JURNAL KURIKULUM
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
2018
Terbitan Ogos 2018
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Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya, MALAYSIA.
Perpustakaan Negara Malaysia
Data Pengkatalogan Dalam Penerbitan
ISSN: 1511-2942
Cetakan Pertama 2018
Terbitan:
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9, Parcel E
Kompleks Pentadbiran Kerajaan Persekutuan
62604 Putrajaya
KANDUNGAN vii
viii
PRAKATA PENGARAH BAHAGIAN PEMBANGUNAN KURIKULUM 1
12
PRAKATA KETUA EDITOR 23
35
A Case Study in An Educational Institution About A Change Innovation
Initiative 44
55
Lim Peng Geok
IPG Kampus Kota Bharu 64
A Comparison of Preschool Curriculum Frameworks of Three South
East Asia Countries
Regina Joseph Cyril
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Analisis Jadual Taksonomi Huraian Sukatan Pelajaran Kimia Organik
Matrikulasi
Dani Asmadi Ibrahim
Noor Fatihah Zulkeply
Kolej Matrikulasi Negeri Sembilan
CRAM: Meningkatkan Daya Mengingat Rumus Bagi Tajuk Magnetic
Field
Siti Aishah Tahir
Raziah Mohd Noor
Normadiah Shafie
Khairul Nizam Ab Hamid
Kolej Matrikulasi Teknikal Kedah
Curriculum Implementation and Its Challenges
Reducing The Gap Between The Aspired and Its Implementation
Ng Soo Boon, PhD
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Implementing Classroom Assessment in Malaysia:
An Investigation
Ilhavenil Narinasamy, PhD
Nor’Aidah Nordin
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Keupayaan Menggunakan Komsas dan i-Think Sebagai Kompetensi
Pengajaran Guru Bahasa Melayu
Rozani Ahmad
Universiti Malaysia Sabah
v
Kompetensi Pedagogi Guru dan Prestasi Akademik di Sekolah-Sekolah 80
Berprestasi Rendah
92
Losius Goliong, PhD 104
Pejabat Pendidikan Daerah Ranau 119
Mohd Khairuddin Abdullah, PhD 130
Rosy Talin, PhD 140
Universiti Malaysia Sabah 158
Meneroka Amalan Pentaksiran Untuk Pembelajaran Dalam Bilik Darjah
Asri Selamat, PhD
Universiti Tun Hussein Onn
Senin Khamis
IPG Kampus Perempuan Melayu Melaka
Pelaksanaan Pengajaran dan Pembelajaran STEM Di Kelas Prasekolah
Tajul Effandy Hassan
Mohd Azahar Madar
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Pelaksanaan Tahfiz Model Ulul Albab di Kementerian Pendidikan
Malaysia
Hj Azhar Hj Ahmad, PhD
Hairul Hisyam Adam
Bahagian Pendidikan Islam
Kementerian Pendidikan Malaysia
Penerapan Kemahiran Berfikir Aras Tinggi:
Strategi Pengajaran dan Pembelajaran
Ramanathan Nagarathinam
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Penerimaan Kosa Kata Asing Dalam Bahasa Melayu
Hisamuddin Abdul Ghani
Hasnah Mohamad, PhD
Norazalina Haji Mohd Kiram, PhD
Universiti Putra Malaysia
Tahap Kesediaan Pembelajaran Terarah Kendiri Dalam Kalangan
Pelajar Sebuah Kolej Matrikulasi
Mohd Zaini @ Mat Zani Abdullah, PhD
Chow Choon Wooi
Mohd Latifi Abdul Ghani
Muhammad Haziq Mohd Redzuan
Kolej Matrikulasi Kedah
vi
PRAKATA PENGARAH BAHAGIAN PEMBANGUNAN KURIKULUM
Kurikulum sebagai program pembelajaran merupakan nadi dalam sistem
pendidikan kebangsaan, ia memainkan peranan utama dalam membentuk generasi
muda yang akan memimpin dan membina negara kelak. Pembangunan kurikulum
adalah rumit yang melibatkan proses seperti pengkonsepsian reka bentuk, pemetaan
kandungan, penyediaan perincian program pembelajaran, uji rintis, dan penilaian
kurikulum. Usaha ini memerlukan input yang berbentuk ilmiah dan dapatan yang
kukuh berdasarkan evidens yang dikumpul daripada pelaksana kurikulum dan
pemegang taruh.
Jurnal Kurikulum ini menyediakan satu landasan untuk perkongsian
pandangan, pembentangan dapatan dan penelitian isu kurikulum di kalangan
pendidik. Penulis daripada universiti, institut perguruan, pegawai KPM dan guru
dijemput untuk menyumbang artikel, sama ada berbentuk konsep atau kajian. Hasrat
penerbit adalah agar pendidik secara amnya, pembangun dasar dan penggubal
kurikulum secara spesifiknya dapat memanfaatkan kandungan jurnal ini untuk sama-
sama meningkatkan kualiti pendidikan kebangsaan dan global, lantaran mencapai
kemenjadian murid seperti dihasratkan.
Dengan penuh kesyukuran, Bahagian Pembangunan Kurikulum dapat
meneruskan usaha menerbitkan Jurnal Kurikulum sebagai sumbangan ilmiah kepada
bidang kurikulum dan menjadi sumber rujukan kepada pelbagai pihak yang
berkepentingan. Adalah diharapkan sokongan dalam bentuk sumbangan artikel dapat
diteruskan supaya jurnal ini dapat diterbitkan secara berkala.
Akhir kata, setinggi-tinggi penghargaan dan ribuan terima kasih kepada para
penulis dan penyelidik atas sumbangan artikel. Syabas dan tahniah kepada sidang
editor serta semua pihak yang terlibat dalam menjayakan penerbitan Jurnal Kurikulum
Jilid 3 Tahun 2018 ini.
Shazali Bin Ahmad
Pengarah
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
vii
PRAKATA KETUA EDITOR
Alhamdulillah. Syukur ke hadrat Ilahi kerana Jurnal Kurikulum Jilid 3 Tahun
2018 berjaya diterbitkan. Jurnal Kurikulum merupakan wadah dan medan bicara ilmu
para pendidik untuk berkongsi ilmu pengetahuan dan dapatan kajian agar dapat
dimanfaatkan oleh semua pengamal pendidikan.
Sebanyak 34 buah artikel diterima dari pelbagai institusi pendidikan seperti
Institut Pendidikan Guru, Kolej Matrikulasi, Pejabat Pendidikan Daerah, universiti,
sekolah dan Bahagian-Bahagian Kementerian Pendidikan Malaysia. Sumbangan ini
menunjukkan sambutan dan sokongan yang baik diberikan oleh para pendidik
terhadap Jurnal Kurikulum. Sejumlah 14 buah artikel dipilih untuk dimuatkan dalam
jurnal ini.
Artikel yang disumbangkan mencerminkan pelibatan dan sumbangan penulis
dalam pelbagai aspek seperti pembangunan, pelaksanaan, pentaksiran dan penilaian
kurikulum. Artikel-artikel ini dihasilkan berdasarkan kerangka konsep, pengalaman
akademik atau dapatan kajian yang melibatkan pelbagai institusi pendidikan, seperti
prasekolah, sekolah harian, sekolah berasrama penuh, sekolah tahfiz, kolej
matrikulasi dan institut pendidikan guru. Sumbangan ini telah melahirkan sebuah
jurnal yang mengandungi konten ilmiah yang lebih bermakna dan mencakupi pelbagai
jenis atau peringkat pendidikan. Para penulis telah mempamerkan kesungguhan dan
itqan dalam penulisan mereka. Syabas diucapkan kepada semua penulis.
Setinggi-tinggi penghargaan dan terima kasih dirakamkan kepada pihak
pengurusan tertinggi Bahagian Pembangunan Kurikulum atas sokongan dan
bimbingan dalam menjayakan penerbitan jurnal ini. Ribuan terima kasih juga ditujukan
kepada semua editor yang telah memberi kerjasama yang baik dalam memastikan
artikel yang dipilih menepati kriteria yang ditetapkan.
Semoga usaha menerbitkan jurnal ini dapat diteruskan bagi memartabat dan
memperkasakan profesion pendidikan. Penghasilan jurnal ini menyuntik semangat
penulisan ilmiah dalam diri warga pendidik selaras dengan hasrat meningkatkan
profesionalisme pendidik seperti dihasratkan dalam Pelan Pembangunan Pendidikan
Malaysia 2013-2025.
Sekian.
Hajah Nor’Aidah Binti Nordin
Ketua Editor
viii
SIDANG EDITOR
PENAUNG
Shazali Ahmad
Pengarah
Bahagian Pembangunan Kurikulum
PENASIHAT
Datin Dr. Ng Soo Boon
Timbalan Pengarah (STEM)
Dr. Mohamed Abu Bakar
Timbalan Pengarah (Kemanusiaan)
Hj. Naza Idris Saadon
Ketua Sektor Dasar dan Penyelidikan
KETUA EDITOR
Hjh. Nor’Aidah Nordin
PENOLONG KETUA EDITOR
Dr. Ilhavenil Narinasamy
EDITOR
Dr. Rusilawati Othman Harlina Mohamad
Mohamed Salim Taufix Rashidi Dr. Rabindra Dev Prasad
Mohd Faudzan Hamzah Dr. Mazlan Ismail
Hjh. Norashikin Hashim Dr. Quek Weng Kim
Dr. Nor Zihan Hussin Dr. Mohamad Amin
Dr. Kashry Abd. Rani Dr. Ilhavenil Narinasamy
URUS SETIA PENYUNTING TEKNIKAL
Nadaraja Muniandy Sudiman Musa
PEREKA GRAFIK
Siti Zulikha Zelkepli
ix
A Case Study in An Educational Institution About A Change Innovation
Initiative
Lim Peng Geok
Institut Pendidikan Guru Kampus Kota Bharu
[email protected]
Abstract
The change innovation initiative in this paper refers to the usage of the WhatsApp application
technology. It is specifically the utilization of the WhatsApp group method for the teaching and
learning of the subject Language Description to the TESL foundation students and History to the
other degree students in an institute of teacher education in the East coast of Malaysia. The
intention of this study was to determine the effectiveness of the change, the critical factors for the
sustainability of the initiative and whether the change initiative was sustainable. The planning
and implementation was first forwarded. Change management and Cognitive Constructivism
Theory, both of which are related to the research were then reviewed by the researcher. Relevant
data was collected based on participative observations, document analysis of the change initiative
and the five interviews conducted. All the five interviews were then transcribed and the transcripts
were analyzed in an iterative manner to extract emergent themes. The result was four themes,
namely: fast, effective and reliable communication, convenience, the forging of good rapport
between lecturers and the students and assisting in the teaching and learning process. The
findings were then discussed in relation to the effectiveness and sustainability of this change
initiative. The paper will then end with some conclusion about the findings.
Keywords: change innovation initiative, WhatsApp use, teaching and learning, cognitive
constructivism theory, sustainability.
INTRODUCTION
“Changes call for innovation, and innovation leads to progress”- Li Keqiang. The “in”
thing in the world today is innovation, as innovation is seen as an essential ingredient to survive,
and thrive for any organization. Having an innovation initiative implemented at minimal charge
with better results leads to progress. In this case study, the change innovation initiative refers to
the setting up of a WhatsApp group administered by lecturers and or students for communication
and learning.
In this internet era, mobile communications services called mobile instant messaging
(MIM) applications have really gained considerable momentum. Applications like WhatsApp,
Viber, Line and WeChat allow mobile users to send real-time text messages to individuals or
groups of friends without any charge. One of the most interesting MIM applications in the market
today is WhatsApp (Church & Oliveira, 2013).
WhatsApp is a multi-platform instant messaging application for smartphones set up by Jan
Koum, a Russian immigrant and his mentor, Brian Acton. WhatsApp operates a clean, lightning
fast communications service that enables users to send and receive location information, images,
video, audio and text messages in real-time to individual friends and groups of pals for free.
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Presently, WhatsApp is one of the most popular apps across all mobile platforms and handles
more than 10 billion messages per day (Church, & Oliveira, 2013). There is no charge for
messaging or calling over WhatsApp (WhatsApp Inc., 2018).
Literally every student studying at the Teachers’ Education Institute comes equipped with
a smartphone. That is because they come from all over Malaysia, many from as far as Sabah and
Sarawak. Hence connectivity with their loved ones and friends are of paramount importance. They
also need to connect with their lecturers, course-mates and other friends on the campus. This is
compounded by the fact that there are many subjects for their whole course and the subjects and
lecturers vary each semester.
The campus ground is also wide and lecturers and students may even be out of state for
some official reason or other. Lecturer’s connectivity with the students is important particularly
when unforeseen events occur. When such things happen, the WhatsApp messaging system
becomes a very important tool. Setting up a subject WhatsApp group for the group of students
taught for the semester becomes a useful innovation then and is therefore the change innovation
initiative for this study.
DATA COLLECTION METHOD
The data collection was done via participative observations, document analysis, and five
structured interviews. The site for the data collection was at the institute of teacher education
where the researcher is attached. There were participative observations as the researcher
implemented the WhatsApp group method for the teaching of the subject Language Description
to the TESL foundation students during the semester concerned (The researcher was teaching the
subject Language Description). A pilot initiative whereby lecturers used the WhatsApp group
method to connect with their students had already been implemented with other academic groups
for other subjects in the previous semester.
Data collection was done via analysis of the documents related to the change initiative.
The documents related to the change initiative mentioned include the WhatsApp messages from
the researcher’s and the respondents’ phones (where allowed), proformas (syllabi), which were
then renamed table threes of the academic subjects, namely Language Description, English for
Effective Communication and History besides other documents, were studied and analyzed. The
researcher was then the academic lecturer for both subjects, Language Description and English
for Effective Communication. These documents were collected and analysed. The subject History
was taught by a male lecturer from the Social Studies’ department. Hence some of the documents
were readily accessible whilst the History proforma had to be borrowed from the lecturers
concerned. Data from the interviews conducted were also recorded, transcribed and then
categorized according to their themes.
Five respondents were chosen for the interviews. These five respondents comprised the
Head of the Language Department, one English lecturer, a History lecturer and two students. The
two English lecturers (one of whom is the researcher and the other a male lecturer) were teaching
the two English subjects. The researcher used WhatsApp to communicate with her students in the
course of teaching the subject, Language Description that semester. The other interviews were
conducted with the male English lecturer teaching English for Effective Communication and a
History lecturer who was from the Social Studies Department. Before these lecturers were
selected, they were asked whether they used the WhatsApp messaging system to form a WhatsApp
group with their students during the semester. Therefore the sampling method used in this study
2
was non-probability purposive sampling. The researcher had to ascertain that the lecturers were
using this change initiative and were appropriate for the study.
