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TECHNOLOGY AND INNOVATION NATIONAL

CONFERENCE PROCEEDINGS
(TECHON 2015)

First Edition
First Printed 2015
TECHON 2015 (TECHNOLOGY AND INNOVATION NATIONAL CONFERENCE
PROCEEDINGS)
ISBN: 978-967-13157-5-0

Unit Penyelidikan, Inovasi dan Komersial


No part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, scanning, or
otherwise, except as permitted from Director of Politeknik Mukah.
Published by,
Politeknik Mukah,
KM 7.5, Jalan Oya,
96400 Mukah, Sarawak

Managing Transformation In Technology and


Innovation Globalization

Proceedings of the 1st National Conference of the


Technology And Innovation
(TECHON 2015)

Kuching, Sarawak
Jun 9 11, 2015

Editors:

Norhayati Binti Abd. Wahab@ Dul Ahad


Noor Aziyah Binti Said
Noraida Binti Razali
Sarimah Binti Atan
Nurfazilah Binti Mat Salleh

ii
ii

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

A SURVEY ON THE PERCEPTION OF THE EFFECTIVENESS OF


PMUFM CAMPUS RADIO IMPLEMENTATION AMONG THE
CAMPUS RADIO ANNOUNCER
Aeida Nurhafidzah Zahili, Habsah Mohamad Sabli, Abdubrani Bin Yunus

TINJAUAN KESAN FAKTOR PERSEKITARAN TERHADAP


KESELESAAN PENGGUNA DI BENGKEL KIMPALAN
POLITEKNIK UNGKU OMAR
Zuraini bt. Gani, Izwah bt. Ismail, Norliza bt. Abu, Munirah bt. Nujid

14

LEARNING ORAL PRESENTATION SKILLS USING


ISPRING PRESENTER
Agnes anak Buda, Marcus Kho Gee Whai, Bibie anak Neo

24

RELATIONSHIP BETWEEN GRIPTESTER AND BRITISH SKID


PENDULUM AS RELATED TO PAVEMENT SURFACE MATERIALS
Nur-ul Balqes binti Md. Zaid, Alvy Bartholomeus Philip

33

JOB SATISFACTION AMONG ACADEMIC STAFF IN


POLYTECNIC MUKAH SARAWAK
Habsah Mohamad Sabli, Mohammad Fardillah Wahi

50

EFFECTS OF PRECIPITATION HARDENING ON THE HARDNESS


TEST LEVEL OF 2024 ALUMINIUM ALLOY
Ananthi Jeyaraju, Rama Rao Lachanna

60

THE PHYSICAL PROPERTIES OF WATER SAMPLE COLLECTED


FROM MANGROVE ECOSYSTEM OF SG. IMAM IN TAWAU,
SABAH
Chang Sheue Nee

74

PERFORMANCE ANALYSIS FOR OPTICAL WIRELESS


COMMUNICATION CHANNELS USING DIFFERENTIAL
AMPLITUDE PULSE-POSITION MODULATION
Bong Siaw Wee

83

iii
iii

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

BIODIESEL PRODUCTION FROM USED COOKING OIL USING


TWO STAGES CATALYZED PROCESS TESTED ON SPARK
IGNITION ENGINE
Zainal Abiddin Bin Ahmad, Mohd Huzaimi Bin Md Hussin, Muhammad Bilal
Bin Mokhtar

96

10

STUDY OF STATIC ELECTRICITY DISCHARGE FROM BLACK


PEPPER POWDER FLOW
S.Thandayuthapani

108

11

PENGUKUHAN ILMU SEJARAH ISLAM MELALUI PERMAINAN


KAD SARJANA SIRAH
Noraini Ismail, Zainab Mohd Zain, Noor Azura Zainuddin, Mohd Asri
Abdullah

119

12

COMMUNITY COLLEGES TRANSFORMATION TOWARDS VISION 129


2020: SUGGESTIONS FOR IMPROVEMENT FROM THE
PERSPECTIVE OF COMMUNITY COLLEGE GRADUATES
Ahmad Rosli Mohd.Nor, Mohamad Sattar Rasul, Salleh Amat

13

APPLICATION OF RESIDUAL ENERGY PROBABILITY ON THE


LIFETIME EXTENSION OF A WIRELESS SENSOR NETWORK
Saltihie Bin Zeni

139

14

KAJIAN REKABENTUK DAN BINAAN MOTOR ARUS TERUS


MAGNET KEKAL TANPA BERUS PEMUTAR LUAR UNTUK
BASIKAL ELEKTRIK
Azhan Abdullah,Samila Mat Zali, Mohd Saufi Ahmad, Azira Adnan

152

15

ENTREPRENEURIAL ATTITUDE ORIENTATION (EAO) AND


INDIGENOUS DAYAK ENTREPRENEURS (DE) PERFORMANCE IN
SARAWAK
William Keling, Harry Entebang

175

16

GREEN MAINTENANCE: A SUSTAINABLE REPAIR APPROACH


FOR HISTORIC MASONRY BUILDINGS
Brit Anak Kayan

185

iv
iv

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

17

HYDRO-DISTILLATION PROCESS IN EXTRACTING OF


AGARWOOD ESSENTIAL OIL
Zainal Abidin Bin Ahmad, Zamri Bin Yusoff, Ahmad Fikri Bin Awang,
Muhamad Azizi Fifadli Bin Mohd Nor Rudin, Muhammad Saiful Hamizan Bin
Mohd Zait, Mohd Hafizulfikry Bin Roslan, Mohammad Zaki Iskandar Bin Mat
Zaid

203

18

BIO-LUBE OIL FROM DECOLOURIZATION PROCESS OF


RECOVERED USED BASE ENGINE OIL BY USING GINGER AS
ADDITIVES
Decklary Jawing, Christopher Simon Bejamin , Muhammad Amirul b. Mohd
Raizul , Mr Kalaiyarasu a/l Gopalan, Dr. Hj Zamri Bin Yusoff

212

19

PEMBINAAN SISTEM APLIKASI FONETIK ukm-ephonetic.com


SEBAGAI ALAT BANTU MENGAJAR
Sharifah Raihan Syed Jaafar, Zaim Zaki

221

20

THE FABRICATION OF BIOGAS SYSTEM TO PRODUCE


METHANE GAS FROM COW DUNG
Nur Husna Binti Abu Bakar, Zamri bin Yusoff, Shahidatul Aida Binti Mhd
Said, Muhammad Amirul Rashid Bin Ab Rahman, Amirul Bin Zahari, Wan
Muhammad Muslim Bin Wan Din

231

21

SEA WATER AS A POTENTIAL ELECTROLYTE IN BATTERY


POWER CELL
Abdullah Elon, Zamri Yusoff , Muhammad Adli Zahiruddin, Stephenie Anak
Gregory, Fredilla Ivy Tijah Anak John, Idzham Bin Abd Aziz, Rafli Bin
Rudding

242

22

PLATFORM CIDOS DALAM PERLAKSANAAN PEMBELAJARAN


TERADUN PELAJAR SEMESTER 1 DI POLITEKNIK KUCHING
SARAWAK
Noraini binti Harun, Lenny Kolina binti Majalis, Zaulkafli bin Mohamed

250

23

A REVIEW: IEEE802.15.4/ZIGBEE BEACON COLLISION


AVOIDANCE MECHANISM IN CLUSTER TREE TOPOLOGY
Dyg Khayrunsalihaty Bariyyah bt Abang Othman, Dr. Hushairi Zen

266

v
v

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

24

A DEVELOPMENT OF WSN BASED AQUACULTURE FARMING AT


JANDA BAIK, PAHANG
M.N. Salleh, S.M Basir, M.F.A Rasid

281

25

AMALAN KEPIMPINAN TEKNOLOGI PENGETUA DAN


HUBUNGANNYA DENGAN PENGURUSAN KURIKULUM DI
SEKOLAH MENENGAH HARIAN
Faridah Juraime, Mohd Izham Mohd Hamzah,Abang Adam Abang Deli

297

26

PEMBANGUNAN MODEL STANDARD KOMPETENSI GURU


KANAN MATA PELAJARAN: SATU ANALISIS KEPERLUAN
Abang Adam Abang Deli, Azlin Norhaini Mansor, Faridah Juraime

318

27

PANDANGAN MAJIKAN TERHADAP TAHAP KEMAHIRAN


SOSIAL PERANTIS PROGRAM SISTEM LATIHAN DUAL
NASIONAL (SLDN)
Norhayati Yahaya, Mohamad Sattar Rasul, Ruhizan Mohamad Yasin

335

28

INTELLIGENT DECISION SUPPORT SYSTEM FOR POVERTY


RELIEF DISTRIBUTION (1AZAM SCHEME): A PRELIMINARY
STUDY
Noraida Haji Ali, Azwani Abdul Manan, Masita @ Masila Binti Abdul Jalil

347

29

HUBUNGAN ANTARA BUDAYA ORGANISASI DENGAN


KETERLIBATAN INDUSTRI DALAM PROGRAM SISTEM
LATIHAN DUAL NASIONAL (SLDN)
Sariyah Adam, Mohamad Sattar Rasul, Ruhizan Mohamad Yasin

359

30

THE EFFECTS OF COOLING SLOPE PARAMETERS ON THE


MICROSTRUCTURE OF A319 ALUMINIUM ALLOYS
M.A.M. Arif, M.Z. Omar, M.S. Salleh

368

31

PRODUCTION OF BIODIESEL FROM CHICKEN FAT


Talha Ahmad Bin Faizal, Nur Liana Anira Bt Muhammad Raus,
Mohd Hafizarif Bin Mokhtar, Mohd Arif Bin Abd. Shukor,Ariffin Anuar Bin
Ahmad Khuzi, Zainal Abiddin Bin Ahmad

378

vi
vi

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

32

CUSTOMERS SATISFACTION TOWARDS


SERVICE QUALITY OF BANKING IN MUKAH, SARAWAK
Mohammad Fardillah Bin Wahi , Habsah Binti Mohamad Sabli

389

33

BUDAYA USAHAWANAN DI KALANGAN BELIA:


KAJIAN KES USAHAWAN PREMIS SELIAAN SARAWAK
ECONOMIC DEVELOPMENT CORPORATION (SEDC) DI
KAMPUNG BOYAN, KUCHING, SARAWAK
Hartyni Binti Mastor, Hasimah Binti Salleh

402

34

PEMBANGUNAN DAN KAJIAN KEBERKESANAN INOVASI


EFFECTIVE MARKER HOLDER DI KOLEJ KOMUNITI HULU
SELANGOR
Muhamad Azlin Bin Ismail, M.Azmi Bin Hj Ruzali, Norzalina Binti Mohd
Yusof

423

35

THE EFFECT OF MUKAH COAL ASH IN CONCRETE PROPERTIES


Norhayati Binti Abd. Wahab@Dul Ahad, Ifaniza Binti Ibrahim

439

36

SCANNING ELECTRON MICSROSCOPE (SEM) ANALYSIS IN MUKAH


PEAT STABILIZATION
Jawawi M.F, Taib S.N.L

454

37

CUSTOMERS INTENTION ON USING ISLAMIC PERSONAL


FINANCING
Dayang Anirul Awang Jamaludin,Thalany Kamri, Jati Kasuma, Awang
Annuar Awang Mansor

