Abstrak
Konsep pengajaran Pendidikan Berasaskan Hasil (OBE) mula diamalkan di Fakulti Kejuruteraan UKM
bermula tahun 2005. Melalui pendekatan ini, setiap program perlu menggubal objektif pendidikan
program dan hasil program setelah mengambil kira input daripada pihak berkepentingan seperti
kerajaan, majikan, dan alumni. Justeru, kertas kerja ini membentangkan kaedah yang digunakan
untuk mengukur persepsi kepentingan serta pencapaian penyataan-penyataan objektif pendidikan
program (PEO) dan hasil program (PO) bagi program-program kejuruteraan yang ditawarkan. Dalam
kaedah ini, setiap penyataan dikenal pasti ciri-ciri yang membentuknya dan dinilai mengikut skala
Likert 1-5. Kaji selidik ini dihantar kepada industri dan alumni yang ada dalam pangkalan data Latihan
Industri dan Alumni Fakulti Kejuruteraan. Soalan yang ditanya berkisar kepada aras signifikan
penyataan tersebut atau pencapaian para graduan dan alumni. Keputusan kaji selidik ini mendapati
ada beberapa komponen dalam penyataan-penyataan PEO dan PO sedia ada tidak dipersetujui oleh
kebanyakan pihak berkepentingan manakala ada komponen lain dalam penyataan yang sama masih
boleh diterima. Ini membolehkan penyataan berkenaan boleh diperbaiki supaya dipersetujui oleh
pihak berkepentingan.

Kata kunci: Pendidikan berasaskan hasil (OBE); objektif pendidikan program (PEO), hasil
program(PO).

Abstract
The teaching concept based on Outcome Based Education (OBE) has been implemented at the Faculty
of Engineering, UKM beginning in 2005.Through this approach, each programme is required todevelop
programme educational objectives and programme outcomes upon consultation with stakeholders
such as government, employers and alumni. Hence, this paper presents a method which can be used
to measure stakeholders’ perception on importance and achievement of statements of the programme
educational objectives (PEO) and programme outcomes (PO) for engineering programmes offered.
In this method, for each statement, attributes that form the statements were identiÞed and would be
evaluated based on the 1-5 Likert scale. The questionnaire were sent to industry and alumni based
on the Industrial Training and Alumni database of the Faculty of Engineering, and the questions asked
are related to signiÞcance level of the statement and the achievement of the graduates and alumni.
The result of the survey found that there are indeed several components in the existing PEO and PO
statements are not well accepted by many stakeholders, whereas other statements are accepted.
Based on this result, the statement can be improved in order to meet the stakeholders, expectation.

Keywords: Outcome based education (OBE); programme educational objectives (PEO), programme
outcomes (PO); questionaire.

Abstract
Students’ learning styles have been ignored and have been considered as an insigniÞcant component
in the learning process (Rita Dunn, 1993). Dunn said that lecturers cannot identify student’s styles
without using a multidimensional instrument. Lecturers are not aware of their own learning styles and
their learning style preferences may differ from that of their students. As such, they are unable to assess
students’ learning styles without administering proper learning styles inventory. Since little attention has
been paid to how learners learn and how teachers teach in many institutions, this research attempts to
determine the learning styles of the students, and the differences in their learning styles according to
gender and ethnicity. This research also aims is to determine the Perceptual Learning Style (PLS) of ESL
students and to analyse differences in learning styles regarding student’s demographic factors such as
gender and race. In this research, the PLS preferences of ESL students was assessed using the PLSPQ
research instrument, which Peacock (2001) reported to be of high reliability. In order to familiarise the
readers with the larger picture in determining learning styles, some other relevant research instruments
are summarised. One hundred and sixty (N=160) students from UNITEN were selected as respondents
using the stratiÞed random sampling techniques. Seventy-four female students (46.3%) and eighty-six
male students (53.8%) participated in the research. The racial composition of the samples was 56 Malays
(35.0%), 52 Chinese (32.5%) and 52 Indian (32.5%). Results revealed that the dominant learning styles
of ESL students yielded the following results. In general, students preferred the Kinaesthetic learning
style and expressed minor preference for Visual, Auditory, and Group Learning,

Keyword: Learning style, Learning Preferences, Students, Lecturers, Learning Styles Inventory, ESL

