EPROCEEDING PERSEPADU 2019_

88AN ASSESSMENT OF CONCEPTUAL UNDERSTANDING OF DOMAIN ANDZEROIN RATIONAL FUNCTIONS AMONG PRE-DEGREE STUDENTS Nabilah Mustapa 1 , Raudzatul Fathiyah Mohd Said 2 , and Raisnee Lumbihan 2 1Faculty of Education, Universiti Teknologi MARA, Cawangan Selangor, Kampus Puncak Alam, Selangor 2Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil 43800Dengkil, Selangor, Malaysia Abstract Mathematics is one of the subjects that often known as the “gatekeeper” for success or failure for high school graduation and career success. Students should have sufficient mathematical skills and understanding so that they can think critically in educational, life and also making career decisions. A part of topic that students learn in mathematics for pre-degree programis rational function. Rational function is a real function that is formed by a division of two polynomial functions and the denominator cannot be zero. The denominator must be not equal to zero andit known as rational number. The concept of rational numbers is known as fundamental mathematics and for the concept of rational functions is known as concept of division. In order toassess students’ knowledge of rational function, 200 pre-degree students fromfoundationof science and foundation of engineering.in one of higher instituition learning in Selangor, Malaysiawere chosen. Students were given a test consists of 11 items were covered domains and zeros of rational functions. The result was analyzed using Winstep 3.73 software. Findings showed theability of students in rational function is average eventhough students learnt this topic during their first semester. Then, the test has been done in their second semester. Further investigation needtobe carried out to see whether the item is too difficult for students which cause difficulties for themto answer it or poor remembrance. Keywords: Rational function, Mathematic education, Rasch Measurement Model Introduction Competence in mathematical knowledge is important especially in engineering related courses. Mathematics play vital role in higher education as it is essential to develop students’ analytical thinking(Othman, Asshaari, Bahaludin, Nopiah, & Ismail, 2012). This skill would enhancestudents' knowledge in engineering fields. Every area of mathematics has its own uniqueapplications to different career option. Good ability to understand mathematical knowledge is important indicator of potential for students’ success. Therefore, most programmes of studies inhigher level institution required to include mathematics as a compulsory subject. In this study, pre-degree students’ understanding of concept domain and zero in rational function wereinvestigated. Materials and Methods The sample for this study was 196 pre-degree programmes students. They were randomlyselected from the lecturer. Simple random sampling method is use to choose the sample. It gives an equal and independent chance for all students to be select for the sample. These students needto answer eleven (11) questions related to domains and zero in rational function. Then, data weregathered and analyzed in Winsteps 3.74 to produce the Rasch output. Rasch Model can be usedsimutenously to estimate a person’s ability and item’s difficulty, as the ability of the student toanswer the question(Khusaini, Saad, Aziz, Ismail, & Kasolang, 2017)(Julie, Holtman, &Mbekwa,

892011). Thus, it was being used because it using relevant analysis focusing on measuring thestudents’ true ability, with respect to the items’ difficulty. Results and Discussion In order to potray students’ (person) ability to answer of the assigned rational function questions (item), the Person-Item Distribution Map (PIDM) as shown in Fig. 1 was used. The items comprise domains and zeros in rational function. This map is linking item difficulties to thestudents’ ability of the questions. In PIDM, mean item serves as a threshold and it is set to zeroonthe logit scale. The easiest item is located at the lowest location of item fromthe mean item. Similarly, for those students who have weak ability to answer the questions were locatedat bottom of the map. Therefore, the level of a person’s ability can be identified fromPIDMbylooking at the separation between the person and item on the map. The bigger the separationmeans the likelihood of the person to apply the item is high. Based on the Fig 1, the left side of the mapping graph showed the person position while on theright side showed item position. The graph also showed the mean item and mean person. For this study, the mean item is at 0.00 and the mean person is -0.46. This result indicated that in general these students are having moderate conceptual understanding in rational functions. It is beenshowed in Fig1 that students are located above mean items are considered excellent. This is dueto their ability to answer hard questions. Students’ performances that located in between meanitem and mean person is considered as average student because they able to answer some of thequestion. Student that lies under the mean person is considered as weak student because they onlycan answer few questions. This mapping displayed student performance with the item tested. Further investigation needtobe carried out to see whether the item is too difficult for students which cause difficulties for themto answer it. Other than that, researcher also needs to find out whether student actually havingdifficulties with the topic that been asked which relate to the concept, fact or other reasons. Mean Items = 0.00 Mean Person = -0.46 Excellent Students Moderate Students Poor Students

90Conclusion This purpose of this study is to assess the conceptual understanding of rational functions for pre- degree students. Results showed that their understanding in domain and zeros in rational functionwas moderate. There has good ability to answer domain in rational function however, they haddifficulty to master in zeros in rational functions. This appropriate information will help teachers to plan their teachings of mathematics so that, students will be able to apply mathematicallyknowledge effectively. References Julie, C., Holtman, L., & Mbekwa, M. (2011). Rasch modelling of Mathematics and Science teachers’ preferences of real-life situations to be used in Mathematical Literacy. Pythagoras, 32(1). https://doi.org/10.4102/pythagoras.v32i1.13 Khusaini, N. ., Saad, N. H., Aziz, N., Ismail, A., & Kasolang, S. (2017). Relationship between demographic attributes and final examination performance using Rasch model. In 2017 IEEE 9th International Conference on Engineering Education (ICEED) (pp. 117–121). IEEE. https://doi.org/10.1109/ICEED.2017.8251177 Othman, H., Asshaari, I., Bahaludin, H., Nopiah, Z. M., & Ismail, N. A. (2012). Application of Rasch Measurement Model in Reliability and Quality Evaluation of Examination Paper for Engineering Mathematics Courses. Procedia - Social and Behavioral Sciences, 60, 163–171. https://doi.org/10.1016/j.sbspro.2012.09.363

91EVALUATION OF EMPLOYEE’S EFFECTIVENESS IN HIGHER EDUCATIONINSTITUTIONS (HEI): A CASE STUDY IN THE UNIVERSITY OF SELANGOR(UNISEL) Ng Ming Yip 1*, Hamdan bin Dato’ Mohd Salleh 2 , Nurdiyana binti Mohamad Yusof 2 and Iswandi Harahap Burhanuddin 1 1Centre for Foundation and General Studies, Universiti Selangor, Jalan Timur Tambahan, 45600 Bestari Jaya, Selangor Darul Ehsan, Malaysia 2Faculty of Education and Social Science, Universiti Selangor, Jalan Timur Tambahan, 45600 Bestari Jaya, Selangor Darul Ehsan, Malaysia *Corresponding Email: [email protected] Abstract This study focuses on evaluating the employee’s effectiveness which comprises of academic andnon-academic staffs at the Universiti Selangor (UNISEL) in Bestari Jaya (main campus) and ShahAlam (branch campus). This study also focuses on determining the efficiency of the University’s practice during the era of University’s transformation under the supervision of Prof. Dato' Dr. Mohammad Redzuan Othman. During the transformation, the University has undergone manygreat changes in terms of the infrastructures, development of the human capital, increment in thenumber of students as well as other advancements. This study has several main objectives. Among these are to determine the restructuring measures, to investigate the practice at the facultyand department level, to identify the recommendations and ideas from the employees of all of thefaculties, to enrich the academic quality of the university and to boost the total number of students. Additionally, this study is fundamental in assessing how far the efforts that were made by Prof. Dato’ Dr. Mohammad Redzuan Othman have led to the various transformations of the universityand subsequently, bettered the view of the employees and fellow Malaysians towards UNISEL. This will also supplement the academic studies particularly in appraising the contribution of aleader during his administration. This study measures the employees’ efficiency inacomprehensive manner in the aspects of leadership, staffs’ development, customer service, performance improvement, training, change management, communication, employeemanagement, planning and employee relations. Ultimately, the results of this study will bepresented to the management of the university for the future planning, predominantly in thecontext of advancing the knowledge, skills and abilities of the employees in contributing to theachievement of performance and productivity. Keywords: employee’s effectiveness level, Prof. Dato’ Dr. Mohammad Redzuan Othman, transformation, Universiti Selangor (UNISEL) Introduction The survival of any organization in a competitive society rests on its human resource capacityinbeing creative, innovative, inventive and constantly improve its performance and competitiveadvantage. The degree to which the goals are achieved and the extent to which the target is resolved. Unlike efficiency, efficiency is determined without reference to cost and, if efficiencymeans "doing the right thing". A key element of organizational effectiveness is the need to driveemployee engagement within the organization. Engagement affects the customer experience andultimately, the overall performance of the organization in terms of productivity and profitability. Performance measures include assessments of key tasks completed and employeeaccomplishments within a given time frame compared to goals set in the beginning (Rudman,

922003: 4). According to Kuvaas (2006: 508), measurement also includes the quality of achievement, adherence to desired standards, costs involved and the time taken to reachadecision. Bond and Fox (2007: 5) argue that measuring employee performance is the basis of performance management policy evaluation and performance. Accurate and efficient performancemeasurement is not only the basis for an accurate performance review but also provides a means for evaluating and measuring employee potential (Fletcher and Bailey, 2003: 360). For thepurpose of measuring employee performance, different inputs can be used to gather feedbackfrom various sources such as supervisors, peers and employees (Mello, 2010: 439). According to Rudman (2003: 4), all of these perspectives should be integrated in a timely manner and to obtain a comprehensive and complete view of employee performance. AccordingtoAnderson (2002: 2), for an organization to be effective in its goals, it is very important to monitor or measure employee performance on a regular basis. Effective monitoring and measurement alsoincludes providing timely and timely employee feedback and reviews on their work andperformance according to set goals and problem solving (Mani, 2002: 142). Rudman (2003: 12) emphasizes that continuous recognition also promotes and helps improve employee performance. Materials and Methods UNISEL has 982 academic and non-academic staffs. An online survey form was distributed toall staffs in obtaining their opinions on university management from various aspects. The pilot studywas conducted by selecting the Centre for Foundation and General Studies as the study sample. Atotal of 16 staff members from this faculty responded to the survey form. 400 sample sizes will be selected from each faculty and department in UNISEL. Alsoconsider academic and non-academic staff categories. At the faculty and department level, random sampling will be used to get respondents from each category. The online questionnaire will be distributed to the respondents via email for the datacollection. The questionnaire consists of both closed-ended and open-ended for items relatedtodemographic factors. A Likert scale item is used for satisfaction and opinion related questions. The data collected were analyzed using qualitative analysis method while data analysis anddiscrete analysis for quantitative data. Results and Discussion This study evaluated the effectiveness of organizational staff through 10 key elements, namelyLeadership, Employees Relation, Employees Engagement, Training, Planning, Communication, Change Management, Staff Development, Performance Improvement, and Customer Service. Figure 2: Organizational staff effectiveness model The majority of respondents agreed that the university has a clear vision and mission. Aclear vision and mission is crucial in ensuring that every university staff moves forward as a team. It is

93also important to ensure that each staff works systematically and towards the achievement of theorganization's vision and mission. To ensure effective staffing, customers need must be clearly identified and defined. The maincustomers of the university are students and academic and non-academic staffs need to knowtheneeds of the students based on their function and field of work. A detailed understandingof customer needs will help the organization achieve customer satisfaction. Appropriate training has been designed across all categories of staffs for skill development andenhancing staffs’ competence in the workplace. Various staff enhancement programs suchas New Staff Orientation Program, Bina Insan, Teambuilding and a series of real-time trainings havea positive impact on staff effectiveness. The University management is also sensitive to issues and problems that exist in the university. Issues management teams are created to reduce the negative impact on the university. UNISELalso employs various action teams to effectively assess an issue or problem. Multiplecommunication takes place in the organization at UNISEL. Staffs and students also have theopportunity to present ideas and suggestions to university management. The online informationdelivery system has been used as much as possible and bilateral communications occur frequentlyin a healthy communication space. Conclusion The staffs under the new leadership became more effective with a wide range of initiatives inadministration, infrastructure development, academics, research, student development and staff development. UNISEL under its new leadership since 2016 has undoubtedly brought glorytoUNISEL with many changes including various programs to improve the quality of teaching staffs, various facilities and infrastructure based on technology, various projects, UNISELdebt resolution, research development and publications; which include seminars, repairs andrestoration of buildings and many other admirable changes. Leadership by Prof. Dato’ Dr. Mohammad Redzuan Othman also brought a level of positive satisfaction among UNISELstaffs in line with the many efforts, relationships and good cooperation of the staffs in making UNISELa recognized University in Malaysia. This success will be the best example and 'model' in thedevelopment and success of a local university to an international standard. References Aguinis, H. (2009). Performance management. 2nd Edition. Upper Saddle River, NJ: Pearson Prentice Hall. Anderson, J.R. (2002). Measuring human capital: performance appraisal ef ectiveness. Paper presentedat the Human Resource Track Midwest Academy of Management Conference. Kansas City: Missouri. Byron, K. (2007). Male and female managers’ ability to read emotions: Relationships withsupervisors performance ratings and subordinates satisfaction ratings. Journal of Occupational and Organisational Psychology, 80(4): 706-732. Cook, J. & Crossman, A. (2004). Satisfaction with performance appraisal systems. Journal of Managerial Psychology, 19(5): 526-541. Fletcher, C. & Bailey, C. (2003). Assessing Self-awareness: Some Issues and Methods. Journal of Managerial Psychology, 18(5): 395-404. Hunt, N. (2005). Conducting staf appraisals: How to set up a Review System that will ensure fair andef ective appraisal and improve individual performance and organizational results. Oxford: JordanHill. Mello, J.A. (2010). Strategic human resources management. 3rd Edition. Mason, Ohio: South Western. Rudman, R. (2003). Human resources management in New Zealand. Auckland: Pearson Education NewZealand Limited.

94MASALAH GANGSTERISME DALAM KALANGAN PELAJAR INDIA DI DAERAHSABAK BERNAM, SELANGOR Parameswari Krishnan*, Mohd Zaidi Mohd Hajazi, Gunasegaran Karuppannan, Jamilah Mustafadan Khatipah Abdul Ghani Fakulti Pendidikan dan Sains Sosial, Universiti Selangor, Jalan Timur Tambahan, 45600 Bestari Jaya, Selangor *Corresponding Email: [email protected] Abstrak Kajian ini akan membincangkan mengenai masalah gangsterisme dalam kalangan pelajar India di daerah Sabak Bernam negeri Selangor dengan memfokuskan jenis-jenis, faktor-faktor dan kesan- kesan gangsterisme. Di Malaysia, gejala gangsterisme dalam kalangan pelajar India adalah sangat tinggi berbanding pelajar kaum lain terutama pelajar sekolah menengah. Ramai beranggapanbahawa perbuatan gangsterisme hanya melibatkan pelajar lelaki. Namun, menurut kajian ini, pelajar perempuan turut terlibat dalam perbuatan tersebut. Biar pun peratusnya sedikit, namunperkara tersebut mampu mendorong kepada perbuatan yang serius jika tidak dibendung. Gangsterisme bukan sahaja menghalang pencapaian pelajar, malahan boleh menggangguperkembangan dan masa hadapan mereka dalam arus pembangunan negara. Permasalahan utamakajian ini ialah membuktikan bahawa masalah gangsterisme telah berleluasa dalamkalanganpelajar India di sekolah dan masalah ini berterusan selepas alam persekolahan bagi menjagakeselamatan mereka dan menguasai sesuatu tempat serta menunjukkan kuasa mereka dalamkalangan masyarakatnya. Terdapat tiga objektif utama kajian ini dilaksanakan iaitu melihat jenisjenis gangsterisme yang terdapat dalam kalangan pelajar India, faktor-faktor penglibatan merekadalam masalah ini dan kesan-kesan yang dialami akibat penglibatannya. Kajian ini sangat pentingdalam konteks bukan sahaja masyarakat India malah dalam konteks pembangunan negara kitakerana masalah gangsterisme semakin meningkat sepanjang tahun. Hal ini menimbulkan perasaantakut dan risau dalam diri kalangan masyarakat. Maka, satu kajian khas hampir di setiap negeri sangat diperlukan untuk mendapatkan maklumat secara terperinci terhadap isu gangsterisme ini. Kajian ini menjadi bernilai kerana setakat ini tiada kajian khas mengenai gangsterisme dalamkalangan pelajar India. Kajian ini menggunakan lima kaedah yang utama iaitu kaedah borang soal selidik terhadap 3 buah sekolah di daerah Sabak Bernam, kaedah temu ramah terhadap beberapaguru disiplin dan kaunselor termasuk pengetua serta beberapa orang pelajar yang terlibat dengangang, kaedah pemerhatian, kaedah Arkib Negara dan kaedah perpustakaan. Kajian ini menjadi lebih menarik dengan mengumpulkan beberapa bukti penglibatan pelajar India dalamgang. Keseluruhannya, sudah pasti kajian ini akan merintis ke arah kajian yang lebih mendalamterhadap gangsterisme di negara kita. Kata Kunci: gang, gangster, gangsterisme, pelajar India, Sabak Bernam Pengenalan Kajian terhadap masalah gangsterisme dalam kalangan pelajar India ini dilakukan di daerahSabak Bernam terutama di 3 buah sekolah yang mempunyai bilangan pelajar India yang ramai berbanding sekolah lain iaitu SMK Ungku Aziz, Sabak Bernam, SMK Sri Bedena, Sungai Besar dan SMK Yoke Kuan, Sekinchan. Kajian ini bertujuan untuk mengkaji jenis-jenis gangsterisme, faktor-faktor berlakunya dan kesan-kesan akibat daripadanya. Kajian ini difokuskan terhadap