467

38

FREQUENCY REUSE TECHNIQUE FOR FEMTOCELL


LTE- BASED NETWORK
Izwah Ismail, Mohd Dani Baba, Rhoma Erma Zaini, Ilya Ismail, Zuraini Gani

479

39

THE CRITICAL SUCCESS FACTOR OF KNOWLEDGE SHARING


AMONG UNDERGRADUATE STUDENTS AT POLYTECHNIC
MUKAH SARAWAK
Hermizul Bin Napis, Suriani Binti Ramli

493

40

RETURNS TO SCALE AND TECHNOLOGY IN BROILER


PRODUCTION
Ilmas Abdurofi, Mohd Mansor Ismail

506

vii
vii

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

41

THE PREPAREDNESS OF ACCOUNTING SKILLS AMONGST


BORNEO POLYTECHNICS' STUDENTS BEFORE EMPLOYMENT
Laila Binti Musa, Fazlina Binti Abd. Rahiman

523

42

STUDY ON SURFACE ROUGHNESS AND MATERIAL REMOVAL


RATE OF DRY SURFACE GRINDING REPEAT METHOD
(MIRROR)
Abdul Razak Mohd Daim

537

43

A REVIEW ON IMPLEMENTATION OF MEPS AS A STANDARD


AND LABELLING (S&L) PROGRAM IN MALAYSIA
Khairunnisa A. R, M.Z.M Yusof, M.N.M Salleh, A.M Leman

551

44

PEMBANGUNAN PIC18FXXXX TRAINER VERSION 2 DI JABATAN


KEJURUTERAAN ELEKTRIK, POLITEKNIK MUKAH, SARAWAK
Abang Syafiqnurain Bin Haji Abang Shokeran, Chong Man Lung

563

45

PROMOSI BANDAR KOTA BHARU SEBAGAI PRODUK


PELANCONGAN NEGERI KELANTAN
Mohd Zamre bin Ab Rahman, Rahimah bt Mat Jusoh

574

46

EFFECTS OF SINTERING SCHEDULE TO THE


CHARACTERISTICS OF Fe67Cr22Al11 ALLOY FORMED
THROUGH WARM COMPACTION
Md. Mujibur Rahman, Hendri Yani Rahman, Darshan Namasivayam

593

47

SMART CABIN WITH VOICE TECHNOLOGY SOLAR SYSTEM


Roland Munang, Marcus A/k Lot, Alester Gabriel Jakuil

601

48

SMART SOLAR TRACKING SYSTEM


Alan Chai Ngee Lung, Joseph Anderwee James Ganui, Alester G Jakuil

607

49

DEVELOPMENT OF SMART SOLDERING STATION IN JABATAN


KEJURUTERAAN ELEKTRIK, POLITEKNIK MUKAH, SARAWAK
Wan Amirah Basyarah Bt Zainol Abidin, Ahmad Zulfadli Bin Musa,
Mohamad Faiz Bin Jamaludin

614

50

AN INTERACTIVE MATHEMATICS GAME USING SCRATCH


PROGRAMMING
Nurul Syuhada Joini, Nurfauza Jali, Syahrul Nizam Junaini

620

viii
viii

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

51

CAR LICENSE PLATE RECOGNITION BY USING TEMPLATE


MATCHING ALGORITHM
Fariza Mahyan, Termimi Hidayat Mahyan, Asrani Lit

631

52

CABARAN LULUSAN TEKNIK DAN VOKASIONAL UNTUK


MENCAPAI TAHAP KOMUNITI BERPENDAPATAN TINGGI
Natasha Dora Muridan, Mohamad Sattar Rasul, Ruhizan Mohamad Yasin

642

53

ANALYZING THE IMPACT OF GREEN MARKETING STRATEGIES


ON CUSTOMER PURCHASING BEHAVIOR
Mohammad Fahmy Ibrahim, Rahida Ramli

652

54

PENGGUNAAN PERISIAN I-LEDGER DALAM KALANGAN


PELAJAR SEMESTER 1 SESI JUN 2014 KURSUS DPA1013
FUNDAMENTALS ACCOUNTING DI POLITEKNIK MUKAH,
SARAWAK
Mohd Saiful Nizam B Khalid, Norhayah Bt Sabtu

672

55

PENJANA ELEKTRIK MAGNET


Alester G Jakuil, Petrus Bin Banati @ Fazzerius, Charles Sumion, Irwan @
Mohd Irwan Sakimin

686

56

DEVELOPMENT OF QR CODE FOR ELECTRONIC EQUIPMENT


TRACKING IN MAKMAL KOMUNIKASI ELEKTRONIK (MKE) AT
POLITEKNIK MUKAH (PMU) BY USING SMARTPHONE
Wan Amirah Basyarah Zainol Abidin, Ahmad Zulfadli Musa, Iskandar Bin
Reduan

696

57

TAHAP PENGGUNAAN E-LEARNING DALAM PEMBELAJARAN


DAN PENGAJARAN DI POLITEKNIK
Mohd Nasiruddin Hushim, Mohd Azam Mohd Daud, Noor Liza Wati Othman

706

58

TRANSFORMING WITHOUT TRANSFORMATIONAL LEADERS:


UNRAVELLING THE JAPANESE WAY OF LEADING CREATIVE
EFFORT
Shazlinda Md Yusof, Rozhan Othman

726

59

SIMULATION OF POWER QUALITY PROBLEMS ON A


POLYTECHNIC DISTRIBUTION SYSTEM
Kang Chia Yang, Hushairi Hj Zen, Kang Chia Chao

740

ix
ix

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

60

THE EXPLORATORY MODEL OF 7PS: AN ECOSYSTEM OF


UNDERSTANDING IN ISLAMIC BANKING MANAGEMENT
Azwan Abdullah, Abdullah Hj. Abdul Ghani, Mohd Khairy Kamarudin

753

61

BIO- ADD AS A NOVEL GREEN ADDITIVE


FOR BIODEGRADABLE NATURAL RUBBER (NR) LATEX FILM
Azura A Rashid, Muhammad Afiq Misman, Baharin Azahari

768

62

A DESIGN OF AN AUTOMATED MACHINING FEATURE (ISO 10303


AP 224) RECOGNITION SYSTEM FOR SUPPORTING AUTOMATED
COMPUTER AIDED PROCESS PLANNING
Chen Wong Keong, Yusri Yusof

779

63

KEPERLUAN PERMAINAN SIMULASI PENGURUSAN HARTANAH


ISLAM MAJDANI DALAM PENGAJARAN DAN PEMBELAJARAN
(P&P): SATU TINJAUAN AWAL
Noraini Ismail, Mohd Sadi Md Said, Amin Haji Che Ahmat, Jamahizan
Johari, Ryusda Bakri

794

64

ANALYZING OF FUSED DEPOSITION MODELING NOZZLE FOR


EXTRUDING BIOMATERIALS
Nor Aiman Bin Sukindar, Mohd Khairol Anuar Mohd Ariffin

815

65

PEMBENTUKAN KOSWER DALAM PENGAJARAN GURU


TERHADAP TUNJANG KOMUNIKASI KANAK-KANAK
PRASEKOLAH
Nor Shahida Mohd Zubir, Nor Azah Abdul Aziz, Norasikin Fabil

831

66

DEVELOPING NATIONAL IDENTITY IN MULTICULTURAL


SCHOOL
Mazlena Mohd Shah

850

67

INVESTIGATE THE VARYING NUMBERS OF LEARNERS


PERFORMANCE IN LEARNING PROGRAMMING BY
INTEGRATING VISUALIZATION AND PAIR PROGRAMMING IN
PROGRAMMING COURSES
Nurul Aini binti Sairuni, Dr Marina Ismail

869

x
x

ORAL PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

68

ENTREPRENEURSHIP DEVELOPMENT AND TAX INCENTIVES IN


NIGERIA
Shakirat Adepeju Babatunde, Kabiru Isa Dandago

871

69

TAHAP KOMPETENSI KEUSAHAWANAN DALAM KALANGAN


PELAJAR KURSUS BUDAYA KEUSAHAWANAN DI UNIVERSITI
PENDIDIKAN SULTAN IDRIS
Hariyaty Ab Wahid, Suraini Mohd Rhouse, Muhd Khairuddin Lim Abdullah,
Norsamsinar Samsudin, Wan Salmuni Wan Mustaffa, Normah Ali

892

70

INVESTIGATING THE SUPERVISIONS BOND IN TECHNOLOGY


AND INNOVATION PROJECT: A CASE IN A MALAYSIAN
TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
INSTITUTION
Affero Ismail, Razali Hassan, Alias Masek

908

71

THIXOFORMING OF A NOVELAl5%Si0.8%Cu-1.2% Mg
ALUMINIUM ALLOY
M.A.M. Arif, M.Z. Omar , M.S. Salleh

919

72

KEMAHIRAN ICT DENGAN PENGINTEGRASIAN BAHAN


PENGAJARAN BERASASKAN WEB 2.0 DALAM PEMBELAJARAN
DAN PENGAJARAN DI UNIVERSITI
Norazlinda Saad, Surendran Sankaran

928

73

HUBUNGAN ANTARA PENGGUNAAN ICT DENGAN MINAT


BELAJAR DALAM KALANGAN PELAJAR SEKOLAH MENENGAH
DI DAERAH KUALA MUDA/YAN
Surendran Sankaran, Norazlinda Saad, Harfeeny Esmail

938

74

HUBUNGAN ANTARA KEPIMPINAN DAN AMALAN


PEMANTAUAN PENGETUA DENGAN KOMITMEN KERJA GURU
Abdul Said Ambotang, Litin Pouli, Christina Andin dan Musirin Mosin

948

75

MOBILE LEARNING: The Impact of Mobile Devices and Technology in


Learning at IUKL
Abba Hassan, Sani Abubakar Sadiq, Mohammed Bulama

959

xi
xi

ORAL PRESENTATION
ISBN: 978-967-13157-5-0
76

JUN 2015

ANALYSIS ON THE DESIGN PHASE FOR MOBILE TRAFFIC


LIGHTS
Joewono Prasetijo, Mhd Hamidun Sahimin, Erwan Sanik, Basil David Daniel,
Munzilah Md Rohani, Kamarudin Ambak

xii
xii

975

POSTER PRESENTATION
ISBN: 978-967-13157-5-0

JUN 2015

77

THE KEY DRIVERS OF CLOUD TECHNOLOGY


IMPLEMENTATION IN EDUCATION MANAGEMENT SYSTEM
R.K, W.N.W Azman, M.S.M Daud, N Aziati

986

78

DOES QUALITY MATTER? INSIGHTS FROM WOMEN SMALL


BUSINESS OWNERS IN MALAYSIA
Suraini Mohd Rhouse, Hariyaty Ab Wahid

987

79

THE USE OF TISSUE CULTURE KIT (TC@SCHOLAB) IN


TEACHING AND LEARNING FOR BIOTECHNOLOGY
DEVELOPMENT
Norhayati Daud, Nursuhaidah Abdul Rashid, Hasimah Alimon, Nor
Nafizah Mohd Noor

