has been a
major source of disability and lost work time (Buckle, 2005), and a predominant cause of sick
120

leave and absence from work (Homeij et al., 2004; Morken et al., 2003). Evidence shows that
MSDs represents the most prevalent work-related health problem in developed countries,
accounting for over 50% of all occupational diseases in the European Union (European
Foundation for the Improvement of Living and Working Conditions, 2007) and 90% of serious
injury claims caused by MSDs related injuries in Australia (Safe Work Australia, 2012). The
trend of high costs associated with MSD in developed countries also occurred in developing
countries such as Malaysia. The Social Security Organization (SOCSO) estimated 10,000
musculoskeletal injuries cases annually (Lee, 2007), representing approximately one-third of
workers compensation costs in Malaysia (Azman, 2007). Given this, it was suggested that there
will be an increase in the prevalence of MSDs in the next decade in developing countries since
limited research undertaken not only on the risk factors of MSDs but also the development of
prevention strategies to minimize this work-related health problem (World Health Organization
(WHO) (2003).
The work-related causes of MSDs have been well explored (Punnett & Wegman, 2004;
Andersen et al., 2007; da Costa & Vieira, 2010) and the etiology of MSDs is multi-factorial with a
range of physical, psychosocial and individual hazards contribute to the development and
exacerbation of these disorders (Bongers et al., 2002; Janwantanakul et al., 2010). There is
clear evidence that MSDs are directly caused by physical hazards included strenuous working
conditions such as lifting and carrying heavy loads, poor posture, tiring and awkward positions,
vibrations or highly repetitive movements (Punnett & Wegman, 2004; Cote et al., 2008; da
Costa & Vieira, 2010). Specific psychosocial work demands and occupations strains particularly
time pressure, monotonous tasks, low job control, low job satisfaction, lack of social support
have been identified and recognized as predictors for MSDs (Punnett & Wegman, 2004; Hauke
et al., 2011; Lang et al., 2012). In addition, several demographics aspect such as gender
particularly women is at a greater risk to develop MSDs (Treaster & Burr, 2004; Solidaki et al.,
2010; Collins & OSullivan, 2015). Likewise, studies also show an association between MSDs
and age such as Hildebrandt (1995) reported that back pain prevalence of people aged 45-54
years (35%) was greater than people aged 25-34 years (23%). Similarly, Naido et al., (2009)
also found that older women (>40 years) were more likely to report symptoms of MSDs than
younger female workers. However, the association between age and MSDs development is not
clear (Bernard, 1997; Widanarko et al., 2011).
In general, MSDs that related to physical aspect at work and strenuous working conditions are
on the decline, particularly in developed countries; whilst those related to stress, excessive work
demands, and other psychosocial work factors are on the increase (European Foundation for
the Improvement of Living and Working Conditions, 2007). However, majority of the studies that
were undertaken to examine the role of psychosocial factors in relation to MSDs, very few have
focused on the psychosocial aspects outside the work environment, particularly incompatible
demands and role conflicts between job and family that often neglected in MSDs research
(Hmmig et al., 2011; Kim et al., 2013). Numerous studies on these incompatible demands and
role conflict reported that such conflicts and spillover effects are strongly associated with various
health problems, and in particular with psychosocial ill health. Evidence shows that work-life
balance (WLB) has been identified as a risk factor for mental health in general and as a
predictors of psychological distress in particular frequent depressions and mental disorders,
occurrence of burnout syndrome and various psychosomatic stress symptoms including lack of
appetite, sleep disorders, headache and fatigue (Frone et al., 2000; Grzywacz et al., 2003;
Hammer et al., 2004; Hmmig et al., 2009a). Nonetheless, majority of the studies on WLB focus
mainly on well-being and mental health outcomes, psychosomatic symptoms or adverse
health behavior but largely ignoring other important public and occupational health issues and
problems such as social inequalities in health, physical inactivity, and also MSDs.
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Studies on MSDs suffers from a lack of examining WLB as a possible risk factor for
musculoskeletal health and research into WLB has so far largely ignored MSDs as a potential
result of role conflicts at the work-home interface. To date, only six studies have found
significant association between WLB and MSDs; first of all, the European Foundation for the
Improvement of Living and Working Conditions (2007) provides initial scientific evidence and
reference for an association between WLB and backache that justifies further study. Other
studies such as Hmmig et al. (2011) found WLB was strongly associated with MSDs and this
association was substantially confounded by physical strain at work, workload and job
autonomy. Likewise, Kim et al., (2013) demonstrated significant association between poor WLB
and musculoskeletal pain. Recently, three studies also have shown an interesting association
between WLB among different working population and MSDs (Bethge & Borngrber, 2015;
Ntzi et al., 2015; Jensen & Rundmo, 2015). These findings demonstrated that WLB has the
potential to influence the development and exacerbation of MSDs that has not been considered
in MSDs research worldwide (Hmmig et al., 2011; Kim et al., 2013).
However, with majority of the studies examine the association between WLB and MSDs were
undertaken in developed countries; the findings may not applicable to developing countries such
as Malaysia. Numerous studies have reported variations not only in the prevalence but also
predictors associated with MSDs between developed and developing countries. Such variations
may be due to differences in the socio-cultural context between countries. Differences in work
practices and culture have been reported to influence the differences in the prevalence and risk
factors associated with MSDs (Carter & Bannister, 1994; Coggon, 2005; Madan et al., 2008;
Janwantanakul et al., 2010). It is conceivable that risk factors associated with MSDs in
developing countries particularly WLB might be different compared to those reported in
developed countries. To our knowledge, no study has been undertaken to examine the
relationship between WLB and MSDs particularly in developing countries such as Malaysia.
Given this, the main aim of the present study was to fill this existing research gap by
investigating the potential but so far unexplored association between WLB as the main risk
factor and MSDs as the outcome under study.
METHODOLOGY
Sample
This cross-sectional study was conducted with public sector employees based in the city of
Putrajaya, Malaysia. Convenience sampling technique was used to choose potential
participants. Eligible employees were over 18 years of age and currently employed by the
organization, 636 potential office based workers were identified as potential participants in the
study in which a total of 636 questionnaires were distributed, and 311 were returned; resulted in
a response rate of 48.8%. The justification of only selecting female to participate in the present
study was based on the evidence that women experience MSDs more than men (Paksaichol et
al., 2012; Collins & OSullivan, 2015).
Measures
The questionnaire included questions relating to demographics, work-home balance, physical
and psychosocial hazards, and MSDs. Demographic information was collected on: age, length
of service, and work location. WLB was examine using a single item that was measure on a 5point scale (1=very dissatisfied, 2=dissatisfied, 3=neutral, 4=satisfied, and 5=highly satisfied)
(Oakman et al., 2014). Whilst, a 12-item measure of physical hazards used a 5-point response
scale (1=never or hardly ever, 2=seldom, 3=sometimes, 4=often, 5=almost all the time)
122

(Oakman et al., 2014). Reliability of the physical hazards was 0.80. Twenty-six items from the
Work Organisation Assessment Questionnaire (WOAQ) (Griffiths et al., 2006) were used to
assess workplace psychosocial hazards using a 5-point scale (1=major problem, 5=very good).
Cronbachs alpha for WOAQ was 0.93.
Participants were also asked to record frequency and severity of the MSDs symptoms across
five body regions: 1) neck & shoulder, 2) hands & fingers, 3) arms, 4) middle to lower back, and
5) hips, bottom, legs and feet (Macdonald et al., 2007). Frequency was recorded on a scale of
0-4 (no discomfort to almost always), and severity from 1 to 3 (mild, moderate to severe
discomfort). Scores were calculated for each region by multiplying frequency and severity.
These scores were then added together to form an overall score out of a possible 60.
Cronbachs alpha for this scale was 0.92. This question formed the outcome measure of selfreported MSDs.
Data analysis
Data cleaning was conducted to identify missing data. In addition, as part of data analysis,
corrective tests using Harmans one factor test to examine whether common method variance
was a serious problem (Podsakoff et al., 2003). The Harmans one factor test revealed 2 factors
in total explaining 24.29% of the variance. A single factor did not emerge, and the general
factors did not account for 50% of the total variance providing an indication that common
method variance was not a significant issue (Podsakoff et al., 2003).
Frequency distributions were used to describe the individual characteristics of the study
population. Hierarchical multiple regression analyses were performed to examine the
contribution of WLB to MSDs. Candidate predictors were entered into the regression model: age
(years), work-life balance, physical and psychosocial hazards. For all analyses, beta values with
a 95% confidence interval, standardized and p values for all variables were calculated. The
level of significance was set at p < 0.05. All statistical analysis was conducted using IBM SPSS
Statistics 22 (IBM Corp, Released 2013, Armonk, NY).

RESULTS
The final sample of 311 participants had a mean age of 34.7 (SD=9.1), representing a response
rate of 48.8%. Most workers were between 20 and 39 years (80.5%), and working between 40
and 54 h per week (86%). In addition, most participants in this study were permanently
employed workers (99%) and responsible for dependents either children and/or parents (99%).
A hierarchical multiple regression was conducted to examine a range of predictors related to
MSD. WLB (= -.15, p < 0.01) and physical hazards (= .39, p < 0.001) are significantly related
with MSD in Malaysian office workers (Table 1). Overall model statistics are F (4, 297) = 20.51,
p=0.001. R for the model was 0.21 and adjusted R was 0.20. The model explained 21.7%
(r=0.46) of the variance in MSD.

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Table 1 Hierarchical multiple regression analysis of MSDs on independent variables

Variables
F
R/R/Adjusted R R

p
values
Model 1
Age
Physical hazards
Psychosocial hazards

.01
.40
-.14

.12
.00**
.00**

Model 2
Age
Physical hazards
Psychosocial hazards
Work-life balance

.02
.39
-.08
-.15

.68
.00**
.13
.00*

24.10**

R = .44
R = .19
Adjusted R = .18

.19

8.04*

R = .46
R = .21
Adjusted R = .20

.02

N= 311; * p < 0.01; **p < 0.001

DISCUSSION
The prevalence rate for self-reported MSDs of 93.4% (95% CI = 90.9-95.8%) in this study of
public sector office workers in Malaysia is high. Limited number of studies undertaken in
Malaysia and different reporting measures make comparisons to previous studies difficult. For
example, a study by Mahmud et al., (2014) examined office workers and associated risk factors
but did not report and overall prevalence rate. In addition, a study by Rahman & Atiya (2009)
reported prevalence rate of 33% among public sector office workers. However, their study was
focused on upper extremity musculoskeletal disorders that differ to the present study that covers
all symptoms of MSDs. Studies in developed countries reported similar prevalence rates among
office workers as this present study (Widanarko et al., 2011; Harcombe et al., 2009). However,
their prevalence rates were concerned on MSDs in the past 12 months; this current study
measured prevalence rates of MSDs in the past 6 months. One plausible explanation of this
difference probably related to methodology, instrument and population under study (Boocock et
al., 2011). Further, differences in organizational practices and work cultures may also influence
the reporting and experience of pain (Sharan et al., 2011). Likewise, the nature of the work
undertaken may differ between studies and contribute to the variation in self-reported
prevalence across studies.
The main aim of the current study was to determine predictors associated with MSDs
particularly the contribution of WLB. Not surprisingly, higher physical hazards were associated
with greater levels of MSDs discomfort in office workers were consistent with previous studies
(Bernard, 1997; Juul-Kristensen & Jensen, 2005; Cho et al., 2012; Wu et al., 2012). This can be
attributed to the nature of office workers that entails repetitive movements, awkward postures
and prolonged sitting that associated with MSDs (Bernard, 1997; Juul-Kristensen & Jensen,
2005; Cho et al., 2012; Wu et al., 2012). Interestingly, the present study did not find the
association between psychosocial work environment and the development of MSDs. This may
be explained by the work organization, practices and culture in Malaysia. The result is
inconsistent with earlier work relating to MSDs where psychosocial factors were found to make
a strong contribution to the development of MSDs (Oakman & Chan, 2015; Widanarko et al.,
2015). It is possible that psychosocial work environment factors are not considered to be
important as physical factors, since employees are still not fully aware of adverse health
124

consequences (Sadhra et al., 2001). A low level of awareness in relation to psychosocial factors
and adverse health outcomes, which perhaps contribute to the current findings where their role
in MSDs were insignificant (Kortum et al., 2011). Others suggested that psychosocial work
environment factors are not freely discussed in Malaysian workplaces. For example, Idris et al.,
(2010) suggested that workers in Malaysia did not acknowledge the impact of job stress on
health as is common in Western cultures. A further relevant to the limited contribution of
psychosocial factors in the development of MSDs may be related to the different organizational
practices and cultural values operating between countries. Malaysia has a hierarchical
structured work environment with large power differences (Abdullah, 1992); loyalty to leaders is
valued, whilst questioning ones superiors is not. Malaysian workplace cultures are more
hierarchical and oriented towards relationship building and passive obedience and prioritize
group benefits compared to individual benefits (Lim, 1998).
An important finding from the current study is the association between WLB and MSDs in office
workers. To our knowledge no studies in Malaysia have previously examined this relationship in
a population of office workers. This finding has not been reported in developed countries
particularly with office workers. Most studies in developed countries that found relationship
between WLB and MSDs were on other types of occupational groups such as nurses and other
health care workers (Hmmig et al., 2011; Kim et al., 2013; Nutzi et al., 2015). The role between
WLB and MSDs may be explained by the roles of socio-cultural context in Malaysia. The roles
of women in Malaysia are very traditional: even when they are employed full-time, women are
expected to maintain home responsibilities (Noor, 1999; Subramaniam et al., 2015). In addition,
limited availability of childcare and flexible work options might result in a conflict between the
expectations of women and the reality of maintaining dual responsibilities across paid and
unpaid work (Noor, 1999; Subramaniam and Selvaratnam, 2010) that in turn might contribute to
the experience and reporting of MSDs among office workers in Malaysia. A recent study
(Subramaniam et al., 2015) found whilst women articulated a preference for flexible work
arrangements in terms of hours and greater levels of autonomy, in a highly patriarchal country
such as Malaysia, access to non-standard work arrangements is limited. As such, Malaysian
women face significant challenges in meeting the demands of work and home, and explain the
significant contribution of WLB to the development of MSDs found in the current study. Other
explanations of pathways linking WLB and MSDs is when workers experience WLB, they could
be preoccupied at the workplace with home-related duties (Kim et al., 2015). Accordingly, it
could influence psychosocial working conditions, such as job demand, which could then impact
MSD (Bongers et al., 2002; Lang et al., 2012). Likewise, it is also possible that psychological
stress play a role in the pathway because experiences of WLB could increase physiological
stress reaction such as increased muscle tension which can lead to MSDs (Lundberg et al.,
2002; Hmmig et al., 2011). Since most of the studies regarding the issue, i.e. WLB and MSDs
undertaken in developed countries, future research in developing countries is required to
examine the role of stress in the association between WLB and MSDs as a mediator (Hmmig
et al., 2011; Kim et al., 2013).
By investigating the role of WLB in the development of MSDs particularly in developing country,
our study addresses an important research gap. To date, few study has investigate the
association between WLB and MSDs - a relevant topic that used to be a blind spot in both
established fields of research for a long time and still remains under-studied. In addition, this
study provides important new implications for prevention of MSDs at the workplace with regards
to the prevention effort in the Malaysian workplace need to focus on both physical and
psychosocial hazards and also issue surrounding WLB particularly among working women.
Despite these strength, several limitations to this study should be noted. First, the study was
cross-sectional, meaning we cannot draw causal inferences concerning the hypothesized
125

relationships. Future longitudinal studies on office workers need to make more solid conclusions
regarding these relationships. Second, a large part of our study relied on self-report measures,
which can increase the problem of common method variance. All measures were based on selfreports administered at one time point; thus, the common method bias could have influenced
the results. However, several measures were used made to minimize common method bias.
Different scale endpoints for measures were used, study participants were assured of the
anonymity and confidentiality of responses to reduce the likelihood of socially desirable
responses (Podsakof et al., 2003). Harmans one factor test also revealed that common method
bias was not a significant threat to the study. Third, a healthy worker effect is possible (Arrighi
& Hertz-Picciotto, 1994) as workers with MSDs related to workplace exposures may have
moved to other organizations and thus not represented in the current study; however, the
extremely high MSDs prevalence rate would suggest this is an unlikely finding. The use of a
single item as a global measure of WLB in the present study may also be criticized against the
background of the ongoing debate on the validity of single-item measures compared to multipleitem measures and in view of an increasing use of multiple-item scales in health and social
sciences (Hmmig et al., 2009b). A further shortcoming can be criticized. The usage of nonrandom sampling of employees participating in the survey produces a potential selection bias
that can be estimated. A low participation may also result in a selection bias.
CONCLUSION
In conclusion, this study found that prevalence rates of MSDs in Malaysian female office
workers are high. Interestingly, WLB has been found to contribute to the development of MSD
among female office workers in Malaysia; a finding that has not been previously reported. Little
research has been undertaken not only in Malaysia but also in other developing countries with
regards to the relationship between WLB and MSDs. These findings suggests strategies to
improve workplace MSD risk management not only focus on both work related physical and
psychosocial hazards but also WLB issues need to be included in workplace MSDs risk
management.
ACKNOWLEDGEMENT
The authors would like to thank the employees and supervisors of the participating
organizations in Putrajaya, Malaysia for their collaboration and participation in this project.

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THE RELATIONSHIP BETWEEN SPITIRUALITY AND GRATITUDE TOWARDS THE JOB

SATISFACTION
Sakthivel Batumalai
Faculty of Psychology and Education
University Malaysia Sabah
Kota Kinabalu,Malaysia
sakthi.sekwi@gmail.com
Associate Professor Dr.Balan Rathakrishan
Faculty of Psychology and Education
University Malaysia Sabah
Kota Kinabalu,Malaysia
Abstract
Several studies have proved that there is a significant relationship between Spirituality and
Gratitude, and job satisfaction. A number of studies has been conducted to find the relationship
between spirituality and gratitude towards job satisfaction (Moore, 2010; Malaouff, 2011; East,
2005; Bezy, 2011; Kerms, 2006; Buote 2006). The purpose of this study is to find out the
relationship between spirituality and gratitude and the of job satisfaction that is being
experienced by the University Malaysia Sabah lectures. A study was conducted and 130
lectures where chosen randomly from University Malaysia Sabah. The survey design was
adopted using validated instruments including, The Spiritual Leadership Questionnaire (2003),
The Gratitude Questionnaire-Six Item Form (GQ-6) (2001), and Job Satisfaction Survey (JSS)
(1997), the reliability of each questionnaire was measured using Cronbachs . For the The
Spiritual Leadership Questionnaire (2003) the Cronbachs was obtained is 0.916, for The
Gratitude Questionnaire-Six Item Form (GQ-6) the Cronbachs was obtained is 0.696 and for
Job Satisfaction Survey (JSS) the Cronbachs was obtained is 0.875.
Keywords: Spirituality, Gratitude; Job Satisfaction
INTRODUCTION
Educational sector is always regarded as the back of bone for a nation to develop at its full
potential. The key of success that determines the educational sectors works at is best is always
depends on the teaching force who works in it. The teaching force could only perform at their
best when they have a high level of job satisfaction towards their work.
Job satisfaction is the favourable or unfavourable subjective feeling with which employees view
their work. It results when there is congruence between job requirement, demands and
expectations of employees. It expresses the extent of match between employees, expectation of
the job and the reward that the job provides. The factors of physical conditions and social nature
affect job satisfaction and productivity. Job satisfaction is defined as an effective or emotional
response toward various facts of ones job. Job satisfaction is in regard to ones feelings or
state-of-mind regarding the nature of their work. It can be influenced by a variety of factors, the
quality of ones relationship with their supervisor, the quality of the physical environment in
which they work, degree of fulfilment in their work, and many more (Reilly, E. Dhingra, K. &
Boduszek, D. 2014). Henceforth a new method has to be identified in the relation among

132

lectures. Studies has been done to identify the various factor that exercise, Spirituality and
gratitude has been a key factors in increasing the level of job satisfaction.
In the past few years a number of research has been done on the job satisfaction rate among
lectures. The job satisfaction of lectures defers from the normal job satisfaction. According to
(Chin, Anantharaman,& Tong, 2011), the satisfaction always attracts the attention of academic
scholars and frequently touched by social scientists and educational thinkers. Therefore,
effectiveness is highly recommended in all stages of employees compensation and
successions planning. The decreased satisfaction and lack of commitment brings inefficiency
and looseness in teachers and students (Chin, Anantharaman,& Tong, 2011). Academic staff
job satisfaction is a predictor of academic staff retention which has an effect on school
effectiveness. Academic staff job satisfaction studies, nevertheless, reveal wide ranging
differences in determining factors contributing to job satisfaction. Academic staff job satisfaction
influences job performance, motivation, morale, attrition, and ultimately students performance
(Gumbang & Suki, 2010).
Problem Statement
The variable that the researcher have chosen is spirituality. Within the world of work many
people are seeking a renewal that questions the modern concept of organization-as-machine,
while at the same time favouring a postmodern concept of work as a spiritual enterprise
fostering self-actualization and human development (Fox, 1994; Sinetar, 1987, 1995). The study
Spirituality among Public School Principals and its Relationship to Job Satisfaction and
Resiliency did indicate a statistically significant relationship between spirituality and resiliency.
Lazar (2010) conducted a study to examine the relationship between spirituality and hospital
nurses' work satisfaction and to determine the influence of various specific aspects of spirituality
to their work satisfaction. The results indicated a positive relationship between life coherency
aspects of spirituality such as meaning, purpose in life and mission in life with job satisfaction. In
another study at a health care setting, Clark et al. (2007) conducted a study to examine whether
spirituality is related to job satisfaction; and the structural path relationships among four
variables: spiritual belief, integration of spirituality at work, self-actualization and job satisfaction.
In the contrary, Stokley (2002) believes that leadership is a gift of ones self to a higher calling
that cannot be left at home. Leaders cannot be expected to leave behind spirituality upon
entering the doors of the school. Leadership requires spirituality to guide decision making that
promotes success (Gray, 2000). Hoyle (2002) stated that spirituality is a vital trait that all leaders
must obtain in order to effectively lead a school. An administrator without spirituality is in danger
of acting out of greed or selfish ambitions. Hoyle argued that it is impossible to understand the
needs of teachers and students without a spiritual side. In turbulent times school leaders need a
solid foundation. Issues that face schools today require leaders to move away from traditional
approaches to school leadership and toward a more spiritual approach. Creighton (1999)
argued that the focus of school leadership is shifting from characteristics of school leadership to
the character of the leader. This study will fulfil the gap that is being created by the researches
mention above.
According to Waters (2012) to these date there is only two studies has been done on gratitude
of the employee towards job satisfaction. The first study was done by Anderson, Giacole and
Jurkiewicz (2007) on the relationship on gratitude with cooperate social responsibility with a
sample of white-collar employees which showed a positive relationship between these two
variables. The second study was done by Chan (2010) on Chinese school teachers shows an
inverse relationship between gratitude and the workplace burnout that is being experience by
the teachers. Waters (2012) also added that there is no any empirical study that has been
conducted in order to find the relationship between gratitude and job satisfaction.
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Due to this gap that is available the study of job satisfaction is a long standing and well
accepted measure of work well-being (e.g. job satisfaction) at work place (Muchinsky, 2003). A
review done recently indicated that employees happiness as put forward as fact for job
satisfaction as one of the three top variables of well-being at the workplace (Fisher, 2010). Thus
this study will fill in the gap of the relationship between gratitude and job satisfaction among the
lectures.
Research objective
There are several objective that will be accomplished by doing study and to get a better insight
on the job satisfaction that is being experienced by the lectures. The general objective of these
study is to find the relationship between spirituality and gratitude towards the job satisfaction
that is being experienced by the lectures.
Importance of research
Through this study the researcher hopes that this study will be a great eye opener to all the
lectures in UMS and to all the lectures out there in achieving a high level of job satisfaction. This
is because the factors that is being studied by the researcher are the factors that could be easily
controlled by the lectures themselves those are spirituality and gratitude. Thus this factors do
not need the help or cannot be disturbed by other person, environment and many more. These
factors is solely depend on the lectures where they can mould it to their wish to achieve a high
quality of job satisfaction. The findings of this study also can be implemented by the higher
personal in the university when the conduct special training session in order to the lectures to
achieve a greater job satisfaction. Besides this finding will be also be used by the policies
makers to come up with policies which will help the lectures to experience better job
satisfaction.
Conceptual and operational definition
Spirituality
The emergence of spirituality in the workplace as an acknowledgement that people come to
work with more than their bodies and minds; they bring individual talents and unique spirits
(Leigh, 1997).
Gratitude
Gratitude has been defined as a warmly or deeply appreciative attitude for kindnesses or
benefits received. Three parts of gratitude have been identified (Firtzgerald, 1998).
Job Satisfaction
If job satisfaction is seen from the perspective of a salesman, it is stated that a feeling of being
satisfied through an emotional devotion, the rewards that is being obtain, the other
characteristics that features in the job environment (Churchil, Ford, & Walker, 1974).

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Conceptual Framework
The conceptual framework of this study is to find out the relationship between spirituality and
gratitude towards job satisfaction. Whereby the spirituality and gratitude are acting as the
independent variable and job satisfaction as the dependent variable.

Spirituality
Job Satisfaction
Gratitude
METHODOLOGY
This study is will be done using quantitative design that is survey using questionnaires. The
quantitative research method will be used to find the relationship with the two independent
variables those are spirituality and gratitude towards the dependent variable, job satisfaction.
Hence this study will perceive the direct the relationship between this three independent
variable and the dependent variable.
The participants of this study will be a random sampling of University Malaysia Sabah lectures.
A number of 130 lectures are chosen as participants for this pilot study as participants. The
lecturers are chosen based on working grade 45, 51 and 52 as these three working grade has
similar job task. The questionnaires used in this study was tested for reliability and validity. The
Cronbach alpha method is used for the reliability test. The validity test was done by
administering the Kaiser-Meyer-Olkins sampling adequacy test and Principal Component
Analysis.
The Spiritual Leadership Theory (Fry et. al., 2005; Malone & Fry, 2003) was used to measure
the spirituality. This questionnaire contains 35 question which includes five question on Vision,
five question on Hope/Faith, seven question on Altruistic Love, four question on
Meaning/Calling, five question on Membership, four question on Organizational Commitment
and five question on Productivity. Overall this questionnaire consists of seven facets in it. The
questionnaire utilized a 1-5 (from strongly disagree to strongly agree) response set. Individual
scores were calculated by computing the average of the scale items for the seven SLT
variables. The Cronbach alpha that scored in this study using JSS is .916. This shows a superb
reliability of the instrument according to Field (2009). The result of the KMO test show a good
validity (KMO= .709). The result of the Principal component analysis shows the questionnaire
has 7 components with eigenvalues of more than 1 with 64 percentage of variances
The Gratitude Questionnaire-Six Item Form (McCullough, Emmons, and Tsang; 2001) was used
to measure gratitude. The Gratitude Questionnaire-Six-Item Form (GQ-6) is a six-item selfreport questionnaire designed to assess individual differences in the proneness to experience
gratitude in daily life. All the phrasing of the questionnaire and the scoring method was followed
exactly as the way has instructed since it contains instruction to reverse the scoring. The
135

Cronbach alpha that is being obtain is 0.696. This shows an average reliability of the instrument
according to Field (2009). The result of the KMO test show a good validity (KMO= .788). The
result of the Principal component analysis shows the questionnaire has 2 components with
eigenvalues of more than 1 with 61 percentage of variances.
The Job Satisfaction Survey (JSS) was developed by Paul E. Spector, Department of
Psychology from University of South Florida is being used to study the job satisfaction of the
lectures. JSS contains 36 item, nine facet scale to assess employee attitudes about the job and
aspects of the job. Each facet is assessed with four items, and a total score is computed from all
items. A summated rating scale format is used, with five choices per item ranging from "strongly
disagree" to "strongly agree". Items are written in both directions, so about half must be reverse
scored. The nine facets are Pay, Promotion, Supervision, Fringe Benefits, Contingent Rewards
(performance based rewards), Operating Procedures (required rules and procedures), Coworkers, Nature of Work, and Communication. Although the JSS was originally developed for
use in human service organizations, it is applicable to all organizations. The Cronbach alpha
that scored in this study using JSS is .875. This shows a superb reliability of the instrument
according to Field (2009). The result of the KMO test shows an adequate validity (KMO= .639).
The result of the Principal component analysis shows the questionnaire has 9 components with
eigenvalues of more than 1 with 76 percentage of variances.

RESULTS AND DISCUSSION

The data has been collected was analysed using the Statistical Package for Social Sciences
(SPSS) software. The frequency was this study was also tabulated using SPSS. The number of
participants was N=130, where participants 54 were male participants and 76 were female
participants. 100 number of the participants falls on the age category of 29-38 while the other 30
falls on the age category of 39-48. The sample was from a mixed race with the majority 88 of
them Malay, 35 Chinese, 2 Indian and 5 of other races. Among the participants, 93 of them
were working grade 45 lecturers, 8 of them working grade 51 lecturers and 29 of them working
grade 52 lecturers.
Table 1
Descriptive Statistic of the Demographic (N=130).
Category
Frequency
Age
29-38
100
39-48
30
Gender
Male
54
Female
76
Race
Malay
88
Chinese
35
Indian
2
Others
5
Grade
45
93
51
8
52
29

Percentage
76.9
23.1
41.5
58.5
67.7
26.9
1.5
3.8
71.5
6.2
22.3

The first part of analysis, the descriptive statistics for the scores on Job Satisfaction Survey
(JSS) was observed to find the nature of job satisfaction levels among the participants. With the
score being 216 as the maximum score one can possibly obtain, the Job Satisfaction Survey
(JSS) scale score among the participants (M= 19.44, SD= 6.18) was 46 as the maximum score
136

and 10 as the minimum score. About 7.69 percentage of participants falls on the high job
satisfaction and while 72.31 percentage of them fall on the average and 20 percentage of them
fall on the low job satisfaction group.
Table 2: Result of Reliability of the Measurements
Measurement
Reliability (Cronbach-alpha)
Spiritual Leadership
Questionnaire
Gratitude Questionnaire-Six
Item Form
Job Satisfaction Survey

Validity (Kaiser-Meyer-Olkin)

.916

.709

.696
.875

.788
.639

To investigate the relationship between the independent variables and dependent variable the
Pearson correlation analysis was used. Correlation is a technique for investigating the
relationship between two quantitative, continuous variables, for example, age and blood
pressure. Pearson's correlation coefficient (r) is a measure of the strength of the association
between the two variables. The Pearson correlation coefficient is a very helpful statistical
formula that measures the strength between variables and relationships. In the field of statistics,
this formula is often referred to as the Pearson R test. When conducting a statistical test
between two variables, it is a good idea to conduct a Pearson correlation coefficient value to
determine just how strong that relationship is between those two variables. The diagram below
shows the formula of the Pearson Correlation.
The independent variables are Spirituality and Gratitude and the dependent variable is Job
Satisfaction. Once the data was tabulated and analysed using the SPSS software the results
that were obtained are the relationship between all two independent variables and dependent
variables are directly correlated. The Pearson correlation that is obtain for spirituality and Job
Satisfaction is (r=.834, p<0.01) and for Gratitude and Job Satisfaction is (r=0.581, p<0.01).
Henceforth this results show a direct and strong correlations between the variables in this study.
Table 3: Result of correlation between each variable
Sum of Spirituality
Pearson Correlation
Sig. (2-Tailed)
N
Sum of Gratitude
Pearson Correlation
Sig. (2-Tailed)
N

.834**
.002
130
.581
.009
273

DISCUSSION
According to the obtain result, the correlation that between the variables shows are strong. This
study shows that there is a positive relationship between variables. Spirituality and gratitude can
be used to improve the job satisfaction level and thus this study shows a good example for it.
These result that have been obtain is consistent with other similar studies that has been done in
other setting (Altaf & Awan, 2011; Fry, 2003; Green, 2000). Spirituality and job satisfaction
showed a positive correlation with job satisfaction. This result is in consistent with the earlier
research done by Yusof & Mahadzirah 2014 titled The Relationship between Spiritual
Leadership, Spiritual Well-Being and Job Satisfaction. According to Yusof & Mahadzirah the
members who have high spirituality themselves achieve a higher correlation of job satisfaction.
A study by Chawla, et al. (2010) shows a positive relationship between job satisfaction and
137

gratitude at work among sales professionals, which provide the relevance of spirituality at work
to salespeople. Kumar study reveals the importance of Vipassana meditation to orient the
students with better physique and psychosocial state that helps them to become good
professionals with focused managerial aptitude. Gratitude being holistic approach to achieve
job satisfaction not only brings fitness and vigor to the physical body but also harness our
emotions and expands our power of insight, vision, and analysis (Lanham, 2011). The main
focus of this study was to evaluate the influences of spiritual and gratitude of lectures on job
satisfaction.

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stress as determinants of job satisfaction. International Journal of Educational
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Institutionalized Gratitude. Psychology, 3, 1174-1176.

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THE ROLE OF CULTURAL INTELLIGENCE IN CULTURAL ADAPTATION AMONG

STUDENTS OF UNIVERSITI MALAYSIA SABAH
Sarbaini Razima Hanim Osman, Norafifah Bali, Wanda Kiyah Anak George Albert, Patricia
Joseph Kimong, Aminuddin Ibrahim Lastar, Siti Noor Fazariah Suis@ Mohd Rusdy, and
Ben Anderson Anak Melai
Universiti Malaysia Sabah
razima@ums.edu.my
Abstract
Higher educational institutions offer better opportunities for students to experience intercultural
contacts, especially among students from Peninsular Malaysia and East Malaysia (Sabah and
Sarawak). Based on this scenario, it is important for the students to have a better cultural
adaptation as they need to make a better adjustment during the period of their studies.
Therefore, the role of cultural intelligence is crucial in strengthening the adaptation process. The
main purpose of this study is to examine cultural intelligence construct (metacognitive CQ,
cognitive CQ, motivational CQ and behavioral CQ) as predictors of cultural adaptation among
students from Peninsular Malaysia and Sarawak who studies in Sabah. It was found that
metacognitive and motivational CQ were closely predicting most of the dimensions in crosscultural adaptation dimensions. Based on these findings, it is agreed that each of the constructs
in cultural intelligence explained specific capabilities that people can consider when they faced
different dimensions of adapting to a new environment.
Keywords: Cultural Intelligence, Cultural Adaptation, Interethnic Contact

INTRODUCTION
When globalization takes place, it increases cross-cultural contacts by expanding the view of
seeing and experiencing not only our own culture, but in trying to understand the uniqueness of
other cultures. People are now living in a borderless world where living in a culture different
from our own can be an exciting yet challenging experience. In Malaysia, the issues of
intercultural contact can be examined on the stage of interethnic contact. Malaysia is a country
full of diverse ethnic identities coming from Peninsular Malaysia (West Malaysia) and Sabah,
Sarawak (East Malaysia). Ethnic identity is an individuals self-concept as well as self-belonging
to certain native groups and sharing their values, belief, traditions and customs as well as
attitude and behavior (Phinney, 1990; Noels and Clment, 1996). The differences in ethnic
identities allow intercultural contact to occur, thus beginning the acculturation process,
determining whether individuals with different home culture will adapt or reject the host culture.
The process of intercultural contacts occurs in the higher educational setting. Higher
educational institutions offer better opportunities for students to experience intercultural
contacts, especially among students from Peninsular Malaysia and East Malaysia (Sabah and
Sarawak). Universiti Malaysia Sabah for example, received thousands of students coming from
Peninsular Malaysia and Sarawak to study together with the native people of Sabah who have
diverse ethnic identities. This situation can create a complex acculturation process, and thus
has the impact on sociocultural adaptation and adjustment. According to Chataway and Berry
(1989), students experienced stress when they faced difficulties in term of different language,
140

physical appearance, and environment. This happens when, for example, students that come
from Peninsular and Sarawak cannot integrate their home culture with students who live in
Sabah (host culture) and vice versa.
The compatibility between the home culture and the host culture can be explained based on the
U-Curve Theory of Adjustment developed by Oberg in 1960 (Demes and Geeraert, 2015).
There were 4 stages of adjustment in this theory; the honeymoon stage, cultural shock stage,
adjustment stage and mastery stage (Black and Mendenhall, 1990). The honeymoon stage
happens when the individual arrives at the host country within his or her first week. At this
stage, the individuals are curious and excited to see the new and different culture. The second
stage (cultural shock stage) begins, when the newcomers start to realize that they need to live
in the local community and face cultural differences along the way. At this stage, if there is a
huge gap in the differences, personal, social and cultural , the newcomers may start to feel
frustrated and also the feeling of hostility will increase towards the host nation and its society.
The third stage (adjustment stage) happens when the newcomers slowly adapt to the new
norms and values of the local people and appropriately behave in accordance to the norms of
local people. Finally, in the mastery stage, the individuals, already having been socialized
within the local cultures, is able to effectively function in the new culture. This theory helps us to
understand the process of adjustment and that the crucial focus is to mitigate the experience of
the cultural shock stage (second stage), where the individuals failure to successfully negotiate
this stage leads to lower levels of psychological well-being and a dysfunctional life.
Since the main purpose of the university students in cross-cultural settings is related to
academic performance, adapting effectively to the new educational environment is very crucial.
The adaptation process depends on the individuals ability to acquire certain cultural knowledge
and skills so as to execute appropriate behaviors compatible with the host culture (Wang and
Mallinckrodt, 2006). Several studies showed the need for cultural adjustment among students
with their new environment as this helped them to increase the capability to function effectively
in a culture different from theirown (Jou and Fukada, 1996; Minn Chai, Krageloh, Shepherd and
Billington, 2012). Therefore, having excellent academic performance has not necessarily been
the main predictor of whether students are able to make adjustments in their new environment.
This is because according to Ang, Van Dyne, Koh, Ng, Templer, Tay and Chandrasekar (2007),
general mental ability (IQ) works more on cognitive abilities which are not bound to any
culturally diverse situations. For students possess other types of intelligence which can help
them to adapt to cross-cultural situations is important. Therefore, cultural intelligence (CQ) as a
predictor of a successful trans-cultural adaptation processes and psychological well-being
warrants investigation.
Cultural intelligence (CQ) is a form of intelligence that helps the individual not only in cultural
adaptation, but also other aspects of life, such as job performance for those who worked abroad
(Chen, Kirkman, Kim, Farh & Tangirala, 2010) and global leadership (Rockstuhl, Seiler, Ang,
Van Dyne and Annen, 2011). Cultural intelligence is defined as the capability of the individual to
function, to manage effectively across cultures (Ang et. al, 2007). CQ is different from other
forms of intelligence as it is not limited to academic and mental intelligence. It is a general set
of capabilities related to situations characterized by cultural diversity (Ang et. al, 2007). These
capabilities are conceptualized by four concepts involving metacognitive, cognitive, motivational
and behavioral dimensions (Rockstuhl et.al, 2011).

Objective of the Study

141

The main purpose of this study is to examine cultural intelligence construct (metacognitive CQ,
cognitive CQ, motivational CQ and behavioral CQ) as predictors of cultural adaptability among
students from Peninsular Malaysia and Sarawak in Sabah.
Hypothesis of the Study
Metacognitive, cognitive, motivational and behavioral CQ would be significant predictors among
all dimensions in cross-cultural adaptation scale (studying and researching, physical and mental
health and emotions, interpersonal relations, local culture and environment and financial
conditions).
METHOD
Participants
A total of 133 students of Universiti Malaysia Sabah participated in this study. Female students
dominated in this study with 79 percent and an average age of 21. The majority of the
participants were Malay with 66 percent, follow by Chinese with 20 percent, Indian with 7
percent and Sarawakian Bumiputera with 7 percent. All of the participants came from different
states of Malaysia excluding Sabah to align with the objective of this study. Nineteen percent
(19%) of participants came from the Northern part of Malaysia (Perlis, Kedah, Penang), 32
percent came from the East Cost of Malaysia (Kelantan, Terengganu, Pahang), 19 percent
came from the East Cost of Malaysia (Perak, Selangor), 22 percent came from the Southern
part of Malaysia (Melaka, Negeri Sembilan, Johor) and 8 percent came from Sarawak.
Procedures
This study adopted a survey method of distributing a self-administered questionnaire to the
participants. The participants were recruited based on their availability and willingness to
participate in this study. Three researchers went to the classrooms and asked for volunteers to
be participant in this study contingent on the criteria that the participant was not born and had
not live in Sabah. Although it was a self-administered questionnaire, the researchers were in the
classrooms so that any questions regarding the study can be clarified.
Instruments
Cultural Intelligence Scale (CQS)
This instrument was developed by Ang, Van Dyne, Koh, Ng, Templer, Tay and Chandrasekar
(2007) to assess cultural intelligence. CQS consists of 20 items measuring four constructs;
Metacognitive CQ (Items 1,2, 3, 4), Cognitive CQ (Items 5, 6, 7, 8, 9, 10), Motivational CQ
(Items 11, 12, 13, 14, 15) and Behavioral CQ (Items 16, 17, 18, 19, 20). Items are rated based
on a scale with anchor 1= strongly disagree to 7 = strongly agree.
Cross-Cultural Adaptation Scale (CCAS)
This instrument was developed by Huang and Yongsheng (2011) based on amendments made
in the Cross-Cultural Scale adopted by Uehara (1988). It was developed to assess cultural
adaptation among international students in Taiwan. Several items were changed based on the
location of study and were given asterick mark (refer to Table 1). The items CCAS consists of
39 items measuring five dimensions; Studying and Researching, Physical and Mental Health &
Emotions, Interpersonal Relationship, Local Culture, and Living Environment & Financial
Conditions. Items are rated based on 5-point Likert Scale, ranging from 1 = strongly disagree to
5 = strongly agree.
Table 1: Dimensions in Cross-Cultural Adaptation Scale (CCAS)
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Dimensions

No.
1
2
3
4
Studying and 5
Researching 6
7
8
9
10
11
12
Physical and 13
Mental
14
Health
& 15
Emotions
16
17
18
19
20
21
Interpersonal 22
Relationship 23
24
25
26
27
28
Local
Culture

Living
Environment
and
Financial
Conditions

29
30
31
32
33
34
35
36
37
38
39

Item
I feel happy in my studies recently.
I have been very happy since I began to study at the university.
My study attitude has been positive recently.
I have a clear goal in studying at the university.
I feel positive on the value of research or study at the university.
My research project or study has progressed very smoothly.
I have benefited from the curricula I am studying at the university.
I am satisfied with the course of this semester.
I understand my chosen courses very well.
I feel easy reading books in English language for my chosen specific
course.
Overall, I am satisfied with my study at the university.
I have had a good health recently.
I have sleep very well recently.
I have felt homesick recently.
I have often felt pressure recently.
My recent emotional ups and downs very smooth.
I am very active in the relationship recently.
I own psychological or spiritual satisfaction.
I have good Sabahan friends at my university.*
I have good international student friends.
I have good Sabahan friends from outside of university.*
I can communicate well with the professors or lecturers of my course.
I have had a fairly good interpersonal relationship recently.
I have ample of opportunities and interactive for group activities with
Sabahan students at my university*
Overall, I have good relationships at the university.
I understand and I can integrate into Sabahan culture in my daily life.*
Although I am not Sabahan, I feel I have integrated into the local life.*
People in Sabah do not discriminate strongly against foreigners; I can
easily take part in their group activities.*
People in Sabah are friendly, so communicating with them is easy.*
I can understand the cultural identity of the Sabah people.*
I obtained a lot of information about Sabah before I came.*
My current living environment is comfortable and satisfactory.
The living environment and hygienic conditions are good in Sabah.*
The neighborhood is very safe around my residence.
I get along very well with the neighbors around my residence.
I can adapt to the local weather.
The rent charge of my residence is reasonable.
My current financial state is very good.
Overall, I am satisfied with the local life.

RESULTS

143

The hypothesis of this study is that metacognitive, cognitive, motivational and behavioral CQ
would significantly be predictors of all dimensions in cross-cultural adaptation scale (study and
researching, physical and mental health and emotions, interpersonal relations, local culture and
environment, and financial conditions). Based on this hypothesis, a standard multiple regression
was used to examine all the independent or predictor variables to each of the dimensions in
Cross-Cultural Adaptation Scale (CCAS).
In the first dimension in CCAS (Studying and Researching), the results showed that 15.8%
(adjusted R2 = .158), F (4, 132) = 7.12, p < .05 of variances in the Studying and Researching
dimension were explained by the constructs of cultural intelligence scale (CQ). The largest
proportions of variance in the Studying and Researching dimension column were explained by
Metacognitive CQ construct ( =.294, t = 2.19, p < .05).
In the second dimension in CCAS (Physical and Mental Health & Emotions), the results showed
none of the constructs in CQ significantly predict this dimension. In the third dimension in
CCAS (Interpersonal Relationship), the results showed that 29.5% (adjusted R2 =.295), F (4,
132) = 14.8, p < .05 of variances in the Interpersonal Relationship dimension were explained by
the constructs of cultural intelligence scale (CQ). The largest proportions of variance in the
Interpersonal Relationship dimension column were explained by Motivational CQ construct ( =
.335, t = 3.17, p < .05).
Based on Table 2, the results showed that that 47.7% (adjusted R2 =.477), F (4, 132) = 31.1, p
< .05 of variances in the Local Culture dimension were explained by the constructs of cultural
intelligence scale (CQ). The largest proportions of variance in the Local Culture dimension
column were explained by Motivational CQ construct ( = .450, t = 4.94, p < .05). In the last
dimension in CCAS (Living Environment and Financial Conditions), the results showed that
33.3% (adjusted R2 =.333), F (4, 132) = 17.4, p < .05 of variances in the Living Environment and
Financial Conditions dimension were explained by the constructs of cultural intelligence scale
(CQ). The largest proportions of variance in the the Living Environment and Financial
Conditions dimension column were explained by Metacognitive CQ construct ( = .428, t = 3.59,
p < .05).

Table 2: Predicting Cultural Adaptation Dimensions from Cultural Intelligence Constructs

Studying
and
Researching
( adjusted R2 = .158)

Physical and Mental

Health & Emotions
( adjusted R2 = .057)

Interpersonal
Relationship
( adjusted R2 = .295)

Local Culture
( adjusted R2 =
.477)

Living Environment
and
Financial
Conditions
( adjusted R2 =
.333)

Cultural
Intelligence
(CQ)
Constructs

Std.
Coeffi
cient

Sig.

Std.
Coeff
icient

Sig.

Std.
Coef
ficie
nt

Sig.

Std.
Coe
ffici
ent

Sig.

Std.
Coe
ffici
ent

Sig.

Metacognitiv
e CQ
Cognitive CQ

.294*

2.19

.03

.208

1.47

.14

.158

1.29

.20

2.35

.02

.00

.05

.96

-.088

-.64

.52

.063

.53

.59

.10

.92

.428
**
.124

3.59

.006

.248
*
.010

1.07

.29

Motivational
CQ
Behavioral
CQ

.137

1.19

.24

.209

1.70

.09

3.17

.00

.00

.058

.56

.58

.47

.64

-.053

-.52

.60

1.13

.26

.450
**
.090

4.94

.045

.335
**
.099

1.20

.23

.045

.53

.59

144

DISCUSSION

Because of incompatibility among students of diverse cultures and ethnicities, problem in

adapting occurs. These problems would affect the thinking, emotions and behaviors thus
affecting his psychological well-being. In a cross cultural setting, sociocultural adaptation is
important. Wang and Mallinckrodt (2006) explained that sociocultural adaptation refers to the
individuals ability to acquire certain cultural knowledge and skills to execute appropriate
behaviors as to fit in the host culture. These abilities can be examined based on certain
intelligence that could fit in a cross-cultural setting.
Cultural intelligence (CQ) is selected to play an important role in better cultural adaptation as it
measures a different set of capabilities which can be used in cultural diversity setting. CQ is
different from general intelligence and emotional intelligence as both of these focus on
measuring abilities based on general contexts and not specifically measuring abilities based
on culturally diversity contexts. According to Van Dyne, Ang, Ng, Rockstuhl, Tan and Koh
(2012) CQ is an individuals capability to detect, assimilate, reason, and act appropriatel on
cultural cues in situations characterized by cultural diversity. Based on this definition, CQ covers
all aspects of the abilities in term of metacognitive CQ, cognitive CQ, motivational CQ and
behavioral CQ, which help the individual to function effectively in cross-cultural settings.
Findings showed that metacognitive cultural intelligence (CQ) predicts better in the Studying
and Researching dimensions of cross-cultural adaptation. Metacognitive CQ is a mental
capability where awareness, planning and checking are part of the thought process during and
after experiencing intercultural interactions (Van Dyne et.al, 2012). cultural-consciousness
guides individual to have a cultural diversity interaction and helps individual to monitor the level
of cultural awareness during intercultural interactions. Understanding the role of metacognitive
CQ is important for students awareness of how the environment influences their thinking and
behaviors in specific culture-context. Study and research involve intercultural interactions in
which students need to have contact with lecturers and friends in classes, and they need to
interact with the local community in doing their research. Students must develop strategies and
take appropriate steps to become aware of how they might react or respond to other people
who have diverse cultural background
before they engage in interactions with others.
Metacognitive CQ involves reflection on whether intercultural interaction meet students
expectation (Van Dyne et.al, 2012). This would guide them whether they have achieved the
goals and missions during their study at the university. The findings also showed that
metacognitive cultural intelligence (CQ) was the main predictor in the Environmental and
Financial Condition dimension of cross-cultural adaptation. With the function of designing
strategies before the interaction takes place, analyzing during intercultural interaction and
checking whether the interactions went smoothly helped students to adapt to their new
surroundings and revising mental models of cultural norms for the host country (Ang et. al,
2007).
The results also showed that motivational cultural intelligence (CQ) is a better predicter in the
Interpersonal Relations dimension and Local Culture dimension in cross-cultural adaptation.
Motivational CQ is the capability to direct attention and energy toward learning about and
operating in culturally diverse situations (Rockstuhl et.al, 2011). These results were supported
by a study done by Ang and colleagues (2007) where they predicted that motivational CQ
should be positively related to cultural adaptation in terms of having intrinsic interest of other
cultures and perseverance in culturally diverse situations. The role of motivational CQ sparks
students to have the feeling of wanting to know more about different norms, traditions, and
145

cultures. Apart from that, motivational CQ strengthens students confidence in having

interactions, thus building relationships with the local people. Motivational CQ not only directs
attention and enhances energy, but it also helps to maintain a persons interest and selfefficacy. Students with high motivational CQ value other cultures and enjoy working with or
being with people from different cultural backgrounds (Van Dyne et.al, 2012).
Based from the findings, it is important for students to acquire cultural intelligence (CQ)
especially motivational cultural intelligence as it helps to build up self-confidence and
perseverance in continue to learn and have a better understanding of other culture thus
increase or acquire other dimensions of culture intelligence (metacognitive, cognitive and
behavioral CQ). Exposure of other culture through culture-based activities and programs may
help students to develop interest and educate them to respect others. Therefore, for future
research, it is suggest to study the development of CQ in a culture-based activities where it can
serve as a benchmark whether the activities achieve the objective of cultural adaptation among
students. This benchmark can also help university to develop more modules or students activity
that based on understanding of Sabah culture.
CONCLUSION
Apart from facing stressful conditions due to academic issues (e.g. studying, revision, exam),
intercultural interaction can put students in a stressful situations. Students are required to make
contact with other people who come from diverse cultural backgrounds. Coming to the host
country with the objective of pursuing their ambitions, students need to adapt to the new
environment and make a smoother adjustment in order to achieve their missions. Students with
high cultural intelligence are predicted to be able to adapt in diverse cultural settings thereby
mitigating adjustment difficulties. Cultural intelligence is a flexible capability that can be
improved by active engagement in education, travel, leadership, international assignments, and
other intercultural experiences (Ang et. al, 2007; Kim and Van Dyne, 2011; Van Dyne et.al,
2012).

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Rockstuhl, T., Seiler, S., Ang, S., Van Dyne, L., & Annen, H. (2011). Beyond general
intelligence (IQ) and emotional intelligence (EQ): The role of cultural intelligence (CQ) on
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295-313.

147

KESELARASAN DARJAH PENGLIBATAN GURU PELATIH DI KAMPUS IPTA DENGAN

PERSEPSI PELAJAR TERHADAP CIRI PERSONALITI GURU DI SEKOLAH
S. Haswa Niza Bt Abdullah
Fakulti Psikologi & Pendidikan
Universiti Malaysia Sabah
nzaamss@gmail.com
Mohd Shahudin Bin Karim
Fakulti Psikologi & Pendidikan
Universiti Malaysia Sabah
srkawang@yahoo.com
Rosy Talin
Fakulti Psikologi & Pendidikan
Universiti Malaysia Sabah
rostalin@gmail.com
Abstrak
Kajian tinjauan ini bertujuan meneroka penglibatan guru pelatih di persekitaran kampus dan
meninjau perspektif pelajar sekolah terhadap ciri-ciri personaliti pengajaran guru di dalam kelas.
Kajian ini menggunakan pendekatan kualitatif. Kaedah temu bual separa berstruktur digunakan
ke atas 5 orang guru pelatih tahun akhir dari Fakulti Psikologi dan Pendidikan, Universiti
Malaysia Sabah dan 4 orang pelajar sekolah menengah di daerah Penampang, Sabah.
Penentuan sampel adalah menggunakan teknik bertujuan. Dapatan kajian menunjukkan
keaktifan penglibatan guru pelatih di kampus lebih menjurus untuk mencapai keselesaan hidup
dalam persekitaran IPT seperti keselesaan untuk bekerjasama dalam komuniti, memberi
komitmen dalam tugasan dan mewujudkan kesefahaman antara ahli. Manakala di sekolah, hasil
data menunjukkan pelajar memerlukan individu guru yang mempunyai ciri personaliti
ekstroversi dan keterbukaaan kepada pengalaman. Keselarasan wujud apabila antara darjah
penglibatan individu guru pelatih di kampus dengan tahap aspirasi guru yang diperlukan di
dalam persekitaran sekolah. Implikasi kajian ini mengukuhkan dapatan data kajian-kajian
semasa iaitu wujud kesedaran motivasi untuk mendidik di sekolah, dan ia adalah
kesinambungan daripada pengalaman pengetahuan individu guru semasa di pusat latihan
pendidikan guru. Seterusnya, cadangan kajian lanjut juga turut dibincangkan.
Kata Kunci : Penglibatan, Guru Pelatih, Personaliti Guru

PENGENALAN
Kualiti sistem pendidikan bergantung kepada pendidikan itu sendiri. Kualiti pendidikan bermula
dengan kualiti guru yang dilahirkan dari institusi-institusi pendidikan. Ini kerana, tahap
keberhasilan kualiti pendidikan negara bergantung kepada kecekapan dan keterampilan guruguru yang menerima latihan daripada sistem pendidikan. Seperti diakui dalam data kajian Koen,
Klehe dan Vianen (2012), menyediakan graduan yang berupaya menyesuaikan diri dalam
profesionnya boleh meningkatkan peluang graduan itu untuk menjadi tenaga pekerja yang baik.

148

Ini menjelaskan bahawa Institusi pendidikan guru memainkan peranan penting dalam
pembangunan pengetahuan pendidikan dan dapat mengubah keberhasilan individu yang
berkualiti. Di sekolah juga kepentingan pembangunan pengetahuan biasanya berpusat pada
guru berbanding kepada para pelajarnya (Balyer dan Ozcan, 2014).
Bagi meningkatkan keberhasilan guru ini, pada tahun 2012 Kementerian Pendidikan
Malaysia (KPM) telah membentangkan Pelan Tindakan Pendidikan Malaysia (PTPM) bagi
melaksanakan transformasi. Tujuan transformasi dilaksanakan adalah bagi menaik taraf sistem
pendidikan negara sesuai dengan abad ke 21. Tindakan berfokus kepada para pelajar dan
pengajaran guru. Justeru, elemen kemahiran pedagogi perlu dianjak untuk meningkatkan kualiti
pengajaran para guru dalam setiap subjek di dalam kelas. Ini kerana guru merupakan individu
yang terpenting dalam bidang pendidikan. Perkhidmatan mereka diperlukan untuk
merealisasikan aspirasi negara. Aspirasi negara yang dimaksudkan iaitu ingin mewujudkan
pembangunan pendidikan berkualiti dan bertaraf dunia (KPM, 2013).
Sementara itu, institusi latihan pendidikan guru telah mencuba pelbagai pendekatan
untuk menangani jurang pengalaman pembelajaran antara teori dan praktikal (Yuce, Sahin,
Kocer dan Kana, 2013), sebagai usaha mengurangkan kejutan realiti terhadap tahap
pengetahuan guru pelatih apabila memasuki tempat kerja sebenar sebagai guru (PIPP, 2011).
Ini disebabkan, peralihan pengetahuan dari pengalaman di IPTA ke tempat kerja adalah saling
berkaitan (Ann Rosnida, Zainor dan Suseela, 2013).
Namun, sejauh mana keselarasan ini memberi kesan kepada guru pelatih, ia masih
sukar diramal. Seperti menurut Koen, Klehe, Vianen (2012) dan Ruzina (2012), perbezaan
tahap keselarasan antara guru pelatih dan sistem pendidikan dengan sistem pekerjaan adalah
bergantung pada tahap pengalaman, kemahiran dan pengetahuan individu guru pelatih yang
mengalaminya. Ini kerana tahap pembentukan pengetahuan individu adalah berbeza
bergantung dengan sikap keterbukaan mereka dalam persekitaran komuniti (Engestrom dan
Kerosuo, 2007).

Kualiti Pengajaran
Guru merupakan medium utama dalam pelaksanaan dan kelangsungan pendidikan berkualiti
(Hamdan Said dan Nasrudin Talib, 2000). Maka, indivdiu guru perlu menampilkan ciri-ciri yang
cemerlang dalam melaksanakan tugas mereka. Menurut Norzaini Azman (2012) ciri-ciri
cemerlang yang perlu dimiliki oleh individu guru ialah kemahiran berfikir secara kritis dan kreatif,
kemahiran berkomunikasi secara berkesan, kemahiran membuat pilihan dan keputusan,
kemahiran mencari, mengintegrasi dan mengaplikasikan maklumat, kemahiran bergaul dan
bekerjasama dengan orang lain, kemahiran menikmati keindahan ciptaan seni, dan kemahiran
kepimpinan serta pengurusan. Oleh yang demikian, individu guru perlulah memiliki kemahiran
yang lebih berkualiti dalam kaedah pedagogi mereka, supaya ia dapat disesuaikan dengan
transformasi sistem pendidikan negara yang memerlukan tanggungjawab yang besar perlu
dipikul oleh guru-guru yang mengajar. Namun, adakah memadai jika individu guru hanya
cemerlang dalam pengajian dan bagaimana pula dengan penerimaan pelajar terhadap konsep
penglibatan dalam pengajaran guru itu.
Penglibatan
Konsep penglibatan boleh diertikan dengan pelbagai situasi. Penglibatan dalam persekitaran
kampus IPT dapat dijelaskan sebagai suatu pelaburan kepada individu meningkatkan tahap
149

kognitif (Ann Rosnida, Zainor dan Suseela, 2013) ataupun sebagai suatu pembelajaran untuk
meningkatkan pengetahuan intelek individu menerusi penyertaan aktif dan pengawalan emosi
(Zepke dan Leach, 2010). Penglibatan juga dapat diertikan sebagai penyertaan individu dalam
aktiviti dan peraturan yang ditetapkan untuk membentuk pembelajaran dan pengalaman yang
berkualiti tinggi (Engestrom dan Kerosuo, 2007). Justeru itu, keselarasan pembentukan
pengetahuan dengan penglibatan sama ada antara guru pelatih dengan komuniti kampus atau
antara pelajar dengan guru dalam persekitaran pembelajaran, masing-masing dapat membina
pengalaman yang bernilai kepada individu guru pelatih atau pelajar untuk mencapai hasil
kejayaan dalam pengajian. Namun, sejauh mana konsep penglibatan difahami oleh individu
guru pelatih dan pelajar sekolah, masih tidak dapat dijangka.
Berdasarkan Teori Sistem Aktiviti (Engestrom, 2001), setiap individu yang berada dalam
satu populasi adalah sebagai satu subjek (guru pelatih/pelajar) untuk mempengaruhi objek
(matlamat program), yang dibezakan menerusi penglibatan mereka dalam budaya setempat
(komuniti persekitaran IPTA/Sekolah) samaada secara peribadi atau terbuka untuk membentuk
kualiti pengalaman tahap pengetahuannya (hasil). Keberkesanan penglibatan individu itu juga
berkaitrapat dengan tahap pergaulan antara hubungan interaksi sosial terhadap integrasi sosial
dalam komunitinya.
Sasaran Pembelajaran
Dalam persekitaran sekolah, sasaran pembelajaran berlaku apabila individu guru dapat
bertindak sebagai seorang yang mesra pelajar dengan memberi penerangan yang pelbagai
melalui lisan, tayangan gambar, tindakan fizikal, ataupun gabungan ketiga-tiga cara tersebut.
Pelaksanaan amalan ini adalah berdasarkan daripada apa yang dicadangkan oleh pelajar
sebagai sesuai untuk dilaksanakan dalam pengajaran. Apabila guru dan pelajar mempunyai
sasaran sebenar, memudahkan sesi pengajaran dan pembelajaran dimana pelajar boleh
menerima apa yang diberikan oleh guru. Disamping itu, guru pula dapat mengerakkan amalan
pengajaran mereka ke arah yang lebih positif.
Apabila guru dapat berkongsi sasaran pembelajaran dengan pelajar sepanjang
pengajaran, mereka akan sentiasa merangka dan menilai semula apa yang dianggap sebagai
bukti pengajaran dan pembelajaran yang bermakna. Perkongsian sasaran pembelajaran ini
dapat dijelaskan berlandaskan teori tindakan (Moss dan Brookhart, 2009). Teori tindakan yang
dikategorikan sebagai pengajaran paling berkesan, disamping pembelajaran paling bermakna
bagi pelajar. Teori ini dapat menjelaskan bagaimana guru di sekolah dapat merekabentuk
sasaran yang tepat terhadap pembelajaran masa kini. Guru bersama para pelajar membentuk
matlamat dalam menilai pemahaman bersama terhadap sesebuah pengetahuan. Ini kerana
guru dan pelajar di sekolah merupakan dua pihak yang berbeza (Moss dan Brookhart, 2009).
Teori tindakan yang digunakan oleh guru secara berterusan melalui proses penilaian formatif
akan dapat meningkatkan pencapaian pelajar (Brookhart, Moss, dan Long, 2011; Moss dan
Brookhart, 2009). Maka, perkara yang perlu diutamakan dalam pengajaran berkesan ialah
sasaran guru tersebut terhadap pembelajaran pelajar dan pelajar dapat selaraskan dirinya
dengan personaliti pengajaran guru itu.
Keselarasan Motif Penglibatan Guru Pelatih-Personaliti Guru di Sekolah
Kepentingan keselarasan guru pelatih di pusat latihan perguruan, adalah memungkinkan nilainilai dan pengalaman etika yang dipelajari dan terbentuk dalam persekitaran IPTA dapat
150

dilambangkan sebagai nilai-nilai yang diharapkan oleh pelajar di sekolah dalam sesi pengajaran
dan pembelajaran di dalam kelas mereka. Ini kerana, kepentingan keselarasan ciri personaliti
guru dalam persekolahan dapat meningkatkan pencapaian akademik pelajar-pelajarnya
(Gibson, 2010). Namun personaliti guru itu mestilah berkait rapat dengan ciri personaliti guru
dalam pengajaran (Garcia. P, Ed, Kupczynski, dan Holland, 2011) dan pelajar selesa dengan
ciri personaliti guru itu. Pelajar memandang gurunya sebagai role model terbaik apabila ciri
personaliti yang dikehendaki oleh pelajar dapat dipenuhi oleh guru tersebut.
Sungguhpun begitu, berdasarkan kajian-kajian semasa masih terdapat isu-isu yang
menyatakan transformasi profesion guru ini masih tidak berjaya kerana dikatakan sekolah
masih sukar memiliki guru yang berkemahiran tinggi (Abdul Hamid, 2013), guru rendah
kemahiran generik ketika di dalam kelas (Kamarudin, Ruhizan dan Ramlee, 2014), dan guru
yang masih menghadapi kesukaran berinteraksi dengan komunitinya serta wujud budaya
kekitaan yang tinggi (Ruzina, 2012). Isu-isu ini dapat dikaitkan dengan dapatan kajian Ruzina
(2012) sebelum ini, dengan menyatakan kelemahan terhadap penonjolan ciri personaliti guru di
sekolah adalah rentetan daripada tahap penglibatan guru itu yang rendah yang diwarisi dari
pusat latihan pendidikan perguruan yang mereka hadiri. Sungguhpun begitu, kejayaan
penglibatan individu di dalam persekitarannya akan berkembang jika wujud tindak balas antara
faktor diri, tingkah laku dan pada sasaran pembelajarannya. Apabila sasaran pembelajaran
dapat dikongsi bersama, pembelajaran dapat menjadi semakin bermakna.
Oleh demikian, berdasarkan perbincangan di atas, tujuan kajian ini adalah untuk
mengenalpasti keselarasan antara motif penglibatan guru pelatih di IPTA dengan persepsi
pelajar terhadap ciri personaliti guru di sekolah. Dua persoalan telah dibina iaitu (i)
Bagaimanakah motif penglibatan guru pelatih di IPTA? ; (ii) Apakah ciri kualiti guru yang diberi
keutamaan oleh pelajar dalam pengajaran dan pembelajaran?

METODOLOGI
Kajian ini menggunakan pendekatan kualitatif dengan kaedah temu bual separa berstruktur dan
dianalisis secara manual dengan menggunakan sistem pengekodan (Merriam, 2009). Tiga jenis
pengekodan dilakukan iaitu (a) pengekodan terbuka asas, untuk mengambil perhatian
kenyataan yang berkepentingan; (b) pengekodan paksi, untuk mewujudkan kategori atau tema
yang muncul dari pengekodan asas; dan (c) pengekodan terpilih, di mana kategori dan
subkategori yang telah dipilih atau digugur bagi mengesan lebihan tema atau idea dalam data
yang belum dipilih.
Persampelan
Penyertaan dilakukan secara rawak mengikut senarai nama yang diberi oleh pihak jabatan
kepada pengkaji. Setelah mendapat persetujuan dari peserta kajian yang sudi untuk terlibat
dalam kajian, maka seramai empat orang peserta dalam kalangan pelajar tahun akhir sarjana
muda dengan pendidikan dari Fakulti Psikologi Dan Pendidikan, Universiti Malaysia Sabah.
Serta empat orang peserta kajian dalam kalangan pelajar sekolah dari sebuah Sekolah
Menengah di daerah Penampang, Kota Kinabalu Sabah.

DAPATAN KAJIAN
1.

Motif Penglibatan Guru Pelatih Di kampus

151

a)
Motif Pergaulan
Motif pergaulan peserta kajian didapati terbentuk antara rakan-rakan, pensyarah dan staf
pentadbir. Rujuk jadual 1, hasil transkrip mendapati wujud pergaulan peserta kajian adalah
untuk membentuk hubungan baik dalam komuniti, memberi komitmen dalam sebarang
penyertaan dan meningkatkan motivasi diri mereka. Antara kenyataan;
..di sini rakan-rakan yang banyak ubah pergaulan saya,, pengalaman juga banyak
terbentuk di sini terutama masa beraktiviti bersama, banyak perkara baru dipelajari.
(GP9/L211-L212/2015).
..kat sini, kampus ni kena baik dengan semua.. sebab banyak perkara baru kena
belajar di sini. Jadi rakan-rakan dari yang lain-lain fahaman, bidang tu perlu..
(GP7/L203-L205/2015)
..kalau ada lecture mesra dengan pelajar, jadi mudahlah untuk kita approce dia
untuk bertanya-tanya,,mungkin kalau lecture yang begini adalah lebih selalulah kita
akan berjumpa dengan dia untuk berbincang. (GP6/L136-L138/2015)
Jadual 1:

Motif Pergaulan di Persekitaran Kampus

Konsep

Nota:

Sub-konsep
Tingkat keinginan berkawan
Meningkatkan teknik komunikasi
Hubungan baik
Keterbukaan
untuk
berkawan
mesra
Tingkat sifat saling membantu
Beri komitmen
Sikap perkongsian
Tingkat Motivasi Meningkatkan tahap kesabaran
diri
Membantu tingkatkan keyakinan diri
Terdapat peserta kajian yang memberi jawaban dalam kategori yang sama.

b) Motif Pembelajaran
Motif pembelajaran yang menjurus kepada penyertaan dalam persekitaran kampus. Rujuk
jadual 2 dijelaskan pengkategorian kepada dua konsep penyertaan iaitu konsep penerimaan
dan konsep kebaikan. Konsep penerimaan seperti penyertaan kerana mengikut arahan
samaada kerana tugasan daripada pensyarah, jabatan atau universiti. Antara yang dijelaskan;
..kami, tugasan dah ditentukan oleh pensyarah kami. Macam tak ada pilihan. So,
buat apa yang dah ditetapkanlah. Lagi itu lagi senang.. (GP7/L137-L138/2015)
..macam aktiviti ko-kum memang wajib kena sertai..jadi terpaksa ikutlah..
(GP7/L72-L73/2015)
..aktiviti dalam jabatan perlu ikut,, kami senior, kena handle. Aktiviti ko-kurikulum
pulak, yang wajib diambil setiap student kat sinikan. (GP9/L86-L87/2015)

152

Konsep kebaikan dijelaskan oleh peserta sebagai sesuatu tindakan yang dapat memberi
manfaat kepada mereka. Antara yang dijelaskan;
..kalau yang tidak diwajibkan tu kalau saya ada minat mahu ikut, saya sertai jugalah.
(GP7/L78/2015)
.. semua assingment yang dapat, kena buat, tiada pilihan. Jadikan, saya tidak kisah
buat secara individu atau berkumpulan,, kerana bagi saya lebih suka bertindak
natural lah.. yang utama kerja-kerja itu siap dan dapat markah.. (GP8/L115L117/2015)
Jadual 2:

Motif Pembelajaran Di Persekitaran Kampus

Konsep
Penerimaan

Kebaikan

Sub-Konsep
Wajib dilakukan
Mempengaruhi markah akhir pengajian
Keperluan subjek pengajaran pensyarah
Tingkatkan kerjasama rakan kelas
Mencabar minda

c) Motif Aktiviti
Motif aktiviti di kampus seperti penyertaan dalam berpersatuan (badan beruniform,
persatuan, aktiviti jabatan) dan tugasan kuliah. Kesemua aktiviti ini disertai oleh peserta
kajian bersama komuniti kampus. Kategori aktiviti yang disertai ini dapat terbahagi kepada
dua konsep penyertaan iaitu penyertaan secara berkumpulam atau secara individual
(Jadual 3). Antara yang dinyatakan peserta kajian;
..dalam kumpulan sebab memudahkan semua untuk siapkan tugasan dengan
lancar. (GP7/L132/2015)
..idea boleh kongsi, tugasan bahgi, budget pun kongsi-kongsi.. itu yang lebih
mudah tu..mudahkan banyak urusan dan tidak bosan sendirian.
(GP9/L136-L138/2015)
..saya lebih suka buat individu assingment, kita punya markah, kita punya
assingment,kita buatlah hal sendiri. (GP6/L169-L170/2015)
..kita tahu apa yang diperlukan disana apa yang diperlukan untuk memenuhi
kriteria-kriteria yang ditetapkan,kurang jelas,terus jumpa pensyarah.
(GP8/L159-L160/2015)

153

Jadual 3:

Motif Aktiviti di Persekitaran Kampus

Konsep
Berkumpulan

Individual

Sub-Konsep
Mudah mencapai tujuan tugasan
Kerja lebih ringan
Pengabungan idea
Lebih
usaha
untuk
selesaikan
masalah
Jadual tugasan sendiri
Lebih mudah dapat markah tugasan

Berdasarkan ketiga-tiga motif penglibatan iaitu motif pergaulan, pembelajaran dan aktiviti
kampus terbentuk, dengan tujuan utama sebagai tanggungjawab mematuhi peraturan
IPTA dan sebagai mencapai matlamat dalam pengajian. Antara yang dinyatakan;
..sebab kami sudah senior jadi banyak aktiviti terutama dalam subjek kami,
jabatan kami nilah..kami kena handle.. (GP8/L71-L72/2015)
..libatkan diri dalam aktiviti di kampus adalah tujuan saya untuk memastikan
saya dapat masuk kampus jugak. (GP6/L86-L87/2015)
..terutama yang penyertaan yang di kira point. Penting tu buat kami
(GP7/L77/2015).
.. Ikut saja peraturan yang telah ditetapkan, kita senang pelajaran tidak
terganggu dan harap dapat habis on time dengan jayanya (GP9/L191L194/2015)
Berdasarkan data transkrip, penglibatan peserta kajian dipersekitaran kampus dapat
dibahagikan kepada tiga motif utama iaitu motif pergaulan, motif pembelajaran dan motif aktiviti
program/tugasan di kampus. Ketiga-tiga motif ini saling berkaitan untuk mewujudkan rasa
bertanggungjawab seperti membina hubungan baik, memberi komitmen dan bermotivasi. Sifatsifat ini dapat mewujudkan perasaan boleh mesra bersama komuniti.
2. Persepsi Pelajar Terhadap Personaliti Guru
a) Ekstroversi
Guru yang memiliki ciri personaliti ekstroversi adalah seorang yang suka dan cenderung untuk
melaksanakan aktiviti pdp secara kolektif atau bersama dengan pelajar. Ciri guru sebegini
tergolong dalam kelompok pertama, sentiasa turut serta dalam apa jua aktiviti pembelajaran.
Berdasarkan daripada data transkripsi pelajar, ciri sentiasa turut serta dalam pembelajaran ialah
apabila guru memberi galakkan pnp di dalam kelas melalui aktiviti pembentangan dan terhadap
segala perjalanan aktiviti yang dilaksanakan pelajar. Seperti yang dinyatakan peserta kajian;
..aspek lain sebagai contoh cikgu tu akan menyuruh kami untuk membuat
pembentangan group by group yang mana setiap kumpulan tu akan dibahagikan
kepada satu tajuk (S1/TB2/17/04/15: 36-38)

154

..cikgu akan bagi kami tajuk setiap pelajar akan disuruh untuk buat presentation
melalui bab-bab yang telah diberi oleh cikgu (S3/TB1/25/06/14: 25-26)
Walaupun idea perancangan dan pembentangan bermula daripada guru. Namun, pelaksanaan
pembentangan tersebut adalah dilaksanakan keseluruhannya oleh pelajar itu sendiri. Guru
hanya menjadi fasilitator di dalam kelas, memantau dan terlibat dalam sesi perbincangan di
akhir pembentangan. Ini bermaksud individu Guru terlibat dalam sesi pdp itu berlansung. Cuma
guru tidak terlibat dalam proses membuat persediaan bahan untuk sesi pembentang sahaja.
Antara yang dinyatakan pelajar;
Ketika pembentangan la (guru) (S2/TB2/17/04/15: 76).
Ciri kelompok kedua adalah ciri keprihatinan guru dalam mengimplementasikan unsur kecindan
di dalam pengajaran memberi keselesaan kepada pelajar. Walaupun, didapati guru tidak
menyatakan mengimplementasi unsur kecindan secara terus ketika di dalam kelas. Namun,
unsur kecindan ini terbentuk melalui penyataan pelajar itu sendiri, antara kenyataan peserta
kajian;
Urmmm, cikgu dia buat lawak masa dia mengajar sejarah tu.
(S3/TB1/25/06/14: 56)
..then lawak tu dia relate sama fakta tu, so automatically kita boleh ingatlah dan
faham apa yang diajar. (S3/TB1/25/06/14: 61-62)
..dia buat macam secara spontan ..dia macam dia direct terus maksudnya dia
tidak payah rujuk buku lagi dia cerita-cerita apa yang pasal yang emm..
(S2/TB1/4/04/15:54-56)

b) Keterbukaan Kepada Pengalaman

Ciri personaliti kedua yang diperolehi ialah ciri keterbukaan kepada pengalaman. Ciri
keterbukaan kepada pengalaman ini merangkumi keaslian, inovatif, unik, kreatif, berpendirian
teguh, kritis, bersifat tulen, imaginatif dan sentiasa bersedia dalam kepelbagaian.
Hasil data transkripsi, antara ciri keterbukaan kepada pengalaman yang diterapkan oleh
gurunya adalah ciri keaslian. Bagi peserta kajian, guru yang memiliki ciri sebegini biasanya
menggunakan peneguhan positif dan peneguhan negatif. Ciri keaslian guru yang dapat dinilai
peserta kajian apabila guru mereka tidak bersifat hipokrit dengan memberi ruang menerima
pandangan mereka sebagai pelajar. Ciri keterbukaan kepada pengalaman yang digunakan oleh
gurunya itu sebenarnya dapat mempengaruhi tindakan mereka dalam pembelajaran. Sebagai
contoh, peneguhan negatif yang digunakan oleh guru dan pelajar menyukai peneguhan
tersebut.
.. sebab berubah-ubah la (guru) kadang-kadang marah (S2/TB3/18/06/15:32)
Saya suka kalau cikgu tu bagi semangat, macam marah tu saya suka..
(S2/TB3/18/06/15:47)
..macam marah, saya mahu biar dia (guru) tegas atau marah dengan mendorong
saya lagi. (S4/TB1/25/06/15: 83)

155

Manakala peneguhan positif yang sering guru gunakan di dalam amalan pengajaran juga dapat
dilihat seperti memberi pujian atau penghargaan keatas usaha pelajar, memberi kata-kata
semangat dan motivasi. Pujian atau kredit kepada pelajar adalah berpunca daripada hasil
usaha kerja pelajar tersebut. Peneguhan positif yang diberikan oleh guru ini sebagai ganjaran
kepada pelajar untuk lebih bersemangat lagi. Antara yang dinyatakan oleh pelajar;
..dia (guru) menasihat kami supaya sentiasa belajar. (S2/TB2/10/04/15:34)
..dia (guru) selalu bagi nasihat bagaimana mau bagi siap kerja rumah..
(S4/TB2/02/07/15: 33)
Oleh demikian antara ciri-ciri personaliti guru yang diberi keutamaan oleh pelajar dalam
pengajaran dan pembelajaran mereka didalam kelas ialah guru yang bersifat ekstroversi dan
bersifat keterbukaan kepada pengalaman. Keperluan ciri-ciri personaliti guru ini dimpikan oleh
pelajar kerana dari persepsi mereka guru-guru ini sentiasa bersedia, prihatin dan bersifat
terbuka dalam pnp terhadap mereka.
PERBINCANGAN
Hasil data mendapati penglibatan guru pelatih dapat membentuk nilai-nilai profesion guru
seperti sifat sabar, daya tahan, kerja berpasukan, semangat bermasyarakat dan sifat
keharmonian telah dapat dibentuk. Kesemua sifat ini tercatat dalam amalan nilai-nilai
profesionalisme keguruan yang termaktub dalam piawaian Standard Guru Malaysia (BPG
2009). Data kajian ini dapat mengukuhkan dapatan kajian Ann Rosnida, Zainor dan Suseela,
(2013), bahawa pembelajaran dalam komuniti adalah pemangkin intelektual individu guru
pelatih itu lebih ke arah insan bersifat pendorong.
Jika di persekitaran sekolah, individu guru yang memiliki personaliti ekstroversi seperti,
keterlibatan guru di dalam aktiviti pembentangan dan perbincangan pelajar sebenarnya adalah
amalan gaya pengajaran dan pembelajaran berpusatkan pelajar (student centred learningSCL). Kaedah ini adalah amalan apabila pelajar diberi autoriti dalam mengawal pembelajaran di
dalam kelas (Stroud, 2016; Hogan, 2016). Manakala, guru sebagai fasilitator mewujudkan
situasi komunikasi berkesan diantara pelajar dengan pelajar dan juga guru. Data kajian ini
mengukuhkan dapatan kajian Marculescu (2013), yang menyatakan penyertaan aktif guru
dalam pembentangan pelajar di dalam kelas menyebabkan pelajar berasa selesa dengan guru.
Hasil data juga, menjelaskan ciri ekstroversi guru dapat memberi impak yang positif kepada
para pelajar dalam memastikan pencapaian akademik mereka terjamin. Kenyataan ini diakui
dalam kajian Teven, (2007a), apabila guru yang mengambil berat terhadap pelajarnya boleh
mempengaruhi dan dapat mengubah sikap pelajar itu kearah lebih positif dalam pembelajaran.
Begitu juga dengan ciri personaliti keterbukaan kepada pengalaman seperti ciri keaslian guru
dalam pengajaran dapat dilihat apabila guru tidak statik dan kekok dalam meluahkan perasaan
yang ingin disampaikan kepada pelajar. Guru memberi peneguhan negatif ataupun positif
apabila dirasai sesuai untuk diberikan kepada pelajarnya. Ciri ini harus dimiliki oleh individu
guru seperti dijelaskan dalam kajian Muhammad Irfan Arif, Aqeela Rashid, Syeda Samina
Tahira, dan Mahnaz Akhter, (2012), ciri personaliti keterbukaan kepada pengalaman
sebenarnya mempunyai nilai yang signifikan dalam meningkatkan pencapaian akademik
individu pelajar apabila guru secara dominan mengamalkan ciri ini di dalam bilik darjah.
Misalnya, guru menjadi terlalu tegas apabila pelajar tidak dapat menyiapkan tugasan yang
156

diberikan kepada mereka. Data kajian ini dapat mengukuhkan dapatan kajian Mei (2014) yang
menyatakan, bagi menarik minat individu pelajar untuk terus mengikuti pengajaran, keaslian
dalam menyampaikan maklumat adalah amat penting untuk meningkatkan minat dan motivasi.
Antara contoh pendekatan merajuk seperti tidak sudi mengajar pelajar atau guru tidak bercakap
dengan pelajar juga dilihat sebagai peneguhan negatif yang berguna untuk menonjolkan
personaliti tegas guru dengan harapan pelajar terus-menerus mengikuti sesi pengajaran dan
pembelajaran dengan tekun dan serius (Schott, 2010). Dalam masa yang sama guru juga turut
memberi peneguhan positif dan berusaha memberi kredit kepada pelajar jika ada peningkatan
kefahaman dalam pengajaran dan pembelajaran (pdp).
Oleh demikian, melahirkan guru pelatih yang berkualiti dari segi membina pengalaman untuk
membentuk nilai-nilai profesion keguruan dapat dijelaskan sama ada secara formal atau tidak
formal. Ini menerusi amalan penyertaan dalam persekitaran komuniti di institusi latihan
pendidikan lagi. Nilai-nilai profesion yang terbentuk akan dapat dikekalkan sebagai membina
ciri-ciri personaliti guru yang berkualiti seperti mana yang diimpikan oleh para pelajar di sekolah.
Sementelah itu, individu guru pelatih haruslah sentiasa peka dengan perubahan terhadap
keperluan pengajaran dan pembelajaran pelajar semasa.
KESIMPULAN
Ciri-ciri personaliti guru yang dapat ditonjolkan dalam persekitaran kampus IPTA ialah dapat
mewujudkan hubungan baik, dapat memberi komitmen dan positif untuk tingkat motivasi diri. Ia
merupakan antara ciri-ciri amalan nilai profesionalisme keguruan yang termaktub dalam
piawaian SGM. Maka, ciri-ciri ini adalah selaras dengan keperluan ciri-ciri personaliti guru di
sekolah yang dapat menarik perhatian individu pelajar untuk terus mengikuti pengajaran dan
pembelajaran dalam usaha untuk meningkatkan minat dan motivasi pelajar itu belajar.

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159

PENGARUH KEPIMPINAN INSTRUKSIONAL, EFIKASI DAN TUGAS RUTIN PENGETUA

TERHADAP PENCAPAIAN AKADEMIK
LEE BIN SAAT, Dr.
Jabatan Ilmu Pendidikan
IPG Kampus Tun Abdul Razak
Kota Samarahan, Sarawak
lyena191@yahoo.com

SHUKRI ZAIN, Dr.

Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah

Abstrak
Kajian ini adalah bertujuan untuk mengenal pasti tahap kepimpinan instruksional, efikasi dan
tugas rutin pengetua serta pengaruhnya terhadap pencapaian akademik sekolah. Tiga
instrumen telah digunakan untuk mengumpul data, iaitu Principal Instructional Management
Rating Scale (PIMRS); Principals Sense of Efficacy Scale (PSES); dan Tugas Rutin Pengetua.
Semantara data pencapaian akademik sekolah merupakan keputusan peperiksaan SPM tahun
2011 yang diperoleh terus dari unit peperiksaan JPNS. Semua instrumen didapati mempunyai
tahap kesahan dan kebolehpercayaan yang tinggi dengan pekali alfa Cronbach secara
keseluruhannya pada .94. Sebanyak 650 set soal selidik telah diedarkan kepada guru sekolah
menengah dalam zon Selatan Sarawak, iaitu di Bahagian Kuching, Samarahan, Sri Aman serta
Betong dan 91% daripadanya berjaya dipungut semula. Daripada jumlah tersebut, hanya 487
set sahaja diperoses setelah ianya didapati lengkap serta memenuhi ciri-ciri yang telah
ditetapkan. Data kajian dianalisis dengan menggunakan perisian Statical Package for Social
Science (SPSS) versi 21.0. Dapatan kajian menunjukkan tahap kepimpinan instruksional,
efikasi dan tugas rutin pengetua adalah tinggi. Namun, tidak terdapat hubungan yang signifikan
serta pengaruh yang jelas antara pemboleh ubah tersebut dengan pencapaian akademik
sekolah. Ini menunjukkan bahawa faktor kepimpinan instruksional, efikasi dan tugas rutin
pengetua bukanlah penentu mutlak kepada pencapaian akademik tanpa adanya sokongan
daripada faktor-faktor lain. Namun, sub skala variabel kepimpinan instruksional iaitu menyelaras
kurikulum (r=.123, p=.01) dan memberi insentif terhadap usaha guru (r=.094, p=.04)
menunjukkan terdapatnya hubungan yang signifikan dengan pencapaian akademik sekolah,
manakala tidak bagi sub skala efikasi dan tugas rutin pengetua. Justeru itu, para pengetua
dicadangkan untuk melaksanakan pengupayaan, memperkemas hubungan interpersonal,
mendelegasikan tugas serta berkolaboratif dengan sub-ordinatnya bagi memperolehi
pencapaian akademik yang lebih positif. Bagi tujuan ini, mereka terlebih dahulu perlulah
melengkapkan diri dengan menambah pengetahuan, pengalaman, kemahiran serta keupayaan
terkini berkaitan tugas sebagai pemimpin instruksional. Dengan kata lain, pengetua yang
menjadi pemimpin di sekolah harus melengkapkan diri dengan keperluan semasa serta
mengamalkan budaya kepemimpinan untuk keperluan (Leadership For a Needs).
Kata kunci: kepimpinan, kepimpinan instruksional, pendidikan, pencapaian akademik

PENGENALAN
Seiring dengan kemajuan pesat pelbagai bidang dalam dunia tanpa sempadan, kesedaran
tentang pentingnya ilmu pengetahuan telah meningkat. Justeru itu masyarakat telah meletakkan
160

institusi pendidikan sebagai institusi formal yang bertanggungjawab dalam memberi pendidikan
kepada kanak-kanak atau generasi yang mewarisi negara. Sehubungan itu bagi mencapai
tahap kecemerlangan di sesebuah sekolah, pemimpin (pengetua) telah dikenal pasti
berperanan dalam memastikan kejayaan organisasi tersebut. Hussein Mahmood (2008)
mengatakan bahawa usaha untuk mengejar dan mencapai kecemerlangan pendidikan terletak
kepada kepemimpinan sekolah. Pemimpin sekolah yang kurang berkesan atau kurang berjaya
biasanya tidak menunjukkan sikap yang positif dalam usaha meningkatkan kemajuan diri,
suasana sekolah, jati diri guru serta komitmen anggota terhadap institusi sekolah. Dengan itu
secara tidak langsung mempengaruhi keberkesanan organisasi di mana mereka menjadi
pemimpin.
Bahagian Sekolah, Kementerian Pendidikan Malaysia dalam Panduan Tugas Staf
Sekolah Menengah (1996), telah menggariskan tujuh bidang utama yang menjadi tugas
pengetua di sekolah. Bidang-bidang tersebut adalah pengurusan kegiatan kurikulum,
kokurikulum dan hal ehwal pelajar; pengurusan sekolah (pentadbiran, kewangan, perkhidmatan
dan perjawatan); penyediaan kemudahan pengajaran-pembelajaran; perhubungan dengan ibu
bapa dan masyarakat setempat; kemajuan sekolah; pengajaran; serta kepemimpinan
pengajaran dan penyelidikan pendidikan. Namun, bagi tujuan kajian ini, bidang kepemimpinan
pengajaran atau kepemimpinan instruksional menjadi tumpuan bagi mencapai hasrat Falsafah
Pendidikan Kebangsaan (FPK). Dengan kata yang lain, para pengetua harus menjadi pemimpin
instruksional dalam usaha untuk mencapai kecemerlangan akademik sekolah. Mereka perlu
terlibat secara langsung dan tidak langsung untuk memperbaiki pengajaran, memulakan inovasi
dan berusaha mencapai aspirasi bagi memajukan sekolah yang dipimpin agar sekolah yang
diterajui menjadi sekolah yang berkesan.
Sehubungan itu, institusi sekolah dan pendidikan mestilah bersifat anjal atau fleksibel
untuk mengubah dan mengambil rupa bentuk yang diacuankan oleh masyarakat dan pihak
yang bertanggungjawab dalam pendidikan (Ahmad Fuad, 2003). Keperluan ini selaras dengan
matlamat Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 yang mengambil kira
Dasar Wawasan Negara yang bertujuan membina bangsa yang berdaya tahan, menggalakkan
kewujudan masyarakat yang saksama, mengekalkan pertumbuhan ekonomi, menghadapi
persaingan
antarabangsa,
membangunkan
ekonomi
berasaskan
pengetahuan,
memperkukuhkan sumber manusia dan meneruskan pembangunan alam sekitar yang mampan
(PPPM, 2013-2025). Namun demikian, tugas pengetua serta guru di sekolah dikatakan semakin
bertambah dengan adanya pelbagai pembaharuan serta inovasi yang dibawa ke dalam dunia
pendidikan.
Pelbagai reformasi dan penstrukturan pendidikan ke arah keberkesanan pendidikan dan
pembangunan sekolah sedang dilakukan, bukan saja di barat malah di benua Asia Pasifik
termasuk Malaysia. Pengupayaan pemimpin dan guru di sekolah-sekolah berada pada tahap
yang tinggi, namun penglibatan ibu bapa di sekolah-sekolah di Malaysia masih tidak begitu aktif
kecuali dalam aspek kutipan derma untuk sekolah (IAB, 2002). Salah satu peranan yang
dimainkan oleh IAB dalam memperkasakan kualiti kepimimpinan di sekolah adalah dengan
memberi kursus NPQEL terhadap bakal-bakal pengetua. Keseluruhan kandungan kursus
adalah berteraskan kepada amalan pengurusan berasaskan sekolah (PBS) sebagai asperasi
pemimpin sekolah untuk memberi perkhidmatan kepemimpinan yang lebih berkesan. Konsep
pengurusan berasaskan sekolah ini boleh direalisasikan ke tahap yang maksimum dengan
memberi tumpuan terhadap lapan prinsip berikut (Husaini Usman, 2006) iaitu: Pengetua dan
seluruh warga sekolah seharusnya mempunyai komitmen yang tinggi dalam usaha
melaksanakan PBS; Warga sekolah harus menyediakan diri dari segi fizikal dan mental bagi
menghadapi cabaran dalam pelaksanaan PBS; Pendidikan yang efektif perlu melibatkan semua
pihak; Menjadikan sekolah sebagai organisasi yang efektif dan berdaya saing dalam
pengurusan pendidikan; Keputusan yang melibatkan kepentingan sekolah dibuat oleh pihak
yang benar-benar memahami tentang pendidikan; Para guru dan warga sekolah perlu
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mempunyai kesedaran untuk membantu pengetua sebagai pemimpin di sekolah dalam

membuat keputusan program pendidikan serta kurikulum; Sekolah harus ada autonomi yang
flaksibel agar memiliki kemampuan dalam membuat keputusan serta pengurusan kewangan;
dan Melibatkan keseluruhan stakeholders bagi menggalak dan mengekalkan perubahan.
Terdapat beberapa faktor yang dikaitkan sebagai antara penyumbang kepada masalah
pencapaian akademik yang kurang memuaskan dalam kalangan pelajar. Menurut Ayres (1985),
implikasi latar belakang keluarga memberi pengaruh yang ketara terhadap pencapaian
akademik pelajar di Columbia. Beliau menambah bahawa pihak sekolah (pemimpin serta
warganya) perlu bertindak balas kepada masalah keluarga pelajar serta membantu
meningkatkan prestasi akademik pelajar. Kajian oleh Mayr (2008) berkaitan faktor yang
mempengaruhi prestasi akademik dalam peperiksaan umum di sekolah Southern California
mendapati faktor iklim sekolah, kepemimpinan sekolah serta pengajaran dan pembelajaran
merupakan elemen penting yang perlu diberi perhatian. Ini menjelaskan bahawa
kecemerlangan pelajar dalam bidang akademik dipengaruhi oleh banyak faktor, dan antaranya
adalah faktor kepemimpinan sekolah, keupayaan pemimpinnya melestarikan tugasan
pengurusan bagi mewujudkan persekitaran sekolah yang kondusif, serta keyakinan terhadap
kemampuan organisasi untuk mencapai target yang tinggi dalam aspek akademik.
Merujuk kepada beberapa model prestasi akademik yang telah dihasilkan oleh para
sarjana, kecemerlangan pencapaian akademik di sekolah dipengaruhi oleh pelbagai faktor.
Namun secara umumnya, ramai penyelidik dan komuniti luar mengaitkan kecemerlangan
pencapaian akademik pelajar atau sekolah dengan gaya serta kebolehan kepemimpinan
pemimpinnya (James Ang & Balasandran, 2012; Hussein, 2008). Riggins (2006) pula
menyatakan bahawa kecemerlangan pencapaian akademik sekolah bermula dengan
keupayaan pemimpinnya membuat penilaian yang objektif serta diagnosis yang tepat tentang
kesediaan pelajarnya untuk belajar. Semantara Timperley (2005) mengaitkan pencapaian
prestasi akademik pelajar dengan kebolehan pemimpinnya mempengaruhi sub-ordinatnya
(guru) bertindak secara profesional, iaitu meningkatkan keterampilan pedagogi serta kandungan
dalam bidang ilmu yang bersesuaian dengan situasi semasa. Faktor dalaman, iaitu faktor
kepemimpinan sekolah merupakan komponen penting dalam organisasi sekolah untuk
menjelmakan kecemerlangan pencapaian akademik pelajar (Norhannan & Jamaliah, 2006).
Kenyataan ini turut diakui oleh Hussein (2008) yang menyatakan bahawa kemajuan serta
kecemerlangan akademik sesebuah sekolah adalah bergantung kepada kebijaksanaan serta
keberkesanan pemimpinnya. Tinjauan literatur tersebut menunjukkan kecemerlang akademik
sekolah secara langsung dikaitkan dengan kepemimpinan pemimpinnya. Dengan kata lain,
pemimpin di sekolah (dalam kajian ini merujuk kepada pengetua) merupakan individu yang
bertanggungjawab dalam menentukan tahap kecemerlangan prestasi akademik pelajar dan
sekolahnya.
Pencapaian akademik sekolah yang menjadi ukuran atau parameter terhadap
keberkesanan organisasi sekolah sering dilihat berdasarkan kepada gaya kepemimpinan
pemimpinnya. Gaya kepemimpinan instruksional yang dijadikan platform terhadap pencapaian
akademik yang cemerlang hanya berfokus kepada sebahagian dimensi tertentu sahaja dalam
kebanyakan kajian yang dijalankan terutamanya di Malaysia (Baharom, 2004; Mohd Suhaimi &
Zaidatol Akmaliah 2007). Justeru iitu, bagi menghuraikan pelaksanaan kepemimpinan
instruksional pengetua di sekolah, satu kajian secara menyeluruh perlu dilakukan. Amalan
kepemimpinan ini harus dilihat dengan peramal-peramal lain dan bagi tujuan kajian ini, peramal
efikasi serta tugas rutin diberi penekanan. Sehubungan itu, kajian ini adalah bertujuan
mengenalpasti tahap pelaksanaan, hubungan dan pengaruh peramal kepemimpinan
instruksional, efikasi dan tugas rutin pengetua terhadap pencapaian akademik sekolah di
sekolah-sekolah menengah harian terpilih negeri Sarawak.
Merujuk kepada isu, masalah serta tinjauan kajian lepas yang telah dikemukakan, maka
secara umumnya kajian ini adalah bertujuan untuk mengenal pasti adakah tahap amalan
162

kepemimpinan instruksional, efikasi dan tugas rutin pengetua mempunyai hubungan serta
memberi pengaruh terhadap pencapaian prestasi akademik sekolah, terutama sekolah-sekolah
yang terlibat. Manakala secara khususnya pula, kajian ini adalah bertujuan untuk:
a.
Mengenal pasti tahap kepimpinan instruksional, efikasi dan tugas rutin dalam kalangan
pengetua sekolah menengah kebangsaan harian biasa (SMK) di negeri Sarawak.
b.
Mengenal pasti perbezaan kepimpinan instruksional, efikasi dan tugas rutin pengetua
berdasarkan ciri demografi.
c.
Mengenal pasti hubungan antara sub-skala kepimpinan instruksional, efikasi dan tugas
rutin pengetua dengan pencapaian akademik sekolah.
d.
Mengenal pasti hubungan kepemimpinan instruksional, efikasi dan tugas rutin pengetua
terhadap pencapaian akademik sekolah.
e.
Mengenal pasti pengaruh kepemimpinan instruksional, efikasi dan tugas rutin pengetua
terhadap pencapaian akademik sekolah.
METODOLOGI KAJIAN
Kajian yang dilaksanakan merupakan kajian bukan eksperimental yang menggunapakai kaedah
tinjauan sampel di lapangan dengan menggunakan soal selidik. Ini kerana soal selidik
merupakan cara yang berkesan dan pratikal untuk mendapatkan maklumat serta sering
digunakan oleh penyelidik yang menjalankan kajian dengan kaedah tinjauan. Oleh kerana
kajian ini berfokus kepada semua sekolah menengah kebangsaan di bahagian Zon Selatan
Sarawak, maka sekolah-sekolah tersebut terlebih dahulu dikelompokkan mengikut bahagian
dan daerah. Zon Selatan Sarawak terdiri daripada Bahagian Kuching, Samarahan, Sri Aman
dan Betong; serta terdiri daripada 11 daerah yang berada di bawah Pejabat pendidikan Daerah.
Jumlah keseluruhan bilangan sekolah menengah kebangsaan (SMK) di Zon Selatan, Sarawak
adalah 64 buah, mengikut JPNS 2012. Daripada sejumlah 64 buah sekolah menengah
kebangsaan (SMK) dalam bahagian Zon Selatan Sarawak, penyelidik telah menetapkan dua
buah sekolah untuk mewakili setiap daerah. Berdasarkan ketetapan tersebut, maka sejumlah
22 buah sekolah menengah kerajaan (SMK) biasa serta 2,391 orang guru berperanan sebagai
sampel telah dikenal pasti dan terlibat dalam kajian yang dijalankan. Di peringkat sekolah pula,
penetapan saiz sampel adalah menggunakan pensampelan rawak strata. Sejumlah 487 orang
guru dipilih sebagai responden daripada jumlah populasi seramai 2,391 orang dan jumlah ini
adalah melebihi 20 peratus daripada saiz sampel guru dengan mengambil kira cara penentuan
sampel yang disarankan oleh Gay dan Airasian (2003), Sekaran (2003) serta Krejcie dan
Morgan (1970). Sampel dikenal pasti dari setiap sekolah dengan kadar sekurang-kurangnya 20
peratus dan hasilnya, setiap sekolah kajian menyumbangkan sekurang-kurangnya 13 orang.
Kadar ini adalah mencukupi berasaskan kepada saranan Lanier (1968), Halpin (1966) dan Bass
dan Avolio (1993) yang mengatakan bahawa bilangan minimum penilai yang diperlukan untuk
menilai pemimpin ialah tiga orang dan jumlah yang digunakan oleh penyelidik jauh daripada
jumlah minimum.
Kajian ini menggunakan instrumen berupakan soal selidik, sesuai dengan kaedah kajian
bukan eksperimental dan tinjauan. Instrumen kajian telah dibahagikan kepada empat bahagian
utama, iaitu: i. Bahagian A: berkaitan demografi responden; ii. Bahagian B: terdiri daripada itemitem berhubung dengan fungsi-fungsi yang menyumbang ke arah kepimpinan instruksional
pengetua; iii. Bahagian C: adalah item-item berupakan faktor yang menyumbang ke arah efikasi
pengetua; dan iv. Bahagian D: melibatkan item-item berupakan aktiviti-aktiviti rutin pengetua
sewaktu bertugas di sekolah. Kajian rintis telah dilaksanakan dan hasil analisis Cronbach
menunjukkan nilai koefisien alfa berada pada 0.94 secara keseluruhan. Manakala data
pencapaian akademik sekolah merupakan keputusan peperiksaan Sijil Pelajaran Malaysia
(SPM) tahun 2011 yang merupakan data sekunder. Data-data ini diperolehi terus daripada
Bahagian Peperiksaan dan Penilaian, Jabatan Pendidikan Negeri Sarawak dan diselaraskan
163

dengan data yang diperolehi melalui soal selidik. Data yang diperolehi, dikodkan dan dianalisis
dengan menggunakan Stastical Package For Social Science
(SPSS) versi 21.0.
Penganalisaan data dilakukan berpandu kepada persoalan dan hipotesis kajian. Secara amnya,
terdapat dua kaedah analisa digunakan dalam kajian ini, iaitu kaedah deskriptif dan kaedah
inferensi.
DAPATAN KAJIAN
Kajian ini dijalankan ke atas guru sekolah menengah terpilih bagi mewakili populasi daripada
bahagian Kuching, Samarahan, Sri Aman dan Betong, negeri Sarawak. Setelah saringan
dilakukan ke atas soal selidik yang dipulangkan, sejumlah 487 diperoses untuk tujuan analisis
dan ini mewakili sejumlah 487 orang responden.
Jadual 1 menunjukkan taburan latar belakang atau demografi responden dari aspek
gender responden, lokasi sekolahvserta pengalaman mengajar responden. Dari aspek gender
responden, didapati sejumlah 76.8 peratus atau 374 orang adalah dalam kalangan guru lelaki
dan selebihnya iaitu 23.2 peratus atau 113 orang sahaja guru perempuan yang terlibat.
Kebanyakan responden ini adalah terdiri daripada guru yang berada di luar bandar yang
mewakili 67.6 peratus dan hanya 32.4 peratus bertugas di bandar. Tempoh perkhidmatan atau
pengalaman responden memperlihatkan catatan tertinggi sebanyak 23.4 peratus adalah
mereka yang telah melebihi jangka masa 21 tahun ke atas dan jumlah terkecil adalah mereka
yang baru berkhidmat antara 1 hingga 5 tahun dengan hanya 14.8 peratus. Selebihnya adalah
mereka yang telah berkhidmat selama 6 hingga 10 tahun sebanyak 18.3 peratus, 11 hingga 15
tahun dengan jumlah 23.0 peratus dan 16 hingga 20 tahun pada kadar 20.5 peratus.

Latar belakang
Gender Responden

Lokasi

Pengalaman

Jadual 1:Taburan Profil Responden Kajian

Butiran
Kekerapan
Lelaki
374
Perempuan
113
Total
487
Bandar
158
Luar Bandar
329
Total
487
1 hingga 5 Tahun
72
6 hingga 10 Tahun
89
11 hingga 15 Tahun
112
16 hingga 20 Tahun
100
21 Tahun keatas
114
Total
487

Peratus
76.8
23.2
100
32.4
67.6
100
14.8
18.3
23.0
20.5
23.4
100

Pencapaian akademik sekolah bagi tujuan kajian ini adalah merujuk Gred Pencapaian
Sekolah (GPS) tahun 2011. Jadual 2 menunjukkan taburan pencapaian tersebut dan
meletakkan pencapaian 6.01 hingga 6.50 sebagai tertinggi dengan jumlah 61.6 peratus. Ini
diikuti pencapaian GPS antara 5.51 hingga 6.00 sebanyak 22.8 peratus, 5.01 hingga 5.50
dengan 10.3 peratus dan pencapaian terbaik dengan GPS antara 4.51 hingga 5.00 diwaklili
hanyan 5.3 peratus. Secara umumnya, analisis ini menunjukkan kebanyakan sekolah kajian
masih belum mencapai GPS yang baik dalam peperiksaan Sijil Pelajaran Malaysia terutama
bagi tahun 2011.
Jadual 2: Taburan Pencapaian Akademik Sekolah
Pencapaian (GPS)
Kekerapan
Peratus
164

4.51 5.00
5.01 5.50
5.51 6.00
6.01 6.50
Total

26
50
111
300
487

5.3
10.3
22.8
61.6
100

Merujuk kepada hasil analisis terhadap data variabel kajian, Jadual 3 melaporkan
secara keseluruhan tahap amalan pengetua di sekolah menengah kebangsaan harian biasa
Sarawak berada pada tahap yang tinggi. Nilai skor min yang direkodkan memberi penjelasan
bahawa tahap amalan kepimpinan instruksional, efikasi serta tugas rutin pengetua adalah
memberangsangkan berdasarkan persepsi para gurunya. Skor min 3.89 masing-masing
dicatatkan pada variabel kepimpinan instruksional dan efikasi pengetua. Manakala amalan
dalam tugas rutin pula berada pada nilai skor min 3.85. Keadaan ini menjelaskan bahawa para
pengetua kajian (Sekolah menengah kebangsaan harian biasa, Sarawak) telah mengamalkan
budaya kepimpinan instruksional, efikasi serta tugas rutin mereka pada tahap yang tinggi.

Jadual 3: Taburan Tahap Amalan Pengetua

Variabel
N
Min
SP
Kepimpinan Instruksional
487
3.89
.579
Efikasi
487
3.89
.606
Tugas Rutin
487
3.85
.573

Tahap
Tinggi
Tinggi
Tinggi

Bagi menguji hipotesis Nul berkaitan perbezaan antara variabel dengan faktor-faktor
demografi, analisis yang digunakan adalah ujian-t sampel bebas yang berfungsi untuk
menentukan sama ada terdapat perbezaan skor min kepimpinan instruksional pengetua
berdasarkan gander responden di sekolah menengah kebangsaan harian biasa di Sarawak.
Jadual 4 merupakan hasil analisis tentang perbezaan skor min berkaitan dengan soalan kajian
dan hipotesis yang berfokus terhadap perbezaan. Hasil ujian-t sampel bebas menunjukkan
tidak terdapat perbezaan yang signifikan antara kepimpinan instruksional pengetua
berdasarkan gander guru di sekolah menengah kebangsaan harian biasa di Sarawak. Ini
dibuktikan dengan catatan nilai p yang diperolehi ialah p= .379. Nilai ini adalah lebih besar
daripada nilai signifikan yang telah ditetapkan pada (p< .05) dan menunjukkan bahawa tidak
terdapat perbezaan signifikan antara faktor gander responden dengan amalan kepimpinan
instruksional pengetua. Keputusan ujian turut menunjukkan bahawa tidak terdapat perbezaan
skor min yang signifikan amalan kepimpinan instruksional pengetua berdasarkan lokasi sekolah
(lokasi kajian) di sekolah menengah kebangsaan harian biasa di Sarawak. Catatan nilai p yang
direkodkan adalah lebih besar daripada nilai signifikan yang telah ditetapkan (p< .05), iaitu p=
.164. Keputusan ini menunjukkan tidak terdapat perbezaan yang signifikan antara faktor lokasi
sekolah dengan amalan kepimpinan instruksional pengetua.
Jadual 4: Perbezaan Kepimpinan Pengetua Berdasarkan Gander dan Lokasi sekolah
Faktor Demografi
Min
SD
t
df
Sig.
Gander
161
Lelaki
3.925
.574
.880
484
.379
326
Perempuan
3.876
.582
Lokasi
158
Bandar
3.840
.630
-1.394
484
.164
329
Luar Bandar
3.918
.552

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Jadual 5 menunjukkan hasil ujian ANOVA Sehala bagi melihat perbezaan signifikan
antara kepimpinan instruksional pengetua berdasarkan tempoh berkhidmat guru (pengalaman
berkhidmat) di sekolah menengah kebangsaan harian biasa di Sarawak. Analisis ujian
menunjukkan nilai signifikan ialah p=.010, (F=3.387) iaitu lebih kecil daripada nilai signifikan
yang ditetapkan pada (p< .05). Oleh itu, hipotesis Nul yang menyatakan tidak terdapat
perbezaan min yang signifikan kepimpinan instruksional pengetua berdasarkan pengalaman
berkhidmat adalah ditolak. Ini bermaksud terdapatnya perbezaan antara kepimpinan
instruksional pengetua berdasarkan tempoh berkhidmat responden atau pengalaman
berkhidmat para guru.
Jadual 5: Perbezaan Kepimpinan Pengetua Berdasarkan Tempoh Berkhidmat
Variabel
Tempoh
ss
df
Min
F
Sig.
Berkhidmat
Square
Kepimpinan
Dalam Kumpulan
4.459
4
1.115
3.387
.010
Instruksional Antara Kumpulan
158.342
481
.329
Pengetua
Jumlah
162.801
481
Justeru itu, maka ujian Post-Hoc Tukey HSD dilakukan untuk menentukan pasangan
skor yang menunjukkan perbezaan signifikan tersebut. Berdasarkan Jadual 6, keputusan ujian
Post-Hoc Tukey HSD menunjukkan perbezaan yang signifikan antara pasangan responden
yang tempoh berkhidmat 1-5 tahun dengan responden yang tempoh berkhidmat 16-20 tahun (IJ=-.2653, p=.025) dan dengan responden berkhidmat lebih 25 tahun (I-J=-.2883, p=.008).
Perbezaan min yang negatif menunjukkan bahawa skor min kumpulan responden yang
berkhidmat 1-5 tahun lebih kecil daripada skor min kumpulan responden yang berkhidmat 16-20
tahun dan lebih 25 tahun. Dapatan ini bermaksud kumpulan guru yang berkhidmat 16-20 tahun
dan berkhidmat lebih 25 tahun mempunyai persepsi yang lebih positif terhadap kepimpinan
instruksional pengetua berbanding kumpulan guru yang berkhidmat 1-5 tahun di sekolah kajian.
Jadual 6: Perbandingan Kepimpinan Instruksional Pengetua berdasarkan Tempoh
Berkhidmat
Variabel
(I) Tempoh
(J) Tempoh
Perbezaan
Sig.
Berkhidmat
Berkhidmat
Min (I-J)
Kepimpinan
1-5 Tahun
6-10 Tahun
-.1465
.491
Instruksional
11-15 Tahun
-.2117
.106
Pengetua
16-20 Tahun
-.2653*
.025
Lebih 21 Tahun
-.2883*
.008

Jadual 7: Perbezaan Efikasi Pengetua Berdasarkan Gander dan Lokasi sekolah

Faktor Demografi
Min
SD
t
df
Sig.
Gander
161
Lelaki
3.902
.559
.261
486
.794
326
Perempuan
3.887
.629
Lokasi
158
Bandar
3.835
.679
-1.454
485
.147
329
Luar Bandar
3.920
.567
Analisis diteruskan dengan melangkau kepada persoalan kajian serta hipotesis yang
bertujuan untuk melihat perbezaan min berkaitan variabel efikasi pengetua berdasarkan ciri-ciri
demografi. Hasil analisis bagi dua ciri demografi iaitu gender responden dan lokasi sekolah
adalah seperti paparan pada Jadual 7. Dapatan daripada analisis ujian-t sampel bebas
menunjukkan dengan jelas bahawa tidak terdapat perbezaan signifikan antara persepsi efikasi
166

pengetua berdasarkan gander serta lokasi sekolah di sekolah menengah kebangsaan harian
biasa negeri Sarawak. Nilai signifikan yang diperolehi ialah masing-masing p= .794; dan .147,
nilai ini adalah lebih besar daripada nilai signifikan yang ditetapkan iaitu (p< .05). Keputusan ini
menunjukkan bahawa tidak terdapat perbezaan yang signifikan antara faktor gander serta
lokasi sekolah dengan efikasi pengetua.
Jadual 8: Perbezaan Efikasi Pengetua berdasarkan Tempoh Berkhidmat
Tempoh
ss
df
Min
F
Sig.
Berkhidmat
Square
Efikasi
Dalam Kumpulan
4 .517
4
1.129
3.124
.015
Pengetua
Antara Kumpulan
174.215
482
.361
Jumlah
178.733
486
Variabel

Jadual 9: Perbandingan Efikasi Pengetua Berdasarkan Tempoh Berkhidmat

Variabel
(I)
Tempoh
(J) Tempoh
Perbezaan Min
Sig.
Berkhidmat
Berkhidmat
(I-J)
Efikasi Pengetua
1- 5 Tahun
6-10 Tahun
-.1184
.726
11-15 Tahun
-.1547
.433
16-20 Tahun
-.2704*
.031
Lebih 21 Tahun
-.2719*
.023
Analisis selanjutnya adalah untuk melihat sama ada terdapatnya perbezaan signifikan
antara persepsi responden terhadap efikasi pengetua berdasarkan tempoh berkhidmat. Ujian
perbandingan turut Post-Hoc Tukey HSD dilaksanakan untuk menentukan pasangan skor yang
menunjukkan perbezaan signifikan jika keputusan ANOVA Sehala adalah signifikan pada (P<
0.05). Jadual 8 menunjukkan hasil ujian tersebut yang menunjukkan terdapatnya perbezaan
yang signifikan antara efikasi pengetua berdasarkan tempoh berkhidmat guru di sekolah
menengah kebangsaan harian biasa di Sarawak. Nilai yang dicatatkan adalah pada nilai
p=.015, (F=3.124) dan didapati lebih kecil daripada nilai signifikan yang ditetapkan, iaitu pada
(p< .05). Maka, ujian Post-Hoc Tukey HSD dilaksanakan dan hasilnya seperti pada Jadual 9.
Keputusan menunjukkan perbezaan kumpulan yang signifikan antara responden yang tempoh
berkhidmat 1-5 tahun dengan responden yang tempoh berkhidmat 16-20 tahun (I-J=-.2704,
p=.031). Ini turut direkodkan oleh para responden yang berkhidmat melebihi 21 tahun dengan
catatan pada (I-J=-.2719, p=.023).
Selanjutnya adalah analisis untuk menjawab persoalan serta hipotesis kajian yang
melibatkan perbezaan min berkaitan variabel tugas rutin pengetua berdasarkan ciri-ciri
demografi. Keputusan ujian-t sampel bebas seperti pada Jadual 10 jelas menunjukkan tidak
terdapatnya perbezaan skor min yang signifikan tugas rutin pengetua berdasarkan gander guru
(responden) serta lokasi sekolah di sekolah menengah menengah biasa negeri Sarawak.
Catatan yang direkodkan mendapati nilai signifikan diperolehi ialah masing-masing pada nilai
p= .962 dan p=.002. Nilai ini adalah lebih besar daripada nilai signifikan yang ditetapkan pada
aras (p< .05). Dapatan ini menunjukkan bahawa tidak terdapat perbezaan yang signifikan
antara faktor gander dan lokasi sekolah dengan tugas rutin pengetua.
Jadual 10: Perbezaan Tugas Rutin Pengetua Berdasarkan Gander
Faktor Demografi
Min
SD
t
df
Sig.
Gander
161 Lelaki
3.861
.585
.048
485
.962
326 Perempua
3.858
.568
n
Lokasi
158
Bandar
3.743
.658 -3.113
485
.002
167

329

Luar Bandar

3.914

.519

Jadual 11: Perbezaan Tugas Rutin Pengetua Berdasarkan Tempoh Berkhidmat

Variabel
Tempoh
ss
df
Min
F
Sig.
Berkhidmat
Square
Tugas Rutin
Dalam Kumpulan
2.638
4
.659
2.023
.090
Pengetua
Antara Kumpulan
157.135
482
.326
Jumlah
159.773
486
Analisis ANOVA Sehala dilancarkan untuk melihat perbezaan tugas rutin pengetua
berdasarkan tempoh perkhidmatan (pengalaman). Hasil ujian direkodkan pada Jadual 11 yang
menunjukkan tidak terdapatnya perbezaan skor min yang signifikan antara tugas rutin pengetua
berdasarkan tempoh berkhidmat (guru) responden. Catatan nilai skor adalah pada (F=2.023,
P=.090), dan ini menunjukkan bahawa nilai signifikan adalah lebih besar dari nilai signifikan
yang ditetapkan pada P< .05. Justeru itu disimpulkan bahawa tidak terdapat perbezaan min
yang signifikan tugas rutin pengetua berdasarkan pengalaman berkhidmat responden. Oleh itu,
ujian Post-Hoc Tukey HSD tidak dilakukan untuk melihat pasangan kumpulan yang berinteraksi.
Analisis seterusnya dilaksanakankan bagi mengenal pasti hubungan yang signifikan
antara sub skala dan variabel kepemimpinan instruksional pengetua, sub skala dan efikasi serta
sub skala dan tugas rutin pengetua dengan pencapaian akademik sekolah. Hubungan yang
dikenal pasti adalah dalam kalangan responden di sekolah menengah kebangsaan harian biasa
di Sarawak. Oleh itu analisis hubungan ini adalah berdasarkan kepada purata skor komposit
setiap variabel kajian yang dinyatakan hasil daripada respons responden terhadap skala
pengukuran yang digunakan. Berdasarkan Jadual 12, dapatan menampakkan hanya dua
daripada 11 sub skala kepimpinan instruksional pengetua menunjukkan terdapat hubungan
dengan prestasi akademik sekolah. Keputusan analisis korelasi Pearson mendapati terdapat
hubungan negatif yang signifikan dan berada pada tahap yang sangat rendah antara sub skala
kepimpinan instruksional pengetua iaitu pada sub skala (variabel) menyelaras kurikulum
dengan (r=-.123, p=.006) dan sub skala (variabel) memberi insentif kepada usaha guru pada
(r=-.094, p=.038).
Jadual 12: Hubungan antara Sub Skala Kepimpinan Instruksional Pengetua dengan
Prestasi Akademik Sekolah (N=487)
Variabel
Prestasi Akademik Sekolah
Merangka Matlamat Sekolah
Korelasi Person
-.058
Sig.(2-Tailed)
.202
Memperjelas Matlamat Sekolah
Korelasi Person
-.027
Sig.(2-Tailed)
.551
Mencerap dan Menilai Pengajaran Guru
Korelasi Person
-.024
Sig.(2-Tailed)
.603
Menyelaras Kurikulum
Korelasi Person
-.123*
Sig.(2-Tailed)
.006
Memantau Kemajuan Akademik Pelajar
Korelasi Person
-.066
Sig.(2-Tailed)
.147
Mengawal dan Melindungi Waktu
Korelasi Person
-.017
Pengajaran
Sig.(2-Tailed)
.714
Memberi
Sokongan
dalam
Aktiviti Korelasi Person
Pengajaran
Sig.(2-Tailed)
Memberi Insentif terhadap Usaha Guru
Korelasi Person
Sig.(2-Tailed)

-.044
.336
-.094**
.038
168

Membudayakan Perkembangan Staf

Menetapkan dan Menguatkuasakan Dasar
Menyediakan Ganjaran untuk Pelajar

Korelasi Person
Sig.(2-Tailed)
Korelasi Person
Sig.(2-Tailed)
Korelasi Person
Sig.(2-Tailed)

-.047
.297
.005
.907
-.032
.487

Manakala analisis Korelasi Pearson r pada Jadual 13 menunjukkan tidak terdapatnya

hubungan yang signifikan di antara sub skala efikasi pengetua dengan pencapaian (prestasi)
akademik di sekolah kajian. Ujian merekodkan nilai Korelasi Pearson r berada pada (r=-.037,
p=.409) bagi sub skala efikasi pengurusan tugas, manakala sub skala efikasi kepimpinan
instruksional merekodkan nilai korelasi pearson r pada (r=-070, p=.124) dan sub skala efikasi
kepimpinan moral pula berada pada (r=-.023, p=.618). Ini memberi makna bahawa tidak
terdapatnya hubungan sub skala efikasi pengetua dengan prestasi akademik sekolah,
terutamanya di sekolah bawah kajian.
Jadual 13: Hubungan antara Sub Skala Efikasi Pengetua dengan Prestasi Akademik
Sekolah (N=487)
Variabel
Prestasi Akademik Sekolah
Efikasi Pengurusan Tugas
Korelasi Person
-.037
Sig.(2-Tailed)
.409
Efikasi Kepimpinan Instruksional
Korelasi Person
-.070
Sig.(2-Tailed)
.124
Efikasi Kepimpinan Moral
Korelasi Person
-.023
Sig.(2-Tailed)
.618
Bagi variabel tugas rutin pengetua, keputusan ujian Korelasi Pearson r seperti ppada
Jadual 14 turut menunjukkan tidak terdapatnya hubungan yang signifikan antara sub skala
tugas rutin pengetua dengan pencapaian akademik sekolah. Catatan skor hasil ujian korelasi
Pearson r merekodkan nilai (r=-.052 dengan nilai p=0.251) bagi sub skala mesyuarat/taklimat,
tugasan pejabat pada (r=-.010, dan nilai p=.821), memantau persekitaran sekolah dengan nilai
(r=-.071, dan p=.116), mengurus hal disiplin pelajar pula pada (r=.061, dan p=.182), dan
menghadiri kursus mencatatkan nilai pada (r=-.075, dengan nilai p=.100). Sehubungan itu,
dengan mengambil kira dapatan ini maka pengkaji merumuskan bahawa tidak terdapat
hubungan yang signifikan antara sub-skala tugas rutin pengetua dengan pencapaian akademik
sekolah.
Jadual 14: Hubungan antara Sub Skala Tugas Rutin Pengetua dengan Prestasi Akademik
Sekolah (N=487)
Variabel
Prestasi Akademik Sekolah
Mesyuarat/Taklimat
Korelasi Person
-.052
Sig.(2-Tailed)
.251
Tugasan Pejabat
Korelasi Person
-.010
Sig.(2-Tailed)
.821
Memantau Persekitaran Sekolah
Korelasi Person
-.071
Sig.(2-Tailed)
.116
Mengurus Hal Disiplin Pelajar
Korelasi Person
.061
Sig.(2-Tailed)
.182
Menghadiri Kursus
Korelasi Person
-.075
Sig.(2-Tailed)
.100
169

Seterusnya, analisis berkaitan hubungan variabel kepimpinan instruksional, efikasi dan

tugas rutin pengetua terhadap pencapaian akademik sekolah. Hasil analisis menunjukkan tidak
terdapatnya hubungan yang signifikan dengan prestasi akademik sekolah seperti yang
dipaparkan pada Jadual 15. Keeluruhannya nilai signifikan yang diperolehi adalah lebih besar
daripada aras signifikan p< .05 yang telah ditetapkan. Catatan nilai skor yang diperolehi adalah
pada (r=-.051, p=.266) antara kepimpinan instruksional pengetua dengan prestasi akademik
sekolah. Seterusnya variabel efikasi pengetua merekodkan nilai skor pada (r=-.052, p=.251)
dan tugas rutin pengetua pula pada (r=-.032, p=.486) yang menunjukkan tidak terdapat
hubungan yang signifikan dengan prestasi akademik sekolah. Justeru itu penyelidik
merumuskan bahawa tidak terdapat hubungan yang signifikan antara variabel kepimpinan
instruksional pengetua, efikasi pengetua dan tugas rutin pengetua dengan prestasi akademik
sekolah.
Jadual 15: Hubungan antara Kepimpinan Instruksional Pengetua, Efikasi Pengetua dan
Tugas Rutin Pengetua dengan Prestasi Akademik Sekolah (N=487)
Variabel
Prestasi Akademik Sekolah
Korelasi Person
-.051
Kepimpinan Instruksional Pengetua
Sig.(2-Tailed)
.266
Korelasi Person
-.052
Efikasi Pengetua
Sig.(2-Tailed)
.251
Korelasi Person
-.032
Tugas Rutin Pengetua
Sig.(2-Tailed)
.486
Keputusan analisis regresi berganda (stepwise) menunjukkan secara tidak signifikin
ketiga-tiga variabel peramal iaitu kepimpinan instruksional pengetua, efikasi pengetua dan
tugas rutin pengetua bukan penyumbang pengaruh kepada prestasi akademik sekolah di
sekolah, terutama di sekolah kajian. Ini selari dengan dapatan analisis korelasi Pearson
terdahulu menunjukkan bahawa ketiga-tiga variabel iaitu kepimpinan instruksional pengetua,
efikasi pengetua dan tugas rutin pengetua tidak mempunyai hubungan yang signifikan dengan
prestasi akademik sekolah. Berdasarkan dapatan ini, penyelidik merumuskan bahawa variabel
peramal iaitu kepimpinan instruksional pengetua, efikasi pengetua dan tugas rutin pengetua
bukan faktor penyumbang kepada prestasi akademik sekolah.

PERBINCANGAN
Berdasarkan dapatan kajian, pencapaian akademik di sekolah menengah harian biasa negeri
Sarawak secara umumnya masih berada pada tahap yang sederhana dan kurang memuaskan.
Dapatan kajian yang meletakkan Gred Purata Sekolah (GPS) pada aras 6.01 hingga 6.50
sebagai kekerapan yang tertinggi membayangkan keadaan yang kurang memuaskan atau
berada pada tahap yang agak rendah. Ini adalah selari dengan laporan JPNS (2009) yang
merumuskan secara keseluruhannya pencapaian akademik sekolah di negeri Sarawak masih
berada pada tahap yang kurang memuaskan. Sehubungan itu (Julaihi, 2009) menggesa
kepimpinan serta warga sekolah memberi perhatian yang serius dengan mencari punca dan
merancang strategi yang efektif bagi menangani masalah tersebut. Ramai penyelidik
meletakkan corak kepemimpinan pengetua sebagai asas kepada kemenjadian akademik
pelajar yang berkesan. Pernyataan ini selaras dengan dapatan kajian oleh Baharom (1998),
Hussein (2008), Reeves (2004), dan Zaini (1997) yang mendapati bahawa kebanyakan sekolah
170

yang baik pencapaian akademiknya diterajui oleh pengetua yang mengamalkan tahap
kepemimpinan instruksional pada aras yang tinggi.
Permis tersebut dilihat sedikit bertentangan dengan kajian yang dilaksanakan, di mana
tahap amalan kepimpinan instruksional berada pada min 3.96 dan dikategorikan sebagai tinggi,
namun prestasi pencapaian akadimik masih berada pada tahap yang kurang memuaskan. Ini
membayangkan bahawa para pemimpin sekolah atau pengetua tidak berupaya untuk
menjelmakan prestasi akademik yang cemerlang secara total tanpa sokongan daripada sub
ordinat yang membentuk sistem organisasi sesebuah sekolah. Selain itu, factor beban tugas
yang harus mereka laksanakan bagi menjadikan sekolah yang dipimpin beroperasi seperti
mana yang dikehendaki turutbertindak sebagai penyumbang. Hasil analisis menunjukkan
bahawa tugas rutin yang perlu ditangani oleh para pengetua di sekolah juga berada pada tahap
yang tinggi dengan min berada pada 3.85. Nilai ini merupakan skor tinggi dengan perbezaan
hanya 0.04 daripada kesemua variabel yang terlibat dalam kajian. Keputusan ini
menggambarkan bahawa seseorang pengetua itu sentiasa sibuk dengan urusan pengurusan
serta pentadbiran sekolah sehingga memberi pengaruh terhadap pencapaian akademik. Ini
selaras dengan dapatan kajian yang dilaksanakan oleh Azlin (2006), Bity Salwa (2009),
Maimunah, (2005) dan Zailah, (2007) yang mendapati bahawa secara realitinya para pengetua
di Malaysia terlalu sibuk dengan urusan kerja yang menjadi tugasan rutin dan tugasan ini ada di
antaranya yang tiada kaitan langsung dengan kurikulum dan pengajaran. Namun, apa yang
menarik dalam kajian yang dilaksanakan adalah keupayaan para pengetua untuk
mengintegrasikan amalan kepimpinan instruksional dan tugas rutin yang boleh berjalan seiring.
Merujuk kepada dapatan kajian yang meletakkan kedua-dua variabel ini berada pada tahap
yang tinggi, memberi makna bahawa mereka mempunyai keyakinan yang tinggi terhadap
kemampuan dalam menyerap tugas yang diamanahkan. Ini dibuktikan bila mana variabel tahap
efikasi pengetua juga mendapat min yang tinggi, iaitu pada 3.89. Berdasarkan kepada nilai min
ini, ternyata para pengetua sedar dan berkeyakinan terhadap diri sendiri tentang kemampuan
yang dimiliki. Dengan adanya tahap efikasi yang tinggi, secara tidak langsung segala kekangan
yang dihadapi dapat ditangani dan dilaksanakan dengan jayanya.
Terdapat sebelas fungsi utama kepimpinan instruksional yang digariskan dan
dikelompokkan kepada tiga deminsi, iaitu (1) mendefinisikan misi sekolah dengan fungsi
merangka dan menyampaikan matlamat sekolah; (2) mengurus program instruksional
melibatkan tiga fungsi seperti menyelia dan menilai pengajaran, menyelaras kurikulum serta
memantau kemajuan pelajar; dan (3) membentuk iklim sekolah yang memeberi penekanan
terhadap fungsi melindungi masa pengajaran, mempromosi pembangunan professional,
mengekalkan visibiliti yang tinggi, menguatkuasakan piawaian akademik, menyediakan insentif
kepada murid dan guru. Daripada 11 fungsi ini, didapati bahawa secara keseluruhannya berada
pada tahap sedarhana dari segi amalan mengikut sub skala tersebut. Faktor pengalaman
kepemimpinan instruksional pengetua didapati memberi sumbangan yang positif dalam
pencapaian akademik sekolah. Berdasarkan penemuan ini, seharusnya perlantikan pengetua di
sesebuah sekolah mestilah berpandukan kepada pengalaman berkhidmat, sama ada sebagai
tenaga pengajar atau pengalaman menjawat jawatan utama sebelum menjadi pengetua.
Manakala faktor gander dan lokasi dilihat bukanlah merupakan faktor terhadap amalan
kepimpinan instruksional dalam kalangan pengetua serta unsur yang akan menentukan tahap
pencapaian akademik. Ini menjelaskan bahawa amalan tingkah laku pengetua untuk
melaksanakan tanggung jawab sebagai pemimpin instruksional di sekolah boleh dilakukan oleh
pengetua lelaki mahupun pengetua perempuan pada prestasi yang sama tanpa mengira di
mana mereka bertugas. Dengan kata lain, keberkesanan amalan kepimpinan instruksional di
sekolah tidak boleh diukur berdasarkan gender serta lokasi bertugas seseorang pengetua
tersebut.
Pandangan terhadap efikasi pengetua pula adalah positif terhadap elemen utama
seperti efikasi pengurusan tugas, efikasi kepimpinan instruksional, dan efikasi kepimpinan
171

moral. Secara umumnya, hasil kajian menunjukkan tidak terdapat perbezaan min terhadap
hubungan efikasi pengetua dengan pencapaian akademik sekolah bagi faktor gander dan lokasi
sekolah. Justeru itu, dirumuskan bahawa aspek gander serta lokasi sekolah merupakan antara
faktor yang tidak memberi kesan terhadap tahap efikasi pengetua dengan pencapaian
akademik sekolah. Demikian juga halnya dengan elemen lokasi sekolah yang didapati tidak
menempakkan pengaruh yang signifikan terhadap terhadap tahap efikasi pengetua dengan
pencapaian akademik sekolah. Fenomena ini berlaku disebabkan oleh diskripsi tugas yang
harus dilaksanakan tidak banyak berbeza. Selain itu, para pengetua tetap perlu melaksanakan
segala perancangan serta dasar yang telah ditetapkan oleh Kementerian Pendidikan tanpa
mengira di kawasan mana mereka ditempatkan untuk berkhidmat. Isu persekitaran kerja tidak
menjadi halangan kerana sebelum menerima jawatan sebagai pengetua, mereka telah
bersetuju untuk tidak mempersoalkan lokasi di mana mereka ditempatkan.
Tanggungjawab serta amalan setiap pengetua yang menjadi pemimpin di sekolah tidak
terkecuali daripada melaksanakan tugas rutin yang merupakan sebahagian beban tugas
mereka. Terdapat lima aspek terkandung sebagai tugas rutin pengetua, iaitu mesyuarat atau
taklimat, tugasan pejabat, memantau persekitaran sekolah, mengurus hal disiplin pelajar, serta
menghadiri kursus. Aspek-aspek ini adalah selari dengan yang digunakan oleh Azlin (2006),
Maimunah (2005) dan BPPP KPM (1987) dalam kajian terhadap tugas rutin dan beban tugas
pengetua. Keputusan kajian mendapati faktor lokasi menunjukkan ada hubungannya dengan
amalan pengetua dalam menangani tugas rutin. Faktor logistik sekolah di luar bandar dilihat
mampu membataskan pergerakan serta kelancaran seseorang pengetua tersebut untuk
melaksanakan tanggungjawabnya dalam tempoh masa yang telah ditetapkan. Kondusi ini
memberi persepsi negatif dalam kalangan pengetua terhadap keperluan untuk melaksanakan
tugas rutin sebagai mana yang telah ditetapkan oleh pihak jabatan atau kementerian. Namun,
faktor gender, kategori dan pengalaman berkhidmat tidak menjadi halangan ketara terhadap
amalan tugas rutin pengetua dengan pencapaian akademik sekolah.
Merujuk kepada hubungan yang lemah antara kepimpinan instruksional, efikasi dan
tugas rutin pengetua terhadap pencapaian akademik, maka ketiga-tiga peramal ini didapati
memberikan pengaruh yang tidak signifikan terhadap pencapaian akademik. Maka dengan itu,
penyelidik merumuskan bahawa peramal kepimpinan instruksional, efikasi dan tugas rutin
pengetua didapati tidak memberi pengaruh yang positif terhadap pencapaian akademik sekolah
dengan kapesiti dilaksanakan oleh pengetua secara sendirian tanpa melibatkan kerja sama
orang bawahan serta sumber-sumber yang ada di bawah kawalannya. Ini menunjukkan bahawa
amalan kepimpinan instruksional, efikasi dan tugas rutin pengetua yang tinggi didapati tidak
menyumbang pengaruhnya yang signifikan terhadap pencapaian akademik di sesebuah
sekolah tanpa adanya sokongan sub ordinatnya. Keputusan ini secara tidak langsung
memberikan interpretasi kepada pengetua tentang perlunya amalan kepimpinan serta
pengurusan dikolaborasikan bersama orang bawahan sebagai pemimpin di sekolah. Ini kerana,
tanpa sokongan orang bawahan, amalan kepimpinan instruksional sahaja tidak memberi makna
yang jelas terhadap kemenjadian akademik pelajar. Selaras dengan kajian awal yang telah
dilakukan oleh Abdul Shukor (2004), Alig-Mielcarek (2003), Azmahani et al., (2007), Holland
dan Adam (2002), serta Bushmen et al.,(2001) yang sepakat merumuskan bahawa amalan
kepimpinan instruksional pengetua di sekolah akan meningkatkan komitmen orang bawahan
dan seterusnya memberi kesan (pengaruh) terhadap pencapaian akademik. Dapatan ini
menyatakan bahawa faktor kepimpinan instruksional pengetua tidak boleh berdiri sendiri kerana
pelaksananya adalah orang bawahan (guru). Selain itu, secara tidak langsung amalan
kepimpinan instruksional pengetua juga dilihat mampu meminimumkan pengaruh yang kurang
menyenangkan oleh peramal tugas rutin yang terpaksa dilaksanakan.
Penemuan dalam kajian ini menjurus kepada dakwaan bahawa amalan kepimpinan
pengetua bukanlah sesuatu yang perlu didambakan bagi mencapai kemuncak prestasi
akademik sekolah berada pada tahap terbaik adalah songsang. Namun demikian, amalannya
172

haruslah dikongsi bersama atau diupayakan terhadap orang bawahan terutamanya para guru
yang bertindak sebagai pelaksana. Amalan kepimpinan instruksional pengetua dengan
melibatkan kesemua fungsi ternyata memberi pengaruh terhadap keberkesanan sekolah
terutama dalam bidang akademik. Justeru itu, para pengetua yang menjadi pemimpin di
sekolah disaran agar melaksanakan kepimpinan instruksional secara total. Ini kerana, terdapat
pengetua yang dikatakan bertindak sebagai pemimpin instruksional hanya melaksanakan
sebahagian sahaja daripada fungsi dalam kepimpinan ini. Manukaran (2003) dan Nasirah
(2000) contonya, melaporkan bahawa sebahagian besar pengetua di bawah kajian mereka
sering mengabaikan dimensi pengurusan kurikulum dan pengajaran serta peranan sebagai
penyelia dan penilai pengajaran. Kealpaan sebegini sudah tentu memberi pengaruh yang besar
terhadap kemenjadian pelajar serta pencapaian akademik yang hendak dicapai.
Kombinasi kepimpinan instruksional dan keperluan melaksanakan tugas rutin dalam
kalangan pengetua boleh diimbangi dengan adanya tahap keyakinan terhadap kebolehan serta
kemampuan diri sendiri bagi menyerap keperluan yang dituntut sebagai pemimpin di sekolah.
Keyakinan terhadap kemampuan diri sendiri adalah berhubung dengan tahap efikasi dalam
kalangan pengetua. Ini bermakna, tahap efikasi yang positif dalam kalangan pengetua memberi
pengaruh yang positif terhadap tahap amalan kepimpinan instruksional dan keperluan
melaksanakan tugas rutin yang akhirnya membantu dalam mewujudkan suasana kerja yang
kondusif dalam kalangan orang bawahan. Secara tidak langsung, kondusi ini membawa kepada
komitmen serta kepuasan kerja yang tinggi dalam kalangan orang bawahan dan amalan kerja
sepasukan dapat diwujudkan. Hasilnya, dengan kombinasi yang positif antara kepimpinan
instruksional dan tugas rutin pengetua dapat menjadikan iklim pengajaran serta pembelajaran
lebih efektif dan dengan sendirinya menyumbang untuk menghasilkan keputusan akademik
sekolah yang lebih positif.
RUMUSAN
Kecemerlangan dan keberkesanan sesebuah sekolah dalam menyediakkan output yang positif
ke atas pelajar merupakan topik serta isu yang tidak ada kesudahannya dalam dunia
pendidikan. Penemuan di bawah kajian telah memberikan maklumat kepada dunia pendidikan
di Malaysia, khususnya di bahagian Kuching, Samarahan, Sri Aman dan Betong negeri
Sarawak bahawa kepimpinan instruksional pengetua tanpa sokongan orang bawahan tidak
releven dalam memainkan peranan untuk menghasilkan pencapaian akademik sekolah
walaupun dibantu oleh tahap efikasi yang tinnngi bagi mengimbangi beban tugas yang
sebahagian besarnya didokongi oleh tugas rutin mereka. Justeru itu, para pengetua haruslah
menyedari bahawa kepimpinan instruksional dan konsep efikasi yang tinggi sahaja belum
mampu memberi pengaruh yang positif terhadap pencapaian akademik tanpa penglibatan
orang bawahan. Kelestarian kepimpinan instruksional dan efikasi seharusnya diupayakan
sepenuhnya bagi melibatkan orang bawahan memberi komitmen serta mendapat kepuasan
kerja yang tinggi walaupun dalam masa yang sama terpaksa melaksanakan tugas rutin
berkaitan dengan pentadbiran atau pengurusan.

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175

AMALAN KEPIMPINAN SERVAN, KOMPETENSI KOMUNIKASI,

PERSONALITI GURU BESAR SERTA BUDAYA ORGANISASI SEKOLAH TERHADAP
MOTIVASI KERJA GURU
Shukri Bin Zain
Relly Anak Tasap
Fakulti Psikologi dan Pendidikan,
Universiti Malaysia Sabah
Abstrak
Kajian ini bertujuan mengenal pasti hubungan dan pengaruh amalan kepimpinan servan,
kompetensi komunikasi, personaliti guru besar serta budaya organisasi sekolah terhadap
motivasi kerja guru. Kaedah tinjauan melibatkan 480 orang guru sekolah rendah yang
mendapat Tawaran Baru (New Deal)di Sarawak ini, menggunakan soal selidik amalan
kepimpinan servan (Laub, 1999), kompetensi komunikasi (Valentine, 1981), personaliti guru
besar (Goldberg, 1999), budaya organisasi sekolah (Wallach, 1983) dan motivasi kerja guru
(Farmer, 2010) sebagai alat ukur kajian. Data dianalisis menggunakan perisian SPSS 20.0 dan
AMOS 21.0, melibatkan Korelasi Pearson, Regresi Berganda dan Analisis Laluan (SEM) pada aras
signifikan p<.05. Dapatan kajian menunjukkan terdapat hubungan yang signifikan amalan
kepimpinan servan (r=0.331), kompetensi komunikasi (r=0.223), personaliti guru besar
(r=0.354) dan budaya organisasi sekolah (r=0.475) dengan motivasi kerja guru. Analisis
Regresi Berganda menunjukkan budaya organisasi sekolah (=0.397, p=0.000) memberi
pengaruh yang signifikan dominan terhadap motivasi kerja guru. Analisis Laluan menunjukkan
terdapat hubungan secara langsung dan tidak langsung yang signifikan pemboleh ubah tidak
bersandar dengan pemboleh ubah bersandar.Justeru, aspek-aspek ini perlu diberi perhatian oleh
pentadbir dalam usaha meningkatkan motivasi kerja guru, demi kelangsungan kecemerlangan
sekolah.
Kata Kunci: Kepimpinan Servan, Kompetensi Komunikasi, Personaliti Guru Besar, Budaya
OrganisasiSekolah, Motivasi Kerja Guru.

Abstract

176

THE RELATIONSHIP OF SERVANT LEADERSHIP PRACTICES, COMMUNICATION

COMPETENCIES, PERSONALITY OF PRINCIPALS AND SCHOOL ORGANIZATION
CULTURE TOWARD TEACHERS WORK MOTIVATION
The purpose of this research is to identify the relationship and influence of servant leadership
practices, communication competencies, personality of principals and school organization
culture toward teachers work motivation. This quantitative survey research involved 480
teachers of New Deal primary school in Sarawak. The instrument used were questionnaire
servant leadership practices (Laub, 1999), communication competencies (Valentine, 1981),
personality of principal (Goldberg, 1999), school organization culture (Wallach, 1983) and
teachers work motivation (Farmer, 2010). The data were analysed using SPSS 20.0 and AMOS
21.0, involved Pearson Correlation, Multiple Regression and Path Analysis (SEM) with significant
level p<.05. The findings showed that there were relationship between servant leadership
practices(r=0.331), communication competencies(r=0.223), personality of principals(r=0.354)
and school organization culture(r=0.475) with teachers work motivation. Multiple Regression
analysis showed that school organization culture (=0.397, p=0.000)was the most dominant
influenced factor of teachers work motivation. Path Analysis showed that there were significant
direct and indirect relationships independent variables and dependent variable. Hence, these
aspects should be considered by administrators in its effort to enhance teachers work
motivation and sustain school performance.
Key words: Servant leadership, communication competencies, personality of principals, school
organization culture, teachers work motivation.

Pengenalan
Kelangsungan untuk berdaya saing dan mengatasi pelbagai cabaran sudah tentu memerlukan
modal insan yang berkualiti dan berpengetahuan, untuk terus merealisasikan agenda
pembangunan negara.Pelaksanaan transformasi pendidikan merupakan pendekatan dan strategi
baharu agar modal insan mampu memiliki dan menguasai kemahiran yang diperlukan dalam
abad ke-21, seperti berfikiran kreatif dan kritis, serta menggalakkan perkembangan sahsiah
yang holistik dan seimbang.Guru dan kepimpinan sekolah boleh dianggap sebagai pemacu
penting bagi keberhasilan pelajar. Justeru itu, aspek yang melibatkan motivasi kerja guru yang
pada asasnya dijana oleh kepimpinan sekolah perlu diberi perhatian yang serius.Hal ini kerana,
kesungguhan guru dalam melaksanakan tanggungjawab serta keupayaan guru besar dalam
memimpin adalah aspek penting yang menentukan jatuh bangunnya sesebuah
sekolah.Tanggungjawab ini bukan sesuatu yang mudah memandangkan tuntutan masyarakat
dan desakan semasa yang mahukan pelajar memiliki kemahiran yang menyeluruh.Keberkesan
177

institusi pendidikan khususnya di peringkat sekolah sering dikaitkan dengan guru-guru yang
mempunyai motivasi kerja yang tinggi serta komited dalam mendidik para pelajar (Barnett dan
McCormnick, 2003; Alimuddin Mohd Dom, 2006). Menurut Briggs dan Wohlsletter (2003),
guruakan bermotivasi untuk terus mencapai matlamat organisasi sekolah, sekiranya segala
usaha dan kerja keras mereka dihargai dan diberi layanan adil oleh guru besar. Sementara itu
Hoy dan Miskel (2005) dan Hayden (2011), menjelaskan motivasi kerja guru yang tinggi
berupaya meningkatkan pencapaian akademik pelajar melalui kesungguhan dalam
melaksanakan sesi pengajaran dan pembelajaran sama ada di luar atau di dalam bilik darjah.
Penyataan Masalah
Diteliti dari perspektif yang global dengan mengambil kira penyertaan Malaysia dalam Trends in
International Mathematics and Science Study (TIMSS) dan Programme for International Student
Assessment (PISA) pada tahun 2009, menunjukkan negara kita berada pada kedudukan
tercorot sekiranya dibandingkan dengan 74 buah negara peserta yang turut serta di dalam
program tersebut (KPM 2012). Situasi ini sudah tentu membuka mata semua pihak untuk
berganding bahu ke arah usaha meningkatkan lagi keberkesanan sistem pendidikan
negara.Hutching et al. (2000), menjelaskan motivasi kerja yang rendah dalam kalangan guru
boleh berlaku disebabkan oleh amalan kepimpinan yang tidak sesuai serta pengurusan yang
teruk.Keadaan ini turut mengakibatkan prestasi pelajar merudum.Hakikat ini menjelaskan
bahawa guru besar harus berupaya untuk memotivasikan guru-guru dalam melaksanakan
segala aktiviti kurikulum dan kokurikulum dengan berkesan serta memahami aspek penilaian,
pengajaran, isu-isu perundangan, pengagihan peruntukan, isu-isu personel, amalan
pembangunan profesional dan sebagainya. Menurut Unit Pengurusan Prestasi dan Pelaksanaan
(2010), yang mengulas laporan Mid-continent Research for Education and Learning (McREL)
dalam analisis daripada 70 kajian lepas mendapati, peningkatan satu (1) sisihan piawai dalam
kualiti kepimpinan akan memberi kesan kepada pencapaian murid sebanyak 10 persentil (~0.25
sisihan piawai).
Masalah membabitkan motivasi kerja guru merupakan aspek yang membimbangkan dan
perlu diberi perhatian yang sewajarnya. Ketidakupayaan guru mencerna segala bentuk isu
khususnya di sekolah telah menimbulkan implikasi negatif terhadap motivasi kerja,yang sekali
gus telah menjejaskan perkembangan mutu pendidikan negara. Pada prinsipnya, tugas hakiki
dan rutin guru bukan hanya terlibat secara langsung dalam aktiviti pengajaran dan
pembelajaran tetapi juga perlu menyelesaikan tugas mengurus, merancang dan menyedia
segala rupa bentuk rekod-rekod serta pelaporan kemajuan pelajarnya.Motivasi kerja guru yang
rendah boleh dianggap sebagai halangan kepada usaha meningkatkan keberkesanan dan
kecemerlangan sekolah secara berterusan.Menurut Shahri (2006), situasi semasa dalam bidang
tugas guru dikenal pasti antara faktor yang menyebabkan guru tertekan, hilang minat dalam
profesion perguruan,serta kurang bermotivasimelaksanakan tugas.Keberkesanan sesebuah
sekolah mampu dicapai sekiranya wujud motivasi kerja yang tinggi dalam kalangan guru
(Farmer, 2010), kepimpinan yang mantap (Yukl, 2006) serta memiliki kompetensi kominikasi
(Shukri Zain, 2011), personaliti pemimpin yang unggul (Hussein Mahmood, 2008), dan
mempunyai budaya organisasi sekolah yang baik (Hoy dan Miskel, 2005). Justeru itu, adalah
sesuai diadakan kajian untuk meneliti aspek amalan kepimpinan servan, kompetensi komunikasi
dan personaliti guru besar serta budaya organisasi sekolah terhadap motivasi kerja guru di
sekolah yang mendapat anugerah Tawaran Baru(New Deal) ini, agar amalan dan pendekatan
yang dipraktikkan dapat dicontohi oleh sekolah-sekolah lain di Sarawak khasnya dan Malaysia
amnya.
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Objektif Kajian
Objektif utama kajian ini adalah untuk mengenalpasti hubungan, pengaruh dan hubungan
secara langsung dan tidak langsung amalan kepimpinan servan, kompetensi komunikasi,
personaliti guru besar serta budaya orgnisasi sekolah terhadap motivasi kerja guru di sekolah
rendah yang mendapat Tawaran Baru di negeri Sarawak. Secara spesifiknya kajian ini bertujuan
untuk:
1)
2)
3)

Mengenal pasti sama ada terdapat hubungan yang signifikan amalan kepimpinan
servan, kompetensi komunikasi, personaliti guru besar dan budaya organisasi sekolah
dengan motivasi kerja guru.
Mengenal pasti sama ada terdapat pengaruh yang signifikan amalan kepimpinan servan,
kompetensi komunikasi, personaliti guru besar, dan budaya organisasi sekolah terhadap
motivasi kerja guru.
Mengenal pasti sama ada terdapat hubungan dan pengaruh secara langsung dan secara
tidak langsung yang signifikan amalan kepimpinan servan, kompetensi komunikasi,
personaliti guru besar dan budaya organisasi sekolah terhadap motivasi kerja guru.

Sorotan Literatur
Motivasi boleh didefinisikan sebagai proses yang bertanggungjawab mengarah mengaktif,
menjana, mengarah dan mendorong seseorang, agar berusaha secara berterusan untuk
mencapai sesuatu matlamat. Dari pespektif yang lainmotivasi diertikan sebagai dorongan secara
biologi, emosi, kognitif atau sosial yang mengaktif dan mengarahkan tingkahlaku seseorang
untuk melakukan sesuatu itu dengan lebih berkesan dan pantas (Muhammad Naseer et al.,
2011; Robbins dan Judge,2013). Sementara itu, Baharom dan Iliyas (2009), pula menyatakan
motivasi adalah elemen yang merangsang, mendorong, mengarah dan mengekalkan
tingkahlaku seseorang dalam melakukan aktiviti ataupun tindakan. Dalam konteks kajian ini
motivasi kerja guru adalah merujuk kepada elemen kepercayaan efikasi bersama, kepercayaan
efikasi diri, kepercayaan peningkatan, motivasi instinsik dan motivasi ekstrinsik (Farmers, 2010)
serta kepuasan umum (general satisfaction) yang merangsang, mendorong, dan mengekalkan
tingkahlaku atau tindakan untuk terus berkeinginan dan berkeyakinan ke arah mencapai
sesuatu matlamat.
Kepimpinan Servan pula diertikan sebagai fahaman atau amalan kepimpinan yang
meletakkan keutamaan kepada kakitangan dan perkhidmatan daripada kepentingan diri dan
kedudukan sebagai pemimpin dalam mencapai matlamat organisasi(Greenleaf, 1970).Merujuk
kepada prinsip ini Laub (1999), telah mendefinisikan kepimpinan servan sebagai amalan atau
tingkah laku pemimpin yang mengutamakan kakitangan atau anggota organisasi melebihi
kepentingan diri yang merangkumi aspek seperti menghargai individu, membangunkan individu,
membina komuniti, memperlihatkan keaslian, menyediakan kepimpinan dan mengongsikan
kepimpinan.Mengikut konteks kajian ini, kepimpinan servan didefinisikan sebagai amalan
kepimpinan guru besar yang meletakkan keutamaan kepada guru atau kakitangan di bawahnya,
sebelum meletakkan kepentingan diri sebagai pemimpin di dalam organisasi sekolah.Amalan ini
berprinsipkan to serve to serve first dan tanpa guru serta kakitangan bawahan usaha untuk
mencapai matlamat dan kecemerlangan sekolah adalah mustahil.Berteraskan prinsip ini amalan
kepimpinan servan yang diketengahkan adalah merangkumi aspek seperti menghargai individu,
membangunkan individu, membina komuniti, memperlihatkan keaslian dan menyediakan
kepimpinan.Amalan kepimpinan servan yang dipraktikkan di dalam sesebuah organisasi didapati
179

berupaya memotivasikan anggota untuk terus bersama mencapai matlamat organisasi.Aspek ini
diperakui oleh Huang et al. (2005), yang menegaskan bahawa amalan kepimpinan yang
memiliki ciri-ciri kepimpinan servan seperti kepimpinan karismatik mempunyai hubungan
dengan motivasi anggota organisasi.Dalam konteks sekolah amalan kepimpinan servan yang
dipraktikkan oleh guru besar didapati berperanan penting dalam mempengaruhi motivasi kerja
guru dalam merancang dan melaksanakan segala program pembelajaran pelajar (Cerit, 2008;
Svoboda, 2008).Sementara itu English (2011), yang menjalankan kajian bagi mengenal pasti
hubungan amalan kepimpinan servan guru besar dengan kepuasan kerja guru, turut bersetuju
bahawa amalan kepimpinan servan yang mengambil kira elemen-elemen instrinsik berperanan
dalam mempengaruhi motivasi kerja seseorang.
Kompetensi komunikasi guru besar bolehdidefinisikan sebagai interaksi guru besar dan
guru yang merangkumi elemen seperti perkongsian pengetahuan, aspek motivasi, perkongsian
kemahiran, pemahaman tingkahlaku dan keberkesanan hubungan(Spitzberg, 1983).Kompetensi
komunikasi juga diertikan sebagai kemahiran lisan dan bertulis secara berkesan yang
melibatkan interaksi sesama manusia (Jones dan George, 2009).Dalam konteks kajian ini,
kompetensi komunikasi didefinisikan sebagai keupayaan pemimpin sekolah dalam keterlibatan
secara afektif, pemangkin perkembangan, pendorong dan penyampai maklumat (Valentine,
1981) ke arah perhubungan yang lebih berkesan.Komunikasi yang baik antara guru besar dan
guru akan melancarkan segala aspek pengurusan dan pembelajaran pelajar. Hal ini diperakui
oleh Smith (2011), yang menjelaskan bahawa kompetensi komunikasi pemimpin sesebuah
organisasi mempunyai hubungan dengan motivasi kerja anggota. Dalam hal yang samaShurki
Zain et al. (2011), juga menegaskan bahawa keupayaan pemimpin berkomunikasi dengan
anggotanya bukan sahaja mampu memotivasikan anggota organisasi, malah berupaya
mengukuhkan lagi kerjasama dan semangat berpasukan di dalam organisasi.
Personaliti guru besar adalah merujuk kepada kombinasi ciri-ciri unik seseorang yang
bergabung untuk menentukan bagaimana ianya bertindak terhadap persekitaran sosial dan
fizikal (Liebert dan Liebert, 1998).Personaliti juga didefinisikan sebagai gambaran terhadap
seseorang yang merupakan ciri asas dalam membentuk gelagat individu yang melibatkan
perasaan, pemikiran dan tindakan (Zafir Mohd Makhbul et al., 2012).Dalam konteks kajian ini
personaliti guru besar didefinisikan sebagai ciri-ciri sifat guru besar yang seimbang, yang
meliputi
elemen
seperti
ekstraversi,
keakuran,
ketelitian,
neurotikisme
dan
keterbukaan.Personaliti pemimpin yang mantap bukan sahaja menjadikannya stabil serta
berupaya menghadapi pelbagai situasi (Furnhamet al., 2009),malah mampu menginspirasi dan
mempengaruhi anggota organisasi. Menurut Nirachon (2010), yang menjalankan kajian bagi
mengenal pasti peranan personaliti, motivasi dan budaya organisasi dalam menentukan
kompetensi pengurusan, mendapati bahawa personaliti pemimpin dan motivasi kerja anggota
mempunyai hubungan.Aspek ini turut dipersetujui oleh Fang Yang (2011), yang menegaskan
bahawa ciri-ciri peribadi seseorang pemimpin berperanan dalam mempengaruhi motivasi kerja
anggota.
Budaya organisasi sekolah adalah merujuk kepada orentasi perkongsian sistem yang
bertanggungjawab menyatukan setiap unit bagi mewujudkan identiti yang tersendiri (Hoy dan
Miskel, 2005).Dalam konteks kajian ini, budaya organisasi sekolah adalah merujuk kepada
elemen yang terhasil akibat interaksi sosial dalam kalangan guru di dalam organisasi
sekolah.Interaksi sosial ini telah menyediakan pola sosial dalam memenuhi keperluan dan
matlamat organisasi. Elemen-elemen ini bersifat warisan, boleh dipelajari serta mempengaruhi
180

personaliti, norma, nilai, peraturan, ideologi, simbol dan bahasa komuniti sesebuah organisasi.
Budaya organisasi yang menjadi teras perbincangan serta dikaji dalam kajian ini adalah budaya
inovatif dan budaya menyokong (Wallach, 1983).Organisasi yang mempunyai budaya yang
berkesan bersedia mengambil risiko, belajar dari kesilapan, secara berterusan merubah sistem
mengikut kesesuaian persekitaran, memahami keperluan pelanggan (Sarros et al., 2011),
mempunyai hala tuju yang jelas, objektif-objektif yang strategik akan berupaya mengekalkan
kelangsungan kecemerlangan (Sergiovanni dan Corbally, 1984; Hartnell et al., 2011).Keadaan
ini dipersetujui oleh Kim (2011), yang menyatakan budaya sesebuah organisasi mempunyai
hubungan dan pengaruh dengan motivasi dan kepuasan kerja anggota.Sementara itu Abdul
Ghani dan Tang (2006), turut mengakui bahawa amalan pengurusan budaya kolaboratif
pengurus pendidikan wanita memberi pengaruhterhadap motivasi kerja guru.Secara jelas,
keupayaan pemimpin mencorakkan budaya organisasinya mampu untuk menggerakkan
anggota secara efisien dalam meningkatkan prestasi organisasi (Xiaoming dan Junchen,
2012).Hal ini kerana budaya organisasi adalah elemen tersembunyi yang mampu memberi
pengaruh kepada kelancaran sistem secara keseluruhan.Berasaskan penelitian kajian lepas ini
dirumuskan bahawa kompetensi komunikasi pemimpin dan budaya organisasi memain peranan
besar dalam menentukan tingkah laku dan motivasi kerja anggota organisasi (Robbins dan
Judge, 2013), selain amalan kepimpinan dan personalitinya. Kompetensi komunikasi pemimpin
akan menentukan penyaluran maklumat diterima baik oleh semua anggota organisasi,
manakala budaya organisasi pula berperanan dalam membentuk nilai, sikap dan komitmen
seseorang terhadap tanggungjawab yang diamanahkan kepadanya. Menurut Keyton (2011),
amalan komunikasi dan budaya organisasi adalah dua elemen yang saling beriringan. Keduadua elemen ini mempengaruhi proses sosialisasi di dalam sesebuah organisasi. Amalan
komunikasi dan budaya organisasi yang baik membolehkan proses sosialisasi organisasi berlaku
dengan baik dan meningkatkan amalan kerja berpasukan dan motivasi kerja anggota (Nelson
dan Quick, 2006).
Kerangka Konseptual Kajian
Gabungan daripada konsep amalan kepimpinan servan, kompetensi komunikasi, personaliti guru
besar, budaya organisasi sekolah dan motivasi kerja guru, maka diwujudkan kerangka
konseptual kajian yang menunjukkan hubungan dan pengaruh sama ada secara langsung dan
secara tidak langsung pemboleh ubah bebas dan pemboleh ubah bersandar yang dikaji.
Kerangka konseptual ini dibuat berdasarkan tinjauan terhadap kajian lepas dan situasi sebenar
organisasi sekolah di negara kita, yang memberi gambaran berhubung kesesuaian objektif yang
dibentuk dengan kaedah analisis data yang digunakan.Gambaran kerangka konseptual kajian ini
diilustrasikan dalam Rajah 1.

Amalan Kepimpinan
Servan

Menghargai Individu
Membangunkan Individu
Membina Komuniti
Memperlihatkan Keaslian
Menyediakan Kepimpinan

Kompetensi Komunikasi

Keterlibatan Afektif
Pemangkin Perkembangan
Pendorong
Penyampai Maklumat

Budaya Organisasi
Sekolah

Budaya Inovatif
Budaya Menyokong

Motivasi Kerja Guru

Kepercayaan Efikasi Bersama

Kepercayaan Efikasi Diri
Kepercayaan Peningkatan
Motivasi Instrinsik
Motivasi Ekstrinsik

181

Personaliti Guru
Besar

Rajah 1: Kerangka Konseptual Kajian.

Metodologi Kajian
Kajian ini adalah berbentuk kuantitatif yang menggunakan kaedah tinjauan sampel untuk
mengumpul maklumat daripada sebahagian populasi terpilih mengenai pemboleh ubah
kajian.Pendekatan kuantitatif digunakan bagi memudahkan usaha untuk memperoleh data
(Soltani et al., 2006), di samping memastikan Kebolehpercayaan (reliability), Kesahihan
(validity) dan kebolehperihalan (generalibility) data yang diperolehi adalah tinggi (Matveev,
2002).Populasi kajian ini adalah meliputi 2517 orang guru di sekolah rendah yang telah
mendapat Tawaran Baru(New Deal) di negeri Sarawak.Berdasarkan penelitian dan mengambil
kira prinsip-prinsip asas yang perlu dipatuhi untuk melaksanakan analisis data yang digunakan
(Chua, 2009) maka, penyelidik menetapkan saiz sampel untuk kajian ini adalah sebanyak 503
orang.Ketetapan ini dibuat selaras dengan Teknik Persampelan Bertujuan (Purposive
Sampling)yang digunakan dan sampel yang dipilih mewakili 20 peratus daripada jumlah
populasi kajian keseluruhan.Data diperoleh menggunakan soal selidik yang diadaptasi daripada
instrumen Servant Organizational Leadership Assessment (SOLA) yang telah dibangunkan oleh
Laub (1999), Audit of Administrator Communication (AAC) yang telah dibangunkan oleh
Valentine (1981), Big-Five Personality Factors yang telah dibangunkan oleh Goldberg (1999)
dan instrumen Budaya Organisasi Sekolah yang telah dibangunkan oleh Wallach (1983).
Sementara instrumen untuk mengukur motivasi guru ialah Attitude Toward Teaching Survey
yang telah dibangunkan oleh Farmer (2010).
Data yang diperolehi dianalisis menggunakan program Statistical Package for Social
Science Windows (SPSS Windows) Version 20.0 dan AMOS Version 21.0.Analisis ini melibatkan
penggunaan kaedah statistik inferensi.Ringkasan analisis statistik melibatkan objektif, hipotesis
dan ujian statistik yang digunakan ditunjukkan dalam Jadual 1 berikut.
Jadual 1 : Ringkasan Analisis Data
Objektif
Hipotesis
Prihalan
Skor min
1

Ho1a- Ho1d

Hubungan

Ho2

Pengaruh

Ho3

Analisis laluan model SEM

UjianStatistik
Statistik Deskriptif-Perisisan SPSS
frekuensi & peratus
Statistik Inferensi-Perisisan SPSS
Korealsi Pearson r
Statistik Inferensi-Perisisan SPSS
Regresi berganda Stepwise
Statistik Inferensi-Perisian AMOS
182

 Model Regresi
Teknik multivariate
Hubungan langsung dan Regresi berganda
tidak langsung
Bagi meneliti kekuatan hubungan antara pemboleh ubah-pemboleh ubah tersebut,
klasifikasi yang dicadangkan oleh Borg dan Call (1983) telah dijadikan rujukan utama dalam
penentuan keputusan ujian ini, iaitu nilai r yang diperolehi dapat menentukan kekuatan
hubungan antara dua pemboleh ubah.Menurut Miller (1991), kekuatan perhubungan dapat
dikenal pasti berdasarkan satu julat numerik nilai r di antara 1.0 sehingga + 1.0.Kekuatan
perhubungan antara dua pemboleh ubah dijelaskan dalam Jadual 2.
Jadual 2: Nilai Kekuatan Hubungan Korelasi Pearson
Nilai Pekali r
Kekuatan Perhubungan
0.91 ke atas
Perhubungan yang sangat kuat
0.71 - 0.90
Perhubungan yang kuat
0.41 0.70
Perhubungan yang sederhana kuat
0.21 0.40
Perhubungan yang lemah
0.20 atau kurang
Perhubungan yang sangat lemah dan boleh diabaikan
Sumber: Borg dan Gall, (1983)
Dalam menentukan kesepadanan model yang dibangunkan, Hair et al. (2006)
mengutarakan beberapa indeks yang boleh digunakan sebagai pengukuran untuk menilai
kesesuaian model persamaan struktur (SEM) antaranya; khi kuasa dua (Chi-square), khi kuasa
dua/darjah kebebasan (Chi-square/Degree of Freedom), Kebarangkalian (Probability), Indeks
Kebagusan Penyesuaian (Goodness of Fit Index - GFI), Indeks Kebagusan Penyesuaian Ubah
Suai (Adjusted Goodnes of Fit Index - AGFI), Indeks Penyesuaian Norma (Normed Fit Index NFI), Indeks Penyesuaian Relatif (Relative of Fit Index - RFI), Indeks Penyesuaian Penambahan
(Incremental Fit index - IFI),Indeks Tucker Lewis (Tucker Lewis Index - TLI), Indeks
Penyesuaian Perbandingan (Comparetive Fit Index - CFI)dan Ralat Anggaran Punca Kuasa Dua
Min (Root Mean Square Error of Approximation - RMSEA). Walau bagaimanapun penggunaan
sampel yang terlalu besar memungkinkan indeks pengukuran kesepadanan tidak dapat dicapai
sepenuhnya, maka beberapa indeks pengukuran lain boleh juga dijadikan petunjuk (Kline,
1998; Byrne, 2001; Hair et al., 2006). Selain itu, analisis SEM juga digunakan untuk
menentukan pengaruh secara langsung dan tidak langsung di antara pemboleh ubah bebas dan
pemboleh ubah bersandar.Indeks Pengukuran Kesepadanan model serta melihat pengaruh
langsung dan tidak langsung pemboleh ubah bebas terhadap pemboleh ubah bersandar ini
boleh dirujuk pada Jadual 3 berikut.
Jadual 3: Pengukuran Kesepadanan Model
Bil.
1
2
3
4
5
6

Pengukuran Kesepadanan
Chi Kuasa Dua (x)
Darjah Kebebasan (df)
Aras Signifikan bagi Khi Kuasa Dua, (p)
Indeks Kebagusan Penyesuaian (GFI)
Indeks Kebagusan Penyesuaian Ubah Suai (AGFI)
Indeks Penyesuaian Norma (NFI)

Pekali /Indeks
Lagi rendah, lagi baik
Positif
> .05
> = .90
> = .90
> = .90
183

7
8
9
10
11

Indeks Penyesuaian Relatif (RFI)

Indeks Penyesuaian Penambahan (IFI)
Indeks Tucker-Lewis (TLI)
Indeks Penyesuaian Perbandingan (CFI)
Ralat Anggaran Punca Kuasa Dua Min (RMSEA)

> = .90
> = .90
> = .90
Menghampiri 1
< .06

Sumber: Dipetik daripada Arbuckle (1998) dalam Chua (2009b) dan Kenny (2014)
Dapatan Kajian
Berdasarkan maklumat yang diperolehi dari Jabatan Pelajaran Negeri Sarawak, jumlah populasi
kajian adalah sebanyak 2517 orang.Daripada 503 soal selidik yang diedarkan (mengikut jumlah
sampel), hanya 480 sahaja dikembalikan dengan lengkap dan boleh dianalisis. Jumlah ini
dianggap memadai memandangkan kadar tersebut adalah melebihi 95 peratus daripada jumlah
sebenar sampel yang sepatutnya.Daripada jumlah tersebut sebanyak 188 orang (39.2%) adalah
responden lelaki dan sebanyak 292 (60.8%) orang responden perempuan. Taburan responden
mengikut jantina ini boleh dirujuk pada Jadual 4 berikut.
Jadual 4: Taburan Responden Mengikut Jantina
Kekerapan
Lelaki
188
Perempuan
292
Jumlah
480

Peratus
39.2
60.8
100

Berdasarkan keputusan analisis deskriptif, daripada jumlah keseluruhan responden dalam kajian
ini, iaitu 480 orang didapati sebanyak 245 orang (51%) adalah mempunyai pengamalan
mengajar 10 tahun ke bawah. Kumpulan ini adalah mendominasi jumlah keseluruhan
responden. Sementara itu, responden yang mempunyai pengalaman mengajar 11 hingga 20
tahun adalah kedua ramai, iaitu sebanyak 137 orang (29%). Dalam pada itu, responden yang
mempunyai pengalaman mengajar 21 tahun ke atas adalah sebanyak 98 orang (20%).Taburan
responden mengikut pengalaman mengajar boleh dirujuk pada Jadual 5 berikut.

Jadual 5: Taburan Responden Mengikut Pengalaman Mengajar

Kekerapan
Peratus
10 Tahun ke bawah
245
51
11 20 Tahun
137
29
21 Tahun ke atas
98
20
Jumlah
480
100
Dapatan Analisis Korelasi Pearson menunjukkan terdapat hubungan yang signifikan positif di
antara pemboleh ubah amalan kepimpinan servan guru besar dengan pemboleh ubah motivasi
kerja guru (r=.331, p<0.01). Walaupun demikian, hubungan di antara pemboleh ubah ini
adalah lemah.Oleh itu, hipotesis nul (Ho1a) yang mengandaikan Tidak terdapat hubungan yang

signifikan pemboleh ubah amalan kepimpinan servan guru besar dengan pemboleh ubah
motivasi kerja guru adalah ditolak.

184

Selain itu, analisis yang dijalankan juga menunjukkan terdapat hubungan yang signifikan
positif di antara pemboleh ubah kompetensi komunikasi guru besar dengan pemboleh ubah
motivasi guru (r=.223, p<0.01). Meskipun demikian hubungan di antara pemboleh ubah ini
adalah lemah.Justeru itu, hipotesis nul (Ho1b) yang mengandaikan Tidak terdapat hubungan

yang signifikan pemboleh ubah kompetensi komunikasi guru besar dengan pemboleh ubah
motivasi kerja guru adalah ditolak.

Dalam pada itu, analisis juga menunjukkan terdapat hubungan yang signifikan positif di
antara pemboleh ubah personaliti guru besar dengan pemboleh ubah motivasi kerja guru
(r=.354, p=<.01). Keputusan kajian menunjukkan hubungan di antara pemboleh ubah ini
adalah lemah.Walau bagaimanapun, hipotesis nul (Ho1c) yang mengandaikan Tidak terdapat

hubungan yang signifikan pemboleh ubah personaliti guru besar dengan pemboleh ubah
motivasi kerja guru adalah ditolak.

Seterusnya, analisis menunjukkan terdapat hubungan yang signifikan positif antara

pemboleh ubah budaya organisasi sekolah dengan pemboleh ubah motivasi kerja guru (r=.475,
p<.01). Hasil analisis menunjukkan hubungan antara pemboleh ubah ini adalah sederhana
kuat.Hal yang demikian, menyebabkan hipotesis nul (Ho1d) yang mengandaikan Tidak terdapat

hubungan yang signifikan pemboleh ubah budaya organisasi sekolah dengan pemboleh ubah
motivasi kerja guru adalah ditolak.Dapatan analisis hubungan di antara pemboleh ubah ini
boleh dirujuk pada Jadual 6 berikut.

Jadual 6: Hubungan Pemboleh Ubah Amalan Kepimpinan Servan, Kompetensi

Komunikasi, Personaliti Guru Besar dan Budaya Organisasi Sekolah dengan
Pemboleh Ubah Motivasi Kerja Guru
MG

Korelasi Pearson
P (Sig)
*p<0.05, **p<0.01

AKS
.331
.000**

KK
.223
.000**

PGB
.354
.000**

BOS
.475
.000**

AKS Amalan Kepimpinan Servan

PGB Personaliti Guru Besar
KK Kompetensi Komunikasi
BOS Budaya Organisasi Sekolah
MG Motivasi Kerja Guru

Dapatan analisis Regresi Berganda menunjukkan bahawa pemboleh ubah peramal

budaya organisasi sekolah dan personaliti guru besar menyumbang pengaruh secara signifikan
185

terhadap motivasi guru. Berdasarkan nilai beta (), keputusan kajian menunjukkan sumbangan
yang signifikan pemboleh ubah peramal budaya organisasi sekolah (=.397, t=8.363, p=.000)
dan personaliti guru besar (=.156, t=3.384, p=.001). Dapatan analisis ini menjelaskan
bahawa varians pemboleh ubah peramal budaya organisasi sekolah menyumbang pengaruh
sebanyak 22.6 peratus (R=.226) dan pemboleh ubah peramal personaliti guru besar
menyumbang pengaruh sebanyak 1.8 peratus (R=.018). Keputusan ini bermaksud kedua-dua
peramal ini telah menyumbang pengaruh sebanyak 24.4 peratus (R=.244) varians terhadap
motivasi kerja guru. Oleh itu, hipotesis nul (Ho2) yang mengandaikan Tidak terdapat pengaruh

yang signifikan pemboleh ubah peramal amalan kepimpinan servan, ciri-ciri personaliti,
kompetensi komunikasi guru besar dan budaya organisasi sekolah terhadap motivasi kerja guru
adalah ditolak.Keputusan analisis ini boleh dirujuk pada Jadual 7 berikut.

Jadual 7: Keputusan Pekali Regresi Stepwise Pemboleh Ubah Budaya Organisasi

Sekolah dan Ciri-ciri Personaliti Guru Besar Terhadap
Motivasi Kerja Guru
Pemboleh ubah
BOS
PGB

P (sig)

.397
.156

8.636
3.384

.000
.001

Maklumat:
BOS
R = .226
R = .226
F = 139.216
*p<0.05, **p<0.01

PGB
R = .244
R = .018
F = 76.858

BOS Budaya Organisasi Sekolah

PGB Personaliti Guru Besar

Model regresi hubungan analisis laluan yang dibangunkan melibatkan empat pemboleh
ubah bebas iaitu amalan kepimpinan servan (AKS), kompetensi komunikasi (KK), personaliti
guru besar (PGB) dan budaya organisasi sekolah (BOS).Manakala pemboleh ubah bersandar
diwakili oleh motivasi kerja guru (MKG).Sementara itu, e1-e3 adalah aspek-aspek lain yang
tidak diperhatikan di dalam kajian ini.

186

Rajah 2: Model Regresi Analisis Laluan Hubungan dan Pengaruh

Pemboleh ubah Bebas Terhadap Pemboleh Ubah Bersandar.
Keputusan analisis SEM menunjukkan bahawa model regresi (Rajah 2) yang
dibangunkan oleh penyelidik adalah mempunyai penyesuaian munasabah dengan data sampel
kajian. Petunjuk-petunjuk pengukuran penyesuaian untuk model regresi yang dibangunkan
menunjukkan nilai Khi Kuasa Dua Goodness of Fit adalah tidak signifikan [x(N=480, df=1)
=.107, p=.743]. Selain itu, nilai Goodness of Fit Index (GFI) =1.000 (nilai 1 adalah lebih baik),
nilai Adjusted Goodness of Fit Index (AGFI) =.999 (nilai melebihi 0.9 adalah baik), nilai Normal
Fit Index (NFI) =1.000, nilai Relative Fit Index (RFI) =.998, nilai Incremental Fit Index (IFI) =
1.001, nilai Tucker-Lewis Index (TLI) =1.013, nilai Comparative Fix Index (CFI) =1.000 (nilai
melebihi 0.9 adalah baik) dan nilai Root Mean Square Error Approximation Index (RMSEA)
=.001 (nilai kurang dari .06 adalah baik). Kesemua indeks ukuran penilaian yang digunakan
menunjukkan bahawa data yang digunakan dalam kajian ini terbukti mempunyai penyesuaian
munasabah bagi model regresi yang dicadangkan.Oleh yang demikian, analisis laluan (SEM)
model regresi yang dibangunkan adalah sesuai dan munasabah dalam menunjukkan hubungan
dan pengaruh antara pemboleh ubah kajian.Keputusan analisis pengukuran model regresi yang
dibangunkan ditunjukkan pada Jadual 8 berikut.
Jadual 8: Keputusan Model Fit Summary Bagi Model Regresi
Perkara
CMIN
Model
Default model
RMR, GFI
Model
Default model
Baseline Comparisons
Model

Indeks Pengukuran
NPAR
14

CMIN
.107

DF
1

P
.743

RMR
.270

GFI
1.000

AGFI
.999

PGFI
.067

NFI

RFI

IFI

TLI

CMIN/DF
.107

CFI

187

Default model
RMSEA
Model
Default model

Delta1
1.000

rho1
.998

Delta2
1.001

rho2
1.013

RMSEA
.001

LO 90
.000

HI 90
.084

PCLOSE
.856

1.000

Dapatan analisis menunjukkan pemboleh ubah amalan kepimpinan servan adalah

pemboleh ubah peramal kepada pemboleh ubah kompetensi komunikasi (=0.41, C.R=8.20,
p<0.05). Di samping itu, pemboleh ubah amalan kepimpinan servan, pemboleh ubah
kompetensi komunikasi dan pemboleh ubah personaliti guru besar adalah pemboleh ubah
peramal kepada pemboleh ubah budaya organisasi sekolah (Amalan kepimpinan servan:
=0.39, C.R=8.45, p<0.05; Kompetensi komunikasi: =0.16, C.R=4.04, p<0.05; Personaliti
guru besar: =0.22, C.R=4.94, p<0.05). Dapatan kajian juga menunjukkan bahawa pemboleh
ubah personaliti guru besar dan pemboleh ubah budaya organisasi sekolah adalah pemboleh
ubah peramal kepada pemboleh ubah motivasi kerja guru (Personaliti guru besar: =0.15.
C.R=3.03, p<0.05; Budaya organisasi sekolah: =0.39, C.R=7.78, p<0.05). Manakala, pekali
korelasi antara pemboleh ubah amalan kepimpinan servan dan pemboleh ubah personaliti guru
besar menunjukkan bahawa korelasi antara kedua-dua pemboleh ubah ini adalah sederhana
kuat (r=0.59, C.R=11.16, p<0.05)
Secara keseluruhan keputusan analisis laluan (SEM) menunjukkan bahawa nilai varians
dalam pemboleh ubah kompetensi komunikasi yang diramal oleh pemboleh ubah yang terlibat
ialah sebanyak 0.21.Dapatan ini menunjukkan bahawa sebanyak 21 peratus varians dalam
pemboleh ubah kompetensi komunikasi diramalkan oleh pemboleh ubah amalan kepimpinan
servan dan pemboleh ubah personaliti guru besar.Ini bererti bahawa terdapat sebanyak 0.79
atau 79 peratus varians dalam pemboleh ubah kompetensi komunikasi tidak dapat diramalkan
oleh model regresi ini. Hal ini mungkin disebabkan oleh faktor-faktor luar lain yang tidak
diperhatikan melalui kajian ini. Sementara itu, dapatan analisis laluan (SEM) juga
memperlihatkan bahawa nilai varians dalam pemboleh ubah budaya organisasi sekolah yang
diramalkan oleh pemboleh ubah yang terlibat ialah sebanyak 0.41.Hal ini menunjukkan bahawa
sebanyak 41 peratus varians dalam pemboleh ubah budaya organisasi sekolah diramalkan oleh
pemboleh ubah amalan kepimpinan servan, pemboleh ubah kompetensi komunikasi dan
pemboleh ubah personaliti guru besar.Dapatan ini juga menunjukkan bahawa sebanyak 0.59
atau 59 peratus varians dalam pemboleh ubah budaya organisasi sekolah tidak dapat diramal
oleh model regresi ini. Varians ini mungkin disumbangkan oleh faktor-faktor luar lain yang tidak
dikenal pasti melalui kajian ini.
Selain itu, keputusan analisis laluan persamaan struktur (SEM) menunjukkan bahawa
nilai varians dalam pemboleh ubah motivasi kerja guru yang diramalkan oleh pemboleh ubah
yang terlibat ialah sebanyak 0.24.Hal ini bermakna bahawa sebanyak 24 peratus varians dalam
pemboleh ubah motivasi kerja guru diramalkan oleh pemboleh ubah bebas yang dikaji.Dapatan
ini menjelaskan bahawa sebanyak 0.76 atau 76 peratus varians dalam pemboleh ubah motivasi
kerja guru tidak dapat diramalkan oleh model regresi yang dibangunkan. Keadaan ini mungkin
disumbangkan oleh faktor-faktor luar lain yang tidak dikenal pasti melalui kajian ini. Kesepadan
yang wujud antara data kajian dengan model regresi SEM yang dibangunkan menunjukkan
bahawa wujud hubungan dan pengaruh secara langsung dan secara tidak langsung di antara
pemboleh ubah bebas dengan pemboleh ubah bersandar.Justeru itu hipotesis nul(Ho3) yang
mengandaikanTidak terdapat hubungan dan pengaruh secara langsung dan secara tidak
188

langsung yang signifikan amalan kepimpinan servan, kompetensi komunikasi, personaliti guru
besar dan budaya organisasi sekolah terhadap motivasi kerja guru adalah ditolak.Keputusan
analisis laluan yang menunjukkan hubungan dan pengaruh secara langsung dan tidak langsung
pemboleh ubah pemboleh ubah kajian ditunjukkan dalam Jadual 9 berikut.
Jadual 9: Keputusan Analisis Laluan Hubungan dan Pengaruh Secara Langsung dan
Secara Tidak Langsung Pemboleh Ubah - Pemboleh Ubah Kajian
Hubungan antara Pemboleh ubah
KK
<---AKS
KK
<---PGB
BOS
<---AKS
BOS
<---PGB
BOS
<---KK
MG
<---PGB
MG
<---AKS
MG
<---BOS
*p<0.05, **p<0.01; ***P<.001
AKS Amalan Kepimpinan Servan
KK Kompetensi Komunikasi
PGB Personaliti Guru Besar
BOS Budaya Organisasi Sekolah
MG Motivasi Kerja Guru

Estimate (Beta)

C.R

P (sig)

.414
.070
.394
.216
.160
.153
.005
.395

8.202
1.393
8.446
4.940
4.044
3.029
.100
7.780

.000***
.164
.000***
.000***
.000***
.002*
.921
.000***

Perbincangan
Motivasi kerja guru adalah aspek penting yang perlu diberi perhatian dalam memastikan
kemenjadian pelajar di sesebuah sekolah.Motivasi dan komitmen tinggi yang ada pada guruguru berupaya melonjakkan prestasi dan keberkesanan sesebuah sekolah.Aspek motivasi kerja
guru sesungguhnya berhubungkait dengan pelbagai faktor seperti amalan kepimpinan servan,
kompetensi komunikasi, personaliti guru besar dan budaya organisasi sekolah seperti yang
dikaji dalam kajian ini.Hasil analisis korelasi Pearson menunjukkan terdapat hubungan yang
signifikan amalan kepimpinan servan dengan motivasi guru.Keputusan analisis menunjukkan
terdapat hubungan yang lemah tetapi positif antara pemboleh ubah ini.Dapatan ini
menunjukkan semakin tinggi tahap amalan kepimpinan servan guru besar semakin tinggi tahap
motivasi kerja guru dan sebaliknya.Amalan kepimpinan servan guru besar yang menekankan
prinsip menghargai individu, membangunkan individu, membina komuniti, memperlihatkan
keaslian dan menyediakan kepimpinan didapati mempunyai hubungan dengan motivasi kerja
gurudi sekolah yang mendapat Tawaran Baru.Penemuan ini adalah selari dengan prinsip Teori
Kepimpinan Transformasi (Burns, 1978) yang menekankan amalan seperti mengekalkan
kerjasama, mewujudkan budaya profesional, menggalakkan pembangunan diri anggota,
memahami keperluan anggota, mendeligasikan tugas dan merangsang pembangunan
intelektual. Selain itu, prinsip teori ini turut menggalakkan penyertaan anggota dalam
189

menyelesaikan masalah dan membuat keputusan sekali gus berupaya meningkatkan motivasi
kerja anggota.
Dapatan kajian ini juga menyamai dapatan kajian oleh Salie (2008), yang mendapati
wujud hubungan yang signifikan di antara amalan kepimpinan servan dengan motivasi dan
kepuasan kerja.Hasil kajian yang dijalankan menunjukkan konstruk menghargai individu,
membangunkan individu, membina komuniti dan menyediakan kepimpinan (Laub, 1999)
penting dalam meningkatkan motivasi dan kepuasan kerja.Dapatan kajian ini turut dipersetujui
oleh English (2011), yang mendapati amalan kepimpinan servan mempunyai hubungan yang
signifikan dengan kepuasan kerja guru.Konstruk amalan kepimpinan servan yang meliputi aspek
seperti kebijaksanaan, murah hati (Patterson, 2003), pelayan organisasi, memulihkan emosi
dan perancangan meyakinkan (Spears, 1998; 2010), adalah elemen penting yang memberi
impak postif kepada motivasi dan kepuasan kerja guru.Berasaskan kajian-kajian lepas dan
dapatan kajian ini dapat disimpulkan bahawa amalan kepimpinan servan dalam kalangan guru
besar yang menekankan prinsip to serve to serve first saling berhubungan dengan motivasi
kerja guru di sekolah yang mendapat Tawaran Baru.
Dalam pada itu, analisis korelasi Pearson yang dijalankan juga menunjukkan terdapat
hubungan yang signifikan kompetensi komunikasi guru besar dengan motivasi kerja
guru.Hubungan kedua-dua pemboleh ubah ini adalah lemah tetapi positif.Dapatan ini
menunjukkan semakin tinggi tahap kompetensi komunikasi guru besar semakin tinggi tahap
motivasi kerja guru dan sebaliknya.Hal ini menjelaskan bahawa keupayaan guru besar terlibat
secara afektif, bertindak sebagai pemangkin perkembangan dan pendorong serta penyampai
maklumat (kompetensi komunikasi)kepada guru, didapati berupaya untuk meningkatkan
kepuasan dan motivasi kerja guru.Penemuan dalam kajian ini menyamai dapatan kajian Orpen
(1997), yang mendapati wujud hubungan yang signifikan antara kualiti komunikasi pemimpin
dengan kepuasan kerja dan motivasi kerja anggota organisasi.Lantaran itu, guru besar sekolah
harus memiliki kompetensi komunikasi sekiranya ingin meningkatkan motivasi kerja guru.
Komunikasi yang baik serta pengiktirafan terhadap anggota organisasi merupakan
elemen yang perlu dititikberatkan dalam usaha meningkatkan motivasi kerja anggota
organisasi. Pada masa yang sama, komunikasi yang bersifat terbuka perlu diwujudkan agar
penyaluran idea dan maklumat dapat dilakukan dengan baik. Keadaan ini diperakui oleh Che Su
Mustaffa (2004), yang mendapati wujud hubungan yang positif antara kepuasan terhadap
komunikasi organisasi dan komitmen terhadap organisasi.Hubungan positif yang ditunjukkan
menjelaskan kepuasan terhadap komunikasi organisasi mewujudkan komitmen terhadap
organisasi.Selaras dengan penemuan ini St James II (2008), turut mengutarakan pandangan
bahawa kompetensi komunikasi pemimpin bukan sahaja dapat memotivasikan anggota
organisasi untuk memberi khidmat kepakaran malah, berupaya meningkatkan moral dan
semangat kewargaan terhadap organisasi yang disertai.Maka dalam konteks sekolah guru besar
harus memiliki kompetensi komunikasi agar dapat memotivasi guru di samping berupaya
menangani cabaran, melakukan perubahan serta mendapat sokongan dalam usaha
meningkatkan keberkesanan sekolah.
Selari dengan itu, dapatan kajian ini juga menyamai dapatan kajian M. Al-Muz-Zammil
Yasin dan Azmi Hussain (2011) yang mendapati wujud hubungan yang signifikan kompetensi
komunikasi interpersonal guru besar dengan komitmen guru.Kompetensi komunikasi yang ada
pada guru besar berupaya meningkatkan motivasi dan komitmen guru terhadap organisasi
190

sekolah. Motivasi dan komitmen tinggi yang ditunjukkan oleh guru berupaya untuk
meningkatkan kualiti proses pengajaran dan pembelajaran pelajar serta keberkesanan sekolah
keseluruhan. Keselarian dapatan kajian ini dengan kajian-kajian lepas menunjukkan bahawa
guru besar perlu memiliki kompetensi komunikasi agar berupaya terlibat secara afektif, serta
bertindak sebagai pemangkin perkembangan, pendorong dan penyampai maklumat di dalam
organisasi sekolahnya.Kompetensi komunikasi yang diaplikasi dengan baik oleh guru besar
mampu untuk mewujudkan kepercayaan efikasi bersama, kepercayaan efikasi diri, kepercayaan
peningkatan, motivasi instrinsik dan motivasi ekstrinsik dalam kalangan guru untuk
meningkatkan keberkesanan sekolah.
Keputusan analisis korelasi Pearson juga menunjukkan terdapat hubungan yang
signifikan personaliti guru besar dengan motivasi kerja guru.Analisis yang dijalankan
menunjukkan terdapat hubungan yang lemah tetapi positif.Keputusan ini menjelaskan semakin
tinggi ciri-ciri keseimbangan personaliti pemimpin yang ada pada guru besar semakin tinggi
tahap motivasi kerja guru dan sebaliknya.Senario ini menunjukkan ciri-ciri keseimbangan
personaliti pemimpin yang ada pada seseorang guru besar mampu meningkatkan motivasi kerja
dan komitmen guru dalam membimbing pelajar untuk mencapai kecemerlangan.Dapatan kajian
ini juga menyokong kajian Kahler (1996) dan Francisco (2005), yang mendapati wujud
hubungan yang positif personaliti pemimpin sekolah dengan kepuasan kerja guru. Didapati juga
motivasi dan kepuasan kerja yang ada pada guru, mendorong mereka untuk lebih kreatif dan
inovatif dalam merencanakan proses pengajaran dan pembelajaran.
Penemuan kajian ini juga dipersetujui oleh Nirachon (2010), yang mendapati personaliti
pemimpin dan motivasi kerja anggota mempunyai hubungan.Hasil kajian yang dijalankan
mendapati semakin tinggi ciri-ciri personaliti ketelitian dan keterbukaan yang ada pada
pemimpin, semakin tinggi kompetensi kepimpinan yang dipamerkan dalam memotivasikan
anggota untuk menyumbang khidmat kepada organisasi.Dapatan kajian ini mengingatkan
bahawa guru besar perlu memiliki personaliti yang baik agar mampu memotivasikan guru-guru
dalam usaha memajukan sekolah kerana didapati berupaya mewujudkan keberkesanan struktur
dan sistem yang diamalkan.Dapatan kajian ini menyokong pandangan Butler (2010), yang
mendapati wujud hubungan ciri-ciri personaliti guru besar dengan pencapaian akademik
pelajar.Implikasi dari kajian ini menjelaskan personaliti guru besar mempunyai hubungan
dengan pencapaian pelajar, walaupun tidak secara langsung. Dalam pengertian lain, personaliti
guru besar yang baik berupaya memotivasikan guru untuk menyumbang segala kepakaran bagi
meningkatkan pencapaian akademik pelajar.
Hasil analisis korelasi Pearson yang dilakukan juga mendapati terdapat hubungan yang
signifikan budaya organisasi sekolah dengan motivasi kerja guru.Keputusan kajian
menunjukkan terdapat hubungan yang sederhana kuat positif antara kedua-dua pemboleh ubah
ini.Dapatan ini menunjukkan semakin tinggi tahap budaya organisasi sekolah yang bersifat
inovatif dan menyokong, semakin tinggi motivasi kerja guru dan sebaliknya.Budaya organisasi
sekolah yang bersifat menyokong dan menggalakkan inovatif, berupaya mewujudkan perasaan
dimiliki, disayangi serta dapat membangunkan potensi diri (Hoy dan Miskel, 2005).Hasil kajian
ini menyokong Teori ERG (Alderfer, 1969) yang menekankan prinsip kewujudan, perhubungan
dan perkembangan, mampu mendorong motivasi kerja seseorang.Penemuan kajian ini
menyamai kajian Renyowijoyo Muindro (2003), yang mendapati wujud hubungan yang sinifikan
budaya organisasi yang melibatkan aspek seperti budaya birokrasi, inovatif dan menyokong
dengan komitmen organisasi, kepuasan kerja dan prestasi kerja.Penemuan kajian ini
191

mengingatkan bahawa guru besar yang bertindak sebagai pemimpin sekolah harus berupaya
membentuk budaya organisasi sekolah yang baik agar dapat meningkatkan motivasi kerja guru
dalam mencapai keberkesanan sekolah.
Selain itu, hasil kajian ini juga menyokong kajian Hartmann (2006), yang mendapati
wujud hubungan budaya organisasi dengan motivasi tingkah laku inovasi anggota
organisasi.Hasil kajian yang dijalankan, menunjukkan budaya organisasi telah mendorong
kepada pelbagai inovasi sehingga berupaya mengekalkan daya saing dan kejayaan
organisasi.Dalam pada itu, kajian ini juga menyokong kajian Goldston (2007), yang mendapati
wujud hubungan yang signifikan budaya organisasi dengan kepuasan kerja anggota
organisasi.Budaya organisasi yang melibatkan aspek seperti misi, penglibatan, keupayaan
penyesuaian dan konsistensi, didapati memberi pengaruh yang kuat terhadap kepuasan kerja
anggota.Justeru, dalam konteks sekolah guru besar harus berupaya membentuk budaya
organisasi sekolah yang mantap agar dapat meningkatkan motivasi dan kepuasan kerja
guru.Hal ini kerana budaya organisasi sekolah adalah aspek penting yang boleh menyatukan
guru untuk menyumbang yang terbaik untuk kemenjadian pelajar.Nilai dan prinsip yang
didukung bersama mampu memotivasi seluruh warga sekolah agar lebih dedikasi untuk
mencapai kecemerlangan.
Hasil analisis regresi berganda menunjukkan terdapat pengaruh yang signifikan
pemboleh ubah budaya organisasi sekolah dan personaliti guru besar terhadap motivasi
guru.Didapati budaya organisasi sekolah menyumbang pengaruh sebanyak 22.8 peratus
terhadap motivasi guru.Sementara itu, personaliti pemimpin yang ada pada guru besar
menyumbang pengaruh sebanyak 1.8 peratus.Kedua-dua pemboleh ubah peramal ini telah
menyumbang pengaruh sebanyak 24.4 peratus terhadap motivasi guru.Sementara itu,
sebanyak 75.6 peratus pengaruh terhadap motivasi guru adalah disumbangkan oleh faktorfaktor lain yang di luar kajian ini.Hasil kajian ini mengukuhkan lagi prinsip Teori Dua Faktor
(Herzberg, 1959) yang mengaitkan motivasi seseorang dipengaruhi oleh faktor motivator dan
faktor hygiene khususnya melibatkan kapasiti pemimpin (kualiti penyeliaan) dan budaya
organisasi (persekitaran kerja dan perhubungan sosial).Hal ini bermakna dalam konteks sekolah
yang menerima Tawaran Baru, kapasiti guru besar ternyata mampu mewujudkan budaya
organisasi sekolah yang dapat memotivasikan guru untuk menyumbang yang terbaik untuk
sekolah.Keputusan kajian ini juga membuktikan Model Empat Faktor yang dikemukakan oleh
Hall dan Nyman (2004), secara umumnya menyokong dapatan kajian yang mengaitkan faktorfaktor pengurus, pekerja, sosial dan persekitaran organisasi mempengaruhi motivasi pekerja.
Berasaskan model ini ditegaskan bahawa, kepimpinan guru besar dan budaya organisasi
sekolah adalah antara faktor yang mempengaruhi motivasi kerja guru.Kapasiti guru besar dan
identiti yang dimiliki bukan sahaja mampu mempengaruhi penyertaan guru dalam
membangunkan organisasi sekolah, malah berupaya meningkatkan motivasi kerja guru.
Dalam hal ini Patil dan Kant (2012), turut mengakui bahawa aspek budaya organisasi
mempengaruhi motivasi kerja anggota, malah memberi pengaruh kepada pengurusan
pengetahuan dan prestasi organisasi.Hasil kajian yang dijalankannya mendapati budaya
organisasi memberi pengaruh yang signifikan kepada pengurusan pengetahuan dan prestasi
organisasi.Keadaan ini menunjukkan bahawa budaya organisasi yang dijadikan amalan dalam
pengurusuan seperti menstruktur organisasi, melaksanakan latihan dan pendidikan, memberi
ganjaran dan insentif, mengamalkan komunikasi terbuka, melibatkan penyertaan pekerja dan
memfleksibelkan tenaga kerja, didapati berupaya meningkatkan prestasi organisasi.Dalam pada
192

itu, penemuan dalam kajian ini juga menyokong kajian Abdul Ghani dan Tang (2006), yang
bertujuan mengenal pasti pengaruh amalan pengurusan budaya kolaboratif pengurus
pendidikan wanita terhadap motivasi guru. Hasil analisis yang dijalankan mendapati amalan
pengurusan budaya kolaboratif pengurus pendidikan wanita memberi pengaruh yang signifikan
terhadap motivasi guru. Berasaskan penemuan ini dapat dijelaskan bahawa guru besar yang
memainkan peranan sebagai pemimpin sekolah harus bijak dalam dalam mengolah budaya
organisasi sekolah secara kreatif dan inovatif. Budaya organisasi sekolah yang mantap bukan
sahaja dapat meningkatkan motivasi kerja guru dalam melaksanakan tugasnya, malah berupaya
untuk mewujudkan ethos bersama yang boleh membawa sekolah di landasan yang betul ke
arah kecemerlangan.
Meneliti dari perspektif pengaruh personaliti yang ada pada guru besar terhadap
motivasi kerja guru, dapat ditegaskan bahawa ciri-ciri personaliti pemimpin yang melibatkan
konstruk ekstraversi, keakuran, ketelitian, neurotikisme dan keterbukaan adalah peramal
kepada motivasi kerja guru.Lantaran itu, dalam konteks sekolah personaliti guru besar adalah
aspek penting yang berperanan dalam mempengaruhi motivasi dan komitmen guru untuk
membimbing para pelajar. Hal ini diperakui oleh Rafisah (2009), yang mendapati elemen
interpersonal pengetua yang dizahirkan melalui sokongan terhadap tingkah laku guru untuk
melakukan penambahbaikan dalam proses pengajaran dan pembelajaran, prihatin, suka
menolong, mudah dibawa berbincang, bersikap terbuka, mengambil berat dan sentiasa
mengutamakan keperluan guru, memberi pengaruh terhadap komitmen dan efikasi guru.
Malahan Nana et al. (2010), turut bersetuju bahawa ciri-ciri personaliti seperti ekstraversi,
keakuran, keterbukaan, ketelitian dan neurotikisme yang ada pada seseorang pemimpin
mempengaruhi amalan kepimpinannya dan motivasi anggota organisasi. Pemimpin yang
berkesan perlu memiliki ciri-ciri personaliti yang seimbang, meskipun mempunyai dimensi
personaliti yang dominan.Kombinasi ciri-ciri personaliti yang stabil, yang dimiliki oleh seseorang
pemimpin mampu untuk membantunya mempengaruhi anggota organisasi atau
pengikutnya.Justeru itu, dalam konteks sekolah guru besar harus memahami personaliti dirinya
agar berupaya mempengaruhi guru-guru supaya lebih bermotivasi dalam meningkatkan
keberkesanan sekolah.Keselarian dapatan kajian ini dengan dapatan kajian lepas mengukuhkan
lagi fakta yang menjelaskan personaliti guru besar memberi pengaruh terhadap motivasi kerja
guru.
Hasil analisis laluan (SEM) menunjukkan terdapat hubungan dan pengaruh secara
langsung dan secara tidak langsung yang signifikan antara amalan kepimpinan servan,
kompetensi komunikasi, personaliti guru besar, budaya organisasi sekolah dengan motivasi
kerja guru.Pemerhatian secara terperinci menunjukkan pemboleh ubah amalan kepimpinan
servan tidak mempengaruhi pemboleh ubah motivasi kerja guru secara langsung, tetapi
mempengaruhi pemboleh ubah motivasi kerja guru secara tidak langsung melalui pemboleh
ubah kompetensi komunikasi guru besar dan budaya organisasi sekolah.Disebabkan pemboleh
ubah amalan kepimpinan servan hanya mempengaruhi secara signifikan pemboleh ubah
kompetensi komunikasi dan budaya organisasi sekolah dan tidak signifikan pemboleh ubah
motivasi kerja guru, maka dengan nyata bahawa pemboleh ubah amalan kepimpinan servan
hanya mempengaruhi secara tidak langsung pemboleh ubah motivasi kerja guru.
Selain itu, pemboleh ubah kompetensi komunikasi guru besar juga tidak mempengaruhi
motivasi kerja guru secara langsung, tetapi mempengaruhi pemboleh ubah motivasi kerja guru
secara tidak langsung melalui pemboleh ubah budaya organisasi sekolah.Pemboleh ubah
193

kompetensi komunikasi guru besar hanya mempengaruhi secara signifikan pemboleh ubah
budaya organisasi sekolah, manakala pemboleh ubah budaya organiasi sekolah secara
signifikan mempengaruhi pemboleh ubah motivasi kerja guru.Oleh yang demikian dengan nyata
bahawa pemboleh ubah kompetensi komunikasi guru besar hanya mempengaruhi secara tidak
langsung pemboleh ubah motivasi kerja guru.
Sementara itu senario berbeza ditujukkan dalam analisis pengaruh pemboleh ubah
personaliti guru besar terhadap pemboleh ubah motivasi kerja guru.Hasil analisis menunjukkan
pemboleh ubah personaliti guru besar mempengaruhi motivasi kerja guru secara langsung dan
secara tidak langsung.Didapati pemboleh ubah personaliti guru besar secara signifikan
mempengaruhi pemboleh ubah budaya organisasi sekolah dan pemboleh ubah motivasi kerja
guru.Sementara itu, pemboleh ubah budaya organisasi sekolah secara signifikan mempengaruhi
pemboleh ubah motivasi kerja guru, maka dengan nyata bahawa pemboleh ubah personaliti
guru besar mempengaruhi pemboleh ubah motivasi kerja guru secara langsung dan secara
tidak langsung.
Berasaskan dapatan kajian dapat dinyatakan bahawa amalan kepimpinan servan,
kompetensi komunikasi, personaliti guru besar dan budaya organisasi sekolah memainkan
peranan secara langsung dan secara tidak langsung dalam mempengaruhi motivasi kerja
guru.Selain itu, hasil kajian juga memperlihatkan bahawa budaya organisasi sekolah merupakan
faktor yang dominan dalam mempengaruhi motivasi kerja guru.Pengaruh pemboleh ubah bebas
terhadap pemboleh ubah bersandar ini juga dapat diperhatikan melalui analisis regresi
berganda dan analisis laluan (SEM). Walaupun dikenal pasti pemboleh ubah bebas (amalan
kepimpinan servan, kompetensi komunikasi, personaliti guru besar dan budaya organisasi
sekolah) memainkan peranan dalam mempengaruhi pemboleh ubah bersandar (motivasi kerja
guru), namun terdapat juga aspek lain yang di luar kajian ini turut mempengaruhi motivasi
kerja guru. Dapatan kajian ini menepati prinsip dalam konsep Model Proses Sosialisasi oleh
Cullen et al. (1989), yang menegaskan kombinasi kompetensi komunikasi dan dan budaya
organisasi adalah aspek yang mempengaruhi kapasiti kepimpinan terhadap motivasi kerja
anggota. Dalam konteks sekolah yang menerima Tawaran Baru, kapasiti kepimpinan yang ada
pada guru besar dalam usaha meningkatkan motivasi kerja guru untuk mencapai keberkesanan
sekolah, terbukti dipengaruhi oleh kompetensi komunikasi dan budaya organisasi sekolah.
Berdasarkan penemuan dalam kajian ini dapat dinyatakan bahawa, model regresi yang
dibangunkan merupakan model motivasi kerja guru di sekolah yang mendapat Tawaran Baru
(New Deal) di negeri Sarawak, yang melibatkan pemboleh ubah amalan kepimpinan servan,
kompetensi komunikasi, personaliti guru besar dan budaya organisasi sekolah. Model ini
memberi satu gambaran jelas dan terperinci mengenai hubungan dan pengaruh pemboleh ubah
- pemboleh ubah yang dikaji.
Kelebihan yang jelas dalam model ini adalah melihat aspek kapasiti kepimpinan guru
besar (amalan kepimpinan servan, kompetensi komunikasi dan personaliti) dari perspektif guruguru, iaitu selari dengan prinsip Kementerian Pendidikan yang meletakkan pemimpin sekolah
atau guru besar adalah tonggak yang menentukan kejayaan dan kegagalan sesebuah
sekolah.Model yang terhasil secara terperinci menunjukkan hubungan dan pengaruh secara
langsung dan secara tidak langsung pemboleh ubah bebas (amalan kepimpinan servan,
kompetensi komunikasi, personaliti guru besar dan budaya organisasi sekolah) terhadap
pemboleh ubah bersandar (motivasi kerja guru).Dalam pada itu model yang terhasil juga

194

menunjukkan pengaruh pemboleh ubah kompetensi komunikasi dan pemboleh ubah budaya
organisasi antara hubungan pemboleh ubah bebas dengan pemboleh ubah bersandar.
Perincian terhadap kajian lepas mendapati model yang dibangunkan dalam kajian ini
menyokong model kepimpinan sekolah dan pencapaian pelajar yang dibangunkan oleh Jamal @
Nordin Yunus (2009) dan Kythreotis et al. (2010), yang mengaitkan amalan kepimpinan dan
budaya organisasi sekolah adalah aspek yang memberi pengaruh kepada pencapaian pelajar,
yang didasari oleh motivasi kerja serta komitmen guru. Dalam pada itu model dalam kajian ini
juga menyokong model motivasi kerja guru yang dibangunkan oleh Eyal dan Roth (2011), yang
mengaitkan amalan dan kapasiti kepimpinan guru besar adalah faktor yang secara langsung
dan tidak langsung mempengaruhi motivasi kerja guru. Hubungan di antara amalan kepimpinan
guru besar dan motivasi kerja guru yang dipengaruhi oleh elemen-elemen di dalam sistem
organisasi (budaya organisasi) mengukuhkan lagi persamaan model.
Kesimpulan
Berdasarkan penemuan kajian didapati pemboleh ubah bebas, iaitu pemboleh ubah amalan
kepimpinan servan, kompetensi komunikasi, personaliti guru besar dan budaya organisasi
sekolah yang dikaji menunjukkan, hubungan dan pengaruh terhadap pemboleh ubah
bersandar, iaitu motivasi keja guru di sekolah yang mendapat Tawaran Baru di negeri Sarawak.
Hasil kajian juga menunjukkan terdapat pengaruh dan hubungan secara langsung dan tidak
langsung pemboleh ubah bebas terhadap pemboleh ubah pengantara, iaitu kompetensi
komunikasi guru besar dan budaya organisasi sekolah dengan pemboleh ubah bersandar iaitu,
motivasi kerja guru.Menerusi ujian analisis laluan model persamaan struktur (SEM)
menggunakan perisian AMOS Versi 21.0, telah dibangunkan satu model motivasi kerja guru
yang menggambarkan motivasi kerja guru di sekolah yang mendapat Tawaran Baru di negeri
Sarawak.Model yang dibangunkan ini memperlihatkan bahawa pemboleh ubah budaya
organisasi sekolah dan pemboleh ubah personaliti guru besar merupakan faktor utama yang
memberi pengaruh terhadap motivasi kerja guru. Walau bagaimanapun pemboleh ubah lain
seperti amalan kepimpinan servan dan kompetensi komunikasi guru besar memberi pengaruh
secara tidak langsung terhadap motivasi kerja guru. Kesimpulannya, kapasiti pemimpin adalah
aspek penting yang mempengaruhi motivasi kerja guru.Kapasiti pemimpin yang melibatkan
aspek amalan kepimpinan, kompetensi komunikasi dan personaliti berperanan dalam
mempengaruhi budaya organisasi sekolah yang seterusnya mempengaruhi motivasi kerja
guru.Tahap motivasi kerja guru yang tinggi sememangnya berupaya untuk membawa sekolah
untuk mencapai keberkesanan.
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PENGARUH AMALAN KEPIMPINAN BERSTRUKTUR, EFIKASI GURU DAN NORMANORMA BUDAYA TERHADAP KEPRIHATINAN TUGAS GURU SEKOLAH KEBANGSAAN
DI SARAWAK

Shukri Zain
Janary anak Lumbai
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
ABSTRAK
Tujuan utama kajian ini adalah untuk meneliti pengaruh amalan kepimpinan berstruktur, efikasi
guru dan norma-norma budaya terhadap keprihatinan tugas guru. Kajian ini bersifat kuantitatif
dengan menggunakan kaedah tinjauan yang melibatkan 420 orang guru iaitu ketua-ketua
panitia. Kajian ini menggunakan soal selidik Orientasi Kepimpinan yang diadaptasi Lokman et
al., (2011) daripada (Bolman & Deal, 1999), Efikasi Guru (Meng Tian, 2008), School Culture
Triage (Phillips, G. 1993) dan Seven Stages of Concern (Hall et al., 1977). Data kajian dianalisis
menggunakan perisian SPSS Versi 15 dan AMOS Versi 21. Analisis data dilaksanakan secara
deskriptif dan analisis inferens iaitu Ujian-t, korelasi Pearson, regresi berganda Stepwise dan
analisis laluan untuk menguji hipotesis kajian pada nilai signifikan p<.05. Hasil kajian mendapati
keseluruhan tahap variabel dan dimensi adalah tinggi. Dalam kepimpinan berstruktur bagi
dimensi keutamaannya adalah sumber manusia diikuti struktural, simbolik dan politik. Terdapat
perbezaan skor min yang signifikan bagi setiap variabel kajian berdasarkan lokasi sekolah.
Keputusan korelasi (r) adalah signifikan dan positif dalam kepimpinan berstruktur (r=.459),
efikasi guru (r=.710), norma-norma budaya (r=.593) dengan keprihatinan tugas guru. Ujian
regresi linear mendapati kesemua variabel kajian adalah faktor-faktor yang mempengaruhi, ini
merangkumi dimensi-dimensi seperti efikasi interpersonal dan kerjasama, efikasi pengajaran
dan penyelidik, kepimpinan politik, keyakinan diri, kepimpinan simbolik dan efikasi budaya
sekolah adalah pengaruh bagi keprihatinan guru. Analisis laluan mendapati norma-norma
budaya bukan mediator bagi perhubungan antara variabel kajian. Secara keseluruhan amalan
kepimpinan guru besar lebih cenderung kepada sumber manusia, namun strategi politik dan
simbolik mempengaruhi keprihatinan guru dalam tugas terutamanya lebih kepada Prihatin
Impak. Akhirnya, variabel dan dimensi kajian ini harus diberi perhatian dalam mengukuhkan
penerimaan guru dalam sebarang pembangunan pendidikan di sekolah.
Kata Kunci : Kepimpinan Berstruktur, Efikasi, Norma Budaya, Keprihatinan tugas guru,
The main purpose of this study is to determine the influence of structured leadership, teachers
efficacy and culture norms towards primary school teachers tasks of concern in Sarawak. This
method involves quantitative survey among 420 teachers comprising the head of subject panel.
The instrument used were Leadership Orientations questionnaire adopted by Lokman et al.,
(2011) from Bolman and Deal (1999), Teacher Efficacy (Meng Tian, 2008), School Culture
Triage (Phillips, G. 1993) and Seven Stages of Concern (Hall et al., 1977). Data were analyzed
using SPSS version 15 and Amos version 21. Analysis of mean scores, t-test, pearson
correlation, regression analysis and path analysis were used to test the hypothesis at significant
level p<.05. Results revealed that the level of structured leadership, teachers efficacy, culture
norms and teachers tasks of concern is high. In terms of dimensions leadership showed high
level ranging from human resource, structural, symbolic and politic. There were significant
differences in all variables based on school location. Correlations (r) results showed significant
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and positive in structured leadership (r=.459), teachers efficacy (r=.710), culture norms (r=.593)
with teachers tasks of concern. Results of linear regression found that all variables were the
influence factors, these included dimensions for efficacy on interpersonal relationships and
cooperation, efficacy on teaching and research, politic leadership, self-determination, symbolic
leadership and efficacy on school culture were the influence factors of teachers concerns. Path
analysis showed that culture norm is not a mediator of the relationship between the variables.
Overall structured leadership is more leaning on human resource, however dimensions of
structured leadership in politic and symbolic found to be the dominance factors which contribute
towards teachers tasks mainly in impact concern. Thus these results reflect that the variables
should be focused in improving teachers tasks of concern in any educational development.
Key words : Structured leadership, Teachers efficacy, Culture norms, Teachers tasks of
concern
Pengenalan
Malaysia merupakan sebuah negara yang sedang membangun dan berubah menuju ke arah
negara maju berasaskan teknologi maklumat. Usaha ke arah ini sudah mulai diperkenalkan
dengan beberapa agenda antaranya berasaskan kemajuan teknologi maklumat dan komunikasi
yang merangkumi pembelajaran secara maya di institusi-institusi pendidikan sama ada di
peringkat tinggi atau sekolah-sekolah. Memandangkan kepentingan pendidikan yang
memainkan peranan utama bagi pembangunan sesebuah negara, maka proses pengajaran dan
pembelajaran (Pdp) yang berlaku di dalam bilik darjah merupakan indikator bagi masa depan
sesebuah negara (Laporan Tahunan PPPM, 2013). Proses perkembangan di bilik darjah yang
menarik bergantung kepada keprihatinan guru-guru untuk melakukan sesuatu perubahan atau
amalan baharu. Lantaran itu, kepentingan guru berinovasi telah menjadi elemen penting dalam
soal melahirkan guru yang berkualiti, seperti dalam ucapan pelancaran Hari Guru 2012 oleh
Menteri Pelajaran, YAB Tan Sri Muhyiddin Bin Haji Mohd. Yassin :
Guru berinovasi mempunyai kebolehan untuk melengkapkan murid dengan
kemahiran alaf baharu seperti keupayaan berfikir secara bijaksana, menyelesaikan
masalah dengan daya kreativiti yang tinggi. Sebelum memasuki bilik darjah,
seseorang guru berinovasi akan menekuni kurikulum dan menilai apakah
keberhasilan yang ingin dicapai. Guru berinovasi tidak akan terikat dengan sesuatu
cara dalam melaksanakan pengajaran dan pembelajaran dalam bilik darjah,
sebaliknya sentiasa berfikir di luar kotak pemikiran biasa untuk mencari kaedah
serta pendekatan baharu yang lebih berkesan..
Ini jelas menunjukkan bahawa sekolah semakin hari menjadi lebih kompleks sejak
beberapa dekad kebelakangan ini. Apa-apa perubahan dasar dalam pendidikan di negara kita
akan juga mempengaruhi keprihatinan tugas guru-guru dalam usaha melaksanakan keperluan
perubahan baharu di sekolah. Inilah yang menjadi cabaran pemimpin sekolah dalam usaha
menggerakkan organisasi sekolah ke arah memantapkan amalan baharu dalam pembangunan
pendidikan. Oleh itu, aspek keprihatinan tugas guru perlu diberi perhatian Kementerian
Pendidikan Malaysia (KPM) agar kesanggupan guru-guru dalam melaksanakan sebarang
pembaharuan yang dibawa di sekolah dapat dipertingkatkan dengan mengambilkira faktorfaktor yang mempengaruhi.
Latar Belakang Kajian
Dalam konteks pendidikan di negeri Sarawak, Jabatan Pendidikan Negeri Sarawak (JPNS)
telahpun memperkenalkan perancangan strategik yang dikenali sebagai Gerakan Menjulang
Sarawak (GeMS) 2011-2015 yang memasuki fasa tiga pelaksanaannya (Laporan Tahunan
203

JPNS, 2012). Perancangan strategik ini merupakan dokumen rujukan utama rasmi untuk semua
warga pendidik dalam penyediaan perancangan strategik di peringkat JPNS, Pejabat
Pendidikan Daerah (PPD) dan sekolah. Pengisian GeMS di semua peringkat menjurus ke arah
usaha melonjakkan kualiti dan kuantiti pencapaian murid serta meningkatkan akses, ekuiti dan
kualiti pendidikan.
Dalam usaha untuk mencapai kemenjadian pelajar, sekolah-sekolah di Sarawak telah
mewujudkan satu program yang dikenali sebagai Managing Chalenging School (MaCS) dengan
empat teras menjadi paksi kepada program tersebut iaitu kepimpinan instruktional, program
berfokus, pengajaran dan pembelajaran (Pdp) berkesan dan menjejaki kemenjadian murid.
Pengenalan program ini adalah bertujuan membantu guru besar melaksanakan pengurusan
kurikulum yang lebih manpan dengan memberi penekanan kepada aspek kepimpinan
instruktional. Bagaimanapun, amalan pengurusan pemimpin sekolah di Malaysia menunjukkan
pengetua dan guru besar kurang memberi keutamaan dalam melaksanakan peranan sebagai
pemimpin kurikulum (Pembangunan Pendidikan 20012010, KPM).
Dalam Pekeliling Kemajuan Pentadbiran Awam (PKPA) Bil. 3/1991, menggariskan bahawa
kakitangan kerajaan digalakkan supaya mencari pendekatan yang baharu, lebih sistematik dan
berkesan dalam menjayakan tugas yang dipertanggungjawabkan. Maknanya, keperluan
penjawat awam termasuk golongan pendidik perlu berusaha untuk memikirkan sesuatu
perubahan yang boleh membawa kesan baik terhadap profesion dan organisasi. Oleh sebab
itu, peranan guru diakui sebagai pembina masyarakat kerana usaha bagi menggalakkan para
pelajar kearah berfikir secara kreatif dan kritis mestilah dimulakan di peringkat sekolah rendah
lagi (Ikhsan & Norila, 2005). Oleh itu, peranan guru sangat dituntut dalam merealisasikan apa
jua harapan dan wawasan negara. Walau bagaimanapun, akibat tekanan dengan beban kerja
yang bertambah, serta kurikulum yang ditambahbaik, kerja guru kini semakin mencabar dan
seterusnya menjadikan tugas guru kurang berfokus. Beberapa kajian mendapati kekangan
masa dan bebanan tugas didapati berkorelasi positif dengan burnout guru (Peeters & Rutte,
2005; Hakanen et al., 2006; Kokkinos, 2007; Skaalvik & Skaalvik, 2008). Lantaran, ini
menyebabkan guru-guru kurang memberi fokus terhadap tugas utama mereka.
Dalam usaha untuk mengukuh penerimaan tugas-tugas guru di sekolah maka budaya sekolah
harus mencerminkan persekitaran yang menggalakkan pembangunan profesionalisme guru.
Oleh itu, norma-norma budaya organisasi yang jelas dan kuat perlu dikembangkan dan dikongsi
oleh semua ahli sekolah. Ini membolehkan mereka bersedia untuk berkongsi tanggungjawab
dan terlibat sepenuhnya dalam kerja sekolah untuk mencapai idea-idea yang dikongsi bersama.
Budaya yang bersifat kolaboratif akan membantu sekolah untuk menghadapi sebarang cabaran
dan kesulitan bersama untuk mencapai matlamat mereka (Schein, 1992; Shellard, 2002).
Dalam pada itu, kekuatan struktur dan budaya kolaboratif harus wujud (Shellard, 2002)
antaranya tanggungjawab bersama melalui perjumpaan, pembangunan dan implementasi
amalan kajian tindakan (Haar, 2003); bekerjasama ke arah matlamat yang sama (DuFour &
Eaker, 1998); pengurusan diri dan mengorganisasikan kumpulan guru berdasarkan bidang
(Langston, 2006).
Dalam kesediaan guru, perkara-perkara asas yang perlu dimiliki oleh guru untuk mengendalikan
proses Pdp dengan berkesan antaranya ilmu pengetahuan, kemahiran mengajar untuk
mengajar kemahiran berfikir dan sikap yang sesuai. Justeru itu, usaha ke arah pembangunan
pendidikan memerlukan rantaian sokongan semua pihak dalam sesebuah sekolah. Dalam
aspek ini, guru besar yang bertanggungjawab untuk membentuk rantaian kerjasama dan
perancangan pengurusan kakitangan untuk memperkembangkan lagi potensi sebenar guruguru. Kebiasaannya apa yang dibuat oleh guru dipengaruhi oleh pemikiran mereka, di mana
204

efikasi kendiri sebagai kepercayaan individu dalam kemampuan melaksanakan tindakan

berdasarkan sesuatu situasi (Bandura, 1997; Blackburn & Robinson, 2008). Sikap dan efikasi
guru terhadap sesuatu amalan baharu adalah faktor penting dalam menentukan kejayaan
pelaksanaannya. Terdapat kajian yang menjelaskan wujudnya perkaitan antara sikap guru
dengan amalan mereka dalam pelaksanaan inovasi dan juga dalam tugas-tugas rutin. Antara
lain kajian oleh (Lieberman & Miller, 1999; Moriarty et al., 2001) mendapati kajian mereka
secara umumnya mencadangkan sikap guru dikatakan asas pertimbangan oleh kebanyakan
guru dalam menyaring dan mentafsirkan segala bentuk inovasi terutama berkaitan dengan
pengajaran dan pembelajaran.
Pernyataan Masalah
Globalisasi adalah satu idealogi perubahan budaya, sosial dan politik yang lahir daripada
kepesatan teknologi maklumat dan komunikasi. Oleh itu, institusi pendidikan adalah tempat
yang strategik untuk menerima sebarang perubahan baik dari segi teknologi dan amalan agar
seiring dengan arus perubahan peringkat global. Namun tidak dinafikan bahawa sebarang
perubahan yang dibawa akan berdepan dengan pelbagai tekanan (Fullan, 2007). Sehubungan
itu, usaha institusi pendidikan perlu memainkan peranan penting dalam melahirkan modal insan
yang berkualiti, berilmu, celik ICT, berkemahiran, beretika dan berintegriti. Namun dalam usaha
ke arah tersebut, pihak pemerintah atau kerajaan perlu mempunyai dasar-dasar awam yang
dinamik dan kompetitif sesuai dengan keperluan tujuan perubahan. Lantaran itu, beberapa
tahun kebelakangan ini institusi pendidikan telah melaksanakan banyak perubahan atau dasar
yang dibawa dalam usaha menyediakan pendidikan yang terbaik untuk pelajar-pelajar. Antara
isu yang diperkatakan adalah penguasaan bahasa Inggeris yang lemah dalam kalangan pelajar
di semua peringkat persekolahan. Ekoran itu, satu dasar yang dikenali sebagai Pengajaran dan
Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI) telah dibentuk oleh
kerajaan pada tahun 2003. Pelaksanaan PPSMI diperkenalkan di semua sekolah bermula
dengan Tahun 1, Tingkatan 1 dan Tingkatan 6 Rendah. Dengan perubahan ini bahasa Inggeris
menjadi bahasa pengantar untuk mata pelajaran Sains dan Matematik termasuk mata pelajaran
teknikal dan teknologi maklumat (Zaidi, 2007). Menurut beliau juga, perubahan ini membawa
bersama banyak cabaran baharu kepada tugas guru-guru antaranya kefasihan dalam bahasa
Inggeris untuk menyampai pelajaran.
Namun sejak pengenalan PPSMI telah menyebab kerisauan dalam kalangan masyarakat
terutamanya persediaan pelajar dalam kedua-dua mata pelajaran tersebut. Prestasi pelajar
dikatakan dikatakan merosot, guru pula tidak yakin untuk mengajar dalam bahasa Inggeris dan
pelbagai masalah lain yang berkait dengan pengajaran dan pembelajaran (Ahmad Zaharuddin,
2009). Misalannya, kajian yang dibuat oleh Ishak Haron et al., (2008) guru-guru menggunakan
campuran bahasa Malaysia dan bahasa Inggeris untuk mengajar kedua-dua mata pelajaran
PPSMI. Bagi kajian Yang See Boon (2008) juga mendapati guru-guru mempunyai persepsi
yang rendah terhadap pelaksanaan PPSMI dari segi pendedahan maklumat dan faedahnya.
Jelaslah sejak pelaksanaan dasar PPSMI telah menimbulkan pelbagai reaksi daripada guru, ibu
bapa dan pelajar. Tambahan pula, guru-guru perlu meningkatkan kecekapan dengan
menguasai kemahiran ICT dalam usaha meningkatkan kreativiti guru agar Pdp menjadi lebih
menarik.
Setelah dilaksanakan hampir 10 tahun, PPSMI dimansuh sepenuhnya mulai 2012.
Pemansuhan itu dijalankan berperingkat-peringkat sehingga semua pelajar yang terlibat dengan
dasar itu tamat peringkat masing-masing pada 2014. Sejurus selepas itu, kerajaan telah
memperkenalkan satu dasar yang memartabatkan bahasa Melayu dan memperkukuhkan
bahasa Inggeris (MBMMBI), iaitu strategi melibatkan penggunaaan bahasa Melayu (BM)
sebagai bahasa pengantar sains dan matematik serta penambahbaikan terhadap pendekatan
205

Pdp BM. Manakala strategi memperkukuh penguasaan bahasa Inggeris (BI) melibatkan
penambaikan kurikulum BI serta penyediaan guru dan bahan yang mencukupi dan berkualiti
bagi melaksanakan kurikulum tersebut (Unit Komunikasi Korporat, KPM). Sejajar dengan itu,
guru opsyen bahasa Inggeris yang telah dikenalpasti tidak mencapai tahap minima berdasarkan
standard Common European Framework of Reference (CEFR) dikehendaki menghadiri latihan
Prosfessional Upskilling for English Language Teachers (ProELT) dalam sesuatu tempoh yang
ditetapkan (Laporan Tahunan PPPM, 2013).
Selaras dengan perkembangan ini pelbagai usaha telah dilaksanakan oleh KPM untuk
membina modal insan guru berkualiti dengan hasrat ilmu dan kemahiran yang dimiliki guru
dapat digunakan dalam menjana masyarakat yang berilmu. Perubahan-perubahan yang dibawa
ini juga akan memberi kesan kepada amalan dan penerimaan guru terutamanya dalam aspek
tugas guru, misalannya kurikulum dan pentaksiran. Pentaksiran Berasaskan Sekolah (PBS)
yang dikendalikan oleh pihak sekolah pentaksiran dilaksanakan guru-guru mata pelajaran perlu
dilaksana dengan terancang mengikut prosedur yang ditetapkan oleh Lembaga Peperiksaan
Malaysia (Zainuriyah, 2013). PBS dikatakan dapat meringankan beban tugas guru serta
menjadikan sistem pendidikan kita tidak lagi berorientasikan peperiksaan semata-mata, namun
masih kedengaran rungutan guru-guru bahawa PBS ini menyebabkan beban tugas guru
bertambah (Norashid & Hamsah, 2014). Pada masa yang sama, segala dapatan
perkembangan pelajar bagi setiap mata pelajaran perlu dilaporkan atas talian. Keadaan ini
sudah pasti akan mempengaruhi tugas-tugas guru terutama dalam aspek penggunaan
komputer.
Aspek pedagogi guru-guru juga dimantapkan dengan penerapan kemahiran berfikir aras tinggi
(KBAT) dalam pengajaran dan pembelajaran. Maka pelaksanaan konsep KBAT menerusi
program i-THINK yang menggunakan peta-peta pemikiran untuk mempertingkatkan dan
membudayakan kemahiran berfikir dalam pengajaran dan pembelajaran bagi melahirkan murid
yang berfikiran kreatif, kritis dan inovatif (Laporan Tahunan, PPPM 2013). Kajian yang
dijalankan oleh Rajendran (2001) mendapati 60 peratus guru dari jumlah responden yang
pernah menghadiri kursus untuk mengajar KBAT melalui BM dan BI tidak percaya diri mereka
lebih bersedia mengajar KBAT melalui BM dan BI berbanding guru-guru yang tidak menghadiri
sebarang kursus. Walaupun guru bersedia dari aspek ilmu pengetahuan, kemahiran pedagogi
mengajar BM atau BI namun kurang bersedia aspek pelaksanaan KBAT dalam pengajaran dan
pembelajaran. Usaha untuk memantapkan kemahiran KBAT dalam kalangan guru-guru maka
kursus i-THINK dalam talian (KiDT) telah dilaksanakan oleh pihak KPM. Namun timbul
ketidakpuasaan hati guru mengenai KiDT ini atas sebab-sebab capaian internet yang tidak
stabil dan kekangan masa yang diberikan oleh guru mengikutinya (Surat Edaran Arahan
Penangguhan KiDT, KPM).
Pada masa yang sama, antara inisiatif yang dilaksanakan oleh Bahagian Pendidikan Guru
(BPG) untuk memastikan kelestarian kualiti guru ialah Komuniti Pembelajaran Profesional
(PLC). Pemilihan PLC sebagai salah satu inisiatif dalam meningkatkan kualiti guru adalah
berdasarkan kepada tren dan perkembangan pendidikan negara maju yang melihat PLC
sebagai usaha yang dapat meningkatkan profesionalisme guru (BPG, 2006). Secara amnya,
PLC merujuk kepada usaha para pendidik yang komited dan bekerja secara kolaboratif serta
berterusan untuk membuat inkuiri atau kajian tindakan bagi mencapai prestasi yang lebih baik
untuk murid-murid mereka (DuFour, Eaker & Many, 2006). Pelaksanaan PLC ini melanjutkan
amalan dalam bilik darjah ke dalam komuniti yang terdiri daripada guru-guru, murid, pengetua
dan ibu bapa untuk menambah baik kualiti dan pembelajaran di sekolah. Lantaran itu,
pelaksanaan PLC misalannya, Lesson Study akan mengubah sifat tugas guru terutamanya
aspek PdP dalam bilik darjah.
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Begitu juga, kementerian turut memperkenalkan projek 1BestariNet, sekolah-sekolah akan

dilengkapkan dengan penyelesaian bersepadu yang membolehkan pengajaran, pembelajaran,
kolaborasi dan pentadbiran dijalankan melalui Persekitaran Pembelajaran Maya (Frog VLE)
yang berasaskan internet. Ia adalah satu sistem pembelajaran berasaskan web yang
mengintegrasikan konsep pendidikan konvensional dengan kaedah maya. Sebagai contoh,
guru-guru dapat memberi tugasan, ujian dan menyemak tugasan secara maya, sementara
pelajar dapat menghantar tugasan dan menyemak markah menerusi VLE. Apa yang berlaku
dalam pendidikan muktahir ini menunjukkan tugas-tugas guru semakin kompleks, malah guruguru perlu memahami dan melaksanakan pembaharuan yang hendak dilaksanakan di sekolah.
Bersandarkan isu yang telah dibangkitkan, kajian ini dijalankan mengenai keprihatinan guru
terhadap tugas terutamanya apabila berdepan dengan perubahan dan amalan baharu yang
dilaksanakan di sekolah. Selanjutnya, kajian ini meneliti sejauh mana dan pengaruh amalan
kepimpinan berstruktur, efikasi guru dan norma-norma budaya terhadap keprihatinan tugas
guru dalam konteks pembangunan pendidikan yang dihadapi oleh guru-guru pada masa kini.
Objektif Kajian
Secara khususnya objektif kajian ini bertujuan :
1.
Meneliti tahap amalan kepimpinan berstruktur, efikasi guru, norma-norma budaya dan
keprihatinan tugas guru sekolah kebangsaan di Sarawak.
2.
Meneliti perbezaan amalan kepimpinan berstruktur, efikasi guru, norma-norma budaya
dan keprihatinan tugas guru dari aspek maklumat demografi (jantina dan lokasi
sekolah).
3.
Meneliti hubungan antara amalan kepimpinan berstruktur, efikasi guru, norma-norma
budaya dan keprihatinan tugas guru.
4.
Meneliti pengaruh utama di dalam amalan kepimpinan berstruktur, efikasi guru dan
norma-norma budaya terhadap keprihatinan tugas guru.
5.
Meneliti pengaruh utama dimensi-dimensi bagi kepimpinan berstruktur, efikasi guru dan
norma-norma budaya terhadap keprihatinan tugas guru.
6.
Meneliti sama ada model konseptual kajian sepadan dengan variabel kajian.
7.
Meneliti mediator antara variabel amalan kepimpinan berstruktur, efikasi guru, normanorma budaya dan keprihatinan tugas guru.
Soalan Kajian
Berikut adalah soalan kajian yang akan dijawab dalam kajian ini :
1.
Apakah tahap amalan kepimpinan berstruktur, efikasi guru, norma-norma budaya dan
keprihatinan tugas guru?
2.
Adakah terdapat perbezaan amalan kepimpinan berstruktur, efikasi guru, norma-norma
budaya dan keprihatinan tugas guru dari aspek maklumat demografi (jantina dan lokasi
sekolah)?
3.
Adakah terdapat hubungan antara amalan kepimpinan berstruktur, efikasi guru, normanorma budaya dan keprihatinan tugas guru?
4.
Adakah terdapat pengaruh utama di dalam amalan kepimpinan berstruktur, efikasi guru,
norma-norma budaya terhadap keprihatinan tugas guru?
5.
Adakah terdapat pengaruh utama dimensi-dimensi bagi kepimpinan berstruktur, efikasi
guru dan norma-norma budaya terhadap keprihatinan tugas guru?
6.
Adakah model konseptual kajian sepadan dengan variabel kajian?
7.
Adakah terdapat elemen mediator dalam hubungan antara variabel amalan kepimpinan
berstruktur, efikasi guru, norma-norma budaya dengan keprihatinan tugas guru?