95pelajar India kerana kes-kes sebegini terus meningkat dalam komuniti tersebut berbanding kaumlain di negara ini. Sumber & Metodologi Kajian Kajian ini akan dilakukan dengan menggunakan pelbagai kaedah yang terdiri daripada sumber pertama, sumber kedua dan juga sumber lisan. Kajian difokuskan di 3 buah sekolah iaitu SMKUngku Aziz, Sabak Bernam, SMK Sri Bedena, Sungai Besar dan SMK Yoke Kuan, Sekinchandi daerah Sabak Bernam, Selangor. 1. Kaedah kajian borang soal selidik terhadap 150-160 responden. 2. Kaedah kajian temu ramah . 3. Kaedah kajian pemerhatian. 4. Kaedah kajian Arkib Negara. 5. Kaedah kajian perpustakaan. Analisis Ringkas Menurut temu bual yang dijalankan terhadap beberapa ahli dalam gang dan kami dapati informasi secara umum tentang: *Grouping / Gang / Kumpulan Terdapat pelbagai jenis kumpulan atau gang dalam kalangan pelajar India di daerah SabakBernam. Antaranya 08, 21, 04, 36, 18, 24 dan ‘double 7’. Setiap kumpulan atau gang tersebut mempunyai latar belakang, ketua dan kawasan yang dikuasai oleh kumpulan atau gang tersebut. Nama kumpulan/gang Kawasan yang dikuasai Diketuai oleh 08 21 Kapar Ikan/ Aitiang/ Sivalinga/ Mogan 04 Penang Mannah/ Sasi 36 Perak Mokmal 18 Ipoh Vinod 24 Kampung Jawa, Klang Asli Guna Double 7 Kampung Jawa, Klang Kambing Group Seluruh Malaysia *Tujuan Menurut jawapan responden, setiap kumpulan atau gang ini ditubuhkan untuk tujuan penguasaankawasan dan tujuan keselamatan serta menunjukkan kuasa mereka. Menurut pandangan ahli-ahli dalam kumpulan atau gang, kuasa sesuatu kumpulan atau gang adalah berdasarkan dominasi kawasan. Contohnya, jika 08 menguasai satu kawasan, maka kumpulan atau gang lain tidak bolehmasuk campur dalam hal kawasan tersebut. Mereka juga perlu mendapat kebenaran daripadaketua gang yang menguasai daerah tersebut untuk melakukan sebarang aktiviti gang. Jika gagal mendapatkan kebenaran, maka perselisihan faham dan masalah akan tercetus antara kedua-duakumpulan. Tujuan kedua adalah mengeksport ubat seperti ganja. Kegiatan ini juga menunjukkankekuasaan atau kehebatan sesuatu kumpulan atau gang. Jika sesuatu kumpulan atau gangmengeksport lebih banyak ubat maka kumpulan atau gang tersebut akan dianggap sebagai lebih

96kaya, kuasa dan hebat. Kumpulan yang lebih aktif dalam kegiatan ini adalah kumpulan 36 dan 24. Responden juga memberitahu bahawa bukan semua kumpulan atau gang yang nyata membuat kerja yang buruk atau kegiatan-kegiatan yang negatif. Ada sesetengah kumpulan ditubuhkanuntuk membantu komuniti, memajukan kawasan dan lain-lain. Contohnya, kumpulan 21, 04 dan08. Tetapi lama-kelamaan, motif dan sasaran setiap kumpulan bertukar dan lebih mementingkandiri sendiri dan melakukan kegiatan-kegiatan seperti ini. Namun, masih juga terdapat kumpulanatau gang yang melakukan kegiatan-kegiatan yang positif untuk kemajuan komuniti India. Rumusan Pada masa kini, gejala gangsterime telah menjadikan semua pihak berasa bimbang dan takut. Iamerupakan isu yang memerlukan penyelesaian dengan segera. Aktiviti-aktiviti kumpulan seperti ini akan menjejaskan persekitaran seseorang inidvidu, keluarga, sekolah dan juga menjejaskanproses pembelajaran dan pengajaran para pelajar. Oleh itu, penglibatan setiap pihak sangat penting dalam menangani isu ini supaya masalah ini dapat dikawal. Di daerah Sabak Bernam, tiada tindakan berkesan untuk menangani masalah ini kerana kurangmendapat sokongan daripada pihak-pihak seperti ahli keluarga, guru, sekolah, agamawan, mediadan lain-lain. Hal ini menyebabkan masalah gangsterisme telah berleluasa dalam kalangan pelajar India di sekolah dan masalah ini berterusan selepas alam persekolahan bagi menjaga keselamatanmereka dan menguasai sesuatu tempat serta menunjukkan kuasa mereka dalamkalanganmasyarakatnya. Rujukan Alaggapar, P. Len, C.W, George, M Lee, ASH, & Wong SMH. 2005. Gangsterisme AmongTeenagers in Malaysia. Petaling Jaya, Malaysia : Taylors College. Azizi Yahaya, & Rosnah Binti Hj Buang. 2000. Punca Berlakunya Masalah Gejala Gangsterismedi Kalangan Remaja di Beberapa Buah Sekolah Menengah di Empat Buah Negeri. Skudai, Johor : Universiti Teknologi Malaysia. Kajian Borang Soal Selidik terhadap 150 responden di 3 buah sekolah iaitu SMKUngku Aziz, Sabak Bernam, SMK Sri Bedena, Sungai Besar dan SMK Yoke Kuan, Sekinchan, daerahSabak Bernam, Selangor, 24 April 2019). Kajian Pemerhatian di 3 buah sekolah iaitu SMK Ungku Aziz, Sabak Bernam, SMKSri Bedena, Sungai Besar dan SMK Yoke Kuan, Sekinchan, daerah Sabak Bernam, Selangor, 24April 2019. Kajian Temu Ramah dengan kaunselor, pengetua dan guru disiplin serta pelajar-pelajar di SMKUngku Aziz, Sabak Bernam, SMK Sri Bedena, Sungai Besar dan SMKYoke Kuan, Sekinchan, daerah Sabak Bernam, Selangor, 24 April 2019. Sharif Zainudin, Mohamad Roslan & Norazmah. 2011. Faktor-faktor yang mempengaruhi remajaterlibat dalam masalah sosial di Sekolah Tunas Bakti, Sungai Lereh, Melaka. Journal of Education Psychology & Counseling, 1(7), 115-140.

97ASSESSMENT ON E-WASTE MANAGEMENT AWARENESS AMONG YOUNG ADULTS IN MALAYSIA Azar Fatiha Mohd Lud 1* , Hasdianty Abdullah 2 , Marini Ibrahim2 , Norhayati Mohd Amin 1 andHazeeq Hazwan Azman 1 1Centre for Foundation and General Studies, Universiti Selangor, 45600, Selangor, Malaysia 2Faculty of Engineering and Life Sciences, Universiti Selangor, 45600, Selangor, Malaysia *Corresponding Email: [email protected] Abstract This study assessed the e-waste management awareness and practice among young adults. Theincrease level of discarded electrical and electronic equipment (e-waste) generated worldwide is an environmental issue that need to be tackled with young adults considered to play important roles as they are among the highest consumer for electrical and electronic equipment. The studywas conducted via survey on 351 respondents around Malaysia age between 15-30 years old. Thequestionnaire consisted of five parts, which are; (1) demographic, (2) awareness of consequences, (3) ascription of responsibility, (4) perceived behavioural control and (5) information publicity. The result demonstrated a high level of awareness (91%) but lack of responsibility (as lowas 52%) and positive behaviour (as low as 38%) towards e-waste management with only 40%agreed that the information on e-waste management is easily available. Improving theaccessibility of e-waste recycling along with the increase of publicity, are the way forwardtoeducate young adults and culturing e-waste recycling habit among public; in order to address e- waste management for sustainable environment. Keywords: e-waste; awareness; young adults; recycling; e-waste management Introduction Electronic waste or e-waste is the term used for electrical and electronic equipment discardedas waste without intent of reuse, which consists of many hazardous substances such as heavymetals, toxic chemicals and plastics. Approximately, 75% of e-waste is not recycled (Lakshmi et al. 2017). Though e-waste products are valuables, the lack of policy and legislation by the local authority applied lead to improper e-waste management. Most consumer electronic devices end up in landfill sites, as there is no segregation mechanism (Junaidah, 2010). The exposure of heavy metal, resulted from the e-waste mismanagement, could potentially cause brain damage, allergies and cancer (Pucket and Smith, 2002). Therefore, there is an urge for assessing the knowledge and awareness of e-waste among young adults, as there are the agent of change in the community. Moreover, this research will be able to inspect the e-waste disposal practice by the young adults and the challenges on the disposal of the e-waste faced bythem. This study is important to understand the level of knowledge on e-waste recyclingamong young adults as well as providing the platform to create awareness on the implication of e-waste mismanagement on the environment. Materials and Methods This study was a quantitative study implemented based on questionnaire survey. Non-clusteredrandom sampling method was adopted for this study, targeting young adults (n=351) fromsecondary schools and universities (both public and private) around Malaysia age between 15-30

98years old. The questionnaire used was designed based on Wang et al. (2018) with somemodifications to tally with the research objectives. The dichotomous questionnaire consistedof five parts, which are; (1) demographic, (2) awareness of consequences, (3) ascriptionof responsibility, (4) perceived behavioural control and (5) information publicity. The questionnairewas prepared on Google Document and the link was sent through email. The data answeredbythe respondents were gathered in excel document and were analysed. Results and Discussion The distribution of samples are focusing on the young adults ( = 23.55 years) with 62%of respondents in the range of 21-25 years old. According to a study, young adults significantlycontributes to the large proportion of consumers on electrical and electronic equipment (Kumar, 2019). The questionnaire also looks into age and area of living as demographic variables with themajority of respondents is female (63%) and living in the urban area (66%) respectively. Most of the samples has degree as the highest qualification which amounted to 42% with diploma (34%) followed. The education background for the remaining respondents are SPM(9%), STPM(6%) while the others (9%) includes certification, PhD and UPSR. The result of the survey is showninTable 1. Table 1:Data analysis of the questionnaire items (n=351) Constructs Item Percentage of respondents (%) Mean, Yes (value=1) No (value=0) SDAwareness of Consequences (AC) AC1 95 5 0.95 0.0526AC2 78 22 0.78 0.1917AC3 91 9 0.91 0.0843Ascription of Responsibility (AR) AR1 78 22 0.78 0.1917AR2 52 48 0.52 0.3445AR3 57 43 0.57 0.3261Perceived Behavioural Control (PBC) PBC1 38 62 0.38 0.3826PBC2 38 62 0.38 0.3820PBC3 34 66 0.33 0.3848Information Publicity (IP) IP1 40 60 0.40 0.3801IP2 58 42 0.58 0.3179IP3 95 5 0.95 0.0472Based on table 1, this study shows high level of awareness on e-waste among young adults inMalaysia with 91% of respondents aware on the effect of e-waste mismanagement to human’s health and the environment ( ݕ￾￾ݎ .￾This is in line with similar study conducted among youthin India which resulted in 86% of e-waste awareness (Dhingra and Maheshwari, 2018). The samestudy also revealed that their awareness of consequences (AC) should affects their e-wastemanagement intentions, motivated for a better health and environment. Unfortunately, this positive result of awareness is not translated into the ascription of responsibilty (AR) andperceived behavioural control (PBC) as previous study suggested; AR construct showed almost abalance of positive and negative feedback among respondents with the average value of ARconstructs, is 0.62 while PBC construct received negative feedback ( ݕ .￾￾￾￾This contradict findings of high e-waste awareness with low willingness to recycle is not an isolated result as it is transpired in other study (Afroz et al. 2013) This attitude towards recycling e-waste could be caused by several factors including economic, socio-cultural and infrastructural factor (Borthakur and Govind, 2016). Even though 78%respondents were willing to compromise cost for eco-friendly product, approximately half of respondents were not willing to trade off their time (52%) and money (57%) to travel and payfor

99e-waste recycling. This is in contrast to a study conducted in China with 70%respondents werewilling to pay (Huang et al. 2006) though a similar local study obtained a consistent result of only53% respondents were willing to pay for e-waste recycling (Afroz et al. 2013). Wang et al. (2011) suggested that the improvement of convenience of recycling facilities and services, residential condition, recycling habit and economic benefits could result in better prospect of e-wasterecycling. This could positively impact the PBC construct among respondents in the future. Previous studies have highlighted the role of information publicity (IP) in influencing thebehaviour intentions among public towards e-waste management (Wang et al. 2018). The IPconstruct from table 1 illustrates that respondents felt the e-waste information is not easilyavailable (60%) and only 58% respondents know the e-waste that can be recycled. However, almost all respondents (95%) believe that e-waste recycling is important. This result potrays theinsufficient amount of publicity thus the frequency of campaign and educational event shouldbeincreased in order to promote e-waste management among public especially the young adults. Conclusion This study revealed the paradox finding of high level of awareness (AC) but lack of responsibility(AR) and action (PBC) is a major concern. The limitation of e-waste publicity (IP) has contributed to the inadequateness on e-waste management among public especially young adults. Taking the unwillingness to compromise the time and money into account, improving theaccessibility of e-waste recycling along with the increase of publicity, are the way forwardtoeducate young adults and culturing e-waste recycling habit among public; in order to address e- waste management for sustainable environment. References Afroz, R., Masud, M.M., Akhtar, R. and Duasa, J.B. 2013. Survey and analysis of public knowledge, awareness and willingness to pay in Kuala Lumpur, Malaysia- A case study on household WEEEmanagement. Journal of Cleaner Production. 52: 185-193. Borthakur, A. and Govind, M. 2016. Emerging trends in consumers’ E-waste disposal behaviour andawareness: A worldwide overview with special focus on India. Resources, Conservation and Recycling. 117: 102-113. Dhingra, S. and Maheshwari, N.S. 2018. E-waste management awareness and intentions among youthconsumers: the mediating role of motivation. International Journal Indian Culture and Business Management. 16(4): 359-369 Huang, P., Zhang, X. and Deng, X. 2006. Survey and analysis of public environmental awareness andperformance in Ningbo, China: A case study on household electrical and electronic equipment. Journal of Cleaner Production. 14: 1635-1643. Junaidah, A. K. 2010. Electrical and electronic waste management practice by households in Shah Alam, Selangor, Malaysia. International Journal of Environmental Sciences. 1(2): 132-144. Kumar, A. 2019. Exploring young adults’ e-waste recycling behaviour using an extended theory of plannedbehaviour model: A cross-cultural study. Resources, Conservation & Recycling. 141: 378-389. Lakshmi, S., Raj, A. and Jarin, T. 2017. A review study of e-waste Management in India. Asian Journal of Applied Science and Technology.1(9): 33-36. Puckett, J. and Smith, T. 2002. Exporting harm: the high-tech trashing of Asia. Diane Publishing Company. Wang, Z., Zhang, B., Yin, J. and Zhang, X. 2011. Willingness and behavior towards e-waste recycling for residents in Beijing city, China. Journal of Cleaner Production. 19: 977-984. Wang, Z., Guo, D., Wang, X., Zhang, B. and Wang, B. 2018. How does information publicity influence residents’ behaviour intentions around e-waste recycling? Resources, Conservation & Recycling. 133: 1-9.

100IMPAK PINJAMAN MIKRO KREDIT PERNIAGAAN HIJRAH SELANGORTERHADAP POLITIK Irny Suzila Ishak 1* , Hasliza Mohamad Ali2 , Nasruddin Md Rahim3 , Izwan Suhadak Ishak 1 1Fakulti Komunikasi, Seni Visual dan Pengkomputeran, UNISEL , 2Pusat Pengajian Asasi dan Umum UNISEL, 3Fakulti Kejuruteraan dan Sains Hayat UNISEL *Corresponding Email: [email protected] Abstrak Pembangunan usahawan kecil amat dititikberatkan bagi meningkatkan taraf hidup rakyat danmelebarkan golongan kelas menengah. Sejak tahun 2015, Kerajaan Negeri Selangor telahmemperuntukkan geran untuk Pinjaman Mikro Kredit HIJRAH Selangor sebanyak 100 juta bagi pembangunan usahawan kecil. Oleh yang demikian, kajian ini dijalankan untuk mengkaji impakPinjaman Mikro Kredit HIJRAH Selangor terhadap politik. Kajian ini telah dilaksanakanmenggunakan kajian tinjauan ke atas 1006 peminjam HIJRAH Selangor yang telah sekurang- kurangnya melengkapkan satu kitaran pinjaman. Hasil kajian menunjukkan ProgramPinjamanMikro Kredit Perniagaan HIJRAH Selangor berjaya mempengaruhi kecenderungan mereka untukmenyokong kerajaan negeri sedia ada. Kata Kunci: Pinjaman Mikro Kredit, HIJRAH Selangor , usahawan kecil, usahawan Selangor, kesan politik, faktor kecenderungan politik, keberkesanan mikro kredit Pengenalan Program Mikro Kredit Bersepadu atau dikenali sebagai HIJRAH Selangor merupakan programyang dianjurkan oleh Kerajaan Negeri Selangor untuk melebarkan golongan kelas menengahdi Negeri Selangor. Program ini telah dirasmikan oleh YAB Dato’ Menteri Besar Selangor, Dato’ Seri Mohamed Azmin Ali pada 24 Mac 2015. Program ini berteraskan konsep “Pinjaman Asas Simpanan” di mana pinjaman yang diberikan akan digunakan sebagai modal tambahan dalamurusan perniagaan. Program ini mempunyai 4 objektif utama iaitu untuk menawarkan modal tambahan yang mudah, cepat dan tidak membebankan, menggalakkan budaya menabungdi kalangan penjaja dan peniaga kecil, mewujudkan rangkaian usahawan yang operasional danmembina usahawan yang berwawasan dan berdaya saing serta berkemahiran dan juga proaktif. Sejak tahun 2015, Kerajaan Negeri Selangor telah memperuntukkan sebanyak RM100 juta bagi HIJRAH Selangor memberikan pinjaman mikro kredit kepada usahawan kecil Negeri Selangor bagi perlaksanaan program membantu usahawan kecil Negeri Selangor. Walau bagaimanapun, sehingga ke hari ini, Kerajaan Negeri Selangor tidak mempunyai data dan statistik impak ProgramPinjaman Mikro Kredit Perniagaan HIJRAH Selangor kepada perkembangan usahawan di Negeri Selangor. Sehubungan dengan itu, satu kajian penilaian impak program perlu dijalankan bagi mengenalpasti keberkesanan Program Pinjaman Mikro Kredit Perniagaan HIJRAHSelangor ini kepada penerimanya. Metodologi Kajian ini menggunakan pendekatan kuantitatif di mana teknik survei (tinjauan) digunakankeatas peminjam Program Pinjaman Mikro Kredit Perniagaan HIJRAH Selangor yang telahmelengkapkan sekurang-kurangnya satu kitaran pinjaman. Kajian ini menggunakan kaedah teknik

101persampelan rawak berstrata (stratified random sampling). Bilangan sampel ditentukan olehanalisis yang diperlukan oleh kajian ini. Untuk mendapatkan bilangan minimumsampel untukanalisis setiap data, ia boleh ditentukan oleh perisian Raosoft. Untuk mempunyai saiz sampel yang lebih besar tidak menjadi masalah ini kerana Mohammad Najib (1999) menekankan bahawasaiz sampel yang lebih besar mempunyai keupayaan untuk mengukuhkan kebolehpercayaan dankesahan kajian ini. Jumlah sampel yang dicadangkan adalah 1100 orang responden yangdibahagikan mengikut zon menggunakan pengiraan menggunakan formula persampelan rawakberstrata berikut, yang mana: nh = saiz sampel strata h Nh = saiz populasi strata h N = saiz populasi keseluruhan n = saiz sampel keseluruhan Borang soal-selidik telah direkabentuk berdasarkan proses sorotan literatur dan beberapa siri mesyuarat serta bengkel pembentukan instrumen. Draf borang soal-selidik telah diuji melalui kajian rintis (pilot test) ke atas 30 responden yang dipilih untuk menentukan kebolehpercayaanitem soal-selidik (reliability). Kajian rintis ini perlu dilakukan bagi menentukan kesesuaiansoalan serta mengenal pasti kebolehpercayaannya. Sejumlah 30 responden dari kalanganpenerima Program Pinjaman Mikro Kredit Perniagaan HIJRAH Selangor terdekat dipilih dalamproses pra-uji ini. Setelah borang soal-selidik tadi ditambahbaik (rujuk Lampiran A), kajianlapangan dilaksanakan ke atas 1100 responden yang telah melengkapkan sekurang-kurangnyasatu kitaran pinjaman. Pengumpulan data bagi kaji selidik ini telah dijalankan secara temubual bersemuka menggunakan borang soal-selidik. Dalam fasa ini, data hasil survei akan dianalisis menggunakan SPSS. Hasil Kajian dan Perbincangan Satu kajian tinjauan telah dilaksanakan untuk mengkaji impak Program Pinjaman Mikro Kredit Perniagaan HIJRAH Selangor pada 15 hingga 28 November 2018 di 22 cawangan HIJRAHSelangor. Kawasan meliputi 3 zon dari Sabak Bernam sehingga ke Hulu Selangor. Sebanyak1126 responden telah ditemubual. Namun begitu, setelah proses pembersihan data, sebanyak1006 data yang lengkap dan boleh diguna pakai telah dianalisis untuk kajian. Walaupun data yangdiproses adalah sebanyak 1006, bilangan ini telah melebihi sampel minimumkajian untukpopulasi sebanyak 9175 responden adalah sebanyak 622 orang dengan tahap kepercayaansebanyak 99% dan tahap kejituan sebanyak 5%. Bagi sampel sebanyak 1006 responden, tahapkejituan adalah sebanyak 3.8%. Merujuk kepada Jadual 1, seramai 58.5% responden HIJRAH Selangor menyatakan peranan ahli politik untuk memberikan sokongan bagi pinjaman HIJRAH mempengaruhi kecenderungan untukmenyokong parti politik tersebut. Seramai 66.2% responden menyatakan skim pinjaman mikrokredit HIJRAH untuk membantu rakyat mempengaruhi kecenderungan mereka untuk menyokongKerajaan Negeri sedia ada. Sementara itu, seramai 56.3% responden menyatakan bahawapenglibatan aktif dalam persatuan usahawan anjuran Kerajaan mempengaruhi pilihan dalammengundi parti yang memerintah Kerajaan berkenaan. Seramai 68.1% responden berpendapat program sokongan usahawan anjuran Kerajaan Negeri sedia ada membantu mereka meluaskanjaringan perniagaan.

