KOLEKSI PENYELIDIKAN IPG KPT 2021

Jadual 11: Analisis Keberkesanan Proses Pengajaran Dan Pembelajaran

Bil. Penyataan Item Min Sisihan
Piawai
C1 Memberi peluang kepada pelajar mengambil bahagian dalam aktviti 4.63
0.51
pembelajaran secara aktif 0.54
0.65
C2 Menggalakkan pelajar menggunakan kreativiti dan inovasi mereka 4.58 0.54
0.50
dalam penghasilan projek 0.72

C3 Menunjukkan demontrasi di hadapan pelajar terlebih dahulu sebelum 4.45 0.55
0.63
mereka memulakan aktiviti amali. 0.56
0.57
C4 Memberi fokus kepada kaedah pengajaran dan pembelajaran 4.50

berasaskan amali dan projek.

C5 Mempastikan keselamatan pelajar terjamin dan membantu mereka di 4.61

dalam kerja amali.

C6 Membahagikan pelajar kepada beberapa kumpulan mengikut 4.41

kebolehan atau pelbagai kebolehan di dalam menyelesaikan modul

pembelajaran

C7 Menggalakkan pelajar melakukan proses penyelesaian masalah dalam 4.56

mencari keputusan

C8 Menggunakan pelbagai sumber bahan pengajaran & pembelajaran 4.55

agar pelajar lebih memahami kandungan pelajaran.

C9 Mempersembahkan isi pelajaran mengikut urutan yang betul seperti 4.48

yang termaktub di dalam sukatan.

Jumlah Purata Min 4.53

Berdasarkan Jadual 11, didapati skor min persoalan kajian 1 berada antara 4.41 hingga 4.63. Skor
min keseluruhan adalah 4.53 (SP=0.58). Nilai min paling rendah ialah 4.41 (SP=0.72) iaitu
membahagikan pelajar kepada beberapa kumpulan mengikut kebolehan atau pelbagai kebolehan
di dalam menyelesaikan modul pembelajaran. Memberi peluang kepada pelajar mengambil
bahagian dalam aktviti pembelajaran secara aktif, data menunjukkan min tertinggi berada pada
4.63 (SP=0.51).

Persoalan Kajian 4
Sejauhmanakah keberkesanan Program Diploma Lepasan (PDPLI) Guru Interim Kolej
Vokasional?

Jadual 12: Analisis Keberkesanan Program Diploma Lepasan (PDPLI)

Bil. Penyataan item Min Sisihan Piawai

D1 Meningkatkan penguasaan pengetahuan 4.61 0.48

dalam pengajaran dan pemudahcaraan

D2 Meningkatkan pengetahuan dalam bidang 4.64 0.55

yang diambil

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Bil. Penyataan item Min Sisihan Piawai

D3 Meningkatkan pelajar berkemahiran untuk 4.40 0.71

berkerja sendiri atau bekerja di sektor

industri

D4 Meningkatkan pelajar berkemahiran untuk 4.49 0.57

meneruskan latihan ke peringkat lebih

tinggi dalam bidang masing-masing

D5 Meningkatkan kreativiti pelajar 4.55 0.59

D6 Meningkatkan keupayaan pelajar 4.56 0.53

menguruskan kerja dengan sempurna

D7 Meningkatkan keupayaan pelajar 4.61 0.51

mengamalkan etika kerja dan budaya

kerja yang baik

D8 Meningkatkan kebolehan pelajar untuk 4.56 0.53

membuat keputusan dengan bijak dan

betul

Jumlah Purata Min 4.55 0.55

Berdasarkan Jadual 12, didapati skor min persoalan kajian 1 berada antara 4.40 hingga 4.64. Skor
min keseluruhan adalah 4.55 (SP=0.55). Nilai min paling rendah ialah 4.40 (SP=0.71) iaitu
meningkatkan pelajar berkemahiran untuk berkerja sendiri atau bekerja di sektor industri.
Meningkatkan pengetahuan dalam bidang yang diambil, data menunjukkan min tertinggi berada
pada 4.64 (SP=0.55).

DAPATAN BAHAGIAN C

Dalam bahagian C terdapat tiga soalan terbuka yang dijawab oleh responden. Soalan tersebut ialah;

1. Apakah cadangan anda untuk memperbaiki kualiti program ikhtisas peringkat diploma bagi
tenaga pengajar Kolej Vokasional? (Contoh: dari segi kurikulum/kandungan kursus, teknik
pengajaran/alat bantu mengajar, bengkel, praktikal diluar dan lain-lain).

2. Pada pendapat anda, apakah aspek-aspek baru yang perlu diberi penekanan / dimasukkan
ke dalam program ikhtisas peringkat diploma bagi tenaga pengajar Kolej Vokasional untuk
menjadikan ia lebih relevan dengan keperluan semasa dan akan datang?

3. Apakah masalah-masalah yang dihadapi di dalam pelaksanaan program ikhtisas peringkat
diploma bagi tenaga pengajar Kolej Vokasional?

Secara umumnya, bagi soalan 1 kebanyakan responden meluahkan hasrat agar kurikulum,
kandungan kursus, teknik pengajaran dan alat bantu mengajar berbentuk hands-on perlu
dipelbagaikan supaya kemahiran mereka dapat ditingkatkan bagi memenuhi keperluan industri
semasa. Responden juga menyatakan pandangan supaya kursus berbentuk amali diperbanyakkan.

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Bagi soalan 2, responden memberikan pandangan agar program di masa depan Ikhtisas di IPGKPT
adalah terbaik untuk pengajar TVET. Mungkin boleh ditambah dengan sijil skm 3 serta Vocational
Traning Officer (VTO) bagi program akan datang. Tempoh pengajian boleh ditambah kepada 4
semester.
Bagi soalan 3, masalah utama yang diutarakan antaranya ialah membina jambatan antara teori dan
amali, contohnya ungkapan;

“Kemudahan internet sangat terhad. Kemudahan internet ipg tidak memuaskan. Talian
telefon individu sangat tidak memuaskan sehinggakan untuk penggunaan internet di
telefon dan hot spot ke laptop untuk pencarian maklumat untuk melakukan tugasan
sangat sukar” – Responden 16
“Kem Bina Insan guru dapat tidak dilaksanakan dengan baik iaitu kem ini dilakukan
sepatutnya dilakukan 4 hari tetapi menjadi 1 hari. Harap dikemudian hari kem ini dapat
dilakukan selama 4 hari didalam hutan secara perkhemahan” – Responden 28
KESIMPULAN
Berdasarkan dapatan kajian maklumat yang diberikan oleh responden yang mengikuti Program
PDPLI bagi tenaga pengajar Kolej Vokasional, menunjukkan program ini sangat berkesan dan
perlu diteruskan pada masa akan datang. Namun sedikit penambahbaikan khususnya dari segi
peralatan, peningkatan kualiti tenaga pensyarah di samping Maklumat Kursus (MK) yang perlu
menitikberatkan hands-on. Pelaksanaan program ini juga telah membuktikan IPGKPT adalah
peneraju unggul dalam latihan perguruan dan sebagai Pusat Latihan Kecemerlangan TVET
Kementerian Pendidikan Malaysia khususnya bagi melengkapkan dan memantapkan Program
Transformasi Pendidikan Vokasional Negara.

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RUJUKAN

Ahmad Tajudin Jab. 2011. Transformasi Pendidikan Teknik & Vokasional. Utusan Malaysia, 18
Julai 2011.

Alliger, G. M., & Janak, E. A. (1989). Kirkpatrick’s Levels of Training Criteria: Thirty Years
Later. Personnel Psychology, 42, pp.331–342.

Asnul Dahar Minghat, Nor Fadila Amin, Ruhizan M.Yasin, & Ramlee Mustapha. (2012).
Pembinaan Indikator Kelestarian Pendidikan Teknikal Dan Vokasional Sekolah Menengah
Harian Melalui Kajian Delphi. Universiti Teknologi Malaysia.

Azila Dason, Rohana Hamzah, Amirmudin Udin, Dason, A.B., Hamzah, R.B. & Udin, A. Bin.
2010. Hala Tuju Pendidikan Teknik dan Vokasional ke arah Memartabatkan Falsafah
Pendidikan Negara. Seminar EduPress 1–13.

Chia, Rohan & Amirudin. 2011. PTV Diutamakan, Self-Actualization Didahulukan. Journal of
Edupres, Volume 1 September 2011, Pages 165-172. UTM

Chua L.N, Lee K.C & Zakri Abdullah, 2018. Siri Pendidikan Guru. Penyelidikan dalam
Pendidikan, Selangor : Oxford Fajar Sdn.

Kementerian Pelajaran Malaysia. 2011. Pelan Strategik Transformasi Pendidikan Vokasional.
Penerbit Kementerian Pelajaran Malaysia, Putrajaya.

Kirkpatrick, D. L. (1976). Evaluation of Training. In R. L. Craig (Ed.), Training and development
handbook: A guide to human resource development. New York: McGraw Hill.

Mohd Najib Tun Abdul Razak. 2010. Teks Ucapan Pembentangan RMK10, 2010
http://www.moe.gov.my/userfiles/file/RMK10bab5%2014_6_10.pdf [10 Julai 2010].

Noratiqah, (2010). Pelestarian Kurikulum Pendidikan Teknik dan Vokasional. UTHM.

Siti Syahirah, 2011. Transformasi PTV Kesediaan Guru-Guru Vokasional Terhadap Pelaksanaan
Kolej Vokasional Kpm Dari Aspek Tahap Kemahiran. Persidangan Kebangsaan
Penyelidikan Dan Inovasi Dalam Pendidikan Dan Latihan Teknik Dan Vokasional.
UTHM.

Widad Othman et.al, 2014. Isu dan Cabaran Pelaksanaan Pendidikan Asas Vokasional (PAV) di
Sekolah Menengah Harian, Malaysia. Teaching and learning in the 21st century:
Challenges for lecturers and teachers.

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VIRTUAL LEARNING FOR TRAINEE TEACHERS IN THE INSTITUTE OF
TEACHER EDUCATION TECHNICAL EDUCATION CAMPUS DURING
MOVEMENT CONTROL ORDER (MCO): A SURVEY

Romy, A.K1, Ajurun, B.A2, Baharudin, S.3, Romai Noor, R.4 Halimatun Saadiah, H.5
Institut Pendidikan Guru Kampus Pendidikan Teknik

ABSTRACT

This study aims to identify the level of knowledge, attitude and readiness of students of the Institute
of Teacher Education, Technical Education Campus (IPGKPT) on virtual learning.
Correspondingly, a study was administered to a sample of 988 trainee teachers. Likert-based
questionnaires which was distributed through google forms were utilized as the instrument in this
descriptive study. Findings revealed that the level of knowledge is at a high degree with an average
mean value of 3.02 (sd = 0.78), while the level of attitude of trainee teachers towards virtual
learning is at a moderate degree with an average mean value of 2.94 (sp = 0.88) and likewise the
level of readiness of the trainee teachers is high with an average mean value of 3.32 (sp = 0.78).
Based on the questionnaire conducted online and the findings of the study from the respondents it
as found that virtual learning entails positive implications but some improvements are required in
order to increase the quality of virtual learning in IPGKPT.

INTRODUCTION

In line with the development of information technology and the advent of the industrial revolution
4.0 (IR 4.0), education today is more focused on the use of information technology as a tool in
teaching and facilitation (PdPc). Prior to the commencement of Movement Control Order (MCO)
in Malaysia, learning in a virtual environment (virtual learning) was considered a latent learning
approach for students and pupils. However, the numbers of educational institutions embracing an
online approach to teaching and learning are increasing specifically during the COVID 19
pandemic. According to Shariman (2013) in developed countries such as Singapore, Ireland, the
United Kingdom, the United States and Hong Kong virtual learning has long been a practice.

Reflecting through time, it is evidenced that the government’s efforts in virtual learning
are seen to be consistent. In 2011, the Ministry of Education Malaysia (MOE) introduced VLE
Frog platform which was an education system transformation project under the 1Bestari.Net
project. Through this project, schools were equipped with integrated solutions on school
administration, teaching and facilitation (PdPc) through virtual methods and the latest information
on students’ educational progress was obtained through internet accessibility.

Coronavirus contagion was first detected in Wuhan, China around December 2019. The
World Health Organization (WHO) has named the virus Covid-19 as an abbreviation of Corona
Virus Disease where the virus was detected in 2019. Formerly, before the Covid-19 outbreak,
virtual learning elements were not fully employed in our country. However, when the Covid 19-
pandemic began to propagate, the education system in primary, secondary, college, skills centres,
Institute of Teacher Education (IPG) and universities, began to engage virtual learning approaches
widely. As a result, during the Movement Control Order (MCO) period, the Ministry of Education

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Malaysia (MOE) had initiated learning programmes from home through the Okey TV channel
(Chin, 2020).

