CV

JOB APPLICATION FOR LECTURER POSITION CONTENTS 019-7144226 [email protected] CONTACT DETAILS COVER LETTER RESUME CERTIFICATE PUBLICATION

COVER LETTER

YUSLIZAR KAMARUDDIN 0197144226 [email protected] Date: 10/01/2023 APPLICATION FOR THE LECTURER POSITION YBhg. Prof./ Dr./ Tuan / Puan It is with pleasure and great interest that I submit to you the enclosed CV in application for the position as a Lecturer. With more than 8 years of experience as a part-time tutor for subject Debate (UQP10201) at Centre of Generic Studies and Curriculur, Universiti Tun Hussein Onn Malaysia and over 15 years of administrative jobs, I belive that I am positioned to make a significant and positive impact on your organization in this role. Here is summarizes about myself: - Holding Master of Philosophy at UTHM (Researh title : Youth Participation towards Youth Policy Making Process in Malaysia: A Study on the Policy Makers Perspective). Received Bachelor of Public Management with honours at UUM with CGPA 3.55 Facilitate and train school and University student in Debate and Public Speaking Two times UTHM Best Co-curriculur Trainer Award (2018 & 2020) Two times as Coordinator in UTHM Student Mobility Programme to Japan (2018) and Thailand (2020) UTHM Excellent Services Award (2017) Along with this is attached a CV for your reference. I am also ready to be called at any time for the purpose of interview or further explanation. On this note, I would like to thank you for your time and consideration. Sincerely, Yuslizar Bin Kamaruddin. 831230-01-5097

RESUME

YUSLIZAR BIN KAMARUDDIN [email protected] 0197144226 PROFESSIONAL SUMMARY Active in social work, especially in youth development as an advisor to youth NGOs at the state level. I am often involved in volunteer and community work to ensure that the community, especially youth, increases their potential and competitiveness. Master Research Title : Youth Participation Towards Youth Policy Making Process in Malaysia: A Study on the Policy Makers Perspective. Actively giving training/teaching Debate and Public Speaking at the School and University level. Part-time Tutor for the Debate Subject (UQP10201) since 2014 at Centre of Generic Studies and Curricular, Universiti Tun Hussein Onn Malaysia . Debate / Public Speaking CORE COMPETENCIES Public Management Policy Analysis WORK EXPERIENCE Universiti Tun Hussein Onn Malaysia AdministrationAssistant | 01 July, 2011 - Present Information Technology Centre Finance and Admin Unit Universiti Tun Hussein Onn Malaysia Part-Time Tutor | 2014 - Present Cocuriculum Subject: Debate (UQP 10201) Human Resource Administration Youth Development Social Work Bachelor of Public Management with Honours, UUM Master of Philosophy, UTHM Federal Land Development Authority (FELDA) Land Planning Supervisor | 2007 - 2011 Felda Sungai Koyan 2, Kuala Lipis, Pahang Matsushita Integrated Logistics Inventory Coordinator | 2004 - 2007 Felda Sungai Koyan 2, Kuala Lipis, Pahang

ACHIEVEMENT EDUCATION Bachelor of Public Management with Honours October 2015 - April 2020 | Universiti Utara Malaysia UTHM DebateTrainer - 2015-Present UTHM Excellent Services Award - 2017 Mobility ProgramCoordinator to Tokyo University of Foreign Studies, Japan - 2017 UTHM Sports Excellence Award (Special Award) - 2018 UTHM Best Co-curricular Trainer Award - 2018 & 2020 Mobility ProgramCoordinator to WalailakUniversity, Thailand - 2020 UTHM Loyalty Award ( for10 Years working at UTHM)- 2022 Four times Dean’s List Graduated with CGPA 3.55/4.00 - Upper Second Class (2 : 1) Master of Philosophy October 2020 - January 2023 | Universiti Tun Hussein Onn Malaysia Research Title: Youth Participation Towards Youth Policy Making Process in Malaysia : A Study on the Policy Maker's Perspective Band 3 2018 | Malaysia University English Test (MUET) Band 6.5 November 2022 | International English Language Testing System (IELTS) PUBLICATION Book Chapter Yuslizar K. (2019), Citra Curriculum. The Adventures of Students Mobility to Tokyo Universities of Foreign Studies. UTHM Publisher: 45-62 Coffee Book Table Jerayawara Melayu UTHM-TUFS - Mobility Programme to Tokyo, Japan 2017 Kembara Melayu Mahawangsa - Mobility Programme to Thailand 2020 1. 2.

PUBLICATION Proceedings/Jurnals Title - Factors of Youth Participation Capability in The Public Policy-Making Process Kamaruddin, Y., Jaes, L., & Ali, A. S. M. (2022). Factors of Youth Participation Capabiliity in The Public Policy Making Process. Sciences, 12(7), 1849-1854. cite by ERA-CIJ : http://dx.doi.org/10.6007/IJARBSS/v12-i7/14421 Title - The Capability of Youth Participation in Policymaking: A Review of The Literature 11th International Conference of Science and Technology (2022) Accepted in Proceeding index by SCOPUS 1st Author and Presenter Title - The Ability of Youth Aspirations in Influencing the Public Policy Making Process National Youth Research Seminar (YOURS’21) Organized by Institute for Youth Research Malaysia (2021) 1st Author and Presenter in Malaysia Title - Kedudukan Penyertaan Belia dalam Proses Pembentukan Dasar Awam 7th International Conference On Human Sustainability (INSAN 2022) 1st Author and Presenter Title - Application of Behavioural Model to Disaster Preparedness in A Developing Azhar, N., Jaes, L., Rameli, N., Maula, A., Kamaruddin, Y., & Abdullah, M. H. (2022). Application of Behavioural Model to Disaster Preparedness in A Developing Country Malaysia: An Overview. Journal of Social Transformation and Regional Development, 4(2), 30-36. cite by MyCite Title - Analisis Tinjauan Literatur Sistematik (SLR): Elemen Humanisme dalam Sistem Jaes, L., Abdullah, M. H., Rozali, M. Z., Azhar, N., Kamaruddin, Y., & Maula, A. (2022). Analisis Tinjauan Literatur Sistematik (SLR): Elemen Humanisme dalam Sistem Pendidikan. Human Sustainability Procedia, 2(2), 57-67. cite by MyCite Country Malaysia: An Overview Pendidikan

SOCIAL WORK REFERENCE Professor Dr. Hj. Nazri Bin Mohd Nawi Director Information Technology Centre University Tun Hussein Onn Malaysia Email: [email protected] Dr. Lutfan Bin Jaes Dean Centre of Generic Studies and Curricular Universiti Tun Hussein Onn Malaysia Email: [email protected] Advisor of Persatuan Belia Islam Nasional (Batu Pahat District) Volunteer at Aman Palestin Volunteer at Yayasan Ikhlas President of Ikatan Muslimin Malaysia (Batu Pahat District)

CERTIFICATE

PUBLICATION 1

International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 7, 2022, E-ISSN: 2222-6990 © 2022 HRMARS 1849 Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics Factors of Youth Participation Capabiliity in The Public Policy Making Process Yuslizar Kamaruddin, Lutfan Jaes & Adi Syahid Mohd Ali To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v12-i7/14421 DOI:10.6007/IJARBSS/v12-i7/14421 Received: 19 May 2022, Revised: 23 June 2022, Accepted: 10 July 2022 Published Online: 26 July 2022 In-Text Citation: (Kamaruddin et al., 2022) To Cite this Article: Kamaruddin, Y., Jaes, L., & Ali, A. S. M. (2022). Factors of Youth Participation Capabiliity in The Public Policy Making Process. International Journal of Academic Research in Business and Social Sciences. 12(7), 1849 – 1854. Copyright: © 2022 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 12, No. 7, 2022, Pg. 1849 – 1854 http://hrmars.com/index.php/pages/detail/IJARBSS JOURNAL HOMEPAGE

International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 7, 2022, E-ISSN: 2222-6990 © 2022 HRMARS 1850 Factors of Youth Participation Capabiliity in The Public Policy Making Process Yuslizar Kamaruddin, Lutfan Jaes & Adi Syahid Mohd Ali Centre of Generic Studies and Curriculur, Universiti Tun Hussein Onn Malaysia Email: [email protected] Abstract The issue of youth participation in the public policy-making process has been a topic of debate at the international level in recent years. Many studies have found that the participation of youths in the process of public policy formulation is not only able to influence a policy, but it also affects the development of youths in terms of consultation, planning, communication, and leadership. In Malaysia, studies related to youth participation in the public policy-making process are still very poorly implemented compared to studies on youth participation in politics. The findings of the study found that there are three factors that can explain the capability of Malaysian youth to participate in the process of public policy formulation which is (i)youth factors, (ii) policymaker factors, and (iii) program effectiveness factors. Therefore, in order to strengthen the capability of youths to participate in the public policy formulation process, the integration of the consolidation of these three factors must be emphasized. Keywords: Youth Capability, Youth Participation, Youth Factors, Policy Making Factors, Program Effectiveness Factors, Public Policy Introduction If youth participation is not taken into account when developing a youth policy agenda, it will be ineffective (Bessant, 2003). However, there are barriers to ensuring youth participation. According to Adu Gyamfi (2015), politicians perceptions of youths maturity level and lack of life experience contribute to the failure to include youths in the policy-making process. Furthermore, many studies on youth participation have discovered that youth are perceived as incompetent, passive, immature, incomplete, and highly fragile subjects whose participation is unreliable and vulnerable to adult suggestions (Mishna et al., 2004; Farrell, 2005; Laenen, 2009; Mason and Hood, 2011; Fisher et al., 2013). Youth participation is also important because it is directly linked to how their aspirations can be highlighted as a result of such participation (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), 2016). Lybbert and Wydick (2018) discovered that youth's participation and aspirations in the decision-making process are motivated by their belief that such actions will result in future change for them. In Malaysia, youth is defined as citizen aged between 15-30 years old (Malaysian Youth Policy, 2015). According to Hussain (1990), community groups or individuals who act as informal actors must be included in the policy-making process. The lack of youth participation in

