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PISA dan TIMMS

Posted by Azizi Ahmad on June 30, 2014 at 12:10 PM Comments comments (0)

 

PISA 2012 merupakan kajian ke-5 yang diadakan. Ujian ini adalah bagi menguji tahap penguasaan remaja berusia 15 tahun terhadap keupayaan membaca, Sains dan Matematik. Sebanyak 65 buah negara terlibat pada Ujian PISA 2012, dengan hampir seramai 510 000 pelajar terlibat.

Ujian berlangsung selama 2 jam.  Ujian terdiri daripada gabungan soalan terbuka (open-ended) dan juga soalan pelbagai pilihan jawapan (multiple-choice).

Ada dua lagi ujian atau pun kajian yang juga berkaitan dengan PISA, iaitu TIMSS dan PIRLS.

TIMSS adalah singkatan kepada Trends in International Mathematics and Science Study, dan PIRLS adalah singkatan kepada Progress in International Reading Literacy Study. Boleh dikatakan bahawa Ujian PISA adalah gabungan kepada dua ujian/kajian ini.

Bezanya, TIMSS diadakan bagi mengkaji penguasaan pelajar antarabangsa dalam subjek Matematik dan Sains sahaja. Dan juga TIMSS dilaksanakan 4 tahun sekali

Antara negara-negara yang sering mengungguli Ujian PISA ini adalah Finland, Korea, Hong Kong, Jepun, Shanghai (China) serta Singapura. Disebabkan itu jugalah negara-negara ini sering dijadikan rujukan bagi sistem pendidikan antara yang terbaik di dunia, terutamanya sistem pendidikan negara Finland.

Ujian PISA yang terkini pada tahun 2012 juga mendapati Shanghai (China), Hong Kong dan Singapura merupakan tiga negara yang mendapat kedudukan tertinggi dalam ujian membaca, Sains dan Matematik.


Manakala kedudukan Malaysia dalam Ujian PISA adalah seperti berikut:

[Sumber ] :

2009

Matematik - 57 (mata 404) Sains - 53 (mata 422) Membaca - 55 (mata 414)

2012

Matematik - 52 (mata 421) Sains - 53 (mata 420) Membaca - 59 (mata 398)

Jika diperhatikan daripada segi mata yang diperolehi oleh pelajar dari Malaysia, jelas menunjukkan penurunan bagi subjek Sains dan Membaca.

Dikatakan ada 3 faktor yang menyumbang kepada keputusan ini, iaitu sikap pelajar yang tidak menjawab dengan bersungguh-sungguh, format soalan PISA yang berbeza daripada format soalan peperiksaan Malaysia yang lebih ringkas dan keutamaan guru dalam menghabiskan sukatan berbanding menerangkan konsep sebenar pengetahuan. [ Sumber ]

Untuk itu, Kementerian Pendidikan Malaysia telah merancang beberapa strategi bagi mengatasi masalah ini. [ Sumber ]

 

1. KSSR / KSSM

Elemen baharu, iaitu inovasi dan kreativiti dengan subjek keusahawanan dan teknologi maklumat komunikasi (ICT). KSSR (Kurikulum Standard Sekolah Rendah) diperkenalkan pada tahun Januari 2011 dan akan diteruskan dengan KSSM (Kurikulum Standard Sekolah Menengah) pada tahun 2017.

2. i-Think

Kerjasama antara KPM dengan Agensi Inovasi Malaysia. Kaedah pembelajaran dengan menggunakan 8 Peta Pemikiran. Dirintis pada tahun 2012 di 10 buah sekolah, dan dilaksanakan di seluruh Malaysia pada 2014.

3. Kajian Susulan

KPM menjalankan kajian kes di sekolah yang mendapat keputusan yang cemerlang pada Ujian PISA 2009. Hasil dapatan daripada kajian kes tersebut akan dikongsikan sebagai amalan terbaik pengajaran.

4. PPPM

Hasil kajian PISA dan TIMSS juga menjadi input utama dalam merangka Pelan Pembangunan Pendidikan Malaysia (PPPM). Ini kerana PISA dan TIMSS merupakan penandaaras kepada pencapaian pelajar seluruh dunia dalam penguasaan Matematik, Sains dan Membaca.

Peperiksaan peringkat sekolah dan kebangsaan akan diubahsuai dengan menambahkan bilangan soalan aras tinggi yang menggunakan Kemahiran Berfikir Aras Tinggi (KBAT).

5. Task Force TIMSS dan PISA

Pasukan khas ini ditubuhkan bagi memberi tumpuan dalam meningkatkan kemahiran berfikir aras tinggi dalam kalangan murid dan guru.

Mudah-mudahan artikel mengenai PISA dan TIMSS ini, mampu memberi ruang kepada kita untuk memahami dan menilai semula rasional di sebalik transformasi pendidikan yang sedang dilakukan oleh Kementerian Pendidikan Malaysia.

