Kaedah Pendidikan Anak-Anak Menurut Abdullah Nasih Ulwan Dalam Membentuk Jati Diri: Suatu Analisis
Abstract
Kajian ini menghuraikan kaedah-kaedah utama pendidikan anak-anak menurut Abdullah Nasih Ulwan dalam membentuk jati diri. Kajian ini dilakukan untuk mengkaji apakah kaedah yang terbaik bagi membantu untuk membentuk jati diri anak memandangkan kes jenayah dan gejala sosial hari ini seringkali melibatkan anak-anak yang masih muda terutama dalam kalangan remaja muslim. Kajian ini akan menggunakan karya Abdullah Nasih Ulwan, mengenai pendidikan anak-anak dalam islam, kaedah-kaedah pendidikan dan pengaplikasianya. Dalam menghasilkan kajian ini, pengkaji menggunakan pendekatan kualitatif iaitu kaedah perpustakaan untuk mencari maklumat dan bahan kajian. Kesimpulannya, kaedah-kaedah pendidikan anak dan pengaplikasiannya perlu diamalkan dan diaplikasi oleh semua pihak kerana ia sesuatu yang bukan sahaja bertitik tolak dari ajaran al-Quran malah diperkemaskan dengan keadaan realiti hari ini.
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The teaching and learning of (foreign) languages in the context of globalisation is at a juncture in Australian education where fundamental changes in the field present distinctive challenges for teachers. These changes necessitate a reconceptualisation of the constructs and alter the very nature of assessment: the conceptualisation of what it is that is to be assessed, the processes used to elicit evidence of student learning and the frames of reference that provide the context for making judgments about students’ language learning. In this paper I discuss the shift from communicative language teaching towards an intercultural orientation in language learning. Based on data from a three-year-study that investigated teacher assessment of language learning from an intercultural perspective in a range of specific languages in the K–12 context, I discuss the nature of the challenge for teachers as they develop their assessment practices. This challenge is characterised as both conceptual and interpretive. I conclude by drawing implications for developing the assessment literacy of teachers of languages.
Competent teachers were those who were experts in the subject content knowledge and able to manage personnel, teaching aids and classroom effectively (Nur Mustafa, 2013). Teachers who have high level of professional competency will be able to produce students who are competent and able to adapt the changes in their surroundings. This study aims to examine the need of teacher's compentency in management of teaching and learning (P & P) at school based on expert opinion and consensus. This research is a quantitative method to obtain the expert opinions. The study approach is to get the information through questionnaires from the panel of experts. There were 30 teachers involved as the panel of experts in this study. These experts are those who have served as a teacher for more than 20 years and has been directly involved with the management of the school. All data were analyzed using Fuzzy Delphi Method. The findings indicated that all the elements (items) for the competency domain of management of teaching and learning process are fulfilling the criteria of the threshold value (d construct) is less than 0.2, and the percentage of the expert group is more than 75%. The domain consists of creating an atmosphere of P & P to motivate students, able to manage group activities effectively to students, able to control the behavior of students in the teaching and learning process, able to manage the process of learning involved outdoor activities, able to encourage students to present projects or group work, able to communicate with students clearly during the process of learning and able to relate the experience with knowledge in P & P. This findings suggests that the competency of Teaching and Learning Management and all the elements is necessary to asses teacher's competency based on the consensus of experts. PENGENALAN Peranan guru makin hari makin mencabar dan isu berkaitan kompetensi profesional sering dibahaskan sehingga ke hari ini. Kepentingan isu berkaitan kompetensi profesional guru terbukti dengan pelbagai kajian yang telah dijalankan khususnya yang memberikan penekanan terhadap elemen yang digunakan untuk mengukur kompetensi profesional seorang guru(Celik, 2011; Kunter et.al, 2013; Saidah & Mohammed Sani, 2012). Persoalannya siapakah yang berperanan membangunkan kompetensi profesional seorang guru dan apakah elemen yang perlu dikuasai oleh seorang guru untuk menjadikannya seorang guru yang kompeten dan profesional. Oleh itu pengukuran kompetensi profesional guru menjadi elemen penting bagi menentukan keberkesanan dan