International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 7, 2022, E-ISSN: 2222-6990 © 2022 HRMARS 1851 decision-making has the effect of not only denying these groups the opportunity to participate in the national development process, but also preventing them from improving their quality, skills, morals, and values (Suhaimi et al., 2018). According to Uzaini and Suhana (2018), the National Youth Consultative Council (NYCC) and the Malaysian Youth Parliament (MYP) are the official platforms for youths to express their opinions and discuss issues and problems related to youth development. Despite the fact that these two mediums serve as a bridge of communication between youths and the government, he believes that there is a significant challenge when NYCC and MYP only allows youths who are affiliated with the organization to participate. This creates a significant barrier to youth participation because they are divided into eight target groups: (i) school-aged youths, (ii) higher education youths, (iii) career youths, (iv) youth groups, (v) mass youths, (vi) international Malaysian youth, (vii) minority & marginalized youths, and (viii) at-risk youth (Malaysian Youth Policy, 2015). Literature Review Youth participation in the public policy-making process is not a new phenomenon (Tisdall, 2014). Hart (1992) defines youth participation as a decision-making process in which the partnership has an impact on a person's or society's life. Crowley and Moxon (2017) cite a large number of researchers who agree that participation is a type of process rather than an activity. Larkins (2014) argues that youth participation in the policy-making process will provide policy makers with an understanding of the level of inclination of youth in political socialization. A study by the United Nations Development Program (UNDP) found that youth participation in the policy-making process is an action-oriented process that involves youth institutions by giving them space to make decisions that will affect their lives (UNDP, 2013 ). This situation enables youths to organize and chart a path toward solutions or improvements that can be made on issues that affect them, resulting in positive change (Checkoway, 2011). Youth participation leads to the active involvement and real influence of youth as citizens making decisions that are able to affect their lives (Murphy, 2017). Youth participation is also an important factor in determining a policymaker's ability to make effective decisions. The more youth participate in the policy-making process, the more effective it is (Franklyn & Ransford, 2013; Eldin, 2016; Hammock, 2019). According to Hammock (2019), effective youth participation is achieved by allowing youths to participate in the policy-making process because the opportunities provided to youths allow them to gain influence and contribute to policy development, as well as provide services in terms of energy and ideas in the government's programs. According to Kiilakoski (2020), active youth participation can provide youths with an understanding of how a policy works. This can further strengthen the sense of togetherness of the youths toward the government because it has taken into account their views. With this sense of belonging, the youth can increase their self-confidence and contribute more to whatever government agenda is placed on their shoulders, and the government will indirectly benefit from the youth's contribution. Methodology This study chose case studies as the strategy. Case studies are in line with qualitative study design (Bryman, 2008; Chaparro, 2008). This strategy is also suitable for analyzing a single case because it can yield detailed and complete results (Bryman, 2008). This study uses a single case analysis by taking only a study on the participation in youth policy making in Malaysia as the subject. The primary informant should be from someone who is considered to have a diversity of depth of knowledge about the research problem and who is willing to speak (Teye, 2008). Therefore, the researcher has selected the informants in table belows:-

International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 7, 2022, E-ISSN: 2222-6990 © 2022 HRMARS 1852 Table 1 List of Informants Num. Designation Department 1. Head Director Agency in the Ministry of Youth and Sports 2. Chief Executive Officer Agency in the Ministry of Youth and Sports 3. Head of Policy Division Ministry of Youth and Sports Creswell (2013) stated case studies that use a qualitative approach can use a total of one to four informants. Purposive sampling method was used and those three (3) informants were selected based on their experience and designation in organizations which involved in the formulation of youth policy in Malaysia. An in-depth interview was conducted online using Google Meet. "What is the scenario of youth participation capability in the formulation of youth policy-making process in Malaysia” was the structured question asked to the informants. Study Findings and Discussion The findings of this study have identified three determining factors that can be taken into account to see the capability of youths to get involved in the process of public policy formulation in Malaysia. Those factors are youth factors, policy-making factors and program effectiveness factors. Youth Factors The findings of the study revealed that the youth themselves are the most important factor influencing their ability to participate in policymaking. The three informants agreed that if youths were more open and aware of the government's programs and initiatives, youth participation in policy-making would improve and they could have an impact on policy. Some informants also explained that not all youth target groups are capable of contributing scientific planning or thoughtful ideas to influence policy. Youth participation is also fraught with difficulties, as the policy-making process necessitates a high level of commitment and a desire to contribute, as well as the ability to provide feedback to the government thru the appropriate channels. The best channels are thru youth organizations, discourse programs, and other initiatives provided by the government, such as the National Transformation Youth Canvas 2050. Youth organizations, on the other hand, face their own challenges in ensuring youth participation. The three informants agreed that youth organizations should be more aggressive in providing a platform to accommodate overall feedback from youth target groups and that they should act as facilitators in communicating the wishes and aspirations of youth to policymakers. Furthermore, there are informants who provide evidence of how the government has consistently prioritized youth participation thru various collaborations and initiatives. As a result, the youth themselves must take a more active role in seizing the opportunity that has been provided. Policymaker Factors The three informants agreed that policymakers should never ignore the perspectives and opinions of young people when developing policies. From the perspective of governments in general and policymakers in particular, youth has been positioned as a valuable asset. Youth participation in the public policy formation process is also always prioritized by policymakers,

International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 7, 2022, E-ISSN: 2222-6990 © 2022 HRMARS 1853 who organize various forms of collaboration between the ministry and other stakeholders to get youths involved in the process. However, some informants stated that realizing the aspirations of the youth depends on policymakers' willingness and openness to receive input from them. Policymakers should be more open to hearing from youth from different backgrounds. In light of today's technological capabilities, youths' channels and access to communicate their aspirations must be expanded. The informant's opinion also confirmed that a group's or individual's credibility is directly proportional to how the government as a policy player provides for them. Program Effectiveness Factors All of the informants stated that the government has implemented various programs to increase the credibility of the youth and their ability to contribute to their interests in the future. The programs are also a way for the government and the youth to form a network of cooperation so that youth involvement in the government's agenda has an impact. This collaboration also creates space and opportunities for young people to speak directly to the government about their hopes and aspirations. However, all informants agreed that there is a clear challenge of concern from policymakers about the programs being implemented, as most of them are still unable to meet the overall needs of the target youth in Malaysia, and this has an indirect impact on the government's efforts to obtain feedback and the overall voice of the youth for the purpose of improving a policy. Conclusions and Implications In conclusion, all aspects of youth participation in the formation of public policy must be strengthened so that the benefits of such participation can create a sense of togetherness between the youth and the government in order to achieve the agenda. The findings of this study can also be used to describe a real phenomenon that occurs in Malaysia's ability to participate in the formation of public policy. As a result, it is hoped that the three factors mentioned above, namely youth factors, policymaker factors, and program effectiveness factors, can be seen as a whole and thus assist the government in developing an inclusive approach to increasing the participation of all youth target groups in the public policy-making process. References Adu-Gyamfi, J. (2015). Barriers to Children and Young People’s Participation in Policy Making in Ghana. Journal of Social Sciences, 11, 363-380. doi: 10.3844/jssp.2015.363.380 Ahmad Atory Hussain. (1990). Politik dan dasar awam Malaysia (2nd ed.). Kuala Lumpur: Utusan Publications & Distributors Sdn. Bhd Bessant, J. (2003). Youth participation: a new mode of government. Policy Studies, 24(2/3), 87-100 Checkoway, B. (2011). What is youth participation? Children and Youth Services Review, 33, 340–345. doi: 10.1016/j.childyouth.2010.09.017 Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five designs. Thousand Oaks, CA: Sage Publications, Ltd Crowley, A., & Moxon, D. (2017). New and innovative forms of youth participation in decisionmaking processes. Council of Europe, 15-18. https://rm.coe.int/new-and-innovativeforms-of-youth-participation-in-decision-making-pro/1680759e6a Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). (2016). Study on the

International Journal of Academic Research in Business and Social Sciences Vol. 1 2 , No. 7, 2022, E-ISSN: 2222-6990 © 2022 HRMARS 1854 Expectations and Aspirations of the Lao Youth. www.giz.de/laos Fahmy, E. (2016). Young Citizen: Young People’s Involvement in Politics and Decision Making. Routledge. London and New York. Farrell, A. (2005). Ethical Research with Children. Open University Press. Fisher, C. B., Brunnquell, D. J., Hughes, D. L., Liben, L. S., Maholmes, V., Plattner, S. & Susman, E. J. (2013). Preserving and enhancing the responsible conduct of research involving children and youth: A response to proposed changes in federal regulations. Social Policy Report. 27, 1–23. Franklyn, O., & Ransford, E. (2013). Youth Participation in Local and National Development in Ghana: 1620-2013. The Journal of Pan African Studies, 5 (9), 129-150. Hammock, J. (2019). The Practice of participation and the Capability Approach. The Capability Approach, Empowerment and Participation Concepts, Methods and Applications. 39-54 Hart, R. A. (1992). Children’s Participation from Tokenism to Citizenship. Florence: UNICEF International Child Development Centre Jackson, R., Drummond, K., & Camara, S. (2007). What is Qualitative Research. Qualitative Research Reports in Communication. 8 (1) , 21–28. Kiilakoski, T. (2020). Perspectives on Youth Participation. European Union Council of Europe Youth Partnership. University of Tampere Laenen, F. V. (2009). I don’t trust you, you are going to tell’, adolescents with emotional and behavioral disorders participating in qualitative research. Care, Health and Development, 35, 323-329. Larkins, C. (2014). Enacting children’s citizenship: Developing understandings of how children enact themselves as citizens through actions and Acts of Citizenship. Childhood, 21(1), 7–21. Lybbert, T. J., & Wydick, B. (2018). Poverty, aspirations, and the economics of hope. Economic Development and Cultural Change, 66(4), 709-753. doi.org/10.1086/696968 Malaysia Youth Policy. (2015). Ministry of Youth and Sports, Malaysia Mason, J., & Hood, S. (2011). Exploring issues of children as actors in social research. Children and Youth Services Review, 33, 490–495. Mishna, F., Antle, B. J., & Regehr, C. (2004). Tapping the perspectives of children: Emerging ethical issues in qualitative research. Qualitative Social Work, 3, 449–468. Murphy, S. (2017). The rise of a neo-communitarian project: A critical youth work study into the pedagogy of the National Citizen Service in England. Citizenship Social and Economics Education, 16(2), 85-89. Sani, U., & Saad, S. (2018). The implementation and challenges of youth engagement in Youth Parliament of Malaysia. Journal of Social Science and Humanities, 13(1), 5. Suhaimi, S., Abdullah, S. A., Arshad, R., Yeon, A. L., Azhar, A., & Ayub, Z. A. (2016). Penyertaan Belia dalam Pembuatan Keputusan Melahirkan Kemahiran Kepimpinan. Proceeding of The International Conference on Government & Public Affairs 2016 Tisdall, E. K. M. (2014). Children Should Be Seen and Heard? Children and Young People’s Participation in the UK. In Children and Young People’s Participation and Its Transformative Potential: Learning from across countries (pp. 168–188). Basingstoke: Palgrave Macmillan UNDP. (2013). Enhancing youth political participation. A good practice guides. United Nations Development Programme Report, New York

