BUKU PROSIDING PPIn 2020/2021

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Hakcipta ©Unit Penyelidikan dan Inovasi, Kolej komuniti Selayang,2020/2021

Cetakan Pertama 2020/2021
Hakcipta terpelihara. Tiada sebarang bahagian dalam terbitan ini boleh diterbitkan
semula, disimpan untuk pengeluaran atau dipindahkan ke bentuk lain samada
dengan cara elektronik, gambar, rakaman dan sebagainya tanpa izin penerbit.

Penerbit:
Unit Penyelidikan dan Inovasi Kolej Komuniti Selayang
Persiaran Pegawai
KM 16 Jalan Ipoh 68100 Batu Caves
Selangor
Tel : 03-61368200
Fax : 03-6120720

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SEKAPUR SIREH

Assalamualaikum W.B.T. dan Salam Sejahtera

Syabas dan Tahniah diucapkan kepada Jawatankuasa Prosiding Penyelidikan dan
Pertandingan Inovasi (PPPin) 2020/2021, di atas komitmen untuk menganjurkan
pertandingan sebegini. Sejarah PPIN bermula tahun 2017, ini merupakan identiti
penyelidikan dan inovasi Kolej Komuniti Selayang. Penglibatan Pensyarah, staf dan
pelajar dari 7 program di Kolej Komuniti Selayang telah mencapai objektif iaitu:
1) Membudayakan penyelidikan dan inovasi dikalangan warga ke arah

kecemerlangan diri dan kerjaya.
2) Membentangkan dapatan daripada penyelidikan dan mempamerkan penghasilan

produk.
3) Memberi peluang dalam menghasilkan penyelidikan dan inovasi serta

menyumbang kepada transformasi Kolej Komuniti Selayang.
4) Medium perkongsian dan perkembangan idea baru bagi penghasilan produk yang

berimpak dan berpotensi untuk dikomersilkan.
5) Membina jaringan antara warga Kolej Komuniti Selayang dalam meningkatkan

pengetahuan dan percambahan idea.
Untuk makluman semua, PPPin telah berlangsung pada 08 Februari 2021 sehingga
24 Februari 2021. Sebanyak 42 projek inovasi dan 5 kertas penyelidikan berjaya
diterima oleh pihak penganjur. Bagi program ini seramai 125 peserta masing-masing
terdiri daripada kalangan pensyarah, kakitangan sokongan dan pelajar. Ini
membuktikan bahawa inovasi dan penyelidikan masih mendapat tempat dihati warga
KKSY.

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Harapan saya agar dengan program PPPin 2020/2021 ini, budaya sebegini diteruskan
setiap tahun. Ini adalah kerana melalui penyelidikan dan pertandingan inovasi para
pensyarah kita lebih yakin dan berkompetensi dalam kerjaya di masa akan datang.
Mereka tidak gundah untuk bersaing dipersada dan arena yang berbeza. Wassalam.
Sekian, Terima kasih
Ts. Abdul Razak bin Sabtu DSM, BKT, PJK
Pengarah
Kolej Komuniti Selayang

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SIDANG EDITOR

PENGERUSI KOLEJ KOMUNITI SELAYANG
Ts. Abdul Razak Bin Sabtu. DSM, BKT, PJK
TIMBALAN PENGERUSI PROGRAM
Sazuan Nazleen binti Mohd Azam
PENGARAH PROGRAM 1
Syahrul Naim bin Ibrahim
FLOOR MANAGER
Mohd Hyrul bin Abu Karim
EDITOR
Malathi a/p Palanisamy
Alimatuzakiah Binti Bokhari
Noor Azurah binti Abdul Jalil
Azmarita binti Muhammad Bahari
Hazura binti Zainal
PEREKA GRAFIK
Alimatuzakiah Binti Bokhari

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KANDUNGAN:
Pembentangan dan Penyelidikan

Bil Tajuk & abstrak kajian Muka
surat
1. PSYCHOLOGICAL DISTRESS AMONG LECTURERS IN THREE
COMMUNITY COLLEGES IN SELANGOR: A CONCEPTUAL 14
APPROACH
 Hayati Binti Idris
 Sazuan Nazleen Binti Mohd Azam
 Sharifah Nor Azimah Binti Wan Mohamad.

2. KESEDIAAN PELAJAR TERHADAP REVOLUSI INDUSTRI 4.0 25
DALAM KALANGAN PELAJAR KOLEJ KOMUNITI MALAYSIA
 Siti Fatimah Binti Dzulkifli
 Nor Azurah Binti Abd Jalil

3. INFORMATION SEEKING BEHAVIORS OF HOSPITALITY 40
STUDENTS AT COMMUNITY COLLEGE, MALAYSIA 52
 Noor Azurah binti Abd Jalil, 59
 Siti Fatimah binti Dzulkifli

4. KAJIAN TERHADAP KEMASUKAN PELAJAR KE PROGRAM SIJIL
REKABENTUK DALAMAN DI KOLEJ KOMUNITI SELAYANG
 Nurul Huda Binti Abdul Talib,
 Aizamalina Binti Zahba,
 Mazlina Binti Salleh

5 A SYSTEMATIC REVIEW ON UTAUT AND UTAUT2
 Rahayu Binti Mokhtar
 Mohd Hyrul Bin Abu Karim

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Pembentang dan Pertandingan Inovasi

INOVASI REKABENTUK PELAJAR

Bil Tajuk & kajian Inovasi Nama Peserta/ Pensyarah/ Staff Muka
1. KITA JAGA KITA Akademik/ Pelajar surat

PELAJAR : 80
 NIK MUHAMMAD IZMEER BIN ABDULLAH
 MUHAMAD HELMI BIN MOHD NUR
 NUR SYUHADAH BINTI MAZELAN

2. BLOB THE SMART SLIME PELAJAR : 85
 MUHAMMAD KHAIRAN NAQIUDDIN
 NAZHAN BIN KHAIRUNNIZAM
 AWIS QARNEY BIN AMIR HAKIMI

3. EZY HEM PENSYARAH : 92
 SITI FATIMAH BT DZULKIFLI
PELAJAR :
 WAFA ADLINA BINTI NORAZMAN
 NURLEEYANA NADHIRAH BT

BADLEEHASYIM

4. FUN BOX STUDY PELAJAR : 102
5. ANTIVIRUS MAQIFKH  NUR SYAZA IMANINA BT. ISMAHAZANI
6. CANCER CONTROL  MUHAMMAD NURAZANNY AQHBAR B
7. WARRIOR INSURGENT
ZAZALI
 KHAIRUL HISYAM MD ZAM
 NIK FAIZ DANIAL B NIK REMELI

PENSYARAH : 105
 NOR HUZANI BINTI KHAMIS
PELAJAR :
 MUHAMMAD AQIFTH AIMAN BIN MAMAT

TARMIZI
 MUHAMMAD HARIZ DANIAL

PELAJAR : 110
 NIK MUHAMMAD IZMEER BIN ABDULLAH
 MOHAMAD NAZRAN BIN MOHAMAD
 KHALID IMRAN BIN RADZELAN

PENSYARAH : 123
 UMMU HANI BINTI YUSOF
 SYARIZA BINTI MOHAMAD SAMURI
PELAJAR :
 MUHAMMAD KHAIRAN NAQIUDDIN

NAZHAN BIN KHAIRUNNIZAM

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Bil Tajuk & kajian Inovasi Nama Peserta/ Pensyarah/ Staff Muka
9. PENYELAMAT ALAM Akademik/ Pelajar surat
10. AIR-SHITERU 134
11. BULI PENSYARAH : 140
12. CYBER BULLY  SYARIZA BINTI MOHAMAD SAMURI 147
13. EASY ONE FIFTH SCALE  UMMU HANI BINTI YUSOF 152
14. FUNC_STYLE TOTE BAG PELAJAR :
 REMANAN A/L ELANKO 158
15. COUPLE GAME CARD  SARUBBANESHAN A/L RADHA 163
16. GAMEBOARD _ LIFECOMB  MUHAMMAD ARIF BIN MOHD OTHMAN
PENSYARAH : 172
 SYARIZA BINTI MOHAMAD SAMURI
 UMMU HANI BINTI YUSOF 181
PELAJAR :
 MUHAMMAD HELMI BIN MOHD NUR
 BALQIS BINTI OTHMAN
PENSYARAH :
 SYARIZA BINTI MOHAMAD SAMURI
 UMMU HANI BINTI YUSOF
PELAJAR :
 MUHAMMAD HARIZ DANIAL BIN HAIRUL
 MUHAMMAD AMIR
 MUHAMMAD AQIL
PENSYARAH :
 SYARIZA BINTI MOHAMAD SAMURI
 UMMU HANI BINTI YUSOF
PELAJAR :
 AWIS QARNEY BIN AMIR HAKIMI
 SHAZLY SYAZWAN BIN KAHAR
 RAJA MOHAMAD SYAFIQ BIN RAJA

