AKADEMIA COMPLETE - PN HAJARATUL ADHWA (JPA)

BAHAN
Muhammad Al Ha

N BUKTI
afiz Bin Amat Esa

USING DESIGN THINKING APPROAC
Muhammad Alha
Jabatan Pen
Politeknik Ibr

1. INTRODUCTION
ESL learners tend to feel anxious and fee

teaching and learning innovation is using D
iterative process consists of 5-step process w
Testing. With this approach, learners seek to
redefine problems in an attempt to identify a
be instantly apparent with their initial level of
Design Thinking facilitates accurate pe
communication with the end-user. Design
approach to solving problems. Thus, it can en
confidently, work collaboratively and able to r

The theme of this project was traditional g
are familiar with games. In this project, studen
an English game that can be used to improve

In a classroom, Design Thinking proces
through constantly communicating and ob
possible issues from the bigger picture wit
(ideate), creating a model (prototype) and fin
(Testing). This flow is not sequential and at
picture of the whole problem.

2. PROBLEM STATEMENT

The English language syllabus in th
communicative aspect. Polytechnics student
activities such as role play, group discussion
Speaking and being assessed in 2nd or ev
polytechnic students. As stated by Oxford (
vulnerable to anxiety when they are requir

CH IN ORAL PRESENTATION SKILLS
afiz Bin Amat Esa
ngajian Am
rahim Sultan

el uncomfortable when speaking in English. This
Design Thinking Approach. This approach is an
which are Empathy, Define, Ideate, Prototype and

understand the user, challenge assumptions and
alternative strategies and solutions that mightnot
f understanding. According to Roterberg (2018),
erception of the situation through constant
thinking provides students with solution-based
ncourage the students to use the target language
reduce their anxiety.

game. The theme was chosen because students
nts are required to innovate a traditional game to
e students English skills.

ss would enable students to solve the problems
bserving with end user (empathy), discussing
th the classmates (define), suggests solutions
nally testing the prototype with similar end users
at times students need to iterate to get a better

he Malaysian polytechnics is fully based on
ts are required to carry out numerous speaking
ns, and oral presentations as their assessments.
ven 3rd language brings about anxiety among
(2002), learners maybe under pressure and be
red to communicate in English during lessons.

Limited opportunities of using the language t
to this problem (Akkakoson, 2016)

Prior to this innovative approach, studen
However, most of them did not do it properly a
difficult time in explaining the contents thus h
not improve their oral speaking skills and al
Rusli, Md Yunus & Hashim (2018) claimed th
one of the main complaints raised by Malays

3. OBJECTIVE

The objective of this innovative approach
a. improve students’ oral pres
b. make learning meaningful
approach.
c. attract students to take part
approach.

4. LITERATURE REVIEW

1. The role of Design Thinking Approach
The adoption of design thinking in

various disciplines (Elsbach & Stiglia
participatory design where it involv
development process. This approac
engage in, reflecting the complexity, fle
than being a research subject, peop
ideating and conceptualizing in the ea

Participation in learning is very
together to complete the task or proje
to enhance communication among th

to practice is also another reasons to contribute

nts could freely choose their presentation topics.
as they just plagiarised from the internet and had
hinder speaking skills ability. Therefore, this will
lso it will affect students’ employability in future.
hat poor English capabilities among graduates is
sian employers.

h are to:
sentation skills
by carrying out the task by using Design thinking

t in the English task infused with Design Thinking

h in Oral Presentation Skills.
n innovation method has gained its popularity in
ani, 2018). Design thinking approach improves
ves the users of a product early on in the
ch exposes the intricate mix of activities users
exibility and social nature of each activity. Rather
ple are given influence and room for informing,
arly stages of design process.

crucial thus it promotes the students to work
ect assigned to them. This approach is also able
he researchers and the end-users of the product.

From this collaboration of both pa
completing the assigned task.

The adoption of design thinking
allows students with human-center
innovative. By having empathy, stu
open, nonjudgmental and able to be
and opinion (Carlgren et al., 2016) T
oral presentation.

Another important aspect of im
reducing cognitive bias. According t
potential for improving innovation ou
flaws. People often project their worl
Therefore, as students work togeth
with the target language and avoid i

Making learning fun should rem
throughout life. Playful learning flou
support productive failure. As descri
thinking as fun, able to create creat
can explore and learn. This is beca
reach Ideate stage in Design Think
members.

