Bakar, S., et al.
Father’s Item Frequency Percentage
Occupation Kuala Lumpur 4 11.8
Melaka 3 8.8
Mother’s Johor 1 2.9
Occupation Selangor 3 8.8
Kelantan 1 2.9
Sarawak 1 2.9
Pulau Pinang 1 2.9
Public sector 8 23.5
Private sector 10 29.4
Business 7 20.6
Unemployed 6 17.6
Others 3 8.8
Public sector 11 32.4
Private sector 6 17.6
Business 3 8.8
Unemployed 12 35.3
Others 2 5.9
All sample respondents are male students and 52.9% are aged between 18 to 20 years old,
while the remaining 47.1% are above 20 years old. The finding indicates that majority of
respondents are local students which 12% of them are from Kedah. Followed by Perlis
5%, and other states with small percentages as in Table 1. It is shown that there is
difference in respondents’ family background, according to parents’ occupation.
Table 2: Statistic on Attending any Patriotic Occasions
Experience in any patriotic occasions Frequency Percentage
20 58.8
Attend at least once 14 41.2
Never attend
The questionnaire also indicates that most of respondents had experiences attending any
patriotic-related occasion with family members as in Table 2. This result may relate that
respondents have prior personal experiences and exposures in patriotic activities which
help the effectiveness of studying Malaysian Studies theoretically in class during their
study at Institut Kemahiran MARA Sik.
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Bakar, S., et al.
Table 3: Respondent Academic Achievement Background
Item Frequency Percentage
21 61.8
SPM Result Passed 11 32.4
Failed 2 5.9
History subject’s grade N/A 1 2.9
10 29.4
B 10 29.4
C 3 8.8
D 8 23.5
E 2 5.9
G
N/A
Table 3 shows that among all, there are two samples indicated by N/A means the
respondents did not sit for Sijil Pelajaran Malaysia (SPM) examination. Meanwhile,
32.4% failed in SPM examination and low scores for History subject. Only a sample got
B score for the subject. The result is not surprising since the entry requirement for
Diploma in HVAC is Malaysian Skill Certificate Level 2 holders from Giat MARA. Due
to this, respondents have low theory proficiency for History Subject that will be the factor
for the effectiveness in learning Malaysian Studies subject.
Table 4: Statistic for Procession Participation
Participation in any patriotic procession Frequency Percentage
Participated at least once 19 55.9
Never participated 15 44.1
The research is including a survey questionnaire for respondents’ participation in any
patriotic-related procession and the finding shows about half of them had participated in
such procession organized by schools and previous institutions during Merdeka or
Malaysia Day celebrations. This kind of participation brings enthuatism and interest as
prior experience before adapting the patriotism spirit learnt in Malaysian Studies class.
Table 5: Course Teaching Methodoloy for Malaysian Studies
Criteria Score Percentage
(from 1=Not at all Satisfied, 2=Slightly
Lectures are delivered attractively
Varieties of teaching aids are used Satisfied, 3=Moderately Satisfied,
4=Very Satisfied 5= Completely
Satisfied)
12 3 4 5
2.9% 5.9% 0 32.4% 58.8%
0 5.9% 5.9% 23.5% 64.7%
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Bakar, S., et al.
Group task or assignment is attractive 0 0 11.8% 26.5% 61.8%
Presentation task is beneficial in 0 2.9% 8.8% 41.2% 47.1%
memorizing facts 0
Video watching is beneficial in 0 0 11.8% 23.5% 64.7%
understanding history 0 2.9% 8.8% 32.4% 55.9%
Site visit to historical places beneficial for 0 2.9% 11.8% 35.3% 50.0%
the subject
Lecture’s personality effects students’ 0 11.7% 35.3% 53.0%
interests
Two hours lecture allocated is adequate
The next factor is about course methodology in teaching and learning Malaysian Studies
at Institut Kemahiran MARA Sik. Table 5 summarizing the scores for Likert Scale about
satisfaction on course methodologies. Generally, respondents agree that lecture is
delivered attractively by the lecturer with varieties of teaching aids used. Group tasks
receive good response and preferred by the repondents, as well as video-aids and site
visits to historical places. Such teaching methods helps respondents to understand and
appreciate the history facts and knowledge about the nation. The personality of lecturer
influences respondents’ interests to give attention and focus during teaching and learning
process with spirit of patriotism to enlighten the lectures. Time allocated for the course is
only two hours lecture in a week, whereas no tutorial slot is allocated. By considering
TVET students, respondents eager to experience study using psychometric related
methods. Therefore, the lecturer plays an important role to maintain students’ interest
though majority of respondents strongly agree with time allocated. Only enthusiasm will
lead to build patriotism spirit among students in class.
The course syllabus also contributes in obtaining the research finding, by collecting
responses in the following Likert Scale.
Table 6: Course Syllabus for Malaysian Studies
Criteria Score Percentage
(from 1=strongly disagree, 2=diasgree,
Topic contents is interesting 3=not sure, 4=agree to 5=strongly agree)
A topic on Malaysian society is explained 12 3 4 5
well 2.9% 5.9% 2.9% 26.5% 61.8%
The important dates for historic days or 0 5.9% 2.9% 35.3% 55.9%
events are precisely explained
The independence process is explained 5.9% 14.7% 32.4% 44.1% 2.9%
well
The explanation on Malaysian 0 2.9% 11.8% 35.3% 50%
government is explained and related to the
current situation 0 2.9% 11.8% 32.4% 52.9%
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Bakar, S., et al.
Learning Malaysian Studies bring effect 0 0 14.7% 23.5% 61.8%
in real-life experience
The result shown in Table 6 summarizes that respondents said the topic contents in
Malaysian Studies course is interesting. Most of the topics are explained well especially
for the topics of Malaysian society and the process of Independence. By using related
teaching aids and internet, the topics are well explained to students. The respondents rate
averagely for the topic highlighting the important dates and events before and after the
Independence. Respondents showed average scores for third criteria which is the
explanation for topic on important dates for historic days or events. This is possibly due
to previous academic background with low grades for History subject that they weakly
able to memorize all the important dates and facts. Overall respondents strongly agree
that attending Malaysian Studies course brings effect to real life and develops the spirits
of nationalism and patriotism among them.
The last finding is about the mass media influences based on the result for the given
questionnaires as in Table 7.
Table 7: The Influences of Mass Media
Item Frequency Percentage
I had watched a live broadcast of National Yes 29 85.3
Day Celebration on TV No 5 14.7
I am following a social media related to Yes 25 73.5
patriotic issues No 9 26.5
I like to watch patriotic movies Yes 24 70.6
No 10 29.4
I had read the fact about Jalur Gemilang Yes 24 70.6
posted on any social media No 10 29.4
I had joined a patriotic competition Yes 9 26.5
advertised on social media No 25 73.5
I had shared a posting about patriotic Yes 18 52.9
47.1
campaign on social media No 16
From the finding, almost respondent (85%) had watched a live National Day celebration
broadcast on TV and had following social media related to patriotics such as facebook,
twitter, Instagram etc. However, there is quite low percentage for respondents who had
participated in competitions advertised on social media. Based on this finding, the lecturer
should encourage the respondents and generally other students to take part or involve in
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Bakar, S., et al.
such patriotic events organized by any society or agency, not only for intercollege
participation. The influences of media mass really improve the effectiveness of Malaysian
Studies subject to develop patriotism because students may share their experiences and
knowledge during teaching and learning session. It also helps during group task and
presentation by generating more ideas of discussion for a given topic. Furthermore, most
of infographics used in social media are interesting and appropriate to be used as teaching
aids for Malaysia Studies course.
CONCLUSION
As a conclusion, Malaysian Studies subject is effective to develop the spirit of patriotism
among 3rd and 4th semester students of Diploma in Heating, Ventilating and Air-
Conditioning at Institut Kemahiran MARA Sik students. The syllabus and course contents
meet the standard by Malaysia Qualifications Agency (MQA) with appropriate teaching
methods. Though there is difference in academic background among them especially in
History subject, respondents attend well during the teaching and learning process, besides
good participation in most of the activities conducted in class. Hoping that the spirit of
patriotism is retained even after completing the course, everyone in the institution should
contribute an effort and show loves and responsibilities to the nation.
DECLARATION
I hereby declare that the work in this article is my own, except for quotations and
paraphrase as in the references.
REFERENCES
[1] Abd Sukor Bin Yusof, Pemupukan Semangat Patriotisme Di Kalangan Pelajar
Sekolah Menengah Menerusi Pengajaran Dan Pembelajaran Sejarah : Satu
Kajian Kes Tingkatan Dua, Universiti Pendidikan Sultan Idris (UPSI), 2003.
[2] Aziz Ujang, Jamaluddin Md. Jahi, Kadir Arifin & Kadaruddin Aiyub, Kesedaran
Generasi Muda Terhadap Patriotisme dan Perpaduan Nasional di Malaysia,
International Journal of The Malay World And Civilization (IMAN) 2, (2), 2014 :
13 -39.
100
Bakar, S., et al.
[3] Bahagian Kemahiran dan Teknikal Majlis Amanah Rakyat (2016), Modul Subjek
Pengajian Malaysia NUA 2022.
[4] Mardiana Nordin, Hasnah Hussiin (2005), Pengajian Malaysia, Fajar Bakti Sdn.
Bhd, Selangor.
[5] Nazri Muslim, Jamsari Alias, Patriotisme: Konsep Dan Pelaksanaannya Di
Malaysia, Universiti Kebangsaan Malaysia.
[6] Roff, W.R.(1967), The Origin Of Malay Nationalism, Kuala Lumpur, University
of Malaya Press.
[7] Sarjit S. Gill (2015), Kesedaran Patriotik Dalam Kalangan Belia Bandar Di
Semenanjung Malaysia, Dalam Jurnal Sosial Ilmu Politik Universitas
Hasanuddin, Indonesia.
101
SA Conference Proceeding: Industrial Revolution 4.0 Vol.1, Issue 01 (2020) 102-110
International Innovation Technology Exhibition & Conferences 2019 (Itec’19), September 24th - 25th 2019
Copyright © 2020 Kolej Kemahiran Tinggi MARA (KKTM) Kemaman
E-ISBN: 978-967-17985-0-8
Readiness of Change Leadership Practices in the sustainability of International
Baccalaureate Diploma Program (IBDP) in MARA College
Satinah Awang1,*, Kenny Cheah Soo Lee1 and Chua Yan Piaw1
1Institute of Educational Leadership, Faculty of Education
University of Malaya, Jalan Universiti, 50603 Kuala Lumpur,
Wilayah Persekutuan Kuala Lumpur.
