International Journal of Arts and Commerce ISSN 1929-7106 www.ijac.org.uk
AGGRESSIVE BEHAVIOR PHENOMENON AMONG TEENAGERS IN SCHOOLS:
PREVENTION AND TREATMENT
Abdul Malek Rahman, Mohamad Nasir, Sabariah Siron, Md. Noor,
Ab. Aziz Yatim, Zulkifli, Muhammad Bazlan, Ahmad Jazimin, Nur Junainah
Sultan Idris Education University (MALAYSIA)
abdul.malek@fppm.upsi.edu.my,nasir.b@.fppm.upsi.edu.my, sabariah@fppm.upsi.edu.my,
mdnor@fppm.upsi.edu.my, aziz@fppm.edu.my, bazlan@fppm.edu, ahmadjazimin@yahoo.com,
junainah@fppm.upsi.edu.my
Abstract
The objective of this study is to examine the phenomenon of aggressive behavior among teenagers; the
profile of aggressive teenagers in school; pattern and frequency of aggressive behavior among teenagers in
school; measuring psychological preferences in aggressive behavior among teenagers. The number of
respondents were 14,520 based on gender, Forms, type of school and area. Male and female students
ranging from Form 1, 2 and 4 were taken as samples for the study. The location of the study was divided
into five zones i.e. the North Zone, East Zone, Central Zone, South Zone, Zone of Sabah and Zone of
Sarawak. Three types of schools involved in the study were the secondary school (SMK), boarding school
(SBP) and religious secondary school (SMKA).
Keywords: Aggressive, teenagers, behavior
1 INTRODUCTION
The study of the phenomenon of aggressive behavior stems from the need to review the current scenario of
the country in particular aspects of physical, mental, and spiritual development of teenagers. The
phenomenon persists year after year. In early January 2007, Malaysia was shaken by the death of a Form 4
student, in a secondary technical school in Bintulu, Sarawak. Methews Mering, 16, was bullied by 18
students, resulting in the victim's death. The victim believed to have been killed in one of the blocks of the
school hostel at about 5 pm.
In the middle of 2007, the country again shaken by another tragedy when a Form 3 student was
beaten up by students from Sekolah Menengah Kebangsaan Kepala Batas, Alor Star, Kedah on July 4, 2007.
Quoted by Harian Metro review news of the incident on July 5, 2007 stated that the victim, Mohd Ahmad
Tajudin Zakuan, 15 year-old student of the same school fainted after been beaten up by 20 students from
Form 4 and Form 5 around 10.45 am while playing football. The incident was due to a misunderstanding
that led 20 students to thrash Mohd Ahmad Tajudin Zakuan.
Within the same month, the action of a student strangling his teacher at Sekolah Menengah
Kebangsaan Bandar Kota Tinggi, Johor stole the attention of various parties. Jamil MR (2007) citing
comments from Farik Salleh in Utusan Malaysia on July 29, 2007 reported that a student named Daud
Nordin, 17, pushed away his teacher’s hand, claiming that he had to do 10 push-ups as a fine. The female International Journal of Arts and Commerce Vol. 2 No. 3 March 2013
59
teachers involved, Zulfa Ismail, 29, is still traumatized and seeking to transfer to another school. Nordin
with 8 other colleagues were fined for making a racket during the teaching and learning session.
Another incident broke out in the same month within the state of Pahang, was more frustrating
because a group of female students in Felda settlement did it. Utusan Malaysia on August 3, 2007 criticized
the girls’ action in Felda Keratong 1, Bandar Tun Razak, Pahang on Friday, July 27, 2007. A 16-year-old
victim were bullied by the nine girls in an empty house. The victim was punched, slapped and kicked before
recorded naked by one of the girls using a mobile phone.
Therefore, this study was designed to look into the aggressive phenomenon among school teenagers.
Profiles and patterns of teenagers aggressive behavior were also analyzed one case at a time. The study will
also measure the psychological tendency of aggressive behavior among teenagers.
2 THE PROFILE OF TEENAGERS WITH AGGRESSIVE BEHAVIOR IN SCHOOLS.
2.1 Sex:
The very aggressive behavior showed the percentage of 2.0 per cent for male and 1.0 per cent for female.
While the aggressive behavior showed a higher percentage of male (67 percent) than female (61.5 percent).
However, for the less aggressive behavior, female showed a higher percentage (37.6 percent) than male (31
percent).
2.2 Form
Form 4 students showed a higher percentage (2.0 percent) for the very aggressive behavior that that of
students from Form 2 (1.3 percent) and Form 1 (1.2 percent). For the aggressive behavior, Form 4 students
showed higher percentage (68.6 percent) compared to the percentage of students from Form 2 (64.1 percent)
and Form 1 (60.8 percent). While for the less aggressive behavior, the percentage of students in Form 1 was
higher (38.0 percent) as compared to the percentage of students from Form 2 (34.6 percent) and Form 4
(29.4 percent).
2.3 School Type
For the very aggressive behavior, religious secondary schools showed higher percentage (2.9 percent) than
that of boarding schools (1.8 percent) and secondary schools (1.2 percent). Percentage for the aggressive
behavior of boarding and religious secondary schools was high (77.5 percent) as compared to the percentage
of secondary school (59.8 percent). While for the less aggressive behavior, secondary schools showed a
higher percentage (39 percent) compared to boarding schools (20.7 percent) and religious secondary schools
(19.5 percent).
2.4 Location
The very aggressive behavior, according to the location of the schools, showed the percentage of rural
schools (1.5 percent), and urban schools (1.4 percent). For the aggressive behavior, rural schools showed a
higher percentage (65.9 percent) than the urban schools (63.3 percent). While for the less aggressive
behavior, secondary school (35.2 percent) is higher than rural schools (32.6 percent).
3. PATTERNS AND FREQUENCY OF AGGRESSIVE BEHAVIOR AMONG TEENAGERS IN
SCHOOLS.
3.1 Sex
Patterns of direct aggressive behavior showed the percentage of male students who behaved very aggressive
were higher than female students i.e. 0.8 percent compared to 0.3 percent. Patterns of indirect aggressive
behavior showed that the percentage of very aggressive behavior level is 3.7 percent for male students, International Journal of Arts and Commerce ISSN 1929-7106 www.ijac.org.uk
60
which is higher than female students, 3.6 percent. Patterns for collective aggressive behavior showed that
1.9 percent of male students behaved very aggressive as compared to 0.5 percent for female students.
Patterns of instrumental aggressive behavior revealed that male students behaved very aggressive at 2.3
percent, higher than female students, only 0.9 percent.
3.2 Form
Patterns of direct aggressive behavior showed that the percentage of students who behaved very aggressive
at Form 2 and Form 4 are the same and higher i.e. 0.6 percent as compared to Form 1 students which is at
0.5 percent. Patterns of indirect aggressive behavior showed the percentage of Form 4 students who behaved
very aggressive is at 4.5 percent higher than that of Form 2 and Form 1, 3.2 percent and 3.5 percent
respectively. Patterns of collective very aggressive behavior showed the percentage of Form 4 students to be
1.9 percent higher than Form 2 and Form 1, 1.3 percent and 0.5 percent respectively.
While the patterns of instrumental aggressive behavior showed the percentage of Form 4 students
who behaved very aggressive was 2.1 percent higher than the Form 1 and Form 2 students, 1.6 percent and
1.1 percent respectively. This indicates that senior students exhibited more direct aggressive behavior.
3.3 Types
Patterns for direct aggressive behavior showed that boarding schools and religious secondary schools
students recorded to behave very aggressive, a high percentage of 0.8 percent compared to the secondary
schools, for only 0.5 percent. Patterns for indirect aggressive behavior showed the percentage of students in
boarding schools behaving very aggressive was very high i.e. 7.4 percent, as compared to the religious
secondary schools (6.8 percent) and secondary schools (2.6 percent). Collectively, patterns for aggressive
behavior showed that the percentage of religious secondary school students who behaved very aggressive
was high, of 1.9 percent compared to two other schools i.e. secondary schools (1.2 percent) and boarding
schools (0.6 percent). While instrumental patterns of aggressive behavior showed that religious secondary
school students behaved very aggressive at 3.2 percent higher than secondary schools (1.4 percent) and
boarding schools (1.1 percent).
3.4 Location
Patterns of direct aggressive behavior showed that the percentage of students who behaved very aggressive
located in the city was 0.6 percent as compared to 0.5 percent of students located in rural areas. Patterns of
indirect aggressive behavior revealed that the percentage of students located in the city behaved very
aggressive at 3.8 percent compared to students located in rural areas, 3.4 percent. Patterns for collective
aggressive behavior showed the percentage of students located in rural areas behaved very aggressive by 1.3
percent compared to urban areas by 1.1 percent. While the instrumental aggressive behavior showed the
percentage of students who behaved very aggressive were the same, 1.6 percent in urban and rural areas.
4. THE PSYCHOLOGICAL TENDENCY OF AGGRESSIVE BEHAVIOR AMONG
TEENAGERS IN SCHOOLS.
Overall, the psychological tendency to behave aggressive among teenagers in general and demographic
factors showed significant differences between the same demographic factors. Referring to the findings for
gender, male students showed a higher psychological tendency to behave very aggressive, at 3.1 percent,
higher than female students, who were at 2.4 percent. Based on the demographic of Forms, the percentage of International Journal of Arts and Commerce Vol. 2 No. 3 March 2013
61
students who were at Form 2 and Form 4 were psychologically more likely to behave very aggressive at 2.8
percent, as compared to students in Form 1, 2.7 percent.
The psychological tendency for aggressive behavior among teenagers in schools, by type of schools,
showed a higher percentage of students in boarding schools to behave very aggressive, at 4.4 percent higher
than that of religious secondary school (3.5 percent) and secondary schools (2.4 percent). Based on the
demographic of Area factor, the percentage of students who have the higher psychological tendency to
behave very aggressive were students studying in the city, with 2.9 per cent higher than students who
attended schools in rural areas, at 2.5 percent.
5. THE RELATIONSHIP BETWEEN AGGRESSIVE BEHAVIOR WITH AGGRESSIVE TRAITS
AND EQ.
Pearson Correlation test was used to examine the relationship between aggressive behavior with aggressive
traits and EQ. The analysis found that there was no significant relationship between aggressive behavior and
aggressive traits (r = 0.47, p> 0.01). Instead, there was a significant relationship between aggressive
behavior with EQ (r = -0.05, p <0.01). This result presents an impression that if students’ EQ is low, it will
give an effect in an increase in aggressive behavior.
6. THE RELATIONSHIP BETWEEN AGGRESSIVE BEHAVIOR WITH SUB CONSTRUCT OF
EQ.
Pearson Correlation was used to examine the relationship between the features found within the emotional
intelligence EQ with aggressive behavior. The analysis found that there was a significant relationship
between aggressive behavior with the features in EQ namely self-awareness (r = 0.52), self-regulation (r = -
0.19), self-motivation (r = -0.07), empathy (r = - 0.20) and social skills (r = -0.11). This finding indicates
that if students have low self-regulation, self-motivation, empathy and social skills, it will cause aggressive
behavior.
7. CONCLUSION
The findings showed that male students behaved more aggressive than female students. Form 4 students
behaved more aggressive than Form 1 and Form 2. The study also found that SMKA showed a high
percentage of aggressive behavior than SMK and SBP. Percentage of students with aggressive behavior
located in rural schools is more than students in urban areas.
REFERENCES
[1] Abdul Malek Abdul Rahman. (2004). The effectiveness of cognitive behavior group counseling on
bullies amongst the secondary schools pupils. PhD thesis not publish. Malaysia National University.
[2] Azizi Yahaya, Yusof Boon, Shahrin Hashim, Mohammad Sharif Mustafa & Zurhana Muhammad.
(2008). Indeks perlakuan buli di kalangan pelajar-pelajar di sekolah menengah dan rendah di
Malaysia. Research Report. Malaysia University of Technology.
[3] Burger, J.M (2000). Personality (5th ed.). United State: Wadsworth.
[4] Farrington, D.P. (1993). Understanding and preventing bullying. Dlm. M. Tonry, (pnyt.). Crime and
Justice. 17: 381-458. Chicago: University of Chicago Press.
[5] Heinrichs, R.R. (2003). A whole-school approach to bullying: Special considerations for children with
exceptionalities. Intervention in School and Clinic. 38 (4): 195-204. International Journal of Arts and Commerce ISSN 1929-7106 www.ijac.org.uk
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[6] Levinson, K. & Levinson, M. (2005). A general semantics approach to school-age bullying. et Cetera,
62 (1) : 4-16.
[7] Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Washington D.C.:
Hemisphere (Wiley).
[8] Rigby, K. (1996). Bullying in the schools and what to do about it. Melbourne: The Australian Council
for Educational Research Ltd.
[9] Salmivalli, C., Kaukiainen, A. & Voaten, M. (2005). Anti-bullying intervention: Implementation and
outcome. British Journal of Educational Psychology, 75, 465–487.
[10] UNICEF (2007). Stop violence in schools! The effects of bullying.
http://www.unicef.org/malaysia/UNICEF__Fact_Sheet__Effects_of_Bullying.pdf.
