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Taklimat / bengkel ini adalah berjaya dan
bermanfaat

Skala Sangat setuju 92 427
Setuju 100 504

Tidak pasti 200 300 400 500 600
Tidak setuju 7 Bilangan pelajar
Sangat tidak setuju 5

0

Rajah 6.12 (a): Taklimat / Bengkel Ini Adalah Berjaya Dan Bermanfaat Mengikut
Bilangan Pelajar

Taklimat / bengkel ini adalah berjaya dan
bermanfaat

1% 9%

90% Tidak pasti Setuju
Tidak setuju

Rajah 6.12 (b): Taklimat / Bengkel Ini Adalah Berjaya Dan Bermanfaat Mengikut
Peratus Pelajar

7.0 KESIMPULAN DAN CADANGAN PENAMBAHBAIKAN

Merujuk kepada hasil analisis kajian, pelaksanaan Bengkel Pengenalan Kursus
LI adalah berjaya dengan pencapaian positif lebih daripada 80% pelajar bersetuju
dengan item-item yang dinilai. Pelaksanaan Bengkel Pengenalan Kursus LI adalah
relevan dan diperlukan bagi membantu pelajar yang bakal menjalani LI untuk lebih
memahami dan melaksanakan segala proses persediaan LI serta peraturan persediaan
LI dengan baik dan sempurna.

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Pihak UPLI PSIS boleh menambahbaik beberapa perkara dalam pelaksanaan Bengkel
Pengenalan LI antaranya:
a) Borang soal selidik maklumbalas bengkel menggunakan Skala Likert dengan empat

skala sahaja dengan mengelakkan penggunaan pilihan ‘tidak pasti’ bagi memudahkan
proses analisis maklumbalas. Ini juga bagi mengelakkan responden memberikan
jawapan yang tidak tepat atau tidak berpendirian
b) Menyediakan makanan dan minuman kepada pelajar yang menghadiri Bengkel
Pengenalan Kursus LI kerana bengkel ini mengambil masa sehari dan dapat
memudahkan dan menjimatkan masa pelajar
c) Mengurangkan penggunaan kertas bagi dokumen-dokumen LI seperti borang
pendaftaran kursus LI. Selain itu, pihak UPLI PSIS juga boleh menggunakan platform
CIDOS untuk penghantaran dokumen kepada UPLI tanpa memerlukan pelajar
mencetak dokumen berkaitan
d) Perbanyakkan video dan penggunaan infografik dalam taklimat dan bengkel bagi
menarik minat pelajar untuk mendengar taklimat
e) Pendedahan tentang LI lebih awal kepada pelajar, seawal semester 1 supaya pelajar
lebih bersedia untuk menghadapi LI seperti persediaan diri untuk diterima di
organisasi sasaran
f) Hardcopy dokumen Bengkel Pengenalan Kursus LI disediakan bagi rujukan pelajar
sekiranya pelajar tertinggal sebarang maklumat semasa bengkel.

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RUJUKAN
Jabatan Pengajian Politeknik, Kementerian Pengajian Tinggi (2013). “Garis Panduan Latihan

Industri (Pelajar) Edisi 2013”.
Kementerian Pengajian Tinggi (2010). “Dasar Latihan Industri Institusi Pengajian Tinggi”.
Jabatan Pengajian Politeknik, Kementerian Pengajian Tinggi (2013). “Garis Panduan

Pengurusan dan Kaedah Penilaian Latihan Industri Politeknik Kementerian Pengajian
Tinggi Edisi 2013”.
Wiersma, W. (2000). Research Method In Education. Boston: Allyn & Bacon.

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TINJAUAN PENGARUH MINAT PELAJAR SEMESTER 5 DAN 6 JABATAN
REKABENTUK DAN KOMUNIKASI VISUAL TERHADAP WARNA DAN CORAK

DI PERPUSTAKAAN POLITEKNIK MUADZAM SHAH.

Tengku Radziatan Mardziiah Binti Tengku A. Razak
Jabatan Pengajian Am

Politeknik Sultan Idris Shah
[email protected]

Khairul Izhar bin Husni
Politeknik Muadzam Shah
[email protected]

AdilReza bin Shamsuri
Politeknik Muadzam Shah

[email protected]

ABSTRAK
Kajian ini bertujuan untuk pengaruh minat pelajar semester 5 dan 6 Jabatan
Rekabentuk dan Komunikasi Visual terhadap warna dan corak di perpustakaan
Politeknik Muadzam Shah. Seramai 60 yang terdiri daripada 30 orang pelajar
semester 5 dan 30 orang pelajar semester 6 Diploma Rekabentuk dan Komunikasi
Visual, Politeknik Muadzam Shah dijadikan responden dalam kajian ini. Kajian telah
dijalankan dengan menggunakan soal selidik berskala Likert 5 mata. Dapatan yang
diperoleh dianalisis dengan menggunakan perisian komputer Statistical Packages for
Sosial Sciences (SPSS) versi 20.0 untuk mengira korelasi min dan sisihan piawai.
Dapatan kajian menunjukkan bahawa perubahan corak dan warna di Perpustakaan
PMS menarik minat pelajar untuk kerap ke Perpustakaan PMS dan corak dan warna
tersebut mempengaruhi minat belajar pelajar-pelajar.

Kata kunci : Perubahan, corak dan warna, perpustakaan

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1.0 PENDAHULUAN

Menurut Konvensyen mengenai Hak Kanak-kanak Bangsa-bangsa Bersatu
(1989) telah menekankan bahawa semua orang mempunyai hak untuk mendapat akses
maklumat secara percuma, bahan-bahan maklumat tanpa mengira umur, bangsa,
jantina, latar belakang kebangsaan dan kebudayaan, bahasa, status sosial atau
kemahiran-kemahiran dan keupayaan-keupayaan peribadi. Oleh itu, tempat yang
paling sesuai untuk mengumpulkan semua bahan-bahan tersebut adalah perpustakaan.
Perpustakaan merupakan salah satu unit di suatu institusi yang merupakan nadi
kepada mana-mana institusi pendidikan. Menurut Arif (t.t) Perpustakaan berperanan
sebagai pusat kegiatan belajar-mengajar untuk pendidikan, pusat rujukan bagi pelajar
untuk mengembangkan kretiviti dan imaginasi, pusat membaca buku-buku yang
bersifat kreatif dan mengisi waktu luang (buku-buku hiburan) dan pusat untuk
mencipta pembelajaran kendiri pelajar

Walaubagaimanapun, dalam merealisasikan peranan tersebut sesebuah
perpustakaan memerlukan usaha untuk menarik perhatian pelajar untuk datang dan
menggunakan pelbagai kemudahan yang ada. Selain daripada teknik mempromosikan
perpustakaan, daya tarikan seperti warna perpustakaan, susun atur dan corak yang
digunakan merupakan unsur yang diguna pakai dalam menarik minat pelajar untuk
datang ke perpustakaan kerana menurut Katie (2003) reaksi secara psikologi manusia
sangat berhubung dengan warna dan corak yang digunakan yang mampu
merancakkan lagi semangat belajar dikalangan pelajar.

Selain itu, melalui warna terhadap sesuatu grafik mampu memberi kepada
perasaan, umur dan pengalaman kehidupan dalam menginterpretasikan warna. Warna-
warna semulajadi merupakan warna yang mampu memberi keseimbangan kepada
seseorang. Warna juga mempengaruhi tekanan darah, kelegaan mata, membantu
pembentukan otak.

Perpustakaan Politeknik Muadzam Shah mengalami pelbagai perubahan sejak
ianya dinaik taraf. Pelbagai usaha kakitangan perpustakaan dilakukan untuk menarik
pelajar datang ke perpustakaan. Salah satu usaha mereka ialah dengan berkerjasama
dengan pensyarah dan pelajar semester 6 Jabatan Rekabentuk Komunikasi Visual,
Politeknik Muadzam dengan melakukan sedikit transformasi warna dan corak yang
lebih menarik ke atas perpustakaan Politeknik Muadzam Shah.
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Beberapa bahagian telah diklasifikasikan seperti bahagian teknologi
maklumat, bahagian buku, bahagian perbincangan, tandas dan beberapa bahagian lain.
Bahagian-bahagian ini telah dibuat perubahan dengan melukis, menggaris dengan
warna yang lebih menarik.

2.0 LATAR BELAKANG MASALAH

Setiap pelajar mempunyai gaya belajar yang berbeza dari segi pemerhatian,
mendengar dan kinestatik. Setiap individu mempunyai pelbagai cara untuk belajar.
Ada yang suka belajar dengan cara melihat, mendengar, memberi tindakbalas,
memberi sebab yang logik, mengingat serta belajar dengan menggunakan gambaran.
Menurut Raai (2014) dimensi visual dan verbal merupakan gaya pembelajaran yang
paling dominan terhadap pelajar Politeknik.

Oleh itu, menurut Unit Prancangan Ekonomi, Jabatan Perdana Menteri (2009)
melalui Rancangan Malaysia kesepuluh dan kesebelas, kerajaan Malaysia
menyediakan satu medium dengan memperkenalkan sistem pembelajaran Pendidikan
dan latihan Vokasional (TVET) yang menjadi halatuju kepada pelajar-pelajar ini
belajar dengan menggunakan teknikal vokasional untuk memenuhi permintaan
Industri. Menurut Anon (2013) pembelajaran secara TVET ini merupakan sistem dual
yang menggabungkan kemahiran praktikal dan teori ini pembelajaran. Oleh itu,
pelajar perlu didedahkan dengan persekitaran yang lebih selesa dan dapat meransang
minat mereka untuk belajar secara teori dengan lebih baik.

