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Isu-isu Dalam Pendidikan Di Malaysia

IRWAN AFFENDI BIN MD NAIM P61946

Dunia sedang pantas berubah zaman berasas kreativiti dan inovasi, perkongsian maklumat dan sinergi.

Today, its all about the power of thinking, the power of creativity. Last decade was all about technology. Innovative thinking has no boundaries, and it respects no borders
(Lim Kok Wing, 2006)

Pakar-pakar dalam bidang kreativiti bersepakat bahawa kreativiti memiliki 3 unsur teras iaitu: 1. Keaslian (sesuatu produk, tindakan atau idea yang kreatif semestinya menyimpang dari kebiasaan). 2. Keberkesanan (mencapai tujuan mengapa ianya dihasilkan).

3. Beretika `(tidak berkaitan dengan aktiviti seperti jenayah, tingkah laku distruktif dan sebagainya).

Cropley (2001) dalam Mohamad Mohsin & Nasrudin (2008)

Sir Ken Robinson everyone is born creative NAMUN

Kajian mendapati kebolehan dan bakat kreativiti individu semakin berkurangan apabila usia meningkat (Cropley 2003), Buzan (2002) dan Amabile (1989) dalam Mohd Azhar & Othman (2004)

Edward de Bono

being right all the time acquires a huge importance in education, and there is this terror of being wrong. The ego is so tied to being right that later on in life you are reluctant to accept that you are ever wrong, because you are defending not the idea but your self-esteem. (...) this terror of being wrong means that people have enormous difficulties in changing ideas.

Kualiti lepasan IPT tempatan (produk 11 tahun persekolahan) yang diragui

The capacity to solve problem is consistently identified as one of the top three most desirable characteristics of college graduates
(Aida Suraya et.al. 2006)

Reports from the business sector also indicate the low quality of graduates they receive from the universities who sometimes cannot even comprehend the manual of an equipment, what more the way it works
(Rosnani & Suhailah, 2003)

Isu 2

Jurang akademik antara gender dan masalah disiplin

Penekanan condong pada aspek akademik membosankan pelajar yang berpotensi dalam bidang lain seperti teknikal dsb. Menyumbang kepada : i. Masalah disiplin ii. Jurang akademik lelaki dan perempuan di sekolah dan IPT (Zalizan 2005)

KBSR Objektif 17 mengembangkan bakat kreativiti

Prinsip 7 aktiviti di bilik darjah harus membolehkan murid mengembangkan pemikiran kritis dan kreatif serta melibatkan diri mereka secara aktif dalam proses menguasai kemahiran asas

KBSM Objektif 7 mengembang dan meningkatkan lagi daya intelek dan rasional, kritis dan kreatif

KSSR

Mohd Azhar & Othman (2004)

The dominant systems of education are rooted in the values and demands of industrialism: they are linear, mechanistic and focused on conformity and standardization. buttressed by major commercial interests in mass testing

Sir Ken Robinson (2009)

The roots of a creative society are in basic education. The sheer volume of facts to be digested by the students of today leaves little time for a deeper interrogation of their moral worth. The result has been a generation of technicians rather than visionaries, each one taking a career rather than an idea seriously. The answer must be reform in our educational methods so that students are encouraged to ask about know-why as well as know-how.
Source: OnArts: Creative New Zealand. Michael D. Higgins, the former Irish Minister for Arts, Culture and Gaeltacht

a narrow emphasis on certain sorts of academic work (2) the exile of arts, humanities and physical education programs from schools (3) arid approaches to teaching math and sciences (4) an obsessive culture of standardized testing (5) tight financial pressures to teach to the tests.
(1)

Which results in . . . a disastrous waste of talent among students and their teachers. Sir Ken Robinson (2009)

Penekanan keterlaluan terhadap peperiksaan suasana tidak kondusif untuk berkreativiti Tiada galakan/motivasi guru dan keluarga Konstrain budaya Pengaruh media massa

(Mohd Azhar & Othman 2004)

Amabile (1998)

Teachers who received training on creativity 14% - France 28% - UK

European Commission.2009.Creativity in Schools in Europe: A survey of Teachers.

1.

ragam birokrat dan kerenah birokrasi pendidikan yang begitu kompleks beban tugas dan sistem yang sering berubah-ubah.

2.

Mohd Azhar et.al (2003)

3. Peranan dan kesediaan guru (nilai merentas kurikulum)


Adakah guru-guru bersedia? Adakah guru-guru cukup berkeyakinan? Adakah guru-guru telah dilatih dengan mencukupi?

Peranan dan kesediaan guru (fokus-nilai)


(Chua et.al 2003)

4. Ketaksuban terhadap peperiksaan

Mohamad Mohsin and Nasrudin (2008)

1. 2. 3.

Pemurnian komponen kreativiti dalam pendidikan bermula dari prasekolah Pemantapan pendidikan dan latihan guru Transformasi pendidikan - keluar dari fokus berlebihan terhadap peperiksaan