CENDEKIA 2.0 - Kompilasi Penulisan Ilmiah & Kreatif

CONCLUSION

This study explored the speaking anxiety in Communicative English 1
classrooms in a polytechnic. The findings revealed that the level of anxiety in a
Communicative English classroom is generally at a moderate level. This shows that
the majority of the students who took part in the study experienced a moderate level
of anxiety or nervousness when it comes to speaking English with other students.
The fear of negative evaluation is also seen as a significant cause of anxiety among
respondents in Communicative English 1 class as they feel a sense of shyness or
inhibition. This is directly affecting students’ performance upon completing the
coursework assessments in polytechnic. In order to counter such anxiety problems
among students, teachers should utilize interesting methods of teaching, creating a
fun environment in the classrooms and the teachers are required to identify the
needs of their students, and then they should meticulously design appropriate
activities to motivate students and also to reduce the feeling of anxiety during
English class.

REFERENCES

Kamsin, S. R., & Mohamad, M. (2020). The Implementation of Highly Immersive
Programme (HIP) Speaking Activities in Malaysian Schools: A Literature
Review. Scientific Research Publishing, 1783-1794.

Long, K. L., Jiin Yih, Y., & Phek Lin, S. S. (2019). Undergraduates' Speaking Anxiety
in English as Second Language (ESL) Classrooms. 29-40.

Malaysia, K. P. (2015). Executive Summary Malaysia Blueprint 2015-2025 (Higher
Education). Putrajaya: Kementerian Pendidikan Malaysia.

Taly, B. C., & Paramasivam, S. (2020). Speaking anxiety among Postgraduate
International Students in the Academic Context of University in Malaysia.
International Journal of Linguistics, 198-219.

United Nations Educational, S. a. (2016). Strategy for Technical and Vocational
Education and Training (TVET) (2016-2021). France: United Nations
Educational, Scientific and Cultural Organization.

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Yaikhong, K., & Usaha, S. (2012). A Measure of EFL Public Speaking Class Anxiety:
Scale Development and Preliminary Validation and Reliability. English
Language Teaching Vol. 5, 23-35.

37

ILIMIAH 6

QUIZLET AND QUZZIZ: A COMPARISON BETWEEN TWO LEARNING
MOBILE APPLICATIONS

Siti Faezah binti Ahmad Sazalia, Kamarul Aina binti Mohamedb
[email protected]; [email protected]

Politeknik METro Johor Bahrua, Politeknik Ibrahim Sultanb

ABSTRACT
This article highlights the comparison of two learning mobile applications, Quizlet
and Quizziz. They are the applications that allow users to learn knowledge through
learning tools and games. Generally, both applications share almost similar features
and functions. This study aims to identify the similarities and differences between
Quizlet and Quizziz in terms of functions and features and also to find out the
advantages and weaknesses of Quizlet and Quizziz. Questionnaires were given to
the respondents in order to collect the data. Although few numbers of differences
between Quizlet and Quizziz have been identified, each application has their own
strengths and weaknesses. Generally, both mobile applications help to gain a better
understanding in learning through the various games types and learning notes
provided.

Keywords : Quizlet; Quizziz; connectivism; features; functions; games

INTRODUCTION

Mobile application or known as mobile app is a software application created
specifically for use on small, wireless computing device for instance, smartphones
or tablets. Mobile application is applied in mobile learning where it is described as
ubiquitous, portable and interactive that allows the students to experience their
learning anywhere (Fezile and Nadire, 2011). Apart from that, mobile learning
highlights the theory of connectivism it is more on student-centric approach. Quizziz

38

and Quizlet are the mobile learning applications that will be chosen and explained
in terms of their respective functions and features, advantages and many more.

OBJECTIVES

The objectives of this study are:
- to identify the similarities and differences between Quizlet and Quizziz in
terms of functions and features.
- to find out the advantages and weaknesses of Quizlet and Quizziz.

METHODOLGY

This study applied quantitative design where it used 30 Polytechnic Students in
Johor as the sample. Besides, analysis of documents and survey form will be used
in this study as the data collection.

DATA ANALYSIS

1. QUIZLET
Quizlet is a mobile and web-based study application that allows users to learn
knowledge through learning tools and games. It aims to help the students and the
teachers to practice and master whatever they are learning. It provides interactive
and customizable activities by the teachers who are also the contributors for the
content of the games. It has been reviewed by many educational technology
webpage and press on the effectiveness of this application. Quizlet has several
functions and features to be explored by the users:

Various Subjects
There are many subjects in Quizlet and a few categories listed so that users can
browse according to their preferred topics.

39

Shareable quiz content
Teachers can discover content for the students among many study sets on Quizlet.
It could save the teachers’ time by finding study sets that is created and shared by
other teachers which cover exactly what students need.

Various Learning Notes
Quizlet has introduced different ways of learning styles; through Diagram and
Flashcards. The interesting fact is; teachers can use the same content that originally
created by them and the content will be auto generated according to the types.
Students can easily find resources for any subject at any level. They can also revise
for any subject with fun and Diagram and Flashcards.

Various Game Types
Besides that, there are various types of quizzes /games offered by Quizlet. For
instance, Live Game, Match, Gravity and 100,000 of Pyramid. Although they are
played differently according to their types, teachers do not have to spend their time
a lot to develop the contents because the same content can be used for every game.
Interestingly, the games can be played individually or in group. From this, it
encourages the students to compete for the top score by playing Quizlet’s study
games in school or at home.

Fun and captivating illustration
In Quizlet, teachers have the choice to upload their own pictures or they can simply
use the pictures provided by this application and it is definitely free. So, they do not
have to be in hassle finding captivating and suitable pictures/illustration for their
notes.

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Figure 1.1: Quizlet interface and games layout

2. QUIZZIZ
Quizizz enables the teachers to conduct student-paced formative assessments in a
fun and engaging way for students of all ages. The users can enjoy the multiplayer
quiz game to have the whole class play together or teachers can assign homework
for individual practice. The significant functions and features that can be explored
include:

Student-paced
Questions are displayed on each student's smartphones or laptops screen, so they
can answer questions at their own pace and review their answers at the end.

Bring Your Own Device (BYOD)
Quizziz is convenient to the users because it can be played by students using any
kind of device with a browser, including their PCs, laptops, tablets, and
smartphones.

Various Subjects
There are basically 9 subjects offered in Quizziz, it consists of Mathematics, Social
Study, English and Language Art, World Languages, Science, Computer Science &
Skills, Career and Technical Education, Creative Arts and Health & Physical
Education. Quizziz makes it easy to explore and create study materials for these
subjects.

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Shareable public quizzes
Teachers around the world create thousands questions on Quizizz every day. It is
an effort to generate great content that everyone can share and use.

Quiz Editor
The Quizizz editor function is the most convenient quiz editor in the world. Besides,
it is very user-friendly especially those who do not have any experience in
developing content using technology. There is also a meme function button, where
the teachers can create meme by selecting given thematic pictures and inserting
suitable captions as an additional feature in the quiz.; for example, if the students
have wrong answer, the meme saying ‘Try Again’ will appear after the answer.

Game Type
Basically, students can play Live Game in class individually or in group. The best
part is they can review the questions and answers in their own time right after they
receive their score. In fact, they can retake the quiz without restrictions. There are
also Homework for the students to learn more. From this, students are given the
chance to have self-paced study and reflect their learning.

Reports
Quizziz reports give the teachers detailed class-level and student-level insights for
every quiz they conduct. They can also download the reports in the form of Excel
spreadsheet for the hardcopy.

Quiz Customization
Teachers have various options to customize their quiz session to toggle the level of
competition, speed, and other factors. In addition, teachers can create quizzes by
allowing them to pluck questions from any quiz, easily add images from the internet,
auto-save the progress and tons of other features.

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Feedback
Students are allowed to give feedback on quiz they have played. They can also refer
a friend about Quizziz by sending invitations via email to them.

Figure 2.1: Quizziz homepage

QUIZLET AND QUIZZIZ APPLICATION EVALUATION

After a set of questionnaire through google survey form was distributed and few
analysis as well as demonstration with mutual friends, the findings are drawn as
below:
• Majority of the respondents said that they have used Quizziz compared to

Quizlet app before. They are also quite familiar with Quizziz apps rather than
Quizlet.
• In terms of the presentation, majority thinks that Quizziz has more interactive
interface and attractive colour scheme as Quizziz displays brighter colour and
layout to trigger users’ attention. Besides, Quizziz has additional ‘Meme’ feature
which looks more interesting. Nonetheless, some respondents state that Quizlet
uses animal feature such as ox, shark, cheetah and many more to represent
every group in Live Game, in which they feel fun and excited to play along.
• In terms of accuracy, both Quizlet’s and Quizziz’s contents are suitable for every
level of students for every age. They agreed that the content such as the notes,
diagrams, Live Game are not wordy but very interactive and useful to them. Apart
from that, through simulation in class, respondents claimed that they also feel

43

motivated and excited to learn and they gain better understanding in meaningful
way through using the application.
• Next, more respondents agreed that Quizziz is relevant to the target users as it
has an achievable objective which they want the students to have fun in learning
through online games or gamification and master in whatever they are learning.
Basically, Quizlet also offers almost the same objective, but Quizziz has more
detailed method where students could actually revise the lesson from their
answers on their self-paced time and they could retake the test if they want to.
In the same time, users are allowed to give feedback among each other on
related topic. This indicates the learning is relevant to the objective as it focused
on student-centered.
• Most respondents also agreed that there is a significant connection to learning
objective in using Quizziz and Quizlet because mobile learning is the trend of
learning nowadays. As students are always on the go, they need something that
is handy, convenient to learn, which is contradicts to the traditional way of
learning. Thus, these mobile applications cater the needs to learn entertainingly
through gamification. Teachers can track and monitor the students’ progress
conveniently as this feature is free for Quizziz. However, Quizlet’s users need to
update to premium package to monitor students’ report.
• Through discussions and questionnaire, respondents also agreed that the
contents presented in both applications are suitable and adequate to the target
users. They are not wordy and boring as the contents can be presented through
diagram such as in Quizlet. Teachers can customize the questions and the
content according to their level. Activities such as Live Games comprised in both
applications are also enjoyable and appropriate to every users regardless of their
level. It is fun and in the same time they can learn something simultaneously.

