PEMILIHAN PELAJAR SEKOLAH MENENGAH RENDA
ANJURAN :
Majlis Dekan Pendidikan IPTA Malaysia dengan kerjasama Institut Pendidikan(INSTED), UIAM
Published by:
Institute of Education,
International Islamic University Malaysia,
P.O. Box 10, 50728 Kuala Lumpur, MALAYSIA Tel. : +6 03 - 6196 5331 / 5333 Fax. : +6 03 – 6196 4851
ISBN 978-967-12405
ISI KANDUNGAN PENDAHULUAN
Yang Berhormat Dato‟ Seri Idris Bin Jusoh
I Menteri Pendidikan II, Malaysia
Prof. Dato‟ Sri Dr. Zaleha Kamaruddin
II Rektor, Universiti Islam Antarabangsa Malaysia
Prof. Dr. Rosnani Hashim
III
Dekan, Institut Pendidikan, UIAM
IV
Prof. Dato‟ Dr. Abdul Rashid Mohamed
Pengerusi Majlis Dekan Pendidikan IPTA
Prof. Madya Dr. Hairuddin Mohd Ali
Pengerusi, Seminar Majlis Dekan Pendidikan IPTA Kali ke IV 2013
KERTAS KERJA
1 - 19 ID #1
A Teacher Certification Program in Indonesia: Teachers‟ Perspectives
Bambang Sumintono, Nanang Bagus Subekti, Chairil Anwar Korompot, Hamdan Said
Tret Personaliti Pengetua Dan Guru Besar Novis Di Malaysia
20 – 31 ID #3
Dr Shariffah Sebran Jamila Bt Syed Imam, Dr Mohameed Sani Hj Ibrahim, Prof. Madya Dr Mohd Izham Hamzah, Prof. Madya Dr Hairuddin Mohd Ali
Kaedah Fonik Dalam Mengajarkan Kemahiran Membaca Kanak-Kanak Prasekolah:
32 - 50
Tinjauan Pelaksanaan Di Negara Brunei Darussalam
ID #4 Sutinah Hj Muhd Ali, Yahya Othman (PhD), Zamri Mahamod (PhD)
Pemilihan Pelajar Sekolah Menengah Rendah
51 - 62
Ke Aliran Sains
ID #5 Aziz bin Nordin, Intan Bidayu binti Mohd Rafi, Nor Jamayah binti Daud
Amalan Pengajaran Guru Bahasa Melayu Berdasarkan Persepsi Murid
63 - 73 ID #7
Abdul Rasid Jamian, PhD, Shamsudin Othman, PhD, Nor Syafiqah Mohd Zain
Exploring Malaysian University Students‟ Awareness of Green Computing
74 - 99 ID #8
Tunku Badariah Tunku Ahmad, Abdullahi Bello, Mohamad Sahari Nordin
Transformasi Pembinaan Instrumen Kajian Terhadap Pengurusan Pengajaran Guru
100 - 113 ID #11
Prof. Dr. Mohd Sahandri Gani Bin Hamzah, Prof. Madya Dr. Noor Shah Saad, Husni Zaim Khairun Nasri, Nur Nazurah Mat Yusof
Exemplary Post Graduate Programs in the Department of Arabic Language and
114 - 124
Literature: Aspirations and Constraints
DI # 12 Muhamadul Bakir Hj. Yaakub, Nor Syarif Uwais
The Importance of Islamicliterature curriculum: a perspective study on its relevance
125 - 138
to contemporary social
1D #13 Muhamadul Bakir Hj. Yaakub, Musa Saeed Taha Idris
Teaching Arabic language in Islamic schools for Non-Arab: a Singaporean perspective
139 - 154 ID #14
Muhamadul Bakir Hj. Yaakub, Siti Rafiah Muhamad Ramlan
Amalan Pengajaran Guru KAFA Dalam Pelaksanaan Pembelajaran Kelas Fardhu Ain
155 - 169
(KAFA) di Negeri Kedah Darul Aman
ID #15 Mohd Isha Awang, PhD, Yaakob Daud, Phd, Yahya Don, PhD, Abd Latif Kassim, PhD
Principal‟s Instructional Leadership And Teachers‟ Work Place Well-Being : A
170 - 181
Comparative And Relationship Study Between Sekolah Menengah Agama Bantuan Kerajaan And Sekolah Menengah Agama Rakyat
ID #16 Mohd Nor bin Jaafar Ph. D, Mohamad Haris bin Shakroni
School Administrators' and Teachers' Level of Awareness, Interests and Practices in
182 - 199
Learning Culture
ID #17 Normah binti Lin, Hairuddin bin Mohd Ali
Assessing Preservice Teachers‟ Problem Solving Abilities: A Case Study
200 - 210 ID #18
Wun Thiam Yew, Sharifah Norul Akmar Syed Zamri, Lim Hooi Lian
211 - 225 ID #19
A Comparative Study of Self Efficacy between Public and Religious School Students
Siti Salwa Bte Md. Sawari, Norwati Bt Mansor (Dr.)
Pemahaman tentang Falsafah Ibadat dan Pengalaman Mengajar Ibadat dalam
226 - 241
Kalangan Guru-guru Pendidikan Islam Sekolah Rendah
ID #21 Fathiyah bt Mohd Fakhruddin , Nor Hayati bt Alwi
Wisdom in Teaching Profession as a Best Career Choice: An Introspective Analysis
242 - 243 ID #22
Ibrahim Ali Allafiaji, Siti Rafiah Abd Hamid, Sharifah Sariah Syed Hasan, Suhailah Hussein, Nik Md Saiful Azizi
School Teachers‟ Time Management In Classroom.