207

Metodologi Kajian
Dalam kajian ini, reka bentuk kajian bukan eksperimen dengan menggunakan kaedah tinjauan
telah digunakan untuk meneliti pengaruh amalan kepimpinan berstruktur, efikasi guru dan
norma-norma budaya terhadap keprihatinan tugas guru sekolah-sekolah kebangsaan di
Sarawak.
Sampel Kajian
Dalam persampelan kajian ini, pengkaji mula dengan memilih teknik persampelan berkelompok
yang melibatkan 30 daerah iaitu 38 buah sekolah daripada setiap zon. Dengan berdasarkan
prosedur persampelan rawak berkelompok digunakan oleh pengkaji. Pengkaji membahagikan
PPD berdasarkan sekolah bandar dan luar bandar mengikut pembahagian zon iaitu utara,
tengah dan selatan.
Kajian ini akan dijalankan dengan membahagikan daerah-daerah kepada 3 zon yang
berkenaan. Terdapat dua lapisan iaitu lapisan pertama pada peringkat Pejabat Pendidikan
Daerah (PPD) di negeri Sarawak. Lapisan kedua adalah 30 buah PPD dikelompok dengan
mengenal pasti 38 buah sekolah daripada setiap zon secara rawak untuk dipilih sebagai
responden seperti pada jadual rawak mudah (Chua, 2006). Sementara itu, tambahan sebanyak
4 buah sekolah luar bandar dipilih daripada populasi kajian sebagai responden simpanan bagi
memastikan kemungkinan kes di mana responden dalam sampel yang tidak bekerjasama
(Chua, 2011). Ini bermakna sebanyak 456 soal selidik telah diedarkan dalam kajian ini.
Sampel kajian dipilih dengan menggunakan teknik persampelan ini kerana teknik berkenaan
lebih berkesan bagi mendapatkan maklumat daripada setiap daerah di Sarawak (Sekaran,
2000). Populasi keseluruhan dalam kajian ini adalah seramai 23 191 orang dengan menetapkan
4 responden dari setiap sekolah maka jumlah responden dalam setiap zon adalah 152 orang
yang terdiri daripada guru-guru sekolah kebangsaan di Sarawak. Ini bermakna jumlah sampel
kajian daripada 3 zon yang dibentuk adalah seramai 456 orang responden. Jumlah sampel ini
adalah merupakan jumlah yang memadai (Sekaran, 2000; Sekaran & Bougie, 2010) berbanding
jumlah yang disarankan iaitu 357 (Krejcie & Morgan, 1970; Barlett et al., 2001). Penentuan
bilangan sampel seramai 456 orang telah mengambilkira kemungkinan peratusan yang rendah
untuk mengembalikan soal selidik.
Kaedah Pengumpulan Data
Sebelum kerja pengumpulan data dibuat, kebenaran dari Bahagian Perancangan dan
Penyelidikan Pendidikan, Kementerian Pelajaran Malaysia, Jabatan Pelajaran Negeri Sarawak,
Pejabat Pelajaran Bahagian, Pejabat Pelajaran Daerah dipohon. Selepas mendapat kebenaran,
pengkaji akan menghantar soal selidik ke sekolah yang telah dikenal pasti melalui Jabatan
Pendidikan Daerah.
Prosedur Analisis Data
Analisis data hanya dilakukan ke atas soal selidik yang ditandakan dengan lengkap. Data yang
diperoleh dianalisis dengan menggunakan perisian Statistical Package for Social Sciences
(SPSS) version 15.0. Sebelum ujian statistik dilakukan, data yang diperoleh terlebih dahulu
dianslisis taburan normal dan kebolehpercayaan. Analisis serakan skor min amalan kepimpinan
berstruktur, skor min efikasi guru dan skor min norma-norma budaya dilakukan bagi melihat
kenormalannya dengan menggunakan histogram. Data tersebut juga dianalisis pekali
kebolehpercayaannya dengan menggunakan Cronbachs Alpha. Seterusnya analisis deskriptif
digunakan untuk menganalisis dan merumuskan latar responden. Analisis selanjutnya
menggunakan skor min, ujian-t, Korelasi Pearson, Regresi berganda dan analisis SEM.

208

Dapatan Kajian
Soalan Kajian 1 : Apakah tahap amalan kepimpinan berstruktur, efikasi guru, norma-norma
budaya dan keprihatinan tugas guru?
Analisis Skor Min Tahap Amalan Kepimpinan Berstruktur
Jadual 1 menunjukkan hasil keputusan skor min variabel amalan kepimpinan berstruktur adalah
tinggi sebanyak 3.92. Bagi kesemua dimensi didapati berada pada tahap tinggi iaitu sumber
manusia sebanyak 4.06, struktur pada tahap 4.01, simbolik dan politik masing-masing
mempunyai tahap 3.86 dan 3.74. Secara keseluruhan keputusan skor min menunjukkan
dimensi sumber manusia adalah tertinggi dan politik adalah terendah.

Jadual 1 : Tahap Setiap Dimensi Amalan Kepimpinan Berstruktur

Dimensi Amalan Kepimpinan
M
SP
Berstruktur
4.01
0.63
Struktur
4.06
0.67
Sumber Manusia
3.74
0.68
Politik
3.86
0.74
Simbolik
Amalan Kepimpinan Berstruktur
3.92
0.65

Tahap
Tinggi
Tinggi
Tinggi
Tinggi
Tinggi

Analisis Skor Min Tahap Efikasi Guru

Jadual 2 mendapati kesemua dimensi mempunyai tahap tinggi dengan efikasi budaya sekolah
mempunyai skor min tertinggi 4.19, efikasi interpersonal dan kerjasama, dan efikasi pengajaran
dan penyelidikan masing-masing mempunyai skor min 3.95 dan 3.85. Bagi efikasi dalam
membuat keputusan antara skor yang terendah iaitu 3.73. Secara keseluruhan variabel efikasi
guru adalah pada tahap tinggi iaitu 3.92.
Jadual 2 : Tahap Setiap Dimensi Efikasi Guru
Dimensi Efikasi Guru
Membuat Keputusan
Pengajaran dan Penyelidikan
Interpersonal dan Kerjasama
Budaya Sekolah
Efikasi Guru

M
3.73
3.85
3.95
4.19
3.92

SP
0.62
0.52
0.54
0.57
0.47

Tahap
Tinggi
Tinggi
Tinggi
Tinggi
Tinggi

Analisis Skor Min Tahap Norma-Norma Budaya

Dalam jadual 3 menunjukkan dimensi kolaboratif profesional mempunyai skor min tertinggi iaitu
4.05, diikuti keyakinan diri adalah 3.93 dan dimensi hubungan keserakanan adalah 3.89.
Secara keseluruhan variabel norma-norma budaya mempunyai skor min pada tahap tinggi iaitu
3.95.
Jadual 3 : Tahap Setiap Dimensi Norma-Norma Budaya
Dimensi
M
Norma-Norma Budaya
4.05
Kolaboratif Profesional
3.92
Keyakinan Diri
3.89
Hubungan Keserakanan

SP

Tahap

0.59
0.62
0.61

Tinggi
Tinggi
Tinggi
209

Norma-Norma Budaya

3.95

0.54

Tinggi

Analisis Skor Min Tahap Keprihatinan Tugas Guru

Dalam jadual 4 menunjukkan taburan dimensi prihatin impak mempunyai skor min tertinggi iaitu
3.91. diikuti prihatin diri adalah 3.84 dan dimensi prihatin tugas adalah 3.76. Secara
keseluruhan variabel keprihatinan tugas guru mempunyai skor min pada tahap tinggi iaitu 3.86.
Jadual 4 : Tahap Setiap Dimensi Keprihatinan Tugas Guru
Dimensi
M
Keprihatinan Tugas Guru
3.84
Prihatin Diri
3.76
Prihatin Tugas
3.91
Prihtin Impak
Keprihatinan Tugas Guru
3.86

SP

Tahap

0.43
0.45
0.46
0.43

Tinggi
Tinggi
Tinggi
Tinggi

Soalan Kajian 2 : Adakah terdapat perbezaan amalan kepimpinan berstruktur, efikasi

guru, norma-norma budaya dan keprihatinan tugas guru dari aspek maklumat
demografi?
Hipotesis 01 : Tidak terdapat perbezaan skor min yang signifikan amalan kepimpinan
berstruktur berdasarkan maklumat demografi.
i.
Jantina
Hipotesis 01(a) : Tidak terdapat perbezaan skor min yang signifikan amalan kepimpinan
berstruktur berdasarkan jantina.
Jadual 5 : Skor Min Amalan Kepimpinan Berstruktur Berdasarkan Jantina
Variabel
N
Jantina
Min
SD
t
df
Kepimpinan
170
Lelaki
3.88
.624
-1.003
418
Berstruktur
250
Perempuan
3.94
.670

Sig
.316

Berdasarkan jadual 5 ujian-t menunjukkan tidak terdapat perbezaan yang signifikan antara
amalan kepimpinan berstruktur berdasarkan jantina di sekolah-sekolah kebangsaan di
Sarawak. Keputusan kajian menunjukkan (t=-1.003, df=418, p>.05). Oleh itu, hipotesis kajian
adalah diterima.
ii.
Lokasi Sekolah
Hipotesis 01(b) : Tidak terdapat perbezaan skor min yang signifikan amalan kepimpinan
berstruktur berdasarkan lokasi sekolah.
Jadual 6 : Skor Min Kepimpinan Berstruktur Berdasarkan Lokasi Sekolah
Variabel
N
Lokasi
Min
SD
t
df
Sig
Kepimpinan
203
Bandar
4.02
.619
3.157
418
.002
Berstruktur
217
Luar Bandar
3.82
.669
Berdasarkan jadual 6 ujian-t menunjukkan terdapat perbezaan yang signifikan antara amalan
kepimpinan berstruktur berdasarkan lokasi sekolah di sekolah-sekolah kebangsaan di Sarawak.
Keputusan kajian menunjukkan (t=3.157, df=418, p<.05). Maka, hipotesis kajian adalah ditolak.
Hipotesis 02 : Tidak terdapat perbezaan yang signifikan skor min efikasi guru berdasarkan
maklumat demografi.
210

i.
Jantina
Hipotesis 02(a) : Tidak terdapat perbezaan skor min yang signifikan efikasi guru berdasarkan
jantina.
Jadual 7 : Skor Min Efikasi Guru Berdasarkan Jantina
Variabel
N
Jantina
Min
SD
Efikasi
170
Lelaki
3.90
.441
Guru
250
Perempuan
3.94
.490

t
-0.662

df
418

Sig
.508

Berdasarkan jadual 7 ujian-t menunjukkan tidak terdapat perbezaan yang signifikan antara
efikasi guru berdasarkan jantina di sekolah-sekolah kebangsaan di Sarawak. Keputusan kajian
menunjukkan (t=-0.662, df=418, p>.05). Oleh itu, hipotesis kajian adalah diterima.

ii.
Lokasi Sekolah
Hipotesis 02(b) : Tidak terdapat perbezaan skor min yang signifikan efikasi guru berdasarkan
lokasi sekolah.
Jadual 8 : Skor Min Efikasi Guru Berdasarkan Lokasi Sekolah
Variabel
N
Lokasi
Min
SD
t
Efikasi
203
Bandar
3.94
.502
.687
Guru
217
Luar Bandar
3.91
.439

df
418

Sig
.032

Berdasarkan jadual 8 ujian-t menunjukkan terdapat perbezaan yang signifikan antara efikasi
guru berdasarkan lokasi sekolah di sekolah-sekolah kebangsaan di Sarawak. Keputusan kajian
menunjukkan (t=0.687, df=418, p<.05). Maka, hipotesis kajian adalah ditolak.
Hipotesis 03 : Tidak terdapat perbezaan yang signifikan skor min norma-norma budaya
berdasarkan maklumat demografi.
i.
Jantina
Hipotesis 03(a) : Tidak terdapat perbezaan skor min yang signifikan norma-norma budaya
berdasarkan jantina.
Jadual 9 : Skor Min Norma-Norma Budaya Berdasarkan Jantina
Variabel
N
Jantina
Min
SD
t
Norma-Norma
170
Lelaki
3.94
.528
-0.481
Budaya
250
Perempuan
3.96
.550

df
418

Sig
.631

Berdasarkan jadual 9 ujian-t menunjukkan tidak terdapat perbezaan yang signifikan antara
norma-norma budaya berdasarkan jantina di sekolah-sekolah kebangsaan di Sarawak.
Keputusan kajian menunjukkan (t=-0.481, df=418, p>.05). Hipotesis kajian adalah diterima.
ii.
Lokasi Sekolah
Hipotesis 03(b) : Tidak terdapat perbezaan skor min yang signifikan norma-norma budaya
berdasarkan lokasi sekolah.
Jadual 10 : Skor Min Norma-Norma Budaya Berdasarkan Lokasi Sekolah
211

Variabel
Norma-Norma
Budaya

N
203
217

Lokasi
Bandar
Luar Bandar

Min
3.92
3.98

SD
.596
.484

t
-1.273

df
418

Sig
.204

Berdasarkan jadual 10 ujian-t menunjukkan tidak terdapat perbezaan yang signifikan antara
norma-norma budaya berdasarkan lokasi sekolah di sekolah-sekolah kebangsaan di Sarawak.
Keputusan kajian menunjukkan (t=-1.273, df=418, p>.05). Oleh itu, hipotesis kajian adalah
diterima.
Hipotesis 04 : Tidak terdapat perbezaan yang signifikan skor min keprihatinan tugas guru
berdasarkan maklumat demografi.
i.
Jantina
Hipotesis 04(a) : Tidak terdapat perbezaan skor min yang signifikan keprihatinan tugas guru
berdasarkan jantina.
Jadual 11 : Skor Min Keprihatinan Tugas Guru Berdasarkan Jantina
Variabel
N
Jantina
Min
SD
t
Keprihatinan
170
Lelaki
3.84
.413
-0.466
Tugas Guru
250
Perempuan
3.86
.436

df
418

Sig
.642

Berdasarkan jadual 11 ujian-t menunjukkan tidak terdapat perbezaan yang signifikan antara
keprihatinan tugas guru berdasarkan jantina di sekolah-sekolah kebangsaan di Sarawak.
Keputusan kajian menunjukkan (t=-0.466, df=418, p>.05). Oleh itu, hipotesis kajian adalah
diterima.
ii.
Lokasi Sekolah
Hipotesis 04(b) : Tidak terdapat perbezaan skor min yang signifikan keprihatinan tugas guru
berdasarkan lokasi sekolah.
Jadual 12 : Skor Min Keprihatinan Tugas Guru Berdasarkan Lokasi Sekolah
Variabel
N
Lokasi
Min
SD
t
df
Keprihatinan
203
Bandar
3.91
.440
2.394
418
Tugas
217
Luar Bandar
3.81
.409
Guru

Sig
.017

Berdasarkan jadual 12 ujian-t menunjukkan tidak terdapat perbezaan yang signifikan antara
keprihatinan tugas guru berdasarkan lokasi sekolah di sekolah-sekolah kebangsaan di
Sarawak. Keputusan kajian menunjukkan (t=2.394, df=418, p<.05). Maka, hipotesis kajian
adalah ditolak.
Soalan Kajian 3 : Adakah terdapat hubungan antara amalan kepimpinan berstruktur,
efikasi guru, norma-norma budaya dan keprihatinan tugas guru?
Hipotesis 05(a) : Tidak terdapat hubungan yang signifikan antara dimensi amalan kepimpinan
berstruktur dengan keprihatinan tugas guru.
Berdasarkan kepada jadual 12, hasil analisis inter-korelasi menunjukkan semua dimensi
amalan kepimpinan berstruktur dengan keprihatinan tugas guru menunjukkan korelasi positif
yang lemah iaitu dengan struktural (r=.427, p<.01), dengan sumber manusia (r=.419, p<.01),
212

dengan politik (r=.476, p<.01) dan begitu juga dengan politik (r=.441, p<.01). Secara
keseluruhan, variabel amalan kepimpinan berstruktur menunjukkan korelasi positif yang lemah
(r=.459, p<.01) dengan keprihatinan tugas guru.
Jadual 12 : Hubungan antara Dimensi Amalan Kepimpinan Berstruktur dan Keprihatinan
Tugas Guru
Dimensi
Nilai r
Amalan Kepimpinan Berstruktur
Struktural
0.427**
Sumber Manusia
0.419**
Politik
0.476**
Simbolik
0.441**
Keseluruhan
0.459**
**p<.01
Hipotesis 05(b) : Tidak terdapat hubungan yang signifikan antara dimensi efikasi guru dengan
keprihatinan tugas guru.
Berdasarkan kepada jadual 13, hasil analisis inter-korelasi menunjukkan semua dimensi efikasi
guru dengan keprihatinan tugas guru menunjukkan korelasi positif yang sederhana iaitu dengan
efikasi membuat keputusan (r=.503, p<.01), dengan efikasi pengajaran dan penyelidikan
(r=.640, p<.01), dengan efikasi interpersonal dan kerjasama (r=.649, p<.01) dan begitu juga
dengan efikasi budaya sekolah (r=.580, p<.01). Secara keseluruhan, variabel efikasi guru
menunjukkan korelasi positif yang kuat (r=.710, p<.01) dengan keprihatinan tugas guru.
Jadual 13 : Hubungan antara Dimensi Efikasi Guru dan Keprihatinan Tugas Guru
Dimensi
Nilai r
Efikasi Guru
Efikasi Membuat Keputusan
0.503**
Efikasi Pengajaran dan Penyelidikan
0.640**
Efikasi Interpersonal dan Kerjasama
0.649**
Efikasi Budaya Sekolah
0.580**
Keseluruhan
0.710**
**p<.01
Hipotesis 05(c) : Tidak terdapat hubungan yang signifikan antara dimensi norma-norma budaya
dengan keprihatinan tugas guru.
Berdasarkan kepada jadual 14, hasil analisis inter-korelasi menunjukkan semua dimensi normanorma budaya dengan keprihatinan tugas guru menunjukkan korelasi positif yang sederhana
iaitu dengan kolaboratif profesional (r=.517, p<.01), dengan keyakinan diri (r=.533, p<.01) dan
begitu juga dengan keserakanan (r=.539, p<.01). Secara keseluruhan, variabel norma-norma
budaya menunjukkan korelasi positif yang sederhana (r=.593, p<.01) dengan keprihatinan tugas
guru.
Jadual 14 : Hubungan antara Dimensi Norma Budaya dan Keprihatinan Tugas Guru
Dimensi
Nilai r
Norma-Norma Budaya
Kolaboratif Profesional
0.517**
Keyakinan Diri
0.533**
213

Hubungan Keserakanan
Keseluruhan
**p<.01

0.539**
0.593**

Soalan Kajian 4 : Adakah terdapat pengaruh utama di dalam amalan kepimpinan

berstruktur, efikasi guru, norma-norma budaya terhadap keprihatinan tugas guru?
Hipotesis 06 : Tidak terdapat pengaruh utama yang signifikan amalan kepimpinan berstruktur,
efikasi guru dan norma-norma budaya terhadap keprihatinan tugas guru.
Dalam jadual 15 menunjukkan keputusan analisis regresi berganda yang melibatkan tiga
variabel bebas iaitu efikasi guru (=.569, p<.05), norma-norma budaya (=.127, p<.015) dan
amalan kepimpinan berstruktur (=.088, p<.034) ke atas variabel bersandar iaitu keprihatinan
tugas guru.
Hasil analisis menunjukkan bahawa secara signifikan, efikasi guru (=.710, p=.000) sendiri
menyumbang sebanyak 50.3 peratus (r=.71) perubahan varians dalam keprihatinan tugas guru
[F(1,418)=423.863, p<.05]. Kombinasi antara kedua-dua variabel efikasi guru (=.596, p=.000)
dan norma-norma budaya (=.154, p<.05) menyumbang sebanyak 51.4 peratus (r=72)
perubahan varians dalam keprihatinan tugas guru [F(2,417)=220.723, p<.05]. Namun apabila
variabel peramal amalan kepimpinan berstruktur (=.088, p<.05) dikira bersama, ketiga-tiga
variabel telah menyumbang sebanyak 51.9 peratus (r=.72) perubahan varians dalam
keprihatinan tugas guru [F(3, 416)=107.791, p<.05].
Jadual 15 : Analisis Regresi Berganda (Stepwise) Variabel Amalan Kepimpinan
Berstruktur, Efikasi Guru dan Norma-Norma Budaya terhadap Keprihatinan Tugas Guru
Variabel

P
t
Efikasi Guru
.569
10.956**
.000
Norma-Norma Budaya
.127
2.444*
.015
Kepimpinan Berstruktur
.088
2.130*
.034
Oleh itu, hipotesis yang menyatakan tidak terdapat pengaruh yang signifikan amalan
kepimpinan berstruktur, efikasi guru dan norma-norma budaya terhadap keprihatinan tugas
guru adalah ditolak.
Soalan Kajian 5 : Adakah terdapat pengaruh utama dimensi-dimensi bagi kepimpinan
berstruktur, efikasi guru dan norma-norma budaya terhadap keprihatinan tugas guru?
Hipotesis 06 : Tidak terdapat pengaruh utama yang signifikan dimensi-dimensi bagi amalan
kepimpinan berstruktur, efikasi guru dan norma-norma budaya terhadap keprihatinan tugas
guru.
Dalam jadual 16, hasil analisis menunjukkan bahawa secara signifikan, efikasi interpersonal
dan kerjasama (=.649, p=.000) sendiri menyumbang sebanyak 42.1 peratus (r=.65) perubahan
varians dalam keprihatinan tugas guru [F(1,418)=303.643, p<.00]. Kombinasi antara kedua-dua
dimensi efikasi interpersonal dan kerjasama (=.389, p=.000) dan efikasi pengajaran dan
penyelidikan (=.359, p=.000) menyumbang sebanyak 48.2 peratus (r=.69) perubahan varians
dalam keprihatinan tugas guru [F(2,417)=115.589, p=.000]. Kombinasi dimensi kepimpinan
politik digabungkan dengan dua dimensi sebelumnya (=.230, p=.000) menyumbang sebanyak
52.6 peratus (r=.73) perubahan varians dalam keprihtinan tugas guru [F(3,416)= 106.258,
p=.00]. Keyakinan diri digabungkan dengan tiga dimensi pula (=.125, p=.00) menyumbang
214

sebanyak 53.6 peratus (r=.73) perubahan varians dalam keprihatinan tugas guru [F(4,
415)=119.613, p=.00). Seterusnya apabila digabungkan dengan kepimpinan simbolik (=.186,
p=.00) menyumbang sebanyak 54.1 peratus (r=.74) perubahan varians dalam keprihatinan
tugas guru [F(5, 414)=97.689, p=.00]. Namun apabila dimensi efikasi budaya sekolah (=.118,
p=.00) dikira bersama, keenam-enam dimensi telah menyumbang sebanyak 54 peratus (r=.74)
perubahan varians dalam keprihatinan tugas guru [F(6, 4133)=83.132, p=.00]. Terdapat enam
dimensi dalam variabel kajian iaitu efikasi interpersonal dan kerjasama, efikasi pengajaran dan
penyelidikan, kepimpinan politik, keyakinan diri, kepimpinan simbolik dan efikasi budaya
sekolah merupakan peramal yang mempunyai korelasi dan sumbangan yang signifikan ke atas
keprihatinan tugas guru.
Jadual 16 : Analisis Regresi Berganda (Stepwise) Dimensi-Dimensi Bagi Amalan
Kepimpinan Berstruktur, Efikasi Guru dan Norma-Norma Budaya terhadap Keprihatinan
Tugas Guru
Variabel

P
t
Efikasi interpersonal dan kerjasama
.258
4.672
0.00
Efikasi pengajaran dan penyelidik
.275
5.541
0.00
Kepimpinan Politik
.379
4.660
0.00
Keyakinan Diri
.098
2.156
0.03
Kepimpinan Simbolik
-.220
-2.663
0.01
Efikasi budaya sekolah
.188
2.300
0.02

Oleh itu, hipotesis kajian yang menyatakan tidak terdapat pengaruh utama yang signifikan
dimensi-dimensi bagi amalan kepimpinan berstruktur, efikasi guru dan norma-norma budaya
terhadap keprihatinan tugas guru adalah ditolak.
Soalan Kajian 6 : Adakah model konseptual kajian sepadan dengan variabel kajian ?
Hipotesisi 08 : Tidak terdapat model konseptual kajian sepadan dengan variabel kajian.
Dalam rajah 1 menunjukkan model hubungan analisis laluan yang dibangunkan terdapat tiga
variabel bebas iaitu amalan kepimpinan berstruktur (KBS), efikasi guru (EFG) dan norma-norma
budaya (NBY). Setiap variabel amalan kepimpinan berstruktur, efikasi guru dan norma-norma
budaya masing-masing diwakili variabel indikator yang dikenali sebagai variabel eksogenus.
Manakala keprihatinan tugas guru (KTG) juga diwakili variabel indikator yang dikenali sebagai
variabel endogenus.

215

Rajah 1 : Model Cadangan Analisis Laluan Pengaruh dan Hubungan Variabel Bebas
Terhadap Variabel Bersandar.
KBS(IV1)
Kepimpinan Berstruktur EFG(IV2)
KST
: Struktural
EMK
KSM
: Sumber Manusia
EPP
KPO
: Politik
EIK
KSB
: Simbolik
EBS
NBY(IV3)
Norma-Norma Budaya
KTG(DV)
KOP
: Kolaboratif Profesional
PRIDIR
YDIR
: Keyakinan Diri
PRITUG
KSR
: Hubungan Keserakanan
PRIMP
er1 er17 : Aspek Lain Yang Tidak Diperhatikan

:
:
:
:
:
:
:

Efikasi Guru
Membuat Keputusan
Pengajaran dan Penyelidikan
Interpersonal dan Kerjasama
Budaya Sekolah
Keprihatinan Tugas Guru
Prihatin Diri
Prihatin Tugas
Prihatin Impak

Keputusan Squared Multiple Correlations menunjukkan bahawa sebanyak .718 atau 71.8%
varians dalam NBY (Norma-Norma Budaya) dan .601 atau 60.1% varians dalam keprihatinan
tugas guru dapat diramalkan oleh model hipotesis. Selain itu, nilai varians ramalan bagi 14
variabel indikator dalam model hipotesis antara .454 atau 45.4% hingga .925 atau 92.5%. Oleh
itu, nilai varians yang tidak dapat diterangkan (ralat varians) adalah 7.5% hingga 54.6%.
Namun demikian, pada kategori nilai indeks kesepadanan Absolute Fit menunjukkan keputusan
ujian Khi-Kuasa Dua Goodness-of-Fit yang signifikan [X2(N=420, df=71)=321.044, p<.05], nilai
Root mean square Error of Approximation (RMSEA) bagi model hipotesis adalah .092 (nilai
lebih kecil daripada .08 adalah lebih baik) dan nilai Goodness-of-Fit Index (GFI) adalah .905
(nilai lebih daripada 0.90 adalah lebih baik) menunjukkan bahawa secara signifikan, model
konseptual hipotesis yang dicadangkan oleh pengkaji tidak sepadan dengan variabel kajian
yang dikumpulkan dalam kalangan responden iaitu guru-guru di sekolah-sekolah kebangsaan di
Sarawak. Namun nilai indeks kesepadanan yang lain menunjukkan nilai dalam kategori
216

Incremental Fit (AGFI =.859, CFI=.958, TLI=.947, NFI=.947) didapati agak baik (nilai melebihi
0.90 adalah baik). Seterusnya nilai Parsimonious Fit iaitu Chi square/df adalah 4.522 (chisq/df
kurang daripada 5.0 adalah lebih baik). Jadual 17 menunjukkan keputusan Model Fit Summary
bagi model yang dibangunkan.
Jadual 17 : Keputusan Model Fit Summary Bagi Model Dibangunkan
Kategori

Absolute fit

Incremental fit
Parsimonious fit

Pengukuran Kebagusan Pekali/

Penyesuaian (GFI)
Indeks
Chisq/P Value
RMSEA
GFI
AGFI
CFI
TLI
NFI
Chisq/df

.000
.092
.905
.859
.958
.947
.947
4.522

Tahap
Kesesuaian
Indeks
P>0.05
<0.08
>0.90
>0.90
>0.90
>0.90
>0.90
<5.0

Menurut Zainudin Awang (2014) indeks kesesuaian yang kerap dilaporkan dalam sorotan kajian
adalah nilai indeks RMSEA, GFI dan Chisq/df. Namun bagi Hair et al., (1995, 2010) dan
Holmes-Smith (2006) mencadangkan penggunaan sekurang-kurangnya satu indeks kesesuaian
bagi setiap kategori digunakan untuk menentukan kesepadanan model kajian. Oleh itu, pengkaji
menggunakan RMSEA, GFI, CFI dan Chisqdf untuk menentukan kesepadan model konseptual
kajian.
Berdasarkan keputusan model Fit Summary bagi model yang dibangunkan dalam jadual 17,
dapatan kajian ini menunjukkan bahawa kesesuaian model konseptual kajian yang dicadangkan
tidak sepadan dengan variabel data kajian yang dikumpul daripada responden kajian. Oleh
kerana nilai indeks RMSEA adalah 0.092 (<0.08 adalah lebih baik) melebihi nilai kesesuaian
indeks 0.80 maka dapatan ini tidak mempunyai penyesuaian munasabah bagi model SEM yang
dicadangkan maka hipotesis tidak terdapat model konseptual kajian sepadan dengan variabel
kajian adalah diterima.
Soalan Kajian 7 : Adakah terdapat elemen mediator dalam hubungan antara variabel
amalan kepimpinan berstruktur, efikasi guru, norma-norma budaya dengan keprihatinan
tugas guru?
Hipotesis 09 : Tidak terdapat elemen mediator dalam hubungan antara amalan kepimpinan
berstruktur, efikasi guru dan norma-norma budaya terhadap keprihatinan tugas guru.
Dapatan analisis laluan dalam jadual 18 mendapati kesan langsung amalan kepimpinan
berstruktur dengan keprihatinan tugas guru adalah tidak signifikan (=0.04, p>.05), sementara
kesan tidak langsung bagi amalan kepimpinan berstruktur dengan norma-norma budaya adalah
signifikan (=0.15, p<.05), sementara norma-norma budaya dengan keprihatinan tugas guru
didapati tidak signifikan (=-0.024, p>.05). Memandangkan salah satu kesan tidak langsung
didapati tidak signifikan dan kesan langsung pula adalah tidak signifikan maka ini dikatakan
tidak terdapat pengaruh variabel norma-norma budaya antara perhubungan peramal amalan
kepimpinan berstruktur terhadap keprihatinan tugas guru.
Jadual 18 : Ringkasan Analisis Laluan Koefisen
Kesan Langsung
Norma-Norma Budaya

Kepimpinan Berstruktur
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Kepimpinan Berstruktur
Keprihatinan Tugas Guru
Kesan Tidak Langsung
Norma-Norma Budaya
Keprihatinan Tugas Guru
***p<.001

.000
.000
Kepimpinan Berstruktur
0.15***
.000

.000
0.44
Norma-Norma Budaya
.000
-0.024

Dapatan analisis laluan dalam jadual 19 menunjukkan hubungan peramal efikasi guru terhadap
keprihatinan tugas guru mendapati kesan langsung efikasi guru dengan keprihatinan tugas guru
adalah signifikan (= .67, p<.05), sementara kesan tidak langsung efikasi guru dengan normanorma budaya adalah signifikan (= 0.75, p<.05) dan norma-norma budaya dengan
keprihatinan tugas guru didapati tidak signifikan (=-0.02, p>.05). Memandangkan salah satu
kesan tidak langsung tidak signifikan maka ini dikatakan tidak terdapat pengaruh variabel
budaya sekolah antara perhubungan efikasi guru terhadap keprihatinan tugas guru.
Jadual 19 : Ringkasan Analisis Lintasan Koefisen
Kesan Langsung
Norma-Norma Budaya
Efikasi Guru
.000
Keprihatinan Tugas Guru
.000
Kesan Tidak Langsung
Efikasi Guru
Norma-Norma Budaya
.75***
Keprihatinan Tugas Guru
.000
***p<.001

Efikasi Guru
.000
.67***
Norma-Norma Budaya
.000
-.024

Hasil daripada kedua-dua analisis bagi variabel pengantara norma-norma budaya bukan
pengaruh antara peramal amalan kepimpinan berstruktur dan efikasi guru dengan keprihatinan
tugas guru. Ini boleh dikatakan bahawa dapatan kajian ini menunjukkan variabel norma-norma
budaya bukan mediator bagi perhubungan amalan kepimpinan berstruktur dan efikasi guru
dengan keprihatinan tugas guru.
Model Modifikasi
Keputusan analisis laluan model persamaan struktur (SEM) menunjukkan bahawa model yang
dimodifikasikan sesuai, di mana variabel amalan Kepimpinan Berstruktur didapati dihubung
kepada tiga variabel iaitu Efikasi Guru (=.508, C.R.=7.705, p<.05), Norma-Norma Budaya
(=.136, C.R.=3.208, p<0.5) dan Keprihatinan Tugas Guru (=.164, C.R.=3.485, p<.05).
Analisis laluan yang lain juga menunjukkan bahawa Efikasi Guru dihubung dengan NormaNorma Budaya (=.827, C.R.=9.733, p<.05) dan Keprihatinan Tugas Guru (=.899, C.R.=6.551,
p<.05). Sementara variabel Norma-Norma Budaya dihubung dengan Keprihatinan Tugas Guru
(=-.255, C.R.=-2.135, p<.05).
Berdasarkan rajah 3, keputusan analisis laluan model persamaan struktur (SEM) menunjukkan
nilai varians dalam variabel amalan kepimpinan berstruktur (16.4%), efikasi guru (89.9%) dan
norma-norma budaya (25.5%) menyumbang hubungan secara langsung terhadap keprihatinan
tugas guru dalam kalangan responden guru sekolah-sekolah kebangsaan di Sarawak. Ini
menunjukkan bahawa variabel efikasi guru dan norma-norma budaya adalah penentu tertinggi
berbanding amalan kepimpinan berstruktur terhadap keprihatinan tugas guru. Dalam pada itu,
anggaran pengaruh hubungan secara langsung variabel amalan kepimpinan berstruktur dan
efikasi guru terhadap budaya sekolah sebanyak 81.7% varians. Bagi anggaran sumbangan
hubungan secara langsung dan hubungan tidak langsung variabel amalan kepimpinan

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berstruktur, efikasi guru dan norma-norma budaya terhadap keprihatinan tugas guru adalah
sebanyak 59.2% varians.

Rajah 3 : Model Persamaan Struktur Kajian (Selepas Modifikasi)

Secara keseluruhannya, dapat disimpulkan bahawa keputusan ujian analisis laluan
menunjukkan semua variabel bebas (eksogenus) yang diramalkan melibatkan amalan
kepimpinan berstruktur, efikasi guru dan norma-norma budaya adalah menyumbang hubungan
secara langsung yang signifikan dengan variabel endogenus yang dicerap iaitu keprihatinan
tugas guru. Andaian model SEM yang dibangun adalah sepadan dengan data kajian adalah
ditolak. Sehubungan itu, model persamaan struktur SEM telah mencadangkan supaya model
modifikasi dilaksanakan agar kesepadanan model hipotesis baharu dengan data kajian.
Berpandukan dapatan model modifikasi telah berjaya membentuk model yang sepadan dengan
data sampel kajian.
Perbincangan Hasil Kajian
Tahap Amalan Kepimpinan Berstruktur, Efikasi Guru, Norma-Norma Budaya dan
Keprihatinan Tugas Guru
Secara keseluruhan, dapatan pengkaji mendapati amalan kepimpinan berstruktur dalam semua
kerangka diamalkan pada tahap tinggi oleh pemimpin guru besar sekolah-sekolah kebangsaan
di Sarawak. Ini menunjukkan bahawa kebolehan pemimpin guru besar menguasai amalan
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kepimpinan berstruktur dalam semua kerangka (Bolman dan Deal, 2003) memberi kelebihan
dalam berdepan dengan sifat organisasi yang kompleks. Sehubungan itu, dapatan kajian ini
menunjukkan bahawa pemimpin guru besar sememang melaksanakan kepimpinan berstruktur
dalam semua strategi secara berperingkat dimulai dengan keutamaannya kerangka sumber
manusia, struktural, simbolik dan politik. Ini menunjukkan bahawa pemimpin guru besar yang
mengutamakan kepimpinan sumber manusia mengandaikan individu adalah pengikut penting
dalam mencapai matlamat organisasi. Usaha ini perlu dilaksanakan pemimpin sekolah dengan
sentiasa bersedia untuk memotivasi, menurunkan kuasa, mengupayakan tangungjawab
kepimpinan dan membimbing ahli organisasi untuk menyelesaikan sesuatu masalah.
Bagi aspek efikasi mendapati secara keseluruhan tahap efikasi guru dan dimensi nya adalah
tinggi. Dimensi dalam efikasi guru ini merangkumi efikasi dalam membuat keputusan, efikasi
terhadap pengajaran dan penyelidikan, efikasi terhadap interpersonal dan kerjasama serta
efikasi terhadap budaya sekolah. Hasil kajian ini selari dengan dapatan kajian Meng Tian (2011)
bahawa efikasi guru berada pada tahap tinggi bagi setiap dimensi iaitu membuat keputusan,
hubungan interpersonal dan kerjasama, pengajaran dan penyelidikan, efikasi guru terhadap
budaya sekolah. Namun kajian Teng Leng Kiu (2006) yang mendapati tahap efikasi kendiri guru
sekolah menengah di Sarawak menunjukkan tahap penglibatan guru dalam proses membuat
keputusan adalah sederhana dan tahap penglibatan dalam program perkembangan staf adalah
rendah. Memandang keseluruhan efikasi guru dan dimensinya berada pada tahap tinggi maka
menurut Teng Lung Kiu (2006), guru yang mempunyai efikasi kendiri tinggi lebih bersedia
menerima inovasi dalam sistem pendidikan. Oleh itu, kekuatan seseorang guru dengan
pengetahuan tentang kandungan pelajaran dan pedagogi mungkin tidak mencukupi sebaliknya
memerlukan kekuatan efikasi kendiri. Dengan kekuatan efikasi guru terutamanya terhadap
budaya sekolah mampu membentuk dan mencorak budaya di tempat kerja.
Begitu juga variabel norma-norma budaya menunjukkan tahap yang tinggi yang merangkumi
dimensi kolaboratif profesional, keyakinan diri dan hubungan keserakanan. Ini menunjukkan
bahawa kesedaran yang tinggi dalam kalangan guru-guru bagi setiap dimensi norma-norma
budaya. Kepentingan budaya seperti mana dapatan penyelidik terdahulu mendapati pemimpin
sekolah perlu memahami terlebih awal budaya sekolah sebelum melaksanakan perubahan
(Nomura, 1999; Leithwood et al., 2001). Oleh itu, penetapan norma-norma budaya perlu
mengambilkira kehendak matlamat organisasi, dalam hal ini penerimaan guru terhadap amalan
baharu dan perubahan yang ingin dibawa di sekolah. Keyakinan diri atau motivasi instrinsik
guru sangat penting dalam mencapai sesuatu tujuan. Dapatan pengkaji menyokong kajian
Perlman (2013) bahawa guru pra-perkhidmatan yang tinggi tahap keyakinan diri juga
mempunyai pengetahuan profesional dan komitmen yang tinggi. Guru-guru yang mempunyai
keyakinan diri yang tinggi akan memudahkan sebarang usaha sekolah untuk merencanakan
sebarang pembaharuan yang akan memberi impak jangka panjang. Bagi Bean (2003)
mendapati bahawa kolaborasi guru secara asasnya melalui pertukaran idea dan
membangunkannya akan mengukuhkan lagi hubungan keserakanan di sekolah. Dimensi
hubungan keserakanan dilihat sebagai pembangunan profesional yang penting di mana guru
bekerjasama dalam aspek amalan peningkatan pengajaran, di anggap penting sebagai kriteria
kejayaan sekolah (Strachan, 2003; Brownell, et al., 2006). Kajian yang dijalankan oleh Gun dan
Caglayan (2013) tentang budaya sekolah di institusi pengajian tinggi mendapati tahap skor min
bagi sokongan dalam hubungan keserakanan dan kolaboratif adalah sederhana. Namun
kekuatan skor min pada tahap tinggi bagi variabel dan dimensi norma-norma budaya dalam
kajian ini menjelaskan bahawa norma-norma yang mempunyai kolaboratif profesional,
keyakinan diri dan hubungan keserakanan yang tinggi memperlihatkan sifat saling percaya,
menghargai idea, melaksanakan perancangan bersama, menilai dan berbincang amalan
pengajaran dan juga membantu rakan-rakan untuk menyelesaikan sesuatu tugasan.
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Keprihatinan guru terhadap tugas dinilai dari segi tahap penerimaan guru-guru terhadap segala
amalan baharu dan pembaharuan yang diperkenalkan di sekolah. Dalam aspek keprihatinan
guru dalam melaksanakan tugas di sekolah kebangsaan di Sarawak mendapati mempunyai
tahap intensiti yang tinggi dalam kesemua dimensi iaitu tahap Prihatin Diri, Prihatin Tugas dan
Prihatin Impak. Dari segi skor min mendapati Prihatin Impak mempunyai intensiti yang tinggi
diikuti Prihatin Diri dan Prihatin Tugas. Dapatan ini tidak selari dengan beberapa penyelidik
antaranya kajian Noraliza (2008) yang mendapati Keprihatinan Impak yang tinggi namun
Keprihatinan Tugas yang rendah bagi guru bukan siswazah yang tidak mahir dalam
penggunaan teknologi namun ingin mengetahui dan bekerjasama dengan guru lain tentang
penggunaannya. Seterusnya dapatan dapatan kajian Sharifah Nor Puteh et al., (2011) yang
mendapati guru-guru yang berkelayakan siswazah dan bukan siswazah mempunyai intensiti
yang tinggi bagi peringkat Keprihatian Tugas dan rendah intensiti pada Keprihatinan Impak.
Bagi Hall dan Hord (2011) menyatakan bahawa guru yang menunjukkan Keprihatinan Impak
yang tinggi memperlihatkan guru mengambil perubahan positif dan bersedia belajar cara
alternatif mengenai perubahan supaya melakukan tugas dengan baik. Dalam hal ini, amat jelas
bahawa kepimpinan guru di Sarawak harus mendapat sokongan, dorongan dan bimbingan
dalam membolehkan mereka mempunyai efikasi yang tinggi agar usaha bersama dapat
digerakkan dalam menjayakan pembangunan inovasi pendidikan di sekolah.
Kepimpinan Berstruktur Berdasarkan Maklumat Demografi
Responden dalam kalangan guru-guru di sekolah-sekolah kebangsaan di Sarawak
menunjukkan tidak terdapat perbezaan amalan kepimpinan berstruktur berdasarkan jantina.
Dalam pada itu, didapati bahawa responden perempuan mempunyai skor min yang lebih tinggi
berbanding lelaki. Keadaan ini seolah menggambarkan bahawa responden perempuan
memberi respons lebih positif berbanding lelaki terhadap amalan kepimpinan berstruktur guru
besar. Dapatan kajian (Hassan & Ab. Majid, 2011) juga menunjukkan bahawa tidak terdapat
perbezaan yang ketara daripada persepsi guru-guru terhadap gaya kepimpinan guru besar
berdasarkan faktor demografi antaranya jantina. Namun demikian terdapatnya perbezaan yang
signifikan amalan kepimpinan berstruktur berdasarkan lokasi sekolah. Kajian mendapati
sekolah-sekolah di bandar mempunyai skor min yang lebih tinggi berbanding di luar bandar. Hal
ini menunjukkan bahawa amalan kepimpinan berstruktur berlaku lebih tinggi di bandar.
Umumnya diketahui bahawa sekolah-sekolah di bandar mempunyai kapasiti organisasi yang
agak besar yang memerlukan tahap kepimpinan guru besar yang tinggi dalam berdepan
dengan gelagat organisasi. Ini selaras dengan dapatan kajian (Arshad Aliman, 1999; Abdul
Shukor Abdullah, 2004; Herbert, 2006) menunjukkan dengan jelas bahawa gelagat kepimpinan
sekolah dipengaruhi oleh faktor jenis sekolah.
Efikasi Guru Berdasarkan Maklumat Demografi
Responden dalam kalangan guru-guru di sekolah-sekolah kebangsaan di Sarawak
menunjukkan tidak ada perbezaan yang signifikan dalam efikasi guru berdasarkan maklumat
demografi seperti jantina. Efikasi guru merangkumi dimensi seperti efikasi dalam membuat
keputusan, efikasi terhadap pengajaran dan penyelidikan, efikasi terhadap interpersonal dan
kerjasama, serta efikasi terhadap budaya sekolah. Andaian hipotesis kajian yang menyatakan
tidak terdapatnya perbezaan efikasi guru berdasarkan jantina adalah selaras dengan dapatan
kajian sebenar. Kajian yang dijalankan oleh Syed Kamarzuaman et al., (2014) turut mendapati
efikasi kendiri guru Pendidikan Jasmani terhadap pelaksanaan pengajaran mata pelajaran
Pendidikan Jasmani mendapati tidak terdapat perbezaan yang signifikan antara guru lelaki dan
guru wanita dari segi tahap efikasi kendiri. Seterusnya demografi lokasi sekolah berhubung
dengan efikasi guru menjelaskan terdapatnya perbezaan antara responden yang memberi
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tanggapan dalam variabel kajian ini. Namun dapatan pengkaji tidak selaras dengan beberapa
kajian tentang efikasi guru dalam pencapaian pelajar (White, 2009; Gowrie & Ramdass, 2014)
yang mendapati tidak terdapat perbezaan efikasi guru berdasarkan lokasi atau jenis sekolah.
Dalam pada itu, dapatan ini juga menunjukkan responden dari bandar lebih positif berbanding
luar bandar dalam efikasi guru. Hal ini menunjukkan bahawa guru-guru di sekolah-sekolah
bandar mempunyai peranan yang mencabar dan ini memerlukan efikasi yang kuat dalam
memenuhi harapan dan permintaan masyarakat bandar yang semakin tinggi.
Norma-Norma Budaya Berdasarkan Maklumat Demografi
Dapatan kajian mendapati tidak terdapat perbezaan norma-norma budaya berdasarkan
maklumat demografi seperti jantina dan lokasi sekolah. Norma-norma budaya merangkumi
dimensi seperti kolaboratif profesional, keyakinan diri dan hubungan keserakanan. Namun
andaian hipotesis kajian yang menyatakan tidak terdapatnya perbezaan norma-norma budaya
sekolah berdasarkan maklumat demografi iaitu jantina dan lokasi sekolah selaras dengan
dapatan kajian sebenar. Dapatan kajian ini tidak selari dengan dapatan kajian Yaakob (2007)
mendapati terdapat perbezaan yang signifikan dalam budaya sekolah positif yang
berpencapaian tinggi dan rendah mengikut jenis sekolah. Begitu juga kajian oleh Azizi dan
Nurfaizah (2011) tentang budaya formal sekolah dengan pencapaian akademik pelajar sekolah
menengah mendapati terdapat perbezaan yang signifikan antara budaya formal sekolah
berdasarkan dari aspek budaya ilmu mengikut lokasi sekolah. Berdasarkan perbandingan skor
min didapati responden perempuan menunjukkan respons positif dalam norma-norma budaya
berbanding responden lelaki. Keseluruhan responden menunjukkan norma-norma budaya
dalam kalangan guru-guru di luar bandar mempunyai skor min yang lebih tinggi berbanding di
bandar. Namun responden perempuan dalam norma-norma budaya mempunyai tahap skor min
yang lebih tinggi berbanding dengan responden lelaki. Keadaan ini seolah menggambarkan
responden perempuan lebih berfokus dalam norma-norma budaya yang merangkumi dimensi
kolaboratif profesional, keyakinan diri dan hubungan keserakanan dalam memenuhi keperluan
organisasi sekolah.
Keprihatinan Tugas Guru Berdasarkan Maklumat Demografi
Dapatan kajian ini mendapati tidak terdapat perbezaan keprihatinan tugas guru berdasarkan
jantina. Namun responden perempuan mempunyai skor min lebih tinggi berbanding dengan
responden lelaki. Kajian berkaitan tugas guru misalnya, kajian yang dijalankan oleh
Vijayaamalar dan Suhaida (2013) bahawa penyeliaan sangat mustahak untuk pemantauan
pengajaran di sekolah terutamanya untuk melihat kesannya di dalam tugas guru supaya ianya
dapat dijalankan dengan berterusan terhadap guru-guru serta untuk membantu meningkatkan
mutu pengajaran dan pembelajaran di dalam bilik darjah. Namun dapatan pengkaji tidak selari
dengan dapatan mereka yang mendapati terdapat perbezaan yang signifikan antara kerisauan
guru terhadap penyeliaan pengajaran berdasarkan faktor demografi iaitu jantina. Sebaliknya
terdapat perbezaan antara keprihatinan tugas guru berdasarkan lokasi sekolah. Sekolahsekolah di bandar mempunyai skor min yang lebih tinggi berbanding di luar bandar. Sebaliknya,
hasil kajian Melvina dan Jamaluddin (2010) juga menunjukkan tidak terdapat perbezaan yang
signifikan sikap guru terhadap penggunaan ICT dalam pengajaran berdasarkan jenis aliran
sekolah. Dapatan pengkaji juga tidak selari dengan kajian oleh Zulkafli (2008) berkaitan tugas
guru dalam aspek membuat keputusan menunjukkan bahawa tidak terdapat perbezaan secara
signifikan tahap penglibatan guru dalam membuat keputusan berdasarkan lokasi dan gred
sekolah. Hal ini jelas menunjukkan bahawa guru-guru di bandar atau luar bandar masingmasing mempunyai suasana keperluan organisasi yang berbeza terutamanya dalam memenuhi
keperluan dan tuntutan komuniti masyarakat setempat. Sememangnya diakui bahawa
masyarakat bandar menuntut keputusan yang cemerlang bagi anak-anak mereka. Lantaran itu,

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guru-guru di bandar perlu meningkatkan kemahiran-kemahiran baharu bagi memantapkan

dalam aspek kurikulum, pedagogi dan kandungan.
Hubungan Dimensi Amalan Kepimpinan Berstruktur dengan Keprihatinan Tugas Guru
Dapatan analisis mendapati kesemua dimensi amalan kepimpinan berstruktur dengan
keprihatinan tugas guru menunjukkan hubungan positif yang lemah iaitu struktural (r=.427),
sumber manusia (r=.419), politik (r=.476) dan simbolik (r=.422). Seterusnya keseluruhan
variabel amalan kepimpinan berstruktur juga menunjukkan hubungan positif yang lemah (r=450)
dengan keprihatinan tugas guru. Ini menunjukkan bahawa kesemua dimensi amalan
kepimpinan berstruktur mempunyai hubungan yang lemah dengan keprihatinan tugas guru.
Guru-guru secara keseluruhannya melihat amalan guru besar mempunyai perkaitan serta
memberi kesan positif terhadap keprihatinan tugas guru. Ini bermakna amalan kepimpinan
berstruktur guru besar secara tidak langsung menyebabkan keprihatinan guru terhadap
sebarang perubahan dan amalan baharu turut meningkat. Kemahiran guru besar dalam
menguasai strategi-strategi struktural, sumber manusia, simbolik dan politik akan mengukuhkan
kemahiran kepimpinan serta matlamat organisasi menjadi mudah dicapai dengan pelbagai cara.
Dapatan ini juga menyokong kajian yang telah dijalankan Creech (2006) terhadap hubungan
kepimpinan pengetua sekolah mendapati bahawa kepimpinan simbolik, politik, strutural dan
sumber manusia mempunyai hubungan dengan kepuasan kerja guru. Malah kajian Chen (2004)
berkenaan hubungan antara amalan kepimpinan pengetua dengan atribut organisasi
pembelajaran di Taiwan juga mendapati bahawa kepimpinan struktural menjadi gaya
kepimpinan utama diikuti oleh sumber manusia, politik serta terdapat perkaitan antara
kepimpinan pengetua dengan peranan sekolah sebagai organisasi pembelajaran. Kajian
tentang orientasi kepimpinan pengetua menengah di Johor yang menggunakan Model
Kepimpinan Bolman dan Deal (1991) mendapati kepimpinan pengetua turut memberi kesan
kepada komitmen guru terhadap sekolah (Lokman & Robiah, 2008). Malah kajian oleh Lokman
et al., (2012) mendapati kepimpinan pengajaran yang diamalkan oleh Pengetua Cemerlang
juga didapati disumbangkan oleh aspek strategi politik pengetua Cemerlang ketika memimpin
sekolah.
Hubungan Variabel dan Dimensi Efikasi Guru dengan Keprihatinan Tugas Guru
Dapatan analisis mendapati kesemua dimensi efikasi guru dengan keprihatinan tugas guru
menunjukkan hubungan positif yang sederhana iaitu efikasi membuat keputusan (r=.503),
efikasi terhadap pengajaran dan penyelidikan (r=.640), efikasi terhadap interpersonal dan
kerjasama (r=.649) dan efikasi terhadap budaya sekolah (r=.580). Seterusnya keseluruhan
variabel efikasi guru juga menunjukkan hubungan positif yang kuat (r=.710) dengan
keprihatinan tugas guru. Ini menunjukkan bahawa kesemua dimensi efikasi guru yang
melibatkan dalam membuat keputusan, pengajaran dan pembelajaran, kerjasama dan budaya
sekolah mempunyai perkaitan dengan keprihatinan tugas guru dalam melaksanakan sebarang
perubahan dan amalan baharu pendidikan.
Secara keseluruhan efikasi guru mempunyai hubungan yang kuat dengan keprihatinan dalam
melaksanakan tugas yang berkaitan dengan tuntutan amalan baharu di sekolah. Dapatan ini
selari dengan kajian Hsiao et al., (2011) yang mendapati keseluruhan variabel efikasi kendiri
mempunyai korelasi yang positif terhadap penggunaan inovasi. Ini merangkumi aspek-aspek
fungsian tugas, penjanaan idea, promosi idea dan kesedaran idea. Menurut mereka bahawa
guru yang mempunyai efikasi kendiri yang tinggi telah menunjukkan tingkah laku kerja inovatif
yang lebih baik. Berdasarkan dimensi efikasi guru menunjukkan hubungan positif yang
sederhana dengan keprihatinan tugas guru. Dimensi-dimensi seperti efikasi membuat
keputusan, efikasi terhadap pengajaran dan penyelidikan, efikasi terhadap interpersonal dan
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kerjasama, dan efikasi terhadap budaya sekolah mempunyai perkaitan dalam meningkatkan
penerimaan guru-guru terhadap keperluan tugas di sekolah.
Lantaran itu, efikasi guru bergantung sepenuhnya dengan amalan kepimpinan guru besar
dalam usaha mencapai sebarang program pembangunan di sekolah. Kajian oleh Angella et al.,
(2011) turut membuktikan kekuatan hubungan efikasi secara kolektif kepimpinan guru, kekuatan
efikasi komuniti adalah indikator kefahaman kendiri dalam usaha memenuhi sasaran dan
seterusnya mencapai misi. Efikasi guru adalah variabel yang dapat menyumbang ke atas
kejayaan organisasi melalui perhubungan efikasi secara kolaboratif dan budaya sekolah melalui
kepercayaan sekolah. Orientasi kepimpinan yang menekankan aspek persafahaman,
perkongsian matlamat dengan guru-guru dapat membantu meningkatkan kapasiti sekolah
ketika berdepan dengan cabaran baharu atau persekitaran dalaman sekolah (Chew & Andrews,
2010).
Secara keseluruhan, dapatan kajian ini mendapati hubungan efikasi guru yang kuat (r=.710)
dengan keprihatinan tugas amat dituntut dalam memastikan sebarang perubahan dan amalan
baharu yang hendak dilaksanakan di sekolah. Ini selaras dengan dapatan kajian Hsiao et al.,
(2011) yang turut mendapati nilai korelasi yang kuat bagi efikasi kendiri dalam aspek fungsian
tugasan (r=.73) dan kesedaran idea (r=.72) dengan tingkah laku kerja inovatif. Dapatan Hsiao et
al., (2011) mendapati keseluruhan variabel efikasi kendiri mempunyai korelasi yang positif
terhadap penggunaan inovasi. Ini merangkumi aspek-aspek fungsian tugas, penjanaan idea,
promosi idea dan kesedaran idea. Menurut mereka bahawa guru yang mempunyai efikasi
kendiri yang tinggi telah menunjukkan tingkah laku kerja inovatif yang lebih baik. Ini juga
menyokong kajian oleh Hsiao et al., (2011) yang mendapati guru yang berefikasi tinggi dilihat
lebih bersedia untuk mencuba dan melaksanakan amalan pendidikan yang baharu.
Tidak dinafikan bahawa efikasi guru dalam aspek membuat keputusan, interpersonal dan
kerjasama, pengajaran dan penyelidik serta budaya sekolah menunjukkan hubungan positif
dengan keprihatinan tugas guru. Dengan kekuatan efikasi guru dapat membantu sekolah
mengembangkan amalan inovasi dalam tugas-tugas guru sama ada dalam aspek pemantapan
pedagogi, penyelidikan ataupun teknologi.
Hubungan Variabel dan Dimensi Norma-Norma Budaya dengan Keprihatinan Tugas Guru
Dapatan analisis mendapati kesemua dimensi norma-norma budaya dengan keprihatinan tugas
guru menunjukkan hubungan positif yang sederhana iaitu kolaboratif profesional (r=.517),
keyakinan diri (r=.533) dan hubungan keserakanan (r=.539). Seterusnya keseluruhan variabel
norma-norma budaya juga menunjukkan hubungan positif yang sederhana (r=.593) dengan
keprihatinan tugas guru. Ini menunjukkan bahawa kesemua dimensi norma-norma budaya yang
melibatkan kolaboratif profesional, keyakinan diri dan hubungan keserakanan mempunyai
hubungan dengan keprihatan tugas guru terutamanya dalam menyokong matlamat budaya
yang berkisarkan peningkatan amalan baharu di sekolah. Dapatan kajian ini selari dengan
kajian Gun dan Caglayan (2013) yang mendapati terdapat hubungan antara pentadbir dan guru
yang melibatkan dimensi seperti kolaborasi guru, sokongan keserakanan, pembangunan
profesional, kesepakatan matlamat, kepimpinan kolaboratif dan pembelajaran bersama.
Menurut mereka keenam-enam dimensi tersebut mempunyai konsep yang berbeza di mana
setiap daripadanya memainkan peranan untuk memahami budaya kolaboratif sesebuah
sekolah.
Dalam pelan PPPM 2013 2025 kementerian berhasrat mewujudkan budaya kecemerlangan
profesional antara rakan setugas iaitu guru membimbing dan mendorong satu sama lain,
berkongsi amalan terbaik dan memastikan rakan setugas bertanggungjawab menetapi standard
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profesional. Hasrat ini memerlukan kekuatan kepimpinan terhadap budaya organisasi,

seterusnya komitmen organisasi yang memberi kesan prestasi kepimpinan guru dalam
mencapai hala tuju sekolah. Menurut Williams (2010) yang menyatakan struktur perkongsian
kepimpinan yang dirangka di sekolah didapati mempunyai kesan positif terhadap budaya.
Kepimpinan guru besar adalah diharap dapat membantu membentuk norma budaya yang
menyokong ke arah matlamat sekolah. Dalam kajian ini memperlihatkan hubungan yang kuat
dan positif norma budaya dengan keprihatinan tugas guru. Oleh itu, dapatan pengkaji
mendapati dimensi norma budaya dalam kolaboratif profesional, keyakinan diri dan hubungan
keserakanan mempunyai hubungan positif dan sederhana dengan keprihatinan tugas guru.
Dapatan ini menunjukkan bahawa perhubungan dimensi norma budaya memberi kesan positif
terhadap organisasi.
Secara keseluruhan, norma-norma budaya yang wujud di sekolah-sekolah kebangsaan di
Sarawak memperlihatkan hubungan yang positif melibatkan kolaboratif profesional, keyakinan
diri dan hubungan keserakanan dengan keprihatinan tugas guru. Ini bermakna pemimpin
sekolah perlu meletakkan budaya yang mempunyai norma-norma yang menyokong ke arah
peningkatan kualiti tugas guru apabila ingin melaksanakan sebarang perubahan pembangunan
pendidikan. Suasana norma-norma budaya dapat dilihat dalam kesediaan guru-guru untuk
berbincang strategi instruktional, isu-isu kurikulum, perkongsian amalan terbaik, membuat
keputusan bersama, meraikan kejayaan serta komuniti sekolah saling menghargai akan
mewujudkan persekitaran kerja yang mempunyai keterbukaan untuk berubah dan bersedia
untuk belajar.
Pengaruh Amalan Kepimpinan Berstruktur, Efikasi Guru, Norma-Norma Budaya terhadap
Keprihatinan tugas guru
Hasil prosedur analisis regresi berganda mendapati ketiga-tiga variabel iaitu amalan
kepimpinan berstruktur, efikasi guru dan norma-norma budaya menyumbang ke atas
keprihatinan tugas guru. Ketiga-tiga variabel iaitu efikasi guru adalah penyumbang utama diikuti
norma-norma budaya dan amalan kepimpinan berstruktur adalah peramal yang mempunyai
korelasi dan sumbangan yang signifikan ke atas keprihatinan tugas guru. Dalam aspek variabel
bebas mendapati ketiga-tiga variabel iaitu efikasi guru, norma-norma budaya dan amalan
kepimpinan berstruktur telah menyumbang sebanyak 51.9 peratus terhadap keprihatinan tugas
guru. Peramal utama dalam analisis ini ialah efikasi guru yang menyumbang sebanyak 50.3
peratus terhadap keprihatinan tugas guru. Dapatan ini menunjukkan bahawa efikasi guru,
norma-norma budaya dan amalan kepimpinan berstruktur merupakan faktor utama yang
mempengaruhi terhadap keprihatinan tugas guru. Oleh itu, efikasi guru dilihat sebagai faktor
mendorong guru-guru untuk melaksanakan sesuatu pembaharuan dalam memenuhi keperluan
tugas guru.
Kajian ini mendapati dalam persekitaran amalan kepimpinan berstruktur guru besar didapati
bahawa efikasi guru merupakan faktor utama yang akan menentukan kesediaan guru dalam
melaksanakan sebarang pembaharuan yang berkaitan dengan tugas mereka. Ini bermakna
faktor efikasi guru yang merangkumi dimensi seperti efikasi dalam membuat keputusan, efikasi
terhadap pengajaran dan penyelidikan, efikasi terhadap interpersonal dan kerjasama serta
efikasi terhadap budaya sekolah perlu ditekankan dalam meningkatkan kesediaan guru
melaksanakan tugas mereka dengan jayanya. Kepentingan efikasi seperti dalam kajian Raja
Roslan et al., (n.d) turut menyatakan masalah dalam organisasi adalah kegagalan
berkomunikasi dan apabila gagal dalam hal ini boleh membawa kekeliruan dan menyebabkan
sebarang perubahan atau perancangan yang baik menjadi gagal. Apa-apa perubahan di
sekolah amat memerlukan guru-guru untuk berubah dari the inside out iaitu semua perubahan

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bermula dengan perubahan kendiri (Cashman, 1998; Wildblood, 1995; OToole, 1995; Duignan
et al., 2006).
Sementara itu, variabel norma-norma budaya yang merangkumi dimensi seperti kolaboratif
profesional, keyakinan diri dan hubungan keserakanan merupakan pengaruh terhadap
keprihatinan tugas guru. Aspek variabel budaya merangkumi norma-norma nyata dan jelas
untuk memudahkan organisasi memahami keperluan aspek budaya sesuatu organisasi (Hoy &
Miskey, 2005). Dalam kajian ini mendapati norma-norma budaya merupakan faktor yang
mempengaruhi keprihatinan tugas guru terutama berkaitan dengan amalan dan perubahan
baharu di sekolah. Norma-norma budaya yang menyokong ke arah kolaboratif, keyakinan diri,
hubungan dan sokongan dalam komuniti dilihat sebagai elemen penting dalam menyokong
matlamat organisasi.
Amalan kepimpinan berstruktur juga merupakan faktor yang mempengaruhi keprihatinan tugas
guru. Kajian berkaitan amalan kepimpinan sering kali dilihat sebagai faktor yang mempengaruhi
keperluan dan matlamat sesebuah organisasi. Setiap organisasi mempunyai situasi yang
berbeza dan ini memerlukan tingkah laku kepimpinan yang tertentu terutama dalam membawa
pembaharuan dan amalan baharu dalam sesebuah organisasi. Malah kajian Harris (2008)
mendapati terdapat hubungan positif antara kepimpinan dan perubahan organisasi yang
menunjukkan perbezaan corak penyebaran mempengaruhi kesan kepada hasil organisasi.
Dalam kajian ini, semua dimensi amalan kepimpinan berstruktur mempunyai hubungan dengan
keprihatinan tugas guru berkaitan dengan amalan-amalan inovasi di sekolah. Oleh itu, dalam
mewujudkan keprihatinan organisasi terhadap tugas memerlukan pemimpin bijak membuat
perancangan (Bolman & Deal, 2003), membantu menyempurnakan perubahan (Foo, 2003),
penyelarasan peranan (Deal & Peterson, 2000) dan kawalan terhadap matlamat sekolah (Ayob,
2005). Umumnya diketahui bahawa untuk melaksanakan sesuatu pembaharuan atau inovasi di
sekolah pelbagai halangan berlaku seperti masalah melaksanakan inovasi (Yahya & Lailinanita,
2011), terikat cara lama dalam pengajaran (Mohd Mohsin & Nasruddin, 2008) atau pewaris
tradisi (Tengku Zawawi et al., 2009). Lantaran itu, pemimpin guru besar perlu menggunakan
sumber kuasa untuk mempengaruhi pengikut melalui ganjaran dan motivasi. Pandangan Webb
dan Norton (2003) turut menjelaskan kecemerlangan organisasi memerlukan pemimpin perlu
bijak menyelesaikan konflik yang mungkin berlaku akibat daripada tugas yang tidak jelas
daripada keperluan organisasi.
Pengaruh Dimensi-Dimensi Amalan Kepimpinan Berstruktur, Efikasi Guru dan NormaNorma Budaya terhadap Keprihatinan Tugas Guru
Dapatan dari segi tahap orientasi kepimpinan guru besar lebih cenderung kepada sumber
manusia dan struktural, iaitu selari dengan kajian Bolman dan Deal (2008) mendapati bahawa
kebanyakan cabaran amalan kepimpinan pemimpin sekolah atau guru besar bergantung
kepada pengamatan kerangka kepimpinan sumber manusia dan struktural. Dalam pada itu,
dapatan kajian juga mendapati kesemua variabel yang melibatkan amalan kepimpinan
berstruktur, efikasi guru dan norma-norma budaya menyumbang kepada keprihatinan tugas
guru.
Namun dengan meneliti kepada dimensi-dimensi bagi setiap variabel didapati efikasi
interpersonal dan kerjasama, efikasi pengajaran dan penyelidikan serta efikasi budaya sekolah
(Efikasi Guru), kerangka kepimpinan politik dan simbolik (Kepimpinan Berstruktur) dan
keyakinan diri (Norma-Norma Budaya) merupakan faktor yang mempengaruhi keprihatinan
tugas guru. Ini bermakna bahawa dimensi-dimensi seperti kerangka kepimpinan sumber
manusia dan struktural (Kepimpinan Berstruktur), efikasi membuat keputusan (Efikasi Guru),
kolaboratif prosfesional dan hubungan keserakanan (Norma-Norma Budaya) bukan faktor
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penyumbang dalam usaha untuk meningkatkan keprihatinan guru dalam melaksanakan amalan
baharu di sekolah-sekolah kebangsaan Sarawak.
Justeru, ini menunjukkan bahawa dalam memastikan guru lebih bertanggungjawab dalam
melaksanakan sebarang tugas yang berkaitan dengan peningkatan amalan dan perubahan
pendidikan mendapati guru besar mengamalkan strategi politik di sekolah. Menurut Webb dan
Norton (2003) bahawa pemimpin perlu bijak menyelesaikan konflik yang mungkin akibat
daripada tugas yang dipertanggungjawabkan tidak jelas dan penentangan dalam aspek nilai,
sikap dan keperluan staf dengan hasrat pemimpin. Pelaksanaan perubahan dan amalan baharu
harus dilaksanakan oleh guru-guru di sekolah namun sering kali berdepan dengan pelbagai
masalah terutamanya kesediaan terhadap tugas sama ada akan memberi keprihatinan impak.
Maka peranan kepimpinan sekolah yang harus berusaha untuk membawa guru-guru
menyokong ke arah kejayaan amalan peningkatan pembangunan pendidikan di sekolah.
Ini menyokong kajian Lokman et al., (2009) yang menilai strategi kepimpinan politik pemimpin
sekolah mendapati strategi politik sering kali digunakan bagi meraih sokongan dari dalam
sekolah iaitu mendapatkan pengaruh dan sokongan guru. Ini menunjukkan bahawa pemimpin
guru besar di sekolah-sekolah kebangsaan Sarawak menggunakan strategi politik untuk
mendapatkan sokongan guru-guru untuk melaksanakan sebarang perubahan dan amalan
baharu yang diperkenalkan di sekolah. Dalam strategi tersebut, pemimpin sekolah perlu
menggunakan kaedah pujukan untuk mendapatkan sokongan guru-guru agar pengurusan
sekolah lebih lancar dalam mejayakan sebarang program yang diperkenalkan oleh Kementerian
Pendidikan.
Dapatan pengkaji juga menyokong kajian yang diijalankan oleh Lokman et al., (2011) untuk
menilai amalan kepimpinan pengajaran dan strategi politik yang dipraktikkan oleh Pengetua
Cemerlang dalam memimpin guru. Kajian yang berdasarkan strategi dalam kepimpinan politik
oleh Bolman dan Deal (2003) mendapati bahawa Pengetua Cemerlang dalam melaksanakan
kepimpinan pengajaran kurang memberi keutamaan dalam memberi sokongan dalam aktiviti
pengajaran, mencerap dan menilai pengajaran. Sebaliknya dalam strategi politik pula
mendapati bahawa keutamaan diberikan kepada elemen perundingan dan tawar menawar
namun masih lagi kurang melaksanakan proses menetapkan agenda dalam ketika memimpin
sekolah.
Memandangkan amalan kepimpinan guru besar dalam strategi politik merupakan pengaruh
terhadap keprihatinan guru terutamanya melibatkan penerimaan guru-guru dalam aspek
amalan baharu dalam tugas mereka. Sejajar dengan itu, ini menggambarkan pemasalahan
dalam meningkatkan penerimaan guru-guru melaksanakan amalan baharu dalam tugas
memerlukan guru besar menggunakan kemahiran politik untuk menyelesaikan masalah
organisasi melalui sokongan, perundingan dan menjalinkan hubungan dengan guru-guru yang
berpengaruh.
Namun pengkaji mendapati efikasi guru dalam membuat keputusan bukan merupakan faktor
penyumbang. Walaupun beberapa pandangan penyelidik terdahulu mendapati pelbagai
kesukaran guru-guru melibatkan diri dalam membuat keputusan. Sememangnya peranan guruguru dalam membuat keputusan dilihat sangat penting apabila melibatkan hal-hal berkaitan
kepentingan sekolah. Kajian Berry et al., (2010) mendapati tidak sampai separuh iaitu 45%
responden memainkan peranan dalam membuat keputusan di sekolah. Ini berkaitan dengan
polisi dan amalan pemimpin sekolah yang kurang berkomunikasi, kurang mempercayai
kepimpinan profesional guru dalam hal meneroka dan membangunkan pendekatan dalam
keperluan pelajar. Dapatan kajian Hulpia et al., (2010) pula menunjukkan kepentingan
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penglibatan guru-guru dalam membuat keputusan dan penyebaran sokongan fungsian

kepimpinan mempunyai pengaruh terhadap komitmen guru dan organisasi. Namun dapatan
Harris dan Muijs (2005) yang mendapati amalan kepimpinan distributif di sekolah banyak
membuat keputusan secara bersama dan pembangunan sekolah adalah tanggungjawab
berpasukan berbanding kumpulan pengurusan atasan.
Oleh itu, kesanggupan dalam membuat keputusan ada hubung kait dengan amalan kepimpinan
guru besar, dalam hal ini strategi kepimpinan politik dijadikan sandaran guru besar di Sarawak
untuk meningkatkan keprihatinan tugas guru. Lazimnya, kecenderungan dalam strategi ini
diandaikan pemimpin lebih kepada pelaksanaan proses perundingan dimana guru besar
berkompromi dengan guru dalam usaha menghasilkan satu pengurusan sekolah yang lebih
baik. Oleh itu, guru besar harus memberi peluang kepada guru-guru untuk turut bersama dalam
membuat keputusan yang melibatkan kepentingan hala tuju sekolah. Untuk tujuan tersebut
maka pemimpin sekolah harus memikir strategi-strategi lain terutamanya kerangka kepimpinan
sumber manusia yang dilihat lebih melibatkan guru-guru dalam membuat keputusan.
Pengaruh Mediator Variabel Norma-Norma Budaya Antara Perhubungan Amalan
Kepimpinan Berstruktur Dan Efikasi Guru Terhadap Keprihatinan Tugas Guru
Dapatan yang diperolehi mendapati bahawa variabel norma-norma budaya tidak mempunyai
pengaruh ke atas perhubungan antara amalan kepimpinan berstruktur dan efikasi guru
terhadap keprihatinan tugas guru. Ini menunjukkan bahawa kewujudan norma-norma budaya
bukan merupakan mediator bagi perhubungan amalan kepimpinan berstruktur dan efikasi guru
dengan keprihatinan tugas guru. Walaupun kepentingan peranan budaya sebagai pengantara
dalam usaha mengubah organisasi ke arah sesuatu pencapaian yang diingini (Mohammad
et.al, 2012), namun kerumitan fenomena inovasi dan ketidak seragaman hasil penyelidikan
inovasi, adalah semakin jelas bahawa perspektif budaya mungkin berguna bagi memahami
inovasi (Jaskyte, 2004). Namun dapatan pengkaji mendapati amalan kepimpinan berstruktur
guru besar dalam norma-norma budaya sekolah yang merangkumi aspek kolaboratif
profesional, keyakinan diri dan hubungan keserakanan tidak mempengaruhi pemimpin sekolah
dalam membangunkan kepentingan dan amalan inovasi. Hal ini berkaitan dengan amalan
kepimpinan guru besar di sekolah-sekolah kebangsaan Sarawak yang lebih kepada orientasi
kerangka kepimpinan berstrategi politik untuk mendapatkan sokongan guru-guru apabila
melaksanakan tugas-tugas berkaitan dengan perubahan dan inovasi. Dalam perspektif
kepimpinan politik mendapati kewujudan sifat kepimpinan yang menghadkan kuasa subordinat
bagi membolehkan pemimpin sekolah lebih dominan ke atas matlamat mereka. Walau
bagaimanapun, dapatan kajian tidak selari dengan peranan pengantara budaya organisasi
dalam kajian oleh Mei et al., (2013) tentang hubungan berstruktur pengurusan sumber manusia,
budaya organisasi dan prestasi organisasi mendapati peranan budaya sekolah sebagai
pengantara dalam hubungan antara pengurusan sumber manusia dengan prestasi organisasi.
Walaupun norma-norma budaya tidak mempunyai pengaruh dalam perhubungan antara amalan
kepimpinan berstruktur dan efikasi guru terhadap keprihatinan tugas guru namun dalam
melaksanakan sebarang pembangunan inovasi adalah perlu mempunyai mekanisme normanorma budaya yang menyokong guru-guru menyesuaikan diri dengan perubahan dan suasana
baharu. Proses sosialisasi dalam norma-norma budaya dilihat mempengaruhi keprihatinan
tugas-tugas guru terutama menyesuaikan diri terhadap sebarang perubahan baharu inovasi
pendidikan. Budaya sekolah yang positif adalah hasil tindakan dengan norma yang
mengalakkan tingkah laku yang berhubungkait dengan apa yang dikatakan sebagai
kepercayaan hubungan (Bryk & Schneider, 2002). Menurut Burnham (2006) petanda penting
sebelum pendekatan kualiti menyeluruh dilaksanakan adalah memahami budaya yang lazim

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dengan perubahan sikap akan menjadi dasar sebarang pengubahsuaian yang besar pada
organisasi budaya.
Hal ini jelas menunjukkan bahawa jika norma-norma budaya yang merangkumi kolaboratif
profesional, keyakinan diri dan hubungan keserakanan tidak diberi fokus dalam sesebuah
organisasi sekolah akan mewujudkan budaya yang membantut sebarang usaha pembangunan
inovasi di sekolah. Oleh itu, faktor norma budaya sekolah adalah elemen penting yang akan
membantu mengubah status qua jika ingin mengembangkan amalan inovasi di sekolah.
Didapati wujud perhubungan amalan kepimpinan berstruktur dan efikasi guru dengan normanorma budaya namun dalam mencapai keprihatinan tugas guru maka amalan kepimpinan
berstruktur pemimpin sekolah harus mengambilkira kesemua kerangka kepimpinan.
Kepentingan kepimpinan sekolah adalah elemen utama dalam menggerakkan norma-norma
sesebuah budaya yang menyokong perubahan atau inovasi dalam pendidikan. Secara tidak
langsung, efikasi guru adalah elemen penting yang akan memastikan tujuan norma-norma
budaya yang dibentuk mencapai matlamat sekolah. Pada masa yang sama pemimpin guru
besar harus melihat orientasi kerangka kepimpinan yang dapat mewujudkan suasana kerja
sekolah yang posititf agar perkembangan sikap guru-guru dapat disemai dalam
mengembangkan sebarang amalan baharu inovasi yang ingin dibawa di sekolah.
Implikasi Kajian
Implikasi Terhadap Teori dan Model
Analisis kajian menunjukkan dimensi-dimensi kepimpinan berstruktur iaitu sumber manusia,
struktural, simbolik dan politik mempunyai hubungan dengan keprihatinan tugas guru. Walau
demikian, hanya kerangka politik yang menyumbang terhadap keprihatinan tugas guru. Ini jelas
menunjukkan bahawa sebarang amalan baharu yang diperkenalkan memerlukan strategi politik
dan simbolik kerana kebiasaannya apa-apa amalan baharu sering mendapat tentangan
daripada guru-guru. Jelaslah reframing adalah sesuatu kebolehan pemimpin sekolah dalam
menilai sesuatu situasi dan mengatasi masalah awal berdasarkan pengamatan kerangkakerangka baharu (Bolman & Deal, 2003).
Teori pembelajaran sosial digunakan untuk mengkaji efikasi guru (Bandura, 1986) yang
berkaitan dengan cara-cara mempraktikkan kawalan tertentu dalam perkara yang dilakukan
iaitu efikasi kendiri. Dapatan kajian ini turut menyokong gagasan sumber efikasi dalam Teori
Pembelajaran Sosial Bandura (1986) melalui dimensi-dimensi efikasi guru iaitu membuat
keputusan, pengajaran dan penyelidikan, interpersonal dan kerjasama, budaya sekolah.
Kesemuanya didapati mempunyai hubungan yang positif dan signifikan, namun efikasi guru
dalam membuat keputusan antara yang terendah terhadap keprihatinan tugas guru.
Dalam aspek budaya organisasi sekolah menekankan hasil interaksi sosial individu yang
menghimpunkan norma-norma tingkah laku yang diterima tentang cara ahli dalam menangani
urusan organisasi merupakan penjelasan terhadap budaya yang wujud dalam sesebuah
organisasi. Dalam kajian ini kepimpinan berstruktur, efikasi guru mempunyai peranan dalam
norma-norma budaya bagi memastikan keprihatinan tugas guru. Justeru itu, aspek-aspek
dalam norma budaya meliputi aspek kolaboratif profesional, keyakinan diri dan hubungan
keserakanan (Phillips, 1993) tidak memberi kesan pengantara antara variabel kepimpinan
berstruktur dan efikasi guru dengan keprihatinan tugas guru. Walau bagaimanapun, norma
budaya yang meliputi aspek kolaboratif profesional, keyakinan diri dan hubungan keserakanan
mempunyai hubungan positif dan signifikan dengan keprihatinan tugas guru.
Implikasi Terhadap Pemimpin Guru Besar

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Guru Besar boleh digambarkan sebagai pemangkin dalam sebarang perubahan. Oleh itu,
kegagalan atau kejayaan sesuatu perubahan pendidikan atau penambahbaikan sekolah akan
dikaitkan dengan sifat kepimpinan guru besar. Kemahiran guru besar dalam kepimpinan
berstruktur membolehkan mereka melaksanakan tingkah laku atau amalan kepimpinan yang
pelbagai dengan berlandaskan keperluan situasi sesuatu organisasi. Kebolehan menyesuaikan
gaya kepimpinan dalam kerangka kepimpinan struktural, sumber manusia, politik dan simbolik
memudahkan guru besar mengenali kesesuaian tingkah laku kepimpinan yang hendak
dilaksanakan terhadap organisasi sekolah. Dalam kajian ini, guru besar di Sarawak mempunyai
tahap gaya kepimpinan sumber manusia, struktural, simbolik, dan politik. Namun jika pemimpin
guru besar berupaya melaksanakan pelbagai kerangka amalan kepimpinan dan fleksibel lebih
menjurus kepada keberkesanan kepimpinan berbanding amalan satu gaya kepimpinan (Bolman
& Deal, 1991; 1997).
Implikasi Terhadap Guru
Kerancakan arus media elektronik telah menjadikan ilmu pendidikan semakin berkembang
dengan pantas dan semestinya sebagai pendidik perlu mengadaptasikan persekitaran tersebut
dengan keyakinan yang tinggi. Lantaran itu, guru-guru akan menerima impak daripada tekanan
dan komitmen kerja seperti mana yang telah diamanahkan oleh pihak sekolah. Kajian ini
mendapati terdapat hubungan yang signifikan antara efikasi guru dengan keprihatinan tugas
guru. Sementara itu, tahap keprihatinan tugas guru didapati lebih tinggi pada prihatin impak
diikuti prihatin diri dan prihatin tugas. Ini menunjukkan bahawa guru-guru lebih memikirkan
kesan akibat sesuatu amalan baharu yang akan memberi kesan terhadap tugas guru. Dalam
konteks ini, guru perlu memahami peranan sebagai ketua panitia mata pelajaran. Ini bermakna
guru-guru perlu mempunyai keyakinan diri dalam membimbing rakan-rakan di peringkat unit
masing-masing. Mereka perlu optimis dan yakin dengan kepercayaaan yang diberi pemimpin
sekolah.
Implikasi Terhadap Penyelidikan
Penggunaan analisis laluan model persamaan struktural (SEM) dalam kajian ini digunakan
sebagai panduan penyelidik-penyelidik lain yang ingin mengkaji hubungan sebab-akibat
berkaitan kepimpinan berstruktur, efikasi guru dan norma-norma budaya dengan keprihatinan
tugas guru. Dalam kajian kuantitatif ini, ketiga-tiga variabel bebas yang merangkumi dimensi
variabel membentuk model hubungan yang boleh diguna untuk menguji hipotesis-hipotesis lain
dengan bersandarkan variabel lain terhadap isu-isu berkaitan amalan baharu pembangunan
pendidikan. Soal selidik yang dibangun mengambilkira asas teori dan model kepimpinan
berstruktur, efikasi guru, norma-norma budaya dan keprihatinan tugas guru. Ia boleh digunakan
dalam sebarang kajian yang berbeza latar belakang demografi atau mereplikakan soal selidik
untuk situasi yang hampir sama pada masa akan datang. Soal selidik ini juga telah diuji
mengikut prosedur sebelum ditadbir ke atas responden. Bagi menyokong pendekatan kajian ini,
pengkaji-pengkaji pada masa hadapan boleh menjalankan kajian ini secara kualitatif di sekolahsekolah rendah bagi menambahkan kesahan hasil kajian yang dilaksanakan.
Cadangan Kajian Lanjutan
Berdasarkan dapatan kajian ini beberapa kajian lanjutan boleh diperluaskan seperti berikut :
1.
Kajian di sekolah-sekolah menengah yang telah mencapai tahap band 2 dalam tiga
tahun berturut-turut. Ini melibatkan kumpulan sampel kajian yang terdiri daripada semua jenis
guru untuk mengetahui tahap amalan kepemimpinan berstruktur pengetua. Dengan
mengambilkira keadaan di sekolah menengah yang terdiri daripada pelbagai jenis pemimpin
maka sejauh mana keberkesanan amalan kepimpinan guru berlaku terutamanya sekolah yang
230

mempunyai prestasi akademik dan kokurikulum yang seimbang.

2.
Kajian-kajian lepas mendapati amalan kepimpinan pemimpin sekolah lebih cenderung
kepada gaya kepimpinan dalam kerangka sumber manusia. Seterusnya kajian ini juga boleh
dilaksanakan dengan meneliti faktor-faktor sumber manusia yang mendokong kepada
keprihatinan guru dalam melaksanakan tugas di sekolah. Penelitian kajian aspek sumber
manusia ini boleh difokuskan ke atas kepuasan kerja dan personaliti guru dengan meneliti
tahap keprihatinan sesuatu inovasi atau aras penggunaan inovasi yang diperkenalkan oleh
pihak Kementerian Pelajaran Malaysia (KPM).
3.
Hubungan dan pengaruh antara variabel dalam kajian yang telah djalankan ini masih
memperlihatkan varians yang perlu dikaji lagi. Oleh itu, penyelidik yang berminat untuk
mengenal pasti variabel yang tidak dikaji dalam kajian ini yang berkaitan dengan keprihatinan
tugas guru di sekolah-sekolah bandar. Ini melibatkan faktor-faktor lain yang mungkin
menyumbang pengaruh terhadap keprihatinan tugas guru. Kajian ini mendapati variabel efikasi
guru merupakan pengaruh yang kuat terhadap keprihatinan tugas guru. Oleh itu, penyelidikan
selanjutnya berkaitan faktor-faktor lain efikasi kendiri yang mungkin menyumbang kepada
keprihatinan tugas guru di sekolah-sekolah rendah ataupun sekolah menengah.
Rumusan Perbincangan
Sebagai rumusan perbincangan, dapatan kajian menunjukkan bahawa tahap variabel dan
dimensi kajian berada pada tahap tinggi. Sehubungan itu, isu-isu pembangunan pendidikan
serta keprihatinan guru terhadap tugas kesan daripada pelaksanaan pelbagai program dan
amalan-amalan baharu yang diperkenalkan di sekolah dijadikan sebagai sandaran
permasalahan kajian ini. Kajian ini mendapati tahap keprihatinan tugas guru didapati tinggi
dengan keutamaan pada Prihatin Impak, Prihatin Diri dan Prihatin Tugas. Ini diandaikan
bahawa guru-guru mempunyai keprihatinan terhadap impak dalam melaksanakan perubahan
dan amalan baharu. Keprihatinan peringkat ini menggambarkan guru-guru mempunyai
keinginan untuk berkolaborasi dengan rakan sejawat, bersedia untuk memikirkan tentang impak
sesuatu perubahan serta mempunyai kecenderungan untuk mencari idea-idea lain. Selain itu,
peringkat ini menunjukkan bahawa guru-guru sudah bersedia untuk berkolaborasi dengan
rakan sejawat untuk mempelajari sesuatu yang baharu. Namun, Prihatin Tugas antara tahap
yang terendah iaitu memperlihatkan kesediaan guru-guru dari segi aspek pengurusan iaitu
kesan sesuatu perubahan terhadap tugasan, konflik kepentingan diri dan tanggungjawab,
kemampuan diri serta masa untuk menyesuaikan diri dengan tugas baharu. Ini mengukuhkan
pandangan penyelidik terdahulu bahawa sikap sesetengah guru suka berkonfrantasi walaupun
kemudahan yang dperlukan telah dipenuhi (Badaracco & Ellsworth, 1989); kesukaran guru
untuk menukar amalan sedia ada kepada amalan yang baharu (Fullan & Miles, 1992). Intensiti
keprihatinan berkembang dari Prihatin Diri , Prihatin Tugas barulah kepada Prihatin Impak (Hall
& Hord, 2011). Dalam peringkat ini, guru-guru telahpun berdepan dengan pelbagai bentuk
perubahan dan amalan baharu yang mana guru-guru sudah menjadi lebih berpengalaman
dalam menghadapinya. Namun keprihatinan guru terhadap tugas memerlukan sokongan
semua pihak terutamanya kebolehan kepimpinan pemimpin sekolah.

Dalam amalan kepimpinan berstruktur guru besar menunjukkan bahawa tahap kerangka
kepimpinan adalah tinggi dengan keutamaan kepada sumber manusia, diikuti struktural,
simbolik dan politik. Jelaslah bahawa guru besar-guru besar di Sarawak mengamalkan
kesemua kerangka kepimpinan berstruktur. Ini menunjukkan bahawa kebolehan mengamalkan
kesemua kerangka kepimpinan menggambarkan kemampuan untuk melaksanakan strategi
231

kepimpinan berdasarkan situasi dan keperluan organisasi (Bolman & Deal, 1997). Walaupun
dalam kajian ini mendapati amalan kepimpinan berstruktur lebih cenderung kepada sumber
manusia, namun kepimpinan berstrategikan politik dan simbolik mempunyai pengaruh terhadap
keprihatinan tugas guru. Ini diandaikan bahawa amalan kepimpinan dalam kerangka politik
sangat diperlukan kerana dalam melaksanakan sebarang pembaharuan atau amalan baharu
yang hendak dibawa akan mewujudkan suasana persaingan untuk menguasai sumber serta
konflik dalam tugasan. Dengan kata lain, kemungkinan terdapat perbezaan dalam kalangan ahli
dari segi nilai, kepercayaan, maklumat, minat dan penilaian terhadap realiti. Oleh itu, pemimpin
sekolah harus bijak mengatasi konflik yang mungkin terjadi akibat daripada tugas yang
dipertanggungjawab tidak jelas iaitu bercanggah daripada sikap dan keperluan organsasi.
Maka, kepentingan kepimpinan berstrategikan politik adalah diperlukan bagi meningkatkan
keprihatinan guru terhadap tugas terutama apabila berdepan dengan gelagat dan sikap guruguru menghadapi amalan-amalan baharu dalam pendidikan.
Dalam usaha untuk mencapai sesuatu matlamat, dalam konteks ini meningkatkan
keprihatinan guru terhadap tugas maka sudah semesti memerlukan budaya yang menyokong
ke arah matlamat tersebut. Dapatan kajian ini menunjukkan tahap yang tinggi dalam normanorma budaya yang merangkumi aspek kolaboratif profesional, keyakinan diri dan hubungan
keserakanan. Norma-norma yang diwujudkan harus berfokus kepada matlamat sesuatu
organisasi. Lantaran itu, didapati bahawa hubungan yang signifikan dan positif norma-norma
budaya dengan keprihatinan tugas akan meningkatkan tanggungjawab guru-guru dalam
tugasan. Sementara itu, tahap efikasi guru dalam aspek-aspek profesion pengajaran adalah
tinggi. Ini merangkumi efikasi dalam membuat keputusan, efikasi terhadap pengajaran dan
penyelidikan, efikasi terhadap interpersonal dan kerjasama serta efikasi terhadap budaya
sekolah. Walaupun guru-guru secara keseluruhannya mempunyai tahap efikasi kendiri yang
tinggi namun aspek efikasi dalam membuat keputusan merupakan antara tahap yang terendah.
Hakikatnya, guru-guru sentiasa berdepan dengan keadaan di mana seseorang itu
mengharapkan idea diterima dan dihargai dalam membuat sesuatu keputusan.
Kesimpulannya, variabel amalan kepimpinan berstruktur, efikasi guru dan norma-norma
budaya merupakan pengaruh dengan dimensi-dimensi seperti efikasi interpersonal dan
kerjasama, efikasi pengajaran dan penyelidik, kepimpinan politik, keyakinan diri, kepimpinan
simbolik serta efikasi budaya sekolah menyumbang terhadap keprihatinan tugas guru sekolah
kebangsaan di Sarawak.

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238

THE USE OF THREE STOREY INTELLECT IN ESTABLISHING THE RELEVANCY OF

PERIODIC TABLE IN VOCATIONAL EDUCATION
Pj Ape Angat
Science and mathematics Unit
Keningau Vocational College
Keningau, Malaysia
sebastian_pj@yahoo.com
Sirhajwan Idek
English Unit
Keningau Vocational College
Keningau, Malaysia
sirhajwan87@gmail.com
Abstract
The goal of this study was to identify whether vocational students can remember elements of
the periodic table better through the application of Three Storey Intellect and experiential
learning. 32 students of 17 years old from Keningau Vocational College of Early Childhood
Development were involved in this study. Three Story Intellect encompasses three stages of
Input, Processing and Output. They were required to link the chemical elements in a periodic
table with objects they actively interacted with in their vocational courses and daily routine. They
were required to analyze the elements that made up the objects and orally present their findings
and ideas to the class. This method involved them identifying and recalling what they did in their
vocational classes and daily routines (Input), studying the elements that comprised the objects
they selected (Processing) and finally presented their discoveries and insights to the class
(Output). The instrument used was questionnaire. Students were also required to answer
questionnaire related to their opinions in doing the task. The findings showed that the students
had better perception on the use of this approach and majority of the students found the task to
be effective and motivating in enhancing their ability to comprehend the elements in the periodic
table.
Keywords: Periodic Table, Three Storey Intellect, Experiential Learning

INTRODUCTION
Despite the effort from the government to elevate Malaysian standard of education including the
emphasis on higher order thinking skills, Malaysia still remains as one of the lowest performing
countries in international tests which assess students thinking skills in reading, science and
mathematics. The 2012 results from the Programme for International Student Assessment
(PISA) showed that Malaysia was ranked 52 out of 65 participating countries and this
performance was considered below average especially when some neighboring countries such
as Vietnam, a developing country, ranked 17, while Singapore was in the top five for all three
categories of the tests. In a separate assessment on creative problem-solving, Malaysia only
managed to be ranked 39 out of 44 countries while Singapore came out tops (OECD, 2014).
The 2011 results from Trends in International Mathematics and Science Study showed another
decline in international standard as Malaysias ranking in mathematics dropped from 20th in
239

2007 to 26th in 2011 and its ranking in science fell from 21st in 2007 to 32nd in 2011 (IES,
2011).

In science, one of the most difficult topics for students to master is chemical elements especially
the application of periodic table. In fact, most students barely remember the elements and their
arrangement in the periodic table which serves as the foundation of most scientific concept that
students ought to master. Hence, if they cannot master the periodic table, they will continue to
struggle in applying chemical concepts and formulas in science.
Chemistry is one of the most difficult studies of science and Chemistry Periodic Table of
Elements is one of the most challenging concept for students to master (Demircioglu et al.,
2009). Demircioglu et al. (2005) claimed that students frequent misconceptions of chemistry
derive from daily life experience, medium of instructions, inconsistency of teachers and
students knowledge of science and changes in chemical terms and references. Schmidt et al.
(2007) argued that false conceptions that students develop in relation to chemistry are due to
the incoherent and inaccurate concept and information they received from other sources. Agung
and Schwartz (2007) posited that students lack of proper understanding of any study in science
can become a severe educational problem if it remains unsolved.
In Malaysia, a study was conducted by Osman and Sukor (2013) to identify students
misconception in chemistry by administering a test on 317 Form Five students in secondary
schools who studied chemistry. The results showed that Malaysian students also exhibited
several misconceptions in chemistry and this included their conception on the periodic table.
There are two research questions in this study:
1. To what extent that the application of Three Storey Intellect in establishing relevancy of the
elements in the periodic table influence students mastery of the arrangement of the chemical
elements?
2. What were the students perceptions on the application of Three Storey Intellect as a
technique of enhancing their mastery of the periodic table?

Figure 1: Periodic Table

(Source: Gray, 2009)
The periodic table is a systematic arrangement of the chemical elements which were arranged
according to their atomic number, also known as number of protons, electron configurations,
240

and chemical properties. The periodic table can be utilized to establish relationships between
the properties of the confirmed elements and speculate the properties of new elements. The
periodic table is a nearly comprehensive framework used to analyze chemical behavior and it is
significant in chemistry and other studies of science (Gray, 2009).

Wurdinger and Carlson (2010) argued that experiential learning is a learning that emphasizes
experience and doing and focuses on solving problems and critical thinking instead of rote
learning and memorization. Hayne (2007) explained that experiential learning is a reflective,
collaborative and practice learning experience that encompassed several important steps. The
first step is experiencing and exploring where students perform tasks independently such as
making products, solving problems or role playing, presentation and playing a game. The
second step is sharing and reflecting in which the students share what they discover from their
experience and observation with others. The third step is processing and analyzing where
students will identify key elements in their experience and produce solutions or concepts related
to it. The fourth step is generalizing which requires students to connect their experience with
real world situations. The final step is application where students demonstrate how to apply
what they learn from their experience in other contexts and recommendations for future
situations.
In integrating the concept of experiential learning in students learning of the periodic
table, three storey intellect was utilized in order to simplify the concept in a more plausible,
practical and efficient manner. The three storey intellect was developed by Arthur L. Costa
(Costa & Marzano, 1987) and it is represented as a diagram of three levels of cognitive learning
which contains verbs that indicate desired cognitive behavior. There are three levels of the
approach:
1. Input: The lowest level which requires learners to gather information.
2. Processing: The middle level which requires learners to process the information.
3. Output: The highest level which requires learners to apply the information.
Hook and Mills (2012) stated that this method can help students to develop their higher order
thinking skills in a hierarchical and systematic manner from the earlier stage of knowing to
evaluating and help them to retain their memory of the content knowledge. Thus, the three
levels of three storey intellect enables students to perform experiential learning as they need to
gather their own information and findings independently (input = experiencing and exploring),
they process the information ( process = sharing and reflecting, processing and analyzing) and
finally, they produce the outcomes of their work (output = generalizing and findings).

241

Output
applying a principle imagining evaluating judging
extrapolating model building forecasting predicting
generalizing hypothesizing speculating
Process
analyzing
distinguishing
making
analogies
categorizing experimenting organizing classifying
explaining
sequencing
comparing
grouping
synthesizing contrasting inferring
Input
completing identifying observing counting listing
reciting defining matching scanning describing
naming selecting
Figure 2: Three Storey Intellect

METHODOLOGY
The population sample for this study consisted of 32 students aged 16-17 from Keningau
Vocational College, Sabah, Malaysia. The cluster random sampling technique was used to
select the sample from the total population. According to Fraenkel et al. (2012), cluster random
sampling was a random sampling where the researcher chooses a cluster or clusters of
subjects from a group of clusters rather than random individuals.
The study was conducted within four weeks. During the first week, the teacher briefed them
about the tasks and they were assigned into 16 pairs. Within a week, they were expected to
select several objects that they used in their vocational classes and everyday life. They had to
pick minimum five objects. They were then required to identify the chemical elements that made
up the five objects. During the process, they could refer to their textbooks, internet and consult
the teacher in analyzing the elements in each of the five objects that every pair selected. From
the second to the fourth week, they were required to do an oral presentation about the elements
in the objects that they had selected. They were expected to come up with their own
presentation materials such as slideshow and notes. At this stage, they could present their
generalization, solution, recommendation related to their findings. Questions and answers
sessions were allowed after every presentation. Two teachers assumed the role of judges in
evaluating the presentation using assessment rubrics and each student was also required to
answer a questionnaire pertinent to the tasks.
A questionnaire of 12 items was administered to them in order to identify their perceptions
towards the tasks which involved three main processes of gathering their materials, analyzing
the materials, presenting their findings and ideas related to the materials. A 5-point Likert-scale
was used to obtain the learners responses in the questionnaire (Brown and Rodgers, 2009, p.
146), a Likert-scale can be utilized in order to structure the possible responses of the subjects in
which the scales were divided into: strongly disagree, disagree, neutral, agree and strongly
agree which were represented by numbers 1,2,3,4, and 5 respectively. The responses from the
questionnaire were tallied and the mean of the responses were assigned to five levels of
242

agreement (Atef & Munir, 2009; Shams, 2008): strongly agree (4.50 - 5.00), agree (3.50- 4.49),
neutral (2.50- 3.49), disagree (1.50- 2.49), and strongly disagree (1.00-1.4.).

RESULTS
The results of the questionnaire and the rubric assessments were presented in Table 1 and
Table 2.
Table 1: The Results of the Questionnaire
No Items

Means

Did you find the task of collecting objects for the

assignment necessary?
Do you think the tasks of analyzing the elements of
the objects helped you to remember the periodic
table better?
Do you think the tasks of analyzing the elements of
the objects helped you to understand the periodic
table better?
Do you think the tasks of analyzing the elements of
the objects helped you to apply the periodic table
better?
Do you think the tasks of analyzing the elements of
the objects helped you to analyze the elements in
the periodic table better?
Do you think the tasks of analyzing the elements of
the objects helped you to synthesize the elements in
the periodic table better?
Do you think the tasks caused you to refer to the
periodic table more frequently?

4.22

Standard
deviation
0.99

4.22

0.99

4.13

0.97

4.00

0.90

3.87

0.81

4.17

0.65

4.26

0.69

Do you think the oral presentations of your findings

and ideas helped you to learn the periodic table
better?
Do you think listening to the oral presentations of the
others findings and ideas helped you to learn the
periodic table better?
Do you think the questions and answers session
helped you into learn the periodic table better?
Do you feel motivated to use this approach in
learning the periodic table
Do you think the tasks are effective in helping you to
learn periodic table better?

3.91

0.73

4.30

0.63

4.30

0.76

4.61

0.58

4.39

0.49

10
11
12

It is shown in Table 1 that students generally had positive perspectives on the application of the
approach in learning periodic table as all means were above 3.50 which indicated that most of
the students gave positive responses to each of the item based on five levels of agreement
243

proposed by Atef and Munir (2009) and Shams (2008) on classifying 3.50 and above as either
agree or strongly agree. The highest mean was on item 11 (M =4.42, Std = 0.79), followed by
item 12 (M=4.21, Std= 0.35) and two items were on the same means, item 9 (M=4.13,
Std=0.45) and item 10 (M=4.13, std=).
Item 11 was designed to explore the students perceptions whether the task helped them
to be more motivated in learning periodic table. Most of the students believed the task boost
their motivation to learn the topic. Item 12 was constructed to examine the students opinion on
whether the task was effective in helping them to learn periodic table and the majority of the
students thought that it was effective. Item 9 and item 10 were included in the questionnaire to
elicit students responses on whether listening to the presentation and the question and answer
session respectively helped them to learn the periodic table. Many of the students thought that
the presentation and the question and answer session were effective in facilitating their learning
of the periodic table. It could be deduced that the approach is generally effective in enhancing
the learning process of the periodic table in science class.

DISCUSSIONS
The results showed that the three levels of Three storey intellect facilitated their learning of the
periodic table as they were able to remember, understand, apply, analyze and synthesize the
elements in the periodic table effectively. The students also had positive responses towards the
nature of the tasks that involved presentations of their ideas as well
as the questions and answers session in promoting their understanding of the concept.
Furthermore, they became more motivated to learn the periodic table through this task.
It is recommended that the subjects to be interviewed in order to elicit in-depth answers
of their thoughts on the use of the presentation tasks in learning periodic table especially on the
design of the task which was based on the three storey intellect. In addition, the specific
learning verbs in each of the level (identify, define, sequence, classify, predict etc.) could be
measured separately in order to obtain findings that are more valid and concise.
CONCLUSION
Three storey intellect is feasible to be utilized as an approach in facilitating students learning via
experiential learning that enables them to be independent, pro-active and productive. The
approach also helps to develop their ability to think critically on their own without relying on
teachers. Hence, this technique could be adapted to be used as a teaching method and
assessment technique in science and possibly other subjects.

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245

POTENSI PROGRAM PENDIDIKAN ASAS VOKASIONAL DALAM MEMBENTUK

KEBOLEHKERJAAN PELAJAR DI ABAD KE-21
Ghazali @ Hassan Sulaiman dan Abdul Said Ambotang
Universiti Malaysia Sabah
E-mel : lahzd@yahoo.com.my
Abstrak
Kertas konsep ini bertujuan menilai peranan kurikulum Pendidikan Asas Vokasional (PAV)
terhadap kebolehkerjaan pelajar sebagai persediaan awal bagi pelajar Pendidikan dan Latihan
Teknikal dan Vokasional (TVET) di samping memberi nilai tambah terhadap pemerkasaan
kurikulum Pendidikan Asas Vokasional (PAV) sebelum mereka menyambung pengajian di
peringkat Institut Latihan Kemahiran Awam (ILKA) atau Institut Latihan Kemahiran Swasta
(ILKS). Di samping itu, pengkaji ingin mengenal pasti tahap perbezaan kebolehkerjaan dalam
kalangan pelajar pendidikan asas vokasional di sekolah menengah harian dan mengenal pasti
hubungan elemen konteks, input dan proses terhadap kebolehkerjaan pelajar pendidikan asas
vokasional. Implikasi daripada kajian ini diharapkan agar pelajar yang mengikuti program
pendidikan asas vokasional akan memiliki kompetensi yang bersifat dominan melalui
transformasi pendidikan vokasional dalam usaha membekalkan modal insan dengan
pengetahuan dan kemahiran yang berimpak tinggi sesuai dengan kerjaya pelajar di abad ke-21.
Kata kunci: Kebolehkerjaan, Pendidikan Asas Vokasional, Pendidikan dan Latihan
Teknikal dan Vokasional
Abstract
This concept paper aims to evaluate the role of the curriculum of Basic Vocational Education
(BVE) against students employability as early preparation for student Education and Technical
Training and Vocational (TVET) as well as add value to the empowerment curriculum of basic
vocational education training before they continue their studies at the Institute for Training in
Public (ITP) or Private Skills Training Institutes (PSTI). In addition, the researchers want to
determine the level of employability differences among students basic vocational education in
secondary schools and to identify elements of the relationship context, input and process
towards the employability of basic vocational education students. The implications of this study
are expected to be students enrolled in basic vocational education program will have the
competence that is dominant in the transformation of vocational education in order to supply
human capital with knowledge and skills in accordance with a career high impact students by
the 21st century.
Keywords: Employability, Basic Vocational Education, Education and Technical
Training and Vocational

PENGENALAN
Sistem Pendidikan dan Latihan Teknikal dan Vokasional (TVET) merupakan salah satu aliran
yang diiktiraf atau dikenali sebagai satu sistem yang berperanan untuk membentuk individu
246

yang mempunyai kemahiran teknikal yang tinggi seperti yang diingini oleh industri pada masa
kini. Ia juga merupakan satu langkah untuk menyokong dan mempergiatkan lagi
usaha kerajaan bagi memajukan bidang ekonomi dan perindustrian berasaskan pengetahuan
teknik dan vokasional. Pendidikan teknikal dan vokasional merupakan satu sistem pendidikan
yang menyediakan latihan khusus untuk kemahiran-kemahiran teknikal dan beberapa
kemahiran yang lain. Lis Christopher, Rohana dan Amirmuddin (2011) menyatakan pendidikan
yang mencukupi perlu diberikan kepada golongan muda untuk menghasilkan tenaga sumber
manusia yang mahir dan berpengetahuan dalam bidang kejuruteraan.
Dalam rancangan Malaysia Kesepuluh (2011-2015) kerajaan amat menitikberatkan
sistem pendidikan yang menyeluruh dan menekankan pembangunan modal insan bertaraf
dunia. Menurut Marimuthu, Arokiasamy dan Ismail (2009) modal insan ini dirujuk sebagai satu
proses yang melibatkan latihan, pendidikan dan inisiatif professional untuk meningkatkan tahap
pengetahuan dan seterusnya membawa kepada kepuasan kerja dan meningkatkan prestasi
syarikat. Dalam Rancangan Malaysia Kesepuluh (2011-2015) juga, pembangunan modal insan
merupakan elemen yang kritikal dalam mentransformasikan Malaysia. Dalam rancangan
tersebut, kerajaan akan melaksanakan perubahan menyeluruh di setiap peringkat
pembangunan modal insan (Fitrisehara, 2008). Dengan itu, pendidikan lepas menengah ini
memainkan peranan yang penting dalam penyediaan modal insan untuk mencapai ekonomi
berasaskan pengetahuan atau dikenali sebagai k-ekonomi.
`
Justeru, sesesebuah organisasi yang memiliki sumber manusia (modal insan) akan
dapat menangani perubahaan persekitaran seperti k-ekonomi dan globalisasi yang akan
memudahkan matlamat sesebuah organisasi dicapai (Kamaruddin, 2010). Menurut Jailani, Wan
Mohd Rashid dan Noraini (2007) pula, tenaga kerja yang berkemahiran teknikal, fleksibel dan
kebolehkerjaan yang tinggi mendapat tempat di industri. Konklusinya, modal insan yang
berpengetahuan dalam bidang teknikal dan bukan teknikal akan melopori pentas global dunia
pekerjaan.

LATAR BELAKANG KAJIAN

Menurut Ahmad Tajudin (2012) pelaksanaan Pendidikan Asas Vokasional (PAV) oleh
Kementerian Pendidikan Malaysia (KPM) bertepatan dengan hasrat kerajaan untuk melahirkan
lebih ramai tenaga muda berkemahiran tinggi memandangkan tidak semua pelajar cenderung
ke arah akademik yang lebih berorientasikan peperiksaan semata-mata. Sementara itu,
kurikulum PAV digubal adalah untuk menghasilkan modal insan yang berkemahiran, kritis,
kreatif dan inovatif melalui persekitaran pembelajaran berorientasikan pengalaman alam
pekerjaan. Empat komponen yang ditekankan adalah jati diri, teknologi vokasional, kemahiran
vokasional serta kemahiran keusahawanan.
Program PAV ini akan diajar di peringkat menengah rendah bermula dari tingkatan 1
hingga 3. Pelajar PAV akan mendapat pelaporan deskriptif Pendidikan Asas Vokasional yang
dikeluarkan oleh Lembaga Peperiksaan di bawah KPM, berserta Sijil Kemahiran Malaysia
(SKM) Tahap 1 dan 2 yang dikeluarkan oleh Jabatan Pembangunan Kemahiran (JPK),
Kementerian Sumber Manusia (KSM) dalam tempoh 3 tahun tersebut. Pelajar yang tamat PAV
ini juga diharapkan mendapat sekurang-kurangnya SKM Tahap 1 manakala
pelajar yang tidak berjaya memperolehi SKM, mereka akan diberikan persijilan modular
Penyata Pencapaian (PC) oleh JPK. SKM ini merupakan persijilan kemahiran tunggal
dikeluarkan oleh KSM yang diiktiraf Jabatan Perkhidmatan Awam dan Agensi Kelayakan
247

Malaysia (MQA) manakala kurikulum SKM dibangunkan berasaskan Standard Kemahiran

Pekerjaan Kebangsaan (National Occupational Skill Standard NOSS) yang ditabdir agensi
KSM (Panduan Pelaksanaan Kurikulum PAV, 2014).
Selanjutnya, para pelajar yang menamatkan PAV di tingkatan 3 berpeluang
meningkatkan tahap kemahiran di Institut Latihan Kemahiran Awam (ILKA) dan Institut Latihan
Kemahiran Swasta (ILKS) ke peringkat SKM Tahap 3 dan Diploma Kemahiran Malaysia (DKM)
Tahap 4 di Institut Latihan Perindustrian (ILP), Institut Kemahiran Belia Negara (IKBN),
Advanced Technology Training Centre (ADTEC), Kolej Kemahiran Tinggi Mara (KKTM),
Construction Industry Development Board (CIDB), Kolej Vokasional (KV) dan lain-lain institut
secara perantisan dibawah tanggungjawab KPM (Panduan Pelaksanaan Kurikulum PAV, 2014).
MASALAH KAJIAN
Mohd Yusof, Ramlee, dan Syed A.Malik (2013) telah menjalankan kajian bagi menentukan
faktor-faktor yang mempengaruhi kebolehkerjaan pelajar kejuruteraan di institusi teknikal.
Interaksi pensyarah, interaksi pelajar, pembelajaran kontekstual, pengurusan kokurikulum dan
kemudahan prasarana merupakan pemboleh ubah bebas yang dikaji. Dapatan kajian
menunjukkan pengurusan kokurikulum, interaksi rakan dan pengajaran kontekstual
mempengaruhi penguasaan kebolehkerjaan dalam kalangan pelajar di institusi teknikal.
Konklusinya, kebolehkerjaan memainkan peranan yang amat penting di dalam membentuk
keperibadian pelajar.
Menurut Mohd Yusof, Seri Bunian dan Asro (2010) pula, telah mendapati tahap
kebolehkerjaan berada pada tahap sederhana rendah dalam kalangan pelajar kejuruteraan
elektrik di Politeknik. Di samping itu, majikan di industri yang mengambil lulusan politeknik untuk
bekerja dalam bidang kejuruteraan juga mendapati status kemahiran generik pekerja berada
pada tahap sederhana (Meor Shaiful, 2006). Daripada kajian-kajian ini membuktikan bahawa
tahap kebolehkerjaan perlu dititikberatkan oleh setiap individu sama ada untuk belajar atau
bekerja.
Justeru itu, peranan Pendidikan Asas Vokasional (PAV) khususnya dalam kurikulum dan
kokurikulum adalah penting untuk memastikan kebolehkerjaan pelajar sentiasa dipertingkatkan
kerana ini merupakan kesinambungan apabila pelajar melanjutkan pengajian di peringkat
Institut Latihan Kemahiran Awam (ILKA) dan Institut Latihan Kemahiran Swasta (ILKS).
OBJEKTIF KAJIAN
Objektif kajian yang ingin dicapai adalah:
1.4.1

Mengenal pasti tahap perbezaan kebolehkerjaan dalam kalangan pelajar

PAV di sekolah menengah harian daripada perspektif pelajar.

1.4.2 Mengenal pasti hubungan elemen konteks (hala tuju transformasi pendidikan
vokasional) dengan kebolehkerjaan pelajar PAV di sekolah menengah
harian
daripada perspektif pelajar.

248

1.4.3

Mengenal pasti hubungan elemen input (kemahiran vokasional) dengan

kebolehkerjaan pelajar PAV di sekolah menengah harian daripada perspektif
pelajar.

1.4.4 Mengenal pasti hubungan elemen proses (strategi pembelajaran dan

kokurikulum)
dengan kebolehkerjaan pelajar PAV di sekolah menengah harian daripada perspektif
pelajar.
KERANGKA KONSEP KAJIAN
Berdasarkan kerangka konsep kajian ini, penekanan dalam pemboleh ubah tidak bersandar
adalah penilaian konteks berkaitan hala tuju transformasi pendidikan vokasional, penilaian input
yang mengaitkan kemahiran vokasional, penilaian proses iaitu penilaian kurikulum dan
kokurikulum dan pemboleh ubah bersandar iaitu penilaian produk yang menjurus kepada
kebolehkerjaan pelajar PAV. Kesemua penilaian ini adalah berdasarkan model CIPP
Stufflebeam (1971) bagi mengenal pasti tahap perbezaan kebolehkerjaan dalam kalangan
pelajar PAV di sekolah menengah harian dan hubungan elemen konteks, input dan proses yang
akhirnya menghasilkan kebolehkerjaan dalam kalangan pelajar PAV.
PENILAIAN KONTEKS
Hala Tuju Transformasi Pendidikan
Vokasional
* Kemahiran Insaniah
* Bahasa Inggeris
*PENILAIAN
Kemahiran Vokasional
INPUT
* Teori Vokasional
Vokasional
*Kemahiran
Keusahawanan
( KPM, 2011)

Kebolehkerjaan
Pelajar
PAV

* Kemahiran Bidang Kejuruteraan

Elektrik/Awam/Mekanikal
* Pertanian
* Ekonomi Rumah Tangga
PROSESdan
*PENILAIAN
Teknologi Maklumat
Komunikasi
(Penilaian
KPM, 2011)
Kurikulum dan Kokurikulum
* Strategi pembelajaran
* Kokurikulum
Kamaruddin (2010)

Rajah 1 : Kerangka Konsep Kajian

249

TINJAUAN LITERATUR
Gordon, Rebecca dan J Duncan (2015) telah mengkaji aktiviti kokurikulum pelajar dan
keunikannya, serta kesan jangka pendek dan jangka panjang ke atas kebolehkerjaan. Enam
persoalan kajian telah dikenal pasti. Soal selidik dan temu bual digunakan bagi menyediakan
maklumat berbentuk kuantitatif dan kualitatif. Dapatan kajian menunjukkan kesan aktiviti
kokurikulum yang pelbagai menggalakan perkembangan kemahiran dan kualiti diri. Kesan
aktiviti kokurikulum ini juga secara langsung membentuk kebolehkerjaan sama ada pelajar ini
dalam bidang teknikal atau sebaliknya.
Kajian Mohamad Sattar, Rose Aminah dan Azlin Rohaini (2012) mengenai kemahiran
generik mendapati bahawa ramai graduan teknikal tidak mempunyai kebolehkerjaan. Dapatan
kajian menunjukkan bahawa majikan meletakkan kepentingan yang besar kepada kemahiran
interpersonal, kemahiran berfikir dan kualiti peribadi yang pelajar perlu beri penekanan apabila
mereka diambil bekerja dalam industri pembuatan. Ini membuktikan bahawa majikan
menekankan kebolehkerjaan apabila seseorang individu bekerja khususnya dalam bidang
industri.
Di Finland, hampir 50 peratus pelajar pendidikan menengah atas menuntut di kolej
vokasional yang menyediakan pendidikan dan latihan vokasional intensif selama tiga tahun
dengan 75 peratus kandungan kurikulumnya ialah kemahiran vokasional dan latihan dalam
kerja (OJT). Orientasi kurikulum kolej vokasional di Finland ialah kemahiran untuk bekerja dan
melanjutkan pengajian ke peringkat yang lebih tinggi dalam jurusan vokasional atau jurusan
teknologi. Oleh itu, guru-guru pendidikan vokasional mesti memiliki sekurang-kurangnya tiga
tahun pengalaman industri dan menjalani latihan pedagogi intensif selama sekurang-kurangnya
setahun (KPM, 2011). Justeru, guru-guru yang mengajar subjek berkaitan pendidikan dan
latihan teknikal dan vokasional (TVET) khususnya PAV di Malaysia perlu mempunyai
pengalaman industri bagi memantapkan kemahiran vokasional dan ini secara tidak langsung
akan memiliki kebolehkerjaan.
Sistem pendidikan vokasional di Jerman pula menekankan pembelajaran semasa
bekerja atau learning on-the-job. Oleh itu, pendidikan vokasional sangat sebati dengan
keseluruhan sistem pendidikan negara itu. Matlamatnya ialah memupuk kompetensi profesional
yang komprehensif bagi sesuatu bidang pekerjaan. Kurikulum pendidikannya pula tidak digubah
semata-mata untuk memenuhi kehendak pasaran kerja, tetapi turut mengandungi elemen bagi
memenuhi keperluan individu untuk menguasai ilmu, kemahiran dan pelbagai kompetensi yang
dapat menyerlahkan watak profesional individu tersebut sama ada sebagai pekerja mahupun
sebagai usahawan (KPM, 2011). Ini secara tidak langsung dapat membentuk kebolehkerjaan
dalam diri pelajar itu sendiri dengan elemen-elemen yang mempunyai keperluan individu
berdasarkan Rodiah (2010) dan Nur Ashiqin (2011) yang menyatakan terdapat enam konsep
penting yang sering diperkatakan dikebanyakkan negara berkaitan kebolehkerjaan iaitu
kemahiran asas/fundamental, kemahiran berkaitan dengan manusia dan hubungan antara
manusia, kemahiran konseptual/pemikiran, kemahiran personel dan atribut, kemahiran yang
berkaitan dengan dunia pekerjaan dan perniagaan serta kemahiran berkait dengan komuniti.
Dalam tempoh Rancangan Malaysia Kesepuluh (RMKe-10) dari tahun 2011-2015,
usaha telah dilaksanakan untuk mengarusperdana dan meluas akses kepada Pendidikan dan
Latihan Teknikal dan Vokasional (TVET) yang berkualiti untuk memenuhi keperluan industri
250

yang memerlukan tenaga kerja mahir. Di samping itu, langkah telah diambil untuk memperbaiki
persepsi orang ramai terhadap bidang TVET. Usaha ini telah menyumbang kepada peningkatan
pelajar lepasan SPM yang menyertai bidang TVET, iaitu sebanyak 36% pada tahun 2013
berbanding dengan 25% pada tahun 2010. Mentransformasi TVET
merupakan satu daripada pemacu perubahan dalam tempoh Rancangan Malaysia Kesebelas
(RMKe-11) dari tahun 2016-2020, bagi memenuhi permintaan industri dan menyumbang
kepada pertumbuhan ekonomi, selaras dengan globalisasi, ekonomi berasaskan pengetahuan,
kemajuan teknologi dan mobiliti kerja global (UPE JPM, 2015). Berdasarkan peningkatan
enrolmen pelajar yang memasuki aliran TVET khususnya dalam bidang PAV secara langsung
para pelajar berkenaan akan memilik kemahiran teknikal dan secara tidak langsung memiliki
kebolehkerjaan.
Rahmah, Ishak d a n Lai (2011) mendapati graduan institusi pengajian tinggi perlu
dipertingkatkan dari segi kebolehan dan kebolehkerjaan bagi memenuhi permintaan pasaran
kerja. Institusi pengajian perlu bekerja lebih keras bagi mempertingkatkan kualiti graduan
berbanding jumlah graduan. Cadangan daripada majikan bagi mempertingkatkan kualiti
graduan adalah memanjangkan tempoh latihan industri, memperbanyakkan penglibatan pelajar
dalam aktiviti pengantarabangsaan bagi mempertingkatkan kemahiran berbahasa inggeris dan
juga menggalakkan penglibatan pelajar dalam aktiviti kokurikulum serta mempertingkatkan
kemahiran soft skills. Antara kemahiran yang perlu diambil kira oleh institusi ialah kemahiran
interpersonel, kemahiran berkomunikasi, kemahiran membuat keputusan, penyelesaian
masalah, kemahiran berfikir dan kemahiran berbahasa inggeris. Kesemua kemahiran ini
menjurus kepada kebolehkerjaan.
Berdasarkan beberapa kajian di atas dapatlah disimpulkan bahawa penekanan dalam
kebolehkerjaan ini adalah amat penting sekali bagi melahirkan pelajar yang berkualiti bukan
hanya pada akademik semata-mata. Ini selari dengan Nur Ashiqin (2011) yang menyatakan
kebolehkerjaan sebagai kemahiran yang boleh digunakan secara merentas disiplin ilmu atau
dalam situasi kerja yang berlainan. Para pelajar perlu menguasai elemen kebolehkerjaan yang
terdiri daripada; (i) Komunikasi (ii) Kerja berpasukan (iii) Kepimpinan (iv) Pembelajaran
sepanjang hayat dan pengurusan maklumat (v) Pemikiran kritikal dan penyelesaian masalah
(vi) Keusahawanan (vii) Etika dan moral (viii) Menggunakan teknologi (ix) Kemahiran sosial dan
(x) Kerohanian.
Lantaran itu, bagi mencapai status negara yang maju menjelang tahun 2020, penekanan
dalam bidang Pendidikan dan Latihan Teknikal dan Vokasional (TVET) perlu dititikberatkan
khususnya dalam program PAV ini. Kajian yang telah dijalankan untuk membandingkan pelajar
yang cenderung dalam bidang pendidikan teknik dan vokasional di luar negara mendapati
bahawa 78% pelajar di Austria telah mengikuti pendidikan vokasional di peringkat menengah
atas .(KPM, 2011). Ini membuktikan bahawa pendidikan vokasional adalah penting untuk
melahirkan tenaga kerja yang mahir dan seterusnya dapat membentuk negara yang maju dan
berwawasan dan secara tidak langsung melahirkan pelajar yang memiliki kebolehkerjaan.

RUMUSAN
Modal insan kelas pertama yang diperlukan dalam era globalisasi dan ekonomi berasaskan
pengetahuan atau dikenali sebagai k-ekonomi adalah modal insan yang menguasai kemahiran
teknikal dan kebolehkerjaan. Kepentingan penguasaan kebolehkerjaan dalam era globalisasi
telah banyak diperkatakan sama ada di dalam negara mahu pun di luar negara. Tinjauan juga
mendapati telah banyak kajian-kajian yang telah dilaksanakan dan juga model-model yang
251

dihasilkan berkaitan kebolehkerjaan.

Institusi pendidikan khususnya di peringkat sekolah yang diterajui Bahagian Pendidkan
Teknik dan Vokasional (BPTV) dan Bahagian Pembangunan Kurikulum (BPK) di bawah
Kementerian Pendidikan Malaysia (KPM) seharusnya sentiasa menilai peranan
kurikulum dan kokurikulum PAV sedia ada untuk melihat penguasaan kebolehkerjaan dalam
kalangan pelajar sekolah menengah harian khususnya yang menawarkan kurikulum PAV
kerana ini merupakan kesinambungan apabila pelajar melanjutkan pengajian di Institut Latihan
Kemahiran Awam (ILKA) dan Institut Latihan Kemahiran Swasta (ILKS) yang mana institutsiinstitusi ini juga menekankan kebolehkerjaan selain bidang teknik dan vokasional.
Oleh itu, penilaian peranan kurikulum PAV khususnya berkaitan kebolehkerjaan dalam
kalangan pelajar secara komprehensif perlu dijalankan di sekolah menengah harian yang
melaksanakan kurikulum ini untuk melihat kemahiran insaniah, kemahiran berbahasa inggeris,
kemahiran vokasional, teori vokasional dan keusahawanan. Di samping itu juga, mengenalpasti
kemahiran bidang kejuruteraan, pertanian, ekonomi rumah tangga dan teknologi maklumat dan
komunikasi serta strategi pembelajaran dan kokurikulum terhadap kebolehkerjaan daripada
perspektif pelajar bagi membekalkan modal insan dengan pengetahuan dan kemahiran yang
berimpak tinggi sesuai dengan kerjaya pelajar di abad ke-21.

RUJUKAN
Ahmad Tajudin. 2012. Projek Rintis Program Asas Vokasional. Berita Harian.
Fitrisehara, K. 2008. Kemahiran employability dalam kalangan pelajar Institut Kemahiran
Mara di Malaysia. Serdang: Universiti Putra Malaysia.
G. Clark, R. Marsden and J. Whyatt. 2015. It s everything else you do : Alumni views
on extracurricular activities and employability. Active Learning in Higher
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Jailani, M. Y., Wan Mohd Rashid, W. A., Noraini, K., dan Wahid, R. 2007. Technical
and
Vocational Education and Training TVET from Malaysia Perspective.
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TT-TVET EU-Asia Link project Meeting. VEDC Malang.
Kamaruddin, M.T. 2010. Penilaian pembangunan kemahiran generik dalam kalangan
pelajar tahun akhir Kolej Komuniti Kementerian PengajianTinggi Malaysia.Tesis
PhD:Universiti Kebangsaan Malaysia.
Kementerian Pelajaran Malaysia. 2011. Pelan
Vokasional. Selangor: Cepat Cetak Sdn. Bhd.

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Vokasional (PAV).
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Vokasional:Membentuk Pemimpin Masa Depan.Dicapai pada November 2,2012,dari
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Transformasi_Pendidikan_Teknik_dan_Vokasional_-eprint1.pdf.
Marimuthu, M.,Arokiasamy, L., dan Ismail, M. 2009.Human capital development and its
impacton firm performance: Evidence from developmental economics. TheJournal of
International Social Research,2(8), summer.
Meor Shaiful Azuan, A. 2006. Kemahiran Generik Pekerja Bidang Kejuruteraan Graduan
Politeknik Kpt Yang Diutamakan Majikan.Tesis Sarjana. UTHM.

Mohamad Sattar Rasul, Rose Aminah Abdul Rauf, Azlin Norhaini Mansor, Ruhizan
Mohamad Yasin dan Zamri Mahamod. 2012. Importance of Employability Skills
for
Technical and Vocational Students. The 3rd International Conference on Learner
Diversity 18-19 September 2012, Universiti Kebangsaan Malaysia.
Mohd Yusof, H., Ramlee, M., Syed A. Malik, Mohammad Sattar, R., dan Seri Bunian, M.2013.
Employability skills, co-curiculum, peer interaction, contechtual learning.
In:.International Technical HRD & 9th ASIAN Academic Society ForVocational
Education and Training Conference 2013 (AASVET Conference 2013). Kuching:
Sarawak Skills Development Centre (SSDC).
Mohd Yusof, H., Seri Bunian, M., Asro, A. K., dan Ramlee, M. 2010. Kemahiran Insaniah
dalam kalangan pelajar kejuruteraan elektrik Politeknik Sultan Azlan Shah. Dalam:.
STSS 2010. Kuantan: University Teknologi MARA.
Nur 'Ashiqin, N. 2011. Instrumen kemahiran generik pelajar Pra-Universiti
berdasarkan
penilaian oleh pensyarah. Tesis PhD (tidak diterbitkan): Universiti Kebangsaan Malaysia.
Rahmah,I.,Ishak,Y., d a n Lai, W.S. 2011.Employers 'perceptionson graduates in Malaysian
services sector.International Business Management,5(3),184-193.
Rodiah, I. 2010. Pemeriksaan ciri-ciri psikometrik dan pembentukan penanda aras
pentaksiran kemahiran generik.Tesis Phd: Universiti Kebangsaan Malaysia.
Stufflebeam, D. L. 1971. The relevance of the CIPP evaluaition model for
educationalaccountability. Journal of research and development in education 5
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Vokasional untuk Memenuhi Permintaan Industri. Putrajaya: Jabatan Perdana
Menteri.

253

THE EVALUATION OF TRANSACTIONS OF THE MORAL EDUCATION CURRICULUM FOR

SECONDARY SCHOOLS IN SABAH
Sainah Limbasan and Vincent Pang
Faculty of Psychology and Education, Universiti Malaysia Sabah
Sabah, Malaysia
saina_sl74@yahoo.com , pvincent@ums.edu.my
Abstract
The successful implementation of a curriculum, especially the Moral Education (ME) curriculum,
involves effective transactions of teaching and learning. Therefore, this study aimed to evaluate
the implementation of the ME curriculum through observation of ME teaching and learning. The
researcher applied the Stake Evaluation Model as a guide for the evaluation as well as a
qualitative approach are used to obtain data. A total of eight teachers who are teaching ME
were interviewed and results show that transactions of teaching and learning by these teachers
focus on five main aspects in implementing the ME curriculum successfully which include
methods, strategies, approaches, skills and teaching aids. At the same time, this study is carried
out as a guide and recommendation for educators to create a better ME teaching and learning
session. Additionally, it also strives to provide an impact to education policy makers particularly
for ME curriculum.
Keywords : Evaluation, Curriculum, Transaction, Evaluation Model, Moral Education

INTRODUCTION
Moral Education (ME) is a process of changing a persons behaviour pattern which involves
instinctive feelings, thoughts and actions. Robiah (2011) states that ME is crucial as part of the
school curriculum and to be accepted universally towards the formation of students character
and personality. It is important to ensure the effectiveness of ME subject in Malaysia unique
education background and to put ME in a broader paradigm (Vishalache, 2012) so as to realize
the transformational shift associated with moral values. According to Chang (2010), ME is the
core subject in the educational system and part of the education policy which emphasise on
morality and universal harmony. Barone (2004) explains that ME, which is organised in a
comprehensive and integrated way to improve the practice, understanding and application of
moral values in a students life, is a compulsory subject for non-Muslim students. ME subject
which is conveyed through teaching and learning in the classroom focuses on values that are
associated with the development of intelligence and emotional maturity. Therefore, Chang
(2010) claims that ME subject is very important in building a respected community to enhance
the development of human capital on an ongoing basis in order to create a moral society and
live in harmony. Moreover, moral values are the core to strengthen education, social and moral
idealisms (Abd. Rahim, 2001).
The role of moral values in the development of society and the country is very important
to create Malaysians who are more progressive and dynamic. Masyarah et al. (2011) stresses
that students should be exposed to moral values at primary school level and these values
should also be nurtured, embraced and practiced among the present generation to ensure the
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quality of social and moral life. In this study, the researcher emphasizes that the intended
transaction during teaching and learning includes methods, strategies, approaches, skills and
teaching aids. Indeed, teaching is an important component in the actual implementation of
teaching and learning. Therefore, educators must be creative in planning teaching and learning
methods which are appropriate to the level and ability of students. Rohizani et al. (2007)
explains that teachers should not be tied to just one method during teaching and learning but
strive to adjust to the requirements, needs and readiness of students. Likewise, in employing
teaching strategies, teachers should take into account all aspects of learning, including the
selection of materials, time and be wise in selecting the approaches, methods and techniques
based on the teaching objective of teaching (Weissbourd et al., 2013). Moreover, curriculum
implementation is highly dependent on teaching strategies in the classroom (Abdul Rahim,
2001; Weissbourd et al. 2013). Therefore, teachers should plan and expand the application of
teaching strategies so that all learning activities become more meaningful and effective.
Additionally, teaching approach is also an important element to be considered in teaching and
learning. According to Chang (2001), various approaches in implementing ME have been
undertaken as alternatives to the current approach during the transaction of ME implementation
such as caring approaches, nurturing and cooperative values that emphasize the dimension of
thinking, feeling and moral behaviour. These approaches are shaped by various theories related
to moral development as the foundation for improving the formation of character and reinforcing
useful and quality fields of knowledge. In addition, fostering skills through ME is also an
important factor in the implementation of the curriculum in the ME classroom. Teachers should
cultivate skills such as problem solving skills, critical and creative thinking skills, social skills as
well as skills for future study in teaching and learning to enable students to face the world of
information explosion and the new millennium with confidence (Ministry of Education Malaysia,
2000). At the same time, the variety of teaching materials used by teachers during teaching and
learning is instrumental to help teachers achieve learning outcomes. According to Rohizani et
al. (2007) teachers need to be smart to maximize the use of resources and tools that are
chosen so that teaching and learning comes to life. Thus, the researcher conducted ME
curriculum evaluation to identify transactions observed in the teaching and learning of Moral
Education.
Transaction components are extensive connections on the implementation of the
curriculum which involve activities and interactions that occur during the ME transaction
between teacher and student, student to student, environment, teaching resources and teaching
materials. Rogan and Grayson (2003) claim that, transaction component refers to the intended
appropriate curriculum laid down as practices. To produce curriculum transformation up to the
point where it becomes the practice of a teacher, it is therefore, natural for teachers to have a
thorough understanding of the curriculum content to be conveyed, translate the curriculum so
that the practice continues and create a more concrete teaching (Weimer, 2002). The
researcher employs the Stake Evaluation Model (1967) as a guide in conducting this study; a
model led by Robert E. Stake. Stake explains the importance of the assessment model is
closely related to the intention and implementation of educators with the real situation.
Transaction component is interpreted as the actual implementation process and activities in the
curriculum, especially in the classroom. ME curriculum related to the implementation of the
program is used to combine elements studied. Stake (1967) states that, congruence refers to
the intended curriculum data with the actual implementation observed. The data is congruent
when the intended curriculum is thought to happen in a real situation. Figure 1.1 below
illustrates Stake Evaluation Model (1967).

255

Intended
Antecedent

Congruence

Observation
Antecedent

Intended
Transaction

Congruence

Observation
Transaction

Intended
Outcomes

Congruence

Observation
Outcomes

epadan

Sumber: Stake (1967).

Figure 1.1: Stake Evaluation Model

METHODOLOGY
The study was conducted in secondary schools in Kota Kinabalu and Tuaran, Sabah. The
researcher used a qualitative approach to review the implementation of the transactions
observed in during lessons. A total of eight ME teachers were interviewed to obtain data that is
required in connection with the transaction of ME curriculum in classroom. Interviews were fully
transcribed and the codes for all responses are given.

RESULTS
The results show that the transaction of the implementation of teaching and learning in the
classroom involves five main aspects of methods, strategies, approaches, skills and teaching
aids, which are closely interlinked with each other to deliver lessons effectively.
f.

Methods

The most popular methods of teaching used by informants during ME teaching and learning
sessions are group work, discussions, storytelling and role-play. Teacher B thinks that the group
method allows students to share information so that students can get more input and help them
to better understand the topic being taught.
so one student share information within their own group divide the students
again into smaller groups so students can get input and help them to
understand better (B1: Lines 370-374).
Moreover, informants also argued that the group work is effective because students are obliged
to give input and students can also contribute and generate more ideas.

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the students give their own ideas or for example solve problems in
groups so students must contribute their own ideas (A1: Lines 313-17).
for example group work activity can generate a lot of ideas (C1: Lines
407-408).
in terms of activity for example group work I could see that students
contributed their ideas (H1: Lines 526-530).
Next, the discussion method is also frequently used among informants. Teacher B and Teacher
E believe that discussion activities are able to attract attention and promote cooperation among
students. In addition, Teacher H describes discussions involving conversations between
students in the classroom can generate ideas and confidence in the students themselves to
share their opinion.
indeed they will cooperate...look at that they look active most of the
students are talking (B4: Lines 165-167).
I conducted discussions usually it depends on the topic when there are
interesting issues, they will work together in groups (E2: Lines 432-434).
each student is brainstorming emm through this activity the teacher only
act as a facilitator group discussions can build students confidence and they
are more willing to express their opinion (H3: Lines 260-266).
Similarly, the method of storytelling is the most preferred method among informants because
students prefer listening to the teacher talk. The informant explains that students have the
willingness to listen to stories and moral values can be indirectly instilled in students.
"...storytelling has a strong attraction for students... students are more willing to
listen... and when they are listening... moral values can be instilled in students.."
(A4: Lines 540-543).
"...usually students love listening to teacher telling stories... and when I tell stories
they could relate to reality..." (B5: Lines 377-379).
I noticed that students prefer listening to teacher telling stories (D3: Lines
217-219).
I simply tell stories because students love listening to them (F7: Lines
197-198).
Role playing is often implemented for suitable topics and it is a crucial process because
students have the opportunity to integrate a variety of skills learned. Informants find that role
playing should be a common method used during lessons so that students have the opportunity
to experience real situations themselves. Many informants agree that the method also allows
students to play roles in self-enact situations or based on scripts provided.
"...erm... student will carry out role playing activities... act out a situation... " (A5:
Lines 251-254).

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"...students are easier to be managed by teachers during role playing activities

in lessons..." (B7: Lines 174-176).
...role playing... erm ... for example scripts associated with love... children are
not listening to advice ... and not going to school ..." (D4: Lines 459-463).
"...do a simple... its clearer..." (G4: Lines 176-177).
"...an example of role play... students do role playing activities and have the
opportunity to experience first-hand the situations and problems..." (H6: Lines
272-275).

In addition, the role playing method can also attract students' attention and create excitement to
the students as stated by the informant.
"I see students having fun acting the roles given..." (D4: Lines 459-463).
" ...role playing in groups... I always carry out this activity... get the students
excited..." (G4: Lines 176-177).
...I see the students feel excited... its easy to understand... more attractive to
the student..." (H7: Lines 531-532).
g.

Strategies

Based on interviews conducted by the researcher, there are three main strategies used by
teachers during lessons that is teacher-centred, student-centred and resource-based. Teacher
B states that teacher-centred strategy is always used in teaching and learning that is presented
in the form of stories and experiences associated with teachers so that students could
understand better but for Teacher E this strategy is used to provide further information about the
content in textbooks.
"...strategy in teaching moral approach... usually it is teacher-centred... one way
interaction... erm... for example, the teacher teaches as usual at the front...
teach... distribute materials... ahh...with this strategy I give a lot of exposure to
students through memorization technique... I often use this strategy in my
lessons... especially when there are certain topics that require teachers to
associate experiences with storytelling... it usually depends on the topic..."(B11:
Lines 179-184).
"...ahh... I explained what contains in the text book... after that... erm...I will
choose a few questions in the textbook to be discussed and pondered upon with
students..." (E8: Lines 246-251).
In addition, student-centred strategy is also used among informants during lessons. Teacher A
and Teacher G state that this strategy allows students to be actively involved in each session
because students have the opportunity to explore and solve problems on their own. Teachers
will only act as facilitators.
"...I encourage students to actively participate in each session... ahh... so
through this strategy students are more capable to explore and solve learning
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problems... ahh... with the help of the teacher as a facilitator..." (A14: Lines 257262).
"..through this strategy... I encourage students to actively participate in each
session... for example... I prefer these students to think broader... ahh... or
explore an issue further... ahh... to solve learning problems... so I just act as a
facilitator..." (G9: Lines 400-406).
Resource-based strategy emphasizes the use of materials to facilitate students understanding.
Therefore, teachers use resources and materials in order to strengthen their understanding,
Thus, facilitating the students to understand more clearly the teaching content as specified by
the informant.
...I use the resource-based strategy as my teaching strategy using materials
such as... handouts... white board... the strategy adopted in order to strengthen
students' understanding of the topics taught..." (B14: Lines 194-197).
...students laugh when the video is funny...but at the same time... they learn
something from the message...from a video clip or a power point ... and I think
this strategy can help students understand more clearly the topics taught"
(D8: Lines 246-252 ).
"...I normally use materials for enrichment... ahh... and what they see a picture in
the textbook...not enough...so I will show the video..." (E12: Lines 253-255).
"...I use resource-based strategy during lessons...I have materials ready to be
used at the time... ahh... they can give a clear understanding to the students...
for example printed materials and notes... or workbook... ahh... I shared with
students... so that students can understand the teaching content delivered..."
(G10: Lines 191-195).
h.

Approaches

Informants usually employ different teaching approaches so that students can work together to
achieve the learning outcomes. In this case, cooperative, value cultivation and nurturing
approaches are applied by teachers during ME lessons. The informant said cooperative
approach is helpful in achieving the learning outcomes because students are more courageous
to ask and weak students can also be guided along.
...in the cooperative approach... this approach greatly help to achieve the
learning outcomes... because students differ in terms of ability... so... using this
approach help students who are rather weak..." (A20: Lines 570-574).
" ...cooperative approach in the classroom... is more suitable for small
groups...so the discussions are more useful and effective to achieve the
objectives..." (G11: Lines 428-435).
"...cooperative approach for small groups... ahh... lesson objectives can be
easier to achieve as students are more courageous to ask..." (H19: Lines 554556).

259

Informants also find that values cultivation approach provides an opportunity for students to
understand and analyze values before accepting and exploring these values.
Many of the informants interviewed agreed that this approach is done by providing examples of
successful famous figures in the hope that students can emulate, imitate and are more
motivated to work hard to be successful as these famous figures.
"...to cultivate values in the students by giving examples of successful famous
figures... what values they practiced... how they can be successful... so by using
these famous figures as examples... give motivation to the students... and
cultivate values in students in order to emulate the character... for the students
this situation can inspire students to work hard..." (A21: Lines 298-304).
"...In terms of cultivating value... for example... I will give examples of famous
figures ... for example the value of diligence...I would associate it with figures
who... ahh... have made the nation proud... how he becomes successful... how
this person can be a hero... because he is diligent, he becomes famous... and
never gives up..." (B18: Lines 202-206 ).
"...individuals or leaders who are successful in their various fields... and to
identify the values practiced which make them successful... the background...
and planning made before achieving success... try to cultivate the values
practiced by these individuals or leaders in students..." (C15: Lines 449-453).
...value cultivation approach... ahh... for example, I showed pictures of figures
who are successful... like in sports... Datuk Lee Chong Wei... Datuk Nicol Ann
David... and fashion designer... Jimmy Choo... because there are moral
education questions related to famous figures... so I ask them to name these
figures, especially those from Malaysia..." (D12: Lines 264-273).
"...cultivating values... for example... in the topic related to the value of
diligence... in the textbook there are many examples... so I find famous figures
who can be associated with this value..." (F17: Lines 237-244).
...value cultivation approach... I do employ this in my lessons... for instance,
making comparison of figures or leaders who are successful... athletes who did
the country proud..." (G12: Lines 227-230).
"...value cultivation approach... what I've done is... students are shown a video
presentation about the figures..." (H20: Lines 314-318).
Caring approach is the most popular approach used by the informants. The informants believe
that this approach can develop students moral behaviour to maintain and strengthen the
practice of loving yourself and others. All informants express that caring approach is conducted
by caring and showing concern for the students. In other words, teachers need to reach out and
take into account the students' needs and learning difficulties.
"...I do this in my lessons according to the concept of mutually dependent
relationship between students... I care about the students... show my concern..."
(A23: Lines 304-309).

260

"...caring approach... my way is... I will take into account or ask the students...
erm... I try to show I care... if we are caring... if we try to reach out to students...
ask the students hows their day... are they doing ok..." (B20 : Lines 213-218).
"...caring approach... when the teacher shows his concern towards his
students... students will feel loved ... and there is no fear..." (C17: Lines 440443)
"teacher cares about the students ... take into account their well being... ahh...
so I think it's easier for students to understand the lesson delivered..." (D14:
Lines 509-514 ).
"...the caring approach is indeed practiced... erm ... treat the students well ...
fairly and show concern on any problems that the students face... so they wont
be too stressed..." (E16: Lines 269-271).
"...caring approach is usually how I would tackle the needs of my students...
being attentive to the students needs.. (F18: Lines 227-229 ).
...caring towards the students... attentive to the needs of the students and
students' readiness to learn..." (G13 : Lines 217-220).
"...through this caring approach... I am more attentive to the needs and
problems faced by my students, especially the weaker ones..." (H21: Lines 322329).
i.

Skills

Teachers strive to nurture skills in ME lessons so as to provide opportunities for students to

acquire the skills to enable them to meet the challenges of the new millennium with confidence.
Informants foster critical and creative thinking skills (CCTS) in order to help inculcate moral
values in the students life. Teacher A, Teacher D and Teacher H claimed that CCTS skills
among students should be nurtured so that students are able to solve problems well.
"...critical thinking based on moral knowledge... so that students can assess
whether an action is immoral or not... so through the teaching of moral values...
will help inculcate moral values in the life of students... and that creative thinking
was also an opportunity... ahh... the students to think creatively, especially...
erm... in carrying out educational activities..." (A26: Lines 429-435).
"...to succeed in life... ahh... students should have critical thinking skill... ahh...
so that students can assess whether an action is morally right... the same goes
with creative thinking skills... need to be nurtured by teachers... to give students
the opportunity to find beneficial solutions..." (D16: Lines 389-393).
" ...I also emphasize these skills so that students can solve problems better... for
example in making handicrafts... students come out with ideas to produce
handicrafts or recycle materials creatively... so here, it involves students thinking
critically and creatively so as to produce practical handicrafts... and beneficial to
everyone..." (H25: Lines 432-440).

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Informants also foster problem-solving skills to help students to connect or communicate with
others more effectively to prevent conflicts. Teacher A believes that these skills are nurtured
through the values they have learned so that students can make a fair decision.
"...problem-solving skills... for example... I give one situation or problem to the
group or student... so they will brainstorm together to find an answer... and
ahh... then, presented the results of the discussions... so if the student or the
group managed to present... I think those skills are nurtured through the values
learned... like the value of rational... students have to make reasonable
decisions through discussion... can solve the problem on the basis of rational
attitude... other than that... the value of responsibility... erm... each member in
their respective groups is in charge of contributing an idea or opinion... and the
value of independence... they look for information or answers by themselves,
without the help of a teacher... and... erm... the value of being virtuous... during
discussion... the students have to show politeness with other each other through
conversation and behaviour... or the value of diligence... they have to work hard
and diligently try to figure out the right answer" (A27: Lines 416-429).
In addition, Teacher F explains that problem-solving skills are linked to the questions contained
in the textbook while Teacher G also associates these skills to thinking reasonably in solving a
problem.
"...problem solving skills are nurtured by teachers... in the textbook there are
activities for students to think and answer..." (F21: Lines 330-332).
"...I nurture the skills to resolve conflict... so that means I am a teacher...
teaching students how to think reasonably to solve a problem..." (G17: Lines
291-293).
Informants also foster social skills during lesson by giving emphasis on social abilities to
communicate with others so that students can learn how to communicate well and be accepted
by the society. Teacher A and Teacher E explain that these social skills are fostered through
learning moral values so that students can learn how to communicate well.
"...the social skills... my way of fostering this skill is through actual learning of the
values that can be accepted... for example... in communication... students
should be... erm... nurtured with the value of being virtuous... so that when
talking with others... ahh... be polite... I cultivate these social skills in my
teaching so that students know how to communicate beneficially and
reasonably..." (A28: Lines 435-440).
"...in terms of social skills ... ahh... I nurture these skills with the corresponding
values... for example the value of independent... self-worth... tolerance...
teachers indeed emphasize these values so that when students communicate
with others... they will adopt these values... be polite... and not offend others..."
(E18 : Lines 336-339).
j.

Teaching aids

Teachers used teaching aids in Moral Education lessons to enable students to understand more
clearly and easily the topics being taught. Various teaching aids are utilized by teachers when
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delivering lessons to ensure smooth delivery of the topic. Based on interviews on the
informants, popular teaching aids employed include textbooks, workbooks, video viewing and
ICT. The informants said the use of textbooks during lessons is the main source for many
additional input and information obtained. Moreover, the information is still relevant to the topic
of discussion and most of the questions used by the teachers are available in the textbooks.
"...the textbooks is the main source... I do emphasize the use of textbooks...
because there are a lot of input or information available from the book..." (B28:
Lines 442-444).
"...they use textbooks too... they need to read it..." (D21: Lines 438-439).
"... materials and resources... I think... every teacher uses the textbook as a
primary guide... " (E20: Lines 111-112).
"...because the majority of relevant questions can be found in the textbooks...
we cant steer away from what is in the textbooks..." (F25: Lines 432-433).
" ...textbooks is the main material used for teaching..." (F26: Lines 485).
"...I ask students to refer to a textbook... because there are a lot of important
information..." (H31: Lines 101-102).
In addition, the informants also use workbooks as teaching aids and they are usually used along
with the textbooks. Teacher B, Teacher D and Teacher F use workbooks so that students can
refer to every topic and notes to help improve their understanding and answering techniques.
"...the workbooks that I use present topics in the form of mind maps... so
students shall refer to book topic by topic..." (B29: Lines 354-356).
"...students use the notes available in the bookwork..." (D22: Lines 438).
"...the workbook that teachers use... ahh... it is taken from the textbook but the
notes are more detailed... the workbook do stick to what is in the textbook...
(F27: Lines 419-421 ).
"a workbook is used for students' understanding and answering
techniques..." (F28: Lines 485-486).
For application and appreciation of moral values among students, video viewing is also used by
teachers as teaching aids so that students will dive deeper into the values the teachers want to
apply. Teacher D states that teachers should have the initiative and creativity to use teaching
aids in their lessons. Video viewing is carried out so that students can think about the values
that are portrayed in the video.
"...it depends on the teachers own initiatives... because they are so much they
can download from the internet... so its their own creativity... some teachers did
video viewing so that students are able to think of values conveyed in the
video..." (D27: Lines 100-103).

263

Teacher G expresses that iPad and laptop are usually used for video viewing and the videos are
mostly related to the topics being taught. Teacher E finds that video viewing allows students to
feel touched by the situation they have watched. Meanwhile, Teacher H explains that video
viewing is used for presenting famous figures.
"...I even bring my own iPad... or my laptop to the classroom... let students to
look at visuals or watch videos related to the topic being taught..." (G20: Lines
465-467).
"...when they watch the video... they were truly touched..." (E24: Lines 495-496).
"...I also use video as teaching aids... ahh... video to show the famous figures...
so I apply them to the students... the values practiced by the leaders that make
them successful..." (H37: Lines 645-648).
The use of ICT in teaching and learning is to help teachers in the smooth delivery of the
lessons. Teacher A explains the use of 'pen drive' which contains many materials such as
worksheets, mind maps, notes and questions are much easier to assist teaching and attract
students' full attention.

"...the pen drive is used during lessons... and I see that pen drive helps teachers
a lot to facilitate teaching... its easier for teachers to deliver teaching contents...
I can see that the students are very attentive..." (A32: Lines 112-116).
"...for me this teaching aid should be used every time to facilitate the delivery of
the lessons... among the teaching aids I use... indeed I like to use... ahh... LCD
and the pen drive... which contain worksheet... and in the pen drive itself there
are many available teaching aids to assist students learning... for example...
mind maps..." (A33: Lines 606-610).
In addition, the use of ICT helps teachers to fully exploit the time allocated to teach and teaching
can also be done more effectively. Teacher D and Teacher E state very clearly that the use of
ICT helps teachers to achieve the learning outcomes as well as to draw students interest and
attention.
"...it is very clear that ICT helps teachers to achieve the learning outcomes...
ICT... if the teachers themselves prepared the materials..." (D30: Lines 548549).
"...ICT resources... I do use it... so that the teaching and learning process is
more interesting and student-focused..." (E26: Lines 257-258).

DISCUSSION
To achieve the ultimate goal of teaching transaction, teachers play a crucial role in ensuring the
effectiveness and quality of teaching and learning. Rohizani et al. ( 2007) states that method is
a systematic series of actions aimed at achieving the learning objectives set and as a whole it
consists of structured procedure based on the approach chosen. Thus, many of the informants
agree that the main teaching methods used during ME lessons are group work, discussions,
264

storytelling and role-play. This is due to the fact that these methods can create a learning
environment that can attract students focus and interest as well as foster cooperation and
confidence in the students.
In terms of teaching strategies, the informants emphasized the three types of
strategies in teaching and learning that is teacher-centred, student-centred and resource-based.
According to Weissbourd et al. (2013), the implementation of teaching and learning transactions
relies heavily on teaching strategies employed in the classroom. In this case, the informants
believe that the strategy used during lessons is very helpful in achieving the learning outcomes.
For example, teacher-centred strategy, although students only act as viewers and listeners to
the teachers explanation, there are times when this strategy is particularly important for the
more difficult topics. In addition, student-centred strategy is also used so that students can
create a more active two-way interactions, namely between teachers and students and students
with students in order to achieve learning objectives. Besides, the resource-based strategy
emphasizes on the tools used by teachers so that students understand the lesson content and
teachers can easily convey lessons effectively.
Next, informants also emphasize on the learning approach used during the ME
lessons. Chang (2001) states approaches employ in moral education should be controlled by
the teacher in order to develop the thoughts, feelings and moral practices as well as to create
an atmosphere of moral climate in the lesson. Thus, informants agree that to achieve the
learning outcomes, cooperative, loving and nurturing values should be done during the lessons
to expand the level of thoughts, appreciation and moral behaviour of students.
Informants also foster skills during the lessons to provide opportunities for students to
master the skills in order to promote moral development of students. In ME curriculum, generic
skills such as critical and creative thinking skills, conflict resolving student skills, social skills and
future study skills need to be acquired by students to enable students to cope with information
explosion and the new millennium with confidence and attitude of social and moral responsibility
(Ministry of Education Malaysia, 2000). Therefore, the informants believe that teachers should
foster these skills in students so that students can solve problems better and can make a
reasonable decision. In addition, students can also learn how to communicate better and be a
valuable member of the society.
Teaching would be meaningless if the teacher failed to create an effective learning
situation (Rohizani et al., 2007). In this case, the informants believe that the use of teaching aids
during the lessons should be emphasized that aims to enable students to understand the
subject matter more easily and the teacher can also deliver the lesson in a more effective and
attractive way. Next, the informant agree between the most popular teaching aids used are
textbooks, workbooks, video and ICT-based materials.

CONCLUSION
The implementation of Moral Education curriculum transaction requires teachers continued
commitment so that teaching and learning can be carried out successfully to achieve specified
learning objectives. Therefore, to ensure the successful implementation of the lessons, a
teacher should make careful planning. In this case, the selection and use of methods,
strategies, approaches, skills and teaching aids is a crucial matter. Teachers should also be
able to create a teaching and learning atmosphere that is alive and active. Moreover, teachers
should also be creative to provide necessary teaching materials and wisely manage its use.
265

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Chang Lee Hoon. 2001. Pendekatan dalam Pendidikan Moral. Fakulti Pendidikan. Universiti
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Ministry of Education Malaysia. 2000. Moral Education Syllabus Specification: Form four
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Masyarah Zulhaida Masmuzidin, Jianmin Jiang & Taoran Wan. 2011. Learning Moral Values
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Rohizani Yaakub, Shahabuddin Hashim dan Mohd. Zohir Ahmad. 2007. Pedagogi Strategi dan
Teknik Mengajar dengan Berkesan. Cetakan Keempat. PTS Professional Publishing
Sdn. Bhd.
Stake, R. E. 1967. The Countenance of Educational Evaluation. Center for Instructional
Research and Curriculum Evaluation. United States: University of Illinois. Diambil pada
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Vishalache Balakrishnan. 2012. Dilema Kehidupan Sebenar dalam Pendidikan Moral. Kuala
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Weimer. M. 2002. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco:
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267

PEMBANGUNAN SISTEM APLIKASI E-PENILAIAN LI-ONE BAGI KANAK-KANAK ORANG

ASLI: ANALISIS KEPERLUAN
Mariani Md Nor (PhD), Mohd Nazri Abdul Rahman (PhD) & Juliana Jupri
Fakulti Pendidikan, Universiti Malaya
marianin@um.edu.my; mohdnazri_ar@um.edu.my; juel@siswamail.um.edu.my
Abstrak
Tahap keupayaan penguasaan kanak-kanak Orang Asli dalam kemahiran literasi dan numerasi
(LINUS) masih rendah. Kajian ini bertujuan untuk mengenalpasti keperluan pembangunan
sistem aplikasi e-Penilaian Li-One bagi kanak-kanak Orang Asli yang sesuai untuk program
intervensi LINUS. Kutipan data dijalankan kepada 15 orang guru Orang Asli yang mempunyai
pengalaman mengajar lebih daripada 7 tahun di daerah Jelebu Negeri Sembilan. Sampel kajian
terdiri daripada guru Prasekolah, Guru LINUS dan Guru Tahun 1 yang mengajar di Sekolah
Kebangsaan yang mempunyai 100% murid Orang Asli. Reka bentuk kajian ini adalah kajian
tinjauan menggunakan instrumen soal selidik analisis keperluan. Kajian rintis telah dijalankan
dalam kalangan 30 orang guru LINUS di Selangor, Alpha Cronbach kemahiran penggunaan
teknologi dalam kalangan guru adalah 0.86. Dapatan kajian menunjukkan kemahiran guru
menggunakan teknologi dalam pengajaran dan pembelajaran khususnya smart phone masih
pada tahap yang sederhana. Walau bagaimanapun, kajian mendapati bahawa penggunaan
teknologi sangat diperlukan bagi memudahkan urusan kerja harian khususnya pentaksiran dan
penilaian murid oleh guru. Maka, wujud keperluan untuk pembangunan sistem Aplikasi epenilaian Li-One bagi membantu guru LINUS menjalankan pentaksiran dan penilaian terhadap
keupayaan penguasaan literasi dan numerasi dalam kalangan kanak-kanak Orang Asli di
sekolah.
Kata Kunci: Literasi dan Numerasi, Pendidikan Orang Asli, e-Penilaian

PENGENALAN
Di Malaysia, isu murid tidak menguasai kemahiran literasi dan numerasi telah wujud sejak awal
penggubalan sistem pendidikan Malaysia dan menjadi lebih kritikal dalam tahun 1960-an
(Nazariyah Sani & Abdul Rahman Idris, 2012). Bagi mengatasi isu ini, Keberhasilan Utama
Negara (NKRA) dibawah Kementerian Pelajaran Malaysia telah melaksanakan Program
Saringan Literasi dan Numerasi (LINUS). Program LINUS adalah akronim bagi Literacy and
Numeracy Screening yang merupakan salah satu daripada Minister Key Performance
Indicators (MKPI) Kementerian Pelajaran Malaysia (KPM). KPM (2013) telah menyasarkan
bahawa semua murid berkeupayaan untuk menguasai asas literasi dan numerasi kecuali murid
berkeperluan khas selepas tiga tahun mengikuti pendidikan rendah pada akhir tahun 2012.
Sasaran Keberhasilan Utama Negara (NKRA) telah mula dilaksanakan pada tahun 2010 yang
melibatkan murid tahun 1 di sekolah rendah.
Bagi menyokong pelaksanaan Program LINUS, pihak Kementerian Pelajaran Malaysia
telah menghasilkan modul pengajaran dan pembelajaran berasaskan beberapa konsep untuk
membolehkan murid menguasai literasi dan numerasi (KPM, 2012). Program LINUS merupakan
satu usaha untuk menetapkan hala tuju perjalanan LINUS sekolah agar dapat membantu
murid-murid tahap satu. Perancangan strategi yang dirancang dan disusun dengan teliti ini akan
268

menjadi pelan operasi bagi setiap program yang akan dilaksanakan oleh Jawatankuasa LINUS
di sekolah. Untuk itu, dalam membantu program ini berjalan dengan lebih berkesan, kajian ini
bertujuan menyediakan Pembinaan modul LINUS e-penilaian untuk kanak-kanak transisi di
Sekolah Rendah sebelum pelaksanaan proses saringan LINUS berlangsung dalam usaha
mencapai objektif yang telah ditetapkan.
PENYATAAN MASALAH
Malaysia sejak awal merdeka lagi telah berusaha untuk membasmi kadar buta huruf dalam
kalangan rakyat dengan melancarkan pelbagai usaha meliputi program-program pendidikan
formal dan tidak formal mencukupi peringkat kanak-kanak hinggalah ke peringkat dewasa
(Aniza Mohd Said, 2015; Mohd Nazri Abdul Rahman, 2014). Hal ini selaras dengan matlamat
Negara yang memandang pendidikan sebagai intipati pelaburan yang dapat menguntungkan
bukan sahaja individu malahan juga Negara.
Justeru itu, bagi membantu guru-guru mengenal pasti tahap pencapaian murid dalam
bidang literasi dan numerasi (LINUS), kajian ini merangka sebuah bentuk penilaian khusus
yang dapat digunakan oleh guru semasa mengendalikan program LINUS. Perisian LINUS epenilaian merupakan indikator yang boleh digunakan oleh guru untuk mengenal pasti kekuatan
dan masalah murid sekaligus membantu mereka menguasai kemahiran tersebut.
TUJUAN KAJIAN
Tujuan Kajian ini adalah untuk mengenalpasti keperluan pembangunan Sistem Aplikasi ePenilaian Li-One bagi kanak-kanak Orang Asli. Kajian ini bertujuan untuk menjawab persoalan
kajian berikut:
Apakah keperluan pembangunan sistem aplikasi e-Penilaian Li-One bagi kanak-kanak Orang
Asli yang sesuai digunakan oleh guru untuk program intervensi LINUS?
SKOP DAN BATASAN KAJIAN
Kajian ini dijalankan di daerah Jelebu, Negeri Sembilan yang melibatkan guru Prasekolah, Guru
LINUS dan Guru Tahun 1 yang mengajar di Sekolah Kebangsaan yang mempunyai 100%
murid Orang Asli. Sampel yang terlibat adalah seramai 15 orang guru yang mempunyai
pengalaman mengajar lebih 7 tahun.
METODOLOGI KAJIAN
Instrumen kajian yang digunakan dalam kajian ini melibatkan satu soal selidik analisis
keperluan sistem aplikasi e-penilaian Li-Ones bagi kanak-kanak Orang Asli. Instrumen kajian ini
telah dibuktikan kesahan dan kebolehpercayaan melalui kajian rintis yang dijalankan kepada 30
orang guru LINUS di Selangor, Alpha Cronbach adalah 0.86.

DAPATAN KAJIAN DAN PERBINCANGAN

269

Dapatan data di analisis berdasarkan kepada persoalan kajian berikut: Apakah keperluan
pembangunan sistem aplikasi e-Penilaian Li-One bagi kanak-kanak Orang Asli yang sesuai
digunakan oleh guru untuk program intervensi LINUS?
Analisis data berdasarkan demografi responden tentang kursus berkaitan LINUS dan
pemilikan komputer telah dijalankan bagi mengenalpasti tahap kesediaan guru untuk
melaksanakan Sistem Aplikasi e-penilaian LI-One.
Jadual 1: Demografi responden
Item
Pernahkah mengikuti kursus LINUS?

Kategori

Ya
Tidak pernah
Memiliki komputer
Ada
Tiada
Memilik akses kepada internet
Ada
Tiada
Kemahiran menggunakan komputer sangat mahir
mahir
sederhana

Kekerapan
(n)
4
11
12
3
6
9
1
6
8

Peratus
(%)
13.3
73.3
80.0
20.0
40.0
60.0
6.7
40.0
53.3

Berdasarkan kepada analisis data dalam Jadual 1, dapatan menunjukkan bahawa kebanyakan
guru tidak pernah mengikut kursus LINUS iaitu sebanyak 73.3 %. Manakala seramai 12 orang
atau 80.0 % daripada guru Linus dan guru tahun 1 memiliki komputer namun begitu hanya 40 %
daripadanya memiliki akses kepada internet. Analisis data juga mendapati bahawa kebanyakan
guru memiliki kemahiran yang sederhana dalam penggunaan komputer (8 orang atau 53.3%).
Manakala selebihnya iaitu sebanyak 1 orang (6.7%) dan 6 orang (40.0%) adalah pada tahap
sangat mahir dan mahir khususnya perisian Microsoft Word dan Microsoft Powerpoint.
Seterusnya analisis data kajian dijalankan untuk mengenalpasti keperluan
pembangunan Sistem Aplikasi e-Penilaian Li-One bagi kanak-kanak Orang Asli yang boleh
digunakan oleh guru LINUS.
Jadual 2: Keperluan Pembangunan Sistem Penilaian Li-One
Keperluan pembangunan sistem penilaian Li- Peratus (%)
One
Memudahkan penilaian
60.0
Meningkatkan kecekapan
53.3
Kemahiran komputer
53.3
Mengurangkan beban tugas
80.0
Berdasarkan Jadual 2, analisis data menunjukkan wujud keperluan untuk pembangunan sistem
penilaian Li-One bagi murid-murid Orang Asli untuk digunakan oleh guru LINUS dan guru
Pemulihan. Majoriti guru (80%) menyatakan bahawa pembangunan sistem penilaian Li-One ini
perlu dibangunakan bagi mengurangkan beban tugas guru yang terpaksa mengisi terlalu
banyak borang penilaian berkaitan perkembangan pembelajaran murid yang mengikuti kelas
LINUS secara manual. Guru berharap melalui pembangunan sistem penilaian ini beban tugas
guru untuk mengisi borang secara manual bagi data dan item yang terlalu banyak untuk
seorang murid yang boleh dikurangkan dan masa menganalisis perkembangan pembelajaran
murid- LINUS dapat disingkatkan. Ini membolehkan guru mempunyai masa yang lebih panjang
untuk memberi fokus kepada murid bermasalah pembelajaran.
270

Sebanyak 60.0% daripada guru berpendapat bahawa pembangunan sistem ini perlu
bagi memudahkan penilaian yang dibuat oleh guru dalam satu sistem aplikasi sahaja. Ini kerana
guru hanya perlu mengisi tahap penguasaan murid berdasarkan instrumen penilaian literasi dan
numerasi yang dimuat naik secara online di dalam satu sistem sahaja.
Dengan adanya sistem penilaian ini, pihak sekolah perlu menambah bilangan komputer
di sekolah tersebut bagi memenuhi keperluan guru dalam mengaplikasikan sistem penilaian ini.
Guru juga dilatih untuk menggunakan teknologi terutamanya komputer semasa menggunakan
aplikasi ini. Maka, 53.3 % daripada guru yang menjawab soal selidik ini berpendapat bahawa
pembangunan sistem penilaian ini secara tidak langsung dapat meningkatkan kecekapan dan
kemahiran guru dalam menggunakan komputer. Di samping meningkatkan kecekapan guru
dalam pengurusan penilaian tahap perkembangan murid-murid LINUS.
Analisis keperluan pembangunan sistem penilaian Li-One ini secara tidak langsung
dapat memberi banyak manfaat kepada guru LINUS terutamanya dalam menjalankan
pentaksiran dan penilaian terhadap keupayaan penguasaan literasi dan numerasi dalam
kalangan kanak-kanak Orang Asli di sekolah. Berdasarkan kepada tinjauan ini, maka, wujud
keperluan untuk membangunkan sistem aplikasi e-penilaian Li-One bagi kanak-kanak Orang
Asli.
KESIMPULAN
Analisis data mendapati wujud keperluan untuk pembangunan sistem aplikasi e-Penilaian Lione bagi membantu serta memudahkan guru untuk menilai tahap penguasaan literasi dan
numerasi dalam kalangan murid LINUS sama ada telah mencapai standard yang ditetapkan
atau belum. Selain itu, pembangunan Sistem e-Penilaian LiOnes juga perlu dibangunkan bagi
mengatasi isu murid yang tidak dapat menguasai kemahiran literasi dan numerasi disebabkan
kegagalan guru untuk mengenalpasti komponen LINUS yang perlu diberi perhatian semasa
pembelajaran seseorang murid LINUS. Maka, wujud keperluan untuk membangunkan satu
sistem yang dapat memberi penilaian berdasarkan komponen penguasaan murid. Selain itu,
pembangunan sistem ini juga, dapat memberikan kesedaran kepada pihak guru tentang
keperluan penggunaan teknologi dalam membantu memudahkan pelaksanaan tugas guru di
sekolah.
PENGHARGAAN
Pembiayaan Penyelidikan ini telah diperoleh daripada Skim Geran Penyelidikan Fundamental
(FRGS): RP020C-15HNE, Kementerian Pengajian Tinggi.

RUJUKAN
Abdul Jalil Othman, Normarini Norzan, Grazali Darusalam & Saedah Siraj. (2011).
Cabaran Guru Program Linus Dalam Pengajaran Dan Pembelajaran Bahasa. Masalah
Pendidikan, 34, 37-51.

271

Aniza Mohd Said, (2015). Model Kurikulum Berasaskan Ilmu Perubatan Herba Orang Asli untuk
Sekolah Rendah Masa Depan. Tidak diterbitkan. Tesis PhD Universiti Malaya: Kuala
Lumpur
Hasnalee Tubah & Zulkifley. (2011). Pengaruh Demogra Terhadap Kemahiran Membaca dan
Memahami e In Uence of Demography on Reading and Comprehension Skills of
LINUS pupils. HASNALEE TUBAH Pengenalan. Jurnal Melayu, (6), 29-47.
Kementerian Pelajaran Malaysia. (2012a). Pelan Pembangunan Pendidikan Malaysia 20132025 (pp.1-48).
Mohd Nazri Abdul Rahman, (2014). Pembangunan Model Homeschooling Berasaskan Nilai dan
Amalan Masyarakat Bagi Kanak-kanak Orang Asli. Tidak diterbitkan. Tesis PhD
Universiti Malaya: Kuala Lumpur
Nazariyah Sani & Abdul Rahman Idris. (2012). Implementation Of Linus Programme Based On
The Model Of Van Meter And Van Horn. The Malaysian Online Journal of Educational
Science, 1(2),25-36.

272

EXPLORING THE PSYCHOLOGICAL ATTRIBUTES OF INDIGENOUS STUDENTS AT

POSTSECONDARY EDUCATION: A PRELIMINARY STUDY
Doreen Primus, Melissa Ng Lee Yen Abdullah & Aziah Ismail
School of Educational Studies
Universiti Sains Malaysia
dp12_edu107@student.usm.my
Abstract
There is a lack of empirical studies on psychological attributes of indigenous students at
postsecondary education in Malaysia. Literatures reviews suggest that among the problems
faced by indigenous students at the postsecondary education are low academic performance
and social interaction issues. Apparently, these students confronted with both academic and
non-academic challenges, it is crucial for them to possess positive psychological attributes to
ensure a more successful academic outcomes and socio-emotional development. This paper
presents the preliminary findings on the psychological attributes of indigenous students at one
selected higher education institution in Malaysia. The study involved to 30 indigenous students
(n=30) which comprise of pre-diploma (n=14) and diploma students (n=16). The indigenous
students were selected through purposive sampling. The five psychological attributes
measured were engagement, adaptation, self-esteem, resiliency and self-regulation.
Keywords: indigenous students, postsecondary education, psychological attributes

INTRODUCTION
In Malaysia, the government has made clear that extra prospect for indigenous students are
solution to its vision for a world-class postsecondary system. It is acknowledged in the Higher
Education Blueprint (2015). The indigenous matters have received many special treatments in
the policy discussion over current years (Mohd. Asri, 2012). Internationally, there are basically
two broad challenges for indigenous at the postsecondary education.
The first challenge is accomplishing equity in participation (Smidt & Sursock, 2011). In
spite of growing indigenous enrolments, the percentage of indigenous students in the structure
has remained unchanged (Pandian, 2008). There is a need to pressure on for a better divide of
educational opportunity in order to fully understand the economic and social prospective of
higher education (Smidt & Sursock, 2011). According to these researchers, programs are
needed to construct the channel from schools to university and the indigenous curriculum
education strategy is needed to be restructured. It is too hardly focused on retention to primary
level only. Jones, Coetzee, Bailey and Wickham (2008), suggests that there is a need a
stronger focus on building the objective of indigenous secondary school students for higher
education. Even more considerably there is a need of educational involvements that guarantee
the best indigenous students are fully equipped for postsecondary study (Urban Aboriginal
Peoples Survey, 2010). It is important to have educational strategies that focus on
achievement at postsecondary education.
According to Restoule, Mashford-Pringle, Chacaby, Smillie, Brunette and Russel (2013),
the other challenge is their graduations rates and excellence upon completion. Indigenous
equity is a popular objective for postsecondary education. However, a focus just on
273

encouraging them to university is not adequate. Extra strategies need to be prepared to

develop indigenous attainment rates and the excellence of educational grades (Otlu, 2010).
Excellence outcomes are fundamental if indigenous graduates are to be aggressive for their
future profession. Pandian (2008) stated that postsecondary education seems to be putting in
much more to individual and social development than a job.
The indigenous tertiary student achievement rates are considerably lower compare to
their non-indigenous counterparts, though this differs between universities (Chien-Ju, RouLan & Li-Ming, 2013). A significant quantity eventually makes it to the ending of their degree,
but a lot of do not. The social insecurities of stopping out postsecondary education without
finishing are obvious. Educational support facilities for indigenous students at the
postsecondary education require focusing on the appropriate detection of students at risk
(Chien-Ju, Rou-Lan & Li-Ming, 2013). They also need to assist all students to understand
their full prospective. The apparent risk is that higher sums may slow the increase of
indigenous participations (Pandian, 2008).
In several incidences, potential indigenous students concern more about the direct
issues such as accommodation and cost of living. Flavell, Thackrah and Hoffman (2013)
suggests that the matter lies more in that indigenous students short of social group that
support their advantaged friends in making choices about life after school. In view those
indigenous students are confronted with both academic and non-academic challenges, it is
crucial for them to possess positive psychological attributes to ensure a more successful
academic outcomes and positive socio-emotional development. This is supported by
Pechenkina and Andersons (2011) findings that psychological attributes such as positive
self-esteem and engagement are predictors to indigenous students success at
postsecondary education.

LITERATURE REVIEW
In general, attrition among the indigenous students is credited to the availability of courses,
academic experience, social engagement, student services, adaptation to new surroundings, or
financial factors (Simon Fraser University, 2007). While these factors likely impact indigenous
students as well, a study on the retention of indigenous students in Atlantic Canada notes that
indigenous students face additional barriers including inadequate preparation for university,
access and affordability, and racism that leads to their low self-esteem (Canadian Council on
Learning, 2009).
In Australia, indigenous students in isolated areas do not have the similar admission to
postsecondary education as young people in many parts of the country (Wilson, 2013). They
frequently have longer distances to start journey, or may have to depart home to persist with
secondary school. They may live in neighbourhoods where English is a second language and
where there are smaller amount of incentives for continue with education, because of deficient
of jobs to desire to and a small number of adults who have finished postsecondary education
(Canadian Council on Learning, 2009). Other obstacles for those living in isolated Australia
include higher transport and tuition expenses (Biddle, 2010).
Whereas the common of indigenous students to be present at postsecondary education
frequently and constantly, the attendance gap amid indigenous and non-indigenous students
expand significantly in the early postsecondary years (Reid, 2008). Rates of non-attendance
are also considerably higher in isolated and very isolated communities (Purdie & Buckley,
274

2010). The main issues contributing to non-attendance associate to a lack of gratitude for
indigenous traditions and history by the university includes a breakdown within the family,
ongoing socioeconomic difficulty and less resilient towards changes (Hunter, 2010).
Self-regulation has an important effect on learning results (Zubrick, Silburn, De Maio,
Shepherd, Griffin & Dalby, 2006) and has been revealed to be a significant predictor of
dropping out. Bridgeland, Dilulio and Burke (2006) suggest that poor academic attainment
makes it more complicated for students to productively complete their studies. Academic
attainment, as measured by academic development grades, is one of the strongest controls on
postsecondary completion (Lamb, 2004). Lamb (2004), high extent of indigenous students not
succeed to meet up national minimum point of reference in academic attainment in their firstyear (Zubrick et al, 2006), caused by low self-regulation.
Access to monetary assistance persists to be a significant obstacle for indigenous
students to finish postsecondary education. This was confirmed throughout the 2006 Aboriginal
Peoples Survey, which initiate that money was one of the two motives among the indigenous
students for not concluding postsecondary studies. More recently, the Urban Aboriginal
Peoples Study (2010) supports this. Fee was reported as the major obstruction for urban
indigenous people to finish postsecondary education, and monetary support is what numerous
urban indigenous consider could permit them to achieve their educational goals. According to
the survey, 45 percent of individuals who were presently in postsecondary education, indicate
monetary issues were the most important difficulty and 39 percent who had go in the past,
recognized the price of their education, poverty or the price of living as obstacle to
postsecondary education. This is in line with the perspective provided by Aboriginal participants
to the Pan-Canadian Study of First Year College Students. Half of Aboriginal postsecondary
students, a top quantity than non-indigenous students, reported being very troubled about
having sufficient money to pay for studies and living costs.
Furthermore, it emerges that nearly all first generation postsecondary education
students have to adjust to the culture of postsecondary education institutions (Stephens, 2010).
In this research, many respondents symbolized were the first in their families to look for
postsecondary education. Past studies have revealed that American Indian students might take
an indirect route to graduation due to this short of experience (Jackson, Smith & Hill,
2003).This seemed to be compatible with the respondents experience in this study too. The
respondents abilities to adapt to the new customs of postsecondary education, while hold on
to their native customs represents a unique barrier. They uttered worry and concern that they
would not be able to discover a suitable balance between the two cultures, in other words,
bicultural. In several cases, the panic of losing ones culture kept respondents from completely
engaging in their university, while others get a new gratitude for their native customs by
attending a university (Anderson, Bunda & Walter, 2008).
A lot of respondents postsecondary experience is complex by racism (Anderson, Bunda
& Walter, 2008). Racism is not exceptional to this group of respondents or to postsecondary
education. Despite the fact, racism experienced throughout university years complicated the
respondents route to success because it leads to low self-esteem (Pasha & Munaf, 2013).
Results from the existing study imply that due to the respondents exceptional cultural
backgrounds, they frequently encountered injustice, stereotypes and racism that students of
non-indigenous decent do not. The burden of postsecondary education are complicated
enough without the added stresses and anxiety caused by racism (Flavell, Thackrah &
Hoffman, 2013). It seems that respondents who had a more expand bicultural individuality were
better able to address circumstances that involved racism. Postsecondary education
275

institutions that have a population of indigenous students might expand an educational

outreach program for both the institution and society relating to racism and prejudice (Pasha &
Munaf, 2013).
Literature reviews show that studies on psychological attributes of indigenous students
at higher education are very limited in Malaysia. It is therefore, important to determine
indigenous students psychological attributes and the correlations between these factors.
Findings may shed light on the factors that are crucial to indigenous students success at
postsecondary education (JAKOA, 2015). In addition, by understanding indigenous students
psychological profile, more effective measures can be taken to improve their retention and
academic success (Adams, 2014). The objectives of this research are:
1.

To determine the psychological attributes (engagement, adaptation, self-esteem,

resilience and self-regulation) of indigenous students according to their demographic
background.

2.

To determine the relationships between indigenous students psychological attributes

(engagement, adaptation, self-esteem, resilience and self-regulation).
METHODOLOGY

A case study was carried out at Local University because this institution has the highest
number of indigenous students (Ministry of Higher Education, 2015). Purposive sampling
method is employed in selecting the indigenous students from this institution. A total of 30
indigenous students were selected. 14 of them are pursuing their pre-diploma program and
remaining 16 are in their diploma program. The study focused on pre-diploma and diploma
students because literature reviews showed that they encountered more challenges and faced
higher risks of dropping out from the university compared to students at the degree level
(Penchenkina, 2015). Positive psychological attributes, therefore, are particularly important for
these groups of students. The duration of the pre-diploma program was usually between 6
months to 12 months depending on their preparation level. Indigenous students whom enrolling
for pre-diploma programs usually those who possess low academic achievement in their SPM
(Sijil Pelajaran Malaysia).
On the other hand, the diploma students will usually take up 3 years to complete their
studies. Twelve out of 13 diploma students sampled in this study undergone pre-diploma
program before enrolling in diploma program. This indicated that 95% of the indigenous
students in this study possess low academic achievement in their SPM. Therefore they were
required to undergo the pre-diploma program before furthering their studies to diploma level.
Out of the 30 indigenous students sampled in this study, there were 25 females and 5
males. Quantitative data were collected through 143 item questionnaires. The questionnaires
was made up of five psychological instruments, which have been adapted to local context
namely the Engagement Scale, Adaptation Scale (Baker & Siryk, 1989), Self-Esteem Scale
(Heatherton & Polivy, 1991), Resiliency Scale (Friborg, Barlaug, Martinussen, Rosenvinge &
Hjemdal, 2005) and Self-Regulation Scale (Toering, Elferink-Gemser, Jonker, Van Heuvelen, &
Visscher, 2009). Table 1 shows reliability of all instruments used in this study. The Adaptation
scale has excellent internal consistency, followed by Engagement, Self-Regulation, Resiliency
and Self-Esteem Scales. Kimberlin and Winterstein (2008) stated that the alpha value of .70
indicates acceptable internal consistency. Cronbachs alpha is widely believed to indirectly
276

indicate the degree to which a set of items measures a single unidimensional underlying
construct (Statistical Solutions, 2013). This suggests that all instruments used in this study
were reliable.
Table 1: Reliability of Scales
Instruments
Engagement Scale
Adaptation Scale
Self-Esteem Scale
Resiliency Scale
Self-Regulation
Scale

No. of Items
42
55
16
14
16

Reliability Value
.83
.91
.79
.79
.80

In addition, the study collected 8 demographic data from the indigenous students
through the questionnaire survey. The demographic data collected include gender, ethnicity,
first-generation, socio-economic, financial support, level of study, year of study and their
current CGPA. All data were analysed by SPSS version 21.0.
Demographic Profile
Table 2 shows the demographic profile of respondents. There were eight items in the
demographic profile. There are gender, ethnicity, first-generation, family income, and financial
support, level of study and year of study.
Table 2: Respondents Demographic Profile
Demographic
Gender
Male
Female
Ethnicity
Senoi
Proto-Malay
First-Generation
Yes
No
Family Income
RM500-1499k below
RM1500-2499k
Financial Support
Supported by JAKOA
Level of Study
Pre-Diploma
Diploma
Year of Study
First Year
Second Year
Third Year
Fourth Year

No. of Participants (n)

Percentage (%)

5
25

17
83

7
23

23
77

22
8

73
27

23
7

77
23

30

100

14
16

47
53

19
4
4
3

63
13
13
11
277

As shown in Table 2, more than 70% of the pre-diploma students and diploma student
were first-generation and from low family income. Many of the respondents were also in their
first year. First-generation and disadvantaged socio-economic backgrounds are always
associated with challenges that indigenous students faced at the higher education (Anderson,
Bunda & Walter, 2008).

FINDINGS
Descriptive Analysis on Psychological Attributes
Descriptive analyses were carried out conducted to analyze and indigenous students
psychological attributes. The level and mean of psychological attributes were compared with
the demographic profile of the indigenous students. The indigenous students show high
engagement and self-regulation in this study. They have medium adaptation and resiliency.
The only low mean among these scales is self-esteem.
Table 3: Psychological Attributes of Indigenous Students According to Demographic Profile

Gender
Male(n=5)

Female(n=25)

Ethnicity
Senoi(n=7)

ProtoMalay(n=23)
First-Generation
Yes(n=22)

No(n=8)

Family Income
RM500-1499k
below (n=23)
RM15002499k(n=7)
Level of Study
PreDiploma(n=14
)
Diploma(n=16

Engagemen
t

Adaptation

Self-Esteem Resilienc
y

SelfRegulation

3.75
[SD=.35]
3.78
[SD=.27]

4.01
[SD=.29]
3.49
[SD=.40]

3.09
[SD=.40]
2.75
[SD=.47]

3.48
[SD=.25]
3.64
[SD=.43]

4.32
[SD=.81]
3.82
[SD=.57]

3.83
[SD=.32]
3.77
[SD=.26]

3.61
[SD=.28]
3.52
[SD=.43]

2.99
[SD=.20]
2.91
[SD=.20]

3.21
[SD=.48]
3.29
[SD=.47]

4.13
[SD=.94]
3.83
[SD=.51]

3.01
[SD=.27]

3.25
[SD=.42]

2.81
[SD=.30]

3.25
[SD=.52]

3.73
[SD=.33]

3.35
[SD=.40]

3.63
[SD=.39]

2.98
[SD=.30]

3.38
[SD=.36]

4.39
[SD=.97]

3.78
[SD=.26]
3.80
[SD=.31]

3.53
[SD=.39]
3.57
[SD=.43]

2.90
[SD=.27]
3.01
[SD=.40]

3.17
[SD=.36]
3.51
[SD=.71]

3.82
[SD=.49]
4.39
[SD=1.10]

3.28
[SD= .36 ]

3.28
[SD= .36]

2.89
[SD=.64]

3.49
[SD=.43]

3.85
[SD=.68]

3.76

3.76

2.95

3.88

3.96
278

)
Year of Study:
First(n=19)

Second(n= 4)

Third(n=4)

Fourth(n=3)

[SD=.28]

[SD=.28]

[SD=.45]

[SD=.35]

[SD=.60]

3.73
[SD=.25]
3.86
[SD=.36]
4.06
[SD=.20]
3.60
[SD=.08]

3.44
[SD=.42]
3.74
[SD=.28]
3.76
[SD=.35]
3.59
[SD=.33]

2.70
[SD=.40]
2.94
[SD=.40]
3.09
[SD=.61]
3.58
[SD=.22]

3.30
[SD=.50]
3.43
[SD=.40]
3.48
[SD=.40]
3.61
[SD=.02]

3.96
[SD=.72]
3.86
[SD=.56]
4.14
[SD=.25]
4.14
[SD=.14]

Table 3 shows the mean (M) and standard deviation (SD) of indigenous students
psychological attributes according to their demographic profile. The level of mean was divided
into three ranges; low (1-2.3), medium (2.4-3.6) and high (3.7-5). Male generally possess
higher mean in all the five psychological attributes compare to female. When ethnicity was
analyzed all psychological attributes of the respondents were all above the mean value of 3.0
for Senoi and Proto-Malay ethnicity, except for self-esteem. The self-esteem for Senoi
(M=2.99, SD =.201) and Proto-Malay (M=2.91, SD=.20) were slightly lower than 3.00, which
suggest that regardless of ethnicity, indigenous students tend to have lower self-esteem.
First-generation indigenous students also showed more negative psychological
attributes compare to counterparts who are non first-generation indigenous students. This
suggests that first generation students are more vulnerable. Differences in family income also
do not seem to differ among the indigenous students because majority of them are from
financially challenged family. Pre-diploma students have recorded lower mean values in all the
psychological attributes compare to those who are pursuing diploma level. This is consistent
with the findings that first-year students have more negative psychological attributes compare
to their seniors at second, third and fourth year. This indicates that students who are more
vulnerable psychologically during transition into university and when entering new programs.
Correlations Analysis on Psychological Attributes
Table 4 shows the Pearson Correlation Analysis between the five psychological attributes. The
analysis tests whether the relationship between two variables is linear which, as one variable
increases, the other also increases or as one variable increases, the other variable decreases
(Noraini, 2010).

Table 4: Relationships between the Psychological Attributes

Engagement
Adaptation
Self-Esteem
Resiliency
SelfRegulation

Engagement
1
.633**
.121
.632**
.712**

Adaptation
.633**
1
.341
. 696**
.496**

Self-Esteem
.121
.341
1
.345
.410*

Resiliency
.632**
.696**
.345
1
-.048

Self-Regulation
.712**
.496**
-.048
.410*
1

279

According to the findings in Table 4, indigenous students engagement was positively

and significantly correlated with adaptation (r=.633, p0.05), resiliency(r=.632, p0.05) and
self-regulation(r=.712, p0.05). Adaptation on the other hand, was found to be correlated with
engagement(r=.633, p0.05), resiliency(r=.696, p0.05), and self-regulation(r=.496, p0.05).
Resiliency was associated with engagement(r=.632, p0.05), adaptation (r=.696, p0.05), and
self-regulation(r=.410, p0.05).
The relationships between self-esteem and other psychological attributes were found to
be not significant. This suggests that even though majority of indigenous students have low
self-esteem, it was not related to their engagement, adaptation, resiliency and self-regulation at
higher education. These findings were contrary to many literature reviews from other countries
such as Australia and Canada (Otlu, 2010).

DISCUSSION
Male generally possess higher mean in all the five psychological attributes compare to female
students. According to Leary and DeRosier (2012), male adapt themselves faster and better
than female at the higher education because males are more resilient to the change of roles
and surrounding. Kanevsky, Corke and Frangkiser (2008) found that males tend to ignore
social barriers compare to female students, which makes them adapt better.
The self-esteem for Senoi (M=2.99, SD =.20) and Proto-Malay (M=2.91, SD=.20) were
slightly lower than 3.00, which suggest that regardless of ethnicity, indigenous students tend to
have lower self-esteem. Pasha and Munaf (2013) suggested that self-esteem is the main issue
among the indigenous students at the higher education. However these researchers stated that
self-esteem has positive relationship with adaptation, which is opposite to the finding in this
study.
First-generation indigenous students also showed more negative psychological
attributes compare to counterparts who are non first-generation indigenous students. This
suggests that first generation students are more vulnerable (Stephens, 2010). Drotos (2012)
stated that first-generation need to be supported on the adaptation to avoid alienation at the
postsecondary education. By supporting the adaptation, first-generation students can boost
their self-esteem and academic outcome.
Differences in family income also do not seem to differ among the indigenous students
because majority of them are from financially challenged family. Backhaus (2009), low family
income does affect adaptation and self-esteem among the indigenous students at higher
education. In this study, since majority of the indigenous students are from lower income, it
does not affect their psychological attributes directly.
Pre- diploma students have recorded lower mean values in all the psychological
attributes compare to those who are pursuing diploma level. In this study, all pre-diploma
students are first year students. This is consistent with the findings that first-year students have
more negative psychological attributes compare to their seniors at second, third and fourth
year. This indicates that students who are more vulnerable psychologically during transition
into university and when entering new programs. Clinciu (2013), support the finding in this
study. This researcher stated that first-year students are facing crucial transition, which can
determine whether they will persist at the higher education or otherwise.

280

Literature suggested that there is a significant dissimilarity of challenges between the

beginning and middle of the semester but not significant between the middle and end of the
semester achievement (Rafidah, Azizah, Norzaid, Chong, Salwani & Noraini, 2009). In this
study, pre-diploma students possess lower engagement, adaptation, resiliency, self-esteem
and self-regulation compare to diploma students who at least already survive their early years
at the higher education. In this study, the lower mean of the pre-diploma students who have
lower self-esteem have higher pressure in adapting at the university (Rafidah, Azizah, Norzaid,
Chong, Salwani & Noraini, 2009).
The correlation analysis suggests that even though majority of indigenous students have
low self-esteem, it was not related to their engagement, adaptation, resiliency and selfregulation at higher education. The findings of the correlation analysis were contradicted with
other literature from other countries such as Canada and Australia. Habibollah, Rohani, Aizan,
Jamaluddin and Kumar (2009) stated that self-esteem correlated with engagement. However,
the finding of this study stated otherwise. Fernandez (2010) stated that self-esteem is strongly
correlated with adaptation, which is also contrary to the finding in this study.
Moreover, self-esteem was found to be not related to resiliency in this study. Karatas
and Cakar (2011), self-esteem and resiliency have strong correlation among students at the
higher education. This is contrary to the finding in this study. Veselska, Orosova, Geckova,
Gajdosova, Dijk and Reijneveld (2009) also agreed that self-esteem and resiliency are
correlated. They also suggested that these two psychological attributes must exist together in
order to succeed in academic at the higher education.
CONCLUSION
The significance of the findings in this study is self-esteem is crucial among the indigenous
students at postsecondary education. It is supported by literatures from Australia that
indigenous students suffer from low self-esteem due to their low income family background and
less support from the institutions (Canadian Council on Learning, 2009). Indigenous in Canada
also reported to possess low self-esteem at the postsecondary education. Among the reasons
are indigenous students need to study and work at the same time to support their tuition fees
(Jackson, Smith & Hill, 2003).
Literature reviews show that studies on psychological attributes of indigenous students
at higher education are very limited in Malaysian context. Therefore, it is important to
determine indigenous students psychological attributes and the correlations between these
factors. Findings may shed light on the factors that are crucial to indigenous students
success at postsecondary education and hopefully to maximise their success. By
apprehending the indigenous students psychological profile, specific measures can be taken
to improve their retention and academic success (Adams, 2014).
It is crucial for the indigenous students to succeed at postsecondary education and
contribute in human capital. JAKOA as the main authority that responsible for the indigenous
population in Malaysia has done many things for the general well-being of the indigenous
people. Although there are still indigenous families do not get encouraged by many policies
and program carried out by the JAKOA, the number of indigenous students at every education
level has improved gradually (JAKOA, 2015). The indigenous educational programme and
strategies cannot remain on the educational margin any longer and must be connected into the
broader indigenous community and economic growth strategies and linked with university-wide
281

development processes and annual commerce phase. The focus of indigenous education must
progress further beyond equity orientation, and pathway into higher education need to be
stretched and spread.

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285

PENGARUH EFIKASI TERHADAP METAKOGNISI DALAM KALANGAN GURU-GURU DI

TIGA BUAH SEKOLAH RENDAH DI PEDALAMAN PESISIR PANTAI PITAS, SABAH
Haidi Entoh
Fakulti Psikologi Dan Pendidikan
Universiti Malaysia Sabah (UMS)
dnies@rocketmail.com
Khalid Johari
Fakulti Psikologi Dan Pendidikan
Universiti Malaysia Sabah (UMS)
drkhalidjohari@gmail.com
Abstrak
Kajian ini bertujuan untuk menentukan aras pengaruh efikasi ke atas metakognisi guru dalam
kalangan guru-guru di tiga buah sekolah rendah pedalaman dalam Daerah Pitas, Sabah.
Menerusi reka bentuk persampelan bertujuan, seramai 40 orang responden terlibat dalam
kajian ini. Data dikutip dengan menggunakan instrumen soal selidikTeachers Sense Of
Efficacy Scale 12 item yang dibina oleh Tschannen-Moran,M .dan Woolfolk Hoy,A dengan
alpha .944 dan Metacognitive Awareness Inventory For Teacher (MAIT) 24 item oleh Cem
Balcikanli, yang diadaptasikan dari Metacognitive Awareness Inventory (MAI) yang dibina oleh
Schraw & Denilson dengan alpha .942 . Dapatan kajian menunjukkan bahawa min bagi
Teacher Sense Of Efficacy Scale ialah 7.40 dan min bagi MAIT adalah 4.17. Untuk tiga
dimensi dalam TSES min bagi penglibatan murid (7.37), Strategi Pengajaran (7.38) dan
Pengurusan Kelas (7.45). Untuk enam dimensi dalam MAIT, min bagi Pengetahuan
Perisytiharan
(4.28), Pengetahuan Prosedur (4.26), Pengetahuan bersyarat (4.19),
Perancangan (4.00), Pemantauan (4.15) dan Penilaian (4.09). Keputusan bagi ujian ANOVA
(sehala) mendapati bahawa efikasi guru di antara sekolah-sekolah tidak memberikan kesan
yang signifikan ( f= 1.156 , p= .394 ) kepada metakognisi guru. Implikasi kajian juga telah
dibincangkan.
Kata kunci: pengaruh , metakognisi, efikasi guru, sekolah, pedalaman

Abstract
This study was designed to determine the influence of efficacy on teachers metacognition
among teachers from three rural area primary schools in Pitas District, Sabah. Through the
purposive sampling technique, there were 40 respondents involved in the study. Data were
collected using the Teachers Sense Of Efficacy Scale designed by Tschannen-Moran,M &,
Woolfolk Hoy,A. with alpha .944 and Metacognitive Awareness Inventory For Teacher (MAIT)
24 items designed by Cem Balcikanli with alpha .942, which adapted from Metacognitive
Awareness Inventory (MAI) designed by Schraw and Denilson.The finding showed that the
mean of teachers efficacy was 7.40 and teachers metacognition was 4.17. For the three
dimensions in TSES , mean for Students Involvement (7.37), Teaching strategy (7.38) and
Class management (7.45).The six demensions in MAIT showed mean for Declarative
Knowledge (4.28), Procedural knowledge (4.26), Conditional Knowledge (4.19), Planning (4.00),
Monitoring (4.15) and Evaluating (4.09). The results of ANOVA (oneway)found that teachers

286

efficacy among schools has no significant (f= 1.156 ,p= .394) effect on teacher metacognition
. The implication of this study discussed as well.
Keywords : influence, metacognition, teachers efficacy, school, rural area

PENGENALAN
Pendahuluan
Profesion keguruan pada masa kini semakin mencabar selaras dengan perkembangan arus
pendidikan perdana yang menuntut komitmen guru ke arah memartabatkan Falsafah
Pendidikan Kebangsaan dan membina wawasan Negara. Kurikulum dan pedagogi pula perlu
berubah dan sekolah sentiasa mencari jalan untuk meningkatkan prestasi pelajar dalam
pelbagai aspek. Selain faktor sosio ekonomi, kualiti guru dan kualiti sekolah juga berkait rapat
dengan prestasi pelajar (Dewi Isma et.al, 2010). Maka, guru perlu lebih kreatif, dan inovatif bagi
memastikan sistem penyampaian menjadi lebih efektif, menarik dan menyeronokan serta
mampu merangsang minat murid. Perkembangan mutakhir dalam pendidikan di Malaysia
menuntut guru-guru di sekolah kompeten dalam merealisasikan pengajaran dan pembelajaran
berkualiti (Faridah, 2014).
Tindakan guru dan tingkah laku adalah berkaitan dengan kepercayaan mereka,
persepsi, andaian dan tahap motivasi (Chacon, 2005). Kepercayaan guru dalam keupayaan
mereka untuk mengajar para pelajar dan mempengaruhi prestasi pelajar adalah merupakan
petunjuk yang sangat kuat berkenaan keberkesanan pengajaran (Bandura, 1997). Salah satu
kepercayaan penting dianggap sebagai keberkesanan signifikan dalam hasil pencapaian para
pelajar dan guru-guru ialah perasaan terhadap efikasi (Chacon, 2005).
Kajian lepas menunjukkan bahawa guru-guru yang berpengalaman boleh berfikir di
hadapan, merancang, menyampaikan dan menentukan hipotesis tentang pelajar-pelajar dan
tingkah laku pengajaran mereka sendiri, dan memikirkan metakognisi di atas pemikiran mereka
sendiri dan proses pengajaran (Clark & Peterson, 1986; Peterson,1988; Pintrich, 1990;
Shulman, 1986). Pintrich (1990) menunjukkan bahawa guru-guru mestilah berterusan
memantau dan mengawal serta mengatur tingkah laku pengajaran mereka apabila bekerja
bersama-sama dengan para pelajar. Keupayaan guru untuk membuat refleksi dan berfikir
tentang pengajaran mereka sendiri adalah satu bahagian dalam pengaturan kendiri.
Pengetahuan guru terhadap diri mereka sendiri, seperti skema diri dan pengetahuan
metakognitif tentang pembolehubah personal, adalah sangat perlu dalam hubungan kepada
kandungan dalam pengetahuan, tingkah laku pengajaran sebenar dan kesan pengajaran
mereka.

Latar belakang Kajian

Para pengkaji dalam bidang psikologi pendidikan telah menyiasat dan mengkaji beberapa
pembolehubah seperti matlamat, penghormatan kendiri, efikasi kendiri, motivasi, strategi
pembelajaran, metakognisi dan ujian kebimbangan dalam hubungan dengan pencapaian
akademik yang mana kesemua pembolehubah tersebut mempengaruhi pembelajaran dan
pencapaian. Dalam kajian terbaru, antara kesemua pembolehubah tersebut, efikasi kendiri dan
metakognisi adalah pembolehubah yang paling mendapat kedudukan di dalam bidang
287

pendidikan. Kajian lepas telah menunjukkan adanya hubungan di antara metakognisi dan
efikasi kendiri (Bulent. A & Gulru. Y , 2012).
Justeru, perkaitan antara metakognisi dan efikasi guru merupakan sesuatu yang perlu
untuk dikaji , apatah lagi apabila melibatkan guru-guru yang bertugas di pedalaman. Walaupun
terdapat beberapa kajian berkaitan dengan metakognisi dan efikasi guru, namun agak kurang
yang melibatkan kawasan pedalaman pesisir pantai. Kajian ini dibuat di tiga buah sekolah yang
terletak di pedalaman Daerah Pitas bagi menilai sejauh mana kekuatan dan tahap efikasi dan
metakognisi guru yang berada di sini. Sekolah-sekolah yang dipilih dalam kajian ini amat jauh di
pedalaman Pitas dan mempunyai kemudahan asas yang sangat daif. Kedudukan dari segi
logistik iaitu berda di kawasan pedalaman pesisir pantai yang jauh dari bandar menyebabkan
pembangunan di kawasan kajian sangat rendah dan ketinggalan jauh berbanding dengan
kawasan bandar atau luar bandar yang lain. Berbanding dengan sekolah-sekolah di kawasan
bandar, sekolah-sekolah ini mempunyai infrastruktur kemudahan yang sangat terhad. Keadaan
fizikal sekolah yang agak uzur, kemudahan asas seperti bekalan air bersih yang tiada dan
banyak lagi kekurangan boleh mempengaruhi cara guru-guru di sini berfikir. Ini secara tidak
langsung dapat memberikan kita maklumat dan data sebagai panduan pihak-pihak yang
berkenaan.
Pernyataan Masalah
Antara ciri-ciri seorang guru berefikasi tinggi ialah melaksanakan tugas mengajar, berpuashati
dengan profisen, berusaha gigih dan bermotivasi, mengambil tanggungjawab yang lebih di
sekolah dan lebih kekal dalam profisen guru (Khairani & Razak, 2010). Kajian lepas dalam
efikasi kendiri dan metakognisi telah menunjukkan bahawa kedua-dua efikasi kendiri dan
metakognisi adalah sangat perlu untuk pembelajaran yang berjaya. Keputusan dari kajiankajian ini menekankan tentang kepentingan efikasi kendiri guru dan metakognisi ke atas
prestasi (Bulent. A & Gulru. Y , 2012).
Bertugas dan mengajar di kawasan pedalaman seperti di pedalaman pesisir pantai Pitas
ini mungkin akan memberikan satu kesan yang agak besar terhadap metakognisi guru. Menurut
teori kognitif sosial, konstruk yang mampu untuk meramal kemampuan seseorang apabila
berhadapan dengan segala cabaran dan dugaan dunia pendidikan ini ialah efikasi kendiri
(Bandura, 1997; Mesquita & Drake, 1994). Persoalannya adakah metakognisi guru yang berada
di kawasan kawasan ini dipengaruhi oleh faktor dan dimensi yang lain seperti efikasi guru?
Selaras dengan itu juga, adakah metakognisi guru yang mengajar di pedalaman lebih tinggi
atau lebih rendah? Bagi mengetahui sama ada terdapatnya pengaruh efikasi terhadap
metakognisi guru, maka kajian ini di buat.
Daerah ini juga dipilih kerana kurangnya kajian-kajian lepas yang berbentuk akademik
dan ilmiah dibuat di sini. Kajian yang pernah dibuat di sini adalah lebih kepada kebudayaan,
etnografi dan ekonomi masyarakat setempat. Agak sukar untuk mencari dan mendapatkan
bahan-bahan kajian bersifat akademik (pendidikan) berkaitan daerah ini, apatah lagi kajian
mengenai efikasi dan metakognisi guru. Dari aspek logistik, sekolah-sekolah yang dipilih
terletak jauh di pedalaman pesisir pantai yang agak sukar untuk di akses dan mempunyai fasiliti
yang agak terhad dan daif.
Tujuan Kajian
Kajian ini adalah bertujuan untuk menentukan corak perkaitan antara variabel kajian iaitu,
efikasi guru (penglibatan murid, strategi pengajaran dan pengurusan kelas) terhadap dimensi288

dimensi metakognisi guru (pengetahuan perakuan Declarative Knowledge, pengetahuan

prosedur Procedural Knowledge,, pengetahuan bersyarat Conditional Knowledge,
perancangan Planning, pemantauan Monitoring dan penilaian Evaluating), dimensi-dimensi
iklim organisasi sekolah (kepimpinan kolegial, profesionalisme guru di kalangan guru-guru
sekolah rendah di tiga buah sekolah rendah di pedalaman pesisir pantai Daerah Pitas.
Objektif Dan Hipotesis Kajian
Kajian ini bertujuan untuk menentukan pengaruh dimensi efikasi guru terhadap metakognisi
guru. Sehubungan itu, hipotesis kajian adalah seperti berikut ;
Ho

Tidak terdapat perbezaan min yang signifikan pada metakognisi guru mengikut efikasi
guru.