PUBLICATION 2

Human Sustainability Procedia Vol. 2 No. 2 (2022) 57-67 © Universiti Tun Hussein Onn Malaysia Publisher’s Office HSP Homepage: http://publisher.uthm.edu.my/periodicals/index.php/hsp e-ISSN : 2710-5962 *Corresponding author: [email protected] 2022 UTHM Publisher. All rights reserved. publisher.uthm.edu.my/periodicals/index.php/hsp Analisis Tinjauan Literatur Sistematik (SLR): Elemen Humanisme dalam Sistem Pendidikan Muhaymin Hakim Abdullah1*, Lutfan Jaes1* & Mohd Zulfadli Rozali2 , Nurizyani Azhar1 , Yuslizar Kamaruddin1 , Asyraf Maula1 1 Jabatan Sains Sosial, Pusat Pengajian Umum & Kokurikulum, Universiti Tun Hussein Onn Malaysia 2 Jabatan Ikhtisas Pendidikan dan Siswazah, Fakulti Pendidikan Teknikal dan Vokasional, Universiti Tun Hussein Onn Malaysia *[email protected], [email protected] DOI: https://doi.org/10.30880/hsp.2022.02.02.007 Received 5 October 2022; Accepted 30 October 2022; Available online 15 December 2022 Abstrak: Pendidikan merupakan satu proses pembelajaran dalam menyampaikan ilmu pengetahuan serta didikan nilai kemanusiaan yang perlu diberikan kepada setiap insan untuk dimanfaatkan. Namun, elemen pendidikan humanisme sering dilupakan. Kegagalan dalam menerapkan elemen ini ketika pembelajaran dan pengajaran dalam pendidikan akan memberi kesan kepada peningkatan permasalahan isu sosial di negara ini. Malah pelajar juga kurang minat untuk bersekolah kerana kebebasan serta kreativiti mereka seolah-olah disekat akibat kurangnya prihatin terhadap penyampaian secara humanistik ini. Kajian ini bertujuan untuk mengenal pasti elemen terkini humanisme dalam pendidikan supaya dapat diperkasakan oleh tenaga pengajar. Kaedah PICo digunakan untuk membina persoalan kajian dan rangka kerja PRISMA digunakan sebagai garis panduan untuk proses semakan, setiap artikel yang dikumpul, diekstrak dengan teliti daripada pangkalan data Scopus dan Google Scholar. Elemen pendidikan humanisme adalah penting bagi menerapkan didikan secara humanistik sistem pendidikan. 10 elemen humanisme yang dikenal pasti adalah elemen berdikari, kebebasan, kesedaran, prihatin, sahsiah diri, integriti, kemanusiaan, tanggungjawab, rohani dan sokongan. Justeru, pendidikan humanisme diharap dapat membangunkan kemahiran fizikal dan kemahiran insaniah bagi melahirkan pelajar yang lebih bersedia dan relevan dengan keperluan semasa negara yang mempunyai ciri unggul dan sahsiah diri yang optimum. Malah kajian akan datang boleh dijalankan untuk menjelaskan lebih banyak cara pendekatan humanisme dalam pendidikan sebagai pengetahuan asas bagi semua pihak. Kata Kunci: Dasar Awam, Pendidikan, Elemen Humanisme, Pendidikan Humanisme, Humanistik

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 58 1. Pengenalan Humanisme dalam bahasa Latin adalah “humanus” yang bermaksud manusia dan memiliki makna berperikemanusiaan. Humanisme ialah salah satu aliran dalam falsafah pendidikan yang menekankan proses kognitif dan efektif dalam pembelajaran yang mengintegrasikan bakat dan potensi manusia supaya manusia boleh memilih dan mengatur kehidupan dengan lebih baik [17]. Matlamat humanisme ini adalah untuk melahirkan manusia yang mengenal diri dan Tuhannya melalui pengumpulan daripada nilai-nilai agama [2], kecerdasan, dan tingkah laku [18]. Selain itu, aliran humanisme ini lebih melihat kepada sisi pembangunan daripada keperibadian manusia. Secara tidak langsung, pembentukan keperibadian manusia yang baik dapat memberi impak positif dalam keupayaan seseorang. Keupayaan dalam bertindak positif ini dikenali sebagai potensi manusia [21]. Nilai dan sikap kemanusiaan yang berpaksikan humanisme saling berkait antara satu sama lain di mana nilai kemanusiaan itu merangkumi kepentingan kebebasan, kreativiti, keinginan, kerjasama, keyakinan, moral dan tanggungjawab daripada pendekatan humanisme malah, boleh menggalakkan individu untuk terus belajar secara tersusun dan mengikuti perubahan zaman melalui pendidikan humanisme [19]. Nilai-nilai kemanusiaan seperti kerohanian, hormat-menghormati, dan kasih sayang juga dapat dilihat melalui pendekatan humanisme [13]. Nilai akhlak dan disiplin sangat penting bagi manusia untuk melahirkan nilai budi pekerti [11]. Penerapan ciri-ciri humanisme dalam diri termasuklah kejujuran, simpati, belas kasihan, altruisme [7] yang seharusnya dipraktikkan. Selain itu, pengukuhan pendidikan dalam pembentukan akhlak perlu dilaksanakan kepada pelajar seawal mungkin bermula dari lingkungan keluarga, sekolah, dan meluas ke masyarakat malah, disiplin turut merupakan salah satu nilai sahsiah yang perlu dibangunkan [11]. Hal ini demi membentuk insan yang ideal dan humanistik [13]. Nilai humanisme seperti prihatin dalam proses pembelajaran dan pengajaran di mana seorang pengajar yang humanistik akan menekankan bahawa pelajar perlu mengelakkan tekanan persekitaran kerana apabila pelajar berasa selamat, proses pembelajaran akan menjadi lebih mudah dan bermakna [21]. Begitu juga, apabila pengajar prihatin terhadap setiap soalan yang difikirkan oleh pelajar dan merealisasikan penyampaian untuk diterokai selaku dengan pengajaran yang baik bagi memenuhi tahap ilmu pelajar ke tahap yang lebih menarik dan bermakna [20]. Bukan itu sahaja, pembelajaran dan pengajaran bahasa di sekolah boleh dikaitkan dengan pendidikan humanisme dengan menumpukan kepada pembangunan sikap dan memupuk nilai kemanusiaan yang positif seperti tolong-menolong, berbuat baik, beriman dan bertakwa. Selain itu, pendekatan moral kepada manusia ini melibatkan cinta akan keadilan, kebenaran dan kejujuran [8] untuk diterapkan dalam diri. Ini boleh menggalakkan individu untuk terus belajar secara tersusun dan mengikuti perubahan zaman [19]. Perwatakan pelajar melalui pendidikan, sangatlah penting untuk membentuk pola pemikiran mereka supaya potensi dalaman pelajar dapat dikembangkan lagi sebagai bekalan untuk masa depan yang lebih baik [11]. Namun, aspek humanisme dalam sistem pendidikan sering dikecualikan disebabkan terdapatnya perbezaan antara konsep dengan pelaksanaan dalam sistem pendidikan [3]. Kegagalan dalam menerapkan elemen humanisme dalam sistem pendidikan mengakibatkan pelajar kurang minat ketika sesi pembelajaran [17] kerana kebebasan serta kreativiti pelajar seolah-olah disekat [12]. Di era moden, global, berteknologi tinggi dengan serba digital dilambangkan dengan peningkatan pengetahuan saintifik ini turut mendorong masyarakat khususnya remaja yang menganggap dirinya kelihatan seperti robot menjadikan mereka tidak endah kepada perkara di sekelilingnya tidak prihatin dan tidak mempunyai sifat kemanusiaan [8]. Pendekatan pendidikan humanisme merupakan penyelesaian terhadap hilangnya pendidikan humanistik dalam proses pendidikan. Oleh yang demikian objektif penulisan ini adalah untuk meneliti elemen pendidikan humanisme dalam proses pendidikan berlandaskan kepada integrasi penulisan kajian terdahulu sebagai panduan rujukan proses pembelajaran dan pengajaran.

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 59 2. Kepentingan Elemen Humanisme Dalam Sistem Pendidikan Pendidikan bercirikan humanistik perlu diterapkan supaya pelajar mempunyai pertimbangan moral dan tanggungjawab sosial yang tinggi dalam diri mereka [1]. Malah, setiap ilmu seharusnya disampaikan dan diterima dengan kaedah yang sesuai dengan sifat-sifat kemanusiaan kerana melalui pendidikan juga dapat membentuk pelajar menjadi seorang insan yang titik perubahan itu sendiri adalah daripada nilai dalam diri [22]. Pendidikan humanisme ialah kaedah yang menggalakkan kesedaran serta kebebasan dinamik untuk memupuk suasana kreatif, kritis dan progresif demi mencipta sifat kemanusiaan secara menyeluruh dengan menggalakkan cara dialog, refleksi, ekspresif antara pendidik, pelajar mahupun alam sekitar [9] bertujuan untuk menjadikan seseorang manusia itu lebih humanistik [17]. Pendidikan humanisme ini merupakan satu langkah bersepadu untuk memanusiakan manusia untuk membentuk perwatakan dan menyedari potensi yang dimiliki setiap insan [4]. Perwatakan baik diri seorang pelajar dapat dibentuk sekiranya proses pendidikan ini disampaikan tenaga pengajar yang mementingkan elemen humanisme kerana konsepnya yang sangat strategik dalam meningkatkan kualiti sumber manusia yang boleh memupuk toleransi tinggi sesama insan [14]. Pendidikan humanisme boleh diterapkan melalui kuliah, model peranan, latihan kemahiran interpersonal, kesusasteraan dan kajian seni [7]. Namun, pembelajaran bukan sekadar pembangunan kualiti kognitif sahaja, tetapi turut menekankan kepentingan emosi atau perasaan, komunikasi terbuka dan nilai yang ada pada setiap pelajar [15]. Sekolah merupakan pusat perkembangan potensi, bakat dan melahirkan pelajar yang cemerlang dalam pendidikan dan sahsiah diri [14]. Aspek humanisme secara menyeluruh tertumpu untuk melahirkan individu yang berintegriti, pintar dan berbakti. Manusia telah diberi tanggungjawab untuk menjaga dan mengharmonikan hubungan antara sesama manusia dan juga alam [18]. Oleh sebab itu, pendidikan humanisme seharusnya dilakukan secara terus-menerus [17]. Penerapan model pembelajaran humanisme dalam pendidikan di sekolah seharusnya difahami oleh semua pihak terutamanya warga pendidik untuk mengajar, mendidik dan membimbing pelajar ke arah kejayaan demi masa depan yang sempurna [5]. Malah, pendidikan seharusnya dapat memupuk keinginan pelajar untuk belajar dan para pengajar dapat mengajar mereka cara belajar [11] yang efektif. Pelajar tidak sepatutnya dipaksa untuk mengikut kehendak pengajar, namun, penerapan nilai humanisme secara tidak langsung dapat mendorong minat pelajar dalam sesi pembelajaran mereka dengan bimbingan pengajar [21]. Pengabaian status psikologi, budaya etika dan sosial akan menghapuskan sifat kemanusiaan dan empati masa hadapan mereka [7]. Oleh hal yang demikian, kurikulum pendidikan juga seharusnya perlu merangkumi perspektif kemanusiaan [8] supaya pelajar bebas dalam menentukan proses pembelajaran dan melakukan perkara positif [12] untuk mengembangkan rasa atau sifat humanisme [8]. Pada dasarnya, proses pendidikan yang dijalankan tidak seharusnya dipandang sebagai hanya aktiviti di bilik darjah atau aktiviti pembelajaran dan pengajaran semata-mata. Perkara ini perlu dititikberatkan demi merealisasikan proses pendidikan yang lebih ideal dan berkualiti. Oleh itu, pendidikan harus merangkumi pelbagai proses dan aktiviti yang lebih produktif, kreatif, membina kemahiran, pembangunan sahsiah, integrasi, kecemerlangan serta pengukuhan moral dan rohani [8]. Proses pendidikan yang baik penting sebagai penekanan terhadap kepentingan emosi atau perasaan dalam pelajaran, keterbukaan komunikasi dan nilai humanistik setiap pelajar [21]. Selain itu, penyediaan bahan pengajaran bahasa dan sejarah juga dapat menghubungkan pengajar, pelajar dan persekitaran yang lebih memupuk sifat prihatin [8]. Pendekatan pendidikan humanisme menekankan nilai moral, etika sosial, toleransi dalam kalangan ke arah kehidupan yang lebih baik dan harmoni [19]. Dengan pendekatan humanisme ini, proses pembelajaran dan pengajaran dapat menyumbang secara signifikan kepada pembangunan sahsiah pelajar dan mencapai tahap potensi sepenuhnya [8]. Tambahan pula, pendidikan humanisme yang diterapkan dapat mengajar pelajar untuk belajar secara berdikari [16], berfikir secara kritis dan kreatif serta memiliki keyakinan yang tinggi [8]. Peristiwa krisis moral akan terus berlaku dalam kalangan