Abstrak
Kajian ini dijalankan untuk mengenal pasti sokongan yang diterima dan halangan yang dihadapi oleh
pelajar-pelajar kurangupaya di sebuah institusi pengajian tinggi awam (IPTA) di Malaysia. Sampel kajian
terdiri daripada dua orang pe lajar kurangupaya penglihatan, tiga orang pelajar kurang upaya pendengaran,
dan enam orang pelajar kurangupaya Þzikal. Data daripada pelajar kurang upaya pendengaran dan Þzikal
diperolehi secara bertulis, manakala data daripada pelajar kurang upaya penglihatan diperolehi melalui
temubual yang dijalankan dengan mereka. Isu-isu yang dibangkitkan oleh pelajar-pelajar ini adalah dari
segi kekurangan prasarana Þzikal yang mesra-Orang Kurang Upaya (OKU), jurubahasa isyarat bagi
pelajar kurang upaya pendengaran, komputer mesra-OKU, bantuan pencari maklumat di perpustakaan,
kemudahan sistem pengangkutan mesra-OKU, kerenah birokrasi dan kekurangan empati dari segelintir
warga kampus. Manakala daripada segi sokongan pula, para responden melaporkan bahawa mereka
banyak bergantung dengan rakan-rakan rapat untuk membantu mereka semasa mengikuti kuliah bagi
pelajar-pelajar bermasalah pendengaran dan untuk bergerak dari satu tempat ke satu tempat bagi
pelajar bermasalah penglihatan. Untuk meningkatkan kualiti perkhidmatan dan kemudahan bagi pelajar
kurang upaya di IPTA di Malaysia, di antara cadangan yang dikemukakan oleh responden kajian ini
adalah usaha untuk meningkatkan kesedaran dan kefahaman seluruh warga kampus mengenai cabaran
serta keperluan mereka, serta menubuhkan suatu badan yang boleh menyampaikan keperluan mereka
kepada pihak pentadbir universiti dan mengambil tindakan yang boleh mencipta persekitaran Þzikal dan
sosial yang lebih positif bagi mencapai potensi optimal mereka.

Kata kunci: Orang kurang upaya, institut pengajian tinggi, halangan dan sokongan.

Abstract
This research was carried out to identify supports received and barriers faced by students with disabilities
in an institute of higher education in Malaysia. Respondents for this research were students with vision
impairment, two students with hearing impairment, and six students with physical impairment. Data from
students with hearing and physical impairment were collected in written form while data from students
with vision impairment were collected through interviews. Among the issues brought up by these students
were inaccessible physical infrastructures on campus, lack of sign language interpreters for students with
hearing impairment, lack of computers accessible for people with vision impairment, assistance in the
library, accessible transportation system, issues of bureaucracy, and lack of empathy from the campus
community. In terms of support, respondents reported that they depended on close friends to assist
them; to follow lectures for students with hearing impairment and to move from one place to another
for students with vision impairment. To improve the quality of service and facilities for students with
disabilities in institutes of higher education in Malaysia, among the suggestions put forward by these
respondents were to increase the awareness of issues faced by students with disabilities among the
campus community and improve their understanding, to set up a council that could communicate their
needs to the university administrators in taking steps towards a more positive physical and social
environment on campus in order to provide an equal opportunity for these students to achieve their
optimal potential.

Keywords: People with disabilities, higher education, barriers and support.