CONCLUSION

In a nutshell, the use of mobile application in mobile learning has boosted up
students’ motivation to learn. Not only that, they also gain a better understanding in
their learning through the various games types and learning notes provided there.

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They agreed that it is an effective approach and relevant to current learning
environment compared to the traditional way (Marwan, Madar & Fuad, 2013).
Although few numbers of differences between Quizlet and Quizziz have been
identified, each application has their own strengths and weaknesses. As a
suggestion, the use of mobile application in mobile learning should be best practiced
and emphasized not only in the class, but also outside the classroom.
REFERENCE
Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile

learning. Procedia-Social and Behavioral Sciences, 28, 937-942.
Saleh, N., & Zakaria, N. (2013). Investigating the difficulties faced in understanding,

and strategies used in processing English idiom by the Libyan students.
International Journal of English Language and Translation Studies, 1(2), 69-
90.
https://blog.quizizz.com
https://quizlet.com/418444178/gravity
https://instabug.com/blog/in-app-survey-questions-templates/
https://thinkmobiles.com/blog/popular-types-of-apps/

45

ILIMIAH 7

LIFELONG LEARNING FOR EDUCATORS DURING THE COVID-19
PANDEMIC: WHAT COULD IT POSSIBLY MEAN?
Angela Kwon Mei Jun
[email protected]; [email protected]
Politeknik Sultan Idris Shah

ABSTRACT
What has lifelong learning to do with the Covid-19 pandemic? What has lifelong
learning to do with educators? What does the term lifelong learning mean? This
article provides a basic understanding of the term lifelong learning, by drawing from
the literature on the origins of the term to the different definitions provided over the
years. The article then argues that lifelong learning is definitely relevant to educators
who have no choice but to adapt to the new normal of online teaching due to the
Covid-19 pandemic. Finally, in this article, four big questions that have guided the
author in her own process of lifelong learning as an educator during the pandemic
this year

Keywords : lifelong learning, pandemic, online classroom

INTRODUCTION

Lifelong learning and its closely related terms such as ‘continuing education’,
‘lifelong education’ are words that are no stranger to the world of the 21st century,
including in Malaysia. Across the world, 40 nations have come up with their national
lifelong learning policies (UNESCO, 2020a). In Malaysian polytechnics, a unit
dedicated to continuing education has been in existence in every polytechnic: the
‘Unit Latihan dan Pendidikan Lanjutan’ (Training and Continuing Education Unit)
which has since been rebranded to the current ‘Seksyen Kompetensi dan
Pembangunan Kerjaya’ (Career Competency and Development Section).

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On a seemingly distinct issue, this year of 2020 is one that is associated with
the Covid-19 pandemic, in our nation and in the world. It has been a generally
acknowledged (Prodanović Marijana M, & Gavranović Valentina M., 2020, p. 232)
reality in the world of education that the pandemic has substantially altered the way
formal education is delivered. This has meant significant adaptations and a steep
learning curve for educators in formal learning institutions (Kim, et. al., 2020;
UNESCO, 2020b) particularly in institutions that have largely conducted classes in
physical venues and campuses.

In this brief article, I hope to draw readers’ attention to the relevance of
lifelong learning for educators in this time of the Covid-19 pandemic. Firstly, I aim to
offer readers a basic understanding from the literature on the lifelong learning notion
which has a complex history. Secondly, I would like to suggest several simple
questions that could potentially facilitate a more focused and rewarding learning
experience for my fellow educators. Before I unintentionally perpetuate an
unnecessary misunderstanding, these questions were questions that I personally
found myself asking during the last few months of being forced to embark on a
learning curve which I have found to be slightly steep, in order to deliver classes
online.

THE HISTORY OF THE LIFELONG LEARNING CONCEPT: A NOTION WITH
MORE THAN ONE CONNOTATION

What exactly is lifelong learning? This notion is one that has a long history of
evolving (Kwon, A. M. J., 2019, pp. 5-10) which is impossible to sufficiently explain
in detail due to the limited space of this article. Perhaps I could try to provide a ‘super
summary’ that would hopefully provide a basic understanding.

Lifelong learning as a written concept first existed from the early Western
philosophers such as Plato, Augustine, Rousseau (Aspin, D. et. al., 2012), as well
as in Eastern philosophy such as the Confucian idea of education to foster “the
virtuous man” of love, wisdom and bravery (Aspin, D. et al., 2012; Shan, 2017).

47

Lifelong learning then was generally understood as learning or education for
everyone, that takes place in all contexts (formal, non-formal, informal), throughout
one’s life, for holistic purposes or general human well-being and existence in
society.

Then, in the early twentieth century, influential figures in the education field
such as Basil Yeaxlee, Eduard Lindeman and John Dewey began writing about the
importance of learning and growing throughout one’s life that is not restricted to
formal schooling (Aspin, D., et al., 2012; Centeno, 2011; Cross-Durrant, 1991a,
1991b).

Subsequently, from the early 1970s, the notion of lifelong learning then went
through other changes and finally became what it entails today: one of it being an
official regional and national policy priority across the world (Field, 2006; Tuijnman
& Boström, 2002) which is more narrowly focused on individual learning for the job
market and employment-related purposes (Mojab & Gorman, 2001; Ng & Shan,
2010). In other words, there was a rather significant shift from the notion of lifelong
learning being a more holistic concept encompassing all areas of life, to lifelong
learning being primarily economic-focused.

This shift was due to decades of various intentional formalization of the
lifelong learning conceptualization by international organisations such as the
Council of Europe (CE), the Organisation for Economic Co-operation and
Development (OECD); and the United Nations Educational, Scientific and Cultural
Organization (UNESCO) (Centeno, 2011; Field, 2006; Jakobi, 2012; Shan, 2017).
To quote one example, the policy goals of the European Union’s (EU) Memorandum
on Lifelong Learning are “personal fulfillment, active citizenship, social inclusion,
employability and adaptability” (CE, 2000, p. 3). In a similar vein, UNESCO’s
Recommendation on Adult Learning and Education (RALE) 2015 identified three
areas that are key to ensure adults’ full participation in societies and ‘the world of
work’: “literacy and basic skills; continuing education and vocational skills; liberal,
popular and community education and citizenship skills” (UNESCO, 2016, p. 3).

48

Although the main purpose of this article is to look at the relevance of lifelong
learning for educators particularly during the Covid-19 pandemic, and not to provide
an in-depth understanding of the notion of lifelong learning, I have provided this
section in order to lay down a basic theoretical understanding of the term lifelong
learning.

CONTEXTUALIZING AND APPLYING LIFELONG LEARNING AS AN
EDUCATOR DURING THE COVID-19 PANDEMIC: ONE EDUCATOR’S GUIDING
QUESTIONS

What has lifelong learning, then, have to do with educators? Despite the
varying definitions and understandings of what lifelong learning is (from the previous
section), one common denominator in all the different definitions is the process of
continuously learning. Associate Professor Dr. Vishalache Balakrishnan, in his
article in The News Straits Times Malaysia (2019, August 9) wrote about the
importance for teachers to “learn, unlearn and relearn”. This brings to mind a quote
by Alvin Toffler, “The illiterate of the 21st century will not be those who cannot read
and write, but those who cannot learn, unlearn, and relearn”

Hence, continuing to learn is a given responsibility for all who call themselves
educators, more so during the Covid-19 pandemic where the need to adapt to online
teaching is not a choice.

In this section, I would like to share four big questions that came up for me from
the course of attending various webinars in May, June and July 2020 – in an effort
to adapt to the ‘new normal’ of teaching. These questions have since become a form
of guidance and provided direction for me throughout the process of adapting to
online teaching. These questions were also questions that helped me determine the
actions that I needed to take. The questions are:

49

● What are some pedagogical principles and practices from my physical classes
that I would like to continue (or discontinue) in my online classes? Is there
anything about my physical classes’ pedagogical principles and practices that I
would like to change/improve? How would implementing those pedagogical
principles and practices in the online class look like in tangible ways?

● What are the technologies/tools/apps that I need to learn in order to conduct
classes online, while considering the limitations of my own energy, time and level
of tech-savviness?

● How can I be of support to my colleagues/fellow educators?
● What kinds of support do I need, and where can I obtain the support? (from my

colleagues/fellow educators)

CONCLUSION

To conclude, it is my hope that this brief article would have caused you, my readers,
to be more aware and intentional about the importance for us educators to be
lifelong learners, not just as individual educators but also as part of a bigger educator
family with our fellow colleagues. I would also conclude by saying that our learning
as educators does not only take place when we attend formal training courses; it
also takes place through informal and non-formal means such as guiding a fellow
colleague on using a new app and watching a YouTube video on how to create
cloze questions on Moodle/CIDOS.

May we all continue to learn, unlearn and relearn as educators, even as we
are contributing directly and indirectly to the UNESCO’s 2030 Agenda for
Sustainable Development which is based on the principle of lifelong learning
(UNESCO, 2016). Happy learning and let us be learning together!

50

REFERENCE

Aspin, D. N., Chapman, J., Evans, K., & Bagnall, R. (2012). Second international
handbook of lifelong learning. Dordrecht: Springer Netherlands.

Balakrishnan, Assoc. Prof. Dr. Vishalache. (2019, August 9). Teachers must learn,
unlearn and relearn. The News Straits Times Malaysia.
https://www.nst.com.my/opinion/letters/2019/08/511612/teachers-must-
learn-unlearn-and-relearn

Centeno, V. (2011). Lifelong learning: A policy concept with a long past but a short
history. International Journal of Lifelong Education, 30(2), 133-150.
DOI:10.1080/02601370.2010.547616.

Cross-Durrant, A. (1991a). Basil Yeaxlee and the Origins of Lifelong Education. In
P. Jarvis (Ed.), Twentieth century thinkers in adult education: International
perspectives on adult and continuing education (pp. 38-61). Routledge.

