Kompilasi Varia Sorotan Literatur Sosial

KOMPILASI VARIA SOROTAN
LITERATUR SOSIAL

PROGRAM KAJIAN SOSIAL DENGAN KOLABORASI
BERSAMA
INSTITUT SOSIAL MALAYSIA DAN
UNIVERSITI UTARA MALAYSIA

SOCIAL RESEARCH PROGRAMME IN COLLABORATION
WITH
SOCIAL INSTITUTE OF MALAYSIA AND
UNIVERSITI UTARA MALAYSIA

Editor
Abdul Razak Abd Manaf
Ahmad Shukri Abdul Hamid
Siti Mariam Sageh
Nor ‘Ashikin Abdull Razak



KOMPILASI VARIA SOROTAN
LITERATUR SOSIAL

PROGRAM KAJIAN SOSIAL DENGAN KOLABORASI
BERSAMA
INSTITUT SOSIAL MALAYSIA DAN
UNIVERSITI UTARA MALAYSIA

SOCIAL RESEARCH PROGRAMME IN COLLABORATION
WITH
SOCIAL INSTITUTE OF MALAYSIA AND
UNIVERSITI UTARA MALAYSIA

INSTITUT SOSIAL MALAYSIA

COPYRIGHT
Cetakan Awal 2020
Hak Cipta Penerbitan ©2020 Institut Sosial Malaysia
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ISBN: 978-967-5472-45-9

KOMPILASI VARIA SOROTAN LITERATUR SOSIAL

INSTITUT SOSIAL MALAYSIA i
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SEULAS PINANG 01
SEKAPUR SIREH 07
LITERASI KEWANGAN – PENYELESAIAN MASALAH HUTANG PENDIDIKAN?
Mohd Zaimi Mohd Nor, Suzila Ismail, Farahnadia Mohd. Faudzi, Mohd. Azrin Mohd. Nasir 16
& Nor A’tikah Mat Ali
ANALISIS RESPON KUALITATIF BERPANDUKAN FASA PROSES BERFIKIR 24
MALIK BADRI SEBAGAI ALTERNATIF KEPADA TAKSONOMI PEMBELAJARAN 36
BLOOM 43
Zainun Mustafa & Nooraida Yakob
PENDIDIKAN REMAJA DALAM PUSAT PEMULIHAN: MENCARI YANG 51
DITINGGALKAN 57
Haja Mydin Abdul Kuthoos, Noraida Endut, Azman Azwan Azmawati, Nor Hafizah Selamat
& Intan Hashimah Mohd Hashim 65
THE PSYCHOSOCIAL NEEDS OF SOCIALLY ISOLATED CHILDREN
Mohd Faiz Fansuri Mohd Affandy & Azlinda Azman 74
STAGING MALAY HOSPITALITY AMONG WOMEN’S HOMESTAY OPERATORS 82
IN PENANG ISLAND: AN ANTHROPOLOGICAL PERSPECTIVES
Farah Syazwani Hayrol Aziz & Nor Hafizah Selamat 89
ISU KESIHATAN MENTAL DAN TINGKAH LAKU KEWARGANEGARAAN 104
ORGANISASI DALAM KALANGAN POLIS DI MALAYSIA DI ERA REVOLUSI
INDUSTRI 4.0 (IR 4.0)
Mastura Bakar, Nor A’tikah Mat Ali, Mohd Azrin Mohd Nasir, Farah Nadia Mohd Faudzi
& Suzila Ismail
TIPOLOGI PERSONALITI REMAJA BERDASARKAN JEJAK DIGITAL (2015-
2020)
Nurfatin Syahirah Norsaidi, Aliff Nawi, Zalmizy Hussin & Mohd Azrin Mohd Nasir
KEPERLUAN KEPADA ALAT UKURAN SIKAP GENERASI MUDA TERHADAP
ORANG TUA DI MALAYSIA
Farah Nadia Mohd Faudzi, Norhaniza Said, Suzila Ismail, Nor A’tikah Mat Ali & Mohd Azrin
Mohd Nasir
ASSOCIATIONS BETWEEN COGNITIVE-EMOTION REGULATION, SOCIAL
SUPPORT AND PHYSICAL STRENGTH TOWARDS PSYCHOLOGICAL WELL-
BEING AMONG GRADUATE STUDENTS
T. M. Munisamy & A. Ahmad
PENYERLAHAN EMOSI DALAM PERBUALAN REMAJA MALAYSIA DI
FACEBOOK
Nor Fazilah Noor Din & Hishamudin Isam
SOKONGAN SOSIAL IBU BAPA DAN PENJAGA TERHADAP PENJAGAAN
ANAK KURANG UPAYA (OKU): KAJIAN DI PERTUBUHAN PEMULIHAN DALAM
KOMUNITI (PPDK) KUALA NERANG DAN PENDANG
Nurul Jannah Shamsudin & Zakiyah Jamaluddin
TAHAP KUALITI HIDUP DAN KEPUASAN WARGA EMAS TERHADAP
PERKHIDMATAN YANG DISEDIAKAN DI PAWE PENDANG
Siti Nur Shamin Mohd Seperi & Zarina Mat Saad
HAK-HAK MINORITI DALAM PERLEMBAGAAN MALAYSIA
Mohammad Hafizuddin Mohd Zamri

KOMPILASI VARIA SOROTAN LITERATUR SOSIAL

INSTITUT SOSIAL MALAYSIA

Halaman ini sengaja dibiarkan kosong

KOMPILASI VARIA SOROTAN LITERATUR SOSIAL

INSTITUT SOSIAL MALAYSIA

SEULAS PINANG

PENGARAH INSTITUT SOSIAL MALAYSIA
Alhamdulillah, saya mengucapkan syukur ke hadrat Allah S.W.T kerana buku Kompilasi Varia Sorotan
Literatur Sosial ini dapat diterbitkan dengan jayanya. Buku ini menghimpunkan karya yang dipilih dan
disunting berdasarkan artikel-artikel yang dihasilkan oleh para peserta di Social Research Program:
Colloquium for Social Researchers. Ia selaras dengan perkembangan kerja sosial dalam era global
semasa, keperluan dan jangkaan masyarakat yang semakin meningkat khususnya terhadap kualiti
dan kesejahteraan hidup.
Institut Sosial Malaysia (ISM) berperanan menyediakan latihan dan kursus berkaitan bidang Kerja
Sosial kepada kakitangan Kementerian Pembangunan Wanita, Keluarga dan Masyarakat (KPWKM)
serta agensi di bawahnya. Selain itu, ISM turut menawarkan latihan dan kursus tersebut kepada
Badan Bukan Kerajaan (NGO) serta masyarakat awam khususnya sukarelawan demi melahirkan
pekerja sosial yang kompeten dalam memberikan perkhidmatan yang lebih berkesan kepada
masyarakat.
Ini menjadi nilai tambah kepada peranan ISM yang sentiasa proaktif dalam menyebar luaskan ilmu
dan latihan berkaitan bidang sosial. Dalam masa yang sama, turut bersama KPWKM serta pihak lain
dalam membantu menangani masalah sosial melalui platform latihan, penyelidikan dan penerbitan.
Adalah diharapkan dengan penghasilan buku seperti ini akan dapat dimanfaatkan oleh pembaca
terutamanya kepada penuntut dan penggiat dalam bidang Kerja Sosial, masyarakat dan negara.
Penerbitan buku ini merupakan satu usaha mendokumentasikan kajian pelbagai isu berkaitan inovasi
sosial yang relevan dalam membangunkan pekerja sosial yang berintegrasi dan berdedikasi. Dengan
ini, ia dapat menyumbang kepada setiap perancangan dan pelaksanaan program serta aktiviti yang
lebih strategik pada masa hadapan demi mewujudkan keharmonian sosial masyarakat.
Justera, saya ingin mengambil kesempatan ini untuk mengucapkan sekalung penghargaan kepada
Universiti Utara Malaysia (UUM), Pusat Psikologi Gunaan, Dasar dan Kerja Sosial dan semua pihak
di atas kesudian menjadi rakan akrab ISM menerusi kerjasama intelektual berkaitan buku kajian sosial
ini. Ia merupakan kesinambungan usaha dalam menyebarluaskan manfaat ilmu demi kelestarian insan
dan kesejahteraan masyarakat.
Sekian, terima kasih. Wassalamu’alaikum wbth.
DR. FAZNI BINTI MAT ARIFIN

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SEKAPUR SIREH

Assalamualaikum warahmatullahi wabarakatuh dan salam sejahtera
Alhamdulillah, syukur ke hadrat Ilahi kerana dengan limpah dan kurniaNya buku suntingan Kompilasi
Varia Sorotan Literatur Sosial ini dapat disempurnakan. Himpunan artikel penulisan di dalam buku ini
adalah karya suntingan yang dipilih berdasarkan kepada hasil artikel-artikel yang diusahakan oleh para
peserta di Social Research Program: Colloqium for Social Researchers. Ia merupakan gabungan
hasil kajian yang dilaksanakan oleh ahli akademik, mahasiswa dan pengamal serta pengalaman para
penulis yang terlibat secara langsung dalam bidang sains sosial.
Buku suntingan ini diterbitkan sebagai bahan bacaan kepada para pembaca untuk memahami dan
mendalami pelbagai isu sosial yang berlaku dalam masyarakat. Ia juga sebagai asas untuk meneliti
pelbagai strategi intervensi bagi mencari penyelesaian kepada keunikan isu dan cabaran yang
dihadapi. Diharapkan buku ini mampu menjadi platform yang kukuh dan berfaedah kepada kesemua
pembaca dalam berbincang serta berhujah secara kritikal terhadap isu-isu sosial yang berkaitan
terutama dalam konteks negara ini merentasi sosio-budaya masyarakat dan pelbagai peringkat umur.
Setinggi-tinggi penghargaan dan ucapan terima kasih dizahirkan kepada Kementerian Pembangunan
Wanita, Keluarga dan Masyarakat (KPWKM) khususnya Institut Sosial Malaysia (ISM) dan Pusat
Psikologi Gunaan, Dasar dan Kerja Sosial, Universiti Utara Malaysia (UUM) serta semua pihak yang
terlibat dalam menjayakan kerjasama pintar dan strategik dalam penerbitan buku ini. Akhir kalam,
semoga buku suntingan ini memberikan manfaat kepada semua dan sumbangan yang besar dalam
memperkaya korpus ilmu pengetahuan dan mempertingkatkan potensi diri setiap pembaca.
Sekian, terima kasih.
Wassalam
“ILMU, BUDI, BAKTI”
ABDUL RAZAK BIN ABD MANAF
Dekan
Pusat Pengajian Psikologi Gunaan, Dasar dan Kerja Sosial
Universiti Utara Malaysia

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KOMPILASI VARIA SOROTAN LITERATUR SOSIAL

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LITERASI KEWANGAN

PENYELESAIAN
MASALAH HUTANG

PENDIDIKAN?

Mohd Zaimi Mohd Nor, Suzila Ismail,
Farahnadia Mohd. Faudzi,

Mohd. Azrin Mohd. Nasir & Nor A’tikah Mat Ali
Pusat Pengajian Psikologi Gunaan, Dasar dan Kerja Sosial

Universiti Utara Malaysia
E-mail koresponden: [email protected]

ABSTRAK

Kertas konsep ini bertujuan membincangkan seperti buku, jurnal, artikel, laman sesawang dan
salah satu faktor ke arah penyelesaian hutang akhbar atas talian selain pangkalan-pangkalan
pendidikan dalam kalangan belia di Malaysia. data yang berkaitan dengan bidang seperti
Belia pada masa kini menganggap mereka psikologi, kewangan dan sains sosial. Hasil
memahami pengetahuan asas mengenai kajian literatur menunjukkan tiga faktor utama
kewangan walaupun sebenarnya pengurusan yang menyumbang kepada literasi kewangan
kewangan diri masih lemah sehingga belia iaitu sikap, pengetahuan dan pengaruh
akhirnya membawa kepada bebanan hutang. keluarga. Oleh itu, kajian pada masa akan datang
Menggunakan model teori Reasoned Action perlu memfokuskan kepada literasi kewangan
(TRA) yang mencadangkan bahawa tingkah (sikap, pengetahuan dan pengaruh keluarga)
laku manusia ditentukan oleh niat di mana niat sebagai salah satu cara menyelesaikan hutang
dipengaruhi oleh sikap terhadap tingkah laku dan pendidikan ini.
norma subjektif (Fishbein & Ajzen, 1975), literasi Kata Kunci: literasi kewangan, belia, sikap,
kewangan diandaikan dapat mempengaruhi pengetahuan, keluarga
tingkahlaku belia untuk menyelesaikan hutang
pendidikan. Metodologi yang digunakan adalah
perbincangan berdasarkan data-data sekunder

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PENGENALAN belia merupakan kumpulan paling ramai merujuk
Hutang adalah suatu kredit atau pinjaman yang kepada agensi berkenaan (Hafiz Ithnin, 2019).
dibuat oleh individu untuk mendapatkan sesuatu Walaupun kajian menunjukkan kebanyakan
barangan atau perkhidmatan dan akhirnya akan masyarakat Malaysia melakukan dua pekerjaan
dibayar kembali pada suatu tempoh tertentu serentak untuk menyelesaikan masalah hutang
(Mohamad Fazli Sabri et al., 2011). Dari (Lee, 2013), pendapatan yang diperolehi tidak
perspektif Islam, hutang ditakrifkan sebagai dayn selari dengan perbelanjaan harian menjadikan
(hutang) iaitu sebarang liabiliti (tanggungan) rakyat terpaksa membuat pinjaman atau
yang dipertanggungkan ke atas seseorang berhutang dalam mendapatkan barangan
individu sama ada dalam bentuk wang atau yang diperlukan. Selain itu, terdapat individu
sebagainya (Bank Muamalat, 2020). Hutang yang sanggup berhutang semata-mata untuk
pendidikan merupakan salah satu pinjaman yang meningkatkan status sosial (Nur Aisyatul Radiah
banyak melibatkan golongan belia di Malaysia. Alidaniah et al., 2015). Secara tidak langsung,
Belia di Malaysia ditakrifkan sebagai individu hal ini mencerminkan bahawa golongan belia
yang berusia antara 15 hingga 40 tahun (Jamilah mempunyai masalah menguruskan kewangan
Ahmad et al., 2017). Golongan ini meminjam peribadi dengan baik (Isa et al., 2012).
dari pelbagai sumber misalnya Pinjaman Belia pada masa kini menganggap mereka
Perbadanan Tabung Pendidikan Tinggi Nasional mempunyai pengetahuan asas mengenai
(PTPTN), Jabatan Perkhidmatan Awam (JPA), kewangan, tetapi sebenarnya pengurusan
Majlis Amanah Rakyat (MARA) dan sebagainya. kewangan mereka masih pada tahap lemah dan
Pinjaman menjadi suatu keperluan kerana tidak mengetahui cara untuk mengaplikasikan
kos untuk melanjutkan pengajian ke institusi pengetahuan yang difahami dengan amalan yang
pengajian tinggi (IPT) semakin meningkat. Walau dilakukan seharian sehingga akhirnya membawa
bagaimanapun, trend pembayaran balik hutang kepada bebanan hutang (Abdul Rahman &
pinjaman pendidikan juga semakin merosot Zulkifly, 2016; Dahlia Ibrahim et al., 2009).
sejak sedekad yang lalu. Bagi menangani masalah ini, kajian mengenai
Sebagai contoh, hutang PTPTN telah dicatatkan literasi kewangan individu dilihat penting dalam
hampir melebihi 200 peratus dalam masa 10 usaha mengurangkan hutang pendidikan
tahun iaitu daripada RM11 bilion kepada hampir negara. Pengurusan kewangan yang tidak
RM40 bilion kini. Disebabkan pembayaran cekap boleh menyebabkan kegagalan dalam
balik pinjaman masih pada tahap rendah membuat pembayaran balik hutang pendidikan
menyebabkan PTPTN terpaksa mengurangkan dan seterusnya memberi kesan buruk ke atas
pinjaman sebanyak 5% bagi Universiti Awam kehidupan seseorang individu itu.
(UA) dan 15% bagi IPTS untuk memastikan
kelangsungan pinjaman kepada pelajar-pelajar METODOLOGI
baru (Perbadanan Tabung Pendidikan Tinggi Bagi melengkapkan tujuan kertas konsep ini,
Nasional, 2016). adalah perlu untuk membuat penilaian kepada
Selain itu, peningkatan golongan belia dokumen-dokumen yang berkaitan dengan
yang mengalami muflis didapati semakin literasi kewangan. Kesemua data yang terlibat
membimbangkan. Statistik yang dikeluarkan oleh adalah berbentuk teks sama ada dari buku,
Jabatan Insolvensi Malaysia pada tahun 2019 jurnal, artikel, laman sesawang dan akhbar atas
mendapati seramai 299,186 orang diisytiharkan talian di dalam Bahasa Melayu dan Bahasa
muflis. Daripada jumlah tersebut, 25 peratus Inggeris. Walaubagaimanapun, penekanan dan
gologan belia di dapati mengalami kebankrapan fokus lebih banyak diberikan ke atas penulisan
(Jabatan Insolvensi Malaysia, 2019). Belia yang ilmiah. Daripada penilaian tersebut, pengkaji
diisytiharkan muflis akan disenarai hitamkan oleh membuat keputusan untuk menumpukan kepada
Jabatan Imigresen, dilarang untuk keluar negara tiga faktor yang menyumbang kepada literasi
serta harta kepunyaan terpaksa dijual dan kewangan iaitu:
hasilnya diagihkan kepada pemiutang (Jabatan Pengetahuan. Program-program kesedaran
Insolvensi Malaysia, 2019). Selain itu, statistik kursus atau seminar yang dianjurkan oleh pihak
Agensi Kaunseling dan Pengurusan Kredit kerajaan dan institusi kewangan swasta dilihat
(AKPK) pula mendedahkan bahawa golongan