MOHAMAD NOH

PENSYARAH :
 NUR ATIQAH BINTI ARIFF
PELAJAR :
 NGIM YOU NI
 MUHAMMAD HAZIM SYAHMI BIN MOHD

YUSRI EFFENDI
 NUR HANI BINTI HUDA

PENSYARAH :
 SYAHRUL NAIM BIN IBRAHIM
PELAJAR :
 NOOR AZEERAH BINTI AMARULLAH
 NUR FARISHAA NABILA BINTI HARMAN
 NUR FARHANNAH BINTI RAMLI

PENSYARAH :
 SYARIZA BINTI MOHAMAD SAMURI
 UMMU HANI BINTI YUSOF
PELAJAR :
 MUHAMMAD AQIFTH AIMAN BIN MAMAT

TARMIZI
 MUHAMMAD AMER ARIF BIN MOHAMAD

AZLAN
 MUHAMMAD FIRDAUS BIN MOHAMAD

MUSTAFFA

PENSYARAH :
 SYARIZA BINTI MOHAMAD SAMURI
 UMMU HANI BINTI YUSOF
PELAJAR :
 MUHAMMAD ARIF BIN MOHD OTHMAN

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INOVASI HOSPITALITI PELAJAR

Bil Tajuk & kajian Inovasi Nama Peserta/ Pensyarah/ Staff Muka
Akademik/ Pelajar surat

17. SPICRES ROLLS PENSYARAH : 187
 NOR JAMILAH BINTI MOHAMED
 RAHAYU BINTI TAHA
PELAJAR :
 MUHAMMAD IZZUDDIN BIN ZAMRI
 LUTFI ALHADI BIN SHUHAIMI

18. PATE A CHOUX TEMPLATE PELAJAR : 194
 NUR IZREEN ASHIQEEN BINTI ABDUL

RAZAK
 NURSYAHZANANI IRDINA IFFAH BINTI

NOR AZELI
 KU EDRINA SOFEA BINTI KU EZANI

19. KOOK!E PELAJAR : 200
20. KUIH TALAM NENAS  IZYAN ZAHIRAH BT ABD RAHMAN
 AINA FASIHAH BINTI MOHD ROZAINI
 SITI ZULAIKHA BINTI JAMAL NASIR

PENSYARAH : 207
 NUR DIANA BINTI OMAR
 ANIS ASHIKIN BINTI MD KAMAL
PELAJAR :
 MUHAMMAD ALIF BIN ROSLAN
 MEASARA BINTI ZAINUDDIN
 SYAZWANI IZZATI BINTI ABD RASHID

21. FLORENTINE PASTA PENSYARAH : 213
 JAMILAH BINTI MOHAMED
PELAJAR :
 NAAVIN A/L ROBERT
 HAZIQ SYIMIR BIN SALIM

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22. KARIPAP SAMYANG PENSYARAH : 217
 AZMARITA BINTI MUHAMAD BAHARI
 UFFAIRAH BINTI ABD HALIM
PELAJAR :
 LAILA HANNA BATRISYIA BINTI HAIRUL
 FATIN HUMAIRAH BINTI HAMDAN
 EDORA BINTI AMBELI

23. KUIH LAPIS MANGGO CHEESE PENSYARAH : 233
 AZMARITA BINTI MUHAMAD BAHARI
 UFFAIRAH BINTI ABD HALIM
PELAJAR :
 FATIN HUMAIRAH BINTI HAMDAN
 EDORA BINTI AMBELI
 SHEIKH MUHAMAD ZAHIN BIN SHEIKH

MOHD NASIR
 AINOL MUHAMMAD SHAMEEL BIN MOHD

HASSAN

24. PAU COKLAT PISANG PENSYARAH : 242
25. BAKED SAMYANG  AZMARITA BINTI MUHAMAD BAHARI
 UFFAIRAH BINTI ABD HALIM
PELAJAR :
 NUR AMIRAFARZANA BINTI MOD NIZAM
 MUHAMMAD IKHWAN BIN MOHD ZAINI
 IZRAL HAIKAL BIN KAMARUZAMAN
 LAILA HANNA BATRISYIA BIN HAIRUL

PENSYARAH : 251
 AZMARITA BINTI MUHAMAD BAHARI
 FATMA NURHIDAYATI BINTI ANANG
PELAJAR
 ZULAIKA NATASYA DAUD
 AISYAH BINTI AZMI
 NURSYUHADAH BINTI ABDUL KAHAR

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Bil Tajuk & kajian Inovasi Nama Peserta/ Pensyarah/ Staff Muka
Akademik/ Pelajar surat
26. KUIH SERIMUKA NANGKA 266
MADU PULUT HITAM PENSYARAH :
 AZMARITA BINTI MUHAMAD BAHARI 278
27. TALAM WONDERLAND PELAJAR :
 MUHAMMAD AMIRUL SAFEEQ BIN MOHD 294
28. CHEEZY MUFFIN STUFF WITH 301
MEATBALL JEFLES 319
 MUHAMMAD FADLIY BIN MD FADZIR
29. KUIH KETAYAP MANGGA  NUR BASYIRAH BINTI ZAINAL 328
 SITI UMAIRAH BINTI SONADOR 340
30. KIMCHI FISH MANDU
PENSYARAH :
31. KUIH KOCI PISANG  AZMARITA BINTI MUHAMAD BAHARI
PELAJAR:
32. PERMAINAN RESTORAN  MUHAMMAD DANIEL BIN MAZLAN
RAKYAT MALAYSIA  MUHAMMAD HARITH MUSTAQIM BIN

MOHD YUSOF
 MUHAMMAD FURQAN BIN SAARI
 RABBI’ATUL AD’DAWIYAH BINTI MOHD

ZAMRI

PENSYARAH :
 RODZIAH BINTI IBRAHIM
PELAJAR :
 MUHAMMAD MUADZ SHADIQ BIN MOHD

SEDEK
 FARAH ZULAIKHA BINTI ZAINAL
 MU’MIN BIN ZAINUDIN
 MUHAMMAD FIRDAUS BIN MAT TAHER
 MUHAMMAD SHAFIK BIN AZMI

PENSYARAH :
 AZMARITA BINTI MUHAMAD BAHARI
 UFFAIRAH BINTI ABD HALIM
PELAJAR :
 MUHAMMAD TANWIR BIN YAHIYA
 NURUL HUSNA BINTI MOHAMAD AZLAN
 YASMIN BINTI HAMIZAN

PENSYARAH :
 FATMA NURHIDAYATI BINTI ANANG
PELAJAR :
 NUR FARAH AMIRA BINTI ZAIDI
 AISAH FITRA’A BINTI ABDULLAH
 ABDUL DHIYAUDDIN DANIAL BIN ABDUL

SANI
 MUHAMMAD DANIAL BIN MUHAMMAD

HISHAM

PENSYARAH :
 RODZIAH BINTI IBRAHIM
PELAJAR :
 NUR IRDINA MAISARAH BINTI MOHD

JELANI
 MUHAMMAD IZHAM SHAH BIN MOHD

RADZLAN
 AIMAN SYAHIR BIN TAJJUDIN

PENSYARAH :
 FAZLILAWATI BINTI FADZIL
 MOHD KHAIDIR BIN CHE HASSAN
PELAJAR :
 CHIA YEE GOON
 NAJWA MAHMUD
 NUR ADIBAH HAFIZAH BINTI ABDUL

JABAR

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INOVASI P&P PENSYARAH

Bil Tajuk & kajian Inovasi Nama Peserta/ Pensyarah/ Staff Muka

Akademik/ Pelajar surat

33. CHOCOLATE PIPING  ROSIMAYATI BINTI MOHAMED ZAIN 349
TEMPLATE  SALMAH BINTI ISMAIL

34. D' Ci & Co  DIANA BINTI MOHD YUSOF 355
361
35. SIMPLY CURVE  NOOR HANA BINTI OTHMAN 365
 NORIZAM BINTI ISMAIL
36. AATDc 1.0  MOHD FAISHAL BIN KUDUS