Disebabkan pembelajaran pelajar aliran TVET ini kurang tertumpu kepada
pembelajaran teori sahaja. Minat untuk datang ke perpustakaan kurang menggalakkan
kerana di perpustakaan penuh dengan pembacaan melalui teori dan bukan secara
praktikal. Oleh itu, satu usaha untuk mendekatkan pelajar dengan perpustakaan telah
dilakukan iaitu dengan merubah corak dan warna di luar dan di dalam perpustakaan
dengan tujuan untuk menarik perhatian pelajar untuk datang melakukan pelbagai
aktiviti di perpustakaan.

Justeru, kajian ini tertumpu untuk mengenalpasti sama ada perubahan yang
dilakukan mempunyai kesan kepada kedatangan pelajar untuk datang ke perpustakaan
seterusnya menggunakan perkhidmatan yang dilakukan.

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Bahagian-Bahagian Yang Telah Ditransformasikan.
i. Bahagian Teknologi Maklumat
Sebelum

Selepas

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ii. Ruangan santai
Sebelum

Selepas

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iii. Bahagian Maklumat
Selepas

iv. Simbol
Sebelum

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Selepas

Kawasan luar perpustakaan PMS.
Sebelum

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Selepas

3.0 SOROTAN LITERATUR
Terdapat hubungan di antara gaya pembelajaran pelajar dengan ruang yang

disediakan di perpustakaan khususnya. Menurut Lee (2014) pola gaya pembelajaran
pelajar dalam adalah meliputi emosi, sosiologi, fisiologi dan persekitaran. Manakala
bagi komunikasi pelajar, yang mempengaruhi minat belajar ialah auditori, kinestatik,
digit dan visual. Menurutnya terdapat hubungan di antara gaya pembelajaran pelajar
dengan emosi dan visual.

Perpustakaan merupakan pusat pembelajaran yang tenang dan mampu
memberikan insiprasi kepada pelajar. Menurut Ruth V et al (2010) perpustakaan
bukan sahaja tempat untuk belajar dengan penuh tekanan tetapi adalah tempat yang
senyap, selesa dan menarik untuk duduk di dalam perpustakaan. Selain itu, bukan
sahaja pelajar yang menjadi tumpuan perpustakaan tetapi guru-guru dan pentadbiran
perlu meluangkan masa untuk hadir ke perpustakaan.
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Oleh itu, untuk menarik perhatian pelajar-pelajar untuk datang ke
perpustakaan. Perlu kepada perubahan dalam menarik perhatian tersebut. Menurut
Huchendorf (2007) terdapat perkaitan di antara warna yang diterima dengan pelajar-
pelajar kolej dengan gaya pembelajaran pelajar. Menurut Lee (2014) proses
pembelajaran yang lebih berpusatkan pelajar ini, akan memberikan pelajar ruang
untuk memilih cara belajar yang mereka gemari berbanding arahan daripada
pensyarah yang mengarahkan mereka untuk membentuk kumpulan untuk membuat
sesuatu tugasan. Justeru itu, adalah penting untuk pensyarah benar-benar memahami
akan gaya komunikasi pelajarnya.

Selain itu, Menurut Sam Demass (2005) pelajar sangat bertindakbalas dengan
keadaan tempat belajar yang cantik dan menarik. Hampir semua perpustakaan tidak
membuat pelbagai hasil seni yang tersusun. Menurutnya lagi pada tahun 1984,
Carleton yang merupakan seorang pereka banggunan telah menghias satu tempat
yang dihiasi dengan hasil kerja yang lahir dari dalam mindanya, ianya untuk mengajar
mata dan membiasakan pelajar dengan pandangan yang cantik dan membiasakan
dengan kerja yang berkualiti tinggi dalam satu ruang yang telah dihasilkan. Carleton
telah bekerjasama dengan pelajar-pelajar jurusan seni dan beberapa pembantu
perpustakaan dan perpustakaan tersebut dengan melakukan kerja keras dan serius
dengan perubahan tersebut . hasil daripada usaha itu, pelajar dapat mengenali jenis-
jenis corak dan seronok untuk belajar di kawasan yang disukai coraknya. Ini dapat
meningkatkan pengetahuan pelajar mengenali bentuk dan corak seni.

4.0 ELEMEN-ELEMEN YANG DIGUNAKAN

4.1 Garisan

Merupakan satu titik yang bergerak , iaitu tanda yang dibentuk menggunakan
alat atau instrumen dan dipenuhkan keseluruh permukaan. Garisan biasanya
dilihat dengan fakta bahawa ia berbeza nilai dengan permukaan di mana ia
disediakan.

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4.2 Bentuk

Kawasan yang menonjol dari ruang sebelah atau di sekitarnya disebabkan
kawasan sempadan yang ditetapkan atau tersirat, atau kerana perbezaan nilai,
warna atau tekstur.

4.3 Ruang

Selang , atau jarak diukur, sebelum pembentukan titik atau imej.

4.4 Warna

Tindak balas visual kepada pergerakan gelombang cahaya yang dikenal pasti
sebagai merah, hijau , biru dan lain-lain.

5.0 OBJEKTIF KAJIAN

Kajian ini adalah bertujuan untuk:

1. Mengenal pasti tahap kekerapan pelajar semester 5 dan 6 datang ke perpustakaan
Politeknik Muadzam Shah

2. Mengenal pasti pengaruh perubahan corak dan warna di perpustakaan mampu
menarik minat pelajar untuk pelajar semester 5 dan 6 Jabatan Rekabetuk dan
Komunikasi Visual

3. Mengenal pasti pengaruh simbol dalam memberi kemudahan informasi kepada
pelajar.

6.0 SKOP KAJIAN

Kajian ini merupakan kajian kes terhadap pelajar semester 5 dan 6 Jabatan
Rekabentuk dan Komunikasi Visual, Politeknik Muadzam Shah. Seramai 30 orang
mahasiswa dipilih sebagai responden kajian dari setiap semester. Jumlah keseluruhan
responden bagi kajian ini adalah seramai 60 orang. Kajian ini hanya mengkaji objektif

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kajian ini untuk melihat perbezaan minat pelajar tersebut untuk datang ke
Perpuastakaan sebelum dan selepas diubahsuai dari segi corak dan warna.

7.0 KAEDAH PENGUMPULAN DATA

Kajian ini dijalankan dalam bentuk tinjauan iaitu data diambil secara
kuantitatif menggunakan instrumen utama kajian iaitu borang soal selidik. Borang
soal selidik diedarkan kepada sampel kajian untuk mendapatkan maklumbalas yang
merangkumi beberapa item.
7.1 Instrumen Kajian

Bagi kajian ini penyelidik menyediakan satu set soal selidik kepada responden
kajian ini. Soal selidik ini dibina sendiri oleh penyelidik berdasarkan sorotan literatur
dan temubual yang telah dijalankan. Soal selidik ini mengandungi tiga bahagian iaitu
A, B dan C seperti dalam Jadual 3.1.

Jadual 3.1 : Taburan Item Bagi Soal Selidik Pengaruh minat Pelajar terhadap perubahan
corak dan warna untuk datang ke Perpustakaan Politeknik Muadzam Shah

Bahagian Bahagian Aspek Penilaian Bil soalan

A Latar belakang responden 4

B i. Minat pelajar terhadap corak dan 10
warna

ii. Kefahaman pelajar tentang corak
dan Warna di perpustakaan.

iii. Persepsi pelajar terhadap
perubahan corak dan warna

iv. Sejauhmana corak dan warna
mempengaruhi pelajar untuk
datang ke Perpustakaan

C Soalan Pengukuhan 2

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Untuk bahagian B, penyelidik menggunakan permakatan Skala Likert yang terdiri dari lima
peringkat seperti yang ditunjukkan dalam Jadual 3.2.

Jadual 3.2 : Pemarkatan Item-item Skala Likert

Skala Penerangan Jawapan

1 Sangat Tidak Setuju (STS)

2 Tidak Setuju (TS)

3 Tidak Pasti (TP)

4 Setuju (S)

5 Sangat Setuju (SS)

8.0 DAPATAN KAJIAN DAN PERBINCANGAN

Dapatan kajian berkaitan dengan tinjauan minat pelajar terhadap corak dan
warna di perpustakaan dalam kalangan pelajar semester lima dan enam Diploma
Rekabentuk grafik dan Komunikasi Visual (DRG) bagi sesi pengajian Disember
2015 seperti dalam Jadual 1

Jadual 1: Kekerapan pelajar semester 5 dan 6 datang ke perpustakaan Politeknik Muadzam
Shah

Bil Pernyataan Min SP
Pengaruh perubahan corak dan warna 2.1 .73

1 Kekerapan pelajar pergi ke Perpusatakaan
Politeknik Muadzam Shah

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2 Pengetahuan pelajar terhadap perubahan
Corak dan warna di Perpustaakaan

Dapatan kajian menunjukkan bahawa kekerapan pelajar semester 5 dan 6

datang ke Perpustakaan PMS min sebanyak 2.1 (SP: .73). Ini jelas berdasarkan min

tertinggi iaitu setiap hari sebanyak 3.4 percent pelajar datang ke Perpustakaan.