988

80

THE IMPACT OF GREEN SUPPLY CHAIN MANAGEMENT


(GSCM) PRACTICES ON PERFORMANCE
Eta Wahab; Fawad Habib Qazi, Alina Shamsuddin

989

81

GREEN SOILS FROM PSEUDO-SOLIDIFICATION OF


DREDGED MARINE SEDIMENTS
Chee-Ming Chan

990

xiii
xiii

ORAL
PRESENTATION

xiv

A SURVEY ON THE PERCEPTION OF THE EFFECTIVENESS OF PMUFM


CAMPUS RADIO IMPLEMENTATION AMONG THE CAMPUS RADIO
ANNOUNCER
Aeida Nurhafidzah Zahili1, Habsah Mohamad Sabli2, Abdubrani Bin Yunus3
1,2,3

Politeknik Mukah

aeida.zahili.az@gmail.com, habsah@pmu.edu.my, abdubrani.yunus61@gmail.com

ABSTRACT

The purpose of this study was to identify the perception among PMUfm Radio
Announcer or also known as deejay (DJ) on the effectiveness of the Campus
Radio

implementation

in

Polytechnic

Mukah

which

focusses

on

communication skills, self-esteem and English learning development among


the radio announcer. The study also measures the degree of English learning
among female and male deejay of PMUfm. The data were obtained using
survey method and was analyzed with SPSS 21 including descriptive and
Mann- Whitney U test analysis. A total of 43 PMUfm campus radio deejays
had participated in the survey. The female consist of (60.5%), and male of
(39.5%). Overall, the perception among PMUfm DJ on the Campus Radio
implementation in Polytechnic Mukah is in high level. The Mann-Whiney U
test also indicates that the average of English learning for female respondents
are higher compared to male respondents. Further research scope should be
extended to the listeners perception in the implementation as much as the
deejays, and be divided into staffs and students, and perhaps a focus on
English Language skills among the deejays should be done to know whether
they have improved in all language criteria; namely writing, listening, reading
and speaking- or just some of them.

Keywords: English language, Self-Esteem, Communication Skills, Campus


Radio, PMUfm

1.0

INTRODUCTION

Radio in general, are becoming more and more popular in providing general
educational opportunities, as familiarity with their use improves, new ways of using
them are revised. It is possible that these media in the near future will take the brunt
of the educational burden as it reaches out to more people at ones with minimal effort
and costs involved. Polytechnic Mukah has taken this acknowledgement of radio
broadcasting purpose to help its students and staffs to learn through radio station by
initiating its own campus radio. One of the objectives of teaching English in
polytechnic education system is to enable the learners to communicate fluently,
independently and being able to use English Language in everyday life as well as
preparing the students for the real working world.

There are many ways of how one can learn English Language. Among others
are watching English drama or movies, listening to English songs, or the one method
where one could do more than just listening to English songs but also talk shows and
small talks is through a radio station, more particularly, an English medium Radio
Station. Furthermore, campus radio broadcast English program aims to assist students
and staffs to develop further the necessary language skills which enable them to
improve their spoken and written English. It also aims to improve their command of
the various sentences structure, vocabulary, various grammatical errors, structures
encountered in primary English language and widening their horizon and scope in all
subjects (Bates, 1984). Being able to be involved with a radio station with the
production team will not only enhance one creativity and self confidence, but also
help to improve communication skills and developing English Language skills.

The PMUfm Campus Radio in Polytechnic Mukah which was established in


July 2013 was hoped to help students to acquire certain skills that would help not only
to improve their English Language proficiency, but also improve their self-esteem and
develop their communication skills. These are the three key elements which would
enable the students to become more than just book smart once they have graduated.
The campus radio which is fully operated using English Language was aimed to help
not only the radio announcer (DJ) to achieve those aims, but also to reach out to other
students and staffs as the radio listeners.
2

PMUfm Campus Radio provides a few hours of daily airing with special
programmes lined for the listeners. The first part includes the general interest
programmed which is beamed out at the general group of listeners. These include
weather reports, news items and commentaries on events happening around the
campus or even around the district and state. The second part is the educational
broadcast of a high educational content which is beamed at a specific audience. These
include broadcasts for students and broadcasts for staffs in general, or any other
specific groups. These programmes, while being mainly for educational purpose may
also entertain as the campus radio tagline says Enjoy the infotainment ride!. The
programmed are planned accordingly aimed to help not only to provide students with
knowledge, learn through its segments and small talks, but also at the same time being
entertained while learning.

PMUfm Campus Radio it a nutshell is hoped not only to educate the listeners
of a larger scale, but it is especially aimed to help its own radio announcer to improve
themselves in a few areas such as self esteem, communication skills and most
importantly providing them a platform to practice and develop their English language
skills. Even though the campus radio broadcast in 100 percent English language, the
selection of the campus radio announcer is solely based on their interest in
broadcasting, and does not require them to acquire a certain level of English
Language proficiency. It is believed that one could learn at their best when they have
the interest in learning and passion in doing it.

The radio announcers, which are students of Polytechnic Mukah who came
from various levels of English Language proficiency are taught the basics of
becoming not only the radio announcer (deejay/DJ), but also exposed and taught of
the radio production works. They are taught on how to find news and articles, doing
their own editing as well as topics for their own radio programmes, they would then
have to come up with a creative way to write their scripts, discuss and read their
scripts in an interesting way so it would attract the listeners to listen to their
programmes, plan interviews, activities and quizzes to involve the listeners, and also
handle events with the listeners and the local communities, so more people would
benefit from the campus radio instead of the radio announcers themselves. Among the
daily live airing programmed are weather reports, news updates, PMU Happenings;
3

where the deejay shares about events happening around the campus, BBC Learning
English; where the deejay shares English words or idiom of the day as well as
inspirational English quotes by famous people, PMU Beats; where the deejays share
about lifestyle, useful tips and entertainment industry, and also one occasional
programmed called PMUfm 101; where the deejays get to interview other people to
talk on certain topics that interest the listeners. All these activities and programmes
are aimed to develop the students involved in their self esteem, communication skills,
and most importantly help them to improve their English Language proficiency from
time to time through their involvement. However, the use of radio has been widely
argued to be capable of motivating learners to develop self-confidence to learn and
communicate effectively in English language. This includes listening to radio, as they
talk and pronounce different words correctly. This helps listeners to set up pattern of
speech, phrase and sentence pattern through distance learning (Odera, 2006).

The objectives of this study as a matter of fact support the objectives of the
campus radio initiation objective itself, which is to measure whether the students who
are involved as the radio announcer (DJ/deejay) in PMUfm Campus Radio had
improved their abilities in three main focuses, namely the communication skills, selfesteem, and English Language skills.

2.0

LITERATURE REVIEW

Using radio as a mean of education is not a new method. It has been used
widely around the globe for many years. Strictly educational broadcasts can be used
in all forms of education. As has been suggested, their use in developing countries is
one of the few ways in which any real impact can be made on their large scale
problem of educational provision. Educational broadcasts cannot stand on their self.
But they can be usefully integrated into distance education courses and regular class
meetings). Students from different respective study major in Polytechnic education
only get to learn three levels of English for Specific Purposes, which are known as the
Communicative English I, II, and III throughout their diploma. Having a campus
radio could provide them continuity to practice and learn English not only regularly
but also more consistently, which contributes to acquiring the language skills. There
are many other countries which are using this method to reach out to more people to
4

educate them, especially those in rural areas that they could not reach. For example,
The Allama Iqbal Open University in Pakistan uses radio and television widely in
their teaching and learning process. Established in 1974, the radio programmed are
broadcast in national and 21 regional languages. The services for foreign students are
also provided in 16 foreign languages. The radio programmers for different classes
are being broadcast for Pakistani students living abroad. Pakistan Radio Broadcast
net-work is very enormous and covers nearly 98 % of population. It spread over 80
percent areas of Pakistan. FM radio service was started in 2002. Now only 8 FM
stations are providing 101 services. FM radio channel was used by the University for
its Courses Transmission from the transmitters of Pakistan Broadcasting Corporation.
The broadcast time for each course is of 15 minutes duration.
The enormously increased in students enrollment compelled the university to
increase the course related broadcast which was not possible through PBC during its
limited time. The university took a decision to establish own FM channel. Now-adays it is working successfully and FM transmission can be listened, live on internet
also (Ali, 2013). Communication skills on the other hand come together through
practices, and PMUfm Campus Radio provides the students a platform to practice
their communication skills. The teaching of communication as an outcome, along
with expert content, is important as it prepares students to communicate better
through their assessment, enter into dialogue with peers and academicians, formulate
questions to further their learning, etc. It is also integral to preparing for various
professional environments and develops skills that are important as graduates, and
sought after by employers.

Communication has traditionally been seen as verbal or non-verbal (Iksan et


al. 2012). However, our understandings of communication are based on a rapidly
evolving field that incorporates many different domains. These domains are not
necessarily mutually exclusive and can transcend a traditional perception. These
domains include face-to-face interactions (e.g. premium located meetings), digital
literacy including, email and texting, social media and virtual environments for
instance, portfolios, Facebook, Twitter, Instagram, etc. The protocols of
communicating within each domain are different in regards to the length of message,
the texts used for specific communicative purposes, intended audience, acceptable
5

norms, nomenclature, spelling/grammar conventions, etc. There are many elements to


communicating effectively that individuals need to consider when entering into some
kind of communicative interaction. Some of these elements include communication,
level of formality (usually based on relationships of power and purpose for the
communication), consideration of audiences prior knowledge, cultural aspects etc.
Some elements refer to oral, written and interpersonal communication. (Deakin
University, n.d.). Another study that demonstrated the use of English and its patterns
of interactions in the work place was conducted by Briguglio (2003).

The researcher examined the use of English as a global language in two


multinational companies in Kuala Lumpur and Hong Kong. In the preliminary
findings, it was found that in the case of Seacargo International in Kuala Lumpur,
both spoken and written English were seen as important, especially for surveyors, to
perform their work effectively. Although face to face communication was regarded as
highly important, high priority was given to written communication, particularly in
the context of an investigation. To date, not many studies have been conducted on the
language used in engineering industries in Malaysia.

PMUfm campus radio hoped that having to acquire English Language


proficiency and communication skills would enhance the students self esteem from
time to time. In sociology and psychology, self-esteem reflects a person's overall
emotional evaluation of his or her own worth. It is a judgment of oneself as well as an
attitude toward the self. Self-esteem is a disposition that a person has which represents
their judgments of their own worthiness. In the mid-1960s, sociologist Morris
Rosenberg defined self-esteem as a feeling of self-worth and developed
the Rosenberg self-esteem scale (RSES), which became the most-widely used scale to
measure self-esteem in the social sciences.