*Email: [email protected]
Phone: +60379675028; Fax: +60379547551
ABSTRACT
This qualitative study aims to explore readiness of change leadership practices in the
sustainability of International Baccalaureate Diploma Program (IBDP) in MAJLIS
AMANAH RAKYAT (MARA) College. Semi-structured interviews were conducted
with 20 respondents consisting of top-level leaders and seniors teachers in MARA
College. The objective of this qualitative exploratory case study methodology is to
examine in-depth the readiness of change leadership practices to sustain IBDP in MARA
College. The findings show that top-level leaders and seniors teachers in various subjects
experienced three deductive themes readiness of change which are unfreeze, change and
refreeze in maintaining the sustainability of IBDP in MARA College. From the interview,
inductive code emerged tabulated as a network and table.
Keywords: Readiness of change; Leadership Practices; Sustainability of IBDP.
INTRODUCTION
Leadership is defined as a source of social and informal influence used to inspire action
taken by others. This means that leadership moves others to fight for the same goals.
Leaders help individuals to take collective action in the organization (Norris & Poulton,
2008). This study aims to clarify the concepts of change in leadership, acceptance of
change in order to sustain in MARA College. According to Armenakis, Harris &
Awang, S., et al.
Mossholder (2006) leader as a change agents can influence employees' willingness to
change within the organization. This is supported by Freiberg (1999) on the importance
of leadership in establishing good schools by creating a good school climate, improving
and maintaining a conducive learning environment. In contrast, Isa, Muda, Ibrahim &
Mansor (2017) opined that the success of school not only depends on the school
leadership, but also the teachers as a key contributors to the success of the school
organization. Based on Armenakis et al., (2006), there are four important ways to apply
leadership readiness in the organization. First, the willingness of leader to respond to the
beliefs, attitudes, and desires of their sub-ordinates within the organization. Second, the
influence of strategy and the importance of a leader's credibility in being a leadership
agent in adapting the process of readiness among members in the organization. Third, the
combination of needs and willingness of sub-ordinates to accept change whether
proactive or reactive. The fourth step is to create readiness for change and described as
permanent in leadership practices.
BACKGROUND OF STUDY
This research focuses on the readiness of change leadership practices in the sustainability
of International Baccalaureate Diploma Program (IBDP) in MARA College. Past
research identified three process involved in readiness of change which are unfreeze,
change and refreeze (Lewin, 1947 ; Armenakis, Harris & Mossholder, 1993; Armenakis,
Harris & Mossholder, 2006; Cummings, Bridgman & Brown, 2016).
THEORETICAL FRAMEWORK
Although this study uses the qualitative methodology, some references on theories are
important to form the foundation for understanding in three major aspects of readiness of
change (Cheah, 2019). In this article researcher focus on the emergent of inductive code
from the context of IBDP in MARA College. In the context of this research, the
researcher has taken three steps as a theoretical guide in order to study in depth readiness
of change leadership practices in the sustainability of IBDP in MARA College.
103
Awang, S., et al.
•Ensures that change •Ensures that
employees are the change
ready for •Execute the becomes
change intended permanent
change
unfreeze Refreeze
Figure 1: The Three Stages Model Adopted from Kurt Lewin (1947).
UNFREEZE, CHANGE AND REFREEZE
Lewin's (1947) model of change involves three processes, namely, unfreeze, change and
refreeze. Unfreeze is the process before changes are made. This model represents a very
simple and practical model for understanding the process of change. According to Lewin
(1947), the process of change requires the dissemination of information that change is
needed in an organization. Based on Shirley (2013) this model is still widely used and
serves as the basis for many modern change models.
Many attempts at organizational change have failed because sub-ordinates that focus on
change are not ready to change (Norris & Poulton, 2008). In this study, change in
leadership is focused on teachers and staff. According to Norris et al., (2008) there are
several important priorities to focus on change, namely, 1.) Communicating a Plan for
Change, 2.) Develop a Sense of Urgency, 3.) Building a Coalition, 4.) Provide Support ,
5.) Allow Employees to Participate, 6.) Executing Change, 7.) Continue to Provide
Support and 8.) Create Small Wins.
In order changes can be implemented, it must go through an initial process, that is
unfreeze. Naturally any change that is either reactive or proactive will be counteract by
sub-ordinate (Hussain S.T, Lei, Akram, Haider, Hussain S.H & Ali, 2018). Therefore
communication is very important in all three processes. As usual, the more we know about
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Awang, S., et al.
the changes to come and understand, the important of changes the more we are to accept
those changes and be motivated. Similarly Wanberg & Banas (2000) opined, when
employees know what to expect, when, and why, they will feel more comfortable.
Research shows that those who have more information about upcoming changes are more
committed to change. In addition, in order to achieve successful change, leaders must not
only be able to explain the changes that will occur but also to envision the overall change
(Foks, 2015).
Cummings, Bridgman, & Brown (2016) further acknowledge that change is the process
by which organizations must move to new situations. This process of change, referred to
as a transition or move after unfreeze process. Whereas the implementation of this change
involves refreeze process. This happens when the change becomes apparent. The final
stage of the change model is referred to as refreezing to represent action taken to
strengthen, stabilize and reinforce the new situation after the change. Changes made to
the organizational processes, goals, structure, teaching and learning are being transformed
into new routines within the organization.
The following objectives are designed in this study to address the readiness of change
leadership practices in the sustainability of International Baccalaureate Diploma Program
(IBDP) in MARA College.
OBJECTIVES OF THE STUDY
To explore the readiness of change leadership practices in the sustainability IBDP in
MARA College. In corresponding to the above research objectives, the following
research question is drafted for this study;
RESEARCH QUESTION
How the readiness of change leadership practices in the sustainability IBDP in MARA
College?
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Awang, S., et al.
METHODOLOGY
As mentioned earlier, this investigation aimed to explore the readiness of change
leadership practices in the sustainability IBDP in MARA College. The qualitative
approach method of inquiry was adopted for this study in relation to Miles and
Huberman’s (1994) guide on qualitative research that aims to explicate the ways people
react towards their daily life responsibilities.
DATA COLLECTION
In this case study, the primary source of data collection was the use of a semi-structured
interview. For triangulation, additional data was also collected from secondary data that
were related to the research such as yearly organisational reports from MARA College
and past research worldwide. Data collection and analysis was also carried out
simultaneously (Strauss, 1987; Glaser, 1978) in an iterative manner as the researcher
began to understand the data in relation to reality.
FINDINGS
Findings on readiness of change leadership practices in the sustainability IBDP in MARA
College shown in Figure 2. Readiness of change leadership practices consist of 3 process
which are unfreeze leadership practices process, change leadership practices process and
refreeze leadership practices process.
In the analysis of change leadership process, three sub-themes emerged which are role
of leadership, employee involvement and knowledge sharing. Table 1 tabulated finding
for contextual model of unfreeze leadership practices process themes. In the unfreeze
process theme, principal more on open minded and follow the existing daily flow of
school and organization.
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Awang, S., et al.
Figure 2: Network from Atlas Ti, Readiness of Change Leadership Practices
Table 1: Contextual Model of Unfreeze Leadership Practices Process Themes
Theme Unfreeze Suggested by Density
1. Teachers need to adapt to the R1, R2, 6
technology change in teaching R5,R7, R11,
aids. R15.
2. Teacher need to be equipped R1, R2, R7, 5
with latest discoveries of R11, R14.
Unfreeze subject teaching to gratify for
Leadership global changes.
Practices 3. Principal explain R1, R2, R3, 5
Process responsibility of IBDP teacher R4,R5.
in term of teaching and
learning.
4. Principal emphasized on the R1, R2, R4, 7
role of teacher in the IBDP. R5,R7, R10,
R11.
5. Principal unfreezing other R1, R5, R6, 6
method of teaching apply in the R9, R11, R12
classroom.
Note for code : RE- Readiness, UFL-Unfreeze Leadership Practices, TEC-Technology
Analysis code RE-UFL-TEC: Teacher need to adapt to the technology change in
teaching aids
Based on respondents, IBDP teacher need to be creative and move towards 21st Century
Education in the teaching and learning. Nowadays teaching and learning focus on
student’s centred rather than teacher’s centred. As a teacher in the IBDP, the change will
give an impact especially to adapt the new method of teaching compare to conversional
method of teaching.
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Awang, S., et al.
Analysis code RE-UFL-DIS: Teacher need to be equipped with latest discoveries
of subject teaching to gratify for global changes.
IBDP is well known as program with latest discoveries for all subjects in the curriculum.
Teacher adaption to the new discoveries is compulsory to meet IBDP requirements in the
internal and external assessment.
Analysis code RE-UFL-RES: Principal explain responsibility of IBDP teacher in
term of teaching and learning.
In the unfreeze process principal try to grasp teacher attention and introduce them
changes in teaching aids. Teachers will be send to related workshop to gain knowledge
for new teaching aids and latest discoveries in IBDP.
Analysis code RE-UFL-MTA: Principal unfreezing other method of teaching apply
in the classroom.
In the concept of unfreeze process, principal explained the responsibility of teacher as
primary resources for students to learn related subject in IBDP. Teacher as facilitator
responsible to guide student and mould student from the national curriculum to
international curriculum.
Next in Table 2, Contextual Model Change of Leadership Practices Process themes are
categories into 3 sub-themes which are 1.) Role of Leadership, 2.) Employee
Involvement and 3.) knowledge sharing.
Table 2: Contextual Model Change of Leadership Practices Process Themes
Sub-Theme Code Unfreeze Suggested by Density
Role of RE-CHA-MPE 1. Principal managed to put R1, R2, R3, 5
Leadership everything in order. R6, R19. 7
4
Employee RE-CHA-LPR 2. Principal faced resistant with R1, R2,
Involvement
the changes made R4,R7, R11,
R12.
Knowledge RE-CHA-CUR 3. Principal ensure teachers R1, R5, R8,
sharing adapt to comprehensive R12
curriculum that involves
creativity, service and action
Note for code : RE- Readiness, CHA-Change of Leadership Practices Process, CUR-
Curriculum
Based on interviewed, the contextual change model of refreeze leadership practices
themes are tabulated in Table 3.
