SAHiConFed22

339 e-Prosiding SAHiConfEd’22 Figure 3: The effectiveness of using storytelling methods in increasing students' interest Figure 4: Frequency bar chart of interest theme questionnaire. Based on the bar chart, all respondents showed a level of agreement, agree, and strongly agree for the five items. The storytelling method is one of the active teaching and learning methods that involve students' participation (Abdul Jamir et al., 2012). All five respondents were interested in the teacher's storytelling method when teaching the concept of Properties of Materials. They gave extra attention when the teacher was telling a story. They felt that the stories presented were exciting and wished that the same method could be applied to the other topics. Therefore, storytelling methods are highly encouraged in teaching and learning science because science education supported by scientific stories can increase students' interest, curiosity, and readiness for the course (Tuba & Sema, 2021). 0 1 2 3 4 5 SD D U A SS Frequency Likert Scale Graph of frequency of interest theme questionnaire Item 1 Item 2 Item 3 Item 4 Item 5 The effectiveness of the use of storytelling methods on students' interest Hope the storytelling method is applied again in the future Feel fun when the storytelling method is used Storytelling method as the favourite method

340 e-Prosiding SAHiConfEd’22 Table 1: The themes of the interview with students No. Questions Themes 2 Do you feel happy when the teacher teaches by using the storytelling method? Why? Students’ feelings when the teacher uses the storytelling method 3 If you were given the option of "Chalk and Talk" and storytelling method, which teaching method you be more interested in? Why? Students’ interest in the use of storytelling methods by the teacher. 4 Do you want the teacher to use storytelling methods again on other topics? Why? Students' interest in using storytelling methods in the future. Based on the second interview question, all respondents agreed that they had fun using the storytelling method. This is due to the not dull but fun learning environment. The combination of cartoon characters with the knowledge of the properties of materials caused the method of storytelling to become more exciting and entertaining. Thus, a delightful learning environment can be created via storytelling methods (Ferit & Yapıcı, 2016). The third question showed that the storytelling method was chosen as the favourite method when respondents were given a choice between the "Chalk & talk" method and the storytelling method. Among the reasons given was that the storytelling method can attract attention and is not dull, which caused them to feel sleepy. It shows that the respondent's interest in the storytelling method is high. The multimedia elements also increased their interest in learning science as the animation offered a fun learning environment (Jamalludin & Zaidatun, 2003). S4: I choose the storytelling method. Because the pictures, animations, and audio in the stories produced by the teacher attracted my attention more. It helps me to learn in a fun condition!! (T2, B4, B5) (Interview on 5 August 2021) The fourth question was based on students' interest in storytelling methods in the future. After the interviews, positive answers were given by all five respondents where they hope that teachers can apply the storytelling method in teaching other topics, which will gain the interest of the respondents. According to the teacher, there were significant changes for the five respondents before and after using the storytelling method. Previously, they felt that science was boring, difficult to understand, and inactive during teaching and learning activities. After using the storytelling method, they were more interested in science and active in giving responses during the teaching

341 e-Prosiding SAHiConfEd’22 and learning process. Therefore, teachers should make changes to obtain the best learning effect. It was because of a significant difference in students' attitudes and interests if the teacher changed the learning activities that were usually carried out (Anita, 2009). The problem of differences in the learning styles of the respondents can also be overcome. Based on the teacher interviews, the elements found in the digital storytelling method corresponded to the visual and auditory learning styles. The teacher would ask the kinesthetic learning style students to do the relevant actions if the class was conducted face-to-face. However, digital storytelling methods were less compatible with kinesthetic learning styles when online classes were held. Figure 5: Frequency bar chart of observation checklist. Based on the observations that have been carried out, all respondents showed good behaviour in the teaching and learning activities for the concept of Properties of Materials. They paid attention in the teaching and learning sessions. This can be proven when they were always present in Google Meet and were not distracted during teaching and learning activities. They were also actively involved in teaching and learning activities by responding to and answering questions. Exciting and motivating stories can attract listeners' attention and promote communication (Nor Hasni et al., 2010). Lastly, a positive attitude towards learning the concept of Properties of Materials was shown. It was proven that when students commented in the Chat Room, such as "this story is interesting", there were also students who asked questions that they were unclear and did not understand. Overall, the interest of all respondents in learning the concept of the Properties of Materials can be increased via the storytelling method. 6. Conclusion In a nutshell, the digital storytelling method has indeed succeeded in increasing the interest and desire of Year Four students to learn about the concept of the Properties of Materials. All 0 1 2 3 4 5 6 Aspect 1 Aspect 2 Aspect 3 Aspect 4 Aspect 5 Frequency Aspects of Observation Graph of the frequency for the observation checklist Yes No

342 e-Prosiding SAHiConfEd’22 respondents also showed interest in learning using this method, even for other topics. Through this study, the parties involved can obtain a comprehensive picture of Year Four students' interest in the concept of the Properties of Materials through storytelling. Furthermore, the students' listening and analysing skills can be improved through the method implemented. Storytelling is a practical activity that can help students to develop excellent listening skills (Mooreshaven, 2022). The different learning styles of students in the same class are also emphasised. There are several limitations to this study. First, the findings cannot be summed up for other subjects because these findings are only for science subjects and the topic of the concept of the Properties of Materials. Second, only digital storytelling methods were used in this study. So, the effectiveness of other storytelling methods in increasing students' interest in science learning cannot be identified. To overcome these limitations, studies that involve learning across subjects can be conducted. In addition, teachers can also use other storytelling methods, such as storytelling based on pictures, storytelling using puppets, and storytelling with traditional methods in the following study. Attempts to integrate different approaches into the storytelling method can be made. For instance, combining stories with singing and dancing creates a more cheerful learning environment. Last but not least, the use of storytelling in promoting self-learning among students can be studied. It is because self-learning is one of the accesses compatible with current technological developments, especially during this pandemic. 7. Acknowledgments According to Aishah and Mohd Nazri (2019), storytelling can contribute to children's academic success and emotional well-being. Through the research conducted, students' interest in the lessons presented can be increased because it is easier for them to understand a situation through stories closely related to their daily lives. A study by Lakshmi and Mohd Kipli (2018) found that the storytelling method applied in the form of theatre puppetsincreased cognitive awareness for students with disabilities. At the same time, this method is also found to be able to motivate and increase students' interest in learning. It was also proven that storytelling could improve students' interest and understanding of the properties of conductors and heat insulators (Konstantina, 2018). Most of the results of past studies show that the storytelling method has helped students stimulate their interest in the lesson topic.

343 e-Prosiding SAHiConfEd’22 References Abdul Jamir Md Saad, Ab. Halim Tamuri & A'dawiyah Ismail. (2012, July 3-6). Pembelajaran aktif dalam pengajaran dan pembelajaran berkesan Pendidikan Islam. Pembentangan dalam Persidangan Kebangsaan Pendidikan Islam 2012. Seremban, Malaysia. Aishah binti Abdul Malek & Mohd Nazri Abdul Rahman. (2019). Pendekatan bercerita berasaskan kurikulum berkepelbagaian budaya untuk pembelajaran literasi awal kanakkanak. Jurnal kurikulum & pengajaran asia pasifik. 7(3): 27-34. Alizah Lambri & Zamri Mahamod. (2015). Pengajaran dan pembelajaran Bahasa Melayu berpusatkan pelajar di institusi pengajian tinggi: pelaksanaan dan penerimaan pelajar. Jurnal Personalia Pelajar.18(1):1 – 9 Anita Hassan. (2009). Kesan pembelajaran koperatif terhadap sikap dan pencapaian pelajar dalam mata pelajaran Sejarah. Falkuti Pendidikan, Universiti Kebangsaan Malaysia. Cahyanto, Ashadi & S. Saputro. (2019). Analysis of students' misconceptions based on the use of learning objectives in classification of materials and their properties. Journal of Physics: Conference Series. http://doi:10.1088/1742-6596/1397/1/012019 Derek Cheung. (2018). The key factors affecting students' individual interest in school Science lessons. International Journal of Science Education, 40(1), 1- 23.https://doi.org/10.1080/09500693.2017.1362711 Faizatul Farhana Farush Khan. (2020). Hanya 19 peratus pilih aliran Sains. Berita harian online. https://www.bharian.com.my/berita/pendidikan/2020/05/694083/hanya-19- peratus-pilih-aliran-sains Ferit. K & Yapıcı. (2016). Use of digital storytelling in biology teaching. Universal Journal of Educational Research. 4(4): 895-903. http://doi:10.13189/ujer.2016.040427 Jamalludin Harun & Zaidatun Tasir (2003). Multimedia dalam pendidikan. PTS Publications & Distributors Sdn. Bhd Kementerian Sains, Teknologi Dan Inovasi Sabah. (2021). Hanya 20 peratus pelajar jurusan sains, yang selebihnya anggap ia sukar. https://ksti.sabah.gov.my/ms/clippings/hanya20-peratus-pelajar-ambil-jurusan-sains-yang-selebihnya-anggap-ia-sukar Konstantina Kemou. (2018). Using storytelling to convey Science among deaf pupils in Greece: A class intervention on learning the concepts of Heat and thermal conductivity of materials. http://hdl.handle.net/2077/57433 Lakshmi & Mohd Kipli, (2018). Aplikasi teknik teater boneka dalam memupuk kesedaran kognitif kanak-kanak kelainan upaya. 3rd international music and performing arts conference proceedings. 13-15 November 2018. http://impac2018.upsi.edu.my/images/Proceedings/Lakshmi%20AP%20Permalpaid.pdf Mooreshaven. (2022). Bagaimana masa cerita dapat meningkatkan kemahiran mendengar di kanak-kanak prasekolah. https://ms.mooreshaven.com/how-story-time-can-improvelistening-skills-in-preschoolers-1016 Muhammad Zulfiqar & Anuar Ahmad. (2021). Minat murid terhadap gaya, kaedah pengajaran dan pembelajaran guru dalam pendidikan sejarah. Malaysian journal of social sciences and humanities. 6(2). 211-221. http://doi:10.47405/mjssh.v6i2.676

344 e-Prosiding SAHiConfEd’22 Nor Hasni Mokhtar, Michi Farida Abdul Halim & Sharifah Zurina Syed Kamarulzaman. (2010). The effectiveness if storytelling in enhancing communicative skills. Procedia social and behavioral sciences, 18(2011), 163-169. http://doi:10.1016/J.SBSPRO.2011.05.024 Tuba Demirci & Sema Okur. (2021). The effect of teaching Science through storytelling on students' academic achievement, story writing skills and opinions about practice. Education Quarterly Reviews, 4(2), 562-578. http://doi: 10.31014/aior.1993.04.02.301

345 e-Prosiding SAHiConfEd’22 Exploring Marital Readiness and Satisfaction in Married People Nurliyana Munirah Rosli1 & Siti Nubailah Mohd Yusof2 1,2Faculty of Leadership, Universiti Sains Islam Malaysia Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan Corresponding author: [email protected] Abstract In Malaysia, divorce cases are on the rise. Majority of the divorce cases are filed during the first five years of marriage. Therefore, it leads to the question of whether people are ready for marriage and whether are they satisfied with their marital situation. This study aims to understand marital readiness and marital satisfaction among married individuals who have been married for five years or less and how the former affects the latter. Marital readiness is examined from a retrospective point of view thus, the years of marriage were kept under five years to avoid recall bias. The methodology employed for this study is a qualitative method specifically using a phenomenological approach. Four participants were interviewed using semi-structured interviews guided by the interview protocol that was developed earlier in accordance with the research objectives. The result shows that three participants were partially ready, and one participant was fully ready for marriage. All of them agreed that marital readiness affects marital satisfaction. All respondents have high levels of marital satisfaction and proposed ample aspects that contribute to this. Among the common aspects discovered for marital readiness and marital satisfaction is financial stability, shared religious beliefs, and lastly the right mindset for marriage that led to other aspects for marital satisfaction such as understanding and effective communication, positive attitudes in marriage, acceptance as well as reciprocity and togetherness. Based on these findings, society, counselors, and the relevant authorities may work together to improve the marital situation in the country.

346 e-Prosiding SAHiConfEd’22 Keywords: Marital Readiness, Marital Satisfaction, Divorce, Qualitative, Marital Counselling 1. Introduction The marriage institution is an important component that builds our society today. Based on the family-life cycle which includes various phases such as newly married couples, families with young children, families with adolescents, launching children, and families in later years, a marriage formed up the longest period in the lives of the people. With the fact that the marriage phase dominated most of our lives, it is essential that everyone who decides to get married are ready to do so. Marital readiness is a concept that has been extensively studied by many researchers worldwide such as Elfira (2019); Holman & Li (1997); Carroll et al. (2009); Ghalili et al. (2012). The researchers suggest that marital readiness is an essential aspect to be explored in ensuring a better understanding of married life. Elfira, (2019) supports the idea that marriage preparation is an essential aspect of achieving marital harmony. Individuals can anticipate what will happen if the state of readiness was activated (Holman & Li, 1997). In simple terms, those who are prepared for marriage will take the necessary steps to make sure they are prepared to face challenges in married life prior to entering a marriage. Various works of literature have been examining diverse aspects of marital readiness. These include the role of gender (Elfira, 2019; Abidin, 2019), family background (Puspita Dewi , et a., 2019; Larson et al., 1998; Yu & Kuo, 2016), cultural background (Carroll et al., 2009; Elfira, 2019; Marphatia et al., 2017). Marriage is an important life milestone in which many would long to find the right spouse for themselves. Marital satisfaction is described as the degree to which a person has a positive attitude toward, or positive feelings toward, their marriage partner and relationship (Asif & Saim, 2018). Abidin (2019) described a satisfying marriage through the feelings of harmony, tranquility, and serenity, the contentment of family members, the positive feelings felt from the presence of family, the sense of togetherness, strength, and support as well as the gratitude for having a spouse with admirable attributes. Various works of literature have described marital satisfaction and the factors that contribute to it (Asif & Saim, 2018; Brudek et al., 2018; Crapo et al., 2020; Hania & Amjad, 2016; Noor et al., 2019; Pierce, 2016; Abidin, 2019). Marital readiness and marital satisfaction are both important aspects to inspect when it comes to the discussion about marriage. Although marital readiness is undeniably influenced by various sociodemographic factors, it is also dependent on how people equip themselves with the skills and elements that are required for marriage. Marital satisfaction on the other hand focuses more on one’s attitudes, sense of responsibility as well as effective communication and interaction between spouses.