Sekiranya anda merasakan artikel ini dapat memahamkan orang lain juga mengenai Ujian PISA dan kaitannya dengan bakal sistem pendidikan negara kita, maka saya sangat mengesyorkan untuk anda kongsi artikel ini.  Terima kasih, semoga kita sama-sama mendapat manfaat!

 

Sumber: http://www.cikguhailmi.com/2014/03/apa-itu-ujian-pisa-dan-timss.html

Website Currently Not Available

Posted by Azizi Ahmad on February 23, 2012 at 12:20 AM Comments comments (0)

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Sistem Pengurusan e-Pembelajaran (SPeP)

Posted by Azizi Ahmad on February 13, 2012 at 6:40 AM Comments comments (0)

"Kita sebenarnya tidak mempunyai pilihan. Zaman maklumat akan memaksa kita mengubah cara hidup dan bekerja. Lebih awal kita sesuaikan diri, lebih cepat kita pelajari dan lebih baiklah masa depan kita..."Tun Dr.Mahathir Bin Mohamad (2000)


Assalamualaikum dan Selamat Sejahtera Pelajar G3.8

 

Untuk kelas/ tutorial Feb 14, 2012 yang di jadualkan besok, di minta perhatian dan kerjasama tetuan untuk membawa laptop/notebook dan juga 'broadband' bagi tujuan perkongsian aktiviti yang di cadangkan. Saya akan turut mendemonstrasikan pengunaan SPeP (Sistem Pengurusan e-Pembelajaran KIK) untuk kegunaan bersama. Harap maklum, Wasalam.


Universities must make an impact

Posted by Azizi Ahmad on February 10, 2012 at 6:10 PM Comments comments (0)

While higher education institutions need to be global players, they should not forget their obligations locally.

GOING by Higher Education Minister Datuk Seri Mohamed Khaled Nordin’s New Year address recently, the ministry seems to have plenty on the cards this year.

Themed “Think Global Act Local”, the main thrust of Mohamed Khaled’s speech at the Putrajaya International Convention Centre was that universities should live up to their roles within the local community while making an impact in the international arena.


Mohamed Khaled says that autonomy is a pre-requisite to creating a dynamic campus environment.

But the biggest announcement made was that of five local public higher education institutions (IPTAs) officially gaining autonomy - Universiti Malaya (UM), Universiti Kebangsaan Malaysia (UKM), Universiti Sains Malaysia (USM), Universiti Putra Malaysia (UPM) and Universiti Teknologi Malaysia (UTM).

“Autonomy is a pre-requisite to creating a dynamic campus environment, through a university management that is more competitive, creative and flexible,” said Mohamed Khaled.

After undergoing an audit process through the Code of University Good Governance and University Good Governance Index, the universities will be given autonomy in institutional governance, finance and wealth generation, human resource and academic management as well as student intake.


Amendments to the Act

Reflecting on the impending amendments to the Universities and University Colleges Act (UUCA) 1971, Mohamed Khaled said that the changes to the Act were not a “ticket for absolute freedom”.

“I have never prevented university students from being critical, but these criticisms must be channelled in a prudent and civilised manner,” he said.

At the end of last year, Prime Minister Datuk Seri Najib Tun Razak announced that Section 15 of the Act would be amended to allow university students aged 18 years and above (age of majority) to join political parties.

A special committee to oversee the amendments was set up almost immediately after the Nov 24 announcement by the Prime Minister.

The committee currently includes Universiti Teknologi Mara law expert Prof Emeritus Datuk Dr Shad Saleem Faruqi, Universiti Malaya deputy vice-chancellor Prof Datuk Dr Rohana Yusof, UKM director of ethic studies Prof Datuk Dr Shamsul Amri Baharuddin and USM lecturer Assoc Prof Dr Sivamurugan Pandian.

Just before the announcement was made, the Court of Appeal in a landmark 2-1 majority ruling decided that UKM had breached Article 10 of the Federal Constitution when it disciplined four students involved in a political campaign.

The students, better known as the “UKM Four”, were punished under section 15(5)(a) of the Act by the university for being present during the campaign for the Hulu Selangor parliamentary by-election on April 24, 2010.

Keeping in line with the policy of allowing more student involvement in healthy activities within and outside the campus, Mohamed Khaled added that the ministry planned to set up the Yayasan Sukarelawan Malaysia to increase student volunteerism and create “University Ambassadors” who will help the “transformation and progress of society”.

Meanwhile, potential graduate students and researchers have plenty to look forward to this year as the ministry aims to make substantial investments in scholarships and research activities.

“In 2011, a total of 6,243 candidates received sponsorship for MyMaster while 1,391 MyPhD scholarships were handed out, amounting to RM6mil and RM18mil, respectively.