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Awang, S., et al.
Table 3: Contextual Change Model of Refreeze Leadership Practices Process Themes
Theme Code Refreeze Suggested by Density
Refreeze RE-RLP-5YR 1. Teacher need to be familiar with R1, R5,R7, R11, 6
Leadership teaching aids to meet 5 years R13, R16. 4
Practices review of syllabus.
Process
RE-RLP-IBO 2. Principal and teachers follow IBO R1, R2, R8, R14
guideline.
RE-RLP-GBC 3. Principal give a brief what is IBDP R1, R2, R6,R7, 6
to candidate before they select R10, R11.
IBDP.
Note for code : RE- Readiness, RLP-Refreeze Leadership Practices Process, 5YR-5 years
review
CONCLUSION
This three step process model gives a leader an idea of what implementing change means
when dealing with people especially in the sustainability of IBDP in MARA College.
Lewin (1947) model provide guidance on how to go about getting people to change as a
deductive code in the unit of analysis. Inductive code that apply to the reality at MARA
College can be used as reference to guide top management in managing IBDP in others
school. Based on finding of the research, the key elements of readiness of change
leadership practices in the sustainability IBDP in MARA College are within its
leadership, communication, infrastructure, culture and systems
References
[1] Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (1993). Creating
readiness for
organizational change. Human relations, 46(6), 681-703.
[2] Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (2006). Creating
readiness for
organizational change. Org Dev & Trng, 6E (Iae), 298.
[3] Cheah, K. S. (2019). Implementation of Environmental Education Program(EEP)
in A Nature
[4] Education School(NES): Strategies, Benefits & Challenges. MOJEM: Malaysian
Online Journal of Educational Management, 7(2), 92-121.
109
Awang, S., et al.
[5] Cummings, S., Bridgman, T., & Brown, K. G. (2016). Unfreezing change as three
steps: Rethinking Kurt Lewin’s legacy for change management. Human
relations, 69(1), 33-60.
[6] Esa, N. B. A. @, Muda, M. S. B., Ibrahim, M. Y. B., & Mansor, N. R. B. (2017).
The Application of Kurt Lewin ´s Model of Change in the Implementation of
Higher Order Thinking Skills in School. International Journal of Academic
Research in Business and Social Sciences, 7(8). doi: 10.6007/ijarbss/v7-i8/3212
[7] Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018).
Kurt Lewin's change model: A critical review of the role of leadership and
employee involvement in organizational change. Journal of Innovation &
Knowledge, 3(3), 123-127
[8] Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic
resource. JONA: The Journal of Nursing Administration, 43(2), 69-72. Wanberg,
C. R., & Banas, J. T. (2000). Predictors and outcomes of openness to changes in
a reorganizing workplace. Journal of applied psychology, 85(1), 132.
[9] Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in
social science; social equilibria and social change. Human relations, 1(1), 5-41.
[10] Norris, D. M., & Poulton, N. L. (2008). A guide to planning for change. Ann
Arbor, MI: Society for College and University Planning.
[11] Foks, M. (2015). Antecedents of commitment to change: a study about the
contribution of change related variables, individual variables, communication
variables and work-relationships to employees’ commitment to organizational
change (Master's thesis, University of Twente).
110
SA Conference Proceeding: Industrial Revolution 4.0 Vol.1, Issue 01 (2020) 102-110
International Innovation Technology Exhibition & Conferences 2019 (Itec’19), September 24th - 25th 2019
Copyright © 2020 Kolej Kemahiran Tinggi MARA (KKTM) Kemaman
E-ISBN: 978-967-17985-0-8
Readiness of Change Leadership Practices in the sustainability of International
Baccalaureate Diploma Program (IBDP) in MARA College
Satinah Awang1,*, Kenny Cheah Soo Lee1 and Chua Yan Piaw1
1Institute of Educational Leadership, Faculty of Education
University of Malaya, Jalan Universiti, 50603 Kuala Lumpur,
Wilayah Persekutuan Kuala Lumpur.
*Email: [email protected]
Phone: +60379675028; Fax: +60379547551
ABSTRACT
This qualitative study aims to explore readiness of change leadership practices in the
sustainability of International Baccalaureate Diploma Program (IBDP) in MAJLIS
AMANAH RAKYAT (MARA) College. Semi-structured interviews were conducted
with 20 respondents consisting of top-level leaders and seniors teachers in MARA
College. The objective of this qualitative exploratory case study methodology is to
examine in-depth the readiness of change leadership practices to sustain IBDP in MARA
College. The findings show that top-level leaders and seniors teachers in various subjects
experienced three deductive themes readiness of change which are unfreeze, change and
refreeze in maintaining the sustainability of IBDP in MARA College. From the interview,
inductive code emerged tabulated as a network and table.
Keywords: Readiness of change; Leadership Practices; Sustainability of IBDP.
INTRODUCTION
Leadership is defined as a source of social and informal influence used to inspire action
taken by others. This means that leadership moves others to fight for the same goals.
Leaders help individuals to take collective action in the organization (Norris & Poulton,
2008). This study aims to clarify the concepts of change in leadership, acceptance of
change in order to sustain in MARA College. According to Armenakis, Harris &
Awang, S., et al.
Mossholder (2006) leader as a change agents can influence employees' willingness to
change within the organization. This is supported by Freiberg (1999) on the importance
of leadership in establishing good schools by creating a good school climate, improving
and maintaining a conducive learning environment. In contrast, Isa, Muda, Ibrahim &
Mansor (2017) opined that the success of school not only depends on the school
leadership, but also the teachers as a key contributors to the success of the school
organization. Based on Armenakis et al., (2006), there are four important ways to apply
leadership readiness in the organization. First, the willingness of leader to respond to the
beliefs, attitudes, and desires of their sub-ordinates within the organization. Second, the
influence of strategy and the importance of a leader's credibility in being a leadership
agent in adapting the process of readiness among members in the organization. Third, the
combination of needs and willingness of sub-ordinates to accept change whether
proactive or reactive. The fourth step is to create readiness for change and described as
permanent in leadership practices.
BACKGROUND OF STUDY
This research focuses on the readiness of change leadership practices in the sustainability
of International Baccalaureate Diploma Program (IBDP) in MARA College. Past
research identified three process involved in readiness of change which are unfreeze,
change and refreeze (Lewin, 1947 ; Armenakis, Harris & Mossholder, 1993; Armenakis,
Harris & Mossholder, 2006; Cummings, Bridgman & Brown, 2016).
THEORETICAL FRAMEWORK
Although this study uses the qualitative methodology, some references on theories are
important to form the foundation for understanding in three major aspects of readiness of
change (Cheah, 2019). In this article researcher focus on the emergent of inductive code
from the context of IBDP in MARA College. In the context of this research, the
researcher has taken three steps as a theoretical guide in order to study in depth readiness
of change leadership practices in the sustainability of IBDP in MARA College.
103
Awang, S., et al.
•Ensures that change •Ensures that
employees are the change
ready for •Execute the becomes
change intended permanent
change
unfreeze Refreeze
Figure 1: The Three Stages Model Adopted from Kurt Lewin (1947).
UNFREEZE, CHANGE AND REFREEZE
Lewin's (1947) model of change involves three processes, namely, unfreeze, change and
refreeze. Unfreeze is the process before changes are made. This model represents a very
simple and practical model for understanding the process of change. According to Lewin
(1947), the process of change requires the dissemination of information that change is
needed in an organization. Based on Shirley (2013) this model is still widely used and
serves as the basis for many modern change models.
Many attempts at organizational change have failed because sub-ordinates that focus on
change are not ready to change (Norris & Poulton, 2008). In this study, change in
leadership is focused on teachers and staff. According to Norris et al., (2008) there are
several important priorities to focus on change, namely, 1.) Communicating a Plan for
Change, 2.) Develop a Sense of Urgency, 3.) Building a Coalition, 4.) Provide Support ,
5.) Allow Employees to Participate, 6.) Executing Change, 7.) Continue to Provide
Support and 8.) Create Small Wins.
In order changes can be implemented, it must go through an initial process, that is
unfreeze. Naturally any change that is either reactive or proactive will be counteract by
sub-ordinate (Hussain S.T, Lei, Akram, Haider, Hussain S.H & Ali, 2018). Therefore
communication is very important in all three processes. As usual, the more we know about
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the changes to come and understand, the important of changes the more we are to accept
those changes and be motivated. Similarly Wanberg & Banas (2000) opined, when
employees know what to expect, when, and why, they will feel more comfortable.
Research shows that those who have more information about upcoming changes are more
committed to change. In addition, in order to achieve successful change, leaders must not
only be able to explain the changes that will occur but also to envision the overall change
(Foks, 2015).
Cummings, Bridgman, & Brown (2016) further acknowledge that change is the process
by which organizations must move to new situations. This process of change, referred to
as a transition or move after unfreeze process. Whereas the implementation of this change
involves refreeze process. This happens when the change becomes apparent. The final
stage of the change model is referred to as refreezing to represent action taken to
strengthen, stabilize and reinforce the new situation after the change. Changes made to
the organizational processes, goals, structure, teaching and learning are being transformed
into new routines within the organization.
The following objectives are designed in this study to address the readiness of change
leadership practices in the sustainability of International Baccalaureate Diploma Program
(IBDP) in MARA College.
OBJECTIVES OF THE STUDY
To explore the readiness of change leadership practices in the sustainability IBDP in
MARA College. In corresponding to the above research objectives, the following
research question is drafted for this study;
RESEARCH QUESTION
How the readiness of change leadership practices in the sustainability IBDP in MARA
College?
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METHODOLOGY
As mentioned earlier, this investigation aimed to explore the readiness of change
leadership practices in the sustainability IBDP in MARA College. The qualitative
approach method of inquiry was adopted for this study in relation to Miles and
Huberman’s (1994) guide on qualitative research that aims to explicate the ways people
react towards their daily life responsibilities.
DATA COLLECTION
In this case study, the primary source of data collection was the use of a semi-structured
interview. For triangulation, additional data was also collected from secondary data that
were related to the research such as yearly organisational reports from MARA College
and past research worldwide. Data collection and analysis was also carried out
simultaneously (Strauss, 1987; Glaser, 1978) in an iterative manner as the researcher
began to understand the data in relation to reality.