Cross-Durrant, A. (1991b). John Dewey and Lifelong Education. In P. Jarvis (Ed.),
Twentieth century thinkers in adult education: International perspectives on
adult and continuing education (pp. 79-97). Routledge.

European Council (CE). (2000). Memorandum on lifelong learning. Retrieved from:
https://uil.unesco.org/i/doc/lifelong-learning/policies/european-communities
-a-memorandum-on-lifelong-learning.pdf

Field, J. (2006). Lifelong learning and the new educational order (2nd rev. ed.).
Stoke-on-Trent: Trentham Books.

Jakobi, A. (2012). International organisations and policy diffusion: The global norm
of lifelong learning. Journal of International Relations and Development,
15(1), 31-64. DOI:10.1057/jird.2010.20.

Kim, Lisa E, & Asbury, Kathryn. (2020). ‘Like a rug had been pulled from under
you’: The impact of COVID‐19 on teachers in England during the first six
weeks of the UK lockdown. British Journal of Educational
Psychology, 90(4), 1062-1083.

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Kwon, A. M. J. (2019). The ideological conceptualisations of lifelong learning and
older learners in the Malta National Lifelong Learning Strategy 2014-2020:
A critical discourse analysis of policy text production [Unpublished masters
dissertation]. University of Glasgow.

Mojab, S., & Gorman, R. (2001). The struggle over lifelong learning: A Marxist-
feminist analysis. Proceedings of the Adult Education Research
Conference. Retrieved from: http://newprairiepress.org/aerc/2001/papers/50

Ng, R. & Shan, H. (2010). Lifelong learning as ideological practice: an analysis
from the perspective of immigrant women in Canada. International Journal
of Lifelong Education, 29(2), 169-184. DOI: 10.1080/02601371003616574

Prodanović Marijana M, & Gavranović Valentina M. (2020). Online language
teaching and learning: Anglistics students' perspectives on the new
educational environment imposed by the COVID 19 outbreak. Zbornik
Radova Filozofskog Fakulteta (1990), 50(3), 231-248.

Shan, H. (2017). Lifelong education and lifelong learning with Chinese
characteristics: A critical policy discourse analysis. Asia Pacific Education
Review, 18(2), 189-201. DOI: 10.1007/s12564-017-9483-8.

Tuijnman, A. & Boström, A. (2002). Changing notions of lifelong education and
lifelong learning. International Review of Education / Internationale
Zeitschrift Für Erziehungswissenschaft / Revue Internationale De
l'Education,, 48(1/2), 93-110. DOI:10.1023/A:1015601909731.

UNESCO. (2016). Recommendation on Adult Learning and Education, 2015.
Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000245179

UNESCO. (2020a). Collection of lifelong learning policies and strategies.
Retrieved from: http://uil.unesco.org/lifelong-learning/lifelong-learning-
policies

UNESCO (2020b, March 10). Adverse consequences of school closures.
Retrieved from
https://en.unesco.org/covid19/educationresponse/consequences

52

ILIMIAH 8

PENERIMAAN PELANGGAN TERHADAP SISTEM PERBANKAN ISLAM DI
MALAYSIA

Yusnizah Bt Selamat, Mohd Burhan Bin Yusof
[email protected] ; [email protected]

Politeknik Sultan Idris Shah

ABSTRAK
Sistem perbankan Islam merupakan satu perkhidmatan kewangan terpenting dan
berdaya saing seiring dengan perkembangan perbankan di Malaysia. Bukan hanya
sekadar medium untuk simpanan deposit semata-mata, sistem perbankan Islam di
Malaysia kini menawarkan pelbagai produk dan perkhidmatan berlandaskan Islam
dan patuh Syariah kepada para pelanggan, samada pelanggan Islam mahupun
bukan Islam. Kepelbagaian perkhidmatan dan produk yang ditawarkan oleh sistem
perbankan Islam di Malaysia ini dilihat dapat menarik pelanggan untuk
menggunakan perkhidmatan yang ditawarkan. Justeru, sistem perbankan Islam di
Malaysia kini dilihat semakin pesat berkembang dan memberi saingan kepada
sistem perbankan konvensional dalam penawaran produk dan perkhidmatan
kepada pelanggan- pelanggan.

Kata kunci : perbankan Islam, produk dan perkhidmatan, pelanggan

Malaysia merupakan sebuah negara yang unik kerana mengamalkan sistem
dwi perbankan di mana sistem perbankan Islam beroperasi secara selari dengan
sistem perbankan konvensional. Bank Islam di Malaysia secara rasminya
memulakan operasi pada tahun 1983. Bank Islam pertama di Malaysia yang
berlandaskan dengan undang-undang Syariah pada ketika itu adalah pihak Bank
Islam Malaysia Berhad (BIMB) yang dikawal oleh Akta Perbankan Islam tahun 1983.
Sehingga hari ini terdapat dua bank yang mengamalkan sistem perbankan Islam
sepenuhnya iaitu Bank Islam Malaysia Berhad dan juga Bank Muamalat Malaysia

53

Berhad (BMMB) yang dikawal oleh Akta Perkhidmatan Kewangan Islam tahun 2013
yang menggantikan akta yang terdahulu.

Sebelum tertubuhnya Bank Islam di Malaysia, sistem perbankan
konvensional berteraskan kepada prinsip faedah atau riba yang mana ia
diharamkan menurut Islam. Pengharaman segala transaksi mahupun aktiviti
berkaitan riba ini selari dengan firman Allah S.W.T dalam Surah Ar-Rum ayat 39,
Surah Ali-Imran ayat 130, Surah Al-Baqarah ayat 275, 276 dan 278-279. Selain itu
juga aktiviti perbankan konvensional ini adalah bercanggah dengan ajaran Islam
yang melarang perjudian (maisir) dan dagangan spekulatif (gharar). Bertentangan
dengan amalan dalam sistem perbankan Islam, antara prinsip asas utama Bank
Islam adalah perkongsian keuntungan di antara pihak-pihak yang terlibat dan juga
jaminan keadilan untuk semua. Antara kontrak terkenal digunakan dalam
perbankan Islam pada masa kini ialah Mudharabah (perkongsian untung),
Musyarakah (perkongsian untung rugi), Ijarah (sewa), Murabahah (kos termasuk
pembiayaan), Tawarruq (pertukaran aset kepada wang) dan lain-lain.

Persamaan antara perbankan Islam dan konvensional adalah sumber dana
di mana kedua-duanya bergantung pada wang pendeposit dengan menawarkan
pelbagai skim depositori seperti akaun semasa, akaun simpanan dan juga akaun
pelaburan. Perbezaan antara sistem perbankan Islam dan konvensional pula
terletak dalam transaksi berkaitan akaun pelaburan. Ini adalah kerana bank-bank
konvensional menawarkan kadar faedah yang tetap bagi produk simpanan
tetapnya, manakala akaun pelaburan Bank-Bank Islam tiada kadar pulangan yang
tetap tetapi pembahagian keuntungan berdasarkan nisbah perkongsian untung
yang telah dipersetujui di antara pihak bank dan pendeposit itu. Bagi memastikan
daya saing dalam industri perbankan, bank Islam perlu mengenal pasti tahap kadar
pulangan terhadap deposit yang mana ia mempengaruhi keputusan pelanggan-
pelanggan mereka untuk deposit wang mereka di bank terbabit.

Setelah 36 tahun kewujudan sitem perbankan Islam di Malaysia, industri
perbankan Islam dilihat berkembang pesat yang mana ianya bertumbuh pada kadar

54

15% ke 20% setahun. Anehnya di sebalik perkembangan yang pesat ini adalah
sokongan luar biasa daripada para pelanggan bukan Islam. Didapati orang bukan
Islam merupakan pendeposit utama di bank-bank Islam di Malaysia. Apakah faktor-
faktor yang menyumbang kepada fenomena ini?

Berikut adalah faktor-faktor yang mungkin menyumbang kepada fenomena
ini : -

Pertama, pelanggan bukan Islam lebih menyukai produk perbankan Islam kerana
ia adalah menarik kepada mereka kerana ia mempunyai potensi untuk memperolehi
pulangan yang lebih lumayan. Sebagai contoh, kontrak pelaburan yang digunakan
di bawah prinsip Mudharabah yang memastikan perkongsian keuntungan
pelaburan di antara pihak Bank Islam dan pelabur kelihatan amat menarik
berbanding deposit tetap yang ditawarkan oleh perbankan konvensional yang mana
keuntungan ke atas akaun tersebut ditawarkan secara tetap. Berdasarkan kontrak
Mudharabah pelabur dan Bank Islam mungkin bersetuju nisbah perkongsian
keuntungan mengikut perjanjian bersama contohnya 60: 40 atau 50: 50 atau mana-
mana nisbah selagi kedua-dua pihak bersetuju sebelum menandatangani perjanjian
tersebut.

Kedua, pelanggan bukan Islam dikatakan lebih suka produk-produk yang
ditawarkan oleh perbankan Islam kerana ia menawarkan pelbagai kemudahan
kepada mereka. Bank Islam Malaysia Berhad contohnya menawarkan pelbagai
jenis produk bagi tujuan mendepositkan wang, pelaburan, sewa beli dan juga untuk
tujuan pembiayaan. Pelanggan secara bebas boleh memilih produk yang sesuai
dengan kehendak dan keperluan semasa mereka. Sebagai contoh dalam kes
pembiayaan projek perniagaan selain membuat pinjaman dikenakan faedah oleh
bank konvensional untuk membiayai tersebut, pelanggan boleh memilih untuk
membiayai projek tersebut dengan menggunapakai kontrak Musyarakah
(perkongsian untung rugi) dengan perbankan Islam. Dalam kes kontrak
Musharakah ini, pihak Bank Islam akan bertindak sebagai rakan kongsi berbanding
sebagai pemberi pinjaman sepertimana dalam amalan bank konvensional.