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tidak memberi impak yang positif terhadap yang positif ialah dengan melakukan belanjawan,
perubahan pengurusan hutang dalam kalangan simpanan dan menguruskan kewangan dalam
generasi muda (Nuraini et al., 2013). Oleh itu, kehidupan seharian secara optimum. Bagi
kajian mengenai literasi kewangan penting menguruskan kewangan secara berkesan,
bagi melihat pengetahuan dalam menguruskan pengetahuan kewangan sahaja tidak mencukupi
kewangan dalam kalangan belia agar kerana pengaruh pengetahuan kewangan
pembayaran balik hutang pendidikan menjadi terhadap tingkah laku juga dinilai dari segi
lebih mudah. Hal ini turut disokong oleh Basu sikap kewangan seseorang individu (Norvilitis &
(2005) yang menyatakan literasi kewangan Maclean, 2010; Xiao et al., 2011).
dapat membantu melakukan penilaian kewangan Pengaruh keluarga. Pengaruh keluarga dilihat
serta dapat merangsang tindakan yang lebih mempengaruhi pengurusan kewangan terutama
efektif berdasarkan maklumat yang diperolehi dalam melibatkan perbelanjaan seseorang
supaya pengurusan kewangan dapat dilakukan individu. Sosialisasi pengguna bermaksud
secara berhemah. Justeru itu, kesedaran proses yang melibatkan kanak-kanak dan remaja
tentang pentingnya literasi kewangan perlu memperoleh kemahiran, pengetahuan dan
dipertingkatkan supaya golongan muda mampu sikap yang berkaitan dengan fungsi sebagai
merancang peribadi dan mengurangkan risiko pengguna di pasaran (Ward, 1974). Kanak-
yang dihadapi mereka (Tan et al., 2011). kanak serta remaja dilihat mempelajari pelbagai
Kajian Bushan dan Medury (2014) menyatakan corak tingkah laku sebagai pengguna daripada
bahawa terdapat hubungan yang positif antara pelbagai agen sosial termasuklah ibu bapa,
pengetahuan dengan tingkah laku kewangan. rakan sebaya, sekolah, kedai-kedai dan media
Kajian ini mendapati bahawa tahap pengetahuan (Moschis, 1987). Antara sumber utama yang
kewangan yang tinggi membawa kepada tingkah dipelajari oleh kanak-kanak mengenai kewangan
laku kewangan yang positif. Hal ini membuktikan adalah ibu bapa dan rakan-rakan (Anderson &
bahawa pengetahuan kewangan bukan sahaja Bushman, 2001). Ini menunjukkan bahawa ibu
mampu meningkatkan tahap literasi kewangan bapa memainkan peranan penting dalam keluarga
malah membentuk tingkah laku kewangan yang untuk membentuk dan mengajarkan pengurusan
baik dalam keusahawanan. Lusardi dan Mitchell kewangan dengan betul kepada anak-anak
(2008) pula menyatakan bahawa proses mereka. Ini disokong oleh kajian Sundarasen
penyimpanan kewangan memerlukan seseorang et al. (2014) bahawa seseorang individu itu
individu yang mempunyai pengetahuan tentang perlu didedahkan dengan pendidikan berkaitan
numerasi, keupayaan untuk mengira nilai semasa dengan kewangan bagi setiap peringkat umur
dan pemahaman yang jelas tentang kebaikan bermula dari kanak-kanak sehinggalah remaja.
dalam membuat penyimpanan. Oleh itu dapat Semasa kanak-kanak, ibu bapa dilihat sebagai
dilihat bahawa pengetahuan yang jelas serta contoh teladan kepada anak-anak dalam
pemahaman yang baik mengenai penyimpanan memupuk pengurusan kewangan diri (Anderson
mampu meningkatkan literasi kewangan. & Bushman, 2001). Ibu bapa dilihat sebagai agen
Sikap. Sikap dalam menguruskan kewangan yang efektif dalam mengajar anak-anak mengenai
dilihat penting dalam membentuk literasi penggunaan kewangan seperti hubungan antara
kewangan (Isomidinova et al., 2017). Sikap harga dan kualiti, mengurus kewangan dengan
terbahagi kepada dua iaitu sikap yang positif bijak, membuat keputusan yang baik sebelum
dan sikap yang negatif terhadap penggunaan membuat pembelian atau berbelanja. Selain itu,
wang yang boleh mempengaruhi perbelanjaan kajian Ansong dan Gyensare (2012) melihat
seseorang individu. Menurut Shahrabani (2012), bahawa terdapat hubungan yang positif antara
sikap yang positif terhadap pengurusan kewangan tahap pendidikan ibu bapa terhadap tahap literasi
mampu mengawal perbelanjaan peribadi anak-anak. Hal ini menunjukkan bahawa ibu bapa
seseorang tanpa perlu berhutang seterusnya yang berpendidikan tinggi secara tidak langsung
mengurangkan pinjaman peribadi. Sikap yang akan memberikan motivasi kepada anak-anak
baik dalam pengurusan kewangan menyebabkan mereka dalam menguruskan kewangan dengan
kawalan belanjawan seseorang individu menjadi betul. Dapat disimpulkan bahawa semakin
lebih teratur. Tingkah laku kewangan yang baik tinggi tahap pendidikan ibu bapa maka semakin
mampu menjamin kesejahteraan gaya hidup mempengaruhi tahap pengurusan kewangan
kewangan bagi seseorang individu. Antara sikap kepada anak-anak mereka.

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Teori Reasoned Action (TRA) individu terpaksa berhutang untuk mendapatkan
Teori ini diperkenalkan oleh Ajzen dan Fishbein aset seperti memiliki rumah, kenderaan dan
pada tahun 1970. Teori ini digunakan untuk sebagainya supaya status hidup mereka dapat
mengkaji kepercayaan, sikap, niat dan tingkah ditingkatkan. Kajian oleh Nur Aisyatul Radiah
laku (Tlou, 2009). Tujuan teori ini adalah untuk Alidaniah et al. (2015) mendapati, sebanyak
meramal dan memahami tingkah laku manusia 62.3% responden berpandangan bahawa
yang terbentuk. Teori ini menerangkan bahawa dengan memiliki barang mewah maka mereka
tingkah laku seseorang individu dipengaruhi dapat membezakan status diri dalam kalangan
oleh dua faktor iaitu sikap dan norma subjektif masyarakat. Hal ini menyebabkan tekanan bagi
(Muhamad Razuhanafi Mat Yazid et al., 2013). sesetengah individu yang menganggap dirinya
Menurut teori ini, tingkah laku seseorang individu tidak setaraf dengan individu dan kumpulan lain.
ditentukan oleh keinginan. Seterusnya keinginan Mereka takut sekiranya disisihkan dan status
dapat dilihat melalui sikap dan norma subjektif mereka dipandang rendah pada pandangan
terhadap tingkah laku. masyarakat setempat. Perasaan rendah diri
Niat terjadi disebabkan oleh dua faktor utama tersebut boleh menyebabkan halangan kepada
iaitu faktor peribadi dan faktor sosial. Faktor hubungan sosial dengan masyarakat.
yang berhubung dengan faktor peribadi ialah Selain itu, terdapat juga individu yang mampu
faktor sikap. Sikap adalah penilaian kepercayaan untuk membuat bayaran balik pinjaman tetapi
atau perasaan positif atau negatif dari seseorang memilih untuk mengelak daripada membayar.
jika mereka perlu melakukan tingkah laku yang Mereka lebih mengutamakan untuk berbelanja
akan ditentukan. Faktor berhubung dengan terhadap perkara-perkara lain. Ini juga
pengaruh sosial adalah norma subjektif. Norma menimbulkan tanda tanya sejauh mana golongan
subjektif merujuk kepada persepsi manusia ini mengambil serius terhadap isu hutang
terhadap orang lain terhadapnya dan berfikir pendidikan ini. Ini menunjukkan kesedaran
sama ada pelaku patut atau tidak bertingkah dan sikap terhadap pembayaran balik hutang
laku sedemikian (Ajzen & Fishbein, 1975). Hal pendidikan berada pada tahap yang rendah.
ini menggambarkan pengaruh persepsi manusia Isu hutang dalam kalangan belia perlu diambil
lain atau agen persekitaran terhadap tingkah perhatian oleh semua pihak bagi mengurangkan
laku perancangan kewangan. berlakunya gejala sosial serta muflis. Ini kerana,
dalam tempoh lima tahun sahaja seramai 64,632
KESIMPULAN rakyat Malaysia direkodkan muflis (Jabatan
Malaysia adalah antara 70 negara yang Insolvensi Malaysia, 2019). Angka yang besar
menawarkan pinjaman pendidikan. Golongan ini boleh memberi implikasi yang buruk kepada
belia pula adalah peminjam terbesar pinjaman pembangunan negara. Bagi mengelak masalah
pendidikan ini. Walaupun belia dikatakan hutang menjadi berterusan, pengurusan
meminjam kerana kos melanjutkan pengajian kewangan perlu diajar dan disemai dalam
ke IPT agak tinggi, namun tidak dapat dinafikan kalangan belia. Corak perbelanjaan seseorang
juga bahawa budaya berhutang menjadi suatu individu serta kesediaannya dalam membuat
kebiasaan dan diterima dalam kehidupan bayaran balik hutang perlu dikaji. Oleh yang
bermasyarakat sejak awal abad ke-20 dan telah demikian, kajian mengenai literasi kewangan
menjadi suatu perkara yang tidak dapat dielakkan dilihat penting dalam usaha mengurangkan
(Lea et al., 1995). hutang pendidikan negara.
Bagi golongan belia yang telah bergraduat, Kajian terdahulu mendapati bahawa tahap
memulakan kerjaya, alam rumahtangga dan pengetahuan mengenai kewangan merupakan
kehidupan berkeluarga juga boleh menimbulkan isu yang penting dalam tingkah laku
pelbagai cabaran. Selain memikirkan untuk pengurusan kewangan. Pengurusan hutang
melangsaikan hutang pendidikan, mereka perlu dititikberatkan disebabkan isu hutang
dilihat terpaksa mengambil kira pelbagai faktor dalam kalangan belia amat membimbangkan
misalnya gaji, kos sara hidup yang tinggi, beban (Nuraini Abdullah & Mohamad Fazli Sabri,
isi rumah dan sebagainya. Tambahan pula, 2016). Pengurusan hutang dalam kalangan
belia dilihat masih berada pada tahap yang
lemah (Dahlia Ibrahim et al., 2009), maka

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KOMPILASI VARIA SOROTAN LITERATUR SOSIAL

INSTITUT SOSIAL MALAYSIA

pengurusan kewangan yang betul amat penting juga dianggap dapat mengurangkan bebanan
bagi membantu mengurangkan masalah hutang kepada individu dalam membuat pembayaran
terutamanya hutang pendidikan dalam kalangan balik pinjaman pendidikan serta berbelanja
generasi muda. Pengurusan kewangan yang baik mengikut kemampuan diri.

RUJUKAN

Abdul-Rahman, A., & Zulkifly, W. (2016). Faktor penentu pengurusan kewangan: Kes mahasiswa Universiti
Kebangsaan Malaysia. Jurnal Personalia Pelajar, 19(2), 85-94.

Anderson, C. A, & Bushman, B. J. (2001). Effects of violent games on aggressive behavior, aggressive
cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the
scientific literature. Psychological Science, 12 (2001), 353–359.

Ansong, A. & Gyensare, M. A. (2012). Determinants of university working-students’ financial literacy at the
University of Cape Coast, Ghana. International Journal of Business and Management, 7(9), 126-133.

Bank Muamalat. (2020, Februari 16). Kewajiban membayar hutang. https://www.muamalat.com.my/
downloads/media-room/publications/Buku-Kewajipan-Membayar-Hutang.pdf

Basu, S. (2005). Financial literacy and the life cycle. Financial Planning Association.

Bushan P. & Medury Y. (2014). An empirical analysis of inter linkages between financial attitudes, financial
behaviour and financial knowledge of salaried individuals. Indian Journal of Commerce & Management
Studies, 5(3), 58-64.

Dahlia Ibrahim, Rabitah Harun, & Zuraidah Mohamed Isa. (2009). A study on financial literacy of Malaysian
degree students. Journal of Cross-cultural Communication, 5(4), 51-59.

Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and
research. Addison-Wesley.

Hafiz Ithnin (2019, Februari 17), Muflis pada usia remaja. Harian Metro. https://www.hmetro.com.my/
rencana/2019/02/424043/muflis-pada-usia-remaja-metrotv

Isa, M. H., Aliff, M. M. N., Jamil, A., Ab. Halim, T., Amirah, l., Nurul, P. H. & Syazwani, S. S. (2012).
Keberkesanan pertumbuhan belia dalam menyemai jati diri Islam. Malaysia Journal of Youth Studies, 7,
93-104.

Isomidinova, G., Singh, J., & Singh, K. (2017). Determinants of financial literacy: A quantitative study among
young students in Tashkent, Uzbekistan. Electronic Journal of Business & Management, 2(1), 61–75.

Jabatan Insolvensi Malaysia (2019, Disember). Bankruptcy statistic 2019. http://www.mdi.gov.my/index.php/
ms/aboutus/resources/statistics/bankruptcy/1548-

Jamilah Ahmad, Nurzali Ismail & Nur Nasliza Arina. (2017). Belia dan isu jenayah masa kini di Malaysia.
Malaysia Journal of Youth Studies, 16. 49-69.

Lea, S. E. G., Webley, P., & Walker, C. M. (1995). Psychological factors in consumer debt: Money
management, economic socialization, and credit use. Journal of Economic Psychology, 16(4), 681-701.

Lee Shi-an. (2013). The Malaysian Insider. Gaya hidup rakyat Malaysia dorong hutang tidak berpenghujung.
http://www.themalaysianinsider.com/bahasa/article/ gaya-hidup-rakyat-malaysia-dorong-hutang-tidak-
berpenghujung/.

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Lusardi, A. and Mitchell, O. S. (2008). Planning and financial literacy: How do women fare? American
Economic Review, 98 (2), 413-17. DOI: 10.1257/aer.98.2.413

Mohamad Fazli Sabri, Ahmad Hariza Hashim & Mohd Amim Othman (2011). Pengetahuan dan pengalaman
berkaitan penggunaan kredit di kalangan pengawai muda sektor awam. Malaysia Journal of Youth
Studies, 5, 77-90.

Moschis, G. P. (1987). Consumer socialization: A life cycle perspective. Lexington, MA: Lexington Books
Muhamad Razuhanafi Mat Yazid, Rozmi Ismail & Riza Atiq O.K. Rahmat (2013). Pemodelan penggunaan

kenderaan tidak bermotor berdasarkan teori tingkah laku terancang (PB). Jurnal Teknologi, 62(1) 69-76.
Norvilitis, J. M. & Maclean, M. G. (2010), The role of parent in college students’ financial behaviors and

attitudes, Journal of Economic Psychology, 31(1), 55-63.
Nur Aisyatul Radiah Alidaniah, Sanep Ahmad, Mohd Ali Mohd Noor, Mohammed Rizki Moi. (2015). Hutang

isi rumah mengikut kaum di Bandar Baru Bangi, Selangor. Malaysian Journal of Society and Space,
11(11): 110-119.
Nuraini Abdullah & Mohamad Fazli Sabri. (2016). Faktor peramal pengurusan hutang dalam kalangan pekerja
muda. International Journal of Education and Training (InjET). 2(2) 1- 19.
Nuraini Abdullah, Mohamad Fazli Sabri, Husniyah Abdul Rahim, Mohd. Amim Othman, Afida Mastura
Muhammad Arif & Nurul Farhana Zakaria. (2013). Pengurusan kewangan dalam kalangan pekerja muda.
Jurnal Pengguna Malaysia, 21, 16-34.
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Januari 2020 daripada https://www.parlimen.gov. my/ipms/eps/2017-11-29/ST.143.2017%20-%20
PTPTN.pdf
Shahrabani, S. (2012). The effect of financial literacy and emotions on intent to control personal budget: A
study among Israeli college students. International Journal of Economics and Finance, 4(9), 156-163.
Sundarasen, S. D. D., Muhammad Sabbir, R., Rajangam, N. & Sellappan, R. (2014). ‘Cradle to grave’:
Financial literacy programs and money management. International Journal of Economics and Finance,
6(6), 240-246.
Tan, H. B., Hoe, S. Y. & Hung, W. T. (2011). Financial literacy and personal financial planning in Klang
Valley, Malaysia. International Journal of Economics and Management, 5(1), 149-168.
Tlou, E. R. (2009). The application of the theories of Reasoned Action and Planned Behaviour to a
workplace HIV/AIDS health promotion programme [Tesis doktor falsafah yang tidak diterbitkan].
University of South Africa.
Ward, S. (1974). Consumer socialization, Journal of Consumer Research, 1(2) (Sept.). pp. 1-14.
Xiao, J. J., Tang, C., Serido, J. & Shim, S. (2011), Antecedents and consequences of risky credit behavior
among college students: application and extension of the theory of planned behavior, Journal of Public
Policy & Marketing, 30(2), 239-258.