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 60 pelajar sekiranya pendidikan humanisme tidak dititikberatkan [19] kerana generasi masa kini yang lebih cenderung dan mudah terdedah dengan nilai gaya hidup negatif [11]. Pendidikan humanisme iaitu idea yang menjelaskan martabat manusia sebagai manusia yang mempunyai potensi dan kebebasan untuk mengembangkan potensi psikologi, sosial dan budaya mereka dan bertujuan untuk menyempurnakan sifat kemanusiaan [13]. Pendidikan humanisme adalah proses dalam membimbing, memimpin, meluaskan serta membantu toleransi kehidupan asas manusia dari sudut rohani dan jasmani. Selain itu, Pendidikan humanisme lebih kepada konsep jasmani, mental, dan rohani [11]. Pendidikan humanisme adalah usaha kolaboratif untuk membimbing keperibadian dalam golongan muda sehingga boleh membentuk seseorang yang mempunyai sahsiah dan berakhlak yang mulia [10]. Ini turut merupakan satu proses kesedaran dan memberikan kebebasan dinamik supaya dapat mewujudkan masyarakat yang berinovatif, kritis dan progresif [9]. Selain itu, pendidikan humanisme juga merealisasikan sistem pendidikan yang menjadikan para pelajar sebagai manusia yang bebas dalam menentukan dan melakukan perkara-perkara positif. Sebagai contoh, penerapan model pembelajaran humanisme dalam pendidikan agama [2] di sekolah untuk mengamalkan nilai-nilai perwatakan yang positif dalam diri pelajar [5]. Pendidikan humanisme ini juga berjaya membebaskan manusia daripada penindasan dan mengajarkan manusia untuk menanam sifat kemanusiaan [3]. 3. Metodologi Kajian ini adalah secara kualitatif kaedah tinjauan literatur sistematik atau SLR (systematic literature review) berlandaskan penemuan kajian lepas yang melalui proses tapisan dalam mengenal pasti serta dinilai secara kritis bagi mendapatkan hasil kajian. 3.1 Penggubalan Persoalan Kajian (Formulation of the Research Question) Dua sumber telah digunakan untuk merumuskan persoalan kajian. Konsep daripada kajian terdahulu yang telah dipilih melalui proses pencarian dan saringan. Semua artikel terdahulu adalah berkaitan dengan ‘pendidikan humanisme’ terhadap pendidikan. Seterusnya, kaedah PICo iaitu mnemonic yang bermaksud "P" (Population or Problem), "I" (Interest), dan "Co" (Context) [6]. Tiga aspek utama telah digabungkan dalam kajian ini untuk menjana persoalan kajian berdasarkan konsep PICo. Aspek yang perlu dibincangkan tersebut ialah pendidikan humanisme (Problem), dan pemboleh ubah yang berkaitan dengan elemen humanisme (Interest) dan pendidikan (Context). Oleh hal itu, satu topik kajian tentang pendidikan humanisme terhadap pendidikan dapat diperbincangkan. 3.2 Strategi Pencarian (Searching Strategies) Bahagian ini akan melalui dan menghuraikan kaedah yang digunakan untuk mengeluarkan maklumat daripada artikel yang berkait rapat dengan Elemen Pendidikan Humanisme dalam sistem Pendidikan. Kaedah PRISMA digunakan termasuklah pengumpulan dan penapisan sumber artikel dengan memilih kriteria kelayakan dan pengecualian. Semakan sistematik juga dijalankan, termasuk pengenalpastian, saringan, dan kelayakan, pengekstrakan data, analisis kandungan. 3.3 PRISMA Garis panduan Penyata PRISMA, Preferred Reporting Items for Systematic Reviews and MetaAnalyses telah digunakan untuk penyemakan. PRISMA mentakrifkan soalan penyelidikan yang jelas yang membolehkan semakan sistematik iaitu menapis artikel yang telah dikenal pasti melalui kriteria kemasukan dan pengecualian berdasarkan persoalan kajian untuk memeriksa pangkalan data yang besar dengan cepat. Menggunakan PRISMA membenarkan carian rapi berkaitan dengan Elemen Pendidikan Humanism dalam sistem Pendidikan.

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 61 3.4 Sumber (Resources) Sumber carian artikel dilakukan melalui pangkalan data jurnal iaitu Scopus dan Google Scholar. Google Scholar digunakan untuk pencarian artikel semakan sistematik. Google Scholar dilancarkan pada tahun 2004 menawarkan pelbagai kesusasteraan dari pelbagai bidang. Scopus pula digunakan untuk mencari artikel berkaitan persoalan kajian. Scopus dilancarkan pada tahun 2004 dan mempunyai lebih 10,000 penerbit di seluruh dunia. Kaedah yang digunakan untuk mencari artikel ialah pemilihan sendiri merangkumi kriteria kemasukan dan pengecualian berdasarkan kelayakan artikel tersebut. 3.5 Kriteria Kelayakan dan Pengecualian (Eligibility and Exclusion Criteria) Artikel jurnal sahaja terpilih untuk kajian ini. Artikel ulasan, buku, siri buku, dan bab buku tidak dimasukkan. Kemudian, carian hanya menggunakan penerbitan bahasa Melayu dan bahasa Inggeris sahaja. Oleh kerana terdapat banyak artikel tentang ‘pendidikan humanisme’, ulasan ini hanya memfokuskan pada penerbitan lima tahun terkini (2018-2022). Akhir sekali, kajian ini hanya melihat kepada elemen humanisme yang dikaitkan dengan sistem pendidikan sahaja dari pelbagai negara. Jadual 1: Kriteria Kemasukan dan Pengecualian Kriteria Kemasukan Pengecualian Jenis Dokumen Artikel jurnal Buku, Siri buku,Bab buku Bahasa Bahasa Melayu dan Bahasa Inggeris Bahasa selain daripada Bahasa Melayu dan Bahasa Inggeris Penerbitan Garis Masa 2018 - 2022 < 2018 3.6 Proses Semakan Bersistematik (Systematic Review Process) Terdapat beberapa tahap dalam proses semakan bersistematik seperti dalam Rajah 1 di bawah. Rajah 1: Model PRISMA Identification Screening Eligibility Records identified through Scopus databased searching [N:1820] Records identified through Google Scholar [N:16] Records after duplicate removed [N:12] Records Screening [N:1824] Full text articles assessed for eligibility [N:89] Records excluded due to publication before 2018, non-journal article [N:1735] Full text article excluded due to the non-coverage of topic [N:68] Articles selected in qualitative analysis [N:21] Included

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 62 Tahap pertama ialah Identification. Pada peringkat ini, kata kunci untuk proses carian dikenalpasti. Berdasarkan tinjauan literatur, penyelidikan terdahulu dan tesaurus, kata kunci yang serupa dan berkaitan untuk Elemen Pendidikan Humanisme dalam sistem Pendidikan telah digunakan seperti dalam Jadual 2. Pada tahap ini, terdapat 12 persamaan artikel ditemui untuk pengecualian. Tahap kedua ialah Screening, di mana 1731 daripada 1836 artikel telah dikecualikan berdasarkan jenis kesusasteraan dan bahasa, jenis bukan artikel, pilihan penerbitan garis masa dan ketersediaan artikel. Tahap ketiga adalah Eligibility, di mana artikel penuh telah diperiksa. Selepas pemeriksaan penuh, sebanyak 68 artikel telah dikeluarkan kerana tidak berkaitrapat dan tidak menumpu kepada Elemen Pendidikan Humanisme dalam sistem Pendidikan. Akhir sekali, sebanyak 21 artikel telah dimasukkan untuk semakan dan analisis kualitatif. 3.7 Abstraksi dan Analisis Data (Data Abstraction and Analysis) Dua puluh satu, 21 artikel telah diperiksa dan dianalisis sepenuhnya. Analisis tertumpu kepada kajian yang menjawab persoalan kajian untuk ulasan ini. Hasilnya diperoleh dengan membaca abstrak dan kemudian meneliti artikel penuh untuk bacaan mendalam bagi mendapatkan maklumat berkaitan pendidikan humanisme yang terdapat dalam artikel tersebut. Seterusnya, analisis kandungan digunakan dalam analisis kualitatif untuk mengenal pasti tema berkaitan faktor yang dikaitkan dengan elemen pendidikan humanisme dalam sistem pendidikan. Jadual 2: Rentetan Carian yang Digunakan dalam Proses Pengenalpastian Pangkalan Data Rentetan Carian Scopus ( TITLE-ABS-KEY ( "humanisme" OR "humanism" ) ) AND ( ( "pendidikan humanisme" OR "humanism education" ) ) AND ( "pendidikan" OR "pengajaran" OR "pembelajaran" OR "ed ucation" ) AND ( LIMIT-TO ( PUBYEAR , 2022 ) OR LIMITTO ( PUBYEAR , 2021 ) OR LIMIT-TO ( PUBYEAR , 2020 ) OR LIMITTO ( PUBYEAR , 2018 ) ) Google Scholar ("humanisme" OR "humanism " AND "pendidikan humanisme" OR "humanism education" AND "pendidikan" OR "pengajaran" OR "pembelajaran" OR "education") 4. Hasil dan Analisis Kajian Penyelidikan lima tahun terkini telah mengenal pasti bahawa terdapat 10 elemen humanisme yang seharusnya diterapkan dalam proses pembelajaran dan pengajaran sistem pendidikan. Elemen humanisme yang dikenal pasti ialah berdikari, integriti, kebebasan, nilai kemanusiaan, kesedaran, tanggungjawab, prihatin, rohani, sahsiah diri dan sokongan. Sebanyak 21 artikel koleksi kajian yang diterbitkan adalah antara 2018 hingga 2022. Sebanyak 2 kajian terkini dijalankan pada 2022, pada 2021 terdapat 8 kajian dan 5 kajian pada tahun 2020. Tahun 2019 terdapat 2 kajian yang telah diterbitkan dan 4 kajian lain diterbitkan pada tahun 2018. Penyelidikan ini mengaitkan pendidikan humanisme dengan elemen-elemen humanisme melalui pendidikan melalui kajian pendekatan kualitatif. Daripada 10 elemen humanisme yang ditemukan, 4 elemen tertinggi yang dikaitkan dengan pendidikan humanisme ialah elemen kemanusiaan (85.71%), sahsiah diri (80.95%), kebebasan (61.90%) dan tanggungjawab (61.90%). Manakala, 2 elemen terendah ialah elemen integriti (9.52%) dan elemen prihatin (9.52%). Terdapat 4 elemen humanisme yang mempunyai nilai peratusan sederhana tinggi iaitu elemen kesedaran (47.62%) dan elemen rohani (42.86%). Manakala, elemen humanisme seterusnya yang mempunyai nilai peratusan sederhana rendah adalah elemen sokongan (33.33%) dan elemen berdikari (28.57%).