PRODIGY :
AN INNOVATIVE APPROACH FOR CHARACTER DEVELOPMENT
Samsiah
Mohd Jais1, Ab. Aziz Md. Yatim2, and Mohammed Aziz Shah Mohammad
Arip3
1)Sultan Idris Education University
Faculty
of Education & Human Development
Tg. Malim
Perak, Malaysia
2)Sultan Idris Education University
Faculty
of Education & Human Development
Tg. Malim
Perak, Malaysia
3)Sultan Idris Education University
Faculty
of Education & Human Development
Tg. Malim
Perak, Malaysia
The formation and development
of healthy and effective characters among
the students are closely related to the role played
by a counselor
at school which includes assisting students toward
positive change and development in terms of academic, career, personal
and social. In
addition to parents and teachers at school,
counselors are among
the key individuals in shaping the character and personality of
students through activities
and programs conducted
in schools. Thus, the role of counselor is
vital in developing the student to become an outstanding
student and individual
in future. However, in the era of globalization, the role
of counselor in the development of good character in students is
more difficult and complicated. Thus, apart from the
knowledge and skills,
counselor should have
an effective strategy in
encouraging the development of good character in young children. In relation to this, previous literatures
have consistently supported the notion that administrators and counselors were
responsible for determining the best practices for guiding students to become
ethical, productive, and responsible citizens (Benninga & Wynne, 1998) and
they must plan programs that were intentional, proactive, and comprehensive.
Based on this premise, the purpose of this paper is to introduce a ‘Prodigy’
(Aziz, 2003), as an approach to assist
the guidance and counseling teachers as well as other individuals who
play vital roles in the development and improvement of students’ behavior. As for character building, Prodigy is unique
and innovative because it helps counselors and teachers to understand the
essential elements for the improvement and enhancement of human development in
schools. Prodigy modules also are comprehensive as they integrate the
affective, cognitive and behavioral components of character development. This paper discusses relevant course modules
for character development which include the 5 domains study skills, unconditional
love, creative thinking, the alternative discipline management and the
leadership. The final section touches the benefits of using Prodigy in
fostering character development.
Key words: counselling, character development, character counselling, counselling
modules, Prodigy
INTRODUCTION
Lately,
the aspiration to produce young people who have character or good personality
has become the main focus in community development. Former Malaysian Prime
Minister, Datuk Seri Abdullah Ahmad Badawi had expressed the need for the
citizens in this country to be successful without compromising on values that support the
civilization of a nation. He stressed that "hundreds and even thousands
of twin towers can be built, but at the same time to shape the Malay
personality that matches the great towers must be continued," (Utusan
Malaysia, 2005). This is the biggest challenge for Dr. Shafie Mohd. Salleh, the
Minister of Higher Education Malaysia at that time, to assist the government to
produce students with good personality. According to him, "the building of
human resources does not mean that we excel only in academic and thus become a
useful man in the era of globalization, but it must be accompanied by our
character, meaning that our soul – how we act and think… that counts”. The role
of Ministry of Education is to produce quality manpower resources that are able
to create something new, to be competitive and put national interest above
individual interest. In fact, this has become the main thrust of the Ministry
of Higher Education in the planning of allocation for the Ninth Malaysia Plan
(RMK-9).
In
this regard, school counselor is one of the main agents in producing students
who are balanced and harmonious, as indicated in the National Education
Philosophy. A counselor can help young generations to build good and balanced
characters through guidance and recommendation. However, the current challenges
of post-modernity, (such as the advances in education, development of science
and technology, and rapid socio-economic changes), have made the task of
forming the future generation who can truly internalize the characteristics of
superior personality, even more difficult. Realizing these obstacles, school
counselors should continuously enhance their skills and knowledge and be
proactive in searching for innovative and effective approaches in counseling.
Research
literatures have been consistently supporting the notion that administrators and
counselors are responsible for determining the best practices for guiding
students to become ethical, productive, and responsible citizens (Benninga
& Wynne, 1998) and they must plan for programmes that are intentional,
proactive, and comprehensive. In this
aspect, I deem it appropriate to share an innovative counseling tool, known as
‘Prodigy,’ which has been proven effective (http://pusaka02.blogspot.com/) in helping school
counselors to produce quality students.
Character Development
What is character?
The dictionary describes character as “the complex interaction of mental and
ethical traits marking a person”. Character is thus who we really are and what
we do. It is the accumulation of thoughts, values, words and actions. People
say that we can achieve success by having good character. But what really is
good character? A person of good character thinks right and does right
according to the core universal values that define the qualities of a good person;
trustworthiness, respect, responsibility, fairness, care, and citizenship.
Whatever we would call them, counselors (including parents, educators and
leaders) play an important role as a character developer to guide students’
thoughts, words, actions, and habits toward these values, which all people
share, regardless of their differences.
In the National Education Philosophy, it is
stated that "Education in Malaysia is an on-going effort towards further
developing the potential of individuals in a holistic and integrated manner, so
as to produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonic, based on a firm belief in and devotion to
God. Such an effort is designed to produce Malaysian citizens who are knowledgeable
and competent, who possess high moral standards and who are responsible and
capable of achieving high level of personal well-being as well as being able to
contribute to the harmony and betterment of the family, the society and the
nation at large." The importance of the development of a holistic
student is clearly defined in the National Education Philosophy.
This shows that the education and development of student character has
long been practised in Malaysia, especially in the teaching of Civics, Moral Education
and Islamic education. Recently, as societal
moral problems worsened,
character education has been gaining attention
and has made a comeback. Today we realize
that the young
adults need moral
direction and parents
and teachers have
a responsibility to pass it on as a moral heritage. Similarly,
the school counselors have the responsibility to inculcate the
good values (such as respect, responsibility,
honesty, care and
fairness) and help students build up their characters
around such values.
What do we mean by
character and character development?
There have been numerous views of what constitutes character, as well as
character education and development. According to Al-Ghazali, character is “an established state
(of the soul) from which actions proceed easily,
without any need for reflection and deliberation. If this state is such that good actions – i.e. those which are praiseworthy and the
Shari’a – proceed from it, it is called good character.
If the actions which proceed from the state are evil, the
state from which they derive is called bad character.” Character therefore is the
result of ethical training (Syed Othman Alhabshi, 2005).
The ideas from
Associate Professor Dr Tajul Ariffin of the National
University of Malaysia (2008) on
character development is in line with Malaysia's National Philosophy of Education. He states that the
focus of character development is on the concept of soft. The meaning of soft should
always refer to the concept of
integrated education and values. Specifically, the concept should be integrated
with seven (7) components, namely
ethics and morals, leadership, communication,
entrepreneurship, thinking skills, learning
and continuous information management,
and teamwork. Character development is implemented “through a global thinking approach
but according to the Malaysian mold”.
With this strategy, it is hoped that
Malaysia can produce world-class scholars and intellectuals.
Lickona
(1991), a psychologist educator defined character
education as “everything that a school does that influences the character of
their students and includes the school’s deliberate effort to help people
understand, care about, and act upon core ethical values”. Lickona
(1991) has described good character as consisting of three interrelated
dimensions: moral knowledge (knowing the good); moral feeling (desiring the
good); and moral behavior (doing the good) – or the habits of the mind; habits
of the heart; and habits of action, respectively. In his book “Character
Matters”, Lickona has listed 10 essential qualities – wisdom, justice,
fortitude, self-control, love, a positive attitude, hard work, integrity,
gratitude and humility. He lays out a blueprint for building these core virtues
through a partnership of families, schools, and communities.
In
terms of the moral development for college students, Louise McBee (1994) in
Saunders and Cooper (1999) has proposed the following virtues as components of
character: honesty; responsibility; fairness; dependability; consideration; courteousness;
diligence; and self-discipline. The process of character development refers to
“the progression of an individual’s capacity for understanding what is right or
good in increasingly complex forms, and the willingness or courage to act on
those conceptions” (Whitely, 1982, p. 14) in Saunders and Cooper (1999).
Prodigy
Many studies have shown that counseling services
are well received by students (Samsiah,
2011) and effective in addressing problems faced by students (Borders & Drury, 1992; Jacobs et
al., 2003; Gadza, 1989;
Santrock, 1990) in Samsiah (2011). In this regard, a counseling
programme such as 'Prodigy' has been proven effective ((http://pusaka02.blogspot.com/)) in
helping troubled students and developing quality personality among those
students. Prodigy was established
in 2003 by Aziz Ab.
Yatim, a lecturer and counselor from the
Universiti Pendidikan Sultan Idris, Malaysia.
Prodigy is an
interactive and integrated Guidance and Counseling training module which aims
to assist counselors to be more efficient and skillful in carrying out their
duties and responsibilities. It offers vital and effective materials which are
useful to teachers (especially guidance and counseling teachers) and trainers from
relevant professions. This unique and innovative software is invaluable as it
helps the users to understand the essential elements in human development and
improvement in any setting particularly in a school setting. This module
integrates the affective, cognitive and behavioral aspects of learning in its
development and implementation stages.
Prodigy consists of 2
sections: i) The Management of Guidance and Counseling Services; and ii) The
Course Modules. The Management of Guidance and Counseling Services section
offers assistance to guidance and counseling teachers as well as other
individuals who play a vital role in the development and improvement of
students’ behavior. It sets out to lessen the burdens of these individuals in
programme planning and preparation of documents, proposals, programme analysis,
bulletin publications, e-counseling, reports, schedules, certificates and other
related counseling forms. Meanwhile, the course modules section comprises a
step-by-step course module for the purpose of conducting the following
activities: ice-breaking; unconditional love; personality development; communication; team building; career
development; 5-domain study
skills; creative thinking; creativity
in multimedia production; subconsciousness; relaxation; alternative discipline
management; and treasure-hunt.
Prodigy
and Character Development
How
can Prodigy enhance character development? Responses from
participants have revealed that almost
all of Prodigy course
modules are relevant in helping counselors develop
students' personality (http://pusaka02.blogspot.com/). In this paper, five course modules are
discussed based on the writer’s involvement with Prodigy programmes and the review of literatures. The six course
modules discussed are: i) The 5-domain study skills; ii) The
unconditional love; iii) The creative thinking; iv) The alternative discipline
management; and v) The leadership.
i)
The
5-domain study skills
The 5-domain study skill (audio,
visual, cognitive, affective, and psychomotor) is based on “Gardner’s Multiple
Intelligences” theory by Howard Gardner (1983) in (http://pusaka02.blogspot.com/). The aim of this
module is to assist students to learn effectively in any situation via learning
techniques that suit their individual personality. Research has demonstrated
that students with effective learning techniques were more excellent,
disciplined, and positive toward learning (Dunn and Dunn, 1992). This study
showed that there was a positive correlation between study skill and academic
achievement in students.
In
relation to character development, it is known that the way a student studies
is a reflection of who he or she is and how much he or she is willing to put
forth in his or her study. Every small
decision that a student makes is a reflection of his or her brain pattern and
character. Study skills require a combination of certain characteristics such
as creativity, dedication, punctuality and self-discipline in order to be
effective. Like other learning skills, the 5-domain study skill has several positive impacts on students. Students are trained to use insight to solve problems. Students are also trained to use the right perception to build a rational way of thinking. Besides improving students’ understanding and
achievement, this study skill can also enhance the students’ learning and intellect. Another personal quality that can be nurtured through this study
skill is self-discipline. Students will learn to
manage their time more effectively (making timetable, studying at the scheduled time, etc.). Students can also collect
and process information accurately
and improve
memory by mastering the right learning skills. Students can also enhance their individual performance
to achieve their goals. Finally, students are able to build a culture of effective learning that will lead to excellence in academic and non-academic
fields.
ii) The
unconditional love
The concept of
agape
love
is
taken
from the lifestyle practised
by
the Red-Indians during
the
reign of their great
chief
known
as White Eagle.
The
story of White Eagle has a profound
impact
on
the students
who attempt to emulate
the
lifestyle of the Red Indian
society
at
that time. In
this
course, students will be introduced to
a rarely known concept of agape love which is the
concept of application of
unconditional
love. Students
are taught the value of
love
which is applicable to all people
regardless
of race, religion, ethnicity, ideology
and lifestyle.
Through
this
concept,
it is hoped that cases such as bullying in schools will
no
longer arise because
students
have
been conditioned to understand
and accept human differences,
the uniqueness of each individual and why
people should live in harmony and peace. Through understanding and
practising this concept, students will be willing to give unconditional love so that their lives (be it
in dormitory, school and
elsewhere) will be more
meaningful. Students will be able to enjoy living together after they adopt the concept of agape love.
Through this activity, it is hoped that students
will adopt and practice such concept in
society. Students will experience
the love between brothers and sisters, students and teachers, employees and community in schools and lives
will be more harmonious.
Overall, this module helps
in fostering love, care, selflessness, mutual assistance and other moral values regardless
of race, religion and culture.
ii)
The
creative thinking
Creative thinking is
associated with the original thinking
and the existence of new ideas. Halpern (1984)
defines creativity as the ability to build a combination of ideas to
fulfill a need. Perkins (1984) in Rajendran (2000), also relates creative
thinking to the production of something new and
original. Creative thinking is there in
each individual, but some
individuals are able to demonstrate
creativity, while others keep it as a hidden talent. As suggested by Hilgard
(1959/1960):
“The
capacity to create useful or beautiful products and to find ways of resolving perplexity is not limited to the highly
gifted person, but is the birthright of every person of
average talent (h:62)”.
bersambung atau berjumpa saya ya...