The activities and programmes done through PMUfm Campus Radio are
aimed to help its deejays and the listeners to develop in all three skills as mentioned
above; English Language skills, communication skills and self-esteem. The deejays
are given equal opportunities to get involved and show their creativities, ideas and
talents through the activities and programmed. Since the initiation of the campus radio
in 2013 to date, a significant development can be observed among the deejays in all
6

those three elements through the activities and programmes organized, which leads to
this study to measure the students developed skills and abilities in the criteria
mentioned earlier. According to Odera (2006), writing on the use of school radio
program in schools, noted that radio technology is viewed by teachers as a useful tool
for teaching and learning languages like English, French, German and Kiswahili at all
levels of education. Language programmes on radio helps to increase the students
mastery of vocabulary and pronunciation as students learn to imitate the radio
presenters. She further noted that if this learning resource is carefully selected and
used, then learning becomes more interesting effective and meaningful.
3.0

RESEARCH DESIGN AND METHODOLOGY

This study deployed a survey method to obtain data. The questionnaire


instrument contained two sections. The first section focused on obtaining
respondents demographic profiles such as age, semester, gender, department and
length of joining PMUfm. The second section consists of 30 items of communication
skills, self-esteem and English learning. For these 30 statements, this study used
Likert scale of 1 for strongly disagree to 5 for strongly agree. The questionnaire
was developed in English.

The first author personally distributed the questionnaires to 43 PMUfm deejay


at PMU in Jan 2015. This study utilized few common statistical tools to analyse the
data. SPSS Version 21 was used for this purpose. The reliability tests on the identified
variables for this study were found to be acceptable and reliable as the Cronbachs
Alpha values for all the variables are 0.937 above 0.60.

4.0

RESULTS AND DISCUSSION

Respondents Demographic Profiles


Table 1:Respondents Demographic Profiles
Characteristics

Sex

Age

Semester

Department

Duration

(%)

Male

17

39.5

Female

26

60.5

Total

43

100.0

18-20

13

30.2

20-=22

24

55.8

22-24

11.6

24-26

2.3

Total

43

100.0

15

34.9

15

34.9

11

25.6

4.7

Total

43

100.0

Civil Engineering

18.6

Electrical Engineering

2.3

Mechanical Engineering

11.6

It

7.0

Commerce Department

26

60.5

Total

43

100.0

1-6 Month

9.3

7-12 Month

16

37.2

12-18 Month

17

39.5

>18 Month

14.0

Total

43

100.0

A total of 43 respondents had participated in the survey. The survey response


rate is 100%. Table 1 presents the respondents demographic profiles. As shown, the
majority of our respondents were female (60.5%) and (39.5%) male. This includes
semester 2 (34.9%), Semester 4 (34.9%), semester 5 (25.6%) and Semester 6 only
(6%). Overall, about (55.8%) of the respondents age were between 20 until 24 years
old, followed by 18 until 20 years old (30.2%) and only (2.3%) age between 24 until
26 years old. Around (39.5%) of respondents have joined PMUfm between 12 to 18
months, and only (9.3%) are less than 6 months. Commerce department students
mostly join PMUfm with (60.5%), followed by civil engineering at (18.6%) and the
lowest of them is electrical engineering with only (2.3%).

In this study, we further performed descriptive test to examine the perception


of PMUfm deejay after joining radio campus. Table 2 presents data about means and
standard deviation values for three identified variables in this study, namely:
communication skills; self-esteem and English learning. Table 3 shows the findings
from Mann-Whiney U test to measure differ between females and males in terms of
their levels of English learning

Table 2: Mean and Standard Deviation (SD) for PMUfm radio campus in PMU.
Item

Mean

SD

4.488

0.703

4.535

0.550

I cooperate better with others to create the best results.

4.372

0.618

I encourage others to talk when appropriate.

4.000

0.900

I display empathy and maintain eye contact throughout a

4.070

.799

4.000

0.787

I deal with conflicts and differences appropriately.

4.070

0.736

I respect myself in communication with others, in order to

4.163

0.754

Communication Skills
Your involvement with PMUfm Campus Radio helps you to
improve your communication skills.
I can communicate better with friends, lecturers and the
society after I became PMUfm deejay.

conversation.
I ask for clarification by asking the best question to invite the
best answers from others.

maintain respect on dignity and rights of others.


I discover what is the best interest of others by sharing my

4.140

0.861

4.047

0.871

4.445

0.796

4.581

0.587

I have more respect toward myself after I join PMUfm.

4.488

0.768

I have more positive attitude toward myself after I join

4.442

0.881

4.140

0.804

I feel I have much to be proud of after joining PMUfm.

4.419

0.852

I can avoid conflict and confrontation most of the time.

4.000

0.724

I dont let fear and anxiety control my decision.

4.140

0.804

I dont easily get discourage.

4.210

0.709

I dont refrain from sharing my opinions, ideas, and feelings

4.070

0.856

feelings and needs whenever appropriate.


I negotiate the best solutions with all personality types by
dealing optimally with those who complain, criticize, blame
and make excuses.
Self esteem
I am more confident with myself after I became PMUfm
deejay.
I am more confident with my abilities after I became PMUfm
deejay.

PMUfm.
I think that Im a person of worth, at least on an equal plane
with others.

in groups.
English Learning
I am satisfied with my English ability I have acquired

4.465

0.767

I think learning English is important for my future.

4.814

0.450

I have become more interested in what is happening in the

4.790

0.466

4.651

0.482

4.674

0.474

through my involvement with PMUfm Campus Radio.

world through learning English.


I wish to continue using English even after I start working in
society.
I want to be able to communicate freely in English with
people around me.
10

I have fun learning English through PMUfm activities.

4.744

0.441

I think PMUfm has given me the best platform/method to

4.790

0.466

4.720

0.548

4.535

0.550

4.279

0.854

practice my English.
Attending PMUfm activities (e.g. discussion, pair or group
work, live airing, etc.) is very helpful in learning English.
Through learning English with PMUfm ,you can appreciate
more programmed such as TV, radio, internet, etc.
You wish your English lecturers can provide you
opportunities to show your language abilities as much as you
had on PMUfm.

As shown in Table 2, to examine the perception of PMUfm deejay after


joining radio campus was moderately high (3.50 and 4.49) to high mean values are
ranged between (4.50 and 5.00). For Communication skills, the highest (mean = is
4.535) which, I can communicate better with friends, lecturers and the society after I
became PMUfm deejay and the lowest mean refer to encourage others to talk when
appropriate (mean= 4.000). Self-esteem where I am more confident with my abilities
after I became PMUfm deejay with (mean= 4.581) are in high level and the lowest
one I can avoid conflict and confrontation most of the time (mean=4.000). Overall,
the majority of the respondents agreed learning English is important for my future
with opportunities for promotion based on organizational problem solving which
mean values are ranged between 4.50 and 5.00 in high levels.

Table 3: English learning between genders (Mann- Whitney U Test)


Job satisfaction
Mann- Whitney U

124.500

Wilcoxon W

277.500

-2.441

Asymp. Sig. (2-tailed)

.015

Sum Of rank

Mean Rank

11

Male

277.50

Female

668.50

Male

16.32

Female

25.71

Refer to the Table 3 above, the Z value = -2.441 significant at the .002 level
(refer to the row Asymp. Sig. (2-tailed). These results indicate the value of p (.015) <
(.05). As the value of p is smaller than the alpha (), then the results revealed that
there were significant differences between the two variables. The results are in favor
of the group female respondents, where the average English learning for female
respondents better compared to male respondents.

5.0

CONCLUSION

This study had proven that the involvement of students as the deejay or radio
announcer had helped them improved in all three criteria focused on English
Language learning, communication skills as well as self-esteem. The finding shows
that all deejays had improved in their self esteem and communication skills
throughout their involvement in the activities and programmers organized by PMUfm.
They had also improve their English Language proficiency and they strongly believed
that PMUfm had helped them not only flourish their English Language learning
interest, but also improved their English language skills throughout their duration of
participation as they could now not only felt they could communicate freely in the
language but the bonus is that they are also having the awareness that they should and
could help other students (the listeners) to improve theirs too, through the
programmed organized by the Campus Radio.

PMUfm Campus Radio had succeeded in obtaining its objective of


implementation as regarded by its deejays perception upon it through the study
questionnaire. The deejays on the other hand strongly think that the most significant
area of improvement throughout their involvement in PMUfm is their English
Language skills. Hence, campus radio in Polytechnic Mukah is among the excellent
tools for the language teaching and learning. The implementation of campus radio
should be used widely and improvised from time to time to optimize its benefits for
the deejays and the listeners. Further research scope should be extended to the
listeners perception in the implementation as much as the deejays, and perhaps the
study on the listeners could be divided into categories of students and staffs. A focus
on English Language skills among the deejays should be done to know whether they

12

have improved in all language criteria; namely writing, listening, reading and
speaking- or just some of them.

REFERENCES

Ali (2013). Radio for Equitable Education to All, VFAST Transactions on Education
and Social Sciences.

Bates, A. (1984). Broadcasting in education: An evaluation. London: Constable.

Briguglio, C. (Ed.). (2003). Gathering linguistic data from two multinational


companies: Intercultural communication in the workplace. In Proceedings
from the 5th ABC European convention. Lugano, Switzerland.
Cooper, C & Mira, M (1998). Who should assess medical students communication
skills: their academic teachers or their patients?, Medical Education, vol. 32,
no. 4, July, pp. 41921, retrieved 23 February 2015.

Deakin University (n.d.). Communication skills, pp. 1-15, retrieved 23 February 2015.

Holmberg, B. (1985). Status and Trends of Distance Education, Lund, Laktor


Publishing.
Odera, F. Y. (1996). School radio broadcasting: A case study of its use in selected
institutions in Nyanza Province. Kenya. Odera,

Odera, F. Y. (2006). Learning Kiswahili language by radio at distance in secondary


schools in Nyakach. Nyando District, Kenya.

13

TINJAUAN KESAN FAKTOR PERSEKITARAN TERHADAP KESELESAAN


PENGGUNA DI BENGKEL KIMPALAN POLITEKNIK UNGKU OMAR
Zuraini bt. Gani 1 , Izwah bt. Ismail 2, Norliza bt. Abu3 ,Munirah bt. Nujid4
1,2

Politeknik Ungku Omar, 3Politeknik Sultan Abdul Halim Muadzam Shah, 4Politeknik
Port Dickson.
zyreena@yahoo.com, izwahismail@gmail.com, norlizaabu@yahoo.com,
munirah.nujid@yahoo.com

ABSTRAK

Faktor persekitaran seperti suhu, cahaya, bunyi dan kelembapan relatif


memainkan peranan penting dalam mempengaruhi produktiviti pekerja dalam
jangka masa yang panjang sekali gus menyebabkan ketidakselesaan dan
mempengaruhi produktiviti pekerja. Kajian ini bertujuan untuk melihat kesan
faktor persekitaran di bengkel kimpalan Politeknik Ungku Omar. Objektif kajian
ini ialah meninjau tanggapan pengguna bengkel kimpalan melalui kajian tentang
tahap keselesaan mereka terhadap faktor

kecerahan, bunyi, suhu dan juga

kelembapan relatif di bengkel kimpalan serta menilai keselesaan ergonomik


terhadap pengguna-pengguna bengkel kimpalan tersebut dalam waktu-waktu
tertentu. Selain daripada itu, ia juga dilakukan untuk mengenal pasti ciri-ciri
faktor persekitaran yang ergonomik di bengkel kimpalan Politeknik Ungku Omar
serta kesan produktiviti ke atas pensyarah dan pelajar-pelajar yang terlibat
ketika proses pembelajaran dan pengajaran sedang berlangsung. Data dikumpul
menggunakan peralatan Thermal Comfort. Seramai 48 orang termasuk pelajar
dan pensyarah terlibat dalam kajian ini yang mana ia melibatkan pensyarah dan
pelajar-pelajar. Kaedah analisis data yang digunakan ialah dengan menggunakan
indeks PMV (Predictive Mean Vote) dan juga PPD (Predicted Percentage of
Dissatisfied). Melalui kajian ini menunjukkan adanya hubungan antara faktor

persekitaran dan produktiviti terhadap pengguna bengkel kimpalan. Hasil kajian


ini akan membantu dalam membangunkan satu persekitaran yang lebih baik dan
14

selesa bagi memastikan pembelajaran dan pengajaran di bengkel kimpalan


Politeknik Ungku Omar dapat dilaksanakan dengan berkesan.