 SULIANAH BINTI SANI

37. MY POCKET NOTE  NORAZLINUN BINTI MUHAMAD 375
 NUR HANANI BINTI SARIMAN 381
38. EZY FLAT SKETCH 393
 SITI FATIMAH BINTI DZULKIFLI
39. KIT MODUL BAHAN &  UMMU HANI BINTI YUSOF
KEMASAN
 MAZLINA BINTI SALLEH
 AIZAMALINA BINTI ZAHBA
 NURUL HUDA BINTI ABU TALIB

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INOVASI PEMBELAJARAN SEPANJANG HAYAT(PSH) PENSYARAH

Bil Tajuk & kajian Inovasi Nama Peserta/ Pensyarah/ Staff Muka
Akademik/ Pelajar surat

40. OATTART  NORAZLINUN BINTI MUHAMAD 397
 NUR HANANI BINTI SARIMAN
 SALMAH BINTI ISMAIL

41. DECOUPAGE KIT  MAZLINA BINTI SALLEH 402
 AIZAMALINA BINTI ZAHBA
 NURUL HUDA BINTI ABU TALIB

INOVASI PENGURUSAN PENTADBIRAN STAF

Bil Tajuk & kajian Inovasi Nama Peserta/ Pensyarah/ Staff Muka
Akademik/ Pelajar surat

42. COVID-19 TRAVELLER KITS  ARMAN BIN HASHIM 407
 NORIZAM BINTI ISMAIL
 JAMIAH BINTI RAMLI

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PSYCHOLOGICAL DISTRESS AMONG LECTURERS IN THREE COMMUNITY
COLLEGES IN SELANGOR: A CONCEPTUAL APPROACH

Hayati Idris 1
Sazuan Nazleen Mohd Azam 2
Sharifah Nor Azimah Wan Mohamad 3

Kolej Komuniti Selayang, Selangor, Malaysia.

Abstract

Teaching is claimed to be a highly stressful job. Countless job responsibilities ranging
from face-to-face teaching to online teaching, students behaviour, research and
innovation, and other administrative work are among the contributing factors to
challenges faced. Recent changes particularly on Covid-19 Pandemic has also added
to the challenges faced by them as teaching skilled subjects online is not expected at
all. This paper intends to examine the major prevalence causes of stress among
lecturers and proposed a preliminary framework for a future research using Individual
Work Performance Questionnaire (IWPQ). The total number of one hundred and
seventy (170) participants from three different Community Colleges in Selangor have
been identified. Heuristic Framework of Individual Work Performance (Koopman et al.
2011) will be used to guide the analysis.
Keywords:
stress, community college, work performance

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1. INTRODUCTION

In education, the teachers or lecturers play a vital role to ascertain the
dissemination of knowledge is conducted responsibly not only to achieve institutional
goals but also to produce human resources in line with future needs and requirements.
At institutions of higher learning such as universities and colleges, the lecturers hold
the responsibility to warrant that students are prepared to meet the work market
demands (Isa & Palpanadan, 2020).

In fulfilling their responsibilities, with the utmost concern for their students, these
academicians are facing more and more challenges especially so with globalization
and industrial revolution. The Covid-19 Pandemic that hit the world recently adds to
the existing challenges they are facing.

Community Colleges in Malaysia are Technical and Vocational Education and
Training Institutions (TVET) for post-secondary school students. These colleges under
the Ministry of Higher Education (MOHE) offer vast areas of programmes at the
Diploma and Certificate levels which include Hotel Operation, Pastry, Culinary,
Fashion and Apparel, Automotive, Domestic Electrical Wiring, Tourism and Travel and
many more. To disseminate these skilled and practical based knowledge are trained
and qualified lecturers who are claimed to having strain due to heavy workload (Ismail
N, Abd. Rahman, A & Zainal Abidin, E; 2014). These lecturers have the main
responsibility to ensure that students are able to fulfil the needs of the work market.
They are expected to ensure students have a high level of competency on top of having
good soft skills. They must also be the role models to students by portraying good
examples as lecturers’ conduct always draw students’ attention.

Besides giving lectures and conducting practical classes to full time students,
lecturers in Community Colleges are also conducting classes to the communities either
on weekends or other mutually agreed schedule. Besides being tied up to job scope
related to teaching and learning, these lecturers are also expected to do research and
innovation, publication, consultancy and community services. There are also other
administrative work and programme to be organized. All these responsibilities pose
possible stress to these lecturers. According to Rahim & Yanti (2017) and Deepti and

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Hemant (2018), stress can cause the tension in psychology, physiology and
behaviour. If lecturers experience too much stress on the job and unsuccessful in
managing the stress effectively, this will lead to decreasing productivity and will have
negative impacts to their students as well (Rice, 2005; Philips, S, Dil S, McNamee R
et.al, 2007).

However, to these researchers’ knowledge, there are limited studies on the
stress level and the prevalence causes among Community College lecturers (Ismail N,
Abd. Rahman, A & Zainal Abidin, E; 2014). Thus, this paper intends to examine the
major prevalence causes of stress among lecturers and proposed a preliminary
framework for future research.

2. LITERATURE REVIEW

A review of the literature has identified various factors that influence the
performance of teaching staff. Stress is a conflict that is experienced by an individual.
In an institution or organization, stress happens when the work required do not match
with the ability, resources and needs of employees. Employees in an organization who
experience stress are going to have a change in behaviour, adverse effects on their
health and affect the productivity of the organization (Okeke et, al., 2016). Other factors
such as emotional exhaustion, high demands, low job control, high workload and low
reward are also known factors to cause stress or burnout (Salem, 2017). In addition,
personal characteristics such as self-efficacy and poor leadership were also related
with burnout. Other factors include job satisfaction, training, rewards, promotion,
salary, work stress and work environment.

2.1 Teaching Performance

Teaching performance is defined differently by different scholars. Hassan et al.
(2011), defined teaching performance as the level of target achievement for both the
institution and the individual (employee) while Hillriegel et al. (1999) considered

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employee performance as individual’s work achievement after making a great effort.
Thus, evaluating employees’ performance is a vital concern (Ahmad, 2013). A study
by Waal and Kurtit (2013) found that the performance measurement in an organization
will lead employees in the organization to be more active and more committed to the
organization, which help to achieve organizational goals as well as fits everyone from
all the different levels in the organization towards attaining the strategy.

In identifying the criteria of a good teaching staff at the university, Su and Wood
(2012) listed three criteria. First, those who reflect on what they do to develop a greater
awareness of themselves and their students. Second, those who involve students in
dialogue motivated by a desire to know and understand them and their own practice
better. Third, those who are highly qualified for the position and have the specialist
knowledge in the area they teach and the necessary skills to pass on this knowledge
to students. Another intriguing perspective is given by Bain (2011) who defined a good
academic staff as someone who is able to make a natural critical learning environment
in the way that the conditions are both supportive and intellectually challenging.

Therefore, in evaluating the staff performance, the management must first define
the aim of using a performance appraisal system and then determine the process to
conduct the system. It is crucial as the evaluation is important as an enhancement to
the employees’ commitment to learning activities and for them to develop a quality
relationship with students and to create a challenging and nurturing environment to
students.

In general, the main aim of an evaluation mechanism for many organizations is
for the betterment of the individual and organizational performance. The performance
measurement system is to match individual contribution and performance against
organizational goals and this will enable the management to identify employee
strengths and opportunities for future improvements. In addition, it will help the
organization to evaluate whether its objectives are met or assist as the basis for the
planning and future development of the organization.

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2.2 Factors affecting employee performance
Various factors that can affect employee performance have been identified. Some

of the factors include low incentives, over workload, unconducive class environment,
lack of modern technological aspects, socio economic status, lack of library facilities,
respect in society, professional attitude, mental health, moral standards,
responsibilities at home, distance of place of living, examination stress, student power,
discriminatory practices, lack of co-operation and working relations with colleagues
and superiors, effectiveness of teams, training, commitment and sharing of information
(Pfeffer, 1999; Cetinkanat, 2000).

There are many contributing factors in relation to employee satisfaction in an
organization. Generally, they are classified under three categories: internal, external
and personal. Internal factors include the main features of the job that include diversity
of skills necessary for the job, job identification, implication of the job, self-government
awarded to the employee when the task is fulfilled and feedback on performance.
External factors are associated to conditions such as pay, physical working conditions,
promotion conditions, relations with superiors and colleagues, creativity, occupational
safety, organizational culture and structure. These external factors will ensure stronger
job satisfaction (Salem, 2017).