347 e-Prosiding SAHiConfEd’22 2. Problem Statement In Malaysia, most couples who are divorced file for their divorce during the first year of marriage or at least within the first five years of their marriage (Noor et al., 2019). The first few years of marriage is a critical period whereby couples need to adjust to their new married life where they are different individuals from different family backgrounds with different values and preferences. Having poor communication and conflict resolution skills resulted in temper and heated daily arguments. Arguments linger around various issues, but the financial issue is among one of the biggest causes. Although marital readiness has been widely researched worldwide, most studies on marital readiness or marital satisfaction were done in a quantitative manner using various objective scales that lack the richness of the subjects’ experiences. Thus, in this study, the researcher is interested to investigate in an in-depth manner through a qualitative research design how important marital readiness is, in determining marital satisfaction in couples who are married for five years or less. All married couples would have attended the pre-marital course that has been made compulsory prior to marriage. However, it leads to the question of whether attending pre-marital courses is equivalent to being ready to get married and subsequently, have a satisfying marriage. 3. Research Objectives The main purpose of this study is to explore marital readiness and marital satisfaction among married individuals. From this main purpose, two research objectives are derived which include: i. To understand the meaning of marital readiness and marital satisfaction in married people. ii. To explore the aspects that contributes to marital readiness and marital satisfaction. 4. Materials And Methods In this study, the researcher employed the qualitative approach. The qualitative method has been employed in various study fields which include the social sciences. When researchers found it tedious to analyze human behavior in numerical terms, they turned to qualitative analysis. Since then, qualitative analysis has been used in several fields (Pathak, Jena & Kalra, 2013). According to Kothari (2004), the qualitative method enables researchers to examine various reasons which lead people to act in a certain way or to cause people to like or dislike a certain thing. There are various approaches to executing qualitative research. Qualitative approaches are divided into five categories: ethnography, narrative, phenomenological, grounded theory, and case study (Sauro, 2015). They have some parallels, but their goals and viewpoints are very different. In this study, the researcher used the phenomenological approach to understand the

348 e-Prosiding SAHiConfEd’22 subject matter. A phenomenological approach captures the totality of human experience and the essence of what it means to be human by examining participants' experiences (Mcleod, 2019). In phenomenological research, the lived experiences of participants are defined and interpreted by researchers as they investigate a phenomenon or event (Bandhari, 2020). In phenomenological research, several approaches may be used, including interviews, discussions, participant observation, action research, focus groups, and text analysis (Lester, 1999). The emphasis of the phenomenological method is on a rich explanation of certain aspects of experience, expressed through language (Davidsen, 2013). Thus, the best approach to understanding the experience of marital readiness and marital satisfaction from the viewpoint of married people is to conduct an interview. 4.1 Research Participants In this study, four participants were interviewed in the data collection process. The data collection was discontinued once it had reached its saturation point. The participants in this study were selected based on a few criteria which are as follows as Individuals who have been married under five years, Individuals who are in their first marriage and Individuals who are monogamous. These criteria were selected by the researcher to achieve the objectives of the study. According to the Fifth Malaysian Population and Family Survey 2014 by the National Population and Family Development Board Malaysia (NPFDB), the first five years is the most challenging phase in marriage whereby one-third of divorce cases happen within this period. 4.2 Data Collection In this study, the researcher collected data by carrying out semi-structured interviews with the participants. This method usually entails a conversation between the researcher and the participant, which is guided by an interview protocol and supplemented with follow-up questions, probes, and comments. The method permits the researcher to collect open-ended data, examine deeply personal and occasionally sensitive themes, and explore participant thoughts, feelings, and opinions about a certain topic (Dejonckheere & Vaughn, 2019). Prior to carrying out the interview, the researcher has developed the interview protocol as a guide to the data collection process. The interview protocol is integral in ensuring that the interview sessions were conducted in line with the objectives of the study. The interview sessions were conducted via Zoom video conferencing. Each session took approximately 30 to 60 minutes to complete.

349 e-Prosiding SAHiConfEd’22 4.3 Data Analysis In this study, the researcher employed thematic analysis in analyzing the data collected. Thematic analysis is a technique for recognizing and reporting patterns (Breda, 2016). Firstly, the video recordings of the interviews were transcribed verbatim. Then, the researcher thoroughly read through each transcript before proceeding to open coding. Open coding is when the researcher makes a general initial conceptualization from the data. Then, all words and phrases from the transcripts are examined to erase duplications. These categories are then further refined and reduced into similar categories and subcategories (Burnard et al., 2008). 4.4 Trustworthiness To ensure the trustworthiness of the study, the researcher used expert and member-checking approaches. The raw and processed data obtained were sent for evaluation to two academic staffs’ faculty who is also an expert in the qualitative study. While in member checking, participants are given data or outcomes to check for accuracy and resemblance to their own experiences to safeguard the credibility of the research (Birt et al., 2016). In this study, the researcher sent the coding table that contained the excerpts of interviews that have been coded into different themes and subthemes back to the participants. All of them agreed with the findings and the coding created was reciprocal to what they meant during the interviews. 5. Results This section will first describe the demographic profiles of the respondents and then discusses the themes that emerge from the interview sessions. 5.1 Demographic profiles of participants The information obtained includes age, gender, occupation, years of marriage, and the number of children. This information is presented in the following table. Table 1: Demographic Profiles of the Participants Participant Age Gender Occupation Years of marriage Number of children P1 28 Male Student 5 - P2 28 Female Administrative assistant 1 - P3 27 Male Takaful consultant 2 1 P4 34 Female Lecturer 4 2

350 e-Prosiding SAHiConfEd’22 All the participants are Muslim and Malay. Three of them are in their late 20s (P1, P2, and P3) while P4 is in her mid-30s. Two of the participants are male (P1 and P3) and the other two are females (P2 and P4). One participant (P1) is a full-time postgraduate student while working part-time as a personal assistant. The other three participants are working full time; P2 is an administrative assistant, P3 is a Takaful consultant and P4 is a lecturer at a private institution. All of them have been married between one to five years. Two of them do not have children (P1 and P2) while the other two have children (P3 and P4). P3 has a daughter while P4 has two daughters. 5.2 Findings Based on Research Objectives In this part, the researcher will present the data collected from the interviews according to the research questions of the study. During the interviews, these research questions were answered by participants in their own words, describing their experiences and opinions of marital readiness and marital satisfaction. 5.2.1 Understanding the meaning of marital readiness and marital satisfaction in married people From the interview, four themes appeared dominant in understanding the meaning of marital readiness among married people. The themes are i) Level of marital readiness; ii) Indicator of marital readiness; iii) Financial preparation and iv) psychological preparation. Level of marital readiness When asked about their level of readiness prior to getting married, three participants answered in an ambiguous way whereby they did not clearly say whether they are ready or not. “...normally prior to marriage, people would say they must be prepared right? If we don’t feel, we don’t know we’re ready or not, then just get married” (Participant 1, 28, male) “How do I say this? It’s 50-50. Partly ready, partly not...” (Participant 2, 28, female) “I am not saying I was ready. To me, my principle, we will never know we are ready or not unless we go through it” (Participant 3, 27, male) Participant 4 on the other hand, gave a clearer answer to her level of readiness. “Okay, I was actually quite late to get married. I was already 29 at the time. So, I was ready, actually. But, at the time it was like if it’s meant to be, okay. If it’s not meant to be, I can accept” (Participant 4, 34, female)

351 e-Prosiding SAHiConfEd’22 Indicators of Marital Readiness Despite three respondents were not certain to figure out their level of marital readiness, all of them noticed some signals or signs that indicate that they may have marital readiness to a certain degree. “The thing that made me confident I was ready when I got the support from my parents. My parents told me to proceed. So, this is one thing that made me confident” (Participant 1, 28, male) “…and my husband before we were getting serious, he asked, whether I was sure to marry him? Being a soldier is a bit different. That is the part where the mental preparation must be strong as people said. Before getting married, I was deeply thinking, if this was the right decision. And then, I was like, okay I can proceed. This part (mental preparation), I was really prepared for before marrying him” (Participant 2, 28, female) “In order to know whether we are ready. If we put in the effort, that means we’re ready. But if we don’t put in any effort, we’re just sitting around, stay still, just stay at home doing nothing like people said only to make your body bigger, no effort to prepare for the marriage, then definitely we’re not ready” (Participant 3, 27, male) “Firstly, from the view of life. In the first place, we’re single, then we start to feel like building a family. Feeling like having a companion, feeling to have children. Feeling like planning a future with our own family” (Participant 4, 34, female) Participant 1 interpreted the encouragement from his parents as a sign that he was ready for marriage. Participant 2 on the other hand believed she was ready when she could handle the fact that she was marrying a soldier which means that they will be in long distance relationship and can rarely see each other. Participant 3 gave a refreshing perspective whereby he stated that marital readiness does not come with passiveness. To get there, one must work hard. A person is prepared for marriage if they have made the necessary efforts to get married. Participant 4 proposed that marital readiness is an innate feeling. When she started to feel like having a spouse, having children, and building her own family, that is when she knew that she was ready for marriage. Financial Preparation All respondents agreed that financial preparation is an integral component of marital readiness. Three participants shared their personal experiences in their financial preparation for marriage. “While I was studying (undergraduate years), I joined programs and became a facilitator. So, I made some income at least. I also received a scholarship during my degree year. I managed to save a little bit” (Participant 1, 28, male)

352 e-Prosiding SAHiConfEd’22 “We were engaged for less than a year. So, during the engagement phase, we really budgeted how much would be needed. So, we saved. Then, we did a part-time job to achieve our savings goal. So, while we were saving, we plan to get solemnized after last year’s Eid celebration. However, there was MCO (movement control order). So, the money was not enough yet. But since it was MCO. So, we did save a lot. It is like what we prepared was more than enough, since it was an MCO solemnization” (Participant 2, 28, female) “And one more thing is the financial aspect. Because back then, when I was thinking of getting married, I felt ready. I had money and my partner had money too. But as for preparation for after marriage, we thought it was okay, they will be rezeki (sustenance) after we got married. We felt okay all the preparation is complete. So, for our life after the wedding, we had a small savings. It was not meant for long-term survival but rather a short-term one” (Participant 4, 34, female). On the other hand, Participant 3 gave a more general opinion on financial preparation rather than what he did prior to marriage. “Externally, from a physical point of view, material preparation is also needed. Financial, job. At least have some savings” (Participant 3, 27, male) Despite commenting on financial preparation from different perspectives, i.e., personal experience vs the general idea of it, all four participants agreed that savings are an important element to start a marriage even if it is small Psychological Preparation Three participants mentioned different aspects of psychological preparation that was crucial in building marital readiness. “In my opinion, the responsibility is to care, to care for her. Care for my wife, provide her needs etc.” (Participant 1, 28, male) “It is like I need to set my mind. After getting married, I cannot live with my husband, not like other people. Then, at the same time, I need to understand his work. That means, he is far away, not going to be with me always, on daily basis” (Participant 2, 28, female) “Because when a guy marries a woman, all the responsibility of the woman falls onto the man whereby the man is taking over this responsibility from the father of the woman. So, that is why his responsibility is huge, for a man to step into a marriage. He must know his responsibilities first” (Participant 3, 27, male)