1.0

PENGENALAN

Faktor persekitaran memberi kesan utama terhadap produktiviti pekerja dan juga
sesi pembelajaran pelajar. Kriteria persekitaran yang boleh diambil kira termasuklah
suhu, pencahayaan dan keselesaan terma. Adrian-Constantin (2014), ergonomik
ditakrifkan sebagai mempertimbangkan keadaan persekitaran dan kekangan pada
sesebuah organisasi dengan menggunakan pengetahuan berkenaan had dan keupayaan
manusia. Tujuan ergonomik ialah mereka bentuk operasi, alatan, sistem teknikal dan
tugasan bagi mempertingkatkan keselamatan manusia, kesihatan dan tugasan, keselesaan
dan pelaksanaan (Dul & Weerdmeester 2008). Bekerja dalam keadaan yang tidak selesa
dalam jangka masa yang panjang akan memberi kemudaratan kepada kesihatan badan
dan boleh mengundang kecelakaan serta menyebabkan produktiviti terjejas maka objektif
pembelajaran dan pengajaran tidak akan tercapai.

Merujuk kepada keadaan ketika ini, masyarakat mula menyedari dan mengambil
kira kepentingan ergonomik dalam kehidupan seharian terutamanya bagi memastikan
keselamatan dan keselesaan dalam tempat kerja dan persekitaran. Faktor ergonomik amat
penting dalam mempengaruhi persembahan dan produktiviti sesuatu organisasi, kilangkilang pengeluar dan juga syarikat-syarikat servis (A.R Ismail 2009). Pencapaian kerja
yang rendah sememangnya dipengaruhi oleh keadaan persekitaran tempat kerja dan juga
peralatan yang digunakan adalah tidak bersesuaian. (Hollnagel, 2013) telah menjelaskan
bahawa pembangunan kajian kendiri dan kajian secara terperinci untuk menyahut cabaran
dan menyumbang sesuatu yang lebih baik adalah salah satu sumbangan ergonomik.
Kajian ini menjelaskan keputusan pengukuran faktor-faktor ergonomik yang dijalankan
di bengkel kimpalan yang bertempat di Politeknik Ungku Omar, Ipoh. Tujuan kajian
pengukuran ini dibuat adalah untuk mengkaji kesan faktor-faktor persekitaran seperti
suhu, pencahayaan dan keselesaan terma sepanjang sesi pembelajaran dijalankan di

15

dalam bengkel tersebut. Lokasi kajian dilaksanakan di bengkel kimpalan, Politeknik


Ungku Omar, Ipoh, Perak.

2.0

METODOLOGI

Rajah 1 menunjukkan pelan bengkel kimpalan di Jabatan Kejuruteraan


Mekanikal, Politeknik Ungku Omar yang mana ia menunjukkan kedudukan stesen
kimpal arka, stesen kimpal gas, bilik pensyarah, meja kerja dan bilik simpanan silinder
gas oksigen dan silinder gas karbon dioksida.

setor
Scrap
box

Stesen kimpalan arka


Bilik pensyarah

F
A

H
C

5
4

Meja
kerja

11
12

Stesen
8 kimpalan
13
gas
9
14

10

16
17
18
19

15
Silinder
gas
Oksigen

20
Silinder
gas
karbon
dioksida

BENGKEL KIMPALAN JAB.KEJ. MEKANIKAL


POLITEKNIK UNGKU OMAR

Rajah 1: Pelan Kedudukan Bengkel Kimpalan, Politeknik Ungku Omar

Jadual 1 di bawah menunjukkan jadual jumlah pelajar yang akan menjalani kerjakerja kimpalan pada dua sesi iaitu jam 10.30am-12.30pm dan 2.30pm-4.30pm yang mana
setiap sesi mengambil masa selama dua jam.

16

Jadual 1 Penggunaan Bengkel Kimpalan, Politeknik Ungku Omar


BENGKEL

KELAS

JUMLAH PELAJAR

JUMLAH PELAJAR

LELAKI

PEREMPUAN

10.30am-12.30am

DEM 1

37

2.30pm-4.30pm

DKP 1

30

Stesen kerja yang dipilih merupakan Bengkel Kimpalan, di Jabatan Kejuruteraan


Mekanikal , Politeknik Ungku Omar :
1- Stesen kerja ini adalah tempat pembelajaran bagi pelajar Politeknik Ungku Omar
yang menjalankan kerja amali bengkel yang wajib ke atas kursus yang diambil
pelajar.
2- Stesen ini mengandungi 25 jenis mesin kimpalan arka dan 20 buah mesin
kimpalan gas . Kajian ini dilakukan selama 1 hari bekerja sebanyak 2 sesi. Sesi
pertama bermula jam 10.30 pagi hingga jam 12.30 tengah hari dan sesi kedua
bermula 2.30 petang hingga 4.30 petang.
3- Alat Thermal Comfort dipasang antara mesin-mesin supaya pembacaan yang
diambil stabil tanpa gangguan.
4- Dari alatan Thermo-comfort ini, bacaan akan diperolehi untuk:
-

Suhu

Pencahayaan

Bunyi

Kelembapan

Tekanan

Karbon dioksida

17

Rajah 2 menunjukkan kawasan kimpalan arka di Bengkel Kimpalan, Politeknik


Ungku Omar.

Rajah 2: Stesen kimpalan arka

Rajah 3 menunjukkan ruangan kimpalan gas di Bengkel Kimpalan, Politeknik


Ungku Omar.

Rajah 3: Stesen kimpalan gas

3.0

KEPUTUSAN

Rajah 4 menunjukkan graf hubungan antara karbon dioksida melawan masa dan
juga pencahayaan melawan masa. Graf menunjukkan jumlah karbon dioksida tinggi pada
jam12.20 tengah hari ketika sesi 1 pembelajaran. Manakala ia semakin berkurangan pada
jam 4.30 petang. Bagi graf jumlah cahaya pula, pencahayaan berada pada keadaan
maksimum ketika jam 2.50 petang diikuti jam 11.30 pagi. Ini menunjukkan pencahayaan
berada dalam keadaan baik.

18

Rajah 4: Graf Karbon Dioksida dan pencahayaan melawan masa.

Rajah 5 menunjukkan graf peratusan kelembapan melawan masa dan juga


peratusan hingar melawan masa. Di dapati daripada graf peratusan kelembapan melawan
masa keadaan kelembapan paling tinggi pada waktu 11.30 pagi dan juga 2.25 petang.
Manakala bagi keadaan hingar melawan masa, keadaan hingar tercatat kan berada pada
keadaan paling maksimum pada jam 9.00 pagi dan semakin menyusut pada jam 4.30
petang.

Rajah 5: Graf Peratus kelembapan dan bunyi melawan masa

19

Rajah 6 di bawah menunjukkan graf suhu melawan masa. Suhu dicatatkan berada
pada keadaan paling panas bermula daripada jam 2.00 petang sehingga jam 4.30 petang
iaitu sebanyak 32o Celsius. Bagi keadaan suhu keadaan tertutup pula ia mencapai suhu
sehingga 35o Celsius pada jam 2.00 petang hingga jam 4.30 petang.

Rajah 6: Graf Suhu melawan masa

4.0

PERBINCANGAN

Selepas keputusan dianalisis, predicted mean vote (PMV) digunakan untuk


mengukur keselesaan terma berdasarkan zon bekerja. Parameter yang diambil kira
termasuklah keadaan metabolism, pemakaian, kelajuan udara, suhu dan kelembapan.
Nilai PMV merujuk kepada skala keselesaan yang merangkumi julat -3 hingga 3. Nilai
PMV tadi digunakan untuk dibandingkan dengan Peratus Anggaran Ketidakpuasan PPD
(Predicted percentage dissatisfied). PPD ini digunakan untuk mengira kepuasan
keselesaan terma di kalangan pekerja. Daripada data yang diperoleh, keputusan boleh
diplot dalam bentuk graf berikut:

20

Daripada Rajah 7 di bawah, didapati hampir 100% pelajar tidak berpuas hati dan
tidak mencapai keselesaan di bengkel kimpal. Jika dibandingkan dengan skala keselesaan
ASHRAE nilai yang diperoleh adalah melangkaui julat 3 dan ini menunjukkan bengkel
tersebut terlalu panas.

Rajah 7: Graf PPD sebagai fungsi untuk PMV

Keselesaan terma memberi kesan yang besar terhadap produktiviti dan kepuasan
hati pelajar terutamanya bagi mereka yang berada di tempat yang tertutup dan agak padat.
Untuk mendefinisikan keselesaan terma itu sendiri amat sukar kerana kita perlu
mengambil kira keadaaan persekitaran dan factor peribadi apabila mengambil kira faktor
suhu dan pengalih udaraan yang boleh memberikan kesan kepada keselesaan. (Ismail,
2009). Tanpa pengalih udaraan yang sesuai, tempat pembelajaran akan mendatangkan
masalah disebabkan udara panas yang berkumpul serta pencemaran udara dan
mengakibatkan ketidakselesaan. Ketidakselesaan yang berpanjangan dan berlarutan akan
menyebabkan produktiviti pelajar di dalam bengkel terganggu dan secara tidak langsung
objektif pembelajaran tidak tercapai.

21

4.1

Cadangan Penambahbaikan

Rolling door

Rolling door

Rolling door

Rolling door

Rolling door

setor
P

Scrap
box

Stesen kimpalan arka


Bilik pensyarah

F
A

Meja
kerja

11

16

12

17

Stesen
kimpalan
gas

13

14

10

15
Silinder
gas
Oksigen

Rolling door

Rolling door

Rolling door

H
C

18
19
20
Silinder
gas
karbon
dioksida

BENGKEL KIMPALAN JKM PUO

Rajah 8: Pelan cadangan penambahbaikan bengkel kimpalan

Daripada keputusan yang diperoleh, banyak penambahbaikan boleh dilakukan.