“This year, the ministry has allocated RM80mil for 8,000 MyMaster candidates, as well as RM50mil for 1,000 MyPhD places and 100 candidates for the Industry-PhD programme.

“An allocation of RM2mil will be channelled to the Malaysian Vice-Chancellors Committee (on research and innovation) for the High Impact Publication Programme,” said Mohamed Khaled.


New programmes

The MyMaster, MyPhD and Industry-PhD programmes are scholarship initiatives under the ministry’s MyBrain15 programme, and help qualified candidates pursue graduate study at selected local public and private higher education institutions.

The ministry is also set to provide new scholarships through the MyBrainSc this year, with the aim of producing quality academic staff in the pure science fields.

The High Impact Publication Programme on the other hand, aims to help local varsities develop suitable policies to encourage academics to publish quality research.

Mohamed Khaled added that a RM5mil RU-Research Acculturation Collaborative Effort will be introduced to kick-start research initiatives by non-research universities.

“The focus will be on universities who do not have the research university status... and research universities will act as mentors,” he said.

Mohamed Khaled also said the ministry was in the process of formulating a Technical and Vocational Education and Training (TEVT) framework.

“From 2012 onwards, polytechnics will commence new programmes involving work-based learning, and the three metro polytechnics will offer professional certification programmes in partnership with identified professional bodies,” he added.

Stressing the need for holistic students, Mohamed Khaled said that IPTAs should pay more attention to the idea of providing a liberal and multi-disciplinary education.

“(A liberal education) equips students with a broad knowledge encompassing global issues, including science, ethics, culture, language, and humanities, as well as in-depth study in specialised fields.

“This approach will enable students to be open-minded and look at national issues from various views and perspectives.

“A study is being conducted by a group of IPTA researchers on liberal education, and I hope the results of the study will serve as a guide to all educational institutions in the future,” he said.

Later on, he lamented the dearth of student interest in the sciences, saying that the number of science stream students in secondary schools had dropped to 29%.

Describing the downward trend as “worrying”, Mohamed Khaled said that more should be done to encourage bright students to take up the sciences.

“This (disinclination for science) continues to the university level ... students can’t imagine having interesting and profitable careers as scientists.

“We need to impress upon students that science is the basis of innovation, and innovation is the basis of technology and economic transformation,” he said.




BY PRIYA KULASAGARAN [email protected]


Source: The STAR Home Education Sunday February 5, 2012

Varsity autonomy

Posted by Azizi Ahmad on February 10, 2012 at 6:05 PM Comments comments (0)

Now that research universities have been given more control over their own affairs, the challenge is for the institutions to rise to the occasion.


WHEN it was first announced in 1995 that Universiti Malaya (UM) would be corporatised, it was said that the move will enable the varsity to compete in the marketplace.

Among the other objectives of the corporatisation effort was to ensure a better working environment and curb the exodus of experienced staff to more lucrative pastures.


Future leaders: University students with their banner of hand prints at the National Student Assembly gathering held last year.

UM was officially corporatised in 1998, amidst controversy over the remuneration packages for staff due to the economic situation then.

But going by comments reportedly made by UM vice-chancellor Tan Sri Prof Datuk Dr Ghauth Jasmon recently, stating that the institution was plagued by “mediocrity” and has “never been good”, perhaps the corporatisation controversy was for naught.

In an interview published last week, Prof Gauth was further quoted as saying that 200 out of the 2,000-odd academic staff had failed their doctorates pursued abroad since 2008, some on university scholarships, and that in the past “we were not too selective whom we brought into the university”.

On Jan 26, Higher Education Minister Datuk Seri Mohamed Khaled Nordin officially granted autonomy status to five public universities — UM, Universiti Kebangsaan Malaysia (UKM), Universiti Sains Malaysia (USM), Universiti Putra Malaysia (UPM), and Universiti Teknologi Malaysia (UTM).

Speaking to reporters after the announcement, Mohamed Khaled stressed that the main focus of the autonomy status was to enable universities to excel.


Valuable findings: The commercialisation of research can be useful in generating income for institutions of higher learning.

“There will be no more excuses not to excel. They will not be tied down by Government rules or processes,” he said.

All five varsities had undergone an audit process, which started last year with a pilot audit carried out by a team headed by UKM vice-chancellor Prof Tan Sri Dr Sharifah Hapsah Syed Hasan Shahabudin.

The team developed the Code on University Good Governance and the University Good Governance Index as instruments of measure for the final audit carried out by ministry officials.

The five research universities will have autonomy in four areas; institutional governance, finance and wealth generation, human resource and academic management, and student admissions.

Mohamed Khaled said last year that the Government will still be involved in university affairs if only to safeguard national interests, and that the autonomy given would not lead to privatisation.