BACKGROUND OF THE RESEARCH

The Movement Control Order (MCO) phase one commenced on 18 March 2020 to 31 March 2020.
The Malaysian Institute of Teacher Education (IPGM) disseminated a letter of IPG operational
management during the MCO dated 17 March 2020 (Centre for Academic Excellence, 2020). As
the Covid-19 pendemic has not yet shown a decline in infection cases during that period, the
government extended the MCO to phase two from April 1 to April 14, 2020. On March 21, 2020,
MCO was extended to phase three from April 15 to April 28, 2020. In order to curb this epidemic
from spreading and proliferating in the community, the government once again extended the MCO
to phase four from April 29 to May 12, 2020.

The Malaysian Institute of Teacher Education (IPGM) issued instructions to the campuses
that teaching and facilitation (PdPc) was to be conducted online (online learning). The major
learning platforms distinguished were Google Classroom, Whatsapp, Telegram, Schoology,
Youtube, Zoom, Facebook Live, Skype and Kahoot which were utilized by the lecturers and
teacher trainees in the implementation of PdPc.

Table 1: Distribution of IPGKPT trainee teachers

Programme Intake Amount
PPISMP Jun 2020 281
PISMP Jun 2017 15
Jun 2018 128
PDPP Jun 2019 108
Total Jun 2020 450
Jun 2020 174
1156
Total

Source: HEP Institut Pendidikan Guru Kampus Pendidikan Teknik (IPGKPT)

Table 1 illustrates the distribution of trainee teachers by intake which indicates the June
2020 intake to comprise the highest number of students which is 450 trainee teachers and the total
number of students for the three programmes, Preparation of Bachelor of Teaching Program
(PPISMP), Bachelor of Teaching Degree Programme (PISMP) and Postgraduate Education
Diploma Programme (PDPP) respectively are 1156 trainee teachers. Apparently, the need to
embark on a study to determine the implication of virtual learning towards the trainee teachers of
IPGKPT emerged due to the Covid 19 pandemic since the trainee teachers have to conform to
virtual learning which is still considered the new norm. The adaptation to the current situation too
became a mandatory to the trainee teachers.

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LITERATURE REVIEW

Virtual Learning

Virtual learning is a learning method or approach that uses computers and is supported by internet
lines. According to Lai (2017), Design and Technology (RBT) teachers, especially in rural schools,
have not yet fully mastered the virtual learning approach. In rural areas, internet access is still poor.
It indicates that virtual learning either for teachers or students is still latent and has not attained an
adequate degree. This is due to various factors such as the internet access and the concept of virtual
learning that has not yet been fully mastered by teachers. Meanwhile, Kok (2020), teaching and
learning for the subject of Professional Medium Studies during the implementation of the
Movement Control Order (MCO) is at a moderate level and students are more satisfied with the
implementation of teaching and learning face to face.

According to Harison (2004), the effectiveness of virtual learning depends on the elements
of high knowledge, skills and personality while doing practical work. This is in accordance with
the objectives of this study which looks at the level of knowledge, readiness and attitude of the
respondents. The installation of 1BestariNet in schools was inaugurated in stages since 2012. This
project targeted 10,000 primary and secondary schools to be equipped with 4G high speed internet
access. The VLE project aimed to pave way to school community to interact, access and share
learning materials as well as to communicate virtually.

STATEMENT OF PROBLEM

The increasingly sophisticated information technology intrigued the urgency for the trainee
teachers to grab the opportunity to learn and acquire something new in their preparation in
emerging as a teacher at some point in the future. The advent of Covid19 has transformed
completely the teacher training system in the Institute of Teacher Education (IPG).

According to Kok (2020), learning satisfaction is stimulated by a conducive learning
environment and encompasses the physical and social conditions in a classroom. The ability of a
teacher to boost the spirit, motivation and performance in a classroom contributes to the escalation
of satisfaction in learning in the classroom.

Therefore, the elements of knowledge, attitude and readiness of the trainee teachers in
virtual learning render an important role in ascertaining a smooth navigation of the learning
process. The virtual learning approach is capable in measuring the ability of virtual learning in
moulding and producing skilled trainee teachers whose skills are applicable in accommodating to
the demands and the responsibilities as a teacher in the future. The prerequisite personal qualities
and technical facilities are vital for academic achievement and personal fulfilment within this
environment.

Hence, a study was conducted to investigate the extent to which this virtual learning is
feasable since the 1156 trainee teachers, are required to adhere to virtual learning but the study to
identify the effects of virtual learning is scarce. Accordingly, this study was conducted to see the
extent to which this virtual learning could be accomodated by trainee teachers of IPGKPT.

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RESEARCH OBJECTIVES

Specifically, the objectives of this study were to:
1. Identify the level of knowledge of trainee teachers on current virtual learning during the

MCO period.
2. Identify the level of attitude of trainee teachers towards learning during the MCO period.
3. Identify the degreee of readiness of trainee teachers for virtual learning during the MCO

period.

RESEARCH QUESTIONS

There are three research questions as follows:
1. What is the trainee teachers’ level of knowledge of the current virtual learning during the

MCO period?
2. What is the trainee teachers’ level of attitude towards learning during the MCO period?
3. What is the trainee teachers’ level of readiness for virtual learning during the MCO period?

METHODOLOGY

Research methodology explains the form of the framework for conducting a study (Baharin Abu,
Othman Md Johan, Syed Mohd Shafeq Syed Mansor, & Haliza Jaafar, 2007). Research
methodology is an important part to ensure that the study is conducted with the appropriate
methods, procedures and approachess. In addition, objectives of a study are achieved through the
research methodology based on valid and reliable data (Mohd Najib Abdul Ghaffar, 1999).

Research Design
Survey method is a plan or blueprint to collect data and to conduct the analysis in order to obtain
information to answer research questions (Foong, 2018). This study uses a quantitative approach
which is a survey as the research design. According to Creswell (2008), quantitative research
approach is a technique to answer research questions. The mentioned approach is able to strengthen
the findings of the analysis that would be discussed later. The data obtained are analyzed
statistically to obtain the results of the study.

The questionnaire was distributed to be answered on google forms as an instrument to
collect data. The collated data is obtained as ‘data sampling’ to explicate and to establish the
tangible result related to the knowledge, attitudes and readiness of the trainee teachers towards
virtual learning.

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Population and Sample Study

Krejcie and Morgan (1970) introduced a table with reference to the total population in determining
the sample size (Hua, 2016). The following diagram shows the table of Krejcie and Morgan (1970).

Populasi Sampel Populasi Sampel Populasi Sampel Populasi Sampel Populasi Sampel Populasi Sampel
10 10 85 70 220 140 440 205 1200 291 4000 351
15 14 90 73 230 144 460 210 1300 297 4500 354
20 19 95 76 240 148 480 214 1400 302 5000 357
25 24 100 80 250 152 500 217 1500 306 6000 361
30 28 110 86 260 155 550 226 1600 310 7000 364
35 32 120 92 270 159 600 234 1700 313 8000 367
40 36 130 97 280 162 650 242 1800 317 9000 368
45 40 140 103 290 165 700 248 1900 320 10000 370
50 44 150 108 300 169 750 254 2000 322 15000 375
55 48 160 113 320 175 800 260 2200 327 20000 377
60 52 170 118 340 181 850 265 2400 331 30000 379
65 56 180 123 360 186 900 269 2600 335 40000 380
70 59 190 127 380 191 950 274 2800 338 50000 381
75 63 200 132 400 196 1000 278 3000 341 75000 382
80 66 210 136 420 201 1100 285 3500 346 384
1000000

The population of this study were obtained from the Students Affairs Department (HEP)
IPGKPT. They are 1156 trainee teachers from the 2017 June to 2020 June intake, The term trainee
teachers here is applicable to the students who are undertaking training at the Institute of Teacher
Education (IPG) who are trained to be future teachers in the primary school after obtaining their
degree. The trainee teachers who were selected as the sample in this study consisted of trainee
teachers of PPISMP, PISMP and PDPP programmes from semester 1 to semester 8. A pilot study
was conducted on 37 PPISMP trainee teachers. The data for analysis was obtained from 988
IPGKPT trainee teachers or respondents from the total population of 1156. This adheres to the
terms of quantitative sample selection methods for sample-based research (Krejcie & Morgan
1970). According to the sample selection requirements, the number of respondents (988 students)
who had responded is above the mandatory stipulated number of respondents as a sample for a
study.

Instrument of the study

This study uses a questionnaire as the instrument. According to Sulaiman (2002) questionnaires
are the most convenient method to obtain information and some advantages are prevalent
compared to other methods in obtaining quantitative information. The instrument used in this study
is an online questionnaire. This questionnaire was distributed in order to identify the level of
knowledge, attitudes and readiness of teacher teachers towards virtual learning.

The instrument of this study consists of four parts, namely part A demographics, Part B
teacher trainees' knowledge on virtual learning (virtual learning), Part C teacher trainees’ level of
attitude towards virtual learning (virtual learning) and Part D teacher trainees’ level of readiness
towards virtual learning. Part A consists of 5 items, Part B consists of 23 items, Part C has 18 items
and Part D consists of 10 items.

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Part A Table 2: Questionnaire Items No. of Items
A 5
B Construct 23
C Demographics of teacher trainees 18
D The trainee teachers’ level of knowledge on virtual learning 10
The trainee teachers’ level of attitude on virtual learning
The trainee teachers’ level of readiness on virtual learning

Descriptive Analysis

This study employed descriptive analysis to answer the research questions. The descriptive
analysis of this study consists of percentage, mean and standard deviation (SP) which were utilized
to identify the level of each variable. The interpretation of the mean score used in this study refers
to the study of Zolkepeli (2017) taken from Alias Baba (1992) stated as in Table 3 below;

Table 3: Interpretation of Min Score in Descriptive Analysis

Min Score Interpretation
1.00-2.00 Low
2.01-3.00
3.01-4.00 Moderate
High

Data Collection Procedures

The survey method using the questionnaires were utilized to obtain information to achieve the
purpose of the descriptive study. This method is appropiriate to obtain information about an
occuring event. Wiersma (1991) states that questionnaires are used to measure attitudes or opinions
with any number of variables in a natural condition. For the purpose of data collection, the
following procedures were performed:

i) The participants of the study were informed regarding the purpose of the study and
their consent to participate in this study voluntarily was obtained.

ii) Questionnaires were distributed online via link
https://forms.gle/ifWA41PPX2cbZEyJ8

Data Analysis Procedures

The quantitative data were analyzed using Statistical Package for the Social Science (SPSS)
version 22. The level of agreement was determined based on mean and percentage scores. Overall,
the design of this study is a survey study and a quantitative approach. This study was conducted
with the focus to obtain descriptive information to answer the above stated research questions.

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FINDINGS AND DISCUSSION

Demographic Analysis of Respondents
Based on Table 4 below, it is apparent that a total of 988 respondents were involved in this study.
From the total, 223 respondents (22.6%) are male trainee teachers while 765 (77.4%) are female
trainee teachers. The respondents’ gender information demonstrates that the number of male
trainee teachers involved in this study is relatively less than the female trainee teachers.

Table 4: The Gender of the Respondents

Gender Number of Respondents Percentage
Male 223 22.6
Female 765 77.4
Total 988 100

Table 5 below refers to the field of respondents involved in this study. The highest number of
respondents who answered the questionnaires is from the Islamic Education field which are 256
respondents (25.9%), followed by respondents from Malay Studies and Technology Design 168
(17%) respondents. Meanwhile, PDPP trainee teachers in agriculture and hospitality were the least
likely to answer this questionnaire, which is (0.1%).

Table 5: Cohort and Year of Intake

Field Number of Respondents Percentage
Tech Design 168 17
Mathematics 143 14.5
Science 79 8
Islamic studies 256 25.9
English 112 11.3
Malay Studies 168 17
Welding 9
Automotive 5 0.9
Aircond 3
Electricity 5 0.9
Electronics 12
Tourism 7 0.3
Accounting 15 0.5
Business 4 1.2
Agriculture 0.7
Hospitality 1 1.5
Total 0.4
1 0.1
0.1
988 100

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Table 6 below refers to the respondents' semester of study. 530 respondents (53.6%) were
from semester one while, 458 (46.4%) respondents from semester 2 were involved in this study.

Table 6: The Respondents’ Semester of Study

Semester Number of Respondents Percentage
Sem 1 530 53.6
Sem 2 458 46.4
Total 988 100

Table 7 below refers to the intake year of the respondents. The 2020 intake was the most
involved in this study which was 774 respondents (78.3%) while the respondents from the 2017
intake was the least in answering the questionnaire of this study which was only 4 (0.4%)
respondents.

Table 7: Intake Year

Year Number of Respondents Percentage
2017 4 0.4
2018 84 8.5
2019 126 12.8
2020 774 78.3
Total 988 100

Table 8 below, refers to the respondents' study programmes. Most of the respondents who
participated in the study were of PISMP programme which were 602 respondents (60.9%),
followed by PPISMP (307) which is (31.1) % and PDPP 79 respondents (8%).