The writing aims at the language acquisition of hyperactive children in learningprocess in order to be more focused in doing activities, more confident, moreinteractive, and more communicative with other people normally. Drilling method isused in teaching hyperactive children of four year-old using visual media to give aconcrete illustration of a thing so that the children can grasp messages, informationand concept about the thing. Cognitive, affective, and psychomotor implementationis carried out onto the children to improve their language skill. Intervention plan isto establish behavioral change procedures, i.e. shaping, chaining, and maintainingbehavior. Action plan is focused on how to overcome the inattention problemin hyperactive children. The findings are (1) the children are able to focus on anactivity, (2) the children were confident and showed a positive relationship withothers, and (3) the children are able to communicate and start verbal and nonverbalinteraction with others. Within 6 months of therapy, the hyperactive children havealready demonstrate the abilities in those three areas. The hyperactive children havea large vocabulary and are able to integrate various vocabularies though have notyet reached normal standard abilities. AbstrakTujuan penelitian ini adalah mendeskripsikan pemerolehan bahasa dalampembelajaran anak hiperaktif agar lebih fokus dalam kegiatan, percaya diri,dapat berinteraksi, dan berkomunikasi dengan orang lain secara normal. Metodepembelajaran yang digunakan dalam pengajaran anak hiperaktif pada usia empattahun adalah metode latihan keterampilan (dril) yang menggunakan media visualuntuk memberikan gambaran konkrit tentang sesuatu sehingga anak dapat menangkappesan, informasi, dan pengertian tentang sesuatu tersebut. Untuk meningkatkankemampuan bahasa dilakukan penerapan kognitif, afektif, dan psikomotorik padaanak. Rencana intervensi adalah menetapkan prosedur perubahan perilaku, yaitushaping, chaining, dan maintaining behavior. Rencana tindakan yang dibuat,difokuskan pada bagaimana mengatasi masalah inattention pada anak hiperaktif.Hasil temuan adalah (1) anak sudah fokus dalam kegiatan, (2) anak percaya diridan menunjukkan hubungan yang positif dengan orang lain, dan (3) anak dapatberkomunikasi dan berinteraksi verbal dan nonverbal dengan orang lain. Denganadanya terapi selama 6 bulan, kemampuan anak hiperaktif itu sudah memperlihatkankemampuannya dalam ketiga hal tersebut. Anak hiperaktif tersebut memilikikosakata yang banyak dan mampu mengintegrasikan berbagai kosakata dengan baikmeskipun belum mencapai kemampuan normal.
Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the tertiary level, is important since it can help improve the quality of assessment practices as well. Therefore, this study investigated English language instructors' assessment beliefs in the Malaysian context. This study adopted a cross-sectional research design. The survey method was utilized to collect data from six Malaysian universities using a purposive sampling strategy. English language instructors (n=83) were selected via purposive sampling for the study. Findings of the study revealed that English language instructors believed that the purpose of assessment was to improve teaching and learning. Regarding the assessment beliefs that are related to the assessment purposes, analyses of data showed that the items that received the highest percentage of agreement were diagnosing strength and weaknesses in students, providing information about students' progress and providing feedback to students as they learn, respectively. Although they reported using both formal and informal assessment of their students' work, English language instructors relied heavily on paper and pencil assessment while giving more weightage on formative assessment. The majority of English language instructors reported employing marking schemes for the courses they taught, carrying out sample marking and providing feedback. Finally, English language instructors reported using different types of assessments for every language skill taught in their language unit/center. The findings highlight the fact that English instructors should be more empowered in their role as the assessors of students. Their knowledge about what, how, when to assess should be developed through long professional development courses; one-shot workshops or seminars would not be enough to improve instructors' assessment literacy.
In research on module development, needs analysis is carried out to ensure the product created can fulfil user needs. This research was undertaken in order to identify the needs and specifications of a module based on play approach for teaching and learning of language skills among preschool children. To create a module able to fulfil the needs of teachers as users, needs analysis was carried out on 10 preschool teachers from different schools under the Ministry of Education Malaysia. Data collection was through semi-structured interviews and the sampling technique was purposive sampling. Qualitative data from interviews with teachers were categorized and analyzed to identify themes for making sense of the data. Data analysis unearthed four major themes, namely: (1) The play approach was suitable for teaching and learning activities among preschool children, (2) The existing teaching approach did not focus on the play approach, (3) Teachers need appropriate sources and materials to motivate language learning in pupils, and (4) Teaching and learning activities need to consider the language capabilities of pupils. Analysis of the findings shows that the module based on play approach for teaching and learning language skills among preschool children has the potential for development. Apart from the four main themes identified, suggestions and specifications derived from interviews with teachers gave useful information for developing the module contents. The findings will be used for designing and developing the module in the next phase. The findings are expected to assist in producing a module capable of solving existing problems among teachers and motivating language skills teaching and learning among preschool children.