Abstrak
Kajian ini dijalankan untuk membandingkan keberkesanan tiga kaedah pengajaran bahasa Arab iaitu di
antara kaedah Taqlidiyah, kaedah al-Syam’iyat al-Shafawiyah dan kaedah eklektik sistematik. Tujuan
utama kajian ini ialah untuk mengenal pasti kaedah pengajaran bahasa Arab yag paling berkesan untuk
mencapai penguasaan dalam empat kemahiran bahasa (mendengar, bertutur, membaca dan menulis).
Kajian ini dijalankan dengan menggunakan rekabentuk eksperimen quasi. Enam kumpulan pelajar
yang masing-masing terdiri daripada 50 orang pelajar di Pusat Matrikulasi Universiti Islam Antarabangsa
merupakan subjek kajian ini. Kaedah Taqlidiyah digunakan oleh golongan pensyarah yang mempunyai
latar belakang pendidikan TAFL (Teaching Arabic As First Language), kaedah al-Sam’iyat al-
Shafawiyah digunakan oleh golongan pensyarah yang mempunyai latar belakang pendidikan TASL
(Teaching Arabic As A Second Language). Manakala kaedah Eklektik Sistematik merupakan gabungan
kedua-dua kaedah Taqlidiyah, kaedah al-Syam’iyat al-Shafawiyah. Kurikulum yang digunapakai
bagi keenam-enam kumpulan pelajar dalam kajian ini adalah dikawal dari segi jantina, bangsa,
pengetahuan asas bahasa Arab dan latihan bahasa Arab di luar kelas. Kajian ini telah mengenal pasti
ciri-ciri dan langkah-langkah kaedah Eklektik Sistematik, yang dianggap sesuai untuk pengajaran bahasa
Arab kepada pelajar Melayu di Pusat Matrikulasi Universiti Islam Antarbangsa Malaysia. Hasil
kajian menunjukkan bahawa kaedah Taqlidiyah berkesan bagi kemahiran kefahaman bacaan dan kemahiran
menulis di peringkat permulaan dan peringkat pertengahan. Kaedah al-Sam’iyat al-Syafawiyah
didapati berkesan bagi kemahiran kefahaman mendengar dan kemahiran bertutur pada kedua-dua
peringkat; permulaan dan pertengahan. Kaedah Eklektik Sistematik didapati berkesan bagi keempatempat
kemahiran pada kedua-dua tahap atau peringkat iaitu peringkat permulaan dan pertengahan.

Kata kunci: Pengajaran bahasa Arab, eksperimen quasi, Eklektik Sistematik, kemahiran bahasa,
peringkat permulaan dan pertengahan, pelajar Melayu

Abstract
This study was conducted to compare the effectiveness of three methods of teaching the Arabic language
namely the Taqlidiyah, the al-Sam’iyat al-Safawi’yah and the Eclectic Systematic. The purpose
of this study was to determine which of the three methods was more effective in achieving proÞciency
in the four language skill (listening, speaking, reading, and writing). The study was carried out using
a quasi experimental design. Six groups of 50 students each from the matriculation centre of the International
Islamic University were used as sample for this study. The Taqlidiyah method used some
techniques of TAFL (Teaching Arabic As First Language), the al-Sam’iyat al-Shafawiyah method used
some of the techniques of TASL (Teaching Arabic As A second Language). While the Eclectic Systematic
method used the combination techniques of Taqlidiyah and al-Sam’iyat al-Safawi’yah method.
The curriculum for six groups of students used in this study were controlled in terms of gender,
nationality, basic Arabic language skills and Arabic language training outside classrooms. This study
has identiÞed the characteristics and the procedures of the Eclectic Systematic teaching method,
which was found suitable for the teaching of Arabic language for Malay student at the matriculation
of the International Islamic University. Results of the study showed that the Taqlidiyah method was effective
in teaching reading comprehension and writing skill for both the elementary and intermediate
levels. The al-Sam’iyat al-Shafawiyah method was effective in teaching listening comprehension and
speaking skill for both the elementary and intermediate levels. The Eclectic Systematic method
was effective in teaching all four language skills for both the elementary and intermediate levels.

Keyword: Methods of teaching Arabic language, a quasi experimental design, Eclectic Systematic,
language skill, elementary and intermediate levels, Malay students.

Abstract
The use of computer-mediated communication (CMC) in course offerings in institutions of higher
learning (IHLs) is seen as the catalyst towards producing autonomous lifelong learners. This paper
explores Malaysian adult learners’ views of participating in asynchronous online discussions,
one mode of asynchronous computer-mediated communication (ACMC), in a private university
in Malaysia as a means of aiding them to become autonomous learners in the areas of planning,
monitoring and decision making. The sample population comprised sixteen third-year adult course
respondents (n=16) enrolled in the Listening and Speaking Course (LSC) for their Bachelor in
Education (TESL) degree program. The sample comprised six (n=6) case respondents and one
tutor (n=1). This descriptive case study employed a mixed method approach. Quantitative data
were collected through a survey questionnaire, whereas qualitative data were obtained by analysing
threaded asynchronous online interactions (AOI), conducting semi-structured interviews and
analysing case respondents’ learning logs. The Þndings revealed that generally course respondents
rated their abilities in planning, monitoring and decision making as average. In-depth analysis
of six case respondents’ abilities also showed average abilities (overall average score = 3.3)
in all three aspects of learner autonomy. This study has shown that online discussions have the
potential in aiding learners in taking charge of their own learning, thus paving the way for learner
autonomy. These Þndings augur well for local and global IHLs as ACMC is seen as the next
e-wave of the future. However, for students to benefit from quality asynchronous online discussions,
it must be accompanied by an effective follow-up system backed by dedicated educators.