102Jadual 1: Peningkatan Pengaruh Politik PERKARA STS (%) TS (%) AS (%) S (%)SS(%) Peranan ahli politik untuk memberikan sokongan bagi pinjaman HIJRAH mempengaruhi kecenderungan saya untuk menyokong parti politik tersebut 3.8 37.8 33.1 21.4 4.0Skim pinjaman mikro kredit HIJRAH membantu rakyat mempengaruhi kecenderungan saya untuk menyokong kerajaan negeri sedia ada 2.9 30.9 33.8 25.1 7.3Program sokongan usahawan anjuran Kerajaan Negeri sedia ada membantu saya meluaskan jaringan perniagaan 3.0 28.9 34.2 25.6 8.3Penglibatan aktif saya dalam persatuan usahawan anjuran kerajaan mempengaruhi pilihan saya dalam mengundi parti yang memerintah kerajaan berkenaan 3.6 40.2 28.9 19.9 7.5STS=Sangat Tidak Setuju, TS=Tidak Setuju, AS=Agak Setuju, S=Setuju, SS=Sangat Setuju Kesimpulan Dalam aspek politik, didapati skim Pinjaman Mikro Kredit Perniagaan HIJRAHSelangor mempengaruhi kecenderungan mereka untuk menyokong kerajaan negeri sedia ada, mempengaruhi kecenderungan mereka untuk menyokong parti politik tersebut, mempengaruhi pilihan dalam mengundi parti yang memerintah kerajaan berkenaan dan membantu merekameluaskan jaringan perniagaan. Sesebuah parti politik atau kerajaan harus memberikan perhatiankepada pembangunan usahawan dalam ekonomi kerana ia mempengaruhi pilihan rakyat dalammemilih parti memerintah. Rujukan Aditi, B. (2016). Perbandingan Sebelum Pemberian Kredit Dengan Sesudah Adanya Pemberian Kredit Mikro Sumut Sejahtera II Terhadap Perkembangan Bisnis UMKM di Simpang Kwala Medan. Prosiding Dies Natal Fakultas Ekonomi dan BIsnis Universitas Sumatera Utara (p. 11). Medan: USU Press. Aziz, A. S. (2007). Cara Mudah Dapat Pinjaman Bisnes. Batu Caves: PTS. Darawi, M. A. (2012). Transformasi dan Prestasi Perniagaan Usahawan Melayu Perusahaan Kecil danSederhana (PKS) Johor Bahru. Prosiding Persidangan Kebangsaan Ekonomi Malaysia ke-VII, (pp. 696 - 708). Ipoh. Ishak, N. H. (2011). Kecenderungan Terhadap Pemilihan Kerjaya Keusahawanan Mengikut Persepsi Peserta Skim Usahawan Siswa . Jurnal Teknologi , 56, 47-63. Kavitha Nachimuthu, P. K. (2018 ). Women Empowerment through Micro Credit in Selected Districts of Amhara Region, Ethiopia. Journal of Academia and Industrial Research (JAIR), 7(4), 45-50. Shrader, C. B., Mulford, C. L., & Blackburn, V. L. (1989). Strategic and Operational Planning, Uncertainty, and Performance in Small Firms. Journal of Small Business Management, 27(4), 45.

103THE BEGINNING OF “UNSANGKARABLE” POLITICS IN MALAYSIA: THE 2015 PERMATANG PAUH BY ELECTION Hamdan Mohd Salleh 1* , Ng Ming Yip 2 and Nadiah Binti Zubbir 2 1Social Science Department, Faculty of Education & Social Sciences, Universiti Selangor, 40000, Shah Alam, Selangor 2Centre for Foundation and General Studies, Universiti Selangor, 40000, Shah Alam, Selangor *Corresponding Email: [email protected] Abstract The Permatang Pauh (P44) Parliamentary by-election in 7 May 2015 was an election withadifference and full of ironies.The ruling coalition (National Front/BN) was the underdogcontesting in Anwar Ibrahim’s vacated seat in a state firmly controlled by opposition (People’s Alliance). The by-election was also held during the period of disharmony between oppositionpact that clearly jeopardize their cooperation after this by-election. However, the by-election was won by opposition with a comfortable margin that shocked even opposition most ardent supporters. This “unsangkarable” results is because the opposition pact went into the by-elections fractured with infighting. This article analyses the 2015 Permatang Pauh by-election by focusingon its political importance, issues arises, campaign strategies, voting results and its impact towards opposition pact in particular. Keywords: Permatang Pauh, Malaysian Politics, Election Studies, Opposition Politics, KEADILAN Introduction The May 7 by-election is the sixth elections (2 general elections and 4 by-elections) faced by thevoters at the area since the political tsunami in 2008. It is important to note that Permatang Pauhis a semi-urban area where most voters are well aware with all issues in the country (Tan, TheStar, 12 April 2015). The issues such as hudud laws, GST, 1MDB and the impact of Anwar Ibrahim’s imprisonment were all major issues throughout the by-election period. KEADILANand PR leaders heads into the by-election with uncertainties over their candidate for PermatangPauh. KEADILAN Permatang Pauh Youth meanwhile proposed Wan Azizah Wan Ismail as thecandidate for the by-election (The Sun Daily, 2 April 2015). On 24 th April 2015, Selangor Chief Minister, Azmin Ali officially announced that Dr Wan Azizah Wan Ismail has been pocked as thecandidate for KEADILAN (BERNAMA, 24 April 2015). In the BN camp, the national UMNOleaders prefer the Mazlan Ismail to re-contest in the by-election. However, BN Penang state andPermatang Pauh leaders preferred a local candidate that had not contested before. (The Sun Daily, 6 April 2015). Earlier indications also seems to prefer public servant director, Hasan Mohammadand young lawyer Norsafri Said to be the BN candidate (Utusan Malaysia, 15 April 2015). On23 rd April 2015, Deputy Prime Minister Muhyiddin Yassin officially announced and namedSuhaimi Shabudin as the BN candididate for the by-election (The Star, 23 April 2015). The campaign strategies of KEADILAN revolved around 2 main issues, the GSTandimprisonment of Anwar Ibrahim. KEADILAN campaign team focused on the two national issues instead of the local issues. GST was used because it affected the bread and butter of ordinarypeople. The issue of Anwar Ibrahim was a justice-based issue that works so well in the past elections. On the other hand, one of the main focuses of BN’s campaign startegies was to portray

104that Shuhaimi Shabudin is a local leader. BN also try to portray Suhaimi Shabudin as a young andfit individual. This clearly visible through banners and poster where the images of Suhaimi wearing football jersey and t-shirt. BN launched its own Permatang Pauh’s election manifesto that focuses on six elements; economy, education, healthcare, rural welfare, community development and security. The economic aims include preparing a special micro-credit service for small traders in Permatang Pauh, theformation of a small and medium entrepreneur generation centre to attract youth, as well as jobopportunities for youths. Some of the major plans in other aspects are the construction of a mini rural transformation centre, opening more 1Malaysia clinics and shops, and forming a foundationto maintain low-cost apartments (TMI, 30 April 2015). Results and Discussion Wan Azizah Wan Ismail won with a majority of 8,841 votes. The voter turnout was 53,092, 14.9% lower compared to the 2013 General Election. As expected, the lower turn out affected themajority of the winner. She garnered 30,136 while Suhaimi Shabudin mustered 21,475. BothPRM and independent candidates lost their deposits with total votes of 101 and 367 respectively. The majority was a reduced of 2,880 votes. Similarly BN total votes was also reduced by 3,894votes which was a reduction of 15.3%. In term of popular votes, there was a swing of 2.06%for KEADILAN and an increased of 0.05% for BN. Based on the results, it seems that there were avery slight decreased of KEADILAN votes at all three state seats in Permatang Pauhparliamentary. However, BN’s popular votes increased slightly at Permatang Pasir and SeberangJaya. Overall results also indicated that there was a swing of 5% votes of Malay voters’ especiallyyounger generations towards KEADILAN candidate. This increased was very significant as evenAnwar Ibrahim managed only 48% of Malay supports during the 2013 election. Conclusion The Permatang Pauh 2015 by-election clearly a massive boost for KEADILAN and was a catalyst for the shock result in the 2018 General Election. Although it is an expected victory, the marginof votes won by Wan Azizah was unexpected by most of political analysts. This by-election alsoshows that the influence of Anwar Ibrahim are still strong in Permatang Pauh. At the same time, it also shows the opposition still manage to unite in the by-election amidst the bickering. However, the conflict worsen after the by-election. The decision of one political party jeopardize the pact. It seems lack unifying leader. This is one of the biggest challenges in the opposition pact as thereseem no leader who can lead the pact after the second imprisonment of Anwar Ibrahim. Ironicaly, this is also the second time in the recent history that opposition crumbles without the leadershipand unifying factor Anwar Ibrahim References n/a. 2015, 2 April. PKR Permatang Pauh Youth proposes Datuk Seri Dr Wan Azizah to contest parliamentary seat. The Sun Daily. n/a. 2015 , 6 April. Differing views on Umno's Permatang Pauh by-election candidate, The SunDaily. n/a. 2015, 15 April. Hasan, Norsafri, Mazlan calon BN?, Utusan Malaysia. n/a. 2015, 24 April. PKR Picks Wan Azizah Again As Candidate for Permatang Pauh. BERNAMA. n/a. 2015, 23 April. Permatang Pauh by-election: Suhaimi Sabudin named BN candidate, The Star. n/a. 2015, 30 April. BN dares PKR to launch manifesto in Permatang Pauh, TMI. Retrieved fromhttp://www.themalaysianinsider.com/malaysia/article/bn-dares-pkr-to-launch-manifestoin-permatang-pauh#sthash.WYoz3fkf.dpbs Tan, J. 2015, 8 Mei. Kak Wan silences her critics, The Star.

105TAHAP DAN FAKTOR PENGLIBATAN AKTIVITI FIZIKAL KAKITANGANUNIVERSITI SELANGOR Mohd. Norazwan A. Bakar * , Hamdan Dato’ Mohd Salleh, Khairul Firdaus Ne’matullahPusat Pengajian Asasi dan Umum, Universiti Selangor, 45600, Kuala Selangor, Selangor. *Corresponding Email: [email protected] Abstrak Penyelidikan ini dilakukan untuk mengenalpasti tahap dan faktor penglibatan kakitanganUniversiti Selangor di dalam aktiviti fizikal. Penyelidikan ini juga bertujuan untuk melihat peringkat aktiviti fizikal samada aktiviti fizikal yang dilakukan itu memberi manafaat kepadapelakunya atau sebaliknya. Penyelidikan ini berupa” Descriptive Survey Research”. Datapenyelidikan dikutip daripada orang ramai disebut responden. Responden yang dimaksudkanialah kakitangan Universiti Selangor yang berada di Kampus Bestari Jaya Seramai 231 orangresponden telah terlibat di dalam penyelidikan ini. Instrumentyang digunakan ialah soal selidik. Responden telah ditanya mengenai aktiviti fizikal yang dilakukan berdasarkan soal selidik International Physical Activity Questionnaire (IPIQ). Penyelidik mendapati ramai kakitangan Universiti Selangor melakukan aktiviti fizikal sebagai cara hidup mereka. Namunaktiviti yang dilakukan masih belum mencapai tahap yang sempurna. Responden kerapmelakukan aktiviti fizikal tetapi masih ditahap yang sederhana dan rendah. Penglibatanresponden di dalam aktiviti fizikal dipengaruhi oleh sikap yang hanya berkehendakanpengiktirafan, bukannya kepada sikap inginkan cara hidup yang sihat. Penyelidikan ini menemukan faktor penglibatan kakitangan di dalam aktiviti fizikal amat tinggi. Namun secarakhususnya, responden tidak melakukan aktiviti fizikal mengikut prinsip-prinsip ilmu senaman. Penyelidikan ini membuat kesimpulan bahawa masih ramai kakitangan Unisel kurangmenjadikan akiviti fizikal sebagai amalan harian mereka. Pengenalan Dalam masyarakat moden hari ini orang sentiasa sibuk dan bekerja mengejar masa. Keadaanini menyebabkan orang ramai mudah keletihan, stress dan rasa tidak tenang. Kurangmelakukan aktiviti fizikal atau senaman dikaitkan dengan pelbagai risiko penyakit kronikseperti kardiovaskular, diabetis dan obesiti (Braith dan Stewart 2006). Komponen kecergasantersebut meliputi ketahanan jantung, kekuatan otot, komposisi tubuh, fleksibiliti, keseimbangan tubuh, kepantasan dan kuasa (Anspaugh, Hamrick dan Rosato 2003). Orangramai sedia maklum bahawa penglibatan aktiviti fizikal yang kerap boleh memberi manfaat yang berpanjangan. Namun begitu penglibatan orang ramai dalam aktiviti fizikal seringdiabaikan. Aktiviti fizikal yang tetap dan berkala dilaporkan berkaitan dengan penurunaninsiden penyakit kardiovaskular dan kematian (Engstrom, 1999). . Latihan isometrik jugadilaporkan meningkatkan tekanan darah sistolik dan diastolik di mana magnitudnya adalahbergantung kepada saiz otot yang terlibat serta bebanan yang sedang dihadapi oleh otot tersebut (Pollock dan Schmidt, 1995). Kecergasan fizikal merupaka perkara yang pentingdi dalam kehidupan. Cuma yang membezakan adalah aktiviti fizikal yang dibuat memerlukanilmu pengetahuan yang betul. Menurut Mcclelland (1961) motif adalah satu permintaan yangkuat dan efektif, yang dicirikan oleh satu jangkaan harapan terhadap sesuatu matlamat berdasarkan pangalaman-pengalaman lalu apabila wujud tanda-tanda keseronokan dankesakitan. Alderman (1978) telah mengenalpasti faktor-faktor motivasi yang mempengaruhi penglibatan berdasarkan jantina. Objektif kajian adalah untuk mengenal pasti jenis-jenis aktiviti fizikal jika ada yang dilakukan oleh kakitangan universiti di Malaysia, sama ada yangberat, sederhana atau lemah; kategori kakitangan universiti di Malaysia yang seringmelakukan aktiviti fizikal, namun masih kurang memberi kesan secara keseluruhannya sertafaktor-faktor penentu seseorang kakitangan universiti melakukan aktiviti fizikal.