Seminggu sekali sebanyak 23.7 peratus pelajar, sebulan sekali sebanyak 55.9 peratus

dan sebanyak 16.9 peratus pelajar tidak pernah datang ke Perpustakaan. Melalui

dapatan ini menunjukkan pelajar kerap datan ke perpustakaan sebulan sekali dan

sebanyak 72.9 peratus pelajar menyedari akan perubahan yang berlaku di

Perpustakaan PMS.

Jadual 2: Mengenal pasti pengaruh perubahan corak dan warna di perpustakaan mampu
menarik minat belajar untuk pelajar semester 5 dan 6 Jabatan Rekabetuk dan Komunikasi

Visual

Bil Pernyataan Min SP
Adakah warna dan corak di dalam kelas 3.49 1.36
4.06 1.04
1
mempengaruhi minat belajar 4.11 1.11
Adakah anda suka kepelbagaian warna dan 4.11 1.02
3.94 .99
2
corak sesebuah perpustakaan
Adakah anda bersetuju dengan perubahan

3 warna dan corak di Perpustakaan Politeknik
Muadzam Shah

4 Adakah anda suka dengan perubahan tersebut
Adakah perubahan tersebut memberi minat

5
anda untuk kerap ke perpustakaan.

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Seterusnya, berdasarkan Jadual 2 menunjukkan dapatan pengaruh perubahan
corak dan warna di perpustakaan mampu menarik minat belajar bagi pelajar. Dapatan
menunjukkan bahawa min tertinggi 3.49 (1.36 = SP) pelajar menyatakan warna dan
corak di dalam kelas mempengaruhi minat pelajar. Manakala sebanyak 4.06 min (1.04
= SP) pelajar dilihat kepada kecenderungan kepelbagaian warna dan corak di
sesebuah perpustakaan menunjukkan. Responden juga bersetuju dengan perubahan
yang dilakukan dengan dilihat kepada jadual 2 iaitu 4.11(1.02 = SP) min tertinggi .
Oleh itu, pelajar bersetuju dengan perubahan yang dilakukan dengan pembuktian
yang dinyatakan bahawa min tertingi sebanyak 4.11 bersetuju dengan perubahan
tersebut. Selain itu, dengan perubahan yang dilakukan mampu mempengaruhi minat
pelajar untuk kerap datang ke Perpustakaan dengan min tertinggi sebanyak 3.94 (.99 =
SP).

3. Mengenal pasti pengaruh simbol dalam memberi kemudahan informasi kepada
pelajar.

Bil Pernyataan Min SP

Apakah ruang yang anda suka di dalam 3.91 1.1
1

perpustakaan PMS yang telah ditransformasi

2 Adakah anda faham ruangan teknologi maklumat 3.83 1.05

Adakah anda faham simbol tandas yang telah 3.96 1.09
3

dilukis

4 Adakah anda faham ruangan maklumat 3.91 1.02

Adakah warna dan corak tersebut sesuai dengan 4.11 .98
5

perpustakaan PMS

Jadual 3 menunjukkan dapatan kajian yang diperolehi dalam mengetahui sama
ada pelajar dapat mengenalpasti simbol dalam memberi kemudahan informasi kepada
pelajar. Dapatan daripada pelajar yang menyukai ruang yang telah ditransformasikan
menunjukkan min tertinggi iaitu 3.91(1.1 = SP) . Responden juga faham ruangan
teknologi maklumat yang telah diubah iaitu min tertinggi 3.83 (1.05 = SP) .

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Terutamanya simbol tandas yang digunakan telah menjadikan min tertinggi 3.96 (1.02
= SP) faham akan simbol tersebut. Manakala corak dan warna yang digunakan juga
dapat membantu pelajar mengenalpasti ruang yang telah digunakan sesuai dengan
tujuan tersendiri min tertinggi iaitu 4.11 (.98 = SP).
9.0 PERBINCANGAN

Berdasarkan hasil dapatan kajian yang diperolehi, objektif kajian yang ingin
melihat pelajar semester 5 dan 6 Jabatan Rekabentuk dan Komunikasi Visual hampir
semua kerap ke Perpustakaan dan mengetahui akan transformasi corak dan warna di
Perpustakaan PMS. Hal ini kerana perpustakaan PMS telah melakukan perubahan
dengan corak dan warna yang mampu menarik minat pelajar untuk datang ke
Perpustakaan PMS.

Rumusan daripada persoalan kajian kedua mendapati bahawa corak dan warna
di perpustakaan mampu menarik minat belajar untuk pelajar semester 5 dan 6 Jabatan
Rekabetuk dan Komunikasi Visual dengan dan suka dengan perubahan tersebut
kerana pelajar tersebut dari Jabatan Rekabentuk dan Komunikasi yang lebih
cenderung kepada pembelajaran berteraskan seni dan rekabentuk dan lebih menarik
minat dengan perubahan yang dilakukan di Perpustakaan PMS lebih dekat dengan
minat responden.

Seterusnya rumusan bagi persoalan kajian tiga pula mendapati pengaruh
simbol dalam memberi kemudahan informasi kepada pelajar tanpa diletakkan label di
kawasan tertentu kerana pelajar mudah mengetahui berdasarkan pengasingan corak
yang dilakukan. Pelajar juga mudah untuk merujuk setiap kawasan tersebut tanpa
perlu merujuk kepada kakitangan perpustakaan PMS.

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10.0 CADANGAN PENAMBAHBAIKAN
Berikut merupakan cadangan penambahbaikan supaya dapat dilakukan dengan

lebih meluas dan efisyen:
1. Memperluaskan kajian kepada setiap jabatan yang tidak mempunyai asas

pembelajaran seni dan warna seperti Jabatan Perdagangan, Jabatan Pelancongan dan
Hospitaliti dan lain-lain.
2. Kajian diperluaskan dengan susun atur perpustakaan yang mampu menarik minat
pelajar untuk datang ke Perpustakaan PMS
3. Mengetahui sama ada perkhidmatan pelanggan yang baik mempengaruhi minat
pelajar untuk datang ke Perpustakaan PMS.

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RUJUKAN.
Arif Surachman, t.t. Manajemen Perpustakaan Sekolah.

Garispanduan Perkhidmatan Perpustakaan untuk Bayi-bayi dan Anak-anak Kecil,
International Federation of Library Associations and Institutions Laporan Profesional
IFLA 100

Kathie Engelbrecht,2003, The Impact of Color on Learning, Perkins & Will Chicago, Illinois
Ruth V et al , 2010, The Impact of New York’s School Libraries on Student Achievement

and Motivation: Phase III ,research journal of american association of school
libriarian
Sam Demas,2005, From the Ashes of Alexandria: What’s Happening in the College
Library?,Washington: Council on Library and Information Resources

The Effects of Color on Memory Lynnay Huchendorf, UW-L Journal of Undergraduate
Research X (2007)

Lee et. al. 2014. Gaya Pembelajaran dan Gaya Komunikasi: Satu Pendekatan untuk
Mengesan Karakter Pelajar Politeknik. Prosiding CiE-TVET 2014. Johor :
Universiti Tun Hussien Onn. 81 (1208- 1216)

Ocvirk et. al.1994. Art Fundamentals : Theory & Practise. Iowa : Brown & Benchmark
Publishers.

Anon.2013. Tiga Faktor Pengaruhi Pembelajaran Kejayaan TVET.
http://www.utusansarawakonline.com/news/7348/Tiga-faktor-pengaruhi
pembelajaran-kejayaan-TVET/

Unit Perancangan Ekonomi, 2009. Mentransformasikan Pendidikan dan Latihan Vokasional
Untuk Memenuhi Permintaan Industri. http://rmk11.epu.gov.my/pdf/kertas
strategi/Kertas%20Strategi%2009.pdf

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INSTRUCTIONAL DESIGN OF BLENDED LEARNING COURSE THAT
PROMOTES HIGHER ORDER THINKING SKILLS (HOTS): A LITERATURE

REVIEW

Herlina Binti Miur Zabidin
Unit Latihan dan Pendidikan Lanjutan

Politeknik Sultan Idris Shah
[email protected]

ABSTRACT

Blended learning methods are beginning to be widely used and implemented
in teaching and learning in particular. It is refers as a method of implementations in
accordance with the policies and requirements of the syllabus which requires the
delivery of teaching and learning being carried out interactively and applying the
latest technologies. Significantly, using technology in education may promote
student’s collaborative learning, problem-solving and critical thinking. Even lecturers
and students can easily access the learning materials anytime and anywhere.
However, designing a successful blended learning course requires a thoughtful
instructional design and selecting the most appropriate teaching delivery methods to
achieve blended course outcome is also challenging. This paper review and
summarizes the instructional design of blended learning course that can promotes
higher order thinking skills.