The two student interviewees were students from the Language Description class taught
by the researcher. They were new TESL first semester foundation students from the June 2015
intake. Only two students were chosen as the group was rather small consisting of fourteen
students in total. They were fresh school leavers, being first semester foundation students.
One was a male student and the other a female student. The two sexes were selected to represent
the different gender of the students. The boy was the monitor and the girl the subject coordinator
for the subject Language Description, a major TESL paper taught by this researcher during that
semester. Both the monitor and the coordinator were chosen as they were the class leaders for the
semester and thus had more active roles to play in the WhatsApp group. The purposive sampling
method was therefore also used in this case. Their responses were gathered, studied to find out the
implementation, the utility and the effectiveness of the innovation initiative.
Before the interviews, the Director and the Head of the Department were informed about
the study. After getting their permission, the five respondents were then informed that the purpose
of the study was to gather data for research. Their permission was therefore obtained before the
interview.
Five individual interviews were conducted. The first was with the Head of Department,
the two lecturers and then the two students. The respondents’ permission was obtained for the
audio recording to be made. The individual interview sessions were held separately in the Head
of Department’s office, the computer laboratory, the library and the students’ lecture room.
Before the actual interview, the respondents were prepared for the interview with some
warming-up questions. The interview questions were semi-structured and open-ended. The
questions posed to the Head of Department, and the other two lecturers were more focused towards
the use of WhatsApp for their work in the campus. The interview for the History lecturer was
conducted in Malay as he was not proficient in the English language. His interview transcript was
also in Malay. The other four interviews were conducted in English. For the students, the same
set of questions was posed to them separately to garner their answers.
The interviews lasted from 3 to 5 minutes and were recorded using audio recording. All
the five interviews were then transcribed and the transcripts were analyzed in an iterative manner
to extract emergent themes. This iterative approach took a number of rounds of analysis to identify
and cluster according to recurring themes. The result was four themes, namely: fast, effective and
reliable communication, convenient, the forging of good rapport between lecturers and students
and helping the teaching and learning process. These themes will be discussed in section (4) in
relation to the effectiveness of the change initiative.
The intention of this study was to determine the effectiveness and then the critical factors
for the sustainability of the initiative. It would then ascertain whether the change initiative was
sustainable. The following are the research questions:
1. Is the change innovation initiative effective for communication and learning?
2. What are the critical factors for the sustainability of the change initiative?
3. Is the change initiative sustainable?
The answers to question 1 will be answered in section 4 and questions 2 and 3 in section
5. A summary of the overall finding will then be discussed in the conclusion.
3
Discussion on the Planning and Implementation of the Change Initiative
The planning and implementation of the change initiative were as follows. There were
three lecturers and two students involved in the study. The lecturers and students were not
researchers but the respondents for this study. Out of the three lecturers, two of them set up their
own WhatsApp group. The other lecturer asked his own student subject coordinator to set up the
group at the beginning of the semester after he had entered the class and got to know the students.
As for the two student interviewees, these were the monitor and the subject coordinator of
the Language Description class (of which the researcher is the participatory observer) as
mentioned earlier. The rest of the students in the class were informed about the change initiative.
The logo and the name of the group were then chosen. These students were informed about the
purpose and utility of the WhatsApp group, that it was basically for study matters relating to the
use of the subject only.
As the utility of the WhatsApp group was a change initiative, understanding change
management is a necessity. This is the discipline that “guides how we prepare, equip and support
individuals to successfully adopt change in order to drive organizational success and outcomes”
(Prosci Inc., 2018). Undoubtedly changes are unique as all individuals are also unique, however
research has shown that actions can be taken to influence individuals’ personal transitions. Change
management provides a structured approach to support individuals in any organization to progress
from their current states to their own future positions (Prosci Inc., 2018). The focus is to help
people change how they do their jobs… Change management is to drive adoption and usage so
that initiatives deliver results and outcomes that are expected. When applied effectively on a
project, change management increases the success rate significantly (Prosci Inc., 2018). In this
study, the individuals referred to are the five respondents and the various classes of students
involved in the use of the WhatsApp group. If the change initiative is managed effectively by
supporting the individuals to adopt the change, the success rate of the effort will increase
significantly.
There are three levels of change management, according to the article (Prosci Inc., 2018),
namely: individual change management, organizational or initiative change management and
enterprise change management capability. As only the first two levels are related to this research,
the discussion will therefore focus on these two. It is a natural tendency for humans to resist
change, however when provided support, they can actually adapt well and succeed. Change
management at the individual level requires understanding how people experience change and
their needs to change successfully. It is also essential to know what will help people change
successfully for instance regarding what and who will inform these people, the optimal time to
teach a person a new skill, how to coach people new behaviours, and what makes the person apply
the changes permanently in his or her work. Therefore individual change management relies on
psychology and neuroscience to help individuals change (Prosci Inc., 2018). Therefore to help the
individuals involved in this initiative change, it was important for the lecturers concerned to have
a good grasp of psychology and neuroscience to bring about effective change.
However such individual change on a person-by-person basis is often unmanageable for
any project team. Hence the solution is organizational or initiative change management. This
provides the measures that can be taken at the project level to support the numerous individuals
impacted by the project. Organizational change management involves identifying the groups of
people who have to change, and in what ways they need to change as a result of the project. It
involves creating a customized plan for ensuring the people affected receive the necessary
awareness, leadership, coaching, and training to change successfully. Thus in organizational or
4
initiative change management, successful individual transitions should be the main focus (Prosci
Inc., 2018). With regards to this study, the individuals involved in the change thus have to be
supported, coached and guided in groups to ensure the change is manageable but still successful.
Ungureanu, Rascu-Pistol, & Ungureanu, (2014) commented that where change is taken
without the consent of members of the organization, this type of change can generate frustration.
Moreover, if organization members look lightly on this type of change, the change can easily
disappear when the authority requiring the change is no longer in power. This type of change is
therefore not recommended, as it may have been accepted only because the negotiation process
regarding the change was difficult and delay was unacceptable. The best type of change is
participatory change as it requires collaboration, involvement and responsibility. Although
participatory change requires more time to implement, it is more effective as members tend to put
it into practice. The advantage of such a negotiated change is that it leads to more support from
all members involved in the agreement (Ungureanu, Rascu-Pistol, & Ungureanu, 2014). Bearing
this in mind, the change initiative in this study was implemented as participatory change requiring
collaboration and responsibility to be effective and to ensure the continuous support of the
participants involved.
The change initiative was also implemented with the Cognitive Constructivism Theory in
mind. The Cognitive Constructivism Theory emphasises the learner-centred approach and the
activity oriented learning process (Ravenscroft, 2003). The learning theories exemplify that all
learning theories shape learning. They all involve different processes that, when combined,
constitutes learning. As the WhatsApp group messaging system is a kind of discussion forum
incorporating the social nature of learning, it takes into account the constructivist theory of
learning. Constructivism involves having the teacher incorporating problem-solving and inquiry-
based learning activities whereby students have to collaborate actively in a learning environment
(Educational Broadcasting Corporation, 2004). Therefore the learning is social in nature, as the
students have to interact with others to learn.
Learners are more likely to learn when they are involved in meaningful activities which
are based on the real world. In constructivism, the teacher provides learning activities for the
students to form their ideas, make inferences, and convey their knowledge collaboratively. They
become active participants in the learning process, guided by the teacher. Students actively
construct their knowledge rather than just absorbing knowledge from the instructor or the text
(Educational Broadcasting Corporation, 2004). Discussion forums could be suitable tools to
mediate learning. They promote collaborative learning and sharing of information. The
WhatsApp group set up was to share ideas or information that had been thought through and to
promote learning.
Yukselturk (2010) also concurred that discussion forums via the WhatsApp messaging
system promote interaction and discussion among students, enabling the sharing of ideas and
critical reflection about these ideas from other students. Sharing experiences is one of the
strategies in the cognitive approach to learning. Discussion forums also allow asynchronous
interaction, i.e. using the same forum at the individual students’ own time (Yukselturk, 2010).
The social nature of learning emphasised by theories such as constructivism and situative theories
(Ravenscroft, 2003), can be effectively accommodated in discussion forums to facilitate social
interaction through online collaborative learning. Such collaborative learning involves learners
working in groups to solve problems, complete tasks, or to create something. As learning is a
social activity, learning occurs when students actively engage via face-to-face with their peers,
(Curtin University, 2018) or organization members online. Vygotsky (1978) is of the viewpoint
5
that learning is a social activity, and people learn better by interacting with one another. The
WhatsApp group would thus enable the sharing of ideas and critical reflection of ideas.
However, Gunawardena et al.(2001, p.42) cautions that “the decision to include an online
discussion group must be considered carefully, taking into account the characteristics of students,
the structure of the content, and the amount of dialogue and collaboration necessary for the
learning process” Collaboration is a key factor in mediating learning with discussion forums.
Keller’s (2010) motivation theory is highly considered in using discussion forums. She suggests
that instructors using discussion forums should pose challenging questions and problems to be
solved, provide relevant topics to increase motivation, and provide feedback to motivate and give
satisfaction in return. The tasks given by the researcher in this respect were the tutorials and
independent self-learning tasks (ISL) which were actually to remind the students to prepare earlier
before coming to class. One of the lecturers even used it to pose challenging questions for the
students to answer within a given time. Therefore discussion forums are building blocks to
internalize dialogical activity. They create an environment for the dialogue and arguments, which
are internalized for developing high order thinking skills.
Discussion on the Effectiveness of the Change Initiative
Four social themes have emerged from the interview data transcribed. The first theme is
fast, effective and reliable communication. The messages went to many students at once and were
responded with fast replies. During the interview, the male English lecturer responded “I can
contact my students very fast and I have proof to that, sometimes if I send message, only
reach one person, but using WhatsApp I can just include all of them under one group”. The
male monitor shared “… it acts as a medium between lecturer and students outside the course
room so if the lecturer want to inform us with anything, they can instead of sending messages
or calling us. They can use this WhatsApp thing to inform us.” The History lecturer said “Pada
keseluruhanya, ia amat berkesan dan cepat untuk semua pelajar memiliki telefon yang ada
khidmat WhatsApp”.The Head of the Language Department (he was also an academic lecturer)
even said “Messages can be transmitted quickly. Change of lecture time and place can be
notified easily. Recipient of messages also responds promptly… Yes, it is proven to be
effective basically for messages and communication…” The lecturers agreed that the
WhatsApp system is fast and the student concurred with them that it provides effective and reliable
communication.
The second theme is that it is convenient (useful and easy to use) to use. The female student
who was the subject coordinator commented “I find the WhatsApp group very useful as a
coordinator… I act as the connecter between the lecturer and the students. So it is easy for
me to inform about the changes of places or times even it happens at the last minutes so this
will tend to, has helped me in doing my job properly and it has helped to be useful for
example like we have to share the tutorial tasks. It is easier for me to make sure everybody
gets the copy and everybody can do the work”. The female coordinator shared that the
convenience of using WhatsApp aided her to carry out her duties properly. The male monitor also
agreed that it is convenient by saying “This method, this way of teaching using WhatsApp is
very useful and I really need this method to be continued next semester so that we can keep
using this…” Even the Head of the Language Department said he used it because: “It’s useful,
convenient and it’s free…” He was frank enough to admit that using WhatsApp was convenient
besides it being free. Both the students and the Head claimed that they used the service because it
is convenient.
6
The third theme is the forging of good rapport between lecturers and their students. The
male English lecturer did this through the use of the emoticons. He shared that he used emoticons
in his WhatsApp messages to the students. This was to soften the impact of his messages
especially when he was reminding them to finish their work or to see him. In his own words:
“Sometimes I can attach emoticons. These youngsters can understand this “emo” better than
the instruction. To soften down total impact and make it friendlier.” He continued by saying
“Yes and also to have good rapport with students to show them I am also like them, using
the latest trends, using the “emo”. Therefore, using WhatsApp enabled the lecturer to be on par
with the students and to be like them. He further added “I am going to use this one because it is
the simplest way of getting to my students. Of course for better interaction with students…”
The History lecturer stated “Amat berguna, memudahkan pelajar untuk bersoaljawab.”
Using WhatsApp enabled him to forge better rapport with his students as it facilitated the
communication process between him and his students. They were able to ask him questions that
were not possible during their face-to face interaction in class. Even the Head of the Language
Department, who was an academic lecturer, commented that “Messages can be transmitted
quickly. Change of lecture time and place can be notified easily. Recipient of messages also
responds promptly” By communicating with his students quickly using WhatsApp, this helped
to remove any misunderstanding, miscommunication or confusion on both sides especially when
unforeseen or sudden events cropped up and disrupted lecture times.
The female coordinator had this to say “So this WhatsApp group need to be made for
every subject we can ask the lecturer or even our friends about the assignment…” She also
concurred that by using WhatsApp they could forward any queries or problems they had regarding
their assignments thereby keeping the line of communication open and accessible even after
working hours enabling lecturers and students to forge a better rapport.
The fourth theme is it helps in the teaching and learning process. The History lecturer said:
“Ia amat berguna kerana memudahkan bertanya secara serius berkaitan pelajaran yang
diajar. Membolehkan pelajar bersoaljawab dalam talian- pelajar sesama pelajar, pelajar
dengan pensyarah dapat bersoaljawab terus tentang pengajaran dalam bilik kuliah dan
mengajukan soalan kuiz.” The WhatsApp messaging system facilitated the learning of his
subject because his students made use of this system to ask questions regarding the topics taught.
Sometimes the students would forward questions to him or he would pose the questions or even
quizzes to his students in the WhatsApp group and they had to respond within a certain time to
his questions. The male English lecturer also said it helped him in the teaching and learning
process. He said “Second thing is that, using WhatsApp I can attach things like pdf files.”
(The pdf files refer to the files containing the learning content of the subject taught).
The female student had this to say “So this WhatsApp group need to be made for every
subject we can ask the lecturer or even our friends about the assignment and I think it is
useful for us.” The student found WhatsApp to be useful even in learning how to go about doing
their assignments. Even the male student monitor concurred on this: “…I really need this method
to be continued next semester so that we can keep using this, and further more enhancing
our understanding in various subjects that the lecturers have taught us”. He was more
articulate stating that the use of the WhatsApp group helped them to enhance their understanding
and learning of various subjects.