“Autonomous universities will continue to be funded to subsidise the cost of higher education and although they will be expected to raise private fees, student recruitment must be based on quality rather than their capacity to pay,” he said.


Governance

Deputy Higher Education Minister Datuk Saifuddin Abdullah explains that the concept of autonomy is a constantly evolving one.

“One way of looking at it is to treat public universities like government-linked companies (GLCs), with the ministry holding the ‘golden share’ amongst other stakeholders — the goal is to allow universities to govern their own affairs.

He adds: “Government officials must trust the universities to manage themselves, and university staff also need to change the way they do things.


Student power: With universities being given autonomy, it remains to be seen if this freedom will extend to students as well.

“In the spirit of receiving autonomy from the minister, it is only appropriate if vice-chancellors afford some sort of freedom to faculty deans.

“For instance, if the universities can now choose their own students for admission, perhaps faculties should be allowed to pick their students as well; for many foreign universities, students apply to the respective departments of study and not the central registrar.”

Some universities have clearly expressed this desire to share the autonomous powers, as evidenced by Prof Sharifah’s message to UKM staff and students.

“We will allocate a certain amount of money for staff salaries and so on and you must know now how to manage your own affairs.

“The sense of responsibility, being efficient and effective must be cascaded down, if not, it becomes meaningless.

“Of course we will have training sessions on management for heads of departments, deans, deputy deans also leadership courses. We are preparing our people to face the autonomy,” she was quoted as saying in a UKM news portal report.

But what of public trust in the governance of universities?



Looking ahead : Saifuddin says a a cultural shift is needed for universities to excel.

Since the corporatisation effort, the board of directors replaced the university’s council as the highest decision-making body in public universities.

The board of directors, which include the vice-chancellor and representatives from the ministry, industry and university alumni, is appointed by the minister and handles the administration of the university.

The university senate, appointed by the vice-chancellor, deals with academic matters.

Meanwhile, the minister also appoints vice-chancellors and deputy vice-chancellors based on the recommendations of a Government-appointed search committee.

Saifuddin makes a case for why the ministry still holds considerable power over universities.

“Public universities are funded by taxpayers, and so we need to play the custodian by acting on behalf of the people,” he says.

“Critics may say that these positions are all ‘political’, but this is a question of integrity — whoever the government of the day is, they need to maintain integrity.

“So long as we carry out our nomination and selection process in a transparent manner, I think most people will be supportive of the appointments.”

Despite the noble intentions of the minister of the day, it is arguable that such a system of appointments will still be seen as lacking sufficient independence.


Financial accountability


Another major reason for the autonomy status is to allow universities the required freedom to generate their own source of revenue.

Currently, taxpayer funds still make up the lion’s share of university budget income - aside from operational and developmental allocations from the Higher Education Ministry, research grants are awarded by other ministries and statutory bodies.

A cursory review of all public universities’ websites reveal that only a handful of institutions have updated annual reports available for public viewing.

At the same time, studies have indicated that our varsities frequently outperform many other government agencies and ministries when it comes to complying with financial accounting standards set by the Treasury.

What seems to be lacking then is for more universities to communicate this accountability to the public directly.

While the ministry may have tools to ensure universities make good use of public funds, it is too early to tell if a similar framework will exist for funds derived from the private sector.

As universities intensify their efforts at marketing expertise and securing grants from corporate firms, there needs to be steps taken to ensure that universities remain autonomous from commercial influence.


Global examples


Established universities overseas — including the much lauded Ivy League ones — have had considerable experience in the conflict between business interests and academic inquiry.

One famous case involved Yale University, United States (US), where the university had licensed a HIV drug invented in its labs to biopharmaceutical company Bristol-Myers Squibb in 1988. In the year 2000 alone, the university had gained around US$40mil (RM120mil) in royalties.

Almost 13 years later, the licensing agreement gained international limelight after Doctors Without Borders had asked the university to relax its patent rights to enable a cheaper generic version of the drug to be made available in South Africa.

Although initially unwilling to make a move, both the university and company eventually agreed to lower the cost of the drug following fierce protest from students and faculty as well as the public.

A more recent example would be the storm of public criticism faced by the London School of Economics, United Kingdom after it was found to have accepted a £1.5mil (RM7.15mil) pledge from a charity run by a son of the late Libyan leader Colonel Muammar Gaddafi. The institution’s director Howard Davies subsequently accepted responsibility and resigned.

All the five research universities have outlined a commitment to responsible research for the greater social good in their respective action plans, and it is especially crucial now that the internal ethical controls maintain their standards for the long-term.

As the autonomous universities are now able to take charge of managing their staff, they will find it easier to establish incentives to attract the best academics.

For student admissions, the five varsities will be allowed to directly select individuals from the pool of candidates in the Universities Admissions Unit (UPU) database.

While these measures will go far in ensuring the academic performance of the universities, the issue of graduate unemployment needs to be addressed as well.