FINDINGS
Findings on readiness of change leadership practices in the sustainability IBDP in MARA
College shown in Figure 2. Readiness of change leadership practices consist of 3 process
which are unfreeze leadership practices process, change leadership practices process and
refreeze leadership practices process.
In the analysis of change leadership process, three sub-themes emerged which are role
of leadership, employee involvement and knowledge sharing. Table 1 tabulated finding
for contextual model of unfreeze leadership practices process themes. In the unfreeze
process theme, principal more on open minded and follow the existing daily flow of
school and organization.
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Figure 2: Network from Atlas Ti, Readiness of Change Leadership Practices
Table 1: Contextual Model of Unfreeze Leadership Practices Process Themes
Theme Unfreeze Suggested by Density
1. Teachers need to adapt to the R1, R2, 6
technology change in teaching R5,R7, R11,
aids. R15.
2. Teacher need to be equipped R1, R2, R7, 5
with latest discoveries of R11, R14.
Unfreeze subject teaching to gratify for
Leadership global changes.
Practices 3. Principal explain R1, R2, R3, 5
Process responsibility of IBDP teacher R4,R5.
in term of teaching and
learning.
4. Principal emphasized on the R1, R2, R4, 7
role of teacher in the IBDP. R5,R7, R10,
R11.
5. Principal unfreezing other R1, R5, R6, 6
method of teaching apply in the R9, R11, R12
classroom.
Note for code : RE- Readiness, UFL-Unfreeze Leadership Practices, TEC-Technology
Analysis code RE-UFL-TEC: Teacher need to adapt to the technology change in
teaching aids
Based on respondents, IBDP teacher need to be creative and move towards 21st Century
Education in the teaching and learning. Nowadays teaching and learning focus on
student’s centred rather than teacher’s centred. As a teacher in the IBDP, the change will
give an impact especially to adapt the new method of teaching compare to conversional
method of teaching.
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Analysis code RE-UFL-DIS: Teacher need to be equipped with latest discoveries
of subject teaching to gratify for global changes.
IBDP is well known as program with latest discoveries for all subjects in the curriculum.
Teacher adaption to the new discoveries is compulsory to meet IBDP requirements in the
internal and external assessment.
Analysis code RE-UFL-RES: Principal explain responsibility of IBDP teacher in
term of teaching and learning.
In the unfreeze process principal try to grasp teacher attention and introduce them
changes in teaching aids. Teachers will be send to related workshop to gain knowledge
for new teaching aids and latest discoveries in IBDP.
Analysis code RE-UFL-MTA: Principal unfreezing other method of teaching apply
in the classroom.
In the concept of unfreeze process, principal explained the responsibility of teacher as
primary resources for students to learn related subject in IBDP. Teacher as facilitator
responsible to guide student and mould student from the national curriculum to
international curriculum.
Next in Table 2, Contextual Model Change of Leadership Practices Process themes are
categories into 3 sub-themes which are 1.) Role of Leadership, 2.) Employee
Involvement and 3.) knowledge sharing.
Table 2: Contextual Model Change of Leadership Practices Process Themes
Sub-Theme Code Unfreeze Suggested by Density
Role of RE-CHA-MPE 1. Principal managed to put R1, R2, R3, 5
Leadership everything in order. R6, R19. 7
4
Employee RE-CHA-LPR 2. Principal faced resistant with R1, R2,
Involvement
the changes made R4,R7, R11,
R12.
Knowledge RE-CHA-CUR 3. Principal ensure teachers R1, R5, R8,
sharing adapt to comprehensive R12
curriculum that involves
creativity, service and action
Note for code : RE- Readiness, CHA-Change of Leadership Practices Process, CUR-
Curriculum
Based on interviewed, the contextual change model of refreeze leadership practices
themes are tabulated in Table 3.
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Table 3: Contextual Change Model of Refreeze Leadership Practices Process Themes
Theme Code Refreeze Suggested by Density
Refreeze RE-RLP-5YR 1. Teacher need to be familiar with R1, R5,R7, R11, 6
Leadership teaching aids to meet 5 years R13, R16. 4
Practices review of syllabus.
Process
RE-RLP-IBO 2. Principal and teachers follow IBO R1, R2, R8, R14
guideline.
RE-RLP-GBC 3. Principal give a brief what is IBDP R1, R2, R6,R7, 6
to candidate before they select R10, R11.
IBDP.
Note for code : RE- Readiness, RLP-Refreeze Leadership Practices Process, 5YR-5 years
review
CONCLUSION
This three step process model gives a leader an idea of what implementing change means
when dealing with people especially in the sustainability of IBDP in MARA College.
Lewin (1947) model provide guidance on how to go about getting people to change as a
deductive code in the unit of analysis. Inductive code that apply to the reality at MARA
College can be used as reference to guide top management in managing IBDP in others
school. Based on finding of the research, the key elements of readiness of change
leadership practices in the sustainability IBDP in MARA College are within its
leadership, communication, infrastructure, culture and systems
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organizational change. Human relations, 46(6), 681-703.
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steps: Rethinking Kurt Lewin’s legacy for change management. Human
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The Application of Kurt Lewin ´s Model of Change in the Implementation of
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Research in Business and Social Sciences, 7(8). doi: 10.6007/ijarbss/v7-i8/3212
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Kurt Lewin's change model: A critical review of the role of leadership and
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resource. JONA: The Journal of Nursing Administration, 43(2), 69-72. Wanberg,
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[10] Norris, D. M., & Poulton, N. L. (2008). A guide to planning for change. Ann
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SA Conference Proceeding: Industrial Revolution 4.0 Vol.1, Issue 01 (2020) 111-116
International Innovation Technology Exhibition & Conferences 2019 (Itec’19), September 24th - 25th 2019
Copyright © 2020 Kolej Kemahiran Tinggi MARA (KKTM) Kemaman
E-ISBN: 978-967-17985-0-8
A Scientific Definition of Distributive Justice within Waqf Context
N. A. Ismail1, I. Omar 1,2* and K. S. Jamaludin1
1Centre for Graduate Studies, Universiti Tun Hussein Onn Malaysia,
86400 Parit Raja, Batu Pahat, Johor, Malaysia
*Email: [email protected]
Phone: +607-453 7757; Fax: +607-453 6111
2Faculty of Technology Management & Business, Universiti Tun Hussein Onn
Malaysia,
86400 Parit Raja, Batu Pahat, Johor, Malaysia
*Email: [email protected]
Phone: +607-453 3806; Fax: +607-453 3613
ABSTRACT
Waqf can be a permanent protection instrument for ummah as it promotes income
distribution. However, justice has been a critical issue in identifying waqf beneficiaries
even most recipients had been stipulated in the waqf deed. In addition, since waqf
ventures into property, several risk and pressures due to the market volatility need to be
considered in exercising waqf income distribution. Thus, how should waqf distributive
justice be defined? This paper offers an insight into proposed definitions of distributive
justice within waqf context. Using semantic analysis, explore an insight on how justice
being achieve in waqf context? Several series of the interviews with officers that represent
State Islamic Religious Councils in Malaysia had been conducted, thus this paper
concluded there are 4 strategically subjects of waqf income recipients portfolio to portray
waqf distributive justice definition; Principle, Productive, Perseverance and Progressive.
Hence, justice being achieved in waqf when its” ongoing charity” can naturally sustain to
accommodate the society’s’ need.
Keywords: Waqf; Distributive Justice; Sustainable
INTRODUCTION
Waqf is an amazing philanthropic institution in Islam that had successfully build up
Muslim civilizations for hundreds of years. Islahi,(1996) noted waqf is greater compared
to other voluntary endeavour in Islam since its objectives are controlling and maintaining
the assets pledged from being damaged or lost and channelling the benefits of the asset
to the beneficiaries. Most scholars uphold three main characteristics of waqf; Perpetuity,
Inalienability and Irrevocability. Mohammad and Mar Iman (2006) which brings
property as an important asset class in waqf institution. Indeed, most definitions of waqf
have reflected the property per se (Hasan, 2008). Yayasan Waqaf Malaysia (2016)
reported although only 11.34% of waqf land had been improved, property is dominating
Ismail, N. A., et al.
81.35% from the total value of waqf asset worth RM951.84 million. Holding and bearing
a great number of waqf property is not so profitable. In fact, it grasps with a different
form of costly challenges and risks for each of its life cycle (Omar et al., 2016).
On the other hand, justice is a common theme which dictates the traditions of law and
accepted principles. In Islamic guideline’s justice means placing something in its rightful
place(Abdullah, M. and Nadvi, 2011; Khalid Ismail, n.d.) Fleischer (2014) claimed
philanthropists are likely to ignore justice as their emphasize is on enhancing efficiency
and pluralism production in distribution. Hence, waqf are also smeared with justice
issues. Kuran, (2012) claimed there was injustice existing in waqf which had finally
become a reason why waqf are being unproductive and stagnant. Anderson(1952)
revealed, most of the waqf revenues was distributed among the descendants had been
abused and caused misappropriation of waqf. The issue is if justice is absent in waqf,
how could waqf had been outstanding for several decades? Thus, this article explores the
answers on how distributive justice applies in waqf context.
LITERATURE REVIEW
Çizakça, (2000) emphasizes waqf mean “to devote own’s property as a perpetual trust to
some religious or charitable service under specific conditions by separating out his
possession eternally. Waqf is effective and binding as soon as the declaration was made
by the endower (Ambrose, Aslam, & Hanafi, 2015; Iman & Mohammad, 2014; I. Omar,
2015) There is clear a set of Islamic jurisprudential rules and laws that govern and regulate
the terms and conditions of a valid Waqf, especially those that facilitate in accomplishing
the distribution aims and functions. The distribution measures underlies four conditions
or qualifying criterions :endower, beneficiaries, subject matter of Waqf and
deeds/agreement of waqf (Ibrahim & Ibrahim, 2013; Zuhayli, 1997). Abu Yusuf noted a
dedication to any object of utility is affected by the qawl of the endower as mentioned in
the legal maxim "the intention of the endower is parallel as Islamic law”. It shows that
the endower has the right to determine the direction of the waqf benefits distribution, to
be either general waqf or specific waqf. The wakif also has the right to appoint the person
or authority to administer the waqf assets. Sighah or endower’s pronouncement when
surrendering the assets for waqf purposes. It is one of the main components to ensure
waqf is valid (Al-Sharbini, 1994). It also plays an important part as perpetuality
determinant (Zahra, 1971). This waqf deeds specifies several distributions details such as
waqf income uses and beneficiaries, the priorities of spending and also the administrators
of the property including his power (Dallal, 2004).