2.3 Job Satisfaction
Job satisfaction is very significant to both employee and organization. It is

associated with attitudes shown towards the job based on meeting the requirements
of wage earners. Salem (2017) asserted that employees satisfaction toward their job
can lead to motivation. This was shown in a study among employees of a research-
based university by Evans (2000) who found that employees’ motivation increased
when their job satisfaction increased. According to Salem (2017), study in job
satisfaction remains relevant in educational sector as it may affect not only the
educators but also their students (Ravi Shankar N, 2000; Hudsmith et al. 2005; Noor
Hasim Ismail and Arma Noor, 2016).

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2.4 Work Stress
Work stress is another factor related to academic staff in higher institutions

(Jarvis, M, 2002; Finnegan, 2009). There are various factors that lead to work stress.
Some of the examples include absence of work life balance, lack advancement
opportunities, work environment, lack of encouragement, lack of recognition, and
inability to balance between teaching and research activities (Corzo CA et al, 2010;
Salem, 2017). A few studies have shown that lecturers were over stressed due to the
excessive workload imposed on them (Archibong IA, 2010, Noor Hasim Ismail and
Arma Noor, 2016; Zahiruddin Othman & Vevehkanandar Sivasubramaniam, 2019;
Khairunesa Is and Sarala T.P, 2020). There are many other causes of stress among
lecturers which include salary, rewards, promotion, training, work conditions and
facilities. Thus, this paper proposed a framework in figure 1 to be used as a guideline
in the research following this conceptual paper.

2.5 The Conceptual Framework
A heuristic framework of individual work performance (Koopman et al. 2011) as

shown in Figure 1 will be used as a guideline in the research following this paper to
examine the major prevalence causes of stress among lecturers in three Community
Colleges in Selangor and proposed a preliminary framework for future research.

Figure 1. Heuristic Framework of Individual Work Performance (Koopman et al. 2011)

19

Koopman et al. (2011) proposed that individual work performance comprises four
dimensions: task performance, contextual performance, adaptive performance, and
counterproductive work behavior (CWB). These four types of behavior can be used to
capture the full range of behaviors that represent individual work performance in almost
any job. The significance of the four dimensions with their specific indicators may be
different based on the specific context. This is in line with Viswesvaran (2000) and
Rotundo and Sackett (2002) who asserted the heuristic framework includes task
performance, contextual performance, and counterproductive work behavior as vital
dimensions of individual work performance. However, Koopman et al (2011) added
adaptive performance to the domain of individual work performance. They presented
societal, conceptual, and empirical reasons for distinguishing adaptive performance as
a separate dimension.

3. METHODOLOGY
Koopman’s et al. (2011) Individual Work Performance Questionnaire (IWPQ) will

be used. The IWPQ was based on a four-dimensional conceptual framework, in which
IWP consists of four dimensions: task performance, contextual performance, adaptive
performance, and CWB. This IWPQ consists of 47 items that were field-tested amongst
a representative sample of 1,181 Dutch blue, pink, and white collar workers. This tool
was chosen as the clarity, readability and face validity were already tested and
accepted. The total number of one hundred and seventy (170) participants from three
different Community Colleges in Selangor have been identified. A pilot study will be
conducted to heighten the clarity, readability and face validity of the test.

4. CONCLUSION
The success of an institution depends not only on the academic staff but also

support of the management. Training and motivational techniques could be applied as
employees’ motivation is significantly linked with the individual, organizational and
work environment factors. The proposed study aims to uncover these issues that can
be addressed by various methods.

20

The framework proposed in this paper presents vividly some important constructs
that can help the management to think about best human resource practices. It is
hoped that the findings of this research will help the institution to identify prevalence
indicators that affect job performance of its teaching staff and make necessary plans
and take relevant actions to assist and support them in ensuring the betterment and
benefits of the stakeholders. It is also hoped that all teaching staff will be able to
identify the indicators that affect them in one way or another, hence, work on
improvements. The commitment between superior and subordinates play a unique role
in their own in understanding that managing people is the main focus.

This paper also adds to the position that there is considerable evidence relating
to the relationship between motivation and the performance of academic staffs. It
offers the much needed frame of opportunity that can link employees and help the
colleges to gain from their ideas. The outcome is hoped to enhance their commitment
to learning activities, to building quality relationship with students and to creating a
challenging and nurturing environment for students.

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24

KESEDIAAN PELAJAR TERHADAP REVOLUSI INDUSTRI 4.0 DALAM
KALANGAN PELAJAR KOLEJ KOMUNITI MALAYSIA

Siti Fatimah binti Dzulkifli 1 ,
Nor Azurah bt Abd Jalil. 2

Kolej Komuniti Selayang, Selangor, Malaysia

ABSTRAK

Kolej Komuniti merupakan salah satu institusi yang menawarkan pembelajaran
Pendidikan dan Latihan Teknikal dan Vokasional (TVET) yang ada di Malaysia.
Kemunculan Revolusi Industri 4.0 telah memberi satu lonjakan baharu kepada sistem
pembelajaran TVET Kolej Komuniti secara keseluruhannya disamping ke arah menjadi
peneraju institusi TVET yang unggul. Revolusi industri, istilah ini diperkenalkan oleh ahli
sejarah terkenal, Arnold Toynbee (1889-1975). Terdapat empat revolusi industri dari
revolusi perindustrian pertama hingga yang keempat. Penyelidikan ini memfokuskan
pada kesediaan pelajar untuk menghadapi Revolusi Industri 4.0. Kesediaan
pengetahuan dan cabaran Revolusi Industri 4.0 dapat membolehkan pelajar
merancang secara komprehensif serta meningkatkan pengetahuan terhadap revolusi
industri 4.0 untuk mereka menghadapi teknologi serba canggih. Revolusi Industri 4.0
juga dapat mengatasi kebergantungan pada tenaga sumber yang akan mengubah
masa depan dunia pekerjaan dengan ketara. Sehubungan dengan itu, satu kajian
dilakukan terhadap 336 pelajar Sijil Kolej Komuniti dalam tiga bidang pengajian iaitu
bidang Kulinari, Operasi Perhotelan dan Fesyen Pakaian. Kajian ini bertujuan untuk
mengenal pasti pengetahuan, sikap, minat dan kesediaan pelajar untuk menghadapi
cabaran Revolusi Industri 4.0. Kajian deskriptif ini menggunakan soal selidik
berdasarkan Skala Likert. Data itu yang diperolehi diproses dan dianalisis
menggunakan perisian Statistical Package for the Social Sciences (SPSS). Hasil kajian
menunjukkan bahawa pengetahuan pelajar mengenai Revolusi 4.0 adalah lemah.
Kajian ini juga mendapati bahawa minat dan sikap pelajar adalah tinggi dan kesediaan

25

pelajar untuk menghadapi Revolusi Industri 4.0 adalah tinggi. Cadangannya adalah
institusi perlu mengadakan lebih banyak usaha dalam menganjurkan seminar, kursus
dan forum yang berkaitan dengan cabaran Revolusi Industri 4.0. Selain daripada itu
pensyarah juga perlu mendorong pelajar meningkatkan kemahiran mereka dalam
teknologi maklumat dan pengetahuan berkaitan Revolusi Industri 4.0

Kata kunci :
Pengetahuan, Sikap, Kesediaan, Revolusi Industri 4.0

1. PENGENALAN

Kolej Komuniti merupakan salah satu institusi yang menawarkan pembelajaran
Pendidikan dan Latihan Teknikal dan Vokasional (TVET) yang ada di Malaysia.
Kemunculan Revolusi Industri 4.0 telah memberi satu lonjakan baru kepada sistem
pembelajaran TVET Kolej Komuniti secara keseluruhannya disamping ke arah menjadi
peneraju institusi TVET yang unggul. Akhir-akhir ini institusi TVET memberi
penekanan terhadap pentingnya transformasi ke arah revolusi industri 4.0. Tenaga
kerja yang berkemahiran dalam bidang masa kini adalah sumber kepada keperluan
transformasi Revolusi Industri 4.0. Program peningkatan kemahiran serta
pengetahuan adalah diperlukan sebagai menampung keperluan transformasi Revolusi
Industri 4.0. Ia juga dapat memupuk para pelajar menjadi manusia yang mempunyai
daya kreatif serta dapat menghasilkan idea baru. Oleh itu, beberapa usaha telah
diketengahkan oleh institusi pendidikan bagi memenuhi keperluan TVET Revolusi
Industri 4.0. Menurut Mohamad Abdullah,(2020) revolusi industri adalah suatu bentuk
kemajuan atau perubahan kepada peradaban manusia.