International Journal of Contemporary Applied Sciences Vol. 2, No. 9, September 2015
(ISSN: 2308-1365) www.ijcas.net
125
The Usage of Prodigy Module in Generating Family Well-Being in
Community
Taquddin Hj Abdul Mukti, Ahmad Jazimin Jusoh, Ab Aziz Mohd Yatim, Md Noor Hj
Saper, Nor Junainah Mohd Isa
Sultan Idris Education University,35900 Tanjong Malim, Perak, Malaysia
Corresponding Author Email: ahmadjazimin@yahoo.com
Abstract
The aim of this study is to identify whether Prodigy Module can assist the parent to improve
their relationship, communication and well-being in the families. Furthermore, this study is
to identify the suitability of the intervention strategy in training. This module was applied to
36 parents which were selected randomly in Tanjung Malim. The result showed that Prodigy
module is suitable to apply to all level of parents in order for them to understand their self
personality and parenting style. The intervention strategy was suitable to use in the training.
Therefore the Prodigy Module was proposed to be expanded to all levels of place in order to
improve the effectiveness of parenting style.
Keywords : Prodigy, family, relationship, communication, well-being International Journal of Contemporary Applied Sciences Vol. 2, No. 9, September 2015
(ISSN: 2308-1365) www.ijcas.net
126
1. Introduction
The harmonious society was often associated with the family functioning. Therefore, family
is the most fundamental elements in the social institution. A functioning family is every
member of the family is able to meet the basic needs of psychology and physiology,
respectively. While a dysfunctional family is the most family of the members are unhappy
with each other.
Family dysfunctions lead to many problems among teenagers in Malaysia. This issue
had been reported widely in research and mass media. The unhappy family was identified as
a reason why many young people involved in immoral activities such as delinquent
behaviour, drug abuse, extortion, robbing and bullying. some of them involved in a serious
and heavy cases like murder, violate and abandon baby. In addition, the statistical report
issued by Bukit Aman CID, Malaysia comparatively and consistently demonstrated an
increase in arrests among juvenile offenders, a total of 14,691 between 2002 and 2004, an
average of 420 cases per month, and 14 cases a day. While in 2009, found an average of
arrests made was 497 cases per month, and 16 cases a day.
The seriousness of this issue can be seen through many studies has been conducted to
address discussed on th issue of family dysfunction. According to a study Siti Nor and
Shamsanis (2002), found that teens who had delinquent usually come from dysfunctional
families. The study found the failure of parents to adopt healthy parenting style causes family
dysfunction.
Parenting style can be classified into three large groups of authoritarian, authoritative
and permissive (Balan & Rahimah, 2008). Knowledge, wisdom, and consistency in applying
the parenting style of parents in the family is important. This is because the parenting style
involves a complex process in which parents take care of, educate, discipline, and guiding
children (Palaniappan, 2004).
1.1 Objective of the Study
This study aims to;
1. Identify the level of family relationships among the participants after attending Prodigy
module.
2. Identify the level of communication among participants after attending Prodigy module.
3. Identify the level of family well-being among participants after attending Prodigy module.
4. Identify response among participants after attending Prodigy module.
2. Methodology
This study is a survey to look at the level of family relationships, communication and wellbeing of the family. Data obtained by the perception of parents after attending Prodigy
module. Data were analysed descriptively with the mean value and percentage.International Journal of Contemporary Applied Sciences Vol. 2, No. 9, September 2015
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127
2.1 Location and Respondent
A total of 36 parents were randomly selected by the Association of Parents and Teachers in
schools at Tanjong Malim area. Respondents were first briefed on the activities of the
program, for inform consent to participate in this program.
2.2 Instrument
This study used the Family Adaptibility and Cohesion Evaluation instrument built by David
H. Olson (1989), which was modified by the Malaysian context. This questionnaire is a selfdeclaration of respondents divided into two parts, Part A and Part B. Part A is a background
items the subject of name and gender. Part B is Family Adaptibility and Cohesion Evaluation
which contains three sub construct the sub construct family relationships, communication and
well-being of the family.
In this study, Family Adaptibility and Cohesion Evaluation by David H. Olson (1989)
was done back to back translation by researchers using the approach recommended by the
committee Brislin, Lonner dan Thorndike (1973). The items in the original version of the
instrument examined by the researcher and made improvements. It is intended to strengthen
the instruments, the compliance with the requirements of the study, the level of thought and
psychological subjects studied and coincides with the local culture. Researchers have involved
a committee consisting of five experts in the field of counseling psychology. They discuss and
determine the appropriate translation item based on local culture and needs of the study.
According to Brislin and colleagues (1973), this method provides more confidence and
competence in the retranslation of an instrument.
Scoring scheme in determining the levels of perception are shown in Table 1 below.
The scheme is also based on the general rule laid down by David H. Olson (1989), where
scores can be interpreted as reflecting the magnitude of the continuum; higher scores indicate
greater magnitude and lower score indicates a smaller magnitude.
Table 1. Scoring Scheme Perception Level Determination
Percent Perception Level
10 – 20% Very Low
21 – 35% Low
36 – 60% Medium
61 – 85% High
86 – 99% Very High
2.3 Prodigy Module
Prodigy module built on humanistic approach consists of 14 training modules. For this study,
only four modules are implemented. All respondents undergo training courses during the day
where every module implemented within two hours through teaching and experiential.International Journal of Contemporary Applied Sciences Vol. 2, No. 9, September 2015
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128
3. Findings
After attending the module prodigy, there is an increasing perception among participants. The
quantitative data collected were analysed using SPSS version 19. While open-ended
questions were analysed qualitatively for the theme. This finding is described as follows;
3.1 Family Relationships
Their perceptions of their family relationship are high, mean, 3.54 (70.8%) after attending a
prodigy module. The result can be seen in Table 2 below:
Table 2. Levels of Family Relationships
Variable Mean Percentage
Family Relationships 3.54 70.8%
3.2 Family Communication
The findings showed perception of family communication is high with mean, 4.27 (85.4%).
The result can be seen in Table 3 below:
Table 3. Level of Family Communication
Variable Mean Percentage
Family communication 4.27 85.4%
3.3 Family Well-being
After attending the module Prodigy, the findings showed that the perception of well-being in
the family is high with 4:06 mean (81.2%). The result can be seen in Table 4 below:
Table 4. Level of Family Well-being
Variable Mean Percentage
Family Well-being 4.06 81.2%
The results showed an increase in the level of family relations (70.8%), communication
within the family (85.4%), and family welfare (81.2%) among the course participants, after
attending the module Prodigy.
3.4 Workshop Participant Response
In general, the participants were satisfied after attending the workshop. They felt different
course, as has been revealed by a new approach to parenting skills, a sense of caring, and International Journal of Contemporary Applied Sciences Vol. 2, No. 9, September 2015
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129
responsible for the family. They found that the approach had been given is practical to be
applied in the family. They also felt the content of Prodigy module is very interesting, and
effective. Here are some of the statements that were obtained from the participants.
1. Very good. Can be continued for a second workshop to bring their spouses to share.
2. A fruitful workshop and hopefully more to come in the near future.
3. I am satisfied with the workshop, which was conducted today by the team. Hopefully
the workshop will be continued in the future.
4. After I went to the workshop, I felt like more of a head of the family caring and
responsible. This workshop will give a good lesson to the participants. This is
because; the way of solving the problem of households in the past is no longer
compatible with today.
5. I am satisfied because getting knowledge to be applied in the way of educating the
family.
6. I want to thank you and very satisfy.
7. This workshop is more effective if both of the parents can attend the program, so that
both can be properly discharging its responsibilities towards children. For me, this
program can help improve the way I communicate with my children.
4. Summary and Discussion
Overall, the findings showed that all participants got the benefits and the psychological
impact of having attended the Prodigy module. In this study three important sub-constructs
were measured, namely sub-construct of family relationships, family communication and
family well-being.
4.1 Family Relationship
The findings illustrate the study participants giving high perception of the importance of
family relationships, in ensuring a prosperous family. This was probably caused by the
activities carried out in Prodigy is, emphasizing aspects of love and relationships in the
family.
4.2 Family Communication
85.4% of the participants agreed on the importance of communication in the family, after
attending this module Prodigy. In this module one of the sub modules are presented and
discussed that communication by Parent, Adult, and Child (PAC). PAC communication refers
to the role of individuals when communicating with others without creating conflict.
4.3 Family Well-beingInternational Journal of Contemporary Applied Sciences Vol. 2, No. 9, September 2015
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After attending the Prodigy module, participants felt that the importance of family well-being
in the lives of each of 81.2%. In Prodigy module, among the activities focused on family
well-being is Peak Experience and Issues in the Family. In this slot, speaker and facilitator
provides a sharing of experiences in family life. The participants have made a shared life of
their family especially unforgettable experience. As a result, they have insight and awareness
after expressing their feelings. In addition, they can understand the life of the participants in
this workshop, which had a similar experience and different.
4.4 Workshop Participant Response
Most of the participants were satisfied with the one-day workshop conducted by the research
team Prodigy module. They are very welcome to this program continued with the
involvement of many parents. They noted that many knowledge, and parenting skills gained
from the workshop. A positive view of the participants, it may be caused by this module.
5. Conclusion
Prodigy module, is the integration of training modules and motivational module, which is
based on psychology and counseling. The module is capable of moving the psychology of
individuals to change for the better. Based on this study, the findings showed that the
participants are very satisfied with Prodigy module. In conclusion, the Prodigy module can be
used in helping to improve relationships, communication, and well-being of families.
References
Abdullah Al-Hadi Muhamed, & Zaida Mohd. Yusof (1994). Tingkah laku penggunaan dadah
di kalangan pengguna dadah wanita: Faktor kasih sayang dan komunikasi ibubapaanak. Manusia dan Masyarakat, 21-32
Balan Rathakrishnan & Rahimah Abd Rahim. (2008 ). Etnik dan Gaya Keibubapaan ke Atas
Penglibatan Pelajar Dalam Penagihan Dadah: Satu Kajian Awal di Sabah, Jurnal
Agensi Pencegahan Dadah, Kementerian Dalam Negeri, m.s. 123-141.
Siti Nor Yaakob, & Shamsanis Salleh (2002). Faktor keluarga, konsep kendiri dan tingkah
laku delinkuen remaja. Manusia dan Masyarakat, 180-195.
Taquddin Abd Mukti, Khidzir Ismail, Fatimah Yusoff & Norulhuda Sarnon @ Kusenin
(2012). Penggunaan Instrumen Family Adaptability and Cohesion Evaluation Scale
(FACES) Dalam Kajian Keluarga di Malaysia [Pembentangan Power Point].
Persidangan Antarabangsa Kaunseling Malaysia-Indonesia Kali Ke- 2. Universitas
Negeri Padang (UNP), Padang, Indonesia, 14-16 November, 2012.
Tucker, N. (1990). Human development: Adolescence. England: Wayland Publisher.
Aplikasi Modul Agape Love : Satu Pendekatan Latihan Kaunselor
Oleh :
Ab. Aziz b. Mohd Yatim
Md. Noor b. Saper
Ahmad Jazimin b. Jusoh
Kasih sayang merupakan asas kehidupan yang diperlukan oleh individu
manusia. Budaya kasih sayang yang subur dahulu nampak semakin luntur oleh arus
globalisasi zaman ini. Agape Love timbul daripada konsep kasih sayang tanpa
syarat yang sinonim dengan unsur kaunseling. Kertas kerja ini akan cuba
membincangkan pengalaman praktikal penulis dalam mengaplikasikan konsep Agape Love
dalam latihan kaunselor sebagai suatu strategi untuk menanamkan kasih sayang
dalam diri seterusnya mengaplikasikan dalam profesion kaunseling. Dapatan
daripada pembentangan ini diharap dapat memberikan suatu input baru dalam
memperkasakan bidang strategi dalam kaunseling.
Pendahuluan
Hasnah Ibrahim (1982) mendakwa bahawa seseorang yang mempunyai pengetahuan tentang kaunseling tetapi tidak menggunakannya maka dia tidak boleh dianggap sebagai seorang yang profesional. Isu berkaitan kaunselor yang kompeten serta mampu menguasai dan melaksanakan tanggungjawab dengan efisen adalah sesuatu yang sering diperkatakan. Perkara ini sedikit sebanyak menjejaskan imej dan kredebiliti profesion kaunseling. Justeru itu, latihan terhadap melahirkan bakal kaunselor yang benar-benar berwibawa adalah sesuatu yang tidak boleh diabaikan.
Institusi latihan pendidikan kaunselor sekolah terutamanya di pusat pengajian tinggi telah berusaha untuk menyediakan latihan dan penyeliaan dalam usaha menyediakan bakal kaunselor yang mencapai tahap profesionalisme yang tinggi. Beberapa pendekatan dan kurikulum telah dirancang di samping beberapa latihan yang bercorak di dalam dan di luar bilik darjah. Berhubung dengan perkara berkenaan, kandungan latihan kaunselor yang benar-benar mantap perlu dikenalpasti yang bukan sahaja melibatkan domain kognitif akan tetapi menggabungkan antara domain kognitif, afektif dan psikomotor.
Aspek kasih sayang yang merupakan antara kandungan yang melibatkan bukan sahaja domain kognitif tetapi juga domain afektif, seharusnya benar-benar difahami dan dihayati oleh bakal kaunselor. Ahli psikologi sering mengaitkan minda dan gelagat kasih sayang antara manusia. Mereka membuat analisis dan juga ramalan tentang gelagat manusia termasuk gelagat mengasihi dan menyayangi. Kasih sayang merupakan satu isu yang sering dikaitkan dengan hubungan kemanusiaan. Masalah yang sering melanda seseorang, khasnya para remaja di sekolah banyak dikaitkan dengan kasih sayang. Implikasi dari kasih sayang menimbulkan pelbagai gelagat yang menggambarkan pola corak personaliti seseorang samada berlaku kecelaruan atau sebaliknya. Kasih sayang dari berkait dengan hubungan. Tanpa hubungan atau interaksi antara manusia maka tidak akan wujud kehidupan bermasyarakat. Sejak zaman dahulu lagi manusia perlu hidup dalam kumpulan. Dengan adanya kehidupan di dalam kumpulan, mereka dapat tolongan menolong di antara satu sama lain, dengan itu hubungan antara manusia merupakan satu gelagat seharian yang sangat penting. Sebagai contoh kita dapat melihat antara pelajar dan pelajar serta guru dan pelajar sering berhubungan semasa berada dalam sekolah. Hubungan yang baik ini dikaitkan dengan kasih sayang.