Justice is one of the fundamental values of humanity. Even in the Quran justice is being
written repeatedly 53 times (Abdul, 1981). (Ngaisah, 2015) analyzed the two terms of the
Quran semantically and found that weltanschauung from the word al-adl not only
involves a human relationship but that it is evidence of the existence of faith, piety and
submission to Allah. Whereas one of the most famous American philosophers to focus
on the topic of distributive justice was John Rawls(1921-2002) (Miller, 2018). However
the Rawlsian theory of distribution does not always work properly as there are arguments
between perceived the maximum satisfaction from utilitarian as well as effective
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distribution by welfarism (Arneson, 2008). In waqf context, the justice definition from
Islamic perspective is more applicable; act something in their appropriate place by taking
into consideration the rules and regulation given in Al Quran and As Sunnah.
METHODOLOGY
This study adopts qualitative research approach. In providing an empirical insight on
distributive justice in waqf context, it is necessary to find how does operational justice
framework used by the current practitioner. The instruments for data collection are a
meta-analysis, related document analysis, observation and unstructured interviews. The
respondents chosen are based on purposive sampling technique; key person in Majlis
Agama Islam Negeri, the data was analysis using systematic analysis in order to identify
the relevant theme. The interview conversation was transformed into textual
documentation for data interpretation purposes. Although the interactions with
respondent is in their “natural settings, “the data was reported in term of range in order to
protect the confidentiality of the information.
DISTRIBUTIVE JUSTICE IN DISTRIBUTING WAQF INCOME
The term justice is quite challenging to define because the Islamic guidance is broad.
However in facilitating “placing something in its rightful place”, several key points on
waqf distributive justice has been identified as follow:
FLEXIBILITY IN DISTRIBUTION
Although , waqif and waqf sighah is the main indicator in waqf distribution Muslim jurists
(originated from the Hanafi scholars) had approved five(5) pairs of stipulations that
provide waqf flexibility.(Ismail et al., 2016; Zahra, 1971; Zuhayli, 1997)It is noted that
three pairs are relating to an alteration on waqf revenue composition while the other two
modifications referred to physical waqf asset These stipulatios are as ziyadah (increase)
and nuqsan (decrease), idkal (addition) and ikhraj (removal), i‘ta’ (granting) and hirman
(dispossession), taghyir (replacement) and tabdil (conversion), as well as istibdal
(substitution) and ibdal (exchange). The wisdom of these stipulations is they manifest the
ultimate maqasid (objective) waqf. These stipulations on the waqf explicitly show there
is room for improvement for waqf income utilization. However Khan, (2007) reminded
if the mutawwali is the trustee of more than one endowments, he cannot apply his own
motion to mix and match the profit derived from those waqfs unless the assets were
endowed by the same endower with similar intention of waqf.
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Ismail, N. A., et al.
DISTRIBUTIVE JUSTICE THROUGH ALLOCATION STRATEGIES
Recently, most waqf literatures have emphasized heavily on waqf land development as
part of strategic investment. This waqf evolvement had attracted Muslim scholars
concerned about the libellous treatment of waqf as it had been seen as a new investment
category (Thomas, Muhammad Musa, Mokhtar, & Gonsalves, 2016). Alias, (2012) &
Suhaili, (2016) suggested allocation strategy is necessary to meet waqf property needs.
In the context of waqf property, allocation strategy could be used to distribute the waqf
income between the stakeholders as well as the sinking fund for the transactional and
holding cost of the waqf property. Managing allocation are varied according to the
institutions policy and the size of funds held by foundations, trusts and endowments
(Ayuniyyah, Kamil & Haneef, 2014) This idea also was used by State Islamic Religious
Councils in Malaysia in distributing their revenue as shown in Table 1.
Table 1: Composition of income distribution using allocation strategy
Distribution of
waqf income
Theme
Johor
Melaka
Negeri
Sembilan
Selangor
Perak
Kedah
Pulau Pinang
Perlis
Kelantan
Terengganu
Pahang
Sarawak
Sabah
Federal territory
Deeds P1 0
Council P2
Asset P3
Sinking P4
Fund
Other P4
Waqf
indicator
100%
More than 50%
30-40%
Less than 30%
Table 1 clearly shows that different composition of waqf income distribution among the
SIRCs in Malaysia. Most of the councils provide a higher percentage of meeting the
wakif deeds which is parallel with the waqf jurisprudence. There is a significant need for
the council to increase the income from waqf including to recruit more professional staffs
to offer more professional waqf management as most of waqf assets are in real estate.
Besides, the waqf asset also are mostly among the regular stakeholders from the waqf
revenues as holding an asset is costly as mentioned in the previous paragraph. The most
interesting is several SIRCs such as Pulau Pinang, Selangor and Negeri Sembilan had
created another category that could represent new investment from the composition. From
the analysis also, there are four different categories of portfolio being identified:
1. P1 Principle which represent meeting the waqf deeds
2. P2: Productive; the amount transferred to the council in order to make the asset
productive
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3. P3: Perseverance, the money spent for the waqf asset as to make sure the asset is
properly functioning
4. P4: Progressive; the investment allocation that help the waqf grow.
CONCLUSIONS
Waqf property is not only an investment asset but also a retaining wall to the ummah. The
rift in harmonization between waqf and the property investment philosophies may
increase the burdens to the waqf sole trustees (SIRCs) as well as hindered waqf in meeting
its objectives. Therefore, the definition of distribution justice relies on mutawalli
judgement with the guidance of the Al Quran and As Sunnah.
ACKNOWLEDGEMENTS
We would like to wish Majlis Amanah Rakyat (MARA) congratulations and well done
for organising iTEC2019 KPTM Kemaman on 26-27 September 2019 with
overwhelming success and Universiti Malaysia Pahang (UMP) for endorsing the event in
their annual academic calendar. We would like to extend our sincerest thanks and
gratitude to KPTM Kemaman, MARA and UMP for accepting us as participants in
iTEC2019 Kemaman and presenting our papers. It was indeed a very warm and lively
event that ought to be kept in our fond memories. Thank you to all – admin, secretariat,
moderators, staffs and students who were all very supportive throughout. May Allah swt
bless us all for our endeavours.
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SA Conference Proceeding: Industrial Revolution 4.0 Vol.1, Issue 01 (2020) 117-126
International Innovation Technology Exhibition & Conferences 2019 (Itec’19), September 24th - 25th 2019
Copyright © 2020 Kolej Kemahiran Tinggi MARA (KKTM) Kemaman
E-ISBN: 978-967-17985-0-8
Development of Authentic Learning Model for Teaching and Learning Activities
in Malaysian Polytechnics
N. Z. Shafie1*and M. N. Abd Rashid2
1Commerce Department, Polytechnic Muadzam Shah,
26700 Muadzam Shah, Pahang, Malaysia
*Email: [email protected]
Phone: +60199900356; Fax: +6094502009
2Department of Mechanical Engineering, Polytechnic Muadzam Shah,
26700 Muadzam Shah, Pahang, Malaysia
ABSTRACT
Authentic learning enables integration of formal learning in classroom with real-world
situations. In higher education, this is very practical to be implemented especially for
engineering programmes that link the classroom activities to the real world application.
In Malaysian Polytechnics, lecturers are not clear in implementing authentic learning
although the implementation techniques are general and promote the meaningful
learning. Hence, this study intended to develop authentic learning model to guide
lecturers. This study was conducted in three phases with using Design and Development
Research (DDR) approach. Phase 1 involves needs analysis using questionnaire, while in
Phase 2, the model was developed by using Interpretive Structural Modelling (ISM)
software. The model then was evaluated in Phase 3. The model consisting of 13 authentic
learning activities was successfully developed in this study. The model then was divided
into three other phases after the evaluation had been made: the initial phase,
implementation phase and evaluation phase.
Keywords: Authentic learning model, Nominal Group Technique (NGT), Interpretive
Structural Modelling (ISM).
INTRODUCTION
There is a constant challenge to bridge the gap between learning experience and the
complexity of the real world. However, there is an argument that authentic learning
experiences should be concerned with doing exactly what links the real world to the
classroom [1]. Authentic learning is based on constructivist theory that integrating
existing and new experience to construct the new knowledge [2]. These experiences allow
students to combine concepts and theories from formal education and apply them to real
world practice [3, 4]. Authentic learning therefore provides a means by which students
can understand how their identities are socially constructed. It is important that students
be in the real-world roles rather than just playing a real world role [5]. Students are
motivated through performing actual work tasks and producing products that reflect who
they are and what they believe in [6].
AUTHENTIC LEARNING MODEL
Researchers have begun to develop the authentic learning model with implications for
Shafie, N. Z., and Abd Rashid, M. N.
higher education. Brown et al. [7] proposed a situated cognition model of teaching.
Tochon [8] proposed another model of authentic learning. He describes authenticity as an
intersection of the situated experience and the disciplinary “mind” that is expressed
through planned and enacted pedagogical contexts and events. Intentions about what is
important in a discipline, field or topic are actualised within pedagogical experience. He
argues that planning and enacting curricula is a process of “enminding” classroom action
with the historic “mind” of the discipline. Stein et al. [9] reported the effort of university
lecturers who attempted to bridge the gap between university study and the environment
of the real world of business management by proposing a theoretical model in a way that
could enhance authenticity. Similarly, Lombardi [10], Webb [11], Herrington et al. [12],
Revington [13] and Parker et al. [14] proposed other models of authentic learning as well.
Authentic Learning Model in Malaysian Polytechnics
Malaysian Polytechnics which offer courses in engineering programme should use
authentic learning in teaching and learning activities. However, Malaysian Polytechnics
lectures are still comfortable with the traditional approach of chalk and talk approach
[15]. Although the Malaysian Polytechnics curriculum was developed by the needs of
industry since 2010, chalk and talk approach is still an option because the lecturers are
not fully prepared to carry out teaching and learning activities that can expose students to
the real-world. In addition, the teacher centered learning in traditional approach of
teaching and learning methods led to students’ restricted understanding [16]. Hence, the
limitations of this teaching method often cause the problem to understand what is
presented by the lecturers.