Keywords – Instructional Design, Blended Learning, Higher Education

1.0 INTRODUCTION

Efforts towards the development of human resources to a more directed and
composed strategies have been implemented by the government through a program of
training and education of the vocational and technical skills (TEVT) in various stages,
creatively and productively (Chek Mat, 2000). Most of the issues and the importance
of learning patterns emphasize the thinking skills to solve problems, whereby students
should be exposed to a variety of techniques and thinking strategies to solve problems
(Abd Rahim, 2000). Throughout this matter, learning is more effective if students are
exposed to the real atmosphere in which knowledge and skills that can be learned
applied practically (Ramlee, 2003). This approach requires teachers of academic and
vocational connect schools to the workplace. Therefore by referring to blended
learning, this approach is mixing conventional learning models with learning online.
Learners are expected to always active and can find a way of learning that works for
the learners itself. Teachers role are only as mediators, facilitators and friends who

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make the situation conducive to the occurrence construction of knowledge in self-
learners. Thus, blended learning will strengthen conventional learning models through
the development of educational technology (Zaharah et. al, 2015). According to the
9th shift of Malaysia Education Blueprint 2015-2025 (Globalized Online learning);
blended learning is the main pedagogical approach for all Institutional Higher
Education (IHE). Students will benefit from robust cyber infrastructure for use of
technology such as videoconferencing, streaming direct and MOOC (Massive Open
Online Courses). IHE will also develop MOOC in a particular area of expertise,
MOOC join international consortia and build a global brand of Malaysian education.

2.0 PROBLEM STATEMENT

Basically, there are quite barriers in adapting Higher Order Thinking Skills
(HOTS) into blended learning approach. A study on the Malay and English teachers
found that teachers are better prepared in terms of teaching of knowledge,
pedagogical skills and attitude compared to HOTS (Rajendran, 2001). A significant
problem is the teachers did not prepare an adequate innovation and there is no
comprehensive approach to implementing it. Also based on result of a study, it is
found that low-performing students are not able to handle tasks that require
application of HOTS and feel a bit disappointed (Zohar & Dori, 2003). To reflect this
scenario, the performance of Malaysian students in Programme for International
Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS)
are found to be lower compared to other participating country worldwide, thus the
importance of cultivating HOTS has been highlighted in National Education Blueprint
(Mohd Mokhzani et. al, 2015). In order to promote higher-order concept and thinking,
contemporary strategies of learning must be utilized to create challenging activities.
These activities enable learner to gain meaningful knowledge and use their
metacognitive abilities by linking new information to old. Blended learning is
important in developing concepts, thinking and emerges the most prominent delivery
mechanism in higher education. Hence it is the instructional strategy, not just the
technology that determines the quality of learning (Mohamed Sayed, 2013). However,
not all students and lecturers are aware that the utilization of technology media is
important in the teaching and learning processes. To facilitate and motivate students
to learn independently while outside the class also becomes another obstacle for
teachers. Some lectures are unable to boost students’ motivation to use technology as
instruction (Zamzani, 2015). Referring to all this matter, it is important to design
activities that can meet the need of diverse student population. As some experts
explained, self-paced activities might be an appropriate for students to gain a first
exposure to new material, however helping students to develop high order thinking
skills might require active engagement with course material through collaborative
activities (Alammary et. al, 2016).

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3.0 LITERATURE REVIEW OF BLENDED LEARNING COURSE
3.1 Shifts of Malaysia Education Blueprint 2015-2025 (Higher Education):
Globalized Online Learning

Figure 1: 10 shifts of Malaysia Education Blueprint
An important consideration in designing online or blended instruction

is to include the instructional activities and collaboration opportunities that
enhance the learners’ emotional engagement with peers and instructors. Thus,
the blended delivery format seems to provide clearer instructions to learners
rather than using the online delivery format alone. In this study, the online
learners experienced more challenges and obstacles in achieving similar
learning levels than the learners in blended delivery group (Doo et. al, 2007).
Moreover, one method of lifelong education is distance education (DE) which
enabled by electronic networks and the concept of electronic learning
(learning through electronic) or e-learning. E-learning is also known as m-
learning or mobile learning. Information management facilities enable
individuals to learn a variety of learning experiences through the internet. It
can be done in two ways: in a personal workspace and collaborative
workspaces that require student exchange information in synchronous or
asynchronous in the global village built by the websites that allows anyone
connected (Zahiah & Abdul Razaq, 2010).

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3.2 Massive Open Online Course
Massive open online course (MOOC) as illustrated in Figure 2 is a

model that seeks to deliver learning content online to any person who wants to
take a course, with no limit on attendance or location. According to data
collected by Class Central, more than 35 million students have registered for
at least one MOOC — up from an estimated 17 million in 2014, with more
courses being offered to cover in-demand skills across technology and
business fields. To achieve this matter, one of the step is making learning
online as an integral component for higher education, with 70% of course use
"Blended learning" by 2025. Secondly, MOOC is launched in the subject
distinctive for Malaysia, for example Islamic Banking and Finance, targeting
50% of enrollments international and promote initiatives MOOC to the general
public in Malaysia. Thirdly is by setting up e-learning center Malaysia to
support design content that can be shared, establish a national platform and
building partnerships. Fourthly, establishing transfer mechanisms credit for
students to complete online courses globally; and lastly is by providing an
infrastructure for delivering learning scalable online.

MO O C

Massive Open Online Courses

70%

Course using Blended Learning

Figure 2: Massive Open Online Course

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The integration of MOOCs exposes students to high quality materials
created with top educational technologies, to collaboration in global learning
communities and to a broader range of experience than those to which they
otherwise might have access. MOOCs offer challenging opportunities to
teachers themselves for improving their knowledge in their own area of
expertise and for improving their competencies and skills for adopting new
models of open educational practices (Carmen & Vladimir, 2014). Figure 3
below illustrated the comparison between e-learning and blended learning
framework.

E-LEARNING BLENDED LEARNING

Learning object

Content: data/information,
process, document, tool
Source: internet, intranet,
archive

Format: text, graphic, video,
audio Instructional design

Online course: Source: Heinz and Procter 2004
Asynchronous and

synchronous

Online training Source: Purbo, 2011
Knowledge management

Coaching process
Policies and guidelines

Help performance
Aid work/study

Source: Rosenberg, 2001

Figure 3: E-Learning and Blended Learning Framework

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3.3 Teaching and Studying Online Course

Several reasons why teaching and studying online can be benefit:-

Teaching Online Studying Online

24/7 access to class materials, online Location: online education provides
classroom and able to conduct classes with you with the possibility to follow
students from across multiple time zones, courses from the comfort of your
without need to travel home

Online assignment posting areas provides a Flexibility: online courses are
secure and time documented avenue for specially designed for self-study and
turning in assignments are often personalized to fit the needs
of individual students

Online institutions typically offer Variety: increase in available online
continuing education sessions – providing and distance study programmes
feedback, problem based learning, handling
difficult students, and critical thinking

Online environment provides Easy access: online universities
an opportunity for community - chat, ask sometimes have less or even no formal
advice, allow venting and provide counsel requirements that need to be fulfilled
on topics ranging from dealing with in order to access courses
plagiarism to computer problems and
difficult student issues

Simplifies the work of the instructor with Support: online programmes are
a great deal and they can focus on bring designed in such a way that you
practical experience to the class and not receive great support from university
worry about lesson plans and reading tutors and individual feedback to keep
assignments you focused on your studies

4.0 INSTRUCTIONAL DESIGN MODEL – ADDIE FOR PROMOTING HOTS

Higher-order thinking, known as higher order thinking skills (HOTS), is a
concept of education reform based on learning taxonomies (such as Bloom's
taxonomy). The idea is that some types of learning require more cognitive processing
than others, but also have more generalized benefits. Thus, lessons involving HOTS
require particular clarity of communication to reduce ambiguity and confusion and
improve student attitudes about thinking tasks (King, et al. (2005). Some useful
learning strategies include the rehearsal, elaboration, organization, and metacognition
(Simsek, 2010). Therefore, it is recommended that the integration of hybrid

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technology in learning can help students develop higher-order thinking positively.
Thus, the university needs to ensure the ease of access to learning materials available
to students in the learning process to build higher-order thinking is not interrupted and
creating networks between universities with foreign countries so that students can
communicate and exchange teaching materials from students in foreign universities
(Rosseni et. al, 2010).

Assessments of HOTS require students be unfamiliar with the questions or
tasks; and they should have sufficient prior knowledge to enable them to use HOTS in
answering questions or performing tasks (Foong, 2000). Three item or task formats
are useful in measuring HOTS are: (a) selection; which includes multiple-choice,
matching, and rank-order items; (b) generation; which includes short- answer, essay,
and performance items or tasks; and (c) explanation; which involve giving reasons for
the selection or generation responses (Collins, 2014). It is also states that the
preliminary report of the Malaysia Education Blueprint 2013-2025 showed that most
learning in school is to connect students to constructive thinking in which teachers
relied on lecture format and shows that the understanding of the content that reaches
the surface only versus nurture of HOTS (Tan & Siti Hajar, 2015).

The transformation process of Malaysian education system especially thinking
skills must begin by equipping teachers with the right skills and knowledge. Each
subject must combine "elements of thought" to the student (Nooraini & Khairul Azmi,
2014). Referring to this, ADDIE can be used for promoting the HOTS because this
design model is one of many versions of instructional systems design (ISD) models
that have been developed for education and training. This model is focus for the
discussion of practical approaches because it is one of the most commonly used
models and because it provides a great deal of flexibility. The word "ADDIE"
represents each phase of the ISD process: Analysis, Design, Development,
Implementation, and Evaluation. This instructional design process is a systems
approach that results in the development of targeted training and education programs
to meet the needs of learners. Figure 4 illustrated the online course development
process using ADDIE model.