353 e-Prosiding SAHiConfEd’22 Marriage is not only for fun. Psychological preparation is basically how participants prepare their cognition prior to getting married. In relation to marital readiness, both male participants (Participant 1 and Participant 3) focused on preparing themselves to be ready to bear responsibilities since, in Islam, a husband has the role to educate, protect and care for his wife and children. Participant 2 alternatively prepared her mindset in accordance with the nature of her husband’s career as a soldier that requires them to be in a long-distance relationship. Marital satisfaction is not straightforward to define construct. In defining marital satisfaction, all four respondents mentioned various elements causing two subthemes to appear. These include i) reciprocity and togetherness, and ii) admirable traits of their spouses. Reciprocity and Togetherness In this subtheme, reciprocity and togetherness appear to be important in determining marital satisfaction among all participants. It shows that being married, it is important that the presence of the spouse is felt throughout various life scenarios and it should be mutual and reciprocal at the same time. “To me, I am satisfied. I am well-taken care of by my wife, and I am also taking good care of her. It’s like that. There must be give and take” (Participant 1, 28, male) It’s like how he accepted me. I accepted him, and he accepted me. When he has a problem, he would look for me. When I have a problem, I will find him. It’s like that” (Participant 2, 28, female) “Never feel that we’re better that our spouses. When we see their weaknesses, we advise and help them improve. We reflect together. Because Allah has promised good man is for a good woman. This means, that when a couple is married, they are “sekufu” (compatible). This means they both have strengths and weaknesses that Allah brought them together. He matched them so they complement one another” (Participant 3, 27, male) “When you want to plan things, let’s say you already have a partner, you want to plan for your life, you must plan for your life together. You cannot just plan for yourself. Because you already have a partner. If you are single, it’s okay, it’s up to you to do whatever you are planning. But when you already have a partner and want to live together, so you must plan your future together. Like we need to do this, this. Use the word “we” not “I”. Not I want this. It’s “we”. So that when your partner agrees, things will run smoothly. So, you want to live a long life with your spouse, whatever plan you have; you need to start doing together” (Participant 4, 34, female) All the excerpts provide opinions from various angles of reciprocity and togetherness i.e., caring for each other, accepting each other as well as making a future together. It is indeed clear that

354 e-Prosiding SAHiConfEd’22 when a couple is married, they need start building their togetherness and reciprocity to achieve marital satisfaction. Admirable Traits of Spouse Another interesting point that surfaced during the interviews was the admirable traits of the spouse. All participants approved those certain qualities possessed by their spouses contributed to their marital satisfaction. “Maybe from my wife’s hospitality, her caringness. Then, Cooking. Cleaning up the house. Then she cares about health, my health. It’s like that” (Participant 1, 28, male) “Even though he’s far away, he’s always there when I need him. He’s present” (Participant 2, 28, female) “To me it’s just enough when I hear my wife reciting the Qur’an, covering her (aurah) perfectly, caring for our child, etc. And if possible, treat me well. That would be enough for my happiness. She doesn’t have to put on too much makeup. I’m not saying to let her be ugly, it’s not like that, but simplicity is enough. Let her be the coolness of my eyes” (Participant 3, 27, male) “It means he never neglects me. Like some men, they enjoy hanging out with their friends. But he never did. Throughout these four years, he never did. So, I’m like okay. I feel like, he is the right choice. He never hurts me with anything major. None so far. The definition of marital satisfaction is when you get a spouse that understands your situation. Then, most importantly, he is not stingy. he shouldn’t be ungenerous with his energy, not calculative from the financial point of view. Then when it comes to house chores, he helps me. I don’t have to tell him; he knows he needs to help me” (Participant 4, 34, female) Each participant is different thus they have different traits of their spouses that they adore. But all of them agreed that these specific attributes that they find in their spouses are important in determining their happiness and marital satisfaction. 5.2.2 Exploring the aspects that contribute to marital readiness and marital satisfaction Four subthemes emerged based on the participants’ answers. These subthemes include i) Knowledge, ii) Financial, iii) Spiritual Beliefs, iv) Mentality or Mindset.

355 e-Prosiding SAHiConfEd’22 Knowledge Three participants emphasized the importance of knowledge as an aspect that led to marital readiness. Among the knowledge mentioned are religious knowledge, psychological knowledge, and relevant skills in marriage like cooking. “To me, one of them is psychological knowledge. Like when we do counseling, we learn to counsel, it’s more like getting to know ourselves. When we know, for example, the personality is like this, we can face it well right? Because sometimes, nowadays, there are many cases involving psychopaths, right? That is dangerous. We didn’t even know. Maybe there are early symptoms, but when it gets more serious, after becoming husband and wife, it gets worse if not well-controlled. So, one of them is psychological knowledge. (Participant 1, 28, male) “For that matter, we must increase our knowledge regarding marriage, regarding religious teachings, maybe there are things that we don’t know, we should learn. For example, knowledge about menstruation, the state of purity…What knowledge is important? For ladies, it must be cooking right? but it’s okay, after getting married, you can still learn to cook, right? It either you want (to cook) or not” (Participant 2, 28, female) “Is our knowledge regarding marriage sufficient? Maybe our knowledge about marriage is not perfect. But, at least, we must understand the fundamentals of marriage, what is marriage for, the laws regarding marriage, and then the responsibilities of husband and wife. All should complement each other. Internal preparation includes knowledge, preparation like myself as a man, can I guide my wife and later, my children to live with religious values in our family?” (Participant 3, 27, male) Based on these quotes, having certain types of knowledge and skills is essential for an individual to have marital readiness. Financial Despite talking about the financial role from different angles, all four participants agreed that the financial aspect plays an important part in building marital readiness. “One more from the financial aspect. One principle, that we commonly hear right? The wife’s money is the wife’s money, husband’s money is the wife’s money. So, we must be ready, from that point of view” (Participant 1, 28, male) “Firstly, because we are far from each other. So, when we are far, sometimes it’s like yeah, the transport. We need to buy a flight ticket. Sometimes it’s cheap, sometimes it’s expensive. The free ticket is only once a year. One more because when he lives there,

356 e-Prosiding SAHiConfEd’22 it’s okay because he lives in the quarters. I am renting, here. So that needs a lot of money. The rent is quite pricey here. While waiting for the quarters, it can get tough. and then financially, to live here alone, he did give me money. But to live here, the cost is high. Like the house, car, servicing the car, daily meals etc.” (Participant 2, 28, female) “Maybe you don’t need a lot of money, no need. But it should be sufficient, enough to buy good clothes, enough to provide a house, enough to provide...... many more” (Participant 3, 27, male) “Because let says after marriage you don’t have enough money, there will be problems. So, when talking about money, it is important. It will affect your life. When you don’t have enough money, your spouse doesn’t have enough money, you will feel depressed. Then, other things, negative things will happen” (Participant 4, 34, female) All in all, these excerpts provide evidence that a strong financial situation is important for life following marriage, and Participant 4 show highlighted the consequences of financial instability which may affect the marriage situation. Spiritual belief All participants agreed that spiritual belief is an important aspect in determining marital readiness. Three participants proposed the concept of “rizq” (sustenance) as a factor for marital readiness. “One more, be confident with the sustenance that Allah will provide to those who are married. Because sustenance for me can be subjective. Maybe the sustenance is in the form of health, maybe for financial, we can have more resources (to find the money)” (Participant 1, 28, male) “But maybe if financial for example, maybe it’s our “rizq” that we got married during MCO, we didn’t use that much money. But if a lot of money was spent, there may be effects as well” (Participant 2, 28, female) “Our struggle, if we put our sustenance, we trust it’s all decided by Allah. We work as part of our efforts. If it is not for Allah’s mercy, and sustenance that Allah provided but don’t be scared. Because to face marriage, when Allah has set for a person (to get married), he/she will definitely get married at that time. don’t be scared if we don’t have savings, don’t be scared if we don’t have the money now. Our intention to get married, our intention to legalize something that Allah originally prohibited, our intention to follow the sunnah (Prophet Muhammad’s PBUH teaching) to revive the religion, “in shaa Allah” (God willing) Allah will help” (Participant 3, 27, male) “Even though you feel you’re not ready, as a Muslim, we must go back to religion, right? But when God already said that you are ready, it’s just you who feels that you’re

357 e-Prosiding SAHiConfEd’22 not ready. So, (He) give you a spouse. It will, it will happen. Because I have seen, I have seen a few friends’ experiences, and then my own experience. Because before I got married, I once had a broken engagement. At that time, I felt ready to get married. Actually, at the time, God was saying you are not ready yet, you can’t do it yet. So, it was broken. At that time, it was a week till reception, it was very close. then 5 years later, I met my husband. It was very brief. Around 4-5 months, then we got engaged, then after 3 months, we got married. It was quick, so once God says you are ready, He will give it to you” (Participant 4, 34, female) Mentality or Mindset Before stepping into marriage, mental readiness is also one of the crucial preparations that one must have. Three participants emphasized the individual’s mindset about marriage i.e., directions, responsibilities, and difficulties after marriage. “Firstly, when we are about to get married, people said mental, the mindset must be set properly. The direction of marriage, right?” (Participant 2, 28, female) “Responsibilities... are you responsible enough to be responsible for somebody else’s daughter? then you will have your own kids. Are you able to educate your kids to be righteous?” (Participant 3, 27, male) “..because the important thing is our mindset. If our mindset is strong, then we can face any difficulties that await us. When our mindset is fragile, it will affect all our actions” (Participant 4, 34, female) Another participant focused on the importance of being mentally ready to face people’s words and remarks following marriage. “Our mentality. How is our mental readiness? Are we ready when people say “Okay so you’re married, congratulations on your marriage, how long have you been married? How many kids do you have?” People will ask those questions. How do we face these things? Because from what I learned, I always hold onto, for me to feel relaxed every day, we cannot control what people have to say right? But what we can control is how we face these words. We ignore them, or we change topics, because things will not change, will appear again, but in a good way.” (Participant 1, 28, male) All participants are in consensus that a strong mental readiness is important in contributing to marital readiness since it will affect how people will handle responsibilities and challenges following marriage.

358 e-Prosiding SAHiConfEd’22 6. Discussion The participants recalled their own experiences of marital readiness prior to marriage when discussing marital readiness and marital satisfaction. Three participants agreed that one cannot know whether they are ready for marriage until they get married. However, they had some indicators that helped them think that they were ready for marriage such as their own efforts to prepare for marriage, the instinct to have their own family, and getting parental support. While another participant clearly stated that she was ready to get married. This could be due to the age factor since participant 4 was the oldest when making the decision to get married. She was 30 years old at the time, while participants 1, 2, and 3 were 23, 27, and 25 years old. This is consistent with previous research by Carroll et al. (2009) that older people are typically more prepared for marriage. The increase in age leads to better emotional intelligence that mediates individuals’ subjective well-being (Chen et al., 2016). Thus, higher age provides stronger emotional intelligence and subjective well-being which helped individuals to have better marital readiness. All the participants agreed that financial preparation is pertinent in determining marital readiness. Most of them emphasized how they worked hard to find money to build up their savings for their wedding and marriage. This finding is supported by many other studies that highlighted financial readiness as a component of marital readiness (Fitzhugh, n.d.; Holman & Li, 1997; Rahmah & Kurniawati, 2021). This is relevant since according to The World Bank (2020), the cost of living in Malaysia has been increasing due to factors such as large living cost disparities across various parts of the country, poor income growth despite the increase in qualification, small savings, and heavy debt burdens, and lastly shortage of affordable housings. On the other hand, psychological preparation is the process by which people get ready for the various difficulties and responsibilities that come with marriage. According to Kashirskaya et al., (2015), psychological readiness for marriage includes value orientations, marriage motivation, ideas of marital hierarchy, marital attitudes, and expectations as well as ideas of marital relations. In the present study, both male participants focused on preparing themselves to be ready to bear responsibilities as husbands. Even though both husbands and wives have their own set of responsibilities, in Islam, the husband must play the role of a leader in his family. This is described in the Quran, “Men are the caretakers of women, as men have been provisioned by Allah over women and tasked with supporting them financially. And righteous women are devoutly obedient and, when alone, protective of what Allah has entrusted them with. And if you sense ill-conduct from your women, advise them [first], [if they persist,] do not share their beds, [but if they still persist,] then discipline them [gently]. But if they change their ways, do not be unjust to them. Surely Allah is Most High, All-Great” (Surah An-Nisa: 34)

359 e-Prosiding SAHiConfEd’22 Overall, it is clearly seen that all participants are currently satisfied with their marriage situation whereby they rated their marriage with a nine or a ten out of ten when being asked a scale question. They also defined marital satisfaction by two elements which are reciprocity and togetherness and admirable traits of spouses. Reciprocity and togetherness were portrayed in the form of caring for one another, accepting each other’s strengths and weaknesses, always being present and available when needed, and planning as a couple rather than an individual. This is closely related to one of the nine psychological tasks of marriage by Wallerstein (1994) which is building togetherness and creating autonomy. In this task, the couple experience a transition of their identities from “I” to “us”. Togetherness, closeness, and the new identity as a couple are built based on mutual respect and agreement of both husband and wife. Being present means listening attentively followed by responding with empathy and warmth. From the author’s perspective, all the participants have managed to master this task competently together with their spouses which leads to their marital satisfaction. Various aspects that contribute to marital readiness were discovered during the interview process with the respondents. Among the aspects reviewed include knowledge, financial, spiritual beliefs, and mentality. When discussing important knowledge that helped individuals to achieve marital readiness, participants mentioned religious and psychological knowledge, responsibilities in marriage as well as relevant skills like cooking. Ningrum et al. (2021) suggested that knowledge about family life is essential prior to get married while Carroll et al. (2009) proposed that marital readiness is about having familial capacity were young adults transition from being cared for by others to developing competencies to care for others. Thus, attaining the relevant knowledge is the foundation for developing competencies in any area which includes building marital and family competencies which subsequently will contribute to marital readiness. The financial aspect is also important in facilitating people to be ready for marriage. The participants described how money is crucial to supplying basic needs such as food, clothing, shelter, and transport. According to Banton (2021), the cost of living is the sum of money required to cover basic expenses such as housing, food, taxes, and healthcare in a certain location and time. The cost of living is commonly compared between cities and usually, those living in more expensive cities have a higher salary to afford their living. Despite this fact, in Malaysia, the increase in salary is not keeping up with the rise in the cost of living (World Bank Group, 2020). In 2018, Bank Negara Malaysia (BNM) introduced the concept of a living wage (Chong & Khong, 2018). According to BNM, the living wage is an income level needed for a family to afford a minimum satisfactory standard of living, which includes the capacity to participate in society, the chance for personal and family development, and freedom from severe financial strain. It is different from basic minimum wage which is only able to meet basic needs such as food, clothing, and shelter.