From the discussion, it can be summarized that the WhatsApp messaging system was
effective as it provided fast, efficient and reliable communication. It was convenient to use.
Moreover it also helped in the forging of good rapport between lecturers and students, either
7
through the use of the emoticons or by facilitating the line of communication between them. Most
importantly it assisted in the teaching and learning process.
Discussion on the Critical Factors for the Sustainability of the Initiative
To sustain the initiative, there are four critical factors. The first factor is the fast, effective
and reliable delivery of messages and replies. It enabled the senders to get the message across to
many people instantly at the press of the button. The male English lecturer used this because he
could contact his students very fast as they were all under one WhatsApp group. The male monitor
concurred that it was a medium of communication between the lecturer and the students outside
the lecture room. The History lecturer also supported this point by saying that it was generally
very effective and fast communication. Even the Head of the Language Department reiterated that
messages regarding changes of lecture time and place were transmitted quickly resulting in prompt
replies from the recipients. It had basically proven to be effective and thereby sustainable.
The second factor is the question of convenience, i.e. it is useful and easy to use. The female
coordinator shared that the convenience of using WhatsApp aided her in carrying out her duties
properly. The male monitor also agreed that it was convenient by saying it was very useful and he
really wanted the method to be continued next semester so that they could keep on utilizing it.
Even the Head of the Language Department said he used it because it is convenient in addition to
being free. Even lecturers appreciate the fact that it is a lightning fast, easy-to-use and reliable
service provided with no charge. Both the students and the Head claimed that they used the service
because it was convenient. This helps it to be highly sustainable.
The third factor the change initiative can be sustained is it helped the lecturers to forge
good rapport with their students. In the institution concerned, academic lecturers are assessed on
their teaching and learning strategies by their students at the end of every semester. Hence, the
necessity of having good rapport with the students is of utmost importance to the lecturers
concerned. The male English lecturer did this through the use of emoticons to soften the impact
of his messages especially to remind them to finish their work or to see him. In his own words:
“Sometimes I can attach emoticons. These youngsters can understand this “emo” better than
the instruction. To soften down total impact and make it friendlier.” He continued by saying
“Yes and also to have good rapport with students to show them I am also like them, using
the latest trends, using the “emo”. Therefore, using WhatsApp enabled the lecturer to be
innovative, approachable and to be trendy like them. He further added “I am going to use this
one because it is the simplest way of getting to my students. Of course for better interaction
with students…”
Even the History lecturer admitted it was very useful. “Amat berguna, memudahkan
pelajar untuk bersoaljawab. Pelajar dapat bertanya serius berkaitan pelajaran yang
diajar”. Using WhatsApp enabled him to forge better rapport with his students as it ease the
interaction process between him and his students. They were able to ask him serious questions
online relating to the subject taught. The students were also in favour of having this online form
of communication to connect with their lecturers. The female student had this to say “So this
WhatsApp group need to be made for every subject we can ask the lecturer or even our
friends about the assignment…” By using WhatsApp they could forward any queries they had
regarding their assignments even after working hours.
The fourth reason the change initiative can be sustained is that it helped in the teaching and
learning process. This was verified earlier by the History lecturer who used it as a medium between
him and his students. They used it to forward questions to clarify the topics taught. He also used
8
it to forward quiz questions for them to answer and so on. He was even planning to use WhatsApp
to teach during the next semester. “Pengajaran juga akan digunakan dengan WhatsApp. Saya
akan hantar soalan melalui WhatsApp dan pelajar akan siapkan melalui rujukan library
atau perbincangan kumpulan.” He would forward certain questions to the students for them to
answer by referring to the books in the library or via group discussions. The students would then
forward their answers after a certain time. It thus provided a means for the construction of high
level knowledge.
The English lecturer even used it to send pdf files. This researcher also used it to remind or
prepare the students for group or pair work activities for tutorial presentations, to remind them to
do their independent self-learning (ISL) activities and so on so that more effective learning would
occur. An example of a tutorial activity in Language Description is: “In groups, analyze different
types of adverbs in a given text (each group receives a different text). Present the analysis for peer
feedback”. An example of an ISL activity under the same subject is “to create transformation
tables showing nouns, adjectives, verbs and adverbs”. In this way, the whole group was informed
about what they had to do prior to their next lesson. This also provided the students a means to
prepare for the construction of high level knowledge structures before their actual lesson.
When the lecturers were asked by the interviewer “Would you like to continue using this
method for another subject or the same subject in the coming semester?” the Head of
Department responded “Yes, it’s proven to be effective…” “The male English lecturer answered
“I think yes, I am going to use this one because it is the simplest way of getting to my
students.” Even the History lecturer replied “Tentu sekali. Ia amat berguna.”
The female student also commented that “This way of teaching using WhatsApp is very
useful …I really need this method to be continued next semester so that we can keep using
this, …further more enhancing our understanding in various subjects that the lecturers have
taught us.” The student found WhatsApp to be useful even in learning how to go about doing
their assignments. She went on to add that “For the coming semester, we will be having more
assignments, more challenging exercises. So this WhatsApp group need to be made for every
subject so that we can ask the lecturer or even our friends about the assignment and I think
it is useful for us.” She was actually requesting for this WhatsApp group method to be sustained
so that she could continue to enjoy the benefits.
Furthermore, the male student monitor also concurred with her “…I really need this
method to be continued next semester so that we can keep using this, and further more
enhancing our understanding in various subjects that the lecturers have taught us. For the
coming semester, we will be having more assignments, more challenging exercises. So this
WhatsApp group need to be made for every subject so that we can ask the lecturer or even
our friends about the assignment and I think it is useful for us.” Therefore the five respondents
found this to be such a viable option that they would like to continue using it for the coming
semesters. The researcher had tried out this change initiative with other subjects and other groups
of students last semester and hence used it with the subject Language Description and also found
it to be viable.
Therefore this researcher as the participatory observer, will continue using this innovation
for the coming semesters. From the five respondents interviewed, everyone of them including this
researcher fully supported and highly favoured the continual usage of this WhatsApp messaging
service. The students even said they need this initiative to help them in their learning. This further
strengthens the fact that the change initiative is highly sustainable.
From the discussion, it can be surmised that there are four strong critical factors supporting
the sustainability of the WhatsApp group use between the lecturers and the students. The service
9
is fast, effective and reliable. It is also very convenient and helps the lecturers to forge good rapport
with their students. In addition, it also assists in the teaching and learning process. The lecturers
and students alike found it to be very viable. One lecturer even planned to use it to teach next
semester and the students felt they needed to use this method to help them in their learning process
and in doing their assignments. Therefore it can be inferred that the change innovation initiative
is highly sustainable.
CONCLUSION
The planning and implementation of the change innovation initiative were done
specifically with reference to the Cognitive Constructivism Theory that emphasizes the learner-
centred approach and the activity oriented learning process (Ravenscroft, 2003). It also provided
a means for the construction of high level knowledge structures. These were discussed in relation
to the work done by the History and English lecturers.
There were four themes that emerged from the interview transcripts. That is,
communication using the change initiative was found to be fast, effective and reliable besides
being convenient. The innovation also helped in forging good rapport between the lecturers and
the students and assisted in the teaching and learning process. Therefore it was effective in terms
of the communication and the teaching and learning process, thereby answering research question
one.
To answer research question two, the four critical factors determining the sustainability of
the change initiative was analyzed. These were convenience of use, and fast, effective and reliable
delivery of messages and replies. Most importantly, it helped to forge better rapport between the
lecturers and students as well as assisted in the teaching and learning process. Moreover the
lecturers and students found it to be a viable option, one that they would like to continue using for
the coming semesters. The History lecturer even planned to use it to teach next semester and the
students also felt they need to use this method to help them in their learning. These findings led
to the answer for research question three that is, that the change innovation initiative is highly
sustainable and will thence be continued.
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Messaging Behaviors with Traditional SMS. Mobile HCI 2013- Collaboration and
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Creswell, J.W. (2013). Qualitative inquiry and research design-Choosing among five approaches.
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Curtin University.(2018).Curtin Learning and Teaching. Collaborative Learning. Retrieved from
Curtin University website:https://clt.curtin.edu.au/ teaching_learning_ practice /student
centred / collaborative .cfm.
Educational Broadcasting Corporation.(2004).WNET Education. Concept to Classroom.
Workshop: Constructivism as a Paradigm for Teaching and Learning. Retrieved from
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/concept2class /about. html
Gunawardena, C., Plass, J. & Salisbury, M. (2001). “Do we really need an online discussion
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technology: Case studies,experience and practice. London: Kogan Page.
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Ithindi, E.T. (2013, December). Using Discussion Forums to Mediate Learning in Higher
Education: A Literature Review through an Activity Theory Lens. NJLC 7.2.
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Learning and Performance. Boston, MA: Springer. Retrieved from
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Prosci Inc. (2018).What is Change Management? Retrieved from Prosci Inc.
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Ungureanu, A., Rascu-Pistol, S. & Ungureanu, A.(2014). Contemporary Readings in Law and
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Vygotsky, L. (1978). “Interaction between learning and development”. From Mind and Society,
(pp. 79-91) Cambridge, MA: Harvard. Reprinted in M. Gauvain, and M. Cole. Readings
on the development of children. New York: W.H. Freeman, 1997.
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pp. 24-32.
11
A Comparison of Preschool Curriculum Frameworks
of Three Southeast Asia Countries
Regina Joseph Cyril
Curriculum Development Division
[email protected]
Abstract
This paper attempted to study preschool curriculum frameworks of three countries in the
Southeast Asia region namely Malaysia, Singapore and the Philippines. The composition of the
frameworks depict the premise of developing children and equipping them with the necessary
skills for further learning at the primary level. Developed based on the needs and interests of
children at pre-primary age and equipped with skills to face the world and its challenges. Every
country is unique and has its own aspirations for its future generations and the pre-primary
curriculum aptly prepares children for primary education in all three countries.
Key words: necessary skills, needs, interest, developing children
INTRODUCTION
In developing the full potential of children, preschool education is an essential programme
for children to develop holistically in order to amalgamate with society and live harmoniously.
Kilpatrick (2004) aptly points out, “Education…is the effort of the adults in charge to guide the
child’s development and learning so that he may grow up to take his proper place in society and
himself live the good life. …the school should be a place of living, living of the kind of help build
the desirable all-round character to serve the all-round good life” (p. 306). Preschool curriculums
sets the premise for desirable learning to take place with aspirations and aims formulated pertinent
to nation building, which is to be achieved at the end of schooling in mind. It sets the stage for
continuous learning and prepares children for the next stage of schooling, operational through
various domains. Learning then is the essence of the curriculum realized by purposeful and
meaningful activities facilitated by the teacher. Learning is closely linked to the curriculum, has
to be purposeful in order to attain a nation with valuable citizens according to the aspirations of
the country. This is rightly described by Kilpatrick (2004), “To make purposeful activity the
typical unit of school procedure is at one and the same time to respect the learner’s personality, to
uphold democracy, and to cultivate the traits necessary for democracy: self-respect, self-direction,
initiative, acting on thinking, self-criticism, persistence. … conducted under teacher guidance, its
key to effective learning” (p. 242 & 243).
Schooling produces children who are important assets of a nation; and given the right
opportunities to develop to their full potential, they will be valuable resources of a nation. As such,
the learning path of each child has to be designed and charted according to his or her own
development, innate abilities and potential. Early childhood education is vital in ensuring children
develop and learn in enriching learning environments which allow them to explore freely through
fun-filled activities. This early exploration engages children in inquiry-based learning and higher
order thinking which sets the premise for meaningful learning through play. Play comes naturally
12
to children and if used meaningfully, children are able to construct meaning in their play, which
turns to a beneficial learning experience. Play engages children with one another and allows them
to foster relationships while discovering the world around them. Sleeter (2005) supported this by
stating “Students learn a tremendous amount about others, themselves in relationship to others,
and social systems by observing the world around them” (p. 105). Preschool curriculums should
encompasses principles and strategies appropriate to the development of children suited to their
nature and needs in order to prepare them for further learning.
PRESCHOOL CURRICULUM FRAMEWORKS
Curriculum frameworks depict philosophies and aspirations of a particular nation in order
to produce future generations according to the socio cultural aspects of a country. Educationists
usually plot frameworks by first having the aims and objectives of a particular curriculum in order
to produce pupils who will be able to become useful citizens of a country. This paper looks at
curriculum frameworks of Malaysia, Singapore and the Philippines to study the philosophies,
aspirations and core principles addressed in the frameworks.
Curriculum Framework for Preschools in Malaysia
The curriculum framework for preschool, primary and secondary schools in Malaysia is
developed based on six learning strands namely Communication, Sprituality, Attitudes and
Values, Humanity, Personal Competence, Physical Development and Aesthetics, and Science and
Technology. (MOE, Malaysia 2017) The same framework with six strands is used but the scope
of each strand differs for each schooling level, i.e. preschool, primary and secondary. It is
explained in concise and precise statements which encapsulates the coverage of each strand for a
particular level of schooling. These strands are taught in integration and complement one another
in order to produce holistic individuals who are able to think critically, creatively and innovatively.
“The integration aims to develop human capital that appreciates moral values based on religion,
knowledge, competence, creative and critical thinking and innovation as illustrated in Figure 1”
(MOE, Malaysia 2017).
13
Figure 1. The Framework for National Preschools Standards-Based Curriculum
(MOE Malaysia, 2017)
The preschool programme aims to develop the potential of children between the ages of four to
six in a comprehensive and integrated manner as enshrined in the National Education Philosophy
physically, emotionally, spiritually, intellectually and socially. The teacher who is the fasilitator
who develops creative, meaningful and fun activities ensures that children learn in a safe and
enriching learning environment. This enables children to “improve skills, cultivate confidence and
develop a positive self-concept to prepare them to face challenges in future and participate in
further learning” (MOE, Malaysia, 2017).
The focus of the National Preschool Standards-Based Curriculum is to produce pupils who
are able to communicate and socialise with confidence. “The desired objectives of the curriculum
provide opportunities for pupils to:
(i) Use language to communicate effectively.
(ii) Practise Islamic values in daily life for Muslim pupils.
(iii) Practise moral values of the Malaysian society.
(iv) Appreciate and show sensitivity towards the various cultures of the Malaysian
society.
(v) Love and appreciate the environment.
(vi) Develop positive self-concept and self-confidence.
(vii) Practise a healthy lifestyle, develop physical fitness and ensure personal safety.
(viii) Develop creativity and aesthetics.
(ix) Apply critical, creative and innovative thinking and problem-solving skills in
learning as well as in daily life.”