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Figure 4: Online Course Development Process Using ADDIE Model
This ADDIE model includes five major phases:
1. Analysis: Overall goals and scope.
2. Design: User characteristics, specific objectives, learning & media strategies
3. Development: Production of instruction
4. Implementation: Conducting the course
5. Evaluation: Evaluating success and collecting data

5.0 CONCLUSION
Based on the Malaysia Education Blueprint 2015-2025, the future of online learning

for the education system Malaysia is molded to high quality standards globally, improving
access and ensure equity groups that are less likely to be able to use it. Towards this end, the
Ministry intends to make online learning and "blended learning" as a basis to the curriculum,
to encourage aggressive on Massive Open Online Courses (MOOCs). Thus, online course
using blended learning style is suggested to be used as teaching and learning model that
promotes the HOTS. It helps the educator to understand about MOOCs applications for a
course that tends to encourage researchers to become engineering project trainees. The online
module can be used not only for beginners, but experts too; especially students and
researchers will be able to study about one’s level step by step training suited for all overalls
level. Another suggestion in this paper is to apply the concept of "Internet of Things" or IOT,
which is a platform that is usually embedded in a variety of real objects so that they may
connect to the Internet. Briefly, IOT said as objects in real world which can communicate
with each other via a network such as the Internet. Furthermore, IOT is the concept of
physical objects and virtual that is all around us.

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REFERENCES

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Allamary, A., Carbone, A. & Sheard, J. (2016) “Blended Learning in Higher Education:
Delivery Methods Selection.” Twenty-Fourth European Conference on Information
Systems (ECIS)

Chek, M. (2000). “Pengurusan Kerjaya.” Kuala Lumpur: Utusan Publications & Distributors
Sdn. Bhd.

Collins, R. (2014). Skills for the 21st Century: Teaching Higher Order Thinking. Curriculum
and Leadership Journal (Volume 12, Issue 14).

Doo, H. L., Micheal, L. M., & Virginia, W. K. (2007). “Online Vs. Blended Learning:
Differences in Infructional Outcomes and Learner Satisfaction”.

Foong, P., Y. (2000). Open-ended Problems for High-Order Thinking in Mathematics.
Institute of Education Singapore.

King, F. J., Goodson, L., Rohani, F. (2000). Higher Order Thinking Skills: Definition,
Teaching Strategies, Assessment. Educational Services Program. Florida State
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Mohamed Sayed (2013). “Blended Learning Environments: The Effectiveness in Developing
Concept and Thinking Skills.” Journal of Education and Practice. Vol. 4, No, 25, 12 –
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Mohd Mokhzani, I. , Mohammad Yusof, A. & Mohd Shafie, R. (2015) “The Need of an
Integrated Framework for the Implementation of Blended Problem-Based Learning.”
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Nooraini, O., Khairul, A. M. (2014). “Thinking Skill Education and Transformational
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Rajendran, N. (2001). “The Teaching of Higher-Order Thinking Skills in Malaysia.” Journal
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Ramlee, M., Ruhizan, M. Y & Hamdan, M. A(2003). .”Integrasi Akademik dan Vokasional:
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Rosseni, D., Nur Ayu, J., Nor Asmaliza, A. R., and Muhammad Faisal, K. Z. (2010).
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Membina Pemikiran Aras Tinggi.” Malaysian Education Dean’s Council (MEDC).
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Simsek, A. (2010). Learning Strategies of Successful and Unsuccessful University Students.
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Tan, S. Y., Siti, H. H., “Effective Teaching of Higher-Order Thinking (HOT) in Education.”
Online Journal Of Distance Education and e-Learning. Vol. 3. Issue 2. 41 – 47.

Zaharah, H., Saedah, S., Ghazali, D., Nur Hasbuna, M. S., (2015) “Kajian Model Blended
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Zahiah, K., Abdul Razaq, A. (2010) “e-Pembelajaran: Evolusi Internet Dalam Pembelajaran
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Zamzani, Z. (2015) “Exploring the Potential of Blended Learning and Learning Management
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THE USE OF MULTIMEDIA PROJECTOR IN CLASSROOM FOR THE
TEACHING AND LEARNING PROCESS AMONG LECTURERS’ OF COMMERCE

DEPARTMENT, POLYTECHNIC SULTAN IDRIS SHAH (PSIS)

Jegathiswary A/P Murukan
Jabatan Perdagangan

Politeknik Sultan Idris Shah
[email protected]

ABSTRACT
The purpose of this study aims to determine the Use of Multimedia Projector in classroom for
the Teaching and Learning Process among Lecturers’ of Commerce Department, Polytechnic
Sultan Idris Shah (PSIS). Four objectives were formed in order to get the outcomes of use of
Multimedia projector in teaching and learning process concerning on types of software used
to display using Multimedia projector, potential, benefits , challenges and barriers on using
Multimedia projector as a media tool in teaching and learning process . The study conducted
among 25 lecturers at Commerce Department, Polytechnic Sultan Idris Shah. The instrument
used for this study was a survey with a series of questions designed specifically for this study
where it contains 19 items of questions. The finding shows that the most used software was
Microsoft PowerPoint. Majority respondents feel that used of Multimedia projector in
classroom for teaching and learning enhancing the level of understanding among students, it
make the flow of teaching fun and enjoyable and lecturers able to diverse the teaching style.
As recommendations the management should supply and provide more Multimedia projector
to department where it can able to increase the usage of projector for teaching and learning
process. Besides that, the Multimedia projector should fixed in each classrooms so that it help
lecturers to use it easily although there are some technical problem and difficulties occurs
during handling it.

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1.0 INTRODUCTION

Classrooms have changed dramatically over the last decade with the advent of
new technologies and equipment developed to make teaching and learning more
diversified and interactive. Today, more teachers than ever are using multimedia
projectors in the classroom. Students no longer have to crowd around a computer
monitor to view presentations, Web sites or training programs. Multimedia projectors
are becoming the centerpiece of classroom technology hubs that directly engage
students and add impact to each lesson. Although digital technologies have become
common tools within our lives, teachers have yet to embed them within their daily
teaching practices (Cuban, 2001). Besides that, the use of digital tools and
technologies increases complexity for new students, and may distract from the
questions being posed (Shep, Sheehan & McKinley, 2013)

Projectors are being used for a variety of curriculum-specific applications. In
language arts, a teacher linked up to an author's Web site to provide greater insight
and impact to a reading assignment. A science teacher created a PowerPoint
presentation to demonstrate a frog dissection. In social studies, a teacher developed a
tornado presentation for increased audio and visual impact. For math classes,
projectors have been used to teach students how to work with spreadsheets, calculate
formulas, and utilize charts and graphs. Athletic departments show practice and game
films, as well as illustrate plays, with the ability to pause, reverse and update them
spontaneously.

When there are benefits of using, the barriers and challenges of using
Multimedia projector also will occur too. One of the barriers and challenges that
usually lecturers face are handling the technical difficulties. When students perceive
learning to be interesting, fun, personally meaningful, and relevant, the context
supports and encourages personal control, motivation to learn which results in self-
regulation of the learning process occurring naturally. Learning activities and
experiences that students find interesting and stimulating are usually inherently
motivating. To achieve this objective for current and upcoming era’s learning
outcomes; lectures should use media as tools in teaching and learning process.

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2.0 PROBLEM STATEMENT
Traditional Transmission Instruction is based on a theory of learning that

suggests that students will learn facts, concepts, and understandings by absorbing the
content of their teacher’s explanations or by reading explanations from a text and
answering related questions. Skills (procedural knowledge) are mastered through
guided and repetitive practice of each skill in sequence, in a systematic and highly
prescribed fashion, and done largely independent of complex applications in which
those skills might play some role. When teachers add technology tools to proven
instructional strategies in their curriculum, students could be more excited about
learning, their attitudes could be positive about technology, they could be more
engaged in the lesson, and their test scores could improve (Young, 2008). The
problem is although many new technology tools are available for lecturers’ to use in
their classrooms. They themselves must take the initiative and continuously use it in
the teaching and learning process. Lecturers should realize if they spend the initial
time learning to use technology tools. Besides displaying using multimedia projector,
there are many technology interactive whiteboard, email, Internet, Blogs, Websites
where the tools could benefit their students. With practice and a little extra planning
time, teachers should be able to integrate technology into their classrooms and soon
witness the benefits, such as improved student test scores and motivation. Some
lecturers are anxious about change and, therefore, shy away from technology.
However, for this study I would like to emphasize mainly on the use of multimedia
projector in classroom for the teaching and learning process, where lecturers at
Commerce Department, Polytechnic Sultan Idris are the samples. Their thoughts on
using multimedia projector in teaching and learning process will be analyzed based on
benefits and potentials of using it, challenges and barriers and lastly about their
opinion for improvements for use multimedia projector in classroom for teaching and
learning process.

3.0 RESEARCH OBJECTIVES
In this paper, researcher would like to know the thoughts of lecturer of

Commerce Department, PSIS about the use of Multimedia Projector in classroom for
the teaching and learning process, where the objectives of the research are as follows:
1. To know types of software that most use to display in classroom by using Multimedia
Projector.
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2. To identify potentials and benefits of using Multimedia Projector in the classroom for
teaching and learning process.