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ANALISIS RESPON
KUALITATIF
BERPANDUKAN FASA
PROSES BERFIKIR
MALIK BADRI
SEBAGAI ALTERNATIF
KEPADA TAKSONOMI
PEMBELAJARAN BLOOM

Zainun Mustafa & Nooraida Yakob
Pusat Pengajian Ilmu Pendidikan
Univesiti Sains Malaysia
E-mail koresponden: [email protected]

ABSTRAK PENDAHULUAN

Fasa proses berfikir Malik Badri merupakan Menurut Basuki dan Hariyanto (2017), Bloom
panduan penilaian kognitif yang dicadangkan telah memberikan sumbangan yang signifikan
sebagai alternatif kepada Taksonomi Bloom. dalam bidang penilaian pendidikan dengan
Taksonomi ini mengiktiraf aspek kerohanian memperkenalkan Teori Pembelajaran Bloom
dalam penilaian proses pembelajaran Muslim. (dikenali sebagai Taksonomi Bloom). Teori beliau
Artikel ini membincangkan analisis respon kemudiannya telah ditambah baik oleh Anderson
kualitatif berpandukan Fasa Proses Berfikir Malik dan Krathwohl (2001) dengan memperkenalkan
menggunakan prosedur Articulated Thought Kemahiran Berfikir Aras Tinggi. Kedua-dua teori
in Simulated Situation (ATSS). Responden ini menjadi amalan dalam pendidikan di Malaysia
menjalani protokol latihan dan kemudian diikuti khususnya dalam menilai pencapaian kognitif
dengan protokol ATSS. Respon lisan telah murid. Walau bagaimanapun, Norillah dan
ditranskrip dan dianalisis sehingga menerbitkan Sharifah (2012), mendakwa bahawa adaptasi
tema. Hasil kajian mendapati, berdasarkan 108 Taksonomi Pembelajaran Bloom dalam latar
respon terhadap 12 situasi simulasi berkaitan belakang pendidikan Muslim merefleksikan
pemikiran, hanya tiga dari empat fasa proses pengabaian fitrah asas yang menjadi tunjang
telah dikenal pasti iaitu musyahadah, tadlawuk pembinaan peribadi Muslim. Malah, Malik (1996)
dan tafakur. Fasa tertinggi iaitu syuhud tidak juga telah mengkritik tindakan mengangkat
dapat dikenal pasti dalam kajian ini. gagasan penilaian tertinggi berdasarkan norma
Kata Kunci: Fasa Proses Berfikir Malik Badri, yang bersifat kabur, tiada unsur metafizik, tanpa
ATSS, Taksonomi Bloom, Penilaian, tafakur perasaan dan nilai. Menurut Malik lagi, pemisahan
aspek kerohanian ini dalam penilaian secara
kognitif menyebabkan wujud konflik dalam diri
seorang Muslim yang terdidik dalam pandangan

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hidup Islam. Berdasarkan kritikan tersebut, Malik telah melakukan penelitian terhadap pemikiran
cendekiawan awal muslim khususnya Al-Ghazali, Abu Zayd Al Balkhi, Miskawayh, Ibnu Taimiyah dan
Ibnu Qayyim seawal 1950 an (Khan, 2015). Beliau telah mengenal pasti sumbangan cendekiawan-
cendekiawan Muslim yang mengaitkan pengaruh berfikir dan proses kognitif dalam pembentukan
kepercayaan, sikap dan perilaku (Malik, 2016; Malik, 2000). Melalui perkaitan tersebut, dapat
dijelaskan bahawa tingkah laku dan sikap merupakan implikasi tentang apakah dan bagaimanakah
seseorang itu berfikir. Idea yang dipelopori cendekiawan awal Muslim tersebut juga menjelaskan
bahawa pemikiran seseorang diterjemahkan dalam kepercayaan, perasaan dan tindakan sama ada
sedar mahupun luar sedar. Hal ini telah menjadi intipati penting dalam pembinaan Taksonomi Fasa
Proses Berfikir Malik Badri.
Walau bagaimanapun, taksonomi ini secara relatifnya masih baru diperkenalkan berbanding
Taksonomi Bloom, maka kajian berkenaan taksonomi fasa proses berfikir Malik Badri agak terhad.
Satu kajian telah dilakukan yang bertujuan untuk mengesan kewujudan fasa-fasa yang terkandung
dalam taksonomi teoritikal ini agar boleh dipraktikkan dalam bidang penilaian pendidikan. Oleh itu,
artikel ini membincangkan dapatan kajian yang bertujuan untuk mengesahkan fasa proses berfikir
yang disarankan oleh Malik Badri secara praktik.

KAJIAN KEPUSTAKAAN
Norillah dan Sharifah Sariah (2012) telah melakukan satu analisis jenis bandingan yang menjelaskan
kesesuaian Taksonomi Proses Berfikir Malik Badri berbanding Taksonomi Pembelajaran Bloom bagi
konteks pendidikan Muslim. Mereka menyimpulkan bahawa terdapat kelompongan dalam matlamat
akhir Taksonomi Pembelajaran Bloom dari pandangan hidup Islam. Matlamat akhir Taksonomi
Pembelajaran Bloom berkisar kepada kemampuan menilai keputusan yang ‘baik’ hal dunia material.
Akan tetapi, matlamat akhir dalam pembangunan kognitif Muslim bukan sahaja menjurus kepada
penilaian yang baik sama ada yang terdiri dari hal dunia, malahan mampu mendekatkan diri kepada
Allah s.w.t sebagai khalifah bagi alam dan hamba kepada Allah s.w.t (Mohd. Kamal Hassan, 2010).
Jadual 1. Fasa, aras taksonomi, penerangan dan konsep istilah Fasa Proses Berfikir Malik Badri yang
diadaptasi dari Malik Badri (2000)
Jadual 1 : Fasa, aras taksonomi, penerangan dan konsep istilah Fasa Proses Berfikir Malik Badri
yang diadaptasi dari Malik Badri (2000)

Fasa Aras taksonomi Penerangan
Shuhud
Kognisi Fasa tafakur yang terlazim dengan motivasi dan inspirasi. Beribadah
Tafakur spiritual dengan khusyuk sehingga menyembah Allah s.w.t seolah-olah melihat-Nya.

Tafakur Berpusatkan bagi merasakan kewujudan Allah s.w.t dan sifat-sifat-
Nya yang tinggi melalui ilmu pengetahuan yang diseimbangi dengan
perasaan takut, cinta dan tanggungjawab kepada Allah s.w.t. Pengalaman
pembelajaran lalu dimanfaatkan dalam Worldview tauhid Islam yang dapat
dikesan dalam komunikasi diri atau dengan orang lain (monolog atau
dialog). Wujudnya zikir dan fikir terarah kepada ibadah. Ansari (2001)
menyenaraikan terdapat sembilan darjah tafakur menurut Malik Badri iaitu
• Tahap keimanan
• Kedalaman dan tempoh perhatian
• Keadaan mental dan emosi
• Faktor persekitaran
• Pengaruh budaya
• Pengetahuan terhadapt subjek
• Contoh teladan
• Pengaruh rakan

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Tadlawuk Aplikasi, Penyataan rasa kagum melalui pengamatan dan melihat sisi keindahan,
analisis, kekuatan, keistimewaan, kerapian penciptaan dengan syarat adanya
penilaian, sentimen dan perasaan. Hal ini merujuk kepada aras 3,4,5 dan 6
sintesis Taksonomi Pembelajaran Bloom.

Musyahadah Pengetahuan, Persepsi empirikal yang diterima secara langsung atau tidak langsung
pemahaman melalui deria atau alat yang tertentu. Hal ini merujuk kepada aras 1 dan 2
Taksonomi Pembelajaran Bloom

Beroperasi mirip dengan Taksonomi Bloom, Taksonomi Proses Berfikir Malik Badri adalah berbentuk
hirarki dengan definisi konsep yang jelas. Proses berfikir ini mula diperkenalkan melalui buku beliau
yang menjelaskan proses berfikir iaitu Al-Tafakur min al-Musyahadah ila al-Syuhud: Dirasah al-
Nafsiyah al-Islamiyah (Malik, 1996). Memandangkan Malik menggunakan terminologi Bahasa Arab,
maka terminologi asal dikekalkan tanpa terjemahan bagi mengelakkan kekeliruan. Kemudian, Ansari
(2001) meringkaskan dalam bentuk fasa urutan. Kemudian, Norillah and Sharifah Sariah (2012)
pula menyusun fasa ini ke dalam bentuk taksonomi agar boleh dibandingkan dengan Taksonomi
Pembelajaran Bloom. Jadual 1 merupakan fasa, aras taksonomi, penerangan dan konsep istilah Fasa
Proses Berfikir Malik Badri yang diringkaskan daripada Ansari (2001) serta Norillah dan Sharifah
Sariah (2012).
Secara keseluruhannya, Taksonomi Fasa Proses Berfikir Malik Badri adalah lebih menepati dengan
latar belakang kajian berbanding Taksonomi Bloom.

METODOLOGI KAJIAN
Kajian ini menggunakan rekabentuk kaedah campuran (mixed method) yang merujuk kepada
pengumpulan dan menganalisis fasa kualitatif dan kualitatif dalam satu kajian (Ivankova, Creswell, &
Stick, 2006). Walaupun kajian ini melibatkan pengumpulan data secara kualitatif dan kemudiannya
diringkaskan bagi pelaporan secara kuantitatif, namun artikel ini hanya membincangkan dapatan
kualitatif sahaja. Kajian ini telah mengumpul data dengan menggunakan temu bual berstruktur
berpandukan prosedur Articulated Thought in Simulated Situation (ATSS). Menurut Davison, Vogel
dan Coffman (1997), prosedur ini merupakan gabungan pendekatan pengukuran kognitif think-
aloud yang merakam proses berfikir yang berlangsung secara analog, persekitaran interaksi yang
terkawal dan mampu mengukur kognisi kompleks dalam pelbagai situasi yang dikawal (Davison,
Robins & Johnson, 1983; Zanov & Davison, 2009). Instrumen yang dibangunkan mengandungi dua
protokol iaitu protokol latihan dan protokol temuduga. Protokol latihan bertujuan untuk membiasakan
responden dengan prosedur ATSS yang spesifik. Kesahan dan kebolehpercayaan instrumen telah
disemak berdasarkan panduan khusus bagi pembinaan instrumen ATSS. Instrumen ini diuji dalam
satu kajian rintis sebelum ditadbir di lapangan. Contoh soalan temu bual ialah:
Anda mendapati dalam kesibukan pelanggan yang ramai, banyak sekali lalat di ruangan hidangan
makanan. Malahan makanan terdedah dan tidak ditutup dengan baik. Anda berjalan masuk ke
dalam restoran dan mendapati harga makanan yang ditawarkan sangat murah dan ramai sekali
pelanggan yang beratur untuk mengikuti promosi tersebut. Apakah yang anda fikirkan?

DAPATAN KAJIAN
Berdasarkan 108 respon transkrip yang direkodkan bagi meneroka pemikiran murid, hanya tiga dari
empat fasa yang dikenal pasti iaitu musyahadah, tadlawuk dan tafakur. Murid yang menunjukkan fasa
berfikir musyahadah menunjukkan pemikiran yang berdasarkan pengalaman bukan pembelajaran.
Transkrip respon menunjukkan responden mengaitkan situasi konsep berkaitan kecenderungan
peribadi dan kepenggunaan. Contohnya, apabila diberikan pilihan tentang minuman soya dalam
kotak, terdapat responden mengaitkan situasi dengan alahan seperti berikut:

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Saya tidak suka rasa soya. Ia buat saya rasa nak muntah. Jadi saya akan tolak, taknak minum. Kod:
KPS3Q6R8
Selain alahan, respon-respon yang dikategorikan dalam fasa musyahadah turut melibatkan
tabiat, kegemaran, didorong tabiat ibu bapa, persepsi serta emosi. Respon sebegini merupakan
kecenderungan peribadi hasil pengalaman seseorang. Malahan, terdapat responden mengaitkan
situasi dengan hal berkaitan pengguna seperti tarikh luput, pengaruh iklan, isu kontroversi serta
telahan berdasarkan pembungkusan. Contohnya dapat dikesan dalam respon berikut:
Saya akan terus membeli kalau air tu murah. Kod: KPS1Q7R5
Respon sebegini juga merupakan pengalaman bukan pembelajaran berkaitan dengan isu
kepenggunaan. Oleh yang demikian, murid mencapai aras musyahadah apabila murid telah
berfikir berdasarkan pengalaman deria dan pengalaman bukan pembelajaran. Dengan kata lain,
murid mengenal pasti data primer daripada perolehan deria dan pengalamannya. Berbanding fasa
musyahadah, murid yang menunjukkan fasa tadlawuk pula menunjukkan kemampuan berfikir secara
logik dan saintifik. Contohnya dapat dikesan dalam respon yang melibatkan pengamatan tentang
amalan merokok seorang rakan yang dikenali seperti yang berikut:
Saya fikirkan lelaki tersebut tidak patut merokok di tempat itu sebab kawasan itu kawasan pasar.
Pasar kan tersedia banyak makanan. Dan asap rokok itu tidak baik, lagipun pasar tempat orang
ramai. Dia patut berhenti merokok kerana ianya memudaratkan orang sekitar berbanding dirinya
sendiri. Jadi ia (amalan merokok) tidak baik untuk kesihatan dan dia sepatutnya merokok di
kawasan yang jauh daripada kawasan awam. Kod: KPS1Q3R9
Daripada penyataan di atas, responden percaya bahawa lelaki tersebut ‘tidak patut merokok’ kerana
rokok memberikan kesan negatif pada diri perokok itu sendiri. Secara berulang-ulang, responden ini
menegaskan pendirian dengan mengaitkan amalan merokok di tempat awam dengan kemudaratan
yang disebabkan asap rokok yang ‘tidak baik’ terhadap orang lain terutamanya apabila terdapat
banyak makanan dan orang yang ramai di kawasan pasar. Pada penyataan terakhir, responden ini
memberikan pertimbangan secara logik kepada perokok untuk merokok di luar premis agar tidak
memberikan kesan negatif kepada orang di sekelilingnya. Respon ini merupakan contoh pemikiran
yang mengaitkan kesan sebab-akibat merokok secara logik. Mirip dengan contoh respon tersebut,
respon-respon lain yang dikategorikan dalam fasa tadlawuk melibatkan kemampuan murid untuk
mengaitkan suatu perkara dari aspek konteks dan konsep sains dengan baik berdasarkan pengalaman
pembelajaran. Maka, selain perkaitan logik hubungan sebab-akibat, respon dalam kategori ini turut
melibatkan implikasi bersyarat, membuat inferens, generalisasi secara induktif dan deduktif, meramal
berdasarkan syarat, isyarat serta maklumat yang diperoleh dari penyataan situasi yang disimulasikan.
Respon-respon yang ditanskrip dan dikategorikan sebagai tadlawuk apabila wujud pemikiran logik
dan saintifik apabila mengaitkan situasi secara kontekstual dengan ilmu yang sedia ada.
Namun demikian, respon yang dikategorikan sebagai fasa tadlawuk menunjukkan literasi saintifik
yang baik dalam kalangan responden tetapi tidak menunjukkan kesedaran tentang tuhan. Walau
bagaimanapun, berdasarkan analisis terhadap keseluruhan respon dalam kategori ini, secara
majoritinya, responden menunjukkan kemampuan menghujah yang agak terhad kerana perbincangan
yang dilakukan adalah bersifat konklusif tanpa penceritaan proses atau mekanisma dalam ilmu sains
secara terperinci. Melepasi aras tadlawuk, apabila murid tersebut mula menggarap aspek ketuhanan
dalam komunikasi dengan diri sendiri atau orang lain, maka murid tersebut telah mencapai aras
tafakur. Aras ini dapat dikesan dalam respon-respon yang diberikan oleh murid melalui penggunaan
istilah berkaitan pengalaman pembelajaran sains serta diperkaya dengan istilah yang berasal dari
bahasa Arab atau Al-Quran. Biasanya responden menjelaskan situasi dengan mengaitkan dengan
hukum atau hukuman. Hukum seperti halal, haram, sunnah, amalan nabi atau meragukan. Hukuman
pula berkaitan dengan dosa, pahala, syariat.
Fasa tafakur juga telah dikesan dalam respon yang diberikan dengan dua ciri utama iaitu sama ada
1) mempunyai kesedaran tuhan tetapi tidak menunjukkan kemampuan aplikasi ilmu sains dalam
kehidupan atau 2) mempunyai kesedaran tuhan dan menunjukkan kemampuan aplikasi ilmu sains

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KOMPILASI VARIA SOROTAN LITERATUR SOSIAL

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dalam kehidupan. Perbezaan ini dapat diperhatikan dalam dua respon yang berikut berkaitan dengan
pengambilan makanan secara berlebihan bagi aras tafakur:
Saya akan fikir dulu, sebab saya dah sangat kenyang. Rasulullah pun pernah cakap ‘makan bila
lapar dan berhenti sebelum kenyang’. Jadi ia bukan amalan yang baik. Kita mesti berhenti makan
sebelum kenyang, tu amalan nabi. Kod: KPS2Q5R3
Perkara itu (makan berlebihan) boleh memudaratkan kesihatan kawan aku. Nafsu makan kena
kawal, ikut sunnah. Jangan makan berlebihan takut jadi obes. Kod: KPS2Q5R2
Respon KPS2Q5R3, melibatkan istilah ‘Rasulullah’ apabila mengaitkan tentang amalan makan secara
berlebihan. Tetapi respon KPS2Q5R2, pula mengaitkan aplikasi ilmu sains iaitu konsep ‘obesiti’
dan pandangan Islam berkenaan ‘sunnah’ dalam isu yang sama. Walaupun kedua-dua respon ini
melibatkan kesedaran tentang Worldview Islam, namun perbezaannya ialah respon KPS2Q5R2
melibatkan interaksi antara agama-sains berbanding respon KPS2Q5R3 yang hanya melibatkan
agama sahaja. Perbezaan respon seumpama ini menjelaskan bahawa fasa tafakur memerlukan
subpengelasan bagi membezakan pemikiran yang diperkaya dengan interaksi sains-agama dan
literasi saintifik berbanding sebaliknya. Secara keseluruhannya, dapatan kajian boleh diringkaskan
kepada jadual 2:
Jadual 2. Kod, kategori bagi kod dan tema terbitan

Kod Kategori Tema terbitan

(Ciri) (Fasa proses berfikir)

1) Hukuman. Respon-respon 1) Mempunyai kesedaran tuhan, tafakur
yang diberikan oleh murid tetapi tidak menunjukkan
menunjukkan penggunaan kemampuan aplikasi ilmu
istilah berkaitan pengalaman sains dalam kehidupan
pembelajaran sains serta
diperkaya dengan istilah 2) Mempunyai kesedaran
yang berasal dari bahasa tuhan, dan menunjukkan
Arab atau Al-Quran. kemampuan aplikasi ilmu
Biasanya responden sains dalam kehidupan
menjelaskan situasi dengan
mengaitkan dengan hukum
atau hukuman. Hukum
seperti halal, haram,
sunnah, amalan nabi atau
meragukan. Hukuman pula
berkaitan dengan dosa,
pahala, syariat.