Table 8: Study Programme

Programme Number of Respondents Percentage
PISMP 602 60.9
PPISMP 307 31.1
PDPP 79 8.0
Total 988 100

Findings based on the questionnaires

Research Question 1:
What is the trainee teachers’ level of knowledge of the current virtual learning during the
MCO period?,

In order to determine the answer for research question 1, 23 items were used in this section. Table
9 illustrates the mean values and standard deviations for each construct to establish the level of
knowledge of virtual learning among the trainee teachers. The findings of the study illustrate that
the mean for the construct I submit my assignment using the google classroom application

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obtained the highest mean which is 3.84 and s.d = 0.38. Overall, the level of the teacher trainees’
knowledge on virtual learning is at a high level with an average value of mean = 3.02, s.d = 0.78.

Table 9: Mean for Level of Respondents' Knowledge of Virtual Learning

No Sub-Construct N Mean Sd Interpretation

B1 I know the concept of virtual learning. 988 3.61 0.53 High

B2 I use a virtual learning approach every day 988 3.67 0.52 High
(virtual learning) during the Movement Control
Order (MCO) period. 988 3.40 0.61 High

B3 I am good at using interactive learning in virtual 988 2.98 0.787 High
learning High
988 3.23 0.788 High
B4 Virtual learning helps me understand Teaching 988 3.08 0.787 High
and Facilitation (PdPc) more easily 988 3.74 0.46 Moderate
Moderate
B5 Virtual learning is more flexible 988 3.69 0.51 Moderate
High
B6 Virtual learning creates collaborative learning 988 2.59 1.06 High
Moderate
B7 I know and often use google classroom 988 2.10 1.03 Low
application in Teaching and Facilitation (PdPc) Moderate
988 2.68 1.11 High
B8 I know and often use the Google Meet High
application in teaching and facilitation (PdPc) 988 3.84 0.38 Moderate
Moderate
B9 I know and often use the Zoom app in teaching 988 3.10 0.95 Moderate
and facilitation (PdPc) High
988 2.12 1.03
B10 I know and often use Skype application in 988 1.86 0.95
teaching and facilitation (PdPc) 988 2.39 1.13

B11 I know and often use Microsoft team 988 3.75 0.50
applications in teaching and facilitation (PdPc)
988 3.38 0.80
B12 I submit my assignments using the Google
Classroom application 988 2.41 1.08

B13 I submit my assignments using the google meet 988 2.08 1.02
application
988 2.49 1.11
B14 I send assignments using the Zoom app
988 3.73 0.47
B15 I submit my assignments using the Skype app

B16 I submit my assignments using the Microsoft
Team application

B17 I am good at downloading documents and
videos using the Google Classroom application

B18 I am good at downloading documents and
videos using the Google Meet application

B19 I am good at downloading documents and
videos using the Zoom app

B20 I am good at downloading documents and
videos using the Skype application

B21 I am good at downloading documents and
videos using the Microsoft Team application

B22 Virtual learning improved my computer skills

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B23 Virtual learning improved my skills in using the 988 3.75 0.46 High
0.78 High
internet

Overall Mean 988 3.02

Research Question 2:
What is the trainee teachers’ level of attitude towards learning during the MCO period?

In order to determine the answer for research question 2, 18 items were established. Table 10
shows the mean values and standard deviations for each construct which exhibit the level of teacher
trainees' attitudes towards virtual learning. The findings of the study revealed that the mean for the
construct I enjoy accessing virtual learning using the Google Classroom application because it is
easy to access anywhere, is at the highest level which is at mean = 3.50, s.d = 0.67. Generally, the
level of teacher trainees’ attitude towards virtual learning is at a moderate level with an average
value of mean = 2.94, s.p = 0.88.

Table 10: Mean for level of respondents' attitude towards virtual learning

No Sub-Construct N Mean Sd Interpretation

C24 I know the concept of virtual learning. 988 3.07 0.84 High

C25 I use a virtual learning approach every day 988 3.61 0.59 High

(virtual learning) during the Movement Control

Order (MCO) period.

C26 I am good at using interactive learning in virtual 988 3.48 0.63 High

learning

C27 Virtual learning helps me understand Teaching 988 3.50 0.67 High

and Facilitation (PdPc) more easily

C28 Virtual learning is more flexible 988 3.38 0.78 High

C29 Virtual learning creates collaborative learning 988 2.59 1.04 Moderate

C30 I know and often use google classroom 988 2.36 1.04 Moderate

application in Teaching and Facilitation (PdPc)

C31 I know and often use the Google Meet application 988 2.67 1.05 Moderate

in teaching and facilitation (PdPc)

C32 I know and often use the Zoom app in teaching 988 3.49 0.66 High

and facilitation (PdPc)

C33 I know and often use Skype application in 988 3.43 0.70 High

teaching and facilitation (PdPc)

C34 I know and often use Microsoft team applications 988 2.57 1.04 Moderate

in teaching and facilitation (PdPc)

C35 I submit my assignments using the Google 988 2.33 1.02 Moderate

Classroom application

C36 I submit my assignments using the google meet 988 2.63 1.02 Moderate

application

C37 I send assignments using the Zoom app 988 3.26 0.84 High

C38 I submit my assignments using the Skype app 988 3.45 0.76 High

C39 I submit my assignments using the Microsoft 988 2.48 1.07 Moderate

Team application

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C40 I am good at downloading documents and videos 988 2.21 1.02 Moderate
Moderate
using the Google Classroom application Moderate

C41 I am good at downloading documents and videos 988 2.49 1.07

using the Google Meet application

Overall Mean 988 2.94 0.88

Research Question 3
What is the trainee teachers’ level of readiness for virtual learning during the MCO period?

To answer research question 3, 44 items were assigned in the questionnaires. Table 11 conveys
the mean values and standard deviations for each construct for the level of readiness of trainee
teachers in the implementation of virtual learning by the lecturers.

The findings of the study indicated that the mean for the construct I can access virtual
learning easily because I have a computer at home obtained the highest mean which is 3.58, s.d =
0.62. Overall, the level of readiness of trainee teachers for virtual learning is at a high level with
an average value of mean = 3.32, s.d = 0.78.

Table 11: Mean for level of readiness for virtual learning

No Sub-Construct N Mean Sd Interpretation

D42 I am willing to use the virtual learning approach 988 3.46 0.73 High

in PdPc

D43 I have good internet access at home during the 988 3.32 0.85 High

MCO period

D44 Virtual learning makes it easier for me to interact 988 3.07 0.89 High

with the lecturers

D45 I can learn by using a virtual learning approach 988 3.45 0.70 High

(virtual learning) outside of lecture hours

D46 I can access virtual learning easily because I have 988 3.58 0.62 High

a computer at home.

D47 I can access virtual learning easily because I have 988 3.43 0.79 High

internet at home.

D48 I can access virtual learning easily even when I 988 3.27 0.83 High

am outdoors

D49 I do not feel left out in lessons although I am 988 3.09 0.88 High

learning using a virtual learning approach (virtual

learning)

D50 I always look forward to lecturers using the 988 3.30 0.78 High

virtual learning approach during the MCO period

D51 I always use the virtual learning approach at all 988 3.26 0.81 High

times even when the MCO period is over

Overall Mean 988 3.32 0.78 High

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DISCUSSION

Discussion based on the level of knowledge of trainee teachers in virtual learning practices.

The results of the study depict that primarily, the level of knowledge of teacher trainees on virtual
learning is at a high level with an average value of mean = 3.02, s.d = 0.78. The key findings
emerge as such because IPG students represent the high digital literacy group who belong to the
very high computer group, who are also referred to as ‘digital natives. The term refers to the young
generation that grew up in the digital age and have close ties to computers, the internet, video
games, mobile phones, social networks and tablets (Marc 2001). Correspondingly, the fact was
also highlighted by Jones, C.; Shao, B. (2011). Their research clearly illustrates that students in
higher education or university students prefer the use of ICT in their courses. This is supported by
a study conducted by Yu, Backman & Backman (2010) who quoted Oblinger’s (2003) statement
that the current generation which is better known as the ‘net generation’ is vulnerable to the latest
technology and uses a variety of the latest technological tools in the learning process.

According to a study by Singh and Lee (2008) and quoted by Yu, Backman & Backman
(2010), it is vital for institutions of higher learning to employ the latest technology in teaching and
learning in order to meet the expectations of tertiary level students and students favour it in
comparison with the traditional method of conferences. Ewelina Lacka & T. C. Wong (2019) also
stated that "digital natives refer to higher education students who have been raised in the
environment where the emergence of the latest technological devices is a reality. All of this
demonstrates and supports the findings of this study which indicate that the trainee teachers’ level
of knowledge of the current virtual learning using technology is high.

Discussion of Teacher Student Attitude Levels on Virtual Learning.

Apparently, the findings of the study reveal that the trainee teachers’ level of attitude towards
learning during the MCO period is moderate with an average value of mean = 2.94, and s.d = 0.88.
This shows that IPGKPT students are not very keen in virtual learning. This may be related to the
immediate change of teaching-learning methods from face to face to entirely virtual learning as a
result of the MCO announcement on March 18, 2020 for the first time and followed by several
MCOs that persist to this day. This is based on the findings of Zilka, Rahimi & Cohen (2019) who
argued that the virtual environment causes students to be coerced to familiarize themselves with
higher-level thinking abilities. They are also expected to posses the ability to integrate multiple
tasks and multi-media such as the audio, visual and oral used in virtual learning to achieve success
in the learning process. This prerequisite may pose a challenge for students who hastily had to
switch to a higher level of thinking in order to comprehend the online lectures that were previously
conducted face to face.

The study also cites studies by Henderson, Selwyn, and Aston 2017; Whitaker, New, and
Ireland 2016 which convey that the use of digital technology is also found to bear negative
elements such as it is more teacher-centered, as well as , result in inefficient time management by
students (Gao, Luo, and Zhang 2012; Tariq et al. 2012). Supporting this finding is also Brown, A
(2018) who argues that there are college students who at present lack self-learning skills that need

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to be inculcated to adapt in virtual learning environment. Based on these arguments, the findings
of this study are found to be in line with other former studies conducted.

Discussion of The Trainee Teachers’ Level of Readiness for Virtual Learning During the
MCO Period
The results of the study depict that the level of readiness of the trainee teachers for virtual learning
is at a high level with an average value of mean = 3.32, and s.d = 0.78. The level of readiness of
trainee teachers for virtual learning is high and corresponds to the good preparation by the teacher
or lecturer due to the fact that good preparation could enhance the students’ confidence. The
statement was agreed by Ewell W.H & Rodgers R.R. (2014) who stated that careful preparation
by a teacher or lecturer affect student readiness. Ewell W.H & Rodgers R.R. (2014) also
emphasized that the attitude of only distributing assignments to students without adequate
guidance would have negative impact on students' readiness to learn. Correspondingly, according
to A. Maltby and S. Mackie (2009), students' high confidence that they are able to take the course
and perform the task well would contribute as a determining factor in them following a course
well. The findings of the study are in congruence with other similar studies since the IPG trainee
teachers are the cream of SPM students who are selected among the high achievers in the SPM
examination. Hence it is anticipated that they should possess high self-confidence and would be
willing to pursue learning including virtually as they have a very wide exposure in the digital and
virtual worlds.

SUMMARY
Based on the findings, it is concluded that the level of knowledge and level of readiness of IPGKPT
students is high based on their background and the ability as children of the digital technology age
who are able to adapt to changes despite the fact,that they are not yet fully prepared to adopt virtual
teaching and learning. Considerably, improvements need to be furnished in order to enhance the
level of readiness of the students or trainee teachers. Students should be exposed to effective time
management methods, as well as the teaching and learning activities of the lecturers should be
tailored to cater the needs of students who may not be fully prepared to learn entirely through the
virtual world.

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DECONSTRUCTING VISUAL REPRESENTATION OF SELECTED CULTURAL
HERITAGE: LEARNERS’ REVISIONING OF THE PAST

Zillasafarina Ja’afar (PhD)
Teacher Training Institute Technical Campus(IPGKPT), Bandar ENSTEK, N.Sembilan

[email protected]

Mohd. Nizam Hj. Ijom
Teacher Training Institute Technical Campus(IPGKPT), Bandar ENSTEK, N.Sembilan

[email protected]

ABSTRACT

This paper addresses learners’ visual representations of selected cultural heritage that is reflecting
unique contemporary practices. The representations may interestingly resemble the ideal cultural
values and beliefs; they may even be totally dissimilar. This could be due to the societal practices
that prioritize vision among all senses and their interests in the use of technology. This becomes
an intriguing observation when what is seen could be questionable, or even inappropriate and
unethical. Therefore, a close semiotic analysis as a deconstruction of two visual representations of
similar cultural heritage in a Creative Writing examines the hidden voice of the sign-makers via
the visual created. By utilising theory of meaning-making and refashioning in New Historicism,
this study discusses the visual representations of cultural heritage selected. It is discovered from
the deconstruction of the production that revisioned representations empower the designers more,
and with the use of media technology, they could design images that are creative and original with
interesting meanings. The meanings can be either reflecting the customs of the society, or even out
of individual interests.

