1.APLIKASI STEM DALAM PENGAJARAN DAN

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

APLIKASI STEM DALAM PENGAJARAN DAN
PEMUDAHCARAAN DI SEKOLAH LUAR BANDAR:

PELUANG DAN CABARAN

Amirah Abdol Rahaman, Mohd Jasmy Abd Rahman, Siti Adilah Mohd. Alias, Noraina Ayu
Roslan & Norkamaliah Daud

Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
E-mel: [email protected]
[email protected],
[email protected],
[email protected]
[email protected]

ABSTRAK

Pendedahan isu-isu pendidikan abad ke-21, terutamanya dalam bidang Sains dan Teknologi, Kejuruteraan serta
Matematik (STEM) dalam negara kita sangat perlu diketengahkan. Kajian ini bertujuan untuk membincangkan isu-isu
dan cabaran dalam mengaplikasi STEM dalam Pengajaran dan Pemudahcaraan (PdPc) di sekolah luar bandar. STEM
adalah sebagai satu langkah dalam memenuhi keperluan tenaga kerja masa hadapan. Pihak industri menghadapi
masalah mengenai kompetensi tenaga sumber manusia di Malaysia iaitu graduan kurang dari segi soft skill yang harus
meliputi aspek kemahiran hidup, mengesan dan menyelesaikan masalah, berpengetahuan luas serta yang terpenting
membentuk keperibadian mulia. Selain itu, melalui aplikasi STEM dalam PdPc ini juga dapat meningkatkan akses dan
ekuiti pelajar luar bandar dalam pendidikan negara ke puncak lebih tinggi. Beberapa isu yang berkaitan dengan
kesediaan guru menerapkan kemahiran STEM, kemudahan fasiliti dalam mengaplikasi STEM dalam PdPc serta
peluang dan cabaran mengaplikasi STEM di sekolah luar bandar perlu diberi penekanan. Kajian ini diharapkan dapat
dijadikan sumber rujukan para pengkaji pada masa akan datang berkaitan STEM. Selain itu, kajian ini dapat membantu
pihak Kementerian Pendidikan dan penggubal dasar mengambil tindakan segera dan bersepadu terhadap resolusi yang
diperolehi dalam mengaplikasi STEM dalam PdPc di sekolah luar bandar.

Kata kunci : STEM, Pdpc, peluang, cabaran, luar bandar

ABSTRACT

Disclosure of education issues of the 21st century, especially in the field of Science and Technology Engineering and
Mathematics (STEM) in our country has to be highlighted. This study aims to discuss issues and challenges in applying
STEM in Teaching and Facilitating (PdPc) in rural schools. STEM is a step in meeting the needs of the future
workforce. The industry faces a problem with the competence of human resources in Malaysia, which is 'less soft skills
graduates that should cover the aspects of life skills, detect and solve problems, be knowledgeable and most importantly
form a noble personality'. Additionally, through the STEM application in PdPc it also enhances the access and equity of
rural students in higher education to the top. Several issues related to the readiness of teachers apply STEM skills,
facilities for STEM application in PdPc and opportunities and challenges for STEM application in rural schools should
be emphasized. This study is expected to serve as a source of reference for researchers in the future regarding STEM. In
addition, this study can help the Education Ministry and policy makers to take immediate and integrated action on
resolutions obtained in applying STEM in PdPc in rural schools.

Keywords: STEM, Pdpc, opportunities, challenges, rural

PENGENALAN

Laungan keramat ‘Malaysia adalah negara maju pada tahun 2020’ adalah laungan anak bangsanya yang mempunyai
identiti dan cara tersendiri dalam mengikut arus kemajuan tanpa berpaksi kepada negara maju yang lain. Identiti dan
cara tersendiri yang dibanggakan sebagai anak Malaysia adalah mempunyai nilai moral dan etika yang tinggi serta
boleh dicontohi oleh negara lain iaitu bukan semata-mata diukur dengan pancapaian yang bersifat lahiriah dan fizikal.
Dalam usaha untuk menjadi negara maju pada tahun 2020, Malaysia memerlukan sejumlah pekerja mahir dalam bidang
Sains dan Teknologi. Untuk memenuhi keperluan tersebut, kerajaan telah memberi tumpuan untuk menggalakkan
pelajar untuk mendaftar dalam Sains, Teknologi, Kejuruteraan dan Matematik (STEM) melalui penyepaduan
Pendidikan STEM dalam pengajaran dan pembelajaran pada tahun ini 2017 (Nur Farhana Ramli dan Othman Talib,
2017).

Keperluan kepada STEM wujud apabila kehendak terhadap bidang kerja yang melibatkan STEM adalah jauh lebih
tinggi berbanding bidang lain. Kefahaman tentang perkara sainstifik dan prinsip Matematik, pengetahuan dalam

pekerjaan bidang Teknologi dan Kejuruteraan serta kemahiran menyelesaikan masalah adalah kriteria utama dalam
tenaga kerja masa depan (Nur Farhana Ramli dan Othman Talib, 2017). Menurut Majlis Kebangsaan bagi Penyelidikan
dan Pembangunan Saintifik, Malaysia memerlukan tenaga kerja 493,830 orang dalam STEM yang berkaitan industri
pada 2020 untuk menyokong kerajaan semasa inisiatif dalam Model Baru Ekonomi. Ini bermakna kadar peningkatan
STEM perlu kira-kira 31% setahun (Kementerian Pendidikan Malaysia, 2013).

Justeru, kepentingannya dalam menjana pekerja mahir pada masa depan dalam bidang yang berpotensi tinggi ini
adalah matlamat STEM (Nur Farhana Ramli dan Othman Talib, 2017). Maka untuk itu, pelajar perlu disediakan dengan
bidang ini bagi membantu menyediakan lebih banyak sumber kerja kepada negara. Keperluan ini dapat dipenuhi dengan
penerapan kemahiran STEM. Jalinan kerjasama antara industri, pusat Sains, planetarium, organisasi atau institusi
swasta dilihat berpotensi dalam perkongsian pengetahuan dan kemahiran STEM selain menyemarakkan pembudayaan
STEM (Wan Nor Fadzilah Wan Hussin et al, 2017).

PENYATAAN MASALAH

Sejak kebelakangan ini, kepentingan menyediakan pelajar dalam menceburi bidang Sains, Teknologi, Kejuruteraan dan
Matematik (STEM) sangat ditekankan (Thibaut L. et al., 2018). Golongan profesional STEM yang berkelayakan
diperlukan untuk kekal berdaya saing di pasaran global dan memenuhi tuntutan kontemporari seperti memastikan
tenaga yang mencukupi dan mampan, penjagaan kesihatan yang cekap dan mempertimbangkan pembangunan teknologi
(Boe et al., 2011). Kerajaan Malaysia sedang mempersiapkan generasi muda menghadapi Revolusi Perindustrian 4.0
dalam Pelan Pembangunan Pendidikan Tinggi 2015-2025. Oleh itu, walaupun bukan daripada golongan profesional
STEM, harus juga memiliki kemahiran dan kompetensi yang diperlukan untuk menangani cabaran Malaysia ke arah
Revolusi Perindustrian 4.0 ini.

Ijazah yang diperolehi oleh graduan bukan sebagai tiket untuk mendapatkan pekerjaan tetapi graduan mestilah
melengkapi diri dengan baik dan mencabar diri untuk terus kekal dalam persaingan mendapatkan pekerjaan (Ahmad
Wazir Aiman Mohd Abd Wahab & Noor Akmal Shareela Ismail, 2014). Malaysia menghadapi masalah mempunyai
graduan kurang softskill iaitu kemahiran hidup, mengesan dan menyelesaikan masalah, berpengetahuan luas dan
peribadi mulia, penguasaan bahasa dan kemahiran komunikasi (Ahmad Wazir Aiman Mohd Abd Wahab & Noor
Akmal Shareela Ismail, 2014: Ismail et al., 2011)

Institut Pengajian Tinggi mesti mewujudkan kesedaran kepada graduan mengenai keperluan dan harapan pasaran
kerja global serta menanamkan kesedaran kepentingan meningkatkan kemahiran mereka agar dapat bersaing di dunia
tanpa sempadan. Usaha ini harus menjadi usaha bersama antara pelajar, pensyarah, fakulti, kolej kediaman, dan
universiti (Ahmad Wazir Aiman Mohd Abd Wahab & Noor Akmal Shareela Ismail, 2014). Persediaan untuk
menghadapi Revolusi Perindustrian 4.0 ini bukan sahaja tertumpu pada peringkat pengajian tinggi tetapi haruslah
bermula pada peringkat sekolah lagi.

Kementerian Pendidikan Malaysia (KPM) mengambil langkah bagi memenuhi keperluan sumber tenaga kerja pada
masa hadapan dengan berusaha mencapai dasar 60:40 Aliran Sains/Teknikal: Sastera iaitu dengan mempertingkatkan
penyertaan murid dalam Sains, Teknologi Kejuruteraan dan Matematik (STEM). Bagi meningkatkan penyertaan murid
dalam bidang STEM ini, empat inisiatif utama telah dirangka iaitu memperkukuhkan pendidikan STEM, memantap
kemahiran dan keupayaan, mempopularkan pendidikan STEM serta insentif berkenaan STEM (Kolokium Kebangsaan
Pendidik STEM Terengganu, 2016).

Kesedian guru menerapkan kemahiran STEM
Malaysia juga menghadapi masalah mengenai kesediaan guru dalam pembaharuan pendidikan. Kementerian Pendidikan
Malaysia (KPM) telah memberikan perhatian kepada masalah kesediaan guru terutamanya dalam menilai kecekapan
mereka dalam Pendidikan bersepadu STEM. Pelaksanaan STEM yang lebih efisien memerlukan guru mempunyai
pengetahuan mendalam tentang kandungan Sains, Teknologi, Kejuruteraan dan Matematik yang mereka ajarkan
(Eckman et al., 2016). Selain itu, guru juga harus mempunyai pengetahuan khusus tentang bagaimana untuk
mengajarkan kandungan STEM kepada pelajar (Thibaut L. et al., 2018).

Keperluan untuk menyiasat kesediaan guru dalam mengintegrasikan pendidikan STEM, terutamanya mengenai
pengetahuan dan kemahiran mereka dalam pembaharuan pendidikan peringkat kebangsaan peringkat tinggi ini agar
mencapai objektif. Adalah diketahui bahawa sekolah-sekolah bandar menikmati guru yang lebih berkualiti (Ahmad
Zamri Khairani, 2017). Walaupun wujud ketidakseimbangan ini, cadangan integrasi pendidikan STEM dijangka dapat
menghasilkan hasil yang sama antara sekolah bandar dan luar bandar. Oleh itu, jurang sedia ada adalah hipotesis
sebagai pembolehubah penting yang menentukan keberhasilan pendidikan bersepadu STEM.

Menurut Ahmad Zamri Khairani (2017), kajian mengenai perbezaan kompetensi guru integrasi pendidikan STEM di
antara 129 orang guru sekolah bandar dan 115 orang guru sekolah luar bandar, menunjukkan dalam kebanyakan kes,
tidak ada perbezaan yang signifikan di antara kecekapan guru untuk sekolah bandar dan luar bandar tetapi terdapat
jurang antara guru bandar dan luar bandar mengenai kecekapan dalam mengintegrasikan pendidikan STEM. Terdapat
jurang adalah kerana guru luar bandar tidak mempunyai kecekapan dalam menggabungkan Information and
Communication Technology (ICT) dalam pengajaran dan pembelajaran. Hal ini kerana guru di sekolah luar bandar juga
tidak mempunyai kemahiran dan pengalaman serta latihan teknikal. Hasilnya dapat dijangka kerana diketahui bahawa
kawasan bandar menikmati kemudahan ICT dan internet yang lebih baik serta menggalakkan guru untuk
mengintegrasikan ICT dalam PdPc.

Keputusan dari kajian ini tentunya akan memberikan maklumat yang berguna kepada pihak berkepentingan yang
relevan, terutama berkaitan dengan menyediakan latihan untuk para guru di kawasan yang ditetapkan. Tuntutannya
agak penting kerana jika dibiarkan tanpa pengawasan, sekolah luar bandar tidak akan dapat memperoleh faedah yang
dijanjikan oleh Pendidikan bersepadu STEM. Akhirnya, ia juga akan memberikan aspirasi untuk pengurangan 50%
pencapaian jurang antara pelajar bandar dan luar bandar pada tahun 2020.

Menurut kajian yang dijalankan oleh Nur Farhana Ramli dan Othman Talib (2017), pemahaman guru dalam
melaksanakan STEM tidak mencukupi. Ini disebabkan kekurangan maklumat daripada pihak berkuasa. Terdapat
beberapa halangan yang ditonjolkan dalam kajian ini iaitu motivasi, sukatan pelajaran, kekangan masa, kekurangan
latihan, kemudahan yang tidak mencukupi, penglibatan pelajar dan sambutan komuniti sekolah.
Kemudahan fasiliti

Satu masalah yang mungkin timbul dalam pelaksanaan Pendidikan integrasi STEM adalah jurang antara bandar dan
kawasan luar bandar terutamanya mengenai kemudahan dan lain-lain sumber. Seperti banyak negara lain, sekolah
bandar di Malaysia dikatakan menikmati kemudahan dan sumber yang lebih baik berbanding sekolah luar bandar.
Jurang kemudian membawa kepada perbezaan pencapaian pelajar, peruntukan infrastruktur serta penurunan di kalangan
pelajar belajar sains dan teknologi. Ini akan berakhir mengakibatkan ketidakseimbangan sosioekonomi di antara bandar
dan bandar kawasan luar bandar (Ahmad Zamri Khairani, 2017).

Menurut kajian Ahmad Zamri Khairani (2017), salah satu isu yang paling penting mengenai integrasi ICT ialah
sambungan internet yang lemah di sekolah luar bandar. Oleh itu, wujud spekulasi bahawa kesukaran melaksanakan
integrasi ICT dalam pendidikan STEM di sekolah luar bandar. Wilma Ngian dan Mohd Jasmy Abd Rahman (2015)
mengatakan dalam kajiannya mengenai kemahiran literasi ICT dalam kalangan pelajar Iban di luar bandar Sibu,
Sarawak juga menunjukkan pelajar kaum Iban di luar bandar kurang pengetahuan dalam kemahiran literasi ICT
disebabkan seperti kurangnya kemudahan ICT, persekitaran dan pengaruh rakan sebaya. Penambahbaikan kemudahan
jalur lebar di luar bandar dan dan pedalaman oleh kerajaan dapat menyelesaikan beberapa masalah yang dihadapi
pelajar kaum Iban dalam kemahiran literasi ICT.

CABARAN

Aplikasi STEM dalam PdPc di sekolah luar bandar adalah sesuatu yang sangat mencabar kerana sekolah luar bandar
masih mengalami masalah keciciran pelajar. Pelaksanaan STEM tidak dapat dilaksanakan secara menyeluruh kerana
ibu bapa tidak mampu menghantar anak-anak ke sekolah dan kebanyakan pelajar berhenti sebelum masuk ke sekolah
menengah. Ini dibuktikan oleh kajian Saed Adam,Dackson Adam, Asare B.B, (2016) yang menyatakan faktor
kemiskinan antara penyebab utama keciciran pelajar luar bandar.

Kajian yang telah dibuat oleh Zakiyah Jamaluddin (2011), kemiskinan dan keciciran dalam pendidikan
menyimpulkan bahawa anak-anak yang berasal daripada keluarga yang berpendapatan rendah sering tercicir dalam
pelajaran kerana ibu bapa tidak mampu untuk menyekolahkan anak-anak mereka. Taraf kelulusan ibu bapa yang rendah
turut mempengaruhi kesedaran mereka mengenai kepentingan pendidikan dalam kalangan anak-anak. Hal ini
memberikan kesan dalam mendapatkan pendidikan yang terbaik untuk anak-anak dan kajian semasa menyatakan ibu
bapa adalah indikator penting dalam menyampaikan maklumat berkenaan STEM kepada anak-anak mereka (Rozek C.
S. et al, 2016).

Kekurangan motivasi diri dan masalah dalam pembelajaran kerana merasakan pelajaran kurang penting dalam
kehidupan adalah antara isu pelajar luar bandar. Kebanyakan pelajar tidak mempunyai minat untuk belajar kerana
sekolah merupakan tempat yang menghalang kebebasan mereka bergerak. Mereka tidak bebas mengikuti ibu bapa
menjalankan pekerjaan kampung, di samping kurangnya peralatan pembelajaran yang berkesan yang terdapat dalam
kelas (Wan Afizi Wan Hanafi, Shaharuddin Ahmad, Noraziah Ali, 2014). Satu alternatif dan berpotensi laluan yang
kuat untuk meningkatkan persepsi pelajar terhadap topik berkaitan STEM adalah dengan melibatkan ibu bapa mereka,
memandangkan ibu bapa memainkan peranan penting dalam membentuk kepercayaan serta motivasi pelajar (Maloney
E. A et al, 2015).

Pembelajaran tanpa bahan bantu mengajar yang mencukupi menghalang guru memberi pendidikan yang bermutu
kepada pelajar luar bandar dan peningkatan dalam pelajaran tidak mungkin akan berlaku (Wan Afizi Wan Hanafi,
Shaharuddin Ahmad, Noraziah Ali, 2014). Alat bantu mengajar seperti komputer dan projektor LCD adalah salah satu
keperluan STEM. Pelajar menggunakannya untuk mencari maklumat dan sebagai alat persembahan dalam kelas
pembelajaran abad ke-21.

Selain itu, makmal juga berperanan penting dalam pelaksanaan STEM. Bahan kimia dan peralatan sains yang tidak
lengkap mungkin membawa kesulitan dalam melaksanakan STEM (Nur Farhana Ramli & Othman Talib, 2017). Hal ini
turut dipersetujui oleh Clyton D. dan Moses K. (2017), menunjukkan 90% daripada responden mengatakan sekolah
menengah luar bandar tidak mempunyai keperluan yang lengkap bagi mengimplementasikan kurikulum STEM.
Sekolah menengah luar bandar tidak mampu melaksanakan kurikulum STEM kerana kekurangan makmal, guru terlatih
STEM serta kekurangan biasiswa bagi pelajar yang mengikuti mata pelajaran STEM.

Guru-guru tidak bersedia untuk bekerja di sekolah luar bandar. Pengajaran di sekolah luar bandar memerlukan
pemahaman dan kemahiran yang sesuai dengan suasana dan keadaan luar bandar (Tabitha G. M., 2016). Guru-guru
perlu menyesuaikan pengajaran STEM mengikut situasi dan keadaan pelajar bagi meningkatkan akses dan ekuiti pelajar
luar bandar terhadap pendidikan khususnya dalam bidang STEM. Menurut Pia P. et al (2017) tentang peluang untuk
pembangunan profesional guru di sekolah luar bandar dan bandar di Oklahoma, menyatakan dalam meningkatkan
pengekalan dan mengatasi kekurangan guru melalui pembangunan profesional, pelbagai program profesional
dianjurkan untuk sekolah bandar dan luar bandar tetapi kekangan yang masih dihadapi sekolah luar bandar adalah
kekurangan guru yang profesional bagi mewujudkan pembelajaran koperatif, bimbingan formal atau mentoring.

PELUANG

Pendidikan STEM mempunyai kelebihan dalam memberi pelajar peluang untuk pengalaman pembelajaran yang lebih
luas. Pendidikan STEM merupakan satu model pengajaran dan pebelajaran yang dipraktikkan di barat dan dikesan
dapat membantu para pelajar meminati bidang Sains dan Matematik seterusnya menjadi asas dalam menguasai bidang
Sains, Kejuruteraan dan Teknologi (Wan Nor Fadzilah Wan Hussin et al, 2017). Selain itu, pengetahuan dalam STEM
membantu pelajar menjalani kehidupan yang lebih baik kerana STEM dapat diaplikasikan sepenuhnya dalam situasi

kehidupan harian seperti petua dalam pengiraan, menggunakan peranti elektronik seperti telefon pintar dan iPad, dan
menggunakan bahan kimia seperti syampu dan lilin (Hwang J., Taylor J.C., 2016).

Aspek yang ditekankan dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah antaranya ingin
meningkatkan akses dan ekuiti pelajar luar bandar terhadap pendidikan STEM.

Gelombang Fokus
Gelombang 1 (2013-2015)
Memperkukuhkan asas Meningkatkan minat pelajar melalui pendekatan pembelajaran baru dan
mempertingkatkan kurikulum yang menekankan kemahiran berfikir aras
Gelombang 2 (2016-2020) tinggi, mengasah kemahiran dan kebolehan guru.
Membina asas gelombang 1 Membina kesedaran awam dan pelajar.
Membolehkan guru dan pemimpin sekolah berprestasi tinggi.
Gelombang 3 (2021-2025)
Menginspirasi ke peringkat Menggulung kurikulum baru sekolah rendah dan menengah (KSSM dan
seterusnya Semakan Kurikulum KSSR).
Menggalakkan pembangunan komuniti pembelajaran antara sekolah.
Menaik taraf peralatan sains dan kemudahan sedia ada di sekolah untuk
memastikan mereka berada optimum untuk pengajaran dan pembelajaran
STEM yang berkesan.
Pelanjutan program kesedaran STEM, kepada pelajar sekolah rendah dan
ibu bapa.
50% pengurangan jurang pencapaian antara pelajar bandar dan luar bandar,
pengurangan 25% dalam jurang pencapaian sosioekonomi dan pencapaian
pelajar mengikut jantina.

Memperkenalkan inisiatif dan program baru berdasarkan kejayaan dua
Gelombang pertama dan mengembangkan pelan tindakan untuk masa
depan.
Mengekalkan atau memperbaiki 50% pengurangan jurang sosioekonomi
dan pencapaian pelajar mengikut jantina pelajar bandar dan luar bandar.

Melalui PPPM 2013-2025, sistem pendidikan Malaysia telah memasuki gelombang kedua dimana bagi
mengoptimumkan pengajaran dan pembelajaran STEM dengan berkesan, peralatan Sains dan kemudahan sedia ada di
sekolah akan dinaik taraf. Hal ini memberikan peluang kepada pelajar luar bandar dapat meningkatkan minat mereka
terhadap pembelajaran Sains iaitu pelajar dapat membuat amali secara hands on dengan aplikasi STEM di sekolah.
Selain itu, melalui pembelajaran berasaskan masalah atau projek yang diwajibkan pada Dokumen Standard Kurikulum
dan Pentaksiran (DSKP), pelajar dapat menyelesaikan masalah melalui konteks dunia sebenar yang menjadi minat dan
perhatian pelajar. Jurang pencapaian pelajar antara pelajar bandar dan luar bandar dapat dikurangkan sebanyak 50%.

Pekerjaan di dalam bidang STEM dijangka berkembang pada masa akan datang iaitu pengurangan 25% dalam jurang
pencapaian sosioekonomi antara luar bandar dan bandar dan kebiasaannya dibayar dengan gaji yang lebih besar. Bidang
STEM mungkin dapat membantu golongan yang berstatus sosioekonomi yang rendah dengan mengurangkan
pengangguran yang berterusan dan jurang ketidaksamaan pendapatan yang berterusan (Rozek C.S. et al, 2016). Selain
itu, masalah kekurangan pekerja dalam bidang STEM dapat diatasi dengan menanam minat pelajar untuk menyambung
pelajaran dalam bidang berkaitan STEM sejak dari sekolah lagi.

Saiz dan jumlah pelajar sekolah luar bandar yang lebih kecil merupakan aset kerana hubungan antara masyarakat dan
warga sekolah adalah rapat (Redding S., Walberg H.J, 2012). Oleh itu, memudahkan guru untuk menyampai pengajaran
STEM dengan lebih mudah dan berkesan. Maklumat mengenai STEM dapat dipromosikan kepada stakeholders tentang
kepentingan STEM dalam pendidikan dan kerjasama dengan masyarakat dapat dijalankan dalam pembangunan negara
bangsa.

Masalah graduan kurang soft skill untuk diterima dalam pekerjaan dapat diatasi dengan mengimplementasi
pendidikan STEM yang berkualiti di sekolah dapat memberikan peluang yang lebih luas kepada para pelajar untuk
mengembangkan kecekapan mereka bukan sahaja dalam Sains, tetapi juga dalam Teknologi, Kejuruteraan dan
Matematik serta bidang yang berkaitan. Pendidikan STEM yang berjaya melengkapkan pelajar dengan kecekapan teras
STEM dalam urutan yang dibina di atas satu sama lain dan boleh digunakan dalam konteks aplikasi dunia sebenar.
Pengambilalihan kecekapan teras STEM akan secara beransur-ansur memupuk mereka menjadi pemikir kritikal dan
kreatif, meningkatkan celik saintifik mereka dan yang lebih penting merangsang diri mereka untuk menjadi inovator
kreatif (Kamisah Osman & Rohaida Mohd Saat, 2014).

KESIMPULAN

Pembelajaran abad ke-21 menuntut Malaysia bergerak seiring dengan negara-negara maju yang lain iaitu dalam
menghadapi era revolusi industri 4.0. Kemajuan dalam bidang industri ini, menuntut satu perubahan dalam sistem
pendidikan dengan aplikasi STEM dalam PdPc. Pelbagai cabaran yang terpaksa dihadapi dalam mencapai matlamat ini
khususnya di luar bandar yang menghadapi pelbagai kesukaran dalam kemudahan fasiliti, sumber maklumat dan lat ihan
serta jarak yang jauh dapat diatasi dengan pendedahan kepada semua tentang peluang dan cabaran yang dihadapi bagi
sekolah luar bandar. Usaha ini haruslah bergerak seiring dengan sekolah di bandar bagi mengurangkan jurang
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STEM. Kajian ini diharapkan dapat dijadikan sumber rujukan para pengkaji pada masa akan datang berkaitan STEM.
Selain itu, kajian ini dapat membantu pihak Kementerian Pendidikan dan penggubal dasar mengambil tindakan segera
dan bersepadu terhadap resolusi yang diperolehi dalam mengaplikasi STEM dalam PdPc di sekolah luar bandar.