360 e-Prosiding SAHiConfEd’22 In conclusion, in today’s fast-evolving world, many couples are struggling with their marriage on top of other challenges that they are facing. This study aims to investigate marital readiness and marital satisfaction among married people. Various aspects of marital readiness and marital satisfaction were discovered, and participants agreed that marital readiness affects the level of marital satisfaction. Three aspects that kept resurfacing throughout the data analysis process are financial, psychological, and spiritual. These elements are found to be important before and after marriage and somehow anchor other findings such as responsibilities, acceptance as well as reciprocity, and togetherness. This research outcome led to the field of counseling specifically pre-marital counseling, marriage and family counseling. In Malaysia, pre-marital counseling is still uncommon. Many couples seek help from marriage counselors but unfortunately only when things are beyond repair. Marital counselors need to create and raise awareness to destigmatize that attending couple counseling is only for divorce. Skills like effective communication, building mutual understanding, and developing positive attitudes may seem straightforward but many individuals lack these skills that affected their marriage. They can learn and master these skills with the aid of marriage counselors, which will likely improve their marital satisfaction. References Abidin, R. Z. (2019). Exploring married Malay couples' conceptions of a satisfying marriage: some implications for the education of family counsellors. IIUM Journal of Educational Studies, 7(2), 73-89. https://doi.org/10.31436/ijes.v7i2.264 Asif, A., & Saim, S. (2018). Trust and marital satisfaction among single and dual career couples. Dubai: MedCrave Group LLC. Banton, C. (2021). Cost of Living Definition. Investopedia.com. Retrieved January 1, 2022. https://www.investopedia.com/terms/c/cost-of-living.asp Bhandari, P. (2020) What Is Qualitative Research? Methods & Examples. https://www.scribbr.com/methodology/qualitative-research Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member Checking: A Tool to Enhance Trustworthiness or Merely a Nod to Validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870 Breda, C., Pinho, Z., Bakas, I., & Durão, F. (2016). Performing a Thematic Analysis: An Exploratory Study about Managers’ Perceptions on Gender Equality. The Qualitative Report, 21(13), 34–47. https://doi.org/10.46743/2160-3715/2016.2609 Brudek, P. J., Steuden, S., & Jasik, I. (2018). Personality traits as predictors of marital satisfaction among older couples. Psychoterapia, 185(2), 5-20. Microsoft Word - ENGver5Brudek_Psychoterapia_2_2018 (kul.pl) Burnard, P., Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Analysing and presenting qualitative data. British Dental Journal 2008 204:8, 204(8), 429–432. https://doi.org/10.1038/sj.bdj.2008.292 C. R., Kotari. (2020). Research methodology methods and techniques. Retrieved from Research Methodology: Methods and Techniques Carroll, J. S., Badger, S., Willoughby, B. J., Nelson, L. J., Madsen, S. D., & McNamara Barry, C. (2009). Ready or Not? Journal of Adolescent Research, 24(3), 349–375.

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363 e-Prosiding SAHiConfEd’22 Academic Advising of DLS 1A Class Using the Google Classroom by Looking at the Results of Feedback Among Students at Politeknik METrO Johor Bahru Hajah Hazlin Binti Jamari1 1Academic Department, Politeknik METrO Johor Bahru, Johor Bahru, Malaysia 1 [email protected] Abstract Faced with the changing needs of COVID-19 pandemic, academic advisors have to shift to alternative academic advising modes. Therefore, the main purpose of this study is to investige the impact of academic advising using Google Classroom as a strategy in assist students for academic advice and to develop their interpersonal skill. This research used classroom action research by selecting students who enrolled this apps which are semester 1A Diploma in Logistics And Supply Chain Management, Politeknik METrO Johor Bahru (PMJB). The research used qualitative, thematic framework approach. Qualitative method through semistructured in-depth interview method was used with key informants of DLS 1A Google Classroom academic advising application users to obtain information to see the extent of their views on the implementation of academic advising through Google Classroom application. The data from this study reveals that it is not impossible to introduce a new way in academic advising using google classroom application. Based on the findings of the study, it is found that several activities related to group guidance and counseling can be implemented online. Besides that, individual counseling as a face to face relationship in which helps students identifying problems and building goals, building solution alternatives, taking action can be built successfully from a counselor. The findings of the study also found that it aims to improve students self-discipline, psychosocial and mental well-being and students' career education. There are only 22 students

364 e-Prosiding SAHiConfEd’22 who took part in this study. This small scale research still able to obtain valuable insights for this study. Keywords: Academic Advising, Action Research, Interactive Discussing 1. Introduction Academic advisor are among the first staff members to interact with first-year students and can serve as important resources for them (Gordon & Habley, 2000). Students turn to their academic advisors for advice. Faced with the changing needs of students resulting from the COVID-19 pandemic, academic advisors are asked by the institution management to shift to alternative academic advising modes to ensure that students receive continuous advising. This remote online advising, however, poses challenges to the academic advisors as they are not accustomed to providing advising services online. (Van, Said, & Khan, 2016b; Van, Said, Rameli, Karim, Tajuddin, & Chai, 2015; Van, Said, Mohd Rameli & Khan, 2018; Van Nguyen, Said, Khan & Ghani, 2017). To ensure that student meetings and supervision can take place, on the initiative of the academic advisor, Google Classroom application is used. This application is secure because registered students will be given access codes to join application. Therefore, class management session went smoothly. Academic advising through the Google Classroom app is an innovative method of advising and its role is very clear in professional development and lifelong learning. Many publications exist on academic advisory systems, but their definitions and implementation vary from place to place. Nowadays, online academic counseling has begun to receive attention by institutions of higher learning since the covid 19 pandemic and is seen as a mechanism that has positive values in shaping the personal and professional development of students who will enter the world of work. At Politeknik METrO Johor Bahru, academic advising through the Google Classroom application was first introduced on March 1, 2021. It was implemented by an academic advisor for the Diploma in Logistics and Supply Chain Management class of the December 2020 study session with 22 students. 2. Background of Problem During the MCO, students were asked to be isolated either at the hostels or they had already returned to their family homes. At the same time, online learning was established and all students can continue their learning processes. The quick shift to the new environment of online teaching and learning, however, raised many questions from the students relating to their studies. To get answers to their concerns, the first person that they contacted was their academic advisors. This is understandable because academic advisors are assigned and attached to students since they are in the first year of their studies. Academic counseling through Google Classroom puts students through five semesters until they graduate. For now, academic counseling through this

365 e-Prosiding SAHiConfEd’22 app has lasted for one semester of the December 2020 session. Therefore, a study needs to be done to see whether academic counseling through this Google Classroom application helps students' at METrO Johor Bahru Polytechnic.Based on the above statements, this study evaluates the role of this application to students’ academic advising. 3. Problem Statement Thus, the problem statement in this research is the extent to which the role of academic advising through the Google Classroom application can helps the academic achievement of DLS 1A class. 4. Research Questions So the questions that need to be answered are: i) What is the role of the Google Classroom application towards academic advising students? ii) ii) What are the issues and challenges faced by students while using academic advice through this application? 5. Significance of the Study The researcher hopes that the study will be able to provide input and assist the management of METrO Johor Bahru Polytechnic in general and in particular for the Department of Polytechnic Studies in forming an academic advisory framework when faced with covid 19 that can be understood by academic advisors to ensure the production of quality polytechnic graduates through implementation the application of academic counseling in teaching and learning. 6. Research Methodology Qualitative method through semi-structured in-depth interview method was used with key informants of DLS 1A Google Classroom academic advising application users to obtain information to see the extent of their views on the implementation of academic advising through Google Classroom application. 6.1 Qualitative research methods: Semi- structured In-depth interviews The qualitative research interview method is a way to get what others feel and think in their own world. Through qualitative interviews, the researcher will be able to understand experiences in which the researcher himself is not involved (Rubin and Rubin, 1995). Semistructured interview techniques will allow people to recount their own experiences and form data full of descriptions (Phillimore and Goodson, 2004). Qualitative research is interpretive research, in which the interviewer acts as a reporter. During the interview, the interviewer will ask questions and the person being interviewed will answer and explain about their views. They

366 e-Prosiding SAHiConfEd’22 will try to make sure the interviewer understands their world (Rubin and Rubin, 1995). In-depth interviews refer to undirected, unstructured, inconsistent and open-ended interviews (Taylor and Bogdan, 1984). Interview guides are often used as a guide to ensure that the researcher will cover the same issues for each interview to compare the data collected (Phillimore and Goodson, 2004). It is unstructured. This guide only reminds the interviewer to ask questions that are relevant within the scope of the study (Taylor and Bogdan, 1984) Interview guides are often formed in different forms to get some things or issues in more detail. 6.2 Justification for Selection of Study Sample To make it easier for researchers to know the significant themes (themes), then, it is very appropriate if a small-scale in this qualitative research study is used. Due to constraints in terms of time and cost, the researcher only selected 22 students of class DLS 1A in PMJB as study participants. The selection of these 22 students must include users who use the app fully. 6.3 Justification for the Selection of Study Participants (respondents) The selection of respondents for the study consisted of respondents who have extensive knowledge of the subject, experience and broad views on the field of study. To obtain information on the level of understanding and readiness in the implementation of academic advising through this application in a limited period of time, in-dept interviews were deemed appropriate. These interviews are more flexible given that the questions are unstructured and non-specific (Frankfort-Nachmias & Nachmias, 1996, p.237). With very little secondary data or past studies to serve as a basis, this study was conducted not to prove or not to prove the theory. Strauss and Corbin (1990, p.23) see this field of qualitative research as grounded theory. A total of 22 respondents were interviewed to assist in the study, i.e. users of this application. 6.4 Qualitative Interview Analysis Methods Qualitative interview methods were analyzed using the framework as presented by Ritchie and Spencer (1994, p.177). The main role of qualitative data analysis has been defined by Ritchie and Spencer as detection and they suggest that analysis must include defining, categorizing, explaining, exploring and mapping. Through this process, the formulations in general can be achieved. The detection of grounded themes was taken from interviews that required data analysis methods that met the need to define concepts, find associations (affiliates) and explanations. At the end of the study a summary of the issues and a proposed strategy will be issued. Data analysis was taken based on 5 steps based on Ritchie and Spencer: i. The raw data was listened to, copied and read to achieve equations. The main ideas are listed according to themes. ii. Theme-based frameworks have been identified through compileable materials. These are especially topics where it has not been determined where the researcher needs feedback first.

367 e-Prosiding SAHiConfEd’22 iii. Data were indexed by applying a theoretical framework. Veal methods for making notes and flagging transcripts have been adopted (Veal, 1992, p.99) iv. Data were taken from the transcripts and arranged according to theme references v. Data and themes go through an interpretation stage to ensure the overall findings are obtained. The views of the informants were cross-referenced to gain an understanding of the various points of view on the themes that have been identified. For the purpose of content analysis, the data is arranged according to the theme framework (thematic framework) in the form of tables. Informant by theme matrices have been drawn/sketched, combined with logical progression based on theme titles. The theme titles were numbered for example from 1 to 14 and were established according to the theme categories in the interviews. Each cell is labeled with a theme for example “location” and related quotations from the transcript, for example “strategic”. In half of the cases, there is more than one theme label where the theme title is thought to cover more than one issue. 7. Literature Review Many studies reported the importance of academic advising in positive relations with students (Drake Jordan, & Miller, 2013; Shaffer, Zalewski & Leveille, 2010; Schulenberg & Lindhorst, 2008; Swecker, Fifolt & Searby, 2013;). Researchers found that effective academic advising can significantly increase the students’ chances of success undergoing higher education challenges (Bahr, 2008; Wiseman & Messitt, 2010; Zhang, 2016). Other studies indicated that for the past many years academic advising has successfully helped students overcome their academic challenges in making the right decision (Gordon, 2006; O’Banion, 1994; Verdier, 1984). During those times, academic advising was set up to enable students to select the most appropriate learning itinerary based on their needs, educational goals, and time availability (Tajuddin, Said, & Nor, 2019; Van, Said, Awang, & Khan, 2016a). The students can always connect with the universities and follow the selected educational itinerary to maintain good achievement and graduate on time (Smith & Allen, 2006). During COVID-19 pandemic, the academic advisors roles to provide remote online advising to students. Based on the abovementioned scenario, this study aims to explore the roles by the academic advisors in rendering remote online advising to support students. (Nohman Khan en Qureshi 2020) With the many challenges during the COVID-19 crisis, higher education institutions can take full advantage of digital technology that covers all fields of studies and academic advising is one of the students’ support system available to embrace digital technology that brings many benefits to students (Kalamkarian, Boynton, & Lopez, 2018). For example, online academic advising allows academic advisors to provide remote students with online learning strategies to enhance their learning experience and to compensate for the reduced campus experience that they were supposed to receive (Dirr, 1999). Having a vibrant remote academic advising program adds value to higher education institutions. The university administrators can

368 e-Prosiding SAHiConfEd’22 mobilize those involved to handle concerns raised by students in a more professional way. Additionally, the presence of online academic advising can ensure that students are connected to their primary academic advisors. 8. Study Findings and Discussion This study has examined the implementation activities of academic advising through the Google Classroom application by looking at the feedback among students. In the results of the analysis, emphasis on the views of key informants, namely DLS 1A students, is given priority. The following is a summary of the findings of the study based on student feedback on academic advising using the Google Classroom application. 8.1 Group Guidance and Advising Activities Based on the findings of the study, it is found that several activities related to guidance and counselling can be implemented online, including the implementation of caring educator practices such as welcoming students' commitment to class attendance, giving appreciation to students, and mentee mentoring programs. Next, there are healthy mind programs such as doing the distribution of e reflection online questionnaires. Career education programs can also be implemented thus being able to open the minds of students in identifying their next interest in career fields that they can choose in the future. Through interviews with DLS 1A class students, this activity was carried out well on a weekly basis according to its activities. 8.2 Individual Guidance and Advising Individual counselling is a one to one relationship between academic advisors and focuses on several aspects of the students' adjustment, development and decision making needs. Individual counselling as a face to face relationship in which a client seeks help from a counsellor. By using the Google Meet app within the Google Classroom app the individual counselling process involves levels of relationship building, exploration, identifying problems and building goals, building solution alternatives, taking action can be built successfully. 8.3 Focus on Student Personality Development Based on the findings of the study, academic counselling using the Google Classroom application helps a lot by focusing on the development and expansion of students' personality. 8.4 Issues and Challenges The findings of the study also found that it aims to improve student’s self-discipline, psychosocial and mental well-being and students' career education.