249 - 263 ID #23
Nor Ildahayati Binti Ilias , Hairuddin Bin Ali
Kepatuhan Pengurusan Kewangan Di Sekolah Menengah Kebangsaan Harian Di Negeri
269 - 283
Kedah
ID #25 Dr. Norazlinda Saad, Dr. Surendran Sankaran
The Role of al-Murabbi in Society: Some Religious Viewpoints
287 - 292 ID #26
Ahmad Nabil bin Amir
Humanistic Language Teaching: An Alternative Approach To Improve Students‟
293 - 326
English Language Proficiency
ID #27
F araSyuhadabinti Mad Isa
The Gap Between Primary And Secondary Schools Teachers In Followership Style At
327 - 355
Adni Islamic School, Malaysia
ID #28
Ahmad Suhail Al-Anshory, Hairuddin Mohd. Ali Amalan Penaksiran Dinamik Berasaskan Kurikulum Dalam Pengajaran Kemahiran
356- 377
Menulis Karangan Argumentatif: Penelitian Terhadap Dua Orang Guru Bahasa Melayu Tingkatan Dua
ID #30 Marzni Mohamed Mokhtar, Roselan Baki, Fadzilah Abd Rahman
Relationship between Secondary Schools Agriculture Teachers‟ Motivation and Use of
378 - 391
Contextual Teaching
ID #32 Siti Shuhaidah Abdul Latir; Ramlah Hamzah, Ph.D.; Abdullah Mat Rashid, Ph.D.
Using CFA for the Alternative Quality Assurance Evaluation Model (QAEM) For
392 - 417
National Universities Commission (NUC) of the Federal Republic of Nigeria
ID #33 Bojuwon Yusuf Bolaji, Hairuddin Bin Mohds Ali
Persepsi Guru Terhadap Perlaksanaan Penilaian Prestasi dengan Komitmen Kerja dan
418 - 448
Tahap Motivasi Guru
ID #34 Abdul Said Ambotang dan Susie Ivangella @ Doivit
Amalan pengurusan sumber manusia dan hubungannya dengan prestasi kerja dalam
449 - 457
kalangan penolong pendaftar: kajian di Universiti Teknologi MARA
ID #35 Mohd Zahurin Ramli dan Norshidah Nordin
Pengaruh Dimensi Kepimpinan Instruksional Pengetua Terhadap Komitmen Kerja
458 - 472
Guru di Sabah
ID #36 Muhamad Suhaimi bin Taat, Phd
Kemahiran Untuk Pekerjaan: Kajian Grounded Theory Sistem Latihan Perantisan
473 - 447
Moden
ID #37 Ridzwan Che Rus, Ruhizan Mohamad Yasin
Pengaruh Kepimpinan Pengetua Ke Atas Amalan Prinsip-Prinsip
448 - 488
Pengurusan Kualiti Menyeluruh (TQM)
ID #38 Rosnani Binti Kaman, Ishak Bin Sin, PhD, Abdull Sukor Bin Shaari, PhD, Hairudin Mohd Ali, PhD
489 - 503 ID #41
Perbandingan Iklim Sekolah Antara Maktab Rendah Sains MARA
Mohd Mahadzir Rahimi Bin Mohamed Nawi, Zulaine Bin Awang Taul, Dewi Isma Madzlan Bin Mazlan, Khalid Bin Johari
The Socioemotional Experiences of UAT‟s )UAT( During Teaching Practice:
504- 529
A Case of Reality Shock?
ID #42 Mohd Hasani Dali
Pendidikan Berkualiti Melalui Pembelajaran Komuniti
530 - 539
Lesson Study
ID #43 Zanaton H. Iksan
Pelaksanaan Pentaksiran Berasaskan Sekolah (Pbs) Dalam Kalangan Murid Bagi Mata
540 - 556
Pelajaran Kemahiran Hidup Bersepadu
ID #44 Asnul Dahar Minghat, Mohd Saifulrizal Abd Manaf & Muhammad Khair Noordin
Memartabatkan Pendidikan Vokasional: Kesedaran Terhadap Peluang Melanjutkan
557 - 567
Pengajian ke ILV dalam Kalangan Pelajar SMV di Negeri Johor
ID #45 Noorazman, Razali Hassan, & Daziemah Daud
Pelaksanaan Intervensi Cerita Sosial Oleh Guru Pendidikan Khas Dalam
568 - 610
Meningkatkan Kemahiran Sosial Kanak-Kanak Autistik
ID #46 Siti Hodijah Bt Zamakshshari, Dr. Rosadah Bt Abdul Majid
Islamic Integrated Curriculum (IIC) For The Transformation Of Islamic Education
611 - 629
System In Malaysia
ID #47 Rahimah Embong, Rosnani Hashim, Yuslaini Yunus
Amalan Kurikulum Bersepadu Dan Transformasi Pendidikan Di Malaysia
630 - 652 ID #48
Rahimah Embong, Wan Ismail Wan Abdullah, Normila Noruddin
Pengurusan Berpasukan dan Budaya Kerja Guru Di Sekolah-sekolah Menengah Negeri
653 - 666
Perlis
ID #49 Prof. Madya Dr. Tang Keow Ngang, Ooi Phaik Choo
Pedagogi Berasaskan Pembelajaran Aktif dalam Amalan Pedagogi Rasulullah SAW
667 - 675 ID #50
Nooraida Yaakob, Rabiatul-Adawiah Ahmad Rashid
Efikasi Pengajaran Guru: Perbandingan Di Antara Guru Dalam Perkhidmatan Dan
676 - 687
Guru Pelatih
ID #51 Ahmad Zamri bin Khairani
Kesan Keadilan Prosedur Sebagai Moderator antara Kesukaran Matlamat Dengan
688 - 701
Komitmen Guru Kepada Sekolah
ID #52 Abdul Jalil Ali, PhD, Subarino
Program 2Bs: Penerapan Dan Kesedaran Nilai-Nilai Universal Dan Pengetahuan
702 - 710
Tentang Tingkah Laku Buli untuk Menangani Kejadian Buli Di Sekolah
ID #54 Jamalsafri Saibon, Abdul Jalil Ali, Syed Mohamad Syed Abdullah & Adawiah Abdul Rasyid
Amalan Organisasi Pembelajaran dan Komuniti Pembelajaran Profesional Di Sekolah-
711 - 728
Sekolah Berbeza Pencapaian Di Pulau Pinang
ID #56 Aziah Ismail, PhD, Najdah Baharom, Abdul Ghani Kanesan Abdullah, PhD
Faktor-Faktor Yang Mempengaruhi Tahap Kesediaan Guru-Guru Tingkatan Satu
729 - 769
Sekolah Menengah Dalam Pelaksanaan Penilaian Berasaskan Sekolah (PBS)
ID #58 Zuridah Hanim bt Md. Akhir, Cik Fatimah Nadia bt Che Hasnam, Mohd Sofian Omar-Fauzee, Yaakob Daud, Yahya Don, Abd Latif Kassim, Rozita Abd Latif, Nagoor Meera Abdullah