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International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

MOOC APPLICATIONS AS ALTERNATIVE FOR TEACHING
AND LEARNING IN SECONDARY SCHOOLS:
OPPORTUNITIES AND CHALLENGES

Noraina Ayu Roslan, Mohd Jasmy Abd Rahman, Norkamilah Daud, Amirah Abdol Rahaman &
Siti Adilah Mohd Alias

Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
E-mel: [email protected]
[email protected]
[email protected]
[email protected]
[email protected]

ABSTRACT

Based on Malaysia's education development plan 2013-2025, the government has expressed its desire to leverage ICT
to improve the quality of learning in Malaysia. In the 4th revolution era (4IR), the education world needs an interactive
transformation of interactive learning over the line. This paper aims to discuss Massive Open Online Course (MOOC)
application as an alternative to teaching and learning in high school. MOOC is a form of open learning offered free of
charge. Through this MOOC application, the teaching and learning process can be carried out innovatively and
systematically. Changes in the use of technology will make the education sector more advanced and improve the
achievement of learning outcomes more effectively. Finding information and communication skills can also be nurtured
while using MOOC. It is also an alternative for students to be more disciplined in the quest for knowledge. Some issues
related to the readiness of teachers use the MOOC, the facility of facilitating the MOOC and the MOOC's legitimacy in
teaching and learning as well as the opportunities and challenges of using the MOOC at the secondary school level are
discussed more thoroughly in this paper. This writing is expected to be a source of reference for future researchers in
order to obtain information about the MOOC application in teaching and learning at school level.

Keywords: Massive Open Online Course, Teaching and learning, Challenge Opportunity, teacher readiness, facilities

INTRODUCTION

The rapid development of information technology in the field of education has created a new evolution in teaching and
learning (R & D) processes, among which are Massive Open Online Courses or better known as MOOC. It is an
addition to the existing P & P delivery styles of online education and distance education. The information technology
era is something that is synonymous with the current development of digital technology to date. The development of the
technology world in today's life indirectly impacts the education system that emphasizes the element of technology
integration in education. In line with the eighth shift in the Malaysian Education Development Plan (PPPM) 2013-2025,
utilizing ICT to improve the quality of learning in Malaysia (KPM, 2013). The integration of technology in education
makes the key technology in the development of the dynamic millipede to the future of Malaysia's education system.
The high rate of internet usage among people around the world has also triggered online learning globally as found in
the 2015-2025 Education Blueprint (2015-2025), (KPM, 2015). Global quality standards are a benchmark against the
future of Malaysia's higher education system that makes online learning an access and equity in ensuring that students
with less academic opportunities can benefit from it. Online learning and innovative "blended learning" have indirectly
been used as the basic platform for the education system curriculum in Malaysia to achieve this momentum (PPPM-PT,
2015). Among the latest technology applications that are being intensified are aggressively encouraged by the Higher
Education Ministry, Massive Open Online Learning Courses or better known as MOOC. (Sanchez-Vera & Prendes-
Espinosa, 2015; PPPM-PT 2015). MOOC is a learning innovation where access to courses offered is open and free
(Norazah et al., 2015; Patrick et al., 2015; Sandra, 2015; Jan, 2014; Lindsie, 2013) which encompasses 10,000 to
100,000 students at a time (Ravista, 2015). MOOC is built by developers with skills in educational technology. MOOC
is unlikely to be the most important educational technology over the next 200 years (Regalado, 2012), likely to be less
ghast like the e-learning era of e-learning by Bill Gates (Grossman, 2013), but the MOOC concept introduced has
reviewed the online learning method at the institutions of higher learning (Marshall, 2014). The diversity of courses
offered through MOOC in a flexible learning environment, which depends on the student's own learning rhythm
(Cripps, 2014; Helmi Norman et. Al, 2015). Courses are also not bound by time (Cripps, 2014), where every student
can access education everywhere regardless of time and place gaps.

In addition, the MOOC also promotes lifelong learning where anyone can use the MOOC app and not only subject to
Abdullah's students and teachers, Muhammad Ridhuan Tony Lim & Siraj, Saedah. (2010). For example, housewives
who are waiting for the return of children from the school can access the desired MOOC app and subsequently conduct
learning activities. Teachers also benefit from MOOC's performance, limiting the presence of teachers in the classroom
to teaching, limited teaching time and teaching content and a small number of students can also be overcome by
encouraging the use of MOOC Saedah Siraj (2004).

STATEMENT OF PROBLEM
Massive Open Online Course (MOOC) is one of the latest developments in technology integration in teaching and
learning activities. Since 2008 MOOC courses have been developed and implemented in several universities around the
world (Liyanagunawardena et al., 2013). According to Fariza Khalid (2017), the MOOC's potential in helping to
enhance student understanding and learning has attracted the interest of educators and researchers to participate in this
digital wave and identify relevant research spaces for the process of improvement over time. Past studies have proven
MOOC's effectiveness in enhancing self-study and assisting the academic achievement of Miligan & Littlejohn (2014)
students. Nevertheless, MOOC's success depends largely on design and material development factors in MOOC. This is
confirmed by Margaryan, Bianco & Littlejohn (2014) which has reviewed 76 MOOC courses found that the quality of
the material design design in the MOOC study is still low. Goodyear (2005) described that most educators are more
skilled in terms of subject matter but still require training in material production design. Educators should focus on the
design of learning activities as opposed to content development alone. This aspect is particularly important in the
MOOC courses because of its more student-centered nature, where students are given the freedom to complete a
module based on their needs and interests (Miligan & Littlejohn, 2014)
MOOC
The next problem is the assessment of MOOC. Win (2014) uses the Kirkpatrik Evolution Model as one of MOOC's
evaluation procedures. Kirkpatrik (2006) introduces four levels to assess the effectiveness of an online course. The first
step is the reaction, the second stage is learning, the third phase is the evolution of the behavior and the fourth stage is
the decision (Manalo 2014). Evolution of Kirkpraktik Model is one of MOOC's assessment procedures. This model can
be applied to the implementation of MOOC by Manalo researcher (2014) where the first level of the researcher knows
the MOOC participants' reaction to determine whether the course objectives can be said to be effective or otherwise.
The second level refers to whether the objective of the course is achieved and the transfer of knowledge. The third and
fourth levels are evaluations of learning outcomes from MOOC. The results of the Manalo study (2014) related to the
assessment of student satisfaction level based on the MOOC found that students were satisfied with the level of learning
but the issue raised was not enough time to complete all the quizzes, assignments and projects within the stipulated
time.
EDUCATION PREPARATION
The role of educators in using the MOOC app is very important to ensure the use of technology in the education
process. According to Nurul Syaida Md Zaki & Fariza Khalid (2016), Educators should always be aware of the current
flow of technology in education this century as technology is constantly changing unnoticed. Meanwhile, according to
Rabaya & Norazah (2014), the negative attitudes of some educators who have used the old methods to implement the
teaching and learning process are the challenges of using Web 2.0 applications in education. This is because the
attitudes of some educators who are attentive to the educational revolution have become one of the key factors in the
current issue. Only a handful of educators are utilizing Web 2.0 applications in learning and teaching environments
(Rabaya & Norazah, 2014). According to Melvina and Jamaludin (2010), the skills and knowledge of teachers are
modest in the use of educational technology. This problem occurs because educators are less aware of the applications
available in Web 2.0 as a tool to help them carry out learning and teaching (Mingmei Yu et al., 2012). It is also
supported by Habibah and Vasugiammai (2011) opinions that high computer knowledge among teachers is the strength
of technology utilization in teaching and learning as well as teaching experience by the teacher. The findings show that
the readiness of teachers, knowledge and skills of educators play a role in the successful application of MOOC
applications in education.
FACILITIES
Studies show that one of the issues of ICT usage in school is the inequality of device distribution in schools. Under the
school preservation program (PIPP) 2006- 2010) which involves the full utilization of ICT in teaching and learning at
schools, the KPM has provided infrastructure such as computer labs, computer hardware such as chromebooks for
teaching and learning as well as training ICT-related teachers. However, there are still schools that have not received a
notebook or chromebook while there are schools that receive both notebooks or chromebooks and Altitude smartphones
to facilitate their teaching methods. The survey conducted by Belawati in 2003 found in Selangor, only in t he Klang
Valley and Kuala Lumpur only all schools were equipped with this facility, instead of more than 1000 schools outside
the area directly did not have telephone lines as well as internet networks. However, the role of administrators in
ensuring internet infrastructure and computer facilities is a major challenge in using Web 2.0 applications. Habibah and
Vasugiammai (2011) stated that the use of technology in educational institutions is strongly influenced by the hardware
and broadband facilities provided by the institutions. Through the analysis of et.al. (2015), students are having difficulty
using Web 2.0 applications when they are difficult to get internet connection inside the campus. This resulted in the
learning and teaching process using Web 2.0 applications did not achieve meaningful learning.
PURPOSE
The purpose of this study is to identify opportunities and challenges in applying mooc app as an alternative to teaching
and learning in high school.
RESEARCH OBJECTIVE
i. To identify the level of readiness of teachers in secondary schools using the MOOC application in teaching and

learning.

ii. To identify MOOC application usage in teaching and learning is influenced by facility facilities.
iii. To identify the authenticity of MOOC application in teaching and learning.

STUDY QUESTIONS

From the objectives of the study, the questions that are being answered are:
i. What is the level of teacher readiness in high school in applying MOOC?
ii. Are facility facilities affecting MOOC application usage in teaching and learning?
iii. What is the authenticity of MOOC application in teaching and learning?

RESEARCH METHODOLOGY

This study uses library research methods to obtain data and evidence of the study. Researchers use this method to obtain
as many findings or relevant information as possible in relation to the topic of the study. The process of obtaining
information focuses on reading and references from books, journals, magazines and articles on the use of MOOC and
the readiness of teachers in teaching and learning. All information obtained will be used by the researcher to write the
study. Subsequently, the material is used as a source of reference and a reference to help researchers in the production
of better scientific writing.

DISCUSSION

This discussion covers three main aspects, namely the level of readiness of teachers in secondary schools in the
application of MOOC applications, facility facilities affect the application of MOOC applications in teaching and
learning and validity of MOOC application in teaching and facilitating.

EDUCATION PREPARATION

The level of readiness of educators will affect the use of MOOC as one of today's learning platforms. Self-preparedness
of educators is evident in self-esteem and self-efficacy to use the MOOC to replace regular daily learning. There are
four expectations of self-preparedness applied in this study namely, performance expectations, business expectations,
social influences and facilities conditions. This study uses all these aspects to identify the level of educator's willingness
to use MOOC. According to Eastin & LaRose (2000) study, the level of self-efficacy on the use of low online learning
will affect the level of confidence and readiness of teachers during use. The study of Haji Ahmad (2008) also found
positive correlation between teacher ICT skills and the use of the facility in his teaching. In other words, teachers need
to have ICT skills before they can build positive confidence and attitudes towards the use of MOOC in teaching and
learning. This is evidenced by the study of Roslaili Awang Nik (2007) in which the level of attitude affects the level of
ICT utilization in teacher class teaching. A study conducted on UTM trainee teachers during teaching practice found
that the level of ICT utilization during teaching in the classroom was still low. The use of computers in the teaching and
learning process has a direct relationship with the concept of the use of information technology in education. The use of
technology such as computers plays a role in improving the effectiveness of teaching and learning processes. Now
information and communication technology such as computers, network technology, telecommunications, video,
printing and image technologies have been widely used in education. The use and role of computers in the management
of teaching and learning in particular, is challenging and has its own distinctive demands that teachers manage and
manage their teaching using information technology efficiently and effectively so that conducive learning climate can
be produced (Rusli, 2003).

Schools located in the rural areas are particularly faced with computer shortages and software that makes
accessibility to ICT more limited. Therefore, the application of ICT in teaching becomes increasingly difficult and
limited. This situation will eventually affect teachers' interest and attitude to use ICT in their teaching.

FACILITIES

Facilities and accessibility of ICT in schools are still a major factor in influencing the success of ICT in the teaching
process. Many studies have found that this factor is largely due to the lack of facilities and for rural areas accessibility
factors increase the use of ICT in teaching. This indirectly contributes to the inclination of using the MOOC itself
among students. One of the key aspects of applying MOOC is to complete the teaching silibus. Most teachers when
asked why they lack use of virtual learning in teaching. They tend to give the answer that the responsibility to complete
the syllabus is more important. This is because they want to ensure that their students pass excellent exams. In their
opinion internet usage is taking a long time though they are interested in using it. The study conducted by Becker &
Watt (1996) also found that most teachers failed to apply ICT in teaching because they felt comfortable with the
traditional methods they had been practicing for so long.

There is also the possibility that few teachers who use ICT as an alternative or method of teaching their teaching. In
a study conducted by Rosli et al. (2001) shows that the level of ICT usage associated with teaching in UiTM is about
30% and still low. This study, if extended at the school level, will provide lower percentage of value due to lack of
facilities and skills. This will influence as well as can have a negative impact on the use of MOOC in high school. In
terms of deficiencies and disadvantages, it can be divided into several divisions, namely lack of computer, weakness of
facility management, low quality, inappropriate software, including individual teacher's accessibility. Usually a
computer room at a school is used to learn something that requires the use of a computer and can only be used by a
small number of students at a time. Hence, the use of ICT in teaching is only focused on certain subjects and within
certain periods of time. This is in fact not ideal as planned, which is the use of ICT in the teaching and learning process

at all times. Roslaili Awang Nik (2007) study proves the level of ICT teacher use during teaching influenced by the
level of facilities available in the schools where they teach. The teachers stated that they were difficult to use the ICT
facilities because of the unavailable system and other disadvantages especially that involving finances, time, and
implementation processes when they wanted to teach in the classroom. Preston et al. (2000) found that the low quality
of ICT equipment could disrupt the process of using ICT in teaching. Many teachers say that the supplied computer is
not of good quality and that is outdated. This is coupled with the rapid development of computer technology. Hence the
computer must be quality-conscious and placed in suitable places and accessible to everyone, including teachers and
students.

Sometimes weaknesses and lack of access facilities will weaken the interests and wants of teachers to plan their
teaching and learning using ICT. Cox et al. (1999) states that the frequency of ICT utilization can consistently increase
confidence and form positive attitudes among teachers towards their teaching. Therefore, if the problem of lack and
weaknesses of the facility is not addressed, it will raise relevant issues such as attitude and interest of teachers towards
ICT based teaching including the use of MOOC as one of the branches in the PdPc process in secondary schools in the
period of time long.

CONCLUSION
The popularity of MOOC is increasing with the involvement of various institutions and academics, especially from field
experts. Additionally, the elements embodied in MOOC such as online courses, flexible design and interactivity
development also contribute to the excitement of MOOC usage as well as benefit the students. The pedagogical
concepts applied in the MOOC differ from other online learning and make it an advantage when the openness features
attract more people to enroll and use MOOC as an additional learning medium. The main aspect emphasized in this
online course is the content of its learning materials that suit the needs of its students as well as the expectations of the
course. One of the keys to making online courses an interaction is. At the same time educators should also actively
involve themselves in helping students in the subjects involved and always aware of the needs of their students.
Students using the MOOC can gain an advantage of being able to exchange information and ideas with acquaintances
around the world and gain knowledge that is not taught in the classroom. Learning using MOOC is more challenging
and flexible. This is because the student will learn on their own and this will train the critical and critical thinking skills,
the way of communication, the time management and discipline of a student. However, further research in terms of the
acceptance and use of MOOC, the MOOC implementation by school and school educators at the school level and
educators who conduct courses and perceptions of MOOC developers, users and course trainees still need to be
examined primarily in the context of school-level education in Malaysia. Additionally, the study is needed to fully
understand the MOOC environment and enable MOOC's dissemination to help improve the academic achievement and
generic skills among Malaysian educational institutions students.

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Pedagogical Strategies for MOOCs.Proceeding of Public University Dean’s Council 2015 Seminar.

Lindsie Schoenack. 2013. A New Framework for Massive Open Online Courses (MOOCs). Journal of Adult Education. 42(2), 98-103.

Liyanagunawardena, T., Adams, A., & Williams, S. (2013). MOOCs: A systematic study of the published literature 2008–2012.

The International Review of Research in Open and Distance Learning, 14(3), 202–227. Retrieved fro

http://www.irrodl.org/index.php/irrodl/article/view/1455/2531

Mohd Jasmy Abd Rahman, Manisah Mohd. Ali & Zolkepeli Haron (2018). MOOC Oriented from Special Education Students Persepective. Journal

of Advanced Research in Dynamical and Control System (SCOPUS).www.jardcs.org/about.html

Nurul Syaida Md Zuki & Fariza Khalid. (2016). Penggunaan Aplikasi Web 2.0 dalam Pendidikan Abad Ke-21. Bangi: Penerbit Fakulti Pendidikan,

UKM.

Patrick R. Lowenthal, Charles B. Hodges. 2015. In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online

Courses (MOOCs). International Review of Research in Open and Distributed Learning. 16(5), 83 101.

Rabaya Muhamad & Norazah Nordin. (2014). Penggunaan Aplikasi Sumber Pembelajarann Terbuka (OER) Sebagai Media Pengajaran di Kalangan

Guru. Seminar Aliran Terkini dalam Pengajaran Sumber dan Teknologi Maklumat: Impaknya ke atas Penyelidikan dalam Pendidikan, disunting

oleh Fariza Khalid, Md Yusoff Daud & Mohd Jasmy Abd Rahman. 39-44. Bangi: Penerbit Fakulti Pendidikan, UKM.

Sanches-Vera, M. Del M., & Prendes-Espinosa, M. P. (2015). Beyond objective testing and peer assessment: alternative ways of assessment in

MOOCs. RUSC. Universities and Knowledge Society Journal, 12(1), 119.

Zulkifli, F. N., & Daud, M. Y. (2017). Transformasi pendidikan: Isu dan cabaran pendidikan abad ke-21 melalui aplikasi massive open online

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International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

THE EFFECTIVENESS OF MANDALA COLOURING THERAPY
IN INCREASING YEAR 3 PUPILS’ FOCUS DURING THE
INITIAL LESSON

Ravi Shankar A/L M. Sarawanan & Mohd Jasmy Abd Rahman

Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
E-mel: [email protected]
[email protected]

ABSTRACT

Focus is an important element in the world of education. The ability to focus and pay attention will help to increase the
effectiveness of other learning skills such as reading, writing and calculating. This study aims to identify the
effectiveness of the Mandala Colouring Therapy in increasing the focus rate among Year 3 pupils during the initial
lesson of the day. This study was conducted at Sekolah Kebangsaan Jengka 23, Temerloh, Pahang. The Year 3 pupils
involved in this study experienced difficulty focusing in class. The data was collected through structured interviews,
questionnaires and observations. These instruments were then further analyzed to identify the effectiveness of the
Mandala Colouring Therapy in increasing focus rate of Year 3 pupils during the initial lesson of the day.

Key words : Mandala Colouring Therapy, Focus, Year 3 pupils

PREFACE

Center for Mental Health in Schools at UCLA (2015) stated that “Many individuals with learning problems are
described not only as learning disabled, but also as hyperactive, distractable, impulsive, behavior disordered, and so
forth.” Based on the previous research, it can be concluded that pupils experience problem in paying attention in the
classroom. Kari Jacobsen (2013) in his research stated that “Disruptive Behavior is witnessed by elementary school
teachers on a daily basis in their classroom. More time is spent on discipline and redirecting students and less on the
lesson plans.”

TEACHING & LEARNING REFLECTION

In this research, the lack of attention issue amongst the Year 3 pupils was studied. To prove the existence of this issue,
the researcher has managed to pinpoint a number of observable problems related to it. Within the first week, the
researcher noticed that the pupils had difficulty in paying attention during the first lesson of the day. It was also
observed that the pupils would be sleeping or focusing activities that happen outside of the classroom. Another problem
would be the fact that when the researcher conducted first period lesson with them, pupils were experiencing problem in
listening and paying attention to the instructions.

To aid in the curbing of this problem, the researcher tried using various techniques in making them pay attention.
However, these methods were not effective as they did not help them to pay at least a little attention to the teaching and
learning session during the first lesson of the day. Hence, this issue was aimed to be resolved through the conduct of
this research study.

ISSUE

The two years of teaching experience in the selected school has helped in identifying two main reasons for the pupils to
be academically challenged. The first reason was due to the lack of motivation and concern for education. Another
reason would be the lack of attention amongst the pupils. In addition to that, the attention displayed by the pupils was
low in classroom as they preferred to play or sleep. For this research study, Mandala colouring technique was chosen to
attract pupils’ attention. Ghulam Shabiralyani, Khuram Shahzad Hasan , Naqvi Hamad , Nadeem Iqbal (2015) stated
that “The findings may be served as guidelines for teachers when implementing visual aids in teaching, as they want
their students to fully concentrate on the lesson, by being aware of the expectations and needs in literature teaching”.

Roberto Araya Danyal Farsani Josefina Hernández (2016) stated that “We found that the student’s gaze on the
teacher lasted 44.9 % longer when the teacher gestured than when he did not”. Based on the research done before this,
art therapy technique using the colouring of Mandala has never been used in attracting pupils’ attention in the first
lesson of a day. Hence, researcher wants to investigate the effectiveness of implementing Mandala colouring technique
in attracting the pupils’ attention in the class during the first lesson of a day. The implementation of the colouring the
Mandala technique will bring positive outcomes for the teachers, pupils and for the parents. It is because, teaching and
learning session will be done without any disruptions as well as the lesson objectives can be achieved.

It is believed that this technique is able to attract the pupils’ attention because pupils will be focusing only on the
colouring part. Designing and colouring mandalas can help in retaining the focus. It is proven to be a great exercise for
calming down and waking up the mind. Art therapy is not about the end result but the process of achieving it. This
spiritual circle will help promote mindfulness, focus attention and promote healing. Hence, Mandala colouring
technique will be utilized in this study to increase the focus of the Year 3 pupils.

RESEARCH OBJECTIVE & RESEARCH QUESTION

Research Objectives
The research objectives are as follows:
i. to identify the effectiveness of Mandala's colouring technique on increasing pupils’ focus during the first lesson of

a day.
ii. to know teacher’s perception on Mandala’s colouring technique.

Research Questions
The research questions are as follows:
i. What is the effectiveness of the Mandala colouring technique on increasing pupils’ focus during the first lesson of

a day?

ii. What is the teacher’s perception on Mandala’s colouring technique?

TARGET GROUP

The selected target group consisted of 10 Year 3 respondents from a sub-urban school in Temerloh, Pahang. These 10
respondents consisted of 5 boys and 5 girls. These 10 pupils were selected after conducting a brief interview with the
first lesson teacher alongside constant observations. Based on the results, these pupils displayed lack of attention in the
classroom during the first lesson.

Based on the observations, it can be concluded that these 10 pupils did not pay attention in the classroom during the
first lesson. Even though different subjects were scheduled in the first lesson of the day but these pupils were still not
able to pay attention. Based on the questionnaire forms that they completed, it is identified that there are many
contributing factors for the pupils to not pay attention. These pupils also had their respective unique traits like drawing,
colouring and listening to music which encouraged the researcher to choose Mandala colouring technique to be used to
increase their focus.

METHODOLOGY

For this action research, the researcher decided to utilize the Kemmis and McTaggart (1988) action research cycle.
According to Dick (2000), “A commonly known cycle is that of the influential model of Kemmis and McTaggart
(1988) – plan, act, observe, reflect; then, in the light of this, plan for the next cycle.” This plan is well-structured and
clear in terms of how its stages are divided. This research was conducted 2 cycles in total, each consisting of the same
four stages.

Firstly, the issue of lack of attention among the pupils was observed. Then, decision on a suitable and effective
technique, the Mandala colouring technique, was made to be used for the purpose of this research. This Mandala
colouring technique was conducted in groups, once a week. The grouping of the pupils was done in such a way whereby
each group consisted of pupils with lack of attention problems. This was done with the aim of encouraging the pupils to
pay more attention in the classroom.

In the first cycle, each group was provided with the huge Mandala colouring sheet and a stimulus – brief dialogues
that served as guidance for them in the process of completing the normal colouring sheet. The colouring sheet were
simple in order to help the pupils to colour it in short period of time. It took up more than 20 minutes to complete
colouring the sheet. After close observations that were backed up with evidence from the interviews, it was proven that
the pupils experienced difficulty in paying attention during the first lesson of the day.

Therefore, in the second cycle, when the pupils were unable to pay attention because they are taking too much time
and were constantly playing around, smaller Mandala colouring sheets were provided so that they can colour and
complete the Mandala sheet in shorter period of time. This was an effective step as the pupils were excited to see
different colouring activity than the usual one. They were also able to complete the Mandala sheet in a shorter amount
of time. Another step that was added on in the second cycle was the presentation of their Mandala sheet whereby each
group had to send a representative to come up front and show the Mandala sheet to the rest of the class. The pupils
enjoyed this added activity and were very enthusiastic to present their work.

3 data collection methods were used throughout this research – participant observation, structured interviews and
document analysis. The collected data was coded in order to obtain finalized themes that answer the research question.
The data was then triangulated for further analysis. According to Denzin (1978) and Patton (1999), quoted by Cohen
and Crabtree (2006), this method is used for “checking out the consistency of findings generated by different data
collection methods.”

RESEARCH FINDINGS & DISCUSSION
The researcher obtained affirmative results as the end result of this research. It was evident that the Mandala colouring
technique is an effective tool in developing the respondents’ attention towards the lesson. The main focus of the
research was how the Mandala colouring technique enhanced the pupils’ attention towards the lesson. After analysing
the data, the researcher managed to come up with a summary of the pupils’ attention altogether after the application of
the Mandala colouring technique.

The results showed changes in three aspects: respondents’ learning effectiveness, learning achievement, respondents’
interest levels, and respondents’ attitude towards learning. These three areas correlate with one another and in a way;
have the ability to alter the results seen in each of these areas.

Interest levels and attitude towards learning are the two aspects needed to meet the research objective. Learning
effectiveness depends on the pupils’ interest level and also their attitude towards learning. The finding supports
McCaughey’s (1993) view that “young people’s involvement is greatest if an interest in the arts is established early in
life.” (Dawson, Gravelle, Karlis & Kilrea, 2008, Discussion, para. 2). Marzano (1992) also stated that “If students have
certain attitudes and perceptions, they have a mental climate conducive to learning.” (Fostering positive attitudes and
perceptions about the learning climate, para. 1).