Pendekatan
latihan kaunselor melalui modul kasih sayang (Agape Love) merupakan satu
pendekatan bagaimana elemen kasih sayang diterapkan kepada bakal kaunselor.
Perkara ini penting agar mereka yang merupakan pengamal kepada kaunseling akan
dapat meletakan elemen kasih sayang dalam perkhidmatan mereka.
Peranan Kaunselor
Senario hari ini mendesak kaunselor agar lebih berperanan dengan lebih aktif dan efisen. Pelbagai isu dan permasalahan dalam dunia tanpa sempadan memerlukan kaunselor yang lebih kreatif dalam melakukan proses intervensi. Berasaskan kepada perkara berkenaan fokus pencegahan sepatutnya lebih menjadi keutamaan daripada pemulihan. Tajudin (2004), menegaskan kaunselor samaada dalam setting sekolah, di tempat kerja dan dalam masyarakat sewajarnya lebih berperanan dari aspek pencegahan serta perlu melihat kepada program yang berbentuk pelbagai tahap dan pendekatan yang boleh melibatkan lebih ramai kumpulan sasar.
Antara aspek pencegahan yang dirasakan penting ialah perkhidmatan yang menekankan aspek kasih sayang di mana ianya merupakan antara punca yang menimbulkan pelbagai gejala sosial yang berlaku sama ada dalam keluarga, di sekolah mahupun dalam masyarakat. Para kaunselor perlu merancang pelbagai aktiviti dan pendekatan bagi pemupukan serta penghayatan aspek kasih sayang agar dapat melahirkan personaliti yang seimbang seterusnya memenuhi kehendak perkembangan mereka.
Konsep `love and care’ yang menjadi cogankata sesetengah unit kaunseling dalam mengenengahkan perkhidmatan mereka sewajarnya tidak hanya menjadi slogan semata-mata akan tetapi merupakan antara aspek penekanan yang dilaksanakan samada ketika melaksanakan proses membantu sama ada dalam bentuk individu, kelompok ataupun kelompok besar. Kaunselor perlu kreatif dalam melakukan intervensi dengan tidak mengkesampingkan konsep ini bahkan mencari pelbagai pendekatan yang lebih praktikal dan terancang.
Cinta dan Kasih Sayang
Faktor kasih sayang sering dikaitkan dengan gejala sosial di kalangan remaja dan pelajar sekolah. Anak-anak yang mendapat kurang kasih sayang daripada ibubapa mempunyai lebih potensi untuk terlibat dengan tingkahlaku delinkuen. Ketiadaan kasih sayang ini menyebabkan mereka bersedia melakukan apa sahaja untuk menarik perhatian orang lain bagi mendapatkan kasih sayang. Dengan sebab itu, terdapat dikalangan mereka yang berpaling kepada rakan sebaya terutamanya yang bertingkahlaku negatif untuk mendapat perhatian golongan dewasa.
Kajian yang dibuat oleh Universiti Chicago, Czikszentmihalyi pada tahun 1987 (dalam Aziz, 2004) menunjukan sindrom kurang perhatian dan kasih sayang jelas kelihatan di bandar-bandar terutama sekali kepada ibubapa yang sibuk bekerja. Perkara ini menyebabkan remaja merasa kesunyian dan kurang motivasi diri. Purata masa yang dikongsi oleh remaja dan ibubapa hanya 12 jam seminggu di mana kebanyakan dari masa itu adalah ketika waktu makan dan menonton televisyen. Ini menunjukan kasih sayang memberikan implikasi yang besar terhadap perkembangan dan personaliti remaja.
Cinta dan kasih sayang bukanlah sesuatu yang boleh diukur dengan nombor tetapi boleh dilihat dipastikan melalui gaya dan tingkahlaku seseorang. Menurut seorang pakar dalam bidang `human intelligence’ cinta itu terdiri dari tiga komponen iaitu `intimacy’, `passion’ dan `commitment’ dan melalui perkara berkenaan cinta itu boleh diukur. Cinta itu boleh melahirkan kebahagiaan bersama. Bukan tuntutan tetapi kerelaan bersama, bukan meminta tetapi memberi keikhlasan. Cinta adalah saling menghulurkan hati budi masing-masing (Hamdan, 2002).
Cinta dan kasih sayang merupakan satu hubungan yang bermakna dan merupakan satu keperluan perkembangan. Menurut Maslow, kasih sayang merupakan hierarki keempat setelah kehendak fisiologi, stimulasi dan keselamatan. Pada tahap ini manusia akan memenuhi keperluan disayangi dan menyayangi, serta mempunyai dan dipunyai. Mereka akan kasih-mengasihi serta punya-mempunyai di antara satu sama lain (Mahmood Nazar, 1990).
Konsep cinta dan kasih sayang yang ingin diterap dan dibudayakan oleh kaunselor ialah samada cinta kepada Tuhan, ibubapa, guru, rakan dan negara yang bercorak tanpa syarat dan meminta sebarang balasan. Menyayangi ibubapa, guru dan rakan sebagai insan penting dalam kehidupan mereka. Mereka akan mewujudkan perkongsian, harapan serta saling membantu dan memerlukan. Mereka akan sama-sama berkongsi kejayaan dan kesusahan.
Konsep `Agape Love ’
Modul `Agape Love’ Dalam Latihan Kaunselor
Perlaksanaan Sesi Agape Love
Peserta kursus didedahkan dengan penceritaan kisah kehidupan
seorang ketua bangsa red-indian yang bernama White Eagle. Ianya pada mulanya
diceritakan oleh seorang ketua red-indian yang berkehendakan seorang penyanyi
yang bernama mendiang John Lennon untuk menuliskan lagu yang berkenaan tentang
Agape Love. John Lennon meminta ketua
apache itu menceritakan apa itu Agape Love.
Maka dari situ bermulalah kisah di mana penceritaan tentang White Eagle
muncul. White Eagle adalah seorang ketua
yang mempunyai karisma yang sangat tinggi.
Beliau dikagumi oleh
pengikutnya dan semua kata-katanya adalah ibarat mutiara yang amat
berharga. Apa yang lebih menarik tentang
White Eagle ini ialah beliau dapat menjadikan semua pengikutnya mengamal dan
membudayakan Agape Love’ iaitu satu pendekatan kasih sayang tanpa syarat. Semua ahli dalam masyarakat White Eagle amat
mengasihi antara satu sama lain. Mereka
saling bantu membantu dan tiada istilah sakit hati, tikam dari belakang, benci
membenci, hina menghina, memandang seseorang rendah, tidak dipercayai, terasa
disingkirkan dan sebagainya. Sekiranya
ada ahli anggota masyarakat tersebut yang sedang bersedih, maka ada orang yang
akan memberi sokongan, begitu juga dengan kejayaan yang dicapai oleh ahli dalam
masyarakat itu akan disambut oleh semua lapisan masyarakat tersebut. Inilah budaya yang dapat diterapkan oleh
White Eagle. Ini membawa satu
keseronokan yang tidak terhingga pada siapa sahaja yang mengganggotai
masyarakat yang diketuai oleh White Eagle ini.
Hidup begitu bermakna dalam lingkungan persekitaran masyarakat di
sini. Satu ungkapan yang sangat
signifikan yang kesemua anggota masyarakat di sini gunakan ialah setiap kali
mereka bertemu antara satu sama lain mereka akan memberi `salam’ dengan
ungkapan u i love iaitu membawa maksud kau ku cintai yang dapat dirasai kasih
sayang tanpa syarat yang digalakkan sangat di sini.
Pengkisahan itu juga memberitahu pada audien bahawa White
Eagle mempunyai seorang anak perempuan yang bernama Red Blossom dan seorang
cucu lelaki yang di sayanginya. Cucunya
itu baru berumur hampir 2 tahun. Dia
cuma pandai menyebut mama, papa dan grandpa. Belum pandai berjalan Cuma apabila
dapat berjalan kanak-kanak kecil itu akan jatuh. Apa yang menariknya ialah pada suatu hari
apabila White Eagle sedang berjalan seorang diri tiba-tiba dia terdengar suara
kanak-kanak itu memanggil; grandpa… grandpa…. Apabila White Eagle memandang ke
belakang dia melihat cucunya berjalan dan jatuh sambil
Pada suatu hari apabila White eagle pergi mencari binatang buruan dengan suami Red Blossom suatu tragedi berlaku ditempat mereka. Cowboy berkulit putih datang menyerang kampung mereka hinggakan ramai yang terbunuh dan banyak rumah terbakar. White Eagle tidak dapat menerima kenyataan ini kerana selama ini beliau menerapkan kasih sayang. Akhirnya beliau mengarahkan orangnya tidak lagi mengamalkan agape love. Mereka mula membenci kaum lain terutama cowboy berkulit putih. Mereka mula mencontengkan muka mereka dengan warna-warna untuk menunjukkan mereka itu agressif. Mereka mula menyerang dan membunuh tanpa sebab. Hingga kini apabila kita melihat red indian, kita akan kaitkan dengan keganasan yang dilakukan oleh mereka.
Seabad kemudian seorang mubaligh datang dan ingin menyebarkan
agape love di kalangan kaum red indian.
Mereka tidak menerimanya kerana mereka katakan bahawa disebabkan oleh
kaum cowboy inilah yang menjadikan orang red indian tidak lagi mempercayai
konsep itu lagi. Mereka membaling batu
dan mengejar mubaligh tersebut. Mubaligh
tersebut lari di penghujung kampung dan akhirnya mendirikan sekolah seorang
diri di situ. Kesabarannya mendatangkan
rahmat di mana makin hari makin ramai orang yang membantunya dan ramai yang
bersamanya selepas itu. Agape Love wujud
kembali dan kehidupan mereka saling sayang menyayangi semula.
BIBLIOGRAFI.
Hasnah Ibrahim (1982). Panduan Perkhidmatan Penasihat Di Universiti. Kuala Lumpur: Universiti Teknologi Malaysia.
Hamdan Bin Hj Kadir dan rakan-rakan. Dilema Cinta dan Cita-cita – Antara Kebejatan Sosial Dan Idealisme Remaja Masa Kini. Prosiding Persidangan Kebangsaan Kerja Sosial 2002.
Mahmood Nazar Mohamed. (1990). Pengantar Psikologi – Satu Pengenalan Asas Kepada Jiwa dan Tingkahlaku Manusia. Kuala Lumpur : Dewan Bahasa dan Pustaka.
Mohammad Aziz Shah Mohamed Arip (2004) . Delinkuen Juvenil dan Sosial. Tanjong Malim : Universiti Pendidikan Sultan Idris
Tajudin Ninggal (2004). Kaunseling di Abad 21: Antara Cabaran dan Realiti. Kertas Kerja Konvensyen PERKAMA kali ke Xl (25 – 27 Jun 2003).
Mindfulness for Personal Development as Effective Helper
Amelia Mohd Noor, Aslina Ahmad,
Ab. Aziz Mohd Yatim, Chee Chew Sim
Sultan Idris Education University - MALAYSIA
amelia@fppm.upsi.edu.my
aslina.ahmad@fppm.upsi.edu.my
ab.aziz@fppm.upsi.edu.my
chee@fppm.upsi.edu.my
Abstract
Demands faced by
professional helpers include heavy caseloads, multi-task in variety scopes of
job, enduring the professionalism status and image, limited control over the
work environment, long flexi hours, as well as organizational structures and
systems in transition. Such conditions have been directly linked to increased
stress, symptoms of burnout, professionalism and ethic issues which in turn,
have adverse consequences for helpers and the quality of care that is provided
to clients. Consequently, these challenges could lead to failures in task
performance where helper unintentionally mindlessness of all gauntlets.
Therefore, being aware of our embodied experiences is a crucial step towards
living in a more integrated way. To that effect, cultivating mindfulness is one
of the prime choices in promoting well-being as well as competence. Mindfulness
is developed and supported with a variety of formal and informal practices that
foster the ability to sustain attention as well as qualities such as patience,
trust, and acceptance which aim for the highest quality of life for helpers and
clients alike. In line with this, the purpose of this article is to explore the potential role of mindfulness in helpers’
personal development, specifically toward becoming effective counselors. A review of empirical studies that have
examined the impact of participation in mindfulness training will be presented.
Finally, implications for future research and practice will be provided.
Keywords: Mindfulness – Helper – Personal
development – Counselor.
Introduction
In
recent years, there has been an increasing interest in mindfulness (Burke,
2010; Flecther, 2010; Brown, Ryan & Creswell, 2007; MacKillop &
Anderson, 2007; Rothwell, 2006). According to Fletcher and Hayes (2005),
mindfulness is found to be an important area in neuroscience, physics,
philosophy, spirituality, religion and psychology. However, in the recent
development, most studies are looking into the impact of mindfulness in mental
health. Mindfulness has been proven to
be one of the significant aspects in psychological wellbeing and is an
important element in clinical intervention (Fletcher & Hayes, 2005; Bishop,
Lau, Shapiro, et al., 2004; Dimidjian & Linehan, 2003; Kabat-Zinn, 2003).