3. To identify challenges and barriers of using Multimedia Projector in classroom for
teaching and learning process.

4. To obtain opinion on improvements that should do for using Multimedia Projector in
Classroom for the Teaching and Learning process.

4.0 RESEARCH QUESTIONS
In order to better understand the hindrances towards technology adoption in

the classroom specifically the use of multimedia projector for teaching and learning
process, researcher intended to determine the thoughts of lecturers have towards use if
it in teaching as a tool. Researcher intends to do a survey among lecturers at
Commerce Department, PSIS. As a result, this study considered the following
research questions:

1. What types of software that most use to display in classroom by using Multimedia
Projector?

2. What are the potentials and benefits of using Multimedia Projector in the
classroom for teaching and learning process?

3. What are the challenges and barriers of using Multimedia Projector in classroom
for teaching and learning process?

4. What are the opinions on improvements that should do for using Multimedia
Projector in Classroom for the Teaching and Learning process?

5.0 LITERATURE REVIEW
5.1 Use of technology in classroom

Many schools across the country use technology to enhance student
learning: tools such as Internet access, digital cameras, email, interactive
whiteboards, laptop computers, LCD projectors, and course specific software
that support the curriculum. Most teachers should have a basic understanding
of how to use word processing software, such as Microsoft Word, which is
available on all school computers (Young, 2008). However, the technological
tools themselves should not be the focus. Technology is not the teacher; it is a

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tool the teacher uses to widen the student's reach and should complement and
Wilder (1997) discussed the fact most of the research has focused on the effect
technology has on students, while more attention should be paid to the effects
technology has on teachers and the way they teach. Wilder maintained
students move on, but teachers remain to influence the next group of students
(as cited in Coley, 1997). Even though this statement is presently 10 years old,
it still rings true today.

5.1.1 Student-Centered Technology in the Classroom
Technology can help facilitate the knowledge-constructed classroom.

Many researchers view computers as having a positive influence on the
teaching and learning processes. These researchers such as Crowl, Becker, and
Means have confirmed in their research with the use of computers in the
classroom, schools can become more student-centered and offer more
individualized learning than ever before. In some situations, such as distance
learning, students may never actually meet the teacher since all of the work for
the class is completed online. Student-centered classrooms can be challenging
for educators because they must re-study their teaching methods. Research
completed by Roshelle, Pea, Hoadley, Gordin, and Means (2000) indicated
that computers can be used in collaboration for all subject areas, but teachers
must take into account the different styles of teaching and the students'
different styles of learning in order to use them effectively (p. 82). So it is
show that the Multimedia projector must be use with support of computer, and
the use of computer in teaching and learning process enhance student centered
technology in classroom and it diverse the style of teaching more creatively
and effectively due to new technologies and equipment developments.

5.1 Benefits of using multimedia projector in classrooms.
According to Groot (2002), he indicates that multimedia projectors

affected the teaching and learning experience, several areas of influence were
identified, including visual aid, greater flexibility for alternative teaching
methods, enhanced teacher demonstrations, heightened student awareness and
customized curriculum applications. Benefits of using Multimedia projector in
classroom according Groot (2002) are as follows:

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i. Visual aid
Multimedia projectors allow teachers to provide diverse content to all students in
the classroom at once, allowing students to have a visual and colorful learning
experience during a given lesson. These projectors are perfect for this
generation's visually oriented youth because they help make abstract concepts
easier to understand.

ii. Alternative way of teaching
By not forcing a teacher to rely solely on books, a multimedia projector makes
more educational information available to students. It changes conventional
habits and rituals in the classroom. In fact, some survey participants believe a
multimedia projector could soon replace the chalkboard and overhead projector.

iii. Makes teaching easier and better
Instead of having students crowd around a PC, the entire class can view one big
screen without difficulty. The multimedia projector has made the teaching of
Internet-related subjects and the demonstration of new software applications
much easier, heightening students' awareness and expectations, while captivating
their attention and increasing their motivation, the projectors also accommodate
the electronic submission and viewing of student work.
So it is found that, there are many benefits of using Multimedia projector
in classroom for teaching and learning process. The use of it also helps lecturers to
diverse the style of teaching and it become one of alternative way in teaching and
it also make lecturers teaching responsibility become easier and better.

5.3 Barriers of using technologies in classroom.

There are many reasons why teachers do not use technology to its full
potential including limited classroom space, unwillingness to take students to
labs, and lack of access at teachers’ and students’ homes. Other barriers
include finding the time and resources to implement classroom technologies
(Ertmer, Addison, Lane, Ross, & Woods, 1999; Parr, 1999; Vannatta &
Beyerbach, 2000; Zhao & Frank, 2003). Barriers to integration exist both
within and outside of teachers. These internal and external barriers, as
explored by Ertmer (1999), have different characteristics. External, or first-
order, barriers include a lack of access to computers, software, planning time,

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or administrative support. Internal, or second-order, barriers relate to teachers’
beliefs about instructional technology, preferred teaching methodologies, and
willingness to make changes to classroom practices. First-order barriers are
more easily recognized and easier to fix while second order barriers may
require major changes in teachers’ beliefs and daily teaching practices
(Ertmer, 1999).

Although using technology equipments or media in teaching and learning
process provides many benefits to lecturers but the barriers are still occur. So lecturers
must recognize the barriers and challenges and try to overcome it. Once they able to
solve or overcome it, the use of Multimedia projector and other technology
equipment’s also will widely use in teaching and learning process in future.

6.0 METHODOLOGY
The purpose of this study is to obtain the lecturers thoughts the possible value

of integrating multimedia projector as a tool into their classroom curriculum. The
method used to gather relevant data was surveys among lecturers at Commerce
Department, Polytechnic Sultan Idris Shah located at Sungai Lang, Sabak Bernam
Selangor. There are 25 lecturers will be the respondents for this study.

The instrument used for this study was a survey with a series of questions
designed specifically for this study. There are 4 sections in the questionnaire consists
of 19 items where 4 itema about demographic aspects, 1 item about level of
comfortable, 9 items about benefits and potential of using multimedia projector, 4
items about challenges and barriers on using multimedia projector and lastly 1 item
which is an opinion questions about improvements on using Multimedia projector.
Questions for Section B and C used a modified Likert scale (4-point).

For data collection and analysis method the researcher administered the
surveys and collected the lecturer’s data. The data consist of answers from the
questionnaire and it will be analyzed by the researcher. The researcher analyzed the
data using SPSS version 20.0. The data analysis consists of frequencies, percentage
and mean score.

Discussion of the results gain from survey conducted with lecturers was also
recorded and added to the original data. This method of analysis was very useful to
gain the output of findings about the lecturer’s thoughts of using multimedia projector
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in teaching and learning process. All the findings will be shown in form of descriptive
table together with the explanations.

7.0 FINDINGS AND DISCUSSION
Based on questionnaire distributed to respondent, below are the results for

Section A from item number 1 to 3:

Num. Item Description Frequency Percentage %

1 Gender Male 7 28

Female 18 72

2 Age 20 - 25 none 0

26 - 30 14 56

31 - 35 6 28

36 and above 5 16

3 Years of 1 - 3 years 10 40
8 36
experience in 4 - 6 years 3 16
teaching

7 - 9 years

10 years and above 4 8

Table 1: Analysis of Item 1 to 3

Refer to Table 1 above, it shows that total of 25 respondents who answered the
questionnaire, 7 of them are male and 18 are female. For age, none of them in age
group within 20 to 25. 14 respondents are within 26 to 30, 7 respondents within 31 to
35 and 4 respondents in age group 36 and above. While for years of experience in
teaching, there are 10 respondents have experience within 1 to 3 years, 9 respondents
within 4 to 6 years, 4 respondents within 7 to 9 years and 2 respondents have
experience in teaching 10 years and above.

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For item number 4 which are about types of software that use to display in classroom

by using Multimedia projector, below are the results of it:

Percentage
Type of Software Frequency

%

Microsoft 25 100
Powerpoint

Microsoft Word 10 40

Microsoft Excel 3 12

Pictures 9 36

Video 12 48

Table 2: Types of software used to display using Multimedia projector

Based from the Table 2 above, it shows that all the respondents mainly use
Multimedia projector to display Microsoft PowerPoint. 10 respondents displaying
Microsoft Word, 3 displaying Microsoft Excel, 9 displaying pictures and 12
respondents displaying Video. So based on finding above it shows that all respondents
use to display their teaching material using Microsoft PowerPoint and follows by
other software.

For item number 5 in Section A, it is about the comfortable level of
respondents using Multimedia projector in the classroom for teaching and learning,
below are the results:

Percentage

Level Frequency %

Extremely 5 20
comfortable

Comfortable 19 76

Not Comfortable 1 4

Table 3: Comfortable level of using Multimedia projector in classroom

According to Table 3 above, 5 respondents feel extremely comfortable on
using Multimedia projector in the classroom for teaching and learning process. 19
respondents feel comfortable while 1 respondent feel not comfortable on use of

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Multimedia Projector. So based on result, it shows that 76% respondent feel
comfortable on using Multimedia projector in classroom and the reason of it will be
analyzed in detail based on findings in questions in Section B, C and D.

Question for Section B and C are using Likert Scale. Below are the findings
for Question in Section B which is about potentials and benefits of using Multimedia
Projector in the classroom for teaching and learning process.