2. Collaborative Teaching and Learnin

In social constructivist approach
the idea that knowledge is mutually b
that creates opportunities for studen
& Parked, 2010) as stated in (
experiences in which a crucial mec
social interaction in CL helps the
various performance levels to ach
problem-solving skills. By using co
also helps to improve students’ lear
means to practice safe environment

arties, students are encouraged to use English while

g in education also helps in increasing empathy as it
red thinking approach and making outcomes more
udents can develop principles or mindset as being
e comfortable around people with different background
This can help students to build their confident level in

mplementing design thinking approach in learning is
to Liedtka (2015), design thinking approach bring the
utcomes by modifying an established set of cognitive
ld view onto others thus it will limit optionsconsidered.
her they can exchange their ideas by communicating
ignoring others.

main a central component of teaching and learning
urishes in spaces that are safe, foster exploration and
ibed by Watson (2015), the students reacted to design
tive expression and joy. With this approach, students
ause students can be wild with their ideas when they
king and promote more discussion among the team

ng

h emphasizes that the social contexts of learning and
built and constructed from the involvement with others
nts to evaluate and refine their understanding (Gauvin
(Santrock, 2011). Collaborative learning provides
chanism to the learners to developtheir thinking. The
learners to share ideas and working together from
hieve common goal enhance communication and
ollaborative teaching strategy,Working together in CL
rning. According to Nayan et. al (2010), collaboration
t where workingtogether with diverse group of people

who have a common interest or iss
identify possible solutions. In CL, s
enhance their oral skills and experie
students can lower their anxiety a
second language environment and
2010) as stated in (Ackers, 2017), cl
value thinking and support every stu
reflection and collaboration are nece
does helpstudents in improving thei

5. METHODOLOGY
The procedure of this innovative approach

project brief consisted of steps that the stu
starting the project, students were given exp
and answers were dealt here too. Once all t
whole procedures in a class.

Figure 1.1 shows the procedure that was
shows what the students did in each of the

sue and thesepeople need to make discoveries and
second language learners can use this opportunity to
enceconflict of goals and tasks. Apart from that, shy
and improve their participation, exposing them with

alsoexpressing their opinions. According to (Brady,
lassrooms need to become learning communities that
udent during learning process; in these communities,
essary. Therefore, implementation of CL in classroom
ir learning and second language acquisition.

h started with project briefing given by thelecturer. This
udents will take in order to completethe project. Prior
planation on each step in Design Thinking. Questions

the 5 steps were completed, the group presented the

s undertaken to complete the project whileFigure 1.2
Design thinking steps.

Figure 1.1: Proce
Figure 1.1: Proce

edure of the project
edure of the project

6. THE IMPACT
The innovative approach has

indicated that this project was very fun a
in a language class. The students reac
more insight in conducting an innova
approach also has made them realized
understand better about their project. Ap
4Cs of 21st Century pedagogy througho
thinking, critical thinking communicative

As for the language learning
presentation skills. This is because, dur
to communicate. Lecturer also played
Students also did their rehearsal be
presentation skills and contents of their

Students also benefited from v
project through the Design Thinking a
solver, designer and presenter. These
various situations or environments. As
their confidence level.

7. CONCLUSION
In conclusion, using Design Th

managed to train these students to be
innovating the traditional games into a l
students the sense of ownership to the
using Design Thinking approach to crea
among students is an interesting idea to

In future, it is recommended th
workshop prior embarking into the D
understanding of the 5-step better and im

impacted the students very well. Students have
and has given them opportunity to be more innovative
cted that this Design Thinking project hasgiven them
ation project. Furthermore, the incorporation of this
d that by going through all the 5 stages help them to
part from that, students wereunconsciously applied the
out their projects. They managed to use their creative
e and collaborative skills to complete their projects.

process, students have managed to improve their
ring the project, students were required to use English

his role by monitoring and facilitated the students.
efore the presentation so they can improvise their
r presentation.

various roles that they played while carrying out the
approach such as interviewer, researcher, problem
e roles have given them experience in dealing with
a result, students managed to increase and enhance

hinking approach in oral presentation skills class has
e more independent in sourcing for information and
language learning game. This approach has giventhe
project, from the beginning until the end. Thisproject
ate innovative ideas which enhanced speaking ability
o be practiced in all classrooms.

hat students should go through a Design Thinking
Design thinking Project. This would enhance their
mprove their workflow while conducting the project.