INTRODUCTION

Creative trends in meaning-making that focus on the use of visual images have always been
popular, due to its great ability to influence people. As the saying goes- Pictures speak thousand
words- which indicates visuals can carry multiple information and news, help to express feelings
and ideas. There has also been claims on the societal practices on believing in what is seen and
that submerged into the wonder of technology [2], [10]; hence images were chosen more as the
medium of communication compared to words. This centralizing of a universal phenomenon is
called 'ocular centric' culture as the visual has been dominating how man see things around them
(Mitchell, 1994). The scope of visual culture is then extended to on “creating and exploring new
archives of visual materials, mapping them to discover connections between what is visual and the
culture as a whole” (Mirzoeff, 2015). Hence, this connects the idea of visual representations as
part of cultural heritage. In definition, cultural heritage is an expression of the ways of people
inherited and shared of ideas from the past generation, such as customs, practices, places, objects,
artistic expressions and values (Jokilehto, 2005). These representations could be possibly neither
biologically nor culturally oriented at all (Mercer, 1987). This becomes an intriguing observation
when what is seen could be questionable, or even inappropriate and unethical due to techniques of

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production and reproduction (Janks, 2010). This concern is to be argued in the analysis of cultural
heritage, specifically on hair representations.

Due to that, there is the need to deconstruct meanings in representations of cultural heritage
by discovering the sign-maker’s hidden voice. Here, sign is defined as any “motion, gesture,
image, sound, pattern, or event that conveys meaning. The general science of signs is called
semiotics. Thus, one’s ability to understand signs is known as semiosis.” (Nordquist 2019). This
study thus deals with the researcher’s semiosis on understanding the semiotics of the signs on
visuals as designed by a learner as the sign-maker, to reveal his voice while utilizing the
representation of cultural heritage to signify meaning. What is the importance of the learners’ voice
via the representation of their creative work?

Understanding the significant of representations in life is very significant (Noraini, 2013;
Webb, 2009). Representation refers to the process of standing in for someone or something, or
rather substituting the ‘real thing’. This means the cultural heritage chosen may be useful to
represent the learner’s complex point of view and experience as the sign-maker, who may not have
stable permanent sense of understanding self, thus understanding keep changing thus confusing.
This is the need to understand the voice as projected via the representations.

Reimagining creative production is the conduit to expression of ideas and thoughts for
voice to be heard. This research generally aims to study how meanings are created by selected
sign, and the hidden voices regarding how they revisioned past events via the representation of
cultural heritage produced in the Creative writing class. Revisioning can be understood as the sign-
maker’s refashioning the representations by adapting, modifying or even altering typical
representations, to indicate their ideological position (Greenblatt, 2005). When a sign of cultural
heritage via hair representation has been adapted or modified to suit the creative intention, it may
carry meanings that are possibly not known to the sign-maker.

With the intention of the study to reveal the hidden voices embedded, a strategy of
revisioning the visual is chosen, ‘Pastiche’. Pastiche is the strategy of visual meaning-making,
defined as “a style of plagiarizing, quoting, and borrowing from the previous styles with no
reference to the history or sense of rules” (Sturken, M. & Cartwright, 2001). In this strategy, the
sign-maker will simply use images that are thought to have nostalgic connotation. This may be
true as he may have discovered them from the media.

LITERATURE REVIEWS

The studies on the significance of voices as the design of meaning-making is not rare, however,
the examination of voice to discover the possible reason for their choice over the representation of
cultural heritage could be only handful. In this semiotic study, voice is an important semiotic
resource to meaning making. Studies on voice by a few scholars are important to help understand
the politics of voicing (Archer, 2013; Erda Wati, Noraini, & Vengadasamy. 2016; Syed Ishtiaque
Ahmed, 2018). The studies examine many types of voices: the academic voice in multimodal texts
in higher education; the hidden voices as manifested in the state of ideological becoming used to
resist authoritative discourse; the voices of the silenced, consent and dissent in classical text; and
a hidden and silenced voice on discovering the rights as citizens of a nation. Archer’s research is
similar to this research, that is to discover the voice via the academic text created, and I mainly

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examine the visuals specifically on the representation of hair. The studies have become an
intriguing research to understand the politics of voicing, especially by those such as the learner
who were silenced- reasons for creation is never asked. How meanings created by the learners can
be deeply analyzed is aimed for to dis-cover the learner’s hidden voice.

2.1 A semiotic analysis of the visual meanings
The cultural heritage representation are seen via the imagery of hair was evident in the creative
writing produced in an e-Method for Literary Production course at a higher education in Malaysia.
In a creative writing course entitled e-Method, the leaners were exposed to basic knowledge on
the issues of Postcolonialism namely nationhood and concepts such as identity, power and
discourse. In the task on revisioning the past using the rewriting of the selected event in Malay
Annals (Sejarah Melayu), they became the creative producers of multimodal poetry that consists
of signs realized in the mode of poetic lines and visual images. In this paper, we will only examine
into the cultural representations of hair.

The strategy to analysis of making-meaning is four-fold, choosing the visual, reading with
the grain which is justified using intertextuality, reading against the grain and the discovering the
hidden voices. By deeply analyze the visuals chosen, their hidden voices can be heard via the
strategy of pastiche (see Figure 1a and 1b).

METHODOLOGY
The semiotic analysis is presented as follows:
• Data collection - gathering and choosing data.
The visual was gathered from the photograph image of the persona, wearing the headwear and the
hair as the representation of cultural heritage of a prominent character in the history of Malay
Sultanate - Hang Tuah in different forms of representation.

Figure 1a and 1b: Hang Tuah as an icon as cultural heritage in different representations
• Reading with the grain (using the Strategy of Pastiche)
i. Adoption of the images (Analyse the structure and patterns, with intertextuality to signify
cultural symbol of being)

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Long hair is the symbolic cultural heritage for heroic figure. Hair is part of the distinctive styles
of an individual to represent ethnicity or individualism, apart from the tenggolok which has been
commonly known as a Malay headgear.

As stated in a Malay pantun, a form of Malay poetry (as evidence), the importance of
having long hair is natural for a warrior: (Apa guna kepuk di ladang/ Kalau tidak berisi padi/ Apa
guna berambut panjang/Kalau tidak berani mati (what is the use of having a paddy container at the
field/ If it is not full of paddy/ what is the use of having long hair/If you do not dare to sacrifice/die)
(Jelani,1965). This description matches 1a very well, unlike the representation of Hang Tuah in
neat short hair in 1b.

• Reading against the grain

The semiotic analysis of the visuals of hair as cultural heritage representation indicates a hero
should possess at least fuzzy, shoulder length hair, which is a typical sign of a brave fighter (Tuan
Ismail, 1991). Thus, this is the typical symbolic representation of the Malay cultural heritage much
unknown to many. Hair has become a strong representation of a gallant Malay warrior. Therefore,
the visual representation of Hang Tuah in Figure 1b is not so heroic as the description does not
meet the expectation given, yet it may be reconciled with how a contemporary hero should look
like- a real gentleman who is clean and wellattired, with short hair.

• Discovering the hidden voices: Discussion

What can be inferred from this unique analysis is that a cultural heritage can be a commonsensical
representation as it includes the representation of hair style. This may indicate the sign-maker’s
unconscious voice of recognition of the im-portance of hair style for a Malay warrior. As they are
from the post-independent generation who had not experienced the history back to Malay Malacca
Sultanate in 15th century, they must have been influenced by the Malay movie on the Malay
warriors or any research on it, or how it should be seen, from their current social encounter in life.

Finding the voices of the hidden

The analysis affirms that we are living in an ocular centric culture that what we see influence the
way we think and act This also validates our living in a “visually saturated culture”, as coined by
Mirzeoff (1998). where visualizing reveals many aspects of life. These two interrelated keywords
on the trend of seeing as believing indicate that visual is a wonder of life that what you see matters
the most. In other words, we are surrounded or overwhelmed by visuals that have become overly
significant in our lives, to the ex-tent that we tend to judge others or things by seeing. Therefore,
the learners may have been influenced by what they watch on the media so that the visuals chosen
to fit into the social expectation. Therefore, representations of similar cultural heritage in different
style may indicate personal choices of how the warrior should look like – tidier and more
presentable, the idea of how a good gentleman should be at 21st century. This leads to the rhetorical
dimension of a popular culture when the aspects of social reality become the culture of the people
(Delaney, 2007).

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Pastiche – the strategy of the visual semiotics is chosen indicates the problem of focusing
on the images of present events in relation to the past that may lead to problematic social
identification (Jameson, 1991). Semiotic analysis includes the play of the visual signifiers– the
work of the signs that are evident everyway. A sign is produced when the signifier (i.e. the hair of
the Malay warrior) meet the signified (i.e. the meaning or importance of having long hair). The
analysis above reveals the importance of visual culture and technologies as the enabler of the
culture that can be guided by customs and cultural practices (i.e. the poem/sajak) or the beliefs on
contemporary way of life. Semiotic analysis is the possible way to deconstruct the reimagination
of the work. It consists of revisioning the past, such as the historical events, to reveal the sign-
maker’s hidden voices.

By adopting semiotic analysis as the systematic way to understand the meanings created,
the learners will be exposed to alternative way of making meaning towards knowledge production
that consider our cultural heritage, all with the aim to strengthen our sense of identity as
Malaysians.

IMPLICATION

This study contributes to the paradigm shift on making meanings (Zillasafarina, 2017).
Consequently, this becomes a dynamic way of making meaning as the learners had to reflect on
what they seen, unlearn what they had learnt, to relearn new way of making meaning and to
produce an alternative idea.

LIMITATION OF THE STUDY

This methodology examines all types of data to discover the hidden voices of a citizen of a
Malaysia, upon on how he appreciates the cultural heritage of his racial background as a Malay.
The revisioning strategy used to produce the creative representation is a way for multidisciplined
practices – the lesson that straddle between social studies and visual arts, as well as inculcating
creative and critical thinking. This indicates that the lesson may encourage learners to collaborate
with others, while appropriating the infotainment shown via the media. Nonetheless, the learners
need to be exposed to the idea of nationhood as the foundation towards better reimagination of the
creative work so that it will not be unethical.

CONCLUSION

The representation of the visual namely the cultural heritage allows creativity to flourish and
critical thinking to be practiced in an imaginative way. The production of the revisioned
representations of visuals signify sense of empowerment when it becomes the channel for exposing
sign-maker’s interest and concerns. Sign-maker’s interpretation via revisioning and the reader’s
re-interpretation im-plicate changes in contemporary meaning-making. This can address the
dynamic of revisioning as the imaginative creative strategy in meaning-making.

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ACKNOWLEDGMENTS

This study was part of a research project funded by Inisiatif PPPM#112: Pemerkasaan Institusi
Pendidikan 2020, as a form of Ministry of Education’s Grant Scheme. There-fore, I am very much
indebted by the sponsorship which has significantly assisted the research.

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TRIALOGICAL MODEL IN DATA ANALYSIS USING SPREADSHEET
TRIALOGIKAL MODEL DALAM ANALISIS DATA MENGGUNAKAN HAMPARAN

ELEKTRONIK

Mahamsiatus Kamaruddin1
1IPG Kampus Pendidikan Teknik, Bandar Enstek, Negeri Sembilan;

[email protected]

ABSTRACT

The advance of information technology and the availability of data in education management
provide an opportunity, to run data analysis to assist top management in decision making.
Information technology can transform data analysis in a more concise format, accurate, and in a
short time, by using any available office application software which is already installed on the
computer. However, even though the management at an operational-level in an organization
usually already has the software installed on a computer to support the managing of data, the extent
of knowledge and skills to use the software efficiently in decision making is still limited. This
study applies the Trialogical Model to implement decision support tools for data analysis of
distribution lecturer’s teaching and learning (TnL) hour at IPG Kampus Pendidikan Teknik
(IPGKPT) by grade specifications. A literature review using the interpretive paradigm involved
the Trialogical Model (includes Monological and Dialogical), which is a knowledge-based model
was carried out to run the data analysis using a Microsoft (Ms) Excel spreadsheet with Visual
Basic for Application (VBA) and graphical interface. The findings show the usability of the
Trialogical Model in the development of the decision support tool for TnL data analysis.

INTRODUCTION

The organization management is ever-changing, and there is an increasing need to respond quickly
to decision making and to innovate in the operation. Making such decisions may require a
considerable amount of relevant data, information, and knowledge, which sometimes decisions
must be made quickly, frequently in real-time, and usually need the computerized support (Turban
et al., 2007). The value of data that was transformed into meaningful information can help
decision-makers achieve the organization’s goals and improve the success of the administration.

In education management, the availability of data provides an opportunity for analyzing
the data and using the reports from it to assist the top management in decision making. Data can
be manipulated using the office application software, regardless of the type and software use, and
complete the data analysis in a more concise format, accurate and in a short time. To plan the
development of decision support tools required the guidance, knowledge, skills, and a clear
understanding of the information needed by top management at the operational, tactical, and
strategic levels of management. A tool may be either a model-based or a knowledge-based system
that can support the decision making in semistructured or unstructured decision situations. The
tool does not mean to replace a decision-maker, but to extend the top management in decision-
making capabilities. The characteristics of a tool that combined with the human judgment and
computerized information system, with a user-friendly design and using a model for analyzing the

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decision situations, help to improve the effectiveness of decision making and support the education
organization managerial.