1) Literasi sains. Menunjukkan 1) Kemampuan berfikir secara tadlawuk

perkaitan hubungan sebab- logik dan saintifik serta

akibat, respon dalam menunjukkan kemampuan

kategori ini turut melibatkan aplikasi ilmu sains dalam

implikasi bersyarat, membuat kehidupan namun tidak

inferens, generalisasi mempunyai kesedaran tuhan

secara induktif dan deduktif,

meramal berdasarkan syarat,

isyarat serta maklumat yang

diperoleh dari penyataan

situasi yang disimulasikan.

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1) Kecenderungan peribadi. 1) Berfikir berdasarkan musyahadah

Alahan, tabiat, kegemaran, pengalaman deria dan

didorong tabiat ibu bapa, pengalaman bukan

persepsi serta emosi. pembelajaran

2) Kepenggunaan: tarikh

luput, pengaruh iklan, isu

kontroversi serta telahan

berdasarkan pembungkusan.

Berdasarkan Jadual 2, kesemua fasa ditemui dalam analisis respon kecuali shuhud. Menurut Malik,
fasa shuhud tercapai apabila kesedaran tentang tuhan tersebut telah menjadi amalan dalam pemikiran
secara terlazim. Berdasarkan penelitian terhadap 108 transkrip, kesemua sembilan responden
telah mencapai aras tafakur dengan sekurang-kurangnya satu respon berada di fasa tersebut. Bagi
mengenal pasti fasa shuhud, respon kesemua sembilan responden diperhatikan secara keseluruhan.
Dengan kata lain, respon dari setiap responden diperhatikan sama ada konsisten melazimi tafakur
semasa dalam situasi yang disimulasikan. Dapatan kajian ini gagal mengenal pasti mana-mana
responden yang menunjukkan fasa tafakur secara tekal dalam kesemua 12 situasi yang diberikan.
Dengan yang demikian fasa shuhud tidak dapat dikenal pasti dalam kajian ini.

PERBINCANGAN
Berdasarkan respon-respon yang diberikan terdapat beberapa indikator yang dapat mencirikan fasa
proses berfikir dengan menggunakan prosedur ATSS. Pertama ialah fokus perbicaraan semasa
monolog. Apabila fokus perbicaraan adalah berdasarkan bukan pengalaman pembelajaran, maka
respon sebegini kebiasaannya merupakan fasa musyahadah. Dalam kajian ini, terdapat respon
yang melibatkan kecenderungan peribadi atau melibatkan hal kepenggunaan. Sebaliknya, apabila
responden mengaitkan dengan ilmu dari pengalaman pembelajaran sains dan agama Islam, respon
ini mungkin berada di fasa tadlawuk atau tafakur.
Kedua, apabila responden mengaitkan situasi yang diberikan secara logik dan saintifik, respon
tersebut juga berada di aras tadlawuk. Dengan kata lain, responden menunjukkan literasi saintifik
apabila cuba mengaitkan konsep ilmu (content) dengan situasi (context). Walau bagaimanapun,
respon yang diberikan adalah ringkas. Hal ini dapat dijelaskan dengan tahap kematangan kognitif
responden. Menurut Piaget, pemikiran murid berusia 15-17 tahun masih berkembang dari masih
mempunyai pemikiran aras operasi secara konkrit (concrete operational level) tetapi berkembang
dengan kompleks (Giedd, 2015; Kalman, 2008; Lay Yoon Fah, 2009). Maka walaupun murid cuba
memberikan respon yang rasional melalui pemikiran saintifik dan perkaitan logik, namun kemampuan
menghujah masih terhad dan bersifat konklusif.
Ketiga ialah kesedaran tentang tuhan. Respon yang mampu mengaitkan situasi dengan aspek
ketuhanan dalam perbincangan telah mencapai aras tafakur. Kajian ini juga mengenal pasti selain
perbincangan yang cakna dengan isu berkaitan agama, responden juga menunjukkan amalgam
bahasa berkaitan agama Islam atau yang berasal dari Arab. Kecenderungan istilah yang digunakan
dalam pertuturan semasa berfikir yang berorientasikan matlamat dijelaskan oleh Güveli and Platt
(2011). Mereka mengatakan bahawa amalgam bahasa menjelaskan tentang perilaku keagamaan
bagi Muslim. Harmaini (2014) juga mengaitkan penggunaan Bahasa Arab dalam komunikasi
bangsa bukan Arab sebagai kekuatan identiti Agama Islam seseorang. Namun demikian, terdapat
juga respon yang menunjukkan ciri kesedaran tuhan tanpa perkaitan logik dan saintifik. Walaupun
dikategorikan pada aras tafakur, respon yang sedemikian menunjukkan bahawa garapan ilmu
sains secara kontekstual perlu dikemaskan dalam proses pembelajaran. Nagappan (2001) telah
menjelaskan bahawa kemampuan murid untuk memahami sesuatu hal secara saintifik bukan sekadar
memerlukan pengetahuan kandungan, malahan lebih dari itu adalah fleksibiliti untuk membincangkan
sesuatu isu dalam konteks. Menurut beliau lagi, aplikasi ilmu sains secara kontekstual ini memerlukan
asuhan yang berterusan agar murid dapat mengaitkan rasional sains dalam kehidupan seharian
dengan lebih baik. Kemampuan untuk menggunakan pengetahuan sains, mengenal pasti masalah

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dan membuat kesimpulan berdasarkan pemikiran saintifik serta membuat keputusan dalam konteks
lain berdasarkan pemahaman konsep sains juga dikenali sebagai literasi sains (Bingle & Gaskell,
1994). Melalui kajian ini, penggunaan prosedur ATSS didapati mampu meneroka proses berfikir
dengan baik khususnya berkaitan literasi sains dan kesedaran tentang tuhan dalam Fasa Proses
Berfikir Malik Badri. Walau bagaimanapun, kajian ini mencadangkan agar taksonomi ini perlu
mencirikan fasa tafakur dengan membezakan respon yang menunjukkan kesedaran tentang tuhan
seiring dengan literasi sains atau sebaliknya.
Keempat ialah ketekalan respon. Respon yang tekal di aras tafakur merupakan indikator respon berada
di aras shuhud. Bagi kajian ini, hal ini tidak dapat dikenal pasti. Satu kajian lanjutan dicadangkan bagi
memahami dan adaptasi fasa ini dalam bidang penilaian pendidikan.
KESIMPULAN
Kajian ini merumuskan bahawa tiga dari empat fasa Taksonomi Proses Berfikir Malik Badri telah
dikenalpasti iaitu musyahadah, tadlawuk dan tafakur. Fasa syuhud tidak dapat dikenal pasti kerana
kesemua responden menunjukkan aras berfikir yang berbeza berdasarkan situasi yang disimulasikan.
Berdasarkan analisis bagi setiap fasa dalam Taksonomi Proses Berfikir Malik Badri juga dapat
diperhatikan bahawa kelebihan pada taksonomi tersebut termasuklah fasa-fasa proses berfikir
sebagai platform untuk membincangkan proses berfikir yang merangkumi worldview tauhid Islam
dan pengetahuan saintifik. Dapatan kajian ini telah mengenal pasti bahawa fasa tafakur memerlukan
subpengelasan bagi membezakan fasa berfikir yang menunjukkan literasi sains serta hubungan
sains-agama dengan yang tidak.
Oeh itu, penambahbaikan pada aras tafakur dan shuhud perlu dikaji dengan lebih terperinci untuk
diadaptasikan dengan latar belakang pendidikan Muslim di Malaysia. Hal ini demikian kerana
pendidikan sains secara tauhidik bertujuan untuk membina saintis Muslim yang bukan sekadar
mempunyai kesedaran tuhan sahaja, malahan mampu berfikir dan menyumbang kepada ilmu sains
sejagat. Hasil kajian ini ini menyokong pendedahan kepada sains, logik dan interaksinya pada usia
14 tahun khususnya bagi Muslim seperti yang telah disarankan oleh al-Ghazali (Adibah & Ezad
Azraai, 2014). Oleh yang demikian, dapat diperhatikan bahawa Taksonomi Proses Berfikir Malik
Badri berpotensi untuk digunakan sebagai panduan bagi menganalisis proses berfikir individu yang
mengikuti pendidikan sains yang bercirikan tauhidik setelah ditambah baik.
Secara keseluruhannya, kajian ini mengenal pasti potensi Fasa Proses Berfikir Malik Badri untuk
digunakan sebagai alternatif kepada Taksonomi Bloom. Malahan, kajian ini juga mendapati, saranan
Khalijah (2014) agar pendidikan sains yang diperkaya dengan worldview Islam wajar dimulakan
semasa menengah atas iaitu sekitar usia 15-17 tahun adalah relevan kerana pemikiran murid mampu
mencapai aras tafakur. Hal ini, secara teorinya meraikan kewujudan konflik dalaman tentang sistem
kepercayaan (Fowler & Levin, 1984) dan pada masa yang sama juga mula membina pemikiran
abstrak yang melibatkan logik dan pemikiran saintifik (Wadsworth, 1971) bagi usia remaja.
Oleh yang demikian, penggunaan taksonomi yang mengiktiraf aspek kepercayaan berpotensi untuk
menilai kemampuan kognitif dan kepercayaan yang menjadi tunjang pendidikan bagi Muslim. Selain
daripada itu, operasi taksonomi ini mirip kepada penggunaan Taksonomi Pembelajaran oleh Bloom,
iaitu susunan fasa dalam bentuk taksonomi. Justeru, ia boleh digunakan untuk menilai proses berfikir
yang berlaku berdasarkan aras demi aras. Malahan, berbanding Taksonomi Pembelajaran Bloom,
taksonomi ini lebih fleksibel kerana sifatnya lebih subjektif tanpa keterikatan kepada kata kunci
khusus.

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PENDIDIKAN
REMAJA
DALAM PUSAT
PEMULIHAN:
MENCARI YANG
DITINGGALKAN

Haja Mydin Abdul Kuthoos & Azman Azwan Azmawati Nor Hafizah Selamat &
Noraida Endut Pusat Pengajian Komunikasi Intan Hashimah Mohd Hashim
Pusat Penyelidikan Wanita & Gender Universiti Sains Malaysia Pusat Pengajian Sains
(KANITA) Kemasyarakatan,
Universiti Sains Malaysia Universiti Sains Malaysia
Email koresponden:
[email protected]

ABSTRAK Malaysia dalam meneruskan pusat pemulihan yang mereka
Kunci utama dalam membina pendidikan sewaktu menjalani tinggal. Dapatan kajian juga
sumber manusia yang berkualiti hukuman tahanan di pusat menunjukkan aspek yang
dan lestari adalah melalui pemulihan. Bagi tujuan tersebut, signifikan dalam pendidikan
sebuah sistem pendidikan pendekatan kualitatif telah yang diberikan cenderung ke
yang baik. Sebuah sistem digunakan dengan menjalankan arah menanamkan kemahiran
pendidikan yang baik mestilah temubual mendalam bersama teknikal dan vokasional bagi
memiliki ciri-ciri seperti inklusif dua belas orang pesalah tujuan meneruskan kehidupan
dan kualiti pendidikan yang juvana yang menjalani hukuman setelah tamat perintah tahanan
saksama serta mempromosikan pemulihan di dua buah pusat di pusat pemulihan. Kemahiran
pembelajaran yang melangkaui pemulihan di wilayah utara yang ditawarkan juga dapat
kumpulan umur sasaran biasa Malaysia. Hasil temubual dilihat sebagai bersifat gender
dan menjangkaui ruang serta memberikan gambaran dan konvensional. Walaupun
kerangka masa yang ditetapkan yang mendalam tentang pusat pemulihan menekankan
(Sustainable Development demografik dan perasaan kepentingan reintegrasi sosial
Goal 4). Berdasarkan piawaian juvana tentang pengalaman remaja ke dalam masyarakat,
tersebut, kita percaya bahawa juvana dalam menyambung namun naratif tidak banyak
sistem pendidikan pemulihan pengajian sewaktu ditahan merujuk kepada aspek
seperti pusat pemulihan tidak di pusat pemulihan. Kajian ini pendidikan atau intervensi yang
seharusnya dipisahkan dan juga memfokuskan kepada boleh menyediakan pelajar yang
ditinggalkan dalam memikirkan wacana gender dalam naratif terlibat bagi tujuan tersebut.
tentang pendidikan yang penghuni di pusat pemulihan. Kata kunci: pendidikan
mampan. Kajian ini merupakan Dapatan kajian menunjukkan, pemulihan, pusat pemulihan,
satu usaha penerokaan awal terdapat perbezaan dalam juvana, jenayah, Malaysia
bagi memahami pengalaman pendidikan yang diterima dan
serta cabaran yang dihadapi di dalam naratif pengalaman
dari perspektif pesalah juvana di antara juvana lelaki dan
perempuan berdasarkan jenis

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KOMPILASI VARIA SOROTAN LITERATUR SOSIAL

INSTITUT SOSIAL MALAYSIA

MENDALAMI PENDIDIKAN PEMULIHAN sosial diperlukan untuk membantu dalam proses
JUVANA DI MALAYSIA pemulihan juvana melalui kerja kes berpusatkan
keluarga, kaunseling, kerja berkumpulan dan
Usaha Malaysia bagi mencapai status negara komuniti. Aspek penting dalam pendekatan ini
maju melibatkan beberapa pelan tindakan adalah bagi memupuk kemahiran hidup juvana
menyeluruh yang memfokuskan kepada yang merangkumi kemahiran mengatasi masalah
pembangunan modal insan. Bagi tujuan dan kemahiran vokasional untuk reintegrasi
tersebut, cara terbaik untuk membina sumber sosial mereka dalam masyarakat.
manusia yang berkualiti adalah melalui sistem Kajian ini merupakan satu usaha penerokaan
pendidikan yang baik. Matlamat Pembangunan awal bagi memahami pengalaman serta cabaran
Lestari 4 atau Sustainable Development Goal 4 yang dihadapi dari perspektif pesalah juvana
(SDG 4) mencadangkan bahawa sebuah sistem Malaysia dalam meneruskan pendidikan sewaktu
pendidikan mestilah memiliki ciri-ciri seperti menjalani hukuman tahanan di pusat pemulihan.
inklusif dan kualiti pendidikan yang saksama serta Bagi tujuan tersebut, pendekatan kaedah kualitatif
mempromosikan pembelajaran yang melangkaui telah digunakan dengan menjalankan temubual
kumpulan umur sasaran biasa dan menjangkaui mendalam bersama dua belas orang pesalah
ruang serta kerangka masa yang ditetapkan juvana yang menjalani hukuman pemulihan di
(United Nations, 2017). Manakala Mok Soon dua buah pusat pemulihan di wilayah utara
Sang (2010) pula mencadangkan sebuah sistem Malaysia. Hasil temubual memberikan gambaran
pendidikan yang cemerlang mestilah memiliki ciri- yang mendalam tentang demografik dan
ciri seperti sistem pendidikan terbuka, para guru perasaan juvana tentang pengalaman juvana
yang proaktif, penyelidikan dan pembangunan dalam menyambung pengajian sewaktu ditahan
yang berterusan, kurikulum yang berkesan, di pusat pemulihan.
infrastruktur yang cemerlang, dan pengaplikasian
teknologi dalam kaedah pengajaran dan MENGENALI PENDIDIKAN PEMULIHAN
pembelajaran. Berdasarkan piawaian tersebut, DI MALAYSIA
kita percaya bahawa sistem pendidikan Institusi pemulihan bagi kanak-kanak dan
pemulihan seperti pusat pemulihan tidak orang muda di Malaysia terdiri daripada dua
seharusnya dipisahkan dan ditinggalkan dalam kaedah: institusi tertutup dan institusi terbuka.
memikirkan tentang pendidikan yang mampan. Institusi terbuka dikenali sebagai Sekolah yang
Statistik daripada Jabatan Kebajikan Masyarakat Diluluskan (Approved School) yang berada di
Malaysia pada tahun 2017 menunjukkan jumlah bawah pentadbiran dan pengurusan Jabatan
kanak-kanak yang terlibat jenayah adalah Kebajikan Masyarakat (JKM). Manakala,
sebanyak 5,443 orang berbanding dengan institusi tertutup pula dikenali sebagai Sekolah
tahun 2016 sebanyak 4,886 orang. Unjuran ini Lanjutan yang Diluluskan (Advance Approved
menunjukkan peningkatan penglibatan kanak- School) atau Sekolah Henry Gurney. Penjara
kanak dalam jenayah sebanyak 600 orang menyediakan pemulihan institusi bagi kanak-
hanya dalam masa setahun. Malah jika dianalisis kanak dan orang muda yang boleh dihukum
lebih jauh kes pengulangan jenayah oleh para dibawah seksyen tersebut. Institusi tertutup
juvana menunjukkan peningkatan daripada 317 ditadbir dan dikendalikan oleh Jabatan Penjara
kes pada tahun 2014 kepada 417 kes pada Malaysia (JPM) (Teh Guan Bee, 2000).
tahun 2015. Keadaan ini membuktikan bahawa Secara umumnya, kanak-kanak dan orang muda
wujudnya keperluan mendesak untuk menilai yang terlibat dengan jenayah yang lebih serius
semula sistem pendidikan pemulihan di Malaysia. atau mereka yang tidak berjaya dalam kaedah
Di Malaysia, pemulihan pesalah juvana adalah pemulihan lain biasanya dimasukkan ke Sekolah
terletak di bawah bidang kuasa Jabatan Kebajikan Henry Gurney untuk pemulihan di bawah kawalan
Masyarakat, yang beranggapan salahlaku juvana yang lebih ketat. Walaupun institusi terbuka dan
merupakan gejala disebabkan kegagalan remaja tertutup di bawah jabatan yang berbeza, namun
menyesuaikan diri dengan persekitaran sosial matlamat utama kedua-dua institusi tersebut
mereka (maladjustment). Oleh itu, pendekatan
yang lebih humanistik digunakan untuk
menangani tingkah laku bermasalah remaja.
Berdasarkan pemahaman ini, pendekatan kerja