106Instrumen dan Metodologi Instrument yang digunakan untuk mengutip data bagi penyelidikan ini ialah soal selidik(questionaire). Soal selidik ini adalah daripada International Physical Activity Questionnaires (IPAQ) yang digunakan dalam kajian pada november 2005 di Kanada. BahagianAmengandungi maklumat-maklumat yang berkaitan dengan butir-butir peribadi seperti jantina, umur, bangsa, berat badan serta ketinggian responden. Bahagian B, soal selidikmengandungi enam soalan. Soalan satu hingga enam akan dianalisi berdasarkan kepadaIPAQ Scoring Protocol melalui keadah pengiraan jumlah Metabolic Equivalent Task (MET) -min per week : Tahap MET x minit aktiviti / hari x hari dalam seminggu. Nilai METtelahditentukan iaitu kepada berjalan (rendah) ialah 3.3 METs, aktiviti sederhana ialah 4.0 METs dan aktiviti yang tinggi 8.0 METs. Keseluruhan jumlah METs akan menentukan hipotesis aktiviti fizikal pensyarah sama ada di tahap sederhana atau tinggi. Soalan ketujuh akanmenentukan jumlah masa rehat tanpa sebarang aktiviti yang diambil oleh responden dalammasa seminggu. Bahagian C menjurus kepada 30 soalan. Semua soalan pada bahagianini memerlukan responden menjawab berkenaan dengan faktor-faktor mereka melakukanaktiviti fizikal. Analisis deskriptif iaitu stastik min, kekerapan dan peratusan telahdilakukan untuk menganalisis batir-buir mengenai ciri-ciri demografi kakitangan Universiti Selangor. Untuk mengetahui skor keseluruhan aktiviti fizikal di Bahagian B, setiap jawapanakan dianalisis mengikut kiraan Metabolic Equivalent Task (MET) -min per week . Semuajawapan telah dijumlahkan unuk mendapat nilai stastik. Penganalisa penentu tahap aktiviti fizikal di Bahagian C, ditumpukan kepada 30 item soalan., skor markah yang terendah ialah0dan skor markah tertinggi ialah 5 dengan mengikut Skala Likert (Point 1,2,3,4 dan 5). AnalisaKorelarasi Pearson ‘r’ digunakan untuk melihat perkaitan di antara aktiviti fizikal dan faktorfaktor penentu penglibatan kakitangan di dalam aktiviti fizikal. Pearson ‘r’ ialah ukuranperkaitan yang menunjukkan kekuatan dan arah perkaitan di anatara pembolehubah- pembolehubah.. Kaitan ini di sebut dalam dua bentuk iaitu sama ada perkaitan positif atauperkaitan negatif. Proses penganalisis menggunakan persian SPSS Versión 12.0. Analisis Data Penyelidikan Jadual 1: Latar Belakang Responden Terhadap Jisim Berat Badan Variable Dibawah 18.5 18.5 - 24.9 Obesiti Jumlah Jantina Lelaki Perempuan Jumlah 5 26 31 26 98 124 45 31 76 69 162 231 Bangsa India Cina Melayu Jumlah 0 3 28 31 6 9 109 124 0 2 74 76 3 13 215 231 Umur Diatas 50 tahun 41-50 tahun 31-40 tahun 21-30 tahun Dibawah 20 tahun Jumlah 0 3 18 10 0 31 6 13 68 35 2 124 12 13 30 21 0 76 15 23 137 54 2 231 Status Lain-lain Bujang Berkahwin Jumlah 0 8 23 31 3 28 93 124 0 11 65 76 3 73 155 231

107Jadual 2:Latar Belakang Responden Terhadap Tahap Aktiviti Fizikal Kesimpulan Penemuan kajian ini terdapat beberapa kesimpulan yang dapat dibuat seperti berikut pertama : Berdasarkan penemuan ini menunjukkan yang responden pada umumnya mempunyai tahappengetahuan yang tinggi terhadap gaya hidup sihat secara keseluruhannya, Kedua : Penemuankajian menunjukkan tahap amalan gaya hidup sihat responden berada pada tahap yangsederhana manakala amalan sukan dan rekreasi adalah yang terendah di kalangan respondendan ketiga : daripada hasil kajian, secara kesimpulan ia menunjukkan hanya terdapat sedikit sahaja hubungan atau perkaitan antara pengetahuan dan amalan gaya hidup sihat bagi responden yang dikaji.Bibliographi Rujukan Aaron, B. and Len, K. (2010). Eccentric Exercise ; A Comprehensive Reviewof aDistintive Training Method. Idea Fitness Journal. Vol. 7, No. 9 : 50-59. ACSM Position Stand on The Recommended Quantity and Quality of Exercise for Developing and Maintaining Cardiorespiratory and Muscular Fitness, andFlexibility in Adults. Med. Sci. Sports Exerc., Vol. 30, No. 6, pp. 975-991, 1998 Ahmadizad, S., Haghighi, A.H. and Hamedinia, M.R. (2007). Effect of resistance versus endurance training on serum adiponectin and insulin resistance index. European journal of endocrinology, 157: 625-631 Ainsworth, B. E.(2000). "Comparison of three methods for measuring the time spent inphysical activity." Med Sci Sports Exerc 32: S457-64 Variable Rendah - tidak dikatogeri sederhana atau tinggi Sederhana -minimum sekurang-kurangnya 600 MET minit/seminggu Tinggi - jumlah keseluruhan sekurang- kurangnya 3000 MET minit/ seminggu JumlahJantina Lelaki Perempuan Jumlah 32 74 106 16 33 49 21 55 76 69 162 231 Bangsa India Cina Melayu Jumlah 0 7 103 110 0 3 46 49 3 3 66 72 3 13 215 231 Umur Diatas 50 tahun 41-50 tahun 31-40 tahun 21-30 tahun Dibawah 20 tahun Jumlah 8 8 80 29 0 125 3 8 26 9 0 46 4 7 31 16 2 60 15 23 137 54 2 231 Status Lain-lain Bujang Berkahwin Jumlah 0 49 57 106 3 12 34 49 0 12 64 76 3 73 155 231

108KESELESAAN INTERAKSI ANTARA ETNIK SEBAGAI PENANDA ARAS TAHAPPERPADUAN PELAJAR DI UNITEN Husni Mohd Radzi*, Mohd Husin Talib, Nur Sa'adah Mohd Puzi College of Energy Economics and Social Sciences, Universiti Tenaga Nasional, Jalan IKRAM-UNITEN, 43000 Kajang Selangor. *Corresponding Email: [email protected], Abstrak Perpaduan dan keharmonian hubungan etnik merupakan agenda penting negara dalammemastikan kestabilan politik sentiasa terjamin. Bagi Malaysia, kepelbagaian etnikmerupakan suatu kekuatan yang mewarnai corak negara ini dan menggambarkan bahawawujudnya perpaduan kaum. Pendidikan formal merupakan proses pemasyarakatan di peringkat sekolah serta pengajian tinggi, dengan kurikulumnya yang diisi dengan elemen- elemen semangat bersatu padu. Penglibatan belia dari etnik yang berbilang kaumpulamemberi manfaat serta merapatkan hubungan sosial di kalangan semua kumpulan belia. Kajian ini melibatkan 46 orang pelajar kursus EHEB 113 Hubungan Etnik bagi menilai tahapkeselesaan mereka berinteraksi dengan rakan yang berbeza latar belakang, ras dan etnik. Dapatan kajian menunjukkan lebih dari 70% pelajar merasa selesa berkomunikasi denganrakan yang berbeza latar belakang manakala terdapat segelintir 2% yang merasa kekok dalamintegrasi sosial silang budaya. Kata kunci: perpaduan, belia, hubungan etnik, integrasi Pengenalan Perpaduan ialah satu keadaan dimana rakyat dari pelbagai kumpulan etnik, agama danwilayah, hidup dengan aman sebagai satu bangsa yang bersatu dengan memberi komitmenyang penuh kepada identiti kebangsaan berlandaskan kepada Perlembagaan Persekutuan danRukun Negara. Integrasi nasional merupakan satu proses dinamik yang merapatkanmasyarakat negeri-negeri bagi membentuk satu bangsa Malaysia dengan identitinya yangtersendiri berteraskan Perlembagaan Persekutuan dan Rukun Negara. Mohd. Jamil (1994) menyebut belia merupakan kumpulan majoriti dalamkelompokwargenagara Malaysia. Justeru pembinaan kesepaduan antara kaum mestilah melibatkangolongan majoriti ini. Statistik Jabatan Perangkaan menunjukkan pada tahun 2008, dari 27.7juta warga Malaysia 11.26 juta (40.6%) diwakili oleh belia. Pada 2010, jumlah belia ini telahmencecah 11.65 juta (40.2%). Asnarulkhadi (2009) menjelaskan bahawa belia dikategorikansebagai individu dalam lingkungan umur 15 hingga 39 tahun. Kelompok ini merupakankelompok yang sangat penting kerana mereka mampu membawa perubahan yang besar dalamnegara melalui sistem politik, perpaduan sosial dan pertumbuhan ekonomi serta sumber manusia. Belia negara sepatutnya menyedari bahawa mereka menggalas tanggunjawab yangbesar dalam memupuk dan mengamalkan keharmonian antara kaum. Permasalahan Isu perpaduan boleh dilihat pada peringkat awal pendidikan. Sistem pendidikan Malaysia, asas atau rendah terdiri dari sistem pendidikan pusat dan pendidikan vernakular. Padaperingkat ini ibu bapa boleh memilih untuk menghantar anak-anak belajar samada di sekolahrendah kebangsaan atau sekolah rendah jenis kebangsaan Cina atau Tamil. Sistemini sedikit sebanyak telah menghadkan ruang bersosial antara pelajar dan membataskan kesepaduanantara kaum. Masalah berterusan apabila pelajar ini semua hanya mempunyai satu aliran

109peringkat menengah di mana medium pengantara adalah Bahasa Melayu. (Amir Hasan, Mahizer, Noraini, Norazilawati and Norwaliza, 2017). Konflik boleh terjadi apabila ras yang berbeza mengamalkan gaya hidup yang tidak sama di dalam satu kelompok masyarakat (Wan Nurhasniah, 2013). Situasi yang berisiko ini pernahterjadi di Malaysia dan usaha menyatupadukan semua ras di tanah air bukanlah satu tugas yang mudah (Hoffstaedter, 2009). Masyarakat Melayu merasakan status penduduk asal mereka terjejas kerana masyarakat Cina mempertikaikan polisi kebangsaan yang menekankantentang pemeliharan adat dan budaya Melayu (Mputubwele, 2003). Masyarakat Cina pulasedar dengan status pendatang mereka justeru bertegas untuk menjadikan adat budaya merekaditerima tanpa syarat sebagai simbol yang mereka bukan lagi orang asing (Perry, 2004). Pandangan ini dikukuhkan dengan sentimen bahawa tamadun Cina adalah lebih tinggi danagung berbanding dengan tamadun Melayu dan telah banyak membantu dalampembangunanMalaysia (Ratnam, 1965). Metod kajian Menggunakan kaedah soal selidik dimana responden merupakan pelajar peringkat ijazahdi UNITEN. Soal selidik diadaptasi dari kajian Abdul Rahim Hamdan & Siti Norashikin Moin(2010) yang menggunakan soalan yang sama kepada 115 pelajar matapelajaran KemahiranHidup dari sekolah menengah di daerah Jerantut Pahang. Dari analisis kajian rintis yangdidapati nilai alpha cronbach yang diperoleh ialah 0.88. Nilai kebolehpercayaan soalan ini adalah tinggi dan boleh diguna untuk membuat kajian seterusnya. Pemarkahan di buat denganmenggunakan skala seperti Likert dengan skor markah 1 hingga 5. Skor 1 adalah Sangat Setuju manakala 5 adalah sangat tidak setuju. Bagi kes UNITEN, soal selidik ini telahdiedarkan kepada 46 orang pelajar tahun 2 dan 3 kelas EHEB113 Hubungan Etnik. Dapatan Data dianalisis secara deskriptif dan skor 15 ke bawah menunjukkan pelajar sangat tidak rasis. Manakala skor 26 hingga 50 menunjukkan sikap yang rasis. Dapatan menunjukkan 36 orangpelajar menunjukkan rasa sangat tidak rasis dan tidak rasis terhadap rakan sekelas yangberlainan ras dan etnik. Namun terdapat 10 orang pelajar yang merasakan sedikit tidak selesadan lebih cenderung kepada kaum sendiri. Hasil kajian ke atas pelajar UNITEN menunjukkan tahap keselesaan yang tinggi apabilabergaul walaupun dengan rakan yang berlainan ras, kaum, etnik dan agama. Ini mungkindisebabkan penggunaan medium pengantar Bahasa Melayu bagi kursus EHEB 113 dan jugaBahasa Inggeris bagi kursus-kursus teras. Tugasan berkumpulan juga mewajibkan pelajar untuk melakukan tugasan bersama rakan yang berbilang berbeza latar belakang, kaumdanjantina yang dapat membantu kepada peningkatan tahap perpaduan dan persefahaman. Analisis menunjukkan permasalahan yang berlaku banyak disumbangkan oleh faktor bahasadan salah faham terhadap budaya. Bahasa merupakan alat yang paling penting untukberkomunikasi di dalam satu masyarakat majmuk. Penguasaan Bahasa yang lemahmengganggu keberkesanan komunikasi dan boleh menimbulkan salah faham. Tiga perkarayang boleh diketengahkan dalam kajian perpaduan dikalangan belia adalah penguasaanBahasa Malaysia, pemahaman budaya dan kerja-kerja khidmat masyarakat. (Amir Hassanet al., 2017). Kemahiran komunikasi dan silang budaya adalah sangat penting bagi sesebuahnegara untuk menyatupadukan rakyatnya yang berbilang kaum yang memerlukan kesedarandan keterbukaan minda.

110Kesimpulan Pengetahuan silang budaya ini dapat mengelakkan rasa tidak puas hati dan memperkukuhkanikatan perpaduan. Ideologi negara iaitu Rukun Negara yang telah diformulasikanmengandungi lima prinsip asas untuk mencapai perpaduan dan bersemangat cintakan negara. Lima rukun utama ini adalah, kepercayaan kepada Tuhan, kesetiaan kepada raja dan negara, keluhuran perlembagaan, kedaulatan undang-undang dan kesopanan dan kesusilaan (HoodSalleh 2006). Belia juga haruslah sentiasa menjunjung nilai-nilai murni dan falsafah moral Rukun Negara. Oleh itu, belia, sebagai bakal pemimpin negara mestilah bertindak bijak dan sentiasa menjadi contoh dan teladan kepada masyarakat dalam aspek tingkah laku, adab sopan dan jugapertuturan (Sarjit, Ahmad Tarmizi & Jayum, 2012). Rujukan: Abdul Rahim Hamdan & Siti Norashikin Moin. (2010). Tahap perpaduan pelajar pelbagai kaum dalam mata pelajaran Kemahiran Hidup Bersepadu (KHB). (Atas talian) Muat turun 5 Januari 2012, http://eprints.utm.my/10727/1/Tahap_Perpaduan_Pelajar_Pelbagai_Kaum_Dalam_Mata_Pelajaran_Kemahiran_Hidup_Bersepadu.pdf Amir Hasan Dawi, Mahizer Hamzah , Noraini Mohamed Noh , Norazilawati Abdullah andNorwaliza Abdul Wahab, 2017. Developing Module for Ethnic Interaction inSecondary School in Malaysia. European Journal of Social Sciences Education andResearch May-August 2017 Volume 4, Issue 4 Dzuhailmi Dahalan, Nobaya Ahmad, Md. Salleh Hassan, Mariah Muda, Jamilah Othman andNor Azliza Wanis Abdullah. The Challenges of 1Malaysia and The Realityof Youth’s Involvement with the Unity Campaign on Television. Australian Journal of Basic and Applied Sciences, 5(11): 2132-2138, 2011 ISSN 1991-8178 Hoffstaedter, G., 2009. Contested spaces: Globalization, the arts and the state in Malaysia. Ethnicities, 9: 527-545. Huntington, S.P., 1996. The Clash of Civilization and the Remaking of World Order. Simon& Schuster Inc., Mputubwele, M.M. 2003. The Zairian language policy and its effect on the literature innational languages. Journal of Black Studies. 34: 272-292. Perry, T., 2004. The case of the toothless watchdog Language rights and ethnic mobilizationin South Africa. Ethnicities, 4: 501-521. Sarjit S. Gill, Ahmad Tarmizi Talib, Jayum Anak Jawan. Unity in Diversity: MalaysianExperience And Approach. Conference paper, 2012. Wan Norhasniah Wan Husin. Challenges in Implementing National Language Policy for Ethnic Unity in Malaysia. The Social Sciences 8 (2). 135-142. 2013.

111FINANCIAL AIDS AMONG ASNAF IN UNIVERSITI TENAGA NASIONALAbdul Aziz Mat Isa 1* , Mohd Husin Talib 2 and Engku Zarihan Engku Abdul Rahman 3 1Tabung Amanah Zakat 2Universiti Tenaga Nasional, Malaysia 3Institut Perguruan Malaysia, Bangi *Corresponding Email: [email protected] Abstract The objective of this paper is to provide a conceptual study of financial aids among asnaf from the zakat distribution especially in private higher education institution in Malaysia. Focus will be on programs conducted by the Tabung Amanah Zakat UNITENin order toensure financial sustainability among students. Keywords: Zakat, Hard-core poor, Asnaf, Private Education, Education. INTRODUCTION The main objective of zakat is to help the poor and needy. And this has been practicedbyMuslim community in Mecca as reported by Qaradawi 1999. Later on, it was madecompulsory after the hijra to Medina. The word ‘al-zakah’ is mentioned along with salat inthirty verses of the Quran. It was first revealed in surah 73:20; ".... and establish regular prayers and give regular charity; and loan to God a beautiful loan. And whatever goodyesend forth for your souls, ye shall find it in God's presence, Yea, better and greater in rewardand seek ye the grace of God: for God is oft-forgiving, most Merciful." Conceptually, zakat is intended to be paid with the purpose of cleanse the wealth. Consequently, those Muslims who collect sufficient wealth be obliged to give several amount i.e. 2.5% of the wealth to the poor and needy. It is the responsibility of rich people to assist the underprivileged community by serving them in every possible means. Therefore, the objective of this paper is to deliver a conceptual study on the roles of zakat inhelping students especially in Universiti Tenaga Nasional (UNITEN). This concept paper is arranged as follows: After introduction, Section II shows the zakat practice under StateIslamic Religious Council in Malaysia. While Section III focuses at the role of zakat in the Higher education institutions in Malaysia. Section IV discusses with the existing practice of zakat distribution in UNITEN. Finally, Section V is focused to conclusion. ZAKAT PRACTICE IN MALAYSIA In Malaysia, collection and the distribution of zakat among beneficiaries (asnaf) is different among states. As mentioned by Ahmad 2004, according to the Federal Constitutionof Malaysia, any concerns connected to zakat and any issues of Islamic laws are under theparticular states, excluding in Federal territory whereby the management of Islamic lawareadministered by the Federal government. For each respective state, the State IslamicReligious Council or the Majlis Agama Islam Negeri (MAIN) are in charge on all issues associated to Islamic teachings and each MAIN has established its own zakat management body. For example; In Selangor (Majlis Agama Islam Selangor/ Lembaga Zakat Selangor), Wilayah Persekutuan (Majlis Agama Islam W Persekutuan/ Pusat Pungutan Zakat), Penang