Empirical research found that there is a correlation between the theoretical
and practical aspect in which there is a significant relationship between
mindfulness and effective therapeutic relationship, self awareness that brings
and shows direct effect on well being (McCollum & Gehart, 2010; Brown &
Ryan, 2003). According to Burke (2010),
there is an increasing interest in applying mindfulness in giving intervention
to children and adolescents professionally as well as in general.
Previous
research used clients to look at the effect of applying mindfulness. However,
there is a shift in using mindfulness to clients and now the focus is on the
mental health professionals. These
professionals such as counselors are vulnerable and more inclined to impairment
and burnout (Richards, Campeni & Muse-Burke, 2010) and this will then give
negative impact to the clinical intervention being carried out. Moreover, unmanaged stress
can have deleterious effects on the physical and psychological health of
individuals. Perhaps, it may lead to or worsen disorders and diseases which is
also contributing factor of counselor-client unhealthy lifestyle behaviors. The Malaysian Counselor Act (1998) also emphasizes the
responsibility of counselors not to harm clients, instead giving benefits to
them in order to enhance their profession.
Therefore, self care is needed so that these professionals will also get
the benefit in the intervention that they give to clients such as their well
being as well as their career advancement (Richards
et al., 2010).
Research on mindfulness is still in its infancy where
literature has emerged offers limitation in the ways mindfulness is applied in
their intervention and contradictory constructs in mindfulness (Brown
et al., 2007). The aim
of this paper is to look at the construct, strategies and importance of
mindfulness focusing on the helpers’ personal
development.
This paper is divided into four
sections. It begins with an overview the
origin and definitions
of mindfulness. Then, the second part deals with strategies in fostering mindfulness.
The third part reviews
the potential role
of mindfulness towards personal development as effective helpers. The last part assesses counselor
mindfulness in training and research. Implications
on the issue are given at the end of the paper.
Origin and
definition of mindfulness
A considerable
amount of literature has been published on mindfulness. These studies showed
that mindfulness originates from meditation practice in Buddhism from the East
(Brown et al., 2007;
MacKillop & Anderson, 2007; Hayes & Shenk, 2004; Baer, 2003; Dimidjian
& Linehan, 2003; Pierce, 2003). Mindfulness is said to be the heart of the
Buddhist tradition (MacKillop & Anderson, 2007; Kabat-Zinn, 2003) that is described
as a process (Hayes & Shenk, 2004), a way of focusing (Baer, 2003), a
contemplation (Pierce, 2003), being fully present with another person (Flecher,
2010) and are fundamental activities of consciousness that involves attention
and awareness (Brown et al., 2007).
Since
literature claim that mindfulness is quoted as the ‘heart’ regarding Buddhist
which derives from the Eastern root, transformation of the concept is given by
secularizing Western application. Mindfulness definition then can be derived
from the meaning of culture and language. According to Langer, the term
mindfulness originated from English language (Stauffer, 2007) and is mentioned
by Kabat-Zinn (2003) who referred it to the word of ‘mind’ and ‘heart’ which
share a similar meaning in Asian languages. Thus ‘mindfulness’ includes an
affectionate, compassionate quality within the attending, a sense of
openhearted, friendly presence and interest. However, Bishop et al. (2004)
argue that the definition forwarded by Langer restricts the process of
interpretation and emphasis on the internal primary stimulus.
Generally, there has been little agreement on the
definition of “mindfulness” (Carmody & Baer, 2008; Fletcther & Hayes,
2005; Hayes & Shenk, 2004). Based on
reviews, various descriptions are given on this concept from the theoretical
aspect and the operational level of mindfulness itself (Brown
et al., 2007). Each
scholar provides a variety of different views of mindfulness that depends on
the operational definition of the scope of empirical studies or is bounded by
the selected theory in use. The inconsistencies of understanding mindfulness as
a concept arise because it has not yet fully matured in a coherent manner
(Hayes & Wilson, 2003). Two main reasons for this phenomenon are the differences
in clinical approach and the way a method is used (Brown
et al., 2007).
Different approach will lead to different method of treatment and
outcome. The way this method is chosen
will prescribe different strategies in fostering mindfulness. Mindfulness from
the Buddhist perspective is viewed from the experiential aspect (Rothwell,
2006) that plays significant role in cessation of personal suffering (Bishop et
al., 2004) and resides at the core of the teaching of the Buddha traditionally
described by the Sanskrit word ‘dharma’, which carries the meaning of
‘lawfulness’ as in ‘the law of physics’ or simply ‘the way things are’, as in
the Chinese notion of Tao (Kabat-Zinn, 2003).
Description
given from the religious context has been criticized by a number of writers.
Brown et al. (2007),
for example, point out that mindfulness is not defined clearly in the
contemporary psychological research context. Mindfulness in this area has been
adapted as an approach to enhance awareness through response skills on the
mental process that would contribute to emotional distress or maladaptive
behavior (Bishop et al., 2004).
According to Bishop, for the past 30 years when mindfulness-based
interventions have been applied, recently, there has been an increasing amount
of literature defining it as a psychological construct. However, the meaning
given suffered from the fact that the components listed in mindfulness are not
of similar construct.
In case that there is no consistency in defining mindfulness
(Richards et al., 2010), based on literature
reviews, we identified four major constructs that are underlined in the meaning
of mindfulness; namely 1) intention, 2) awareness, 3) attention and 4) attitude (Bishop et al., 2004; Brown et al., 2007;
Fletcher and Hayes, 2005; Frewen, et al., 2008; McCollum & Gehart, 2010;
Shapiro, Carlson, Astin & Freedman, 2006).
Intention is described as focus of attention on present experience,
especially in the mind, feeling and physical sensation by McCollum and Gehart
(2010). However, Shapiro et al. (2006)
look into the intentionality one brings to direct, sustain or switch attention
in defining mindfulness.
The
second construct in mindfulness is awareness. Brown et al. (2007) listed most
of the constructs with awareness such as clarity of awareness or a clear
awareness of the external world and internal oneself. Here, mindfulness involves non-conceptual,
nondiscriminatory and flexibility of awareness and attention, stability or
continuity of attention. The third
component that describes mindfulness is attention. Shapiro et al. (2006) include focus, broad
and sustained attention that probably cultivate skills in switching attention
from one stimulus to another while Bishop et al. (2004) stated that ‘the self
regulation of attention is significant in mindfulness so that it is maintained
on immediate experience, thereby allowing for increased recognition of mental
events in the present moment’ (Bishop et al., 2004).
The
last component in mindfulness is attitude. Taking a particular orientation
towards those experiences, the orientation that is stated to be significant are
curiosity, openness, acceptance, nonjudgmental, trust, patience, non-striving,
kindliness and interested investigation (Bishop et al., 2004; McCollum &
Gehart, 2010; Shapiro et al., 2006). In
attitude, the main principle in using mindfulness is said to be a particular
orientation toward one’s experiences in the present moment or identifying one’s
‘self’ or ‘true reality’ with the content of one’s thoughts, or present-oriented
consciousness and attempting to suppress negative thoughts or empirical stance
toward reality, not to react too strong cognitively and not to state
significant meaning (Bishop et al., 2004; Brown et al., 2007; Frewen et al.,
2008).
Although the definition of mindfulness is somewhat given in divergent
interpretations based on the scope of which it is highlighted, the essence of
mindfulness is mainly about how people explore themselves in a more sensitive
way. As mindfulness is a concept that is relevant in the helping profession,
especially counseling, we propose the term 'counselor mindfulness' is assumed
as a counselor effective personal development, basically about the ability to
internalize the experience of the experienced to understand objectively and the
ability to apply these capabilities genuinely in helping the client.
Overall, most studies agreed that mindfulness is a
state of maintaining awareness and giving attention on one’s surroundings
(Brown
et al., 2007; Richards et al., 2010) moment by moment (Kabat-Zinn, 2003) that
permits an immediacy of direct contact with events as they occur, without the
overlay of discriminate, categorical and habitual thought, and a conscious take
on the clarity and freshness that permits more flexible, more objectively
informed psychological and behavioral responses (Brown
et al., 2007).
According to Kabat-Zinn (2003), mindfulness consists of affectionate,
compassionate quality within the attending, a sense of open hearted, friendly
presence and interest which define mindfulness as “the
awareness that emerges through paying attention on purpose, in the present
moment, and non-judgmentally to the unfolding of experience moment by moment”.
Strategies in fostering mindfulness
.... bersambung .... atau berjumpa dengan saya :) Prodigy: An Innovation In Counseling
Cr Ab Aziz Mohd Yatim
Cr Taquddin Abd Mukti
Cr PM Dr Jazimin Jusoh
Cr Dr. Md Noor Saper
Sultan Idris Education University, Malaysia
Abstract
Prodigy is an interactive and integrated Guidance and Counseling training module software which aims to enhance counselors and trainers’ efficiency and skills in their job. This module integrates the affective, cognitive, and behavioral aspects of learning in its development and implementation stages. The methodology combines principles of project management, online and adult learning, human memory, communication and graphic and web design to ensure that the Prodigy course is an engaging, interactive experience that meets its desired learning outcomes and is delivered on time, to budget and to the highest of quality. The design methodology consists of a range of documents, processes and tools to help the project arrives at an interactive and engaging e-learning course. Furthermore counselors and trainers can perform at their own individual level of competence; enhancing growth through helpful suggestions from more advanced learners and peers; reducing and preventing maladaptive behavior in school and society; incalcute and improving acceptable behavior by the society, culture and religion; enhancing love and care among human beings; solving problem for documentation management and administration; and enhancing proficiency, self confident and helpfulness.
1.0 Introduction
Prodigy offers vital and effective materials which are useful to guidance and counseling teachers require in conducting their daily tasks. This unique and innovative software is invaluable as it helps the users to understand the essential elements in the development and improvement of human development in schools. This software the first of its kind in the field of guidance and counseling, making it the only one ever produced in Malaysia . Prodigy has participated in several competitions and attained awards at the national as well as international levels.
2.0 Significance Of Prodigy
This interactive and integrated training module for teachers of guidance and counseling is designed to help them to carry out their duty effectively and efficiently. Since the work of guidance and counseling teacher (GTC) are too many, makes work that is carried out by them was too heavy. This resulted in a lot of documentations work could not be done properly such as work on the writing of documentation, reports, working papers, counseling session weekly, monthly and yearly plans eventually abandoned just as busy and duplication of tasks. Therefore the GTC should have a method and approach whereby they can facilitate their work to be more efficient and effective at school.
Suradi (1992) in his study on the problems of the implementation of GCT services in school has encountered that most of the GCT problems is lack of times, unskillful, less cooperation from colleagues, poor response among students, lack of facilities, financial constraint etc. Furthermore, GCT is saddled with multitasking job, lack of information and resources, inexperience in running the guidance and counseling services as well as program. As a result this problem has become a long debatable issues until now.
Sapora, Hapshah and Ab. Aziz (2006) stated that training and effective supervision of school counselors are needed in order to move towards professionalism. This is because the school Guidance and Counselling services play an important role in the national education agenda, particularly to achieve the National Philosophy of Education and in reponds to the challenge of Vision 2020.
According to Ab. Aziz (2006) the various problems faced by guidance and counseling teachers in providing their services is workloads problem, do not know their duties, lack of exposure on the job, less skilled in writing documentation and unskillful in running the course, and so forth.
Therefore the product should be attractive and user-friendly as well as considering a variety of human intelligence that is based on affective, cognitive and behavior (Howard Gardner, 1983). Hence an integrated approach to be preferred because the researchers believe that it will be more comprehensive and contemporary impact in accordance with the development of multimedia technology.
Baird (1996) suggested that the methods used to train counselors to students should relate to the content and focus on certain courses, such as explanations of theory and lectures, live demonstrations and demonstrations using video. Furthermore based on studies conducted by Western researchers such as Staley (1990), Maake (2000) and Cabaniss (2001), the use of technology in audio and visual assist in the training of student counselors who are knowledgeable and skilled to carry out duties as a counselor at school.
3.0 Innovation And Benefits
- Prodigy is known to be the first software of its kind in the field of guidance and counseling making it the only one ever produced in Malaysia.
- Prodigy is is an interactive and integrated management of guidance and counseling services.
- The users can perform at their own individual level of competence
- Enhancing working proficiency, self confident and helpfulness.
- As guidelines for counselor, social worker etc in managing the guidance and counseling services.
- Training methodology – multi approach method
4.0 Contents
Prodigy is divided into 2 sections (Ab Aziz, 2006):
1. The Management of Guidance and Counseling Services
2. The Course Modules
18 April 2012, Rabu
PENGGUNAAN KEMAHIRAN BELAJAR 5 DOMAIN DALAM KALANGAN OKU PEKAK DAN BISU
Oleh:
Md Noor Saper
Ab Aziz Mohd Yatim
Amelia Mohd Noor
abaziz@fppm.upsi.edu.my
Jabatan Psikologi dan Kaunseling
Universiti Pendidikan Sultan Idris
OKU perlu diberi peluang yang sama dengan individu normal agar tidak tersisih daripada arus pendidikan nasional. Orang kelainan upaya (OKU) juga di antara mereka mempunyai kecerdasan kognitif yang setanding dengan individu yang sempurna malahan terdapat juga melebihi pencapaian pelajar yang normal. Mereka kurang diberi pendedahan berkaitan teknik belajar berkesan bagi menguasai pengetahuan. Teknik kemahiran belajar yang melibatkan pelbagai deria berdasarkan latar diri pelajar akan menjadikan mereka lebih berkeyakinan dan bermotivasi untuk belajar. Kajian awal ini bertujuan untuk melihat kesan penggunaan modul kemahiran belajar 5 domain ke atas pelajar OKU pekak dan bisu. Para pelajar berkenaan telah mengikuti bengkel kemahiran belajar menggunakan modul tersebut. Respon temubual daripada peserta mendapati mereka merasa seronok belajar, dapat mudah mengingat di samping meningkatkan motivasi.