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tetap sama, iaitu bertujuan mempersiapkan para untuk kita menilai semula sistem pendidikan
juvana sebaik sahaja mereka melangkah masuk pemulihan negara kita.
ke pusat pemulihan untuk reintegrasi mereka Sarjana yang menilai program pendidikan
dengan masyarakat (Teh Guan Bee, 2000). penjara-tunggal seperti Chase dan Dickover
Ringkasnya, dalam sistem pendidikan juvana (1983), Walsh (1985) dan Taylor (1994)
di bawah pentadbiran JKM terdapat 11 mencadangkan bahawa penyertaan institusi
Asrama Akhlak dan 6 Sekolah Tunas Bakti pemulihan melalui program pendidikan pemulihan
di seluruh Malaysia. Modul pendidikan bagi mempunyai impak negatif yang signifikan ke
pusat pemulihan tersebut disediakan dengan atas pengulangan jenayah. Menurut Duguid
kerjasama Majlis Amanah Rakyat (MARA) yang (1982), manfaat penting pendidikan pemulihan
memfokuskan kepada pembinaan kemahiran diperolehi melalui kemampuannya untuk
dan pusat pemulihan pula memfokuskan melakukan pembangunan etika dan kognitif bagi
pembangunan kendiri. Para guru terdiri daripada pesalah juvana. Walaubagaimanapun, Harer
jurulatih MARA, Pegawai JKM dan sukarelawan. (1995), menyatakan bahawa sesetengah sarjana
Mereka menyediakan peluang belajar kemahiran tidak bersetuju bahawa program seperti itu
bagi penghuni lelaki dan membenarkan sederhanakan kesan kejam akibat dipenjarakan
penghuni perempuan menghadiri sekolah dan menawarkan asas bagi pemulihan cara
harian biasa. Para juvana dijatuhkan hukuman hidup warganegara yang mematuhi undang-
bagi tempoh satu hingga dua tahun mengikut undang sebaik dibebaskan.
penghakiman. Manakala sistem pendidikan di Menurut Wald dan Losen (2003), juvana dan
bawah pentadbiran JPM pula memiliki lapan sistem pendidikan memiliki matlamat yang
buah Sekolah Integriti dan empat Sekolah Henry berbeza hala tujunya dan ketiadaan koordinasi
Gurney. Modul pendidikan dan pengajar bagi di antara keduanya berpotensi membawa lebih
sekolah tersebut disediakan oleh Kementerian kemudaratan kepada golongan pelajar yang
Pendidikan Malaysia. Kaedah pembelajarannya berstatus juvana. Sebaik sahaja pesalah muda
adalah sama seperti sekolah harian biasa namun dirujuk ke sistem kehakiman juvana, mereka
hanya menawarkan matapelajaran teras sahaja banyak ketinggalan persekolahan hanya
kepada penghuninya. Tempoh hukuman bagi kerana perlu menghadiri sesi perbicaraan
juvana di sana adalah bergantung kepada tahap walaupun ada kes mereka yang digugurkan.
keseriusan jenayah mereka. Bagi tujuan kajian Perkhidmatan pendidikan yang disediakan oleh
ini, pengkaji hanyalah akan fokuskan sistem sistem keadilan kepada juvana sering terasing
pendidikan di bawah tanggungjawab JKM daripada sistem persekolahan. Manakala bagi
sahaja. bahagian pendidikan pula, sekolah sukar untuk
menawarkan transisi atau program kaunseling
MENILAI PENDIDIKAN PEMULIHAN kemasukan semula yang mencukupi bagi
McNeely, Nonnemaker, dan Blum (2002) pesalah muda yang kembali semula ke lokasi
mencadangkan bahawa tingkah laku, motivasi tempat tinggalnya.
dan kesejahteraan mental dipengaruhi oleh
keserasian di antara tahap perkembangan KAEDAH KAJIAN
remaja dengan ciri-ciri yang terdapat pada Kajian ini dijalankan menggunakan pendekatan
pesekitaran sosial mereka. Remaja tidak akan kaedah kualitatif melalui temubual mendalam.
berasa selesa berada di persekitaran sekolah Responden kajian ini dipilih daripada dua
jika persekitaran tersebut tidak kondusif dengan pusat pemulihan di wilayah utara Malaysia iaitu
keperluan perkembangan mereka. Suasana Sekolah Tunas Bakti (STB) di Pulau Pinang bagi
pengurusan kelas yang positif, penglibatan responden lelaki dan Asrama Akhlak (AA) (P) Jitra
dalam aktiviti kurikulum tambahan, polisi disiplin di Kedah bagi responden perempuan. Temubual
yang bertoleransi dan saiz sekolah yang kecil dijalankan bersama tujuh juvana lelaki dan lima
didapati mempunyai kadar korelasi yang tinggi orang juvana perempuan. Walaupun responden
dengan keserasian remaja dengan sekolah. kajian ini dipilih oleh pihak pentadbir di kedua-
Melihat kepada bukti kajian ini, adalah penting

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dua pusat pemulihan tersebut, penyelidik telah memastikan bahawa penyertaan responden dalam
kajian ini adalah benar-benar sukarela dengan menerangkan maklumat kajian. Setiap responden
diberikan borang keizinan penyertaan kajian untuk ditandatangani sebagai persetujuan mengambil
bahagian dalam kajian (selepas bertanyakan sama ada mereka memahami maklumat kajian dan isi
kandungan borang keizinan penyertaan kajian).

DUNIA DARI PERSPEKTIF JUVANA LELAKI DAN PEREMPUAN DI PUSAT PEMULIHAN
Latar Belakang Responden
Umur responden lelaki sewaktu sesi temubual dijalankan adalah di antara 14 hingga 19 tahun. Bagi
bangsa dan agama responden lelaki pula, seorang berbangsa India beragama Hindu, sementara
enam orang berbangsa Melayu dan beragama Islam. Jenis kesalahan yang dilakukan responden
adalah: enam orang terlibat jenayah seksual (3 kes rogol: Alias*, Syafiq*, Leman*; 3 kes liwat: Akash*,
Danial*, Badrul*) dan seorang (Mani*) terlibat dengan pecah rumah.
Bagi responden perempuan pula, empat orang responden adalah berumur 17 tahun dan seorang
berumur 16 tahun sewaktu sesi temubual dijalankan. Seramai empat orang responden adalah
berbangsa Melayu dan seorang India serta kesemua responden adalah beragama Islam. Kesemua
respoden tersebut didakwa atas tuduhan kanak-kanak di luar kawal. Lili* terlibat dengan kes dadah,
sementara Devi*, Mas*, Nana* dan Suraya* pula terlibat dengan kes lari dari rumah.
Jadual 1. Ringkasan latar belakang responden mengikut jantina, umur, bangsa, agama, jenis
kesalahan dan tahap pendidikan.

NAMA BUTIRAN PERIBADI TAHAP JENIS
RESPONDEN PENDIDIDKAN KESALAHAN
Jantina Umur Bangsa Agama
Akash (Tahun) Belajar Giat Mara Liwat
Alias Islam Tamat SPM Rogol
Badrul Lelaki 17 Melayu Islam Berhenti Tingkatan 3 Liwat
Danial Lelaki 19 Melayu Islam Berhenti Tingkatan 1 Liwat
Leman Lelaki 15 Melayu Islam Berhenti Tingkatan 3 Rogol
Mani Lelaki 14 Melayu Islam Berhenti Darjah 6 Pecah rumah
Syafiq Lelaki 16 Melayu Hindu Berhenti lepas PMR Rogol
Devi Lelaki 15 India Islam Masih belajar Luar kawal
Lili Lelaki 18 Melayu Islam Masih belajar Luar kawal
Mas Perempuan 17 India Islam Berhenti Tingkatan 4 Luar kawal
Nana Perempuan 17 Melayu Islam Masih belajar Luar kawal
Suraya Perempuan 17 Melayu Islam Masih belajar Luar kawal
Perempuan 16 Melayu Islam
Perempuan 17 Melayu

Nota: Nama yang tertera dan bertanda * adalah bukan nama sebenar

Majoriti responden lelaki tidak tamat sekolah menengah dan tercicir daripada sistem pendidikan
formal di separuh jalan. Daripada kesemua tujuh orang responden, hanya seorang sahaja yang
telah berjaya menamatkan pengajian di peringkat Sijil Pelajaran Malaysia (SPM) iaitu Alias dengan
keputusan yang boleh dibanggakan. Manakala Syafiq pula berhenti belajar sebaik sahaja habis
menduduki peperiksaan Penilaian Menengah Rendah (PMR). Mani berhenti belajar selepas darjah
enam kerana hilang minat untuk belajar. Leman juga tidak berjaya menghabiskan pengajiannya
di tingkatan tiga, selepas menduduki PMR. Akash pula menyambung pengajiannya di Giat Mara

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sebelum dimasukkan ke pusat pemulihan. Danial pula sedang belajar di tingkatan satu sebelum
dijatuhkan hukuman tahanan di pusat pemulihan. Manakala Badrul pula belajar setakat tingkatan
tiga sahaja. Kesemua responden lelaki adalah tidak berpeluang untuk belajar di sekolah harian atau
mendapat pendidikan formal kerana mereka menjalani hukuman pemulihan di pusat pemulihan.
Walau bagaimanapun, mereka dibenarkan untuk mengambil program-program kemahiran yang
ditawarkan di pusat pemulihan dan mereka juga dibenarkan untuk mengambil peperiksaan PMR
atau SPM secara persendirian dengan bergurukan para sukarelawan.
Bagi responden perempuan pula, dari segi tahap pendidikan, empat orang iaitu Nana, Suraya, Lili
dan Devi masih belajar sewaktu ditahan. Walau bagaimanapun, mereka berempat tidak berpeluang
menghadiri sekolah sewaktu dalam proses merujuk mereka kepada sistem kehakiman. Kesemua
mereka telah menyambung pendidikan formal mereka di sekolah harian biasa selepas mereka ditahan
di pusat pemulihan. Manakala Mas pula telah berhenti belajar setakat tingkatan empat kerana dia
tidak lagi berminat untuk belajar dan bekerja sebagai jurujual di pasar raya. Ringkasan latar belakang
kesemua responden mengikut jantina, umur, bangsa, agama, jenis kesalahan dan tahap pendidikan
dinyatakan dalam Jadual 1.
Pengalaman Responden Lelaki
Para responden memberikan perincian aktiviti harian mereka, terutamanya pengalaman pembelajaran
mereka. Kesemua juvana lelaki yang ditemubual menyatakan bahawa aktiviti harian utama adalah
perhimpunan pagi berserta kawad ala tentera, bengkel latihan vokasional serta sembahyang secara
berjemaah bagi penghuni Islam. Mereka juga perlu turun untuk aktiviti sukan pada waktu petang.
Penghuni STB adalah tidak dibenarkan menghadiri sekolah harian biasa di luar STB. Latihan
vokasional adalah wajib kepada semua penghuni STB yang meliputi bengkel kimpalan, automotif,
komputer, gunting rambut dan bengkel motor. Penghuni STB boleh memilih salah satu daripada
bengkel tersebut. Menurut Alias:
Saya ambil kimpalan kat sini, dapat sijil SLDN, Kemahiran Tahap 1. Saya rasa ada peluang sambung
belajar di sini. Cikgu (jurulatih STB) kata, kalau dah bebas nanti dan saya mahu sambung belajar
boleh bincang dengan dia, dia akan tolong ambilkan borang permohonan (ke institusi pilihan saya).
Responden secara umumnya memiliki pengalaman belajar yang baik dengan para guru dan jurulatih di
STB serta merasakan bahawa kakitangan STB sangat membantu dalam menasihati mereka tentang
peluang sambung latihan vokasional setelah mereka keluar dari STB. Namun, perhatian juga harus
diberikan kepada kemungkinan adanya penghuni yang tidak gembira disebabkan terhadnya pilihan
pendidikan vokasional yang ditawarkan di pusat pemulihan dan mereka lebih minati kemahiran yang
lain. Danial menyatakan bahawa:
Saya sangat minat dan pandai menjahit (sejak sebelum saya masuk STB) namun, mereka tidak
tawarkannya di sini. Sini ada bengkel gunting rambut, saya ambil je yang itu.
Menurut responden selain daripada bengkel, pusat pemulihan STB juga menawarkan mereka
peluang untuk menduduki peperiksaan SPM atau Pentaksiran Tingkatan Tiga (PT3) di dalam pusat
pemulihan sekiranya mereka berminat. Guru daripada luar akan datang ke STB untuk mengajar
pelajar-pelajar tersebut satu jam sehari. Sesetengah responden telah pun merancang untuk sambung
belajar setelah dibebaskan nanti. Alias menyatakan bahawa:
Saya nak sambung belajar di Melaka nanti. Jurulatih bengkel kimpalan saya dulu ada ajak saya
tinggal denganya di sana sementara saya sambung belajar. Saya nak jadi juru kimpal yang berjaya.
STB sangat ketat dalam menjalankan pendidikan agama. Menurut responden, semua penghuni
Islam lelaki diwajibkan untuk sembahyang berjemaah. Pihak pengurusan STB akan melakukan
pemantauan sama ada semua penghuninya menunaikan sembahyang atau tidak dan sama ada
mereka sertai aktiviti-aktiviti keagamaan lain atau tidak. Hampir kesemua responden menyatakan

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bahawa mereka tidak mengikut ajaran agama sebelum mereka menjalani penahanan di STB: mereka
tidak menunaikan solat lima waktu, tidak tahu membaca Al-Quran dan hanya memiliki pengetahuan
yang terhad tentang butiran dan ajaran Islam yang betul. Setelah mereka dihukum masuk ke pusat
pemulihan, mereka merasakan bahawa kelas keagamaan menyumbang kepada pemahaman agama
yang lebih baik. Dalam kelas keagamaan tersebut, mereka belajar cara menunaikan solat, membaca
Al-Quran dan menjadi lebih alim. Akash menyatakan bahawa:
Saya dah berubah menjadi baik sekarang. Saya selalu sembahyang sekarang, tetapi tidak ketika
duduk di rumah dulu.
Walau bagaimanapun, terdapat juga responden yang menyatakan bahawa perubahan baik mereka
kini hanyalah diamalkan sewaktu menjalani tempoh hukuman dan sebaik dibebaskan mereka akan
kembali kepada tingkah laku bermasalah mereka. Misalnya, Leman menyatakan bahawa:
Saya berubah hanya di sini, nanti dah bebas, saya akan buat balik (tingkah laku bermasalah).
Pengalaman Responden Perempuan
Bagi responden perempuan, mereka boleh memilih antara pergi ke sekolah atau mengambil kelas
menjahit, mereka boleh menghadiri sekolah harian biasa, mereka boleh bermain sukan seperti
badminton, bola jaring, dan menjalankan kegiatan keagamaan. Perkara ini menunjukkan bahawa
terdapat perbezaan antara pengalaman mereka dalam menerima pendidikan sewaktu dalam
tahanan. Responden perempuan yang memilih kelas menjahit, akan diajar di pusat pemulihan.
Manakala responden yang memilih untuk menghadiri sekolah harian biasa akan dihantar ke sekolah
harian biasa di luar pusat pemulihan. Perjalanan pelajar untuk pergi dan balik sekolah diuruskan oleh
pengurusan pusat pemulihan sendiri menggunakan kenderaan milik pusat pemulihan. Menurut Devi:
Penghuni AA yang menjalani tempoh hukuman melebihi 3 bulan dibenarkan untuk pergi sekolah,
jadi saya sambung belajar Tingkatan 5.
Walaubagaimanapun, kebanyakan responden menyatakan bahawa mereka tidak boleh memilih
kemahiran yang mereka minati kerana peraturan AA adalah penghuni hanya boleh memilih antara
hadiri sekolah atau mengambil kelas menjahit. Nana menyatakan bahawa dia amat meminati kelas
menjahit, namun apabila Nana memohon kebenaran pengurusan AA untuk mengambil kelas menjahit.
AA tidak memberikan kebenaran kerana Nana masih bersekolah. Mas menyatakan bahawa:
Mereka tidak menawarkan kelas memasak di sini.
Kebanyakan responden perempuan juga berkongsi pengalaman mereka dibuli di pusat pemulihan
dan didiskriminasi di sekolah. Menurut Lili, adalah satu kewajipan setiap penghuni baru yang
memasuki AA dibuli. Contohnya, penghuni baru akan dibuli dengan dipaksa menghabiskan makanan
dan mencuci pakaian dalam orang lain. Lili juga menyatakan dulu ada seorang penghuni baru
disumbat berus gigi ke dalam kemaluannya oleh pembuli. Selain itu, semua responden menyatakan
mereka didiskriminasi oleh para guru di sekolah tetapi bukannya oleh pelajar-pelajar lain. Ada juga
responden yang menyatakan bahawa, walaupun mereka mendapat keputusan peperiksaan yang
baik dalam kelas dan mereka benar-benar meminati subjek yang dipelajari namun mereka tidak
faham punca bagi sesetengah guru membenci dan diskriminasi mereka. Misalnya, menurut Devi:
Kawan-kawan dalam kelas seni tak akan cakap dengan saya sebab takut. Mereka tidak mahulah
saya kena marah. Cikgu tu kata macam ni, “Jangan lah duk kawan dengan Devi ni. Devi ni budak
AA. Dia banyak “pengalaman”. Budak AA ni bukan baik-baik sangat, ada hisap gam, ada yang
buat dengan laki ni, tidur dengan laki tu...”. Jadi saya rasa macam, benda itu bukan saya buat pun,
kenapa nak bagi tahu kan. Kiranya tanggapan dia budak AA ni memang teruk perangai semua.
Keputusan belajar saya memang baik. Folio Seni saya dapat 96%, Seni saya dapat 80% tapi saya
tidak tahu kenapa dia cakap macam tu kat saya.