After the implementation of the Mandala colouring activity, the pupils were able to pay more attention in the
classroom. The sub-sections below will further substantiate how the Mandala colouring technique assisted the
respondents to pay attention in the classroom.
1.0 Learning effectiveness
The Mandala colouring technique has helped the pupils to pay more attention in the classroom resulting in good marks
for the specific subjects. Zagrobelna, M (2017) stated that “here's one more thing you need to draw a mandala: a proper
mindset. Sure, you can treat it as a normal drawing, with a certain goal in mind, but you can gain more than just the
satisfaction of a pretty artwork if you do it properly. Treat it as a meditation session. Sit comfortably, in quiet or with
some pleasant music, and focus on this one activity. According to Zagrobelna (2017), Mandala focuses only one thing
which is to make people remained focus and it is the one of the important elements in the Mandala colouring technique.
This was the element in the Mandala colouring technique that required the pupils to stay focused that purposefully link
to the lesson throughout the day. Donahue & Elizabeth, C. (2017) stated that “mandala-making using traditional art
media in art therapy sessions has been shown to be an effective intervention in treating a variety of mental health issues.
Figure 2 below shows an example of a completed Mandala colouring technique.

Figure 2 Example of Respondent B’s Mandala sheet.

2.0 Learning achievement
In terms of achievement, the pupils increased their marks in specific subjects with an addition of 7 marks in their mid
term exam. They were able to remain focused during the teaching and learning session. The aim of Mandala colouring
technique which was, to attract pupils’ attention, was successfully achieved.

Apart from paying close attention in the class, the pupils were also able to improve on their learning achievements.
Oxford Learning (2014), stated that “Daydreaming in class. Constant multitasking. Endless procrastination. It’s not so
much what’s being learned that’s the problem, it’s all the things around you that are distracting you from learning.”
Therefore, through the application of the Mandala colouring technique, the pupils were able to get better marks in exam
resulting from paying attention in the classroom. In the process, they did eventually understand the subject taught better
and they were able achieve better marks in midterm exam, as shown in Figure 3 below.

Figure 3 Respondent A’s English subject exam marks

3.0 Interest levels
The majority of the pupils involved in this research are visual learners who were very interested in pictures, drawings,
colours and so on. Hence, colouring element was included as the main aspect in the Mandala Colouring Technique.
This inclusion of colouring activity encouraged the development of the pupils interest in the technique. Colours For The
Classroom (2014) stated that visual stimulation rewires the brain, making stronger connections while nurturing visual
thinking, problem solving, and creativity. Therefore the colours we use in a learning environment should maximize
information retention and stimulate learner participation. The pupils enjoyed the colouring activity and were able to
come up with beautiful piece of work as can be seen in Figure 4 below.

Figure 4 Respondent D’s colouring.

4.0 Attitude towards learning
The use of the Mandala Colouring Technique in attracting pupils’ attention made the pupils aware of the importance of
focusing in studies. They were able to see that they now know more after focusing in the lesson taught and when asked,
they expressed their wish to be more focused in teaching and learning session. Figure 5 shows an excerpt taken from an
interview transcript with the respondents.

Figure 5 Excerpt of interview transcript

Prior to this, when they were taught during the first lesson, the pupils were not able to stay focused in the lesson taught.
After the implementation of the Mandala colouring activity, the pupils were able to stay focused in the lesson whereby
the pupils remains silent for quite some time after completing colouring the Mandala sheet.

They were also able to develop discipline in themselves. Throughout the Mandala colouring activity, which was
conducted in groups, the pupils were able to form discipline in themselves whereby they tend to follow the time set to
colour the Mandala sheet. This was based on my observations with Respondent C, as shown in Figure 6 and Figure 7.

Figure 6 Respondent C during the 2nd intervention

Figure 7 Respondent C during the 4th intervention
Based on the research findings, it is concluded that the implementation of the Mandala colouring activity was an
effective method in developing the respondent’s attention towards the lesson. They were able to stay focused and pay
attention in the classroom. Through the implementation of the Mandala colouring activity, the researcher was also able
to cater to the needs of targeted group of pupils who were visual-spatial and intrapersonal learners. The researcher is
certain that Mandala colouring technique has benefited the pupils a lot not only in terms of developing their attention
towards the lesson; in addition to that, the Mandala colouring activity has also guided the pupils in enhancing their
achievement in studies. This has also given the pupils a sense of motivation which has contributed a lot to their
learning. This technique has guided these pupils in paying attention towards the lesson. This is supported by Alex
McDonald &Nicholas StJ Drey who states that “Art therapy was reported as having a significant positive impact on
some outcomes (classroom behaviour; Oppositional Defiant Disorder; Separation Anxiety Disorder) and non-significant
greater gains towards Locus of Control.”

SUGGESTION

For future research purposes, the Mandala colouring technique can also simultaneously be used as a tool to enhance
pupils’ achievement in terms of studies. The pupils will be able to develop their time management skills and be more
disciplined in the process as they need to complete colouring them in the specific time frame given. This will not only
help pupils to pay more attention towards the lesson taught, but it will also concurrently develop their time management
and self-discipline.This suggestion supports the fact that time management and self-discipline complements each other
and is emphasized by Krishnan (2014) who states that “The development of self-control and self-discipline is assumed
to be not a school issue, but part of a student’s personal growth and development as an independent learner. It becomes
an issue to refer students to counsellors only when they develop major problems. This insufficient attention is striking
given its vital importance to successful learning even at an early age.”

This Mandala colouring technique can also be used to reduce anxiety in pupils. Kim Duong, Nicole A. Stargell &
Gary W. Mauk (2018) stated that “partaking in the mandala coloring activity would produce a greater reduction in
anxiety than coloring a blank piece of paper. ” In another research also stated that Mandala helped the pupils in
reducing their anxiety. “Carsley, D., & Heath, N. L. (2018) stated that “results showed a significant decrease in test
anxiety and a significant increase in state mindfulness following both activities”. Hence, in future research I hope that I
can venture into coping with anxiety using Mandala colouring technique.

CONCLUSION

In this research, the Mandala colouring technique was used to improve the respondents’ attention towards the lesson. In
conclusion, for most of the pupils, paying attention during teaching and learning is not an easy task. Only a handful of
them can pay attention towards the teaching and learning session. Therefore, for the pupils to pay attention during the
first lesson of the day, this Mandala colouring technique has helped them a lot in keeping them focused and attentive
throughout the lesson. Besides that, it has also given more insight on exploring about Mandala and it’s other benefits.

REFERENCES

Ahmad Jamburi. 2010. Metodologi Kajian. http://studentsrepo.um.edu.my/5265/3/BAB_3.desertasi.pdf.
Alex McDonald & Nicholas Stj Drey. 2018. Primary-school-based art therapy: a review of controlled studies,International Journal of Art

Therapy, 23:1, 33-44, DOI: 10.1080/17454832.2017.1338741
Cunningham, L.B. 2010. The Mandala Book : Patterns of the Universe. New York: Sterling Publishing Co. Inc.
Costa, K. 2016. The Mandala Guidebook: How to Draw, Paint and Color Expressive Mandala Art. Ohio: North Light Books.
Carsley, D., & Heath, N. L. 2018. Effectiveness of mindfulness-based colouring for test anxiety in adolescents. School Psychology

International, 39(3), 251–272. https://doi.org/10.1177/0143034318773523
Dick, Bob. 1995. A beginner''s guide to action research. ARCS Newsletter. 1.
Donahue & Elizabeth, C. 2017.The Impact of Digital Media on Mandala Making in Art Therapy. Retrieved from

https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/h702q900r.
Elsharouni, C. 2017. Stress Relieving Designs Animals, Mandalas, Flowers, Paisley Patterns And So Much More. USA: Selah Works Prints.
Karen Walstra Consulting. 2014. Colours for the classroom. Retrieved from

https://www.karenwalstraconsulting.com/home/index.php?ipkArticleID=43
Kim Duong, Nicole A. Stargell & Gary W. Mauk. 2018. Effectiveness of Coloring Mandala Designs to Reduce Anxiety in Graduate Counseling

Students, Journal of Creativity in Mental Health, 13:3, 318-330, DOI: 10.1080/15401383.2018.1437001
Krishnan, R. 2014. Learning self-discipline and time management. Retrieved from https://www.todayonline.com/commentary/learning-self-

discipline-and-time-management
Manisah Mohd. Ali dan Norizza Sahal. 2016. Intervensi Meningkatkan Tumpuan dalam Pembelajaran Murid Bermasalah Pembelajaran. Jurnal

Pendidikan Malaysia, 41(1): 1-6.
McDowell, S. Deluxe Mandala - Relaxation & Focus. United States: CreateSpace Independent Publishing Platform
The Mindful Word. 2015. Sacred Circles Mandala Coloring Book. USA: Dew Media.
Victoria J. Palmer, Christopher Dowrick & Jane M. Gunn. 2014. Mandalas as a visual research method for understanding primary care for

depression, International Journal of Social Research Methodology, 17:5,527-541, DOI: 10.1080/13645579.2013.796764
Ware, J.D. 2016. The Op Art - Mandala Adult Coloring Book: Increase Focus and Reduce Stress with Art Therapy. USA: RW Squared Media.
Wilde, C., Chapman, L., & Richard Merritt. 2015. Color Therapy : An Anti-Stress Colouring Book. United States: Running Press Book Publishers.
Zagrobelna, M. 2017. Art Therapy: How to Draw a Mandala. Retrieved from https://design.tutsplus.com/tutorials/art-therapy-how-to-draw-a-

mandala--cms-29570

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

EDUTAINMENT FOR ORANG ASLI PUPILS: LEARNING TO
READ THROUGH GAMES

Shanu Preeya A/P Thannimalai & Mohd Jasmy Abd Rahman

Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
E-mel: [email protected]
[email protected]

ABSTRACT

Basic literacy skills are crucial skills for beginner readers. Word recognition is one of the basic reading skills that help
young readers look at a word and recognize it almost instantly by associating the letters to their sounds. This research
focused on developing basic C-V-C word recognition abilities among Orang Asli pupils through the introduction of
language games applications. This research aimed to investigate how effective language games applications are in
helping these pupils recognize basic C-V-C words. This provided a non-traditional learning experience for the Orang
Asli pupils. This study was conducted on 7 level one Orang Asli pupils of a sub-urban school in Kuala Kubu Bharu,
Selangor with very low English language proficiency levels. The data was collected in the form of questionnaires, test
sheets, field notes and semi-structured interviews which were then further analyzed to evaluate the effectiveness of
language games applications in developing C-V-C word recognition abilities among Orang Asli pupils. It was proven,
through this research, that the use of language games applications was successful at showing evident improvement in
the Orang Asli pupils’ recognition of C-V-C vocabulary as well as in increasing their interest levels in the learning of
the English language. It is hoped that teachers will be encouraged to apply this method of teaching and learning to
expose their students to a variety of reading skills which will indirectly improve their proficiency in the language.

Keywords: Word recognition, C-V-C words, Orang Asli pupils, language games application

PREFACE

Malaysia recognizes the English language as a second language as it is a multilingual country. Despite the awareness of
how important it is for one to not only be familiar with the language, but also to be completely capable of fluently
communicating using the language, the standard of English language proficiency in Malaysia is still only at a
satisfactory level. According to the 2018 English Proficiency Index, Malaysia ranked 22 out of 88 countries. There is
still plenty of room for improvement looking at the fact that Singapore and Philippines were the two Asian countries
that outperformed Malaysia.

Regardless of the many efforts implemented by the Malaysian Ministry of Education such as MBMMBI, DLP and
HIP to strengthen the Malaysian pupils’ grasp of the English language, Malaysians are have low confidence levels when
it comes to applying the English language when communicating. In general, the level of the English language
proficiency in Malaysia requires a lot of patching up as mentioned by Associate Professor Dr Sharmini Patricia Gabriel,
a lecturer from University of Malaya, in an article by in The Star (2015), “We find that we are not able to teach students
critically and creatively like we used to, as their command of the English language is limited.”

TEACHING & LEARNING REFLECTION

This study looks into improving the reading skills of the Orang Asli pupils, particularly their word recognition skills. It
is aimed at helping them recognize and read C-V-C words independently and fluently to encourage the reading process.
These pupils have yet to cultivate the reading habit not only because they do not have a strong hold on literacy skills,
but also because they are not exposed to the importance of reading at home. The previous BN Youth Chief for Baram,
Sarawak stated in an article by Then (2015) that “some native families in the interior settlements are still too ‘relaxed’
about matters pertaining to education” which is why some of these pupils do not have the intrinsic motivation to
reading.

The main reason as to why this research aims to study Orang Asli pupils is because these pupils have different ways
– culturally and mentally, that require the use of different techniques and approaches. Most of these pupils are illiterate
as they are come from a more oral community. Sumathi (2013) states that being literate, for the Orang Asli pupils,
means that they would not only need to learn to read and write, but they would need to do so in languages apart from
their own mother tongue. This creates a more intimidating environment for these reserved pupils.

This type of environment highlights their learning difficulties and as mentioned by Shahrier, Anton and Fatan
(2010), “At the end of the day, these difficulties will erode their confidence and increase their anxiety toward
acquisition of knowledge.” This is where the government’s efforts for the Orang Asli community come to play. A
literate Orang Asli community will result in increased interest levels, improved academic performances and reduced
dropout rates.

As far as English language education is concerned, the Orang Asli pupils struggle and fail to keep up with their
peers. As stated in Ramle et. al (2013), “Based on the examination performance at the primary and secondary school

level, the accomplishments of the Orang Asli students were still far lagging behind in comparison to students from other
ethnic groups in Malaysia.” This situation is also similar and therefore applicable to the school that’s being researched
in this study.

In order to overcome this issue, study is aimed at implementing the application of language games applications, as a
more relaxed and approachable teaching and learning tool, to encourage the active participation in the process of
learning how to read and thereafter retain simple English words as part of their vocabulary.

INTERVENTION

The Orang Asli pupils are usually very reserved and are therefore often neglected. These pupils often keep to
themselves and prefer not to be put under the limelight. There are a few reasons as to why these pupils act as such.
Firstly, they lack motivation and drive to excel academically. Secondly, they do not favour traditional teaching methods
as they find them very unappealing. Lastly, they prefer to go back to their roots and converse in their mother tongue as
even the Malay language is still new to them. Nevertheless, they are friendly and get attached easily when they begin to
develop trustworthy relationships with their friends and teachers.

The language games applications used in this research are as a form of edutainment aimed at attracting the
participants’ interest to learn English. The applications, which are available for free on Google Play Store, were
purposefully selected to test on C-V-C words. For the purpose of this research, the participants were allowed to use the
YES Smartphones that were supplied to teachers. This was to create a more authentic and new experience for the Orang
Asli pupils as they have little or no interaction at all with Smartphones. To these pupils, Smartphones are rare gadgets.
As a result, they were ecstatic to play the language games.

The selected applications were “ABC Spelling”, “Phonics Fun!” and “Sounds to Words”. These applications are free
applications on the Google Play Store and are easy to operate. The participants were able to play the games
independently. The use of these language games applications to improve word recognition skills provides a new and
engaging learning experience for the pupils through the inclusion of ICT. It encourages student-centered learning when
pupils collaborate with their peers to obtain the correct answers. In a study by Intan (2014) that tested the use of ICT e-
Practice modules showed positive improvements in the students’ behaviours. The students were found to be “more
determined to comprehend the information given as the approach used matched their needs.”

RESEARCH OBJECTIVES

i. To identify how effective language games applications are in improving C-V-C word recognition skills among
Orang Asli pupils.

ii. To increase the interest levels of Orang Asli pupils in learning the English language.

POPULATION AND SAMPLING

The school selected for this research was a sub-urban primary school in Kuala Kubu Bharu, Selangor whereby the
majority of pupils are Malays. The remaining minority group of pupils comprise of Indian as well as Orang Asli pupils.
The total population of Orang Asli pupils is 12. The socio-economic statuses of these pupils’ families are generally
below average. In addition to that, many of these pupils come from dysfunctional families.

Based on the abovementioned population, there is a total of 7 level one Orang Asli pupils aged from seven to nine.
Apart from selection based on their cultural identity, these pupils’ performance records for the LINUS programme were
also studied. These 7 pupils are streamed into the weak classes due to their inability to perform academically. They are
unable to read in English and therefore, have very limited vocabulary. These Orang Asli pupils, in particular, have an
almost similar background. They only receive exposure to the English language at school. Hence the reason why they
are not only weak in the English language, but they also lack interest and motivation to learn the language as they find it
unfriendly and challenging. Based on observations and feedback received by teachers, these pupils enjoy playing games
and appreciate challenges, which is why this research was conducted to test the application of language games
applications.

METHODOLOGY

This study adopts the within-group experimental research design as there was limited access to a bigger population of
the Orang Asli community within the research area. The equivalent time-series design was selected due to the fact that
this research was conducted with only one group of participants for a long period of time. This form of research design
allows the researcher to alternate the intervention with observations or post-tests since the control and experimental
groups were the exact same group consisting of the same pupils under the same conditions. According to Creswell
(2012), “In any given experiment, the number of participants may be limited and it may not be possible to involve more
than one group, which is why researchers study a single group using a within-group experimental design”.

Since this study is aimed at identifying the effectiveness of using language games applications to improve Orang
Asli pupils’ C-V-C word recognition skills, all of the 7 participants were given exposure to basic phonics instruction to
kick-start their reading process. Prior to receiving phonics instruction, the participants were asked to fill up the
questionnaire form. This form was aimed at identifying the participants’ personal thoughts on the English language and
their learning preferences. This questionnaire was given at the beginning and end of the intervention process.

Next, the participants completed the pre-tests in order to record their initial grasp of C-V-C words through their test
scores. The participants were also presented with a list of 10 common C-V-C words, as part of the pre-test, which they
were required to read aloud. This was aimed at testing their word recognition skills to observe if they were able to read
them on sight.

After completing the pre-tests, the participants were exposed to the selected language games applications. They were
divided into small groups in order to enable them to work collaboratively when solving the tasks and winning the
games. Since the equivalent time series design was selected for the purpose of this research, every 3 weeks, the
participants will be tested. This intervention-measurement cycle was repeated for a total of 3 times after which the
pupils completed their final post-test.

The data collection methods selected for this research are questionnaires, tests, field notes and interviews. The
questionnaires, as mentioned above, were conducted at the initial and final stages of the process. The interview,
however, were only conducted at the end of the research to obtain the participants’ thoughts about the entire process.
RESEARCH FINDINGS & DISCUSSION
As a result of the implementation of the language games applications, the data collected displayed positive results that
supported the hypothesis and answered the research questions. The data proved that the language games applications
were an effective teaching and learning tool in developing the participants’ C-V-C word recognition. The findings
based on the proposed research objectives are substantiated in the following sub-sections. The findings correlate with
one another and compliment both objectives.
1.0 Effectiveness of language games applications in improving C-V-C word recognition
The use of language games applications has helped the participants retain their recognition and understanding of new C-
V-C vocabulary in a number of ways. They have reinforced the participants’ grasp of phonics which guided their
reading process. The applications comprise of phonics, spelling, matching and various other tasks for the pupils.
Therefore, the participants’ were able to solidify their knowledge of the vocabulary items through a various tasks.
Through observations, it was evident that the pupils were able to remember the words as they would bring them into
play throughout the lessons. Figure1 and Figure 2 show two different observations that were made during two separate
lessons.

Figure 1 Participant C during the 6th week

Figure 2 Participants D & F during the 9th week

Apart from simple observations as shown above, the participants’ test results also showed improvement as the pupils
were able to score better in their post-tests as compared to their pre-tests. Every participant was able to display
improvement in their scores, with some exhibiting more drastic improvement than others. The graphs in Figure 3 and
Figure 4 present the participants’ test scores for comparison.

Figure 3 Pre-test results

Figure 4 Post-test results

Final Post-test Results

20 Scores
18
16
14
12
10

8
6
4
2
0

A BCDE FG

In terms of achievement, the participants were able to recognize at least 3 new words from the intervention process.
They were able to recognize these C-V-C words by sight and sound, which was what this research had aimed for. In
addition to that, the presence of pictures and sound effects made the learning process more comprehensive and
effective.
2.0 Interest in learning the English language

Observations and feedbacks showed that the participants were visual learners who benefit from pictures and visual
effects. This was one of the main reasons as to why language games applications were chosen to guide the pupils in
recognizing and reading C-V-C vocabulary. The participants enjoyed competing to identify the correct answers faster
than their peers.

Apart from that, by including collaborative student-centered learning strategies for the participants throughout the
study, they exuded more confidence and felt more comfortable while using the applications. These are statements given
by the participants themselves. Figure 5 below shows and excerpt from the interview session with the participants.

Interviewer Figure 5 Excerpt of interview transcript
E : Do you like to play the games with your friends? Suka tak main game ni bersama
Interviewer
D dengan kawan?
G
Interviewer : Saya suka!
All (I like!)

: Why? Kenapa?

: Suka sebab boleh main dengan kawan.
(I like because I can play with my friend.)

: A’ah. Boleh bincang.
(Yes. We can discuss.)

: Oh... So, kamu rasa macam lebih yakin la ni?
(Oh... So, you feel more confident?)

: Yeee!
(Yes!)

Prior to the introduction of language games applications to teach phonics and C-V-C word recognition, the pupils were
taught using traditional teaching and learning methods such as chalk and talk and flashcards. However, the pupils were
only able to recall the words during the first few hours of exposure. They were not able to recall them on the next day.

Through the utilization of language games applications, the participants were able to retain the information for a
longer duration of time. This was because of the non-traditional approach to teaching and learning whereby the pupils
were able to work together with their peers and undergo a new experience through the use of gadgets such as tablets and
Smartphones that they are still very new and unexposed to. This form of collaborative and cooperative learning can
provide a positive motivational impact. For example, according to Enache & Crisan (2013), “when colleagues admit
their success in learning depends on the success of their colleagues, those almost certainly offer emotional and
professional support in learning.”

CONCLUSION
This research was aimed at focussing on pupils’ word recognition skills through language games applications which
gave the pupils a more hands-on experience. It also focussed on C-V-C words as the sample group consisted of pupils
of low proficiency levels. This research was proven effective in helping the Orang Asli pupils improve their word
recognition skills at least by the bare minimum. Without the use of the language games applications, helping these
pupils improve would be a challenge. This is in agreement with Norwazila and Ramlee (2015), who wrote that “In

dealing with indigenous pupils, non-Orang Asli teachers should be trained to use indigenous pedagogy in their
classroom.” Therefore, the emphasis on fun-learning through edutainment methods such as this one was a successful
idea. In the future, researchers could study the use of other more advanced and challenging applications as tools for
enrichment activities.

This research made it possible to make the Orang Asli pupils aware about the fact that learning can be fun in many
different ways and that learning English is not as challenging as the textbook methods may seem. It was a treat to be
able to help these Orang Asli pupils attain a sense of genuine accomplishment even though it was not much. It is hoped
that in the future, there would be many more studies conducted to help these pupils emerge from their shell and feel the
privilege of performing as well as, if not better than their peers. However, in order to do that, they would first have to
master their basic literacy skills, which is what this research focuses on.

REFERENCES

Anon. 2015. English level in Malaysia not that high yet, say teachers. TheStar Online, 30 March. Retrieved from
https://www.thestar.com.my/news/nation/2015/03/30/english-level-in-malaysia-not-that-high-yet-say-teachers/

Creswell, J. W. 2012. Educational research: Planning, conducting, and evaluating quantitative and qualitative research. 4th ed. Boston, MA: Pearson.
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International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

EFIKASI KENDIRI BERDASARKAN JANTINA DALAM
KALANGAN GURU SEKOLAH MENENGAH KEBANGSAAN

AGAMA DI MALAYSIA

Azlin Zainal Abidin, Azlin Norhaini Mansor & Jamalullail Abdul Wahab

Fakulti Pendidikan, Universiti Kebangsaan Malaysia
E-mel: [email protected]

ABSTRAK
Kajian ini bertujuan untuk mengenalpasti perbezaan efikasi kendiri guru sekolah menengah kebangsaan agama
berdasarkan jantina. Efikasi kendiri guru dalam kajian ini merujuk kepada kemahiran membuat keputusan, kecekalan
dan peningkatan prestasi. Kajian tinjauan ini menggunakan soal selidik sebagai instrumen kajian. Bilangan responden
yang terlibat dalam kajian ini adalah seramai 500 orang guru yang diambil dari beberapa zon iaitu zon utara, zon
selatan, zon timur dan zon tengah. Data kajian dianalisis dengan menggunakan MANOVA Dua Hala sahaja. Kajian ini
mendapati guru perempuan mempunyai min yang lebih rendah daripada guru lelaki bagi aspek kemahiran membuat
keputusan. Ini menunjukkan usaha yang berterusan dalam meningkatkan efikasi kendiri guru di sekolah menengah
kebangsaan agama di Malaysia perlu dipertingkatkan untuk mendapatkan hasil yang memuaskan.

Kata Kunci: Efikasi Kendiri, Kemahiran Membuat Keputusan, Kecekalan, Peningkatan Prestasi

ABSTRACT

The purpose of this study was to identify the differences in the self-efficacy of Islamic secondary
school teachers based on gender. Teacher's self-efficacy in this study refers to decision-making
skills, determination and performance improvement. This survey study uses a questionnaire as a
research instrument. The number of respondents involved in this study was 500 teachers from
several zones - the north zone, the south zone, the east zone and the central zone. The data were
analyzed using Two-Way MANOVA only. This study found that female teachers had lower mean
than male teachers on aspects of decision-making skills. This shows that continuous efforts in
improving self-efficacy of teachers in Islamic secondary schools in Malaysia should be enhanced to
obtain satisfactory results.

Keywords: Self-Efficacy, Decision Making Skills, Perseverance, Performance Improvement

PENGENALAN
Peranan guru sebagai nadi dalam memperkukuhkan dan memajukan bidang pendidikan di negara ini tidak dapat
disangkal. Peranan guru sebagai agen perubahan dapat direalisasikan melalui fungsinya sebagai penyampai ilmu,
pencorak minda dan pembentuk sahsiah. Dalam melahirkan generasi akan datang yang mempunyai kognitif yang tinggi,
penuh dengan nilai murni dan kuat pegangan ajaran agamanya, maka guru perlu bertindak sebagai penggerak kepada
transformasi pendidikan negara (Noornajihan Jaafar & Ab. Halim Tamuri, 2012b).

Era globalisasi merupakan dunia tanpa sempadan menyaksikan peranan guru yang semakin mencabar. Beban guru
semakin berat sehingga menuntut kesabaran serta tanggungjawab yang hebat (Abdullah Md. Din, 2011; Mohd Kamal
Hassan, 2011). Tidak ketinggalan juga dalam hal ini guru-guru yang bekerja di Sekolah Menengah Kebangsaan Agam.
Malah tanggung jawab mereka dilihat lebih besar dalam menerapkan nilai murni dan membentuk akhlak pelajar (Ab.
Halim Tamuri, 2012; Ahmad Kilani Mohamed, 2005; Asmawati Suhid, 2005).