Efikasi Guru
Dalam teori kognitif sosial, terdapat hubungan timbal balik antara individu dan persekitaran.
Secara individu, menginterpretasi keputusan-keputusan pencapaian prestasi mereka,
memaklumkan dan mengubah persekitaran dan kepercayaan kendiri mereka. Kepercayaan
mereka secara bergilir, memberitahu dan mengubah prestasi mereka yang akan datang.
Sebagai keputusannya, sejak agensi perseorangan berakar umbikan soial dan beroperasi di
dalam pengaruh sosio-budaya, individu digambarkan sebagai hasil dan sebagai pengeluar
terhadap persekitaran mereka dan juga sistem sosial. Di dalam sistem ini, individu dinilai dan
mengubah pemikiran dan tingkah laku mereka sendiri seperti pemikiran kendiri yang juga
dikenali sebagai refleksi kendiri. Disebabkan oleh fungsinya, refleksi kendiri menjadi kapasiti
unik yang paling penting kepada manusia (Bandura, 1986)
Pajares (1996) menyatakan efikasi kendiri sebagai kepercayaan terhadap kebolehan diri
sendiri yang diasaskan oleh teori kognitif sosial Bandura (1977). Efikasi kendiri juga berkaitan
dengan kepercayaan seseorang dapat mencapai apa yang dihajatinya menerusi usahanya
sendiri (Pajares , 1997). Efikasi diri juga berbeza dengan konsep-konsep kendiri yang lain
misalnya self-concept, self-worth dan self-esteem kerana efikasi bersifat spesifik terhadap tugas
tertentu. Efikasi diri lebih berkait dengan persepsi diri terhadap kemampuan (competence)
berbanding tahap kemampuan sebenar seseorang (Tschannen-Moran dan Woolfolk Hoy,
2001).
Menurut Khalid (2009), konsep efikasi mempunyai kaitan dengan kekuatan aras
kepercayaan individu yang mempengaruhi tingkah laku berhubung dengan sesuatu keadaan
yang dihadapi. Kepercayaan bahawa seseorang mempunyai keupayaan untuk melakukan
tindakan yang diperlukan. Pertimbangan individu terhadap keupayaan diri dalam menjalankan
tugas pengajaran yang mendorong ke arah merancang dan menyelaras tingkah laku yang
diperlukan untuk mencapai matlamat tugasan yang diharapkan.
Efikasi kendiri guru dirujuk sebagai kepercayaan guru terhadap kebolehannya sebagai
guru. Kepercayaan ini termasuk keyakinan mereka untuk memastikan pelajar mematuhi
peraturan dalam kelas, menjaga disiplin pelajar dalam pembelajaran mereka (Zaidatol
Akmaliah, 2006). Ini disebabkan seorang guru yang berefikasi tinggi akan menerapkan
persekitaran pembelajaran positif yang akan memberi impak kepada pelajar-pelajar di dalam
kelas. Efikasi guru juga boleh difahami sebagai tanggapan inidividu terhadap aras keupayaan
diri menghasilkan tindakan atau kemahiran tertentu (Khalid, 2009).
Efikasi kendiri guru,
289

juga dikenali sebagai efikasi kendiri pengajaran, ialah kepercayaan personal tentang
kecekapan seseorang untuk membantu pelajar belajar (Pintrich dan Schunk, 2002). Ghaith dan
Yaghi (1997) dalam kajian mereka menemui bahawa guru dengan efikasi pengajaran kendiri
yang tinggi akan lebih suka untuk menggunakan kaedah pengajaran yang baru dan mereka
tidak merungut tentang kesukaran untuk melaksanakan tugas pengajaran dengan kaedah baru
tersebut berbanding dengan guru yang mempunyai efikasi yang rendah. Mereka juga
menunjukkan bahawa guru-guru dengan efikasi pengajaran kendiri yang tinggi tahu
menggunakan kaedah pengajaran baru itu, yang mana memerlukan pengunaan pembelajaran
kooperatif di dalam pembelajaran, yang sangat penting untuk diajar di dalam bilik darjah.
Metakognisi
Flavel (1976) menyatakan bahawa metakognisi merujuk kepada kesedaran pengetahuan
seseorang terhadap proses-proses kognitifnya. Ini boleh dijelaskan lagi sebagai satu proses
kognitif iaitu thinking about thinking atau berfikir tentang berfikir. Meta dalam perkataan
Greek bermaksud untuk mengatasi atau melangkau kehadapan atau melampaui tahap,
manakala kognisi merujuk kepada untuk berfikir atau pemikiran yang mana membayangkan
pemerhatian, memahami, memproses dan mengingat semula maklumat (Kendall, Hudson,
Gosch, Flannery-Schroeder, dan Suveg, 2008; papaleontiou-Lounca, 2008). Ada pengkaji yang
mempersekutukan metakognisi sebagai fakta yang mana beberapa terma seperti pembelajaran
pengaturan kendiri, refleksi pembelajaran, kawalan eksekutif dan meta-memori selalu
digunakan silih berganti untuk fenomena yang sama (Monteith, 1990).
King, (1992); Davies et.al, (2000), menegaskan bahawa kognitif dan arahan metakognitif
boleh memberikan suatu peranan perancah motivasi dalam persekitaran pembelajaran dalam
talian. Ianya boleh membantu untuk meningkatkan efikasi kendiri dan menggalakkan
metakognisi. Kemahiran metakognitif memerlukan pemantauan secara sedar dan peraturan
kognisi dan oleh itu selalu dirujuk sebagai kemahiran pengaturan kendiri. Schraw et.al (2006)
bersetuju dengan menyatakan bahawa kemahiran kognitif adalah penting di dalam menjalankan
tugas memandangkan kemahiran metakognitif adalah diperlukan dalam memahami bagaimana
tugas tersebut dijalankan.
Bersamaan dengan kajian-kajian yang lain Pintrich et.al (2000), Tobias dan Everson
(2001) melihat metakognisi sebagai satu campuran antara kemahiran dan pengetahuan
kemahiran kognisi, pemantauan terhadap kognitif dan proses pembelajaran seseorang, dan
kawalan terhadap kesemua proses tersebut. Walaupun begitu, menyusun komponenkomponen tersebut ke dalam satu model hirearki, di mana kemahiran metakognitif terhadap
pemantauan pengetahuan adalah pra-syarat untuk mengaktifkan kemahiran metakognitif yang
lain.

METODOLOGI
Responden Kajian (Sampel)
Kajian ini melibatkan 40 orang guru yang bertugas di dalam tiga buah sekolah rendah dalam
Daerah Pitas. Ketiga-tiga buah sekolah ini terletak di pesisir pantai dan dikategorikan sebagai
Pedalaman Tiga oleh Kementerian Pendidikan Malaysia.

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Teknik pensampelan bertujuan (Purposive sampling) digunakan di dalam kajian ini. Ini kerana
responden yang dipilih dengan tujuan yang ada kaitan dengan kajian. Pemilihan sampel teknik
bertujuan adalah pemilihan berdasarkan tujuan mendapatkan individu dengan kriteria yang
ditetapkan oleh penyelidik. Penyelidik ini telah ada tujuan dan sasaran sampel mereka
(Othman, 2013). Justeru, dalam kajian ini, guru merupakan sampel kajian yang mana setiap
sampel mempunyai kriteria-kriteria yang akan dikaji. Pihak pentadbiran sekolah seperti guru
besar, penolong-penolong kanan dan guru bimbingan tidak terlibat di dalam kajian ini.
Menurut Othman (2013), teknik pensampelan bertujuan adakalanya juga adalah teknik
pensampelan mudah. Oleh itu, pensampelan mudah boleh juga menjadi pensampelan
bertujuan jika kriteria sampel yang telah ditetapkan oleh penyelidik adalah juga sampel sedia
ada dan mudah diperoleh penyelidik. Rekabentuk persampelan ini dilakukan dalam pemilihan
sekolah-sekolah. Kaedah ini telah banyak digunakan secara meluas oleh pengkaji efikasi guru
seperti Hoy et.al (2002) dan Edgar et. Al (2011).

Prosedur Kajian
Kaedah tinjauan (survey) digunakan dalam kajian ini. Kajian tinjauan merupakan kaedah
mendapatkan maklumat dalam bentuk pendapat, sikap dan persepsi sesuatu populasi daripada
respons individu yang dijadikan sampel (Creswell, 2005). Pengumpulan data dibuat dengan
menggunakan soal selidik. Pengumpulan data daripada sampel yang besar memerlukan bentuk
pengumpulan data yang asas seperti pengunaan soal selidik dan temu bual, terutamanya
temubual berstruktur. Soal selidik yang disediakan juga lazimnya ringkas dan berbentuk soalan
tertutup (Othman, 2013).
Kajian ini menggunakan rekabentuk Causal Comparison dengan menggunakan soal
selidik untuk mengumpul data. Menurut Ahmad (2006), untuk memastikan soal selidik itu dapat
difahami dengan jelas oleh responden, pengkaji perlu memberi taklimat dan penerangan
tentang tujuan dan cara menjawab soal selidik.Memandangkan ketiga-tiga buah sekolah
tersebut terletak jauh di pedalaman, pengkaji telah pergi sendiri ke semua sekolah tersebut bagi
mengutip data disamping memastikan semua guru atau responden dapat memahami dan jelas
mengenai soal selidik yang diberikan kepada mereka.
Instrumen Kajian
Kajian ini dilaksanakan dengan menggunakan pendekatan kuantitatif. Sehubungan itu, pengkaji
menggunakan dua jenis instrumen soal selidik bagi mengumpulkan data dalam kalangan guruguru yang mengajar di tiga buah sekolah itu tadi. Instrumen kajian tersebut ialah Teachers
Sense Of Efficacy Scale (TSES), 12 item yang dibangunkan oleh Tschannen-Moran dan
Woolfolk Hoy (2001), dan Metacognitive Awareness Inventory For Teacher (MAIT) 24 item
oleh Cem Balcikanli (2011) yang diadaptasikan dari Metacognitive Awareness Inventory (MAI)
yang dibina oleh Schraw & Denilson (1994).
Menurut Faridah (2014), pada asalnya instrumen TSES ini dikenali sebagai Ohio State
Efficacy Scale telah dibangunkan dalam seminar Self-Efficacy in Teaching and learning di
university Ohio. Dengan mengambil skala efikasi guru Bandura sebagai asasnya, item baru
telah dibina dan ditambah. Faridah (2014), juga menyatakan bahawa Tschannen-Moran dan
Woolfolk Hoy (2001) memilih item yang mempunyai muatan yang tinggi untuk menghasilkan
instrumen 12 item dan 24 item. Analisis bagi kedua-dua bentuk tersebut mendapati bahawa
291

TSES samaada versi 24 item atau versi 12 item boleh diterima sebagai instrumen yang sah dan
boleh dipercayai untuk mentaksir konstruk efikasi guru.
Instrumen soal selidik Metacognitive Awareness Inventory For Teacher (MAIT).
merupakan pengukuran deskriptif metakognisi guru dan mempunyai enam dimensi iaitu dimensi
Pengetahuan Perisytiharan, Pengetahuan Prosedur, Pengetahuan Bersyarat, Perancangan,
Pemantauan dan Penilaian .
Kedua-dua instrumen mempunyai kebolehpercayaan yang tinggi iaitu .942 untuk
metakognisi guru dan .944 untuk efikasi guru. Analisis data dibuat dengan menggunakan teknik
ANOVA sehala, di samping menggunakan statistik deskriptif untuk menerangkan taburan
responden.

KEPUTUSAN
Maklumat responden
Taburan Mengikut Jantina
Seramai 40 orang responden terlibat dalam soal selidik ini. Mereka terdiri daripada guru-guru
sekolah rendah di tiga buah sekolah pedalaman pesisir pantai dalam Daerah Pitas. Taburan
data dalam jadual 1 meliputi jantina iaitu, bilangan guru lelaki ialah 24 (60%) dan bilangan guru
perempuan ialah 16 (40%).
Jadual 1 : Taburan Responden Mengikut Jantina

Lelaki
Perempuan
Jumlah

Frekuensi
24
16
40

%
60
40
100

Taburan Guru Mengikut Pengalaman Mengajar.

Bagi taburan data tentang pengalaman mengajar guru, bilangan guru-guru yang telah mengajar
antara tujuh hingga Sembilan tahun merupakan jumlah teramai iaitu 8 orang (20%) berbanding
kumpulan guru dengan pengalaman 25 27 tahun dan dibawah 30 tahun iaitu 1 orang (2.5%)
bagi setiap kumpulan. Seramai 6 orang responden (15%) mempunyai pengalaman antara 0-3
tahun, 4-6 tahun ialah seramai 4 orang (10%), dan 10-12 tahun ialah seramai 7 orang (17.5%).
Bagi pengalaman mengajar 13-15 tahun dan 19-21 tahun, terdapat seramai 3 (7.5%), 16-18
tahun ialah seramai 2 orang (5%), dan 22-24 tahun ialah seramai 5 orang (12.5%).
Jadual 2 : Pengalaman Mengajar
<0 3
46
79
10 12

Frekuensi
6
4
8
7

%
15
10
20
17.5

292

13 15
16 18
19 21
22 24
25 27
30 >
Jumlah

3
2
3
5
1
1
40

7.5
5
7.5
12.5
2.5
2.5
100

Taburan Guru Mengikut Kelayakan Ikhtisas.

Berdasarkan jadual 3, taburan data berkenaan kelayakan ikhtisas guru menunjukkan guru-guru
yang mempunyai Diploma Pendidikan dan Ijazah Sarjana Muda mempunyai bilangan yang
sama iaitu seramai 15 orang (37.5%) bagi setiap kumpulan. Seramai 4 orang (10%) mempunyai
Sijil Perguruan manakala seramai 6 orang (15%) mempunyai kelayakan Ikhtisas KPLI.
Jadual 3 : kelayakan Ikhtisas

Sijil Perguruan
Diploma Pendidikan
Ijazah Sarjana Muda Pendidikan
KPLI
Jumlah

Frekuensi
4
15
15
6
40

%
10
37.5
37.5
15
100

Dapatan Kajian
Analisis Konstruk dan Dimensi-dimensi Instrumen Kajian.
Jadual 4 menunjukkan pola taburan min bagi efikasi guru dan dimensi-dimensinya. Skor min
bagi efikasi guru keseluruhannya ialah (M = 7.40, SD= .94). Secara holistik, taburan min bagi
konstruk efikasi guru hampir seragam jika dilihat mengikut dimensi-dimensi dalam konstruk
efikasi guru berdasarkan kepada pengukuran berskala 1-9. Dimensi pengurusan kelas
mencapai skor min tertinggi (M= 7.45, SD= 1.02). Sementara itu skor min penglibatan murid
(M = 7.37, SD = .99) dan strategi pengajaran ialah (M= 7.38, SD= .96). Oleh itu dapatlah
dinyatakan bahawa skor serakan bagi dimensi efikasi guru adalah agak kecil dan seragam bagi
setiap dimensinya.
Jadual 4 : Analisis Konstruk Efikasi Guru
Pemboleh ubah
Penglibatan Murid
Strategi Pengajaran
Pengurusan Kelas

No Item / Bil Item

2, 4, 7, 11
5, 9, 10, 12
1, 3, 6, 8

M
7.37
7.38
7.45

SD
.99
.96
1.02

Efikasi Guru

12

7.40

.94

293

Jadual 5 pula menunjukkan pola taburan min bagi metakognisi guru dan dimensi-dimensinya.
Jika dilihat mengikut dapatan kajian mengikut dimensi-dimensi dalam konstruk metakognisi
guru berdasarkan pengukuran berskala lima mata, bolehlah dinyatakan bahawa secara
keseluruhannya taburan min adalah agak tinggi dan juga seragam. Dimensi pengetahuan
perisytiharan mencapai skor min tertinggi iaitu (M= 4.28, SD= .47) , manakala skor min yang
terendah ialah dimensi perancangan (M= 4.00, SD= .55). Sementara itu skor min pengetahuan
prosedur ialah (M = 4.26, SD = .50), skor min bagi pengetahuan bersyarat ialah (M= 4.19, SD
= . 48), skor min bagi pemantauan (M=4.15, SD= .53) dan skor min bagi penilaian ialah (M=
4.09, M= .57). Skor serakan bagi dimensi metakognisi guru adalah kecil dan seragam bagi
setiap dimensinya.
Jadual 5 : Analisis Konstruk dan Dimensi-dimensi Metakognisi Guru
Pemboleh ubah
Pengetahuan Perisytiharan
Pengetahuan Prosedur
Pengetahuan Bersyarat
Perancangan
Pemantauan
Penilaian

No Item / Bil Item

1, 7, 13, 19
2, 8, 14, 20
3, 9, 15, 21
4, 10, 16, 22
5, 11, 17, 23
6, 12, 18, 24

M
4.28
4.26
4.19
4.00
4.15
4.09

SD
.47
.50
.48
.55
.53
.57

Metakognisi Guru

24

4.16

.46

Perbezaan Metakognisi Guru Berdasarkan Efikasi Guru.

Untuk menguji kesignifikan perbezaan skor min efikasi guru dan sub skalanya berdasarkan
metakognisi guru, prosedur ANOVA (sehala) telah digunakan. Daripada ujian ANOVA (sehala),
Analisis Jadual 6 mendapati bahawa tidak terdapat perbezaan skor min yang signifikan pada
metakognisi mengikut efikasi guru ( F= 1.156, p= .394). Hasil analisis bagi setiap dimensi
juga menunjukkan tidak terdapat perbezaan min yang signifikan iaitu pengetahuan
perisytiharan (F= 1.168, p= ..386), pengetahuan prosedur (F= 1.504, p= .208), pengetahuan
bersyarat (F= .912, p= .592), perancangan (F= 2.468, p= .037), pemantauan (F= 1.042, p=
.480) dan dimensi penilaian ialah (F= 1.022, p= .496). Maka hipotesis nol (Ho) yang
menyatakan tidak terdapat perbezaan min yang signifikan pada metakognisi guru mengikut
efikasi guru telah dibuktikan dan disokong.
Jadual 6 :
Efikasi Guru

Ujian Anova Sehala bagi perbezaan Metakognisi Guru Berdasarkan

Pembolehubah
Pengetahuan
Perisytiharan
Pengetahuan
Prosedur
Pengetahuan
Bersyarat

Antara Kumpulan
Dalam Kumpulan
Jumlah
Antara Kumpulan
Dalam Kumpulan
Jumlah
Antara Kumpulan
Dalam Kumpulan
Jumlah
Antara kumpulan

Jumlah
Kuasa Dua
5.683
3.042
8.725
7.019
2.917
9.936
5.228
3.583
8.811
9.276

df

24
15
39
24
15
39
24
15
39
24

1.168

.386

1.504

.208

.912

.592

2.468

.037

294

Perancangan

Pemantauan

Penilaian
Metakognisi Guru

Dalam Kumpulan
Jumlah
Antara Kumpulan
Dalam kumpulan
Jumlah
Antara Kumpulan
Dalam Kumpulan
Jumlah
Antara Kumpulan
Dalam Kumpulan
Jumlah

2.349
11.625
6.939
4.161
11.100
7.966
4.870
12.836
5.312
2.873
8.185

15
39
24
15
39
24
15
39
24
15
39

1.042

.480

1.022

.496

1.156

.394

PERBINCANGAN
Kajian ini bertujuan untuk menentukan pengaruh efikasi terhadap metakognisi guru-guru di tiga
buah sekolah rendah pedalaman pesisir pantai dalam Daerah Pitas. Hasil analisis data
mendapati tidak ada perbezaan min yang signifikan pada metakognisi guru mengikut efikasi
guru. Kajian ini menunjukkan bahawa dimensi metakognisi guru iaitu dimensi Pengetahuan
Perisytiharan, Pengetahuan Prosedur, Pengetahuan bersyarat, Perancangan, Pemantauan dan
Penilaian tidak menerima pengaruh secara signifikan berdasarkan kepada efikasi guru. Ini
secara tidak langsung mendapati bahawa efikasi menerusi dimensi-dimensinya tidak berupaya
mempengaruhi aras metakognisi guru-guru sekolah yang di kaji.
Walaubagaimanapun kajian ini mendapati bahawa aras efikasi guru-guru di sekolah-sekolah
kajian secara keseluruhannya berada pada aras yang tinggi. Analisis kajian secara khususnya
mendapati efikasi terhadap penglibatan murid, strategi pengajaran dan pemgurusan kelas juga
berada pada tahap yang tinggi. Ini menunjukkan bahawa secara keseluruhannya guru-guru
merasakan mereka mempunyai tahap keyakinan diri yang baik untuk menjalankan tugas
pengajaran. Begitu juga dengan aras metakogisi guru yang berada pada aras yang tinggi dan
ini jelas menunjukkan bahawa guru-guru mempunyai pemahaman tentang apa yang diperlukan
untuk memperkasakan lagi pengajaran dan pembelajaran mereka. Secara tidak langsung ianya
mempunyai impak yang kuat terhadap amalan mereka. Impak ini memberi kesan kepada
pembelajaran dan prestasi murid. Metakognisi bukan setakat kemahiran yang diajar tetapi juga
satu penyusunan dan pengaturan terhadap apa yang mereka fikir dan belajar (Harpaz, 2007).

Implikasi Kajian
Dimensi-dimensi dalam efikasi guru tidak menunjukkan sebarang pengaruh terhadap
metakognisi guru. Oleh itu kajian yang lebih lanjut perlu dibuat. Menurut Faridah (2014), salah
satu implikasi yang perlu diberi perhatian ialah kepentingan mengkaji dimensi-dimensi yang lain
secara berasingan apabila kajian berkaitan dengan metakognisi dan kepercayaan efikasi guru
kerana setiap dimensi tersebut mempunyai ciri-ciri hubungan yang berbeza terhadap
pembolehubah-pembolehubah tersebut.
Oleh yang demikian, demi memastikan nilai efikasi dan metakognisi guru dapat memartabatkan
profesion perguruan di Malaysia, kajian-kajian akan datang perlu terutamanya bagi kumpulan
guru-guru yang bertugas di pedalaman. Ini kerana masih banyak yang perlu dilakukan dan
dikaji apatah lagi kebanyakan sekolah di pedalaman berada dalam keadaan daif dan uzur dan
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secara tidak langsung ini akan turut juga mempengaruhi efikasi dan metakognisi serta cara
berfikir guru. Wen, Ya-Hui (2012), menyatakan bahawa seorang guru yang berkesan perlu
sedar dan memahami setiap pelajar dan mengetahui isi kandungan pengetahuan dan
pengetahuan pedagogi untuk setiap tugas pengajaran sebelum, semasa, dan selepas
pengajaran. Ia akan memberi manfaat kepada pembelajaran pelajar jika guru memahami
metakognisi dan cara bagaimana untuk menggunakan kemahiran metakognitif dalam
pengajaran mereka. Jika seorang guru tidak memahami metakognisi, program metakognitif
sangat diperlukan.
KESIMPULAN
Walaupun min bagi efikasi adalah tinggi namun ianya langsung tidak mempengaruhi
metakognisi guru. Analisis kajian ini menunjukkan bahawa tahap metakognisi dan juga efikasi
guru berada pada min yang tinggi dan ini jelas menunjukkan bahawa terdapatnya hubungan
antara kedua-dua pembolehubah. Ada konsistensi hubungan antara keduanya iaitu efikasi yang
tinggi maka metakognisi guru juga tinggi.
Adalah diharapkan agar kajian ini dapat membantu guru-guru, pentadbir sekolah dan pihakpihak yang berkenaan untuk lebih peka dan prihatin terhadap peranan faktor kepercayaan
efikasi dan metakognisi di dalam membantu
meningkatkan kualiti pengajaran dan
pembelajaran guru serta seterusnya membantu murid mencapai prestasi yang cemerlang.
Banyak kajian telah dilakukan terhadap metakognisi guru dan juga efikasi guru secara
berasingan. Namun, terlalu sedikit kajian yang dilakukan untuk menyelidik hubungan dan
pengaruh diantara pembolehubah metakognisi guru dengan efikasi guru terutamanya bagi
guru-guru yang bertugas di luar bandar dan pedalaman. Justeru , penyelidikan seterusnya
terhadap perkaitan kedua-dua pembolehubah ini amat perlu untuk diteruskan dan
diperkembangkan lagi konteksnya.

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298

Wen, Ya-Hui (2012). A Study on Metacognition of College Teachers.The Journal of Human

Resource and Adult Learning, Vol. 8, Num. 1, June 2012 .National Taitung University
:Taiwan
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Satu bab dalam Zaidatol Akmaliah Lope Pihie dan Foo Say Fooi. Pengurusan dan
Kepemimpinan: Satu Langkah Ke hadapan. UPM Serdang.

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MASALAH DALAM AMALAN PENGAJARAN GURU PENDIDIKAN ISLAM DI PEDALAMAN

Mohd Zaidi Bin Haji Mohd Zeki
(Calon Pascasarjana Pendidikan Islam, Universiti Malaya)
n_nurulaini@yahoo.com
Nurulaini Moshidi
(Guru Bimbingan Dan Kaunseling, SMK Penangah, Telupid, Sabah)
n_nurulaini@yahoo.com
Mohd Faisal Bin Mohammed
(Pensyarah, Fak. Pendidikan, Universiti Malaya)
sal2005@um.edu.my
Abstract
This research aimed to explicate the problems faced in the practice of Islamic Education in
interior schools at Sabah. This study involving two participants from two different locations
implemented a qualitative approach using a case study design. In order to achieve the research
objectives, data collection was done through interviews, non-participant observations and
document analysis. Data obtained from the analytical themes which were developed from the
research questions were triangulated with the data collected by the non-participant observations
and document analysis. Several problems were identified in the Islamic Education teaching
practices in interior schools. Some of the problems include the lack of teaching aids, limited
facilities and infrastructure as well as students lack of exposure to the subject in primary
schools. These problems are the prevailing scenario in interior schools which should be taken
into consideration and resolved by all parties.
Keywords: Teaching practices, interior schools.

PENGENALAN
Guru memainkan peranan penting dalam pembangunan negara melalui pendidikan. Pembinaan
pendidikan secara menyeluruh merupakan salah satu aspek pembangunan bagi memenuhi
keperluan pendidikan dalaman dan luaran manusia (Rohana Hamzah, 2010). Menurut Nor
Azilah Ngah dan Zarina Shukur (2007), guru berperanan sebagai agen perubahan. Menurut
Engin-Demir (2011), perubahan murid di pedalaman melalui pendidikan oleh guru
menggunakan teknolgi maklumat sangat berkesan.
Ab. Halim et al.,(2004) menyetujui pernyataan tersebut dengan menegaskan bahawa
tanggungjawab guru perlu memberitahu, mengajar, memindahkan maklumat, disiplin serta ilmu
pengetahuan menggunakan medium peneguhan, latihan, arahan dan sebagainya kepada
murid. Peranan dan tanggungjawab ini tidak boleh dipisahkan oleh guru sebagai ejen pendidik
anak bangsa dan pemindah nilai-nilai kepada murid (Abdul Halim El-Muhammady,1998)
berfokus untuk menghasilkan murid yang mempunyai pelbagai kecerdasan mengikut konteks
(Contextual Multiple Intellligent-CMI). Walaupun begitu, menurut Baharin Abu & Norhidayah
Ismail (2010) mendapati tahap minat dan kesediaan guru pelatih Fakulti Pendidikan Universiti
Teknologi Malaysia untuk berkhidmat di kawasan pedalaman di tahap yang sederhana.
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OBJEKTIF KAJIAN
Objektif kajian ini adalah untuk meneliti masalah yang dihadapi oleh guru Pendidikan Islam
dalam amalan pengajaran Pendidikan Islam di sekolah pedalaman.
KEPENTINGAN KAJIAN
Kajian ini wajar dilaksanakan oleh Kementerian Pelajaran Malaysia untuk membangunkan
potensi murid minda kelas pertama berdasarkan jasmani, emosi, rohani, intelek dan sosial
(JERIS) khusus murid di kawasan pedalaman (Mohd Zaidi dan Mohd Faisal, 2014) dengan
mempertimbangkan pelbagai faktor amalan pengajaran guru seperti indigenous pedagogy.
Kajian ini turut mengharapkan agar panitia Pendidikan Islam di sekolah-sekolah pedalaman
merancang secara khusus pengajaran dalam pembelajaran praktikal untuk ahli-ahli panitia.
Seterusnya impak kajian ini diharapkan agar amalan pengajaran guru Pendidikan Islam yang
berkesan di pedalaman mampu meningkatkan pembudayaan ilmu dengan baik dalam
kehidupan murid itu sendiri. Secara tidak langsung budaya ilmu ini akan memberikan anjakan
paradigma baru kepada murid-murid sekolah pedalaman untuk mencintai ilmu dan menjadi
generasi beriman.
METODOLOGI KAJIAN
Kajian ini merupakan kajian kualitatif yang menggunakan reka bentuk kajian kes untuk
meneroka lebih mendalam tentang masalah-masalah yang dihadapi oleh guru dalam proses
pengajaran di sekolah-sekolah pedalaman. Peserta kajian dipilih adalah melibatkan Guru
Pendidikan Islam (GPI) secara persampelan bertujuan (purposive sampling) dengan
menentukan kriteria-kriteria yang ditentukan sendiri oleh pengkaji (Merriam, 2009). Kajian
berbentuk kajian lapangan ini dijalankan di 2 buah sekolah menengah kebangsaan yang
terletak di pedalaman Sabah. Pengumpulan data yang diguna pakai pula iaitu temu bual,
pemerhatian tanpa penyertaan dan penganalisisan dokumen-dokumen yang berkaitan. Sekolah
kajian dinamakan sebagai P manakala peserta kajian dinamakan sebagai Ustaz.
DAPATAN KAJIAN
1. Kekurangan kemudahan dan infrastruktur
Semasa pengkaji membuat pemerhatian di kedua-dua buah lokasi kajian, pengkaji mendapati
kemudahan dan infrastruktur sekolah yang dibina berada dalam tahap yang sederhana.
Walaupun kedua-dua sekolah dapat menjalankan pengajaran dalam pembelajaran Pendidikan
Islam, tetapi kemudahan dan infrastruktur yang kurang sempurna boleh menyebabkan
permasalahan dalam pengajaran guru.
A. Bilik agama
Di sekolah P1 dan P2, pengkaji mendapati bahawa bilik agama yang sedia ada tidak dapat
menampung jumlah keseluruhan murid untuk 1 masa pembelajaran. Apabila tidak selesa, murid
di dalam bilik agama Ustaz Y dan Ustaz Z tidak dapat memberikan tumpuan sepenuhnya
terhadap pengajaran guru. Oleh kerana murid terlalu dekat dengan dinding, murid lelaki di
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sekolah P2 suka menyandar dan tidak fokus terhadap pembelajaran. Pengkaji pernah melihat
seorang murid di sekolah P2 turut menconteng dinding menggunakan pensel semasa Ustaz Z
sedang menyampaikan pengajaran. Kesempitan dalam bilik agama di sekolah P1 juga
menyebabkan murid mudah mengganggu murid lain dengan bermain-main, bercuit-cuit,
menolak-nolak meja dan kerusi serta asyik memegang beg. Ustaz Y mengakui perkara ini
dengan menyatakan:
....kelas ada tapi kecik. Nak mengajaq pun kita rasa sempit. TB1UY36P1.
Pengkaji juga melihat bahawa ketiadaan kelas agama yang lengkap dan kekal ini
menyebabkan banyak halangan kepada proses pembelajaran murid. Contohnya semua hasil
murid yang boleh ditampal dan dipamerkan di dalam bilik agama tidak dapat dilaksanakan
kerana ruang bilik agama yang minimum. Guru juga tidak dapat melaksanakan pelbagai aktiviti
yang memerlukan pergerakan dan tempat yang luas. Pengkaji pernah merasakan
ketidakselesaan tersebut bersama guru dan murid dalam aktiviti pembentangan di dalam bilik
agama di kedua-dua lokasi kajian. Ustaz Z menyatakan dalam temu bual:
Bilik pun sempit, jadi untuk tampal kerja murid tak dapat. Ruang tak cukup.
TB1UZ40P2.
Bilik agama yang sedia ada juga banyak mendatangkan masalah kepada pengajaran
guru. Di sekolah P1, disebabkan ruangan bilik yang sempit dan kurang pencahayaan, murid
belajar dalam keadaan yang merumitkan. Bilik agama kelihatan suram walaupun dipasang
lampu kerana faktor pencahayaan. Fokus pengajaran guru mudah terganggu disebabkan faktor
ini. Antara masalah lain adalah tidak ada meja khas kepada guru untuk meletakkan buku dan
barangan peribadi. Murid juga terpaksa menoleh dan memusingkan badan sekiranya hendak
melihat pergerakan guru. Jika guru menggunakan BBM yang menggunakan elektrik, murid akan
memusingkan badan menghadap ke arah guru kerana bekalan elektrik hanya terletak di
bahagian tepi sebelah kanan bilik agama. Terdapat bekalan elektrik di hadapan bilik agama
tetapi tidak berfungsi sepenuhnya.
Di sekolah P2, masalah bilik agama yang tidak kondusif mendatangkan masalah
pengajaran kepada guru. Disebabkan tiada kelas khas, bilik agama yang kecil memudahkan
murid berasa tidak selesa kerana terlalu sejuk berpunca daripada penyaman udara.
Pemerhatian pengkaji mendapati Ustaz Z terpaksa menurunkan suhu penyaman udara kerana
murid kesejukan dan menggeletar. Pada masa akhir persekolahan dan ketiadaan bekalan
generator, murid akan kepanasan dan guru terpaksa membuka pintu dan tingkap. Kesan
daripada tindakan Ustaz Z menyebabkan fokus murid terhadap pengajaran guru mudah
terganggu. Murid lelaki bukan sahaja membuka butang baju di bahagian atas tetapi
memandang rakan-rakan kelas sebelah yang sedang belajar. Pengkaji dapat memerhatikan
murid perempuan yang akan menyelakkan tudung akibat kepanasan kerana sistem
pengudaraan bilik yang tidak kondusif. Permasalahan pendedahan aurat berlaku ketika sesi
pengajaran guru ini.
B. Surau
Keadaan infrastruktur di kedua-dua buah sekolah juga kurang sempurna jika dilihat kepada
bangunan surau yang ada. Di sekolah P1 dan P2, tempat mengambil wudhuk yang sedia ada
terlalu terbuka. Tempat mengambil wudhuk tersebut tidak mempunyai dinding dan penutup. Ini
menyukarkan guru agama di sekolah P2 untuk mengajak murid asrama solat kerana murid
memberikan alasan kemudahan berwudhuk yang tidak sempurna. Murid perempuan akan
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mengambil wudhuk di tempat tersebut secara terbuka dan senang dilihat oleh murid lain. Ustaz
Z menyatakan dalam temu bual:
Macam baru ni saya ada buat apa.... (batuk) contohnya klinik al-Quran untuk
muridkan. Tiada tempat wudhuk untuk perempuan....jadi susah la (memandang
ke lantai). TB1UZ35P2.
Ustaz Y turut menyatakan perkara yang sama dalam temu bual iaitu:
....pelajaq perempuan nie ambik ayaq (air) sembahyang kat tempat terbukak
....tak sesuai sebab aurat terdedah dan pelajaq lelaki perhati ja. TB1UY34P.
2. Kurang pendedahan awal
Antara masalah amalan pengajaran guru di pedalaman adalah murid di pedalaman menghadapi
permasalahan mendapatkan pendedahan awal yang sempurna. Pendedahan awal merupakan
asas kepada murid bagi memperkembangkan asas-asas tersebut di peringkat pendidikan yang
lebih tinggi. Pendedahan berfokuskan kurang pendedahan awal ini akan dibincangkan melalui 3
konteks berbeza iaitu kurang pendedahan Pendidikan Islam di sekolah rendah, kurang
penghayatan agama dan asas kemahiran Al-Quran yang lengkap.
A. Kurang pendedahan Pendidikan Islam di sekolah rendah
Pengkaji menjalankan pemerhatian terhadap pengajaran guru dan mendapati permasalahan
yang timbul dalam amalan pengajaran guru di Sekolah P1 dan P2 berpunca dari pendedahan
awal yang lemah ketika murid masih di sekolah rendah. Kurang pendedahan awal di kalangan
murid ini menyebabkan penguasaan murid terhadap pengajaran guru mengecewakan di
peringkat sekolah menengah. Ustaz Y menegaskan:
..bila pelajaq dari sekolah rendah tak belajaq ngaji (mengaji), masuk sekolah
menengah kita la kena ulang balik .TB1UY12P1.
Ustaz Z pula menyatakan:
Yang membanggakan saya apabila menjadi guru agama di pedalamansaya
dapat menjalankan tugas dakwah itu. Saya terpaksa memulakan dari awal sebab
sebelum ke sini, pendedahan agama pelajar sangat rendahkesian sangat.
TB1UZ16P2.
Keadaan menjadi lebih mencabar kepada Ustaz Y apabila terpaksa mengajar kembali asasasas fardhu ain seperti rukun Islam dan rukun iman. Kesabaran guru juga teruji apabila murid
tidak menjawab soalan yang mudah oleh guru seperti kiraan waktu solat dalam sehari dan tajuk
pembelajaran yang lepas. Perkara ini berkait rapat dengan maksud Pendidikan Islam oleh
Ustaz Z:
Subjek Pendidikan Islam ni menerapkan ape ni.asas-asas tilawah alQuran.asas-asas Hadiths.Ulum Syariah iaitu akidah, akhlak dan sirah Nabi
Muhammad. TB1UZ19P2.
B. Kurang penghayatan agama

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Pemerhatian pengkaji juga mendapati antara kesan kurang pendedahan Pendidikan Islam di
peringkat sekolah rendah adalah penguasaan ilmu yang kurang di kalangan murid. Perkara ini
menyebabkan murid tiada penghayatan agama yang tinggi. Apabila penghayatan tersebut
kurang berlaku, pengajaran guru terpaksa dihadkan mengikut kebolehan murid seperti yang
dilakukan oleh kedua-dua peserta kajian di kedua-dua buah lokasi kajian. Keadaan ini
menyebabkan peserta kajian menghadapi masalah untuk menggunakan amalan pengajaran
yang lebih tinggi dan menumpukan pengajaran secara tradisional. Ustaz Y juga mempersetujui
perkara ini dengan menyatakan:
Kat sekolah pedalaman, kita kena tengok kebolehan pelajaq. Kalau kita terpaksa
guna kaedah senang ja.nak buat macamana. TB1UY33P1.
Antara kaedah mudah yang turut dipersetujui oleh Ustaz Y adalah bercerita dan soalan
berfokus tunggal. Kaedah bercerita dalam penyampaian ilmu oleh guru memudahkan murid
untuk menambahkan maklumat. Ustaz Y menyatakan:
Selain penyampaian, nak bagi pendedahan kepada pelajaq ni senang ja. Kita
bercerita sebab bebudak memang kurang pendedahan. Tau la jugak depa
(mereka) sikit-sikit. TB1UY23P1.
Kurang penghayatan agama di kalangan pelajar tidak dapat diukur melalui pandangan
mata kasar. Akan tetapi, berdasarkan pemerhatian dan temu bual antara pengkaji dan peserta
kajian, perkara ini dapat dilihat dengan lebih jelas lagi berkaitan penghayatan agama yang
kurang menjadikan murid kurang terdedah kepada Pendidikan Islam. Malah masalah ini
menjadikan amalan pengajaran guru tidak mencapai objektif pengajaran di dalam kelas.
C. Kurang asas kemahiran al-Quran
Pemerhatian pengkaji terhadap murid di sekolah P1 mendapati murid yang lemah terdiri
daripada murid menengah rendah yang tinggal di luar asrama. Kebanyakan murid menengah
rendah tidak dapat membaca al-Quran dengan betul menyebabkan kesukaran guru untuk
mengajar ilmu tajwid, kefahaman ayat, membaca buku teks dan membuat latihan jawi. Terdapat
murid yang tidak mahir al-Quran dan tidak dapat membaca al-Quran dengan lancar.
Di sekolah pedalaman 2, penguasaan yang lemah di kalangan murid ketika di sekolah
rendah mendatangkan permasalahan pengajaran kepada Ustaz Z. Di sekolah P2, murid yang
lemah dalam penguasaan perkara-perkara asas dalam Pendidikan terdiri daripada murid yang
tinggal di luar asrama. Kebanyakan murid ini tidak belajar Iqra dan membaca al-Quran seperti
murid yang tinggal di asrama yang diusahakan oleh Ustaz Z.
Di sekolah pedalaman 2, ketika pengkaji melakukan pemerhatian di dalam bilik agama,
terdapat murid yang langsung tidak tahu membaca al-Quran dan menulis jawi. Murid di sekolah
P2 ini sendiri pernah mengaku di dalam bilik agama bahawa apabila di sekolah rendah,
memang tidak ada kelas Pendidikan Islam dan guru agama. Para murid semasa di sekolah
rendah mengambil subjek Pendidikan Moral sahaja.
Oleh yang demikian, antara jalan penyelesaian yang diambil oleh kedua-dua peserta
kajian dibahagikan kepada 3 cara utama. Cara penyelesaian pertama adalah bimbingan guru
secara menyeluruh semasa guru mengajar kemahiran al-Quran di dalam kelas. Semasa dalam
pengajaran tilawah al-Quran, walaupun terdapat murid yang kurang asas dalam bacaan alQuran, guru tetap mengajar tilawah al-Quran sepeti biasa tetapi pengubah suaian pengajaran
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guru dilakukan. Guru di sekolah P1 mengajar tilawah al-Quran dengan menggunakan bacaan
berlagu menggunakan komputer riba manakala Ustaz Z pula mengajar bidang tilawah al-Quran
dengan menggunakan kaedah Iqra.
3. Kekurangan bahan bantu mengajar (BBM)
Bahan bantu mengajar (BBM) penting kepada guru dan murid di sekolah. BBM yang digunakan
oleh guru dapat menarik minat murid untuk belajar terutamanya dalam pengajaran guru. Ustaz
Y menjelaskan:
Murid suka masa kita gunakan laptop. Tambah-tambah kalau kita tayang video.
TB1UY19P1.
Manakala Ustaz Z menyatakan pula:
Bahan bantu mengajar yang kita gunakan di sekolah pedalaman ni tak perlu hebat.
Yang penting murid minat dan nak tahu apa yang kita ajar. TB1UZ42P2.
Akan tetapi, wujud permasalahan BBM dalam konteks amalan pengajaran guru Pendidikan
Islam di sekolah pedalaman. Permasalah yang timbul dapat dibahagi dan diperbincangkan
kepada 2 perbincangan utama iaitu kekurangan BBM dan BBM yang tidak pelbagai.
A. Kekurangan BBM
Pemerhatian yang dilakukan di sekolah oleh pengkaji mendapati bahawa kedua-dua buah
sekolah tidak mempunyai BBM yang banyak dan memuaskan. Kedua-dua peserta kajian
menggunakan BBM yang berulang setiap kali pengajaran guru. Pemerhatian pengkaji lebih
tertumpu kepada bahan yang sedia ada oleh guru untuk mengajar dan penggunaan bahan
tersebut dalam pengajaran peserta-peserta kajian. Ustaz Z menyatakan:
Bahan dalam mata pelajaran tu. Bahan pembelajaran kena banyak lagi. Berbentuk
CD ke, ape ke.a.permainan ke.macam dalam bilik agama tu yang ustaz
punya tu kot.dam ular tu. Macam tu la tapi nak cari tu kat mana tak tau.
TB1UZ43P2.
Ustaz Z menjelaskan lagi mengenai kekurangan BBM Pendidikan Islam di sekolah P2:
Pengkaji: Maksud Ustaz ada tapi kurang sempurnalah?
Ustaz Z: Macam projector ada. CD sikit untuk Pendidikan Islam .TB1UZ38P2.
Pengkaji: CD dan projector ada kat sekolah ni Ustaz untuk Pendidikan Islam?
Ustaz Z : Pendidikan Islam tak ada, tapi boleh pinjam la dengan sekolah.
TB1UZ39P2.
Kedua-dua temu bual di atas telah membuktikan bahawa kedua-dua peserta kajian turut
menggunakan BBM yang berulang. Contohnya buku teks, buku rujukan, komputer, buku latihan
dan buku khas jawi. Kesemua BBM ini digunakan oleh guru ketika mengajar tajuk-tajuk yang
berbeza. Kekreatifan guru untuk mencari alternatif lain tidak dapat dirasa oleh pengkaji.
Sebagai contoh, Ustaz Z ketika mengajar bab adab menjaga maruah diri tidak menggunakan
majalah dan buku. Ini kerana pada pemerhatian pengkaji, bahan-bahan tersebut boleh didapati
daripada sumber yang mudah seperti surat khabar dan majalah.

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B. BBM tidak pelbagai

Pengkaji juga pernah memasuki bilik agama yang diajar oleh Ustaz Z semasa pemerhatian
terakhir dalam kajian ini dijalankan. Oleh kerana peserta kajian tidak bersedia untuk mengajar
kerana masalah sakit tekak, beliau hanya meminta murid membuat perbincangan di dalam bilik
agama. Semasa proses perbincangan antara murid, sumber yang digunakan oleh murid sangat
terhad seperti penggunaan buku teks dan buku rujukan semata-mata. Ini menyebabkan murid
menyalin isi dan membentangkan hasil perbincangan seperti maklumat yang diperolehi
daripada sumber yang dimiliki oleh murid. Pembentangan hasil perbincangan murid menjadi
lesu kerana isi pembentangan murid sama seperti dalam buku teks dan buku rujukan. Murid
juga menggunakan contoh yang sama daripada sumber-sumber yang digunakan.
Untuk menyelesaikan permasalahan ini, Ustaz Z memberi pandangan supaya BBM
diperbanyakkan bagi meningkat dan menarik respon murid di dalam bilk agama supaya terus
meminati subjek yang guru ajar. Ustaz Z turut menyatakan bahawa BBM perlu diperbanyakkan
walaupun bahan-bahan tersebut tidak mudah diperolehi seperti di tempat lain.
saya akan usaha lagi. TB3UY21P1.
Dan:
Kita guna model yang ada.baju kita pakai.anggota badan.. TB7UZ05P2.
PERBINCANGAN KAJIAN
Permasalahan amalan pengajaran Pendidikan Islam di pedalaman adalah kekurangan
kemudahan dan infrastruktur dan berada dalam tahap yang sederhana. Permasalahan ini
menyebabkan murid mendapat pendidikan yang kurang sempurna. Dapatan ini menyokong
pendapat Sinagatullin (2001) yang menyatakan bahawa keadaan di pedalaman membataskan
potensi murid kerana kekangan pelbagai prasarana dan infrastruktur (Michael Gardiner, 2012).
Perkara ini boleh menyebabkan pencapaian yang rendah dalam akademik seperti kajian yang
dijalankan oleh Jones (2009) dalam Norhayati Ramlah & Mohd Yusof Abdullah (2011).
Selain itu, antara masalah amalan pengajaran guru di pedalaman dalam kajian ini
adalah murid di pedalaman menghadapi permasalahan mendapatkan pendedahan awal yang
sempurna. Pendedahan awal sebenarnya penting kepada murid pedalaman kerana perkara ini
merupakan asas kepada murid dalam memperkembangkan asas-asas tersebut di peringkat
pendidikan yang lebih tinggi. Namun perkara sebaliknya berlaku kerana faktor pedalaman yang
ditempuh oleh murid. Perkara ini dijelaskan lagi oleh Sharifah Nor Atifah Syed Kamarud-din dan
Abu Bakar Nordin (2011) yang menyatakan bahawa budaya, etnik dan lokasi di kawasan
bandar dan pedalaman jauh berbeza.
Epply (2009) pula mendedahkan lagi pendidikan awal yang kurang kepada murid
menjadikan perbezaan antara kawasan bandar dan pedalaman membataskan kehidupan murid
di pedalaman. Murid di pedalaman seolah-olah berada dalam kepompong sendiri. Zulkifli
Awang (2013) turut mempersetujui perkara ini dengan menyatakan bahawa strategi pengajaran
berkesan berpandukan pendekatan tempatan perlu dibentuk proses pengajaran dalam
pembelajaran berkesan di sekolah pedalaman. 4 strategi tersebut adalah (a) kualiti pengajaran;
(b) kesesuaian aras pengajaran; (c) insentif; dan (d) masa. Untuk sekolah pedalaman,
keempat-empat strategi tersebut perlu dipertimbangkan kerana aras kognitif murid yang
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berbeza di pedalaman berbanding kawasan bandar. Keempat-empat strategi ini perlu

diamalkan terutamanya dalam amalan pengajaran guru setiap masa dan tempat.
Pendedahan ini penting kepada bukan sahaja sekolah pedalaman tetapi sekolah di
kawasan bandar. Pendedahan awal ini penting kerana hasil yang diharapkan daripada
pengajaran guru yang berkualiti dapat memberikan ilmu yang bermanfaat kepada murid
(Kamarudin Hussin dan Siti Hajar, 2003). Dapatan kajian yang dijalankan oleh Norhayati
Ramlah dan Yusof Abdullah (2011) yang telah mengetengahkan kepentingan penerapan
indigenous pedagogy perlu diberi perhatian sepenuhnya oleh semua pihak berfokuskan kajian
ini dan diharapkan lebih banyak pihak tampil untuk terus menyelidik perkara tadi.
Bahan bantu mengajar (BBM) yang kurang di sekolah pedalaman juga menjadi satu
permasalahan amalan pengajaran Pendidikan Islam di pedalaman (Mohd Zaidi, 2016). Tanpa
BBM, pengajaran kurang bermakna kerana BBM penting kepada guru dan murid di sekolah.
BBM yang digunakan oleh guru dapat menarik minat murid untuk belajar terutamanya di dalam
kelas.

RUMUSAN
Amalan pengajaran Pendidikan Islam dapat diatasi oleh guru dengan mengadaptasi dan
mempraktikkan amalan pengajaran Pendidikan Islam di pedalaman menggunakan teori berikut:

Pengajaran guru

Malakah (kognitif)

Tajuk, isu,
pengetahu
an murid &
set induksi

Langkah 1
Objektif,
kaedah &
ABM

Tahap
akal
Kesediaa
n murid

Isu utama
jelas &
terang
Ulang
dengan
ringkas

Tadrij (bertahap)

Langkah 2
Objektif,
kaedah &
ABM

Langkah 3
Objektif,
kaedah &
ABM

Isu
mendalam
Perincikan
isu serta
contoh

P&P lebih
mendala
m
Tekankan
malakah

Pencapaian akademik murid

Penilaian &
rumusan
Kesimpulan
Ulang 3 kali
Buat
penilaian
Rumuskan
dengan jelas
sebanyak 3
kali

Rajah 1.1 Model Ibnu Khaldun dalam teori Malakah dan Tadrij.
Sumber: Al-Muqaddimah, Ibnu Khaldun (2000).

Berdasarkan kerangka teori di atas, Ibnu Khaldun menyarankan pengajaran guru yang
berkesan berbentuk pengajaran yang disampaikan oleh guru dilaksanakan secara berterusan.
Mohd Faruq (1998) dalam Azmi Mamat (2005) menyatakan bahawa Ibnu Khaldun
menyarankan setiap guru untuk memberikan didikan berterusan kepada anak muridnya. Tujuan
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utama didikan berterusan ini ialah supaya ilmu yang diajar menjadi warisan dalam Islam dan
diterima dari generasi ke generasi.
Konsep berterusan juga bermaksud pengajaran guru tidak terputus-putus dan
ditinggalkan dalam jarak dan tempoh yang lama (Ibnu Khaldun, 1995). Jika perkara sebaliknya
berlaku, perkara ini menyebabkan murid mudah lupa, tiada kesinambungan ilmu dan tajuk-tajuk
yang telah dipelajari sukar difahami. Justeru apabila kajian dijalankan di sekolah pedalaman,
teori yang disarankan di atas hendaklah sedaya upaya diusahakan oleh guru agama yang
mengajar di sekolah pedalaman.

RUJUKAN
Al-Quran.
Ab. Halim Tamuri, Adnan Yusopp, Kamisah Osman, Shahrin Awaluddin, Zamri Abdul Rahim
dan Khadijah Abdul Razak (2004). Keberkesanan Kaedah Pengajaran dan
Pembelajaran Pendidikan Islam Ke Atas Diri Pelajar. Laporan Penyelidikan. Fakulti
Pendidikan, Universiti Kebangsaan Malaysia, Bangi.
Abdul Halim El-Muhammady (1998). Pendidikan Islam Falsafah, Disiplin dan Peranan Pendidik.
Selangor: Dewan Pustaka Islam.
Azmi Mamat (2005). Beberapa Aspek Pemikiran Kritis Ibn Khaldun Kajian Dalam Kitab alMuqaddimah. Kertas Projek Ijazah Sarjana Muda Usuluddin, Universiti Malaya.
Baharin Bin Abu dan Norhidayah Ismail (2010). Tahap Kesediaan Guru Pelatih Fakulti UTM
Untuk Berkhidmat Di Kawasan Pedalaman. Laporan Penyelidikan, Universiti Teknologi
Malaysia, Johor.
Engin-Demir C. (2011). Quality of Education In Rural Schools: A Needs Assessment Study.
International Journal of Educational Science, Vol. 3(1),91-112.
Epply, K. (2009). Rural School and the Highly Qualified Teacher Provision of No Child Left
Behind: A Critical Policy Abalysis. Journal Of Research In Rural Education, 24(4).
Dilihat di http://jrre.psu.edu/articles/24-4.pdf pada 20/5/2013.
Gardiner M. (2012). Education in Rural Areas. Report of
Development. Issues in Education Policy. Vol. 4, 1-34.

Centre for Education Policy

Ibnu Khaldun (1995). Muqaddimah (terj). Kuala Lumpur: Dewan Bahasa dan Pustaka.
Ibnu Khaldun (2000). Muqaddimah Ibnu Khaldun. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Kamarudin Husin dan Siti Hajar Abdul Aziz (2003). Pedagogi Untuk Asas Pendidikan. Kuala
Lumpur: Kumpulan Budiman Sdn. Bhd.
Merriam, S.B. (2009). Qualitative Research and Case Study Applications In Education (2nd ed).
San Francisco: Jossey-Bass.

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Mohd Faruq (1998). Al-Fikr Al-Khalduni Min Khilal al-Muqaddimah. Beirut: Al-Risalah Publisher.
Mohd Zaidi Bin Mohd Zeki (2016). Amalan Pengajaran Guru Pendidikan Islam Di Sekolah
Pedalaman. Disertasi Sarjana Pendidikan, Universiti Malaya.
Mohd Zaidi dan Mohd Faisal (2014). Kertas Kerja Konsep Amalan Pengajaran Guru Pendidikan
Islam Di Sekolah-Sekolah Pedalaman. Kertas kerja dibentang di Seminar Serantau
Pendidikan Holistik, 1-3 September 2014, Universitas Riau, Indonesia.
Nor Azilah Ngah dan Zarina Shukur (1997). Projek Percubaan Pengenalan Kepada Komputer.
Berita Matematik, April, 5-11.
Norhayati Ramlah dan Mohd Yusof Abdullah (2011). Pengaruh Indigenous Pedagogy Terhadap
Peranan Guru Dalam Proses Pengajaran Dan Pembelajaran Di Kawasan Pedalaman.
Jurnal Pendidikan, Universiti Malaya (Edisi Khas),1-10.
Pendidik. Selangor: Dewan Pustaka Islam.
Rohana Hamzah (2010). Mengenali Manusia Asas Pembangunan Pendidikan Berkualiti. Johor:
Universiti Teknologi Malaysia.
Sharifah Nor Atifah Syed Kamarud-din dan Abu Bakar Nordin (2011). Culture : Roles And
Influences Of Gender Differences On Learning Styles. Jurnal Pendidikan,
Sinagatullin, I.M. (2001). Expectant Times: Rural Education In Russia. Journal Education
Review, Vol.53(1), 37-45.
Universiti Malaya (Edisi Khas), 86-95.
Zulkifli Bin Awang (2013). Strategi Pengajaran Berkesan Bagi Mata Pelajaran Pendidikan
Jasmani Sekolah Menengah. Disertasi Sarjana Pendidikan, Universiti Malaya.

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PENGARUH INOVASI TEKNOLOGI, PERANAN PENTADBIR DAN KESEDIAAN GURU

TERHADAP PENINGKATAN PROFESIONALISME KEGURUAN SEKOLAH-SEKOLAH
LUAR BANDAR DI SABAH
1Muliyati

Timbang, 2Abdul Said Ambotang

Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
muliyati7272@yahoo.com.my
Abstrak

Kajian semasa menunjukkan pengaruh Inovasi Teknologi, peranan pihak pentadbir

sekolah serta kesedaran guru dalam peningkatan profesionalisme keguruan.
Berdasarkan latar belakang tersebut kajian ini bertujuan untuk melihat hubungan
Inovasi Teknologi, peranan pentadbir dan kesediaan guru terhadap peningkatan
profesionalisme keguruan khususnya sekolah sekolah luar Bandar di Sabah. Fokus
kajian adalah berdasarkan rekabentuk Teknologi, peranan pentadbir dan kesediaan
guru terhadap profesionalisme keguruan di Sabah. Teori dan model yang digunakan
sebagai panduan kajian antaranya ialah Teori penyebaran inovasi, Teori TMK dan
keterselesaian tugas, Teori pembelajaran social, Teori maslow, Model penggunaan
Teknologi, Model TAM (Technology Acceptance Modal) Model professional Brante.
Kajian ini mengaplikasikan metodologi tinjauan, Rekabentuk penyelidikan yang
digunakan ialah penyelidikan deskriptif jenis tinjauan. Ujian deskriptif yang digunakan
ialah ujian min, kekerapan dan peratusan manakala ujian inferansi akan menggunakan
ujian regrasi, kolerasi, ujian T dan ujian ANOVA. Sample kajian terdiri daripada 372
orang guru yang bertugas disekolah-sekolah luar bandar di negeri Sabah. Soalan kajian
akan dianalisis menggunakan program Stastical Package for the social science (SPSS)
versi 22.0.
Kata kunci: Pengaruh Inovasi Teknologi, peranan pentadbir, kesediaan guru, dan
peningkatan profesionalisme keguruan.

Abstract
The current study shows the influence of technology innovation, the role of school
administrators and teachers in increasing awareness of professionalism in teaching. Based on
this background, this study aimed to examine the relationship between technology innovation,
the role of administrator and teacher readiness to increase professionalism in teaching,
especially rural schools in Sabah. The focus of the study is based on the design of technology,
the role of administrator and teacher readiness to professionalism in Sabah. Theories and
models used as a study guide which is spreading innovation theory, the theory of TMK and
keterleselasian duties, social learning theory, theory of Maslow, the use of the model, Model
TAM (Technology Acceptance Capital) Brante professional model. This study applies the
methodology of the survey, research design used is descriptive research type review.
Descriptive test used is a test of mean, frequency and percentage while inferansi test will use
the test regression, correlation, -T test and ANOVA. The sample consisted of 372 teachers who
310

work in schools in rural areas of the state. Question of the study will be analyzed using the
program stastical Package for the Social Sciences (SPSS) version 22.0.
Keywords: Technological Innovation, the role of administrator, teacher preparedness, and
increased professionalism in teaching.
PENGENALAN
Teknologi dalam pendidikan bukan lagi suatu isu yang baru untuk dibincangkan. Pengajaran
berasaskan teknologi seperti komputer, kalkulator saintifik, alat pandang dengar seperti radio
dan televisyen, kertas pelbagai warna, perisian dinamik bergrafik mahupun media teknologi
maklumat sering digunakan dalam proses pengajaran dan pembelajaran. Ini selaras dengan
kehendak objektif kurikulum sekolah rendah, iaitu memperkasakan kebolehan guru
menggunakan teknologi yang bersesuaian untuk membina konsep, menguasai kemahiran dan
menyelesaikan masalah serta meneroka ilmu dalam pelbagai bidang (Kementerian Pendidikan
Malaysia, 2000).
Berteraskan kepada kurikulum sekolah menengah yang disemak semula, juga
mementingkan kebolehan para pelajar menggunakan teknologi dengan cara yang berkesan
dalam pembelajaran. Ini jelas menunjukkan dalam era perkembangan teknologi ini,
penggunaan teknologi seperti komputer, kalkulator saintifik, perisian pembelajaran interaktif dan
dinamik, merupakan elemen yang penting dalam pengajaran dan pembelajaran. Ia bertujuan
untuk mempersiap dan memperkasakan pendidik dalam menghadapi cabaran di masa
hadapan. Selaras dengan kandungan dan harapan Falsafah Pendidikan Kebangsaan, iaitu
memperkembangkan potensi individu secara menyeluruh dari aspek intelek, rohani, emosi dan
jasmani yang bertujuan melahirkan masyarakat yang berilmu pengetahuan, berketrampilan,
berakhlak mulia, bertanggungjawab dan berkeupayaan dalam mencapai kesejahteraan diri dan
seterusnya memberikan sumbangan terhadap keharmonian dan kemakmuran keluarga,
masyarakat dan Negara. (Kementerian Pendidikan Malayasia, 2000).

LATAR BELAKANG KAJIAN

Teknologi yang digunakan dalam pengurusan sekolah secara tradisional adalah seperti
penggunaan telefon, faks, mesin fotostet, kertas, fail dan lain-lain. Semua teknologi tersebut
dikatakan telah banyak membantu guru dan pentadbir sekolah merekod segala urusan murid di
sekolah. Selain itu, bahan proses pengajaran dan pembelajaran guru di dalam kelas secara
tradisional hanya kertas, buku teks, papan tulis dan kapur sahaja. Akan tetapi, zaman semakin
berubah, jumlah penduduk semakin ramai dan teknologi semakin berkembang dengan pesat.
Keadaan ini seterusnya memaksa sekolah berubah kepada keadaan yang lebih selesa.
Menurut Rahmat (2005) pada era globalisasi kini, dilihat bahawa teknologi telah menjadi
pelengkap kepada tugasan harian mereka di sekolah setiap hari. Kementerian Pendidikan
Malaysia turut memperkenalkan TMK dalam pengurusan di pejabat- pejabat pendidikan dan
khusunya di sekolah seperti keadah penyimpanan data melalui EMIS (Education Management
Information System). Pendaftaran murid untuk menduduki peperiksaan contohnya Ujian
Penilaian Sekolah Rendah (UPSR), Sijil Pelajaran Malaysia (SPM) dan Sijil Tinggi
Persekolahan Malaysia (STPM) turut dilakukan melalui program komputer ini sejak tahun 2001.
Pada tahun 2002, penggunaan TMK diperkenalkan program SMM (Sistem Maklumat Murid).
Program ini memasukkan dan menyimpan data murid termasuk data kesalahan disiplin murid
melalui program komputer.
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Pada era globalisasi ini kementerian pendidikan juga telah memperkembangkan lagi
aspek ilmu dengan memperkenalkan LINUS di sekolah rendah agar murid-murid dapat
menguasai 3M iaitu membaca, menulis dan mengira seterusnya lagi MBMMBI
turutdiperkenalkan dikalangan para pendidik amnya. Seterusnya Kementerian Pendidikan
memperkenalkan lagi Instrumen Penilaian Bersepadu Pegawai Perkhidmatan Pendidikan
(PBPPP) untuk menilai perkhidmatan para guru sama ada dalam pengajaran dan pembelajaran
dan aktiviti khidmat social sama ada dalam dan luar sekolah. Kesemua prograsm ini
memerlukan kepakaran Teknologi masa kini demi untuk melicinkan lagi aktiviti kerja di kalangan
para guru.
MASALAH KAJIAN
Menurut Steven dan Paul (2006). Bidang Pendidikan telah menghasilkan ramai pendidik yang
digelar sebagai guru dan berkhidmat di jabatan pendidikan (sekolah). Namun, adakah semua
guru yang bertugas dapat menunjukkan profesionalisme keguruan mereka. Istilah
profesionalisme dalam bidang keguruan telah menjadi perhatian dan didebatkan oleh pelbagai
pihak. Dalam perdebatan ini, banyak kajian profesionalisme keguruan dengan sedihnya
membuat kenyataan bahawa tugas mengajar tidak begitu professional dari segi kesedian
mengajar. John Goodland dalam bukunya Teacher for Our nations Schools (1990) menulis
The conditions necessary to a profession simply have not been a part of either teacher
education or the teaching enterprise (Steven and Paul, 2006). Ini bermakna kewibawaan guru
untuk mencapai tahap professional tidak cukup tinggi dan dipersoalkan.
Profesionalisme keguruan tercabar lagi apabila terdapat sesetengah pengkritik yang
membandingkan profesion guru dengan profesion peguam. Doktor, jurutera dan lain-lain.
Perbandingan dibuat berdasarkan kepada nilai kerja mereka. Bidang profesionalisme
mementingkan nilai, kepercayaan dan sikap dalam tugas mereka untuk memenuhi kehendak
pelanggan. Justeru, profesion guru terus dipersoal. Profesion guru dikatakan akan membuat
apa yang diarah. Mereka tidak diberi peluang untuk mengembangkan inisiatif individu yang
mungkin boleh menggoncangkan kapal organisasi sekolah. Terdapat juga kritikan mengatakan
profesionalisme keguruan jarang berusaha untuk meningkatkan kualiti perkhidmatan. Mereka
lebih membimbangkan tentang kenaikan gaji, keadaan kerja dan peluang kerjaya dalam
professional pendidikan (Carr, 2000). Justeru itu guru terus dilabel unprofessional.
Menurut Kaori dan Motonori (2006). Kreteria profesionalisme keguruan berbeza-beza
mengikut negara masing-masing. Di negara Jepun program penilaian prestasi guru telah
diwujudkan sejak permulaan zaman Konservatisma dan Tentangan Liberal pada tahun 1948. Di
bawah skim ini, pengetua akan menilai kerja setiap guru berdasarkan 46 kriteria seperti
pengurusan bilik darjah, bimbingan murid dan kerja perkeranian. Dilihat kriteria di atas tidak
mempunyai jarak perbezaan yang besar. Namun, perubahan globalisasi kini telah mencabar
profesion guru. Banyak isu dan laporan yang disiarkan dalam media massa telah menjatuhkan
martabat profesion keguruan ini. Guru-guru dikatakan mengalami keadaan yang tenat akibat
terlalu banyak tanggungjawab telah diberikan. Guru terpaksa melaksanakan kerja-kerja dari
segi perancangan untuk mengajar, pengajaran, kerja-kerja perkeranian, kegiatan kokurikulum,
menghadiri mesyuarat dan melaksanakan kerja ad hoc. Keadaan ini menyebabkan berlakunya
ketidak puasan bekerja di kalangan guru kerana merasa diri mereka dalam kelesuan. Perkara
ini amat serius kerana ia akan menyumbang kepada stress dan burn out di kalangan guru di
sekolah.

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OBJEKTIF KAJIAN
Tujuan kajian ini adalah untuk meninjau pengaruh inovasi Teknologi yang berlaku di sekolah
pada masa kini. Kajian ini seterusnya akan meninjau peranan inovasi Teknologi sekolah dalam
meningkatkan profesionalisme keguruan dari perspektif guru-guru. Aspek profesionalisme yang
akan dilihat ialah dari segi kemahiran profesionalisme dan sikap profesionalisme seorang guru.
Oleh yang demikian, kajian ini bertujuan untuk melihat hubungan dan pengaruh inovasi
Teknologi sekolah dengan profesionalisme keguruan.
Berdasarkan tujuan kajian yang dinyatakan di atas, objektif kajian ini adalah untuk:
1.6.1
1.6.2
1.6.3
1.6.4
1.6.5

Mengenal pasti perbezaan antara pengaruh inovasi Teknologi dengan jenis

sekolah.
Mengenal pasti perbezaan antara pengaruh inovasi Teknologi sekolah dengan lokasi
sekolah.
Mengenal pasti hubungan pengaruh inovasi Teknologi sekolah dengan kemahiran
profesionalisme keguruan.
Mengenal pasti hubungan pengaruh inovasi Teknologi sekolah dengan sikap dan
kesediaan guru.
Mengenal pasti hubungan pengaruh Teknologi dengan pihak pentadbir dalam
profesionalisme keguruan.
TINJAUAN LITERATUR

Kajian ini adalah bertujuan untuk meninjau pengaruh inovasi Teknologi di sekolah terhadap
profesionalisme keguruan dalam kalangan guru di sekitar sekolah luar Bandar di Sabah.
Sebelum meneroka pengaruh, kajian ini akan meninjau terlebih dahulu hubungan antara inovasi
Teknologi sekolah dengan profesionalisme keguruan dalam kalangan guru di sekolah luar
Bandar di daerah Tawau. Kajian ini akan cuba mengenal pasti inovasi Teknologi sekolah yang
semakin kian berkembang di dalam bidang pendidikan turut juga dapat menyumbang kepada
perkembangan profesionalisme keguruan. Elemen professional keguruan yang akan ditinjau
telah digariskan iaitu perkembangan akan dilihat dari aspek kemahiran dalam menjalankan
tugas dan sikap terhadap tugas. Kajian ini penting agar dapat membantu guru-guru yang burn
out atau dibebani tugas. Kepentingannya dapat dilihat apabila inovasi Teknologi sekolah
merupakan alternative baru yang boleh meringankan beban guru. Dengan cara ini, guru dapat
meningkatkan lagi semangat memajukan diri seterusnya profesionalisme keguruan.
Konsep Inovasi
Konsep inovasi diperjelaskan dalam Wikipedia yang bermaksud melakukan sesuatu dengan
kaedah yang baru. Inovasi merujuk kepada peningkatan idea, menyeluruh dan mengakibatkan
perubahan besar dalam pemikiran, produk, proses dan organisasi. Maka dapat dilihat inovasi itu
membawa kepada perubahan positif, yang membolehkan seseorang atau produktiviti menjadi
lebih baik.
Rahmad (2005) dalam penulisannya Inovasi IT
dalam Pengurusan Pendidikan
merumuskan bahawa inovasi merupakan satu proses penambahbaikkan kepada pengeluaran
sesuatu produk atau peningkatan sesuatu perkhidmatan , dengan menggunakan idea-idea

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baru. Proses ini dibuat untuk memenuhi kehendak pelanggan yang seterusnya akan
meningkatkan keuntungan sesebuah organisasi.
Konsep Teknologi
Istilah teknologi mempunyai takrifan yang amat luas sekali. Wikipedia mentakrifkan teknologi
ialah pembangunan dan penggunaan alatan, mesin, bahan dan proses yang membantu
manusia menyelesaikan masalah. Contohnya seperti gunting, pemotong kertas atau mesin
yang lebih kompleks seperti sistem angkasa lepas dan pencetak. Selain itu, teknologi turut
dikaitkan dengan bidang ekonomi yang mana teknologi dilihat sebagai tahap pengetahuan
semasa dalam menggabungkan sumber bagi menghasilkan produk yang dikehendaki. Oleh
yang demikian, bolehlah dikatakan bahawa teknologi merupakan satu proses yang boleh
mengubah cara hidup manusia.
Menurut Musa (2002), teknologi bermakna satu cara, peralatan, bahan atau perisian
untuk melakukan, membuat atau membina sesuatu. Beliau juga menambah bahawa teknologi
merupakan kaedah dan cara (means) yang pada keseluruhannya digunakan untuk
mengadakan objek yang perlu bagi kehidupan dan keselesaan manusia. Oleh itu, manusia
sentiasa berusaha mencari idea untuk menghasilkan teknologi yang seterusnya membolehkan
manusia melakukan kajian dan pengubahsuaian dalam sesuatu perkara. Beliau juga turut
bersetuju bahawa daripada pengalaman pada masa lalu telah menunjukkan bahawa manusia
berubah mengikut perubahan kemajuan teknologi dari masa kesemasa.
Teknologi Maklumat dan Komunikasi
Menurut Musa, (2002). Teknologi Maklumat dan Komunikasi berasal dari perkataan teknologi
maklumat dan teknologi komunikasi. Mengikut Musa (2002), teknologi maklumat secara amnya
merupakan kaedah, peralatan dan perisian yang terlibat dalam proses penjanaan maklumat,
pengumpulan maklumat, pemprosesan maklumat, pengurusan maklumat, penyebaran
maklumat dan penyimpanan maklumat. Maklumat yang dimaksudkan adalah dalam pelbagai
bentuk dan tidak terhad kepada tulisan dan teks sahaja. Contohnya seperti gambar, bunyi atau
data adalah maklumat. Maka, teknologi berupaya mengumpulkan semua maklumat ini dan
disebarkan kepada semua dalam pelbagai bentuk. Komputer pula yang sering dikaitakn dengan
teknologi maklumat. Ini adalah kerana keupayaan komputer sebagai satu alat atau perkakasan
yang boleh menjana, mengumpul, menyebar,mmemproses dan menyimpan maklumat dengan
cepat, berkesan dan efisien.
Pengaruh Inovasi TMK dalam Pengurusan Pendidikan
Pembaharuan Teknologi dalam pengurusan organisasi pendidikan telah berkembang maju
dalam bidang pendidikan pada masa kini. Secara umumnya, inovasi Teknologi dalam
pengurusan pendidikan di sekolah terbahagi kepada 3 peringkat iaitu;
Peringkat 1: Sekolah memperoleh komputer sendiri untuk kegunaan pejabat.
Peringkat 2: Kementerian Pendidikan Malaysia (KPM) membekalkan
komputer kepada sekolah untuk meningkatkan mutu
Pengajaran dan Pembelajaran.
Peringkat 3: Saling bergantung antara sekolah, jabatan dan kementerian
berkenaan terhadap aplikasi IT dalam sistem pengurusan
(Rahmad, 2005).

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Dengan ini, inovasi Teknologi akan memberi sumbangan besar terhadap perubahan dalam
organisasi pendidikan. Di antaranya seperti perubahan dalam struktur pengurusan organisasi
pendidikan dan anjakan struktur pengurusan daripada hierarki berasaskan kefungsian kepada
struktur pengurusan berasaskan tugas atau proses.
Teori Penyebaran Inovasi (Diffusion of Innovation Theory)
Menurut Bates et al., (2007). Perry mendefinisikan teori penyebaran dalam bidang pendidikan
sebagai satu proses melalui beberapa inovasi yang berkaitan dengan sistem sosial. Beliau
menegaskan bahawa setiap individu memainkan peranan dan pengaruh sosialnya untuk proses
penyebaran ini. Rogers juga merupakan salah seorang pengkaji teori penyebaran inovasi tetapi
beliau lebih tertumpu kepada pendekatan teoritikal. Teori yang dikemukakan oleh Rogers
terbahagi kepada 3 komponen utama iaitu proses membuat keputusan inovasi, ciri-ciri inovasi
dan ciri-ciri pengguna inovasi.
Komponen satu merujuk kepada langkah-langkah yang telah diambil oleh individu
tertentu untuk peka kepada inovasi. Ini boleh dilakukan dengan melihat kepada hubungan sikap
pengguna dengan inovasi bagi membolehkan keputusan dibuat sama ada perlu
diimplementasikan atau tidak. Komponen kedua pula merujuk kepada ciri-ciri ini seperti
kesesuaian, kerumitan, keboleh perhatian, kebaikan dan keboleh ujian (compatibility,
complexity, observability, relative advantage and trilibility). Rogers mendifinisikan komponen
ketiga kepada tiga tahap iaitu sosio-ekonomi, nilai personaliti dan tingkah laku komunikasi.
Teori Penggunaan TMK dan Keterselesaian Tugas
Teori ini dikemukakan untuk melihat secara ringkas kegunaan TMK dan bagaimana
penggunaan TMK boleh digunakan secara meluas melalui perbandingan. Rajah 2.1
menunjukkan bagaimana TMK digunakan untuk menyelesaikan satu tugas dan beberapa tugas
secara berterusan.

Rajah
2.1 : Penggunaan TMK dan keselesaian Tugas
(Sumber : Steven 2007)
Menurut Steven (2007), kebanyakan penyelidik tidak melihat penggunaan TMK adalah
satu proses tetapi hanya fokus secara linear di bahagian kiri Rajah 2.1 di atas Tugas, ciri-ciri
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media, pengaruh sosial, pengaruh individu dan pengaruh organisasi akan mempengaruhi
individu untuk menerima penggunaan TMK bagi menyelesaikan tugasnya. Dalam rajah 2.1
menunjukkan dengan menggunakan TMK pelbagai tugas dapat diselesaikan dalam masa yang
singkat. Maka, teori ini amat sesuai dalam kajian ini kerana melihat tugas guru yang pelbagai
dalam bidang pendidikan terutamanya ketika berada di sekolah dan di dalam kelas.
Teori Pembelajaran Sosial
Diketahui bahawa seseorang individu yang professional perlu mempunyai sifat pembelajaran
secara berterusan (sepanjang Hayat). Teori ini melibatkan tiga elemen iaitu proses individu,
persekitaran dan tingkah laku. Proses individu merupakan motivasi intrinsik seseorang,
persekitaran merujuk kepada rangsangan luaran dan tingkah laku aksi individu itu sendiri
(Woolfolk, 2001). Melalui teori ini, individu akan saling mempengaruhi untuk mempelajari
sesuatu yang baru bagi meningkatkan pengetahuan. Dengan ini, setelah mengadaptasikan
inovasi TMK di sekolah, guru-guru akan cuba mempengaruhi guru-guru lain untuk
menggunakan TMK bagi mencapai profesionalisme keguruan yang lebih tinggi.
Teori Maslow
Teori Maslow menerangkan bahawa setiap individu mempunyai keperluan masing-masing
supaya mempunyai satu kuasa untuk menolak individu tersebut membuat sesuatu kerja dengan
rela hati. Setiap individu mempunyai hieraki keperluan dari rendah hingga mencapai puncak
yang paling tinggi, bentuk piramid. Contohnya inovasi Teknologi dan hubungannya dengan
kemahiran dan sikap guru dalam meningkatkan profesionalisme keguruan. Dengan adanya
inovasi setiap individu yakni guru berusaha dan berubah untuk terus maju dalam bidang ICT ini,
samada dalam kehidupan seharian mahupun dalam kerjaya sebagai seorang guru. Dekad ini
penggunaan TMK dalam kehidupan dan kerjaya sebagai seorang guru adalah sangat penting.

316

Rajah
2.2 : Teori Hierarki Keperluan Maslow (Woolfolk, 2001)
Sumber : Maslow (Woolfolk, 2001)
Setiap perubahan yang berlaku perlulah selaras dengan teori ini supaya individu itu
dapat meningkatkan kepuasan bekerja seterusnya menanam minat dan dapat meningkatkan
profesionalisme keguruan.
MODEL
Menurut Bates et al., (2007), model ini merupakan gabungan Teori Penyebaran Inovasi dan
Teori Pembelajaran Sosial. Model Marcus menggariskan kepentingan tingkah laku inovasi
dengan fenomena yang lain. Komunikasi merupakan salah satu komponen yang menyebarkan
inovasi kepada pengguna berpotensi yang lain. Ankem menjelaskan faktor-faktor penerimaan
sesuatu inovasi adalah seperti berikut, pengorbanan diri individu dan institusi, kebolehan untuk
mendapatkan sumber (wang, peralatan, latihan, masa, pengalaman dan kemahiran yang
berkaitan) dan nilai kepada inovasi. Faktor-faktor di atas perlu diambil kira supaya dapat
mengoptimumkan pengaplikasian inovasi ini.
Model Penggunaan Teknologi
Model Penggunaan Teknologi yang lebih menfokus kepada implementasi ICT telah banyak
diamalkan di sekolah-sekolah umumnya di seluruh dunia, khasnya di Malaysia. Model ini adalah
diaplikasi daripada Model Kejuruteraan yang diperkenalkan oleh Laudon dan Laudon (1998)
iaitu lebih memfokus kepada automasi dan rasional.

317

Rajah 2.3 : Model Implementasi ICT Dalam Pengurusan Sekolah

(Sumber : Yuen, law dan Wong, 2003)
Berdasarkan kepada Model pada Rajah 2.4, dapat diperhatikan bahawa implementasi
TMK di sekolah adalah memerlukan sumbangan dari PIBG, pihak swasta atau komuniti,
perubahan kearah inovasi TMK dapat dilakukan demi untuk kebaikan organisasi.
KERANGKA KONSEPTUAL KAJIAN
Berdasarkan kepada objektif kajian, Beberapa skop atau aspek akan diambil kira memperhalusi
kajian ini. Dengan itu, kerangka konseptual kajian adalah gambaran kepada kajian yang akan
dijalankan nanti, berikut kerangka kajian dibina;

Pengaruh Teknologi
. Pengurusan
. Peranan pentadbir
. Pengajaran dan Pembelajaran

Profesionalisme
Keguruan
. Kemahiran guru
. Sikap guru
. Kesediaan guru

Demografi
. Jenis Sekolah
. Lokasi sekolah
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Rajah 2.7: Kerangka Konseptual Kajian

RUMUSAN
Demi mencapai matlamat Wawasan 2020 dan mewujudkan masyarakat bermaklumat, maka
inisiatif untuk mengimplimentasikan Teknologi dalam pengurusan sekolah dan pengajaran dan
pembelajaran (PdP) menjadi satu keperluan dalam bidang pendidikan pada masa kini. Malah,
Kementerian Pelajaran Malaysia mula mengaplikasikan dan membudayakan
Teknologi dalam pengurusan organisasi sekolah. Pembangunan Teknologi dalam pendidikan
pada masa hadapan adalah bermatlamat untuk meningkatkan pembangunan infarstruktur
Teknologi, memperluaskan akses kemudahan Teknologi, memperluaskan kurikulum
berasaskan Teknologi, meningkatkan pengetahuan dan kemahiran TMK di kalangan murid,
tenaga pengajar dan personel KPM, meningkatkan penggunaan Teknologi dalam pengurusan
pendidikan dan sebagainya.
Maka dapat dilihat, kini kerjaya dalam bidang pendidikan tidak begitu mudah. Keupayaan
profesion guru bukan hanya dilihat di dalam kelas tetapi merebak ke pentadbiran dan
pengurusan tugas di sekolah. Kewibawaan guru pula sentiasa tercabar apabila berlakunya
penghijrahan inovasi teknologi ke dalam sekolah dan perlu menghadapi generasi murid yang
baru dari masa ke semasa. Oleh yang demikian, guru perlu sentiasa peka kepada keperluan
untuk mempertingkatkan profesionalisme keguruan masing-masing.
Kerangka kajian yang telah berjaya dibina akan dijadikan panduan kepada penyelidik
melaksanakan kajian ini dengan lebih teratur dan bersestematik. Melihat tugas guru telah
meluas sehingga ke pengurusan organisasi sekolah, maka pengaruh Teknologi akan meliputi
dimensi pengurusan kerja sekolah dan proses pengajaran dalam pembelajaran di sekolah
tertentu. Dengan cara ini, skop pengaruh Teknologi di sekolah dapat dilihat dengan lebih tepat
lagi memandangkan guru turut terlibat dengan pengurusan sekolah di samping penyampaian
kurikulum.
Kajian-kajian lepas, teori dan model dalam kajian ini turut dijadikan panduan kepada penyelidik
supaya lebih memahami skop kajian yang dikaji. Melihat kepada teori dan model telah
memberikan satu gambaran tingkah laku individu, guru dalam konteks pendidikan, untuk
mencapai matlamat atau prestasi yang baik dalam kerja atau tugas di sekolah amnya sebagai
profesion keguruan yang mana begitu penting dalam era teknologi pendidikan masa kini.

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HUBUNGAN ANTARA KEPERCAYAAN MOTIVASI DAN PEMBELAJARAN REGULASI

KENDIRI DENGAN PENCAPAIAN BAHASA ARAB DI KALANGAN PELAJAR SEKOLAH
MENENGAH DI SABAH
Mohammad Haafiz bin Ahmid
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu Sabah
Emel : isoginawo@gmail.com
Khalid Johari
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu Sabah
Emel : drkhalidjohari@gmail.com
Abstrak
Kepercayaan motivasi dan pembelajaran regulasi kendiri merupakan antara faktor yang
menentukan tahap pencapaian akademik seseorang pelajar. Setiap pelajar ingin berjaya dalam
pelajaran namun dalam masa yang sama kurang motivasi dan strategi yang berkesan dalam
pembelajaran mereka. Justeru, pembelajaran bahasa asing yang sukar seperti Bahasa Arab
akan lebih efektif sekiranya
pelajar mempunyai kepercayaan motivasi dan strategi
pembelajaran yang sesuai kerana kemampuan akademik pelajar yang berbeza-beza. Oleh
yang demikian, kajian ini bertujuan untuk menentukan faktor-faktor yang mempengaruhi
pencapaian Bahasa Arab sekolah menengah di Sabah. Di samping itu, kajian ini akan
menentukan perbezaan kepercayaan motivasi dan pembelajaran regulasi kendiri pelajar
mengikut jenis sekolah menengah yang terdapat di Sabah. Kajian ini menjadikan Teori Kognitif
Sosial sebagai landasan yang memandu hala tuju kajian. Reka bentuk kajian adalah kuantitatif
secara tinjauan dan pengumpulan data akan menggunakan dua set soal selidik iaitu Motivation
Scale (31 item) untuk mengukur Kepercayaan Motivasi dan Learning Strategies Scale (50 item)
bagi mengukur Pembelajaran Regulasi Kendiri. Kedua-dua soal selidik ini mempunyai konstrukkonstruk yang berbeza namun kedua-duanya adalah komponen utama dalam instrumen yang
sama iaitu Motivated Strategies for Leaning Questionnaire (MSLQ). Gred peperiksaan Bahasa
Arab Komunikasi PT3 akan dijadikan data untuk mengukur pencapaian Bahasa Arab di
kalangan pelajar. Teknik analisis akan menggunakan SPSS V.16 dengan analisis deskriptif
(min, peratus dan sisihan piawai) dan inferens iaitu korelasi pearson, regresi berganda dan
ANOVA sehala. Teknik pensampelan kluster akan mengumpul jumlah sampel yang sama rata
daripada populasi pelajar tingkatan 4 daripada tiga jenis sekolah (SMK, SMKA dan SMAN).
Kajian rintis akan dijalankan bagi mengenal pasti kebolehpercayaan dan kesahan instrumen
melalui analisis alpha Cronbach dan faktor analisis bagi memastikannya sesuai digunakan ke
atas responden kajian.
Kata Kunci : Kepercayaan Motivasi, Pembelajaran Regulasi Kendiri, Pencapaian Bahasa
Arab, Pelajar Sekolah Menengah

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PENGENALAN
Pembelajaran Bahasa Arab di Malaysia bermula sejak dari zaman kedatangan Islam pada
kurun ke-7 masihi yang menjadi salah satu kaedah untuk masyarakat mempelajari agama. Ia
kemudiannya berkembang ke dalam sistem pendidikan pondok yang dikelolakan oleh para
ulama tempatan (Rosni, 2009). Di samping itu, ia disebarkan di sekolah menengah agama
negeri (SMAN) dan sekolah menengah agama bantuan kerajaan (SABK). Sehingga pada
tahun 70-an, Kementerian Pendidikan Malaysia (KPM) telah mengambil inisiatif membangunkan
kurikulum untuk subjek Bahasa Arab peringkat menengah di sekolah menengah agama
kebangsaan (SMKA) yang dimulakan pada 1977. Manakala di sekolah menengah harian (SMK)
pula pada tahun 1988 menerusi Kelas Aliran Agama (KAA). Kemudian pada tahun 2005,
Bahasa Arab mula diperkenalkan di peringkat sekolah rendah menerusi Program Jawi, Al
Quran, Bahasa Arab dan Fardhu Ain (j-QAF).
Merujuk pada Akta Pendidikan 1996, subjek Bahasa Arab telah dijadikan sebagai salah
satu bahasa asing yang ditawarkan di sekolah-sekolah samada kerajaan atau swasta
berdasarkan sumber dan keperluan sesebuah sekolah. Walau bagaimana pun, status
penawarannya tidak wajib dan hanya bertindak sebagai subjek tambahan dan elektif yang kini
turut diajar di institut pendidikan tinggi. Sekolah-sekolah yang ingin mengambil subjek ini
sebagai salah satu bahasa tambahan selain Bahasa Cina, India, Kadazandusun, Iban dan
sebagainya perlu mempunyai sebab munasabah dan sumber manusia yang mencukupi. Guru
yang terlatih dengan pengkhususan dalam bidang ini telah dihasilkan daripada universiti
tempatan dan institut perguruan Malaysia. Pelajar-pelajar yang mengambil subjek ini akan
menduduki peperiksaan awam seperti PT3, SPM dan STPM. Bagi menengah rendah, pelajar
akan mempelajari Bahasa Arab Komunikasi (BAK), manakala bagi menengah atas mereka
diberikan pilihan samada untuk mempelajari Bahasa Arab Komunikasi atau Bahasa Arab
Tinggi (BAT).
Belum ada kewajipan untuk lulus subjek Bahasa Arab dalam mana-mana peperiksaan
awam di Malaysia kerana subjek ini berstatus elektif. Namun demikian, pelajar di sekolahsekolah menengah yang terlibat diwajibkan untuk menduduki subjek tersebut dalam
peperiksaan awam. Bahkan ada sebahagian sekolah menengah ini yang mewajibkan
pelajarnya lulus subjek tersebut. Sekolah-sekolah ini mempunyai misi dan visi tersendiri bagi
memastikan subjek ini setanding dengan subjek bahasa yang lain dari segi penguasaan dan
pencapaiannya kerana ia turut menyumbang kepada gred purata sekolah. Apatah lagi ia mula
ditaksir dengan format peperiksaan yang baharu iaitu PT3 pada 2014 bagi menggantikan
Penilaian Menengah Rendah (PMR) sejak 1993. Beberapa tahun kebelakangan, banyak kajian
tentang pembelajaran Bahasa Arab dalam konteks psikologi pendidikan seperti kajian Kamarul
Syukri, Nik Mohd Rahimi, Mohamed Amin dan Zamri (2010), Mohd Alwee dan Mohamad Azrien
(2010), Ghazali, Nik Mohd Rahimi, Parilah, Wan Haslina dan, Muhammad Sabri (2012) dan
Mohammad Abdillah, Asma dan Zamri (2015) telah dijalankan di samping membincangkan
tentang isu pembelajaran dan pencapaian bahasa arab pelajar di peringkat yang pelbagai
antaranya adalah motivasi dan strategi belajar.
Dalam konteks kajian ini, pencapaian Bahasa Arab difokuskan kepada subjek Bahasa
Arab Komunikasi (BAK) yang diajar dari tingkatan 1 hingga 3 secara menyeluruh tanpa
memfokus kemahiran bahasa yang tertentu. Kurikulum Bahasa Arab yang diguna pakai di
sekolah-sekolah menengah di Malaysia kini merupakan sukatan yang telah diseragamkan oleh
KPM pada 1986 dan ditawarkan dari tingkatan satu hingga tiga sehingga ia digubal dalam
Kurikulum Standard Sekolah Menengah (KSSM). Menurut statistik Sektor Pendidikan Islam,
Jabatan Pendidikan Negeri Sabah, setakat tahun 2016, negeri Sabah mempunyai 72 buah
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sekolah menengah yang menawarkan pembelajaran Bahasa Arab iaitu 56 buah SMK-KAA, 9
buah SMKA, 6 buah SMAN termasuk 2 buah sekolah menengah bantuan kerajaan (SABK).
Sabah juga merupakan negeri yang mempunyai SMKA terbanyak di Malaysia.
Pendekatan psikologi pendidikan dalam pembelajaran membolehkan pelajar mengenal
pasti kemahiran belajar yang mereka ada. Dalam kajian ini, dua faktor yang dijangkakan
mempunyai perkaitan terhadap proses pembelajaran akan dibincangkan. mengKepercayaan
motivasi dan pembelajaran regulasi kendiri merupakan antara isu dan faktor yang perlu diambil
kira dalam keberkesanan pembelajaran Bahasa Arab di kalangan pelajar sekolah menengah.
Perkaitan kedua-dua faktor ini sering dibincangkan dalam dunia pendidikan yang memfokuskan
pelajar sebagai subjek utama. Ghazali, Nik Mohd Rahimi, Parilah dan Wan Haslina (2011)
berpendapat penguasaan seseorang terhadap kemahiran berbahasa arab dipengaruhi oleh
faktor strategi kognitif dan metakognitif yang merupakan antara komponen utama dalam
pembelajaran regulasi kendiri.
Sejak sistem pendidikan pondok lagi pembelajaran Bahasa Arab banyak mengamalkan
strategi berpusatkan guru (Rosni, 2012) di samping kebiasaan guru yang terlalu menumpukan
peperiksaan sebagai penanda aras utama prestasi seseorang pelajar (Melissa, 2010a). Perihal
ini boleh menyebabkan pelajar hanya mengharapkan guru semata-mata untuk menyelesaikan
tugasan yang diberikan kepada mereka. Keadaan seperti ini banyak disebut dalam kajian-kajian
yang membincangkan tahap motivasi, kemahuan dan keinginan pelajar terhadap
pembelajarannya sekaligus bertindak melalui rangkaian strategi yang diolahnya sendiri.
Rangkaian ini dikenali sebagai kepercayaan motivasi dan pembelajaran regulasi kendiri seperti
yang disebut oleh Pintrich dan De Groot (1990) dan Zimmerman (1990).

PENYATAAN MASALAH
Sejak dari era Penilaian Menengah Rendah (PMR), negeri Sabah sering mencatatkan
pencapaian Bahasa Arab yang sederhana ke rendah apabila pencapaian PMR pada tahun
2012 mendapati 1004 daripada 1713 orang pelajar (59%) mendapat gred D (489 orang) dan
gred E (515 orang) dalam subjek ini dengan pemberatan kepada gred E (30.06%). Walau
bagaimana pun, jumlah tersebut berkurangan pada tahun 2013 apabila 43% mendapat gred D
dan E dengan jumlah pelajar yang mendapat gred D adalah yang paling ramai. Dalam
peperiksaan Sijil Pelajaran Malaysia (SPM) pula, taburan pelajar yang mendapat gred D dan E
lebih ramai berbanding pelajar yang mendapat A+ hingga C berdasarkan maklumat daripada
Unit Operasi Bahasa Arab, Sektor Pendidikan Islam (2016) untuk keputusan SPM 2013, 2014
dan 2015. Bahkan pada tahun 2015, analisis tersebut turut mendapati 17.18% pelajar
mendapat gred D dan 15.03% pelajar mendapat gred E. Selebihnya terbahagi mengikut gred
A+ (3.95%), A (1.47%), A- (6.10), B+ (10.85%), B (12.99%), C+ (12.20%), C (13.45%) dan F
(6.78%). Keadaan ini menunjukkan bahawa perkembangan pencapaian Bahasa Arab di
kalangan pelajar sekolah menengah di Sabah masih berada di tahap sederhana ke arah rendah
kerana masih ramai yang mendapat gred D dan E.
Kajian Ghazali, Nik Mohd Rahimi, Parilah dan Wan Haslina (2013) pernah
membincangkan bahawa faktor kelemahan pelajar dalam pembelajaran Bahasa Arab adalah
strategi pembelajaran pelajar yang kurang berkesan di samping faktor minat, sikap dan interaksi
guru-pelajar. Apabila minat untuk belajar bahasa Arab rendah, usaha untuk meningkatkan
prestasi juga kurang dan mengakibatkan pencapaian yang kurang memberangsangkan seperti
yang dinyatakan oleh Muhd Abdillah, Asma dan Zamri (2015). Kajian ini turut mencadangkan
bahawa antara faktor yang berpotensi mempengaruhi corak pembelajaran dan kemerosotan
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pencapaian Bahasa Arab pelajar adalah ketidak upayaan pelajar merancang strategi
pembelajaran yang tersusun dan berkesan. Situasi ini mungkin berlaku dalam pembelajaran
Bahasa Arab di Sabah. Ini ditunjukkan dengan pencapaian rendah subjek tersebut, dan
dijangkakan mempunyai kaitan dengan tahap motivasi dan kemahiran regulasi kendiri yang
rendah terhadap subjek berteraskan bahasa (Melissa,2010a).
Budaya pembelajaran yang mengharapkan guru semata-mata atau spoon-feeding
masih menjadi kelaziman dalam sistem pendidikan kini sehingga akhirnya melahirkan pelajar
yang kurang kompetensi dalam proses pembelajarannya (Ng, Kamariah, Samsilah, Wong, &
Petri Zabariah, 2005; Manukaram, Melissa & Shahizah, 2014; Muhamad Suhaimi & Mohd
Yusof, 2014). Kebergantungan guru dan pelajar semata-mata terhadap peperiksaan awam
sebagai penanda aras iaitu ujian bertulis untuk menilai suatu penguasaan bahasa
menyebabkan pelajar tiada kemampuan mengatur pembelajarannya secara optimum dan
holistik. Kajian-kajian tersebut juga ada menyebutkan bahawa guru kurang mendedahkan
pelajar dengan kemahiran pembelajaran regulasi kendiri disebabkan kurang pengetahuan
tentang kemahiran tersebut. Guru hanya akan memberi tugasan tertentu yang dijangkakan
memudahkan pelajar menjawab dalam peperiksaan kelak. Kajian Ismail et.al (2013) telah
menunjukkan bahawa kemahiran bertutur pelajar dalam Bahasa Arab berada di tahap yang
rendah kerana guru menggunakan teknik pengajaran respon ringkas sehingga menghadkan
komunikasi lisan yang lebih panjang di kalangan pelajar.
Persoalannya, adakah pelajar terutamanya pelajar tingkatan 4 belum bersedia untuk
menghadapi dan mempelajari subjek ini walaupun sudah berada tiga tahun di sekolah ?
Sekiranya pelajar telah belajar namun masih menunjukkan keputusan yang kurang
memberangsangkan, di manakah kesilapan dan kekurangan pelajar ini ? Justeru, kajian ini
akan cuba merungkaikan pemasalahan tentang kepercayaan motivasi pelajar dalam meregulasi
cara belajar mereka untuk menentukan tahap pencapaian Bahasa Arab sebagaimana yang
mereka matlamatkan, dan bagaimana kedua-duanya memberi kesan terhadap pencapaian
Bahasa Arab pelajar.

OBJEKTIF KAJIAN
Berdasarkan penyataan masalah kajian, beberapa objektif disenaraikan untuk memastikan hala
tuju kajian berada pada landasannya, iaitu
a) Mengenal pasti aras kepercayaan motivasi dan pembelajaran regulasi kendiri di kalangan
pelajar sekolah menengah di Sabah
b) Mengenal pasti hubungan antara kepercayaan motivasi dan pembelajaran regulasi kendiri
dengan pencapaian bahasa arab di kalangan pelajar sekolah menengah di Sabah.
c) Menentukan perbezaan min pada kepercayaan motivasi dan pembelajaran regulasi kendiri
mengikut tahap pencapaian Bahasa Arab di kalangan pelajar.
d) Menentukan perbezaan min kepercayaan motivasi dan pembelajaran regulasi kendiri
mengikut jenis sekolah pelajar di Sabah.
e) Menentukan pengaruh kepercayaan motivasi dan pembelajaran regulasi kendiri terhadap
pencapaian bahasa arab di kalangan pelajar sekolah menengah di Sabah

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Teori Sosial Kognitif

Setiap individu mempunyai cara tersendiri untuk menentukan objektif tugasannya mengikut
kemampuan dan keyakinan diri. Kaedah yang ditentukan boleh diaktifkan oleh kepercayaan diri,
tingkah laku, kawalan, kemahiran dan penilaian kendiri. Persekitaran turut memainkan peranan
penting dalam menentukan kepercayaan diri dan tingkah laku individu selagi mana kemampuan
diselangi kemahiran diatur dengan betul. Bagi seorang individu, pencapaian lepas dalam subjek
tertentu akan merangsang sistem maklumat dalam dirinya (Khalid, Zurida, Shuki dan Ahmad
Tajudin, 2009) bagi mencapai suatu yang mungkin lebih baik berbanding sebelumnya.
Rangsangan maklumat tersebut meliputi rangsangan pada kognitif dan metakognitif, kawalan
pembelajaran, efikasi kendiri dan pengurusan sumber selaras dengan tahap pencapaiannya.
Perubahan tingkah laku turut berlaku mengikut kehendak persekitaran dan sumber sedia ada
menerusi penilaian yang telah dibuat oleh individu.
Justeru, antara teori yang boleh dikemukakan terhadap kepercayaan motivasi dan
pembelajaran regulasi kendiri adalah teori Kognitif sosial yang dipelopori oleh Bandura (1986).
Teori tersebut menjelaskan bahawa setiap individu berfungsi untuk melaksanakan sesuatu
berdasarkan interaksi antara tiga faktor iaitu tingkah laku, persekitaran dan kendiri. Dalam
konteks individu pelajar yang mempunyai kepercayaan motivasi dan mengamalkan
pembelajaran regulasi kendiri, proses pembelajaran pelajar diselia oleh regulasi kendiri pelajar
seperti pengaturan kendiri, pengawasan kendiri dan penilaian kendiri. Perkaitan proses tersebut
membentuk strategi pembelajaran sistematik dan terkawal sekiranya pelajar mempunyai
kemahiran dan pengetahuan serta interaksi kukuh dengan persekitaran menerusi tingkah laku
mengikut matlamat yang dirancang oleh pelajar (Zimmerman, Bandura & Martinez-Pons, 1992).
Tiga faktor yang disebutkan oleh Bandura (1986) iaitu tingkah laku, persekitaran dan kendiri
mempunyai keharmonian hubungan antara ketiga-tiga yag membentuk pembelajaran aktif,
teratur dan termotivasi.
Faktor kendiri banyak menyatakan tentang keupayaan diri pelajar seperti motivasi,
efikasi diri, kemampuan kognitif dan metakognitif, penetapan matlamat dan sikap. Penjelasan
oleh Pintrich (2004) menunjukkan bahawa faktor kendiri merangkumi aspek yang berkaitan
dengan kepercayaan diri pelajar termasuklah efikasi, kemahiran mengurus masa, tahap kognitif
dan metakognitif serta sikap mereka terhadap tugasan dan ujian yang dihadapi. Aspek tersebut
dipersetujui oleh Zimmerman dan Schunk (1989) dengan penambahan pengetahuan regulasi
kendiri pada diri pelajar. Pembelajaran regulasi kendiri banyak bergantung pada keinginan dan
kemampuan pelajar merefleksi kembali cara belajarnya berdasarkan pencapaian yang lepas.
Menerusi proses refleksi ini, pelajar akan menetapkan semula matlamatnya bersesuaian
dengan tahap kognitif seterusnya menggunakan metakognitifnya untuk memanipulasi suasana
pembelajaran dengan cara menyelia, mengawal dan menyusun atur proses pembelajarannya
sendiri secara aktif. Bandura (1986) mencatatkan bahawa refleksi mempengaruhi keyakinan
dan kepercayaan diri lalu menghasilkan tingkah laku yang berkesan.
Kepercayaan Motivasi
Kajian tentang kepercayaan motivasi telah banyak dilakukan oleh para penyelidik terdahulu
antaranya Eccles dan Wigfield (2002), Emmanuel, Adom, Josephine dan Solomon (2014),
Kreishan dan Al-Dhaimat (2013), Tanriseven dan Dilma (2013) dan Mega, Ronconi, dan De
Beni (2014). Motivasi sering dikaitkan dengan kemahuan dan keinginan seseorang pelajar
untuk mencapai suatu matlamat yang dirancangnya. Keinginan ini dipengaruhi oleh beberapa
faktor seperti faktor intrinsik dan ekstrinsik. Ia sudah bertapak dalam diri manusia dan
mempengaruhi psikologi untuk menentukan arah matlamat individu.
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Motivasi juga berkait rapat dengan kekuatan konsep kendiri kerana tahap iltizam dan
kemahuan diri sendiri yang tinggi memungkinkan tindakan yang diinginkan dan begitulah
sebaliknya. Konsep ini pernah dibincangkan oleh Emmanuel et.al (2014)) yang mendapati
perkaitan motivasi dan konsep kendiri yang mempengaruhi sikap dan tingkah laku akademik
secara signifikan. Pelajar yang beranggapan bahawa dirinya mampu untuk menguasai isi
kandungan pelajaran dapat menghalang anasir-anasir luar yang mengganggu aktiviti
pembelajarannya. Bukan itu sahaja, kepercayaan motivasi mempunyai kesan dan pengaruh
pada pencapaian akademik apabila persepsi, nilai, dan minat terhadap pelajaran saling
berkaitan dengan tingkah laku pembelajaran yang aktif. Ini disokong oleh Lai (2011) yang turut
mendapati pendekatan motivasi berinterkasi dengan tingkah laku pelajar iaitu tingkah laku
kognitif seperti penggunaan strategi, atau tingkahlaku bukan kognitif seperti sikap dan persepsi,
atau kedua-duanya sekali.
Pengaruh motivasi terhadap pembelajaran amat signifikan sehingga menyumbang
kepada tahap prestasi akademik. Namun, faktor afektif dalaman seseorang mampu mengubah
tahap kepercayaan motivasi di kalangan pelajar. Antaranya adalah faktor emosi pelajar seperti
yang pernah dikaji oleh Mega et.al (2014) dan Ranellucci, Hall dan Goetz (2015). Tahap emosi
berbeza disebabkan beberapa faktor seperti latar belakang keluarga yang pelbagai dan
kebimbangan pada ujian yang dihadapi. Sebagai contoh, pelajar yang bukan penutur jati
mempelajari subjek Bahasa Arab. Sudah tentu pelajar akan berusaha bersungguh-sungguh
kerana bimbang akan gagal dalam subjek yang agak sukar. Namun, tahap kebimbangan
tersebut mungkin berbeza sekiranya pelajar mempunyai latar belakang dan pengalaman sedia
ada Bahasa Arab seperti yang dikenal pasti di institut pengajian tinggi (IPT) apabila pelajar yang
mempunyai pengalaman belajar di sekolah menengah didapati mempunyai motivasi lebih tinggi
berbanding yang baru mempelajari bahasa tersebut di IPT (Ghazali et al., 2011). Sehubungan
dengan itu, faktor kebimbangan mampu meningkatkan motivasi belajar sekiranya ia dikawal
dengan sikap waspada dan berhati-hati.
Dalam kajian ini, kepercayaan motivasi pelajar akan diukur secara mendalam dalam
beberapa faktor motivasi seperti orientasi matlamat instrinsik dan ekstrinsik, nilai tugasan,
efikasi kendiri, kawalan pembelajaran dan kebimbangan pada ujian (test anxiety).
Pembelajaran Regulasi Kendiri
Kajian tentang pembelajaran regulasi kendiri (Self-regulated Learning) menjadi tumpuan para
pengkaji psikologi pendidikan sejak 30 tahun yang lalu. Ia sering dikaitkan dengan ilmu
psikologi pendidikan yang perlu dipelajari dan dikuasai oleh pelajar dan guru. Konsep
pembelajaran regulasi kendiri telah diperkenalkan oleh beberapa pakar psikologi pendidikan
seperti Zimmerman dan Schunk (1989), Pintrich dan de Groot (1990) serta Winne dan Hadwin
(1998). Selepas daripada itu, banyak kajian lepas tentangnya telah dijalankan antaranya kajian
Paris dan Paris (2001) Eva (2010) Linnenbrink-Garcia et.al (2012) dan Manukaram et.al (2014)
dan ramai lagi. Kajian-kajian yang dilakukan telah mengaitkan pembelajaran regulasi kendiri
dengan prestasi dan pencapaian akademik pelajar samada di sekolah rendah, menengah atau
institut pengajian tinggi. Walau bagaimana pun, banyak kajian tentang pembelajaran regulasi
kendiri dan komponennya dibincangkan berkisar pada populasi pelajar universiti dan kolej
kerana karakter asal instrumen yang dibina Pintrich dan de Groot, (1990) serta Pintrich, Smith,
Garcia, dan McKeachie (1991).
Zimmerman dan Schunk (1989) menjelaskan bahawa pembelajaran regulasi kendiri adalah
proses pemantapan dan peningkatan prestasi akademik pelajar menerusi elemen motivasi,
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metakognitif dan tingkah laku. Gabungan ketiga-tiga elemen ini akan menghasilkan aktiviti
pembelajaran yang berkesan disebabkan perancangan dan tindakan pelajar yang
mengamalkan pembelajaran regulasi kendiri. Strategi berteraskan metakognitif memungkinkan
pelajar mengatur sendiri arah tuju strategi belajar, mengawasi, memantau, seterusnya menilai
secara aktif sekiranya strategi tersebut berkesan dan bersesuaian atau sebaliknya untuk
mencapai matlamatnya (Zimmerman, 1990).
Pembelajaran regulasi kendiri merupakan gabungan antara kemahiran dan kemahuan.
Kedua-duanya saling berkait untuk memastikan keberhasilan prestasi yang cemerlang menurut
perancangan pelajar. Perancangan ini termasuklah menggariskan matlamat seterusnya
memantau, menyelia, menyusun, mengatur, membuat penyesuaian sumber dan autonomi
dalam pembelajarannya dengan berpaksikan matlamat tersebut. Kemudian membuat refleksi
terhadap aktiviti pembelajarannya sendiri selepas pelaksanaannya (Manukaram, Melissa, &
Shahizah, 2013). Keutamaan pembelajaran regulasi kendiri merujuk kepada keupayaan individu
pelajar membina pendekatan pembelajarannya yang tersendiri berdasarkan keupayaan kognitif,
keyakinan diri dan kekuatan sumber dan persekitarannya seperti yang pernah dibincangkan
Linnenbrink-Garcia et.al (2012). Segala kekurangan akan ditampung dengan apa cara sekali
pun untuk melaksanakan tugasan akademik yang diberikan dan perlu diselesaikan. Ini kerana
pelajar telah merancang aktiviti pembelajarannya secara sistematik serta mengawal
persekitarannya dengan berkesan.
Justeru pelajar yang mempunyai pengetahuan untuk menentukan proses
pembelajarannya tanpa terlalu mengharapkan guru dan menjawab soalan ujian semata-mata,
telah melaksanakan pendekatan pembelajaran regulasi kendiri. Penetapan matlamat telah
mengoperasikan metakognitif pelajar dengan mengubah aktiviti pembelajaran sehingga pelajar
berpuas hati dengan dirinya. Pandangan ini disokong Winne (2010) yang mengetengahkan
bahawa pelajar yang mengkaji kaedah belajar tertentu dan mencubanya telah membina
gabungan pengetahuan dan kemahiran belajar tersendiri yang efektif. Dalam isu Bahasa Arab,
contohnya mendapatkan maklumat tentang membina karangan (Insya), pelajar perlu berusaha
menggunakan berbagai strategi seperti mencari kosa kata, menggunakan kamus, menyalin
nota dan menambah bahan bacaan berkaitan bagi memastikan perbendaharaan kata dan
penggunaannnya yang mencukupi terutama dalam membuat karangan yang baik. Pelajar tidak
perlu menunggu guru untuk memberi pengetahuan sepatutnya. Maka kognitif pelajar membantu
mendapatkan input manakala metakognitif mereka membantu untuk mengolah corak belajar
yang lebih efektif sejajar dengan kemahiran kognitifnya.
Kemahiran pembelajaran regulasi kendiri bukan corak pembelajaran tanpa disedari.
Bahkan kemahiran dan pengetahuan regulasi kendiri boleh dipelajari dan diajar kepada
golongan sasar iaitu pelajar. Paris dan Paris (2001) menjelaskan pembelajaran regulasi kendiri
boleh diajar secara explisit kepada pelajar atau sebagai proses kemahiran yang dijana melalui
pengalaman pelajar, bantuan guru yang berpentahuan tentang regulasi kendiri sehingga pelajar
lebih termotivasi, berstrategi dan bebas merancang pembelajarannya. Dalam situasi Bahasa
Arab, satu rekod atau senarai semak boleh direka samada oleh pelajar sendiri atau guru bagi
memastikan perkara yang penting didahulukan dalam pembelajaran mereka. Kaedah ini pernah
cuba dibuktikan oleh kajian eksperimental Melissa Ng (2010b) yang telah menggunakan
instrumen Self-Management Tools terhadap 61 orang pelajar sekolah menengah bestari di
Malaysia. Akan tetapi, kajian tersebut mendapati tidak ada pengaruh yang signifikan pada
instrumen tersebut ke atas pembelajaran regulasi kendiri pelajar. Senario ini menunjukkan
bahawa pelajar masih perlu kepada guru untuk menentukan cara belajar atau terdapat
perbezaan pengetahuan regulasi kendiri pelajar mengikut individu.

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Pembelajaran regulasi kendiri dalam kajian ini akan dioperasikan berlandaskan

penggunaan strategi pembelajaran seperti latihan, organisasi bahan, pemikiran kritis, elaborasi,
pengaturan usaha, strategi metakognitif, persekitaran dan masa belajar, pengaruh rakan
sebaya serta bimbingan orang lain.
Pencapaian Bahasa Arab
Banyak kajian telah dijalankan terhadap pencapaian Bahasa Arab menjurus kepada kemahiran
yang tertentu seperti kemahiran lisan (Ghazali et al., 2012), kemahiran bertutur (Azani Ismail,
Azman & Mat Taib, 2012), kemahiran membaca (Ismail, Wan Maizatul Akmar & Azman, 2013)
dan ilmu morfologi (Mohd Zaini, 2012). Kajian-kajian tersebut telah dijalankan dalam konteks
Malaysia yang mempunyai sistem pendidikan yang meletakkan Bahasa Arab sebagai subjek
elektif dalam kurikulum pendidikan. Namun demikian, plaform untuk kemahiran lisan dan
pertuturan banyak dititikberatkan di institut pengajian tinggi. Di peringkat menengah, kemahiran
asas mendengar, pertuturan, bacaan dan menulis diterapkan secara berperingkat dan penting
antara satu sama lain. Walau bagaimana pun, tahap penguasaan Bahasa Arab tetap diuji
melalui sistem peperiksaan yang ditetapkan oleh Lembaga Peperiksaan Malaysia (LPM).
Pembelajaran Bahasa Arab memerlukan usaha gigih pelajar untuk menguasainya dalam
semua sudut kemahirannya. Strategi berpusatkan guru yang diamalkan sejak dari zaman
sistem pendidikan pondok tidak membantu memperkembangkan bahasa tersebut apatah lagi
bagi pelajar yang bukan penutur jatinya. Sebagai contoh, jika ingin memahirkan diri dengan
pertuturan, pelajar perlu berusaha untuk mengatur kaedah sesuai yang membolehkannya
bertutur dan berkomunikasi sebagaimana Bahasa Inggeris. Kajian Ismail et.al (2013) terhadap
1371 orang pelajar SMKA menunjukkan bahawa kemahiran bertutur pelajar dalam Bahasa Arab
berada di tahap yang rendah. Situasi ini disebabkan oleh teknik pengajaran respon terus dan
ringkas yang telah menghadkan peluang pelajar untuk berkomunikasi dengan lebih kerap.
Faktor guru dan rakan sebaya memainkan peranan meningkatkan kemahiran-kemahiran
bahasa yang dipelajari (Rosni, 2009). Oleh yang demikian, aktiviti seperti minggu bahasa serta
kem bahasa boleh dijalankan bagi memastikan penguasaan bahasa yang berterusan dan
berimpak positif pada kendiri pelajar.
Kepelbagaian strategi pengajaran dan pembelajaran Bahasa Arab boleh merangsang
minat, kemahuran dan motivasi belajar di kalangan pelajar sehingga mempengaruhi tahap
pencapaian mereka. Era teknologi maklumat menyediakan sekolah dengan peralatan yang
canggih seperti pemancar LCD dan komputer riba. Para guru boleh melakukan pembaharuan
dan inovasi dalam pengajaran mereka agar menarik perhatian pelajar terhadap Bahasa Arab.
Norhayati, Shaferul Hafes dan Mohd Fauzi (2013) mendapati respon yang positif di kalangan
pelajar terhadap penggunaan animasi sebagai bahan bantu mengajar yang dapat menarik
minat terhadap pembelajaran Bahasa Arab. Hal ini turut disokong oleh Mohammad Abdillah
et.al (2015) yang mencadangkan agar guru Bahasa Arab perlu menggalakkan pelajar menyertai
pertandingan Bahasa Arab di sekolah bagi meningkatkan penguasaan bahasa tersebut.

METODOLOGI
Reka Bentuk Kajian
Kajian ini adalah kajian kuantitatif bukan eksperimen dan menggunakan kaedah tinjauan bagi
merealisasikan objektif kajian. Variabel bebas adalah kepercayaan motivasi dan pembelajaran
329

regulasi kendiri manakala pencapaian Bahasa Arab pelajar sebagai variabel bersandar.
Populasi kajian merupakan pelajar di sekolah kawalan iaitu Kelas Aliran Agama (KAA) di
sekolah menengah harian biasa, sekolah menengah kebangsaan agama (SMKA) dan sekolah
menengah agama negeri (SMAN) dengan saiz populasi seramai 2,014 orang. Di samping itu,
ciri-ciri persamaan sampel adalah pelajar tingkatan 4 yang telah menduduki Pentaksiran
Bahasa Arab PT3 di sekolah masing-masing bukan secara persendirian. Manakala subjek
Bahasa Arab yang diambil mempunyai persamaan dari segi sukatan pelajaran, kurikulum
standard, format pentaksiran dan pengredan PT3, dan buku teks.
Terdapat beberapa pengecualian iaitu pelajar sekolah menengah harian biasa yang
menduduki Pentaksiran Bahasa Arab PT3 di sekolah mereka dan bukan pelajar di bawah KAA.
Hal ini disebabkan pelajar-pelajar tersebut belajar dalam situasi yang berlainan dengan
sekolah-sekolah kawalan dan tidak mempunyai ciri keseragaman dengan sampel kajian.
Pelajar-pelajar daripada sekolah agama bantuan kerajaan (SABK) juga tidak dilibatkan dalam
kajian ini kerana hanya terdapat dua buah sekolah sahaja di Sabah. Selain daripada itu, pelajar
yang mengambil Bahasa Arab secara persendirian juga dikecualikan kerana mereka
mempelajari subjek Bahasa Arab secara individu dan tidak formal di sekolah sedangkan
konstruk-konstruk kepercayaan motivasi dan pembelajaran regulasi kendiri menuntut kemahiran
regulasi kendiri dalam persekitaran sekolah dan aktiviti pembelajaran bahasa yang aktif
(Chamot, 2014; Kamarul Shukri, Nik Mohd Rahimi dan Zamri, 2010).
Jadual 10: Jumlah Populasi Kajian
Jenis Sekolah
Sekolah
Populasi
Sekolah Menengah Kebangsaan (KAA)
56
927
Sekolah Menengah Kebangsaan Agama
8
760
Sekolah Menengah Agama Negeri
6
327
Jumlah
72
2014
Sumber: Sektor Pengurusan Sekolah, Jabatan Pendidikan Negeri Sabah (2016) dan Unit
Kenaziran, Bahagian Pendidikan Jabatan Hal Ehwal Agama Islam Negeri Sabah JHEAINS
(2016)

Jadual 11: Sampel Daripada Setiap Jenis Sekolah

Jenis Sekolah
Populasi
Sekolah Menengah Kebangsaan (KAA)
927
Sekolah Menengah Kebangsaan Agama
760
Sekolah Menengah Agama Negeri
327
Jumlah
2014

Sampel
300
300
300
900

Jadual 1 menunjukkan bahawa 72 buah sekolah tersebut mempunyai pembahagian jenis

sekolah yang tidak sama. Walaupun SMK-KAA mempunyai jumlah populasi yang besar
berbanding SMKA dan SMAN, namun jumlah pelajar setiap sekolah menjadi lebih kecil jika
dibahagikan antara 56 buah sekolah tersebut. Oleh yang demikian, sampel kajian akan
ditentukan berdasarkan pandangan jadual pensampelan Cohen, Manion dan Morrison (2007)
yang mencadangkan jumlah sampel yang diperlukan bagi anggaran populasi 2000 orang
adalah 498 sampel. Justeru, teknik pensampelan rawak berkelompok (cluster sampling) akan
digunakan dengan mendapatkan sampel yang sama rata seramai 900 orang iaitu 300 sampel
bagi setiap jenis sekolah yang dijadikan populasi kajian seperti yang ditunjukkan dalam jadual
2.
330

Instrumen Kajian
Kajian ini akan menggunakan soal selidik sebagai instrumen utama kajian. Soal selidik yang
akan digunakan dalam kajian ini diadaptasi daripada soal selidik yang dibina oleh Pintrich,
Smith, Garcia dan McKeachie (1991) iaitu Motivated Strategies for Learning Questionnaire
(MSLQ). Ia dibangunkan oleh National Research to Improve Postsecondary Teaching and
Learning (NCRIPTAL) bersama sekolah pendidikan Universiti Michigan, Amerika Syarikat.
Untuk mengukur kepercayaan motivasi pelajar, Skala Motivasi (Motivation Scale) akan
digunakan dan Skala Strategi Pembelajaran (Learning Strategy Scale) akan mengukur
pembelajaran regulasi kendiri di kalangan pelajar. Kedua-dua instrumen merupakan gabungan
yang membentuk MSLQ. Dalam kajian ini, kedua-dua instrumen tersebut diterjemah ke dalam
Bahasa Malaysia secara back-to-back translation dengan pengubahsuaian pada perkataan
course matter kepada subject matter.
Beberapa kajian luar dan dalam negara telah menggunakan MSLQ samada
mengadaptasi konstruknya secara keseluruhan atau secara berasingan seperti kajian Paris dan
Paris (2001), Mousoulides dan Philippou (2005), Ng et.al. (2005), Matuga (2009), Mohd Alwee
dan Mohamad Azrien (2010), McClintic dan Corpus (2013) dan Ghazali et. al (2013). Berlaku
kepelbagaian dalam penggunaan MSLQ bagi kajian-kajian tersebut seperti menjadikan pelajar
universiti dan kolej sebagai sampel yang merupakan ciri sampel asal MSLQ semasa
dibangunkan. Kemudian, instrumen ini digunakan juga oleh kajian-kajian dengan sampel pelajar
sekolah rendah (Ng et al., 2005), sekolah menengah (Tiwari, Tiwari, & Sharma, 2014) dan
peringkat matrikulasi (Taylor, 2014).
Instrumen kajian yang akan digunakan terbahagi kepada tiga bahagian iaitu Bahagian A,
B dan C. Bahagian A bertujuan untuk memperoleh maklumat responden yang terdiri daripada
pelajar tingkatan 4 sekolah menengah akan menyatakan beberapa item iaitu jantina, jenis
sekolah dan gred Bahasa Arab yang diperolehi dalam PT3 semasa mereka di tingkatan 3.
Manakala item jenis sekolah pula akan menyenarai tiga penyataan nominal iaitu Kelas Aliran
Agama, Sekolah Menengah Kebangsaan (KAA-SMK), Sekolah Menengah Agama Kebangsaan
(SMKA) dan Sekolah Menengah Agama Negeri (SMAN).
Manakala item gred Bahasa Arab PT3 pula disusun secara data ordinal kerana
pengelasan urutan gred-gred tertentu. Bagi membandingkan tahap pencapaian Bahasa Arab
PT3 yang bertindak sebagai variabel bersandar kajian, tahap pencapaian Bahasa Arab pelajar
dibahagikan kepada tiga kumpulan iaitu tinggi, sederhana dan rendah. Bagi pelajar yang
mendapat gred A dan B dikategorikan tinggi. Tahap sederhana pula bagi pelajar yang
mendapat gred C, D dan E. Manakala, tahap rendah pula bagi pelajar yang mendapat gred F.
Pembahagian kumpulan tahap gred ini telah diadaptasi daripada Kamarul et.al (2000) kemudian
disesuaikan dengan format pengredan PT3 yang terkini LPM iaitu enam gred A,B,C,D,E dan F.
Tafsiran bagi gred A (cemerlang), gred B (kepujian), gred C (baik), gred D (memuaskan), gred
E (mencapai tahap minimum) dan gred F (belum mencapai tahap minimum).

Manakala kedua-dua bahagian B dan C pula merupakan soal selidik yang akan digunakan
dalam kajian ini iaitu MSLQ. Bahagian B merangkumi Skala Motivasi (Motivation Scale) yang
mempunyai tiga faktor, enam konstruk dan 31 item. Manakala bahagian C pula merangkumi
Skala Strategi Pembelajaran (Learning Strategies Scale) yang mempunyai dua faktor, sembilan
konstruk dan 50 item. Skala likert tujuh poin digunakan dengan tafsiran skala 1 Sangat tidak

331

benar tentang diri saya sehingga skala 7 Sangat benar tentang diri saya. Lampiran 1
menunjukkan taburan item MSLQ bagi kajian ini.
Analisis kebolehpercayaan MSLQ dibahagikan kepada dua iaitu kebolehpercayaan
untuk analisis alpha Skala Motivasi dan Skala Strategi Pembelajaran. Sehubungan dengan itu,
Pintrich et.al (1991) telah mendapati aras alpha MSLQ mempunyai kebolehpercayaan dalaman
yang baik. Perihal dalam lampiran 2 menunjukkan sembilan daripada 15 konstruk MSLQ berada
pada aras alpha .70 ke atas dengan yang tertinggi adalah pada aras .93 iaitu konstruk efikasi
kendiri. Manakala enam konstruk lagi berada pada aras alpha .70 ke bawah dengan aras .52
merupakan yang terendah. Dari segi kesahan pula, analisis kesahan faktor (Confirmatory
Factor Analysis) mendapati nilai tertinggi pada Motivation Scale adalah .89 dan nilai terendah
adalah .38. Manakala nilai kesahan bagi Learning Strategy Scale pula adalah .90 dan yang
terendah adalah .17. Menurut Pintrich et.al (1991), nilai CFA yang rendah disebabkan jumlah
sampel yang sedikit di samping perbezaan pandangan pelajar terhadap pembelajaran mereka
berdasarkan subjek yang berlainan.
Teknik analisis
Dengan menggunakan perisian SPSS v.16, analisis pertama yang akan dijalankan adalah
analisis deskriptif yang melibatkan min, peratus dan sisihan piawai. Ia dijalankan bagi mengenal
pasti taburan jantina dan jenis sekolah responden seterusnya untuk mengenal pasti aras
kepercayaan motivasi dan pembelajaran regulasi kendiri mereka. Bagi statistik inferens, analisis
ANOVA Sehala akan digunakan bagi menentukan perbezaan min pada kepercayaan motivasi
dan pembelajaran regulasi kendiri mengikut tahap pencapaian Bahasa Arab pelajar sekolah
menengah (tinggi, sederhana dan rendah) dan mengikut jenis sekolah pelajar (SMK-KAA,
SMKA, SMAN). Untuk menentukan hubungan pula, analisis korelasi Pearson akan digunakan
seterusnya analisis Regresi Berganda akan dijalankan sekiranya hubungan berlaku secara
signifikan.

KESIMPULAN
Hasil daripada kajian lepas mendapati perbezaan pandangan dan dapatan mengenai
kepercayaan motivasi dan pembelajaran regulasi kendiri di kalangan pelajar. Sesetengah kajian
mendapati hubungan yang signifikan kedua-duanya terhadap pencapaian akademik (Pintrich,
2004; Ng et al., 2005; Manukaram et al., 2014) dan ada sebahagiannya mendapati sebaliknya
seperti kajian Tiwari et.al (2014) dan Cetin (2015) yang mendapati bahawa kepercayaan
motivasi dan pembelajaran regulasi kendiri bukan peramal pada pencapaian akademik
berdasarkan situasi perbezaan pelajar. Dalam kajian ini, pencapaian Bahasa Arab akan
disandarkan pada tahap kepercayaan motivasi dan pembelajaran regulasi kendiri pelajar
tingkatan 4 dari tiga jenis sekolah menengah di Sabah (SMK-KAA, SMKA, SMAN)
berlandaskan Teori Kognitif Sosial yang banyak menyentuh aspek kendiri, persekitaran dan
tingkah laku pelajar.

Pembelajaran Bahasa Arab di sekolah menengah sebagai bahasa tambahan di samping

Bahasa Inggeris dikenal pasti sebagai suatu yang penting terutama bagi sekolah-sekolah yang
mewajibkan pelajarnya menduduki peperiksaan awam sepeti PT3, SPM dan STPM. Tambahan
pula apabila pelajar meneruskan pelajaran ke peringkat yang lebih tinggi, pembelajaran bahasa
tersebut akan berterusan dan sekiranya pencapaian di peringkat menengah rendah maka ia
332

mungkin boleh mempengaruhi pencapaiannya di peringkat tinggi. Oleh yang demikian, pelajar
perlu bermotivasi dan menetapkan matlamat yang ingin diperolehi dalam Bahasa Arab kerana
perihal motivasi ini mungkin mempengaruhi usaha menentukan corak pembelajaran yang betul
dan berkesan bagi memastikan pembelajarannya terkawal dan teratur. Pandangan Mohammad
Abdillah et.al (2015) menunjukkan pelajar akan lebih berminat dengan Bahasa Arab sekiranya
mereka menemui corak pembelajaran yang betul dan berkesan kerana motivasi pelajar boeh
meningkat apabila mempunyai pengetahuan tentang strategi belajar yang diperlukannya.
Oleh itu, kajian ini berharap dapat menghubungkan faktor-faktor kepercayaan motivasi
dan pembelajaran regulasi kendiri di kalangan pelajar sekolah menengah di Sabah dan
pengaruh kedua-duanya terhadap pencapaian Bahasa Arab pelajar.

333

Lampiran 1
Lampiran 1 Taburan Item-item Soal Selidik Kajian

Pencapaian Bahasa Arab

Pecahan
Item
Bhg. Item
A
1-6

Kepercayaan motivasi:
1) Orientasi Matlamat
- Matlamat Intrinsik
- Matlamat Ekstrinsik
- Nilai Tugasan

31

1-31

32-81

Variabel

2)

3)

Nilai Jangkaan
- Efikasi Kendiri
- Kawalan Pembelajaran
Afektif
- Kebimbangan Terhadap
Ujian

Pembelajaran Regulasi Kendiri

1) Strategi
Kognitif
dan
Metakognitif
- Latihan
- Elaboratif
- Mengorganisasi
- Pemikiran Kritis
- Regulasi Metakognitif
2) Strategi
Pengurusan
Sumber
- Masa dan Persekitaran
- Pengaturan Usaha
- Rakan Sebaya
- Bimbingan
Jumlah item

Nombor item

Jumlah
item

1,16,22,24
7,11,13,30
4,10,17,23,26,27

4
4
6

5,6,12,15,20,21,29,31
2,9,18,25

8
4

3,8,14,19,28

50

39,46,59,72
53,62,64,67,69,81
32,42,49,63
38,47,51,66,71
-33,36,41,44,54,55,56,
-57,61,76,78,79

4
6
4
5
12

35,43,-52,65,70,73,-77,80
37,-48,-60,74
34,45,50
-40,58,68,75

8
4
3
4
81

334

Lampiran 2
Lampiran 2 Aras Kebolehpercayaan Setiap Konstruk
Konstruk
Jumlah Item
Kepercayaan Motivasi
- Matlamat Instrinsik
4
- Matlamat Ekstrinsik
4
- Nilai Tugasan
6
- Efikasi Kendiri
8
- Kawalam Pembelajaran
4
- Kebimbangan Terhadap Ujian
5
Pembelajaran Regulasi Kendiri
- Latihan
- Elaboratif
- Mengorganisasi
- Pemikiran Kritis
- Regulasi Metakognitif
- Masa dan Persekitaran Belajar
- Pengaturan Usaha
- Rakan Sebaya
- Bimbingan

4
6
4
5
12
8
4
3
4

Nilai Alpha
.74
.62
.90
.93
.68
.80

.69
.75
.64
.80
.79
.76
.69
.76
.52

335

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USRAH SEBAGAI PEMANGKIN DAKWAH : KEPENTINGANNYA DALAM

MEMANTAPKAN PEMBANGUNAN INSAN
Azrina bt Jonit
azrina@unikl.edu.my
Dr. Aladin b Mamat
aladin@unikl.edu.my
Universiti Kuala Lumpur

ABSTRAK
Melihat kepada fenomena gejala sosial yang melanda masyarakat kini memungkinkan
masyarakat untuk kembali menerima bentuk dan pendekatan Islam menerusi pengurusan
dakwah islamiah yang mantap.

Metodologi dakwah melalui usrah tidak asing lagi dalam

gerakan Islam seluruh dunia. Walaupun mungkin ada yang menganggap usrah adalah wasilah
konvensional berbanding dengan media baru melalui internet dan sebagainya, namun usrah
tetap tidak sekali kali terpisah dengan asas budaya dakwah. Terdapat dua aspek utama yang
dibincangkan iaitu kepentingan usrah dalam dakwah dan kelebihan usrah dalam memantapkan
pembangunan insan kamil. Unsur-unsur dalam usrah didapati lebih dekat untuk membentuk
keperibadian muslim sejati yang holistik merangkumi aspek akidah, pemikiran, perilaku dan
pengurusan.
Kata kunci : usrah, dakwah, pembangunan insan

PENDAHULUAN

Saban hari kita berhadapan dengan gejala sosial yang seakan semakin membarah dalam
masyarakat kita.

Menurut sumber Unit Penyelidikan Dasar, Bahagian Perancangan dan

Penyelidikan Dasar Pendidikan, Kementerian Pendidikan Malaysia, pada tahun 2008 terdapat
13 jenis salah laku jenayah yang membabitkan pelajar yang terjebak dalam aktiviti gansterisme
iaitu berjudi, mencuri, melawan guru, melawan pengawas, peras ugut, buli, pelacuran, salah
guna dadah, bawa senjata, cabul kehormatan, ancam muris, ancam guru dan ceroboh
(Salmmzah Jimmy 2016). Gejala sosial yang melanda masyarakat kini seakan sudah lali
dengan kaedah dan pendekatan yang tersedia ada sekarang ini. Sudah tiba masanya untuk
masyarakat kembali kepada menerima bentuk dan pendekatan Islam menerusi pengurusan
dakwah Islamiah yang lebih khusus.
341

Tidak dinafikan pengurusan dakwah yang berteraskan ajaran Islam dan meletakkan asas
akidah sebagai paksi adalah amat penting dalam menangani masalah sosial. Setiap golongan
mesti memainkan peranan masing-masing.

Terdapat pelbagai pendekatan pelaksanaan

dakwah dapat dilakukan kepada kumpulan sasaran dakwah yang bertujuan untuk membimbing
golongan jahil dan memberi peringatan kepada golongan lalai supaya kembali kepada Allah.
Pendekatan pelaksanaan aktiviti dakwah tidak terhad menerusi kaedah ceramah, kursus,
seminar, khemah ibadat, kem motivasi, pertandingan kuiz, lawatan sambil belajar dan
sebagainya, malah sesuai dilaksanakan menerusi bimbingan usrah dan halaqah (Abdul Munir
Ismail and Zulaiha Ahmad Tajuddin 2016). Selain daripada program berbentuk ceramah, kuliah
atau kelas-kelas pengajian, usrah wajar diguna pakai untuk diterapkan dalam program
mendekatkan masyarakat kepada ajaran agama.
Usrah merupakan kaedah asas dalam binaan dakwah kita. Kalam yang terkenal daripada
pengasas Ikhwanul Muslimin Imam Hasan Al Banna ini menunjukkan betapa pentingnya usrah
dibina sebagai asas dalam sistem dakwah. Program usrah telah berjaya dilaksanakan oleh ahli
Ikhwanul Muslimin sehingga berhasil melahirkan generasi duah yang komited dalam
melaksanakan agenda pembangunan ummah. Beliau juga menetapkan bahawa pembaharuan
masyarakat Islam kini bermula daripada pembangunan insan yang berpaksikan aqidah, ibadah
dan akhlak (Fakhrul Adabi Abdul Kadir t.t).
Sidek Baba (1991) dalam kajiannya tentang The Malaysian Study Circle Movement and Some
Implications for Educational Development telah mengenalpasti beberapa kesan positif usrah
bukan saja terhadap individu dan organisasi bahkan dalam pembangunan pendidikan (Nabisah
Ibrahim, Siti Rozaina Kamsani, Julia Champe 2015). Manakala tinjauan pelaksanaan usrah
dalam kalangan para pelajar Kolej Islam Sultan Alam Shah (2010) membuktikan bahawa
program usrah berjaya menyemai sifat-sifat yang baik serta memberi perangsang kepada
pelajar untuk lebih mendekatkan diri kepada Allah. Disamping itu ia juga membantu pelajar
dalam menjaga hubungan sesama sendiri serta menunaikan tanggungjawab dalam
masyarakat.

Kajian tentang usrah sebagai medium dakwah juga telah dilakukan dalam program koreksi
berasaskan Islam melalui modul program halaqah Penjara Kajang. Kajian tersebut mendapati
program halaqah yang dilaksanakan sebagai rawatan teras bagi banduanita beragama Islam
342

berjaya mencapai objekifnya iaitu sebagai medium dakwah mendorong mereka berbuat baik
dan berubah menjadi insan mulia. Secara tidak langsung program ini menjadi pemangkin
kepada mereka untuk berbuat perkara makruf dan mencegah daripada melakukan perbuatan
mungkar (Khairul Hamimah Mohammad Jodi 2015).

Oleh itu kertas ini cuba melihat kepentingan usrah dalam dakwah dan kelebihannya dalam
memantapkan pembangunan insan. Ia diharapkan dapat membuka dan meluaskan ruang
perbincangan berkaitan usrah sebagai medium dalam mengatur dan melaksanakan strategi
yang berkesan dalam membantu mencari penyelesaian kepada masalah sosial.
Ini sejajar dengan firman Allah SWT yang bermaksud :

Dan hendaklah kamu bertolong-tolongan untuk membuat kebajikan dan bertakwa, dan
janganlah kamu bertolong-tolongan pada melakukan dosa (maksiat) dan pencerobohan. Dan
bertakwalah kepada Allah, kerana sesungguhnya Allah Maha Berat azab seksa-Nya (bagi
sesiapa yang melanggar perintahNya).
(Surah Al-Maaidah 5:2).

DEFINISI
Perkataan Usrah berasal dari kalimah Bahasa Arab

bererti keluarga.

Kamus Dewan

menyatakan usrah ialah perkumpulan yang melibatkan kegiatan agama seperti perbincangan
tentang sesuatu tajuk dan sebagainya. Manakala dari sudut istilah sebagaimana pandangan
tokoh gerakan Islam al Syahid Hasan al Banna (1906-1949), usrah adalah satu kelompok
manusia yang beriman dengan Islam, yang berusaha tolong menolong sesama sendiri untuk
memahami dan menghayati Islam, mempertingkatkan ilmu dan amal dengan menghindari
maksiat dan permusuhan (Norsaadah Din 2012).

Usrah dengan maksud keluarga bukanlah dalam pengertian yang sempit dan terbatas kepada
kelompok tertentu sahaja. Sebaliknya bermaksud keluarga yang diikat dengan ikatan yang lebih
kukuh dan khusus mengatasi sempadan bangsa dan keturunan. Bahkan ia adalah ikatan
aqidah yang paling mulia kerana ia menjadi kayu ukur bagi menentukan kebenaran sesuatu
sistem dan matlamat hidup manusia (Yaqub Muhammad Hussin 2001). Abdul Ghani Samsudin
(2009) menjelaskan ia adalah ikatan keluarga yang wujud oleh pertalian aqidah, idealisme
343

perjuangan, kesedaran tentang persamaan hasil serta keazaman untuk mengorak langkah yang
selaras menumpaskan halangan-halangan dari dalam dan luar diri untuk menguatkan jiwa insan
ke alam tinggi dan mendekati kesempurnaan. Ia dianggotai oleh bilangan ahli yang boleh
memudahkan mereka untuk mencapai hasil dan cita-cita. Perkataan usrah ini juga biasa
ditukarganti dengan halaqah atau study circle (Nabisah Ibrahim, Siti Rozaina Kamsani, Julia
Champe 2015).

Manakala dakwah menurut Dr. Abdul Karim Zaidan dalam Dasar-Dasar Ilmu Dakwah (jilid 1)
bermaksud panggilan ke jalan Allah iaitu mengajak manusia. Ab. Aziz Mohd Zin dalam
Pengantar Dakwah Islamiah memetik kata-kata Yusuf al Qardawi ...dakwah sebagai usaha
membawa orang lain kepada agama Islam, supaya mengikut petunjuk agama ini,
melaksanakan segala ketetapannya di muka bumi ini, mengkhususkan perhambaan diri,
permohonan dan taat kepada Allah sahaja, melepaskan diri daripada segala kongkongan yang
bukan daripada Allah yang terpaksa dipatuhi, memberi hak kepada yang ditentukan hak oleh
Allah, menyeru kepada kebaikan dan mencegah kemungkaran dan berjihad pada jalanNya
(Firdaus Wong Abdullah 2013). Walaupun tidak dinafikan terdapat pelbagai wasilah dakwah
yang boleh dilaksanakan dalam proses pembangunan insan, usrah wajar dijadikan sebagai
salah satu thawabit (unsur tetap) dalam proses tarbiyah disisi dakwah.
SEJARAH RINGKAS PERKEMBANGAN USRAH

Setelah Nabi Muhammad diangkat sebagai rasul, baginda telah menjalankan dakwah secara
berperingkat iaitu secara sembunyi (dikhususkan kepada kaum keluarga dan sahabat terdekat)
dan secara terang-terangan ( dakwah kepada masyarakat). Pendekatan usrah yang pertama
dilakukan di rumah al Arqam bin Abi al Arqam. Rasulullah saw mengajar mereka yang hadir
setiap ayat al Quran yang baru diturunkan kemudian dihafal serta diberi huraian yang jelas
bertujuan memberi kefahaman yang tepat kepada para sahabat tentang maksud sesuatu ayat
itu. Pendekatan ini dilakukan baginda bagi memudahkan para sahabat dan umat Islam
mempraktikkan saranan al Quran dalam ibadat dan kehidupan seharian (Norsaadah
Din@Mohamad Nasirudin, Yusni Mohamad Yusak, Muhamad Fadzil Abd Manap,2012).

Pendekatan ini mula dikenali sebagai usrah oleh al Syahid Hasan al Banna yang
memperkenalkannya

semenjak tahun 1928 sebagai salah satu daripada strategi latihan

pendidikan kepada anggota Ikhwanul Musliminnya (Nabisah Ibrahim, Siti Rozaina Kamsani,
Julia Champe 2015). Ia berpandukan pendekatan dakwah Rasulullah iaitu dengan
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mengumpulkan kelompok yang kecil bermula dari keluarga terdekat seterusnya kepada
masyarakat sejagat (Norsaadah Din@Mohamad Nasirudin, Yusni Mohamad Yusak, Muhamad
Fadzil Abd Manap 2012). Program usrah telah berjaya dilaksanakan oleh ahli Ikhwanul
Muslimin sehingga berhasil melahirkan generasi duah yang komited dalam melaksanakan
agenda pembangunan ummah (Fakhrul Adabi Abdul Kadir, Kamarul Hazani Yusof, ummu Hani
Abu Hassan 2010).

Sehingga kini usrah telah menjadi antara medium yang penting dalam menyediakan
pengetahuan dan maklumat tentang ajaran dan praktis Islam dikalangan penganutnya. Program
usrah juga diterapkan sebagai asas penyempurnaan bagi ahli-ahli dalam gerakan pertubuhan
Islam di seluruh dunia seperti Nahdatul Ulama di Indonesia 1956 dan Parti Islam SeMalaysia
(PAS) 1951 - rentetan ibrah dari sejarah kekuatan umat Islam zaman Nabi Muhammad SAW
yang dibentuk terlebih dahulu melalui usrah, iaitu dijana hati mereka dengan kekuatan iman dan
takwa. Oleh itu, usrah merupakan salah satu mekanisme pembentukan diri, kumpulan dan
penyatuan umat Islam yang sangat penting demi mewujudkan kesatuan dalam pemikiran dan
tindakan. Ia menunjukkan juga bahawa usrah merupakan salah satu wahana yang berkesan
dalam proese pembangunan insan masa kini.
KEPENTINGAN USRAH DALAM DAKWAH

i.

Usrah adalah wasilah khusus dalam dakwah.

Wasilah dakwah adalah segala yang membantu pendakwah dalam menyampaikan dakwahnya
secara lebih efisyen dan efektif. Usrah dalam dakwah diibaratkan sebagai sel-sel kecil yang
beroperasi dan berperanan membangunkan keupayaan peribadi insan supaya sentiasa
bertambah baik dan meningkatkan keutuhan diri dengan amal islami bagi menghadapi dan
mendepani cabaran semasa.

Proses tarbiah Islamiyah adalah satu proses pendidikan dan pembentukan yang bukan sematamata satu proses pembelajaran ilmu. Oleh itu, kaedah atau cara-cara pengendalian usrah
merupakan satu dari anasir utama yang menyumbang kepada kejayaan usrah. Perlu
ditegaskan bahawa majlis usrah bukanlah satu majlis ilmu mengikut pengertian yang biasa
difahami. Ia merupakan gabungan majlis ilmu, kerohanian dan interaksi sesama anggota itu
sendiri. Oleh yang demikian kaedah perjalanan majlis usrah juga, dari beberapa sudut perlu
berbeza dengan majlis ilmu yang biasa. Hasilnya, pendekatan usrah akan juga dapat melatih
345

individu agar berupaya memikul masuliyyah yang dipertanggungjawabkan ke atas mereka

pada masa akan datang.

ii.

Usrah bukan sekadar pembelajaran ilmu sehala tetapi praktikal dan perbincangan dua

hala.
Usrah bukan majlis ilmu semata-mata tetapi ia satu majlis yang meningkatkan komitmen
kepada Islam. Usrah menyediakan satu suasana tarbiyah, saling berbincang, belajar, nasihat
menasihati untuk meningkatkan pengetahuan, kefahaman dan penghayatan terhadap tuntutantuntutan Islam. Melalui usrah usaha pembaikan diri dan

peningkatan kefahaman berlaku

meliputi wasilah perbincangan, perkongsian pengalaman dan saling berpesan serta mengambil
berat antara satu sama lain.

Usrah disusun agar dapat meningkatkan kualiti semua ahli dalam pelbagai aspek. Ia bukan saja
menyebar dakwah bahkan menggerakkan ahlinya untuk aktif dalam pelbagai medan amal
supaya dapat mengislahkan suasana dan situasi dalam masyarakat umumnya. Hasilnya bukan
saja

pengetahuan

dan

pemikiran

mereka

bertambah

luas

begitu

juga

rasa

kebertanggugjawaban yang tinggi untuk mempraktikkannya di medan amal (Mohd Parid Sheikh
Ahmad 2014).
Yaqub Muhammad Hussain (2001) menyatakan antara ciri yang membezakan usrah dengan
dakwah secara kuliah atau ceramah ialah selain dari menyampaikan beberapa pengajaran,
sama ada ilmu atau maklumat, mestilah dipastikan supaya majlis usrah tidak menjadi majlis
sehala, yang berjalan tanpa reaksi dan interaksi di antara naqib dan anggota-anggota usrah.
Pelbagai perkara atau ilmu seperti sirah, tafsir al Quran, hadith dan sebagainya boleh
dibincangkan dengan lebih mendalam berbanding kuliah atau ceramah yang hanya
menyampaikan secara umum atau luaran (surface) sahaja.

iii.

Usrah ada kesinambungan dan bersifat berterusan.

Kebejatan moral yang terus melanda masyarakat tidak mampu dirawat dalam masa sehari
semalam dengan hanya motivasi atau ceramah sepintas lalu. Ia perlu melalui manhaj yang
betul dan kerja berterusan, saling nasihat menasihati serta kemampuan untuk berbahas secara
bijaksana. Sesuatu pembentukan atau pembinaan yang bersifat sekali sekala atau terputus
putus tidak akan dapat mencapai kesan yang diharapkan.

346

Usrah bersifat berterusan (mutawasil). Ciri istiqamah dalam usrah ini akan membantu proses
perkembangan dan penghayatan secara lebih berkesan. Usrah juga lebih memberi kesedaran
untuk beramal dengan adanya naqib bersama ahli usrah lain yang memantau masalah,
perkembangan, perbaikan dan perubahan yang berlaku hasil dari proses perhubungan yang
berterusan. Ia bukan sekadar satu proses mendengar dan menambah ilmu. Tambahan pula
kelompok kecil dalam usrah membolehkan tarbiyah menyerap masuk dengan mudah kerana
lebih fokus.

Menurut Mohd Farid Mohd Shahran (2009), berasaskan kepada faktor ini sekiranya kurikulum
yang disediakan oleh sesuatu gerakan dalam sistem usrahnya ialah kurikulum yang baik,
ditambah dengan pelaksanaan usrah yang istiqamah dan berkesan, secara teorinya seorang
ahli gerakan Islam yang keluar dari sistem usrah ini mampu menjadi ilmuwan yang hebat.

iv.

Usrah boleh dilaksanakan di semua peringkat samada dewasa, mahasiswa, remaja

bahkan juga kelompok kanak-kanak mengikut metod yang bersesuaian dengan golongan
tersebut. Dalam memenuhi selera dan adunan latar belakang yang berbeza, kebijaksanaan
naqib sangatlah diperlukan supaya bahan-bahan dan cara penyampaian semasa usrah
bersesuaian dan mudah diterima oleh anggota-anggota usrahnya. Naqib perlu menyampaikan
ilmu dan bimbingan dalam keadaan anggota-anggota dapat merasai suasana persaudaraan
(ukhuwwah) yang mengikat hati-hati mereka. Para naqib sentiasa berhati-hati supaya ia (secara
sedar atau sebaliknya) tidak meminggirkan individu tertentu dari usrahnya. (Yaqub Hussain
2001).

Peranan usrah penting dalam dakwah kerana manhajnya yang lebih menjurus dan khusus serta
tersusun. Kesinambungannya akan mempertingkatkan kefahaman dan keiltizaman dalam
menghayati dan mengamalkan ajaran Islam dengan panduan dan saling mengingati dikalangan
anggotanya.

KELEBIHAN USRAH DALAM PROSES PEMBANGUNAN INSAN.

Peranan usrah dalam tarbiyyah lebih menjurus kepada pembinaan peribadi muslim menerusi
manhaj tertentu melalui penglibatan dalam kumpulan yang kecil bilangan anggotanya. Usrah
347

menghubungkan anggotanya secara langsung kepada al-Quran dan al-Sunnah. Setiap

anggotanya berusaha meningkatkan kefahaman dan keiltizaman masing-masing kepada ajaran
tersebut. Mereka saling tolong menolong dalam menghayati ajaran Islam (Abdul Wahab Zakaria
& Abd Halim el-Muhammady 2009). Menurut Abdul Ghani Samsuddin(2009), usrah ialah satu
usaha yang melengkapkan diri serta menyediakan dai yang berwibawa. Usrah diwujudkan
antaranya kerana menginsafi hakikat agama hanya akan dapat dirasakan oleh orang yang
menegakkan din dalam dirinya. Penghayatan Islam tidak hanya cukup dengan tulisan-tulisan,
ceramah atau sekadar latihan pemikiran sahaja. Bahkan ia harus diamalkan dalam kenyataan
kehidupan seharian dalam jamaah atau fardiah secara usrah, halaqah dan dawah bil qudwah.
Usrah adalah satu pendekatan dakwah yang sangat sesuai untuk madu yang berbeza tahap
pemikiran dan kefahaman.

Ini kerana unit-unit usrah diwujudkan secara terancang dan

tersusun serta dilaksanakan sesuai dengan tahap keperluan anggota yang berada di dalamnya.
Oleh kerana aktiviti usrah berlaku secara informal, ahli-ahlinya datang daripada pelbagai
pengkhususan latarbelakang ilmiah. Kepelbagaian jurusan ini akan memperkaya pertukaran
pandangan yang berlaku dalam usrah. Berbanding dengan perbincangan di kelas yang
sebahagian perbincangannya mengkhusus kepada tajuk dan bidang tertentu dan diadakan
dikalangan pelajar yang berada dalam bidang yang sama, perbincangan dalam usrah ternyata
lebih meluas kerana ahli yang datang daripada pelbagai disiplin ini mampu memberikan buah
fikiran dari sudut pandangan yang berbeza. Ini sudah tentu akan memperkaya diskusi yang
sedang berjalan dan memasakkan sesuatu isu yang sedang dibahaskan. Ia juga dapat
mengelakkan

sesuatu

isu

dimonopoli

oleh

sesuatu

kelompok

sahaja

lantas

tidak

menggambarkan hakikat sebenar masyarakat (Mohd Farid Mohd Shahran 2009).

Usrah dirancang dengan rapi

supaya mencakupi semua sudut untuk membentuk peribadi

muslim dalam setiap dimensi kehidupan. Ia mencakupi aspek aqidah, ibadah, akhlak bahkan
amal jamai.
Peranan usrah dalam tarbiyyah lebih menjurus kepada pembinaan peribadi muslim menerusi
manhaj tertentu melalui penglibatan dalam

kumpulan yang kecil bilangan anggotanya. Usrah

menghubungkan anggotanya secara langsung kepada ajaran al Quran dan Sunnah RasuluLlah.
Setiap anggota berusaha meningkatkan kefahaman dan keiltizaman masing-masing disamping
saling membantu untuk menghayati ajaran Islam. (Abdul Wahab Zakaria 1992).

348

Penekanan terhadap unsur-unsur yang akan melahirkan bukan sahaja kefahaman bahkan
penghayatan Islam.
Kepentingan usrah ini adalah dalam membentuk keperibadian muslim sejati yang menyatukan
aspek aqidah, pemikiran, keilmuan, perilaku dan juga pengurusan. Ia juga bermatlamat
memberi kefahaman yang benar dan jelas terhadap tasawwur Islam kepada anggotanya. Pada
masa yang sama turut menerapkan dan meningkatkan penghayatan amal Islami dan
menghidupkan rasa tanggungjawab untuk menjaga dan mempertahankan kemuliaan ajaran
Islam secara fardiyy atau jamaie.

Selain daripada itu, perancangan dan perjalanan usrah juga disusun mengikut peringkat atau
marhalah tertentu iaitu taarif, takwin dan tanfiz. Kandungan atau bahan yang disampaikan
dalam usrah mengambilkira marhalah tersebut sebagai satu proses yang berurutan. Antara
peringkat-peringkat asas tersebut adalah :

i.

Takrif iaitu peringkat pengenalan dan pengajaran.

Pada peringkat permulaan ini, banyak ilmu-ilmu pengetahuan asas tentang islam
didedahkan. Mereka yang menerima atau mad'u adalah dikalangan mereka yang
mempunyai tahap pengetahuan yang umum. Matlamat atau tujuan di peringkat ini
ialah mengubah keadaan masyarakat daripada kejahilan kepada pengetahuan,
daripada kelalaian kepada amal islami.

ii. Takwin iaitu peringkat pembentukan dan penyusunan.

Matlamat di peringkat yang kedua ini ialah mengubah keadaan individu atau
kumpulan daripada pengetahuan kepada fikrah. Pada tahap ini, menanamkan
supaya ilmu pengetahuan yang ada dalam dirinya itu dipraktikkan dan diamalkan
sebaiknya. Bentuk pemikiran juga berubah menjadi lebih matang serta mampu
menganalisis sesuatu peristiwa mengikut kaedah yang ditetapkan oleh agama Islam.

iii. Tanfiz iaitu peringkat perlaksanaan ke arah matlamat.

Pada peringkat yang terakhir ini, individu atau kumpulan yang telah melalui tahapan
dakwah

akan

memiliki

peribadi

yang

bersedia

untuk

melaksanakan

dan

menyempurnakan tanggungjawab dan amal Islam. Selain itu, peribadi di peringkat

ini selalu melaksanakan amal saleh dan beribadah kepada Allah. Mereka
349

melaksanakannya dengan penuh istiqamah. Namun pada peringkat tanfiz ini,

individu atau kumpulan tidak hanya beramal soleh semata-mata, tetapi mereka akan
bersama-sama melaksanakan kerja-kerja islam di dalam masyarakat dan inilah yang
disebut sebagai amal jamaie.

Berdasarkan kepada kepentingan di atas, dapat dilihat bahawa usrah adalah satu aktiviti
dakwah yang tersusun bukan saja bermatlamat untuk menghampirkan diri kepada Allah bahkan
untuk melahirkan insan yang benar-benar luas kefahamannya terhadap Islam dari aspek
ukhuwwah, amalan fardu ain dan fardu kifayah, mengimarahkan alam bahkan juga
meningkatkan potensi untuk memimpin organisasi berteraskan kepada al Quran dan al Sunnah.

KESIMPULAN

Berdasarkan kepada perbincangan di atas menunjukkan bahawa usrah adalah satu kaedah
yang praktikal dalam proses membangunkan insan yang mantap aqidah dan sahsiah serta
penghayatan cara hidup islamnya. Ia tidak hanya sesuai dilakukan dikalangan pelajar atau
remaja bahkan semua golongan dalam masyarakat mengikut kesesuaian peringkat mereka.
Oleh itu pendekatan usrah ini wajar diperluaskan dalam masyarakat umum contohnya melalui
institusi masjid sebagai salah satu pendekatan dakwah untuk mengukuhkan penghayatan Islam
disamping pendekatan lain. Khusus dalam suasana pendidikan, kaedah pengajaran subjeksubjek pengajian Islam berteraskan usrah boleh dipraktikkan untuk melahirkan individu yang
tidak hanya melihat ilmu secara teori tetapi dari sudut praktik juga . Selain daripada itu, ia juga
boleh dijadikan sebahagian daripada kurikulum dalam institusi pengajian tinggi dengan
perancangan pengisian yang lebih rapi dan sistematik merangkumi aspek-aspek yang
diperlukan dalam pembangunan insan kamil. Walaupun usrah dilihat mampu memberi
perubahan kepada suasana masyarakat namun keberkesanannya masih bergantung kepada
komitmen daripada mereka yang terlibat untuk mengetengahkan dan mempraktikkannya dalam
proses dakwah.

350

RUJUKAN

Abdul Ghani Samsudin. 2009. Sekitar Usrah dalam

Mohd Farid Mohd Shahran. Manhaj

Pendidikan Gerakan Islam : Sukatan Dan Kaedah Perlaksanaan Usrah. Angkatan Belia
Islam Malaysia.

Abdul Munir Ismail and Zulaiha Ahmad Tajuddin. 2016. Suatu Analisis Awal Keberkesanan
Aktiviti Dakwah Tehadap Pekerja Dalam Sektor Industri. Third International Conference
on Arabic Studies and Islamic Civilization 2016. Malaysia : Kuala Lumpur.

Abdul Wahab Zakaria, Abd Halim el-Muhammady. 2009. Pengenalan, Panduan dan
pelaksanaan Usrah dalam Mohd Farid Mohd Shahran (Peny.). Manhaj Pendidikan
Gerakan Islam : Sukatan & Kaedah Pelaksanaan Usrah. Angkatan Belia Islam Malaysia.
Abdul Wahab Zakaria. 1992. Konsep Kepimpinan Dalam Islam : Peranan Seorang Dai.
Selangor:Budaya Ilmu Sdn. Bhd.

Firdaus Wong Hai Wung. Siasah Mahupun Dakwah. Majalah I Vol 158 2013.

Khairul Hamimah Mohammad Jodi, Syaidatun Nazirah Abu Zahrin, Hadenan Towpek, Nurul
Husna Mansor. 2015. Program Koreksi Berasaskan Islam Melalui Program Halaqah
Sebagai Medium Dakwah Kepada Banduan Di Penjara Kajang. Jurnal Hikmah Vol 7(2).
Universiti Kebangsaan Malaysia.

Mohd Farid Mohd Shahran. 2009. Ke arah pengukuhan pendidikan dalaman gerakan Islam
dalam Mohd Farid Mohd Shahran. Manhaj Pendidikan Gerakan Islam : Sukatan Dan
Kaedah Perlaksanaan Usrah. Angkatan Belia Islam Malaysia.

Mohd Parid Sheikh Ahmad. 2014. Usrah Sebagai Wasilah Tarbiah. Risalah Tarbiatuna Ikram
Malaysia. Bil : 03 1435H.

Nabisah Ibrahim, Siti Rozaina Kamsani, Julia Champe. 2015. Understanding The Islamic
Concept of Usrah And Its Application to Group Work. The Journal for Specialists in
Group Work. 40:2. Retrieved from http://dx.doi.org/10.1080/01933922.2015.1017067
351

Norsaadah Din, Yusni Mohamad Yusak, Muhammad Fadzil Abd Manap. Usrah Wadah
Pendidikan : Aplikasinya Melahirkan Insan Terpelajar dan Terdidik. Persidangan
Kebangsaan Pendidikan Islam 2012.

Salmmzah Jimmy, Ruslin Amir. 2016. Analisis Keterlibatan Belia Dalam Gangsterisme.
Persidangan Antarabangsa Sains Sosial dan Kemanusiaan (Jilid 2). Kolej Universiti
Islam Antarabangsa Selangor.
Yaqub Muhammad Hussin. 2001. Usrah Dan Harakah. Selangor:Dewan Pustaka Fajar.

352

THE TRACES OF ISLAMIC VALUES IN SHORT STORIES

Hanani Ahmad Zubir
Academy of Language Studies
Universiti Teknologi MARA Cawangan Pulau Pinang
Permatang Pauh, Malaysia
hanani.az@ppinang.uitm.edu.my
Rofiza Aboo Bakar
Academy of Language Studies
Universiti Teknologi MARA Cawangan Pulau Pinang
Permatang Pauh, Malaysia
rofiza@ppinang.uitm.edu.my
Nur Darina Ibrahim
Academy of Language Studies
Universiti Teknologi MARA Cawangan Pulau Pinang
Permatang Pauh, Malaysia
nurdarina.ibrahim@ppinang.uitm.edu.my
Che Nooryohana Zulkifli
Academy of Language Studies
Universiti Teknologi MARA Cawangan Pulau Pinang
Permatang Pauh, Malaysia
yoezulkifli@ppinang.uitm.edu.my
Abstract
According to Webster (1984), a value is a principle, standard, or quality regarded as worthwhile
or desirable. Values are the basis of unity. Without values, people will lead a disastrous life.
Each religion emphasizes on the importance of various values. This paper aims to highlight on
the Islamic values in literary text, particularly short stories written by the Muslim and non-Muslim
authors. Reading somehow influences the mind, with or without the authors intention. After all,
short stories are able to persuade readers to view things from various perspectives. Thus, it is
important to consider the Islamic values in choosing the right short stories for the right crowd.
Key words: reading, Islamic values, short stories, influence

INTRODUCTION
Each religion has a contribution to existing values (Ahmet Akgunduz, n.d.). These existing
values are also known as moral values or common values. Islam, Christianity, Hinduism,
Buddhism, and many other religions stress a lot on values. However, the emphasis on various
values differs from one religion to another. There is no religion that promotes immoral
behaviour. However, this paper will be focusing on Islamic values because moral values are
commonly highlighted by many works of various authors. Islamic value is more acknowledged
among Muslims as adab, which came to imply the sum of intellectual knowledge that makes a
man courteous and urbane. The aim of conducting this analysis is to identify the existence and
influence of Islamic values in various short stories from all over the world. Among the
emphasized Islamic values are be kind to others, respect your parents, love each other, have
353

faith, set a good example, visit the sick and elderly, give to the needy, forgive and forget, guard
your modesty, perfect your character, maintain unity, practice justice and equality, be grateful,
be honest, and be patient.
METHODOLOGY
Selected short stories from all over the world were analyzed using qualitative approach in this
study in order to trace the Islamic values. The four selected short stories were written by authors
from Malaysia, Paris, Australia, and South Africa. After all, it is almost imprecise if the short
stories come from just one region, since the probability of concluding deceitfully is unavoidable.
In accordance to this, the short stories are further examined on the existence of Islamic values.

RESULTS
Most short stories have traces of Islamic values. However, they are not necessarily presented
directly. Some authors prefer their readers to read in between the lines. They use the elements
of short story such as literary devices (simile, metaphor, imagery, irony), theme, plot, and tone,
to indirectly convey the authors underlying aim of coming up with their art piece. Readers will
truly appreciate the short story once they are able to digest the underlying lessons the authors
aim to plant in their work. However, it would be best if more short stories from other parts of the
world, for example, India and China, can be included in this research, so that a more precise
wrap-up is possible. The limitation is there are more novels being translated into English rather
than short stories. The availability of short stories written in English from these regions is
scarce.

DISCUSSION
The first example of Islamic value from one of the analysed short stories is on justice. Justice is
defined as similarities and balance between rights and responsibilities. Basic human rights
cannot be disregard because of the responsibilities that one is required to exercise. In The
Pencil by Ali Majod, Zahid hit Dollah because Dollah stole Zahids pencil and carved his initial
on the pencil. The teacher, Mr. Jamal, committed injustice by blaming Zahid instead of Jamal
since he focused on Zahids action rather than Zahids reason for hitting Dollah. Somehow Mr.
Jamals attitude gave Zahid the sense of injustice and the representation of the adult world.
Luckily, the principal, Mr. Berahim restored Zahids faith in adults by adopting justice when
Zahid was given a chance to defend himself. In Zahids opinion, it is not important to penalize
Dolah, but it is important for Mr. Jamal to know that the pencil belongs to him, not Dolah. Justice
does not mean someone must be punished, but it is about finding out who is right and who is at
fault. However, Dolahs action of stealing Zahids pencil should not be an excuse for Zahid to hit
Dolah. He should report to the teacher instead.
On the other hand, in The Lotus Eater by Somerset Maugham, readers learned that one must
always be helpful and kind to neighbours. Being a loner would make one becomes miserable
and if it is too unbearable, this may lead to depression and in the worst case, one may decide to
end his life by committing suicide. People around Thomas Wilson were very friendly. They were
concerned of his well-being, but he did not seem to appreciate or welcome them in his life.
Assunta and her husband helped Wilson in many ways such as cleaned his cottage every day
and cooked his meals. As Muslim, a person should be kind to others including neighbours.
354

Neighbours have their rights in various matters. Ultimately, the emphasis on the significance of
unity and be kind to others is clearly portrayed on some of the pages. Islam promotes unity even
though the people do not share the same religious belief. It is compulsory for them to help each
other in order to live in peace and harmony (Mohd. Aiman Az Zuhairi, 2013).
Meanwhile, in another short story entitled The Drovers Wife by Henry Lawson, an act of love
towards others is clearly portrayed by the author through the main character, the drovers wife.
She showed her undivided love towards her children by staying up with Alligator, her family dog,
all night to safeguard them from being attacked by a snake. As a mother, she carried out her
responsibilities well in protecting her children. She took her children for a lonely walk on every
Sunday afternoon to make them happy. She is a good housewife too as she is loyal towards the
husband, a sign of sincere love, though the drover is always away from home. Even her children
can understand what she was going through and love her even more; up to the extent that one
of them said that he would never want to be a drover. He loves his mother as much that he does
not want her to be left unattended anymore. In Islam, if one does not like bad things to happen
to others, just like he prefers not to experience them, he has reached perfection in his faith.
Love in this case means every single help and assistance offered to others in various useful
matters in this worldly life and in the hereafter. It can be in the form of advice, recommendation
or material assistance, and also command and good prohibition which resulted from the feeling
of love towards each other to avoid from being exposed to dangers (Mohd. Aiman Az Zuhairi,
2013).
The fourth chosen short story, Looking for a Rain God, is crafted by Bessie Head and touches
on crime committed by the people to end their sufferings. They did not only believe too much in
superstitions, they even followed traditions and cultures blindly. They should at least be wise,
not to sacrifice human beings. If they have faith in god, they will not sum up that such an action
would be the best decision. In any religion, crime does not pay. It will benefit no one. Crime will
solely lead to another misery. The children were the victims of the traditions and cultures. The
people succumbed to traditions and cultures when they were in time of crisis. Supposedly, they
maintain their sense of humanity even in difficult times. Allah says, Have faith in me and
everything is possible (Quran, 5: 111). This means that god has the power to do anything,
so trust god. God will not fail human beings, but god sends human beings challenges and
obstacles in life to strengthen their faith.
CONCLUSION
In a nutshell, it is essential for parents or educators in kindergarten, primary and secondary
schools, universities, and colleges to choose appropriate short stories by considering the
Islamic values for the Muslim readers, especially the young ones, since they are easily
influenced by their reading materials in the way they behave or perceive attitudes. There are a
number of short stories with no moral value in the market too. There are also short stories which
indirectly approve or support immoral behaviours. If the parents allow the young ones to pick
their own collection of short stories freely to be read, at least attempt to go through the synopsis
before purchasing one for them. Careful selection of short stories should be done not only for a
person to meet the course outcomes or for enjoyment, but also to produce good Muslims. In a
way, they are able to identify good actions to be practiced in their daily routine. It is somehow
apparent that some short stories which were written by the non-Muslim authors do preach on
moral values which are also listed as Islamic values. In the future, research of this nature will be
highly pursued on other literary text such as poems, novels, and drama for a more
comprehensive and precise conclusion to determine the effectiveness of being selective in
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terms of helping the young ones to behave in accordance to Islamic teaching.

ACKNOWLEDGEMENT
I would like to express my special thanks to my co-writers, Dr. Rofiza Aboo Bakar, Nur Darina
Ibrahim, and Che Nooryohana, for their endless effort in producing this academic paper.
Secondly, I would also like to thank the Academy of Language Studies and the management of
Universiti Teknologi Mara Penang in making this paper possible to be presented in this
conference.

REFERENCES
Ahmet Akgunduz (n.d.). Norms and values in Islam. Retrieved in June 2, 2016, from
http://islam.uga.edu/norms_values.html
Lim, S. (2001). Joss and gold. Singapore: Times Book International.
Mohd. Aiman Az Zuhairi (2013). Hadis 40: Imam An Nawawi. Kuala Lumpur: Pustaka Al Ehsan.
Selected Poems and Short Stories Form 1 (2000). Ministry of Education Malaysia.
Selected Poems and Short Stories Form 4 (2000). Ministry of Education Malaysia.
Websters Ninth Collegiate Dictionary (1984). Springfield, Mass.: Merriam-Webster.

356

PENGARUH KELAZIMAN SOSIAL DAN KECENDERUNGAN KEROHANIAN TERHADAP

PERTIMBANGAN MORAL DALAM KALANGAN PELAJAR SEKOLAH AGAMA

Mohd Zailani Mohd Yusoff, Ed.D

Universiti Utara Malaysia
myzailani@uum.edu.my
Abstrak
Matlamat utama kajian ini ialah untuk meneroka maklumat-maklumat yang berkaitan dengan
pengaruh kelaziman sosial dan kecenderungan kerohanian terhadap pertimbangan moral
dalam kalangan pelajar sekolah agama. Kajian ini bertujuan untuk mengenalpasti pengaruh
dimensi kecenderungan kerohanian Islam dan dimensi kelaziman sosial terhadap pertimbangan
moral mengikut skema-skema yang ditetapkan. Tiga alat ukur digunakan dalam kajian ini iaitu
Ujian Skema Taakulan Akhlak (UPSTA), Soal Selidik Kecenderungan Kerohanian Islam (ISDQ)
dan Ujian Sikap dan Pegangan Terhadap Standard Kelaziman Sosial (USPSK). Subjek kajian
terdiri daripada 500 orang pelajar yang dibahagikan kepada jantina mengikut jenis sekolah
menengah agama di negeri Kelantan yang dipilih secara rawak berstrata iaitu Sekolah
Menengah Kebangsaan Agama (SMKA), Maahad Muhammadi (MM), Maahad Tahfiz alQuran/Sains (MTAQ/MTS), Sekolah Agama Rakyat (SAR) dan Sekolah Agama Swasta (SAS).
Kajian tinjuan ini menggunakan kaedah kuantitatif berasaskan pendekatan kajian rentas (Cross
Sectional). Data dikumpulkan daripada ketiga-tiga ujian di atas dan dianalisis dengan
menggunakan analisis statistik regresi berganda stepwise pada darjah signifikan p<0.05. Hasil
kajian menunjukkan bahawa dimensi kepercayaaan dan keimanan berperanan sebagai
pengaruh yang kuat dalam pertimbangan moral pelajar sekolah menengah agama. Dapatan
juga menunjukkan dimensi kepercayaan dan keimanan, dimensi intrinsik dan dimensi ekstrinsik
dalam aspek kecenderungan kerohanian Islam memberi pengaruh yang signifikan (R = .465,
sig .000) terhadap pertimbangan moral pelajar sekolah agama. Namun dimensi hak asasi
manusia di dalam variabel kelaziman sosial hanya menyumbang (R = .017, sig .003) terhadap
pertimbangan moral dalam kalangan pelajar sekolah agama di negeri Kelantan. Kajian ini
menyediakan kefahaman baru kepada isu pertimbangan moral pelajar-pelajar sekolah
menengah agama. Kecenderungan pelajar sekolah agama terhadap aspek kerohanian Islam
memainkan peranan penting dalam menentukan kualiti pertimbangan moral mereka.

PENGENALAN
Falsafah pendidikan boleh diertikan sebagai pedoman, arah tuju atau pandangan terhadap
perkara-perkara yang berkaitan dengan pendidikan. Falsafah pendidikan digubal daripada
usaha berfikir yang rasional dan kritis, berlandaskan daripada ideologi negara sebagaimana
yang telah dimanifestasikan dalam Laporan dan Dasar Pendidikan, termasuk Rukun Negara. Di
samping itu, Kementerian Pendidikan Malaysia telah menggubal satu dasar yang dikenali
sebagai Dasar Pendidikan Kebangsaan bagi memenuhi aspirasi negara Malaysia untuk
mengatasi krisis/masalah yang dihadapi oleh masyarakat dan negara. Sementara Falsafah
Pendidikan Islam pula menjelaskan bahawa pendidikan Islam adalah satu usaha berterusan
untuk menyampaikan ilmu, kemahiran dan penghayatan Islam berdasarkan al-Quran dan alSunnah bagi membentuk sikap, kemahiran, keperibadian dan pandangan hidup sebagai hamba
357

Allah yang mempunyai tanggungjawab untuk membangunkan diri, masyarakat, alam sekitar
dan negara ke arah mencapai kebaikan di dunia dan kesejahteraan abadi di akhirat (Pusat
perkembangan Kurikulum, 2001). Oleh yang demikian, pendidikan adalah proses bagi
menyesuaikan perkembangan diri manusia dari segi jasmani, aqli, kebebasan dan perasaan
manusia terhadap Tuhan sebagaimana ternyata dalam alam aqliyah, perasaan dan kemahuan
manusia. Hakikatnya, pendidikan merupakan satu proses yang penting dalam membentuk
insan yang cemerlang, bukan sahaja dari aspek akademik malah meliputi pembentukan sahsiah
diri individu yang mantap ke arah mencapai kesempurnaan hidup baik di dunia mahu pun di
akhirat. Tanpa pendidikan, perkembangan agama, bangsa dan negara akan terbantut, sekali
gus memperlahankan pencapaian matlamat yang telah digariskan oleh pihak kerajaan.
Sistem pendidikan di Malaysia mempunyai matlamat yang jelas iaitu melahirkan insan kamil
dan bangsa cemerlang. Kenyataan ini dapat dilihat melalui Falsafah Pendidikan Kebangsaan
(FPK) iaitu;
Pendidikan di Malaysia adalah suatu usaha berterusan ke arah
memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu
untuk mewujudkan insan yang harmonis dan seimbang dari segi intelek, rohani,
emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan.
Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan,
berketrampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai
kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan
kemakmuran masyarakat dan negara.
(Kementerian Pendidikan Malaysia, 2001: II).
Keperluan terhadap pembentukan moral dan akhlak mulia semakin mendesak ekoran masalahmasalah sosial yang timbul selari dengan perkembangan ekonomi dan kepesatan kemajuan
dunia. Bermula dengan masalah disiplin pelajar di peringkat sekolah sehinggalah jenayah kolar
putih dalam kalangan golongan yang berpendidikan tinggi seperti pecah amanah, rasuah dan
penipuan. Fenomena negatif seumpama ini perlu dibendung dari peringkat awal lagi. Semua ini
dapat ditangani dengan adanya kesepaduan di antara ilmu dan pembentukan moral dan akhlak
yang mulia melalui pendidikan di dalam diri para pelajar.
LATAR BELAKANG KAJIAN
Isu masalah keruntuhan moral dalam kalangan pelajar merupakan topik yang hangat
diperkatakan pada masa kini. Hal ini disebabkan oleh tahap disiplin pelajar yang semakin
merosot dari tahun ke tahun. Jika dibandingkan dengan pelajar terdahulu, ia bagaikan langit
dan bumi. Sejak beberapa tahun yang lalu, masyarakat heboh memperkatakan tentang
segelintir pelajar sekolah yang terlibat dengan penyalahgunaan dadah, pecah rumah, ponteng
sekolah, budaya lepak, gengsterisme, vandalisme, bakar kereta guru, lari dari rumah dan lainlain (Chin Pek Lian, 2005). Mereka dianggap sebagai golongan yang semakin hilang rasa
hormat terhadap golongan tua, guru dan masyarakat serta lebih bersikap materialistik dan
individualistik (Saedah Siraj, 2002). Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP)
melaporkan terdapat 35 kes kematian yang membabitkan pelajar akibat masalah disiplin,
bagaimanapun tiada tindakan yang diambil untuk mengatasinya (Utusan Malaysia, 1 April
2004).
Gejala keruntuhan moral dalam kalangan pelajar ini juga melibatkan pelajar-pelajar dari
kalangan sekolah agama, sedangkan sekolah yang beraliran agama merupakan sekolah yang
mempunyai kurikulum yang berasaskan keagamaan. Sedangkan matlamat dan visi falsafah
358

kurikulum pendidikan Islam adalah untuk melahirkan insan yang kamil dan beramal soleh.
Falsafah Pendidikan Islam di Malaysia jelas menunjukkan bahawa ia berusaha melahirkan
individu soleh, seterusnya membentuk warganegara yang beriman dan beramal soleh. FPI juga
berusaha ke arah membina insan yang seimbang dari segi material dan spiritual. Jika dilihat
dari aspek matlamat dan visi Falsafah Pendidikan Islam ini, tidak wajar bagi pelajar sekolah
agama melakukan tindakan yang tidak bermoral diluar jangkauan pemikiran, namun realitinya
adalah berbeza.
Walaupun kes-kes masalah disiplin berat dalam kalangan pelajar sekolah agama yang
dilaporkan di atas amat sedikit, namun ia perlu diberikan perhatian yang serius. Perbuatanperbuatan sebegini seolah-olah tidak mencerminkan diri mereka sebagai seorang pelajar
sekolah agama yang diterapkan dengan nilai-nilai agama melalui kurikulum pendidikan Islam.
Pelajar sekolah agama juga telah diterapkan dengan pengetahuan agama melalui proses
pembelajaran dan pengalaman di sekolah. Sepatutnya aspek kekuatan pengetahuan agama
dalam kalangan pelajar sekolah agama adalah menjadi tunjang utama dalam perkembangan
moral dan jati diri pelajar tersebut. Hal ini dapat dilihat melalui kes kesalahan/disiplin pelajar
sekolah agama di Kelantan yang dilaporkan semakin meningkat dari setahun ke setahun. Malah
pelajar-pelajar sekolah agama di negeri Kelantan seolah-olah semakin berani melakukan
perbuatan dan tingkah laku yang melampaui batas.

LITERATUR KAJIAN
Pertimbangan moral merupakan proses kognitif yang memerlukan seseorang membuat
pertimbangan moral yang melibatkan bukan sahaja pertimbangan dalam sosial-kognitif tetapi
pertimbangan normatif yang melibatkan soal moral (Abdul Rahman Md. Aroff, 1999).
Sementara penaakulan moral pula adalah proses seseorang individu mencapai keputusan
tentang sesuatu perkara yang patut dilakukan terhadap sesuatu dilema moral (Rest, 1986).
Menurut Islam, pertimbangan moral adalah melibatkan persoalan ijtihad yang telah ditentukan
dalam syariat Islam. Ijtihad adalah suatu pertimbangan akal untuk membuat sesuatu keputusan
apabila tidak ada sebarang petunjuk melalui al-Quran atau al-Hadith (al-Qardawi, 2002).
Pertimbangan akal yang dimaksudkan oleh al-Qardawi (1992) ialah pertimbangan antara
sesama al-Masalih (kebaikan), antara sesama al-mafasid (keburukan dan kerosakan) dan
pertimbangan antara al-masalih dan al-mafasid. Oleh itu, pertimbangan moral dalam Islam
merupakan proses penaakulan yang berpunca daripada kebebasan berfikir dan ketajaman akal
fikiran (Aswati Hamzah, 2007).
Secara umumnya Kohlberg (1987) dan Rest (1998) merupakan ahli dalam kumpulan
psikologi moral Kognitif. Menurut mereka penaakulan moral merupakan satu aktiviti kognitif
yang berlaku pada peringkat mental. Penaakulan moral Kohlberg adalah berpaksikan kepada
konsep keadilan moral (justice) yang lebih menitikberatkan aspek moraliti secara makro.
Menurut Kohlberg lagi, penaakulan moral adalah bersifat autonomi iaitu ditentukan oleh
perkembangan kognitif individu. Kohlberg menjelaskan bahawa penaakulan berlaku dan dapat
digunapakai semasa individu membuat pertimbangan moral. Ketika membuat pertimbangan
moral, struktur fikiran yang berjaya digunakan untuk membuat pertimbangan akan
menggantikan atau menggabungkan struktur-struktur yang terdahulu untuk berfungsi dengan
lebih berkesan (Aswati Hamzah, 2007).
Kajian yang paling berkesan berhubung dengan perkembangan moral pelajar adalah
How College Affects Students yang dilakukan oleh Pascarella dan Terenzini (1991). Mereka
melakukan kajian dan mensintesiskan selama 20 tahun tentang bagaimana kehadiran kolej
359

atau sekolah memberi kesan terhadap penaakulan moral seseorang pelajar. Pascarella dan
Terenzini (1991) telah mengenalpasti lebih daripada 50 kajian rentas (cross-sectional) dan
kajian longitudinal yang berkaitan antara kehadiran kolej atau sekolah dengan pertimbangan
moral pelajar. Mereka mendapati bahawa kajian tentang perkembangan moral pelajar kolej atau
sekolah telah didominasi oleh pendekatan Kohlberg dan Rest. Tambahan pula, MJI dan DIT
telah dijadikan instrumen yang paling penting dalam kajian ini (Pascarella dan Terenzini, 1991;
Pascarella, 1997).
Menurut Pascarella dan Terenzini (1991) yang membuat ulasan tentang perkembangan
moral pelajar, peringkat umur bagi pelajar sekolah atau kolej memainkan peranan utama dalam
memberi pengaruh kepada tahap penaakulan moral. Justeru, sekiranya sekolah atau kolej
mendorong kepada perkembangan moral pelajar, maka pelajar sepatutnya dapat menunjukkan
peningkatan apabila mereka semakin maju dalam pelajaran. Jurang dalam penaakulan moral
pada tahap pasca konvensional sepatutnya adalah lebih besar di antara lulusan sekolah atau
kolej berbanding dengan pelajar yang tidak memasuki sekolah atau kolej. Institusi pendidikan
seperti sekolah atau kolej dapat membangunkan pertimbangan moral pelajar secara realistik
dengan menggalakkan pembangunan kognitif dan nilai pelajar (Nucci dan Pascarella, 1987;
Pascarella dan Terenzini, 1991). Pascarella dan Terenzini (1991) juga telah membuat
kesimpulan bahawa kajian rentas (cross sectional) yang menggunakan markah P (contoh:
peratusan penaakulan moral seseorang yang terdapat pada tahap pasca konvensional)
daripada DIT akan menunjukkan perubahan dalam perkembangan moral secara konsisten
berdasarkan kepada umur dan pendidikan formal walaupun sampel yang digunakan terdiri
daripada pelbagai negara dan budaya. Selain itu juga, kajian longitudinal yang menggunakan
skor P dalam DIT menunjukkan bahawa perkembangan moral pelajar adalah lebih tinggi pada
titik yang berlainan (contoh awal penggal (semester) dan akhir penggal (semester)) berbanding
mereka yang memasuki sekolah atau kolej (Pascarella dan Terenzini, 1991).
Kajian Narvaez, Getz, Rest dan Thoma (1999) merupakan satu kajian yang mengkaji
hubungan antara pertimbangan moral dengan hak asasi manusia. Kajian ini menggunakan
instrumen DIT, ideologi keagamaan (Brown and Lowes, 1951), ideologi politik, orientasi agama
dan sikap terhadap hak asasi manusia (ATRI)(Getz, 1985). Dapatan kajian mendapati bahawa
ideologi politik dan agama digabungkan kepada satu faktor yang dikenali sebagai ideologi
budaya. Dapatan ini dapat digabungkan dengan pertimbangan moral bagi membentuk suatu
pembolehubah yang dikenali sebagai ortodox/progresif dengan menghasilkan pekali regresi
yang kukuh dalam meramal pemikiran moral responden (contoh : ATRI) di dalam sampel yang
dikeluarkan daripada dua gereja Protestan (R = .79; N = 96) dan di dalam sampel lain yang
melibatkan pelajar universiti tempatan (R = .77; N = 62). Kajian ini mendapati individu yang
lebih progresif cenderung untuk mendapatkan skor secara lebih tinggi secara liberal. Sebaliknya
individu yang lebih ortodox lebih cenderung kepada skor yang lebih tinggi secara konservatif.
Kumpulan ortodox/progresif ini dapat menentukan jumlah varian yang signifikan dalam
pemikiran moral terhadap isu-isu sosial.
Kajian Rest, Narvaez, Thoma dan Bebeau (1999) mengulangi kajian yang telah dibuat
oleh Narvaez (1999) dalam satu percubaan untuk menghasilkan satu pengesahan terhadap
DIT2 yang baru. Kajian ini melibatkan 200 responden daripada empat tahap pendidikan (pelajar
gred 9, graduan senior, senior kolej dan graduan sekolah serta pelajar sekolah profesional)
yang beragama Kristian telah melengkapkan kedua-dua DIT dan DIT2 serta pengukuran
terhadap aspek keagamaan, ideologi politik dan sikap terhadap hak asasi manusia seperti yang
digunakan oleh Narvaez (1999). Hasil dapatan kajian menunjukkan model regresi berganda
dengan DIT yang asal sebagai satu ukuran pertimbangan moral yang menghasilkan R
berganda .58 (df = 191). Secara keseluruhannya, kajian ini menunjukkan bahawa responden
360

lebih konservatif terhadap aspek pertimbangan moral, ideologi keagamaan dan sikap terhadap
hak asasi manusia sepertimana yang dilakukan oleh Narvaez (1999). Dapatan daripada literatur
mendapati bahawa pertimbangan moral memainkan peranan penting sebagai satu elemen
dalam mencorakkan kehidupan manusia. Setiap pemikiran, penaakulan dan pertimbangan yang
terlibat akan menentukan segala tindakan moral seseorang individu. Perkembangan moral
pelajar khususnya di sekolah banyak mempengaruhi keputusan pertimbangan moral mereka
secara keseluruhan. Hal ini kerana sekolah sebagai institusi pendidikan awal berperanan dalam
membangunkan moral pelajar. Menurut literatur, semakin dalam seseorang pelajar mendalami
pengetahuan di sekolah, maka semakin tinggi tahap keputusan pertimbangan moralnya.
METODOLOGI KAJIAN
Kajian ini merupakan satu kajian tinjauan yang berbentuk kuantitatif dengan menggunakan
kajian rentas (cross sectional). Kajian ini menggunakan data yang dikumpul dari individu yang
dipilih dalam satu tempoh masa tertentu (Gay dan Airasian, 2006). Menerusi kajian ini, kajian
rentas menggunakan data pelajar yang beraliran sekolah agama yang mana sampel terdiri
daripada pelajar-pelajar tingkatan empat sahaja. Kajian ini menggunakan satu tempoh masa
tertentu semasa pelajar membuat pertimbangan moral berdasarkan instrumen yang disediakan.
Kajian ini menggunakan borang soal selidik sebagai medium utama bagi mendapatkan
maklumat berkaitan dengan model kajian. Sampel dalam kajian ini terdiri daripada pelajarpelajar tingkatan empat di lima jenis sekolah yang beraliran agama iaitu Sekolah Menengah
Kebangsaan Agama (SMKA), Maahad Muhammadi, Maahad Tahfiz, Sekolah Agama Rakyat
dan Sekolah Agama Swasta.
Soal selidik yang digunakan dalam kajian ini adalah Ujian Pengecaman Skema
Taakulan Akhlak (UPSTA), Ujian Sikap dan Pegangan Standard Kelaziman Sosial (USPSK)
dan Soal Selidik Kecenderungan Kerohanian Islam (ISDQ). Model kajian yang digunakan terdiri
daripada dua komponen utama. Komponen pertama ialah pembolehubah bebas (independent
variable) yang mengandungi soal selidik kecenderungan kerohanian Islam dan ujian sikap dan
pegangan standard kelaziman sosial. Komponen kedua adalah pembolehubah bersandar
(dependent variable) yang terdiri daripada pertimbangan moral yang diukur melalui Ujian
Pengecaman Skema Taakulan Akhlak (UPSTA) yang mempunyai empat dimensi iaitu skema
istiqamah, skema taqlid berpengetahuan, skema taqlid dan skema taqlid dekaden. Kajian ini
menggunakan statistik inferensi. Populasi kajian ini terdiri daripada pelajar-pelajar sekolah
agama berdasarkan lima kategori iaitu Sekolah Menengah Kebangsaan Agama (SMKA),
Maahad Muhammadi, Maahad Tahfiz, Sekolah Agama Rakyat (SAR) dan Sekolah Agama
Swasta (SAS). Subjek kajian adalah terdiri daripada pelajar-pelajar sekolah agama yang berada
di tingkatan 4. Subjek kajian dipilih secara rawak (random) untuk memastikan pengkaji dapat
mengenal pasti ciri-ciri khusus pertimbangan moral dalam kalangan pelajar sekolah agama
yang menjadi fokus kajian. Pemilihan responden ini adalah berdasarkan kepada teori
perkembangan moral Kohlberg (1977) yang menyatakan bahawa pelajar yang berumur 16
tahun berada dalam tahap konvensional. Teori penaakulan moral Piaget (1965) menyatakan
bahawa pelajar yang berumur 16 tahun adalah bersifat autonomous moral iaitu sifat yang
mengetahui peraturan dan sentiasa mematuhi peraturan tersebut. Piaget juga menyatakan
bahawa pelajar yang berada dalam tahap ini membuat tindakan berdasarkan kehendak
moralnya. Pemilihan sekolah dalam kajian ini adalah berdasarkan kepada persampelan rawak
berstratifikasi (Stratified random sampling). Kaedah persampelan stratifikasi dalam kajian ini
adalah berdasarkan kepada stratifikasi tidak proposional (Stratified sampling non-proportional).
Pemilihan sampel pelajar sekolah agama di negeri Kelantan adalah seramai 500 orang pelajar.

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DAPATAN KAJIAN
Kajian ini juga menggunakan analisis regresi pelbagai untuk mengenal pasti perubahan atau
pengaruh di dalam dimensi-dimensi kecenderungan kerohanian Islam dan dimensi-dimensi
sikap dan pegangan terhadap standard kelaziman sosial terhadap pertimbangan moral secara
umum dan mengikut skema yang telah ditetapkan iaitu skema istiqamah, skema
berpengetahuan, skema taqlid dan skema dekaden. Prosedur regresi pelbagai yang telah
digunakan dalam analisis ini adalah prosedur penyelesaian stepwise.
Analisis Regresi Berganda Pengaruh Dimensi Kecenderungan Kerohanian Islam
Terhadap Pertimbangan Moral
Analisis model regresi yang dijalankan mendapati bahawa terdapat tiga variabel peramal bagi
variabel kriterion pertimbangan moral (i) kepercayaan dan keimanan, (ii) intrinsik dan (iii)
ekstrinsik yang dimasukkan ke dalam model regresi pada p.05. Korelasi antara variabel
kriterion dan variabel peramal kepercayaan dan keimanan ialah .587, korelasi antara variabel
kriterion dan kombinasi antara kepercayaan dan keimanan dan intrinsik ialah .658. Korelasi
antara variabel kriterion dan kombinasi linear antara ketiga-tiga variabel peramal ialah .682.
Nilai R sebanyak .345 menunjukkan bahawa 34.5% perubahan dalam variabel kriterion
(pertimbangan moral) adalah disebabkan oleh perubahan dalam kepercayaan dan keimanan.
Kombinasi kepercayaan dan keimanan dan intrinsik menyumbang sebanyak (43.3-34.5)% iaitu
8.8% perubahan tambahan dalam pertimbangan moral. Dimensi ekstrinsik pula menyumbang
kepada sebanyak 3.1% varians dalam pertimbangan moral. Kombinasi linear ketiga-tiga
variabel peramal tersebut menyumbang sebanyak 46.5% varians dalam variabel kriterion
pertimbangan moral.
Keputusan analisis data menunjukkan bahawa bagi populasi kajian (saiz sampel = 500),
tiga variabel peramal iaitu kepercayaan dan keimanan (A1), intrinsik (A2), dan ekstrinsik (A3)
merupakan peramal bagi pertimbangan moral. Hal ini menunjukkan keputusan kajian menerima
andaian pengkaji bahawa dimensi-dimensi kecenderungan kerohanian Islam iaitu kepercayaan
dan keimanan, intrinsik dan ekstrinsik merupakan peramal pertimbangan moral bagi pelajarpelajar sekolah menengah agama di negeri Kelantan. Secara signifikan, skor kepercayaan dan
keimanan [F(1, 498) = 261.989, p<.05] menyumbang sebanyak 34.5% varians (R = .345)
dalam pertimbangan moral. Hal ini bererti bahawa kepercayaan dan keimanan ( = .587, p<.05)
atau konsep ketauhidan ajaran Islam merupakan petunjuk utama yang menyebabkan pelajar
sekolah menengah agama tersebut membuat pertimbangan moral. Kombinasi kepercayaan dan
keimanan ( = .514, p<.05) dan intrinsik ( = .306, p<.05) menambah sebanyak (43.3-34.5)%
atau 8.8% kepada varians (R = .433) dalam pertimbangan moral [F(2, 497) = 189.849, p<.05].
Walau bagaimanapun, variabel peramal A3 kurang menyumbang kepada perubahan dalam
pertimbangan moral kerana kombinasi variabel peramal A3 ( = -.184, p<.05) dengan A1 ( =
.564, p<.05) dan A2 ( = .308, p<.05) hanya menambah sebanyak (46.5-43.3)% atau 3.1%
varians (R = .465) dalam pertimbangan moral [F(3, 496) = 143.431, p<.05]. Dapatan ini
menunjukkan bahawa kecenderungan kerohanian Islam mempunyai pengaruh yang besar
terhadap pertimbangan moral pelajar sekolah agama. Hal ini dapat dilihat melalui Jadual 2 di
bawah seperti berikut ;

362

Jadual 2
Keputusan Analisis Regresi Berganda Pengaruh Dimensi Kecenderungan Kerohanian Islam
Terhadap Pertimbangan Moral

Model

Pemalar (Constant)
Kepercayaan &
Keimanan

.587(a)

Pemalar (Constant)
Kepercayaan &
Keimanan
Intrinsik

.658(b)

Pemalar (Constant)
Kepercayaan &
Keimanan
Intrinsik
Ekstrinsik

.682(c)

.345 261.989

.433 189.849

.465 143.431

SE B

Beta

Sig

.652

.087

.193

.451

.782

.048

.587 16.186

-.415

.189

-2.196

.685

.046

.514 14.779

.000*

.254

.029

.306

8.802

.000*

.022

.201

.109

.913

.752

.047

.564 16.078

.255
-.151

.028
.028

.308
-.184

9.104
-5.396

.000*
.029

.000*
.000*
.000*

*p < 0.05
Catatan :
a
b
c
d

A1
A2
A3
Variabel Bersandar (Kriterion)

Kepercayaan dan Keimanan

Kepercayaan dan Keimanan & Instrinsik
Kepercayaan dan Keimanan, Intrinsik & Ekstrinsik
Pertimbangan Moral

Analisis Regresi Berganda Pengaruh Dimensi Kelaziman Sosial Terhadap Pertimbangan

Moral
Analisis model regresi yang dijalankan mendapati bahawa hanya terdapat satu variabel peramal
bagi variabel kriterion pertimbangan moral iaitu dimensi hak asasi manusia dimasukkan ke
dalam model regresi pada p.05. Ketiga-tiga variabel peramal yang lain di dalam variabel sikap
dan pegangan terhadap standard kelaziman sosial iaitu adat resam, pendidikan dan politik tidak
dapat dimasukkan kerana ketiga-tiga variabel tersebut tidak menunjukkan nilai signifikan pada
aras p.05. Korelasi antara variabel kriterion dan variabel peramal hak asasi manusia ialah
.132. Nilai R sebanyak .017 menunjukkan bahawa 1.7% sahaja perubahan dalam variabel
kriterion (pertimbangan moral) adalah disebabkan oleh perubahan dalam hak asasi manusia.

363

Keputusan analisis data menunjukkan bahawa bagi populasi kajian (saiz sampel = 500),
satu variabel peramal iaitu hak asasi manusia (AA1) merupakan peramal bagi pertimbangan
moral. Hal ini menunjukkan keputusan kajian mendapati dimensi sikap dan pegangan terhadap
standard kelaziman sosial iaitu hak asasi manusia merupakan peramal pertimbangan moral
bagi pelajar-pelajar sekolah menengah agama di negeri Kelantan. Walau bagaimanapun,
keputusan kajian pula sebaliknya menolak dimensi adat resam, dimensi politik dan dimensi
pendidikan merupakan peramal pertimbangan moral pelajar-pelajar sekolah menengah agama
tersebut. Secara signifikan, skor hak asasi manusia [F(1, 498) = 8.837, p<.05] menyumbangkan
sebanyak 1.7% varians (R = .017) dalam pertimbangan moral. Hal ini bererti bahawa hak asasi
manusia ( = .132, p<.05) merupakan petunjuk utama di dalam sikap dan pegangan terhadap
standard kelaziman sosial yang menyebabkan pelajar sekolah menengah agama tersebut
membuat pertimbangan moral. Walau bagaimanapun, variabel peramal ini sedikit sahaja
menyumbang kepada perubahan dalam pertimbangan moral iaitu dimensi hak asasi manusia.
Jadual 3
Keputusan Analisis Regresi Berganda Pengaruh Dimensi Kelaziman Sosial Terhadap
Pertimbangan Moral

Model

Pemalar (Constant)
Hak Asasi Manusia

.132(a)

.017

8.837

2.814
.098

SE B

.134
.033

Beta

.132

Sig

21.003
2.973

.000
.003*

*p < 0.05
Catatan :
a AA1
b Variabel Bersandar (Kriterion)

Hak Asasi Manusia

Pertimbangan Moral
PERBINCANGAN

Kajian-kajian yang melibatkan moral dan akhlak di Malaysia kurang diberi perhatian oleh para
pengkaji dan penyelidik berhubung dengan konsep pertimbangan moral khususnya dalam
kalangan pelajar sekolah agama. Walaupun terdapat beberapa kajian yang berkaitan dengan
nilai dan moral dalam kalangan pelajar telah dijalankan, namun kajian-kajian terdahulu lebih
menumpukan kepada pelajar-pelajar Melayu yang beragama Islam di sekolah tanpa
memfokuskan kepada pelajar sekolah agama. Penggunaan konsep moral konvensional seperti
yang diperkenalkan teori Kohlberg (1976) dan Rest (1979) yang melibatkan pelajar-pelajar
Melayu beragama Islam telah memberikan maklumat-maklumat yang tidak tepat berhubung
dengan nilai dan moral. Hal ini disebabkan oleh pemaknaan moral dan ruang lingkup taakulan
moral tidak dicatatkan secara sistematik di samping terdapatnya kekurangan bukti-bukti
empirikal yang dapat dijadikan rujukan.

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Faktor kecenderungan kerohanian Islam dan sikap terhadap standard kelaziman sosial
mempunyai pengaruh kepada pertimbangan moral pelajar. Dapatan kajian mendapati bahawa
kecenderungan kerohanian Islam mempunyai pengaruh yang signifikan terhadap pertimbangan
moral pelajar sekolah agama. Hal ini selari dengan dapatan kajian terdahulu oleh Ernsberger
(1997) dan Ernsberger & Manaster (1981) yang menjelaskan bahawa terdapat pengaruh yang
kuat di antara faktor orientasi keagamaan dengan pertimbangan moral seseorang di dalam
sesuatu agama.
Hasil dapatan kajian melalui analisis regresi berganda menunjukkan bahawa ketiga-tiga
dimensi kecenderungan kerohanian Islam iaitu dimensi kepercayaan dan keimanan, intrinsik
dan ekstrinsik mempunyai pengaruh terhadap pertimbangan moral pelajar sekolah agama (R`=
.465). Hal ini menunjukkan konsep tauhid di dalam diri seseorang pelajar sekolah agama
memberi kesan yang positif terhadap pertimbangan moral. Di samping itu, faktor intrinsik atau
penghayatan keagamaan di dalam diri seseorang juga memberi kesan terhadap pertimbangan
moral. Namun begitu, terdapat pengaruh negatif di antara dimensi ekstrinsik ( = -1.51) dengan
pertimbangan moral yang menjelaskan bahawa semakin tinggi dimensi ekstrinsik maka
semakin kurang pertimbangan moral pelajar sekolah agama. Oleh itu, dapatan ini menjelaskan
suatu fenomena yang baik iaitu kecenderungan kerohanian Islam tidak dipengaruhi oleh
dimensi ekstrinsik. Hal ini kerana seseorang pelajar yang memiliki pengetahuan agama tidak
seharusnya menjadikan aspek keduniaan sebagai pegangan utama di dalam kehidupan.
Seseorang pelajar yang memiliki pengetahuan agama mesti menjadikan konsep al-Din sebagai
asas kehidupannya.
Dapatan ini mencerminkan kedudukan seseorang pelajar sekolah agama sering dirujuk
pada aspek pengetahuan keagamaan yang tinggi dan berakhlak mulia (Abdul Kadir Arifin,
2003). Akhlak dalam Islam bukan sahaja dikaitkan dengan kepatuhan kepada Allah S.W.T.,
tetapi juga merangkumi aspek akal budi dan tingkah laku (Abdul Halim Mahmud, 1995). Hal ini
kerana pertimbangan moral seseorang sangat dikaitkan dengan adab, budi dan tingkah laku.
Setiap tingkah laku akan mencerminkan pertimbangan moral seseorang. Orang yang bermoral
akan digelar sebagai orang yang beradab dalam pergaulan dan tingkah lakunya. Hasil analisis
kajian juga turut membuktikan secara praktikal bahawa aspek penyucian jiwa, pembangunan
insan dan penghayatan ibadah telah berjaya diterapkan dalam setiap aspek pendidikan akhlak
di dalam kurikulum pendidikan Islam.
Sementara itu, faktor sikap dan pegangan terhadap standard kelaziman sosial juga
memberi sedikit pengaruh terhadap pertimbangan moral pelajar. Hasil analisis dapatan kajian
menunjukkan bahawa dimensi hak asasi manusia memberi pengaruh yang dominan terhadap
pertimbangan moral pelajar sekolah agama. Hal ini menjelaskan bahawa pelajar sekolah
agama mempunyai sikap dan pegangan terhadap idea-idea persamaan hak dalam lingkungan
sosial, hidup bermasyarakat dan bernegara. Sikap ini adalah selari dengan perjuangan Islam
yang meletakkan persamaan hak individu pada sisi Tuhan (Al-Ghazali, 1998). Menurut AlGhazali (1998) kekuatan keadilan berasaskan hak asasi manusia dalam diri seseorang adalah
amat perlu. Hal ini akan memberikan pengaruh pengekangan nafsu syahwat dan kemarahan di
bawah bimbingan akal dan agama.
Kajian ini dijalankan berdasarkan kombinasi kerangka moral konvensional dan akhlak
Islam dengan menggunakan konsep akhlak dan pendekatan psikologi Islam untuk menjelaskan
pertimbangan moral pelajar sekolah agama. Penelitian mendalam yang dilakukan terhadap
kurikulum Pendidikan Islam dalam pembinaan akhlak pelajar sekolah agama adalah bertujuan
untuk menjelaskan implikasi kurikulum Pendidikan Islam terhadap pelajar sekolah agama
berdasarkan pertimbangan moral. Pendekatan ini bertujuan memberi perspektif baru dalam
365

bidang kajian moral dan akhlak untuk pelajar sekolah agama. Menerusi aspek pertimbangan
moral pelajar terhadap implikasi kurikulum Pendidikan Islam, dapatan kajian menunjukkan
bahawa pembinaan soal selidik kecenderungan kerohanian Islam memberi impak besar
terhadap implikasi kurikulum Pendidikan Islam sebagai faktor penentu pertimbangan moral.
Hasil dapatan kajian dapat dikaitkan dengan aspek kelemahan dan kekurangan dalam proses
penerapan aspek pendidikan kerohanian terutamanya berkaitan dengan konsep tazkiyah alnafs (penyucian jiwa) di dalam Pendidikan Akhlak. Hal ini ditunjukkan oleh dapatan bahawa
aspek intrinsik di dalam kecenderungan kerohanian Islam tidak memberi pengaruh yang
signifikan terhadap pertimbangan moral pelajar sekolah agama.

RUJUKAN
Abdul Halim Mahmud. (1995). Islam dan Akal (Terjemahan oleh Mohd Fakhruddin Abd. Mukti).
Kuala Lumpur: Dewan Bahasa dan Pustaka & Kementerian Pendidikan Malaysia.
Abdul Kadir Ariffin. (2003). Kesan pendekatan pengalaman penghayatan Islam terhadap
pemikiran peringkat tinggi di kalangan pelajar tingkatan dua. Tesis Ijazah Doktor Falsafah,
Universiti Sains Malaysia, Pulau Pinang. (Tidak Diterbitkan).
Abdul Rahman Md. Aroff. (1999). Pendidikan moral, teori, etika dan amalan moral. Serdang:
Penerbit Universiti Putra Malaysia.
Al-Ghazali. (1998). Ihya ulum al-Din. Jakarta: Penerbit Asli.
Aswati Hamzah. (2007). Satu kajian skema taakulan akhlak dalam kalangan pelajar Melayu.
Universiti Sains Malaysia.Tesis Doktor Falsafah. (Tidak diterbitkan).
Chin Pek Lian, et al. (2005). Isu-isu masalah disiplin pelajar : pendekatan dan penyelesaian.
Seminar pendidikan. Fakulti Pendidikan, Universiti Teknologi Malaysia, 15 Oktober 2005.
Ernsberger, D. J. (1977). Intrinsic-extrinsic religious identification and level of moral
development. Dissertation abstracts international : aection B: the sciences and
engineering. 37:6302B.
Ernsberger, D. J. and Manaster, G. J..(1981). Moral development, intrinsic/extrinsic religious
orientation and denominational teachings. Genetic Psychology Monographs. 104:2341.
Gay, L.R. & Airasian, P. (2006). Educational research. Ohio: Pearson Merrill Prentice Hall.
Getz, I.R. (1985). Moral reasoning, religion and attitudes towards human rights. Doctoral
disertation. University of Minnesota, Minneapolis (Unpublished).
Kementerian Pendidikan Malaysia. (2001). Sukatan pelajaran pendidikan moral. Kuala Lumpur:
Pusat Perkembangan Kurikulum.
Kohlberg, L. (1976). Moral stages and moralization: The cognitive development approach.
Dalam T. Lickhona (Ed), Moral development and Behaviour Theory, Research and Social
Issues. New York: Holt, Rinehart & Winston.

366

Kohlberg, L. & Colby, A. (1987). The measurement of moral judgement: theoritical foundations
and research validation. 1. Cambridge: Cambrigde University Press.
Kohlberg, L. (1977). The cognitive-development approach to moral education. Dalam Rogers,
D. Issues in adolescent psychology. 283-273. New Jersey: Prentice Hall, Inc.
Narvaez, D., Getz, I., Rest, J.R.,& Thoma, S.J. (1999). Individual moral judgment and cultural
ideologies. Developmental Psychology, 35, 478-488.
Pascarella, E.T. & Terenzini, P.T. (1991). How college effects students: Findings and insights
from twenty years of research. San Francisco: Jossey-Bass Publishers.
Pascarella. E.T. (1997). Colleges influence on principled moral reasoning. Educational Record,
47-55.
Piaget, J. (1965). The moral judgement of the child (M. Gabain, Trans.). New York: Free Press.
Pusat Perkembangan Kurikulum. (2001). KBSM : Huraian sukatan pelajaran pendidikan moral
tingkatan empat. (Tidak diterbitkan).
Rest, J.R., (1979). Development in judging moral issues. Minneapolis: University of Minnesota
Press.
Rest, J.R., Narvaez, D., Thoma, S.J. & Bebeau, M.J. (1999). DIT2: devising and testing a
revised instrument of moral judgement. Journal of Educational Psychology, 91, 644-659.
Rest, J.R. & Narvaez, D. (1998b). Guide for DIT-2. Minneapolis, MN: Center for the study of
Ethical Development.
Rest, J.R. (1986). Moral development: advances in research and theory. New York: Praeger.
Saedah Siraj. (2002). Perancangan pembelajaran pendidikan agama. Ucap utama sub tema-1
persidangan kebangsaan pendidikan agama 2002. Pusat Pengajian Ilmu Pendidikan,
Universiti Sains Malaysia, Pulau Pinang, 7-9 September 2002.

367

DEVELOPMENT AND PILOT TESTING OF A QUESTIONNAIRE ON 21ST CENTURY SKILLS

FOR SPECIAL EDUCATION TEACHERS PRELIMINARY FINDINGS
Ramesh Rao Ramanaidu
Institut Pendidikan Guru Kampus Ilmu Khas,
Jalan Yaacob Latif,
56000 Kuala Lumpur. Malaysia
rameshrao08@yahoo.com
Kuruvilla C.K. Joseph
Institut Pendidikan Guru Kampus Ilmu Khas,
Jalan Yaacob Latif,
56000 Kuala Lumpur. Malaysia
kuru276@yahoo.com
Shasitharan Raman Kutty
Institut Pendidikan Guru Kampus Raja Melewar,
Jalan Sikamat, 70400 Seremban,
Negeri Sembilan. Malaysia
rshash@hotmail.com
Abstract
Acquisition of 21st century skills is one of the hottest topics in the field of education today. All the
stakeholders, such as teachers and policy makers, agree that students will need very different
sets of skills and competencies for them to function effectively in the present century to be
successful global citizens. Research on teaching and assessment of 21st century skills has
garnered a lot of attention. Based on Boes (2013) research, there are six constructs which
constitute 21st century skills. They are Academic Content, Critical Thinking Skills, Collaboration
Skills, Communication Skills, Self-direction Skills and Use of Technology As A Tool For
Learning. Unfortunately, research related to 21st century skills in the domain of special
education is scarce. This study intends to explore special education teachers notion on the use
of 21st century skills in teaching and learning. The purpose of this study is to develop and pilot
test a questionnaire on special education teachers use of 21st century skills in their classrooms.
The distinction of this study lies in the group of respondents who took part in this study. 15 preservice teachers who are currently undergoing training to become special education teachers
volunteered to take part in this study. A 34-item questionnaire was administered to these preservice teachers who had just completed their practicum stint. Cronbachs alpha values of the
34 items and six constructs ranged from 0.669 to 0.914. This questionnaire should elicit reliable
and valid results. Although further testing is needed to validate the findings, the findings of this
study adds to the reliability of the questionnaire.
Keywords:

21st century
questionnaire

learning

skills,

special

education,

pre-service

teachers,

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INTRODUCTION
What Is 21st Century Skills?
The hottest topic in the field of education today is undoubtedly 21st century skills. Any textbook
or research that does not deal with this latest and necessary development will be deemed as
being obsolete or outdated. According to Shin & Crandall (2014) the world we now live in is
different in many areas education, technology, population, environment, politics, and
economics. Though views on education differ, the public generally agrees that students in the
21st century will need a very different set of skills and competencies for them to function
effectively either at the workplace or as citizens (Ananiadou & Claro, 2009). In order to face the
many challenges in this new era, it is incumbent for the people, especially the future generation,
to develop skills that will help them become effective and competent global citizens.
Hence, to cope with the demands and challenges of the 21st century, education will play
a major role in providing the skills and knowledge needed for students to succeed. So, what
exactly are 21st century skills and how different are they from 20th century skills? Are these
differences merely perceived or are they real? Read any book on education or perform a quick
search on the Internet and you will come to realize that these differences are real and need to
be given due attention. Ask any researcher in the field of education about the major differences
between 20th century and 21st century education, and the immediate and widely recognized
response will be that 20th century education is mainly teacher-centred with students
predominantly memorizing facts in isolation while 21st century education is student-centred
education which focuses on real-life experiences and includes students working collaboratively
through project-based learning (Rotherham & Willingham, 2009).
The rapidly changing world our students live in today requires them to be equipped with
the necessary skills and knowledge such as global citizenship and values, communication skills,
active learning skills, and technological skills to be effective and successful global citizens.
Duncan, (2010) states that students in the 21st century must be able to communicate, share,
and use information to solve complex problems, be able to adapt and innovate in response to
new demands and changing circumstances, and be able to command and expand the power of
technology to create new knowledge. He further states that the use of technology tools and
resources, involvement with interesting and relevant projects, and learning environments
including online environments that are supportive and safe will become everyday practices in
21st century classrooms. He also emphasises that educators must be given access to and be
prepared to use technological tools and take on the role of being collaborators in learning,
constantly seeking new knowledge and acquiring new sets of skills along with their students.
The Partnership for 21st Century Skills (P21) created a framework for 21st century
learning which incorporated important themes into core subjects such as global awareness,
financial, economic, business, and entrepreneurial literacy, civic literacy, health literacy and
environmental literacy (Shin & Crandall, 2014). Table 1 highlights essential skills that students
need to develop in order to cope with life in the 21st century as proposed by organisations such
as P21. (Note: P21 is non-profit organisation based in United States which advocates 21st
century readiness for students).

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Key points
Learning and
skills

Description
innovation Critical thinking and problem solving
Communication and collaboration
Creativity and innovation
Digital literacy skills
Information literacy
Media literacy
Information and communication technologies (ICT) literacy
Career and life skills
Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural interaction
Productivity and accountability
Leadership and responsibility
Table 1: 21st Century Skills
Rotherham & Willingham (2009) state that in order for 21st century skills to be
successfully implemented in schools, three main areas need to be given due attention: the
curriculum, teacher training and assessment methods. The curriculum, they say, has to focus on
content that helps to develop students thinking and should provide opportunities for students to
develop self-direction, collaboration, creativity and innovation. They also point out that in spite of
teachers knowing the efficacy of using student-centered methods in the classroom, many
teachers choose not to do so because they have not been sufficiently trained to handle issues
that go hand in hand with the implementation of student-centered teaching such as classroom
management and the use of information technology. They also emphasize the importance of
teachers being equipped with knowledge on a wide range of topics and skills that deal with the
adoption of student-centered classrooms.
Hobgood & Ormsby (2011) state that the 21st century classroom is one that is unique
and far more different than the one that teachers in the 21st century would have experienced as
students. The diversity found in 21st century classrooms ranges from dealing with students from
differing socio-economic backgrounds, and linguistically and culturally diverse backgrounds right
up to students with a variety of learning disabilities. They conclude that the effective way to deal
with this diversity is by enabling teachers to adopt differentiated instruction because
differentiation allows teachers to focus on essential skills in each content area, be responsive
to individual differences, incorporate assessment into instruction, and provide students with
multiple avenues to learning.
According to Special Education Guide, the purpose of special education is to provide
equal access to education for newborn children right through the age of 21 by providing
specialized services that will lead to school success in the general curriculum (Fenell, Gilchrist,
Katz, Kirkpatrick, & Makofsky, 2016). Special education teachers are a rare and unique breed
indeed as they are entrusted with the task of creating and facilitating collaborative classroom
environments that meet the needs of every diverse individual (Martin & Hauth, 2015).
Though 21st century skills is an area which has attracted the attention of education
researchers, its usage in the domain of special education in our country is few and far between.
The usability and approaches suggested by many researchers are meant more for mainstream
students without any disability. Whether these suggestions and approaches are practical to be
used in special education classrooms will only be known if and when further researches in these
areas are carried out. Hence, it was felt that special education teachers will be the ideal people
370

to answer this question (i.e. Whether the teaching methods are practical to be used in special
education classroom).
The dilemma in special education is that the effectiveness of the methods and
approaches suggested by trainers were often questioned by special education teachers. Before
putting forth such methods and approaches which are deemed suitable for special education, it
is necessary to establish whether the principles and approaches noted in Table 1 are employed
by special education teachers.
As an initial step, a questionnaire on the use of 21st century skills by special education
teachers was developed. However the challenge in developing a questionnaire is in ensuring
that the respondents would interpret the items in the same manner intended by the researcher
(Dillman, 2007). To test the items, the questionnaire was administered to special education preservice teachers. This paper intends to present the preliminary findings on the use of 21st
century skills in a special education classroom. The distinction of this study lies in two areas.
They are:
i.

the respondents of this study are pre-service teachers (PST). Hence their teaching
practices are in the developing stages and yet to be fossilized. As such their
receptiveness towards new teaching strategies and approaches should be higher than
in-service teachers. To gauge the use of 21st century skills, this study focuses on the use
of 21st century skills during the 12-week teaching practice phase or better known as
practicum in Malaysia.

ii.

these pre-service teachers are future special education teachers, who will be placed in
schools throughout Malaysia.

METHODS
Developing a questionnaire is generally regarded as a multi-phase process. It starts with
defining the facets intended to be investigated (in this study it is 21st century skills for Special
Education) and finishing with the analysis of the outcomes (Prashant, 2014). An important part
of a questionnaire is designing it (Zikmund, 1994). This study uses a self-constructed
questionnaire which was developed by reviewing literature on 21st century learning skills. Table
2 shows the constructs identified by Boe (2013).
Construct
1
2
3
4
5
6

Name
Academic Content
Critical Thinking Skills.
Collaboration Skills
Communication Skills.
Self-direction Skills
Use Technology As A Tool For
Learning

Table 2: Constructs of 21st Century Learning Skills

Dillman (2007) posits that items in a survey should be worded in a way that would
ensure that every respondent interprets them in the same manner, and their responses should
371

be an accurate representation of the identified constructs (See Appendix 1 for the items). Items
were formatted using a three-point Likert-type scale (Never, Sometimes, Always) and 6
demographic items were developed.
Two lecturers from the Special Education Department and two from the Education
Department reviewed the initial questionnaire. They confirmed the face validity and content
validity of the questionnaire. Since the questionnaire was developed in the national language
i.e. Bahasa Melayu, a lecturer from the Malay Department reviewed the questionnaire and
suggested some improvements to the readability of the questionnaire.
The questionnaire was administered using the online survey method. The link to the
questionnaire was sent using WhatsApp to 15 pre-service teachers (PST) who are currently
undergoing training to become special education teachers. This questionnaire was administered
when they returned from their 12-week practicum stint. An explanation on the purpose and
estimated time to complete the questionnaire greeted the PST when they clicked on the link to
the questionnaire.
The response from the PST were evaluated for internal consistency reliability or better
known as Cronbachs alpha. Cronbachs alpha values reflect the consistency with which a
questionnaire measures the concept of interest which in this case is 21st century skills for
special education. Some researchers such as Bonett & Wright (2015) believe that there is no
universally accepted minimal reliability value. It depends on the type of application, and the
focus of the reliability should be on the population instead of the sample reliability value. Rattray
& Jones (2007) recommended that a value of 0.70 should be set for developing a questionnaire
and for established questionnaires, it should be 0.8. Since the questionnaire for this study is in
the developing stage, the Cronbachs alpha was set at 0.70 to ensure reliability of the sample
and population. The questionnaire was only administered to pre-service teachers who are in the
teacher education program meant for Special Education.

FINDINGS
The internal reliability of the items was verified by computing the Cronbachs alpha (Nunnally,
1978). Since this study is at an early stage, a minimum alpha value of 0.7 is deemed sufficient.
In this section, the findings are presented in the following manner:
Reliability analysis of the items (if deleted) Cronbach Alpha

Construct : Academic Content

I teach students till they
have learned what they will need to know to do well
on standardized tests.
can supply and transfer what they have learned to
new tasks and situations.
feel that what they learned was personally relevant.
are motivated to learn more about the subjects they
studied.

Cronbach's Alpha
if Item Deleted
0.782
0.883
0.831
0.789

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Construct: Critical Thinking Skills

I encourage students to
compare information from different sources before
completing a task or assignment
draw their own conclusions based on analysis of
numbers, facts, or relevant information
summarize or create their own interpretation of what
they have read or been taught
analyze competing arguments, perspectives, or
solutions to a problem

Cronbach's Alpha
if Item Deleted
0.864
0.891
0.849
0.856

develop a persuasive argument based on supporting

0.870
evidence or reasoning
try to solve complex problems or answer questions
0.872
that have no single correct solution or answer
Construct: Collaboration Skills
I encourage students to
work in pairs or small groups to complete a task
together
work with other students to set goals and create a
plan for their teams
create joint products using contributions from each
student
present their group work to the class, teacher, or
others
work as a team to incorporate feedback on group
tasks or products
give feedback to peers or assess other students
work
Construct: Communication Skills
I encourage students to
structure data for use in written products or oral
presentations (e.g., creating charts, tables, graphs)
convey their ideas using media other than a written
paper (e.g., posters, video, blogs, etc.)
prepare and deliver an oral presentation to the
teacher or others
answer questions in front of an audience
decide how they will present their work or
demonstrate their learning

Cronbach's Alpha
if Item Deleted
0.729

0.669
0.762
0.869
0.688
0.681

Cronbach's Alpha
if Item Deleted
0.820
0.804
0.720
0.743
0.712

373

Construct: Self Direction Skills

I encourage students to
take the initiative when confronted with a difficult
problem or question
choose their own topics of learning or questions to
pursue
plan the steps they will take to accomplish a complex
task
choose for themselves what examples to study or
resources to use
monitor their own progress towards the completion of
a complex task and modify their work accordingly
use specific criteria to assess the quality of their work
before it is completed
use peer, teacher, or expert feedback to revise their
work
Construct: Use Technology As A Tool For Learning
I encourage students to
use technology or the Internet for self-instruction
select appropriate technology tools or resources for
completing a task
evaluate the credibility and relevance of online
resources
use technology to analyze information (e.g.,
databases, spreadsheets, graphic programs, etc.)
use technology to help them share information (e.g.,
multimedia presentations, presentation software,
blogs, podcasts, etc.)
use technology to support teamwork or collaboration
(e.g., shared work spaces, email exchanges,
giving/receiving feedback, etc.)