(MOE, Malaysia, 2017)
14
The aims and objectives above are the building blocks of producing holistic Malaysians who will
be able to pursue higher education or join the workforce, able to face current challenges and
challenges of the 21st century as well as be a global player.
Curriculum Framework for Kindergartens in the Republic of Singapore
The curriculum framework for kindergartens in Singapore as its aptly named Nurturing
Early Learners: A Curriculum Framework for Kindergartens in Singapore. This curriculum has
been in place since 2013 to assist preschool teachers in designing and implementing quality
teaching and learning for children aged four to six. Its common abbreviation is “the NEL
framework which spells out six principles, encapsulated in the acronym “iTeach” as the basis for
best practices in the Singapore context” (MOE, Republic of Singapore, 2013). The Overview of
the NEL Framework as illustrated in Figure 2.
Figure 2. Overview of the NEL Framework
(MOE, Singapore, 2013)
The iTeach principles focus on the child, which taps their developmental stage of four to
six years of age. During this stage children are curious, active and competent learners. This
principle informs teachers to facilitate purposeful play and quality interactions with an integrated
approach to learning. The teacher who acts as a facilitator of learning enables children to construct
knowledge in order to hone their holistic development. Planned meaningful activities that
encourage participation of children in the process of constructing knowledge and acquiring skills
formulated in six learning areas namely:
15
(i) Aesthetics and Creative Expression;
(ii) Discovery of the World;
(iii) Language and Literacy;
(iv) Motor Skills Development;
(v) Numeracy; and
(vi) Social and Emotional Development.
These six learning areas allow children to acquire knowledge, skills and dispositions
needed to achieve the Desired Outcomes of Education and Key Stage Outcomes at the pre-primary
level. The learning dispositions a child should possess are:
(i) Perseverance;
(ii) Reflectiveness;
(iii) Appreciation;
(iv) Inventiveness;
(v) Sense of Wonder; and
(vi) Curiosity and Engagement.
The focus of the Ministry of Education, Singapore is to produce pre-schoolers who are
ready for primary education. The desired outcomes of Preschool Education are:
Know what is right and what is wrong
Be willing to share and take turns with others
Be able to relate to others
Be curious and able to explore
Be able to listen and speak with understanding
Be comfortable and happy with themselves
Have developed physical co-ordination, healthy habits, participate in and enjoy a variety
of arts experiences
Love their families, friends, teachers and school
“In order to prepare children to thrive in a fast changing world and able to take on challenges in
future, they are nurtured with the necessary competencies for learning and living in the 21st
century. They include:
Having “a desire to learn, explore and be prepared to think out of the box.”
The ability to “think critically, assess options and make sound decisions.”
The ability to “work with people from diverse cultural backgrounds, with different ideas
and perspectives.”
(MOE, Singapore, 2010)
These outcomes and competencies above are the building blocks of producing a confident and
self-directed learner, who will eventually become an active contributor and a concerned citizen
called a Singaporean.
16
Curriculum Framework for Kindergartens in the Republic of the Philippines
The Republic of Philippines has a specially designed framework for children aged five
years, called the Kindergarten Curriculum Framework (KCF). This framework adopts the general
principles of the National Early Learning Framework (NELF) and is closely linked to the goals of
the K to 12 Philippine Basic Education Curriculum. This will ensure that “Kindergarten learners
have a smooth transition to the content-based curriculum of Grades 1 to 12” (MOE, Phillipines,
2013). The framework is illustrated in Figure 3 below:
Figure 3. The Kindergarten Curriculum Framework
(MOE, Phillipines, 2013)
This framework is read bottom-up which emphasises on applying developmentally
appropriate practices which is age, individual and social-culturally appropriate for children and
supports the principles of child growth and development, learning programme development and
assessment. Teachers can use theoretical bases for teaching and learning early year’s children,
founded on constructivism, integrative, thematic, collaborative, inquiry-based and reflective
teaching.
The innermost circle encompasses interlocked circles signifying petals of a flower
representing the learning domains covered in kindergarten. The domains are values education,
socio-emotional development, mathematics, understanding social environment, physical health
and motor development, language literacy and communication as well as understanding physical
17
and natural environment. These domains are not to be seen as separate learning entities but have
to be equally imparted to holistically develop children.
The second circle signifies the learning areas children will be exposed to in grade one
onwards. This is included in the framework to inform teachers that they are preparing their
children for the learning areas as stipulated in the circle. The outermost circle indicates the themes
used in the design of the National Kindergarten Curriculum Guide which should be used by
teachers for their teaching and learning.
Upon close examination of this framework, the developmental domains are subdivisions
of learning contents children will be exposed to from grades 1 to 12. Each developmental domain
is defined by learning expectations that should be attained by children by the end of the
kindergarten programme. “The expectations are:
(i) Values Education –children are expected to show positive self-concept, respect and
concern for self and others, how to follow and behave appropriately in various
situations and places, manifest love of God, country and fellowmen.
(ii) Physical Health & Motor Development – children are expected to develop both their
fine and gross motor skills to be able to engage in wholesome physical and health
activities.
(iii) Socio-Emotional Development – children are expected to develop emotional skills to
relate well with others and appreciate cultural diversity among the school community
and other people.
(iv) Social Development – children are expected to develop basic concepts pertaining to
her/himself and how to relate well with other people in his/her immediate environment
and demonstrate awareness of one’s social identity.
(v) Language, Literacy and Communication – this domain provides opportunities for self-
expression through language using the mother tongue. Children are expected to
develop communicative skills in their first language.
(vi) Mathematics – children are expected to understand and demonstrate knowledge in
identifying numbers, as well as concepts of length, capacity, mass, time and perform
simple operations using concrete objects.
(vii) Understanding of the Physical and Natural Environment – children are expected to
demonstrate basic understanding of concepts pertaining to living and non-living things
including weather and uses these in categorizing things in his/her environment.”
(MOE, Phillipines, 2013)
These expectations are the building blocks of producing holistic and effective Filipinos, who will
help in addressing the needs of the nation, by pursuing either higher education, employment,
entrepreneurship or middle-level skills development.
18
Comparison of the National Early Learning Frameworks of Malaysia, Singapore and the
Philippines
(i) Learning Domains
The Early Learning Curriculum of the three countries aspire to produce children holistically
and subscribe to using domains to teach children using an integrated approach. The domains
described as strands in Malaysia, learning areas in Singapore and domains in the Philippines.
Equal emphasis given to all domains and coverage of domains differ in these three countries.
The domains cover the cognitive, psychomotor, aesthetics, values and social aspects.
The domains that cover the cognitive aspect illustrated in table 1 below:
Table 1
Cognitive Domains of Preschool Curriculums of Malaysia, Singapore and the Philippines
Malaysia Singapore The Philippines
Communication Discovery of the World Language Literacy
Science and Language and Literacy and Communication
Numeracy
Technology Mathematics
Humanities Understanding
Social Environment
Understanding
Physical and Natural
Environment
There are three domains covering the cognitive aspect in the Malaysian and Singapore
curriculum. The Philippines has four developmental domains which oversees the cognitive
development of Filipino children.
The coverage of psychomotor, aesthetics, values and social domains are as listed in table 2
below:
Table 2
Psychomotor, Aesthetics, Values and Social Domains
Countries Psychomotor Aesthetics Values Social
Malaysia Physical Development and Spirituality, Personal
Aesthetics Attitudes and Competence
Values
Singapore Motor Skills Aesthetics and Social and
Development Creative Emotional
Expressions Development
19
Philippines Physical Values Socio-
Health and Education Emotional
Motor Development
Development
All three countries have a domain for the development of psychomotor skills. This domain
covers physical development that encompasses motor skills, health and safety in Singapore
and the Philippines. As for Malaysia, this domain covers the aesthetics aspects as well.
Malaysia and Singapore has clearly spelt out the honing of the aesthetics aspect amongst
children unlike the Philippines. Singapore has a specific learning area for this aspect called
the aesthetics and creative expression.
There is coverage for values education in the Early Learning Curriculum of Malaysia and the
Philippines but Singapore does not have a specific learning area for values. However, the
desired outcomes of the Singapore curriculum places emphasis on values by ensuring that
their children know what is right and what is wrong as well as instil love for their families,
friends, teachers and school. These two desired outcomes covered in the values domain of
Malaysia and the Philippines. However, Malaysia has a specific strand, which deals with
spirituality, attitudes and values. Muslim children learn Islamic Education formally beginning
from preschools.
As is the requirement of early years’ children, all three frameworks have a domain, which
deals with socio-emotional development of children.
(ii) Aspirations
All three countries have different aspirations hence the focus for Malaysians is “to produce
pupils who are able to communicate and socialise with confidence” (MOE, Malaysia, 2017).
Meanwhile Singapore places emphasis on innate skills that is clearly stipulated in its “six
learning dispositions (perseverance, reflectiveness, appreciation, inventiveness, sense of
wonder and curiosity and engagement)” (MOE, Singapore, 2013). However, in the
Philippines curriculum document, teachers need to adhere to general guiding principles of
NELF on child growth and development, learning programme development and learning
assessment. As it is symbolically depicted in the inner circle of the curriculum framework,
the interlocked circles representing the petals of a flower, “The child is seen as being in the
process of blossoming – like a flower bud that should not be forced, lest it loses its chance to
fully develop.” (MOE, Philippines, 2013)
The focus of these three countries is unique and fulfils the needs of the pre-primary children.
Malaysia and Singapore has clearly stipulated the competencies and dispositions, children at
this age group should possess at the end of the preschool programme. The main focus for the
Filipinos is to ensure that each child possess the necessary readiness skills for a smooth
transition from kindergarten to grade one. The content of the curriculum is, clearly
established with an emphasis to depict the process of child growth and development.
(iii) Objectives or Learning Outcomes
It is rather interesting to note that the curriculum developers of Malaysia and the Philippines
have listed objectives or outcomes that are relevant to each learning strand or domain of their
framework. The desired outcomes listed in the Singapore Early Learning Curriculum has the
child in mind and is closely related to the traits and values desired for a preschool child at the
end of the preschool programme and is derived from engaging children meaningfully across
the six learning areas.
20
Malaysia and Singapore have clearly stipulated the need to equip their pre-schoolers with
thinking skills and children who will be able to make decisions when faced with challenges
in future. This necessitates that teaching and learning experiences of children in these
countries should enable children to acquire the necessary skills for learning and living in the
21st century.
(iv) Cultural Diversity
The composition of the people in Malaysia and Singapore are of Malay, Chinese and Indian
origin and the ethnic communities in Malaysia. Hence, the curriculum of these two countries
has an element of the introduction of the various cultures.
A unique competency clearly stated in the Singapore curriculum document is:
The ability to “work with people from diverse cultural backgrounds, with different ideas and
perspectives” (MOE, Singapore, 2010).
The element of patriotism instilled from young and teachers are possibly required to plan
meaningful activities, which engage children of various cultural backgrounds to work
together. This will enable Singaporeans to live and work together with people of diverse
cultural backgrounds.
In comparison, the Malaysian curriculum document has a desired objective that reads:
“(iv) Appreciate and show sensitivity towards the various cultures of the Malaysian
society” (MOE, Malaysia, 2017)
However, in the Malaysian context, children are, exposed to the various cultures and are
taught, to appreciate and show sensitivity towards the way of life of another individual with
different religious beliefs and culture. Teachers encourage children to work together to
complete tasks when completing tasks prescribed.
(v) Framework Organisation
Another interesting aspect on the framework is how the three countries have organised the
framework to depict preschool children. The innermost circle of the framework of Malaysia,
clearly stipulates the type of children it wishes to produce, which is balanced individuals
who are critical and creative thinkers coupled with innovative minds. Arrows pointed to the
innermost circle from the strands implies that all six strands are needed in the holistic
development of children.
As for Singapore, the innermost circle starts with the premise of the traits of a preschool
child, that is “children are curious, active and competent learners” at this age and the
curriculum initiates its principles and philosophies based on children’s traits. (MOE,
Singapore, 2013). The framework is organised from this premise to equip children with
keys stage and desired outcomes through iTeach principles and the six learning areas.
As for the Philippines, the innermost circle has petals of flowers signifying the domains are
used to teach preschool children which are closely linked to the second circle. It portrays
the content that children need to study from Grade 1 to 12 which is closely connected to the
domains for kindergarten children. These descriptions and aspirations are unique to the
needs, culture and desires of each nation.
WAY FORWARD
Scrutinizing the frameworks of these countries shows all three frameworks are congruent
with early learning development principles as to the areas children need to be developed. The
domains are in lieu with early learning domains and aligned with aspirations of nation building of
each country.
21
For future curriculum development in Malaysia, the emphasis given on domains should be
studied and can be relabelled to match the nature of children bearing in mind their interests and
traits of children at preschools. Perhaps the framework for preschool should be unique matching
the needs of pre-schoolers but has a connection to subjects and skills studied in primary education.
Furthermore a lesson or two can be learnt from the frameworks of Singapore and the Philippines.
Singapore’s framework clearly stipulates what a teacher needs to do in order to achieve their key
stage outcomes. The framework of the Republic of Philippines also clearly depicts the
approaches, practices and principles, which teachers need to adopt in teaching and learning. This
will help teachers to clearly see what they are required to do in order to begin teaching and
engaging their pupils in preschools. A more comprehensive and unique framework for preschool
can be developed in Malaysia as the approach undertaken in teaching and learning differs from
primary and secondary schooling.
CONCLUSION
All three contained the crux of child development principles and philosophies based on
the interests and needs of children at the pre-primary age. The frameworks are unique to each
nation and is relevant for nation building and to producing individuals who will be valuable
citizens in future.
REFERENCES
Department of Education. Republic of the Philippines. (2013). Standards and Competencies for
Five-Year Old Filipino Children. Department of Education.
Kilpatrick, William Heard. (2004). Philosophy of Education. Roshan Offset Printers, 242- 243,
306
Ministry of Education, Malaysia. (2017). National Preschool Standards-Based Curriculum.
Putrajaya: Ministry of Education.
Ministry of Education, Republic of Singapore. (2013a). Nurturing Early Learners: A Curriculum
Framework for Kindergartens in Singapore. Ministry of Education
Ministry of Education, Republic of Singapore. (2013b). Educators’ Guide: Overview. Ministry of
Education
Ministry of Education, Republic of Singapore. (2010). Nurturing our Young for the Future:
Competencies for the 21st Century. Retrieved from
http://www.deped.gov.ph/press-releases/k-12-learners-generation-innovators.