Isu-isu seperti keruntuhan akhlak dalam kalangan remaja menyebabkan guru terpaksa berjuang untuk menggalas
amanah yang telah diberi. Guru juga turut berhadapan dengan cabaran ledakan teknologi maklumat. Paparan-paparan di
media elektronik mahupun media cetak menjadi tontonan kegemaran remaja pada hari ini. Hal ini dapat mempengaruhi
pemikiran, sikap dan tingkah laku remaja.

Dalam membentuk generasi Muslim yang holistik dan seimbang dari segi rohani, emosi, intelek dan jasmani,
seseorang guru itu bukan sekadar hanya menyampaikan ilmu bahkan turut membimbing para pelajar. Pembimbing yang
unggul memerlukan seseorang guru itu menghayati ciri-ciri seseorang murabbi iaitu yang bersandarkan kepada hadis-
hadis Nabi s.a.w. Hal ini bersesuaian dengan matlamat Sekolah Menengah Kebangsaan Agama itu sendiri yang
antaranya mengangkat martabat Al-Quran dan Sunnah sebagai tunjang dalam pembelajaran sepanjang hayat bagi
mendapatkan ilmu, kemahiran dan penghayatan (Kamarul Azmi Jasmi & Ab. Halim Tamuri, 2007).
Efikasi Kendiri
Efikasi kendiri adalah kepercayaan seseorang terhadap kebolehannya untuk melaksanakan sesuatu tingkah laku yang
dikehendaki dengan jayanya (Bandura, 1977). Apabila seseorang itu memiliki keyakinan yang tinggi untuk
menjalankan sesuatu tugas yang diberikan kepadanya. Oleh itu, kepercayaan terhadap efikasi kendiri ini sangat berguna
bagi memahami dan meramal (Betz & Hackett, 1988). Schwatzer (1992) pula mendefinisikan efikasi kendiri sebagai
kepercayaan individu terhadap kebolehannya melaksanakan tugas yang baru dan sukar atau berkeupayaan menghadapi
kesukaran dalam pelbagai domain kehidupan. Bandura (2000) mendefinisikan efikasi kendiri sebagai kepercayaan
seseorang terhadap kebolehan diri untuk menggerakkan sumber kognitif, motivasi dan cara yang dianggap sesuai dan
perlu dengan kehendak tugasan. Secara umumnya, efikasi kendiri boleh dibahagikan kepada dua kategori iaitu efikasi
kendiri tinggi dan efikasi kendiri rendah.

Bandura (1995) menjelaskan efikasi kendiri sebagai kepercayaan kepada keupayaan seseorang untuk mengorganisasi
dan melaksanakan tindakan yang dikehendaki untuk menangani pelbagai situasi. Prinsip asas teori efikasi kendiri ialah
pencapaian dan motivasi individu ditentukan oleh kepercayaan terhadap diri sendiri (Bandura, 1982). Individu lebih
cenderung untuk melibatkan diri dalam ativiti yang mereka mempunyai efikasi kendiri yang tinggi berbanding dengan
aktiviti lain (Van der Bill & Shortridg-Baggett, 2002). Efikasi kendiri menyediakan asas kepada motivasi manusia,
kesejahteraan dan pencapaian peribadi. Hal ini disebabkan oleh individu itu sendiri mempunyai insentif yang tinggi
untuk menghadapi cabaran dan dapat menjana hasil yang diingini apabila individu tersebut diberi kepercayaan.

Menurut Pajares (1996), efikasi kendiri atau kepercayaan terhadap kebolehan diri sendiri telah dipelopori oleh
Bandura (1977). Pada awalnya, Bandura telah membawa perubahan baru dengan memperkenalkan “Self efficacy :
Toward a Unifying Theory of Behavioral Change”. Kemudian Bandura membuat penerokaan dengan lebih mendalam
dengan menerbitkan satu teori yang berkaitan dengan faktor sosio-kognitif terhadap peraturan kendiri dan pencapaian
iaitu “Self Efficacy: The Exercise of Control” (Pajares, 1996). Bandura (1997) menggunakan istilah efikasi kendiri
untuk merujuk kepada keupayaan seseorang dalam mengatur dan melaksanakan sesuatu tugasan untuk memperoleh
pencapaian yang diinginkan.

Rajah 1: Efikasi Kendiri

Di dalam artikel ini, efikasi kendiri dibahagikan menjadi tiga konstruk utama iaitu kemahiran membuat keputusan,
kecekalan dan peningkatan prestasi. Aspek-aspek ini dikaji dalam kalangan guru Sekolah Menengah Kebangsaan
Agama (SMKA) di Malaysia.
Kepentingan Kajian
Dapatan kajian bagi penyelidikan ini dapat memberi maklumat kepada pihak sekolah dan secara khususnya pengetua
untuk menyediakan usaha-usaha dalam meningkatkan efikasi kendiri guru. Selain itu, maklumat mengenai efikasi
kendiri guru amat penting untuk membantu pengetua dan pentadbir pendidikan dalam usaha membimbing, membantu
dan mendorong guru-guru meningkatkan prestasi tugas mereka. Kajian ini juga dapat menghasilkan maklumat kepada
pegawai-pegawai di peringkat Kementerian dalam menentukan aspek-aspek efikasi kendiri yang perlu diberi keutamaan
apabila menyusun kursus-kursus dalam perkhidmatan dan program perkembangan profesional untuk pemimpin
pengajaran. Kajian mengenai efikasi kendiri guru ini penting kerana ia dijadikan ukuran dalam menentukan keupayaan
seseorang guru dalam pengajaran berkesan (Henson et al., 2001, Yahya Don et al., 2006). Efikasi kendiri merupakan
medium penghubung antara ilmu yang dimiliki dengan tingkah laku pengajaran (Larson et al., 1992; Khoo & Tan,
2004).

Pernyataan Masalah
Cabaran bagi menyediakan guru yang berkualiti merupakan isu global yang menjadi perhatian pembuat dasar
pendidikan bagi setiap negara (Corcoran, 2007; Darling-Hammond et al., 2009). Pendidikan anak-anak yang pada
asalnya berada di bawah naungan keluarga, kini telah diambil alih sebahagian besar tugasnya oleh guru-guru,
khususnya guru-guru yang mengajar di Sekolah Menengah Kebangsaan Agama dalam mmendidik generasi muda (Ab.
Halim Tamuri, 2011). Pernyataan ini disokong dengan kajian (Ab. Halim Tamuri, 2011) yang mendapati bahawa guru
yang mengajar di Sekolah Menengah Kebangsaan Agama lebih berpengaruh daripada ibu bapa dalam membentu tahap
penghayatan Islam pelajar dengan nilai r masing-masing 0.477 (Guru Sekolah Menengah Kebangsaan Agama) dan
0.364 (Ibu bapa). Walaupun pada teorinya ibu bapa yang memainkan peranan utama dalam mendidik anak-anak dan
guru hanya menyokong di sekolah, tetapi hakikatnya, masa pelajar lebih banyak di sekolah berbanding di rumah.

Kesediaan para guru menghadapi cabaran tanggungjawab serta senario pelajar masa kini secara tidak langsung
dipengaruhi oleh kepercayaan guru terhadap kemampuan serta keupayaan diri dalam melaksanakan tanggungjawab
tersebut (Casey, 2011; Coady et al., 2011; Pas et al., 2011). Kepercayaan peribadi inilah yang dikenali sebagai efikasi
kendiri (Bandura, 1994; Ross, 1995, Henson et al., 2000). Justeru, tahap efikasi kendiri guru yang mengajar di Sekolah
Menengah Kebangsaan Agama dalam mendidik murid, secara langsung mempengaruhi amalan dalam pengajaran dan
keperibadian guru tersebut. Hal ini, seterusnya memberi impak kepada pencapaian akademik dan sahsiah pelajar
(Hassan Langgulung, 1987; Donna, 2007).

Kajian lepas telah menunjukkan bahawa efikasi kendiri merupakan salah satu elemen penting dalam proses
pengajaran dan pembelajaran yang mana ia mempengaruhi kualiti seseorang guru (Bandura, 1993; Ishak Sin, 2001;
Yoon, 2002; Rimm-Kaufman & Sawyer, 2004; Weisel & Dror, 2004; Rafisah Osman, 2009; Rorlinda Yusof, 2009;
Steele, 2010; Mason, 2010; Abu-Tineh M. A. et al) dan amalan pengajarannya (Rimm-Kaufman & Sawyer, 2004;
Ylmaz & lava, 2008; Settlage et al., 2009). Dalam konteks Malaysia, kajian yang berkaitan dengan efikasi kendiri guru
masih kurang dilaksanakan. Berdasarkan kajian yang telah dijalankan, terdapat beberapa kajian sahaja yang
menggunakan efikasi kendiri guru sebagai salah satu pemboleh ubah, antaranya kajian yang telah dijalankan oleh Ishak
Sin (2001), Sazali Yusoff (2004), Khalid Johari et al. (2005), Saaidah (2005), Rahmah Murshidi (2005), Khalid Gazali
(2005), Tengku Lung Kui (2006), Rafisah Osman (2009) dan Rorlinda (2009).
Tujuan Kajian
Kajian ini bertujuan untuk mengenalpasti perbezaan efikasi kendiri yang terdiri daripada kemahiran membuat
keputusan, kecekalan dan peningkatan prestasi berdasarkan jantina.

METODOLOGI KAJIAN

Rekabentuk kajian merupakan aspek perancangan yang penting dalam melaksanakan sesuatu kajian. Rekabentuk kajian
merupakan satu tatacara pengolahan data yang dipungut berdasarkan kepada perancangan khusus dan sistematik
terhadap konsep pembentukan rangkaian hubungan antara pembolehubah-pembolehubah yang terlibat dalam sesuatu
kajian. Kajian ini berbentuk tinjauan dengan menggunakan soal selidik bagi meninjau efikasi kendiri bagi aspek
kemahiran membuat keputusan, kecekalan dan peningkatan prestasi.

Sampel adalah salah satu bahagian atau subset kumpulan yang besar yang disebut sebagai populasi. Kajian ini
menggunakan kaedah persampelan bertujuan yang merupakan proses mengambil sampel daripada mana-mana individu
dalam populasi yang memenuhi kriteria peserta kajian. Populasi dalam kajian ini adalah guru Sekolah Menengah
Kebangsaan Agama di Malaysia. Manakala sampel dalam kajian ini adalah seramai 500 orang yang telah dipilih dari
Sekolah Menengah Kebangsaan Agama di Malaysia.

Kajian ini menggunakan soal selidik dengan skala likert 5 poin bagi memastikan responden mempunyai pilihan yang
lebih tepat mengikut keadaan diri masing-masing (Weirsma, 1995). Skala likert 5 poin dalam kajian ini digunakan bagi
melihat tahap persetujuan bagi konstruk pengurusan bakat. Cresswell (2005) menjelaskan instrumen kajian yang boleh
digunakan ialah instrumen kajian sedia ada, instrumen kajian yang diubahsuai, instrumen kajian yang dibina sendiri.
Manakala di dalam kajian ini, instrumen kajian yang digunakan adalah instrumen kajian yang telah diubahsuai
(Shuhaida, 2015). Bagi penganalisisan data pula, kajian ini menggunakan statistik inferensi sahaja untuk mengenalpasti
perbezaan efikasi kendiri bagi aspek kemahiran membuat keputusan, kecekalan dan peningkatan prestasi berdasarkan
jantina. Adapun statistik inferensi yang digunakan adalah analisis MANOVA Satu Hala.

DAPATAN KAJIAN DAN PERBINCANGAN

Kajian ini melibatkan seramai 500 orang guru Sekolah Menengah Kebangsaan Agama di Malaysia dengan
pembahagian mengikut zon utara, timur, tengah, selatan dan Malaysia timur. Profil demografi kajian tersebut
dipaparkan secara terperinci seperti berikut. Kajian ini melibatkan seramai 94 orang guru lelaki dan 406 orang guru
perempuan.

Jadual 1 Profil Demografi Responden Kajian
Profil Demografi Kekerapan Peratusan
Jantina
Lelaki 94 18.8

Perempuan 406 81.2

Perbezaan Efikasi Kendiri Berdasarkan Jantina

Sebelum analisis MANOVA dijalankan, penyelidik terlebih dahulu menjalankan ujian bagi menentukan matrik
kehomogenan varian-kovarian menggunakan ujian Box’s M. Ujian Box’s M ini penting bagi menentukan sama ada
varian-kovarian dalam kalangan pembolehubah bersandar adalah sama atau sebaliknya, merentasi semua pembolehubah
bebas. Ini merupakan prasyarat penting bagi ujian MANOVA. Jadual 2 menunjukkan hasil ujian Box’s M.

Jadual 2 Ujian Box’M Perbezaan Efikasi Kendiri Berdasarkan Jantina
Box’s M Nilai-F df1 df2 Sig.

211.507 4.806 42 1805 0.000

Berdasarkan jadual 2 tidak terdapat perbezaan varian-kovarian yang signifikan dalam kalangan pembolehubah
bersandar untuk semua aras pembolehubah bebas (F = 4.806, p = 0.000). Ini bermakna, varian-kovarian pembolehubah
bersandar homogenus merentasi semua pembolehubah bebas. Jadual 3 menunjukkan hasil analisis MANOVA Dua Hala
bagi melihat perbezaan min efikasi kendiri berdasarkan jantina.

Jadual 3 Analisis MANOVA Dua Hala Perbezaan Efikasi Kendiri Berdasarkan Jantina
Nilai Wilks’ DK antara DK Dalam
Kesan Lambda Nilai F kumpulan Kumpulan Sig
Jantina
0.980 3.409 3 490 0.017

Berdasarkan jadual 3 didapati perbandingan skor min efikasi kendiri berdasarkan jantina, nilai Wilks' λ = 0.980, F(3,
490) = 3.409 dan p = 0.017 (p<0.05). Dapatan kajian ini bertentangan dengan dapatan kajian oleh Pajares (1996) yang
menyatakan bahawa tahap efikasi kendiri guru tidak dipengaruhi oleh jantina.

Seterusnya analisis ANOVA berganda dilakukan bagi melihat perbezaan skor min untuk setiap pembolehubah
bersandar dalam efikasi kendiri berdasarkan jantina. Jadual 4 menunjukkan perbandingan skor min dan sisihan piawai
aspek-aspek dalam efikasi kendiri berdasarkan jantina.

Jadual 4 Skor Min dan Sisihan Piawai Aspek-aspek Dalam Efikasi Kendiri Berdasarkan Jantina
Efikasi Kendiri Jantina N Min Sisihan Piawai

Kemahiran Membuat Lelaki 94 3.84 0.48
Keputusan Perempuan 406 3.60 0.67

Kecekalan Lelaki 94 4.24 0.42
Perempuan 406 4.26 0.44

Peningkatan Prestasi Lelaki 94 4.16 0.46

Perempuan 406 4.20 0.41

Berdasarkan jadual 4 didapati guru perempuan (min = 3.60 dan sp = 0.67) mempunyai min yang lebih rendah daripada
guru lelaki (min = 3.84 dan sp = 0.48) bagi aspek kemahiran membuat keputusan. Bradburn (2005) mendapati
perbezaan efikasi kendiri di antara lelaki dan perempuan disebabkan oleh kepercayaan yang negatif seperti pernyataan
yang menunjukkan perempuan tidak dapat melakukan sesetengah perkara dan menunjukkan tanda-tanda kebimbangan.

Dari aspek kecekalan menunjukkan guru lelaki (min = 4.24 dan sp = 0.42) mempunyai min lebih tinggi berbanding
dengan guru perempuan (min = 4.26 dan sp = 0.44). Manakala bagi aspek peningkatan prestasi pula menunjukkan guru
perempuan (min = 4.20 dan sp = 0.41) mempunyai min yang lebih tinggi berbanding dengan guru lelaki (min = 4.16
dan sp = 0.46).

Jadual 5 Analisis ANOVA Satu Hala Aspek Dalam Efikasi Kendiri Antara Guru Lelaki dan Perempuan
Demografi
Type III Jumlah kuasa Jumlah kuasa
Efikasi Kendiri dua Df dua F Sig.

Jantina Kemahiran Membuat Keputusan 3.591 1 3.591 8.933 0.003

Kecekalan 0.010 1 0.010 0.053 0.018

Peningkatan Prestasi 0.019 1 0.019 0.104 0.748

Berdasarkan jadual 5 terdapat perbezaan yang signifikan dari segi kemahiran membuat keputusan (F = 8.933 dan sig =
0.003) dan kecekalan (F = 0.053 dan sig = 0.018) dan tidak terdapat perbezaan yang signifikan aspek peningkatan
prestasi (F = 0.104 dan sig = 0.748) berdasarkan jantina. Dapatan kajian ini bertentangan dengan kajian oleh Goddard &
Hoy (2000) yang merumuskan bahawa perbezaan jantina kurang berkesan dalam mempengaruhi kemampuan seseorang
guru mengajar dalam kelas.

KESIMPULAN

Kajian ini telah dijalankan bertujuan untuk mengenalpasti perbezaan efikasi kendiri bagi aspek kemahiran membuat
keputusan, kecekalan dan peningkatan prestasi berdasarkan jantina. Keputusan kajian ini mendapati perbezaan yang
signifikan efikasi kendiri berdasarkan jantina. Maklumat yang diperolehi melalui kajian ini merupakan satu maklumat
yang amat berguna kepada Kementerian Pelajaran Malaysia. Hal ini bagi memastikan guru-guru mempunyai efikasi
kendiri yang baik.

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International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

MULTIMEDIA APPROACH IN 21st CENTURY LEARNING IN
RURAL PRESCHOOL

Macliffton Tembak Sinau & Mohd Jasmy Abd Rahman

Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
E-mel: [email protected]
[email protected]

ABSTRACT

Information and communication technology (ICT) has been regarded as an important element for the economic growth
and social development of a country. Multimedia is an integration of various type of media that involves text, audio,
video, graphics and more. Multimedia plays an important role in developing cross skills, communication, problem
solving, and thinking skill in the early years of schooling. Rural preschoolers in Malaysian has shown determination in
efforts to bridge the multimedia success in 21st century learning. Multimedia used for effective and interactive learning
sessions for preschoolers. Specifically designed tools, videogames are also commonly used in preschools. Hence, this
concept paper suggests that many researches has been done for preschools in studying the development of the 21st
century learning, especially in the early stages. Therefore, multimedia has the qualities to improve the effectiveness of
basic educational materials at preschool level. Hopefully, it will serve as a suggestion and guidance for preschool
teacher in educating even more in rural preschools.

Keywords: Multimedia Games Interactive, 21st Century Learning, Rural Preschool, Interesting Education, Preschool Teacher.

INTRODUCTION

The use of Information and Communication Technology (ICT) in education means utilizing the advancement of modern
and sophisticated digital era of digital technology as a catalyst for education (Saifuilnizan, 2018). Unaware, this world
is in the era of the 4th Industrial Revolution (4IR). Based on the passage by Dragan V., Jalena U. Davor K. (2016), the
term 4IR refers to the 4th phase of the development of capitalism technology (Syed Lamsah & Syed Chear, 2017).
Application of information, communication and technology applications in the process of teaching and learning in
schools become the cornerstone of the 4th Industrial Revolution Education era. This is because the multimedia
applications used such as Microsoft Power Point, flash, video, graphics and others can display attractive and colorful
images and visuals as well as to keep children's attention to keep track of the teaching and learning process (Hanita &
Shamsudin, 2018). The multimedia approach plays an important role in the current teaching and learning process.
According to Azlizan, Nazaruddin and Zainal (2017), application of Information and Communication Technology
(ICT) can also enhance the understanding and memory of children and encourage children to be more focused during
the learning session.

The use of multimedia technology can help make learning more realistic in the classroom (Megaliong, 2016).
Children will get a clearer picture of the image or image shown. In addition, they also get vocabulary additions related
to the content of the lesson. Hence, teachers today face new challenges and need to adjust the teaching and facilitating
process to meet the needs of today's generation. Teachers need to use different teaching methods and approaches to
enable these generation children to become active participants with strong motivation and to fully engage in their
learning sessions. The main challenge for teachers today is to know and maintain the child's interest in learning,
especially in this digital age. According to Gabe Zichermann, quoted by Giang (2013), the use of multimedia-based
mechanisms can increase the ability to learn new skills by 40 percent (Nurul, Razzatul & Norazila, 2018). This finding
explains that through multimedia it can be an effective method of motivating children to be actively involved. The use
of multimedia is able to enhance commitment and motivation among children to remain with the learning activities and
processes involved with them (Vaughan, 2011). So, no wonder that more and more teachers are using multimedia
approach in education to improve traditional teaching and learning methods by introducing new methods that can
enhance the interest and focus of children in learning.

Therefore, the Ministry of Education called on teachers to equip themselves with the new knowledge, skills and
practices of teaching and learning relevant to the development and needs of the 21st century. The readiness of teachers
is the starting point for the success of the country's aspirations. Teachers should have the skills to plan and implement
teaching that leads students towards high-level thinking. The application of this high level of skill should be trained
since the students are at a lower level especially during preschool levels. This is in line with Ministry of Education
intention to state that the role of preschool teachers is to build a solid foundation of education for preschool children by
conducting quality pedagogical practices.

OBJECTIVE OF THE STUDY

Following are the objectives of the study:
i. To find out about the effectiveness multimedia approach in the 21st century learning in rural preschool.
ii. To discuss the aspects of multimedia approaches in 21st century learning for children by teachers in the learning

and facilitating process.

ISSUES

Realizing the multimedia approach in the 21st century learning in rural preschool as an essential tool in the learning and
facilitating process, a variety of multimedia software that can be used (Saifulnizan Che Ismail, 2018). Multimedia
software that contains text, images, animation, audio and video can be of interest and can increase the attention of
children. By using software or applications as well as hardware or software as current educational technology
equipment, teaching and learning can be communicated to enhance the effectiveness and efficiency of teaching and
facilitating sessions. There are now a lot of applications that can help ease the day-to-day education of people delivering
knowledge. The rapid development of technology also has an impact on the field of education and demands education
to change the teaching and learning patterns and methods to be more interactive, challenging and involving children
actively. Teachers need to be constantly aware of the current technology in education this century as technology is
constantly changing unnoticed.
Gamification in Learning
Various ways to apply the gamut element in the teaching and learning process in the classroom. A gamepad element
that can be applied to in-home preschools in the classroom through offline use of applications (Osei et al. 2016). There
are various types of learning gameplay applications in the Play Store where teachers can download according to the
types of applications that meet the tastes, interests, needs and levels of the challenge and hampers all of which can be
used for free. Examples of educational applications that can be used to implement gamification concepts in teaching and
learning are: AGO Phonics, Lingokids - English Learning For Kids, ABC Kids - Tracing and Phonics, Puzzle Kids -
Animals Shapes and Jigsaw Puzzles, Children's Doctor: Dentist, Puzzle Pets and more. Each of these applications has
its own specific advantages. These applications can operate with a rich variety of hardware or multimedia devices and
have user-friendly interaction features that are interesting and easy to understand by children. Its layout and
presentation are brief and capable of attracting children.
Fun Learning
Based on Ramlah et al. (2016), the researcher has decided to study more closely on the implementation of the lecture
method through this multimedia approach among preschool teachers, as studies on the implementation and
encouragement of literacy are still lacking. This statement has been supported based on some researchers who have
conducted studies related to the comfort of students such as Zakaria bin Khalid and Ariff Fadillah bin Khalil (2010),
Saayah Abu, Rohaty Mohd. Majzub & Nor Aishah Buang (2010); Hasnalee and Zulkifley (2011) and Noraini Othman
(2012) in Ramlah, Nor Afni & Siti Fathimah Az-Zahra (2016) have found that children's interest in reading has
increased interest in reading. Through the study conducted by Mahzan and Chee Sook Ching (2017), the method of
entertainment that includes music and movement is considered as an interesting teaching medium and able to assist
teachers in the teaching and learning process. The findings have proven that children are more likely to remember the
subjects that teachers are talking about with songs that children can sing. Through this multimedia approach to children
in rural preschools, they will be exposed to learning by the 21st century with audio and video in learning. Pupils are
easier to follow the rhythm or movements shown and they are very fun.
Playing Technique
In addition, play techniques can also help in cognitive development of preschool children in a class and whether play
techniques affect children's cognitive development (Suppian Nachiappanet et al., 2017). Now, game-based learning is
seen as increasingly in the current trend. This game-based learning shows a positive impact compared to traditional
learning (Ismail & Mohamad, 2017). Children do not only rejoice and have fun playing games, but also learn a lot of
things and can help the physical, mental and emotional development of children. Through the study of Vika Dyah
Wijayanti, Endah Hendarwati & Aris Setiawan (2017), the use of picture word cards, in the process of learning children
can also be combined with various games so that children are happy and quick to socialize. Furthermore, using photo
cards can address the problem of children in the learning process of reading, so children do not feel bored with the
learning session (Rashidah et al., 2017. Hence, the use of play techniques in preschool education plays a positive impact
in raising the level of child development (Aliza Ali & Zamri Mahamod, 2016). Playing techniques through multimedia
applications also enhance the cognitive development of children. Various free apps can be downloaded through the Play
Store app that can be used offline. Through game-based applications, children can learn to solve problems and can
develop their high-level thinking.
Interactive Materials
The study conducted by Adenan Ayob (2017) in Perak and Selangor shows that the use of interactive web-based
reading materials can solve the problems. The impact is to provide children in reading comprehension environments
through setting and mind generation to understand an idea of reading. In terms of the use of reading material based on
this website, it is able to generate more creative and critical children to understand the reading. Furthermore, through
the study of Suppiah Nachiappanet et al. (2018) which has been studied in the state of Perak covering Larut Matang
Selama, Kuala Kangsar and North Kinta has conducted a study aimed at determining the criteria and effectiveness of
the use of teaching tools in the components of Preschool Science and Technology. It turns out, the use of teaching tools
has a very useful impetus for improving and enhancing the learning experience in preschool. Miehelle M. Neumann

(2018) also examined the use of Smart Tablets such as iPads that are increasingly being used by children due to features
that stimulate children in the initial and touch-ups. He added that the study was conducted to test the efficacy of smart
tablets in improving the literacy of children. The effectiveness of this study has a very useful impact on the
improvement and early development of preschool children. The use of Smart Tablets is capable of raising the level of
early childhood literacy, thus enhancing language skills from the very beginning. In fact, the use of Smart Tablets is an
approach that is consistent with the use of information and communication technology in preschool education.