55

Akhir sekali, bagi pelanggan Muslim pula faktor agama boleh dianggap
sebagai satu elemen yang penting yang boleh menarik lebih ramai orang untuk
mendepositkan dana atau wang mereka di bank-bank Islam di Malaysia. Sebagai
seorang Muslim, adalah menjadi tanggungjawab kita semua untuk menyokong
sistem perbankan Islam kerana ia merupakan satu jihad dalam memastikan
ekonomi Islam ini berkembang pesat di negara kita. Apa jua isu-isu yang mungkin
timbul dalam industri perbankan Islam, mestilah kita abaikan isu-isu yang bersifat
negatif dan hanya mengambil kira yang positif dalam memastikan industri
perbankan Islam berkembang pesat di negara kita.

RUJUKAN

Abdullah, A. A., Sidek, R., & Adnan, A. A. (2012). Perception of nonMuslim
customers on Islamic banks in Malaysia. International Journal of Business
and Social Science, 3(11), 151-163.

Ahasanul, H., Osman, J., & Ismail. Z., (2009). Factors influencing selection of
Islamic banking: A study on Malaysian customer preferences. American
Journal of Applied Sciences, 6(5), 922-928.

Amin, H., Rahim Abdul Rahman, A., Laison Sondoh Jr, S., & Magdalene Chooi Hwa,
A. (2011). Determinants of customers’ intention to use Islamic personal
financing: The case of Malaysian Islamic banks. Journal of Islamic
Accounting and Business Research, 2(1), 22-42.

Bauer, H. H., Barnes, S. J., Reichardt, T., & Neumann, M. M. (2005). Driving
consumer acceptance of mobile marketing: A theoretical framework and
empirical study. Journal of Electronic Commerce Research, 6(3), 181-192.

Bley, J., & Kuehn, K. (2004). Conventional versus Islamic finance: Student
knowledge and perception in the United Arab Emirates. International Journal
of Islamic Financial Services, 5(4), Retrieved December 24,2010, from
http://islamic-finance. net/journals/ journal20/vol5no4art2.pdf.

Doraisamy, B., Shanmugam, A., & Raman, R. (2011). A study on consumers’
preferences of Islamic banking products and services in Sungai Petani.
Academic Research International, 1(3), 290-302.

56

Dusuki, A., & Abdullah, N. (2007). Why do Malaysian customers patronize Islamic
Banks? International Journal on Bank Marketing. 25(3) : 142-160 Erol, C., &
El-Bdour, R. (1989), Attitude, behavior and patronage factors of bank
customers of Islamic Banks, International Journal of Banking Marketing, 7(6),
31-9.

Hamid, A., & Nordin, N. (2001). A study on Islamic banking education and strategy
for the new Millennium-Malaysian experience. International Journal of Islamic
Financial Services, 2(4), 3-11.

57

ILIMIAH 9

PROGRAM ENGINEERING SCIENCE LAB CALCULATOR
DI JABATAN MATEMATIK, SAINS DAN KOMPUTER

Mohammed Ilias bin Harun Habib Amad Patel, Che Samsuriza bin Haji Che Noh
[email protected], [email protected]
Politeknik Sultan Idris Shah

ABSTRAK
Program Engineering Science Lab Calculator dibangunkan berdasarkan
pengalaman, kesukaran dan kesusahan pensyarah yang mengajar dan pelajar-
pelajar yang menjalani amali di makmal JMSK, PSIS bagi kursus – kursus DBS
1012 - Engineering Science, PBS 1014 - Basic Engineering Science 1 dan PBS
2014 - Basic Engineering Science 2. Ini kerana terdapat permasalahan dalam
pengiraan secara manual dan mengambil masa yang lama bagi menyelesaikan
proses pengiraan amali makmal. Program ini dibangunkan dengan sebagai
instrumen penyelesaian bagi pensyarah-pensyarah yang terlibat dan kajian
keberkesanan telah dilakukan. Hasilnya, program ini memberi impak yang besar
kepada kelancaran membuat penilaian kepada laporan amali pelajar kerana ia
mengambil masa yang singkat untuk menyelesaikannya di samping ia mudah
difahami dan mesra pengguna.

Kata kunci : engineering science, lab calculator, amali

PENGENALAN

Kebanyakan program pengajian kejuruteraan di dalam sistem politeknik,
pelajar perlu mengambil kursus wajib iaitu sains kejuruteraan di bawah Jabatan
Matematik, Sains dan Komputer (JMSK) bagi melengkapkan pengajian Diploma
atau Pra-Diploma mereka. Kursus yang wajib diikuti oleh pelajar diploma adalah
kursus DBS1012 - Engineering Science manakala bagi pelajar pra-diploma sains

58

wajib mengikuti kursus PBS1014 - Basic Engineering Science 1 dan PBS2014 -
Basic Engineering Science 2.

Pelajar-pelajar yang mengikuti kursus-kursus tersebut perlu melaksanakan
kerja-kerja amali bagi melengkapkan penilaian-penilaian kursus-kursus ini.
Maklumat kerja-kerja amali yang wajib dilaksanakan adalah seperti berikut :-

DBS 1012 – Engineering Science
Lab 1. Physical Quantities & Measurement
Lab 2. Linear Motion
Lab 3. Archimedes' Principle
Lab 4. Energy In Thermal System

PBS 1014 - Basic Engineering Science 1
Lab 1. Physical Quantities & Measurement
Lab 2. Linear Motion
Lab 3. Moment Of Forces

PBS 2014 - Basic Engineering Science 2
Lab 1. Archimedes' Principle
Lab 2. Energy In Thermal System
Lab 3. Electricity

Permasalahan yang utama dihadapi oleh pensyarah kursus-kursus ini
adalah membuat penilaian pemarkahan bagi kerja amali yang telah dilaksanakan
oleh pelajar lebih-lebih lagi membuktikan pengiraan menggunakan data yang
diperolehi semasa melaksanakan kerja amali. Ini kerana terdapat pelbagai jenis
data berbeza yang telah diperolehi oleh kumpulan pelajar yang berbeza semasa
kerja amali dijalankan. Formula pengiraan yang berlainan boleh menyebabkan
pensyarah membuang masa yang lama dan berkemungkinan berlakunya kesilapan
dan keralatan dalam pengiraan.

59

Sehubungan itu, program Engineering Science Lab Calculator telah
dihasilkan di atas perbincangan dan permasalahan yang telah dihadapi oleh
pensyarah-pensyarah kursus. Dengan adanya program ini, penilaian terhadap
kerja-kerja amali pelajar berjalan dengan lancar dan pantas. Kebarangkalian
berlakunya kesilapan semasa pengiraan dapat diatasi dengan adanya program ini.

KAEDAH PEMBINAAN PROGRAM ENGINEERING SCIENCE LAB
CALCULATOR

Program Engineering Science Lab Calculator dihasilkan dengan
menggunakan perisian Microsoft Excel di mana perisian ini amat berguna bila
hendak menghasilkan penyelesaian berbentuk formula. Microsoft Excel kerap
digunakan oleh pensyarah-pensyarah di dalam menghasilkan platform pengiraan
yang mudah dan ringkas bagi sesuatu kerja-kerja pengiraan.

Perkara-perkara yang dititikberatkan semasa menyiapkan program
Engineering Science Lab Calculator dengan menggunakan Microsoft Excel adalah
seperti berikut: -

1. Helaian Program
Paparan pada helaian utama telah dihasilkan bagi tujuan menarik perhatian
pengguna dan mesra pengguna. Paparan hadapan mempunyai tajuk, nama
penghasil program dan pautan ke helaian Isi Kandungan di mana pada
paparan ni ada tajuk dan pautan ke helaian amali yang dikehendaki.

2. Helaian Kerja Amali
Bagi setiap kerja-kerja amali makmal, terdapat borang yang digunapakai
oleh pensyarah dan diberi kepada pelajar. Di dalam borang tersebut,
terdapat tujuan kerja amali dilaksanakan, prosedur pelaksanaan amali dan
jadual data yang perlu diisi oleh pelajar. Jadual data ini akan dimasukkan ke
dalam Microsoft Excel pada helaian yang berbeza mengikut jenis kerja amali
bagi mengelakkan kekeliruan semasa menggunakan program ini. Terdapat
dua (2) helaian bagi setiap kerja amali di mana helaian satu untuk

60

dimasukkan data dan mendapatkan jawapan manakala helaian kedua
adalah untuk pengiraan formula.
3. Formula Pengiraan
Setelah kedua helaian kerja amali bagi setiap kerja amali telah dihasilkan,
kedua-dua helaian dihubungkan di mana pengiraan formula akan berlaku di
helaian kedua dan jawapan akan dipaparkan di helaian pertama di mana ia
telah dipautkan kepada helaian isi kandungan. Ini bagi mengelakkan dari
tersilap memadam formula di mana akan menyebabkan program ini tidak
berfungsi.

KEBERKESANAN PENGGUNAAN PROGRAM ENGINEERING SCIENCE LAB
CALCULATOR

Bagi memastikan keberkesanan dan kesesuaian penggunaan program ini,
telah disediakan soal selidik perbandingan yang ringkas. Soal selidik yang
disediakan adalah antara kalkulator saintifik dan Program Engineering Science Lab
Calculator. Soal selidik telah diedarkan kepada 16 orang pensyarah-pensyarah
JMSK di Politeknik Sultan Idris Shah (PSIS) yang terdiri daripada 5 adalah lelaki
dan 11 yang berbaki adalah perempuan. Daripada 16 pensyarah, 11 orang
pensyarah pernah mengajar kursus sains kejuruteraan dan 5 orang pensyarah tidak
pernah mengajar kursus sains kejuruteraan. Skala likert yang digunakan adalah
skala 4 iaitu 1 (Sangat tidak setuju), 2 (Tidak setuju), 3 (Setuju) dan 4 (Sangat
setuju). Hasil dari soal selidik perbandingan adalah di bawah: -

i. Daripada graf di bawah, didapati pemeriksaan menggunakan Engineering
Science Lab Calculator lebih mudah diselesaikan berbanding kalkulator saintifik.