Retrieved on 25 January, 2018
Sleeter, Christine E. (2005). Un-Standardizing Curriculum: Multicultural Teaching in the
Standards-Based Classroom. Teachers College Press, 105
22
Analisis Jadual Taksonomi Huraian Sukatan Pelajaran Kimia Organik
Matrikulasi
Dani Asmadi Ibrahim1, Noor Fatihah Zulkeply2
1,2, Kolej Matrikulasi Negeri Sembilan
[email protected], [email protected]
Abstrak
Kertas kajian ini melaporkan suatu kajian kualitatif berasaskan analisis dokumen ke atas Huraian
Sukatan Pelajaran Kimia Organik untuk mencirikan pengajaran dan pembelajaran kursus kimia
berkenaan berdasarkan dimensi proses kognitif dan dimensi pengetahuan Taksonomi Bloom.
Jadual hasil pembelajaran unit dan jadual taksonomi bagi kursus kimia organik telah berjaya
disediakan. Kajian mendapati taburan hasil-hasil pembelajaran bertumpu pada aras kognitif
rendah dan pengetahuan metakognitif tidak menjadi hasil pembelajaran yang disasarkan. Kertas
kajian turut mencadangkan penjelasan bahawa penumpuan pada proses kognitif aras rendah ini
dikaitkan dengan model pendidikan kimia yang mendasari kursus ini serta pertimbangan
terhadap fungsi program matrikulasi sebagai suatu program persediaan. Berdasarkan ciri-ciri
huraian sukatan pelajaran yang didapati, terdapat keperluan pengajaran dan pembelajaran
ditambahbaik supaya merangkumi dimensi proses kognitif dan dimensi pengetahuan secara lebih
menyeluruh. Ini boleh dicapai dengan menggunakan model “flipped learning” dan dengan
memberi lebih perhatian kepada perkembangan pengetahuan metakognitif pelajar.
Kata kunci: Taksonomi Bloom, pengetahuan metakognitif, pendidikan kimia, kimia organik,
kurikulum sains.
PENDAHULUAN
Kajian ini melaporkan analisis dua dimensi Taksonomi Bloom dan pembinaan jadual
taksonomi untuk mencirikan Kursus Kimia Organik Program Matrikulasi. Pemeriksaan terperinci
huraian sukatan pelajaran kursus ini akan menyingkap kekuatan-kekuatan dan peluang-peluang
yang dilepaskan untuk dijadikan titik mula bagi menambahbaik perancangan dan pelaksanaan
pengajaran dan pembelajaran kursus kimia organik. Saban tahun program matrikulasi
menyediakan sehingga 30,000 tempat, sebahagian besarnya untuk pelajar sains yang mengambil
kursus kimia (Kementerian Pendidikan Malaysia, 2017). Oleh yang demikian, Huraian Sukatan
Pelajaran Kimia Program Matrikulasi adalah dokumen penting yang menjadi panduan
perlaksanaan kursus dan menyelaraskan pengajaran dan pembelajaran di kesemua 15 kolej
matrikulasi di seluruh negara. Pencirian huraian sukatan pelajaran sebegini adalah kritikal bagi
mendapatkan latarbelakang pengajaran dan pembelajaran kimia organik matrikulasi.
Kajian ini melibatkan pembinaan Jadual Taksonomi yang merupakan perwakilan visual
hasil analisis dua dimensi Taksonomi Bloom. Dalam jadual ini, dimensi pengetahuan membentuk
baris dalam jadual manakala dimensi proses kognitif membentuk lajur dalam jadual. Persilangan
di antara jenis pengetahuan dan proses kognitif akan diwakili oleh sel-sel dalam jadual. Oleh yang
demikian, sesuatu hasil pembelajaran boleh dikelaskan dalam Jadual Taksonomi di dalam satu
23
atau lebih sel bergantung kepada persilangan antara lajur iaitu dimensi proses kognitif dan baris
iaitu kategori pengetahuan. Jadual Taksonomi ditunjukkan dalam Rajah 1.
Rajah 1. Jadual Taksonomi
Krathwohl (2002) menyatakan jadual taksonomi ini digunakan dalam pengelasan objektif,
aktiviti dan penilaian sesuatu kursus atau unit pelajaran. Apabila dilengkapkan Jadual Taksonomi
boleh digunakan untuk;
i. memeriksa penjajaran kurikulum,
ii. menentukan penekanan secara bandingan dan,
iii. mengenal pasti peluang-peluang pendidikan yang terlepas.
Kajian ini akan memeriksa hasil-hasil pembelajaran kursus kimia organik matrikulasi
berdasarkan dua dimensi Taksonomi Bloom iaitu dimensi proses kognitif dan dimensi
pengetahuan. Penggunaan jadual taksonomi dalam menilai kurikulum kimia tidak pernah
dilaporkan sebelum ini. Azraai Othman, Dani Asmadi dan Othman Talib (2015) pernah
melaporkan kajian melibatkan penggunaan Taksonomi Bloom dalam menilai silibus dan teks-teks
kursus kimia organik matrikulasi. Namun begitu, biarpun kajian tersebut menggunakan
Taksonomi Bloom yang baru, kajian tersebut bertumpu pada dimensi proses kognitif sahaja dan
silibus tidak dinilai berdasarkan dimensi pengetahuan sepertimana yang akan dilakukan dalam
kajian ini. Kajian-kajian lain pula melibatkan tajuk kimia tertentu seperti Dani Asmadi Ibrahim
dan Kamisah Osman (2011), yang melibatkan tajuk Atomic Structure dan Dani Asmadi Ibrahim
(2014) yang melibatkan tajuk Ionic Equilibria. Dua kajian ini biarpun lebih terperinci kerana
turut melibatkan teks kursus dan soalan peperiksaan dalam analisis, masih membincangkan proses
kognitif sahaja. Dan berdasarkan kegunaan jadual taksonomi yang telah disebutkan, kajian-kajian
lepas ini hanya menggunakan Taksonomi Bloom untuk memeriksa penjajaran kurikulum dan
penekanan bandingan secara terhad, tetapi tidak dapat mengenalpasti peluang pendidikan yang
terlepas.
Kajian ini penting kerana ia membolehkan huraian sukatan pelajaran sedia ada diperiksa
berdasarkan pelbagai aspek seperti penggunaan kata kunci tindakan yang sesuai, rangkuman
proses kognitif dan rangkuman jenis pengetahuan. Ia akan memberi maklumat terperinci dan
perspektif baru terhadap huraian sukatan kimia organik sedia ada. Pastinya dapatan kajian
seumpama ini turut berguna apabila semakan semula kursus dilakukan. Kurikulum kimia program
matrikulasi telah menjalani beberapa kali semakan semula sejak Program Matrikulasi
Kementerian Pelajaran Malaysia mula dilaksanakan pada 1998. Namun begitu, semakan semula
lebih didorong oleh perubahan-perubahan dasar seperti perlaksanaan program matrikulasi dua
semester (daripada asalnya tiga), perlaksanaan Pengajaran Pembelajaran Sains Matematik dalam
Bahasa Inggeris, perlaksanaan Program Dua Tahun dan pelaksanaan Program Matrikulasi Sains
24
dalam bentuk terkininya dengan tiga modul, berbanding maklumat dan perspektif baru yang
didapati hasil penyelidikan pendidikan. Oleh yang demikian, kajian sebegini sangat wajar dan
tepat pada masanya.
Taksonomi Bloom diterbitkan pada 1956. Taksonomi Bloom asal merangkumi enam
kategori utama pemikiran iaitu: Pengetahuan, kefahaman, aplikasi, analisis, sintesis dan penilaian.
Ia bertujuan menyediakan sistem pengelasan matlamat-matlamat pendidikan untuk membantu
guru-guru, pentadbir, pakar-pakar profesional dan penyelidik untuk membincangkan
permasalahan kurikulum dan penilaian pendidikan dengan lebih jitu (Amer, 2006). Taksonomi
Bloom telah disemak semula pada 2001 untuk memperbaiki kelemahan-kelemahannya dan
mengambilkira perkembangan-perkembangan bidang pendidikan dan psikologi yang berlaku
pada separuh kedua abad ke 20. Dalam bentuk baru ini, nama kategori pemikiran diubah dan
kedudukan dua kategori teratas bertukar tempat (Clark, 2010). Akan tetapi, perubahan paling
ketara dalam Taksonomi Bloom baru ini adalah suatu objektif pengajaran dan pembelajaran kini
boleh dikelaskan berdasarkan bukan satu tetapi dua dimensi. Dua dimensi itu adalah dimensi
proses kognitif dan dimensi pengetahuan, yang menggantikan kategori jenis pemikiran dalam
Taksonomi Bloom asal. Kerangka dua dimensi Taksonomi Bloom yang disemak semula ini
membentuk asas teori kajian ini.
Kajian ini dijalankan untuk mencirikan huraian sukatan pelajaran tajuk-tajuk kimia
organik matrikulasi berdasarkan analisis dua dimensi Taksonomi Bloom dan membincangkan
implikasi dan aplikasi dapatan terhadap pengajaran dan pembelajaran kursus kimia berkenaan.
Secara lebih khusus kajian ini dijalankan untuk:
i. Menganalisa huraian sukatan pelajaran berdasarkan dimensi proses kognitif.
ii. Menganalisa huraian sukatan pelajaran berdasarkan dimensi pengetahuan.
iii. Mencirikan huraian sukatan pelajaran berdasarkan jadual taksonomi.
iv. Memberi saranan untuk menambahbaik pengajaran dan pembelajaran berdasarkan
pencirian huraian sukatan pelajaran.
Kajian ini melihat semula pengajaran dan pembelajaran kimia organik berdasarkan
analisis Huraian Sukatan Pelajaran semata-mata. Oleh yang demikian, dapatan kajian ini dibatasi
andaian pengajaran dan pembelajaran yang dilaksanakan adalah menurut Huraian Sukatan
Pelajaran baik dari segi kandungan, turutan tajuk dan agihan masa sepenuhnya. Huraian Sukatan
Pelajaran adalah panduan untuk guru melaksanakan pengajaran dan pembelajaran. Pengajaran
yang disampaikan kepada pelajar dipengaruhi pelbagai faktor seperti bagaimana guru
mentafsirkan huraian sukatan pelajaran itu. Ini bermaksud sebarang perbezaan di antara
pengajaran dan pembelajaran yang dirancang (menurut Huraian Sukatan Pelajaran) dan
pelaksanaan pengajaran dan pembelajaran sebenarnya adalah di luar skop kajian ini.
METODOLOGI
Kajian ini adalah suatu kajian kualitatif berasaskan analisis dokumen. Dalam kajian ini,
pernyataan-pernyataan hasil pembelajaran dalam huraian sukatan pelajaran dianalisa berdasarkan
dimensi pengetahuan dan proses kognitif. Analisa ini melibatkan pembinaan dua jadual iaitu:
Jadual Hasil Pembelajaran Unit (untuk setiap tajuk) dan Jadual Taksonomi (untuk setiap tajuk dan
keseluruhan tajuk-tajuk). Secara lebih terperinci langkah-langkah analisis dokumen Huraian
Sukatan Pelajaran adalah seperti berikut:
i. Setiap pernyataan hasil pembelajaran dalam huraian sukatan pembelajaran dipecahkan
kepada hasil-hasil pembelajaran unit. Ini bermaksud hasil pembelajaran yang paling asas
dalam pernyataan dikeluarkan dan disenaraikan.
25
ii. Hasil-hasil pembelajaran unit ini dikelaskan sebagai C1 hingga C6 berdasarkan dimensi
proses kognitif yang sesuai dengan kata kunci tindakannya: C1-mengingati, C2-
memahami, C3-mengaplikasi, C4-menganalisis, C5-menilai dan C6-mencipta. Ini
dilakukan menggunakan aplikasi Revised Bloom Taxonomy Indicator V3.31 yang dibina
UiTM pada 2014. Sekiranya kata kunci tindakan dikelaskan kepada lebih daripada satu
aras kognitif berbeza, pengkaji-pengkaji akan mengelaskannya berdasarkan aras kognitif
paling tinggi yang sesuai. Kesesuaian adalah berdasarkan konteks pengajaran dan
pembelajaran kimia peringkat matrikulasi dan pengalaman profesional pengkaji-pengkaji.
Hasil-hasil pembelajaran unit ini turut dikelaskan berdasarkan dimensi pengetahuan KF,
KC, KP dan KM: KF-fakta, KC-konsep, KP-prosedur dan KM-metakognitif.
iii. Pengelasan hasil-hasil pembelajaran unit ini dilakukan oleh dua orang pensyarah kanan.
Setiap seorang mempunyai pengalaman mengajar kimia selama 10-17 tahun di peringkat
matrikulasi. Di samping itu, setiap seorang pernah terlibat dalam penyediaan bahan
pengajaran dan pembelajaran kursus, penyemakan huraian sukatan pelajaran, pentaksiran
dan penandaan soalan peperiksaan pada peringkat Bahagian Matrikulasi Kementerian
Pendidikan Malaysia.
iv. Jadual taksonomi setiap bab Kimia Organik dan keseluruhan bab-bab Kimia Organik
seterusnya dibina. Ini dilakukan dengan mengisi bilangan hasil pembelajaran unit yang
dicirikan oleh lajur dan baris khusus dalam Jadual taksonomi. Corak taburan hasil-hasil
pembelajaran unit ini akan digunakan untuk mencirikan huraian sukatan pelajaran kimia
organik yang dikaji.
DAPATAN KAJIAN
Setiap pernyataan hasil pembelajaran dalam huraian sukatan pelajaran dipecahkan kepada
hasil-hasil pembelajaran yang lebih asas yang dipanggil hasil pembelajaran unit. Misalnya
pernyataan pernyataan dalam tajuk kecil 11.3 Isomerism, dalam bab 11 Introduction to Organic
Chemistry adalah:
“At the end of this topic, students should be able to: b) explain constitutional isomerism:
i) chain isomers ii) positional isomers and iii) functional group isomers”
Apabila diteliti pernyataan ini sebenarnya terdiri daripada empat hasil pembelajaran unit
iaitu: explain constitutional isomersm, explain chain isomerism, explain positional isomeris dan,
explain functional group isomerism. Oleh yang demikian, berdasarkan hasil pembelajaran unit,
bilangan hasil pembelajaran bagi setiap tajuk dan keseluruhan tajuk-tajuk kimia organik
sebenarnya adalah lebih besar. Bilangan hasil pembelajaran yang lebih besar ini memberi kesan
dan perlu dipertimbangkan dalam pelaksanaan pengajaran dan pembelajaran. Perbezaan bilangan
ini dijelaskan dalam Jadual 1.