Ideal Vs. Reality: Evidences From Senior Teachers‘ Experiences On The Malaysian School- 770 - 781 Based Assessment System (SBA) ID #61
Che Noraini Hashim, Adlina Ariffin, Nurhidayah Muhammad Hashim
Do You Teach The Way You Were Taught? Graduate Teachers‟ Perceptions Of Their
782 - 803
Undergraduate Teacher Preparation At The University
ID #62 Mwembesa Umar, Sharifah Sariah Syed Hassan, Che Noraini Hashim, Abdul Shakour Duncan Preece
Animasi Interaktif Masa Depan, Pembelajaran Personal (Ple) Anak Orang Asli: Satu Kajian 804 - 826 Fuzzy Delphi ID #65
Mohamad Muhidin Patahol Wasli; Nur Azyma Ismail; Mimi Faizura Mohamad; Saedah Siraj; Zahra Naimie; Zaharah Hussin
The Malaysian Education Blueprint(PPPM) 2013-2025: Unity Among Students
827 - 846 ID #66
Prof. Dr. Rosnani Hashim, Wirawani binti Kamarulzaman
Sexual Harassmentin The Workplace Environment: Psychological Impact To The
847 - 856
Women
ID #67 Kamarolzaman Hj. Mohd. Jidi, Husin Junoh, Wan Azlinda Wan Mohamed, Warman, Nur Zakiah Hani Kamarolzaman
Predicting English Oral Communication Skills Of Engineering Students From Usage
857 - 874 Frequency And Self-Confidence Level ID #68
Maizam Alias, Nor Azura Osman, Marlina Mohamad
Kajian Kualiti Persekitaran Dalaman Terhadap Reka Bentuk Studio Lukisan
875 - 883
Kejuruteraan Ideal Di Sekolah Menengah Teknik
ID #69 Mohd Hanif Bin A Karim, Azman bin Hasan, Jamil Bin Abd Baser
Pemerkasaan Kompetensi K-Pekerja Di Malaysia Menggunakan Pendekatan
884 - 877
Pendidikan Integrasi Holistik; Penyepaduan Ilmu Wahyu ( Revealed Knowledge ) Dalam Sistem Latihan Dual Nasional (SLDN)
ID #70 Jailani bin Md. Yunos , Akhmal Annas bin Hasmori
Tahap Kemahiran Profesional Guru-Guru Kemahiran Hidup Bersepadu Dalam
878 - 905
Pelaksanaan Pentaksiran Berasaskan Sekolah (PBS)
ID #71 Jamil Abd Baser, Azman Hasan, Rasidayanty Saidon, Noorazman Abd Samad, Khairuddin Harun, Ramlan Zainal Abidin
Strategies for Managing Stress for Optimal Job Performance
906 - 920 ID #72
Kamarolzaman Hj. Mohd. Jidi, Husin Junoh. Nur Zakiah Hani Kamarolzaman
Importance Of Communication In Developing Performance Organization Of A Point Of
921 - 927
Viewis As Manager
ID #73 Kamarolzaman Hj. Mohd. Jidi, Husin Junoh, Sapon Ibrahim, Suraya Kamarolzaman
Menentusahkan Faktor-Faktor Pemilihan Kerjaya Perguruan Dalam Kalangan Pelajar
928 - 941
Sarjana Pendidikan Teknik Dan Vokasional Di UTHM
ID #74 Azman Hasan, Jamil Abd Baser, Noraliza Rajibi, Noorazman Abd Samad, Khairuddin Harun, Ramlan Zainal Abidin
If You Think PBL Is Right for Your Students, Think Again.
942 - 956 ID #75
Lai Chee Sern, Razali Hassan, Kamarolzaman Hj. Jidi, Lee Ming Foong, Johnson Lim Soon Chong
Interaksi dalam modul Sains mPembelajaran Kolaboratif (CmL): Implikasi
957 - 934 kepada pembangunan pengetahuan ID #76
Dorothy DeWitt, Saedah Siraj and Norlidah Alias
Pendidikan Alternatif Homeschooling bagi kanak-kanak Orang Asli : Analisis
935 - 1001
Keperluan
ID #78 a Mohd. Nazri Abdul Rahman ,Norlidah Alias, Saedah Siraj & Dorothy Dewitt ,
Future Trends in the Management of School Finance
1002 - 1032 ID #79
Husaina Banu Kenayathulla
Memperkasa Nilai Paling Utama Dan Memperkasa Nilai Interaktif Dalam Pendidikan
1033 - 1037
UIAM
Prof. Dato‘ Dr. Sidek Baba
Merealisasikan Penempatan Kepimpinan Berprestasi Tinggi Di Setiap Sekolah
1038 - 1094
UM
Saedah Siraj, Mohammed Sani Ibrahim
Better Teaching of Thinking Skills: Calling for an Academic Resilience Model of
1095 - 1126
Malaysian Students USM
Shahabuddin Hashim, Seffetullah Kuldas, and Mohd Ali Samsudin
Memacu Pelan Transformasi Pendidikan: Peranan IPTA Dalam Membantu
1127 - 1142
Meningkatkan Kuantiti Dan Kualiti Pendidikan Aliran Sains Dan Teknikal Di Malaysia
UTHM Razali Hassan , Halizah Awang , Badaruddin Ibrahim , Siti Hajar Zakariah
Teachers‟ Perception on Language Proficiency of Secondary School Students and
1143 - 1167
Factors Contributing to Proficiency UTM
Mohd Salleh Abu, Zainal Abidin Zainuddin, Yeo Kee Jiar, Lu Xi, Azlina Mohd Kosnin
Keperluan Penggunaan Modul Etika Kerja Guru dalam Membentuk Penghayatan Nilai 1168 - 1186
Pelajar UUM
Prof. Madya Dr. Mohd Izam Ghazali, Dr. Mohamad Khairi Haji Othman, Alis Puteh, Dr. Mohd. Zailani Mohd Yusoff , Prof. Madya Dr. Fauziah Abdul Rahim
Teacher Employment And The Open Market Saga Opportunity Beholds The New
1187 - 1195
Breed Of Teachers And Hybrid Professionalism
MEDC Abdul Rashid Mohamed
Accelerating Knowledge Production in East Asia: Implications for Strategic Research
1196 - 1211
Development in Malaysian Universities
UCAP- Professor Philip Hallinger
TAMA
Bidang pendidikan dianggap faktor kritikal kejayaan dalam rangka kita hendak mencapai status negara maju dengan rakyatnya berpendapatan tinggi men- jelang 2020. Ia merupakan penyumbang utama pembanganun modal insan dan ekonomi negara. Lantas bidang pendidikan diletakkan sebagai satu