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Pendidikan agama Islam di AA diajar secara tegas dan ketat. Hal ini menimbulkan reaksi yang
berbeza daripada responden. Menurut responden, semua penghuni AA yang beragama Islam
diwajibkan sembahyang mengikut waktu, dan pengurusan AA akan memantau sama ada penghuni
AA menunaikan solat atau tidak dan sama ada mereka sertai aktiviti keagamaan lain atau tidak.
Hampir kesemua responden menyatakan bahawa mereka tidak mengikut ajaran agama sebelum
mereka menjalani penahanan di AA: mereka tidak menunaikan solat 5 waktu, tidak tahu membaca
Al-Quran dan hanya memiliki pengetahuan yang terhad tentang butiran dan ajaran Islam yang betul.
Mereka merasakan bahawa kelas keagamaan di AA menyumbang kepada pemahaman agama yang
lebih baik. Dalam kelas keagamaan tersebut, mereka diajar cara menunaikan solat, membaca Al-
Quran dan menjadi lebih alim. Mas menyatakan bahawa:
Sewaktu saya masuk ke sini, saya tidak tahu langsung macam mana nak sembahyang dan lain-lain.
Lepas masuk, saya belajarlah, bolehlah sikit-sikit.
Sementara itu, Devi yang didaftarkan sebagai beragama Islam menyatakan dia tidak berminat dalam
belajar dan amalkan ajaran Islam kerana dirinya dipaksa oleh keluarganya untuk memeluk agama
Islam dan dia tidak berniat untuk kekal sebagai seorang Islam.
Adalah perlu diberikan perhatian bahawa sewaktu penghuni perempuan di AA diberikan pilihan untuk
hadiri sekolah harian biasa, namun kebanyakannya tidak dapat hadir ke sekolah mereka disebabkan
mereka perlu hadir ke mahkamah sewaktu kes mereka dibicarakan. Perlu juga diberikan perhatian
bahawa penghuni AA yang menjalani hukuman kurang daripada 3 bulan juga tidak dibenarkan
memilih menghadiri sekolah harian biasa. Keadaan mereka yang tinggal sementara waktu di pusat
pemulihan ini membuktikan penemuan kajian Wald dan Losen (2003) bahawa sebaik sahaja pesalah
muda dirujuk ke sistem pengadilan, mereka akan sering gagal hadiri sesi persekolahan mereka.

KESIMPULAN
Kajian ini telah menunjukkan bahawa terdapat persamaan dan juga perbezaan antara pengalaman
juvana lelaki dan perempuan. Maklumbalas daripada pihak pengurusan menunjukkan bahawa
penghuni STB merupakan golongan muda yang melakukan jenayah dan dibawa ke sistem keadilan
juvana. Penghuni AA pula memasuki AA atas arahan mahkamah atau dihantar ke AA oleh ibubapa
atau penjaga penghuni kerana tidak mampu mengawal tingkah laku bermasalah anak perempuan
mereka. Oleh yang demikian, dari perspektif pihak pengurusan STB, disebabkan juvana lelaki
terlibat dengan kesalahan yang serius, maka mereka tidak sesuai untuk ditempatkan di sekolah
harian bagi mengikuti proses pembelajaran. Justeru, mereka akan mengikuti pembelajaran di dalam
pusat pemulihan. Dalam keadaan ini, penghuni di pusat pemulihan seperti itu mungkin mendapat
manfaat daripada pendidikan pemulihan yang memberikan mereka rasa pemilikan terhadap proses
pembelajaran mereka. Hal ini dibantu oleh kepelbagaian pilihan kelas kemahiran yang ditawarkan
kepada penghuni di dalam pusat pemulihan tersebut. Ditambah lagi dengan sokongan dan nasihat
daripada jurulatih pusat pemulihan juga memberikan sumbangan yang bernilai dalam menimbulkan
perasaan yang positif dalam kalangan penghuni tentang sambung belajar sewaktu ditahan. Perkara
ini secara tidak langsung akan membawa kepada hasil yang positif apabila mereka kembali semula
ke masyarakat.
Pendekatan untuk membenarkan penghuninya menghadiri sekolah harian biasa seperti yang
diamalkan oleh AA mungkin juga bermanfaat kepada para juvana. Walau bagaimanapun, perhatian
dan pertimbangan yang mendalam perlu diberikan kepada kesejahteraan para juvana yang menghadiri
sistem persekolahan harian biasa. Pusat pemulihan mungkin boleh membuat persediaan bersama
pihak sekolah dengan menjelaskan matlamat pemulihan kepada para guru di sekolah. Dengan ini,
para juvana tidak distigma sewaktu menjalani proses pengajaran dan pembelajaran.
Selain itu, pendekatan pendidikan agama di pusat pemulihan juga mungkin memberikan kesan yang
positif kepada penghuninya. Kebanyakan para juvana merasakan bahawa mereka telah menerima

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manfaat kerohanian daripada kuliah agama dan aktiviti keagamaan yang dianjurkan. Walau
bagaimanapun, pemantauan yang berterusan terhadap kaedah dan pendekatan yang digunakan
sewaktu intervensi keagamaan adalah amat wajar bagi memastikan kelestarian pembelajaran agama
yang akan menyumbang kepada penambahbaikan etika dan moral penghuni pusat pemulihan
walaupun setelah mereka dibebaskan.

Walaupun pusat pemulihan menekankan kepentingan integrasi semula sosial remaja ke dalam
masyarakat, namun tidak banyak naratif yang merujuk kepada aspek pendidikan atau intervensi
yang menyediakan penghuninya ke arah itu. Sesetengah pelajar tidak mencapai objektif pendidikan
pemulihan disebabkan mereka terganggu dengan faktor-faktor yang telah dibincangkan sebelum
ini. Perkara tersebut berkemungkinan membawa kepada pengulangan masalah tingkah laku atau
jenayah.

RUJUKAN

Chase, L. and Dickover, R. (1983). University Education at Folsom Prison: An Evaluation. Journal of
Correctional Education. 34, 92-95.

Duguid, S. (1982). Rehabilitation through Education: A Canadian Model. Journal of Offender Counseling,
Services and Rehabilitation. 6, 53-67.

Harer, M. D. (1995). Recidivism among Federal Prisoners Released in 1987. Journal of Correctional Education.
46, 98-128.

Jabatan Kebajikan Masyarakat. (2018). “Laporan Statistik Malaysia 2017: Jabatan Kebajikan Masyarakat”.
Malaysia: Bahagian Kawalan Standard, Jabatan Kebajikan Masyarakat, Kementerian Pembangunan Wanita,
Keluarga dan Masyarakat.

Jabatan Kebajikan Masyarakat. (2017). “Perkhidmatan Institusi - Laporan Statistik Jabatan Kebajikan
Masyarakat 2016”. Malaysia: Jabatan Kebajikan Masyarakat, Kementerian Pembangunan Wanita, Keluarga
dan Masyarakat.

McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting student connectedness to school:
Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72(4),
138–147.

Mok Soon Sang, (2010). Falsafah dan pendidikan di Malaysia (Edisi ke-3). Selangor: Multimedia Sdn. Bhd.

Taylor, J. M. (1994). Should Prisoners Have Access to Collegiate Education? A Policy Issue. Educational
Policy. 8, 315-38.

Teh Guan Bee. (2000). Institutional treatment and management of organizations for juvenile offenders in
Malaysia. 118 International Training Course, Participant Papers. Resource Material Series, 59. 203-219.

United Nations. (2017). Sustainable Development Goals. Goal 4: Ensure inclusive and quality education
for all and promote lifelong learning. Diakses pada 20 April 2020, daripada http://www.un.org/
sustainabledevelopment/education/

Wald, J. & Losen, D. J. (2003). Defining and redirecting a school-to-prison pipeline. New Direction for Youth
Development, 99. 9-15. https://doi.org/10.1002/yd.51.

Walsh, A. (1985). An evaluation of the effects of adult basic education on rearrest rates among probationers.
Journal of Offender Counseling, Services, and Rehabilitation, 9(4), 69-76. https://doi.org/10.1300/
J264v09n04_07.

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THE
PSYCHOSOCIAL

NEEDS OF

SOCIALLY
ISOLATED
CHILDREN

Mohd Faiz Fansuri Mohd Affandy &
Azlinda Azman

School of Social Sciences
Universiti Sains Malaysia

ABSTRAK needs, a framework which of a child is developed,
incorporates elements of self- changed, and modified through
The study aims to explore conceptualization of children, a process of interactions and
the psychosocial needs of strengthening child-parent gaining of experiences with
socially isolated children in relationships and enhancing other individuals, social groups
a children home. This study social interaction is imperative. and cultural environments.
uses a qualitative approach Keywords: child social
where socially isolated children isolation, children, psychosocial Through this process, the child
were interviewed face-to- needs, and Malaysia. becomes a person and develops
face and their behaviour was INTRODUCTION its personality. As stated,
observed. The study findings Are humans considered humans become humans
have reported the children’s humans due to biological only by active interaction in a
psychosocial needs involve the factors such as genes or society of those who already
development of self-concept, heredity or by their behaviours? have become human. Humans
attachment, and social Which separates them from are not merely a biological
interactions. In addressing the other species? Painters, organism, but a social being
case of child social isolation, politicians or even alcoholics where their development is so
several stakeholders which become so due to inheritance much a biological but also a
include the Department or is it learned socially? social development (Canady,
of Social Welfare, non- Canady (1948) stated that a 1948). But which aspect, social
governmental organisations child is born neither a social or biological, is more important
and educational institutions nor unsocial being, it simply in determining the species as
dealing with child services will responds to environmental humans, setting them apart
have direct access to provide stimulation. It is further stated from other species?
the needed intervention. that upon birth, the behaviour
The study suggests that Childhood is considered an
in order to address the important aspect of human
children’s psychosocial development. Children’s

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principal characteristics are though not as many and well the information and look for the
acquired before the age of documented as compared to person calling which showed
five years old (Anaya & Perez- western countries. in his facial reaction. He would
Edgar, 2019). Theories on In June 2014, a boy was found stare blankly out the window
human personality stress the living alone neglected in a flat and drool a lot. He could
utmost importance of one’s (Zulkifli, 2014). The boy was not walk due to his physical
childhood. Many theorists such discovered by immigration condition and could only move
as Freud, Erickson and Piaget officers inspecting the building. by sidling. At time he would
highlighted childhood as an He was 15 years old at the become aggressive. Since
important building block in the time of rescue. Upon rescue, he could not speak and give
development of an individuals’ he was severely malnourished proper feedback, it was difficult
behaviour in later years of life. to the point of emaciation and to conduct any psychological
Some disorders faced by adult passed away in 2016 at the assessment on him as to
are developed during ones’ age of 16 years old due to determine his psychological
childhood (Kessler, et al., epilepsy (Mat Kasim, 2015). condition and wellbeing.
2010). It is further mentioned According to Zulkifli (2014), SIGNIFICANT OF STUDY
that accurate diagnosis authorities found him in an The significance of this study
and treatment of childhood empty flat unit that was un- to the field of social work are
disorders can resolve problems kept, filthy and had a stench of as follows. Firstly, this research
faced by individuals in later urine and faeces. Authorities addresses the issue of child
adulthood. Childhood is shaped mentioned that he was like a social isolation and child
by the social environment a living corpse, dirty and laying services are a major scope
child experience (Knauf, 2019). on the floor near faeces and of service in the social work
What are humans when leftover food (Zulkifli, 2014). profession (Morales & Sheafor,
they are not socialized? It was added that he was half 2015). Child social isolation
Can children raised with no naked waring worn out cloths is caused by separation or
socialization and complete with a wheelchair and a pillow. isolated of children from
isolation be rehabilitated and After his rescue, he was taken society (Newton, 2002, &
live a life society intends for to a welfare institution in Negeri McNeil, Polloway, & Smith,
them? Phenomenon such as Sembilan for rehabilitation. 1984). Terr (2003), stated in
child social isolation are said There, he was quiet, interacted most cases of child isolation,
to be a result of children being little with his surroundings, had it was found that the neglect
raised with little to no human no speech, and could only say was done by their own family
contact or socialization leading “maa…”. He needed assistance and this led to isolated from
them to behave feral-like or doing his daily activities such the social environment. Jabatan
unhuman (Lasky, 2016). as eating, putting on cloths, Kebajikan Masyarakat (2018),
BACKGROUND bathing, brushing his teeth and reports that there has been an
According to Steinberg and managing himself in general. increase in cases of children in
Scriarini (2013), for centuries, It was stated that this was need of care and protection. In
numerous reported cases caused by his condition and 2014, there has been a total
of children being kept in that he simply did not know of 4, 295 cases of children in
confinement or isolation by how to do it himself. need of care and protection
their parents or guardians He had little interactions and a total of 183 cases in the
unexposed to the social with the other children at the state of Penang alone. In 2015,
environment. Socially isolated institution, where he would the number increased to 4,
children have occurred not only look at them when they 453 cases with a total of 188
only in western society but in approached him. He would only from Penang. In 2016, it was
Malaysia as well. Malaysia also smile to workers close to him, reported that the total number
has had reports and finding unresponsive to others and of cases further increased to 4,
of child social isolation cases, whenever people would call to 982 cases whereas in Penang,
him, it took him time to process increased to 247 cases.

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The statistics of child cases Education Act 1996 to name a phenomenon stating that
from the Department of Social few. But when it comes to child even when childrens’ physical
Welfare are quite high and little welfare, the main document needs are cared for, lack of
is known regarding child social commonly referred to is the stimulation and interaction
isolation in Malaysia. There Child Act 2001 whereas the can affect the ability to form
has never been an official Department of Social Welfare bonds and integrate fully into
documented case of child is the main stakeholder in society with negative affect on
social isolation in Malaysia handling child welfare cases. intelligence (Gould, 2014). This
due to the lack of knowledge Therefore, policies, practices study suggested that children
regarding this phenomenon. and legislations can be further suffering from social isolation
Many of the cases, research, improved with finding from this affected their emotional and
literature, and theories on child study. cognitive abilities causing
social isolation were based on them to have difficulties in
incidents and findings from LITERATURE REVIEW relationship, commitment and
different locations, cultures, sustaining jobs.
and experiences throughout Child Social Isolation and
the world but not uniquely in Behaviour Another study also found that
the contexts of Malaysia. emotional maltreatment such
Secondly, the objective of this As stated by Gould (2014), as chronic parental rejection
study is to better understand emotional nurturing is necessary and social exclusion during
the child social isolation in human development. In a childhood have the tendency
phenomenon specific to study exploring the relationship to affect more sensitively
the Malaysian context. As between emotional and to social exclusion during
mentioned by Turner and cognitive stimulation and IQ adulthood (van Harmelen, et
Reddick (2015), a lack of level, it was questioned why al., 2014). In a study by van
socialization during childhood children raised in orphanages Harmelen, et al. (2014), on
causes the child to face had lower IQ’s and more trouble 46 young adults experiencing
difficulties in adapting to establishing relationships than low to extreme childhood
society during adulthood. children raised in families. The emotional maltreatment
Furthermore, Lasky (2016) study examined 13 infants reported that social exclusion
stated that these children who had been labeled severely was associated with increases
face impairment in cognitive retarded out of an orphanage in posterior anterior cingulated
abilities, communication skills and placed in an institution for cortex and ventral medial
and lacking in socialization. In mentally retarded women, one prefrontal cortex. Both of these
short, it can be stated that child child each ward. The children components are responsible
social isolation has difficulties in received high level of attention for the overall self-referential
adapting to society. Therefore, and cuddling from the women processing. The posterior
upon a better comprehension and after two years it was found anterior cingulated cortex
of this phenomenon, the child that the infants who had been regulates the integration of
can be assisted in adaptation moved had an average gain autobiographical memory with
and re-entrance into society. of 28 points on their IQ tests emotional information about
Thirdly, findings from this study while the infants who were left the self and the ventral medial
can be implemented in policies, behind lost 30 points. prefrontal cortex plays a role
practice and legislation that in self-referential processing
refer to children welfare. In It was found that when the by coupling the emotional
Malaysia, there are several children reached adulthood, and cognitive processing and
policies related to the welfare those who had been raised emotional appraisal of self-
of children such as Adoption with more emotional and relevant information during
Act 1952, Anti-Trafficking physical stimulation were much self-referential processing
in Persons Act 2007 and more highly educated, more (van Harmelen, et al., 2014).
likely to be married, and to This finding again indicated
hold a job. It was concluded that social exclusion led
that isolation is a multi-faceted to negative self and other

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referential processing such as psychosocial developmental On the other hand, if the child
reduced self-esteem, sense delays (Felitti, et al., 2019). could see the caretaker but
of belonging, meaningful Bettelheim (1959), presents a is prohibited to interact or
existence and control. It was case study of several children punished when attempting
further found that the severity resembling characteristics to interact, or if children is
of childhood emotional extreme isolation comparing given inconsistent care and
maltreatment was positively them to children with infantile left deprived, children then
associated with increased autisme. It was found that both becomes conditioned to
dorsal medial prefrontal cortex, groups of children showcased mistrust the environment
involved in self and other similar behaviour such as causing damage and interfering
referential processing, and irregular locomotion, odd or in later recovery processes
social exclusion. Researchers inappropriate social behavior (McNeil, Polloway, & Smith,
stated these findings suggested and the lack of speech but 1984). The hostile and cruel
that the more individual the distinct difference was environment with the children’s
experienced childhood that infantile autistic children unattended needs left them
emotional maltreatment, the was caused by biological with emotional harm in turns
more self and other processing abnormalities where as socially affected their recovery process
is elicited by social exclusion isolated children was caused causing them to reject and
in adulthood. It was also by harsh and crual societal permanently be lost from
stated that negative self- factors. society (Puetz, et al., 2019).
referential thinking enhances McNeil, Polloway, and Smith,
cognitive vulnerability for the (1984), also agrees that social
development of psychiatric environment is highly involved In another study, Mohanty,
in the overall development of Edvardsson, Abello, dan
disorders. Hence, findings from children and further stated that Eldridge (2016), investigated
this study suggest the possibility the degree and quality of social
of underlining emotional and interaction during isolated the relationship between child
period plays an important health outcomes and the key
behavioural difficulties faced by role in the recovery of these components of child social
adult with childhood emotional children. In their study, groups
maltreatment. This study also of children reared by animals, exclusion (socioeconomic
in wilderness, confined with no background, education,
suggests possible future or limited human contact, all connectedness, health services
behavioural dysfunctions faced had suffered similar problems
by socially isolated children as such as absences of speech, and housing) in Australia. The
lack of social skills and having study found an association
experiences of social isolated to adapt to new environment between the Child Social
during childhood years may different from to the one they
result in possible emotional and grow up with or had known. Exclusion Index and child
Furthermore, it was found health outcomes. It was found
behavioural difficulties in later that the ability to recover and that children aged 1-14 years
adulthood. adapt to society was linked
to the degree and quality old living in areas with high risk
of interaction during their of child social exclusion have
Child Social Isolation and isolated period. It was stated higher rates of both potentially
the Social Environment that children who spent time preventable hospitalisations
isolated with minimal human
Environmental factors should contact such as that of Isabella and avoidable deaths. It was
be considered in rehabilitation with her deaf-mute mother had concluded that there are
processes with socially isolated a better recovery chance due to high associations between
children. Extreme emotional the fact that interaction needs, children’s health outcomes
isolation, harsh and hostile even though relatively little, had and the composite Child
environment, usually brought been stimulated. Social Exclusion Index and the
upon by individuals that were domains of socioeconomic,
interperated by children as education, connectedness
loving and nurturing, acting in and housing domians. This
inhumane ways towards them, study suggests that the Child
causing them to withdraw Social Exclusion Index may
from society leading to further provide vital information on
children’s health outcomes,