Key-words: Learner autonomy, computer mediated communication, asynchronous computer
mediated communication, asynchronous online discussions/interactions, Virtual Learning System,
adult learning.

Abstrak
Kajian ini bertujuan menilai penggunaan pembelajaran atas talian dalam kalangan bakal pengurus dan
pemimpin sekolah. Kajian ini dijalankan dalam dua fasa. Fasa pertama membangunkan sistem pembelajaran
atas talian menggunakan sumber terbuka Moodle. Fasa ini menekankan proses mereka bentuk
dan membangunkan prototaip sistem pembelajaran atas talian yang dinamakan e-Headship. Modul kandungan
kursus adalah yang berkaitan dengan kursus Kelayakan Profesional Kebangsaan untuk Pengurus
dan Pemimpin Sekolah (National Profesional QualiÞcation for Headship (NPQH)). Fasa kedua kajian ini
berkaitan dengan penilaian pembelajaran atas talian yang telah dibangunkan terhadap peserta kursus
NPQH yang bakal menjadi pengurus dan pemimpin sekolah di Malaysia. Penilaian dalam kajian ini adalah
berkaitan dengan kandungan pembelajaran atas talian peserta kursus yang dikaji. Peserta kursus adalah
terdiri daripada bakal pengurus dan pemimpin sekolah yang mengikuti kursus di Institut Aminuddin Baki,
iaitu institut yang memberi latihan kepada pengurus dan pemimpin sekolah. Kajian ini menggunakan reka
bentuk kajian eksperimental ujian pasca untuk melihat dapatan kajian yang dijalankan.Seramai 60 responden
yang terdiri daripada peserta kursus NPQH terlibat dalam kajian ini. Pengumpulan data dibuat melalui
borang soal selidik. Dapatan kajian menunjukkan bahawa pengetahuan, penggunaan, kemahiran dan tahap
kognitif kumpulan rawatan adalah tinggi daripada kumpulan kawalan yang menggunakan e-Headship
berbanding kaedah pengajaran dan pembelajaran konvensional. Adalah diharapkan agar pembangunan
prototaip pembelajaran atas talian ini dapat membantu pihak IAB membuat penambahbaikan terhadap
program latihan pengurusan dan kepimpinan sekolah secara lebih menyeluruh pada masa akan datang.

Kata Kunci: Pembelajaran atas talia, sumber terbuka, bakal pengurus, pemimpin sekolah and
e-Headship

Abstract
This study aimed to investigate the use of e-learning among school heads in educational management
and educational leadership. The study was conducted in two phases. The Þrst was to develop an e-learning
management system using open source software, Moodle. This phase emphasized on the processes
involved in designing and developing the e-learning management system prototype, named e-Headship.
The content of e-Headship was related to modules on the National Professional QualiÞcation for Headship
(NPQH) programme. The second phase of the study was the evaluation of e-Headship. The elements
evaluated in this paper were the e-learning content. The participants involved were those trained
as future heads of schools in Malaysia. They were all trained at Institut Aminudin Baki (IAB), an institute
for training schools’ administrators. Using quasi-experimental study design, the study analyzed participants’
respond towards the usage of e-Headship. The sample of the study comprised of 60 school heads
from one cohort. Analysis of data was done based on the parametric approach. The researchers had designed
and developed various instruments (which were represented in the form of surveys) for measuring
47
effectiveness of e-Headship based on the participants’ knowledge, usage, skills and cognitive level.
Generally, the fi ndings of the research showed that the use of e-Headship based in the participants’
knowledge, usage, skills and cognitive level was signifi cantly more effective as compared to the use
of conventional teaching and learning method. It was hoped that the use of such prototype would
help IAB in designing and developing better programmes that could benefi t the participants at large.

Keywords: e-Learning, management system, open source, school heads and e-Headship.