elemen penting transformasi dalam GTP dan ETP. Sebagai satu perancangan terancang kerajaan, ia bersifat inklusif yang merangku- mi pelbagai bidang dan tahap pendidikan seperti pra-sekolah, sekolah rendah dan menengah, pra-universiti, kolej vokasional/ politeknik, dan pendidikan di universiti. Pelancaran Pelan Pem- bangunan Pendidikan 2013–2025 ialah pernyataan jelas tekad ke-
rajaan ke arah matlamat Malaysia pada alaf baru. Melalui transformasi pendidikan diharap penambahbaikan drastik
pendidikan tercapai dalam masa 12 tahun akan datang agar sistem pendidikan kita antara yang terbaik di dunia menjelang 2025. Pada ketika ini kita harap dapat melahirkan generasi muda yakni golon- gan modal insan alaf baru dari segi pegangan agamanya yang man- tap, beretika, mahir dan cekap dalam pelbagai kerjaya, pengamal IT dalam segala urusan kerja dan komunikasi, berfikiran kreatif dan inovatif, tegas dan efektif dalam kepimpinan dan membuat kepu-
tusan serta bersifat patriotik terhadap negara kita Malaysia. Saya ingin mengucapkan terima kasih dan setinggi-tinggi penghar-
gaan kepada pihak penganjur iaitu Majlis Dekan Pendidikan IPTA istimewanya Universiti Islam Antarabangsa Malaysia selaku tuan rumah. Terima kasih kerana menjemput saya. Di kesempatan ini juga, saya ingin mengalu-alukan kehadiran semua pihak ke seminar ini dan berharap perjumpaan kita dapat memperkukuhkan sila- turrahim sesama kita serta dapat mencapai objektif-objektif seminar ini. Insya Allah.
Yang Berhormat Dato’ Seri Idris Bin Jusoh Y Menteri Pendidikan II
Pendidikan ialah jantung pembangunan ummah. Matlamat pendidikan adalah un- tuk melahirkan insan yang boleh mening- katkan kualiti diri dan memberi sum- bangan yang positif untuk komuniti, masyarakat dan negara. Melalui pendidi- kan yang holistik generasi muda dipupuk dan dibimbing agar mencapai kecemer-
langan dalam mencari makna ihsan yang hakiki. Pelan Pembangunan Pendidikan Malaysia 2013-2025 ialah
dokumen Kementerian Pendidikan Malaysia yang dihasilkan secara teliti dan professional untuk mencapai taraf pendidikan
yang unggul dan terbaik bagi Malaysia pada hari muka. Salah satu peranan pendidikan adalah untuk menyelesaikan
masalah. Dalam pendidikan, kita hadapi apa yang kita tahu, bagaimana nak tahu dan bagaimana menangani apa yang kita
telah tahu. Bagaimanapun pendidikan diperingkat global kian berubah
secara dinamik kerana proses pendidikan itu sendiri bersifat malar dan “constant.” Oleh yang demikian pendidikan perlu
bersifat tranformatif untuk menangani perubahan. Transformasi bukanlah satu fenomena atau perancangan
manusia yang asing dalam ajaran Islam dan kehidupan ummat manusia.
Diharap seminar ini memberi impak kepada transformasi pen- didikan negara ini yang sedang menuju negara maju men- jelang tahun 2020.
Prof. Dato’ Sri Dr. Zaleha Kamaruddin P Rektor, Universiti Islam Antarabangsa Malaysia (UIAM)
II
Proses globalisasi sangat ketara mempengaruhi sistem pendidikan sejagat masa kini dari pelbagai sudut -- ba- hasa pengantar sekolah-sekolah dengan Bahasa Ingger- is sebagai bahasa antarabangsa, penggunaan teknologi maklumat dalam pendidikan, kepentingan kemahiran insaniah, dan ranking sejagat antara institusi-institusi pendidikan tinggi di dalam mahupun di luar negara. Sudah tentu setiap negara perlu berhadapan dengan arus perubahan ini untuk terus relevan. Justeru perlulah
digembeleng segala tenaga dan buah fikiran bagi menghasilkan satu pelan pendidikan yang mampu mengatasi pengaruh negatif globalisasi dan se- terusnya memacu kearah transformasi pendidikan negara secara menye- luruh dengan cekap dan berkesan. Dalam konteks negara kita, Pelan Pembangunan Pendidikan Malaysia (PPPM) (2013-25) telah pun dirangka dan harus dilaksanakan dalam tiga gelombang. Gelombang pertama telah pun bermula dan terdapat beberapa isu yang harus ditangani bagi kelicinan perlaksanaan. Maka atas kesedaran inilah tema “Memacu Pelan Transfor-
masi Pendidikan” dipilih. Seminar Kebangsaan Majlis Dekan Pendidikan Malaysia (MDPM) yang Ke-4
merupakan satu platfom atau medan bagi para sarjana, cendekiawan, pen- didik dan pembuat dasar pendidikan seluruh negara membedah dan me- meriksa PPPM (2013-25) supaya dapat memperkemas dan memastikan pelaksanaannya yang lebih berkesan . Moga-moga seminar ini akan dapat menghasilkan beberapa resolusi berbentuk strategi penyelesaian terhadap isu-isu yang menghalang kelicinan dan keberkesanan pelaksanaan PPPM di samping membantu mendalami pemahaman para hadirin tentang isu
pendidikan negara. Saya mengalu-alukan kehadiran semua peserta yang berhimpun dalam
seminar yang ke-4 ini. Semoga Seminar Kebangsaan MDPM 2013 ini dapat memperkaya dan menggugah akal dan rohani semua yang hadir.