Cronbach's Alpha
if Item Deleted
0.767
0.778
0.786
0.734
0.828
0.750
0.760
Cronbach's Alpha
if Item Deleted
0.782
0.753
0.757
0.815
0.776

0.769

Table 3: Reliability Value If Items Deleted

All the items, with the exception of three items from the Collaboration Skills construct have
reliability value lower than 0.7.

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Reliability analysis of the constructs Cronbach Alpha

Overall
Construct
Academic Content
Critical Thinking Skills
Collaboration Skills
Communication Skills
Self Direction Skills
Use Technology As A Tool For Learning

Cronbachs alpha
0.914
0.862
0.887
0.777
0.801
0.800
0.806

Table 4: Reliability Value Of The Overall Questionnaire And Constructs

As the Cronbachs alpha were all higher than 0.7, the constructs are considered to have
sufficient reliability.
DISCUSSION
Initial findings indicate that almost all the constructs have good internal consistency. Only items
on the construct Collaboration Skills need further examination. The researchers are aware that
further testing is needed to validate the findings of this study in a larger and more diverse
sample. Hence, the researchers hope to administer the questionnaire to in-service special
education teachers.
During an informal talk with the PSTs, one PST highlighted the way the questionnaire
was administered. She was referring to the online survey mode which was used. She was of the
opinion that the special education teachers whom she had met (during her practicum) were not
comfortable with online communication. She was referring to the WhatsApp communication
application used by her schools Senior Assistant (for Special Education), which often leads to
miscommunication among the special education teachers.
Taking note of this point, the researchers intend to administer this questionnaire using
both paper and pen approach and online survey method, before deciding on which method to
employ in administering the questionnaire to the special education teachers in Malaysia.

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Boe, C. S. (2013). Have 21st Century Skills Made their Way to the University Classroom? A
Study to Examine the Extent to which 21st Century Skills are being Incorporated into the
375

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Appendix 1
Construct: Academic Content
I teach students till they
1
have learned what they will need to know to do well on standardized tests.
2
can supply and transfer what they have learned to new tasks and situations.
3
feel that what they learned was personally relevant.
4
are motivated to learn more about the subjects they studied.
Construct: Critical Thinking Skills.
I encourage students
5
compare information from different sources before completing a task or assignment
6
draw their own conclusions based on analysis of numbers, facts, or relevant
information
7
summarize or create their own interpretation of what they have read or been taught
8
analyze competing arguments, perspectives, or solutions to a problem
9
develop a persuasive argument based on supporting evidence or reasoning
10 try to solve complex problems or answer questions that have no single correct
solution or answer
Construct: Collaboration Skills
I encourage students
11 work in pairs or small groups to complete a task together
12 work with other students to set goals and create a plan for their teams
13 create joint products using contributions from each student
14 present their group work to the class, teacher, or others
15 work as a team to incorporate feedback on group tasks or products
16 give feedback to peers or assess other students work
Construct: Communication Skills.
I encourage students
17 structure data for use in written products or oral presentations (e.g., creating charts,
tables, graphs)
18 convey their ideas using media other than a written paper (e.g., posters, video,
blogs, etc.)
19 prepare and deliver an oral presentation to the teacher or others
20 answer questions in front of an audience
21 decide how they will present their work or demonstrate their learning
Construct: Self Direction Skills
I encourage students to
22 take initiative when confronted with a difficult problem or question
23 choose their own topics of learning or questions to pursue
24 plan the steps they will take to accomplish a complex task
25 choose for themselves what examples to study or resources to use
26 monitor their own progress towards completion of a complex task and modify their
work accordingly
27 use specific criteria to assess the quality of their work before it is completed
28 use peer, teacher, or expert feedback to revise their work
Construct: Use Technology As A Tool For Learning
I encourage students to
29 use technology or the Internet for self-instruction
30 select appropriate technology tools or resources for completing a task
31 evaluate the credibility and relevance of online resources
32 use technology to analyze information (e.g., databases, spreadsheets, graphic
377

33
34

programs, etc.)
use technology to help them share information (e.g., multimedia presentations,
presentation software, blogs, podcasts, etc.)
use technology to support teamwork or collaboration (e.g., shared work spaces,
email exchanges, giving/receiving feedback, etc.)

378

MINDA MATERIALISTIK - PERKAITANNYA DENGAN PENGHARGAAN TUBUH BADAN,

PENGHARGAAN KENDIRI, DAN KEPUASAN HIDUP. SATU KAJIAN DALAM KALANGAN
REMAJA LUAR BANDAR DI DAERAH KOTA BELUD, SABAH.
Mazni Mustapha,
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
masni@ums.edu.my
Mahirah Masdin
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
blackstar1708@yahoo.com
Noorma Razali
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
noorma@ums.edu.my

Abstrak
Kajian ini meneroka hubungan yang wujud di antara nilai-nilai materialisme dan penghargaan
tubuh badan, penghargaan kendiri dan kepuasan hidup dalam kalangan satu sampel remaja
luar bandar di Kota Belud, Sabah., Malaysia. Satu set soal selidik telah lengkap diisi oleh 200
orang pelajar sekolah menengah yang berusia 16 tahun pada waktu kajian ini dijalankan. Tujuh
puluh lapan daripada mereka adalah lelaki dan selebihnya 122 adalah perempuan, dengan
majoriti adalah dari etnik Dusun. Keputusan kajian menunjukkan bahawa materialisme tidak
berhubung secara signifikan dengan kesemua pemboleh ubah yang dikaji. Manakala
penghargaan tubuh badan pula berkorelasi secara positif dan signifikan dengan kepuasan
hidup. Bagaimanapun, penghargaan tubuh badan menunjukkan hubungan yang negatif dengan
penghargaan kendiri. Keputusan ini mungkin dapat dikaitkan dengan tumpuan yang berlebihan
kepada mej badan menjadikan remaja lebih tegang dan risau mengenai rupa dan penampilan
mereka. Keputusan yang selanjutnya mendapati remaja yang menyifatkan diri mereka sebagai
trendy mempunyai skor yang tinggi dalam nilai-nilai materialisme berbanding dengan remaja
yang tidak melihat diri mereka sebagai trendy. Keputusan ini memberikan indikasi bahawa
remaja yang berfikiran materialistik mungkin berpotensi menjadi lebih berwaspada dalam
penampilan sehari-hari mereka.
Kata Kunci: Materialisme; Penghargaan tubuh badan; Penghargaan kendiri; Kepuasan hidup

PENGENALAN

379

Materialism atau sifat kebendaan dan kesejahteraan mempunyai hubungan yang signifkan
antara satu sama lain (Deci & Ryan, 2000; Kasser, 2002). Materialisme wujud dalam diri
individu adalah disebabkan oleh pengaruh luaran, seperti amalan kebudayaan, media massa
dan elektronik, hubungan sosial ataupun penerapan dalam institusi kekeluargaan. Oleh kerana
itu, materialisme akan menjadi sesuatu yang dianggap penting bagi individu yang sudah
didedahkan dengan nilai-nilai materialisme. Ahli psikologi mencadangkan bahawa individu yang
telah lama didedahkan dengan nilai-nilai kebendaan ini cenderung mendefinisikan konsep
kendiri dan kejayaan dalam hidup berdasarkan kuantiti dan kualiti pemilikan material mereka
(Fromm, 1976; Maslow, 1970). Dalam masa yang sama, kecenderungan mendefinisikan
konsep kendiri dan kejayaan berdasarkan material berkemungkinan boleh menjejaskan
kesejahteraan hidupnya (Deci & Ryan, 2000; Kasser, 2002). Hal ini kerana, pemilikan material
menyebabkan individu cenderung bergantung dengan apa yang dimiliki dan beranggapan
bahawa penerimaan sosial ke atas dirinya adalah disebabkan kuantiti material tersebut.
Justeru, hal tersebut menyumbang kepada isu kerapuhan penghargaan kendiri dan
ketidakstabilan emosi sekiranya kuantiti material yang dimiliki tidak mencapai kehendaknya
(Crocker & Wolfe, 2001; Kernis, Cornell, Sun, Berry & Harlow, 1993). Lebih membimbangkan
lagi sekiranya individu yang mempunyai tahap materialisme tinggi akan bergantung kepada
pandangan dan perhatian sosial ke atas dirinya, yang mana akan menghalang peningkatan
kesejahteraan hidup (Wilson & Gilbert, 2005), dan sentiasa memerlukan penggunaan material
untuk mengukuhkan kejayaan dan kesejahteraan yang sedia ada (Brickman & Campbell, 1971;
Lykken & Tellegen, 1996).
Sifat mementingkan kebendaan juga menyumbang kepada kerapuhan hubungan sosial.
Dalam konotasi lain, materialisme menggalakkan individu kepada satu tingkah laku yang
khusus berpusat kepada dirinya, iaitu pencapaian matlamat diri. Pencapaian matlamat diri
merupakan aspek yang positif kerana ia menggalakkan usaha dalam diri individu. Namun, apa
yang menjadi isu negatif mengenai materialisme dan pencapaian matlamat diri adalah apabila
individu tersebut terlalu berfokus kepada pencapaian matlamat dan kepentingan diri, maka
individu itu juga akan menjadi kurang prihatin dengan kebajikan orang di persekitarannya
(Cohen & Cohen, 1996; Kasser & Ryan, 1995; Sirgy, 1998). Malah, sekiranya matlamat yang
telah ditetapkan menghadapi kesukaran dalam proses pencapaian, individu itu pula akan
cenderung mempunyai pemikiran yang negatif terhadap diri yang mana keadaan tersebut
pastinya akan menurunkan kesejahteraan yang dimiliki (Diener & Seligman, 2004; Sheldon,
Elliot, Kim & Kasser, 2001).
Kashdan dan Breen (2007) pula menjelaskan bahawa biarpun hubungan yang wujud di
antara materialisme dan kesejahteraan adalah secara langsung dan menyumbang kepada
penurunan kadar kesejahteraan, namun, sekiranya peranan pengelakan pengalaman hadir di
antara kedua konstruk tersebut maka kesejahteraan akan dapat ditingkatkan. Peranan
pengelakan pengalaman merujuk kepada mekanisme yang boleh membantu individu untuk
menjauhi pemikiran, perasaan atau sensasi badan ke atas pengalaman yang boleh
menyebabkan individu terancam disebabkan matlamat tidak dapat dicapai (Hayes, Strosahl &
Wilson, 1999). Keinginan mencapai matlamat material boleh menyebabkan pengalaman dan
penderitaan psikologikal sekiranya seseorang individu tidak mempunyai tahap prinsip kendiri
yang tinggi (Muraven & Baumeister, 2000). Namun, pengelakan pengalaman akan muncul
sebagai proses yang menukarkan pemikiran, emosi dan sensasi badan yang negatif kepada
kebimbangan normal serta mempengaruhi nilai seseorang individu secara intrinsik ke atas
kehidupannya dan meningkatkan nilai material secara ekstrinsik.
Manakala, Kasser dan Ahuvia (2002) juga mengaitkan kepentingan materialisme dalam
pencapaian sesuatu matlamat, yang mana membantu dalam peningkatan kesejahteraan insan.
380

Menurut Kasser dan Ryan (1996) pula, terdapat dua bentuk matlamat dan nilai yang sering kali
cuba dicapai oleh manusia, iaitu intrinsik dan ekstrinsik. Intrinsik merujuk kepada matlamat
penerimaan diri dan penglibatan dalam komuniti yang membantu seseorang individu memenuhi
keperluan psikologikalnya dan memberi manfaat kepada kesejahteraan. Manakala, matlamat
ekstrinsik merujuk kepada kejayaan secara material dan populariti yang boleh menurunkan
kualiti hidup mereka akibat daripada kepuasan yang berkemungkinan gagal dipenuhi (Kasser,
2002). Namun, kajian lepas yang menyokong perbezaan matlamat intrinsik dan ekstrinsik masih
terhad (Kasser & Ahuvia, 2002). Sebagai contoh, remaja, pelajar kolej dan golongan dewasa
yang berorientasikan matlamat ektrinsik cenderung menunjukkan kesedaran diri dan daya
tahan yang rendah, afek positif yang lemah, malah terdedah kepada kecelaruan, narsisisme
dan isu penyalahgunaan bahan (Kasser & Ryan, 1993, 1996, 2001; Sheldon & Kasser, 1995,
1998; Williams, Cox, Hedberg & Deci, 2000).
Sagiv dan Schwartz (2000) memberikan penjelasan alternatif mengenai hubungan
negatif antara materialism dan kesejahteraan. Hubungan di antara materialism dan
kesejahteraan adalah bergantung kepada padanan antara nilai materialisme dan sokongan
persekitaran. Dalam konotasi lainnya, jika persekitaran menyediakan peluang untuk seseorang
individu itu memenuhi matlamat yang wujud dalam nilai seseorang, memberikan sokongan dan
pengukuhan untuk kepentingan nilai tersebut boleh menghasilkan hubungan yang positif antara
material dan kesejahteraan.
Materialisme, kebahagiaan, dan perbezaan individu
Materialism dinilai bukan lagi sebagai kehendak, namun keperluan yang diperlukan untuk
memenuhi keperluan dalam hubungan sosial jangka panjang dan mengukuhkan identiti
(Richins, 1994). Bagi hubungan antara materialism dan kebahagiaan pula, kajian lepas banyak
membincangkan hubungan yang negatif antara kedua konstruk tersebut (Burroughs &
Rindfleisch, 2002; Kasser, 2002). Sebagaimana, Michalos (1985) menjelaskan bahawa
seseorang individu boleh merasakan kebahagiaan jika mencapai satu piawai status tertentu,
namun bentuk kebahagiaan yang dirasakan adalah bersifat sementara. Oleh itu, sekiranya
individu itu mencari semua kebahagiaan, maka akan mengalami kesukaran untuk mencapai
semula kebahagiaan selagi matlamat kebahagiaan bergantung kepada materialism.
Bagi ahli ekonomi pula, perolehan material adalah berkaitan dengan hubungan sosial
yang menyumbang secara langsung kepada kebahagiaan (Uhlaner, 1989; Gui, 2000; Wolff &
Prouteau, 2004; Lane, 1991). Hal ini kerana, nilai material dapat memenuhi kepuasan
keperluan kepada psikologikal dan ekonomi, seperti kecekapan dan penghargaan kendiri,
autonomi dan rasa dihargai. Di samping itu, ciri material juga boleh menyumbang kepada
kebahagiaan individu lain. Dalam konotasi lain, sekiranya material yang dimiliki disumbangkan
kepada orang lain maka akan meningkatkan nilai hubungan sosial (Rojas dan Ibarra-Lopez,
2014). Dalam masa yang sama, sumbangan tersebut akan meningkatkan kebahagiaan individu
yang memberi sumbangan dan menerima sumbangan tersebut.
Bagi sesetengah budaya pula, kebahagiaan dinilai dari aspek pencapaian materialism.
Sebagai contoh, kajian Swinyard, Kau dan Phau (2001) melihat perbezaan kebahagiaan di
antara masyarakat Amerika Syarikat dan Singapura. Kajian mendapati bahawa masyarakat
Singapura menunjukkan kebahagiaan yang rendah daripada Amerika Syarikat. Hal ini berikutan
kerana budaya dalam masyarakat Singapura yang mementingkan nilai materialism berbanding
Amerika Syarikat. Kajian juga menyimpulkan bahawa masyarakat Singapura menjadikan kayu
pengukur kebahagiaan berdasarkan pencapaian. Sebagaimana yang dijelaskan dalam Teori

381

Telic bahawa semakin tinggi perolehan ke atas material maka semakin tinggi kebahagiaan dan
kepuasan hidup yang akan dapat dicapai.
Dapatan kajian yang sama juga didapati daripada beberapa kajian lepas berkenaan
materialism dan kebahagiaan berdasarkan perbezaan budaya. Sebagai contoh, kajian Kousha
dan Mohseni (2000), Matheny e tal, (2002) dan Yetim (2003) yang merumuskan bahawa
individu daripada setiap budaya akan menilai kepentingan dalam kehidupan mereka secara
berbeza-beza. Hal ini demikian kerana, budaya mempunyai pengaruh yang prevalen ke atas
nilai dan matlamat individu (Diener & Lucas, 2000). Individu yang hidup dalam budaya yang
tidak mengukur kebahagiaan berdasarkan material akan cenderung mencari kebahagiaan
melalui hubungan sosial seperti kasih sayang, rasa selamat dan persahabatan (Keng e tal.,
2000). Berbeza dengan individu yang terdidik dalam budaya yang menekankan kepentingan
nilai material akan cenderung meletakkan kebahagiaan mereka berdasarkan kuantiti material
yang dimiliki, pencapaian status dan pencapaian matlamat (Keng e tal., 2000). Manakala,
Wong, Rindfleisch dan Burroughs (2003) mendapati bahawa materialism berhubungan negatif
dengan kebahagiaan di Amerika Syarikat, namun dalam masyarakat
di Thailand ia
menunjukkan hubungan yang positif.
Perbezaan budaya dalam materialisme ini telah dikesan seawal usia kanak-kanak
pertengahan lagi (Ipsos MORI & Nairn, 2011). Menurut laporan UNICEFs report Card 7 (oleh
Ipsos MORI & Nairn, 2011), tuntutan kepada pemilikan material bukanlah sesuatu yang unik
dalam negara maju, namun kajian menerusi pendekatan temubual kualitatif di antara kanakkanak yang dalam lingkungan usia 7 hingga 13 tahun dalam tiga Negara maju di Eropah , iaitu
United Kingdom, Sweden dan Sepanyol menunjukkan ada beberapa perbezaan budaya.
Menurut kajian ini, materialisme dikesan dalam kalangan kanak-kanak ini yang meliputi
keinginan ke arah pemilikan alat berteknologi canggih seperti telefon bimbit dan permainan
video yang berjenama dan terkini di pasaran, keperluan untuk melengkapkan gaya hidup
tertentu seperti pemilikan barangan sukan dan peralatan muzik, dan perubahan gaya hidup
tertentu, seperti menginginkan rumah yang besar dan percutian mewah. Dapatan juga
menunjukkan bahawa kanak-kanak dari United Kingdom dan Sweden yang dari latar belakang
keluarga yang kurang berada lebih menginginkan gaya hidup mewah berbanding dengan rakan
mereka yang lebih berada. Dalam kajian ini ibubapa di United Kingdom dilihat sebagai lebih
cenderung merasakan mereka adalah mangsa kepenggunaan berbanding dengan ibubapa
Sweden dan Sepanyol.
Perbezaan demografik dari segi kedudukan geografikal, iaitu kawasan pedalaman dan
bandar juga berpotensi menjelaskan perbezaan tahap materialisme antara mereka yang
membesar di bandar atau di luar bandar (pedalaman). Kajian oleh Xu (2010) dalam kalangan
kanak-kanak China yang berusia di antara 6 hingga 14 tahun menunjukkan bahawa wujud
perbezaan materialisme di antara kanak-kanak bandar dan luar bandar. Sikap materialisme ini
dikaitkan dengan pendedahan media dan penglibatan terhadap permainan video yang lebih
meluas dibandar berbanding di luar bandar.

Objektif kajian
Umumnya materialisme adalah isu sejagat dan tidak hanya berpusatkan kepada
masyarakat Barat atau sebagai isu yang relevan dalam komuniti yang berada sahaja (Ger &
Belk, 1996). Banyak kajian terdahulu menyoroti isu ini dalam kalangan populasi urban (contoh:
Bindah & Othman, 2012) dan jarang dilihat melihat dalam konteks luar bandar. Menyedari hal
382

ini, kajian ini secara prinsipalnya dijalankan untuk melihat bagaimana materialisme berkait
dengan penghargaan tubuh badan, penghargaan kendiri dan kepuasan hidup dalam konteks
remaja luar bandar.
Memandangkan remaja adalah satu fasa peralihan dalam kehidupan manusia iaitu dari
zaman kanak-kanak ke alam dewasa, perkembangan hidup yang dilalui di sepanjang tempoh ini
memungkinkan persepsi terhadap gaya hidup dan nilai-nilai material yang unik dan mampu
mempengaruhi kesejahteraan hidup mereka.Oleh itu kajian ini turut menerokai perbezaan
dalam materialisme dalam kalangan remaja yang mempersepsikan diri sebagai gemar
berfesyen atau trendy atau tidak.

METODOLOGI
Seramai 200 orang pelajar Tingkatan empat dari sebuah sekolah menengah di daerah Kota
Belud, Sabah, secara sukarela telah menyertai kajian ini. Kebanyakan daripada mereka adalah
terdiri daripada etnik Dusun (lebih 70 peratus). Dalam kajian ini satu set soal selidik yang terdiri
daripada lima bahagian, termasuklah empat skala utama dan maklumat latar belakang sosiodemografik. Untuk mengukur materialisme, Material Values Scale (Richins & Dawson, 1992)
yang mempunyai 18 item digunakan. Rosenberg Self-Esteem Inventory (Rosenberg, 1965)
yang mengandungi 10 item digunakan untuk mengukur penghargaan kendiri secara umum,
manakala kepuasan hidup diukur berdasarkan 5 item soalan pada Satisfaction With Life Scale
(Diener, Emmons, Larsen & Griffin, 1985). Ukuran bagi penghargaan tubuh badan pula
diasaskan daripada Body Appreciation Scale (Avalos, Tylka & Wood-Barcalowi, 2005) yang
mengandungi 13 item. Kesemua skala menunjukkan nilai pekali reliabiliti pada tahap sederhana
hingga tinggi (Alfa Cronbach di antara .58 - .89). Data dianalisis menggunakan kaedah statistik
ujian-t dan korelasi Pearson.

KEPUTUSAN KAJIAN
Keputusan analisis deskriptif ditunjukkan melalui Jadual 1 di bawah. Berdasarkan jadual ini,
sebilangan besar peserta kajian adalah wanita, berbangsa Dusun yang majoritinya beragama
Kristian. Lapan puluh peratus peserta kajian juga melaporkan gemar berfesyen.
Jadual 1
Taburan kekerapan peserta kajian berdasarkan maklumat sosio-demografik
Nama pembolehubah
Jantina
Lelaki
Perempuan
Bangsa
Bugis
Suluk
Dusun
Melayu
Kadazan
Bajau

Kekeraapan
(Bilangan)

Peratusan (%)

78
122

39
61

5
5
143
6
10
17

2.5
2.5
71.5
3.0
5.0
8.5
383

Cina
Lain-lain
Agama
Islam
Kristian
Buddha
Gemar berfesyen
Ya
Tidak

3
11

1.5
5.5

46
153
1

23
76.5
0.5

160
39

80.0
19.5

(Tidak menjawab = 1
(0.5%)

Dapatan analisis korelasi Pearson menunjukkan bahawa penghargaan kendiri berhubung

dengan negatif dan signifikan dengan penghargaan tubuh badan (r= -.19, p<.01). Manakala
penghargaan tubuh badan berkorelasi secara positif dan signifikan dengan kepuasan hidup (r=
.24, p<.01). Pemboleh ubah yang lainnya tidak menunjukkan sebarang hubungan yang
signifikan. Keputusan kajian ditunjukkan melalui Jadual 2 di bawah.

Jadual 2
Keputusan analisis korelasi Pearson berdasarkan nilai pekali r
Pemboleh ubah
Materialisme
Penghargaan kendiri
Kepuasan hidup
Penghargaan tubuh badan
**p<.01

1
-

2
-.13
-

3
-.08
-.08
-

4
-.01
-.19**
.24**
-

Keputusan ujian-t pula menunjukkan remaja yang gemarkan berfesyen atau trendy
lebih tinggi skornya dalam materialisme berbanding dengan remaja yang melaporkan tidak
gemar berfesyen (t = 4.32, p<.001). Manakala tidak ada perbezaan dalam kedua-dua kumpulan
remaja ini dalam penghargaan kendiri, kepuasan hidup dan penghargaan tubuh badan.
PERBINCANGAN
Daripada keputusan kajian ini didapati penghargaan tubuh badan adalah berkait secara positif
dengan kepuasan hidup remaja. Keputusan ini adalah selari dengan penemuan kajian-kajian
sebelum ini yang menyatakan bahawa kepuasan terhadap imej badan memberikan kesan yang
positif kepada kesihatan emosi remaja (Swami, Tran, Stieger, & Voracek, 2015; WoodBarcalow, Tylka, & Augustus-Horvath, 2010).
Bagaimanapun, penghargaan tubuh badan berkorelasi secara negatif dengan
penghargaan kendiri. Keadaan ini boleh dikaitkan dengan adanya faktor internal, seperti
personaliti yang mementingkan kesempurnaan dalam jiwa remaja ini. Personaliti seperti ini
menjadikan seseorang tidak mudah untuk berpuas hati dengan penampilan mereka dan mudah
berfikiran negatif (Stoeber & Otto, 2006). Oleh itu, golongan remaja mungkin mengatakan
384

menghargai tubuh badan secara fizikalnya, namun golongan ini tidak mudah untuk berpuas hati
dan menghargai aspek-aspek lain dalam diri mereka. Contohnya mereka mungkin dihantui oleh
peristiwa-peristiwa lepas dalam kehidupan mereka yang menekan perasaan (Marion & Nairn,
2011).
Dapatan kajian seterusnya menunjukkan remaja yang gemar berfesyen cenderung
mempunyai nilai-nilai materalisme yang tinggi. Fesyen adalah satu unsur yang remaja gunakan
untuk menyesuaikan diri serta menjadikan mereka berjuang dalam kehidupan seharian mereka.
Fesyen adalah salah satu media yang paling ketara perubahannya dalam masyarakat moden
kini. Individu dan masyarakat menggunakan fesyen untuk berkomunikasi dengan selera dan
gaya hidup mereka contohnya remaja akan memakai atau menggunakan pakaian yang berbeza
dan pelbagai gaya (Kokol, Verli, Krimari, 2006).
Fesyen sangat penting bagi remaja kerana melibatkan beberapa faktor. Antara faktor
kepentingan berfesyen bagi remaja adalah kerana fesyen merupakan satu identiti diri serta satu
unsur yang sangat relevan bagi menonjolkan personaliti seseorang remaja Cara berpakaian
atau berfesyen juga dapat membolehkan seseorang remaja itu dikenali dan diketahui sifat-sifat
yang ada padanya. Berfesyen juga membantu remaja perempuan untuk membina identiti diri
dari zaman kanak-kanak sehingga berkembang menjadi seorang wanita yang sempurna.
Berfesyen juga turut dijadikan satu metafora visual untuk identiti diri, (Davis, 1992; Rokiah
Ismail, 2003; Marion & Nairn, 2011).

Dalam satu penemuan kajian oleh Marion dan Nairn, (2011) berkaitan fesyen yang
melibatkan golongan remaja perempuan di Perancis, berfesyen merupakan satu tanda jati diri
yang mana setiap gadis fitrahnya mengingini menjadi diri sendiri apabila berfesyen namun dua
pilihan muncul samada untuk berfesyen dari sudut orang lain ataupun berfesyen merujuk
kepada diri sendiri. Setiap pakaian yang dipakai mengikut citarasa sendiri dan hasilnya dapat
dikategorikan menjadi "seperti orang lain" iaitu seperti orang yang kelihatan sama ataupun
seperti orang yang tidak mempunyai personaliti. Perkara inilah yang ditekankan oleh Erikson
dalam teori perkembangan psikososial, yang mana menyentuh fasa remaja sebagai satu fasa
remaja terfokus kepada tugasan perkembangan hidup, iaitu pencarian identiti. Konflik akan
dialami sekiranya remaja tidak menyelesaikan tugasan ini (Santrock, 2015).

PENUTUP
Kajian ini memberikan implikasi bahawa golongan remaja mudah untuk dipengaruhi oleh nilainilai materialisme yang berkait dengan keinginan untuk tampil menarik dan hebat di mata
sendiri mahupun orang lain. Penghargaan kendiri berdasarkan imej badan adalah sesuatu yang
sangat penting bagi golongan remaja, bagaimanapun, terdapat juga aspek-aspek lain yang
perlu dititikberatkan demi memahami jiwa dan minda remaja sekarang. Aspek komunikasi dan
hubungan kekeluargaan, serta penerimaan rakan sebaya adalah antara perkara penting yang
boleh diketengahkan dalam meningkatkan kesejahteraan remaja.

PENGHARGAAN

385

Penghargaan ini ditujukan kepada pelajar-pelajar yang telah menyertai kajian ini, serta guruguru yang membantu dalam pengumpulan data.

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388

Factor Structure and Psychometric Qualities of the Kaufman Domains of Creativity Scale
Tan Chee Seng1, Tan Soon Aun1, Cheng Siew May2
1
Department of Psychology and Counselling
2
Department of Languages and Linguistics
Universiti Tunku Abdul Rahman
Kampar, Malaysia
tcseng@utar.edu.my, tansa@utar.edu.my, chengsm@utar.edu.my
Intan Hashimah Mohd. Hashim
School of Social Sciences
Universiti Sains Malaysia
Pulau Pinang, Malaysia
hashimah@usm.my
Abstract
Unlike most creativity self-reports that focus on general domain of creativity, a recently
developed measurement of creativity which is the 50-item Kaufman Domains of Creativity Scale
(K-DOCS; Kaufman, 2012) assesses in particular five specific domains of creativity: everyday
creativity, scholarly creativity, performance creativity, mechanical/scientific creativity, and artistic
creativity. Although there is a growth of research using the K-DOCS in recent creativity
research, very little attention has been devoted to the psychometric qualities of the scale. Thus,
this study was conducted to examine the factor structure and convergent validity as well as
internal consistency of the K-DOCS in Malaysian context. A total of 484 undergraduate students
in Malaysia participated by self-reporting their creativity (using the K-DOCS) and creative selfefficacy. Exploratory factor analysis provided support to the five dimensions. However, four
items were removed from further analysis due to low factor loading. Moreover, an item of
mechanical/scientific creativity was found to load on artistic creativity. The overall scale and the
five dimensions demonstrated good internal consistency. In addition, correlation analysis
showed that the five dimensions scores were positively correlated with creative self-efficacy. In
conclusion, the findings support the theoretical five dimensions and suggest that the modified
47-item K-DOCS is useful in measuring domain-specific creativity in Malaysian population.
Keywords: Kaufman Domains of Creativity Scale, exploratory factor analysis, validity, creativity,
Malaysia
INTRODUCTION
Creativity has always been a yardstick for determining ones success (Althuizen,
Wierenga & Rossiter, 2010), be it in business, language learning, information and
communication technology or psychological well-being (Audia & Goncalo, 2007; Rauch & Frese,
2007; Tan & Hashim, 2009), just to name a few. In broader sense, successful implementation of
creative ideas within an organization can even lead to an organizational innovation (Amabile,
1988).

389

Throughout creativity research, one of the main concerns has always been the notion of
whether creativity is domain-general or domain-specific (Ivcevic, 2007). Further debates in the
literature likewise suggest the convergence of both domains at one hand, with occasional
instances of some models illustrating some general and some domain-specific aspects on the
other hand (Baer & Kaufman, 2005; Plucker & Beghetto, 2004; Tan & Qu, 2012). While most of
the existing measurements of creativity focus on the general creativity, the recently developed
Kaufman Domains of Creativity Scale (K-DOCS; Kaufman, 2012) is one of the few that taps into
five different domains, namely, everyday creativity, scholarly creativity, performance creativity,
mechanical/scientific creativity, and artistic creativity. Studies have also shown that cultural
groups vary in their views on creativity (e.g., Tan & Viapude, 2015). As a result, it is important to
examine psychometric qualities of the K-DOCS before applying it in Malaysian context.
Upon researching the early creativity works in literature, one framework of selfassessment being used to examine participants opinions on creativity was Creativity Scale for
Diverse Domains (CSDD) developed by Kaufman and Baer (2004). The CSDD assessed
college students creativity across nine domains (science, interpersonal relationships, writing,
arts, interpersonal communication, solving personal problems, mathematics, crafts, &
bodily/physical movement). Three factors were then identified from these nine domains:
Creativity in Empathy/Communication (areas in interpersonal relationships, communication,
solving personal problems and writing), Hands On creativity (arts, crafts and bodily/physical
creativity), and Math/Science creativity (creativity in math or science). Rawlings and Locarnini
(2008) found later in their study that professional artists scored higher in the Hands On factor
while professional scientists fared well in the Math/Science factor. Similarly, arts majors rated
themselves low on the Math/Science domains but high on the Hands On domain (Silvia &
Nusbaum, 2012).
Subsequently, Baer and Kaufman (2005) introduced the Amusement Park Theoretical
(APT) Model that presents domain-general requirements for creativity and domain specific
outcomes. The APT model suggested concepts such as a general thematic area (e.g., writing),
then domain (e.g., poetry) and lastly microdomain (e.g., Haikus) with each thematic area having
individual personality traits leading to optimal creativity. In this case, APT model revealed that
an actor may be an extravert while a scientist is to be conscientious (Kaufman, 2009) and such
results had illustrated similar trend and were consistent with the results of those studies using
CSDD (Kaufman & Baer, 2004). Kaufman, Cole, and Baer (2009) administered another
creativity test, the Creativity Domain Questionnaire (CDQ) to 3,553 individuals to further
examine construct of creativity. The CDQ consists of 56 different items in seven domains,
390

namely,

Artistic-Verbal,

Artistic-Visual,

Entrepreneur,

Interpersonal,

Math/Science,

Performance, and Problem Solving creativity. Of the seven domains, Kaufman and colleagues
found that Performance is the most reflective of creativity while Math/Science is the least
reflective. More importantly, their data supported that the seven domains can be accounted for
by a second-order factor. In other words, while there are different types of creativity, such
different domains to certain extent share similarities and hence can be represented by a general
construct of creativity.
Tan and Qu (2012), on the other hand, administered the CDQ to Malaysian
undergraduate students and found five factors with both Artistic-Verbal, Artistic-Visual domains
loaded together and Entrepreneur domain spread across other factors. Moreover, 18 items did
not load on any of the factors. As the factor structure found in their study is slightly different than
that of Kaufmans (2006), the factor structure aspect will be worth exploring in the present study.
All along the quest in discovering creativity, a pressing reality issue has always persists.
If everyone were to view creativity as domain-specific, the question of which important domains
should be best measured will be the utmost concern of all. By building on existing creativity
measurements such as Creative Achievement Questionnaire (CAQ; Carson, Peterson, &
Higgins, 2005) and Biographical Inventory of Creative Behaviours (BICB; Batey, 2007),
Kaufman (2012) developed a new instrument, the 50-item K-DOCS, to assess a domain-specific
perspective of everyday activity. The K-DOCS assesses in particular five specific domains of
creativity: everyday creativity, scholarly creativity, performance creativity, mechanical/scientific
creativity and artistic creativity (Kaufman, 2012). The K-DOCS focuses more on self-belief on
ability as well as self-efficacy (Beghetto, Kaufner, & Baxter, 2011), thus allows a more
comprehensive instrument for studying beliefs, perceptions and metacognition. The domainspecific feature too enables researchers to use a measure that gives multiple scores instead of
just one overall number (Kaufman, 2012).
Nevertheless, the K-DOCS is not without limitations. While CDQ was found valid in
multicultural country like Malaysia (Tan & Qu, 2012), K-DOCS faces its own challenge to
determine the consistency of factor structure across cultures since different cultures do
emphasize concepts of creativity differently (Kaufman, 2012; Tan & Viapude, 2015). For
instance, Westerners most likely emphasize unconventionality, inquisitiveness, imagination,
humor and freedom (Murdock & Ganim, 1993; Sternberg, 1985) whereas their Eastern
counterparts advocate concepts like filiality, moral goodness, societal contributions as well as
linkage between old and new knowledge (Niu & Sternberg, 2002; Rudowicz & Yue, 2000).
Furthermore, exposure to cultures will potentially influence ones creativity ability. Studies have
391

shown that people exposed to various cultures are more creative than those exposed to one
culture only (Leung & Chiu, 2010).

Considering that the factor structure of the CDQ, the

previous version of the K-DOCS, had brought slightly different results (Kaufman, 2006; Tan &
Qu, 2012), it is notable for researchers to examine the factor structure of the K-DOCS before
applying it in Malaysian context. In addition, further validation such as correlating the K-DOCS
with other self-report creativity measures and performance-based tests, is to be warranted
(Kaufman, 2012).
METHODOLOGY
Participants and Procedure
A total of 484 undergraduate students (379 females) at a university in Malaysia
participated in the study. Their mean age was 22.17 (SD = 1.19), ranging from 20 to 30 years
old with 16 participants not reporting their age. Of the students, 54.1% identified themselves as
Malays, 43.2% as Chinese, 1.7% as Indians and 1% as others (e.g., Kadazan). There were
13.8% freshmen, 47.7% sophomores, 35.7% junior students, and 2.7% senior students. The
sample consisted of students from different majors such as applied biology, applied
science/mathematics, economics, and zoology. We rewarded the participants with additional
coursework mark.

Recruitment of participants was conducted at a Psychology class. Specifically, one of

the authors introduced and explained purpose of the study to students in the class. A URL was
given for the students to log on to the web-based survey and answer the online questionnaire.
Upon giving their consent, participants answered several measurements of creativity (e.g., KDOCS, creative self-efficacy) and of individual characteristics (e.g., personality, meaning in life).
The survey took 25 minutes on average.
Measurement
Kaufman Domains of Creativity Scale (K-DOCS; Kaufman, 2012). The K-DOCS is a 50item self-report that assesses the extent to which an individual is creative in five domains:
everyday creativity (Choosing the best solution to a problem), scholarly creativity
(Researching a topic using many different types of sources that may not be readily apparent),
performance creativity (making up rhymes), mechanical/scientific creativity (Writing a
computer program) and artistic creativity (Decorating a room). Participants responded to the
items using a 5-point Likert scale ranging from 1 (Much Less Creative) to 5 (Much More
392

Creative). Five subscale scores were computed by averaging the items belong to subscale with
high score indicating more creativity in the particular domain.
Creative self-efficacy (CSE; Beghetto, 2006). The CSE was used to assess participants
confidence of generating novel and useful outcomes. Respondents indicated to what extent the
three items truly depict them using a 5-point Likert scale, ranging from 1 (not true) to 5 (very
true). Individuals who score high on the scale tend to believe that they are capable of producing
creative products.
RESULTS

Exploratory factor analysis with maximum likelihood and Promax rotation was conducted
on the 50 items of the Kaufman Domains of Creativity Scale (K-DOCS) using SPSS version 21.
Following suggestion of Parallel test (), we fixed the number of factor to five. The Kaiser-MeyerOlkin (KMO) value was .930, exceeding the recommended value of .60. Besides, the Bartletts
test of Sphericity was significant (p < .001), suggesting that factor analysis is appropriate. The
five-factor in total explained 52.80% of variance. However, three items (i.e., item 1, 9, & 10)
were found to have low factor loading (< .40) and item 23 yielded cross-loading on two factors
(scholarly and performance creativity). We eliminated the four items and re-run the analysis.
Ultimately, the KMO (.93) and Bartletts test (p < .001) supported the appropriateness for
factor analysis. Moreover, each item showed eigenvalue greater than the suggested cutoff point
(0.30). Results showed that all 46 items loaded .40 and above on their primary factor with the
exception of item 23. Table 1 shows factor loading for the items according to the sequence of
the original scale.

The five factors accounted for 54.85% of the total variance. The first factor of selfeveryday creativity with eight items accounted for 4.866% of the variance (eigenvalue = 2.24).
The second factor of scholarly creativity with eleven items made up 8.265% of the variance
(eigenvalue = 3.80). The third factor accounted for 30.156% of the variance (eigenvalue =
13.87) and consisted of nine items of performance creativity. The fourth factor comprised
mechanic/scientific domain with eight items accounting for 5.364% of variance (eigenvalue =
2.47). The fifth factor made up 6.198% of the variance (eigenvalue = 2.85) and consisted of ten
items of artistic creativity.
393

Internal Consistency and Validity

Table 2 showed the descriptive statistics and Cronbach alpha coefficients for the
variables, as well as correlations between the five domains of K-DOCS and CSE. Normality was
assumed as the absolute values of skewness and kurtosis for the variables were below two and
seven (Kim, 2013). The alpha coefficients for the five domains ranged from .83 to .92, indicating
good internal consistency for each of the domains, in the K-DOCS as well as the CSE.
Moreover, the five factors of the K-DOCS were correlated with CSE. Overall, the significant
relationships provided support to the construct validity of the K-DOCS.
Table 1. Summary of Factor Loading by Maximum Likelihood with Kaiser Normalization
for the Five-Factor Model of Kaufman Domains of Creativity Scale (N = 484)
Items
2. Helping other people cope with a difficult situation
3. Teaching someone how to do something
4. Maintaining a good balance between my work and my
personal life
5. Understanding how to make myself happy
6. Being able to work through my personal problems in a
healthy way
7. Thinking of new ways to help people
8. Choosing the best solution to a problem
11. Getting people to feel relaxed and at ease
12. Writing a nonfiction article for a newspaper, newsletter, or
magazine
13. Writing a letter to the editor
14. Researching a topic using many different types of
sources that may not be readily apparent
15. Debating a controversial topic from my own perspective
16. Responding to an issue in a context-appropriate way
17. Gathering the best possible assortment of articles or
papers to support a specific point of view
18. Arguing a side in a debate that I do not personally agree
with
19. Analyzing the themes in a good book
20. Figuring out how to integrate critiques and suggestions
while revising a work
21. Being able to offer constructive feedback based on my
own reading of a paper
22. Coming up with a new way to think about an old debate
24. Making up lyrics to a funny song
25. Making up rhymes
26. Composing an original song
27. Learning how to play a musical instrument
28. Shooting a fun video to air on YouTube

1
.54
.59

Factor
2
3
4
-.07 -.01 .07
.07
.02 -.02

5
-.07
.07

.65

.11

.07

.01

.11

.54

.02

-.02

.07

.02

.54

.02

-.02

.10

.02

.44
.43
.44

-.08
.02
.01

.20
.01
.07

.07
.10
.01

-.08
.02
.01

-.22

.65

.18

-.01

.06

-.26

.60

.17

.09

.03

-.08

.62

.003

.03

.08

.08
.20

.64
.70

-.08
-.10

.03
.03

-.04
-.08

.15

.60

-.02

-.02

-.01

.11

.66

-.07

-.11

-.01

.09

.56

-.01

-.05

.08

.18

.64

-.12

-.06

.07

.18

.65

.004

-.07

-.04

.05
-.14
-.10
.09
.15
-.09

.48
.16
.18
-.05
-.20
.01

.12
.77
.75
.90
.62
.69

.12
-.06
.07
-.03
.16
-.02

-.01
-.04
-.10
-.03
.07
.13
394

29. Singing in harmony

.23
-.11 .58 -.12
.14
.79
30. Spontaneously creating lyrics to a rap song
-.04
.02
.08
-.02
31. Playing music in public
.09
-.10 .79
.07
-.08
32. Acting in a play
.07
-.03 .70 -.10
.02
.40
33. Carving something out of wood or similar material
-.03 -.04 .22
.23
.61
34. Figuring out how to fix a frozen or buggy computer
-.01
.08
.09
-.02
.71
35. Writing a computer program
-.05
.15
.03
-.05
36. Solving math puzzles
.24
-.09 -.07 .72
-.09
37. Taking apart machines and figuring out how they work
-.002 -.01 -.06 .87
-.07
.81
38. Building something mechanical (like a robot)
-.10 -.02 .11
.01
.68
39. Helping to carry out or design a scientific experiment
.07
.03
.01
-.03
40. Solving an algebraic or geometric proof
.25
-.15 -.05 .68
.01
41. Constructing something out of metal, stone, or similar
-.04 -.06 -.01 .70
.23
material
42. Drawing a picture of something Ive never actually seen
.72
-.15
.03
-.10 .15
(like an alien)
.78
43. Sketching a person or object
-.04
.07
-.14 .08
.76
44. Doodling/drawing random or geometric designs
-.001 .05
-.18 .18
.77
45. Making a scrapbook page out of my photographs
-.01
.04
-.04 -.05
46. Taking a well-composed photograph using an interesting
.62
.06 -.003 .11 -.06
angle or approach
.57
47. Making a sculpture or piece of pottery
-.07
.06
.18
.08
.74
48. Appreciating a beautiful painting
.18
-.09 .01 -.18
49. Coming up with my own interpretation of a classic work of
.70
.05
-.03 .17 -.12
art
.54
50. Enjoying an art museum
.10
.01
.11 -.14
Note. Factor 1 = Self-Everyday Creativity, Factor 2 = Scholarly Creativity, Factor 3 =
Performance Creativity, Factor 4 = Mechanical/Scientific Creativity, Factor 5 = Artistic Creativity.
Item 1, 9, 10, and 23 were eliminated.

Table 2. Correlations between the five-factors of Kaufman Domains of Creativity Scale

and Creative Self-efficacy (N = 484)
Factor
Mean SD Skewness Kurtosis 1
2
3
1. Self-Everyday
3.91
.54
-.605
1.347
(.83)
2. Scholarly
3.38
.61
-.240
.256
.46* (.88)
3. Performance
3.07
.93
-.083
-.651
.35* .48* (.92)
4. Mechanical/Scientific 3.00
.87
-.029
-.485
.32* .45* .54*
5. Artistic
3.35
.79
-.423
-.232
.34* .41* .57*
6. Creative Self-efficacy 3.69
.68
-.083
-.148
.46* .47* .28*
Note. *p < .001. Cronbach alpha coefficients were shown on diagonal line.

(.90)
.51* (.90)
.28* .33* (.84)

DISCUSSION

395

The present study examined psychometric qualities of the Kaufman Domains of

Creativity Scale (K-DOCS; Kaufman, 2012), a 50-item self-report on creativity. Results support
that the K-DOCS is an adequate tool for measuring creativity in both Western and Eastern
samples.
One should take note that the K-DOCS is a recently developed creativity assessment
that addresses limitation of other self-report. Notably, while most of the measurements focus on
single dimension, the K-DOCS examines individuals creativity in five different domains (e.g.,
everyday creativity). The broad focus allows researchers to investigate individuals creativity in a
more comprehensive way. Consistent with past study (e.g., Kaufman, 2012), our results show
that the items can be accounted for by the same five domains. To our best knowledge, this is
the first study to evaluate psychometric qualities of the K-DOCS in the Malaysian context. Such
replication has provided its support to the factor structure of the K-DOCS.
Although the factor structure is consistent between the Western and Malaysian samples,
differences are still observed in the present study. Some items are not reflective of the domains.
Specifically, four items were removed due to low factor loading or cross-loading, resulting in a
total of 46 items. Moreover, item 33 (Carving something out of wood or similar material) loaded
on the Artistic creativity instead of the Mechanic/Scientific creativity. The results, however, are in
line with past studies. Tan and Qu (2012) examined the factor structure of the CDQ, the
previous version of the K-DOCS, on Malaysian samples and found five, rather than the
stipulated seven factors. Taken together, the similarities and differences not only highlight the
consistencies between the Western and Malaysian samples but also provide additional support
to the past findings that Malaysian students perceive creativity differently than their counterparts
in the West (Tan & Viapude, 2015).
The findings of the present study shall be interpreted with caution because of some
shortcomings. First, the present study applied the exploratory factor analysis to examine factor
structure of the scale. Unless the factor structure can be replicated in future studies, the findings
remain open. Furthermore, the present study did not consider alternative models. As a result, it
is unclear whether the 46-item model is better than the original, 50-item model. More studies are
warranted to further examine validity of the K-DOCS. Researchers are recommended to verify
the findings of the present study and compare the 5-factor model with alternative models (e.g.,
1-factor model) using confirmatory factor analysis.

CONCLUSION

396

The present study supports that the K-DOCS is a psychometrically sound measurement
of creativity. Using the K-DOCS, educators can have a clearer picture of students creativity and
provide training accordingly to further enhance the students creativity in the particular domains.

397

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HUBUNGAN SELF-ESTEEM DENGAN PENGLIBATAN REMAJA KE ATAS

PENYALAHGUNAAN DADAH DI SABAH
Azahar Che Latiff, Balan Rathakrisnan, Norhamidah Jarimal @ Safri,
Siti Noor Fazariah Suis @ Mohd Rusdy, Surianti Lajuma
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
azahar@ums.edu.my
Abstrak
Self-esteem boleh didefinisikan sebagai penilaian seseorang ke atas dirinya sendiri atau
bagaimana ia menganggap tentang dirinya sendiri sama ada secara positif atau negatif. Ia
berkait rapat dengan perasaan kita terhadap kebolehan kita, perkara yang berlaku pada diri kita
dan perkara yang akan berlaku pada diri kita. Kajian ini bertujuan untuk melihat hubungan selfesteem yang melibatkan tiga pihak iaitu keluarga, rakan sebaya dan sekolah dengan
penglibatan remaja ke atas penyalahgunaan dadah di Sabah. Kaedah kajian yang digunakan
adalah kaedah tinjaun soal selidik. Seramai 533 orang responden telah diambil dalam kajian ini
yang terdiri daripada remaja yang sedang mendapatkan rawatan di Agensi Anti Dadah
Kebangsaan (AADK) Sabah di tiga kawasan iaitu Kota Kinabalu, Sandakan dan Tawau.
Keputusan kajian menunjukkan tidak terdapat hubungan yang signifikan self-esteem (rakan
sebaya, keluarga, dan sekolah) dengan penglibatan remaja ke atas penyalahgunaan dadah di
Sabah. Limitasi kajian serta cadangan untuk kajian akan datang turut dinyatakan.
Kata kunci : Self-esteem, Remaja, Penyalahgunaan dadah, Rakan sebaya

PENGENALAN
Penggunaan bahan terlarang seperti dadah dalam kalangan remaja pada masa kini bukan lagi
suatu masalah yang harus dipandang ringan oleh semua masyarakat. Fenomena ini menjadi
satu masalah yang getir dalam melihat kemajuan dan perkembangan remaja kini. Penglibatan
remaja pelbagai etnik di dalam masalah ini pula bukan sahaja memberikan kesan negatif
kepada perkembangan sosial mereka, namun ianya turut merangkumi aspek keruntuhan moral
dan akhlak. Berdasarkan statistik yang dikeluarkan oleh Agensi Anti Dadah Kebangsaan
(AADK) pada akhir Disember 2013, seramai 7864 kes penagih yang dikesan di seluruh negara,
menunjukkan penurunan sebanyak 1151 kes atau 12.77% daripada 9015 pada akhir Disember
2012. Walaupun terdapat penurunan, statistik ini tidak memberikan nafas lega kepada semua
pihak kerana kes penagihan dadah ini masih lagi berleluasa di negara ini sekiranya tidak
dibendung dengan segera.
Pada masa yang sama, remaja yang terdedah dengan penyalahgunaan dadah
sebenarnya ingin meluahkan sesuatu perasaan yang terpendam. Menurut Hall (1904), remaja
adalah masa yang penuh dengan kekeliruan, kesedihan dan konflik. Oleh itu, adalah penting
bagi orang dewasa khususnya ibu bapa, pendidik dan ahli masyarakat untuk mengikuti
perkembangan remaja. Mereka wajar membantu remaja agar mengelakkan diri dari terjebak
dengan kegiatan yang negatif. Pelajar remaja yang mudah terpengaruh dengan keseronokkan
dadah akan mula mengabaikan perkara penting seperti menghormati ibu bapa, mengabaikan

401

pelajaran, melepak tidak tentu arah dan sebagainya jika tidak dikawal atau kurang mendapat
perhatian.
Abdul Ghafar Taib (1995) mendefinisikan dadah sebagai bahan yang mendatangkan
kemudaratan kepada kesihatan seseorang dari segi jasmani (fizikal), rohani (mental dan
emosi) serta tingkah laku pengguna apabila menggunakannya. Akibatnya, seseorang yang
menggunakan dadah akan terus bergantung hidup kepada dadah tersebut dan boleh
menyebabkan ketagihan. Penagih sanggup menggadaikan maruah serta memperhambakan diri
kepada sesiapa sahaja walau dalam apa jua keadaan, asalkan bekalan dadah yang diingini
diperolehi.
Menurut Agensi Anti Dadah Kebangsaan Malaysia (2005), dadah merupakan satu istilah
khas kepada sejenis bahan yang mendatangkan kemudaratan kepada kesihatan seseorang
dari segi jasmani, rohani serta tingkah laku pengguna apabila ia digunakan. Pergantungan
terhadap dadah berlaku dalam keadaaan sama ada keperluan secara fizikal atau psikologikal
atau kedua-duanya sekali. Ia juga boleh berlaku secara berterusan atau pada waktu tertentu.
Selain itu, dadah juga merupakan bahan kimia psikotif yang mempunyai ciri-ciri seperti : a)
memberikan kesan paling ketara ke atas sistem saraf pusat iaitu otak dan saraf tunjang; b)
digunakan bukan untuk tujuan perubatan dan penggunaannya adalah dilarang; c) diperolehi
secara haram; d) membawa kepada pergantungan fizikal dan psikologikal serta meningkatkan
daya tahan terhadap dadah; dan e) mendatangkan kesan buruk dan bahaya ke atas kesihatan
dan fungsi sosial seseorang.
Jenis dadah yang menjadi bahan di dalam kajian ini adalah syabu dan gam. Syabu atau
nama saintifiknya Methaphetamine Hydrochloride adalah sejenis dadah tiruan yang telah
wujud sejak perang dunia kedua. Mereka yang menggemari syabu pada ketika itu adalah dalam
kalangan askar-askar Amerika Syarikat, China dan Jepun. Kemasukan syabu di Sabah pada
awal tahun 1992 pula, dikaitkan dengan pendatang tanpa izin dari Filipina yang dibawa oleh
mereka untuk kegunaan sendiri dan diedarkan kepada penduduk tempatan. Antara kesannya
terhadap individu yang menggunakan syabu ini adalah hilang rasa mengantuk, mampu bekerja
lebih dari 24 jam, memberikan keseronokan seks dengan berkhayal serta berdaya tahan dan
boleh menyebabkan hilang selera makan. Pada jangka masa yang panjang pula, penggunaan
syabu yang berlebihan ini akan membawa kepada kerosakan sistem saraf otak dan mengalami
angina ahmar (strok), mendatangkan kerosakan pada tisu yang teruk dan boleh membawa
maut.
Penyalahgunaan gam pula adalah penyalahgunaan produk yang biasa digunakan di
rumah dengan cara menghidu atau menyedut wapnya (AADK, 2005). Produk ini kebiasaannya
dianggap sebagai tidak merbahaya akan tetapi sebenarnya produk ini mengandungi bahan
pelarut organik beracun, yang apabila dihidu atau disedut wapnya akan menyebabkan
ketagihan, atau berpotensi mengakibatkan kematian secara tiba-tiba. Kegiatan menghidu bahan
ini, sering melibatkan golongan remaja termasuk kanak-kanak berusia antara 10 hingga 18
tahun. Demikian menurut pihak polis yang telah dapat mengesan kegiatan ini di Perak (Dewan
Kosmik, Julai, 2002). Pada pertengahan tahun 2001, masyarakat Malaysia pernah dikejutkan
dengan berita kematian beberapa orang pelatih Pusat Serenti Sungai Ruan, Raub, Pahang.
Menurut Pengerusi Jawatankuasa Kesihatan, Belia dan Sukan Pahang, penyakit yang
menyerang pelatih tersebut berpunca daripada perbuatan mereka menghidu bahan kimia
seperti gam, thinner dan petrol secara berterusan untuk menghilangkan ketagih (Dewan
Kosmik, Julai, 2002).

402

PERMASALAHAN KAJIAN
Terdapat empat keinginan hidup iaitu lapar, dahaga, seks dan keinginanan untuk mengubah
kewarasan. Field (2004) dalam kajiannya menyatakan, dadah telah digunakan untuk mengubah
kewarasan dan akan terus digunakan pada masa hadapan. Sesetengah individu berpendapat
bahawa, dengan menggunakan dadah mereka dapat menyelesaikan konflik di luar kewarasan.
Menurut Field (2004) lagi, terdapat individu yang menggunakan dadah secara pasif. Oleh itu,
bagi mengelak diri dari konflik dan isu sebenar yang mereka hadapi, maka individu terutamanya
remaja akan lebih cenderung untuk menggunakan dadah bagi mengelakkan mereka berdepan
dengan konflik (Field, 2004).
Penyalahgunaan dadah terutamanya gam dan syabu dalam kalangan remaja berkait
rapat dengan faktor seperti konflik keluarga, hubungan interpersonal, rakan sebaya,
penghargaan kendiri dan faktor budaya. Kecelaruan persekitaran rumahtangga,
ketidakberkesanan cara gaya keibubapaan, kurangnya hubungan komunikasi dua hala dalam
didikan antara ibubapa dan anak, turut menjadi faktor penting dalam penyalahgunaan dadah
dalam kalangan remaja (National Institute On Drug Abuse, 2010).
Menurut Sciarra (2005), individu yang terlibat dalam penyalahgunaan dadah seperti gam
dan syabu mempercayai bahawa pengunaan bahan tersebut mampu memberikan manfaat
kepada mereka yang menggunakannya. Situasi seperti ini memberi jawapan kepada persoalan
mengapa penyalahgunaan dadah seperti gam dan syabu berlaku dalam kalangan remaja.
Kebanyakan dalam kalangan remaja percaya bahawa bahan tersebut akan memberikan banyak
faedah seperti dapat meningkatkan kefungsian fisiologi, menstabilkan emosi, meningkatkan
keberkesanan tingkah laku dan meningkatkan hubungan sosial walaupun pada masa yang
sama mereka juga mengetahui bahawa penggunaan bahan terlarang ini mempunyai risiko
(Sciarra, 2005). Oleh itu, tidak hairanlah sejak kebelakangan ini, penyalahgunaan dadah seperti
gam dan syabu sering dikaitkan dengan golongan remaja. Namun kajian khusus mengenai
perkara ini jarang dilakukan terutamanya di negeri Sabah.
Miziker-Gonet (2010) pula menyatakan wujud persepsi dalam kalangan remaja bahawa
penerimaan mereka sebagai seseorang individu di dalam kelompok rakan sebaya khususnya di
sekolah akan diterima setelah mereka bersetuju menerima ajakan serta membenarkan tingkah
laku penyalahgunaan dadah. Tingkah laku ini merupakan kunci kepada penerimaan kumpulan
rakan sebaya itu sendiri. Jika tidak, meraka akan ditolak dari kumpulan oleh rakan sebaya yang
lain.
Remaja yang terlibat dalam penyalahgunaan dadah terutama gam dan syabu ini perlu
diberi perhatian khusus kerana permulaan untuk mencuba benda yang kecil akan
mengakibatkan ketagihan untuk mengulanginya. Akhirnya, remaja akan mula mencuba dan
berjinak dengan dadah yang membawa mereka hanyut dengan najis dadah. Tidak mustahil
remaja yang terpengaruh ini akan mempengaruhi rakan sebaya yang lain untuk turut sama
menikmati dadah ini. Melalui laporan yang dikeluarkan oleh Agensi Anti Dadah Kebangsaan
(AADK) sehingga bulan Disember tahun 2013 sahaja, sebanyak 7864 orang penagih dadah
yang dicatatkan berlaku di Malaysia. 4768 atau 60.63% daripada kes tersebut adalah penagih
baru dan 3096 kes atau 39.37% adalah penagih berulang. Sehubungan dengan itu, 3284 kes
daripada jumlah 7864 penagih adalah disebabkan oleh pengaruh rakan sebaya. Hal ini
membuktikan bahawa kerisauan masyarakat terhadap penagihan dadah terutamanya terhadap
golongan remaja yang semakin meruncing adalah benar. Secara purata, seramai 655 orang
penagih dikesan setiap bulan dengan 397 orang daripadanya penagih baru dikesan dan 258
orang penagih berulang.
403

Akhir sekali, self-esteem remaja yang terlibat di dalam penagihan dadah juga perlu
diberi perhatian. Self-esteem atau lebih dikenali penghargaan kendiri merupakan aspek yang
penting untuk mengenali personaliti dan tindakan yang akan dilakukan oleh seseorang remaja
yang terlibat dalam penagihan dadah. Penghargaan kendiri boleh didefinisikan sebagai
penilaian seseorang ke atas dirinya sendiri atau bagaimana ia menganggap tentang dirinya
sendiri sama ada secara positif atau negatif. Ia berkait rapat dengan perasaan kita terhadap
kebolehan kita, perkara yang berlaku pada diri kita dan perkara yang akan berlaku pada diri
kita.
Menurut Rogers (1951) yang mengemukakan Terapi Pemusatan Insan, beliau
berpendapat bahawa konsep kendiri adalah terdiri daripada gabungan antara penilaian sendiri,
penilaian orang lain dan penilaiannya mengenai persepsi orang lain terhadap dirinya sendiri.
Misalnya, jika seseorang remaja menagih dadah mempunyai konsep kendiri dengan anggapan
dirinya adalah seorang yang jahat, apabila berada di dalam suatu persekitaran, dia akan berasa
dirinya dilayan dan diberikan perhatian yang sepatutnya sebagaimana seorang yang jahat. Ini
menunjukkan remaja tersebut menganggap bahawa dirinya adalah tidak baik untuk masyarakat
sekeliling kerana terlibat di dalam penyalahgunaan dadah dan akan diberi perhatian oleh
masyarakat sebagaimana yang difikirkan terhadap dirinya.
TUJUAN KAJIAN
Kajian ini bertujuan untuk melihat hubungan self-esteem yang melibatkan tiga pihak iaitu
keluarga, rakan sebaya dan sekolah dengan penglibatan remaja ke atas penyalahgunaan
dadah.
KEPENTINGAN KAJIAN
Kajian ini memberi banyak kepentingan kepada semua golongan termasuklah individu,
keluarga, sekolah dan agensi. Ia dapat memberi manfaat dari aspek pembacaan serta
penelitian secara terperinci berkenaan penyalahgunaan dadah seperti penerangan, perincian,
statistik dan panduan kepada individu lain yang ingin mendapatkan maklumat berkenaan
remaja yang terlibat dalam penyalahgunaan dadah dan kaitannya dengan self-esteem.
Seterusnya kepentingan kajian ini juga amat berguna kepada institusi kekeluargaan
seperti ibu bapa. Hasil daripada kajian ini mereka dapat mengetahui pelbagai ilmu pengetahuan
untuk digunakan bagi mewujudkan keharmonian keluarga supaya anak mereka tidak terlibat
dengan penyalahgunaan dadah. Selain itu, sistem kekeluargaan juga akan lebih bersedia dari
sudut ilmu pengetahuan bagi mengelakkan sebarang kemungkinan perkara buruk akan berlaku
kepada ahli keluarga terutama golongan remaja yang terlibat dengan penyalahgunaan dadah.
Hasil daripada kajian ini juga, institusi kekeluargaan akan lebih memberikan tumpuan dan kasih
sayang kepada keluarga yang terlibat ataupun tidak dengan penyalahgunaan dadah.
Selain itu, hasil kajian ini dapat digunakan untuk kepentingan pihak sekolah bagi
memberikan penerangan yang khusus kepada remaja terhadap keburukan dadah serta statistik
yang berlaku terhadap golongan remaja. Seterusnya, hasil kajian ini juga dapat dicetak dan
dijadikan rujukan kepada pihak sekolah supaya dapat memberikan informasi berkenaan remaja
yang terlibat di dalam penyalahgunaan dadah. Hal ini sekali gus dapat memberikan banyak
input kepada pihak sekolah agar lebih bersedia dengan pelbagai program pencegahan
penyalahgunaan dadah kepada murid dan guru dari peringkat akar umbi lagi.
404

Akhir sekali, signifikan kajian ini adalah penting kepada sesebuah organisasi untuk
membuat analisis dan pemantauan terhadap remaja yang terlibat di dalam penyalahgunaan
dadah seperti gam dan syabu. Misalnya, organisasi yang terlibat seperti Agensi Anti Dadah
Kebangsaan (AADK) yang berperanan untuk menganalisis bagi membuat rawatan susulan
kepada remaja yang terlibat dalam penyalahgunaan dadah tersebut. Hasil daripada kajian ini
juga akan mampu memberi stastistik yang tepat kepada AADK.

DEFINISI KONSEP DAN OPERATIONAL

a) Dadah
Abdul Ghafar Taib (1995) mendefinisikan dadah sebagai bahan yang mendatangkan
kemudaratan kepada kesihatan seseorang dari segi jasmani (fizikal), rohani (mental dan emosi)
serta tingkah laku pengguna apabila menggunakannya. Akibatnya, seseorang yang
menggunakan dadah akan terus bergantung hidup kepada dadah tersebut dan boleh
menyebabkan ketagihan. Dalam kajian ini, dadah dioperasikan sebagai gam dan syabu.
b) Remaja
Rogers, (1951) menyatakan bahawa remaja bermaksud membesar menjadi matang. Remaja
dikatakan berusia di antara 11 hingga 21 tahun, merupakan transisi antara zaman kanak-kanak
dengan zaman dewasa yang melibatkan perubahan biologi, psikologi, sosial dan ekonomi serta
melibatkan perubahan peringkat tidak matang ke peringkat matang (Azizi et. Al., 2005). Dalam
kajian ini, remaja dioperasikan sebagai remaja yang berumur 15 hingga 35 tahun yang sedang
menjalani rawatan pemulihan di Pusat AADK seluruh Sabah.
c) Self-Esteem (Penghargaan Kendiri)
Coopersmith (1967) mendefinisikan penghargaan kendiri sebagai penilai peribadi yang
ditunjukkan melalui sikap yang dipegang oleh individu tentang dirinya. Penilaian yang dipegang
oleh seseorang individu pada kebiasaannya akan kekal pada dirinya. Menurut Fromm (1956)
pula, penghargaan kendiri merujuk kepada kebolehan seseorang individu untuk menyayangi
dirinya sendiri dengan menerima kenyataan yang sebenarnya ada pada dirinya. Dalam kajian
ini, penghargaan kendiri dioperasikan mengikut alat kajian yang digunakan untuk mengukur
penghargaan kendiri iaitu Hare Self-Esteem Scale (HSS) yang dibina oleh Hare (1995) yang
menjelaskan berkaitan tahap penghargaan kendiri remaja itu secara keseluruhan berasaskan
tiga subskala iaitu rakan sebaya, sekolah dan rumah.

HIPOTESIS KAJIAN
1. Tidak terdapat hubungan yang signifikan self-esteem (keluarga) dengan penglibatan remaja
ke atas penyalahgunaan dadah.
2. Tidak terdapat hubungan yang signifikan self-esteem (rakan sebaya) dengan penglibatan
remaja ke atas penyalahgunaan dadah.
3. Tidak terdapat hubungan yang signifikan self-esteem (sekolah) dengan penglibatan remaja
ke atas penyalahgunaan dadah.
METODOLOGI KAJIAN
405

Reka Bentuk Kajian

Kajian ini adalah berbentuk tinjauan dengan menggunakan soal selidik. Subjek atau responden
yang dipilih adalah berbentuk purposive sampling iaitu remaja yang pernah menyalahguna atau
menghisap dadah. Selain itu, responden akan menjawab soal selidik dalam kajian ini secara
bersemuka dengan pengkaji atas alasan menjaga etika dalam pentadbiran alat kajian dan etika
penggunaan responden yang diklasifikasikan sebagai sulit dan rahsia dari segi identiti.
Sampel Kajian
Seramai 533 orang telah diambil sebagai subjek atau responden dalam kajian ini. Mereka
adalah golongan remaja yang pernah menyalahguna dadah dan sedang menjalani rawatan
pemulihan di Agensi Anti Dadah Kebangsaan (AADK) seluruh Sabah.
Tempat Kajian
Kajian dijalankan di tiga buah Agensi Anti Dadah Kebangsaan (AADK) seluruh Sabah iaitu
AADK Kota Kinabalu, AADK Sandakan dan AADK Tawau.
Alat Kajian
Bagi tujuan mencapai objektif penyelidikan, kajian ini menggunakan soal selidik piawai seperti
berikut :
(a) Drug Use Questionnaire (DAST-20)
Alat kajian ini dibina oleh Dr. Harvey Skinner (2009). Mengandungi 20 item yang cuba
mengenalpasti tahap penglibatan remaja di dalam penyalahgunaan dadah termasuk gam dan
syabu. Alat ukur ini merupakan satu kaedah yang singkat, mudah dan praktikal bagi
mengenalpasti tahap individu dalam menggunakan dadah. Pemarkatan bagi alat ukur ini
menerangkan bahawa individu atau remaja dalam skor 1 hingga 5 mempunyai tahap
penyalahgunaan dadah adalah rendah. Skor 6 hingga 10 adalah pertengahan dan 11 hingga 15
adalah berlebihan. Skor 16 hingga 20 menunjukkan ketagihan yang teruk atau dalam keadaan
pergantungan dan memerlukan program pemulihan. Kesahan serentak bagi alat ukur ini adalah
.85. Ujian ini telah diuji kepada 256 penagih dadah atau akohol dan memberi hasil
kebolehpercayaan yang konsisten = .92. Soal selidik ini akan digunakan bagi mengukur
objektif pertama kajian.
(b) Hare Self-Esteem Scale (HSS)
Alat kajian ini dibina oleh Hare (1995) bagi mengukur penghargaan kendiri remaja. Soal selidik
ini mengandungi 30 item yang mampu menjelaskan kepada penyelidik berkaitan tahap
penghargaan kendiri remaja itu secara keseluruhan berasaskan tiga subskala iaitu rakan
sebaya, sekolah dan rumah. Ia mempunyai kebolehpercayaan secara keseluruhannya 0.74.
Soal selidik ini digunakan bagi mengukur objektif keempat kajian.
Analisis Data
Perisian Statistical Package For The Social Sciences (SPSS) versi 20 digunakan di dalam
kajian ini bagi memproses dan menganalisis data yang diperolehi. Ujian korelasi digunakan bagi
mengenalpasti hubungan perapatan di antara remaja yang menggunakan dadah dengan

406

ibubapa, rakan sebaya dan sekolah. Selain itu, ujian ANOVA pula digunakan untuk
mengenalpasti perbezaan penyalahgunaan dadah mengikut kawasan dan umur.

DAPATAN KAJIAN
1. Tidak terdapat hubungan yang signifikan self-esteem (keluarga) dengan penglibatan remaja
ke atas penyalahgunaan dadah.
Ujian korelasi mudah menunjukkan tidak terdapat hubungan yang signifikan self-esteem
(keluarga) dengan penglibatan remaja ke atas penyalahgunaan dadah (r = .042, p>0.05).
Keputusan menunjukkan bahawa self-esteem (keluarga) tidak mempunyai hubungan atau
kaitan dengan penglibatan remaja ke atas penyalahgunaan dadah. Dapatan kajian dinyatakan
dalam jadual 1.1.
Jadual 1.1 : Hubungan self-esteem (keluarga) dengan penglibatan remaja ke atas
penyalahgunaan dadah.
self-esteem (keluarga)
Penglibatan remaja ke atas r
.042
penyalahgunaan dadah
Sig.
.377
N
443
2. Tidak terdapat hubungan yang signifikan self-esteem (rakan sebaya) dengan penglibatan
remaja ke atas penyalahgunaan dadah.
Ujian korelasi mudah menunjukkan tidak terdapat hubungan yang signifikan self-esteem (rakan
sebaya) dengan penglibatan remaja ke atas penyalahgunaan dadah (r = -.034, p>0.05).
Keputusan menunjukkan bahawa self-esteem (rakan sebaya) tidak mempunyai hubungan atau
kaitan dengan penglibatan remaja ke atas penyalahgunaan dadah. Dapatan kajian dinyatakan
dalam jadual 1.2.
Jadual 1.2 : Hubungan self-esteem (rakan sebaya) dengan penglibatan remaja ke atas
penyalahgunaan dadah.
self-esteem (rakan sebaya)
Penglibatan remaja ke atas r
-.034
penyalahgunaan dadah
Sig.
.468
N
452
3. Tidak terdapat hubungan yang signifikan self-esteem (sekolah) dengan penglibatan remaja
ke atas penyalahgunaan dadah
Ujian korelasi mudah menunjukkan tidak terdapat hubungan yang signifikan self-esteem
(sekolah) dengan penglibatan remaja ke atas penyalahgunaan dadah (r = -.069, p>0.05).
Keputusan menunjukkan bahawa self-esteem (sekolah) tidak mempunyai hubungan atau kaitan
dengan penglibatan remaja ke atas penyalahgunaan dadah. Dapatan kajian dinyatakan dalam
jadual 1.3.

407

Jadual 1.3 : Hubungan self-esteem (sekolah) dengan penglibatan remaja ke atas

penyalahgunaan dadah.
self-esteem (sekolah)
Penglibatan remaja ke atas r
-.069
penyalahgunaan dadah
Sig.
.144
N
449

PERBINCANGAN, IMPLIKASI DAN CADANGAN

Dapatan kajian ini dilihat berbeza dan tidak selari dengan beberapa kajian lepas, antaranya
adalah kajian daripada Bahr, Hoffmann dan Yang (2005) dalam kajiannya mendapati bahawa
penyalahgunaan bahan oleh rakan sebaya mempunyai kesan atau pengaruh yang kuat
terhadap penggunaan dadah oleh remaja. Rakan-rakan selalunya memperkenalkan dan
menggalakkan penggunaan dadah kepada rakan mereka. Namun, terdapat remaja yang jarang
atau tidak menggunakan dadah jika rakan mereka juga tidak mengambil dadah atau tidak
mempunyai rakan yang mengambil dadah (Khavarl, 1993; Moon, Hecht, Jackson & Spellers,
1999 yang dipetik daripada Bahr, Hoffmann & Yang, 2005).
Seterusnya adalah kajian daripada Caroll (1998) (dipetik daripada Mohammad Shahid
Ismail & Mahmood Nazar Mohamed) menunjukkan bahawa tingkah laku menghidu gam di
kalangan remaja terutamanya adalah berpunca daripada ketidakupayaan untuk mengelakkan
diri daripada pengaruh rakan sebaya. Ini menjelaskan bahawa peramal bagi penyalahgunaan
bahan dan perubahan dalam penggunaan bahan yang konsisten adalah pengaruh daripada
rakan-rakan. Menurut Branstetter, Low & Furman (2011) pengaruh besar rakan sebaya dalam
penyalahgunaan bahan berpunca daripada interaksi negatif bersama dengan rakan mereka.
Seorang rakan yang sangat rapat mempunyai pengaruh secara positif dan negatif yang sangat
kuat dalam penggunaan bahan (McCrady, 2004 yang dipetik daripada Branstetter, Low &
Furman, 2011 ).
Lagi, daripada Donnelly, Young, Pearson, PenHollow dan Hernandez (2008) yang
mengkaji hubungan spesifik self-esteem bahagian (home, school, peer) dengan penggunaan
bahan terlarang oleh golongan remaja. Kajian mereka mendapati bahawa self-esteem (home
and school) memainkan peranan yang signifikan dalam tingkahlaku penggunaan dadah
manakala self-esteem (peer) pula memainkan peranan yang kurang.
Oleh itu, melalaui hasil kajian ini diharapkan ia berpotensi untuk membantu Agensi Anti
Dadah Kebangsaan (AADK) umumnya dan Klinik AADK khususnya untuk merangka strategi
dan intervensi pembangunan keluarga. Hasil kajian juga berpotensi untuk membantu institusi
pendidikan dengan menyalurkan maklumat yang akan diperolehi nanti bagi tujuan pendidikan
pencegahan terutamanya dalam penyalahgunaan bahan atau dadah.

PENUTUP
Isu penyalahgunaan dadah terutamanya dalam kalangan remaja bukanlah suatu topik yang
baru malah telah menjadi satu isu yang sering diberi perhatian untuk dikaji. Keadaan ini
menunjukkan terdapat kesedaran dalam kalangan masyarakat dan pihak berkuasa untuk terus
mencuba mengenalpasti faktor, risiko serta masalah yang wujud hari ini sehingga masalah
dadah ini masih berleluasa dalam kalangan remaja di Negara ini. Justeru, kajian ini turut tampil
408

dengan usaha yang kecil dalam usaha memberikan pendedahan kepada setiap golongan
tentang isu penyalahgunaan dadah dalam kalangan remaja ini.
Lantaran itu, kajian ini diharapkan dapat memberikan serba sedikit maklumat mengenai
isu ini agar pihak berkaitan dapat merangka langkah penyelesaian secara khusus dalam usaha
menyelamatkan golongan remaja kita daripada penyalahgunaan bahan terutama dari pihak
ibubapa dan rakan sebaya. Pengkaji yakin, dengan cara mengenalpasti secara jelas faktor
risiko mampu memberikan gambaran yang lebih spesifik dalam mencari penyelesaian yang
boleh membantu remaja berisiko ini. Selain itu, program yang bakal dijalankan juga akan lebih
efektif dan berkesan.

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411

PEMEROLEHAN KOSA KATA BAHASA JEPUN MENERUSI PENGGUNAAN LAGU JEPUN

TERPILIH DI UNIVERSITI AWAM MALAYSIA
Muhammad Alif Redzuan Abdullah
Jabatan Bahasa Asing, Fakulti Bahasa Moden dan Komunikasi, UPM
Serdang Malaysia
muhammadalif@upm.edu.my
Sanimah Hussin
Pusat Pemajuan Kompetensi Bahasa
UPM
Serdang Malaysia
sanimah@upm.edu.my
Abstrak
Banyak penyelidikan menunjukkan bahawa pelajar dapat menguasai kosa kata bahasa asing
lebih baik melalui lagu (Abrate, 1983; Brutten, Angelis, & Perkins, 1985; Hirano, 2007; Little,
1983; Salcedo, 2002; Wilcox, 1995; Wolfe & Hom, 1993). Malahan penggunaan lagu bahasa
Jepun memudahkan responden kajian mempelajari dan mengingati apa yang telah diajar dalam
pembelajaran bahasa Jepun kerana suasana pembelajaran bahasa Jepun yang santai dan
menyeronokkan (Yamato,2006; Hirano,2007). Ini disokong oleh kenyataan Falioni (1993)
bahawa "penggunaan lagu dalam kelas bahasa asing merupakan satu kaedah pengajaran
untuk memberikan tumpuan kepada pelajar dan menghasilkan pelajar yang lebih komited".
Namun demikian masih belum banyak kajian empirikal yang dilakukan mengenai penggunaan
lagu dalam meningkatkan pemerolehan kosa kata bahasa Jepun dalam kalangan pelajar di
Institut Pengajian Tinggi di Malaysia. Oleh itu, satu kajian telah dijalankan di sebuah universiti
awam dalam tempoh empat belas minggu untuk melihat keberkesanan lagu bahasa Jepun
terpilih dalam meningkatkan penguasaan kosa kata bahasa Jepun. Seramai 150 orang
responden kajian yang dipilih secara stratified random sampling terlibat dalam kajian ini.
Instrumen kajian terdiri daripada satu set soalan soal selidik untuk mendapatkan maklumat
mengenai persepsi pelajar terhadap penggunaan lagu bahasa Jepun terpilih dalam
meningkatkan penguasaan kosa kata mereka. Temu bual separa struktur juga dijalankan untuk
mendapatkan maklumat tambahan yang tidak diperolehi daripada soalan soal selidik. Data yang
dikumpul telah dianalisis menggunakan SPSS versi 20 dan hasilnya menunjukkan responden
kajian terlibat secara aktif dan bermotivasi untuk belajar bahasa Jepun bukan sahaja di dalam
kelas tetapi juga di luar bilik darjah. Ini adalah kerana lagu bahasa Jepun terpilih telah dimuat
naik dalam e-portal pembelajaran dan dapat diakses di dalam dan luar kelas. Prestasi
responden kajian bertambah baik dalam latihan kosa kata yang diberikan dalam kelas bahasa
Jepun.
Kata kunci: Pemerolehan kosa kata, Lagu Jepun, Bahasa Jepun

PENGENALAN
Pemerolehan kosa kata merupakan bidang kajian linguistik yang menarik perhatian ramai
penyelidik bahasa kedua atau bahasa asing pada masa kini (Abrudan, 2010; Allen, 1999;
Baumann & Kameenui,1991). Pemerolehan kosa kata dalam kalangan pelajar bahasa asing
412

terutamanya bahasa Jepun sangat penting kerana penguasaan kosa kata merupakan elemen
asas dalam penguasaan sesuatu bahasa (Rosni Samah, 2013; Che Radiah, 2009). Kelemahan
penguasaan pelajar terhadap kosa kata merupakan salah satu faktor yang dilaporkan menyekat
keupayaan mereka untuk menguasai bahasa tersebut (Meara, 1980). Sorotan kajian lepas
menunjukkan bahawa masalah asas dalam pengusaan bahasa Jepun berhubung kait dengan
masalah kekurangan kosa kata bahasa Jepun. Masalah kekurangan kosa kata dalam kalangan
pelajar bahasa Jepun menyekat keupayaan pelajar untuk menggunakan bahasa Jepun dengan
fasih dalam bentuk tulisan mahupun lisan (Suraiya Mohd Ali,1989; Muhammad Alif
Redzuan,2005; Sanimah Hussin,2006; Zoraida Mustafa, 2009; Ahmad Suhaimi Lazim,2010;
Hieda & Maserah, 2012; Muhammad Alif Redzuan Abdullah. 2014). Justeru itu, untuk
menguasai kosa kata bahasa Jepun dengan berkesan akan menjadi langkah paling penting
sebelum pelajar boleh menguasai bahasa Jepun dengan baik. Menurut Hipotesis Input Krashen
(1982), pemerolehan kosa kata baru akan berlaku apabila makna kosa kata baru tersebut
diterangkan terlebih dahulu kepada pelajar. Makna sesuatu kosa kata boleh disampaikan
menggunakan alat bantuan pengajaran ekstra-linguistik seperti ilustrasi, pergerakan, gambar
dan benda realia. Menurut Medina (2002) penggunaan lagu dalam kelas bahasa asing selaras
dengan Hipotesis Input Krashen (1982). Ini adalah disebabkan lagu bahasa Jepun
memudahkan pelajar mempelajari dan mengingati apa yang telah diajar dalam pembelajaran
bahasa Jepun kerana suasana pembelajaran bahasa Jepun yang santai dan menyeronokkan
(Yamato,2006; Hirano,2007). Maka pelajar akan lebih yakin dan peka daripada biasa dan
mudah memperolehi kosa kata baru degan lebih berkesan. Ini disokong oleh kenyataan Falioni
(1993) bahawa "penggunaan lagu dalam kelas bahasa asing merupakan satu kaedah
pengajaran untuk memberikan tumpuan kepada pelajar dan menghasilkan pelajar yang lebih
komited."
METODOLOGI
Seramai 150 orang pelajar lelaki dan perempuan daripada pelbagai bangsa berumur dalam
lingkungan 19 hingga 24 tahun yang mengikuti program bahasa Jepun tahap 1 di Universiti
Putra Malaysia sebagai subjek kemahiran elektif dipilih secara stratified random sampling
terlibat dalam kajian ini. Instrumen kajian terdiri daripada satu set soalan yang dibahagikan
kepada dua bahagian. Bahagian pertama merupakan soalan open ended mengenai demografi
responden kajian. Bahagian kedua merupakan soalan yang berkenaan dengan persepsi pelajar
terhadap penggunaan lagu Jepun terpilih dalam meningkatkan penguasaan kosa kata mereka.
Temu bual separa struktur juga dijalankan untuk mendapatkan maklumat tambahan yang tidak
diperolehi daripada soalan soal selidik. Enam buah lagu yang telah dipilih adalah pendek,
mudah dan menyamai kosa kata yang terdapat dalam buku teks Minna no Nihongo. Lagu-lagu
Jepun terpilih telah dimuat naik dalam e-portal pembelajaran supaya dapat diakses di dalam
dan luar kelas. Responden kajian diminta mengisi set soalan soal selidik pada minggu ke 14
semester 2 sesi 2015/16 untuk mendapatkan data kajian mengenai persepsi pelajar dan
mengetahui lagu-lagu yang tidak popular dalam kalangan pelajar.

PERSOALAN KAJIAN
1.Apakah persepsi responden kajian mengenai penggunaan lagu-lagu Jepun terhadap
pemerolehan kosa kata bahasa Jepun asas?
2.Adakah penggunaan lagu - lagu Jepun dapat meningkatkan prestasi responden kajian dalam
latihan kosa kata?

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DAPATAN KAJIAN
Data yang dikumpul telah dianalisis menggunakan SPSS versi 20 untuk mendapatkan hasil
kajian mengenai persepsi pelajar terhadap penggunaan lagu bahasa Jepun dalam
meningkatkan penguasaan kosa kata mereka. Di samping itu temu duga separa struktur
digunakan untuk mendapatkan data kajian tambahan yang tidak diperolehi dalam borang soal
selidik.
Persepsi Responden Kajian Mengenai Penggunaan Lagu Jepun Terhadap Pemerolehan
Kosa Kata Bahasa Jepun Asas
Dapatan kajian menunjukkan hampir 90% responden kajian bersetuju bahawa lagu-lagu Jepun
membantu mereka untuk mengenali dan mengingati kosa kata dengan lebih berkesan. Ini
adalah kerana apabila responden kajian berulang kali menyanyikan lagu-lagu Jepun, tahap
keyakinan mereka meningkat dan kekangan mereka untuk menguasai kosa kata baru
berkurangan. Ini selaras dengan kenyataan Li dan Brand (2009) bahawa "lagu, dengan lirik
berulang-ulang dan irama mereka merupakan wahana untuk meningkatkan tahap ingatan kosa
kata pelajar dalam pembelajaran bahasa dan kecekapan kemahiran bahasa lain seperti struktur
tatabahasa dan sebutan dalam kalangan pelajar bahasa Inggeris sebagai bahasa kedua.
Seterusnya dapatan kajian menunjukkan bahawa hampir semua responden kajian
bersetuju bahawa penggunaan lagu-lagu Jepun dalam pembelajaran bahasa Jepun adalah
sangat menarik. Responden kajian dalam sesi temubual menyatakan bahawa melalui
penggunaan lagu Jepun dapat meningkatkan minat dan membantu mereka untuk menghafal
dengan lebih berkesan melalui rima lagu bahasa Jepun. Malahan ada responden kajian
menyatakan bahawa penggunaan lagu bahasa Jepun lebih menarik berbanding dengan kuliah
konvensional. Di samping itu, persekitaran pembelajaran bahasa Jepun akan lebih interaktik
kerana penggunaan lagu akan melibatkan interaksi antara pengajar bahasa Jepun dengan
responden kajian. Aspek afektif dan psikomotor responden kajian juga berkembang dengan
penggunaan lagu Jepun kerana responden kajian harus menunjukkan pergerakan dan emosi
mereka sewaktu menyanyikan lagu-lagu tersebut.
Data kajian juga menunjukkan bahawa penggunaan lagu dapat membantu responden
kajian untuk menyebut kosa kata baru dengan lebih baik. Responden kajian dalam sesi
temubual menyatakan irama dan melodi lagu-lagu Jepun yang didengar berulang kali seperti
terakam dalam memori mereka. Ini membuatkan responden kajian boleh mengimbas kembali
dan menyebut kosa kata yang dipelajari dalam lagu-lagu Jepun dengan berkesan. Penggunaan
lagu dalam pembelajaran bahasa meningkatkan ingatan hafalan. Ini dibuktikan dalam beberapa
kajian yang menunjukkan lagu dan irama dapat meningkatkan ingatan hafalan pelajar bahasa
asing (Deutch, 1972; Palermo, 1978; Serafina, Crowder, Repp, 1984; Borchgrevink, 1982).
Penggunaan Lagu-Lagu Jepun Meningkatkan Prestasi Responden Kajian Dalam Latihan
Kosa Kata
Responden kajian teruja untuk membuat latihan kosa kata yang berkaitan dengan lagu-lagu
Jepun yang diperkenalkan dalam kelas pengajaran bahasa Jepun. Mereka sedaya upaya cuba
untuk mempelajari lirik lagu-lagu Jepun walaupun mereka malu untuk menyanyi dengan kuat.
Oleh kerana kekangan masa, portal e-pembelajaran digunakan sebagai platform untuk
responden kajian memuatnaik dan mendengar lagu-lagu Jepun berulang kali mengikut
keselesaan mereka. Selain itu, makna kosa kata atau lirik baru telah diedarkan pada responden
kajian agar dapat memahami lagu-lagu Jepun tersebut. Pemantauan berterusan telah dilakukan
414

dengan mengumpul markah responden kajian dalam latihan kosa kata berbentuk file excell dan
telah dijumlahkan pada hujung minggu ke-14 semester 2 sesi 2015/16. Markah keseluruhan
responden kajian menunjukkan peningkatan penguasaan kosa kata secara berterusan daripada
latihan
pertama
sehingga
latihan
kosa
kata
terakhir.
PERBINCANGAN
Hasil dapatan kajian menunjukkan penggunaan lagu-lagu Jepun dapat meningkatkan tahap
penguasaan kosa kata responden kajian. Ini adalah kerana penggunaan lagu-lagu Jepun yang
menarik (catchy) iramanya dapat menjadikan pengajaran lebih menarik dan tidak dapat
dilupakan oleh responden kajian. Responden kajian menunjukkan minat yang tinggi kerana
berasa seronok dan santai dengan lagu-lagu yang dimainkan dalam kelas.Responden kajian
bukan sahaja menguasai aspek kognitif tetapi aspek psikomotor dan afektif dapat berkembang
dengan penggunaan lagu dalam kelas. Pengunaan platform e-pembelajaran dapat membantu
responden kajian untuk memuat naik lagu-lagu Jepun dan mendengar berulang kali sebelum
dan selepas kelas. Ini secara langsung dapat membantu proses pembelajaran responden kajian
berlaku tanpa kekangan masa dan ruang.
Seterusnya hasil dapatan kajian menunjukkan bahawa penggunaan lagu-lagu Jepun
dapat meningkatkan tahap ingatan hafalan responden kajian. Apabila responden kajian
mendengar lagu yang lirik diulang berulang kali, maka kosa kata yang terdapat dalam lirik lagu
akan terpahat dalam minda responden kajian. Malahan makna kosa kata lirik lagu yang
diedarkan pada responden kajian dapat membantu mereka mengingat kosa kata dengan lebih
berkesan. Justeru itu, prestasi responden kajian dalam latihan kosa kata yang dijalankan
menunjukkan peningkatan berterusan dan lebih baik dengan penggunaan lagu-lagu bahasa
Jepun dalam kelas.

RUMUSAN
Penggunaan lagu-lagu Jepun dalam pengajaran kosa kata baru kepada pelajar dapat
meningkatkan motivasi dan minat supaya pelajar berasa seronok dan tidak berasa bosan dalam
proses pengajaran dan pembelajaran bahasa Jepun. Penggunaan lagu-lagu Jepun yang
menarik iramanya membantu pelajar untuk menghafal dan mengingat kosa kata bahasaJepun
dengan lebih berkesan.
Implikasi kajian ini menyarankan agar pengajar bahasa Jepun dapat mengunakan lagulagu Jepun sebagai alat bantuan mengajar bagi pembelajaran kosa kata kerana Songs can be
used to teach a variety of language skills, such as sentence patterns, vocabulary, pronunciation
and parts of speech.(Paquette,2008)

415

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417

CURRICULUM INNOVATION MANAGEMENT AS AN EDUCATIONAL INNOVATION

IN INDONESIA
Erna Wahyuni
PBSI FKIP universitas Borneo
Tarakan, Indonesia
ernauny@gmail.com
Rahma Dini Warastuti
IAIN Palu
Palu, Indonesia
rahma.dini.w@gmail.com
Abstract
Innovation or the curriculum changes is in order to improve the quality of education of a country.
In Indonesia, it had been some changes in the curriculum, ranging from the colonial era, the
independence era (Orde Lama and Orde Baru), until now in the reformation era. Substantially,
the curriculum changes is expected to improve the quality of national education, making the
learners more intelligent, have a moral, have a great attitude, creative, communicative, and
tolerance in diversity. The changes that planned in the curriculum must be accompanied with
the right strategy. Its means that, management of curriculum innovation supported by strategic
planning, tactical planning, and operational planning. In addition, the utilization of existing
factors in the changes of the curriculum, such as the quality of human resources, staff,
students, teaching materials and also funding. In the end, the impact of curriculum changes
include resistance, bad socialization, the rationality of long-term goals that will be achieved
required attention in efforts the success process of changes or curriculum innovation.
Keywords: curriculum changes, strategies, resistance.

INTRODUCTiON
In its history, Indonesia has undergone several changes in the curriculum. Idi (2014: 1-29)
divides the development of the curriculum in the country in socio-historical perspective into four
periods, namely (1) the period before independence or colonial period, (2) the period of the
Orde Lama, (3) the period of the Orde Baru, and (4) the period of reformation. Hamalik (2008 in
Wahyudin, 2014:160) suggested some curriculum changes. They are the change of 1975
Curriculum to 1984 Curriculum; 1984 Curriculum to 1994 Curriculum, and the 2004 Curriculum
or Competency Based Curriculum (CBC), and the Education Unit Level Curriculum (KTSP)
which applied in 2006.
It is still very interesting to discuss now that the changes KTSP Curriculum or 2006
Curriculum to 2013 Curriculum and most recently one is the National Curriculum which surfaced
at the end of 2015. Consequently, it is needed to implement the proper management of the
curriculum changes in accordance with the expected national goals. It is considered important,
since all of curriculum changes have some impacts, both on the founder and the agents of the
curriculum change.

418

DISCUSSION
Curriculum Innovation and Its Role in the Change of Period
Rogers (1983 in the Development Team MKDP Curriculum and Learning, 2013:222) states that
innovation is an idea, practice or object /objects are realized, and accepted as a new thing by
any person or group to be adopted. Thus, innovation is the key word ideas, objects or the
adoption process performed by individuals or groups of people to innovation offered.
Meanwhile, other experts, Robbins (1994 in the Development Team MKDP Curriculum and
Learning, 2013:222-223) mentions innovation as a new idea applied to initiate or to improve a
product or process and services. Robbins focuses on three main things: (1) new ideas, (2)
products and services, and (3) efforts to repair /continuous improvement.
Curriculum innovation is defined as curriculum updates marked by the presence of a
new thing in the curriculum. The efforts to find new things due to solve the problems
encountered in the implementation of the ongoing curriculum. Thus, the new idea or changes
that are less impact to efforts and to solve the problem, cannot be classified as an innovative
curriculum. Miles (1973:18) states "Innovation is a species of the genus change". Innovation is a
change of a specific nature, has the feel of newness, and deliberate with anobvious program
and are well planned or designed to achieve the expected goals of a particular system. To get
successful in implementing the innovation, the appropriate strategy and the rightstages and
mechanism of true advocacy are very important.
The education system, including curriculum, should respond to the conditions occur in
the suprasystem, namely the community. The changes in the curriculum is a normal thing, even
the curriculum change was necessary as a consequence of the environmentchange. General
principles of innovation development of curriculum, associated with the change or innovation
curriculum, according to Olivia (the Development Team MKDP Curriculum and Learning,
2013:70) are (1) the curriculum change is something that is inevitable and even necessary, (2)
curriculum is a product of the ongoingperiod, (3) changes of the curriculum in the past often are
simultaneously even overlapping with the curriculum changes implemented today, (4) the
changes of curriculum will occur and succeed as a result of changes of people or society.
Curriculum changes is common in order to improve the quality of national education. It
can be done by first conducting periodic evaluation as assessment efforts curriculum relevance
to learners in the context of time and place that is constantly changing dynamically. Kompas
(2012 in Idi, 2014:25-29) noted the Ministry of Education and Culture has prepared the process
of drafting the 2013 Curriculum since 2010. This discourse was growing and popular since
delivered by vice president, Boediono, concerned with the idea of the relevance and the burden
in school. It is revealed that the concept of education substance has not been clear now,
consequently, there is a tendency to enter all that are considered important to the curriculum. As
a result, there was an excessive burden on students, although it is less clear whether students
should meaningful things out of education. It is time to think about what should be taught to the
students, so they are able to contribute to the progress of the nation in the future.
The changes of 2006 Curriculum to 2013 Curriculum is an effort to update the curriculum
after the evaluation in accordance with the needs of the nation. The core of the 2013 Curriculum
lies in effort to simplify and thematic-integrative nature. The emphasis of 2013 Curriculum aims
to make students have a better ability to make observations, ask, give reason, and
communicate after receiving learning materials. 2013 Curriculum learning objects in the form of
natural phenomena, social, arts, and culture. Through this approach, it is hoped learners have

419

competence attitudes, skills, and knowledge better. They are also expected to be more creative,
innovative, and productive.
The phenomenon that appears and concern the change 2006 Curriculum to the 2013
Curriculum, among others, the proliferation of student brawls, drug use among students,
corruption, plagiarism, cheating in examinations, and turmoil in society (Kompas, 2013 in Idi,
2014:27). Some have argued that this happens because the 2006 gives too much weight to the
cognitive, student load is too heavy, less loaded with character and less oriented science and
technology and IMTAQ. In the development of national life today, a strong trend in the resolution
of issues with violence and coercion. The students are often involved brawl or a mass brawl.
Some education experts argued that the problem is the implementation of a curriculum that
overemphasize cognitive. Therefore, the curriculum needs to be reoriented and reorganized
from the burden of learning activities to address the needs of learners.
Some stategies in 2013 Curriculum answer the weaknesses of 2006 Curriculum. They
are (1) the changes of Graduates Competency Standards. It pays attention on the development
of values, knowledge, and skills integrally and focuses on achieving competence. At every level
of education, the formulation of the four core competencies (appreciation and practice of
religion, attitudes, skills and knowledge) will be the base of development of basic competence in
each class, (2) the change of Content Standards. In the previous curriculum, the Content
Standards develops the competency of the subjects and 2013 Curriculum focuses on
competencies developed into subjects through a thematic-integrative approach, (3) the changes
of Processing Standards. It means changing the learning strategies. Teachers are required to
design and manage the process of active learning with fun. Learners are facilitated to observe,
to ask, to process, to present, to concluded, and to create, (4) the changes of Evaluation
Standards. The Evaluation that measures the authentic assessment, including measuring
competency of attitudes, skills and knowledge based on the results and the process. In the 2006
Curriculum, the evaluation only measures the results of competence, not the process.
Procedures of Curriculum Innovation
Wahyudin (2014:168-170) states that the curriculum innovations can be implemented on a small
scale or on a larger scale. In a small scale, some innovations can be conducted by a teacher in
the classroom learning. These innovations are individuals and do not cost much. On a larger
scale, curriculum innovations are implemented at the school level. That is, the overall innovation
implemented in all subjects in school. These innovations are implemented by the principal to fix
the applicable curriculum in the educational unit headed. This innovation requires a
considerable cost. Therefore, it should be designed well.
In general, Wahyudin (2014:168-170) mentions the procedures in the following
curriculum innovation. They are (1) the establishment of the committee, (2) analyzing of the
problem, (3) planning innovation: a) planning costs and b) planning the implementation of
innovation, (4) implementing the innovation, and (5) evaluating the innovation that has been
done. The formation of the committee held in the meeting forum between teachers, principals,
and a school committee to form a committee that must be able to implement school curriculum
innovation. If the committee has been formed, the first task is to analyze the condition of all the
components of the curriculum in all subjects. The analysis was conducted to find aspects of the
curriculum that requires some innovations, including the objectives, materialsscope, methods,
evaluation tool etc. After completing the analysis, the committee specified cost planning that
focuses on operational costs. To be more effective and efficient, the implementation of
curriculum innovations aims at innovation components and determines the priorities of the
components to be innovated. The next step is implementing innovation and, finally, evaluating
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the innovation that has been done so that curriculum innovation will be sustainable and provide
significant results.
Agent of Curriculum Innovation
Curriculum innovation is usually confined to one or a few aspects of the curriculum, such as
teaching methods, teaching aids, textbooks, and others that is still referring to the current
curriculum (Nasution, 2008 in Wahyudin, 2014:162). The following describes some of the agent
of curriculum innovation.
First, a supervisor. The school supervisor is the person who supervise the performance
of teachers and headmaster, which includes the implementation of the school curriculum. In
carrying out the supervision, a supervisor usually sees the learning process in the classroom
and the performance of the teacher. Based on the results of the survey, a supervisor provide
some suggestions to the teacher.
Second, the agent involved in curriculum innovation is the headmaster. As stakeholders
at any educational institution, headmaster should be keen to assessthe teacher performance. If
headmaster finds some weaknesses in the implementation of the curriculum, both in terms of
the ability of teachers and its own curriculum, he should swiftly take action. If the methods used
by teachers in the classroom is not relevant to the submitted materials and cannot be accepted
by learners, the headmaster should ask the teacher to choose another method. He should be an
instrument of change in the school. That is, the headmaster must initiate to innovate the
curriculum to increase the students achievement continuously. This becomes an important
mission and it must be responded positively by the headmaster.
Third, those who play a role in curriculum innovation is the teacher. Teachers are first
learned of the problem in the implementation of the curriculum in the classroom. Curriculum
innovation can be done by a teacher without coordinating with other parties. Teachers must
mobilize all capabilities and innovative thinking to organize the curriculum, so that the quality of
teaching in the classroom will increase continuously. The goal expected is achieving desired
learning objectives. Curriculum innovation is a must for a professional teacher. Innovation is
very necessary because the condition of learners in each grade and in each level is not the
same. If the curriculum does not match with the situation in the classroom, the teachers should
be ready to innovate the designed curriculum. Innovation must be conducted continuously, such
as an endless cycle. Thus, the curriculum will remain up to date and relevant to the learners
condition in the classroom.
Fourth, the agent involved in curriculum innovation are the learners. The role of students
in the innovation may be directly or indirectly. Direct means that the students and the teachers
are sitting together to discuss a suitable method in delivering the teaching material. This model
is rarely applied in school, more likely to be implemented in colleges. Indirectly means that the
students give feedback to the teacher to change the unsuitable method used by the teacher.
Students also become the object of study of teachers in the classroom when a learning method
is applied. The reaction of students to the learning method applied is a reflection material for the
teachers to plan the next action.
Some Obstacles Faced in Curriculum Innovation
Implementation of innovation curriculum at the unit level of education can be obstructed by
several problems, they are (1) the problem of cost, (2) a matter of time, (3) the problem
teachers will and conservative attitudes ,(4) problems of incompetent teachers, and (5) the
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problems of unprofessional leadership (Wahyudin, 2014:171-172). One obstacle in the

curriculum innovation is the lack of financing to support the curriculum innovation program. The
school rarely budgeted funds for innovation school curriculum, but more likely to allocate funds
for the implementation of the curriculum (Hamalik, 2008 in Wahyudin, 2014:171). In addition, the
obstacles encountered in curriculum innovation is the teacher are forced to concentrate on how
to spend plentiful teaching materials in accordance with the limited time, so that teachers rarely,
or even never thought of implementing curriculum innovations. On the other hand, teachers
tend to be conservative. It means that the teachers prefer to do the old routine, so that teachers
dont have the will to implement the curriculum innovation. Furthermore, not all teachers know
about the curriculum, especially how to implement the curriculum innovations. Lastly, on the
issue of unprofessional leadership. The headmaster does not have a renewalsoul, so they tend
to like the old pattern, and dont open any innovation that should be done in school.
Curriculum Innovation Management at the School Level
In essence, the curriculum is designed to produce changes in the quality of learning process to
fit the purpose of education or a change process to obtain results closer to the ideal goal of
education. Accordingly, all the curriculum procedures, including designing, implementing, and
evaluating are a cyclical change (Smith and Lovat, 1995:202). Changes not only on the content
of the curriculum or the learning process, but also in personal, social, and professional domain
because these domains will also change the perception, philosophy, attitudes, values, and
practices of teacher in the classroom.
The increasing of the staff professionalism needs to be done. Every curriculum
innovation should be understood by all school staff. It has long been known that the professional
development of staff and successful innovation are closely related to one another (Fullan, 1990
in Ansyar, 2015:409) because the effectiveness of the changes implementation can only be
achieved by a group of professional staff as a driver and implementer of innovation (Sorenson,
2011 in Ansyar, 2015:410). Staff development includes all activities or processes to improve the
skills, behaviors, understanding or performance of work now or later. In fact, the culture of the
future school will be determined largely by theprofessional staff.
According to Levine (1985 in Ansyar, 2015:410-411), there are five basic guidelines so
that the curriculum can be implemented appropriately, namely (1) the changes to increase the
students learning process must be technically and scientifically correct, for example, the
change was based on research: what will work and what will not succeed, (2) a successful
curriculum innovation requires changes in the traditional school structure, (3) the change must
be managed and implemented by the majority of teachers, (4) the implementation of successful
innovation must be organic rather than bureaucratic, through adaptive approach consider with
the big problems facing schools, (5) the curriculum needs to focus onefforts, time, and
adequate funds with the realistic activities, rational content, and appropriate implementation
target.
Curriculum innovation involves many factors, such as attitudes, mindset, perception,
philosophical assumptions, feelings of teachers and groups of teachers, and school culture.
Clarification continuously on various aspects of the changes that will occur need to be done
because the fact revealed that the change is not just a matter of school leaders, but also related
to political influence. Implementer must understand the characteristics of the changes that will
be made. Some people often resist the changes or innovation because they do not understand
the changes in a comprehensive way, so that they dont see the benefits of change or innovation
curriculum for schools. If the problem has been clearly understood, it is also important to find out
who wants a change. This is very important because it helps the school establish the type of
422

necessary intervention for the smooth change, the emotional climate and developing political
situation, and also the level of help now and that necessary for successful change (Brown &
Green, 2011).
In practice, the actions and attitudes of the school community to the idea of change or
innovation is very influenced by the value system that developed in the school community.
Every teacher must adjust their own personal values with the values of the school community as
a whole system of social and professional values. If there is a school community that violate
these values, it will usually get sanction. However, it would be fair if there is a teacher or group
of teachers who are not fully act the same with the member of the school community in general.
There is a subgroup of the teachers who have the same vision with the values and practices of
traditional education, and they are trying to maintain existing curriculum and resist the change or
innovation. Conversely, there are other subgroups that have the same vision and want to reform
the education quality forbetter schoolbecause they are open to some new ideas. This has led to
differences in perception of the school community about the changes: there are some of them
who agree and disagree with the changes. If the school does not have a collaborative
culture,the inter-group differences in the school community can create a new conflict.
Conflict is a change of character and leadership that cannot be avoided. This condition
suggests that the conflict is not always negative, it can be positive; if there is no conflict, then
the change is not so important. The reason is the conflict can be the entrance to the elaboration
of an idea of innovation efforts, so that not infrequently lead to a refinement of the original idea
of innovation as a result of joint discussions between groups of differing views (Ansyar,
2015:414). Conflicts often raise awareness in the school community that there are common
problems faced to be solved together. It would be better if the awareness is growing to trigger
the creativity of each party, thus paving the way for the two groups to collaborate on finding
solutions to the problems encountered. In order to grow the collaboration within the school
community, the conflict should be resolved (Sorenson, 2011 in Ansyar, 2015:414). Thus, the
conflict can be a positive trigger for change knowledge, attitudes, and perspectives of teachers
in addressing the idea of change, especially if the conflict goes on in schools that have a
collaborative culture.
The Increasing of Curriculum Innovation Acceptance
Resistance to innovation needs to be tackled, and it is not easy. Curriculum itself involves many
peoples ideas and activities. According to Fullan (2006, in Ansyar:439), the key changes based
on the fact that people will accept the innovation if they understand the characteristics of the
change; on the contrary, resistance to the innovation may happen if these people do not aware
the benefits of the innovation. This innovation is for the improvement of students achievement.
In addition, the changes will be accepted if it conforms to the values that have been adopted
earlier (Ornstein and Hunkins, 2013). Initiator curriculum innovation is very important to
understand the appeared reactions to changes of curriculum. Therefore, it needs the right
strategy to invite people to accept and to adopt innovations that have been planned.
Communication, negotiation, and cooperation are some important factors for the
success in increasing of curriculum innovation acceptance. Resistance to the change can be
overcome or mitigated through communication, participation, facilitation, coaching, negotiation,
development professionalism, empowerment and motivation and in the same time eliminating
the obstacles that cannot be negotiated wisely or with the right strategy (Sorenson, 2011 in
Ansyar, 2015:439). Initiators need to be wise and persuasive in convincing people about the

423

benefits of change if it is adopted, and the weaknesses if it is rejected. Finally, this decision is
for the advancement of student achievement.
Resistance to change can also be overcome by the leaders who have the following
capabilities (Sorenson, 2011 in Ansyar, 2015:440): (1) the leader with a high integrity; school
community will not respond and pay attention on the dishonest, incompetent, not objective,
unethical, and immoral leadership (2) the leader with a positive approach; when conducting the
change or innovation, curriculum leaders should work with a team of curriculum and the school
community through an approach that is respectful to others and the work of individuals and
groups, as well as taking a lot of lines of communication, (3) the leader who always explains the
vision and mission of innovation or changes; educators and school staff cannot be convinced
about the benefits of change if they do not know the obvious rational reason why the innovation
must be made, unless the improvements to be achieved is explained and described through
innovation planning, and the innovation is in line with schools mission ,(4) the leader who
always bases the proposed changes on the scientific data and method;the decision of
innovation supported by the results of research and data-base tends to convince people of the
benefits of the changes that can make the school community accept and adopt the changes,
and (5) the leader with persuasive approach; The smart principals always do the persuasive
step corroborated by rational and objective data, so it will reveal the benefits of change.

CONCLUSION
Innovation curriculum includes two main things. First, innovation is implemented to make
changes so that students master the knowledge, skills, values, and competencies appropriate
with the goals. Second, the curriculum innovations produce a new curriculum that is regarded
better than the previous one. Curriculum innovation involves a change of personal, institutional,
and school culture. Therefore, innovation is not only related to changes in curriculum content,
teaching materials and teaching methods, but also the wider aspect, the school culture.
Curriculum innovation isnt a momentary event, but a process that involves interactions between
educators and the school community to overcome some obstacles and to find the right strategy.
This is for the successful curriculum innovations to optimizethe quality of learning process in
school.
Curriculum innovation is never stop. It continues in line with the condition and students
need. The process of innovation is conducted in order to achieve better education. Planning in
innovation must be completed and not only a change of the curriculum document, but also the
changes of in curriculum practisioner, they are teachers, and leaders of institutions.
Management in curriculum innovation will minimize resistance or rejection of innovations
expected.

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Abidin, Yunus. (2014). Desain sistem pembelajaran dalam konteks kurikulum 2013. Bandung:
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Ansyar, Mohamad. (2015). Kurikulum hakikat, fondasi, desain dan pengembangan. Jakarta:
Kencana.

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Brown, Abbie & Green, Timothy D. (2011).The essentials of instructional design: connecting
fundamental principles with process and practice. Boston: Pearson.
Curee. (2011). Effective curriculum innovation. UK: Curee.
Fullan, Michael. (2007). The new meaning of educational change. New York: Teachers College
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Idi, Abdullah. (2014). Pengembangan kurikulum teori dan praktik. Jakarta: Rajawali Pers.
Jones, Cheryl A. and Anderson . (2001). Managing curriculum change. London: Learning and
Skills Development Agency.
Markee, Numa. (1997). Managing curricular innovation. UK: Cambridge University Press.
Miles, Matthew B. (1973). Innovation in education. New York: Columbia University Teacher
College Press.
Mulyasa. E. (2015). Pengembangan dan implementasi kurikulum 2013. Bandung: Remaja
Rosdakarya.
Ornstein, Allan C. &Hunkins, Francis, P. (2013). Curriculum: foundation, principles, and
issues. Boston: Pearson.
Rusdiana, A. (2014). Konsepinovasipendidikan. Bandung: PustakaSetia.
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425

PRESTASI KERJA GURU DALAM KALANGAN GURU GURU MAKTAB RENDAH SAINS
MARA DI MALAYSIA
Mohd Mahadzir Rahimi B. Mohamed Nawi
Fakulti Psikologi Dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah
pakmaha@yahoo.com
Khalid Bin Johari
Fakulti Psikologi Dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah
drkhalidjohari@gmail.com
Norsimah Bt Dasan
Fakulti Psikologi Dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah
norsimah@yahoo.com
Abstrak
Bahagian Pendidikan Menengah Mara (BPM) menyatakan visi menjadikan Maktab Rendah
Sains MARA (MRSM) sebagai pusat kecemerlangan pendidikan yang inovatif dan bertaraf
dunia. Manakala misi MRSM pula adalah menyediakan pelajar bumiputera yang berpotensi
tinggi dalam bidang sains dan teknologi. Maka demi merealisasikan matlamat MRSM ini dalam
mencapai visi dan misinya peranan guru menjadi sebahagian daripada penyumbang utama
selain prasarana dan dasar pendidikan atau sistem pendidikan MARA yang menjadi amalan.
Satu kajian deskriptif menggunakan peratusan dan min telah dijalankan terhadap 17 MRSM
yang terpilih dan mendapati hasil analisis berkaitan tahap prestasi kerja guru MRSM adalah
berada pada tahap yang tinggi (M=3.96; SD=.35) dalam lima poin skala yang digunakan
berdasarkan soal selidik kajian. Dapatan juga menunjukkan kesemua dimensi prestasi kerja
guru berada pada tahap skala min yang tinggi. Dapatan ini merumuskan usaha yang
dilaksanakan oleh pihak MARA dalam bidang pendidikan berada pada landasan yang boleh
diyakini untuk membantu bumiputera dalam mencapai kedudukan yang setanding dengan
bangsa lain diperingkat antarabangsa.
Kata kunci: Prestasi Kerja, Maktab Rendah Sains MARA (MRSM), Bumiputera.

PENGENALAN
Selaras dengan kenyataan Bahagian Pendidikan Menengah Mara (BPM) yang menyatakan
bahawa visinya menjadikan Maktab Rendah Sains Mara (MRSM) sebagai pusat kecemerlangan
pendidikan yang inovatif dan bertaraf dunia dan misi MRSM pula adalah menyediakan pelajar
bumiputera yang berpotensi tinggi dalam bidang sains dan teknologi (BPLM,2010). Maka guru
MRSM perlu sentiasa dalam prestasi kerja yang tinggi agar keperluan dalam bidang pendidikan
dapat dipenuhi. Guru yang dikatakan berkualiti dan berprestasi tinggi perlulah kreatif, inovatif
426

dan sanggup menjayakan pengajaran dengan berkesan agar murid seronok dan mempunyai
minat untuk belajar dan sentiasa teransang dalam menimba ilmu pengetahuan. Bertepatan
dengan pendangan kualiti pendidikan adalah bergantung dengan kualiti guru (Charles et
al.,2006 dan Rothstein, 2010). Begitu juga Turney (1977) menyatakan di mana kualiti negara
bergantung dengan kualiti rakyat negara itu, kualiti rakyat adalah bergantung pada kualiti
pendidikan rakyat itu dan kualiti pendidikan pula bergantung kepada kualiti guru yang
mengajarnya.
Guru MRSM seharusnya setanding dengan guru-guru sekolah kategori cemerlang dari
segi prestasi kerja memandangkan MRSM adalah sekolah berasrama penuh yang
menggunakan bajet yang besar dalam operasinya. Prestasi kerja guru adalah penting untuk
mencapai matlamat organisasi. Szilagyi dan Wallace (1990) menegaskan bahawa prestasi kerja
merupakan asas menilai sejauh mana keberkesanan kerja seseorang pekerja dalam mencapai
matlamatnya. Seseorang yang berusaha mencapai matlamat dirinya berkaitan kerja akan
membawa kepada pencapaian matlamat organisasi tempat dirinya bekerja.
Prestasi kerja
guru ini berperanan menghasilkan output produk yang diharapkan oleh negara dalam
mengendalikan negara maju di masa depan. Bersandarkan kepada peranan inilah, guru-guru
di MRSM perlu memacu prestasi mereka agar matlamat MRSM yang mahu melahirkan
usahawan, teknokrat, saintis dan kecemerlangan dalam pelbagai bidang mampu menjadi
kenyataan.
Kajian ini berdasarkan objektif dan soalan kajian dibawah:
Objektif kajian ini ialah mengenalpasti aras prestasi kerja dalam kalangan guru-guru di Maktab
Rendah Sains MARA di Malaysia.
Soalan kajian ialah apakah aras prestasi kerja dalam kalangan guru-guru Maktab Rendah Sains
MARA di Malaysia.
Dalam kajian ini definisi prestasi kerja merujuk kepada pernyataan Mohamad Zakaria
(2005) yang mengubahsuai instrument kajian berdasarkan Strauss dan Sayless (1981) yang
menyatakan prestasi kerja ialah kemampuan pekerja mencapai tahap produktiviti dalam kualiti
mahupun kuantiti. Ianya merujuk kepada pembahagian demensi prestasi kerja kepada tujuh
konstruk iaitu pengetahuan tentang kerja, sikap, membuat pertimbangan, delegasi, kecekapan
peribadi, kebolehan merancang, dan kepimpinan.
Dalam kajian ini penggunaan teori yang berkaitan dengan prestasi kerja yang
bersesuaian dengan landasan kajian ialah teori penetapan matlamat oleh Edward Locke (1969),
teori ini adalah satu konsep penetapan matlamat yang berada dalam domain psikologi kognitif
dan selari dengan modifikasi tingkah laku kognitif (Meichenbaum, 1977). Matlamat adalah
sesuatu tindakan atau hala tuju yang ingin diselesaikan oleh setiap individu (Locke dan Latham,
1991). Konsep ini selari dengan makna konsep tujuan dan keinginan (Locke, 1969). Konsep
lain yang kerap digunakan dan selari dengan makna dengan penetapan matlamat termasuklah
piawaian prestasi yang merujuk kepada penilaian prestasi, kuota iaitu jumlah produksi atau
kerja pada kadar minimum, norma kerja yang merujuk kepada piawaian tingkah laku yang
diterima oleh kelompok kerja, tugasan, objektif, tarikh akhir tugasan dan belanjawan yang
merujuk
kepada perbelanjaan untuk mencapai matlmat.
Locke dengan jelas telah
menggariskan dua aspek penting dalam penetapan matlamat iaitu kejelasan matlamat dan
kesukaran untuk mencapai matlamat (Locke, et all 1981).

427

METODOLOGI
Kajian ini menggunakan soal selidik untuk mendapatkan data kajian. Dengan kata lain kajian ini
adalah berbentuk kuantitatif. Antara kelebihan menggunakan kaedah ini ialah memerlukan
sampel kajian membuat respon pada masa tertentu. Melalui kaedah ini pengkelasan dan
perbandingan jawapan responden bagi pernyataan item yang disediakan dapat memberi satu
gambaran tahap prestasi kerja yang berlaku di MRSM. Reponden kajian terdiri dari 440 orang
guru MRSM diseluruh Malaysia yang dibahagikan mengikut lima zon MRSM. Jumlah ini adalah
berdasarkan populasi kajian iaitu seramai 2650 orang guru MRSM yang mengajar dan tidak
terlibat dengan pentadbiran. Jumlah sampel kajian tersebut adalah mencukupi mengikut
Cohen, Manion dan Morrison, (2008) iaitu jumlah populasi 5000 orang memerlukan 357 sampel
untuk penentuan aras signifikan p< .05 dan jumlah sampel seramai 3311 untuk penentuan aras
signifikan p< .01. Jadi jumlah sampel seramai 440 orang adalah mencukupi untuk kajian ini.
Hanya guru yang terlibat dalam pengajaran dan pembelajaran di kesemua MRSM
sahaja yang dikaji iaitu seramai 2650 orang sebagai populasi kajian. Jika di lihat dari jumlah ini
menggambarkan jumlah pekerja yang berjawatan guru di MARA ialah 3198 dan yang mengajar
ialah 2650, maka guru yang terlibat dalam pentadbiran dan bukan mengajar termasuk di
tempatkan di ibu pejabat MARA ialah seramai 548 orang. Sampel kajian ini memerlukan
seramai 338 orang sampel guru sahaja berdasarkan populasi guru yang mengajar seramai
2650 orang jika mengikut Krijcie dan Morgan (1970). Populasi ini hanya melibatkan kesemua
guru yang mengajar di MRSM. Kajian ini tidak melibatkan guru yang menjadi pentadbir atau
kaunselor. Mohd Majid (2000), menyatakan mengenal pasti populasi adalah penting dalam
sesebuah penyelidikan. Ini adalah kerana populasi akan menentukan bidang masalah yang
perlu dikaji, menentukan sejauh mana dan sebanyak mana data dan maklumat perlu dikumpul
dan dianalisis, juga akan menentukan sebanyak mana masa dan tenaga diperlukan untuk
menyelesaikan sesuatu masalah.
Pemilihan sampel adalah berdasarkan persampelan kluster (Multi Stage Sampling).
Persampelan kluster ini merujuk pembahagian 49 buah MRSM kepada lima zon iaitu Zon Utara,
Zon Timur, Zon Barat, Zon Selatan dan Zon Borneo. Setiap Zon mempunyai antara enam
hingga empat belas buah MRSM. Kemudian pemilihan MRSM dalam setiap zon telah dibuat
secara rawak menggunakan sistem cabutan dalam kumpulan zon dan hanya empat MRSM
yang dipilih. Sasaran untuk mengutip data sebanyak 100 orang guru akan dipilih sebagai
sampel untuk mewakili setiap zon iaitu berjumlah 500 orang guru untuk keseluruhan zon.
Namun jumlah keseluruhan sampel yang berjaya dikutip ialah 440 orang responden sahaja
untuk keseluruhan 5 zon.
Demografi responden mendahului soalan-soalan dalam set soal selidik ini dan di
namakan sebagai bahagian A. Aspek demografi yang diambil kira adalah jantina, umur, jenis
latihan guru, bidang major pengajian, bidang pengajaran di MRSM dan pengalaman mengajar.
Jadual 1 Menunjukkan butiran demografi yang terdapat dalam set soal selidik yang digunakan.
Jadual 1: Butiran demografi responden dalam soal selidik
Butiran
Jantina
Umur

Demografi
Lelaki dan perempuan
23 hinnga 26, 27 hingga 32, 33 hingga 37, 38 hingga 43,
44 hingga 60
428

Jenis latihan guru

Bidang major pengajian
Bidang pengajaran di MRSM
Pengalaman mengajar

Diploma Pendidikan, KPLI, Ijazah Pendidikan

Bahasa, Sains, Matematik dan Sains Sosial
Bahasa, Sains, Matematik dan Sains Sosial
Kurang dari tiga tahun, 3- 6 tahun, 7-10 tahun, 11-14
tahun

Bahagian B berkaitan prestasi kerja menggunakan instrumen kajian yang dibentuk oleh
Strauss dan Sayles (1981) yang diadaptasi kemudiannya dalam kajian Muhamad Zakaria
(2005) tanpa mengubah kandungannya. Soal selidik ini mempunyai tujuh dimensi iaitu
pengetahuan tentang kerja, sikap, membuat pertimbangan, delegasi, kecekapan peribadi
kebolehan merancang dan kepimpinan. Jadual 2 memaparkan dimensi dan nombor item yang
dimaksudkan.
Jadual 2: Dimensi dan nombor item intrumen
Dimensi
Pengetahuan tentang kerja
Sikap
Membuat pertimbangan
Delegasi
Kecekapan peribadi
Kebolehan merancang
Kepimpinan

Item
1,2, 3, dan 4
5,6, 7, dan 8
9,10,11 dan 12
13,14,15,16,dan 17
18,19 dan 20
21,22, dan 23
24, 25,26,27,28, dan 29

Soal selidik ini diukur berdasarkan penilaian sendiri oleh guru terhadap dirinya
berdasarkan kenyataan yang dikemukakan menggunakan skala 5 mata dari tidak setuju (1)
hingga setuju (5). Skala pemarkatan menerusi skor min dapat menentukan tahap prestasi kerja
untuk sampel yang digunakan. Jadual 3 memaparkan skala pemarkatan menerusi skor min.
Jadual 3: Skala Pemarkatan Prestasi Kerja
Skor Min
1M2.33
2.34M3.67
3.68M5.0

Tahap
Rendah
Sederhana
Tinggi

DAPATAN
Prestasi kerja merujuk kemampuan pekerja mencapai tahap produktiviti dalam kualiti mahupun
kuantiti. Ianya merujuk kepada tujuh konstruk prestasi kerja iaitu pengetahuan tentang kerja,
sikap, membuat pertimbangan, delegasi, kecekapan peribadi, kebolehan merancang, dan
kepimpinan. Tahap interpretasi skor min bagi menentukan aras prestasi kerja guru MRSM di
kategorikan kepada tinggi, sederhana dan rendah seperti jadual yang dinyatakan sebelum ini.
Berdasarkan tafsiran skala di atas didapati tahap prestasi kerja guru MRSM adalah
berada pada tahap yang tinggi (M=3.96; SD=.35). Kesemua dimensi prestasi kerja guru juga
menggambarkan tahap skala min yang tinggi. Dimensi pengetahuan kerja pada tahap skala min
yang tinggi (M=3.81; SD=.54) , dimensi sikap pada skala min (M=3.99; SD=.50), dimensi
membuat pertimbangan pada skala min (M=3.87 ; SD=.49), dimensi deligasi pada skala min (
429

M=4.13; SD=.45), dimensi kecekapan peribadi pada skala min (M=3.87 ; SD=.54), dimensi
kebolehan merancang pada skala min (M=3.77; SD=.51) dan dimensi kepimpinan pada skala
min (M=4.11 ; SD=.49). Ianya seperti dalam Jadual 4 di bawah menunjukkan kekerapan dan
skor min prestasi kerja dan dimensi dalam kalangan guru di MRSM.
Dimensi pengetahuan kerja menunjukkan sebilangan besar guru mempunyai
pengetahuan kerja yang sederhana. Ini ditunjukkan dengan bilangan guru iaitu 265 orang atau
mewakili 60.32%. Sementara hanya 169 orang guru sahaja yang mempunyai persepsi tentang
pengetahuan kerja mereka yang tinggi. Jumlah ini mewakili sebanyak 38.41%. Terdapat juga
sebilangan guru yang mempunyai pengetahuan kerja yang rendah iaitu berjumlah enam orang
atau 1.36%.
Seterusnya, dimensi sikap dalam prestasi kerja menunjukkan kebanyakan guru
mempunyai sikap yang tinggi iaitu seramai 343 orang (77.95%). Jumlah tersebut adalah 248
lebih tinggi daripada jumlah guru yang mempunyai sikap yang sederhana dalam prestasi kerja.
Ini bermakna seramai 95 orang guru (21.59%) yang mempunyai sikap sederhana. Manakala
hanya dua orang sahaja guru (.45%) yang mempunyai sikap yang rendah dalam prestasi kerja.
Jadual 4: Persepsi guru MRSM terhadap tahap Prestasi Kerja Guru dan dimensi
Prestasi Kerja Guru di MRSM

430

Pemboleh Ubah
Prestasi Kerja
.35

Tahap

Kekerapan
Rendah

Sederhana

82

18.64

Tinggi

357

81.15

Pengetahuan kerja Rendah

Sederhana

265

60.23

Tinggi

169

38.41

Sikap

Tinggi

Membuat
Pertimbangan
Tinggi

Deligasi

.54

3.99

.50

3.87

.49

.68

4.13

.45

1.59

3.87

.54

Sederhana

95

21.59

77.95

Sederhana
306

Rendah

.23
133

30.22

69.55

116

26.37

Tinggi

321

72.95

Kecekapan

Rendah

Peribadi

Sederhana

168

265

3.96

3.81

.45

Rendah

SD

1.36

343

Min
.23

Rendah

Sederhana

Tinggi

Peratus

38.18

60.23

431

Kebolehan

Rendah

Merancang

Sederhana

253

Tinggi

Kepimpinan

184

Rendah

Sederhana

80
Tinggi

.68

3.77

.51

4.11

.49

57.50

41.82

.45

18.18
358

81.37

Dimensi membuat pertimbangan turut menunjukkan bilangan yang ramai dalam

kalangan guru memilih tahap aras yang tinggi. Sebanyak 306 orang guru (69.55%) daripada
jumlah sampel 440 membuat pertimbangan dalam prestasi kerja pada aras yang tinggi. Hampir
sebahagiannya pula iaitu 133 orang (30.22%) berada pada aras sederhana dalam membuat
pertimbangan dan hanya satu orang sahaja (.23%) yang berada pada aras yang rendah.
Selanjutnya dimensi delegasi mencatatkan jumlah guru yang ramai pada aras yang
tinggi. Jumlah guru tersebut adalah 321 orang (72.95%). Perbezaan jumlah guru di aras yang
tinggi delegasi dengan jumlah guru di aras yang sederhana delegasi adalah 205 orang yang
menjadikan jumlah guru di aras sederhana delegasi adalah 116 orang (26.37%). Manakala
seramai tiga orang atau .68% guru yang mempunyai aras rendah delegasi dalam prestasi kerja.
Bagi dimensi kecekapan peribadi menunjukkan seramai 260 orang guru (60.23%)
berada pada aras yang tinggi. Sebahagiannya pula menunjukkan pada aras sederhana dengan
bilangan 168 orang (38.18%). Sementara itu, seramai tujuh orang berada pada aras rendah
(1.59%) dalam kecekapan peribadi.
Dimensi kebolehan merancang menunjukkan dapatan yang sedikit berbeza berbanding
yang lain kerana dimensi ini menunjukkan jumlah guru yang paling ramai berada pada aras
sederhana sahaja. Jumlah guru yang sederhana dalam kebolehan merancang adalah paling
tinggi dengan catatan 253 orang atau mewakili 57.50 %. Seramai 184 (41.82%) guru
mempunyai kebolehan merancang yang tinggi dan tiga orang sahaja (0.68%) mempunyai
kebolehan merancang yang rendah.
Dimensi kepimpinan mencatatkan bilangan guru yang paling ramai dalam kedudukan
aras yang tinggi iaitu berjumlah 358 (81.37%). Sementara itu, bilangan guru dalam kepimpinan
sederhana adalah berjumlah 80 orang (18.18%). Manakala hanya sebahagian kecil sahaja iaitu
seramai dua orang (0.45%) yang mempunyai kepimpinan di aras yang rendah.

PERBINCANGAN
Aras prestasi kerja untuk dimensi-dimensi prestasi kerja guru di MRSM mencatatkan dua
dimensi pada aras yang sangat tinggi iaitu dimensi delegasi dan dimensi kepimpinan.
Manakala lima dimensi lagi pada aras min yang tinggi iaitu dimensi pengetahuan kerja, sikap,
pertimbangan, kecekapan peribadi dan kebolehan merancang. Namun secara keseluruhannya
aras prestasi kerja guru di MRSM berada pada aras yang tinggi atas sumbangan lima dimensi
432

di aras yang tinggi dan dua di aras yang sangat tinggi. Ini menunjukkan ada ruang yang masih
boleh diperbaiki lagi untuk meningkatkan aras prestasi kerja guru di MRSM ke aras yang sangat
tinggi untuk menjadikan MRSM satu organisasi sekolah elit yang tekal cemerlang di negara kita.
Dimensi pengetahuan kerja menunjukkan sebilangan besar guru mempunyai
pengetahuan kerja yang tinggi pada aras min 3.81 dan sd .54. Ini menunjukkan tahap
pengetahuan kerja guru di MRSM yang mempunyai pengetahuan kerja dan pengalaman yang
mendalam tentang bidang tugas sebagai guru.
Dimensi sikap dalam prestasi kerja menunjukkan kebanyakan guru mempunyai sikap
yang tinggi pada aras min 3.99 dan sd .50. Sikap yang tinggi menunjukkan sifat kepatuhan,
minat, tekun terhadap pekerjaan dan organisasi.
Tahap dimensi ini menunjukkan bilangan yang ramai dalam kalangan guru memilih
tahap aras yang tinggi pada aras min 3.87 dan sd .49, ini menunjukkan guru-guru berada pada
aras yang selamat dalam membuat pertimbangan dan dapat membantu MRSM mengharungi
cabaran pendidikan dalam dunia global pada hari ini.
Dimensi delegasi mencatatkan jumlah guru yang ramai pada aras yang sangat tinggi
pada aras min 4.13 dan sd .45. Tahap yang sangat tinggi ini adalah sangat berguna dan
menjadi satu piawaian yang sangat dikehendaki oleh organisasi. Bagi dimensi delegasi ianya
melambangkan kebolehan guru menyelaraskan dan membahagi tugas selain bersedia untuk
menerima tugas yang diamanahkan (Harold dan Heinz, 2001).
Dimensi kecekapan peribadi menunjukkan guru berada pada aras yang tinggi pada aras
min 3.87 dan sd .54, kecekapan peribadi yang tinggi akan membantu guru dalam meningkatkan
prestasi dirinya dan membantu pelajar meningkatkan prestasi pelajar. Kecekapan peribadi
adalah ukuran kecekapan dan keberkesanan menjalankan tugas sebagai guru.
Dimensi kebolehan merancang menunjukkan dapatan jumlah guru yang paling ramai
berada pada aras tinggi iaitu min 3.87 dan sd .54. Kebolehan merancang adalah satu dimensi
yang menunjukkan tahap kemampuan guru menyusun rancangan kerja dan melaksanakannya
secara bersistematik.
Dimensi kepimpinan mencatatkan bilangan guru yang paling ramai dalam kedudukan
aras yang sangat tinggi iaitu pada aras min 4.11 dan sd .49. Aras yang sangat tinggi dalam
kepimpinan menjadikan MRSM sebagai organisasi yang mempunyai masa depan yang boleh
diharapkan.
Dapatan ini secara keseluruhan menyokong beberapa kajian lepas berkaitan tahap
prestasi kerja dan ada juga kajian lain yang tidak selari dengan dapatan kajian ini. Contoh
kajian uang juga mendapati nilai min yang tinggi berkaitan prestasi kerja guru ialah kajian Wan
Na (2013) yang membuat kajian ke atas 188 orang guru Kolej Vakisional di Zon Timur dan
Selatan Semenanjung Malaysia di mana guru-gurunya mempunyai persepsi prestasi kerja yang
tinggi. Begitu juga kajian oleh Supian Hashim (2012) ke atas 204 orang guru dari sebelas
sekolah rendah di daerah Segamat Johor yang mendapati prestasi kerja guru berada pada
tahap yang tinggi. Begitu juga kajian oleh Darwyan Shah (2010) mendapati guru-guru di Jawa
Barat mempunyai tahap prestasi kerja yang tinggi. Manakala kajian oleh M Nur Mustafa dan
Norasmah Othman (2011) mendapati prestasi kerja guru adalah pada tahap sederhana dalam
kajiannya terhadap 327 orang guru sekolah menengah atas di Pekan Baru Riau. Bersamaan
juga dengan kajian oleh Raghavan, Prabagaran (1998) yang mengkaji prestasi kerja guru di
433

sekolah menengah di Ampang yang mendapati prestasi kerja adalah pada tahap yang
sederhana.
Kemungkinan yang boleh dikaitkan dengan dapatan kajian ini dan kajian lepas ialah
apabila guru-guru telah jelas matlamat yang ingin dicapai maka usaha-usaha guru dalam
mencapai matlamat yang ditetapkan pleh organisasi telah menjadikan guru mencapai prestasi
yang dapat dikatakan pada tahap yang tinggi. Prestasi yang dinilai sendiri oleh guru melalui
persepsi mereka terhadap diri mereka adalah sesuatu dapatan yang guru tersebut memberi
maklumbalas terhadap kemampuan dirinya sendiri. Memberi maklumbalas terhadap diri sendiri
adalah umpama membuat refleksi yang akan membantu membaiki diri untuk meningkatkan lagi
kemajuan yang positif didalam dirinya. Penetapan matlamat yang tinggi dan sukar dicapai
memungkinkan sesetengah guru menjadi terlalu tertekan dan tidak dapat memberikan tumpuan
terhadap prestasi dirinya. Namun penetapan matlamat yang tinggi tetapi dalam lingkungan yang
masih dapat dicapai akan menyebabkan guru-guru mempunyai keyakinan diri dan berusaha
mencapainya dengan berusaha gigih memenuhi matlamat tersebut.

PENUTUP
Kajian ini memberi gambaran berkaitan tahap prestasi kerja guru di MRSM yang mana guru
tersebut sendiri telah memberi persepsi mereka terhadap prestasi kerja yang mereka alami dan
pemahaman berkaitan prestasi kerja dalam kajian ini adalah berdasarkan definisi operasional
yang dibuat merujuk kepada instrumen kajian yang digunakan. Kajian ini di harapkan dapat
membantu guru-guru , pentadbir sekolah dan pihak yang berkepentingan dalam bidang
pendidikan agar kepekaan terhadap prestasi kerja guru dapat ditingkatkan untuk mencapai
matlamat pendidikan yang berkualiti setaraf dengan negara maju. Peranan guru-guru dalam
merealisasikan matlamat sekolah dan matlamat negara adalah dengan menjadikan diri guru
tersebut berprestasi tinggi, kesedaran untuk berprestasi tinggi adalah perlu datang dari dalam
diri guru tersebut dan untuk sedar maka perlu mengetahui tahap prestasi yang mereka alami
dalam tempoh semasa. Guru-guru yang berprestasi tinngi akan mewujudkan sekolah-sekolah
yang menjadi piawaian kepada sekolah lain. Jika satu piawaian yang tinggi berkaitan prestasi
kerja guru menjadi meluas di kebanyakan sekolah di Malaysia, sedikit sebanyak penyebaran
yang meluas itu akan menjadikan pendidikan di Malaysia semakin berkualiti. Kesimpulannya,
sekolah sepatutnya meletakkan matlamat yang tinggi tetapi dalam lingkungan yang masih dapat
dicapai dan ini akan menyebabkan guru-guru mempunyai keyakinan diri dan berusaha
mencapainya dengan berusaha gigih memenuhi matlamat tersebut. Usaha gigih tersebut
adalah sebahagian daripada prestasi kerja guru yang didambakan oleh setiap murid yang
menjadi nadi masa depan negara kita.
PENGHARGAAN
Penghargaan kepada guru-guru MRSM yang terlibat sebagai sampel kajian ini dan kepada
Pengetua MRSM yang terlibat secara lansung dengan membenarkan kutipan data
dilaksanakan.

434

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436

SECONDARY SCHOOL STUDENT LEADERSHIP PROFILE

IN SABAH, MALAYSIA
1

Mei-Teng Ling, 2Vincent Pang

Faculty of Psychology and Education, Universiti Malaysia Sabah
1
lingmeiteng@gmail.com; 2pvincent@ums.edu.my, +60168544785

1, 2

Abstract
The purpose of this study is to derive the types of leadership among secondary school students
in Sabah, Malaysia and complete the leadership profile based on gender and school location.
The survey was conducted by using 68 items questionnaire to 2183 students from 26
government schools in Sabah, Malaysia. The determination of leadership of a student was
based on the median from person measure which was then converted into a dichotomous scale;
basic and advanced. The categorization of items into basic and advanced characteristics were
based on the median (personality:48.17, values: 49.94, competencies: 48.58) of the item
measures. The combination of the three dichotomous scales were categorized into eight types
of leadership, namely Coach, Cheerful Leader, Cautious Leader, Eminent Leader, Marginal
Leader, Conception Leader, Cool-headed Leader and Charismatic Leader. The results of the
chi-squared test ( = 32.558, df = 7, p < .05) show that there are there are significant gender
differences on the type of leadership. There are significantly more males among Marginal
Leaders. There are significantly more females among Conception Leaders. Most of the urban
and rural secondary school students are Eminent Leaders. The results of in the type of
leadership based on school locations. There are significantly more Cautious Leader among
urban students while Conception Leaders are significantly more prevalent in rural areas.
Keywords: Secondary School, Student Leadership Profile, Rasch Analysis, Measurement

437

Background of study
There are many types of leadership style introduced in organizational leadership. In
behavioural approach, the recommendation of leadership styles are based on job-centred
(task) and employee-centred (person). Therefore, the relationship between the task and
person derives Human Relation Leader, Democratic Leader, Laissez Faire Leader and
Autocratic Leader (Warrick, 1981). In contrast, situational approach is based on situation, for
example the concern for people and concern for production. In line with it, the leadership
styles that have been introduced are Directive Leader, Supportive Leader, Participative
Leader and Results Oriented Leader (Blake, 2012). In new leadership approach, the
interpretation of leaders is by meaning rather than influence process (Parry and Bryman,
2006). The leadership styles in this trend are Transaction Leadership, Transformational
Leadership and Charismatic Leadership. In 2000, research of Goleman (2000b) found that
leaders use six styles, namely Commanding, Visionary, Affiliation, Democratic, Pacesetting
and Coaching in performing leadership tasks. The identification of styles were based on their
emotional intelligent competencies. Most of the leadership styles already being tested in
managers or organisational leaders but seldom being applied to students in schools. Student
leadership styles remain a new field to be explored.
Student leaders usually improve self-competency in terms of skills, ability, attitude,
knowledge and behaviour through leadership experiences and process (Amirianzadeh,
Jaafari, Ghourchian, & Jowkar, 2010) while organisational leader usually improve their
instruction (The Wallace Foundation, 2012). For the purposes of this study, a leader is
defined as the student who is accountable for a unit, work group, or organization in the
secondary school context. Leadership skill is one of the attributes that is stressed in the
Education Development Plan (2013-2025). Fertman and Linden (1999) state that all
adolescents possess leadership potential; todays young people are ultimately tomorrows
leaders. It is important to develop students' leadership and leadership identity or sense of
self to be able to lead (Renn and Ozaki, 2010) during their school life to become future
leaders. In order to develop and plan a better training module, the schools or Ministry of
Education has to know which specific area that need to focus. Good student leadership
development programs assure that the students not only gain optimum benefits from the
training provided but also avoiding unnecessary wastage of time and resources (Sohaimi
Zakaria et al., 2008).The purpose of this study is to derive the types of leadership among
secondary school students in Sabah, Malaysia and complete the leadership competency
profile of them.
METHODOLOGY
Participants
The instrument was administered to 2183 students in 26 government schools in four main
divisions of Sabah. The female respondents are 19.6% more than the male respondents.
The distribution of the respondents from the urban areas is 8% more than the rural areas.
Instrumentation
Malaysian Secondary School Students Leadership Inventory (M3SLI), which consists of
three constructs, namely personality, values and competencies were used in this study.
Personality (15 items) and competencies (35 items) measured the degree of agreement by
using the five-point rating scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree
and 5 = strongly agree). M3SLI also measured the level of importance of values in
performing leadership tasks by 18 items with a 5-point rating scale (1 = not important at all, 2
= slightly important, 3 = important, 4 = more important, 5 = very important). The
psychometric properties of the instrument was checked by Rasch Analysis. A high item
separation value (> 3, item reliability > 0.9) implies that the person sample is enough to
confirm the item difficulty hierarchy, which is the construct validity of the instrument (Linacre
1

and Wright, 2012). The person separation (> 2.0, person reliability > 0.8) with a relevant
person sample implied the instrument is sensitive enough to distinguish between high and
low performers (Linacre and Wright, 2012; Sherron, 2000). Although person separation in
personality and values constructs do not reach the acceptable values, by using formula
(4*Separation+1)/3, personality strata is 2.48; values strata is 2.43, two levels of measures
(high and low) can be statistically distinguished (Linacre and Wright, 2012).
Table 1: Fit statistics for Personality, Values and Competencies Construct
Personality
Values
Competencies
Item
Person
Item
Person
Item
Person
Infit mean square
1.00
1.01
1.00
0.90
1.00
0.92
Outfit Mean square
1.01
1.01
0.99
0.89
1.01
0.92
Separation index
14.21
1.61
16.76
1.57
14.00
2.60
(reliability)
(1.00)
(0.72)
(1.00)
(0.71)
(0.99)
(0.87)
Labels of Student Leadership Types
The labels for eight types of student leadership were given based on the advanced and
basic items in each construct. The categorization of items into basic and advanced
characteristics were based on the cut-off point of median of item measures. Median was
used because there were extreme scores in the data which caused the mean score to move
away from the normal scores (Chua, 2006b). Each item had different measures as the
constructs were separately analysed in Rasch. The item measures in logit unit generated in
Winsteps were converted into percentage to remove the negative values. The median of
item measures for personality is 48.17, values 49.94, and competencies 48.58 (Table 2).

N
Mean
Median
Mode
Std. Deviation

Table 2: Descriptive Statistics of Item Measure

Personality
Values
Valid
15
18
Missing
20
17
47.76
51.20
48.17
49.94
a
42.29
46.41a
3.74977
4.04565

Competencies
35
0
48.67
48.58
42.85a
2.93314

The advanced personality characteristics show that two of the items are from
conscientiousness, emotional stability and openness to experience (Table 3). On the other
hand, the basic personalities show two items each from extraversion and agreeableness. As
the leader becomes more competent, the values they believe in are more advanced, which
are important in performing leadership tasks. The advanced Values in performing leadership
tasks shows three items from pleasure, three items from competition and two items from
affiliation (Table 4). The basic Values show three items from security, two items from
autonomy, two items from conformity and one items from affiliation. The basic competencies
comprised all items in attitude, three items from creativity and innovation and three items
from leading change (Table 5). These indicate that attitude is an important basic
competencies for a successful leader. The advanced skills have more items on
understanding the big picture, teamwork and followership, driving force and communication.

Basic

Table 3: The items describe basic and advanced personality in a leader

CP4
Talkative person.
EXT
CP5
Like to work with others.
AGR
CP6
Forgiving nature.
ES
EXT= 2
2

Advanced

CP8
CP14
CP10
CP12
CP13
CP3
CP11
CP2
CP1
CP15
CP7
CP9

Stick to the plans.

Helpful to others.
Can be trusted
Considerate to others.
Do the task carefully.
Stay persistent.
Emotionally stable.
Always have new ideas.
Handle stress well.
Do a task efficiently.
Reflective person.
Sociable person.

CS
EXT
AGR
OE
CS
CS
ES
OE
ES
AGR
OE
EXT

AGR = 2

CS=2
ES=2
OE=2

*EXT=extraversion; AGR=agreeableness; ES=emotional stability; CS= conscientiousness; OE=

openness to experiences

Basic

Advanced

Table 4: The characteristics of basic and advanced values

V1
Peace
CON
V10
Self- Direction
AUT
V11
Obedience
CON
V15
Truth
SEC
SEC=3
V13
Family
AFF
CON=2
V4
Success
CPT
AUT=2
V8
Justice
SEC
V6
Independence
AUT
V16
Protection
SEC
V3
Happiness
PLE
V5
Friendship
AFF
V12
Recognition
CON
V7
Freedom
AUT
PLE=3
V9
Joy
PLE
CPT=2
V18
Status
CPT
AFF=2
V14
Power
CPT
V17
Influence
AFF
V2
Wealth
PLE

*SEC=Security; CON=Conformity; AUT=Autonomy; PLE= Pleasure; CPT= Competition; AFF= Affiliation

Table 5: The characteristics of basic and advanced Competencies

Basic

Advanced

LS7
LS34
LS18
LS20
LS23
LS3
LS25
LS8
LS35
LS2
LS9
LS16
LS13
LS12
LS26
LS30
LS19
LS24
LS33

Praise classmate/club members.

Ready to change with the support from teachers.
Listen before giving opinions
Ready to change with the support of classmate/club members
Overcome obstacles patiently.
Lead according to the situation
Negotiate well with other people
Communicate with members through latest technology
Solve problem well
Achieve what he/she planned.
Prefer suggesting rather than complaining
Accept different types of idea from members
Encourage changes in individual in the club/class.
Improve decision-making process in a creative way
Inspire people to develop their creative abilities
Overcome difficulties calmly
Refer to the latest view
Find other alternative if the old solution does not work
Use a strange but useful idea

TF
LC
COM
LC
ATT
DF
COM
BIG
TF
ATT
ATT
ATT
LC
CI
CI
ATT
CI
DF
CI

ATT=5
CI=3
LC=3

BIG=4

LS29
LS28
LS14
LS6
LS4
LS27
LS21
LS5
LS32
LS17
LS11
LS1
LS15
LS31
LS22
LS10

Plan activities of together with the members

Help committee members to improve the effectiveness of
managing club
Use power as a leader effectively
Develop a culture that encompasses continuous learning.
Handle emotion well
Cope well with changes
Develop team work that can move on its own
Develop an environment that supports innovation
Do presentation well in front of the public
Show rather than tell the ways.
Use appropriate body language when communicating
Alert to the change of the global need.
Create a group on line to discuss task with member of club
The role model in my club/class
Create a website to promote my clubs
The first one doing the work in my club

BIG
TF

TF=3
DF=3
COM=3

TF
LC
COM
LC
TF
CI
COM
DF
COM
BIG
BIG
DF
BIG
DF

* BIG= Understanding the big picture; ATT= Attitude; DF= Driving Force; COM= Communication; CI= Creativity
and Innovation; LC= Leading Change; TF= Teamwork and Followership

A student who shows basic personality, basic values and advanced competencies is a
Coach. The coach is an extrovert and agreeable person. The coach believes that security,
autonomy and conformity are important in performing leadership tasks. Furthermore, such
leader understands the big picture of the clubs or associations s/he associated with and
becomes the driving force in his or her team. Coach can also communicate well with their
committee members (Harper, 2012).
A student who shows basic personality, advanced values and advanced competencies is a
Cheerful Leader. The difference between the Cheerful Leader and Coach is their beliefs in
values. Cheerful Leader leaders believe that pleasure, affiliation and competition are more
important. Cheerful Leader promote harmony and build teams and make sure the committee
members stay connected together. They also bring happiness and cheerfulness to the
committee.
A student who shows advanced personality, basic values and advanced competencies is
Cautious Leader who is an emotionally stable and conscientious person. Besides that, they
believe that security, autonomy and conformity are important in performing leadership tasks.
Although they have big vision and missions to achieve, they are usually very careful in
decision making. Furthermore, even though Cautious Leaders are able to communicate well
with the committee members, sometimes, they hardly make decisions in the absence of their
committee members. They are very sensitive to the security issues and security becomes
the first value that comes to mind when facing problems.
A student who shows advanced personality, advanced values and advanced competencies
is Eminent Leader. They believes that pleasure and competition is important in performing
leadership tasks. Furthermore, they are able to understand the big picture of the clubs or
association they joined and become the driving force to their team members. They can
communicate well with their members and think openly.
A student who shows basic personality, basic values and basic competencies is a Marginal
Leader who is an extrovert and agreeable person. They believed that autonomy such as
self-direction and independence are important in performing leadership tasks. Therefore,
they possess good attitude in leadership. Besides that, they are creative and innovative in
giving ideas and are usually ready to change with the support of their committee members.
They also encourage people to change according to the situation. Although changes may
cause failure, the Marginal leader usually think twice about the changes because security is
the important value they believe in. To be safe, usually Marginal Leader asks for the vote
4

and tends to compromise with the committee members. Some of the characteristics of the
leaders are similar to the Laissez-Faire Leaders; they believe that self-direction and
independence are important values in leadership tasks. They expect the committee
members to make decisions.
A student who shows basic personality, advanced values and basic competencies is
Conception Leader. They believe that pleasure, competition and affiliation are important
values. Therefore, they will not be afraid of creating something new in the committee. They
ask suggestions from their members but do not always compromise and follow other ideas
unlike the Marginal leader. However, this does not mean they are working alone because
they believe that the connections between the committee members are important, too.
A student who shows advanced personality, basic values and basic competencies is Coolheaded Leader. They do not really communicate with the committee members and usually
work alone. However, they are natural born leaders as they are advanced in the personality
trait. The characteristics of those who progress patiently, carefully and incrementally.
A student who shows advanced personality, advanced values and basic competencies is
Charismatic Leader. The leader prefers to make decisions by himself. He might listen to the
voice of the committee members but the final decision will be in the hands of the leader.
Charismatic Leaders are more introvert and careful in dealing with people and tasks. They
believe that power and status are important values in performing leadership tasks.
Therefore, in certain situations, Charismatic Leaders will use their power in decision making.
Charismatic leaders have the power to mobilize the people (Piramo, 2009). The summary of
the types of leader is shown in Table 6.

Personality
Basic
Basic
Advanced
Advanced
Basic
Basic
Advanced
Advanced

Table 6: Type of Leaders

Values
Skills
Basic
Advanced
Advanced
Advanced
Basic
Advanced
Advanced
Advanced
Basic
Basic
Advanced
Basic
Basic
Basic
Advanced
Basic

Type of leader
Coach
Cheerful Leader
Cautious Leader
Eminent Leader
Marginal Leader
Conception Leader
Cool-headed Leader
Charismatic Leader

FINDINGS AND DISCUSSIONS

Secondary School Students Leadership Profile in Sabah, Malaysia (SSSLP)
The determination of leadership type of a student was based on the cut-off point of median
from person measures. The person who achieves scores that are higher than the median of
person measured would be considered more capable (advanced). Conversely, the person
who measured below median would be considered less capable (basic). After the types of
leader of all students were determined, a chi-square analysis was performed for comparison
of leadership types between gender and school locations in Sabah, Malaysia. Descriptive
statistic (Table 7) shows that the most prevalent leadership type is Eminent Leaders (30.6%)
while most prevalent leadership type for male is Marginal Leaders (28.6%).
Table 7: Cross tabulation of type of leader based on gender
Male
Female
Type of Leader
Frequency
Percentage
Frequency
Percentage
5

Coach
Cheerful leader
Cautious leader
Eminent leader
Marginal leader
Conception leader
Cool-headed leader
Charismatic leader
Total

40
38
104
225
251
79
77
63
877

4.6%
4.3%
11.9%
25.7%
28.6%
9.0%
8.8%
7.2%
100.0%

68
82
142
399
254
154
104
103
1306

5.2%
6.3%
10.9%
30.6%
19.4%
11.8%
8.0%
7.9%
100.0%

The results of the chi-squared test (Pearson Chi-square) in Table 8 ( = 32.558, df =

7, p < .05) show that there are significant gender differences on the type of leadership. The
standard residual -1.5 (male-cheerful leader), -1.6 (male-Eminent Leader), 3.4 (maleMarginal Leader), -1.5 (male-Conception Leader), 1.2 (female-Cheerful Leader), 1.3 (femaleEminent Leader), -2.8 (female-Marginal Leader) and 1.2 (female-Conception Leader)
contributed to the differences. This indicates that, in populations where the samples were
taken, the male Marginal Leaders were significantly more than the females. Besides, the
female Conception Leaders were significantly more than the males.
Table 8: Chi-Square Tests between Types of Leader and Gender
Value
df
Asymp. Sig. (2-sided)
Pearson Chi-Square
32.558a
7
.000
Likelihood Ratio
32.434
7
.000
Linear-by-Linear Association
1.140
1
.286
N of Valid Cases
2183
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 43.39.
Female Eminent Leaders are emotionally stable and conscientious, this result is
consistent with the study of Budaev (1999) and Matud (2004) who found that the male
respondents are found to display more emotional inhibitions and low emotional stability than
their female counterparts. Emotional stability is one of the advanced characteristics of
leader. Most of the male respondents in this study are Marginal Leaders who are more
extroversion and agreeable. Female Eminent Leaders believe that pleasure, competition and
affiliation are important values while Male Marginal Leaders believe that security, conformity
and autonomy are important values in performing leadership tasks.
Besides, Female Eminent Leaders have advanced characteristics in competency.
They are more understanding the pictures, have driving force, can work in team and have
communication skills while the Male Marginal Leaders shows basic characteristics who have
good attitude, leading change and, creative and innovative. Although Connerley, Mecham
and Strauss (2008) suggested that female leaders can be seen having the same level of
performance with male leaders, in this study, the female respondents has more advanced
characteristics than the males.
Descriptive statistics (Table 9) reveals that most of the urban area and rural area
secondary school students are Eminent Leaders. However, the percentage of Marginal
Leaders also shows as it is the second highest among the types of leaders for the urban and
rural area students.
Table 9: Cross Tabulation Type of Leader Based On School Locations
Urban
Rural
Type of Leader
Frequency
Percentage
Frequency
Percentage
Coach
65
5.5%
43
4.3%
Cheerful leader
57
4.9%
63
6.2%
Cautious leader
156
13.3%
90
8.9%
6

Eminent leader
Marginal leader
Conception leader
Cool-headed leader
Charismatic leader
Total

337
254
107
100
96
1172

28.8%
21.7%
9.1%
8.5%
8.2%
100%

287
251
126
81
70
1011

28.4%
24.8%
12.5%
8.0%
6.9%
100%

The results of the chi-squared test (Pearson Chi-square) in Table 10 ( = 22.377,

df=7, p < .05) show that there are significant school location differences on the type of
leadership. The results of the chi-squared test (Pearson Chi-square) ( = 22.377, df=7, p<
.05) showed that there were significant differences between the types of leadership and
school locations (Table 5.119). The standard residual 2.1 (urban-cautious leader), -1.6
(urban-conception leader), -2.2 (rural-cautious leader) and 1.7 (rural-conception leader)
contributed to the differences. This indicates that in populations where the samples were
taken, the Cautious Leader from urban schools were significantly more than the rural
schools. Besides, the Conception Leaders from rural schools were significantly more than
the urban schools.
Table 10: Chi-Square Tests between Types of Leader and School Locations
Value
df
Asymp. Sig. (2-sided)
a
Pearson Chi-Square
22.377
7
.002
Likelihood Ratio
22.521
7
.002
Linear-by-Linear Association
1.379
1
.240
N of Valid Cases
2183
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 50.02.

The cautious leaders have a big vision and mission to achieve. They are usually very
careful in decision making. They are very sensitive to the security issues and security
becomes the first value that comes to mind when facing problems. This causes the students
to become more self-centered and thorough. Some research found that urban secondary
school students were found to be less likely to assist their peers or to act in a polite and
respectful manner (Ministry of Education Malaysia, 2012).
In the meantime, urban students usually have the initiative in taking actions because
they have to compete with each other to get recognition, status and power or even higher
scores in co-curricular activities and other posts, such as school prefect and class monitor.
Besides, the conception leaders from rural areas are significantly more than the urban areas.
Compared to the rural area students, they are more open to listening to other opinions. The
conception Leaders are leaders who are not afraid of creating something new in the
committee. They ask suggestions from their members but do not always compromise and
follow other ideas. This can be caused by the social bond that are more personal and closely
joined in the rural community (Prater et al., 1997). As opportunities for new experiences are
lesser for the rural area students during their secondary school, it leads to less exposure and
opportunities for soft skill development such as lifelong learning and information
management skills, communication skills, and teamwork skills. They need support from their
teachers and friends in school to make certain decisions.

CONCLUSION AND SUGGESTION

It is possible that the data collected can be used to form a complete profile database for the
reference of the Ministry of Education or schools in planning leadership development
strategies or training. This is an important step for the students before they further their
studies to higher levels or enter the job market. As student leadership should be nurtured
since young, it is advisable to implement a larger scale research that comprises a wider
sample from secondary school students in every state in Malaysia. This would enrich the
diversity of demographic backgrounds of the respondents. Measures of leader behaviours
are potentially limited by reliance on self-reporting, rather than directly observable
behaviours by using questionnaire. Besides, M3SLI technically measures the leaders selfperception of leadership, the perceptions does not totally represent the actions. Therefore,
In-depth interviews with some of the special cases are suggested in the future study to do
the data triangulation.
REFERENCES
Amirianzadeh, M., Jaafari, P., Ghourchian, N., & Jowkar, B. (2010). College Student
Leadership Competencies Development: A Model. International Journal for CrossDisciplinary Subjects in Education, 1(3), 168172.
Blake, R. . (2012). Leadership Styles and Practices. In Leadership (pp. 1730). Houston:
Gulf Pub lishing Co.
Budaev, S. V. (1999). Sex differences in the Big Five personality factors: Testing an
evolutionary hypothesis. Personality and Individual Differences, 26, 801813.
Connerley, M. L., Mecham, R. L., & Strauss, J. P. (2008). Gender differences in leadership
competencies, expatriate readiness, and performance. Gender in Management: An
International Journal, 23(5), 300316. http://doi.org/10.1108/17542410810887347
di Piramo, D. (2009). Speak for me!: How populist leaders defy democracy in Latin
America. Global Change, Peace & Security, 21, 179199.
http://doi.org/10.1080/14781150902872067
Fertman, C. I., & Linden, J. A. van. (1999). Character education for developing youth
leadership. National Association of Secondary School Principals Bulletin, 83(605), 11
16.
Goleman, D. (2000). The Six Leadership Styles at a Glance. Harvard Business Review,
(April), 82 83.
Harper, S. (2012). The Leader Coach: A Model of Multi-Style Leadership. Journal Of
Practical Consulting, 4, 2231.
Linacre, J. M., & Wright, B. D. (2012). A users guide to WINSTEPS ministeps Rasch model
computer programs. Chicago: Mesa Press.
Matud, M. P. (2004). Gender differences in stress and coping styles. Personality and
Individual Differences, 37(7), 14011415. http://doi.org/10.1016/j.paid.2004.01.010
Ministry of Education Malaysia. (2012). Malaysia Education Blueprint 2013 - 2025. Kuala
Lumpur: Kementerian Pendidikan Malaysia.
Parry, K., & Bryman, A. (2006). I: 2.1 Leadership in Organizations. In S. Clegg, C. Hardy, &
W. Nord (Eds.), Handbook of organization (2nd ed, pp. 446467). Sage, London.
Prater, D. L. D., Bermdez, A. B., & Owens, E. (1997). Examining parental involvement in
rural, urban, and suburban schools. Journal of Research in Rural, 13(1), 7275.
Renn, K. a., & Ozaki, C. C. (2010). Psychosocial and leadership identities among leaders of
identity-based campus organizations. Journal of Diversity in Higher Education, 3(1),
1426. http://doi.org/10.1037/a0018564
Sherron, C. T. (2000). Psycometric Development of The Adaptive Leadership Competency
Profile. Doctorate Thesis. University of North Texas.
Sohaimi Zakaria, Azrilah Abdul Aziz, Azlinah Mohamed, Noor Habibah Arshad, Hamzah
Ahmad Ghulman, & Mohd Saidfudin Masodi. (2008). Assessment of Information
Managers competency using Rasch Measurement. Proceedings - 3rd International
Conference on Convergence and Hybrid Information Technology, ICCIT 2008, 1, 190
196. http://doi.org/10.1109/ICCIT.2008.387
8

The Wallace Foundation. (2012). The School Principal as Leader: Guiding Schools to Better
Teaching and Learning. New York.
Warrick, D. (1981). Leadership Styles and Their Consequences. Journal of Experiential
Learning and Simulation, 3(4), 155172.

PENGGUNAAN MODUL LATIHAN BERBANTUKAN KOMPUTER DALAM ASPEK

PENERIMAAN TEKNOLOGI KEBERGUNAAN, MUDAHGUNA, SIKAP, NIAT
MENGGUNAKAN DAN PENGGUNAAN SEBENAR DALAM KALANGAN GURU
SEKOLAH RENDAH
Pranchis Andin1,
Prof.Madya Dr.Tan Choon Keong
Fakulti Psikologi Dan Pendidikan
Universiti Malaysia Sabah
emel: francisbhkgu@gmail.com

Katakunci : Penerimaan Teknologi LBK, Model TAM,Model ADDIE

PENDAHULUAN
Dalam Laporan awal Pelan Pembangunan Pendidikan Malaysia (PPPM) Disember 2012
dalam anjakan ke-7
transformasi sistem pendidikan iaitu
memanfaat ICT bagi
meningkatkan kualiti pembelajaran di Malaysia menyatakan bahawa antara pendekatan
kerajaan ialah meningkatkan akses internet dan persekitaran pembelajaran maya melalui
1BestariNet bagi kesemua 10,000 sekolah menjelang 2013. Justeru adalah sangat sesuai
mewujudkan satu suasana Latihan Kemahiran ICT yang mempunyai ciri-ciri kolaboratif dan
kendiri dengan mekanisma pembelajaran yang fleksibel dan sesuai dengan stail
pembelajaran latihan ICT seseorang guru seperti dalam (Fauziah et al., 2008). Sejajar
dengan itu, Pembelajaran Atas Talian menggunakan modul LBK interaktif khususnya dalam
penguasaan kemahiran ICT ini perlu dilaksanakan dengan menggunakan aplikasi Web 2.0
sebagai platform aplikasi latihan dalam kalangan Guru. Menjurus kepada matlamat ini,
tumpuan diberikan kepada usaha menggalakkan penggunaan salah satu aplikasi Web 2.0
iaitu laman blog sebagai pemacu strategik bagi menyokong dan menyumbang secara
langsung kepada peningkatan kemahiran ICT melalui latihan atas talian dalam kalangan
guru.

1.1

Latar Belakang Kajian

Latihan Berbantukan Komputer (LBK) adalah sistem pembelajaran Literasi Teknologi

Maklumat dan Komunikasi secara atas talian (online) bagi kegunaan guru-guru khususnya di
daerah Keningau. LBK merupakan satu modul Latihan TMK yang pertama dibangunkan
berfokus kepada keperluan TMK guru dalam era globalisasi dan perkembangan ICT sebagai
salah satu keperluan utama bagi warga pendidikan. Modul ini merupakan pendekatan
latihan yang baru iaitu memberi tumpuan kepada latihan secara teragih (decentralized)
untuk memastikan kira-kira 1,712 guru dapat dilatih secara berterusan melalui konsep
Blended Learning. LBK membolehkan latihan pembelajaran TMK menjadi lebih berkesan
dari segi pengurangan kos dan penjimatan masa serta liputan peserta yang lebih ramai
dalam satu-satu masa latihan.
Dalam era teknologi maklumat , keperluan untuk pembelajaran berterusan sepanjang
ayat telah mewujudkan permintaan tinggi terhadap pembelajaran secara online . Keadaan
ini menyebabkan permintaan terhadap pembelajaran adalah melebihi kapasiti kemampuan
penyampaian secara tradisional di institusi sekolah. Justeru LBK adalah inspirasi yang
dicetuskan oleh realiti bahawa keperluan penyampaian latihan di dalam persekitaran dunia

10

globalisasi adalah lebih mencabar dan tidak dapat ditampung menerusi pembelajaran
secara fizikal di dalam kelas.

1.2

Pernyataan Masalah

Program Bimbingan Profesionalisme Perguruan Dalam Teknologi Maklumat (BPPT) yang

dijalankan dalam pakej kursus bersiri selama 3 tahun yang dilaksanakan 2003 hingga 2006
oleh kementerian telah dapat membantu sebahagian besar guru berpeluang meningkatkan
tahap kompentensi ICT di sekolah-sekolah di seluruh Negara. Namun dalam era teknologi
maklumat yang terus berubah, kursus lanjutan harus dijalankan bagi memastikan tahap
penggunaan teknologi maklumat dan komunikasi berterusan. Dalam hal ini perlu sebuah
modul latihan yang tidak berfokuskan kepada bahan cetakan dan juga kos untuk menghadiri
latihan tanpa meninggalkan tugas dan komitmen sedia ada.
Persoalan yang timbul apabila siri latihan secara pakej ini ialah pengisian kursus
yang ditawarkan tidak menepati keperluan bidang tugas guru, sistem yang disediakan tidak
mesra pengguna termasuk pengguna sendiri yang tidak berminat untuk mengikuti latihan
berpusat kerana kekangan kos dan juga komitmen untuk meninggalkan tugas dalam masa
berkursus diluar kawasan sekolah. Pada masa sama, kajian yang dilaksanakan oleh
Kementerian pada tahun 2010 mendapati penggunaan ICT di sekolah adalah terhad. Kirakira 80% guru menggunakan ICT kurang daripada satu jam seminggu. Hanya satu pertiga
murid menyatakan guru mereka kerap menggunakan ICT. Isu ini dikuatkan lagi melalui
dapatan kajian semula UNESCO juga menyatakan bahawa walaupun ICT digunakan
semasa pengajaran, dalam kebanyakan kes penggunaannya masih belum menjangkau
penggunaan aplikasi ICT sebagai alat pengajaran.
Jadual 1.1: Status Latihan Berpusat ICT Guru tahun 2000 hingga 2015
Pakej Latihan
Berpusat TMK

20002002

2003

2004

2005

2006

APLIKASI
TMK
( 1 MINGGU)

BPPT TMK
( 2 MINGGU)

KDP TMK
( 3 BULAN)

20072014

2015

WEB

1.0

1.0

1.0

Sumber; PKG , PPD Keningau (2015)

Alasan yang diberikan tentang penggunaan ICT yang terbatas ini ialah perkakasan
yang disediakan tidak disertakan dengan latihan dan khidmat sokongan untuk sekolah,
seperti juruteknik untuk menyelenggara peralatan. Malah penyediaan latihan dan sokongan
lazimnya tidak berterusan dan berkekalan. ini disokong oleh seperti dalam status
pelaksanaan kursus berpusat dalam jadual 1 , khususnya di daerah ini.
Ini dikuatkan lagi dapatan Kajian Program Latihan Guru dan Impaknya terhadap
Pembelajaran Pelajar oleh ( Mohammad Sani, 2001 ) mendapati beberapa kekangan utama
yang dihadapi oleh guru dalam mengintegrasikan komputer dalam aktiviti pengajaran dan
pembelajaran ialah aspek pengupayaan (76.1%), beban tugas (84.9%), peruntukan
11

kewangan (80.9%), faktor masa (84.8%), tuntutan sukatan pelajaran (84.3%), sokongan
pihak pengurusan sekolah (71.8%), kerjasama rakan sejawat (66.3%), desakan peperiksaan
(87.6%), kemudahan dan peralatan sekolah (79.2%), aspek pelbagai arahan daripada pihak
sekolah (77.6%) dan aspek sokongan daripada Pegawai Pendidikan Daerah (54.5%).
Kesemua isu dan masalah yang telah dibincangkan menjurus kepada pembinaan
sebuah modul yang mengumpulkan pakej latihan bagi aplikasi Web 2.0 khusus kegunaan
guru, selain menggalakkan pengguna berinteraksi secara dalam talian bagi perkongsian
ilmu teknologi maklumat dalam talian dengan ciri-ciri yang memenuhi keperluan terkini untuk
kegunaan guru,menjimatkan masa dan kos kerana tidak perlu hadir latihan pusat tetapi
hanya melayari laman blog LBK , berpeluang mengikuti forum daripada semua warga
pendidik, seperti dalam kajian penerimaan E-Pembelajaran Sektor Awam (EPSA), 2010.

1.3

Objektif Kajian

Berdasarkan kepada pernyataan masalah yang telah dibincangkan, maka saya telah
merumuskan kepada pembentukan objektif kajian yang perlu dicapai dalam kajian ini kelak
seperti yang berikut:1.3.1 Membangunkan Modul Latihan Guru Berbantu Komputer (LBK) untuk Guru Sekolah
Rendah berasaskan pendekatan model Addie.
1.3.2 Mengenalpasti tahap penerimaan LBK dikalangan guru yang sedang dan telah
menamatkan sesi latihan menggunakan LBK berdasarkan skor min PU, PEU, ATU
BIU dan ASU.
1.3.3 Mengenalpasti pembolehubah yang utama mempengaruhi persepsi penerimaan
Teknologi LBK.
1.3.3 Mengenalpasti perbezaan signifikan antara skor min persepsi kebergunaan (PU)
berdasarkan Jantina.
1.3.4 Mengenalpasti perbezaan signifikan antara skor min persepsi sikap kearah
penggunaan (ATU) LBKberdasarkan pengalaman.
1.3.5 Mengenalpasti hubungan yang signifikan antara pembolehubah bersandar dan
tidak bersandar kajian.
1.3.6 Mengenalpasti maklumbalas penerimaan LBK dikalangan guru melalui temubual
berstruktur bagi menyokong data dapatan deskriptif.
1.4

Soalan kajian

Berdasarkan kepada objektif kajian ini, terdapat tiga belas soalan kajian yang dibina untuk
memberi penjelasan secara spesifik terhadap objektif kajian yang ingin dicapai dalam
penyelidikan ini. Soalan-soalan kajian adalah seperti berikut:1.
2.
3.
4.
5.
6.
7.
8.

Apakah min PU guru terhadap penerimaan teknologi modul LBK?

Apakan min PEU guru terhadap penerimaan teknologi modul LBK?
Apakah min ATU guru terhadap penerimaan teknologi modul LBK?
Apakah min BIU guru terhadap penerimaan teknologi modul LBK?
Apakah min ASU guru terhadap penerimaan teknologi modul LBK?
Apakah pembolehubah yang utama mempengaruhi persepsi penerimaan teknologi
LBK?
Adakah terdapat perbezaan signifikan antara min PU guru terhadap teknologi modul
LBK berdasarkan Jantina ?
Adakah terdapat perbezaan signifikan antara min ATU guru terhadap teknologi
modul LBK berdasarkan pengalaman?

12

9.

15.

Adakah terdapat hubungan yang signifikan diantara PU dan PEU guru tehadap
teknologi modul LBK?
Adakah terdapat hubungan yang signifikan diantara PU dan ATU guru tehadap
teknologi modul LBK?
Adakah terdapat hubungan yang signifikan diantara PU dan BIU guru tehadap
teknologi modul LBK?
Adakah terdapat hubungan yang signifikan diantara PEU dan ATU guru tehadap
teknologi modul LBK?
Adakah terdapat hubungan yang signifikan diantara ATU dan BIU guru tehadap
teknologi modul LBK?
Adakah terdapat hubungan yang signifikan diantara BIU dan AU guru tehadap
teknologi modul LBK?
Apakah maklumbalas positif dan negatif guru dalam sesi temubual yang dijalankan?

1.5

Hipotesis Kajian

10.
11.
12.
13.
14.

Ho1
Ho2
Ho3
Ho4
Ho5
Ho6
Ho7
Ho8

1.6

Tidak terdapat perbezaan signifikan diantara min PU guru terhadap teknologi

modul LBK berdasarkan Jantina.
Tidak terdapat perbezaan signifikan antara min ATU guru terhadap teknologi modul
LBK berdasarkan pengalaman. LBK berdasarkan pengalaman.
Tidak terdapat hubungan yang signifikan diantara PEU dan PU guru tehadap
Teknologi modul LBK.
Tidak terdapat hubungan yang signifikan diantara PU dan ATU guru
terhadap Teknologi modul LBK.
Tidak terdapat hubungan yang signifikan diantara PU dan BIU guru
tehadap teknologi modul LBK.
Tidak terdapat hubungan yang signifikan diantara PEU dan ATU guru
tehadap teknologi modul LBK.
Tidak terdapat hubungan yang signifikan diantara ATU dan BIU guru
tehadap teknologi modul LBK.
Tidak terdapat hubungan yang signifikan diantara BIU dan AU guru
tehadap teknologi modul LBK.
Kerangka Teoritikal dan konsep Kajian

Penyelidik menggunakan pembolehubah adaptasi daripada model penerimaan Teknologi

oleh (Davis,1989) dan pengaruh Demografi dalam Teori Bersepadu Penerimaan dan
Penggunaan Teknologi (Utaut, Venkatesh et al.2003).

13

Pembolehubah bersandar

Pembolehubah tidak bersandar

Kebergunaan (PU)
Penerimaan
Modul Latihan
Berbantukan Komputer

Mudah digunakan (PEU)

Sikap kearah penggunaan

(ATU)
Perilaku Niat
Menggunakan (BIU)
Penggunaan Sebenar
(ASU)

Jantina

Pengalaman

Rajah 1.1 : Kerangka Teoritikal Kajian

Pembangunan

Pelaksanaan

Penilaian penerimaan LBK

Modul
Rancang
Topik LBK

Transformasi
Digital
Laman Blog
LBK

Aktiviti
sebenar
LBK
Latihan
Pusat
Latihan
Kendiri

PU

r
r

r
r

PEU

ATU

BIU

ASU

Soalselidik /Temubual
Penerangan:
PU: Perceived Usefulness
PEU: Perceived Ease Of Use
ATU: Attitude Toward Using
BIU: Behavioral Intention to Use
ASU: Actual System Use
Rajah1.2 : Kerangka konseptual Kajian
2.

Rekabentuk Pembangunan Modul LBK

14

2.1

Pendekatan Model ADDIE

Dalam membangun LBK ini pengkaji menggunakan asas kepada model ADDIE sebagai
model reka bentuk instruksi yang menjadi asas kepada model-model reka bentuk instruksi
yang lain mengikut Jamalludin dan Zaidatun, 2003. Ini disokong oleh Peterson,2003
pendekatan model rekabentuk instruksi ADDIE telah digunakan dengan meluas dalam
pembangunan kursus pengajaran dan program latihan , ini bertepatan dengan objektif kajian
penyelidikan LBK yang akan dibangunkan.
Jadual 2.1: Model ADDIE dan aplikasi dalam pembangunan LBK
Fasa
Analisis
(analysis)

Rekabentuk
(design)

Pembangunan
(Development)
Pelaksanaan
(Implementation)
Penilaian
(Evaluation)

Sumber:

2.2

Analisis Sampel
Analisis keperluan
Analisis persekitaran
Analisis ciri-ciri pengguna
Matlamat pembangunan

Dapatan
Keperluan
pembangunan bahan
baru
Persekitaran
pembelajaran
Ciri-ciri pengguna
Menentukan Matlamat
Rekabentuk
Konsep Rekabentuk
Konsep
Model
Latihan Model
Latihan
Berbantukan Komputer
Berbantukan Komputer
Menulis Objektif Latihan
Objektif yang boleh diukur
Merancang instruksi
Strategi instruksi
Membangunkan
Spesifikasi prototaip
Item Ujian
Kerjasama dengan pakar Model LBK
Membangunkan bahan
Pembelajaran LBK
Ujian rintis
Komen dari Pakar dan
Perlaksanaan selepas di
Guru
perbaiki
Merekod data
Penerimaan pengguna
Intepretasi data
Cadangan
Penilaian
penambahbaikan
Laporan projek

Hall (1997)

Rekabentuk Antaramuka

Perbezaan yang jelas antara pembelajaran berasaskan cara konvensional dan model yang
diketengahkan ialah pembelajaran berasaskan Laman Blog Interaktif
mempunyai
antaramuka dalam pembangunannya. Berbeza dengan model pembelajaran berasaskan
Laman Blog Pembelajaran Literasi Komputer digital yang diketengahkan, pembelajaran ini
mempunyai antaramuka pengguna agar pengguna dapat mengawal pembelajarannya dan
juga mengawal kandungan-kandungan yang terdapat dalam laman Blog yang dibangunkan.

15

Rajah 2.1 : Antaramuka Menu Utama

2.3

Antaramuka Aktiviti

Antaramuka menu aktiviti akan dipaparkan modul latihan menerangkan aktiviti-aktiviti yang
berlaku, apabila pengguna mula mengakses Laman Blog dengan menekan fungsi main
pada kandungan tingkap utama untuk memulakan gerak kerja aktiviti dengan membaca
panduan aktiviti dan seterusnya membuat latihan. Untuk pengukuhan latihan diadakan
ruangan kuiz pengguna berkaitan LBK yang dipelajari. Sekiranya pengguna menekan
butang Menu Utama , ini akan membawa kepada menu kandungan sepertimana yang
dipaparkan. Pengguna mempunyai pilihan sama ada memilih topik yang berkaitan keperluan
pembelajaran semasa.

16

Rajah 2.2 : Antaramuka Modul LBK

Apabila pengguna menekan butang arahan memulakan pembelajaran interaktif atau secara
manual membaca langkah-langkah pembelajaran dan dikawal menggunakan antaramuka
perisian Blog sepertimana yang ditunjukkan dalam Rajah 2.2 iaitu antaramuka perisian
akses internet Web 2.0 yang mana kandungan modul dan aktiviti pembelajaran boleh
diberhentikan, dibekukan ataupun mempercepatkan melalui panduan yang diberikan.
METODOLOGI KAJIAN
Dalam kajian ini, pengkaji menggunakan pendekatan kajian kuantitatif sebagai kaedah
utama melalui salah satu jenis tinjauan iaitu menggunakan 35 item soalan soalselidik dan
kaedah kualitatif menggunakan 5 soalan temubual berstruktur sebagai menyokong data
kuantitatif .Kajian yang dijalankan ini 95% merupakan penyelidikan yang berbentuk
deskriptif. Statistik deskriptif digunakan bagi menghurai maklumat dan data yang diperoleh
bagi populasi serta sampel bagi membuat ulasan daripada data yang dikutip dan hasil
maklumbalas pengguna melalui temubaul menguatkan lagi hasil dapatan deskriptif .
Dalam kaedah kualitatif ini, pengkaji memilih pendekatan temubual berstruktur
sebagai kaedah bagi mendapatkan data rakaman tembual sebagai menyokong data
dapatan deskriptif soalselidik yang diadaptasi daripada model TAM. Temu bual digunakan
untuk memperoleh maklumat berkenaan fakta, kepercayaan, perasaan, kehendak mengikut
keperluan persoalan kajian menurut(Mohd Majid, 2000).

17

Sumber: Journal of Computer Science 9(6):763-770,2013)

Rajah 3.1: Prosedur Kajian

3.1 Kerangka Prosedur Kajian

Setiap kajian yang dijalankan haruslah mempunyai langkah-langkah kajian seperti mana
yang dirancang dan telah dijalankan. Begitu juga dengan kajian ini, pengkaji telah
melakarkan langkah-langkah yang telah dan akan dijalankan untuk melengkapkan kajian ini.
Langkah-langkah kajian ditafsirkan dalam bentuk rajah carta alir prosedur kajian yang
diadaptasi daripada Hussain Mohammad Abu-Dalbouh dalam Jurnal Sains Komputer dalam
rajah 3.1 . Dalam carta alir ini langkah pertama ialah latar belakang masalah melalui kajian
lepas dan pemahaman terhadap isu sebagai satu proposal.
3.2

Lokasi dan Populasi Kajian

Kajian ini dilaksanakan di daerah Keningau yang mempunyai 72 buah sekolah Rendah
dengan bilangan Populasi seperti rajah 3.1.
Jadual 3.1 : Statistik Populasi Kajian
Jenis
Gred Gred SKM Bandar Luar
P1
P2 Asrama Jumlah
18

Jumlah

(B)

Bandar

Desa

Guru

SK
1,712
32
20
20
2
70
9
10 2
(72 )
Sumber: Data Guru Unit SPS Pejabat Pendidikan Daerah Keningau (2015)
Kajian dibuat di lokasi ini kerana bersesuaian dengan tujuan kajian yang ingin membantu
meningkatkan keberkesanan kepenggunaan Literasi komputer melalui LBK yang memberi
peluang kepada guru mengakses LBK yang akan dibangunkan menggunakan akaun
peribadi untuk mengakses internet dalam menjayakan pembelajaran
latihan ICT
berbantukan komputer kendiri.
3.3 Persampelan Kajian
Persampelan bertujuan digunakan memandangkan daerah ini merupakan sebuah daerah
terbesar di pedalaman dan responden adalah guru sekolah pelbagai kemahiran ICT dan
mempunyai jaringan internet tanpa wayar.
Jadual 3.2: Bilangan sampel minimum mengikut jenis kajian
Jenis Kajian yang digunakan
Bilangan sampel minima diperlukan
Kajian deskriptif
10 peratus daripada populasi
Kajian Korelasi
30 orang setiap kumpulan
Kajian Eksperimental
15 orang bagi sesuatu kumpulan
Kajian perbandingan bersebab
30 orang bagi sesuatu kumpulan
Sumber: ( Gay, 1981: dinyatakan dalam Azizi et al., 2010).

Jadual 3.3 : Jumlah sampel kajian

Jumlah
Jumlah Guru
Sekolah

72

1712

Sampel

Krecjie
Morgan

322

95%

Berdasarkan kepada jadual 3.3 jumlah sampel kajian merujuk kepada Gay (1981)
dinyatakan dalam Azizi et al., (2010) bagi penelitian deskriptif korelasional, jumlah minimum
responden ialah 30 orang dan jumlah ini memenuhi piawaian bagi pengujian korelasi. Maka
dalam menentukan bilangan sampel, jadual penentuan saiz sampel oleh Krejcie dan
Morgan, 1970 digunakan dengan aras keyakinan 95 peratus dengan jumlah sampel
bertujuan 322 orang.
3.4

Instrumen Kajian

Instrumen kajian terbahagi kepada 6 Bahagian iaitu bahagian A merupakan Instrumen

Demografi , manakala 5 Bahagian lagi ialah instrumen adaptasi daripada Davis (1989) iaitu
Bahagian B berkaitan Persepsi Kebergunaan (PU), Bahagian C, Persepsi Mudah digunakan
(PEU), Bahagian D, Persepsi Sikap (ATU) Bahagian E, Persepsi Niat penggunaan (BIU) dan
Bahagian F, Penggunaan Sebenar Sistem (ASU) yang diukur selepas mengaplikasikan
LBK.
Jadual 3.4 : Skala skor Min Komponen Model TAM
19

Skala
0.00-1.00
1.01-2.00
2.01-3.00
3.01-4.00
4.01-5.00

Kenyataan
Sangat
Rendah
Rendah
Sederhana
Tinggi
Sangat Tinggi

Huraian
Persepsi responden adalah pada tahap sangat
rendah
Persepsi responden adalah pada tahap rendah
Persepsi responden adalah pada tahap sederhana
Persepsi responden adalah pada tahap tinggi
Persepsi responden adalah pada tahap sangat
tinggi

Jadual 3.5: Spesifikasi Pecahan Kandungan Soal Selidik

Bahagian Item
Nombor Soalan
Persepsi Kebergunaan (PU)
1,2,3,4,5,6,7,8,9
Persepsi Mudah Digunakan (PEU)
10,11,12,13,14,15,16,17
Sikap Kearah Penggunaan (ATU)
18,19,20,21,22,23
Perilaku Niat Menggunakan (BIU)
24,25,26,27,28,29,30,31
Penggunaan Sebenar Sistem (ASU)
32,33,34,35

3.5

Jum
9
8
6
8
4

Temubual

Temubual berstruktur dengan sampel yang telah menggunakan Model Pembelajaran LBK
melalui laman blog akan dilaksanakan oleh pengkaji. Pemilihan responden untuk ditemubual
adalah secara persampelan bertujuan (purposive sampling). Seramai 10 orang responden
terdiri guru daripada Zon yang dikaji dipilih. Dapatan temubual ini adalah bertujuan untuk
menyokong dapatan kajian. Soalan-soalan yang dikemukakan adalah sepertimana Jadual
4.9 yang berikut:Jadual 3.6 : Soalan temubual
Soalan Huraian Soalan
Dapatan
1
Adakah bahan LBK yang digunakan berguna dalam Menyokong
aspek
meningkatkan kefahaman Literasi Komputer cikgu?
kebergunaan (PU)
2

Adakah bahan LBK yang digunakan mudah digunakan Menyokong

aspek
semasa dalam pembelajaran Literasi Komputer cikgu?
mudah
digunakan
(PEU)
Adakah cikgu suka mengunakan bahan LBK yang Menyokong
aspek
dibangunkan itu? (LBK itu=merujuk kepada bahan LBK Sikap
kearah
berasaskan laman Blog?
penggunaan
(ATU)
Adakah cikgu akan menggunakan bahan LBK Menyokong
Perilaku
berasaskan laman blog ini sekiranya ada dibekalkan Niat
untuk
untuk diakses pada masa hadapan?
menggunakan
(BIU)
Adakah cikgu berpuashati dengan modul LBK dan Menyokong
menggunakannya pada bila-bila masa dalam Penggunaan Sebenar
penggunaan ICT harian?
sistem
(AU)

Jadual 3.7 : Huraian ringkas Instrumen, Objektif dan Skop Dapatan

Instrumen
Objektif
Skop Dapatan
20

Soal selidik Persepsi

Kebergunaan (PU)
Soal selidik Persepsi
mudah digunakan (PEU)
Soal
selidik
Sikap
kearah
penggunaan
(ATU)
Soal selidik Tingkah laku
penggunaan (BIU)
Soal selidik Tingkah laku
penggunaan (BIU)

Soalan temubual

Mengetahui persepsi guru

terhadap kebergunaan LBK
Mengetahui persepsi guru
sama ada LBK mudah
digunakan atau sebaliknya
Mengetahui sikap kearah
penggunaan terhadap bahan
LBK oleh guru.
Mengetahui
tingkahlaku
penggunaan guru terhadap
bahan LBK
Mengetahui
penggunaan
sebenar
guru
terhadap
bahan LBK.
Mendapatkan maklumbalas
guru untuk menyokong data
deskriptif dapatan kajian dan
menjawab soalan kajian

Persepsi kebergunaan
(PU).
Persepsi
mudah
digunakan (PEU).
Sikap
kearah
penggunaan (ATU).
Tingkahlaku
penggunaan (BIU)
Penggunaan Sebenar
Sistem (ASU)
Soalan
pendekatan
dan
teknik
pembelajaran
LBK
menggunakan laman
Blog.

3.6 Kaedah mendapatkan data

Dalam kajian ini kaedah mendapatkan data adalah diperoleh daripada item-item dalam
instrumen kajian yang mana instrumen kajian adalah terdiri daripada soalan soal selidik
Persepsi kebergunaan (PU), Persepsi Mudah Digunakan (PEU), Sikap Kearah penggunaan
(ATU) Perilaku niat untuk menggunakan (BIU) dan Penggunaan Sebenar (ASU). Data
dapatan juga disokong oleh 5 soalan temu bual berkaitan persepsi penerimaan dan
penggunaan modul LBK.
Jadual 3.8 Rumusan aktiviti setiap fasa dalam prosedur kutipan data
Peringkat
Aktiviti
Pertama

Responden menjawab soal selidik selepas menggunakan Modul

Pembelajaran Literasi Komputer dalam Blog LBK.

Kedua

Sesi temu bual berstruktur dengan responden yang mana

memberikan dapatan tambahan bagi menyokong dapatan kajian
pengkaji.

3.7 Kaedah Penganalisisan Data Kajian

3.7.1 Analisis statistik
Data kuantitatif yang diperolehi daripada soal selidik akan dianalisis menggunakan program
Statistical Package for Social Sciences (SPSS) versi 21.0. Berdasarkan kajian yang
dijalankan adalah lebih kepada kajian berbentuk kuantitatif yang mana pengujian yang
dijalankan adalah menggunakan statistik deskriftif dan juga inference yang mana Kaedah
statistik yang digunakan dalam kajian adalah seperti statistik deskriptif min, Ujian-t, ANOVA
Satu-Hala dan Korelasi Pearson. Statistik deskriptif ini digunakan dalam kajian yang mana
min digunakan dalam kajian ini untuk melihat tahap sesuatu aspek yang dikaji manakala
Ujian t, digunakan untuk menentukan sama ada terdapat perbezaan yang signifikan dalam
min bagi dua set data demografi.

21

Jadual 3.9 : Kaedah Analisis Statistik Kajian

Tujuan Kajian
Bil
1

Mengenalpasti skor PU guru terhadap

amalan modul LBK.
guru

Mengenalpasti skor PEU

terhadap amalan modul LBK.
Mengenalpasti
skor
ATU
terhadap amalan modul LBK.

guru

Mengenalpasti
skor
BIU
terhadap amalan modul LBK.

guru

Mengenalpasti skor ASU

amalan modul LBK.

10

11

12

13

terhadap

Mengenalpasti
perbezaan
yang
signifikan antara skor min PU dengan
PEU serta ASU
guru terhadap
amalan modul LBK berdasarkan
Jantina.
Mengenalpasti
perbezaan yang
signifikan antara skor min PU dengan
BIU guru berdasarkan Pengalaman.
Mengenalpasti
hubungan
yang
signifikan diantara PEU dan PU guru
tehadap amalan modul LBK
Mengenalpasti
hubungan yang
signifikan diantara PU dan BIU guru
tehadap teknologi modul LBK?

Sumber Data

Kaedah
Statistik
Item
soal
selidik Statistik
Kebergunaan (PU)
Deskriptif
Min
Item
soal
selidikStatistik
Mudah
digunakan Deskriptif
(PEU)
Min
Item soal selidik sikapStatistik
kearah penggunaan Deskriptif
(ATU)
Min
Item
soal
selidikStatistik
perilaku
niat Deskriptif
menggunakan (BIU)
Min
Item
soal
selidik Statistik
penggunaan sebenar Deskriptif
(ASU)
Min

Item
soalselidik Ujian Anova
Demografi
Satu Hala

Item
soalselidik Ujian Anova
Demografi
Satu Hala
Item soalselidik
(PEU) dan (PU)

Korelasi
Pearson

Item soalselidik
(PU) dan (BIU)

Korelasi
Pearson

Mengenalpasti
hubungan
yang
Item soalselidik
signifikan diantara PU dan ATU guru
(PU) dan (ATU)
tehadap teknologi modul LBK
Mengenalpasti
hubungan
yang
Item soalselidik
signifikan diantara PEU dan ATU guru
(PEU) dan (ATU)
tehadap teknologi modul LBK
Mengenalpasti
hubungan
yang
signifikan diantara ATU dan BIU guru Item soalselidik
tehadap teknologi modul LBK?
(ATU) dan (BIU)
Mengenalpasti
hubungan
yang
Item soalselidik
signifikan diantara BIU dan ASU guru
(BIU) dan (ASU)
tehadap teknologi modul LBK

Korelasi
Pearson
Korelasi
Pearson
Korelasi
Pearson
Korelasi
Pearson

3.8 Kajian Rintis

Kajian rintis dijalankan bertujuan untuk menguji kesahan dan kebolehpercayaan item-item
dalam soal selidik yang dipilih sebelum kajian dijalankan. Selain itu juga, kajian rintis ini
digunakan untuk mengkaji masalah-masalah yang akan timbul sewaktu proses soal selidik
berjalan. Kajian rintis ini juga dijalankan bertujuan untuk mendapat kebolehpercayaan yang
tinggi, nilai indeks kebolehpercayaan yang melebihi 0.6 boleh dianggap mencukupi dalam
22

(Mohd Majid.,1994). Kebolehpecayaan merupakan darjah ketepatan dan kepersisan bagi

ukuran yang dibuat oleh sesuatu instrument kajian. Seramai 30 orang guru terlibat dalam
kajian rintis ini yang terdiri dari kalangan guru sekolah rendah yang menghadiri latihan
pusat.
Guru yang terlibat dalam kajian rintis ini dipilih secara rawak daripada kalangan guru
yang pernah menghadiri kursus TMK dan sebaliknya. Kajian rintis ini telah dilaksanakan di
6 buah sekolah di Zon Pegalan Keningau yang mempunyai makmal dan akses internet
dimana setiap sekolah terdapat 5 guru terlibat menjawab soal selidik yang dikemukakan.
Soal selidik guru mempunyai enam bahagian iaitu bahagian A demografi latar belakang
yang terdiri daripada jantina dan pengalaman, manakala 5 bahagian lagi aspek persepsi
penerimaan teknologi yang mengandungi 35 item yang diadaptasi daripada instrumen
model ( TAM Davis.,1989). Soal selidik bagi guru mempunyai pilihan jawapan sama ada 1
Sangat tidak setuju, 2 Tidak setuju, 3 Kurang Setuju, 4 Setuju, 5-Sangat setuju.
3.8.1 Kesahan muka dan kandungan item
Dalam setiap kajian satu keperluan untuk melihat kesahan asas soal selidik yang diedarkan
perlu diambilkira sebelum menjalankan kajian. Menurut ( Azizi et al., 2010) kesahan muka
adalah kesahan asas yang mana ia adalah penunjuk awal sesuatu soal selidik yang
digunakan mempunyai kesahan dan dapat digunakan.
3.8.2 Kebolehpercayaan
Kebolehpercayaan sesuatu alat kajian adalah merupakan ketekalan alat kajian untuk
mengukur pembolehubah. Sekiranya alat kajian menghasilkan keputusan yang berubahubah tentang pembolehubah yang sama maka alat kajian tersebut dikatakan tidak tekal
atapun mempunyai kebolehpercayaan yang rendah. Terdapat dua faktor yang mana
mempengaruhi kebolehpercayaan ataupun ketekalan alat kajian iaitu faktor sistematik yang
merujuk kepada faktor yang terkawal dan tidak mengganggu kebolehpercayaan alat ukur
dan juga faktor tidak sistematik seperti variasi individu, variasi tugasan dan variasi gagasan
yang merupakan faktor yang tidak dijangka berpotensi untuk mempengaruhi alat kajian
dalam ( Khalid., 2003).
Jadual 3.10 : Julat Alpha
Julat

Deskipsi

Kurang daripada 0.6

Tahap ketekalan tidak diterima
0.60 hingga 0.65
Tahap ketekalan tidak digalakkan
0.65 hingga 0.70
Tahap ketekalan minimum
0.70 hingga 0.80
Tahap ketekalan memuaskan
0.80 dan ke atas
Tahap ketekalan baik
Sumber : Devellis (1991)
Kesemua instrumen kajian iaitu soal selidik Persepsi mudah digunakan (Percieved
ease of use), Persepsi kebergunaan (Percieved Usefullness), Sikap kearah penggunaan
(Attitude towards use), Tingkahlaku niat penggunaan (Behavioral intention of use) dan
Penggunaan Sebenar (ASU) guru akan diuji ketekalannya. Bagi menguji ketekalan soal
selidik, Cronbach's coefficient alpha digunakan memandangkan kesemua soal selidik adalah
dalam bentuk skala likert. Nilai alpha yang diterima dalam kajian ini adalah 0.7 dan ke atas
seperti mana yang dinyatakan oleh (Devellis.,1991). Jadual 3.11 berikutnya adalah
merupakan keputusan ujian realibiliti bagi kajian rintis yang dijalankan mengikut kumpulan
sampel.
Jadual 3.11 : Nilai Alpha ujian realibiliti Instrument
Item
Cronbachs
Cronbach Alpha Based N of Item
Alpha test
On Standardized Items
23

Kebergunaan (PU)
.810
Mudah digunakan (PEU) .807
Sikap
Kearah .721
Penggunaan (ATU)

.812
.806
.723

9
8
6

Perilaku
Niat .817
Menggunakan (BIU)

.813

Penggunaan
.818
.820
4
Sebenar (ASU)
n=30
Berdasarkan nilai Alpha dalam Jadual 3.11, menunjukkan nilai alpha ujian ketekalan
dalam ujian rintis yang dijalankan bagi konstruk PU, PEU dan BIU ATU dan ASU
mempunyai ketekalan yang baik iaitu = >0.8 sepertimana yang dinyatakan oleh Devellis
(1991). Oleh yang demikian, instrumen bagi mengukur konstruk dalam kajian ini mempunyai
kebolehpercayaan yang tinggi dan kajian boleh diteruskan menggunakan instrument ini.
3.9 Analisis Faktor
Dalam aspek kesahan dalaman, maka ujian analisis faktor dilaksanakan untuk menentukan
item berada dalam sub skala dengan pemberatan yang sesuai dan sepadan. Daripada
analisis faktor yang akan dilaksanakan, penyelidik akan menentukan sama ada instrument
kajian mengukur konstrak yang ingin diukur dengan menjalankan analisis terhadap faktor
pemberatan ( loading factor) ke atas konstrak .Nilai pemberatan (factor loading) yang
diterima dalam kajian ini adalah 3.0 ke atas berdasarkan julat yang dicadangkan oleh Hair,
Anderson,Tatham dan Black ( 1992: 239 ).
Dalam kajian ini , penyelidik menggunakan saranan Ary et al.(2002:365) yang
melibatkan empat langkah. Pertama memungut data berkaitan dan menghitung korelasi
matrix semua pembolehubah yang digunakan. Kedua mengekstrak factor awal untuk
mencari factor yang dapat menerangkan korelasi antara pembolehubah cerapan. Ketiga,
memutar factor melalui kaedah putaran varimax dengan Kaiser normalization bagi
menghasilkan struktur yang lebih mudah untuk difahami. Keempat melibatkan penentuan
jumlah skor yang perlu ditafsir dan menentukan label factor tersebut. Jumlah factor yang
perlu dikeluarkan, dalam kajian semasa ini adalah berdasarkan scree test dan latent root
criterion. Nilai Eigen yang lebih besar daripada 1 ( Eigen values >1 ) diterima untuk latent
root criterion dan faktor pemberatan item melebihi nilai 0.4.

KESIMPULAN
Beberapa dapatan daripada kajian rintis adalah Soal selidik penerimaan teknologi yang
diberikan kepada guru mempunyai lima bahagian iaitu PU,PEU,ATU,BIU dan ASU dengan
mempunyai nilai alpha Cronbach () .810, .807, .721, .817 dan .818 . Nilai adalah tinggi
dan semua item sesuai digunakan untuk mengukur penerimaan teknologi LBK. Walau
bagaimanapun, beberapa penambahbaikan soalselidik untuk ditadbirkan kepada kumpulan
sebenar. Ini merangkumi beberapa item yang dikenalpasti perlu diubahsuai agar lebih
menepati soalan yang diutarakan. Ini termasuk membuang item yang berulang yang
menguji konstruk yang sama selain melengkapkan ayat dalam item yang dibina agar ianya
tidak mengelirukan.
Manakala dalam kajian ini protokol temu bual guru bertujuan untuk mendapat pandangan
guru dengan pengalaman mereka dalam penggunaan LBK. Secara keseluruhannya,
protokol ini juga sesuai digunapakai selain beberapa item yang perlu diubahsuai dan
diperjelaskan untuk memudahkan penggunaannya. Soalan yang dikemukakan lebih
24

berfokus 5 pembolehubah bersandar selain mengenalpasti maklumbalas guru terhadap

modul Latihan yang baru dilalui. Selain itu, temu bual guru juga dibuat serentak kepada 10
responden yang telah menggunakan modul latihan di tempat yang berasingan dan direkod
menggunakan tape recorder atau MP3 player, agar dapatan lebih mudah dilaporkan
mengikut tema yang telah ditetapkan yang boleh menjawab dan menyokong data kuantitatif
dengan konstruk yang lebih jelas.

REFERENSI
Azizi Yahya, Shahrin Hashim,2007. Menguasai Penyelidikan Pendidikan.Kuala Lumpur:
PTS Profesional.
Davis, F.D. 1989. Perceived usefulness,perceived ease of use and user acceptance of
information technology.MIS Quarterly, 13, 983-1003.
Fauziah Ahmad. 2006. Teaching method used in the teaching of the literature component in
secondary schools. Tesis Doktor Falsafah. Fakulti Pendidikan,UKM.
Gay, L., Mills. G. & Airasian, P.2006. Educational research: Competencies for analysis and
application (8th ed.). New York: Prentice Hall.
Hussain Mohamad Abu-Dalbouh.2003.Journal of Computer Science 9 ( 6 ): 763-770.
Internet Dalam Pendidikan ,(Atas Talian )http://asnizamusa.tripod.com/ge6663tug1.html.
Diakses pada 15 Nov 2015.
Jamalludin Harun dan Zaidatun Tasir. 2000. Multimedia Dalam Pendidikan.Modul
Pembelajaran.
Jamalludin Harun dan Zaidatun Tasir, 2003.
Pendapat Pelajar Terhadap Reka
BentukPerisian
Multimedia
yang
Berasaskan
Kepada
Pendekatan
PembelajaranKonstruktivis. Universiti Teknologi Malaysia (UTM) Skudai.
Kementerian Pelajaran Malaysia.2006. Pelan Induk Pembangunan Pendidikan Malaysia.
Kuala Lumpur: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan.
Krejcie, R.V dan Morgan D.W.1970. Determining sample size for research Educational and
Psychological Measurement: 30,607-610.
Mohd Majid Konting. 1994. Kaedah Penyelidikan Pendidikan.Kuala Lumpur: Dewan Bahasa
dan Pustaka.
Mohammed Sani Hj Ibrahim, Jamalul Lail Abdul Wahab dan Mohd Izham Mohd Hamzah.
2001. Kajian Keberkesanan Program Latihan Guru Bestari dan Impaknya terhadap
Pembelajaran Pelajar. Prosiding Konvensyen Teknologi Pendidikan Kali Ke-14.
Universiti Kebangsaan Malaysia. Pp363-394.
Sani Nagatimin.2008.Penggunaan Makmal Komputer dalam Kalangan Guru-guru Sekolah
Kebangsaan Zon Jementeh Segamat Dalam Pengajaran-Pembelajaran.Johor:UTM

25

EVALUATING TEACHERS CONCERNS ON THE IMPLEMENTATION OF TUARAN

DISTRICT EDUCATION OFFICE READING INTERVENTION
(PROJECT LIFT) UNDER THE LINUS2.0
Norhayati Binti Abdul Razak
Faculty Of Psychology And Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
yatie060877@gmail.com
Associate Professor Dr Lee Kean Wah
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
keanwah@gmail.com
Abstract
This evaluation research was to evaluate the Project LIFT, an intervention program
conducted by the FasiLINUS of English Literacy of District Education Department of Tuaran.
One of the projects known as Project LIFT focused on teachers classroom empowerment
and providing specific teaching aids in reading (phonics awareness) for English teachers
since 2014. This project aimed to increase the Key Performance Indicators (KPI) for Grade A
schools in the LINUS2.0 screening process. Three (3) selected schools with low results from
the LINUS2.0 screening process were chosen in this project. Since the project was still at
the experimental level, some of the performance statistics gathered from the apprentice
phase schools were regarded as pre-performance evaluation data. The study used the
Concerns-Based Adoption Model as its theoretical framework to evaluate the concerns of
the teachers in the participating schools involved regarding the implementation of Project
LIFT, the district intervention program. This multi-site case study employed convergent
parallel-mixed methods, which used to address the research questions. Quantitative (Stages
of Concerns) SoCQ and qualitative data (interviews) were collected in a parallel way,
analyzed separately, and merged. A purposive sampling of six (6) teachers was selected for
this study. The findings of this study indicated that the teachers intense were in the
refocusing, personal and informational stages of concern.
Keywords: Classroom empowerment, teachers concern, intervention program

INTRODUCTION
Background of Study
The literacy in English Programme is part of the Linus2.0 programme, which encompasses
Bahasa Malaysia, English Language and Numeracy literacy. It was conceived in the GTP2.0
Lab in May 2012. An initiative of NKRA, it is an expansion of the Linus Bahasa Malaysia and
Numeracy programme. Literacy in English is a key feature of Shift 2 in the Malaysian
Education Blueprint 2013-2025 which seeks to ensure that every that every child is proficient
in Bahasa Malaysia and English Language. (Dr. Masnah Binti Ali, director of Curriculum
Development Division, Ministry of Education).
The English Language Literacy Programme has been planned meticulously to
increase English literacy rate amongst level 1 pupils, excluding pupils with special needs.
Two screening will be held each year to determine how the pupils are progressing towards
26

the literacy targets. Pupils who are challenged will either be placed in a separate class for
additional support and remediation. (Linus2.0 Literasi Bahasa Inggeris LBI, Teachers
Module Book 3. 2014).
The Linus2.0 has turn out as one of the many teachers responsibility and task in
effective language teaching and carrying the screening afterwards. In refreshing and
enriching the teachers creativity and pedagogical skills, there is a need in developing a
study specific on the lesson planning and the effectiveness of the lesson carried towards the
Linus2.0 Screenings. Reading is one of the two language skills tested in Linus2.0 screening
for English Literacy starting in the year 2013.
Problem Statement
An overview of reading issues with the screening results in Linus2.0.
Beginning the year 2013, English Literacy screening results has shown the lowest KPIs and
up until the year 2014 the results are the same. After a study generate by the newly
appointed FasiLINUS about the low achievements done by the schools, there are three
problems found and narrowed:
1.

The screening reading results shows that most of students failed to acquire the
reading level needed.
The majority of teachers were unable to find comprehensive reading approach to
support reading lesson/activity in the classroom.
Low English literacy achievement of the year 3 pupils in LINUS2.0 begins with
screening reading.

2.
3.

This research to evaluate reading strategies to the second language classroom (ESL)
through the district intervention programme; the intervention is to find out and to measure
how some approach might be suitable for some learners and not for the others and how it
depends on individual needs and pupils backgrounds as well as the schools environment
which will effect how learners require the language.
Research Questions
The evaluation study was guided by the following research questions: 1.
What are the concerns of teachers implementing the District Reading Intervention
(Project LIFT)?
2.
What is the impact of Project LIFT implementation towards teachers self-motivation?

METHODOLOGY
The Research Design
This research utilized on the qualitative and quantitative method design. Qualitative research
often provides data that are descriptive and explanatory in nature and results are often given
in narrative form (Creswell, 2003). In qualitative research, we see different major
characteristic at each stage of the research process:

Exploring a problem and developing a detailed understanding of a central

phenomenon
Having the literature review play a minor role but justify the problem
Stating the purpose and research questions in a general and broad way so as to the
participants experiences
27

Collecting data based on words from small number of individuals so that the
participants views are obtained
Analyzing the data for description and themes using text analysis and interpreting the
larger meaning of the findings
Writing the report using flexible, emerging structures and evaluative criteria, and
including the researchers; subjective reflexivity and bias
(Source: Educational Research: Planning, Conducting and Evaluating Quantitative and
Qualitative Research, John H., 2014 Creswell Fourth Edition)
A case study was chosen to best meet the goals of this study (Yin, 2003). The case
study design would facilitate the exploration of the experiences of the subjects in their own
setting in a quest for the disclosure of all possible meanings to them. Each case would focus
on how the teachers in the schools under the study perceived the problem. Multiple case
studies would be used because they can provide greater insights into the issue than one
case. One is more likely to be able to generalize the results from multiple cases than from a
single one (Johnson and Christensen, 2004). Multiple case study provide a more rigorous
and complete approach than single case study research due to the triangulation of evidence
(Bonoma 1985; Eisenhardt, 1989; Herriot and Firestone, 1983; Neuman, 1994; Stake, 1994;
Yin, 1994).
Both quantitative (data from Concerns Based Adoption Model (CBAM) Stages of
Concern Questionnaire (SoCQ), descriptive questionnaires and pre-post test results) and
qualitative (data from teachers lesson plan) would be collected and independently
analysed, integrated and interpreted (Creswell and Plano Clark, 2011). The analysis of all
the qualitative and quantitative instruments, in a mixed methods study will be merged to
form inferences. Inferences in mixed methods research are conclusions or interpretations
drawn from the separate quantitative and qualitative strands of the study as well as across
the quantitative and qualitative strands (Creswell and Plano Clark, 2011).
Participant Sampling
Purposeful sampling is a non-random method of sampling that allows the researcher to
discover and understand in order to learn about issues of paramount importance (Merriam,
2009). Purposive sampling is a strategy to choose small groups or individuals likely to be
knowledgeable and informative about the phenomenon of interest was used in selecting
teachers for the Concerns Based Adoption Model (CBAM) Stages of Concern Questionnaire
(SoCQ) (Mcmillan and Schumacher, 2001). Teachers from level 1 of year 3 of each of three
(3) primary schools were selected to participate in the study. A total of six (6) teachers, two
(2) per school was chosen. Participants profile showing gender, age range, and level of
education and years of teaching experience can be seen in Table 2.
Table 2: Participants profile
Description Of Participants
Participants
Gender Age Range
A
B
C
D
E
F

Male
Female
Male
Female
Female
Female

30 39
30 - 39
50 - 59
30 - 39
30 - 39
20 - 29

Level
Of Years
of
Education
Teaching
Experience
Bachelor
12
Bachelor
12
Diploma
30
Bachelor
8
Master
7
Bachelor
5

28

All schools were selected prior to LINUS2.0 NKRA data collection. Three (3) primary schools
in Tuaran Educational District were chosen for this study:(school 1), (school 2) and (school
3). These schools were selected based on the schools grade. The main criterion for
participation was that the teachers must have undergone workshops and meetings in District
Reading Intervention Project (Project LIFT).
Instruments
School 1
Located in semi-rural village at the Tamparuli Tuaran junction on the main road. School 1
has a population of more than five hundreds (>500) students and thirty three (33) teachers.
The majority of classes range from 25 to 35 students. The students are among the
intermediate to average level of fluency. The schools has represents Tuaran in National
Music Festival. The SISC+ interpretation of this school according to the UPSR (Ujian
Penilaian Sekolah Rendah) indicates mostly average. For the LINUS2.0 Screening results,
this school are among the ten (10) hotspots school in Tuaran with the lowest KPI (Key
Performance Indicator) percentage. Most of the students belong to Bajau ethnics and
majority of the students come from single-type families and their parents have more than
one job. This school has very limited space for outdoor activities and the classroom
equipment are poor.
School 2
The only grade B school among the three (3) schools and located in a small village of at the
edge of Tuaran and Tenghilan border. The students population less than two hundreds and
fifty (<250) and twenty three (23) teachers. The SISC+ of the school describe it as the below
average in performance school based on the achievement of the yearly UPSR results. For
the LINUS2.0 Screening results, this school are among the ten (10) hotspots school in
Tuaran with the lowest KPI (Key Performance Indicator) percentage. The school located in a
wide surrounding in the centre of the village. It has spacious field and pre-school in the
school area. The students parents mostly are farmers and fishermen.
School 3
Located in the industrious are, this school captured the attention of the Ministry Of Education
and one of Sekolah Bestari in Tuaran and is a one session school with over six hundreds
(>600) students and thirty three (33) teachers. The schools data of parents reveals a wide
range of occupations, which include politicians, educational officers, fishermen, government
employee and teachers. The area is among the most industrious village in Tuaran area is
the Tuaran Member of Parliament area. The SISC+ of the school rate the school as the
intermediate in achievement for the LINUS2.0 Screening, this school still among the ten (10)
hotspots school.
Data Collection
Instrumentation
Three (2) types of instruments were used in this study. The Concerns Based Adoptions
Model (CBAM) Stages of Concern Questionnaire (SoCQ), questionnaires as the quantitative
survey instrument together with a demographic survey was utilized to collect descriptive
information about the sample. The qualitative data was collected from the teachers through
open-ended interview, coded and transcript to strengthen the data collected trough
questionnaire.
Quantitative Instruments

29

The Concerns Based Adoptions Model (CBAM) Stages of Concern Questionnaire

(SoCQ)
The stages of Concern Questionnaires from the concerns based Adoption Model (CBAM)
was used to measure teachers concerns. Six (6) teachers were purposively selected to be
part of this survey. The SoC is a 35 question, 8-point Likert Scale. A rating of 0 means
irrelevant; a rating of 1 or 2 means not true of me. A rating of 3, 4, or 5 means somewhat
true of me now, and a rating of 6 or 7 means very true of me now, The SoC of the
Concerns Based Adoption Model relates directly to how primary school teachers feel about
the educational innovation of Project LIFT, which they are tasked to the implementation (Hall
& Hard, 2001). The SoC addresses the affective side of change, narrowing in on peoples
reaction, feelings, perception and attitudes. Each of the seven stages of concern
(awareness, information, personal, management, consequence, collaboration, and
refocusing) has five items on the survey that relate to the stage. The raw score at each stage
of concern was found by totalling the scores for each of the five questions related to that
stage and could range from 0 to 35 points. The survey took about 10 15 minutes to be
administered and scored by .
Questionnaires
The term questionnaire is one that most of us are familiar with; it is not a straightforward task
to provide a precise definition for it (Zoltn Drnyei, 2003). The Cronbachs alpha reliability
coefficient used to identify the reliability level of the evaluation questionnaires. The
questionnaire contents focus on two different components. Namely, the participants
experienced on the programme process and the strengths and weaknesses of the
programme strategy. Attitudinal questionnaires a measurement of interest is use to measure
the students concerns on the implementation of reading activities by their teachers and
presented by the descriptive data analysis. The dependent variable of work satisfaction, the
work satisfaction index is presented using mean and standard deviation scores (Chua,
2013).

Qualitative Instrument

Interview
On the other hand, the interview sessions is done to explore the participants who involved
with the programme indirectly of the understanding, knowledge and their motivation in
implementing similar intervention. The qualitative aspects in this evaluation research in
particular on the participants response as the indirect participants in the programme to give
the in depth understanding of the participants exact acceptance of the programme. The
interview is consist of 8 questions, constructed based on the Matrix for Ranking or Selecting
Evaluation Questions (Fitzpatrick et al, 2004, p.249). The questions were based on and to
answer criterias; the interest to main audiences, to reduce present doubt, to generate
important information, to be of continuing interest, to be critical to scope, to see the potential
impact, and to see the feasible of resource, time and methods/technology. The finding on the
open-ended interview is processed where it is tapped and transcribed manually. Later, the
transcription is divided in two stages. The first stage will be on the initial open coding. Next,
the final coding where the participants and it give the theme for each statement is prepared
in terms of table. Categorising the important code to answer the evaluation research
questions, which later will be used for the result and interpretations, will do the stage of
reduction. Both findings will be triangulated to find strengthen the whole results and findings
so strong suggestions will be made. The interviews transcripts and codes are as shown in
appendix 3.
Evaluation interview questions:

30

Data Analysis Procedure

Qualitative and quantitative data analyses occurred using a convergent parallel design. A
convergent, parallel mixed methods design required collection of quantitative and
quantitative data at the same time, which allowed me to compare the data determine if there
were similarities, differences, or a combination of both (Creswell, 2014, p.570). When there
is an explicit interrelation of the study of both quantitative and qualitative strands, meshing of
the two (2) naturally occurs during the interpretation of data or analysis phase known as
merging or mixing. Quantitative statistical results and qualitative findings are directly
compared and contrasted when the research designs merges data, for the purpose of
corroborations and validation. The interpretation phase, researcher interpret the ways which
the qualitative and quantitative results joined, diverged from each other, connected and
combined in order to produce a superior understanding and interpretation. This was then
followed by matrix connecting qualitative themes to the quantitative findings.
A Quick Scoring Device for the Stage of Concern Questionnaire Manual Data Merge
The Quick Scoring Device used for this study to hand score the responses and to plot an
individual profile. It is useful when only a small number of numbers of questionnaire need to
be processed or when computer processing is not available. The responses are transferred
to the device, entered into seven scales, and each scale is totalled. Then the seven (7) raw
scale score totals are translated into percentile scores and plotted on a grid to produce the
individuals profile.
The following steps need to be carried out one by one. The tasks required to fill in box B and
row C are completed via instruction. Only part of the task required to fill in box E is
completed.
1.

2.

3.

4.

In the table labelled B on the scoring device, transcribe each of the 35 Questionnaire
circled responses form the questionnaire (raw data). The number blanks are not in
consecutive order.
Row C contains the Raw Scale Total for each stage (0-6). Take each of the seven (7)
columns (0-6) in Table B add the numbers within each column, and enter the sum for
each column (0-6) in the appropriate blank in Row C. Each of these seven (7) Raw
Scale Score Totals is a number between 0 and 35.
Table D contains the percentile scores for each Stage of Concern about the Project
Intervention. Find the Raw Score Total for Stage 0 from Row C. Locate the number in
the left-hand column in Table D, look in the Stage 0 column to the right Table D and
circle the percentile rank. Take the raw score for Stage 1 to Table D and locate that
numeral in the left hand Raw Scale Score Total column. Move across in the
percentile table to the Stage 1 column and circle the percentile value. The same goes
with the other Stages.
Transcribe the circled percentile scores for each stage (0-6) from Table D to Box E.
Box E now contains seven numbers between 0 99.

31

5.

Box F contains the Stage of Concern Questionnaire grid. From Box E, take the
percentile score for Stage 0 and mark that point with a dot on the Stage 0 vertical line
of the Stage of Concern Questionnaire grid. Same things with the other Stage 1-6.

RESULTS AND DISCUSSION

Analysis of Data
School 1
The table shows the highest stage scores (highlighted) for each of 2 teachers in school 1
and their composite group highest stage score. The result of the group highest stages
revealed that the Stage-2 personal and Stage-6 refocusing were the most significant stages
of concern. It reached the highest percentile score of 97%. The table showed almost similar
second highest at Stage-1 informational (91%). The table also indicated that teachers in
school 1 had low concerns related to Stage-0 awareness (59%).
Table 1: Stages of Concern percentile scores (school 1)
Participants

A
B
Average

Stage 0

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Awareness

Informational

Personal

Management

Consequence

Collaboration

Refocusing

48
69
59

91
91
91

96
97
97

80
85
83

76
90
83

80
93
87

94
99
97

Teachers individual scores analysis in Figure 1 shows that the Stages of Concern of teacher
A, a male teacher who has been teaching for 12 years. Participant A holds a Bachelors
Degree. The highest stage of concern, with a relative intensity score of 96% was stage-2
32

personal. The second highest stage of concern, with a relative intensity score of 94% was
stage-6 refocusing. The lowest score was at stage-0 awareness with relative intensity only
48%.

Figure 1: Stages of Concerns profile for participant A

Participant B, a female teacher who has been teaching for 12 years holds a Bachelors
Degree. The highest stage of concern score with a relative intensity of 99% was at stage-6
refocusing. The second highest score with a relative intensity of 97% was in stage-2
personal. The lowest score of concern was at stage-0 awareness with score of 69%.