Num. ITEM SCALE FREQUENCY PERCENTAGE MEAN
1 Totally Disagree 0 0 3.52
I find that the use of Disagree 1 4.0 3.08
2 Agree 10 3.36
3 Multimedia Projector Totally agree 14 40.0
56.0 3.60
4 makes the process of Totally Disagree
Disagree 3.60
5 teaching and learning Agree
Totally agree
easier. Totally Disagree
Disagree
I would like to use Agree 00
Totally agree 5 20
Multimedia Projector for 13 52
Totally Disagree 7 28
the all courses that I Disagree 00
Agree 28
teach. Totally agree 12 48
11 44
I find that using Totally Disagree
Disagree
Multimedia Projector Agree
Totally agree
during teaching and

learning process leads to

better student

understanding.

The use of Multimedia 00
00
Projector in teaching 10 40
15 60
makes lesson more
00
diverse and interesting 28
6 24
for me. 17 68

Use of Multimedia

Projector in teaching

makes lessons more fun

and enjoyable for

students.

6 I recognize that use of Totally Disagree 0 0
0 0
Multimedia projector Disagree 10 40 3.60
15 60
giving more value in Agree
0
delivering content of Totally agree 2
11
lesson. 12
0
7 Use of Multimedia Totally Disagree 4 0
11
Projector in teaching has Disagree 8 3.40
44
improved presentation of Agree

teaching material. Totally agree 48

8 Use of Multimedia Totally Disagree 0

Projector in teaching has Disagree 16 3.24

encouraged me to do the Agree 44

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teaching material more Totally agree 10 40
creatively.
9 I encourage student to Totally Disagree 0 0
use Multimedia Disagree 3
Projector for their Agree 7 12 3.48
presentation assessment. Totally agree 15 28

60

Table 4: Potentials and benefits of using Multimedia Projector in the classroom for teaching
and learning process

Based on Table 4 above, below are the explanations for each item. For item
number 1 (mean 3.52), 56% totally agree, 40% agree and 4% of respondents disagree
that the use of Multimedia Projector makes the process of teaching and learning
easier. For item number 2 (mean 3.08), 28% totally agree, 52% agree and 20% of
respondents disagree on like to use Multimedia Projector for the all courses that they
teach. Next for item number 3 (mean 3.36), 44% totally agree, 48% agree and 8% of
respondents disagree that using Multimedia Projector during teaching and learning
process leads to better student understanding. For item number 4 (mean 3.60), 60%
totally agree and 40% of respondents agree on use of Multimedia Projector in
teaching makes lesson more diverse and interesting for them. For item number 5
(mean 3.60), 68% totally agree, 24% agree and 8% of respondents disagree that use of
Multimedia Projector in teaching makes lessons more fun and enjoyable for students.
Next for item number 6 (mean 3.60), 60% totally agree and 40% of respondents agree
that use of Multimedia projector giving more value in delivering content of lesson.
For item number 7 (mean 3.40), 48% totally agree, 44% agree and 8% of respondents
disagree with the use of Multimedia Projector in teaching has improved presentation
of teaching material. Next for item number 8 (mean 3.24), 40% totally agree, 44%
agree and 16% of respondents disagree that use of Multimedia Projector in teaching
has encouraged them to do the teaching material more creatively. Finally for item
number 9 (mean 3.48), 60% totally agree, 28% agree and 12% of respondents
disagree that they encourage student to use Multimedia Projector for their
presentation assessment.

From the findings, item number 4, 5 and 6 get the highest mean score 3.60.
That means majority of respondents totally agree that use of Multimedia projector in
teaching and learning process make the flow of class in delivering lesson more
diverse interesting, fun, enjoyable and more value in delivering content. For item

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number 3, the mean score is in average of 3.36 where respondents feel that using
Multimedia Projector during teaching and learning process leads to better student
understanding. Item number 2, indicates the lowest mean with 3.08, where
respondents only agree that they would like to use Multimedia Projector for the all
courses that they teach. It show that, there are some of lessons or contents that are not
suitable for using multimedia projector as a media tool in delivering contents, where
respondents still have to use other method in teaching. Besides that it is found that
there are zero percent respondents totally disagree for all items and number of
respondents who disagree for each item also very few.

Overall results for Section B about potentials and benefits of using Multimedia
Projector in the classroom for teaching and learning process shows that majority of
respondents feel comfortable in using Multimedia projector for their teaching and
learning process, there are many benefits on use it and the potential of use it as a tool
also will be high in future. Below are the findings for Section C which is about
challenges and barriers of using Multimedia Projector in classroom for teaching and
learning process:

Num ITEM SCALE FREQUENCY PERCENTAGE MEAN

1 There are many technical Totally Disagree 0 0

problems occur when Disagree 6 24 3.08
handling the Multimedia Agree 11 44

Projector. Totally agree 8 32

2 I am confident that I can Totally Disagree 0 0

overcome difficulties Disagree 10 40

using Multimedia Agree 11 44

Projector in the Totally agree 4 16 2.76

classroom (time,

scheduling, and

accountability).

3 The management should Totally Disagree 0 0

fix the Multimedia Disagree 00

Projector in the Agree 2 8 3.92

classroom so that it helps Totally agree 23 92

lecturers easier to use it.

4 Because of availability of Totally Disagree 0 0

Multimedia Projector are Disagree 4 16 3.16
limited at department it Agree 13 52

discourages me to use it. Totally agree 8 32

Table 5: Challenges and barriers of using Multimedia Projector in classroom for teaching and

learning process

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Refer to Table 5 above, there are four items in this Section and the
explanations are as follows. For item number 1 (mean 3.08), 32% totally agree, 44%
agree and 24% of respondents disagree that there are many technical problems occur
when handling the Multimedia Projector. For item number 2 (mean 2.76), 16%
respondents totally agree, 44% agree and 40% of respondents disagree that they
confident on overcome difficulties using Multimedia Projector in the classroom (time,
scheduling, and accountability). Next for item number 3 (mean 3.92), 92% totally
agree and 8% of respondents agree about management should fix the Multimedia
Projector in the classroom so that it helps them easier to use it. Finally for item
number 4 (mean 3.16), 32% totally agree, 52% agree and 16% of respondents
disagree that because of availability of Multimedia Projector are limited at department
it discourages them to use it.

From the finding also, it is found that item number 2 indicates the minimum
mean score which is 2.76. So, it is show that majority of respondents have difficulties
in using Multimedia projector because of time, scheduling and accountability. Four
item number 4, availability of Multimedia projector at Department score average
mean 3.16, where majority respondents feels discourages to use Multimedia projector
during teaching and learning process. While item number 3 score the highest mean
with 3.92 indicates that majority of respondents wants that management should fix the
multimedia projector at classrooms where it will easier for them to use it.

Overall findings for Section C which is about challenges and barriers of using
Multimedia Projector in classroom for teaching and learning process shows that
although using Multimedia projector in classroom help respondents to make the flow
of lesson more interesting, enjoyable, diverse and fun but because of technical
problems, difficulties in time consuming, schedule and accountability leads some
barriers on use it as a teaching tool. Besides that, the respondents have to carry out the
Multimedia projector to classroom if they want to use it. Furthermore, the limited
units of availability of Multimedia projector make them to skip on use it and back to
traditional teaching method.

From the data analysis and findings, it is show that all the research objectives
were fulfilled with the relevant outcomes. The most used software to display in
classroom was Microsoft PowerPoint. The potentials and benefits of using
Multimedia Projector in the classroom for teaching and learning process providing
benefits in a context of enhancing students level of understandings, giving more fun
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and interesting and it diverse the teaching style too. Although there are challenges and
barriers of using Multimedia Projector in classroom for teaching and learning process
but the use of Multimedia projector among respondents still high and most of them
able to overcome it according their self-ability and supports from management.

8.0 RECOMMENDATIONS
Using the instrument there is a question in Section D about respondent opinion

on improvements that should do for using Multimedia Projector in Classroom for the
Teaching and Learning process. The opinions of respondent are as follows:

 The management must ensure that the entire Multimedia projector that available
in department should be in good condition and manage the maintenance as well.

 The management should supply more Multimedia projector to Department.
 Permanently fixed the Multimedia projector at classrooms.
 Provide technical assistant during fixing and setting the multimedia projector in

classrooms.
 The department should motivate the lecturers to use Multimedia projector in

teaching and learning process.
 All lecturers should have basic knowledge on using Multimedia projector and

skills in solving technical problems.

Overall as a recommendation, the management of Polytechnic Sultan Idris
shah, should take action on supplying more Multimedia projector to Department
because due to technology enhancement, it is easier to teach student with using
Multimedia Projector in classroom. The lecturers can diverse the content of lesson in
many way more differently and creatively. Besides that it will make the lesson more
enjoyable and interesting to student. Seems the limited units of availability its make
the lecturer to avoid on use it and there are no changes in teaching style. The
management also must fixed the multimedia projector in classrooms so that lecturers
just have to carry out the laptops to classroom and able to start their lesson more fast
without wasting their time in searching the available projector. Besides that, when the
projector already fix in classroom, the lecturers can easily do the setting of it. For
handling the difficulties of using it, all lecturers should teach the basic knowledge on
how to use the Multimedia projector and how to solve some basic technical errors that

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always occur during use it. Finally, the department itself must encourage and motivate
all the lecturers to use Multimedia projector in teaching and learning process due to
rapid advent of new technologies and equipment development.