Secara

ringkasnya

ianya

boleh

dipecahkan

kepada

dua

faktor

utama

iaitu

penambahbaikan terhadap bengkel itu sendiri dan yang kedua penampilan pelajar yang
terlibat (Kleiner, 2006) Merujuk kepada cadangan plan penambahbaikan antara perkara
yang boleh dilakukan ialah menambah saluran pengudaraan gas karbon dioksida yang
lebih fleksibel. Tingkap yang sedia ada boleh digantikan dengan pintu gelongsor supaya
senang dibuka bagi tujuan pengudaraan yang lebih berkesan. Pencahayaan perlu diambil
kira dengan menambahkan lampu yang lebih terang iaitu di antara 1000 hingga 2000 lux.
Bagi mengatasi panas yang melampau kepadatan pelajar juga boleh dikurangkan supaya
pengalih udaraan boleh berlaku dengan meluas.

Bagi tujuan mengatasi tekanan akibat kepanasan, air minuman perlu disediakan di
dalam bengkel tersebut. Waktu rehat juga perlu disediakan dan masa bagi pelajar untuk
berada di dalam bengkel tersebut perlu di hadkan selama 2 jam sahaja. Kipas perlu
dipasang dengan lebih banyak supaya terdapatnya perolakan udara. Bagi pelajar pula

22

perlu memakai pakaian keselamatan bengkel yang bersesuaian serta tidak terlalu tebal
supaya pakaian yang digunakan tidak merangkap terlalu banyak haba di badan.

5.0

KESIMPULAN

Hasil kajian mendapati persekitaran di bengkel kimpal amat panas dan ini
menyebabkan ketidakselesaan pelajar dan pensyarah. Keputusan kajian ini telah dibuat
dengan mengambil kira faktor persekitaran serta penampilan pelajar itu sendiri. Oleh itu
perubahan perlu dilakukan untuk mencapai reka bentuk yang lebih ergonomik bagi
membantu proses pengajaran dan pembelajaran berjalan dengan lancar dengan merujuk
kepada pelan penambahbaikan struktur bengkel kimpalan dan juga penambahan pintu
gelongsor bagi tujuan pengaliran udara yang lebih baik.

RUJUKAN

Adrian-Constatin Achim. (2014) Risk Management Issues in Policing: From Safety Risks
faced by Law Enforcement Agents to Occupational Health, Procedia Economics
and Finance 15 ( 2014 ) 1671 1676.

Brian M. Kleiner [2006]. Analysis and design of work systems, 92-94


Dul. J & Weerdmeester(2008). Ergonomics for beginners. A quick reference Guide. 3rd
edition.
Hollnagel E. (2013), Human factors/ergonomics as a systems discipline? The human
use of human beings revisited , Applied Ergonomics, 45, Pg 40-44.

A.R Ismail, N.Jusoh, K.Sopian, I.M.S Usman, R.Zulkifli, M.N.A Rahman.[2009]


Thermal Comfort Assessment: A study at Malaysia Car Manufacturer, 1037-1045

23

LEARNING ORAL PRESENTATION SKILLS USING


ISPRING PRESENTER

Agnes anak Buda, Marcus Kho Gee Whai, Bibie anak Neo
Politeknik Kuching Sarawak
agnes.b@poliku.edu.my, marcus.k@poliku.edu.my, bibie.n@poliku.edu.my

ABSTRACT

The ability to present in front of an audience is one of the crucial skills


that need to be mastered by second language learners. Unfortunately, in
polytechnic, a number of students have reported difficulty in doing so due
to their lack of understanding and interest towards oral presentation
skills. Complaints included that students found the topic as dry and
challenging. This problem may likely be improved by using technology
developed towards grabbing students attention and achieve the target
which is to make them understand the topic. In this study, an oral
presentation skills topic is taught via iSpring Presenter (ISP), interactive
software that could bring life to the so called dry topic. A sum of 30
students from Diploma in Accountancy was selected through convenience
sampling method. The students were asked to go through the learning
contents via ISP and at the end of the activity, they were requested to give
feedbacks regarding the effectiveness of the ISP using a questionnaire.
The data was analysed using descriptive statistic (mean). The result
showed that students gave positive feedback towards the teaching of oral
presentation skills through ISP such as teaching oral presentations skills
via ISP is a useful way for the students to learn in flexible way. Besides,
the students also agreed that they can improve their understanding in oral
presentation. Hence, the collaboration between lecturer and students is
essential in determining the success of implementing learning activities
using ISP.
24

Keywords: Oral Presentation Skills, iSpring Presenter, Technology,


Effectiveness, Polytechnic Students,

1.0

INTRODUCTION

Twenty-first centuries has shown a rapid growth on the development of


information, communication and technologies (ICT). It does not only change the way
people communicate or interact with each other but also the way education systems
work. According to Prensky (2001), the 21st century students represent the first
generations to grow up with this new technology (who) have spent their entire lives
surrounded by and using computers, video games, digital music players, video cams,
cell phones and all the other toys and tools of the digital age (p.1). Hence, from a
traditional chalk and talk back in the earlier years, we have come to an era where
knowledge and information are on the tips of our fingers as what people nowadays
perceive it as it is. Therefore, there is a growing demand on educational institutions
around the globe to use ICT to teach the skills and knowledge students need for the
21st century (UNESCO, as cited in Buabeng-Andoh & Totimeh, 2012). There is no
denial that the growth of technologies has affected the way people teach and learn.

It is always a challenge for the students to excel their presentation especially


in front of the class. Often they startle and confuse when asked to do the presentation
even though they know it is part of the assessment. A study conducted by Kho (2014)
showed that the area of oral presentation difficulties that was most challenging for the
polytechnic students was delivery, especially when dealing with the language use and
anxiety management. In polytechnic, they are taught about the skill but due to time
constraints as oral presentation is taught as part of the course, these students do not
have enough exposure that they need and in order to prepare themselves for the real
life working experience. At the same time, insufficient tools used to teach is also one
of the limitations that hinder the students from not only understanding but enjoying
the topic. Kvaviks study (2005) informs us that students preferred technology in
moderate mounts as a supplement to their courses.
25

Therefore, to help them with the skills needed, the advancement of technology
was incorporated with the additional knowledge about oral presentation skill to
develop a new teaching aid. In this research, software called iSpring Presenter was
used for that purpose in order to provide them with additional information needed to
know more about oral presentation skills. Thus, the aims of this paper are to enable
students to learn oral presentation skills through software, i.e ISP and also to obtain
the effectiveness of ISP usage.

2.0

ISPRING PRESENTER (ISP)


In order to incorporate the advancement of todays technology and the skills

needed in oral presentation, software called iSpring Presenter (ISP) is used. ISP is an
authoring tool used for rapid e-learning users. ISP integrates with Microsoft
PowerPoint and this will allow anyone to convert existing notes into self-study
material with just a few clicks. ISP will appear as an add-in in Microsoft PowerPoint.
It provides full access to impressive e-learning features that can swiftly build a
complete course or an assessment. ISP publishes learning materials to all devices
using an innovative Flash+HTML5 format. So, it allows anyone to create professional
e-learning courses for web and mobile devices (Android, IOS and window phone).
Most importantly, its content is compatible for any Learning Management System
(LMS) which includes Curriculum Information Document Online System (CIDOS)
that is being used in polytechnic.

ISP also allows the students a more engaging way of studying as any
presentation can be enhanced with voice overs, YouTube videos and Flash movies.
Any course created with ISP instantly adapts to screen size and orientation ensuring
the learners experience is consistently optimized for their screen of choice. Apart
from that, ISP enables quizzes and surveys to be conducted. Therefore, it allows
anyone who accesses the notes to test their understanding at the end of the session.
However, the process does not stop there as any answer given will be assessed
immediately. In other words, it is an interactive quiz as ISP provides room to design
26

quizzes that seamlessly integrate into the course. Through ISP, the lecturers for
example have other options than the normal Microsoft PowerPoint. ISP makes
learning content and topics become even more engaging and spring to life with video
explanations. The lecturers can record or import video, sync it with slides and
animations and produce effective video lectures. Figure 1 below shows the preface of
the quiz provided in ISP.

Figure 1: Example of the preface of the quiz

Apart from being useful to the students, ISP, at the same time give way to the
lecturers to continue to educate even after the class has finished by uploading it in
CIDOS. By doing so, students are given more knowledge and time to discover oral
presentation skills outside of their normal class hours. In other words, it encourages
student-centered learning process. When students involved directly with the learning,
they will understand the skills better. It is hope that they could also overcome their
fear of presenting in front of the others and build better confidence.

3.0

RESEARCH METHODOLOGY

The survey on the use of this innovative approach was carried out in
Politeknik Kuching Sarawak. A total number of 30 students were involved in the
research. These students are semester one students of Kuching Polytechnic, majoring
in Diploma in Accountancy. They are also taking a course on oral presentation skills
namely Communicative English 1 (DUE1012) which require them to conduct an
27

academic oral presentation as parts of the assessment. Participants are encouraged to


learn Oral Presentation Skills using ISP after their normal class hours. The lecturer
will provide them with the learning aids by giving it to them via thumb drive as the
size of the material is not big. Besides that, it is also uploaded in CIDOS whereby
students can access to it according to their own spare time including weekends or
semester break. Apart from CIDOS, students can access to it through e-learning labs
available in polytechnic.

This survey used questionnaire as its medium of instrument. 4 point Likert


scale was then employed to rate the questions ranging from Strongly Disagree to
Strongly Agree. There are 10 main items or questions in the questionnaire, whereby
it covers the effectiveness of ISP (Q1, Q4, Q8, Q9 and Q10) and its benefit to
students (Q2, Q3, Q5, Q6 and Q7). The questionnaires were distributed to the
students during their normal class session. It was distributed by the researchers
themselves in order to avoid any confusion which they could explain the instructions
and clarify any possible doubts. The questionnaires were then collected upon
completion. The data obtained from the questionnaires were analyzed by using
Statistical Package for the Social Sciences (SPSS). Descriptive statistics was then
employed to find out the whether students provide positive feedback or otherwise.

4.0

RESULTS AND DISCUSSION

Based on the data analyses, students gave positive feedback to the


effectiveness of ISP as a tool to teach and learn Oral Presentation Skills. They found
ISP as very helpful because information delivered to them was sufficient as the
content delivered were relevant, appropriate and clear. It meets the needs of the
course. Figure 2 below showed an example of the slide found in the ISP.

28

Figure 2: Example of the content taught using iSpring Presenter


At the same time, this survey also proved the effectiveness of ISP to the
students of polytechnic as they agreed that the topic taught using ISP did actually add
to students learning experience and they also agreed that ISP makes their learning
more interesting and also useful than what they normally experienced in the class. In
class, the subject matter expert would explain the theory but due to time constraints
and other reasons, the information delivered might not be able to be digested by the
students. Thus, ISP played the role as their helping hands. Furthermore, LE Ciolan
(2013) stated that students can self-organize their learning and this mainly possible
with the contribution of technology. Therefore, ISP was proven to actually help the
students in their learning.