369 e-Prosiding SAHiConfEd’22 9. Conclusion As a conclusion, from student’s feedback, academic advising through google classroom has had huge impact in advice students individually and/or with groups regarding academic core and/or departmental requirements, appropriate class selection, academic policies and procedures, and campus resources. Reference Bahr, P. R. (2008). Cooling out in the community college: What is the effect of academic advising on students’ chances of success? Research in Higher Education, 49(8), 704-73 Drake, J. K., Jordan, P., & Miller, M. A. (Eds.). (2013). Academic advising approaches: Strategies that teach students to make the most of college. San Francisco, CA: John Wiley & Sons. Gordon, V.N., & Habley, W.R. (Eds.). (2000). Academic advising: A comprehensive handbook. San Francisco: Jossey-Bass Gordon, V. N. (2006). Career advising: An academic advisor's guide. San Francisco, CA: John Wiley & Sons Noaman, A. Y., & Ahmed, F. F. (2015). A new framework for e academic advising. Procedia Computer Science, 65(1), 358-367. Smith, C. L., & Allen, J. M. (2006). Essential functions of academic advising: What students want and get. NACADA Journal, 26(1), 56-66. Tajuddin, N., Said, H., & Nor, F. M. (2019). Relationship between personality traits and preferred academic advising style of Malaysian public university students. Indian Journal of Public Health Research and Development, 10(4), 1359-1364. Van,N.T., Said, H., & Awang Z., Khan, A. (2016a). Students perspective on learning and development outcomes of academic advising at Universiti Teknologi Malaysia. Man in India, 96(1-2), 675-688 Van,N.T., Said, H., & Khan, A. (2016b). Components of an academic advising program standard for Malaysia public universities Man in India, 96(6), 1691-1702 Van,N.T., Said, H., Mohamed Rameli, M. R, Khan, A. (2018). Item analys is for measuring students and academic advisor’s perspective towards the function of academic advising in Malaysian public universities, International Journal of Engineering and Technology (UAE) 7(3.30 Special Issue 30), 269-273. Van, N.T., Said, H., Rameli, M.R.M., Karim, N. A,. Tajuddin, N., & Chai, T.T(2015). Role of academic advising in mitigating the challenges of ethnic minority students at Universiti Teknologi Malaysia. International Education Studies, 8(13), 52-59 Wiseman, C. S., & Messitt, H. (2010). Identifying components of a successful faculty advisor program. NACADA Journal, 30(2), 35–52. Zhang, Y. (2016). An overlooked population in the community college: International students’(in) validation experiences with academic advising. Community College Review, 44(2), 153-170

370 e-Prosiding SAHiConfEd’22 Mengukuhkan Kefahaman Murid Berkeperluan Khas Tahun 4 Bagi Matapelajaran Bahasa Melayu Dengan Menggunakan Aplikasi Mybaca Pkhas Tahun 4 Mohammad Arif b. Ab Samat1 , Alias b. Bakar2 , Nurul Natrah bt Azizan3 , Siti Hajar binti Mat Isa@Halim4 , Nur Farah Anis bt Mat Rawi4 Sekolah Kebangsaan Kurong Hitam [email protected], [email protected], [email protected], [email protected], [email protected] Abstrak Murid-murid Program Pendidikan Khas Integrasi (PPKI) SK Kurong Hitam tahun empat Rajawali yang terdiri daripada enam orang murid lelaki menunjukkan tahap pencapaian yang kurang memberangsangkan didalam mengusai topik didalam mata pelajaran Bahasa Melayu pendidikan khas tahun empat dan menguasai kemahiran membina ayat. Kebanyakan murid sudah mampu menguasai kemahiran mengeja dan membaca suku kata namun mereka agak sukar memahami konsep pembelajaran dan kemahiran membina ayat . Inovasi MyBaca Pkhas Tahun 4 ini bermula dengan pemerhatian dan ujian yang dilakukan oleh guru semasa didalam kelas . Setelah dikenal pasti masalah, guru mula merancang dan menghasilkan satu aplikasi digital untuk membantu memudahkan kefahaman murid dalam subjek Bahasa Melayu. Sebelum inovasi ini dijalankan semua murid mendapat markah di bawah 45% semasa ujian penilaian 1. Namun setelah murid diperkenalkan dengan inovasi ini kesemua murid tahun 4 kelas Rajawali berjaya mendapat markah 50% keatas dalam ujian penilaian 2. Inovasi MyBaca Pkhas Tahun empat ini telah berjaya membantu murid Pendidikan khas didalam memahami topik dan konsep pembelajaran untuk subjek Bahasa Melayu tahun empat dan meningkatkan kemahiran murid didalam membina ayat. Sumber pembelajaran ini boleh diakses oleh murid

371 e-Prosiding SAHiConfEd’22 pada bila-bila masa dengan memuat turun daripada Google Play Store dan mereka boleh membuat latihan yang ada didalam aplikasi ini berulang kali sehinggalah mereka mampu menguasai sesuatu topik. Kata kunci: Pembelajaran Digital, Aplikasi Mobile,Latihan Interaktif,Konsep Pembelajaran 1. Pengenalan Kelas pendidikan khas integrasi bermasalah pembelajaran (PPKI) SK Kurong Hitam telah dibuka pada tahun 2011. Pada mulanya kelas Pendidikan khas ini hanyalah menggunakan kelas biasa yang diubah suai sebelum mendapat bangunan kelas sendiri sekitar tahun 2015. Pada masa sekarang kelas Pendidikan khas di SK Kurong Hitam terdapat tujuh orang guru dan tiga orang pembantu pengurusan murid. Manakala bilangan murid pada tahun 2022 ini adalah seramai 26 orang dengan bilangan empat buah kelas . Terdapat pelbagai kategori murid khas seperti sindrom down, disklesia, hyper aktif, autism dan lembam. Pembinaan aplikasi mobile yang berteraskan pendidikan ini mampu untuk menarik minat murid seiring dengan perkembangan pendidikan masa kini. Dengan ini tercetus idea untuk menghasilkan satu inovasi digital yang diberi nama MyBaca Pkhas tahun 4 dimana objektifnya adalah untuk membantu murid tahun empat pendidikan khas memahami topik yang terdapat didalam dokumen standard kurikulum dan pentaksiran (DSKP) Bahasa Melayu serta membantu murid menguasai kemahiran membina ayat. Inovasi MyBaca Pkhas Tahun 4 ini juga adalah satu langkah kehadapan didalam perkembangan pendidkan digital e-learning (Gadd & Robert, 2010). 2. Sorotan Literatur Kajian yang dijalankan oleh Thian jia Ling dan Ewan Mohd Matore (2020) menyatakan pembelajaran aplikasi mobil bermaksud persekitaran pembelajaran yang berlaku di pelbagai lokasi dengan jangka masa yang tidak terhad dan terdiri daripada bahan pembelajaran yang tidak terkira dari pelbagai sumber melalui alat mudah alih seperti tablet atau telefon pintar. Mojoriti murid mempunyai teknologi mudah alih dan bersedia untuk menjalankan pembelajaran mobil. Mereka juga mempunyai kemahiran mengaplikasikan teknologi mudah alih bagi melakukan aktiviti pembelajaran. Menurut Ahmad Sobri Shuib (2018) didalam Jurnal Pendidikan Dedikasi bahawa persekitaran mobile learning telah dikenalpasti sebagai sebagai kaedah yang baru dan menarik serta mampu mengubah cara manusia belajar. Melalui mobile learning, pembelajaran boleh berlaku melangkaui sempadan bilik darjah, tempat dan masa.. Dapatan kajian beliau menunjukkan kesediaan dan peluang memberi pengaruh yang signifikan terhadap penggunaan mobile learning dan faktor yang perlu diberi perhatian bagi merealisasikan penggunaan aplikasi mobile dikalangan murid sekolah.

372 e-Prosiding SAHiConfEd’22 Mohammed Fauzi Othman (2004) menyatakan bahawa kemajuan teknologi dunia kini telah membawa banyak perubahan terutamanya penggunaan internet dalam bidang pendidikan. Buktinya dapat dilihat melalui transformasi kaedah pembelajaran konvensional telah berupaya menggantikan kepada kaedah teknologi terkini yang lebih interaktif dan menarik. E-Learning adalah salah satu instrumen teknologi pembelajaran yang dapat mengembangkan sistem pendidikan secara meluas tanpa dibatasi ruang dan masa. Muhammad Yaumi (2021)menyatakan pembelajaran menggunakan teknologi atau dikenali sebagai e-pembelajaran merupakan salah satu inovasi dalam sistem pendidikan yang diperbaharui bertujuan untuk menggantikan sistem pendidikan yang sedia ada. Sistem pendidikan yang sedia ada yang menggunakan guna tenaga para pengajar ini masih dapat dipertingkatkan dengan menukar cara penyampaian yang menggunakan stail yang berbeza iaitu dengan menggunakan pendekatan teknologi walaupun hakikatnya sukar untuk mengubah sesuatu yang telah lama. Dapatan kajian oleh Abdul Hadi (2016), M-Learning atau juga dikenali sebagai mobile learning merupakan salah satu kaedah yang dapat memudahkan pelajar melakukan pembelajaran pada waktu dan tempat yang fleksibel. Kaedah ini merupakan konsep baru yang telah diperluaskan dalam proses pengajaran dan pembelajaran yang mampu menarik minat pelajar. Secara keseluruhan, kajian lepas melaporkan bahawa Pelaksanaan pendidikan digital merupakan salah satu elemen dalam pembelajaran abad ke 21 iaitu kemahiran maklumat, media dan teknologi. Ia sejajar dengan anjakan ketujuh PPPM 2013-2025 dalam melaksanakan epembelajaran di mana guru-guru akan mengajar murid-murid melibatkan penggunaan internet. 3. Penyataan Masalah Murid-murid menghadapi masalah untuk memahami konsep pembelajaran Bahasa Melayu dan menguasai kemahiran membina ayat. Kebanyakan murid sudah mampu menguasai kemahiran mengeja dan membaca namun masih lagi lemah didalam membina ayat dalam konteks penggunaan ayat dan tatabahasa dengan betul..Selain itu Murid juga kurang berminat dan tidak bermotivasi untuk belajar secara formal dan kaedah biasa. Pendekatan konvensional dan latih tubi menjadikan murid cepat bosan dan hilang tumpuan. Mereka sukar memahami topik pembelajaran dengan menggunakan kaedah biasa. Bahan yang sedia ada bersifat statik dan aktiviti tidak dapat dipelbagaikan serta kurang menarik minat murid untuk belajar dan meneroka ilmu baru.

373 e-Prosiding SAHiConfEd’22 4. Objektif Kajian i. Mempelbagaikan kaedah PdP supaya lebih menarik perhatian dan minat murid. ii. Mengukuhkan kefahaman murid didalam matapelajaran Bahasa Melay Pendidikan tahun 4. iii. Memberi sumbangan yang bermakna dalam bentuk pengajaran secara digital yang mudah difahami 5. Metodologi Kajian Metodogi kajian telah dilakukan adalah seperti kaedah pemerhatian,analisis dokumen, senarai semak, kaedah temu bual , soal selidik dan juga ujian penilaian 1 dan 2. Hasil daripada kaedah pemerhatian ini guru dapati murid mengadapi masalah untuk memahami konsep pembelajaran yang terdapat didalam DSKP dan kesukaran untuk membina ayat dengan struktur ayat yang betul.Setelah semua data dikumpulkan guru telah merancang untuk membina satu aplikasi mobile yang berteraskan pendidikan untuk membantu murid -murid memahami konsep pembelajaran dan membantu meningkatkan kemahiran membina ayat. Dengan ini terhasillah satu inovasi yang diberi nama MyBaca Pkhas Tahun 4. Guru juga telah membuat satu soal selidik untuk mengetahui maklum balas murid terhadap penggunaan aplikasi mobile untuk tujuan penambahbaikan. Berdasarkan kepada isu yang dihadapi guru telah melaksanakan kajian berdasarkan kaedah Kemmis & Mc Taggart (1988) yang melibatkan proses memerhari, refkeksi, merancang dan Tindakan. Pemerhatian dan refleksi bermula dengan aktiviti PdP didalam kelas, lembaran kerja , buku latihan murid , senarai semak, kaedah temu bual, soal selidik, dan ujian penilaian. Seterusnya guru mula merancang dan membuat tindakan dengan kitaran seterusnya sehinggalah mencapai sasaran yang telah ditetapkan.