Pemeriksaan dapat diselesaikan dengan mudah

20 14
15 12

10

52 22
0 00
234
0
1

Kalkulator Saintifik Lab Calculator

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ii. Daripada graf di bawah, didapati pemeriksaan menggunakan Engineering
Science Lab Calculator lebih cepat diselesaikan berbanding kalkulator saintifik.

Pemeriksaan dapat diselesaikan dengan cepat
20

15 11 4 12
0
10 0 0
5 2 3 4

5
0

0
1

Kalkulator Saintifik Lab Calculator

iii. Daripada graf di bawah, didapati pemeriksaan menggunakan Engineering
Science Lab Calculator lebih tepat diselesaikan berbanding kalkulator saintifik.

Pemeriksaan dapat diselesaikan dengan tepat
20

15
15

10
10

53 0 11 2
0 234

0
1

Kalkulator Saintifik Lab Calculator

iv. Daripada graf di bawah, didapati pemeriksaan menggunakan Engineering
Science Lab Calculator mengurangkan risiko kesilapan merekod data dan
pengiraan berbanding kalkulator saintifik.

Pemeriksaan dapat memastikan pengurangan risiko kesilapan

20 merekod data dan pengiraan
15

12

10

3 0 11 0
0

0

123 4
Kalkulator Saintifik Lab Calculator

62

v. Daripada graf di bawah, didapati pemeriksaan menggunakan Engineering
Science Lab Calculator lebih mesra pengguna berbanding kalkulator saintifik.

Kaedah pemeriksaan ini adalah lebih mesra pengguna
20

15 13 13

10 3

53 00 0
0
234
0
1

Kalkulator Saintifik Lab Calculator

vi. Daripada graf di bawah, didapati pemeriksaan menggunakan Engineering
Science Lab Calculator lebih pratikal digunakan berbanding kalkulator saintifik.

Kaedah pemeriksaan ini adalah lebih pratikal 15
20

15 14

10

52 0 01 0
0 234

0
1

Kalkulator Saintifik Lab Calculator

vii. Daripada graf di bawah, didapati pemeriksaan menggunakan Engineering
Science Lab Calculator lebih berkesan digunakan berbanding kalkulator
saintifik.

Kaedah pemeriksaan ini adalah berkesan
20

15
15 12

10

52 0 21 0
0 234

0
1

Kalkulator Saintifik Lab Calculator

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viii.Antara komen-komen yang diberikan oleh pensyarah-pensyarah adalah: -
- Program Engineering Science Lab Calculator lebih memudahkan proses
menanda laporan, mengurangkan kesilapan dan menjimat masa
penyemakan.
- Program Engineering Science Lab Calculator sangat praktikal dan mudah
untuk mengenalpasti kesalahan data pelajar.
- Program Engineering Science Lab Calculator ini patut digunakan diseluruh
Politeknik Malaysia.

KESIMPULAN

Secara keseluruhan program Engineering Science Lab Calculator yang
dibangunkan memberi banyak manfaat kepada pensyarah-pensyarah JMSK, lebih-
lebih lagi pensyarah-pensyarah kursus DBS1012 - Engineering Science, PBS1014
- Basic Engineering Science 1 dan PBS2014 - Basic Engineering Science 2 di dalam
proses penilaian pemarkahan kerja-kerja amali. Ini kerana data-data amali yang
berbeza diperolehi mengikut kumpulan-kumpulan pelajar yang berbeza dapat
diperiksa dengan cepat, mudah dan tepat pada waktu kerja amali dijalankan.
Pensyarah dapat memeriksa samada data dan pengiraan yang dibuat adalah betul
atau salah pada waktu tersebut. Pensyarah juga dapat menegur dan membantu
pelajar sekiranya ada kesilapan kepada data atau pengiraan. Dengan ini, risiko
kesilapan data dan pengiraan dapat dikurangkan dan pelajar berpeluang untuk
membetulkan pelaporan kerja amali samada membaiki pengiraan atau mengulangi
kerja amali untuk mendapatkan data yang betul pada waktu tersebut. Dengan ini,
pelajar-pelajar dapat mempelajari untuk membaiki kesilapan pengiraan dan
kesalahan melaksanakan kerja amali. Dengan proses ini, pelajar-pelajar akan lebih
memahami intipati dan formula yang berkaitan semasa kerja-kerja amali
dilaksanakan.

Secara kesimpulan, penggunaan program Engineering Science Lab
Calculator di Jabatan Matematik, Sains & Komputer, Politeknik Sultan Idris Shah
memberi impak positif yang baik dan tinggi kerana program ini banyak membantu

64

di dalam menyelesaikan permasalahan pensyarah-pensyarah kursus terutama
kursus sains kejuruteraan. Dengan program ini juga, pensyarah-pensyarah dapat
meningkatkan lagi semangat dan motivasi di dalam pengajaran & pembelajaran
bersama-sama dengan pelajar-pelajar kejuruteraan Politeknik Malaysia.
RUJUKAN
Morris, C.A., Deochand, N. & Peterson, S.M. (2018) Using Microsoft Excel® to Build

a Customized Partial-Interval Data Collection System. Behave Analysis
Practice 11, 504–516.
Held, B. (2006) Microsoft Excel functions & formulas. Wordware Publishing, Inc.

65

ILIMIAH 10

SELESAIKAN HUTANG KAD KREDIT DENGAN BIJAK
Mohd Azmi bin Mh Busra
[email protected]

Politeknik Sultan Idris Shah

ABSTRAK
Punca individu muflis adalah daripada tabiat berbelanja melebihi daripada
pendapatan dan menanggung akibat hutang kad kredit. Terdapat pelbagai kaedah
dan tips yang boleh kita perolehi untuk menyelesaikan hutang kad kredit ini sperti
memotong kad kredit atau mengawal perbelanjaan. Cara untuk keluar dari kemelut
ini adalah dengan tahu dan sedar, hentikan penggunaan kad kredit, kira hutang-
hutang kad kredit, tetapkan amaun untuk selesaikan hutang kad kredit, selesai
hutang kad kredit yang paling rendah dahulu dan selesaikan hutang kad kredit yang
lebih besar. Akhir sekali, Setelah bebas daripada bebanan hutang kad kredit ini,
amaun yang telah diperuntukkan setiap bulan sebelum ini untuk menjelaskan
hutang kad kredit, kini boleh gunakan untuk simpanan atau pelaburan yang
menguntungkan. Dapatkan nasihat dari AKPK yang diberi secara percuma untuk
membantu anda keluar dari kemelut bebanan kewangan.

Kata kunci : hutang, kad kredit

PENGENALAN

Penggunaan kad kredit telah menjadi suatu budaya masyarakat pada hari ini
yang memudahkan urusan perbelanjaan peribadi. Namun penggunaan kad kredit
yang tidak terkawal dan pembayaran balik amaun hutang yang tidak teratur boleh
menyebabkan masalah pengurusan kewangan individu. Kad kredit merupakan
sekeping kad plastik yang amat mudah untuk digunakan dengan konsep guna
dahulu dan bayar kemudian. Namun kita juga perlu sedar bahawa hutang yang
disebabkan oleh penggunaan kad kredit ini adalah antara yang sukar untuk

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diselesaikan kerana disebabkan oleh kadar faedahnya yang tinggi antara 15%
hingga 18% setahun.

Berdasarkan Laporan Kajian Pemantauan Ekonomi Malaysia Disember 2019
yang diterbitkan oleh Bank Dunia mengenalpasti antara punca individu muflis
adalah daripada tabiat berbelanja melebihi daripada pendapatan. Selain itu juga
individu yang diisytiharkan muflis akibat hutang kad kredit meningkat sebanyak
43%. Sejak pandemik Covid-19 melanda negara kita pada tahun ini, pastinya ramai
di antara kita yang terkesan. Ada yang telah kehilangan pekerjaan dan punca
pendapatan dan ada juga yang terjejas pendapatan berikutan pandemic Covid-19
ini. Bagi individu yang mempunyai hutang kad kredit pastinya turut bingung melihat
penyata kad kredit setiap bulan dan buntu mencari jalan untuk menyelesaikan
hutang kad kredit ini.

Terdapat pelbagai kaedah dan tips yang boleh kita perolehi untuk
menyelesaikan hutang kad kredit ini. Kita boleh memilih mana-mana kaedah untuk
kita menguruskan hutang kad kredit ini bersesuaian dengan kedudukan kewangan
semasa kita. Antara kaedah yang paling mudah adalah dengan memotong kad
kredit. Kaedah ini akan menghentikan penggunaan kad kredit dengan serta merta
namun tidak menghapuskan hutang kad kredit sedia ada. Menghentikan
penggunaan kad kredit atau mengawal perbelanjaan menggunakan kad kredit lebih
menjurus kepada menguruskan penggunaan kad kredit tetapi tidak dapat
melangsaikan hutang kad kredit. Membuat bayaran minimum setiap bulan bagi
penyata kad kredit sebenarnya adalah suatu perangkap yang menyebabkan masa
yang lebih lama diambil untuk menyelesaikan hutang disamping dikenakan caj-caj
tertentu oleh pihak pengeluar kad kredit.

CARA KELUAR DARI KEMELUT HUTANG

Jadi bagaimanakah cara untuk melangsaikan hutang kad kredit ini?
Bagaimanakah cara untuk kita keluar dari kemelut hutang yang disebabkan oleh

67

kad kredit ini? Perkongsian ini adalah bagi individu yang benar-benar serius untuk
menyelesaikan hutang kad kredit yang membebankan.

1. Tahu dan Sedar
Dalam hal ini kita perlu tahu dan sedar keadaan semasa mengenai beban
kewangan disebabkan oleh hutang kad kredit. Kita perlu sedar bahawa tabiat
berbelanja di luar kemampuan pendapatan kini menjadi satu bebanan. Jika
kita tidak mampu untuk berbelanja secara tunai, sebenarnya kita tidak
mampu untuk berbelanja dan kita sedang hidup di luar kemampuan.