Not only that, the result also indicated that students can improve their
understanding in the topic better as it fitted their learning styles. Prensky (2001) study
on Digital Natives said that Our students today are all native speakers of the
digital language of computers, video games and the Internet. Therefore, ISP fitted
perfectly in the way students nowadays studied. In term of assessment given using
ISP, the students were satisfied and 80% of them agreed that the assessed elements
were appropriate for the learning objectives, given 30 minutes as the time allocated to
perform the task. Overall, the students believed that they can improve their
understanding on Oral Presentation Skills with the help of ISP. Table 1 below shows
the overall result of the finding.
29

Table 1: Mean values for each statement on participants perception on the use of ISP
Statements

Mean

I enjoy using ISP as a tool to study Oral Presentation Skills.

3.20

The content met the needs of my preferred learning style.

3.03

The content was relevant, appropriate and clear.

3.17

ISP adds to my learning experience.

3.17

Maximum responses times (30 minutes) to learner queries were defined.

3.07

The assessed elements were appropriate for the learning objectives.

3.20

ISP provides me with enough information about Oral Presentation Skills. 3.20
ISP makes learning Oral Presentation Skills more interesting.

3.20

I find having Oral Presentations Skills taught in this way is very useful.

3.27

I believe I can improve my understanding in Oral Presentation Skills better.3.27

Therefore, future and current teachers should focus on creation and


management of meaningful learning experiences, and on capacity to create and use
diversity of learning scenes, real or virtual, capable to engage learners and to enhance
the learning processes (LE Ciolan, 2013).

5.0

CONCLUSION

The positive feedback from the students had proven that the usage of ISP was
indeed a very useful tool in making them understand Oral Presentation Skills better.
Students were more attracted to this approach as they were very close to the usage of
technologies in their daily life including studies. Oblinger (2005) for instance portrays
a vision of technological utopia, something that supposedly exists today, where
students are proactively using their iPods to learn, snap photos everywhere they go
and use these tools for impromptu study meet-ups. Therefore, these students found
ISP as very interesting and willing to learn more about the topic on their own. It is
highly recommended that English lecturers should incorporate ISP as one of their
teaching tools because it can make the learning environment more interesting and
enjoyable.
30

Besides that, it is not impossible for the students to perform better in the topic
through the help of ISP because they themselves believe they understand the topic
better. At the same time, continuous monitoring from the lecturers should be done so
that they can keep track on the students performance and assistance needed. Hence,
the collaboration between lecturer and students is essential in determining the success
of implementing learning activities using ISP. It is also recommended that further
studies be carried out, focusing on the lecturers perceptions on the use of ISP in their
teaching activities.

REFERENCES

Buabeng-Andoh, C., & Totimeh, F. (2012). Teachers' innovative use of computer


technologies in classroom: A case of selected Ghanaian schools. International
Journal of Education & Development using Information & Communication
Technology, 8 (3).

Ciolan, L. E. (2013). SETTING THE SCENE. HOW TO CREATE MEANINGFUL


LEARNING EXPERIENCES FOR DIGIKIDS. In Conference proceedings
of" eLearning and Software for Education"(eLSE) (No. 01, pp. 31-34).

Fill, K. (2005) Student-focused Evaluation of eLearning Activities. Short paper


presented at the European Conference on Educational Research, University
College Dublin, Ireland, September 2005.
[Available online: http://www.leeds.ac.uk/educol/documents/143724.htm]

Koutropoulos, A. (2011). Digital natives: Ten years after. MERLOT Journal of


Online Learning and Teaching, 7(4), 525-538.

31

Kho, M. G. W., & Chuah, K. M. (2012, July 17-18). Encouraging ESL discourse
exchanges via Facebook: A study on engineering students. Proceedings of 2nd
Innovation Conference and Exposition 2012, Shah Alam.

Kho, M.G.W. (2014). A study on the areas and causes of academic oral presentation
difficulties faced by Malaysian polytechnic students. (Unpublished Masters
research project report. School of Educational Studies, Universiti Sains
Malaysia)

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5),
1-6.

32

RELATIONSHIP BETWEEN GRIPTESTER AND BRITISH SKID


PENDULUM AS RELATED TO PAVEMENT SURFACE MATERIALS
Nur-ul Balqes binti Md. Zaid1, Alvy Bartholomeus Philip2
1

Kolej Komuniti Jasin, 2 Politeknik Merlimau

aqes_80@yahoo.com.my,alvy_79@yahoo.com.my

ABSTRACT

Good road comfort for road users. Road surface texture is very important for
road users, to prevent road accidents from happening. There are many tools used
to measure the slip road surface as seen on highways. Tools such as the British
Pendulum and Griptester are often heard used to test the slip road surface. Both
tools are traditional tool and modern equipment, each with different way of
application, but with the same purpose of which is to measure the slip road
surface. The main objectives of this study are to find relationship between British
Pendulum and Griptester, and to develop an evaluation model to predict the grip
number using British Pendulum value. However, the tests conducted were only
done on one type of surface material composed of ACW20 on the Express Road in
Selangor and State Road in Melaka. Both tools were applied for each location.
After the data has been obtained from the tests plotted to see the difference or
relationship between these two devices, it can be indicated that there is a very
weak correlation of R2. From the analysis, this study shows that the correlation of
R2 is below 0.19. The study recommends further investigation on more testing on
different types of surfaces to improve the understanding on the correlation
between the British Pendulum Value and Grip Number.

Keywords: skid resistance, Pendulum, Grip Test, correlation, surfacing material

1.0

INTRODUCTION

Road has played an important role in the trade and transportation system
throughout the world, and it becomes rapid increase in the pavement infrastructure
development in Malaysia. Gazzette roads under Federal Roads Ordinance are usually
33

roads linking the state capitals, airports, railway stations and ports.

Currently,

Malaysia has more than 80,300 km roads. The road is divided into three main
categories namely toll expressway (1,700 km), federal roads (17,500 km) and state
road (61,100 km) whereas their life spans are between 10 to 15 years (Zakaria and
Hassan, 2005).

Local authority road (city mall, municipal or local council) or

kampung (district office) road is depending upon jurisdiction and normally


maintained by responsibility local authority (Haron, 2004).

Various testing and environment factors can affect the skid resistance.
Understanding the factors that exist is important when trying to relate the result from
different devices (Wallman and Astrom, 2001). There are many devices used to
measure skid resistance based on different surfacing material. However for this
paper, two devices namely British Pendulum Tester and Griptester are used to find
relationship between and value effect.

Skid resistance can be determined by a number of pieces of equipment. One of


them is rubber material (vehicle tire) which is used to measure the frictional
resistance over the road surface. One of the long standing devices is the manually
operated British Pendulum (Figure 1.0) which has a small rubber foot (75 X 25 mm)
attached to a pendulum that swings over the road surface. The frictional resistance is
measured against a scale attached to the equipment.

Other more recent and automated devices used tires that rotate at rates less
than that of the tires of the vehicle they are attached to, resulting in a braking or
sliding action. The braking rate may be fixed or varied and the tire may be straight or
set at an angle. Recording of test results is now automated allowing for greater
quantities of data to be collected and more easily analyzed. Testing can be done
using smooth or treaded tires, but for better and more consistent result, the smooth
tire is preferred. Automated testing within the Transport Services Division utilizes a
Griptester (Figure 1.1).

Based on Table 1.0, process monitoring such as the network laser texture
surveys or visual analysis is recommended at minimum level of testing for low skid
resistance demand zone. As for medium skid resistance demand zone, targeting
34

testing is suggested for minimum level of testing. For instance, there are portable and
towed devices such as British Pendulum, Griptester and ROAR. Besides that, network
monitoring such as SCRIM is recommended for minimum level of testing for high
skid resistance demand zone. Also, high density urban zone is suggested to use
SCRIM or Griptester as minimum level of testing for inaccessible sites.

Table 1.0: Zones of skid resistance demand (Austroads, 2011)


Generic Zone

Recommended minimum level of testing

Low skid

Process monitoring (e.g. network laser texture

1.

resistance demand
2.

Medium skid

resistance demand

3.

High skid

resistance demand
4.
urban

High density

surveys or visual analysis as a minimum)


Targeting testing (e.g. portable and towed devices
such as British Pendulum, Griptester, ROAR as a
minimum)
Network monitoring (e.g. SCRIM where coast
effective portable and low devices as a
minimum
SCRIM or Griptester for inaccessible sites.

Figure 1.0: British Pendulum Device

Figure 1.1: Griptester Device

Sub-grade, sub-base, road base and the surfacing which consist of binding
course and wearing course are generally the road pavement structure classified. The
35

wearing course is the exposed topmost layer that provides the travel path, skid
resistance, safety and comfort to the road user. Categories of bitumen pavements
involved in this study are Asphaltic Concrete Wearing 20 (ACW 20).

2.0

BACKGROUND OF STUDY

A lot of research work has been conducted with the aim of investigating, and
establishing the mean texture depth, skid resistance, the roughness index of various
asphalt surfaces and their correlation. The surface texture depth is an important factor
used to determine the resistance of skidding of a road surface. The surface texture
depth is referred as a measure of the macro-texture of a bituminous pavement surface.
The assessment of the skid resistance and macro-texture of various types of
bituminous road surface became of the utmost importance as it relates to the safety of
the road.

Skid resistance refers to the frictional properties of the road surface measured
using a specified device under standardized conditions. According to Buatos et. al.
(2004), road agencies usually use different devices to compare friction measurement.
Most of the studies focused on friction measurement and the correlation between road
friction and traffic safety. Some of them correlate with the devices that are unfamiliar
in Malaysia with a known device like the British Pendulum. The primary goal of this
research is to determine whether the friction measurements made with the Griptester
and the British Pendulum correlate, and, if they do, how strong they correlate.

2.1

PROBLEM STATEMENT

Skidding continues to be a factor in the tendency for accident to take place,


especially when the road surface is wet. Different data might be obtained by the use
of different measuring tool slippage. It involves the traditional tool, as well as the
British Pendulum and Griptester as modern ones. The Griptester method involves
high cost compared to British Pendulum. This study is conducted to investigate the
relationship between the British Pendulum and the Griptester.

36

2.0

LITERATURE REVIEW

Different devices are used by road agencies to compare friction measurement.


Such measures cannot be directly compared as each equipment measures under
different physical principles (Buatos et. al., 2004).

In relation to friction

measurement, every country has instruments and methods of its own, and the friction
values reported from different international investigations are therefore not directly
comparable (Wallman and Astrom, 2001).

2.1

Research on Relationship Devices

The correlation between British Pendulum Tester and the GT was studied in
Australia and the results were presented at the 2005 International Surface Friction
Conference in New Zealand (N. Kym, 2011). A limited number of data show a
correlation between measurement of the two tester when GT was either towed at 50
km/h (30 mph) or pushed at 5 km/h (3 mph), as shown in Figure 1.2. This paper
however, did not give the details of the data, such as the pavement surface type and
the test temperature.

Figure 1.2: Griptester Towed versus British Pendulum Correlation (M. Grant, 2005)

37

Therefore, as stated in National Cooperative Highway Research Program (NCHRP)


Synthesis 14:
general correlations are, at least in a particle sense, not possible and that when
correlations are found, it is either because the surface on which they were obtained
included only a limited range of types, or the testers do not differ significantly in
operating principles, or the expected precision of the correlation is low. In short,
when a correlation is found this should be considered fortuitous, rather than as
fulfilment of a justified expectation.. Correlations between the friction measure
provided by the British Pendulum Tester, the GT and SCRIM are good (Cenek et. al.
2004) and conversion between friction measurement made these three devices can be
achieved with the use of the relations developed by PIARC (1995).