9.0 CONCLUSION
As a conclusion, from this study it is found that all the respondents used

Microsoft PowerPoint as software to create their teaching material and display it using
Multimedia projector. Respondents also agree that there are many benefits of using
Multimedia projector for teaching and learning process and the potential of use it also
high although there are some challenges and barriers in using it. As a recommendation
majority of respondents hopes that management supply more Multimedia projector to
Department and it will be better if the projector fix it in the classroom. Besides that
knowledge on using it and solving the technical errors should be teach to all lecturers.
And the Department itself should always motivate lecturers to use Multimedia
projector as one of media tool in teaching and learning process. In teaching the most
important objective is to fulfill the achievement of delivering lesson and content to the
students for them to understand it. Making the most of new technology in education is
not primarily about further technological advance, it is about improving the quality of
instructional design, using multimedia and interactivity to make students think, and
developing the pedagogical expertise of lecturers in exploring the intriguing
possibilities which new technology offers. So using Multimedia projector in
classroom for teaching and learning process will be better to all Educational
Institution where lecturers or teachers can gather all the information that relevant to
their lessons, make it creatively and interactively using relevant software and finally
they can display it to the students.

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Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how
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Vannatta, R. A., & Beyerbach, B. (2000). Facilitating a constructivist vision of
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MENGKAJI TAHAP MOTIVASI DAN FAKTOR-FAKTOR YANG MENDORONG
TEKANAN KERJA DALAM KALANGAN PENSYARAH JABATAN
PERDAGANGAN, POLITEKNIK SULTAN IDRIS SHAH

Jegathiswary A/P Murukan
Jabatan Perdagangan

Politeknik Sultan Idris Shah
[email protected]

Siti Aishah Binti Mohamad Sis
Jabatan Perdagangan

Politeknik Sultan Idris Shah
[email protected]

Nurhafizah Binti Hamidon
Jabatan Perdagangan

Politeknik Sultan Idris Shah
[email protected]

ABSTRAK
Penyelidikan ini bertujuan untuk mengenalpasti tahap motivasi dan faktor-
faktor yang mendorong tekanan kerja dalam kalangan Pensyarah Jabatan
Perdagangan, Politeknik Sultan Idris Shah, Sabak Bernam, Selangor. Objektif kajian
ini untuk mengenalpasti tahap motivasi, faktor-faktor yang mendorong kepada
tekanan kerja dan faktor yang paling mendorong kepada tekanan kerja dalam
kalangan Pensyarah Jabatan Perdagangan, Politeknik Sultan Idris Shah. Seramai 27
orang pensyarah dari Jabatan Perdagangan, Politeknik Sultan Idris Shah telah
dijadikan sebagai responden kajian ini. Borang soal selidik telah digunakan dalam
proses pengumpulan data dan hasilnya dianalisis dengan menggunakan perisian
“Statistical Package of the Social Sciences” (SPSS) versi 20.0. Analisis dibuat dengan
menggunakan kaedah statistik deskriptif iaitu dalam konteks kekerapan, peratus dan
min. Hasil dapatan dari penyelidikan ini menunjukkan bahawa tahap motivasi
Pensyarah Jabatan Perdagangan berada di tahap sederhana manakala faktor-faktor
yang mendorong tekanan kerja adalah kurang dan tidak kritikal. Bagi faktor yang
paling mendorong kepada tekanan kerja pula didapati kemerosotan kualiti kerja serta
keletihan selepas waktu kerja.

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1.0 PENGENALAN

Dalam arus pembangunan negara yang semakin pesat, peranan dan
tanggungjawab pensyarah turut menjadi semakin berat dan mencabar. Profesion
sebagai pensyarah boleh dikaitkan dengan profesion perguruan di Malaysia yang kini
semakin kompleks yang mana peranan guru tidak lagi khusus kepada mengajar,
mendidik dan membimbing sahaja malah telah berkembang ke tahap
mensosialisasikan, penggalakan, pengilhaman, penyaluran nilai, penyemaian rasa
hormat dan apresiasi kritikal dalam diri pelajar (Faridah & Zubaidah, 1999). Menurut
Noordin (1994), untuk menjamin kualiti perkhidmatan dalam profesion keguruan
pada abad ke-21 merupakan satu cabaran. Para pensyarah mempunyai tanggungjawab
untuk melahirkan generasi yang berupaya menjalankan penyelidikan dan penerokaan
ilmu dalam pelbagai bidang sekaligus memanfaatkan kehidupan penduduk. Bidang
tugas para pensyarah bukan hanya mengajar dan menyampaikan kuliah, malah
mereka berperanan mencipta, memperbaiki kelemahan dan mengembangkan ilmu.
Mengikut Abidin dan Ayudin (2008), bidang tugas pensyarah boleh dibahagikan
kepada lima: mengendalikan pengajaran, menjalankan penyelidikan, menerbitkan
hasil penyelidikan, menyelia pelajar, dan penglibatan dalam khidmat professional.
Ringkasnya kerjaya pensyarah menuntut agar staf akademik melakukan penerokaan,
penyelidikan, penulisan, penerbitan, perundingan, perkhidmatan masyarakat dan
pembangunan pelajar. Kejayaan melaksanakan sesuatu kerja dan tugas sentiasa
dikaitkan dengan tahap motivasi seseorang. Sekiranya tahap motivasi sesesorang
menurun maka ia akan mengakibatkan tekanan kerja dan masalah masalah yang lain
juga. Motivasi secara umumnya merupakan satu daya yang menggerakkan seseorang
untuk mencapai sesuatu objektif. Chaplin (1985) mendefinisikan motivasi sebagai
pemboleh ubah yang digunakan untuk menerangkan tentang faktor dalam organisasi
yang membangkitkan, mengekalkan dan mengarah tingkah laku ke arah sesuatu
matlamat. Ditinjau dari aspek kerja, motivasi merupakan usaha yang dilakukan oleh
seseorang pekerja bagi mencapai matlamat yang telah ditetapkan. Ia merupakan
keinginan, kehendak, dan kemahuan untuk melakukan sesuatu yang baik (Mohamed
& Merican, 1995). Motivasi dapat mempengaruhi prestasi kerja. Sesebuah organisasi
perlu memahami konsep motivasi agar dapat memotivasikan pekerjanya. Ia perlu
juga memahami reaksi pekerja terhadap tindakan yang boleh diambil oleh organisasi
seperti melibatkan gaji, ganjaran, pangkat dan sebagainya. Seperti yang diterangkan

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di atas, sekiranya tahap motivasi seseorang terjejas ia mendorong kepada tekanan
kerja. Tekanan kerja sebenarnya adalah satu bentuk tolakan yang boleh menjadikan
seseorang individu itu lebih bermotivasi untuk mencapai matlamat. Namun begitu
tekanan yang terlalu kuat boleh menjejaskan kesihatan mereka yang mengalaminya.
Ini bermakna mereka yang tidak berupaya menyelesaikan masalah dan menanggung
beban kerja yang banyak akan mudah mengalami tekanan yang memudaratkan
kesihatan mereka. Tekanan kerja juga akan menyebabkan seseorang itu berasa tidak
puas hati dan cepat berputus asa. Seterusnya perhubungan dengan ahli keluarga juga
akan tegang kerana kegagalan mengawal perasaan ini. Kesedaran mengenai bahawa
tekanan penting kerana tekanan akan membawa kepada pelbagai jenis penyakit seperti
kardiovaskular, penyakit kulit, sakit jantung, tekanan darah tinggi, sakit kepala, tidak
dapat tidur dan sebagainya. Semua ini akan menjejaskan kualiti kehidupan para
pensyarah (Sidal, 2002).

2.0 PERNYATAAN MASALAH

Secara umumnya, Politeknik adalah berperanan sebagai organisasi yang
memberikan perkhidmatan akademik dari aspek teknik dan vokasional termasuk
bidang perniagaan kepada pelajar. Dalam soal ini pensyarah adalah bertanggungjawab
dalam mendidik pelajar-pelajar tersebut. Profesion sebagai pensyarah bukanlah
sesuatu yang mudah berikutan tanggungjawab yang banyak dan mencabar. Pensyarah
bukan sahaja perlu memberikan kuliah pengajaran, mereka juga perlu memberi dan
menilai kerja-kerja kursus untuk pelajar-pelajar. Bukan itu sahaja, mereka juga perlu
membuat penyeliaan dan penyediaan berkenaan bidang-bidang yang diajar. Mereka
juga perlu membimbing pelajar-pelajar dan memberi kaunseling kepada pelajar-
pelajar. Selain itu, pensyarah haruslah menjadi role model kepada pelajar-pelajar
dengan menunjukkkan teladan yang baik kerana setiap perlakuan pensyarah sentiasa
diperhatikan oleh para pelajar. Untuk memastikan pensyarah selesa semasa sedang
mengajar adalah bergantung kepada tahap motivasi dan kurangnya faktor tekanan
kerja yang mereka alami. Pensyarah yang tidak mempunyai tahap motivasi yang
tinggi dan diikuti dengan tekanan kerja yang tinggi berkemungkinan tidak akan kekal
lama dalam profesion sebagai pendidik. Kajian telah menunjukkan bahawa bidang
pendidikan merupakan salah satu profesion yang berisiko tinggi untuk mengalami
tekanan (Dunham & Varma, 1998). Tekanan ditempat kerja haruslah dielakkan kerana

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