Akhir kalam, saya ingin mengucapkan jutaan terima kasih kepada semua Pengucaputama, ahli MDPM, pembentang kertas kerja, peserta dari pel- bagai jabatan, agensi dan institusi dan khususnya kepada Pengerusi dan Ahli Jawatankuasa Seminar Kebangsaan MDPM yang begitu komited untuk memastikan kejayaan seminar ini. Semoga semua usaha ini akan diterima
oleh Allah S.W.T. sebagai amal jariah kita. Sekian. Terima kasih. P Prof Rosnani Hashim
Dekan, Institusi Pendidikan,UIAM
Ingin saya mengucapkan ribuan terima kasih kerana diberikan kesempatan untuk memberi kata -kata aluan untuk buku program Seminar Kebangsaan Majlis Dekan Pendidikan IPTA
2013. Pada kali ini, Majlis Dekan Pendidikan IPTA
dengan kerjasama Institut Pendidikan UIAM (INSTED) telah berusaha untuk menganjurkan
Seminar Kebangsaan Majlis Dekan Pendidikan IPTA 2013 (MEDC 2013) dengan temanya “Memacu Pelan Transformasi Pendidikan Negara”. Saya berpendapat tema ini sangat ber- sesuaian dengan agenda transformasi pendidikan negara di ma- na adalah menjadi matlamat akhir kita bahawa sistem pendidikan negara akan menjelma standing dengan negara -negara maju tetapi berasaskan acuan kita tersendiri. Sebagai pengerusi Maj- lis Dekan Pendidikan IPTA semasa, saya sangat -sangatlah ber- harap semua kertas kerja yang dibentangkan akan menghasilkan dapatan -dapatan dan idea-idea baru yang mampu membantu secara efisyen melonjak transformasi pendidikan negara ke arah yang di tetapkan sebagaimana dalam Pelan Pembangunan Pen- didikan Malaysia 2013 -2025.
Seterusnya, ingin saya mengucapkan ribuan terima kasih kepada INSTED, UIAM amnya dan ahli Jawatankuasa penganjur seminar kebangsaan ini yang telah bertungkus -lumus untuk menjayakan seminar ini. Akhir sekali, saya juga mengalu -alukan kedatangan semua pembentang dan peserta seminar kerana tanpa tuan -tuan dan puan -puan sekalian seminar ini tidak akan menjadi ken- yataan.
Terima kasih. Prof. Dato’ Dr. Abdul Rashid Mohamed
Pengerusi Majlis Dekan Pendidikan IPTA Pusat Pengajian Ilmu Pendidikan Universiti Sains Malaysia.
Sukacitanya ingin saya mengucapkan ribuan terima kasih kepa-
da Dekan Institut Pendidikan (INSTED), IIUM kerana telah menaruh kepercayaan serta keyakinan kepada saya sebagai pengerusi Seminar Kebangsaan Majlis Dekan Pendidikan IPTA 2013 Kali ke IV (MEDC 2013). Di samping itu juga , ingin saya
mengucapkan ribuan terima kasih kerana diberi kesempatan untuk menukilkan sepatah dua kata dalam buku program seminar ini.
Sebagaimana maklum, objektif Majlis Dekan Pendidikan IPTA (dengan kerjasa- ma INSTED) mengadakan seminar kebangsaan ini antara lainnya adalah untuk menyediakan satu platform dalam usaha menjana idea-idea yang berkesan bagi memperkemas dan memastikan pelaksanaan secara berkesan pelan transformasi pendidikan negara.
Untuk memperincikan lagi objektif di atas, maka tema seminar pada tahun 2013 ini adalah “Memacu Pelan Transformasi Pendidikan”. Tema ini mampu memandu para sarjana dan penyelidik memfokuskan pembentangan mereka berdasarkan lima sub-tema seperti berikut:
Kesamarataan akses kepada pendidikan berkualiti bertaraf antarabangsa, Profisiensi dalam Bahasa Malaysia dan Bahasa Inggeris bagi setiap murid, Melahirkan rakyat Malaysia dengan penghayatan nilai-nilai Islam dan uni-
versal, Transformasi keguruan sebagai profesion pilihan dan Merealisasikan penempatan kepimpinan berprestasi tinggi di setiap
sekolah. Sebagai pengerusi seminar kebangsaan tahun ini, adalah menjadi harapan
Majlis Dekan Pendididkan IPTA supaya seminar ini dapat membuahkan hasil demi faedah ummah dalam jangka masa yang panjang. Sukacita juga saya mengucapkan selamat berseminar di Universiti Islam Antaranbangsa Malaysia (UIAM) “Garden of Knowledge and Virtue”. Sebelum mengundur diri, izinkan saya menyusun sepuluh jari memohon ribuan maaf bagi pihak diri saya serta rakan-rakan lain dalam jawatankuasa seminar jika terdapatnya sebarang keku- rangan dalam pengurusan perjalanan seminar ini. Yang buruk dan lemah itu adalah datangnya daripada kami dan yang terbaik itu adalah datangnya da-
ripada Yang Maha Pencipta, Allah Subhanahuwataala. Terima kasih. P Prof. Madya Dr. Hairuddin Mohd Ali
Pengerusi Seminar Majlis Dekan Pendidikan IPTA 2013 (MEDC2013)
A Teacher Certification Program in Indonesia: Teachers‟ Perspectives
a1 b Bambang Sumintono c , Nanang Bagus Subekti , Chairil Anwar Korompot & Hamdan Said a
a Faculty of Education, Universiti Teknologi Malaysia Skudai, Johor, Malaysia
b Faculty of Education, Universitas Sarjanawiyata Tamansiswa Yogyakarta, Indonesia
c Universitas Negeri Makassar Makassar, Indonesia
ABSTRACT
The Stipulation of Teachers and Lecturers Law No 14/2005 in 2005 has brought a significant change to teacher status in the Indonesian education system. The state regards teaching as a profession. Teachers are required to apply for and pass the certification process. More than 200,000 teachers were involved in the first batch of the certification program in 2007 using the portfolio method. Using a qualitative inquiry method, this study collected data from 611 teachers who participated in the teacher certification program across Indonesia using questionnaires and focus group discussions to reveal their perspectives on the teacher certification policy. The study identified three
salient issues, namely teachers‟ responses to the program, portfolio requirements and
arguments against the portfolio method , and alternatives to the portfolio methods. Keywords: Indonesian education development; teacher certification; teacher licensing;
educational policy; teachers‘ portfolio
Introduction
The debacle of the New Order regime under Soeharto in 1998 has brought significant changes to the Indonesia‘s educational sector, with the transference of managerial and financial
responsibilities of nearly all public sectors, including education, to the district level rather than the centralization which obtained in the previous era (Kristiansen & Pratikno, 2006; Sumintono, 2009). Following that, the Indonesian parliament enacted a new education law (Law No 20/2003) that strengthens the decentralized mode and opens possibilities in terms of policy direction to improve education quality in general. One of the regulations based on the new education system law is the enactment of the Law on Teachers and Lecturers (Law No 14/2005, hereafter called the Teacher Law) (Jalal et al., 2009).