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 63 Jadual 3 di bawah merupakan elemen humanisme yang ditemukan dan dikaitkan dalam pendidikan humanisme dengan pendidikan berdasarkan 21 kajian yang telah dijalankan dari tahun 2018 sehingga 2022. Jadual 3: Elemen Humanisme dalam Pendidikan No Pengarang Tahun Elemen Humanisme dalam Pendidikan Ber Int Keb Kem Kes Tan Pri Roh Sah Sok 1 Anas Salahudin et al 2018 2 Bu Xun 2018 3 Rosida Tiurma Manurung 2018 4 S Masfuah et al 2018 5 Hulail M 2019 6 Wahyudi Buska et al 2019 7 Abdul Gani Jamora Nasution 2020 8 Devy Habibi Muhammad 2020 9 Rizky Very Fadli 2020 10 Sabaruddin Sabaruddin 2020 11 K.B.Sastrawa & K.Primayana 2020 12 A. Yeni & J. Jamaris 2021 13 A. Syahid & Ahmad Muzayyan 2021 14 Halim Purnomo 2021 15 T. Herlina, Kamidjan, Raharja 2021 16 Nora Susilawati 2021 17 Jagad Aditya Dewantara et al 2021 18 Ni Wayan Karmini et al. 2021 19 Sebastianus Fedi et al 2021 20 Sitti Ratna Dewi Rahmatia 2022 21 Yepi Herpanda & Neviyarni 2022 Jumlah Peratusan (%) - 28.57 9.52 61.90 85.71 47.62 61.90 9.52 42.86 80.95 33.33 Maksud: Ber – Berdikari Keb – Kebebasan Kes – Kesedaran Pri – Prihatin Sah – Sahsiah Diri Int – Integriti Kem – Kemanusiaan Tan – Tanggungjawab Roh – Rohani Sok - Sokongan 5. Perbincangan Kajian Kajian ini merangkumi tinjauan sistematik kesusasteraan terkini lima tahun mengenai elemen humanisme yang dikaitkan dengan pendidikan humanisme dalam sistem pendidikan. Konsep pendidikan humanisme boleh dikatakan sebagai satu usaha untuk membimbing seseorang khususnya kalangan muda sehingga mampu membentuk perwatakan dan akhlak yang baik [10]. Pendidikan humanisme adalah sangat penting. Pembelajaran dan pengajaran berteraskan humanistik dapat membentuk sifat kemanusiaan dalam diri seseorang. Berdasarkan semakan akhir, 21 artikel telah diekstrak dengan teliti daripada pangkalan data Scopus dan Google Scholar. Sepuluh elemen yang dikaitkan dengan pendidikan humanisme dikenal pasti melalui penyelidikan daripada 21 artikel tersebut iaitu elemen berdikari, kebebasan, kesedaran, prihatin, sahsiah diri, integriti, kemanusiaan, tanggungjawab, rohani dan sokongan. Elemen humanisme yang kerap ditekankan adalah elemen kemanusiaan. Elemen kemanusiaan seperti kerohanian, hormat-menghormati dan kasih sayang [13] juga merangkumi kepentingan kebebasan, kreativiti, keinginan, kerjasama, keyakinan, moral dan tanggungjawab [19] pelajar merupakan elemen kemanusiaan yang berpaksikan kepada nilai humanistik yang harus disemai dan diterapkan dalam diri setiap pelajar. Nilai dan sikap kemanusiaan sepatutnya dijadikan nilai asas dalam diri setiap pelajar supaya mereka dapat meneruskan pelajaran mengikut perubahan zaman tanpa meninggalkan kepentingan nilai akhlak dalam diri mereka. Nilai kemanusiaan positif ini bukan sahaja membentuk keperibadian pelajar yang mempunyai budi pekerti tinggi tetapi sekali gus menunjukkan peranan serta contoh baik tenaga pengajar yang perlu menjadi teladan.

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 64 Sahsiah diri merupakan elemen kedua yang kerap ditekankan pengkaji terdahulu turut menyatakan bahawa pembinaan sahsiah adalah teras kepada pendidikan humanisme. Sahsiah yang dimaksudkan ialah pelajar yang mempunyai personaliti, mental, sifat-sifat moral atau perwatakan yang membezakan seseorang dengan orang lain [11] dan hanya pendekatan humanisme, sahsiah diri dapat dibentuk. Sahsiah diri boleh dikatakan sebagai pembentukan akhlak yang baik dalam diri setiap pelajar. Keperibadian yang mementingkan kejujuran, simpati, belas kasihan dan altruisme [7] iaitu prinsip mengutamakan kebajikan atau kebahagian orang lain daripada kepentingan diri sendiri perlu disemai sejak kecil terutamanya semasa di pra sekolah dan sekolah rendah kerana pembentukan akhlak lebih mudah dilakukan dan berkesan ketika usia ini. Titik perubahan ini sangat penting untuk diberikan asas didikan secara humanistik untuk membentuk jati diri dan akhlak mereka. Oleh itu, dengan bimbingan para pengajar, setiap pelajar berpotensi memberikan tumpuan mempelajari sesuatu yang baharu dalam pembinaan sahsiah diri yang baik dan akhirnya keperibadian ini akan meluas diguna pakai sehingga ke peringkat keluarga, sekolah, komuniti dan masyarakat. Elemen kebebasan dan tanggungjawab turut ditekankan. Kebebasan iaitu setiap pelajar berperanan untuk mengekalkan kebebasan dalam melakukan yang terbaik untuk diri dan juga sekelilingnya. Bebas tidak bermaksud pelajar boleh melakukan apa sahaja tanpa batasan, tindakan mereka perlu dibimbing supaya tidak membatasi keperluan objektif yang disasarkan. Oleh itu, pendidikan humanisme ialah kaedah yang menggalakkan kebebasan untuk melakukan semua perkara positif sahaja [11]. Begitu juga dengan tanggungjawab, setiap pengajar bertanggungjawab dalam menyampaikan ilmu dan membimbing para pelajar untuk mendidik mereka berjaya dalam pelajaran serta keperibadian mereka di masa hadapan, justeru, setiap pelajar juga bertanggungjawab dalam menerima serta sentiasa meningkatkan prestasi diri mereka dalam kedua-dua sudut iaitu pembelajaran dalam akademik dan juga perwatakan diri. Elemen integriti dan elemen prihatin juga kerap dinyatakan kajian lepas. Walaupun kurang ditekankan, secara asasnya, integriti dan prihatin merupakan elemen wajib yang semestinya perlu diberi fokus dan ditekankan kepada setiap warga pengajar dan pelajar khususnya bagi menyemai sifat insaf dan empati dalam diri mereka. Pengajar yang menekankan elemen integriti dan prihatin dalam dirinya untuk menjalankan tugas sebagai seorang pengajar sudah tentu akan dapat menyampaikan ilmu pengetahuan berguna kepada pelajarnya dengan cara yang betul. Begitu juga dengan pelajar, mereka perlu menyemaikan sifat integriti dalam diri untuk menuntut ilmu dengan kaedah betul tanpa membendung perkara negatif. Malahan, sifat prihatin dalam diri pelajar dapat dipupuk untuk merasa simpati dan empati ketika berhadapan dengan pelbagai situasi. Ini kerana, dalam falsafah pendidikan humanisme turut berpandangan bahawa pembelajaran bukan sekadar kepada pembangunan kognitif semata-mata tetapi menekankan juga tentang emosi serta perasaan dan komunikasi terbuka dan nilai yang dimiliki setiap pelajar [15]. Elemen kerohanian pula diterapkan bagi memperbaiki dan meningkatkan personaliti pelajar dengan seimbang supaya dapat menzahirkan nilai positif secara total. Konsep keagamaan untuk membangunkan sahsiah pelajar melalui aplikasi bercirikan humanistik dalam pembelajaran sangat strategik dipraktikkan sama ada di peringkat sekolah rendah mahupun pendidikan tinggi. Pemahaman pedagogi teori dan praktikal bercirikan humanistik sangat penting kepada warga pendidik dalam mengoptimumkan objektif pembelajaran [2]. Di dalam penerapan pedagogi humanistik, pengajar masih menyediakan bimbingan, menguruskan kelas dan mencari pelajar untuk melibatkan diri dengan aktiviti bermakna yang akan menjadikannya seorang berkemahiran dan bersikap baik yang dikembangkan melalui aktiviti pembelajaran. Elemen kerohanian ini menggalakkan pelajar menjadi insan yang berpotensi tinggi berdasarkan keperluan global yang berkembang sendiri untuk menyumbang kepada masyarakat [4].