Pendahuluan
Falsafah pendidikan khas ialah satu usaha yang berterusan untuk menggalakkan perkembangan optima seseorang individu sebagai seorang yang berkemahiran, berhaluan, berupaya, beriman, berdikari, mampu merancang dan menguruskan kehidupan serta menyedari potensi diri sendiri sebagai seorang individu dan ahli masyarakat yang seimbang dan produktif selaras dengan Falsafah Pendidikan Kebangsaan (Jabatan Pendidikan Khas, 2008).
Ianya sejajar dengan Dasar Pendidikan Negara di mana setiap pelajar di negara kita mempunyai peluang yang sama untuk mendapat pendidikan tidak mengira umur, jantina, bangsa ataupun yang berkeperluan khas. Dasar ini menginginkan setiap pelajar maju dari segi intelek, rohani, jasmani, emosi dan sosial agar mereka dapat mengembangkan potensi diri mereka. Pelajar ini sebenarnya juga mempunyai keistimewaan seperti pelajar lain, tetapi mereka sering dianggap lemah, mundur atau lembam. Pelajar ini sebenarnya perlu diberi perhatian dan galakkan supaya dapat memberi sumbangan kepada negara sebagaimana pelajar normal yang lain.
Orang kelainan upaya (OKU) juga di antara mereka mempunyai kecerdasan kognitif yang setanding dengan individu yang sempurna malahan terdapat juga melebihi pencapaian pelajar yang normal. Mereka kurang diberi pendedahan berkaitan teknik belajar berkesan bagi menguasai pengetahuan.
Kajian Hewitt (1973) menunjukan bahawa faktor-faktor yang menjadi punca kegagalan pelajar dan ketidakupayaan untuk mencapai skor yang baik adalah kerana mereka mempunyai masalah dalam kaedah pembelajaran mereka. Dunn dan Dunn (1992) menyatakan pelajar-pelajar yang mempunyai pencapaian akademik yang lebih cemerlang, lebih berdisiplin dan mempunyai sikap yang positif apabila mereka
Menurut Abdul Razak Habib (2002) kemahiran belajar merujuk kepada gaya pembelajaran yang merangkumi motif dan strategi tertentu yang diamalkan oleh pelajar bagi memperolehi hasil pembelajaran tertentu. Gaya pembelajaran merupakan satu bentuk gaya belajar yang diaplikasikan oleh para pelajar sebagai salah satu alternatif untuk memudahkan mereka memahami sesuatu pelajaran. Justeru itu, adalah penting bagi pelajar mengetahui kemahiran-kemahiran belajar yang betul bagi menjamin kejayaan mereka dalam setiap mata pelajaran.
Rata-rata pelajar yang cemerlang di dalam peperiksaan menyatakan antara rahsia kejayaan mereka termasuk mempunyai perancangan dan kemahiran belajar yang sistematik. Bermula di dalam kelas yang formal di kelas sehinggalah ketika mereka mengulangkaji pelajaran di rumah, mereka mempunyai pendekatan dan kemahiran belajar yang berkesan.
Menurut Chibnal (1987), belajar merupakan satu proses untuk mengembangkan pembelajaran, mempelajari soalan-soalan tertentu, membuat persediaan di samping melukis gambar rajah, peta, graf seterusnya untuk lulus dengan cemerlang di dalam peperiksaan. Dengan ini adalah mustahak untuk mengetahui kaedah belajar yang tepat bagi mendapat markah yang baik di dalam peperiksaan.
Kajian yang dilakukan oleh Abd Razak Habib (2000) berkaitan gaya pembelajaran pelajar cemerlang di universiti menunjukan bahawa pelajar yang cemerlang mempunyai motivasi dalaman yang tinggi di samping strategi pembelajaran yang baik. Daripada pernyataan berkenaan menunjukan kemahiran belajar yang disertai dengan motivasi yang tinggi terbukti boleh meningkatkan pencapaian pelajar dalam pelajaran.
Pembelajaran yang berkesan bergantung kepada teknik pengajaran dan proses belajar yang efektif. Prinsip-prinsip pembelajaran dan penguasaan ilmu yang berkesan bukan sahaja untuk pelajar normal tetapi juga kepada pelajar kurang upaya (Zalizan, 2001). Kemahiran belajar perlu didedahkan kepada pelajar OKU bagi membantu mereka menguasai ilmu dengan lebih baik lagi. Penulisan ini merupakan satu tinjauan awal untuk melihat penggunaan modul kemahiran belajar 5 domain ke atas pelajar bermasalah pekak dan bisu di sekolah.
Kepentingan Kemahiran Belajar 5 Domain
Meskipun banyak kajian yang telah dibuat berkaitan kemahiran belajar, satu pendekatan yang benar-benar praktikal perlu untuk diketengahkan. Ini disebabkan perbezaan individu berkait dengan variasi gaya pembelajaran mereka. Perbezaan individu ini juga menggambarkan perbezaan corak dan strategi pembelajaran yang diamalkan seterusnya akan menentukan kecenderungan dan minat belajar seseorang. Meskipun setiap individu itu berbeza, diharapkan perbezaan ini tidak dijadikan alasan untuk mereka memperolehi kejayaan yang cemerlang. Diharapkan kemahiran belajar 5 domain ini akan membantu setiap pelajar sama ada berpencapaian tinggi atau rendah untuk menguasai pengetahuan.
Di samping itu juga, memang tidak dapat dinafikan banyak kajian-kajian lepas yang memperlihatkan pelbagai bentuk gaya pembelajaran termasuklah gaya pembelajaran auditori, gaya pembelajaran visual di samping gaya pembelajaran kinestetik. Diharapkan melalui modul ini, ia dapat menjadi satu penambahbaikan gaya dan pendekatan kemahiran belajar yang sedia ada dalam konteks tempatan bersesuaian dengan perkembangan dan persekitaran diri seseorang pelajar.
Modul kemahiran belajar 5 domain telah dibangunkan oleh pengkaji berdasarkan pengalaman sebagai kaunselor di sekolah. Modul ini telah digunakan kepada para pelajar normal dan terbukti mempunyai kesan yang positif khasnya dalam pencapaian akademik mereka. Kajian ini bertujuan untuk melihat apakah modul ini boleh digunakan kepada pelajar kurang upaya (OKU) khasnya kepada pelajar pekak dan bisu.
Gaya Belajar 5 Domain
Perkara yang penting dalam proses pembelajaran ialah untuk mendapat maklumat, memproses dan seterusnya disimpan sebagai ingatan. Ingatan adalah satu perkara penting untuk para pelajar bagi mengeluarkan maklumat itu semula dalam peperiksaan. Ahli psikologi telah banyak membuat banyak kajian dan cerapan bagaimana manusia itu mengingati sesuatu. Kajian ahli psikologi menunjukkan manusia mempunyai daya ingatan yang berbeza bagi maklumat dalam bidang yang berlainan. Dalam perkataan lain, manusia mempunyai kekuatan ingatan yang berlainan terhadap wajah dan fakta sains.
Satu lagi cerapan ahli psikologi ialah kita mengingat dengan memilih apa yang kita mahu ingat. Ianya melibatkan emosi keinginan ingin tahu yang tinggi berdasarkan perasaannya. Perkara ini mungkin disebabkan oleh naluri inginkan pengetahuan ataupun sebagai satu keperluan lain berasaskan matlamat yang ingin dicapai seperti untuk lulus peperiksaan atau seumpamanya.
Berasaskan fakta di atas menunjukan proses pembelajaran melibatkan pancaindera sama ada otak sebagai agen kognitif, aspek perasaan dan sebagainya. Justeru itu, penulis merasakan, proses pembelajaran yang aktif dan berkesan perlu melibatkan semua pancaindera yang melibatkan beberapa domain utama iaitu domain audio, domain visual, domain kognitif, domain afektif dan domain psikomotor di mana penulis namakan sebagai kemahiran belajar 5 domain. 5 domain perlu dilibatkan dalam proses pembelajaran khasnya untuk tujuan meningkatkan ingatan para pelajar.
Domain Audio
Domain audio adalah yang menggunakan pancaindera pendengaran untuk mendengar maklumat yang diperolehi. Dalam proses pembelajaran secara asasnya semua pelajar akan menggunakan domain ini. Sama ada berkesan atau tidak pendengaran ini adalah bergantung kepada domain-domain yang lain. Sepanjang pembelajaran para pelajar sama ada domain ini digunakan sepenuhnya adalah sukar untuk ditentukan. Ini disebabkan semasa proses pengajaran dan pembelajaran kebanyakan para pelajar tidak dapat menumpukan perhatian sepenuhnya kerana gangguan persekitaran yang ada. Ini menunjukan proses pembelajaran tidak boleh hanya bergantung kepada domain audio sahaja.
Domain Visual
Domain visual menggunakan pancaindera penglihatan. Apa sahaja aktiviti visual akan membawa kepada kefahaman yang nyata. Kefahaman yang nyata bermaksud bukannya yang berbentuk khayalan atau imaginasi. Apa yang dilihat adalah sangat penting. Perkara yang menjadi persoalan ialah kenapa dengan hanya menggunakan domain visual, pelajar masih tidak dapat menguasai dan memberi tumpuan terhadap apa yang diajar?. Ini menunjukan kepentingan keterlibatan domain yang lain yang boleh mengukuhkan terhadap proses mendapat maklumat.
Domain Kognitif
Ahli psikologi kognitif berpendapat, pembelajaran adalah proses mental yang aktif untuk mendapat ilmu, menyimpan, mengingat dan menggunakan ilmu (Ramlah dan Mahani, 2002). Ianya akan melibatkan proses aktif minda untuk memperolehi pengetahuan dan mendorong seseorang untuk belajar. Di dalam proses pembelajaran, domain kognitif sepatutnya dilibatkan secara aktif. Namun demikian, para pelajar biasanya agak sukar untuk dilibatkan secara maksima. Ia akan menjadi sukar sekiranya pengajaran dan pengajaran yang dijalankan hanya bersifat sehala.
Domain Afektif
Domain afektif adalah melibatkan perasaan, nilai yang dipegang, sensitiviti dan persepsi individu. Bagi kebanyakan pelajar ada yang mempersepsikan sesetengah matapelajaran adalah susah dan sukar. Ini akan menjadikan motivasi dan keinginan mereka untuk belajar akan semakin menurun. Justeru itu, domain afektif bagi mewujudkan sesi pembelajaran sebagai senang dan menyeronokan akan banyak membantu pelajar untuk minat belajar. Dengan demikian, pendekatan kemahiran belajar 5 domain cuba diketengahkan oleh penulis bagi menarik minat pelajar untuk belajar.
Domain Psikomotor
Domain psikomotor melibatkan pergerakan tubuh atau apa sahaja pergerakan aktiviti dalam bentuk tingkahlaku. Menurut Selmes (1987), latihan dalam mengaplikasikan strategi belajar adalah perlu. Pembelajaran yang melibatkan pergerakan dan aktiviti akan menimbulkan keseronokan seterusnya meningkatkan keupayaan untuk mengingat sesuatu maklumat. Pendekatan belajar yang melibatkan perbincangan dengan rakan, melibatkan aktiviti, menyelesai masalah dan seumpamanya sebenarnya melibatkan domain psikomotor.
Aplikasi Kemahiran Belajar 5 Domain
Seperti yang dinyatakan sebelum ini, pembelajaran yang berkesan memerlukan penumpuan yang penuh. Ini menunjukan semua domain yang melibatkan pancaindera berkenaan mestilah digunakan sepenuhnya. 5 domain memainkan peranan yang penting dalam agar pelajar dapat memberiukan tumpuan sepenuhnya terhadap apa yang mereka pelajari sama ada dalam pembelajaran secara formal di kelas ataupun ketika mereka mengulangkaji secara individu ataupun bersama rakan-rakan.
Ketika proses pembelajaran, kebanyakan pelajar tidak menggunakan kelima-lima domain sepenuhnya. Ini menyebabkan mereka tidak dapat menguasai maklumat secara maksima. Tanpa penggunaan lima domain ini juga mereka sukar untuk memberikan tumpuan terhadap pengajaran guru.
Penulis seterusnya akan cuba menghuraikan antara kaedah perlaksanaan pendekatan 5 domain dalam proses pembelajaran. Sebagai contoh dalam mengingati formula dalam matematik, fizik, kimia, menghafal ayat al-quran dan seumpamanya. Cuba lihat formula berikut:
∑ x = √ (x+y)2 + (n+1)3 – r 2
_________________________
(n+1) – (n-1) + rq3/4
Bagaimanakah caranya bagi seseorang itu mengingat formula itu dengan cepat?. Kita jangan membincangkan individu yang mempunyai kebolehan mengingat yang hebat, atau mereka yang mempunyai `camera eye’ yang mana apabila mereka melihat sahaja formula berkenaan mereka mempunyai kemampuan untuk mengingat dengan cepat.
Langkah pertama yang kita gunakan ialah dengan memecahkan formula itu kepada beberapa pecahan. Contohnya formula di atas pecahan pertama ∑ x = ; seterusnya pecahan kedua √ (x+y)2 ; pecahan ketiga (n+1)3 – r 2 ; begitulah seterusnya.