Furthermore, Malaysian Polytechnics lecturers should use teaching methods that
are more convenient and attractive by providing instructional content that seeks to
facilitate the understanding and in line with the current needs [17]. Thus, authentic
learning should be implemented to achieve this goal. If not, Malaysian Polytechnics
students will encounter other problems such as employability skills after they have
graduated [18].
Therefore, this study aims to develop the authentic learning model that can be
used as guidelines by the Malaysian Polytechnics lecturers to undertake teaching and
learning in authentic learning. Although many researches have been done on the
development of authentic learning model, there is yet a model that was developed using
the interpretive method. Previous model was emphasised to abstract view in order to show
all the authentic learning elements in a theoretical setting. In this study, the authors have
developed a model that was conducted in stages as described in the methodology section.
RESEARCH METHODOLOGY
The model has been developed in three phases.
Phase 1 – Needs Analysis
Purpose. The study began with a need analysis that aimed at identifying the need to
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develop authentic learning model for Malaysian Polytechnics. In order to achieve this
aim, the need analysis phase attempted to answer the following research questions:
1. What are the frequencies of implementing the authentic learning among lecturers in
terms of teaching content?
2. What are the frequencies of implementing the authentic learning among lecturers in
terms of teaching activity?
3. What are the frequencies of implementing the authentic learning among lecturers in
terms of teaching assessment?
Answers to this question are crucial to justify whether there is a need to develop the
authentic learning model for Malaysian Polytechnics.
Sample. Purposive sampling method was used in this study involving 180 lecturers with
work experience of at least five years. Minimum five years working experience would be
enough to ensure lecturers with expertise in their respective fields [19]. Six Malaysian
Polytechnics that offer engineering programme (civil, mechanical and electrical) are
selected based on the similarity of programme offered for each polytechnic. This means
each selected polytechnics offer courses with the same syllabus in order to avoid any
inconsistencies from the point of delivery of instruction among the lecturers.
Instrument. The Evaluation Tool of Authentic Learning, based on Herrington and Oliver
[20] is used as the instrument in this study. The questionnaire consisted of 31 questions
divided into ten parts. Part 1 consisted of demographic details (5 items). Parts 2 to 10
consisted of nine authentic learning elements (26 items). In detail, the likert scale ranging
from 1 to 5 (1 – Hardly ever; 2 – Seldom; 3 – Sometimes; 4 – Often; 5 – Always) was used
for the questionnaire. Likert scale is used to see the frequencies of implementing the
authentic learning among lecturers in terms of teaching content, teaching activity and
teaching assessment. A pilot study was conducted with 36 lecturers from the same
polytechnics using the instrument to improve the questionnaire items. However, the 36
lecturers were not included in the actual needs analysis study to avoid bias. Three
curriculum and instruction technology experts in Malaysian Polytechnics were referred
to validate the content of instrument. The experts appointed are those who were directly
involved in the drafting of curricula for Malaysian Polytechnics. Reliability test was
conducted on the survey questionnaire for all items, which registered a Cronbach’s Alpha
of .803.
Analysis. Data for this phase were analysed based on the mean values. The authors
consider the interpretation of mean value is sufficient to look at the average frequencies
of implementing authentic learning among lecturers in terms of teaching content, teaching
activity and teaching assessment based on The Evaluation Tool of Authentic Learning by
Herrington and Oliver [20].
Phase 2 – Development of Authentic Learning Model
Purpose. The second phase is where the authentic learning model was developed. In this
study, the development of the model is based on integrated views and decision making
by the panel of experts. This appointed panel of experts in this phase is free to develop
this model but need to achieve the objectives of this phase are to:
1. identify the appropriate authentic learning activities;
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2. determine the relationships among the activities; and
3. propose a structural model of authentic learning activities.
Sample. A total of seven experts were appointed as representatives for the Polytechnic,
Department of Polytechnic and Industry. This phase used a Nominal Group Technique
(NGT) session and Interpretive Structural Modelling (ISM) software to develop the
authentic learning model. The number of experts that can be used in a study involving
NGT and ISM is between five to eight persons only [21, 19]. The authors appointed seven
panel of experts (odd numbers) in order to avoid an equality of votes during the ISM
session. Five experts are well-versed in Malaysian Polytechnics education system, while
two others appointed on behalf of the industry through the collaboration between
Malaysian Polytechnics and industry.
Instrument. This study employed the NGT session and ISM software to develop the
model. The authors used NGT session to identify the appropriate authentic learning
activities (to achieve objective 1 in this phase) and ISM software to determine the
relationships among the activities and propose a structural model of authentic learning
activities (to achieve objective 2 and objective 3 in this phase). The various steps involved
in this phase are:
1. Identifying activities which are relevant to the problem or issues.
2. Determine the contextual relationship and relation phrase with respect to how the
authentic learning activities should be connected with each other.
3. Develop a structural self-interaction matrix (SSIM) of the authentic learning activities
which shows connection among the activities. This was conducted using the aid of
ISM software.
Phase 3 – Evaluation of the Authentic Learning Model
The model was then being reviewed by the same panel of experts in Phase 2 to check for
conceptual inconsistency and make any necessary modifications. The final model was
then presented after the necessary modifications and evaluation had been made.
RESULT
Findings from Phase 1 – Need Analysis
Table 1 shows the mean value of nine authentic learning elements by Herrington and
Oliver [20].
Table 1: Mean value of authentic learning elements.
No. Element Mean
1 Provide authentic contexts that reflect the way the 2.71
knowledge will be used in real life 2.62
2 Provide authentic activities 2.20
3 Provide access to expert performances and the
modelling of processes
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4 Provide multiple roles and perspectives 2.94
5 Support collaborative construction of knowledge 2.83
6 Promote reflection to enable abstractions to be 3.30
formed
7 Promote articulation to enable tacit knowledge to 2.87
be made explicit
8 Provide coaching and scaffolding by the teacher at 3.40
critical times
9 Provide for authentic assessment of learning 2.94
within the tasks
The overall mean value of nine authentic learning elements in The Evaluation
Tool of Authentic Learning by Herrington and Oliver [20] is 2.87. Hence, the overall
findings in this study for Phase 1 indicated that the implementation of authentic learning
in teaching activity among the lecturers at Malaysian Polytechnics is seldom to
sometimes. Therefore, the authors concluded that the level of implementation of authentic
learning in Malaysian Polytechnics is still in the beginning stages. Thus, the findings
necessitated the need for the study to develop the model to guide the lecturers in
implementing authentic learning.
Findings from Phase 2 – Development of Authentic Learning Model
Findings from Step 1 in the NGT session: Table 2 shows a list of activities that should be
included in the authentic learning model. The composition of these activities is based on
the opinion and decision made by the panel of experts after the NGT session.
Table 2: Composition of the activities after the NGT session.
Activity Activity in the authentic learning model
No.
1 Collaboration between higher educational institution,
2 industry and local communities.
Official application letter from higher educational
3 institution; industry permission letter; students’
4 permission letter from the institution.
5 Briefing from the lecturers and industry to students.
6 Rubric given to students and the industry prior to the
7 tasks.
8 The tasks provide scope to critically engage with the
9 discipline and its field.
10 The tasks encourage students to make connections to
wider work and/or life issues and to their experiences.
An overall complex task which is broken down into sub-
tasks for/by the students.
Tasks allow connection between students’ current
understanding and new information being presented.
Tasks are supported by the provision of many resources
from multiple sources.
Tasks are collaborative and elicit multiple perspectives.
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11 Provide coaching and scaffolding by the lectures at
critical times.
12 Promote reflection to enable abstractions to be formed.
13 Provide for authentic assessment of learning within the
tasks.
Findings from Step 2 in the ISM software: Based on the authentic learning
activities agreed upon, the experts identified “to conduct lesson for authentic learning,
DOES elements…” as a context and “MORE IMPORTANT than…” as a relation in the
ISM software. The context and relation phrase is very important as this is when the
activities of the model are related as elaborated in methodology section.
Findings from Steps 3 and 4 in the ISM software: This step aims to develop the
model through experts’ decision on the relationships of the activities using the pair-wise
technique with the aid of the ISM software. After the model had been generated, the
model was evaluated by the experts.
Findings from Phase 3 – Evaluation of the Authentic Learning Model
The model developed through steps 3 and 4 in the ISM software had been agreed upon
by the panel of experts without any addition or subtraction of activities. However, the
panel of experts agreed to divide the model which had been developed into three phases,
namely, PHASE 1 (initial phase), PHASE 2 (implementation phase) and PHASE 3
(evaluation phase). There are four activities in PHASE 1, seven activities in PHASE 2
and two activities in PHASE 3.
Figure 1 shows a complete model that was developed using the ISM software. The
direction of the arrow shows a relationship between context and relation for each element.
DISCUSSION
The model clearly shows the activities that need to be emphasised to implement authentic
learning in teaching and learning process in Malaysian Polytechnics. The model starts
with the initial phase. In the initial phase, the experts agreed that any activities that involve
authentic learning approach must be supported by the top management of the higher
educational institutions. Only with the top management’s support can initiate the
authentic learning implementation and improved further.
A study at a public high school entitled “Authentic Instruction for 21st Century
Learning: Higher Order Thinking in an Inclusive School” has been successfully
implemented indicated that the school management should give full cooperation for
successful implementation of the authentic learning [22]. Thus, in this model, the experts
also agreed upon collaboration between higher educational institution, industry and local
communities so as to ensure that all plans could be carried out efficiently. Other than that,
support and endorsement must be received through the official application letter from
higher educational institution, industry permission letter and students’ permission letter
from the institution. The submitted letters are necessary as evidence of all activities is
official from the institution management. Prior to the implementation phase, students
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need to have a clear picture of the authentic learning activities to be carried out. Therefore,
based on the model, there are two key elements that must be informed to the students.
First, a briefing with respect to the scope of the tasks by the lecturers and industry is
necessary for students. Second, relevant rubric needs to be given to the students and the
industry prior to the tasks as a guide to optimise the evaluation process.
1. Collaboration 2. Official application letter 3. Briefing from the
between higher from higher educational lectures and industry to
educational institution; industry students.
institution, permission letter;
industry and local students’ permission 4. Rubric given to students
communities. letter from the and the industry prior
institution. to the tasks.
PHASE 1 (Initial Phase)
11. Lecturers 5. The tasks provide 6. The tasks encourage
provide scope to critically students to make
coaching and engage with the connections to wider work
scaffolding at discipline and its and/or life issues and to
critical times. field. their experiences.