Figure 2: Stages of Concerns profile for participant B

The school analysis in the schools profile of teachers at school 1 indicated that stage-2
personal (97%), stage-6 refocusing (97%) and stage 2 informational (91%) were relatively
intense than other concerns. This means that teachers concerns were mainly self-related

33

and assignment-related.
(59%).

The lowest schools stage of concern was stage-0 awareness

Figure 3: Stages of Concerns profile for School 1

Qualitative findings
School 1
The teachers at School 1, change-related concerns (refocusing) and self-related (personal)
were high. Change concerns are when the teachers not reluctant to adapt the changes
made to their teaching and learning sessions. This concerns with personal stage and
informational stage that affect their ability to implement the intervention. Both teachers have
relatively low confident with their awareness concerns and recommended for future training
and workshop for them on how to bridging the materials usage into the mixed ability classes
in their school.
Stage-6 refocusing change was a major concern about the implementation of Project LIFT,
the need for adequate motivation and make changes to better practice. The changes
required teachers to participate to the new ideas and innovation.
Teacher A
Ive been teaching for 12 years and all this time my teaching already been set up for my
whole year lessons and I repeated the same approach years after years. Only when there
are changes to the syllabus than I will look for new materials usually the traditional ways
Teacher B
This Project LIFT has made me recalled my teachers training days where we prepared
such materials just to tackle our lecturers and I remember how the pupils love us the trainers
back then. But now I seems to be occupied with other things rather than making materials for
my pupils. I would consider changing my way of teaching

34

Stage-2 personal teacher were introduced with the new intervention might have enquiries
regarding their self-concern. The concerns were of the need for future guidance and more
input about the Project LIFT to strengthen their uncertainty concerning the adaptation of the
intervention into their teaching. Both teachers in School 1 expressed their doubt about some
context that they need to accomplish. Their concerns of that they might not be able to
conduct the intervention and deliver the need of the intervention to the pupils because of the
length of the project duration was relatively short. Other concerns were about spending own
time and money for the project.
Teacher A
I require more information regarding the use of the materials introduce for me to maximise
the usage of each materials in my classrooms
Teacher B
We uses these materials for our regular classes, I am concern about the objectives of my
lessons. Would Id be able to achieve both objectives for the mainstream and LINUS pupils
at the same time using the same materials produced
Both of the teachers expected to have clear instructions and assistance regarding the
implementation of the intervention. They suggest the need to form a support system where
they would be able to address their opinions and suggestions for improvement.

School 2
The table shows the highest stage scores (highlighted) for each of 2 teachers in school 2
and their composite group highest stage score. The result of the group highest stage
revealed that the Stage-0 awareness was the most significant stage of concern. It reached
the highest percentile score of 94%. The table showed second highest at Stage-6 refocusing
(86%). The table also indicated that teachers in school 2 had low concerns related to Stage3 management (63%).
Table 2, Stages of Concern percentile scores (school 2)
Participants Stage 0
Stage 1
Stage 2 Stage 3
Stage 4
Stage 5
Stage 6
Awareness Informational Personal Management Consequence Collaboration Refocusing

C
D
Average

94
94
94

63
98
81

72
97
85

65
60
63

43
86
65

59
72
66

73
98
86

Teachers individual scores analysis in Figure 3 shows that the Stages of Concern of teacher
C, a male teacher who has been teaching for 30 years. Participant C holds a Teachers
Training Diploma. The highest stage of concern, with a relative intensity score of 94% was
stage-0 awareness. The second highest stage of concern, with a relative intensity score of
73% was stage-6 refocusing. The lowest score was at stage-4 consequence with relative
intensity only 43%.

35

Figure 3: Stages of Concern profile for participant C.

Teachers individual scores analysis in Figure 4 shows that the Stages of Concern of teacher
D, a female teacher who has been teaching for 8 years. Participant D holds a Bachelors
Degree. The highest stages of concern, with relative intensity scores of 98% were stage-6
refocusing and stage-1 informational. The second highest stage of concern, with a relative
intensity score of 97% was stage-2 personal. The lowest score was at stage 3-management
with relative intensity of 60%.

Figure 4: Stages of Concern profile for participant D.

The school analysis in the schools profile of teachers at school 2 indicated that stage-0
awareness (94%), stage-6 refocusing (86%) and stage-2 personal (85%) were relatively
36

intense than other concerns. This means that teachers concerns were mainly
consciousness-related, transferring-related and self-related. The lowest schools stage of
concern was stage-3 management (59%).

Figure 5: Stages of Concerns profile for School 2

Qualitative findings
School 2
The teachers at School 2 had concerns in two main areas, stage-0 awareness and stage-6
refocusing. The high intense feedback on the awareness indicates that the teacher is not
concerned about the intervention; the teacher involved had suggested intense involvement
with the intervention. The high intense feedback on refocusing shows that the teacher not
interested in learning more about the intervention and feels that they already know what they
are doing and has plenty of ideas to contribute on the intervention.
Stage 0 awareness Introducing something new for the teachers to do extra in with their
teaching is difficult tasks. Both teacher C and D delivered their unwillingness by giving other
intervention for them to not really involved and giving full attention towards the project. Their
concerns are justified.
Teacher C
My school has our own intervention, and we are occupied with it at this time. I dont know if I
could promise to give full support and effort towards this intervention from you
Teacher D
We have lots of things going on right now, the extra classes, the schools activities and so
much more. Perhaps I could spare some times with this intervention
Stage 6 refocusing These are the concerns on how to improve the intervention. Teachers
concerns of the intervention reconceptualising and possibly replacing or modify it. Teachers
are able to give a clear understanding of their pupils strengths and weaknesses. They are
able to give suggestions towards parents and stakeholders what might beneficial.
37

Teacher C
In my opinion, this project could be prolong and innovate by inserting some changes in it.
Not only by introducing and sharing materials but also by conducting workshop and
promoting the materials to other schools
Teacher D
I hope that the other teachers were exposed to this project as well, as they also need
support and encouragement in their teaching. As for me, this project not only giving impact
to the pupils performances the teachers too
School 3
The table shows the highest stage scores (highlighted) for each of 2 teachers in school 3
and their composite group highest stage score. The result of the group highest stage
revealed that the Stage-6 refocusing was the most significant stage of concern. It reached
the highest percentile score of 97%. The table showed second highest at Stage-2 personal
(93%). The table also indicated that teachers in school 3 had low concerns related to Stage3 management (39%).

Table 3: Stages of Concern percentile scores (school 3)

Participants

E
F
Average

Stage 0

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Awareness

Informational

Personal

Management

Consequence

Collaboration

Refocusing

31
55
43

88
84
86

96
89
93

43
34
39

86
63
75

84
48
66

98
96
97

Teachers individual scores analysis in Figure 6 shows that the Stages of Concern of teacher
E, a female teacher who has been teaching for 7 years. Participant E holds a Masters
Degree. The highest stage of concern, with a relative intensity score of 98% was stage-6
refocusing. The second highest stage of concern, with a relative intensity score of 96% was
stage-2 personal. The lowest score was at stage-0 awareness with relative intensity only
31%.

38

Figure 6: Stages of Concern profile for participant E.

Teachers individual scores analysis in Figure 6 shows that the Stages of Concern of teacher
F, a female teacher who has been teaching for 5 years. Participant F holds a Bachelors
Degree. The highest stage of concern, with a relative intensity score of 96% was stage-6
refocusing. The second highest stage of concern, with a relative intensity score of 89% was
stage-2 personal. The lowest score was at stage-3 management with relative intensity at
34%.

39

Figure 7: Stages of Concern profile for participant F.

The school analysis in the schools profile of teachers at school 3 indicated that stage-6
refocusing (97%) and stage-2 personal (93%) were relatively intense than other concerns.
This means that teachers concerns were mainly changing-related and self-related. The
lowest schools stage of concern was stage-3 management (39%).

Figure 8: Stages of Concerns profile for School 3

Qualitative findings
School 3
40

The teachers at school 3 concerns shows the highest on stage-6 refocusing and stage-2
personal. Their concerns however more intense towards refocusing; impact, these are
concerns that teachers have on how to improve their use of the intervention through
collaboration, coordination and cooperation of other stakeholders such as schools
administrators, parents, other teachers and district educational officers involved. Both
teachers expressed their concerns regarding the two stages from different perspectives.
Stage 6 refocusing
Teacher E
Can I add my own creativities to this project? I have a lot in my mind and perhaps could
incorporate in this project so I could enrich the materials so the pupils would be more excite
with the materials I use later
Teacher F
I gave my full commitment towards this project and it seems successful based on our pupils
performance, but I still aware of other teachers perception to me and based on the rewards
and acknowledgement I received from the administration
Stage 2 personal
Teachers when are introduced to a new intervention, teacher are relatively focused on the
self-stage. The concerns expressed on more inputs from training courses and workshops.
There are also uncertainties about how to conduct the materials during lessons and when to
use the project materials are some of the self concerns the teachers have in mind.
Teacher E
I need more workshops to build up my materials and short courses on how to use the
materials. If the project become successful, on going training to different teachers should be
provided for more creative works in producing such materials for LINUS pupils
Teacher F
The project has been done in a very short period of time. For me, I need more time to recall
back on producing such materials as its been awhile since I use such materials in my
teaching. So as for my personal opinion, teachers need to be include in the process of
introducing new intervention, although the content of the intervention wasnt current because
we have the idea of what the pupils need and what the realities happening in the classroom

Merging of Data and Interpretation

The qualitative and quantitative data from the three (3) schools were merged and discussed
and indicated as followed: The graph shows the Stages of Concerns for the schools in the sample.

41

Figure 9 : Stages of Concern profile for the three (3) schools

Based on the findings, it indicates that teachers from the three (3) schools are all intense
concerns in stage 2, 6 and 1. These teachers concerns mainly point to self-related concern
and tasks related. The teachers were all the phase 1 teachers for this district intervention
project. They were considering as the frontiers because it was the first time such intervention
implemented to the schools with low English achievement (hotspot schools) in the district of
Tuaran. The short phase of this intervention of six (6) months has brought impact on the
Saringan Linus2.0 for English literacy for the district KPI results. The high percentile score at
Stage-2 personal across the schools sites may reflect that they had much concerns about
the self-being in the implementation of Project LIFT.
In stage 6 and 1, the teachers were interested in aspects of the intervention project in
changes they need to form and information delivery of the project. The high percentile score
in impact-refocusing concerns indicated that teachers focused on teachers improvement in
their use of the intervention through group tasks. Based on the past results of the schools
from the NKRA portal; the take of value (TOV) of the Saringan 1 LINUS2.0 shows that the
schools performance is poor and considered below the targeted Key Performance Indicators
(KPI) set by the Ministry of Education. Therefore teachers concerns would be high in terms
of how this intervention brings impact on their pupils and schools performance in general.
Stage 6 concerns may be related to the fact that the pupils at the schools are not performing
well in the Saringan LINUS2.0.

Comparison of both methods data are as the table below:School

School 1

Theme
Stages of Concern
Personal
Stage 2
Effect of the intervention
The continuity of the
project
Coordination of project
Support
and
42

School 2

School 3

collaboration
Refocusing
The changes needed
Creating excitement
Future planning for the
intervention
Informational
Limited knowledge and
information
The validity of the
intervention
Awareness
The time need to be
spent for the intervention
Other
on
going
intervention
The budget spent for the
intervention to be done
Refocusing
The changes needed
Creating excitement
Future planning for the
intervention
Packed period of times at
school
Personal
Effect of the intervention
The continuity of the
project
Coordination of project
Giving
opinions
and
suggestion
for
improvement
Refocusing
The changes needed
Creating excitement
Be part of the facilitator
for next phase

Stage 6

Stage 1

Stage 0

Stage 6

Stage 2

Stage 6

Personal
Stage 2
Effect of the intervention
The continuity of the
project
Coordination of project
Giving
opinions
and
suggestion
for
improvement
Informational
Stage 1
Limited knowledge and
information
The existing of other
interventions
Revising the use of the
43

intervention
Table: Analysis of themes for Project LIFT by school and Stages of Concerns
Teachers from all the three (3) schools had similar intensity in the impact related stage
stage 6 (refocusing) and self-related stage stage 2 (Personal). In table above, the stages
of concern shows that similar concerns expressed by all the three (3) schools. Both stages 6
and 2 indicate the highest intensity of concerns by all the participants at the schools profile.
SUMMARY OF FINDINGS
The findings of the data analysis found that the teachers concerns at all seven (7) stages are
varied in terms of percentile degrees. The individual participants profile shows that the
stages of concerns for each of the teachers are generally aligned with each other.
Comparison made for both methods were presented and the findings indicated that all
participating teachers has high self-related and impact-related concerns. This findings based
on the Standard Concerns Based System International is a common findings on the
evaluation of new introduced intervention and indicates that the teachers have high intensity
about the intervention and therefore they need to have clear and focused understanding on
the Project LIFT and how the project bring impact towards their teaching and learning
(personal); and their career development in the future (refocusing).
DISCUSSIONS AND RECOMMENDATIONS
Summary of the findings
RQ1: What are the concerns of teachers implementing the District Reading Intervention
(Project LIFT)?
RQ2: What is the impact of Project LIFT implementation towards teachers self-motivation?
The findings of the data analysis revealed that the teachers concerned were found similar in
the three (3) schools. Based on the both quantitative Stages of Concern Questionnaire
(SoCQ) and qualitative data from interviews collected from the six (6) participants. From the
three (3) schools overall profile, the highest stage of concern is Stage-6 refocusing (impact)
and the second highest stage was Stage-2 personal (self). The teachers intense of the
project were at both the impact refocusing and self-personal. Another stage that bring up
similar intense were at Stage-1 informational (self) where they expressed need of further
information regarding the implementation and the future training basically through courses
and workshops. These concerns through the three (3) sites reflected that the teachers a high
level of concerns at the impact and self-stages. They showed high concerns on the end
product and of what will they faced in under going the project. Some concerns were about
the issues in the project time consuming, administration, support groups, and the workloads
they face in conducting and managing the intervention for period of time. The main concerns
are of impact of the project towards pupils performances and the schools screening
achievements. Generally, the project was a success with minor improvement to be made
specifically on teachers motivation to implement the project requirements. The interview
conducted has reflected that teachers had numerous concerns regarding the implementation
of the project intervention; they indicated that the project is a good intervention and the only
intervention focused on both pupils and teachers at the same time. In other ways, the
intervention work as a tool for the teachers to be motivated in their lessons and helps in
raising the pupils excitement in learning. From the other side of teachers view of this
project, the short length of the implementation process and the duration of impact have
made the project structure unclear and rushed in its achievement indicators.
44

Discussion of findings
In this study, the evaluators intent was to evaluate on teachers concerns in the
implementation of Project LIFT, the reading intervention program based on comparative
methods of quantitative and qualitative involving three (3) schools in the Tuaran Educational
District Office. The findings presented in chapter 4 were attained from the Stages of
Concerns Questionnaire (SoCQ) data interpreted as peak score interpretation, individual
stage of concern profile and group stages of concern profile for each of the participating
teacher and school site in this study. A cross approach of qualitative methods of thematic
analysis was use to analyse the interviews. Based on the findings of the interviews done by
the same participating teachers; teachers concerns were highest at impact: refocusing, selfpersonal and self-informational concern.

Teachers in the study has similar awareness and concerns on the affective dimensions,
on how they feel about doing something new or different, and their concerns as they
engage with a new programme or practice (Horsely & Loucks-Horsely, 1998:1). It
describes the feelings and motivations a teacher might have about a change in
curriculum and/or instructional practice at different points in its implementation. There are
suggestions and interest in learning more detail, knowing available resources,
understanding other requirements and wider creative sharing.
The participants also show concerns at it highest on their self-personal and informational
stages. It involved the SoC teachers as they progress through the adoption process.
According to Anderson (1997), Stages of Concern represent a developmental
progression in implementing an innovation such as Project LIFT. Hall and Hord (2001)
suggest that the stages are not mutually exclusive teachers may show concerns of all
stages at any given point during the innovation implementation process. All of the
teachers do not reach the highest SoC, the stages are not hierarchical, and has a
teacher moves out of one stage, he or she still may have concerns consistent with the
previous stages (Straub 2009).
There are evidences that although the teachers were aware of the Project LIFT, they
were very much uncertain about their role in the project future phases. This concerns
address through their needs for more information and trainings about the intervention in
terms of tasks specifications. The concept of concerns is defined as the composite
representation of the feelings, preoccupation, thought and consideration given to a
particular issue or task (Hall & Hard, 2001). The process of change can be more
successful if the concerns of individual teacher as identified in the Concerns Based
Adoption Model are considered. The informational stage focuses on gaining more
information about the intervention such as general characteristics, effects, components
and requirements for Project LIFT use. Overall, teachers expressed major concerns on
the impact of refocusing about something new and even better and their involvement in
the change process. These concerns clearly indicated in their SoCQ and interviews, that
their involvement or participation in change is of much concerned. In this stage, a
teacher experiencing the change may lack of focus about the intervention and seek for
information that they may have known and need to be refreshed. If the teacher fails to
acquire for specific information they need about the intervention, they may ignore or
resist in adopting it. At this stage, teacher is making major modifications in the use of the
innovation, or replacing it with something else (Anderson, 1997). It enables teachers to
begin to have concerns about how they compare to their peers and how they can work
with their fellow teachers on an innovation. The focus in on partnership, coordination and
cooperation with others regarding use of the intervention; this stage of refocusing
teachers concerns focus on how to improve implementation of the Project LIFT the
intervention (Straub, 2009). Teacher explores wider benefits from the intervention,
45

including the possibility of major changes or replacement with more powerful alternative
for effective curriculum implementation.
Management concerns for this study is relatively lower intense than informational and
personal in the SoCQ and the intense found among the teachers are about managing
time with the extra work they need to do in their planning lessons and managing
activities towards the LINUS2.0 pupils in their main stream classes. Hall and Hord (2001)
contend that at this stage attention focuses on relevance of the Project LIFT for the
pupils and changes needed to increase their achievement.
Teachers concerns on awareness about the money they need to spend for this project
and the availability of resources such as raw materials for them to produce quality
products were low. The teachers expressed about their concerns on curriculum sources
such; the module for teaching phonics, laminating machine and film, colour printers
including inks and other equipment and stationaries needed. According to Mckinney,
Sexton and Meyerson (1999), individuals move in a developmental pattern through the
stage of implementation.

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Betty D. Roe & Sandy H. Smith. 2012. Teaching Reading in Todays Elementary Schools
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Horsley, D.,& Louks-Horsley, S. (1998). Tornado of Change. Journal of Staff Development,
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Kevlynn Annandale, Ros Bimdon, Kerry Handley, Annete Johnston, Lynn Lockett & Philippa
Lynch. 2008. Reading Resources Book (2nd Edition). Pearson Rigby.
Linus2.0 Literasi Bahasa Inggeris LBI, Teachers Module Book 3. 2014.
Liz Hollingworth & Hilleary M.Drake. 2012. Teach Reading, Not Testing. Corwin Sage
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from http://www.moe.gov.my/v/kurikulum-kebangsaan
Norhayati Abdul Razak (2015). Using Specific Aids to Increase Year 3 Linus2.0 Pupils
Achievement in Screening Reading and Writing K3-K1, Parrallel Sessions
Presentations Pembentangan Linus2.0 2015. KPM (PADU)
Pearson and Gallagher, 1983; see Linking Assessment, Teaching and Learning book,
Chapter 7.
Rossi, P. H. & Freeman, H. E. (1993). Evaluation: A systematic approach. London: Sage
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Stake, R.E. (1967). The countenance of educational evaluation. Teachers College Record,
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Thomas G.Gunning, 2012. Reading Success fo All Students: Jossey-Bass. Des Hewit &
Susan Tarrant. 2015. Innovative Teaching and Learning in Primary Schools.
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Vygotsky, L.S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, (1978). Mind in
Society: Development of Higher Psychology Processes. Cambridge Massachusetts:
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Wayne Tennent, 2015. Understanding Reading Comprehension Processes and Practices:
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Zoltn Drnyei, 2003. Questionnaires in Second Language Research: Construction,
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Anycia Ramoutar-Bhawan, (2012). Using The Concerns Based Adoption Model To Evaluate
Teachers ConcernsAbout CAC in three (3) Primary Schools in the Caroni District.
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Faizah A. Majid, (2011). School Based Assesment in Malaysian Schools: The Concerns of
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http://www.cbam.educational_evaluation

47

A RETROSPECTIVE EVALUATION STUDY OF FORM FOUR AND FORM FIVE ENGLISH

TEXTBOOKS USED IN NATIONAL SECONDARY SCHOOLS IN SABAH
Ting Pick Dew
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
elainepdting@gmail.com
Lee Kean Wah, PhD
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
keanwah@gmail.com
Abstract
This retrospective criteria-based textbook evaluation focused on evaluating the Kurikulum
Bersepadu Sekolah Menengah (KBSM) Form Four and Form Five English textbooks used in
the national secondary schools in Sabah. This study utilized mixed-methods sequential
explanatory approach and aimed at investigating the quality and adaptability of the textbooks
in terms of the general attributes and learning-teaching contents, as well as eliciting
suggestions on how to improve the current textbooks. Through purposive sampling, a
checklist was used to gauge sixty-five teachers viewpoints concerning the quality and
adaptability of the textbooks while subsequent in-depth interview sessions involving six
teachers sought to reveal more insightful responses and to prompt suggestions from the
teachers. The findings indicated that both textbooks were generally favored by the teachers.
However, some shortcomings were highlighted as certain areas in the textbooks were found
to be inadequate. Suggested improvements with close reference to the learners needs are
hoped to be able to serve as reference for textbook writers, material developers and
publishers as well as Ministry of Education for improvement or modification of the textbooks.
Keywords: KBSM English, retrospective criteria-based textbook evaluation, checklist

INTRODUCTION
Despite the fact that our education system is often inundated with new teaching
methodologies and new technologies, the significance of textbooks in language teaching and
learning process remains unfalteringly prominence. McGrath (2002) refers textbooks as
having the same function as map as they show teaching progress, hence resulting in
consistent and logical progression in a class. In second language teaching, Immanuel (2010)
ensures that textbooks serve as the basis for many language inputs that learners receive
and language practices that occur in the classroom. Graves (2000) and Richards (2001)
profess that textbooks provide structure and a systematically planned and developed
syllabus, help to standardize instruction by ensuring that learners in different classes receive
similar content, thus maintaining the quality of learning-teaching contents. They also provide
a rich variety of learning resources such as workbooks, CDs and teaching guides. As
efficient set of learning resources, textbooks save teachers time, enabling the devotion of
the time to teaching instead of material production.
The textbooks however are not without their criticisms. Tomlinson (2008) mentions
two causes for failure of textbooks in language learning. The first cause is probably caused
48

by commercial success in which resulted in the textbook writers to produce materials to the
liking of teachers, parents and administrators that focus heavily on the teaching of linguistic
items instead of creating opportunities for language acquisition through actual usage. The
second cause of failure is instead of focusing on how learners could actually benefit from
using the textbook, textbook writers rely on their intuition to produce materials that they think
would work best for the target group.
Among the disadvantages discussed by Graves (2000) are the irrelevant and
inappropriateness of the content to the learners, exclusion of importance items, imbalanced
variety of task-types, and there may be none or too much focus on one or more aspects of
language. The sequence in using the textbook is lockstep and at times the materials may be
outdated. The time allotted in completing the textbook may be unrealistic too. Richards
(2001) altercates that textbooks present an ideal world, often loaded with middle-class
views, yet fail to portray the real issues of the world. He also asserts that textbooks may
contain inauthentic language, may distort content of language teaching and learning, may
not reflect learners needs, and deskill teachers. In accepting the values of the textbooks,
educators need to systematically evaluate them to be aware of the usefulness and
appropriateness of the context in the textbooks towards the nature of language and the
learners.
Rea-Dickins and Germaine (1994, p.4) define evaluation as an intrinsic part of
teaching and learning. It is a dynamic process which evaluators investigate the suitability
and appropriateness of an existing practice. Specifically, Lynch (1997) defines textbook
evaluation as a systematic attempt to gather evaluative information, either qualitative or
quantitative in order make decisions. Two main reasons for textbook evaluation as
established by Cunningsworth (1984) and Mukundan (2009) are the intention of adopting
new course books and the identification of the strengths and weaknesses of the current
textbooks.
Cunningsworth (1995) and Ellis (1997) have proposed three types of textbook
evaluation; predictive evaluation, in-use evaluation and retrospective evaluation (as cited by
Litz, 2005). Predictive evaluation is often impressionistic, subjective and is conducted mainly
for selection purposes. In-use evaluation refers to the evaluation of the textbook whilst it is in
use. It measures the value of the textbook whilst observing or using it, thus is more reliable
than predictive evaluation. Retrospective evaluation identifies the strengths and weaknesses
of the textbook after a period of continuous use of the textbook. Ellis (1997), McGrath (2002)
and Tomlinson (2003) assured that it is probably the most valuable type of evaluation as it
measures the actual outcome after the use of the materials, thus provide reliable data on
which decisions about the use, adaptation or replacement of materials can be made.
A review on the literature indicates that English textbooks in Malaysia have been
carefully written by Malaysian authors with close reference to the syllabus specification
prepared by the Ministry of Education and meticulously vetted by the Textbook Division,
therefore they function well as a reassuring point of reference to the teachers. However,
Mukundan (2004) argues that although textbook writers adhere to the curriculum, the
contents might be based on their intuition rather than on empirical studies. Therefore,
necessitates the needs for textbook evaluation in ensuring their quality and adaptability of
the textbook.
Moreover, different states in Malaysia received different sets of textbooks, thus, the
textbook writers should not only infuse the culture of the target language and the three major
ethnic groups of Malay, Chinese and Indian but also tap into the opportunity to focus on the
minority communities in East Malaysia such as Iban, Melanau, Dusun and Bajau. Rajabi and
Ketabi (2012) stipulate that intercultural understanding through exposing the learners to the
culture of the target language as well as the local culture in English would yield better
49

communicative competence. Rapid and extensive localization and nativization of English

imply that English is no longer culturally linked to those who speak it as first language.
Therefore, in a multiracial and multicultural country that is rich in various cultural practices
and traditions, the presence of local cultural elements in the KBSM English textbooks will
definitely help to enhance the learning of English among the learners.
Based on these concerns, a retrospective textbook evaluation study on the
designated KBSM Form Four and Form Five English textbooks used in national secondary
schools in Sabah was conducted. The main purpose of this study was to enable the teachers
to critically and comprehensively examine the textbooks in terms of their quality and
adaptability, focusing mainly on the general attributes and learning-teaching contents of the
textbooks by utilizing Mukundan, Hajimohammadi and Nimehchisalems (2011) English
Language Teaching Textbook Evaluation Checklist (ELT-TEC) and McDonough and Shaws
(2003) Congruence of Adaptability.

METHODOLOGY
This was a mixed-methods sequential explanatory study (Creswell, 2014) that aimed at
evaluating the quality and adaptability of the contents of the current KBSM Form Four and
Form Five English textbooks used in the national secondary schools in Sabah. The two
textbooks under evaluation are:
(i)

Tan, P.L., & Ng, K.L.A. (2002). Kurikulum Bersepadu Sekolah Menengah English
Form 4. Petaling Jaya: Mutiara Cemerlang Sdn. Bhd.

(ii)

Kaur, M., Kan, Y.Y., Gill, M., & Sim, M.K. (2003). Kurikulum Bersepadu Sekolah
Menengah English Form 5. Kuala Lumpur: Tropical Press Sdn. Bhd.
Participants

This study adopted the method of purposive sampling. For the quantitative part of the study,
65 Form Four and Form Five English teachers from all the 11 schools in Tuaran district of
Sabah had participated in this study. Aged between 25 to 54 years old, 84.6% of them were
females and 15.3% were male teachers. All the participants had completed at least a full
year in teaching either Form Four or Form Five English in their respective school. However,
only six teachers who represented the three different groups of teachers were selected for
the in-depth interviews in order to refine and explain the quantitative data, the responses
provided by the six respondents were sufficient to cross-check the data.
Instruments
In regard to the advantages of checklist, this study has adopted Mukundan et al.s (2011)
ELT-TEC as its main instrument for data collection. This checklist comprises two sections
with 52 statements. General attributes consisted of statements regarding the syllabus,
curriculum, methodology, suitability to learners, physical and utilitarian attributes and efficient
layout of the materials were presented in the first section of the checklist. The second
section namely learning-teaching content consisted statements on the general content,
listening, speaking, reading, writing, vocabulary, grammar, pronunciation and exercises.
Another notable value of ELT-TEC that enhances the operationalization of this checklist is
the numerical value on its five-point Likert scale. Instead of the normal 1 to 5, this checklist
uses 0 to 4 with 0 being Never True and 4 being Always True. This is to avoid the problem
of central tendency and is hope to come up with a fair and viable checklist (Mukundan et al.,
2011).
50

The interviews were of emergent rather than predetermined as it was only conducted after
the need to dwell deeper into the quantitative data had aroused. The general pattern of
questioning was sourced from Cunningsworth (1995) and Sheldon (1988) due to their
relevance to the context of the study. The open-ended questions elicited responses on the
teachers perceptions regarding the quality and adaptability of the textbook, as well as
providing suggestions on how to improve the contents of the current textbooks.
RESULTS
The results of the quality and adaptability of Form Four and Form Five textbooks used in the
national secondary schools are presented as follows:
Quality of the General Attributes
Table 1: Quality of General Attributes of Form 4 and Form 5 Textbooks

The book in relation to syllabus

and curriculum
1. It matches to the specifications
of the syllabus.
Methodology
2. The activities can be exploited
fully and can embrace the
various methodologies in ELT.
3. Activities can work well with
methodologies in ELT.
Physical
and
Utilitarian
Attributes
1. Its layout is attractive.
2. It indicates efficient use of text
and visuals.
3. It is durable.
4. It is cost-effective.
5. Its size is appropriate.
6. The printing quality is high.
Supplementary Materials
7. The book is supported efficiently
by essentials like audio materials.
8. There is a teachers guide to aid
the teacher.

21

3.50

11

14

10

17

0
0
1
0
0

6
6
4
3
4

4
7

SD

Frequency (n=31)

Mean

Frequency (n=34)

SD

Criteria

Form Five

Mean

Form Four

.707

13

16

3.45

.624

2.85

.821

18

2.87

.718

2.82

.758

19

2.94

.629

13

2.38

.985

12

11

2.39

.882

12
9
10
9
7

12
15
10
19
12

4
3
10
9
11

2.41
2.38
2.76
2.82
2.88

.925
.985
1.017
.936
1.008

0
0
0
0
0

2
1
2
1
2

11
9
9
10
9

14
19
12
11
9

4
2
8
9
11

2.65
2.71
2.84
2.90
2.94

.798
.643
.898
.870
.964

11

1.85

1.184

11

16

1.48

.724

10

11

1.53

1.134

13

1.55

.995

With reference to Table 1, all the teachers agreed that the textbooks were in line with the
curriculum and the activities embrace the various methodologies in language teaching.
Physical and utilitarian attributes were also viewed positively by them. However, the two
items with the lowest mean value for both textbooks were of the supplementary materials;
mean value of 1.53 for teachers guide and 1.85 for audio materials for Form Four and mean
value of 1.55 and 1.48 for Form Five. The differing views on both textbooks were on the
efficient use of text and visuals. 52.9% of Form Four teachers disagreed to the item whereas
58.1% of Form Five teachers agreed to it.
Quality of Learning-Teaching Contents
Table 2: Quality of Learning-Teaching Contents of Form 4 and Form 5 Textbooks
Criteria

Form Four

Form Five

51

General
1. Most of the tasks in the book are
interesting.
2. Task objectives are achievable.
3. The language in the textbook is
natural and real.
4. The situations created in the
dialogues sound natural and
real.
Listening
5. The book has appropriate
listening tasks with well-defined
goals.
6. Instructions are clear
Speaking
7. Activities are developed to
initiate
meaningful
communication
Reading
8. Texts are graded.
9. Length is appropriate.
Writing
10. Models are provided for
different genres
Vocabulary
11. The load (number of new
words in each lesson) is
appropriate to the level.
12. There is a good distribution
(simple
to
complex)
of
vocabulary
load
across
chapters and the whole book.
13. Words are efficiently repeated
and recycled across the book.
14. Words are contextualized.
Grammar
15. The spread of grammar is
achievable.
16. The
grammar
is
contextualized.
17. Grammar
is
introduced
explicitly.
18. Grammar is reworked implicitly
throughout the book.
Pronunciation
19. It is contextualized.
20. It is easy to learn.
Exercises
21. They have clear instructions.
22. They are adequate.

16

13

2.32

11

20

20

14

3
2

5
1

Frequency (n=31)

Mea
n
SD

Mea
n
SD

Frequency (n=34)

.727

15

12

2.35

.709

2.68

.638

22

2.77

.669

2.85

.702

10

15

2.68

.791

11

2.38

.954

14

13

2.35

.798

10
9

13
18

3
4

2.24
2.62

1.103
.954

0
0

6
1

9
13

14
14

2
3

2.39
2.61

.882
.715

11

18

2.56

.746

11

16

2.68

.702

0
0

8
4

7
7

17
21

2
2

2.38
2.62

.922
.779

0
0

3
3

7
7

19
14

2
7

2.65
2.81

.755
.910

13

13

2.41

.857

18

2.71

.739

10

11

2.56

1.021

16

2.77

.805

10

16

2.76

.819

13

12

2.68

.791

0
0

3
1

10
7

19
19

2
7

2.59
2.94

.743
.736

0
0

1
0

12
9

18
20

0
2

2.55
2.77

.568
.560

18

2.88

.844

12

18

2.90

.651

20

2.85

.702

19

20

2.81

.563

19

2.82

.716

18

2.81

.543

10

20

2.74

.666

21

2.68

.541

0
0

3
3

10
10

19
17

2
4

2.59
2.65

.743
.812

0
0

1
1

9
11

21
18

0
1

2.65
2.61

.551
.615

0
0

1
1

6
9

19
18

8
6

3.00
2.85

.739
.744

0
0

1
1

6
10

21
17

3
3

2.84
2.71

.638
.693

In Table 2, Form Four teachers rated exercises the highest in mean; 3.00 for clear
instructions and 2.85 for adequacy. Grammar and vocabulary followed closely behind.
However, there were four items which inclined towards disagreement. Interesting tasks with
58.8% disagreement, nature and real dialogues, the appropriateness of listening tasks with
well-defined goals and models for different genres in writing were all disagreed upon by 53%
of the Form Four teachers.
For Form Five teachers, grammar items were rated highest in mean; 2.90 for achievable
spread, 2.81 for both contextualized and explicit introduction and implicitly reworked with
2.68. Clear instructions in exercises were positively viewed by 77.4% of the teachers and
64.5% agreed upon the adequacy of the exercises.
Adaptability in terms of Personification
Table 3: Adaptability of of Form 4 and Form 5 Textbooks (Personification)
52

Suitability to learners
1. It is compatible to the needs of
the learners.
2. It is compatible to the interests of
the learners.
General
3. The book contains fun elements.
Reading
4. Texts are interesting.
Writing
5. Tasks are interesting.
Grammar
6. Examples are interesting.
Exercises
7. They help students who are
under/over-achievers.

18

11

2.15

16

11

19

SD

Frequency (n=31)

Mean

Frequency (n=34)

SD

Criteria

Form Five

Mean

Form Four

.744

19

2.39

.667

2.21

.770

14

13

2.39

.715

2.15

.784

16

13

2.35

.608

19

2.38

.922

11

11

2.52

.996

11

14

2.24

.855

18

2.39

.803

14

18

2.56

.613

14

16

2.58

.564

13

16

2.50

.749

16

10

2.45

.768

Personalization refers to the relevance of the content in relation to learners needs and
interests. Based on Table 3, interesting examples in grammar in Form Four textbook showed
the highest mean value of 2.56 and exercises that help under/over-achievers was rated
second with 2.50 mean value. However, 73.5% of the Form Four teachers disagreed that the
textbook contains fun elements, 67.6% disagreed that textbook is compatible to the needs of
the learners and 64.7% did not think that the textbook is compatible to the interests of the
learners. For Form Five, 54.8% of the teachers rated interesting examples in the grammar
positively. 58.1% disagreed that the textbook contains fun elements, 54.8% of them agreed
that the textbook is incompatible to the interests and 64.5% rated that the textbook was also
not compatible to the needs of the students.
The differing views on both textbooks were perceived on the use of exercises to help
under/over-achievers. 55.9% of the Form Four teachers agree that the textbook helped the
under/over-achievers whereas majority of Form Five teachers (58.1%) have an opposing
view regarding this matter. During interviews, it was found out that the reason was mainly
due to the preparations for SPM examination. They reported that the materials in the
textbook was not examination-oriented, hence did not satisfy the needs of the students who
will be sitting for the SPM examination.
Adaptability in terms of Individualization
Table 4: Adaptability of of Form 4 and Form 5 Textbooks (Individualization)

20

11

2.24

14

16

12

16

11

Frequency (n=31)

SD

Mean

Frequency (n=34)

SD

Criteria

Form Five

Mean

Form Four

.606

17

11

2.45

.675

2.62

.697

21

2.94

.574

2.74

.751

18

2.81

.703

20

2.53

1.051

20

2.58

.620

18

2.56

.746

12

16

2.61

.667

Suitability to learners
1. It is compatible to background
knowledge and level of students.
General
2. Tasks move from simple to
complex.
3. It covers a variety of topics from
different fields.
Listening
4. Tasks are efficiently graded
according to complexity.
Speaking
5. Activities are balanced between
individual responses, pair work
and group work.

53

6. Activities motivate students to

talk.
Writing
7. Tasks have achievable goals
and take into consideration
learner capabilities.

12

14

2.35

.849

12

14

2.48

.769

10

14

2.38

.922

11

17

2.55

.675

Individualization addresses the learning styles of individuals and groups of people. Based on
Table 4, 61.8% of the Form Four teachers agreed that the textbook covers a variety of topic
from different fields. Contrary, the lowest mean was from the compatibility of the textbook to
the background knowledge and levels of students with 2.24. Form Five textbook was also
regarded as valuable in terms of the organization of the tasks from simple to complex with
highest mean score of 2.94. 58.1% of the teachers disagreed that the textbook was
compatibility to the background knowledge and levels of the students. The differing views on
both textbooks were seen on speaking activities. 53% of the Form Four teachers disagreed
that the textbook motivates the students to talk whereas 51.6% of Form Five teachers
thought otherwise. During interviews, it was found out that the reasons were mainly due to
the topics of discussion presented in the books and the types of learners.
Adaptability in terms of Localization
Table 5: Adaptability of of Form 4 and Form 5 Textbooks (Localization)

Suitability to learners
1. It is compatible to the socioeconomic context.
2. It is culturally accessible to the
learners.
General
3. Cultural sensitivities have been
considered.
Listening
4. Tasks are authentic or close to
real language situations.

21

2.32

13

16

10

18

19

Frequency (n=31)

SD

Mean

Frequency (n=34)

SD

Criteria

Form Five

Mean

Form Four

.684

17

13

2.48

.570

2.59

.743

18

12

2.45

.568

2.88

.686

11

15

2.81

.703

2.56

1.050

11

16

2.48

.724

Localization takes into account the geography of the language teaching and learning and
recognizes the locality differences. With reference to Table 5, cultural sensitivities had the
highest mean of 2.88 with low SD of 0.686. The lowest mean, however was from the
compatibility of the materials in the textbook to the socio-economic context of the learners
which was only 2.32 with 67.6% of the respondents disagreed that the textbook was
compatible. Identical to the evaluation on the Form Four textbook, cultural sensitivities for
Form Five textbook had the highest mean of 2.81 with low SD of 0.703. The lowest mean,
however was 2.45 on the cultural accessibility of the textbook to the learners with a low SD
of 0.568 and 58.6% of the respondents disagreed on the item.
Adaptability in terms of Modernization

10

15

10

13

SD

Frequency (n=31)

SD

Form Five

Frequency (n=34)

Mean

Statements

Form Four

Mean

Table 6: Adaptability of of Form 4 and Form 5 Textbooks (Modernization)

1. The material is up-to-date

1.74

.931

1.65

.877

54

Modernization refers to the process of updating the materials. Table 6 showed that the low
mean value for this aspect which is 1.74 with 82.4% of the Form Four teachers disagreed
that the material is up-to-date. Similarly, majority of the Form Five teachers disagreed that
the materials are up-to-date, with low mean value of 1.65 The teachers interviewed
mentioned that some topics in the textbooks and the literature components are outdated.
Suggestions on Textbook Improvement
Apart from cross-checking the quantitative data, the in-depth interviews also elicited
suggestions from the teachers on how to improve the current KBSM Form Four and Form
Five textbooks used in the national secondary schools in Sabah. The suggestions were
categorized and listed as follows:
Table 7: Suggestions on Textbook Improvement
Suitability to Learners
The materials should contain localized settings in order to appeal to the students.
The material should cater for low proficiency and rural students.
The needs for different learning styles should be accommodated.
Contents or topics need to be improvised more often in order to ensure the
modernization of the materials.
Contents of the textbooks should be synced to the current examination needs / format.
HOTS and iThink should be included in the activities.
The literature components should be updated and supporting materials on literature
components should be provided.
Supplementary Materials
The audio CD and teachers guide should be made available.
Model tests for Form Five students to be included.
Listening
The listening part should mirror the actual and real situations.
Reading
Contents on the themes such as Science and Technology and Environment should be
improvised frequently.
The reading comprehension questions should be aligned to the current SPM format.
Speaking
Topics of discussion should interest and appeal to students.
The situations suggested should be more authentic and close to the actual use of the
language.
The situations suggested should adhere to students background knowledge and their
levels of proficiency.
Writing
All the five types of continuous writing; descriptive, discussion, argumentative, narrative
and free-verse essays should be provided.
Comprehensive guidance for continuous writing and step-by-step guidance for summary
should be provided.
The format for summary should adhere to actual SPM format.
Vocabulary
The newly-learned vocabulary should be recycled and reinforced in subsequent
chapters.
Grammar
The grammar learned should be reinforced in the subsequent chapters.
Comprehensive examples on grammar should be provided.
Pronunciation
Variety of pronunciation activities should be included.
55

Exercises
Graphic and stimuli form of questions to be included.
Rational cloze exercises should be included in the textbooks/
Valid websites on additional exercises/activities to be included.

DISCUSSION
The retrospective evaluation of both textbooks revealed that the overall organization of the
textbooks, the methodology approaches and the themes adopted by the authors adhere to
the syllabus and curriculum of Ministry of Education. The authors intentions to use real-like
situations and integration of four language skills were apparent. Both textbooks followed a
thematic approach for the organization of each unit and the four skills with addition of other
practices such as vocabulary, grammar and pronunciation exercises were promoted through
communicative language teaching approach. The themes and topics selected were overall
appropriate for the learners age and interests as those topics resembling the areas they
would encounter in real life either in the personal, social or educational domain.
Furthermore, the overall organization and layout of the textbooks indicated a well-structured
and carefully planned strategy that could work with learners at that age.
A wide selection of authentic reading passages was one of the major strengths of both
textbooks. The authenticity of the texts can effectively expose learners to appropriate
language use and style in different real life contexts. A variety of topics from different fields
that would help learners to understand the structure and style of written language of texts in
different genres were also covered on both textbooks. It should be noted that the reading
passages were mostly adapted and developed specifically for pedagogic purposes, with
careful attention given to the grammatical structures and lexical items in order to correspond
to the comprehension questions, vocabulary and grammar activities in the unit.
However, the textbooks are not without their deficiencies. Many problematic areas were
detected as to the elements of differentiation of instruction, the practicality contents,
authenticity of tasks, autonomy of learning and assessment practices. The findings indicated
that the textbooks were actually marred by some minor unsatisfactory designs in the
activities and lacking in the elements of personalization, individualization, localization and
modernization. Although the efforts to develop the four language skills in an integrated way
were seen in both textbooks, they were not presented in a balanced manner. There are no
teachers guide as reference material or available audio CD hence, it would be impossible
for the teachers to maximize the benefits of listening activities.
Most of the speaking activities were mainly based on question-answer type activities and
pair or group work, paying little attention to other communicative activities such as
stimulation, dialogues and role play. Efforts can be made to present different kinds of
speaking activities in a more balanced way and more diversified form. There should be more
guidance provided in the textbook helping students in developing better interaction skills.
Inclusion of commonly used vocabularies in daily spoken language might provide learners
with a quick source of reference for the appropriate use of language in different real life
context. The claim of the authors of Form Five textbooks for the ability of the textbook in
fulfilling learners examination need was rejected as it was evident that the textbook was not
equipped with assessment practices and some of the exercises such as the comprehension
questions and summaries were outdated and was not in accordance to the recent SPM
examination format.

CONCLUSION
56

Based on the findings of the textbook evaluation, it is pertinent to reiterate that although
generally both textbooks were favored by the teachers, they were still lacking in listening
comprehension, authentic communicative tasks, writing processes, grammatical and
pronunciation aspects, creative practices and exercises, and differentiated levels of learning.
In spite of these shortcomings, the textbooks do incorporate some effective tasks and
genuine communicative activities. However, there is a dire need to make sure that the
contents of the textbooks are constantly revise and update with close reference to the
learners needs and learning-teaching contexts.
ACKNOWLEDGEMENT
The author owes profound sense of gratitude to Associate Professor Dr Lee Kean Wah for
his constant support and encouragement towards the completion of this study.

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Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an English

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58

THE IMPACTS OF GIS INTEGRATED TEACHING ON UNDERACHIEVING STUDENTS

LEARNING OUTCOME
Soon Singh A/L Bikar Singh
Faculty of Psychology and Education
University Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
soonbs@ums.edu.my
Balan A/L Rathakrishnan
Faculty of Psychology and Education
University Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
rbhalan@ums.edu.my
Sabariah Binti Sharif
Faculty of Psychology and Education
University Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
sabariah@ums.edu.my
Abstract
In 1988, Malaysia Ministry of Education introduced the integrated secondary school
curriculum as a continuation of curriculum changes initially introduced in the primary school.
These changes have impacted the profile of Geography in the secondary school, with
Geography becoming a compulsory subject at the lower secondary school level and an
elective subject at the upper secondary school level. As a result, fewer schools in Malaysia
now offer Geography at the upper level. Recent studies indicate that the number of students
electing to study Geography in Malaysian upper secondary schools, and their level of
achievement in the subject, has declined. The main factor appears to be difficultly in
understanding the content of the topic taught in the classroom. Yet there has been little
research into the impact of instructional methods on Geography students learning
outcomes. This study applies a concurrent triangulation mixed method model to determine
the effect of Geography Information Systems (GIS) integrated teaching on underachieving
students achievement in Geography. The quantitative data collected through a quasiexperimental design while the qualitative data collected through classroom observation,
students, and geography teachers interviews. The treatment groups included 44 students
and control group with 40 students. For the treatment group, a unit on the type and
distribution of world vegetation was given with eight GIS-based lesson materials. For the
control group, the same subject matter was presented using the conventional-based lesson.
The quantitative analysis reveals that the experiment group student participants
achievement mean score was significantly higher than of the control group student
participants. The classroom observations and student and teacher participants interviews
consistently show that GIS-based teaching module enhance student participants
achievement more than traditional teaching methods. Overall, these results indicates that
GIS integrated teaching stimulate student participants to adopt multiple forms of learning
skills in learning Geography, which results in an improvement of their achievements.
Keywords: GIS Integrated Teaching, Underachievers, Learning outcome, mixed
method.

59

INTRODUCTION
In 1988, the Malaysian Ministry of Education introduced the integrated secondary school
curriculum as a continuation of curriculum changes initially introduced in the primary school.
These changes brought an impact to the profile of Geography in the secondary school, with
Geography becoming a compulsory subject at the lower secondary school level but as an
elective subject at the upper secondary school level. As a result, fewer schools in Malaysia
offer Geography at the upper level. In 1999, the Ministry of Education also established the
Smart School Program that emphasizes the use of the technology tools as an important aid
in learning and teaching process. However, the integration of Information and
Communications Technology (ICT) has been prioritized in important subjects only; Science,
Mathematics, and English subjects. Consequently, Malaysian students in upper secondary
school are eluding from studying Geography. Furthermore, in students who do continue
Geography studies, the percentage that passes the exam is declining each year. Singh
(2013) reported that the major factor correlated to this issue was the Malaysian students are
not motivated to study Geography and increasingly perceived it as a dry subject with little
opportunity to use technology.
Much research in recent years has focused on identifying the key factors that
promote academic achievement among students. The explosion of ICT has influenced the
development of society, and current pedagogy has given researchers new directions to
explore the effects of ICT integrated teaching on student academic achievement. A large
and growing body of literature has investigated the effects of ICT integrated teaching on
students achievement and has proven that ICT is a useful tool for supporting and
transforming teaching, and for enhancing student achievement (Q. Li & Ma, 2010; Rutten,
van Joolingen, & van der Veen, 2012; Saha, Ayub, & Tarmizi, 2010; K. D. Su, 2011; Yang &
Wu, 2012; K.-H. Yang, 2014). Several studies also have been carried out to examine the
effectiveness of ICT tools on students achievement in Geography in primary and
secondary schools (Asaolu, 2012; Z. Li, 2012; Ong, Ho, & Teow, 2011; Zivkovic, Jovanovic,
& Ivanovic, 2010). The findings of these studies demonstrate that the utilisation of ICT in
teaching and learning activities in the classroom enhances students achievement in
Geography. A recent small scale study by Cowan and Butler (2013) of 16 students in the
Belfast Grammar School found that Mscape (location aware technology) enhances
students understanding of the long river profile and features topic. A more recent study by
Demirci, Karaburun, and Klar (2013) in two private and one public school in Turkey found
that Geography lessons taught using Google Earth enhanced experiment group students
understanding and performance in the topic of coastal formations. These results may be
attributable to the students finding working with computers to be interesting and that threedimensional images and interactive maps attract their interest in the lesson taught in the
classroom. In addition, ICT integrated teaching engaged the student participants in the
learning process by encouraging them to gather the necessary and important information,
search for solutions to the problem and attain the right solution. The activities conducted in
a GIS integrated class encouraged the students to use the internet resources actively to
find information to complete their mapping projects compared to their counterparts in the
control group who passively accepted information from teacher. As a consequence, the
student participants could understand the content of topics taught in the class easily and
scored good grades in the post- test (Z. Li, 2012; Rutten et al., 2012; K.-H. Yang, 2014)
Over the past three decades, GIS has become a central tool for natural resources
management, disease mapping and monitoring, crime analysis, and city and regional
planning. Therefore, GIS use has become so pervasive that it is emerging in secondary
school education and is being integrated into Geography classes in a number of countries
(Oppong & Ofori-Amoah, 2012). Aladag (2010) and Artvinli (2010) asset that the introduction
of GIS in Geography classes has a positive effect on students attitudes towards Geography
lessons. This view is strongly supported by Kayas (2012) research on Grade 6 primary
60

school students in Turkey. His research addresses how GIS integrated lessons have
promoted academic success among high risk failure and low motivation students in Social
Studies. Moreover, numerous studies have attempted to explain the effects of GIS integrated
lessons and Geospatial technology on students achievement. For example, Shin (2007)
reports that GIS integrated lessons have helped Grade 4 primary school students engage in
more difficult tasks, enhancing their Geographic content knowledge mapping skills and
achievement. Similar findings were also reported by Aladag (2010); Demirci (2011); Favier
and Van der Schee (2014); Goldstein and Alibrandi (2013); Kaya (2011); and Liu, Bui,
Chang, and Lossman (2010). In summary, GIS has been recognised as an effective tool in
classrooms because it promotes students Geography skills and leads to more dynamic
learning in Geography, thus enhancing students achievement. Moreover, Milson and Earle
(2008) and Liu et al. (2010) emphasise that GIS not only enhances students skills but also
provides students opportunities to work with actual data that deals with their local area.
Therefore, they conclude that GIS is an effective tool to teach Geography in primary and
secondary schools. However, the effectiveness of GIS in teaching and learning Geography
remains arguable because to date not a single study has investigated the effects of GIS with
underachieving students in primary and secondary schools.
METHODOLOGY
This study employs a mixed method research design: the Convergent Parallel Design
(concurrent triangulation mixed method design), to address the research questions.
Quantitative research design
This study employed an experimental research design, which is well known as a powerful
method to determine the cause and effect relationship (Fraenkel, Wallen, & Hyun, 2012, p.
265). More specifically, this study used non-equivalent quasi-experimental control group
design to determine the cause and effect relationship that is due to difficulties in randomly
assigning two groups of underachieving Geography students.
Sample
The study population of this study comprised Form 4 (Grade 10) underachieving Geography
students at a rural area secondary Smart Schools in Sabah. Overall, there are two rural
secondary Smart Schools in Sabah. Purposive sampling method was used to choose the
one school. The school with the highest number of low achievers in Geography was
selected. A purposive sampling method was used in selecting the student participants who
had special characteristics (underachievers in Geography) and could better understand the
research phenomena to answer the research questions.
Instruments
The pre-test and post-test instrument was designed to evaluate respondent understanding
and achievement of the targeted Form 4 (Grade 10) Geography topic using multiple choice
questions. Multiple choice questions were used because they have a high degree of
reliability (Haladyna, 1999). The questions were designed based on the multiple choice Sijil
Pelajaran Malaysia (Malaysian Certificate of Education) Geography exam paper. The 20
questions were designed based on the topic of The Distribution of the Forests and Wildlife in
the World. The pre-test was administered to identify the range of student participants
existing knowledge of the topic. The post-test was administered after the eight weeks of
intervention treatment in order to identify the respondents achievement in the topic in the
intervening period. The students results in the pre-test and post-test were converted into

61

percentages. That is the correct number of questions multiplied five times. Marks obtained
were then converted to overall scores to determine the level of each student.
Quantitative data analysis
A repeated measures ANOVA were used to test the study hypotheses because by
collecting data from the same student participants under different conditions (GIS-based
teaching and traditional teaching methods) and repeated conditions (pre-test and post-test),
the individual differences can be eliminated or reduced as a source of between-group
differences (Field, 2013, p. 549)
Qualitative data analysis
In the current study, a thematic analysis method was used to analyse the qualitative data.
The qualitative data in the current study were analysed based on the six phases of thematic
analysis suggested by Braun and Clarke (2006).
RESULTS
Quantitative analysis
Table 4: One-Way Repeated ANOVA Achievement Variable Test of Within-Subject Effects
Variable

Mastery
Goal

Source

Type
III
Sum
of Squares
Time
8485.63
Time*Treatment 3704.05

Mean
Square

Sig

Partial
Squared

8485.63
3704.05

187.85 .001 .696

88.83 .001 .520

Eta

The analysis of data tabulated in Table 4 reveals that there was a significant main effect for
time, with both groups showing change in achievement scores across two time periods. This
reflects that there was a significant difference in the effect of treatment within experiment
and control group on student participants achievement scores. According to Cohens (1988,
p. 284) effect size classification, the effect size was large. To investigate the finding of the
significant difference further, the researcher investigated within-group differences with
pairwise comparison at of .05. The analysis shows that the control group post-test mean
scores (M = 44.01, SD = 7.55) were higher than the pre-test (M = 39.57, SD = 10.09). This
difference, -4.45, BCa 95% CI [-6.61, - 2.28], was significant F (1, 39) = 17.27, p = .001, and
represents a large sized effect,
= .307. The experiment group post-test scores (M =
65.75, SD = 9.34) were higher than the pre-test scores (M = 41.74, SD = 9.15). This
difference, - 24.02, BCa 95% CI [27.49, -20.54], was significant F (1, 43) = 194.03, p = .001,
and represents a large sized effect,
= .819.
The analysis tabulated in Table 5 shows that the main effect in comparing the two groups
was significant, and represents a large effect. This suggests that there is a significant
difference in achievement scores between control and experiment group student
participants.

Table 5: One-Way Repeated ANOVA Achievement Variable Test of Between- Subject

Effects
Variable

Source

Mastery Goal Intercept

Group
Error

Type III Sum df

of Squares
382477.46
5989.52
9848.19

1
1
82

Mean Square
382477.46
5989.52
9848.19

Sig

3184.661 .000
49.871 .001

Partial Eta
Squared
62
.975
.378

The analysis of data in Table 4 also shows that there was a significant interaction between
achievement score and time and this represents a large sized effect. This suggests that the
achievement test scores of the student participants frequently changed between pre-test,
post-test and differed between control and experiment groups. To examine the findings of
the significant interactions further, the researcher examined group differences with a simple
effect test using a Bonferonni correction.
Table 6: Pre-test, Post test, Mean Scores, Standard Deviation, p values, end Effects Sizes
For Mastery Goal Variable

Pre-test
Post-test

Group

SD

Partial Eta Squared

Experiment
Control
Experiment
Control

44
40
44
40

41.74
39.57
65.75
44.01

9.15
10.09
9.34
7.55

.304

.012

.001

.623

The results in Table 6 show that there was no significant difference in achievement test
scores between the experiment group and the control group at pre-test. The analysis reveals
that there was a significant difference in achievement scores between the experiment and
control groups at post-test. The mean score for the experiment group was significantly
higher than for the control group at post-test, and this signifies a large sized effect.
Quantitative analysis
Student participantsinterviews.
To enable further investigation into the post-test results that indicated the positive effect of
both GIS-based teaching and traditional teaching methods on student participants
achievement in the classroom, five student participants were selected randomly from the
experiment (pseudonyms; Shah, Adri, Jackson, Siti, Alfera) and control (pseudonyms;
Fazilah, Robiah, Kim, Josh and Aldi) schools respectively. The purpose of the interviews
was to examine the experiment and control group student participants understanding of the
topic content taught. In these interviews, they were asked three fixed questions based on the
content of the topic that had been taught earlier. The student participants were provided no
clues to guide them towards the correct answer, and were asked to asked to give clear
answers.
Interview Question 1
Pre-test question
What is the tropical rainforest?
Post-test question
63

What do you understand about the tropical rainforest?

Question 1 was designed to probe the experiment and control group student participants'
understanding of tropical rainforests. In this question, the researcher expected responses
for the definition of a tropical rainforest to be a forest occurring within 28 degrees north or
south of the equator and the ecosystem experience high average temperature and heavy
rainfall (Ahmad & Osman, 2011, p. 145).
In the pre-test, most of the experiment group student participants had difficulty giving the
correct definition of tropical rainforest. When the researcher asked why they could not
remember the topic that they had learned in the class, the students replied the lesson were
very boring and hard to remember. However, Adri was able to give a correct answer. When
the researcher asked how he knew the answer, Adris reply was as follows:
I learned this topic two weeks ago in the classroom and yesterday I
saw the documentary about the tropical rainforest. Thus, I have a
little bit of knowledge about the tropical rainforest.
The above responses show that before the intervention, experiment group student
participants could not understand nor remember the content of the topic that had been
taught in the classroom.
For the control group, only Kim was able to give a correct answer for the definition of the
tropical rainforest. When asked how he remembered the answer, Kims reply was as
follows:
I learned about the tropical rainforest in the classroom last month.
However, I could not understand much. I learned about this topic
again in the tuition class last week. I remembered that the tropical
rainforest received very heavy rain. If Im not mistaken, it averages
around 2600 millimetres a year. Aaa the forest grows within 28
degrees north or south of the equator. The ecosystem experiences
very high temperatures.
The above response shows that Kim remembered the definition of the tropical rainforest
and that it was a part of his existing forest knowledge. However, his explanation about the
temperature was wrong. He mistakenly stated that the tropical rainforest experiences very
high temperatures, indicating that he could not fully understand everything about the
tropical rainforest. The correct answer is that the tropical rainforest maintains average
temperatures.
Fazilah, Robiah, Josh, and Aldi from control group had some ideas about the tropical
rainforest, but they confused it with the monsoon forest, even though in the Form 4
Geography textbook it clearly shows the differences between monsoon and tropical
rainforests. For example, Aldi stated that tropical rainforests drop their leaves in the dry
season. The description given by Aldi is a characteristic of the monsoon forest. This
suggests that Fazilah, Robiah, Josh, and Aldi had difficulty defining the tropical rainforest
because of a lack of knowledge. In the post test interviews, the experiment and control
student participants had no difficulty giving the correct definition of the tropical rainforest.
This suggests that the student participants were able to learn and remember the content of
the topic which had been taught using GIS-based teaching and traditional teaching methods.

64

Interview Question 2
Pre-test question
Can you tell me the areas covered by monsoon forest?
Post-test question
Could you list the areas covered by monsoon forest?
The above question was designed to investigate the student participants ability to identify
the location of forest growth on the world map. To answer this question, the student
participants needed to know and remember the forest types and distribution on the world
map. The correct answer for this question was: Thailand, India, Zambia (Africa), and
Myanmar.
For the pre-test, four of the experiment group student participants were only able to list one
area covered by monsoon forest. However, Alfera was able to list all three areas correctly.
The student participants' responses suggest that they could not remember and had a lack
of knowledge about the locations covered by monsoon forest on the world map. For further
investigation, the researcher asked the student participants the reason that they could not
remember the locations covered by the forest, and their responses were that they had
difficulty in remembering the content of the topic that they had been taught in the
classroom because they werent given practical exercises such as drawing, plotting, and
labelling the types and growth of the forest area on the world map. This prevented the
student participants from understanding and remembering the exact area covered by
monsoon forest on the world map.
For the control group, Fazilah was able to recall one of the areas covered by monsoon
forest, whereas Kim was able to remember two areas. However, Robiah, Josh, and Aldi
were unable to answer the question. The responses indicate that the control group student
participants had a lack of knowledge of the location of the forest.
In the post-test, all of the experiment student participants were able to give the correct
answer. Surprisingly, Jackson and Siti could list two different areas covered by monsoon
forest, which was not taught in the classroom. For further investigation, Jackson was asked
the reason he could easily remember and list the area growth of monsoon forest, and his
response was:
Using GIS mapping in teaching Geography has enhanced our
understanding of the type and area of forest growth on the world
map. In addition, we were given a project to create our own forest
map. I took this opportunity to trace, plot, and label my map, and to
find extra information about the forest by creating the hyperlink icon
on my map. This activity has enriched my knowledge of the type and
area of forest growth on the world map.
Similary, in the post-test, Fazilah and Kim from control group student participants were able
to list all of the locations covered by monsoon forest correctly. Josh, Robiah, and Aldi were
able to list three of the locations correctly. The analysis demonstrates that Robiah showed
positive improvement in memorising the forest area. When the researcher asked how she
could remember the location so well, Robiahs reply was as follows:
In this class, the teacher used the world map to teach us the type
and distribution of the forest and followed up with shading and
labelling the forest area on the blank world map. The activities were
fun and helped me to remember the location easily.
65

This above responses suggests that the intervention activities conducted in the classroom
enhanced the experiment and control control group student participants understanding and
knowledge of the location of the forest.
Interview Question 3
Pre-test question
Could you tell me what kind of animal lives in the steppe?
Post-test question
Can you write the name of the animal that lives in the steppe?
Question 3 was designed to probe student participants understanding of the type of wildlife
that lives in the steppe. Based on the Form 4 (Grade 10) Geography curriculum in
Malaysian schools, the student participants were expected to remember four of the wildlife
types that live in the steppe (corsac fox, saiga, badger, and rabbit).
In the pre-test interviews, the student participants were asked to verbally name four types of
wildlife that live in the steppe. The experiment student responses show that only Adri was
able to name the types of wildlife correctly. Shah and Jackson were able to answer three.
Siti was able to list one type and Alfera was unable to answer the question. This shows that
most of the student participants had difficulty remembering the wildlife that live in the
steppe.
The control student participants responses show that only Fazilah and Robiah were able to
name one of the wildlife types that live in the steppe correctly; whereas, Kim, Josh, and Aldi
were unable to answer the question. This seems to indicate that most of the student
participants had difficulty identifying the wildlife that live in the steppe forest.
In the post-test, the student participants were asked to write the names of wildlife that live in
the steppe. The students were given 5 minutes to complete the task. Interestingly, Alfera,
Siti, and Jackson from experiment group who were having difficulty answering in pre-test
interviews, were able to list all of the wildlife correctly. More surprisingly, Shah could finish
this task within 3 minutes. When the researcher asked how he could remember and
complete the task so quickly, Jacksons reply was as follows:
One of the activities conducted in this classroom was to drag and
drop. For this activity the student needs to find the wildlife symbol or
picture and locate them on the map according to the forest in which
they live. The activity was fun. Thus, I could remember the animal
faces and their names easily.
In contracts, control group student participants only got one of these names correct.
In summary, the pre-test interviews revealed that before the intervention, the experiment and
control group student participants demonstrated a poor level of knowledge of the topic. The
student participants also remarked that the lesson conducted in the classroom was boring
and difficult to understand. However the post-test interviews showed that the experiment
student participants acquired an understanding of the topic taught in the classroom. In
addition, the number of correct answers for simple as well as difficult questions after the
intervention increased significantly. In contrast, the control group student participants posttest suggest that the student participants were unable to answer questions which required
them to analyses, elaborate and explain in more detail, or those questions that required a
66

deep level of understanding of the topic being taught. This suggests that GIS-based teaching
had positive effects on the student participants achievement in the topic taught in the
classroom.
Triangulation
The quantitative analysis revealed a significant effect of GIS-based teaching and traditional
teaching methods on the experiment and control group student participants achievement. It
indicates that both teaching methods enhanced the student participants achievement in the
topic being taught in the classroom. However, the experiment group student participants
achievement mean score was significantly higher than that of the control group student
participants, which suggests that GIS-based teaching had a more positive effect on student
participants achievement. The experiment and control group student participants pre-test
and post-test interviews revealed that GIS-based teaching had positive effects on the
student participants achievement in the topic that was taught in the classroom. However, the
traditional teaching methods were only able to enhance student participants surface
understanding and knowledge of the topic that were taught in the classroom, indicating that
the GIS-based teaching activities had a more positive effect on the student participants
achievement. Based on the consistent findings of the quantitative analysis and student
participants interviews, it seems that GIS-based teaching had a more positive effect
compared to traditional teaching methods in enhancing participants achievement in the
topics being taught in the classroom.
DISCUSSION
The primary aim of this study is to investigate the effect of GIS-based teaching and
traditional teaching methods on student participants achievement in Geography. The
triangulation of the quantitative and qualitative analyses in the present study also suggests
that the GIS-based teaching method enhanced the student participants achievement in the
topic being taught in the class more positively compared to traditional teaching methods.
These results may be attributable to the students finding working with computers to be
interesting and that three-dimensional images and interactive maps attracted the student
participants interest in the lesson taught in the classroom (Cowan & Butler, 2013). GISbased teaching engaged the student participants in the learning process by encouraging
them to gather the necessary and important information, search for solutions to the problem,
and attain the right solution. The activities conducted in a GIS-based class encouraged the
students to actively use internet resources to find information to complete their mapping
projects compared to their counterparts in the control group who passively accepted
information from teacher. As a consequence, the student participants could understand the
content of topics taught in the class easily and scored good grades in the post- test (Z. Li,
2012; Rutten et al., 2012; K.-H. Yang, 2014). The findings of this study support the
preliminary work undertaken by Kerski (2001), which indicated that the students who were
using GIS scored higher in the performance test compared to their counterparts who were
using traditional methods. Similar results have been reported by Aladag (2010), Berglund
(2008), Chun (2008),Cowan and Butler (2013) and Favier and Van der Schee (2014).
Overall, the results of this study showed that GIS-based teaching has much to offer as an
innovative teaching method that can be utilised by Geography teachers to enhance the
underachievement student achievement. Therefore, it is hoped that the findings of this study
will be promoted and will inspire Geography teachers to integrate GIS into their teaching of
Geography.

67

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71

MODEL OF COMMUNICATIVE COMPETENCE ASSESSMENT BASED ON

INTERCULTURAL COMPETENCE IN INDONESIA
A.Nurwati
Tarbiyah and Education Faculty
State Institute of Islamic Studies (IAIN) Sultan Amai Gorontalo
Gorontalo, Indonesia
Email: nurwati.andin@gmail.com
Abstract
Nowadays, assessment of communicative competence becomes very important due to the
implementation of the Asian Economic Community (AEC). Considering, a communicative
competence as part of intercultural competence that requires a distinctive assessment
model. Communicative competence itself consists of four dimensions, namely linguistic
competence, sociolinguistic, discourse, as well as strategic competence. These four
dimensions are integrated into learning intercultural competence. Intercultural competence
understands the learners both as participants and as assessor in an interaction of the
learners in the language and culture target. Learning intercultural competence is the
mandate of the Universal Declaration of Human Rights Year 1948. Thus, in the context of
Indonesia who is multilingual and multicultural learning intercultural competence in second
language learning is a necessity. Therefore, in Indonesia, learning communicative
competence has been combined with learning intercultural competence. Related to the
above, this paper will present two important concepts. First, the assessment concept of
communicative learning based on intercultural learning. Second, model assessment of
communicative competence based on intercultural learning.
Keywords: communicative competence, intercultural competency, assessment model.

INTRODUCTION
Intercultural competencies include understanding the learners both as participants and as
assessor in an interaction of the learners as well as the language and culture. In the context
of Indonesia, which has about 350 tribes with more than 746 local languages (Madya, 2013:
194) intercultural competence has become a natural competence of each individual. Indeed,
the implementation of intercultural competence in language teaching in Indonesia has taken
place naturally. For example, a student with the cultural and language of Javanese
understands the meaning of the word "kita/we" as plural but kita is pronounced by the
students with the cultural and language of Gorontalo in the sentence "kita akan pergi ke
rumahmu" its mean Saya akan pergi ke rumahmu. Its because he has had an intercultural
competence of the culture and language of Gorontalo. Gorontalo people, interpret the word
"kita" (Bhs Indonesia is a plural word "saya and kamu"/I and you) as "saya" with the same
meaning and usage of "aku". Many more.
It is a natural potential that should be maximized role in improving students'
communicative competence. Furthermore, learning intercultural competence is the mandate
of the Universal Declaration of Human Rights on 1948 such as:
Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental
freedoms. It shall promote under standing, tolerance and friendship among
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all nations, racial or religious groups, and shall further the activities of the
United Nations for the maintenance of peace (Pasal 26, paragrap 2)
(Unesco, 2013).
That is, education should be directly develop the human personality and respect with
good human rights and true freedom. This produces understanding, tolerance and fraternity
among all countries, ethnic or religious groups, and furthermore the activities of the union of
states to maintain world peace.
Language learning in Indonesia had naturally integrate intercultural learning given the
context of Indonesia's national life is multicultural. Thus, to ensure intercultural learning in
language learning can to contribute the maximum in students' English language competence
particularly communicative competence it is necessary to plan a comprehensive intercultural
learning. Starting from the design of the learning process, materials or teaching materials,
methods and learning strategies and the most important is the assessment of learning
outcomes.
Assessment is an essential component in the education system because it reflects
the development or advancement of education results from one time to another time. In
addition, based on the assessment, the level of educational achievement between one
school or region with a school or other areas can be compared. This is in line with
Gronlunds opinion that assessment is a systematic process that plays an important role in
effective teaching. Or a general term that includes all the series of procedures used to obtain
information about student learning (observation, performance appraisal or project, written
test) and a form of value that describes the achievement of the learning process (2009:26
and 28).
Related to the above explanation, it appears at least two major questions. First,
whether the intercultural learning in English as a second or foreign language has been
assessed by an English teacher? Second, what is the kind of the evaluation models that
appropriate to assess intercultural competence in English? This paper will present the
answers of the two questions above. It is expected to contribute substantially in the provision
of language learning assessment models, especially in assessing the language learning with
intercultural competence approach.

DISCUSSION
A. Intercultural Learning Process
Intercultural learning is not a method, but it is more properly called "stance" as described by
Cohran-Smith and Lytle in the Liddicoats book (2011) that is, as "the positions teachers and
others. take toward knowledge and its relationship to practice". So that intercultural
learning is described as a set of shared assumptions about the nature of language, culture
and learning that make up a thorough understanding of what it means to teach the language
and did so by way of intercultural. This is the perspective that underlies the practice
constructed by the teacher, rather than a set of practices that should be adopted by them. In
this way, intercultural learning can be categorized as pedagogy "post-methods"
(Kumaravadivelu, 2006: 34) in the event that this pedagogy consists of a theoretical
orientation that framing options and principles that must be adapted by teachers in special
practice in their own location.
Liddicoat (2011: 840) states that footing intercultural pedagogy oriented to learning the
language is the view that culture and learning are fundamentally integrated. In developing
pedagogy, classroom learning need to be recognized as the cultural context in which the
experience and expectations of teachers and students was formed by linguistic and cultural
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backgrounds brought by each into the classroom. Liddicoat offers the principles of
intercultural pedagogy (2011: 840-841), namely:
1. Active construction: Learning is understood as involving purposeful, active engagement in

interpreting and creating meaning in interaction with others, and continuously reflecting
on ones self and others in communication and meaning-making in variable contexts.
2. Making connections: Connections are made between existing conceptions and new

understandings and between previous experiences and new experiences. Previous

knowledge is challenged and this creates new insights through which students connect,
re-organise, elaborate and extend their understanding.
3. Interaction: Learning and communication are social and interactive; interacting and

communicating interculturally means continuously developing ones own understanding of

the relationship between ones own framework of language and culture and that of others.
4. Reflection: Learning involves becoming aware of how individuals think, know and learn

about language, culture, knowing, understanding and the relationship between these, as
well as concepts such as diversity, identity, experiences and ones own intercultural
thoughts and feelings.
5. Responsibility: Learning depends on learners attitudes, dispositions and values,

developed over time.

These principles amount to constructivist theory of learning applied to the context of
the intercultural as manifested through language. They are therefore starting points for an
intercultural pedagogy not an intercultural pedagogy itself. They are intended as a
framework that guides pedagogical options in developing locally situated practice (Liddicoat,
2011:860). The pathway is designed not so much around the idea of acquiring knowledge
but rather around developing the capacities for intercultural exploration. The key features of
the activities are:
1. Involving students in a process of noticing, comparing, reflecting and interacting;
2. Constructing the background culture of the learner and the target culture as equally valid

representations of human life;

3. Viewing instances of language use as experiences of culture and opportunities for culture

learning;
4. Focusing on the capabilities required for on-going learning about cultures through

experiences of language; and

5. Encouraging the inclusion of multiple perspectives.

It is possible to identify two broad orientations to the use of experiences of language learning
as opportunities for intercultural learning within views of intercultural language teaching and
learning:
a culture studies orientation, which focuses on the analysis of texts, and an
ethnographic orientation, which focuses on the interpretation of direct experience. The
culture studies orientation uses the language products of a community as an entry point for
considering the culture of that community.

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Such products-texts in a wide sense of the word-are seen to represent meaningful

instantiations of the culture that produced them. They can therefore be studied not as
independent products in their own right but as culturally context discourses that enact
aspects of cultures. In the production stage, students put together the elements they have
been trying out in the experimentation phase and integrate the information they have
acquired in actual language use in a focused language task.
B. Intercultural Learning Assessment in English Lessons
Intercultural learning as learning that is affective gives a challenge in assessing its learning
outcome. In part, the difficulty lies in the diverse understandings of the construct to be
assessed, but even then eliciting the performances of interculturality has proved to be
problematic and assessment approaches may elicit only part of the overall construct,
considering this to reflect the whole. Byram et al. (2002) argue that while assessing facts or
decontextualised knowledge is relatively straightforward, such assessments will not capture
what it means to be intercultural, in that they cannot capture the embodied framing of beliefs,
attitudes and values that distinguishes intercultural engagement from cultural knowledge
(Liddicoat, 2011:868). However, Liddicoat stated that the intercultural approach in language
learning can be assessed through the assessment of communicative behavior. To obtain
language competence assessment model formulation is taught through previous intercultural
approach will be presented the principle of the preparation of the valuation model of
communicative competence:
1. The forming principle of Model Assessment of the Communicative Competence
Communicative competence by Byram Hymes is communicative competence in a way that
underplayed the cultural situatedness of communicative competence (1997: 8). This means
that communicative competence is a way of positioning the culture of communication.
Communicative competence demonstrated their understanding and ability to express words
or sentences are appropriate, and other forms of communication that can be received not
only for the speakers but also to addressees.
The philosophy of assessment of learning outcomes communicative proficiency
departing from the essence of the philosophy of the communicative approach in language
learning. This approach assumes that the primary function of language is as a
communication tool. Halliday and Hasan (1985) states that the term "function" language in a
simple communication can be paired with the word "use". There are seven functions of
language proposed by Halliday namely instrumental functions, regulatory functions,
representational function, the function of interactional, personal function, heuristic function
and the function of imaginative. Thus, when talking about the function of language can be
defined as the way people use their language. If someone does something with the
language, the people it hopes to achieve a lot of goals and objectives.
Learning materials referring to the models of discourse that is used as a means to
train students to use the language. Methods and techniques of learning such as learning
models that allow students to practice using the language as well as actual communication
in society. Language learning outcomes assessment should also be in line with the planning
and implementation of language learning, which assesses the level of achievement of
students' language proficiency. In other words, the language learning outcomes assessment
should also be in line with the planning and implementation of language learning, using
intercultural approach.
Canale and Swain (1980) stated that communicative competence includes (1)
grammatical competence (kompetensi gramatikal), namely one's knowledge of the rules of
grammar of the language; (2) sociolinguistic competence (kompetensi sosiolinguistik ),
namely one's knowledge of the rules of use and rules of discourse in the language; and (3)
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strategic competence (kompetensi strategik), that person's knowledge about the strategies
of verbal and nonverbal communication in the language. Canale (1983) changed the
theoretical model of the communication competency into four dimensions, namely linguistic
competence, sociolinguistic competence, discourse competence and strategic competence.
Sociolinguistic competence refers to competence sociocultural norms, while the discourse
competenc refers to the competence rules of cohesion and coherence. Richard Stiggins
(1987) in Gronlund states that the specification of performance criteria is the most important
aspect in developing effective performance appraisal (2009: 271).
2. Model Assessment of Communicative Competence based on Intercultural
Paige, Jorstad, Siaya, Klein and Colby (1999) examine three different types of such models
as potential approaches for the assessment of intercultural skills: attitudinal
tests; culture assimilator tests; and cultural awareness tests (Liddicoat, 2011:869). Attitudinal
tests are designed to elicit peoples reactions to a cultural group. These tests are
problematic for assessing intercultural understanding because they use binary oppositions,
which run the risk of establishing stereotypes. More importantly for assessing language
learning, they fail to engage with cultural variability, complexity, cultural knowledge or
communicative and linguistic abilities, and as such are poor indicators of the ability to use a
language in an intercultural context (Liddicoat, 2011:869).
Culture assimilator tests (e.g. Brislin, Cushner, Cherrie & Yong, 1986) differ from
attitudinal tests because they include in the eliciting contextual information in the form of
short episodes of intercultural interaction or critical incidents of communication to which the
respondent reacts. Such tests elicit the respondents knowledge of cultural conventions, and
their ability to interpret a situation from a different cultural perspective. However, they do not
examine the productive use of this knowledge in communication, or their ability to modify
their own patterns of cultural behavior in order to achieve communicative goals.
Cultural awareness tests seek to elicit cultural knowledge as it is manifested in
communicative tasks. What differs in these tests is the types of cultural knowledge being
assessed. These can range from observation of controlled instances of specific cultural
items (e.g. Baugh, 1994) to demonstrations of intangible learning such as empathy, and
understanding of cultural relativity (e.g. Byram & Morgan, 1994). Cultural awareness tests
cover a range of different approaches to questions of language and culture, moving from
tests of integrated language and cultural knowledge to displays of meta-level cultural
awareness, often with minimal connection to language.

Meanwhile, Liddicoat and Scarino (2011: 870) offers ideas consideration in preparing
the assessment of learning the language with intercultural perspective as follows:
1. The elicitation procedure or task needs to involve interaction in the target language with
other users of that language, which requires that learners decentre from their own
language and culture.
2. The task elicits learners awareness of the languageculture nexus in such interactions
and requires that for the purposes of assessment learners are able to analyse, explain and
elaborate this awareness.
3. The elicitation procedure positions the learner as both participant and analyse in
interaction, though in any individual elicitation task one or the other role may be
foregrounded, depending on purpose.

76

4. Assessment procedures need to elicit learners understanding of different perspectives in

the interaction, as an ethical concern.
5. The assessment process should not be episodic but consist of a connected scheme of a
range of elicitation procedures be used to capture (1) the diverse and multi-dimensional
nature of intercultural interaction and related awareness, and (2) the recognition of the
need to manage the variability of context, given that each episode of intercultural
interaction presents a new set of contextual considerations to be negotiated in
communication.
6. Elicitation procedures are considered within a long-term perspective that allows
development and progress to be taken into account, for example, through the use of
portfolios.
7. The assessment includes self-assessment procedures that recognize learning as a
personal process and a personally unique accomplishment.
Based on the principle of learning communicative competence, three type models of
intercultural assessment from Paige, Jorstad, Siaya, Klein and Colby and suggestion
Liddicoat above, it may be formulated assessment model of communicative competence
based on approach intercultural as follows:
1. Linguistic Competency Assessment Model
The ability to produce and interpret meaningful utterances which are formed in
accordance with the rules of the language concerned and bear their conventional
meaning . . . that meaning which native speakers would normally attach to an utterance
when used in isolation (Byram, 1997:39).
The linguistic competence assessment models such as grammar test. Assessment models
are substantially same as the grammar test that has been there. The thing that
distinguishes lies in the content or theme of a matter of grammar question is given. The
content or theme of those questions taken from the themes or problems of culture.

2. Socioliguistic Competency Assessment Model

The awareness of ways in which the choice of language forms . . . is determined by such
conditions as setting, relationship between communication partners, communicative
intention, etc., etc. . . . sociolinguistic competence covers the relation between linguistic
signals and their contextualor situational meaning (Byram, 1997:41).
The development of assessment models in this competency refers to the points 1, 2, 3 and
4 of thought Liddicoat. The essence of the point 1 is a procedure or task involves the
interaction in the target language with the language users, and the core point 2 is a task
that raises awareness of the learners about the language-culture nexus in the interaction
and requires learners are able to analyze, explain and elaborate on the context of the
encounter. The core points 3 is putting the learners both as participants and analyzer in
the interaction, even though the task of the appearance of any one of the roles can be
prioritized depending on its purpose. Lastly, the core point 4 is the assessment of learners
need to evoke an understanding of different perspectives in the interaction, as an ethical
concern.
Thus, performance assessment models appropriate for this case that listening and
speaking with themes or socio-cultural topics. An assessment rubric is largely synonymous
with the assessment rubric listening and speaking skills.
3. Discourse Competency Assessment Model
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The ability to use appropriate strategies in the construction and interpretation of texts
(Byram, 1997:47). Forming of discourse competence assessment models be based on
number six premise from Liddicoat that appearances procedure considered in the longterm perspective that would become developing and progressing. Thus, performance
assessment models appropriate for this case. Model performance assessment of reading
and writing in the target language, themes or topics related to the target language culture
both in the perspective of the similarities and differences with language learners. Then the
results of their writing included in the portfolio. Although reading is receptive skills but, in
terms of valuation included in the performance assessment because students must write a
response or review of the text of discourse that has been read.
Format Assessment of students' writing skills are based on the form of Gronlund (2009:
241). Form of the assessment are as follows:
Examples of Complex Learning Outcomes That Can Be
Measured
Objective
interpretative Ability to
exercises
- Identity cause-and-effect relationships
- Identity the application of principles
- Identity the relevance of arguments
- Identity tenable hypotheses
- Identity valid conclusions
- Identity unstated assumptions
- Identity the limitation of data
- Identity the adequacy of procedures
(and similar outcomes based on the pupils ability to select the
answer)
Restricted-response essay Ability to
questions
- Explain cause-and-effect relationships
- Describe application of principles
- Present relevant arguments
- Formulate tenable hypotheses
- Formulate valid conclusions
- State necessary assumptions
- Describe the limitation of data
- Explain methods and procedures
(and similar outcomes based on the pupils ability to supply
the answer)
Extended-response Essays Ability to
- Produce, organize, and express ideas
- Integrate learning in different areas
- Create original forms (e.g. designing experimental)
- Summarize (e.g. writing a summary of a story)
- Construct a creative stories (e.g. narrative essays)
- Explain concepts or principles (e.g. expository essay)
- Persuade a reader (e.g. persuasive essay)
(and similar outcomes based on the pupils ability to write an
essay for a given purpose)
Type of Assessment Item

4. Strategic competency Assessment Model

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Strategic competence is when communication is difficult we have to find ways of 'getting

our meaning across' or of 'finding out what somebody means'; these are communication
strategies, such as rephrasing, asking for clarification (Byram, 1997:55).
The development of assessment models in strategic competence refers to the idea
Liddicoat points e and g. The core of the points e is the assessment process should be
episodic but consist of a scheme related to the range of procedures that could be catch
(1) the nature of the diverse and multidimensional interaction between cultures and
awareness its related, and (2) recognition of the need to manage the diversity of contexts,
considering that any episode of intercultural interaction thrusting new contextual
consideration to be negotiated in communication.
While the core of the points g is the assessment include self-assessment process that
recognizes learning as a personal process and achievement that unique.
Thus, the assessment model for this competence is a model of self-assessment and peer
assessment.

CONCLUSION
Based on the description above, it can be concluded that the first, during this time,
assessment communicative competence based on approach intercultural has not been
conducted by the English teacher. Secondly, the assessment model of communicative
competence based on intercultural approach is four- namely assessment model of linguistic
competence in the form of grammar test, model assessment of competency
of
sociolinguistics is test listening and speaking, model assessment of competency discourse
namely a test of reading and writing and the fourth is a model assessment of strategic
competency namely self-assessment and peer assessment.

REFERENCES
Byram, M, (1997). Teaching and assessing intercultural communicative competence.
Clevedon, UK: ultilingual atters.
Canale, M. (1983). From communicative competence to communicative language pedagogy.
In Richards, J. C, & Smithdt (Eds). Language and communications. London:
Longman Group.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied linguistics, 1, 1-47.
Grondlund, N. E., Linn, R. L., & Miller, M. D. (2009). Measurement and assessment in
teaching. New Jersey: Pearson.
Liddicoat, A. J. (2011). Language teaching and learning from an intercultural perspective. In
Handbook of research in second language teaching and learning. Volume II (Ed.
Hinkel, E. (2011).. New York & London: Routledge.
Madya, Suwarsih. (2013). Metodologi pengajaran bahasa, dari era prametode sampai era
pascametode. Jogjakarta: UNY Press.

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Kumaravadivelu. (2006). Understanding language teaching: from method to postmethod.

Mahwah, New Jersey: Lawrence Erlbam Associate.
Unesco. (2013). Intercultural competences conceptual and operational framework. France:
Unesco.

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THE INTEGRATION OF GENDER EQUALITY IN MATERIAL AND LEARNING

STRATEGY IN TAKLIM ASSEBLY OF PEKALONGAN INDONESIA
Dra. Rita Rahmawati. M.Pd
State Institute of Islamic Studies (IAIN) Pekalongan
Pekalongan, Jawa Tengah, Indonesia
Email: ritarahmawati65@yahoo.com
Abstract:
This paper discusses aboute the integration of gender equity in the material and learning
strategies in Majelis Taklim (MT) of Pekalongan, as an effort to build patterns of social
relations and gender equality. The theoretical arguments that has been built is, MT assembly
as a Non Formal Education based on religion (Islam) has become fortitude, gender
inequality that exists in society, because of the materials and teaching strategies used by the
elite religion (Islam) as teachers and caregivers of MT contains an understanding that
gender bias. A qualitative approach being used as a way to determine the informant, that is
by purposive, collecting data through observation, interviews, focus group discussions and
literary studies as well as analysis techniques using interactive models. The result of the
research shows that, materials and instructional strategies that being used in MT of
Pekalongan, those are: 1) learning strategies, using the lecture method and halaqoh, by
learning techniques accentuating a joke; 2) the material presented, are: first, the matter of
worship; second, the material munakahah; Third, the material muamalah; Fourth, the
material. Observing those conditions, so its needed the integration of gender equity in the
materials and learning strategy in MT that is compiled based on the principles, gender
equality in the Qur'an, then synchronized with gender equity indicators which include:
access, participation, control and benefit, to realize a pattern of relationships which is fair
and gender equality in the family and society.
Keywords: Learning Material, Learning Strategi, Gender

INTRODUCTION
Assessing Majelis Taklim / Taklim Assembly (MT) as non-Islamic institutions that have
received formal recognition from the state, is still being an interesting issue because
institutionally it becomes an integral part of the national education system so that the
objective of MT must be in accordance with the national education goals. According to
Article 23 Paragraph (1) PP 55 of 2007 regarding Pendidikan Agama dan Pendidikan
Keagamaan (Religious Education), the objectives of MT is: ".... increasing faith and piety to
Allah and noble character of learners and realize the blessing for the universe." The phrase
"blessing for the universe" in the context of this can be interpreted as the end of learning in
MT, which is to create the life of a democratic society (justice and gender equality),
humanist, tolerant and harmonious. The function of MT should also be interpreted broadly
not only as a forum for fostering and developing the teachings of Islam, but also as a
medium to deliver ideas and means of dialogue between ulama and umara with the people
to resolve the problems of community and nationality, including the problems of gender
inequality (Fadil, 1995). THis thought is more interesting and important to be studied in the
context of local communities that becomes the locus in this study.
Pekalongan is a religious area, with a population of 95% predominantly Muslim.
There are many MT for total of 304 MT. (Data from the Ministry of Religious Pekalongan
2015). Based on observations in the field, during these materials and methods in the
Assembly Taklim Pekalongan city remains largely traditional patterned-conventional, with the
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standardization of materials such as fiqh of worship, muamalah, moral and munakahat that
refer to books of fiqh traditional classical certain that most are also biased gender. Most MT
in Pekalongan also still use learning strategies by means of a public lecture in one direction
and halaqoh. Transformation of the value of religious gender bias, with the figure of the
character (Kyai / Ustadz-ah), inherent in the reality of the people in Pekalongan, finally build
awareness even become society's belief that inequality patterns of social relationships (male
and female) who have been occurs, understood by the people of Pekalongan as the
teaching and become the "spirit" of religion (Islam). This is actually interesting to study, so
that further concrete steps could be determined through the material and gender-equitable
learning strategies in MT as an attempt to build patterns of social relations and gender
equality for the society of Pekalongan.

METHODOLOGY
This research used the qualitative approach of gender perspective. Key informants
are Kyai/Ustadzah of MT, owing the criteria: 1) a minimum of 3 years of being the caregiver
in MT; 2) use learning strategies which are traditional. 3.) Using the reference or the book
of classical learning in particular. The supporting informant was the members and and
the executive board of the MT. The information and data were obtained by observation ; key
informant interviews selected purposively, and developed with the principles of the
snowball, and documentation technique. Gender analysis technique model used was the
GAP (Gender Analysis Pathway) (Kemen. PP, 2007). Work process analysis refers to the
Interaktive Model from Milesand Huberman (1992).

RESULTS
Learning Strategies Of MT of Pekalongan.
A learning strategy is "a plan of operation achieving something" while the method is
"a way in achieving something." Moving on from the thought, then in this context the learning
strategies used by the MT of Pekalongan are discussed, including methods, techniques and
learning objectives.
1. The method of learning.
Learning method is a method used to implement the plans that are already drawn up in
the form of real and practical activities to reach the learning objectives. In general, the
methods of learning used by the MT of Pekalongan, among others are: first, lecture
method, performed by the submission of material in one direction (monologue), no asking
and giving questions.
As expressed by Bu Ris (57 years) and Bu Tatik (56 Years) the members of MT
Nurul Qomar "Yes no asking questions, just listening". It is also agreed by by Pak Usin
(58) and Bu Arwi (52) who also routinely follow the recitation process in the MT of Nurul
Qomardan and Jamiiyyah Ahlith thoriqoh al Mutabaroh developed by Al Habib
Muhammad Lutfi and secondly, the method of Holaqoh, that is the teacher reciting
the Halaqah book, while people are listening. This method is still more flexible, i.e.
although Kyai/Ustdz-ah convey the material in one direction, but for the male participants
they are given the chance of asking questions in the end of the discussion of the book,
while for the female are not given the opportunity at all. According to Kyai Zaenal there is
no chance to female since it is assumed that generally women do not dare to ask, in
contrast to the mals. Nyai Hj. Fathikhah also assumes so, though she has never provided
the material in the MT in which the participants are males.
2. Learning Techniques
The Kyai/Ustadzah do not use specific learning techniques

to direct peaple on
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purpose. For example, when Kyai/Ustadzah uses method of lecturing with the number of
people whether many or little, then there is no specific techniques are used, as well as
the methods of halaqah. "all the same", said Kyai Romadhon, and another Kyai with the
same tone. "this is a pengajian, not the school, the number of participants, whether they
are many or few, in the lecturing process the material will be just the same, only adding
concrete examples, or accompanied by funny words, or" humor "so that people don't get
tired and happy to come to study, and the most important thing so that people remember
the material, because people will easily remember something if what we say is interesting
and easy to understand and" funny " mentioned Kyai Sudi. (Interview on May 4th 2015, at
9:30 PM). Kyai Ibn Hajar Abi Abdillah, Kyai when asked about the difference in learning
strategies used for female and male participants, said: males differs to female
participants, if male prefer serious and if female are usually like jokes. ..".
The purpose of the Kyai/Nyai using such strategies is to attract the participants to
follow the activities in MT and that they understand the intent of the material presented.
However, there are still many Kyai/Nyai of Pekalongan who conveys the material with
a monotonous or "rigid" as in accordance with the kitab reference, without giving any
concrete examples nor attaching "humor".
Learning Material in MT of Pekalongan
In General, the material in MT of Pekalongan, include: a reading of the Qur'an and
the tajwid, as well as a shared interpretation of ulum Al-Qur'an, Hadith and Fiqh include: fiqh
of worship, muamalah, munakahah, fiqh, inheritance fiqh, tawheed, morals and other
material needed by the participants and become a growing issue in the community. In detail
the material presented is grouped into two, among other things: 1). Group which includes
the Religious Knowledge: like monotheism, tafsir, Fiqh, Hadith, morals, and the Arabic
language and; 2). Group of General knowledge, which is directly related to the life of the
community associated with religion.
While the materials discussed in the MT of Pekalongan related to the relationship of
men and women, for instances are:
a. The concept of worship
According to Kyai Rhomadhon, Kyai M. Hishom, Abdullah Faqih and Kyai Ibn Hajar,
worship includes vertical worship (hablun minallah) and horizontal (hablun minannas),
both of which should be implemented in a balanced way by men as well as women. Nyai
Fatikhah, Ustadz Musbikhin and Kyai Fauzi said, that that, "our religion gives equal
opportunities for men and women to serve, but its placement is different. For example,
men are better at to pray in the mosque, while women are better at House to do prayer
Further they argued, that" woman is actually easier to find reward, for example washing
her husband's clothes with sincere intention because of God Almighty, the reward is
equivalent to 1000 times for washing 1 clothes, if a day there are five clothes just count
the numbers. Moreover, if she wants to kiss the hand of her husband, may disqualify her
the sins to her husband, it will be more, especially if her husband is black, like kissing the
black stone" reveals the Kyai in Pekalongan.
b. Women who are menstruating
The Kyai/Ustadzah agreed about women who are menstruating, they must not follow the
activities organized by the MT in the musholla or the mosque, arguing that all is a holy
place and is reserved for the holly ones, while women who are menstruating are
unclean/unholy, so the woman must be outside the mosque or just listen through
loudspeakers. This is emphasized by Kyai Romadhon, that: "the woman is menstruating it
is indeed forbidden to dwell in the mosque, because (1). follow what delivered by the
Prophet. (2) it was feared would bring dirt to the masjid/Mushola (3). cause inconvenience
for herself and others". Another thing that should not be done by women who are
83

menstruating are, reading/holding/and bringing the glorious qur'an, but specificallly for
haafiz is allowed to memorize without holding the Qur'an with the intention of doing zikir,
and must be in the heart. According to Nyai Khuriyah, if a woman is being a teacherof
TPQ, but she is in her menstruation, and it becomes her routine then it is possible to read
the Koran, but should not hold and does not intend for doing worship.
c. The concept of the family of sakinah.
Kyai Rizqon Romadhon and Kyai Fuad of MT of Darul Muttaqin, suggested the same
thing that the concept of sakinah family means, quiet, peaceful, and
harmonious. Kyai Zaenal Arifin, Nyai Khuriyah, and Kyai Ibn Hajar, confirmed with the
same tone that sakinah family as to what has been said by the Prophet
Muhammad: within the family, there is surely a sakinah wife, thus making the family
becomes harmonious. The evidence used by the Kyai and Nyai to affirm the concept
of family sakinah is:
From Abu Hurairah RA a, Prophet Muhammad said:
. . . .
That is to say, as for the good women (his wife) that when you see her, she will
delight you, when ruled she will obey you, and when she is away from you, she
will keep the treasure and decorations. That's one of the key of sakinah family that
is lied in a solihah wife.
d. Nuzuz (Disobedience of Wife)
The kyai of MT of Pekalongan have the same opinion about this nuzus, that is a wife who
won't obey to the husband or disobedience to her husband, resulting in her
husbands mad. That is, a wife is said to be nuzus if she does not want to obey the
husband, like going out of the house (not in case of need) without the
husband's permission, ran away from her responsibilities as a wife and did not meet its
obligations, or if the wife is away from the house without the permission
of the husband. The book of Fiqh are cited by the Kyai/Nyai to describe the condition, for
example: "the wife is prohibited to go out of the house without permission of
husband. If breached, she will be sanctioned by the angels, unless the husband
repents". and "God will not accept the prayer and fasting of a wife who angered her
husband until she repent and back kindly on the husband ... as a sign of the willingness of
the pleasure of Allah to women is if the husband agrees to her". The interesting
thing from the Kyai in Pekalongan, were: "the husband is the Lord for his wife, and if
the human wants to bow on other human, then to the husband is the bow of a wife
for". The phrase "God" and "bow down" from the sentence indicates the high degree of a
husband in front of his wife, so that the wife should obey all the commands the husband
after the command of Allah SWT.
While the legal of nuzus according to them is haraam "the legal of Nuzuz is
unlawful for a wife, Allah almighty prepared a very painful punishment for women who
despise the husband, and unwilling to accept her husband's advice, as it exists in the
QS. An-Nisa: 34 ". The phrase "for a wife" indicated that, nuzus is an absolute thing done
by a wife and not by her husband. There is a difference of opinion among the
Kyai/Ustadzah on the nuzus, that applied only to the wife or husband. The first
opinion says that nuzuz is absolute applied for a wife. The arguments are: (1) the wife
must obey her husband against correspond to verses of the Quran Arrijalu Qawwamunaa
a la nisa (Man is the leader of the women in the family); (2) the wife position under the
hand of the man (husband); (3) the ruling in domestic life is the husband. A second
opinion, nuzus not only apply on the woman (wife), but also her husband, but with
a different term. For example: a husband who insulted his wife, cheated on his wife, bad84

mouth, against the agreements or taking action against wayward early commitments and
the other is the husband who could be categorized as "Nuzuz" or "cheating".
e. The concept of a solekhah woman (wife)
According to Kyai Romli, Ustadz Rizqon and ustadzah fatikhah, solekhah wife is obedient
to God Almighty, to the Prophet, and to her husband. According to them, the solekhah
wife is entitled to a paradise of the husband and the it is the husband's duty of providing a
heaven for his wife. Kyai Fuad asserts, solekhah wife could be free to choose the door of
paradise from which direction she will go.
f. The concept of ownership of property in the household
According to the Kyai/Ustadzah, the property management is done together, because the
husband is the treasure of his wife, although his wife does not work, the treasures of the
wife
also
the
husbands
property. Kyai Romli insists that
though
the treasure managed together but in its use a wife must ask permission and dutifully on
a husband, because her
husband has
paid the
dowry and
give
her
a
living. KH. Rizqon says that: "the right to regulate property according to our religion is the
husband because the husband has to earn a living and to avoid libel in the
household. The example of libel in the affairs of treasure is, his wife wanted to use the
money of the husband to the household needs but he doesn't believe it. However, if the
husband and wife mutually understand then the wife may regulate the financial .... ".
g. The concept of decision-making in the household
According to the Kyai who are entitled to take decisions in the household is the husband,
because the Koran is clear mention "Ar Rijalu Qowwamuna ' Ala Nisa '.(man is the
leader for the women). Kyai Abdurrahman; Affirming that decision in the household
entirely proprietary of the husband, because the husband is the priest of the family, but if
that decision could bring a madhorot, then it can be resisted. "the right to
take decisions in the household is the husband, because the husband as head of
the family. Decision making is carried out by way of deliberation, but the right to
take decisions is the husband "(Kyai Fuad). "the right to take decisions that are the best
husband. Because that has veto power in the family is the husband "(Kyai Romadhon).

h. The limits of morals for men and women.

A variety of opinions related to the limitations of morals for men and women, among other
things: "a man should just civilized enough, while for women, besides the civilized should
also have akhlak" (Kyai M. Hishom and Abdullah Faqih). "men should not be arbitrarily
and laid waste to the wife, to reward and keep his wife, while his wife is a limit should not
disobey what commissioned by the husband, not to be immodest to say to the husband"
(Kyai Zaenal Arifin) "the limits of morals for men and women are equal, but women have
to be more closed than men to avoid something that is not desired, or slander" (Kyai
Fuad). "The limits of morals for men and women there is no limit, but in the matter of the
meeting to others, there should be restrictions like no khalwat between men and
women and women are required to cover their bare". (KyaiRomadhon)
Does the women cover for the sins heavier compared to men, and the Kyai of MT
in Pekalongan, almost all of them argue the same about this, where women did not bear
the sins of heavier compared to the male, but because women are more gossiping and
can't keep her tongue, then women are easy to sin. This is emphasized by the Kyai
Abdurrahman, that "the qur'an has already explained that the occupants of hell is more
women than men, because women are not good habit one in gossiping. It is the deeds
85

of the devil. Human beings driven by Satan tointensified brothers, neighbors, family or
even yourself, women also often indulgence nakedness ". Kyai M. Fauzi, "between men
and women alike in this, but most in the Hadith explained that women are more in hell,
because the woman (wife) could not receive (be thankful) for the grant of a
husband. There is term of Surga nunut neraka katut.
i. Women as sources of libel.
The Kyai/Nyai/Ustadzah in the taklim town of Pekalongan, argued with the same tone,
that during this time women were considered as a source of defamation "because
women sometimes can't keep lisannya" Zaenal Arifin ... "The allusion of the woman has
two mouths, that is more like a lot of waffle and it could be from omongannya that could
lead to the source of libel, and the difference between reason and lust in men and
women: Allah give sense to women, lust 1 9, while men give sense 9, 1 lust" (Kyai
Abdurrahman). "The woman here is not the source of libel, but can be said
to invite defamation. This happens when the woman couldn't keep her. Women when
seen from the front along with the devil, as seen from the rear along with the devil,
the devil together referred to here is when viewed from the front of saw her face that
can invite lust, and when viewed from the rear will dent his desire will be able to
invite. Therefore as a woman should be able to keep him, by way of closing the
nakedness in accordance with Islamic jurisprudence and
cosmetic not
exaggeration "(Mrs Fatikhah). "the woman said to be the source of libel, teasers and
Lust Lust, between men and women is 9:1 on his earthly passions". (Rizqon).
j. The concept of women's leadership.
The kyai that manages the MT of Pekalongan, had three different opinions. The first
opinion, women should not be a leader, because leaders have to be male. This opinion
refers to the Quran Surat An-Nisa': 30. Second opinion states that, women could be
leaders, but better men in accordance with the demands of the Shari'ah, because the
woman is less than perfect in the mind and religion i.e. more concerned with feeling, but if
that is to be the leader of the women she should still be followed". The third opinion,
stating that the woman could be the leader with the terms: knowledgeable, able to keep
the mandate, and do justice.

k. Making a living
Making a living is the duty of a husband. "If the wife will be worked to fullfill the needs
of families, in this case it is allowed on the condition that she should
get permission from her husband and still was able to keep his family. Because if the wife
will go out of the House to be with her husband's permission and when going out of the
House then it should be accompanied by thes wifes muhrim". (Kyai Fuad). "making a
living is the duty of the husband, but when there is an emergency, one excuse
then wife is allowed because her husband is paralyzed (disabled) or in severe pain that is
indeed his condition really is not able to earn a living". (Kyai Fuad). "If the wife has higherincome it does not mean that wives as primary breadwinners but rather as extra
breadwinner for her family, as the primary earner is the husband, and if the husband does
not give a living then the wife could sue on that grounds . (Fatikhah and Musbikhin).

DISCUSSION
Learning in the MT, as above, the fact does not yet reflect gender sensitivity. Gender
sensitivity is the ability and sensitivity of a person in looking at and assessing the various
aspects of life from the perspective of gender (BKKBN guide books, 2009). Conceptually,
gender sensitivity is the ability to understand the gender imbalance especially in the division
of work and decision making resulting in reduced opportunity and low socio-economic status
86

of women compared to men. Gender inequality shows that there is unfairness (the gender
gap) and discrimination between women and men in various aspects of life, both in
households, communities and countries. Gender sensitivity is the principle of terwujudkan
justice and gender equality, i.e., a condition in which portions of the social cycle and women
and men equal, harmonious, balanced and harmonious. This condition can be
realized when there is fair treatment between women and men. The application
of gender equality and justice should pay attention to the issue of contextual and situational,
not a calculation based on mathematically and is not universal.
The concept of equality is a qualitative philosophical concepts is not always
quantitative. The notion of gender equality is, the conditions under which women and
men enjoy equal status and have equal conditions for realizing its fullrights and its potential
for development in all areas of life. Gender justice is fair, a condition for women and men
through the process of culture and policies that eliminate barriers accounted for women
and men. While the gap in gender disparity occurs when one of the sexes is in left condition
than other gender. This gender disparity raises gender inequalities. This is emphasized by
Fakih, that gender inequalities that afflict many women is manifested in some form i.e.
the stereotype, subordination, marginalization, the double burden, and violence. (Faqih,
1997). The manifestation of injusticeinseparable, interrelated and influence are dialectical.
The realization of equality and gender justice is characterized by the absence
of discrimination between women and men, and thus they have access, participation,
control and benefits in development.
Based on the thought and facts above, the fair integration of gender in learning
strategies and materials in the MT will be examined in more detail, in order to materialize the
social relation pattern of fair and equal gender in family and community life in particular. The
discussion of gender analysis is carried out using a model Pathway or Gender Analysis
Pathway (GAP). The workflow from this analysis include, 2 stages: stage 1: gender analysis
that includes 5 steps (define programs and goals that will expose the data analysis; in the
opener, finding insight into gender issues by looking at the gender disparity of access,
benefits, participation and control; the originator to identify the factors the causes of gender
disparity both internal and external). Stage 2. Gender integration that includes
(reformulating objectives, programmes and action plans that are gender sensitive; set a base
line and gender indicators). (Ismi, 2009).
Table 1
GAP Analysis Matrix
The Learning in the MT of Pekalongan
Learning Methods
Gender Issues:

Learning Techniques
Gender Issues:

The method used by Kyai/Nyai/

Ustadzah
is lecture
and halaqoh. This method is
one way direction, however for
male members for the method
of halaqoh are given the
opportunity
(to
participate)
asked, while women are not
with a reason that man has the
courage to ask and the woman
is not.

There is no special learning

techniques, such as the use
of certain media. However,
using the
technique
of
guyon/jokes
and
concrete
examples in the
granting of material. The use
of this
technique, so
that learning is
not
monotonous, so peaple dont
get
bored.
Learning

Learning Material
Gender Issues:
The learning material presented
related to the pattern of
relations between men and
women, the difference between
people
both
men
and
women. The
material for male participants, f
or
example:
1) material to worship, men are
more
emphasized
on
hablumminallah
(sholat,
87

Analysis:
Genderdisparity
occurred in the methods used
by Kyai & Nyai Nyai, as it
only gives
the
opportunity (participation)
in one gender, namely men.
Internal Gaps:
Internal factors namely the
existence of a presumption of
the Kyai/Nyai/Ustadzah that
those have courage are men. It
means that courage is identical
to men.
External
factors: the
different gender presumption a
gainst men
and
women
occurred due
to
the
construction
of the patriarkhi cultural identifyi
ng that men with masculine
and women for feminine with
various characters
that enclosing them.
The
formulation
Equitable Gender:

of

Methods
of lectures
and halaqoh modified with other
methods that provide
opportunities equal
between
men and women to participate
in the learning process

techniques with "guyon" or

jokes and concrete examples
this differs between both
men and women. For the
participants of men rarely
use
this
technique and
for female participants
always
use this
technique.
The
reason, men are
considered more
serious
thanwith women. As a side
note: "guyon" and "concrete
examples" in this context is
meant
as
something
containing stereotype for
women, because of the
humor and concrete example
that is commonly used by the
Kyai lead on "saru/sexuality".

fasting, Haj, zakat), and for

female participants are more
emphasized on habluminannas
(obeying husbands, serving the
husband); 2) material of
moral creed, is more delivered
on women, with the reason
women are the source of lebel,
because
they
couldn't
keep their ways, the morals
of women lower
than
mensmorals;
3). material of
muamalah (possessions, a
living family) delivered to male
participants; 4)
material
of
munakahah (husband wife
relationship pattern) delivered
to men and women with an
emphasis of each. For men it is
emphasized on male as leaders
and
decision
makers
in
households (priest) and to
Analysis
female participants with an
emphasis on obedience of
gender inequalities occur (st wives on husbands, nusuz,
ereotype) for females,
so solekhah wife and the sakinah
influential in learning techniq family.
ues.
Analysis:
the gap factors:
Internal
factors: the Gender disparity occurred in
existence
of
the the learning material, so that
presumption that "guyon" / learning is not entirely material
jokes identical with female can be accessed by both men
and serious is identical to and women.
the male.
Factors of the Gaps:
External factors: the different Internal
factors, by
gender presumption against the presumption of
men and women occurred the Kyai/Ustadzah that learning
due to the construction of the material to female participants
patriarkhi culture.
associated with the nature of
their
femininity,
instead,
The
Formulation
Of men are associated with the
Equitable Gender:
nature of the masculinity.
The learning techniques
used should be gendersensitive, i.e., which adjust
the interests between men
and women. The integration
of gender
in learning engineering fair i
s done by using the right
medium for
example:

External
factors,
different
gender presumption against
men and women occurred due
to the construction of the
patriarkhi culture.
The
Formulation
of Equitable Gender:
88

If (kyai/nyai)
will
give
samples,
they
should
give concrete examples
of two
identities
that
is not gender bias.

Reviewing
the
learning
materials with
a gendersensitive understanding of on
the two sexes are indeed
different.
Materials and religious texs that
gender bias should be be
understoodcomprehensively.
The use of proper language so
as not to give rise to an
understanding of gender bias in
this
context becomes
important. For example when
giving the material about
solekhah wife, then do not use
phrases such as: "swargo
nunut
neroko
katut"
or
"husband is wife's second
God". The exact language is,
solekhah's wife is a wife who
is obedient to God, leaving the
prohibitions of
God
and
became a friend and the
friends
of
a
husband,
reminding the husband if the
husband is incorrect, provide
input on husband and a soleh
husband is obedient to Allah
becomes the wifes friend,
loving the wife and the children,
appreciate the wife, etc. If your
family was built by solekhah
wife and soleh husband then
it will manifested the sakinah
family, mawadah warahmah

The table above indicates that inequality, gender in learning in the Majelis Taklim
of Pekalongan, contained in methods, techniques
and learning material,
caused
by internal
factors namely the
existence
of
a presumption which
was
built in the Kyai/Ustadzah and from external factors, namely the construction
of the patriarkhi cultural that identify men with masculine and women for feminine with
various characters that enclosing them. Therefore, methods, techniques and
materials should be reviewed with a more sensitive understanding of gender. For
example, methods of lectures and halaqoh modified with other methods that provide
opportunities equal between men and women to participate in the learning process; the
material of the religious texts should be delivered in a comprehensive manner and by
using proper language so as not to give rise to an understanding of gender bias.

CONCLUSION
1. Learning strategies in the MT of Pekalongan, using the method of lectures and halaqoh,
which are traditional and one direction so it tends to be monotonous and boring.
Learning techniques using "humor" and examples of concrete actions, with the aim
89

of eliminating the boredom of the worshipers. Material presented include: material,

munakahah (sakinah family, nuzus, solekhah wife), muamalah (ownership of conjugal
property, the obligation of a living in the household), moral (the wife of the source of libel,
moral limits for men and women, women bear the sins of more weight than men). The
husband and wife relationship material in the household and in the substantive delivery
tend to still gender bias.
2. Fair gender Integration formulated in the strategies and learning materials in the Majelis
Taklim, compiled on the basis of the principles of gender equality in the Qur'an, among
others: men and women are equally as servants; men and women as the Caliph in
the face of the Earth; men and women receive a primordial Covenant; Adam and Eve, are
engaged actively in the cosmic drama; men and women alike are potential achievements.
The principle of synchronized with indicators of gender fair which includes: acces,
participation, benefits and control, so the equitable relation patterns and gender equality
in families and communities can be established.
ACKNOWLEDGEMENT
The research was carried out by the funding from the Centre for research and public
service (P3M) STAIN Pekalongan by 2015, and the result of this research has never
been published.

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UMM Press, p. 28.
Kementerian pemberdayaan perempuan RI, (2007). Gender analisi pathway: Alat Analisis
untuk Perencanaan Pembangunan. Jakarta, Bappenas dan Kemn. PP. p. 3-4.
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B. Milles dan A. Michael Huberman, (1992). An Expanded Soucers Book:

Qualitative Data Analiysis, p. 20.

Hornby A.S. (1983). Oxford Anvanced Learners Dictionary of Current English, London:
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Hasan, Shadily. (1987). Kamus Inggris Indonesia, Jakarta: Gramedia, p. 383.
Septi, Gumiandari, (2005). Akar Pemahaman Misoginis Atas Hadist Jurnal Eqalita,
Vol.5, No: 2. PSG STAIN Cirebon, p. 165-1666.
Mansour, Faqih. (1997). Gender dan Transformasi sosial (Yogyakarta: Pustaka Pelajar,
p. 8-9.
Ismi, Dwi & Wahyuningsih, Dwi, Rutinah. (2009) Integrasi Pendidikan Adil Gender dalam
Proses Pembelajaran di Sekolah Dasar. Surakarta: UNS Press. Kementrian
Pemberdayaan, p 137.

90

91

KESAN KAEDAH PEMBELAJARAN BERASASKAN MASALAH BERBANTUKAN PETA

PEMIKIRAN (PBMPP) TERHADAP MOTIVASI PEMBELAJARAN SAINS
Ruslan Mapeala
Institut Pendidikan Guru Kampus Tawau
Sabah, Malaysia
ruslanmapeala@gmail.com
Nyet Moi Siew @ Sopiah Abdullah
Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
Sabah, Malaysia
asopiah@gmail.com
Abstrak
Kajian kuasi-eksperimental ini bertujuan untuk menentukan kesan Pembelajaran
Berasaskan Masalah berbantukan Peta Pemikiran (PBMPP) ke atas motivasi pembelajaran
sains bagi murid-murid Tahun 5. Seramai 270 orang murid Tahun 5 di tiga buah sekolah
rendah dalam daerah Tawau, Sabah terlibat sebagai subjek kajian. Terdapat dua kumpulan
kawalan dalam kajian ini iaitu kumpulan Pembelajaran Berasaskan Masalah berbantukan
Peta Pemikiran (PBMPP, n=90) dan kumpulan Pembelajaran Berasaskan Masalah (PBM,
n=90). Manakala satu kumpulan kawalan iaitu kumpulan Tradisional (TRD, n=90). Bagi
mengawal perbezaan pemboleh ubah bergerak balas, ujian pra diberikan kepada ketigatiga
kumpulan sebelum pengajaran dijalankan. Selepas sembilan minggu pengajaran, ketiga
tiga kumpulan diberikan ujian pasca. Soal selidik Motivasi Murid Terhadap Pembelajaran
Sains (SMTSL) digunakan bagi tujuan mendapatkan data. Bagi menentukan perbezaan
antara kumpulan rawatan dan kumpuan kawalan, data ujian pra dan ujian pasca dianalisis
menggunakan analisis ANCOVA dan juga saiz kesan (ES). Hasil ujian ANCOVA dan saiz
kesan (ES) menunjukkan, skor min kumpulan rawatan (PBMPP dan PBM) adalah lebih
tinggi berbanding skor min kumpulan kawalan (TRD) dalam pola PBMPP>PBM>TRD dan ini
bermaksud kesan rawatan adalah bermakna secara praktisnya.
Kata kunci: Pembelajaran Berasaskan Masalah, Peta Pemikiran, motivasi pembelajaran
sains, murid Tahun 5

PENGENALAN
Pembelajaran Berasaskan Masalah: Dari Perspektif Malaysia
Proses pengajaran dan pembelajaran yang berlaku di dalam bilik darjah merupakan
petunjuk terbaik bagi kemajuan masa depan sesebuah negara. Dalam ekonomi global masa
ini, kejayaan sesebuah negara amat bergantung pada ilmu pengetahuan, kemahiran dan
kompetensi yang dimiliki rakyat. Dalam abad ke-21 ini, murid perlu berkebolehan untuk
menyelesaikan masalah melalui pemikiran yang kritis dan menyelesaikan masalah yang
merupakan salah satu elemen penting dalam pembelajaran abad ke-21(KPM, 2015). Hal ini
demikian, kebolehan murid menyelesaikan masalah mampu mempersiapkan generasi muda
menghadapi keperluan abad ke-21. Oleh itu, kaedah PdP yang selari dengan keperluan
masa kini adalah merupakan satu keutamaan.
Lantaran itu, PBM adalah kritikal dalam memastikan sistem pendidikan di Malaysia setaraf
dengan negara-negara maju yang lain dalam era global masa kini. Sehubungan dengan itu,
Kementerian Pendidikan Malaysia (KPM) telah memperkenalkan Kurikulum Standard
Sekolah Rendah (KSSR) pada tahun 2011 bagi mengantikan Kurikulum Bersepadu Sekolah
92

Rendah (KBSR). KSSR memberi penekanan kepada kemahiran berfikir aras tinggi (KBAT)
dengan kaedah PBM merupakan salah satu kaedah pengajaran dan pembelajaran sains
yang dicadangkan (DSKP, 2015) Hal ini demikian, penyelesaian masalah adalah satu
kaedah yang melibatkan murid secara aktif untuk membuat keputusan atau untuk mencapai
sasaran tertentu. Semasa penyelesaian masalah, aktiviti seperti simulasi, perbincangan dan
eksperimen boleh dijalankan. Secara umum penyelesaian masalah melibatkan langkah
berikut (i) Kenal pasti dan faham masalah, (ii) Jelaskan masalah, (iii) Cari alternatif
penyelesaian masalah, (iv) Jalankan operasi penyelesaian dan (v) Nilaikan penyelesaian.
Kebolehan dalam menyelesaikan masalah boleh dipupuk dalam kalangan murid melalui
penggunaan kaedah PBM (Barret dan Moore, 2010, Faaizah, 2010, Zurida et al., 2006;
Savin-Baden, 2004,). Tambahan pula terdapat banyak kajian lalu yang menunjukkan
keberkesanan kaedah PBM terhadap motivasi pembelajaran di peringkat sekolah (misalnya
Wijnia et al., 2011, Sungur dan Tekkaya, 2006; Hwang dan Kim, 2006 Hmelo-Silver, 2004;
Norman & Schmidt, 1992).
Pembelajaran Berasaskan Masalah: Satu Tinjauan Literatur
Kaedah PBM adalah bertunjangkan konstuktivisme (Yew dan Schmidt, 2012) dengan
pengetahuan dibina melalui pengetahuan sedia ada (Loynes et al., 2015; Kock et al., 2004).
Kaedah ini mula diperkenalkan dalam kurikulum sains perubatan di Universiti McMaster
Kanada, Ontario pertengahan tahun 60-an (Schmidt et al., 2009). Semenjak itu, kaedah
PBM ini telah diaplikasikan dan diterima baik dalam pelbagai disiplin ilmu (Tatar dan Oktay,
2011; Savin-Baden dan Major, 2004). Kaedah PBM bermula dengan mewujudkan
persekitaran pembelajaran berkisar tentang penyelesaian masalah yang relevan, autentik
dan bersifat akademik (Hung et al., 2011; Yew dan Schmidt, 2012).
Dalam proses menyelesaikan masalah, murid membina pengetahuan dan mengembangkan
kemahiran penyelesaian masalah yang membantu mereka untuk lebih bermotivasi mengikuti
aktiviti pembelajaran. Adalah sesuatu yang biasa murid lebih bermotivasi untuk belajar
dengan lebih tekun melalui kaedah PBM berbanding dengan kaedah tradisional (Sherwood,
2004; Graaff dan Klomos, 2003; Rideout dan Carpio, 2001). Menurut Liu (2005),
pelaksanaan kaedah PBM dapat meningkatkan kedua-dua aspek motivasi iaitu motivasi
intrinsik dan ekstrinsik murid. Kehadiran motivasi dalam diri seseorang murid akan
mewujudkan sikap positif terhadap pembelajaran (nel dan Balm, 2012) dan memberi kesan
positif kepada peningkatan pencapaian akademik (Inman, 2011).
Beberapa kajian berbentuk kuasi-eksperimental berkaitan kaedah PBM terbukti dapat
meningkatkan motivasi murid. Sebagai contoh, Pedersen (2003) mendapati motivasi intrinsik
murid Tahun 6 meningkat dengan ketara selepas 13 minggu intervensi PBM berbantukan
komputer melalui program Alien Rescue dilaksanakan. Selain itu, efikasi murid juga
didapati meningkat apabila program yang sama digunakan dalam sampel pelajar yang
berlainan (Liu, Hsieh, Cho, & Schallert, 2006). Begitu juga kajian oleh L. Martin, West dan
Will (2008), menunjukkan bahawa intervensi PBM selama 12 minggu dapat meningkat
motivasi intrinsik pelajar. Walau bagaimanapun, perlu diketahui bahawa tidak semestinya
semua pelaksanaan kaedah PBM akan tidak sentiasa membawa kepada peningkatan
motivasi yang lebih tinggi dalam pelaksanaannya. Oleh itu, guru haruslah sentiasa bijak dan
proaktif dalam melaksanakan kaedah PBM agar dapat mewujudkan persekitaran
pembelajaran PBM yang benar-benar mampu memupuk dan meningkatkan motivasi dalam
kalangan murid
Peta Pemikiran (PP): Dari Perspektif Malaysia
KSSR diperkenalkan sebagai satu usaha menyusun semula dan menambah baik kurikulum
sedia ada untuk memastikan murid dibekalkan dengan pengetahuan, kemahiran dan nilai
yang relevan untuk memenuhi keperluan semasa serta menghadapi cabaran abad ke-21
yang menuntut kepada KBAT murid. Lantaran itu, KPM telah memperkenalkan program i93

THINK yang bertujuan untuk meningkatkan KBAT murid selain untuk menjadi pencetus
kepada motivasi untuk belajar melalui penggunaan alat berfikir visual yang telah terbukti
dapat meningkatkan motivasi murid. Program i-THINK ini telah mula diperkenalkan di
seluruh sekolah di Malaysia pada tahun 2014.
Hyerle (2009) menyatakan, maklumat di dalam otak manusia disimpan dalam bentuk peta
dan jaringan. Oleh itu, cara terbaik untuk mengajar tentang berfikir ialah dengan cara yang
sama bagaimana otak manusia menyusun pelbagai maklumat. Pelbagai alat berfikir telah
dicipta untuk membantu manusia berfikir dan menyusun maklumat secara efisien antaranya
peta minda oleh Tony Buzan (1974), peta konsep oleh Novak dan Gowin (1984) dan PP
oleh David Hyerle (1995). Namun begitu, keberkesanan penggunaan PP di luar negara
melalui program thinking school telah memberi inspirasi kepada KPM dengan kerjasama
Agensi Inovasi Malaysia untuk turut mengaplikasikan penggunaan PP di Malaysia.
Memandangkan program i-THINK ini masih lagi baharu di Malaysia, maka masih sangat
kurang kajian yang berkaitan dengan keberkesanan program ini khususnya dalam aspek
motivasi pembelajaran sains. Sebagai contoh, kajian oleh Mohamed Sidek (2012)
menunjukkan amalan pengajaran guru melalui penggunaan PP telah merubah tingkah laku
murid kepada lebih positif dan tekun. Beliau juga mendapati penggunaan PP dalam
kalangan murid guru yang belajar di Institut Pendidikan Guru di Terengganu berjaya
meningkatkan daya ingatan yang luar biasa berbanding cara pembelajaran yang lama.
Seterusnya, Mohamed Sidek (2013) juga telah menjalankan kajian bagi mengetahui kesan
penggunaan PP terhadap perubahan tingkah laku kanak-kanak yang belajar di sekolah
tadika. Dapatan kajian beliau juga membuktikan penggunaan PP dapat menghasilkan
perubahan tingkah laku positif yang memberangsangkan walaupun dipraktikkan dalam
waktu yang singkat. Oleh itu, penggunaan PP sebagai satu alat berfikir telah diterima baik
dalam kalangan guru dan murid. Persepsi yang positif ini adalah kerana keberkesanan PP
dalam meningkatkan motivasi dan perubahan tingkah laku positif serta meningkatkan daya
ingatan murid.
Peta Pemikiran (PP): Satu Tinjauan Literatur
Hyerle dan Alper (2011) menyatakan, PP memudahkan murid memahami konsep,
menganalisis masalah dan mencari penyelesaian. Ini disebabkan penekanannya kepada
aktiviti yang berpusatkan murid dan menggalakkan mereka bekerja secara kolaboratif selain
daripada hubungan guru-murid lebih rapat kerana guru cenderung berperanan sebagai
fasilitator. Muhamad Sidek et al. (2014) juga menyatakan bahawa PP adalah alat berfikir
visual terbaik bagi memenuhi keperluan murid-murid dalam proses pembelajaran mereka.
Apabila keperluan murid dipenuhi, secara tidak langsung ia menjadi asas kepada memupuk
motivasi dalam kalangan murid.
Aplikasi PP yang disokong dengan penggunaan perbendaharaan kata untuk kemahiran
berfikir dapat membantu murid untuk berfikir secara lebih sistematik (Ong, 2006) dan secara
tidak langsung memotivasikan menjadi untuk terlibat aktif dalam aktiviti pembelajaran
berasaskan pemikiran. Van Gelder (2005) berpendapat, penglibatan aktif murid ketika aktiviti
pemikiran dengan bantuan alat pengurusan grafik dapat memberi peluang untuk mereka
menjadi seorang pemikir kritikal yang lebih baik. Menurut beliau lagi, penggunaan PP
sebagai alat pengurusan grafik membolehkan murid memantau pemikiran mereka,
mengenal pasti isu-isu penting dan andaian serta murid akan lebih mudah menjelaskan
idea-idea mereka.
Seterusnya, penggunaan PP semasa proses PdP dapat membantu murid menyelesaikan
masalah pembelajaran dari pelbagai peringkat umur, situasi dan disiplin ilmu yang lain
(Hyerle, 2009). Ini menyebabkan PP diterima baik oleh pelajar dan memberi kesan yang
positif dalam proses PdP (Lee dan Gan, 2012). Menurut Long dan Carlson (2011) PP juga
dapat mengaktifkan pengetahuan sedia ada murid yang menggalakkan kepada KBAT dan
94

pembelajaran yang lebih mendalam kerana setiap PP direka untuk tujuan yang spesifik dan
ini akan dapat memastikan bahawa murid memahami cara yang betul untuk
menggunakannya. Dalam hal ini, PP adalah medium yang sangat efisien kerana
menggabungkan proses kognitif dengan maklumat dalam bentuk visual.
PP terdiri daripada lapan jenis, dengan setiap satu mempunyai fungsi proses berfikir yang
khusus dan menjadikan PP adalah unik berbanding alat berfikir yang lain kerana PP
mempunyai objektif dan matlamat yang jelas dalam konteks kemahiran berfikir. Jadual 1
menunjukkan jenis-jenis PP, proses berfikir dan kata kunci pemikiran yang terlibat.

Bil
1

Jadual 1: Jenis PP Mengikut Proses Pemikiran

Jenis
Proses Pemikiran
Kata Kunci Pemikiran
Peta Bulatan
Mendefinisikan
Senaraikan, jelaskan, tuliskan semua
mengikut konteks
yang anda tahu, sumbang saran,
kenal
pasti,
kaitkan
dengan
pengetahuan sedia ada, meneroka
makna.
Peta Buih
Menerangkan
Terangkan, jelaskan, gunakan lima
kualiti
pancaindera
untuk menerangkan
sesuatu, kualiti, sifat, ciri-ciri

Peta Buih Berganda

Membanding beza

Bandingkan, bezakan, cari persamaan

dan perbezaan, bezakan antara A
dengan B

Peta Pokok

Membuat
pengelasan

Kelaskan, asingkan, kategorikan,

kenal pasti antara idea utama dan
penjelasannya.

Peta Dakap

Hubungan seluruh
bahagian

Sebahagian daripada, tunjukkan

struktur,ambil
sebahagian
daripada, kenal pasti struktur,
komponen fizikal, anatomi

Peta Alir

Urutan

Susunkan mengikut aturan yang betul,

ceritakan/ kira semula, kitaran,
tunjukkan
proses,
selesaikan
masalah, mengkaji corak (trend)

Peta Pelbagai Alir

Sebab dan akibat

Sebab dan akibat, bincangkan

akibatnya, apakah yang akan berlaku
sekiranya,
jikamakaterangkan
perubahan

Peta Titi

Analogi (hubungan
yang
sama,
mencari
faktor
penghubung)
Sumber: Hyerle dan Alper (2011:93)

Kenal pasti
peraturan,
kesetaraan.

perkaitan,
simbol,

meneka,
analogi,

Hasil daripada tinjauan literatur mendapati banyak kajian telah dijalankan di dalam dan luar
negara yang menunjukkan kesan positif kaedah PBM terhadap motivasi (Rosen dan Tager,
2016; Wijnia et al., 2011; Sherwood, 2004; Graaff dan Klomos, 2003; Rideout dan Carpio,
2001), Namun demikian, pensampelan kajian-kajian ini adalah terbatas kepada pelajarpelajar di sekolah menengah dan juga di institusi pengajian tinggi dan juga terhad kepada
pelaksanaan kaedah PBM secara implisit iaitu tanpa bantuan alat berfikir secara spesifik.
Oleh itu, wujudnya satu keperluan untuk mengetahui kesan kaedah PBM yang disebatikan
95

dengan penggunaan alat berfikir jenis Peta Pemikiran terhadap motivasi pembelajaran sains
dalam kalangan murid Tahun 5. Kajian terhadap penyebatian PBM dan Peta Pemikiran akan
memperluaskan bidang ilmu pengetahuan dalam bidang pembelajaran berasaskan masalah
dan juga yang berkaitan dengan pendekatan penyebatian khasnya dalam konteks
pendidikan sains di sekolah rendah. Oleh itu, sebagai permulaan, kaedah PBMPP dipilih
untuk dikaji keberkesanannya terhadap motivasi pembelajaran sains murid Tahun 5
memandangkan kaedah PBM bukanlah sesuatu yang asing dalam kalangan guru dan juga
murid. Begitu juga penggunaan Peta Pemikiran yang telah pun diperkenalkan kepada
semua guru dan murid di sekolah pada tahun 2014 lagi. Manakala skop dikhususkan
kepada motivasi pembelajaran sains memandangkan kurangkan kajian berkaitan motivasi
dalam bidang ini yang juga merupakan bidang pengkhususan pengkaji. Lebih spesifik lagi,
kajian ini bertujuan untuk menjawab soalan kajian dan untuk menguji hipotesis berikut:
Persoalan kajian: Apakah kesan kaedah PBMPP, PBM dan TRD terhadap skor min
motivasi pembelajaran sains selepas intervensi dijalankan?
Hipotesis alternatif (H11): Subjek kajian yang diajar menggunakan kaedah PBMPP akan
menghasilkan skor min motivasi pembelajaran sains selepas intervensi yang berbeza secara
signifikan berbanding subjek kajian yang diajar menggunakan Kaedah PBM yang
seterusnya akan menghasilkan skor min yang berbeza secara signifikan berbanding dengan
subjek kajian yang diajar menggunakan Kaedah TRD.
Pembelajaran Berasaskan Masalah Berbantukan Peta Pemikiran (PBMPP)
Swartz dan Perkins telah memperkenalkan pendekatan yang dikenali sebagai pendekatan
penyebatian (Swartz dan Perkins, 1995). Pendekatan ini membolehkan pengajaran isi
kandungan diajar secara mendalam dengan prinsip tentang pemikiran dilakukan secara
eksplisit (Ennis, 1985) bagi membolehkan penyampaian isi kandungan mata pelajaran dan
kemahiran berfikir dapat dilaksanakan secara serentak (Swartz et al. 1998). Pendekatan
penyebatian membantu murid mencapai tahap kognitif yang tinggi (Swartz et al., 1998) dan
motivasi pembelajaran yang lebih baik (Ong dan Sharon, 2002). Dua komponen penting
dalam pendekatan ini iaitu komponen pengajaran tentang pemikiran (alat berfikir) dan
komponen untuk pemikiran (kaedah) yang disebatikan di antara satu sama. Sehubungan
dengan itu, dalam kajian ini, pengkaji dengan teliti membangunkan modul pembelajaran
dengan menyebatikan kedua-dua komponen ini yang dikenali sebagai modul Pembelajaran
Berasaskan Masalah berbantukan Peta Pemikiran (PBMPP) sebagai medium pembelajaran
bagi meningkatkan motivasi pembelajaran sains dalam kalangan subjek kajian.
Memandangkan kajian ini berfokus terhadap pelaksanaan kaedah PBMPP, maka kaedah
tersebut dihuraikan seperti berikut dan lembaran aktiviti dalam kaedah PBMPP diwakili oleh
Rajah 1 dan Rajah 2. Aktiviti PBM dilaksanakan dalam kumpulan kecil terdiri daripada empat
hingga lima orang (Barret dan Moore, 2011; Faaizah, 2008) dengan mengadaptasi model
konstruktivisme Lima Fasa Needham. Prosedur penyelesaian masalah pula dilaksanakan
berdasarkan kepada model Fogarty (1997). Masalah diberikan pada bahagian atas
lembaran aktiviti dan bersifat autentik dan relevan dengan kehidupan seharian murid (Hung,
2006). Seterusnya, setiap masalah disertakan dengan jenis Peta Pemikiran yang spesifik.
Namun begitu, hanya tiga daripada lapan jenis Peta Pemikiran yang terlibat seperti
ditunjukkan dalam Rajah 1 iaitu (i) Peta Buih Berganda untuk kemahiran berfikir kritikal
membanding dan membeza, (ii) Peta Alir untuk kemahiran berfikir kritikal membuat urutan,
(iii) Peta Pelbagai Alir untuk kemahiran berfikir kritikal mengenal pasti sebab dan akibat.
Bilangan jenis pemikiran yang terhad ini bertujuan untuk memastikan subjek kajian tidak
terbeban dengan aktiviti pembelajaran yang banyak yang boleh menyebabkan mereka
kurang bermotivasi untuk belajar memandangkan pembelajaran berasaskan pemikiran
bukanlah sesuatu yang mudah.

96

Selain itu, lembaran aktiviti yang berwarna dan bersaiz poster (A3) juga digunakan untuk
memastikan semua ahli kumpulan berpeluang menggunakan lembaran kerja secara
berkumpulan. Selain daripada itu, bagi memastikan subjek kajian mengalami proses
pembelajaran berasaskan masalah yang bermakna dan untuk memotivasikan mereka, maka
elemen ansur maju diaplikasikan dalam lembaran aktiviti seperti ditunjukkan dalam Rajah 2.
Elemen ansur maju ini dapat diperhatikan melalui persembahan masalah yang lebih bersifat
umum dan struktur Peta Pemikiran yang tidak selengkap struktur Peta Pemikiran seperti di
dalam lembaran aktiviti pada Rajah 1.

Rajah 1 : Contoh lembaran aktiviti modul PBMPP

Rajah 2 : Contoh lembaran aktiviti modul PBMPP dengan elemen ansur maju

METODOLOGI
Reka Bentuk Kajian dan Persampelan
Kajian ini menggunakan kaedah kuasi-eksperimental dengan reka bentuk kumpulan
kawalan ujian pra pasca. Seramai 270 orang murid Tahun 5 di tiga buah sekolah rendah
kategori bandar dalam daerah Tawau Sabah telah diplih sebagai subjek kajian. Pemilihan
subjek kajian ini adalah berdasarkan kepada skor min pra motivasi terhadap pembelajaran
sains yang sama atau hampir sama sebelum intervensi dijalankan. Subjek kajian di tiga
buah sekolah yang terpilih kemudiannya dibahagikan kepada tiga kumpulan mengikuti
kaedah pembelajaran iaitu kaedah Pembelajaran Berasaskan Masalah Berbantukan Peta
Pemikiran (PBMPP, n=90), kaedah Pembelajaran Berasaskan Masalah (PBM, n=90) dan
97

kaedah pembelajaran Tradisional (TRD, n =90). Tempoh kajian ini mengambil satu sesi
pengajaran selama satu jam bagi pelaksanaan intervensi sembilan minggu bagi mengajar
tajuk-tajuk dalam tema Sains Fizikal mata pelajaran Sains Tahun 5.
Rawatan
Tiga jenis kaedah PdP diaplikasikan dalam kajian ini iaitu kaedah PBMPP, kaedah PBM dan
kaedah TRD. Bagi kaedah PBMPP, subjek kajian menyelesaikan masalah yang dicirikan
oleh aktiviti penyelesaian masalah berdasarkan prosedur penyelesaian masalah yang
dicadangkan oleh Fogarty (1977) dengan bantuan alat berfikir jenis Peta Pemikiran dalam
satu modul pembelajaran yang dibangunkan oleh pengkaji iaitu modul PBMPP. Bagi kaedah
PBM pula, subjek kajian juga mengikuti aktiviti penyelesaian masalah berdasarkan prosedur
penyelsaian masalah yang dicadangkan oleh Fogarty (1977), tetapi tanpa bantuan alat
berfkir Peta Pemikiran. Seterusnya, bagi kumpulan kaedah TRD pula, aktiviti penyelesaian
masalah lebih kepada pembelajaran secara individu dan persaingan serta berpusatkan guru.
Pada akhir pengajaran iaitu pada minggu ke sembilan, satu soal selidik motivasi terhadap
pembelajaran Sains diberikan kepada ketiga-tiga kumpulan dan skor mereka dikirakan
sebagai indikator pencapaian motivasi seseorang murid.
Instrumen
Instrumen yang digunakan ialah soal selidik pra dan pasca motivasi murid terhadap
pembelajaran Sains (SMTSL) yang dibangunkan oleh Tuan et al. (2005) mengandungi 33
item dengan 6 konstruk motivasi iaitu efikasi kendiri, strategi pembelajaran aktif, nilai
pembelajaran sains, matlamat prestasi, matlamat pencapaian dan rangsangan persekitaran
pembelajaran. Soal selidik ini telah diterjemahkan kepada bahasa melayu dengan bantuan
dua orang pakar iaitu seorang pakar bahasa Inggeris berkelulusan doktor falsafah dan
seorang pakar Bahasa Melayu dan bergelar munsyi Dewan Bahasa dan Pustaka (DBP)
yang bertujuan untuk memastikan maksud item tidak berubah daripada maksud item yang
asal. Setelah itu, instrumen ini ditadbir kepada 30 orang murid Tahun 5 di salah sebuah
sekolah dalam daerah Tawau yang tidak terlibat dalam kajian ini dengan nilai
kebolehpercayaan yang tinggi iaitu Alpha Cronbach (0.90) (Creswall, 2014).
Analisis Data
Ujian ANCOVA dapat mengurangkan kesan perbezaan sedia ada tersebut dengan
menyelaraskan ralat yang disebabkan oleh pemboleh ubah kovariat (Chua (2009). Oleh itu,
dalam konteks kajian ini, pengkaji mengambil pra motivasi pembelajaran sains sebagai
kovariat dalam mengenal pasti perhubungan antara pemboleh ubah bebas (kaedah) dan
pemboleh ubah bersandar (pasca motivasi pembelajaran sains). Aras kesignifikanan untuk
menguji hipotesis kajian ini ialah pada aras .05. Namun, sebelum ujian ANCOVA dijalankan,
data-data pra dan pasca motivasi pembelajaran sains diperiksa bagi memastikan data yang
ada bersifat normal dan memenuhi andaian homogenity of slope. Saiz kesan (ES) juga
dikira untuk menentukan kesan sebenar intervensi yang dijalankan.

DAPATAN
Pemeriksaan taburan-taburan data pra dan pasca motivasi pembelajaran sains
menunjukkan bahawa nilai-nilai kurtosis dan skewness untuk kedua-dua taburan tersebut
berada dalam julat di antara -1 dan +1 (Chua, 2009). Oleh itu, taburan-taburan pra dan
pasca motivasi adalah bersifat normal dan sesuai untuk dianalisis secara parametrik. UJian
Levene [F(2,267) = 1.863, p>.05] menunjukkan bahawa ia tidak signifikan. Pengkaji gagal
menolak hipotesis nul, nilai varians dalam setiap kaedah subjek kajian tidak berbeza. Data
kajian ini mematuhi syarat ujian ANCOVA. Ketidaksignifikan dalam interaksi kumpulan dan
kovariat bermakna anggapan homogenity of slope dipenuhi dan seterusnya analisis kovarian
(ANCOVA) boleh dilaksanakan.

98

Jadual 1: Keputusan ANCOVA bagi pasca ujian berdasarkan kumpulan

Analisis Kovarian
Sumber
Jumlah
df
Kuasa dua F
p
Kuasa dua
Min
Kaedah
3.047
2
1.524
44.458
.000
Pra motivasi
2.068
1
2.068
60.351
.000
Ralat
9.116
266
.034
Min
Kovariat (Ujian Pra)
Ujian Pasca
Min Terlaras
Kaedah
N
Min
SD
Min
SD
PBMPP
90
4.035
.306
4.397
.189
4.395
PBM
90
4.011
.270
4.216
.216
4.222
TRD
90
4.038
.227
4.143
.206
4.140
Jumlah
270
Keputusan ujian ANCOVA menunjukkan bahawa terdapat kesan pemboleh ubah
bebas (kaedah) yang signifikan secara statistik terhadap pemboleh ubah
bersandar kajian (pasca motivasi pembelajaran sains) (F=44.458, p<.05).
Seterusnya, dapatan analisis nilai min ter laras menunjukkan kaedah PBMPP
adalah lebih tinggi dan signifikan secara statistik berbanding kaedah PBM dan
kaedah TRD (min: PBMPP = 4.395, PBM =4.222, TRD = 4.140). Pengkaji turut
menjalankan analisis saiz kesan untuk mengetahui kesan sebenar intervensi
yang dijalankan.
Jadual 2: Saiz Kesan (ES) Keputusan Kajian
Perbandingan
Kumpulan
Nilai (d)
PBMPP lwn PBM
PBMPP lwn TRD
PBM lwn TRD

0.881
1.274
0.345

Tafsiran
Cohen, (1988)

Hattie, (2007)

Besar
Besar
Kecil

Diingini
Diingini
Guru

Jadual 2 menunjukkan bahawa saiz kesan bagi perbandingan kaedah PBMPP

melawan kaedah PBM (0.881), bermaksud murid pertengahan (persentil ke-50) dalam
kaedah PBMPP berjaya mencapai persentil ke-79 dalam agihan linear taburan pencapaian
kaedah PBM. kaedah PBMPP melawan kaedah TRD (1.274) yang bermaksud, murid
pertengahan (persentil ke-50) dalam kaedah PBMPP berjaya mencapai pada persentil ke-88
dalam agihan linear taburan pencapaian kaedah TRD dan telah membantu meningkatkan
skor subjek kajian kaedah PBMPP sehingga 1 sisihan piawai. Manakala saiz kesan bagi
perbandingan kaedah PBM melawan kaedah TRD (0.345), bermaksud murid
pertengahan (persentil ke-50) dalam kaedah PBM berjaya mencapai persentil ke-62 dalam
agihan linear taburan pencapaian kaedah TRD.
PERBINCANGAN
Pelaksanaan kaedah PBMPP dan kaedah PBM dalam kajian ini menggalakkan berlakunya
pembelajaran secara koperatif iaitu murid belajar dalam kumpulan kecil dan bekerjasama
untuk mencapai objektif kumpulan secara bersama serta menggalakkan murid lebih berani
mengemukakan pendapat mereka. Persekitaran pembelajaran seperti ini mempunyai kesan
yang besar kepada motivasi pembelajaran kerana murid merasakan mereka lebih dekat
dengan rakan-rakan mereka (Wijnia et al., 2011). Situasi pembelajaran yang positif seperti
99

ini merupakan pemangkin kepada motivasi murid terhadap pembelajaran sains. Menurut
Atwater et al. (1995), murid yang bersikap positif terhadap pembelajaran sains akan lebih
cenderung positif terhadap tajuk yang dipelajari seterusnya terhadap keseluruhan kelas
sains. Adalah sesuatu yang biasa murid lebih bermotivasi untuk belajar dengan lebih tekun
melalui kaedah PBM berbanding dengan kaedah tradisional (Sherwood, 2004; Graaff dan
Klomos, 2003; Rideout dan Carpio, 2001) kerana melalui kaedah PBM murid dapat
mengaplikasikan pengetahuan sedia ada untuk menyelesaikan masalah sebenar dalam
konteks kehidupan mereka.
Schmidt et al. (2009) menyatakan, kaedah PBM hanya menjadi sistematik sekiranya
terdapat bimbingan atau perancah (scaffolding). Dalam konteks kajian ini, PP merupakan
elemen perancah (scaffolding) kepada subjek kajian kaedah PBMPP untuk menyelesaikan
masalah. Zimmerman dan Campillo (2003) menyatakan, kaedah PBM yang dilaksanakan
secara konvensional iaitu tanpa alat berfikir biasanya adalah tidak sistematik dan memberi
kesan negatif kepada efikasi kendiri dan motivasi intrinsik. Penggunaan alat berfikir juga
telah terbukti dapat meningkatkan motivasi terhadap pembelajaran kerana murid dapat
melihat secara visual apa yang mereka fikirkan sebagai langkah penyelesaian terhadap
masalah yang diberikan. Bagi kaedah PBMPP, masalah dipersembahkan dengan bantuan
gambar rajah, ilustrasi yang jelas, jadual, penggunaan keratan akhbar dan elemen kartun
melalui modul PBMPP yang dibangunkan. Menurut Naylor dan Keogh (2013), elemen grafik
seperti kartun dapat meningkatkan motivasi murid kerana dapat mewujudkan situasi
pembelajaran yang tidak terlalu saintifik (santai). Keadaan ini membolehkan murid tidak
merasakan aktiviti pembelajaran tersebut terlalu berat. Sebaliknya, bagi kaedah PBM dan
kaedah TRD, masalah dipersembahkan tanpa kehadiran elemen-elemen perancah ini yang
menjadikan masalah tersebut kelihatan kurang menarik dan membosankan.
Dalam kaedah PBMPP, murid-murid turut terlibat secara aktif mencipta PP mereka.
Keadaan ini mewujudkan persekitaran pembelajaran bersifat multi-task yang dapat
mewujudkan persekitaran pembelajaran yang aktif, konsisten, fleksibel, integrasi,
berkembang dan bersifat reflektif (Hyerle dan Alper, 2011). Aktiviti seperti ini menjadi
elemen motivasi yang sangat efektif (Theobald, 2006). Sebaliknya, bagi kaedah PBM,
subjek kajian hanya terdedah kepada prosedur penyelesaian masalah biasa, menyebabkan
konsep multi-task ini kurang atau tidak wujud langsung. Manakala bagi kaedah tradisional
pula, konsep tugasan seumpama ini sememangnya tidak wujud, kerana penekanannya
kepada pembelajaran individu dan persaingan. Namun demikian, perlu ditegaskan di sini
bahawa kajian ini hanya menggunakan bilangan sampel yang kecil dan jangka masa
intervensi yang pendek yang hanya mengambil masa 1 jam pengajaran dan pembelajaran
serta melibatkan satu tema sahaja dalam Kurikulum Standard Sekolah Rendah (KSSR)
untuk mata pelajaran Sains Tahun 5. Oleh itu, perwakilan daripada dapatan kajian ini adalah
juga terbatas. Sehubungan dengan itu, sebarang implikasi daripada dapatan kajian yang
dicadangkan di sini perlulah diterima dengan berhati-hati.

KESIMPULAN
Berdasarkan keputusan ANCOVA (F=44.458, p<.05) dan hasil pengiraan saiz kesan (ES)
bagi perbandingan tiga kaedah PdP terhadap pembelajaran sains, maka boleh disimpulkan
bahawa hipotesis kajian ini adalah diterima. Ini bermaksud, motivasi pembelajaran sains
subjek kajian yang mengikuti kaedah PBMPP adalah lebih tinggi dan signifikan secara
statistik berbanding kaedah PBM dan kaedah TRD. Implikasi untuk kajian-kajian pada masa
akan datang, dicadangkan penggunaan subjek kajian yang lebih ramai supaya kesahan
untuk digenenralisasikan dapat ditentukan. Selain itu, kajian-kajian seterusnya perlu untuk
menentukan sama ada dapatan yang sama diperoleh dalam kajian ini bagi tajuk-tajuk dalam
tema yang berlainan dalam mata pelajaran Sains Tahun 5.

100

RUJUKAN
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Sage.
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Praktikum KPLD di Tadika Yayasan Islam Terengganu, Seberang Takir, Kuala
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Skills into Literature. Teaching and Learning, 23, (1), 39-48
Rideout W, Carpio B. (2001). The Problem-based Learning Model of Nursing Education.
Mississauga, Canada: Jones & Bartlett Publishers.
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Computer-Based Assessment of Critical Thinking. Journal of Educational Computing
Research July 2016 vol. 54 no. 4 483-512
Schmidt, H. G., Van der Molen, H. T., Te Winkel, W. W. R., & Wijnen, W. H. F. W. (2009).
Constructivist, Problem-based Learning Does Work: A Meta-analysis of Curricular
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Swartz, R. J., Fisher, S., & Parks, S. (1998). Infusion the Teaching of Critical and Creative
Thinking into Secondary Science: A Lesson Design Handbook. Pacific Grove, CA:
Critical Thinking Co.
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Zilhao (ed.). Cognition, Evolution, and Rationality: a cognitive science for the twentyfirst century. London: Routledge. hlm: 162-181.
Wijnia, L., Loyens, S. M. M. & Derous, E. (2011). Investigating effects of problem-based
versus lecture-based learning environments on student motivation. Contemporary
Educational Psychology, 3: 101-113.
Zurida Ismail, Syarifah Norhaidah Syed Idros., & Mohd Ali Samsudin. (2006). Kaedah
Mengajar Sains. Kuala Lumpur: PTS Professional.

102

TINJAUAN KEPENTINGAN TEORI PEMBELAJARAN DAN IMPLIKASINYA TERHADAP

PEMBINAAN MODUL PEMBELAJARAN KENDIRI
Nooraihan binti Ali
Fakulti Pengajian Kontemporari Islam
Universiti Sultan Zainal Abidin (UniZA)
Kuala Terengganu, Terengganu
nooraihan@unisza.edu.my
Mohd. Hilmi bin abdullah (PhD)
Fakulti Bahasa dan Komunikasi
Universiti Pendidikan Sultan Idris (UPSI)
Tanjong Malim, Perak
Hilmi@upsi.edu.my
Abstrak
Teori pembelajaran secara amnya memfokuskan kepada penerangan tentang proses
pembelajaran dan perubahan tingkahlaku yang boleh berlaku dalam diri seseorang hasil
dari pembelajaran. Dalam proses pendidikan dan pembelajaran (P&P) penyediaan asas
bagi strategi-strategi P&P adalah berdasarkan teori pembelajaran. Pendidikan bermodul
merupakan salah satu strategi pendidikan berpusatkan bahan. Oleh itu, bagi menjamin
kualiti dan keberkesanan sesebuah modul dalam proses P&P, proses pembinaannya
perlu berasaskan teori pembelajaran yang bersesuaian dengan ciri-ciri dan keperluan
modul. Justeru kajian ini bermatlamat untuk meninjau dan mengenal pasti kepentingan
teori pembelajaran dan implikasinya terhadap pembinaan modul. Kaedah analisis
kandungan terhadap bahan-bahan perpustakaan dan kajian-kajian lepas digunakan bagi
mencapai matlamat tersebut. Dapatan kajian menunjukkan bahawa teori pembelajaran
mempunyai implikasi yang signifikan terhadap pembinaan modul. Penerapan teori
pembelajaran ketika mereka bentuk modul juga amat penting bagi merealisasikan
pembinaan modul yang efektif, inovatif, komunikatif dan motivatif.
Kata Kunci : Teori pembelajaran, P&P, Modul

PENGENALAN
Pendidikan dan pembelajaran merupakan keperluan dan isu yang sentiasa berkembang
mengikut perubahan dan kehendak zaman di seluruh dunia. Pada suatu dekad dahulu
kita menyaksikan bagaimana kurikulum tradisional memberi lebih tumpuan kepada guru
daripada pelajar. Walau bagaimanapun, dalam tahun-tahun kebelakangan ini terdapat
satu anjakan paradigma yang berlaku terhadap kurikulum pendidikan yang lebih.,
memberi penekanan kepada pendidikan berpusatkan pelajar. Perubahan ini telah
memberi kesan kepada proses reka bentuk kurikulum dengan penekanan yang lebih
besar kepada pembelajaran dari segi pengetahuan, kemahiran dan kepakaran di dalam
kursus dan modul. Tumpuan adalah kepada bagaimana pelajar belajar dan persekitaran
pembelajaran yang berkesan (Donnelly dan Fitzmaurice, 2005). Oleh itu pendidik
memainkan peranan yang penting bagi menyediakan bahan pembelajaran pelajar yang
berkualiti. Manakala institusi pendidikan pula perlu menyediakan persekitaran
pembelajaran bersesuaian dan berkesan.

103

Dalam proses penyediaan bahan pendidikan atau pembelajaran seseorang

pendidik harus sentiasa peka dengan elemen-elemen yang dapat mempengaruhi P&P
bukan sahaja di dalam kelas malahan di luar kelas. Pendidik perlu memikirkan suatu
bentuk bahan pendidikan yang terbaik untuk mencapai hasil pembelajaran. Matlamat
P&P tidak akan dicapai oleh seseorang pendidik sekiranya tidak mempunyai
perancangan yang lengkap dan sistematik Oleh itu, seseorang pendidik perlu melalui
proses-proses tertentu bagi mereka bentuk dan menghasilkan bahan P&P yang efektif.
Dalam proses pembinaan modul, perkara pertama yang perlu dititik beratkan oleh
pendidik adalah mengenal pasti matlamat dan teori pembelajaran yang bersesuaian
dengan kehendak modul. (Sidek Noah 2005)
Persoalannya apabila mereka bentuk modul P&P, mengapakah teori yang
menyokong pembelajaran perlu dikenal pasti terlebih dahulu? Tidak dapat dinafikan
bahawa peranan pendidik dalam menyampaikan pendidikan yang bermakna kepada
anak didiknya sangat dipengaruhi oleh teori pembelajaran yang menjadi asas
pegangannya. Seseorang pendidik akan menggunakan kaedah pendidikan dan bahan
P&P yang paling efisyen bagi menjamin berlakunya pembelajaran di kalangan muridmuridnya. Pendidik sering kali mengaplikasikan teori-teori yang bersesuaian dengan
objektif dan hasil pembelajaran sama ada secara sedar atau sebaliknya dalam mencapai
matlamat P&P. Apa yang dipraktikkan ini adalah berdasarkan pengetahuan dan
pengalaman mereka dalam dunia pendidikan (Carlile et al. (2004:9). Justeru kajian ini
bertujuan untuk menyerlahkan kepentingan dan impilikasi teori pembelajaran dalam
proses pembinaan modul secara khusus. Ianya juga bermatlamat untuk memberi
panduan bagi seseorang pendidik atau pembina modul bagi menghasilkan modul yang
efektif berdasarkan teori pembelajaran tertentu yang bersesuaian dengan keperluan
pelajar dan objektif modul.

METODOLOGI
Kajian ini merupakan kajian kualitatif berbentuk analisis kandungan. Ianya melibatkan
kajian kepustakaan bagi mengumpulkan pelbagai maklumat yang bersesuaian dan
relevan dengan masalah atau topik kajian yang akan dijalankan. Informasi yang
dimaksudkan ini diperolehi daripada buku-buku ilmiah, hasil penyelidikan, laporan
penyelidikan dan tesis. Data yang diperolehi akan dianalisis secara deskriptif
DAPATAN
Pendahuluan
Modul adalah satu bahan yang dirujuk untuk membantu pembelajaran. Bahan ini dibina
lengkap dengan komponen-komponen P&P seperti objektif, isi kandungan, aktiviti
pembelajaran, aktiviti penilaian serta arahan dan tatacara sistematik supaya pelajar
dapat mengikuti langkah demi langkah bagi menguasai sesuatu unit pembelajaran
(Moon 1988). Modul boleh digunakan secara pembelajaran kendiri. Modul juga dibina
dengan mengambil kira aspek-aspek pendekatan pembelajaran, strategi pendidikan dan
pembelajaran untuk memastikan ianya bersesuaian dengan pengguna modul.
Modul pendidikan merupakan satu koleksi pengalaman pembelajaran yang
terancang dan tersusun, biasanya dalam bentuk pendidikan kendiri untuk mencapai objektifobjektif pembelajaran yang ditetapkan dalam jangka masa beberapa jam ataupun minggu
Penggunaan modul boleh mengganti tugas guru kerana pelajar boleh mempelajari sendiri
mengikut keupayaan mereka dan juga boleh digunakan untuk tujuan pemulihan
(Jonassen,1985)
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Terdapat berbagai bentuk modul pendidikan dan kebanyakannya mempunyai

komponen berikut: rasional,objektif, ujian masuk, bahan-bahan pelbagai media, kegiatan
pembelajaran, ujian kendiri dan ujian pasca (Heinich, Molenda dan Russell,1989). Menurut
Yusuf dan Razmah (1993) cirri-ciri modul yang baik ialah:

Modul yang dibentuk dapat memudahkan pembelajaran kendiri.

Pembelajaran anjal di mana modul dapat disusun dengan pelbagai cara.

Memberi kebebasan untuk belajar mengikut masa, keselesaan dan kecepatan

sendiri.

Boleh digabungkan dengan media lain

Memberi pelajar belajar secara perlakuan melalui kegiatan.

Struktur modul pula sebagaimana yang disarankan oleh Henson (1998) dapat dilihat
berdasarkan rajah berikut yang telah diadaptasi oleh Sidek Mohd Noah dan Jamaluddin
Ahmad (2005).
Bilangan
surat
1
1
1
1/2
1/2

muka

1/2
1/2
1/2
Bergantung
kepada
isi
kandungan
modul. Biasanya
5 hingga 10 muka
surat bagi setiap
unit modul
1/2
1/2
1/2

Komponen

Format

Tajuk modul
Isi kandungan modul
Panduan menggunakan modul
Pernyataan tujuan
Prasyarat
kemahiran
atau
pengetahuan
Objektif
Peralatan dan sumber yang
perlu digunakan bersama modul
Rujukan
KOMPONEN UTAMA
UNIT 1
UNIT 2
UNIT 3
DAN SETERUSNYA

Muka depan
Jadual
Penjelasan
Perenggan
Senaraikan

Rumusan Modul
Bacaan Tambahan
Jawapan ujian atau latihan

Senaraikan
Senaraikan
Senaraikan
-Pernyataan
objektif
khusus pada setiap unit
-Penyampaian
kandungan dalam bentuk
input-process-output atau
pun
input-practicefeedback.
Senaraikan
Senaraikan
Senaraikan

Bagi menghasilkan modul sebagaimana yang dinyatakan tadi pendidik atau pembina
modul perlu memanfaatkan pelbagai teori pembelajaran bagi membantu proses mereka
bentuk dan menyusun kandungan dan aktiviti modul. Pengenalpastian teori
pembelajaran yang sesuai merupakan landasan utama pembinaan sesebuah modul.
Antara teori-teori yang boleh diaplikasi dalam proses mereka bentuk dan membina
modul adalah teori Behaviourisme teori, kognitif dan teori neurosains. Bagi pembinaan
modul yang berbentuk kemahiran, pembina modul juga boleh mengambil manfaat dari
teori malakah yang dipopularkan oleh sarjana Islam Ibnu Khaldun.

105

Analisis teori pembelajaran dan implikasinya terhadap pembinaan modul

Teori Behaviorisme
Teori behaviourisme menyatakan bahawa pembelajaran berlaku apabila tindakan dilakukan
secara berulang dan menjadi kebiasaan. Menurut Newby et.al (2000) teori ini berfokus
kepada kehendak diri sendiri dan tingkah laku yang disengajakan. Tingkah laku yang
berulang itu dapat dikekalkan dengan peneguhan.
Menurut ahli-ahli psikologi teori behaviorisme (Skinner, Pavlov, Watson,
Thorndike dan Bandura), pembelajaran berlaku apabila terdapat perubahan tingkah laku
dalam diri seseorang iaitu daripada tidak tahu melakukan sesuatu perkara kepada tahu
melakukannya (Slavin, 2000). Pengertian pembelajaran ini memberikan implikasi yang
mendalam kepada penulisan objektif pendidikan yang akan dibuat oleh seseorang
pembina modul. Justeru Objektif modul perlu menggunakan perkataan yang boleh
melambangkan perubahan tingkah laku yang boleh diukur.( Murniza 2002)
Dalam teori ini juga terdapat kaedah pendidikan terancang dalam kerangka
Ransangan-Tindak balas atau Stimulus-Respons yang diperkenalkan oleh Skinner.
Menurut beliau setiap ransangan yang diberikan kepada seseorang akan
menyebabkannya bertindak balas dengan rangsangan tersebut yang menghasilkan
pembelajaran sebenar. (Slavin, 2000). Oleh itu pembina modul perlu memberikan
sebanyak mungkin rangsangan kepada pengguna modul untuk memberikan tindak balas
kepada rangsngan-rangsangan tersebut yang membolehkan pembelajaran berlaku
seperti isi pelajaran dan soalan.
Dalam proses mereka bentuk modul ini. konsep ini terdapat pada latihan-latihan
dan soalan-soalan yang telah disertakan dengan jawapan pada akhir modul. Strategi
pendidikan yang berbentuk latih tubi yang terdapat pada modul juga menunjukkan
konsep pendidikan terancang. Secara ringkasnya bentuk penyampaian isi pelajaran
konsep ini akan kelihatan seperti rajah berikut:Isi pelajaran 1

Soalan 1

Jawapan 1

Ransangan

Ransangan

Maklum balas

Rajah 5 : Konsep pendidikan terancang oleh Skinner

Selain daripada itu, teori behaviourisme memberi penekanan kepada kepentingan
konsep pemberian respons yang positif dan negatif terhadap tindak balas yang diberi
oleh pelajar. Respons yang positif terhadap tindak balas yang dikehendaki boleh
mengukuhkan lagi kefahaman pelajar serta membolehkan penghasilan tindak balas yang
sama berlaku berulang kali. (Slavin, 2000).
Di samping itu pemberian motivasi juga ditekankan oleh teori ini bagi
mempertingkatkan minat pelajar terhadap pembelajaran. Motivasi yang boleh diberikan
sama ada berbentuk luaran (ekstrinsik) atau dalaman (intrinsik). Motivasi ekstrinsik
merupakan ganjaran yang berupa kebendaan seperti hadiah kepada pelajar yang
memberikan tindak balas yang dikehendaki. Motivasi intrinsik pula merupakan ganjaran
yang bukan berbentuk kebendaan seperti kata-kata perangsang, pujian dan nasihat.
Motivasi intrinsik boleh memberikan kesan yang berterusan di dalam diri pelajar
berbanding dengan motivasi ekstrinsik (Carlile et al. (2004:9). Justeru sesuatu
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pembelajaran hendaklah menyelitkan motivasi jenis ini yang merupakan keperluan

dalaman pelajar supaya lebih berminat dan rajin untuk belajar.
Di dalam pembinaan modul pembelajaran kendiri, motivasi yang diberikan
perhatian adalah motivasi intrinsik. Pemberian motivasi jenis ini sebagai contoh boleh
diberikan di bahagian aktiviti membaca untuk mempertingkatkan minat bagi
mempraktikkan strategi membaca pada satu-satu topik. Contoh pujian yang boleh
digunakan ialah:
Syabas! Anda telah berjaya melaksanakan teknik scanning dalan bacaan
anda. Teruskan usaha anda.
Sekiranya pelajar tidak berjaya melaksanakan tugasan sebagaimana yang dikehendaki
pemberian respons yang negatif mestilah juga berunsur positif agar pelajar tidak
berputus asa untuk terus mencuba. Contoh respons negatif yang berbentuk positif:
Maaf anda tidak berjaya. Jangan putus asa. Cuba lagi. Yakin boleh.
Kesimpulannya, beberapa prinsip teori ini sesuai untuk digunakan dalam mereka bentuk isi
pelajaran modul agar pelajar sentiasa aktif dan bertindak balas dengan arahan-arahan
dalam modul. Teori ini juga dapat membantu pembina modul pada peringkat awal
pembinaan modul lagi iaitu ketika mencipta dan menulis objektif yang sesuai
Teori Kognitif
Teori kognitif menerangkan bahawa pembelajaran adalah perubahan dalam pengetahuan
yang disimpan di dalam memori . Teori kognitivisme bermaksud penambahan pengetahuan
ke dalam ingatan jangka panjang (Gagne et al.2005) atau perubahan pada skema atau
struktur pengetahuan (Rumelhart 1986). Pengguna akan memperolehi pengetahuan secara
aktif, menstruktur maklumat dan mengkaji pengetahuan yang diperolehi supaya menjadi
sesuatu yang bermakna. Proses kognitif melibatkan pemprosesan maklumat dalam fikiran.
Mengikut teori ini, pembelajaran seseorang berlaku secara aktif dimana pelajar akan
mengamati atau mengenali sesuatu perkara dan kemudian akan menggunakan apa yang
diperolehi itu untuk membentuk konsep tentang sesuatu perkara atau pengalaman yang
diperolehi (Gagne 1985).
Teori Kognitif adalah teori yang memfokuskan kepada bagaimana proses
pembelajaran berlaku. Ahli-ahli teori ini menitik beratkan bagaimana sesuatu kaedah
pembelajaran itu berinteraksi dengan pelbagai aktiviti yang berlaku dalam mental
individu. Salah satu konsep teori ini adalah berkaitan pengelasan ingatan. Teori ini telah
mengelaskan ingatan kepada tiga bahgian utama iaitu:1- Ingatan jangka masa panjang
- ruang ingatan di mana semua kenangan atau
maklumat yang lama disimpan.
2- Ingatan jangka masa pendek
ruang dimana maklumat diproses sebelum ianya
memasuki ruangan ingatan jangka panjang.
3- Ingatan deria atau sensor
- ruang ingatan bagi segala bentuk input atau
penerimaan maklumat dari deria manusia. (Gagne
1985).
Salah seorang ahli teori ini, George Miller (1956), telah menemukan satu konsep
baru berkaitan ingatan jangka masa pendek yang dikenali dengan Magical number 7.
Konsep ini menjelaskan bahawa dalam satu-satu masa, ingatan jangka masa pendek
manusia boleh mengingati 5 hingga 9 perkara yang merujuk kepada nombor, perkataan,
langkah-langkah, dan juga objek. Demikian juga dalam proses P&P atau proses mereka
bentuk modul, perlu mengambil kira konsep ini dalam penyampaian maklumat kepada
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pelajar. Maklumat yang disampaikan dalam satu-satu masa hendaklah tidak lebih dari
sembilan perkara agar ianya mudah dienkod oleh otak manusia dan dapat disimpan
dalam ruangan ingatan jangka masa panjang. (Gagne et al.2005)
Berdasarkan penjelasan tadi, pembinaan modul juga perlu mengambil kira konsep Miller.
Pembina modul perlu cuba memaparkan maklumat yang mungkin terdiri daripada teks
bacaan, gambar, rajah atau peta minda yang tidak melebihi sembilan perkara pada satusatu topik pelajaran sebagaimana yang disarankan. Melalui konsep ini pembelajaran
modul berlaku dengan cara yang terbaik dan dalam keadaan yang setaraf dengan tahap
kemampuan seseorang individu untuk menerima maklumat.
Teori Neurosains
Neurosains merupakan satu teori baru yang boleh diaplikasikan dalam dunia pendidikan.
Bidang kajian neurosains pada asalnya adalah mengenai sistem saraf yang terdapat
dalam otak manusia. Namun begitu ianya telah dikembangkan lagi kepada aspek-aspek
yang berhubung dengan kesedaran dan kepekaan otak dari segi asas biologi, persepsi,
ingatan dan kaitannya dengan pembelajaran. Neurosains telah membuat perkaitan di
antara pemerhatian terhadap proses kognitif yang berlaku di dalam otak dengan tingkah
laku fizikal yang terhasil. Ini beerti setiap maklumat yang diproses oleh otak akan
mengaktifkan kawasan-kawasan tertentu sahaja di dalam otak yang memberi kesan
kepada tingkah laku fizikal yang tertentu. (Rumelhart et al 1993).
Banyak penemuan yang telah dicapai oleh teori ini berkaitan dengan otak
manusia. Antaranya ialah struktur otak terbahagi kepada 3 bahagian besar yang
mempunyai fungsi-fungsinya tersendiri. Beberapa fungsi otak berkait rapat dengan
kebolehan seseorang untuk mempelajari sesuatu seperti mengawal proses penaakulan,
bahasa, kepintaran dan kognitif. (Rumelhart et al 1993).
Teori ini juga mendapati bahawa otak merupakan satu sistem yang tersusun dan
berfungsi secara kendiri. Sistem otak terdiri daripada jutaan saraf-saraf atau neuronneuron yang mempunyai cabang yang banyak. Neuron-neuron yang berkaitan
dihubungkan di antara satu sama lain dalam pelbagai corak. Penumpuan minda
mengubahsuai struktur fizikal otak melalui pembentukan dan pengukuhan ikatan neuronneuron di dalam otak. Ini dapat menggambarkan bagaimana ingatan dibina di dalam
otak. (Rumelhart et al 1993).
Dalam proses mereka bentuk modul pembelajaran kendiri yang berkesan
penggunaan peta minda atau peta konsep merupakan implikasi daripada teori ini yang
menggambarkan otak sebagai neuron-neuron yang bercabang-cabang. Berdasarkan
teori ini, sebarang maklumat yang hendak disampaikan kepada pelajar bukanlah secara
linear semata-mata malah penggunaan imej-imej seperti peta minda atau peta konsep
juga boleh mencapai tujuan tersebut dan didapati lebih berkesan. Ini dapat dibuktikan
melalui konsep Dual-code theory di mana otak akan mengekod imej dahulu dan
kemudiannya teks. Pengekodan imej akan menyediakan satu ruangan yang khas untuk
pengekodan teks di dalam otak. Penyediaan ruangan tersebut membantu pengekodan
teks berlaku dengan lebih mudah dan pantas.
Walaupun teori ini diaplikasi dalam pembinaan modul daripada satu sudut
sahaja, namun peranannya amat besar sekali bagi memudahkan penaakulan pelajar
terhadap sebarang maklumat yang hendak disampaikan. Disamping itu penggunaan
masa yang sepatutnya amat dititkberatkan oleh pembina modul bagi menjamin kualiti
dan keberkesanan sesebuah modul.
Teori Malakah

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Dalam Proses P&P bahasa khususnya bahasa Arab, Ibnu Khaldun telah menampilkan
satu teori yang boleh diadaptasi dari bukunya Al-Mukaddimah (t.th.,1268-1269) iaitu teori
Malakah. Malakah merujuk kepada kemampuan atau kebolehan memperkembangkan
dan mempertingkatkan potensi seseorang. Dalam proses P&P perlu adanya integrasi
antara kemahiran dan potensi seseorang.
Menurut Ibnu Khaldun kelahiran manusia secara fitrah bukanlah beerti dirinya
kosong semata-mata bahkan ianya merujuk kepada potensi-potensi manusia yang positif
dan baik yang boleh dikembangkan. Bertitik tolak dari teori fitrah ini, beliau berpendapat
bahawa pembelajaran adalah antara faktor utama untuk menjadikan seseorang
berkemahiran mengembangkan potensi-potensi mereka.
Proses pengembangan potensi atau kebolehan seseorang diterangkan oleh Ibnu
Khaldun dengan menggunakan konsep malakah sebagai teori utama dalam P&P bahasa
khususnya bahasa Arab. Hasil pembelajaran merupakan pencapaian malakah yang
optima. Konsep malakah adalah merupakan satu sifat yang berakar umbi dalam jiwa
manusia hasil daripada perlakuan terhadap sesuatu perkara secara berulang kali.
Malakah berbeza dengan pemahaman (al-fahm) dan hafalan tanpa pemahaman.
Malakah secara eksklusif dimiliki oleh mereka yang bersungguh-sungguh mendalami
disiplin ilmu tertentu. Malakah secara keseluruhanya bersifat psiko-fizik, baik yang
berkaitan dengan kemampuan fizikal mahu pun kemampuan berfikir. Dengan kata lain,
malakah adalah kebolehan untuk menguasai sesuatu ilmu pengetahuan atau ilmu-ilmu
yang menjadi alat untuk menguasai ilmu lain seperti bahasa.
Sehubungan dengan teori malakah tersebut, Ibn Khaldun telah menampilkan
beberapa asas dan prinsip umum yang perlu ada pada seseorang pelajar ketika proses
P&P iaitu:1- Pelajar hendaklah belajar secara berperingkat-peringkat (al-tadriji).
2- Pelajar hendaklah mengulangi (al-tikrar) dan membiasakan (al-adah) diri dengan isi
pelajaran sekerap yang boleh.
3- Pelajar belajar melalui sebab dan akibat.
4- Pelajar perlu banyak mencuba dan belajar melalui kesalahan.
5- Pelajar belajar berdasarkan kemampuan dan kebolehan diri masing-masing.
6- Pelajar belajar secara sistematik dan berurutan untuk mempertingkatkan kemahiran.
Prinsip belajar mengikut kebolehan pula bersesuaian dengan penggunaan modul
ini iaitu pelajar boleh belajar mengikut kecepatan dan keupayaan diri sendiri. Namun
begitu pembina modul akan memberi panduan berkenaan peruntukan masa bagi satusatu pelajaran dan aktiviti dalam modul agar pelajar tidak leka dan menghargai masa.
Prinsip malakah yang terakhir iaitu belajar dengan sistematik dan mengikut
urutan bertepatan dengan proses pembelajaran bermodul.. Pembelajaran bermodul
mestilah secara sistematik dan perlu mengikut urutan dari satu unit ke satu unit yang
lain. Setiap unit berkesinambungan dengan unit yang lain. Pemahaman unit pertama
diperlukan untuk unit kedua dan seterusnya.
Ibnu Khaldun juga memberi garis panduan cara yang berkesan untuk mengajar
subjek yang berbentuk kemahiran dengan menggunakan konsep malakah. Pada
pandangan Ibnu Khaldun pendidikan subjek sedemikian hendaklah secara praktikal
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bukan teori semata-mata bagi pencapaian objektif pendidikan yang optima. Justeru
sesebuah modul untuk kemahiran bahasa seperti kemahiran membaca perlu
memasukkan aktiviti-aktiviti pembelajaran yang membolehkan pelajar mempraktikkan
bacaan berdasarkan teknik-teknik yang telah dipelajari.
PERBINCANGAN
Dapatan tinjauan teori pembelajaran dan implikasinya terhadap pembinaan modul
menunjukkan bahawa pendekatan dalam membina modul perlu mengambil kira teori-teori
pembelajaran untuk memastikan pembinaan dibuat dengan terancang dan bermatlamat.
Antara teori-teori yang boleh diaplikasi dalam proses mereka bentuk dan membina modul
adalah Teori Behaviourisme, Teori Kognitif, Teori Neurosains dan Teori Malakah.
Penerangan mengenai teori-teori pembelajaran yang telah dinyatakan sebelum ini
menyentuh aspek bagaimana ia boleh digunapakai dan dijadikan panduan dalam mereka
bentuk modul pendidikan khususnya modul pembelajaran kendiri.
Teori-teori pembelajaran tersebut perlu diteliti dan difahami oleh para pendidik dan
pembina modul bagi mereka bentuk dan membina modul yang efektif kepada pelajar.
Hampir semua model rekabentuk instruksional yang mempunyai lima prinsip utama seperti
ADDIE iaitu Analyze, Design, Develop, Implement, dan Evaluate meletakkan
pengenalpastian teori pembelajaran sebagai asas utama sebelum melalui fasa-fasa
seterusnya (Kruse, 2004, p. 1)
Penghasilan modul yang baik perlu berlandaskan kepada penggabung jalinan
beberapa teori. Ini adalah kerana setiap teori mempunyai implikasi yang tersendiri terhadap
penghasilan modul sebagai mana yang telah dijelaskan. Implikasi teori-teori tersebut dapat
disimpulkan seperti berikut:1- Teori Behaviourisme boleh diaplikasi untuk penetapan objektif dan merancang aktiviti.
Ianya amat sesuai diterapkan ketika mereka bentuk modul.
2- Teori Kognitif sesuai dijadikan landasan bagi pembinaan dan penyusunan kandungan dan
aktiviti pelbagai jenis modul. Aplikasi teori ini dapat mengurangkan bebanan kognitif
pengguna modul dan menjadikan proses pembelajaran akan lebih berkesan (Sweller et al.,
1998).
3- Teori Neurosains perlu dimanfaatkan untuk penetapan strategi penyampaian modul yang
bersesuaian dengan kandungan modul dan keperluan pelajar seperti penggunaan peta
minda atau peta konsep.
4- Teori Malakah sesuai digunakan untuk membina modul yang berbentuk kemahiran
seperti kemahiran bahasa. Konsep Malakah dalam teori ini dapat membantu pembina modul
yang ingin menghasilkan modul kemahiran bahasa khususnya lebih efektif dan berkesan.
KESIMPULAN
Proses mereka bentuk sesebuah modul atau bahan pendidikan tidak boleh dianggap mudah
dan dilaksanakan dengan sewenang-wenangnya. Bagi menghasilkan sesebuah modul yang
baik dan berkesan memerlukan komitmen yang tinggi daripada pelbagai pihak khususnya
pembina modul.
Pembinaan modul yang berkualiti perlu melalui peringkat-peringkat tertentu. Ini
adalah kerana sesetengah modul seperti modul pembelajaran kendiri adalah diumpamakan
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seperti guru. Pelajar perlu mengikut segala arahan guru tersebut. Justeru seseorang guru
atau pendidik perlu merancang pembinaan sesebuah modul sebagaimana beliau
melaksanakan reka bentuk pendidikan kerana modul tersebut akan menggantikan tugas
mereka sebagai guru atau pendidik.
Reka bentuk pendidikan dalam modul yang akan dibina perlu didasari oleh gabungan
beberapa teori pembelajaran iaitu teori behaviorisme dan kognitif serta neurosains atau
Malakah atau teori-teori lain yang bersesuaian dengan ciri-ciri pengguna. Proses mereka
bentuk dan membina modul pula adalah adaptasi daripada model-model reka bentuk
instruksional Penelitian reka bentuk pendidikan, teori pembelajaran dan model reka bentuk
instruksional amat penting bagi merealisasikan pembinaan modul pembelajaran kendiri yang
efektif, inovatif, komunikatif dan motivatif bagi pelajar yang ingin menguasai sesuatu bidang
ilmu dan kemahiran tertentu.

Akhirnya, diharapkan kajian ini dapat memberi panduan yang boleh dimanfaatkan oleh
seseorang pendidik atau pembina modul pendidikan berkaitan peri pentingnya teori
pembelajaran sebagai landasan bagi mereka bentuk dan membina modul.

RUJUKAN
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Donnelly, R & Fitzmaurice, M2005 Designing Modules for Learning Dublin Institute of
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Gagne, E.D. 1985. The Cognitive Psychology of School Learning. Boston:Little Brown &
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Universiti Putra Malaysia
Slavin, R.E. 2000. Educational Psychology: Theory and Practice. Sixth Edition. Boston: Allyn
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kendiri untuk kakitangan akademik kampus cawangan Perak & Pusat Pengajian
Luar Kampus ,USM 23 Ogos.

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PENGGUNAAN PETA PEMIKIRAN I-THINK SEBAGAI AGEN PEMANGKIN KEMAHIRAN

BERFIKIR ARAS TINGGI DALAM PROSES PENULISAN KARANGAN ARGUMENTATIF
Marzni Mohamed Mokhtar, Rohizani Yaakub & Fadzilah Amzah
PUSAT PENGAJIAN ILMU PENDIDIKAN
UNIVERSITI SAINS MALAYSIA
(marznifpp@gmail.com)
(rohizani@usm.edu.my)
(fadzilah@usm.edu.my)
Abstrak
Pendidikan alaf baharu kini memerlukan individu yang terlibat dalam sistem pendidikan
sama ada guru atau murid bersedia untuk menjadikan elemen kemahiran berfikir aras tinggi
(seterusnya KBAT) sebagai teras utama yang mendasari proses pengajaran dan
pembelajaran di bilik darjah. Proses penerapan elemen KBAT perlu diintergrasikan bersama
dengan tatacara penghasilan produk penulisan yang bermakna. Hal ini memerlukan
kesedaran dalam kalangan guru Bahasa Melayu bahawa kandungan ilmu penulisan, binaan
sesebuah penulisan dan strategi pembinaan pertautan dan strategi untuk menghasilkan
pelbagai wacana dilihat sangat mempengaruhi kualiti penghasilan produk penulisan.
Menyedari akan timbulnya kesenjangan yang berkaitan dalam isu pengajaran dan
pembelajaran berasaskan KBAT, tujuan kajian yang dilaksanakan adalah untuk meneliti
proses pelaksanaan pengajaran dan pembelajaran berasaskan KBAT dalam proses
penulisan karangan argumentatif yang diaplikasikan oleh guru bahasa Melayu pada
peringkat sekolah menengah. Pemilihan reka bentuk penyelidikan kualitatif yang
menggunakan pendekatan kajian kes dilihat sangat signifikan dalam menjana kefahaman
yang lebih jelas dan mendalam berkaitan bagaimana guru melaksanakan pengajaran dan
pembelajaran berasaskan KBAT dalam proses penulisan karangan argumentatif di sekolah.
Pengumpulan data kajian daripada seorang guru bahasa Melayu yang direkrut sebagai
peserta kajian telah dilakukan dengan menggunakan teknik pengumpulan data berbentuk
temu bual separa berstruktur, pemerhatian di dalam bilik darjah dan penganalisisan
dokumen. Dapatan kajian menunjukkan peta pemikiran i-Think dilihat menjadi agen utama
yang digunakan oleh guru bagi meningkatkan keupayaan berfikir aras tinggi murid dalam
proses penulisan karangan argumentatif.
Kata kunci: Kemahiran berfikir aras tinggi, kajian kualitatif, peta pemikiran i-Think

PENGENALAN
Socrates, Plato dan Aristotle yang merupakan ahli falsafah Yunan telah menjadikan bahasa
sebagai asas dan objek kajian serta renungan falsafah mereka. Pemilihan bahasa sebagai
asas penciptaan idelogi mereka adalah disebabkan bahasa berperanan penting dalam
proses membangunkan insan, di samping sebagai pengantara untuk memperkukuhkan
kebudayaan dan tamadun insan. Pusat operasi bahasa bagi setiap individu bergatung
kepada keupayaan akal mereka. Melihat pada pertautan ini, dapatlah disimpulkan bahawa
kemajuan sesuatu bahasa itu juga merupakan cerminan bagi keutuhan akal atau mental
untuk mengungkapkan sesuatu bahasa yang bermakna (Nur Nazihah Mohd Isa, 2015).
Adalah penting untuk menyuburkan budaya berfikir yang yang progesif selari dengan
peranan bahasa untuk memajukan peradaban insan. Keadaan ini disebabkan usaha
memartabatkan bahasa dan bangsa sangat dipengaruhi oleh tradisi pemikiran dan
intelektual yang telah dibina sepanjang sejarah, kini dan masa mendatang. Perlu difahami
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bahawa budaya berfikir yang mapan, dinamik, anjal dan jitu dapat menjadi kayu ukur untuk
melihat bagaimana dan sejauh mana sesuatu masyarakat itu dapat membangunkan
sesebuah peradaban. Justeru, masyarakat perlu mendapat pendedahan dan dilatih untuk
meningkatkan kemahiran berfikir di luar kebiasaan bagi mengharungi kehidupan yang
semakin hari terdedah kepada ledakan teknologi.
Pendidikan Bahasa Melayu juga perlu melakukan anjakan paradigma dalam aspek
pengkaedahan ataupun pedagogi bahasa bagi bagi melestarikan kegiatan berfikir dalam
aktiviti Pdp. Dalam soal ini, pendedahan, minat, pembelajaran dan sikap cinta akan Bahasa
Melayu itu dalam kalangan pengamal pendidikan amat penting untuk disemai secara
berterusan. Pelbagai pihak seperti agensi pelaksana seperti Kementerian Pendidikan
Malaysia, Dewan Bahasa dan Pustaka (DBP), Jabatan Pelajaran Negeri (JPN), agen
penyampai ilmu iaitu guru mahupun murid sebagai pengguna ilmu perlu menyedari bahawa
proses pembelajaran bahasa di dalam bilik darjah tidak boleh disempitkan dengan
menggunakan teknik atau strategi tertentu sahaja bagi membolehkan murid menguasai
kemahiran berbahasa sebaliknya perlu berani untuk menggunakan kepelbagaian kaedah
untuk menjadikan usaha ini berhasil dan akhirnya mampu mencapai aspirasi kerajaan untuk
melahirkan masyarakat yang menguasai kemahiran berfikir secara kritis.
LATAR BELAKANG KAJIAN
Kemahiran berfikir aras tinggi (KBAT) merupakan salah salah satu transformasi sistem
pendidikan di Malaysia bagi mendepani cabaran pendidikan abad abad ke-21. Hal ini amat
penting bagi menyediakan suasana pembelajaran yang lebih terurus dan dinamik kerana
kaedah pengajaran dan pembelajaran perlu disesuaikan dengan perkembangan teknologi
siber dan akses kepada internet yang semakin maju. Pedagogi tradisional seperti chalk and
talk didapati kurang mampu mengekalkan perhatian murid di dalam Pdp, sebaliknya guru
perlu kreatif untuk menyampaikan kandungan pelajaran secara dinamik dan interaktif dalam
mengajar murid generasi baharu.
Melihat pada perkembangan sesmasa, pembelajaran melalui secara talian telah
diperkenalkan pada tahun 2012. Akses kepada internet yang merangkumi video, gambar
dan bahan pendidikan telah menyebabkan guru beralih tumpuan kepada kaedah pengajaran
maya yang mendominasi kaedah Pdp guru untuk menjadikan sesi Pdp lebih interaktif dan
menyeronokkan. Antara perisian dan aplikasi pembelajaran atas talian yang digunakan ialah
persekitaran pembelajaran maya Frog atau Virtual Learning Environment (VLE) Frog,
PAK21, program i-Think. Kesemua kaedah pengajaran ini menjadi gerbang kepada
limpahan sumber pengajaran terbuka untuk mendapatkan maklumat berkaitan kandungan
pelajaran dalam kalangan guru mahupun murid (Johari Ahmad, 2015).
Program innovative thinking atau i-Think merupakan sebuah program yang
dilaksanakan oleh Kementerian Pendidikan Malaysia (KPM) yang bermatlamatkan untuk
mempertingkatkan dan membudayakan kemahiran berfikir dalam kalangan murid sekolah
ke arah melahirkan murid berinovatif dan mempunyai KBAT. Di samping itu, program iThink yang dibangunkan bersama Agensi Inovasi Malaysia (AIM) dan KESREL Education ini
bertujuan untuk melahirkan murid sebagai pemikir yang berjaya, membuat keputusan yang
matang dan menyelesaikan masalah dengan bijak menerusi penggunaan peta pemikiran
dalam aktiviti Pdp di dalam bilik darjah. Peta pemikiran i-Think yang dibangunkan di
Malaysia merupakan adaptasi daripada penulisan David Hyerle menerusi bukunya Visual
Tools for Constructing Knowledge (1996) yang berfungsi sebagai alat pengajaran visual
yang memupuk dan menggalakkan pembelajaran sepanjang hayat dan menerangkan
secara komprehensif tentang cara guru menjadi fasilitator kepada pemikiran visual murid
(Vishalache Balakrishnan et al., 2014). Ciri-ciri penggunaan peta pemikiran i-Think dalam
Pdp merangkumi aktiviti berfikir di luar kotak, berfikiran kreatif, bersedia menerima idea
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baharu, bersedia mengambil risiko, bersedia melakukan kesalahan dan tidak terlalu
terkongkong dengan cara pemikiran tradisional.
Peta pemikiran i-Think ialah satu set perkakas yang terdiri daripada lapan corak
visual berdasarkan proses pemikiran yang fundamental. Kelapan-lapan corak visual ini
dikenali sebagai peta bulatan, peta buih, peta buih berganda, peta pokok, peta dakap, peta
alir, peta pelbagai alir dan peta titi. Penggunaan peta pemikiran ini dlihat berpadanan
dengan saranan Paivio (1990) yang menyatakan bahawa 90 peratus maklumat yang sampai
ke otak kita adalah dalam bentuk visual. Hal yang sama ditemukan oleh Haystead dan
Marzano (2009) yang berpendapat pengetahuan yang disimpan dalam otak boleh
dikategorikan kepada dua bentuk, iaitu dalam bentuk linguistik dan bukan linguistik yang
mana sekiranya pengetahuan ini digunakan, lebih tinggi tahap pemikiran dan penguasaan
sesuatu pengetahuan seseorang invidu.
Hichies (2006) mendapati wujudnya hubungan yang positif antara pelaksanaan
program i-Think dengan perkembangan pencapaian pelajar dalam aspek membaca dan
berbahasa. Dapatan yang sama ditemui oleh Hyerle & Yeager (2007) yang menjelaskan
bahawa peta pemikiran dapat memudahkan murid memahami konsep, menganalisis
masalah dan mencari penyelesaian hasil daripada fokus kaedah ini terhadap pembelajaran
berpusatkan murid dan bimbingan guru bagi menyokong pembelajaran koperatif dan
kolaboratif. Penggunaan peta pemikiran i-Think juga didapati menjadikan hubungan antara
guru dengan murid bertanbah positif kerana guru lebih cenderung berperanan sebagai
fasilitator (Muhamad Sidek & Ahamad Rahim, 2012).
Namun begitu, cabaran utama adalah bagaimana guru-guru menggunakan pelbagai
sumber sokongan teknologi serta maklumat bagi melaksanakan pengajaran dan
pembelajaran yang efektif dan berkualiti serta relevan dengan perkembangan semasa.
Untuk mendepani cabaran ini, guru secara berterusan perlu mengemaskini pengetahuan
iaitu kandungan kurikulum dan kompetensi iaitu pedagogi Pdp supaya kekal relevan dengan
keperluan semasa dan akan datang.
SOROTAN KAJIAN
Kemahiran berfikir
merujuk kepada kebolehan mental untuk menghasilkan idea,
menyelesaikan masalah, membuat keputusan, membuat refleksi dan penerokaan terhadap
sesuatu konsep atau hujah, menyenaraikan cadangan ataupun memenuhi kehendak untuk
memahami makna atau perkara yang dilakukan secara berterusan pada setiap masa dalam
otak manusia (Nor Asniza Ishak, 2015). Kemahiran berfikir aras tinggi pula merangkumi aras
mengaplikasi, menganalisis, penilaian dan mencipta mengikut pandangan Taksonomi Bloom
Baharu (Tee Tze Kiong, Jailani Md Yunos, Widad Othman, Baharom Mohamad, Yee Meri
Heong & Mimi Mohaffiyza Mohamad, 2011).
Aras mengaplikasi merujuk kepada keupayaan untuk melaksanakan atau
menggunakan sesuatu prosedur dalam keadaan tertentu (LPM, 2013). Aras analisis pula
terdiri daripada pemikiran yang mendalam untuk mengenalpasti dengan teliti ciri-ciri,
kekuatan dan kelemahan, komponen tertentu sesuatu perkara atau isu (LPM, 2013). Aras
penilaian merangkumi proses penjanaan falsafah, prinsip ataupun idea sendiri bagi
memberikan justifikasi dan rasional keputusan yang dibuat (LPM, 2013). Manakala, aras
tertinggi iaitu mencipta melibatkan proses mensintesis idea dan membuat inovasi atau
mencetuskan gagasan baru yang bermanfaat. Penguasaan kemahiran berfikir aras tinggi
mampu melahirkan individu yang bijak melakukan
pertimbangan dalam membuat
keputusan secara rasional, matang dan relevan di samping mendidik seseorang untuk
bersikap cermat dan teliti dalam mengambil sebarang keputusan ataupun tindakan. Selain
itu, kemahiran berfikir aras tinggi dapat menjadi perintis kepada penghasilan idea atau
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konsep baharu, penggerak kepada proses inovasi dan penambahbaikan yang

mendatangkan manfaat kepada diri dan kesejahteraan masyarakat (Johari Surif, Nor
Hasniza Ibrahim, Adul Halim Abdullah & Yusof Boon, 2016).
Keadaan ini menjadi titik tolak kepada proses penyebatian KBAT dalam kegiatan
penulisan karangan argumentatif. Hal ini dapat dilakukan memandangkan proses penulisan
karangan argumentatif memerlukan murid menguasai kemahiran menggunakan fakta, bukti
dan maklumat yang relevan dalam membuat sesuatu hujah bagi menolak dan menyangkal
tuduhan, alasan, andaian dan pendapat orang lain, mengkritik ataupun mengemukakan
cadangan terhadap kes, kelemahan fakta oleh orang lain dan perbahasan hipotesis yang
dibuat oleh orang lain tentang sesuatu perkara (Mohd Azhar Abd Hamid, 2001; Wood,
1998& 2001). Malah, proses penulisan wacana ini menuntut murid mahir untuk
mengemukakan lebih daripada pandangan dan perasaan yang bersifat peribadi berkaitan
sesuatu subjek yang dibahaskan (Moore & MacArthur, 2011; Buchman & Jitendra, 2006;
Coker & Erwin, 2011).
PERNYATAAN MASALAH
KBAT merupakan salah satu elemen yang mampu menjadikan sesebuah produk penulisan
menjadi lebih bermakna dalam konteks pengajaran kemahiran menulis. Hal ini disebabkan
penglibatan aktiviti kognitif yang sangat kompleks amat diperlukan kerana murid perlu
melakukan proses mengubah dan mengolah idea yang sebenarnya untuk menulis karangan
(Rajendran; 2002a, 2002b & 2002c). Di samping itu, proses menulis karangan juga
melibatkan tugas-tugas merancang, menterjemah, menilai semula, memurni dan
mengemaskan hasil karya yang perlu dilakukan secara berulang-ulang (Rajendran; 2002a,
2002b & 2002c). Proses secara berulang-ulang ini didapati amat berpadanan dengan
pandangan Nickerson (1984) yang menjelaskan bahawa proses penulisan bukan sahaja
sebagai medium untuk menyatakan idea atau pemikiran tetapi perlu juga dilihat sebagai alat
bantu untuk membangunkan proses pemikiran. Tuntutan ini memerlukan murid untuk
menimbang semula keputusan yang dilakukan oleh mereka dalam setiap fasa. Situasi ini
juga melibatkan kemahiran membuat keputusan dan menyelesaikan masalah dalam proses
menghasilkan produk penulisan.
Selanjutnya, penerapan kemahiran berfikir kreatif dan kritis (KBKK) dalam
pengajaran dikaitkan sebagai satu proses menggunakan minda sama ada menjana makna
atau memahami idea terhadap sesuatu, membuat pertimbangan dan keputusan, atau
menyelesaikan masalah (Sharifah Nor Puteh, Nor Adibah Ghazali, Mohd Mahzan Tamyis &
Aliza Ali, 2012 & Rosnani Hashim, 2012). Hal ini disebabkan kerana kemahiran berfikir dan
strategi berfikir memerlukan pengaplikasian kaedah, teknik dan strategi pengajaran dan
pembelajaran yang terancang agar dapat membangunkan potensi minda murid. Walau
bagaimanapun, dapatan kajian terdahulu menemukan bahawa murid dilihat hanya berupaya
untuk melahirkan idea-idea konseptual berbanding idea-idea praktikal (Mohd Azhar Abd
Hamid, Sanitah Mohd. Yusuf, Esa Khalid & Othman A. Kassim, 2003), cenderung untuk
memilih soalan beraras rendah yang pada pandangan mereka ternyata lebih selamat
semasa menduduki peperiksaan awam berbanding soalan-soalan berbentuk fakta, analisis,
komen serta penghuraian logik yang memerlukan pemikiran kritis dan analitis (Noor Rohana
Mansor, 2009a & 2009b) menerusi penerapan kemahiran berfikir sedia ada.Sebaliknya,
hanya empat elemen utama dalam kemahiran berfikir yang difokuskan untuk diajar di
sekolah iaitu pemikiran kreatif, pemikiran kritis, penyelesaian masalah dan kemahiran
membuat keputusan sahaja.
Penekanan terhadap isu isu pengajaran kemahiran menulis karangan dan kaitannya
dengan penggunaan penggunaan elemen KBAT perlu dipandang serius memandangkan
proses Pdp kemahiran menulis karangan amat mementingkan aspek penguasaan tatacara
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menulis di samping penjanaan idea secara optimum. Guru-guru Bahasa Melayu juga perlu
mempunyai kesedaran bahawa kandungan ilmu penulisan, binaan sesebuah penulisan dan
strategi pembinaan pertautan dan strategi untuk menghasilkan pelbagai wacana (Marohaini
Yusoff, 2004) dilihat sangat mempengaruhi kualiti penghasilan produk penulisan Oleh
demikian, kajian ini dijalankan bertujuan untuk meneliti pengajaran dan pembelajaran
berasaskan KBAT dalam proses penulisan karangan argumentatif argumentatif yang
dilaksanakan oleh guru Bahasa Melayu di sekolah menengah.

OBJEKTIF KAJIAN
Kajian ini bertujuan untuk meneliti pelaksanaan pengajaran dan pembelajaran berasaskan
kemahiran berfikir aras tinggi (KBAT) dalam proses penulisan karangan argumentatif yang
dilakukan oleh guru Bahasa Melayu di sekolah menengah. Objektif khusus kajian ini adalah
untuk :
i)

Meneliti pelaksanaan pengajaran dan pembelajaran berasaskan kemahiran berfikir

aras tinggi (KBAT) dalam proses penulisan karangan argumentatif yang dilakukan
oleh guru Bahasa Melayu di sekolah menengah.

SOALAN KAJIAN
Secara khususnya kajian ini dijalankan untuk menjawab persoalan yang berikut;
i)

Bagaimanakah pelaksanaan pengajaran dan pembelajaran berasaskan kemahiran

berfikir aras tinggi (KBAT) dalam proses penulisan karangan argumentatif dilakukan
oleh guru Bahasa Melayu?
METODOLOGI KAJIAN

Pemahaman atau penerokaan terhadap sesebuah makna sesuatu fenomena secara rinci
dan tepat dapat dilakukan dengan menggunakan reka bentuk penyelidikan kajian kualitatif
(Roselan Baki, 2001; Mason, 2002; Azizah Hamzah, 2010). Dalam kajian ini, kajian kes
kualitatif dilaksanakan bagi membolehkan pengkaji menghuraikan pengalaman, tingkah
laku, emosi, perasaan, dan interaksi antara peserta kajian dengan isu yang dibincangkan
sebagaimana yang disarankan oleh Siti Hawa Abdullah & Santhiram Raman (2001) &
Noriah Mohd Ishak, Siti Fatimah Mohd Yassin, Mohd Izham Mohd Hamzah & Siti Rahayah
Arifin (2010). Penggunaan kajian kes kualitatif juga amat sesuai memandangkan pengkaji
berpeluang untuk memasuki persekitaran kajian (field work) secara langsung di sekolah
yang menjadi lokasi kajian. Dengan demikian, pandangan sudut orang dalam dapat
dilaksanakan (M. Puvenesvary, Radziah Abdul Rahim, R.Sivabala Naidu, Mastura Badzis,
Noor Fadhilah Mat Nayan & Noor Hashima Abd Aziz, 2008). Keberadaan pengkaji dalam
persekitaran kajian sambil melakukan pemerhatian memungkinkan terbentuknya
pemahaman terhadap kompleksiti dan ketidaksetaraan yang berlaku dalam pelaksanaan
pengajaran dan pembelajaran berasaskan KBAT dalam proses penulisan karangan
argumentatif kerana pengkaji berperanan sebagai instrumen kajian (Frankel & Devers,
2000).
Kajian ini telah melibatkan penyertaan seorang guru Bahasa Melayu yang mengajar
di Tingkatan Empat yang bertindak sebagai pembekal data. Guru ini dilabel sebagai GB dan
melibatkan diri dalam kajian ini secara sukarela. Pengkaji menggunakan teknik persampelan
bertujuan (purposive sampling) kerana peserta kajian merupakan pakar kerana memiliki
informasi yang bermakna terhadap sesuatu isu yang dikaji (Mason, 2002; Maxwell, 2008 &
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Merriam, 1988 & 2009). Proses pengumpulan data melibatkan tiga teknik utama iaitu temu
bual separa berstruktur, pemerhatian di dalam bilik darjah dan penganalisisan dokumen iaitu
karangan argumentatif yang dihasilkan oleh murid. Triangulasi teknik pengumpulan data
amat bermakna dalam kajian ini (Polkinghorne, 2005) memandangkan tujuan kajian ini
adalah untuk meneliti pelaksanaan pengajaran dan pembelajaran berasaskan KBAT dalam
proses penulisan karangan argumentatif yang dilaksanakan oleh guru Bahasa Melayu di
sekolah menengah. Selanjutnya, proses penganalisisan data kajian melibatkan tahap
pemulaan menganalisis data dan diikuti oleh proses lanjutan iaitu memasuki bahagian
pembinaan kod dan diakhiri dengan bahagian pemaparan data dalam bentuk jadual, carta
alir mahupun peta konsep (Richards, 2014). Jadual 1.1 menunjukkan ringkasan profil
peserta kajian yang secara sukarela melibatkan diri sebagai pembekal data dan metodologi
kajian dalam kajian ini:
Jadual 1: Ringkasan Profil Peserta Kajian

Peserta
Kajian

GB

Profil Peserta Kajian

31 tahun
Lelaki
Melayu
Taiping, Perak
Sekolah Berasrama Penuh (SBP)
Bacelor Pendidikan (Pengajaran Bahasa
Malaysia sebagai Bahasa Pertama)
2005-2009
UPM
Pengalaman Mengajar 12 tahun
SBP1 (2009-2013)
SBP2 (2014-2016)
Pencapaian Keseluruhan Ketujuh Terbaik
bagi Mata Pelajaran Bahasa Melayu bagi
SBP (SPM 2015)

Tempoh
Tarikh dan
pemerhatian
bilangan
dan/temu bual lawatan ke
sekolah
Pdp
(Pemerhatian/
rakaman)
80 min x 2
waktu = 160
min

3 Mei 2016
(Temu Bual
&
Pemerhatian)

5 Mei 2016
(Temu Bual
Temu bual
&
40 min x 2 Pemerhatian)
waktu = 80 min

DAPATAN KAJIAN & PERBINCANGAN

Dapatan kajian telah menemukan penggunaan peta pemikiran i-Think sebagai agen
pemangkin kemahiran berfikir aras tinggi dalam proses penulisan karangan argumentatif
yang telah dilakukan oleh GB. Antara sub-tema yang dibentuk ialah pendedahan guru
terhadap penggunaan peta pemikiran i-Think, jenis penggunaan peta pemikiran i-Think
dalam karangan argumentatif, penerimaan murid terhadap penggunaan peta pemikiran iThink dan kekreatifan guru menggunakan peta pemikiran i-Think bagi menjawab tugasan
karangan argumentatif.
Pendedahan Guru Terhadap Penggunaan Peta Pemikiran I-Think
Dapatan kajian menunjukkan bahawa GB merupakan guru yang telah diberikan pendedahan
mengenai program i-Think dan merupakan antara guru kohort pertama yang mengikuti
kursus sebagai PEMANDU I-Think di sekolahnya. Hal ini diakui oleh GB bahawa saya pun
pernah terlibat kursus PEMANDU i-Think lah. masa tu kita antara sekolah yang terlibat
kohort pertama (TB5 GAGB). Menurut GB, kursus tersebut telah diadakan selama 4 hari tu
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segala-galanya daripada pentadbiran, sampailah urusan kita menyampaikan maklumat

kepada pihak sekolah, untuk rakan-rakan cikgu(TB5 GAGB) dan telah dikendalikan oleh fasi
dari errr Lembaga Peperiksaan, err kemudian ada juga daripada BPK, Bahagian
Perkembangan Kurikulum (TB5 GAGB). Malah, GB turut menjelaskan bahawa maksud bagi
PEMANDU I-THINK merujuk kepada fasilitator dan sebagai pakar rujuklah berkaitan i-Think.
Selanjutnya, GB turut menegaskan bahawa penggunaan peta pemikiran i-Think merupakan
arahan yang wajib dipatuhi oleh guru-guru di sekolah sebagaimana berikut: Tapi kalau ikut
hakikat sebenarnya, kalau ikut arahan cikgu wajib guna peta i-Think (TB5 GAGB).
Jenis Penggunaan Peta Pemikiran I-Think dalam Proses Penulisan Karangan
Argumentatif
Menurut GB, berdasarkan kepada 8 buah peta pemikiran i-Think yang diperkenalkan oleh
KPM, hanya sebahagian sahaja yang sesuai digunakan oleh guru Bahasa Melayu untuk
mengajar proses penulisan karangan argumentatif. Antaranya ialah sebenarnya yang paling
sesuai pun lebih kurang dalam errr 4 atau 5 sahaja peta yang paling sesuai dengan Bahasa
Melayulah. Macamnya peta Bulatan, Peta Buih, Peta Buih Berganda, Kemudian peta yang
errrr Peta Alir, hah Peta Alir (TB7 GB). Hal ini disebabkan oleh penggunaan peta pemikiran
lain tidak menepati ciri-ciri kandungan ilmu pelajaran sebagaimana yang diperjelaskan oleh
GB bahawa contohnya macam peta err peta dakap tu sebab memerlukan objek yang
maujud, kalau kita punya errr subjek atau sukatan kita nak ajar tu (TB7 GB).
Hal ini telah ditemukan dalam catatan pengkaji yang menunjukkan bahawa GB
melakukan penggabungan dua atau lebih jenis peta pemikiran i-Think bagi sesuatu isu yang
dibincangkan. Gambar berikut menujukkan bagaimana peta bulatan dan peta alir digunakan
secara bersama untuk membincangkan isi-isi berkaitan Semangat Kejiranan dalam
Masyarakat untuk menyempurnakan tugasan menulis Karangan Pendapat.

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Penerimaan Murid Terhadap Penggunaan Peta Pemikiran I-Think dalam Proses

Penulisan Karangan Argumentatif
GB menjelaskan bhaawa murid-murid Tingkatan 4 bersedia untuk menggunakan peta
pemikiran i-Think memandangkan GB telah pun memberikan pendedahan kepada mereka
sejak Dari awal lagi, dari awal tahun (TB7 GB). Situasi tersebuat amat penting oleh GB bagi
mewujudkan pemikiran tu dah sama orang kata maksudnya kita dah budayakan, setiap kali
kita mengajar kita pakai perkara tu, pelajar akan nampak cara tu (TB7 GB) dalam kalangan
murid bagi memudahkan Pdp proses menulis karangan argumentatif. Murid-murid menurut
GB berasa selesa sebab setiap kali kelas tu (TB7 GB) menggunakan peta i-Think, namun
GB mengingatkan murid-murid bahawa tak semua subjek errr gunakan peta i-Think (TB7
GB). Dapatan kajian juga menunjukkan bahawea murid-murid ini berupaya untuk melakukan
tugasan menggunakan peta pemikiran i-Think iaitu Peta Bulatan dan Peta Buih Berganda
sebagaimana yang diakui oleh GB seperti Dan bila kita aplikasikan dalam fokus subjek
ataupun karangan, kita akan nampak pelajar boleh kaitkan antara Peta Bulatan dengan Peta
Buih Berganda tu errr kenapa kita buat begitu (TB7 GB).
Malah, catatan pemerhatian pengkaji juga membuktikan bahawa murid-murid
mampu melakukan tugasan secara berkumpulan dengan menggunakan peta buih berganda.
Gambar berikut menunjukkan reaksi murid apabila diminta oleh GB untuk mengisi jawapan
pada setiap peta-peta yang dilukis berkaitan pengolahan isi ciri-ciri karangan fakta
berdasarkan kepada risalah yang dibekalkan oleh guru.

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Kekreatifan Guru Menggunakan Peta Pemikiran I-Think Bagi Menjawab Tugasan

Karangan Argumentatif
GB didapati menggunakan kreativiti tersendiri semasa menggunakan peta pemikiran I-Think
menerusi lukis sendiri (TB7 GB) menggunakan peralatan tertentu bagi peta bulatan, peta
buih, peta buih berganda dan peta alir. Bagi memudahkan GB melukis peta-peta ini, GB
menggunakan papan putih dan pen marker bagi menulis kandungan isi pelajaran proses
menulis karangan argumentatif. Malah, keempat-empat peta pemikiran ini digunakan secara
biasanya kita pusing-pusing (TB7 GB) tanpa terikat dengan mana-mana kehendak soalan
sebagaimana yang dinyatakan oleh GB iaitu Tak terikat dengan mana-mana soalan (TB7
GB).
Catatan pemerhatian pengkaji turut menemukan bagaimana GB melukis sendiri
peta-peta pemikiran i-Think tanpa menggunakan apa-apa peralatan khas dan dapat
difahami dengan baik oleh murid. Gambar berikut menunjukkan GB melukis peta bulatan
sebagai ringkasan bagi kandungan isi pelajaran yang terbahagi kepada konsep kata nama,
konsep dan ciri-ciri karangan pendapat, konsep kejiranan bagi tugasan menulis Karangan
Pendapat iaitu Semangat Kejiranan dalam Masyarakat.

Setelah meneliti kesemua dapatan kajian, pengkaji menjadikan Dimensi

Pembelajaran Marzano (DPM, 1993) sebagai gagasan utama untuk melihat kesesuaian
penggunaan peta pemikiran i-Think sebagai agen pemangkin kemahiran berfikir aras tinggi
dalam proses penulisan karangan argumentatif. Sub-tema yang terdiri daripada pendedahan
guru terhadap penggunaan peta pemikiran i-Think, jenis penggunaan peta pemikiran i-Think
dalam karangan argumentatif, penerimaan murid terhadap penggunaan peta pemikiran iThink dan kekreatifan guru menggunakan peta pemikiran i-Think bagi menjawab tugasan
karangan argumentatif didapati sejajar dengan DPM (1993). Hal ini kerana DPM terdiri
daripada lima dimensi pembelajaran iaitu membina sikap dan persepsi, memperolehi dan
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menyepadukan pengetahuan, memperluas dan menyempurnakan pengetahuan,

menggunakan pengetahuan yang bermakna dan tabiat pemikiran (Marzano, Debra & Jay,
1993) yang digunakan dengan tujuan meningkatkan penguasaan kemahiran berfikir dalam
Pdp.
Dalam dimensi membina sikap dan persepsi, pengkaji mendapati bahawa GB
berjaya menimbulkan minat murid untuk menggunakan peta pemikiran i-Think secara
berterusan memandangkan GB telah pun memupuk kesedaran dalam kalangan murid sejak
dari awal Pdp dilakukan. Kesannya, murid dilihat mempunyai sikap yang positif untuk
menyempurnakan tugasan menulis karangan argumentatif iaitu karangan fakta dan
karangan pendapat. GB juga didapati memenuhi ekspektasi DPM kedua iaitu memperoleh
dan menyepadukan pengetahuan murid menerusi penggunaan peta bulatan. Hal ini
demikian kerana murid-murid didapati mahir untuk menggunakan peta bulatan dalam
menyenaraikan konsep karangan pendapat, konsep karangan fakta, konsep kejiranan, ciriciri kata nama, jenis-jenis kata nama dengan menggunakan pengetahuan sedia murid.
Seterusnya, GB juga berjaya menggabungkan dua atau lebih peta pemikiran bagi
membincangkan sesuatu isu. Hal ini didapati sejajar dengan konsep yang ditekankan dalam
DPM yang ketiga iaitu memperluas dan menyempurnakan pengetahuan. Murid-murid
didapati berupaya untuk melakukan tugasan mengisi peta buih berganda dengan jawapanjawapan yang diperlukan di samping menggunakan peta bulatan dan peta alir bagi
menghuraikan konsep karangan fakta dan karangan pendapat. Bagi DPM keempat iaitu
menggunakan pengetahuan bermakna, dan DPM kelima iaitu tabiat pemikiran, GB didapati
memerlukan usaha yang berterusan dengan menyuburkan budaya berfikir murid dengan
menggunakan bantuan visual kerana murid-murid didapati masih memerlukan bantuan guru
sebagai fasilitator sebagai pemudah cara bagi meningkatkan penguasaan kemahiran berfikir
murid. Secara keseluruhannya, penggunaan peta pemikiran i-Think mampu menjadi agen
pemangkin penguasaan kemahiran berfikir aras tinggi murid dalam proses penulisan
karangan memandangkan penjelasan yang dilakukan oleh GB secara visual berupaya
mencungkil keupayaan kognitif murid untuk menjawab tugasan menulis karangan.

RUMUSAN
Dalam usaha melahirkan generasi yang mampu berfikir secara kreatif kritis, kemahiran
berfikir perlu digabungjalin bersama kepesatan teknologi dalam dunia pendidikan. Hal ini
demikian kerana murid kini lebih gemar menumpukan perhatian mereka pada bahan-bahan
sumber pengajaran yang bersifat interaktif dan bukannya bersifat autentik seperti buku dan
nota edaran semata-mata. Sebaliknya, individu guru perlu berusaha bagi mewujudkan
persekitaran pembelajaran yang kondusif dan memberikann pengalaman baharu kepada
murid untuk meningkatkan kemampuan murid menguasai kemahiran berfikir aras tinggi.
Usaha ini perlukan dilakukan secara berterusan di samping mendapat sokongan daripada
pelbagai pihak sama ada pihak berautoriti seperti KPM, JPN dan pelaksana dasar seperti
guru dan pengguna ilmu seperti murid dan mendapat sokongan daripada masyarat
terutamanya para ibu bapa.

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Prentice

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PENGGUNAAN BACAAN BERPERINGKAT UNTUK MENINGKATKAN KEMAHIRAN

MEMBACA AYAT DALAM PENGAJARAN BAHASA CINA SEBAGAI BAHASA KEDUA
Kiu Su Na, Lee Bih Ni
Fakulti Psikologi Dan Pendidikan
Universiti Malaysia Sabah
ahna_queenie88@hotmail.com
Abstrak
Kajian ini dijalankan adalah untuk mengkaji keberkesanan dalam meningkatkan kemahiran
membaca ayat. Kemahiran membaca ayat ini berfokus dalam pengajaran dan pembelajaran
dalam Bahasa Cina. Dalam kajian yang dijalankan, sampel kajian yang dikenalpasti
merupakan murid yang bukan berbangsa Cina. Mereka merupakan golongan yang
menggunakan atau mempelajari Bahasa Cina sebagai bahasa kedua. Kaedah yang
digunakan dalam kajian ini ialah bacaan berperingkat. Metodologi kajian ini adalah
berbentuk kualitatif. Kajian ini dijalankan di salah sebuah Sekolah Jenis Kebangsaan Cina di
daerah Lawas. Sampel kajian yang dipilih adalah sebanyak 4 orang murid yang sedang
belajar dalam tahun satu berdasarkan kepada keputusan mereka dalam penilaian sumatif
dalam mata pelajaran Bahasa Cina pada ketika ini. Data kajian akan dikumpul dan dianalisis
melalui pemerhatian, temu bual, catatan refleksi pengkaji dan juga dokumen sokongan.
Melalui data kajian yang diperolehi berdasarkan kitaran pertama bagi kajian yang dijalankan,
didapati sampel murid dapat kenal dan sebut 5 perkataan mudah, 5 perkataan sederhana
susah dan 5 perkataan susah dengan sebutan yang betul. Sampel murid juga dapat
membaca sekurang-kurangnya 2 ayat mudah, 1 ayat sederhana susah dan 1 ayat susah
dengan betul, lancar dan dengan intonasi yang betul.
Kata kunci: Bacaan Berperingkat, Kemahiran Membaca, Bahasa Cina , Bahasa Kedua
Abstract
This study was conducted to assess the effectiveness in improving skills of sentences
reading. Sentences reading skill focuses on the teaching and learning of Chinese. In the
study, the samples were identified as non-Chinese pupils. They are the ones who applied or
learn Chinese language as a second language. The method used in this study is reading
stages. The methodology of this study is qualitative basis. This study will be carried out at
one of the Chinese National Type School (Sekolah Jenis Kebangsaan Cina, SJKC) in
Lawas, Sarawak. The samples selected were 4 students who are studying in year one based
on their results in a summative evaluation in the subject of Chinese language at this point.
Data will be collected and analyzed through observations, interviews, reflection, and other
supportive document. The data collected through the first round of data collecting show that
samples selected can recognize and read 5 words in 3 different levels with the correct
pronunciation. Samples selected also can read at least 2 easy sentences, 1 simple
sentence, and 1 difficult sentence smoothly and with proper intonation.
Keywords: Stages Reading, Reading Skill, Chinese Language, Second Language

PENGENALAN

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Membaca ialah satu kemahiran di mana seseorang itu dapat mengenalpasti bentuk visual
dan menjalinkan hubungannya antara bentuk dengan bunyinya melalui pengalamannya dan
berupaya menilai atau mengetahui maksudnya. Bagi mereka yang belum menguasai
kemahiran membaca, mereka tidak dapat mengenalpasti satu bentuk visual yang dilihatnya.
Mereka hanya akan berpendapat bahawa, apa yang dilihat oleh mereka merupakan satu
bentuk yang sangat aneh. Dengan itu, mereka tidak akan dapat menjalinkan hubungan
antara bentuk visual yang dilihatnya dan seterusnya membunyikannya. Sekiranya tidak
dapat membunyikan bentuk visual yang dilihat, maka dia tidak akan dapat memahami apa
yang telah dilihat oleh mereka. Dengan itu, membaca merupakan satu kemahiran yang
sangat penting dan perlu dikuasai oleh murid pada peringkat umur yang awal.
LATAR BELAKANG KAJIAN
Merujuk kepada SJKC Chung Hwa Lawas (2016) sejak 2011 hingga 2016, Sekolah Jenis
Kebangsaan Cina iaitu lebih dikenali sebagai SJKC sering menjadi pilihan dalam kalangan
ibu bapa di daerah Lawas. Bilangan murid yang bukan berbangsa Cina semakin bertambah
dalam sekolah SJKC di daerah ini. Setelah pengkaji meneliti populasi murid bukan
berbangsa Cina di sekolah pengkaji, iaitu salah sebuah sekolah SJKC di daerah ini, pengkaji
mendapati bilangan murid bukan berbangsa Cina dalam setiap kelas di setiap darjah
mencapai sekurang-kurangnya 30 peratus daripada bilangan murid dalam kelas tersebut.
Mengikut data terbaru yang diperolehi pada tahun 2016 daripada sekolah ini, bilangan murid
yang bukan berbangsa Cina mencapai 35 peratus daripada keseluruhan murid di sekolah
ini. Ini merupakan satu data yang agak memerlukan perhatian daripada pihak sekolah. Hal
ini disebabkan secara keseluruhannya, pencapaian akademik murid-murid yang bukan
berbangsa Cina di SJKC adalah tidak memuaskan. Kebanyakan mereka hanya boleh
menguasai bahagian lisan tetapi lemah dalam pemahaman dan penulisan Bahasa Cina. Ini
seterusnya menyumbang kepada peratus kegagalan murid dalam mata pelajaran Sains dan
Matematik. Ini kerana dua mata pelajaran tersebut juga diajar dalam Bahasa Cina di sekolah
SJKC. Bagi murid yang perbendaharaan katanya dalam Bahasa Cina adalah terhad, maka
mereka akan terus kandas dalam dua mata pelajaran ini.
PERNYATAAN MASALAH
Berdasarkan kepada refleksi pengajaran dan pembelajaran yang dijalankan, masalah murid
yang dikenalpasti ialah masalah membaca ayat-ayat yang mengandungi aksara Cina. Murid
yang mempelajari Bahasa Cina sebagai bahasa kedua langsung tidak memahami perkataan
aksara Cina yang dibaca oleh mereka. Mereka hanya sekadar mengikut apa yang diajar
sahaja.
OBJEKTIF KAJIAN
Objektif kajian ini adalah untuk mengkaji cara meningkatan kemahiran membaca ayat dalam
kalangan murid yang yang bahasa ibundanya bukan merupakan Bahasa Cina dengan
menggunakan bacaan berperingkat.