112(MAIN Pulau Pinang/ Zakat Pulau Pinang) and Sarawak (Jabatan Agama IslamSarawak/ Tabung Baitulmal Sarawak). However, based on the current practices there is no one common standard operation of zakat management among the states in Malaysia. In fact, respective states have the right to practiceand implement different zakat rules and regulation. For example, there are two states i.e. Kelantan and Perak which do not differentiate between beneficiaries (asnaf) hard-core poor (fakir) and poor (miskin). And in the same time Terengganu, Pahang, Negeri Sembilan andSelangor distributed zakat to riqab (servant or liberation of slaves), meanwhile, some states like Penang and Johor does not give zakat to this group of people based on their interpretationand current situation of the term ‘riqab’. The differences between zakat institutions in their operations create a positive environment inorder to collect more zakat. It is reported that since 1990s, as the amount of collections increase from various sources (company, NGOs and individuals), to the extent that some of the MAIN consider that it is vital to privatize and decentralize the zakat management. ZAKAT IN MALAYSIA HIGHER EDUCATION INSTITUTIONS It is acknowledged that higher education serves as a means to produce knowledgeable andcompetent workers adept at functioning in a globalized economy (Ministry of Education, 2001). According to Lee 2004, Malaysia is similar to other countries in perceiving higher educationas “an opportunity for social mobility, an instrument for human capital development andeconomic growth. The result of which is its massive expansion due to the increasing demandpartially brought by the democratization of secondary education.” The general observation concerning enrolment in public higher education institutions is that it has been steadily increasing (from 369,802 students in 2002 to 568,622 students in 2012). Until 31 st December 2011, a total of 603,867 students were enrolled in various institutions of higher education in Malaysia. This figure includes public universities as well as polytechnics and community colleges. Meanwhile, as reported by Ahmad 2016, the various background of family income creates anew phenomenon in campus life. Due to financial problems, some of the students decide towork as part timers to cover their cost of living. Therefore, several universities startedtoengage with the MAIN to establish its own zakat institution in order to provide financial aids to the students. For example; UKM (Pusat Zakat UKM), MMU (Tabung Amanah Zakat MMU), IIUM (Unit Zakat dan Latihan UIAM) and UiTM (Pusat Zakat, Sedekah dan Wakaf). In 1996, the Private Higher Education Institutions Act (PHEIA) 1996 was introduced andamendments were made to the Universities and University Colleges Act (UUCA) 1971 andEducation Act 1961. These changes led to private higher education institutions in Malaysiabeing officially recognised. Some of the private higher education institutions were alreadyinoperation before the enactment of PHEIA as the Education Act 1961 allowed private schools and colleges to be set up. The local private universities are mainly financed by large Malaysian corporations or Government Linked Company (GLC) which are the dominant players responsible for settingup private universities. For instance, Universiti Tenaga Nasional (UNITEN) is, due to their investment, wholly-owned by Tenaga Nasional, the national power company which is also thelargest electricity utility company in Malaysia. However, unlike public universities, privateinstitutions of higher learning are motivated by profit and fees are charged for accordingto

113cost upturns. This create another issues among students who came from the lower class familyto obtain a good education from private university. ZAKAT IN UNIVERSITI TENAGA NASIONAL In July 14, 2010 UNITEN received an offer from Majlis Agama Islam Selangor (MAIS) tobeappointed as the Assistant Amil in collaboration with LZS in order to empower zakat collection and distribution in UNITEN. With the support from university management andparent company, Tabung Amanah Zakat UNITEN (TAZU) was established in September 2010. With the objective to provide an alternative financial aids for the students, several programs were conducted to promote zakat awareness and collection among UNITENandTNB staff in Selangor. After few years, zakat collection in UNITEN shows an increasingamount from 2015 to 2018 with average of 9 % a year. For example; 2015 (6,927,960.80), 2016 (7,951,900.22), 2017 (8,505,750.41) and 2018 (8,954,272.93). The total of zakat collection will be send to LZS and TAZU will received 43.75%tobedistributed among the beneficiaries and another 6.25% for the assistant Amil. The distributionof zakat increase every year beginning with RM2,948,173.83 in 2015, the distributiongradually increase until RM3,889,273.14 in 2018 with the average of 97.18%. Overall, thebeneficiaries among student consist of three categories i.e. hard-core poor, poor andfi sabilillah. For example in semester 1 2019/2020; total of 302 students received an amount of RM832,089.20 which includes of financial aids for tuition fees and subsistence allowance for one semester. 26 students which fall under hard-core poor category received amount of RM116,028.77 or 13.94% with the average of RM4,462 per student. Meanwhile, 81 students from poor category received RM340,789.22 or 40.95% with the average of RM4,207 per student. The biggest group which is fi sabilillah received RM375,271.21 or 45.1%with theaverage of RM1,924 per student. On top of the financial aids for tuition fees and subsistence allowance, the category of hard- core poor and poor students also received meal coupons under a special programnamelyas ‘Go-Kitchen’. This program provides a daily coupon with a value of RM15.00 per day. According to data from the Department of Statistics Malaysia (DOSM) in 2016, households which earn below RM4,360 per month are in the bottom 40% of all households which is alsoknown as B40. During the May intake 2019, UNITEN received a group of 67 students whofall under this category. To support this group, TAZU has allocated some amount of moneytoprovide subsistence allowance, meal coupon and housing allowance for the students. In order to provide more financial aids for the students, TAZU always welcome any newideas to develop more programs and activities that can help students to sustain in their dailycampus life. CONCLUSION There is no doubt that higher education institutes are the best place to instil religion andvalues as it is the ‘last stop’ for the students before they enter the real working world. Inaddition, the most important effect of higher education on students is the growth of cognitiverationality which will help them to establish the values in their life. Therefore, students should not be burden to make a choice between getting a proper educationand searching for money to survive in their campus life. In conclusion, financial aids amongasnaf is vital in order for the asnaf to be focused in their studies.

114REFERENCES Ahmad, H. 2004, Roles of Zakah and Awqaf in Poverty Alleviation. Jeddah: IslamicDevelopment Bank. Ahmad, M. 2016, December 1. Students work part time for the cost of living. BHOnline. Retrieved from https://www.bharian.com.my/node/218705 Ibn Hajar al-Asqalani, Fath al-Bari Syarh Sahih al-Bukhari, al-Maktabah al-Salafiyah, pg. 54. Kaslam, S 2011, Governing Zakat as a Social Institution: The Malaysia Perspective, International Journal of Governance, Vol. 1, No. 2. Lee, M. N. N. 2004 Malaysian Universities: Towards equality, accessibility and quality. InLee, M. N. N., Restructuring Higher Education in Malaysia. School of Educational Studies, (University Science Malaysia, Monograph Series). 4. p. 41 Ministry of Education, Education in Malaysia: A journey to excellence, (Kuala Lumpur: Ministry of Education, 2001 Qaradawi, Y. 1999. Fiqh al zakah (Volume 1): A comparative study of zakah, regulations andphilosophy in the light of Quran and Sunnah. Saudi Arabia: King Abdul AzizzUniversity. Sadeq, A.H. (1997). Poverty Alleviation: An Islamic Perspective. Humanomics, 13(3), 110 – 134.

115TECHNOLOGY ACCEPTANCE OF MASSIVE OPEN ONLINE COURSE (MOOC) AMONG STUDENTS AT PUBLIC UNIVERSITY: A PILOT STUDYHafiza Haron 1 , Supyan Hussin 1 , Rizal Yusof 1 , Nor Zakiah 1 , Wan Asnida 2 1 Institute of Malay World and Civilization, Universiti Kebangsaan Malaysia, 43600, Bangi, Selangor. 2Kolej Universiti Poly Tech MARA Kuala Lumpur. Abstract The use of Massive Open Online Course (MOOC) has been widely spread, especiallyat a higher learning institution. Nowadays, MOOC has been used broadly as onlinelearning and e-learning method that act as a tool in teaching and learning. As technologygrowth the process of teaching and learning can be achieved by using a variety of toolsto enhance the learning process, especially as we move to Industrial Revolution 4.0(IR4.0). MOOC also can promote educational information, autonomous learningandlifelong learning. This pilot study attempted to examine the factors that influencedthebehavioural intention to use MOOC among Universiti Kebangsaan Malaysia (UKM) students in teaching and learning. The instrument used is a survey questionnaires andthen data are collected and analysed. The descriptive analysis, then presented byusingStatistical Package for Social Science (SPSS). This research is a basic finding in termof pre-test study where a set of questionnaires were distributed to students that hadusedMOOC in one or more courses. The Cronbach Alpha test for all items in the construct used in this study has been conducted. The results show that all items were in the highreliability, which is in the range of 0.7 until 0.9. Keywords: e-learning, MOOC, Utaut, higher learning institution, lifelong learning. Introduction Nowdays, online learning has become one of the main channels for online teachingandlearning between lecturers and students, especially in colleges and universities. MOOCor formerly known as Massive Open Online Course are the course provided to learnersin the way of at distance. These scenarios have viewed the appearance of Massive OpenOnline Courses (MOOC) as learning trends in the field of open distance education. It isan emerging trend practice in e-learning. The culture of teaching and learning is oftenchallenging and changing by the passage of time. MOOC is an e-learning concept that isopen for any interested participants attended and access courses with materials that arefree of charge. It brings thousands of participants register for MOOC courses everyday. Although these concept of learning are still growth, it is important to inspect thetechnology acceptance of MOOC especially at higher level of institution. The objectiveof the present study is to examine the technology acceptance of MOOC using a UnifiedTheory of Acceptance and Use of Technology (UTAUT). Materials and Methods The Unified Theory of Acceptance and Use of Technology (UTAUT) is used inthisstudy where a few variables act as independent variables and dependent variables. UTAUT theory and model has been introduced by Venkatesh (Venkatesh et al. 2016) Thus, the performance expectancy, effort expectancy, social influence and facilitatingcondition as independent variables and behavioural intention as dependent variables. As

116the study conducted is a pilot test for the researcher, the sample used is among studentsat Universiti Kebangsaan Malaysia (UKM) who had involved in MOOC for one or morecourses. By the way, the instrument conducted is a survey method like questionnairesthat has been distributed to 61 students as a sample. Results and Discussion Some of a descriptive analysis of the samples are going to analyse by using Statistical Package of Social Science (SPSS). At the moment, the result also shows that theinstrument used for all variables is tested by doing a Cronbach Alpha to test thereliability of the item conducted in the survey questionnaire. Table 1 belowillustratesthe reliability of item used in the instruments. Table 1: Variables reliability Variables Item Cronbach’s Alpha performance expectancy(JP) 3 0.837 ef ort expectancy(JU) 4 0.924 social influence(PS) 3 0.938 facilitating condition(MK) 3 0.899 behavioural intention(T) 3 0.952 Other result such as to examine the relationship between variables will be conductedandexplained. Conclusion The recent study indicated that the instrument used were in the high reliability, whichisin the range of 0.7 until 0.9. Therefore, the instrument is considerely acceptable tobeused in this study in order to examine the technology acceptance of MOOCbyusingUTAUT factors and variables for students at higher learning institution. References Venkatesh, V., Thong, J. Y. L. & Xu, X. 2016. J ournal of the A I S ssociation for nformation ystems Unified Theory of Acceptance and Use of Technology: ASynthesis and the Road Ahead. Journal of the Association for Information Systems 17(5): 328–376.

117DISASTER MANAGEMENT FRAMEWORK Ibrahim Hamid* and Abdul Rahman Abdul Rahim Faculty of Technology and Informatics, Universiti Teknologi Malaysia *Corresponding Email: [email protected] Abstract This journal focusing on the Disaster Management Framework for disaster preparedness information that will be used by both the authorized party and the public citizens. Theliterature review focused on emergency disaster management framework that covers theinternational framework. The Disaster Management Framework provides mechanismthat serves as a guideline for effective and efficient. The framework aligns key roles, responsibilities, authorities and best practices for managing disasters. Keywords: Emergency Disaster Management, Disaster Framework. Introduction The purpose of this research is to study the Disaster Management Framework. And theimportance of Disaster Management Framework for handling all potential emergencies associated with the emergency management. The Disaster Management Framework provides mechanism that serves as a guideline for effective and efficient. Planning should focus onprotecting the health and safety of employees, the public, property, the environment, andrestoring normal operations back in place. Mitigation actions that are taken before a disaster to decrease vulnerability incorporate land-use regulations that reduce hazard exposure andbuilding codes designed to ensure that structures resist the physical impacts created by hazards. Preparedness actions taken before a disaster enable social units to respond actively whendisaster does strike. The aim of response actions taken a short period before, during, andafter a disaster is to reduce casualties, damage, and disruption. Preparedness includes hazard identification activities, emergency procedures, budgeting and implementationof training and education programs for the general public (Ismail Bahari, 2006). Material and Method The NDMP (2018) provides a framework covering all aspects of the disaster management cycle. It covers disaster risk reduction, mitigation, preparedness, response, recovery, andbetterment reconstruction. It recognises that effective disaster management necessitates acomprehensive framework encompassing multiple hazards. Areas not addressed are protection, rehabilitation and review. Figure 1 Disaster Management Cycle (NDMP 2018)

118Figure 2 explains the priority of action to Sendai Framework Disaster risk management needs to be based on an understanding of disaster. Disaster risk governance at the national, regional and global levels is vital to the management of disaster risk reduction in all sectors. Publicand private investment to enhance the economic, social, health and cultural resilience of persons, communities, countries and their assets, as well as the environment. Experienceindicates that disaster preparedness needs to be strengthened for more effective response andensure capacities are in place for effective recovery. Priority 1 Understa nding disaster risk Priority 2 Strength ening disaster risk govenan ce risk Priorit y 3 Investi ng in disaster risk reductio nfor resilien ce Priority 4 Enhanci ng disaster prepared ness for effective response, and to «Build ack Better» in recovery, rehabilita tion and reconstru NSC Directive No. 20 is a generic plan in disaster management whish involves prevention, preparedness, response and recovery. It explain that prevention to minimise impacts of disasters on life, properties, environment through the enforcement of laws, practice of disaster awareness and education. Preparedness SOPs reviewed and updated, warning systems andcommunication systems for effective disaster handling. Emergency response need to mobilisesearch and rescue teams to disaster scenes immediately. Recovery plan to reconstruct essential utilities, services, houses, medical and healthcare for victims. NADMAis responsible for the national disaster management based on before, during and post-disaster phases. The NSC Directive No. 20 defines disaster as an incident that occurs unexpectedly, complex in nature, resulting in the loss of lives and damage to properties and the environment as well as interfering in the daily activities of the local community. The incident requires themanagement which involves resources, equipment, frequency and extensive manpower fromvarious agencies as well as effective coordination and the possibility of taking complexactions over a long period of time. Results & Discussion Refer to Table 1, both disaster framework for NDMP India and Sendai UN covered items such as prevention, preparation, mitigation, response, recovery, rehabilitation andreconstruction. However they did not cover area such as protection and review. The best disaster framework should cover all the items in Table 1. Figure 2 Sendai Framework for Disaster Management 2015-2030

119Table 1: Matrix Table For Disaster Framework NDM P India NSC Malaysia SEND AI Prevention / / U/ N Protection Preparation / / / Mitigation / / Response / / / Recovery / / / Rehabilitation / / Reconstruction / / Review Conclusion The study focused on emergency disaster management framework and risk management needs to be based on an understanding of disaster to minimized through adequate disaster preparedness and plan. Disaster planning requires support from both the public andthe local government. Preparedness actions taken before a disaster enable social units torespond actively when disaster does strike. Experience indicates that disaster preparedness needs to be strengthened for more effective response and ensure capacities are in place for effective recovery.The incident requires the involves resources, equipment, frequencyand extensive manpower from various agencies. References Ismail Bahari (2006). “Pengurusan Keselamatan dan Kesihatan Pekerjaan” 2nd Edition. Mc Graw-Hill (Malaysia) Sdn Bhd Sendai Framework for Disaster Risk Reduction 2015-2030 Third UN World Conference in Sendai, Japan, on March 18, 2015 National Security Council (NSC) (1997). Principle and Management Mechanismof National Disaster Relief, Disaster Management In India Ministry of Home Affairs Government of India May 3, 2011

120ATTITUDE AND PERFORMANCE IN MATHEMATICS AMONG ORANGASLI PRIMARY SCHOOL STUDENTS IN SELANGOR Sharifah Zuraidah Syed Abdul Jalil1* , Che Manisah Mohd Kasim1 , Erni Tanius 2 , and Saibah Siregar 1 1Faculty of Engineering and Life Siences, Universiti Selangor 2Faculty of Business and Accountancy, Universiti Selangor *Corresponding Email: [email protected] Abstract Mathematics achievement among Orang Asli students is still at a very low level. AccordingtoOrang Asli Strategic Development Plan (JAKOA, 2011), the percentage of students whopassed public examinations in primary and secondary schools was small. The problems become critical after the implementation of higher-order thinking skills questions inexamination by Ministry of Education. This study would like to investigate the associationbetween attitude and performance of Orang Asli students in Mathematics subject. The datawere analyzed using descriptive statistics by numerical techniques. Cross-tabulation analysis was carried out to determine the attitude level (defined by perception, interest and knowledge) of the Orang Asli students towards their performance in Mathematics. The study involvedeighty-six of standard six students from five Orang Asli primary schools in Selangor. As overall, the level of performance of Orang Asli students is low even though they have apositive perception towards Mathematics. The result also indicated that students with highinterest and knowledge level in Mathematics performed well in the subject. The studysuggested that an intervention initiative on the delivery system, mainly in Mathematics, should start from the elementary level. In order to ensure that these students can stand alikewith other groups in Malaysia, the government should focus and give serious attention in anyprogram of national transformation involving the Orang Asli. Keywords: interest, knowledge, Mathematics, Orang Asli, performance, perception Introduction Orang Asli are people with unique languages, knowledge systems and beliefs. They oftenhave much in common with other neglected segments of societies, such as lack of political representation, economic marginalization and poverty, lack of access to social services anddiscrimination, as well as education. Orang Asli dropout issues has always been a serious discussion throughout Malaysia. Kamaruddin (2018) reported that the primary school enrolment figure for Orang Asli throughout Peninsular Malaysia is of total 26571 pupils (Department of Orang Asli Development or JAKOA). The school drop-out rate for Orang Asli students is very much higher compared to the national average resulting in poorer educational outcomes for this group, (Ministry of Education, 2013). Another statistics fromTheMalaysian Education Blueprint, reported that the Orang Asli students mainly left the school as early as primary school, only 30% of them completed secondary school. Nor, et al. (2011) claimed that fear for public examination, academically unprepared, lack of interest inschooling, low academic achievement, poor memory, high absenteeism, lack of parental involvement, poverty, and transportation issues are the reasons for the increasing in drop-out among Orang Asli students. Ministry of Education (2013) reported that the passing rate of thecore subjects in the primary school national examinations of Orang Asli was only 61%compared to the national average of 87%. Special initiatives in teaching and learningespecially in Mathematics for the Orang Asli students should start from the elementary level, as Habibah et al. (2019) claimed that Orang Asli students were not aware of the importance of Science, Technology, Engineering and Mathematics in their everyday life.