The Teacher Law can be regarded as a ‗once and for all‘ solution to problems associated with teachers in Indonesia, for in the previous era, policies to improve teachers‘ quality ―have been conceived and implemented in a piecemea l fashion‖ (Jalal et. al., 2009, p. 2). Nielsen (2003) found that in the New Order upgrading teachers‘ education background and transforming its government employee ranks to make it easy for teachers increase their grade and salary had mixed results and limited success. Moreover, he emphasized that more policy implementations and incentives do not mean better quality of Indonesian education quality. The Teacher Law also brings significant changes related to private school teachers, where for the first time after independence, the central government recognizes their profession and treats them equally like civil servant teachers by providing another basic salary to their income if they pass the certification process.
Jalal et. al., (2009) reported that two years after the stipulation of the Teacher Law, the government started the certification process for incumbent teachers across Indonesia. More than 200,000 teachers were involved in this first batch. Dissappointingly little is understood about the teache rs‘ perception of the implementation of the teacher certification in Indonesia. For this reason, there is a need to investigate what teachers think about the teacher certification program in Indonesia.
The main objective of the present study is to reveal e ducators‘ perspectives on the implementation of the teacher certification program in which they participated. Moreover, we also investigated the impact of the certification policy and how tecahers managed to overcome the challenges and constraints they faced, particularly with regard to the portfolio review. This paper provides an overview of teacher development in Indonesia and the certification policy that was implemented in 2007. An outline of our research methodology is followed by the presentation of and discussion about our findings, with a concluding section to close the paper.
Literature Review
Formal schooling in Indonesia started in the Dutch colonial period in the late 1800s with a complicated and segregated education system for local people ( pribumi ), eastern foreigners and descendants of Europeans controlled by the colonial government (Raihani & Sumintono, 2010). During this era schools were elite and provided good quality education, at the higher level most of the teachers were Dutch nationals and well selected and the number of pribumi students was less than others (Djajadiningrat, n.d.). During the Japanese occupation (1942-1945), the segregated education system was abolished to give an opportunity to pribumi , mostly Muslim people, to get education from which they were previously virtually excluded. As a result, school enrolments in all levels of education increased significantly which made it difficult for teachers to manage as at the same time the Dutch teachers were no longer available. For this reason, primary school teachers became secondary school teachers, while students at primary schools were taught by people who could only read and write (Poerbakawatja, 1970).
Indonesia declared its independence on August 17, 1945 and during 1950s the trend of increasing student enrolments had reached 10 million students, five times higher than students enrolment during the Japanese occupation (Poerbakawatja, 1970). The Indonesian government with limited fund to spend created many schools and appointed teachers with low education, such as junior high school graduates. Undoubtedly, this influenced the quality of education in Indonesia in general. Another significant change happened in the New Order era, which started in 1974, backed by the rising oil revenue. The government launched the Inpres (presidential instruction) program to build one school in each village (Duflo, 2004). As a result, during the first ten years of the implementation of the Inpres program, the Indonesian government appointed more than 600,000 primary school teachers with senior secondary qualifications throughout the whole country which made the participation rate in primary schooling rise to 95% (Raihani & Sumintono, 2010).
In 1989 the Indonesian parliament passed a new education law (Law 2/1989) that stipulated that teacher education background should be lifted, so that primary school teachers had at least the In 1989 the Indonesian parliament passed a new education law (Law 2/1989) that stipulated that teacher education background should be lifted, so that primary school teachers had at least the
expectation that with the higher salaries teachers would work better and improve the quality of education. During the New Order period, the education sectors had also been busy with many policy implementations targeting teachers but the results were debatable as stated by Nielsen (2003):
Given this potential, it is helpful to begin sorting out the extent to which this potential can or will actually bear fruit in terms of more effective teaching and
learning….. Will more teacher education, more teacher working groups, and more career opportunities for teachers lead to improved instruction and better student out- comes? Will more mean better?
Jalal et al. (2009) argued that the Indonesian students‘ poor achievements in international tests, such as TIMSS and PISA, are an indicator of the poor quality of teachers. They also cited statistics from the Ministry of National Education (MoNE) which also revealed the poor performance of teacher quality in terms of educational background and subject teaching performance tests. Jalal et al. (2009) claimed that the education system at the time could not produce good quality candidates and could not improve incumbent (in- service) teachers‘ performance. On the other hand, Nielsen (2003) argued that the state system also significantly influenced the effectiveness of any of the policies regarding the educational sectors, resulting in teachers‘ performance not reaching expectations.