DISCUSSIONS

Teachers are the backbone of a creative, highly skilled, creative, innovative and competitive human resource (Hasliza
Hashim, Siti Munira Mohd Nasri & Zarina Mustafa, 2016). Hence, teachers need to adapt to the multimedia approach to
deliver effective knowledge to children, especially in-home preschoolers. Through this multimedia approach it can
fulfill the needs of National Preschool Curriculum Standards 2017. Thus, this approach will help teachers to develop
creative and innovative thinking. Therefore, according to Laura, Jiang & Strasser, (2018) the practice of teacher
pedagogy can be further enhanced to achieve the goal of preschool education. As a result of an overview of previous
research surveys, development or multimedia approaches in effective preschools is based on multimedia approaches
and teaching strategies that are relevant to the level of child development (Jain Chee et al., 2018). This study has proven
that the theory and approach to multimedia learning that applied in the 21st century learning can help to increase
knowledge, behavioral change and motivation of children, thus making effective teaching and learning. The application
of multimedia approaches in 21st century learning in rural preschools by teachers in the learning and facilitating process
can help children in three main aspects of cognitive, emotional and social.

The first aspect in cognitive terms. Through multimedia approaches in 21st century learning children in rural
preschools, they can guide them through the games used because of the masterminding process and keep them engaged
in difficult tasks. Through the application it also can provide several alternatives to success. This can increase
motivation and engagement and form new perspectives on children's learning. Through multimedia approaches can
encourage children to know what they should do to master a learning topic.

The second aspect is emotionally. The multimedia approach used involves a wide range of strong emotions, ranging
from curiosity, joy, to disappointment. In many multimedia approaches, through game applications, the only way to
learn is to experience multiple failures. With this approach, children learn by way of seeing failure as an opportunity,
and not as an excuse to give up.

The next aspect is social. Through this approach, it allows children to try new identities and roles, from very
fictional, to more realistic. In multimedia-based learning, children have the opportunity to gain social credentials and
rewards for academic performance, both from teachers and their peers. Additionally, through a well-designed
multimedia approach can help children appreciate and appreciate the role of learning and realizing their potential.
The tendency of children in the interior to continue exploring the use of multimedia in the 21st century learning proved
that the developed multimedia approach attracted their interest and attention. Normally a multimedia approach with
motivational elements involves a high level of interactivity to children in explaining the concept of learning through
various forms of teacher teaching strategies. Cognitive skills and psychomotor of inland children are identified to be
enhanced through a multimedia approach as children are easy to understand quickly and motivated.

SUMMARY

Awareness of the importance of education, including preschool education in rural schools is very high. Through
education it can create a knowledgeable and highly skilled human capital to survive and develop the nation (Jain Chee
et al., 2018). In line with the explosion of information and communication technology in the 21st century digital era, the
implementation of multimedia approaches in rural preschools by teachers, especially the teaching and learning method
for children in schools, is strongly encouraged. This is because Generation Z is easier to accept change from the aspect
of innovation. The multimedia approach has had a positive impact in the teaching and learning process and is to be
implemented in line with the interests of children and the demand for educational development today. This multimedia
approach is very effective in promoting positive changes in the behavior and attitudes of children towards learning.
Take this approach easy and flexible to integrate in the teaching process as an activity to achieve certain learning
objectives.

The multimedia approach is now a hot topic as one of the best teaching and learning methods in the 21st Century
Education concept (Noor Hayati Che Mat, 2017). However, to ensure the use of multimedia elements in the teaching
and learning process is successfully implemented, benefitting children and achieving learning objectives, teachers need
to make early planning in order to use the selected multimedia in accordance with the content of the lesson to be
communicated. In addition, teachers are required to prepare by ensuring that all relevant teaching resources, resources
and teaching materials are completed, including their own teacher's skills to handle the multimedia approaches to use
(Jeffery Tikok, 2018). To ensure that the learning process is in line with the needs of 21st century learning, multimedia
approaches to rural preschool children are seen among the best alternatives for being able to attract children and enjoy.

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International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

TAHAP KESEDIAAN GURU-GURU DALAM
MELAKSANAKAN MODEL BERSEPADU PEMBELAJARAN

ABAD KE-21

Fauziah Binti Abdul Aziz & Mohd Jasmy Abd Rahman

Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
E-mel: [email protected]
[email protected]

ABSTRAK

Model Bersepadu Pembelajaran abad ke-21 merupakan salah satu program yang digunakan sebagai program
pembangunan profesionalisme guru. Kajian ini bertujuan untuk mengkaji tahap kesediaan guru-guru dalam
melaksanakan Model Bersepadu Pembelajaran abad ke-21. Metodologi kertas konsep ini adalah berdasarkan
pengumpulan dapatan kajian-kajian lepas. Kajian kertas konseptual ini dijangka dapat membantu guru meningkatkan
tahap kesediaan guru-guru terhadap Model Bersepadu Pembelajaran abad ke-21.

Kata kunci: Kesediaan, Model Bersepadu, Pembelajaran abad ke-21, Profesionalisme

Abstract

Integrated Model 21st Century Learning is one of the programs used as a professional development program for
teachers. This study aims to examine the level of readiness of teachers in implementing the 21st Century Learning
Integrated Model. This paper methodology is based on the collection of findings of previous studies. This conceptual
paper study is expected to help teachers improve the readiness of teachers towards the 21st Century Learning Integrated
Model.

Keywords: Readiness, Integrated Model, 21st Century Learning, Professionalisme

PENGENALAN

Arbaa (2015), menyatakan kearifan profesional yang dimiliki, penerapan kemahiran abad ke-21 dalam kalangan pelajar
dapat dilakukan apabila guru dapat mengintegrasikan kaedah pengajaran yang merangkumi pembelajaran koperatif,
bilik darjah demokratik dan teknik motivasi yang bersesuaian. Pembelajaran koperatif akan menjadi lebih berjaya
apabila guru turut mengamalkan ciri bilik darjah demokratik yang menekankan konsep kesamaan peluang, kebebasan
bersuara serta perkongsian kuasa antara guru dan pelajar. Aktiviti PdPc sebegini akan mampu meningkatkan motivasi
dan keterlibatan pelajar di dalam bilik darjah dan sekaligus membina kemahiran yang diperlukan bagi mendepani
cabaran abad ke-21.

Pengetahuan guru ialah domain kompetensi guru yang mempunyai pengaruh yang kuat ke atas amalan pengajaran
kreatif. Guru-guru perlu menguasai pengetahuan kandungan sesuatu subjek dengan baik untuk menjadi guru yang
kreatif dan berkesan mengikut Borko & Putnam (1996). Guru yang kurang menguasai kandungan subjek yang diajar
akan menghadapi masalah untuk mengajar apatah lagi untuk menjadi kreatif. Ini berlaku khususnya bagi guru baru yang
memerlukan masa untuk menguasai kurikulum di sekolah mengikut Murray & Male (2005). 2nd International Seminar
on Quality and Affordable Education (ISQAE 2013) menyatakan bahawa guru yang menguasai kandungan
matapelajaran yang diajar akan berjaya meningkatkan pencapaian muridnya. Kompetensi guru bukan sahaja dalam
pengetahuan kandungan subjek malah perlu juga mahir dalam bidang pedagogi. Menurut Shulman (1986), pengetahuan
pedagogi kandungan (PCK) akan membantu menggalakkan kefahaman konsep. Pengaruh pengetahuan pedagogi
kandungan perlu diberi perhatian kerana guru bukan sahaja harus menguasai kandungan subjek yang diajar, malah perlu
juga berkemahiran bagaimana untuk mengajar subjek tersebut. Guru yang mempunyai pengetahuan pedagogi akan
mudah memilih strategi dan kaedah yang berkesan dalam pengajaran kreatif. Mengetahui kebolehan murid, keupayaan
memilih sumber pengajaran seperti bahan bantu mengajar dan kebijaksanaan dalam memilih objektif pengajaran turut
mempengaruhi amalan pengajaran kreatif. Guru-guru yang mengetahui kebolehan muridnya seperti perbezaan gaya
kognitif akan dapat menentukan keperluan pembelajaran muridnya serta dapat memilih gaya pengajaran yang sesuai
dengan tahap kognitif muridnya. Menurut Lin & Li (2009), pengajaran yang baik dan kreatif haruslah mempunyai
objektif pengajaran yang boleh dicapai. Objektif yang jelas dan boleh dicapai akan memandu guru dalam memastikan
pengajaran mereka tidak lari daripada landasan yang telah ditetapkan.

Proses mengajar di abad ke 21 ini mengutamakan “skills” atau kemahiran. Kemahiran ini termasuk yang memang
telah sedia ada dalam diri mereka termasuk cara belajar serta gaya belajar mereka yang tersendiri. Kemahiran abad ke
21 boleh didefinisikan dalam pelbagai cara, dengan komponen utamanya adalah kemahiran belajar dan berfikir

(pemikiran aras tinggi, pengelolaan, kerjasama), teknologi dalam pembelajaran dan kemahiran menjadi seseorang
pemimpin (kreativiti, etika dan menciptakan produk). Jennifer Nichols (2013) membahagikan 4 prinsip, iaitu: (1)
instruction should be student-centered; (2) education should be collaborative; (3) learning should have context; dan (4)
schools should be integrated with society. Seperti yang kita semua tahu, profesionalisme yang tinggi dan kefahaman
yang baik oleh seseorang guru di dalam menjalankan Kemahiran Abad ke-21 boleh memberikan pembelajaran dan
pengajaran yang baik untuk murid-murid.

Kearifan profesional guru merupakan integrasi pengetahuan praktikal guru dalam melaksanakan aktiviti PdPc
dengan pengetahuan konteks insitu dan diperhalusi melalui amalan refleksi yang berterusan. Kearifan yang dimiliki ini
dapat membantu guru menilai dan memilih kaedah pengajaran yang bersesuaian untuk menerapkan kemahiran abad ke-
21 di dalam bilik darjah.

PERNYATAAAN MASALAH

Berdasarkan kepada isu-isu yang dibincangkan diatas, satu kajian perlu dilaksanakan untuk menentukan hubungan
antara pengetahuan, pemahaman dan kesediaan guru-guru dalam melaksanakan Model Bersepadu Pembelajaran abad
ke-21.Guru-guru kurang mempunyai pengetahuan dan pemahaman tentang Model Bersepadu Pembelajaran abad ke-21
menyebabkan kurangnya kesediaan guru dalam pengajaran dan amalan di bilik darjah. Rohani (2017), menyatakan
pengetahuan yang diterima guru daripada pembelajaran formal hanya berperanan sebagai panduan asas kepada guru
kerana ia tidak menceritakan tentang konteks di mana pengajaran dan pembelajaran berlaku. Oleh demikian, amat perlu
bagi guru mengintegrasikan ilmu tersebut dengan kesesuaian setempat, dan melalui pengalaman serta amalan refleksi
yang berterusan guru akan dapat membina kearifan profesional mereka yang dapat digunakan secara berkesan kepada
para pelajarnya.

Perancangan dan persediaan guru sebelum melaksanakan proses pengajaran dan pembelajaran akan mempengaruhi
amalan pengajaran kreatif mereka. Guru yang kreatif harus bijak membuat perancangan dan persediaan yang sistematik
dalam segala tindakannya mengikut Alkharusi (2012) dan Akyuz, Dixon & Stephan (2013). Hal ini bermaksud dalam
memastikan pengajaran guru itu berkesan dan kreatif, persediaan dan perancangan yang rapi sebelum masuk ke dalam
bilik darjah amat dititikberatkan. Kemahiran dalam menguruskan bilik darjah sewaktu pengajaran juga mempengaruhi
amalan pengajaran kreatif. Guru yang cekap dan berjaya menguruskan bilik darjah dengan berkesan akan dapat
mengajar dengan kreatif dan sempurna (Wang, 2006).

Keciciran maklumat boleh berlaku disebabkan oleh faktor kekangan masa, guru yang menghadiri kursus tidak begitu
menguasai maklumat yang diperoleh dan pelbagai faktor yang mungkin berlaku menyebabkan guru-guru kurang
memahami matlamat dan prosedur sebenar Model Bersepadu Pembelajaran abad ke-21 di sekolah. Stigler dan Hiebert
(2009) berpendapat bahawa untuk berubah guru perlu belajar, tetapi bukan semua guru yang mahu belajar. Berdasarkan
kajian tersebut, mereka merumuskan bahawa usaha untuk meningkatkan profesionalisme guru tidak akan berjaya
sekiranya guru sendiri tidak mahu berubah untuk belajar sesuatu yang baharu. Sekiranya ramai guru yang menghadiri
kursus peningkatan profesionalisme sekalipun tidak boleh memberi jaminan bahawa Model Bersepadu Pembelajaran
abad ke-21 akan menjadi budaya di sekolah.

Kekangan masa merupakan antara cabaran dalam pelaksanaan Model Bersepadu Pembelajaran abad ke-21. Pendapat
ini telah didasarkan oleh beberapa kajian yang telah dijalankan oleh pengkaji. Antaranya ialah Richard, Patrick dan
Willy (2001) berpendapat, ramai guru tidak mahu mengubah kaedah pengajaran berpusatkan pelajar kerana disebabkan
oleh kekangan masa. Bagi melaksanakan pembelajaran yang berpusatkan pelajar, guru perlu membuat persediaan yang
rapi namun kebiasaannya pada masa senggang yang ada pada waktu persekolahan telah diisi dengan tugas-tugas
perkeranian. Setiap guru mempunyai masa yang berbeza-beza hatta selepas masa persekolahan.

Adakalanya guru perlu menghadiri mesyuarat di luar sekolah, melatih pelajar bagi tujuan pertandingan, membuat
persiapan majlis-majlis yang diadakan di sekolah. Beban tugas guru yang semakin meningkat saban tahun
menyebabkan guru merasakan Model Bersepadu Pembelajaran abad ke-21 ini hanya akan menambah tugas mereka.
Menurut Ade Sobandi (2014), terdapat sebilangan guru yang enggan terlibat dalam program Model Bersepadu
Pembelajaran abad ke-21 di sekolah. Mereka beranggapan program Model Bersepadu Pembelajaran abad ke-21 ini akan
menambahkan beban tugas mereka. Norashid dan Hamzah (2014) mengatakan tugasan yang banyak menyebabkan guru
berasa terbeban untuk belajar sesuatu ilmu yang baru. Pendapat mereka selari dengan pendapat yang diutarakan oleh
Richard, Patrick dan Willy (2001), iaitu ramai guru tidak mahu mengubah kaedah pengajaran berpusatkan murid kerana
disebabkan oleh kekangan masa dan beban tugas yang banyak diberi kepada guru. Menurut Norashid dan Hamzah
(2014) lagi, sepanjang tempoh berada di sekolah dengan tugas akademik, guru terpaksa memegang pelbagai jenis tugas
khas yang lain sama ada dalam bidang bukan akademik seperti ketua panitia, jawatankuasa panitia. Guru juga
menguruskan hal berkaitan hal ehwal murid seperti disiplin, kebajikan, kesihatan, rancangan makanan tambahan dan
lain-lain lagi yang berkaitan dengannya. Hal ini belum lagi termasuk dengan tugas dalam bidang kokurikulum, iaitu
sebagai guru penasihat, guru pemimpin, jurulatih sukan, guru rumah sukan dan sebagainya. Beban tugas guru yang
semakin meningkat akan mempengaruhi kesediaan guru untuk melaksanakan Model Bersepadu Pembelajaran abad ke-
21. Kurangnya penglibatan secara langsung oleh pihak pentadbir sekolah menyebabkan guru berasa Model Bersepadu
Pembelajaran abad ke-21 tidak perlu dititikberatkan.
Pihak Yang Mendapat Manfaat Dari Kajian Yang Akan Dijalankan

Guru yang berkongsi kuasa dengan pelajar telah mendidik pelajar untuk menjadi lebih bertanggungjawab terhadap
pembelajarannya dan pelajar akan lebih melibatkan diri dalam tugasan yang diberikan. Memberikan autonomi kepada
pelajar dalam aktiviti PdPc akan dapat meningkatkan motivasi dan keterlibatan pelajar. Seseorang itu juga akan lebih
bermotivasi untuk melakukan sesuatu atas pilihan sendiri berbanding disuruh melakukan sesuatu yang bukan pilihan
mereka. Aktiviti yang menggalakkan hubungan saling gantung yang positif, akauntabiliti individu, interaksi bersemuka,
kemahiran sosial dan interpersonal serta pemprosesan kumpulan akan memberi peluang pelajar mengasah kemahiran
mereka dengan saling menyokong untuk mencapai matlamat yang sama. Di samping itu pelajar juga dididik untuk
menerima dan menghormati perbezaan antara ahli dalam kumpulan.

Pembelajaran koperatif akan menjadi lebih berjaya apabila guru turut mengamalkan ciri bilik darjah demokratik
yang menekankan konsep kesamaan peluang, kebebasan bersuara serta perkongsian kuasa antara guru dan pelajar. Guru
yang mengamalkan ciri bilik darjah demokratik telah mengiktiraf kemampuan pelajar membina pengetahuan mereka
dan menerima mereka sebagai sebahagian sumber pembelajaran seperti yang diperjuangkaan dalam teori pembelajaran
konstruktivis. Motivasi pelajar juga boleh ditingkatkan apabila guru berjaya menonjolkan bahan pengajaran yang
menarik serta mencabar pelajar.

Guru yang mampu menyesuaikan bahan pengajarannya dengan kehidupan sebenar pelajar akan merangsang
penglibatan pelajar kerana ia memberi makna kepada kehidupan mereka. Guru juga perlu memberi sokongan efektif
kepada pelajar menerusi wacana motivasi menyokong yang boleh mengurangkan kebimbangan pelajar apabila
berhadapan dengan kekecewaan atau kurang yakin semasa melakukan aktiviti PdPc yang dirancang. Wacana guru yang
menggambarkan kepercayaan mereka terhadap kebolehan pelajar khasnya di saat pelajar kurang yakin atau mengalami
kegagalan memberikan motivasi yang besar kepada pelajar untuk terus mencuba. Ketiga-tiga aspek yang dinyatakan
dalam model ini merupakan aspek aspek utama dalam amalan pedagogi yang perlu dikaji.

OBJEKTIF KAJIAN

Secara khusus, objektif kajian ini adalah untuk:
i. Mengenalpasti tahap kesediaan guru-guru tentang pelaksanaan Model Bersepadu Pembelajaran Abad ke-21.
ii. Mengenalpasti tahap pengetahuan guru-guru tentang pelaksanaan Model Bersepadu Pembelajaran Abad ke-21.
iii. Mengenalpasti tahap pemahaman guru-guru tentang pelaksanaan Model Bersepadu Pembelajaran Abad ke-21.
Persoalan Kajian
i. Apakah tahap kesediaan guru-guru tentang pelaksanaan Model Bersepadu Pembelajaran Abad ke-21?
ii. Apakah tahap pengetahuan guru-guru tentang pelaksanaan Model Bersepadu Pembelajaran Abad ke-21?
iii. Apakah tahap pemahaman guru-guru tentang pelaksanaan Model Bersepadu Pembelajaran Abad ke-21?

METODOLOGI KAJIAN

Menurut Creswell (2005), reka bentuk kajian ialah prosedur atau kaedah dalam penyelidikan kuantitatif atau kualitatif
yang mana pengkaji menjalankan satu tinjauan terhadap sampel atau keseluruhan populasi. Dalam kajian ini, reka
bentuk kajian yang digunakan ialah kaedah kajian keperpustakaan (Library Research). Kaedah ini adalah untuk
mengenalpasti dapatan dari kajian-kajian lalu berkaitan dengan model bersepadu pembelajaran abad ke-21. Tumpuan
kajian berkaitan dengan tahap kesediaan, pengetahuan dan pemahaman guru.

DAPATAN KAJIAN LEPAS

MASALAH PERLAKSANAAN MODEL BERSEPADU PEMBELAJARAN ABAD KE-21

Pengenalpastian masalah dalam melaksanakan Model Bersepadu Pembelajaran Abad ke-21 adalah sangat penting bagi
proses penambaikan kearah mencapai matlamat model pembelajaran abad ke-21. Kesediaan dan pengetahuan guru
memainkan faktor penting dalam membantu para pelajar menghadapi abad ke-21. Oleh itu, pendedahan awal tentang
teknik dan strategi pembelajaran abad ke-21 adalah sangat penting bagi guru-guru untuk memastikan model
pembelajaran ini dijalankan secara berkesan. Statistik daripada Kementerian Pendidikan Malaysia (2015) melaporkan
prestasi guru pelatih yang kurang memuaskan semasa menjalani latihan mengajar. Ini disebabkan oleh kurangnya usaha
guru pelatih untuk belajar mengajar dan memperbaiki mutu pengajaran mereka (Zakaria, Soaib, Abdul Rasid &
Yahya, 2001). Selain itu, kurangnya tahap kesediaan dan pengetahuan pedagogi (Abdul Razak dan Ahmad Syukri,
2002) dan rendahnya tahap keyakinan mereka (Hashim & Mohd Daud, 2001) juga menjadi masalah utama dalam
proses penyampaian pelajaran.

Selain itu, bagi melahirkan modal insan yang mempunyai kemahiran abad ke-21, guru seharusnya bijak mencuba
untuk mengadaptasikan pedagogi inovasi di dalam P&P, contohnya pembelajaran berpandukan komputer. Namun, hal
ini agak sukar untuk dicapai di sekolah-sekolah luar bandar memandangkan masalah kurangnya kemudahan teknologi.
Zainudin Abu Bakar, Muhamad Rashid Rajuddin, Mohd Ali Ibrahim, Nur Husna Abdul Wahid dan Zainuddin Hassan
(2008) menyatakan faktor kemudahan dan kebolehcapaian penggunaan ICT di sekolah merupakan faktor utama dalam
mempengaruhi kejayaan penggunaan ICT dalam proses pengajaran pembelajaran. Banyak kajian-kajian mendapati
bahawa faktor ini banyak berpunca daripada kekurangan kemudahan dan bagi kawasan-kawasan luar bandar faktor
kebolehcapaian menambah kekangan penggunaan ICT dalam pengajaran. Sekolah-sekolah yang berada di kawasan luar
bandar terutamanya menghadapi masalah kekurangan komputer dan perisian yang menyebabkan kebolehcapaian
terhadap ICT semakin terbatas. Oleh sebab itu pengaplikasian ICT dalam pengajaran menjadi semakin sukar dan
terbatas. Keadaan ini lama kelamaan akan memberi kesan kepada minat dan sikap guru untuk menggunakan ICT dalam
pengajarannya.

Abdull Sukor (2017) turut menyatakan bahawa kos pembelajaran yang melibatkan model abad ke-21 selalunya
memerlukan peruntukan kewangan yang besar. Ini kerana ia bukan sahaja melibatkan pembelajaran di dalam bilik
darjah dan berpandukan buku teks semata-mata, tetapi juga penglibatan murid-murid diluar bilik darjah yang
memfokuskan dalam penghasilan idea dan pendedahan dalam penggunaan teknologi. Pengintegrasi teknologi merentasi
kokurikulum adalah sangat penting supaya murid boleh menggunakan teknologi sebagai pengantara bagi
membangunkan kemahiran 4C (pemikiran kritikal, komunikasi, kolaborasi dan kreativiti), penyertaan sosial dan
penyelidikan.

Antara masalah lain adalah kurangnya penglibatan ibu-bapa dan komuniti dalam pelaksanaan Model Pendidikan
Alaf ke -21 (Institut Aminudin Baki, Kementerian Pendidikan Malaysia, 2017). Pembelajaran murid bermula di rumah
sebelum mereka memasuki alam persekolahan. Apabila murid memasuki alam persekolahan, proses pembelajaran
berlaku di dalam dan luar sekolah. Ibu bapa memainkan peranan yang penting untuk mewujudkan persekitaran
pembelajaran yang kondusif di rumah untuk pembelajaran anak mereka (Emerson, Fear, Fox dan Sanders, 2012).
Tetapi, kebayakan ibu bapa kurang kesedaran akan permasalahan ini. Mereka menganggap proses pembelajaran hanya
berlaku di sekolah dan mengharapkan guru-guru untuk mendidik anak mereka.

Tugas guru adalah sangat besar dalam mendidik pelajarnya. Namun bebanan tugas yang kadang-kala melangkau
skop perguruan contohnya guru terpaksa melakukan kerja-kerja perkeranian dan pengurusan sekolah juga menjadi
masalah utama dalam pelaksanaan modul pendidikan abad ke -21(Norashid dan Hamzah, 2014). Guru-guru rasa
terbeban degan tugas-tugas sampingan yang diberikan, menyebabkan mereka kurang fokus akan matlamat
pembelajaran abad ke-21 yang sebenar.

CADANGAN PENAMBAHBAIKAN

Bagi memastikan proses perlaksanaan Model Pendidikan Bersepadu Abad ke-21 dapat dijalankan dengan sempurna,
latihan dan pendedahan awal tentang model pembelajaran harus diperkenalkan kepada bakal guru semasa di peringkat
pengajian (Abdull Sukor Shaari et al, 2016). Pihak Kementerian Pendididikan dan Jabatan Pendidikan hendaklah
menganjurkan kursus dalaman yang memfokuskan bukan secara teori malah praktikal tentang teknik dan strategi
pembelajaran kolaboratif kepada guru-guru yang lama dan juga baru bagi memastikan kelestarian dan proses
pembelajaran mengikut model abad ke-21 dapat dijalankan secara berterusan.

Tambahan daripada itu, pihak pengurusan sekolah haruslah memberi keutamaan kepada program Pembangunan
Model Bersepadu (MBPAK-21) dan berusaha dalam mendapatkan peruntukan bagi melengkapkan fasiliti terutamanya
sistem ICT. Disamping memberi penerangan dan pengetahuan terhadap aplikasi penggunaan teknologi dalam
pendidikan, guru-guru juga perlu diterapkan dengan program latihan dari masa ke semasa untuk membiasakan guru-
guru mendapat kemahiran yang mencukupi. Kemahiran penggunaan teknologi hakikatnya bukanlah diperolehi melalui
hafalan dan ingatan, malah diperolehi melalui latihan dan amali yang berterusan. Menurut Zainuddin (et al.,2008), guru-
guru haruslah diberikan latihan khusus semasa di institusi-institusi pendidikan ataupun persediaan dalam menduduki
peperiksaan perkhidmatan. Usaha ini dianggap suatu keperluan memandangkan rangka kurikulum hari ini adalah
berasaskan ICT (Muhammet Demirbilek, 2009).