Revolusi Industri, istilah ini diperkenalkan oleh ahli sejarah terkenal, Arnold
Toynbee (1889-1975). Revolusi Industri 1.0 bermula sekitar tahun 1800 adalah
mengenai kuasa wap untuk digunakan dalam kilang kilang. Ia bergantung kepada
kegunaan air yang mengerakkan jentera. Maka terciptalah enjin stim yang membawa
perubahan dalam sistem pengangkutan dan jentera. Seterusnya Revolusi Industri 2.0

26

pada tahun 1900 pula menggunakan kuasa elektrik telah membawa kepada satu lagi
lonjakkan status kehidupan masyarakat dan kilang kilang besar. Manakala Revolusi
Industri 3.0 pada tahun 2000 menggunakan komputer dan teknologi maklumat dan
pada peringkat akhir revolusi ketiga timbul pula teknologi automasi, yakni satu
keupayaan teknologi yang tidak perlu melibatkan manusia secara langsung. Mesin dan
jentera boleh bergerak serta bekerja dengan sendiri apabila dimuat naik dengan
program komputer tertentu bagi melakukan sesuatu aktiviti terancang. Pada 2016,
bermula Revolusi Industri keempat adalah dari versi ketiga dalam peningkatan
automasi beserta rangkaian internet dan proses proses fizikal lain dan muncul satu
sistem berbentuk siber fizikal. Revolusi Industri 4.0 iaitu tentang penemuan pelbagai
teknologi baru, ia melibatkan kemunculan sistem fizikal siber melibatkan keupayaan
baru bagi manusia, mesin dan kaedah baru. Dengan erti kata lain, teknologi automasi
yang tidak perlu melibatkan manusia secara langsung. Revolusi Industri 4.0 juga dapat
mengatasi masalah kebergantungan tenaga kerja dan mengubah masa depan dunia
kerjaya pelajar. Penyelidikan ini memfokuskan pada kesediaan pelajar untuk
menghadapi Revolusi Industri 4.0. Kesediaan pengetahuan dan cabaran Revolus i
Industri 4.0 dapat membolehkan pelajar merancang secara komprehensif serta
meningkat kan pengetahuan terhadap revolusi industri 4.0 untuk mereka menghadapi
teknologi serba canggih.

2. TINJAUAN LITERATUR

2.1. Revolusi Industri 4.0

Revolusi Industri 4.0 mula diperkatakan sejak 2011 di Jerman dan mula
mendapat perhatian pada tahun 2016 selepas kemunculan Revolusi Industri versi
ketiga yang ditandai dengan kemunculan komputer, internet, muzik digital, kamera
digital dan lain lain produk yang bersifat automation. Menurut Cordes&Stacey (2017),
terdapat sembilan teras dalam industri 4.0 yang merupakan Robot Automasi
(Autonomous Robot), Internet saling berhubung (Internet of Things, IoT), Data Besar
(Big Data), Simulasi (Simulation), Pembuatan Tambahan (Additive Manufacturing),
Augmented Reality (AR), Pengkomputeran Awan (Cloud Computing), Sistem Integrasi
(Integration System) dan Keselamatan Siber (Cybersecurity).

27

Rajah 1 : Sembilan teras Revolusi Industri 4.0

Dengan adanya teras Revolusi Indutstri 4.0 ini ,ianya adalah satu revolusi
baharu yang akan memberikan lebih banyak kemudahan kepada kehidupan manusia
sekaligus meningkat produktiviti ekonomi, hospitaliti, perkhidmatan dan juga sektor
pendidikan. Menurut Benesova & Tupa (2017), Revolusi Industri boleh memberi kesan
besar kepada pendidikan terutama di institusi pendidikan. Sejurus dengan itu
perubahan besar telah berlaku pada negara dan dalam masyarakat berpunca dari
revolusi industri 4.0. Manfaat perindustrian 4.0 ini juga dapat mempertajamkan
kemahiran dalam menyelesaikan masalah. Menurut Tapper (2004) untuk memasuki
tempat kerja profesional dalam industri, majikan akan mencari graduan yang akan
dapat memindahkan kemahiran berfikir secara kritis ke tempat kerja. Sehubungan
dengan itu kemahiran berfikir secara kritis yang membawa kepada penyelesaian
masalah adalah amatlah penting kepada para pelajar.

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2.2 . Pengetahuan, Sikap dan Kesediaan pelajar

Menurut Ainon dan Abdullah (2003) pengetahuan adalah sesuatu pengalaman
yang ada pada diri kita, di mana kita dapat mengetahui apa yang boleh dilakukan dan
yang mustahil dilakukan. Kamaruddin (2010) menyatakan bahawa pengetahuan
merujuk kepada input yang diperolehi oleh seseorang samada melalui pengalaman,
pendidikan formal, atau pun tidak formal serta melibatkan proses kognitif.
Pengetahuan merupakan asas dan keperluan bagi membolehkan pelajar
mempraktikkan pemikiran kritis ke arah Revolusi Industri 4.0 dalam pembelajaran dan
pekerjaan. Kajian yang dijalankan oleh Ismail & Wan Hassan (2020) tentang tahap
pengetahuan menghadapi Revolusi Industri 4.0 melibatkan pelajar Sarjana Muda
Pendidikan Vokasional. Kajian deskriptif dilakukan terhadap 136 pelajar mendapati
tahap pengetahuan yang agak lemah mengenai Revolusi Industri 4.0.

Menurut Sharifah Alwiyah (1985), sikap adalah situasi apabila seseorang
mudah dipengaruhi supaya bertindak balas secara positif atau negatif kepada orang
lain, sesuatu keadaan atau idea. Sikap juga merujuk kepada tindak balas seseorang
secara positif atau negatif terhadap sesuatu idea. Menurut Norhaya Isa (2015) sikap
melibatkan kepercayaan, perasaan dan pemikiran yang mempengaruhi individu dalam
memberi nilai kepada sesuatu yang diminati atau sebaliknya. Dapatan kajian Mohd
Farid (2020) menunjukkan bahawa seorang pensyarah yang kurang berpengetahuan
mengenai Revolusi Industri 4.0 mempengaruhi sikap untuk mengamalkan pengajaran
dan pembelajaran seiring dengan revolusi industri 4.0.

Siti Nurliyana (2015) pula menyatakan bahawa kesediaan merujuk kepada satu
bentuk proses yang melibatkan pengintegrasian aspek fizikal, mental dan emosi
seseorang murid semasa melaksana kan sesuatu tindakan. Sebagai contoh, pelajar
yang memahami dan menghayati Revolusi Industri 4.0 bersedia untuk melangkah ke
alam pekerjaan berbanding dengan pelajar yang masih belum memahami revolusi
industri menyebabkan mereka kurang kreatif dalam menentukan hala tuju alam
pekerjaan. Secara jelas kesediaan dapat difahami apabila seseorang pelajar mampu
untuk menentukan hala tujunya. Kesediaan merangkumi kesediaan kognitif,

29

kesediaan afektif dan kesediaan psikomotor (Mok Soon Sang 2002). Dengan itu,
pelajar perlulah bersedia bagi memastikan tindakan yang dilakukan mencapai
matlamat mereka. Kajian Ahmad Affan (2020) menunjukkan bahawa elemen
semangat dan sikap serta kesediaan pelajar berada pada tahap tinggi bagi
menghadapi cabaran Revolusi Industri 4.0. Oleh itu aspek pengetahuan, sikap dan
kesediaan yang mencukupi mendepani cabaran Revolusi Industri 4.0 merupakan
aspek utama yang perlu dititikberatkan oleh para pensyarah.

3. METODOLOGI

Kajian yang dijalankan ini adalah kajian deskriptif menggunakan instrumen
tinjauan. Soal selidik digunakan untuk mendapatkan maklum balas terhadap
responden untuk mengenal pasti tahap pengetahuan dan kesediaan terhadap
Revolusi Industri 4.0. Data yang diperolehi dari sampel rawak ini kemudian dianalisis
menggunakan ujian statistik bagi menghasilkan keputusan yang menjurus kepada
kesimpulan dan objektif. Sasaran kajian adalah terdiri daripada pelajar Sijil Kolej
Komuniti Malaysia. Jumlah sampel yang terlibat adalah 336 pelajar, merangkumi 3
bidang iaitu Kulinari, Operasi perhotelan dan Fesyen pakaian. Menurut
Krejcie&Morgan (1970) penetapan sampel kajian adalah berdasarkan jumlah populasi.
Sampel kajian adalah sebilangan responden dalam populasi kajian. Populasi kajian
adalah sebanyak 2600 orang dan sampel yang diperlukan adalah 336 orang pelajar
dengan merujuk kepada penentuan ukuran sampel Krejie& Morgan. Soal selidik
mengandungi 3 item soalan yang berkaitan demografi pelajar. Bahagian B
mengandungi 17 item yang merangkumi soalan yang berkaitan dengan pengetahuan
dan sikap dan minat serta kesediaan pelajar terhadap Revolusi Industri 4.0. Hasil
kajian dari soal selidik dianalisa menggunakan perisian SPSS. Kandungan dalam set
soal selidik dapat ditunjukkan dalam Jadual 2 dibawah.