Referring to Seref & Ahuja (2008), the decision support tool can be developed using a
spreadsheet and model it with Visual Basic for Application (VBA) through a graphical user
interface. However, even though this software is usually available on the computer, the extent of
knowledge and skills to develop or run the data analysis by using the software efficiently in
decision making is still limited.

Since the initiatives to develop the tool is essential in any organization, including in the
education management domain, it has to start from at the educational operational level. The
solution in the education management system is teachers training college, which one of the
operational works needs to have the mechanism is the management of the distribution lecturers
teaching and learning (TnL) hour by grade specifications. Based on the guidelines of ‘Amanah
Tugasan Pensyarah (ATP)' by the Institut Pendidikan Guru Malaysia (IPGM) in 2019, every
academic lecturer must have ‘Amanah Tugasan Syarahan (ATS)’ and ‘Kesetaraan Jam Syarahan
(KJS)’ in the scope of duties. ATS is the lecturer in TnL contexts, including preparation of TnL,
whereas KJS is a component related to academic scholar duties and services. The issues identified
by the campus timetable committee are:

• the distribution hour of data analysis TnL which prepared manually, easily having an error in
calculation and resulting dubious accuracy,

• the data analysis (report) takes a long time to prepare, and
• the finding in the data analysis is not understandable to interpret by other officers.

According to Stefanova (2015), the application of Trialogical Model of knowledge
management can generate new knowledge ideas. The use of a model can structure the experience
of acquiring knowledge, not only based on the individual or the group interaction, but involves
further action of creating new knowledge, processes, or objects (trialogical). Therefore, this study
applies the Trialogical Model, which is a knowledge-based model (Kusmin, 2019) to do a further
action to develop the decision support tool for automating the data analysis of distribution
lecturer’s TnL hour using Microsoft Excel spreadsheets with VBA.

BACKGROUND

Data Analysis

At various levels of organization management, data analysis is required for decision making, which
the efforts have to start from identifying the issues and must have problem-solving skills; therefore,
it will result in the meaningful data analysis output. Referring to Stair & Reynolds (2010) based
on Herbert Simon, the decision strategy has three main phases, the 'Intelligent phase' - identifying
and determining issues and opportunities, including resource constraints and the environmental
issues; 'Design phase' - designing alternative solutions and assessing each possibility; and 'Choice
phase' - choose the appropriate action. In this study, the data analysis tool developed to support the
decision making of distribution lecturer’s TnL hour by determining issues, constraints, and design
solutions to choosing the appropriate solution.

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Trialogical Model

The model is relying the perspective of learning is not only based on the individual knowledge
acquisition (monological) or social interaction (dialogical), but activity is organized around to
transforming to the further action, or creating shared knowledge objects or ideas and practices
(trialogical) (Paavola & Hakkarainen, 2009; Stefanova & Gercheva, 2014; Sansone, Cesareni &
Ligorio, 2016; Tammeorg, Mykkanen, Rantamaki, Lakkala & Muukkonen, 2019). Trialogical
Model is an approach that focuses on how a group of people creates and modifies the conceptual
artifacts (whether text, project design, model, concept sketch, etc.), which doesn't focus only on
the understanding of knowledge. It converges the developing innovations in works with the
environment supported or to implement using technology-mediated collaborative work with
knowledge artifacts and practices (Karlgren, Paavola & Ligorio, 2020; Donato, Garofalo,
Malandrino, Pellegrino, Petta & Scarano, 2019).

The features of this model are:
• support the process of creating new ideas for future change.
• help overcome barriers of the learning approach used to develop new practices together.
• support the ideas driven by investigative purposes.
• support analytic work to perform repetitive tasks.
• encourage the use of current practices.
• make changes to existing practices.

In this study, the Trialogical Model applied to converge the decision support tools for
creating new idea practices of the development of data analysis of distribution lecturers' TnL hour.

Microsoft Excel and VBA Worksheets

A Microsoft Excel spreadsheet is one of the applications software that can be used to develop the
decision support tool as it's available almost on computer systems which have easy-to-learn
features and suitable for data analysis solution (Seref & Ahuja, 2008). The spreadsheet worksheet
is ideal for building prototypes of small-scale decision support systems or building a prototype
before the actual operation is developed. Using it, the user interface can be created by placing an
optional 'button' that has a macro function or generates a VBA (Rozalia & Valentino, 2008).
Through VBA, which is a command in programming languages, further manipulation of
workflows can be made even more dynamic. VBA is a programming directive to automate
operations in Microsoft applications such as in Microsoft Excel spreadsheet. VBA allows users to
control the workflows to execute the complex commands which were previously done manually.
With VBA, instructions that take a longer time to prepare can be done more quickly and reduce
the risk of human error, especially in performing repetitive tasks (Urtis, 2011),

In this study, the ideas and the development of the data analysis for decision-making tools
using spreadsheets with integrating VBA for automation of the data analysis.

METHODOLOGY

This study involves a literature review (qualitative) based on the interpretive paradigm and
observation by the members of the timetable committee, included:

121

• issues and gaps from literature and observation (refer to the introduction and background of
the study); and

• interpreting the finding to the development of a decision support tool for automating the data
analysis (refer to the findings of the study).

FINDINGS

Based on the literature review and the observation findings, the knowledge analogy (monological)
explores knowledge as an individual mind’s property or characteristic. An individual is a basic
unit of knowing, and learning is an agent process. In this study, the metaphor is based on the issues
and the comments highlight of the campus meeting, referring to the manual analysis of the
distribution of lecturers TnL hour done before, which leads to an examination of a new approach
of knowledge structures of data analysis within among the members of the time table committee.

Participation practices (dialogical) examines the growing up process to innovate the
solution to function according to its norms. The participatory perspective, occurs a shift of all
members from peripheral to full participation. The committee assimilates or constructs the
development of ideas, include creative elements, and make the meaning of data connections to
decision making. Knowledge is not in the world itself or within the mind of an individual; it is an
aspect of making a solution and taking innovative elements into account which focus the
participation view on the outcomes.

The third knowledge creation (trialogical) is to overcome the acquisition and participation
approaches to the development of innovative inquiry through new ideas, tools, and practices to
support intelligence action to enrich the products or outcomes. The elicit practices promote
innovation, knowledge of the solution, which the aim is progressively relying on data analysis
using Microsoft Excel spreadsheet with a VBA platform for automating data analysis as the
decision support tools.

Monological: implied analysis ideas –
knowledge acquisition – TnL data analysis
issues, perspectives and needs in campus

Decision Support
Tools

Trialogical: create new knowledge and practice Dialogical: sharing idea –
artifacts/objects – authentic and usable – increase use cognitive/creative activity
of technology – implement and design the spreadsheet participation with team –
file as a decision support tool – enhances technology discussion of solution – choosing
usage – implementing and designing the support tool the appropriate approaches
for data analysis (testing/evaluating – error checking,

compatibility, etc)

Figure 1: Adaptation of Trialogical Model in the Implementation of Data Analysis

122

The acquisition view may be seen to present a ‘monological’ view of human cognition in
focusing within-mind process. The participation view appears to represent a ‘dialogical’ view that
emphasizes the interaction with the environment, or among people. The knowledge creation
represents a ‘trialogical’ approach that focuses on the collaborative development of mediating
objects of decision support tools and the viewpoint of the adaptation model in data analysis in this
study, as shown in Figure 1, and the perspective applies to the implementation of data analysis
tools performed in Figure 2. It starts with addressing the situation and knowledge acquisition
involving monological, dialogical, and trialogical.

CONCLUSION
Data is an essential asset to the organization; the more it can be shared is better. Although this
study discusses the small scope of the development of a decision-making support tool, the
application has improved the quality of data reporting in the college. However, the combination of
M Excel with VBA in the small-scale data support needs the committee has the knowledge and
skills to manage ideas; therefore, the development tools meet the management needs. The use of
spreadsheets can be applied at other levels of operational works without requiring users to learn
specific programming instructions. Overall, this study hope can be used as a reference to the
usability of the Trialogical Model to innovate in the implementation of the small decision-making
solution.
ACKNOWLEDGEMENT
This study won the gold medal in the national innovation competition 'Competition, Presentation,
Exhibition-COMPEX 2019 ' organized by IPGKPT.

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REFERENCES

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(CSCWD), Porto, Portugal. 117-122, DOI:10.1109/CSCWD.2019.8791867.

Institut Pendidikan Guru Malaysia (2019). Garis Panduan Amanah Tugasan Pensyarah (ATP)

Karlgren, K., Paavola, S. & Ligorio, M. B. (2020). Introduction: What are knowledge work
practices in education? How can we study and promote them?.Research Papers in
Education, 35(1), 1-7, DOI:10.1080/02671522.2019.1677761

Kusmin, M. (2019). Inquiry-Based Learning and Trialogical Knowledge-Creation Approach in
Smart Schoolhouse Supported by IoT Devices. In proceedings of the 2019 IEEE Global
Engineering Education Conference (EDUCON), Dubai, United Arab Emirates. 571-575,
DOI:10.1109/EDUCON.2019.8725232.

Paavola, S. & Hakkarainen, K. (2009). From Meaning Making to Joint Construction of Knowledge
Practices and Artifacts – A Trialogical Approach to CSCL. In proceedings of the Computer
Supported Collaborative Learning Practices: CSCL2009. 83–92.

Rozalia, R. V., & Valentin, T. (2008). Spreadsheet–Based Decision Support System. In
proceedings of the European Integration - New Challenges for the Romanian Economy
Conference, Romania. 4, 1509-1514.

Sansone, N., Cesareni, D. & Ligorio, M. (2016). The Trialogical Learning Approach to innovate
teaching. Italian Journal of Educational Technology, 24(2), 82.

Seref, M. & Ahuja, R. (2008) Spreadsheet-Based Decision Support Systems. In: Handbook on
Decision Support Systems 1. International Handbooks, Information System. Springer,
Berlin, Heidelberg.

Stair, R. & Reynolds, G. (2010). Information Systems (9th Edition). Cengage, Canada.

Stefanova, S. & Vasileva, T. (2014). Trialogical Approach to Knowledge Practices in CAD
Education. Annual Journal of Electronics, 8. 150-153

Tammeorg, P., Mykkanen, A., Rantamaki, T., Lakkala, M. & Muukonen, H. (2019). Improving
Group Work Practices in Teaching Life Sciences: Trialogical Learning. Res Sci Educ. 49,
809–828. DOI:10.1007/s11165-017-9649-8.

Turban, E., Aronson, J. E, Liang T. P. & Sharda, R. (2007). Decision Support and Business
Intelligence Systems (8th Edition). Pearson Education, Inc New Jersey, USA

Urtis, T. (2011). Excel VBA 24 hour Trainer. John Wiley Publishing, Inc., Indianapolis, Indiana.

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DIAGNOSTIK ITEM KEBOLEHGUNAAN PADLET DALAM MENGAPLIKASI
MODEL TRIALOGICAL MENGGUNAKAN PENGUKURAN RASCH

Mahamsiatus Kamaruddin1*, Syakima Ilyana Ibrahim2
1IPG Kampus Pendidikan Teknik, Bandar Enstek, Negeri Sembilan

ABSTRAK

Kajian ini dijalankan untuk menentukan kesahan dan kebolehpercayaan item dimensi
kebolehgunaan Padlet dalam mengaplikasi Model Trialogical melalui teknik pengukuran Rasch.
Dimensi kebolehgunaan mengandungi adaptasi konstruk yang dibangunkan mengandungi aspek
kecekapan, keberkesanan dan kepuasan pelajar. Kajian ini menggunakan dapatan kajian penulis
yang lepas berdasarkan dapatan penilaian kuantitatif berkaitan kebolehgunaan aplikasi Padlet
dalam mengaplikasi model Trialogical bagi kursus xxx3152 Inovasi Digital dalam Pengajaran dan
Pembelajaran yang melibatkan kajian rintis kepada14 orang pelajar semester 6 di IPG Kampus
Pendidikan Teknik (IPGKPT). Hasil kajian ini menjelaskan kesahan item yang dibangunkan
berdasarkan dapatan rintis yang telah dijalankan menggunakan ujian diagnostik nilai indeks
Cronbach Alpha dan diagnostik kebolehpercayaan, unidimensi, polariti item PtMea-Corr,
diagnostik kesesuaian item dan diagnostik item map. Berdasarkan dapatan kajian, secara lanjut
kualiti item mempunyai kesahan dan kebolehpercayaan yang baik untuk mengukur tiga konstruk
dimensi kebolehgunaan berkaitan penggunaan aplikasi Padlet dalam mengaplikasi model
Trialogical bagi PdP.