2. Hentikan Penggunaan Kad Kredit
Menyelesaikan hutang kad kredit ini memerlukan disiplin diri dan usaha yang
tinggi. Hutang kad kredit ini akan terus bertambah sekiranya kita mengambil
pendekatan mengurangkan atau mengawal perbelanjaan menggunakan kad
kredit. Jadi langkah awal yang terbaik adalah dengan menghentikan
penggunaan kad kredit.

3. Kira Hutang-Hutang Kad Kredit

Berapa bilangan kad kredit yang kita ada? Berapa jumlah hutang tertunggak

yang kita ada? Senaraikan kad kredit yang kita miliki dan jumlah hutang bagi

setiap kad kredit tersebut. Sebagai contoh:

Perkara Kad A Kad B Kad C Jumlah

Had 7000 5000 5000 17000

Baki Tunggakan 6300 3800 2500 12600

Kadar Bayaran 315 190 125 630

Minimum 5%

4. Tetapkan Amaun Untuk Selesaikan Hutang Kad Kredit
Apabila telah menyenaraikan jumlah hutang daripada kad-kad kredit,
percayalah kita seorang yang berani dan serius untuk menghapuskan semua
hutang kad kredit. Untuk menetapkan amaun yang akan digunakan bagi
penyelesaian hutang kad kredit, jumlah kadar bayaran minimum setiap bulan

68

perlu ditambah dengan amaun tambahan bagi mempercepatkan proses
bayaran balik hutang. Amaun tambahan ini pastinya memerlukan sedikit
pengorbanan untuk beberapa tempoh. Sebagai contoh dalam kes ini, amaun
tambahan yang boleh ditambah ialah RM250 dan amaun ini mungkin kita
perolehi dengan mengurangkan amaun simpanan di bank setiap bulan atau
mengurangkan peruntukan simpanan percutian setiap bulan atau kita boleh
mengurangkan beberapa perbelanjaan bulanan bagi mendapatkan amaun
tambahan RM250 ini. Dalam kes ini amaun yang ditetapkan untuk
penyelesaikan hutang kad kredit setiap bulan adalah sebanyak RM880
(RM630+RM250).

5. Selesai Hutang Kad Kredit Yang Paling Rendah Dahulu
Untuk langkah yang seterusnya kita perlu kenalpasti kad kredit dengan
hutang yang paling sedikit kerana hutang ini yang akan diselesaikan terlebih
dahulu sebelum menyelesaikan hutang kad kredit yang lebih besar. Dalam
kes ini hutang kad kredit yang akan diselesaikan terlebih dahulu adalah
hutang Kad C berjumlah RM2500. Untuk Kad A dan Kad B teruskan bayaran
minimum 5% yang ditetapkan setiap bulan. Untuk Kad C bayaran setiap
bulan ialah RM375 (RM125+RM250) sehingga selesai semua bayaran
tertunggak bagi Kad C. Percaya atau tidak kita mampu menyelesaikan
hutang Kad C dalam tempoh 6 bulan berbanding hampir 2 tahun untuk
menyelesaikan hutang tersebut.

6. Selesaikan Hutang Kad Kredit Yang Lebih Besar
Setelah selesai hutang Kad C, kita boleh mula selesaikan pula hutang Kad
B dengan menambah amaun yang diperuntukkan bagi Kad C sebelum ini
dengan bayaran minimum Kad B menjadikan jumlah bayaran bagi Kad B
sebanyak rm565 (RM190+RM375). Manakala bagi Kad A pula teruskan
dengan bayaran bulanan minimum 5% seperti yang sedia ada iaitu RM315.
Setelah selesai kesemua hutang Kad B, seterusnya kita boleh
menyelesaikan kesemua hutang Kad A. Dengan cara yang sama, tambah
amaun RM565 kepada jumlah bayaran minimum Kad A iaitu RM315

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menjadikan keseluruhan bayaran bulanan bagi menjelaskan hutang Kad A
setiap bulan ialah RM880. Tetaplah membayar amaun ini setiap bulan
sehingga hutang kad kredit selesai.

KESIMPULAN

Ingatlah setiap masalah pasti ada jalan penyelesaiannya dan dalam kes
seperti ini penyelesaiannya memerlukan pengorbanan dan disiplin diri yang tinggi.
Setelah bebas daripada bebanan hutang kad kredit ini, amaun yang telah
diperuntukkan setiap bulan sebelum ini untuk menjelaskan hutang kad kredit, kini
boleh gunakan untuk simpanan atau pelaburan yang menguntungkan. Sekiranya
kita memerlukan bantuan sokongan pengurusan kredit dapatkan daripada agensi
atau pihak yang berkelayakan seperti Agensi Kaunseling dan Pengurusan Kredit
(AKPK). AKPK menawarkan perkhidmatan secara percuma untuk membantu anda
keluar dari kemelut bebanan kewangan dengan menawarkan perkhidmatan
pendidikan kewangan, kaunseling kewangan dan program pengurusan kredit.

RUJUKAN

Cara Guna Kad Kredit Yang Golongan Millenial Patut Tahu. (23 Ogos 2019).
Diambil 29 November, 2020, dari https://www.comparehero.my/credit-
card/articles/patut-tahu-tentang-kad-kredit

Cara Pembayaran Kad Kredit (Jangan Bayar Minimum). Diambil 30 November,
2020, dari https://therohani.com/cara-pembayaran-kad-kredit-minimum/

Empat Kaedah Untuk Menyelesaikan Semua Hutang. (6 Disember 2019). Diambil
26 November, 2020, dari https://loanstreet.com.my/ms/pusat-
pembelajaran/kaedah-selesaikan-hutang

Jabatan Insolvensi Malaysia. Diambil 30 November, 2020, dari
http://www.mdi.gov.my/index.php/ms/faqs/bankruptcy

Langkah-langkah Baharu Kad Kredit bagi Menggalakkan Pengurusan Kewangan
yang Berhemat dan Amalan Perniagaan yang Bertanggungjawab. (18 Mac
2011). Diambil 28 November, 2020, dari

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https://www.bnm.gov.my/index.php?ch=bm_press&pg=bm_press&ac=3161
&lang=bm
Money Sense: Getting Smart With Your Money(3rd Ed). (2019). Kuala Lumpur:
AKPK
Muflis Pada Usia Remaja. (19 Februarui 2019). Diambil 29 November, 2020, dari
https://www.akpk.org.my/news/1273-muflis-pada-usia-remaja
Nasuha Badrul Husaini (2019). 60 Peratus Muflis Adalah Golongan Muda-Bank
Dunia. Berita Harian Online. Diambil 27 November, 2020, dari
https://www.bharian.com.my/bisnes/lain-lain/2019/12/637714/60-peratus-
muflis-adalah-golongan-muda-bank-dunia
Stephanie Tiow. (2016). 2 Cara Untuk Menjelaskan Hutang Kad Kredit Anda. Diambil
27 November, 2020, dari https://www.imoney.my/articles/cara-untuk-
menjelaskan-hutang-kad-kredit-anda
Tips Pengurusan Kad Kredit. (19 Julai 2011). Diambil 30 November,2020, dari
http://www.eraconsumer.org/stretching-your-ringgit/index.php/kad-
kredit/463-tip-pengurusan-kad-kredit-

71

ILIMIAH 11

SOFTWARE ENGINEERING ISSUES FOR MOBILE APPLICATION
DEVELOPMENT

Maznah Binti Ahmad, Susilawaty Binti Ahmad Osman,
Sharifah Nur Binti Syed Ismail

[email protected], [email protected], [email protected]
Politeknik Sultan Idris Shah, Politeknik Ungku Omar

ABSTRACT
The study of Advanced Data Communication and Networking has a diversified
meaning to it. Part of it are also the Mobile software development applications. The
results reveal that having to deal with multiple mobile platforms is one of the most
challenging aspects of mobile development. Since mobile platforms are moving
toward fragmentation rather than unification, the development process cannot
leverage information and knowledge from a platform to another platform. This paper
provides an overview of important software engineering research issues related to
the development of applications that run on mobile devices. Among the topics are
development processes, tools, user interface design, application portability, quality
and security.

Keyword : Mobile application development, software engineering, Data
Communication, Networking

INTRODUCTION

Data Communication and Networking refers to the transmission of this digital
data between two or more computers and a computer network or data network is a
telecommunications network that allows computers to exchange data. The physical
connection between networked computing devices is established using either cable
media or wireless media.

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In this article, the primary focus would be on issues related to software on
any mobile platform. The utmost reason to choose this particular topic is because,
the current explosion on mobile phones are always on the rise with new software
where all the other software’s are becoming redundant and obsolete. This happens
in a matter of times. For example, software for mobile platform constantly changes
from 12 to 18 months’ time. Thus, the competition in the industry is tough as to who
will dominate the market.

This rapid proliferation of mobile devices over the last five years has
dramatically altered the platform that is utilized for social, business, entertainment,
gaming, productivity and marketing using software applications. Containing global
positioning sensors, wireless connectivity, photo/video capabilities, built-in web
browsers, voice recognition, among other sensors, mobile devices have enabled the
development of mobile applications that can provide rich, highly-localized, context-
aware content to users in handheld devices equipped with similar computational
power as a standard PC. Yet, these same novel features/sensors found in mobile
devices present new challenges and requirements to application developers that
are not found traditional software applications.

Thus, we discuss how these factors present significant challenges to mobile
application software engineering that are critical to data communication and
networking of quality mobile application utilizing the capabilities provided by mobile
device hardware and platforms.

SOFTWARE ENGINEERING ISSUES FOR MOBILE APPLICATION
DEVELOPMENT BY ANTHONY I. WASSERMAN (2014)

There are quite a lot of companies in the brink of developing quite some
mobile application software’s in the mobile industry. Ultimately, the three key players
in the industry in mobile application software developments are Apple iOS, Android
and Window phone.

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While application development for mobile devices goes back at least 10
years, there has been exponential growth in mobile application development since
the iPhone AppStore opened in July, 2008. Since then, device makers have created
outlets for other mobile devices, including Android, BlackBerry, Nokia Ovi, Windows
Phone, and more (Wasserman, 2014).