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socioeconomic, education, Child (Amendment) Act 2016. isolation. The interview was
connectedness and housing To fully capture the broad range conducted in Bahasa Melayu
in areas with high risk of child of experiences among children and later translated to English.
social exclusion. Therefore, it of different backgrounds, This method of data collection
can also be suggested that the children of any race, culture, was suitable for this study
Child Social Exclusion Index ethnicity, socioeconomic as it gathers information on
can measure areas with high status, education, or other behaviours of socially isolated
risk of child social exclusion and demographic factors were children in their natural setting.
children’s health outcomes. As considered as participants. As the objective of the study
socially isolated children and Furthermore, only children is to explore the psychosocial
social exclusion are parallel, it located within the institution needs of socially isolated
is possible that this index may was eligible. Lastly, only children, a clear understanding
also identify areas at risk of children that are victims of of their behaviours is needed.
developing child social isolation social isolation were selected. For this study, a systematic
in Malaysia. Exclusion criteria were observation of children was
individuals above 18 years conducted. The observation
METHODOLOGY and only children located in observed the overall behaviour
the institution are eligible for of the child focusing on their
The methods used in this study the study. Therefore, children social behaviour such as their
include in-depth interviews, outside of the institution are not behaviour when interacting
systemic observation, and considered eligible candidates. with other individuals. Signs
archival records to obtain data. Lastly, children who are not of inappropriate or awkward
This research was conducted victims of social isolation shall social behaviour were also
at a registered children’s home not be interviewed. focused such as the inability to
designed to provide care for interact with others, the inability
children rescued from abuse To achieve the objectives of to eat meals properly, and/ or
and neglect as stated in the this study, two data collection the inability to walk upwards
Child (Amendment) Act 2015. method were used which properly. For the purpose of
involve in-depth interview with recording the observation, a
The sampling method used the respondents and informants table recording two categories
was non-probability sampling. and systemic observation. of behaviour was used. Two
As stated by Shaughnessy, Respondents were interviewed sets of behaviours were
Zechmeister, and Zechmeister to collect raw data of their recorded which correspond
(2015), non-probability experiences of social isolation. to the behaviours that should
sampling does not guarantee In-depth interviews with be presented by the children
that every respondent in the informants were conducted to according to developmental
population has an equal chance add further richness to the data. stages and a set of socially
of being included in the sample. Informants include staffs from inappropriate behaviours as
Therefore, sampling method the welfare institutions and presented by previous cases of
was chosen because although personnel from the Department socially isolated children. The
all children are qualified, but of Social Welfare. The question item in the table was gathered
only specific children can was divided into themes which from literature review of child
become respondent. For this guided the interview. These development (Owens, 2002,
study, children suffering from themes focused on answering Papalia, Olds, & Feldman, 2007
social isolation are the main the research question related & Parke & Gauvain, 2009)
characteristic focused. to the psychosocial needs and socially isolated children
of socially isolated children. (Davis, 1947; Bettelheim,
The specific non-probability Furthermore, each theme had 1959; Sprehe, 1961; McNeil,
sampling method that was questions which recaptured Polloway, & Smith, 1984 &
used is purposive sampling. the psychosocial needs of Lasky, 2016).
The inclusion criteria for socially isolated children. These Data Analysis
respondent include children themes were created based on
under 18 years as stated in the literature review of child social

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According to Song (2008), RESULTS had no nurturing trait leading
thematic analysis refers to multilevel of abused including
analysing recurrent ideational There were 12 open-ended physical, sexual and emotional
clusters of organization in the questions asked during the abuse. In some cases, an
respondent’s narratives. O’Reilly, interview session with the absent father was a commen
Ronzoni, and Dogra, (2013), children. These questions theme as well. These elements
stated that thematic analysis is a overall are focused at achieving manifested in how the child
method used to identify, analyse, the research objective to explore behaved by showing no family
and report patterns within a data the psychosocial needs of relationship. In terms of their
set, allowing the organisation socially isolated children. It was attachment with the institution,
of data in a way that describes concluded that self-concept they also showed no sense of
it in detail. It was further stated development, improved belonging and by observation,
that thematic analysis makes attachment, and improved indicated that they prefer to
simple interpretations about social interactions are the be alone. They had limited to
the data by describing what is main themes found. no friends, are uncomfortable
going on within it. Therefore, in with others, upone further
this study, thematic analysis was When asked regarding their investigations, it was found that
used in the analysis of data. The feelings about their own this was due to traumatic past
data from audio recording was self or their self concept, all experiences. Some repondents
transcribed and translated from respondents reported feelings are comfortable with other but
Bahasa Malaysia to English. of distorted self-concept is restricted to limited amount
The data was analysed and indicating that a psychosocial of people. These findings
transcribed into meaningful need for socially isolated further support that notion of
themes (Aronson, 1994). The children is the development of their difficulties of building
themes that were recognized a positive self concept. It was personal attachments with their
reflected the respondent’s found from narratives from social environment.
experiences and the coding the children, observation and Informant (2017, March 13). In-
categories. informant, that the children depth Interview:
As mentioned by Aronson were like an empty vessle not “When they were rescued they
(1994), themes that are gathered showing much emotions or were being locked up in the
are then combined to form a interest with his surroundings. room and had been unmanaged
comprehensive understanding Respondent (2017, March 3). for some time without having
of the respondent’s collective In-depth Interview: been changed their diapers,
experiences. Triangulation was in dirty condition. Maybe more
also used to analyse the data so “ummm sometimes I’m happy, than four hours later. So when
that it made sense and coherent. sometimes I’m not.” they were locked up it was
Triangulation refers to bringing found that their parents are
together different types of data, When asked regarding their under the influence of drugs.”
or sometimes different ways attachments with their family, When investigating regarding
of looking at data to answer the institution, friends and the their interactions with others it
the research question (Denzin, social environment in general, was found that these children
1989). The main purpose of all respondents reported had trouble with their social
triangulation is that of adding negatively. It was found that interactions. Therefore it was
richness, depth and significant they had parents without a job concluded that improving social
meaning to this study (Denzin, or their parents had difficulties interaction was a psychosocial
1989, 1997, & Hammersley in holding a stable job. Due to need for socially isolated
& Atkinson, 1995). Drawing this fact, these children came children. From interview
together different perspective from families of low economic sessions, observations and
and types of information status. It was found substance informants, it was found
will provide more persist abuse was a recurrent theme that these children dislike
understanding. by their parents. Furthermore, disturbance and rarely converse
that these children had cases of
neglect by their parents. They

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with others. Even when of a negative self-concept. because they had experienced
engaging in conversations, it Therefore, improving these isolation which caused them
was found that they limit their children’s self-concept would to have difficulties with peer
conversations or tend to have be one of the psychosocial attachment. It was also
short conversations only. It needs of socially isolated found that these children had
was also found that at times, children. attachment issues with the
they try to avoid engageing Furthermore, it was found that institution. All respondents
in conversation all together. respondents reported having reported no sense of belonging
From observations, it was difficulties with attachment. All towards the institution and did
found that these children had respondents reported having not want to be there. It seemed
language difficulties and this attachment issues with family, like they did not have any
caused them to be unwilling peers, and the institution. In attachment to any place they
to approach others to engage general, they had difficulties could call home or no feelings
in conversations or any form in having attachment with of belonging. Hence, assisting
of interactions. Informants their social environment. As in building attachments with
indicated that, at times, they reported by most respondents, family members, peers and
are seen to be in groups with they had no family relationship, their social environment would
other children but left alone to low family socioeconomic be another psychosocial need
do their own activities. status, was neglected by of these children.
Respondent. (2017, March 3). parents, had parents dealing Findings from this study
In-depth Interview: with substance abuse, had no support the social identity
parental nurturing, had been theory regarding an individual’s
“Do you always talk with your abused by their parents, had sense of who they are based
friends?”, and replied “No”. jobless parents and absent on their group members. It was
father. These issues negatively found that these children faced
DISCUSSION AND affected their attachment issues related to self-concept
CONCLUSION with family members. But and making attachments
not all respondents had with their family, peers, and
From the themes that were attachment issues with their institution. According to the
obtained with regards to the family. Some respondents social identity theory, social
psychosocial needs of socially had positive bonds with their groups such as social class,
isolated children, it could be families. This was so because family, friends, school and so
concluded into three aspects these respondents did not on which children belong to
which are self-concept, experience abuse or neglect have an important influence
attachment, and social by their parents but faced on an individual’s self-esteem,
interactions. Self-concept stressful living conditions, they providing them a sense of social
refers to how children see and had a close and strong family identity or a sense of belonging
feel about themselves. It was relationship. to the social world (McLeod,
found that all respondents Another attachment issue faced 2008). A major aspect of social
who had issues with their self- by these children was with identity is the social groups
concept showed distorted peers. Respondents reported that individuals are exposed to,
self-concept. Even though issues such as avoid engaging having this exposure, individuals
self-concept is developed in conversation with others, can build, manage and develop
throughout the life span, but it unwilling to approach others, their identity and based on the
is during childhood which has wanting to being with others identity of others. This exposure
the most impact on the lives but left alone, having limited to also assists in building
of individuals. Respondents no friends, not comfortable with attachment between children
reported facing abuse, neglect, others because of traumatic and those social groups. It was
lacking basic needs, constant past and being comfortable obtained from respondents
fear and stress from their with limited individuals that they experienced isolation
surrounding had a big effect because of familiarity. This was and limited human contact
on them and their self-concept. making it impossible for them
This has led to a development

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to categorize, identify and white matter as it directly links with that of Gould (2014),
compare. Social isolation from with behavioural and cognitive which found that even when
other individuals, limited social function. children’s physical needs are
interactions and negative social cared for, lack of stimulation and
interaction experienced by Findings from van Harmelen, interaction can affect the ability
these children cause them to et al., (2014), supports that to form bonds and integrate
have issues in identifying with of the current study agreeing fully into society with negative
groups. This then makes these that social exclusion leads affect on intelligence. This
children withdraw from others, to negative self and other study suggested that children
hence making them have referential processing such as suffering from social isolation
difficulties with developing reduced self-esteem, sense affected their emotional and
their self-concept and building of belonging, meaningful cognitive abilities causing
attachments with their social existence, and control. It them to have difficulties in
environment. was further found that the relationship, commitment and
A study conducted by severity of childhood emotional the abilities to sustain a job in
Makinodan, Rosen, Ito, and maltreatment was positively the future (Gould, 2014). In
Corfas (2012), found that associated with increased the current study, respondents
early social isolation resulted dorsal medial prefrontal cortex, also reported having difficulties
in behavioral and cognitive involved in self and other in building attachments with
dysfunction that correlates with referential processing, and others such as family, peers
white matter alterations. It was social exclusion. Researchers and the institution that they are
stated that these alterations, suggested that the more currently residing in. This study
which occur only during this individuals experienced suggests that the respondents
critical period, are phenocopied childhood emotional might face difficulties in
by loss of oligodendrocyte maltreatment, the more self sustaining a job in their future.
ErbB3 receptors, and social and other processing is Lastly, all respondents reported
isolation leads to reduced elicited by social exclusion facing issues regarding
expression of the ErbB3 in adulthood. It was also social interactions which
ligand neuregulin-1. These stated that negative self- includes dislike disturbance,
findings indicate that social referential thinking enhances rarely converse and short
experience regulates prefrontal cognitive vulnerability for the conversation with others, avoid
cortex myelination through development of psychiatric engaging in conversation with
neuregulin-1/ErbB3 signalling disorders. Hence, findings from others, language difficulties,
and that this is essential for this study suggest the possibility unwillingness to approach
normal cognitive function, of underlining emotional and others, being with others but
thus providing a cellular behavioural difficulties faced by left alone, having limited to no
and molecular context to adult with childhood emotional friends, not comfortable with
understand the consequences maltreatment (van Harmelen, et others because of traumatic
of social isolation (Makinodan, al., 2014). In the current study, past and comfortable with
Rosen, Ito, & Corfas, 2012). respondents also reported limited individuals because of
This finding supports that of similar experience of emotional familiarity. One of the reasons
the current study stating that maltreatment, physical abuse for these issues was due to
child isolation leads to issues and neglect which affected the fact the these children had
related to self-concept. In the their self-concept, self-esteem, experienced social isolation.
current study, respondents attachment, and sense of Even though it was not
reported having distorted belonging with family, peers, reported that they experienced
self-concept and issues with and institution. These indicators total isolation from human
social interaction with other suggest that respondents may interaction but the limited
individuals. This suggests that face abnormalities regarding social interaction that they had
respondents may develop dorsal medial prefrontal cortex been exposed to was negative
abnormalities in the structure as well. in nature. Regardless wether
of the brain mainly related to the negative interaction came
The current study also parrallels

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from the family or from the cognitive social describes infant monkeys and Bowlby
environment, it was traumatizing learning as a form of imitation studied attachment and loss
enough to have had affected of other people’s behaviour in children. In their studies,
their social interactions with (Parke & Gauvain, 2009). children who experience
other individuals. Therefore, Since these children faced isolation during early years of
it could be concluded that social isolation from other their lives become less playful,
improving social interaction individuals, they did not have develop maternal deprivation
abilities with other individuals is the opportunity to learn the syndrome, disturbing
another psychosocial needs of appropriate social behaviours behaviour, have trouble
socially isolated children. from their surroundings. Hence, connecting with their peers and
causing them to not know how
Findings from this study to converse and interact with slowed language development.
the people around them. Findings from the current study
support the social learning is consistent with these studies
theory’s notion that there is a
triadic reciprocal interaction In a study by Salzinger et. where respondents reported
facing difficulties in interactions
between the environment; al. (1993), it was found that with others; attachment with
personal factors including abused children had lower
memories, beliefs, preferences, peer status and less positive surrounding including family,
peers and instituion, no sense
predictions, anticipations reciprocity with peers chosen of belonging, and limited friend
and self-perceptions; and as friends; they were rated
behavioural actions (Sharf, by peers as more aggressive which they feeling comfortable
with.
2008). This situation was and less cooperative and by
present in the children’s parents and teachers as more
social interaction with other disturbed; and their social In a study by Fries et. al. (2005),
individuals. All respondents network showed more insularity, found differences in two
had difficulties conversing atypicality and negativity. It was brain-derived neuropeptides,
with others, to the extent that stated that social behaviour as oxytocin and vasopressin,
that they did not know how perceived by peers accounted between children raised with
to initiate and maintain proper for a significant portion of family and children raised in
conversations. According the variance in social status; orphanage. As stated, oxytocin
to social learning theory, global disturbance measure and vasopressin neuropeptide
conversation, or language did not add to this association. systems are associated in the
usage, is a learned behaviour. This findings support that establishment of social bonds,
Language develops through the of the current study where parental care, stress regulation,
reinforcement process where respondents reported social communication and
parents, adults or caregivers facing difficulties with social the regulation of emotional
reinforce children’s babbling interactions such as engaging behaviours. In their study, it was
or the sounds they make which and maintaining conversation, found that these neuropeptides
are similar to speech (Parke & dislike disturbance from others are affected by early social
Gauvain, 2009). Furthermore, and having limited to no friends. experiences. It was also stated
respondents had difficulties In studies conducted by Bowlby that the level of these peptides
with other aspect of behaviour, (1982), Harlow and Suomi are increased by socially
mainly when interacting with (1970), and Spitz (1945), it pleasant sensory experiences
other individuals. According was found that separation such as comforting touches and
to Parke and Guavain (2009), or neglect had an impact on smells. As stated, increasing
human behaviour can be children’s behaviour leading to levels of these peptides in
developed through association emotional and social disorders. animals showed increased
and imitation. Classical and Spitz studied the effect of positive social interactions
operant conditioning describes isolation on institutionalized such as social bonds,
learning of behaviour through children such as orphanage and displayed selective infant-
association of stimulus and hospitalism. Whereas, Harlow parent attachments and formed
responds to develop behaviour. and Suomi studied isolation memories of these social
Whereas, observational or and maternal separation on interactions. It was suggested
that a potential mechanism of

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atypical function may explain undergone any assesments these children. It was found
the pervasive social and regarding their oxytocin and that children suffering from
emotional difficulties observed vasopressin levels but atypical social isolation have difficulties
in many children who have social and emotional behaviour with the self-concept, social
experienced aberrant nurturing. was reported such as bonds with families and
Results from the study suggest difficulties with social bonds, other individuals and social
that a failure to receive parental care, stress regulation, interaction in general. A
species-typical care disrupts social communication and framework incorporating
the normal development of the regulation of emotional all these elements can be
the oxytocin and vasopressin behaviours. These indicators developed for working with
system in young children. As suggest that there might socially isolated children
stated, perturbations in this be abnormalities regarding in institutions particularly
system may interfere with the oxytocin and vasopressin levels homes under the purview
calming and comforting effects in these childrens. of the Department of Social
that typically emerge between Children suffering from social Welfare and non-governmental
young children and familiar isolation have been growing in organizations (NGO’s) offering
adults who provide care and numbers and findings from this child services and educational
protection (Fries, et. al., 2005). study can be implied to develop institutions with socially
Although respondents from an intervention plan to assist isolated children as students.
the current study had not