PENGENALAN

Pemilihan strategi pengajaran dan pembelajaran (PdP) merupakan proses penting bagi mencapai
sesuatu hasil pembelajaran yang ditentukan. Ini kerana pada masa inilah berlaku interaksi antara
gurupelajar (synchronous atau asynchronous) dalam usaha pelajar menguasai pengetahuan dan
kemahiran subjek yang dipelajari. Guru bukan hanya berperanan sebagai penyampai ilmu malahan
perlu menyokong pelajar menjana idea bagi pembelajaran kendiri pelajar.

Merujuk Delucchi et al. (2010), mengaplikasi model Trialogical dapat menyokong
pemahaman (perspektif mencipta pengetahuan) dalam PdP bukan hanya berdasarkan pemerolehan
pengetahuan individu (monological) atau interaksi berkumpulan (dialogical), tetapi berkongsi
usaha mengubah idea atau membangunkan penciptaan baru secara koloboratif (trialogical).
Berdasarkan Mohamed Amin (2014), penggunaan teknologi Web 2.0 berpotensi digunakan dalam
domain pendidikan dan dapat menyumbang pelbagai kreativiti dalam pelaksanaan proses PdP.
Namun tiada kajian menjelaskan mengaplikasi model Trialogical dalam PdP secara lanjut
menggunakan platform Padlet yang merupakan aplikasi Web 2.0, supaya guru-pelajar berperanan
tidak hanya sebagai pengguna teknologi dalam pengajaran malahan boleh menjana idea kreativiti
menggunakan teknologi dalam PdP.

Justeru, pelajar siswa guru yang mengikuti kursus xxx3152 Inovasi Digital Dalam
Pengajaran dan Pembelajaran pada semester 6 di IPG Kampus Pendidikan Teknik (IPGKPT) perlu
mengaplikasikan model Trialogical bagi menghasilkan satu inovasi secara digital bahan
pengajaran dan pembelajaran kursus major masing-masing, platform aplikasi Padlet dipilih

125

digunakan bagi menyokong secara eksplisit pengaplikasian tersebut. Secara khususnya,
penggunaan Padlet dalam mengaplikasi model Trialogical berfokus menentukan penguasaan
pelajar bagi mencapai hasil pembelajaran kursus iaitu pelajar perlu dapat menghasilkan bahan
inovasi digital sebagai sebagai bahan PdP kursus major masing-masing.

Bagi menentukan kebolehgunaan Padlet bagi pelajar mengaplikasi model Trialogical
tersebut, penilaian terhadap item yang dibangunkan diadaptasi daripada dimensi kebolehgunaan
kajian Frokjaer et al. (2000), Siti Asma et al. (2016) dan ISO dilakukan menggunakan teknik
pengukuran Rasch. Berdasarkan Azrilah et al. (2015) menjelaskan kelebihan teknik pengukuran
Rasch dapat membantu pembinaan alat pengukuran yang sahih yang menjurus kepada kuantiti dan
kualiti pelaksanaan PdP. Ini supaya item yang digunakan dapat ditentukan tahap kesesuaian dan
penjajaran strategi PdP yang digunakan guru dapat mencapai hasil pembelajaran secara lebih
bermakna.

Pelaksanaan analisis rintis penilaian kebolehgunaan Padlet dalam mengaplikasikan model
Trialogical telah dilakukan penulis dalam kajian sebelum ini (Mahamsiatus, 2019) menggunakan
item soal selidik dalam bentuk ordinal dan dinterpretasi ke nilai min dan Cronbach Alpha. Oleh
itu, melalui teknik pengukuran Rasch perspektif data berbentuk ordinal tadi dilakukan kepada
berbentuk ratio yang merujuk kepada kebarangkalian kebolehgunaan platform tersebut berbanding
menggunakan strategi lain bagi menentukan kesahan dan kebolehpercayaan item secara lanjut.
Oleh itu, secara khusus, kajian ini bertujuan menentukan ketepatan instrumen kebolehgunaan yang
dibangunkan terhadap penilaian kebolehgunaan Padlet dalam mengaplikasi model Trialogical
menggunakan teknik pengukuran Rasch bagi mencapai hasil pembelajaran kursus xxx3152.

LITERATUR

Pengukuran Rasch

Kelebihan pengukuran model Rasch dalam menilai item ujian telah digambarkan oleh ramai
penyelidik. Berdasarkan Siti Rahayah (2013), analisis Rasch sesuai menilai pembinaan ujian yang
mempunyai skor berbentuk skala likert, partial credit, dikotomus dan politomus di mana kesemua
item soalan boleh ditentukurkan di antara kesukaran item soalan. Prosedur dalam pengukuran
Rasch dapat membantu menentukan keadilan dan kesaksamaan semasa interaksi individu
menjawab dengan alat (item) yang digunakan (Siti Rahayah, 2013). Melalui model ini, masalah
berkaitan dengan kesahan kandungan dan kesahan konstruk terhadap satu-satu ujian boleh dikenal
pasti, termasuklah sekiranya berlaku ulangan item soalan, item soalan tidak mengukur konstruk,
jurang antara pengagihan bilangan item, padanan responden dan item, pemisahan
kebolehpercayaan individu item dan sebagainya.

Pengukuran Rasch merupakan penyelesaian efektif dalam penyediaan kesahan dan
kebolehpercayaan instrumen yang tinggi melalui penghasilan statistik yang mendalam. Selain
instrumen dikatakan mempunyai kesahan dan kebolehpercayaan yang tinggi sekiranya instrumen
tersebut dapat mengukur apa yang sepatutnya diukur (Cresswell, 2014). Selari dengan tujuan
kajian ini, penggunaan pengukuran Rasch digunakan untuk menentukan ketepatan instrumen
terhadap penilaian kebolehgunaan Padlet dalam mengaplikasi model Trialogical bagi mencapai
salah satu hasil pembelajaran kursus xxx3152.

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Padlet

Padlet adalah aplikasi Web 2.0 dengan pengguna dapat membina papan buletin digital atas talian
untuk berkongsi maklumat berkaitan sesuatu topik. Pengguna hanya perlu mendaftar untuk
membina papan buletin digital sendiri dengan meletakkan bahan seperti imej, pautan, video dan
sebagainya. Pengguna boleh memberikan tetapan sama ada membenarkan papan buletin di akses
oleh sesiapa sahaja, diberikan tetapan sederhana atau sepenuhnya peribadi. Selain itu, Padlet boleh
dimuat turun pada telefon pintar dan di akses menggunakan pautan alamat pada bila-bila masa
sama ada di dalam atau di luar kelas bagi PdP PdP (Ittps://teachersfirst.com/single.php?id=10007)
secara segerak atau tidak segerak.

Padlet boleh digunakan oleh pelajar bekerjasama dalam kumpulan sama ada menggunakan
alatan komputer di makmal ataupun menggunakan peranti mudah alih masing-masing bagi
menghantar mesej, memberi pandangan, berkongsi nota, menjawab soalan, menulis jurnal maya,
membina portfolio, membina laman web dan sebagainya, dengan guru menetapkan peraturan
penggunaan papan buletin. Selain pautan alamat papan buletin digital yang dibina, dikongsikan ke
media seperti facebook, laman web, telegram, wikipedia dan sebagainya untuk mendapatkan
maklum balas lanjut atau dikongsikan bersama ibubapa pelajar.

Model Trialogical

Model ini menjelaskan pemahaman (perspektif penciptaan pengetahuan) berdasarkan andaian,
pembelajaran bukan hanya berdasarkan pemerolehan pengetahuan individu (monological) atau
berdasarkan interaksi berkumpulan (dialogical) tetapi perlu seterusnya berkongsi usaha mengubah
idea dan amalan semasa (trialogical) (Paavola & Hakkarainen 2009; Stefanova & Gercheva, 2014).
Merujuk Delucchi et al. (2010), model Trialogical adalah pendekatan yang menumpukan cara
sekumpulan orang membuat dan mengubah suai artifak konseptual (samada teks, rancangan
projek, model, lakaran konsep dan sebagainya) yang tidak hanya bertumpu pada pemahaman
sahaja.

Pembelajaran menggunakan model Trialogical dapat membantu mengembangkan hasil
kerja dengan bantuan persekitaran pembelajaran dengan disokong oleh teknologi tertentu.
Pendekatan Trialogical dalam pembelajaran membolehkan pelajar bersama rakan sebaya
melaksana aktiviti kumpulan dengan matlamat untuk membangunkan sesuatu yang baru secara
kolaboratif berbanding bahan sedia ada. Pendekatan ini telah dikembangkan dengan dipandu oleh
teknologi di KP-Lab (Delucchi, 2010) dalam beberapa konteks kursus di peringkat pengajian dan
membawa kepada penciptaan yang signifikan berkaitan inovasi pengetahuan bagi menambah baik
sesuatu amalan.

Kebolehgunaan

Menentukan kebolehgunaan adalah asas bagi mengukur tahap penerimaan pengguna terhadap
sesuatu aplikasi atau produk (Siti Asma et al., 2016). Kebolehgunaan adalah berkaitan memastikan
bagaimana sesuatu produk bersifat interaktif iaitu mudah dipelajari, berkesan untuk digunakan dan
menyeronokkan dari perspektif pengguna (Frokjaer et al., 2000). Dengan mempunyai ciri
kebolehgunaan, ia mengoptimumkan interaksi pengguna dengan produk yang membolehkan
pengguna menjalankan aktiviti di sekolah, di tempat kerja atau dalam kehidupan seharian.

127

Berdasarkan ISO 9241, kebolehgunaan adalah berkaitan bagaimana mengenal pasti
maklumat yang perlu diambil kira apabila menentukan atau menilai sistem paparan visual dari segi
prestasi dan kepuasan pengguna (http://www.iso.org/obp/ui/#iso:std:iso:9241). Menentukan aspek
kebolehgunaan dapat dijadikan rujukan maklumat yang konkrit kepada pereka bagi membina
produk dengan ciri-ciri yang interaktif dan dapat meningkatkan mudah guna produk dengan
pengalaman pengguna (Rogers et al., 2011; Nielson, 2012).

Berdasarkan Frokjaer et al. (2000) dan Siti Asma et al. (2016) merujuk ISO 9241,
kebolehgunaan dapat ditentukan berfokus pada aspek kecekapan, keberkesanan dan kepuasan
pengguna terhadap sesuatu produk. Rumusan pembangunan item berdasarkan konstruk dimensi
kebolehgunaan kajian ini dijelaskan seperti Jadual 1 berikut.

Jadual 1: Rumusan Konstruk Dimensi Kebolehgunaan.

Aspek Kebolehgunaan Keterangan Rumusan Konstruk (kajian)
(Frokjaer et al. (2000),
Siti Asma et al. (2016),

ISO 9241)

Rumusan aspek kecekapan kajian

Kecekapan • Kecekapan - berkaitan adalah:

keberhasilan penggunaan - selari pembelajaran masa kini

produk bagi pengguna - mudah disesuaikan untuk

mencapai sesuatu pembelajaran

penyelesaian. Indikator - dapat menjelaskan mengenai

kecekapan merangkumi pembelajaran

berapa cepat tempoh masa - mudah diorganisasikan untuk

tugasan siap dan tempoh pembelajaran

masa mempelajari produk - menepati tujuan pembelajaran

tersebut seterusnya dapat - pelengkap kecekapan

melakukan penyelesaian pembelajaran

seperti sasaran.

Rumusan aspek keberkesanan

Keberkesanan • Keberkesanan - berkaitan kajian adalah:

ketepatan dan - meningkatkan keberkesanan

kesempurnaan terhadap pembelajaran

penggunaan produk bagi - mempelbagaikan strategi

pengguna dapat mencapai pembelajaran

sesuatu penyelesaian. - meningkatkan pemahaman

Indikator keberkesanan - dapat disesuaikan dalam

merangkumi kualiti pembelajaran bersemuka @

mencapai penyelesaian tidak bersemuka

dan kadar kesilapan yang - mempunyai kualiti teknikal

berlaku menggunakan - menyokong persekitaran

produk tersebut. pembelajaran

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Aspek Kebolehgunaan Keterangan Rumusan Konstruk (kajian)
(Frokjaer et al. (2000),
Siti Asma et al. (2016),

ISO 9241)

Rumusan aspek kepuasan

Kepuasan • Kepuasan - berkaitan pengguna kajian adalah:

keselesaan dan sikap - boleh disasarkan untuk

positif pengguna terhadap kepelbagaian kecerdasan

penggunaan produk bagi - memberikan kepuasan

pengguna dapat mencapai berkaitan kesahan kandungan

penyelesaian. Indikator PdP dibina sendiri

kepuasan termasuk - tidak menghadapi

mengukur sikap permasalahan tiada pihak

kesenangan pengguna bertanggung terhadap

terhadap produk. penggunaan aplikasi

METODOLOGI

Kajian penulis yang dirujuk telah dijalankan sebelum ini menggunakan pendekatan kuantitatif
berdasarkan dapatan analisis yang dilarikan menggunakan perisian PSPP (Mahamsiatus, 2019).
Responden kajian terlibat adalah seramai 14 orang siswa guru yang menggunakan aplikasi Padlet
untuk mengaplikasi model Trialogikal dalam PdP dalam kursus xxx3152. Instrumen kajian
merupakan set soalan yang mengandungi 15 item yang terbahagi kepada 3 konstruk seperti
dijelaskan pada latar belakang kajian di atas. Manakala maklum balas item adalah dalam bentuk
skor skala likert bermula dari 1(tidak bersetuju) hingga 5 (sangat setuju). Berdasarkan dapatan
kajian yang lepas menunjukkan nilai kebolehpercayaan item menggunakan PSPP yang diperoleh
iaitu nilai Cronbach Alpha adalah 0.97. Jadual 2 menunjukkan bilangan item mengikut konstruk
dimensi kebolehgunaan yang telah dibangunkan.