9. Tasks are 7. An overall complex tasks
supported by the which is broken down into
provision of sub-tasks for/by the
many resources students
from multiple
8. Tasks allow connection
sources. between students’ current
understanding and new
PHASE 2 (Implementation Phase) information being
presented.
10. Tasks are collaborative and
elicit multiple perspectives.
PHASE 3 (Evaluation Phase)
12. Promote reflection to enable abstractions to be formed.
13. Provide for authentic assessment of learning within the
tasks.
Figure 1: Authentic Learning Model for Malaysian Polytechnics.
In the implementation phase, there are seven activities of authentic learning. This
phase began with the role of the lecturers who provide coaching and scaffolding at critical
times. This activity has a relationship with all the activities. Thus, the role of lecturers in
providing appropriate guidance is crucial to ensure the effectiveness of authentic learning.
This is because, in authentic learning environments, lecturers act as mentors or facilitators
who inspire students to create ideas to support learning [23]. According to Baiba [24],
lecturers not only lecture passively but they also need to act as facilitators and counsellors
to create a positive learning environment.
Next, the implementation phase consists of two activities that occur concurrently:
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1) the tasks provide scope to critically engage with the discipline and its field; and 2) the
tasks are supported by the provision of many resources from multiple sources. After that,
the implementation phase consists of three activities that occur concurrently: 1) the tasks
encourage students to make connections with wider work and/or life issues and their
experiences; 2) an overall complex task which is broken down into sub-tasks for/by the
students; and 3) tasks allow connection between students’ current understanding and new
information. To ensure that all activities are complementary in the implementation phase,
collaborative tasks should be done to elicit multiple perspectives. Park and Park [25], in
a study entitled “Development of Professional Engineers’ Authentic Contexts in Blended
Learning Environments’’ found that the activities of collaboration is one of the most
important activities in ensuring the success of engineering education programme.
Therefore, the experts in this study also incorporate the collaborative activities to ensure
that the model can be used.
The model ends with the evaluation phases. In this phase, two activities occur
concurrently: 1) promote reflection to enable abstractions to be formed, and 2) provide
for authentic assessment of learning within the tasks. According to Herrington and Oliver
[20], there are three main criteria for authentic assessment. These are: 1) Students should
be evaluated alongside the activity or assignment that is carried out, and not to be assessed
based on merely their final report; 2) Students need to be assessed using an appropriate
rubric; and 3) Students also need to be assessed individually, even if the activity or
assignment is done in groups. This is to evaluate advantages among individuals,
especially from the leadership point of view.
CONCLUSION
Based on the findings in this study, it can be concluded that the authentic learning model
for Malaysian Polytechnics consists of 13 activities which are determined by a panel of
experts. All of the activities can be used as guidelines for lecturers to make teaching and
learning process more meaningful with authentic learning. The model is divided into three
phases, namely the initial phase, implementation phase and evaluation phase, to clearly
show all the authentic learning activities.
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Copyright © 2020 Kolej Kemahiran Tinggi MARA (KKTM) Kemaman
E-ISBN: 978-967-17985-0-8
Human Resource Management and Development of Idle Wakaf Lands
K. S. Jamaludin1, I. Omar 1,2* and N. A. Ismail1
1Centre for Graduate Studies, Universiti Tun Hussein Onn Malaysia,
86400 Parit Raja, Batu Pahat, Johor, Malaysia
Email: [email protected]
Phone: +607-453 7757; Fax: +607-453 6111
2,*Faculty of Technology Management & Business, Universiti Tun Hussein Onn
Malaysia,
86400 Parit Raja, Batu Pahat, Johor, Malaysia
Email: [email protected]
Phone: +607-453 3806; Fax: +607-453 3613
ABSTRACT
A study by the Malaysian Government revealed the potential value of wakaf properties
in 2005 at an estimated US$300 billion. Many wakaf properties did not have their
potential values unlocked because they either were not fully utilised or were not built
upon strategically, resulting in low returns. The main problem is weak wakaf
management. The implication is less attractive investments secured and less talented
management skills acquired. Skills and expertise required for managing wakaf properties
effectively can be in mismatch at times; other matters seen as more important while wakaf
take a back seat. Wakaf need to be re-invigorated by introducing suitable new Islamic
investment procedures, staffs need deeper understanding of Wakaf to offer a more
suitable and systematic management, the benefits and advantages of wakaf implications
need to studied and wakaf sustenance mechanisms need to be strengthened to make it
relevant at all times.
Keywords: Wakaf properties; Human resources; Wakaf management; Land
development
INTRODUCTION
Efficiently structured human resource management in the development of wakaf property
institutions will bring rise to greater benefits to stakeholders and the Ummah at large.
Wakaf properties should be indispensible to the Ummah in respect of the economy,
education, religious materials and public utilities.
Human resource aspect is one of the most important aspects in an organisation including
Wakaf institutions. Wakaf institutions have a role in ensuring every property pledged for
wakaf is indefeasible, protected and monitored by responsible officers, competent and
capable, sincere and trustworthy and willing to execute every task given.
Jamaludin, K. S., et al.
According to Sanep and Nur Diyana (2011), wakaf property management in Malaysia is
facing multiples of management problems such as inefficiency of management due
sometimes to the documented proofs of the properties pledged being lost, some land lease
not extended, lack of expertise of professionals concerning wakaf and lack of funds to
support development and operation costs.
PROBLEM STATEMENT
Wakaf property is held in trust by State Islamic Religious Councils or MAIN as the sole
trustee for all wakafs (Siti Mashitoh Mahamood, 2011).
The main issue in wakaf property comprise two aspects namely management and law.
Three problems – i) hiring of less qualified human resource staff ,
ii) less committed non-Muslim management staff hired, and
iii) abandoned wakaf projects or undeveloped wakaf properties.
To overcome these problems :
a) design a new, innovative wakaf Master Plan, and
b) train professional human resource, that can bring efficient and systematic wakaf
property management and able to manage resources or assets effectively.
MAIN need to have professional staffs of caliber or trained in wakaf property
development.
LITERATURE REVIEW
A research by Fazlul (2010) in Bangladesh have identified the important problem in an
efficient management practise and proposed to change the management and
administration of wakaf to make it suitable for any time period.
Human resource personnels is the most important assets in an organisation or government
institution. Top management encourage and motivate workers in the work place. When
empowerment and workers recognition in their organisation increases, the motivation to
work also increases (Quratul Ain 2012). In any organisation or institution, training and
continuous learning for workers is the key to increase the organisation’s competency.
According to Stefanos(2005) effectiveness is one of the elements in determining the
achievements of an individual in an organisation. Effectiveness is different from
competency issues, focus on lowering costs and increasing operating margins of an
organisation (Stefanos, 2005), whereas effectiveness focussed on many more issues such
as effective management, the process plus the manager’s ability in managing the
organisation’s resources (Mohd Yazam, Aqeel dan Abdul Rashid, 2011).
Furthermore, according to Eric, Lam, Ramesh, Charles and Vimala (2012), the success
of an organisation and the tendency of staff retention is very important in increasing the
effectiveness of the human resource policy in an organisation. This is because human
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resource effectiveness consists of elements that encompass every angle of management
including compensation, grading achievement, training, staff and workers turnover.
METHODOLOGY
Qualitative method is used to develop an indepth understanding of the behaviour and
empowerment of human resources. This approach gives focus to the reasons that supports
every aspect of behaviour and attempt at developing a detailed and comprehensive
reasoning about the subject matter of the research (Saunders et al 2003).
Objectives
To evaluate the awareness and knowledge amongst professional human resource about
the importance of developing wakaf properties left idle for lack of understanding.
To investigate the involvement of professional human resource in Corporate Social
Responsibility (CSR) in developing wakaf properties.
Research Questions
How far is the awareness and knowledge amongst professionals regarding the importance
of wakaf property in Malaysia?
How far is the levels of involvement of professionals in aspects of Corporate Social
Responsibility (CSR) regarding wakaf property in Malaysia?
Findings
The investigations yielded findings :
i. Proofs of Wakaf properties viability and sustainability.
Year in year out, new students enrolling at Egypt’s Al Azhar University bore witness of
wakaf’s viability in generating sustainable income to afford the students’ almost free
education. Ustaz Mustapahayuddin of MAIN Johor fondly recalled paying the equivalent
of RM3.75 for annual tuition fee at Al Azhar University, Cairo in the late 90s.
ii. Potential of uplifting Ummah’s socioeconomy.
Many recepients have benefitted from MAIWP’s wakaf handouts and have been able to
uplift their socioeconomy as a result of these assistance.
iii. Improvements in expertise of Wakaf management.
Land pledged for wakaf no longer left idle for very long proving their viability for
development as a direct result of better understanding of wakaf managers of their
important and critical roles in ensuring the success of wakaf’s serene spiritual endeavour.
CONCLUSIONS
Wakaf has proven to be not only self-rejuvenating and self-sustaining but could also be
self-fulfilling. By utilising new approaches example Istibdal, by disposing off portion of
129
Jamaludin, K. S., et al.
a plot of land primed for development, the proceed of which is used as capital for
development and alas, the land could be developed. This got round the problem of lack
of funds for developing wakaf properties. Iconic examples in this country in this area
include Wakaf Setee Aishah in Seberang Jaya, Seberang Perai, Penang and Wakaf
Ahmad Dadabhoy of Bank Islam (M) Bhd. Head Office in Kuala Lumpur, which
contribute to MAIWP a steady monthly income for distribution to the beneficiaries.
Evidence are abound wakaf institution development need systematic approach, due
diligence and professional management to be successful and to provide benefits for the
Ummah and Mankind as a whole until the hereafter.
ACKNOWLEDGEMENTS
Wishing Majlis Amanah Rakyat MARA a heartiest congratulations for organising
iTEC2019 KKTM Kemaman on 24-25 September 2019 with overwhelming success and
Universiti Malaysia Pahang UMP for endorsing the event in their annual academic
calendar.
We would like to extend our sincerest thanks and gratitude to KKTM Kemaman, MARA
and UMP for accepting us as participants at iTEC2019 Kemaman and giving us the
opportunity to present our papers. It was indeed a very educational and lively event that
would be in our fond memories. Thank you to the administration, secretariat, moderators,
staffs and students who were all very warm and supportive throughout.