Pihak Kementerian sebaiknya memberikan keutamaan kepada Pdpc kerana (MBPAK-21) juga adalah termasuk
dalam kategori pembelajaran. Pihak kerajaan dan swasta seharusnya bekerjasama dalam memenuhi keperluan
pendidikan abad ke-21, contohnya dengan membekalkan komputer percuma di sekolah sekolah luar bandar untuk
kegunaan pembelajaran.

Bagi mengatasi masalah bebanan kerja guru-guru, kementerian pendidikan seharusnya menaikkan kuota kakitangan
sokongan seperti kerani bagi membantu menguruskan hal-hal pengurusan sekolah dan tidak melibatkan guru-guru. Oleh
itu, guru akan dapat memfokuskan diri mereka dalam proses pembelajaran dan pengajaran tanpa memikirkan bebanan
tugas tambahan. Pemikiran yang cerdas dan di kurang tekanan dapat melahirkan idea-idea yang lebih kritis dan kreatif
memenuhi ciri-ciri guru alaf ke-21. Tambahan daripada itu, sesi pembelajaran di dalam kelas juga seharusnya
diminimumkan bagi mengelakkan guru kekurangan masa melaksanakan Model Bersepadu Abad ke-21 ini. Jadual kelas
yang tidak terlalu padat memberi ruang kepada guru-guru untuk merancang sesi pembelajaran dan pengajaran yang
lebih berkesan dan kreatif.

Pihak kementerian pendidikan negeri dan daerah serta sekolah juga boleh mengadakan program-program
pembelajaran 3 hala yang melibatkan ibu bapa, pelajar dan guru bagi menyedarkan ibu bapa pelajar tentang
kepentingan mereka dalam membantu pembelajaran anak-anak mereka. Usaha ini boleh dilakukan secara berterusan
atau dijadikan agenda bulanan atau tahunan bagi sekolah-sekolah supaya matlamat pembelajaran di dalam dan luar
sekolah dapat dicapai dengan berkesan.

Pihak sekolah juga seharusnya mewujudkan suasana persekitaran yang kondusif bagi kesejahteraan warga sekolah
dalam melaksanakan tanggungjawab. Pengetua disarankan mengambil tindakan membersih, menceria danmemulihkan
kawasan persekitaran fizikal serta mewujudkan ciri-ciri keselamatan dengan mekanisma yang sesuai, mematuhi
protokol, mengikut keperluan dan berterusan. Antara aspek yang dititik beratkan termasuklah 1) susub atur bilik darjah,
2) Mural/banner/banting, 3)Sudut ilmu/pondok ilmu, 4)kelengkapan pembelajaran.

KESIMPULAN

Guru-guru di sekolah mampu melaksanakan program Model Bersepadu Penerapan Kemahiran Abad ke-21 (MBPAK-
21) ini dan dalam erti kata yang lain, tahap kesediaan mereka adalah tinggi bagi memastikan program ini dapat
dilaksanakan dengan jayanya. Berdasarkan Model Bersepadu Penerapan Kemahiran Abad ke-21, guru mampu
mengintegrasikan tiga kaedah pengajaran yang merangkumi pembelajaran koperatif, bilik darjah demokratik dan
motivasi, bersandarkan kearifan yang mereka miliki. Unit terkecil dalam model ini merupakan pembelajaran koperatif
dan merupakan kaedah paling asas yang dilihat berjaya menerapkan kemahiran abad ke-21 dalam kalangan pelajar.

RUJUKAN

Abdull Sukor Shaari, Mohd Izam Ghazali, Nurahimah Mohd Yusof, Mohd Isha Awang. 2016. Amalan Pedagogi Berpusatkan Pelajar dan Masalah

yang Dihadapi Guru-guru pelatih program pensiswazahan guru untuk mengamalkan pedagogi berpusatkan pelajar semasa praktikum.

Proceeding of ICECRS, 1 (2016) 599-608.

Abdul Razak Abdul Manaf & Ahmad Shukri Abdul Hamid (2002). Tinjauan terhadap permasalahan dan penilaian ke atas komponen

latihan praktikum 1 program pengurusan kerja sosial. Laporan penyelidikan. Sekolah Pembangunan Sosial, Universiti Utara Malaysia.

Abdul Razak Abdul Manaf & Ahmad Shukri Abdul Hamid (2002). Tinjauan terhadap permasalahan dan

penilaian ke atas komponen latihan praktikum 1 program pengurusan kerja sosial. Laporan

penyelidikan. Sekolah Pembangunan Sosial, Universiti Utara Malaysia.

Ainun Rahmah Iberahim, Zamri Mahamod & Wan Muna Ruzanna Wan Mohammad. 2017. Pembelajaran abad ke-21 dan pengaruhnya terhadap

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International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

PENGARUH PERMAINAN DIGITAL TERHADAP
PEMBELAJARAN SAINS MURID-MURID TAHUN 2

Nur Syuhadah Binti Zainal Abidin & Mohd Jasmy Abd Rahman

Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi
Emel : [email protected],
[email protected]

ABSTRAK

Teknologi adalah antara faktor ketertarikan murid terhadap aktiviti pembelajaran. Kajian kertas konseptual ini
bertujuan membincangkan tentang pengaruh permainan digital pendidikan terhadap pembelajaran Sains murid-murid
tahun 2.Penggunaan permainan digital pendidikan pada hari ini penting untuk mencapai keperluan murid yang belajar
secara digital dan berterusan mendapatkan akses internet untuk hiburan. Dapatan kajian kertas konsep ini adalah
berasaskan pengumpulan dapatan daripada kajian-kajian lepas. Terdapat tiga dapatan asas dalam kajian ini iaitu (i)
Permainan digital pendidikan meningkatkan motivasi,penglibatan dan pengalaman pembelajaran murid. (ii) Sebagai
medium pembelajaran yang baru dan berkuasa dalam menentukan keberkesanan suasana pembelajaran serta (iii)
Menghasilkan pembelajaran yang produktif. Hasil dapatan kertas konsep ini dapat memberi gambaran kepada guru
bagaimana permainan digital pendidikan dapat menjadikan suatu proses pembelajaran lebih bermakna dalam suasana
yang menyeronokkan.

Kata kunci : permainan digital pendidikan, Sains, murid Tahun 2, suasana pembelajaran, pengalaman pembelajaran

ABSTRACT

Technology is a pupils’ interest factor towards learning activity. This conceptual study purposely discuss the influence
of educational digital game towards Sciences learning of Year Two pupils. Educational digital game is significant to
reach the needs of digital learners who continuously access entertainment through the internet. The findings in this
conceptual paper are collective findings based on previous studies. Three basic findings discovered in this study (i)
Educational digital game improves motivation, engagement and learners’ learning experience, (ii) As a new and
powerful learning medium to determine the efficacy of learning environment and (ii) Resulted productive learning.
These findings could give a view for teachers on how educational digital game could enhance meaningful learning
process in enjoyable manners.

Key words : Educational digital game, Sciences, Year Two pupils, learning environment, learning experience

PENGENALAN

Kemajuan teknologi pada hari ini memerlukan penguasaan berterusan bagi memenuhi inkuiri dalam pembelajaran sains
sekolah rendah.Penggunaan permainan digital sebagai media pembelajaran mendapat perhatian akhir-akhir ini atas
kemampuannya mengajar murid untuk mengatasi masalah yang kompleks. Murid-murid didedahkan dengan kaedah
pembelajaran berasaskan permainan digital sama ada secara formal, separa formal mahu pun tidak formal.

Pembelajaran berasaskan permainan digital adalah satu proses yang dinamik di mana motivasi murid dan kandungan
perminan adalah saling berhubung (L.Y Chung & R.C Chang ,2016) . Permainan digital dipersembahkan dalam bentuk
teks bermaklumat dan mesej instruksional secara tidak linear untuk menarik perhatian murid serta meningkatkan
motivasi mereka (J.C Woo, 2014)

Kesesuaian permainan digital sebagai media pembelajaran turut dipersetujui oleh J. Belanich & K.L Orvis (2013)
dengan menyatakan bahawa permainan digital memenuhi beberapa ciri-ciri instruksional seperti maklumat dalam
bentuk prosedur atau bersifat episodik, maklumat yang relevan, mod persembahan yang mengandungi pengucapan dan
imej grafik. Mifrah Ahmad et. al (2014) menjelaskan permainan atas tujuan pendidikan mempunyai empat domain asas
iaitu:
i. Bermain permainan: Mengandungi komponen-komponen yang jelas seperti peraturan matlamat, tugasan dan

sebagainya.
ii. Suasana permainan yang menggalakkan murid untuk mencapai matlamat.
iii. Berasaskan subjek.
iv. Mengandungi ciri-ciri teori pembelajaran yang utama iaitu konstruktivisme, behaviorisme, kognitif dan

humanistik

Permainan Digital Motivasi murid  Koginitif
Berasaskan Emosi murid  Pembelajaran
Pembelajaran

 Reka bentuk

 Ciri-ciri

/Komponen

Rajah 1 : Kerangka konseptual kajian

PENYATAAN MASALAH
Pembelajaran pada masa kini adalah berbeza berbanding dengan kelas tradisional yang lebih bersandarkan kepada
kapur dan papan hitam. Apa yang lebih mencabar ialah mengekalkan tumpuan murid sepanjang sesi pengajaran dan
pembelajaran berlangsung serta menjadikan pembelajaran sebagai sesuatu yang bermakna. Bersesuaian dengan era
digital, permainan digital dihasilkan atas tujuan pendidikan untuk menghasilkan suasana pembelajaran yang aktif dan
berkesan. Sebagaimana yang dinyatakan oleh J.N Proulx et.al (2017), aktiviti pembelajaran perlu koheren dengan empat
syarat utama iaitu (i) Memenuhi matlamat murid, (ii) Perasaan murid sebagai autonomi dalam pembelajaran, (iii)
Bersifat kompeten dan (iv) Perkaitan di dalam permainan. Oleh yang demikian, faktor-faktor pemilihan permainan
digital untuk suatu sesi pembelajaran perlu difahami agar permainan digital dapat dimanfaatkan dan memahami
bagaimana permainan digital menggalakkan pembelajaran dan meningkatkan motivasi murid untuk terus mempelajari
hal-hal baru. Senario ini tidak hanya menyumbang terhadap pembelajaran murid, tetapi menjadi nilai tambah kepada
keberkesanan kaedah pengajaran guru.

OBJEKTIF KAJIAN
Kajian ini dilaksanakan berdasarkan objektif yang berikut:
i. Mengenalpasti kaedah pemilihan rekabentuk permainan digital yang bersesuaian untuk pembelajaran murid.
ii. Mengkaji pengaruh permainan digital terhadap pembelajaran dan motivasi murid.

METODOLOGI KAJIAN
Kajian ini adalah kajian berpusatkan perpustakaan (library research) iaitu hasil dapatan dikumpulkan berdasarkan
kajian- kajian lepas dalam tempoh 5 tahun kebelakangan. Maklumat yang diperolehi dikumpul, diteliti dan disusun
mengikut ketagori . Dapatan-dapatan kajian turut dihubungkait untuk menjelaskan skop tajuk yang dibincangkan.

PERBINCANGAN
Permainan digital mampu menarik perhatian kanak-kanak untuk tempoh masa yang lama. Oleh itu, permainan digital
sebagai medium pendidikan mampu menjadikaan pembelajaran murid lebih mendalam. Beberapa persoalan mengenai
permaian digital dibincangkan dalam kajian-kajian lepas dari segi pemilihan, keberkesanan sehinggalah cabaran yang
dihadapi ketika pelaksanaan sesi pembelajaran.
Pemilihan Reka Bentuk Permainan Digital Untuk Pendidikan
Sebelum pelaksanaan sesi pembelajaran dan pengajaran, pemilihan permainan digital perlulah dilakukan dengan teliti
untuk mencapai objektif pembelajaran serta memberi makna terhadap pembelajaran murid. N. El Mawas et.al (2018)
mencadangkan metodologi dalam pemilihan reka bentuk permainan digital seperti berikut:
i. Spesifikasi Objektif Pedagogi : permainan digital perlulah merangkumi topic berdasarkan kurikulum dan

memenuhi definisi konsep yang perlu dipelajari oleh murid.
ii. Pemilihan model permainan digital: Model perlu mempunyai kepelbagaian seperti pengumpulan ganjaran,

penyelesaian pelbagai tugasan, dan kepelbagaian peringkat permainan. Permainan berasaskan pengembaraan
(‘Adventure’) amat digalakan kerana mampu memberi motivasi kepada murid-mrid.
iii. Deskripsi umum tentang senario dan suasana maya: Fokus utama adalah untuk menjadikan permainan sesuatu
yang biasa kepada murid. Karakter yang digunakan adalah mudah difahami dan murid mudah berinteraksi dengan
karakter tersebut.
iv. Deskripsi umum persoalan pembelajaran : Murid dikemukakan persoalan pembelajaran untuk ke tahap seterusnya.
Persoalan diberikan untuk menggalakkan aktiviti mengimbas semula secara aktif bagi pembelajaran berkesan.

v. Pemilihan enjin pembangunan perisian : Perisian yang dipilih perlulah mempunyai potensi grafik yang baik
dengan tujuan memberikan murid suasana yang lebih realistik.

vi. Deskripsi terperinci senario: Setiap ilustrasi perlulah disertakan dengan perincian dan interaksi.
vii. Deskripsi terperinci persolan pembelajaran : Setiap persoalan perlu diselesaikan sebelum murid ke peringkat

seterusnya. Murid diberi peluang untuk menjawab persoalan beberapa kali.
viii. Kawalan kualiti pedagogi : Permainan perlu disahkan bersesuaian oleh guru-guru.
ix. Pengedaran permainan : Setelah guru berpuas hati , barulah permainan tersebut barulah dilaksanakan di dalam

kelas.
Ketika pemilihan reka bentuk permainan digital, beberapa elemen perlu dititikberatkan untuk memastikan penglibatan
murid-murid adalah berterusan. J. Belanich & K.L Orvis (2013) menyenaraikan empat ciri permainan yang boleh
mempengaruhi motivasi murid iaitu; (i) Cabaran yang dikemukakan,(ii) Kawalan murid ke atas permainan, (iii) Bersifat
realistik dan (iv) Bersifat eksplorasi. Kajian oleh M. Ronimus et.al (2013) membincangkan beberapa ciri elemen yang
menjadikan permainan digital sebagai media pembelajaran untuk meningkatkan motivasi dalaman murid :
i. Ganjaran dalam permainan mengekalkan motivasi dalaman murid untuk terus bermain.
ii. Permainan digital perlu meyediakan maklum balas kemajuan murid untuk membantu murid memahami

bagaimana permainan digital memberi manfaat terhadap kemajuan kendiri.
iii. Matlamat jangka panjang dalam permainan digital adalah perlu untuk menjadikan perrmainan digital bukan

sekadar melengkapkan tugasan yang diberikan.

J.C Woo (2014) mengemukakan beberapa strategi reka bentuk permainan digital yang bersesuaian dengan pedagogi
seperti:
i. Proses permainan dan matlamat berasaskan cerita.
ii. Main peranan: Menjana karakter dan identiti.
iii. Reka bentuk berasaskan tugasan pembelajaran.
iv. Pengumpulan skor berasaskan aras kesukaran.
v. Paparan waktu sebenar.
vi. Reka bentuk had waktu.
vii. Kemas kini dalam talian
viii. Dialog lucu
ix. Reka bentuk yang berlebih-lebihan seperti fantasi dan kesan khas bunyi.
Secara am, permainan digital perlulah mempunyai matlamat yang jelas , rangsangan seperti bunyi, grafik dan animasi
untuk menarik perhatian murid, menyediakan kawalan kelajuan, serta aktivti yang mencabar murid. Permainan juga
perlu mempunyai tahap-tahap yang progresif berasaskan kesukaran juga memberi maklumbalas kepada murid bagi
memudahkan mereka mengenalpasti tahap kendiri untuk mencapai matlamat pembelajaran yang diinginkan (Siti
Nazleen Abdul Rabu & Zuliana Talib ,2017).

Pengaruh ke atas Pembelajaran dan Motivasi murid.

Apabila berbincang mengenai pengaruh permainan digital terhadap pembelajaran dan motivasi, para pengkaji
memfokuskan terhadap cabaran dan kemahiran dalam permainan digital. J. Hamari et.al (2016) membuktikan terdapat
hubungan positif dan signifikan antara cabaran dalam permainan digital terhadap penglibatan murid, pembelajaran
secara imersif dan pembelajaran yang diterima oleh murid..Permainan yang mempunyai aras cabaran yang tinggi
mendedahkan murid dengan kandungan pembelajaran yang baru (M. Ronimus,2014). Asbell-Clarke et.al (2013) turut
mempersetujui dengan menjelaskan tentang fenomena ‘indwelling’ (kewujudan secara kekal dalam diri) di mana
penglibatan murid secara berterusan dan imersif dalam permainan digital menyokong pembelajaran yang berlaku
secara tersirat terhadap pembelajaran saintifik yang menjadi tujuan permainan. Berdasarkan kajian S.Barzilai & I. Blau.
(2014), murid-murid yang belajar melalui pendekatan ‘belajar dan bermain’ menerusi permainan digital menunjukkan
prestasi yang ketara tetapi bimbingan pembelajaran sebelum permainan adalah perlu. Permainan digital menambahbaik
pembelajaran dan berlaku peningkatan daya kognitif serta prestasi murid (J.C Woo,2014).

Kesan permainan digital terhadap motivasi murid, kognitif dan prestasi murid dibincangkan secara terperinci oleh
J.C Woo (2014) yang mendapati bahawa permainan digital memberi impak positif terhadap motivasi murid berdasarkan
peningkatan dari aspek tumpuan murid, pemahaman murid terhadap kerelevanan permainan digital dalam
pembelajaran, keyakinan diri dan kepuasan ketika belajar. Melalui kajian oleh L.Y Chung & R.C Chang (2016) didapati
bahawa:
i. 58% responden dari kalangan murid mahu mempelajari lebih lanjut disebabkan oleh perminan digital.
ii. 68% murid bersetuju bahawa permainan digital adalah menyeronokkan.
iii. 64% murid sangat bersetuju bahawa permainan digital memudahkan pembelajaran.
iv. 72% menyukai permainan untuk belajar.
v. 66% murid ingin berterusan menggunakan permainan digital untuk memperoleh pengetahuan.

Hasil kajian mereka juga mendapati permianan digital membantu murid mencapai hasil pembelajaran yang lebih
baik. Murid menunjukkan tindakbalas positif terhadap kebolehgunaan, kepuasan dan kesediaan dalam meneruskan
penggunaan permainan digital.

Selain daripada kesan terhadap pembelajaran, permainan digital turut memberi impak positif ke atas emosi dan
komunikasi murid. Kajian oleh H. Reinders & S. Wattana (2015) menjelaskan permainan digital menyediakan suasana
pembelajaran yang lebih mesra murid apabila mereka bebas berkomunikasi menerusi karakter permainan. Mereka
berasa lebih santai, selesa dan mengalami emosi yang positif memandangkan kurang intervensi serta penilaian secara
terus sebagaimana lazim di dalam kelas biasa. Murid-murid juga menyumbang secara aktif dan lebih berkeyakinan
untuk melibatkan diri dalam pembelajaran. Penglibatan murid dalam permainan digital yang berbilang pemain juga
dilihat mempunyai hubungan positif terhadap perubahan rasa percaya diri (D. Eseryel et.al, 2014)
Cabaran Pelaksanaan.

Dalam pelaksanaan permainan digital sebagai media pembelajaran, beberapa cabaran perlu diambil kira untuk
memastikan permainan digital adalah pilihan yang benar-benar tepat dan penggunaannya adalah efektif di dalam bilik
darjah.

Cabaran utama ialah sikap guru terhadap permainan digital sebagai alatan instruksional mampu mempengaruhi kesan
terhadap murid. Jika guru menunjukkan keseronokan dalam penggunaan teknologi, murid-murid akan turut terkesan
dari segi peningkatan motivasi dalaman atau keseronokan pembelajaran (A. All et.al ,2015). Jika guru kurang mahir
atau pun mempunyai pandangan yang negatif terhadap permainan digital, ia boleh menjejaskan perjalanan dan
keberkesanan pembelajaran.

Jika pembelajaran melalui permainan digital dilaksanakan di rumah, pengalaman ibu bapa dalam permainan digital
adalah cabaran yang mempengaruhi pembelajaran murid sementelah ibu bapa perlu bertindak sebagai pembimbing (A.
All et.al,2015). Kurang penglibatan ibu bapa dilihat turut mempengaruhi akses murid terhadap perisian pembelajaran
(M.Ronimus,2014).

Cabaran seterusnya datang daripada reka bentuk permainan digital itu sendiri. Permainan digital dilihat dapat
meningkatkan atau mengehadkan pilihan murid dan kebolehan mereka menghubungkait yakni mempengaruhi
penglibatan murid secara langsung. Permainan digital tidak semestinya perlu bersifat kompleks untuk mencabar murid
menyelesaikan masalah (D. Eseryel et.al, 2014). Pemilihan reka bentuk perlulah bersesuaian dengan sesi topik
pembelajaran dan kebolehan murid untuk menjadikannya alat pembelajaran berkesan.

CADANGAN

M. Ronimus et.al (2014) menekankan kepentingn permainan digital memenuhi prinsip reka bentuk yang lebih
menyokong penglibatan jangka panjang dan minat terhadap subjek pembelajaran untuk membantu murid yang
mempunyai pencapaian akademik yang rendah.

Atas dasar melihat kepentingan kemahiran menyelesaikan masalah dalam pembelajaran melalui permainan digital,
D. Eseryel et.al (2014) mencadangkan beberapa persoalan kajian untuk masa hadapan:
i. Bagaimana untuk mereka bentuk permainan digital pendidikan yang berfungsi secara optimum dan mempunyai

penampilan yang sama dengan permainan digital komersial.
ii. Bagaimana untuk mendapatkan data secara langsung mengenai aktiviti dan emosi murid ketika permainan digital

sedang dijalankan.
iii. Bagaimana untuk mengukur dan mengakses daya mental, muatan kognitif, membuat keputusan serta proses

kendiri yang lain.
J. Hamari et. al (2016) pula mencadangkan kajian mengenai permainan digital dalam pendidikan dilaksanakan secara
meluas seperti faktor demografi, orientasi permainan, tahap minat dan kecenderungan individu.S.Barzilai & I.Blau,
(2014) mencadangkan kajian ; (i) Untuk membandingkan hasil pembelajaran menerusi permainan digital di sekolah dan
rumah. serta (ii) Mengkaji ciri-ciri bimbingan yang efektif untuk menggalakkan pembelajaran di samping mengekalkan
aliran juga keseronokan. H. Reinders & S.Wattana (2015) pula mencadangkan kajian keberkesanan permainan digital
untuk pendidikan di luar darjah untuk melihat impak dalam konteks yang lebih luas.
Berdasarkan kajian-kajian lepas, pengkaji turut mencadangkan beberapa kajian masa hadapan:
i. Kerangka pembelajaran dan pengajaran yang berkesan sama ada permainan digital adalah lebih bersesuaian

sebagai aktiviti pengukuhan atau sebagai aktiviti latih tubi,
ii. Permainan digital sebagai medium pembinaan kemahiran elemen merentas kurikulum seperti kemahiran

keusahawanan, pendidikan kepenggunaan dan sebagainya selain permainan berasaskan mata pelajaran.
iii. Kajian ciri-ciri permainan digital yang bersesuaian dengan murid-murid yang lemah dan kurang menguasai

teknologi.
iv. Permainan digital pendidikan yang mempunyai matlamat jangka panjang dan berpotensi dijadikan pentaksiran

sumatif murid.

KESIMPULAN

Kajian ini memperlihatkan kesan signifikan pembelajaran berasaskan permainan digital ke atas murid dari segi
penguasaan pembelajaran, motivasi diri , emosi dan pembangunan kualiti diri murid. Permainan digital memberi kuasa
autonomi kepada murid untuk mengaplikasi pengetahuan yang dipelajari di dalam permainan, secara tidak langsung
menerapkan impak positif ke atas motivasi diri (L.Y Chung & R.C Chang, 2016). Hal ini secara tidak langsung

memberi peluang kepada guru menjalankan tugas sebagai pemudahcara dan membantu murid untuk membuat penilaian
kendiri.

Guru perlu menitikberatkan beberapa aspek penting seperti yang telah dibincangkan ketika memilih permainan
digital yang bersesuaian dengan aras penguasaan murid untuk mengekalkan momentum pembelajaran mereka di dalam
pembelajaran. Bimbingan guru masih diperlukan walaupun permainan digital sentiasa memberikan maklum balas
terhadap pencapaian murid. Penglibatan ibu bapa perlu digalakkan untuk meluaskan lagi penggunaan permainan digital
atas tujuan pembelajaran di luar waktu persekolahan.

Kesimpulannya, permainan digital dapat memberi suasana pembelajaran yang efektif kepada murid, tidak hanya
memberi keseronokan tetapi membantu murid menguasai pembelajaran seiring dengan suasana tumbesaran mereka
yang dikelilingi oleh kepelbagaian teknologi.