Jadual 1
Perbandingan Bilangan Pernyataan Hasil Pembelajaran Berbanding Hasil Pembelajaran Unit
Tajuk Bil. Hasil Pembelajaran Bil. Hasil Pembelajaran Unit
11 Introduction to 23 31
Organic 33 46
Chemistry
12 Hydrocarbons
26
13 Arenes 12 18
14 Haloalkanes 9 16
15 Hydroxy 19 23
Compounds 12 30
16 Carbonyl
16 23
Compounds
17 Carboxylic Acids 18 45
6 11
and its derivatives 5 14
18 Amines
19 Amino Acids
20 Polymers
Langkah seterusnya adalah pengenalpastian dimensi proses kognitif dan dimensi
pengetahuan setiap hasil pembelajaran unit. Langkah ini diterangkan dalam Jadual 2
menggunakan contoh hasil pembelajaran tajuk kecil, Reactions in organic compounds dalam Bab
11 Introduction to Organic Chemistry,
Jadual 2
Contoh Pengelasan Hasil Pembelajaran Unit
Hasil Hasil pembelajaran unit Kata Dimensi Dimensi
pembelajaran berdasarkan perkataan kunci proses pengetahua
sebagaimana kunci tindakan tindakan kognitif n
dalam huraian
sukatan explain homolytic explain C2 C5 C6 KC
pelajaran cleavage
a) explain explain heterolytic explain
covalent bond cleavage
cleavage. CC2 paling tepat
state the relative berdasarkan konteks
i. homolytic stabilities of free radicals
state the relative state
ii. heterolyti stabilities of carbocations
state the relative state
c stabilities of carboanions
state
(b) state the
relative
stabilities of
primary,
secondary and
tertiary free
radicals,
carbocations and
carbanions.
Berdasarkan jadual di atas, kata kunci tindakan “explain” boleh dikelaskan kepada mana-
mana dimensi proses kognitif C2, C5 dan C6 berdasarkan Bloom’s Taxonomy Indicator V 3.1.
Namun begitu, berdasarkan konteks penggunaan dalam pengajaran dan pembelajaran (nota kuliah
dan buku teks) dan penilaian (soalan ujian dan soalan peperiksaan), maka diputuskan oleh para
27
pengkaji bahawa C2 adalah paling tepat mewakili hasil pembelajaran “explain heterolytic
covalent bond cleavage”. Hasil pembelajaran unit ini turut dikelaskan sebagai dimensi
pengetahuan konsep (KC) lantaran pembelahan ikatan kovalen melibatkan asas konsep ikatan
kovalen.
Jadual Taksonomi setiap tajuk dan keseluruhan tajuk-tajuk Kimia Organik dapat dibina
dengan mengisi bilangan hasil pembelajaran unit yang dicirikan oleh lajur dan baris khusus dalam
Jadual Taksonomi. Sebelas Jadual Taksonomi telah disediakan: satu Jadual Taksonomi bagi
keseluruhan tajuk-tajuk Kimia Organik, dan sepuluh jadual bagi setiap tajuk Kimia Organik.
Jadual 3, menunjukkan Jadual Taksonomi keseluruhan tajuk-tajuk Kimia Organik.
Jadual 3
Jadual Taksonomi Tajuk-tajuk Kimia Organik
Dimensi Proses Kognitif
SK016 mengingati mema mengapli menga menilai mencipt %
a
hami kasi nalisis 21.4
0 65.4
Dimensi Pengetahuan 0 13.2
0 0.0
Fakta KF 21 28 0 10 0 100
8 140 3 20 0.0
Konsep KC 11 2 16 20
0 00 00
Prosedur KP 17.1 72.6 8.1 2.1 0.0
Metakognitif KM
%
Jadual 3 menunjukkan taburan hasil-hasil pembelajaran unit tajuk-tajuk kimia organik
berdasarkan dimensi proses kognitif dan dimensi pengetahuan. Didapati dimensi pengetahuan
konsep membentuk bahagian terbesar (65.4%) diikuti pengetahuan fakta (21.4%) dan terkecil
(13.2%) dimensi pengetahuan prosedur. Tiada hasil pembelajaran unit dimensi pengetahuan
metakognitif ditemui dalam huraian sukatan pelajaran. Dari segi dimensi proses kognitif pula,
didapati taburan hasil pembelajaran unit umumnya merangkumi mengingati hingga menganalisis
(C1-C4) dengan proses kognitif memahami membentuk bahagian terbesar (72.6%). Berdasarkan
sel-sel dalam jadual taksonomi, sel konsep-memahami membentuk bahagian hasil pembelajaran
unit paling besar (60%) dikuti sel fakta-memahami (12%) dan sel fakta-mengingati (9%).
PERBINCANGAN
Peringkat pertama analisis dalam kajian ini adalah memecahkan setiap pernyataan hasil
pembelajaran kepada hasil pembelajaran paling asas dan membina Jadual Hasil Pembelajaran
Unit. Sepuluh jadual hasil pembelajaran unit telah disediakan dan setiap satu boleh digunakan
untuk membantu pelaksanaan sukatan pelajaran bagi setiap tajuk masing-masing.
Huraian sukatan pelajaran adalah panduan untuk pelaksanaan pengajaran dan
pembelajaran bagi guru dan panduan penilaian bagi pentaksir ujian dan peperiksaan. Jadual Hasil
Pembelajaran Unit boleh membantu guru dan pentaksir membuat tafsiran yang lebih tepat
berkaitan hasil-hasil pembelajaran yang perlu dicapai dengan mengurangkan kekaburan yang
mungkin timbul sekiranya tafsiran dibuat berdasarkan pernyataan hasil pembelajaran semata-
mata. Jadual hasil pembelajaran unit juga menyenaraikan hasil-hasil pembelajaran dengan
terperinci termasuk yang mungkin tidak begitu jelas dalam huraian sukatan pelajaran.
28
Jadual Hasil Pembelajaran Unit turut memperinci setiap hasil pembelajaran berdasarkan
dimensi proses kognitif dan jenis pengetahuan. Ini dapat membantu guru memadankan kaedah
pengajaran dan pembelajaran dengan jenis hasil pembelajaran. Misalnya hasil pembelajaran
mengingati–fakta mungkin memerlukan guru memperkenalkan kaedah mengingat mnemonic atau
mengajar lebih mendalam sedikit supaya perkara yang perlu diingati lebih bermakna kepada
pelajar. Sebaliknya jika hasil pembelajaran jenis memahami-konsep guru mungkin perlu
mengukuhkan kefahaman pelajar menggunakan analogi yang sesuai.
Peringkat kedua analisis adalah membina jadual taksonomi bagi setiap tajuk dan
keseluruhan tajuk-tajuk daripada jadual-jadual hasil pembelajaran unit yang telah disediakan.
Berdasarkan Jadual 3 didapati hasil-hasil pembelajaran merangkumi proses-proses kognitif
mengingati hingga menganalisis dan jenis pengetahuan merangkumi semua jenis pengetahuan
kecuali pengetahuan metakognitif. Berdasarkan dapatan-dapatan yang telah ditunjukkan huraian
sukatan pelajaran dikaji mempunyai ciri-ciri berikut:
i. Kursus kimia organik bertumpu membekali pelajar dengan konsep-konsep asas kimia
organik di samping fakta-fakta, dan aplikasi prosedur khusus berkaitan kimia organik.
ii. Kursus kimia organik ini bertumpu kepada membina kemahiran mengingati, memahami
dan mengaplikasi dalam konteks mempelajari asas-asas kimia organik.
iii. Pengetahuan metakognitif tidak disenaraikan sebagai hasil pembelajaran disasarkan dalam
huraian sukatan pelajaran ini.
Huraian sukatan pelajaran kimia organik didapati tidak merangkumi keseluruhan dimensi
proses kognitif dan jenis pengetahuan. Apakah yang boleh menjelaskan mengapa hasil-hasil
pembelajaran kimia bertumpu pada proses kognitif aras rendah? Suatu penjelasan adalah kerangka
atau model pendidikan kimia yang menjadi asas kursus kimia organik ini. Banyak kursus kimia
pengenalan peringkat lepasan menengah termasuk kursus kimia matrikulasi adalah didasari apa
yang dipanggil Model Tradisi Pendidikan Kimia (Dani Asmadi Ibrahim dan Kamisah Osman,
2012). Model ini didasari andaian ilmu kimia difahami sekiranya konsep-konsep dan prinsip-
prinsip asas kimia dipelajari. Menurut model ini, guru cuba membina asas pengetahuan fakta dan
konsep yang kukuh buat pelajar sepanjang suatu kursus, lantaran himpunan fakta dan prinsip ini
menjadi pra syarat bagi pembelajaran peringkat lebih tinggi. Lazimnya semasa penyampaian
pelajaran, pelajar diajar prinsip, takrifan dan konsep asas dahulu, diikuti ujikaji-ujikaji yang
menyokong prinsip atau hukum tersebut. Seterusnya pelajar diajar mengaplikasi pengetahuan,
sama ada menggunakannya dalam pengiraan, eksperimen dan penggunaan pada konteks luar bilik
darjah. Dan sekiranya model ini digunapakai, maka dalam penyediaan huraian sukatan pelajaran,
nota sesuatu tajuk dalam buku rujukan dan kuliah, maka ia akan menurut turutan berikut:
i. Memperkenalkan takrifan, konsep asas, prinsip dan fakta yang mesti diketahui untuk
memahami pelajaran selanjutnya. Proses kognitif utama pada peringkat ini adalah
mengingati.
ii. Menghuraikan prinsip-prinsip dan konsep dengan memberi contoh dan ujikaji berkaitan
serta menjelaskan perhubungan antara konsep dan fakta asas. Dalam kimia organik
lazimnya jenis-jenis tindak balas kimia asas diperkenalkan dan diikuti dengan
menghuraikan beberapa contoh tindak balas. Proses kognitif utama pada peringkat ini
adalah memahami.
iii. Mengaplikasi pengetahuan sama ada menggunakannya dalam eksperimen
pengenalpastian, eksperimen sintesis sebatian kimia organik dan perbincangan berkaitan
penggunaan kimia organik dalam kehidupan seharian. Proses kognitif utama pada
peringkat ini adalah mengaplikasi dan kadangkala menganalisis sekiranya melibatkan
29
menciptapenyelesaian masalah (corak ini dapat diperhatikan semasa huraian sukatan pelajaran ini
menilaidicirikan).
menganalisaPenjelasan kedua adalah kimia merupakan suatu bidang yang matang, dengan kebanyakan
mengaplikasipersoalan berkaitan tenaga dan jirim telah dijawab menjelang pertengahan abad ke 20. Bidang
memahamiKimia Moden abad ke 21 kini lebih bersifat pelbagai disiplin dan berorientasikan aplikasi
mengingati(Sjostrom, 2006). Pelajar-pelajar matrikulasi yang mengambil matapelajaran kimia organik akan
melanjutkan pelajaran ke peringkat ijazah dalam pelbagai bidang seperti kejuruteraan, perubatan,
sains dan teknologi. Biarpun bidang-bidang ini serupa kerana memerlukan pelajar mempunyai
asas kimia organik yang kukuh, cara dan konteks pengetahuan kimia organik diaplikasikan adalah
khusus mengikut bidang. Sebagai contoh tindakbalas kimia yang penting dalam bidang alam
sekitar mungkin tidak penting dalam bidang perubatan begitu juga sebaliknya. Oleh itu,
pendekatan memberikan pelajar asas kimia organik yang luas tetapi tidak begitu mendalam adalah
wajar. Aplikasi kimia organik dalam konteks sebenar yang lebih khusus, mendalam dan bersifat
pelbagai disiplin hanya akan dihadapi pelajar pada peringkat ijazah sarjana muda kelak.
Berdasarkan ciri-ciri huraian sukatan pelajaran yang dibincangkan setakat ini terdapat
kewajaran mengapa hasil-hasil pembelajaran bertumpu pada aras rendah. Namun begitu apakah
peluang penambahbaikan yang boleh dilakukan dari segi pengajaran dan pembelajaran?
Bagaimanakah kemahiran berfikir aras tinggi dapat ditingkatkan biarpun huraian sukatan
pelajaran meliputi kandungan subjek yang luas pada aras kognitif yang rendah. Jawapan soalan
ini dijelaskan dengan bantuan Rajah 2.
Dimensi Proses Kognitif
Dimensi Pengetahuan
Fakta
Konsep
Prosedur
Metakognitif
Rajah 2. Peluang penambahbaikan berdasarkan Jadual Taksonomi
Rajah 2 menunjukkan rangkuman dimensi proses kognitif dan dimensi pengetahuan
huraian sukatan pelajaran kimia organik. Kawasan berwarna kelabu menunjukkan rangkuman
semasa huraian sukatan pelajaran, yakni bertumpu pada proses kognitif mengingati hingga
mengaplikasi pada masa yang sama mengabaikan pengetahuan metakognitif. Oleh yang demikian
penambahbaikan pengajaran dan pembelajaran yang wajar dilakukan adalah untuk meluaskan
rangkuman dimensi proses kognitif dan dimensi pengetahuan seperti ditunjukkan anak panah ke
bawah dan anak panah ke kanan.
Kefahaman mendalam yang menjadi matlamat pengajaran dan pembelajaran kimia
organik khususnya dan sains amnya tidak boleh dicapai melalui aktiviti pemikiran aras rendah
semata-mata. Contohnya seperti yang lazim berlaku semasa pelajar menghafal maklumat dan
30
fakta atau belajar menggunakan algoritma penyelesaian masalah melalui latihan berulang.
Berdasarkan Taksonomi Bloom penguasaan dicapai apabila pelajar mempamerkan kemahiran
berfikir aras tinggi berkaitan kandungan yang diajar. Ini merupakan matlamat pembelajaran. Ini
bermaksud sekiranya pelajar hanya mempamerkan kemahiran berfikir aras rendah berkaitan tajuk
bukanlah bermakna pelajar menguasai pelajaran. Namun begitu, penguasaan pelajaran pada
domain kognitif aras rendah masih penting kerana ia merupakan alat memahami ilmu dan pra
syarat penguasaan pengetahuan pada aras lebih tinggi. Sekiranya matlamat kursus ini adalah untuk
membina kefahaman mendalam asas-asas kimia organik maka pengajaran dan pembelajaran
mestilah merangkumi seluas mungkin dimensi proses kognitif dan bukannya yang rendah sahaja.