May Allah s.w.t. bless us all for our relentless endeavours.
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[15] Ali, S. N. M., Johari, N., Fauzi, N. S., Ahmad, N., Chuweni, N. N., & Mohd Noor,
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132
SA Conference Proceeding: Industrial Revolution 4.0 Vol.1, Issue 01 (2020) 133-140
International Innovation Technology Exhibition & Conferences 2019 (Itec’19), September 24th - 25th 2019
Copyright © 2020 Kolej Kemahiran Tinggi MARA (KKTM) Kemaman
E-ISBN: 978-967-17985-0-8
Design, Analysis and Build Motorcycle Transmission Drive Extension Device
1Aznizam A., 2Noorhelinahani A.B.
1,2 Universiti Kuala Lumpur Malaysian Spanish Institute Branch Campus
ABSTRACT
In many developing countries, motorcycle has popularly becoming the mass medium of
transportation. It's growth usage has increased rapidly as to solve the common needs and
various applications. One of the potential applications is to design a device to link with
drive system for the purpose of additional machinery attachment. This will make
motorcyle as mobile drive system useful for remote area where fix machinery is hard to
transport. Transmission drive extension proposed is attached to the motorcycle drive
system consist of front sprocket, rear sprocket and drive chain. The front sprocket is
attached to the engines transmission output shaft and it rotates at the same time. The
power transfer through drive chain links to the rear sprocket attached to the rear wheel.
The extension is designed by using Triz Method, while stress analysis is gathered from
Finite Element Analysis (FEA).The simulation runs by applying 1332 N force on the teeth
with 2000 rpm from motorcycle engine. The torque from engine speed is measured by
using motorcycle engine dyno. Eventually, it'll be reviewed with some design's
modification. The parts is acquired from commercial of the shelves or fabricated before
the assembling process of components. Results has provenly shown the important
function of power transmission device and it's measurement of output speeds from the
extension shaft. An application of this extension can be vary such as mobile power source
for water pump for irrigation and shredder machine for plastics or organic waste from
farm
INTRODUCTION
Motorcycle is defined as a motor vehicle equipped with a seat or saddle designed to
travel with no more than three wheels in contact with the ground [1]. In today’s
automobile world, passenger cars and motorcycles are about 90% of the total vehicles
registered in Malaysia [3] with more than 12.9 million private motorcycle was registered
in Year 2017[4]. Motorcycles are popular choice for private transportation because of its
ability to commute fast, fuel-efficiency and low cost although safety become major
concern for riders [5]. Furthermore, motorcycle with performance improvement and
more functions also can be available for adventure riding and other applications [6]. For
example, in Zambia, basic health care delivery used motorcycle to send health care
workers, essential medicines, and supplies to villagers who live in remote areas [7].
Motorcycle used as taxi is one of urban transport system in many developing countries
and become dominant modes to provide temporary solution for mobility demand [8],[9].
In other application, Western New England University with an investment firm developed
motorcycle fast food delivery system to ensure the food hot and become soggy while
being delivered up to 110 minutes [10]. For the case of two and three wheelers like
scooters, bikes and rickshaws there is chain drive used as a final drive [2]. Sprocket The
Aznizam, A. and Noorhelinahani, A.B.
two wheeled drive motorcycle was design used to compensate the problem in climbing
high inclination roads, driving along muddy roads, desert roads, farm land and mountains
[6] as shown in Figure . Slip-On Sprocket was designed to increase motorcycle torque by
up to 30% for better hill ascension [11]. The higher power of motorcycle is useful for
farmers at rural area that requires them to carry heavy payloads especially during
harvesting season[12]. Sprocket performance: Motorcycle torque , chain tensioner,
variable drive, etc..
Innovation directions of change in product innovation can able to enhance motorcycle
applications for rural area user or alternative source of rotary machinery source.
Therefore, our objective is to provide Mechanical device G-rog waste machine is a
functional machine to solve Solid Waste Management and Animal Feeding by helping
local authority for waste management or our Farmers. About one third of all our garbage
is organic material like leaves, grass clippings and garden waste. In Malaysia, local
authority used to collect all this organic materials and transport it to landfill for dispose
it. Therefore, waste minimization is vital to reduce pollution to our environment.
However, this garden waste may be used to create compost or mulch, which can be used
as a soil conditioner, adding valuable nutrients and building humus. The creation of
compost requires a balance between, nitrogen, carbon, moisture and oxygen. Garden
waste that need to be recycled requires machine. On other view, the small scaled farmer
also in need to have portable machine to help them to produce animal’s food and also
fertilizer. G-rog waste machine allows the raw materials such as garden leaves, grass
clipping and garden waste to be recycled or produce on-site. At the same time, this
machine can be used to produce animal food. Transmission extension work as a device
to transmit power from motorcycle engine to the machine component such disk mill,
shredder machine, water pump and other rotary machines through sprocket and chain.
The functionality of the device to help the problem associated with this activity. The
device will attached with the motorcycle swing-arm and connect with chain through use
sprocket and shaft. As we know the swing-arm or swinging arm also known as swing fork
or pivoted fork work as a main component of the rear suspension of most modern that
used to hold the rear axle firmly, while pivoting vertically, to allow the suspension to
absorb bumps in the road.
PROBLEM STATEMENT
In designing any power transmission, we must ensure that it is to know what that best to
minimize the characteristic of vibration. Power transmission device was attach with
motorcycles swing arm that at the below motorcycles. Most of the motorcycles will
having a vibration within the engine and chain. Previous version of power transmission,
the idea of this design is to transmit the power from motorcycles engine to the machine.
But there have some issues of the vibration on the chain, when we throttle to rev up the
rotational engine the chain will move directly and it’s create a instability within the
device. The device it attach with swing-arm and therefor the nut and bolt will fall off from
it attachment. Other that, basically machine will operate under electric power engine or
petrol engine such sugar cane machine to operate it. But there have issues with weight on
the base machine to attach. Load up the electric power engine will create issues of
stability, over weight and modified the attachment with the base.
Lastly, previous version of power transmission is very harmful and dangerous
134
Aznizam, A. and Noorhelinahani, A.B.
when operating the machine. It is not well protected to the user when operate the machine.
The sprocket is to expose and also the chain without a protected cover up. When it
operating, it can cause a serious injury like the fingers will stuck to the sprocket and chain,
the cloth will stuck to chain and pulls up. In response of this problem, the study are
proposed to design modular shape of power transmission assembly that can be custom to
meet with safety and easy to handle. The adjustment are made to the benchmark model
selected in term of overall dimension. Therefore, the modification on the power
transmission design are allow it to be fabricate in UniKL MSI facility using modular
design technique. Transmission is a unit to transfer power (torque) from one location to
another. From drive motor, peddles, engine, windmill, turbine to driven that is conveyor
belt, back wheels, generator rock crusher, dryer and etc. it is helps used to span larger
distances or need flexible x-mission elements. Gear drives have a higher torque capability
but not flexible or cheap. These products include shaft couplings, chains and sprockets,
belts and sheaves, and drive components. A mechanism for the transmission of
mechanical power, usually with a transformation of the forces, torques, speeds, and in
some cases, the nature of the motion.
Quality Function Deployment (QFD) is a quality instrument that deciphers the Voice
of the Customer (VoC) into new items that really fulfil their requirements. In this paper,
QFD will be explored so as to see how it functions, to feature its qualities and
shortcomings and to talk about its pragmatic applications. The initial segment of the paper
will introduce a diagram of QFD and clarify the procedure. QFD will be characterized
and clarified by methods for a model and various advantages and execution issues will be
uncovered (D.J. Delgado & E.M. Aspinwall, 2003). QFD is utilized to make an
interpretation of client necessities to designing determinations. It is a connection between
clients - structure engineers - contenders - fabricating. It gives a knowledge into the entire
structure and assembling task from idea to make and it can significantly enhance the
effectiveness as generation issues are settled right off the bat in the plan stage. QFD is a
technique for organized item arranging and improvement that empowers an advancement
group to determine plainly the customer’s needs and needs, and afterward to assess each
proposed item or administration ability efficiently as far as its effect on meeting those
needs (Cohen, 1995).
TRIZ is a premier troublesome innovation for advancement that can be utilized
completely through numerous businesses and orders. Highlights of TRIZ can be
proficiently utilized by an extensive variety of individuals from youngsters to grown-ups.
The beginning of TRIZ is gotten from exact information, licenses. In critical thinking,
TRIZ logically analyzes the issue as an innovative state and relates a fasten of procedures
to make arrangement substitutes. Inconsistencies, or clashes, portray the most difficult
kind of issue amid item improvement. As a rule an ideal enhancement can cause
crumbling in another region. However, TRIZ is really the main innovation based
methodical technique that overwhelms the “mental dormancy” and produces an extensive
scope of arrangement ideas [x]. Alongside the general public improvement, the
development works and procedures have turned out to be increasingly complicated, which
puts tons of development associations from shake out. Thusly, assets and endeavors on
development researchers ought to be introduced to confront this test.
135
Aznizam, A. and Noorhelinahani, A.B.
METHODOLOGY
Understanding the requirement and needs in design
The main purpose of this research is to improvise and do some modification on the
design already have in the project. Essentially there is only one type prototyping in the
previous design. These design have been some issued detected when conducted through
by testing on the machine. there have many aspect need to be considered and re-design
the actual power transmission. Therefore, the product understanding table are crucial in
making comparison because from here we can determine the specification of each
selected product and at the same time can determine the strength and weaknesses of every
aspect on the Power transmission device.
TRIZ
TRIZ consists of the initials of the original named “Theoria Resheneyva
isobretatelskehuh Zadazc” in Russian translated into English as ‘theory of Inventive
Problem Solving and used acronym”. It is useful analysing and inventive tool in product
design and development to create or optimise the uncertainty or imprecision in previous
design process. Creative problem Solving Method suitable to be use in second stage after
Quality Function Development (QFD) in design and analysis as it become a crucial most
efficient methods to producing conceptual design. Based on previous product design, we
found that varies of sizing of Power Transmission Device are needed. Although there is
tested and running, it is doubtful adhere the safety and also the efficiency of the
motorcycle fuel. Therefore specific Power Transmission Device size are require to
redesign and need to analysis the best option from previous design.
Conceptual Design A Conceptual Design B
Figure 1: Conceptual Design
136
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