RUJUKAN

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Asbell-Clarke ,E. Rowe, E. Sylvan.(2013). Assessment Design for Emergent Game-Based Learning. In Worl-in progress presented at the ACM

SIGCH Conference on Human Factors in Computing System. Paris, France.
D. Eseryel, V. Law, D. Ifenthaler, G. Xun & R.Miller.(2014). An Ivestigation of
Interrelationships Between Motivation, Engagement and Complex Problem Solving in Game-Based Learning. Educational Technology & Society

17(1). 42-53
H. Reinders & S. Wattana (2015). Affect and Willingness to Communicate in Digital Game- Based Learning. ReCALL 27(1).38-57
J. Belanich & K.L Orvis .(2013). PC-Based Game Features That Influence Instruction and Learner Motivation. Military Psychology Vol 25, No.3:

2016-217
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& Society 17(3), 291-307
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Motivation in Digital Game-Based Learning. Simulation & Gaming, Vol 48(1): 81-97
L.Y Chung & R.C Chang. (2016). The Effect of Gender on Motivation and Student Achievement in Digital Game-based Learning : A Case Study of a

Contented-Based Classroom. EURASIA Journal of Mathematics Sience and Technology Education: 2309-2327
M. Ronimus, J. Kujala , A. Tolvanen & H. Lyytinen (2014). Children’s Engagement during Digital Game-Based Learning For Reading: The Effect of

Time, Rewards and Challenge. Computer & Education 71. 237-246
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Towards the Development of Effective Educational Games. 7th International Conference on University Learning and Teaching (In CULT 2014)
Proceedings
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Mohd Jasmy Abd Rahman & Norazani Md Zain. 2017. IT Dalam Pendidikan Abad Ke – 21. Bangi. Fakulti Pendidikan UKM.
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Mohd. Jasmy Abd Rahman & Md. Yusoff Daud. 2015. Promosi dan Pasaran Teknologi Maklumat : Pengupayaan Abad Ke 21. Selangor,
Malaysia. Fakulti Pendidikan UKM.
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122-129
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Computers & Education (Jan): 1-46
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Innovative Teaching and Learning Journal, 1(1): 61-73

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

INTEGRATION OF CREATIVITY AND INNOVATION IN 21st
CENTURY EARLY CHILDHOOD EDUCATION

Christine Wong Yew Ching & Mohd Jasmy Abd Rahman

Fakulti Pendidikan, Universiti Kebangsaan Malaysia
E-mel: [email protected]
[email protected]

ABSTRACT

The integration of creativity and innovation in the curriculum is not only beneficial to students and teachers, but also
necessary to prepare our students for their future careers. In this age of 21st century education where standardized tests
determine the success of our students, it is important to allow students the creativity and use the technology to support
necessary skills and students’ learning. Early childhood is the critical age to begin preparing children for the challenges
and demands of the future through the integration of creativity and innovation, critical thinking and problem solving
skills that will be discussed in this paper. It also highlights essential strategies to support the delivery of optimal 21st
century early learning experiences including child-centered learning, play-based learning, project-based learning and
cooperative learning. A developmentally appropriate and engaging 21st century learning environment is crucial in
supporting the integration of creativity and innovation.

Keywords: Creativity and innovation, 21st century, early childhood, strategies, learning environment

INTRODUCTION

It is a major goal of education to prepare students for their role as a self-reliant lifelong learning citizen (Trilling &
Fadel, 2009). Education has been based on teaching students the “3 Rs” which are reading, writing and arithmetic as
well as some simple subjects in social studies and language over the past decades (Halah & McGuire, 2015). In this age
of 21st century education, the “3 Rs” simply aren’t enough. Globalization has led to a worldwide working field. In order
to compete in this global society, there is a critical need for today’s students to possess creativity and innovation skill.
Competencies such as critical thinking and problem solving are also required in today’s job market to meet the demands
and challenges of adapting to constantly changing workforce.

Early childhood is the critical age to begin preparing children for the challenges and demands of the future through
the integration of creativity and innovation, critical thinking and problem solving skills. Children in the early years are
curious and excited learners. Creativity seems to be intuitive in young children, something they are born with. Parents,
educators, policymakers and administrators therefore play the responsibility to create learning experiences and
environments that tap into children’s curiosity and creativity. Children need to begin to develop the early fundamental
skills that will help them reason and think creatively besides mastering emerging skills in reading, math and social
studies (Partnership for 21st Century Learning, 2017).
VIEWS ON CREATIVITY AND INNOVATION
Creativity refers to doing things in new and different ways, using imagination and inventiveness to bring about novel
forms (Beaty, 2012). Children have the capacity to look, hear, smell, taste and touch things from an entirely their own
original perspective from the very beginning. They make sense of things around them by exploring with their own
senses, trying them out, seeing what makes things the way they are and if they can be any different. Imagination is
defined as the ability to form rich and vivid mental images or concepts of people, places, things and situations that are
not present (Isenberg & Jalongo, 2010). Experts on creativity have long believed that imagination and fantasy are very
active during early childhood for most human beings.

Children are capable of expressing their creative thoughts and feelings through many activities, including painting,
writing, drawing, sculpture, drama, dance, movement and scientific exploration (Partnership for 21st Century Learning,
2017). How a child approaches a task or a new problem also conveys his or her creativity. Learning to innovate is part
of creativity. Innovation can be expressed in how young children test their thinking and interact with their world.
Partnership for 21st Century Learning (2017) had addressed several early learning skills and outcomes for creativity and
innovation such as using a variety of media in creative activities, adding own ideas to creative projects, reviewing own
work, inventing new ways of creating during play, providing own ideas during play, watching others create and
commenting on their work and using creativity to solve simple problems.

VIEWS ON CRITICAL THINKING AND PROBLEM SOLVING
One can’t learn well without thinking well. Critical thinking has long been a valued skill in education. According to
National Education Association (2012), while critical thinking and problem solving used to be the domain of gifted

students, now it is a critical domain for every student. The importance of critical thinking is paramount in leading
children to develop other skills such as higher level of concentration, deeper analytical abilities and improved thought
processing (NEA, 2012). Partnership for 21st Century Learning (2006) defined critical thinking as to reason effectively,
use systems thinking, make judgements and decisions and solve problems. While it is important to emphasize critical
thinking skill, it can be difficult to separate it from creative thinking skill (Paul & Elder, 2006).

Problem solving occurs when a child uses trial and error to solve a problem until a successful solution is found. It
includes imitation and observational learning, sorting and classifying to compare, contrast, group, sort and categorize
objects, using logic and reasoning to generate solutions to problems and planning and sequencing to develop and follow
a multi-step plan in order to achieve a goal (Partnership for 21st Century Learning, 2017). Early learning skills and
outcomes for critical thinking and problem solving as addressed include showing ability to make choices, exploring and
learning from environment making connections of how things work together, using familiar and new approaches to
solve problems based on outcomes of attempts, using information and observation to clarify or understand information,
asking questions and including others in play to try to solve problems.
DESIGNED INSTRUCTION IN 21ST CENTURY EARLY LEARNING

Early childhood educators play a significant role in helping children develop creative and critical thinking skills by
applying developmentally appropriate approaches. Innovative strategies and modern learning technologies used by
teachers are effective in helping integrate creativity and critical thinking with the content knowledge as well as
increasing children participation in the learning environment (Halah & McGuire, 2015). Research shows that students
benefit when teachers develop a more in-depth understanding of content areas and of how to differentiate instruction to
address needs. Hence, teachers should use content knowledge to build a meaningful curriculum in order to promote
creativity and innovation in early learning settings.

One of the approaches that enhances creativity and innovation among children is child-centered learning. Teachers
look for opportunities to focus on children’s interests rather than choosing what and how the children will learn. In
other words, child-centered learning is an approach to education focusing on the needs of children as learners rather
than those of teachers. It shifts the focus of instruction from the teacher to the children which requires children to be
active and responsible participants in their own learning. The curriculum begins with the needs and interests of children
and responds to the unique characteristics of childhood where teachers use their knowledge of how children develop to
structure learning experiences that facilitate children’s learning (Ryan, 2005).

Child-centered learning emphasizes each child’s interests, abilities and learning styles, placing the teacher as a
facilitator of learning for individuals rather than for the class as a whole (Md Solaiman Jony, 2016). Responding to each
child as an individual is fundamental to developmentally appropriate practice in early learning. There is no one-size-
fits-all solution in child-centered learning (Melissa et al., 2012). More time is allocated for children to construct their
own knowledge, to explore, to solve problems and to self-reflect. Children are more likely to engage in child-led
activities and to concentrate on them through direct instruction. In this sense, child-centered learning fosters children’s
transferable skills such as problem solving, critical thinking and creative thinking.

In play-based learning, early childhood educators encourage all types of play within the learning environment such
as dramatic, constructive, creative, physical and cooperative play (Partnership for 21st Century Learning, 2017).
Montessori thought of play as children’s work and the home and preschool as workplaces where learning occurs
through play. Indeed, children’s play is full of opportunities for learning. Play activities are essential for children’s
development across all developmental domains – the physical, social-emotional, cognitive and linguistic (Morrison,
2011). It supports opportunities for children to acquire and practice divergent thinking, problem solving, collaboration,
communication, creativity and critical thinking (Lechmann, Cunningham & Lasley, 2016).

Playfulness, imagination and creativity are linked in children’s play and daily lives through different forms of play.
Early childhood professionals are encouraged to provide play not only because it is promoted as the way of learning and
able to fulfil educational purposes, but it also supports the natural expression of children’s needs and interests. There is
prominent evidence that different forms of play promote a range of skills, learning processes and outcomes (Wood,
2013). For example, socio-dramatic play encourages representational thinking and symbolic actions (Broadhead, 2004)
while outdoor play helps to develop social cooperation, flexibility and creativity (Knight, 2011). Hence, early childhood
educators should implement the curriculum through play by integrating specific learning activities with play to achieve
specific learning outcomes.

Another pedagogy that enhances both learning content and skills while also allowing children to engage in real life is
project-based learning. Project-based learning is an innovative approach to learning that teaches a multitude of
strategies critical for success in the 21st century (Bell, 2010). The foundation of a project is inquiry. In project-based
learning, children pursue knowledge by asking questions that have piqued their natural curiosity. They solve real-world
problems by designing their own inquiries, planning their learning, organizing their research and implementing a
multitude of learning strategies (Bell, 2010). Project work provides opportunities in which children’s curiosity can be
expressed meaningfully and provide them the chance to embark on self-motivated learning experiences (Claussen,
2017).

Upon building on children’s natural curiosity, project-based learning enables children to interact, question, connect,
problem-solve, communicate, reflect and more which leads to authentic learning. It provides children with the
opportunity to be involved intellectually to a greater degree than learning experiences prepared by the teacher or from
pre-prepared units of study (Claussen, 2017). Children’s creativity and innovation, critical thinking and problem
solving, participation and control over their own learning set project work apart from units or themes. Children in
project-based learning classrooms display more engagement and are more self-reliant. Evidence exists that through
project-based learning, children become better researchers, problem solvers and higher-order thinkers (Gultekin, 2005).

Additionally, cooperative learning is an important component in supporting the delivery of optimal 21st century
early learning experiences. This strategy divides children into different groups with diverse abilities and interests and
has a prominent effect on learning that gives distinctive results (Halah & McGuire, 2015). The diversity of children’s
skills and abilities can encourage creative work while “every person brings something to the table” (Knowlton, 2003).

In cooperative learning, the behavior of helping each other becomes prominent as the individuals are to work together.
Previous research findings have illustrated significant benefits for children who work collaboratively on learning
activities in contrast with those who work alone.

In order to promote cooperative learning in early learning, teachers should provide opportunities for children to play
and interact with each other by designing activities where children can come together to solve problems and innovate
together. Children work together in order to complete the task while increasing their participation, achievement and
motivation to learn. Cooperative learning enhances collaborative ability as well as creativity. Children learn and foster
the fundamental skills of effective communication and teamwork while generating ideas together. Simultaneously,
cooperative learning results in contribution of different degrees of prior knowledge, abilities and aptitudes through the
integration of creativity and innovation in group work (Halah & McGuire, 2015).
THE OPTIMAL 21ST CENTURY LEARNING ENVIRONMENT

In addition to the approaches, the environment, whether in informal or more formal settings, has a significant impact on
the way children learn and develop. A developmentally appropriate and engaging 21st century learning environment is
crucial in supporting the integration of creativity and innovation. 21st century learning environment is defined as the
support system that organizes the condition in which humans learn best – system that accommodates the unique
learning needs of every learner and supports the positive human relationships needed for effective learning (Partnership
for 21st Century Learning, 2017). The qualities of where children learn affect the quality of how they learn (Black,
2007). In this sense, learning spaces need to be able to adapt with the constantly changing learning styles.

The learning environment in early childhood classrooms is based partially on the physical arrangement of equipment
and materials. Early childhood educators can set up stimulating learning centers in appropriate spaces in early learning
settings. Learning centers are the areas in the classroom devoted to particular curriculum activities such as block-
building, art, books, writing, dramatic play, math, science, music and gross-motor activities (Beaty, 2012). When set up
appropriately, learning centers help children to choose and focus on particular activities, giving them the freedom to
pursue those activities on their own creativity. When children are actively engaged in their own learning, they tend to
find such hands-on experiences meaningful and relevant in their own lives.

Each of the learning centers should be equipped with developmentally appropriate materials that children can choose
and use in a self-directed manner. Early childhood educators need to provide appropriate materials for children’s self-
directed play and learning. Wood (2013) stated that high quality environments are the one support unity between
playing, learning and teaching, and ensure access and inclusion for all children. In addition, learning materials provided
in early learning settings should be developmentally appropriate since children of different ages have distinct
preferences for the toys and materials they want to play with. Young children need new stimulation within the
comfortable learning centers they are used to (Beaty, 2012). This means new materials should be added to each of the
learning centers from time to time to ensure the integration of creativity and innovation among the children.

Moreover, 21st century learning environment encourages the use of technology to support necessary skills and
children’s learning. Many technological tools can support different skills such as problem solving, critical thinking,
collaborative learning and creative thinking. The use of technological tools in learning gives children the opportunity to
engage in the real world, helping them increase their understanding and develop creativity and innovation skills
(Jacobsen, 2001). Early childhood professionals can prepare an environment where children learn to use technology that
is developmentally appropriate, monitored, and contains educational and positive content to enhance creativity and
information gathering. Multimedia tools help to increase children perfomance and motivation to learn by encouraging
discussion, collaboration, problem solving and innovation, promoting cognitive processes and constructing knowledge
(Mueller, 2005).

CONCLUSION

Undeniably, creativity and innovation are prominent skills in this century. The integration of creativity and innovation
in early learning experiences for young children should be advocated to build the skills they need not only when
entering school but also in life. In order to improve the integration of creativity and innovation in early childhood
curriculum, providers of services to young children including educators, administrators and policymakers should gain
in-depth understanding on how the skills can be elicited in early learning experiences and thereby, improve the
preparation of children into the real world where they need to use the skills in practice. Future research should consider
the implications this has for preparing early childhood educators to embed creativity and innovation in their lessons
through developmentally appropriate approaches and integrate technological tools in providing engaging early learning
environment.

REFERENCES

Beaty, J. J. 2012. Skills for Preschool Teachers. 9th ed. Upper Saddle River, NJ: Pearson.
Bell, S. 2010. Project-based learning for the 21st century: Skills for the future. The Clearing House 83(2): 39-43.
Black, S. 2007. Achievement by design. American School Board Journal 194(10): 39-41.
Broadhead, P. 2004. Early Years Play and Learning: Developing Social Skills and Cooperation. London: RoutledgeFalmer.
Claussen, D. 2017. A review of literature: Project based learning in early childhood. Master’s Theses & Capstone Project, Northwestern College,

Iowa.
Gultekin, M. 2005. The effect of project based learning on learning outcomes in the 5th grade social studies course in primary education. Educational

Sciences: Theory and Practice 5(2): 548-556.
Halah Ahmed Alismail & McGuire, P. 2015. 21st century standards and curriculum: Current research and practice. Journal of Education and Practice

6(6): 150-154.
Isenberg, J. P. & Jalongo, M. R. 2010. Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade. 5th ed. Upper Saddle River,

NJ: Pearson.
Jacobsen, D. M. 2001. Building different bridges: Technology integration, engaged student learning, and new approaches to professional

development. Paper presented at the 82nd Annual Meeting of the American Educational Research Association, Seattle, WA: April 10-14.
Knight, S. 2011. Risk and Adventure in Early Years Outdoor Play: Learning from Forest Schools. London: Sage.
Knight, S. 2011. Forest school as a way of learning in the outdoors in the UK. International Journal for Cross-Disciplinary Subjects in Education 1(1):

590-595.
Knowlton, D. S. 2003. Preparing students for educated living: Virtues of problem-based learning across the higher education curriculum. New

Directions for Teaching and Learning 24(95): 5-12.
Lechmann, R., Cunningham, E. & Lasley, E. 2016. Twenty-first century early childhood teaching, learning and play. READ: An Online Journal for

Literacy Educators 2(3): 63-78.
Md Solaiman Jony. 2016. Student centered instruction for interactive and effective teaching learning: Perceptions of teachers in Bangladesh.

International Journal of Advanced Research in Education & Technology 3(3): 172-178.
Melissa Ng Lee Yen Abdullah, Shuki Osman, Mohd Ali Shamsuddin, Mohd Saiful Bahari Yusoff & Hairul Nizam Ismail. 2012. Philosophy of

Student-Centered Learning. Pulau Pinang: Centre for Development of Academic Excellence, USM.
Morrison, G. S. 2011. Early Childhood Education Today. 12th ed. Upper Saddle River, NJ: Pearson.
Mueller, J. 2005. The authentic assessment toolbox: Enhancing student learning through online faculty development. Journal of Online Learning and

Teaching 1(1).
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Paul, R. & Elder, L. 2006. Critical thinking: The nature of critical and creative thought. Journal of Developmental Education 30(2): 34-35.
Ryan, S. 2005. Freedom to Choose: Examining Children’s Experiences in Choice Time. New York: Open University Press.
Trilling, B. & Fadel, C. 2009. 21st Century Skills: Learning for Life in Our Times. San Francisco, CA: Jossey-Bass.
Wood, E. 2013. Play, Learning and the Early Childhood Curriculum. 3rd ed. London: Sage.

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

KALANGAN BELIA: SOROTAN LITERATUR

Muhammad Naqib Zakwan Ahmad Shokhaily, Mohd Mahzan Awang & Abdul Razaq Ahmad

Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Guru Akademik Biasa / Pelajar PHD Sosiologi Pendidikan UKM

Sekolah Kebangsaan Nanga Peraran,
D/A Pejabat Pendidikan Daerah Kapit, 96800 Kapit, Sarawak

Emel: [email protected]
[email protected]
[email protected]

ABSTRAK

Kertas konsep ini akan membincangkan tentang tingkahlaku ekstremisme dan radikalisme dalam kalangan belia di
Malaysia. Penglibatan para belia dengan kegiatan yang membawa kepada tingkah laku ekstremisme dan radikalisme
telah memberi kesan yang buruk kepada pembangunan sahsiah serta kerohanian masyarakat pada masa kini. Keadaan
yang sangat membimbangkan ini merencatkan aspirasi kerajaan dalam melahirkan modal insan pewaris generasi pada
masa hadapan yang seimbang dari segi jasmani, emosi, rohani, intelektual dan sosial. Fokus kertas konsep ini adalah
para belia dalam lingkungan 15 hingga 30 tahun. Oleh itu, perbincangan ini akan melibatkan merangkumi teori serta
kajian-kajian lepas dalam memahami aspek-aspek yang menyebabkan berlakunya tingkah laku ekstremisme serta
radikalisme dalam kalangan belia di Malaysia. Ini kerana proses perubahan dalam masyarakat berlaku dengan pesat
apabila melihat kepada arus pembangunan materialistik serta era globalisasi dunia tanpa sempadan yang mewujudkan
pelbagai situasi yang tidak dapat dijangka dan perlu dipandang serius oleh semua pihak.

Kata kunci: tingkah laku ekstremisme, radikalisme

PENGENALAN

Kemunculan ideologi yang bercirikan fahaman ekstrem dan radikal berpotensi mempengaruhi masyarakat sekeliling
kepada tindakan yang melampaui batas norma masyarakat. Menurut Mohd Roslan (2015), sejak berlakunya peristiwa
11 September, perbincangan mengenai ekstremisme dan radikalisme sering diwacanakan dengan tanggapan bahawa ia
adalah contoh terbesar abad ini yang dikaitkan dengan ekstremisme. Oleh itu, ekstremisme dan radikalisme menjadi isu
utama global dan menjadi perkara yang begitu penting untuk di ambil perhatian di setiap benua dunia dari negara maju
hingga negara dunia ketiga. Ideologi ekstremisme dan radikalisme kini dirasai di Eropah, Amerika, Afrika dan Asia.
Bahkan, perlu diperhatikan bahawa peningkatan dalam aspek ekstremisme dan radikalisme adalah benar-benar menjadi
kebimbangan global (El-Said, 2012). Malaysia juga tidak ketinggalan menerima ancaman ini yang boleh menggugat
kesejahteraan dan keselamatan dalam negara. Menurut Mohd Roslan lagi, melalui beberapa peristiwa buruk yang
berlaku seperti peristiwa 13 Mei, Hartal di Pulau Pinang pada tahun 1967 dan peristiwa Kampung Medan pada tahun
2001, sedikit sebanyak menunjukkan terdapat unsur-unsur ekstremisme yang wujud dalam masyarakat negara ini,
meski pun tertumpu kepada aspek perkauman. Ini menunjukkan bahawa sebenarnya ideologi ekstremisme dan
radikalisme bukanlah perkara baharu di negara kita.

Keterlibatan belia dalam ideologi seperti ini adalah sangat membimbangkan kerana para belia merupakan peneraju
negara kita pada masa hadapan. Isu ekstremis dalam kalangan belia semakin membimbangkan apabila Datuk Ayub
Khan Mydin Pitchay, Ketua Penolong Pengarah Counter Terrorism, Cawangan Khas Bukit Aman mengesahkan
rakaman video yang berdurasi selama 30 saat yang memaparkan penyembelihan warga Syria oleh lelaki Arab yang
dipercayai pengintip tentera Bashar al Assad dilakukan oleh Mohd Faris Anuar yang berusia 20 tahun berasal dari
Gurun, Kedah (IYERS, 2016). Dalam rakaman tersebut juga memaparkan Muhammd Wanndy Mohamad Jedi, 25 tahun
yang berasal dari Durian Tunggal, Melaka yang turut bergambar dengan seorang lelaki yang mengangkat kepada mayat
tersebut. Ini menunjukkan bahawa keadaan seperti ini semakin serius kerana statistik yang dikeluarkan secara umum
oleh Ibu Pejabat Polis Bukit Aman dalam akhbar The Star (3 Disember 2015) menunjukkan bahawa seramai 61 orang
melibatkan 10 keluarga termasuk 5 orang anak dibawa bersama telah berada di Syria untuk menyertai ISIS. Daripada
jumlah tersebut, seramai 14 adalah wanita dan 6 orang merupakan kakitangan kerajaan. Penglibatan dalam kegiatan
ekstremis sehingga menjadi pengganas ini menyebabkan bukan sahaja ancaman dalam negara tetapi kerajaan terpaksa
berhadapan dengan ancaman luar yang lebih besar iaitu pengaruh rangkaian kumpulan pengganas peringkat di peringkat
antarabangsa.

Tambahan pula, ancaman seperti ini telah menggugat perpaduan antara kaum dan menimbulkan perpecahan dalam
kalangan masyarakat berdasarkan ideologi yang bercorak kekerasan dan tidak berperikemanusiaan (IYERS, 2015).
Pihak kerajaan sentiasa memandang serius perkara ini supaya dapat mengekang ideologi ini dalam kalangan belia.
Jumlah belia di Malaysia pada masa kini yang terlibat dengan kumpulan ISIS atau kumpulan islam radikal lainnya
masih sedikit menurut IYERS dalam kajian Pendidikan Agama dan Penglibatan dalam Gerakan Islam Radikal di
Kalangan Belia di Malaysia (2015). Namun begitu, peningkatan dalam penglibatan ideologi seperti ini boleh berlaku.
Menurut Perdana Menteri Britain, Theresa May dalam ucapan beliau sempena Persidangan Parti Konservatif
menyatakan bahawa beliau tekad untuk mengekang ideologi songsang ini dan menyekat radikalisasi di kalangan
golongan muda (Ahmad Syafii, 2010). Oleh itu, untuk mengekang gejala ini lebih berleluasa dalam kalangan belia,
semua pihak perlu berganding bahu dan bertanggungjawab dalam membanteras penyebaran ideologi ekstrimisme dan

radikalisme. Bahkan di peringkat antarabangsa, ideologi radikalisme dan ekstremisme telah menjadi duri dalam daging
dalam konteks ancaman kepada masyarakat harmoni serta kedaulatan negara bangsa.

DEFINISI

Belia
Belia di Malaysia ditakrifkan sebagai individu yang berumur di antara 15 hingga 40 tahun. Namun, menurut bekas
Menteri Belia dan Sukan, YB Brig Jen Khairy Jamaluddin, takrifan had umur belia sedia ada akan digantikan dengan
takrifan yang baru iaitu merujuk belia sebagai individu yang berumur di antara 15 hingga 30 tahun dan takrifan ini akan
digunakan sepenuhnya bermula tahun 2018 (Dasar Belia Malaysia, 2015). Statistik oleh Jabatan Perangkaan Malaysia
(2017) menunjukkan, jumlah belia di Malaysia yang berumur di antara 15 sehingga 29 tahun pada tahun 2016 adalah
sebanyak 9.3 juta orang daripada keseluruhan 31.7 juta penduduk yang ada di Malaysia. (Jamilah etc, 2017)
Ekstremisme
Menurut Kamus Dewan, maksud ekstrem adalah sebagai keterlaluan dan melampau. Manakala ekstremisme pula adalah
fahaman yang keterlaluan dan melampau. Perkataan seerti bagi perkataan ekstrem adalah agresif, ganas, radikal,
melampaui batas, fundamentalis, fanatik, taksub dan rigid (Faizal, 2017). Namun, perbezaan perkataan ini sering
diabaikan walaupun perkataan-perkataan ini mempunyai pengertian yang agak berbeza daripada beberapa sudut,.
Justeru itu, menurut Mohd Roslan (2016), perkataan ekstremisme, fundamentalisme, revivalisme, islamisme,
radikalisme, ekstremis dan militan atau seumpama dengannya sentiasa digunakan secara bergantian bagi sesetengah
pihak mengikut kepentingan mereka sendiri. Oleh itu, ekstremisme boleh didefinisikan sebagai aktiviti-aktiviti yang
meliputi kepercayaan, sikap, perasaan, tindakan dan strategi daripada seorang individu atau satu kumpulan yang jauh
melepasi daripada kebiasaan (Bartoli et al, 2003). Ekstremisme juga boleh diertikan sebagai melampaui batas dan
keseimbangan apabila mentafsir dan melaksanakan sesuatu peraturan ataupun hukum secara ekstrem yang bertentangan
dengan norma masyarakat (Mohamad Kamil & Rahimin, 2009).

Definisi ekstremisme daripada dokumen Prevent Duty Guidance: for England and Wales (2015) secara jelas
meletakkan pengaruh sistem nilai British dan demokrasi sebagai antara faktor luaran penentu bagi memahami
ekstremisme. Sebarang perbuatan yang bertentang dengan nilai British dan demokrasi akan dikira sebarang
ekstrimisme. Dalam menetapkan definisi serta tahap ekstrimisme, faktor-faktor yang dinyatakan perlu diambil kira
supaya pengertian ekstrimisme dapat diselaraskan di peringkat global dan negara. Ekstremisme dipengaruhi oleh faktor
luaran secara amat meluas. Bartoli et al (2016) dalam Faizal (2017) mengemukakan beberapa faktor yang
mempengaruhi pengertian istilah ini antaranya orang yang menilai, kecenderungan politik, skop moral dan hubungan.
Ini termasuk juga beberapa faktor utama antaranya keadaan sistem politik yang tidak demokratik, budaya politik teras,
sistem nilai, ideologi, objektif politik, karakter individu dan pengalamannya serta etnisiti.