Langkah kedua ialah dengan menulis semula pecahan yang pertama tadi (∑ x =) berulangkali sambil menyebutnya dengan terang dan jelas. Langkah ketiga, setelah pelajar dapat mengingat pecahan pertama barulah mereka akan meneruskan dengan pecahan yang kedua dengan menggabungkan pecahan pertama dan kedua sekali iaitu ∑ x = √ (x+y)2. Pelajar akan menulis pecahan pertama dan kedua berulangkali sambil menyebutnya dengan terang dan jelas. Langkah keempat, pelajar akan meneruskan langkah seperti tadi sehinggalah semua formula itu dapat diingati dengan berkesan.
Melalui teknik di atas, secara tidak langsung kelima pancaindera yang melibatkan 5 domain akan berfungsi dengan aktif dan berkesan. Deria mata akan melihat, deria telinga akan mendengar, deria tangan yang melibatkan psikomotor akan menulis, di samping dengan sendirinya aspek kognitif dan afektif akan turut dikawal bersama dalam proses pembelajaran berkenaan. Pendekatan tadi boleh dilakukan untuk mengingat ayat-ayat al-quran, formula-formula, rajah-rajah saintifik dan seumpamanya.
Perlaksanaan 5 domain juga boleh dilakukan secara sinergi, iaitu gabungan dengan rakan-rakan pelajar yang lain. Contohnya untuk mengingat konsep yang diutarakan oleh Aristotle tentang falsafah kehidupan ada tujuh iaitu politik, retorika, estetika, metafizika, logika, etika dan ekonomi.
Langkah pertama, pelajar membuat kumpulan dan duduk dalam bulatan. Tujuh falsafah Aristotle tadi akan diagihkan kepada setiap pelajar di mana mereka akan mengingat satu terminologi sahaja. Langkah kedua, orang yang pertama akan menyebut terminologi yang pertama iaitu `politik’. Langkah ketiga, orang yang kedua pula akan menyebut termonologi rakannya yang pertama iaitu `politik’ di samping terminologi kedua bagi dirinya iaitu `retorika’. Langkah keempat, orang yang ketiga akan menyebut terminologi rakannya yang pertama dan kedua baharulah terminologi bagi dirinya iaitu `estetika’. Begitulah seterusnya sehingga keseluruhan terminologi berkenaan akan disebut. Melalui aktiviti ini, ianya akan melibatkan kesemua lima domain para pelajar iaitu domain visual, audio, kognitif, afektif dan psikomotor, di samping pelajar akan lebih bersemangat, cergas dan seronok untuk belajar. Pengalaman penulis ketika melaksanakan kaedah ini, pelajar dapat mengingat formula tadi lebih kurang tiga minit.
Di dalam melaksanakan kemahiran belajar lima domain ini, juga akan melibatkan aspek kreativiti pelajar. Contohnya para pelajar boleh mengingat formula ataupun fakta-fakta tertentu dalam bentuk lakaran yang kreatif. Lakaran berkenaan boleh dikongsi dengan rakan-rakan kumpulannya.
Metodologi Kajian
Kajian ini hanya tinjauan awal untuk melihat apakah modul kemahiran 5 domain ini boleh digunakan kepada pelajar OKU khasnya mereka yang mempunyai masalah pekak dan bisu. Sebuah sekolah telah dipilih dan 30 orang pelajar telah terlibat menyertai modul kemahiran belajar ini. Kesemua pelajar telah didedahkan dengan modul kemahiran belajar 5 domain selama dua jam oleh pengkaji dengan menggunakan kaedah ‘teaching-and-experiential’. Setelah melalui dan menjalani modul seramai tiga orang pelajar telah dipilih untuk ditemubual. Temubual dilakukan untuk melihat apakah respon peserta setelah melalui modul berkenaan. Di dalam temubual berkenaan, guru kelas telah membantu sebagai penterjemah bahasa isyarat yang dinyatakan oleh sampel.
Dapatan Temubual
Berdasarkan temubual yang telahdijalankan terdapat lima tema yang telah diperoleh iaitu i) membantu untuk mengingat; ii) membantu menguasai pelajaran dengan lebih mudah; iii) dapat belajar secara berkumpulan (sinergi); iv) menjadikan belajar seronok; dan v) meningkatkan motivasi belajar.
a. Membantu untuk mengingat
Menurut pelajar, modul kemahiran belajar 5 domain dapat membantu mengingat subjek dengan lebih mudah dan senang.
...sebelum ini saya hafal guna ayat yang panjang. Rupa-rupanya ada cara
yang senang dan mudah untuk hafal dan ingat... (TB 1)
...senang untuk ingat...(TB 2)
...boleh mudah ingat...(TB 3)
b. Dapat membantu mengusai pelajaran lebih mudah
Matlamat dalam proses pembelajaran adalah untuk menguasai fakta dan pengetahuan yang terdapat di dalam subjek yang dipelajari. Menurut pelajar, modul kemahiran belajar 5 domaian dapat membantu menguasai pelajaran dengan lebih mudah.
...membantu saya untuk belajar... (TB 1)
...senang untuk belajar..(TB 2)
c. Dapat belajar secara sinergi (berkumpulan)
Modul kemahiran belajar 5 domain menekankan konsep belajar secara sinergi iaitu menggabungkan semua deria dan belajar secara berkumpulan. Menurut pelajar, modul yang telah mereka lalui dapat membantu cara belajar secara berkumpulan.
...saya boleh berkongsi dengan kawan-kawan.. (TB 1)
...boleh ulangkaji dengan kawan-kawan.. (TB 2)
...boleh belajar dengan kawan-kawan..(TB3)
d. Menjadikan belajar lebih menyeronokan
Pendekatan dalam modul ini mendedahkan cara belajar dalam pelbagai situasi sama secara senyap atau bising, melibatkan pergerakan dan aktiviti, pelbagai pendekatan dan seumpamanya. Ini akan menjadikan pelajar seronok untuk belajar. Menurut pelajar, modul ini menjadikan mereka seronok untuk belajar.
...saya rasa sangat seronok...(TB 1)
...seronok dengan cara belajar macam tu.. (TB 2)
...saya seronok belajar.. (TB 3)
e. Meningkatkan motivasi belajar
Elemen motivasi sangat penting dalam proses pembelajaran. Ia akan menjadi penggerak kepada pelajar agar meningkatkan usaha mengusai pengetahuan. Menurut pelajar, modul kemahiran belajar 5 domain dapat meningkatkan motivasi dan minat untuk belajar.
...meningkatkan motivasi saya untuk belajar.. (TB 1)
...lebih berminat untuk belajar.. (TB 3)
...minat untuk belajar dan meneruskan usaha...(TB 2)
Penutup Dan Kesimpulan
Menerusi pendekatan kemahiran belajar modul 5 domain ini ternyata mampu memberi kesan yang efektif dalam proses pembelajaran mereka khasnya bagi tujuan meningkatkan ingatan para pelajar. Modul ini dapat meningkatkan motivasi pelajar, menjadikan belajar lebih menyeronokan di samping membantu mereka menguasai ilmu pengetahuan.
Meskipun modul lima domain melibatkan sinergi lima domain utama iaitu audio, visual, kognitif, afektif serta psikomotor akan tetapi mereka yang kurang upaya iaitu pekak dan bisu masih dapat memahami dan menguasai kemahiran ini dengan baik. Mereka masih dapat menggabungkan domain visual, kognitif, afektif dan psikomotor tanpa domain audio. Dapatan berkenaan menunjukkan konsep sinergi yang melibatkan semua deria akan menjadikan suasana belajar lebih efektif, menyeronokan dan membantu menguasai maklumat dengan berkesan.
Keperluan kepada pelbagai pendekatan pembelajaran perlu diberikan kepada pelajar khususnya kepada pelajar kurang upaya (Norani, Faridah, Manisah & Safani, 2001). Ketidakupayaan mereka bukan menjadi penghalang untuk mereka menguasai ilmu pengetahuan. Modul kemahiran belajar lima domain boleh dikembangkan dan disesuaikan dengan latar belakang pelajar berkeperluan khas ini.
Pendekatan kepada proses pembelajaran yang praktikal dan berkesan perlu dijana agar ia dapat memberi kesan kepada perkembangan ilmu. Aspek perbezaan pelajar dari segi personaliti, psikologi, pencapaian ataupun kecacatan anggota tidak menghalang untuk pelajar menguasai ilmu. Dengan demikian, satu kajian saintifik yang lebih mendalam wajar dilakukan bagi melihat apakah pendekatan yang relevan serta mudah dilaksanakan dalam proses belajar kepada pelajar OKU. Penulisan ini hanyalah satu kajian awal yang memerlukan kajian lain yang lebih terperinci.
RUJUKAN
Chibnall B. (1987). Teaching For Effective Study. Bechenchem: Croom Helm Ltd.
Garis Panduan Pelaksanaan Program Pemulihan Khas 2008. Jabatan Pendidikan Khas,
Kementerian Pelajaran Malaysia.
Hewit, J.S. & Whittier, K. S. (1997). Teaching Methods for Today's School : Collaboration and Inclusion . Boston : Allyn & Bacon.
Khalid bin Mohamed Nor (1993). Kaedah Pembelajaran Berkesan. Kuala Lumpur:
Cahaya Pantai (M) Sdn. Bhd.
Nolen, J. L. (2003). Multiple Intelligences in the Classroom. Education. 124(1), 115-119.
Norani Mohd Salleh, Faridah Serajul Haq, Manisah Mohd Ali & Safani Bari. (2001). Pendidikan Khas di Malaysia – kepelbagaian pengajaran dan pembelajaran. Prosiding Seminar Pendidikan Kebangsaan UKM 2001.
Ramlah Jantan dan Mahani Razali (2002). Psikologi Pendidikan – Pendekatan
Kontemporari. Kuala Lumpur : Mc Graw Hill.
Silver, H. , Strong, R. & Perini, M. (1997). Integrated Learning Style and Multiple Intelligences. Educational Leadership. 55(1), 22-28.
Zalizan Mohd Jelas. (2001). Menangani kepelbagaian konsep dan strategi pembezaan. Prosiding Seminar Pendidikan Kebangsaan UKM 2001.
23 june 2010, Rabu
MODUL KEMAHIRAN BELAJAR 5 DOMAIN : SATU PENDEKATAN
Oleh:
Md Noor Saper
Ab Aziz Mohd Yatim
Amelia Mohd Noor
Jabatan Bimbingan dan Kaunseling
Universiti Pendidikan Sultan Idris
Terdapat pelbagai kajian dan pendekatan terhadap kemahiran belajar yang telah diketengahkan. Menurut Abdul Razak Habib (2002) kemahiran belajar merujuk kepada gaya pembelajaran yang merangkumi motif dan strategi tertentu yang diamalkan oleh pelajar bagi memperolehi hasil pembelajaran tertentu. Dunn dan Dunn (1992) menyatakan pelajar-pelajar yang mempunyai pencapaian akademik yang lebih cemerlang, lebih berdisiplin dan mempunyai sikap yang positif apabila mereka mempunyai teknik belajar yang berkesan. Justeru itu, kaedah dan pendekatan kemahiran belajar yang lebih praktikal adalah sangat wajar untuk diketengahkan kepada para pelajar. Kemahiran belajar 5 domain merupakan satu pendekatan berdasarkan pengalaman penulis sebagai kaunselor di sekolah. Kertas kerja merupakan tinjauan awal untuk melihat sejauhmana kemahiran belajar yang melibatkan lima domain sesuai dan praktikal digunakan oleh para pelajar di sekolah bagi membantu mereka mengusai pengetahuan seterusnya membantu pencapaian dalam bidang akademik.
1.0 PENDAHULUAN
Kajian Hewitt (1973) menunjukan bahawa faktor-faktor yang menjadi punca kegagalan pelajar dan ketidakupayaan untuk mencapai skor yang baik adalah kerana mereka mempunyai masalah dalam kaedah pembelajaran mereka. Dunn dan Dunn (1992) menyatakan pelajar-pelajar yang mempunyai pencapaian akademik yang lebih cemerlang, lebih berdisiplin dan mempunyai sikap yang positif apabila mereka mempunyai teknik belajar yang berkesan. Ini menunjukan kemahiran belajar mempunyai korelasi terhadap pencapaian akademik seseorang.
Menurut Abdul Razak Habib (2002) kemahiran belajar merujuk kepada gaya pembelajaran yang merangkumi motif dan strategi tertentu yang diamalkan oleh pelajar bagi memperolehi hasil pembelajaran tertentu. Gaya pembelajaran merupakan satu bentuk gaya belajar yang diaplikasikan oleh para pelajar sebagai salah satu alternatif untuk memudahkan mereka memahami sesuatu pelajaran. Justeru itu, adalah penting bagi pelajar mengetahui kemahiran-kemahiran belajar yang betul bagi menjamin kejayaan mereka dalam setiap mata pelajaran.
2.0 KEMAHIRAN BELAJAR DAN PENCAPAIAN AKADEMIK
Rata-rata pelajar yang cemerlang di dalam peperiksaan menyatakan antara rahsia kejayaan mereka termasuk mempunyai perancangan dan kemahiran belajar yang sistematik. Bermula di dalam kelas yang formal di kelas sehinggalah ketika mereka mengulangkaji pelajaran di rumah, mereka mempunyai pendekatan dan kemahiran belajar yang berkesan.