121Materials and Methods This study involved standard six students from five Orang Asli primary schools in Selangor, selected from the district of Hulu Langat, Kuala Langat, and Hulu Selangor. Self- administrated questionnaires were used as the method of data collection where a total sampleof 86 students had answered the survey. The questionnaire consists of five sections, whichcovered the respondents’ demographic profile (Section I), attitude (Section II, III and IV), andperformance (Section V). Reliability test was conducted on the items for Section II, III andIVto estimates internal consistency among items. It is expressed as a coefficient, namelyCronbach’s Alpha. The closer the coefficient to 1.00, the more reliable the instrument is. Thecoefficient of Cronbach's alpha computed for 26 items from Sections II, III, and IVin thequestionnaire are greater than 0.6, which indicates the reliability of the items. Section Vof theinstrument, comprised of two types of question paper, namely Paper 1 – multiple choicequestions and Paper 2 – structured questions. Finally, the data were analyzed using descriptivestatistics by numerical techniques. For this study, cross-tabulation analysis was conductedtodetermine the attitude level of the Orang Asli students towards their performance inMathematics. The analysis of data from this study was carried out using Microsoft Excel 2010and Statistical Package for the Social Sciences (SPSS) software. Results and Discussion The first step taken in the data analysis was descriptive statistics where it provides information on the students’ subject interest. The percentage of interest rating for Mathematics subject among the Orang Asli students was shown in Figure 1. Result shows that 51.1% of the students are very interested in Mathematics whereas, 10.5% of themwere totallynot interested in Mathematics. Figure 1: Percentage of Interest Rating for Mathematics Based on Table 1, the performance of Orang Asli in Mathematics, as overall, was poor (86%). Between paper one and paper two, the Mathematics performance in paper one was slightlybetter than paper two where 15.1% of them obtained good performance in Mathematics paper one. However, none of the students were under excellent category. For paper two, all of thestudents were in poor category. Table 1: Distribution of Student Performance in Mathematics Performance Poor Good Exellence Paper 1 73 (84.9%) 13 (15.1%) 0 (0%) Paper 2 86 (100%) 0 (0%) 0 (0%) Overall 86 (100%) 0 (0%) 0 (0%) Cross tabulation analysis was done to determine the attitude level (perception, interest andknowledge) in Mathematics of Orang Asli primary students towards their performance inMathematics subject, mainly for paper one. The 5-point Likert Scale was divided into threeattitude levels which categorized as low, moderate and high.

122Table 2: Level of Attitude towards Performance in Mathematics Attitude Level of Attitude Level of Performance Total Poor Good Perception Low 25 (64.1%) 14 (35.9%) 39 (100.0%) Moderate 26(76.5%) 8 (23.5%) 34 (100.0%) High 8 (61.5%) 5 (38.5%) 13 (100.0%) Total 59 (68.6%) 27 (31.4%) 86 (100.0%) Interest Low 22(64.7%) 12(35.3%) 34(100.0%) Moderate 35(76.1%) 11(23.9%) 46(100.0%) High 2(33.3%) 4(66.7%) 6(100.0%) Total 59(68.6%) 27(31.4%) 86(100.0%) Perception Low 20 (64.5%) 11 (35.5%) 31 (100.0%) Moderate 38 (73.1%) 14 (26.9%) 52 (100.0%) High 1 (33.3%) 2 (66.7%) 3 (100.0%) Total 59 (68.6%) 27 (31.4%) 86 (100.0%) Result from cross-tabulation analysis in Table 2 indicates that as overall, the performance of majority of the students was poor disregard they have high attitude level in Mathematics. 61.5% of the Orang Asli primary students achieved poor performance in Mathematics eventhough they were highly-perceived towards Mathematics. This result indicates that those withhigh perception level towards Mathematics were not well-performed in Mathematics. For cross-tabulation analysis between interest level and performance level, 66.7%of the OrangAsli primary students who have high level of interest in Mathematics have shown goodperformance in Mathematics subject. The result shows that 66.7% of the Orang Asli primarystudents with high level of knowledge achieved good performance in Mathematics. Conclusion As a conclusion, students with high interest and knowledge level in Mathematics performedwell in the subject, compared to those who were not interested and having low knowledge inMathematics. In addition, having only high perception towards Mathematics does not determine of obtaining good result in Mathematics. Thus, an intervention initiative at theelementary level should be considered, especially on delivery system for the education andwelfare of the Orang Asli students. Acknowledgement This paper is supported by Bestari Grant UNISEL/BRIC/600/03/17(121). References Habibah, Haron, N., Kamaruddin, S. A., Harun, H., Abas, H., & Salim, K. R. (2019). Science, Technology, Engineering and Mathematics Initiatives. Journal of Physics: ConferenceSeries. JAKOA. (2011). Development Strategic Planning for the Orang Asli 2011-2015. KualaLumpur: Department of Orang Asli Development. Malaysia. Kamaruddin, K. (2018, September 3). Orang Asli school dropout rate still serious. Retrievedfrom MalaysiaKini: https://www.malaysiakini.com/news/441468. Ministry of Education. (2013). Malaysian Education Blueprint 2013-2025. Putrajaya: Ministry of Education. Nor, D. S., Roslan, D. S., Mohamed, A., Hassan, D. K., Ali, D. M., & Jaimah. (2011). Dropout Prevention Initiatives for Malaysian Indigenous Orang Asli Student. TheInternational Journal on School Disaf ection, 1-15.

123FAKTOR PENENTU YANG MEMPENGARUHI KADAR KEPUASAN PENGGUNABAS SMART SELANGOR: KAJIAN KES DI BANDARAYA SHAHALAMHanita Hashim1* , Yati Ashikin Abdul Wahab 1 , Hasliza Mohamad Ali2 1,Fakulti Kejuruteraaan dan Sains Hayat, Universiti Selangor, Jalan Timur Tambahan, 45600 Bestari Jaya, Selangor, Malaysia. 2Pusat Pengajian Asasi dan Umum, Universiti Selangor, Jalan Timur Tambahan, 45600 Bestari Jaya, Selangor, Malaysia. *Corresponding Email: [email protected] Abstrak Kerajaan Selangor telah memperkenalkan perkhidmatan percuma bas SMART Selangor yangmula beroperasi pada Julai 2015. Selaras dengan gagasan SMART Selangor, perlaksanaanini dapat merealisasikan inisiatif rendah karbon “Go Green” di seluruh kawasan pentadbirankhasnya di Shah Alam. Sehubungan dengan itu, kajian ini dijalankan untuk mengenalpasti kadar kepuasan pengguna terhadap tiga dimensi yang dinamakan Keselesaan, Aksesibiliti danKeselamatan. Dapatan daripada kajian ini menunjukkan terdapat hubungan signifikan dalamkepuasan pengguna di antara Keselesaan dan Aksesibiliti. Kajian juga mendapati ketiga-tigadimensi Keselesaan, Aksesibiliti dan Keselamatan mempunyai hubungan positif terhadapkadar kepuasan pengguna bas SMART Selangor. Pengguna juga bersetuju ketetapan masaperjalanan yang tidak menentu dan tingkah laku pemandu adalah faktor yang palingmempengaruhi kadar kepuasan pengguna. Pihak kerajaan negeri boleh menggunakan dapatandaripada kajian ini bagi meningkatkan mutu kualiti perkhidmatan percuma ini pada masahadapan. Kata kunci: Pengguna bas, kepuasan pengguna, SMART Selangor, perkhidmatan percuma Pengenalan Perkhidmatan percuma bas SMART Selangor telah diperkenalkan oleh Kerajaan Negeri Selangor kepada rakyat negeri Selangor umumnya dan sekaligus dapat membantu golonganberpendapatan rendah khasnya. Pihak Kerajaan Negeri Selangor telah menyediakanperkhidmatan percuma ini kepada tiga Pihak Berkuasa Tempatan Negeri Selangor iaitu Majlis Bandaraya Shah Alam (MBSA), Majlis Perbandaran Subang Jaya (MPSJ) dan Majlis Perbandaran Klang (MPK). Bagi menjamin mutu perkhidmatan bas percuma ini sentiasaberada ditahap yang memuaskan hati pengguna, satu inisiatif dilakukan dengan mendapatkanpandangan pengguna tentang perkhidmatan percuma ini. Metodologi Kajian ini menggunakan model regresi berganda untuk mengkaji kesan dimensi Keselesaan(X1), Aksesibiliti (X2) dan Keselamatan (X3) terhadap kepuasan pengguna. Jika terdapat hubungan dengan menggunakan informasi yang terdapat dalam pembolehubah tidakbersandar akan meningkatkan kadar nilai penganggaran bagi pembolehubah bersandar. Ujiankorelasi Pearson telah dijalankan untuk menerangkan hubungan di antara dua pembolehubahkepuasan pengguna dengan ketiga-tiga dimensi iaitu dimensi Keselesaan, Aksesibiliti danKeselamatan. Jika hipotesis nul ditolak dan hipotesis alternatif diterima, ini menunjukkanbahawa terdapat hubungan korelasi yang positif dan signifikan di antara kepuasan penggunadengan dimensi tersebut.

124Hasil kajian dan perbincangan Kajian ini menggunakan pendekatan kuantitatif dengan menggunakan data tinjauan (survey). Sebanyak 410 responden di sekitar bandaraya Shah Alam terlibat dalam kajian ini. Hasil dapatan kajian mendapati dimensi Keselesaan dan Aksesibiliti telah mempengaruhi kepuasanpengguna secara positif dan signifikan (Jadual 2). Dapatan ini selari dengan hasil kajian olehBorhan et al., (2014) yang menyatakan bahawa kualiti perkhidmatan dan persekitaranmempunyai hubungan positif terhadap penggunaan pengangkutan awam. Walaubagaimanapun tidak dapat dibuktikan secara signifikan bagi dimensi Keselamatan. Perkara ini berkemungkinan disebabkan oleh faktor keselamatan bukan perkara utama bagi menentukankepuasan pengguna. Jadual 1 menunjukkan nilai R-kuasadua terlaras untuk model ini di manaia menyatakan bahawa sebanyak 62.8% perubahan di dalam kepuasan pengguna dapat diterangkan oleh kombinasi ketiga-tiga dimensi tersebut. Ujian korelasi Pearson telahdijalankan untuk menguji kekuatan hubungan di antara kepuasan pengguna dengan dimensi Keselesaan, Aksesibiliti dan Keselamatan. Jadual 3 adalah hasil kajian bagi ujian korelasi di mana nilai R=0.767** menunjukkan bahawa terdapat hubungan korelasi yang positif dansignifikan di antara kepuasan pengguna dengan dimensi Keselesaan. Ujian korelasi bagi kepuasan pengguna dengan dimensi Aksesibiliti juga menunjukkan hubungan yang positif dan signifikan dengan nilai R=0.776**. Begitu juga dengan hubungan korelasi yang positif dan signifikan bagi kepuasan pengguna dengan dimensi Keselamatan di mana nilai R=0.709**. Jadual 1: Ringkasan model Model R R kuasadua R kuasadua terlaras Ralat piawai bagi jangkaan 1 0.794 0.631 0.628 0.42913 Jadual 2: Nilai pekali Model Pekali tidak terpiawai Pekali terpiawai t Sig. B Ralat piawai Beta Konstant 0.259 0.151 1.721 0.086 Keselesaan 0.412 0.092 0.353 4.457 0.000 Aksesibiliti 0.518 0.079 0.446 6.568 0.000 Keselamatan 0.025 0.089 0.019 0.284 0.776 Jadual 3: Ujian Korelasi Keselesaan Aksesibiliti Keselamatan KepuasanpenggunaKeselesaan Korelasi Pearson 1 0.888 ** 0.887 ** 0.767**Sig. (2-tailed) 0.000 0.000 0.000N 410 410 410 410Aksesibiliti Korelasi Pearson 0.888 ** 1 0.843 ** 0.776**Sig. (2-tailed) 0.000 0.000 0.000N 410 410 410 410Keselamatan Korelasi Pearson 0.887 ** 0.843 ** 1 0.709**Sig. (2-tailed) 0.000 0.000 0.000N 410 410 410 410Kepuasan pengguna Korelasi Pearson 0.767 ** 0.776 ** 0.709 ** 1Sig. (2-tailed) 0.000 0.000 0.000

125N 410 410 410 410Kesimpulan Secara ringkasnya dapatan kajian ini telah membuktikan faktor-faktor penting bagi mengukur kepuasan pengguna bas SMART Selangor yang berpusat di Bandaraya Shah Alam. Kajianmendapat bahawa kepuasan pengguna dapat dibezakan melalui tiga dimensi utama iaituKeselesaan, Aksesibiliti dan Keselamatan yang mempengaruhi kepuasan secara menyeluruh. Keputusan mendapati bahawa terdapat hubungan yang kuat di antara kepuasan penggunadengan ketiga-tiga dimensi perkhidmatan. Walau bagaimanapun, hasil kajian menunjukkanbahawa dimensi Keselamatan bukanlah faktor utama yang mendorong kepada kepuasanpengguna untuk menggunakan perkhidmatan bas percuma ini. Perakuan Terima kasih kepada Pusat Penyelidikan dan Jaringan Industri, (CRIL) Universiti Selangor kerana mendokong kajian ini. Rujukan Ambak, K., Tun, U., Onn, H., & Ismail, R. (2014). Passengers Preference And SatisfactionOf Public Transport In Malaysia. Australian Journal of basic and applied sciences,6(8), 410-416 . Borhan, M. N., Syamsunur, D., Mohd Akhir, N., Mat Yazid, M. R., Ismail, A., &Rahmat, R. A. (2014). Predicting the use of public transportation: a case study fromPutrajaya, Malaysia. Scientific World Journal, 2014. Nguyen, X. P. (2019). The bus transportation issue and people satisfaction with publictransport in Ho Chi Minh City. Journal of Mechanical Engineering Research&Developments (JMERD), 42(1), 10–16. Ok, S., Chain, S., & Chain, S. (2018). Customer satisfaction on service quality of bus transport : a survey of passengers from Phnom Penh to Poipet in Cambodia. Journal of Social Science Studies. 5(2), 114–131. Rohani, M. M., Wijeyesekera, D. C., & Karim, A. T. A. (2013). Bus operation, quality serviceand the role of bus provider and driver. Procedia Engineering, 53, 167–178. Shaaban, K., & Khalil, R. F. (2013). Investigating the customer satisfaction of the bus servicein Qatar. Procedia - Social and Behavioral Sciences, 104(1), 865–874. Noor, H. M., Nasrudin, N., & Foo, J. (2014). Determinants of Customer Satisfactionof Service Quality: City Bus Service in Kota Kinabalu, Malaysia. Procedia- Social and Behavioral Sciences, 153, 595–605. Islam. (2014). Measuring Customerâ S Satisfaction on Bus Transportation. AmericanJournal of Economics and Business Administration, 6(1), 34–41.

126PROGRAM PSIKOPENDIDIKAN KELOMPOK TENTANGPERKEMBANGAN SOSIAL EMOSI DALAM HUBUNGAN ROMANTIKREMAJAKong Shin Yee* dan Zuria Mahmud Fakulti Pendidikan Universiti Kebangsaan Malaysia, Selangor, Malysia *Corresponding Email: [email protected] ABSTRAK Artikel ini melaporkan 3 aktiviti dalam satu modul program psikopendidikan kelompok yangtelah dijalankan dengan 18 ahli kelompok remaja tentang hubungan romantik remaja di Serdang, Selangor. Aktiviti-aktiviti terpilih adalah Persediaan Komitmen, Komponen CintaSegitiga dan Tindakan Segitiga. Matlamat program ini adalah untuk meningkatkankemampuan remaja untuk menyesuaikan diri dalam hubungan sosial emosi, agar dapat membentuk dan mempertahankan gaya hidup perkahwinan yang sihat pada masa dewasa. Program ini direkakan dalam bentuk aktiviti eksplorasi diri tentang identiti kendiri danpersediaan awal mengenai hubungan pasangan. Cadangan konsep ProgramPendidikanBerpusatan Belia Pemuda (Youth Relationship Education atau YRE) berpusatan remaja telahdirujuk dan diimplementasikan dalam aktiviti-aktiviti modul ini, penemuan hasil dapatanyang positif dan cadangan lanjutan telah dilaporkan dalam artikel ini. Kata kunci: Hubungan romantik remaja, Persediaan Komitmen, Komponen Cinta Segitiga, Tindakan Segitiga. PENGENALAN Menurut bukti awal penyelidikan, keberkesanan pendidikan hubungan remaja berorientasikankumpulan dengan program YRE adalah optimistik sebagai sub-bidang Pendidikan HubunganPasangan yang masih kekurangan(Erol & Orth, 2016; McElwain, 2017). Modul psiko- pendidikan YRE bersepadan dengan pendekatan Erikson sebagai persediaan awal individuremaja dengan kesedaran dan pemahaman kendiri demi membangunkan identiti kendiri yangstabil, sebelum memasuki peringkat awal dewasa. Peringkat remaja adalah masaperkembangan psikososial bagi Identiti vs. Keraguan Peranan, di mana individu menghadapi pengalaman membuat keputusan siapakah dirinya, apakah peranan diri dan ke manakahmereka sedang menuju(Santrock, 2018). Persediaan komitmen ditakrifkan sebagai perasaanbersedia untuk berada dalam hubungan jangka panjang yang berkomitmen atau merasabersedia untuk membinakan hubungan dengan pasangan yang sedia ada untuk masa depanyang dapat diramalkan (Agnew et al., 2019; Hadden, 2018). Komponen segitiga cinta adalahmodel Sternberg (1986) dalam fenomena hubungan romantic yang mencadangkan struktur tiga komponen utama yang bersusun secara skematik dengan kombinasi dari segi kehadiran, ketiadaan dan intensiti yang berbeza. Keintiman (intimacy) adalah komponen berkaitandengan perasaan kedekatan, ikatan, dan penilaian hubungan kasih sayang. KomponenHasrat/nafsu (Passion) berkaitan dengan aspek tarikan fizikal/hubungan seksual, interaksi/ekspresi keinginan dan keperluan secara afektif, kognitif atau tingkah laku. Komponen Komitmen(Commitment) adalah perasaan cinta yang bertanggungjawab untukpenyelenggaraan dan keputusan menjaga diri dalam hubungan (jangka pendek), dan dikaitkandengan sokongan, cinta dan janji yang berkekalan (jangka panjang). Tiga komponen cinta ini berubah sepanjang hubungan dan ketidaksepadanan berlaku apabila percanggahan wujudantara dua individu (Overbeek, 2007). Gabungan tiga komponen tersebut boleh membentuk7jenis perhubungan cinta, iaitu empty love, liking, infatuated love, romantic love, companionate love, cinta monyet atau fatuous love, dan consummate love. SegitigaTindakan diterjemahkan sebagai ekspresi komponen cinta dalam bentuk tindakan. Tindakancinta “keintiman”: (a) menyampaikan perasaan dalaman; (b) menggalakkan kesejahteraan