There are now some 71,000 unemployed graduates, and Government statistics further show that the number of jobless graduates had risen even though overall unemployment had dropped. Almost one in five of the 388,000 unemployed Malaysians hold a degree or diploma.

Aside from addressing the mismatch of university courses with industry needs, a deeper question at heart is whether university graduates are being taught the basic skills useful for any job – good communication, critical thinking, and the love for life-long learning.

Additionally, in light of the re-emergence of a rather vocal student movement, as well as high-profile cases of academics being silenced for their views, the granting of autonomy to the universities appears rather ambivalent to the notion of academic freedom.

As the Universities and University Colleges Act (UUCA) 1971 is set to be amended to give students more political freedom, it remains to be seen how the the Act will also suit the interests of university autonomy.

Saifuddin says that while the UUCA was still relevant as “a governing tool in lieu of other legal tools”, the move towards university autonomy may change the nature of the Act.

“What could possibly happen in the future is that either each university’s constitution is made into an Act of its own, or the UUCA is changed to a more broad-based statute to afford these autonomous powers to institutions.

“These are long-term possibilities, but we should be thinking about them now,” he says.

He reiterates that “a cultural shift” needs to occur for meaningful change in the performance of our varsities.

“You may have a dynamic vice-chancellor, but if personnel down-the-line are resistant to change, this will naturally slow things down.

“Autonomy alone will not be sufficient for institutional excellence - it’s really up to the universities now,” he says.





BY PRIYA KULASAGARAN [email protected]

Source: The STAR Home Education Sunday February 5, 2012

Discipline basis of school culture

Posted by Azizi Ahmad on February 5, 2012 at 8:25 PM Comments comments (0)

WHAT do we want the next and following generations to be – law abiding or lawless citizens? It is in this context that we must see the school indiscipline situation, for children’s behaviour in schools today will translate into their adult behaviour in the years ahead.

In “Discipline must start at home” (The Star, Feb 2), the writer acknowledges that school indiscipline is rampant, and he makes very pertinent observations about the numerous factors that lead to it.

Parents also are blamed for sending indisciplined children to schools, and as such there is nothing much that the teachers and schools can do to check their misbehaviour.

If parents have rescinded their duty to discipline children (not on purpose but out of ignorance on the ways of disciplining children, as parenting skills don’t come naturally), must schools make matters worse by abdicating their responsibility in maintaining rule and order in the schools?

When indiscipline reigns in schools, it only shows that the school authorities are no longer in control in those schools.

This is a ridiculous state of affairs – indisciplined children controlling the adults who should be controlling them!

This tolerance for indiscipline is the cause of widespread indiscipline. That the tolerance is forced upon the teachers and schools simply because they do not have the time to take measures to deal with the indiscipline is no excuse.

Schools are institutions for the teaching and training of children. Meaningful teaching/learning cannot take place in an environment where mayhem reigns.

Children need to be trained to be disciplined. Training is a practical matter, not an academic subject for exam purposes.

Schools are the place to carry out this training as teachers are trained to do so, unlike the parents. Schools used to do so very effectively in the 50s and 60s, but no longer now. A child’s education is incomplete without discipline training.

Children do not know what is right or wrong, what is good or bad. They just imitate what they see on TV and elsewhere. Who should know better what is acceptable child behaviour and what is not, if not the trained teachers and schools?

In today’s society, where parents do not have the benefit of living in extended family homes, they need to learn from the schools and build on what the teachers do in school to maintain rule and order.

In the 50s and 60s when teachers maintained discipline firmly parents used to appreciate it.

They would thank the teachers for disciplining their children. Today, they make police reports against teachers.

It is the schools that brought this situation upon themselves in eroding away the school culture of the 50s and 60s. Every teacher was then a discipline teacher.

Discipline is the foundation of school culture. With discipline comes excellence in other areas – academic, sports, etc.

People, including all children, can behave differently in different situations. This depends on the enforcement of the rules (written or unwritten), with consistency and on an ongoing basis, and not just during “campaigns”.

When Malaysians who don’t care two hoots for anti-litter laws cross the Causeway, they instantly behave differently. It is common knowledge that this sudden change in behaviour is due to the no-nonsense enforcement of anti-litter laws by our southern neighbour.

Similarly, indisciplined children are capable of changing their behaviour the moment they enter the school gates if school rules are strictly, consistently and daily enforced, though they may revert to their indisciplined selves outside school.

Consistent, daily, strict enforcement of law and order in the schools would in the long run influence their behaviour outside school, and definitely so if started on the first day of the children’s school life and continued through their secondary school years.

Schools must not be negligent in the area of training children to respect rule and order. If they do not learn to respect schools rules, will they grow up to respect the country’s laws?


RAVINDER SINGH, Batu Maung, Penang.