Kajian oleh Gall M.D. dan rakan-rakan (1990) bertajuk `Tools for Learning’ menyatakan kemahiran belajar boleh meningkatkan pencapaian akademik pelajar di sekolah. Perkara ini disokong dengan kajian dan pendapat pengkaji yang lain seperti:
a. Entwistle (1960) menyatakan bahawa pencapaian pelajar bertambah baik dengan adanya kursus-kursus kemahiran belajar
b. Shay (1972) menyatakan bahawa pelajar-pelajar yang mempunyai kemahiran belajar dan sikap yang baik akan mencapai gred yang baik
c. Kirschembaum dan Peril (1983) menyatakan bahawa kemahiran belajar seperti pengurusan diri dan teknik belajar akan memberi kesan terhadap pembelajaran seseorang pelajar
d. Zimmerman dan Pang (1986) menyatakan bahawa penggunaan kemahiran belajar yang sistematik adalah faktor yang boleh menyebabkan seseorang itu mencapai kejayaan dalam pelajaran mereka
e. Deshler dan Schumaker (1986) menyatakan bahawa pelajar yang diberi kemahiran belajar menunjukan penambahan dalam pencapaian markah
f. Wilson (1988) yang membuat kajian tentang kemahiran belajar telah menyatakan sebagai `dramatic evidence of its effectiveness’
Daripada pernyataan berkenaan menunjukan kemahiran belajar yang disertai dengan motivasi yang tinggi terbukti boleh meningkatkan pencapaian pelajar dalam pelajaran. Para pelajar perlu ditanamkan kesedaran agar mereka dapat menguasai teknik belajar yang berkesan supaya dapat memperolehi gred yang cemerlang, khasnya kepada mereka yang mempunyai pencapaian yang rendah.
3.0 KEPENTINGAN KEMAHIRAN BELAJAR 5 DOMAIN
Meskipun banyak kajian yang telah dibuat berkaitan kemahiran belajar, satu pendekatan yang benar-benar praktikal perlu untuk diketengahkan. Ini disebabkan perbezaan individu berkait dengan variasi gaya pembelajaran mereka. Perbezaan individu ini juga menggambarkan perbezaan corak dan strategi pembelajaran yang diamalkan seterusnya akan menentukan kecenderungan dan minat belajar seseorang. Meskipun setiap individu itu berbeza, diharapkan perbezaan ini tidak dijadikan alasan untuk mereka memperolehi kejayaan yang cemerlang. Diharapkan kemahiran belajar 5 domain ini akan membantu setiap pelajar sama ada berpencapaian tinggi atau rendah untuk menguasai pengetahuan.
Di dalam kajian-kajian lepas banyak memperlihatkan pelbagai bentuk gaya pembelajaran termasuklah gaya pembelajaran auditori, gaya pembelajaran visual di samping gaya pembelajaran kinestetik. Diharapkan melalui kajian ini akan menambahbaikan gaya dan pendekatan kemahiran belajar yang sedia ada dalam konteks tempatan bersesuaian dengan perkembangan dan persekitaran diri seseorang pelajar.
Kajian ini juga sedikit sebanyak dapat membantu para kaunselor khususnya di sekolah. Ini disebabkan antara bidang utama profesion kaunselor adalah untuk membantu meningkatkan pencapaian akademik para pelajar.
TEORI
Satu perkara yang lain Satu perkara yang tidak boleh diketepikan dalam menguasai pengetahuan ialah berkait rapat dengan aspek dalaman dan motivasi.
Kajian ini penting untuk melihat
Multi dimension
Bersepadu semua deria
4.0 PENDEKATAN TEORI
Rentetan dari usaha untuk memahami dan mengimplementasi modul, kajian ini bersandarkan kepada teori yang dikemukakan oleh Howard Gadner iaitu “Gardner’s Multiple Intelligences Theory”. Teori yang berkait dengan kepelbagaian kecerdasan ini boleh dijadikan sandaran selari dengan tuntutan teori yang mementingkan penyesuaian guru terhadap strategi instruksional dalam usaha untuk memenuhi keperluan pelajar. Oleh demikian, dari konteks kajian ini ianya dilihat kebolehan penyesuaian pelajar untuk menyesuaikan diri dengan apa yang perlu dipenuhi oleh mereka sendiri untuk memperolehi maklumat dan pembelajaran.
Terdapat lapan jenis kecerdasan yang dikemukakan oleh Gardner. Kecerdasan pertama adalah kecerdasan bahasa atau linguistik yang melibatkan keupayaan menguasai bahasa. Individu yang memiliki kecerdasan ini cenderung untuk berfikir dalam bentuk perkataan (yakni melisankan apa yang difikirkan) serta berupaya membentuk kemahiran audio (bersuara). Individu ini juga boleh memberikan perhatian yang sepenuhnya dari aspek tatabahasa serta perbendaharaan kata dan tidak ketinggalan berkeupayaan untuk menggunakan sesuatua perkataan secara jelas.
Kecerdasan muzik boleh dilihat dari satu medium yang sama dengan kecerdasan bahasa. Melalui muzik, individu berupaya menyalurkan perasaan dan emosi dari segi menjiwai, mengetahui dan memahami perasaan. Kecerdasan ini mempunyai nilai tara yang tinggi kerana ianya boleh disebatikan dengan pelagai kecedasan yang lain. Aspek kecerdasan ketiga adalah berkait dengan kecerdasan logik-matematik yang mengandungi keupayaan untuk mengenalpasti corak, penakulan secara deduktif serta berfikir secara logik. Umpamanya, kanak-kanak bermula dengan meneroka kecerdasan ini dengan mula menyusun objek yang dipelajari secara realiti dan kemudian beralih dengan melakukan perkiraan dalam otak mereka secara manipulatif. Keadaan ini secara beransur-ansur mula membawa ke arah pembentukkan kemahiran rantaian penakulan yang berpanjangan.
Dalam merealisasikan keupayaan untuk memanipulasi dan menbentuk imej-imej mental bagi menyelesaikan sesuatu masalah, individu didorong dengan kecerdasan ruang. Individu sedemikian dapat menanggap keadaan visual sekeliling secara tepat, boleh membuat transformasi dan modifikasi terhadap persepsi awal serta boleh mencipta semula persepsi-persepsi awal walaupun tiada rangsangan secara nyata yang diberikan. Dengan erti kata lain, kecerdaan ruang ini adalah keupayaan persepsi secara visual.
Bagi kecerdasan badan-kinestetik, individu mempunyai keupayaan untuk memahami dunia sekeliling secara ekpresif dengan tubuh badan. Penggunaan kemahiran motor kasar dan motor halus dapat dikawal sepenuhnya oleh individu dan gabungan kriteria ini dapat menjurus ke arah pengawalan objek secara tepat. Ini sudah tentu membawa impak yang besar pada tindakan dan juga keupayaan yang dinamik.
Selain itu, Gardner turut menjelaskan tentang kecerdasan interpersonal di mana individu turut memiliki keupayaan untuk memahami, menanggap dan mendiskriminasi antara mood, perasaan, motivasi serta kecerdasan-kecerdasan lain yang dimiliki oleh manusia. Berbeza dengan kecerdasan intrapersonal, ia lebih berkait dengan aspek dalam kendiri idividu yang lebih dicirikan dengan kepuayaan untuk memahami diri dan kemampuan diri. Kedua-dua aspek kecerdasan dapat dipupuk dan diperteguh dengan rangsangan sumber-sumber yang bersesuaian, umpamanya sumber dalaman yang lebih bersifat pemberian makna seperti aspek kesabaran dan pujian, dan melalui kerja berkumpulan bagi pemupukan kecerdasan interpersonal.
Kecerdasan lain yang boleh diperolehi dari pemerhatian dan pengalaman adalah kecerdasan “environmental or naturalist”. Ia melibatkan keupayaan untuk memahami simbol semulajadi untuk meneliti keseimbangan bagi meneruskan kehidupan. Pendedahan secara semuladi terhadap persekitaran secara semulajadi membolehkan pelajar memperolehi manfaat dengan mengalami pembelajaran secara “hands-on”.
Ringkasnya, penjelasan kelapan-lapan aspek kecerdasan oleh Gardner membolehkan individu mendasari semula komponen utama yang dicerminkan oleh pelajar dengan kepelbagaian cara dan corak belajar yang berbeza oleh mereka. Menurut Silver, Strong dan Perini (1997), gaya belajar adalah merupakan keperbezaan cara individu berfikir dan belajar, fokus kepada bagaimana individu ‘menyerap’ maklumat, pemikiran dan seterusnya membuat penilain terhadap hasil yang diperolehi.
Intipatinya, gaya belajar yang berbeza ini, jika dilihat dari pangkalnya adalah berteraskan tunjang kecerdasan yang sama. Apa yang membezakan adalah penggunaan kecerdasan tersebut dengan kepelbagaian dominasi tertentu mengikut keselesaan seseorang individu. Atas dasar ini, pengkaji merasakan satu bentuk penyepaduan modul perlu diketengahkan dalam usaha untuk membantu pelajar melengkapkan diri dengan kemahiran belajar yang bersesuaian dan efektif. Sudah pastinya penyepaduan lapan aspek kecerdasan sebagaimana yang dikemukakan oleh Gardner diterjemahkan kepada lima aspek domain yang dirasakan perlu digemblengkan kearah pembentukkan modul kemahiran belajar yang bersifat pelbagai dimensi (multidimensional).
5.0 GAYA BELAJAR 5 DOMAIN
Perkara yang penting dalam proses pembelajaran ialah untuk mendapat maklumat, memproses seterusnya disimpan sebagai ingatan. Ingatan adalah satu perkara penting untuk para pelajar bagi mengeluarkan maklumat itu semula dalam peperiksaan. Ahli psikologi telah banyak membuat banyak kajian dan cerapan bagaimana manusia itu mengingati sesuatu. Kajian ahli psikologi menunjukan manusia mempunyai daya ingatan yang berbeza bagi maklumat dalam bidang yang berlainan. Dalam perkataan lain, manusia mempunyai kekuatan ingatan yang berlainan terhadap wajah dan fakta sains.
Satu lagi cerapan ahli psikologi ialah kita mengingat dengan memilih apa yang kita mahu ingat. Ianya melibatkan emosi keinginan ingin tahu yang tinggi berdasarkan perasaannya. Perkara ini mungkin disebabkan oleh naluri inginkan pengetahuan ataupun sebagai satu keperluan lain berasaskan matlamat yang ingin dicapai seperti untuk lulus peperiksaan atau seumpamanya.
Berasaskan fakta di atas menunjukan proses pembelajaran melibatkan pancaindera sama ada otak sebagai agen kognitif, aspek perasaan (kognitif) dan sebagainya. Justeru itu, penulis merasakan, proses pembelajaran yang aktif dan berkesan perlu melibatkan semua pancaindera yang melibatkan beberapa domain utama iaitu domain audio, domain visual, domain kognitif, domain afektif dan domain psikomotor di mana penulis namakan sebagai kemahiran belajar 5 domain. 5 Domain perlu dilibatkan dalam proses pembelajaran khasnya untuk tujuan meningkatkan ingatan para pelajar.
5.1 Domain Audio
Domain audio adalah yang menggunakan pancaindera pendengaran untuk mendengar maklumat yang diperolehi. Dalam proses pembelajaran secara asasnya semua pelajar akan menggunakan domain ini. Sama ada berkesan atau tidak pendengaran ini adalah bergantung kepada domain-domain yang lain. Sepanjang pembelajaran para pelajar sama ada domain ini digunakan sepenuhnya adalah sukar untuk ditentukan. Ini disebabkan semasa proses pengajaran dan pembelajaran kebanyakan para pelajar tidak dapat menumpukan perhatian sepenuhnya kerana gangguan persekitaran yang ada. Ini menunjukan proses pembelajaran tidak boleh hanya bergantung kepada domain audio sahaja.
5.2 Domain Visual
Domain visual menggunakan pancaindera penglihatan. Apa sahaja aktiviti visual akan membawa kepada kefahaman yang nyata. Kefahaman yang nyata bermaksud bukannya yang berbentuk khayalan atau imaginasi. Apa yang dilihat adalah sangat penting. Perkara yang menjadi persoalan ialah kenapa dengan hanya menggunakan domain visual, pelajar masih tidak dapat menguasai dan memberi tumpuan terhadap apa yang diajar ?. Ini menunjukan kepentingan keterlibatan domain yang lain yang boleh mengukuhkan terhadap proses mendapat maklumat.
5.3 Domain Kognitif
Domain kognitif melibatkan aspek pemikiran yang aktif. Ia agak sukar untuk dilibatkan secara maksima. Ia akan menjadi sukar sekiranya pengajaran dan pengajaran yang dijalankan hanya bersifat sehala.
5.4 Domain Afektif
Domain afektif adalah melibatkan perasaan, nilai yang dipegang, sensitiviti dan persepsi individu. Bagi melibatkan tumpuan aspek ini secara menyeluruh juga agak sukar sekiranya terdapat gangguan yang lain serta tidak dilibatkan dilibatkan domain yang lain.
5.5 Domain Psikomotor
Domain psikomotor melibatkan pergerakan tubuh atau apa sahaja pergerakan aktiviti dalam bentuk tingkahlaku.
Menurut Selmes (1987), latihan dalam mengaplikasikan strategi belajar adalah perlu. Berbincang dengan rakan-rakan dan guru akan dapat membantu individu untuk meningkatkan lagi kemahiran belajar masing-masing.
akan bersambung...
365 ways to help ur children grow... sheila ellison & barbara ann barnett
Sori dah lama tak upload bahan baru... sila download bahan di bawah untuk kegunaan anda dalam membimbing anak membesar... tq.