374 e-Prosiding SAHiConfEd’22 Jadual 1: Analisis Soal Selidik Yang Telah Dilakukan Berkenaan Maklum Balas Murid Terhadap Penggunaan Aplikasi MyBaca Pkhas Tahun 4 6. Dapatan Kajian Sebelum inovasi ini diperkenalkan murid kelas ppki tahun empat Rajawali sukar memahami konsep pembelajaran didalam subjek Bahasa Melayu . Mereka juga masih lemah didalam kemahiran membina ayat mudah. Didalam ujian penilaian 1 yang mengandungi ujian topikal dan ujian bina ayat, murid tidak dapat menjawab soalan yang diberi dengan baik. Ini dapat dilihat pada markah ujian penilaian 1 dimana kesemua murid mendapat markah bawah 45%.

375 e-Prosiding SAHiConfEd’22 Rajah 1: Menunjukkan Markah Murid Dalam Ujian Penilaian 1 Jadual 2: Markah Murid Kelas 4 Rajawali Didalam Ujian Penilaian 1 Setelah diperkenalkan apklikasi ini murid telah menunjukkan peningkatan didalam ujian topikal dan ujian membina ayat. Ini dapat dilihat didalam markah ujian penilaian 2 di mana kesemua murid telah berjaya mendapat markah 50% keatas. .Walaupun tidak menunjukkan peningkatan yang begitu ketara namun bagi saya peningkatan ini adalah satu kejayaan yang sangat bermakna bagi murid berkeperluan khas. Mengikut teori pembelajaran kognitif dan konstruktif , guru perlu menyediakan bahan bahan yang dapat merangsang minda dan minat murid dan senantiasa diubahsuai mengikut aktiviti yang dijalankan. Guru juga adalah sebagai pemudah cara dan sentiasa menbantu murid dalam aktiviti pembelajarannya. Kaedah

376 e-Prosiding SAHiConfEd’22 pembelajaran dengan sokongan teknologi digital sangat efektif untuk digunakan didalam pengajaran dan pembelajaran terutama melibatkan. Jadual 3: Menunjukkan Markah Murid Bagi Ujian Penilaian 2 Murid Ujian Topikal soalan 1 - 30 Bina ayat soalan 30 - 40 Peratus % markah A 19/30 5/10 60% B 18/30 5/10 57% C 16/30 6/10 55% D 21/30 6/10 68% E F 16/30 19/30 5/10 6/10 53% 63% Rajah 2: Markah Murid Kelas 4 Rajawali Di dalam Ujian Penilaian 2 7. Kesimpulan Kajian ini telah membantu murid berkeperluan khas didalam memahami konsep pembelajaran dan kemahiran membina ayat dengan menggunakan aplikasi MyBaca Pkhas Tahun 4. Dengan aplikasi ini murid lebih mudah faham dan menguasai sesuatu konsep dengan lebih cepat. Aplikasi ini berpotensi diperluaskan keseluruh negara dimana setiap murid boleh mengakses masuk dengan memuat turun aplikasi ini didalam Google Play Store. Dengan menggunakan 0% 10% 20% 30% 40% 50% 60% 70% 80% Murid A Murid B Murid C Murid D Murid E Murid F Perbezaan markah antara Penilaian 1 dan Penilaian 2 Ujian Penilain 1 Ujian Penilain 2

377 e-Prosiding SAHiConfEd’22 aplikasi ini murid lebih mudah untuk belajar dan mengulangkaji topik yang telah diajar oleh guru. MyBaca Pkhas Tahun 4 ini sangat mudah untuk digunakan . Murid boleh memuat turun melalui telefon pintar Android didalam Google Play Store. Apabila sudah dimuat turun murid boleh mula menggunakannya membaca nota dan contoh ayat berdasarkan DSKP Bahasa Melayu tahun empat dan seterusnya murid boleh membuat latihan mengikut topik yang disediakan. Aplikasi ini juga sesuai unutk digunakan untuk kelas aliran perdana, pra sekolah dan kelas pemulihan khas.Saya juga telah membuat satu soal selidik berkenaan maklum balas murid terhadap apklikasi yang telah digunakan dan ini dilihat didalam jadual dibawah. 8. Cadangan Kajian Perkembangan Revolusi Industri 4.0 (IR4.0) memberikan kesan secara langsung kepada pelbagai bidang termasuk bidang pendidikan yang berkonsepkan teknologi digital dimana ianya menjadi asas kepada penyediaan sistem pendidikan bertaraf global. Inovasi pembelajaran digital juga dapat membantu murid untuk mempelajari sistem teknologi maklumat dan pembelajaran secara digital untuk persediaan pada masa hadapan. Bagi cadangan kajian selanjutnya saya bercadang unutk membina satu aplikasi digital pendidikan bagi membantu murid Pendidikan khas tahun dua menguasai kemahiran mengeja dan membaca dengan menggunakan elemen gamifikasi bagi menarik minat murid untuk belajar sambil bermain. Rujukan Praticia Pulliam Phillips (2010). ASTD Handbook Measuring and Evaluating Training American society for Training & Development, United States of America. Irham, W. (2018). Peningkatan Hasil Belajar Siswa dengan Pembelajaran Kooperatif dan Talenta Conference Series Peningkatan Hasil Belajar Siswa dengan Pembelajaran Kooperatif dan Penggunaan Media Animasi Komputer. Talenta Conference: Science & Techonology, 2 (1), 5 – 7. https://doi.org/10.32734/st.v2i1.350. Ahmad Sobri Shuib, Muhammad Nidzam Yaakob & Azizah Sarkowi (2018) Pengaruh pengalaman teknologi, peluang dan kesediaan terhadap penggunaan mobile learning di institut pendidikan guru zon utara. Jurnal Penyelidikan Dedikasi, 14, 143-166. Ling, T. and Mohd Matore, M. E. @ E. (2020). “Kesediaan Guru dan Pelajar Terhadap Pembelajaran Mobil dalam Pembelajaran dan Pemudahcaraan (PdPc): Sorotan Literatur Bersistematik”, Malaysian Journal of Social. Mohammaed Fauzi Othman (2004). Tahap persediaan pelajar dalam menggunakan pembelajaran elektronik atau e-learning sebagai alat pembelajaran: satu kajian, Universiti Teknologi Malaysia. Faridah Abdul Rashid (2010) Cabaran Penyelidikan dan Pendidikan dalam Era Digital. Universiti Sains Malaysia. Prof. Dr. Muhammad Yaumi, M.Hum., M.A.(2021). Media dan Teknologi Pembelajaran Edisi Kedua. Prenadamedia Group, Indonesia.

378 e-Prosiding SAHiConfEd’22 Fariza Khalid (2017). Gamifikasi : Konsep dan implikasi dalam pendidikan. Universiti Kebangsaan Malaysia. Wan Zaleha binti Wan Jusoh, Mathan a/l Balaraman, Looi Kam Fatt, Yap Thin Peng.(2018) Asas Sains Komputer Tingkatan 3. Kementerian Pendidikan Malaysia. Mohd Norakmar Omar, Siti Noor,Ts Dr Mohan Rathakhisnan. (2021) Penggunaan Teknologi Mudah Alih Bagi Menjana Pembelajaran Digital Semasa Perintah Kawalan Pergerakan (PKP). Universiti Utara Malaysia. Seng Thah (2007). Perkembangan Terkini Dalam Kajian Tindakan. Bahagian Perancangan Dan Penyelidikan Pendidikan, Kementerian Pelajaran Malaysia. Mohd Ridzuan Md Nasir ( 2021). Asas Laporan Kajian Tindakan dan Inovasi ,edisi kedua .Kota Bharu : Menhajj Resources Sdn Bhd. Kemmis, S.& Mc Taggart.R.,(1988). The action research planner, 3rd ed. Victoria, Australia : Deakin University Press Kementerian Pendidikan Malaysia. (2008). Manual kajian Tindakan, edisi ketiga. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pendidikan Malaysia Othman Lebar .(2015). Kajian Tindakan dalam Pendidikan: teori dan amalan Tanjung Malim : Penerbit Universiti Pendidikan Sultan Idris.

379 e-Prosiding SAHiConfEd’22 Pemerkasaan Pendidikan Dalam Kalangan Murid Orang Asli: Peluang Dan Cabaran Norizan Mamat1 1Sekolah Menengah Kebangsaan Sungai Tong, Terengganu [email protected] Abstrak Pendidikan Orang Asli merupakan antara agenda yang diberi perhatian dalam pelan peningkatan kualiti pendidikan negara. Namun, isu berkaitan dengan keciciran dalam kalangan murid Orang Asli masih lagi dibincangkan dalam usaha menyediakan etnik Orang Asli menerima pendidikan yang sesuai dan berkualiti. Berhubung dengan isu berkenaan artikel ini memberi fokus terhadap cabaran-cabaran yang dihadapi oleh guru-guru di sekolah Orang Asli. Kajian dilaksanakan di Sekolah Kebangsaan Sungai Pergam menggunakan kaedah kualitatif yang berbentuk kajian kes. Data kajian dikumpul melalui kerja lapangan melibatkan lapan orang guru, murid-murid Orang Asli, pentadbir sekolah, wakil JAKOA dan penduduk setempat. Data kajian menggunakan teknik pemerhatian ikut serta, analisis dokumen dan temu bual melalui teknik pensampelan bertujuan. Data kajian dianalisis menggunakan perisian NVivo Plus. Hasil kajian menemukan bahawa guru-guru berhadapan dengan cabaran yang berkait dengan penguasaan kemahiran membaca, menulis dan mengira (Kemahiran 3M), masalah literasi Bahasa Melayu, pengaruh bahasa ibunda, masalah penggunaan Kurikulum Asli Penan (KAP) dan pengaruh persekitaran. Hasil kajian menunjukkan bahawa pendidikan Orang Asli perlu diperkasa melalui peningkatan kualiti pedagogi guru serta kerja sama antara pihak yang terlibat dengan pendidikan Orang Asli.

380 e-Prosiding SAHiConfEd’22 Kata Kunci: Pendidikan Orang Asli, Cabaran dalam Pengajaran dan pembelajaran Bahasa Melayu, Murid Orang Asli, Sungai Pergam. 1. Pengenalan Pendidikan kanak-kanak Orang Asli telah bermula sejak zaman British dan selepas Perang Dunia Kedua di bawah kendalian Jabatan Hal Ehwal Orang Asli (JHEOA) sebelum ianya diambil alih oleh pihak kerajaan sepenuhnya bermula tahun 1980an. Hak pendidikan untuk kanak-kanak Orang Asli juga termaktub dalam Akta Orang Asli 1954 (Akta 134-Artikel 17 Orang Asli tidak boleh dilarang masuk ke mana-mana sekolah). Revolusi industri yang mula berkembang sehingga kini memasuki revolusi industri 4.0 secara tidak langsung memberi impak besar terhadap masyarakat Orang Asli khususnya dalam bidang pendidikan. Sebahagian kanakkanak Orang Asli mampu menerima anjakan paradigma baharu dalam memelihara mutu ilmu dan gaya kehidupan baharu. Namun, sebahagian besar kanak-kanak Orang Asli terus dibelenggu dengan isu pencapaian akademik yang rendah, masalah ekonomi, literasi dan psikososial masyarakat Orang Asli, (Ramle 2012, Ramle 2014, Muhamad Nazri, 2019). 2. Pernyataan Masalah Matlamat Pendidikan Kebangsaan adalah untuk menyediakan perkhidmatan pendidikan yang berkualiti kepada warga Malaysia tanpa mengambil kira sosio budaya, kelas sosial, kelompok etnik, amalan dan cara hidup (KPM, 2017). Maka, pendidikan kanak-kanak Orang Asli turut menjadi agenda nasional selaras dengan dasar UNESCO (2010). Selaras dengan agenda ini, kerajaan Malaysia bersama Kementerian Pendidikan Malaysia (KPM) telah melaksanakan pelbagai transformasi untuk meningkatkan pencapaian pendidikan murid orang Asli. Pada tahun 2007 KPM telah memperkenalkan Kurikulum Asli Penan (KAP) di sekolah Orang Asli. Melalui Pelan Pembangunan Pendidikan Malaysia (2013-2025) Anjakan 2, peningkatan tahap pencapaian pendidikan dalam kalangan murid Orang Asli menjadi antara agenda utama KPM untuk meningkatkan tahap pendidikan komuniti Orang Asli pada abad ini. Pedagogi guru terhadap murid Orang Asli turut diberi keutamaan khususnya dalam aspek kualiti pengajaran dan pembelajaran. Hal demikian kerana, pihak kerajaan menyedari bahawa pendekatan pengajaran yang dilaksanakan oleh guru memberi impak yang besar dalam kalangan murid. Namun begitu, sehingga ke hari ini pendidikan kanak-kanak Orang Asli masih lagi berhadapan dengan pelbagai isu dan cabaran. Isu keciciran kanak-kanak Orang Asli dalam arus persekolahan masih lagi wujud walaupun mengalami penurunan dari tahun 2006 (34.50%) hingga 2009 (29.9%), (JAKOA, 2011). Dalam tempoh 10 tahun (2001 hingga 2010) seramai 693 Orang Asli berjaya menamatkan pengajian di institusi pengajian tinggi awam (IPTA). Secara purata serama 69 orang setiap tahun dan jumlah tersebut masih kecil berbanding dengan jumlah murid pada keseluruhannya (Ramle, 2014). Selain itu, masih terdapat komuniti Orang Asli yang menolak pendidikan kebangsaan disebabkan kurikulum yang tidak relevan dengan kehidupan mereka dan ketidaksesuaian pedagogi dengan sosio budaya masyarakat Orang Asli (Yusoff, 2011, SUHAKAM, 2011). Isi kandungan kurikulum yang memberi penekanan kepada