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 65 Selain itu, elemen kesedaran adalah elemen yang perlu dititikberatkan setiap pelajar supaya mereka menyedari serta dapat membezakan perkara yang betul dan salah. Malah pendidikan humanisme dapat dipraktikkan dengan wujudnya sokongan penuh dari tempat pengajian atau tempat yang dididik seperti sekolah. Dengan adanya elemen sokongan ini, pendekatan humanisme dapat dilaksanakan di sekolah. Hal ini kerana sekolah merupakan pusat perkembangan potensi, bakat dan membentuk perwatakan atau sahsiah diri bagi seseorang pelajar sikap yang baik [14] dengan memiliki sifat atau sikap yang positif. Elemen berdikari iaitu keupayaan seseorang individu dalam mempertingkatkan diri [20] tanpa meletakkan harapan dan bergantung kepada orang lain. Penekanan proses kognitif dan afektif dalam pembelajaran ini menggabungkan keupayaan dan potensi pelajar supaya mereka bebas memilih dan menguruskan kehidupan mereka [16]. Dalam pendidikan, setiap pelajar seharusnya diberi peluang berdikari dalam menimba ilmu dan memperbaiki diri mereka untuk membentuk jati diri yang positif melalui pendidikan humanistik yang menjadi asas dalam pendidikan. Peluang seumpama ini meningkat keupayaan pelajar untuk terus meneroka ilmu pengetahuan yang lebih luas mengikut acuan kemampuan mereka sendiri. Dalam proses pembelajaran, pelajar perlu berusaha secara beransur-ansur dapat mencapai aktualisasi kendiri dengan sebaik mungkin. Kaedah pembelajaran yang memfokuskan kepada pengalaman ini akan dapat melengkapkan kualiti pembelajaran dan memberi makna kepada pelajar kerana mereka telah terlibat secara peribadi dalam mengambil inisiatif ketika aktiviti pembelajaran yang telah diprogramkan sendiri. Oleh hal yang demikian, pendidikan humanisme turut perlu diambil kira dalam proses pengajaran dan pembelajaran. Pendidikan yang menerapkan unsur-unsur humanisme sangatlah penting dalam memberi manfaat ke atas pendidikan pelajar malah setiap pengajar turut dapat meningkatkan sifat humanisme dalam diri demi menjadi suri teladan kepada para pelajar. Hal ini untuk mencapai objektif, visi dan misi pengajaran dan pembelajaran yang lebih efektif dan berkualiti. 6. Kesimpulan Matlamat utama kajian ini adalah untuk memperkasakan elemen humanisme dalam pendidikan khususnya kepada tenaga pengajar bagi mengutamakan dan menekankan sifat kemanusiaan dalam sesi pembelajaran dan pengajaran kepada para pelajar. Daripada kajian ini, elemen humanisme dalam pendidikan seperti berdikari, integriti, kebebasan, nilai kemanusiaan, kesedaran, tanggungjawab, prihatin, rohani, sahsiah diri dan sokongan banyak diperbincangkan oleh pengkaji sejak lima tahun terdahulu. Kajian pendidikan humanisme penting dilaksanakan dari semasa ke semasa agar semua pihak khusus tenaga pengajar supaya dapat memahami dan mendalami elemen pendidikan humanisme yang merupakan sebahagian daripada pembentukan pembelajaran fitrah humanistik dalam sistem pendidikan. Secara ringkasnya, elemen humanisme seperti nilai kemanusiaan serta pembentukan sahsiah diri perlulah dipraktikkan ketika sesi pembelajaran supaya nilai ini dapat disemai dan ditanamkan dalam diri setiap pelajar. Nilai kemanusiaan ini termasuklah seperti nilai moral, etika sosial, toleransi, berbuat baik, cintakan keadilan, kebenaran dan kejujuran perlu ada dalam diri pelajar untuk bersikap ihsan dan bertanggungjawab sekali gus dapat melahirkan komuniti di kalangan pelajar yang bijaksana dari segi pendidikan dan sahsiah diri. Secara tidak langsung dapat mencegah isu krisis moral tingkah laku pelajar di sekolah seperti buli, bergaduh, seks bebas tidak menghormati guru dan sebagainya. Oleh hal demikian, satu alternatif iaitu usaha dalam membina kesedaran terhadap pendidikan humanisme di peringkat awal adalah sangat penting. Hal ini untuk memupuk semangat nasionalisme serta menghormati dan bertolak ansur dalam diri setiap individu. Ini turut dilakukan sebagai nilai asas pendidikan yang diterapkan di sekolah. Kualiti pembelajaran dan kebermaknaan pembelajaran boleh dicapai dengan menerapkan prinsip pembelajaran humanistik iaitu cara belajar, belajar mandiri, motivasi diri dan pendidikan afektif. Justeru, pendidikan humanisme diharap dapat membangunkan kemahiran fizikal (hard skills) dan kemahiran insaniah (soft skills) bagi menyediakan pelajar lebih bersedia dan relevan dengan kehendak semasa, menyediakan graduan sebagai pemimpin masa hadapan negara yang mempunyai ciri unggul dan sahsiah diri yang boleh dicapai secara optimum.

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 66 Penghargaan This research was supported by the Ministry of Higher Education (MOHE) through Fundamental Research Grant Scheme (FRGS/1/2020/SS0/UTHM/03/2). Rujukan [1] A. Syahid Robbani, Ahmad Muzayyan Haqqy, “Theory of Learning Humanism And Its Implications”, Tarling: Journal Of Language Education, Vol. 5, No. 1, 1-14. 2021. [2] Anas Salahudin, Yayan Carlian, Dede Rohaniawati, Neng Gustini, Neng Gustini. (2018) The Implementation of Religious Humanistic Pedagogy to Building Student Character. Atlantis Press, Advances in Social Science, Education and Humanities Research, Volume 261, 293-295. [3] Fadli, R. V. (2020). Tinjauan Filsafat Humanisme: Studi Pemikiran Paulo Freire Dalam Pendidikan. Reforma: Jurnal Pendidikan Dan Pembelajaran, Vol.9 No. 2 (2020), P-Issn: 2503- 1228; E-Issn: 2621-4172, 96-103. [4] Halim Purnomo, Moh. Toriqul Chaer, Firman Mansir. (2021). Humanistic Public Service Education In Government Gamping Sub-District Yogyakarta. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, Vol. 05 No. 02, 52-61. [5] Ketut Bali Sastrawan, Kadek Hengki Primayana. (2020). Urgensi Pendidikan Humanisme Dalam Bingkai A Whole Person. Haridracarya: Jurnal Pendidikan Agama Hindu, Vol. 1, No. 1, Juni 2020, ISSN: 2722-6638, 1-12. [6] Lockwood, M., Raymond, C.M., Oczkowski, E., & Morrison, M. (2015). Measuring the dimensions of adaptive capacity: a psychometric approach. Ecology and Society, 20(1), 37. http://dx.doi.org/10.5751/ES-07203-200137 [7] Hulail M. (2019). Humanism In Medical Practice: What, Why and How? World Jornal of Medical Education And Research, WJMER, Vol 20: Issue I, 2-6. [8] Manurung, R. T. (2018). Models of Language Teaching and Humanizing Education. Cakrawala Linguista E-ISSN: 2597-9779 dan P-ISSN: 2597-9787, 14-19. [9] Muhammad, D. H. (2020). Implementasi Pendidikan Humanisme Religiusitas Dalam Pendidikan Agama Islam Di Erarevolusi Industri 4.0. Edumaspul - Jurnal Pendidikan (ISSN 2548-8201), Vol. 4 – No. 2, Page 122- 131. [10] Nasution Jamora, A. G. (2020). Diskursus Merdeka Belajar Perspektif Pendidikan Humanisme. Fakultas Ilmu Tarbiyah Dan Keguruan UIN Sumatera Utara Medan Jl. Willem Iskandar Pasar V Medan Estate, Medan Sumatera Utara, 20371, 1-15. [11] Ni Wayan Karmini, A.A. Kade Sri Yudari, I Gusti Ayu Suasthi, Ni Luh Gede Hadriani, Made Setini. (2021). Model Of Humanism Education Based on Local Wisdom in Elementary School In Bali. International Journal of Early Childhood Special Education (INT-JECSE), 13(2), 1056- 1063. [12] Rahmatia, S. R. D. (2022). Konsep Pendidikan Humanisme Dalam Pengembangan. Jurnal Pendidikan Ar-Rashid Vol.7 No 1, 1-9. [13] S Masfuah, N Fajrie, R Rahayu. (2018). Humanism in Science Learning for Children with Special Needs. ICoSMEE PROCEEDING, 400-407. [14] Sabaruddin, S. (2020). Sekolah Dengan Konsep Pendidikan Humanis. Humanika, Kajian Ilmiah Mata Kuliah Umum, ISSN: 1412-1271 (P); 2579-4248 (E). Vol. 20. No. 2., 147-162.

Muhaymin Hakim Abdullah et al., Human Sustainability Procedia Vol. 2 No. 2 (2022) p. 57-67 67 [15] Sebastianus Fedi, Valeria S. Kurnila, Vera Dewi Susanti, Ririn Hutneira, Rochmad, Isnarto. (2021). Pembelajaran Matematika Berbasis Filsafat Humanis. Jurnal Pendidikan Tambusai, 10090-10104. [16] Susilawati, N. (2021). Merdeka Belajar Dan Kampus Merdeka Dalam Pandangan Filsafat Pendidikan Humanisme. Jurnal Sikola: Jurnal Kajian Pendidikan Dan Pembelajaran, 203-219. [17] Tika Herlina, Kamidjan, Hawwin Fitra Raharja. (2021). Literature Study: The Concept of Humanism Education According to Gus Dur Associated With. Jurnal IJPSE (Indonesia Journal Of Primary Science Education) Vol. 01, No. 02, April 2021| ISSN Cetak: 2746-1394 | ISSN Online : 2775-0264, DOI : 10.33752/Ijpse.V1i2.1272, 25-32. [18] Wahyudi Buska, Yogia Prihartini, Muhamad Yusuf, Muhammad Ridha D. S., Syamsarina Syamsarina. (2019). Islamic Values in Speech Roll Tradition as Humanist Education in Jambi. Atlantis Press SARL, Advances in Social Science, Education and Humanities Research, Volume 438, 159-163. [19] Jagad Aditya Dewantara, Yudi Hermawan, Dadang Yunus, Wibowo Heru Prasetiyo, Efriani, Fitria Arifiyanti, T Heru Nurgiansah. (2021). Anti-Corruption Education as An Effort to Form Students with Character Humanist and Law-Compliant. Jurnal Civics: Media Kajian Kewarganegaraan. Vol. 18 No.1 April, 70 – 81. [20] Xun, B. (2018). The Dynamic Teaching Model of Advanced English Based on Humanism. Atlantis Press, Advances in Social Science, Education and Humanities Research, Volume 176, 1221-1224. [21] Yeni Agustin, Jamaris Jamna. (2021). Philosophy Of Humanism Education in The Perspective Of. International Journal of Progressive Sciences and Technologies (IJPSAT), Vol. 29 No. 2 November 2021, ISSN: 2509-0119., 448-453. [22] Yepi Herpanda, Neviyarni. (2022). Relevansi Pemikiran Humanisme Terhadap Konsep Merdeka. Ensiklopedia Of Journal, Vol. 4 No.2 Edisi 1, 88-96