PERSOALAN KAJIAN

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Bagaimana meningkatkan kemahiran membaca ayat dalam kalangan murid yang bahasa
ibundanya bukan merupakan Bahasa Cina menggunakan kaedah bacaan secara
berperingkat?
KEPENTINGAN KAJIAN
Dengan adanya kajian ini dijalankan, diharapkan dapat menyumbang serba sedikit
maklumat kepada pengajaran dan pembelajaran guru dalam kelas bagi pengajaran Bahasa
Cina sebagai bahasa kedua untuk murid yang bahasa ibundanya bukan Bahasa Cina. Hal
ini disebabkan banyak kaum atau bangsa lain belajar di sekolah SJKC pada hari ini. Selain
itu, kajian ini juga diharapkan dapat mengatasi masalah atau membantu dalam menangani
masalah kritikal yang sedia ada di Sekolah Jenis Kebangsaan Cina (SJKC) di kawasan luar
bandar seperti daerah Lawas, Sarawak. Hal ini disebabkan sekolah SJKC di luar bandar
mempunyai majoriti murid-murid bukan keturunan Cina.
LIMITASI KAJIAN
Dalam kajian yang dijalankan, ia adalah bertujuan untuk mengkaji sama ada kaedah bacaan
berperingkat dapat meningkatkan kemahiran membaca ayat dalam pengajaran Bahasa Cina
sebagai bahasa kedua. Jadi, reka bentuk kajian dalam kajian ini adalah berbentuk kualitatif.
Kajian ini menggunakan sampel kajian yang kecil sahaja dan hanya akan dijalankan di salah
sebuah sekolah SJKC di daerah Lawas dengan empat orang sampel murid sahaja.

KAJIAN LEPAS
Terdapat beberapa kajian yang dilihat menyokong penggunaan bacaan berperingkat dalam
meningkatkan kemahiran membaca. Tuzana (2014) dalam kajiannya memperlihatkan
keberkesanan modul bacaan bergred dalam membantu murid dalam kemahiran membaca.
Hasil dapatan kajian diperolehi daripada ujian pra dan ujian pos serta pemerhatian dan temu
bual yang dijalankan. Selepas kajian ini dijalankan, didapati penggunaan modul ini dapat
membantu murid-murid menguasai kemahiran membaca dengan baik. Di samping itu,
penggunaan modul ini juga dapat memenuhi keperluan sumber literasi untuk murid-murid di
peringkat bacaan awal dengan mengambil kira ciri-ciri perkembangan pemikiran dan
pembelajaran murid-murid dan alam persekitaran mereka.
Aspalaila dan maslinda (2006) dalam kajian mereka membuktikan bahawa
bimbingan berfokus yang dijalankan berjaya memantapkan bacaan murid melalui kad
perkataan, kad ayat dan petikan pemahaman yang mudah. Ini membuktikan bahawa
penggunaan bacaan berperingkat dapat memantapkan bacaan murid. Melalui pemantapan
ini, murid yang dahulunya lemah telah menunjukkan perubahan yang begitu ketara dengan
sebilangan murid juga dapat menjawab soalan pemahaman yang dikemukakan secara
bertulis.
Roziah (2004) juga menyokong pengajaran dan pembelajaran secara berperingkat.
Dalam kajiannya, beliau lebih berfokus kepada bacaan dari satu suku kata hingga dua suku
kata secara latih tubi. Ini juga merupakan satu jenis pembelajaran secara berperingkat tetapi
ditekankan menggunakan kaedah latih tubi. Memang tidak dinafikan juga pembelajaran
secara berperingkat juga perlu ditekankan menggunakan kaedah lain yang berkaitan untuk
memantapkan lagi pencapaian murid. Pada akhir kajian yang dijalankan, didapati kajian ini
menampakkan hasil yang memberangsangkan dengan pencapaian dan penguasaan pelajar
terhadap kemahiran membaca dipertingkatkan.

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Suzamreh (2012) dalam hasil dapatan kajiannya mendapati teknik latih tubi membaca
kad bacaan telah berjaya mencapai objektif kajian. Kemahiran membaca ayat-ayat di
kalangan subjek kajian telah dapat dipertingkatkan. Tahap bacaan mereka semakin
bertambah baik. Subjek kajian telah dapat membaca ayat-ayat mudah yang mengandungi
lebih daripada lima patah perkataan V+KV dan KV+KV. Penguasaan daripada yang asas
terlebih dahulu sebelum pergi ke peringkat yang lebih tinggi merupakan salah satu cara
terbaik untuk melihat peningkatan sesuatu kemahiran. Kesimpulannya, Latih Tubi Membaca
Kad Bacaan merupakan satu langkah rawatan yang sangat berguna dan berkesan
digunakan terhadap murid-murid yang menghadapi masalah dalam pembacaan ayat.
Dengan melaksanakan kajian ini,
penguasaan terhadap suku kata, perkataan
dan ayat dapat dipertingkatkan kepada tahap yang lebih baik lagi.
Melalui kajian yang dijalankan oleh pengkaji-pengkaji lepas, tidak dinafikan bahawa
penggunaan bacaan berperingkat dapat meningkatkan kemahiran membaca dalam
kalangan murid. Namum begitu, kajian yang dijalankan banyak berfokus dalam Bahasa
Malaysia dan Bahasa Inggeris sahaja dengan pembelajaran sebagai bahasa pertama. Ia
membuka ruang kepada pengkaji untuk menjalankan kajian sebegini dalam kalangan murid
yang mempelajari bahasa kedua. Dalam kajian ini, pengkaji akan menfokuskan kajian ini
dalam pengajaran dan pembelajaran Bahasa Cina sebagai bahasa kedua.

KERANGKA TEORITIKAL KAJIAN

Secara umumnya Kerangka teoritikal kajian pengkaji adalah bersandarkan adaptasi
daripada Teori Pelan Tindakan pembacaan Perfetti yang dicadangkan oleh CK Leong & MK
Ho dalam "Theory-based Assessment of Reading and Its Difficulties in The Chinese
Language System" (CK Leong & MK Ho, 2008). Menurut Perfetti, kemahiran membaca
merangkumi tiga proses yang utama, iaitu pendekatan perkataan, kata kunci dan juga
pemprosesan teks. Pendekatan perkataan bermaksud memahami perkataan yang
digunakan dan dapat menggunakannya dengan tepat. Kata kunci yang diperolehi daripada
pendekatan perkataan akan disimpan dalam ingatan supaya dapat digunakan pada bila-bila
masa apabila diperlukan. Melalui pemprosesan teks, seseorang itu akan menggunakan ilmu
yang diperoleh dengan sebaik mungkin. Secara keseluruhannya, ketiga-tiga proses ini
adalah berkait rapat antara satu dengan yang lain. Berlandaskan teori Perfetti yang
dicadangkan, maka kerangka teoritikal kajian dibentuk berdasarkannya seperti rajah berikut.

Mengenal Aksara Cina

Kemahiran Membaca Ayat

129
Penggunaan Bacaan
Berperingkat

Kerangka teoritikal kajian pengkaji dimulakan dengan mengenal pasti objektif kajian

Rajah 1: Kerangka Teoritikal Kajian

dan teori yang mendasari kajian ini. Objektif kajian yang dikenal pasti adalah untuk mengkaji
cara penggunaan bacaan berperingkat dalam meningkatkan kemahiran membaca ayat
dalam kalangan murid yang bahasa ibundanya bukan merupakan Bahasa Cina.
Menurut Perfetti (1999), semua jenis sistem penulisan mewakili bahasa lisannya
yang tersendiri. Tetapi, tulisannya mempunyai prinsip-prinsip reka bentuk yang berbeza.
Dalam pertuturan Cina, makna bagi banyak perkataan yang berbeza mempunyai bunyinya
yang sama dalam konteks perbualan. Tetapi, kemahiran membaca aksara Cina pula
bergantung kepada penulisannya dalam Bahasa Cina. Aksara Cina dikenali sebagai tulisan
Cina ataupun sebagai Hanzi dalam Bahasa Cina Setiap tulisannya mempunyai bentuk,
sebutan dan maknanya yang tersendiri.
Tulisan Cina menggunakan sistem logorafik dan bukannya sistem abjad Rumi. Maka,
ia memerlukan panduan untuk menyebut tulisan Cina. Panduan yang biasa digunakan ialah
sistem Hanyu Pinyin. Tanpa sistem Hanyu Pinyin, adalah agak susah untuk seseorang itu
menyebut tulisan Cina, terutama sekali bagi mereka yang bukan penutur natif iaitu bukan
keturunan kaum Cina. Jadi, sistem ini merupakan kaedah yang paling baik untuk menyebut
tulisan Cina.
Kemahiran membaca ayat merujuk kepada kemahiran membaca beberapa
perkataan yang dicantum bersama dan mempunyai maksudnya yang tersendiri. Dalam
pengajaran kemahiran ini, ia mempunyai tahap peringkatnya yang tertentu. Tahap
peringkatnya dimulakan dengan mengenal gambar, mengenal perkataan atau lebih dikenali
sebagai aksara Cina dalam pengajaran Bahasa Cina, membaca gabungan dua atau tiga
perkataan yang digabung iaitu lebih dikenali sebagai frasa dan seterusnya lima hingga tujuh
perkataan yang digabung menjadi ayat ringkas.
Pengamatan tinggi kognitif pemprosesan dan pembelajaran, seperti membaca,
berinteraksi dengan deria pengamatan rendah pemprosesan dan pembelajaran. Kajian
Perfetti sebelum ini telah melaporkan bahawa latihan persepsi visual membesarkan span
visual. Akibatnya, ia meningkatkan kemahiran membaca dalam kalangan individu dengan
pengamatan penglihatan. Kajian latihan persepsi visual Perfetti pada inidividu bukan penutur
natif bahasa Cina mendapati bahawa ambang tekstur diskriminasi visual kanak-kanak ini
dalam latihan persepsi visual mempunyai hubungan yang signifikan dengan prestasi mereka
dalam pengecaman aksara Cina. Ini menunjukkan bahawa pemprosesan persepsi visual
sebahagiannya mungkin menyokong pembelajaran membaca perkataan dan ayat dalam
bahasa Cina.
130

Dalam kajian pengkaji ini, latihan membaca di lembaran pengamatan dan latihan
membaca petikan digunakan untuk meninjau prestasi membaca sampel kajian. Prestasi
membaca yang ditinjau adalah dari segi pengecaman aksara Cina, menyebut perkataan
(karektor) Cina dan membaca ayat dalam bahasa Cina. Empat orang kanak-kanak bukan
Cina dipilih sebagai sampel kajian untuk tiga kitaran tinjauan sebelum dan selepas kajian
melalui lembaran pengamatan dan latihan membaca petikan di buku teks. Dalam setiap
kitaran latihan membaca dijalankan, sampel kajian diberi satu set latihan membaca
lembaran pengamatan dan latihan membaca petikan yang terdapat dalam buku teks serta
satu set soalan temubual yang setara dari segi pengamatan bacaan kanak-kanak. Setiap set
latihan membaca ini mempunyai tajuk yang berbeza untuk memberi variasi dan kesahan
pengecaman aksara Cina kepada sampel kajian.

REKA BENTUK KAJIAN

Kajian yang dijalankan adalah secara kajian tindakan yang bertujuan meneroka dan
mengumpul maklumat secara kualitatif supaya pengkaji dapat mengetahui sedalam-dalam
yang
boleh tentang kajian yang dijalankan.
Dalam kajian ini, bacaan secara berperingkat digunakan untuk meningkatkan
meningkatkan kemahiran murid membaca ayat. Bacaan secara berperingkat yang dirancang
ini merupakan satu bentuk bahan bacaan yang dibina melalui proses pemeringkatan untuk
membolehkan seseorang murid menguasai bacaan dengan lancar dalam tempoh masa
yang singkat. Bacaan secara berperingkat yang dibina oleh pengkaji adalah secara kad
tunggal dengan setiap kad hanya ada satu jalan cerita sahaja. Gambar akan disertakan
untuk memudahkan murid memahaminya.
Dalam kajian ini, pengkaji akan menggunakan jenis penyelidikan evaluatif atau lebih
dikenali sebagai kajian penilaian. Melalui penilaian, pengkaji dapat mengetahui hasil
pembelajaran yang telah dilakukan dan sejauh mana murid mengerti apa yang diajar.
Penilaian yang dijalankan akan menentukan sama ada program tersebut sesuai dijalankan.
Keputusan yang diperolehi adalah bersifat kualitatif.

TEMPAT KAJIAN
Tempat kajian yang diplih oleh pengkaji untuk kajian ini ialah sebuah sekolah rendah SJKC
yang terletak di kawasan luar bandar di daerah Lawas. Punca utama pengkaji memilih
tempat kajian ini adalah disebabkan pengkaji merupakan salah seorang guru yang mengajar
di sekolah ini. Selain itu, sampel murid yang dikenal pasti juga diperolehi dari sekolah ini.
SAMPEL KAJIAN
Sampel kajian ini dipilih daripada golongan murid yang bukan merupakan keturunan Cina.
Mereka adalah sebanyak 4 orang murid yang sedang belajar dalam tahun satu pada ketika
ini. Semua sampel yang dipilih adalah berdasarkan kepada keputusan mereka dalam ujian
sumatif bagi mata pelajaran Bahasa Cina. Selain itu, mereka juga merupakan murid yang
mempelajari Bahasa Cina sebagai bahasa kedua dalam pembelajaran mereka di sekolah
SJKC.

PROSEDUR MENJALANKAN KAJIAN

131

Kajian ini merupakan kajian penyelidikan. Proses penyelidikan tindakan akan dimulakan
dengan tinjauan masalah kajian, perancangan kajian, tindakan dan pemerhatian dalam
pengumpulan data serta refleksi terhadap kajian yang dijalankan.
Kajian pengkaji akan dimulakan dengan mengenal pasti masalah. Masalah yang
dikenal pasti ialah ramai murid tidak mencapai tahap sederhana dalam ujian penilaian bagi
mata pelajaran Bahasa Cina. Tahap sederhana yang dimaksudkan ialah mencapai markah
sekurang-kurangnya 60 markah mengikut julat gred yang baru dalam ujian penilaian di
sekolah. Setelah mengenal pasti masalah, maka pengkaji membuat tinjauan ataupun
analisis untuk mengenal pasti murid yang gagal dalam mata pelajaran Bahasa Cina. Setelah
membuat analisis, didapati bahawa kebanyakan murid yang tidak mencapai tahap
sederhana dalam ujian penilaian di sekolah merupakan murid yang mempelajari Bahasa
Cina di sekolah SJKC sebagai bahasa kedua.
Setelah mengenal pasti masalah ini, maka pengkaji akan menyediakan persediaan
umum dengan menyediakan teks bacaan yang sesuai untuk penggunaan kaedah bacaan
berperingkat. Dalam kaedah bacaan berperingkat, pengkaji akan menggunakan gambar
dengan perkataan, frasa, ayat pendek dan seterusnya perenggan kecil.
Pada mulanya, pengkaji akan memperkenalkan gambar dengan perkataan sahaja.
Gambar dan perkataan yang diperlajari akan bermula dari satu perkataan hingga dua
perkataan. Semua perkataan yang dipelajari akan diulangi dalam pembelajaran frasa dan
ayat pada suatu hari nanti. Seterusnya, frasa bagi perkataan yang telah dipelajari akan
disusuri pada pengajaran dan pembelajaran yang seterusnya. Selepas frasa dipelajari,
maka mereka akan terus ke peringkat yang seterusnya, iaitu bahagaian ayat. Murid akan
diberi peluang untuk mengenali dan membaca perkataan dan ayat yang tertera di atas kad
kerana kebanyakan perkataan dalam ayat yang diberikan itu telah dipelajari sebelumnya.
Seterusnya, guru akan membaca satu perkataan demi satu perkataan dan murid
mengulanginya. Bagi perkataan yang masih belum dikuasai oleh murid, guru mengulanginya
secara beberapa kali sebelum beralih ke langkah yang seterusnya. Semua kad bacaan yang
disediakan tidak kira kad bacaan perkataan, frasa dan ayat akan disertai dengan gambar
rajah yang sesuai untuk memudahkan murid memahaminya.
Semasa pengajaran dan pembelajaran dijalankan, pemerhatian tentang pencapaian
murid dijalankan. Pemerhatian akan dijalankan pada setiap sesi pemulihan yang
menggunakan bacaan berperingkat. Hasil dapatan daripada pemerhatian yang dijalankan
akan direkodkan dalam borang pemerhatian yang telah disediakan sebelumnya.
Pemerhatian ini adalah untuk membantu guru mengenalpasti sama ada semua murid
menguasai apa yang dipelajari oleh mereka.
Secara keseluruhannya, refleksi bagi setiap kali pengajaran dan pembelajaran
menggunakan bacaan berperingkat disediakan sebagai laporan bertulis tentang pencapaian
harian mereka. Akhir sekali, refleksi keseluruhan disediakan untuk menilai keberkesanan
kaedah bacaan berperingkat dalam membantu murid yang lemah dalam Bahasa Cina dapat
menguasai kemahiran membaca ayat.

PROSEDUR PENGUMPULAN DATA

Instrumentasi merupakan satu proses penyediaan untuk mengumpul data. Ia adalah
merangkumi pemilihan atau mereka bentuk instrumen dan juga prosedur dan isyarat di
mana instrumen itu ditadbir. Dalam kajian ini, pengkaji akan menggunakan beberapa jenis
instrumen untuk mengumpul data, antaranya termasuklah pemerhatian, temu bual, catatan
refleksi pengkaji dan juga dokumen sokongan.
132

PROSEDUR PENGANALISISAN DATA

Pengkaji akan menganalisis dapatan data daripada pemerhatian, temu bual dan dokumen
sokongan menggunakan kaedah triangulasi. Melalui kaedah ini, diharapkan data yang
diperolehi oleh pengkaji dapat mendekati kebenaran yang ingin dicapai melalui kajian ini.

DAPATAN KAJIAN
Dapatan Pemerhatian
Kajian yang dijalankan mempunyai tiga kitaran. Dalam kitaran yang dijalankan, topik yang
berlainan digunakan. Topik yang digunakan merupakan apa yang dekat dengan kehidupan
harian mereka. Dapatan di bawah merupakan dapatan kajian bagi kitaran yang pertama.
Perkataan Dan Frasa
Topik yang digunakan dalam kitaran pertama ialah permakanan yang berkhasiat. Semua
perkataan yang disenaraikan dapat dikuasai dengan baik oleh sampel murid. Namum
begitu, terdapat beberapa perkataan dalam frasa yang disenaraikan belum dapat dikuasai
oleh murid. Walaupun begitu, sampel murid berjaya mencapai tahap minimum yang
ditetapkan dalam borang pemerhatian yang disediakan.
Ayat Pendek Dan Perenggan Kecil
Pengajaran dan pembelajaran menggunakan bacaan berperingkat untuk meningkatkan
kemahiran membaca ayat dalam kalangan sampel murid dijalankan semasa pemulihan
dalam kelas. Melalui pemerhatian yang dijalankan semasa pengajaran dan pembelajaran,
kelihatan sampel murid mempunyai minat yang lebih tinggi dalam mempelajari apa yang
disediakan dalam bacaan berperingkat. Mereka berjaya menguasai ayat pendek yang
dipelajari dalam bacaan berperingkat. Semasa pemerhatian dijalankan pada akhir kitaran
pertama, didapati semua sampel murid dapat membaca ayat mudah yang diberikan,
manakala tiga daripada empat orang sampel murid dapat membaca sekurang-kurangnya
satu ayat sederhana susah dan ayat susah. Antaranya, seorang sampel murid dapat
mencapai tahap minimum yang ditetapkan dengan membaca sekurang-kurangnya dua ayat
mudah, sederhana susah dan susah pada akhir kajian.
Dapatan Temu Bual
Temu bual yang dijalankan untuk memperolehi pendapat sampel kajian tentang
keberkesanan bacaan berperingkat berbanding dengan sukatan yang disediakan dalam
buku teks. Temu bual secara berstruktur telah dijalankan dengan proses temu bual ini
dibimbing dan dikawal oleh penemu bual mengikut agenda yang telah dirancang awal
dengan instrumen kajian iaitu item-item untuk temu bual telah disediakan.
Persepsi Informan Terhadap Subjek Bahasa Cina
Dalam temu bual yang dijalankan, informan ataupun sampel murid ditanya tentang persepsi
mereka terhadap subjek Bahasa Cina. Antaranya, tiga daripada informan suka subjek
Bahasa Cina kerana pada pendapat mereka subjek ini dapat dipelajari apabila perkataan
dipadan dengan gambar serta ayat yang mudah. Seorang informan tidak suka subjek ini
kerana subjek ini dikatakan terlalu sukar baginya dan dia langsung tidak dapat menguasai
apa yang diajar oleh guru dalam kelas.
133

Melalui temu bual yang dijalankan, didapati keempat-empat mereka belajar di salah
sebuah tadika swasta yang berdekatan. Dua orang sampel murid mula balajar Bahasa Cina
dari umur empat manakala dua orang sampel murid mula belajar Bahasa Cina dari umur
lima.
Daripada temu bual yang dijalankan, didapati tiga orang informan ataupun lebih
dikenali sebagai sampel murid yang suka subjek Bahasa Cina mengulangkaji pelajaran
mereka di rumah dengan bimbingan daripada abang atau kakak yang juga belajar di sekolah
SJKC. Manakala bagi sampel murid yang tidak suka subjek bahasa Cina langsung tidak
membuat ulangkaji di rumah.
Persepsi Informan Terhadap Aksara Cina
Daripada temu bual yang dijalankan, hanya seorang sampel murid yang suka aksara Cina.
Pada pendapatnya, aksara Cina adalah sangat unik. Pada pendapatnya, sesetengah
daripada aksara Cina dapat dibacanya malah dapat ditulisnya. Tiga daripada sampel murid
yang dikenalpasti tidak suka aksara Cina. Pada pendapat mereka, aksara Cina terlalu susah
bagi mereka. Di samping itu, mereka juga tidak dapat mengingati cara membaca aksara
Cina yang diajar apatah lagi menguasai aksara Cina yang diajar dan dapat menulisnya.
Persepsi Informan Terhadap Buku Teks Bahasa Cina
Melalui temu bual yang dijalankan, didapati bahawa keempat-empat orang sampel murid
berpendapat bahawa buku teks Bahasa Cina terlalu sukar bagi mereka. Mereka juga tidak
pandai membaca ayat yang tertera dalam buku teks Bahasa Cina kerana ayat terlalu
panjang dan perkataan yang digunakan terlalu sukar.
Persepsi Informan Terhadap Cara Pengajaran Guru
Berkenaan dengan soalan tentang cara pengajaran guru, keempat-empat sampel murid
tidak suka pengajaran guru dalam bahasa Cina. Pada pendapat mereka, mereka tidak
faham dengan pelajaran yang diajar kerana apa yang perlu dipelajari oleh mereka terlalu
sukar bagi mereka. Mereka juga tidak dapat mengingati dengan teliti apa yang diajar oleh
guru kerana mereka tidak dapat menguasai apa yang perlu dipelajari oleh mereka. Mereka
hanya mampu faham dan ingat pelajaran yang senang sahaja.
Refleksi Pengajaran Guru
Refleksi pengajaran guru meliputi semua aktiviti pengajaran dan pembelajaran yang
dijalankan dalam kitaran pertama bagi kajian tindakan yang dijalankan. Bacaan berperingkat
dimulakan dengan menyebut perkataan berdasarkan gambar yang diberikan. Pada akhir
pengajaran, semua sampel murid berjaya menguasai semua perkataan yang disenaraikan.
Seterusnya, frasa dan ayat pendek berpandukan perkataan dan gambar diberikan.
Pengajaran dan pembelajaran dijalankan sebanyak lapan kali dengan setiap perkataan,
frasa dan ayat yang berlainan. Secara keseluruhan, setiap pengajaran dan pembelajaran
mengambil masa sebanyak 30 minit sahaja. Bagi pelajaran yang masih belum dikuasai
dengan sepenuhnya, maka pengulangan akan dijalankan pada pengajaran dan
pembelajaran yang seterusnya. Kajian mengenai bacaan berperingkat bagi kitaran yang
pertama telah diakhiri dengan sepenuhnya. Pada akhir kitaran ini, dapat dirumuskan
bahawa keempat-empat sampel murid telah menguasainya dengan baik. Namun begitu,
terdapat beberapa perkataan perlu diberi perhatian pada kitaran yang seterusnya untuk
membantu mereka betul-betul menguasai bahan bacaan berperingkat yang disediakan.

134

RUMUSAN
Daripada dapatan kajian bagi kitaran pertama, didapati sampel murid yang dikenalpasti
mempunyai minat yang lebih tinggi dalam mempelajari aksara Cina. Mereka tidak lagi
langsung tidak memberi perhatian terhadap apa yang diajar tetapi cuba sedaya upaya untuk
mengikuti pelajaran yang dijalankan. Ini jelas kelihatan dalam pembacaan mereka tidak kira
dalam perkataan, frasa ataupun ayat dalam bahasa Cina dalam bacaan berperingkat yang
diberikan.

RUJUKAN
Aspalaila Ramli, Maslinda Mahmud. 2006. Meningkatkan Kemahiran Murid Membaca AyatAyat Yang Mengandungi Perkataan Gabungan Dua Suku Kata Terbuka Dan
Tertutup KV+KVK. Jurnal Kajian Tindakan Sekolah Rendah Negeri Johor 2006.
1(1): 1-8.
CK Leong & MK Ho. 2008. Theory-based Assessment of Reading and Its Difficulties in The
Chinese Language System. Hong Kong Journal of Paediatrics, Vol.13 No.3, 184195.
Perfetti, C. A. 1999 Comprehending written language. A blueprint of the Re. In: Hagoort
P, Brown C (eds.) Neurocognition of Language Processing. Oxford University
Press, Oxford, pp. 167208
Roziah Binti Abd Hamid. 2004. Mewningkatkan Kemahiran Membaca Murid-Murid Tahun 1
Dengan Latih Tubi Menggunakan Suku Kata Dan Gambar. Jurnal Kajian Tindakan
Guru. Jabatan Penyelidikan Dan Pembangunan Professionalisme Perguruan. 9299.
SJKC Chung Hwa Lawas. 2016. Rekod Kemasukan Murid Sekolah Jenis Kebangsaan Cina
(SJKC) Chung Hwa Lawas 2011-2016. Lawas: SJKC Chung Hwa Lawas.
Suzamreh Bin Salleh. 2012. Meningkatkan Kemahiran Membaca Ayat-Ayat Yang
Mengandungi Perkataan Gabungan Suku Kata V+KV Dan KV+KV Melalui Teknik
Latih Tubi Membaca Kad Bacaan. Sarawak: IPG Kampus Sarawak.
Tuzana Bt Mohamad. 2014. Keberkesanan Modul Bacaan Bergred Bagi Membantu Murid
Linus Tegar Dalam Kemahiran Membaca KVKV. Pulau Pinang: Universiti Sains
Malaysia.

LAMPIRAN
Borang Pemerhatian
Latihan Membaca Petikan
No
1
1a
1b

Soalan
Skor
Kenal dan sebut:
Kenal dan sebut sekurang-kurangnya 5 patah perkataan mudah dengan betul (M)
/5
Kenal dan sebut sekurang-kurangnya 5 patah perkataan sederhana susah dengan /5
betul (SS)
135

1c
2
2a
2b
2c
3
3a
3b
3c
4
4a
4b
4c
5
5a
5b
5c

Kenal dan sebut sekurang-kurangnya 5 patah perkataan susah dengan betul (S)
Sebutan:
Sebut sekurang-kurangnya 5 patah perkataan mudah dengan sebutan betul (M)
Sebut sekurang-kurangnya 5 patah perkataan sederhana susah dengan sebutan
betul (SS)
Sebut sekurang-kurangnya 5 patah perkataan susah dengan sebutan betul (S)
Membaca:
membaca sekurang-kurangnya 2 ayat mudah dengan betul (M)
membaca sekurang-kurangnya 2 ayat sederhana susah dengan betul (SS)
membaca sekurang-kurangnya 2 ayat susah dengan betul (S)
Kelancaran:
membaca sekurang-kurangnya 2 ayat mudah dengan lancar (M)
membaca sekurang-kurangnya 2 ayat sederhana susah dengan lancar (SS)
membaca sekurang-kurangnya 2 ayat susah dengan lancar (S)
Intonasi:
membaca sekurang-kurangnya 2 ayat mudah dengan intonasi yang betul (M)
membaca sekurang-kurangnya 2 ayat sederhana susah dengan intonasi yang betul
(SS)
membaca sekurang-kurangnya 2 ayat susah dengan intonasi yang betul (S)

136

/5
/5
/5
/5
/2
/2
/2
/2
/2
/2
/2
/2
/2

Soalan Temu Bual

Temu Bual Dengan Murid
No
1

4
5

Soalan
Boleh ceritakan sedikit tentang diri anda?
- Apakah keturunan anda?
- Apakah bahasa yang anda gunakan di rumah ?
- Adakah anda bercakap dalam Bahasa Cina dengan rakan awak?
Adakah awak suka subjek Bahasa Cina? Kenapa?
Sejak bilakah anda belajar bahasa ini?
Adakah anda mengulangkaji pelajaran yang diajar di rumah?
Adakah anda suka aksara Cina ? Kenapa ?
- Anda pandai baca aksara Cina ?
- Anda pandai tulis aksara Cina ?
Adakah anda suka buku teks Bahasa Cina? Kenapa ?
- Anda pandai baca ayat dalam Bahasa Cina? Kenapa ?
Adakah anda suka cara pengajaran guru dalam Bahasa Cina? Kenapa ?
- Adakah anda faham apa yang diajar oleh guru dalam Bahasa Cina ?
- Dapatkah anda mengingati apa yang diajar oleh guru ?

Jawapan

Instrumen Kajian ini diadaptasi dari:

Jabatan Pendidikan Khas. (2003). Buku Panduan Pelaksanaan Program Pemulihan Khas
Masalah Penguasaan 3M. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Leslie, L. & Caldwell, J.S. (2000). Qualitative Reading Inventory-3. US: Pearson Education
Perfetti, C., Cao, F., & Booth, J. (2013). Specialization and universals in the development of
reading skill: How Chinese research informs a universal science of reading.
Scientific Studies of Reading, 17(1), 5-21.
2005
Zhang Kai. 2005. Yu Yan Ce Yan Li Lun Yu Shi Jian. Beijing: Beijing Language and Culture
University Press.
Zhang Kai. 2005. Cara Pelaksanaan Dan Pentaksiran Ujian Bacaan. Beijing: Beijing
Language and Culture University Press.

137

FAKTOR TINGKAH LAKU KEIBUBAPAAN DAN DEMOGRAFI DENGAN

PENGHARGAAN KENDIRI DALAM KALANGAN PELATIH DI SEKOLAH TUNAS BAKTI,
KOTA KINABALU, SABAH.
Syarizan Hartini Che Soh, Mulkiaman Zizurahman & Mohd Zaid Saiful Bahri
Fakulti Psikologi Dan Pendidikan, Universiti Malaysia Sabah, Sabah
ABSTRAK
Kajian ini bertujuan untuk mengenal pasti faktor tingkah laku keibubapaan dan demografi
dengan penghargaan kendiri dalam kalangan pelatih di Sekolah Tunas Bakti Kota Kinabalu.
Tinjauan dibuat terhadap 40 orang sampel pelajar dengan menggunakan alat kajian yang
mengandungi tiga bahagian seperti Demografi, Childrens Report on Parental Behavior
Inventory (CRPBI) yang dibangunkan oleh Schaefer (1965) digunakan sebagai alat
pengukur tingkah laku ibubapa dan Rosenberg Self Esteem Scale (RSES) yang
dibangunkan oleh Rosenberg (1965) untuk melihat faktor yang mempengaruhi penghargaan
kendiri dikalangan pelajar. Secara keseluruhan, Dapatan kajian menunjukkan tingkah laku
ibu dan bapa tidak mempunyai hubungan yang signifikan terhadap penghargaan kendiri.
Hasil keputusan menunjukkan bahawa hanya faktor demografi yang mempengaruhi
penghargaan kendiri dikalangan remaja dengan mendapat t = 18.446, P < 0.05. Implikasi
utama kajian ini mendedahkan bahawa hanya faktor tempat yang memainkan peranan
penting dalam pembentukan penghargaan kendiri pelajar di Sekolah Tunas Bakti Kota
Kinabalu.
Kata kunci: tingkah laku keibubapaan, demografi, penghargaan kendiri, remaja.
ABSTRACT
This study aims to identify factors in parenting behavior and demographics with self-esteem
among students at Sekolah Tunas Bakti Kota Kinabalu. Survey of 40 samples of students to
use research tool that contains three parts such as demographics, Children's Report on
Parental Behavior Inventory (CRPBI) developed by Schaefer (1965) is used as a measure of
behavioral parent and Rosenberg Self - Esteem Scale (RSES) developed by Rosenberg
(1965) to look at the factors that affect self-esteem among the students. Overall, findings
showed behaviors parents do not have a significant relationship to self-esteem. The results
showed that the only demographic factors that affect self-esteem among adolescents with a t
= 18.446, P <0.05. The main implication of this study revealed that the only factor that plays
a key role in the formation of self-esteem of students at Sekolah Tunas Bakti.
Keywords: behavioral parenting, demography, self-esteem, adolescent.

PENDAHULUAN
Remaja merupakan pelapis dan aset penting kepada negara pada masa hadapan, Mereka
bakal menerajui pemerintahan negara, menjadi tenaga yang akan memajukan negara dan
menjaga kedaulatan negara daripada pelbagai ancaman, Laile Suzana Jaafar (2008). Jika
diperincikan remaja di gambarkan sebagai suatu proses iaitu proses mencapai atau
memperoleh sikap dan kepercayaan yang diperlukan demi penglibatan yang berkesan
dalam masyarakat.
Menurut Nooraini & Salasiah Khairolah (2013) ibubapa memainkan peranan yang
sangat penting untuk membina individu yang mempunyai sahsiah yang baik dan seterusnya
menjadi ahli masyarakat yaang dapat menyumbangkan ke arah pembangunan masyarakat
yang harmoni dan bertamadun.
Definisi tingkahlaku menurut Carl Rogers (1999) menekankan bahawa seseorang
individu bertingkah laku mengikut persepsi diri sendiri dan keadaan ataupun mempunyai
konsep kendiri yang positif maka dia berupaya berinteraksi dan bertindak dengan lebih
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yakin. Menurut Lewis M.Beaker (2001), sebarang perbuatan yang dilakukan sama ada
secara terus atau tidak, secara sedar atau separa sedar. Selain itu, tingkah laku adalah
manifestasi fizikal sebarang sikap yang berasaskan nilai-nilai tertentu. Manakala, menurut
Garry Martin & Joseph Pear (2003) tingkah laku juga merangkumi aktiviti, aksi, prestasi,
bertindakbalas, tindakan, dan reaksi. Dari segi teknik, aktiviti yang melibatkan otot-otot,
kelenjar (glandular) dan aktiviti elektrik oleh setiap organ. Pada dasarnya tingkahlaku adalah
apa sahaja yang diperkatakan atau dilakukan oleh individu.
Keibubapaan menurut Teuku Iskandar (1970) mendefinisikan ibu sebagai emak,
mama, mami dan bonda. Bapa pula sebagai ayah, abah, dedi dan papa. Ibu merujuk
kepada peranan dan tanggungjawab dalam mengasuh dan mendidik anak-anak di rumah.
Bapa sebagai ketua keluarga yang bertanggungjawab memberi nafkah, menyediakan
tempat tinggal, pakaian dan kasih sayang terhadap ahli keluarga termasuk isteri dan anakanak.(T. Iskandar,1970). Ibubapa memainkan peranan yang sangat penting untuk membina
individu yang mempunyai sahsiah yang baik dan seterusnya menjadi ahli masyarakat yang
dapat menyumbangkan ke arah pembangunan masyarakat yang harmoni dan bertamadun.
Nooraini & Salasiah Khairolah, (2013).
Mengikut Kamus Dewan, Edisi Ketiga, (2002). Dewan Bahasa dan Pustaka Kuala
Lumpur. (m/s 287). Demografi bermaksud kajian tentang ciri-ciri perkembangan penduduk
(dari segi saiz, kepadatan, taburan, kelahiran, kematian dan sebagainya) dalam tempoh
waktu tertentu.
Penghargaan kendiri menurut Harter (1983) dalam buku Personaliti: Becoming a
Person, konsep kendiri ialah agen perkembangan diri individu terutamanya kanak-kanak.
Kanak-kanak akan berkembang sebagai objek iaitu merupakan sesuatu yang unik dan boleh
diperhatikan tahap perkembangannya. Oleh itu ini memerlukan kerjasama daripada banyak
pihak supaya konsep kendiri kanak-kanak subur secara positif. Menurut Rogers (1951) yang
mengemukakan Terapi Pemusatan Klien, beliau berpendapat bahawa konsep kendiri adalah
terdiri daripada gabungan di antara penilaian sendiri, penilaian orang lain dan penilaiannya
mengenai persepsi orang lain terhadap dirinya. Manakala, menurut Azizi Hj Yahya dan
rakan rakan (2005). Penghargaan kendiri merupakan orientasi positif atau negatif terhadap
individu dan merupakan satu penilaian keseluruhan terhadap taksir dan nilai diri.
PERMASALAHAN KAJIAN
Remaja adalah aset negara yang sangat bernilai dalam menerajui pembangunan negara di
masa depan. Menurut Erikson (1963) dalam bukunya Childhood and Society,
perkembangan ego yang ditekankan dalam masa remaja ialah pembentukan identiti. Beliau
telah menekankan kepentingan perkembangan penghargaan kendiri dan keunikan individu
dalam proses pembentukan identiti dengan mengatakan bahawa perkembangan personaliti
yang sempurna bergantung kepada kebebasan individu dalam menentukan pilihan sendiri.
Kepentingan penilaian kendiri dan persepsi kendiri ditekan kerana penilaian kendiri
dapat membawa kesan yang penting dalam kesejahteraan hidup seseorang individu seperti
yang disarankan oleh Hobbes dalam petikan Rosenberg (Leahy, 1985), yang mengatakan
bahawa kegembiraan yang paling besar dalam jiwa seseorang manusia ialah memiliki
pandangan yang tinggi terhadap diri sendiri. Sementara itu, persepsi kendiri pula
menunjukkan keyakinan kendiri yang ada pada diri seseorang idividu yang
akan
memainkan peranan dalam menentukan kejayaan atau kegagalan hidup individu tersebut.
Kesedaran tentang pentingnya konsep kendiri yang melibatkan penghargaan kendiri di
kalangan remaja mungkin berbeza antara remaja yang lain.
Antara faktor yang dikenal pasti sebagai pendorong utama remaja mempunyai
penghargaan kendiri yang tinggi ialah faktor keluarga. Keluarga merupakan satu institusi
yang banyak memainkan peranan dalam mewujudkan penghargaan kendiri dalam diri anakanak.
Menurut Rosenberg (1979), individu yang tinggi penghargaan kendiri akan
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menghormati dirinya dan menganggapkan dirinya sebagai individu yang berguna. Manakala
individu yang rendah penghargaan kendiri pula tidak dapat menerima dirinya dan
menganggapkan dirinya tidak berguna dan serba kekurangan. Keluarga sebagai agen
pertama pemasyarakatan mengemukakan petunjuk awal kepada seorang kanak-kanak
sama ada dia diterima atau tidak, disayangi atau tidak, dan layak untuk hidup atau tidak imej
diri awal kita dibentuk oleh komen-komen tentang diri kita oleh ibu bapa kita.
Penyelidikan yang diperolehi dalam buku Psikologi Remaja, Jas Laile Suzana Jaafar
(2002), juga menunjukkan bahawa pola pengasuhan anak-anak banyak sekali
mempengaruhi harga diri. Ibu bapa yang mempunyai harga diri tinggi cenderung
membesarkan anak-anak mereka dengan harga diri yang tinggi. Sebaliknya, ibu bapa yang
mempunyai harga diri rendah cenderung membesarkan anak-anak yang rendah harga
dirinya. Berdasarkan kajiannya, keibubapaan yang autoritarian dan permisif cenderung
membesarkan anak-anak yang rendah harga dirinya.
Manakala, keibubapaan berwibawa cenderung membesarkan anak-anak yang tinggi
harga dirinya. Ibu bapa yang autoritatif, menggunakan arahan tentang apa yang mesti
dilakukan oleh anak dan tidak berasa bertanggung jawab untuk menjelaskan kenapa arahan
itu diberi. Mereka bersifat sangat menuntut dan tidak responsif malah lebih suka jika anak
taat dan patuh. Jika anak engkar, ia akan dihukum. Perbincangan secara terbuka atau
interaksi dua-hala di antara ibu bapa dan anak tidak digalakkan kerana ibu bapa pendapat
anak tidak boleh mempersoalkan apa-apa, hanya menerima dan menurut sahaja apa kata
ibu bapa.
Sehubungan dengan itu, kajian ini dibuat adalah untuk melihat sejauh manakah
faktor tingkah laku ibubapa dan demografi telah memainkan peranan penting dalam
mempengaruhi penghargaan kendiri dalam kalangan pelajar di Sekolah Tunas Bakti Kota
Kinabalu. Adakah penghargaan kendiri pelajar itu wujud disebabkan sifat ibubapa, tindakan
ibu bapa, perhubungan ibubapa dalam keluarga atau disebabkan tingkah laku ibu dan bapa
dalam mendidik serta membesarkan pelajar tersebut. Selain itu, faktor demografi juga
memainkan peranan penting untuk melihat dari segi umur, tempat, dan agama dalam
mempengaruhi konsep kendiri remaja.
OBJEKTIF KAJIAN
Tujuan kajian ini secara khususnya, adalah untuk mengenal pasti sama ada tingkah laku
ibubapa dan demografi mempunyai hubungan yang signifikan dalam kehidupan pelajar dan
ianya memainkan peranan penting dalam perkembangan penghargaan kendiri dalam
kalangan pelajar Sekolah Tunas Bakti di Kota Kinabalu Sabah. Antaranya adalah :1. Melihat hubungan antara tingkah laku ibu dan bapa dengan penghargaan kendiri
pelatih Tunas Bakti.
2. Mengenalpasti perbezaan umur dengan penghargaan kendiri pelatih Tunas Bakti.
3. Mengenalpasti perbezaan tempat dengan penghargaan kendiri pelatih Tunas Bakti.
4. Melihat perkaitan antara agama dengan tahap penghargaan kendiri pelatih Tunas
Bakti.
HIPOTESIS
Hipotesis dalam kajian ini ialah;
1. Ho-Tidak terdapat hubungan yang signifikan antara tingkah laku ibu dan bapa
dengan penghargaan kendiri pelatih Tunas Bakti.
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Ha-Terdapat hubungan yang signifikan antara tingkah laku ibu dan bapa dengan
penghargaan kendiri pelatih Tunas Bakti.
2. Ho-Tidak terdapat perbezaan yang signifikan antara umur dengan penghargaan
kendiri pelatih Tunas Bakti .
Ha- Terdapat perbezaan yang signifikan antara umur dengan penghargaan kendiri
pelatih Tunas Bakti .
3. Ho-Tidak terdapat perbezaan yang signifikan antara tempat dengan penghargaan
kendiri pelatih Tunas Bakti.
Ha-Terdapat perbezaan yang signifikan antara tempat dengan penghargaan kendiri
pelatih Tunas Bakti.
4. Ho-Tidak terdapat perkaitan yang signifikan antara agama dengan tahap
penghargaan kendiri pelatih Tunas Bakti.
Ha-Terdapat perkaitan yang signifikan antara agama dengan tahap penghargaan
kendiri pelatih Tunas Bakti.
KAJIAN LEPAS
Dalam kajian Amla Salleh et. al (2010). Peranan bapa dalam perkembangan konsep kendiri
menuntut agar bapa perlu memainkan peranan mereka dengan lebih berkesan untuk
membantu membangunkan konsep kendiri yang positif. Usaha-usaha untuk meningkatkan
kemahiran kebapaan serta pendedahan kepada pendekatan yang berlandaskan nilai-nilai
hubungan dua hala, sifat lebih mesra, penyayang dan rasa hormat adalah antara usahausaha yang mungkin perlu dipertimbangkan.
Berdasarkan kajian Nooraini Othman & Salasiah Khairollah (2013) menunjukkan
bahawa pelajar sering diajar dengan nilai-nilai yang baik seperti mengerjakan suruhan
agama, nasihat ke arah kebaikan dan diajak berbincang oleh ibubapa mereka apabila
sesuatu keputusan yang berkaitan dengan diri perlu diambil. Selain itu, pelajar juga dapat
merasakan perhatian yang sentiasa diberikan oleh ibubapa mereka. Dapatan kajian juga
menunjukkan bahawa pengamalan gaya keibubapaan iaitu autoritarian, autoritatif dan
permisif memberikan kesan terhadap pembentukan personaliti dalam kalangan pelajar. ini
menyokong kajian -kajian lepas tentang pengaruh dan peranan ibubapa dalam pembinaan
personaliti anak-anak. Ibu bapa seharusnya mendapat pendedahan mengenai pendidikan
keibubapaan. Pendidikan keibubapaan ini akan membolehkan ibu bapa menguasai cara dan
kaedah yang betul dan tepat bagi mendidik anak-anak mereka.
Kajian yang dijalankan oleh Azizi Hj. Yahaya, Jamaludin Ramli, Wei May Lin (2005),
Fakulti Pendidikan Universiti Teknologi Malaysia dalam kajiannya mengenai Hubungan
Antara Tingkah laku Keibubapaan dengan Penghargaan Kendiri di kalangan pelajar
menyatakan individu yang tinggi penghargaan kendiri akan menghormati dirinya dan
menganggapkan dirinya sebagai individu yang berguna. Manakala individu yang rendah
penghargaan kendiri pula tidak dapat menerima dirinya dan menganggapkan dirinya tidak
berguna dan serba kekurangan.
Kajian ini dibuat untuk melihat sejauhmanakah fenomena keluarga khususnya
ketingkahlakuan ibu bapa dapat mempengaruhi penghargaan kendiri anak-anak remaja
mereka. Kepentingan penghargaan kendiri dalam hubungan interpersonal dinyatakan oleh
beberapa penyelidik misalnya menurut Beebe, Beebe dan Redmond (2002) di mana konsep
kendiri dan penghargaan kendiri akan mempengaruhi bagaimana individu berhadapan
dengan seseorang.
Menurut McCroskey dan Richmond (1987) individu yang rendah penghargaan kendiri
kurang bersedia untuk berkomunikasi kerana merasakan kurang atau tiada nilai untuk

141

dikongsi dan percaya bahawa dia akan menerima respon negatif terhadap apa yang
diperkatakan.

METODOLOGI
Reka Bentuk Kajian
Reka bentuk kajian adalah tinjauan menggunakan pendekatan kuantitatif. Pengkaji
merumuskan data kajian ini sesuai dianalisis dengan menggunakan prosedur statistik dan
borang soal selidik sebagai instrumen kajian. Ini dipersetujui oleh Dul dan Hak (2008) yang
mendapati teknik pengumpulan data dengan menggunakan soal selidik adalah sesuai dan
pratikal digunakan kerana penyelidik mempersembahkan data dalam bentuk nombor.
Sampel Kajian
Sampel kajian terdiri daripada 40 orang lelaki Pelatih Sekolah Tunas Bakti yang mempunyai
perbezaan demografi seperti umur, tempat, kaum dan agama.
Kaedah Persampelan
Pensampelan bertujuan (purposive sampling) digunakan dalam kajian ini bagi memilih
sampel dari satu populasi yang dikaji mengikut tujuan kajian. Dalam pensampelan bertujuan,
penyelidik akan memilih responden mengikut pertimbanganya sendiri iaitu yang paling
sesuai dengan tujuan kajianya. Lazimnya, individu yang terpilih sebagai responden dalam
pensampelan bertujuan mempunyai segala maklumat, perspektif atau apa saja bahan yang
berkaitan dengan tujuan kajian penyelidik.
Kajian mengenai konsep penghargaan kendiri dalam kalangan remaja di Sekolah
Tunas Bakti mungkin berjaya mendapat beberapa kelompok remaja yang bermasalah.
Kelebihan pensampelan ini ialah penyelidik boleh mengunakan kemahiran dan
pengetahuannya yang lalu dalam memilih subjek kajian dalam kajianya yang akan datang.
Tempat Kajian
Tempat kajian dilakukan di Sekolah Tunas Bakti kerana pengkaji ingin mencari penyebab
masalah yang dihadapi dikalangan remaja yang melibatkan faktor ibubapa dan demografi
pelatih. Selain itu, Sekolah Tunas Bakti terdiri daripada remaja bermasalah yang dikumpul
dari pelbagai bangsa, umur, tempat dan agama.
KEPUTUSAN ANALISIS
Data yang diperolehi dalam kajian ini dianalisis dengan menggunakan perisian Statistical
Package For Social Science (SPSS) versi 22. Penyelidik memilih pendekatan diskriptif yang
digunakan terdiri daripada peratusan dan frekuensi bagi menunjukkan komposisi demografi
responden. Seterusnya, perkara yang ingin dilihat ialah nilai korelasi, ujian-t, anova dan
ujian chi square untuk melihat faktor yang mempengaruhi penghargaan kendiri Pelatih
Sekolah Tunas Bakti.
Jadual 1: Demografi
Jantina
Lelaki
Umur
13 15 Tahun
16 18 Tahun
19 Tahun Keatas

Kekerapan

Peratus (%)

40

100

11
23
6

27.5
57.5
15.0
142

Jumlah
Tempat
Bandar
Luar Bandar
Jumlah
Kaum
Melayu
Cina
Peribumi Sarawak
Peribumi Sabah
Jumlah
Agama
Islam
Buddha
Kristian
Jumlah

40

100

21
19
40

52.5
47.5
100

19
5
4
12
40

47.5
12.5
10.0
30.0
100

28
2
10
40

70.0
5.0
25.0
100

Jadual 1 menunjukkan keputusan daripada anlisis deskriptif yang melaporkan profil faktorfaktor demografi subjek yang berkaitan dengan umur, tempat, kaum dan agama. Dalam
kajian ini, seramai 40 orang responden di Sekolah Tunas Bakti telah dipilih sebagai subjek
kajian. Daripada jumlah tersebut, seramai 40 orang iaitu 100 peratus terdiri daripada lelaki.
Mengikut pecahan umur, seramai 11 orang atau 27.5 peratus berumur 13 tahun
hingga 15 tahun manakala seramai 23 orang atau 57.5 peratus berumur 16 hingga 18 tahun
yang merupakan jumlah tertinggi. Jumlah terendah sekali iaitu seramai 6 orang atau 15
peratus terdiri daripada 19 tahun keatas.
Seterusnya, mengikut tempat, seramai 21 orang yang tinggal di bandar dengan
jumlah 52.5 peratus. Manakala luar bandar mendapat 19 orang dengan mendapat 47.5
peratus. Mengikut pecahan kaum pula, seramai 19 orang atau 47.5 peratus berbangsa
Melayu, 5 orang atau 12.5 peratus berbangsa cina manakala 4 dan 12 orang terdiri daripada
peribumi Sarawak dan Sabah masing masing mendapat 10 dan 30 peratus.
Manakala mengikut pecahan agama pula, seramai 28 orang atau 70 peratus beragama
Islam, 10 orang atau 25 peratus beragama Kristian dan 2 orang atau 5 peratus beragama
Buddha seperti yang terdapat di jadual 1.

Dapatan Kajian
Jadual 1 : Korelasi antara Tingkah laku Ibu dan Bapa dengan Penghargaan
Kendiri
_________________________________________________________________________
____
Pembolehubah
Nilai Korelasi
Sig.
Tingkahlaku Ibu
0.109
0.504
Tingkahlaku Bapa
0.118
0.468
Penghargaan Kendiri
_______________________________________________________________________
Hipotesis pertama mengandaikan tidak terdapat hubungan yang signifikan diantara tingkah
laku ibu dan bapa dengan penghargaan kendiri. Keputusan kajian menunjukkan tidak
terdapat hubungan yang signifikan diantara tingkah laku ibu dan bapa dengan penghargaan
kendiri dengan masing - masing memperolehi 0.504 dan 0.468 pada aras 0.01 dengan nilai r
mendapat 0.109 dan 0.118. Hasil kajian menunjukkan hipotesis nul diterima dan ini
143

menunjukkan bahawa tingkah laku ibu dan bapa bukan memainkan peranan yang penting
dalam perkembangan penghargaan kendiri remaja.
Jadual 2 : Perbezaan Umur dengan Penghargaan Kendiri
_______________________________________________________________________
Umur
Jumlah kuasa dua
df
Min kuasa dua
F
Sig._
Antara kumpulan
Dalam kumpulan
Jumlah

18.450
511.450
529.900

2
37
39

9.225
13.823

0.667

0.519

_______________________________________________________________________
Keputusan kajian di jadual 2 menunjukkan tidak terdapat perbezaan yang signifikan antara
umur dengan penghargaan kendiri iaitu (F = 0.667, P > 0.05). Hipotesis nul mengandaikan
tidak terdapat perbezaan yang signifikan antara umur dengan penghargaan kendiri. Dapatan
kajian menunjukkan hipotesis diterima dan umur bukan memainkan peranan penting dalam
perkembangan penghargaan kendiri pelatih di Sekolah Tunas Bakti.
Jadual 3 : Perbezaan Tempat dengan Penghargaan Kendiri
_______________________________________________________________________
Pembolehubah
t
df
Sig.
Tempat
18.446
39
0.000
Penghargaan Kendiri
_______________________________________________________________________
Ujian-t dijalankan seperti di jadual 3 bagi menguji hipotesis nul dengan andaian bahawa
tidak terdapat perbezaan yang signifikan antara tempat dengan penghargaan kendiri pelatih
Tunas Bakti. Hasil dapatan menunjukkan terdapat perbezaan yang signifikan antara tempat
dengan penghargaan kendiri. Dengan sebab ini, hipotesis nul yang dibina telah ditolak
kerana dapatan kajian ujian-t menunjukkan t (39) = 18.446, dengan nilai P < 0.05.
Jadual 4 : Perkaitan Agama dengan Penghargaan Kendiri
_______________________________________________________________________
Pembolehubah
Nilai
df
Sig.
Agama
0.408
2
0.815
Penghargaan Kendiri
_______________________________________________________________________
Hipotesis mengandaikan bahawa tidak terdapat perkaitan yang signifikan antara agama
dengan tahap penghargaan kendiri remaja. Hasil kajian menunjukkan 2 = 0.408 dengan P
> 0.05, dapatan kajian ini menunjukkan hipotesis nul diterima kerana tidak terdapat
perkaitan yang signifikan antara agama dengan penghargaan kendiri. Kesimpulannya, faktor
agama tidak memainkan peranan penting dalam mempengaruhi perkembangan konsep
kendiri dalam kalangan remaja di Sekolah Tunas Bakti Kota Kinabalu.
PERBINCANGAN
Berdasarkan analisis yang telah dibuat dalam kajian ini, kita dapat lihat bahawa tingkah laku
ibu dan bapa tidak mempunyai hubungan yang signifikan dengan penghargaan kendiri
kerana ibubapa tidak memainkan peranan penting dalam pembentukan penghargaan kendiri
pelajar di sekolah Tunas Bakti. Ia berbeza dengan hasil dapatan kajian yang dilakukan oleh
144

Azizi Hj Yahya dan rakanrakan (2005), yang mana tingkah laku keibubapaan adalah
berhubung dengan penghargaan kendiri remaja.
Dari segi kajian demografi pula, umur juga tidak mempengaruhi penghargaan kendiri
pelatih Tunas Bakti kerana mungkin skop umur yang dikaji adalah kecil iaitu diantara umur
13 hingga 19 tahun sahaja. Hasil kajian dari segi faktor agama, dapatan kajian menunjukkan
agama tidak mempuyai perkaitan dengan penghargaan kendiri. Walaubagaimanapun, hasil
perbezaan demografi dengan penghargaan kendiri hanya pada faktor tempat sahaja yang
mempengaruhi penghargaan kendiri remaja terutamanya dikawasan luar bandar yang
mempunyai pengaruh lebih besar berbanding dengan kawasan bandar.
Berdasarkan Kamus Dewan, persekitaran bermaksud menggunakan kuasa ke atas
sesuatu, sementara remaja ialah golongan yang sudah akil baligh atau mulai dewasa.
Persekitaran remaja merupakan tempat dan unsur di sekelilingnya seperti keluarga, rakan
sebaya , dan alam persekolahan yang dekat dengan hidup remaja. Oleh itu, pengkaji
berpendapat bahawa kajian mengenai persekitaran dengan lebih mendalam seperti
pengaruh rakan sebaya, keluarga, media massa dan sebagainya akan memberikan
maklumat dalam mengenal pasti faktor yang mempengaruhi penghargaan kendiri remaja
dengan lebih tepat.
Disarankan agar lebih banyak kajian lanjutan dibuat mengenai pengaruh tingkah laku
ibubapa dan demografi ke atas pembentukan penghargaan kendiri remaja di pelbagai
tempat yang berbeza. Faktor-faktor lain juga boleh ditekankan dalam kajian terutamanya
dalam kehidupan remaja itu sendiri seperti pergaulan, kebolehan dari segi fizikal dan mental
serta pencapaian akademik dalam mempengaruhi pembentukan kendiri. Selain itu,
berdasarkan kajian yang dibuat, dicadangkan juga supaya kajian yang akan datang dapat
merangkumi dua kategori jantina iaitu lelaki dan perempuan supaya boleh melihat tahap
penghargaan kendiri bagi kedua-dua kategori tersebut dalam pelbagai dimensi.

KESIMPULAN
Dalam usaha kerajaan membentuk modal insan, penekanan kepada melahirkan anak-anak
yang mempunyai kualiti dari segi emosi, kerohanian dan intelek perlu diberi perhatian. Untuk
itu, ibubapa juga perlu mempunyai ciri peribadi yang baik bagi membolehkannya
membentuk hubungan yang berkesan dengan anak-anak. Secara keseluruhannya, didapati
bahawa tingkah laku keibubapaan tidak mempunyai hubungan dengan penghargaan kendiri
dalam kalangan remaja. Walaubagaimanapun, Demografi dari segi tempat menunjukkan
faktor yang mempengaruhi penghargaan kendiri dikalangan remaja. Walaubagaimanapun,
pengkaji berpendapat untuk membentuk konsep kendiri yang positif dalam diri anak-anak,
ibubapa perlu meningkatkan tahap penghargaan kendiri mereka terlebih dahulu agar
ibubapa lebih memahami anak-anak dan akan mengurangkan jurang perbezaan
terutamanya apabila anak-anak mula meningkat naik ke alam remaja.
Ibubapa juga perlu memastikan persekitaran anak-anak tidak dipengaruhi dengan
perkara perkara yang boleh merosakkan kehidupan sosial mereka seperti persekitaran
yang tidak sihat. Biasanya, remaja yang tinggal di bandar terdedah dengan pengaruh sosial
yang tidak baik kerana disana manusia terkumpul dari segala pelusuk dunia dengan
membawa pelbagai kepercayaan dan budaya serta latar belakang yang berbeza untuk
mencari rezeki di ibu kota yang besar. Berbeza pula bagi remaja yang tinggal di luar bandar,
anak-anak remaja yang tinggal di kampung lebih terdedah dengan budaya dan adat yang di
warisi daripada kedua ibubapa mereka dan mengamalkan kehidupan sebagai orang
kampung yang keluar bersama rakan dengan melakukan aktiviti-aktiviti riadah dan lasak
seperti memancing, menternak, berkebun dan sebagainya. Remaja yang tinggal di luar
145

Bandar tidak merasa tertekan dengan suasana dan persekitaran yang sibuk seperti di
bandar. Kehidupan tanpa tekanan mempengaruhi konsep kendiri remaja kerana tidak
dipengaruhi dengan persaingan dan perlumbaan untuk mencapai kejayaan dalam
kehidupan.
Media cetak dan media elektronik seperti internet juga boleh mempengaruhi remaja
disebabkan maklumat tanpa batasan. Tanpa bimbingan agama dan nilai moral yang betul,
remaja boleh terikut-ikut dengan budaya yang tidak sihat lantas berubah menjadi liar dan
tidak bermoral. Taraf hidup juga memainkan peranan. Tempat tinggal yang sempit dengan
adik - beradik yang banyak memungkinkan remaja mencari ketenangan di luar rumah,
seterusnya cenderung terjebak dalam aktiviti yang tidak bermoral. Remaja yang mudah
terpengaruh mungkin juga disebabkan mereka belum boleh membuat keputusan yang wajar
dalam menentukan perjalanan hidup yang dimahukan. Orang tua dan anggota masyarakat
seharusnya memberi perhatian penuh terhadap perkembangan remaja yang akan menuju
ke alam kedewasaan sebagai pengganti dan pelapis generasi masa akan datang.
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147

THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON

PRESCHOOLERS SCIENTIFIC CREATIVITY
Chin Mui Ken
Faculty of Psychology and Education
Universiti Malaysia Sabah
lilycmk2007@yahoo.com
Siew Nyet Moi
Faculty of Psychology and Education
Universiti Malaysia Sabah
snyetmoi@yahoo.com
Agnis Sombuling
Faculty of Psychology and Education
Universiti Malaysia Sabah
13472agee@gmail.com
Abstract
Problem based learning (PBL) and cooperative learning (CL) have become one of the
important instructional approaches in primary, secondary and higher learning institutions in
Malaysia. However, very few studies have examined the integration of PBL with CL to
foster scientific creativity in preschool level. The purpose of this study was to report on
preliminary findings of the effects of PBL-CL on five trait dimensions of preschooler
scientific creativity: fluency (F), originality (O), elaboration (E), abstractness of title (A), and
resistance to premature closure (R). A quasi-experimental pre-post control groups design
was employed in this study. A total of 216 six-year-old preschoolers from three preschools
participated in three intervention groups: PBL-CL, PBL and hands-on activities. Each
intervention took place for 10 hours. The main instrument used was the Figural Scientific
Creativity Test (Form A and B) which had a high validity and reliability. Multivariate Analysis
of variance (MANOVA) was utilized for the analysis of pre-experimental study data to
determine if a significant difference existed on pretest mean scores across the three groups.
The pre-experimental study results revealed no statistically significant difference (F (12,
418) = .389, P = .967) across the three groups. Follow-up ANOVA results indicated that
there were no statistical significant differences across the three groups in each Pre-F, PreO, Pre-E, Pre-A,and Pre-R. Preliminary analysis indicated adequate conformity to all
univatiate and multivariate assumptions of MANOVA/MANCOVA. Therefore, a multivariate
analysis of covariance (MANCOVA) can be conducted with the pre-test mean scores as the
covariates to investigate the main effects of three different instructional groups on
preschooler scientific creativity.
Keywords: Problem based learning, cooperative learning, scientific creativity, preschoolers

INTRODUCTION
The importance of early childhood education and its role in the formation of young minds
has been recognized (Caine & Caine, 1991; Montessori, 1967a, 1967b; Piaget, 1970). In
Malaysia, the Ministry of Education through the implemented National Preschool Curriculum
Standard (NPCS) has an increased emphasis on fostering childrens creative thinking (BPK,
2010). One of the purposes of NPCS is to promote childrens creativity via science and
technology strand (BPK, 2010). According to zbey and Alisinanolu (2008), science
148

education is necessary in the preschool level for children to nurture their creativity and learn
about different perspectives. Furthermore, creativity in education plays an important role in
helping children meet the unpredictable demands in the future (Kind & Kind, 2007).
Generally, it is accepted that creativity is an important aspect of scientific ability.
Problem solving, hypothesis generation, experimental design, and technical innovation all
require a particular form of creativity peculiar to science (Lin, Hu, Adey & Shen, 2003).
Creativity in the context of the science education should reflect the notion of scientific
creativity (Hadzigeorgiou et.al, 2012). Hu and Adey (2002) similarly expressed that studies
on scientific creativity are valuable in terms of the society to put forth its scientific point of
view. Thus, science lesson is one of the most important lessons in which pupils would be
nurtured with all the dimensions of scientific creativity (Aktams & Ergin, 2006).
Problem based learning (PBL) is an instructional model which offers a reliable and
consistent way of planning or creating educational approaches (Gustafson & Branch, 2002).
Many recent studies have focused on correlation between problem based learning (PBL)
and creativity (Plucker & Nowak, 2000; Tan, 2009). PBL has been substantiated by
research that demonstrates its effectiveness in promoting high cognitive level (Santos,
Alonso, Eloy & Arnaltes, 2012), knowledge construction (Hung, 2009), collaborative
learning, and independent learning (Tan, 2009). One of the outcomes that PBL can
potentially produce is the capability for creative thought, which has recently drawn much
attention from educators (Kwon, Park & Park 2006; Semerci, 2006; Tan 2000). Tan (2009)
addresses that active engagement in learning stimulates creative thinking and creative
problem solving. In addition, creativity and critical thinking are two major outcomes
expected in PBL teaching (Chan, 2012). Therefore, PBL is known as one of the most
popular curricular innovations in education (Marincovich, 2000).
Cooperative Learning (CL) is a method of teaching and learning that emphasize on
collaboration with group members to achieve a common goal (Johnson & Johnson, 1999).
CL is an effective teaching method to obtain creativity, problem-solving skills, and critical
thinking skills instead of fragmentary knowledge acquisition (Kim & Song, 2012).
Furthermore, Cooperative learning helps students to develop affective domain such as selfesteem, attitude and social-skills (Johnson, Johnson & Stanne, 2000).
The increasing interest in PBL has heightened some researches to incorporate
cooperative learning (CL) in PBL. Shared activities with peers provide children with
opportunities to learn, practice, and develop their communicative, interactive, and social
skills (Rogoff, 1998; Rubin, Bukowski, & Parker, 1998). Ramani and Brownell (2014) state
that cooperative problem solving is able to promote cognitive and social development. In
addition, cooperative PBL environment encourage learners to interact with learning peers
more actively and positively, and facilitates learning performance (Chen & Chang, 2014).
In Malaysia, many researches have been done on the effects of PBL or CL in
education but there were not much emphasis on the integration between PBL with CL to
foster scientific creativity in the preschool classroom. Methods to foster scientific creativity
have not been widely emphasized in the real preschool classroom practice as there is no
guideline provided for the preschool teachers to follow. Consequently, the present study
was conducted to investigate the effects of PBL with CL on scientific creativity among the
pre-schoolers.
Scientific Creativity
Human thought and activity is the central of creativity, and has been the driving force for all
innovations throughout human history (Neumann, 2007). Creativity associated with and
displayed in the development of unique, novel, and original ideas or products (Gallagher &
Gallagher, 1994). Likewise, Torrance (1996) suggests that the expression of novel ideas
149

are an indicator of divergent thinking and creativity. Thus, creativity is essential on both
individual and societal levels (Sternberg & Lubart, 1999). The importance of creativity for
personal growth and development, human learning, organizational growth, and national
development is undeniable (Fong, 2006).
Researchers such as Alexander (1992) and Amabile (1987) have shown that all
creativity has a domain specific component and there is a need to distinguish scientific
creativity from creativity in general. Creative functioning in one domain may be unique and
psychologically different from creative functioning in another (Hu, Shi, Han, Wang & Adey,
2010). Nickerson (1999) stressed the importance of domain-specific knowledge as a
determinant of creativity and felt it is generally underestimated. Hence, domain specific
research is necessary in understanding characteristics of the creative process related to
that domain. In particular, scientific creativity as a domain has attracted considerable
interest (Hu & Adey, 2002; Shukla & Sharma, 1986) and it is one of the most important
areas contributing to the advancement of human civilization (Hu, Shi, Han, Wang & Adey,
2010).
Scientific creativity is a kind of intellectual trait, ability producing, and potentially
producing a certain product that is original, has social or personal value, designed with a
certain purpose in mind using the given information (Hu & Adey, 2002). Scientific creativity
is crucial, since it relates directly to creativity, namely, to the ability to see things and ideas
in novel and unusual (unique) ways (Gardner, 2010; Sternberg, 2006). In other words,
scientific creativity emerges from extremely unique experiences to the individual scientists
(Hadzigeorgiou, Fokialis & Kabouropoulou, 2012). Simonton (2004) suggests that scientific
creativity is based on logic, in the sense that Once a scientist masters the logic of science
and the substance of a particular discipline, creativity is assured. Meanwhile, Kind & Kind
(2007) emphasize imaginative skills in scientific creativity, as imagination offers the
promise of making scientific creativity more concrete and helping to identify a potential
starting point for further research.
Guilford (1986) emphasizes on four subscales; fluency, flexibility, originality, and
elaboration as creative thinking. However, Torrance, Ball and Safter (2008) have eliminated
flexibility and added another two subscales in creative thinking as abstractness of title and
resistance to premature closure. Recently, there has been growing interest in exploring the
subscales of creative thinking in preschool level. Shawareb (2011) emphasized on the
effect of early computer experience among Jordanian kindergarten children in all the
subscales of creative thinking. Chronopoulou and Riga (2012) focused on the effect of
music and movement activities to fluency, flexibility, originality and elaboration of five-yearold children. Meanwhile, Garaigordobil and Berrueco (2011) found that play program of
preschool children showed increased the graphic creativity of fluency, originality and
elaboration.
Identifying the subscales of scientific creativity can help science educators to assess
the creative ability of the pupils during the teaching and learning process or intervention
program. Furthermore, the subscales of creativity are a benchmark for quantifying the
creativity abilities of learners (Torrance, 1974) and the characteristics (traits) of the creative
person can be obtained (Hu & Adey, 2002). Therefore, the present study has focused on
five subscales in trait dimension of scientific creativity as described in Table 1.
Table 1: Trait Dimension Of Scientific Creativity
Trait dimension
Fluency
Originality
Elaboration

Ability
Produce a large number of ideas
Produce ideas that are unusual or unique
Develop or embellish ideas
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Abstractness of Title
Resistance
to
Premature
Closure

Give abstract title for the pictures

Keep an open mind and work on available information
from a variety of perspectives.

Source: Torrance, Ball & Safter (2008)

Problem Based Learning
PBL is an instructional approach originated in medical education (Barrows & Tamblyn,
1980). This approach places a strong emphasis on guidance of the pupils learning process
(Kirschner, Sweller & Clark, 2006) and provides a structured way to align science teaching
with student interests (Zhang et al., 2011). PBL is rooted in social constructivist view of
learning, which suggests that knowledge is socially constructed and the learning
environment supports knowledge construction process among the learners (Phillips, 1995).
As Kemp (2011) emphasizes the importance of understanding the foundation of PBL as
constructivist enables teachers to reflect on the goals of teaching, how the classroom is
organized, and the pedagogical strategies and methods adopted to promote learning.
Zhang et.al (2011) suggests four characteristics of PBL in kindergartens science
learning: (1) learners confront with authentic, ill-structured problem or real world problem;
(2) PBL emphasizes on identifying problem, analyze problem, and generate hypotheses in
order to solve the problem; (3) PBL enables student-centered exploration of scientific
questions; (4) teacher plays the role as a facilitator and scaffolds students knowledge
construction through analyzing, researching, and solving problems. Recently, a bulk of
research has been done to study PBL as the teaching and learning strategies in education
(Eldy & Sulaiman, 2013; Yeo & Tan, 2014; Siew, Chin & Lee, 2015). Nonetheless, few
studies have examined how PBL can be adapted to preschool classrooms. Although
researchers have suggested that PBL can be an effective instructional approach for
preschoolers based on theoretical assumptions (Eshach, 2006), empirical research is much
needed to understand how PBL can benefit young learners and what adaptations need to
be made.
Cooperative Learning
Cooperative learning (CL) has created a lot of interest amongst researchers and is
acknowledged as a set of pedagogical practices which students are grouped and
encouraged to work together to facilitate active participation in discussing different
perspectives on a common topic (Hirst & Slavik, 2005; Johnson & Johnson, 1999; Slavin,
1995). Cohen, Brody and Sapon-Shevin (2004) regard CL as a strategy that encourage
mutual respect and learning among students with varying talents and abilities, languages,
racial and ethnic backgrounds. This strategy creates an atmosphere where students feel
safe and confident in their ability to succeed (Davin & Donato, 2013).
In CL, learners are divided into small groups to provide more opportunities to do
hands-on activities (Lee, 2003; Shull, 2001). Researchers and practitioners have found that
small cooperative groups can develop the type of intellectual exchange that fosters creative
thinking and productive problemsolving (Davoudi & Mahinpo, 2012). Moreover, Kim and
Song (2012) state that CL is an effective teaching method for students to acquire creativity,
critical thinking skills, and problem-solving skills instead of fragmentary knowledge
acquisition. In preschool classroom, CL enable preschoolers working together, either in
pairs or small groups to solve problem, explore a new theme or launch new ideas, new
combinations or even genuine innovations (Lazlo, 2013) and improve preschoolers
academic outcomes (Hayles-Simmonds, 2012).

THE PURPOSE OF STUDY

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The main purpose of this quantitative research study was to determine the effects of PBL
with CL (PBL-CL), PBL and traditional group (TG) on preschoolers scientific creativity in
trait dimension of fluency (F), originality (O), elaboration (E), abstractness of title (A),
resistance to premature closure (R), Therefore a pre-experimental study was necessary to
be carried out to examine if a significant statistical differences existed in pretest scores
across the three intervention groups. The research questions guiding this research are:
1. Is there a significant statistical differences among the preschoolers mean scores in PreF, Pre-O, Pre-E, Pre-A, and Pre-R across the three groups?
2. Are the prerequisite assumptions for the MANOVA/MANCOVA met in a pre-experimental
study?

RESEARCH METHODOLOGY
The quasi-experimental design is often conducted in educational research, in which, it is
simply not possible for researcher to undertake true experiments (e.g. the participants are
not randomly assigned to control or experimental groups) (Cohen, Manion & Morrison,
2007). However, quasi-experimental studies sometimes can provide a more natural,
generalizable environment that better establishes effectiveness (Cook & Campbell, 1979).
The non-equivalent control group design which separates experimental and control groups,
without using random assignment and the experimental groups will received a particular
experience or treatment (Check & Schutt, 2012, Cohan, Manion & Morrison, 2007). Thus,
the present study utilized a pretest/posttest non-equivalent comparison group design
(Creswell, 2008; McMillan & Schumacher, 2006) with one control group (TG) and two
experimental groups, namely, PBL-CL (treatment 1) and PBL (treatment 2).
Participants
This study involved 216 six-year-old preschoolers from three urban MOEs preschools in
Kota Kinabalu district. Each preschool consisted of three intact group classes. The first
group (n = 72) was defined as PBL-CL group, in which a PBL-CL module was utilized in the
teaching and learning process. The second group (n = 72) was defined as PBL group, in
which a PBL module was utilized. Meanwhile, the third group (n = 72) was defined as TG
group, in which traditional teaching (hand-on activity) was applied. The Ministry of
Education in Malaysia has dictated the preschools curriculum for preschooler aged 4+ and
5+. Therefore, all the preschools study the same syllabus based on the age.
Instruments
The Figural Scientific Creativity Test (FSCT), developed by researchers was used to
determine the trait dimension of scientific creativity among the preschoolers. FSCT was
reported as a reliable and valid instrument in assessing scientific creativity of six-year-old
preschool pupils (Chin & Siew, 2015). Two equivalent and parallel test were used as pretest (Form A) and post-test (Form B). Each parallel FSCT consisted of six items which were
constructed based on Scientific Creativity Structure Model and scored using an adapted
Torrence Test of Creative Thinking. The items were developed through three dimensions
called the product (scientific knowledge, scientific phenomena and scientific problem), the
process (imagination and thinking) and the trait (fluency, originality, elaboration,
abstractness of title and resistance to premature closure). The FSCT items (Form A and B)
requires responses that are mainly pictorial in nature, a small amount of writing was
required from the preschooler when they were directed to label or name the pictures they
have drawn.

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Procedure
In order to have same teacher quality in the study, all the teachers involved in the three
preschoolers were trained on how to use and conduct the PBL-CL module, PBL module,
and hand-on activities two weeks before the study. The teachers were provided with
detailed lesson plans with the same content outline to conduct the learning activities in PBLCL, PBL and TG group. The researcher guided the teachers through the lesson plans and
the teachers should apply the same method to guide the preschoolers during the
intervention. Prior to the intervention, preschoolers scientific creativity was assessed using
FSCT Form A to obtain their scores in pre-fluency (Pre-F), pre-originality (Pre-O), preelaboration (Pre-E), pre-abstractness of title (Pre-A), and pre-resistance to premature
closure (Pre-R). The pre-test mean scores were used as covariates for this study.
During the intervention, the PBL-CL module was administered in six separate
activities in six weeks, with 60 minutes for each activity. The preschoolers teacher were
given information about learning objectives, the instruction process, rules for working in a
cooperative group, group member roles, and assessment procedure. There were four
phases of Directed Creative Model to be followed in each activity; (1) preparation, (2)
imagination, (3) development, and (4) action. In the preparation phase, the preschoolers
were assigned as CL group and their prior knowledge was elicited. An ill-structured
problem was proposed in the imagination phase and printed worksheet was provided to
encourage the preschoolers to discuss in their groups in order to solve the problem given by
the teacher. The preschoolers need to decide on the best solutions for the problem. Then,
the preschools carried out their investigation in the development phase. The teacher guided
the preschoolers through discussion and reviewed the finding of the activity. Finally, in the
action phase, the preschoolers were expected to foster their scientific creativity, with minor
help from the teacher. In this study, teachers acted as a facilitator, monitored groups and
intervened to provide task assistance if needed.
Throughout the study, the researcher has visited the preschool teachers to ensure
fidelity to the intervention based on the schedule of meeting. The researcher met the
teachers to discuss several issues related to implementation of PBL-CL module, PBL
activities, hands-on activities, close monitoring, discussions, and feedback. At the end of the
intervention, the FSCT Form B was administered to the three groups in each preschool in
order to assess the five trait dimensions of scientific creativity.
DATA ANALYSIS
Quantitative data were collected through the FSCT Form A and B. Descriptive statistics
were calculated for standard deviations, means, and sample size for FSCT Form A and B
from the PBL-CL. PB, and TG groups. The equivalence of the research groups at pretests
was examined using MANOVA through the scores obtained from Form A (Pre-F, Pre-O,
Pre-E, Pre-A, Pre-R, and Pre-SC). In this study, the Pre-F, Pre-O, Pre-E, Pre-A, Pre-R
served as covariates for the instructional groups, serving to adjust for possible preexisting
differences between the groups. The data were compiled and analyzed using the Statistical
Package for the Social Science (SPSS) version 22.0.
Preliminary Analysis
Preliminary analysis was conducted to check whether the prerequisite assumptions of
MANOVA / MANCOVA were met. Thus, the assumptions centre to MANOVA / MANCOVA
in the statistical analysis were examined for: (a) multivariate normal distribution, (b) equality
of group population covariance matrices, (c) linear relationship between covariates and
dependent variables, (d) absent of multicollinearity, and (e) homogeneity of dependent
variable variance.
153

Pre-Experimental Study
The purpose of pre-experimental study was to test the assumption that the respondents
across the three instructional groups were equivalent in their prior knowledge of Pre-F, PreO, Pre-E, Pre-A, and Pre-R. In order to achieve this purpose, the FSCT Form A was
administered before the beginning of the intervention. One way MANOVA was performed to
examine if there were statistical significant differences among the preschoolers mean
score on Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R across the three instructional groups. The
univariate F test (ANOVA) was conducted to further examine if there were significant
statistical differences between students across the three instructional groups in each of the
pretest. The Pillais trace as the multivariate test statistic was used to interpret results of the
MANOVA analysis.

RESEARCH RESULTS
Preliminary Analysis
Descriptive Statistic
The mean scores and standard deviation (SD) of the five dependent variables (Pretest and
Post-test) across the three instructional groups are shown in Table 2.
Table 2: Descriptive Statistics For Dependent Variables In Pre-Experimental Study
Dependent
Variables
Fluency (F)

Originality (O)

Elaboration (E)

Abstractness of title
(A)

Resistance
to
premature closure (R)

Intervention
Group
PBL-CL
PBL
Control
Total
PBL-CL
PBL
Control
Total
PBL-CL
PBL
Control
Total
PBL-CL
PBL
Control
Total
PBL-CL
PBL
Control
Total

N
72
72
72
216
72
72
72
216
72
72
72
216
72
72
72
216
72
72
72
216

Pre test
mean
15.03
14.94
14.72
14.90
10.22
10.06
9.39
9.89
15.64
15.44
15.04
15.38
12.24
11.94
12.08
12.09
9.06
8.89
8.62
8.86

SD
5.716
5.686
5.700
5.676
5.554
5.723
4.975
5.414
5.805
6.250
5.968
5.988
6.236
6.093
5.816
6.024
4.182
4.208
4.109
4.151

Post test
mean
29.75
23.54
18.78
24.02
22.97
16.69
13.12
17.60
30.57
24.42
19.06
24.68
25.26
21.10
14.42
20.26
17.96
14.85
11.72
14.84

SD
9.631
8.387
10.628
10.556
10.706
9.852
10.489
11.085
9.757
9.151
10.706
10.917
12.418
8.309
11.577
11.749
6.094
6.175
6.789
6.826

Multivariate Normal Distribution

154

The analyses of Skewness and kurtosis were performed to measure the normality of a
distribution for FSCT Form A and B. The skewness and kurtosis values for FSCT Form A
(Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R) and Form B (F, O, E, A, R) were found to be in the
range of 1.0 (Table 3), indicates that the covariates and dependent variables were
normally distributed within groups (Hair et al., 1998).
Table 3: Skewness and Kurtosis Values Among Covariates and Dependent Variables
Dependent Variables
Skewness
Kurtosis
N = 216

Covariate
FSCT Form A
Pre-F
Pre-O
Pre-E
Pre-A
Pre-R

-.036
.517
.169
.247
.123

-.038
.190
.367
-.716
-.274

FSCT Form B
F
O
E
A
R

.264
.612
.232
.376
.295

-.400
-.202
-.501
-.374
-.366

Equality Of Group Population Covariance Matrices

The Boxs M Test of Equality of Covariance Matrices tests the null hypothesis if the
dependent variables are equal across groups. Boxs M Test was conducted separately for
FSCT A (Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R,) and B (F, O, E, A, and R). Covariances of
Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R were not equivalent across the three groups as
evidenced by a significant Boxs M = 315.928, F (42, 1.347) = 7.220, p < .001; as for
covariances of F, O, E, A, and R similarly evidenced a significant Boxs M = 434.952, F (42,
1.347) = 9.941, p < .001.
Linear Relationship Between Covariates And Dependent Variables
The assumption of linear relationship between the covariates and dependent variables was
conducted to find the appropriate covariates. The scores of five dependent variables were
analyzed by examining the relationship with five potential covariates using Pearsons
correlation technique. Table 4 showed the results of Pearsons correlation indicated the five
covariates were correlated significantly with the five dependent variables.
Table 4: Pearsons Correlation Among The Covariates And The Dependent Variables

Covariate/
Pre-F
Pre-O
Pre-E

DV
F
O
E
A
Pearson Correlation, N = 216
.418** .306** .477** .600**
.565** .232** .578** .418**
.442** .353** 274**
.577**

R
.450**
.330**
.334**

155

Pre-A

.463**

.459**

.356**

.236**

.638**

Pre-R

.521**

.467**

.574**

.370**

.559**

Absent Of Multicollinearity
Absent of multicollinearity was determined using Pearsons correlation technique. The
relationships between the five dependent variables were analyzed and results ranged from r
= .478 to r = .736, p < 0.01. Table 5 shows the results of Pearsons correlation among the
five dependent variables.
Table 5: Pearsons Correlation Among The Five Dependent Variables
Dependent
variable

F
O
E
A

Pearson Correlation, N = 216

1
.654* 1
.677* .698* 1
.736* .702* .532* 1

.567*

.663*

.478*

.520*

Homogeneity Of Dependent Variable Variance

The Levenes Test tests the null hypothesis that the error variance of the dependent
variables is statistically equal across groups. The results from the Levenes Test for
homogeneity of variance of comparing the three groups indicated that homogeneity of
variance was met for both FSCT Form A (Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R) and B (F,
O, E, A , and R). The results of FSCT Form A indicate non-significant Levenes F statistics
for Pre-F, F (2, 213) = .095, p = .909 ; for Pre-O, F (2, 213) = .816, p = .444; for Pre-E, F (2,
213) = .064, p = .938; for Pre-A, F (2, 213) = .260, p = .771; and for Pre-R, F (2, 213) =
.187, p = .830.
On the other hand, results of FSCT Form B similarly evidence nonsignificant
Levenes F statistics for F, F (2, 213) = 2.808, p = .063; for O, F (2, 213) = .989, p = .374;
for E, F (2, 213) = 1.559, p = .213; for A, F (2, 213) = 5.616, p = .004; and for R, F (2, 213) =
1.311, p = .272.
Pre-Experimental Study
MANOVA Analysis
Analysis of one way MANOVA was performed to determine if there were statistical
significant differences on mean scores of Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R across the
three groups. Results of the MANOVA revealed a statistically not significant (F (12, 418) =
.389, P = .967). Further, the results of the ANOVA indicated that there were no significant
statistical differences across the three groups in Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R
(Table 6).
Table 6: MANOVA and ANOVA results on Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R.
MANOVA effect and

Multivariate F

Univariate F
156

dependent variables
Group Effect

Pre-F
Pre-O
Pre-E
Pre-A
Pre-R

df = 12, 418
Pillais Trace
F = .389, P = .967

df = 2, 213

F = .055, P = .946
F = .475, P = .622
F = .185, P = .831
F = .042, P = .959
F = .195, P = .823

DISCUSSION AND CONCLUSION

The main purpose of this study was to determine the effects of three different intervention
group of PBL-CL, PBL and Hands-on on preschoolers scientific creativity in fluency,
originality, elaboration, abstractness of title, and resistance to premature closure. The
preliminary analysis including the testing of assumptions for MANOVA and MANCOVA, and
pre-experimental study were conducted to ascertain that further analyses of quasiexperimental study using one way MANCOVA could be conducted.
The results of MANOVA and ANOVA in the pre-experimental study indicated that
there were no significant statistical differences across the three groups in Pre-F, Pre-O, PreE, Pre-A, and Pre-R. Therefore, the assumption of all the respondents across the three
instructional groups were equivalent on Pre-F, Pre-O, Pre-E, Pre-A, and Pre-R was met.
The findings of preliminary analysis shows that the assumptions centre to MANOVA /
MANCOVA in the statistical analysis for: (a) multivariate normal distribution, (b) linear
relationship between covariates and dependent variables, (c) absent of multicollinearity, and
(d) homogeneity of dependent variable variance were all met. However, the result of Boxs
M Test reveals the equality of covariance matrices assumption in this study was violated in
both FSCT Form A and B. Grice and Iwasaki (2007) describe the violation for equality of
group population covariance is common and easily addressed by using Pillais trace instead
of Wilks to assess for model significance.
In addition, a moderate significant Pearson correlation was found to exist between
the dependent variables in this study. Tabachnick and Fidell (2012) suggest that the
dependent variables cannot be highly correlated to each other and the correlation value
should not be exceeded, r = .90. According to French and Poulsen (2002), MANOVA /
MANCOVA are robust where there are moderate correlations between the dependent
variables. The five pre-tests (Pre-F, Pre-O, Pre-E, Pre-A, Pre-R) which were predetermined
as potential covariates were found correlated significantly with the five dependent variables
(Post-test). Thus, they were considered as appropriate covariates. Consequently,
MANCOVA can be performed to remove extraneous influences from the dependent
variables (Hair et al., 1998).
In conclusion, the findings of preliminary analysis and pre-experimental study
ascertain that further analyses of MANCOVA can be conducted to analyze the main effects
of the three instructional methods on the five dependent variables. In addition, follow-up
analysis of ANCOVA can be conducted to further identify the significance of instructional
groups on each dependent variable.

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162

RISK, PSYCHOLOGY AND HIGHER EDUCATION: A CONTINUOUS DECISION MAKING

DILEMMA AMONG THE INTERNATIONAL STUDENTS
Jason M. S. Lam
Faculty of Business, Multimedia University (Malacca campus)
Old Ayer Keroh Road, 75400 Historic Malacca, West Malaysia.
Email: mslam@mmu.edu.my
Quah Swee Suan
Persatuan Dyslexia Malaysia (Shah Alam branch),
No: 1, Jalan Nikel 1 7/26A, Section 7, 40000 Shah Alam, Selangor, West Malaysia.
Email: quahsuan@hotmail.com
Venny S. W. Chong
Faculty of Business, Multimedia University (Malacca campus)
Old Ayer Keroh Road, 75400 Historic Malacca, West Malaysia.
Email: swchong@mmu.edu.my
Abstract
The study of humans risk perception has been widely established in the psychology
background. In the recent decade, some scholars explained the perceived risk concept in
the international student mobility study. It argues that a potential student would be uncertain
and worry of unknown consequences while selecting a host country and also the tertiary
educational institution. The current study argues that most of the related studies in the past
discuss merely on a students pre-arrival time, but the risk assessment will always
psychologically hunt their mind even though they have arrived, studying and residing
temporarily in the selected destination until they graduate. The main purpose of this study is
to conceptualise the risk perceptions that are deemed to be important after the pre-purchase
behaviour among international students who are having on-site academic experience in
Malaysia. Despite the undeniable importance of risk perception in students choice of
studying overseas, to date however, there are no valid measures in the higher education
literature discussing on perceived risk after pre-purchase behaviour.
Keywords: perceived risk, international student, Malaysia higher education

1.

PERCEIVED RISK IN HIGHER EDUCATION

The subject of perceived risk has been discussed by various scholars in many fields. Take
for instance in the tourism field, perceived risk is an important factor in influencing tourists
destination choice (Quintal, Lee & Soutar, 2010), and in some cases, it also directly and/or
indirectly affects post-purchasing behaviour, namely tourist satisfaction (Kapuciski &
Richards, 2016). Likewise, in higher education literature, the concept of risk perception has
garnered more interest in recent times, but research thus far has covered a limited scope.
Scholars had argued that deciding on where to study overseas is a high-risk process
(Maringe & Carter, 2007). Other than researching the motivational factors for studying in a
host country, which is commonly discussed in the higher education study (i.e.: Lam, Ariffin &
Ahmad, 2011; Mazzarol & Soutar, 2002), Maringe and Carter argued that it is also important
to study the negative perceptions (i.e.: fears and anxieties) among international students. A
recent study conducted by Basha, Sweeney and Soutar (2015) explored the effects of
country-of-origin and higher education mode of delivery towards students risk perceptions
163

when selecting an international university. However, both the examples were conducted
merely from a qualitative standpoint while the holistic conceptualisation of perceived risk still
remains unclear (Lam, Tong & Ariffin, 2016).
The study of perceived risk in post-purchasing behaviour continues to be neglected
despite its clear effect on future behavioural intentions (Lam, Tong & Ariffin,
2016).Cunningham, Gerlach, Harper and Young (2005) encourage scholars not only to
examine the relationship of perceived risk in pre-purchase behaviour but also in postpurchase behaviour. Given this theoretical underpinning from another field, is perceived risk
essential within the higher education environment, particularly for international students onsite experience in a host country? If yes, does the perceived risk theory which derived from
the consumer behaviour background therefore apply within the higher education context as
well?
The perceived risk in the nature of higher education service is interesting to note.
Unlike other service industries, the education process is on a relatively long-term basis of at
least three years. In other words, consumers (students) are likely to perceive new risks that
may affect their overall study experience and future behavioural intention during their stay in
the host country. For instance, a first year student who has an unsatisfactory academic
experience will have a different perception of risk related to the university. Thus, he/she may
change his/her academic programme or switch to another university due to the negative
impression. The main purpose of this study is to conceptualise the risk perceptions that are
deemed to be important after the pre-purchase behaviour among international students who
are currently studying in Malaysia. Despite the undeniable importance of risk perception in
students choice of studying overseas, to date however, there are no valid measures in the
higher education literature discussing on perceived risk after pre-purchase behaviour.

2.

PERCEIVED RISK, CONSUMER BEHAVIOUR AND THEORY

In the consumer behaviour study, Bauer (1960) first introduced the term perceived risk
arguing that buying behaviour involves risk where any action by a consumer will produce
consequences which he or she cannot foresee with any measure of certainty; some of which
are likely to be disagreeable. In other words, perceived risk does not only affect buying
behaviour, it is also the during consumption experience that influences the overall
perceived value (Sweeney, Soutar & Mazzarol, 2008). Mitchell (1999) defined perceived risk
as a subjectively determined anticipation of loss.
The consequences or outcomes of perceived risk have led to two streams of
research. The first research stream, which can be found in disciplines such as economics,
politics and psychology, has focused on the positive and negative outcomes of perceived
risk in choice situations (Sjoberg, 1980). Then, the second research stream which can be
found in marketing research has focused only on the negative outcomes of making a
purchase (Dowling & Staelin, 1994). A typical customer will seek to maximise the positive
outcomes and view negative outcomes as risk from his or her purchasing experience
(Gronhaug & Stone, 1995).

2.1

Psychological Bias in Risk Perception

Due to the subjectivity in risk assessment, an individual tends to rely on what has been
remembered and/or visualised in their mind psychologically. Slovic, Fischhoff, Lichtenstein
and Roes (1981) study is credited for introducing a number of general inferential rules that
164

people use in such uncertain situations. All these rules could be categorised under a term
so-called heuristics, which employed to reduce difficult mental tasks to a simpler set of
thinking. They further claimed that people using this heuristic to judge an event as likely to
occur positively or negatively depends on their strength in mind to imagine or recall. Tversky
and Kahneman (1973) posited that any frequent occurring events are generally easier to
imagine and recall compare to the unusual events, thus availability heuristic is often an
appropriate cue to explain risk. Nevertheless, Slovic et al. (1981) argued that availability
heuristic concept could be also affected by various non-related frequency of occurrence
factors. For example, the unusual Mount Kinabalu earthquake with a moment magnitude of
6.0 which killed eighteen climbers and hundreds were stranded on 5th of June 2015 (The
Star, 2016) could seriously influence the risk judgments among the mount climbers and also
laymen. However, most of the perceived risk scholars reiterated that low-probability hazard
may increase its imaginability. Hence they become certain about an outcome which reduces
the perceived riskiness.

2.2

Perceived Risk Theory

The perceived risk theory is filled with insight for understanding consumer behaviour
processes (Cunningham et al., 2005; Moutinho, 1987; Roehl & Fesenmaier, 1992,
Schiffman & Wisenblit, 2015). The perceived risk theory suggests that risk is
multidimensional; encompassing financial, performance, psychological, social, physical and
timing loss (Jacoby & Kaplan, 1972; Roselius, 1971). However, this study believes that risk
perception is not equally influential amongst international students. As risk perception is
subjective, its influence may vary from one student to another.

2.3

International Student Decision Making

The intangible nature of higher education service makes students feel wary when deciding
on which country to study abroad since it is difficult for them to pre-evaluate the institutions
programs and overall study experience (Natale & Doran, 2012). More so when choosing a
host country or institution, students tend to be less confident in making decisions because
the exact rewards of a university degree are unidentifiable early on (Garwe, 2016). This
study believes that risk perceptions are extended beyond the pre-decision whereby the risk
still exists within international students minds even when they have entered the host country
and started their education experience. Psychologically, there will be constant comparisons
between expectations and the higher education services perceived performance.
Maringe and Carter (2007) identified five major elements of risk. The first and
arguably most important element is financial risk. This can be described in terms of massive
direct outlay and the fear of not being able to bear the costs required. The second category
is called opportunity costs risk. This was expressed mainly by mature post-graduate
students, who had left senior and managerial positions to further their education overseas.
Among some of the issues which arose were missing out on job promotions, loss of pension
scheme, depletion of savings due to inflation and property devaluation. This risk is related to
the time or convenience risk in consumer behaviour studies (Mitchell, 1999). They worry
about the loss of time (i.e.: not being able to fulfil their personal advancement back in their
home country and/or the time it would take to get used to their new environment) which if
avoided, could be spent doing other more important things.
Meanwhile, the third category concerns family or socio-cultural risk. Some mature
students worry about the well-being of their dependants in their absence (i.e.: low quality of
schools for their children back in their home country; the exposure to anti-social behaviour
and the potential decline in family cultural heritage). Besides, the distance between the
165

international students and their families are often unbearable to the extent where the student
can feel isolated in the host country. This category of risk in higher education is related to
social risk in the perceived risk theory.
The final category is what is known as course or academic risk. It covers the
perceived fear of failure and the subsequent devaluing of the quality of their educational
experience. Added to this is the possibility of having to work part-time to meet the costs of
tuition and living expenses. This academic risk is related to performance risk mentioned in
earlier paragraph. It is a situation in which a student is afraid of not achieving their targeted
results.
Nevertheless, Maringe and Carter (2007) do not explore the psychological and
physical risks involved. For the purpose of the current study, psychological risk, a term
derived from consumer behaviour and marketing literature (Schiffman & Wisenblit, 2015), is
represented by the feeling of discomfort throughout the duration of the students stay in
Malaysia. While in the host country, people encounter difficulties with accommodation,
transportation and events (Lam, Sia & Ooi, 2011). The time and anxiety spent trying to settle
these matters are possible risk factors which may affect their academic experience. Another
negative element is when the students have psychological discomfort (Snmez & Graefe,
1998) due to their inability to adapt to the local environment (Adam, 2015).
Lastly, international students may be exposed to physical hazards which may affect
them directly or indirectly. For example, students may fall sick and not have access to local
medical services. Moreover, terrorist attacks or even local crime cases may cause students
to be wary of a certain country. Take for our country as example, the grenade attack at the
club lounge in Puchong recently was carried out by the Islamic State militants, which
claimed to be the first strike in Malaysia (Ramendran, 2016). From the academic
perspective, students may worry about the physical strain due to study tension especially
during examination periods. Possible strains include sleep deprivation, stress/mental
disorders or weight loss and severe health threats all of which are categorised as
physical risk.
3.

CONTRIBUTION OF THE RESEARCH

The present study contributes to the international higher education literature in two ways.
First, it adds to previous research on international student mobility frameworks by studying
perceived risk conceptualisation which is not only important in selecting a host university
(pre-purchase behaviour) but also considering their risk perceptions while staying in the host
country and studying in the host university (post-purchase behaviour). Second, it offers
insight into the validity of perceived risk theory which widely discussed on the consumer
behaviour studies that probably could also be extended to explain students risk perceptions
in the higher education context.

166

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168

PENGURUSAN RISIKO DASAR 1 MURID 1 SUKAN DI DAERAH KINABATANGAN

Alsharo Alih Mijal
SK Bukit Garam
Kinabatangan, Sabah
sharo2legend@gmail.com
P.M Dr. Hj. Anuar bin Din
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
anudin@ums.edu.my
Abstrak
Tujuan utama kajian ini adalah untuk mengenalpasti pengurusan risiko Dasar 1 Murid 1
Sukan di daerah Kinabatangan. Pengurusan risiko ini dilihat daripada aspek demografi
seperti jantina, umur, dan akademik juga dikaji bagi melihat peranannya dalam
mempengaruhi pengurusan risiko. Soal selidik telah digunakan bagi melihat pengurusan
risiko terhadap dasar ini. Responden kajian ini terdiri daripada 100 orang guru di 10 buah
sekolah rendah di daerah Kinabatangan. Data diproses menggunakan perisian The
Statistical Packages for Social Sciences (SPSS Version 20.0) dan dianalisis menggunakan
kaedah statistik deskriptif yang melibatkan kekerapan, peratus, min dan sisihan piawai dan
statistik inferensi yang melibatkan Ujian-T, Analisis Varians Satu Hala (ANOVA) dan
Korelasi Pearson. Dapatan utama kajian mendapati demografi mempengaruhi pengurusan
risiko. Faktor demografi seperti jantina, umur dan akademik telah membuktikan bahawa
faktor tersebut mempengaruhi pengurusan risiko terhadap Dasar 1 Murid 1 Sukan. Dapatan
kajian juga menunjukkan tidak terdapat hubungan yang signifikan antara pengurusan risiko
dengan pengurusan aktiviti dasar ini. Implikasi daripada kajian ini, diharap ianya bukan
sahaja dapat membantu pihak Kementerian Pendidikan Malaysia, Jabatan Pendidikan
Negeri Sabah dan Pejabat Pendidikan Daerah Kinabatangan tetapi juga sebagai panduan
dalam mempertingkatkan keberkesanan pengurusan risiko dasar ini di sekolah.
Kata Kunci : Pengurusan risiko, demografi dan pengurusan aktiviti

PENGENALAN
Kementerian Pendidikan Malaysia (KPM) melalui Bahagian Sukan (2011) telah menetapkan
bahawa dalam Dasar 1 Murid 1 Sukan (1M 1S), setiap murid mengikuti sekurang-kurangnya
satu aktiviti sukan di sekolah. Setiap murid dikehendaki mengikuti aktiviti sukan pilihan
masing-masing selama 60 minit seminggu bagi sekolah rendah dan 90 minit seminggu bagi
sekolah menengah. Dasar ini merupakan pengukuhan kepada pelaksanaan Falsafah
Pendidikan Kebangsaan yang menekankan kepada usaha berterusan untuk melahirkan
insan yang seimbang dari segi jasmani, emosi, rohani dan intelek (JERI). Dasar 1 Murid 1
Sukan diketengahkan bagi mengimbangi pencapaian murid dalam akademik dengan
melibatkan diri sekurang-kurangnya dalam 1 Sukan. Pengurusan risiko sukan penting bagi
menyediakan persekitaran program sukan yang selamat dan organisasi sukan boleh
mengurangkan liabiliti undang-undang serta meningkatkan reputasi organisasi. Pengurusan
risiko bertujuan mengelakkan dan meminimumkan kemalangan dalam sukan (Redja 2011,
Hsiu-Chin & Chao-Chein 2010, dan Ang 2007). Negara-negara maju telah menggunapakai
model pengurusan risiko yang standard iaitu Guidelines for the safe Conduct of Sports and
Physical Activity in Schools (Sobski, 1999). United Kingdom juga mempunyai standard

169

khusus pengurusan risiko antaranya Safety in Sport : Guidance fo UK Governing Bodies

yang diguna pakai sejak 1999 (Fuller, 1999).

METODOLOGI
Data kajian ini dikutip daripada 100 orang guru di sekolah-sekolah Daerah
Kinabatangan. 50 orang guru lelaki dan 50 orang guru perempuan dijadikan responden telah
dipilih secara rawak. 30 minit diperuntukkan untuk responden membaca, memahami dan
menjawab soalan. Responden dikehendaki untuk menjawab dalam kertas yang diberikan.
Jenis reka bentuk kajian yang digunakan pada kajian ini merupakan kajian ini berbentuk
kuantitatif dengan analisis statistik deskriptif dan inferensi tentang Pengurusan Risiko.
Dalam kajian ini, pengkaji telah menggunakan kaedah soal selidik yang mengandungi dua
bahagian A dan B. Bahagian A mengandungi maklumat demografi responden manakala
bahagian B mengandungi soalan yang mengenal pasti pengurusan risiko terhadap perkara
yang hendak diukur dalam bentuk skala likert. Pelbagai aktiviti perlu dibuat semasa
menganalisis data seperti proses menggabung, mengurang dan membuat interpretasi
berdasarkan apa yang dikatakan oleh peserta kajian dan apa yang diperhatikan atau dibaca
untuk memberi makna kepada data (Bogdan dan Biklen, 1998).
Jadual 1 : Senarai sekolah terlibat dalam kajian pengurusan risiko
Bil

Sekolah

1
2
3
4
5
6
7
8
9
10

SK Bukit Garam
SK Bukit Garam 2
SK Buang Sayang
SK Sinar Jaya
SK Singgah Manis
SK Ladang Bode Kretam
SK Jaya Baru
SK Sentosa Jaya
SK Paris
SK Paris 3
Jumlah

Guru
Lelaki
10
10
2
2
4
2
5
5
5
5
50

Perempuan
10
10
2
2
4
2
5
5
5
5
50

Dalam kajian ini, responden terdiri daripada 50 orang (50%) guru lelaki dan
50 orang (50%) guru perempuan.
Jadual 2 : Taburan responden mengikut jantina
Jantina
Lelaki
Perempuan
Jumlah

Kekerapan
50
50
100

Peratus
50
50
100

Untuk kajian ini juga demografi umur guru dikenalpasti. Bagi responden yang berumur 20
hingga 30 tahun seramai (32%), 30 hingga 40 tahun seramai (48%). Bagi yang berumur di
antara 40 hingga 50 tahun seramai (19%). Manakala guru yang paling tua berumur 50
hingga 60 tahun adalah seramai (1%).
Jadual 3 : Taburan responden mengikut umur
170

Umur
20 hingga 30 tahun
30 hingga 40 tahun
40 hingga 50 tahun
50 hingga 60 tahun
Jumlah

Kekerapan
32
48
19
1
100

Peratus
32
48
19
1
100

Dari segi akademik pula reponden berkelulusan Diploma adalah seramai (22%),
Ijazah Sarjana Muda seramai (77%) dan berkelulusan Sarjana seramai (1%).
Jadual 4 : Taburan responden mengikut akademik
Umur
STPM
Ijazah Sarjana Muda
Ijazah Sarjana
Jumlah

Kekerapan
32
48
19
100

Peratus
22
77
1
100

DAPATAN
Kebolehpercayaan item soal selidik ini adalah sebanyak 0.70 nilai Alpha Cronbach. Menurut
Menurut Ramlee Ismail, Jamal Yunus dan Hairiri Kamis (2011) nilai Alpha Cronbach yang
lebih daripada 0.65 sudah memadai untuk mengukur kebolehpercayaan item ujian.
Jadual 5: Analisis Ujian T perbezaan pengurusan risiko Dasar 1 Murid 1 Sukan berdasarkan
jantina (N=100).
Jantina
N
Lelaki
50
Perempuan
50
**signifikan pada p < 0.05.

Min
3.68
3.64

SP
.597
.559

t
2.69
2.69

p
.827

Keputusan menunjukkan bahawa terdapat perbezaan yang signifikan antara antara

pengurusan risiko Dasar 1 Murid 1 Sukan mengikut jantina iaitu t=2.69 dan p=0.827 Oleh
itu, hipotesis nul adalah diterima.

Jadual 6: Analisis ANOVA perbezaan pengurusan risiko Dasar 1 Murid 1 Sukan

berdasarkan umur (N=100).
Sum
Square
Antara Kumpulan
15.923
Dalam Kumpulan
37.867
Jumlah
53.790
**signifikan pada p < 0.05.
Umur

of

df
33
66
99

Mean
Square
.483
.574

.841

.703

171

Keputusan menunjukkan bahawa terdapat perbezaan yang signifikan antara antara

pengurusan risiko Dasar 1 Murid 1 Sukan mengikut jantina iaitu F=0.841 dan p=0.703 Oleh
itu, hipotesis nul adalah diterima.
Jadual 7: Analisis ANOVA perbezaan pengurusan risiko Dasar 1 Murid 1 Sukan
berdasarkan akademik (N=100).
Sum
Square
Antara Kumpulan
5.740
Dalam Kumpulan
12.850
Jumlah
18.590
**signifikan pada p < 0.05.
Akademik

of

Mean
Square
.174
.195

df
33
66
99

.893

.632

Keputusan menunjukkan bahawa terdapat perbezaan yang signifikan antara antara

pengurusan risiko Dasar 1 Murid 1 Sukan mengikut akademik iaitu F=1.188 dan p=0.272
Oleh itu, hipotesis nul adalah diterima.
Jadual 8: Analisis Korelasi Pearson hubungan pengurusan risiko dengan pengurusan
aktiviti Dasar 1 Murid 1 Sukan di 10 buah sekolah rendah daerah Kinabatangan (N=100).
____________________________________________________
Analisis
Pelaksanaan
_____________________________________________________
Korelasi Pearson

.418**

Sig (2-hujung)
.000
_____________________________________________________
**Signifikan pada aras 0.01 (1 hujung)
Dapatan kajian menunjukkan bahawa terdapat hubungan yang signifikan antara
pengurusan risiko dengan pengurusan aktiviti Dasar 1 Murid 1 Sukan di 10 buah sekolah
rendah daerah Kinabatangan di mana (r=.418, p=0.00), p<0.01. Oleh itu hipotesis nul adalah
ditolak.

PERBINCANGAN
Kajian ini bertujuan menentukan pengurusan risiko Dasar 1 Murid 1 Sukan di 10 buah
sekolah rendah daerah Kinabatangan. Seramai 100 guru dijadikan responden yang terdiri
daripada. Kajian ini adalah berbentuk deskriptif dan analisis secara inferensi. Kajian secara
inferensi yang menggunakan min dan peratus bagi menerangkan ciri-ciri demografi seperti
jantina, umur, akademik. Statistik inferensi yang menggunakan ujian-t (t-Test) dan ANOVA
Satu Hala (One-way ANOVA) digunakan bagi menunjukkan perbezaan antara
pembolehubah-pembolehubah yang dipilih dalam kajian ini .Korelasi Pearson telah
digunakan bagi melihat hubungan di antara pengurusan risiko dengan pengurusan aktiviti
Dasar 1 Murid 1 Sukan di 10 buah sekolah rendah daerah Kinabatangan. Analisa keputusan
ujian dilakukan dengan menggunakan perisian The Statistical Packages for Social Sciences
(SPSS) versi 20.0.

172

Hasil dapatan mendapati pembolehubah-pembolehubah dalam aspek demografi

seperti jantina, umur dan akademik guru tidak mempengaruhi pengurusan risiko di 10 buah
sekolah rendah daerah Kinabatangan. Hipotesis nul seperti Tidak terdapat perbezaan
signifikan pengurusan risiko di 10 buah sekolah rendah daerah Kinabatangan berdasarkan
jantina adalah diterima. Begitu juga hipotesis nul Tidak terdapat perbezaan signifikan
pengurusan risiko di 10 buah sekolah rendah daerah Kinabatangan berdasarkan umur
adalah diterima dan hipotesis nul Tidak terdapat perbezaan signifikan pengurusan risiko di
10 buah sekolah rendah daerah Kinabatangan berdasarkan akademik adalah diterima. Ini
menjadikan bahawa faktor demografi tidak mempengaruhi pengurusan risiko di 10 buah
sekolah rendah daerah Kinabatangan.
Dalam Kajian ini mendapati bahawa faktor jantina tidak mempengaruhi pengurusan
risiko di 10 buah sekolah rendah di daerah Kinabatangan. Dapatan ini disangkal oleh
Koozechian (2009) dalam kajian bertajuk "Study The Risk Management Process In Public
And Private Pools Tehran" mendapati golongan wanita lebih baik berbanding golongan lelaki
dalam pengurusan risiko di kolam renang.
Oleh yang demikian faktor umur tidak mempengaruhi pengurusan risiko. Ini disokong
oleh Kashef (2009 ) dalam kajian yang bertajuk Survey of risk management practices of the
athletic directors province untuk mendapatkan hasil yang meningkat atau mengurangkan
kesan risiko, faktor umur terhadap amalan pengurusan risiko tidak memainkan peranan
penting. Berbeza dengan pandangan Masoud Aghaei dan Mahdi Talebpour (2013)
mengatakan bahawa faktor umur adalah sangat penting dalam menentukan pengurusan
risiko.
Kajian Masoud Aghaei dan Mahdi Talebpour (2013) juga menekankan kepentingan
pengetahuan tentang acara sukan berbanding ijazah sarjana muda. Kajian mereka
mendapati bahawa lepasan siswazah Pendidikan Jasmani tidak dapat menguruskan risiko
berbanding dengan mereka yang mempunyai kemahiran pengurusan risiko di kolam renang
tetapi tidak mempunyai ijazah. Ini bertepatan dengan dapatan kajian ini yang mana faktor
akademik tidak mempengaruhi pengurusan risiko di 10 buah sekolah rendah di daerah
Kinabatangan.
Akhir sekali, kajian ini juga mendapati tidak terdapat hubungan di antara pengurusan
risiko dengan pengurusan aktiviti. Pengurusan risiko mengkhusus kepada mengurus,
mengurangkan dan meminimakan risiko berbanding pengurusan aktiviti memfokuskan
perjalanan aktiviti. Bagaimana dan cara aktiviti diuruskan. Kedua-dua pembolehubah ini
tidak mempunyai hubungan.

KESIMPULAN
Kajian ini amat penting dalam mengenalpasti pengurusan risiko terhadap Dasar 1 Murid 1
Sukan. Diharapkan dapatan-dapatan ini dapat membantu sedikit sebanyak dalam
pengurusan risiko aktiviti terutama Dasar 1 Murid 1 Sukan. Sehingga hari ini, Kementerian
Pendidikan Malaysia belum mengeluarkan 1 modul pengurusan risiko dasar ini. Tujuan
modul adalah untuk mengurangkan liabliti yang ditanggung oleh guru di sekolah yang
menjalankan aktiviti Dasar 1 Murid 1 Sukan di samping menjadi garis panduan buat ibubapa
pelajar dalam menyertai dasar ini. Di masa akan datang, semoga lebih ramai pengkaji akan
membuat kajian berkaitan pengurusan risiko Dasar 1 Murid 1 Sukan mahupun pengurusan
risiko sukan yang lain. Hasil dapatan ini diharap dapat membantu pihak-pihak berkaitan
seperti Kementerian Pendidikan Malaysia (KPM), Jabatan Pendidikan Negeri Sabah (JPNS)
dan Pejabat Pendidikan Daerah Kinabatangan (PPDK).

173

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To Theory And Method. (3rd.ed). Boston: Allyn & Bacon
Kashef MM, (2011). Survey Of Risk Management Practices Of The Athletic Directors
Province. Sport Science Research, pp: 119-132.
Koozechian H, (2009). A Study Of Risk Management Operations In Public And Private
Swimming Pools Of Tehran City. Journal of Science and Research, Faculty of
Physical Education and Sport Sciences, Tehran University.
Rejda, G.E. (2011). Principles of Risk Management and Insurance. 11th.ed . New Jersey :
Pearson.
Ramlee Ismail, Jamal Yunus & Hariri Kamis (2011). Analisa Data dan Pentafsiran Dengan
Menggunakan SPSS. Kuala Lumpur, Malaysia : Titisan Ilham Sdn. Bhd.
Masoud

Aghaei & Mahdi Talebpour (2013). Relationship between demographic

characteristics and risk management operations aqua complex managers of
Khorasan Razavi. International Journal of Sport Studies. Vol., 3 (3), 334-338, 2013.
ISSN 2251-7502 2013 VictorQuest Publications

174

KERANGKA KONSEP PELAKSANAAN KOPERASI SEKOLAH DI SABAH

Parini @ Suzan Andin dan Abdul Said Ambotang
Fakulti Psikologi dan Pendidikan,Universiti Malaysia Sabah
susan.ums06@gmail.com
Abstrak
Koperasi sekolah adalah koperasi yang ditubuhkan di lingkungan sekolah yang anggota
terdiri daripada murid-murid, guru-guru dan kakitangan sekolah. Pengurusan dan
pengelolaan koperasi sekolah dilakukan oleh murid-murid di bawah bimbingan pengetua
sekolah dan guru koperasi berdasarkan Undang-undang Kecil Koperasi. Kejayaan koperasi
sekolah diukur berasaskan kepada pencapaian kewangan, aktiviti ekonomi yang
menguntungkan, aktiviti sosial yang mengeratkan hubungan sesama anggota serta
pengurusan yang cekap dan berkesan. Koperasi yang berjaya juga dapat memberikan
dividen yang tinggi kepada anggotanya. Lantaran itu, persoalannya bagaimanakah konsep
pentadbiran dan pengurusan dalam tadbir urus koperasi sekolah memainkan peranan dalam
pelaksanaan aktiviti koperasi
dengan berkesan demi merealisasikan matlamat
penubuhannya?. Kajian ini akan menggunakan kaedah mixed method yang mana
menggabungkan kajian kualitatif dan kuantitatif. Jangkaan dapatan kajian ini adalah untuk
menghasilkan satu modul pelaksanaan aktiviti koperasi sekolah yang komprehensif yang
boleh digunakan oleh koperasi sekolah di Sabah.
Kata Kunci: Koperasi Sekolah, Aktiviti Koperasi, Pengurusan dan Pentadbiran Koperasi
Abstract
School cooperative is a cooperative established in the school environment which members
consist of students, teachers and school staff. Management of school cooperative was
carried out by students under the supervision of school principals and teachers based on the
Cooperative Laws. Success is measured based on the cooperative school financial
performance, favorable economic activity, social activities that foster relationships among
members as well as the efficient and effective management. Successful cooperation can
also provide high dividend to its members. Thus, the question is how the concept of
administration and management in the school cooperative governance plays a role in the
effective implementation of cooperative activities with the realization of its objective ?. This
study will use mixed methods research method which combines qualitative and quantitative.
Expectations of this study was to produce a module for implementation of a comprehensive
school cooperative activities that could be used by school cooperatives in Sabah.
Keywords: School Cooperative, Cooperative activities, Administration and Management of
the School Cooperative

PENGENALAN
Koperasi sekolah mula diperkenalkan di negara ini sejak tahun 1965 hasil cetusan idea YM
Prof. DiRaja Ungku A. Aziz melalui penubuhan Koperasi Kedai Buku Universiti Malaya.
Penubuhan koperasi sekolah merupakan satu fungsi baru dalam persekitaran sekolah yang
dapat memberi pelbagai manfaat kepada warga sekolah (Rohayati, 1998 & SKM, 2015).
Menurut Suruhanjaya Koperasi Malaysia (2015), koperasi sekolah boleh menjadi satu
institusi yang membekalkan tenaga, kepimpinan dan idealogi koperasi kepada pertumbuhan
generasi pelapis di dalam perkembangan gerakan koperasi masa pada masa depan sejajar
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dengan matlamat penubuhan koperasi sekolah adalah membentuk amalan berjimat cermat
dan berdikari, mewujudkan susanan latihan amali pengurusan dan perdagangan, menyemai
sifat dan unsur-unsur demokrasi, menggalakkan sifat kerjasama dan mengasuh kepimpinan
murid sekolah.
Pada tahun 1994, Kementerian Pendidikan Malaysia (KPM) telah membuat saranan
dalam mencapai matlamat dan objektif pergerakan koperasi sekolah. Dalam kertas kerja
Dasar Kementerian Pendidikan Berhubung Dengan Pelaksanaan Koperasi Sekolah, antara
cadangannya ialah memajukan kepentingan sosiaekonomi ahli-ahli menurut prinsip-prinsip
koperasi, mengamalkan sikap dan amalan jimat cermat, mengamalkan cara hidup
bermasyarakat secara demokratik, mengamalkan prinsip berdikari, memberi pengalaman
mentadbir, mengurus, membuat keputusan dan memimpin kepada khususnya pemimpinpemimpin koperasi di kalangan murid-murid, menyertai kaedah dan masalah urusan
perniagaan, dan memberi sokongan kepada sekolah dalam usaha-usaha yang memberi
faedah kepada murid-murid sekolah.
Kini, koperasi sekolah tidak lagi dipandang sebagai kedai koperasi yang hanya
menjual alat tulis untuk keperluan murid-murid, malah telah diambil kira setanding dengan
koperasi dewasa kerana koperasi sekolah juga termasuk sebagai penyumbang 10 peratus
dalam Keluaran Dalam Negara Kasar (KDNK) pada tahun 2020 (Jamilah et.al., 2013).
Tetapi dalam masa yang sama, koperasi sekolah juga berperanan mencapai Dasar
Pelajaran 1979 menjelaskan kepentingan kegiatan luar bilik darjah adalah penting untuk
mencapai, memupuk dan menanam perasaan kekitaan atau espirit de corps antara muridmurid pelbagai keturunan yang mempunyai latar belakang dan cara hidup yang berlainan. Ia
juga bertujuan melatih murid-murid supaya bersikap bertanggungjawab. Kegiatan ini juga
boleh melatih mereka berdisiplin, berdikari dan berkemahiran dalam suatu lapang yang
mereka sertai.
Sehubungan itu, konsep berkoperasi merupakan platform terbaik di sekolah untuk
melatih murid-murid dengan amalan perniagaan sebenar disamping dapat mengapikasikan
matapelajaran ekonomi, prinsip akaun, perdagangan dan matematik dalam kehidupan
seharian. Aktiviti sosioekonomi yang dijalankan menitiberatkan keperluan-keperluan untuk
menjadi usahawan seperti minat, kesungguhan, modal, kreativiti dan semangat kerjasama
sesama anggota untuk meraih kejayaan. Ini sekaligus memberi pendedahan kepada muridmurid sekolah melihat koperasi sebagai laluan ke dunia keusahawanan.
MASALAH KAJIAN
Menurut Jabatan Pelajaran Negeri Sabah (JPN), pada masa sekarang sebanyak 214 buah
koperasi sekolah menengah telah ditubuhkan berbanding dengan 221 buah sekolah
menengah di Sabah. Ini bermakna sebanyak 96.8 peratus sekolah menengah di negeri
Sabah sudahpun mempunyai koperasi sendiri dengan jumlah ahli seramai 189, 355 orang
(SKM Cawangan Sabah, 2015). Kebanyakan koperasi sekolah ini berfungsi sebagai
koperasi pengguna sekolah dengan menyumbang sebanyak 17.3 peratus berbanding fungsi
koperasi lain yang berdaftar di Suruhanjaya Koperasi Malaysia (SKM). Menurut SKM Sabah
(2015), perangkaan am Koperasi Sekolah di Negeri Sabah sehingga 31 Julai 2015
menunjukkan sebanyak 24 buah sekolah menengah telahpun menyertai Program
Transformasi Kedai Runcit Koperasi Sekolah atau TUKAR semenjak diperkenalkan pada
tahun 2011. Pertumbuhan yang positif ini menunjukkan koperasi sekolah menengah
mempunyai pencapaian yang cemerlang sekiranya bimbingan dan galakan yang berterusan
diberikan oleh semua pihak.
Namun begitu, kejayaan sesebuah koperasi adalah bergantung kepada kecekapan
pelaksanaan aktiviti yang telah dirancang. Terdapat isu yang menyentuh kelemahan tadbir
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urus di mana koperasi sekolah didapati gagal mengurus perniagaan secara efektif dan
efisien. Kelemahan yang ketara iaitu pengurusan yang tidak efisien, kurang pengetahuan
tentang perniagaan, sistem perakaunan dan kedudukan kewangan yang lemah serta tidak
ada matlamat dan perancangan yang teliti (Abdul Aziz, 2001 dalam Termit & Siti, 2013).
Secara tidak langsung masalah ini menyebabkan koperasi sekolah tidak boleh berkembang
maju. Kesannya, pendapatan koperasi tidak seberapa dan keuntungan pula kurang
memberansangkan.
Menurut Roziah M. (2013), dalam gerakan koperasi budaya integriti memainkan
peranan penting yang menyumbang kepada kualiti dan juga imej sesebuah koperasi.
Sekiranya budaya integriti tidak diserapkan dalam pengurusan koperasi maka
penyelewangan mudah berlaku. Bekas Perdana Menteri, Tun Dr. Mahathir M. menyatakan
sikap tidak amanah dalam koperasi menjadi punca kegagalan perniagaan berkonsepkan
koperasi di Malaysia. Ini kerana kemerosotan integriti boleh menyebabkan kecekapan dalam
perniagaan koperasi berkurangan dan akhirnya koperasi akan rugi (Utusan Melayu (M)
Bhd., 2012). Mohd Irwan (2010) mendapati salah satu cabaran dalaman yang dihadapi oleh
perniagaan peruncitan masa kini adalah kemahiran pengurusan operasi. Pengurusan
operasi di sini merujuk kepada pengurusan yang telus dan efisien, pengurus dan kakitangan
yang bertenaga serta inovatif dan kesediaan untuk berubah dan belajar.
Ahmad (2004) menyatakan dalam melaksanakan aktiviti perniagaan koperasi
sekolah, pihak pentadbiran dan pengurusan koperasi terpaksa menghadapi pelbagai risiko
yang timbul berkaitan dengan kegagalan aktiviti. Antara faktor kegagalan yang disenaraikan
oleh Ahmad adalah ketiadaan komitmen anggota dalam menggerakkan aktiviti koperasi,
ketidakcekapan sistem pentadbiran dan pengurusan koperasi, kurangnya pendidikan dan
latihan, Ahli Lembaga Koperasi (ALK) tidak kreatif dan kurang daya tahan dengan
persaingan pihak luar serta koperasi sekolah kekurangan modal saham. Faktor kegagalan
bukannya seratus peratus menunjukkan kelemahan pihak pentadbiran dan pengurusan
sesebuah koperasi sekolah tetapi sebaliknya dalam memenuhi kehendak dan keperluan
anggota memerlukan perancangan dan objektif yang jelas.
Kajian mengenai koperasi sekolah amatlah terhad dan sedikit. Oleh itu, bagi
membantu pergerakan koperasi sekolah mewujudkan koperasi yang cemerlang dari segi
pelaksanaan aktiviti ekonomi dan aktiviti sosial selaras dengan falsafah Bekerja bersamasama Demi Manfaat Bersama, semua pihak dan agensi terlibat perlu berusaha dengan
lebih gigih bagi memastikan koperasi sekolah dapat diperkasakan dengan lebih mapan dan
kompetatif. Maka, kajian ini bertujuan mengkaji peranan yang dimainkan oleh tadbir urus
koperasi sekolah dalam melaksanakan aktiviti ekonomi dan sosial dengan berkesan.

TINJAUAN LITERATUR
Gerakan koperasi sekolah di Negeri Sabah bermula seawal tahun 1978 dengan penubuhan
Koperasi Sekolah Menengah Kebangsaan Menggatal Berhad pada 21 Febuari 1978.
Koperasi ini masih bergiat aktif sehingga kini dan telah ditukarkan namanya kepada
Koperasi Sekolah Menengah Kebangsaan Bandaraya Kota Kinabalu Berhad dengan
nombor pendaftaran RCS321/78. Pada tarikh yang sama juga sebuah koperasi sekolah
ditubuhkan iaitu Koperasi Sekolah Maktab Sabah Berhad dengan nombor pendaftaran
RCS322/78 masih aktif menjalankan aktiviti runcit sehingga kini (SKM Cawangan Sabah,
2015).
Sehingga 30 June 2015, gerakan koperasi sekolah telah mencapai tahap yang cukup
membanggakan apabila 214 buah koperasi sekolah telah ditubuhkan dengan bilangan
keanggotaannya meningkat sehingga 189,355 pelajar sekolah menengah seluruh Sabah

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dengan jumlah syer/ yuran sebanyak RM1,512,404, jumlah Aset RM14,269,799 serta jumlah
perolehan RM12,358,543 (SKM Cawangan Sabah, 2015).
Koperasi sekolah merupakan sebuah badan berkanun yang didaftarkan mengikut
Undang-undang Malaysia, Akta 502, Akta Koperasi 1993 di bawah Jawatankuasa
Pembangunan Koperasi. Bagi memastikan pelajar sekolah menengah dapat mengikuti dan
melibatkan diri dalam koperasi maka di bawah Seksyen 26, Akta koperasi 1993
membenarkan pelajar yang berumur melebihi 12 tahun menjadi anggota (Ahmad, 2004:14).
Jabatan Pembangunan Koperasi Malaysia (1994), menjelaskan bahawa asas penubuhan
koperasi sekolah bermatlamat untuk melatih murid-murid mengamalkan sikap jimat cermat
dan prinsip-prinsip hidup bermasyarakat secara demokrasi dan berusaha sendiri. Koperasi
sekolah ialah sebuah koperasi yang didaftarkan di bawah Ordinan Syarikat Koperatif Bil.
33/48 dengan mempunyai undang-undang kecilnya sendiri.
Koperasi sekolah merupakan salah satu daripada kegiatan kokurikulum di dalam
sekolah menengah dan pengetua sekolah diberi galakan oleh Kementerian Pendidikan
Malaysia (KPM) untuk menubuhkan koperasi sekolah berdasarkan surat Pekeliling Ikhtisas
KPM KP8591-Jld II (222) bertarikh 8 Mei 1976 dan KB (BS)8586/303/(57) bertarikh 20 April
1989. Gerakan Koperasi Sekolah telah diiktiraf sebagai salah satu aktiviti penting
kokurikulum sekolah di mana faedah dan kepentingan aktivitinya dapat merealisasikan
Falsafah Pendidikan Negara (Ahmad, 2004:3)
Bagi memastikan setiap persatuan atau pertubuhan memberi manfaat kepada guruguru dan para pelajar maka kepentingan penubuhan koperasi sekolah telah menggariskan
beberapa matlamat. Mengukut Undang-undang Kecil Koperasi 8(1) boleh menjalankan
aktivit berikut:
a.

Menjual peralatan persekolahan serta lain-lain keperluan kepada anggota;

b.

Mengadakan aktiviti kelas tambahan atau tuisyen atau kelas computer untuk
faedah anggota;

c.

Membeli, menjual, memindahkan hak milik, mendirikan, menyewa, mencagar,

memajak, menggadai dan memiliki harta alih dan harta tak alih;

d.

Melaburkan wang berlebihan dalam perkara yang dibenarkan di bawah seksyen 54,
Akta Koperasi;

e.

Menyertai usaha sama dan menjadi anggota kepada koperasi; dan

f.

Mengadakan aktiviti lain yang berfaedah dengan mendapat kebenaran pengetua

dan kelulusan mesyuarat agung (ANGKASA, 2008).

Berdasarkan kepada aktiviti yang dijalankan oleh koperasi sekolah di Malaysia, ia

boleh dibahagikan kepada dua kategori iaitu bercorak ekonomi dan bercorak sosial. Menurut
Ahmad (2004), kedua-dua aktiviti ini berupaya melahirkan warga koperasi sekolah menjadi
seorang anggota yang bertanggungjawab, kesejahteraan diri, berketrampilan dan manusia
yang berilmu pengetahuan. Dalam menjalankan aktiviti ekonomi dan sosial, pengamalan
demokrasi perlu dikekalkan kerana anggota koperasi sekolah mempunyai kuasa dalam
menentukan hala tuju koperasi. Sokongan dan ketaatsetiaan anggota kepada koperasi
secara berterusan akan mencetuskan aktiviti baru yang lebih mencabar dan memantapkan
lagi perjalanan gerakan koperasi sekolah (Ahmad, 2004).

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Aktiviti bercorak ekonomi bergantung kepada modal dan keperluan anggotanya.

Ahmad (2004) menyatakan terdapat perbezaan jenis sekolah, jantina dan budaya
mendorong kepada aktivit yang dijalankan. Kebiasaannya, aktiviti yang menjadi fokus
koperasi sekolah ialah aktiviti berdasarkan jualan tunai seperti buku tulis, makanan dan
minuman ringan. Namun terdapat juga aktiviti ekonomi lain yang dijalankan oleh koperasi
sekolah seperti perkhidmatan kantin, kelas computer, bank koperasi, penyewaan tempat
letak kereta, pelancongan, pusat motivasi dan perkhidmatan dobi.
Selain daripada aktiviti ekonomi, koperasi sekolah tidak boleh mengabaikan aktiviti
sosial bagi mengeratkan hubungan sesama anggota koperasi tanpa mengira sosiobudaya.
Kebanyakan koperasi sekolah merancang aktiviti sosial dalam dua bentuk iaitu kebajikan
dan pendidikan seperti bantuan kewangan, penyediaan gelanggang permainan, kemudahan
tempat bacaan, kolam ikan, kem motivasi, hari sukan sekolah, hari koperasi sekolah,
perayaan hari guru dan lawatan sambil belajar. Walaupun kegiatan ini tidak membawa
keuntungan kepada koperasi sekolah namun sumbangan dari segi tenaga dan sokongan
moral anggota terhadap kegiatan koperasi dapat memajukan koperasi sekolah (Ahmad,
2004).
Tadbir urus koperasi sekolah kearah memantapkan pentadbiran dan pengurusan
koperasi berkualiti dengan mempunyai perancangan yang sistematik serta efisien
merangkumi objektif, misi, wawasan dan perancangan perlaksanaan. Melalui bimbingan,
sokongan, dorongan dan kerjasama JPK, MKM, ANGKASA dan pemaufakatan antara
anggota koperasi sekolah, tadbir urus koperasi dapat dilaksanakan dengan baik secara
berperingkat-peringkat dan berupaya membawa kemajuan pembangunan anggota serta
kemajuan fizikal koperasi. Kementerian Pendidikan Malaysia (KPM), Jabatan Pendidikan
negeri (JPN) dan pengetua mestilah bersedia memberi peluang dan ruang kepada koperasi
memberi pendedahan tentang tadbir urus koperasi sekolah kepada seluruh warga sekolah
(Ahmad, 2004:5).
Mengikut Mohd Said (1997), dalam kertas kerjanya Stretagi Menjayakan
Perniagaan Koperasi, menyatakan bahawa kejayaan perniagaan sesebuah koperasi
apabila pihak pengurusan koperasi mampu melaksanakan perniagaan yang diputuskan oleh
lembaga secara cekap, efisien dan kompetatif, jualan barangan yang berkualiti, berupaya
menarik anggota berlanggan, kawalan kewangan, sinergi dan sefahaman antara lembaga
dengan pengurusan. Penghuraian ini bagi memastikan pihak pengurusan koperasi sekolah
tidak terikut-ikut dengan kaedah perniagaan yang diamalkan oleh agensi dan syarikat luar
(Ahmad, 2004).
Ahmad (2004), menyatakan pihak pengurusan koperasi sekolah dicadangkan
menggunakan analisis SWOT (Kekuatan, kelemahan, Peluang dan Halangan) sebelum
membuat keputusan atau tindakan. Pengamalan tadbir urus dalam pengurusan perniagaan
koperasi sekolah yang berterusan akan meminimumkan risiko pernigaan kerana
pelaksanaan dan perjalanan berasaskan kepada rekod atau tatacara yang sistematik yang
terkandung dalam rancangan perniagaan. Sehubungan itu pihak pengurusan koperasi perlu
memantau perniagaan koperasi sekolah dengan menggunakan petunjuk perniagaan seperti
pretasi pendapatan harian, keceriaan atau suasana tempat barangan, pandangan anggota
dan keselamatan barangan. Daripada petunjuk ini, pihak pengurusan berupaya mengambil
tindakan untuk meningkatkan kemahiran dalam menjalankan perniagaan.
Dalam usaha memajukan perniagaan koperasi sekolah, pihak pengurusan koperasi
tidak boleh mengabaikan aktiviti sosial seperti bergotong-royong, kebajikan, pendidikan dan
sukan. Ini kerana aktiviti seperti ini akan dapat mengeratkan lagi semangat bekerjasama di
kalangan anggota koperasi tanpa mengira sosiobudaya. Tadbir urus yang baik tidak akan
memikirkan keuntungan semata-mata kerana ia bertentangan dengan konsep penubuhan
koperasi. Menerusi aktiviti sosial ini, pihak pengurusan koperasi dan ALK boleh menilai
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komitmen dan kesetiaan anggotanya dalam menjayakan kegiatan yang dianjurkan oleh
koperasi sekolah. Walaupun kegiatan ini tidak membawa keuntungan kepada koperasi
sekolah namun sumbangan dari segi tenaga dan sokongan moral anggota terhadap
kegiatan koperasi dapat memajukan koperasi sekolah pada masa akan datang (Ahmad,
2004).
Koperasi berjaya diukur berasaskan kepada pencapaian kewangan, aktiviti
ekonomi yang menguntungkan serta pengurusan yang cekap dan berkesan. Koperasi yang
berjaya juga dapat memberikan dividen yang tinggi kepada anggotanya. Kriteria ini juga
digunakan untuk dipilih sebagai koperasi terbaik. Dapatan kajian Termit dan Siti (2013),
menunjukkan bahawa peranan guru penasihat koperasi adalah penting dalam
mempengaruhi kemajuan koperasi sekolah di samping dorongan pengetua dan sokongan
ahli serta warga sekolah. Guru penasihat juga mempunyai komitmen dan minat yang tinggi
serta sikap positif terhadap penubuhan koperasi sekolah. Pematuhan kepada Akta Koperasi,
Undang-undang Kecil Koperasi dan Peraturan Koperasi juga merupakan faktor yang penting
dalam membantu guru penasihat menjalankan aktiviti koperasi. Kajian ini merumuskan
bahawa pengurusan yang cekap dan berkesan dapat membawa sesebuah koperasi itu ke
tahap yang lebih cemerlang.
Sumbangan koperasi sekolah kepada sekolah perlu diberi perhatian kerana
impaknya kepada pelajar adalah besar, kerana dengan adanya koperasi sekolah pelajarpelajar boleh membeli barang-barang dengan harga yang murah dan ada sesetengah
koperasi sekolah mampu meletakkan harga yang lebih rendah dari kedai di luar.
Pertambahan anggota juga bertambah setiap tahun dan ini memberi kesan yang baik
kepada koperasi sekolah kerana modal syer akan bertambah dan aktiviti koperasi juga boleh
dipelbagaikan dan secara tidak langsung ia boleh memberi kesan kepada keuntungan
koperasi. Jika koperasi mendapat untung yang banyak, maka anggotanya juga akan merasa
nikmatnya kerana mendapat dividen yang tinggi. Ada koperasi sekolah yang mampu
mengagihkan dividen 100 peratus dan 30 peratus kepada ahlinya (Termit & Siti, 2013).
Termit dan Siti (2013) menyarankan supaya guru-guru penasihat koperasi perlu
diberi ruang dan peluang untuk menghadiri kursus atau seminar tentang pendidikan dan
pengurusan koperasi sekolah, peranan anggota dan lembaga koperasi, penyelenggaraan
akaun dan pelancongan. Guru-guru penasihat juga perlu dibawa melawat ke koperasi
sekolah yang berjaya supaya mereka mendapat pendedahan dan pengetahuan dalam
pengurusan. Melalui lawatan ini juga guru penasihat koperasi dapat melihat aktiviti yang
dijalankan yang boleh mendatangkan keuntungan kepada koperasi sekolah. Kursus
dalaman perlu dijalankan secara berkala supaya guru-guru yang pernah menghadiri kursus
dapat berkongsi pengalaman dan pengetahuan dengan ahli yang lain.
Faktor Kritikal Kejayaan (Critical Success Factors) merujuk kepada suatu elemen
dalam organisasi yang sering diutarakan bagi menentukan keperluan-keperluan ke arah
pencapaian sesuatu projek mencapai misinya (Syarifah et. al., 2013). Menurut Boynlon, A.C
dan Zamud, R.W (1984) dan Syarifah et. Al. (2013), faktor kritikal kejayaan terdiri daripada
beberapa perkara yang perlu berjalan dengan baik bagi memastikan kejayaan seseorang
pengurus atau organisasi. Ini penting memandangkan di peringkat pengurusan dan
pentadbiran dalam sesebuah organsasi, kesedaran tentang faktor penyumbang kejayaan
perniagaan akan memberi panduan serta jalan untuk ia mencapai matlamat sebenar
organisasinya.
Dalam menghadapi persekitaran kerja yang kompleks , kepentingan komunikasi
dalam organisasi bertindak sebagai pemandu kepada kejayaan organisasi tersebut.
(Marques, 2010). Komunikasi merujuk kepada pembangunan berterusan dalam
pembentukan visi, misi, dan strategi perniagaan yang digunapakai sebagai alat komunikasi
penting dalam koperasi. Melalui perancangan stategik koperasi, ALK dan pihak pengurusan
akan lebih jelas tentang peranan dan tanggungjawab mereka, seterusnya menyumbang
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kepada komitmen dan sokongan padu mereka kepada perniagaan yang dijalankan (Syarifah
et al., 2013). Sarma dan Paterson (1999) dalam kajian mereka membuktikan bahawa
komunikasi yang berkesan membuktikan sesebuah firma mempunyai kualiti perkhidmatan
yang tinggi.
Kejayaan koperasi juga banyak bergantung pada sokongan anggota, tanpa
sokongan sudah pasti segala aktiviti yang dilaksanakan oleh koperasi tidak akan berjaya.
Kajian oleh Syarifah et al., (2013) mendapati faktor sokongan merupakan aspek
penyumbang kepada kejayaan peniagaan kedai runcit koperasi. Sokongan kewangan
daripada pihak kerajaan juga turut membantu menambahbaik pretasi perniagaan koperasi.
Coop Mart ialah jenama yang digunapakai bagi kedai koperasi yang mengikut Program
Transformasi Kedai Runcit (TUKAR) dibawah SKM yang bertujuan untuk menaik taraf kedar
runcit atau pasar mini koperasi yang sedia ada kepada kedai runcit yang lebih moden,
teratur, sistematik dan seragam. Dapatan kajian Noranita et.al. (2014), menunjukkan semua
aspek pengurusan perniagaan koperasi meningkat dengan ketara terutamanya aspek
pengurusan kewangan. Ini membuktikan program TUKAR berjaya, berdaya maju dan wajar
diteruskan.
Begitu juga dengan aspek keusahawanan di mana pemimpin yang bersifat
keusahawanan mampu merancang masa depan yang stategik dan membawa perubahan
serta pendekatan yang lebih menarik (Sodri & Shafiee, 2002). Dalam konteks koperasi, sifat
ini lebih merujuk kepada keupayaan setiap anggota di dalam koperasi tersebut dalam
menyumbangkan sesuatu yang boleh memberi impak yang lebih besar kepada pencapaian
perniagaan koperasi (Syarifah et al., 2013). Dasar Koperasi Negara kedua 2011-2020 di
mana pihak kerajaan telah menekankan melalui Teras strategik Ketiga agar anggota
koperasi bersifat inovatif, kreatif dan berbudaya keusahawanan.

METODOLOGI
Metodologi kajian ini dihuraikan berdasarkan jenis dan reka bentuk kajian, populasi kajian,
tatacara pengumpulan data dan penganalisisan data.

181

Keranga Konseptual Kajian

Tadbir Urus Koperasi
Pentadbiran

Pelaksanaan Aktiviti
Koperasi Sekolah

Pengurusan

Aktiviti Ekonomi
Aktiviti Sosial

Reka Bentuk Kajian

Kajian ini akan menggunakan pendekatan berbentuk kualitatif dan kuantatif. Menurut Chua
(2011) dan Ahmad S. (2009), keadah kualitatif bermaksud kajian ke atas sesuatu situasi dan
individu untuk mendapatkan maklumat secara terperinci serta mendalam. Metod ini dipilih
kerana ia lebih bersesuaian dan mudah untuk memperolehi data kerana pengkaji dapat
berinteraksi terus dengan responden melalui temubual dan pemerhatian. Manakala, keadah
kauntatif juga akan digunakan merungkai permasalahan supaya mudah difahami dan
memberi kesan yang positif untuk meminumumkan kekangan yang dihadap. Keadah
penyelidikan secara sistematik ini akan membantu pengkaji menjawab persoalan kajian
melalui borang soal selidik dan prosedur persampelan yang digunakan adalah persampelan
rawak berlapis (Stratafied Sampling Procedure).
Populasi Kajian
Dalam kajian ini pengkaji akan memilih 10 buah koperasi sekolah menengah di seluruh
negeri Sabah sebagai sampel kajian di mana melibatkan anggota koperasi yang terdiri
daripada murid-murid, guru-guru dan kakitangan sekolah serta pegawai dari Suruhanjaya
Koperasi Sabah dan ANGKASA Sabah. Pemilihan koperasi adalah berdasarkan atas
nasihat pegawai dari SKM Sabah dan juga berdasarkan kepada senarai koperasi sekolah
terbaik negeri Sabah pada tahun 2015.
Pengumpulan Data
Terdapat dua jenis data yang akan digunakan dalam kajian ini iaitu data premier dan data
sekunder. Data premier adalah data utama yang akan digunakan dalam kajian ini untuk
mencapai objektif kajian iaitu data diperolehi daripada responden melalui kaedah temubual,
borang soal selidik, senarai semak dokumen, tinjauan dan pemerhatian. Untuk
meningkatkan keesahan dan kebolehpercayaan data-data yang dikumpul, kaedah
triangulasi akan digunakan. Temubual diadakan dengan tujuan mengetahui pengurusan
koperasi sekolah, perlantikan guru koperasi, aktiviti yang dijalankan, masalah yang dihadapi,
sokongan daripada pihak pentadbiran dan warga sekolah. Senarai semak dokumen dan
pemerhatian adalah semakan teliti ke atas dokumen berkaitan iaitu Laporan Kewangan
Tahunan Koperasi 2013 sehingga 2015. Pemerhatian dan tinjauan yang akan dibuat ke atas
operasi koperasi merangkumi aktiviti yang dijalankan, penglibatan pelajar dalam aktivit jual
beli, cara merekod jualan, penyusunan barang-barang, kekemasan, kebersihan, harga dan
sebagainya. Kaedah soal selidik yang digunakan adalah berpandukan kepada penelitian
literatur dan dibangunkan melibatkan fokus utama iaitu anggota koperasi dan pengurusan
koperasi. Kajian rintis akan dijalankan tehadap 50 orang anggota koperasi sekolah untuk
menentukan kebolehpercayaan soal selidik. Data sekunder pula, diperolehi daripada
Suruhanjaya Koperasi Malaysia (MKM), Maktab Koperasi Malaysia (MKM), Angkatan
182

Koperasi kebangsaan Malaysia Berhad (ANGKASA), kajian-kajian lepas, majalah Pelancar,

kertas seminar, bulletin, kertas kerja, internet dan kajian di perpustakaan.
Penganalisisan Data
Data kajian akan dianalisis secara deskritif dan dirumus untuk proses membuat kesimpulan
kajian. Analisis maklumat yang diperolehi melalui kaedah temubual, pemerhatian dan kajian
dokumen adalh berbentuk subjektif di mana kajian ini berkisar kepada tadbir urus koperasi
sekolah dalam pelaksanaan aktiviti koperasi dan kaedah triangulasi digunakan untuk
meningkatkan kebolehpercayaan dapatan kajian.
RUMUSAN
Ramai membuat tanggapan bahawa koperasi sekolah hanya menyumbang kepada
peningkatan ekonomi atau membantu institusi membuat keuntungan hasil daripada jualan
kedai runcitt koperasi. Sedangkan gerakan koperasi sekolah sekarang lebih banyak
menyumbang kepada pembinaan ekonomi yang mantap kepada pentadbiran sekolah.
Tambahan pula koperasi sekolah bukan sahaja menjalankan aktiviti jualan semata-mata
kepada ahli tetapi pelbagai aktiviti lain sehingga ke peringkat antarabangsa.
Keupayaan sesebuah koperasi sekolah bergerak dengan lebih jauh dan berkembang
pada peringkat awal penubuhan koperasi, hendaklah sentiasa berpegang teguh terhadap
jati diri koperasi, pengurusan koperasi dan perundangan koperasi serta menyesuaikan
pendekatannya dari semasa ke semasa. Pengururusan yang cekap dan efisien merupakan
kejayaan dan keutuhan sesebuah organisasi koperasi. Kemajuan dan kejayaan koperasi
sekolah banyak bergantung kepada pengurusan yang cekap dan berkesan, kepelbagaian
aktiviti dan sokongan ahli serta pentadbir sekolah. Semua pihak perlu bekerjasama untuk
meningkatkan kemajuan dan keuntungan koperasi sekolah. Keprihatinan pihak pentadbir
sekolah dalam memotivasikan guru koperasi dan ahli supaya sentiasa menyokong
penubuhan koperasi sekolah.
Dengan itu, melalui kajian ini pengkaji mengharapkan hasil dapatan kajian akan
dapat membina satu contoh modul kerangka pelaksanaan aktiviti koperasi yang berkesan
yang boleh digunapakai oleh semua koperasi sekolah dan dapat memberi kesedaran
kepada semua warga sekolah, Kementerian Pendidikan dan agensi kerajaan yang berkaitan
bahawa gerakan koperasi sekolah memberi banyak manfaat kepada murid-murid sekali gus
menyahut seruan kerajaan dalam pembudayaan keusahawanan koperasi sekolah.

RUJUKAN
Ahmad Marzuki Ismail. (2004). Panduan Asas gerakan Koperasi Sekolah Di Malaysia.
Selangor:Yeohprinco Sdn. Bhd.
Ahmad Marzuki Ismai(b). (2004). Tadbir urus Koperasi Sekolah. Selangor:Yoehprinco Sdn.
Bhd.
Ahmad

Marzuki Ismail. (2004). Pelajar

Selangor:Yoehprinco Sdn. Bhd.

Ahmad

Marzuki Ismail(d). (2004). Jati

Selangor:Yoehprinco Sdn. Bhd.

Diri

Dalam

Dalam

Gerakan

Gerakan

Koperasi

Sekolah.

Koperasi

Sekolah.

183

Ahmad Sunawari Long. (2009). Pengenalan Metodologi Penyelidikan Pengajian Islam. Edisi
ke-5 Bangi: Fakulti Pengajian Islam, Universiti Kebangsaan Malaysia.
ANGKASA. (2008). Undang-undang Kecil Seragam. Petaling Jaya. ANGKASA.
Boynlon A.C. & Zmud R.W. (1984). An Assessment of Critical Success Factors. Sloan
Management Review, Summer 1984. p17.
Chua Yan Piaw. (2011). Kaedah Penyelidikan. Edisi ke-2. Malaysia: Mc Graw Hill.
Jamilah D., Noranita M. D & Rosidah R. (2013). Analysis on the Competency of school
Cooperative Board Members in Malaysia. Malaysia Journal of Co-operative Studies.
Volume 9: 31-45.
Mohd Irwan A. Senusi. (2010). Cabaran dan pengalaman Peruncitan dan Pemborongan.
Kertas Kerja dibentangkan dalam Seminar Rantaian Nilai Perniagaan, Kota Baharu
Kelantan (5-6 Mei 2010).
Mohd Said Mohd Kadis. (1998). Stretagi Menjayakan Perniagaan Koperasi. PELANCAR,
Disember 1999:13-16.
Noranita M.N., Norhayati A. R., Nur Faeza Y. & Roshidi H. (2014). Program Transformasi
Kedai Runcit Koperasi: Analisis Pencapaian Pengurusan Perniagaan. Proceeding of
the Social Science Research ICSSR 2014: p635-644. Kota Kinabalu, Sabah,
Malaysia (9-10 June 2014).
Rohayati Ismail. (1998). Cooperative management Success Secondary School In Kubang
Pasu, Kedah Darul Aman: An Analysis. Thesis. UUM.
Roziah Mohamed. (2013). Intergriti Dalam Pengurusan Koperasi. Dimensi KOOP Julai Bil.41
(2013):29-35.
Sharma N. & Patterson P.G. (1999). The Impact of Communication Effectiveness and
Service Quality On Relationship Commitment in Consumer, Professional Services.
Journal of Service Marketing.13(2):151-170.
Sodri Afiffin & Ahmad Shafiee. (2002). Keusahawanan: Rahsia Puncak Kejayaan. Pearson
Malaysia Sdn. Bhd.
Suruhanjaya Koperasi Malaysia. (2015). Maklumat dan Gambaran Pelaksanaan Koperasi
Sekolah di Negeri Sabah setakat Julai 2015. Suruhanjaya Koperasi Malaysia
Cawangan Sabah.
Syarifah R., Yusman Y., Frank M., Modh Suandi M. & Mohd Haswardi M. (2013). Faktorfaktor Kritikal Kejayaan Perniagaan Kedai Runcit Koperasi di Negeri Sarawak.
Malaysian Journal of Co-operative Studies 9:93-114.
Termit Kaur R.S. & Siti Fasliyaton G. (2013). Faktor-Faktor Yang Mempengaruhi Kemajuan
Sekolah
di
Daerah
Kota
Setar.
Universiti
Sains
Malaysia.
http://www.medc.com.my/medc/journals/volume5/K)%20Faktorfaktor%20Yang%20Mempengaruhi%20Kemajuan%20Koperasi.pdf
Utusan Melayu (M) Bhd.( 2012). Pengurusan tidak amanah punca kegagalan koperasi Tun
Mahathir.
http://ww.1utusan.com.my/utusan/info.asp?y=2012&dt=0126&pub=Utusan_Malaysia
&sec=Terkini&pg=bt_23.htm#ixzz3enMHK6dq
184

185

FAKTOR PENYUMBANG TERHADAP PENCAPAIAN RENDAH MATA PELAJARAN

EKONOMI STPM DI NEGERI SABAH
Syahrul Nizam Salam & Abdul Said Ambotang
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
insantakwa@yahoo.com
Abstrak
Kertas konsep ini bertujuan mengenal pasti faktor-faktor penyumbang pencapaian rendah
mata pelajaran ekonomi STPM di negeri Sabah. Pencapaian rendah dalam mata pelajaran
ekonomi peringkat STPM menjadi permasalahan di negeri Sabah dalam meningkatkan
prestasi pencapaian mata pelajaran tersebut. Artikal ini akan membincangkan faktor yang
mempengaruhi pencapaian rendah ekonomi STPM iaitu faktor literasi ekonomi, faktor sikap
terhadap ekonomi dan faktor pendekatan pembelajaran. Di samping itu, pengkaji akan
mengenal pasti tahap perbezaan literasi ekonomi, sikap terhadap ekonomi dan pendekatan
pembelajaran serta mengenal pasti hubungan ketiga-tiga faktor ini terhadap pencapaian
rendah ekonomi STPM. Implikasi daripada kajian ini diharapkan dapat mengenal pasti faktor
yang signifikant kepada pencapaian rendah ekonomi STPM agar tindakan terbaik dapat
dilakukan bagi meningkatkan pencapaian mata pelajaran ekonomi STPM di negeri Sabah.
Kata Kunci: Literasi ekonomi, sikap terhadap ekonomi dan pendekatan pembelajaran
Abstract
This concept paper aims to evaluate the factor contribute on the low of achievement in
economic subject at STPM level. The low of achievement in economic subject become the
problem in improving achievement of economic subject and the student faced problems to
increase academic performance in economic subject at STPM level. This article will discuss
the factor that contribute on the low of achievement such as economic literacy, economic
attitude and studying approaches. In addition, the researcher want to determine the level of
economic literacy, economic attitude and studying approaches and next to determine the
relationship between three factors on the low of achievement in economic subject. The
implication of this study are expected to give the significant factor that contribute on the low
of achievement to give the better action to improving achievement in economic subject at
STPM level in Sabah.
.
Keywords: Economic literacy, economic attitude and studying approaches

PENGENALAN
Pembangunan pendidikan seringkali diukur dengan pencapaian akademik dikalangan para
pelajar, lebih memburukan situasi lagi, apabila para pelajar menghadapi pencapaian yang
rendah terutama dalam peperiksaan. Menurut kajian yang dibuat Opstad and Fallan (2010)
faktor-faktor pencapaian akademik pelajar seringkali diukur secara khusus keatas sesuatu
mata pelajaran, dan berhubung secara langsung dengan ciri-ciri sikap, latarbelakang pelajar
serta kemampuan dalam menguasai pengetahuan serta kaedah pembelajaran yang sesuai.
Melalui kajian yang dibuat oleh Mansor Md. Isa, Teh Hoe Yoke dan Yeoh Kok Kheng (1992)
menunjukkan penurunan peratusan kelulusan bagi peperiksaan Mikroekonomi dan kertas
Makroekonomi dalam tempoh sebelas tahun berturut-turut menunjukkan kemerosotan.
Situasi ini dikaitkan dengan beberapa faktor yang boleh menyumbang kearah pencapaian
186

rendah seperti faktor literasi ekonomi (LE), faktor sikap ekonomi (SE) dan faktor pendekatan
pembelajaran (PP). Tidak bermakna faktor-faktor lain tidak penting, tetapi isu-isu berkenaan
tahap literasi pelajar, sikap dan tahap pengetahuan terhadap pencapaian rendah menjadi salah
satu faktor yang menjadi isu utama dalam kajian ini.
Tahap pengetahuan dalam ekonomi dapat digambarkan melalui kajian yang dibuat oleh
Jappelli (2010) dengan menekankan berkenaan peranan dalam menyalurkan maklumatmaklumat yang berkaitan dengan ekonomi kepada masyarakat. Melalui kajian ini, dapat
dinyatakan peralihan daripada masyarakat bermaklumat memaksa kita kearah pengetahuan
ekonomi yang baik dalam memenuhi permintaan modal insan yang berpengetahuan tinggi
dalam ekonomi melalui pendidikan. Justeru, kemahiran baru yang diasah dalam pengetahuan
ekonomi adalah keperluan asas dalam menjadi tenaga kerja yang cekap dalam pekerjaan.
Kesan kepada pengetahuan yang kurang, mampu memberi gambaran negatif kepada
pencapaian pendidikan negara.
Sudah tentu ini akan memberi gambaran bahawa tahap pengetahuan para pelajar
berada ditahap yang lemah dalam mata pelajaran ekonomi. Kenyataan ini menimbulkan isu
keputusan peperiksaan STPM ekonomi bagi negeri Sabah berada di ditahap pencapaian yang
rendah. ada. Melalui kajian Khoo Yin Yin (2008) menekankan penguasaan asas ekonomi
yang lemah mencerminkan pengetahuan ekonomi yang kurang dikalangan pelajar STPM.
Pencapaian rendah mata pelajaran ekonomi ini juga dikaitkan dengan sikap seseorang pelajar
terhadap mata pelajaran yang diambil. Kajian sikap secara umum telah banyak dibincangkan
dan menjadi salah satu penyebab kepada pencapaian rendah prestasi akademik pelajar.
Walaubagaimanapun sikap yang penyelidik cuba timbulkan disini adalah sikap terhadap
ekonomi.
Pendekatan pembelajaran yang berkesan akan memberikan kesan yang berguna
kepada pelajar. Ini dapat membantu para pelajar berada dalam laluan yang betul ketika
mentelaah pelajaran, lebih-lebih lagi mata pelajaran yang memerlukan pengiraan dan huraian
menurut fakta yang betul seperti yang terkandung dalam silibus mata pelajaran ekonomi.
Pendekatan pembelajaran yang berlainan memberi kesan kepada pencapaian prestasi para
pelajar. Ini disokong oleh Chiu Ming Ming (2000) masalah pembelajaran ekonomi berpunca
daripada amalan kaedah pembelajaran. Amalan kaedah pembelajaran yang tidak konsisten
dan salah memberi kesan kepada prestasi akademik pelajar seperti yang diketengahkan
oleh Hairul Nizam dan Mohd Ali Samsudin (2012), menjelaskan kaedah pembelajaran para
pelajar yang berorientasikan hafalan semata-mata untuk peperiksaan tidak cukup untuk
menguasai mata pelajaran ekonomi dengan baik. Kaedah pengajaran secara kolaboratif
seperti yang dibincangkan sebelum ini mampu mewujudkan pendekatan pembelajaran yang
tidak sempurna dikalangan pelajar.
Pencapaian Ekonomi STPM di Negeri Sabah
Pencapaian keputusan ekonomi STPM di negeri Sabah bagi tempoh lima tahun
menunjukkan pencapaian rendah dikalangan pelajar tingkatan enam. Hal ini dapat dilihat
daripada sumber statistik yang diperolehi penyelidik daripada sektor penilaian dan
peperiksaan negeri Sabah. Bagi tempoh lima tahun ini, tahun 2011 dan tahun 2012 sistem
peperiksaan berada dibawah sistem lama yang mengandungi kertas Mikroekonomi dan
Makroekonomi. Bermula tahun 2013, Majlis Peperiksaan Malaysia (MPM) telah menggubal
sistem baru dalam mata pelajaran ekonomi STPM, dimana sistem berpenggal telah
digunakan dan menjadikan mata pelajaran ekonomi STPM mengandungi tiga teras utama
iaitu Mikroekonomi, Makroekonomi dan Ekonomi Malaysia menjadikan sistem baharu ini
menggunakan sistem Pungutan Gred Kumulatif (PGK) dan Pungutan Nilai Gred Kumulatif
Akhir (PNGK) dalam setiap peperiksaan dijalankan.

187

TAHUN
ITEM

2011

2012

Mata
Pelajaran

Bil.
Ambil

%
LULUS

Ekonomi

1952

46.16

2011-2012

BIL.
AMBIL

%
LULUS

1624

%
PERBEZAAN

45.14

-1.02

Jadual 1: Perbandingan Keputusan STPM Ekonomi 2011 dan 2012

Jadual 1 diatas yang dipetik dari JPN, Sektor Penilaian dan Peperiksaan Negeri
Sabah menunjukkan, perbandingan pencapaian dalam tahun 2011 dan 2012 bagi mata
pelajaran ekonomi STPM. Dapat dilihat berlaku penurunan peratusan kelulusan dari tahun
sebelumnya iaitu -1.02 % dimana pada tahun 2011 dan 2012 masing-masing sebanyak
46.16% dan 45.14%. Jika dilihat bilangan calon yang mengambil mata pelajaran ekonomi
STPM pada tahun 2011 dan 2012 telah berkurang sebanyak 310 orang, menunjukkan
pengurangan bilangan calon yang agak besar seluruh negeri Sabah.
Rajah 1: Prestasi Ekonomi STPM Negeri Sabah Tahun 2011 dan 2012

Sumber: JPN, Sektor Penilaian dan Peperiksaan Negeri Sabah.

Perbandingan antara tahun 2011 dan 2012 dapat dilihat dengan lebih jelas lagi
melalui Rajah 1 diatas. Pertambahan bilangan calon peperiksaan STPM ekonomi berhubung
positif dengan pengurangan peratusan kelulusan mata pelajaran ekonomi STPM di negeri
Sabah. Hal ini disebabkan oleh beberapa faktor yang telah dibincangkan sebelum ini seperti
faktor literasi ekonomi, Sikap terhadap ekonomi dan pendekatan pembelajaran.

Mata
Tahun
Pelajaran
Ekonomi
2013
(944)
2014

A-

B+

B-

C+

59
3.06 %

42
2.18 %

135
7.01 %

179
9.29 %

248
12.88%

301
15.63%

264
13.71%

59
4.02 %

35
2.38 %

80
5.45 %

137
9.33 %

187
12.74%

224
15.26%

235
16.01%

188

2015

82
5.82 %

72
5.11%

105
7.48%

140
9.94%

175
12.43%

191
13.57%

271
19.25%

Beza
2013
2014

0.96

0.2

-1.56

0.04

-0.14

-0.37

2.3

Beza
20142015

1.8

2.73

2.03

0.61

-0.31

-1.69

3.24

Jadual 2: Prestasi ekonomi STPM mengikut Gred Negeri Sabah 2013 hingga 2015
Jadual 2 di atas yang dipetik dari JPN, Sektor Penilaian dan Peperiksaan Negeri
Sabah menunjukkan gred mata pelajaran ekonomi STPM seluruh Sabah antara tahun 2013
hingga tahun 2015 mengikut setiap gred yag ditetapkan iaitu gred A, A-, B+, B, B-, C+ dan
C. Dapat dilihat perbezaan yang wujud antara tahun 2013 dan 2014 setiap gred masingmasing menunjukkan 0.96%, 0.2%, -1.56%, 0.04%, -0.14%, 0.37% dan 2.3%. Peratusan
yang bernilai positif menunjukkan peningkatan dan peratusan yang menunjukkan nilai
negatif menunjukkan penurunan gred diperolehi. Manakala bagi tahun 2014 dan 2015, bagi
gred gred A, A-, B+, B, B-, C+ dan C masing-masing bernilai 1.8%, 2.73%, 2.03%, 0.61%, 0.31%, -1.69 dan 3.24%. Walaupun gred A menunjukkan peningkatan iaitu dari segi
perbezaan tahun 2013 dan 2014 sebanyak 0.96% kepada 1.8% pada tahun 2014 dan 2015,
peningkatan pencapaian ini masih lagi rendah dari segi bilangan pelajar yang mendapat
gred A dalam mata pelajaran ekonomi STPM jika dibandingkan dua per tiga mendapat gred
C dalam mata pelajaran ekonomi sepanjang tahun 2013 hingga 2015.
Rajah 2: Gred Mata Pelajaran Ekonomi STPM Negeri Sabah Tahun 2013 Hingga 2015

400

GRED MATA PELAJARAN EKONOMI STPM NEGERI SABAH TAHUN

(2013-2015)

Bilangan Calon STPM

301
300

248

187

179

200
100

264

271

224 235

137

135
59 42

59

82 72

80
35

105

140

175 191

0
2013

2014

A-

B+

Tahun

2015

B-

C+

Sumber : JPN, Sektor Penilaian dan Peperiksaan Negeri Sabah

Daripada rajah 2 diatas, dapat dilihat pencapaian gred mata pelajaran ekonomi
STPM negeri Sabah mengalami pencapaian yang rendah. Nilai gred C telah mendomenasi
pencapaian keseluruhan peperiksaan negeri Sabah dalam tahun 2013 hingga 2015.
Mengikut piawaian nilai gred yang dikeluarkan oleh Majlis Peperiksaan Malaysia (MPM),
bagi gred mata pelajaran ekonomi, gred C hingga A diberi nilai 2.00 hingga 4.00 adalah gred
lulus penuh manakala gred D hingga C- diberi nilai 1.00 hingga 1.67 merupakan gred lulus
sebahagian, dengan gred F diberi nilai 0.00 adalah gred gagal.Bagaimanapun, sebelum
mengetahui lebih lanjut berkenaan isu-isu yang berkaitan dengan pencapaian rendah terhadap
pencapaian Sijil Tinggi Pelajaran Malaysia (STPM) di negeri Sabah, perlu diketahui elemenelemen faktor-faktor yang menjadi penyebab kepada permasalahan ini dan konsep pencapaian
rendah mengikut kesesuaian kajian penyelidik.

189

Literasi Ekonomi (LE)

Faktor Literasi Ekonomi yang berkaitan dengan konsep-konsep asas Ekonomi yang
pernah dipelajari pada masa lampau. Faktor literasi ini adalah mengikut taksonomi Bloom
tentang konsep-konsep dan tajuk-tajuk Ekonomi
Mikro (permintaan, penawaran,
pengeluaran, kos melepas, sistem ekonomi, penentuan harga, pasaran, kegagalan
pasaran); Ekonomi Makro (Ekonomi agregat, penawaran-permintaan wang, polisi
kerajaan, tukaran wang asing dan Ekonomi pembangunan) dan Ekonomi Antarabangsa
(faedah berbanding dan perdagangan antarabangsa). Kurangnya literasi ekonomi memberi
kesukaran dalam menguasai isi kandungan Ekonomi pelbagai bidang yang di bahagikan
kepada lima aras taksonomi iaitu pengetahuan, kefahaman, aplikasi, analisis dan penilaian.
Elemen-elemen yang terdapat dalam kandungan faktor literasi ekonomi ini memberi kesan
kepada pencapaian prestasi akademik pelajar keseluruhan.
Sikap Terhadap Ekonomi (STE)
Menurut kajian yang dibuat oleh Kerlinger (1986) mentakrifkan sikap sebagai suatu penilaian
mental terhadap objek atau situasi yang konsisten tetapi mempunyai potensi untuk
berubah. Penyelidikan ini memilih definisi sikap terhadap Ekonomi daripada Fishbein dan
Ajzen (1975) sebagai satu perkara yang dipelajari bagi merangsang tindak balas yang
dibuat secara konsisten iaitu terhadap objek. Sikap terhadap Ekonomi (STE) untuk
penyelidikan ini mengandungi dua bahagian iaitu sikap terhadap disiplin Ekonomi yang
terdiri daripada empat perkara yang mewujudkan beberapa elemen iaitu keseronokan,
minat, kepraktikalan dan kebimbangan dan kedua ialah sikap terhadap isu-isu ekonomi
yang mengandungi lima perkara iaitu hal-hal yang berkaitan dengan pengurusan kewangan,
peranan kerajaan dalam ekonomi, guna tenaga buruh, perniagaan dan hak kebebasan.
Pendekatan pembelajaran (PP)
Penyelidik mentakrifkan pendekatan pembelajaran sebagai persepsi para pelajar terhadap
tugasan yang diberikan oleh guru ekonomi di sekolah iaitu melibatkan proses pengajaran
mata pelajaran ekonomi yang digunakan dan pengaruh diri pelajar keatas persepsi tugas
yang diberikan oleh guru. Dua kaedah pendekatan pembelajaran digunakan iaitu
pendekatan pembelajaran permukaan dan pendekatan pembelajaran mendalam.
Pendekatan pembelajaran permukaan merupakan pendekatan pembelajaran dalam bentuk
hafalan dan hanya mengambil apa yang dipelajari. Manakala, Pendekatan pembelajaran
mendalam merupakan pendekatan pembelajaran yang bermakna, seseorang pelajar
mendapat pemahaman yang mendalam dalam mata pelajaran ekonomi yang diajar.
Pendekatan pembelajaran dengan menggunakan Inventori pendekatan pembelajaran (ASI)
telah dibentuk oleh Entwistle dan Ramsden (1983) dan kemudian diringkaskan oleh Gibbs
(1992). Penyelidikan ini hanya menggunakan dua pendekatan pembelajaran iaitu
pendekatan permukaan dan pendekatan mendalam yang mempengaruhi pencapaian pelajar
ekonomi (Lee Chee Mang, 2007).
Pencapaian Rendah Ekonomi (PRE)
Menurut Marks and Fleming (1999) pencapaian rendah ditakrifkan dengan kelemahan atau
kurangnya kejayaan dalam pendidikan dan dikaitkan mempunyai hubungan dalam
kelemahan penghasilan pasaran buruh yang mahir. Kajian yang dibuat oleh Mark dan
Fleming juga menunjukkan sebanyak dua puluh peratus pelajar dalam kelompok
pencapaian rendah diertikan sebagai pelajar yang mempunyai ditakrifkan sebagai pelajar
yang mempunyai gred satu dalam sisihan piawai atau lebih di bawah skor min iaitu kira-kira
16 peratus daripada semua pelajar. Pelajar yang dikelompok dalam pencapaian yang tinggi
adalah kurang daripada pelajar yang dikelompok mempunyai pencapaian rendah
berdasarkan kajian yang dibuat oleh Lamb and Rumberger (1999, p. 5) dimana lebih 59
190

peratus pelajar-pelajar meninggalkan sekolah kerana mempunyai pencapaian yang rendah

dalam akademik. Penyelidik memberi penekanan kepada Pencapaian rendah merangkumi
elemen-elemen literasi, sikap dan pendekatan pembelajaran yang menjadi punca utama
kepada permasalahan yang wujud. Pencapaian mata pelajaran Ekonomi di Negeri Sabah
dilihat berdasarkan keputusan peperiksaan awam, iaitu peperiksaan Sijil Tinggi Pelajaran
Malaysia (STPM) dalam tempoh lima tahun.
LATAR BELAKANG KAJIAN
Pembangunan pencapaian pelajar tingkatan enam khususnya dalam prestasi pencapaian
mata pelajaran ekonomi STPM, menekankan aspek intelektual sebagai salah satu hasil
daripada proses pembelajaran dan kebolehan dalaman ke tahap yang lebih tinggi
(Rancangan Pembangunan Pendidikan, 2013). Sektor perancangan kurikulum, Kementerian
Pendidikan Malaysia (SPK, KPM) (2011) membina program pembangunan kapasiti
intelektual pelajar melalui kurikulum sekolah bagi meningkatkan pencapaian prestasi
akademik pelajar dengan menyediakan kemudahan galakkan kepada pelajar. Galakan dan
usaha ini dilakukan oleh Jabatan Pendidikan Negeri Sabah melalui NGO yang terlibat serta
penglibatan secara langsung oleh pihak sekolah.
Bagi meningkatkan pencapaian prestasi dikalangan pelajar, khususnya pelajar
ekonomi STPM, Kementerian Pendidikan Malaysia (KPM) telah menekankan Higher-order
thinking skills (HOTS) dalam kurikulum pendidikan terhadap mata pelajaran ekonomi dan
dalam Pelan Rancangan Pendidikan 2013-2025, yang mana memerlukan pelajar
mempunyai penguasaan dalam mengadaptasi ujian hipotesis, mendapatkan maklumat,
membuat kesimpulan serta membuat pernyataan kemahiran dalam proses pembelajaran
dalam kelas. Justeru pelbagai faktor yang menyumbang kearah pencapaian rendah dikenal
pasti bagi mencari penyelesaian keatas pencapaian rendah dalam mata pelajaran ekonomi
STPM di negeri Sabah. Kajian ini melibatkan pelajar tingkatan enam yang mengambil mata
pelajaran ekonomi STPM di negeri Sabah.
MASALAH KAJIAN
Keputusan Sijil Tinggi Pelajaran Malaysia (STPM) di negeri Sabah sentiasa berada di
kategori sekolah prestasi rendah (SPR) melalui kenyataan yang dibuat oleh Jabatan
Pendidikan Negeri, Sabah (JPNS). Pelbagai usaha telah dilakukan khususnya pihak sekolah
dalam memastikan pencapaian dalam mata pelajaran ekonomi STPM dapat ditingkatkan.
Dapat dilihat, usaha bagi meningkatkan pencapaian STPM bagi mata pelajaran ekonomi ini
seakan-akan seiringan dengan penurunan peratus pencapaian rendah dalam mata
pelajaran ekonomi STPM di negeri Sabah.
Disamping itu, fenomena pencapaian rendah mata pelajaran ekonomi ini telah di
utarakan oleh beberapa penyelidik akibat daripada kemerosotan mata pelajaran ekonomi.
Jomo Kwame Sundram (1992), menjelaskan punca kemerosotan dalam mata pelajaran
ekonomi ini disebabkan bahan bacaan tidak berkualiti dan mengelirukan pelajar dari segi
kefahaman dalam topik ekonomi. Hujah ini dikuatkan lagi oleh Faridah Karim dan Rahmah
Ismail (1992),
menunjukkan pelajar sukar memahami buku-buku ekonomi dan Sikap
pelajar tidak gemar membaca buku ekonomi memberi kesukaran kepada pelajar dalam
memahami konsep-konsep dalam ekonomi di samping kelemahan dalam penguasaan
kemahiran matematik dalam mata pelajaran ekonomi yang dapat dinyatakan sebagai faktor
dalaman. Menurut Chee Kim Mang (2007) daripada Institut Perguruan Persekutuan Pulau
Pinang, menyatakan faktor dalaman perlu diberi perhatian kerana mempunyai kesan secara
langsung keatas pencapaian pelajar aliran ekonomi.

191

Justeru, isu yang berkaitan dengan literasi ekonomi, sikap terhadap ekonomi dan
pendekatan pembelajaran diketengahkan oleh penyelidik kerana perlu diberi perhatian
berdasarkan kecenderungan kajian-kajian lepas. Daripada permasalahan yang wujud,
kesan pencapaian rendah dalam mata pelajaran ekonomi peingkat STPM ini dapat dilihat
dalam lima tahun terkini iaitu tahun 2011, 2012, 2013, 2014, dan 2015 masing-masing
mencatatkan peratusan pencapaian pelajar yang lulus dalam ekonomi STPM iaitu 46.16%,
45.14%, 63.76%, 65.19% dan 73.6%. Dimana pencapaian rendah ini dilihat berdasarkan
keputusan peperiksaan awam, iaitu peperiksaan Sijil Tinggi Pelajaran Malaysia (STPM).
Analisis keputusan 2013, 2014 dan 2015 masing-masing menunjukkan jumlah calon yang
mengambil peperiksaan seramai 2,137 calon, 1,468 calon dan 1,435 calon.
OBJEKTIF KAJIAN
Tujuan utama objektif kajian ini adalah untuk melihat faktor-faktor penyumbang pencapaian
rendah mata pelajaran ekonomi diperingkat Sijil Tinggi Pelajaran Malaysia (STPM) di negeri
Sabah. Justeru, kajian yang dijalankan secara spesifik menjawab persoalan-persoalan
kajian berikut:
4.1

Mengenal pasti perbezaan tahap literasi ekonomi terhadap pencapaian

rendah ekonomi STPM berdasarkan demografi.

4.2

Mengenal pasti perbezaan tahap sikap ekonomi terhadap pencapaian rendah

ekonomi STPM berdasarkan demografi.

4.3

Mengenal pasti perbezaan tahap pendekatan pembelajaran terhadap pencapaian

rendah ekonomi STPM berdasarkan demografi.

4.4

Mengenal pasti hubungan literasi ekonomi dan sikap ekonomi terhadap pencapaian
rendah ekonomi STPM berdasarkan demografi.

4.5

Mengenal pasti hubungan sikap ekonomi dan pendekatan pembelajaran terhadap

pencapaian rendah ekonomi STPM berdasarkan demografi.

4.6

Mengenal pasti hubungan literasi ekonomi dan pendekatan pembelajaran terhadap

pencapaian rendah ekonomi STPM berdasarkan demografi.

192

TINJAUAN LITERATUR
Seseorang pelajar seharusnya mempunyai pengetahuan ekonomi yang baik bagi
mendapatkan keputusan peperiksaan yang baik dalam mata pelajaran ekonomi, kenyataan
ini disokong oleh Ramlee (2003) di mana pelajar perlu bersiap sedia dalam mempelajari
pengetahuan ekonomi bagi meningkatkan literasi ekonomi dalam diri seseorang pelajar dan
perlu menambah baik kadar literasi ekonomi dalam diri. Ramlee dan Shashi (2012) bagi
menghadapi cabaran perubahan ekonomi yang mencabar berasaskan pengetahuan
ekonomi semasa, pelajar perlu didedahkan dengan ilmu ekonomi yang merangkumi
pengetahuan literasi ekonomi. Hujah ini dikuatkan lagi dengan kemampuan seseorang
pelajar untuk mengenal dan menggunakan konsep ekonomi dengan wajar mengikut cara
pemikiran setiap pelajar bagi memastikan penambahbaikkan dalam ilmu ekonomi (Mathews,
1999). Penguasaan elemen-elemen yang wujud dalam literasi ekonomi penting dalam
menentukan pencapaian mata pelajaran ekonomi.
Menurut The Organisation for Economic Literacy (2011) terdapat dua bahagian yang
wujud dalam literasi ekonomi yang menentukan pencapaian akademik pelajar iaitu pertama
mengandungi pengetahuan dalam pemikiran ekonomi dengan mengetahui insentif,
kefahaman dalam sesuatu perkara dengan perkara yang lain serta kesan polisi awam
termasuk keputusan yang tidak dirancang dan bahagian kedua mengandungi konsep
fundamental ekonomi seperti keadaan pasaran atau bagaimana sistem kewangan berjalan.
Ini jelas menunjukkan faktor literasi menjadi satu penyebab kepada seseorang pelajar
memahami konsep-konsep yang wujud dalam mata pelajaran ekonomi.
Selain itu, sikap menjadi punca kepada permasalahan pencapaian rendah
dikalangan pelajar. Kajian yang dibuat oleh Neal et al, (1970) menunjukkan sikap dengan
pencapaian pelajar mempunyai hubungan signifikan dan memberi gambaran kajian yang
dibuat oleh Walstad dan Soper (1988) di Amerika mengaitkan sikap terhadap ekonomi yang
positif dikalangan pelajar terhadap mata pelajaran ekonomi memiliki markah yang tinggi
dalam ujian ekonomi. Hubungan korelasi diantara sikap pelajar terhadap mata pelajaran
ekonomi di bincangkan lagi oleh Arsaythamby dan Shamsuddin (2011), dimana sikap dan
tabiat seseorang pelajar mempunyai hubungan yang positif dengan pencapaian akademik.
Atas dasar itu, faktor Sikap Terhadap Ekonomi (STE) menjadi faktor yang menarik untuk
dibincangkan.
Pendekatan pembelajaran yang berkesan dalam mata pelajaran ekonomi
mempunyai kesesuaian dengan gaya pembelajaran sama ada pendekatan permukaan atau
mendalam yang digunakan oleh para pelajar terutama sekolah peringkat tinggi. Ini
dijelaskan lagi oleh Richardson & Morgan (1999) dimana pendekatan pembelajaran
memberi kesan kepada faktor demografik seperti bidang akademik, umur dan jantina
terhadap prestasi pencapaian pembelajaran. Rumusan kajian oleh Richardson dan Morgan
memberi keutamaan kepada pendekatan pembelajaran yang lebih bermakna bagi menguji
tahap pencapaian seseorang pelajar.
Pernyataan ini disokong oleh Lee Chee Mang (2007), menyatakan pelajar yang lebih
senior lebih mengutamakan gaya bermakna iaitu gaya pembelajaran mendalam berbanding
gaya pembelajaran permukaan. Sebagai contoh kajian berkenaan kemahiran matematik
yang dimiliki oleh para pelajar dalam mata pelajaran ekonomi peringkat STPM yang meliputi
kemahiran dalam mengira seperti menguasai operasi tolak, tambah, darab, bahagi dan
persamaan memberikan kesukaran kepada para pelajar yang mengamalkan gaya
pembelajaran permukaan berbanding pelajar yang mengamalkan gaya permukaan dalam
menjawab soalan ekonomi yang berbentuk pengiraan (ArsaythambyV dan Julinamary P,
2013).

193

KERANGKA KONSEP KAJIAN

Rajah 3: Kerangka Konseptual Kajian

KESIMPULAN
Lonjakan Pelan Induk Pembangunan Pendidikan 2013-2025 (PIPP) memerlukan
penguasaan tahap literasi yang baik dikalangan para pelajar bagi meningkatkan pencapaian
prestasi pembelajaran. Sudah tentu penguasaan literasi ekonomi yang baik dikalangan
pelajar dapat memberi kefahaman dalam setiap isi kandungan mata pelajaran yang diajar.
Menurut kajian yang dibuat oleh Lee Chee Mang (2007) adanya hubungan antara faktor
pengetahuan iaitu literasi, sikap dan pendekatan pembelajaran seseorang pelajar terhadap
pencapaian mata pelajaran ekonomi. Permasalahan pencapaian rendah ekonomi STPM
dapat diatasi dengan mengetahui faktor-faktor yang menyumbang kearah permasalahan ini.
Ini dikuatkan lagi dengan kajian yang dibuat oleh Ramlee dan Shashi (2012) iaitu sikap
berkait dengan pencapaian mata pelajaran ekonomi.
Justeru usaha yang berterusan melalui kajian ini, sedikit sebanyak mampu
merungkai setiap elemen-elemen yang wujud terhadap faktor terkuat yang menyumbang
kepada pencapaian rendah ekonomi STPM seperti literasi ekonomi, sikap terhadap ekonomi
dan pendekatan pembelajaran. Dengan mengesan faktor terkuat yang menyumbang kepada
permasalahan ini dapat memberi manfaat kepada pihak sekolah, guru dan pembuat dasar,
untuk merangka pelbagai kaedah yang bersesuaian bagi meningkatkan pencapaian
akademik mata pelajaran ekonomi STPM di negeri Sabah.
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196

IS GADGET USAGE PREDOMINANT AMONG PRESCHOOLERS? PRELIMINARY

STUDY FROM TEACHERS STANDPOINTS
Hon Kai Yee*1, Chua Bee Seok2, Shazia Iqbal Hashmi3, Teh Loo Teng4, Ruvina Indran5
1
heaven22janice@hotmail.com
2
chuabs@ums.edu.my
3
shaziaih@ums.edu.my
4
looteng_haha@hotmail.com
5
ruvina94_05@yahoo.com
Faculty Psychology and Education (Psychology Block)
Universiti Malaysia Sabah
Abstract
Society are keen relying on gadgets in daily life due to versatile gadgets help to connect the
world in the 21st century. Even though it is informative, it will also be able to disconnect with
people as a lack of face-to-face communication and less attachment. Besides adults,
gadgets are also prevalent for younger children: playing games, watching cartoons
programs, and learning purposes. On the flip side of using gadgets, several researches
argued screen time is affecting childrens psychosocial, behavioural and health problem.
Debates on whether younger children are apt from using gadget at early age is ongoing. The
present study interviewed 14 preschools teachers to discover opinions on gadget usage
among four to six-year old children. Inductive analysis (IA) revealed that teachers expressed
positive opinion on gadget usage where preschoolers simply learn from media, gadgets
applications by early exposure the usage via gadgets. However, teachers asserted usage
time need to be controlled and the amount of usage is the depends on the role of parents
and teachers. These findings postulated teachers agreed gadget usages were beneficial
instead of harmful to preschoolers. Surprisingly, majority teachers did not address the
detriment of gadget usage, which is opposed to the previous studies.
Keywords: social skills, gadget usage, pre-schoolers

INTRODUCTION
Play is not simply the childs world but it is also influenced by what is promoted or
constrained by adults, which in turn is influenced by the complexities of the social and
cultural worlds that children inhabit (Kernan, 2007: pp.25). This statement disclosed the
importance of the role of adults in different social and cultural background indirectly affecting
the childrens development. For instance, back to 90s, children were actively playing
outdoor activity and playing traditional toys. Perhaps, mostly parents were not affordable to
buy gadgets for children due to gadgets were costly and not up-to-date. On the other hand,
in the new digital age, gadgets are accessible for all ages. Statistic report from
theAsianparent Insight (2014) revealed that in Asian countries, there were a total of 98
percent of parents in Southeast Asia allowed children who ages three to eight use devices
with 25 percent for gaming. Play and gaming in modern country transformed into screen
play and every games are at the fingertips. However, there is still paucity of evidences in
addressing whether this phenomenon is hampering or foster the child development.
The traditional setting for childrens play either at home or child care setting have undergone
primary change in millennials as a result of the rapid growth of technology through all ages in
social life. Childrens play activities have transformed from outdoor physical time into
indoor screen time. Younger children are performing better in tapping and swiping when
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using tablets or mobile phones instead of writing, colouring, arranging blocks or sharing toys
with peers. In other words, such cognitive, social and physical development has dramatically
changed, especially for early childhood in psychological perspective. Haelle (2015) reported
physical activity among preschoolers and younger children were inactive in child care
setting. This finding clearly stressed that role modelling of teachers in child care settings is
not fully integrated.
In Malaysia, the preliminary report on the Malaysian Education Development Plan 20132015 expected to achieve five goals by the year 2025 in the Malaysia Education Blueprint.
These five goals are: 1) access, 2) quality, 3) equity, 4) unity and 5) efficiency. By further
investigating the report, only 50% of lessons are being delivered in an effective manner. In
line with these goals, Rohaty Mohd Majzub (2013) clarified that issues in preschool
education in Malaysia are on the rise and that the most prominent issue is curriculum,
followed by management and monitoring, teaching and learning in the preschool classroom,
philosophy and values, accessibility, equity and parent education. As a result, there is a
need to explore the standpoints of teachers and to what extent their concern towards
preschoolers in the matter of gadget usage.
METHODOLOGY
The present qualitative study utilized a Basic Qualitative Research approach, or Generic
Qualitative Research/Inquiry (Patton, 2015). It is the most common form of qualitative
research found in education, especially in applied fields of practices in real world setting
(Merriam, 2009). Percy, Kostere and Kostere (2015) who stated that it is intended to
investigate peoples reports of their subjective opinions, attitude, beliefs, or reflections on
their experiences, of things in the outer world (p. 78). In other words, this approach is
focusing on meaning, understanding, and the process with purposeful samples via
interviews in the present study.
Semi-structured interviews were used in the present study, to obtain the most information
from the teachers. According to Patton (2015), semi-structured type of interviewing allows
the researcher and the participants to interact with the topic naturally and openly. The semistructured interview protocol in the present study focused on the standpoints of teachers in
the matter of gadget usage and the teachers were expressing their belief and feeling freely.
Participants and Locations
A total of 14 teachers from two preschools (Pusat Minda Lestari, UMS, Sabah and Hi-Q,
Pahang) were voluntarily to participate in this study. They comprised two male teachers
(14.3%) and 12 female teachers (85.7%). In terms of the ethnic composition of the teachers:
six Chinese (42.9%), four Bajau (28.6%), two Dusun (14.3%), an Indian (7.1%) and an Iban
(7.1%). All the teachers teaching experience were more than 2 years.
PROCEDURES
Ethical permission for the present study was approved by the Ministry of Education Malaysia
and the Sabah State Education Department. Apart from this, informed consents were
gathered from teachers and parents before the qualitative study was carried out.
Interviewees agreed to the recording of the interview for data analysis.
After interviews, the transcripts were analyzed using Maxqda version 12. Maxqda is a tool
for computer-based qualitative data analysis. It works with rich text and multimedia formats,
and helps to organize, classify, and code qualitative data (Saldana, 2013). This software was
chosen because it allows for visualizing data, provides a flexible coding system, incorporates
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a smart publisher for reporting. More importantly, there is no best software to analyze data
and only the process of analyzing data (Saldana, 2013).
Inductive Analysis (IA) was used in data analysis and compared with rich descriptions and
presented as themes/categories. IA is a set of data which does not attempt to fit data into
any pre-existing categories. Data was collected from 14 teachers and analyzed individually.
The patterns and themes from all participants were combined together to form a synthesis,
and the meanings and/or implications, interpreted. According to Percy, Kostere and Kostere
(2015), there are 12 steps in inductive analysis and these steps will be explained briefly in
Table 1.1.
Table 1.1
Step by Step Description of Inductive Analysis for Generic Qualitative Inquiry in Psychology
Steps Description
1
Review and familiarize with the data by reading each data individually.
2
Review the highlighted data and relate it with the research question(s).
3
Eliminate all highlighted data that is not related to the research question(s).
However, open a separate file to store unrelated data which might be useful later.
4
Code the data in pieces. Code it simply.
5
Cluster items of the data that are related or connected to develop a pattern(s). For
each distinct pattern, describe it using a phrase or statement. Assign a second level
code if necessary. Note that the words to describe the patterns are no longer the
words of the participants, but your own words - make it meaningful to specialists in
the field.
6
Identify items of the data that correspond to the specific pattern(s). Place them in
the previously assembled cluster in step 5 which manifests the pattern.
7
Examine all the patterns and look for the emergence of an overarching theme(s),
which refers to the patterns of patterns which involve combining and clustering
related patterns into themes.
8
Arrange the themes in a kind of matrix with their corresponding supportive patterns.
Include also the codes or descriptors for each of the data clusters.
9
For each theme, write a detailed abstract analysis describing the scope and
substance of each theme.
10
Repeat the process for each theme.
11
Combine the analysis of data for all participants including patterns and themes that
are consistent across the participants data.
12
Finally, the themes are synthesized together to form a composite synthesis of the
data collected regarding the questions under inquiry.
Source: Percy, Kostere and Kostere (2015)

RESULTS
The present qualitative study aimed to investigate the standpoints of teachers in gadget
usage for preschoolers who are aged four to six. Table 1.2 shows the summary of the
categories, codes and sub-codes for the standpoints of teachers in gadget usage for
preschoolers.
Table 1.2
Main Categories, Code and Sub-Codes for Teachers Standpoints in Gadget Usage for
Preschoolers
Main Category, Codes and Sub-Codes
Frequency
1. Usage
26 (70.3%)
Time Control
8
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Academic Purpose
Good for academic
Get information/knowledge
Learn simple alphabet
Reading
Play educational game
Poor writing skills
Teach Simple Usage
Moderate

4
4
3
1
1
1
3
1

2. Parents Role

5 (13.5%)

3. Information Technology (IT)

Teach with fun activities via IT
Learn from gadgets application

4 (10.8%)
3
1

4. Teachers Role
TOTAL

2 (5.4%)
37 (100%)

Of the 14 teachers interviewed, most of the teachers had positive opinions with regards to
gadget usage (70.3%). Interestingly, out of the 14 teachers, eight commented that time
control for gadget usage was the key point of usage for preschoolers. In addition, teachers
suggested gadgets were indeed enriching for younger children. Teachers said:
"Children can use gadget, the only thing that need to pay attention is the amount of usage.
For my opinion, the usage has to limit to 30 minutes per day. [4_Jaini; Position: 15-15;
Author: Janice; 3/1/2016, 12:30 PM]
"For my opinion, gadget usage is benefit when software inside the gadget is good for
academic, which can increase their understanding, parents can download some softwares
which are learning purpose for children" [teacher 1; Position: 25-25; Author: Janice;
3/1/2016, 12:55 PM]
"Gadget is good for children, for example mobile phone, children can browse for new
information, meet different types of people through social media, and also use mobile phone
to contact family when facing problem." [teacher 5; Position: 22-22; Author: Janice;
28/1/2016, 9:07 AM]
"Mostly children will surfing Youtube and find the ABC songs. For my opinion, sometimes is
ok to let tham learn from media." [teacher 4; Position: 20-20; Author: Janice; 28/1/2016,
9:04 AM]
"For my opinion, there is not wrong to encourage children to use gadgets nowadays, we
need to teach them what is mobile phone, what is the functions, most importantly, the
software that used have to be accessible through online. In other words, when there is no
internet acess, there is reason to limit the children use the mobile phone." [4_Jaini; Position:
39-39; Author: Janice; 28/1/2016, 9:23 AM]
However, only one teacher disagreed and stated preschoolers hand writing is poor if too
much time spent on using gadgets and one teacher claimed that moderation in gadget
usage is needed.
"For my opinion, my students hand writing skills are poor when they are spending too much
time on gadgets. [1_Julyta; Position: 43-43; Author: Janice; 28/1/2016, 9:14 AM]
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"When mention about the opinion in gadget usage, my opinion is 50-50 also, which means
gadget sometimes is good, when used in a proper way, otherwise, when the children misuse
it, then will cause problem also. So, the usage just need to be moderate." [teacher 1;
Position: 25-25; Author: Janice; 28/1/2016, 9:12 AM]
Besides that, the second category is parents role. Teachers reported parents played a
significant role in gadget usage (13.5%), teachers said:
"Based on my observation, parents nowadays never think gadget is bad for children. For
example, whenever children asked for mobile phone, parents will provide their mobile phone
and let them play game, watch movie in order to keep them to stay quiet, especially outing. If
the parents refused to give, the children will throw tantrum. This kind of habit will cause the
children addicted to gadget and lack of communication and physical activity." [teacher 7;
Position: 16-16; Author: Janice; 3/1/2016, 1:00 PM]
"Childrens gadget usage need to be monitored from adults or parents. If there is no
controlling, children will be focusing on the gadget screen and fail to remember other things."
[6_Juliana; Position: 45-45; Author: Janice; 3/1/2016, 1:00 PM]
Teachers were found that agreed of gadget usage for children four to six-year old.
Preschoolers learned better from information technology compared to traditional teaching.
Teachers said:
"If we always give the same activities during teaching, the children easily get bored bah. If
we utilize the computer games to teach them in learning, the children will have lots of fun."
[7_Farzana; Position: 27-27; Author: Janice; 27/1/2016, 11:24 AM]
"From my observation, I realize some of the children, only 2-year-old already knew ABC as
they learned from application on mobile phone," [teacher 7; Position: 24-24; Author: Janice;
28/1/2016, 9:01 AM]
Lastly, only least teachers presumed the gadget usage was teachers role (5.4%). Teachers
said:
"As a teacher, I think we need to teach the preschoolers from early age by motivating them
to play other physical activity instead of mobile phone and computer. The reason other
teachers like to use gadget to teach is because they are lazy to plan the activities, by
browsing Google or Youtube, all the activities are listing down and the preschoolers just
have to look at the screen and learn." [teacher 1; Position: 15-15; Author: Janice; 27/1/2016,
2:37 PM]

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Figure 1.1: Visual Model of Teachers Standpoints in Gadget Usage for Preschoolers

DISCUSSION AND CONCLUSION

Based on the noteworthy preliminary findings, teachers agreed the gadget usage for
preschoolers are treated as a beneficial device especially in learning purposes. As
supported in the statistic from theAsianparent Insights (2014), parents mostly allow their kids
to use a device for educational purposes, entertainment, early exposure to technology, and
to keep them quiet or busy. Also, a systematic written report from Grunwald Associates LLC
(2013) revealed that 45 percent of parents in the United States reported that they plan to
buy, or already have bought, a mobile device to support their childs learning. There is no
doubt that rapid growth of technology helping parents and teachers in education programs
and more effectively (Peisner-Feinberg, 2004). Technology and media help to enhance
childrens cognitive and social abilities via the screen media, which can expose children to
different types of senses: sound, image, and interactive stories.
On the other hand, even though parents wanted their kids to use devices for education,
basically children misuse their devices for entertainment purposes and for over one hour per
sitting. Prolong sitting in front of television, computer and gadget will decrease the physical
activity, higher risk of obesity during early childhood development and also the transition to
adolescents. Obesity is emerging in children, in which 30 percent of increased obesity in the
six to 12 years old group in a research from UKM in year 2008 (Weight Loss Management,
2014) and the main factor was a sedentary lifestyle (The Star Online, November 17, 2013). It
is crucial for teachers to educate and promote a healthy lifestyle by introducing various types
of physical activities for children instead of couching via screen.
In addition, besides health, social behaviour might be other factors of too much screen time.
iPaddy is another terms introducing by researchers which means kids throwing a tantrum
when their electronic devices are taken away from them (Mcdermott, 2013). Children are
interacting with screen, causing lack of face-to-face communication and the basic
communication skills, self-control, endurance and perseverance remain ambiguous. This is
indeed a critical issue behaviour among children that needed to be solved, started from early
childhood education, especially in child care settings. Teachers and parents are both needed
to be cooperate to monitor and educate the importance of the time using of gadget usage.
In a nutshell, the teachers in the present study presumed the gadget usage for preschoolers
are vivid however paucity knowledge about the harmful side of using the gadget in early
childhood. The present preliminary results were only explained the standpoints of
preschools teachers and did not apply in another level of schools teachers. Future study
should compare the parents standpoints and teachers standpoints in order to explain the
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real phenomenon to understand to what extent parents willing to co-operate with teachers in
promoting a healthy lifestyle.

REFERENCES
Grunwald Associates LLC. (2013). Living and Learning with Mobile Devices: What Parents
Think About Mobile Devices for Early Childhood and K12 Learning. Retrieved on July
17, 2016, from http://www.grunwald.com/pdfs/Grunwald%20Mobile%20Study%20pub
lic%20report.pdf
Haelle, T. (May 18, 2015). (CBS News). Preschoolers not getting enough physical activity in
child care. Retrieved at September 10, 2015, from http://www/cbsnews.com/news/pre
schoolers-exercise-physical-activity-in-child-care/
Kernan, M. (2007). Play as a context for early learning and development: A research paper.
Ireland: National Council for Curriculum and Assessment.
Mcdermott, N. (March 13, 2013). (Mail Online). Technology tantrums: dramatic rise in the
number of iPaddys when children are sent to bed without their favourite gadgets.
Retrieved on July 17, 2016, from http://www.dailymail.co.uk/sciencetech/article2292117/Technology-tantrums-Dramatic-rise-number-iPaddys-toddlers-sent-bedfavourite-gadgets.html
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. United
State: John Wiley & Sons, Inc.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and
practice. (4th edi.). Thousand Oaks, CA: Sage.
Peisner-Feinberg, E. S. (2004). Child care and its impact on young childrens development.
Encyclopaedia on Early Childhood Development, 1-7.
Percy, W. H., Kostere, K., & Kostere, S. (2015). Generic qualitative research in psychology.
The Qualitative Report 2015, 20(2:5), 76-85.
Preliminary Report Malaysia Development Plan (2013-2025). (2012). Ministry of Education
Malaysia.
Rohaty Mohd Majzub. (2013). Critical issues in preschool education in Malaysia.
Proceedings of the 4th International Conference on Education and Educational
Technologies (EET13). Recent Advances in Educational Technologies.
Saldana, J. (2013). The coding manual for qualitative researchers. (2nd ed.). Thousand
Oaks, CA: Sage.
theAsianparent Insight. (2014). Mobile device usage among young kids: a Southeast Asia
study. Singapore: Samung Asia Pte Ltd
The Star Online. November 17, 2013. Obesity a big problem now in Malaysia. Retrieved on
June 19, 2014, from http://www.thestar.com.my/News/Nation/2013/11/17/Obesity-abig-problem-now-About-three-million-Malaysians-are-obese-says-deputy-minister.aspx/
Weight Loss Management. (2014). Obesity Statistic. Retrieved from June 19, 2014 from
http://www.weightlossmalaysia.com/obesity-statistics/
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204

PERFECTIONISM AND PSYCHOLOGICAL WELL-BEING IN UNIVERSITY STUDENT

SAMPLE: A TEST OF A BASIC PSYCHOLOGICAL NEEDS-MEDIATION MODEL
Allya Cassandra Alim
Faculty of Psychology and Education,
University Malaysia Sabah,
Kota Kinabalu, Sabah, Malaysia
yes_ipray@yahoo.com
Balan Rathakrishnan
Faculty of Psychology and Education,
University Malaysia Sabah,
Kota Kinabalu, Sabah, Malaysia
Balanratha1973@gmail.com
Peter Voo Su Kiong
Faculty of Psychology and Education,
University Malaysia Sabah,
Kota Kinabalu, Sabah, Malaysia
peter@ums.edu.my
Abstract
The present study examined the links between perfectionism and psychological well-being of
university students. The sampling of the study consisted of 468 university students. Their
ages ranged from 18 to 25 years old. The Almost Perfect Scale-Revised (APS-R), Scales of
Psychological Well-being (SPWB) and Basic Psychological Needs (BPNS) were used to
collect data. The result of study revealed that two dimensions of perfectionism namely
standard and order predicted psychological well-being among university students. Autonomy
and competence indicate fully mediated the relations between psychological well-being and
two dimensions of perfectionism namely standard and order. The findings underscore the
relationship between perfectionism, psychological well-being and mediation model of basic
psychological needs. It also stresses the importance of future research to elucidate the other
variables that can predict psychological well-being among university students. Implications,
limitations, and future directions for research are discussed.
Keywords: perfectionism, psychological well-being, university students, basic psychological
needs

INTRODUCTION
Psychological well-being is an important element in human life. Psychological well-being
refers to the pursuit of perfection based on the realization of the true self potential (Ryff &
Singer, 2008). White and Jackson (2004), refers psychological well-being as an emotional
health based on the high self-esteem, positive relationship with others, less anxious, not
depressed and no delinquent acting. Psychological well-being is an important discussion on
human mental health (Huppert, 2009). Psychological well-being is a concept that is found in
Positive Psychology (Seligman & Csikszentmihalyi, 2014). The positive psychological state
of someone is important for health because it is also affects the healing process and the
onset of an illness or physical problems (Vzquez, Hervs, Rahona, & Gmez, 2009).
Discovering new constructs in the field of psychological health, positive psychology
has been successful to introduce new resistance resources for coping with the stressful
events, especially at universities. Positive psychology, as a modern approach, emphasizes
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on perception and interpretation of happiness and well-being and prediction of the related to
them as well. Psychological well-being is one of the essential concepts being today taken
into consideration. According to Ryff and Singer (2003), the remarkable skills existent within
the concept of psychological well-being could attribute to the significant relations
management, environment management and self perception. Psychological well-being not
merely is important at university career but is a matter of great importance for all periods of
life. Lawton (1991), states that psychological well-being is the base for quality of life, as it
could act as an investigate criterion for personal merit, quality perceived in any aspects of
daily life.
Jarden (2012) defines mental health as happiness, life satisfaction and personal
growth. Psychological well-being also refers as a combination of feeling good and effective
functioning. In addition, psychological well-being also defined as how individuals evaluate
themselves and also evaluate their ability to meet certain aspects of their life such as
relationships with other, support and employment (Wilkinson, 2004).
Psychological well-being is a concept that is multi-dimensional because there are
many aspects like confidence, self-control, a sense of importance, independent of failure,
anxiety and loneliness (Bordbar, Nikkar, Yazdani, Alipoor, 2011). These definitions supports
the view of Ryff and Singer (2008) which stated that psychological well-being can be
identified by obtaining happiness, life satisfaction and not show symptoms of depression.
However, happiness is the result of psychological well-being and is the highest goal to be
achieved by any human being (Boehm & Kubzansky, 2012).
According to the studies on psychological well-being among students in Taiwan,
studies showed that the level of psychological well-being among students are affected by the
demographic factors, internal conflicts and lack of support from family. While, studies that
were conducted in three countries namely Britain, Hong Kong and Japan, result found that
personality factors are affecting mental health (Trainor, Delfabbro, Anderson & Winefield,
2010). Therefore, based on a review of previous studies, it was concluded that psychological
well-being is influenced by various factors.
Over the past two decades, perfectionism has increasingly become an important
individual-differences variable that had garnered considerable attention from researchers
and practitioners for being maladaptive (Blatt, 1995; Hollender, 1978; Pacht, 1984; Shafran
& Mansell, 2001). Specifically, numerous studies have found perfectionism to be significant
predictor of psychological dysfunction in college student populations (Flett, Hewitt & Dyck,
1989; Chang, 2000). For example, studies based on college student samples have found
perfectionism to be associated with greater psychological symptoms, including depression,
anxiety, and hostility (Frost, Marten, Lahart, & Rosenblate, 1990). What is not well known is
whether the same can be said in the prediction of positive psychological functioning. Beyond
an important consideration of the relations between perfectionism and psychological wellbeing, there is some reason to consider a mediation model that involves basic psychological
need as a potential mediator.
PROPOSED RESEARCH
Given the aforementioned limitations and concerns associated with previous research on
perfectionism, basic psychological needs and psychological well-being, the main purpose of
the present study was to (a) determine the effect of perfectionism (as measured by the APSR) on the psychological well-being (as measured by the SPWB), and (b) to determine if
basic psychological needs satisfaction mediates the relationship between perfectionism and
psychological well-being. A basic psychological need-mediation model involving the link
between perfectionism and psychological well-being is presented in Figure 1. Based on
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suggestions noted earlier, perfectionism was expected to relate to lower psychological wellbeing. The association between perfectionism and psychological well-being was expected to
be largely mediated by basic psychological needs.

Perfectionism

Basic Psychological
Needs

Psychological
Well-Being

FIGURE 1. A mediation model of basic psychological needs on the relation between

perfectionism and psychological well-being.

METHODOLOGY
This study was conducted using a survey design a set of questionnaire.
Sampling and Research Location
Purposive sampling was used in this study. Total of 468 university students whose ages
ranged from 18 to 25 years were chosen as a sample. This study was conducted in one of
the public higher institution in Sabah, Malaysia. Respondents were chosen from University
Malaysia Sabah (UMS), who was studying either art stream or sciences stream.
Procedure
All study measures were administered to all 500 university student participants during the
end of a class session. Of the initial participant sample, 32 provided incomplete surveys, and
thus their responses were not analysed. This left a total of 468 responses that were available
for subsequent analyses. Participants were not made aware of the purpose of the study until
after the study was completed. To protect the participants anonymity, only participants
signed consent forms that indicated that all test data would be kept strictly confidential.
Measures
Demographics. Demographic items included gender, ethnics, religion, fathers occupation,
mothers occupation, fathers monthly income, mothers monthly income.
Perfectionism. Perfectionism was evaluated by the Almost Perfect Scale-Revised (APS-R).
This instrument was built by Slaney, Mobley, Trippi, Ashby, and Johnson (2001) and went
through a back translation process by a group of language and psychology professional. It
consists of 23 items and rated on a 7-point Likert scale, from 1 = Strongly Disagree, 2 =
Disagree, 3 = Slightly Disagree, 4 = Neutral, 5 = Slightly Agree, 6 = Agree, and 7 = Strongly
Agree. The range of scores for this scale is from 23 to 161. Scale is very easy and takes
administered short time of about 10 minutes to be completed by the respondent. The APS-R
has been used for a number of studies and has acceptable psychometric properties. In this
sample, Cronbachs alpha internal consistency was .906.
Psychological well-being. Psychological well-being was evaluated by the Scales of
Psychological Well-Being (SPWB). This instrument was built by Ryff and Keyes (1995) and
went through a back translation process by a group of language and psychology
professional. It consists of 23 items and rated on a 7-point Likert scale, from 1 = Strongly
Disagree, 2 = Moderately Disagree, 3 = Slightly Disagree, 4 = Slightly Agree, 5 = Moderately
Agree, and 6 = Strongly Agree. The range of scores for this scale is from 18 to 108. Scale is
very easy and takes administered short time of about 10 minutes to be completed by the
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respondent. The SPWB has been used for a number of studies and has acceptable
psychometric properties. In this sample, Cronbachs alpha internal consistency was .913.
Basic Psychological Needs. Basic psychological needs were evaluated by the Basic
Psychological Needs Satisfaction (BPNS). This instrument was built by Deci and Ryan
(2000) and went through a back translation process by a group of language and psychology
professionals. It consists of 21 items and rated on a 7-point Likert scale, from 1 = Not At All,
2 = Mostly Untrue, 3 = Slightly Untrue, 4 = Somewhat True, 5 = Slightly True, 6 = Mostly
True, 7 = Very True. The range of scores for this scale is from 21 to 147. Scale is very easy
and takes administered short time of about 10 minutes to be completed by the respondent.
The BPNS has been used for a number of studies and has acceptable psychometric
properties. In this sample, Cronbachs alpha internal consistency was .920.
Data Analysis
All statistical analysis was carried out using the Statistical Package for Social Science
(SPSS) version 21, for Windows. Multivariate regression analysis was carried out in order
to identify the weight of perfectionism on psychological well-being. Multiple mediation was
used to examine the role of basic psychological need as a mediator in the relationship of
perfectionism and psychological well-being. These analyses enabled us to meet the
objectives outlined in the introduction to this article.
RESULT
Table 1 Internal Consistency Reliability of instruments
Instrument
Total item
Cronbachs
Pilot Study
Scales
of 18
.650
Psychological WellBeing (SPWB)
Almost Perfect Scale- 23
.714
Revised (APS-R)
Basic Psychological 21
.711
Needs
Satisfaction
(BPNS)

Alpha Cronbachs Alpha

Actual Study
.913

.906
.920

The study found that the level of reliability for the scale of Scales of Psychological Well-being
(SPWB), Almost Perfect Scale-Revised (APS-R) and Basic Psychological Needs
Satisfaction (BPNS) are 0.913, 0.906 and 0.920. Thus, all of the scales used in the study
have good internal consistency and reliability and can be use for the sample of the university
students.
Table 2. Result of Multiple Regression for university students of psychological wellbeing and perfectionism
Module Independant
Beta
R2
F Change
t
Sig
Variable
1
Discrepancy
0.552
0.216
128.435
12.654
0.000
2
Discrepancy,
-0.218
0.256
80.062
-5.008
0.000
Standard
Exclude variable
Order
-0.759
0.448
The effects between the variables are presented in Table 2. They show firstly that only
discrepancy and standard perfectionism that had a significant effect on the psychological
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well-being among university students. More specifically, discrepancy and standard

perfectionism shows value of R2 was 0.256 (25.6%) from the variance of the psychological
well-being among university students F (1, 466) = 80.062, k < 0.01. The latter result thus
validates Hypothesis 2 whereby perfectionism has effect on psychological well-being among
university students.
Table 3. Mediation results with standard perfectionism as independent variable and
psychological well-being as dependent variable.
Variable
LL
UL
Conclusion
Standard-Autonomy-Psychological 0.0768
0.3694
Full mediation
Well-being
Standard-Competence-0.6374
-0.3018
Full mediation
Psychological Well-being
Standard-Relatedness-0.0983
0.0475
Partial mediation
Psychological Well-being
The results of conducting a set of path analyses looking at basic psychological need
satisfaction as a potential mediator of the link between standard perfectionism and
psychological well-being are presented in Table 3. As indicated in the table, the inclusion of
basic psychological needs satisfaction shows that there is mediated effect for autonomy (LL
= 0.0768, UL = 0.3694) and competence (LL = -0.6374, UL = -0.3018) on the path involving
standard perfectionism and psychological well-being. Therefore, it was concluded that
university students with standard perfectionism and high psychological need satisfaction of
autonomy and competence tend to show a high psychological well-being. However, there
was no mediator effect for relatedness (LL = -0.0983, UL = 0.0475) on the relationship
between standard perfectionism and psychological well-being. This mediation pattern
suggests that university students with standard perfectionism and high basic psychological
needs satisfaction in relatedness will not affect their psychological well-being.
Table 4. Mediation results with order perfectionism as independent variable and
psychological well-being as dependent variable.
Variable
LL
UL
Conclusion
Order-Autonomy-Psychological
0.1655
0.6624
Full mediation
Well-being
Order-Competence-Psychological
-1.1959
-0.5875
Full mediation
Well-being
Order-Relatedness-Psychological
-1.1913
0.0851
Partial mediation
Well-being
Analyses using the Indirect method shows that there were effects mediated autonomy (LL =
0.1655, UL = 0.6624) and competence (LL = -1.1959, UL = -0.5875) on the path involving
order perfectionism and psychological well-being. Therefore, it was concluded that university
students with order perfectionism and high psychological need satisfaction of autonomy and
competence tend to show a high psychological well-being. However, there was no mediator
effect for relatedness (LL = -1.1913, UL = 0.0851) on the relationship between order
perfectionism and psychological well-being. This mediation pattern suggests that university
students with order perfectionism and high basic psychological needs satisfaction of
relatedness will not affect their psychological well-being.
Table 5. Mediation results with discrepancy perfectionism as independent variable
and psychological well-being as dependent variable.
Variable
LL
UL
Conclusion
Discrepancy-Competence0.0360
0.1283
Full mediation
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Psychological Well-being
Discrepancy-AutonomyPsychological Well-being
Discrepancy-RelatednessPsychological Well-being

-0.0380

0.0148

Partial mediation

-0.0218

0.0037

Partial mediation

The results of conducting a set of path analyses looking at basic psychological need
satisfaction as a potential mediator of the link between discrepancy perfectionism and
psychological well-being are presented in Table 5. As indicated in the table, the inclusion of
basic psychological needs satisfaction shows that there were mediated effect for
competence (LL = 0.0768, UL = 0.3694) on the path involving standard perfectionism and
psychological well-being. Therefore, it was concluded that university students with
discrepancy perfectionism and high psychological need satisfaction of competence tend to
show a high psychological well-being. However, there was no mediator effect for autonomy
(LL = -0.0380, UL = 0.0148) and relatedness (LL = -0.0983, UL = 0.0475) on the relationship
between discrepancy perfectionism and psychological well-being. This mediation pattern
suggests that university students with discrepancy perfectionism and high basic
psychological needs satisfaction of autonomy and relatedness will not affect their
psychological well-being.
DISCUSSION
This study aimed to determine the effect of perfectionism on psychological well-being.
Secondly, this study aimed to determine if the basic psychological needs satisfaction
mediates the relationship between perfectionism and psychological well-being. The findings
of this study confirm that there was a significant effect of discrepancy and standard
perfectionism towards psychological well-being among university students. Contrary, there
was no effect of order perfectionism towards psychological well-being among university
students. This finding is consistent with other studies that found perfectionism to be a
significant predictor of psychological well-being among university students (e.g., Chang,
2003; Hewitt, & Dyck, 1989; Rice, Ashby, & Slaney, 1998). For example, studies based on
college student samples have found perfectionism to be associated with greater
psychological symptoms, including depression, anxiety, and hostility (e.g., Frost, Marten,
Lahart, & Rosenblate, 1990).
While, the analyses looking at basic psychological need satisfaction as a potential mediator
of the link between dimensions of perfectionism (standard, order and discrepancy) and
psychological well-being were based on the three dimensions which are autonomy,
competence and relatedness. Firstly, it was found that the inclusion of basic psychological
needs satisfaction shows that there were mediated effect for autonomy and competence on
the path involving standard perfectionism and psychological well-being. However, there was
no mediator effect for relatedness on the relationship between standard perfectionism and
psychological well-being among university students. The result confirms previous finding by
Milyavskaya and Koestner (2011) that domain of psychological needs satisfaction have
effect on psychological well-being.
Similarly, analyses shows that there were mediated effect of basic psychological needs
satisfaction for autonomy and competence on the path involving order perfectionism and
psychological well-being. However, there was no mediator effect for relatedness on the
relationship between order perfectionism and psychological well-being.
Lastly, the inclusion of basic psychological needs satisfaction shows that there were
mediated effect for competence on the path involving standard perfectionism and
psychological well-being. However, there was no mediator effect for autonomy and
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relatedness on the relationship between discrepancy perfectionism and psychological wellbeing. This mediation pattern suggests that university students with discrepancy
perfectionism and high basic psychological needs satisfaction of autonomy and relatedness
will not affect their psychological well-being. This finding is consistent with other studies that
found basic psychological needs satisfaction mediated on the path involving perfectionism
and psychological well-being (Desrumaux, Lapointe, Sima, Boudrias, Savoie, & Brunet,
2015).
An interesting finding here concerns the fact that satisfaction of the needs for competence
and autonomy had an effect on psychological well-being while the need for relatedness did
not. According to self determination theory (Deci & Ryan, 2000), if one of these needs
overlaps directly with another, or if one of them is promoted to detriment of another, then this
will adversely affect the individual at the psychological and mental health levels. Coming
back to Deci and Ryan (2000) idea, too much relatedness in the case of psychological wellbeing among university students studied here as in all of the liberal university students
may generate a feeling of solitude and non-recognition that could in turn affect the persons
state of health.
This study has some limitations which is the sample size was relatively small, and the
research location only in one university. Future research might seek to employ a larger
sample and explore other relevant variables to further elucidate how and why perfectionism
influence psychological well-being.

CONCLUSION
In conclusion, this study attempted to address two pressing concerns that have been
neglected or gone largely unaddressed in past studies of perfectionism and psychological
well-being. First, in light of growing concerns that we know very little about how important
perfectionism variables relate to positive psychological functioning, the present study
examined the relations between Slaney et al., (2001) tripartite model of perfectionism and
psychological well-being based on Ryff (1989) conceptual framework. Second the present
study attempted to test a basic psychological needs satisfaction-mediation model in
accounting for the link between perfectionism and psychological well-being. In general, the
present findings consistently indicated that discrepancy perfectionism and standard
perfectionism related to psychological well-being and that the links between were partially or
fully mediated by basic psychological needs satisfaction. Taken together, the present set of
findings provides a first glimpse into how a specific dimension of perfectionism, namely
discrepancy perfectionism, may deteriorate experiences of psychological well-being among
university students.

ACKNOWLEDGEMENT
The authors extend their gratitude to George Chardwick, Alim Yukin, Alice Alim and Ruvina
Indran for their contributions to this study and the data collection.