Source: The STAR Online Home News Opinion Monday, February 6, 2012


School Incident: Students' safety should not be neglected

Posted by Azizi Ahmad on February 3, 2012 at 5:50 PM Comments comments (0)

IT was the evening of Jan 19 and I was waiting to fetch my daughter from a primary school in Taman Melawati, Kuala Lumpur.


The Year Two and Three pupils were in the school hall, taking part in some programme. The bell went off at 5.50pm and the pupils were supposed to leave the hall and go home.

 

I suddenly heard screams from the school hall. I rushed to see what was happening and to my horror, I saw scores of Year Two and Three pupils on the ground, trapped under a pile of other pupils outside the hall's main door.

 

A stampede had occurred as the pupils were rushing to get out through the hall's main door, which was the only door open. The pupils were screaming for help, suffocating and unable to move.

 

A few of us parents managed to pull the pupils out from the pile-up.

 

We shouted for teachers to come and help, but none came.

 

I noticed two male teachers inside the hall, standing and watching us.

 

Other than the two, no other teachers were in sight.

 

This is clearly negligence on the part of the teachers. It is the teachers' responsibility to be with the pupils and to ensure that they leave the hall in an orderly manner and safely.

 

It is time for the school to put safety first and to ensure that the teachers take responsibility for the pupils' safety.

 

A stampede is dangerous as it can cause deaths due to suffocation. The school must never allow such an incident to happen again.

 

A.M.S., Kuala Lumpur

 

 

Source: New Straits Times Letters to the Editor 02 February 2012  

Tugasan EDU3106 Budaya dan Pembelajaran IPG KIK 2012

Posted by Azizi Ahmad on February 3, 2012 at 7:55 AM Comments comments (2)

PROGRAM IJAZAH SARJANA MUDA PERGURUAN
TUGASAN KERJA KURSUS PENDEK

TAJUK PROGRAM : PISMP                             NAMA GURU PELATIH :

TAJUK KURSUS : BUDAYA DAN PEMBELAJARAN

KOD KURSUS : EDU 3106       SEMESTER : 5 AMBILAN JANUARI 2010

TARIKH MULA:  13 FEB 2012  TARIKH HANTAR:   26 MAC 2012


Hasil Pembelajaran Kursus


1.Menjelaskan konsep budaya dan kepelbagaian kelompok di Malaysia.

2.Menghuraikan konsep ketaksamaan peluang pendidikan.

3.Menganalisis kepelbagaian sosio-budaya dan implikasinya terhadap pengajaran dan pembelajaran.

4. Membina persekitaran pengajaran dan pembelajaran yang mesra budaya.

5. Mahir berkomunikasi untuk mendepani kepelbagaian kelompok.

6. Menangani  isu-isu kepelbagaian budaya dan bahasa di dalam bilik darjah.

7. Mewujudkan persekitaran bilik darjah yang mesra budaya


Kerja Kursus ini bagi menilai Hasil Pembelajaran  2, 3, 4, & 7.

 

Objektif Kerja Kursus

 

Pelajar dapat melaksanakan tugas-tugas berikut:

1.  Membuat rujukan dan mengumpul data yang bersesuaian dengan kehendak tugasan

2.   Membuat catatan data yang diperoleh daripada pelbagai sumber.

3.   Membincangkan secara kritis mengenai ketidaksamaan peluang pendidikan yang berlaku di sekolah.

4. Mengemukakan pelan tindakan untuk penambahbaikan ketidaksamaan peluang pendidikan kepada murid.

  

Tugasan 1: Tugasan Individu Kerja Kursus Pendek (70%)


Salah satu daripada misi pendidikan di bawah Rancangan Malaysia Ke-10 (RMK-10) ialah untuk merapatkan jurang pendidikan antara masyarakat  bandar dan luar bandar yang bertujuan untuk memberi peluang pendidkan yang sama kepada semua golongan murid termasuk juga murid berkeperluan khas.

Walaubagaimanapun, ketidaksamaan peluang pendidikan tetap berlaku  di sekolah. Fenomena  ini berlaku bukan sahaja disebabkan oleh faktor taraf sosial ekonomi murid, tetapi juga disebabkan oleh amalan guru dan kepemimpinan guru besar yang kurang peka terhadap pengaruh sosio-budaya  daripada  latar belakang kalangan murid. Selain itu, faktor geografi dan amalan budaya di sekolah juga merupakan faktor penghalang ke arah mewujudkan peluang pendidikan yang sama untuk golongan murid yang terdiri daripada pelbagai kelompok sosial yang meliputi kaum,jantina dan kelas sosial yang berlainan.

Anda dikehendaki menjalankan satu kajian terhadap fenomena ketidaksamaan peluang pendidikan yang wujud di sekolah ketika menjalani  pratikum. Kajian anda boleh menggunakan kaedah pemerhatian, soal selidik, temu bual , serta analisis dokumentasi  dari segi pengumpulan data.