30

Kandungan Tinjauan Soal Selidik

Bahagian Bilangan Soalan

A Demografi responden 3

Pengetahuan pelajar terhadap Revolusi Industri 5
4.0

B Sikap pelajar terhadap Revolusi Industri 4.0 6

Kesediaan pelajar terhadap Revolusi Industri 4.0 6

Jadual 2: Kandungan Tinjauan Soal Selidik

Setiap item soal selidik menggunakan skala likert lima peringkat untuk melihat tahap
persetujuan responden terhadap item. Skala bermula dari 1 sebagai sangat tidak
setuju hingga 5 sangat setuju. Skala penilaian Likert ditunjukkan dalam Jadual 3.

Skala Penilaian Likert

Skor Pilihan

1 Sangat Tidak Setuju

2 Tidak Setuju

3 Kurang Setuju

4 Setuju

5 Sangat Setuju

Jadual 3: Skala Penilaian Likert

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4. DAPATAN KAJIAN
Data kuantitatif ini diperolehi melalui tinjauan yang diedarkan kepada

responden untuk mendapatkan respon terhadap Revolusi Industri 4.0

4.1 Demografi responden

Jadual 4 menunjukkan taburan kekerapan dan peratusan responden yang
menjawap soal selidik mengikut jantina. Berdasarkan jadual tersebut, jumlah
responden lelaki adalah seramai 67 orang (20%) dan perempuan seramai 269 orang
(80%).

Analisis Taburan Responden Mengikut Jantina

Jantina Kekerapan Peratus (%)

Lelaki 67 19.9

Perempuan 269 80.1

Jumlah 336 100

Jadual 4: Analisis Taburan Responden Mengikut Jantina

Jadual 5 menunjukkan taburan kekerapan dan peratusan responden yang menjawap
kesediaan pelajar menghadapi Revolusi Industri 4.0 di Kolej Komuniti mengikut bidang
penghususan. Berdasarkan analisis dapatan kajian, jumlah responden yang
menjawab soal selidik adalah dari Kulinari 62 (18.5%), Operasi Perhotelan 79 (23.5%)
dan Fesyen Pakaian 195 (58%).

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Analisis Taburan Responden Berdasarkan Program

Program Kekerapan Peratus (%)

Kulinari 62 18.5

Operasi Perhotelan 79 23.5

Fesyen Pakaian 195 58

Jumlah 336 100

Jadual 5: Analisis Taburan Responden Berdasarkan Program

4.2 Kesediaan Pelajar Terhadap Revolusi Industri 4.0

Jadual 6 menunjukkan skor min faktor kesediaan pelajar berdasarkan faktor
pengetahuan. Purata tertinggi adalah 3.60 menunjukkan pada tahap sederhana,
mereka masih belum dapat mengembangkan pengetahuan sains dan teknologi
dengan menghubungkan elemen Revolusi Industri 4.0.

33

Pengetahuan pelajar terhadap Revolusi Industri 4.0

Bil Item Soalan Skor Min SP Tahap

1 Saya tahu mengenai pembuatan 3.40 0.78 Sederhana
bahan tambahan (Additive
Manufacturing)?

2 Saya tahu mengenai kesepaduan 3.60 0.67 Sederhana
internet pelbagai benda (IoT:Internet of
Things)?

3 Saya tahu mengenai analisis data 3.30 0.69 Sederhana
besar (Big Data)?

4 Saya tahu mengenai Kilang Pintar 3.19 0.69 Sederhana
(Smart Factory)?

5 Saya tahu mengenai FINTECH 3.18 0.73 Sederhana
(Finance & Technology)?

Jadual 6: Pengetahuan pelajar terhadap Revolusi Industri 4.0

Jadual 7 menerangkan kesediaan pelajar dari segi sikap. Purata tertinggi ialah 3.73
menunjukkan bahawa pelajar berasa seronok ketika mengakses persekitaran
teknologi Revolusi Industri 4.0 dan mudah berkomunikasi dengan rakan menggunakan
teknologi Revolusi Industri 4.0. Skor min kedua tertinggi ialah 3.70 iaitu menujukkan
pelajar berminat dengan sistem teknologi revolusi industri 4.0.

34

Sikap pelajar terhadap Revolusi Industri 4.0

Bil Item Soalan Skor Min SP Tahap
Tinggi
1 Saya berminat dengan sistem 3.70 0.74
teknologi baru di era Revolusi Industri Tinggi
4.0 (IR 4.0). Sederhana
Sederhana
2 Teknologi IR 4.0 mendorong saya 3.69 0.69 Sederhana
berfikir.
Tinggi
3 Teknologi IR 4.0 mempengaruhi 3.65 0.72
kehidupan seharian saya.

4 Saya terdorong untuk belajar 3.61 0.72
mengenai teknologi IR

5 Saya berasa puas ketika mengakses 3.58 0.68
persekitaran teknologi IR 4.0.

6 Saya gembira dapat berkomunikasi 3.73 0.72
dengan kenalan menggunakan
teknologi IR 4.0.

Jadual 7: Sikap pelajar terhadap Revolusi Industri 4.0

Jadual 8 menujukkan kesediaan dari segi kemahiran. Skor min tertinggi ialah 3.83 iaitu
pelajar sangat bersemangat dan bersedia dalam pekerjaan secara berkumpulan yang
melibatkan Revolusi Industri 4.0.

35

Kesediaan pelajar terhadap Revolusi Industri 4.0

Bil Item Soalan Skor Min SP Tahap
Tinggi
1 Saya memahami cabaran Revolusi 3.58 0.69 Tinggi
Industri 4.0 (IR 4.0) Tinggi

2 Saya harus bersedia menghadapi 3.75 0.68 Tinggi
cabaran dalam IR 4.0.
Tinggi
3 Memperkukuh kan kemahiran 3.78 0.71 Tinggi
komunikasi lisan dan bertulis dapat
memperluas kan kemampuan saya
menghadapi revolusi industri 4.0

4 Menajamkan kemahiran 3.77 0.69
menyelesaikan masalah yang
kompleks, penting untuk saya
menghadapi revolusi industri 4.0

5 Memperkaya kan kecerdasan emosi, 3.81 0.69
dapat mengawal emosi saya dari segi
kesedaran dan kawalan emosi.

6 Pengetahuan teknologi, karisma dan 3.83 0.72
kepimpinan inovatif, dapat meningkat
kan kemahiran saya untuk bekerja
secara berpasukan.

Jadual 8: Kesediaan pelajar terhadap Revolusi Industri 4.0

36

5. PENEMUAN
Dapatan keseluruhan menunjukkan bahawa tahap kesediaan pelajar dari segi

pengetahuan, sikap dan kemahiran menghadapi Revolusi Industri 4.0 telah
menunjukkan tahap pengetahuan pelajar yang masih lemah mengenai Revolusi
Industri 4.0. Ini disebabkan kemungkinan pelajar belum dibiasakan dengan
penggunaan teknologi revolusi industri 4.0 semasa sesi pengajaran dan pembelajaran
di dalam kelas. Walau bagaimanapun, didapati bahawa pelajar mempunyai semangat
dan sikap serta kesediaan yang tinggi bagi menghadapi cabaran revolusi 4.0. Menurut
Razali (2019) pensyarah perlu memainkan peranan penting dalam penglibatan pelajar
pembelajaran di dalam kelas. Elemen pembelajaran didalam kelas menggunakan
teknologi revolusi industri 4.0 senang di pupuk kerana didapati pelajar mempunyai
minat terhadap transformasi ini. Revolusi Industri 4.0 tidak hanya mengubah industri
tetapi juga telah mengubah pengetahuan dan kemahiran yang diperlukan oleh
pelbagai sektor lagi. Kurikulum TVET juga perlu lah mempunyai perubahan yang
menuju ke arah sembilan tonggak industri 4.0. Revolusi industri 4.0 telah
mengabungkan automasi, internet of thing (IOT), data besar dan augmented reality ke
dalam proses pembuatan. Oleh itu timbul keperluan tenaga kerja yang perlu
mempunyai pengetahuan bagi menangani data besar, teknologi Cloud dan
sebagainya. Ini juga merupakan merupakan cabaran besar bagi institusi
pengåjian.Pihak institusi perlukan peka terhadap keperluan pelajar ini.