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Staging Malay
Hospitality Among
Women’s Homestay
Operators in Penang

Island:

An Anthropological
Perspectives

Farah Syazwani Hayrol Aziz &
Nor Hafizah Selamat

Centre for Research on Women and Gender
(KANITA)

Universiti Sains Malaysia
Corresponding e-mail: [email protected]

ABSTRACT as constructed by the questions for further research.
Tourism has been considered respondents will be explored
as a big part of the hospitality and how it involves the process Keywords: Malay hospitality,
industry. Hospitality refers of negotiation, calculation staging hospitality, gender
to the relationship process and reconstruction. Data was perspective, women’s homestay
between a guest and a host, collected through in-depth operators, authenticity,
and the act or practice of being interviews with ten women’s anthropology
hospitable. Anthropological homestay operators. The study
literature considered hospitality revealed that staging ‘Malay INTRODUCTION
like gift-giving which involves hospitality’ requires the host to
reciprocity, a negotiation be attentive to guest’s need, Tourism is an ever-growing
between spontaneity and from privacy issue, to providing industry worldwide, and it
calculation, generosity and them with basic needs, has continued to grow and
friendship. Although, it has amenities, loving and care. The becoming the largest and
been widely established that preparation of meals is used as fastest growing economic
women have been the main a space for bonding, a critical sectors in the world. These
player in hospitality industry aspect in providing what is dynamics have turned tourism
particularly in rural tourism, little called as “Malay hospitality’. into a key driver for socio-
is known on the role of women The findings conclude that the economic progress. Tourism
in managing and staging of women in homestay programme has been considered as a big
‘hospitality’. This study is to played an important role in not part of the hospitality industry. A
explore the managing and only sustaining the homestay successful hospitality industry
staging ‘Malay Hospitality’ by operations but also the must depend on successful
a group of women’s homestay sustainability of rural tourism tourism management and
operators on the Penang Island. industry on the island. The marketing. Authenticity and
Using gender perspective, the article concludes with tourism hospitality is significant in
concept of ‘Malay hospitality’ policy and management tourism study as it concerns
implication and derives the aspects of everyday life,

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language, food and rituals approach, tourists are always a tourist audience. He also
practiced by a particular in search of authenticity argues that modern humans
community. According to but instead of looking for see that people nowadays
Bruner (1994), authenticity objective authenticity, tourists do not have the existential
means “originals, as opposed are searching for symbolic value and therefore must look
to a copy”, and he adds that authenticity which is the for it elsewhere, either in the
no reproduction is equal to result of social construction community or society outside
original whereas hospitality is (Wang, 1999). A substantial of their culture.
functioned by establishing a research has been conducted
relationship or to promote an on women’s involvement in MacCannell (1973) also
already established relationship rural tourism such as homestay criticised the way how tourist
(Selwyn, 2001). However, while most of these studies focused can experience authenticity
looking for authenticity, tourists solely on the management of as most encounter pseudo
might accept what is called as the homestay without using experiences. His concept of
staged authenticity, a substitute used gender lens. This study “staged authenticity” refers
for the original (Cohen, 1988). attempts to address this gap by to the staging of local culture
The association between focusing on the role of women to create an impression
experiencing authenticity and in constructing authenticity and of authenticity for a tourist
act of hospitality is therefore performing hospitality services, audience. He argues that the
used in this study to understand and how tourists perceived the process of tourist development,
homestay program from a authenticity of the visited place incoming a huge number of
gender perspective. In Malaysia, and the type of hospitality they tourists may lead to the creation
the concept of hospitality is received from hosts. of “back stage areas” where
often referred by homestay LITERATURE REVIEW locals continue meaningful
operators as “services” and Cohen (1988) suggested traditions away from the gaze
is also considered as the that originality refers to the of tourists with the aim to
most important tourism asset modern value, in which it protect their own culture from
in ensuring that tourist can is closely related to the being gazed upon for tourist
experience the authenticity of impact of modernity. It also consumption. However, the
homestay experience. means something authentic meaning and experiences of
and truthful. MacCannell
Malaysian homestay (1973) who was one of the authenticity may be perceived
first scholars to introduce differently by different people.
programme is considered an the concept of originality in Therefore, Wang (1999) has
iconic rural tourism product the study of motivation and
that involves the staging of travel experiences, argues distinguished authenticity into
that contemporary traveler’s three categories: objective,
Malay traditional way of life and mission is not only to meet constructive and existential
emphasising the authenticity their satisfaction, but also to
of Malay hospitality. As seek ‘authenticity’. However, authenticity. Objective
he argues that this finding authenticity refers to visitors
mentioned in the official is not determined by the who wanted to see objects that
website of Malaysia Travel, quality of a search, but more
homestay in a traditional village on how travelers affected by are ‘real’ and not being staged
tour operators, tour guides, for the benefit of tourists.
or “kampung” is the fastest and promotions, and advertising. Meanwhile, constructive
easiest ways to experience On his concept of “staged
‘the real Malaysia’. This study authenticity”, he argues that authenticity is the result of social
most of authenticity has construction. The experience
adopted the constructivist been staged to create an is said to be authentic if
approach, as argued by impression of authenticity for
Wang (1999), to explore tourists feel so. The last one
is existential authenticity, a
how authenticity through the condition induced by tourist
staging of Malay hospitality
of Malaysian homestay activities. In other words,
existential authenticity can
programme is constructed by have nothing to do with the
women homestay operators.
Based on constructivist authenticity of toured objects.

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Scholars have argued that Island. Participant observation lifestyle. Some of the popular
through tourism, the role of were also carried out to observe activities among tourists on
women becomes significant situations that informants have the island is fishing, water
as they can break through from described in interviews as well sports, homestays, and jungle
their stereotyped domestic as events that informants may trekking. However, the island is
role at home (Kinnaird et al., be unable or unwilling to share. most famous of its mee udang
1994). Homestay, for example, This is important to make the (prawn mee) specialty. Pulau
has been argued to be a pro- researcher aware of distortions Aman is occupied by Malay
women tourism opportunity or inaccuracies in description Muslim, thus the concept of
as it promotes sustainable provided by those informants hospitality through the Islamic
community development by (Marshall & Rossman, 1995). teachings can be observed
fostering gender equality throughout the village. The
(Acharya and Halpenny, For the purpose of this study, Malay traditional culture with
2013). However, studies also a homestay village name Pulau the simple life can be observed
show that women in tourism Aman was chosen to carry in Pulau Aman.
were mostly concentrated out the study of the homestay Traditional Malay House
in the lowest paid or lowest operators and the tourists who In homestay programme,
skilled sectors of the industry, visited the island. There are traditional Malay house is one
while carrying out a large about nine homestay that are of the important elements of
amount of unpaid work, part registered with the Ministry of Malay authentic experience.
time job, particularly in family Tourism and Culture Malaysia Traditional Malay house is
tourism businesses. Despite in Penang Island. However, claimed to be part of Malaysian
many studies have been according to the statistic of heritage value and neglecting
done on Malaysian homestay Penang Island Homestay this cultural value of one’s home
programme, not much is known from the year 2009 to 2014, will cause the country to lose
how the local Malay Muslim Pulau Aman homestay has its sense of place. According
women homestay operators the highest total income to Zulkifli (2000), Malay houses
plays a vital role in constructing among the other. It has several are built by emphasising the
and staging what is called attractions that are unique to functions and needs of each
as ‘Malay hospitality’. Their the tourists who visited the space depending on space
role which often underrated, village. According to statistic suitability. Malay traditional
is the sustainer of the local given by the Chief Villagers, the house often seen being
hospitality industry. Hence, in whole population of the village decorated with ornaments,
the case of women in homestay consists of 254 people: 117 real plants, fragrant plants to
programme, the questions how men and 134 women. It has add its aesthetic value to the
women involved in the process around 56 households in total. home environment. The type
of staging authenticity and Even though the population is of decorations and plants that
hospitality is still left unexplored. considerably small, the village grown around the house can
do have a strong community- also be influenced by certain
RESEARCH based organisation. beliefs (Zulkifli, 2000). In Pulau
METHODOLOGY Aman, one of the significant
FINDINGS AND views of the village is its Malay
In studying a social phenomenon DISCUSSION traditional house. Majority of
such as the construction of houses on the island are built on
authenticity and hospitality Pulau Aman which also means stilts to suit the weather and soil
performances, qualitative the “island of Peace’ is a small condition, to withstand the salty
methods are recommended, island in Penang that is home water, particularly during the
and hence used in this study. to a traditional Malay village. high tide season. Despite the
Data is collected based on a It is a fishing village with rapid process of development
total of ten in-depth interviews most people on the island are and modernisation, Sanusi, 55
with the homestay operators elderly folks. To outsiders, the years old, the chief village, is
and tourists who visited the people of the island seem to
homestay village in Penang be living a simple yet traditional

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firmly believe that the island is Fried Noodle, in addition to a She would try to prepare meal
still “safe from the invasion of spread of Malay dessert and that considered ‘authentic’
modernity as we are all lived in local cakes (kuih-muih). All from her own perceptions but
traditional Malay houses”. He these types of local cakes were will alter the menu based on the
believes that to stage “Malay selected because they believed feedback from her guests.
hospitality element” for tourists that these represented the local
is to showcase their Malay authentic Malay food, served Therefore, the authenticity
traditional houses. Sharifah usually during breakfast. of the meals prepared will
(53), another homestay Meals are mostly served on be negotiated based on the
operator, said “…we will a table but in some houses, it response from her guests.
make sure our home clean was served on the floor mat or However, according to Maria,
and nice. My husband did his carpet in the living hall. For the most of her guests were
bit by helping to make a small lunch meals, the menu would quite adventurous by willing
renovation of the guest room consist of rice, several dishes to try out the meals that are
so that all the stuff needed are (fish or chicken curry), cakes ‘unfamiliar’ to her guests. Azad,
ready for the guests. I would and desserts. If the hosts were from Kurdistan shared her
not be happy if they [guests] entertaining international guests experience with local Malay
make complaint.” from abroad, the elements of food,
Hospitality at Home Malay’s community hospitality
One of the important aspects will be further explained to “My food experience is quite
of Malay hospitality is to them while indulging the amazing here because I love
prepare and provide food for meals. The aspects’ explained the food. It was a little bit spicy,
their guest. Malay traditional includes eating and drinking but I try to enjoy. The nasi lemak
dishes are preferred though manners with right hand, is quite special, I think. Even
not necessarily enjoyed by the reciting prayers and washing though it is spicy, the taste was
tourists. But the presentation hands before savouring the nice, it was very delicious. The
of the food and the way it meals. The women’s host have food served was special with
was lay out is something been tasked to explain how the different colors and different
represent the Malay culture. food were served, the proper way of presentation.” (Azad,
Being a homestay hosts, attire or dress to be worn in 32)
women in Pulau Aman must the house and prayer times for
perform a vital role in catering the host. According to Maria, Negotiating authentic
for guest’s need and giving most of the guests who came meals
good services. The women from overseas were excited
did all the planning, buying the to learn how to eat using their The preparation and the staging
cooking stuff, preparing the own hands rather than using of ‘authentic meals’ is not a
food, and presenting the food the usual spoon and fork. one-way process at it involved
on the table and entertaining Maria said that majority of her the process of negotiations
the guest through the process guests were very accepting of between the host and the
of eating together. The hosts the Malay food and in fact was guest. Hence, the staging of
invited the guests to having quite excited to try out local hospitality and authenticity
breakfast either at their home, food such as curry chicken, can be challenging. Although
or at a prepared setting, which spicy sambal other local Malay the homestay operators
usually takes place at the salads. Guest would usually understand they have to provide
hall. A matching set of dining opt for traditional Malay food as what is called as authentic
table accessories were neatly and they would request for meals to their guest, how
presented on top of a table traditional Malay dish for lunch authentic the food should be
that has been lined with proper and dinner to Maria when served need to be negotiated
tablecloth. For breakfast time, they do the booking. Maria with tourists. For guest who
the usual menu would be local will prepare the home cooked stayed in homestay, they would
delicacies such as Nasi Lemak, meal for them and ask their usually pay the package which
feedback to suit their taste. includes the meals with the
host family. Depending on

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the prior agreement made, the needs of her children and when they started cooking and
the preparation of food for family. The balance between preparing the food together.
the guest may take place at housework and taking care Sarimah admits that she loves
the communal hall, together of children and at the same talking to her guests, sharing
with some of the committee time managing the homestay stories about their families and
members of Women’s business can add extra burden lives in general. “We normally
Association. If the number of to the women. will talk during mealtime…eat
participants is not that many, and talk” said Sarimah. This
most homestay operators will “Eating together” - bonding moments made the
prepare home-cooked meals Building the intimate visit very special, as some of
in their own home. Sometimes ‘bond’ her guests are still in touch with
when the number is too many, her.
preparing daily meals will The role of women in staging However, different strategies
be done at community hall ‘Malay hospitality’ is not have been adopted by the more
which involving all homestay confined to preparing the food senior members of homestay
owners that are involved in the and making sure that their operators. Haminah, Ramlah
programme. guests’ needs are fulfilled but and Saodah, all are in their
As one of the homestay more important in homestay 70s revealed that sometimes
operators, Zalina, aged 37, business is the creation of the ‘bonding process’ would
revealed, they cannot be ‘intimate bonding’. This is be delegated to their children
authentic all the time as they especially manifested when the who were almost the same
must adapt the food with the women, as host, took an extra age as their hosts. The fact
guest’s taste and desire. For effort to create the bond with that their children can speak
example, although, dried fish is their guests by inviting them better English has made the
considered as traditional food to join them in the kitchen, process of bonding much
and should be ‘authentic’ food, preparing the meals together. easier. Saodah, for example,
the women were reluctant Asking their guests to join them would prepare the meals while
to serve the dried fish as not in the kitchen is also an activity her daughter would entertain
all tourists like the smell of it. to showcase how the Malay her guests, answering her
Sometimes, the preparation of meals are prepared. The warmth guests’ curiosity. In this case,
‘authentic’ food needs to be atmosphere created during this it is quite significant how the
negotiated due to the limitation process will lead to the process female members, not the male
of time and human resource. of intimacy between the host members of the family will be
Zalina, for example, prefers to and the guest. The food is not much more involved in the
prepare the meal for tourists, only prepared together but also homestay business. The only
like the one she prepares will be eaten together. Carsten aspect involved by the male
for her family. In her case, (1995) in her work on Langkawi members of the family in the
the menu selection does not Island argues how food is used whole homestay experience is
necessarily represent of what to construct relatedness and involving activities outside the
is called as the ‘local traditional kin ties. According to Janowski house such as transporting
dish’ but more to something and Kerlogue (2007), food that the guests by using motorbike
practical for her family due to is eaten together by groups of to events that are organized
lack of resources. Zalina has people either on an everyday outside the house. In terms of
three small children at home basis or at less frequent and preparing food, the homestay
that needed more attention. often more lavish and festive hosts seem very conscious
Therefore, having the same occasions are important in about what their guests’
menu for her guests and family constructing ties between response if they serve meals
will save her cost, energy, and those who share food. Sarimah, that are considered as “simple”
time in the kitchen. As a mother another homestay operator food. For Saodah, simple meal
and homestay operator, she shared that the feeling of means preparing foods that are
not only had to take care of the uneasiness and anxiousness easily made and accessible
guests and their needs, but also from the expectation of her such as dried fish, fried
guests suddenly disappeared

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anchovies, or fried egg. A more as something authentic. The women as host to be attentive
elaborate dish, according to way food is prepared and to guest’s need, from privacy
Saodah would be using fresh consumed has given them a issue, to providing them with
seafood such as fish, prawns, different perspective. Although, basic needs, amenities, loving
or clams. the host admitted that some and care. Women devoted
DISCUSSION menu did not really represent most of their time to prepare,
From the described tours above, the ‘traditional menu’ and to greet and entertain and
the construction of authentic therefore not authentic, tourist cater tourists’ needs. The
experiences in Pulau Aman did not seem to be bothered preparation of meals is used as
are related extremely well to with the meals served. They a space for bonding, a critical
Wang’s notion of “constructive view authentic experience is aspect in providing what is
authenticity”. Constructive more on the way food is made, called as “Malay hospitality’.
authenticity means that the presented and consumed. The findings revealed that the
concept is a result of social They learned the experience women’s homestay operators
construction (Wang, 1999). of making the meals together played an important role in not
Objects, sites, and settings with their host’ as something only sustaining the homestay
have been presented to authentic. Horner (1993) operations but also the
appear authentic. They are not has argued the importance sustainability of rural tourism
necessarily real or genuine, but of authenticity lies in the industry on the island.
they are constructed by a point personal relationship the tourist
of view or belief of a culture expresses through their ‘making
(Wang, 1999). In this case, it together” and not based
culture is constantly “making on the authenticity of dishes
itself up”, and marketers and prepared. The relationship and
advertisers. Majority of tourist intimacy constructed through
claimed that ‘Malay hospitality’ the ‘cooking’ process is
as experienced by them is considered the most authentic
characterized by a close- experience. For local tourists,
relationship between host- they are still considered the
guest, an experience that is experience as authentic as
seen as ‘authentic’ as they some of them have never been
never experience it before. on the island before. Therefore,
Even for the local tourists having to be able to “get away”
who are familiar with Malay from their normal routine lives
culture views their homestay is some sort of escapism from
experience as different from their active life in the normal day
their own experience growing of work. The discussion above
up in their own villages. From highlights the staging of Malay
the constructivist point of hospitality and its authentic
view, tourists are in search of presentation as showcased by
authenticity. However, they are the homestay operators.
not after objective authenticity
but symbolic authenticity CONCLUSION
which is the result of social The objective of this article is
construction (Wang, 1999). to explore the roles of women
In relations to the intimacy in the homestay business
constructed between the host in constructing authentic
and the guest through eating experience and hospitality
together with the family has services. As has been presented
been perceived by tourists and discussed, the staging of
‘Malay hospitality’ requires the

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