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PERBEZAAN FAKTOR DEMOGRAFI TERHADAP PERSONALITI DAN PENGHARGAAN

KENDIRI DALAM KALANGAN PELAJAR IJAZAH SARJANA MUDA PSIKOLOGI
KAUNSELING, UNIVERSITI MALAYSIA SABAH
Jennifer Rabi Tinkai, Setiatey Wati Yatam & Norazimah Abd Rahman
Fakulti Psikologi Dan Pendidikan, Universiti Malaysia Sabah, Sabah
Abstrak
Kajian ini untuk mengenalpasti perbezaan faktor demografi terhadap personaliti dan
penghargaan kendiri. Kajian ini bertujuan untuk melihat perbezaan dan hubungan personaliti
dengan penghargaan kendiri dalam kalangan mahasiswa Psikologi Kaunseling UMS. Kajian
ini dijalankan di Fakulti Psikologi dan Pendidikan yang melibatkan seramai 45 orang subjek
yang terdiri daripada pelajar tahun satu, dua dan tiga. Dua alat kajian yang digunakan ialah
Eyseneck Personality Questionaire (EPQ) dan The Radford Self-Esteem Inventory yang
diperkenalkan oleh Raynes and Aamodt (1996) untuk mengukur personaliti dan
penghargaan kendiri. Dalam kajian ini memfokuskan kepada dimensi personaliti ekstroversiintroversi dan neurotisisme dan juga penghargaan kendiri sebagai pembolehubah yang
diukur. Sebanyak enam hipotesis yang telah dibina dengan setiap satunya menggunakan
pendekatan hipotesis null sebagai jangkaan keputusan. Dapatan kajian telah dilaporkan di
dalam bab 3 di mana empat daripada enam hipotesis null telah diterima. Hasil-hasil kajian ini
telah dibincangkan dan dibangdingkan dengan kajian lepas untuk melihat sama ada hasil
kajian yang dibuat berhubungan dengan kajian lepas tersebut.
Kata kunci : Penghargaan
Neurotisisme, Faktor Demografi

kendiri,

Personaliti

Ekstroversi-Introversi,

Personaliti

PENGENALAN
Perkembangan personaliti dalam kalangan individu adalah berbeza-beza dan tidak ada
seorang individu pun yang mempunyai personaliti yang sama dengan individu lain.
Mempunyai personaliti yang menarik, berkeyakinan, berketrampilan, dan pencapaian
akademik yang cemerlang merupakan satu pakej yang ideal pada setiap bakal graduan
untuk mendapat peluang pekerjaan. Personaliti boleh dikatakan sebagai satu aset yang
berharga, di mana personaliti yang menarik merupakan landasan utama untuk membina
pandangan pertama orang lain terhadap kita. Pandangan pertama atau first impression ini
penting sebagai satu penilaian yang menyeluruh terhadap individu ketika pertama kali
bertemu dengan individu lain. Ia dianggap sebagai pengadilan awal untuk mengenali
individu tersebut dengan lebih mendalam.
Setiap individu mempunyai personaliti yang boleh ditakrifkan, diukur atau mungkin
boleh diubah. Allport (dalam Habibah Elias dan Noran Fauziah Yaakub, 2002) telah
membahagikan personaliti kepada tiga bahagian: kesan luaran, struktur dalaman, dan
pandangan positif. Pendekatan kesan luaran, merujuk kepada ciri-ciri tertentu yang ada
pada seseorang bagaimana ia diamati atau dilihat oleh orang lain, iaitu kesan seseorang
kepada orang lain (Habibah Elias dan Noran Fauziah Yaakub, 2002). Pendekatan strukur
dalaman pula tidak melihat personaliti sebagai topeng semata-mata, tetapi merangkumi
struktur psikologi atau psikofizikal (Habibah Elias dan Noran Fauziah Yaakub, 2002). Selain
itu Habibah dan Noran 2002 juga menyatakan pendekatan ketiga, pandangan positif
merujuk kepada operasi sebenar, seperti skor yang diperoleh dalam ujian personaliti.
Justeru itu dapat dijelaskan di sini bahawa personality seseorang individu buka sahaja dapat
dinilai melalui luaran sahaja malahan ia juga merangkumi penilaian dalaman yang
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melibatkan struktur psikologi dan psikofizikal. Namun, ia tidak boleh diuji secara saintifik atas
alasan ia tidak boleh diperhatikan. Walaubagaimanapun, personaliti seseorang boleh dinilai
dengan mengadakan ujian personaliti dan personaliti itu akan ditakrif melalui skor yang
diperolehi dalam ujian yang dijalankan.
Manakala penghargaan kendiri merupakan satu bahagian yang ada dalam konsep
kendiri. Menurut Delerga, Winstead dan Jones (1999), konsep kendiri anda mengandungi
jumlah keseluruhan tentang sikap dan kepercayaan tentang diri anda, siapa anda, kesukaan
dan kebencian anda dan apa yang anda mampu dan tidak mampu lakukan. Menurut
Habibah dan Noran (2002) penghargaan kendiri juga mempengaruhi pembelajaran di mana
penghargaan kendiri yang tinggi menggalakkan pembelajaran. Individu yang mempunyai
penghargaan kendiri yang tinggi belajar dengan gembira dan mudah daripada mereka yang
merasakan diri mereka serba kekurangan. Dia akan menghampiri tugas pembelajaran yang
baru dengan yakin dan bersemangat. Prestasinya, kemungkianan akan meningkat oleh
sebab pemikiran dan perasaan mendahului tindakan dan dia telah pun bersedia dengan
jangkaan-jangkaan yang positif. Prestasi yang berjaya meneguhkan perasaan baiknya. Dia
akan melihat dirinya sebagai lebih cekap bagi setiap pencapaian yang berjaya. Mischel
(1993) pula mengatakan bahawa penghargaan kendiri adalah sebagai satu entity tunggal,
individu mengadaptasi fungsi mereka dalam bidang yang berbeza tentang diskriminasi
kehidupan.
Penghargaan kendiri adalah satu entiti yang sangat diambil berat oleh setiap
individu. Hal ini kerana, penghargaan kendiri merupakan pengaruh kepada emosi
seseorang individu itu. Individu yang mempunyai penghargaan kendiri yang tinggi dapat
hidup dengan lebih selesa berbanding dengan individu yang mempunyaim penghargaan
kendiri yang rendah. Menurut Delerga et.al (1999), individu akan merasa lebih baik jika
penghargaan kendiri mereka tinggi atau meningkat dan mereka akan merasa sedih apabila
tahap penghargaan kendiri mereka rendah atau menurun. Beliau juga mengatakan bahawa,
dalam sesetengah cara, individu yang mempunyai tahap penghargaan kendiri yang tinggi
melakukan sesuatu dengan lebih baik berbanding individu lain, dan cara lain mereka lebih
buruk, dan cara keseluruhannya mempunyai kesan yang agak kecil. Beliau juga
mengatakan bahawa individu yang rendah tahap penghargaan kendirinya lebih menghadapi
penderitaan emosi, hal ini kerana penghargaan kendiri yang rendah berkolerasi dengan kuat
dengan kemurungan dan tekanan, yang mana kedua-duanya merupakan jenis tekanan
emosi yang serius.
Selain itu, Steele dalam Delerga et. Al (1999), mengatakan pendangan lain tentang
penghargaan kendiri merupakan usaha kerana ia adalah pertolongan yang bernilai dalam
beradaptasi dengan stress, trauma dan malapetaka. Kesemua pernyataan ini dapat
membuktikan bahawa penghargaan kendiri berhubung rapat dengan emosi seseorang
individu itu.
Justeru itu kombinasi personaliti dan penghargaan kendiri merupakan perkara yang
amat penting dalam melahirkan individu yang cemerlang dalam pelbagai aspek. Selaras
dengan kehendak dan misi negara yang ingin melahirkan siswazah cemerlang buka sahaja
dari segi akademik malahan mempunyai pakej yang lengkap sebagai seorang graduan.

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PERMASALAHAN KAJIAN
Personaliti dan penghargaan kendiri adalah satu kombinasi yang penting dalam
pembentukan diri seseorang individu. Penghargaan kendiri yang tinggi dalam kalangan
individu menunjukkan bahawa mereka lebih berpersonaliti positif dan sebaliknya. Individu
yang mempunyai penghargaan kendiri yang rendah lebih mengalami gangguan emosi
(Derlega et. Al, 1999). Manakala menurut Vaughan dan Hogg (2005), penghargaan kendiri
yang tinggi membuatkan individu berasa baik tentang diri, mereka merasa hidup selamalamanya dan positif serta teruja dengan kehidupan.
Penghargaan kendiri individu adalah berbeza-beza mengikut personaliti masingmasing. Selain itu faktor-faktor demografi juga mempengaruhi penghargaan kendiri dan
personaliti individu. Peralihan dari zaman remaja ke dewasa juga boleh membezakan
personaliti dan penghargaan kendiri individu.
Penghargaan kendiri juga adalah perbezaan yang berbeza-beza mengikut personaliti
masing-masing. Selain itu, faktor-faktor demografi mempengaruhi penghargaan kendiri dan
personaliti individu. Peralihan dari zaman remaja ke dewasa juga boleh membezakan
personaliti dan penghargaan kendiri individu.
Justeru itu transisi hidup dari zaman remaja ke zaman dewasa adalah salah satu
aspek penting yang memerlukan penyesuaian yang sangat baik. Justeru itu pengkaji
berminat untuk mengkaji perbezaan faktor demografi diantara personaliti dan penghargaan
kendiri dalam kalangan Pelajar Tahun Satu hingga Tahun Tiga di Fakulti Pendidikan dan
Psikologi Universiti Malaysia Sabah.

OBJEKTIF KAJIAN
Pengkaji berminat untuk menjalankan kajian ini yang bertujuan untuk melihat perbezaan
demografi dari segi tahap penghargaan kendiri dan personality pelajar-pelajar Fakulti
Pendidikan dan Psikologi. Perkembangan personality pelajar diukur berdasarkan kepada
faktor ekstroversi-introversi, neurotisisme dan tahap penghargaan kendiri mereka. Faktor
demografi dijadikan pengukur kepada perbezaan diantara personaliti dan penghargaan
kendiri pelajar.
Secara khususnya kajian ini berdasarkan kepada beberapa objektif seperti berikut:
a) Melihat hubungan di antara dimensi personaliti neurotisisme dengan penghargaan
kendiri.
b) Melihat hubungan di antara dimensi personaliti ekstroversi-introversi dengan
penghargaan kendiri.
c) Melihat perkaitan di antara jantina dengan tahap penghargaan kendiri pelajar
d) Melihat perbezaan di antara tahun pengajian dengan personaliti ekstroversiintroversi.
e) Melihat perbezaan di antara tahun pengajian dengan personaliti neurotisisme.
f) Melihat perbezaan di antara jantina dengan penghargaan kendiri.
RASIONAL KAJIAN
Kajian ini dijalankan adalah berdasarkan kepada inisiatif pengkaji untuk menilai personaliti
dan tahap penghargaan kendiri dalam kalangan pelajar Program Psikologi Kaunseling. Hal
ini kerana, wujudnya isu seperti siswazah, menganggur dan kelayakan siswazah yang
dipersoalkan. Antara masalah para siswazah ketika menjalani sesi temuduga ialah
komunikasi, komunikasi yang kurang berkesan boleh dikaitkan dengan jenis personaliti
individu. Justeru itu, pengkaji berminat untuk menjalankan kajian mengenai personaliti dan
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ia dikaitkan dengan penghargaan kendiri. Kajian ini diharap dapat membekalkan

pengetahuan kepada bakal graduan tentang jenis personaliti mereka. Selain itu, ia adalah
sebagai persediaan kepada para bakal garduan untuk menyiapkan diri dan mengenali
personaliti mereka agar dapat meningkatkan tahap penghargaan kendiri.
Oleh yang demikian, pengkaji telah melihat kewajarannya untuk mengesan sejauh
mana personalit dapat mempengaruhi kehidupan individu agar kita dapat membantu mereka
dalam membina personality yang menarik dan positif untuk melahirkan para pelajar yang
bukan sahaja cemerlang dari segi akademik dan sahsiah diri malahan juga mempunyai
pesona yang menarik. Antara kepentingan kajian ini adalah untuk pelajar itu sendiri agar
mereka mengetahui sejauh mana perkembangan dan pembentukan personality mereka
agar mereka dapat meningkatkan tahap penghargaan kendiri dalam membentuk personaliti
yang positif. Selain itu ia memberi manfaat yang berguna kepada pentadbiran fakulti untuk
menyelaraskan program-program yang dapat membantu dalam peningkatan tahap
penghargaan kendiri dan pembentukan imej personaliti yang positif dan berdaya saing.
Justeru itu, matlamat kerajaan yang ingin membangunkan modal insan akan tercapai
dengan jayanya.
KAJIAN LEPAS
Kajian Lepas Mengenai Faktor Demografi, Personaliti Dan Penghargaan
Kendiri
Chabrol, Rousseau dan Callahan (2006) mendapati bahawa remaja perempuan mempunyai
tahap self-esteem yang rendah berbanding lelaki. Menurut Robins et al. (2001) dengan
membuat kajian terhadap penghargaan kendiri akan dapat menghasilkan suatu kesimpulan
terhadap nilai penghargaan kendiri mereka. Daripada kesimpulan tersebut apabila
dihubungkan dengan personaliti akan menghasilkan suatu dapatan yang lain. Seperti
contoh, Penghargaan kendiri yang tinggi menunjukkan emosi yang stabil, Extraverted, dan
Conscientious dan sebilangan yang Agreeable dan Open to Experience. Mereka yang tinggi
penghargaan kendiri cenderung kepada trait-trait suka bersosial. Kecenderungan ini
sebahagiannya menjadi perantara hubungan antara personaliti dan penghargaan kendiri.
Fitch Prmavera, Abercromie dan Reddy dalam Kor Bee Lan (1988) menunjukkan
terdapatnya kolerasi yang positif dan signifikan di antara konsep kendiri dengan pencapaian
akademik dikalangan pelajar sekolah di mana pelajar-pelajar yang mempunyai penghargaan
kendiri yang tinggi biasanya mempunyai pencapaian yang lebih cemerlang di dalam bidang
akademiknya.
Manakala menerusi kajian yang dijalankan oleh Bowker (2006), mendapati tidak tedapat
penurunan tahap penghargaan kendiri dan penyertaan dalam aktiviti sukan mempunyai
kesan positif yang kuat terhadap penghargaan kendiri walaupun ia memberi kesan yang
kuat terhadap penghargaan kendiri fizikal. Kajian ini juga mendapati penghargaan kendiri
umum juga adalah konsisten dalam jantina. Walaupun fakta menyatakan bahawa
penampilan fizikal adalah faktor yang signifikan untuk remaja perempuan berbanding lelaki
yang secara amnya mempunyai penghargaan kendiri yang tinggi dari pertengahan hingga
remaja akhir.
Kajian Lepas Lain Mengenai Personaliti Dan Penghargaan Kendiri
Menurut Brown, Kane, Cober, Levy dan Shalhoop (2006) yang mengkaji tentang personalti
yang proaktif dan pencarian kerja yang sukses mendapati bahawa individu yang proaktif
lebih berpeluang mendapat pekerjaan yang mana mereka bukan sahaja dipilih berdasarkan
kepada kelayakan mereka terhadap sesuatu pekerjaan yang mana mereka bukan sahaja
dipilih berdasarkan kepada kelayakan mereka terhadap sesuatu pekerjaan tetapi juga
melibatkan keutamaan personal dan nilai.Seseorang yang rendah emosinya pernah
berpengalaman negatif dan cenderung ke arah bertanggapan negatif terhadap diri sendiri
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(Watson & Clark, 1984). Kebiasaannya, emosi yang positif akan terangkum pada dasar
Extraversion dan penghargaan kendiri (DeNeve & Cooper, 1998). Oleh itu, hal ini seolaholah penghargaan kendiri mempunyaihubungan yang kuat terhadap dua trait Big Five iaitu
dari segi positifnya ialah trait Extraversion dan dari segi negatifnya ialah trait Neuroticism.
Menerusi kajian yang dilakuakn oleh Schawart, et.al tentang hubungan antara konflik
peranan jantina, penghargaan kendiri penderaan dalaman mendapati konflik peranan jantina
dengan kejayaan, kuasa, persaingan mempunyai hubungan yang positif terhadap
penderaan fizikal. Kajian mengenai personality dan penghargaan kendiri juga turut dilakukan
oleh Robins et.al. 2001dan beliau mengatakan bahawa penghargaan kendiri dan personaliti
secara langsung memberi kesan antara satu sama lain. Seperti contoh, pelajar yang
konsisten gaya tingkah lakunya akan memberi kesan bagaimana mereka membuat
tanggapan dan menilai diri mereka sendiri. Penghargaankendiri memainkan peranan yang
penting dalam pembentukan proses personaliti seseorang.
DEFINISI KONSEP
Personaliti
Perkataan personaliti berasal daripada perkataan latin, pesona atau personalitas. Yang
dimaksudkan pesona adalah topeng yang merujuk kepada rupa luaran yang ada pada
seseorang. Walau bagaimanapun maksud ini adalah tidak kekal kerana perkataan persona
kemudiannya memberikan beberapa pengertian antaranya termasuklah ciri-ciri dan kualiti
dalaman seseorang dan juga rupa luaran (Habibah Elias dan Noran Fauziah Yaakub, 2002).
Menniger dalam Weitan dan Lloyd (2003) mendefinasikan personaliti sebagai apa-apa yang
sebenarnya yang menghuraikan tentang seseorang, iaitu melibatkan keadaan biologi dan
fisiologi seseorang. Manakala menurut Warren & Carmichael dalam Weiten dan Lloyd
(2003), personaliti ialah organisasi dinamik dalam diri individu yang terdiri daripada sistem
psikologikal dan fizikal yang menentukan penyesuaiannya kepada persekitarannya.
Ekstroversi
Individu yang ekstroversi adalah individu yang sosial bergaya hidup bebas dan suka kepada
keseronokan (Sternberg, 2004). Mc Fatter dalam Allen (2000) mendapati bahawa
ekstroversi berkait rapat dengan kesan (mood) positif dan negatif diantara subjek yang
neurotik. Manakala Amirkhan dan rakan-rakan dalam Allen (2000) mendapati ekstroversi
berhubungan secara positif dengan mencari sokongan sosial dan optimism yang merupakan
dua konsep penting dalam menangani stress.Manakala menurut Weiten dan Llyo (2003),
individu yang ekstroversi dikategorikan sebagai mudah bergaul, sosial, mesra, tegas dan
suka berkawan.
Personaliti Introvert
Manakala introversi adalah ciri personaliti yang berbeza daripada ekstroversi. Introversi juga
diistilahkan sebagai emotional instabiliti (ketidakstabilan emosi). Watson dan Clark dalam
Larsen dan Buss (2002) menyatakan bahawa setiap pengkaji mempunyai terma yang
berbeza untuk menyatakan neurotissme, antaranya ialah ketidakstabilan emosi,
kecenderungan-kecenderungan dan kesan negatif. Individu yang introversi merupakan
individu yang lebih mementingkan dunia dalam diri mereka berdasarkan kepada
pemahaman sendiri. Individu ini sukar bergaul dengan individu lain disekelilingnya dan
cenderung menjadi pasif. David, Gree, Martin dan Suis dalam Allen (2000), menunjukkan
ekstroversi adalah hubungan negatif terhadap mood yang pasif dan secara positifnya
berhubungan dengan mood yang negatif.
Neurotisisme
Watson dan Clark menyatakan bahawa setiap pengkaji mempunyai istilah yang berlainan
tentang neurotisme seperti ketidakstabilan emosi, kecenderungan kebimbangan dan kesan
negatif (dalam Larsen& Buss,2002). Neurotisisme merupakan dimensi ke dua personaliti.
Dimensi ini mendefinisikan bahawa seseorang individu itu akan menjadi mudah marah,
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mudah tersentuh, cemas, gelisah dan sebagainya (Mischel, 1993). Mc Adams (1994)
menyatakan bahawa neurotisme mengukur kebimbangan yang kronik , depresi, beremosi,
gementar, moodiness, permusuhan, vulnerability, kesedaran kendiri dan hipokondriasis
(keadaan seseorang yang selalu risau tentang kesihatannya walaupun dia tidak sihat) yang
bertumpu dalam faktor am yang mana secara amnya diistilahkan sebagai kontinum daripada
emosi yang tidak stabil kepada emosi yang stabil.Hans Eysenck dalam Larsen dan Buss
(2002) menyatakan bahawa individu yang tinggi dalam dimensi neurotisisme akan
menghasilkan reaksi yang berlebihan terhadap peristiwa yang tidak disangka-sangka seperti
tekanan atau masalah an ia mengambil masa yang lama untuk kembali ke tahap normal
selepas mengalami kesedihan.
Penghargaan Kendiri
Penghargaan kendiri berkait rapat dengan identiti sosial dengan cara mengenalpasti
kumpulan, taraf kumpulan dan status masyarakat yang membawa kepada konsep kendiri
(Vaughan & Hogg, 2005).Ia bukan sahaja merujuk kepada apa yng digemari tetapi
bagaimana individu meniai kualitinya (Taylor, Peplau, 2003).Manakala penghargaan kendiri
menurut Rosenberg meliputi keseluruhan perasaan individu ke atas diri sendiri sebagai satu
objek (dalam Azizi Yahaya, Jaafar Sidek Latif, Shahri Hashim dan Yusof Boon, 2005).
Rosenberg (1979) mencadangkan bahawa penghargaan kendiri mesti melihat kepada dua
aspek iaitu secara am dan evaluasi domain yang spesfik dan kedua-duanya tidak selalunya
berhubungan (dalam Mc Adams, 1994)
DEFINISI OPERASI
Ekstroversi-Introversi
Menurut Eysenck dalam Mischel (1993), kebiasaannya ekstroversi adalah sosial, sukakan
keramaian, mempunyai ramai kawan, sentiasa inginkan orang untuk bercakap, dan
sesetengahnya tidak suka membaca dan belajar sendiri. Mereka inginkan kegembiraan,
mengambil peluang, sering memandang ke hadapan, bertindak dalam keadaan yang
menggalakkan dalam suatu masa dan secara amnya sebagai seorang individu yang
impulsive (mengikut gerak hati), suka berjenaka, sentiasa bersedia dengan jawapan,
sukakan perubahan bebas dari jagaan, mudah bergaul, optimistic dan suka bergelak ketawa
dan bergembira.
Manakala introversi menurut Eysenck dalam Mischel (1993) ialah kebiasaanya introversi
adalah pendiam, suka menyisihkan diri, cenderung untuk membuat penilaian diri, lebih
gemarkan buku daripada orang ramai, dingin untuk menerima kawan rapat. Mereka
cenderung merancang sesuatu tindakan, melihat sebelum mereka melakukan sesuatu dan
tidak percaya dorongan masa.
Penghargaan Kendiri
Menurut Rosenberg penghargaan kendiri merujuk kepada penilaian individu itu sendiri.
Individu yang mempunyai penghargaan kendiri yang tinggi akan merasakan dirinya
mempunyai sifat-sifat yang positif, dirinya dihargai dan dihormati dan tidak akan merasa hina
diri atas kelemahan-kelemahan yang ada pada dirinya. Individu yang mempunyai
penghargaan kendiri yang rendah cenderung menilai dirinya sendiri secara negatif, tidak
menerima diri sendiri dan sering mengasingkan diri.
KAEDAH KAJIAN
Reka bentuk kajian
Reka bentuk kajian menggunakan pendekatan kuantitatif yang melibatkan tiga iaitu prosedur
pemilihan lokasi dan sampel kajian, pengumpulan data serta penganalisisan data dengan
menggunakan aplikasi Statistical Package for the Social Science (SPSS ) Versi 22. Kajian
ini merupakan satu kaedah persampelan berkelompok yang menggunakan borang soal
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selidik. Kaedah ini dipilih kerana ia dapat ditadbir dengan lebih mudah, kos yang rendah dan
menjimatkan masa.Kajian ini dijalankan dengan menggunakan satu set borang soal selidik
yang mengandungi tiga bahagian iaitu Bahagian A mengenai maklumat demografi subjek,
Bahagian B ialah tentang personaliti subjek yang terdiri daripada item-item dalam soal
selidik Eyseneck Personality Questionaire dan Bahagian C ialah tentang penghargaan
kendiri subjek yang terdiri daripada item-item soal selidik The Radford Self-Esteem
Inventory. Menerusi kajian ini, pengkaji akan melihat sama ada wujudnya perbezaan faktor
demografi dan dimensi personaliti ekstroversi-introversi terhadap penghargaan kendiri
pelajar. Anatara faktor demografi yang diambil kira oleh pengkaji ialah jantina dan tahun
pengajian.Pembolehubah bebas dalam kajian ini ialah jantina dan tahun pengajian,
manakala pembolehubah terikat dalam kajian ini ialah dimensi personaliti ekstroversiintroversi, neurotisisme dan penghargaan kendiri.
Pemilihan Lokasi dan Subjek Kajian
Kajian ini dijalankan di Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah. Kajian
ini memfokuskan kepada pelajar Ijazah Sarjana Muda Psikologi Kaunseling dari tahun satu
hingga tahun tiga. Seramai 45 orang subjek telah dipilih dan semua subjek (100%) telah
melengkapkan ke semua item dalam soal selidik tersebut. Subjek ini melibatkan seramai 21
(46.67%) orang subjek lelaki dan 24 (53.33%) orang subjek perempuan yang mempunyai
purata umur 21.8 tahun. Kajian ini melibatkan seramai 15 orang pelajar Tahun Satu, 15
orang pelajar Tahun Dua dan 15 orang pelajar Tahun Tiga yang terdiri daripada Program
Psikologi Kaunseling, Fakulti Psikologi dan Pendidikan. Pemilihan subjek ini adalah
berdasarkan kepada kehendak pengkaji yang ingin melihat perbezaan antara pelajar Tahun
Satu, Dua dan Tiga Program Psikologi Kaunseling melalui faktor demografi terhadap
dimensi personaliti ektroversi-introversi dan neurotisme dan penghargaan diri mereka.
Instrumen kajian
Instrumen kajian ini merupakan satu set soal selidik yang mengandungi tiga bahagian, iaitu
bahagian A maklumat demografi, bahagian B alat kajian Eyseneck Personality
Questioanaire (EPQ) dan bahagian C penghargaan kendiri.
Bahagian A ( Maklumat Peribadi)
Bahagian ini mengandungi maklumat peribadi pelajar yang mengandungi lapan item soalan
yang berkaitan dengan maklumat yang diperlukan oleh pengkaji. Bahagian A ini
memerlukan pelajar mengisi maklumat peribadi mereka berdasarkan soalan-soalan yang
dikemukakan oleh pengkaji. Item-item soalan yang dikemukakan oleh penyelidik adalah
seperti jantina, umur, taraf perkahwinan, kaum, agama, pendapatan ibu bapa, tahun
pengajian dan Purata Nilai Gred Kumulatif (PNGK) pelajar.
Bahagian B (Soal Selidik EPQ)
Bahagian ini mengandungi 90 item soalan daripada alat kajian Eyseneck Personality
Questionaire (EPQ) yang terdiri daripada empat subskala iaitu ekstroversi-introversi,
neurotisme, Psychotisme dan Lie. Alat kajian ini digunakan untuk mengenalpasti dan
mengukur personaliti subjek kajian.
Jadual 1 : Item Positif dan Item Negatif Eyseneck Personality Questionaire (EPQ)
Subskala EPQ
Item Positif
Item Negatif
Ekstroversi1,5,10,14,17,25,32,36,40,45,49 21,29,42
introversi
52,56,60,64,70,82,86

Jumlah
21
23

Neurotisme
25
Psychotisme
220

Lie

21

Jumlah

90

Alat kajian ini menggunakan skala binari dengan pilihan jawapan (Ya, Tidak). Jika soalan
berbentuk positif dan subjek menjawab Ya maka markah 1 akan diberikan. Namun jika
subjek menjawab Tidak bagi item positif maka markah 0 akan diberikan. Sebaliknya jika
subjek yang menjawab Tidak bagi soalan berbentuk negatif akan diberikan markah 1 dan
subjek yang menjawab Ya diberikan merkah 0. Jadual 2.1 mempamerkan sistem
pemarkatan EPQ.
Jadual 2 : Sistem Pemarkatan Eyseneck Personality Questionaire (EPQ)
Subskala EPQ
Ya
Tidak
Positif
1
0
Negatif
0
1
Bahagian C (Penghargaan Kendiri)
Bahagian penghargaan kendiri akan diukur menggunakan soal selidik The Radford SelfEsteem
Inventory yang diperkenalkan oleh Raynes and Aamodt (1996) dalam Tan Swee Che (2007)
yang mengandungi 20 item yang mengukur tahap rendah atau tinggi penghargaan kendiri
responden. Semua alat ukur ini menggunakan pemeringkatan skala Likert Lima mata yang
mempunyai pernyataan iaitu (1) Amat Tidak Setuju, (2) Tidak Setuju, (3) Berkecuali, (4)
Setuju dan (5) Sangat Setuju. Contoh-contoh item adalah seperti saya seorang yang baik,
saya seorang yang berbakat, saya tidak takut mengambil risiko. Subjek yang mempunyai
penghargaan kendiri yang tinggi adalah subjek yang memperoleh skor yang tinggi daripada
min iaitu 57.70 manakala subejk yang mempunyai penghargaan kendiri yang rendah pula
adalah subejk yang memeperoleh skor yang rendah daripada min 57.70.
Penganalisisan Data
Data kajian akan dianalisis dengan menggunakan Statistical Package for the Social Science
(SPSS )Versi 22. Analisi data dibuat dengan menggunakan program ini adalah untuk
memudahkan pengkaji menganalisis kajian berdasarkan hipotesis yang dibina. Terdapat dua
jenis analisis yang digunakan dalam kajian ini iaitu analisis deskriptif dan analisis inferensi.
Analisis deskritif merupakan kaedah yang digunakan dalam memperihalkan data yang tepat
pada sample kajian. Keputusan deskriptif digunakan untuk menerangkan hubungkait antara
penghargaan kendiri dengan jantina, dimensi personaliti neurotisisme, dimensi personaliti
ekstroversi-introversi dan tahun pengajian. Penghargaan kendiri merupakan satu elemen
penting yang mempengaruhi personaliti individu. Personaliti pula merupakan satu elemen
yang mentafsir seseorang individu berdasarkan dua dimensi utamanya iaitu ekstroversiintroversi dan neurotisisme
Manakala analisis inferensi merupakan analisis yang menggunakan konsep hukum dan
kebarangkalian yang digunakan untuk menerangkan hipotesis yang dibina. Aras
kesignifikanan yang ditentukan dalam kajian ini ialah pada aras keyakinan .05 iaitu nilai
mustahil untuk berlaku. Kaedah statistik inferensi yang digunakan untuk menguji hipotesis
tersebut ialah Kolerasi Pearson, ANOVA satu hala, Ujian-t sampel bebas dan Ujian Khi
kuasa dua. Kolerasi Pearson digunakan untuk melihat hubungan antara penghargaan
kendiri dengan dimensi personaliti neurotisisme dan dimensi personaliti ekstroversiintroversi. Manakala, ANOVA satu hala digunakan untuk melihart perbezaan antara tahun
pengajian dengan dimensi personaliti ekstroversi-introversi dan neurotisisme. Bagi Ujian Khi
kuasa dua pula ingin melihat perkaitan antara jantina dengan tahap penghargaan kendiri.
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Seterusnya, Ujian-t-sampel bebas digunakan untuk melihat perbezaan di antara jantina

dengan penghargaan kendiri.
Kebolehpercayaan Kajian
Nilai kebolehpercayaan dalaman berdasarkan Cronbach Alfa yang telah diuji dan melebihi
0.6 terhadap kedua-dua instrumen tersebut. Soal selidik The Radford Self-Esteem Inventory
menunjukkan kebolehpercayaan bagi item penghargaan kendiri dan alat ujian Eyseneck
Personality Questionaire (EPQ) bagi item dimensi perosnaliti.
Hasilnya memperlihatkan ketekalan dalaman yang tinggi bagi subskala nerotisisme (.682),
ekstroversi-introversi (.663), subskala lie (.620) dan subskala psikotistime (.224) yang
menunjukkan ketekalan yang rendah. Sementara itu nilai realibiliti bagi penghargaan kendiri
adalah tinggi iaitu (.857)

KEPUTUSAN KAJIAN
Keputusan deskriptif
Bahagian ini akan menerangkan keputusan kajian yang telah dianalisa secara menyeluruh.
Keputusan melibatkan taburan frekuensi dan peratusan bagi jantina, tahun pengajian,
dimensi personaliti neurotisisme dan ekstroversi-introversi dan penghargaan kendiri.
Taburan Frekuensi dan Peratusan Jantina
Jadual 3 :
Taburan Frekuensi dan Peratusan Jantina
Jantina
Bilangan Subjek
Lelaki
19
Perempuan
26
Jumlah
45

Peratus (%)
42.2
57.8
100.0

Jadual 3 menunjukkan taburan frekuensi jantina. Jumlah keseluruhan subjek ialah 45 orang.
Jadual menunjukkan jumlah subjek lelaki ialah 19 orang iaitu 42.4% daripada keseluruhan
subjek dan jumlah subjek perempuan ialah 26 orang iaitu 57.7% daripada keseluruhan
subjek.

Taburan Frekuensi dan Peratusan Tahun Pengajian

Jadual 4 :
Taburan Frekuensi dan Peratusan Tahun Pengajian
Tahun Pengajian
Bilangan Subjek
Peratus (%)
1.00
15
33.3
2.00
15
33.3
3.00
15
33.3
Jumlah
45
100.0
Subjek kajian adalah dikalangan pelajar Ijazah Sarjana Muda Psikologi Kaunseling yang
terdiri daripada pelajar tahun satu, dua dan tiga. Seramai 45 orang subjek dipilih iaitu 15
orang dari tahun satu iaitu 33.3%, tahun dua seramai 15 orang iaitu 33.3% dan juga pelajar
tahun tiga seramai 15 orang iaitu 33.3%.
Pengujian hipotesis

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Pengujian hipotesis dibuat dengan menggunakan statistik inferensi mengikut urutan

hipotesis yang telah dibina. Kaedah yang digunakan untuk menguji hipotesis dalam kajian ini
ialah Kolerasi, ANOVA satu hala, Ujian-t dan Ujian Khi Kuasa Dua.
Hubungan Di Antara Dimensi Personaliti Neurotisisme Dengan Penghargaan Kendiri.
Hipotesis 1 : Tidak terdapat hubungan yang signifikan di antara Dimensi Personaliti
Neurotisisme dengan penghargaan kendiri.
Pengujian ini menggunakan kaedah analisa Kolerasi Pearson untuk menentukan
kesignifikanan hubungan di antara dua pembolehubah iaitu dimensi personaliti neurotisisme
dengan penghargaan kendiri. Jadual 3.3 menerangkan tentang keputusan analisis yang
diperolehi hasil proses Kolerasi Pearson.
Jadual 5 :
Pekali
penghargaan
Pembolehubah
Neurotisisme
Penghargaan Kendiri

Kolerasi di antara
kendiri.
N
45

Dimensi

Personaliti

neurotisisme

dengan

Nilai Kolerasi

Nilai Kesignifikanan

-.403

.006

45

Berdasarkan jadual 5, analisis kolerasi pearson menunjukkan hubungan yang negatif yang
sangat lemah di antara dimensi personaliti neurotisisme dengan penghargaan kendiri. Hasil
daripada kolerasi ini juga menunjukkan terdapat hubungan yang signifikan di antara dimensi
personaliti neurotisisme dengan penghargaan kendiri di mana aras kesignifikanannya ialah
.006 iaitu lebih kecil daripada aras kesignifikanan yang telah ditetapkan iaitu .01. Justeru itu,
rumusan yang diperolehi daripada kajian ini ialah ( r=-.403, p <0.01) yang mana semakin
tinggi skor personaliti neurotisisme semakin rendah penghargaan kendiri pelajar. Keputusan
ini menolak hipotesis nul pertama iaitu tidak terdapat hubungan yang signifikan di antara
Dimensi Personaliti Neurotisisme dengan penghargaan kendiri.
Hubungan Di Antara Dimensi Personaliti Ekstroversi-Introversi Dengan Penghargaan
Kendiri.
Hipotesis 2 : Tidak terdapat hubungan yang signifikan di antara Dimensi Personaliti
Ekstroversi-Introversi dengan penghargaan kendiri.
Pengujian ini menggunakan kaedah analisa Kolerasi Pearson untuk menentukan
kesignifikanan hubungan di antara dua pembolehubah iaitu dimensi personaliti ekstroversiintroversi dengan penghargaan kendiri. Jadual 3.4 menerangkan tentang keputusan
analisis yang diperolehi hasil proses Kolerasi Pearson.
Jadual 6 : Pekali Kolerasi di antara Dimensi Personaliti Ekstroversi-Introversi dengan
penghargaan kendiri.
Pembolehubah
N
Nilai Kolerasi
Nilai Kesignifikanan
Ekstroversi-Introversi
45
.417
.04
Penghargaan Kendiri
45
Berdasarkan kepada jadual 6, analisis kolerasi Pearson menunjukkan hubungan positif yang
sederhana di antara dimensi personaliti ekstroversi-introversi dengan penghargaan kendiri.
Hasil daripada kolerasi ini juga menunjukkan bahawa terdapat hubungan yang signifikan
antara dimensi ekstroversi-introversi dengan penghargaan kendiri di mana aras
kesignifikanannya ialah .04 iaitu lebih kecil daripada aras kesignifikanan yang telah
dtetapkan iaitu .05. Justeru itu, rumusan hasil yang diperolehi melalui kaedah analisis ini
ialah (r=.417, p <.05). Ini bermaksud semakin tinggi skor personaliti ektroversi-introversi
semakin tinggi tahap penghargaan kendiri pelajar. Keputusan ini menolak hipotesis nul
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kedua iaitu tidak terdapat hubungan yang signifikan di antara dimensi personaliti ekstroversiintroversi dengan penghargaan kendiri.
Perkaitan Yang Signifikan Di Antara Jantina Dengan Tahap Penghargaan Kendiri
Pelajar.
Hipotesis 3: Tidak terdapat perkaitan yang signifikan di antara jantina dengan tahap
Penghargaan Kendiri pelajar .
Pengujian ini menggunakan kaedah analisa khi kuasa dua untuk menentukan kesignifikanan
perkaitan di antara dua pembolehubah iaitu jantina dengan tahap penghargaan kendiri.
Jadual 3.5 menerangkan tentang keputusan analisis yang diperolehi hasil proses khi kuasa
dua.
Jadual 7 :
Perkaitan di antara jantina dengan tahap penghargaan kendiri.
Pembolehubah
N
df
Nilai Khi Kuasa Nilai
Dua
Kesignifikanan
Jantina
45
1
.534
.465
Penghargaan Kendiri
45
Berdasarkan kepada jadual 7, analisis khi kuasa dua menunjukkan perkaitan _______ yang
sederhana di antara jantina dengan tahap penghargaan kendiri. Hasil daripada khi kuasa
dua ini juga menunjukkan bahawa tidak terdapat hubungan yang signifikan antara jantina
dengan tahap penghargaan kendiri di mana aras kesignifikanannya ialah .465 iaitu lebih
besar daripada aras kesignifikanan yang telah dtetapkan iaitu .05. Justeru itu, rumusan hasil
yang diperolehi melalui kaedah analisis ini ialah = (1,45) = .534, p >.05. Dengan itu,
hipotesis nul ketiga yang menyatakan tidak terdapat perkaitan yang signifikan di antara
jantina dengan penghargaan kendiri adalah diterima.
Perbezaan Di Antara Tahun Pengajian Dengan Personaliti Ekstroversi-Introversi
Hipotesis 4: Tidak terdapat perbezaan yang signifikan di antara tahun pengajian dengan
dimensi personaliti ekstroversi-introversi.
Hipotesis ini telah dianalisis menggunakan kaedah analisis varians sehala (ANOVA) dalam
pengujian untuk menentukan kesignifikanan perbezaan di antara tahun pengajian dengan
dimensi personaliti ekstroversi- introversi. Jadual 3.6 memaparkan tentang keputusan
analisis yang diperolehi hasil daripada ANOVA.
Jadual 8:

Analisis ANOVA di antara tahun pengajian dengan dimensi personaliti

ekstroversi- introversi
Sum of df
Mean
f
Nilai
Square
Square
Kesignifikanan
Antara kumpulan 2.711
2
1.356
.102
.903
Dalam kumpulan 557.200 42
13.267
Merujuk kepada jadual 8, keputusan ujian ANOVA menunjukkan F=.102 dengan nilai
signifikannya .903 iaitu lebih besar dari aras kesignifikanan iaitu .05. Analisis post-hoc
dengan kaedah Tukey menunjukkan perbezaan min di antara tahun pengajian dengan
dimensi personaliti ekstroversi- introversi adalah tidak signifikan (F=.102, p >.05). Keputusan
ini telah menyokong hipotesis nul keempat iaitu tidak terdapat perbezaan yang signifikan di
antara tahun pengajian dengan dimensi personaliti ekstroversi-introversi.
Perbezaan Di Antara Tahun Pengajian Dengan Personaliti Neurotisisme.
224

Hipotesis 5:

Tidak terdapat perbezaan yang signifikan di antara tahun pengajian dengan

dimensi personaliti neurotisisme.

Hipotesis ini telah dianalisis menggunakan kaedah analisis varians sehala (ANOVA) dalam
pengujian untuk menentukan kesignifikanan perbezaan di antara tahun pengajian dengan
personaliti neurotisisme. Jadual 3.7 memaparkan tentang keputusan analisis yang
diperolehi hasil daripada ANOVA.
Jadual 9:

Analisis ANOVA di antara tahun pengajian dengan dimensi personaliti

neurotisisme
Sum of df
Mean
f
Nilai
Square
Square
Kesignifikanan
Antara kumpulan 12.844
2
6.422
.307
.738
Dalam kumpulan 879.600 42
20.943
Merujuk kepada jadual 9, keputusan ujian ANOVA menunjukkan F=.307 dengan nilai
signifikannya .738 iaitu lebih besar dari aras kesignifikanan iaitu .05. Analisis post-hoc
dengan kaedah Tukey menunjukkan perbezaan min di antara tahun pengajian dengan
dimensi personaliti neurotisisme adalah tidak signifikan (F=.307, p >.05). Keputusan ini
telah menyokong hipotesis nul kelima iaitu tidak terdapat perbezaan yang signifikan di
antara tahun pengajian dengan dimensi personaliti neurotisisme.
Perbezaan Di Antara Jantina Dengan Penghargaan Kendiri
Hipotesis 6: Tidak terdapat perbezaan yang signifikan di antara jantina dengan
penghargaan kendiri.
Pengujian hipotesis ini menggunakan kaedah analisis ujian-t sampel bebas untuk
menentukan kesignifikanan perbezaan jantina dengan penghargaan kendiri. Jadual 3.7
memaparkan keputusan analisis yang diperolehi hasil daripada ujian-t sampel bebas.
Jadual 10:
Hasil analisis Ujian-t sample bebas jantina dengan penghargaan kendiri.
Jantina
N
Sisihan
Min
df
t
Sig.
Piawai
Lelaki
19
10.737
72.79
Penghargaan
43
1.198
.237
kendiri
Perempuan
26
8.740
69.31
Merujuk kepada jadual 10, analisa kajian yang dibuat dengan menggunakan Ujian-t sampel
babas menunjukkan tidak terdapat perbezaan yang signifikan di antara lelaki dan
perempuan dalam penghargaan kendiri di mana aras kesignifikanannya ialah .237 iaitu
lebih besar daripada aras kesignifikanan yang telah ditetapkan iaitu .05. Hasil kajian
mendapati min penghargaan kendiri bagi pelajar lelaki (72.79%) adalah lebih tinggi sedikit
berbanding dengan pelajar perempuan (69.31%). Ini menunjukkan bahawa lelaki lebih
tinggi penghargaan kendiri berbanding perempuan. Berdasarkan dapatan yang diperoleh
dalam Ujian-t sampel bebas, penghargaan kendiri antara subjek lelaki dan perempuan tidak
berbeza secara signifikan, t (43) = 1.198, P > .05 . Dengan itu, hipotesis nul keenam yang
menyatakan tidak terdapat perbezaan yang signifikan di antara jantina dengan
penghargaan kendiri adalah diterima.

PERBINCANGAN
Hubungan di antara dimensi personaliti neurotisisme dengan penghargaan
225

kendiri.
Individu yang neurotisisme adalah individu yang cenderung untuk beremosi negatif.
Menerusi analisis data yang telah dibuat untuk melihat hubungan di antara dimensi
personaliti neurotisisme dengan penghargaan kendiri mendapati bahawa
terdapat
hubungan kolerasi negatif sederhana yang signifikan di antara kedua-dua pembolehubah.
Hal ini kerana tahap kesignifikannya (.006) kurang daripada aras kesignifikanan yang telah
ditetapkan (.01). Justeru itu dapatan daripada analisis data korelasi pearson ini telah
menolak hipotesis nul yang telah dibina iaitu tidak terdapat hubungan yang signifikan di
antara dimensi personaliti neurotisisme dengan penghargaan kendiri.
Hasil daripada kajian ini telah menolak dapatan kajian yang telah diperolehi oleh Duffy et. Al
(2006) yang menyatakan bahawa terdapat hubungan yang signifikan yang positif di antara
dimensi personaliti neurotisisme dengan penghargaan kendiri yang mana menyatakan
individu yang tinggi dalam penghargaan kendiri juga tinggi dalam neurotisisme.
Hubungan di antara dimensi personaliti ekstroversi-introversi dengan penghargaan
kendiri.
Penghargaan kendiri dan dimensi personaliti ekstroversi-introversi adalah dua
pembolehubah yang digunakan dalam hipotesis kedua. Hipotesis ini menyatakan bahawa
tidak terdapat hubungan yang signifikan di antara dimensi personaliti ekstroversi-introversi
dengan penghargaan kendiri. Hasil daripada analisis korelasi pearson yang telah dijalankan
oleh pengkaji mendapati bahawa terdapat hubungan korelasi positif sederhana yang
signifikan di antara dimensi personaliti ekstroversi-introversi dengan penghargaan kendiri di
mana aras kesignifikannya ialah 0.04 iaitu lebih kecil daripada aras kesignifikanan yang
telah ditetapkan (.05). Hasil dapatan adalah menolak hipotesis nul yang telah dibina iaitu
tidak terdapat hubungan yang signifikan di antara dimensi personaliti ekstroversi-introversi
dengan penghargaan kendiri.
Perkaitan di antara jantina dengan tahap penghargaan kendiri pelajar
Hasil kajian yang menggunakan analisis ujian chi square tidak menunjukkan perbezaan
yang signifikan di antara jantina dengan penghargaan kendiri pelajar.
Perbezaan di antara tahun pengajian dengan personaliti ekstroversi - introversi.
Dalam menginterpretasi data hasil daripada analisis perbezaan di antara tahun pengajian
dengan personaliti ekstroversi-introversi, statistic ANOVA sehala telah digunakan. Hasil
daripada analisis mendapati hubungan antara tahun pengajian dengan personaliti
ekstroversi-introversi adalah tidak berbeza secara signifikan (F=.102, p > .05). Aras
kesignifikanan dalam kajian ini adalah (.571) lebih besar daripada aras kesignifikanan yang
telah ditetapkan (0.05). Justeru itu, hipotesis nul diterima di mana tidak terdapat perbezaan
di antara tahun pengajian dengan personaliti ekstroversi-introversi.
Perbezaan di antara tahun pengajian dengan personaliti neurotisisme.
Hasil kajian yang menggunakan analisis ANOVA sehala tidak menunjukkan perbezaan yang
signifikan di antara tahun pengajian dengan personaliti neurotisisme. Hipotesis kelima iaitu
tidak terdapat perbezaan yang signifikan di antara tahun pengajian dengan dimensi
personaliti neurotisisme, hipotesis nul telah diterima. Hasil kajian menunjukkan tidak
terdapat perbezaan yang signifikan di antara tahun pengajian dengan dimensi personaliti
neurotisisme (F=307, p > .05). Ini bermaksud tahun pengajian tidak memberi kesan kepada
dimensi personaliti neurotisisme.
Perbezaan di antara Jantina dengan Penghargaan Kendiri.
Dalam menginterpretasi data hasil daripada analisis perbezaan di antara jantina dengan
penghargaan kendiri, statistik Ujian-t sample bebas telah digunakan. Hasil kajian mendapati
226

bahawa tidak terdapat perbezaan yang signifikan di antara jantina dengan penghargaan
kendiri. Ini bermaksud jantina tidak memberi kesan kepada penghargaan kendiri pelajar.

RUMUSAN, CADANGAN DAN KESIMPULAN

Rumusan
Analisis terperinci yang diperihalkan dalam dalam bab 4, analisis dapatan kajian
menjelaskan secaralebih tepat ciri-ciri demografi responden yang terlibat dalam kajian ini.
Data dan dapatan juga secara tepat telah memperlihatkan tahap-tahap Perbezaan Faktor
Demografi Terhadap Personaliti dan Penghargaan Kendiri Dalam Kalangan Pelajar Ijazah
Sarjana Muda Psikologi, UMS. Analisis demografi kajian melibatkan 45 orang responden
mendapati jumlah respoden perempuan adalah lebih ramai berbanding responden lelaki.
Responden kajian ini terdiri daripada pelajar- pelajar Ijazah Sarjana Muda Psikologi, UMS.
Dapatan kajian mengenai hubungan di antara Dimensi Personaliti Neurotisisme dengan
Penghargaan Kendiri menunjukkan terdapat hubungan negatif sederhana yang signifikan di
antara Dimensi Personaliti Neurotisisme dengan Penghargaan Kendiri dengan
menggunakan ujian kolerasi. Namun begitu, hubungan antara Dimensi Personaliti
Ekstroversi-Introversi di antara Dimensi Personaliti Neurotisisme dengan Penghargaan
Kendiri menunjukkan terdapat hubungan positif sederhana yang signifikan di antara
Dimensi Personaliti Ekstroversi-Introversi dengan penghargaan kendiri juga dengan
menggunakan uijian kolerasi.
Hasil dapatan kajian dengan menggunakan Chi-Square Testsuntuk melihat perkaitan
diantara Jantina dengan Penghargaan Kendiri menunjukkan tidak terdapat perkaitan yang
signifikan di antara Jantina dengan Penghargaan Kendiri. Kajian ini juga mendapati bahawa
tidak terdapat perbezaan yang signifikan di antara tahun pengajian dengan Dimensi
Personaliti Ekstroversi-Introversi manakala kajian untuk melihat perbezaan antara tahun
pengajian dengan Dimensi Personaliti Neurotisme mendapati tidak terdapat perbezaan yang
signifikan di antara tahun pengajian dengan dimensi personaliti neurotisisme. Kedua-dua
ujian ini menggunakan ujian anova. Manakala kajian yang dijalankan untuk mengkaji
perbezaan antara jantina dengan penghargaan kendiri mendapati tidak terdapat perbezaan
yang signifikan di antara jantina dengan penghargaan kendiri. Keputusan ini diperolehi
dengan menggunakan ujian t-test.Analisis dan dapatan kajian menunjukkan daripada enam
hipotesis nul yang dikemukakan hanya empat hipotesis kajian yang diterima manakala dua
lagi hipotesis di tolak.
Implikasi kajian
Institusi-institusi Pengajian Tinggi Awam mahupun swasta yang secara khususnyaterlibat
dalam melatih dan mendidikpelajar-pelajar universitiperlulah memenuhi dan melayani
kehendak psikologi pelajar cemerlang ini agar selari dengan tuntutan personaliti mereka.
Contohnya, trait personalitiExtraversion terhadap golongan ini yang tinggi, maka perlulah di
sekolah-sekolah tersebut dilengkapkan dengan pelbagai aktiviti luar kelas seperti gimnasium
luar bilik, tempat untuk sukan permainan lasak, kelab-kelab atau persatuan-persatuan untuk
kegiatan kokurikulum yang aktif di luar kelas dan sebagainya.
Pihak pengurusan dan pentadbiran universiti, perlulahmenyediakan suasana yang kondusif
bagi melayan tuntutan perasaan ingin tahu mereka yang tinggi sebagai tuntutan terhadap
trait personaliti introversipelajar cemerlang akademik yang tinggi ini dengan menyediakan
prasarana-prasarana yang bersesuaian. Seperti contoh, perpustakaan yang lengkap,
pengajaran dan pembelajaran yang menggunakan teknologi
maklumat
sepenuhnya,
kemudahan internet yang terkini dan guru-guru yang berpengetahuan serta berpengalaman
luas.

227

Implikasi kajian ini memberikan satu penghuraian kepada jenis personaliti yang dimiliki oleh
para pelajar iaitu jenis elktroversi, introversi dan neurotisme. Kajian ini untuk mengglakkan
dan menyedarkan para pelajar yang berpersonaliti introversi dan agak pasif untuk
mengambil inisiatif untuk mengikuti program-program yang dianjurkan oleh pihak universiti.
Manakala mereka yang berpersonaliti ekstroversi diharapkan dapat mengetahui kepentingan
interaksi sesama pelajar danakan memperkembangkan serta memajukan diri dari pelbagai
aspek.
Pelajar cemerlang akademik ini juga wajar dicontohi penghargaan kendiri mereka oleh
pelajar-pelajar yang lain kerana mereka memiliki tahap penghargaan kendiri yang tinggi.
Mereka mempunyai keyakinan yang tinggi terhadap diri sendiri. Mereka menghargai diri
mereka dan sentiasa berusaha untuk memperbaik kelemahan diri mereka sendiri.
Batasan kajian
Kajian ini hanya dijalankan untuk pelajar psikologi di Universiti Malaysia Sabah sahaja. Oleh
itu, dicadangkan agar kajian seumpama ini diperluas kepada bilangan sampel yang lebih
besar supaya dapat digeneralisasikan kepada keseluruhan populasi pelajar jurusan
psikologi
dan
IPTA
di
seluruh
Malaysia
yang
terpilih.
Kajian ini hanya ditumpukan untuk mengkaji dua pemboleh ubah sahaja iaitu trait-trait
personaliti dan penghargaan kendiri pelajar. Oleh itu, penyelidik menyarankan agar kajian
lanjutan dijalankan untuk mengenal pasti hubungan dengan pemboleh ubah yang lain
seperti tahap penghayatan keagamaan dan sebagainya.
Kajian ini juga hanya melibatkan dua sahaja faktor demografi iaitu jantina dan tahun
pengajian. Penyelidik mencadangkan agar melibatkan faktor-faktor lain seperti
sosioekonomi dan bangsa.
Penyertaan subjek diambil secara rambang maka tiada keasamaan dan keseimbangan
dalam persampelan contohnya persamaan subjek dari segi etnik, agama, jantina.
Cadangan kajian lanjutan
Berdasarkan
dapatan
kajian
yang
telah
dibincangkan,
maka
pengkaji
menyarankan beberapa cadangan supaya kajian berkaitan Perbezaan Faktor Demografi
Terhadap Personaliti dan Penghargaan Kendiri Dalam Kalangan Pelajar Ijazah Sarjana
Muda Psikologi UMS ini dapat diteruskan dan diperkembangkan. Hal ini adalah penting
dalam membentuk pelajar yang mempunyai penghargaan kendiri yang tinggi, berkeyakinan
dan berketrampilan.Kajian dalam negara tentang hubungan Faktor Demografi Terhadap
Personaliti dan Penghargaan Kendiri ini telah lama dikaji. Terdapat pelbagai
pendekatanyang berbeza yang digunakan dalam mengkaji kajian ini. Justeru, pengkaji
menyarankansupaya lebih banyak lagi kajian mengenai faktor personaliti dan penghargaan
kendiri dengan pendekatan yang berbeza.
Dalam kajian lanjutan, pengkaji mencadangkan supaya sampel kajian dapatmerangkumi
berbagai-bagai aspek yang dapat menggambarkan populasi pelajar yangsebenar seperti
melibatkan saiz sampel yang lebih besar serta merangkumi pelajar Ijazah Psikologi yang
terdiri daripada pelbagai buah universiti di Malaysia dan tidak hanya untuk pelajar Universiti
Malaysia Sabah sahaja.Kajian pada masa akan datang juga boleh menjana kepada usaha
untuk meningkatkan faktor penghargaan kendiri pelajar agar selaras dengan personaliti
yang ada pada dirinya bagi mendepani cabaran semasa yang kian kompetatif pada masa
kini.
Saranan
Penyelidik mengharapkan agar kajian yang hampir sama akan dijalankanpadamasa yang
akan datang dan hasil kajian ini boleh diaplikasikan oleh pihak Fakulti Psikologi dan
Pendidikan untuk melihat perbezaan personalti dan tahap penghargaan kendiri pelajar dan
boleh memikirkan jalan terbaik untuk meningkatkan penghargaan kendiri pelajar dan
228

melahirkan pelajar yang berpersonaliti menariksejajar dengan peningkatan prestasi

akademik bagi melahirkan pelajar yang cemerlang, gemilang dan terbilang dari aspek
sahsiah dan akademik.

KESIMPULAN
Dapatan daripada kajian ini diharap dapat memberikan gambaran jelas tentang trait-trait
personaliti dan penghargaan kendiri dalam kalangan pelajar Sarjana Muda Psikologi
Universiti Malaysia Sabah serta hubungan antara kedua-dua pemboleh ubah tersebut
dengan faktor demografi. Personaliti dan penghargaan kendiri merupakan aspek yang saling
berkaitan antara satu sama lain.Hasil dapatan telah membuktikan bahawa penghargaan
kendiri dan personaliti mempunyai hubungan antara satu sama lain.
Hasil kajian diharap dapat memberikan sumbangan kepada institusi pendidikan terutama
terhadap mereka yang terlibat secara langsung dalam memberikan perhatian, pendidikan,
pelajaran dan pengajaran terhadap pelajar yang cemerlang dalam akademik ini bagi
memenuhituntutan matlamat Wawasan 2020 dan mencapai hasrat Falsafah Pendidikan
Kebangsaan iaitu untuk melahirkan generasi cemerlang yang seimbang dalam akademik
dan sahsiah.

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PEMBELAJARAN BERPUSAT MURID: KECERDASAN EMOSI SEBAGAI FAKTOR

PENGGALAK?
Ros Saidatunnaziah Bt Md Yusoff,
Pusat pengajian Ilmu Pendidikan
Universiti Sains Malaysia
Penang Malaysia
saidatun@hotmail.com
Nik Rosila Bt Nik Yaacob
Pusat pengajian Ilmu Pendidikan
Universiti Sains Malaysia
Penang, Malaysia
nikrusila@usm.my
Abstrak
Artikel ini membincangkan pembelajaran berpusat murid dan perkaitan kecerdasan emosi
dalam pembelajaran berpusat murid. Perbincangan dalam artikel ini dibahagikan kepada
tiga bahagaian. Bahagian yang pertama adalah berkaitan kemahiran berfikir pelbagai aras.
Dalam hal ini perbincangan menfokuskan kepada aspek pembelajaran kooperatif dan
kolaboratif dalam pembelajaran berpusat murid yang menjana kemahiran berfikir pelbagai
aras. Bahagian kedua dalam penulisan ini membincangkan kecerdasan emosi,
sejauhmanakah kecerdasan emosi boleh membantu meningkatkan kemahiran berfikir
pelbagai aras. Huraian kecerdasan emosi menfokus kepada dua aspek iaitu intrapersonal
dan interpersonal. Bahagian terakhir artikel ini membincangkan perhubungan antara
kecerdasan emosi dan pembelajaran berpusat murid.
Kata kunci: pembelajaran berpusat murid; kecerdasan emosi; kemahiran berfikir pelbagai
aras

PENGENALAN
Pembelajaran berpusatkan murid (PBM) ditekankan dalam pembelajaran abad ke 21
dengan melaksanakan kurikulum berteraskan teknologi dan keupayaan murid, untuk
mencapai pencapaian yang tinggi dan standard berbanding pembelajaran tradisional
(Overby, 2011). PBM adalah satu pendekatan pembelajaran di mana murid menghasilkan
peluang pembelajaran dan membina semula pengetahuan secara dinamik dalam
persekitaran pembelajaran terbuka. Persekitaran pembelajaran berpusatkan murid direka
untuk menyediakan murid bagi mengambil peluang dan peranan yang lebih aktif dalam
pembelajaran mereka dengan mengalihkan tanggungjawab menyusun atur, menganalisis
dan mensintesis kandungan pelajaran daripada guru kepada murid (Means, 1994). Hal ini
adalah untuk memenuhi matlamat kurikulum yang dilaksanakan oleh guru dan murid.
Guru di anggap sebagai "fasilitator", membantu dan membimbing murid untuk
memenuhi matlamat yang telah dibuat oleh guru dan murid. Kebanyakkan guru telah
mengaplikasikan pembelajaran berpusat murid di sekolah. Namun sejauh mana penyertaan
murid dalam pembelajaran berpusat murid untuk menghasilkan pembelajaran aktif.
Walaupun guru menjadi fasilitator di dalam kelas tapi masih lagi menyediakan bahan
bacaan, menjelaskan dan menganalisis dalam pengajaran dan pembelajaran (Muhtadi,
231

2013). Oleh itu murid mengikuti secara pasif dan menghafal bahan pembelajaran untuk
digunakan semasa ujian atau peperiksaan. Guru masih lagi menggunakan pembelajaran
tradisional untuk mengejar silibus dan untuk memastikan murid mendapat keutusan yang
cemerlang. Bagi mendapatkan prestasi atau pencapaian yang baik dalam ujian dan
peperiksaan terdapat beberapa faktor yang perlu diperhatikan dan diambil kira. Hal ini
kerana dalam dunia pendidikan masih ada lagi murid yang mengalami kegagalan (Amalia,
2004). Kadang kala ada murid yang mempunyai dorongan dan sokongan yang kuat
daripada orang sekeliling dan persekitaran untuk meningkatkan prestasi akademik namun
masih mendapat tahap pencapaian yang rendah. Ini menunjukkan bahawa pencapaian
murid adalah mengikut kemampuan dan faktor yang mempengaruhi terbahagi kepada dua
iaitu faktor internal dan eksternal. Faktor internal termasuklah fisiologi murid dan psikologi
murid, manakala faktor eksternal pula ialah keluarga, sekolah dan masyarakat. Namun
dalam artikel ini menfokus kepada faktor internal dan kecerdasan emosi murid. Emosi
mempunyai kaitan dengan perubahan fisiologi dan pemikiran. Emosi merupakan aspek
penting dalam kehidupan manusia (Bar-on, 2010) kerana emosi merupakan motivator dalam
meningkatkan pencapaian dan juga boleh menganggu tingkah laku manusia (Asih & Pratiwi,
2010).
Konsep kecerdasan emosi memfokus kepada kecerdasan emosi intrapersonal dan
kecerdasan emosi interpersonal. Terdapat pelbagai faktor yang memberikan kesan kepada
kejayaan dan kegagalan aktiviti pembelajaran berpusat murid. Faktor- faktor tersebut
termasuklah orientasi pemasalahan yang diberikan, kolaborasi murid, pembelajaran
kooperatif murid , kecerdasan emosi murid dalam kelas, strategi pengurusan oleh guru dan
akauntabiliti murid (Overby, 2011). Namun demikian, artikel ini hanya akan menfokuskan
kepada kecerdasan emosi melalui pembelajaran kooperatif dan juga kolaborasi murid.

PEMBELAJARAN BERPUSAT MURID

Bagi mendapatkan pembelajaran berpusatkan murid yang berkesan, 5 asas harus
disepadukan sepenuhnya. Lima asas itu ialah pedagogi, psikologi, teknologi, budaya dan
pragmatik (Land & Hannafin, 1996). Asas-asas psikologi persekitaran pembelajaran adalah
berdasarkan kepada bagaimana kita berfikir dan belajar sebagai individu. Kaedah, aktiviti,
dan struktur persekitaran pembelajaran menfokus kepada pengaruh pedagogi. Asas
pedagogi dan psikologi bersama-sama memberikan asas bagi kaedah dan strategi yang
digunakan mengikut kandungan yang perlu diberikan kepada murid (Land & Hannafin, 1996;
Nanney, 2004). Persekitaran pembelajaran berpusatkan murid diambil dari konteks
berasaskan masalah dan penerokaan asas pedagogi.
Asas-asas teknologi pula
menunjukkan bagaimana teknologi boleh dioptimumkan untuk mewujudkan persekitaran
pembelajaran mengikut keperluan yang diingini. Asas-asas budaya memainkan peranan
penting dalam masyarakat kerana budaya memberi kesan kepada reka bentuk sistem
pembelajaran. Sebagai satu budaya yang mementingkan peningkatan teknologi,
penggunaan komputer di sekolah-sekolah menjadi lebih meluas dan perisian pendidikan
lebih tersedia. Asas pragmatik pula menunjukkan batasan praktikal---sebagai contoh,
ketersediaan perkakasan/perisian, kebimbangan kewangan yang menghadkan penyerapan
inovasi, dan masa yang diperlukan (Land & Hannafin, 1996; Nanney, 2004). Kelima-lima
asas ini disepadukan dalam pembelajaran di sekolah. Dalam artikel ini hanya
membincangkan pembelajaran kolaboratif dan pembelajaran kooperatif yang mengandungi
beberapa asas pembelajaran berpusatkan murid.
Pembelajaran kolaboratif dan kooperatif mula mendapat tempat dalam pendidikan
untuk menyesuaikan dengan persekitaran pedagogi, psikologi dan teknologi. Berdasarkan
kepada kajian Johnson, Johnson dan Smith 1991 menyatakan bahawa kolaboratif dan
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kooperatif merupakan istilah baru dalam pengajaran guru (Panitz, 1999) berbanding dengan
tahun sebelumnya. Namun dalam konteks pembelajaran berpusatkan murid sekarang-kolaboratif dan kooperatif tidak asing lagi. Pengetahuan di dalam kelas dibina, dicari dan
dibentuk oleh murid sendiri (Panitz, 1999). Dalam pembelajaran berpusatkan murid, murid
bersedia untuk menyediakan dan menjawab soalan secara berpusat atau berkumpulan.
Oleh kerana murid perlu menyelesaikan masalah itu, sekaligus tindak balas pembelajaran
berlaku kerana murid harus mengetahui perkara yang perlu murid lakukan.

Pembelajaran Kolaboratif
Menurut Kamarudin Husin (2010) pembelajaran kolaboratif merupakan teknik kerjasama
antara murid dengan guru. Pembelajaran ini bukanlah untuk meringankan kerja guru dan
memberi beban kepada murid. Situasi pengajaran dan pembelajaran menjadi lebih mudah,
interaksi secara positif dengan gaya pemikiran yang berbeza-beza.kolaboratif adalah
pembelajaran menyeluruh dan murid percaya antara satu sama lain dan yakin mereka akan
berjaya. Pembelajaran Kolaboratif di dalam bilik darjah di sekolah mempunyai tiga ciri iaitu
melibatkan perubahan guru dan murid, pendekatan baru dalam proses pengajaran dan
pembelajaran dan ketiga berkaitan reka bentuk kolaboratif dalam bilik darjah. Perkongsian
maklumat dan pengetahuan antara guru dan murid. Guru juga berkongsi autoriti dengan
murid, guru sebagai mediator atau pemudah cara, dan pengelompokan murid secra
heterogen (Kamarudin Husin, 2010).
Pada masa kini pendekatan maklumat masyarakat menuntut fleksibel, kemahiran
adaptif dan kebolehan (Lee & Hannafin, 2016). Tenaga kerja (murid) dijangkakan akan
menggunakan alasan dinamik dan kritis, membuat keputusan, menyelesaikan masalah yang
tidak diketahui, dan bekerjasama untuk menangani keutamaan yang tidak dijangka (ISTE
2015, Lee & Hannafin, 2016). Dalam konteks ini guru masih tidak pasti mengenai cabaran
akan muncul dan dalam keadaan tertentu murid perlu menyesuaikan diri. Oleh itu, adalah
penting bahawa sistem pendidikan formal menyediakan murid untuk berunding dan
menyelesaikan ketidaktentuan masa depan. Oleh itu, PBM telah disebut-sebut sebagai
alternatif yang diperlukan untuk, menukar kaedah pembelajaran berpusatkan guru
tradisional untuk pembangunan fleksibel dan kemahiran penyesuaian kerana penting dalam
tenaga kerja abad ke-21 (Lee & Hannafin, 2016). Interpersonal dan kumpulan kemahiran
yang kecil-- kumpulan tidak akan berfungsi secara efektif jika murid tiada kemahiran dan
tidak menggunakan kemahiran sosial (Panitz, 1999). Guru mengajar kemahiran sosial
secara sengaja atau tepat seperti kemahiran akademik. Kemahiran kolaboratif termasuklah
kepimpinan, membuat keputusan, membina kepercayaan, komunikasi dan kemahiran
menguruskan konflik (Panitz, 1999).
Pembelajaran kolaboratif memperkukuhkan perkembangan pemikiran kritikal melalui
perbincangan penjelasan idea dan penilaian terhadap idea orang lain (Kamarudin Husin,
2010). Kaedah pengajaran ini sangat efektif untuk medapatkan pengetahuan. Pengajaran
adalah untuk meningkatkan pemikiran kritikal dan kemahiran penyelesaian masalah maka
pembelajaran kolaboratif lebih berfaedah. Oleh itu, pengajaran guru haruslah melibatkan
pengembangan dan peningkatan kebolehan murid untuk belajar. Guru sebagai pemudah
cara
dalam pembelajaran. Dengan itu, guru haruslah mencipta dan menguruskan
pembelajaran yang bermakna dan merangsang pemikiran murid melalui dunia sebenar
Kamarudin Husin, 2010; Lee & Hannafin, 2016;Panitz, 1999).
Pembelajaran Kooperatif

233

Pembelajaran kooperatif merupakan satujenis pembelajaran kolaboratif yang khusus.

Kooperatif lebih kepada pembelajaran dalam kumpulan yang distruktur dengan baik. Kerja
kumpulan yang dibentuk dengan baik akan dinilai oleh guru. Persekitaran pembelajaran
berlaku dalam tiga situasi iaitu 1) murid rasa selamat tetapi mencabar, 2) ahli kumpulan
adalah kecil untuk memastikan setiap ahli memberikan sumbangan, 3) tugasan yang
diberikan untuk murid melaksanakannya mestilah jelas.
Pembelajaran kooperatif merupakan satu hubungan yang kuat dalam satu kumpulan
tetapi mempunyai kekbebasan positif (tenggelam atau berenang bersam-sama) (Kamarudin
Husin, 2010; Filippatou & Kaldi, 2010; Froyd & Simpson, 2000; Panitz, 1999), akauntabiliti
individu(setiap muris menyumbang dan belajar) (Kamarudin Husin, 2010), kemahiran
interpersonal (komunikasi, kepercayaan, kepimpinan, membuat keputusan, penyelesaian
konflik dan interkasi promotif bersemuka). Setiap ahli kumpulan akan berusaha unuk
mencapai kejayaan dan menyelesaikan masalah yang diberikan. Hal ini kerana tidak semua
ahli kumpulan mempunyai semua maklumat, kemahiran dan sumber yang diperlukan untuk
memberikan hasilkan yang berkualiti dan baik.
Pembelajaran kooperatif menekankan lima ciri yang penting (Panitz, 1999) iaitu 1)
murid bersama-sama melakukan kerja dalam kumpulan berdasarkan tugas dan aktiviti yang
diberikan, 2) ahli kumpulan dua hingga lima orang, 3) pelajaran adalah bebas secara positif
dan memerlukan antara satu sama lain, 4) murid menggunakan tingkah laku koperatif dan
prososial untuk melaksanakan tugasan, dan 5) murid bertanggungjawab secara individu
atau bertanggungjawab untuk kerja dan pembelajaran mereka.
Dalam kajian Panitz, (1999) pembelajaran kooperatif, berasaskan masalah
merupakan salah satu contoh. Pembelajaran kooperatif ini meningkatkan motivasi intrinsik
murid. Murid belajar bekerjasama dan bermotivasi untuk melaksanakn tugasan. Motivasi ini
wujud dan diperolehi antara satu sama lain. Murid belajar bersama tanpa ada perbezaan
gred, sijil anugerah, penghargaan atau denda untuk memberikan semangat antara satu
sama lain. Motivasi ekstrinsik pula wujud di luar dari diri murid. Sebagai contoh anugerah,
hadiah atau ancaman dan denda dari ibu bapa, guru, rakan dan orang lain. Pembinaan
pengetahuan melalui konsep psikologi kognitifmurid membina dari rangkaian pengetahuan
dengan hubungan pengetahuan masa lalu dan minat yang sama.
Berdasarkan kepada kajian Brody dan Davidson, 1998 (Panitz,1999) terdapat
beberapa persoalan yang boleh ditanya dalam proses pengajaran dan pembelajaran yang
boleh membantu mengenal pasti kedua-dua pendekatan pembelajaran ini. Persoalan
tersebut diringkaskan dalam Jadual 1.

Jadual 1: Perbezaan Pendekatan Pembelajaran Kooperatif Dan Kolaboratif

Pendekatan
Pembelajaran
Pendekatan Pembelajaran Kolaboratif
Kooperatif
1
Bagaimana
guru
mengajar 1 Apakah tujuan aktiviti?
kemahiran sosial?
2
Bagaimana guru boleh membina 2 Apakah kepentingan bercakap dalam
penghargaan
kendiri,
pembelajaran?
tanggungjawab, menghormati antara
satu sama lain?
3
Bagaimana status sosial murid 3 Sejauh manakah pengalaman berkaitan
mempengaruhi
pembelajaran
topik bernilai dalam pembelajaran?
kumpulan kecil?
4
Bagaimana untuk memperkenalkan 4 Bagaimana guru boleh memberi kuasa
234

penyelesaian
masalah
dan
menanggani konflik?
Adakah penghargaan ekstrinsik atau 5
intrinsik lebih efektif?
Bagaimana guru boleh membuktikan 6
bahawa pembelajaran kooperatif
boleh meningkatkan pencapaian
akademik?
Bagaimana mengajar anak-anak 7
kecil memainkan banyak peranan?

Bagaimana guru
aktiviti kooperatif?

menstrukturkan 8

kepada kanak-kanak untuk menjadi

murid autonomi?
Apakah perbezaan antara menggunakan
bahasa untuk belajar dengan belajar
menggunakan bahasa?
Bagaimana guru boleh berunding
berkaitan pengalaman pembelajaran
dengan kanak-kanak?
Bagaimana guru berinteraksi dengan
murid dlam memberikan soalan dalam
situasi sebenar berbanding memberikan
soalan yang telah diketahui jawapannya.
Bagaimana
guru
menggunakan
kesedaran pembelajaran semulajadi
sosial untuk mencipta persekitaran
pembelajaran kumpulan kecil yang lebih
efektif?

Peranan guru dalam penstrukturan pembelajaran kooperatif melibatkan objektif

pengajaran yang jelas, meletakkan murid dalam kumpulan produktif pembelajaran dan
menyediakan bahan-bahan yang sesuai, menerangkan struktur matlamat kerjasama dengan
jelas, memantau murid, dan menilai prestasi murid. Bagi kumpulan pembelajaran kooperatif
murid lebih produktif, murid haruslah melibatkan diri dalam kemahiran kolaborasi yang
diperlukan dalam kumpulan tersebut. Kemahiran kooperatif dan kemahiran akademik boleh
diajar serentak. Pelaksanaan pembelajaran kooperatif perlu ditambah pula dengan
pelaksanaan kolaborasi dengan kumpulan sokongan profesional dalam kalangan pendidik.
Kejayaan usaha pelaksanaan dan kualiti hidup dalam persekitaran sekolah bergantung
kepada kerjasama antara guru dan kakitangan seluruh sekolah. Sokongan untuk
menjayakan pembelajaran kooperatif dengan kolaborasi dengan teknologi dan pihak lain
haruslah mengikut penstrukturan yang lebih baik dan sentiasa dipantau.

KEMAHIRAN BERFIKIR PELBAGAI ARAS

Terdapat pelbagai jenis pembelajaran yang digunakan dalam proses pengajaran dan
pembelajaran di sekolah. Namun dalam artikel ini hanya membincangkan dua jenis
pembelajaran yang dikaitkan dalam meningkatkan pemikiran pelbagai aras murid. Tahap
atau aras pemikiran terbahagi kepada dua iaitu aras tinggi dan aras rendah. Berdasarkan
konsep Taksonomi Bloom pemikiran aras tinggi merangkumi cipta, nilai dan analisis
manakala pemikiran aras rendah pula aplikasi, memahami dan mengingat. Pernyataan ini
diringkaskan seperti dalam Rajah 1. Taksonomi Bloom yang disemak semula oleh Krathwohl
ini telah menjadikannya lebih sesuai untuk pendidikan masa kini bersesuian dengan objektif
yang telah ditetapkan.

235

KEMAHIRAN
BERFIKIR ARAS
TINGGI (KBAT)
KEMAHIRAN
BERFIKIR ARAS
RENDAH (KBAR)

Rajah 1: Taksonomi Bloom yang di Semak Semula

(Krathwohl, 2010)
Berdasarkan kepada taksonomi Bloom yang disemak semula ini, istilah-istilah telah
ditukar untuk memastikan lebih sesuai dengan objektif yang digunakan dalam mata
pelajaran tertentu terutama dalam bidang sains dan bukan sains. Beberapa istilah yang
ditukar adalah seperti pengetahuan telah ditukar menjadi Mengingat, kefahaman kepada
Memahami, mengaplikasi dikekalkan namun hanya menggunakan Aplikasi, Analisis
dikekalkan, sintesis kepada Nilai dan terakhir penilaian ditukarkan menjadi Cipta (Krathwohl,
2010).
Perubahan ini akan memberikan kesan kepada dimensi kognitif dan lebih dikenali
dengan proses kognitif (Krathwohl, 2010). Enam kategori utama telah diberi perhatian yang
jauh lebih baik berbanding sub-kategori dalam Taksonomi Bloom yang asal. Sembilan belas
khusus proses kognitif--dalam enam kategori proses kognitif menerima penekanan utama
dalam semakan semula. Oleh yang demikian, sifat enam kategori utama semakan ini lebih
jelas dengan penerangan yang diberikan dalam proses kognitif (Krathwohl, 2010). Proses ini
lebih mendalam dan memberi nafas baru dalam proses kognitif. Jika murid dapat menguasai
peringkat taksonomi ini murid boleh dikategorikan dalam tahap pemikiran aras tinggi atau
rendah. Bagi melaksanakan peringkat pemikiran pelbagai aras ini, guru harus mengetahui
beberapa kaedah pembelajaran yang memungkinkan murid untuk bertindak aktif dalam
kelas. Semakin bersepadu persekitaran pembelajaran yang disediakan untuk tujuan tertentu
maka lebih banyak peluang untuk berjaya dalam persekitaran yang direka bentuk.
Guru harus menggalakan murid-murid mengatur idea dan objek dengan berbagaibagai cara supaya idea tersebut menjadi pelbagai kombinasi. Soalan yang terbuka dan
mencapah boleh dikemukakan (Kamarudin Husin, 2010). Dalam sesi pembelajaran muridmurid boleh bertanyakan soalan dan bebas melahirkan pendapat. Pendekatan berfikir dan
teknik sumbang saran amat berguna dalam pembelajaran berpusat murid terutama dalam
kumpulan kecil. Soalan yang dikemukakan oleh guru mestilah disesuaikan dengan peringkat
pengalaman dan kefahaman murid agar dapat merangsang pemikiran murid (Kamarudin
Husin, 2010).

KECERDASAN EMOSI
Kecerdasan emosi boleh meningkatkan pencapaian murid. Ini diakui dalam banyak kajian
berkaitan pencapaian murid (Mehmet, 2014; Khadijah et al., 2012; Debora, 2012; Firdaus,
2012; Azizi, 2007), dan pencapaian dalam bidang pekerjaan (Arunothong & Ittasakul,
(2012); Badri-harun, Zainol, Amar, & Shaari, (2016); Idham et al., 2010; Mayer dan Salovey,
236

2004; Joseph, Jin, Newman, dan Boyle, 2015; Pekrun, 2006; Prasad, 2016; Siegling et al.,
2014). Kecerdasan emosi mula mendapat sambutan hangat dalam kajian setelah kajian
yang dilakukan oleh Bar-On, Mayer dan Salovey dan Goleman. Terdapat beberapa
persamaan dalam menentukan definisi kecerdasan emosi itu sendiri. Reuven Bar-On telah
mencipta istilah kecerdasan emosi pada tahun 1985. Beliau menyatakan bahawa
kecerdasan emosi mengambarkan kebolehan untuk berhubung dengan baik samada pada
perasaan diri sendiri dan orang lain (Dzull Zabbarod, 2009). Bar-On telah mencadangkan
dalam ujian kecerdasan emosinya lima aspek iaitu interpersonal, intrapersonal,
penyesuaian, pengurusan tekanan dan mood (Bar-on, 2010). Mayer dan Salovey
menyatakan kecerdasan emosi sebagai kognitif masyarakat yang merangkumi tiga kategori
utama iaitu yang pertama kebolehan membezakan emosi diri dengan orang lain. Kedua,
kebolehan menggunakan maklumat emosi untuk membimbing pemikiran dan yang terakhir
ialah kebolehan mengawal emosi diri dan menyelaras dengan emosi orang lain. Namun
untuk memudahkan tafsiran ini, Mayer dan Salovey (1997) menyatakan kecerdasan emosi
adalah keupayaan seseorang membuat persepsi dan penyampaian emosi yang tepat,
menggunakan emosi untuk membantu proses pemikiran, memahami emosi dan
menguruskan emosi dalam diri sendiri. Bagi Goleman (1995) pula, kecerdasan emosi adalah
keupayaan untuk mengiktiraf perasaan sendiri dan perkara lain-lain bagi mendorong diri
sendiri dan menjayakan pengurusan emosi diri. Kecerdasan emosi merangkumi beberapa
aspek pengendalian diri, semangat dan ketekunan serta kemampuan memotivasikan diri
sendiri dan bertahan menghadapi kegagalan (Azhar, 2004). Kecerdasan emosi adalah
penting kerana mengikut Goleman (1995) kecerdasan emosi dalam pembangunan diri dapat
menanggani pemasalahan kehidupan seseorang. Kecerdasan emosi yang dikaji oleh
Goleman (1998) terbahagi kepada lima asas utama iaitu kesedaran kendiri (self-awareness)
iaitu mengenali emosi sendiri, regulasi kendiri (self-regulation) iaitu mengurus emosi sendiri,
motivasi (motivation) memotivasikan emosi negatif, empati (empathy) mengenali emosi
orang lain dan yang terakhir kemahiran sosial (social skills) iaitu mengendali perhubungan.
Berdasarkan kepada kecerdasan emosi intrapersonal, pengurusan kendiri emosi
murid amat penting. Hal ini kerana pengurusan kendiri emosi atau regulasi kendiri
melibatkan efikasi kendiri murid, matlamat murid, kawalan perhatian murid, mengurus
perasaan tekanan sendiri, pengurusan emosi (seperti tingkah laku pertahankan diri, aggresif
dan dorongan), meminta pertolongan jika memerlukan pertolongan, menentukan hala tuju
dan menjadi murid yang tabah. Regulasi kendiri sangat penting untuk menjadi murid yang
berdikari seperti yang dipelajari melalui sekolah. Kecerdasan interpersonal murid dalam
pergaulan social memerlukan kecerdasan emosi seperti empati, kerja berpasukan,
berkepimpinan, kemahiran komunikasi dan sebagainya.

PEMBELAJARAN BERPUSAT MURID DAN KECERDASAN EMOSI MURID

Setelah mengetahui tentang pembelajaran berpusat murid dan kecerdasan emosi terdapat
perkaitan yang boleh diperolehi daripada pelbagai artikel atau kajian yang telah dilakukan.
Kajian (Abdullah, 2008; Ahmad & Abg Yaman, 2010; Chan & Rodziah, 2012; Pekrun, Elliot,
& Maier, 2009; Shahrin , Azizi , Hashim,dan Nordiana, 2009) menunjukkan bahawa
kecerdasan emosi dapat meningkatkan pencapaian akademik murid. Pengurusan kendiri
yang baik dan kemahiran interpersonal yang tinggi boleh membantu murid untuk
meningkatkan pergaulan sosial. Pembelajaran berpusat murid di dalam kelas menggunakan
pembelajaran kooperatif membantu murid untuk berinteraksi dan menggunakan kemahiran
berkomunikasi. Kolaborasi bersama murid yang berbeza sekolah juga mengetengahkan
kemahiran kerja berpasukan murid. Murid yang mempunyai kesedaran emosi yang baik dan
kemahiran kawalan emosi menjadi indikator dalam pemahaman tentang kecerdasan emosi
murid (Asih & Pratiwi, 2010; Buzgar et al., 2013; Linnenbrink, 2006; Mayer, Salovey, Caruso,
237

& Sitarenios, 2001). Selain dari itu, kecerdasan emosi intrapersonal tentang kawalan emosi
kendiri juga memberikan ruang pembelajaran yang baik. Murid yang mempunyai kecerdasan
emosi boleh meningkatkan kemahiran berfikir aras tinggi dengan keyakinan untuk
berhubung dengan murid yang lain dalam kumpulan. Secara idealnya tugas kumpulan
sentiasa tidak terhad. Dalam perspektif kerja kumpulan ini, kooperatif tidak memberikan
kuasa kepada murid ini kerana ahli kumpulan akan menunggu jawapan daripada guru untuk
mengesahkan apa yang mereka bincangkan. Namun, kolaborasi memberikan kuasa dan
keberanian kepada murid sebagai contoh murid yang berada dalam kumpulan sepakat
bersetuju dengan jawapan yang mudah atau kurang berkeyakinan dalam menyelesaikan
masalah atau kadang kala menimbulkan konflik dengan guru. Apabila digabungkan antara
kecerdasan emosi, pembelajaran kooperatif dan kolaboratif akan menghasilkan keyakinan
diri dan kemahiran interpersonal yang tinggi dalam kalangan murid.
Sebagai contoh penyelesaian masalah dalam mata pelajaran matematik. Murid
melihat soalan tersebut sebagai sukar walaupun belum cuba menyelesaikannya terutama
murid yang fobia matematik. Di sinilah kecerdasan emosi boleh membantu untuk
menghasilkan kemahiran berkomunikasi dan kerja berpasukan dalam pembelajaran
kooperatif dalam kumpulan dan berkolaborasi dengan kumpulan yang lain.
Kajian yang berkaitan dengan keperluan khas juga menggunakan konsep yang sama
dalam mengaplikasikan kecerdasan emosi dalam pembelajaran mereka bersama dengan
pembelajaran berasaskan masalah. Kajian Diamanto Filippatou dan Stavroula Kaldi (2010)
telah menyatakan bahawa terdapat peningkatan dalam kesediaan untuk bekerja dalam
kumpulan kalangan murid dengan keperluan khas atau kurang upaya dan juga peningkatan
dalam apa yang mereka pelajari jika dikekalkan tentang topik tersebut (Overby, 2011). Untuk
sampai ke tahap ini iaitu tahap kerja berpasukan, membuktikan bahawa murid perlu
mempunyai kemahiran asas menguasai atau keupayaan untuk mencapai tahap akademik
pembelajaran untuk topik itu. Guru membiarkan murid bersaing dengan rakan-rakan
mereka. Ini boleh dicapai dengan memberikan bantuan kepada murid pada masa murid ini
berada dalam kumpulan (Overby, 2011). Hal ini dapat menghindarkan isu-isu ketinggalan
atau tidak difahami oleh rakan-rakan. Guru juga dapat mengajar mereka bagaimana untuk
bekerja bersama-sama bagi menyelesaikan tugas yang diberikan (Filippatou & Kaldi, 2010).
Diamanto Filippatou dan Stavroula Kaldi (2010) "membuat kesimpulan bahawa pelajar yang
mempunyai masalah pembelajaran boleh mendapat manfaat melalui PBM dalam prestasi
akademik, motivasi, pembelajaran kooperatif, dan penerimaan sosial" (Filippatou & Kaldi,
2010; Overby, 2011).
Murid yang mempunyai kebolehan dan kemahiran berkomunikasi yang baik akan
memudahkan lagi pembelajaran kooperatif dan berkolaborasi dengan perancah
pembelajaran yang lain. Kooperatif dan kolaborasi yang baik akan meningkatan lagi
pemikiran aras tinggi murid (Panitz, 1999). Berdasarkan kajian (Froyd & Simpson, 2000;
Land, Susan M.; Hannafin, 1996; Nanney, 2004) beberapa andaian tentang pembelajaran
berpusat murid dirangkumkan dalam adalah seperti 1) pengajaran yang kurang menyokong
dalam mempromosikan pembelajaran berpusat murid- namun pembelajaran ini memberikan
meta-pengetahuan dalam penyelesaian masalah, 2) aktiviti yang mesti menfokuskan proses
kognitif namun PBM memberikan banyak cambahan idea meningkatkan makna
pembelajaran, 3) pengetahuan yang dinamik dan berubah-ubah namun PBM menyokong
pertumbuhan dan membina intuisi dan mental murid, 4) pembelajaran lebih baik jika
berpaksikan konteks yang releven namun PBM mengorientasi murid dengan perhubungan
pengetahuan, murid menggunakan pengetahuan sebagai alat, proses kognitif dan konteks
adalah saling berkait.

238

KESIMPULAN
Kecerdasan emosi memainkan peranan yang penting dalam pembelajaran berpusat murid.
Semakin tinggi kecerdasan emosi seseorang murid maka semakin tinggi tahap pemikiran
mereka. Semakin tinggi kecerdasan emosi murid semakin baik dalam kemahiran psikososial
mereka. Pembelajaran berpusat murid telah terbukti dapat membawa murid ke tahap yang
lebih tinggi dalam pemikiran kritis, penyelesaian masalah, peningkatan sikap untuk belajar
serta peningkatan dalam sikap untuk belajar dan peningkatan dalam kehadiran ke sekolah
(Overby, 2011). Pemikiran kritis merupakan pemikiran aras tinggi (Krathwohl, 2010). Guru
sebagai pendidik perlu menggunakan teknologi untuk penglibatan murid. Hal ini juga, boleh
menjadikan sekolah lebih menarik dan menyeronokkan sekaligus dapat membantu murid
untuk mengembangkan potensi mereka dengan pelbagai kaedah alternatif.

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241

KOMSAS, KEMAHIRAN BERFIKIR ARAS TINGGI DAN i-THINK SEBAGAI

KOMPETENSI PENGAJARAN GURU BAHASA MELAYU
Rozani Binti Ahmad
Fakulti Psikologi Dan Pendidikan
Universiti Malaysia Sabah
dt1321022t@student.ums.edu.my
Abstrak
Kajian adalah mengenal pasti kompetensi pengajaran guru Bahasa Melayu ketika
merancang, melaksana dan mentaksir pengajaran dan pembelajaran dalam bilik darjah
melalui pengetahuan, kemahiran dan sikap guru dalam pengajaran Komsas, Kemahiran
Berfikir Aras Tinggi dan i-Think. Pengetahuan, kemahiran dan sikap guru meliputi komponen
dan prinsip pengajaran, kepelbagaian pendekatan dan kewajaran setiap pemboleh ubah
dalam pengajaran Bahasa Melayu. Disamping itu, turut dibincangkan beberapa teori dan
model kajian yang mendasari dan akan menyokong dapatan kajian kelak. Kajian
menggunakan teknik rawak kelompok dan rawak mudah bertujuan iaitu hanya kepada guru
Bahasa Melayu sekolah menengah seluruh Sabah. Jumlah sampel kajian adalah seramai
327 responden daripada 2261 jumlah populasi berdasarkan Jadual Persampelan Krejcie &
Morgan. Kaedah tinjauan melalui kutipan dan pengagihan instrumen soal selidik digunakan
dalam kajian ini. Berdasarkan kajian rintis yang telah dijalankan ke atas 100 orang
responden, jumlah Cronbach Alpha bagi kesahan instrumen yang diperolehi bagi setiap
pemboleh ubah adalah masing-masing, .965, .960, .973 dan .951. Manakala kajian analisis
faktor juga menunjukkan setiap pemboleh ubah memperolehi nilai KMO dan Komunilti >0.5,
menunjukkan bahawa instrumen digunakan adalah sah dan boleh diguna pakai dalam kajian
sebenar kelak. Walau bagaimanapun, penulisan ini baru pada peringkat proposal, dan telah
dibentangkan pada peringkat universiti. Maka keputusan kajian masih belum dapat
dipersembahkan sepenuhnya. Dapatan kajian kelak akan mengenal pasti perbezaan tahap
kompetensi pengajaran guru serta pengajaran Komsas, KBAT dan i-Think berdasarkan
pengalaman mengajar guru. Selain turut mengkaji hubungan antara ketiga-tiga pemboleh
ubah tak bersandar, serta hubungan dan pengaruh pengajaran Komsas, KBAT dan i-Think
tersebut terhadap kompetensi pengajaran guru Bahasa Melayu. Kajian menggunakan
kaedah analisis Anova, Korelasi Pearson dan Regrasi Pelbagai. Data yang dikumpul akan
dianalisis menggunakan SPSS versi 21.0, dan semua dapatan kajian akan dipersembahkan
dalam bentuk jadual.
Kata kunci: kompetensi, Komsas, kemahiran berfikir aras tinggi dan i-Think

PENGENALAN
Kandungan Bab 5, Guru dan Pemimpin Sekolah dalam Pelan Pembangunan Pendidikan
Malaysia 2013-2025 menggariskan kenyataan bahawa kualiti guru merupakan penentu di
peringkat sekolah yang paling penting bagi keberhasilan murid. Kementerian Pendidikan
Malaysia (KPM) dalam pelan tindakannya untuk mentransformasi profesion keguruan
menyediakan satu instrumen yang menyatakan dengan jelas kompetensi yang perlu dimiliki
oleh guru dengan merentas empat dimensi: salah satunya adalah dimensi pengajaran dan
pembelajaran. Keberkesanan pengajaran guru Bahasa Melayu dalam kajian ini dinilai
melalui kompetensi guru melalui pengetahuan, kemahiran dan sikap terhadap pengajaran
teks Komsas, aspek Kemahiran Berfikir Aras Tinggi dan program i-Think agar dapat
merancang, melaksana dan mentaksir pengajaran dan pembelajaran dalam bilik darjah.

242

Latar Belakang Kajian

Keperluan Komsas, Kemahiran Berfikir Aras Tinggi dan i-Think dalam perkembangan
pendidikan memenuhi Falsafah Pendidikan Kebangsaan serta Pelan Pembangunan
Pendidikan 2013-2025, guru adalah insan paling penting kepada meneraju matlamat
tersebut. Maka hal yang demikian, pengetahuan, kemahiran dan sikap guru Bahasa Melayu
dalam pengajaran Komsas, KBAT dan i-Think perlu diberi penekanan bagi menentukan
setakat mana tahap kompetensi seseorang guru tersebut dalam menggembeleng usaha dan
matlamat pendidikan Negara. Aspek profesional berkembang dengan kemahiran guru
mengajar berdasarkan pengaplikasian pelbagai kaedah dan strategi serta bahan bantu
mengajar yang memudahkan pemahaman murid, menggalakkan minat belajar murid dan
guru juga mempunyai pengetahuan yang luas lagi mendalam untuk membantu murid dalam
pembelajaran (Che Zanariah et al, 2011).
Keperluan memasukkan unsur sastera dalam subjek Bahasa Melayu di Malaysia
sebenarnya telah bermula sejak tahun 1984 lagi sebelum dicadangkan dalam Mesyuarat
Jemaah Menteri Bil. 4/99 bertarikh 24 Februari 1999 dan gesaan daripada cadangan
tersebut diterima oleh Pusat Perkembangan Kurikulum serta diluluskan dalam Mesyuarat
Jawatankuasa Kurikulum Pusat Bil. 2/99 pada 11 Jun 1999 yang kemudiannya dilaksanakan
secara berperingkat pada tahun 2000 di seluruh sekolah menengah di Malaysia. Komsas
sebagai bahan pengajaran akan menyokong pengajaran guru dan pembelajaran pelajar iaitu
kepada mengembangkan pemahaman budaya, kemahiran berfikir kritikal dan kemahiran
bahasa (Aghagolzadeh et al, 2012).
Sebagaimana Komsas, aspek Kemahiran Berfikir Aras Tinggi dan i-Think dalam
kajian ini juga menuntut kepentingan dan fokus kajian yang sama iaitu menilai kompetensi
pengajaran guru melalui pengetahuan, kemahiran dan sikap guru dalam pengajaran KBAT
dan i-Think. KBAT dan i-Think membawa ojektif pengajaran yang seiring iaitu sebagai dapat
melahirkan modal insan masa hadapan yang mempunyai pemikiran kreatif, kritis dan inovatif
serta memupuk kemahiran berfikir aras tinggi dan mampu berdaya saing selain menyemai
budaya pembelajaran sepanjang hayat, mahir menyelesaikan masalah dan meghasilkan
jalan penyelesaian yang kreatif. Seterusnya bertujuan kepada menjana daya cipta serta
pembelajaran kendiri dalam kalangan pelajar sesuai dengan matlamat KBAT iaitu kepada
memindahkan pengetahuan tentang prinsip yang umum daripada lapangan subjek kepada
bentuk lain (Pelan Pembangunan Pendidikan 2013-2025, 2013). Pengetahuan guru
terhadap mengaplikasi lapan peta pemikiran i-Think dengan tepat, teliti dan bersesuaian
dalam pengajaran dan pembelajaran akan menggalakkan respon dan tindak balas belajar
pelajar. Yahya Othman, (2014) juga menyatakan bahawa alat pengurusan grafik dapat
digunakan oleh guru Bahasa Melayu untuk memudahkan murid memahami sesuatu konsep.
Penyataan Masalah
Guru berkompetensi dalam pengajaran yang diharap dapat melahirkan pelajar yang berdaya
fikir dan menunjukkan minat yang tinggi terhadap pelajaran masih belum ramai. Pelbagai
masalah telah dikenal pasti melalui kajian-kajian lepas yang menyaksikan beberapa
sentimen negatif dalam kalangan guru Bahasa Melayu khususnya sewaktu melaksanakan
aktiviti pengajaran dan pembelajaran di dalam kelas. Hassan Baseri (2012) menyatakan
bahawa kebanyakan guru Bahasa Melayu gagal untuk mengenal pasti topik yang hendak
diajar dan yang akan memandu mereka membuat pemilihan kaedah dan strategi
pengajaran, menyebabkan guru turut gagal untuk menilai pelaksanaan rancangan
pengajaran, keberkesanan pengajaran dan pencapaian murid. Sehingga akhirnya gagal
melaksanakan pengajaran pemulihan dan pengayaan kepada murid yang memerlukan.
Kegagalan guru Bahasa Melayu dalam kompetensi pengajaran tersebut, sebenarnya
didorong oleh pengetahuan yang agak kurang berkenaan pengajaran Komsas, KBAT dan iThink dalam kajian ini. Kajian oleh Sri Murniati et al (2011) misalnya, mendapati bahawa
kebanyakan guru mengajar Komsas, tidak faham akan fungsi mereka sebagai pemudah
243

cara dan bukan cenderung menyediakan murid jawapan-jawapan segera. Hal ini
menyebabkan pelajar tidak didorong untuk memahami sendiri proses apresiasi bahan
Komsas terutamanya untuk menyatakan pendapat murid tentang karya yang dibaca.
Masalah pengajaran KBAT yang diutarakan oleh Lembaga Peperiksaan (2013) turut
berkaitan kefahaman guru iaitu mendapati guru kurang jelas dengan makna item KBAT yang
dicanang dan diperkembangkan, menyebabkan bentuk penyoalan guru juga masih lagi
terhad kepada item yang berbentuk respons terbuka.
Bukan sahaja aspek pengetahuan, tetapi kemahiran guru Bahasa Melayu juga
dikesan tidak memberansangkan dalam aktiviti pengajaran dan pembelajaran. Dapatan
kajian oleh Sri Murniati et al (2011) menunjukkan bahawa, sebahagian besar guru hanya
menerangkan aspek-aspek pembelajaran melalui bahan Komsas dengan cara berceramah
tanpa banyak melibatkan penyertaan murid dan tidak memanfaatkan kaedah dan strategi
pengajaran yang berlainan. Zamri et al (2011) juga mendapati bahawa guru kurang mahir
menggunakan strategi kemahiran berfikir, iaitu kurang mempraktikkan pendekatan terkini
seperti masteri, kontekstual dan pembelajaran berasaskan masalah dalam pengajaran dan
pembelajaran Bahasa Melayu. Seterusnya, Wong Leng Sim (2012) mendapati guru kurang
untuk menekankan unsur pemetaan minda dalam pengajaran dan pembelajaran dan lebih
cenderung menggunakan catatan nota baris demi baris dan muka surat demi muka surat
(catatan bentuk linear) ketika mengajar.
Malah, dapatan kajian Abdul Rasid et al (2013) mendapati guru Bahasa Melayu
kebanyakannya hanya berkemahiran sederhana dalam menyediakan bahan bantu mengajar
serta masih kurang menerapkan penggunaan bahan bantu mengajar. Malah, Lembaga
Peperiksaan (2013) turut menyatakan bahawa guru kurang mahir dalam membina item
KBAT dan mendapati item KBAT yang dibina guru masih tidak memenuhi spesifikasi
piawaian item semasa dipra uji. Hal ini bertepatan dengan dapatan kajian oleh Zamri
Mahamod et al (2011), bahawa aktiviti penyoalan dalam sesi pengajaran dan pembelajaran,
guru tidak menggalakkan pelajar menyoal dan menyebabkan tidak mencapai tujuan KPM
yang menggalakkan penglibatan aktif pelajar dalam aktiviti pembelajaran dan perkongsian
idea antara guru dan pelajar.
Disamping itu, sikap guru turut mempengaruhi masalah yang membelenggu
pengajaran dan pembelajaran guru Bahasa Melayu. Marohaini Yusof (2003), Vygotsky
(2006) dan Abdul Aziz (2007) mendapati guru Bahasa Melayu selesa dengan gaya
pengajaran konvensional, malah menganggap gaya ini masih releven. Manakala kajian oleh
Zamri et al (2011) mendapati guru menganggap pengaplikasian kemahiran berfikir dalam
pengajaran kurang penting kurang menyebabkan guru mengabaikan aktiviti pengajaran
mengaplikasi kemahiran berfikir dalam proses pembelajaran murid. Shamsudin Othman et al
(2014) dalam kajiannya tentang sikap guru terhadap masa, majoritinya menghadapi
masalah dalam pengajaran dan pembelajaran menyebabkan guru tidak dapat
melaksanakan aktiviti pengajaran dan pembelajaran dengan menyeluruh.
Objektif Kajian
i.
ii.
iii.
iv.
v.
vi.
vii.

Mengenal pasti tahap kompetensi guru Bahasa Melayu.

Mengenal pasti tahap pengajaran Komsas, KBAT dan i-Think guru Bahasa Melayu.
Mengenal pasti perbezaan tahap pengajaran Komsas, KBAT dan i-Think guru
berdasarkan lokasi dan pengalaman mengajar.
Mengenal pasti hubungan antara pengajaran Komsas, KBAT dan i-Think dengan
kompetensi pengajaran guru.
Mengenal pasti hubungan antara pengajaran Komsas dengan KBAT
Mengenal pasti hubungan antara pengajaran Komsas dengan i-Think
Mengenal pasti hubungan antara pengajaran KBAT dengan i-Think.
244

viii.

Mengenal pasti pengaruh antara pengajaran Komsas, KBAT dan i-Think terhadap
kompetensi pengajaran guru.

Kajian Lepas
Tahap Pengajaran Komsas, i-Think dan KBAT serta Kompetensi Pengajaran Guru
Kajian Minoo Alemi et al (2013) menunjukkan bahawa, guru menyokong penuh pengajaran
bahasa dengan menggunakan bahan Komsas selain strategi pengajaran guru dilihat berada
pada tahap paling tinggi berbanding pengurusan bilik darjah dan penglibatan pelajar ketika
menggunakan teks Komsas dalam pengajaran bahasa. Iida (2013) pula menjelaskan
bahawa guru bahasa boleh berkerja pada beberapa tahap yang berbeza dengan matlamat
dan dalam konteks yang berbeza selepas menggunakan bahan Komsas.
Kajian oleh Muhd Sidek et al (2013) tentang i-Think, peta pemikiran tersebut telah
mengambil alih fungsi pengajaran guru yang sebelum ini masih berada pada tahap rendah.
Sukiman Saad et al (2012) turut mendapati bahawa guru mempunyai persepsi yang positif
dan mengamalkan kemahiran berfikir dalam kelas. Hasil kajian yang sama diperolehi oleh
Chew et al (2014) bahawa guru melaksanakan kemahiran berfikir pada tahap memuaskan,
walau bagaimanapun guru tidak dapat menilai keberkesanan KBKK dalam pengajaran dan
pembelajaran. Manakala kajian oleh Caroline@ Lorena et al (2014) mendapati bahawa guru
mempunyai profesionalisme dalam pengajaran KBAT terhadap pelaksanaan pengajaran dan
pembelajaran.
Dapatan yang lebih kurang sama oleh Betts et al (2010) di luar negara bahawa
pengetahuan guru dalam subjek yang diajar ada hubungannya dengan pembelajaran pelajar
dan untuk memilih strategi pedagogi, teknik penilaian serta pengurusan kelas. Malah tahap
pengetahuan tentang subjek yang tinggi telah memberi kesan kepada usaha pengajaran
guru terhadap metadologi pengajarannya.

Perbezaan Pengajaran Komsas, i-Think dan KBAT berdasarkan Pengalaman

Mengajar
Berkaitan perbezaan berdasarkan pengalaman mengajar guru, kajian oleh Minoo Alemi et al
(2013) dalam pengajaran Komsas, menunjukkan tidak terdapat perbezaan, malah guru
menilai keberkesanan pengajaran Komsas mereka sama sahaja dengan membawa objektif
yang dikehendaki dalam pencapaian akademik pelajar. Hal ini tidak lagi selari dengan
dapatan kajian Rohayah Mohamad (2003), pengalaman mengajar guru tersebut ada
hubungannya dengan tahap pengetahuan guru untuk memahami Komsas iaitu semakin
banyak pengalaman, maka semakin tinggi tahap pengetahuan guru tersebut terhadap bahan
Komsas. Namun, kajian oleh Koc (2012) menunjukkan bahawa dari segi aktiviti pemetaan
minda, ia mempunyai perbezaan berdasarkan pengalaman mengajar guru, kerana dapatan
kajian mendapati peta konsep mempunyai hubungan yang signifikan dengan pengalaman
mengajar guru, iaitu semakin guru tersebut berpengalaman, maka semakin mudah guru
menggunakan peta konsep dalam pengajaran di bilik darjah.
Begitu juga kajian tentang kemahiran berfikir oleh Rohayah Mohamad (2002) yang
menunjukkan bahawa terdapat hubungan yang signifikan antara pengalaman mengajar
dengan pengetahuan guru dalam pelaksanaan KBKK ketika mengajar pemahaman Komsas,
bermaksud guru berpengalaman lebih berkompetensi menyebatikan KBKK dalam
pengajaran. Walau bagaimanapun, kajian oleh Hasnah Isnon (t.th) dan Sukiman Saad et al
(2012) masing-masing mendapati bahawa tidak terdapat perbezaan yang signifikan
terhadap kompetensi guru Bahasa Melayu mengendalikan KBAT dalam pengajaran dan
pembelajaran berdasarkan pengalaman mengajar. Persepsi dan amalan pengajaran guru
245

terhadap kemahiran berfikir tidak menunjukkan perbezaan berdasarkan pengalaman guru

mengajar.

Hubungan Pengajaran Komsas dengan Pengajaran KBAT

Kajian oleh Khairudidin Mohamad (2008) pula menunjukkan bahawa, guru yang mempunyai
latihan Komsas akan mempunyai pengetahuan yang tinggi dan kerap untuk menggunakan
kemahiran berfikir kritis dalam pengajaran cerpen Komsas Bahasa Melayu walaupun guru
masih kurang menggunakan KBAT berbanding KBAR. Walau bagaimanapun, kajian oleh
Yee et al (2012) mendapati bahawa 50.4% staf akademik UTHM bersetuju bahawa strategi
pembelajaran yang berpusatkan bahan seperti bahan sastera adalah yang paling sesuai
untuk pelajar mempelajari kemahiran berfikir secara berkesan. Buktinya, dapatan kajian
Soheil Rahimi (2014) menunjukkan bahawa pengajaran menggunakan Komsas
menyebabkan guru dapat inspirasi untuk mengajar KBAT dan membuat keputusan untuk
dirinya sendiri serta menetapkan matlamat mereka sendiri dan mengubah status
pengajaran.
Hubungan Pengajaran Komsas dengan Pengajaran i-Think
Kajian oleh Kamaruzaman (2002) menunjukkan bahawa peta minda telah memudahkan
aktiviti pengajaran dan pembelajaran Komsas iaitu ketika mengajar plot atau jalinan
peristiwa dalam karya prosa klasik. Sehinggalah dapatan kajian beberapa tahun selepas itu
oleh Shamsudin Othman et al (2014) membuktikan bahawa penggunaan i-Think telah
membantu guru meningkatkan kefahaman pelajar terhadap teks Komsas. Kajian juga
mendapati pengunaan peta pemikiran ini telah sekaligus meningkatkan penguasaan unsur
Komsas dalam pembelajaran pelajar yang membuktikan kejayaan guru dalam
melaksanakan pengaplikasian i-Think dalam pengajaran Komsas.

Hubungan Pengajaran KBAT dengan Pengajaran i-Think

Yahya Othman (2003) dalam kajian beliau mendapati bahawa guru boleh menyesuaikan
kemahiran KBKK pelajar terhadap pengajaran bahasa dengan berdasarkan bahan yang
digunakan seperti alat berfikir. Dimana beliau menambah bahawa penggunaan alat berfikir
ini penting untuk menjadikan pengajaran dan pembelajaran lebih bermakna. Manakala
Zohar (2004) dalam kajian beliau turut mendapati bahawa peta pemikiran telah membuatkan
guru berjaya untuk meningkatkan pelaksanaan aktiviti yang dapat menyebatikan Kemahiran
Berfikir Aras Tinggi dalam pengajaran dan pembelajaran. Dapatan ini disokong seterusnya
menerusi kajian oleh Abu Bakar Nordin (2013) yang mendapati dan menyifatkan bahawa
program i-Think suatu program yang menjadi kekuatan transformasi pendidikan terutama
terhadap pengajaran guru sebagai memupuk kemahiran berfikir dalam kalangan pelajar.
Begitu juga kajian oleh Yulistia (2013) dalam kajian bertajuk Upaya Meningkatkan
Kemampuan Menulis Cerita Pendek melalui Teknik Peta Pemikiran (Thinking Maps),
menunjukkan peranan guru menerapkan teknik pemikiran semakin baik dari sebelum ini.
Hubungan Pengajaran Komsas, i-Think dan KBAT dengan Kompetensi Pengajaran
Guru
Guru yang mempunyai pengetahuan kandungan dan pedagogi khususnya dalam
pengajaran akan memberi pengaruh terhadap efikasi guru tersebut dalam pengajaran
mereka (Abdul Said Ambotang et al, 2013). Dapatan kajian di luar negara oleh
Bagherkazemi et al (2010) juga tidak menolak bahawa pelbagai pendekatan boleh diguna
pakai oleh guru dalam pengajaran bahasa menggunakan bahan sastera kerana bahan ini
246

dapat menentukan pendirian guru untuk membentuk aktiviti atau tugas serta meningkatkan
pengajaran dan pembelajaran bahasa dengan menganalisis ciri-ciri bilik darjah, sistem
pendidikan dan budaya yang mereka gunakan. Begitu juga kajian oleh Yilmaz et al (2012),
mendapati bahawa sekitar 90% bakal guru bersetuju bahawa mereka boleh menggunakan
aktiviti sastera yang diperkenalkan untuk pengajaran bahasa. Dapatan kajian ini dilanjutkan
oleh kajian Nur Aini Bidin (2013) yang turut mendapati bahawa pengetahuan guru terhadap
genre Komsas yang diminati murid telah membantu guru mempelbagaikan teknik, kaedah
serta penyampaian yang dapat menarik minat pelajar dan guru dapat mengekalkan strategi
pengajaran dengan lebih baik.
Berkenaan hubungan dengan i-Think, kajian oleh Mohd Yusri Ibrahim et al (2014)
menunjukkan bahawa, guru yang berkeupayaan menguasai pengetahuan, kemahiran dan
bersikap positif akan menterjemah pengetahuan tersebut kepada bentuk imej supaya murid
boleh memahami dengan mudah dan boleh menggunakannya dalam kehidupan seharian.
Dapatan kajian oleh Muhamad Sidek et al (2012) tentang tranformasi pengajaran dan
pembelajaran melalui Thinking Maps telah menunjukkan bahawa amalan guru melalui peta
pemikiran, telah membantu guru dalam merubah tingkah laku pelajar kepada lebih positif
dan tekun serta meningkatkan daya ingatan yang luar biasa berbanding cara pengajaran
konvensional. Muhamad Sidek et al (2013), dalam kajian beliau yang lain mendapati
program i-Think dapat meningkatkan kemahiran berfikir dalam kalangan pensyarah selain
membantu bakal guru untuk memenuhi keperluan kaedah pengajaran yang meliputi unsurunsur alat berfikir, pengisian, santai, mudah difahami, tidak membosankan dan mempunyai
ciri-ciri pengajaran abad ke-21.
Lanjutan menggunakan alat berfikir i-Think dalam pengajaran, turut memudahkan
guru Bahasa Melayu melaksanakan penyebatian Kemahiran Berfikir Aras Tinggi (KBAT)
dalam pengajaran guru. Kajian-kajian lepas seperti kajian oleh Zamri Mahamod et al (2011)
mndapati bahawa terdapat beberapa komponen kemahiran penyoalan yang telah diaplikasi
dengan baik oleh guru-guru seperti pembentukan soalan yang jelas dan tepat serta
menggunakan kemahiran hentian (beri peluang kepada pelajar untuk berfikir dan merujuk
nota). Guru-guru juga didapati kerap menggunakan soalan aras kognitif Bloom yang menguji
tahap pengetahuan dan kefahaman lebih banyak dan kekerapan ini memberikan kesan
positif kepada guru dan pelajar iaitu antaranya sesi pengajaran dan pembelajaran menjadi
lebih aktif. Justeru tidak hairan apabila kajian Sukiman Saad et al (2012) menunjukkan
terdapat hubungan yang signifikan antara persepsi guru terhadap pengajaran berfikir
dengan amalan pengajaran kemahiran berfikir.
METODOLOGI
Pengkaji menggunakan kaedah tinjauan sebagai reka bentuk dalam kajian ini. Kaedah
tinjauan adalah secara soal selidik iaitu alat utama bagi mengumpul data secara kuantitatif.
Soal selidik digunakan untuk mengukur ciri-ciri atau pemboleh ubah daripada saiz sampel
yang banyak (Mohd Najib, 2003). Selain itu, kajian ini juga merupakan kajian korelasi, yang
menurut Othman Talib (2013) adalah suatu kajian untuk menuntut kuantiti atau magnitud
bagi mewakili darjah kekuatan hubungan antara pemboleh ubah bersandar dan tak
bersandar. Kajian regresi pelbagai turut diketengahkan dalam kajian ini bagi membolehkan
pengkaji membuat ramalan nilai sesuatu pemboleh ubah berdasarkan nilai satu pemboleh
ubah yang lain (Othman Talib, 2013). Analisis regresi pelbagai akan menerangkan kekuatan
perkaitan tersebut dan sama ada ia mempunyai hubungan yang signifikan atau tidak.
Dimana kajian ini akan meninjau hubungan dan pengaruh antara pengajaran Komsas,
Kemahiran Berfikir Aras Tinggi dan i-Think dengan kompetensi pengajaran guru Bahasa
Melayu dalam bilik darjah.

247

Populasi kajian ini terdiri daripada 2261 orang guru Bahasa Melayu daripada 198
buah sekolah dalam 24 PPD di negeri Sabah. Penentuan saiz sampel kajian ini adalah
mengambil kira Formula dan Jadual Persampelan Krejcie & Morgan (1970). Berdasarkan
Jadual Persampelan tersebut, menunjukkan bahawa bagi populasi 2261 orang, minimum
sampel yang diperlukan dalam kajian adalah 327 orang. Pemilihan sampel dilakukan secara
teknik rawak kelompok iaitu menggunakan pembahagian lokasi mengikut Bahagian dan
seterusnya mengkelompokkan populasi mengikut PPD. Kemudian, pengkaji menggunakan
teknik rawak mudah bertujuan iaitu merujuk kepada guru Bahasa Melayu sahaja bagi
memilih ciri-ciri responden yang serupa supaya dapat memastikan sampel yang dipilih dapat
mewakili populasi yang diperlukan (Lay et al, 2012).
Penganalisisan data adalah bahagian yang penting dalam sesuatu kajian yang
dibuat. Justeru, data-data yang diperolehi dianalisis dan diproses menggunakan komputer
dengan perisian Statistic Package For Social Science (SPSS) 21.0. Perisian SPSS ini
digunakan kerana ia lebih mudah serta dapat menjimatkan masa. Aras signifikan ditetapkan
pada 0.05. Statistik yang digunakan adalah berkaitan dengan tujuan menyempurnakan
objektif dan hipotesis kajian. Statistik deskriptif yang digunakan adalah dalam bentuk
frekuensi, peratus, min dan sisihan piawai. Sementara bagi statistik inferensi pula, Ujian-t
dan Anova akan digunakan untuk mengenal pasti perbezaan tahap pengajaran Komsas,
KBAT dan i-Think serta kompetensi pengajaran guru berdasarkan lokasi dan pengalaman
mengajar. Pengkaji turut menggunakan statistik Korelasi Pearson dan Regresi Pelbagai
untuk mengenal pasti hubungan dan pengaruh antara variabel berskala selang atau nisbah.
Pekali Korelasi Pearson (r) ini ialah nilai pengukuran kekuatan perhubungan antara empat
variabel yang dikaji. Oleh kerana korelasi yang sempurna jarang berlaku dalam
penyelidikan, pekali kolerasi dilaporkan dalam dua titik perpuluhan. Nilai r yang negatif
menunjukkan bentuk graf yang negatif. Manakala ujian Regresi Pelbagai digunakan untuk
mengenal pasti perubahan dalam dua atau lebih faktor yang menyumbang kepada
perubahan dalam suatu variabel bersandar (Chua, 2012) dan semasa mengenal pasti nilai
R hanya variabel peramal kedua dimasukkan ke dalam model regresi pada p .05.
Sekiranya terdapat hubungan antara pembolehubah kajian, keteguhan hubungan tersebut
ditentukan dengan menggunakan indeks keteguhan yang dikenali sebagai pekali korelasi (r).
Sebagai indeks, pekali korelasi mempunyai nilai diantara 1(-1) dan positif 1.
KESIMPULAN
Kajian memberi tumpuan kepada pengetahuan, kemahiran dan sikap guru Bahasa Melayu
dalam pengajaran Komsas, KBAT dan i-Think sebagai menilai kompetensi pengajaran guru
iaitu keupayaan guru merancang, melaksana dan mentaksir pengajaran dalam bilik darjah.
Keputusan kajian belum dapat digeneralisasikan kerana kajian masih peringkat proposal.
Namun, dapatan kajian kelak akan melihat hubungan antara setiap pembolehubah
disamping pengaruh Komsas, KBAT dan i-Think terhadap kompetensi pengajaran guru
Bahasa Melayu. Kajian melibatkan sampel seramai 327 orang guru Bahasa Melayu di
seluruh Sabah, dengan menggunakan kaedah soal selidik. Data akan dianalisis
menggunakan SPSS versi 21.0. Setiap dapatan kajian kelak akan ditunjukkan dalam bentuk
jadual.

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251

JANTINA DAN PENCAPAIAN AWAL MATEMATIK

Connie Cassy Ompok
Vincent Pang
Ho Chong Mun
Sporty Chin
1, 2, 4
3

Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah, Sabah, Malaysia

Fakulti Sains dan Sumber Alam, Universiti Malaysia Sabah, Sabah, Malaysia
Emel:
connieompok @gmail.com
pang.ums@gmail.com
cmho@ums.edu.my
sportychin@yahoo.com
Abstrak

Kajian ini bertujuan untuk mengenal pasti jantina terhadap pencapaian awal Matematik.
Kajian ini menggunakan kaedah kuasi eksperimen multi lokasi yang melibatkan seramai
1108 orang kanak-kanak prasekolah kebangsaan di daerah Tuaran, Sabah. Responden
kajian melibatkan kanak-kanak prasekolah yang berumur 4+ dan 5+. Bagi tujuan analisis
data, statistik deskriptif dan statistik inferen (ujian-t bebas dan ANCOVA) menggunakan
SPSS versi-21 dengan mengambil kira markah ujian pra sebagai kovariat digunakan.
Dapatan kajian menunjukkan jantina tidak memberi kesan terhadap pencapaian awal
Matematik. Kajian masa depan yang lebih mendalam tentang peranan jantina terhadap
pencapaian awal Matematik adalah diperlukan.
Kata kunci :
Pencapaian, Awal Matematik, Kanak-kanak prasekolah P1 (berada satu
tahun di prasekolah), Kanak-kanak prasekolah P2 (berada dua tahun di prasekolah)

PENGENALAN
Jurang jantina dalam pencapaian akademik telah lama menarik perhatian oleh penyelidikpenyelidik dalam bidang pendidikan. Di Malaysia, inisiatif tentang pengurangan
ketidaksamarataan dalam aspek jantina terdapat dalam laporan perancangan awal
pendidikan 2013-2025 menjelang tahun 2020 (KPM, 2012b). Kenyataan ini memberi satu
kesedaran bahawa kajian tentang jantina adalah kritikal.
Fenomena pencapaian kanak-kanak perempuan lebih cemerlang berbanding dengan
kanak-kanak lelaki menjadi suatu kebimbangan terhadap sumber tenaga manusia di
Malaysia (KPM, 2012b). Tiada bukti kukuh yang menunjukkan bahawa kanak-kanak
perempuan lebih cemerlang berbanding dengan kanak-kanak lelaki. Secara tidak langsung,
usaha ini menyumbang kepada aspirasi negara yang ketiga dalam PPPM 2013-2015 (KPM,
2012b) dari segi ekuiti iaitu pengurangan 50% dalam jurang pencapaian mengikut jantina.

Pengaruh Jantina terhadap Pencapaian Awal Matematik

252

Jika diperhatikan kepada sebahagian daripada kajian-kajian lepas tentang jantina dan
pencapaian awal Matematik, dapatan kajian lepas tidak menunjukkan hasil yang konsisten.
Namun banyak kajian percaya bahawa pencapaian kanak-kanak lelaki adalah lebih baik
berbanding dengan kanak-kanak perempuan dalam mata pelajaran Matematik (Maccoby
dan Jacklin, 1974).
Kajian Lachance dan Mazzocco (2006) juga melihat faktor jantina terhadap
pencapaian awal Matematik. Berdasarkan kajian mereka yang melibatkan seramai 200
orang kanak-kanak di satu sekolah awam di sebuah daerah, hasil kajian menunjukkan
bahawa jantina tidak menyumbang kepada perbezaan pencapaian mata pelajaran
Matematik kanak-kanak di peringkat prasekolah dan juga di sekolah rendah. Mereka
menegaskan bahawa jangkaan terhadap pemikiran Matematik kanak-kanak berdasarkan
jantina ataupun menyifatkan kesukaran atau kejayaan hanya semata-mata berasaskan
kepada jantina seseorang individu haruslah dielakkan. Dalam kajian yang lain, Lee et al.
(2010) mengenal pasti seramai 244 orang kanak-kanak di Dallas dan Fort Worth Metroplex
di kawasan Texas. Kajian mereka mendapati tidak terdapat perbezaan dalam pencapaian
mata pelajaran Matematik mengikut jantina. Dapatan kajian Ginsburg dan Pappas (2004)
turut mendapati bahawa tidak terdapat perbezaan dalam pencapaian awal Matematik aspek
penolakan dan penambahan nombor dalam kajian mereka yang melibatkan seramai 102
orang kanak-kanak yang berumur 4 dan 5 tahun.
Kajian Lonnemann, Linkersdrfer, Hasselhorn dan Lindberg (2013) membandingkan
kecekapan Matematik kanak-kanak prasekolah perempuan (570) dan lelaki (524) di
Germany. Dapatan kajian Lonnemann et al. (2013) menyokong dapatan terdahulu yang
dijalankan oleh Arnold et al. (2002) iaitu kanak-kanak lelaki menunjukkan kecekapan yang
lebih baik dalam mata pelajaran Matematik. Hasil kajian terbaharu oleh Palejwala dan Fine
(2015) menunjukkan bahawa perbezaan jantina dalam kebolehan kognitif muncul pada awal
kanak-kanak yang boleh menyumbang kepada perbezaan jantina di kemudian hari.
Di Malaysia, kajian Rosazizi (2004) mendapati bahawa jantina dan mempunyai
komputer di rumah tidak memberi perbezaan yang signifikan ke atas skor kebolehan
Matematik melalui 80 orang kanak-kanak prasekolah yang dikaji. Selain itu, kajian yang
dijalankan oleh Rohaty (2012) mengenal pasti kesan jantina terhadap pencapaian awal
Matematik kanak-kanak. Kajian beliau bertujuan untuk mengenal pasti adakah terdapat
perbezaan dalam pencapaian keseluruhan awal Matematik dari sudut jantina. Dapatan
kajian kedua-dua penyelidik ini menunjukkan bahawa tidak terdapatnya perbezaan dalam
pencapaian mata pelajaran Matematik berdasarkan kepada jantina tetapi kajian lanjutan
perlu dilaksanakan memandangkan dua kajian lepas hanya melibatkan sampel kajian yang
sedikit.
Dapatan kajian oleh Arnold et al. (2002), Palejwala dan Fine (2015), dan Lonnemann
et al. (2013) menunjukkan bahawa kanak-kanak sejak dari kecil lagi telah pun menunjukkan
perbezaan dalam pencapaian dalam Matematik dan banyak kajian percaya bahawa murid
lelaki adalah lebih baik berbanding dengan murid perempuan (Maccoby dan Jacklin, 1974).
Sebaliknya, dapatan kajian Rosazizi (2004), Rohaty (2012), Lachance dan Mazzocco
(2006), dan Lee et al. (2010) mendapati tidak terdapat perbezaan dalam pencapaian
mengikut jantina pada peringkat awal persekolahan. Selain itu, Weitzman (1979)
menyatakan pendapatnya iaitu prestasi kanak-kanak perempuan yang baik di sekolah
disebabkan mereka dikenali sebagai good girl. Mengikut Swetman (1995) pula, kanakkanak perempuan memulakan sekolah dengan sikap positif yang lebih baik terhadap
Matematik berbanding lelaki. Kajian lanjutan adalah diperlukan untuk menambahkan bukti
empirikal yang sedia ada.

Tujuan Kajian
253

(i)

(ii)

(iii)
(iv)

Membandingkan perbezaan min markah pencapaian awal Matematik

antara
kanak-kanak prasekolah perempuan dan lelaki dalam kalangan kanak-kanak
prasekolah P1.
Membandingkan perbezaan min markah pencapaian awal Matematik antara kanakkanak prasekolah perempuan dan lelaki dalam kalangan kanak-kanak prasekolah
P2.
Membandingkan perbezaan min markah pencapaian awal Matematik antara
kanak-kanak prasekolah perempuan dan lelaki.
Membandingkan perbezaan min markah pencapaian awal Matematik antara kanakkanak prasekolah perempuan dan lelaki dengan mengawal markah Matematik
sebelum intervensi.

Soalan Kajian
(i)

(ii)

(iii)
(iv)

Adakah terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dalam kalangan
kanak-kanak prasekolah P1?
Adakah terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dalam kalangan
kanak-kanak prasekolah P2?
Adakah terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki?
Adakah terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dengan
mengawal markah Matematik sebelum intervensi?

Hipotesis Kajian
Ho1
Tidak terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dalam kalangan
kanak-kanak prasekolah P1.
Ho2
Tidak terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dalam kalangan
kanak-kanak prasekolah P2.
Ho3
Tidak terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki.
Ho4
Tidak terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dengan mengawal
markah Matematik sebelum intervensi.

Dapatan Kajian
(I)
Adakah Terdapat Perbezaan Yang Signifikan Pada Min Markah Pencapaian
Awal Matematik Antara kanak-kanak Prasekolah Perempuan dan
Lelaki
Dalam
Kalangan Kanak-kanak Prasekolah P1?
Ho1

Tidak terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dalam kalangan
254

kanak-kanak prasekolah P1.

Jadual 1 memaparkan keputusan ujian-t bebas. Keputusan menunjukkan t(df)=0.62, k>.05.
Oleh itu, hipotesis nul gagal untuk ditolak. Ini bermaksud tidak terdapat perbezaan yang
signifikan dalam pencapaian awal Matematik antara kanak-kanak prasekolah perempuan
(min= 60.66) dan lelaki (min= 59.55) dalam kalangan kanak-kanak prasekolah P1.
Jadual 1 : Skor pencapaian awal Matematik antara kanak-kanak prasekolah perempuan
dan lelaki dalam kalangan
kanak-kanak prasekolah P1

Jantina
Bilangan
(Perempuan dan Lelaki)
dalam kalangan kanakkanak prasekolah P1
Perempuan
271

Min

Sisihan
Piawai

tSig.level
value

60.66

21.21

.62

Lelaki

59.55

21.40

281

.54

(II) Adakah Terdapat Perbezaan Yang Signifikan Pada Min Markah Pencapaian
Awal Matematik Antara Kanak-kanak Prasekolah
Perempuan dan Lelaki Dalam
Kalangan Kanak-kanak Prasekolah P2?
Ho2

Tidak terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dalam kalangan
kanak-kanak prasekolah P2.

Jadual 2 memaparkan keputusan ujian-t bebas. Keputusan menunjukkan t(df)=0.88,

k>.05. Oleh itu, hipotesis nul gagal untuk ditolak. Ini bermaksud tidak terdapat perbezaan
yang signifikan dalam pencapaian awal Matematik antara kanak-kanak prasekolah
perempuan (min= 76.68) dan lelaki (min=73.30) dalam kalangan kanak-kanak prasekolah
P2.

255

Jadual 2 : Skor pencapaian awal Matematik antara kanak-kanak prasekolah perempuan

dan lelaki dalam kalangan
kanak-kanak prasekolah P2

Jantina
Bilangan Min
Sisihan tSig.level
(Perempuan dan Lelaki) dalam
piawai value
kalangan
kanak-kanak
prasekolah P2
Perempuan
76.68 17.06
.88
.38
276
Lelaki

280

73.30 19.72

(III)

Adakah Terdapat Perbezaan Yang Signifikan Pada Min Markah Pencapaian

Awal Matematik Antara Kanak-kanak Prasekolah Perempuan dan Lelaki?

Ho3

Tidak terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki.

Jadual 3 memaparkan keputusan keputusan ujian-t bebas. Keputusan menunjukkan

t(df)=1.03, k>.05. Oleh itu, hipotesis nul gagal untuk ditolak. Ini bermakna tidak terdapat
perbezaan yang signifikan dalam pencapaian awal Matematik antara kanak-kanak
prasekolah lelaki (min= 67.41) dan perempuan (min= 68.74).
Jadual 3 : Skor pencapaian awal Matematik antara kanak-kanak prasekolah perempuan
dan lelaki

Jantina

Bilangan

Perempuan 547
Lelaki
561

Min
68.74
67.41

Sisihan
piawai
20.82
20.02

t-value

Sig.level

1.03

.30

(IV)

Adakah Terdapat Perbezaan Yang Signifikan Pada Min Markah Pencapaian

Awal Matematik Antara Kanak-kanak Prasekolah Perempuan dan Lelaki
Dengan Mengawal Markah Matematik Sebelum Intervensi?

Ho4

Tidak terdapat perbezaan yang signifikan pada min markah pencapaian awal
Matematik antara kanak-kanak prasekolah perempuan dan lelaki dengan mengawal
markah Matematik sebelum intervensi.

Jadual 4 memaparkan keputusan Tests of Between-Subjects Effects bagi Ho15.

Keputusan ujian ANCOVA menunjukkan bahawa tidak terdapat kesan yang signifikan
jantina terhadap pencapaian awal Matematik dalam kalangan kanak-kanak [F (1,
1105)=0.22, p>.05]. Keputusan menunjukkan, dengan mengawal pencapaian pra responden
kajian, jantina tidak mempengaruhi pencapaian awal Matematik responden secara
signifikan. Berdasarkan keputusan ini, penyelidik gagal untuk menolak hipotesis nul.

Jadual 4 : Tests of Between-Subjects Effects bagi Ho4

256

Dependent Variable: UPASCA

Source
Type III Sum of Squares
Df
Corrected
184857.80a
2
Model
Intercept
279557.82
1
UPRA
184366.22
1
Jantina
63.67
1
Error
323896.48
1105
Total
5642487.50
1108
Corrected
508754.29
1107
Total
a. R Squared = .363 (Adjusted R Squared = .362)

Mean Square
92428.90

F
315.33

Sig.
.00

279557.82
184366.22
63.67
293.12

953.74
628.98
.22

.00
.00
.64

PERBINCANGAN
Dengan menggunakan ujian-t bebas, dapatan kajian memaparkan bahawa tidak terdapat
perbezaan yang signifikan pada min markah pencapaian awal Matematik antara kanakkanak perempuan dan lelaki dalam kalangan kanak-kanak P1. Dapatan kajian juga
menunjukkan dengan menggunakan ujian-t bebas, tidak terdapat perbezaan yang signifikan
pada min markah pencapaian awal Matematik antara kanak-kanak perempuan dan lelaki
dalam kalangan kanak-kanak P2. Secara keseluruhannya, dapatan kajian ujian-t bebas dan
ujian ANCOVA menunjukkan bahawa tidak terdapat perbezaan yang signifikan pada min
markah pencapaian awal Matematik mengikut jantina.
Perbezaan jantina dalam pencapaian awal Matematik tidak wujud dalam kajian ini.
Tidak seperti kepercayaan Maccoby dan Jacklin (1974) dan juga dapatan kajian oleh Arnold
et al. (2002) dan Lonnemann et al. (2013) yang mendapati bahawa kanak-kanak lelaki
menunjukkan pencapaian yang lebih baik, namun dapatan kajian ini menyokong kajian di
Malaysia seperti Rosazizi (2004) dan Rohaty (2012) yang gagal menunjukkan perbezaan
jantina pada peringkat kanak-kanak prasekolah. Walaupun dapatan kajian tidak
menunjukkan perbezaan yang signifikan antara jantina, namun kanak-kanak perempuan
menunjukkan pencapaian yang lebih baik berbanding dengan kanak-kanak lelaki. Hal ini
mungkin disebabkan oleh kanak-kanak perempuan dikenali sebagai good girl (Weitzman,
1979) dan memulakan sekolah dengan sikap positif yang lebih baik terhadap Matematik
berbanding lelaki (Swetman, 1995).
Hasil kajian menunjukkan bahawa tidak terdapat perbezaan yang signifikan dalam
pencapaian awal Matematik mengikut jantina pada peringkat prasekolah. Perbezaan jantina
mungkin tidak wujud pada peringkat prasekolah tetapi lebih signifikan pada peringkat yang
lebih tinggi.
PPPM 2013-2015 (KPM, 2012b) juga ada menyatakan bahawa kerajaan khuatir
akan pencapaian kanak-kanak perempuan tekal mengatasi kanak-kanak lelaki. Kajian ini
juga menunjukkan bahawa kanak-kanak perempuan telah menunjukkan pencapaian yang
lebih baik berbanding dengan lelaki walaupun perbezaan min markah adalah kecil. Namun,
varians yang menyumbang kepada perbezaan pencapaian mengikut jantina telah
dikurangkan dengan ketara apabila ujian pra dikawal.
Tidak terdapat perbezaan dalam pencapaian awal Matematik mengikut jantina dalam
kalangan kanak-kanak P1 dan begitu juga dalam kalangan kanak-kanak P2. Tidak terdapat
perbezaan dalam pencapaian awal Matematik mengikut jantina tetapi pencapaian awal
Matematik kanak-kanak lelaki lebih rendah berbanding dengan kanak-kanak perempuan.

257

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Malaysia 2013-2025. Kuala Lumpur: Bahagian Perancangan dan Penyelidikan
Dasar Pendidikan.
Lachance, J.A. and Mazzocco, M.M.M. 2006. A longitudinal analysis of sex differences in
Math and spatial skills in primary school age children. Learning and Individual
Differences. 16:195-216.
Lee, J., Fox, J. and Brown, A.L. 2010. Content analysis of childrens Mathematics
proficiency. Education and Urban Society Published. 43:627-641.
Lonnemann, J., Linkersdrfer, J., Hasselhorn, M. and Lindberg, S. 2013. Gender differences
in both tails of the distribution of numerical competencies in preschool children.
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Maccoby, E.E. and Jacklin, C.N. 1974. The psychology of sex differences. Stanford:
Stanford University Press.
Palejwala, M.H. and Fine, J.G. 2015. Gender differences in latent cognitive abilities in
children aged 2 to 7. Intelligence. 48: 96-108.
Rohaty Mohd. Majzub. 2012. Preschool children's early Mathematics achievement based on
gender and ethnicity. Asian Social Science. 8 (16):24-29.
Rosazizi Abd. Rahim. 2004. Keberkesanan penggunaan perisian rangsangan komputer ke
atas kebolehan matematik kanak-kanak prasekolah. Tesis Sarjana. Universiti Putra
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258

SCHOOL CULTURE AND TEACHER TEACHING METHOD EFFECTIVENESS IN

INDONESIA
Dr. Suyadi, M.Ed
University Borneo Tarakan
INTRODUCTION
In this research, I conducted the survey to approximately 75 Junior High School teachers in
two big cities in Jakarta, Jogjakarta and one small city in Tarakan north Kalimantan. One of
the questions asked to the teachers was how often they used student-centered teaching
methods in their classes. Surprisingly, Fifty-seven per cent of respondents answered either
`often` or `always`. Yet when I observed the same people interacting with students in the
classroom, I was surprised by what I saw. Teachers tended to lecture from a stationary
position at the front of the room or to transcribe large sections from textbooks onto the
blackboard. Rarely did I witness the interplay or active interaction between student and
teacher, student to student or even among students that participate actively in the teaching
and learning process. From the result of survey showed that the teachers survey responses
suggested was a regular part of their instructional repertoires. In establishing an empirical
foundation for my analysis, I recorded the specific pedagogical methods they used. The data
indicated that 75 per cent of all lessons involved lecturing, while only 16 per cent involve
students and using certain learning type and just 9 per cent using a group or class
discussion. On the contrary between teachers reports on their methods and the actual
strategies they used with students raised a number of questions. Was a typical day school
filled with engaging activities that were put on hold on the days I happened to visit? How did
teachers define student-centered methods? Was I missing something? When did they apply
students center learning? Was it influenced by their culture school?
To follow-up my interviews I conducted with teachers to clarify my opinion and
provided valuable insights into the motivations that they believed they were encouraging
their students to take an active role in their studies; but their definitions of what constituted
active learning were programming on syllabus and lesson plan.. The three examples of
active learning they most often used were using workbooks in class; requiring students to
complete more review exercises; and assigning homework more regularly. When I was strut
by the static, teacher-centered aspects of the lessons I observed, the people facilitating
those activities were firm in their conviction that they were bringing the curriculum to life for
their students and were supporting the Ministry of Education and Cultures efforts to
encourage more active engagement of students in the classroom. It seems to me from their
perspective, they were faithfully carrying out the role that had been assigned to them, they
dont have capacity or enough bravery to change it. So the disjuncture between central and
local perceptions of how to motivate students was undermining reform efforts. As I
discovered in subsequent interviews conducted in Jogjakarta, Jakarta and Tarakan City, it
looked like that education officials in those cities were unaware of this condition. Based on
the research saw that only Very few of the individuals involved in formulating policy had a
thorough understanding of conditions in the schools.
Many of Indonesian teachers follow or imitate the activities as instructors located in
Western developed countries: they present lessons from textbooks, assign homework, test
student mastery of the curriculum and send report cards home to parents. However, these
surface similarities conceal fundamental differences in beliefs about what it means to be a
good teacher. The research I have conducted in three provinces of Indonesia provides
convincing theory of Fuller and Clarkes (1994:121) stated that teaching as a culturally
situated activity. Mostly Indonesian Teacher especially in state school, have been
259

constructed to fit the unique control of the nations social, historical and political landscape.
Stress on teachers membership in a national civil service corps combined with the
governments historical concern with national cohesion encourages Indonesian Teachers to
act in ways that might not be rewarded in other contexts. As civil servants, they have learned
to follow the directives of upper-level officials, and not to dispute them. The image of the
instructor as autonomous educator or student advocate was foreign to most of the
teachers I interviewed.
In this part I examined the responsibilities assigned to Indonesian teachers, and
consider how modifications to their professional profile might lead to more effective policy
planning. Drawing on my experiences as a lecture at several universities and conducting
research on Indonesian education for about 20 yaers, I describe the culture of teaching in
Indonesia: the evolution of the role of the Indonesian teacher, instructors priorities in the
classroom and of-campus, their views of the responsibilities of Teachers, and the role they
have played and can play in reform efforts. This information can enhance our understanding
of the influence that teachers have on students and their
CONTEXT OF TEACHING HISTORY IN INDONESIA
To have fully understanding about Indonesian teachers actions, it is very helpful to examine
the evolution of Indonesian education system. The goals of the contemporary system, the
function of schools within society and the roles ascribed to teachers are all rooted in the
past. While this is true of any education system, Indonesias tumultuous political situation in
the years after independence exerted an unusually direct and cogent influence on the
structure of the school system. The speed of the expansion of education as well as the
political tumult encircling it produced a system with a unique set of priorities.
Indonesia has it independency in August 17th 1945, after 350 years it was colonized
by Ducth and severe colonized by Japan for 3 and half years,, indigenous Indonesian
citizens called pribumi gained the power to oversee the education of their own children
after Indonesia free for colonialism. Determined to compensate for the limited opportunities
offered by the former colonial rules, the government declared that all citizens motivated to
study would be given access to schooling. It consolidated several independent systems into
a single entity, hoping to create an institution that would unite the palace. The freedom to
create a new system virtually from scratch proved both liberating and overwhelming.
Government leaders were required to compress a process that had unfolded over decades
in many other countries into a period of months; they developed guiding principles, built
schools, hired teachers and administrators, and tried to convince parents that enrolling their
children in school was in their best interests. All of this occurred during a period of great
political instability. Social institutions, including schools, were relied on to build national
stability and safety.
The huge number of students into the schools placed a strain on a system that had
shaky foundations. Education planners tried to provide direction to the swarms of newly
appointed bureaucrats while they themselves were attempting to navigate unfamiliar
pathways. Individuals with minimal training or classroom experience were drafted into the
teaching force and were immediately set to work in the classrooms. Most of the field of
educations directed to join the armed forces or to work in government institutions in need of
educated labor. In 1951, it was estimated that 140,000 people would have to be trained as
teachers to meet demand for schooling that had been unleashed.
To overcome the shortage, more than 500 emergency Institute of Training Teacher
and Education (IKIP) programs were established to full teacher needed throughout the
country .(Djojonegoro 1997). As a result of the combination of heavy demand for new
260

instructors, a limited pool of individuals with a background in teacher education tended to

emphasize mastery of curricular content rather than instructional methodology. Teacher
performance was not closely assessed. Although instructors usually received a teaching
schedule and a list of subjects to cover, they had great freedom to translate those
documents into learning activities (Djojonegoro 1997:36). One product of this combination of
insufficient training and minimal oversight was culture of teaching that did not place a high
priority on instructional practice. Teachers often had the freedom to invest as much time and
effort in their work as they saw fit. Almost all teachers did not master models of effective
teaching practice, on the other hand they were challenged by large class sizes so they
tended to spend most of their time lecturing, and expected pupils to take responsibility for
mastering the curriculum.
The education planners have a good planning for expanding school access and
succeeded in rapidly but educational considerations often suffered at the expense of
political realities that much more colored all aspects of program in this case the head of
region such as Governor or Major (Bupati). When the head of region have a good
commitment to education, the program are running well. In all societies, individuals in
positions of power use the schools to promote their particular values and objectives. This
tendency has been especially pronounced in Indonesia because of the constant threats to
national stability. Concerned that internal strife would lead to the dissolution of the republic,
politicians have frequently used any available means to promote nationalism among the
citizenry. Beginning the 1950s, government officials responded to threats to their authority by
curbing the powers of constituencies located outside the inner circle of command. An Anti
Subversion Law, which carried a maximum penalty of death, made it illegal to commit any
acts that distort, undermine, or deviate from the ideals outlined in Pancasila, the national
ideology. Politicians steadily narrowed the limits of politically acceptable cultural expressions
and manipulated local rituals, customs and art forms to foster support for the national
culture they were attempting to develop (Bowen 1991; Hadley 1994). Local institutions were
not trusted to oversee their own affairs, for it was feared that such arrangements might
undermine national stability issues that blew by government. It is done in order all of their
political purpose becoming realities.
The largest and most captive audience available to Indonesian leaders was located
in the schools. Regarding schools as fundamental to national integration, politicians went to
great lengths to ensure that members of school communities recognized their identity as
Indonesians and respected their ties to the central government. Government leaders
employed the curriculum, school rituals, uniforms and employment regulations to underline
teachers obligations to the national government. In many cases, the emphasis on
nationalism eclipsed the schools instructional objectives. Teachers were rewarded for their
ability to loyally follow directives, not for their capacity for independent thought.
One might have expected the government to loosen the reins after the economy
stabilized during the New Order era, but the opposite actually occurred. Under Suharto, the
government gradually tightened the leash connecting local schools to the center. Lacking
confidence in the abilities of teachers, the education ministry attempted to make the schools
as teacher proof as possible (Shaffer 1990). They heavy curricular emphasis on nation
building signaled to teachers that their primary role was to support the goals for the country
articulated by leaders in Jakarta. The national government injected itself forcefully into the
schools: ceremonies celebrating the accomplishments of the nation were held more
frequently; administrators rated teachers on their displays of obedience; and all public
employees were required to support the state political party in this country. And it seems to
me that Teachers understood that faithfully supporting policies promulgated by the national
government would provide them with job security; devoting themselves to improving the
curriculum and pedagogical practice in their schools did not often garner them rewards.

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From this history education is not independent to develop Human Resources in this country
but it is used by politician to achieve their political purpose.

EDUCATION SHIFTING PRIORITIES IN INDONESIA

In 1960s, Soekarnos era (the First President of Indonesia), mostly Teachers analysts
referred to Indonesia as Asias chronic dropout and expressed concern about the nations
future (Hill 1995). By 1990, under Soeharto reign, the nation had escaped that label and
emerged as one of the regions most striking success stories. The data from World Bank in
1998 showed the gains in the field of education were impressive: from 1945 to 1984, primary
school attendance leapt from 2.5 million to 26.6 million. This achievement was nearly
universal primary attendance and orchestrated dramatic gains in the number of students
advancing to the secondary level, in the early 1990s the Ministry of Education and Culture
shifted its attention to improving the quality of instruction provided in the schools.
Decentralization became a cornerstone of that effort. Bureaucrats declared that devolving
authority to the localities would improve the quality of services delivered to the public and
raise that nations international standing. All sectors of government were affected by the
push for decentralization, which the World Bank labeled a make or break issue for the
country.
An important strategy for raising the quality and status of the school system purposed
education planners was by decentralized in education called as Otonomi Sekolah or School
autonomy. The education ministry Authorities in several national meeting explained at that
time that devolving authority to the localities would encourage teachers to adopt instructional
practices that would enhance the quality of teaching and learning in the classroom. In
addition, by embracing decentralization, the ministry could expect to garner respect from
international organizations. Finally, transferring authority to the local level would lead to
reconfigurations of school management structures. A small cadre of experts working in the
capital would no longer oversee the entire system. Instead, teachers, parents and other
community members would make important decisions about how their schools should
operate. Empowering local actors to make those decisions, it was believed, would lead to a
more efficient use of resources in education.
The significant manifestation of this shift occurred in 1994, when the ministry
introduced the Local Content Curriculum. This reform required all primary and junior
secondary schools to allocate 20 per cent of instructional hours to locally designed subject
matter and to tailor the curriculum to fit the unique environments of the communities they
served Government Regulation for lectures and teacher No.14 /2005), and recently
Indonesia education system has the 2013 curriculum . The schools were directed to develop
locally relevant courses that would provide students with an understanding of aspects of
their local culture, basic life skills and an introduction to income producing skills.
The adoption of two Laws in 1999, Law 22/1999 on Regional Government and the
Regions, accelerated the process of decentralization. These laws granted sweeping political
powers and revenue-collecting rights to districts and municipalities. In conjunction with this
shift, the education ministry implemented a series of reforms that augmented the power of
school-based actors. School-based management (manajemen berbasis sekolah) was
offered as an antidote the power of central government authorities, and as a means of
improving the quality of education provided to children (Raihani 2004). School committees
(komite sekolah) composed of principals, teachers and community leaders were formed
across the nation, grounded in the conviction that changes in curriculum and teaching have
been found to be more effective if they are linked to efforts to improve school management
and governance, making schools and teachers more accountable (Weston 2008:1).

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After all in 2006, Indonesian government implemented a new Competency Based

Curriculum (kurikulum berbasis kompetensi). Building on trends set in place with the
introduction of the Local Content Curriculum, it gave teachers responsibility for designing
syllabuses that would provide students with high quality, carefully designed, studentcentered activities in all subject areas. Although national and provincial authorities would
continue to provide support, responsibility for enacting the all of lesson plans were depend
on the teacher skill.
The consideration of highly centralized, top-down nature of Indonesian government,
the decision to redistribute authority to the local level represented a significant departure
from previous practice. A state that had embodied centripetal power had indicated that it
would transfer key powers to local actors and institutions. That shift had important
implications for the way education would be organized and delivered in Indonesia. A system
that had previously concentrated authority firmly at the top had signaled that the education
ministrys monopoly over the schools would be broken. After a long history of being denied
opportunities to participate in the direction of schooling, local Teachers would be granted
unprecedented authority over the curriculum, financial matters and school practice. After
decades of following orders delivered from above, they would be encouraged to use their
knowledge and creativity to improve the quality of instruction in the schools. Yet it was
unclear how actors in the education sector would respond to the reconfiguration of the
relationship between state and school (Bjork, 2005).
And to know more about How would local teachers respond to the expanded powers
that had been offered to them? What impact would the redistribution of authority to the local
level have on school policy and practice? What effects would the steady escalation in power
and responsibility assigned to teachers have on the instruction provided to Indonesian
children? Policy documents, field reports and published statements by ministry officials tend
to emphasize the positive accomplishments flowing from the educational reforms described
above. Based on such accounts one might conclude that the government efforts to empower
classroom teacher and enliven instruction have led to a fundamental restructuring of the
education system. On the surface, it may appear that local actors now enjoy a degree of
autonomy previously denied them, that teachers are using innovative pedagogical
approaches to enliven instruction and that students are benefiting from more relevant
curricula. But as the anecdote I relate at the beginning of this chapter suggests, self-reports
do not always accurately capture the realities of school policy and practice.
Based on the research, teachers responses to the reform initiatives, it is essential to
balance government reports with first-hand observations of schools. The fieldwork I have
conducted in schools indicates education ministry in Jakarta is still controlling the
management, authorities look like not interested totally yet to give full responsibility to
school. This finding is confirmed by other scholars who have spent extensive periods of time
inside the schools. The mismatch between central expectations and local conditions
frequently produces a state of paralysis that prevents meaningful change from occurring.
From the interview showed, a concerted effort has been made to shift the power to
shape the curriculum to the local level. Yet my interviews with teachers, observation of
learning activities and review of documents indicate that the topics of study as well as the
methods used to introduce that material have changed very little over the past decade.
Documents produced by the Ministry of Education and culture consistently underscore the
need to modify teachers instructional practices to make learning more engaging.
Cooperative learning, Innovative Teaching, Problem solving, discussion, debate and handson activities are all encouraged over the transmission-oriented approaches traditionally
relied on by local teachers. Even the ministry has disseminated several manuals designed to
help teachers incorporate innovative instructional techniques into their lessons. Interview

263

and survey data I have collected suggest that instructors have absorbed this message and
suppose or believe that their conventional practice is in line with ministry expectations.
The examples of dynamic teaching methods described in the ministrys policy
documents are hard to find. Only 5 per cent of the lessons I witnessed included any type of
discussion that involved students. Instead, teachers used the vast majority of class time to
lecture students and to summarize the content of textbooks. In his study of junior secondary
education in Indonesia, Weston (2008:21) witnessed a similar pattern:
While revisions of the curriculum have taken place to attempt to make it more
relevant to the needs of students, little effort has been made to ensure that
teachers understand these changes and are able to translate them into appropriate
activities. As a result teaching in most classrooms remains traditional, dominated
by rote learning and intended changes in the curriculum have not been
implemented at school level.
In his review of the implementation of the Competency Based Curriculum (CBC),
Utomo (2005) also underscored the mismatch between the objectives of reform policies and
their translation at the classroom level. He concluded that:
Teachers claimed to know what CBC is, but in actual classroom implementation of
CBC, these teachers were lost, returning instead to the former curriculum, which they
were more comfortable teaching (Utomo2005: 5).
I believe that a number of factors work against plans to reform instructional practice
in Indonesian schools. The first is a scarcity of resources. Lacking adequate support from
the government, many schools are forced to solicit contributions of money and materials
from parents. In many cases, parents cannot be depended on to provide such support. In
such instances, teachers are forced to make do with limited supplies.
Another barrier to reform is inadequate pre-service and in service training for
teachers. As others have noted, the education provided to university students who are
planning to become teachers is generally of low quality, focusing on theory rather than
instructional practice (Weston 2008). Education faculty staff rarely have experience teaching
in primary or secondary schools; professors tend to rely on the instructional methods that
ministry officials are now encouraging teachers to avoid. According to one survey, 93 per
cent of parents and teachers believe that standards of teacher training need to be improved.
The in-service workshops for teachers that I have observed have also been
uninspiring. Workshop leaders tend to spend the bulk of their time restating information
included in the ministrys manuals, and instructing participants on how to fill out forms. I do
not recall ever attending a workshop for teachers that modeled the instructional methods the
ministry is currently encouraging teachers to adopt. Not surprisingly, on a survey I distributed
to junior secondary school instructors, the education and professional development of
teachers was identified as the area most in need of attention if the quality of instruction in
Indonesian schools was to improve.
While I acknowledge that these factors create challenges for the teachers who are
being asked to facilitate change in the schools, I do not believe that giving schools more
money or improving the quality of teacher training alone will induce fundamental reform of
the education system. If education planners are serious about improving the quality of
teaching and learning in Indonesian schools, they need to address the core issue interfering
with their initiatives to bring about change. That issue is the culture of teaching of Indonesian
teachers. It is becoming very important or serious case to be solved by preparing a good
mental service in education to all of teachers.
264

The primary reason that so many reform policies have failed to meet their objectives
is that they assign responsibilities to teachers that the teachers are unprepared or unwilling
to accept. One common assumption of the education initiatives implemented in Indonesia
over the past new programs; eager to act as change agents on their campuses, they will
invest the time and energy necessary to realize reform plans. Yet, as I have detailed above,
Indonesian Teachers have been conditioned to repress any inclination they may have to
approach their work with a sense of independence. Since the formation of the public school
system, teachers duties to the state have been emphasized over their obligations to
students and communities. That stress on teachers obligations as civil servants has
produced a culture of teaching anchored in obedience. Teachers are rarely recognized for
their instructional excellence or commitment to their craft. Instead, they derive rewards from
dutifully following orders from their superiors.
In Indonesia, the government ensured that teachers would treat their civil servant
identity as super-ordinate. That hierarchy continues to guide their relationship with the
education system and leads them to prioritize certain responsibilities over all others. When
the civil servant and autonomous educator facets of identity conflict, they almost always
place a higher priority on conforming to the norms that guide the activities of other
government employees. They have been conditioned to pay more attention to the demands
of the state than to the requirements of the school or community.
In the junior secondary schools, I studied, teachers did not show up for approximately
30 per cent of the classes they were assigned to teach, and were not penalized for their
absences. Yet the same individuals almost always appeared on time for the weekly flagraising ceremony. Following the pattern that Ghazali and Hafidz (1986) describe in their
study of civil servants, teachers tended to carry out the tasks explicitly assigned to them, but
were careful not to exceed the established standards or to behave in any way that set
them apart from their peers. In the schools I visited, the tasks that occupied teachers time
were remarkably similar to those of people working in other branches of government.
Teachers, like other civil servants, did not feel compelled to fill their hours on the job with
work-related tasks. For example, the instructors I observed rarely prepared lesson plans,
graded assignments or met with students during their free periods.
On my research, I did not interview teachers explicitly express feelings influence
over both institutional structures and student performance. We were discussing students
achievements and problems in their schools, Teachers hardly ever included themselves
among the factors that determined the academic success or failure of their students. This
was especially true of veteran teachers. Most instructors with extensive experience in the
classroom had learned to channel their energies into activities outside school. Many had
part-time jobs they took quite seriously, perhaps because the extra income they generated
from those jobs depended on the time and effort they invested in their work; their
government salaries, on the other hand, were primarily based on years of service and level
of education. Government employees also highly valued family, church and neighborhoodbased activities. In their neighborhoods and mosques, instructors enjoyed levels of influence
that they rarely achieved in the workplace.
Mostly in Western literature on educational reform would lead us to believe that
Teachers working in public schools are eager to increase their influence and give full service
to their students. This was not the case in the Indonesian schools. Not being accountable for
the academic performance of their students, teachers were generally free from pressure to
meet certain instructional standards. The restricted scope of the responsibilities assigned to
them reduced the opportunities for them to derive substantial rewards from their work but
also minimized the demands placed on them. In addition, it freed them up to devote
themselves to outside obligations and interests. Most teachers deflected opportunities to
265

increase their power and influence, preferring instead to maintain the status quo. This
conception of teaching does not reflect with the behaviors that government officials expect
teachers to display.
After several Decades of stress on obedience and loyalty have left individuals located
at the lower levels of the hierarchy unprepared to act as leaders in their workplaces.
Indonesian teachers, with no history of exercising leadership in educational matters, also
lack role models who display the behavior government officials expect them to adopt. Not
surprisingly, when reform initiatives create challenges or additional burdens for them,
teachers respond by following the practices that provided them with security in the past.
Ignoring pressure to change is the safest, least demanding course of action available to
them.
As long as Teachers continue to view their mentally primary as civil servants are
equally as others workers, and follow the norms guiding the work of postal workers, tax
collectors and the like, reforms that depend on them to assume leadership are likely to fail.
So the important thing beside the curriculum, learning strategies and others is how to
change teachers mental as teacher and not as workers. It is very urgent consideration
before meaningful change can take place, the culture of teaching needs to be reshaped to fit
the ideals undergirding the governments vision for the education system in Indonesia.
INDONESIAN FOR INTERNATIONAL PERSPECTIVES
Several countries that currently appear at the top of the international league tables
previously faced many of the challenges confronting Indonesia today. In many cases, the
process of creating reform plans was initiated when economic and social conditions were still
quite precarious. Through careful strategic planning, the governments of nations such as
Japan, Singapore, Finland and Canada achieved impressive improvements in their schools.
In each location, education planners studied practices in other countries and identified those
that could be adapted to fit the contours of their own societies. For instance, in the 1970s
education was not compulsory in Singapore and only a small percentage of the student
population completed secondary school (Stewart 2011). Yet the governments sustained,
step-by-step approach to education reform helped the country rise from third world to first.
Similarly, education planners in Finland worked in a logical way while governments came
and went, in small increments over the same fifty years to take an education system
designed to support a small rural economy to world leadership in just five decades.
Two aspects of these success stories merit attention here. First, building on the
insights they acquired from studying school systems in other countries, bureaucrats
developed long-term reform plans that were implanted in a series of stages. Rather than
search for quick fixes, they identified overarching goals and tailored supporting policies to
match those goals. That consistency and continuous commitment to improvement gradually
yielded positive results. Second, recognizing the vital role that teachers play in any
fundamental reform initiative, education officials worked to enhance the abilities and
autonomy of those responsible for translating their plans into action at the school level. To
accomplish this, they devised multi-pronged reform strategies that targeted teacher
recruitment, pre-service education, induction, in-service professional development and
performance assessment. The Indonesian government would be wise to follow a similar
pathway to reform. As I have described above, in the years after independence, the
education ministry facilitated dramatic expansion of the education system. As it shifted its
focus from access to instruction, however, the ministry experienced greater difficulty in
achieving its goals. Education officials placed large numbers of teachers in schools without
adequate training or support. The culture of teaching that subsequently emerged lacked the
professional standards and expectations found in settings such as Singapore, Finland,
266

Japan and Canada. Instead, teachers adopted the norms of civil servants, which rewarded
obedience rather than initiative.
Over the past decade, the ministry has adopted a number of policies to raise
standards and levels of achievement in the schools. These initiatives are usually informed by
international trends and have convincing rationales. But they also tend to assign extensive
responsibilities to teachers, who are expected to assume leadership for implementing the
plans developed in Jakarta. Teachers, however, often lack the skills and dedication
necessary to realize those plans. For example, developing a competency-based curriculum
that fits the unique needs of students in a particular learning community sounds laudable.
But it is also an immense undertaking, likely to prove taxing even to instructors with
extensive experience in curriculum design. Few In Design teachers have such a
background; the institutional contexts in which they work are not likely to encourage them to
dedicate themselves to the reform effort. This mismatch between reform demands and
school realities has interfered with smooth policy implementation. The education policymaking process in Indonesia has not responded to this disconnect.
The first time when national system of education was being established in Indonesia,
political leaders focused on creating national cohesion and stability; encouraging teachers to
act independently was not a priority. In succeeding years, the government continued to
reward employees for third loyalty rather than for any display of initiative. Now that
conditions are more stable and the Ministry of Education and Culture is attempting to raise
instructional standards in the schools, the culture of teaching needs to be reshaped to fit
current ministerial priorities. If teachers are to assume responsibility for improving the quality
of the curriculum and instruction in the schools, they need to develop the motivation, skills
and sense of collective responsibility required to realize education officials plans for change.
As Darling-Hammond and McLaughlin (1995:598) have observed: Sustained changes in
teachers learning opportunities will require sustained development of institutions and
environmental supports that will promote the spread of ideas and shared learning about how
change can be attempted and sustained.
An infrastructure will mean reshaping the individual and collective orientations of
teachers. Before instructors can assume leadership in reform initiatives, they will need to
view themselves as professionals who have a responsibility to expand the educational
opportunities provided to their students. In other words, their super ordinate identify needs to
change from civil servant to educator. This shift could be initiated by creating a system for
evaluating teachers that is based on performance in the classroom rather than adherence to
the criteria applied to all civil servants, and ending the requirement for teachers to wear the
same uniform donned by postal workers and tax collectors. This delinking of teachers from
the civil service should be accompanied by the more demanding task of revising pre-service
education and professional development so that teachers acquire the skills necessary to act
as instructional leaders. Developing an infrastructure that treats teachers as professionals
and gives them the support necessary to act autonomously is an essential antecedent to
fundamental reform. Once this foundation has been laid, the outcomes of policy should more
closely match the ministrys predictions of change.
After all, the most important thing to prepare a good education for society, it is not
merely seen from the infrastructure, Curriculum and school management, but the readiness
of teachers mentally to educate, to facilitate and to give full service for students and
preparing professional teachers must be the main concern of Indonesian Government to
have competitive and a good education.

REFERENCES
267

Bjork,

C. 2005. Local responses to decentralization

Comparative education Review, 47(2):184-216.

policy

in

Indonesia,

Darling. Harmond, L and A. Lieberman. 2012. Teacher Education Around the

World. Roultedge. London and New York
Darling. H and M. Mclaughhin. 1995. Policies that support professional development in
an
era of Reform. Phi delta kappan. New York
Djojonegoro. W. 1997. Fifty years Development of Indonesian education. Ministry
of education and culture. Jakarta.
Fuller.B. and p. Clark.1994. Raising school effects while ignoring culture? Local
condition and influence of classroom tools, rules and pedagogy. Review of
educational
Research. 64(1);119-57.
Ghazali.A.S and W. Hafidz.1986. Etos Kerja Pegawai Negeri (the ethic of civil
Servants). LIPI. Jakarta.
Sadiman.A and T. Pujiastuti. 2006. Decentalized Basic Education: Toward a
Better Teaching Performance and Learning Environment. United States Agency
for International Development. Jakarta
Shaeffer.S. 1990. Educational Change In Indonesia: A case Study
Innovation. international Development research Center. Ottawa.

of

three

Stewart.V.2012. A World-class education: Learning from International Models of excellence

and innovation, ACSD. Alexandria.
Weston.S.2008. A study Junior Secondary Education in Indonesia. A review of
the Implementation of Nine Years Universal Basic Education. United agency
For International Development. Jakarta
Utomo.E. 2005. Challenges Curriculum Reform in the Context of decentralization:
the response of teacher to a competence based curriculum and its implementation
in
School. Unpublished doctoral dissertation, University of Pittsburgh. Pittsburgh

268

PENGGUNAAN TEKNIK PENYOALAN ALTERNATIF BAGI MEMPERBAIK KEMAHIRAN

LISAN PELAJAR
Norhayati Jidin
Sekolah Menengah Evergreen
Pusat Bahasa Melayu Singapura
Singapura
norhayati_jidin@moe.edu.sg
Abstrak
Para pelajar didapati kurang mahir dalam menyampaikan respons yang mendalam dan
relevan dalam bahasa Melayu berdasarkan klip video yang mereka telah tonton. Bagi
meningkatkan keupayaan pelajar memberikan respons yang mendalam dan relevan, sebuah
pakej pembelajaran lisan telah dibina dan disediakan. Pakej ini disediakan berdasarkan
kaedah penyoalan alternatif oleh John Dewey (1938) Logic The Theory of Inquiry. Teknik
P3S+- atau Pemerhatian, Perasaan, Pendapat, Kebaikan, Keburukan dan Saranan
dihasilkan berdasarkan prinsip-prinsip yang terdapat dalam kaedah tersebut. Kajian ini
melibatkan 18 orang pelajar Aliran Ekspres dan tidak mempunyai kumpulan kawalan.
Melalui pakej pembelajaran lisan ini para pelajar telah dapat menyampaikan idea mereka
secara sistematik, berkaitan dengan klip video dan mampu berbual tanpa bantuan atau
rangsangan daripada guru. Dapatan daripada penggunaan pakej ini menunjukkan bahawa
pelajar terangsang untuk terlibat secara aktif dalam pembelajaran dan mampu memberikan
respons yang bernas berdasarkan klip video yang ditonton.
Kata Kunci: Logic The Theory of Inquiry, Teknik P3S+-, Klip Video

PENGENALAN
Ketika menjalankan ujian lisan pada pertengahan tahun 2014, ramai guru mendapati
bahawa para pelajar hanya menceritakan tentang apa yang dilihat dalam klip video tanpa
membincangkan isu yang dipaparkan dalam klip video. Para guru berpendapat demi
menggalakkan pemikiran kritis, para pelajar perlu mempunyai kemahiran asas dalam teknik
penyoalan agar mereka dapat memikirkan lebih mendalam tentang sesuatu tema yang
dibualkan berdasarkan klip video tersebut.

PERNYATAAN MASALAH
Keadaan pelajar yang hanya mampu menceritakan tentang hal-hal permukaan yang
ditonton dalam klip video tanpa membincangkan isu yang dipaparkan dalam klip video
merupakan permasalahan kajian ini. Para guru berpendapat adalah penting untuk membina
pemikiran kritis para pelajar bagi membolehkan mereka menguasai teknik penyoalan
semasa menonton klip video agar mereka dapat memikirkan lebih mendalam tentang
sesuatu tema yang dipaparkan melalui video tersebut. Lantas, membolehkan mereka
berbual tentang kandungan klip video tersebut dengan lebih meyakinkan tanpa bantuan
soalan-soalan lanjutan sebagai rangsangan daripada pemeriksa.

TUJUAN KAJIAN
Tujuan kajian ini adalah seperti yang berikut:
269

1. Untuk membantu para pelajar menyampaikan respons yang mendalam berdasarkan klip
video;
2. Untuk membantu para pelajar berfikir secara sistematik berdasarkan P3S+- atau
pemerhatian, perasaan, pendapat, kebaikan, keburukan dan saranan; dan
3. Untuk menilai keberkesanan P3S+- terhadap pemikiran pelajar menyampaikan idea
yang relevan berdasarkan klip video.
KAJIAN LITERATUR
Menurut John Dewey (1938) The Pattern of Inquiry from Logic: Theory of Inquiry,
seseorang itu perlu mempersoalkan satu situasi atau isu utama berdasarkan pemerhatian.
Pemerhatian ini merupakan aktiviti yang bergantung pada pertimbangan yang rasional dan
logik berdasarkan kaedah deduktif dan inferens.
Untuk melengkapkan pelajar dengan
kemahiran ini, mereka terlebih dahulu diperkenalkan kepada konsep penyoalan alternatif.
Konsep ini merupakan kombinasi daripada Theory of Inquiry dan Teknik Penyoalan Socratic.
Berdasarkan buku panduan Fran Peavey (2012) yang bertajuk Strategic
Questioning, beliau telah mengenal pasti dua aspek utama yang akan membuahkan
pemikiran dan penyoalan strategik. Beliau menjelaskan dua aspek iaitu Penyoalan
Berdasarkan Konteks dan juga Penyoalan Strategik. Bagi Penyoalan Berdasarkan Konteks,
ada beberapa jenis penyoalan yang diberi pertimbangan. Sila rujuk Jadual 1.
Jadual 1: Penyoalan Berdasarkan Konteks
Jenis Soalan
Contoh
Soalan Bertumpu
Mengenal pasti situasi dan faktor kunci untuk
(Focus Questions)
memahami keadaan.
Apakah keprihatinan kamu tentang... (jalan raya,
pusat makanan, kerja kemasyarakatan dll.)
Soalan ini secara langsung meminta jawapan
berdasarkan kehendak soalan.
Soalan
Berdasarkan Jenis soalan yang menggalakkan pemberi respons
Pemerhatian
memberikan pemerhatian yang lebih mendalam
(Observation Questions)
mengenai sesuatu perkara.
Apakah yang kamu lihat?
Mengapakah? (pemberi respons akan mengaitkan
dengan
pengetahuan
sedia
ada
mereka
berdasarkan pembacaan, tontonan dll.)
Soalan jenis ini menggalakkan pemberi respons
memberi peluang untuk meneliti idea, pemikiran dan
sumber pengaruh yang membentuk sesuatu
pendapat.
Soalan Berdasarkan Perasaan
Soalan yang mengajak pemberi respons berkongsi
(Feeling Questions)
bagaimana sesuatu perkara boleh menjejas
keadaan sesuatu tempat, kehidupan, emosi dan
kesihatan jasmani mereka.
Bagaimanakah
perasaan
kamu
apabila...,
Bagaimana perkara ini telah menjejas ...
Soalan jenis ini memberi ruang untuk pemberi
respons meletakkan diri dalam kedudukan tertentu
dan membuat renungan atau muhasabah diri.
Bagi Penyoalan Strategik, ada tiga jenis penyoalan yang relevan untuk kajian ini. Sila
rujuk Jadual 2.
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Jadual 2: Penyoalan Strategik

Jenis Soalan
Soalan
Berdasarkan
Gambaran/Wawasan
(Visioning Questions)

Soalan Meminta Perubahan

(Change Questions)

Soalan Mempertimbang Alternatif

(Considering Alternatives)

Contoh
Mengenal pasti perkara yang ideal, keinginan dan
nilai
Bagaimana perkara ini harus dilaksanakan...,
Apakah keprihatinan kamu tentang...
Soalan jenis ini membuat pemberi respons menilai
sesuatu perkara dengan merenung jauh ke masa
hadapan.
Soalan yang membawa perubahan kepada
kedudukan perkara yang statik ke tempat yang lebih
ideal.
Apakah yang ingin kamu ubah mengenai situasi
ini?
Apabila sesuatu perkara itu statik, soalan sebegini
meminta pemberi respons untuk berfikir dan
mempersoalkan perkara yang akan mengakibatkan
perubahan.
Soalan yang membenarkan seseorang berimaginasi
dan mengenal pasti lebih daripada dua alternatif.
Berikan cara-cara lain untuk menyelesaikan
masalah ini. Apakah kelebihan dan kekurangan
alternatif tersebut?
Soalan yang memberi peluang untuk pemberi
respons menilai setiap alternatif dari pelbagai
perspektif.

Selain daripada itu, lelaman Teachers Tool ada berkongsi beberapa teknik
Penyoalan Alternatif. Sila rujuk Jadual 3.
Jadual 3: Penyoalan Alternatif
Jenis Soalan
Contoh
Jangkaan
Apakah yang akan saya lakukan jika perkara ini
terjadi?
Saranan
Jika saya melakukan... Apakah yang akan berlaku?
(apa yang kita sudah buat, jalankan dan kesan)
Muhasabah Berkenaan Topik
Jika saya menangani perkara ini dengan ...
kesannya mungkin....
Cuba renungkan...
Penegasan
Saya amat .... kerana...
Saya suka dengan...kerana
Penekanan
Kita boleh melihat perkara ini dari ...
Apakah yang diketengahkan...?
Teknik Penyoalan Alternatif yang dikongsi sebenarnya boleh digunakan dan
diselaraskan dengan Taksonomi Bloom dan juga teknik-teknik penyoalan yang lain. Namun
fungsi utama Penyoalan Alternatif adalah untuk memberi ruang kepada pemberi respons
menilai, berfikir dan menganalisis sesuatu perkara daripada perspektif yang berbeza.
Berdasarkan kajian yang telah diutarakan oleh para pengkaji, kajian ini
menggunakan teori Dewey sebagai tunggak yang meliputi Penyoalan Socratic dan
Penyoalan Alternatif. Lantas, para guru telah memperkenalkan Teknik P3S+- atau
271

pemerhatian, perasaan, pendapat, kebaikan, keburukan dan saranan bagi membantu para
pelajar melahirkan pendapat yang mendalam dan bernas berdasarkan klip video.

METODOLOGI
Subjek kajian ialah 18 orang pelajar Menengah 3 Aliran Ekspres. Keupayaan para pelajar ini
agak rencam walaupun mereka dalam aliran yang sama. Kajian tindakan ini tidak
mempunyai kumpulan kawalan.
Satu ujian lisan diagnostik telah dijalankan untuk mengukur kebolehan pelajar dalam
penyampaian lisan.
Pada tahap pertama, guru menunjukkan klip video. Berdasarkan klip video itu, guru
print screen tiga keping gambar. Gambar-gambar ini dipilih kerana dijangka dapat
membantu para pelajar menceritakan tentang klip video tersebut. Tujuan langkah ini diambil
adalah untuk membantu para pelajar mengenal pasti segmen-segmen penting dalam klip
video agar mereka dapat menceritakan secara menyeluruh tentang kandungan klip video itu.
Guru dan para pelajar berbincang dan menyenaraikan kosa kata dan frasa-frasa yang
sesuai dengan gambar-gambar tersebut. Aktiviti ini dapat membantu memperkaya kosa kata
para pelajar dan membantu penyampaian mereka. Setelah itu, guru memperkenalkan
teknik P3S+- kepada para pelajar (Lampiran 1). Tujuan teknik ini diperkenalkan adalah
untuk membantu para pelajar memikirkan soalan-soalan yang membolehkan mereka
mengupas dan menghuraikan isu yang dipaparkan melalui klip video. Selain daripada
melakarkan secara bertulis, para pelajar juga boleh menggunakan perisian Mindomo untuk
menyelesaikan peta minda. Kebaikan menggunakan Mindomo ialah para pelajar dapat
menyelesaikan tugasan di rumah dan menggalakkan pembelajaran kendiri. Guru pula dapat
memberikan maklum balas dan memantau tugas para pelajar dalam talian.
Pada tahap kedua, guru memuatnaikkan klip video dalam Mindomo dan memberi
tugasan kepada pelajar untuk menyelesaikan peta minda dalam talian. Guru juga
memberikan lembaran kerja agar para pelajar menyenaraikan kosa kata yang sesuai
berdasarkan gambar. Hal ini dilaksanakan sebagai latihan pengukuhan agar pelajar
mempunyai kosa kata yang sesuai dan dapat mencungkil serta mengupas isi-isi penting.
Pada tahap ketiga, guru menunjukkan klip video melalui Mindomo. Para pelajar
cuba menjawab soalan-soalan lisan berdasarkan teknik P3S+-. Para pelajar perlu membuat
penyaringan tentang kesesuaian penggunaan bahagian-bahagian P3S+- untuk menjawab
soalan-soalan yang diberi dengan cemerlang.
Pada tahap terakhir, pelajar mengaplikasikan teknik P3S+- semasa peperiksaan
lisan pada pertengahan tahun.
DAPATAN KAJIAN
Kajian diagnostik menunjukkan bahawa para pelajar tidak dapat memikirkan lebih mendalam
tentang sesuatu tema yang sedang diperbualkan. Hal ini mendorong guru melaksanakan
kajian ini bagi memastikan pelajar mampu memberikan respons yang cemerlang dan
berinteraksi dengan baik berdasarkan rangsangan klip video.
Dapatan kajian terbahagi kepada dua bahagian iaitu dapatan kajian berdasarkan
AFL bagi para pelajar dan AFL oleh para guru untuk para pelajar. Untuk memantau
perkembangan para pelajar, guru membandingkan data yang dikumpulkan sebelum
prakajian dengan data yang dikumpulkan semasa pascakajian.

272

Guru-guru membandingkan markah diagnostik dengan markah lisan peperiksaan

pertengahan tahun.
Berdasarkan data daripada borang AFL yang diberi sewaktu prakajian, terdapat
peningkatan yang pelajar kenal pasti khususnya dari segi Sebutan dan Penyampaian,
Strategi Komunikasi, Kosa Kata dan Tatabahasa, dan Lakaran Idea dan Penyampaian.
Secara purata, dapatan menunjukkan peningkatan dari segi pengembangan idea,
respons peribadi, bahasa dan kelancaran. Sila rujuk Rajah 1. Komponen pengembangan
idea menunjukkan peningkatan yang paling ketara. Dapatan ini menunjukkan terdapat
peningkatan dari segi keupayaan para pelajar memberikan respons yang mendalam dan
relevan.

Rajah 1: Markah yang Dikumpulkan bagi Pra dan Pascaujian

Berdasarkan teknik P3S+-, para pelajar dapat menjana idea bagi memulakan
penyampaian lisan mereka. Oleh sebab teknik ini memudahkan para pelajar untuk
memulakan penyampaian lisan dan membincangkan sesuatu isu dari segi pemerhatian,
pengalaman peribadi, kebaikan dan keburukan sesuatu perkara dan saranan-saranan yang
boleh diusulkan, para pelajar lebih yakin untuk menyampaikan idea mereka. Sungguhpun
begitu, peningkatan komponen bahasa agak sedikit jika dibandingkan dengan komponenkomponen lain kerana bantuan kosa kata hanya diberikan semasa latihan 1 dan 2.
Dapatan kajian daripada borang AFL yang digunakan oleh para pelajar pula
menunjukkan bahawa para pelajar lebih yakin untuk menyampaikan idea yang relevan. Sila
rujuk Jadual 2. Bagi komponen strategi komunikasi dan lakaran idea, setiap kriteria
menunjukkan peningkatan yang konsisten. Teknik P3S+- telah membantu para pelajar
meluaskan idea dengan lebih mendalam dan relevan. Para pelajar juga dapat memastikan
isi-isi yang disampaikan terangkum dalam teknik P3S+-. Bagi komponen strategi kosa kata
dan tatabahasa, para pelajar berasakan tiada peningkatan yang signifikan kerana mereka
masih memerlukan bantuan kosa kata untuk menyampaikan idea mereka dengan lancar.
Disebabkan penguasaan kosa kata yang lemah, para pelajar berasa kurang yakin untuk
memberikan respons menggunakan ayat-ayat yang gramatis.
Jadual 4: Borang Maklum Balas Kefahaman Lisan Menggunakan Klip Video

273

KESIMPULAN
Dengan menggunakan lembaran kosa kata, rubrik AFL bagi pelajar dan guru, Mindomo dan
teknik P3S+-, pelajar dapat memberikan respons yang lebih mendalam dan relevan
berbanding dengan situasi prakajian. Komponen-komponen ini membantu para pelajar
memperkaya kosa kata agar mereka dapat menyampaikan idea mereka dalam bahasa
Melayu dengan lebih berkesan. Teknik P3S+- pula menjadi panduan kepada para pelajar
untuk menjana soalan-soalan relevan sebelum membuat penyampaian lisan. Teknik ini juga
menjadi rangka yang membolehkan para pelajar menyampaikan idea mereka. Bagi para
guru pula, lembaran kosa kata di Mindomo memudahkan para guru untuk memantau
tugasan para pelajar, memberi maklum balas dalam talian serta membantu memperkaya
kosa kata para pelajar.
Kajian ini juga menghadapi beberapa masalah yang boleh diatasi bagi memperbaik
proses pembelajaran dan pengajaran. Dari segi pengayaan kosa kata, para pelajar
memerlukan bantuan bagi memudahkan mereka untuk menyampaikan idea. Oleh itu, para
guru mencadangkan agar buku bank kosa kata berdasarkan tema boleh diusahakan. Selain
daripada itu, kajian ini juga menghadapi masalah teknikal seperti fon kepala yang rosak dan
masalah tidak dapat merakamkan suara disebabkan masalah perisian yang digunakan.
Kesimpulannya, teknik P3S+- membantu para pelajar menjadi penutur yang efektif.
Pelajar berjaya memberikan respons yang relevan dan mendalam.
Nota : Guru-guru lain yang turut menjalankan kajian ini:
1. Norashimah Abdul Rahim
2. Qurnyaningsy Ahmad Mokhtar

RUJUKAN
John Dewey (1938), LOGIC THE THEORY OF INQUIRY. New York. Hendry Holt
274

and Company, Inc. Copyrights January 1939.

'9:Questioning
Skills.'
Retrieved
from http://teachertools.londongt.org/en
GB/resources/Questioning_launch_pad.pdf on the 31st October 2014.
Basic of Mind / Concept Mapping. Retrieved from http://www.studygs.net/mapping/
on the 17th January 2015.
Mind Mapping. Retrieved from http://www.mindmapping.com/mind-map.php on the
13th January 2015.
Mind Map. Retrieved from http://en.wikipedia.org/wiki/Mind_map on the 11th January
2015.
'Module
4
Questioning.'
Retrieved
from http://teachertools.londongt.org/enGB/resources/Ks3_module_questioning.pdf on the 26th October 2014.
Sharon Ede (May 21st 2012). 'Strategic Questioning -Asking Questions That Make A
Difference.' Retreived from http://www.cruxcatalyst.com/2012/05/21/strategic-questioning/ on
22nd October 2014.
The Definition of Mind Mapping. Retrieved fromhttp://www.mind-mapping.co.uk/mindmapping-definition.htm on the 11th January 2015.

275

PENGLIBATAN IBUBAPA KADAZANDUSUN DI KAWASAN LUAR BANDAR SABAH

DALAM PENCAPAIAN AKADEMIK ANAK
Rosy Talin
Fakulti Psikologi dan Pendidikan
rostalin@ums.edu.my
Airon Jouni
SMK Tinjar, Baram, Sarawak
Aironboy88@gmail.com
Emma Francisca Luis
SM Sanzac, Kota Kinabalu
Francessrocket21@gmail.com
Stearly Das
SMK Beluran, Sandakan
Gibol87@gmail.com

Abstrak

Pada hari ini telah ramai anak-anak masyarakat Kadazandusun yang tinggal di luar bandar,
yang ibubapa mereka tidak bersekolah dan bekerja sebagai petani, berjaya memasuki
institusi pengajian tinggi sama ada yang dikendalikan oleh kerajaan mahupun pihak swasta.
Hal ini telah mendorong kajian ini dibuat untuk mengetahui penglibatan ibubapa yang
seumpama sehingga anak-anak mereka berjaya melanjutkan pelajaran ke peringkat yang
lebih tinggi. Kaedah kualitatif telah dipilih dalam kajian ini. Dengan itu data dikutip melalui
temubual dengan ibubapa yang mempunyai lebih daripada seorang anak belajar di
IPTA/IPTS, bekerja sendiri di kampung dan tidak berpeluang mendapatkan pendidikan
formal. Mereka dipilih secara purposive dan snowball. Hasil dapatan menunjukkan terdapat
empat kategori penglibatan ibubapa yang utama, iaitu, penglibatan dari segi psikologi,
fizikal, ekonomi dan rohani. Dapatan ini menunjukkan walaupun ibubapa masyarakat ini
tidak bernasib baik dari segi pelajaran namun kesedaran bahawa nasib seseorang boleh
berubah melalui pendidikan telah menyebabkan mereka melibatkan diri sepenuhnya dalam
menyokong pelajaran anak-anak mereka walaupun mereka sangat susah dari segi
kewangan.
PENGENALAN

Kajian yang dilaksanakan ini menyentuh tentang masyarakat Kadazandusun khususnya

dalam bidang pendidikan. Jika dilihat secara keseluruhannya pada tahun-tahun awal
kemerdekaan, kesedaran pendidikan orang-orang Kadazandusun amat rendah (Arena Wati,
1974). Hal ini disebabkan oleh ketidaksampaian maklumat-maklumat tentang pentingnya

276

pendidikan kepada anak-anak mereka kerana kebanyakan orang-orang kadazandusun ini

tinggal di kawasan luar bandar dan juga pedalaman Sabah. Pendidikan awal yang diterima
oleh masyarakat ini dibawa oleh mubaligh-mubaligh kristian yang membina sekolah-sekolah
mission di pekan-pekan utama ketika itu. Hanya orang-orang Kadazandusun yang tinggal
berhampiran dengan pekan-pekan berkenaan yang berpeluang mendapat pendidikan.
Mereka yang kebanyakannya tinggal di pedalaman tidak mendapat peluang kerana faktorfaktor jarak tempat tinggal, motivasi dan dorongan, serta kehidupan yang susah. Keadaan
ini masih berterusan walaupun Sabah sudah mencapai kemerdekaan melalui Malaysia
(Patricia, Anne dan Rita, 1996).

Pernyataan Masalah
Keadaan ini menjadi semakin baik sekarang. Walaupun kebanyakan ibu bapa
Kadazandusun masih juga tinggal di kawasan pedalaman dan hanya bekerja sebagai
petani, agak ketinggalan dari segi sosial dan ekonomi, namum mereka kian menyedari
pentingnya

pendidikan

diberikan

kepada

anak-anak

mereka.

Mereka

sanggup

menyekolahkan anak-anak mereka hingga ke peringkat yang lebih tinggi. Hasilnya sekarang
anak-anak Kadazandusun sudah ramai yang mendapat pekerjaan yang baik dan memegang
jawatan yang tinggi. Keupayaan mereka membantu anak-anak mereka ini perlu dipelajari
supaya ia boleh dijadikan panduan kepada semua ibubapa dalam usaha meningkatkan taraf
pendidikan anak-anak mereka pada masa yang akan datang. Oleh itu kajian ini
memfokuskan kepada penglibatan ibu bapa Kadazandusun yang tinggal di kawasan
pendalaman dan bekerja sendiri tetapi mempunyai anak-anak yang berjaya melanjutkan
pelajaran hingga ke IPTA/S.

Persoalan dan Objektif Kajian

Persoalan utama kajian ini terbentuk berkisar dengan pernyataan masalah di atas iaitu
bagaimanakah penglibatan ibubapa dalam pendidikan anak-anak mereka sehingga anakanak mencapai prestasi akademik yang baik. Berdasarkan persoalan tersebut maka objektif
kajian ini adalah meneroka penglibatan ibubapa dalam pendidikan anak-anak mereka
sehingga anak-anak mencapai prestasi akademik yang baik.
Kajian Literatur
Kajian ke atas penglibatan ibubapa dalam pendidikan anak-anak telah banyak dilakukan.
Kebanyakan kajian mendapati bahawa penglibatan ibubapa sangat penting dalam
memastikan kejayaan anak-anak. Peters et al. (2007) dalam kajian mereka ke atas
penglibatan 5032 ibu bapa dalam pendidikan anak-anak mereka mendapati 51% daripada
jumlah tersebut menyatakan mereka memberikan sokongan dan melibatkan diri dalam
277

pendidikan anak-anak mereka. 1 daripada 3 responden tersebut mengakui bahawa mereka

meninjau dan membimbing anak semasa mereka sedang menyiapkan kerja sekolah, malah
melibatkan diri dalam aktiviti lain seperti projek sekolah, bersukan, membaca dan lain-lain.

kajian Carey et al. (1998) juga mendapati hubungan antara penglibatan ibubapa
dengan pendidikan anak-anak mereka. Penglibatan ini berdasarkan kepada tingkahlaku
yang ditunjukkan oleh ibu bapa termasuklah menemankan anak-anak membuat kerja
sekolah, bersukan dan menyiapkan projek sekolah. Kajian ini turut mengesyorkan supaya
sekolah-sekolah mengadakan program-program melibatkan ibubapa supaya ibu bapa boleh
melibatkan diri secara aktif dalam pendidikan anak mereka.

Penglibatan ibubapa dari golongan yang berpendapatan rendah dalam pendidikan

anak-anak mereka juga didapati aktif. Ini dibuktikan oleh kajian Smith (2006) yang dilakukan
di sebuah sekolah yang pelajar-pelajarnya datang daripada keluarga berpendapatan rendah.
Kajian ini mendapati banyak aktiviti yang telah dianjurkan oleh sekolah melibatkan ibubapa
seperti parent night dan read and play. Walaupun kebanyakan ibubapa berpendapatan
rendah namun ini tidak mempengaruhi keinginan mereka untuk memberikan sokongan dan
dorongan kepada anak-anak mereka dan merasakan bahawa antara tanggungjawab yang
harus mereka pikul ialah walau dengan apa cara sekalipun mereka tetap melibatkan diri
dalam pendidikan anak mereka di sekolah.

Satu kajian yang dilakukan oleh Greenman et al. (2011), membuktikan bahawa
walaupun keluarga datangnya daripada keluarga yang miskin tetapi pencapaian pelajar
tetap baik. Didapati antara faktor yang menyebabkan situasi itu terjadi ialah penglibatan
ibubapa. Ibubapa kepada pelajar-pelajar yang dikaji telah menunjukkan tahap komitmen
yang tinggi, gaya keibubapaan yang sesuai, tingkahlaku yang positif serta memantau
pendidikan anak-anak mereka. Dapatlah dirumuskan bahawa faktor keluarga sememangnya
memiliki pengaruh yang lebih kuat terhadap tahap pencapaian pelajar.

Kajian tentang penglibatan ibubapa ke atas anak-anak mereka di tadika juga

menunjukkan penglibatan ibu bapa mempengaruhi tahap kemahiran membaca dan mengira
dengan lebih baik. Kajian ini berjaya membuktikan bahawa adanya hubungan yang sangat
signifikan di antara penglibatan ibu bapa di sekolah tadika dengan tahap pencapaian anakanak yang lebih baik berbanding dengan kanak-kanak yang tidak mempunyai penglibatan
ataupun sokongan ibu bapa di sekolah (Galindo. & Sheldon, 2012).

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Kajian-kajian lain tentang penglibatan ibubapa turut mendapati adanya hubungan dan
pengaruh penglibatan ibubapa dengan pencapaian akademik anak. Baik kajian itu dibuat di
sekolah menengah mahupun di sekolah rendah dan tadika (Moula, 2010; Caro, 2009; Elis et
al.,2010). Dengan itu dapatlah dirumuskan peri pentingnya peranan ibubapa dalam
memastikan kejayaan anak-anak dalam pendidikan.
Kajian ini melihat penglibatan ibu bapa Kadazandusun dalam pencapaian akademik
anak-anak dan melihat kewujudan teori-teori ini dalam penglibatan serta amalan mereka
sepanjang menjaga anak-anak mereka yang telah berjaya.

METODOLOGI

Kajian ini menggunakan pendekatan kualitatif jenis retorik. Retorik digunakan kerana
perkara yang hendak dikaji telah berlalu. Oleh itu data yang dikutip adalah data yang telah
berlalu dan sangat bergantung kepada integriti responden yang dipilih dalam kajian ini.
Pemilihan responden dilakukan secara purposif dan snowball. Secara purposif bermaksud
responden perlu memenuhi kriteria yang telah ditetapkan iaitu ibubapa yang mempunyai
lebih daripada seorang anak belajar di IPTA/S, bekerja sendiri di kampong asal dan tidak
bersekolah tinggi semasa bujang. Penetapan kriteria-kriteria ini adalah untuk mengurangkan
faktor-faktor luaran yang mungkin mempengaruhi penglibatan ibubapa itu. Manakala secara
snowball pula dilakukan dengan meminta cadangan daripada responden yang pertama dan
seterusnya siapa-siapa yang mereka tahu memenuhi kriteria yang diperlukan. Cara ini
membantu mendapatkan responden yang tepat dan menjimatkan masa.

Kajian ini dilaksanakan di kawasan-kawasan luar bandar sekitar Negeri Sabah sahaja.
Kawasan-kawasan

tersebut

termasuklah

Papar,

Penampang,

Menggatal,

Tuaran,

Tamparuli, Tenom, Keningau, Tambunan, Kota Marudu, Kota Belud dan Ranau. Kawasankawasan ini dipilih kerana majoriti masyarakat Kadazandusun tinggal di kawasan-kawasan
tersebut.

Kebiasaan pengutipan data kualitatif menggunakan pemerhatian, temu duga, dan

analisis dokumen. Namun kajian ini hanya menggunakan temubual untuk mengutip data.
Cara ini dipilih kerana perkara-perkara berikut;

i)

Tahap pendidikan

Berdasarkan kriteria responden yang telah dijelaskan di atas, dan berdasarkan kajian rintis
yang dibuat, maka responden kajian kurang pandai mengenali huruf ataupun nombor dan
kurang pandai membaca. Oleh itu, maklumat yang diingini tidak dapat diperolehi soal selidik.
279

ii)

Ketidakfasihan bahasa

Oleh kerana kriteria yang ditetapkan tidak mempunyai pelajaran tinggi, maka responden
juga tidak fasih dalam berbahasa Melayu apa lagi berbahasa Inggeris. Responden amat
fasih dalam bahasa ibunda mereka sendiri iaitu bahasa Kadazandusun. Oleh itu, temubual
menggunakan bahasa kadazandusun adalah teknik pengumpulan data yang terbaik dalam
hal ini. Memang terdapat juga ibu bapa Kadazandusun yang boleh bertutur bahasa
Malaysia, namun mereka sukar untuk menyampaikan maksud berbanding jika mereka
menggunakan bahasa mereka sendiri (Kadazandusun) untuk menyampaikan jawapan.

Teknik yang digunakan ini telah pernah dilakukan oleh Robinson, Md. Idris, dan
Jiloris, (2004). Mereka mengkaji tentang ketidakpuasan pesakit luar Bandar terhadap
perkhidmatan rawatan penyakit TB (tuberkulosis) yang menular dalam kalangan penduduk
Sabah pada ketika itu. Temubual tersebut telah dijalankan menggunakan bahasa tempatan.
Teknik yang sama juga telah digunakan oleh Mohd. Fauzi, Nor Aini, Madeline, dan Faridah
(2006) semasa mereka mengkaji kadar kemiskinan dalam kalangan masyarakat Orang Asli
di Malaysia yang 86% daripada masyarakat ini tidak pernah bersekolah dan tidak begitu
fasih berbahasa Malaysia.

Jenis temu bual yang digunakan dalam kajian ini ialah jenis temu bual tidak
berstruktur iaitu penemubual menanyakan soalan secara spontan . Dalam jenis temubual ini,
soalan terbuka digunakan kerana ia lebih fleksibel dan tidak mendatangkan stres kepada
responden kerana keadaan temubual itu adalah seperti berbual-bual sahaja. Setiap
temubual dirakam dengan izin responden.

Data yang dikutip ditranskripsi, dibaca semula untuk mengenalpasti kata kunci-kata
kunci yang dikehendaki, dan dibawa kembali kepada responden untuk disahkan. Setelah
proses ini dilakukan barulah temubual dengan responden yang lain dibuat. Setiap kali
selepas temubual, proses yang sama diulang sehingga kutipan data untuk kajian ini selesai.
Proses pengutipan data dihentikan apabila data mencapai tahap tepu, iaitu data hampir
sama diperolehi daripada responden walaupun mereka berada di daerah yang berlainan.

Selesai proses pengutipan data, analisis mendalam (Within Case Analysis) dilakukan
iaitu mengenalpasti secara keseluruhan kategori yang wujud daripada semua data temubual
dengan satu-satu ibubapa. Selesai analisis mendalam dilakukan maka analisis menyilang
dilakukan (Crosscase Analysis). Dalam analisis ini, proses membandingbezakan kategori-

280

kategori yang diperoleh dari setiap ibubapa dilakukan untuk mendapatkan tema yang sesuai
bagi menjawab persoalan kajian.
Dapatan Kajian
Terdapat empat tema utama bagi menjelaskan penglibatan ibubapa ke atas pendidikan
anak-anak mereka, iaitu psikologi, fizikal, ekonomi, dan rohani.
i. Psikologi
Kesemua ibubapa yang ditemubual dalam kajian ini menunjukkan mereka tidak dapat lari
daripada memberi sokongan psikologi kepada anak-anak. Ibubapa sentiasa memberi
perhatian terhadap keperluan sekolah dan berusaha memahami kecenderungan anak-anak
supaya mereka dapat memberikan pertolongan yang sewajarnya.
memahami keadaan anak macam mana.. tengok apa masalah
anak..semasa dia sekolah, apa keperluan anak. jadi seboleh-bolehnya
kita mesti tunaikan apa yang perlu. (Marahang, Int 3:189-191)
.. anak-anak ni tidak sama bah.. ada yang pintar belajar.. ada yang
suka kemahiran.. jadi kalau macam ada yang lemah dalam pelajaran
dia tu. Saya bagi dia galakan masuk kemahiran la. Banyak kan
sekarang tu. saya tingu keadaan durang. (Rozinah, Int 11:110-112,
114)

Selain itu ibubapa ini juga didapati sentiasa memberikan motivasi kepada anak-anak
untuk belajar bersungguh-sungguh supaya mendapat keputusan yang baik dalam pelajaran.
Motivasi yang diberi adalah dalam bentuk kata-kata dorongan, nasihat, semangat dan
pujian.
dorongan mereka tu adalah sekiranya mereka gagal saya beri
dorongan bukan marah. Bukan marah beri sokongan sebab kegagalan
bukan untuk selama-lamanya. (Merry, Int 15:258-260)

Dalam memberikan nasihat dan dorongan mereka sering mengambil kesusahan

hidup mereka sebagai contoh. Ini amat berkesan kerana anak-anak pun sering
mengungkapkan kesusahan hidup sebagai pendorong mereka belajar bersungguh-sungguh.

281

selalu saya cakap la.. kamu belajar la betul-betul kalau kamu

sekarang kamu nampak macam mana kehidupan kita, macam mana
kehidupan saya. mungkin kalau saya belajar macam kamu, saya
dapat kerja juga. kamu mau kalau macam saya? (Sianam, Int 17:210212)
Apabila anak-anak berjaya ibubapa memberikan sesuatu atau sanggup menunaikan
kemahuan anak sebagai ganjaran.
Emh.. selalu kan.. kalau macam peperiksaan begitu.. tida la tiap-tiap
tahun begitu.. tapi kalau saya tingu UPSR, PMR.. saya bagi.. saya
bilang.. kalau kamu dapat begini, saya bagi kamu bagini trus.. ada
ganjaran.. trus saya bilang.. kalau kau dapat.. kalau si gawi dulu..
abis tida pernah pigang duit banyak kan? Saya pun.. kalau saya tida
mau bagi yang banyak betul. sa bagi yang.. saya tingu la. kalau tahun
6, sama ting 3 dia ada beza dia. Kalau tingkatan 3 besar suda. jadi
masa tahun 6 saya bilang kalau kau dapat 1A, RM10.

bah!

diabilang. tapi jangan kau tida tunai. mesti kau kasi tunai. Kalau kau
tida tunai.. dia tidamau buat lagi.. dia tida percaya lagi tu. mesti kau
tunai. Ah.. lepas tu dia dapat 3A.. saya bagi la RM30. (Int 17:177-179,
181-187)
Ada seperti permintaan anak-anak. Dia bilang kasi beli saya basikal
terus saya bilang tapi mesti ko belajar betul-betul. Kami kasi beli juga
apa yang mereka minta. (Sumilau, int 1:92-94)
ii. Fizikal
Penglibatan ibubapa yang seterusnya boleh dikategorikan sebagai penglibatan dari segi
fizikal. Dalam hal ini didapati ibubapa memastikan anak-anak ke sekolah setiap hari. Ibu
membangunkan anak-anak awal pagi dan menyuruh mereka bersiap untuk ke sekolah. Di
samping itu ibu juga menyediakan makanan untuk anak-anak makan sebelum ke sekolah
atau sebagai bekalan.
yamenyuruh mereka pergi sekolah. suruh mereka pergi sekolah
seperti waktu pagi-pagi lagi pergi kasi bangun mereka dahulu. (Isteri
Gopog, Int 7:56-57)

282

menyediakan makanan baru jalan pergi sekolah. kasi mandi dan

gosok gigi lagi la semua.(Isteri Rombituon, Int 9: 79-80)

Didapati ibubapa juga sanggup berjalan kaki atau menunggang motorsikal bagi
menghantar anak sama ada ke sekolah atau kelas tambahan.
Kalau ada macam kelas tambahan saya kasi hantar juga durang.
memang saya kasi hantar jadi, apa keperluan durang saya bagi..
kalau adalah bikin kasi.. kalau tiada apa bulih buat. tapi memang saya
bantu kalau yang perlu begitu. (Int 17:93-95)

Memandangkan semua peserta kajian ini terdiri daripada petani data mendapati
mereka sangat tegas dalam hal anak ke sekolah. Mereka memaksa anak-anak pergi ke
sekolah dan memastikan anak mengulangkaji pelajaran di rumah.
saya bilang..tida bulih kalau kau tida pigi sekolah.. saya bilang
saya angkat saja, saya pigi kasi mandi saya suruh dia makan, dia
tidamau. Trus saya bilang kalau kau tida mau.. kalau kau pigi
sekolah. Satu kali saja kau tida pigi sekolah, trus saya kasi berenti
kau kalau dia tida pigi sekolah walau satu kali saja kan memang dia
kena tinggal! Abis..kena tinggal tu pelajaran. (Sianam, Int 17:68-74)

Ibubapa dalam kajian ini juga berusaha menyediakan tempat untuk anak-anak belajar
walaupun mereka serba kekurangan. Mereka sedar bahawa tugas menyediakan keperluan
itu merupakan tanggungjawab mereka.
Masa dorang belajar ... Mahu buat juga sambil main..kalau saya
nampak itu tidak berhasilkan..sa terpaksa kasi asing-asing..saya
kasi asing..ada di kaki lima..ada di ruang tamu..ada di dapur begitu.
Jadi suda begitu, siapa yang suda siap saya tanya. Sa sendiri pun
tidak tahu apa-apa ..memang buta huruf kan..sa tengok buku..saya
soal. saya tahu yang betul-betul buat dan saya tau yang tidak buat.
(Marahang, Int 3:106-107, 109, 111-113)
sebab pertama-tama itu tanggungjawab kami. Dalam hidup mesti
ada tanggungjawab. Kalau tidak ada tanggungjawab, apa pun anak
tidak boleh buat. (Marahang, Int 3:186-189)

283

Satu lagi yang agak mengharukan ialah semua ibubapa yang terlibat ini berusaha
untuk mengajar anak-anak walaupun mereka tidak pernah bersekolah. Usaha itu dapat
dilihat dengan kesungguhan mereka mengajar anak menulis, mengeja dan membaca
semasa anak masih kecil. Apabila pelajaran anak sudah meningkat mereka hanya
memastikan anak belajar dan jika mereka ada pengetahuan am mereka turut membantu.
lepas mereka balik dari sekolah mereka makan dulu kalau ada
kerja rumah yang guru bagi memang mereka buat lah. Kami tulungtulung juga kalau kami tahu lahSaya pigi tu tingu2 dia latingu
dia buat kerja rumah dia la. (Rombituon, Int 9: 126-127, 130, 204)

Selain menyediakan keperluan fizikal di rumah, ibubapa ini turut membina hubungan
yang baik dengan sekolah iaitu dengan guru-guru yang mengajar anak mereka. Antara
tujuan nya adalah untuk memotivasikan diri mereka sebagai ibubapa dan berbincang
dengan guru tentang perkembangan anak.
Saya beritahu kepada guru saya suruh mereka belajar di rumah
tapi mereka berjalan-jalan dan menonton TV sahaja. Guru tu pun
memberi nasihat kepada dia sampai menitiskan air mata. Saya
cakap sama dia dengar betul-betul nasihat cikgu saya kasi tahu
kamu di rumah pun kamu tidak mahu dengar. Jadi ok juga la
keputusan UPSR mereka. (Sumilau, int 1: 206-211)
iii.

Ekonomi

Data menunjukkan kesemua ibubapa yang menjadi responden kajian ini merasakan
penglibatan mereka yang paling berat adalah soal kewangan kerana mereka hanya bekerja
sebagai petani. Namun mereka tetap berusaha untuk menyekolahkan anak-anak mereka.
Pelbagai cara mereka lakukan untuk mendapatkan kewangan bagi menyekolahkan anakanak. Antaranya menjual hasil tanaman, menjual tanah dan meminjam daripada badan
kerajaan atau orang perorangan.
Saya terpaksa tanam padi la. selain dari itu kalau ada lebihan.
kalau perlu suda betul-betul...sa terpaksa la jual lebihan-lebihan
hasil tanaman saya. Itu usaha saya sendiri dan segala apa yang
saya ada saya curahkan segala-galanya memajukan anak. Saya
korbankan segala-galanya untuk pembiayaan sekolah supaya maju
dalam pendidikan...saya tidak mahu melihat anak-anak mewarisi
kesusahan kami. (Maharang, Int 3:37-45)
284

yang pertama la, yang numbur satu kan..abis dia tu.. pakai
tambang .ala saya bilang..tida duit!. Mau tida mau harta satu kaping
saja harta..turus akun saya jual tanah. tatapi kau janji saya bilang..
kau saya kasi sambung sekolah.. bila adik-adik kau mau sambung,
kau bantu saya.. (Komulok, Int 5:62-65)
Yang suami saya kasi loan garan dia. Itu yang diguna oleh si Arun
bersekolah. Kami cagar geran tanah di Yayasan Sabah jadi
Yayasan Sabah yang beri si Arun duit sampai sekarang. Nanti dia
bayar balik barulah dapat tu geran. (Isteri Gopog, Int 7: 360-368)

Penglibatan

ibubapa

yang

sepenuhnya

dalam

soal

kewangan

ini

telah

memungkinkan keperluan anak di sekolah dipenuhi termasuk sedikit wang saku untuk
membeli makanan di sekolah.
memanglah disediakan setiap yang buku. Tiada la ba yang bilang
tidak kena bagi budak-budak. Makan dari rumah kadang-kadang
kalau ada duit saya bagi kalau tiada tiada la. Tidak juga minta tapi
kalau lapar pun mungkin diam-diam itulah yang penting tu mereka
sendiri yang beli supaya dia tahu. Kalau tiada dijual di sekolah
terpaksa la mereka beli di luar. Jadi kena beri duit la untuk beli itu
buku. (Gubat, Int 19:80, 82, 84-85, 91-92)

iv.

Rohani

Kategori penglibatan ibubapa yang terakhir yang dapat dikesan dalam kajian ini ialah setiap
ibubapa mendoakan kejayaan anak-anak mereka. Mereka berpendapat doa dapat
mengubahkan keadaan yang kurang baik kepada keadaan yang baik.
selain itu..yang tidak mahu belajar. saya berusaha dari segi
ketuhanan la. dari segi berdoa berdoa.. berdoa dan saya rasa
mengikut kepercayaan masing-masing kan tiada yang mustahil bagi
Tuhan. Kalau kita betul-betul memerlukan. (Marahang, Int 3:68-70)
Itulah semua berkat. Makin kuat sambayang makin kuat semangat
untuk belajar. Semua la seperti sembayang, doa orang tua dan doa
dari rakan-rakan. (Gopog,Int 7: 551, 553)
285

Secara

keseluruhan

dapatan

kajian

ini

menunjukkan

penglibatan

ibubapa

Kadazandusun dalam pendidikan anak-anak mereka memberi kesan yang positif kepada
pencapaian anak-anak mereka dalam akademik sehingga lebih daripada seorang anak
mereka melanjutkan pelajaran ke IPTA/S.

Perbincangan dan cadangan

Kajian ini telah mendapati empat aspek penglibatan ibubapa dalam memastikan anak-anak
berjaya dalam pendidikan. Aspek-aspek tersebut adalah psikologi, fizikal, ekonomi dan
rohani. Aspek psikologi lebih menjurus kepada pemberian perhatian, dorongan, motivasi dan
ganjaran. Ibubapa sentiasa memberikan perhatian dan dorongan kepada anak untuk belajar
supaya mereka tidak mewarisi kesukaran hidup ibubapa mereka yang tidak mempunyai
pendidikan. Ibubapa terus memberikan motivasi sehingga, walaupun mereka kesempitan
kewangan, mereka berjanji untuk memberikan anak-anak hadiah jika lulus dalam
peperiksaan atau jika ada permintaan anak mereka berusaha untuk memenuhi kehendak
tersebut asalkan anak mereka berjaya dalam pelajaran. Dari aspek fizikal pula ibubapa
memastikan anak-anak pergi ke sekolah. Mereka sanggup menghantar anak ke sekolah
sama ada berjalan kaki atau dengan menunggang motorsikal, menyediakan sarapan,
mengejutkan anak dari tidur dan mempersiapkan anak ke sekolah. Mereka juga berusaha
menyediakan tempat yang selesa untuk anak belajar walaupun dalam keadaan yang
kekurangan dan mereka juga membantu anak dalam pelajaran selagi mereka tahu dan
mampu. Selain itu ibubapa ini mengadakan hubungan baik dengan sekolah untuk
mengetahui perkembangan anak mereka di sekolah. Dari Aspek ekonomi ibubapa sanggup
mengadaikan tanah atau menjual tanah untuk menyekolahkan anak. Manakala dari aspek
rohani ibubapa sentiasa mendoakan anak-anak mereka supaya diberkati dan menjadi
pandai.

Dapatan ini turut dikuatkan oleh dapatan Desforges dan Abouchaar (2003) yang
mengatakan penglibatan ibu bapa amat dipengaruhi oleh faktor material dan rasa serba
kekurangan menjadi aspirasi ibu bapa. Selanjutnya kajian Altschun (2011) ke atas
penglibatan ibubapa Mexican American mendapati penglibatan ibubapa dari segi kewangan
memberi impak yang tinggi ke atas pencapaian akademik anak-anak mereka. Begitu juga
dengan kajian Hyunjoon Park, Soo-yong Byun dan Kyung-keun Kim (2011) di Korea
mendapati penglibatan ibubapa khusus dari segi kewangan telah memberi kesan kepada
pendidikan anak-anak. Semua kajian lalu ini selari dengan dapatan kajian ini iaitu
penglibatan dari segi wang amat penting dalam pendidikan anak. Dalam kes ini walaupun

286

ibubapa tidak mempunyai wang mereka melakukan pelbagai cara yang sah untuk
mendapatkan wang bagi membantu pendidikan anak-anak mereka.

Secara keseluruhannya seperti yang dikatakan oleh Hashmi dan Akhter (2013)
dalam kajian mereka penglibatan ibubapa dalam pendidikan anak-anak memang memberi
kesan yang positif kepada pencapaian akademik anak-anak. Khusus untuk ibubapa yang
menjadi responden ini didapati secara keseluruhannya mereka dapat beat the odds
(Luthar, 2003; Rutter, 1987) kerana kebiasaannya kemiskinan yang dialami membawa
kepada masalah fizikal, kesihatan dan kesejahteraan hidup (Duncan & Brooks-Gunn, 1997;
McLoyd, 1998).

Menyedari kepentingan penglibatan ibubapa dalam pencapaian akademik seseorang

anak, penyelidik mengemukakan beberapa persoalan yang boleh digunakan oleh para
pengkaji akan datang untuk merangka tajuk kajian mereka. Pertama, peranan anak kepada
ibubapa yang kurang bernasib baik dari segi pendidikan ini. Kedua, gaya keibubapaan yang
ditunjukkan oleh ibubapa yang sedemikian. Ketiga, peranan persekitaran masyarakat yang
kurang bernasib baik ini. Candangan ini dikemukakan kerana terdapat kajian jangka panjang
yang menunjukkan ada faktor-faktor selain ibubapa yang turut memainkan pengaruh dalam
pendidikan anak-anak dari golongan yang kurang bernasib baik ini (Fergusson, Horwood, &
Boden, 2008). Sudah tentu kajian-kajian yang seumpama dapat menemui lebih banyak
faktor-faktor yang menarik untuk dipelajari daripada masyarakat ini dalam mendidik anak
mereka sehingga berjaya dalam pelajaran.

Kesimpulan
Secara keseluruahannya kajian ini telah berjaya mencapai objektifnya. Melalui kajian ini
telah diketahui bahawa ibubapa Kadazandusun yang terlibat dalam kajian ini amat
melibatkan diri dalam pelajaran anak-anak mereka. Walaupun tinggal di tempat yang agak
jauh dari pekan dan bekerja hanya sebagai petani namun mereka mempunyai kesedaran
bahawa dengan pendidikan sahaja nasib seseorang dapat berubah. Dengan kesedaran itu
mereka sentiasa memberi sokongan dari segi psikologi, fizikal, ekonomi dan rohani bagi
memberikan

semangat

kepada

anak-anak

untuk

maju

dalam

pelajaran.

Untuk

menyemarakkan api untuk belajar dengan gigih kesemua ibubapa dalam kajian ini
mengambil kesukaran hidup yang mereka alami sebagai contoh. Anak-anak mereka juga
amat terkesan dengan contoh tersebut sehingga anak-anak tekun belajar sehingga berjaya
memasuki universiti. Pengkaji percaya setiap keluarga ini menanti sinar yang cerah apabila
anak-anak tamat pengajian di universiti kelak. Semoga penantian ini berbaloi dan impian
mereka melihat anak-anak berjaya dan mendapat pekerjaan yang baik tercapai.
287

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289

INTERACTIVE EDUCATIONAL GAMES AS A MEANS TO VOCABULARY ENRICHMENT

FOR RURAL PRIMARY SCHOOL PUPILS
Zetty Farazieta Zakaria
Lee Kean Wah (Phd)
Faculty of Psychology and Education
Universiti Malaysia Sabah
ztfarazieta@yahoo.com
Abstract
This study examined the efficacy of interactive educational games as a means for
vocabulary enrichment for rural primary school pupils in Semporna, Sabah. The main
objectives of the study were to determine the effectiveness of interactive educational games
in enriching pupils vocabulary understanding and retention; and motivation for learning
English. This mixed method research involved 35 pupils selected via convenience sampling
from a mixed ability class of Year Five pupils in a primary school. Both qualitative and
quantitative data analyses were collected via pre-post tests, questionnaires, semi-structured
interviews and classroom observations and analysed using descriptive, inferential statistics
and thematic analysis. The findings showed that the games improved pupils' understanding
and retention of vocabularies. The result also showed that games were motivational and
helped to sustain their efforts in learning. Qualitative findings yielded four themes: support
for learning, interaction, communication and participation. These findings provided, helped
throw further light on how to improve teaching and learning in the classroom.
Keywords: interactive educational games, vocabulary understanding, vocabulary retention,
motivation

INTRODUCTION
Teaching English as a second language is a highly challenging task, particularly in a
community whereby English is not commonly used in daily communication. Therefore, the
pupils must be actively engaged in the learning activities to maintain their interest and
participation in learning. They must be drawn out to use the words in their communication.
The use of games in teaching vocabulary is well documented. Games are able to help pupils
to be less inhibited and encourages more participation in the meaning making process.
Huang (1996) pointed out that games encourage the operation of particular psychological
and intellectual factors that contributes to higher self-esteem, motivation and spontaneity,
reinforcing learning, improving intonation and development of confidence. Hence, shy pupils
are also attracted to join in the learning. Games also sustain the pupils interest to participate
in learning (Wright, Betteridge & Buckby, 2005). With this interactive approach, pupils may
be able to retain their vocabulary knowledge longer and eventually, permanently become
their background knowledge to enable future learning.
Furthermore, the current methods traditionally employed for teaching vocabulary in
the classroom are considered boring by the pupils (Nguyen & Khuat, 2003). Pupils do not
like vocabulary practices because they need to exert effort to remember and memorize
words and do numerous vocabulary-related exercises. Most often, the teacher uses drilling
technique to ensure pupils memorize the words introduced. However, there is little retention
of the words taught to them as they feel that learning vocabulary is not important just as
much as English is not of much use to them (Ab. Kadir, 2013).

290

Therefore, it is necessary for teachers, especially in rural areas to use a teaching

method that not only provides avenues for multiple approaches and activities to be carried
out in the same lesson time, but at the same time, capable of sustaining interest, providing
active participation and ensure greater retention of vocabulary knowledge. Henceforth, this
study investigates and explores the use of interactive educational games as a means for
vocabulary enrichment among rural primary school pupils.
METHODOLOGY
This study employed a mixed method approach whereby both quantitative and qualitative
approaches were used to analyze the collected empirical data to examine the relationship
between use of interactive educational games and improvement in vocabulary
understanding and retention.
In this study, a sample group of 35 Year Five pupils in the target school, which were
selected via convenience sampling, was exposed to a teaching and learning intervention of
enriching vocabulary via the use of interactive educational games for a period of 2-hour
lesson for three weeks. They were also encouraged to use the games at home. Pre-post
tests were used to assess the pupils ability to understand and retain the vocabulary that
they learned through the games. The pre-post assessment test is shown in Appendix 1.
Pupils motivation to learn English was determined with pupil questionnaire and semistructured interview. The use of semi-structured interview was to provide supporting
evidence to the pupil questionnaire to determine the motivation level of the pupils to learn
English using interactive educational games. The pupil questionnaire is shown in Appendix 2
and the semi-structured interview protocol is shown in Appendix 3. The research instruments
were piloted and the Cronbach alpha coefficient for the overall pre -post test and the pupil
questionnaire were 0.920 and 0.884 respectively. George and Mallery (2003) indicated that
the internal consistency of more than 0.7 is accepted as reliable consistency. Therefore, the
research instruments are fit to be used in this study.
The quantitative data from the pre-tests and questionnaire were analyzed with IBM
SPSS 21.0 using both descriptive and inferential statistical analyses. The pre-post test
results were compared using a paired t-test at 95% confidence level to determine whether
there has been improvement in vocabulary understanding and vocabulary retention. On the
other hand, qualitative data collected from the interviews were compiled with the thematic
approach under four main themes: learning support, participation, communication and
interaction with others.

RESULTS
Table 4.1: Paired Sample t-Test on Pupils Vocabulary Understanding in Pre-Post Tests
Test
Pre-test A
Post-test A

Mean
26.1935
32.8710

Std. Dev.
7.73916
7.43748

Correlation
.766
(sig. .000)

Sig.
-7.152

.000

Table 4.1 above presents the result of the pre- and post-tests. It was found that pupils
initially showed poor grasps of the English vocabulary as shown by the mean score in the
pre-test is 26.2. However, with the teaching and learning intervention, the mean score in the
post-test was increased to 32.9. The t-test confirms that there is a significant difference of
the mean score in the pre-test and the post-test. Therefore, this shows that the use of
interactive educational games was able to improve the pupils understanding of the
vocabularies.
291

Table 4.2: Paired Sample t-Test on Pupils Vocabulary Retention in Pre-Post Tests
Test
Pre-test B
Post-test B

Mean
19.7097
26.6452

Std. Dev.
6.84200
9.32576

Correlation
.756
(sig. .000)

Sig.

-6.320

.000

As shown in Table 4.2 above, the pupils vocabulary retention was also initially poor at 19.7
in the pre-test mean score. However, after the 3-week intervention, the mean score in the
post-test has increased to 26.6. The paired sample t-test showed that the difference
between the pre-test and the post-test is significant. The use of interactive educational
games was able to improve pupils vocabulary retention in this sample group.
Table 4.3: One Sample t-test on Effectiveness of Interactive Educational Games on
PupilsMotivation to Learn English
Item
1. Interesting Lesson
2. Fun Lesson
3. Opportunity to learn without being shy
4. Opportunity to learn from friends
5. Vocabulary easier to understand
6. Vocabulary easier to remember
7. Encouragement to learn English at
home
8. Awareness of these words in the
surrounding
9. Curious to know more English words
10. Use the vocabulary more confidently in
writing and speaking
Overall Motivation

Mean
3.5806
3.8710
3.6129
3.8065
3.8710
3.8387
3.9677

Std. Dev.
.88597
.67042
.76059
1.01388
.88476
.82044
.60464

t
5.660
9.891
6.829
6.186
7.495
7.863
11.858

Sig.
.000
.000
.000
.000
.000
.000
.000

4.2258

.56034

15.360

.000

3.7742
3.0000

.80456
.81650

7.572
2.182

.000
.087

3.7548

.55428

10.797

.000

The questionnaire provided some feedback about the pupils motivation to learn English.
Based on the Table 4.3 above, the mean scores were higher for items relating to the lesson
being fun (mean = 3.871), the lesson providing opportunity to learn with friends (mean =
3.807), vocabulary becomes easier to understand (mean = 3.871), vocabulary becomes
easier to remember (mean = 3.839), encouraging learning English at home (mean = 3.968),
more aware of the words in the surrounding (mean = 4.226) and more curious to know more
English words (mean = 3.774). The mean scores were average for items relating to the
lesson being interesting (mean = 3.581), opportunity to learn without being shy (mean =
3.613) and the confidence to use the vocabulary in speaking and writing (mean = 3.000).
Overall, the mean score was 3.755, indicating that the pupils perceived the lesson highly.
Comparing the mean with a cut-off value of 2.68 showed that all t values have a significance
of less than 0.05 for each of the items except for item No. 10 (confidence to use the
vocabulary to speak and write) which has at a value of 2.182 and a significance of 0.087
which is higher than 0.05. Therefore, the use of interactive educational games is effective to
make it interesting, fun, learning opportunity with friends without being shy, making
vocabularies easier to understand and remember, encouraging the use of English at home,
increasing awareness of the words in the surrounding and creating more curiosity to learn
more English words. However, it is not effective to motivate pupils to use the vocabulary in

292

speaking and writing. Nevertheless, overall, the interactive educational games were able to
significantly motivate pupils to learn English.
The interview provided more insights about the use of interactive educational games from
the pupils perspectives. The pupils liked the games because of its competitive nature and
the opportunity to play it individually or with friends. However, they did not like too much
instruction from the teacher, but prefer to explore the games on their own. The pupils
considered the lesson as fun because it was more flexible, more opportunity to freely interact
with friends, individual time on the netbook/computer and the change to use the game
individually. However, the environment in the classroom was still noisy and at times, hard to
organize. The activity was still not successful enough to rid them of their shyness to
communicate with the teacher or to participate fully. Although there were more discussions
among the pupils, a large majority still communicated in local dialects.