6. KESIMPULAN

Sebagai kesimpulannya, Kolej Komuniti bukan sahaja tempat para pelajar
mendapatkan ilmu kemahiran, tetapi juga adalah tempat untuk pelajar melengkapkan
diri ke era Revolusi Industri 4.0 ini. Pihak institusi perlu merancang aktiviti pendedahan
kepada perubahan ini seperti mengadakan kursus, seminar dan forum untuk
kesediaan ini. Mengadakan pertandingan projek inovasi yang ke arah Revolusi Industri
4.0 adalah galakan bagi pelajar lebih bersedia untuk transformasi ini. Selain dari itu,
banyak pakar telah menyatakan bahawa tugas manusia akan diganti dengan tenaga

37

robot, ramai yang akan kehilangan pekerjaan terutama di sektor pembuatan. Oleh itu
semua pihak perlu bersedia melengkapkan diri dengan kemahiran dan kecekapan bagi
membantu negara menghadapi cabaran Revolusi Industri 4.0 ini.

7. RUJUKAN

[1] Abdullah, M. (2020, June). Hadapi Cabaran Revolusi Perindustrian 4.0.
Utusan Malaysia.

[2] Ainon Mohd, A. H. (2003). Belajar Berfikir: Teknik Menajamkan Daya Fikir.
Utusan Publications & Distributions Sdn Bhd.

[3] Alsagoff, S. A. (1985). Ilmu Pendidikan Pedagogi. Universiti Sains Malaysia.
[4] Ahmad, A. (2017, Jun). Industri 4.0 Ubah Cara Kerja, Hidup. Berita Harian .
[5] Besenova, A. &. (2017). Requirements for Education and Qualification of

People in Industry 4.0. FAIM 2017. Procedia Manufacturing 11.
[6] Cordes, F. &. (2017). Is UK Industry ready for the Fourth Industrial

Revolution? . London: TheBoston Consulting Group.
[7] Isa, N. (2015). Pengetahuan, kemahiran pelaksanaan dan sikap guru

Pendidikan Islam sekolah rendah terhadap pendekatan didik hibur. Retrieved
from Malaysian Thesis Online: http://myto.upm.edu.my/find/Record/ukmvital-
83434
[8] Ismail, A. W. (2020 ). Students’ Readiness In Facing Industrial Revolution 4.0
Among Students Of Technical Teacher’s Education . INTERNATIONAL
JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9,
ISSUE 08.
[9] Kamaruddin. I 2010. Pengetahuan, kemahiran pelaksanaan dan sikap guru
kimia terhadap kaedah pembelajaran koperatif. Tesis Sarjana Pendidikan.
Universiti Kebangsaan Malaysia.
[10] Mok, S. S. (1992). Pengenalan Kepada Pedagogi. Kumpulan Budiman
Sendirian Berhad.
[11] Yusof., M. F. (2017, November). Revolusi Perindustrian Keempat,. Retrieved
rom http://mohdfairuzmohdyusof.blogspot.com/2017/11/industri-40-ir-40-
revolusi.html

38

[12] Naqib Mohd Farid, M. H. (2020). The Fourth Industrial Revolution (IR 4.0) and
Impact to UNIKL BMI Students. Journal of Undergraduate Social Science &
Technology.

[13] Robert V Krejcie, D. W. (1970). Determining Sample Size for Research
Activities. Educational and Psychological Measurement, 607-610.

[14] Siti Nurliyana Ab Halim. 2015. Pengetahuan, Sikap dan Kesediaan
Pelajar Terhadap Kemahiran Berfikir Aras Tinggi (KBAT) Dalam
Pembelajaran Pemahaman Bacaan. Tesis Sarjana.Fakulti Pendidikan
Universiti Kebangsaan Malaysia.

[15] Razali, S S. dan Ismail, A. The Element of Fine Art Context in
Multimedia Element in Teaching and Learning Material towards Motivation
to Learn. International Journal of Engineering and Advanced Technology
(IJEAT), 8(6S3), 2249 –8958, 2019.

[16] Tapper, J. (2004). Student Perception Of How Critical Thinking Is Embedded
In Degree Program Higher Education,. Higher Education Research and
Development, V23, 199-222.

39

INFORMATION SEEKING BEHAVIORS OF HOSPITALITY STUDENTS AT
COMMUNITY COLLEGE, MALAYSIA

Noor Azurah binti Abd Jalil,
Siti Fatimah binti Dzulkifli

Kolej Komuniti Selayang, Selangor, Malaysia

ABSTRACT

A study of the information seeking behavior of students is an essential pre-requisite
for a library to provide effective information tools and facilities to satisfy their
information needs. The goal of the study is to analyze the information needs,
information sources, behavioral information searching, library usage, and behavioral
challenges of hospitality students at Community College, Malaysia. A questionnaire
was designed and administered to 311 sample to investigate the information seeking
behaviors. The study highlights the positive aspects of seeking information from the
student’s perspective as well as the barriers they encountered when seeking course-
related information. The study does not distinguish between year of students. The
study concluded that working together with the library is important for the college
authorities to address these problems so that the information needs of students are
fully met in order to enhance their academic work.

Keywords :
Information need, information seeking behaviour, library use and information sources.

40

1. INTRODUCTION
This study was undertaken to determine the information seeking behavior of hospitality
students at community college, Malaysia. The community college system in Malaysia
provides a wide range of Technical and Vocational Education Training (TVET) courses.
Disciplines covered include accounting, architecture, construction, engineering,
draughting, entrepreneurship, hospitality, personal services, multimedia, and visual
arts. Community colleges in Malaysia are administered by the Ministry of Higher
Education via the Jabatan Pengajian Kolej Komuniti and Politeknik.

There are seven (7) community colleges that offer certificates in the field of hospitality,
namely hospitality operating certificates, culinary certificates and pastry certificates.
Among the community colleges that offer certificate in the field of hospitality are
Selayang Community College, Rompin Community College, Beaufort Community
College, Sungai Petani Community College, Chenderoh Community College, Bukit
Beruang Community College and Kuantan Community College.

Information seeking behaviour can be described as an individual’s manner of gathering
and sourcing information for personal use, knowledge updating and development.
According to Kakai, Ikoja-Odongo and Kigongo-Bukenya (2004), information seeking
behaviour is the way people go about searching for information. They also observed
that students’information seeking behaviour involves purposeful information seeking
as a result of the need to complete course assignments, prepare for class discussions,
seminars, workshops ad write final-year research paper.

According to Jee, Woojin, and Soohyung (2012), there are four categories in
information sources, namely : human resources such as librarians, family and
lecturers; printed resources such as books, magazines and lecturer notes; online
resources such as search engines, digital libraries, google scholar and wikipedia; mass
media such as television.

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The library is one of the major sources for students to seek information. Librarians must
be sensitive to the necessary and up-to-date source of information in order to provide
efficient and better utilization of library sources and services (Pareek & Rana, 2013).
Nowadays, the internet is the most important source in the search for information,
where it can be done anytime and anywhere. The information found on the internet is
up-to-date and easier to publish online than using the printed format (Kwesi, 2020).

2. PROBLEM STATEMENT
Students are encouraged to use the library as one of their key sources of information
to the fullest extent possible. However, it was found that students do not use most of
the library information services from observations and students were likely to
encounter technological difficulties in accessing information services, combined with a
lack of expertise and resource awareness. The poor knowledge seeking behaviour of
the students was described as the largest cause that required investigation.

Taylor (1990) also noted that what a user actually wants may ultimately not comply
with what is technically available after interacting with the data sources, due to
constraints either within the stock or due to the inadequacy of the user itself.

3. OBJECTIVES OF THE STUDY
The specific objectives of the study are to :
1. Investigate the information needs of students
2. Ascertain their sources of information
3. Find out the extent of library use among students
4. Determine their information seeking behaviors
5. Find out the challenges they encounter in seeking information

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4. LITERATURE REVIEW

Study studies have been conducted to investigate the knowledge needs and
actions of various library user groups, such as educators, scholars, graduate students
and undergraduates, while other studies, based on their faculty, differentiate between
these groups. This section discusses the literature on students' information behaviour,
including graduate students, with a focus on their information needs, information
sources, information-seeking problems, the use of information and their information
behaviour.

Shakeel et.all. (2013) made a study on information seeking behaviour and reveals
that 90.71% students search for academic information, 3.73% students search
information on entertainment, 2.13% of the students search for information pertaining
to current affairs via news, 1.86% search for jobs/employment related in-formation,
1.49% indicates they search for information related to personal health and 0.053% of
the students search for information on investment.