127orang lain; (c) berkongsi harta, masa, dan diri seseorang; (d) menyatakan empati; dan (e) menawarkan sokongan emosi dan barangan. Tindakan cinta “Hasrat/nafsu”: (a) mencium/memeluk/menatap/menyentuh (b) kelakuan seksual (hubungan suami isteri). Tindakan komitmen termasuklah (a) ikrar/kesetiaan/kekal berada dalam hubungan menjelangi masa cabaran dan kesukaran, (b) pertunangan dan perkahwinan. Walaupun tindakan-tindakankomponen cinta adalah berbeza bagi individu dan hubungan yang berlainan, namun ia adalahberkesan. (Kindelberger & Tsao, 2014; Sternberg, 1986) BAHAN DAN METOD Fasilitator program ini pelatih psikopendidikan yang dijemputkan oleh “Creatively Build-upYouth Commimttee” , satu pertubuhan NGO remaja yang ditaja oleh Gereja Methodist Serdang dan 18 remaja yang berumur 14-17 tahun untuk menyertai programini, 10 remajaperempuan dan 8 lelaki perempuan. Program ini dijalankan dalam 2 sesi, pada hari Sabtudalam bentuk 1 kali dalam 1 bulan yang berturut-turut, masa 7.00pm-9.00pmpada kali pertama dan 7.30pm-9.30pm pada kali kedua. Terdapat 10 remaja telah menyertai sesi pertama, dan ditambahkan 8 remaja dalam sesi pertama. Ia bermaksud, hanya 10 remaja yangdapat dilengkapi dengan semua aktiviti, manakala 8 remaja yang lain hanya menghadiri sesi kedua. Kehadiran bagi program ini tidak dikawal ketat kerana pengambilan bahagian adalahsecara sukarela, ia dirancangkan dan dilaksanakan oleh jawatankuasa remaja yangdinasihatkan oleh Ms. Summer May. Aktiviti Pengenalan berfokus interaksi berkenalanantara ahli-ahli kelompok dan ahli kelompok digalakkan berkongsi perasaan tentangpengalaman aktiviti dan dikaitkan dengan pemahaman ‘Cinta Sejati’. Kemudian, 3 aktiviti transformasi ilmu daripada modul psiko-pendidikan YRE dijalankansecara interaksi dengan bahan- bahan membantu yang tersedia. Akhirnya, Aktiviti Penutupdigunakan untuk mengimbas kembali matlamat programdanrumusan tentang perkara pentingdalam hubungan romantik bagi diri dan pasangan. Sebagai upacarapenutup, ahli-ahli kelompok bebas memilih dan berdiri bersamakomponen cinta yang dekat denganmatlamat diri dan berkongsi dapatan pembelajaran dalamprogram ini. (Beberapa remaja turut dihormati apabila tidak ingin mendedahkan matlamat diri). Rajah 1: Bahan PPT Slide Love Triangle yang digunakan. DAPATAN DAN PERBINCANGAN Dapatan aktiviti 1: Transformasi ilmu “Persediaan Komitmen” 1. Drama konteks “From Friend to Lover” dan sesi Q&A “Walk into the screen” merupakankaedah yang berkesan untuk membina kesefahaman dan membimbing ahli kelompok untuk berinteraksi pada peringkat permulaan program. Q&A interaksi “Bilakah masa yangsesuai untuk hubungan romantik” membolehkan pembelajaran yang induktif. 2. Respon ahli-ahli kelompok dengan jawapan yang berbeza-beza adalah bersepadan dengankajian Agnew et al. (2019) bahawa terdapatnya ‘masa peribadi’ di mana seseorang mempunyai kesedaran dan keinginan tersendiri dan berbeza dalam hubungan yang digemari dan yang diharapkan. Dapatan Aktiviti 2: Transformasi ilmu “Komponen segitiga cinta” 1. Penerangan kompenen segitiga cinta dapat memerhati reaksi dan mendengar pandanganremaja yang berbeza. Kebanyakan ahli-ahli kelompok bertumpu perhatian kepada istilah-istilah yang dibincangkan dengan mengaitkan peranan, pengetahuan dan

128pengalaman dirinya. Ini bersepadan dengan teori Erikson bahawa remaja peringkat perkembangan diri menghadapi krisis psikososial bagi Identiti vs. Keraguan Peranan. Proses pembelajaran dengan bimbingan yang positif dapat membantu pembinaan identiti yang stabil dan berjaya (Santrock, 2018). 2. Dengan penggunaan papan tanda komponen cinta dan 7 jenis perhubungan cinta dalam2kelompok kecil, ahli-ahli kelompok dapat menentukan pilihan jarak lokasi berdiri dekat atau jauh dengan papan tanda masing-masing, dan sukarela untuk berkongsi fahaman diri dan bertanya soalan. Dapatan Aktiviti 3: Transformasi ilmu “Segitiga Tindakan” 1. Aktiviti ‘Pick & Match’ dengan menggunakan ‘kad tindakan cinta’ ke dalamempat peringkat perhubungan pasangan mendapatkan respon yang positif dengan interaksi secararela-diri untuk menanya soalan, interaksi berkelompokan, memberikan pandangan yangberlainan. Setiap ahli kelompol rela menjelaskan sebab pilihan diri dalamaktiviti dengan‘apa’ dan ‘sebab’, namun begitu masa adalah kurang cukup untuk mengaitkan ‘tindakan’ terhadap diri mereka untuk celik akal tentang perubahan diri dalam pemikiran gaya sosial. Respon ahli-ahli kelompok: Selepas program ditamatkan, fasilitator terus dijemput olehjawatankuasa remaja untuk membincangkan aktiviti lanjutan kelompok dalambentuk topikbersiri. Psikopendidikan dapat diteruskan dengan tajuk-tajuk lain diminati oleh kelompokremaja tersebut. Daripada 10 ahli kelompok yang ditemubual secara tidak berstruktur dantidak formal, mereka lebih mengemari aktiviti-aktiviti perbincangan Q&A yang kurangmenggunakan bahan PPT teori. Bagi ahli kelompok yang hanya menghadiri sesi kedua, mereka memberikan respon bercampuran bahawa ilmu pengetahuan programadalah baru, relevan dan menarik, dan mereka akan terus hadir ke program lanjutan yang ditawarkan. KESIMPULAN Program psikopendidikan YRE hubungan remaja boleh diaplikasikan dengan kreatif danberkepelbagaian, asalkan ia bersesuaian dengan keperluan golongan remaja. Terutamanya, iadapat membantu remaja dalam proses pembinaan identiti kendiri yang membawa kesansignifikan ke tahap dewasa. Oleh itu, pelaksanaan program YRE boleh membantu remajayang dilamun cinta sekarang atau untuk masa depan, untuk mengendalikan persahabatan yangsihat sebaliknya, membantu mereka tidak bersikap obsesif, terlalu mengikut pengaruh rakansebaya, ataupun pergaulan bebas. (Olmstead, 2011; Turner & Gordon, 1995) RUJUKKAN Agnew, C. R., Hadden, B.W. & Tan, K. 2019. It’s About Time: Readiness, Commitment, and Stabilityin Close Relationships. Social Psychological and Personality Science. XX(Early published version): 1-10. Erol, R. Y., & Orth, U. 2016. Self-esteem and the quality of romantic relationships. EuropeanPsychologist. 21: 274-283 Hadden, B.W., Agnew, C. R., & Tan, K. 2018. Commitment readiness and relationship formation. Personality and Social Psychology Bulletin. 44(8): 1242-1257 Kindelberger, C. & Tsao, R. 2014. Staying Alone or Getting Attached: Development of the Motivations Toward Romantic Relationships During Adolescence. The Journal of Genetic Psychology. 175(2):147–162 McElwain, A., McGill, J. & Savasuk-Luxton, R. 2017. Youth Relationship Education: A meta-analysis. Children and Youth Services Review. 82 (2017): 499–507 Olmstead, S. B. 2011 Implementing Relationship Education for Emerging Adult College Students: Insights from the Field. Journal of Couple & Relationship Therapy. 10. 215–228 Overbeek, G., Ha, T., Scholte, R., de Kemp, R., & Engels, R. 2007. Brief report: Intimacy, passion, andcommitment in romantic relationships – Validation of a ‘triangular love scale’ for adolescents. Journal of Adolescence. 30: 523–528. Santrock, J.W. 2018. Socioemotional Development in Adolescence: Socioemotional Development inEarly Adulthood - Love & Close Relationships. Essentials of Life-Span Development (5 th Ed.). NewYork, NY: McGraw-Hill Education. 279, 322-323 Sternberg, R. J. 1986. A triangular theory of love. Psychological Review. 93. hlm. 119–135. Turner, L. & Gordon, L. H. 1995. PAIRS (Practical Application of Intimate Relationship Skills). Journal of Couples Therapy. 5 (1-2): 37-53

129PSIKOPENDIDIKAN KELOMPOK BAGI MURID TIDAK MENYIAPKANKERJASEKOLAH Lau Yi Yu, Zuria Binti Mahmud* dan Salleh Bin Amat Fakulti Pendidikan, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia *Corresponding Email: [email protected] ABSTRAK Artikel ini melaporkan intervensi yang dijalankan bersama 7 orang murid Tahun 4 yang selalutidak menyiapkan kerja sekolah. Artikel ini hanya melaporkan perkembangan sesi bagi satukelompok yang terdiri daripada 3 orang murid. Tujuan kelompok adalah untuk meningkatkanmotivasi kendiri dalam kalangan murid melalui psikopendidikan kelompok yang merangkumi tiga aktiviti, iaitu Siapakah Aku, Inilah Idolaku dan Slogan Hidup Saya. Data dikumpulkanmelalui pemerhatian, analisis dokumen dan temu bual berstruktur, kemudian dianalisis melalui kaedah triangulasi data. Dapatan kajian menunjukkan modul ini dapat meningkatkanmotivasi kendiri murid dalam mengubah tingkah laku tidak menyiapkan kerja sekolah. Refleksi dan cadangan kajian susulan turut dibincangkan di bahagian akhir kajian ini. Kata kunci: motivasi, sistem token, kerja rumah PENGENALAN Kerja rumah merupakan satu komponen penting dalam setiap peringkat persekolahandi Malaysia yang kini telah menjadi sebahagian kehidupan murid yang tidak akan dapat lari daripada pengalaman menerima dan menyiapkan kerja rumah. Sekolah sebenarnyamemainkan peranan penting sebagai sebuah institusi sosial dalam melahirkan modal insanyang cemerlang. Ini dapat direalisasikan bergantung kepada keberkesanan dalamsesuatuproses pengajaran dan pembelajaran yang melibatkan aktiviti pengukuhan, iaitu pemberiankerja rumah sepertimana yang disarankan oleh Kralovec dan Buell (2000) denganmenyatakan bahawa kerja rumah perlu dibentuk atau disediakan dengan betul. Namun, iabukan sesuatu perkara yang mudah untuk dicapai. Ini kerana tingkah laku murid di dalamkelas seperti tidak menyiapkan kerja sekolah didapati telah menyebabkan guru berasa tertekansetiap kali memasuki kelas (Fun, 2008; Kim, 2006; Tang dan Yeung, 1999; Montgomery danRupp, 2005). Golongan ini dikatakan memandang enteng kepada kepentingan dan faedahmenyempurnakan kerja rumah. Polloway et al. (1992) pula menemui bahawa faktor lebihdisebabkan oleh permasalahan motivasi dan gangguan. Levin dan Nolan (2010) berpendapat bahawa tingkah laku tidak menyiapkan kerja sekolah adalah berakar umbi daripada masalahkekurangan motivasi dan masalah-masalah lain yang wujud dalam kehidupan seharian di luar sekolah. Maka, penerapan unsur motivasi dan galakan adalah perlu untuk meningkatkanminat murid-murid terhadap kerja rumah. Hal ini kerana guru merupakan faktor yangmempengaruhi motivasi dan minat murid (Brewster dan Fager, 2000). Dengan ini, psikopendidikan kelompok dilaksanakan untuk membantu meningkatkan motivasi kendiri dalam kalangan murid tidak menyiapkan kerja sekolah melalui peningkatan kekerapan muriddalam menyiapkan kerja sekolah. METODOLOGI Psikopendidikan kelompok dijalankan selama tiga minggu, iaitu seminggu sekali aktiviti psikopendidikan bersama ahli-ahli kelompok di unit Bimbingan dan Kaunseling. Selepas tamat tiga kali perjumpaan, guru Bimbingan dan Kaunseling mula membuat pengumpulandata secara pelbagai sumber. Alat pengumpulan data sebelum dan selepas pelaksanaan

130psikopendidikan kelompok adalah melalui pemerhatian, analisis dokumen dan temu bual berstruktur. DAPATAN DAN PERBINCANGAN Instrumen Murid A Murid B Murid CPemerhatian Sebelum : duduk di baris paling belakang dan bermonolog dengan mainan Sebelum : murid yang bijak dan banyak memberi respons, tetapi langsung tidak salin kerja sekolah Sebelum: duduk dengan murid B, kerap bercakap dan kadang- kala salin kerja sekolah Selepas : dapat menyalin kerja sekolah dan tetap berdiam Selepas : masih aktif memberi respons dan menyiapkan kerja sekolah serta-merta Selepas : walaupun kadang-kala tidak faham permintaan guru dan bertanya kepada murid BTranskrip temu bual berstruktur Guru (Sebelum) kerja sekolah yang diberikan selalu tak disiapkan. Alasan yang bagi punmacam-macam. Mimik muka langsung tidak menunjukkan rasa malu danbersalah. Selepas : Mereka semua berjaya menyiapkan kerja sekolah yang diberikan. MuridC siap mengajak rakan (murid B) tidak membuat bising dan menyiapkanbersama-sama. Yang paling gembira adalah murid C dapat menyiapkankerja sekolah kerana murid C hanya mendiamkan diri. Saya kurang pasti sama ada dia faham atau tidak. Tidak menafikan bahawa token memainperanan yang agak penting termasuk psikopendidikan itu. Saya dapat melihat perkembangan kerja sekolah mereka dari buat sembarangan, betul separuh dan betul 80%. Analisis dokuman (mka surat) Sebelum : 0 Sebelum : 0 Sebelum: 0 Selepas : 12 Selepas : 12 Selepas : 10 Jadual 1.0 Hasil dapatan pemerhatian yang diperolehi telah menunjukkan bahawa motivasi kendiri murid-murid yang dipupuk telah berjaya mempengaruhi tingkah laku murid tidak menyiapkankerja sekolah kepada tingkah laku berjaya menyiapkan kerja sekolah yang diberikan olehguru. Ini diuktikan oleh kuantiti kerja sekolah yang telah disiapkan oleh murid-murid di manaia terdapat peningkatan yang berlaku antara sebelum dan selepas terhadap kuantiti kerjasekolah yang disiapkan. Selain itu, pandangan guru yang berubah dari perspektif negatif, iaiturungutan kepada kata-kata yang membawa makna positif. Transkrip temu bual menunjukkanbahawa selepas murid melibatkan diri dalam psikopendidikan, guru menggunakan kata-katapujian terhadap perubahan tingkah laku murid yang dilihat. Secara keseluruhannya, dapatankajian mengenai motivasi dalam bidang pendidikan secara konsisten menunjukkan hubunganyang positif antara motivasi dengan tingkah laku menyiapkan kerja sekolah. KESIMPULAN Secara kesimpulan, psikopendidikan dengan penggunaan modul dapat meningkatkan motivasi kendiri murid-murid dalam menyiapkan kerja sekolah. Berdasarkan dapat kajian, beberapacadangan yang dapat dikemukakan oleh pengkaji. Pertama, sesi psikopendidikan yang lebihberfokus kepada aspek kognitif dengan menerapkan Terapi Realiti akan cuba digunakan

131semula terhadap murid-murid. Hal ini kerana murid-murid dapat digalakkan untuk lebihbermotivasi, bertanggungjawab ke arah membina identiti yang berjaya melalui perubahanbukan hanya tingkah laku tetapi termasuk pemikiran yang dijalankan secara serentak. Seterusnya, motivasi murid dapat dipertingkatkan lagi dengan mengalakkan guru Bimbingandan Kaunseling meneruskan psikopendidikan berkelompok dengan murid-murid yang lain. Bukan sahaja motivasi dapat dipertingkatkan, tetapi mengekalkan motivasi agar isu tidakmenyiapkan kerja sekolah dapat dikurangkan. Selain itu, ibu bapa harus memainkan peranandalam memberi kawalan dan sokongan kepada anak-anak agar mempunyai dorongan dalammenyiapkan kerja sekolah yang diberikan. Rasa diiktiraf yang dialami dapat menimbulkanmotivasi murid-murid dalam menyiapkan kerja sekolah demi diri sendiri, tetapi bukananugerah luaran. Ibu bapa juga perlu mewujudkan hubungan yang baik dengan pihak sekolahuntuk mengetahui perkembangan anak yang terkini. Ini membolehkan ibu bapa serta guruBimbingan dan Kaunseling bersama-sama menangani masalah disiplin murid untukmemastikan kebolehkan murid-murid diperkembangkan demi masa depan. RUJUKAN Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: Fromtime- on-task to homework. Retrieved from http://educationnorthwest.org/sites/ default/files/byrequest.pdf Fun, W.S. (2008). Faktor-faktor yang mendorong tekanan kerja (stres) di kalangan guru-guruSJK (C): Satu kajian di tiga buah sekolah di wilayah persekutuan. Kajian ilmiah. Universiti Teknologi Malaysia. Kim, T.S. (2006). Stres kerja di kalangan guru aliran teknik di Johor, Melaka danNegeri sembilan. Tesis Sarjana. Universiti Teknologi Malaysia. Kralovec, E., & Buell, J. (2000). The end of homework: How homework disrupts families, overburdens children, and limits learning. Boston: Beacon Press. Levin, J., & Nolan, J.F. (2000). Principles of classroom management: A profesional decisionmaking model (3rd ed.). Needham Heights: Allyn and Bacon. Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes andeffects of stress in teachers. Canadian Journal of Education, 28, 458-486. Polloway, E.A., Epstein, M.H., & Foley, R. (1992). A comparison of the homework problems of students with learning disabilities and non-handicapped students. Learning Disabilities: Research and Practice, 7(4), 203-209 Tang, T., & Yeung, A. (1999, February). Hong Kong teachers' sources of stress, burnout, andjob satisfaction. Paper presented at the International Conference on Teacher Education, Hong Kong.