381 e-Prosiding SAHiConfEd’22 akademik yang meminggirkan keperluan kehidupan masyarakat orang Asli dan ketidaksesuaian kandungan pelajaran dengan keperluan murid Orang Asli (Hasmah Abdul Manaf et al., 2011). Kajian-kajian yang dijalankan berkaitan dengan Orang Asli banyak memberi tumpuan kepada aspek kesihatan, undang-undang, ekonomi dan pembangunan. Sehingga kajian ini dilaksanakan, penumpuan kajian-kajian lepas terhadap masalah-masalah tentang pengajaran guru di sekolah Orang Asli masih belum meluas dilaksanakan. Maka, kajian ini dilaksanakan untuk memahami cabaran yang dihadapi oleh guru guru di sekolah orang Asli. Kajian ini berasaskan Model Pembangunan Pendidikan GPILSEO (goals, pedagogy, institution, leadership, spread, evidence) yang dibangunkan oleh Russell Bishop et al., 2010). 3. Objektif Kajian Kajian ini dilaksanakan berdasarkan kepada dua objektif berikut: i) Memahami cabaran yang dihadapi oleh guru-guru di sekolah Orang Asli. ii) Mencadangkan pendekatan efektif untuk meningkatkan pendidikan kanak-kanak Orang Asli. 4. Persoalan Kajian Bagi memenuhi objektif yang ditetapkan, kajian kes yang dijalankan ini bertujuan untuk mendapatkan jawapan bagi persoalan kajian berikut: i) Apakah cabaran yang dihadapi oleh guru-guru di sekolah Orang Asli? ii) Apakah pendekatan efektif yang perlu dilaksanakan dalam meningkatkan pendidikan kanak-kanak Orang Asli?. 5. Kajian Literatur Kajian literatur berkisar tentang penekanan KPM terhadap pedagogi guru dalam mendidik anakanak Orang Asli di sekolah. Agenda ini merupakan usaha untuk membantu anak-anak Orang Asli menguasai mata pelajaran yang diajar oleh guru di sekolah. Berkaitan dengan pendidikan kaum Orang Asli juga Noraida & Noor ‘Ashikin (2010) mendedahkan bahawa kegagalan anakanak Orang Asli menguasai Bahasa Melayu dengan baik menyebabkan anak-anak Orang Asli turut ketinggalan dalam mata pelajaran lain yang diajar oleh guru di sekolah. Berkait dengan impak perubahan dalam sistem pendidikan komuniti masyarakat Orang Asli juga kajian daripada pengkaji-pengkaji tempatan menunjukkan peningkatan pencapaian akademik dalam kalangan murid Orang Asli masih lagi berada pada tahap yang membimbangkan. Kajian Ramle et al., (2013) terhadap murid Orang Asli di Kelantan menunjukkan bahawa pencapaian murid Orang Asli masih pada tahap tidak memberangsangkan. 67% murid Orang Asli masih tidak dapat menguasai dengan baik. Kajian

382 e-Prosiding SAHiConfEd’22 Ramle et al., (2014) sekali lagi menemukan bahawa 75% daripada 115 orang murid di Sekolah Kebangsaan Sungai Berua menghadapi masalah pertuturan dalam Bahasa Melayu dan terlibat dengan masalah literasi Bahasa Melayu yang hebat. Kajian Mohd Hasani Dali & Abdul Sukor (2012) menemukan hasil dapatan yang sama apabila terdapat hampir lapan hingga 10 orang murid dalam setiap kelas tidak dapat membaca dan menulis dengan baik. Kedudukan Bahasa Melayu adalah sebagai bahasa kedua kerana pengaruh bahasa ibunda yang kuat dalam kalangan murid Orang Asli. Walaupun pihak kerajaan telah berjaya menaik taraf kehidupan dan infrastruktur masyarakat Orang Asli namun, isu keciciran dalam kalangan anak-anak Orang Asli masih lagi berlaku dan guru-guru yang mengajar anak-anak Orang Asli masih lagi berhadapan dengan pelbagai cabaran yang melingkari kehidupan anak-anak orang Asli, (Nicholas. C. 2007, Singh, N. K., & Reyhner, J. 2013, Ramle et al., 2014, Suhaimi, 2012). Pada tahun 2016 jumlah murid Orang Asli di sekolah menengah adalah 27,603 dan jumlah murid Orang Asli yang menyambung pelajaran ke peringkat ijazah seramai 173 orang (JAKOA, 2017). Jumlah tersebut menunjukkan bahawa tahap pendidikan Orang Asli masih perlu dibangunkan kerana jumlah anak Orang Asli yang menyambung pelajaran masih kecil berbanding dengan jumlah sebenar murid Orang Asli di bangku persekolahan (Norizan, 2018). 6. Metodologi Kajian ini merupakan kajian kualitatif yang bersifat kajian kes. Lokasi kajian di Sekolah Kebangsaan Sungai Pergam (SKSP), dalam daerah Kemaman, Terengganu. Sampel kajian terdiri daripada lapan orang guru, lima orang murid orang Asli, dua orang pentadbir sekolah, wakil Jabatan Kemajuan Orang Asli (JAKOA), ibu bapa murid Orang Asli dan dua orang pemimpin setempat. Kaedah pengumpulan data dilaksanakan melalui teknik temu bual secara berkumpulan, pemerhatian ikut serta dan analisis dokumen. Data kajian dianalisis menggunakan perisian Nvivo Plus. Kajian ini berasaskan Model Pembangunan Pendidikan GPILSEO (goals, pedagogy, institution, leadership, spread, evidence) yang dibangunkan oleh Russell Bishop et al., (2010). Walau bagaimanapun, kajian ini memberi fokus terhadap cabaran-cabaran yang dihadapi oleh guru-guru di sekolah Orang Asli yang kuat mempengaruhi pencapaian murid Orang Asli pada abad ini (Ramle et al., 2014, KPM, 2013). Lokasi kajian ini ditunjukkan dalam rajah 1 seperti berikut;

383 e-Prosiding SAHiConfEd’22 Rajah 1: Lokasi SKBP dan Perkampungan Orang Asli Sungai Pergam Sumber: Ramle (2014) Merujuk kepada maklumat dalam rajah 1, SKSP terletak di tepi lebuh raya Jerangau Jabor dalam daerah Kemaman, Terengganu. Jarak sekolah ini kira-kira 45 kilometer dari bandar Kuantan dan 55 kilometer dari bandar Chukai, Kemaman. Perjalanan melalui lebuh raya akan mengambil masa selama 60 minit untuk sampai ke PPD Kemaman. Sekolah ini terletak berhampiran dengan perkampungan Orang Asli Pergam iaitu di tepi lebuh raya Jerangau Jabor dengan jajaran Lebuhraya Pantai Timur yang telah siap sepenuhnya sekarang. Sekolah ini juga terletak di tengah-tengah antara Felda Neram dan bandar Cheneh Baharu. Bangunan sekolah yang berada dalam jarak 40 meter dengan jalan raya memudahkan pengunjung untuk sampai ke SKSP. SKSB pula mula dibina pada tahun 1974 oleh Jabatan Hal Ehwal Orang Asli (JHEOA). Terkini jumlah guru di SKSP adalah seramai 11 orang dan mempunyai seramai 61 orang murid Orang Asli. 7. Dapatan Kajian Hasil kajian ini berfokus kepada cabaran-cabaran yang dihadapi oleh guru-guru berkaitan pelaksanaan pengajaran dan pembelajaran dalam kalangan murid Orang Asli. Penjelasan tentang cabaran yang ditemukan melalui kajian ini adalah seperti berikut: a) Masalah Penguasaan Kemahiran Membaca, Menulis dan Mengira (3M) Hasil temu bual, pemerhatian ikut serta analisis dokumen yang telah dibuat kajian mendapati sebahagian daripada murid di sekolah ini buta huruf dan terlibat dengan kelas pemulihan. Secara tidak langsung, murid terlibat dengan masalah literasi Bahasa Melayu. Hal ini menyebabkan murid Orang Asli tidak dapat menguasai isi pembelajaran dengan baik. Kesan daripada masalah buta huruf tersebut, pelaksanaan pengajaran guru lebih kepada kemahiran membaca dan menulis bagi murid dari tahun 1 hingga murid tahun 6. Kelemahan murid dalam aspek kemahiran 3M ditunjukkan dalam jadual 1 seperti berikut:

384 e-Prosiding SAHiConfEd’22 Jadual 1: Penguasaan Kemahiran 3M di SK. Sungai Pergam Tahap Bil Murid Jumlah Murid yang Belum Menguasai Kemahiran 3M Tahun 1 09 7 Tahun 2 08 5 Tahun 3 12 2 Tahun 4 07 0 Tahun 5 14 3 Tahun 6 11 2 Jumlah 61 19 Sumber: SK. Sungai Pergam (2021) Merujuk kepada data penguasaan kemahiran 3M dalam jadual 1, penguasaan kemahiran 3M dalam kalangan murid di SKSP masih wujud. Hampir setiap kelas terdapat murid yang mengalami masalah buta huruf. Berdasarkan data yang diperoleh 31.14% murid yang belum menguasai kemahiran 3M. Kegagalan murid menguasai kemahiran 3M sudah pasti memberi kesan kepada penguasaan Bahasa Melayu dan mata pelajaran lain kerana Bahasa Melayu merupakan medium interaksi yang utama digunakan oleh guru dalam proses pengajaran dan pembelajaran, (Sharifah Nor Puteh & Aliza Ali, 2012). b) Masalah Literasi Bahasa Melayu Hasil kerja lapangan di lokasi kajian turut menemukan bahawa guru-guru Bahasa Melayu di SKSP berhadapan dengan masalah literasi dalam kalangan murid Orang Asli. Kemampuan murid untuk berkomunikasi menggunakan Bahasa Melayu agak terbatas. Masalah literasi adalah impak daripada kelemahan murid dalam penguasaan kemahiran 3M. Hasil temu bual bersama guru-guru dan pihak pentadbir dapat ditunjukkan dalam jadual 2 seperti berikut: Jadual 2: Tahap Literasi Murid Orang Asli Tahap Bil Muri d Literasi Bacaan Kemampuan Bertutur dengan Bahasa Melayu Kemampuan Menulis Bahasa Melayu dengan Baik Kemampuan Berkomunikasi Dua Hala Kemampuan Menyatakan Maksud dan Penggunaan Perkataan Bahasa Melayu Tahun 1 09 2 8 2 9 1 Tahun 2 08 3 8 3 8 2 Tahun 3 12 10 12 8 12 5 Tahun 4 07 7 7 5 7 4 Tahun 5 14 11 14 9 14 6 Tahun 6 11 9 11 7 11 5 Jumlah 61 42 60 34 61 23 Sumber: Kajian Lapangan (2021)