Reference

Ackers S.E (2017), "A Phenomenological Study of

Values, and Experiences of Fres

Administrator“. Doctoral

https://digitalcommons.liberty.edu/d

Akkakoson,S. ( 2016) Speaking anxiety in English c
Journal of Learning and Instruction: V

Carlgren, L., Rauth, I., & Elmquist, M. (2016). Framin
Creativity and Innovation Manageme

Elsbach, K. D., & Stigliani, I. (2018). Design Thinking
Future Research. Journal of Managem

Liedtka, J. (2015). Perspective: Linking design thi
reduction. Journal of Product Innova

Nayan, S., Shafie, L., Mansor, M., Maesin, A., & O
among Lecturers in Malaysia. Manag

Oxford, R. (2002). Sources of variation in language
applied linguistics (pp. 245-252). Oxfo

Rotterberg, C.M.(2018) Handbook of Design Thinki
Publishing, ISBN 978-179035371

Rusli, Yunus & Hashim .(2018) Low speaking proficie
e-Prosiding Persidangan Antarabangs
Kolej Universiti Islam Antarabangsa S

Santrock, J.W (2011) Educational Psychology, fifth e

Watson, A. D. (2015). Design Thinking for Life. Art E

f Collaborative Learning: Understanding the Perceptions,
shmen Language Arts Students, Teachers, and One

Dissertations and Projects. 1373.
doctoral/1373

conversation classrooms among Thai students. Malaysian
Vol. 13 (2016): 63-82

ng design thinking: The concept in idea and enactment.
ent, 25(1), 38–57.

g and Organizational Culture: A Review and Frameworkfor
ment, 0149206317744252.

inking with innovation outcomes through cognitive bias
ation Management, 32(6), 925–938.

Osman, N. (2010). The Practice of Collaborative Learning
gement Science & Engineering, 4(2), 115-123.

e learning. In R. B. Kaplan (Ed.), The Oxford handbook of
ord: Oxford University Press.

ing : Tips & Tools for how to design thinking. Kindle Direct

ency among the Malaysian undergraduates: why and how?
sa Sains Sosial dan Kemanusiaan 2018 , 23-24 April 2018 .
Selangor . eISBN: 978-967-2122-47-0

ed., McGraw-Hill, New York.

Education, 68(3), 12–18.





BAHAN
Nazirah Bi

N BUKTI
inti Mat Zain

i. Tajuk : ANTHROSCALE: Anthropometry H
Diploma Rekabentuk Industri, Polytechn

ii. Pengenalan / Latar Belakang / Penyata
merupakan sebuah alat pengukur khu
Industri yang menghasilkan rekaan pera
ukuran ketepatan figura manusia supaya
yang ingin dihasilkan. ii. Penyataan M
Politeknik Ibrahim Sultan ini khususny
masalah ketiadaan satu alat pengukur ya
ukuran yang telah ditetapkan. Kekanga
seringkali melakukan kesilapan dalam uk
untuk proses yang seterusnya iaitu peng

iii. iii. Objektif :  Untuk mengatasi permas
Industri di Politeknik Ibrahim Sultan dal
proses rekabentuk perabot dan produ
medium pengukur yang tepat dan boleh
Diploma Rekabentuk Industri dan pe
pembuatan perabot dan produk terten
membantu pelajar-pelajar Diploma Rek
serta produk yang menekankan ‘huma
Kaedah Pelaksnaan : Kaedah pelaksana
figura manusia yang tepat dengan me
Ukuran yang telah diperoleh tersebut a
bertujuan untuk memudahkan penyela
yang tertentu. Rasional penghasilan mod
khususnya untuk memperolehi skala u
dihasilkan supaya proses penghasilan pe
tepat.

Human Body Scale Model as Measuring Tool for Students
nic Ibrahim Sultan.

aan Masalah / Objektif : i. Latar belakang : ANTHROSCALE
usus untuk kegunaan pelajar-pelajar Diploma Rekabentuk
abot serta produk. Ia merupakan satu alat untuk mengukur
a sesuai dengan saiz dan nisbah rekaan perabot atau produk
Masalah: Pelajar-pelajar Diploma Rekabentuk Industri di
ya yang merekabentuk perabot serta produk mengalami
ang tepat untuk ukuran figura manusia yang selaras dengan
an alat pengukur ini menyebabkan pelajar-pelajar tersebut
kuran rekabentuk mereka yang sekaligus menjejaskan masa
ghasilan produk yang berskala penuh.