AREA OF STUDY BY WASSERMAN

Although there are a lot of players in the mobile app software industry, the
key issue here identified by Wasserman was the user experience. He stated that
using a mobile device is different from working with a desktop or laptop computer.
While gestures, sensors and location data may be used in game consoles and
traditional computers, they play a dominant role in many mobile applications.

The mobile user interface paradigm is based around widgets, touch, physical
motion, and keyboards (physical and virtual) rather than the familiar Windows,
Icons, Menus and Pointer interface style of Apple’s iOS and Microsoft Windows.
Most embedded devices use only software installed directly on the device, but
mobile devices often include applications that invoke services over the telephone
network or the Internet via a web browser and affect data and displays on the device.
This requires some hardware and software tools which is custom-build to be
embedded in the app for a smooth function.

ISSUES

From his journal, there are a few issues has been identified in regard with
mobile app development. A mobile app should be user friendly, easy to use, ease
of access and running without slowing down or hang. Therefore, the issues in regard
of the app should be dominant to all of the above. The issues that has been raised
are:

1. How does one determine which functions should be present in a mobile
version of a traditional application and which should be excluded?

74

2. What is the comparable effort to build a native mobile application (or a set of
them for different platforms) compared to a mobile web application? Is there
a measurable difference in user satisfaction or productivity with either of
these?

3. Does the mobile UI require a different contextual design process to support
a different set of use cases or it can be designed in a single context of app to
support all other app requirements?

One should be aware that there are more than 300,000 mobile applications
available through the Appstore or Playstore. The user experience is also strongly
affected by other industrial design issues related to the device itself, e.g., weight
and size, but these items are largely outside the domain of software development,
and not discussed further here.

Finally, the real issue here is when using the data with 3G/4G applications
compared to WIFI. We are well aware that there is some difference when using
mobile data with 3G/4G and WIFI. Are there differences in security? Is there a
significant difference in responsiveness? Are traditional fallback and exception-
handling techniques adequate, or does the higher likelihood of a dropped
connection (or intermittent connectivity) require additional mechanisms?

SOLUTIONS TO THE ISSUE

As per Wasserman’s (2014) issues that has been highlighted as above, there
are some solutions given by him as well. But one has to take note that, the data
communication and networking process are always redefined, restructured and
reinvented from time to time to keep pace with the rapid technology advancements.
In his paper, Wasserman suggested a few things as per listed below:

➢ Creating Universal User Interfaces
➢ Enabling Software Reuse across Mobile Platforms
➢ Designing Context-Aware Mobile Applications
➢ Balancing Agility and Uncertainty in Requirements

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ADVANTAGES, LIMITATIONS AND IMPROVEMENTS TO WASSERMAN’S
ISSUES

Based on Wasserman’s solutions that has been proposed, there are indeed
some benefits and advantages to his solutions. In this section, a few other journals
have been critically analyzed to some extent to identify the pro’s and con’s on
Wasserman’s solutions. They are summarized as per table 2.1.

Table 2.1: Advantages, limitations and suggestions based on Wasserman (2014)

solutions.

Item Strengths / Limitations Suggestions
Advantages

the utilization of the Not all individual Make some room

VoiceOver software to has the specific for modifications

help blind and low- applications and development

Creating vision users, which tailored for a to assist those

Universal User works as a screen person with individuals with

Interfaces reader and requires different different abilities.

minimal additional disabilities.

information for most

standard interfaces

Single/universal The limitations Each OS provider

mobile device here is, if a single has to develop

platform with rich platform is built, the software

Enabling features, multiple there will be some engineering effort

Software platforms through a risk of functional needed to

Reuse across mobile website with inconsistencies/ha function similar

Mobile less rich features or rdware or /and mobile

Platforms spend the resources software problems. applications. For

necessary to broadly example, Apple

target the gamut of iOS and Android

mobile devices with coordinating their

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rich, native app development

applications. using universal

platform.

Supports the design Inability to sense Mobile application

and development of and react to its software

context-aware surrounding engineering may

applications which environment to be improve the

incorporate context- able to achieve its design of context-

Designing aware software desired goals. aware

Context- engineering applications and

Aware Mobile approaches like those further mobile

Applications existing in people- device innovation

oriented software through

engineering incorporating

context-aware

software

engineering.

The software will Several factors like Need to be more

provide less rich low battery, GPS formally

content satisfying less sensor disabled integrated into

stringent and such may agile

requirements. For affect the development so

Balancing instance, it provides granularity and that developers

Agility and reduced functionality recentness of its consider the

Uncertainty in rather than provide no content. behavior of an

Requirements functionality at all. application when

its full

requirements

cannot be

satisfied

dynamically.

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EXPECTATIONS AND RESULTS

There are quite a few non-functional requirements that play different role
ensuring mobile application to deliver services with a wide variety of services. The
main and fundamental non-functional parameters for mobile applications are
Reliability, quality, security etc. The mobile environment differs from traditional
environments and this raises some new research questions in expectations such
as:

➢ Mobile applications behave differently when connected to telephone network
(3G,4G) than when using Wifi or Wimax connection?

➢ New techniques needed for assuring data integrity, and loss of connectivity
or battery power represents a risk to program or data integrity.

➢ To create mobile application that will maximize battery life and resource
usage.

Thus, the results are if it will sustain the development, deployment, usability and
maintenance of any web application to deliver its purpose in efficient and
motivational manner. The results will be like:

➢ Different keyword searches may lead to different findings. So, the keywords
were chosen to provide a focused overview of current trends within the
mobile application software engineering community.

➢ Creates a user-friendly mobile software application development which will
be beneficial to users of all levels.

CONTRIBUTION TO DATA COMMUNICATION AND NETWORKING

The next generation wireless technology is causing a lot of excitement in the
telecommunications industry in a new revolution in mobile app industry. Some see
5G/6G as the next evolution in wireless data communications, promising higher
bandwidth and data rates, with significantly fewer transmission delays. Thus, the
contribution to the Data Communication and Networking would be:

➢ Carriers will be working to reduce delays in transmission time

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➢ The new Mobile Apps will handle billions of devices expected from the and
other new applications.

➢ Networks could be built and reconfigured centrally in an automated fashion,
rather than having network managers hop from device to device to make
changes manually.

CONCLUSION

On the other hand, this paper briefly describes the findings of a limited
literature review and analysis conducted using research articles published in the
similar field of mobile data communication and networking apps. The findings in this
work is geared towards further investigating the open issues and lack of publications
involving the following categories: issues, solutions, strengths limitations and
proposals, improvements, expectations, results and contributions to the field of
Mobile Applications. Lastly, from the development of mobile application, there has
a few observations that surface lot of scope for the future areas of research on
mobile application development through Data Communications and Networking.

REFERENCES

"Data Communication and Networking." Definitions.net. STANDS4 LLC, 2018.
Retrieved 02 Feb, 2018 from
http://www.definitions.net/definition/International Business

Wasserman, A. I. (2014, November 23). Software Engineering Issues for Mobile
Application Development. Retrieved April 21, 2018, from www-public.tem-
tsp.eu/~gibson/Teaching/Teaching.../Wasserman10.pdf

Rowan, M., & Dehlinger, J. (2016). Research Trends and Open Issues in Mobile
Application Software Engineering. Retrieved April 22, 2018, from worldcomp-
proceedings.com/proc/p2013/SER3070.pdf

79

ILIMIAH 12

STRATEGI BIJAK PERANCANGAN USAHAWAN KAMPUS
Haziri Husain, Mohd Burhan Yusof, Mohd Zaini Zainudin,
Nurul Fathiah Sufiah Mohd Najhan

[email protected], [email protected], [email protected],
[email protected]
Politeknik Sultan Idris Shah

ABSTRAK
Keusahawanan dan pelajar adalah sinonim bagi aktiviti kurikulum semasa dan di
luar sesi pengajaran dan pembelajaran (PdP). Setiap orang pelajar akan mengikuti
kursus wajib keusahawanan mengikut program pengajian pada semester yang
telah ditetapkan. Pensyarah kursus akan memberikan tugasan secara berkumpulan
untuk melaksanakan satu projek keusahawanan pelajar pada setiap semester.
Jesteru itu, pelajar perlu merangka satu strategi bijak perancangan keusahawanan
untuk perniagaan yang dipilih. Idea perniagaan yang dibentuk akan disusuli dengan
satu strategi perancangan keusahawanan yang bijak. Perancangan usahawan
pelajar sewaktu berada di dalam kampus menjadi kunci utama kepada kejayaan
sesebuah entiti perniagaan yang dijalankan. Oleh itu, penyelidik menerusi kajian
literatur menggariskan strategi dan panduan mudah perancangan perniagaan
kepada usahawan pelajar ketika mereka hendak menjalankan aktiviti
keusahawanan. Panduan mudah perancangan perniagaan usahawan kampus ini
mampu memberi manfaat pada pelajar dalam usaha merealisasikan objektif aktiviti
keusahawanan.

Kata kunci : Usahawan kampus, keusahawanan, perancangan usahawan pelajar,
pengajaran dan pembelajaran, usahawan pelajar, idea perniagaan

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PENGENALAN

Strategi perancangan adalah suatu usaha untuk menggerakkan aktiviti
perniagaan yang telah dikenalpasti. Idea perniagaan terbentuk sama ada melalui
kaedah ‘brainstorming’ bersama-sama rakan ataupun kaedah pemerhatian dan
pengalaman sendiri. Peta perjalanan perlu disiapkan dengan segera. Menurut kajian
Othman, Anuar, & Husin (2009), mendapati bahawa elemen trait personaliti,
kemahiran teknikal serta perancangan adalah faktor menyumbang kepada kekangan di
kalangan pelajar semasa menjalankan perniagaan. Namun begitu, sekiranya asas
perancangan yang baik diperolehi pelajar, maka objektif aktiviti keusahawanan dapat
dicapai. Kaedah pelaksanaan, tempoh masa dan kesediaan sumber menjadi asas
kepada perancangan perniagaan yang berkesan. Oleh itu, usahawan pelajar harus
bijak menetapkan sasaran dari segi objektif dan kelangsungan aktiviti perniagaan
yang bakal dimulakan.