Jadual 2: Bilangan Item Mengikut Konstruk Dimensi Kebolehgunaan.

Konstruk kebolehgunaan Senarai Item
kecekapan (6 item) A1, A2, A3, A4, A5, A6
keberkesanan (6 item) B1, B2, B3, B4, B5, B6
kepuasan pengguna (3 item) C1, C2, C3

Dalam kajian ini pula, metodologi kajian dilakukan berfokus mendiagnos atau mengesan
secara lanjut kesahan dan kebolehpercayaan item tersebut untuk menilai kebolehgunaan aplikasi
Padlet bagi pelajar mengaplikasi model Trialogikal dalam PdP tersebut. Dalam kajian ini, data
tersebut dianalisis secara lanjut menggunakan perisian Winstep 3.682 bagi menjalankan beberapa
ujian diagnostik berdasarkan kaedah Item Response Theory (IRT) merujuk teknik pengukuran
Rasch.

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DAPATAN
Walaupun teknik pengukuran Rasch mampu menghasilkan analisis yang mendalam dan terperinci,
namun dalam konteks kajian ini, analisis kesahan dan kebolehpercayaan item ujian hanya berfokus
pada analisis diagnostik nilai indeks Cronbach Alpha dan diagnostik kebolehpercayaan,
unidimensi, polariti item PtMea-Corr, diagnostik kesesuaian item dan diagnostik Item Map.
Indeks Cronbach Alpha dan Kebolehpercayaan Item-Individu
Analisis nilai kepercayaan item merujuk nilai indeks Cronbach Alpha (KR-20) Person Raw Score
Reliability (Rajah 1) bagi keseluruhan item adalah pada 0.97. Nilai ini di dapati sama dengan
dapatan nilai indeks yang dilarikan dengan perisian PSPP dalam penulisan kajian lepas yang
menunjukkan kebolehpercayaan item adalah tinggi bagi semua item yang telah dibina. Merujuk
Pallant (2007), pekali kebolehpercayaan melebihi 0.7 adalah baik yang menjelaskan item soal-
selidik sesuai digunakan untuk konstruk kajian.

Namun, dapatan analisis item turut menunjukkan, nilai separation item (Rajah 1) adalah
0.76 logit yang menjelaskan nilai indeks kebolehpercayaan item dalam instrumen soal selidik
adalah pada tahap sederhana baik. Selain nilai item Reliability adalah 0.37 logit yang menunjukkan
ketidak cukupan individu yang menjawab untuk mengukur apa yang sepatutnya diukur (Born &
Fox, 2007) berkaitan kebolehgunaan Padlet dalam mengaplikasi model Trialogical dalam PdP.
Oleh itu, ini menunjukkan jumlah responden yang lebih ramai pelu dilibatkan bagi menentukan
kesahan dan keberkesanan item. Manakala nilai separation individu adalah 3.61 logit iaitu pada
tahap baik dengan person Realibility adalah 0.93 logit (Rajah 2) yang menunjukkan
kebolehpercayaan individu yang tinggi dan boleh diterima (Born & Fox, 2007; Siti Rahayah,
2013). Secara keseluruhan item reliability (Rajah 1) rendah adalah disebabkan sampel yang ada
tidak mempunyai cukup keupayaan untuk membuat pengkelasan terhadap item, manakala person
realiblity (Rajah 2) tinggi menunjukkan item ini cukup untuk membuat separation person
(keupayaan sampel) antara individu yang berkebolehan tinggi dan berkebolehan rendah untuk
menghasilkan jawapan subjek kajian yang konsisten bagi kumpulan berlainan.

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Analisis Unidimensi
Analisis unidimensi item adalah ukuran untuk menilai item dibina kukuh dan boleh dicapai iaitu
mampu mengukur apa yang sepatutnya diukur (Kashfi, 2014; Siti Rahayah, 2013; Azrilah et. al,
2017), dalam kajian ini adalah konstruk kebolehgunaan. Merujuk Kashfi (2014) dan Siti Rahayah
(2013), bagi menentukan item-item kajian mengukur satu keupayaan tunggal terhadap sesuatu
konstruk ditentukan adalah melihat standardized residual variance sebaik-baiknya > 60% selain
nilai unexplained variance contrast kurang daripada 15%.

Berdasarkan Rajah 3, melalui analisis nilai Raw variance explained by measures adalah
67.2%. Nilai dapatan ini menunjukkan instrumen kebolehgunaan adalah tinggi untuk skop kajian
serta mempunyai kesahan konstruk yang baik. Manakala penentuan nilai Unexplained variance in
1st contrast pula menunjukkan nilai kurang daripada 15% iaitu 8.4%, yang menjelaskan item
pengukuran kebolehgunaan Padlet dalam mengaplikasi model Trialogical dalam PdP kurang
gangguan, kukuh dan sah berkaitan konstruk yang ingin diukur.

Polariti Item, PTMea-Corr
Analisis polariti nilai indeks PTMea-Corr pula yang dijalankan bagi mengesan lanjut sejauh mana
konstruk mencapai matlamatnya, menunjukkan semua nilai item adalah positif melebihi > 0.30
(Bond & Fox, 2007) iaitu antara nilai 0.70 hingga 0.92. Ini menunjukkan kesemua 15 item sangat

131

baik dan item yang dibina mampu mengukur ke arah konstruk yang dimaksudkan apa yang
seharusnya diukur. Merujuk Siti Rahayah (2008), nilai PTMea-Corr yang positif boleh dirumuskan
bahawa item-tem dalam konstruk tidak bercanggah dengan konstruk yang ingin diukur. Namun,
walaupun nilai PTMeaCorr menunjukkan nilai positif (>0.00), penentuan kesesuaian item melalui
nilai Infit dan Outfit MNSQ berdasarkan Bond & Fox (2007) yang baik adalah pada julat di antara
0.5-1.5 didapati terdapat item yang berada di luar julat nilai yang sesuai. Justeru, oleh kerana nilai
PTMea-Corr item positif bagi item C3, B6, A6, A2, B3 dan A5 namun nilai Infit dan Outfit berada
di luar julat yang sesuai, ini menunjukkan item tersebut masih boleh diterima namun perlu
dimurnikan. Selain nilai Zstd item yang berada antara -1.9 hingga +1.9 (Siti Rahayah, 2008),
kecuali item C3 dan B6, menunjukkan bahawa item tersebut didapati mempunyai kebolehramalan
yang munasah berkaitan konstruk kajian.

Diagnostik Kesesuaian Item
Analisis kesesuaian item yang fit dan misfit boleh dilakukan dengan merujuk nilai infit setiap item
(Sumintono & Widhiarso, 2014) dengan nilai MEAN dan S.D. dijumlahkan (+/-+, kemudian
dibandingkan nilai logit sama ada lebih besar atau kurang dari nilai tersebut bagi menentukan item
misfit (outliers).

Berdasarkan Rajah 5 merujuk nilai infit analisis yang dijalankan didapati jumlah logit item
dari MEAN dan S.D., 0.87 +/- 0.46 = 0.41 (nilai bawah) hingga 1.33 (nilai atas) menunjukkan
terdapat tujuh item dengan nilai INFIT MNSQ yang lebih besar iaitu item C3, B1, A6 dan lebih
kecil iaitu item A2, B6, B3, A5, yang menunjukkan item tersebut tidak homogen dengan 8 item

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lain dalam skala pengukuran. Oleh itu, item-item tersebut perlu diberi perhatian untuk disemak
dibuat penambahbaikan.

Diagnostik Item Map – Kesukaran Item Berdasarkan Konstruk
Manakala analisis diagnostik Item Map bagi mengesan secara lanjut tahap kesukaran item
menunjukkan, dua item dikenal pasti sebagai item sukar untuk ditentukan oleh pelajar dengan
terdapat 7 pelajar (50%) daripada keseluruhan sukar untuk menjawab. 12 item pula dikenal pasti
sebagai sederhana untuk ditentukan oleh pelajar dengan terdapat 4 pelajar (28.6%) daripada
keseluruhan secara sederhana dapat menjawab. Selain terdapat 1 item dikenalpasti sebagai mudah
untuk ditentukan oleh pelajar dengan terdapat 3 pelajar (21.4%) daripada keseluruhan mudah
untuk dapat menjawab. Oleh itu, menunjukkan kesemua item sesuai digunakan, namun item B5
dan C3 perlu dimurnikan untuk memudahkan kefahaman responden semasa menjawab soal-
selidik.

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Secara keseluruhan, analisis dapatan berkaitan kesahan dan kebolehpercayaan item yang
dijelaskan pada bahagian (a), (b), (c), (d) dan (e) di atas dapat membantu meningkatkan kualiti
item soal-selidik yang dibangunkan dalam mengukur konstruk penilaian kebolehgunaan Padlet
dalam mengaplikasi model Trialogical dalam pembelajaran. Walaupun insrumen kebolehgunaan
mempunyai kesahan dan kebolehpercayaan yang baik daripada analisis diagnosis (a) dan (b),
daripada 15 item yang dikemukakan terdapat tujuh (8) item iaitu item A2, A5, A6, B1, B3, B5, B6
dan C3 perlu dimurnikan bagi meningkatkan kesahan dan kebolehpercayaan item dan sekaligus
supaya dapat memberikan kesan signifikan terhadap konstruk kebolehgunaan. Manakala item-item
lain dikekalkan kerana item tersebut boleh diguna pakai bagi mengukur konstruk kebolehgunaan.
Ringkasan item mengikut konstruk kebolehgunaan setelah dianalisis menggunakan teknik
pengukuran Rasch adalah seperti Jadual 3.

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Jadual 3: Ringkasan Item Dikekalkan, Dimurnikan dan Digugurkan

Konstruk Item asal Item dikekalkan Item Item
kebolehgunaan digugurkan
A1, A2, A3, dimurnikan
- kecekapan (6 item) A4, A5, A6 tiada
A1, A3, A4 A2, A5, A6

B1, B2, B3, B2, B4 B1, B3, B5, B6 tiada
- keberkesanan (6 item) B4, B5, B6

C1, C2, C3 C1, C2 C3 tiada
- kepuasan pengguna (3

item)

Rumusan Jumlah 15 7 80

KESIMPULAN

Kajian ini membincangkan analisis diagnostik item kebolehgunaan Padlet bagi mengaplikasi
model Trialogial dalam PdP berdasarkan aspek kecekapan, keberkesanan dan kepuasan pengguna.
Analisis terhadap kesahan dan kebolehpercayaan instrumen kajian menunjukkan bahawa item
ujian adalah sesuai untuk diguna pakai dengan pemurniaan beberapa item perlu dilakukan
termasuk penambahan bilangan responden yang terlibat. Walaupun skop instrumen
kebolehgunaan kajian berskala kecil, namun perspektif analisis yang dijelaskan relevan dalam
menentukan kesahan dan kebolehpercayaan item kajian yang dibangunkan. Selain, usaha ini
merupakan langkah penting dalam memastikan kajian secara skala lebih besar dapat dilaksanakan
meluas pada masa akan datang. Sememangnya, perkembangan TMK membuka peluang perubahan
dalam pengurusan dan penyampaian P&P. Namun, guru perlu bijak mengolah integrasi platform
teknologi yang sesuai sebagai bahan bantu sokongan PdP untuk pelajar mencapai sesuatu hasil
pembelajaran secara bermakna.

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RUJUKAN

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https://padlet.com/anissa1/iPadWorkshop2015

Azrilah, A. A., Mohd Saidfudin, M., & Azami, Z. (2017). Asas Model Pengukuran Rasch:
Pembentukan Skala & Struktur Pengukuran. Selangor: Penerbit Universiti Kebangsaan
Malaysia.

Bond, T. G., & Fox, C. M. (2007). Applying the Rasch Model: Fundamental Measurement in the
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and Qualitative Research. 4th Ed. USA: Pearson Education Limited.

Delluchi, E., Reynolds, S., Moretti, M., & Cariolato, E. (2010). Trialogical Learning a Handbook
for Students. Information Society Technologies.

Frøkjær, E., Hertzum, M., & Hornbæk, K. (2000). Measuring Usability: Are Effectiveness,
Efficiency, and Satisfaction Really Correlated ?. ACM CHI 2000 Conference on Human
Factors in Computing Systems, 2(1), 345–352. http://doi.org/10.1145/332040.332455

Gnu PSPP. Retrieved April 5, 2017 from http://www.gnu.org/software/pspp/pspp.html

ISO 9241-210:2010(en) Ergonomics of Human-System Interaction — Part 210: Human-Centred
Design for Interactive Systems. Retrieved April 5, 2017 from
http://www.iso.org/obp/ui/#iso:std:iso:9241

Kashfi, M. J. (2014). Manual Pengenalan Pengukuran Rasch & Winstep.