Kemahiran berfikir Mencipta Pembelajaran tanpa guru
aras tinggi Menilai Tugasan/“homework” dan
(Matlamat) Menganalisa
pembelajaran kendiri
Kemahiran berfikir Mengaplikasi
aras rendah Memahami Pembelajaran bersemuka
(Alat) Mengingati kuliah, tutoran dan
kelas amali
Rajah 3. Kerangka pengajaran dan pembelajaran semasa berdasarkan
Taksonomi Bloom
Sejauh mana pembelajaran yang merangkumi keseluruhan dimensi proses kognitif ini
berlaku dalam kursus kimia organik semasa dan bagaimana ia boleh ditingkatkan? Kerangka
pengajaran dan pembelajaran semasa boleh diwakilli Rajah 3. Berdasarkan Rajah 3 pengajaran
kuliah, tutoran dan amali semasa lebih bertumpu kemahiran berfikir aras rendah, atau dalam erti
kata lain memberikan “alat-alat” berkaitan pembelajaran kimia. Pada waktu kuliah, lazimnya tajuk
diperkenalkan kepada pelajar, bersama definisi dan fakta berkaitan. Konsep-konsep asas turut
dijelaskan dengan tujuan memberi kefahaman asas. Sewaktu amali dan tutoran pula pelajar diberi
peluang untuk mengaplikasi apa yang dipelajari untuk membuat eksperimen dan menyelesaikan
soalan tutoran berbentuk masalah. Pembelajaran bersemuka yang berlaku ini lebih bertumpu pada
proses kognitif aras rendah. Selepas menjalani kelas-kelas yang dijadualkan, pelajar diandaikan
akan menjalani pembelajaran kendiri. Mereka akan membuat pembacaan dan latihan tambahan
untuk meningkat penguasaan terhadap tajuk yang telah dipelajari. Mereka mungkin mencuba
soalan yang lebih sukar seperti soalan peperiksaan tahun lepas dan berbincang dengan rakan dan
pensyarah sekiranya menghadapi kesukaran dan untuk mendapatkan penjelasan lanjut.
Pembelajaran kendiri sebegini (sekiranya berlaku) lebih melibatkan kemahiran berfikir aras tinggi
berbanding pembelajaran bersemuka yang berlaku sebelumnya.
Pengajaran dan pembelajaran kendiri yang melibatkan kemahiran berfikir aras tinggi
seperti diandaikan ternyata tidak berlaku seperti yang diharapkan. Kajian terhadap pandangan
pelajar terhadap kesukaran tajuk-tajuk kimia matrikulasi semester satu (Dani Asmadi Ibrahim,
Azraai Othman, & Othman Talib, 2015) mendapati pelajar menghadapi masalah memahami
konsep-konsep kimia tertentu dan untuk mengatasinya pelajar cenderung belajar secara hafalan
dan latihan berulang sebagai cara mempersiapkan diri untuk peperiksaan. Penumpuan kepada
pembelajaran hafalan ini bertentangan dengan matlamat memperkembangkan keseluruhan
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dimensi proses kognitif semasa mempelajari kimia. Oleh yang demikian sesuatu harus dilakukan,
dan ia harus dilakukan di luar kerangka amalan pengajaran dan pembelajaran semasa.
Kemahiran berfikir Pembelajaran bersemuka
aras tinggi
(Matlamat) Mencipta kuliah, tutoran dan
Menilai kelas amali
Menganalisa
Kemahiran berfikir Mengaplikasi Pembelajaran kendiri
aras rendah Memahami sebelum kelas
(Alat) Mengingati
Rajah 4. Kerangka pengajaran dan pembelajaran “Flipped Learning” berdasarkan
Taksonomi Bloom
Suatu kerangka pengajaran dan pembelajaran yang boleh digunakan untuk menambahbaik
pengajaran semasa adalah model Flipped Learning. Menurut kerangka ini, komponen yang secara
tradisi disampaikan dalam kelas misalnya kuliah disampaikan luar kelas melalui bahan berasaskan
web seperti video, demonstrasi, tutorial dan simulasi. Sekiranya kekurangan teknologi maklumat
dan komunikasi menjadi halangan, pelajar setidak-tidaknya diberikan tugasan bacaan dan
lembaran kerja untuk disiapkan sebelum kelas. Pembelajaran kendiri berlaku sebelum kelas dan
melibatkan proses kognitif aras rendah. Pelajar telah meneroka bahan pelajaran yang ditugaskan
terlebih dahulu sebelum tajuk itu diperkenalkan oleh guru. Oleh itu sewaktu kelas atau sewaktu
pembelajaran bersemuka dengan guru, aktiviti yang lebih berpusatkan pelajar boleh dijalankan.
Pembelajaran bersemuka boleh digunakan untuk pembelajaran berkumpulan, perhatian individu
kepada pelajar tertentu dan aktiviti pengayaan bagi pelajar berpencapaian tinggi. Di sini guru
bukan lagi sumber maklumat kerana semua maklumat asas berkaitan pelajaran telah diakses
sebelum kelas. Guru berpeluang berfungsi sebagai pembimbing, tempat mendapat maklum balas
dan berkongsi idea. Manfaat utama model ini adalah peluang menjadikan kelas bersemuka medan
untuk pelajar berbincang, mengembangkan kemahiran-kemahiran berfikir aras tinggi dan
berinteraksi dengan lebih bermakna dengan pelajaran.
Menurut Flavel (1976), pengetahuan metakognisi adalah pengetahuan seseorang mengenai
proses-proses kognitifnya sendiri dan apa-apa sahaja yang berkaitannya. Zull (2011), menyatakan
pengetahuan metakognisi berada pada akar semua pembelajaran dan turut menambah
“pengetahuan mengenai diri sendiri, kesedaran mengenai bagaimana dan kenapa kita berfikir
dengan cara tertentu, serta kebolehan untuk belajar membuat penyesuaian, adalah kritikal kepada
kelangsungan hidup sebagai seorang individu”. Di antara impak pengetahuan metakognitif adalah
ia membentuk pelajar yang belajar secara aktif, menggalakkan pembelajaran mendalam, serta
membolehkan pelajar mengawal pembelajaran dan pemikiran mereka sendiri (Pintrich, 2002).
Semua ini menunjukkan betapa pentingnya pengetahuan metakognitif pelajar diperkembangkan.
Dalam konteks program matrikulasi pula, ia menjadi lebih kritikal lantaran visinya untuk menjana
pelajar berkualiti ke institusi pengajian tinggi.
32
Kajian ini mendapati pembinaan pengetahuan metakognitif tidak menjadi ciri pengajaran
dan pembelajaran kimia lantaran ia tidak disebut dalam huraian sukatan pelajaran. Menurut
Chaojie Yang, Duijun Zhang, Yajing Lu dan Fujun Ma (2012), dalam pengajaran dan
pembelajaran sebenar, adalah perlu pengetahuan metakognitif pelajar diperkembangkan juga
walaupun ia tidak disebut dalam panduan kandungan pelajaran piawai. Dan menurut Pintrich
(2002) pula, oleh kerana pengetahuan metakognitif secara umumnya memberi kesan positif
kepada pembelajaran pelajar, adalah perlu ia diajar secara eksplisit untuk memudahkan
perkembangannya. Oleh yang demikian, langkah perlu diambil untuk mengintegrasikan
pembinaan dan penghayatan pengetahuan metakognitif secara sistematik dan bermatlamat bagi
kursus kimia organik ini khususnya dan program matrikulasi amnya.
KESIMPULAN
Kajian ini berjaya mencirikan huraian sukatan pelajaran tajuk-tajuk Kimia Organik
Matrikulasi berdasarkan analisis dua dimensi Taksonomi Bloom. Antara ciri-ciri yang dikenal
pasti adalah:
i. Berdasarkan dimensi proses kognitif huraian sukatan pelajaran bertumpu pada hasil-hasil
pembelajaran aras rendah (mengingati dan memahami) dan sederhana (mengaplikasi dan
menganalisis).
ii. Berdasarkan dimensi jenis pengetahuan huraian sukatan pelajaran bertumpu pada hasil-
hasil pembelajaran jenis pengetahuan fakta, konsep dan prosedur sahaja. Tiada hasil
pembelajaran jenis pengetahuan metakognitif disebutkan.
iii. Berdasarkan jadual taksonomi yang dibina didapati huraian sukatan sukatan tidak
merangkumi domain proses-proses kognitif dan jenis pengetahuan dengan menyeluruh.
Secara umumnya didapati kursus kimia organik program matrikulasi ini berpotensi membina
pengetahuan kimia organik asas selaras dengan matlamatnya untuk menyediakan pelajar untuk
kursus-kursus bidang sains dan teknologi di peringkat universiti. Kajian turut menunjukkan kursus
menekankan pembinaan pengetahuan konsep yang luas. Namun begitu ketiadaan pernyataan
berkaitan pengetahuan metakognitif menimbulkan persoalan sejauh mana huraian sukatan
pelajaran ini boleh dijadikan panduan dalam membina kemahiran metakognitif pelajar dan
memperkembangkan kemahiran belajar. Oleh yang demikian, terdapat keperluan untuk
menambahbaik pengajaran dan pembelajaran kursus kimia organik dengan cara-cara berikut:
i. Pengetahuan meta kognitif dan pembinaannya perlu diberikan perhatian sewajarnya.
Huraian sukatan pelajaran boleh memperincikan lagi aktiviti dan amalan yang boleh
dilakukan dan meningkatkan pengetahuan metakognitif dan kemahiran belajar pelajar.
Guru, pentadbir dan pelajar harus bertindak selaras dengan kesedaran bahawa matlamat
mempelajari kimia tidak harus terbatas kepada mempelajari fakta, konsep dan prosedur
berkaitan kimia sahaja tetapi juga menjadikan pelajar pemikir terlatih yang mampu belajar
secara berdikari dan berfikir secara strategik.
ii. Pengajaran dan pembelajaran yang melibatkan kemahiran berfikir aras tinggi perlu
dipertingkatkan. Di sini dicadangkan pengajaran dan pembelajaran dalam kerangka sedia
ada beralih kepada kerangka “flipped learning” di mana beban pembelajaran aras rendah
dipindahkan kepada pelajar di luar bilik darjah agar guru dapat memudahcara cara
pembelajaran yang melibatkan pemikiran aras tinggi dan memperkembangkan pengetahuan
metakognitif semasa pembelajaran bersemuka.
33
RUJUKAN
Amer, A. (2006). Reflections on the revised bloom taxonomy. Electronic Journal of Research in
Educational Psychology No 8, 4(1), 213-230.
Azraai Bin Othman, Othman Bin Talib dan Dani Asmadi Bin Ibrahim (2015). Analisis dokumen
silibus kimia organik matrikulasi berdasarkan taksonomi bloom. Jurnal Kurikulum dan
Pendidikan Asia Pasifik, 3(3), 1-10.
Clark, D. R. (2010). Bloom’s taxonomy of learning.
http://www.nwlink.com/~donclark/hrd/bloom. Dicapai pada 20 Mei 2015.
Chaojie Yang, Duijun Zhang, Yajing Lu dan Fujun Ma (2012). Applications of chemical
learning evaluation based on Bloom’s taxonomy of educational objectives. Journal of
Chemistry and Chemical Engineering, 6, 495-498.
Dani Asmadi Ibrahim dan Kamisah Osman (2011). Kemahiran berfikir aras tinggi, pengajaran
tajuk model atom dan pencapaian objektif kursus kimia. Prosiding Seminar Majlis
Dekan-dekan Pendidikan IPTA 2011, 105-122.
Dani Asmadi Ibrahim & Kamisah Osman (2012). Models of chemistry education and the
matriculation chemistry course: A review. In Transforming School Science Education in
the 21st Century, SEAMEO RECSAM, Penang, Malaysia, 98-111.
Dani Asmadi Ibrahim (2014). Ionic equilibria: An analysis on order of thinking skills and
achievement of chemistry course objectives. Prosiding Seminar Penyelidikan Pendidikan
Peringkat Kebangsaaan Kali Ke 8 Program Matrikulasi,
Dani Asmadi Bin Ibrahim, Azraai Bin Othman dan Othman Bin Talib (2015). Pandangan pelajar
dan guru terhadap tahap kesukaran tajuk-tajuk kimia. Jurnal Kepimpinan Pendidikan,
2(4), 34-46.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new era in cognitive
development inquiry. American Psychologist, 34, 906-911.
Kementerian Pendidikan Malaysia, (2017). Latar Belakang Bahagian Matrikulasi. Portal
Rasmi Kementerian Pendidikan Malaysia.
https://www.moe.gov.my/index.php/my/korporat/jabatan-dan-bahagian/bahagian-
matrikulasi?highlight=WyJiYWhhZ2lhbiIsIm1hdHJpa3VsYXNpIiwiYmFoYWdpYW4g
bWF0cmlrdWxhc2kiXQ Dicapai pada 20 Mei 2015.
Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice
41(4), 212-218.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching and assessing.
Theory into Practice 41(4), 219-225.
Sjöström, J. (2006). Subfields and metafields of the molecular sciences. Chemistry
International, Sept-Oct 2006, 9-13.
Zull, J. E. (2011). From Brain to Mind: Using Neuroscience to Guide Change in Education.
Sterling, Virginia: Stylus.
34
CRAM : Meningkatkan Daya Mengingat Rumus Bagi Tajuk Magnetic Field
Siti Aishah Tahir1, Raziah Mohd Noor2,
Normadiah Shafie3, Khairul Nizam Ab Hamid4
1,2,3,4Unit Fizik Kejuruteraan, Kolej Matrikulasi Teknikal Kedah
[email protected], [email protected],
[email protected], [email protected]
Abstrak
Penggunaan aplikasi CRAM bertujuan untuk membantu para pelajar lemah meningkatkan daya
ingatan terhadap rumus yang terdapat dalam tajuk Magnetic Field. Sembilan orang pelajar
daripada Program Personal Coaching yang mendapat gred C dan C+ semasa Peperiksaan
Semester Program Matrikulasi PSPM 1 Sesi 2016/2017 telah dipilih sebagai sampel.
Berdasarkan soal selidik, ujian pra dan pasca serta temubual, didapati sebanyak 7 daripada
sembilan pelajar menghadapi masalah dalam mengingat rumus dalam tajuk Magnetic Field.