salahan yang dihadapi pelajar-pelajar Diploma Rekabentuk
lam mendapatkan ketepatan ukuran figura manusia untuk
uk yang mereka hasilkan.  Untuk membangunkan suatu
h digunapakai bukan sahaja dalam kalangan pelajar-pelajar
endidik yang berkaitan malah untuk kegunaan industri
ntu.  Untuk menilai keberkesanan alat pengukur ini bagi
kabentuk Industri dalam menghasilkan rekabentuk perabot
an-based design’. iv. Rasional Penyediaan / Metodologi /
aan produk ini ialah dengan mendapatkan ukuran nisbah
erujuk kepada jadual antropometri yang telah ditetapkan.
akan diukur diatas templet lutsinar yang boleh dilaras. Ia
arasan ukuran mengikut rekabentuk perabot dan produk
del skala figura manusia ini adalah untuk membantu pelajar
ukuran yang tepat antara manusia dan rekabentuk yang
erabot dan produk dapat dihasilkan dengan lebih cepat dan

iv. Rasional Penyediaan / Metodologi / Ka
dengan mendapatkan ukuran nisbah fi
antropometri yang telah ditetapkan. U
templet lutsinar yang boleh dilaras.
mengikut rekabentuk perabot dan prod
manusia ini adalah untuk membantu pel
antara manusia dan rekabentuk yang d
dapat dihasilkan dengan lebih cepat dan

v. Hasil Dapatan : Melalui kajian yang tela
Industri semester 4 (Sesi Disember 202
telah menggunakan ANTHROSCALE
mendapatkan ukuran serta nisbah yang
produk yang mereka ingin hasilkan. Se
nisbah yang mereka kehendaki, prose
hasilkan juga lebih singkat kerana pelaja
mendapatkan ukuran. Oleh itu, melalu
baharu dalam kalangan pelajar Diploma
bersifat positif dan efektif untuk mengh
Design’ yang lebih selesa serta berku
mengesahkan produk ANTHROSCALE : A
for Students Diploma Industrial Design, P
asli.

aedah Pelaksnaan : Kaedah pelaksanaan produk ini ialah
igura manusia yang tepat dengan merujuk kepada jadual
Ukuran yang telah diperoleh tersebut akan diukur diatas
Ia bertujuan untuk memudahkan penyelarasan ukuran
duk yang tertentu. Rasional penghasilan model skala figura
lajar khususnya untuk memperolehi skala ukuran yang tepat
dihasilkan supaya proses penghasilan perabot dan produk
n tepat.

ah dijalankan dengan pelajar-pelajar Diploma Rekabentuk
20) dan semester 3 (Sesi 1 2021 : 2022), pelajar-pelajar ini
untuk membantu mereka dalam proses awal untuk

tepat antara figura manusia dan rekabentuk perabot serta
elain berjaya memperolehi ketepatan dalam ukuran serta
es pembuatan produk serta perabot yang mereka ingin
ar-pelajar ini telah berjaya mengurangkan kesilapan dalam
ui pendekatan penggunaan ANTHROSCALE sebagai media
a Rekabentuk Industri ini, keberkesanan produk ini adalah
hasilkan perabot serta produk yang bersifat ‘Human-based
ualiti. vii. Pengesahan Keaslian Produk : Saya dengan ini
Anthropometry Human Body Scale Model as Measuring Tool
Polytechnic Ibrahim Sultan hasil inovasi kumpulan ini adalah





ANUGERAH

INOVASI PENGURUSAN
TERBAIK

ANUGERAH INOVASI PENGURUSAN TERBAIK

Pensyarah yang berjaya menghasilkan inovasi yang mempunyai nilai tambah dalam meningkatkan kualiti,
keberkesanan dan kecemerlangan pengurusan institusi. Merangkumi tugas pengurusan dasar, jaringan/

kolaborasi, dan pengurusan sumber.

