ZADUD-DUAT: Contact Me

ZADUD-DUAT: Contact Me

KERTAS KERJA PERSIDANGAN

Pelajar Ph.D saya Ilfi Norman telah berjaya menulis kertas kerja dgn baik dan diterima untuk pembentangan diperingkat antarabangsa di International Seminar and the Fourth National Conference on Mathematics Education bertemakan Building the Nation Character through Humanistic Mathematics Education pada 21-23 Julai 2011 di Yogyakarta State University, Indonesia.

Kertas kerja hasil penyelidikan beliau dibawah seliaan saya bertajuk "Secondary School Students' Abilities Through Problem Posing Activities" telah membuka dimensi baru terhadap aspek pengutaraan masalah dalam pendidikan matematik bersesuaian dgn konsep baru iaitu problem posing: beyond problem solving yg telah ditekan dlm pendidikan matematik diseluruh dunia khasnya oleh negara negara maju. Ini bererti tidak cukup difokuskan kpd kemahiran menyelasaikan masalah shj tetapi hendaklah dilanjutkan lagi kepada kemahiran yg lebih kreatif iaitu problem posing yg akan melibatkan kemahiran inquiri, diskoveri dan metakognitif pelajar.

Aspek ini sepatutnya mendapat perhatian serious dlm sistem pendidikan kita di Malaysia.

ASSESSOR TRAINING FOR PROGRAMME ACCREDITATION (COPPA)

Pada 14-16 julai 2011 saya berpeluang menghadiri bengkel diatas bertempat di Hotel Armada, Petaling Jaya bersama lebih kurang 50 pensyarah dari pelbagai IPTA sebagai persediaan untuk menjadi panel penilai program pengajian dalam bidang bidang yang ditentukan mengikut pengkhususan masing masing nanti.

Bengkel ini sangat penting untuk mendapat kata sepakat di kalangan penilai mengenai kaedah penilaian program terbaik seperti mana yang disyorkan oleh para penilai kanan dan diselaraskan oleh pihak penganjur iaitu Malaysian Qualifications Authority (MQA), MOHE, yg bertanggungjawab mengenai isu kualiti program dan akreditasi ijazah yang dikeluarkan oleh IPTA tempatan.

Sekembali dari bengkel ini saya menyedari bahawa tanggungjawab sebagai penilai ini sangatlah berat kerana sebarang keputusan yg dibuat oleh para panel akan memberi kesan langsung terhadap kelayakan pengakreditasiaan sesuatu program/ijazah yg menentukan pula urusan pengiktirafan ijazah oleh pihak berwajib khasnya JPA dan seterusnya menentukan peluang pekerjaan para graduan program pengajian berkenaan.

Walaubagaimana pun kita percaya semua Higher Education Providers (HEP), khasnya universiti, adalah suatu badan yg bertanggangjawab dan sedar tentang keperluan menyediakan program pengajian yg berkualiti tinggi berdasarkan kriteria yg telah ditetapkan dan mereka sedia menyedari implikasi kualiti program berkenaan terhadap peluang pekerjaan siswazah yg mereka lahirkan.

MQA AUDIT CHECKLIST

QUALITY ASSURANCE (QA) AUDIT CHECKLIST

AREA 1 : Vision,mission,educational goals and learning outcomes (eg involvement of stakeholders,intensity of involvement, feedback for improvement, OBE implementation etc)

AREA 2 : Curriculum design and delivery (eg representation/ involvement of stakeholders, T&L methods, benchmarking, PEO and PO etc)

AREA 3 : Assessment of students (eg process/ methods, soft skills, application of data for improvement etc)

AREA 4 : Student selection and support services (eg criteria, quality of students, academic support, students activities/development programmes, health, sports and recreation, counselling accommodation, etc)

AREA 5: Academic staff (eg qualification and experiences, development/training plan, workload, teacher-student ratio, mentoring system, succession plan etc)

AREA 6: Educational resources ( eg infrastucture(physical), library, teaching aids, ICT facilities (hotspots, e-learning etc), resource centre, labs, etc)

AREA 7 : Programme monitoring and review (eg monitoring procedures, involvement of stakeholders, utilisation of monitoring findings for programme review etc)

AREA 8 : Leadership, governance and administration (eg structure of governance, appraisal system, best practices, non-academic/supporting staff, security and safety, QMS (eg ISO, TQM, 5S etc), internal and external assessors/advisors, satisfaction indexs (on facilities, by students, staff ans employers), employability, awards and recognitions etc)

AREA 9 : Continual quality improvement (CQI) (eg inculcation of quality culture, CQI of all areas above, implementation of programme review etc)

IINQUIRY METHOD OF T&L SCIENCE AND MATHS

1. Inquiry is a powerful means of learning substantive science/maths content

2. In doing inquiry, learners can take many different paths to learn the same science/maths content

3. Teachers need to give students responsibility for using the process skills of science/maths (such as observing, questioning, hypothesizing, predicting, planning and investigating, interpreting, communicating etc) to build a conceptual understanding of science/maths content

4. Interesting phenomena can stimulate a rich variety of questions. Questions then drive the investigation process which can either be investigable or noninvestigable. But noninvestigable questions can be turned into investigable ones.