PUBLICATION 3

JOURNAL OF SOCIAL TRANSFORMATION AND REGIONAL DEVELOPMENT VOL. 4 NO. 2 (2022) 30-36 © Universiti Tun Hussein Onn Malaysia Publisher’s Office JSTARD http://publisher.uthm.edu.my/ojs/index.php/jstard Journal of Social Transformation and Regional Development e-ISSN : 2682-9142 *Corresponding author: [email protected], [email protected] 30 2022 UTHM Publisher. All rights reserved. publisher.uthm.edu.my/ojs/index.php/jstard Application of Behavioural Model to Disaster Preparedness in A Developing Country Malaysia: An Overview Nurizyani Azhar1* , Lutfan Jaes1*, Norizan Rameli1 , Asyraf Maula1 , Yuslizar Kamaruddin1 , Muhaymin Hakim Abdullah1 1Pusat Pengajian Umum dan Kokurikulum, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, MALAYSIA *Corresponding Author DOI: https://doi.org/10.30880/jstard.2022.04.02.004 Received 5 September 2022; Accepted 5 October 2022; Available online 15 December 2022 1. Introduction Disasters have always been seen as unique, singular distinct events. However, during the last decade, the potential overlap between disasters has come to be more widely reported. Recent significant flooding that badly affected Malaysia's capital city of Kuala Lumpur and the majority districts in the state of Selangor happened at a time when the number of daily cases of covid-19 infection was at an all-time high. An important component of a comprehensive Disaster Risk Reduction (DRR) strategy is encouraging sustained preparedness [1]. Preparedness functions not only to decrease risk and increase people's ability to cope, adapt and recover when disaster strikes, but also contributes to reduce escalating costs of hazard events. Disaster preparedness has become increasingly relevant due to the unpredictability of nature across the world and its lethal effects dependent on the severity of each emergency. Disasters can have immediate and long-term impact on someone's physical and emotional well-being, as well as indirect effects due to evacuation, social disruption, financial loss, lifestyle changes, damage to healthcare facilities, and shifts in the larger political and socioeconomic environment. The United Nations International Strategy for Disaster Risk Reduction defines preparedness as the knowledge and capacities developed by governments, response and recovery organizations, communities and individuals to effectively anticipate, respond to and recover from the impacts of likely, imminent or current disasters [1]. A key component of this Abstract: The world was recently shocked by an outbreak of a deadly virus. The recent emergence of the COVID19 pandemic has increased societal stress levels through disruptions in daily work routines, adoption of new norms, low viral predictability, loss of source of income, death of loved ones, long-covid symptom, and subsequently being pushed to cope with a global economic crisis. It is believed that an endemic crisis will have a grave impact on everyone. Therefore, preparedness for disasters at individual, community and organisational levels are important to reduce disaster risk and minimising their impacts. The existing evidence on the application of behavioural coping models on disaster and emergency preparedness is predominantly from developed countries. The purpose of this study is to provide an overview of the existing behavioural models on the subject, and also to present cross cultural issues that may contribute to ways of understanding the community’s coping behaviour during a disaster. Following a discussion of their utility in developing countries such as Malaysia, this paper first discusses how cultural characteristics influence a community’s behaviour to cope with the unprecedented events. It then reviews how behavioural model can be applied to reduce risk- or to cope with the stress of a natural disaster. Future research on behavioural model addressing preparedness needs to focused on developing countries where there is a high probability of lacked coping capacity. Keywords: Behavioral model, developing country, disaster preparedness, coping capacity

Norizyani Azhar et.al., Journal of Social Transformation and Regional Development Vol. 4 No. 2 (2022) p. 30-36 31 definition is its alluding to the need for knowledge and capability to be developed. It is generally known that preparedness at the individual, community, and organizational levels is important for reducing the impacts of disasters. However, the fact that higher disaster incidence and awareness seem to have very little impact on increasing preparedness indicates that intervention is required to put this goal into practice. According to the 2015 Sendai Framework for disaster risk reduction the design and implementation of risk management strategies should be based on a holistic understanding of risk in all its dimensions, including vulnerability, coping capacity, exposure of persons and assets, hazard characteristics and the environment. It seems clear that behavioral theories and models are used more frequently in developed countries to prepare for emergencies and disasters especially in the Western countries. Unlike Asia, in which there are more disaster incidences and fatalities each year compared to other continents, there are relatively few research that apply behavioral theories and models to crises and disasters. This revealed a need for more investigation into the application of behavioral change theories in the Asian countries most affected by disasters and their impacts. However, little is known about which behavioral theories are more commonly used, where they have been used, and why any one theory has been preferred over other behavioral theories, despite the fact that there have been numerous initiatives that have applied behavioral theories to disaster and emergency preparedness. As a result, this present study was designed to evaluate the application of behavioral theories to disaster and emergency preparedness throughout the world as there hasn't been a prior evaluation undertaken in Malaysia. The main goals of this conceptual study were to; i) determine which behavioral theories have been applied to disasters preparedness; ii) provide an overview of the existing behavioral models on the subject, and also iii) to present cross cultural issues that may contribute to ways of understanding the community’s coping behaviour during a disaster. This present study highlighted on the application of behavioral theories and models to the preparedness dimension of disaster management. 2. Needs for Behavioral Disaster Preparedness One of the fundamental elements of Disaster Risk Reduction (DRR) is preparedness for disasters. The measures needed to improve the probability of avoiding or minimizing hazard impact outcomes are identified as being prepared. Hazard identification and mapping, vulnerability analysis, and risk assessment are used to establish preparedness plans, and behaviour modification approaches are used to help determine how the results of this process may be applied into procedural safeguards. Effective preparation reduces vulnerability, increases mitigation, permits rapid and effective response to a disaster event and so minimizes the time it takes for communities to recover from a disaster. Disaster preparedness has recently gained attention as it has the ability to reduce deaths and has an impact on emergency response operations. Disaster preparedness is a crucial method for reducing the stress caused by natural disasters since they are often unpredictable occurrences with long-term psychological impact. Similarly, it is important to investigate the adoption of health-protective behaviour and raising awareness about natural disasters as a successful method to manage stress brought on by disasters. Morrissey & Reser [2] stated that preparing for natural disasters might lessen the psychological suffering associated with the likelihood of their occurrence since thinking about unforeseen natural disasters is a significant source of stress that must be managed. Numerous studies suggested that promoting healthy behaviour might lessen vulnerabilities and improve in disaster preparedness. It is possible to increase awareness of this issue through the media, catastrophe-related activities, and disaster risk management strategies. According to Blake et al. [3], the great majority of disaster preparedness studies provide a distinctive viewpoint that increases awareness of a particular problem; however, disaster preparedness behaviour is an immediate reaction. In addition, the tendency in recent research has focused at how individuals behave in disaster preparedness. The majority of these studies emphasized as to how social interaction, individual thoughts, and environmental factors interact during disasters. As well as engaged in developing environments that make disaster preparedness manageable. Disaster preparedness is a process that involves taking various measures to minimize the effects of natural disasters on vulnerable populations. It can also help them respond efficiently and effectively to emergencies. According to O’Sullivan & Lemyre [4], communities and individuals that are adequately prepared can bounce back from natural disasters and maintain their regular functioning. This can be achieved through sustained behavioral change. Being able to understand the effects of their actions on themselves can help communities and individuals make informed decisions when it comes to preparing for emergencies. 3. Discussion 3.1 Cultural Characteristics’ Influence On a Community’s Behaviour Communities affected by natural disasters will generally take self-defenses efforts (coping mechanisms) to survive in conditions filled with tension and fear. The impact of disasters on social aspects is related to separation and loss of social status, position and role in society, damage to social values and damage to social infrastructure. The social impact of disasters can result in the disintegration of society, the destruction of family values, conflict, psychological trauma and physical, economic-social powerlessness and the destruction of the social order [5].

Norizyani Azhar et. al., Journal of Social Transformation and Regional Development Vol. 4 No. 2 (2022) p. 30-36 32 Preparation for natural disasters and emergencies essentially focuses on individual behaviour. People's perceptions of danger, lessons learned through direct and indirect prior experiences with disaster incidents and emergencies, interactions between people and their environment, and many other variables influence how people behave. These variables interact to affect the kind and quality of public preparedness for emergencies and disasters. These studies also make it evident that persons within a certain location, who often confront equivalent levels of risk, vary in terms of the kind and degree of their readiness as well as in how they choose to manage that risk. These approaches center on the ability to capture prior experiences in variables whose impact on behaviour can be objectively tested. Scores on a self-efficacy test can be used to determine an individual's prior success in handling difficult situations. As a result, if certain factors can be reliably identified as being part of behavioral change interventions in various regions of the world, this information may be utilized to inform educational programs that attempt to spread awareness of preventative measures. According to research, these strategies can efficiently encourage disaster preparation habits. The evidence is not clear-cut, though. The process and degree of disaster and emergency preparedness at a given time, for instance, may depend in part on how the risk itself is perceived by individuals. Some studies have found that providing information or education to the community does not always result in disaster and emergency preparedness. The issue then becomes why such conflicting conclusions have been made. One reasoning has to do with figuring out the cognitive, affective, emotional, and other social relationship and interaction factors that influence how people understand information about environmental hazards and how this relates to behavioral readiness for disaster and emergency. That is to say, whether or not agencies employed an evidence-based approach to their risk communication programs, as opposed to a more ad hoc approach, is one factor contributing to the disparity in the efficacy of information-based change programs outlined above. Finding important variables and behaviour change processes becomes difficult due to the large number of theories that describe the interpretative processes that influence behaviour change. However, looking into this is crucial from the standpoint of providing risk management policy makers and planners with the procedures they need to direct the creation and fusion of knowledge and behaviour into the necessary actions. Natural disasters can also have an impact on people’s spiritual lives. Individuals or communities respond by believing that what is happening is God’s will, so they engage in spiritual activities such as prayer or other spiritual activities. There are, however, individuals or communities who oppose the occurrence of natural disasters and blame God for making them despondent and preventing them from engaging in spiritual activities. The diverse characteristics of Peninsula Malaysia, Sabah and Sarawak's hazard-scape has implications for preparedness (e.g., climate change, earthquake, landslide and flooding can occur in the same jurisdiction, but create different preparedness needs). Hence, ensuring that theories can predict preparedness irrespective of the source of a hazard (i.e., all-hazards) becomes a pertinent goal of preparedness research. Preparedness theorising must also be cognisant of the fact that hazards impact on populations characterised by considerable social and cultural diversity. To increase the applicability of preparedness theory in multicultural countries and across international borders, it becomes necessary to explore the cross-cultural utility of theories and constructs. Accommodating all-hazards and crosscultural issues increases confidence in being able to use preparedness theories to provide an evidence base for DRR planning and implementing irrespective of the location, the hazard-scape prevailing within a jurisdiction, or the sociocultural characteristics of the population being encouraged to prepare [6]. 3.2 Implementing Health Behavioral Model On Disaster Preparedness Therefore, it is important to understand the various behavioural theoretical models that are related to disaster preparedness to improve the behaviours of individuals and organizations in preparing for emergencies. Disaster and emergency preparedness efforts focus predominantly on human behaviours derived from diverse factors that range from people’s risk perception to lessons from direct and indirect past experiences of disaster events and emergencies [7]. According to literatures, theories could be used to explain the structural and psychological determinants of behaviour as well as guide the development and refinement of health promotion and education [6]. The Health Belief Model (HBM) is one of the oldest and most widely used models in which theory has been adapted from the behavioural sciences to health problems [8]. The HBM describes the decision-making process that individuals employ when adopting a health protective behaviour [9]. Though the use of the HBM is very versatile, it can be beneficial when discussing disaster preparedness, because it can be applied to encourage individuals to change a potentially detrimental behaviour. In the current study, behaviour is seen as an intentional or unintentional lack of preparedness for imminent occurrence of disaster. This article discusses how psychological constructs and theories contribute to developing community and individual preparedness and to answering calls for preparedness to encompass all-hazards and cross-cultural issues [7]. Table 1 shows a summary of behavioural theories used in disaster preparedness from the literature.