Several educational researchers (Hilferty, 2008; Bloomfield, 2009; Reeves, 2007; Wood, 2007) suggested that the issue of teacher professionalism or lack of professionalism is usually attributable to some factors, such as an ineffective system of licensing, unclear performance standards, limited incentives for teacher candidates, and an unsupportive work setting. In the case of Indonesia, based on previous experiences that many initiatives resulted in limited success, the Several educational researchers (Hilferty, 2008; Bloomfield, 2009; Reeves, 2007; Wood, 2007) suggested that the issue of teacher professionalism or lack of professionalism is usually attributable to some factors, such as an ineffective system of licensing, unclear performance standards, limited incentives for teacher candidates, and an unsupportive work setting. In the case of Indonesia, based on previous experiences that many initiatives resulted in limited success, the
The Indonesian parliament passed the Teacher Law in December 2005, and many believe that it has the potential for being a turning point in the quality of Indonesian education. The Law among other things stipulates that teachers have to gain at least an undergraduate academic qualification or a four year university education program and pass the certification process that assesses their four competencies, namely pedagogical, professional, personal and social (Jalal et al., 2009). If they pass the certification assessment, they will receive a professional allowance that is equal to their basic salary as a government employee; besides that, they also get functional allowances of around 30% of the basic salary (Kraft, 2008). Obviously, the incentives and requirements specified in the new law give unprecedented opportunity to the Indonesian government to enhance quality of the teaching work force in the country.
A salient feature of the Teacher Law is that there is no different treatment for private school teachers. This is the second inclusive policy by the government in the Reform era which provides school operational costs to all public and private primary and junior secondary schools across Indonesia. One can say that these two policies are marks of the new mindset of the government that has impacted system-wide.
The first target of the Teacher Law is the incumbent teachers with a total population of 2.7 million of which around 25% are private school teachers. The Indonesian government proposed that
10 years would be required to complete the certification process for this type of teacher because at the time that the law was passed 65% of teachers still did not have four-year university education so, plainly, the immediate task was to enhance their academic qualifications.
Jalal et al., (2009) stated that the certification process had not started until one and half years into the enactment of the Teacher Law because there were some issues and debates that were not easy to resolve. At the beginning of the program the Indonesian government proposed that the process start with the assessment of teachers‘ teaching subject, if they passed they could continue Jalal et al., (2009) stated that the certification process had not started until one and half years into the enactment of the Teacher Law because there were some issues and debates that were not easy to resolve. At the beginning of the program the Indonesian government proposed that the process start with the assessment of teachers‘ teaching subject, if they passed they could continue
points system that will decide the minimum level for teachers to pass the certification process. At this stage, university lecturers assess the portfolio document. If the teachers do not pass the portfolio method, he/she has to attend 90 hours training conducted by universities that assess their portfolio document (Jalal et al., 2009). For civil servant teachers this method is nothing new, every two or three years they have to prepare documents regarding their accomplishments as teachers to
be submitted to their superior officers at district and provincial education offices in order to increase their grade in the government employee ranks and to increase their salary. In the first batch of the certification process conducted in the middle of 2007, more than 200,000 incumbent teachers were involved (25% of them were private school teachers). The smooth running of the process demonstrated that it could work well with the coordination and cooperation between the central government, universities, education offices in the provinces and districts across Indonesia to the schools level (Tim Independen, 2008; Hastuti et al., 2009).
The use of the portfolio method as the instrument in the first batch shows that the central government follows the view that the certificati on process is to improve teachers‘ income, not as a tool to select good quality teachers. Meanwhile, Tim Independen (2008) noted there were some falsifications found in teachers‘ portfolios which showing this ‗soft-instrument‘ had some inadequacies which were exploited by some teachers. In addition, the World Bank (2010, p. 64) identified some deficiencies of the portfolio method as follow:
1. The portfolio evaluation on its own cannot effectively measure competency.
2. Certification is a one-time process in which teachers who become certified do not need to undergo periodic re-certification or demonstrate performance in order to maintain their certification status.
3. The portfolio process can be potentially manipulated by teachers (a black market industry for forged certificates and other necessary portfolio items is already prevalent).
4. The certification process itself has been left entirely to the university sector, creating issues in terms of standardization and corruption.
5. Teacher certification currently lacks the support of an accompanying quality assurance and accountability framework.
Jalal et al. (2009) commented that the first batch of the certification process provide meaningful lesson to the government in terms of managing the process and assessing the four domains of teacher competencies. They maintain that this process, above all, is only a means to an end (Jalal et. al., 2009), and that in the long run it will benefit Indonesian education by improving the professional standards of educators (Kraft, 2008).
Methodology
This research mainly used the qualitative approach (Creswell, 1998). Qualitative methods were utilized for analyzing written answers given by respondents to some open-ended questions in the questionnaire and transcripts from focus group discussions with teachers in many places (Punch, 2009).
The process of data collection for this study was conducted in conjunction with the monitoring and evaluation of teacher certification program at the national level by the Directorate General of Higher Education, Ministry of National Education, of the Republic of Indonesia. Several teams collected data from teachers across Indonesia including Sumatra, Java, Kalimantan, Sulawesi and Maluku from the end of 2007 to early 2008. The study used the purposeful sampling technique in selecting the relevant respondents. The respondents, mainly supplied by education district offices across Indonesia, were public and private school teachers who teach at primary and secondary schools and were participating in the certification program.
There were 200 thousand teachers involved in the first batch of teacher certification program in 2007, 611 of them participated as respondents in this study who filled in and returned the questionnaire. In 15 cities across Indonesia 20-30 teachers joined focus discussion group (FGD), where they answered questions and worked out their thinking related to the teacher certification There were 200 thousand teachers involved in the first batch of teacher certification program in 2007, 611 of them participated as respondents in this study who filled in and returned the questionnaire. In 15 cities across Indonesia 20-30 teachers joined focus discussion group (FGD), where they answered questions and worked out their thinking related to the teacher certification
The demographics of the teachers who participated in the questionnaire were 294 female teachers (48.12%) and 317 men (51.88%). In terms of age, 9.8% of them were below 40, 110 people (18.27%) were between 40 to 44 years, 231 people (38.37%) between 45 - 50 years and 202 people (33.5%) are above 50 years. This was also reflected in the teaching experience, where the majority of the respondents were experienced teachers with more than twenty years of teaching service (472 people or 77.9%), 14.85% had between 15-20 years of experience and only 7.27% had less than 15 years teaching experience. These characteristics show that for the first batch of certification process, senior teachers have been prioritized over novice/junior teachers. Based on the type of schools where they teach, 540 teachers (89% of them) were government employees, and 71 of them (11%) were private school teachers. In terms of level of school, 47.7% of respondents were primary school teachers, 28.3% came from junior high school and 24% of them were teachers of senior secondary school.