Pelajar diberi dengan ujian pra untuk mengenalpasti sejauh mana ingatan para pelajar
menggunapakai rumus dalam tajuk tersebut. Berdasarkan ujian pra, lapan orang pelajar
mendapat markah 20% dan hanya seorang mendapat markah melebihi 50%. Setelah aplikasi
CRAM digunakan, keputusan ujian pasca menunjukkan terdapat peningkatan purata markah
daripada 20% kepada 42.6%. Kajian mendapati prestasi pelajar boleh ditingkatkan dengan
intervensi yang dilakukan dengan menggunakan aplikasi CRAM. Selain itu, sikap pelajar
terhadap cara pembelajaran kendiri dapat dirangsangkan, serta menjimatkan masa dan tenaga
bagi pelajar dan pensyarah.
Kata Kunci: CRAM, meningkatkan daya ingatan, rumus, pelajar lemah, tajuk Magnetic Field.
PENGENALAN
Menurut Zainal Arifin (2009), untuk mengukur tahap berjayanya suatu proses
pembelajaran adalah melalui evaluasi. Antara evaluasi yang digunapakai dalam Program
Matrikulasi adalah berbentuk peperiksaan yang diadakan dua kali dalam satu sesi. Hasil daripada
evaluasi tersebut, pendidik boleh mendapat gambaran tahap perkembangan para pelajar. Selalu
yang menjadi isu, adalah sejauh mana para pelajar yang sangat lemah dapat dibantu. Kegagalan
dalam menguasai sesuatu perkara menunjukkan prestasi motivasi yang turun seriring dengan
pencapaian seorang pelajar. Penurunan motivasi ini akan menyebabkan pelajar hilang minat
terhadap perkara yang dilakukan (Keke T. Aritonang, 2008). Berdasarkan sukatan pelajaran
Program Matrikulasi, subjek Fizik ini merupakan subjek teras iaitu merupakan subjek yang perlu
diambilkira dalam markah Purata Nilaian Gred Keseluruhan (PNGK) kelak. Oleh itu, keupayaan
para pelajar menjawab soalan Fizik dengan tepat haruslah diberi perhatian.
Penyelesaian sesuatu masalah Fizik melibatkan beberapa elemen utama iaitu rumus yang
tepat, gantian yang betul, dan seterusnya menulis jawapan yang tepat berserta unit yang
bersesuaian. Dalam menyelesaikan masalah yang melibatkan pengiraan dalam Fizik,
kebolehgunaan terhadap sesuatu rumus memainkan peranan yang penting dan signifikannya yang
tersendiri. Menurut Devlin’s Angle (2002), tanpa rumus suatu penciptaan tidak dapat dijayakan.
35
PERNYATAAN MASALAH
Berdasarkan Laporan Kerja Calon, seringkali masalah salah penggunaan rumus timbul.
Sekiranya pelajar gagal mengeluarkan rumus yang tepat, maka secara automiknya pelajar tidak
mendapat sebarang skor untuk penyelesaian masalah tersebut. Ini merupakan isu yang serius
kerana pelajar berpotensi kehilangan markah yang lebih banyak. Oleh itu, para pengkaji
merasakan daya mengingat rumus perlu diketengahkan kerana ia mesti dititikberatkan setiap kali
menjawab penyelesaian masalah Fizik yang melibatkan pengiraan. Selain ini juga, dengan
mengingati rumus Fizik ini bererti pelajar memahami sepenuhnya konsep Fizik yang cuba
disampaikan dalam penggunaan rumus tersebut.
Persoalannya disini, ramai pelajar yang masih tidak mengingati rumus Fizik yang
sepatutnya walaupun pembelajaran sesuatu tajuk itu sudah melepasi beberapa tajuk berikutnya.
Tanpa kemahiran mengingat rumus ini, pelajar akan gagal memenuhi kehendak soalan dan
menyukarkan mereka mengusai sesuatu tajuk. Bahkan, mereka akan hilang minat untuk
mempelajari subjek Fizik. Masalah ini bertambah serius apabila terdapat banyak rumus yang
boleh digunapakai dalam sesuatu tajuk, contohnya tajuk Magnetic Field.
Kajian oleh Treacy et al. (2012) menunjukkan terdapat hubungan yang signifikan antara
kaedah kad imbasan dengan pencapaian pelajar yang lemah. Oleh itu, pengkaji bersetuju
menggunakan aplikasi CRAM bagi membantu para pelajar ini. Hasil daripada tinjauan beberapa
penyelidikan, terdapat beberapa pengkaji yang telah mengkaji daya mengingat dengan
penggunaan kad imbasan. Antara pengkaji yang membahaskan tentang daya ingatan
menggunakan kad imbasan dalam penulisan mereka adalah Muhammad Nazri bin Samsudin
dalam penulisannnya yang bertajuk ‘Meningkatkan Kemahiran Mengingati Definisi-definisi Fizik
melalui Kaedah Kad Imbasan’. Dengan menggunakan kad imbasan, berlakunya peningkatan daya
ingatan pelajar malah ianya turut merangsang pelajar menjadikan ianya lebih menarik dengan
mewujudkan permainan antara mereka. Pernyataan ini juga telah disokong dengan kajian daripada
Rosnah Bt Yunus (2016) yang turut mengakui terdapat peningkatan motivasi dan keupayaan
murid menguasai sesuatu topik dengan menggunakan kaedah kad imbasan.
Namun begitu, sesuai dengan abad ke-21 dan perkembangan Revolusi Industri 4.0 dalam
bidang pendidikan, kad imbasan mungkin tidak berapa sesuai lagi digunakan. Dengan mengambil
manfaat berkembang pesatnya teknologi mobil seantera dunia, pengkaji ingin menguji kemahiran
peningkatan daya ingatan menggunakan bantuan teknologi. Beberapa kajian telah dijalankan
terhadap hubungkait peranti mudah alih dengan perkembangan bidang pendidikan. Antaranya,
menurut Analisa Hamdan, S Rosseni Din, Siti Zuraida Abdul Manaf. (2013), penggunaan peranti
mudah alih dalam sistem pendidikan memberi peluang untuk pelajar bermotivasi dalam
mempelajari sesuatu bidang tambahan pula aplikasi Android yang merupakan satu sumber terbuka
membolehkan para guru dan pelajar menggunapakai beberapa aplikasi secara percuma.
Mendokong usaha mewujudkan sistem pembelajaran kendiri, Saedah Siraj (2004) menunjukkan
dengan menggunakan peranti mudah alih, ianya membantu pembelajaran dijalankan dimana
sahaja, bila-bila masa mengikut kesesuaian pelajar itu sendiri. Oleh itu, para pengkaji mengambil
inisiatif untuk mengkaji adakah aplikasi CRAM dapat membantu pelajar meningkatkan daya
ingatan rumus, khusunya dalam tajuk Magnetic Field.
36
OBJEKTIF KAJIAN
Kajian yang dijalankan ini adalah bertujuan untuk mengenalpasti keberkesanan
penggunaan CRAM dalam membantu pelajar lemah mengingati rumus. Secara khususnya, kajian
ini bertujuan untuk mencapai objektif berikut:
1. Mengenalpasti tahap pencapaian pelajar sebelum dan selepas penggunaan perisian CRAM
dalam meningkatkan daya ingatan terhadap rumus dalam tajuk Magnetic Field.
2. Mewujudkan pembelajaran kendiri dalam kalangan pelajar.
METODOLOGI KAJIAN
Daripada 350 orang pelajar Kolej Matrikulasi Teknikal Kedah yang merupakan populasi
kajian, hanya sembilan orang pelajar telah dipilih sebagai sampel kajian. Kajian ini adalah terbatas
kepada pelajar lemah daripada Program‘Personal Coaching’ yang memperoleh keputusan C dan
C+ semasa PSPM 1 2016. Kajian ini juga hanya berfokus kepada tajuk Magnetic Field dalam
sukatan pelajaran subjek Fizik dan kajian ini juga hanya menilai kebolehan para pelajar
mengeluarkan rumus yang tepat mengikut kehendak soalan.
Satu borang soal selidik secara dalam talian iaitu ‘google form’ telah diberikan kepada
sembilan orang pelajar tersebut. Soal selidik ini bertujuan mengetahui punca ketidakbolehan
pelajar menjawab soalan pengiraan Fizik dalam PSPM 1 yang lalu terutamanya bagi tajuk
Magnetic Field. Dalam kajian ini, ujian pra dan ujian pasca digunakan sebelum dan selepas
pendedahan kepada penggunaan aplikasi CRAM dijalankan.
Bagi ujian pra, satu instrument soalan yang mengandungi 15 soalan yang berkaitan dengan
kebolehan pelajar memasukkan rumus yang tepat disediakan. Setiap satu soalan mewakili 2
markah iaitu merangkumi kebolehan mengeluarkan maklumat mewakili satu markah, manakala
rumus yang bersesuaian mewakili satu markah. Sekiranya semua soalan dijawab dengan betul,
maka pelajar akan memperolehi 30 markah.
Seterusnya, ujian pasca yang menggunakan instrument ujian dan format pemarkahan yang
sama ini juga diberikan sekali lagi kepada pelajar. Ia diberikan selepas penggunaan aplikasi
CRAM didedahkan. Instrument ujian yang digunakan dalam ujian pra dan pasca yang dijalankan
ini adalah untuk melihat peningkatan prestasi pelajar melalui penggunaan aplikasi CRAM dalam
meningkat daya ingatan terhadap rumus dalam tajuk Magnetic Field ini. Sebagai tambahan,
pengkaji menjalankan temubual untuk mendapatkan maklumbalas berkenaan penggunaan aplikasi
CRAM ini.
ANALISIS DATA DAN PERBINCANGAN KAJIAN
Dapatan soal selidik
Dalam soal selidik ini, pengkaji ingin mencungkil permasalahan utama apabila pelajar
menjawab soalan pengiraan Fizik dalam tajuk Magnetic Field. Oleh itu, satu pautan ‘google form’
telah diberikan melalui ‘WhatsApp’ dan pelajar dikehendaki menjawab soal selidik tersebut dalam
tempoh satu hari. Hasil dapatan soal selidik ini disertakan dalam Rajah 1. Berdasarkan data yang
diperolehi daripada soal selidik ini, tujuh daripada sembilan orang pelajar menunjukkan
mempunyai masalah dalam mengingati rumus.
37
Dapatan ujian pra dan pasca
Ujian pra telah telah diberikan kepada para pelajar sebelum pendedahan kepada aplikasi
CRAM. Sebelum ujian pra dijalankan, pelajar telah dimaklumkan seminggu lebih awal berkenaan
tajuk yang hendak diuji dan objektif ujian, iaitu cara mengeluarkan maklumat dan memberikan
rumus yang bersesuaian. Menurut Richard F. Thompson and Jeansok J. Kim. (1996), memori
manusia hanya boleh menyimpan beberapa perkara pada beberapa ketika. Oleh itu, ulangkaji
untuk mengingat semula pelajaran yang telah lalu adalah perlu bagi memastikan pelajar bersedia
menjawab ujian yang diberi. Terdapat 15 soalan yang memerlukan pelajar mengeluarkan
maklumat yang dikehendaki daripada soalan dan memberikan rumus yang bersesuaian.
Setelah pendedahan kepada aplikasi CRAM yang mengandungi tajuk Magnetic Field
dilaksanakan, ujian pasca dilakukan ke atas para pelajar. Set soalan yang sama telah diberikan
tetapi diubah susun atur soalan untuk menilai keberkesanan penggunaan aplikasi CRAM tersebut
pada peringkat akhir kajian. Setelah selesai ujian, keputusan ujian dianalisis dan dibandingkan
antara keduanya untuk menilai keberkesanaan penggunaan aplikasi CRAM. Keputusan ujian pra
dan pasca dianalisis dan ditunjukkan dalam Jadual 1 dan Rajah 2.
Merujuk Jadual 1, data yang diperolehi berdasarkan ujian pra, lapan orang pelajar
mendapat markah 20% dan hanya seorang mendapat markah melebihi 50%. Setelah aplikasi
CRAM digunakan, keputusan ujian pasca menunjukkan terdapat peningkatan purata markah
daripada 20% kepada 42.6%. Walaupun terdapat seorang pelajar yang mengalami penurunan
sebanyak 10% pelajar lain menunjukkan prestasi yang agak cemerlang. Peningkatan minimum
yang diperoleh ialah 3.3% bagi seorang pelajar, manakala peningkatan sebanyak 43.3% bagi dua
orang pelajar dan melebihi 50% sebanyak lima orang pelajar berbanding hanya seorang pelajar
sebelum ini. Perbezaan markah diperoleh dapat ditunjukkan dengan jelas oleh graf dalam Rajah
2. Kenaikan ini membuktikan bahawa setelah pendedahan dan pengaplikasian kepada aplikasi
CRAM dijalankan, ianya telah membantu meningkatkan ingatan pelajar mengingati formula
dalam tajuk ini.
38
Rajah 1: Analisis Soal Selidik Sebelum Kajian
39
Rajah 2: Graf Pencapaian Ujian Pra dan Ujian Pasca
Jadual 1
Perbezaan Keputusan Ujian Pra dan Ujian Pasca
Bi Pra Pra Pasca Pasca Perbezaan
l Nama (100) (%)
1 Pelajar 1 Prak (30) (100) (30) 50.0 43.3
2 Pelajar 2 36.7 33.3
3 Pelajar 3 M2P9 2 6.7 15 46.7 30.0
4 Pelajar 4 50.0 36.7
5 Pelajar 5 C2P7 1 3.3 11 50.0 43.3
6 Pelajar 6 53.3 13.3
7 Pelajar 7 C2P7 5 16.7 14 16.7 10.0
8 Pelajar 8 60.0 3.3
9 Pelajar 9 C2P7 4 13.3 15 20.0 -10.0
42.6 24.8
C2P9 2 6.7 15
C1P5 12 40.0 16
E1P4 2 6.7 5
C1P3 17 56.7 18
C1P5 9 30.0 6
Purata 6 20.0 12.8
Dapatan temubual
Sesi temubual ini adalah untuk mendapatkan maklumbalas mereka terhadap penggunaan
aplikasi CRAM. Temubual dijalankan secara individu selepas ujian pasca dilakukan. Temubual
adalah menggunakan medium ‘WhatsApp’. Dapatan temubual dinyatakan dalam Jadual 2, Jadual
3, Jadula 4 dan Jadual 5.
Hasil daripada analisis temubual didapati kesemua pelajar merasa seronok dan mudah
mengulangkaji rumus yang perlu diingati kerana boleh digunakan pada bila-bila masa dan dimana
sahaja. Namun begitu, terdapat seorang pelajar yang menyatakan kurang berdisiplin untuk
menggunakan aplikasi CRAM. Ini menyebabkan keputusan ujian pelajar terbabit kurang
memberangsangkan.
40
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Jurnal Kurikulum BPK 2018 V10
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