Marchionini (1997) discusses information-seeking behaviour and changing
atmosphere, including the ways in which users have been impacted by the electronic
environment. He highlights the human-computer information-searching relationship.
Majid and Ai (2002) studied the use of information resources by students of
engineering in Singapore and discovered that the top five resources of information.
The order of choice was books (94%), lecturers (89%), the internet (94%), (86%), and
friends (84 per cent). They were heavily reliant on printed sources of information.

Al-Muomen (2009) examined information seeking behaviour at Kuwait University.
From the study, the majority searched for information to complete their course work
(69.2%). This was followed by term papers (42.4 percent), detailed assignments (20
percent), and the rest for other purposes, such as writing research papers, searching
for thesis-related information, and surfing for general information. In addition, the study
also sought the sources of assistance while facing searching difficulties; most of them
said they obtain assistance from their friends/colleagues (62.2 percent) and
tutors/lecturers (62.2 percent) (37.3 percent ). It was found that the challenges of
seeking information were access to the internet, computers, and printers.

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In India, Natarajan (2012) studied information seeking behaviour of students of
management institutions in NCR of Delhi. It was found that the majority visit the library
on a regular basis (66.5 percent) and that the source consulted by students was the
Internet (55 percent). Most students are searching for information to keep up with latest
trends (92.3 percent ). In descending order, the problems they face when searching
for information are: they do not know the sources available in the library (49.7%), do
not know how to use information retrieval tools (40.6%), information materials are old
(36%), materials are not available (34 percent ), lack of time (26.9%), data sources are
located far away (20.8%), and library staff are reluctant to serve (15.2 percent ).

5. METHODOLOGY
For this study, a questionnaire used by earlier studies were examined and was

distribute to respondents. The questionnaire consisted of 5 sections; demography
information, the information needs of students, sources of information, library use
among students, information seeking behaviors and challenges in seeking information.
The questionnaire was pre-tested on 11 hospitality students and some minor
adjustments were made. A total of 384 questionnaires were distributed to selected
college community; 311 completed questionnaires were returned, giving a response
rate of 80.98%. Based on sample size determination using Krejcie and Morgan Table,
the sample size is adequate for a population of 380.

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6. FINDINGS Frequency Percentage
Information need
203 65.3
Purpose of looking 171 55.0
for information 110 35.4
123 39.5
Career development 100 32.2
Self-development 164 52.7
Current affairs 68 21.9
Employment 10 3.2
Research 68 21.9
Course work 36 11.6
Entertainment 121 38.9
Politics 99 31.8
Global information 69 22.2
Health, and football 74 23.8
Higher education
Recreational activities
Sports
Religion

Table 1 : Purpose of looking for information (N=311)

Based on the table 1, majority of the respondents mentioned that they look for
information on career development (65.3%), followed by self-development (55.0%),
course work (52.7%), employment (39.5%), higher education (38.9%), current affairs
(35.4%), research (32.2%), recreational activities (31.8%), religion (23.8%), sports
(22.2%), entertainment (21.9%), global information (21.9%), health and football
(11.6%) and politics (3.2%).

45

Sources of information Frequency Percentage
222 71.4
Human sources 260 83.6
1. Self 28 9.0
2. Collegues 50 16.1
3. Supervisors 86 27.7
4. Reference librarian 221 71.1
5. Family members 29 9.3
6. Lecturers
7. Expert in the field

Table 2 : Human sources (N=311)

On the human sources, the findings show that 83.6% of respondents ask their
collegues for information and 71.4% of respondents look for the information
themselves. The findings also show 71.1% respondents look for information on their
lecturers, 27.7% use family members, 16.1% consult the reference librarian and 9.3%
consult their expert in the field.

Internet sources Frequency Percentage
Google 308 99.0
Yahoo 10 3.2
Ask.com 6 1.9
Youtube 198 63.7
Google scholar 14 4.5
Bing 2 0.6

Table 3 : Internet sources (N=311)

In relation to internet sources, the findings indicated that majority of the respondents
use Google search engine representing 99%, Youtube representing 63.7%, Google
Scholar representing 4.5%, Yahoo representing 3.2%, Ask.com representing 1.9% and
Bing representing 0.6%.

46

Electronic sources Frequency Percentage
E-books 210 67.5
E-journals 42 13.5
CD-roms 5 1.6
E-newspapers 103 33.1
E-magazines 51 16.4
Academic databases 48 15.4
E-images 90 28.9

Table 4 : Electronic sources (N=311)

The findings on the electronic sources indicate that the majority of the respondents use
e-books being 67.5%, e-newspaper being 33.1%, e-images being 28.9%, e-magazines
being 16.4%, academic databases being 15.4%, e-journals being 13.5% and CD-roms
being 1.6%.

Media sources Frequency Percentage
Radio 18 6.4
Television 263 93.6

Print sources Frequency Percentage
Textbooks 188 60.5
Lecturer notes/handouts 268 86.2
Dictionaries 61 19.6
Pamphlets 58 18.6
Journals 16 5.1
Handbooks 102 32.8
Thesis 9 2.9

Table 5 : Media sources and print sources (N=311)

The result on media sources show that majority preferred using television as their
information sources rather than radio. On the other hand, result on print sources show
that majority of the respondents uses lecturer notes (86.2%) as against textbooks
(60.5%), while 32.8% refer handbook, 19.6% refer dictionaries, 18.6% refer pamphlets,
and 5.1% refer jurnal.

47

Figure 1 : Frequency of library use (N=311)

The findings showed that most of the respondents visit the library occasionally (53.1%),
18.3% visit the library twice a week and 15.4% visit the library once a week.

Information seeking behaviour Frequency Percentage
249 80.1
Methods for seeking information 28 9.0
Use google and google scholar 275 88.4
Browse books on the shelf 65 20.9
Browse the internet 11 3.5
Search electronic databases 222 71.4
Search the manual catalogue 222 71.4
Inquire from fellow students 14 4.5
Inquire from lecturers 60 19.3
Ask the reference librarian 101 32.5
Reading required textbook
Going through and accessing
references at the end of journal
articles

Table 6 : Methods for seeking information (N=311)

Most of the information seeking behaviours revealed in the study is browse the internet
88.4% as the higher sources, use google and google scholar 80.1% and inquire from
fellow students and lecturers 71.4%.

48

Challenges of seeking information Means Standard deviation
3.00 1.01
No. Items 3.39 1.15
1 Inadequate computers 3.04 1.10
2 Unstable internet connection
3 The need for passwords to access 3.41 1.16
information 3.24 1.10
4 Low internet speed 2.78 1.10
5 Lact of time 3.20 1.00
6 Computer viruses 2.58 1.06
7 Too much information
8 Don’t know how to use the e- 2.45 1.01
resources 2.57 0.94
9 Frequent power cuts 2.74 0.99
10 Inadequate search skills 2.79 1.06
11 Outdated library materials 2.69 1.03
12 Restrictive opening hours 2.16 1.04
13 Inadequate information materials
14 Negative attitude of library staff

Table 7 : Challenges encountered in seeking information (N=311)

The findings shows higher means on unstable low internet speed (3.41) and lowest
means on negative attitude of library staff (2.16). The study also shows higher standard
deviation are low internet speed (1.16) and lowest standard deviation are inadequate
search skills (0.94).
The table below explains the items and reliability values obtained in this study. The
total items for the challenge variables consisted of 14 items with a value of α = .885.
These findings indicate that this item is good and acceptable for research.

Table 8: Realibility test

Variables Items (n) Alpha Cronbach (α)

Challenges encountered in 14 .885
seeking information

49

7. FINDINGS AND CONCLUSION
The results in table 1 indicate that students are also worried about their future,

apart from their academic work. The high percentage of students (65.3%) looking for
information on career growth and self-development (55 %). The result in table 2 is
different from the results of Dzansi (2008), who found that lecturers and lecture notes
were used by the majority. This can be due to the fact that, outside of what the lecturer
has given them, students rarely read.
Khan, Khan, and Bhattiti (2011) are consistent with the finding in table 3 that Google
is the most used search engine in their search for information. Patitungkno and
Deshpade (2005) explained that, since it is frequently updated, provides links to
multiple websites, and it is very easy, Google is the preferred search engine. It is in
agreement with Kwesi (2020) who found that most of the respondents found electronic
book (77.4%) as the most used electronic source.

The results also showed that, as students, they use both printed and electronic
services. It is clear that students prefer electronic tools, especially Internet sources,
given that the majority of the challenges they have expressed are technologically
related. It is necessary for the colleague authorities to resolve these issues so that the
knowledge needs of students are completely met.

50