Sub-tugasan


Penulisan  Laporan kajian anda perlu meliputi  aspek berikut :


1.  Pengenalan konsep dan skop ketidaksamaan  peluang pendidikan yang wujud di Malaysia  termasuk kelompok sosial yang berlainan yang dikenal pasti  dalam kalangan murid.

2.  Fenomena dan isu ketidaksamaan peluang pendidikan  yang anda kenal pasti di  sekolah.

3.  Faktor-faktor yang menyumbang terhadap kewujudan fenomena tersebut.

4.  Andaikan anda sebagai guru besar mahupun seorang guru yang profesional dan peka terhadap isu  kepentingan mesra budaya, kemukakan pelan tindakan yang anda boleh laksanakan demi penambahbaikan peluang pendidikan  kepada murid berpandukan hasil kajian dan refleksi  yang anda buat.   


Panduan Pelaksanaan Kerja Kursus

 

1.  Tugasan ini adalah tugasan individu.

2. Anda hendaklah merujuk dan memperoleh maklumat daripada pelbagai sumber seperti buku rujukan ilmiah, sumber-sumber dalam internet, jurnal, ensiklopedia dan majalah ilmiah.

3. Semua maklumat yang bersesuaian dengan tajuk tugasan hendaklah dibincangkan secara kritis dan memaparkan kematangan perbincangan yang ilmiah.    

4.  Format penulisan tugasan adalah seperti berikut:

              i.        Font Arial

              ii.       Saiz huruf  ialah 12

              iii.      Langkau satu setengah baris

              iv.      Rujukan mengikut format APA

              v.       Lampiran

5.    Amalan plagiat dilarang sama sekali.

6.    Panjang tugasan lebih kurang 2000 patah perkataan.


Tugasan 2: Tugasan Kumpulan Pembentangan artikel (30%)


Sub Tugasan


1.  Anda dikehendaki membentangkan satu artikel secara berkumpulan berdasarkan  tajuk berikut:

a)  Budaya dan Kepelbagaian Kelompok di Malaysia

b)  Kesedaran Kepelbagaian Sosio-Budaya

c)  Implikasi Kepelbagaian Sosio-Budaya

d)  Ketaksamaan Peluang Pendidikan

e)  Pembinaan Persekitaran Bilik Darjah yang Mesra Budaya

f)  Kemahiran Komunikasi Guru

g)  Pelan Tindakah Mewujudkan Persekitaran yang Mesra Budaya

2. Pembentangan perlu berdasarkan  maklumat daripada pelbagai sumber seperti buku rujukan ilmiah, sumber-sumber dalam internet, jurnal, ensiklopedia dan  majalah ilmiah

3. Pembentangan perlu dilakukan dalam Powerpoint dalam masa 20 minit dan 10 minit untuk sesi soal jawab.

4. Pembentangan perlu membincangkan konsep/isu topik yang dipilih, implikasi pengajaran dan perbincangan konsep/isu  yang relevan dengan konteks pendidikan dan budaya di Malaysia dan bagaimana dapat membantu perkembangan profesional keguruan.

5.   Sekurang-kurangnya (minimum) dua senarai rujukan digunakan.

6.   Kerjasama dan kolaborasi kumpulan adalah ciri penting dalam tugasan ini.


Tugasan yang cemerlang harus menunjukkan kriteria-kriteria berikut:


1. Liputan isi kandungan yang menyeluruh, konsisten dan terperinci.

2. Bukti-bukti dan bahan-bahan yang dapat menyokong hujah-hujah anda hendaklah dikemukakan.

3. Keseluruhan isi dan pengolahan perlu menunjukkan keaslian penulisan dan sokongan ilmiah.

4. Penulisan laporan harus menunjukkan kelancaran bahasa dan, penggunaan istilah yang  betul dan tepat.

5. Keseluruhan penulisan menunjukkan kematangan hujah secara kritis dan kritikal.

  

Kriteria Pentaksiran

Tugasan akan disemak berdasarkan kriteria pentaksiran yang disediakan.

Banyak kerenah di IPG?

Posted by Azizi Ahmad on February 1, 2012 at 7:30 AM Comments comments (0)

Walaupun IPGK dinaikkan ke taraf universiti, amalan mementingkan populariti, urusan remeh-temeh, kerenah birokrasi terus menjadi tonggak pentadbiran.


Setiap aktiviti perlu dihadiri oleh semua pelajar dan pensyarah, sedangkan aktiviti itu tiada kaitan. Ini menyebabkan berlaku pembaziran masa dan tenaga. Pelajar yang tidak hadir akan dileteri dan pensyarah pula diminta beri surat tunjuk sebab.