385 e-Prosiding SAHiConfEd’22 Merujuk kepada jadual 2, sebanyak 60 orang murid mampu bertutur dengan Bahasa Melayu dan sebanyak 61 orang murid dapat berkomunikasi secara dua hala. Namun begitu, seramai 42 orang (68.8%) daripada 61 jumlah murid masih lemah dalam literasi bacaan dalam Bahasa Melayu. Seramai 34 orang (55.7%) mampu menulis dengan baik dan hanya 23 orang murid (37.7%) mampu menyatakan maksud dan perkataan dalam Bahasa Melayu. Dapatan menunjukkan sebahagian besar daripada jumlah murid di SKSP berhadapan dengan masalah tidak dapat menerjemahkan kosa kata Bahasa Melayu mengikut konteks penggunaan semasa berkomunikasi menggunakan Bahasa Melayu. Penemuan kajian ini selari dengan dapatan pengkaji-pengkaji sebelum ini Ramle (2014), Muhammad Juhdi (2009), Mohd Hasani, (2012) bahawa murid Orang Asli berhadapan dengan masalah literasi dalam Bahasa Melayu iaitu seramai 42 orang (68.9%) murid di SKSP berdepan dengan masalah literasi Bahasa Melayu. Berdasarkan pemerhatian ikut serta bersama guru di dalam kelas juga didapati kemampuan murid bertutur dalam Bahasa Melayu semua tahap murid dari tahun 1 hingga tahun 6 masih lemah. Masalah literasi ini memberi cabaran yang hebat kepada guru-guru Bahasa Melayu khususnya dalam aspek penulisan karangan (Mahzan, 2003, Norizan, 2019). Ketidakupayaan murid memahami konsep perkataan dalam Bahasa Melayu menyebabkan murid tidak dapat mengimplikasi Bahasa Melayu dalam penulisan karangan dengan baik. Cabaran ini telah pun didedahkan oleh pengkaji lain seperti Mohd Hasani (2012), Johari & Nazri (2007) bahawa kemampuan anak-anak Orang Asli bertutur dan menulis dalam Bahasa Melayu terhad kepada beberapa perkataan yang mudah sahaja. c) Pengaruh Bahasa Ibunda Murid-murid Orang Asli yang terlibat dengan kajian ini kebanyakannya berkomunikasi dengan bahasa ibunda mereka iaitu Bahasa Semaq Beri. Bahasa Melayu hanya digunakan semasa berinteraksi dengan guru di dalam kelas. Hasil kajian lapangan selama di lokasi kajian mendapati bahawa Bahasa Semaq Beri merupakan bahasa pertama yang digunakan oleh semua murid di SKSP dari tahun 1 hingga tahun 6. Bahasa ibunda ini turut digunakan semasa perbincangan bersama rakan walaupun semasa proses pengajaran dan pembelajaran Bahasa Melayu berlangsung di dalam kelas. Hasil temu bual dan pemerhatian mendapati bahawa Bahasa Melayu hanya digunakan oleh murid semasa berkomunikasi bersama guru. Dapatan kajian ini selari dengan pengkaji-pengkaji tempatan iaitu Ramle et al., (2014), Mohamad Johdi (2009), Suhaimi (2012) bahawa penggunaan bahasa ibunda dalam kalangan murid Orang Asli di sekolah adalah impak daripada pengaruh penggunaan bahasa ibunda di rumah. Penguasaan bahasa ibunda secara tidak langsung telah menjadikan Bahasa Melayu sebagai bahasa kedua bagi murid murid Orang Asli di SKSP. d). Masalah Penggunaan Modul Kurikulum Asli Penan (KAP) Guru-guru di lokasi kajian juga berhadapan dengan cabaran penggunaan modul KAP dalam proses pengajaran dan pembelajaran. Meskipun KAP telah melalui beberapa siri penambahbaikan namun, hasil kajian lapangan mendapati bahawa penggunaan KAP khususnya dalam kalangan guru Bahasa Melayu di SKSP adalah terhad kerana masih terdapat murid yang lemah dalam kemahiran 3M. Berikut adalah transkripsi temubual bersama peserta kajian.

386 e-Prosiding SAHiConfEd’22 “Saya dan guru-guru Bahasa Melayu di sini jarang menggunakan KAP sebab tahap KAP bagi sekolah sini aras tinggi sebab budak-budak kita ada yang tidak boleh kuasai 3M. Kalau guna KAP cikgu kena ubahsuai juga dengan tahap murid (R: 1) “Saya 3 kali hadir taklimat KAP tapi apabila balik ke sekolah, macam sedia ada juga, guruguru kena guna cara sendiri ajar mereka. Kalau di sekolah Orang Asli yang lain mungkin KAP boleh guna tetapi, di SKSP penggunaan KAP terhad, seingat saya sudah dua tahun saya tidak menggunakan KAP” (R: 2) “Bagi saya elemen dalam KAP tidak sepenuhnya membantu guru dalam proses PdP, elemen yang terkandung dalam KAP bersifat kemahiran asas. Sedangkan kami di sisni berhadapan dengan murid-murid yang lemah kemahiran 3M, elemen dalam KAP tidak sepenuhnya membantu kami menerapkan kemahiran 3M kepada murid” (R:3) Sumber: Kajian Lapangan (2021) Hasil kajian ini bukanlah menidakkan kejayaan modul KAP dalam meningkatkan pencapaian pendidikan anak-anak Orang Asli, namun berdasarkan transkripsi temu bual menunjukkan bahawa modul KAP masih tidak dapat diaplikasikan sepenuhnya di sekolah Orang Asli di Terengganu. Kesediaan guru-guru Bahasa Melayu untuk mengubahsuai KAP dengan aktiviti pengajaran di dalam kelas merupakan suatu desakkan yang menyukarkan guru kerana pada masa yang sama pengajaran guru juga harus memenuhi kurikulum yang telah ditetapkan dalam Kurikulum Standard Sekolah Rendah (KSSR). Masalah penggunaan KAP di sekolah Orang Asli yang lain juga turut disentuh oleh Ramlah & Sharifah et.al., (2012) bahawa guru-guru terpaksa mengubahsuai elemen yang terkandung dalam KAP dengan keperluan murid di sekolah. e) Pengaruh Persekitaran Guru-guru juga berhadapan dengan cabaran yang melingkari kehidupan murid Orang Asli yang menyebabkan usaha guru-guru dan pihak sekolah dalam memperkasakan pendidikan dalam kalangan murid Orang Asli terhalang. Ketiadaan sokongan daripada keluarga menyebabkan menyukarkan proses pengajaran dalam kalangan guru. Ketiadaan sokongan keluarga menyebabkan masih terdapat murid Orang Asli yang tidak bersekolah dan ahli keluarga juga tidak memberikan contoh atau model kejayaan kepada anak-anak Orang Asli. Terdapat juga murid yang berjaya ke sekolah menengah tetapi tidak hadir ke sekolah dan tidak dapat dikesan, (Mohd Asri, 2012, Norizan et al., 2018). Walaupun peratus kehadiran murid ke sekolah telah meningkat dari 40-50% ke 86% antara tahun 2015 hingga 2020 namun, peningkatan tersebut hasil daripada usaha pihak sekolah menjemput murid yang tidak hadir ke sekolah. Hasil temu bual bersama guru-guru di SKSP, pihak pentadbir dan guru-guru menjemput murid di rumah pada setiap pagi telah menjadi amalan. Hasil temu bual juga mendapati bahawa terdapat

387 e-Prosiding SAHiConfEd’22 sokongan daripada pihak Majlis Agama Islam dan Adat Melayu (MAIDAM) dan Pejabat Pendidikan Daerah (PPD) Kemaman melalui program makanan percuma kepada murid-murid. Usaha ini dilaksanakan untuk menarik minat murid ke sekolah. Begitu juga dengan usaha guruguru yang telah memberi hadiah terhadap murid yang memberi komitmen yang baik dalam pelajaran. Namun, masalah dalam pembelajaran dalam kalangan murid masih berlaku. Pemberian hadiah adalah usaha untuk menarik minat murid untuk mereka hadir ke sekolah. Data kajian ini selari dengan Teori Pavlov bahawa bahan rangsangan dapat mengatasi masalah pembelajaran dalam kalangan murid (Amir Awang, 1986). Hasil pemerhatian di perkampungan Orang Asli Sungai Pergam juga mendapati bahawa pembelajaran murid tidak berlaku di rumah sebaliknya anak-anak Orang Asli hanya belajar di sekolah bersama guru sahaja. Temu bual bersama ibu bapa juga menunjukkan bahawa mereka menyerahkan urusan pembelajaran anak-anak mereka kepada guru sepenuhnya. Hasil pemerhatian juga mendapati bahawa situasi kediaman Orang Asli tidak menarik minat murid untuk belajar kerana ketiadaan kemudahan untuk aktiviti pembelajaran seperti kerusi dan meja. Selain daripada ketiadaan kemudahan untuk belajar, murid Orang Asli juga dihimpit masalah ruang tempat tinggal yang sempit dan tidak kondusif. Hasil pemerhatian dan temu bual bersama pemimpin setempat, kebanyakan penduduk berkongsi antara 2 hingga 3 buah keluarga dalam sebuah rumah. Situasi ini memang tidak memberi ruang kepada murid Orang Asli untuk belajar dan masa dihabiskan di luar rumah dengan bermain dan mengikut keluarga ke hutan. f) Masalah Kepemimpinan Setempat Ketidaksefahaman antara pemimpin setempat juga secara tidak langsung memberi cabaran kepada guru-guru di sekolah Orang Asli. Ketidaksefahaman antara pemimpin berkait dengan pengagihan bantuan menimbulkan rasa tidak puas hati antara pemimpin dan penyokong setempat. Perselisihan ini menyebabkan ada dalam kalangan pemimpin dan penyokong yang terlibat berpecah dua iaitu satu kumpulan yang kekal di penempatan dan satu kumpulan lagi lari dan membina penempatan baharu di dalam hutan. Perpindahan ahli keluarga ini secara tidak langsung mengheret anak-anak Orang Asli ke hutan dan meninggalkan alam persekolahan selama beberapa bulan. Situasi ini merupakan cabaran yang besar kepada guru-guru dan pengurusan sekolah dalam memastikan keberadaan murid ke sekolah bagi mengikuti proses pengajaran dan pembelajaran. Usaha memulihkan murid-murid Orang Asli dalam aspek kemahiran 3M, literasi dan intervensi terhadap mata pelajaran lain juga tertangguh akibat ketidakhadiran murid ke sekolah. Namun begitu, pihak sekolah dan JAKOA masih berusaha memujuk kumpulan yang berhijrah ke hutan supaya kembali ke penempatan agar anak-anak Orang Asli dapat meneruskan pembelajaran bersama guru di sekolah. 8. Perbincangan Dapatan kajian menunjukkan bahawa cabaran yang dihadapi oleh guru-guru di sekolah Orang Asli berfokus kepada dua aspek iaitu cabaran secara dalaman dan cabaran secara luaran. Cabaran peringkat dalaman adalah Masalah Penguasaan Kemahiran Membaca, Menulis dan

388 e-Prosiding SAHiConfEd’22 Mengira (3M), literasi Bahasa Melayu yang rendah dalam kalangan murid Orang Asli, masalah penguasaan bahasa ibunda dan masalah penggunaan Modul KAP. Cabaran peringkat luaran pula terdiri daripada pengaruh persekitaran, pengaruh bahasa ibunda dan perselisihan antara pemimpin setempat. Namun, di sebalik cabaran-cabaran ini guruguru dan komuniti Orang Asli masih lagi mempunyai peluang dalam memperkasakan pendidikan Orang Asli. Pendekatan yang efektif adalah pelaksanaan pengajaran berasaskan budaya komuniti Orang Asli. Pengajaran berasaskan budaya boleh dijelmakan dalam konteks penggunaan bahasa Semaq Beri dan budaya masyarakat setempat dalam kalangan Orang Asli di Terengganu. Pengajaran berasaskan budaya telah dilaksanakan oleh Mohd Kamal & Ab. Rahman (2009) dan berjaya meningkatkan pengetahuan murid Orang Asli dalam aspek membaca dan menulis dengan menerapkan bahasa Semaq Beri dalam proses pengajaran guru. Hasil kajian terbukti berjaya menarik minat murid Orang Asli mengikuti pengajaran Bahasa Melayu dan murid-murid seronok dalam aktiviti membuat padanan kosa kata bahasa Melayu dengan kosa kata Semaq Beri. Pendekatan pengajaran dalam kajian ini juga telah berjaya meningkatkan literasi Bahasa Melayu dalam kalangan murid Orang Asli. Dapatan kajian Mohd Kamal & Ab,Rahman (2009) juga selari dengan pandangan Mohd Nazri et al., (2019) bahawa intelektual dan kecerdasan kanakkanak Orang Asli dapat dikembangkan melalui pengekalan dan kelestarian bahasa ibunda mereka. Berasaskan Model Pembangunan Pendidikan GPILSEO (goals, pedagogy, institution, leadership, spread, evidence) yang dibangunkan oleh Russell Bishop et al., (2010). Model GPILSEO telah dibangunkan di 33 buah sekolah yang terdapat kaum Maori di New Zealand pada tahun 2004-2008. Model GPILSEO menekankan kurikulum berasaskan budaya telah mengubah landskap pendidikan kaum Maori. Model GPILSEO telah berjaya mengubah kaum Maori lebih aktif dan cemerlang dalam pendidikan. Kejayaan Model GPILSEO terhadap kaum Maori di New Zealand boleh diadaptasi sebagai model pembangunan pendidikan Orang Asli di Malaysia. 9. Rumusan Secara umumnya dapat dirumuskan bahawa pendekatan pengajaran yang lebih efektif perlu diaplikasikan bagi mengatasi setiap cabaran yang wujud di sekolah Orang Asli. Guru adalah golongan pelaksana yang dapat melonjakkan komuniti Orang Asli dalam arus pendidikan. Warga pendidik perlu dinamik dalam mengatasi setiap cabaran dalam pelaksanaan pengajaran dan pembelajaran bersama murid. Pendekatan pengajaran yang berkesan dapat menarik minat murid jika pelaksanaannya selari dengan keperluan budaya dan kehidupan murid Orang Asli. Hasil kajian lepas memberi input bahawa anak-anak Orang Asli sukar menerima situasi pembelajaran yang bertentangan dengan cara hidup mereka. Anak-anak Orang Asli dibesarkan di dalam hutan dan sebati dengan alam semula jadi. Konsep pembelajaran di luar cara hidup mereka menyebabkan murid-murid Orang Asli sukar memahami apa yang diajar oleh guru. Situasi ini jelas menunjukkan bahawa kurikulum dan pedagogi guru-guru di sekolah Orang Asli perlu ditambah baik agar sesuai dengan masyarakat Orang Asli selaras dengan usaha memperkasakan pendidikan Orang Asli di Malaysia. Melihat kepada kejayaan-kejayaan murid Orang Asli di negeri lain memberi gambaran bahawa murid-murid Orang Asli di Terengganu