Artikel ini melaporkan proses pembangunan dan penilaian kebolehgunaan modul terhadap kemahiran bahasa Melayu kanak-kanak prasekolah. Proses pembangunan melibatkan penyediaan bahan, semakan pakar dan penilaian kandungan modul. Semasa proses pembangunan, modul disemak oleh lapan pakar bidang berbeza. Beberapa cadangan dikenal pasti dan penambahbaikan dibuat berdasarkan cadangan yang diberikan. Modul yang dimurnikan dinilai ketepatan kandungannya oleh 20 penilai, terdiri lapan pakar bidang yang sama dan 12 guru prasekolah. Proses pelaksanaan dan penilaian modul dilakukan di dua bilik darjah bagi menguji kebolehgunaan modul. Enam murid daripada dua prasekolah Kementerian Pendidikan Malaysia dipilih bagi tujuan pengumpulan data. Setiap sekolah melibatkan tiga murid bagi tujuan ini. Selain itu, dua guru dipilih secara bertujuan untuk melakukan pengajaran di dua bilik darjah. Data kualitatif diambil melalui pemerhatian rakaman video. Kaedah pengumpulan data dibuat menggunakan rekod anekdot dan sampel kerja murid. Dapatan menunjukkan interaksi dengan bahan permainan dan rakan semasa bermain telah membantu kanak-kanak menguasai kemahiran bahasa Melayu secara emergent tanpa bimbingan guru sepenuhnya. Hasil kajian ini dijangka berupaya menjadikan pembelajaran bahasa kanak-kanak prasekolah lebih bermakna dan menarik minat kanak-kanak untuk belaja
This research is conducted to study in detail issues regarding the perception and experience of local gifted and talented students towards guidance and counselling service in their school environment. Research sample includes 30 students from the first and second cohort in a 'lab' school that provides a special-need education programme for the gifted and talented students. This qualitative study combines focus group and in-depth interview as data collection method, and the data is analysed in detail using NVivo version 10.0. Findings show that the issues affecting the local gifted and talented students are related to their career and academic pathway as well as psychosocial being. Their uncertainties have encouraged them to seek for guidance and counselling services. Findings also indicate that the students' perception and experience on the guidance and counselling service in general are made of both positive and negative reactions. The overall findings are discussed in the context of suggestions for best practices and differentiated school counselling services that cater towards local gifted and talented student's population.
Recently, the applied linguistics field has examined the knowledge, skills, and principles needed for assessment, defined as language assessment literacy. Two major issues in language assessment literacy have been addressed but not fully resolved—what exactly language assessment literacy is and how it differs among stakeholders (e.g., students and teachers). This reflective article reviews assessment literacy from general education experts and language education scholars and shows how the meaning of language assessment literacy has expanded. To add to the discussion of this construct, the article focuses on the specific language assessment literacy for language teachers and proposes a core list of assessment knowledge, skills, and principles for these stakeholders.
This study was conducted to analyse the grammatical mistakes – errors made by Indonesian students when learning Bahasa Malaysia Academic Writing at Universiti Teknologi Malaysia. Students essay writing were used/utilised as the primary data in locating to identifies grammatical mistakes made. It was found that Indonesian students made many grammatical mistakes or various aspects such as semantic and morphology. The mistakes on morphology aspects were normally the word choice, preposition and pronouns. Further discovery finding revealed that the reasons for mistakes made were because lack of knowledge in Bahasa Malaysia language and confusion on the meaning of words. Eventhough Malay language originates from the same language as the mother tougue of the students but there are actually many diffrences which lead to uncertainly of the Indonesian students in the use of the language.
The purpose of this study was twofold: firstly to assess EFL instructors’ beliefs and practices of formative assessment in teaching writing, and secondly to determine the relationship between their beliefs and practices of formative assessment. Utilizing a mixed methods approach and an explanatory design, both qualitative and quantitative data were gathered and analyzed. The data were generated from 25 EFL instructors teaching writing skills via a five point Likert scale questionnaire and semi-structured interview as well as students’ assessment papers. The Data from the close-ended questionnaire were analyzed through descriptive and inferential statistics whereas those from open-ended questionnaire, interview and students’ papers were analyzed through description and thematic categorization. The findings showed that writing skills teachers have a positive belief toward the importance of formative assessment, and they practice it at medium level. Moreover, the statistical analysis showed a positive, moderate and significant correlation between instructors’ beliefs and their practices (r (23) =.569, p<0.01). Nevertheless, the triangulation made with the qualitative data revealed instructors’ beliefs and their actual practices are incongruent.