Norizyani Azhar et.al., Journal of Social Transformation and Regional Development Vol. 4 No. 2 (2022) p. 30-36 33 Table 1 - Summary of behavioural theory used in disaster preparedness Types of Disaster Preparedness Behavioural Theory Constructs/components/variables Disease outbreak preparedness Health Belief Model (HBM) susceptibility to threat, severity of the threat, perceived threat, personal costs and benefits, likelihood of takin action Theory of Planned Behaviour (TPB) attitudes, subjective norms, perceived behavioural control Multidimensional Locus of Control (MLOC) “internal locus of control”, “powerful others locus of control”, and “chance locus of control” Theory Extended Parallel Process Model (EPPM) understand adaptive behaviour “in the face of unknown risk” Flood disaster preparedness Protective Action Decision Model(PADM) affective and cognitive routes, expectancyvalence models (model of risk reduction process), outcome expectancy and selfefficacy Protective Motivation Theory (PMT) risk perception, response efficacy, acceptance/personalizing of risk, self-efficacy, coping appraisal, protection motivation Vested Interest Theory (VIT) assess flood hazard preparedness Earthquake preparedness The social cognitive model test for earthquake preparedness reported that all variables directly or indirectly contributed to predicting intentions to prepare for earthquakes. Person-relative-to-event model threat and vulnerability appraisal, selfefficacy, outcome efficacy, coping appraisal, perceived resource availability, perceived event severity Climate change including heatwaves preparedness Social-ecological resilience theory applied the HBM to assess the adaptive behaviours of individuals during a heat wave stated that this theory was selected as some of its constituent constructs “relate to perception” Tornado preparedness Precaution Adoption Theory (PAT) identifies absolute risk perception, relative risk perception, negative affect, fear, preoccupation and perceived control as predictors, and protective action as the dependent variable

Norizyani Azhar et. al., Journal of Social Transformation and Regional Development Vol. 4 No. 2 (2022) p. 30-36 34 Terrorism preparedness Theory of communicating actionable risk information (observed, received-content and density) as determinant factors and preparedness actions as dependent variable; knowledge, perceived effectiveness of preparedness, milling behaviour, were treated as mediating factors General emergency preparedness Trans-theoretical Model (TTM) pre-contemplation, contemplation, action, maintenance, sustaining preparedness 3.3 Disaster Preparedness in Malaysia The disaster management organization structure continues under three levels: federal, state, and district. Malaysia has an early warning system for earthquake, flood, and tsunami including Short Message Service (SMS) capabilities, and other technologies to alert communities of impending disaster risks. Malaysia is often considered as a country less prone to major disasters. However, as an equatorial climate country, Malaysia is vulnerable to risks such as flooding, landslides and mudslides. In 1997, the Malaysian National Security Council (MNSC) has formulated a national policy, management mechanism and disaster aid known as the Directive No. 20. MNSC, as the leading agency, was given a mandate under the Directive No. 20 to coordinate and execute appropriate actions during disasters. The federal government had established a special agency, National Disaster Management Agency (NADMA) in October 2015, dedicated to disaster risk management (DRM). Under the Malaysia DM structure, seven service themes were established, including; a) search and rescue, b) health and medical services, c) media, d) support, e) security control, f) welfare, and g) warnings and alerts. There are 79 agencies have been identified responsible for carrying out activities related to DRM both from a topdown and bottom-up perspective. This long list of agencies contained, among others, 38 federal agencies, 21 state agencies and 17 district agencies and 2 NGOs. These agencies might have their own and/or work together with other agencies to execute DRM projects at various levels. Previous studies had identified three major issues and challenges in DRR in Malaysia, particularly from the perspective of agencies. These issues and challenges include; i) disaster management planning imbalanced between top-down and bottom-up approaches; ii) lack of coordination in disaster management cycle, with greater focus only on the disaster emergency response stage and; iii) lack of planning of longterm recovery (post-disaster) process, which resulted in low level community and stakeholders’ resilience to disasters [10]. Thus, it should be mentioned that a distinction between individual (referring to an individual’s strategy and capacity to deal with natural disaster risks) and institutional coping capacity (referring to the coping capacity provided for by the society, the government, etc.) can be made. The emphasis on preparedness emerges from the understanding that the conventional concept of risk communication programmes, according to which informing individuals of their risks will inevitably inspire them to take comprehensive precautions, is inaccurate. The consequent need to delve deeper into the social and psychological processes that influence whether and to what extent people prepare (i.e., acquire knowledge and response resources and develop capacities to apply them) for hazard events has resulted in preparedness becoming a phenomenon that has attracted considerable psychological interest. 3.4 Recommendation for Future Studies Based on our perspective, it is advised that researchers, health professionals, policymaker working in the field of disaster and emergency management concentrate on behavioural change models in the emergency preparedness realm. 3.4.1 Behavioural Intervention Studies The review show that the behavioural factors of attitude, social norms, and perceived behavioural control, can explain disaster preparedness among communities. Successful behavioural interventions should not only convince people of the value of disaster preparedness, but also equip them with the knowledge and resources necessary to carry it out. Such knowledge would be beneficial for policymakers to understand how behavioural factors are significant and necessary for integration in policy. The enforcement of policies regarding disaster preparedness should be embedded at a very young age specifically among the most vulnerable groups of society in the event of a disaster.

Norizyani Azhar et.al., Journal of Social Transformation and Regional Development Vol. 4 No. 2 (2022) p. 30-36 35 3.4.2 Preparing Disaster Management Model – Malaysian Behavioural Model Behaviour is driven, in part, by thoughts and feelings, which provide insight into individual psyche, revealing such things as attitudes and values. Human behaviour is shaped by psychological traits, as personality types vary from person to person, producing different actions and behaviour. This is why as a country; Malaysia offers a unique diverse cultural which might influence its people to behave during a disaster. Therefore, this present study intendsto suggest a behavioural model to be implemented among the society. i. Identification of hazard ii. Analyse risk iii. Control/preventive measure iv. Transfer risk (savings, insurance, hibah etc) v. Practise/training 4. Conclusion In the behavioural theories discussed above, the predominant approach to doing so involves inquiring into people's interpretation of environmental threat/ hazard (e.g., risk perception). The cross-cultural analyses offer the possibility of exploring influences on preparedness based on appreciation of one's social-environment interdependence or co-existence. While this kind of thinking is not generally endorsed in western settings, evidence of the existence of culturally-embedded social-environmental relationships was evident in Taiwan, Indonesia and Japan. Exploring how this kind of fundamental thinking might be developed more widely could be accomplished using transformative education and leadership. Doing so would shift preparedness research more towards the United Nation Sendai Framework goal of reconciling social and environmental contributions to DRR [11]. In conclusion, behavioural studies have a rich history of contributing to the advancement of understanding hazard/disaster preparedness. Behavioural Models through psychological constructs and theories can inform how the preparedness component of DRR strategies are developed and implemented. In an era in which climate change and societal development are creating ever-increasing social, psychological, economic, and environmental risks, behavioural studies in a communities can play important roles in supporting the attainment of UNISDR preparedness goals and assist Malaysia to meet its Sendai obligations. It can do so by developing strategies that function to reduce risk and enhance resilience and adaptive capacities in people, families, communities, and societies. Acknowledgement The authors would also like to thank the Centre of General Studies and Co-curricular, Universiti Tun Hussein Onn Malaysia for its support. References [1] UNISDR (United Nations International Strategy for Disaster Reduction). 2017. UNISDR annual report 2017. Geneva: UNISDR. [2] Morrissey S, Reser J: Evaluating the effectiveness of psychological preparedness advice in community cyclone preparedness materials. Aust J Emerg Manag. 2003; 18 (2): 46 – 61. [3] Blake D, Marlowe J, Johnston D: Get prepared: Discourse for the privileged? Int J Disaster Risk Reduct . 2017; 25: 283 – 288. [4] Lemyre L O’Sullivan T: Enhancing community resilience: A matter of multi-level framework, mixed methods, and multi-sectoral tools. In: Kapucu N, Hawkins CV, Rivera FI (eds.): Disaster. Resiliency: Interdisciplinary Perspectives. New York, NY: Routledge, 2013: 271 - 290. [5] Farhan, Z., Sulastini, S., Ratnasari, D., & Permana, G. S. Community Coping Mechanisms Affected by Natural Disaster. [6] Paton, D. (2019). Disaster risk reduction: Psychological perspectives on preparedness. Australian journal of psychology, 71(4), 327-341. [7] Ejeta, L. T., Ardalan, A., Paton, D., & Yaseri, M. (2016). Predictors of community preparedness for flood in Dire-Dawa town, Eastern Ethiopia: Applying adapted version of Health Belief Model. International Journal of Disaster Risk Reduction, 19, 341–354. https://doi.org/10.1016/j.ijdrr.2016.09.005. [8] Ejeta, L. T., Ardalan, A., & Paton, D. (2015). Application of behavioral theories to disaster and emergency health preparedness: A systematic review. PLoS currents, 7. [9] Sharma, M., & Romas, J. A. (2008). Theoretical foundations of health education and health promotion Sudbury. [10] Che Hamid, H. E., MSaad, N. J. A., Mat Razali, N. A., Khairuddin, M. A., Ismail, M. N., Ramli, S., ... & Shah, P. N. N. A. (2019, November). Disaster management support model for Malaysia. In International Visual Informatics Conference (pp. 570-581). Springer, Cham.

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