STRATEGI BIJAK MERANCANG PERNIAGAAN USAHAWAN KAMPUS

Kajian oleh Warman et.al (2010), menyatakan kecenderungan pelajar terhadap
bidang keusahawanan dan penerapan kemahiran keusahawanan dalam proses
pengajaran dan pembelajaran adalah sederhana. Namun demikian, proses
perancangan strategi perniagaan perlu difahami dengan jelas oleh pelajar. Berikut
adalah beberapa strategi realiti memulakan perniagaan kampus pelajar. Sebelum
memulakan aktiviti perniagaan, satu perancangan yang rapi harus dilakukan oleh
usahawan pelajar atau kumpulan bagi membolehkan pilihan jenis perniagaan
adalah sesuai dan mampu dijalankan dengan faktor kesediaan, kekuatan kewangan
dan sumber dan juga aspek penerimaan bakal pelanggan. Antara strategi bijak
perancangan usahawan kampus yang boleh dijadikan panduan ialah:

i) Peringkat perancangan dan kesediaan berniaga (Readiness)
Sebelum melibatkan diri sepenuhnya dalam projek perniagaan kampus ini,
usahawan pelajar harus bijak melakukan perancangan bersama rakan
ataupun kumpulan. Persiapan diri, mental dan fizikal harus kemas dan

81

mantap. Selain aspek, modal dan sumber akan menjadi iringan kepada
permulaan pembukaan projek perniagaan kampus. Lakukan sedikit
pemerhatian dan penyelidikan asas terhadap peluang perniagaan yang
wujud di dalam kampus. Perhatikan apakah jenis keperluan yang boleh
memberikan pulangan yang baik dari segi keuntungan. Perbincangan
dengan pensyarah mentor ataupun membuat pertemuan dengan pusat/unit
keusahawanan institusi. Dapatkan maklum balas dan dapatan menerusi
perbincangan, temuduga ataupun soal selidik ringkas. Jadikan ini sebagai
platform untuk bertindak di dalam perancangan rapi dan kesediaan berniaga
untuk diri dan juga kumpulan pada langkah seterusnya nanti.

ii) Prosedur Operasi Standard (SOP: Standard Operating Procedure)
Perniagaan jenis baharu yang bakal dijalankan oleh usahawan pelajar harus
mempunyai prosedur gerak kerja/standard operating procedure (SOP) yang
jelas. Sekiranya garis panduan SOP ini tidak kemas, maka ia akan
menyebabkan kerugian kepada perniagaan. Contohnya; perniagaan ice
blended yang akan dimulakan, SOP tentang sukatan bahan, air, komposisi
bahan, cara menggunakan mesin pengisar, dan sebagainya perlu diletakkan
dan dipamerkan untuk panduan pekerja pada hari operasi perniagaan.

iii) Segmen pasaran (Market Segmentation)
Pengkelasan jenis pelanggan harus ditentukan dengan baik. Jikalau produk
usahawan pelajar adalah makanan atau minuman, maka segmen pasaran
adalah luas dan semua orang di dalam kampus akan mampu di tarik dengan
kuasa pemasaran yang jitu. Sekiranya produk usahawan pelajar adalah
bersifat satu peringkat umur sahaja ataupun sama jantina, seperti tudung,
‘brooch’ atau sebagainya, maka pengkelasan segmen pasaran ini penting
untuk membuat ramalan jualan yang bersepadu nanti.

iv) Pemasaran dan ramalan jualan (Marketing and Forecast)
Usahawan pelajar harus menyusun strategi bagi memastikan produk yang
bakal dikeluarkan itu dapat diketahui umum oleh pelanggan. Konsep

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pemasaran ‘offline’ dan ‘online’ ketika ini boleh dilakukan dengan mudah dan
cepat. Wujudkan satu pasukan pemasaran yang mantap. Iklan rekabentuk
grafik yang menarik, gaya copywriting dan daya penarik iklan yang hebat
bakal mencuri tumpuan bakal pelanggan untuk datang ke kiosk dan tempat
jualan yang telah ditetapkan. Tambahan lagi jika ia dilakukan dengan
berhemah dan beretika.

v) Sumber yang mencukupi (Enough Resources)
Sumber merujuk kepada pembekal yang akan membekal kepada aktiviti
projek perniagaan pelajar nanti. Dapatkan sumber yang dekat dan mudah
berurusan. Konsep tukar ‘bill’ adalah mudah dengan pembekal. Ini berupaya
untuk kita pusing ganti wang tunai untuk perniagaan. Bayaran akan
dijelaskan pada penghantaran yang akan datang. Konsep tunai juga
digalakkan.

vi) Harga dan pelanggan (Customer and Price)
Strategi perletakan harga yang baik berupaya menarik minat pelanggan
untuk datang membeli produk yang ditawarkan usahawan pelajar. Harga
perlu dapat lindungi kos yang telah dikeluarkan. Contoh; margin keuntungan
di antara 15 ke 20 peratus dari harga kos. Ini bergantung pada jenis produk
dan servis yang diberikan. Harga yang baik adalah harga yang mempunyai
ciri-ciri psikologi harga.

vii) Pekerja (Worker)
Usahawan pelajar harus bijak mengenalpasti siapakah yang akan bantu
menjalankan perniagaan nanti. Tidak perlu ramai pekerja, cukup sekadar
dua hingga empat orang. Bergantung pada saiz projek perniagaan yang
dipilih. Jadual rutin bertugas dan kadar upah harus rasional dengan beban
kerja mereka. Sandarkan juga sasaran jualan pada pekerja dan janjikan
insentif yang menarik, jika mereka berupaya melonjakkan jualan pada waktu
tertentu.

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viii) Kos projek (Project Cost)
Kos keseluruhan projek perlu diteliti, ini disebut sebagai pelaburan
permulaan atau ‘Initial Outlay’ atau pun pelaburan permulaan projek
perniagaan. Kos terlibat meliputi kos operasi, kos bahan mentah, kos aset
yang dibeli dan kos overhed. Merancang dengan kos terkini bahan terlibat
daripada pembekal. Selarikan sumber kewangan projek perniagaan yang
ada dengan keperluan pembelian kos projek. Pastikan baki lebihan kos
projek sekurang-kurangnya mempunyai lebihan sebanyak 10 hingga 15
peratus untuk tujuan ‘backup’ ketika perjalanan sebenar projek perniagaan
nanti.

ix) KPI yang perlu dicapai (Target KPI)
Penentuan hala tuju yang tepat dan munasabah harus berupaya dicapai. Key
Performance Index (KPI), merujuk kepada target atau sasaran sama ada
mingguan, bulanan ataupun tahunan perlu ditetapkan. Ini merangkumi
sasaran jualan produk usahawan pelajar. Contohnya; sasaran bulan pertama
jualan dan mengikut mingguan perlu meningkat secara stabil dengan
peningkatan sebanyak 10 peratus dan lebih. Penentuan peratusan ini perlu
boleh diukur dan dicapai dengan kemampuan sumber dan pasukan jualan
yang mantap dan berkesan.

x) Merancang strategi yang realistik (Realistic Strategy Planning)
Sekiranya usahawan pelajar tidak mengenalpasti strategi apakah yang
sesuai dan mampu untuk digerakkan, dengan kekuatan sumber, pasukan
tenaga kerja dan juga sumber kewangan perniagaan, maka perancangan ke
arah strategi realistik tidak mudah dicapai dengan jayanya. Kesemua elemen
ini perlu seiring dengan asas perancangan permulaan perniagaan usahawan
dan kumpulan yang bakal dijalankan.

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KESIMPULAN

Pendidikan keusahawanan konsep baharu perlu diterjemahkan dengan lebih
jitu dan mapan. Strategi perancangan perniagaan atau keusahawanan pelajar perlu
ditingkatkan dari masa ke semasa. Ini selaras dengan usaha menyediakan pelajar
ke arah pembudayaan keusahawanan yang lebih menarik dan berdaya tinggi.
Aspek kebolehan pelajar dalam merebut peluang perniagaan, juga boleh merangka
perancangan perniagaan dan mengenalpasti kebolehan untuk bekerja sendiri dalam
bidang keusahawanan (Subramaniam, et.al 2018). Namun demikian, individu
usahawan pelajar harus mempunyai ciri-ciri yang inovatif seperti optimis, mempunyai
budaya kerja yang baik, bermotivasi, berkeupayaan mengorganisasikan idea-idea,
bertanggungjawab, dan beretika. Melalui amalan yang berterusan terhadap semua ciri-
ciri tersebut, maka perancangan dan strategi usahawan akan terus digarap dengan
semangat dan keyakinan yang tinggi. Carter & Collinson (1999), menyatakan institut
pengajian tinggi memainkan peranan penting dalam menyediakan pendidikan
keusahawanan yang formal dalam usaha menggalakkan aktiviti keusahawanan dalam
kalangan pelajar. Justeru itu, seorang usahawan pelajar yang berdaya saing bukan
sahaja mahir dalam ilmu perniagaan, malah mampu menguasai kemahiran pengurusan
dan strategi perancangan dan persaingan yang berkesan.

RUJUKAN

Ab. Aziz Yusof dan Zakaria (2001). “Prinsip Keusahawanan: Satu Penilaian”. Edisi
Kedua. Pearson Prentice Hall.

Carter, Sara & Collinson, Elaine (1999). “Entrepreneurship Education; Alumni
Perceptions of the Role of Higher Education Institutions. Journal of Small
Business and Enterprise Development, 6, (3), 229-239.

Haziri Husain, Wan Yasima Mohamad Amin, & Mohd Burhan Yusof (2018).
Pengurusan Keusahawanan Kampus. Edisi Pertama. Penerbit Unit
Keusahawanan Politeknik Sultan Idris Shah

Ismail, I. A., Hussain, M. N. M., & Hamed, A. B. (2020). Strategi Teraju Ekonomi
Asnaf Sdn Bhd (Teras) Sebagai Pemangkin Kejayaan Usahawan Asnaf Di

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