Findings and Discussion
Teacher response to the certification program The first part of the questionnaire investigated the information that the teachers were provided with regarding the certification process and portfolio methods. 403 teachers (66%) answered that they were provided with information they needed clearly, compared to 32% who said that the information was somewhat clear and the rest (2%) responded that the information was not clear. Information about the program came to them mostly through official channels such as circulars, school meetings, and guidebook. Focus group discussions in all the cities and reports about certification confirmed this (Tim Independen, 2008; Hastuti et al., 2009; Jalal et al., 2009). Several teachers commented on the certification information they received and wrote about it in the questionnaire mentioning agencies that disseminate the information as follows:
Explanation of the certification program should be more undertaken by the district education office because actually it is not difficult to understand.
If the program were disseminate at a more appropriate time to allow teachers to understand it, teachers would do not have problems to comply with the requirement later.
Those two comments show the reality that teachers in some areas faced with regard to information about certification program (Tim Independent, 2008); however, in general the dissemination of the program was a success story with many agencies cooperating across Indonesia to implement it (Jalal et al., 2009).
The majority of teachers (78%) replied that the portfolio method in certification program is easy to follow, but 135 other teachers (22%) had a different view saying that it is not easy. For civil servant teachers it is not new, as previously mentioned, but it was a completely different situation for private school teachers. Despite some teachers finding it difficult, all the teachers who were recruited for the first batch of certification were able to complete their portfolio document (Jala et al., 2009; Tim Independen, 2008). The typical responses from teachers about this issue were follows:
Though we are not familiar with the portfolio method, we could manage to complete it in the given time.
We can accept this portfolio method as a requirement, but it should be explained in detail and accurately, so we can fulfill all the points to be completed. Besides, it also takes time to complete the document in order to make it as good as we can.
With regard to above statement about the time needed to complete portfolio document, 342 teachers (56%) said that the time they would need is around 2-4 weeks, 17% of them responded that 5-6 weeks is ideal time, and 27% teachers needed more than six weeks. During the focus group discussions in all places, the issue of the time needed to complete the portfolio document was highlighted by respondents:
We only had two weeks to complete the documents, and we were able to meet the deadline given with hard work, and then submit them to the district education office.
In the short period of time we cannot get together as many documents as we want that are proof of our achievements, such as certificates, awards and more specifically evidence of our involvement in the society.
Tim Independen (2008) reported that the time allocated to complete the document of is around 2-4 weeks. This, can be regarded as a short time given that is was a new experience for the teachers, which means it had its own cost. Many teachers during the last two weeks had to travel outside their work place to validate and legalize or certify many copies of documents that had to be attached to the portfolio, such as university certificates, award letters, training and seminar certificates, appointment letters etc. Explanation from teachers given below:
We were very busy at that time, especially as my university is in another town, and we simply asked permission from the principal to leave school for a whole week to get what we need, and students in the classroom were taken care of by other teachers.
To complete the teachers‘ portfolio documents, actually help is needed from administrative staff, because it takes nearly a month. At the same time we have responsibility to teach students, which made us leave the class sometimes, which is a disadvantage for students.
The more difficult situations are faced by teachers who teach in rural and isolated areas. They have to spend a longer time and pay extra money for travel and lodging; teachers who are already transferred from other provinces also face difficulties if they do not have some of their official documents with them.
When the teachers were asked about their opinion regarding the portfolio method for the certification program, 446 of them (73%) answered that they agreed with the method and 165 teachers (27%) objected to it. Several written responses from teachers are as follows:
I do like this portfolio method, it is practical and easy to do; it also educates teachers to manage documents in an orderly manner and to archive anything related to their activities and its profession.
The certification program with the portfolio method is a good thing; we can know how good we are as a teacher based on documented achievements we collected.
The portfolio method is an appropriate way to examine and verify tea chers‘ achievement, it reveals about their teaching experience, ability to design lesson plans and conduct teaching activities, their involvement in training and quality improvement program and their professional developments‘ product.
Those comments show that teachers appreciate the method of the teacher certification program, which is in line the policy designers‘ intention (Jalal, et al., 2009). One teacher who agreed with the
method also pointed out the other reason why the governmen t is using the portfolio, ―this examination method is cheaper, compare to training and continuing education which cost a lot‖.
Disagreement with the portfolio method In contrast, those who were opposed to the method gave reasons such as the comprehensiveness of the method to examine teacher professionalism, the requirement for verification of teachers‘ documents, or that the method is not based on the realities of teachers‘ work in the school. Several teachers wrote about their disagreement with the portfolio method:
The weakness of this method is the points that teachers get do not really reflect their professionalism.
The result of this method will not guarantee teachers‘ quality in the classroom, where he/she should be measured by delivering quality teaching to his/her
student that shows good service and responsibility.
This method only ratifies teachers‘ data but not all valid data actually; this will not inform directly how teachers work in school. Paper based assessment like this has the weakness that someone can manipulate it.
To some extent the criticisms above reveal the limitation of the paperwork examination that could
be happened. Furthermore, many teachers make even more salient criticisms by revealing more serious problems about the program itself:
I do not agree with this method, because portfolio documents can be falsified and manipulated in order to make somebody pass the process, except if the teachers provide the original documents.
Some people doing many things unethically when preparing portfolio documents such as attach other people‘s certificate of recognition or seminar certificate and
claim them as his/her own.
These teachers‘ claims mean that they know or could be witnesses about this unethical practice. Tim Independen (2008) reported that of the assessors of portfolio documents who participated as respondent (114 university lecturers), around 87% found that the teachers‘ portfolio document they These teachers‘ claims mean that they know or could be witnesses about this unethical practice. Tim Independen (2008) reported that of the assessors of portfolio documents who participated as respondent (114 university lecturers), around 87% found that the teachers‘ portfolio document they