IPGK juga kerap menganjurkan perhimpunan dan setiap perhimpunan itu wajib dihadiri oleh pelajar dan pensyarah. Kerap kali terjadi perhimpunan diadakan sehingga dua atau tiga kali sehari. Akibatnya, sesi pengajaran dan pembelajaran terpaksa dibatalkan.


Sepanjang pemerhatian saya, pihak pentadbir IPGK tidak mengutamakan akademik baik aktiviti pelajar mahupun pensyarah, dan kepakaran bidang. Jika anda membuat kajian, anda akan temui pensyarah yang pakar dalam Jabatan A ditempatkan atau disuruh mengajar di Jabatan B. Akibatnya, pelajar akan menjadi mangsa kerana pensyarah berkenaan tidak dapat menyampaikan ilmu dengan baik.


Di samping itu, pensyarah IPGK juga dibebankan dengan urusan birokrasi daripada IPGM. Misalnya, bebanan tugas pengurusan pihak pentadbir atau mengisi maklumat sama dalam pelbagai borang.


Satu hal yang malang ialah sikap pentadbir IPGK dan IPGM yang tidak mempedulikan kebajikan pensyarah. Misalnya, semua pensyarah dilonggokkan dalam satu bilik dengan meja kerja yang kecil dan kemudahan yang terhad.


Di situlah tempat pensyarah bekerja dan menyimpan tugasan pelajar. Kalau anda mengunjungi bilik kerja pensyarah, suasananya tidak ubah seperti stor tempat menyimpan barangan terpakai.


Semoga teguran ini diterima dan mendapat maklum balas sesuai dengan cita-cita IPG mahu bertaraf dunia.




15 lagi sekolah kluster

Posted by Azizi Ahmad on January 31, 2012 at 8:40 AM Comments comments (0)

PUTRAJAYA: Sebanyak 15 sekolah membabitkan tujuh sekolah menengah dan lapan sekolah rendah diiktiraf Sekolah Kluster Kecemerlangan (SKK) Fasa Enam, sekali gus menjadikan 182 buah sekolah jenis itu di seluruh negara.


Sekolah berkenaan ialah Sekolah Menengah (SM) Sains Dungun, Terengganu; SM Sains Sultan Haji Ahmad Shah dan Sekolah Menengah Kebangsaan (SMK) Alor Akar di Kuantan, Pahang; SMK Tinggi Kluang, Johor; SMK (Perempuan) Sultan Abu Bakar, Muar, Johor; SMK Seafield, Subang Jaya, Selangor dan SM Sultan Mohamad Jiwa, Sungai Petani, Kedah.


Sekolah rendah pula membabitkan Sekolah Kebangsaan (SK) Convent Infant Jesus (1), Melaka; SK Taman Bukit Maluri, Kuala Lumpur; SK Seliau Rantau, Negeri Sembilan; Sekolah Rendah Kebangsaan (SRK) Seri Indera, Kangar, Perlis; SK USJ 2, Subang Jaya, Selangor; SJK Agama Sibu, Sarawak; SK Minden Height, Gelugor dan Sekolah Jenis Kebangsaan (Cina) Kwang Hwa, Bayan Lepas, Pulau Pinang.


Ketua Pengarah Pelajaran, Datuk Seri Abd Ghafar Mahmud berkata, pengiktirafan diberi selepas mendapati sekolah terbabit menepati kriteria ditetapkan panel pemilih.


Menurutnya, pengiktirafan SKK adalah berdasarkan kecemerlangan kelompok dan setiap sekolah diberi peruntukan khas bagi membangunkan kecemerlangan kebitaraan dipilih.


“Sekolah jenis ini berpaksikan kecemerlangan holistik menepati kehendak kementerian untuk membangunkan modal insan minda kelas pertama demi merealisasikan bangsa Malaysia yang cemerlang, berintegriti, berakhlak mulia dan beriltizam tinggi.


“Menerusi konsep ini, sekolah mempunyai pencapaian cemerlang dalam akademik dan kokurikulum diberi pengiktirafan, bantuan dan peluang pendidikan terbaik, sekali gus menikmati faedah pembangunan pendidikan yang dilaksanakan kerajaan,” katanya pada sidang media mengumumkan SKK di sini, semalam.


Menurutnya, SKK Fasa 1 hingga 5 membabitkan 167 sekolah melahirkan modal insan yang memiliki kelestarian jati diri, iaitu bukan saja berketrampilan, berdaya fikir dan berdaya saing, malah berjaya mengatur strategi kecemerlangan sekolah dan murid secara holistik untuk diiktiraf sebagai Sekolah Berprestasi Tinggi (SBT).


“Justeru, diharapkan semua SKK meneruskan perjuangan untuk merealisasikan institusi cemerlang,” katanya.


Sumber: myMetro Setempat Selasa, 31 Januari 2012


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