132PSIKOPENDIDIKAN KELOMPOK DALAM REMAJA BERCINTATiong Chu Ging* and Zuria Binti Mahmud Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, Malaysia *Corresponding Email: [email protected] ABSTRAK Artikel ini melaporkan sebuah sesi kelompok yang dijalankan psikopendidikan bersama 22murid tingkatan satu di SMK Jinjang. Fokus utama sesi kelompok ialah meningkatkanpengetahuan tentang remaja bercinta. Peserta di bahagikan kepada dua kumpulan iaitu lelaki satu kumpulan dan perempuan satu kumpulan. Setiap kumpulan terdiri 11 murid. Penemuanhasil kajian mendapati remaja amat memerlukan pengetahuan tentang tentang persoalanbercinta supaya mereka memperolehi hubungan yang sihat sejak remaja dan bersedia untukmembina keluarga yang harmoni pada masa kelak. Kata kunci: remaja bercinta, psikopendidikan, keluarga, hubungan, bercinta yang sihat PENGENALAN Remaja adalah satu peringkat utama untuk membangunkan diri dan identiti. Menurut kajianEric Erikson, perkembangan psikososial bagi golongan remaja menghadapi pelbagai permintaan sosial dan perubahan peranan yang penting untuk menghadapi cabaran zamandewasa. Dalam peringkat ini mempunyai identiti ego dan keraguan peranan. Keyakinanterhadap diri sendiri adalah sangat penting dalam pembentukan identiti remaja. Akan tetapi, remaja masa kini yang kurang keyakinan telah menimbulkan banyak masalah sosial masyarakat sekarang. Salah satu masalah remaja yang amat membimbangkan ibu bapa danpara pendidik ialah masalah remaja bercinta yang mendatangkan masalah sosial remajaseperti buang anak, keruntuhan akhlak, lari rumah, dan lemah dalam akademik. Menurut laporan Lembaga Penduduk dan Pembangunan Negara (LPPKN) di seminar peringkat kebangsaan 2014, didapati seksualiti remaja yang di lingkungan 10-19 tahun yang terlibat dalam aktiviti seks luar nikah semakin tahun semakin meningkat. 50.4%remaja daripadakajian tersebut mengaku melakukan hubungan seks kali pertama pada 14 tahun. Jadi, melalui program psikopendidikan ini dapat membantu remaja memahami proses dan pengalamantentang pengendalian hubungan penting dengan teman hidupnya. Dengan ada pembelajaran, mereka akan berpotensi untuk bersikap positif dan berharapan dalam perkara percintaanmereka (Kuttler 2004). METODOLOGI Fasilitator bagi program psikopendidikan ini merupakan guru di SMK Jinjang dan 22 muridadalah terdiri daripada pelajar kelas Tingkatan 1. Program ini dijalankan 3 kali pada hari jumaat dalam 3 minggu berturut-turut pada 12.30pm-2.30pm. Ini disebabkan pada waktuini adalah masa solat bagi Islam, iaitu tiada Pengajaran dan pembalajaran dijalankan dalamtempoh ini. DAPATAN DAN PERBINCANGAN Sesi Pengenalan Pada mulanya, soalan Pre Test diberikan dengan mengemukakan satu soalan, iaitu “apakahpandangan anda terhadap bercinta”. Kebanyakan peserta memberikan jawapan “tidak tahu”. Fasilitator diikuti melukis satu garisan untuk mewakili seumur hidup manusia dan fasilitator menekankan tempoh bercinta amat pendek tetapi tempoh selepas kahwin adalah sangat panjang. Jadi kita perlu bersedia dan mempunyai konsep bercinta yang sihat supaya kita dapat cari seorang kekasih yang sesuai dalam tempoh bercinta. Ini adalah sangat penting untukmembina hubungan keluarga yang sihat dan mendatangkan keharmonian masyarakat kita.

133Pada akhir pengenalan, fasilitator menyoal, “Sesiapa hubungan ibu bapa anda adalah baik?”Kebanyakan peserta memberikan respon negatif dan berpendapat hubungan yang tak baikmempengaruhi mereka tak gembira serta memberi kesan negatif terhadap diri mereka. Ini telah dinyatakan dalam kajian Azyyati et al. (2013) yang menekankan kehidupan keluargayang mempunyai kekacauan yang tiada kasih sayang serta pemerhatian akan memberikankesan semasa alam persekolahan remaja. Dalam sesi pengenalan, fasilitator membuat kesimpulan ialah kita tak dapat mengubah generasi lepas, tetapi kami dapat mencipta genarasi masa depan. Slot Pertama: Kekasih Impian Satu permainan “mencari separuh cinta” mulanya dengan 2 separuh kepingan bentuk “cinta”yang tak sepadan. Peserta perlu cari dan tukarkan bentuk “cinta”sehingga terjumpa bentuk“cinta” yang sepadan dan boleh dicantumkan. Mesej disampaikan dalam permainan ini ialah: 1) Adalah tidak senang untuk mencari "cinta" yang sesuai dengan diri sendiri 2) Ada orang mungkin cepat, ada orang mungkin lambat untuk dapat cari cinta sendiri. Yangpentingnya kita berusaha mencari kekasih yang sepadan dengan kita. Selepas itu, peserta diminta tuliskan enam kriteria kekasih impian dari segi wajah, kebolehan, keluarga, sosial, sikap terhadap kekasih dan perangainya dalamruang separuhbentuk “cinta” yang dapat dalam permainan tadi. Selepas itu, fasilitator mendapatkanjawapan daripada kumpulan lelaki dan perempuan dan tuliskan pada papan putih supayanampak pandangan keseluruhan bersama-sama. Fasilitator menyalurkan mesej slot pertamaini: 1) Kamu boleh menyenaraikan kriteria kekasih impian anda dan ini menjadikan rujukkansendiri. Jadi apabila kekasih tersebut muncul di depan anda, kami boleh ambil perhatian. Bukan memilih seseorang kekasih tanpa kira kriterianya atau latar belakangnya. 2) Kriteria yang kita tetapkan itu mesti logik dan munasabah. Kriteria seperti hubungan sosial, keluarga dengan cara bergaul adalah lebih penting daripada fizikal. Yang paling penting ialahdua-dua orang dapat berkomunikasi dengan nilai hidup yang sama. Slot Kedua: Penyedian Diri Peserta diminta tuliskan enam kriteria sendiri dari segi wajah, kebolehan, keluarga, sosial, sikap terhadap kekasih dan perangainya dalam ruang sebelah bentuk “cinta” yang didapti dari permainan slot pertama. Selepas itu, fasilitator bertanyakan peserta:“Kriteria sendiri yanganda tuliskan tadi, adakah “sendiri” ini dapat menarik perhatian kekasih impian anda?”Melalui persoalan ini, kebanyakkan peserta telah memberikan respon yang negatif danberpendapat ketidakstabilan emosi sendiri akan menakutkan orang lain. Merekamencadangkan sendiri amat memerlukan ada orang dapat mengajar mereka menguruskanemosi mereka dengan baik. Seterusnya, fasilitator menanyakan persoalan kedua lagi:“1-10markah, 1 maksud tak suka, 10 maksud sangat suka. Berapa markah yang kamu akan berikankepada kamu sendiri?” Semua peserta bagi 5 markah dan ke bawah, ada seorang peserta bagi markah yang paling rendah iaitu 2 markah. Jadi fasilitator mempersilakan peserta tersebut berdiri di depan dan minta kawan-kawannya menambah markahnya dengan memberikangalakkan serta pujian terhadapnya. Peserta lain terus bekerjasama respon: “kamu pandai nyanyi.... kamu sangat comel..... kamu sentiasa sudi tolong orang.....” Pada akhirnya, pesertaini berasa gembira, menyatakan lebih suka diri sendiri sekarang dan markahnya telahditingkatkan selepas mendapat galakkan daripada kawan-kawannya. Mesej yang disampaikan dalam slot kedua ini ialah: 1) Apa syarat yang kami tetapkan untuk orang lain, sila syaratkan diri sendiri dulu. Ini dapat memotivasikan diri sendiri menjadi orang yang lebih baik, dan bukan hanya impikanseseorang kekasih dengan syarat yang kurang logik. 2) Penyedian diri untuk bercinta adalah sangat penting, iaitu mempunyai ciri menerima diri, menjaga diri dan menjadikan diri sendiri. Jadi kita baru dapat manarik hati seseorang yangmempunyai ciri yang sama dengan kami. Slot Ketiga: Yes & No

134Peserta dibahagikan dua kumpulan, iaitu lelaki dan perempuan dengan menggunakan kertas mahjung untuk menuliskan apa yang boleh dilakukan dan perkara yang tidak boleh dilakukandalam tempoh bercinta. Kemudian peserta membentangkan jawapan mereka dengan tujuanmemahami fikiran berlainan jantina dengan lebih teliti supaya peserta dapat memperbanyakkan aktiviti yang bermakna semasa bercinta. Selepas itu, fasilitator menggunakan kad yang tulis 5W (Who, What, Where, When, Why) untuk memimpin pesertamempunyai konsep bercinta yang sihat. Semasa menerangkan “Why”, fasilitator memberikandua hadiah kepada 2 peserta yang sukarela berlainan jantina berdiri di depan. Fasilitator memberitahu peserta perempuan: “hadiah ini merupakan hadiah istimewa untuk kamu, jadi kamu boleh buka sekarang.” Selepas itu, fasilitator memberikan hadiah kepada peserta lelaki dan cakap: “Hadiah ini merupakan hadiah istimewa untuk kamu, tetapi tidak boleh bukasekarang. Kamu mesti tunggu satu bulan baru boleh buka,” Seterusnya tanya semua pesertajika kedua-dua peserta yang terima hadiah ini buka hadiah sekarang, apakah perasaan mereka?Respon kepada penerima hadiah pertama, peserta kata “dia akan sangat gembira.... dia dapat menikmati hadiah ini segera”. Akan tetapi bagi respon kepada penerima hadiah kedua, pesertakata “mungkin gembira sekejap, tapi dia akan rasa malu.... Dia kehilangan kepercayaanfasilitator.... Dia tidak menunaikan janji, jadi orang ini tak boleh dipercayai..... Dia akan rasatakut...” Menerusi aktiviti pemberian hadiah, mesej yang disalurkan ialah: 1) Hubungan seks antara suami isteri adalah suatu hadiah istimewa yang diberikan olehTuhan, jika kita menjalankan hubungan ini pada masa yang diizinkan iaitu selepas kahwin, seseorang akan rasa gembira, dan hubungan dua orang akan lebih mesra. 2) Jika hubungan seks berlaku bukan pada masa yang diizinkan, iaitu sebelumkahwin, seseorang akan rasa takut, bimbang, hilang kepercayaan dan kesan negatif lain-lain. Mesej-mesej ini sesuai dalam kajian yang menyatakan fitrah cinta sesama manusia itu adalahuntuk mentaati Allah semata-mata dan remaja jangan mendekati zina yang merupakan suatuperbuatan yang keji dan suatu jalan yang buruk. (Zulaiha 2016) Sesi Penamatan Fasilitator membuat post test dengan menanyakan soalan yang sama semasa sesi pemulaan, iaitu “apakah pandangan anda terhadap bercinta”. Kebanyakan peserta dapat menuliskanperkara yang telah belajar dalam tiga slot ini, seperti: “Menerima diri sendiri..... Mesti cari kekasih yang betul dan sesuai dengan diri sendiri...... Jangan membuat sesuatu perkara yangakan menyesal diri seumur hidup, seperti berhubung seks sebelum kahwin.” Pada akhir program ini, peserta memberikan respon yang sangat positif dan menyatakan merekamemperolehi pengetahuan yang tentang bercinta yang sihat. Peserta juga memberikan markahtinggi kepada fasilitator dan menunjukkan sangat memuaskan apa yang mereka telah belajari. KESIMPULAN Sesi kelompok yang dijalankan telah memberi input kepada remaja tingkatan satu ini tentangkonsep bercinta yang sihat. Aktiviti ini telah membuka minda peserta tentang penyediaan diri adalah sangat penting seperti menerima diri, menjaga diri dan menjadikan diri sendiri. Fasilitator juga berasa hairan remaja tingkatan satu ini mempunyai rasa ingin tahu danmempunyai niat berubah sikap diri sendiri. Mereka amat bersyukur dapat belajar pengetahuanbercinta ini yang tak mungkin dapat dibelajari dalam kelas tetapi amat penting dalamtempohremaja mereka. RUJUKAN Azyyati Mohd Nazim, Fariza Md. Sham, Saiasiah Hanin Hamjah. 2013. Ciri-ciri RemajaBerisiko: Kajian Literatur Risk Teens Features: A Literature Review. ISLAMIYYAT. 35(1) 2013: 111 - 119 Kuttler, A. F., Greca, A. M. L. 2004. Linkages among adolescent girls’ romantic relationships, best friendships, and peer networks. Journal of Adolescence. 27(2004). 395–414 Zulaiha Ali Othman, Roslan Ahmad & Umi Nadzrah Ali Othman. 2016. Remaja Bercinta: Kajian Terhadap Tiga Jenis Sekolah Menengah Kebangsaan, Agama dan Agama Swasta. Jurnal Hadhari. 8 (1). 187-210

135CRACK DISTANCE DETERMINATION OF CARBON STEEL SPECIMENUSINGMETAL MAGNETIC MEMORY TECHNIQUE M.Mohammad, S.Murthy and M.A.M. Adnan Engineering Department, Faculty of Engineering and Life Sciences, University Selangor Malaysia Abstract This study presents the observation of metal magnetic memory (MMM) signals at different crack distance of a specimen. MMM is one of the non-destructive testing (NDT) that is usedto evaluate component health without damaging the usability of the part once it is examined. In order to achieve the objective of the research, two specimens of carbon steel SAE1045which were already experienced the fatigue loading during the compact tension test have beenused. Two types of specimens have been used i.e., with pre-crack and without pre-crack. Eight lines of 100 mm length were drawn horizontally to the direction of crack on eachspecimen. The MMM type TSCM-2FM tool was then used to collect signals of the specimens. The MMM signals were then compared to investigate the failure point of the material. The Hpvalue is higher when the crack distance is closer. From the result it can be concluded that failure occurred at RMS and kurtosis value at 20 and 9 respectively. These results can be usedas a baseline for carbon steel component that is under crack propagation state. Keywords: Metal Magnetic Memory; Carbon Steel; RMS; Kurtosis Introduction This research is focusing on one of the non-destructive testing (NDT) Metal MagneticMemory (MMM) using SAE 1045 carbon steel which was subjected to compact tension test to gain signals. Most of mechanical structures or components recorded to be failed under thefatigue load. Fatigue damage is the one of mechanical failure in the mechanical structures encounter persistent loads through operation hours. Every time the failure happens, highlystress concentration zones (SCZ) will be existed at the failure location. MMMmethod use self magnetic signals for ferromagnetic materials which does not required an external magneticfield during measurements can detect the SCZ of the failed component either the component under loading or without loading (Scott and Scala 1982). Therefore, this research provides agauge information to industry and scholarly purpose to determine the condition of structure or components during their operation as well as it will assist to predict the remaining life of components. Materials and Methods Carbon medium steel is a combination of iron and carbon metal alloy. Carbon steel is themost widely used material as a part of structural steel for structures and bridges, oil and gas industries, and automotive industries (Karthik et al. 2012). Carbon steel SAE 1045is categorized under medium carbon steel. In this study, the compact test specimen with and without pre-crack that has been experiencedof fatigue loading has been used. Eight lines of 100 mm were drawn on the specimens horizontally against the crack to investigate the exact location and distance of the crackfailure. The distance of every lines towards the crack can be found fromTable 1. Thespecimens dimension can be seen from Figure 1 and 2. The MMM type TSCM-2FMtool were then used to collect the MMM signals. The tool was rolled carefully along the lines andsignals of MMM were recorded based on the strength of magnetic field experience by thespecimen due to the SCZ that was created after the test. Both specimens were examined

136according to the lines drawn to record the MMM signals. The signals collected were thenanalyzed using global statistical analysis to identify the crack location. Table 1: The distance of the line towards crack Line 1 2 3 4 5 6 7 8 Sp 1 45 40 35 30 25 20 15 10Sp 2 35 30 25 20 15 10 5 0 Figure 1: Specimen 1 without pre-crack (a) schematic drawing (b) photo of real specimen Figure 2: Specimen 2 without pre-crack (a) schematic drawing (b) photo of real specimen Results and Discussion Figure 3 shows the collected signals of MMM for specimen 1 and 2. These signals represent the stress concentration value that has been induced by the crack. It will be then analyzedusing global statistical approach to get the value of root means square (rms) and kurtosis. Inengineering application, these two parameters played an important role as it can be used for detecting failure in most of the mechanical failures. The trends of rms and kurtosis canbeseen in Figure 4. It showed the relationship between MMM parameters towards the distanceof the crack. From the graphs, it show both statistical parameters show the same trends whichthe rms and kurtosis value are increased towards the crack tip of the specimen (Karthik et al. 2012, Wang et al. 2010). The plot shows rms for both specimens starts to increase at line 7 where 15 cm(specimen1) and 5 cm (specimen 2) from the crack tips. At this line, the graphs showed drasticincremental trends at least 70% of differences from previous lines. As for kurtosis, theparameter was unsuccessfully determining the good correlation for specimen 1 as the graphwas fluctuated. In the other hands, it clearly showed good relationship of specimen 2. At line6-7 there is drastic changes in kurtosis value from 6.39 to 13.36. At line 8 the value increases more about 59.8% of the result from line 7. The results showed, agreed other research that concluded that the higher the normal component of Hp, the closer the crack initiation (Wang et al. 2010). The metal magneticmemory signals are being tested in vector accumulation of stress induced magnetic fieldwhich resulting in reversal of initial magnetic signals. The stress induced magnetic fieldincrease slowly when the specimen nearing the stable crack initiation due to considerable

137number of opposite magnetic charges increases enhancement of metal magnetic memorysignal (Misra 1977). Thus, the crack distance can be detected from root mean square andkurtosis value. (a) (b) Figure 3: MMM signals for (a) specimen 1 (b) specimen 2 (a) (b) Figure 4: Statistical parameters towards distance of crack for both specimen (a) rms (b) kurtosis Conclusion This study demonstrated the MMM capability in detecting the SCZ of crack location for SAE1045 carbon steel specimen. Statistical approach is used to identify the trends of MMMsignal that detected by the sensor. Rms and kurtosis has been used in order to evaluate thesignals at different crack distance of specimen. It can be observed that the Hp value increase when the crack distance is nearer. Fromthespecimen 1 and 2, it can be concluded that at minimum 40 mm distance fromcrack thelocation of the crack can be detected with its higher Hp value. Other than that, for root meansquare and kurtosis results, it is observed that the trend increases towards failure. It also canbe concluded that when the result changes exceed 70% it indicates towards failure and thecrack location is within 40 mm. References Karthik J. P., Chaitanya K. L., Sasanka C. T. 2012. Fatigue Life Prediction of a ParabolicSpring under Non-constant Amplitude Proportional Loading using Finite Element Method. Int. J. Adv. Sci. Technology. vol. 46, 143–156. Misra A. 1977. Theoretical study of the fracture-induced magnetic effect in ferromagneticmaterials. Phys.Lett. A. vol. 62, no. 4, 234–236. Scott I. G., Scala M. 1982. A review of non-destructive testing of composite materials, NDTInt. vol. 15-2. 75–86. Wang Z. D., Yao K., Deng B., Ding K. Q. 2010.Quantitative Study of Metal Magnetic Memory Signal Versus Local Stress Concentration. NDT E Int. vol. 43, no. 6. 513–51.