DISCUSSION
The research showed that the use of interactive educational games helped enrich the pupils
vocabulary knowledge. As shown by past studies (Baltra, 1990; Carrier, 1991; deHaan,
2005; Hubbard, 1991; Li & Topolewski, 2002; Bell, 2005; Kim, Park, & Baek, 2009; Tuzun et
al., 2008; Wideman, et al. 2007; Oyen & Bebko, 1996; Robertson & Howell, 2008; Chan &
Lin, 2000; Jiang, 2008; Kuo, 2008; Robinson, 1960; Zeng, 2008), games are effective to
facilitate learning. Therefore, the findings in this study further reinforce past studies results.
In this study, the pupils were able to improve their understanding and retention of the
learned vocabularies. As explained by Graves (2009), the ability to understand the meaning
of words is important to ensure literacy competent. However, it is not enough just to
understand. It is also necessary to retain the meaning. Naginder et al. (2008) stated that
when a person can retain vocabulary in his/her schemata, this means that the pupil is able to
use the vocabulary in speaking and writing. The repetitive nature of the games whereby
pupils do the same games over and over provided them with exercises to use and retain the
vocabularies in their memory (Laufer, 1997; ODell, 1997; Schmitt, 2000).
The pupils in this study also noted that the use of games is fun and interesting. As stated by
Sokmen (1997), games provide many encounters with the target words besides being fun,
competitive and enjoyable. Pupils would remember the games they played with their friends
and therefore will remember the words that they have learned. Therefore, as evidenced from
this study, games are not only pleasant and entertaining (Ellis, 1997) but also functions to
reinforce, review and enrich pupils knowledge of vocabularies (McCallum, 1980).
Although the games are characterized by rules and regulations, but the learning condition in
the classroom is quite flexible. This goes well with the pupils who are more open to learning
in a flexible environment. They would prefer the teacher to provide minimal instruction and
give them more opportunity to explore the games themselves. This would incidentally lead to
pupils confidence to study individually and at their own pace. Furthermore, they will also
want to explore other games available on the internet. In this manner, their exploratory and
curious nature will open them to more online learning opportunities.
This study also showed that games in the classroom can motivate them to learn
vocabularies and English in general. Games are naturally a drill practice as there is a
repetitive action to learn the same vocabularies over and over in the same games, but
because of its fun and enjoyable state, the pupils can prolong their focus to learning efforts
(Thiagarajan, 1998; Wright, Betteridge & Buckby, 2005). As stated by pupils in this study, the
competitive nature of the games triggered their interest to learn and participate in the games.

293

Since they are enjoying themselves, their motivation to learn is sustained and they are able
to remember the words faster and better (Uberman, 1998; Nguyen & Khuat, 2003).
Therefore, interactive educational games are a powerful learning tool to improve
vocabularies as well as motivate pupils to learn English in the classroom and at home. The
pupils become more curious to know English words and therefore, would become more open
to explore English in their surrounding particularly on the internet. Since most households
have access to smart phones and internet connection, it is likely that these pupils may
explore beyond what they have learned in the classroom. The teacher can provide support
by introducing reliable websites or other educational games that they can use during their
leisure hours. Therefore, instead of playing games which have lesser educational values,
they can benefit from playing intentional games that can improve their English.
The findings implied that interactive educational games are beneficial for pupils who want to
improve and enrich their vocabularies. As shown from past studies and the present one,
games are able to motivate them to learn as well as improve understanding and retention of
the vocabularies. Through such exposures, they were able to improve their reading ability as
these words are constantly and regularly mentioned during the games. Therefore, it
complimented regular sight words that they already know and new words that they learned
from the games.
This study emphasised the need to consider games as a regular learning activity in the
classroom. Teachers should also explore the availability of educational games on the
internet and share the information with their pupils so that they become more curious to
explore learning on their own. Using computers to play games is a trending habit among the
young generations. As shown by Turgut and Irgin (2009), computer and online games are
favoured by young pupils now. Therefore, introducing games, particularly those played on
the computer or netbook appeal to the pupils.
One of the weaknesses of the interactive games that were used in this study was the
inappropriateness of some words for the pupils. Since the games were developed by
Westerners, some of the words do not fit the cultural context of the pupils. However, the
effectiveness of games cannot be denied. Perhaps, this is a call for local game developers to
collaborate with the Ministry of Education and create vocabulary games suited to the local
culture. This may result in the development of local vocabulary games which can be used by
schools to enrich pupils English vocabularies as well as sustain their motivation in learning.
Further to that, this study has also shown that learning vocabulary should have a clear focus.
In this study, the focus is not only to understand and retain the vocabularies in their mind,
but also, they are able to read the vocabularies and adding to their reading competency. By
knowing how to pronounce and say words in English, they gain more confidence to speak
and write in English. However, as indicated by the pupils, the three lessons were not enough
to make them confident to use the vocabularies in speaking and writing. Therefore, more
exposure to the games is required.
CONCLUSION
Overall, this study has confirmed past findings on the effective use of interactive educational
games to enhance and enrich pupils vocabulary as it helps the pupils to understand and
retain the vocabularies. The study also showed that vocabulary understanding and retention
gained from the games were able to assist the pupils in reading competency enhancement.
Further to that, this study also concluded that games are highly motivating and able to
sustain the interest and effort of the pupils to participate in the learning activities. Therefore,
vocabulary enrichment can be attained by means of interactive educational games in the
classroom.
294

ACKNOWLEDGEMENT
The author would like to acknowledge Assoc Prof Dr. Lee Kean Wah for his guidance in
completing this paper.

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297

APPENDIX
Appendix 1: Pre-Post Test
INFORMATION:
This assessment paper comprises of two sections:
Section A: Understanding Vocabulary
Section B: Vocabulary Retention
INSTRUCTION:
For Section A and Section B, the assessment is given to the pupils which must be completed
in 60 minutes. Section A consists of three parts while Section B consists of two parts. Each
section yiled a total mark of 50.
For Section C, the examiner gives the short story for the pupils to read. The assessment of
the pupils reading competency is based on the following rubric.
Rubric for Section C:
Fluency
Pronunciation
Intonation
Speed
0
Did not attempt the Did not attempt the Did not attempt the Did not attempt the
reading
reading
reading
reading
1
Stuttering
and Able to pronounce Very
poor Too many stop
stumbling
over only few words intonation
gaps
words
correctly
2
Stumbling
over Able to pronounce Moderate
Slow but able to
some word
some words
intonation
read some of the
sentences
3
Able to read most Able to pronounce Good intonation
Slow but able to
sentences with slight most of the words
read most of the
hesitation
sentences
4
Able to read most Able to pronounce Varied intonation at Moderate
speed
sentences with no almost
all
the most of the right and able to read
hesitation
words
place
all sentences
5
Able to read all Able to pronounce Varied intonation at Adequate speed
sentences with no all the words
the right place
and able to read
hesitation
all sentences

SECTION A
Part 1: Synonym
Instruction:
Select the synonym for the following words:
1.
2.
3.
4.
5.

6.
7.
8.
9.
10.
298

Part 2: Antonym
Instruction:
Select the antonym for the following words:
1.
2.
3.
4.
5.

6.
7.
8.
9.
10.

Part 3: Matching Words to Image

Instruction:
Match the following word to the correct reprensenting image
1.
2.
3.
4.
5.
SECTION B
Part 1: Fill in the blanks
Instruction:
Fill in the blank with the correct vocabulary.
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.

11.
12.
13.
14.
15.

Part 2: Short Sentences

Instruction:
Write short sentences with the following vocabulary.
1.
2.
3.
4.
5.

299

Appendix 2: Pupil Questionnaire

Instruction:
Please answer the following items with these response selections
1 = strongly disagree
2 = disagree
3 = not sure
4 = agree
5 = strongly agree
Item
Response Selection (Please Circle)
1
2
3
4
5
1. The lesson using games is interesting
1
2
3
4
5
2. The lesson using games is fun
3. The lesson using games gives me the
1
2
3
4
5
opportunity to learn without being shy
4. The lesson using games gives me the
1
2
3
4
5
opportunity to learn from friends
5. The lesson using games makes vocabulary
1
2
3
4
5
easier to understand
6. The lesson using games makes vocabulary
1
2
3
4
5
easier to remember
7. The lesson using games encourages me to
1
2
3
4
5
learn English at home
8. The lesson using games makes me aware of
1
2
3
4
5
these words in my surroundings
9. The lesson using games makes me curious
1
2
3
4
5
to know more English words
10. The lesson using games enables me to use
2
3
4
5
the vocabulary more confidently in writing 1
and speaking

300

Appendix 3: Semi-Structured Interview Protocol

Instruction:
Ask these questions to the pupils and record their replies.
1.
What part of the lesson using games that you consider as interesting?
2.

Why did you think you have fun learning with games?

3.

How well did you interact with others during the lesson?

4.

Did you communicate with others during the lesson?

301

APOLOGY STRATEGIES OF THE KADAZANDUSUN AND BUGIS LEARNERS OF

ENGLISH AS A SECOND LANGUAGE IN THE LABUK REGION
Andrew Lim Ming Yew
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
lim84.andrew@gmail.com
Lee Kean Wah, PhD
Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
keanwah@gmail.com
Abstract
This pragmatics study was conducted to explore and compare the realization patterns of
apologies among the Kadazandusun and Bugis learners of English as a Second Language
using Cohen and Olshtains (1981) Model. For this purpose, data were elicited via a
Discourse Completion Tasks Questionnaire in written form, from 15 Kadazandusun students
and 15 Bugis students of a secondary school in the Labuk region. The findings showed that
both groups of learners had closely similar preferred strategies of apology in terms of overall
frequencies. However, the nature of the offences was also found to have influence on the
choice of apology strategies employed, which saw certain strategies distinctly dominant in
certain situations. The findings also suggest other possible factors affecting the realization
patterns of the learners apologies in English, including pragmatic competence and
proficiency of English. The findings of this study might be pedagogically useful for English
language teachers, particularly in ESL and EFL contexts. In addition, it bears significance in
serving as new literature to the world of pragmatics, especially in the cross-cultural speech
acts realization patterns studies.
Keywords: pragmatics, apology strategies, discourse completion task, Kadazandusun,
Bugis.

PENDAHULUAN
An apology is a remedial action (Goffman, 1971; in Wouk, 2006) and serves to rebalance
social relations between interlocutors (Holmes, 1995; in Majeed&Janjua, 2014). Humans
generally apologize when a mistake or wrongdoing is committed against someone, in order
to mitigate the offence or damage done, and to re-establish social relation harmony after the
offence is committed (Bergman and Kasper, 1993; in Nureddeen, 2008). It is therefore an
act of verbal redress, used when social norms have been violated by a real or potential
offence (Olshtain& Cohen, 1983).
Wouk (2006: 1457) notes that, apologizing is a social act, and human societies vary
greatly in their social organization, we should also expect variation in why, when, and how
this social act is carried out. Nevertheless, while the type of apology term to be used has
cultural influences (Wouk, 2006), the Universalist assumptions hold that there are categories
applicable to the analysis of all languages (Odlin, 1989).

302

Various models for measuring apology strategies have been proposed over the past three
decades. Cohen &Olshtain (1981) proposed a 5-strategy measure of sociocultural
competence in regard to apology, namely,
(1)
(2)
(3)
(4)
(5)

direct apology/an expression of apology (IFID)

explanation or account
acknowledgement of responsibility
offer of repair
promise of non-recurrence

Pragmatic competence and language learning

Segueni (2014) claims that the teaching of the pragmatic competence aspect has been a
largely neglected aspect in many countries where English is taught as a foreign language.
Segueni notes that in an EFL setting, learners are dependent on their teachers as a source
of input for an appropriate model of the target language. However, such input is often
observed to be language simplified or adapted to the learners needs. Kasper (1997),
meanwhile, explains that in classroom instruction, the knowledge-transmission typically
takes place via the pattern of pedagogical exchange of elicitation (by the teacher), response
(by the student), and feedback (by the teacher). The teacher imparts new information, helps
learners process the information, then controls whether the new information has become
part of the learners new knowledge. Kasper (1997) also stresses that such impartation can
be influenced by the asymmetric roles assigned to the participants, where the power
relations between the teacher and learners could affect interactional patterns in teacherfronted teaching.
Kasper (1997), claims that in classrooms, where the teacher does most of the talking, the
input for pragmatic development for students to receive are limited to the sheer quality of
teacher talk. Literature has it that the teacher-fronted classroom discourse displays:

a more narrow range of speech acts (Long, Adams, McLean, &Castaos, 1976; in
Kasper, 1997)
a lack of politeness marking (Lrscher& Schulze, 1988; in Kasper, 1997)
shorter and less complex openings and closings (Lrscher, 1986; Kasper, 1989; in
Kasper, 1997)
monopolization of discourse organization and management by the teacher (Lrscher,
1986; Ellis, 1990; in Kasper, 1997), and consequently,
a limited range of discourse markers (Kasper, 1989; in Kasper, 1997).

As for pragmatic competence specifically relating to apologies, Rajabi, Azizifar and

Gowharys (2015) study suggests that explicit instruction on apology speech act facilitates
students in using the proper apology strategies in different situations. However, the
effectiveness of such instruction is also influenced by learners L2 proficiency. Aydin (2013)
states that pragmatic competence can be expected to improve as a learners language skills
improve.

Problem statement
Odlin (1989) notes that different cultures make different interpretations of certain behaviours.
Hence, the study of politeness faces the challenge of understanding these differences. For
303

instance, What counts as an apology in one culture may be seen as an expression of

thanks in another, and what constitutes as a proper request in one culture may seem very
rude in another (Odlin, 1989:49).
The Kadazandusun and Bugiscommunites in the Labuk region, are speakers of more than
one language. The Kadazandusun community can still be observed to speak their native
Kadazandusun language within their some of their social circles. Across wider speech
contexts, both communities communicate in Malay as their lingua franca.With the relatively
low usage of English observed among these communities, there is a likelihood that these
ESL learners may lack that knowledge of social and functional rules of English, as well as
the culture of its native speakers. This factor could in turn affect their sociopragmatic
competence when choosing speech acts in English.
Odlin (1989) affirms that apologies do show cross-linguistic variation and pose problems for
second language learners. Such differences are found to occur in the frequency of use of
apologetic formulas and in the relations between apologies with other speech act. The latter
can lead to use of inappropriate apologetic formulas in the target language. Meanwhile,
James (1971; in Olshtain, 1983) explains sociolinguistic transfer as a tendency for L2
learners to employ their L1 utterances when called upon to produce L2 forms yet to be
acquired. Such transfer could occur either to fill a perceived gap in L2 knowledge or because
the learner believes that L1 and L2 are identical in some language features (Kellerman,
1977; in Olshtain and Cohen, 1989).
It is thus possible that the LabukKadazandusun and Bugis ESL learners may display certain
uniqueness or preferences in their strategies of apologising in English, compared to other
English speaking cultures, or other second language speakers of English.

Objectives of the study

The objectives of this study were as follows:
1.
2.

To find out the most preferred apology strategy of LabukKadazandusun and Bugis
learners of English.
To investigate how the LabukKadazandusun and Bugis rate the severity of offenses in
situations warranting an apology.

Significance of the study

This study provides additional information to the cross-cultural studies of speech acts
realisation patterns. Secondly, it involved second language speakers of English in a country
and also territory where many other languages are still widely spoken at present. In addition,
this study involved teenage participants who were ESL learners / speakers in a secondary
school. unlike other known previous speech acts studies conducted in Malaysia, which
involved adult ESL learners / speakers who were in their tertiary level of education. Hence,
this study bears significance in focusing on two minority groups in a rural setting who were in
their secondary education.
METODOLOGI
Considering the nature of this study and its possible complexities, this study employed a
Discourse Completion Test (DCT) Questionnaire. It allowed the researcher to elicit
responses from across a number of participants within a range of controlled situational
304

contexts. Via the DCT Questionnaire, the researcher posed specific situations of offences, in
which the participants were instructed to picture themselves as the persona in the situations.
The ease of administering the DCT Questionnaire within a relatively short time span made it
a practical choice, given the limitations involved.
Each item in the DCT contained two parts. The first part required the participants to provide
their open-ended responses in written form, while the second required them to rate the
severity of the offence on a scale of one to five, with five being very serious. A total of 12
items were presented, each representing a situation warranting an apology. Consideration
was afforded towards the target participants age, social surroundings, cultural norms, and
cultural values in the construction of the situations for the DCT. This ensured that all the
situations would contain some degree of offence notable enough to the participants as
requiring an apology in both cultures. However, there was still be room for participants to
choose a non-apology strategy, as some situations in real life might allow the offender in
the situation to ignore the victim, for factors such as social status, social distance and their
perception of the severity of the offence committed.
The variety of situations were carefully assigned with addressees of varying social statuses
and social distances, as illustrated in Table 1 below:
Table 1: Situations and Addressees in the DCT Questionnaire
Situations/Offences
Addressees
1. Forgetting to return a neighbours CD

Neighbour
age)
classmates Classmate

2. Forgetting to submit a
homework after borrowing it
3. Accidentally erasing pictures from a
friends mobile phone
4. Unable to join friends for a picnic and
owing them money
5. Returning a library book with pages torn
by a younger sibling
6. Knocking into a teacher carrying books
7. Accidentally kicking a bucket of wet
cement
8. Losing a scholarship form given by a
teacher
9. Coming out 30 minutes late after school
10. Forgetting to buy junk food for younger
brother
11. Knocking into and spilling food and
drinks onto a child
12. Accidentally stepping on a young childs
foot
Participants in this Study

Social Status &

Social Distance of
addressee
(same Equal; close
Equal; close

Friend

Equal; close

Friends

Equal; close

Librarian

Higher; distant

Teacher
Contractor

Higher; close
Higher; distant

Class teacher

Higher; close

Parents
Younger brother

Higher; close
Lower; close

Child

Lower; distant

Young child

Lower; distant

The participants of this study were selected via purposive sampling from 16 year-old
students studying in SMK Pamol, a rural government-run public secondary school in the
Labuk region (interior region of Beluran district). All the students in this school are second
language learners of English. For this study, 15 Kadazandusun learners and 15 Bugis
learners were selected from among those whom had attained at least a pass in English in
305

the PenilaianTingkatan 3 (Form Three Evaluation) in the year 2015. These students were
thus considered to possess at least intermediate levels of proficiency in English.
The selection was made on the basis that these students would have reasonable mastery of
the English language as well as the ability to speak and write comprehensible English
sentences. This fulfilled and facilitated the need to complete the DCT Questionnaire in
English. Secondly, the number of participants selected for this study was considered
sufficient as this study targeted a specific age group, with specific demographic background,
within a specific region, and the secondary school selected was the only secondary school
existing in that region.All the participants were local residents who grew up in this rural
interior region. As for ethical considerations, all the necessary permission was obtained from
the governing authorities, as well as informed consent from the participants.

Research Procedure
A pilot study was initially carried out to assess the validity of the research instrument. It
involved four Kadazandusun and four Bugis students at SMK Pamol.The only minor issue
observed was participantsqueries on the vocabulary in the questionnaire, such as the word
scholarship. However, the learners were able to resume the task of completing the
questionnaire immediately after the word was explained by the researcher.
During the actual study, the DCT Questionnaires were distributed to 15 Kadazandusun and
15 Bugis students, all of whom are 16 year-olds (Form Four) in the 2016 academic year. The
questionnaires were administered in a single session,with the researcher sitting through to
explain queries on vocabulary. Care was taken to prevent possible copying of responses
between participants. None of the participants were repeat participants from the pilot study.
Table 2: Formulas for Coding the Responses in the
DCT Questionnaire
Semantic Formula (Coding Categories)
An Illocutionary Force Indicating Device
An Explanation or Account of the Situation
An Acknowledgement of Responsibility
An Offer of Repair
A Promise of Forbearance
Other strategies
Opting to say nothing
Combination of more than one semantic formula

Coded As
IFID
EXPL
RESP
REPR
FORB
Other
Silent
IFID + REPR
(example)

Table 2 above exemplifies how abbreviated codes were used to categorize the responses
from the DCT questionnaire according to their coding categories. The coding categories
represented each of the semantic formulas proposed by Cohen and Olshtain (1981). Two
additional coding categories were provided, namely the option to say nothing and other
possible strategies not listed in Cohen and Olshtains (1981) model.
As a secondary analysis, the participants severity ratings of the offences in each situation
were tabulated from the Likert scales and displayed as descriptive statistics.

DISCUSSION

306

Findings on the Preferred Apology Strategies

Table 4.1 in the following page shows the overall analysis of the apology strategies used by
both the Bugis and Kadazandusun group of participants. The strategies displayed in the
table were coded from across the 12 situations posed in the DCT Questionnaire.

Combination
of
three
formulas

Combination of two
formulas

Single
formula
strategy

Table 3: Analysis of the Apology Strategies Used

in the DCT Questionnaire
Type
Participants
Kadazandusun
Strategy
f
%
IFID
25
13.89
RESP
1
0.56
EXPL
4
2.22
REPR
2
1.11
FORB
0
0.00
other
0
0.00
IFID + RESP
24
13.33
IFID + REPR
36
20.00
IFID + EXPL
37
20.56
IFID + FORB
2
1.11
IFID + other
4
2.22
EXPL + REPR
1
0.56
RESP + REPR
1
0.56
Remaining Silent + 1
0.56
REPR
IFID + RESP + REPR 6
3.33
IFID + EXPL + REPR 6
3.33
IFID + EXPL + RESP 3
1.67
IFID + EXPL + FORB 1
0.56
IFID + EXPL + other
1
0.56
IFID + RESP + other
0
0.00
Non-apology
0
0.00
utterances
Remaining silent
25
13.89
TOTAL
180
100.00

Bugis
f
22
1
4
3
0
0
31
34
40
4
1
1
3
0

%
12.22
0.56
2.22
1.67
0.00
0.00
17.22
18.89
22.22
2.22
0.56
0.56
1.67
0.00

7
8
2
0
1
0
1

3.89
4.44
1.11
0.00
0.56
0.00
0.56

17
180

9.44
100.00

Single-formula and Combination of Formulas strategies

From Table 4.1, the most preferred single-formula strategy recorded was the Illocutionary
Force Indicating Device (IFID) for both the Kadazandusun group and Bugis group, with 25
and IFID responses respectively recorded from across the 12 situations. All other singleformula responses from both groups were comparatively insignificant in number.
In addition to the IFID strategy, other frequently occurring responses were also in the form of
a combination of two semantic formulas. Interestingly, the three most preferred combination
strategies were ranked in the same descending order by both the Kadazandusunand Bugis,
namely:
(i)
(ii)
(iii)

the IFID + EXPL (Kadazandusun 37 responses; Bugis 40)

the IFID + REPR (Kadazandusun 36 responses; Bugis 34)
the IFID + RESP (Kadazandusun 24 responses; Bugis 31)
307

Sugimotos (1995) claim that the use of certain strategies is more situation-specific rather
than culture-specific appears to have manifested in the findings of this study. The use of IFID
+ EXPL combination strategy was found to occur as situation-specific in Situation 2, which
made up more than half the responses of both groups respectively. In addition, the IFID +
RESP combination strategy occurred significantly among both groups only in Situation 7.
Relating to Olshtain and Cohens (1983) claim that the strategies of Offer of Repair and
Promise of Forbearance were situation-specific responses, it was initially expected that the
REPR strategy would have been the dominant choice in Situation 11, whether as a standalone formula or in combination form. There was indeed a noticeable frequency of IFID +
REPR responses and one each of IFID + EXPL + REPR and IFID + RESP + REPR, but their
frequencies, particularly among the Kadazandusun group, did not appear significant enough
to support that claim. Some examples of responses for Situation 11 are shown below:
Example 1: I am sorry about that mistakes.
Example 2: I am sorry. May you forgive me?
Example 3: Sorry Im not deliberate.
These extracts in Examples 1-3 seem to be somewhat inappropriate in English speaking
contexts, when taken into account the degree of the damage, the social distance, and social
status of the speaker and hearer in the situation. This brings up the issue of pragmatic
competence more than it does of cultural differences. The responses that contained an
REPR formula seemed to concur well with Olshtain and Cohens (1983) claim of situationspecificity, while those without an REPR formula seemed to point to pragmatic and language
competency-related issues.
Other Frequently Observed Responses Opting to Remain Silent
A significant number of participants opted to remain silent across the variety of situations. As
Table 4.1 illustrates, the Kadazandusun group recorded 25 counts of opting to say nothing,
while the Bugis group had 17 of the same. This response was particularly evident in
Situation 3, suggesting it as a possible culture-specific response. However, it was
unlikeFarashaiyan and Syed Yasins (2011) claim that silence can represent a display of
tolerance and understanding,as all the reasons cited for remaining silent did not reflect any
apologetic stance. Hence, the data from this study merely suggests a possible attribute to
culture, without being able to fully substantiate it unless more specific detailed reasons are
elicited from the participants themselves. Instead, their view towards the severity of this
offence may have been a factor in which participants opted to say nothing, whereby a less
severe offence entails lower chances of an apology being offered.

Pragmatic Competence and Language Proficiency Factors

There appears to be a case for learners pragmatic and linguistic competence levels being
possible factors affecting the form of their responses. The flaws observed in their verbatim
responses indicate a possible lack of pragmatic competence and sociolinguistic
competence, as demonstrated by these excerpts from Situation 2:
Example 4: Im sorry, I do not purposely kick the bucket. It is outside my control.
Example 5: Sorry sir, let me make it again.
In Example 4, the utterance It is outside my control reflects a rather colloquial manner of
acknowledging responsibility for the offence, atypical of standard British English. Meanwhile,
in Example 5, the speaker clearly makes an offer of repair, yet it is difficult to make sense of

308

what exactly it represents. This statement shows that the learner had yet to master how to
use language with the appropriate meaning in the situation.
In short, this study has found closely similar preferred strategies of apology between the
Kadazandusun ESL learners and the Bugis ESL learners on an overall perspective.
However, some differences do exist when observed on a situation by situation basis.
Participants Ratings of the Severity of Offences
The Kadazandusun participants, rated the offence in Situation 8 as most severe, (mean
4.2000 on a scale of 1 to 5, with 5 being most serious). In contrast, the Bugis ESL learners
viewed Situation 5 as the most severe offence (mean 4.2000). Meanwhile, the
Kadazandusun group ranked Situation 3 as the least serious offence (mean of 2.8000). while
the Bugis group rated Situation 10 as least serious (mean 2.2000).Interestingly, Situation 10
recorded the largest difference in the mean ratings between both groups, and Situation
1otherwise.
It could be observed that the Kadazandusun and Bugis rated the severity of some of the
offences with notable differences. These differences loosely suggested some implications:
1)
These differences in the way they view the offence may likely have had some
influence on their choice of whether to apologize or to remain silent within the situation. This
seemed apparent particularly in Situation 3, which recorded an unusually high percentage of
the Kadazandusun learners opting to say nothing, with reasons cited being non-apologetic in
nature
2)
However, even when the ratings of both groups were similar, such as in Situation 1
and 11, there seem to be no conclusive evidence on any clear link between their view of the
severity of the situation towards the choice of apology strategies employed.

CONCLUSIONS
This study has attempted to find out the realization patterns of two minority groups in a
country where many languages are spoken. With the uniqueness of the participants having
Malay as a lingua franca and English as a Second Language in addition to their own native
language, this study has ventured into an area of study that to date has been less relatively
documented among these participants. It was found that pragmatic and language
competency factors appeared to have influenced the apology strategies employed by the
participants.
For future research, it is recommended that the aspects of the influences of cultural factors
and pragmatic factors be given more emphasis.It would be helpful to have such speech act
studies on these groups native languages first. There are still relatively few literature on the
Kadazandusun and Bugis languages in general, hence a lack of referential basis to compare
factors such as L1 influence (the Kadazan and Bugis languages), as these languages are
still in use among the participants. Therefore, more documentation on these participants
native languages should complement inter-language speech acts studies.It is hoped that
more similar studies covering the aspects that were unexplored in this study be carried out to
add on to the Pragmatics literature of these two culture groups.

309

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311

TINGKAH LAKU KEPIMPINAN TRANSFORMASI PENGETUA, KOMITMEN ORGANISASI

(SEKOLAH) DAN EFIKASI GURU TERHADAP KEPUASAN KERJA DALAM KALANGAN
GURU-GURU SEKOLAH MENENGAH DI PEDALAMAN SABAH.
Ibrahim Mohammad
Dr. Khairuddin Abdullah
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
ahim66@yahoo.com.my
Abstrak
Kepuasan kerja sebagai kombinasi antara faktor-faktor psikologi, fisiologi dan persekitaran
yang menyebabkan seseorang berkata "saya berpuas hati dengan kerja saya" (Hoppock
1977). Hoy dan Miskel (1991), memberi maksud kepuasan kerja sebagai "merupakan
keadaan afektif semasa atau selepas, sama ada menyukai atau membenci apa yang
berlaku bila guru-guru menilai peranannya". Kepuasan kerja menjadi penting kerana
dikatakan pekerja yang seronok adalah pekerja yang produktif (Hoy & Miskel 1991),
kepuasan kerja membawa kepada peningkatan prestasi (Scott & Taylor 1985) dan prestasi
yang baik membawa kepada kepuasan kerja (Petty et al., 1984).Fokus utama kajian ini ialah
untuk mengenal pasti hubungan tingkah laku kepimpinan transformasi pengetua ,komitmen
organisasi (sekolah) dan efikasi guru terhadap kepuasan kerja dalam kalangan guru-guru
sekolah menengah di pedalaman Sabah. Seramai 400 orang guru di pilih sebagai sampel
kajian di 24 buah sekolah menengah yang terdapat di 4 daerah dalam pedalaman Sabah.
Pemilihan sampel dibuat secara berkelompok dan rawak mudah.Data diperolehi dengan
menggunakan soal selidik dan di analisis dengan menggunakan program SPSS Versi 21.0.
Empat instrumen yang digunakan dalam kajian ini iaitu Multifactor Leadership
Questionnaire'(MLQ),Organizational Commitment Questionnaire (OCQ), Teacher
Efficacy Scale' (TES) dan 'Minnesota Satisfaction Questionnaire'(MSQ).Hipotesis diuji
dengan menggunakan annova sehala dan korelasi Pearson r .Keputusan pengujian
hipotesis kajian menggunakan anova sehala mendapati tidak terdapat perbezaan
skor min yang signifikan antara
tingkah laku kepimpinan transformasi
pengetua,komitmen organisasi,efikasi guru dan kepuasan kerja guru.Sementara pengujian
hipotesis menggunakan korelasi Pearson-r mendapati terdapat hubungan antara tingkah
laku kepimpinan transformasi pengetua,komitmen organisasi (guru) dan efikasi guru dengan
kepuasan kerja guru.Begitu juga tingkah laku kepimpinan transformasi pengetua dengan
komitmen organisasi terdapat hubungan,komitmen organisasi dengan efikasi guru terdapat
hubungan. Sebaliknya tingkah laku kepimpinan transformasi pengetua dengan efikasi guru
tidak terdapat hubungan. Secara amnya intipati dapatan kajian ini menunjukkan bahawa
untuk mempertingkatkan kepuasan kerja guru,faktor-faktor seperti tingkah laku kepimpinan
transformasi pengetua,komitmen organisasi (sekolah) dan efikasi perlu diberi perhatian oleh
pihak pengurusan sekolah. Selanjutnya, perbincangan dan kesimpulan kajian turut
dihuraikan.
Kata Kunci: Kepimpinan Transformasi,Komitmen Organisasi,Efikasi,Kepuasan Kerja

PENGENALAN
Pelbagai cabaran yang dihadapi oleh guru pada hari ini pasti mempengaruhi prestasi guru,
mencakupi bidang pengajaran dan pembelajaran, sikap dan nilai yang perlu diamalkan
selaras dengan kehendak Falsafah Pendidikan Negara . Justeru itu bagi memastikan guruguru sekolah melaksanakan tugasnya dengan berkesan, wajarlah pertimbangan terhadap
312

aspek kepuasan kerja diberi perhatian sepenuhnya. Penekanan terhadap kepuasan kerja
sangat penting kerana ianya mempunyai kesan langsung ke atas prestasi kerja dan
sumbangan guru terhadap organisasinya (sekolah).
Seseorang pekerja yang tidak mendapat kepuasan kerja, mungkin mengabaikan
tanggungjawab yang diamanahkan padanya. Pengabaian kerja ini boleh berlaku dengan
pelbagai cara, seperti, tidak bersungguh-sungguh melaksanakan tugas, ponteng, tidak
menggalakkan orang lain bekerja kuat dan kesan buruknya, dapat dilihat pada daya
pengeluaran sesebuah organisasi Arifin (1985 ).Akibat yang lebih buruk daripada
ketidakpuasan kerja adalah mendorong individu tersebut mengambil tindakan meletakkan
jawatannya.
Kalau ini berlaku dalam konteks sekolah ianya bukan sahaja mengakibatkan kerugian
kos penyediaan seorang guru terlatih dari maktab atau universiti malahan menambahkan
lagi kekusutan masalah kekurangan guru sekolah di negara ini . Kertas kerja yang ditulis
dan dibentangkan oleh Presiden Kongres Kesatuan Guru-Guru Dalam Perkhidmatan
Pendidikan Malaysia (KKGDPP),Hj.Muhammad Mustapha yang bertajuk `Mewujudkan
Kerjaya Guru yang Menarik' pada Mac 1995, menyarankan agar diwujudkan suasana
kepuasan kerja yang menarik, berminat dan selesa kepada guru-guru bagi mengekalkan
para guru dalam Profesyen Perguruan, sekaligus mengembalikan Profesyen Perguruan ke
tahap kegemilangan.
Di pihak guru, beberapa laporan dan kajian telah mengenal pasti bahawa, di
Malaysia, masalah kepimpinan, komitmen terhadap organisasi, kepuasan kerja dan efikasi
masih lagi wujud. Bakhtiar Mansor (1993) menyatakan bahawa terdapat guru yang
bermasalah yang agak besar jumlahnya. Beliau menyebut bahawa pada tahun 1988,
sejumlah 659 orang guru bersara secara pilihan kerana tiada kepuasan dalam pekerjaan.
Sebelum ini, Awang Had (1987) menyebut bahawa ramai guru di Malaysia 'mempunyai
sikap yang negatif terhadap tugas sebagai pendidik. Kenyataan yang paling mengejutkaa
ialah daripada Tokoh Guru Kebangsaan 1994 yang menyebutkan bahawa komitmen guruguru sekarang kian berkurangan . Guru-guru pada hari ini lebih menonjol sebagai pengajar
ilmu pengetahuan dan bukan sebagai seorang pendidik (Chan 2000).Masalah guru-guru ini
menyebabkan pengetua menghadapi masalah mengurus sekolah dengan berkesan (Institut
Aminuiddn Baki 2000).
Objektif
Objektif kajian ini adalah seperti berikut iaitu :
1.
Mengenal pasti perbezaan skor min tingkah laku kepimpinan transformasi pengetua
komitmen organisasi(sekolah),efikasi guru dan kepuasan kerja guru dengan
pengalaman mengajar dalam kalangan guru-guru sekolah menengah di pedalaman
Sabah.

2.

Mengenal pasti hubungan tingkah laku kepimpinan transformasi pengetua komitmen

organisasi(sekolah) dan efikasi guru dengan kepuasan kerja dalam kalangan guru
sekolah menengah di pedalaman Sabah.

PERSOALAN KAJIAN
Berikut adalah di kemukakan persoalan kajian ;
313

Adakah terdapat perbezaan skor min tingkah laku kepimpinan tranformasi pengetua
komitmen organisasi (sekolah),efikasi guru dan kepuasan kerja guru dengan
pengalaman mengajar dalam kalangan guru-guru sekolah menengah di Pedalaman
Sabah?

1.

2.

Adakah
terdapat
hubungan
tingkah
laku
kepimpinan
tranformasi
pengetua ,komitmen organisasi(Sekolah) dan efikasi guru dengan kepuasan
kerja dalam kalangan guru sekolah menengah di Pedalaman Sabah ?

HIPOTESIS KAJIAN
Berdasarkan objektif kajian dan persoalan kajian yang dinyatakan, beberapa hipotesis nul di
bina untuk diuji pada paras signifikan 0.05.Hipotesis-hipotesis nul tersebut ialah;
Ho1

Tidak terdapat perbezaan skor min tingkah laku kepimpinan transformsi pengetua
dengan pengalaman mengajar dalam kalangan guru-guru sekolah menengah di
Pedalaman Sabah.

Ho2

Tidak terdapat perbezaan skor min komitmen organisasi(sekolah) dengan

pengalaman mengajar dalam kalangan guru-guru sekolah menengah di Pedalaman
Sabah.

Ho3

Tidak terdapat perbezaan skor min efikasi guru dengan pengalaman mengajar dalam
kalangan guru-guru sekolah menengah di Pedalaman Sabah.

Ho4

Tidak terdapat perbezaan skor min kepuasan kerja guru dengan pengalaman
mengajar dalam kalangan guru-guru sekolah menengah di Pedalaman Sabah.

Ho5

Tidak terdapat hubungan yang signifikan antara tingkah laku kepimpinan

transformasi pengetua dengan kepuasan kerja dalam kalangan guru-guru sekolah
menengah di Pedalaman Sabah.

Ho6

Tidak terdapat hubungan yang signifikan antara komitmen organisasi(Sekolah)

dengan kepuasan kerja dalam kalangan guru-guru sekolah menengah di Pedalaman
Sabah.

Ho7

Tidak terdapat hubungan yang signifikan antara efikasi guru dengan kepuasan kerja
dalam kalangan guru-guru sekolah menengah di Pedalaman Sabah.

Ho8

Tidak terdapat hubungan yang signifikan antara tingkah laku kepimpinan

transformasi pengetua dengan komitmen organisasi(Sekolah) dalam kalangan guruguru sekolah menengah di Pedalaman Sabah.

Ho9

Tidak terdapat hubungan yang signifikan antara komitmen organisasi(Sekolah)

dengan efikasi guru dalam kalangan guru-guru sekolah menengah di Pedalaman
Sabah.

Ho10

Tidak terdapat hubungan yang signifikan antara tingkah laku kepimpinan

transformasi pengetua dengan efikasi guru dalam kalangan guru-guru sekolah
menengah di Pedalaman Sabah.

KERANGKA KONSEPTUAL KAJIAN

314

Dalam kerangka kajian ini, diterangkan secara umum bagaimana kajian ini dilaksanakan.
Rajah di bawah mengandungi dua pembolehubah iaitu pembolehubah tidak bersandar dan
pembolehubah bersandar. Pembolehubah tidak bersandar mengkaji tentang kepimpinan
transformasi pengetua,komitmen organisasi (Sekolah) dan efikasi kendiri. Manakala
pembolehubah bersandar tentang kepuasan kerja guru.
Pembolehubah
Bebas

Pembolehubah
Bersandar

Kepimpinan Transformasi Pengetua

Bebas
Ciri-ciri unggul
Tingkah laku unggul
Pencetusan motivasi
Rangsangan intelek
Timbang rasa secara individu
Komitmen Organisasi(Sekolah)

Kepuasan Kerja
Guru

Efikasi Guru
Keupayaan Kendiri
Keupayaan mengajar

METADOLOGI
Kajian ini merupakan kajian kuantitatif bukan experimental.Mohd Najib (1999) menjelaskan
bahawa penggunaan pendekatan kuantitatif membolehkan data diperoleh melalui
pengukuran secara objektif. Pendekatan kuantitatif menggunakan instrument soal selidik
untuk mengumpul dan menganalisis data. Data dianalisis dengan menggunakan kaedah
deskriptif (frekuensi,peratus,min dan sisihan piawai) dan statistik inferensi (anova sehala
dan korelasi Pearson- r). Gay & Peter (2000) menjelaskan bahawa kajian deskriptif adalah
untuk mencari dan mengenal pasti kejadian sesuatu perkara. Kajian ini bertujuan untuk
melihat pengaruh kepimpinan transformasi pengetua,komitmen organisasi dan efikasi
terhadap kepuasan kerja guru-guru Sekolah Menengah di Pedalaman Sabah.
Kajian ini dijalankan dalam kalangan guru-guru sekolah menengah di empat daerah di
pedalaman Sabah, iaitu Daerah Keningau, Daerah Tambunan, Daerah Nabawan dan
Daerah Tenom. Dalam kajian ini kepimpinan transformasi pengetua, komitmen organisasi
dan efikasi merupakan pembolehubah bebas manakala kepuasan kerja merupakan
pembolehubah bersandar. Kajian ini akan melihat tahap kepimpinan transformasi
pengetua,komitmen organisasi dan efikasi terhadap kepuasan kerja dalam kalangan guruguru sekolah menengah di pedalaman Sabah.Di samping itu kajian ini juga mengenalpasti
sama ada terdapat hubungann antara kepimpinan transformasi pengetua,komitmen
organisasi dan efikasi terhadap kepuasan dalam kalangan guru-guru sekolah menengah di
pedalaman Sabah.Seterusnya kajian ini juga melihat sama ada terdapat pengaruh
kepimpinan transformasi pengetua,komitmen organisasi dan efikasi terhadap kepuasan
kerja dalam kalangan guru-guru sekolah menengah di pedalaman Sabah.
Populasi dan sampel bagi kajian ini ialah meliputi Guru Penolong Kanan, Guru Kanan
Mata Pelajaran (Ketua Bidang), Ketua Panitia serta Guru Akademik Biasa yang mengajar
dari Tingkatan Satu hinggalah ke Tingkatan Enam di sekolah menengah di daerah
Keningau , daerah Tambunan, daerah Nabawan dan daerah Tenom .Jumlah keseluruhan
315

guru bagi sekolah menengah di empat daerah tersebut ialah 5513 orang. Bilangan guru bagi
setiap sekolah dalam empat daerah dipaparkan dalam Jadual 1.1 berikut:
Jadual 1.1: Bilangan guru mengikut sekolah di 4 daerah di Pedalamaan Sabah Tahun 2014
Daerah
Keningau
Tambunan
Nabawan
Tenom
Jumlah

Jumlah Sekolah
11
4
3
6
24

Jumlah Guru ( N )
2792
883
659
1176
5513

Jadual 1.2: Senarai Sekolah Menengah di Daerah Nabawan Sabah Tahun 2014.
Bil.
1
2
3

Nama Sekolah
SMK. Nabawan I
SMK .Nabawan II
SMK .Sapulut

Lokasi Kajian
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah

Jadual 1.3 : Senarai Sekolah Menengah di Daerah Tambunan Sabah Tahun 2014
Bil.
1
2
3
4

Nama Sekolah
SMK .Tambunan
SMK .Nambayan
SMK .Desa Wawasan
SM.St.Martin

Lokasi Kajian
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah

Jadual 1.4: Senarai Sekolah Menengah di Daerah Tenom Sabah Tahun 2014
Bil.
1
2
3
4
5
6

Nama Sekolah
SMK .Tenom
SMK .Entabuan
SMK .Kemabong
SM.Chung Hwa
SM.St.Anthony
SMK.Chinta Mata

Lokasi Kajian
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah

Jadual 1.5: Senarai Sekolah Menengah di Daerah Keningau Sabah Tahun 2014
Bil.
1
2
3
4
5
6
7
8
9
10
11

Nama Sekolah
SMK Tulid
SMK Apin-Apin
SMK Keningau
SMK Keningau II
SMK Sook
SMK Gunsanad II
SMK Bingkor
SMK Gunsanad
SMK Ken Hwa
SM St Francis Xavier
SMK Agama Keningau

Lokasi Kajian
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
Pedalaman Sabah
316

12

SMK Tulid

Pedalaman Sabah

Sumber: Data emis, Jabatan Pelajaran Negeri Sabah 2014.

Mengikut Gay et al,.(2009) saiz sampel bagi kajian tinjauan adalah antara 10 peratus
hingga 20 peratus daripada populasi.Semakin besar populasi, semakin kecil peratus sampel
yang diambil. Berdasarkan jadual penentuan saiz sampel oleh Krejcie dan Morgan (1970,
dalam Chua, 2006) bagi populasi sebanyak 5513 orang, saiz sampel ialah 361 orang.
Sementara mengikut Gay, Mills & Airasian (2011) bagi populasi 5513 orang, saiz sampel
ialah 400 orang.Penyelidik memilih penentun saiz sampel yang dicadangkan oleh Gay,Mills
& Airasian kerana saiz nya adalah lebih besar daripada yang di cadangkan oleh Krejcie
&Morgan. Prosedur persampelan yang digunakan ialah berstrata dan persampelan rawak
(rujuk Jadual 1.6)
Jadual 1.6: Prosedur pensampelan kelompok untuk memilih responden
Pedalaman Sabah
( 5513 orang
menengah)
Keningau
11 Sekolah Men
2792 guru

Pensampelan
Rawak Mudah

guru
202 Guru
Guru

Tambunan
4 Sekolah Men
883 guru
Pensampelan
Rawak Mudah

64 Guru

guru

sekolah

Nabawan
3 Sekolah Men
659 guru

Tenom
6 Sekolah Men
1172 guru

Pensampelan
Rawak Mudah

Pensampelan
Rawak Mudah

48 Guru

86 Guru

Cara pengiraan untuk bilangan sampel :

Bilangan sampel yang diperlukan = 361 orang mengikut (Krejcie & Morgan, 1970).
Bilangan sampel yang diperlukan=400 orang mengikut (Gay,Mills,& Airasian,2011).
Bilangan sampel dari Keningau =(2792/5513) x 400 orang =202.5 orang = 202 orang.
Bilangan sampel dari Tambunan =(883/5513) x 400 orang =64.1 orang = 64 orang.
Bilangan sampel dari Nabawan =(659/5513) x 400 orang =47.8 orang = 48 orang.
Bilangan sampel dari Tenom =(1179/5513) x 400 orang =85.6 orang = 86 orang.
Kajian ini menggunakan responden seramai 400 orang daripada populasi 5513 guru sekolah
menengah yang bertugas di empat daerah di pedalaman Sabah yang melibat 24 buah
sekolah menengah dengan menggunakan kaedah pensampelan seperti yang di paparkan
dalam Jadual 1.6.
INSTRUMEN KAJIAN
Menurut Mohd Najib (2003), instrumen berbentuk soal selidik akan mudah ditadbir setelah
317

dibina dengan baik dan data pula akan senang diproses untuk dianalisis. Matlamat kajian ini
ialah untuk melihat sama ada terdapar perbezaan skor min antara pembolehubah kajian dan
juga melihat sama ada terdapat hubungan yang signifikan antara tingkah laku kepimpinan
transformasi pengetua,komitmen organisasi,efikasi guru terhadap kepuasan kerja dalam
kalangan guru-guru sekolah menengah di pedalaman Sabah.Sehubungan itu, bagi
mencapai tujuan ini, alat kajian yang paling sesuai ialah alat yang boleh memungut data
terpiawai berbentuk soal selidik yang menggunakan skala Likert. Bagi mengukur tingkah
laku kepimpinan transformasi pengetua,penyelidik menggunakan soal selidikMultifactor
Leadership Questionnaire' (MLQ) yang dibina oleh Bass dan Avolio
(1997). Untuk mengukur komitmen terhadap organisasi (sekolah), soal selidik
Organizational Commitment Questionnaire (OCQ) yang dibina Mowday et al., (1979), di
gunakan. Bagi mengukur efikasi guru, penyelidik memilih soal seiidik Teacher Efficacy
Scale' (TES) yang dibina oleh Gibson dan Dembo (1984). Sementara bagi mengukur
kepuasan kerja pula, penyelidik memilih soal selidik 'Minnesota Satisfaction
Questionnaire' (MSQ) yang dibentuk oleh Weiss et al.,(1967).
Untuk kajian rintis dijalankan, tiga buah sekolah menengah dalam daerah Beaufort
Sabah telah di pilih selain daripada sekolah kajian yang sebenar. Hal ini sebagaimana
ditegaskan oleh Glesnedan dan Peshkin (1992), bahawa secara idealnya peserta kajian
rintis diperolehi daripada populasi kajian. Penyelidik memohon bantuan daripada tiga orang
Guru Penolong Kanan sekolah berkenaan untuk membolehkan penyelidik mengedarkan
borang soal selidik berjumlah 120 set, walaupun 15-20 orang sudah memadai seperti yang
disyorkan oleh Najib (2003) untuk kajian rintis tetapi penyelidik menganalisis sampel
seramai 100 orang bagi membolehkan data yang diperolehi dalam kajian rintis ini menepati
piawaian terutama dari segi keesahan dan kebolehpercayaan dari segi alpha Cronbach.
DAPATAN KAJIAN
Hasil Analisis Secara Deskriptif
Seramai 400 orang guru-guru sekolah menengah daripada empat buah daerah di
Pedalaman Sabah. Daripada 400 orang guru 202 (50.5%) daerah Keningau, 64 (16%) orang
guru daerah Tambunan, 48 (12%) orang guru daerah Nabawan dan 86 (21.5%) orang guru
adalah dari daerah Tenom.
Hasil Analisis Secara Inferensi
Ho1

Tidak terdapat perbezaan skor min tingkah laku kepimpinan transformsi pengetua
dengan pengalaman mengajar dalam kalangan guru-guru sekolah menengah di
Pedalaman Sabah.
Analisis anova sehala seperti dalam Jadual 1.7 bagi menguji perbezaan skor min
tingkah laku kepimpinan transformasi pengetua berdasarkan persepsi guru mengikut
pengalaman mengajar responden.Keputusan analisis menunjukkan nilai
kebarangkalian F tingkah laku kepimpinan transformasi pengetua adalah tidak
signifikan [F3,396)=.492, p=.688] mengikut kelompok pengalaman guru.Analisis ini
menunjukkan bahawa tidak terdapat perbezaan skor min tingkah laku kepimpinan
transformasi pengetua berdasarkan pengalaman guru.Ini bermaksud, hipotesis (Ho1)
yang menyatakan tidak terdapat perbezaan yang signifikan tingkah laku kepimpinan
transformasi berdasarkan pengalaman mengajar guru sekolah diterima.
Jadual: 1.7: Perbezaan Skor Min Antara Pembolehubah Tingkah laku Kepimpinan
Transformasi Pengetua Mengikut Pengalaman Mengajar
318

Antara Kumpulan
Dalam Kumpulan
Jumlah

Sum of Square

df

.334
89.600
89.934

3
396
399

Mean
Square
.111
.226

Sig.(p)

.492

.688

Signifikan pada aras *P .05

Ho2

Tidak terdapat perbezaan skor min komitmen organisasi(sekolah) dengan

pengalaman mengajar dalam kalangan guru-guru sekolah menengah di Pedalaman
Sabah.
Analisis anova sehala seperti dalam Jadual 1.8 bagi menguji perbezaan skor min
komitmen organisasi berdasarkan persepsi guru mengikut pengalaman mengajar
responden.Keputusan analisis menunjukkan nilai kebarngkalian F komitmen
organisasi adalah tidak signifikan [F3,396)=2.492, p=.065] mengikut kelompok
pengalaman guru.Analisis ini menunjukkan bahawa tidak terdapat perbezaan skor
min komitmen organisasi berdasarkan pengalaman guru.Ini bermaksud, hipotesis
(Ho2) yang menyatakan tidak terdapat perbezaan yang signifikan komitmen
organisasi mengikut pengalaman mengajar guru sekolah menengah di pedalaman
Sabah diterima.
Jadual 1.8: Perbezaan Skor Min Antara pembolehubah Komitmen Organisasi
Mengikut Pengalaman Mengajar

Antara Kumpulan

Sum of Square

df

.472

Dalam Kumpulan
25.664
Jumlah
26.136
Signifikan pada aras *P .05
Ho3

396
399

Mean
Square
.157

Sig.(p)

2.429

.065

.065

Tidak terdapat perbezaan skor min efikasi guru dengan pengalaman mengajar dalam
kalangan guru-guru sekolah menengah di Pedalaman Sabah.
Analisis anova sehala seperti dalam Jadual 1.9 bagi menguji perbezaan skor min
efikasi guru berdasarkan persepsi guru mengikut pengalaman mengajar
responden.Keputusan analisis menunjukkan nilai kebarngkalian F efikasi guru
adalah tidak signifikan [F3,396)=8.285, p=.000] mengikut kelompok pengalaman
guru.Analisis ini menunjukkan bahawa tidak terdapat perbezaan skor min efikasi
guru berdasarkan pengalaman guru.Ini bermaksud, hipotesis (Ho3) yang menyatakan
tidak terdapat perbezaan yang signifikan efikasi guru mengikut pengalaman
mengajar guru sekolah menengah di pedalaman Sabah diterima.
Jadual 1.9: Perbezaan Skor Min Efikasi Guru Mengikut Pengalaman Mengajar
Sum of Square
Antara Kumpulan
1.548
Dalam Kumpulan
24.657
Jumlah
26.204
Signifikan pada aras *P .05

Ho4

df
3
396
399

Mean
Square
.516
.062

Sig.(p)

8.285

.000

Tidak terdapat perbezaan skor min kepuasan kerja guru dengan pengalaman
319

mengajar dalam kalangan guru-guru sekolah menengah di Pedalaman Sabah.

Analisis anova sehala seperti dalam Jadual 1.10 bagi menguji perbezaan skor min
kepuasan kerja guru berdasarkan persepsi guru mengikut pengalaman mengajar
responden.Keputusan analisis menunjukkan nilai kebarangkalian F kepuasan kerja
guru adalah tidak signifikan [F3,396)=6.850,p=.000] mengikut kelompok pengalaman
guru.Analisis ini menunjukkan bahawa tidak terdapat perbezaan skor min kepuasan
kerja guru berdasarkan pengalaman guru.Ini bermaksud, hipotesis (Ho4) yang
menyatakan tidak terdapat perbezaan yang signifikan kepuasan kerja guru mengikut
pengalaman mengajar guru sekolah menengah di pedalaman Sabah diterima.
Jadual: 1.10: Perbezaan Skor Min Kepuasan Kerja Guru Mengikut Pengalaman
Mengajar
Sum of Square
Antara Kumpulan
.797
Dalam Kumpulan
15.362
Jumlah
16.159
Signifikan pada aras *P .05
Ho5

df
3
396
399

Mean
Square
.266
.039

Sig.(p)

6.850

.000

Tidak terdapat hubungan yang signifikan antara kepimpinan transformasi pengetua

dengan kepuasan kerja dalam kalangan guru sekolah menengah di Pedalaman
Sabah.
Keputusan Ujian Korelasi Pearson r
Tingkah
laku
Kepimpinan
Transformasi Pengetua

Kepuasan Kerja
Pearson Correlation
Sig. (2-tailed)

0.158*
0.001

Dapatan kajian tidak menyokong Ho5 memandangkan terdapatnya hubungan positif,

yakini r (0.158)=0.001,p<0.05.Hipotesis ditolak.
Ho6

Tidak terdapat hubungan yang signifikan antara komitmen organisasi dengan

kepuasan kerja dalam kalangan guru sekolah menengah di Pedalaman Sabah.
Keputusan Ujian Korelasi Pearson r
Komitmen Organisasi(sekolah)

Kepuasan Kerja
Pearson Correlation
Sig. (2-tailed)

0.358
0.001

Dapatan kajian tidak menyokong Ho6 memandangkan terdapatnya hubungan positif,

yakini r (0.358)=0.001,p<0.05. Hipotesis d tolak
Ho7

Tidak terdapat hubungan yang signifikan antara efikasi dengan kepuasan kerja
dalam kalangan guru sekolah menengah di Pedalaman Sabah.
Keputusan Ujian Korelasi Pearson r
Efikasi Guru

Kepuasan Kerja
Pearson Correlation
Sig. (2-tailed)

0.304
0.000

Dapatan kajian tidak menyokong Ho7 memandangkan terdapatnya hubungan positif,

320

yakini r (0.304)=0.000,p<0.05.Hipotesis ditolak

Ho8

Tidak terdapat hubungan yang signifikan antara kepimpinan transformasi pengetua

dengan komitmen organisasi dalam kalangan guru sekolah menengah di Pedalaman
Sabah.
Keputusan Ujian Korelasi Pearson r
Tingkah
Laku
Kepimpinan
Transformasi Pengetua

Komitmen Organisasi
Pearson Correlation
Sig. (2-tailed)

0.068
0.176

Dapatan kajian tidak menyokong Ho8 memandangkan terdapatnya hubungan positif

yakini r (0.068)=0.176 ,p<0.05.Hipotesis ditolak

Ho9

Tidak terdapat hubungan yang signifikan antara komitmen organisasi dengan efikasi
dalam kalangan guru sekolah menengah di Pedalaman Sabah.
Keputusan Ujian Korelasi Pearson r
Komitmen Organisasi(sekolah)

Efikasi Guru
Pearson Correlation
Sig. (2-tailed)

0.307
0.000

Dapatan kajian tidak menyokong Ho9 memandangkan terdapatnya hubungan positif

yakini r (0.307)=0.000 ,p<0.05.Hipotesis ditolak.
Ho10

Tidak terdapat hubungan yang signifikan antara kepimpinan transformasi pengetua

dengan efikasi dalam kalangan guru sekolah menengah di Pedalaman Sabah.
Keputusan Ujian Korelasi Pearson r
Tingkah
Laku
Kepimpinan
Transformasi Pengetua

Efikasi Guru
Pearson Correlation
Sig. (2-tailed)

-0.205
0.000

Dapatan kajian menyokong Ho10 memandangkan tidak terdapatnya hubungan positif

yakini r (-0.205)=0.000 ,p<0.05.Hipotesis diterima
PERBINCANGAN
Dapatan kajian ini memberi beberapa implikasi penting terhadap pengurusan organisasi
pendidikan dalam usaha meningkatkan dan mengekalkan tahap kepuasan bekerja dalam
kalangan guru-guru di pedalaman Sabah. Walaupun dapatan kajian menunjukkan tidak
terdapat perbezaan skor min antara pembolehubah kajian tetapi terdapat hubungan yang
signifikan antara beberapa pembolehubah bebas dengan pembolehubah bersandar.Tingkah
laku kepimpinan transformasi pengetua, komitmen organisasi dan efikasi guru harus
diberikan perhatian serius oleh pihak bertanggungjawab. Sungguhpun dapatan kajian dilihat
321

sangat kecil namun ia memberikan impak yang besar terhadap guru-guru dan keseluruhan
sistem organisasi sekolah.
KESIMPULAN
Kepuasan kerja merupakan perasaan dalaman seseorang pekerja terhadap pekerjaan yang
dilakukannya hasil interaksi dengan persekitaran. Perasaan puas ini akan mendorong
seseorang itu rela datang ke tempat kerja dengan rasa tanggungjawab.Kepuasan bekerja
guru menjadi satu indikator penting untuk menjamin kesejahteraan guru Peningkatan
kepuasan bekerja mendorong kepada pengekalan jawatan dan dapat menghasilkan guru
yang berkualiti.

BIBLIOGRAFI
Abdul Kudus Abu Bakar. (2000). Kepimpinan transformasi: Hubungannya dengan
kepuasan kerja dan motivasi guru. Unpublished master's thesis, Universiti
Utara Malaysia, Kedah.Abdullah Hassan dan Ainon Mohd. (2008). Panduan
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323

PENGARUH PELAKSANAAN KURSUS PENDIDIKAN JASMANI

DALAM MENCETUSKAN KESERONOKAN MURID
TERHADAP AKTIVITI FIZIKAL
Noraishah Yusof
Jabatan Penyelidikan dan Inovasi Profesionalisme Keguruan
IPG Kampus Temenggong Ibrahim, Johor
noraishah_y@yahoo.com.my
Wan Noor Siah Wan Abdullah (Phd)
Jabatan Penyelidikan dan Inovasi Profesionalisme Keguruan
IPG Kampus Temenggong Ibrahim, Johor
wannoorsiah_abdullah@yahoo.com
Chong Ai Ling (Phd)
SM Teknik Kuantan
Jalan Tengku Muhamad
Sallehudin Ibrahim
Jabatan Pendidikan Jasmani dan Kesihatan
IPG Kampus Temenggong Ibrahim, Johor
sallehudin_08@yahoo.com.my
ABSTRAK
Kajian ini bertujuan untuk mengenal pasti tahap pelaksanaan kursus Pendidikan Jasmani
(PJ) dan tahap keseronokan murid terhadap aktiviti fizikal dalam kalangan guru pelatih
PISMP di IPG Kampus Temenggong Ibrahim (IPGKTI), Johor serta bertujuan untuk
mengenal pasti faktor-faktor utama yang menyumbang kepada keseronokan murid terhadap
aktiviti fizikal. Instrumen Proses Keseronokan Aktiviti Fizikal Pendidikan Jasmani (PKAFPJ)
digunakan untuk meninjau tahap keseronokan murid terhadap aktiviti fizikal. Nilai
kebolehpercayaan Alfa Cronbach bagi instrumen kajian ini berada dalam julat 0.686 hingga
0.886. Sampel kajian ini terdiri 120 orang guru pelatih yang mengambil kursus Pendidikan
Jasmani dan Kesihatan di IPGKTI yang dipilih secara rawak strata. Perisian SPSSWindows versi 19.0 digunakan untuk menganalisis data kuantitatif. Analisis deskriptif
mendapati bahawa pelaksanaan mata pelajaran PJ dan keseronokan murid terhadap aktiviti
fizikal PJ secara keseluruhan berada pada tahap sederhana tinggi. Tahap keseronokan
murid terhadap aktiviti fizikal pula berbeza secara signifikan berdasarkan jantina, opsyen
dan semester. Kompetensi pensyarah, daya tarikan PJ, dan pengetahuan pensyarah
merupakan faktor yang menyumbang kepada keseronokan murid terhadap aktiviti fizikal.
Dapatan kajian ini mencadangkan supaya pensyarah perlu meningkatkan kompetensi dan
pengetahuan dalam penggunaan pelbagai strategi dan aktivti pengajaran bagi meningkatkan
tahap keseronokan guru pelatih terhadap aktiviti fizikal Pendidikan Jasmani.
Kata Kunci: Keseronokan
pengetahuan pensyarah

murid,

kompetensi

pensyarah,

daya

tarikan

PJ,

PENDAHULUAN
Menurut World Health Organization (WHO), untuk menjadi sihat dan cergas, seseorang
individu dikehendaki melakukan aktiviti sukan atau senaman selama dua puluh atau tiga
puluh minit bagi satu sesi dan melakukan tiga sesi dalam masa satu minggu. Keadaan ini
dirumuskan bagi menjamin taraf kesihatan masyarakat dunia sihat dan cergas supaya
324

manusia mempunyai kehidupan yang berkualiti. Bersenam adalah intervensi yang berkesan
untuk mengurangkan berat badan dan berfaedah untuk menjaga jantung (cardio-protective),
di samping penjagaan pemakanan yang seimbang, tidak merokok dan tidak minum alkohol.
Keadaan ini juga dapat membantu dalam mencegah dari berlakunya Penyakit
Kardiovaskular (Cardio Vascular Deases -CVD ), yang merupakan penyumbang utama
kepada kematian bagi masyarakat Malaysia.
Matlamat utama mata pelajaran Pendidikan Jasmani adalah bertujuan meningkatkan
kesedaran dan membantu murid mencapai tahap kesihatan yang optimum. Demi mencapai
matlamat tersebut, kelas pendidikan jasmani perlu membekalkan murid pengetahuan dan
kemahiran untuk melakukan aktiviti fizikal serta memberi kesedaran kepada murid untuk
mengamalkan gaya hidup cergas dalam kehidupan harian mereka (Carroll & Louminis 2001;
KPM 2009; NAPSE 2004; Ryan & Deci 2007). Sehubungan dengan itu, semua pihak yang
terlibat dalam pelaksanaan mata pelajaran Pendidikan Jasmani perlu mengenal pasti faktor
yang mempengaruhi keberkesanan pelaksanaan mata pelajaran ini.
Pelaksanaan mata pelajaran Pendidikan Jasmani yang berkesan memberi impak
terhadap kesihatan dan kecergasan murid, malah memberi kesan dari segi perkembangan
psikologi, sosial dan kognitif murid (Starc & Strel 2012). Sehubungan dengan itu,
pemahaman guru terhadap faktor-faktor yang mempengaruhi pelaksanaan mata pelajaran
ini dapat membantu guru dalam aspek perancangan pengajaran yang lebih efektif bagi
meningkatkan tahap keberkesanan pelaksanaan mata pelajaran ini, khususnya dari segi
meningkatkan tahap kecekapan dan keseronokan murid terhadap aktiviti fizikal Pendidikan
Jasmani (Fairclough 2003).
Mata pelajaran Pendidikan Jasmani adalah bertujuan untuk melahirkan masyarakat
yang mengamalkan budaya gaya hidup cergas sepanjang hayat. Selaras dengan matlamat
ini, kurikulum Pendidikan Jasmani di Malaysia telah digubal berdasarkan tiga tunjang
pembelajaran, iaitu tunjang kecergasan, kemahiran dan kesukanan bagi pencapaian
matlamat dan objektif yang ditetapkan (KPM 1999). Demi merealisasikan matlamat tersebut,
kelas pendidikan jasmani yang ditawarkan di sekolah perlu memiliki ciri-ciri daya tarikan
yang tersendiri bagi menarik minat murid terhadap mata pelajaran ini. Antara ciri-ciri daya
tarikan yang dimaksudkan ialah kelas pendidikan jasmani perlu membekalkan murid dengan
kemahiran dan kecekapan melakukan aktiviti fizikal (Bailey 2006; Dudley, Okely, Pearson &
Cotton 2011) supaya murid dapat mempraktikkan kemahiran yang dipelajari pada waktu
riadah (McKenzie, Alearaz & Sallis 1994). Di samping itu, kelas Pendidikan Jasmani juga
perlu memberi peluang kepada murid untuk melakukan aktiviti fizikal bersama-sama dengan
rakan sebaya (Smith & Pierre 2009) dalam masa yang sama dapat mengembang aspek
kemahiran bersosial dalam kalangan murid (De Knop et al. 2004).

SOROTAN KAJIAN
Konsep keseronokan merujuk kepada keadaan emosi yang positif yang dialami oleh
seseorang individu (Wankel 1993) iaitu berkaitan dengan keadaan bagaimana seseorang
individu merasa dan bukannya apa yang berfikir (Hartley 2006). Keadaan emosi ini adalah
dicirikan oleh perasaan menggembirakan, menyenangkan, menyukai atau menyedapkan
hati (Hartley 2006; Kamus Dewan 2005).
Keseronokan murid terhadap aktiviti fizikal Pendidikan Jasmani merupakan keadaan
emosi yang positif yang dialami oleh seseorang murid. Keadaan emosi positif ini dicirikan
oleh perasaan menggembirakan, menyenangkan, menyukai atau menyedapkan hati.
Pengalaman keseronokan seseorang individu terhadap aktiviti fizikal senaman adalah
dipengaruhi oleh faktor intrinsik dan faktor ekstrinsik.

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Faktor Mempengaruhi Keseronokan Murid Terhadap Aktiviti Fizikal Pendidikan

Jasmani
Berdasarkan perspektif motivasi, keseronokan yang dialami oleh murid dalam kelas
pendidikan jasmani akan mendorong murid untuk melibatkan diri dalam aktiviti fizikal yang
diajar oleh guru dalam kelas pendidikan jasmani (Portman 2003). Malah pengalaman kelas
pendidikan jasmani yang menyeronokkan ini berpotensi menyemai sikap positif murid
terhadap mata pelajaran ini (Subramaniam & Silverman 2007; Wang & Biddle 2001) serta
memberi dorongan kepada murid supaya terlibat dalam aktiviti fizikal senaman atau sukan
secara berterusan (Anderson et al. 2008; McKenzie et al.1994; Scanlan & Lewthwaite 1986).
Oleh hal yang demikian, pemahaman tentang faktor-faktor yang mempengaruhi
keseronokan murid terhadap aktiviti fizikal pendidikan jasmani dapat membantu guru dari
segi merancang pengajaran yang dapat memaksimumkan tahap keseronokan murid
terhadap pelajaran ini.
Tinjauan kajian lepas menunjukkan bahawa terdapat pelbagai faktor yang
mempengaruhi keseronokan murid terhadap aktiviti fizikal pendidikan jasmani, iaitu ciri-ciri
guru (Carroll & Loumidis 2001; Lodewyk & Pybus 2012), sokongan dan galakan ibu bapa
(Gill 2000), persepsi kompetensi rujukan kendiri (orientasi tugasan) (Grasten, Jaakkola,
Liukkonen, Watt & Yli-Piipari 2012; Lyu Minjeong & Gill 2011), kompetensi rujukan lain
(orientasi ego) (Yli-Piipari, Barkoukis, Jaakkol & Liukkonen 2013), daya tarikan aktiviti
Pendidikan Jasmani (Dismore & Bailey 2011; Woods, Tannehill & Walsh 2012) dan interaksi
rakan sebaya (Hills 2007). Di samping itu, faktor-faktor demografi seperti jantina (Dishman
Motl, Saunders, Felton & Dowda et al. 2005; Cairney et al. 2012; Kalaja, Jaakkola, &
Liukkonen 2010; Shernoff, Csikszentmihalyi, Shneider & Shernoff 2003), etnik (Grieser,
Sztainer, Saksvig, Lee Jung-Sun, Felton & Kubir 2008; Prochaska et al. 2003) dan faktor
persekitaran pengajaran dan pembelajaran mata pelajaran Pendidikan Jasmani (Smith &
Pierre 2009) turut mempengaruhi keseronokan murid terhadap aktiviti fizikal Pendidikan
Jasmani.

METODOLOGI
Dalam kajian ini, pengkaji menggunakan kaedah yang berbentuk kajian tinjauan secara
kuantitatif, bukan eksperimen yang menggunakan soal selidik sebagai instrumen kajian.
Instrumen digunakan untuk mengukur sesuatu yang spesifik atau mengumpul maklumat
(Ahmad Hashim, 2004). Instrumen dalam penyelidikan adalah penting bagi mencapai
objektif sesuatu penyelidikan dan menentukan samada data serta maklumat yang
dikehendaki dapat diperolehi atau tidak.

Sampel kajian
Pensampelan yang digunakan adalah pensampelan secara rawak strata. Populasi sasaran
bagi kajian ini terdiri daripada pelajar PISMP Institut Pendidikan Guru Kampus Temenggong
Ibrahim, Johor. Sampel kajian ini terdiri 120 orang guru pelatih yang mengambil kursus
Pendidikan Jasmani dan Kesihatan di IPGKTI.
Instrumen Kajian
Kajian tinjauan (survey) merupakan salah satu kaedah penyelidikan bukan eksperimental
yang paling popular, yang digunakan dalam pelbagai bidang, terutamanya dalam bidang
sains sosial (Chua, 2011).

326

Instrumen yang digunakan diadaptasikan daripada Hairuddin Anuar Hashim, 2007

dan Chong Ai Ling, 2016. Soal selidik ini mempunyai 2 bahagian iaitu bahagian A demografi
dan bahagian B Keseronokan Pelatih Terhadap Aktiviti Fizikal Pendidikan Subjek menjawab
setiap soalan dengan menggunakan skala Likert lima mata iaitu:
5
4
3
2
1

Sangat Setuju
Setuju
Sederhana Setuju
Tidak Setuju
Sangat Tidak Setuju

KEPUTUSAN DAN PERBINCANGAN

Latar Belakang Responden
Bahagian ini mengandungi maklumat latarbelakang responden guru pelatih PISMP di IPG
Kampus Temenggong Ibrahim. Dalam bahagian ini, penyelidik telah mengemukakan soalan
berkaitan dengan jantina, umur, bangsa, opsyen dan semester. Hasil analisis maklumat
latarbelakang responden guru pelatih PISMP di IPG Kampus Temenggong Ibrahim
ditunjukkan melalui jadual 1 hingga jadual 5.

Jantina
Lelaki
Perempuan
Jumlah

Frekuensi
36
84
120

Peratus (%)
30
70
100.0

Jadual 1: Taburan Responden Mengikut Jantina

Jadual 1 menunjukkan bahawa bilangan dan peratus penglibatan responden guru
pelatih PISMP di IPG Kampus Temenggong Ibrahim dalam kajian ini. Analisis data
membuktikan bahawa peratusan responden guru perempuan adalah lebih daripada
responden guru lelaki dengan mencatatkan 69.2% (83 orang). Responden guru lelaki hanya
30.8% (37 orang) sahaja.
Umur
17 18 tahun
19 - 20 tahun
21 22 tahun
23 - 24 tahun
25 26 tahun
Jumlah

Frekuensi
2
22
71
22
3
120

Peratus (%)
1.7
18.3
59.2
18.3
2.5
100.0

Jadual 2: Taburan Responden Mengikut Umur

Jadual 2 pula menunjukkan bahawa responden guru pelatih PISMP yang berumur
dalam lingkungan 17 hingga 18 tahun mencatatkan peratusan yang paling rendah iaitu 1.7%
(2 orang),
responden umur lingkungan 19 hingga 20 tahun dan 23 hingga 24 tahun
mempunyai peratusan yang sama iaitu 18.3 % (22 orang), umur lingkungan 21 hingga 22

327

tahun mencatatkan peratusan tertinggi iaitu 59.2 % (71 orang ) dan lingkungan umur 25
hingga 26 tahun mencatatkan 2.5 % iaitu 3 orang sahaja.

Bangsa
Melayu
Cina
India
Lain-lain
Jumlah

Frekuensi
24
58
34
4
120

Peratus (%)
20.0
48.3
28.3
3.3
100.0

Jadual 3: Taburan Responden Mengikut Bangsa

Jadual 3 menunjukkan taburan responden guru pelatih PISMP IPG Kampus
Temenggong Ibrahim mengikut bangsa di Malaysia. Kajian mendapati bahawa responden
guru pelatih PISMP berbangsa Cina mencatatkan peratusan tertinggi iaitu 48.3% (58 orang),
manakala peratusan responden guru pelatih PISMP yang berbangsa lain-lain adalah paling
rendah iaitu 3.3% (4 orang). Peratusan responden guru pelatih PISMP yang berbangsa
Melayu iaitu 20% (24 orang) diikuti dengan bangsa India iaitu 28.3% (34 orang).

Opsyen
Major PJ
Elektif PJ
Lain-Lain Opsyen
Jumlah

Frekuensi
22
65
33
120

Peratus (%)
18.3
54.2
27.5
100.0

Jadual 4: Taburan Responden Mengikut Opsyen

Jadual 4 di atas menunjukkan taburan responden guru mengikut opsyen. Daripada

jumlah keseluruhan responden guru pelatih PISMP yang mengikuti kursus Pendidikan
Jasmani kajian mendapati bahawa 18.3% (22 orang) responden guru pelatih PISMP terdiri
daripada major PJ, manakalan guru pelatih PISMP Elektif PJ pula mencatatkan peratusan
tertinggi iaitu 54.2% (65 orang). Manakala lain-lain opsyen mencatatkan peratusan iaitu
54.2% (65 orang).
Semester
1 2
3-4
5-6
78
Jumlah

Frekuensi
54
0
44
22
120

Peratus (%)
45
0
36.7
18.3
100.0

Jadual 5: Taburan Responden Mengikut Semester

Jadual 5 menunjukkan taburan responden guru pelatih PISMP mengikut semester.
Responden guru pelatih PISMP terdiri daripada semester 1 hingga 2 mempunyai peratusan
yang tertinggi iaitu 45% (54 orang) dan diikuti pula dengan responden guru pelatih PISMP
daripada semester 5 hingga 6 iaitu 36.7% (44 orang) manakala responden guru pelatih
PISMP daripada semester 7 hingga 8 iaitu 18.3% (22 orang) dan tiada responden dari
semester 3 hingga 4.
328

JANTINA
Lelaki
Perempuan
Keseluruhan

Min
4.53
4.22
4.31

Sisihan Piawai
0.4063
0.6593
0.6094

Jadual 6: Tahap Keseronokan Pelatih PISMP Terhadap Aktiviti Fizikal Berdasarkan Jantina
Jadual 6 menunjukkan tahap keseronokan murid terhadap aktiviti fizikal berdasarkan
jantina. Tahap keseronokan bagi pelatih PISMP lelaki berada pada tahap tinggi iaitu min
4.53 (SP = 0.4063), berbanding pelatih PISMP perempuan iaitu min 4.22 (SP = 0.6593).

OPSYEN
Major PJ
Elektif PJ
Lain-lain Opsyen
Keseluruhan

Min
4.61
4.55
3.64
4.31

Sisihan Piawai
0.3364
0.4222
0.5531
0.6094

Jadual 7: Tahap Keseronokan Pelatih PISMP Terhadap Aktiviti Fizikal

Opsyen

Berdasarkan

Jadual 7 menunjukkan tahap keseronokan murid terhadap aktiviti fizikal berdasarkan

opsyen. Tahap keseronokan bagi pelatih PISMP Major PJ berada pada tahap tinggi iaitu min
4.61 (SP = 0.3364), manakala Elektif PJ iaitu 4.55 (SP = 0.4222) dan bagi lain-lain opsyen
min adalah rendah iaitu 3.64 dengan SP = 0.5531.

SEMESTER
1-2
5-6
7-8
Keseluruhan

Min
3.98
4.57
4.60
4.31

Sisihan Piawai
0.6870
0.3744
0.3364
.60942

Jadual 8: Tahap Keseronokan Pelatih PISMP Terhadap Aktiviti Fizikal Berdasarkan

Semester

Jadual 8 di atas menunjukkan tahap keseronokan murid terhadap aktiviti fizikal

berdasarkan semester 1 hingga 2 berada pada tahap min yang rendah iaitu 3.98 dengan
SP = 0.6870, manakala pelatih berada di semester 5 hingga 6 tahap keseronokan terhadap
aktiviti fizikal iaitu min 4.57 dengan SP = 0.3744 dan pelatih pada semester 7 hingga 8
dengan min 4.60, SP = 0.3364.
KESIMPULAN
Setelah menjalankan analisis deskriptif, didapati bahawa pelaksanaan mata pelajaran PJ
dan keseronokan murid terhadap aktiviti fizikal PJ secara keseluruhan berada pada tahap
sederhana tinggi. Tahap keseronokan murid terhadap aktiviti fizikal pula berbeza secara
signifikan berdasarkan jantina, opsyen dan semester pelajar PISMP Institut Pendidikan
329

Guru Kampus Temenggong Ibrahim (IPGKTI), Johor. Kompetensi pensyarah, daya tarikan
PJ, dan pengetahuan pensyarah merupakan faktor yang menyumbang kepada keseronokan
murid terhadap aktiviti fizikal.
CADANGAN
Dapatan kajian ini mencadangkan supaya pensyarah Institut Pendidikan Guru Kampus
Temenggong Ibrahim (IPGKTI), Johor perlu membuat penambahbaikan terhadap aspek
pengajaran dan pembelajaran dalam bilik darjah yang diperoleh dari responden semasa
kajian ini seperti:
1.

Perlu memperbanyakkan kaedah pengajaran bagi meningkatkan tahap keseronokan

guru pelatih.

2.

Setiap pensyarah adalah disarankan supaya meningkatkan kompetensi dan

pengetahuan dalam pengajaran dan pembelajaran (PdP).

3.

Setiap pensyarah Perlu mempelbagaikan strategi pengajaran dan pembelajaran

(PdP).
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332

ATRIBUSI DALAM SUKAN DAN PERMAINAN

Raja Ismail B. Raja Lope Ahmad

Sikap manusia berbeza-beza dan kompleks dari segi fizikal, intelek, emosi dan corak
pemikiran. Kefahaman tentang perbezaan ini membolehkan kita menerima berbagai
keadaan, mengapa sesetengah orang lebih berdaya saing daripada yang lain, dan mengapa
sesetengah orang diajar dan dilatih berdasarkan keperluan masing-masing, keinginan, minat
dan sikap. (R. Kumar, 2014). Manusia sering memberikan pelbagai alasan apabila di tanya
mengenai tingkah laku mereka semasa berhadapan dengan sesuatu situasi. Mereka juga
mempunyai persepsi dan interpretasi yang berbeza bagi setiap perkara yang berlaku dalam
persekitarannya seperti kejayaan dan kegagalan. Perbezaan ini adalah disebabkan oleh
perbezaan skema diri setiap individu. Skema ini juga menjadi asas perbezaan pemikiran dan
kelakuan seseorang individu dengan yang lain termasuklah alasan terhadap sesuatu
kejadian dalam setiap aspek kehidupan seharian. Aspek ini dinamakan gaya menerang atau
dalam Bahasa Inggerisnya dinamakan attribution style atau gaya atribusi. Penyelidik
percaya bahawa gaya atribusi boleh membantu memberikan pemahaman yang lebih baik
daripada tingkah laku dan akibat yang menjejaskan prestasi dan tindakan seseorang
(Peterson, (1990) dalam Mitchell. M (2007). Maka gaya atribusi seseorang adalah persepsi
yang unik tentang tingkah laku sendiri dan tindakan yang berlaku dalam persekitaran
seseorang.
Atribusi dalam permainan atau sukan telah mendapat banyak

perhatian para

pengkaji, jurulatih dan atlet. Banyak kajian telah dijalankan dan mendapati bahawa atletatlet memberikan persepsi yang berbeza-beza dan berubah-ubah terhadap atribusi
berdasarkan tahap pencapaian dan situasi sesuatu pertandingan yang diceburi mereka.
Perkataan yang sinonim untuk "atribusi" adalah "penjelasan". Sehubungan itu atribusi atlet
adalah penjelasan ke atas kejayaan atau kegagalan mereka. Oleh itu, pada dasarnya teori
atribusi menunjukkan kepada kita bahawa orang boleh mewujudkan sikap baru atau
kepercayaan atau tingkah laku bergantung kepada penjelasan yang mereka buat
(R.Kumar,2014). Maka kajian ini adalah untuk melihat corak atribusi yang dipersepsikan
oleh atlet berdasarkan pencapaian mereka dalam bidang sukan yang mereka ceburi.

Kejayaan dan kegagalan adalah perkara lumrah dalam mana-mana pertandingan.

Persepsi kejayaan, oleh itu, berubah apabila dilihat dari segi persembahan dan hasil. Jika
persepsi kejayaan berubah, mungkin terdapat perbezaan dalam atribusi. Atribusi adalah

333

sebab atau penjelasan yang diberikan kepada kejayaan atau kegagalan mereka (Hanrahan,
2005). Teori Atribusi merupakan salah satu teori yang sangat popular dalam konteks sukan
pada masa kini sama ada dalam aspek individu mahu pun berpasukan. Teori atribusi
merupakan teori yang menjelaskan tentang tingkahlaku seseorang dan kesannya serta
bagaimana mereka menerangkan sebab musabab yang mempengaruhi tingkahlaku mereka.
Teori atribusi adalah teori yang berpengaruh di perkenalkan oleh Fritz Heider (1958).
la adalah satu pendekatan Psikologi Sosial yang begitu terkenal sepanjang tahun 1960an
dan 1970an sebelum ianya ditokok tambah dan diubahsuai oleh penyelidik-penyelidik lain.
Teori ini pada asalnya cuba menjelaskan bagaimana seseorang individu menilai mengapa
seseorang individu lain bertingkah laku atau bertindak sedemikian. Heider (1958) percaya
bahawa tingkah laku ditentukan oleh gabungan kuasa-kuasa dalaman dan juga luaran. Asas
bagi model Heider ialah manusia telah berusaha untuk meramal dan memahami kejadian
dalam kehidupan harian untuk memberi kestabilan kepada kehidupan. Maka apa yang
berlaku adalah disebabkan faktor dalaman dan luaran. ( Cox, 2007).

Pengaruh
Persekitaran
(Luaran)

Pengaruh
Individu
(Dalaman)
Usaha

Kebolehan

Kesukaran
tugasan

Nasib

Boleh atau tidak

Model Kausal Atribusi Heider 1958
Sumber: Cox, Richard H. (2007).
Tingkah laku
terhasil
Weiner (1972) memudahkan lagi pemahaman tentang Teori Atribusi yang
dikemukakan oleh Heider. Weiner membuat penambahbaikan kepada asas yang telah
dibina oleh Heider dengan mengambil empat faktor atribusi iaitu usaha, kebolehan, tahap
kesukaran tugasan dan nasib. Beliau mengatur semula keempat-empat faktor tersebut
menjadi dua dimensi penyebab yang utama iaitu kestabilan dan lokus kawalan.
Kebolehkawalan adalah dimensi yang ketiga dikemukakan oleh Weiner dalam model atribusi
beliau. Teori atribusi yang dikemukakan oleh Weiner adalah berkenaan dengan bagaimana
individu menginterpretasi sesuatu perkara dan juga bagaimana individu tersebut mengaitkan
perkara tersebut dengan pemikiran dan juga perilaku mereka.
334

i.

Lokus Kawalan (Locus of Causality).

Dalam konteks sukan dan permainan, lokus kawalan merupakan persepsi individu (secara
psikologi) yang merujuk kepada sesuatu yang berlaku di dalam kawalan ataupun di luar
kawalan mereka. Ringkasnya, atlet yang beranggapan bahawa setiap keputusan yang
dicapai adalah kerana daya usaha sendiri biasanya mempunyai lokus kawalan dalaman
(disebabkan oleh diri sendiri), sementara atlet yang beranggapan bahawa setiap keputusan
yang berlaku adalah kerana faktor luaran seperti nasib, pengadil, cuaca dan pasukan lawan
biasanya mempunyai lokus kawalan luaran (disebabkan oleh orang lain).

Lokus kawalan juga berkait dengan emosi iaitu lahirnya perasaan sama ada bangga
atau

kecewa

yang

berkait

rapat

dengan

kemenangan

atau

kegagalan.

Walau

bagaimanapun, tindak balas emosi selalunya dipengaruhi oleh kepentingan dan signifikan
kesan sesuatu peristiwa itu. Contohnya, pelari lari pecut 100 meter Usain Bolt yang
memenangi acara lari pecut 100 meter dalam sukan Olimpik membuat atribusi pencapaian
kepada persiapan dari segi usaha keras dan latihan yang cukup sebagai penyumbang
kemenangannya meraih tiga pingat emas dalam pertandingan tersebut. Ini jelas
menunjukkan perasaan bangga dalam diri atlet tersebut adalah merupakan lokus kawalan
dalaman. Sebaliknya pula apabila sesuatu kegagalan dikaitkan dengan lokus kawalan
dalaman contohnya

saya gagal kerana saya kurang bagus akan membangkitkan

perasaan negatif seperti malu dan kecewa.

ii. Dimensi Kestabilan (Stability Dimension)
Dimensi kestabilan melihat sejauh manakah sesuatu sebab atau alasan yang diberikan oleh
atlet akan berulang bagi pencapaian yang sama. Sekiranya sesuatu sebab atau alasan
hanya bersifat sementara dan tidak berulang di masa akan datang, maka ia akan dianggap
tidak stabil. Sebaliknya jika sebab atau alasan yang dikemukakan sentiasa sama
sahaja,maka ia dianggap sesuatu yang berkekalan dan tidak berubah dan ia dikatakan
stabil. Dimensi kestabilan juga berkait rapat dengan perasaan putus asa, kecewa atau
harapan yang sia-sia; ia itu atribusi untuk sebab atau alasan yang tidak stabil,
berkemungkinan akan menghasilkan pencapaian yang berbeza di masa akan datang.

Usaha di klasifikasikan sebagai faktor dalaman yang tidak stabil, manakala

kebolehan di klasifikasikan sebagai faktor dalaman yang stabil. Kedua-dua faktor ini
dianggap sebagai faktor dalaman kerana ia bersifat personal. Usaha dianggap sebagai tidak
stabil kerana ia boleh berubah-ubah mengikut keadaan. Contohnya, apabila seseorang atlet
bermotivasi untuk mencapai sesuatu, beliau akan melipat gandakan usaha untuk mencapai
335

apa yang diigininya. Sebaliknya, jika seseorang atlet tidak bermotivasi untuk mencapai
sesuatu tahap usaha beliau sudah pasti menurun. Justeru, faktor usaha dianggap sebagai
tidak stabil.

Kebolehan pula dianggap sebagai stabil kerana ia tetap dan tidak berubah.
Contohnya, seseorang individu yang boleh menunggang basikal, walau pun hampir 2 tahun
tidak menunggang basikal namun masih dia masih lagi mampu menunggangnya dengan
baik disebabkan kemahiran menunggang basikal itu tidak hilang. Berdasarkan andaian ini,
kebolehan dianggap sebagai sesuatu yang stabil. Tahap kesukaran tugasan serta nasib
dianggap sebagai faktor luaran berdasarkan lokus kawalan. Tahap kesukaran tugasan
dianggap tidak stabil keranan ia sentiasa berubah. Contohnya, jika acara seseorang pemain
bola sepak ingin melepaskan dirinya dari kawalan pihak lawan, adakala dia perlu
mengelecek dua atau tiga orang pemain lawan yang sentiasa mengekorinya. Keadaan ini
mungkin berbeza untuk setiap kali beliau menerima bola dari rakannya. Tahap kesukaran
melepaskan diri dari kawalan pihak lawan sentiasa berubah-ubah bergantung kepada
kedudukan pemain diatas padang terutama ketika hendak menjaringkan gol.

Faktor nasib pula dianggap sebagai tidak stabil kerana seseorang atlet tidak
selalunya bernasib baik. Ada kalanya nasib tidak menyebelahi mereka. Justeru itu, nasib
dianggap sebagai elemen yang tidak stabil (LeUnes & Nation, 2002). Salah satu contoh
terbaik adalah kejadian yang menimpa penunggang moto3 di kejohanan GP Dunia di
Argentina baru-baru ini. Penunggang muda Adam Norrodin yang berada di tangga kedua di
belakang seorang lagi penunggang Malaysia telah terjatuh di selekoh terakhir hanya
beberapa meter dari garisan penamat. Beliau bingkas bangun dan menolak motornya
hingga ke garisan penamat kerana motor itu tidak dihidupkan. Akhirnya dengan semangat
yang jitu dan keyakinan yang tebal beliau berjaya juga meraih satu mata walau pun jatuh
dan cedera.

Dimensi Kestabilan
Stabil

Kebolehan

Tak Stabil
Usaha
Faktor psikologi
Kebolehan tak
stabil
Latihan

336

Lokus Kawalan

Dalaman

Luaran

Kejurulatihan

Nasib
Kesukaran tugas
Kerja sepasukan
Pegawai

Kategori Dimensi Aktiviti Sukan Berkaitan

Sumber: LeUnes A. & Nation, Jack R. (2002)
Kesan Teori Atribusi
Atribusi boleh mengubah sikap dan pandangan seseorang atlet terhadap pencapaiannya
dalam sukan. Sikap berfikiran positif dan optimism banyak mempengaruhi seseorang
menuju kejayaan. Atlet kerap menghadapi kekecewaan, kegagalan dalam pertandingan dan
ia adalah proses semula jadi (Daniel, 1997). Seseorang atlet perlu melalui pelbagai cabaran
dan kegagalan untuk mengatasi kelemahan dan kekurangan mereka. Ini adalah penting
kerana mereka harus menilai prestasi sendiri secara objektif sama ada matlamat dan
sasaran sudah tercapai.

Jika seorang pelari yang tewas mengatributkan kekalahannya kepada nasib, maka
beliau percaya bahawa kekalahannya adalah faktor luaran dan tidak stabil. Ini adalah kerana
jika diberi peluang kedua, beliau mungkin menang. Sebaliknya jika beliau mengatributkan
kekalahan beliau kepada kekurangan kebolehannya, maka punca tersebut dikatakan faktor
dalaman dan tidak berubah dan jika mendapat peluang kedua, keputusannya masih tetap
sama.(Cox, 2007).

Apabila kita bertanya kepada atlet lelaki dan juga atlet wanita tentang reaksi mereka
terhadap keputusan yang diperoleh dalam sesuatu acara, kita akan mendapati atribusi yang
diberikan berbeza di antara satu sama lain. Atlet lelaki selalunya mengatributkan kejayaan
kepada kebolehan serta usaha yang tinggi (faktor yang stabil), sementara kegagalan sering
kali diatributkan kepada nasib yang kurang baik (faktor yang tidak stabil). Atribusi ini
digunakan sebagai cara untuk menjaga atau mengawal ego. Kebolehan merupakan faktor
dalaman yang stabil, manakala usaha merupakan faktor dalaman yang boleh dikawal.
Dengan mengatributkan kejayaan kepada faktor ini, atlet tadi menjelaskan kejayaan mereka
sebenarnya bergantung kepada usaha mereka sendiri dan mereka berkeyakinan yang
kejayaan tersebut boleh diulangi pada masa depan. Cara ini disebut sebagai strategi untuk
337

meningkatkan ego. Sebaliknya dengan mengatributkan kegagalan kepada faktor nasib yang
kurang baik, atlet tadi menyarankan bahawa apa yang berlaku sebenarnya bukan salah
mereka dan ia tidak akan berulang pada masa depan. Cara ini disebut sebagai strategi
melindungi ego.

Menurut Shaharudin Abd. Aziz (2006), atlet wanita pula sering mengatributkan
kejayaan mereka kepada unsur nasib (bernasib baik) serta dengan sokongan rakan-rakan
dan orang yang tersayang, sementara kegagalan pula dikaitkan dengan kekurangan
kebolehan. Tindakan ini sebenarnya merugikan atlet wanita tersebut serta akan memakan
diri mereka kerana ia tidak membantu meningkatkan keyakinan diri atlet tersebut. Nasib
serta sokongan sebenarnya bersifat luaran serta berada di luar kawalan atlet berkenaan.
Justeru itu, atribusi yang dilakukan menggambarkan bahawa kejayaan mereka bergantung
kepada nasib sepenuhnya. Selagi nasib menyebelahi mereka, kejayaan boleh diperoleh.
Keadaan ini sama juga dengan sokongan orang yang tersayang. Jika ada sokongan mereka
berkemungkinan boleh berjaya, tetapi bagaimana jika sokongan tersebut hilang? Akhir
sekali, meletakkan kegagalan sebagai berpunca dari kekurangan kebolehan sebenarnya
mendatangkan kesan negatif kerana kegagalan disebabkan oleh atlet itu sendiri dan ia akan
terus berkekalan (sesuatu yang stabil). Kesannya, atlet tadi bakal tercicir dari aktiviti sukan.
Kajian literatur menunjukkan bahawa hasil perlawanan (menang atau kalah) banyak
mempengaruhi aspek afektif (perasaan bangga, kecewa, marah, rendah diri), harga diri,
motivasi dan tingkah laku seseorang atlet tersebut. Jurulatih akan membuat refleksi dan
membuat penilaian terhadap prestasi atlet. Jika seseorang atlet mengamalkan teori atribusi,
mereka akan sentiasa membuat penilaian semasa bersaing dengan lawan ataupun dirisendiri dalam suatu pertandingan.

338

Meningkatkan keyakinan atlet

Kepercayaan tentang kebolehan dan keupayaan diri adalah antara faktor atau atribusi yang
mempengaruhi motivasi seseorang individu. Teori atribusi memainkan peranan sebagai
pendorong seseorang untuk berjaya dalam sesuatu acara sukan ataupun sebagai
momentum untuk terus terlibat dalam aktiviti fizikal agar mempunyai tubuh badan yang sihat.
Pada dasarnya orang dewasa mempunyai dua konsep kebolehan. Pertama, mereka melihat
kebolehan sebagai satu entiti yang stabil dan tidak dapat dikawal (Mohd Soffian, 2002). Ini
bermakna kebolehan tidak dapat diubah kerana ia adalah satu fitrah. Mengikut pandangan
ini, setiap orang mempunyai kebolehan yang berlainan, ada yang kebolehannya lebih tinggi
berbanding dengan yang lain, dan keadaan ini sudah tetap dan berkekalan. Mereka hanya
akan menerima apa yang telah terjadi pada diri mereka. Sebagai contoh mereka yang
gemuk atau obes, akan merasai bahawa mereka akan sentiasa kekal gemuk disebabkan
oleh keturunan dan keadaan ini sukar untuk diubah.

Atlet yang mengalami kegagalan dalam sesuatu pertandingan akan menggunakan

pelbagai alasan atau atribusi. Keadaan ini dikaitkan dengan menyelami mengapa dan bila
seseorang individu (atlet) menggunakan kategori atribut. Jika seseorang atlet menyatakan
bahawa

kekalahannya

disebabkan

pengadil

perlawanan

berat

sebelah

maka

ia

menyerlahkan sifat tidak mahu bertanggungjawab di atas kekalahan oleh atlet berkenaan.
Contohnya, selepas perlawanan bola sepak Liga Juara-juara Eropah 2009/2010 antara
Arsenal dengan Porto dengan Arsenal kalah kepada Porto. Sol Campbell menyalahkan
pengadil Martin Hansson sebagai punca kekalahan Arsenal di tangan Porto apabila pengadil
menghalang pergerakannya mengawal pergerakan Falcao, penyerang Porto yang berjaya
menjaringkan gol kemenangan Fc Porto.(The Guardian, 2010). Jadi, jika kita dapat
mengubah atribusi atlet bermakna kita dapat mengubah motivasi atlet tersebut.

Apabila seseorang atlet mengatributkan kejayaan kepada faktor dalaman (atribusi

dalaman), kesannya wujud rasa bangga, yakin, serta kepuasan dalam diri dengan apa yang
telah dicapai. Sebaliknya, jika atlet tersebut mengatributkan kejayaannya kepada faktor
luaran (atribusi luaran), maka akan wujudlah perasaan berterima kasih atau rasa bernasib
baik dalam diri atlet tersebut.

339

Jangkaan Kejayaan

Hasilan

Kestabilan Atribusi

Berjaya

Stabil

Berjaya

Berjaya

Tidak Stabil

Berjaya / Gagal

Gagal

Stabil

Gagal

Gagal

Tidak Stabil

Berjaya / Gagal

di Masa Hadapan

Ramai atlet yang cuba mencari jawapan kepada kegagalan yang dihadapinya.
Apabila mereka yang biasanya berjaya dalam sukan tiba-tiba gagal, pada biasanya mereka
mencuba membuat atribusi dalaman yang boleh dikawal seperti mereka tidak memahami
arahan, kurang menguasai pengetahuan yang diperlukan, atau tidak berlatih dengan
secukupnya. Atlet seperti ini akan berusaha untuk memperbaiki diri dan mencari strategi
untuk berjaya di masa akan datang. Hal ini merupakan respon yang berorientasikan masteri,
dan adaptasi kepada perubahan yang seterusnya membawa kepada kejayaan, rasa harga
diri, rasa dapat menguasai keadaan dan percaya kepada kemampuan serta kekuatan diri.
Model atribusi dan jangkaan kejayaan Weiner 1985.
Sumber : Hanrahan, S. Attribution Theory. Dalam Morris, T. & Summers, J. (1995).

Sebaliknya masalah akan timbul apabila atlet meletakkan kegagalan kepada atribusi
stabil, dan di luar daripada kawalan mereka. Atlet seperti ini menerima kegagalan sebagai
satu penghukuman diri yang seolah-olah tidak ada jalan keluar. Mereka menjadi murung,
tidak berdaya, dan pada dasarnya atlet seperti ini juga yang selalu dilabelkan sebagai tidak
berminat atau tidak mempunyai motivasi. Mereka seperti ini meletakkan kegagalan kepada
kelemahan diri seperti kekurangan kebolehan intelek. Sebagai kesannya, mereka akan
bersikap negatif, dan kurang berminat terhadap pelajaran. Mereka juga tidak akan mencuba
mendapatkan pertolongan kerana mereka percaya tiada siapa pun yang dapat membantu
mereka.

Sebagai kesimpulannya, atlet-atlet yang percaya bahawa faktor (atribusi) kejayaan

dan kegagalan disebabkan faktor-faktor yang di dalam kawalannya, akan mempunyai
motivasi untuk berusaha dan berjaya; sebaliknya sekiranya mereka merasakan kejayaan
dan kegagalan adalah disebabkan faktor di luar kawalannya, maka atlet-atlet seperti ini

340

mempunyai kurang keinginan untuk berlatih dan kurang berusaha bagi mencapai kejayaan
seterusnya dalam sukan dan permainan

Leith (1989) dalam Ellis Cashmore (2008) menyatakan bahawa jika seorang atlet
sering menemui kekalahan, kemungkinan besar dia akan berasa tidak bermaya dan
berupaya untuk meneruskan perjuangan lagi. Ini adalah suatu kesan negatif dari segi
psikologi, kemurungan dan kehilangan motivasi. Dalam kes ini, atlet kehilangan keyakinan
bukan disebabkan oleh keupayaannya tetapi disebabkan oleh faktor luaran iaitu
kekalahannya.
Dalam hal ini, Leith (1989) dalam Ellis Cashmore (2008) mencadangkan bahawa
jurulatih atau mentor harus mengkaji semula faktor dalaman seperti latihan dan motivasi
untuk membantu atlet tersebut berasa bersemangat dan percaya kepada kebolehan diri
sendiri. Selain itu, atribusi luaran seperti nasib, pengurusan dan lawan yang hebat perlu
disemai dalam sanubari atlet supaya mereka bersedia dari segi psikologi.

Pengaruh motivasi ke atas atlet

Teori atribusi sangat berkait rapat dengan motivasi, keyakinan diri, dan sikap atau tingkah
laku seseorang individu. Sekiranya atribusi yang dibuat oleh seorang atlet, jurulatih atau
guru adalah positif, maka perubahan positif akan berlaku kepada tahap motivasi, keyakinan
diri, dan tingkah laku seseorang atlet. Motivasi ialah kekuatan dalaman yang menggerakkan
seseorang untuk melakukan sesuatu, di mana ia merupakan sumber atau alat yang
menggalakkan seseorang untuk mencapai matlamat dan seterusnya berusaha untuk
mencapai matlamat tersebut sehingga berjaya. Contohnya, atlet bola sepak yang
bermotivasi untuk memperbaiki pencapaiannya akan turun ke padang dua jam lebih awal
untuk melakukan latihan kemahiran atau mental secara sukarela.
Atlet yang berjaya dalam sesuatu pertandingan tiba-tiba mengalami kegagalan, pada
biasanya mereka membuat atribusi dalaman yang boleh dikawal seperti nasib tidak
menyebelahi mereka, atau masih terdapat kemahiran yang tidak dikuasainya. Atlet seperti
ini akan berusaha untuk memperbaiki diri dan mencari strategi untuk berjaya pada
pertandingan akan datang. Ini merupakan respon yang berorientasikan masteri, dan
adaptasi kepada perubahan yang seterusnya membawa kepada kejayaan, rasa harga diri,
rasa dapat menguasai keadaan dan percaya kepada kemampuan serta kekuatan diri. Atlet
yang percaya bahawa faktor (atribusi) kejayaan dan kegagalan disebabkan faktor-faktor
yang di dalam kawalannya, akan mempunyai motivasi untuk berusaha dan berjaya.
Selain itu, jurulatih juga dapat meningkatkan tahap motivasi atlet dengan membuat
atribusi atau persepsi yang positif terhadap prestasi atlet. Contohnya, jika prestasi atlet
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tersebut agak kurang memberangsangkan, jurulatih boleh merancang suatu program latihan
yang lebih tersusun dan sistematik agar sesuai dengan tahap kemampuan atlet. Dengan itu,
atlet tidak akan berasa dipersepsi sebagai lemah, tetapi akan berasa bahawa jurulatih
sentiasa membantu dan ini akan meningkatkan motivasi atlet.
Keyakinan diri sangat penting bagi setiap individu termasuk atlet. Individu yang
mempunyai keyakinan diri yang tinggi akan melakukan sesuatu perkara secara berterusan
kerana mereka dapat meramalkan bahawa usaha mereka akan berhasil juga akhirnya.
Atribusi yang sesuai yang diberikan oleh guru atau jurulatih apabila berjaya atau gagal
dalam sesuatu pertandingan dapat meningkatkan keyakinan diri atlet. Misalnya apabila
seorang atlet gimnastik berjaya dalam sesuatu pertandingan yang disertainya, jurulatih
seharusnya mengucapkan tahniah atas kemenangan tersebut dan meminta atlet tersebut
mengekalkan kecemerlangan tersebut.

Dengan kata-kata positif yang diberikan oleh

jurulatih, atlet akan berlatih dengan bersungguh-sungguh untuk mengekalkan dan

mempertingkatkan kemahiran yang dimiliki.
Manakala sekiranya seseorang atlet mengalami kekalahan dalam sesuatu
pertandingan yang disertainya dan pihak jurulatih telah menyalahkan atlet tersebut atas
kekalahan itu, maka ini akan menyebabkan keyakinan diri atlet tersebut akan menurun.
Akhirnya keadaan ini akan menyebabkan atlet tersebut tidak bersemangat dan hilang
tumpuan untuk menjalani latihan dan tahap kecekapan yang dimiliki oleh atlet tersebut akan
menurun.
Selain itu, atribusi yang positif yang boleh dilakukan oleh jurulatih atau guru adalah
seperti mewujudkan persekitaran latihan yang positif. Latihan dapat memberi peneguhan
kepada atlet untuk mencuba hingga tercapai matlamatnya. Jurulatih perlu memberi latihan
yang kerap dan galakan yang ikhlas. Cara ini dapat menghindarkan persekitaran yang
tertekan dan ini memberi keyakinan untuk menemui situasinya. Misalnya, dalam sesi latihan
bola keranjang, jurulatih akan cuba menurunkan ketinggian jaring ketika melakukan latihan
menjaring bola. Keadaan ini dilakukan bagi memastikan pemain memperoleh keyakinan diri
untuk melakukan jaringan. Hal ini dapat meningkatkan keyakinan untuk berjaya dalam
sesuatu pertandingan.
Sikap berkait rapat dengan teori atribusi, di mana setiap individu tahu mengenai
sikapnya dengan menilai tingkah laku dan perangainya sendiri ketika berhadapan dengan
sesuatu situasi. Perubahan perilaku yang dilakukan seorang individu menimbulkan
kesimpulan pada orang tersebut bahawa sikapnya telah berubah. Misalnya, seorang pelari
pecut yang ketinggalan satu saat di belakang pemenang tempat pertama dalam
pertandingan seratus meter akan memikirkan kelemahan dirinya yang boleh diperbaiki untuk
mengatasi pemenang tempat pertama tadi. Atlet mungkin akan berlatih dengan lebih kerap
untuk meningkatkan kelajuannya.
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Selain itu, jurulatih juga perlu memainkan peranan untuk membantu atlet ini
meningkatkan prestasinya dengan memberi kata-kata semangat untuk meningkatkan
motivasi atlet untuk berlatih. Dalam konteks sukan, jurulatih merupakan orang yang penting
kepada atlet, maka, adalah wajar jurulatih memainkan peranan untuk membentuk sikap
positif dalam diri atlet.
Faktor nasib bergantung kepada tafsiran individu. Nasib seseorang atlet atau
pasukan mungkin dianggap sebagai kebolehan oleh atlet atau pasukan yang lain.
Contohnya, kemenangan Malaysia menewaskan Vietnam 1-0 semasa Sukan Sea 2009 di
Laos. Jaringan gol dikatakan nasib oleh pihak lain sedangkan bagi pihak Malaysia gol
tersebut adalah gol atas usaha pemain Malaysia melakukan cubaan sebelum masuk ke
gawang gol Vietnam. Jangkaan tersebut bergantung kepada atribusi yang mereka alami.
Jika atribusi tersebut diletakkan sebagai faktor kurang bernasib baik (sesuatu yang tidak
stabil), ia bermaksud keadaan boleh berubah pada masa hadapan dan lain pula jika ia
sebaliknya.

Kesan afektif yang terhasil dari kejayaan, sama ada menerusi atribusi dalaman
mahupun luaran, lazimnya menghasilkan kesan yang positif keyakinan serta nilai diri atlet
tersebut. Sementara kesan afektif yang terhasil dari kegagalan, lazimnya menjurus kepada
kesan yang negatif serta memberikan kesan yang agak mendalam (lama) kepada atlet
terbabit. Kesan negatif yang dimaksudkan ialah dalam jangka masa panjang, seperti
perasaan bersalah, malu serta depresi seterusnya akan mengurangkan lagi keyakinan diri
atlet tersebut.

Kesimpulan
Kesimpulannya, atribusi yang digunakan menonjolkan struktur motivasi atlet berkenaan.
Justeru itu, jika kita dapat mengubah atribusi seseorang atlet, bermakna kita dapat
mengubah motivasi atlet tersebut. Berdasarkan kenyataan ini, maka Teori Atribusi adalah
berkait rapat dengan Teori Motivasi. Banyak kajian dalam konteks sukan menyarankan agar
atribusi yang dibuat seeloknya menjurus kepada lokus kawalan dalaman jika dibandingkan
dengan lokus kawalan luaran. Ini adalah kerana kita dapat meningkatkan keyakinan diri,
sekiranya kejayaan yang kita capai diyakini berpunca dari diri kita sendiri dan bukannya
kerana unsur luaran yang lain.

Bagi para atlet, khususnya yang muda atau yang baru menceburi bidang sukan
sering kali mempunyai tanggapan bahawa mereka berupaya menentukan kejayaan diri
tanpa perlu bergantung atau mengharapkan nasib atau ihsan orang lain untuk berjaya.
Secara psikologinya juga, menerima kemenangan dan mengatributkannya kepada faktor
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dalaman lebih baik serta merupakan satu cara yang berkesan untuk meningkatkan
keyakinan diri atlet tersebut.

Selain itu, kita juga perlu mendidik serta menyemai sikap bertanggungjawab dalam
diri atlet tersebut khususnya apabila mereka berhadapan dengan kegagalan. Sekiranya atlet
ini mengatributkan kegagalan mereka kepada faktor dalaman, mereka akan menerima
kegagalan tersebut dengan hati yang terbuka serta akan berusaha untuk memperbaiki
sebarang kelemahan dan kekurangan yang wujud. Bagaimanapun, kita perlu memastikan
agar atribut tersebut tidak memakan diri sehingga mereka beranggapan bahawa mereka
tidak mempunyai keupayaan untuk berjaya pada masa depan. Maka, cara yang berkesan
adalah dengan mengatributkan kegagalan kepada faktor dalaman yang tidak stabil atau
yang boleh diubah seperti faktor usaha.

Sebaliknya, jika kegagalan tadi diatributkan kepada orang lain atau kerana faktor
nasib (faktor luaran), besar kemungkinan atlet tersebut tidak mahu melihat kekurangan yang
wujud dalam diri mereka serta tidak mahu berusaha untuk memperbaikinya. Malahan
mereka mungkin akan mengambil sikap menyalahkan orang lain. Ini merupakan satu
tindakan yang kurang sihat yang perlu dikikis dari diri atlet tersebut. Sikap berani menerima
kekalahan serta berusaha untuk memperbaiki diri yang dikaitkan dengan faktor dalaman
merupakan resipi kejayaan atlet yang berjaya dalam sukan.

RUJUKAN

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Mohd Sofian Omar Fauzee. (2004). Pendekatan Psikologi dalam Menangani Masalah Atlet.
Karisma Publication Sdn Bhd. Shah Alam.
R. Kumar (2014). A study of personality and Attribution Style of Sportmen with refence to
their Sport Achievement. Department of education. JV Jain Collage, Saharanpur,
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Psychological Review, 92, 548-573.

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346

EFFECTS OF BEE BREAD SUPPLEMENTATION ON RUNNING PERFORMANCE,

BLOOD FREE FATTY ACID AND BONE METABOLISM MARKERS
FADZEL WONG CHEE PING
Sports Science Unit,
School of Medical Sciences,
Universiti Sains Malaysia, 16150,
Kubang Kerian, Kelantan, Malaysia
fadzel@ums.edu.my
CHEE KEONG CHEN
Faculty of Psychology and Education,
Universiti Malaysia Sabah, Jalan UMS, 88400,
Kota Kinabalu, Sabah, Malaysia
FOONG KIEW OOI
Exercise and Sports Science Programme,
School of Health Sciences, Universiti Sains Malaysia,
16150, Kubang Kerian, Kelantan, Malaysia
MAHANEEM MOHAMED4
Department of Physiology,
School of Medical Sciences,
Universiti Sains Malaysia, 16150,
Kubang Kerian, Kelantan, Malaysia
Abstract
Introduction: To our knowledge, there is no study to examine the effects of bee bread
supplementation on endurance running performance and bone metabolism. Therefore, this
study aimed to investigate the effect of bee bread supplementation on running performance,
selected physiological parameters, blood free fatty acid and bone metabolism markers in
athletes. Methodology: Twelve male athletes (age: 24.01.8 years; BMI: 22.3 1.3 kg.m -2;
VO2max: 52.0 2.8 mL.kg-1.min-1) were recruited in this randomised double blind, placebocontrolled crossover study. Participants consumed either bee bread at a dosage of 20 g.d-1
or placebo for 8 weeks prior to the experimental trial. On the day of the experiment trial,
participants were required to run at 60% of their respective VO2max on a treadmill for 90 min
and immediately followed by a 20 min running time trial performance. Heart rate and
tympanic temperature were recorded at intervals of 10 min. Blood sample were collected at
intervals of 20 min to determine plasma hemoglobin, plasma hematocrit and plasma free
fatty acid. Blood samples were also collected at pre-supplementation, pre-exercise,
immediate post-exercise and 24-h post-exercise to determine bone metabolism markers, i.e.
serum total calcium, phosphorus, alkaline phosphatase and osteocalcin (bone formation
markers), and C-terminal telopeptide of type 1 collagen (1CTP) (bone resorption marker).
Statistical analyses were performed using ANOVA with repeated measures and paired t test.
Results: Distance covered in the running time trial for bee bread trial was significantly longer
in comparison with the placebo trial. There was a significant higher level of free fatty acid in
the bee bread trial compared to the placebo trial. Nevertheless, there were no significant
differences in heart rate, tympanic temperature, plasma hemoglobin, plasma hematocrit and
all the measured bone metabolism markers between placebo and bee bread trial.
Conclusion: Supplementation of bee bread for 8 weeks at a dosage of 20 g daily elicited an
increased concentration of plasma free fatty acid and seems to have an ergogenic effect on
347

running time trial performance. However, it did not elicit any significant effects on the other
selected physiological parameters and bone metabolism markers.
Keyword: Bee bread, running performance, bone metabolism markers

348

PENGARUH KUALITI PENGAJARAN GURU TERHADAP SIKAP PEMBELAJARAN

PELAJAR SEKOLAH RENDAH DI NEGERI SABAH
Normiati Batjo & Abdul Said Ambotang
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
syiqahcute@yahoo.com.my
Abstrak
Kajian semasa menunjukkan pengajaran guru yang tidak berkualiti akan menimbulkan
masalah kepada sikap pembelajaran pelajar dari segi kognitif, afektif, dan tingkah laku
pelajar khususnya di dalam bilik darjah. Berdasarkan latar belakang tersebut kajian ini
dilakukan bertujuan mengenal pasti pengaruh kualiti pengajaran guru terhadap sikap
pembelajaran pelajar khususnya di sekolah rendah luar bandar. Fokus kajian adalah
terhadap tiga elemen yang berkait rapat dengan pengajaran guru iaitu perancangan
pengajaran, pelaksanaan pengajaran, dan personaliti guru berupaya mempengaruhi sikap
pelajar khususnya yang berkaitan dengan sikap kognitif, afektif dan tingkah laku mereka.
Antara teori dan model yang digunakan sebagai panduan kajian ialah Teori Behaviourisme,
Model Slavin, dan Model Standard Guru Malaysia, Teori sikap Rosenberg dan Holand, dan
Model Akibat Logikal Dreikurs. Kajian ini mengaplikasikan metodologi tinjauan. Ujian
deskriptif yang digunakan ialah ujian min, kekerapan, dan peratusan. Manakala ujian
inferensi akan menggunakan ujian regrasi, korelasi, ujian-T dan ujian ANOVA. Data
dikumpul menggunakan satu set soal selidik berstruktur. Soalan-soalan kajian akan
dianalisis menggunakan program SPSS (Statistical Package for Sosial Science) versi 22.0.
Kata kunci: Kualiti pengajaran guru, sikap pembelajaran pelajar, perancangan pengajaran
Abstract
Recent study shows the lack of quality in teachers instractions will cause problems to pupils
learning attitude cognitively, affectively as well as their behaviours, specifically in the
classroom. Based on the particular background, this study is carried out to identify the
influence of teachers instructional quality towards rural primary students learning attitude.
The study is focused on three co-related elements which are relevant to teachers instruction
such as the planning of the teaching, the execution of the teaching, and teachers
personalities, in which, each and every element in able to influence students learning
attitude cognitively, affectively and the way they behave. Among the theoried and models
applied as guide throughout the completion of this study are Behaviorism Theory of
Learning, Slavins Model, and The Malaysian Teachers Standard Model, Rosenberg and
Holand Theory and Dreikurs Model. This particular study applies survey methodology.
Descriptive test that will be used ini this study are mean test, frequency test and percentage
test. While, inferential test will be using regression test, correlation test, the T-test an
ANOVA test. Data will be collected using a set of structure questionaire. Research question
will be analysed using SPSS version 22.0.
Keyword: Teachers Instructional Quality, Students Learning Attitude, planning of the
teaching

PENGENALAN

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Program Transformasi Kerajaan (GTP 1.0) telah meletakkan pendidikan sebagai salah satu
Bidang Keberhasilan Utama Negara (NKRA) yang mana fokusnya ialah untuk membolehkan
semua pelajar mendapat akses kepada pendidikan berkualiti dan mampu menguasainya.
Bagi mencapai hasrat tersebut kualiti pengajaran guru adalah elemen yang diberi
keutamaan khusus dalam sistem pendidikan negara. Seiring dengan transformasi
pendidikan Pelan Pembangunan Pendidikan Malaysia PPPM (2013-2025), Bahagian
Pendidikan Guru (BPG) bertanggungjawab bersama-sama dalam merancang dan
menyelaras pelaksanaan inisiatif Kualiti Guru bagi memastikan pelaksanaan transformasi
pendidikan ini tercapai. Standard 4 dalam SKPM 2010 berfokuskan kepada Pembelajaran
dan Pengajaran yang lebih menjurus kepada peranan guru dalam memberikan proses
pengajaran dan pembelajaran yang berkualiti tinggi. Kualiti seorang guru merupakan
sumbangan yang paling tinggi dalam menentukan kejayaan seseorang pelajar (Hooper,
2002). Tuntasnya, kualiti guru menjadi isu kritikal kerana keperluan kepada
penambahbaikan yang radikal dan berskala besar dalam bidang pendidikan terutamanya
sekolah adalah sangat mendesak dan berlaku secara global (Hallinger, 2010).
LATAR BELAKANG KAJIAN
Bagi mencapai matlamat pendidikan dalam pengajaran dan pembelajaran (PdP),
pembentukan pengajaran guru berkualiti bergantung pada kepakaran guru yang merangka
dan merealisasikan matlamat pelajar yang dirancang secara bersama dengan pelajar seiring
dengan misi sekolah (Shippen dan Shippen, 2004). Walau bagaimanapun, masalah tingkah
laku seperti ponteng sekolah, berlaku kurang sopan, kekemasan diri, tidak pentingkan masa
dan kenakalan merupakan tingkah laku negatif yang dilakukan dalam bilik darjah masih lagi
berlaku. Kegagalan guru untuk mengatasai masalah sikap pelajar ini mendorong kepada
perubahan tingkah laku pelajar lain yang akhirnya tanggapan masyarakat terhadap institusi
keguruan turut terjejas (Conoley dan Goldstein, 2004). Byrne (1999) yang mana dapatan
kajiannya telah disokong oleh Kendsiora dan Osher (2009) mendapati bahawa sikap kurang
bermoral pelajar di dalam kelas boleh menyebabkan pengajaran guru terganggu. Guru
harus menerima hakikat bahawa punca utama yang menyebabkan tingkah laku bermasalah
pelajar ialah cara penyampaian guru semasa pengajaran dan pembelajaran yang kurang
menarik (Harris, 2005). Maka, guru adalah insan yang bersama-sama pelajar di dalam bilik
darjah menjalankan aktiviti bagi memastikan PdP benar-benar berkualiti dalam membentuk
keperibadian setiap pelajar. Oleh itu, guru dipertanggungjawabkan untuk memberi
pendidikan dan menghasilkan perubahan ke atas kendiri dan jati diri pelajarnya (Abdullah
dan Ainon, 2006).
Selain itu, perubahan sikap yang ditunjukkan oleh pelajar khususnya di dalam bilik
darjah didorong oleh faktor guru yang melaksanakan sistem pembelajaran secara
tradisional. Sistem ini membuatkan pelajar merasa bosan dan tidak berminat untuk belajar
kerana mereka pergi ke kelas dan balik ke rumah dengan membawa banyak maklumat dan
fakta untuk dihafal yang perlu diingati. Pembelajaran seperti ini menyebabkan pembelajaran
berlaku secara cetek dan pelajar mendapati isi kandungan pembelajaran sangat abstrak,
membosankan dan amat sukar untuk mengaitkan masalah dengan dunia yang nyata
(Christopher, 2006). Sikap negatif pelajar terhadap proses pembelajaran dapat dilihat
melalui kehadiran yang menurun dan pencapaian akademik yang lemah (Ahlfedt, 2004;
Zhonglei, 2004).
MASALAH KAJIAN
Melangkahnya seseorang pelajar ke alam persekolahan mereka dibimbing dan diajar oleh
guru untuk menguasai pelbagai ilmu serta kemahiran mengikut peringkat berpandukan
kurikulum yang telah disediakan (Abdullah et. al., 2011). Pendidik yang profesional
berperanan dalam menjana corak pemikiran mereka agar mempunyai daya imaginasi yang
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tinggi dan berpotensi untuk membentuk visualisasi dalam pembelajaran. Ini bermaksud
pengembangan kognitif pelajar untuk berfikir, memahami dan mengerti (Azizi Yahya et. al.,
2005) perlu diutamakan dan ia tidak hanya membekalkan ilmu pengetahuan dan kemahiran
ke arah memperoleh sesuatu maklumat.
Kemelut dan cabaran yang membelenggu sistem pendidikan semakin
membimbangkan banyak pihak dan perlu ditangani dengan segera agar kecemerlangan
profesion ini dapat dilestarikan. Antara isu yang dibangkitkan ialah kegagalan guru-guru
melaksanakan pengajaran dan pembelajaran berkualiti sama ada dari segi perancangan
pengajaran, pelaksanaan pengajaran mahupun personaliti guru itu sendiri yang dapat
memberi impak positif terhadap kecemerlangan pelajar sama ada dari segi akademik
mahupun sikap pembelajaran pelajar itu sendiri.
Kepincangan perubahan sikap pelajar khususnya di kawasan luar bandar jelas
merisaukan semua pihak (Harian Metro: 19 Februari 2009). Hal ini tidak signifikan dengan
peningkatan profesion keguruan masa kini. Laporan Mesyuarat Jawatankuasa Induk
Menangani Disiplin kali ke-2 pada tahun 2009, menyatakan terdapat peningkatan dalam
salah laku disiplin pelajar sekolah rendah (Garis Panduan Permohonan Anugerah
MYGOSS, 2011). Peratusan peningkatan tersebut adalah sebanyak 0.78 peratus pada
tahun 2008 berbanding pada tahun 2009 sebanyak 0.79 peratus. Rentetan daripada laporan
tersebut, data statistik yang telah dikeluarkan oleh Kementerian Pendidikan Malaysia pada
2010 juga telah merisaukan banyak pihak. Daripada data di bawah menunjukkan iaitu
72,557 pelajar sekolah menengah dan 38,927 pelajar sekolah rendah.

Jumlah salah laku di atas turut mengaitkan faktor guru adalah penyebab utama ia
berlaku. Syed Najmudin (2008) dalam kajiannya berpendapat bahawa ada guru yang
mempunyai tanggapan dan bersikap bahawa perancangan pengajaran seperti penyediaan
bahan bantu mengajar (BBM) adalah tidak sepenting kawalan kelas. Hal ini menyebabkan
pengajaran guru itu membosankan dan kurang kreatif disebabkan ketiadaan kepelbagaian
kaedah pengajaran yang hanya berbentuk sehala yang lebih berpusatkan guru. Ryan dan
Cooper (1998) mengatakan tingkah laku dan amalan seseorang itu mempengaruhi oleh
kualiti pengajaran seseorang guru kerana guru bertanggapan interaksi guru dan pelajar tidak
penting (Azizi, Jamaluddin dan Yusof, 2007). Kegagalan guru menyediakan teknik
pengajaran yang berkesan menjadikan pelajar tidak menunjukkan minat, tidak bertanya,
ponteng kelas dan membuat nakal di dalam bilik darjah. Justeru itu, pengajaran dan
pembelajaran akan berlaku dalam situasi sehala. Guru tidak mempunyai sikap memahami,

351

menghormati dan tidak melihat

pengajarannya (Abdul Ghani, 2009).

kemampuan

pelajarnya

dalam

menyampaikan

Menurut Jamil dan Norlia (2008) guru-guru yang terpilih perlu memenuhi keperluan
Falsafah Pendidikan Kebangsaan iaitu seorang yang berketerampilan tinggi dalam pelbagai
bidang, berdaya saing, berakhlak mulia, mengamalkan nilai-nilai murni, berdaya fikir, dan
cekap teknologi. Maka, keterlibatan mereka dalam profesion keguruan ini hendaklah
sentiasa mengamalkan pengajaran yang efektif yang melibatkan elemen pengajaran dari
segi perancangan dan pelaksanaan (Mok, 2007). Oleh yang demikian, kualiti pengajaran
guru seiring dalam membentuk sikap pembelajaran pelajar walaupun tidak semua pelajar
memiliki kualiti keperibadian dan tingkah laku yang diingini oleh guru (Schoenfeld, 2003).

OBJEKTIF KAJIAN
Kajian yang dijalankan dengan menggariskan beberapa objektif. Antara objektifnya ialah :
a.

Mengenal pasti perbezaan kualiti pengajaran guru sekolah rendah luar bandar di
negeri Sabah.

b.

Mengenal pasti perbezaan sikap pembelajaran pelajar sekolah rendah luar bandar di
negeri Sabah.

c.

Mengenal pasti sama ada terdapat hubungan perancangan pengajaran guru dengan
sikap pembelajaran pelajar sekolah rendah luar bandar di negeri Sabah.

d.

Mengenal pasti sama ada terdapat hubungan pelaksanaan pengajaran guru dengan
sikap pembelajaran pelajar sekolah rendah luar bandar di negeri Sabah.

e.

Mengenal pasti sama ada terdapat hubungan personaliti guru dengan sikap
pembelajaran pelajar sekolah rendah luar bandar di negeri Sabah.

f.

Mengenal pasti pengaruh perancangan pengajaran guru, pelaksanaan pengajaran

guru, dan personaliti guru terhadap sikap pembelajaran pelajar sekolah rendah luar
bandar di negeri Sabah.

TINJAUAN LITERATUR
Konsep Kualiti
Kualiti didefinisikan sebagai memenuhi keperluan pelanggan dengan meletakkan fungsi
setiap individu yang berlainan secara umumnya untuk penambahbaikan (Oakland, 1996).
Bagi Pengurusan Kualiti Menyeluruh (TQM) dan ISO 9000 prinsip kualiti lebih tertumpu
kepada kualiti sesuatu prodak dan perkhidmatan serta keluaran yang dihasilkan. Guru kualiti
seperti Deming, Crosby (1979), dan Devid Garvin (1988) yang pada asasnya memberi
takrifan yang berbeza-beza mengenai konsep kualiti yang memfokuskan kepada memenuhi
kehendak pelanggan. Akan tetapi, setelah disimpulkan, kualiti boleh ditakrifkan dalam
pelbagai ciri bergantung kepada kehendak pelanggan yang berbeza terhadap produk atau
perkhidmatan yang mereka ingini.
Selain daripada mengukur kualiti sesuatu produk, perkhidmatan juga turut sama
diukur. Menurut Mohd Hanifiah dalam Baharom (2008) menyatakan bahawa ciri-ciri kualiti
perkhidmatan ialah ketetapan masa dan standard, kebolehpercayaan, mudah dicapai,
ketetapan, jelas, fleksibel, sedia membantu, kepekaan, estetika dan keselesaan,
kefungsiaan, kesopanan, dan ketahanan. Justeru, jika diinterpetasikan dalam bidang
352

pendidikan khususnya dalam bidang pengajaran dan pembelajaran, guru merupakan

pemimpin pengajaran di samping pengurus dalam bilik darjah (Abdullah Sani, 2007). Oleh
itu, wujud penambahbaikan dan kawalan oleh guru yang mana kewujudan teknik yang
sentiasa mengalami penambahbaikan termasuklah sikap pengajar, kemahiran
penyampaian, penggunaan bahan bantu mengajar dan keadaan pelajar mereka (Abdul
Ghani, 2009).
Konsep Sikap
Sikap ialah satu kecenderungan yang ditunjukkan oleh seseorang individu terhadap
sesuatu perkara atau benda atau peristiwa. Dengan kata lain, ia menggambarkan
bagaimana perasaan seseorang terhadap sesuatu. Allport (1935) adalah ilmuan yang
mula-mula mendefinisikan sikap sebagai: An attitude is a mental and neural state of
readiness, organized through experience,b exerting a directive or dynamics influence upon
the individuals response to all objects and situations with which it is related.
Iaitu kesediaan mental dan saraf, tersusun melalui pengalaman, mendorong satu
arah atau mempengaruhi secara dinamik tindak balas individu terhadap semua objek dan
situasi yang berkaitan dengannya.
Perasaan yang signifikan dalam kehidupan seharian juga dikenali sebagai sikap
(Ahmad Shukri, 2002). Pengamatan tersendiri antara Ahmad Shukri (2002), Taylor et al.,
(2003), dan Hitt et al., (2006) memberikan tiga kesimpulan mengenai sikap iaitu dikaitkan
dengan stabil, sikap yang menjurus secara spesifik terhadap sesuatu objek, individu atau
idea dan sikap mempengaruhi tingkah laku seseorang. Menurut Taylor et al., (2003) lagi,
hubungan antara sikap dan tingkah laku kadang-kadang boleh menjadi lemah. Ini adalah
sejajar dengan pandangan Micheal dan Susan (2003) bahawa sikap adalah suatu yang
personal dan rahsia kerana sikap yang tertanam dalam individu berkenaan. Tingkah laku
lahir daripada sikap yang mengawal kelakuan. Sikap mengikut kelakuan sebagaimana
kelakuan mengikut sikap.
Menurut Ahmad Zaki (2004) sikap boleh ditafsirkan sebagai satu pegangan yang
berdasarkan kepada satu keyakinan, sementara pemikiran pula adalah satu set pandangan
yang disimpulkan sebagai pola kebenaran atau kebatilan. Proses pembentukan sikap
adalah datangnya daripada sumber ilmu dan maklumat yang diserap ke dalam pemikiran
seterusnya berlakulah proses analisis dan penilaian sehingga mencapai tahap kepercayaan
dan keyakinan. Maka, keyakinan tersebut mengarah kepada sebuah sikap, lalu membawa
kepada pembentukan watak atau karektor. Gambaran sikap dan pemikiran seseorang itu
adalah melalui tindak balas kognitif, afektif, dan tingkah laku.
Sikap seseorang boleh bersifat positif, sederhana atau negatif bergantung kepada
penilaian terhadap objek sama ada lemah atau kuat. Semakin kurang penilaian terhadap
objek atau sesuatu perkara, individu akan semakin menerimanya (Abdul Azizi, 2007).
Namun, seandainya penilaian meningkat maka penolakan terhadap sesuatu objek turut
meningkat. Sikap terbentuk apabila wujud kepercayaan sama ada positif atau negatif
terhadap sesuatu objek.
Sikap dipercayai mempunyai pengaruh besar terhadap tingkah laku. Kenyataan ini
bersesuaian dengan pandangan Ilhaamie dan Wan Suryati (2008) yang menyatakan
bahawa sikap seseorang individu boleh melahirkan gelagat yang boleh mempengaruhi
produktiviti. Selain itu, sikap juga merupakan salah satu faktor kognitif yang mewujudkan
tingkah laku antara inidvidu dengan individu lain. Secara keseluruhannya, sikap seseorang
pelajar terhadap dirinya, kerjanya, gurunya mahupun pihak sekolah akan menentukan
kejayaan mereka. Ini kerana sikap dan tingkah laku mempunyai hubungan yang baik, sikap

353

boleh mengawal tingkah laku dan kadangkala tingkah laku yang akan mempengaruhi sikap
(Taylor et al., 2003).

TEORI DAN MODEL KUALITI PENGAJARAN GURU

Teori Behaviourisme (TB)
Mazhab behavioris yang diperkenalkan oleh Ivan Pavlov dan dikembangkan oleh Thorndike
dan Skinner, berpendapat bahawa pembelajaran adalah berkaitan dengan perubahan
tingkah laku. Teori pembelajaran mereka kebanyakannya dihasilkan daripada ujian dan juga
pemerhatian yang dilakukan ke atas haiwan seperti anjing, tikus, kucing dan burung di
dalam makmal. Mereka menumpukan ujian kepada perhubungan antara rangsangan dan
gerakbalas yang menghasilkan perubahan tingkah laku (Ting Leng Siong & Muhamad
Sidek, 2007, 26-34). Oleh yang demikian, sesuatu gerak balas yang betul akan diulangi jika
diikuti dengan ganjaran. Gerak balas yang diikuti oleh peneguhan yang positif juga akan
diulangi. Gerak balas yang sering diulangi akan membentuk satu kebiasaan (Nik Hassan
Basri, 2005; 86) seperti memberi latih tubi yang bersifat intensif (Zulkifley, 2006; 92-96).
Rajah1: Teori Behaviourisme (Thorndike 1940)
R
G

Sumber: Mohd.Yusof (2006)

Model Slavin (1994)
Model pengajaran Slavin (1994) adalah model yang menekankan tentang pengajaran guru
yang mempengaruhi pengajaran yang berkesan. Model ini menekankan empat ciri khusus
yang mempengaruhi pengajaran berkesan iaitu kualiti pengajaran, kesesuaian tahap
pengajaran, insentif, dan masa.

Rajah 2: Model Slavin

Input

Proses
Kualiti pengajaran

Kesesuaian aras pengajaran

Insentif
Masa

Output

Pelbagai kaedah pengajaran

Pelbagai alat bantu mengajar
Isi kandungan kemaskini
Pelbagai sistem penilaian
Mengikut aras kebolehan pelajar
Perancanagan isi pengajaran

Peningkatan
Pencapaian
akademik

Memberi motivasi
Sistem ganjaran atau dendaan

Engaged time
Time-on-task

354

Sumber: Slavin (1994)

Model Standard Guru Malaysia (SGM)
Model SGM (2010), menggariskan kompentesi profesional keguruan yang patut dicapai oleh
guru (Standard), dan keperluan yang patut disediakan oleh agensi dan institusi latihan
perguruan bagi membantu guru mencapai tahap kompetensi yang ditetapkan. Oleh itu, guru
perlu mempunyai tahap amalan nilai profesionalisme keguruan, pengetahuan dan
kefahaman, serta kemahiran PdP yang tinggi bagi membolehkan mereka berfungsi sebagai
guru profesional dengan berkesan.
Rajah 3: Model Standard Guru Malaysia

Sumber: SKPM (2010)

TEORI DAN MODEL SIKAP PEMBELAJARAN PELAJAR

Teori Oppenheim (1992)
Menurut Oppenheim (1992) sikap terdiri daripada gabungan tiga elemen iaitu elemen
kognitif, afektif, dan tingkah laku. Beliau menjelaskan berdasarkan rajah 2.7, bahawa
kepercayaan seseorang (kognitif) akan menerbitkan perasaan yang mendalam (afektif) yang
menjurus kepada tingkah laku tertentu (tingkah laku).
Rajah 4: Teori Sikap Oppenheim (1992)

Kognitif
Sikap
Afektif
Tingkalaku

SIKAP
Afektif

Tingkah
laku

355

Sumber: Oppenheim (1992)

Teori Sikap Rosenberg dan Holand (1960)
Teori sikap Rosenberg dan Hovland (1960) dalam Nur Ashiqin (2005) turut membincangkan
sikap pelajar dalam proses pembelajaran. Teori ini juga turut membahagikan sikap terdiri
daripada 3 komponen iaitu kognitif, afektif, dan tingkah laku seperti yang ditunjukkan dalam
rajah 2.8. Teori ini membincangkan tentang jenis sikap yang mudah berubah yang tidak
melibatkan ego dan sikap-siap yang tidak menjadi asas pegangan hidup.
Rajah 5: Teori Sikap Rosenberg dan Hovland
Kognitif

SIKAP

SIKAP

Gerak balas persepsi

Pernyataan verbal

Afektif

Gerak saraf simpatik

Penyataan verbal perasaan

Tingkah laku nyata

Penyataan verbal berhubung
tingkah laku

Tingkah laku

Sumber: Rosenberg M.J. et al., (1960)

Model Akibat Logikal Dreikurs (1968)
Model ini lebih menjurus kepada kepentingan guru memberi kepercayaan dan
tanggungjawab kepada pelajar dalam menduga perlakuan khususnya di dalam bilik darjah.
Guru yang bersifat demokratik sangat dititikberatkan semasa berada dalam bilik darjah. Ini
kerana, dalam membuat sesuatu keputusan guru dan pelajar akan berkoleborasi membuat
keputusan mengatasi salah laku dan mengikut segala peraturan yang telah ditetapkan.
Model Dreikurs mencadangkan supaya guru menggunakan akibat logikal bertujuan
membetulkan tingkah laku bermasalah. Menurut Dreikurs, tindakan yang dilakukan di dalam
bilik darjah hendaklah bersifat logikal iaitu yang dipersetujui oleh guru dan pelajar. Langkahlangkah yang dicadangkan dalam model Dreikurs boleh dilaksanakan oleh guru bagi
mendekatkan pelajar untuk menjalani proses PdP dengan baik. Antaranya ialah kenal pasti
motif pelajar, sering membantu pelajar untuk memahami motif yang ditunjukkan dalam PdP,
bantu pelajar tukar matlamat salah kepada yang benar, bimbing pelajar bertanggungjawab
atas matlamat baharu dan yang terakhir ialah bantu pelajar melihat akibat di sebalik tingkah
laku yang mereka lakukan. Berdasarkan langkah-langkah ini beliau yakin guru akan mampu
untuk membuat pengurusan bilik darjah dengan baik dan pelajar akan rasa bilik darjah
adalah kepunyaan mereka (belongingness). Kekuatan model ini dapat memupuk autonomi
di mana pelajar bertanggungjawab atas tindakan dan pilihan mereka. Dengan model ini,
wujud persekitaran pembelajaran yang kondusif melalui komunikasi yang terbuka dan saling
hormat-menghormati antara pelajar.

356

Rajah 6: Model Akibat Logikal Dreikurs

Sumber: Dreikurs (1968)

KERANGKA KONSEP KAJIAN

Pemboleh Ubah Bebas

Pemboleh Ubah Bersandar

Kualiti Pengajaran Guru

Sikap Pembelajaran Pelajar

1. Perancangan Pengajaran
-

2. Pelaksanaan Pengajaran

Kognitif
Afektif
Tingkah Laku

3. Personaliti Guru

RUMUSAN
Ekoran daripada reformasi pendidikan, peranan guru masa kini bukan sahaja
menyampaikan pengajaran tetapi juga sebagai fasilitator dan pemberi perangsang kepada
pelajar. Guru perlu mendidik dan membimbing untuk mengembangkan potensi pelajar
secara menyeluruh dari segi termasuk sikap kognitif, afektif, dan tingkah laku pelajar supaya
mereka menjadi seorang yang berpengetahuan luas dan berakhlak mulia. Langkah-langkah
ini semuanya bermula di dalam bilik darjah. Pengetahuan dan kemahiran seseorang guru
bukan batu loncatan menjadikannya seorang guru berkualiti. Tetapi ia juga bergantung
kepada darjah motivasi mereka untuk mengadaptasi ilmu pengetahuan dan kemahiran
dengan lebih berkesan (Syarifah, 1994). Selain itu, guru juga seharusnya mengaplikasikan
pelbagai kaedah pengajaran bagi menarik minat pelajar untuk belajar khususnya di dalam
kelas (Reed dan Kirkpatrick, 1998). Kejayaan seorang doktor mahupun perdana menteri
adalah seiring dengan kejayaan guru yang mendidiknya.
Justeru, pengkaji percaya guru yang kreatif dan bersedia dengan pelbagai teknik
pengajaran dapat mempengaruhi suasana pembelajaran dan pengajaran yang bakal berlaku
di dalam bilik darjah. Tumpuan dan semangat yang ditonjolkan oleh pelajar akan lebih
bermakna jika guru yang ada di hadapan mereka tampil dengan gaya yang luar biasa
seterusnya menggunakan kaedah pengajaran yang pelbagai dan menarik dari semasa ke
357

semasa. Maka, seorang guru yang berdedikasi dan sering menjadi ikon pelajar akan kerap
menampilkan pembaharuan sekaligus teknik pedagogi mereka berjaya membentuk sikap
pembelajaran pelajar seterusnya proses pembelajaran dan pengajaran guru tersebut akan
menjadi halwa mulut dalam kalangan pelajar dan guru.
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Abdullah Sani. 2007. Guru Sebagai Pemimpin. Kuala Lumpur: PTS Profesional Publishing
Sdn Bhd.
Abdul Aziz Jantan. 2007. Inclusive Education In Malaysia: Mainstream Primary Teachers
Attitudes To Chance Of Policy And Practices. Doctoral Thesis
Newcastle:
University Of Northumbria.
Abdul. Ghani Abdullah. 2009. Kepimpinan & Penambahbaikan Sekolah. Kuala
PTS Profesional Publishing Sdn Bhd.

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Ahmad Shukri. 2002. Ciri Iklim Sekolah Berkesan: Implikasinya Terhadap Sekolah. Jurnal
Pendidikan. Kertas Kerja Seminar Pendidikan Guru. Bil. 14: 96- 115. 2002.
Alloport, G.W. 1935. Attitudes. In C. Murchison (Ed) Handbook of Social Psychology,
Rinechart Winston Publishers.
Azizi Hj. Yahaya, Sharin Hashim, Jamaludin Ramli, Yusof Boon dan Abdul Rahim
Hamdan. 2007. Menguasai Penyelidikan dalam Pendidikan. Kuala Lumpur:
PTS Profesional Publishing Sdn Bhd.
Baharom Mohamad. 2008. Psikologi Pendidikan dalam PTV. Cetakan Pertama. Johor.
UTHM.
Byrne, B. M. (1999). The nomological network of teacher burnout: A literature review and
empirically validated model. Dalam R. Vandenberghe & A. M. Huberman (Eds.),
Understanding and preventing teacher burnout: A sourcebook of international
research and practice (pp. 1537). Cambridge, UK: Cambridge College Press.
Conoley, J. C., & Goldstein, A. P. (2004). School violence intervention: A practical handbook
(2nd ed.). New York: Guilford.
Dreikurs, R., dan Grey, L. 1968. A New Approach To Discipline: Logical Consequences.
New York: Hawtorne Books.
Hallinger, P. 2010. Making education reform happen: Is there an Asian way? School
Leadership and Management. 30 (5):401-419.
Harian Metro Online. 2009. Pelajar Dibelasah kerana Menjeling.
Hooper, D.W. (2002). Improving instruction as a team. School Administrator.59(4): 42-44.
Mok Soon Sang. 2007. Nota Pengurusan Pengajaran Dan Pembelajaran. Kuala Lumpur :
Multimedia-ES Resources Sdn Bhd.
Nur Asyiqin Najmuddin. 2005. Sikap dan Kerisauan Pelajar Matrikulasi Terhadap
Pengajaran dan Pembelajaran Matematik dalam Bahasa Inggeris. Fakulti
Pendidikan. Universiti Kebangsaan Malaysia.
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Oppenheim, A.N. 1992. Questionnaire Design, Interviewing And Attitude Measurement.

London: Pinter Publishers.
Rosenberg, M.J. dan Hovland, C.I. 1960. Attitude Organization and Change: An Analysis of
Consistency Among Attitudes Components. Westport: Yale University Press.
Slavin, R. 1994. A Theory of School and Classroom Organization. Dalam R. Slavin (Ed.),
School and Classroom Organization: Hillsdale, NJ Erlbaum.
Shippen, M.E.,& Shippen, S. J. 2004. Seven Characteristics of Affective Leaders. Classroom
Leadership. 7: 1-3.
Jemaah Nazir Sekolah kementerian pelajaran Malaysia. 2010. Penarafan Kendiri Sekolah
Berdasarkan Standard Kualiti Pendidikan Malaysia. Kuala Lumpur: Penerbitan
Jemaah Nazir Sekolah.
CABARAN PENGAJARAN KEMAHIRAN BERFIKIR MELALUI MODUL BENGKEL
Azieyana Binti Aziz
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
azie_eyana@yahoo.com
Christina Andin
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
christina@ums.edu.my
Abd. Said Bin Ambotang
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah
Kota Kinabalu, Sabah, Malaysia
said@ums.edu.my
Abstrak
Satu daripada enam ciri utama yang ditekankan dalam Pelan Pembangunan Pendidikan
Malaysia (PPPM) ialah kemahiran berfikir yang perlu diterapkan dalam diri pelajar sebagai
persediaan untuk bersaing dalam dunia global masa kini. Namun, dalam usaha untuk
menerapkan Kemahiran Berfikir Aras Tinggi (KBAT), terdapat pelbagai cabaran yang perlu
dihadapi. Antara cabaran dalam pelaksanaan KBAT ini ialah masalah ketidaksediaan guru
yang terdiri daripada kurang kefahaman dan kemahiran pedagogi untuk pengajaran KBAT
serta ketidaksediaan pelajar. Perkembangan pedagogi kini memerlukan pelbagai teknik
pengajaran untuk memberi kefahaman kepada pelajar. Selain daripada pengajaran dan
pembelajaran di dalam kelas, aktiviti pengajaran melalui bengkel juga merupakan satu
aktiviti menarik untuk dilaksanakan sebagai salah satu teknik memberi kefahaman kepada
pelajar. Oleh itu, kajian ini dijalankan bertujuan untuk mengenalpasti cabaran menerapkan
KBAT melalui modul bengkel kepada pelajar. Untuk menjalankan kajian ini, penyelidik
menggunakan kaedah penyelidikan kualitatif melalui temubual dan pemerhatian untuk
mendapatkan respon daripada guru dan pelajar mengenai cabaran penerapan KBAT serta
bagaimana modul bengkel KBAT meningkatkan kemahiran berfikir dan minat pelajar.
Dapatan kajian fasa satu telah dijalankan di sebuah sekolah menengah di daerah
359

Penampang, Sabah. Sampel kajian terdiri daripada 24 pelajar tingkatan empat yang
mengambil subjek ekonomi serta 4 orang guru pelatih. Kajian yang akan dijalankan akan
dapat memberi sumbangan mengenai kepentingan mengaplikasikan KBAT dalam subjek
ekonomi untuk para pelajar serta membantu para guru melaksanakan bengkel pengajaran
KBAT melalui modul bengkel yang telah dibentuk.
Kata Kunci: Kemahiran Berfikir Aras Tinggi (KBAT), Pengajaran Melalui Bengkel, Subjek
Ekonomi
PENDAHULUAN
KBAT merupakan satu elemen penting dalam memastikan pelajar mampu bersaing dalam
era globalisasi yang semakin mencabar. Rancangan Rangka Jangka Panjang Tiga (RRJP3)
yang telah dibentangkan di Parlimen pada April 2001 telah menggariskan dengan jelas ilmu
dan kemahiran yang perlu dimiliki oleh rakyat Malaysia agar negara kita dapat bersaing
dengan negara-negara lain dalam persaingan globalisasi masa kini (Rajendran, 2001). Ini
kerana, majikan pada masa kini menginginkan pekerja yang mempunyai nilai tambah dalam
diri mereka (Berita Semasa, 2014). Kajian yang dijalankan oleh Jobstreet pada tahun 2014
mengetengahkan punca pengangguran dalam kalangan graduan. Antara punca tersebut
ialah sikap dalam diri graduan yang teruk mencatatkan peratusan sebanyak 37 peratus,
kemahiran yang ada tidak bertepatan dengan kehendak pasaran sebanyak 30 peratus, tiada
kemahiran menyelesaikan masalah sebanyak 26 peratus dan tahap pengetahuan yang
lemah sebanyak 24 peratus (Berita Semasa, 2014). Kemahiran menyelesaikan masalah dan
pengetahuan yang lemah ini boleh diatasi dengan penerapan KBAT dalam kalangan pelajar
sejak di bangku sekolah lagi. Apabila menganjak ke institut pengajian tinggi, pelajar akan
mempunyai kemahiran berfikir yang kukuh untuk mengembangkan potensi diri mereka
sekaligus memenuhi kehendak pasaran pekerjaan masa kini.
Namun begitu,di Malaysia, sepanjang tempoh pengenalan KBAT pada tahun 2001
sehingga kini, masih terdapat kelemahan pelaksanaan KBAT dalam pengajaran dan
pembelajaran. Masalah utama yang berlaku dalam pelaksanaan KBAT ialah ketidaksediaan
guru menerapkan KBAT dalam pengajaran (Noriza & Effandi, 2014) sehingga menyebabkan
pelajar tidak mempunyai pengetahuan asas dalam pembelajaran. Kekurangan ilmu
pengetahuan dan kemahiran pedagogi pelaksanaan KBAT menyukarkan guru untuk
melaksanakan pengajaran KBAT (Noriza & Effandi, 2014). Penekanan yang lebih kepada
penguasaan fakta dan konsep berbanding kemahiran berfikir serta kekangan masa di dalam
bilik darjah juga menyukarkan pelaksanaan KBAT dalam pengajaran dan pembelajaran
(Sarimah dan Shaharom, 2008). Pelajar juga dikatakan kurang berminat dengan topik
pembelajaran disebabkan oleh kaedah pengajaran guru yang kurang memuaskan (Chiew &
Shashipriya, 2014). Walaupun pengajaran KBAT harus diaplikasikan dalam pengajaran,
namun guru masih kekal dengan kaedah konvensional menyebabkan pelajar tidak dapat
mengaplikasikan KBAT dalam topik yang dipelajari seterusnya kurang meminati subjek yang
dipelajari (Chiew & Shashipriya, 2014).
Untuk mengatasi masalah tersebut, penyelidik akan membangunkan satu modul
bengkel KBAT yang dapat membantu mengatasi masalah-masalah yang berlaku. Kajian
awal yang dilaksanakan penyelidik menunjukkan bahawa pelaksanaan bengkel lebih
menjurus kepada bengkel teknik menjawab, bengkel penguasaan subjek, bengkel
pengukuhan subjek dan bengkel motivasi. Di barat, pelaksanaan bengkel juga adalah
bertujuan untuk pengukuhan terhadap topik yang dipelajari pelajar (Education World, 2016).
Pengajaran KBAT ini pula boleh diterapkan melalui aktiviti menaakul, merefleksi,
menganalisis, membuat keputusan dan menyelesaikan masalah (Kementerian Pendidikan
Malaysia, 2014). Aktiviti tersebut pula memerlukan masa yang lama. Peruntukan masa yang
lama itu menyebabkan guru menghadapi kekangan masa menerapkan KBAT lebih-lebih lagi
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apabila guru hanya mempunyai satu masa yang terdiri daripada 40 minit. Disebabkan oleh
kekangan masa untuk guru menerapkan KBAT dalam pengajaran dan pembelajaran di bilik
darjah, maka pengajaran KBAT melalui modul bengkel akan menjadi satu alternatif kepada
pengajaran KBAT yang memerlukan masa yang lebih lama. Dengan menyediakan modul
bengkel KBAT yang memberi arahan yang jelas, menyediakan kaedah pengajaran,
menyediakan aktiviti pembelajaran, serta menyediakan bahan bantu mengajar, ia akan
dapat menjadi panduan kepada guru untuk melaksanaan bengkel pengajaran KBAT.
Menurut Rafiza (2013), aktiviti pembelajaran aktif akan membolehkan pelajar
memahami pelajaran dengan lebih bermakna dan berjaya menarik minat pelajar untuk
telibat aktif dalam pengajaran dan pembelajaran. Pembelajaran yang lebih bermakna ini
akan membantu dalam meningatkan kemahiran berfikir pelajar. Disebabkan perkara
tersebut, penyelidik akan membangunkan modul bengkel KBAT yang menekankan aktiviti
pembelajaran aktif yang melibatkan pengaplikasian pengetahuan, membuat penaakulan dan
refleksi bagi menyelesaikan masalah, membuat keputusan dan berupaya mencipta sesuatu
selaras dengan ciri-ciri yang diletakkan oleh Kementerian Pendidikan Malaysia untuk
penerapan KBAT. Dengan cara ini, ia bukan sahaja dapat mendedahkan pelajar kepada
pembelajaran KBAT, bahkan dapat membantu meningkatkan minat pelajar. Modul bengkel
KBAT yang akan dilaksanakan diterapkan melalui enam topik dalam subjek ekonomi yang
dikenalpasti sebagai topik yang sukar kepada pelajar.

METODOLOGI
Untuk menjalankan kajian ini, penyelidik menggunakan pendekatan penyelidikan berbentuk
kualitatif menggunakan kaedah temubual dan pemerhatian untuk mendapatkan respon guru
dan pelajar mengenai cabaran penerapan KBAT serta bagaimana modul bengkel KBAT
meningkatkan kemahiran berfikir dan minat pelajar. Dapatan kajian fasa satu telah
dijalankan di sebuah sekolah menengah di daerah Penampang, Sabah. Sampel kajian
adalah terdiri daripada 24 orang pelajar tingkatan empat yang mengambil subjek ekonomi
serta 3 orang guru yang menjadi fasilitator dalam pelaksanaan bengkel. Berikut merupakan
profil responden kajian:
Jenis responden
Pelajar
Guru

Jumlah Lelaki
7
-

Jumlah Perempuan
17
3

DAPATAN KAJIAN
Kajian lepas menunjukkan bahawa cabaran utama untuk melaksanakan KBAT adalah
ketidaksediaan guru (Sarimah & Shaharom, 2008; Chiew & Shashipiya, 2014; Noriza &
Effandi, 2014). Untuk mengenalpasti mengenai isu tersebut, penyelidik telah melaksanakan
pemerhatian mengenai masalah ketidaksediaan guru ketika guru mengendalikan modul
bengkel KBAT tersebut. Dalam pelaksanaan kajian fasa satu (1) yang dijalankan oleh
penyelidik, masalah utama yang dihadapi ketika pelaksanaan modul bengkel KBAT ialah
guru tidak menjelaskan kemahiran berfikir yang seharusnya dipelajari oleh pelajar. Dalam
modul yang dibentuk, penyelidik telah meletakkan kemahiran berfikir yang seharusnya
dikuasai pelajar dan guru seharusnya mengajar pelajar mengenai kemahiran berfikir
tersebut. Namun begitu, guru yang mengendalikan modul tidak mengajar pelajar mengenai
kemahiran berfikir tersebut. Disebabkan oleh masalah ini, pelajar yang mengikuti bengkel
KBAT yang dilaksanakan masih belum mendapat pendedahan pengajaran berfikir.
Kemahiran berfikir yang terdiri daripada pemikiran kritis dan kreatif mengikut aras tertinggi
bermula pada aras mengingat, memahami, mengaplikasi, menganalisis, menilai dan
mencipta yang cuba diterapkan melalui topik-topik dalam subjek ekonomi masih belum
berjaya dikuasai dan difahami dengan baik oleh pelajar. Dapatan ini menunjukkan bahawa
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ketidaksediaan guru untuk menjelaskan kemahiran berfikir yang seharusnya diketahui

pelajar menjadi salah satu cabaran dalam menerapkan pengajaran KBAT melalui modul
bengkel.
Masalah kedua yang dikenalpasti oleh penyelidik dan menjadi cabaran dalam
pelaksanaan modul bengkel KBAT ini ialah pelajar yang tidak menjawab dengan baik pada
modul terakhir setiap hari iaitu modul tiga dan enam. Ini kerana pelajar seolah-olah tidak
sabar untuk pulang selepas modul terakhir. Disebabkan perkara tersebut, penyelidik
mendapati terdapat ramai pelajar yang tidak menjawab soalan ujian selepas modul. Ini
menyebabkkan penyelidik tidak dapat membuat penilaian mengenai tahap penguasaan
pelajar selepas bengkel dilaksanakan. Situasi ini menunjukan bahawa pelajar mempunyai
masalah dari segi motivasi dalam pelaksanaan bengkel KBAT yang dijalankan.
Dari segi persekitaran, dapatan kajian awal menunjukkan bahawa ruang yang selesa
sangat diperlukan untuk melaksanakan bengkel. Keluasan sesuatu tempat pelaksanaan
bengkel perlu diambil kira kerana terdapat banyak aktiviti yang perlu dijalankan ketika
bengkel dilaksanakan dan ia memerlukan ruang yang besar. Dalam kajian fasa satu(1) ini,
pelajar menyatakan bahawa keadaan yang panas membuatkan mereka kurang selesa.
Lokasi bengkel diadakan ialah di perpustakaan dan pendingin hawa perpustakaan kurang
berfungsi ketika bengkel dilaksanakan. Ketiadaan kipas siling menyebabkan keadaan
perpustakaan agak panas. Keadaan ini sedikit menggangu perjalanan bengkel yang
dilaksanakan. Dapatan ini juga menunjukkan bahawa ruang persekitaran boleh menjadi
salah satu cabaran dalam pelaksanaan bengkel KBAT ini.
PERBINCANGAN
Cabaran Guru Menerapkan KBAT melalui Modul Bengkel
Kajian lepas menunjukkan terdapat tiga pendekatan utama untuk mengajar kemahiran
berfikir (Swartz & Parks, 1994). Pendekatan pertama ialah arahan secara langsung
mengenai kemahiran berfikir dalam aktiviti bukan kurikulum. Pengajaran arahan secara
langsung bermakna guru memberikan tempoh masa untuk pelajar berfikir dalam satu
tempoh yang telah ditetapkan dan biasanya dipandu oleh guru yang mana pengajaran akan
berlangsung secara berasingan dengan kurikulum (Swartz & Parks, 1994). Contohnya, guru
mengajar pelajar cara untuk membuat penilaian mengenai hujah atau pernyataan yang tidak
berkait langsung dengan isi pembelajaran. Selepas itu, guru meminta pelajar menilai
pernyataan dalam mata pelajaran yang dipelajari. Pengajaran ini merupakan pengajaran
arahan secara langsung dalam aktiviti bukan kurikulum. Namun, kemahiran berfikir ini juga
dapat digunakan dalam aktiviti kurikulum.
Pendekatan kedua ialah menggunakan kaedah kemahiran berfikir dalam aktiviti
kurikulum (Swartz & Parks, 1994). Pendekatan ini cuba menerapkan kemahrian berfikir
melalui aktiviti dalam pengajaran menggunakan kaedah pembelajaran kooperatif, paparan
grafik, soalan aras tinggi, soalan manipulatif, dan pembelajaran inkuiri. Apabila pelajar
memberi tindak balas terhadap kaedah yang dilaksanakan,ini bermakna pelajar dapat
menerapkan kemahiran berfikir dalam pembelajaran mereka. Namun, strategi ini tidak
mengajar kemahiran berfikir secara jelas. Pendekatan ini lebih kepada mengajar kemahiran
berfikir secara tersirat dalam kandungan pembelajaran.
Kemudian, pendekatan ketiga ialah pendekatan penyebatian iaitu menyusun semula
isi kandungan pengajaran dan memasukkan arahan langsung mengenai kemahiran berfikir
dalam setiap topik pengajaran (Swartz & Parks, 1994). Setiap kandungan pengajaran akan
dimasukkan elemen kemahiran berfikir untuk dilaksanakan oleh guru. Guru akan
memperkenalkan kepada pelajar kemahiran berfikir dan juga proses dalam kemahiran
berfikir dengan cara menggunakan arahan yang jelas dan tidak tersurat. Melalui cara ini,
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pelajar dapat memahami kemahiran berfikir yang perlu mereka kuasai. Di Malaysia,
pendekatan yang digunakan ialah pendekatan penyebatian yang telah menggabungan
pengajaran kemahiran berfikir dan amalan pengajaran kemahiran berfikir dalam setiap topik
pengajaran. Pendekatan ini berkait rapat dengan Falsafah Pendidikan Kebangsaan yang
ingin mengaplikasikan perkembangan pengetahuan, kemahiran dan nilai secara bersepadu
dalam kalangan pelajar bagi melahirkan pelajar yang mampu bersaing di peringkat global
(Kementerian Pendidikan Malaysia, 2014).
Hasil daripada kajian fasa satu (1) yang dijalankan, guru sedar akan kemahiran
berfikir yang seharusnya diterapkan kepada para pelajar. Namun begitu, guru masih tidak
mengajar kemahiran berfikir secara langsung seperti mana strategi penyebatian KBAT yang
seharusnya dilaksanakan oleh guru menyebabkan pelajar masih kurang memahami
kemahiran berfikir yang seharusnya dikuasai oleh mereka. Oleh yang demikian, guru
seharusnya menggunakan pendekatan pengajaran penyebatian dengan memberi arahan
secara langsung mengenai kemahiran berfikir dalam topik yang diajar. Pendekatan ini akan
memberi pemahaman kepada pelajar mengenai kemahiran berfikir yang perlu mereka
kuasai disamping melatih kemahiran berfikir mereka secara kreatif dan kritis. Secara tidak
langsung, pendekatan ini turut dapat meningkatkan kesediaan pelajar terhadap perubahan
kemahiran berfikir yang sedang diimplimentasikan di semua sekolah. Ketidaksediaan guru
dalam menggunakan pendekatan ini merupakan satu cabaran dalam pengajaran bengkel
KBAT yang dilaksanakan.
Cabaran Kerjasama Pelajar untuk Mengaplikasikan KBAT melalui Modul Bengkel
Kajian lepas menunjukkan bahawa dalam pengajaran dan pembelajaran, ransangan yang
memberi kesan tindak balas daripada pelajar perlu diberikan ganjaran (Keneth & Ben,
1999). Tindak balas tanpa ganjaran akan menyebabkan maklumat dan pengetahuan yang
diterima pelajar tidak bertahan lama. Selain itu, peneguhan negatif seperti hukuman perlu
dielakkan kerana ia boleh menyebabkan ikatan pengetahuan yang telah dibina oleh pelajar
menjadi lemah. Ini kerana hukuman merupakan perkara yang tidak disukai oleh pelajar.
Apabila perkara yang tidak disukai oleh pelajar diberikan kepada mereka sewaktu
pembelajaran, maka pengetahuan yang diperoleh akan perlahan-lahan hilang.
Ini menunjukkan bahawa dalam pengajaran KBAT melalui modul bengkel yang
dilaksanakan oleh penyelidik, motivasi ekstrinsik perlu diselitkan kepada para pelajar.
Contoh motivasi ekstrinsik yang boleh diberikan ialah ganjaran hadiah melalui aktiviti
berkumpulan dan hadiah kepada peserta terbaik bengkel setiap hari. Pendekatan motivasi
ekstrinsik ini secara perlahan akan mendorong pelajar untuk bersemangat dan bersungguhsungguh ketika pelaksanaan bengkel KBAT. Perkara ini juga selaras dengan Teori
Pelaziman Klasik dalam Teori Behavioristik yang berkaitan dengan perubahan tingkah laku
pelajar selepas ransangan diberikan. Secara tidak langsung, ia dapat meningkatkan minat
pelajar terhadap pengajaran dan pembelajaran dan mengurangkan cabaran dalam
pengajaran KBAT.
Cabaran Persekitaran untuk Menerapkan KBAT melalui Modul Bengkel
Menurut Wong dan Fraser (1996), persekitaran adalah penentu utama dalam pembelajaran
pelajar. Persekitaran pembelajaran meliputi ruang fizikal, bahan dan sumber maklumat,
interaksi dan hubungan antara pelajar dan guru. Menurut Che Nidzam et.al (2013) pula,
persekitaran bilik darjah merupakan elemen penting dalam membentuk suasana
pembelajaran yang kondusif dan memberansangkan. Ini kerana persekitaran yang berkualiti
akan dapat membantu mewujudkan keselesaan pengajaran dan pembelajaran (Che Nidzam
et.al, 2013). Kajian lepas menunjukkan bahawa terdapat hubungan antara persekitaran dan
hasil pembelajaran pelajar terutamanya dari aspek pencapaian dan kepuasan. Persekitaran
fizikal seperti saiz bilik darjah, perabot, kepanasan, pencayahaan dan kualiti udara akan
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mempengaruhi keberkesanan sesuatu pembelajaran (Che Nidzam et. al, 2013). Ini
menunjukkan keadaan yang panas ketika bengkel dilaksanakan boleh mengganggu
keberkesanan bengkel. Apabila bengkel tidak dapat dilaksanakan dengan berkesan, maka
ia boleh mengganggu sesi pengajaran dan pembelajaran. Sesi pengajaran dan
pembelajaran yang terganggu akan turut mengurangkan keupayaan penerapan KBAT
melalui modul bengkel KBAT yang dilaksanakan. Oleh yang demikian,untuk mengatasi
masalah persekitaran dalam dapatan kajian fasa satu (1) ini, penyelidik perlu memastikan
persekitaran untuk pelaksanaan bengkel berada pada tahap yang memuaskan bagi
mewujudkan pelaksanaan bengkel yang selesa kepada pelajar.
KESIMPULAN
Kemahiran berfikir merupakan suatu kemahiran yang sangat penting dalam mendepani
cabaran globalisasi pada masa akan datang. Penerapan kemahiran berfikir melalui
pendekatan penyebatian seharusnya dipraktikkan oleh guru bagi mewujudkan kesediaan
dan pemahaman kepada pelajar mengenai kemahiran berfikir dalam topik yang dipelajari.
Cabaran dalam pengajaran KBAT seperti ketidaksediaan guru dalam menggunakan
pendekatan penyebatian dan motivasi pelajar yang kurang boleh diatasi dengan
memberikan modul pengajaran KBAT yang lengkap kepada guru. Kandungan modul
pengajaran KBAT yang akan diperbaiki dengan menerapkan unsur motivasi akan memberi
kebaikan kepada kedua-dua pihak iaitu guru dan pelajar dalam usaha untuk mengatasi
cabaran pengajaran KBAT pada masa kini.

RUJUKAN
Berita

Semasa. 4
Malaysia?

September

2014.

Punca

Graduan

Universiti

Menganggur

di

Che Nidzam Che Ahmad, Noraini Mohamed Noh, Mazlina Adnan, Marzita Putih, & Mohd
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Chiew, F. P., & Shashipriya, N. (2014). Pelaksanaan Kemahiran Berfikir Kreatif dan
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Pendidikan Bahasa Melayu, Vol. 4, Bil. 2. Kuala Lumpur: Universiti Malaya.
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Sekolah.
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Melayu Dalam Bilik Darjah. Tanjung Malim: Universiti Pendidikan Sultan Idris.
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Performance in Physics of College Students: A Regression Analysis.
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Pelajar Sains Tingkatan Empat. Jurnal Pendidikan Universiti Teknologi Malaysia,
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58-72. Skudai: Universiti Teknolgi Malaysia.
Swartz, R. J., dan Parks, S. 1994. Infusing The Teaching of Critical and Creative Thinking
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PENGARUH PERAPATAN IBU BAPA, PERAPATAN RAKAN SEBAYA, PENDIDIKAN

SEKS DAN PENGHARGAAN KENDIRI KE ATAS TINGKAH LAKU SEKSUAL BEBAS
DALAM KALANGAN REMAJA: PERSONALITI SEBAGAI MODERATOR
Dasing Bin Matanggal
Fakulti Psikologi & Pendidikan Universiti Malaysia Sabah
mcharlesdasing@yahoo.com
Abstrak
Kajian ini dijalankan bertujuan untuk mengenalpasti pengaruh perapatan ibubapa, perapatan
rakan sebaya, pendidikan seks dan penghargaan kendiri ke atas tingkah laku seksual
bebas remaja. Pengaruh perapatan ibu bapa, perapatan rakan sebaya, pendidikan seks
dan penghargaan kendiri ke atas tingkah laku seksual bebas remaja mungkin berubah
disebabkan oleh kewujudan faktor personaliti. Oleh sebab itu, kajian ini juga bertujuan untuk
menguji peranan personaliti terhadap pengaruh perapatan ibu bapa, perapatan rakan
sebaya, pendidikan seks dan penghargaan kendiri ke atas tingkah laku seksual bebas
dalam kalangan remaja. Kajian ini melibatkan 420 orang pesalah juvana berumur 14 hingga
21 tahun yang di tahan di pusat-pusat pemulihan akhlak iaitu Sekolah Henry Gurney,
Kepayan, Sekolah Henry Gurney Keningau dan Sekolah Tunas Bakti Inanam. Kajian adalah
berbentuk tinjauan dengan menggunakan soal selidik Junior Eysenk Personality Inventory,
Kaedah Mengukur Kesahan Self-esteem oleh Rosenberg, Inventory Of Parents And Peer
Attachment-Revised, Sexual Behavior Questionnaire dan Sex Education Questionnaire.
Data yang diperolehi dianalisis menggunakan Statistical Package for Social Sciences
(SPSS) Version 20 for windows. Hasil analisis mendapati terdapat hubungan yang signifikan
antara pengaruh pendidikan seks dan penghargaan kendiri terhadap tingkah laku seksual
bebas remaja dengan kekuatan hubungan masing-masing, r=.215, p=.001 dan r=.134,
p=.001. Keputusan regresi hierarki sehala mendapati bahawa personaliti introvert
merupakan moderator antara pengaruh pendidikan seks dan tingkah laku seksual bebas
remaja. Kajian ini memberi pemahaman baru mengenai sumbangan faktor personaliti,
pendidikan seks dan penghargaan dalam meramal tingkah laku seksual bebas remaja.
Kata Kunci: Ibu bapa, Rakan Sebaya, Pendidikan Seks, Penghargaan Kendiri, Personaliti,

Isu tingkah laku seksual bebas dalam kalangan remaja, merupakann antara isu utama
dalam masyarakat Malaysia. Menurut Ghifari Al Abu (2003) disebut dalam Balan
Rathakrishnan, Nagashekhara Molugulu, Balakrishnan Parasuraman dan Kumaraswamy
Narasappa (2012), tingkah laku seksual bebas adalah hubungan antara dua orang daripada
jantina yang berbeza dimana terdapat hubungan seks luar nikah. Berdasarkan kajian,
peringkat remaja adalah masa dimana meningkatnya minat terhadap seks. Menurut Hurlock
(1998), secara fitrahnya naluri seks manusia berkembang dalam usia tertentu iaitu bagi
lelaki naluri seksnya timbul dalam lingkungan umur 16 tahun manakala perempuan pula
dalam lingkungan umur 12 tahun.
Ini menunjukkan dalam peringkat hayat manusia, dorongan seksual memuncak pada
peringkat zaman remaja. Jaffe (1997) turut menyatakan bahawa pertumbuhan fizikal dan
kematangan seksual merupakan ciri-ciri tersendiri dan universal bagi remaja. Justeru itu
adalah sesuatu yang sihat, semulajadi dan normal apabila timbulnya perasaan romantik dan
hawa nafsu dalam diri seseorang remaja itu. Walaubagaimanapun, kejahilan dan kecuaian
golongan remaja dalam melestarikan keinginan dan keperluan seksual selalunya
mendorong mereka terjebak dengan tingkah laku seksual bebas yang memberi impak
kepada kehidupan remaja itu sendiri seperti kehamilan yang tidak diingini serta
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ketidaksediaan menjadi ibu bapa, konflik keluarga, pengguguran janin, mengandung dan
melahirkan anak luar nikah.
Di Malaysia, berdasarkan purata, seramai seratus orang bayi dibuang setiap tahun
dan kebanyakannya telah mati apabila ditemui (Pak, 2010) disebut dalam Sarnon, N. et.al
(2012). Bilangan anak luar nikah di Malaysia juga menunjukkan angka yang amat
membimbangkan. Data statistik Jabatan Pendaftaran Negara menunjukkan seramai 152,182
orang bilangan anak luar nikah atau anak tidak sah taraf bagi tahun 2008 sehingga 2010
telah dicatatkan. Timbalan Menteri Pembangunan Wanita, Keluarga dan Masyarakat, Datuk
Heng Seai Kie berkata, statistik turut menunjukkan Sabah merupakan negeri paling tinggi
mencatatkan kelahiran anak luar nikah iaitu 41,490 orang, diikuti Selangor (18,983 orang),
Sarawak (17,570 orang), Johor (16,298 orang) dan Wilayah Persekutuan Kuala Lumpur
(12,095 orang).
Menurut Sarnon N, et.al (2012), situasi ini mewujudkan kebimbangan kepada semua
pihak sehingga kerajaan Malaysia bersama NGO iaitu OrphanCARE mewujudkan Pusat
Perlindungan Bayi yang tidak diingini (Baby Hatch) pada tahun 2010. Walaupun kesilapan
tidak diletakkan kepada kumpulan remaja seratus peratus, namun statistik menunjukkan
bahawa kumpulan ini turut sama banyak menyumbang kepada pengguguran janin dan
pembuangan bayi.
Masalah tingkah laku seksual bebas remaja semakin meruncing apabila sesetengah
remaja yang terlibat dengan tingkah laku seksual bebas berasa tidak bersalah dengan
perbuatan mereka malah menganggap pengalaman tersebut sesuatu yang menyeronokkan.
Hal ini terbukti berdasarkan kajian yang dijalankan oleh Mohamad Shatar (2009) disebut
dalam Khalim Zainal, Aminudin Basir @ Ahmad dan Akila Mamat (2010) ke atas 300 orang
remaja dalam lingkungan umur 15 hingga 25 tahun. Kajian ini mendedahkan bahawa remaja
ini terlibat dengan seks bebas sehingga ada dalam kalangan mereka mengugurkan
kandungan. Daripada jumlah tersebut, 85 peratus remaja menyifatkan pengalaman
berkenaan sebagai sesuatu yang menyeronokkan.
Sehubungan dengan itu, kajian demi kajian telah dijalankan untuk mengupas faktor
pendorong remaja terlibat dengan tingkah laku seksual bebas. Berdasarkan kaji selidik
yang dijalankan oleh Small dan Luster (1994) terhadap 2,000 orang remaja untuk mengutip
maklumat mengenai tingkah laku seksual mereka, didapati antara faktor pendorong adalah
pengambilan alkohol, pencapaian sekolah, mempunyai teman lelaki atau teman wanita, nilai
keibubapaan dan penghargaan kendiri. Tetapi salah satu isu yang menjadi tarikan pengkaji
adalah mengenai pengaruh perapatan ibu bapa, perapatan rakan sebaya, pendidikan seks
dan penghargaan kendiri ke atas tingkah laku seksual bebas remaja serta peranan
personaliti sebagai moderator.
Menurut kajian-kajian lepas, terdapat perkaitan antara perapatan ibu bapa dengan
tingkah laku seksual bebas remaja. Kajian yang dijalankan oleh Nagamatsu et.al (2008),
disebut dalam Narudin Subhi, Radhiah Abu Bakar, Norazura Ahmad, Suzana Mohd Hoesni,
Fauziah Ibrahim dan Mohd Suhaimi Mohamad (2012) ke atas 1268 pelajar sekolah
menengah lelaki dan perempuan di Jepun mendapati bahawa, pantauan dan perhatian
daripada ibu bapa melambatkan remaja perempuan terjebak dengan aktiviti seksual.
Manakala kajian oleh Khadijah Alavi, Salina Nen, Fauziah Ibrahim, Normey Md.Akhir, Mohd
Suhaimi Mohamad dan Noorhasliza Mohd Nordin (2012) ke atas enam orang reponden
hamil berusia 13 hingga 17 tahun yang tinggal di Taman Seri Cheras mendapati,
disebabkan ketiadaan perapatan dengan ibu bapa, menjadi faktor yang mendorong mereka
terlibat dengan tingkah laku seksual bebas.
Walaubagaimanapun, dapatan kajian oleh Guzman dan Dello Stritto (2012)
menunjukan bahawa gadis remaja yang terlibat dengan aktiviti seksual adalah mereka yang
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mempunyai skor yang tinggi dalam komunikasi dengan ibu bapa dan gadis yang mempunyai
skor yang rendah dalam komunikasi dengan ibu bapa tidak terlibat dengan aktiviti seksual.
Kajian juga menunjukkan bahawa hubungan yang baik antara ibu bapa dengan remaja
menjadi faktor penglibatan awal remaja dengan seks. Ini dibuktikan berdasarkan kajian oleh
Taris dan Semin (1997) yang mendapati keinginan yang kuat dalam kalangan ibu bapa
untuk mengekalkan hubungan yang baik dengan anak remaja mereka menyebabkan
semakin besar kemungkinan remaja terlibat dengan hubungan seksual dalam usia yang
muda. Dalam keadaan ini pengkaji berpendapat apabila ibu bapa ingin mengekalkan
hubungan yang baik dengan anak remaja menyebabkan mereka kurang kawalan kepada
aktiviti sosial anak-anak mereka. Oleh kerana terdapat perbezaan dalam dapatan kajian
oleh pengkaji-pengkaji lepas, maka pengkaji ingin mengkaji adakah faktor perapatan ibu
bapa mempengaruhi tingkah laku seksual bebas remaja.
Pengaruh perapatan rakan sebaya juga dilihat sebagai salah satu faktor penting
menyebabkan remaja terlibat dengan tingkah laku seksual bebas. Bagi remaja, rakan
sebaya adalah golongan yang mempunyai keinginan dan pendapat yang sama dengan
mereka. Kadangkala perkara-perkara yang dilakukan oleh rakan mereka dianggap baik dan
betul. Dalam kajian oleh Tubman, Windle dan Windle (1996) mendapati, pengaruh rakan
sebaya menyebabkan gejala sosial seperti tingkah laku seksual bebas. Perkara ini konsisten
dengan dapatan kajian oleh Jaccard, Blanton dan Dodgo (2005), bahawa remaja yang
terlibat dengan aktiviti seksual mempunyai rakan sebaya yang juga kawan rapat yang
terlibat dengan aktiviti seksual. Kajian oleh Podhista Xenos dan Varagrat (2001) dalam
Surammah Ramanaidoo dan Balan Rathakrisnan (t.th), juga mendapati bahawa remaja
yang memiliki rakan sebaya yang terlibat hubungan seks, adalah lebih cenderung terlibat
dalam hubungan seks sebelum kahwin berbanding subjek yang tidak memiliki rakan sebaya
yang terlibat dalam hubungan seks.
Berbeza dengan dapatan kajian oleh Zainuddin Sharif dan Norazmah Mohamad
Roslan (2011), mengenai faktor-faktor yang mempengaruhi remaja terlibat dalam masalah
sosial di Sekolah Tunas Bakti, Sungai Lereh, mendapati bahawa faktor diri sendiri paling
mempengaruhi responden terlibat dalam masalah sosial berbanding pengaruh rakan
sebaya. Sehubungan dengan itu Brown (2004) dalam Steinberg (2011) menyatakan bahawa
adalah salah jika menggambarkan rakan sebaya sebagai monolitik dan hanya memberikan
pengaruh yang negatif. Ini kerana remaja saling memberikan pengaruh yang positif dan
negatif antara satu sama lain. Rakan sebaya juga memberikan pengaruh yang pelbagai.
Menurut Bradley, Giletta, Widman, Cohen dan Prinstein (2014), walaupun rakan
sebaya terutamanya rakan sebaya yang popular secara amnya terbukti memberi pengaruh
yang kuat kepada tingkah laku remaja, namun remaja secara individu berbeza dari segi
sejauhmana mereka akur kepada tekanan rakan sebaya. Dengan erti kata lain, sejauhmana
persepsi tingkah laku rakan sebaya mempengaruhi tingkah laku remaja sendiri mungkin
bergantung kepada tahap kecenderungan individu kepada pengaruh rakan sebaya. Teori
Kesihatan Seksual terkemuka yang menempatkan hubungan langsung antara norma rakan
sebaya dan niat untuk melibatkan diri dalam tingkah laku seksual (Fishbein, 2000) disebut
dalam Bradley et.al (2014) mengakui bahawa individu mungkin berbeza-beza pada tahap
pematuhan mereka kepada norma-norma. Keadaan ini menjelaskan terdapat perbezaan
pendapat mengenai faktor perapatan rakan sebaya dalam mempengaruhi tingkah laku
seksual bebas remaja. Sehubungan itu hasil daripada dapatan yang bercanggah ini
menimbulkan persoalan adakah perapatan rakan sebaya mempengaruhi tingkah laku
seksual bebas remaja?
Pendidikan seks juga salah satu faktor penyumbang terhadap tingkah laku seksual
bebas remaja. Berdasarkan definisi daripada Encyclopedia Dictionary of Psychology (1992)
dalam Hushim Salleh, Che Ruzana Che Din dan Rosni Kadir (t.th), pendidikan seksual
merujuk kepada kursus formal tentang pengajaran pembiakan atau reproduktif yang
368

diperkenalkan di bilik darjah atau di sekolah. Tujuan utama pendidikan seks adalah untuk
menyedarkan remaja tentang implikasi hubungan seks sebelum berkahwin dan supaya
mereka berkata 'TIDAK' kepada seks sebelum berkahwin.
Pakar Psikologi dan Ketua Unit Pembangunan Kesihatan, Fakulti Perubatan
Universiti Malaya, Prof Dr. Sarinah Low Abdullah (disebut dalam Surammah Ramanaidoo
dan Balan Rathakrisnan, 2012) berkata, sesetengah ibu bapa tidak menitikberatkan
pendidikan seks kepada anak-anak sehingga menyebabkan anak-anak itu berusaha sendiri
untuk mendapatkan maklumat tidak selamat daripada sumber lain seperti rakan, buku,
majalah, laman web atau video cakera padat. Dalam kajian oleh Versoza, Coming dan
Augustine (2014), mendapati salah satu faktor yang menyebabkan remaja hamil adalah
didorong oleh sifat ingin tahu mereka tentang seks disebabkan kurangnya pengetahuan
tentang pendidikan seks. Mereka tidak mempunyai input yang jelas tentang seksualiti dan
kesannya jika mereka terlibat dengan hal-hal berkaitan seks.
Kajian oleh Haglund dan Fehring (2010) menunjukkan, remaja yang berpendidikan
seks secara formal adalah 15 peratus kurang terlibat dengan hubungan seks dan
mempunyai sedikit pasangan. Pengetahuan seksualiti juga mempengaruhi tingkah laku
seksual remaja. Kajian oleh Evidanika Nifa Mertia, Thulus Hidayat dan Istar Yuliadi (t.th)
juga mendapati bahawa pengetahuan seksualiti berpengaruh negatif dan signifikan terhadap
tingkah laku seksual bebas dalam kalangan remaja siswa-siswi di mana nilai signifikan
adalah 0.002 (p<0.05). Pengaruh negatif menunjukkan bahawa semakin baik pengetahuan
seksualiti akan dapat menurunkan tingkah laku seksual bebas dalam kalangan siswa-siswi.
Walaubagaimanapun, dapatan kajian-kajian lepas mengenai pengaruh pendidikan
seks terhadap tingkah laku seksual bebas remaja adalah pelbagai dan tidak konsisten.
Terdapat kajian yang menunjukkan bahawa pendidikan seks tidak memberikan kesan
kepada perubahan tingkah laku seksual bebas remaja. Spanier, (1975) menyatakan
bahawa pendidikan seks di sekolah-sekolah awam di Amerika didapati tidak memberikan
apa-apa impak terhadap tingkah laku seksual sebelum berkahwin. Kajian oleh Zukerman,
Tuskup dan Finner (1976) serta Rees dan Zimmerman (1974) dalam Mark Paul Gunderson
dan James Leslie McCary (1980), mendapati bahawa pendidikan seks secara signifikannya
telah mengubah attitude seksual pelajar-pelajar kolej dimana mereka lebih liberal dan
permisif tetapi tidak signifikan dalam mengubah tingkah laku seksual mereka. Oettinger
(1999) telah membuat satu kajian bagaimana pendidikan seks memberi kesan kepada
aktiviti seksual dan kehamilan kepada remaja di Amerika tahun 1970an. Beliau mendapati
bahawa pendidikan seks dikaitkan dengan aktiviti seksual dan kehamilan awal remaja pada
kohort ini. Daripada dapatan-dapatan kajian lepas terdapat percanggahan yang ketara. Oleh
sebab itu timbul persoalan adakah pendidikan seks mempengaruhi tingkah laku seksual
bebas remaja?
Tingkah laku seksual bebas juga seringkali dikaitkan dengan tahap penghargaan
kendiri. Penghargaan kendiri menurut Nathaleil Branden (1969) disebut dalam Zaiton
Mohamad, Balan Rathakrishnan, Getrude C. Ah Sang dan Nazmi Loh (2015), adalah jumlah
keyakinan diri (perasaan kapasiti peribadi) dan maruah diri (rasa bernilai peribadi). Ia wujud
sebagai akibat penghakiman yang tersirat bahawa setiap orang mempunyai keupayaan
untuk menghadapi cabaran hidup, untuk memahami dan menyelesaikan masalah, dan hak
mereka untuk mencapai kebahagiaan.
Berdasarkan kajian oleh Syamsulhuda Musthofa dan Puji Winarti (2010) mendapati
bahawa responden dengan efikasi diri yang rendah mempunyai peratusan yang lebih besar
dalam tingkah laku seks sebelum berkahwin iaitu 23.3 peratus berbanding responden yang
mempunyai efikasi diri yang tinggi iaitu 1.6 peratus. Teori Penghargaan kendiri (Kaplan
1975; Rosenberg, 1990) disebut dalam Poltnick, (1992) juga menyimpulkan bahawa individu
yang rendah penghargaan kendiri lebih cenderung terlibat dengan tingkah laku devian. Ini
369

bermakna remaja dengan penghargaan kendiri yang rendah lebih cenderung mengandung
luar nikah, cenderung untuk mengugurkan kandungan serta kurang cenderung untuk
berkahwin jika dia meneruskan kandungannya (Kaplan, Smith dan Pokorny, 1979;
Crockenber dan Soby, 1989) disebut dalam Poltnick (1992).
Namun terdapat perbezaan dari aspek penghargaan kendiri remaja perempuan dan
remaja lelaki serta kaitannya dengan tingkah laku seksual bebas. Kajian oleh Khafari
Hidayat (2013) mendapati bahawa terdapat perbezaan pengaruh harga diri terhadap subjek
lelaki dan perempuan. Dimana, semakin tinggi harga diri remaja lelaki maka semakin tinggi
tingkah laku seksual berpacaran manakala semakin rendah harga diri maka semakin rendah
tingkah laku seksual berpacaran. Bagi responden perempuan pula menunjukkan semakin
tinggi harga diri maka semakin rendah tingkah laku seksual berpacaran dan semakin rendah
harga diri semakin tinggi tingkah laku seksual berpacaran.
Tetapi kajian oleh Robbins, Kaplan dan Martin (1995) disebut dalam Steinberg
(1999) mendapati bahawa, remaja yang mengandung dan tidak berkahwin mempunyai
tahap penghargaan kendiri yang tinggi dan perasaan efikasi yang kuat. Ini menunjukkan
bahawa remaja perempuan yang mempunyai penghargaan kendiri yang tinggi tidak
semestinya tidak terlibat dengan tingkah laku seksual bebas. Oleh kerana terdapat
perbezaan pendapat tersebut maka pengkaji ingin mengetahui adakah penghargaan kendiri
mempunyai kaitan dengan tingkah laku seksual bebas remaja?
Dalam melihat pengaruh langsung perapatan ibu bapa, perapatan rakan sebaya,
pendidikan seks dan penghargaan kendiri ke atas tingah laku seksual bebas remaja,
terdapat juga pemboleh ubah yang bertindak sebagai pencelah iaitu hubungan tidak
langsung antara perapatan ibu bapa, perapatan rakan sebaya, pendidikan seks dan
penghargaan kendiri dengan tingkah laku seks. Dalam kajian ini pengkaji ingin melihat
adakah pengaruh perapatan ibu bapa, perapatan rakan sebaya, pendidikan dan
penghargaan kendiri ke atas tingkah laku seksual bebas remaja akan berubah dengan
kehadiran personaliti sebagai moderator.
Terdapat dua personaliti yang menjadi aspek kajian oleh pengkaji iaitu personaliti
introvert dan ekstrovert dalam mencerminkan tingkah laku seksual bebas remaja. Menurut
Eysenck (1976) dalam Derlega et al. (1999) individu yang extrovert akan terlibat awal dalam
persetubuhan (sexual intercourse) secara lebih kerap serta mempunyai lebih banyak
pasangan, dengan pelbagai posisi berbanding individu yang introvert. Kenyataan ini
dikuatkan melalui dapatan kajian oleh Barnes, Malamuth dan Cheek (1984) Derlega et.al
(1999), yang membuat penilaian terhadap pelajar kolej lelaki. Daripada penilaian tersebut
didapati bahawa pelajar lelaki yang extrovert memperoleh pengetahuan seksual pada usia
yang lebih muda berbanding pelajar yang introvert. Dari segi sikap seksual, pelajar yang
extrovert lebih berorientasikan keseronokan dan mencari sesuatu yang baru berbanding
pelajar yang introvert. Extrovert juga lebih berminat dalam aktiviti seksual yang lebih luas
kecuali homosexualiti. Schenk dan Pfang (1986) dalam Derlega et. al (1999) juga mendapati
bahawa extroversion-introversion merupakan peramal yang kukuh terhadap tingkah laku
seksual bebas dalam kalangan lelaki muda yang belum berkahwin. Mereka yang ekstrovert
melakukan persetubuhan pada usia lebih muda, mempunyai ramai pasangan seksual dan
melakukan persetubuhan lebih kerap dalam tempoh enam bulan sebelumnya berbanding
mereka yang introvert.
Walaubagaimana pun kajian yang menjadikan personaliti introvert dan ekstrovert
sebagai moderator kepada pengaruh perapatan ibu bapa, perapatan rakan sebaya,
pendidikan seks dan penghargaan kendiri ke atas tingkah laku seksual bebas remaja masih
kurang dijalankan. Hal ini dikuatkan lagi oleh kenyataan oleh Eyesenck (1973) bahawa
terlalu sedikit kajian yang telah dilakukan berkaitan hubungan antara personaliti pada satu
sisi dan tingkah laku seksual serta sikap pada sisi yang lain. Kenyataan beliau ini disokong
370

oleh pernyataan oleh Throne (1987) yang menyatakan bahawa pengaruh personaliti
terhadap tingkah laku masih kurang mendapat perhatian oleh para pengkaji.
Jelas dapat dilihat wujud kepelbagaian dapatan kajian berhubung pengaruh
perapatan ibu bapa, perapatan rakan sebaya, pendidikan seks dan penghargaan kendiri
dalam menyumbang kepada tingkah laku seksual bebas dalam kalangan remaja. Oleh
sebab itu dalam kajian ini pengkaji ingin mengkaji dan mempastikan sama ada terdapat
pengaruh perapatan ibu bapa, perapatan rakan sebaya, pendidikan seks dan penghargaan
kendiri ke atas tingkah laku seksual bebas dalam kalangan remaja. Pengkaji juga ingin
mengenalpasti adakah personaliti introvert dan ekstrovert memberikan kesan moderator
terhadap pengaruh perapatan ibu bapa , perapatan rakan sebaya, pendidikan seks dan
penghargaan kendiri ke atas tingkah laku seksual bebas remaja.

METODOLOGI
Kajian ini berbentuk deskriptif dengan menggunakan kaedah soal selidik. Data ini
merupakan data kajian kepada kajian sebenar yang dijalankan di Sekolah Henry Gurney
Kepayan, Sekolah Henry Gurney Keningau dan Sekolah Tunas Bakti Inanam dengan
mengunakan soal selidik Junior Eysenk Personality Inventory yang telah diubah suai oleh
Profesor Madya Dr Sidek Mohd Noah, Kaedah Mengukur Kesahan Self-esteem yang dibina
oleh Morris Rosenberg (1965), Inventory Of Parents And Peer Attachment-Revised yang
dibina Greenberg dan Armsden (1987), Sexual Behavior Questionnaire yang diadaptasi
berdasarkan soal selidik mengukur tingkah laku seksual yang digunakan oleh Jessica A.
Turchick dalam menjalankan disertasi Phd beliau dan Sex Education Questionnaire oleh
Robert Colquhoun. Data yang diperolehi dianalisis menggunakan Statistical Package for
Social Sciences (SPSS) Version 20 for windows. Nilai kebolehpercayaan bagi Inventory Of
Parents And Peer Attachment-Revised menurut alpha cronbach ialah .609 dan .774 masingmasing bagi perapatan ibu bapa dan perapatan rakan sebaya, alat kajian mengukur
penghargaan kendiri .662, alat kajian pendidikan seks .876, alat kajian mengukur tingkah
laku seksual .934 dan alat kajian mengukur personaliti .622.
Sampel dan Tempat Kajian
Sampel kajian ini terdiri daripada juvana yang ditahan di pusat-pusat pemulihan akhlak
berikut iaitu Sekolah Tunas Bakti Inanam, Sekolah Henry Gurney Kepayan dan Sekolah
Henry Gurney Keningau. Seramai 420 orang juvana telah dipilih sebagai responden.
Berdasarkan maklumat dari pihak pengurusan ketiga-tiga pusat pemulihan akhlak terlibat,
kesemua responden kajian pernah terlibat dengan tingkah laku seksual bebas.
Prosedur Kajian
Dalam kajian ini satu set borang soal selidik yang merangkumi tujuh bahagian digunakan.
Bahagian A mengandungi ciri demografi, Bahagian B untuk mengukur perapatan ibu bapa,
Bahagian C mengandungi soal selidik mengukur perapatan rakan sebaya, Bahagian D
mengandungi alat kajian penghargaan kendiri, Bahagian E mengandungi alat kajian
mengukur pendidikan seks, Bahagian F untuk mengukur personaliti introvert dan ekstrovert
dan Bahagian G mengandungi soal selidik mengukur tingkah laku seksual. Seramai 420
orang juvana telah diberikan soal selidik dan selepas melakukan penyemakan, hanya 412
borang soal selidik yang dianalisis kerana lapan set borang soal selidik dianggap rosak
disebabkan terdapat soalan yang tidak lengkap di jawab dan terdapat juga responden
menanda lebih dari satu jawapan bagi satu soalan.

KEPUTUSAN
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Korelasi Pearson Dan Aras Kesignifikan Bagi Perapatan Ibu Bapa, Perapatan Rakan
Sebaya, Pendidikan Seks Dan Penghargaan Kendiri Ke Atas Tingkah Laku Seksual
Bebas
Jadual 1 menunjukkan Korelasi Pearson dan aras kesignifikan perapatan ibu bapa,
perapatan rakan sebaya, pendidikan seks dan penghargaan kendiri ke atas tingkah laku
seksual bebas.

Penghargaa
n Kendiri

Tingkah
Pendidikan Laku
Seks
Seksual

.501**

.065

-.201**

.065

-.088

-.147**

.069

.177**

.134**

.215**

Perapatan Perapatan
IbuBapa
Rakan
Perapatan IbuBapa

Perapatan Rakan
Penghargaan
Kendiri
Pendidikan Seks
Tingkahlaku
Seksual

Jadual 1: Nilai Korelasi Pearson (r) Dan Aras Kesignifikan (k) Bagi Hubungan Aspek
Pemboleh Ubah Bebas Dan Tingkah laku Seksual Bebas
Pengujian Personaliti Sebagai Moderator Ke Atas Hubungan Antara Faktor
Pendidikan Seks Dan Tingkah Laku Seksual Menggunakan Regresi Hierarki Pelbagai
(enter method)
Jadual 2 merupakan ringkasan model pengujian H07 menggunakan regresi hierarki pelbagai.
Langkah dan pemboleh ubah
Blok 1
Konstan: 48.522, Nilai F : 9.978
R2 = .047
Pendidikan seks
Personaliti
Blok 2
Konstan: 58.469, Nilai F : 8.455
R2 =.059
Pendidikan seks
Personaliti
Pendidikan seks x Personaliti

95% KI
(nilai min., mak.)

.392
.459

.208, .575
-3.545, 4.482

.154
-18.619
.427*

-.120, .427
-35.542, -1.695
.059, .794

Sig. F

.023

Jadual 2: Pengujian Personaliti Sebagai Moderator Ke Atas Hubungan Antara

Faktor Pendidikan Seks Dan Tingkah Laku Seksual Menggunakan Regresi Hierarki
Pelbagai (enter method)
Pengujian Personaliti Sebagai Moderator Ke Atas Hubungan Antara Faktor
Penghargaan Kendiri Dan Tingkah Laku Seksual Bebas Menggunakan Regresi
Hierarki Pelbagai (enter method).
372

Jadual 3 merupakan ringkasan model pengujian H08 menggunakan regresi hierarki pelbagai.

Langkah dan pemboleh ubah

95% KI
(nilai min., mak.)

Blok 1
Konstan: 56.041, Nilai F : 4.184
R2 = .015
Penghargaan kendri
Personaliti

.651
1.841

.132, 1.170
-2.154, 5.836

Blok 2
Konstan: 59.586, Nilai F : 3.195
R2 =.016
Penghargaan kendiri
.392
Personaliti
-6.720
Penghargaan
kendiri
x .585
Personaliti

Sig. F

.272
-.304, 1.087
-22.519, 9.078
.460, 1.630

Jadual 3: Pengujian Personaliti Sebagai Moderator Ke Atas Hubungan Antara Faktor

Penghargaan Kendiri Dan Tingkah Laku Seksual Bebas Menggunakan Regresi Hierarki
Pelbagai (enter method)
Mengenalpasti Sumbangan Unik Faktor Peramal Dalam Model Peramal Tingkah Laku
Seksual Bebas Dalam Kalangan Remaja

Langkah dan pemboleh ubah

Blok 1
Konstan: 48.44 , Nilai F : 19.95
R2 = .046
Pendidikan Seks
Blok 2
Konstan: 42.36, Nilai F : 12.13**
R2 = .056
Pendidikan seks
Penghargaan kendiri

Sig.

.398

.001

.366
.522

.001
.042

Jadual 5:
Pengujian Bagi Mengenalpasti Sumbangan Faktor Peramal Tingkah Laku
Seksual Bebas
Rajah 1 berikut merupakan ringkasan model akhir dalam kajian ini yang
menggambarkan model peramal terhadap tingkah laku seks bebas dalam kalangan remaja
kajian ini.
Rajah 1: Model Peramal Tingkah Laku Seksual Remaja

373

PERBINCANGAN
Dapatan kajian ini mendapati bahawa tingkah laku seksual bebas dalam kalangan remaja
dipengaruhi oleh faktor pendidikan seks serta penghargaan kendiri. Dalam pada itu, dapatan
kajian ini turut mencadangkan bahawa aspek personaliti iaitu introvert merupakan moderator
yang mempengaruhi hubungan antara pendidikan seks dan tingkah laku seksual bebas.
Manakala dalam model mutakhir berkaitan aspek-aspek yang meramal tingkah laku seksual
bebas remaja, dapatan kajian ini mencadangkan bahawa remaja yang mempunyai
pengetahuan yang tinggi terhadap tingkah laku seks dan penghargaan kendiri yang rendah
merupakan aspek-aspek peramal terhadap tingkah laku negatif yang dikaji dalam kajian ini.
Melalui analisis korelasi bivariate, dapatan kajian ini memperlihatkan wujud pengaruh
yang signifikan bagi aspek pendidikan seks dan penghargaan kendiri terhadap tingkah laku
seksual bebas remaja. Manakala perapatan terhadap jaringan ibu bapa dan rakan sebaya
tidak mempunyai hubungan yang signifikan terhadap tingkah laku seksual bebas remaja.
Dalam erti kata lain, tingkah laku seksual bebas yang dilakukan oleh remaja tidak
disebabkan oleh aspek perapatan remaja dengan individu lain. Aspek-aspek dalam
perapatan seperti hubungan yang rapat, bertukar-tukar pandangan serta amalan
mempercayai dengan ibu bapa dan rakan dilihat tidak memainkan peranan dalam tingkah
laku seksual bebas remaja. Dapatan ini secara tidak langsung mencadangkan bahawa
tingkah laku seksual bebas lebih kepada pembuatan keputusan yang diambil oleh remaja
bagi dirinya sendiri tanpa melibatkan pengaruh individu lain yang hampir dengannya.
Analisis korelasi telah mendapati pendidikan seks mempunyai hubungan yang
signifikan terhadap tingkah laku seksual bebas remaja (H03). Dapatan kajian ini
mencadangkan bahawa remaja yang mempunyai pengetahuan seks yang tinggi adalah
berkecenderungan untuk melakukan seks bebas. Dalam erti kata lain, mereka yang
mempunyai pengetahuan mengenai risiko seks luar nikah, tahu mengenai penyakit AIDS
ataupun mempunyai pengetahuan mengenai penggunaan alatan pencegah kehamilan
cenderung untuk mengaplikasikan pengetahuan ini. Kajian ini didapati setara dengan kajian
oleh Brown, DiClemente dan Park (1992) serta Widman, Nesi, Choukas-Bradley, dan
Prinstein (2014) yang melaporkan bahawa individu yang mempunyai ilmu berkaitan seks
dan risiko seks merupakan individu yang cenderung untuk mengaplikasikannya.
Pengujian hipotesis keempat kajian ini menunjukkan bahawa terdapat hubungan
signifikan antara penghargaan kendiri dengan tingkah laku seksual bebas remaja (H04).
Dalam erti kata lain, dapatan kajian ini mencadangkan bahawa remaja yang mempunyai
374

penghargan kendiri rendah mempunyai kecenderungan yang tinggi untuk melakukan seks
bebas. Hasil kajian ini mencadangkan bahawa remaja yang tidak yakin dengan keupayaan
diri sendiri, persepsi diri tidak bernilai malahan mempunyai rasa tidak berpuas hati dengan
hidup sendiri mempunyai kecenderungan tinggi untuk melakukan seks bebas. Dapatan ini
menyokong pandangan Slater, Stewart, dan Linn (1983) yang menyatakan bahawa
penghargaan kendiri turut memainkan peranan ke atas tingkah laku berisiko remaja. Bagi
remaja yang mempunyai penghargaan kendiri yang rendah, terdapat kemungkinan besar
bahawa tingkah laku seksual bebas berlaku dalam fasa remaja awalan (Kastbom, Sydsjo,
Bladh, Priebe dan Svedin , 2015). Ini adalah kerana faktor penghargaan kendiri yang
rendah turut berkaitan dengan aspek-aspek lain seperti masalah sosioekonomi yang rendah
atau keciciran akademik yang mendorong kepada perlakuan seks bebas bagi tujuan
menyara kehidupan atau pengaruh kepada gaya hidup berisiko.
Analisis MMR mendapati bahawa personaliti introvert
merupakan moderator
terhadap hubungan pendidikan seks dengan tingkah laku seksual bebas remaja (H07).
Sebaliknya, aspek personaliti tidak berperanan sebagai moderator terhadap hubungan
antara penghargaan kendiri dan tingkah laku seksual bebas remaja (H08). Dapatan analisis
ini mencadangkan bahawa pengetahuan seks yang luas yang mempengaruhi tingkah laku
seksual bebas remaja berlaku dalam keadaan di mana remaja berkenaan adalah
berpersonaliti introvert. Ringkasnya, dalam kajian ini didapati bahawa individu yang introvert
iaitu mereka yang berpersonaliti suka menyendiri, tidak suka bergaul, kurang peramah
mahupun mempunyai masalah untuk bergaul adalah mereka yang mempunyai pengetahun
seks yang luas yang mempengaruhi kecenderungan melakukan seks bebas.
Kajian ini mendapati bahawa model yang meramal tingkah laku seksual bebas dalam
kalangan remaja adalah disebabkan oleh dua faktor utama iaitu penghargaan kendiri dan
pendidikan seks. Analisis regresi hierarki pelbagai menunjukkan bahawa dua daripada tiga
faktor peramal yang diuji memberikan sumbangan unik ke atas tingkah laku seksual bebas.
KESIMPULAN
Hasil kajian ini mendapati bahawa tingkah laku seksual bebas remaja adalah disebabkan
oleh faktor penghargaan kendiri, pendidikan seks serta interaksi antara personaliti introvert
dan pendidikan seks. Kajian ini turut mendapati bahawa remaja dengan personaliti introvert
merupakan individu yang berpengatahuan mengenai tingkah laku seks, di mana keadaan ini
mempengaruhi tingkah laku seksual bebas mereka. Akhir sekali, dalam model yang
meramal tingkah laku seksual bebas, hasil kajian mendapati bahawa dua faktor peramal
yang dapat berupaya menjelaskan mengenai tingkah laku berisiko ini adalah penghargaan
kendiri dan pendidikan seks.

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376

SLEEP DEPRIVATION: A PREMINILARY STUDY OF ADULT LEARNERS

Divan Ganesh
Faculty of Medicine and Health Sciences
University Malaysia Sabah,
divanganesh@hotmail.com
ABSTRACT
The importance of sleep has been well documented. Researches on sleep difficulties and
disorders are popular, especially among the medical fraternity. However research on sleep,
notably related to students is rather limited in scope. Most of researches focused on the
relationship between sleep and academic performances (Gaultney, 2010). Hence this study
intends to explore one relationship between sleep and students, which is gaining the
attention of many researchers. Sleep deprivation is one sleep related problem which is
prevalent among students (Mayer, 2015). The distinction of this study lies in the types of
students who took part in this study. They are adult students who are juggling between their
career and studies. Using a questionnaire, 85 adults students who are enrolled in an
academic course, responded to 5 items on their profile and 23 items related to sleep
deprivation. Using descriptive analysis and non-parametric technique, the data revealed two
major findings. They are patterns of falling sleep and causes of sleep deprivation. Being
idle and revising for exam are major causes of sleep deprivation among adult students. As
such it is important for institutions which have working adults in their academic programme
to take necessary steps to ensure that their adult students quality of life is taken care of.
One such step is creating physical space and opportunities for adult students to interact,
exchange and share their experience of being a student.
Sub-Theme: Issues and Practices in Education
Keywords: Sleep, Sleep deprivation, adult students. Distance learning

INTRODUCTION
An important activity which humans cannot afford to skip is sleep. Russell Foster, a circadian
neuroscientist estimated that 37% of our lives is spent by sleeping (Lockley & Foster, 2012).
There a number of theories which explain on the need to sleep (See Table 1).

Theory
Restoration Theory

Description
To rebuild and revitalize the neurological processes, which helps
us to function properly.
Energy conservation Maximize the usage of energy. By conserving energy, some
Theory
scientist belief the demand for energy is reduced.
Consolidation Theory
By sleeping, through synaptic consolidation and system
consolidation: memory, problem solving and creativity improves.
Table 1: Theories Explaining On The Need To Sleep
Source: adapted from Wire (2015)
A humans sleep pattern can be divided into two, non-rapid eye movement (NREM)
and rapid eye movement (REM). NREM sleep is the earlier stages of sleep while REM is the
377

last stage of sleep, this is where dreaming occurs. NREM sleep consists of four stages,
where the first stage begins as soon as the person falls asleep. Lack of sleep is a national
problem in United States, where almost 25% adults are not sleeping the recommended 7
hours sleep per day (Hillman, Erickson, & Kramer, 2008). Table 2 shows classifications of
sleep problems used by The International Classification of Sleep Disorders-2, The
Diagnostic and Statistical Manual of the American Psychiatric Association and terms
clinicians use.
The
Classification
Disorders-2

International The
Diagnostic
and
of
Sleep Statistical Manual of the
American
Psychiatric
Association
American Academy of Sleep American
Psychiatric
Medicine (2005)
Association (2013)

Reported
problems/disorder

sleep

Other terms that might be

used to describe general
sleep problems
Insomnia
Primary insomnia
Settling difficulties
Insomnia
Co-sleeping issues
Insomnia + substance abuse Night-waking
Insomnia + sleep efficiency
Long sleep latency
Comorbid mental health Early waking
disorder
Difficult bedtime routines
Daytime sleeping
Parasomnias
Parasomnia disorder
Nightmares
Awakening screaming
Nocturnal enuresis
Hypersomnias of central Kleine-Levin syndrome
Kleine-Levin syndrome
origin
Primary hypersomnia
Hypersomnia
Daytime sleepiness
Sleep-related
breathing Obstructive sleep apnoe- Obstructive sleep apnoea
disorders
hypopnoea syndrome
Primary central sleep apnoea
Primary
alveolar
hypoventilation
Sleep-related
movement Restless legs syndrome
Periodic limb movements in
disorders
sleep (PLMS)
Restless sleep
Circadian
rhythm
sleep Circadian
rhythm
sleep Late sleep onset
disorders
disorder
Long sleep latency
Delayed sleep phase type
Irregular sleep-wake patterns
Jet Lag type
Free-running sleep
Shift work type
Free-running type
(All of the above are
subsumed under the new
category
of
narcolepsycataplexy)
Isolated symptoms
Short sleep/hyposomnia
Early waking
Other sleep disorders
Abnormal objective sleep
patterns (on actigraphy)
Table 2: Sleep Problem Classification
Source: Aitken (2014)

378

Deprivation of sleep has many implications (See Table 3). The effects of sleep
deprivation are shown in Table below. Sleep can be measured through across self-report,
behavioural, physiological, circuit, cellular, and genetic levels (Buysse, 2014).

Effects
physical effects
cognitive impairment

mental
complications

Symptoms
sleepiness, fatigue, hypertension
deterioration of performance, attention and motivation;
diminishment of mental concentration and intellectual capacity
and increase of the likelihood of accidents at work and during
driving
health impairs the ability to think, to handle stress, to maintain a healthy
immune system

Table 3: Effects Of Sleep Deprivation

Source: adapted from WHO (2004)
There are many studies on sleep, namely on sleep deprivation. For instance,
Liamsuwan, Grattan-Smith, Fagan, Bleasel, & Antony (2000) reported studies on how
patients were deprived of sleep before EEG was recorded. This was done to capture
patients sleep behaviour. In these studies sleep deprivation was done intentionally, to
capture sleep patterns.
Lack of sleep in any living being has many implications. In the case of working adults,
besides loss of life, it could cause a dip in performance and accidents. Leger (1994)
estimated that the root cause of 52.5% of accidents happening at work place is attributed to
sleep. McClelland & Pilcher (2007) alerted that if an organization intends to reduce work
related accidents and improve on-the-job performance, then it must address sleep related
issues among its workers. Numerous study on the relationship between students and sleep,
showed that there in increasing trend in sleep deprivation among students (Mayer, 2015).
Gaultney (2010)concluded that academic performance of students is associated
strongly with their sleep practices. On the other hand Gilbert (2010) added by reporting that,
besides academic performance, students participation and performance in extracurricular
activity is also affected. The study by (Kelly, Kelley, & Clanton, 2001) pointed out the
relationship between the amount of sleep and academic performance. They noted that GPA
of students who slept more than 9 hours per night were higher than those who slept less.
Many studies on the relationship between academic performance and sleep had
been carried out over the years. However much of the focus have been on teens,
adolescents and undergraduate students (Zeek, et al., 2015). Hence, the distinction of this
study is investigating nocturnal sleep among adult open distance learners. Unlike many adult
students, the respondents who participated in this study are adults who are working adults.
Currently they are furthering their studies in a part-time mode, juggling between work and
study. Due to this i.e part-time student, their quality of life in terms time meant for sleeping is
often jeopardised. In other words sleep deprivation could be rampant among adult learners.
This study intends to establish whether sleep deprivation is occurring among adult
learners. Followed by, exploring causes and trend of sleep deprivation. Nocturnal sleep is
assessed through a series of questions. They are falling sleep, waking up during the night
and waking up too early in the morning (Stranges, Tigbe, Gmez-Oliv, Thorogood, &
Kandala, 2012).

379

The findings of this research could have policy implication for providers of adult education
namely through open distance learning approaches, especially in light of many of the
students enrolled in such program are working adult who could be suffering from selfprofessed inadequate sleep.
METHODS
This study examines the sleep behaviour of adult students who are enrolled in an open
distance learning programme. The program is offered by a university (As part of ethics, the
name of the university is not revealed). The university requires the students to attend
classes at least 4 times in a semester. It is compulsory for students who had enrolled in the
programme to attend the course Learning Skills for Open Distance Learners. Through this
course, students are taught on how to manage and adjust to life as students while working.
A questionnaire, with 28 items was administered to students attending a tutorial at
one of the learning centres operated by the university. The questionnaire can be divided into
2 sections. In section A, 5 items on profiling was asked. In section B, 23 items on
determining whether sleep deprivation happens since furthering studies were asked. To
ensure students responded based on their experience, the questionnaire as administered
during the third tutorial. The third tutorial is on the 6th week of the semester. The third tutorial
was intentionally selected, to give ample time for students to experience life as adult working
student.
A pilot test of the questionnaire was administered to 25 adult students. Their
responses and feedbacks were used to assess the questionnaires clarity, format, length and
face validity. These responses were included in the final analysis, as participants in the pilot
study were anonymous, and were also from those in the main study.
Descriptive statistics were conducted to determine the demographic characteristics of
the adult students and to analyse their sleep deprivation. The data were analysed using
correlation analysis to identify relationships among variables. Besides descriptive statistics,
non-parametric statistical analysis was included to determine whether statistically significant
differences exist between the perceived importance and implementation of learning
outcomes. Nonparametric methods were used, because of its ability to provide estimation in
quantifying the trends within and between groups, Due to small sample size, nonparametric
method allows requirements such as normality assumption, to be kept aside (Alvo & Park,
2002).

FINDINGS AND DISCUSSION

A total of 85 adults took part in this study. (See Table 4). To determine correlation among the
SD variables, a Pearsons chi-squared test (2) was used. Two items on sleep habits were
not related to any of the items. They are on (i) I fall asleep in public places; and (ii) I am
facing with sleep problem, since furthering studies.

Number
Age
Martial
Status

Youngest
Oldest
Single
Married

Male
25
20
53
11
14

Female
60
22
50
23
35

Total
85

34
49
380

Divorcee
Private Sector
Government
Occupation
Retiree
Unemployed

11
9
1
4

2
34
20
6

2
45
29
1
10

Table 4: Profile Of The Respondents

The correlation analysis indicated two major area of interest. They are
a.

Patterns of falling asleep

b.

Causes of sleep deprivation

Patterns Of Falling Asleep

Since becoming students, the respondents often fall asleep. They fall asleep while watching
television, travelling as a passenger, while talking with someone, inactive after a meal, and
some even if caught in a traffic jam (See Table 5). The highest mean is for the item I will fall
asleep if lay down after a meal, which is not surprising for many of us will experience that
too. But, the items were asked to evaluate whether such behaviour is not common prior to
furthering their studies.
On the other hand, the item I will fall asleep when caught in a traffic jam is rather
disturbing, especially if they are behind the wheel. Though they are studies on the
relationship between students and road accidents, claiming that road accidents are more
prone among working adult students (such as the one participated in this study) needs
further investigation.
Studies by National Sleep foundations of America had pointed out that four percent
of drivers who admitted at falling asleep behind the wheel have experienced of being
involved in an accident or near accident

I will fall asleep while watching television

I will fall asleep when travelling as a passenger
I will fall asleep when caught in a traffic jam
I will fall asleep if talking with someone while sitting
I will fall asleep after a meal, if there is nothing to do
I will fall asleep if lay down after a meal

Mean
2.39
2.61
1.56
1.26
1.95
2.87

Std. Deviation
1.01
1.05
0.88
0.64
1.09
1.04

Table 5: Fall Asleep

To check whether students falling asleep is caused by furthering studies, a MannWhitney test was conducted against whether students stay awake at night to study. The
Table 6 shows the results. Inactive could cause a person to fall asleep. This could be
avoided if students were taught on how to keep cognitive alert. However boredom and
tiredness could cause someone to fall asleep.

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MannWhitney U

Asymp. Sig.
(2-tailed)

I will fall asleep while watching television

676

0.27

I will fall asleep when travelling as a passenger

450

0.00

I will fall asleep when caught in a traffic jam

631

0.09

I will fall asleep if talking with someone while sitting

773

0.88

I will fall asleep after a meal, if there is nothing to do

669

0.25

I will fall asleep if lay down after a meal

579

0.03

Table 6: Fall Asleep Caused By Staying Awake Late Night To Study

Causes Of Sleep Deprivation
Lack of sleep could effect a person in numerous ways. Function of brains structures critical
to cognitive processes and related to language, working memory, logical reasoning and
creativity are some of the effects caused by lack of sleep (Alhola & Polo-Kantola, 2007).
Hence it could cause for some people to resort to stimulants to make up these losses. Many
depend on caffeine and munching something to stay awake. In extreme cases, some people
had resorted to drugs and alcohol abuse.
The research by (Pilcher & Walters, 1997), showed that students are more prone to
sleep deprivation when exams are around the corner. In this study, Figure 1 shows, only
34% does not stay awake to do their revision. Hence 66% i.e two thirds of the students do
stay awake during the night. However whether they stay awake all night long was not asked.
Nevertheless, the effect of sleeping late at night i.e sleep deprivation will effect ones
concentration level. Polzella (1975) study noted that sleep deprivation could cause lapses in
concentration. Since the respondents involved in this study are working adults, lapses in
concentration could lead to unwanted accidents at work place.
Figure 1: Staying Awake During Exams

382

POLICY RECOMMENDATION / DISCUSSION

The importance of sleep cannot be argued. Sufficient sleep is essential in ensuring students
to form memory of learned information. Sleep enables students to recall information more
rapidly and for sustain it for more prolonged time (Yang, Lai, Cichon, Ma, Li, & Gan, 2014).
Adult students and organisations providing education for adults should ensure that students
in their care should heed the importance of sleep, and not take it for granted. Aitkens
(2014) suggestion on how to overcome sleep problems are worth considering. He suggested
the following steps; (i) collect information to help define the problem; (ii) identify what the
problem is; and (iii) try to find an approach that could work.
The following suggestions could be a point of consideration for institutions which has
adult working students.
a.

The respondents/adult students who participated in this study, attend classes on a

regular interval i.e 4 tutorial per semester. The classes are conducted at the
designated learning centres. These learning centres are shop lots which are
converted into learning centres. Unlike the conventional universities, which are built
in huge area, space in the learning centres are limited. Hence the universities which
operate these learning centres, had to maximize usage of space by building classes,
leaving almost no space for recreational purposes.
These learning centres could create a corner for students to relax. For instance
having a coffee corner would provide the opportunity to interact. Through such
interaction, the adults students could relate and share their concerns and grievances
among their peers/adults students.

b.

Some people will try to compensate lack of sleep by consuming coffee and energy
drinks. The side effects of these practices i.e increase in heart rate and rise in sugar
levels, are not as bad compared to those who resort to alcohol and pills. One cause
of drug abuse by students is to avoid sleeping. Usage of anti-sleep pills is prevalent
among students. In some cases it is to maintain their academic performance, while
some uses it to boost their academic performance. In the case of adult students,
studies on usage of drugs for academic performance is limited. Universities which
offer programs meant for working adults are responsible in raising awareness on the
perils of using drugs. Adult students should be exposed to skills which could
maximize their learning. Skills such as time management and stress management
would go a long way in helping adults students.

c.

Besides affecting academic performance, lack of sleep affects certain functions too.
Among them are which related too metabolism, alertness, memory and regulation of
hormones (Scarpello, 2010). Since adult students are physically old, ability to counter
these affects is less as age increases. In the case of female adult students, this could
hasten health related problems (such as menopause Note need reference for this).
Organizations which have adult students, should encourage their students to
undergo regular medical check up. Though making it a requirement will hinder many
from furthering their studies, universities could organize healthcare camps or events
to instil on doing regular medical check up.

REFERENCES

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Alhola, P., & Polo-Kantola, P. (2007). Sleep deprivation: impact on cognitive performance.
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Alvo, M., & Park, J. (2002). Multivariate non-parametric tests of trend when the data are
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Buysse, D. J. (2014). Sleep health: can we define it? Does it matter? SLEEP, 37(1), 9-17.
Gaultney, J. F. (2010, September/October). The prevalence of Sleep Disorders in College
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