Menurut Faizal et al (2015) dari sudut yang lain, ekstremisme tidak terhad kepada satu individu atau suatu golongan
tertentu sahaja, contohnya golongan agama. Ini kerana ekstremisme juga meliputi golongan yang tidak cenderung
kepada agama seperti sekularis. Dalam laporan Prime Minister’s Task Force on Tackling Radicalisation and Extremism
(2016) secara jelas menyatakan kewujudan ekstremisme adalah daripada individu atau golongan yang berhaluan agama,
haluan kanan dan ideologi yang pelbagai. Selain itu, kepelbagaian kumpulan dalam kategori ekstremisme antaranya
fascisme, skinhead fascisme, Parti Nazi, perjuangan ketuanan kulit putih, kumpulan militia, penafian terhadap
Holocuast, kebenciaan berkaitan bangsa, kultus keagamaan, anti homoseksual, anti Yahudi dan lain-lain dinyatakan
oleh Davies & Lynn (2008) dalam Faizal (2017). Ini adalah kerana faktor yang mempengarui ektremisme agama juga
terdapat dalam bidang-bidang lain. Ini menunjukkan bahawa ekstremisme merupakan fahaman individu yang taksub
melampau dan keterlaluan terhadap sesuatu perkara melalui perkataan atau perbuatan yang bertentangan dengan norma
masyarakat. Ekstremisme boleh ditafsirkan dengan pelbagai tafsiran berdasarkan kepada faktor-faktor luaran yang
mempengaruhinya yang dijadikan sebagai set pengukur yang menentukannya. Pengaruh luar itu meliputi orang yang
menilai, kecenderungan politik, skop moral dan hubungan yang menjadikan faktor penentu kepada tahap sesuatu
fahaman ekstremisme.
Radikalisme
Radikalisme berasal dari perkataan Latin iaitu radix yang bermaksud akar menurut A.S. Hornby (2000). Maksudnya
adalah berfikir secara mendalam mengenai sesuatu kepada akarnya. Dalam Cambridge Advanced Learners Dictionary
(2008) pula radikal adalah kepercayaan atau perubahan sosial atau politik yang melampau untuk mempercayai atau
menyatakan kepercayaan bahawa harus ada perubahan sosial atau politik yang besar atau melampau. Ini menunjukkan
bahawa pemahaman radikalisme adalah perbuatan atau tindakan yang memerlukan perubahan dalam sistem komuniti
bermula dari asasnya. Ideologi radikalisme adalah mahukan perubahan dalam keadaan atau semua aspek kehidupan
sesuatu masyarakat. Ini disokong yang menurut Neumann (2010) dalam Gladdy (2017), radikalisme adalah satu proses
individu atau kumpulan yang mengamalkan kekerasan atau keganasan untuk tujuan tertentu seperti politik atau agama.
Golongan yang mempunyai fahaman radikalisme mengandaikan bahawa rancangan yang mereka gunakan adalah
rancangan yang paling ideal dan betul. Tambahan pula, radikalisme sering berdasarkan kepada pemahaman sempit
agama yang membawa kepada tindakan pengeboman pengganas yang semakin meningkat pada masa kini. Sikap
melampau ini berkembang di tengah-tengah tahap yang menunjukkan kemiskinan, ketidaksamaan sosial atau
ketidakadilan.

Perbuatan yang mempamerkan keganasan dan kekerasan adalah tindak balas kepada kegagalan atau susunan
sosiopolitik yang wujud menurut Zuly Qodir (2014). Tambah beliau lagi, kumpulan-kumpulan yang ganas berusaha
untuk menjadikan ideologi mereka satu-satunya alternatif yang boleh menggantikan perintah yang sedia ada. Ini kerana
harapan mereka adalah untuk membasmi kemanusiaan daripada kemodenan yang menjadikannya terbakar dari nilai-
nilai agama. Ideologi radikalisme menunjukkan sebagai satu aliran yang ingin melakukan perubahan dengan kekerasan
dan secara drastis. Ini disokong dalam Garis Panduan Pencegahan Fahaman Ekstremisme dan Radikalisme Dalam
Kalangan Belia dan Masyarakat (2017) oleh IYERS dalam KBS yang menyatakan bahawa radikalisme merupakan

fahaman atau kepercayaan yang menginginkan perubahan yang mendadak dalam politik dan sosial. Jika belia
mempunyai ideologi seperti ini, kesannya adalah sangat besar kepada masyarakat. Ini kerana perubahan yang dituntut
adalah sangat drastik yang bertentangan dengan budaya serta norma dalam masyarakat di negara kita. Ideologi ini juga
perlu bendung kerana menurut kerajaan United Kingdom (2016), radikalisme merujuk kepada proses individu yang
menyokong kepada terrorism dan ideologi ekstrimis yang berkait rapat dengan kumpulan pengganas.
Teori Ekologi Manusia/Sosial Bronfenbrenner

Teori Ekologi Manusia atau dipanggil juga sebagai Teori Ekologi Sosial telah diperkenalkan oleh Urie Bronfenbrenner
(1979). Teori ini memberi fokus kepada manusia sebagai organisma biologikal dan insan sosial yang berinteraksi
dengan persekitaran menurut Noralina (2016). Ini kerana segala proses yang berlaku ke atas individu mempunyai kaitan
rapat dengan perkara dan perubahan yang berlaku dalam persekitaran. Menurut Bronfenbrenner (1979) dalam Noralina
(2016) menyatakan bahawa perkataan “ekologi” adalah berasal daripada Bahasa Greek iaitu oikos yang bermaksud
habitat atau rumah. Selain itu, ekologi juga boleh merujuk kepada maksud saling berhubungan dan kebergantungan
antara organisma contohnya manusia dengan persekitarannya dalam (Bronfenbrenner, 1979; Dale, Smith, Norlin &
Chess, 2009). Menurut Parsons (1951) dalam Noralina (2016), kelompok masyarakat merupakan sebuah sistem sosial
yang mengandungi beberapa subsistem iaitu terbahagi kepada sistem keluarga, sistem agama, sistem politik dan sistem
ekonomi di dalam kelompok masyarakat. Oleh itu, sebagai sebuah sistem sosial, masyarakat mempunyai matlamat
tertentu menunjukkan setiap subsistem akan mempunyai fungsinya yang tersendiri bertujuan untuk mengekalkan
kestabilan dan keseimbangan sistem. Jadi, setiap subsistem di dalam masyarakat perlu melakukan penyesuaian dan
berintegrasi (Parson, (1951) Noralina (2016)). Menurut Bubolz & Sontag (1993) dalam Noralina (2016) menyatakan
bahawa dalam mengaplikasikan paradigma tersebut, setiap subsistem dalam masyarakat perlu saling berhubungan,
bergantungan dan berintegrasi bagi mencapai keseimbangan sosial. Ini kerana, saling kebergantungan merupakan saling
memerlukan antara satu komponen dengan komponen yang lain dalam sebuah ekosistem berhubung pelbagai aspek
kehidupan (Bubolz & Sontag, (1993), Noralina, (2016)).

Dalam konteks ideologi ekstremisme dan radikalisme, keadaan saling kebergantungan antara keluarga dan
persekitaran juga boleh digambarkan dengan keadaan berikut. Menurut Collins et al (2007) dalam Noralina (2016),
tingkahlaku jenayah salah seorang ahli keluarga seperti bapa misalnya, memberi kesan kepada individu lain yang
berada di persekitaran keluarga. Namun begitu, faktor persekitaran juga memainkan peranan yang penting dalam
mewujudkan masalah dalam keluarga seterusnya memberi kesan kepada individu. Contohnya, tekanan ekonomi
membuatkan keluarga menjadi miskin (Collins et al., (2007), Noralina (2016)). Jadi, berdasarkan teori ini, untuk
mengekalkan kestabilan sesebuah masyarakat dengan mengelakkan kepada perbuatan dan ideologi ke arah ekstremisme
dan radikalisme, setiap ahli masyarakat mesti menjalankan fungsinya dengan baik. Ini kerana setiap komponen dalam
masyarakat mempunyai sumbangan yang tersendiri untuk mencapai kestabilan tersebut. Ringkasnya, ekologi merujuk
kepada tempat untuk individu-individu di dalamnya saling berinteraksi dan bergantungan.

Dalam proses bermasyarakat pula, menurut Max Weber dan Karl Marx yang sealiran dengan Haekel dalam kajian
oleh Noralina (2016) menyatakan pendapat bahawa konflik merupakan elemen dalam masyarakat yang tidak dapat
dielakkan. Apabila perspektif dalam teori ekologi melihat perkembangan manusia daripada konteks individu dalam
persekitaran, ini telah menunjukkan bahawa keadaan memberi penekanan kepada prinsip bahawa semua pertumbuhan
dan perkembangan berlaku dalam konteks perhubungan atau interaksi antara manusia dengan persekitarannya (Bruyere
& Garbarino, (2010); Dale et al., (2009), Noralina (2016)). Selain keupayaan diri sendiri, potensi manusia turut
bergantung kepada keadaan persekitarannya. Interaksi dan hubungan yang baik antara individu dan persekitaran boleh
menjamin perkembangan yang baik. Sebaliknya, interaksi dan hubungan yang lemah boleh menggugat perkembangan
manusia. Ini menunjukkan bahawa aspek persekitaran yang lemah atau mendesak menyebabkan para belia boleh
terjebak dengan ideologi ekstremisme dan radikalisme.
Teori Gerakan Sosial

Selain itu, teori yang boleh digunakan serta dikaitkan untuk memahami proses radikalisme dan ekstremisme ganas
adalah Teori Gerakan Sosial menurut J. Gunning (2009) dalam Randy Borum (2011). Menurut Zald dan McCarthy
(1987) dalam Randy Borum (2011) menyatakan bahawa dalam menentukan maksud pergerakan sosial adalah sebagai
satu set pendapat dan kepercayaan dalam satu populasi, yang mewakili keutamaan untuk menukar beberapa elemen
struktur sosial dan pengagihan ganjaran masyarakat. Teori Gerakan Sosial bermula pada tahun 1940-an dengan
kelompok pergerakan ini muncul daripada proses yang tidak rasional terhadap tingkah laku kolektif dalam keadaan
alam sekitar yang begitu teruk pada masa itu telah menghasilkan sentimen ketidakpuashatian dalam sesuatu perkara.
Individu akan terlibat dalam pergerakan yang negatif kerana mereka merasakan bahawa wujudnya tekanan sosial yang
timbul. Ini menunjukkan bahawa penglibatan para belia dalam aktiviti ekstremisme dan radikalisme adalah wujudnya
pergerakan yang sama seterusnya mempengaruhi mereka untuk turut serta dalam kelompok ini.

Menurut para penyelidik Teori Gerakan Sosial pada tahun 1980an dan 1990-an dalam Randy Borum (2011) melihat
bahawa tugas utama dalam setiap organisasi atau pergerakan adalah untuk mengekalkan kelangsungan hidup
pergerakan mereka sendiri. Oleh itu, setiap penganut atau ahli akan mengumpul dan mengekalkan badan penyokong
dengan merekrut para belia. Ini kerana menurut mereka, kehilangan nyawa manusia akibat perbuatan ganas yang
mereka lakukan mengakibatkan bahawa ahli baru mesti ditambah untuk pergerakan itu untuk membesar. Jadi,
pertumbuhan diperlukan untuk mengembangkan pengaruh pergerakan dan kapasiti. Klandermans dan Oegema (1987)
dalam Randy (2011) menyatakan pergerakan atau kumpulan untuk terus hidup dan mengekalkan pergerakan mereka,
setiap pergerakan Sosial mesti akan melakukan perkara-perkara berikut:
i. Membentuk potensi penggerak
ii. Membentuk dan memotivasi rangkaian pengambilan pekerja
iii. Menggalakkan motivasi untuk menyertai
iv. Mengeluarkan halangan untuk penyertaan

Ini menunjukkan bahawa para belia yang terikut dengan radikalisme dan ekstremisme mengikut kepada teori
gerakan sosial. Menurut Randy (2011) lagi, Donatella Della Porta (1995) ialah antara penyelidik keganasan yang
pertama untuk menggunakan Teori Gerakan Sosial dalam keganasan ekstrim dalam kajiannya berkaitan dengan militan
Itali dan Jerman. Selain itu, Quintan & Wiktorowicz (2005) menjalankan kajian yang mendalam tentang para belia
datang untuk menyertai kumpulan Islam militan iaitu Al-Muhajiroun yang berpangkalan di luar London, England.
Tambahan mereka lagi, terdapat perkembangan empat komponen model untuk radikalisasi. Mereka yang mula menjadi
radikal terlebih dahulu mendedahkan keterbukaan kepada pandangan dunia baru (pembukaan kognitif), kemudian
datang untuk melihat agama sebagai jalan untuk mencari makna (pencarian agama), akhirnya menemui naratif dan etos
kumpulan untuk "masuk akal" (penjajaran kerangka), dan pada akhirnya, melalui proses sosialisasi, menjadi
sepenuhnya didoktrinasi ke dalam pergerakan itu. Empat komponen model ini yang menjadikan para belia merupakan
sasaran yang paling mudah untuk menyertai pergerakan seperti ini.

Kebanyakan penyelidik berkaitan teori gerakan sosial pada masa sekarang, membezakan antara motivasi seseorang
untuk memasuki, tinggal di, atau meninggalkan kumpulan pengganas. Tambahan lagi, ahli Teori Gerakan Sosial
biasanya membezakan antara memahami kemasukan seseorang ke dalam gerakan serta sifat dan tahap penyertaan, yang
Klandermans (1987) dalam Randy (2011) mewujudkan satu panggilan "mobilisasi tindakan." Contohnya boleh dilihat
dalam militan Islam kontemporari sebagai pergerakan sosial global. Beberapa penganalisis telah mencadangkan dengan
beberapa pandangan yang berpotensi untuk memahami proses radikalisme. Victor Davis (2002) dalam Randy (2011)
menyatakan pertama, adalah dengan menyediakan rangka kerja mobilisasi potensi untuk mempertimbangkan proses
yang menunjukkan manusia melakukan pergerakan berdasarkan sumber-sumber yang dibangunkan dan untuk lebih
memahami bagaimana orang yang berbeza dengan set kepercayaan yang sama datang untuk mengambil peranan yang
berbeza dan mengambil pelbagai jenis tindakan. Kedua, ia menawarkan tanggapan mengenai rangkaian perekrutan
dengan beberapa panduan sejarah untuk menavigasi proses oleh yang mana rangkaian atau terbentuk dan bermotivasi.
Inilah yang menyebabkan para belia terpengaruh apabila pemikiran mereka telah diracuni dan perasaan mereka ditanam
dengan ideologi ekstremisme dan radikalisme. Ketiga, ia menawarkan mekanisme daripada penjajaran bingkai untuk
menerangkan bagaimana rangkaian membentuk kepercayaan ahli dan sentimen yang paling berkhidmat untuk
kepentingan kumpulan atau pergerakan. Keempat, ia menunjukkan kepentingan dalam memahami radikalisasi bukan
sahaja menganalisis insentif dan keluhan, tetapi juga bagaimana kumpulan berkesan mengenal pasti dan menghapuskan
halangan untuk penyertaan.
Sorotan Literatur
Beberapa kajian di dalam negara berkaitan dengan fahaman atau ideologi ekstremisme dan radikalisme dalam kalangan
para belia Malaysia telah dilakukan. Kajian yang dilakukan oleh Mohd Faiz, Bakri, Fakhrorazi, Azizuddin, Rusdi dan
Kamarul (2016) menyatakan tahap kefahaman pelajar IPT terhadap kumpulan pengganas ISIS adalah agak rendah,
khususnya apabila pertanyaan yang dikemukakan kepada mereka mengenai ISIS adalah pertanyaan yang spesifik
seperti hubungan ISIS dengan AL-Qaeda dan fahaman sebenarnya tentang ISIS. Ini menunjukkan bahawa masih ramai
dalam kalangan pelajar IPT masih gagal untuk memahami tentang ISIS yang merupakan sebuah pertubuhan pengganas.
Hampir separuh daripada responden pelajar di IPT tidak menganggap ISIS adalah sebuah pertubuhan pengganas. Para
belia boleh terpengaruh dengan ideologi radikalisme dan ekstremisme jika mereka tidak di dedahkan dengan fahaman
seperti ini. Kajian yang dibuat oleh Yury et al (2016) juga menunjukkan bahawa kefahaman para belia dengan
ekstremisme dan radikalisme masih tidak jelas. Kebanyakan para belia di beberapa tempat di Rusia seperti
Yekaterinburg dan Sverdlovsk mengatakan tidak tahu tentang konsep ekstremisme yang sebenar. Ini kerana mereka
tidak didedahkan dengan konsep ekstremisme. Keadaan ini boleh menyebabkan mereka mudah terpengaruh dengan
ideologi seperti ini. Kajian ini disokong juga oleh Emilia Aiello et al (2018) yang menyatakan bahawa untuk
mengelakkan radikalisme dalam kalangan belia, mereka perlu didedahkan dengan ideologi ekstremisme dan
radikalisme yang boleh membawa ancaman kepada masyarakat. Tambahan lagi, semakin banyak ancaman ekstremisme
dan radikalisme yang berlaku kepada negara-negara eropah dan dunia.

Kajian yang dilakukan oleh Institut Penyelidikan Pembangunan Belia Malaysia (IYERS) telah dijadikan sebagai
laporan akhir dalam membuat profil belia yang terlibat dengan kegiatan ekstremisme. Profil belia ini dilihat dari segi 12
bahagian untuk mengukur tahap kecenderungan mereka dengan ekstremisme dan radikalisme. Antara 12 bahagian ini
adalah tingkah laku agresif, perapatan dengan ibu bapa dan rakan sebaya, pengherotan kognitif dan kesalahtafsiran
agama. Faktor persekitaran juga mempengaruhi penerimaan serta penolakan para pelajar IPT terhadap penyebaran ISIS.
Faktor ini berkait rapat dengan Teori Gerakan Sosial dan Teori Ekologi yang melihat kepada faktor penyebab berkaitan
dengan persekitaran individu seterusnya mempengaruhi pemikiran para belia. Keadaan ini disokong oleh kajian Ahmad
Sauffiyan (2016) apabila kumpulan pengganas Daesh menggunakan keadaan persekitaran di Malaysia dan Syria untuk
merekrut anggota baru. Kumpulan ini juga mempengaruhi pemikiran para belia untuk menyebarkan ideologi mereka.
Ini telah menjadikan peningkatan para belia yang terlibat dengan kegiatan ekstremisme dan radikal semakin meningkat
walaupun dalam bilangan yang kecil. Kajian yang dibuat di Kenya oleh Gladdy (2017) menunjukkan bahawa
ekstremisme dan radikalisme dalam kalangan belia berlaku di dalam penjara kerana pesalah-pesalah pengganas secara
senang lenang dan bebas untuk mempengaruhi pesalah belia di dalam penjara. Persekitaran yang dipengaruhi dengan
ideologi keganasan ini memudahkan para belia untuk didekati dengan penganas-penganas.

KESIMPULAN

Ideologi ekstremisme dan ancaman radikalisme dalam kalangan belia perlu diambil serius oleh semua pihak.
Pencambahan ideologi seperti ini adalah melampaui norma kehidupan masyarakat semasa yang tidak boleh dipandang
ringan dan perlu ditangani supaya tidak membawa kepada situasi yang lebih buruk. Semua lapisan masyarakat perlu
bersetuju dan sebulat suara untuk menolak ekstremisme dan radikalisme daripada diamalkan di Malaysia. Ini kerana
perbuatan ini tidak menunjukkan budaya di Malaysia dan boleh membawa ancaman yang sangat besar kepada negara.
Di seluruh dunia masa kini sentiasa dalam keadaan berjaga-jaga kerana wujudnya ancaman seperti pengganas terhadap
ketenteraman awam. Insiden di negara-negara luar seperti pemgeboman, penembakan serta tebusan di Perancis, Britain,
Amerika Syarikat bahkan negara jiran kita Indonesia yang dilakukan akibat fahaman radikalisme dan ekstremisme yang
semakin berleluasa dalam kalangan belia. Oleh itu, proses pembanterasan radikalisme dan ekstremisme dalam kalangan

belia perlu dipergiatkan dan diperhebatkan untuk memastikan Malaysia sentiasa dalam keadaan aman dan makmur
demi generasi masa hadapan.

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A.S.Hornby. 2000. Oxford Advanced, Dictionary of Current English. UK Oxford University Press. Page 691.
Bartoli, Andrea and P. Coleman. 2003. Dealing With Extremist. Beyond Intractability Burgess. Conflit Research Consortium. University of Colorado,

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International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

PENGGUNAAN AKTIVITI PAPAN PERMAINAN SAHIBBA
SEJARAH (SS) DALAM MENINGKATKAN ASPEK SIKAP,
MINAT, KPS DAN PENCAPAIAN PEMBELAJARAN SEJARAH

FOKUS KEPADA PELAJAR
TINGKATAN 4 2017

Mohd Zulhelmi Mansor, Mohd Mahzan Awang & Abdul Razaq Ahmad

Smk Agama Kuala Selangor
Emel: [email protected]

[email protected]
[email protected]

ABSTRAK

Kajian ini dilaksanakan kerana pelajar menghadapi masalah tidak berninat subjek sejarah dalam proses PdPc kerana
terlalu bergantung kepada penggunaan buku teks sahaja. Tinjauan awal telah dilaksanakan melalui semakan kerja
murid, ujian pra soal selidik, temubual serta pemerhatian. Hasil tinjauan terhadap sikap pelajar yang tidak minat dalam
PdPc sejarah menunjukkan murid sukar mengingati konsep sejarah dan kandungan sejarah itu sendiri dengan lebih
berkesan. Bagi mengatasi masalah yang dihadapi oleh murid 4 Hidayah di dalam pembelajaran sejarah saya
menggunakan kaedah bermain sambil belajar melalui penemuan inovasi alat bantu mengajar yang dikenali sebagai
Sahibba Sejarah (SS). Kaedah ini memerlukan murid membaca soalan mengikut giliran dan setiap murid yang bermain
Sahibba Sejarah (SS) ini berpeluang untuk membaca dan menjawab soalan yang disedikan mengikut bab-bab dalam
buku teks tingkatan 4. Setiap bab mempunyai 30 soalan yang terdiri daripada soalan teka silang kata. Pelajar. Kaedah
ini memerlukan murid membina perkataan berdasarkan soalan yang diberikan oleh guru. Jawapan tersebut disusun di
atas papan permainan Sahubba mengikut hukum permainan Sahibba Sejarah (SS). Seramai 20 orang murid dan seorang
guru terlibat dalam kajian ini. Kaedah ini dijalankan dalam tempoh dua bulan . Aktiviti ini dijalankan selama satu jam
pada hari Isnin dan Rabu. Keputusan ujian post serta ujian bulanan telah menunjukkan peningkatan minat sikap dan
prestasi murid. Murid lebih mengingati konsep sejarah dan kandungan penting Sejarah melalui kaedah Sahibba Sejarah
ini. PdPc menggunakan kaedah ini haruslah dikekalkan agar murid mendapatkan pencapaian Sejarah yang lebih baik.

Katakunci: Aspek Sikap, Minat, KPS dan Pencapaian Pembelajaran Sejarah

1.0 PENGENALAN

Kajian ini dijalankan bertujuan untuk melihat keberkesanan penggunaan peralatan papan permainan Sahibba Sejarah
(SS) dalam Pembelajaran dan Pemudahcaraan (PdPc) dan dapat meningkatkan pencapaian murid dalam mata pelajaran
sejarah. Selain itu,kajian ini juga bertujuan untuk melihat sama ada terdapat peningkatan pencapaian murid selepas
PdPc menggunakan peralatan papan permainan ini. Selain itu, kajian ini juga mengkaji tahap penerimaan murid
terhadap peralatan Sahibba Sejarah dalam proses PdPc sejarah. Kajian ini telah dijalankan di Sekolah Menengah
Kebangsaan Agama Kuala Selangor, Selangor. Kajian ini telah dijalankan secara kuantitatif dengan sampel kajian
terdiri daripada 20 orang murid. Kajian ini menggunakan peralatan papan permainan Sahibba Sejarah sebagai pemboleh
ubah tidak bersandar dan pencapaian murid sebagai pemboleh ubah bersandar. Selain itu, kajian ini turut menggunakan
dua set ujian aneka pilihan untuk ujian pra dan pasca, borang soal selidik untuk melihat minat, sikap, kemahiran
pemikiran sejarah (KPS) dan tahap penerimaan murid terhadap pengajaran dan pembelajaran menggunakan peralatan
papan permainan Sahibba Sejarah (SS). Hasil dapatan kajian menunjukkan tidak terdapat perbezaan yang signifikan
min pencapaian murid dalam ujian pra dan pasca antara jantina. Secara keseluruhan, peralatan papan permainan
Sahibba Sejarah (SS) dapat meningkatkan minat dan pencapaian murid dalam subjek sejarah.

2.0 SAHIBBA SEJARAH

Peralatan papan permainan Sahibba Sejarah merupakan projek lanjutan kedua inovasi mata pelajaran Sejarah yang
merupakan hasil ciptaan penambahbaikan daripada saya sebagai seorang guru mata pelajaran Sejarah yang mendapat
gelaran Guru Cemerlang Sejarah pada tahun 2015 dan Ikon Guru Kebangsaan 2015.

Peralatan papan permainan Sahibba Sejarah (SS) direka cipta untuk mengatasi masalah yang sering dialami oleh
murid-murid di Malaysia yang menganggap sejarah sebagai satu subjek yang membosankan, terlalu banyak fakta yang
perlu diingati dan murid sukar untuk menghafal terutama nama-nama tokoh dalam sejarah. Hal ini menyebabkan murid
hilang minat untuk mempelajari subjek sejarah yang kini menjadi mata pelajaran wajib untuk murid layak mendapatkan
Sijil Pelajaran Malaysia (SPM). Justeru itu, peralatan papan permainan Sahibba Sejarah diharapkan menjadi salah satu