PEMENANG ANUGERAH INOVASI
PENGURUSAN TERBAIK

BIL NAM TAJUK JABATAN MARKAH
A JPA 82
e-RISK JKE 68
1. HASHIM BIN MAT ZIN
PUSAT SEHENTI
2. MAZLAN BIN KARIM @ HUSSEIN MAKLUMAT DIGITAL
JKE

BAHAN BUKTI
Hashim Bin Mat Zin

UNIT PENGURUSAN RISIKO DAN PELUANG
POLITEKNIK IBRAHIM SULTAN

LAPORAN SISTEM e-RISK MANAGEMENT
https://www.e-riskmanagement.com

1.0 PENGENALAN
Penciptaan sistem e-Risk Management adalah bagi memudahkan urusan pentadbiran
Pengurusan Risiko dan Peluang di JPA. Hal ini kerana, Pengurusan Risiko merupakan
satu keperluan Standard MS ISO 9001 : 2015, di bawah klausa 0.3.3 (Pemikiran
Berasaskan Risiko), dan klausa 6.1 (Tindakan menyatakan risiko dan peluang). Risiko
dapat ditakrifkan sebagai kesan ketidakpastian yang boleh memberi kesan terhadap
pencapaian objektif atau matlamat sesebuah organisasi dan apa-apa ketidakpastian itu
boleh mempunyai kesan positifatau negatif. Oleh itu, dengan membangunkan sistem
Pengurusan Pelaporan Risiko dan Peluang (e-Risk Management) adalah bagi
memudahkan urusan pentadbiran Pengurusan Risiko dan Peluang di PIS. Sistem ini
telah dibangunkan oleh JK Unit Pengurusan Risiko dan Peluang dengan kerjasama
Programmer luar PIS. Pembelian domain (data) adalah sebanyakRM 153.70 telah dibuat
bagi membangunkan sistem ini.

2.0 OBJEKTIF

Tujuan/objektif laporan ini disediakan adalah untuk melaporkan perkembangan
(progress) pembangunan sistem e-Risk Management.

3.0 PERMASALAHAN

3.1 Pengurusan Risiko masih lagi dianggap sebagai perkara ba
rusedangkan ia telah diperkenalkan sejak 2016

3.2 Pertukaran PIC akibat pegawai berpindah dan lain-lain
3.3 Perlu sentiasa dikemaskini dan dibuat pemantauan secara berkala
3.4 Kesukaran mengemaskini timbul jika PIC bertukar

4.0 SISTEM E-PELAPORAN (PROJEK e-RISK MANAGEMENT)

Meskipun telah dilaksanakan tindakan sedia ada seperti bengkel, brochure, memo
pemantauan, mesyuarat Jawatankuasa Kerja Kualiti dan Pengurusan Risiko, audit
dalaman ISO dan sebagainya, namun pihak Jawatankuasa Pengurusan Risiko
merasakan ia masih pada tahap kurang memuaskan disebabkan beberapa masalah yang
telah dijelaskan sebelum ini di dalam point Permasalahan 3.0 di atas. Oleh yangdemikian,
maka timbulnya idea penubuhan sistem e-Risk Management yang embolehkan
segala laporan menyatakan risiko dan laporan pemantauan dikemaskini secara

online. Manakala database pula akan dihubungkan (link) dan disimpan di Unit
Teknologi maklumat PIS. Jika sebelum ini, urusan mengemaskini hanya
dilaksanakan secara Microsoft excel dan hanya disimpan oleh pihak JK Unit
Pengurusan Risiko PIS, malah data juga tidak disimpan oleh pihat UTM.

5.0 KEBERHASILAN PROJEK (Outcome Projek & Pembuktian)
i. Sistem Pelaporan Pengurusan Risiko secara Microsoft Excell (sebelum)

Rajah 1 : Senarai Daftar Pengurusan Risiko secara Microsoft Excell

ii. Sistem Pelaporan Pengurusan Risiko (e-Risk Management)
Rajah 2 : Log masuk ke Sistem Pelaporan Pengurusan Risiko PIS

Rajah 3: Daftar Maklumat Jabatan dan Unit serta risiko masing-masing

Rajah 4: Template yang dijana selepas maklumat risiko didaftarkan (key in)

6.0 KESIMPULAN

Sistem e-Risk Management telah dilaksanakan di peringkat dalaman Jabatan Pengajian Am
(JPA) sahaja, namun ia masih dalam peringkat percubaan. Domain (data) yang dibeli juga
telah pun tamat tempoh percubaan dan urusan pembaharuan lesen sistem berkenaan
melibatkan kos sebanyak RM 153.70 setiap tahun. Selain itu, sistem ini juga memerlukan
kepakaran programmer untuk urusan menyelenggara sekiranya berlaku masalah teknikal.



BAHAN BUKTI
Mazlan Bin Karim @ Hussein