Mahamsiatus K. (2019). Mengaplikasi Model Trialogical Dengan Menggunakan Padlet. Seminar
Serantau Pendidikan Islam 2019 (SSPI 2019), MARSAH Johor. 18-19 Februari 2019.

Mahamsiatus, K. (2020). Trialogical Model in Data Analysis Using Spreadsheet. Journal of ICT
in Education, 7(2), 54-64. Retrieved from
https://ejournal.upsi.edu.my/index.php/JICTIE/article/view/4573

Mohamed Amin, E. (2014). 40 Aplikasi Terpilih Web 2.0. Selangor: Penerbit Universiti
Kebangsaan Malaysia.

Nielson, J. (2012). Usability 101: Introduction to Usability. Retrieved January 9, 2017, from
http://www.nngroup.com/articles/usability-101-introduction-to-usability/

Paavola, S., & Hakkarainen, K. (2009). From Meaning Making to Joint Construction of
Knowledge Practices and Artefacts – A Trialogical Approach to CSCL. Computer supported
collaborative learning practices: CSCL2009 conference proceedings (pp. 83–92).

Pallant, J. (2007). SPSS Survival Manual: A Step By Step Guide to Data Analysis Using SPSS for
Windows. New York: Mc Graw Hill.

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Rogers, Y., Preece, J., & Sharp, H. (2011). Interaction Design: Beyond Human Computer
Interaction. New York : John Wiley & Sons.

Siti Asma, M., Noor Azah, A. A., & Asma Hanee, A. (2016). Investigating Usability Guidelines
in Developing Mobile Application. Journal of ICT in Education, 3(1), 98–104.

Siti Rahayah, A. (2013). Ke Arah Kesaksamaan Penilaian Pendidikan Amalan dan Cabaran.
Selangor: Penerbit Universiti Kebangsaan Malaysia.

Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model RASCH Untuk Penelitian Ilmu-Ilmu
Sosial. Edisi Revisi. Bandung, Indonesia: Trimkom Publishing House

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Education. Annual Journal of Electronics, 8, 150-153, ISSN 1314-007.

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SAFETY MANAGEMENT PRACTICES IN THE MALAYSIA TECHNICAL AND
VOCATIONAL EDUCATION TRAINING (TVET)

Ahmad Shafarin bin Shafie, Siti Nur Kamariah binti Rubani, Aini Nazura binti Paimin

Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia

ABSTRACT

For many years, the value of safety management practice has been the subject of research attention
in many sectors in Malaysia in order to achieve a positive workplace safety climate. The practice
of safety management among accredited centers in the education sector, however, has hardly been
examined. This study was therefore conducted in Johor, Malaysia, to investigate the elements of
the safety management practices in the Technical and Vocational Education Training (TVET).
This research included seven participants consisting of safety and health (SH) coordinators from
each accredited TVET center in Johor, Malaysia. Via interview data collection, this study used the
full qualitative approach. The outcome of the thematic analysis showed that there are ten key
elements of safety management practices that have become factors among accredited TVET
centers in Johor, namely management commitment, safety policy, safety committee, instructor
involvement, safety rules and procedure, safety training, safety audit, risk management,
communication and feedback and also safety promotion. The accredited center is advised to pay
attention to these ten elements in order to improve safety management practices in the TVET
sector.

INTRODUCTION

Safety management means systematic control over workers, machinery and the environment (Li
& Guldenmund, 2018). Even in their industry they set zero accident targets to determine whether
or not safety management is successful. Safety management practices is a policy, strategy,
procedure and activities implemented by management to improve the safety of their employees
(Jaafar, Choong, & Hakim, 2017). Labodová (2004) assumes safety management practices as a
subsystem in overall organizational management and designed for controlling hazards that can
affect health and worker safety. According to Cooper and Phillips (2004), efficient occupational
safety management practices ensure high returns to the organization increase productivity. Instead,
neglect safety and health issues will cause employers had to bear costs such as employee
compensation and medical costs, accident investigation costs, and costs legislation.

Therefore, effective safety management practice are very helpful in preventing the
occurrence of accidents in the accredited centers that cause not only a mere loss but also the
reputation of the organization will fall (Yulia, Mohd Salleh, Noorazman, & Roslan, 2015). A
development of positive safety management provided little guidance on how organizations might
improve safety performance. A goal of positive safety management is to create an atmosphere in
which employees are aware of the risk in their workplace, continually on guard against them, and
avoid taking any unsafe actions (Ostrom, Wilhelmsen, & Kaplan, 1993).

138

An accident is a sequence of unexpected and unplanned events that occur through a logical
sequence and as a result of a combination of several factors then resulting in physical injury to the
individual, property damage, near accident, loss or combination of such effects (Salleh, Ahmad,
& Darus, 2017). Based on statistics released by the Ministry of Human Resources, the official
website of the Department of Occupational Safety and Health, shows the number of accidents in
the industrial sector in Malaysia during 2017 recorded the highest accident record compared to
other sectors (DOSH, 2017).

According to statistics released by the Department of Occupational Safety and Health
under the Ministry of Human Resources, until October 2017 the number of accidents for the
industrial (manufacturing) sector recorded the highest record compared to other sectors of 46
deaths, 1,559 Permanent Disability (THUK) and 86 Permanent Disability (HUK) (Salleh, &
Abdullah, 2018). This shows that all employment sectors are at risk of accidents. All parties need
to play a role in fostering awareness to prioritize safety in all work done. Awareness of safety
practices in laboratories and workshops should not only be emphasized by employees, but also for
students during the learning and teaching process in the workshop.

Occupational accident statistics reported in Malaysia show an increase in the number of
accidents in the services sector and statutory bodies during 2012-2016 (DOSH, 2016) and
decreased slowly in 2017 (reported until October). Table 1.1 shows the statistical report by the
Department of Occupational Safety and Health (DOSH) in the sector. Accidents and their effects
continue to be a public concern even though statistical data shows accidents that occur in this
sector are relatively lower than other sectors such as the manufacturing sector, construction sector
and others. The daily newspaper continues to report many accident cases in the education sector
which shows that the low level of safety management in this service sector especially in the
education sector is relatively low. (Kamilah et al 2018).

In addition, less qualitative research has been built to enable TVET sector staff (e.g. top
management, instructor, students, non-academic staff and outsiders) to explore among them the
safety management practices. The critical element of enhancing safety management practices in
the Malaysian TVET sector is thus discussed in this paper. Many research have been published
out in different sectors to study safety management practices, but as reported by Ismail, Shukri,
Badzis, & Ssekamanya (2016) there are not the best safety management practices that can be used
in all occupational sectors in general. It is hoped that this proposed element of the next discussion
would be helpful in guiding future research on safety management practices in the TVET field.

RESEARCH OBJECTIVE

Explore element of safety management practices in accredited centers TVET

RESEARCH QUESTION

What are the element of safety management practices in accredited centers TVET

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METHODOLOGY OF RESEARCH
To gather qualitative data, the researcher utilizes interview techniques. These interviews were
performed separately to allow the researcher to focus on the topics being addressed (Turner, 2010).
The researchers interviewed seven SH coordinators in Johor for this research since, according to
(Creswell & Clark, 2011), the sufficient number for the case study was four to ten participants.
However, according to (Sekaran, 2006), depending on the aim of the interview, the number of
participants was not rigid. The selection of SH co-ordinators is because they are persons in
accredited TVET centers who handle safety and health workplace. They are also consulting
management, before being accepted by the organization, all concerns about safety and health will
go through the coordinator. As a participant, each accredited TVET center in Johor is represented
by the SH coordinator. Seven participants from a different accredited TVET centers participating
throughout that Advanced Technology Training Center (ADTEC), Industrial Training Institute
(ILP), MARA Skills Institute (IKM), MARA High Skills College (KKTM), National Youth High
Skills Institute (IKBN) and two Vocational College (KV) from different district. A semi-structured
interview that contains some main questions and some added questions is the preferred interview
technique. To facilitate researchers to manage data acquisition, this technique was selected
(Blandford, 2013). At the end of the interview session, transcripts were generated and then
subjected to thematic analysis to obtain answers to the research questions. The thematic analysis
of the suggestions (Braun & Clarke, 2006) was carried out, as shown in Fig. 1.

Fig.1 Braun Clarke’s six- phase and framework for doing a thematic analysis

RESULTS OF RESEARCH
Through thematic analysis, there are ten elements contributing to safety management practices
among accredited centers in Johor, namely management commitment, safety policy, safety
committee, instructor involvement, safety rules and procedure, safety training, safety audit, risk
management, communication and feedback and also safety promotion as shown in Table1.

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Table 1 : Elements Of Safety Management Practices Among Accredited Centers In Johor.

Themes / Element P1 P2 P3 P4 P5 P6 P7 Total
/ / / / 7/7
management commitment /// / / / / 7/7
/ / / / 7/7
safety policy /// / / / / 7/7
/ / / / 7/7
safety committee /// / / / / 7/7
/ / / / 7/7
instructor involvement /// / / / / 7/7
/ / / / 7/7
safety rules and procedure ///
/ / / / 6/7
safety training ///

safety audit ///

risk management ///

communication and feedback / / /

safety promotion //

Figure 2: Elements of Safety Management Practices Among Accredited Centers in Johor

DISCUSSION

The participants generally agreed that the accredited centersi n Johor were practices with the safety
management they were facing in accredited centers. Through thematic analysis of interview
transcripts, there are ten elements that make accredited centers instructors in Johor feel the best
practices, namely management commitment, safety policy, safety committee, instructor
involvement, safety rules and procedure, safety training, safety audit, risk management,
communication and feedback and also safety promotion. All participants generally agreed that
management commitment, safety policy, safety committee, instructor involvement, safety rules
and procedure, safety training, safety audit, risk management, communication and feedbackbut 6
out of 7 agreed safety promotion was a factor for the safety management practices.

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Management commitment can be seen through participation, involvement, support, style
of leadership, positive attitude towards safety, activity control, existence of values, trust and giving
recognition to significant safety programs (Ismail, et al., 2017). Safety related concern require
relatively high costs and budgets and highlighted in previous studies (Hong, Ramayah, &
Subramaniam, 2018; Yunus & Abdullah Tahmidi, 2018), management commitment is the most
important element to the success of safety management in an organization.

Meanwhile, the Malaysian government rules out the responsibilities of employers to
develop safety policies to protect employees from occupational hazard and injuries (DOSH, 2006).
In addition to stating the role and commitments of organizational members, safety policy is a policy
to demonstrate the organization's vision and goal. The establishment of this safety committee not
only meets the requirements of the Occupational Safety and Health Act 1994 but also encourages
the participation of employees in the organization to establish cooperation and cooperation
between management and employees in decision making any mutual decisions on safety and health
aspects in the workplace(Parasuraman, Othman, Jurup, & Rathakrishnan, 2009).

Employee (e.g. instructor and non-academic staff) involvement refers to opportunities
given by the management to the party workers in giving opinions and making decisions related to
safety issues. Rasmussen et al. (2006) noted that employee attitudes changed from caring about
individual safety to caring about the group’s safety after the implementation of programs that
encouraged employee participation in safety. Furthermore, Vredenburgh (2002) suggests that
employees close to work are the most qualified to make recommendations on improvement.
Therefore, employees need to be empowered and participation is allowed in organizational
decision making (Hadikusumo, Jitwasinkul, & Memon, 2017).

Shi (2009) explains that safety rules will reduce the most serious accidents, and then
improve overall safety performance. However, another explanation is that safety rules take time to
be effective. For example, safety regulations will have a full impact 5 years after their initial
implementation (Bradbury, 2006). This safety training is intended to enable each employee to
understand in detail and clearly about the safety aspects. Dorji & Hadikusumo (2006) say
education and training need to be focused on management is based on safety rules, safety
management system, conditions and benefits because the role of management is very important to
achieve decisions in matters related to safety. Therefore, the importance of this safety training is
more focused towards providing a knowledgeable workforce and understanding of all safe work
activities. Training plays an important role in improving knowledge and skills among employees.

Audit is defined as evaluation of record and activities conducted to evaluate the control
system in order to ensure it is consistent with the process and procedures that have been determined
(Gay & New, 1999). Safety audit can be used as a tool to monitor and at the same time lower the
accident rate at workplace (Arifin, Aiyub, Pawanteh, & Jaludin, 2010). There are six risk
management procedures, namely risk identification, risk analysis, risk feedback and risk
communication, risk control, risk monitoring and risk understanding, according to Zou, Zhang and
Wang (2007). In contrast to Kliem and Ludin (1997), who claim that the risk management process
is only divided into four, namely risk identification, risk classification, risk assessment, and risk
solution Flanagan and Norman (1993) also share this argument, saying that the risk management

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