Buatos et al. (2006) reported on the development of correlation equations


between different measurement of skid resistance by considering the skid resistance
texture and harmonization procedure under different survey speed. This study agrees
to the incidence which the macro-texture is clearly lower than the texture measured
with profilometer. The profilometer would allow obtaining better adjustment for the
correlation equation when the macro-texture is measured (Buatos et. al., 2006).

Regression analysis indicated that there is statistically significant effect of


skid resistance on wet accident rate, the wet accident rate increases with decreasing
skid numbers. However, as expected, skid resistance alone does a poor job of
modelling the variability in the wet accident rates. In addition, the wet accident rate
also decreases with increasing traffic volume. Based on the data studied, a target skid
number (SN (64) S) of 25 to 30 appears to be justified (Kuttesc, 2004).

Two SCRIM vehicles were invited to attend, and skid resistance was
measured using these devices on the same surface. A correlation between mean
SCRIM Coefficient and Grip Number has been calculated and is presented as SC =
0.89 X GN.

It is recommended that this conversation equation supersedes all

previous versions. The conversation should be used with caution and only in
conjunction with thorough review of local skid resistance policies (Dunford, 2010).

38

Based on the results obtained from the correlation between texture depths,
pendulum test value and roughness index of various asphalt surfaces in Malaysia, it
can be indicated that there is weak correlation between the texture depth and the
roughness index of the SD road surfaces. As for the SMA and ACW surfaces, it is
weak or in other words, there is no correlation as the coefficient of variance (R2) is
relatively less than its unity. However, the general trend shows that the higher the
texture depth (TD), the higher the roughness index (IRI) and the pendulum test values
(PTV) (Suleiman et. al., 2012).

2.2

Skid Resistance

Skid occurs when the available friction between the pavement surface and the
tire is insufficient to respond to the maneuver a driver is attempting to make. This
happens when the vehicle is maneuvered by the exerted forces at that stationary area
where the friction between the tire and the road surface opposes to the maneuvering
force. A dry road surface condition produces high road and tire friction for normal
driving maneuvers while the wet road surfaces decreases the friction effect
significantly causing skidding accidents (Kokkalis et. al. 2002).

When an asphalt road surfacing is newly laid, the aggregate and mortar are
covered with a film of bitumen binder. For some years it has been suspected that new
asphalt surfaces may exhibit different skid resistance properties compared with roads
that have been in service for some time. Any effect have probably always been
present but until recently, there has been no suitable equipment available to
investigate them and help determine what impact they might actually have on
accident risk (P G Roe and R Lagarde-Forest, 2005).

The term always refers to measurements made on wet roads, unless


specifically stated otherwise. These measurement are used to characterize the road
surface and assess the need for maintenance, but cannot be related directly to the
friction available to a road user making a particular manoeuvre at a particular time.
The effect of traffic on skid resistance is not easy to establish (TRRL Report, LR504).

39

Skid resistance is mainly by micro-texture on the surface of the particles


making up the road surface. In wet conditions, the micro-texture penetrates the water
film to make contact with the tire and develop adhesion that provides friction at all
speeds. However, as speed increases, wet skid resistance decreases, partly became
water has less time to escape from the contact area (P G Roe and R Lagarde-Forest,
2005). Canek and Jameison (2004) give the following description of skid resistance
and the relationship of the surface texture to skid resistance.
Loss of skid resistance affect drivers ability to control vehicle. In addition to
increasing the stopping distance while braking, lower skid resistance reduces steering
controllability since both braking and steering depend on tire pavement friction. This
means that drivers need to change their driving habits when facing wet driving
conditions. Some countries have realized the importance of educating drivers on how
to act when facing slippery road conditions, such that they introduced the topic as a
compulsory training course for new drivers (K. Ari, 2004). It has been also realized
that identifying spots with low skid resistance may help in reducing accidents (H. P.
Lindenmen, 2006)

2.3

Skid Resistance Devices

Skid resistance can be determined by a number of pieces of equipment. All


are measuring the frictional resistance of rubber material (vehicle tier) over the road
surface. One of the long standing devices is the manual operated British Pendulum
which has a small rubber foot attached to a pendulum that swing over the road
surface.

The frictional resistance is measured against a scale attached to the

equipment.

Other more recent automated recent used tires that rotate at rates less than that
of the tire of the vehicle they are attached to, resulting in braking or sliding action.
The braking rates may be fixed or variable and the tire may be straight or be set at an
angle. Examples of automated devices that are familiar in Malaysia are the Griptester
and Sideways-force Coefficient Routine Investigation Machine (SCRIM).

40

2.3.1 British Pendulum Tester (BPT)

The British pendulum tester (Giles et. al., 1964) is one of the simplest and
cheapest instrument used in the measurement of friction characteristic of pavement
surfaces. It is extremely versatile in its applications to many test situations and has
received acceptance worldwide. The test device measures low-speed friction (about
10 km/h) and is commonly used to assess the micro-texture of pavement surface. The
pendulum has rubber slider attached to the end, as slider moves across the pavement
surface, the frictional force reduces the kinetic energy of the pendulum. The loss in
kinetic energy and thus the magnitude of the frictional force in the pavement can be
measured from the difference in the height of the pendulum before and after the slider
crosses the pavement (Henry, 2000).

2.3.2 Grip Tester (GT)

Griptester is a three wheel machine that is towed by a suitable vehicle with


approximately 1 meter long and 60 cm wide (Technical Committee, 1987). Water is
supplied to the test wheel as all skid resistance value relate to the wet road surface.
The two driving wheels are on single axle, the driving force from this axle is
connected to the test wheel but is geared down. So that the test wheel roll a freely, its
slip ratio 0%, but when it is locked, its slip ratio is 100%. The Griptester has a
measuring wheel slip ratio of just over 15% which is suitable for airport and
highways.

The friction coefficient (load/drag) is known as Grip Number, is

transmitted to data collection computer.

2.3.3 Sideways-force Coefficient Routine Investigation Machine (SCRIM)

The TRL SCRIM (Figure 1.3) was used to obtained basic measurement of
low-speed wet skid resistance. SCRIM measures skid resistance continuously using
an angled, smooth tire test wheel and records a SCRIM Reading for each 10 m
length of the road. This is the ratio between the measured average sideways force and
200 kg vertical load, multiplied by 100. Measurement is normally made at standard
test vehicle speed of 50 km/h, in the nearside wheel track. Because the test wheel is

41

set at an angle of 20, the effective slip speed at which the tire contact patch over the
surface is approximately 17 km/h.

Figure 1.3: Sideways-force Coefficient Routine Investigation Machine (SCRIM)

2.4

Regression and Correlation analysis

Correlation analysis is one of the most widely used and reported statistical
methods in summarizing medical and scientific research data, the reported correlation
(r=0.92) between echocardiographically and hemodynamically derived mitral valve
areas was statistically significant (Martin R P et. al., 1979). Intuition and empirical
observation may indicate that certain variables are linearly related, but in its most
basic sense the coefficient of correlation measures the degree to which the two
variables are related (Weber J C and Lamb D R, 1970).

The correlation r value requires both a magnitude and a direction of either


positive or negative. It may take on a range of values from -1 to 0 to +1, where the
values are absolute and non-dimensional with no units involve.

A correlation

coefficient of zero indicates that no association exists between the measured


variables. The closer the coefficient approaches 1, regardless of the direction, the

42

stronger is the existing association indicating a more linear relationship between the
two variables.

For describing the magnitude of strength of the associate between variables,


some guidance has been provided by Cohen (1988) who has define a small
correlation as a having an absolute of approximately 0.1, a medium correlation as 0.3
and a large correlation as 0.5 and greater.

3.0

OBJECTIVE OF STUDY

This objective of this study was to find relationship between the British
Pendulum and the Griptester, and to develop an evaluation model to predict the grip
number using the British Pendulum value.

4.0

SCOPE OF STUDY

The study investigated the different devices between the British Pendulum and
the Griptester of the various bituminous surfaces in Malaysia, which includes flexible
pavement ACW 20. The study involves field survey on the pavement surface in
Selangor and Melaka. The study investigated the relationship between the British
Pendulum and the Griptester through its data obtained from the tests conducted.

5.0

METHODOLOGY

Table 1.1: Methodology Outline

43

Site test road in Selangor is four lane express ways data collected involve on
road increasing and decreasing. The data collected for both ways. But site test in
Melaka is two lane state roads and data collection for increasing road.The skid
resistance value (SRV) is the mean of five readings or the constant of three reading.
As the stiffness of the rubber slider will vary with temperature a correction has to be
made if the temperature is not 20C. Use the temperature curve Figure 3.3 and Table
3.1 for this purpose.

Figure 1.4: Skid resistance temperature correction relationship (TRRL, 1969)

Table 1.2: Correction of Pendulum test value (PTV) when the test is Carried Out at
other than 20C
Measured Temp.

Correction to

measured value

40

+3

30

+2

20

15

-2

10

-3

15

-5

Griptester were set to report average skid resistance values at 5 m interval.


The target speed for all testing was 50 km/h. Values recorded by Griptester at a
recorded speed outside 10% of this target speed were discarded during post
44

processing. The target water depth was 0.25 mm. According to the manufacture and
standard, a water flow rate 10.4 liters/minutes will archive this water depth 50 km/h.

6.0

DISCUSSION AND ANALYSIS

After removal of data outside the target speed range, measurement from each
individual Griptester were collected. Using the location reference markers input for
British Pendulum Tester, section were segregated. Measurements were plotted, and
using known chainage of the section, contiguous measurements were selected from
which average values for each section.

From the data recorded, for this survey on ACW20 surface, a very week
correlation between the British Pendulum Tester and Grip Number. There was no
correlation for skid resistance for ACW20. For site test in Selangor, highest BPN skid
resistance recorded as 62 and lowest 53, while Grip Number 0.71 highest and 0.54
lower number has been taken. However for 20 km test site, the Griptester have
recorded 0.40 as lower and 0.74 higher Grip Number. This higher Grip Number
came from a new pavement that lay on this site area, and this point is not matching
with the British Pendulum Tester point that involve for this survey. To get Grip
Number on point British Pendulum Tester, interpolate calculation implement on
Griptester data. Interpolate calculation involve data chainage on Pendulum Test
Value to Griptester data. Interpolate formula are using as below;

Melaka survey data were recorded 65 and 44 for the higher and lower PTV.
Grip Number on Griptester recorded 0.62 and 0.49 for higher and lower data. Type
of surface pavement is ACW20 same with Selangor site test. Figure 4.0 below shows
the correlation between the British Pendulum Tester and Grip Number on the ACW20
in this study. These data was plotted by British Pendulum Tester as dependent
variable and Grip Number as independent variable to archive the objective of this
study, to develop evaluation model to predict the grip number using British Pendulum
value.
45

Figure 4.0: The correlation between Grip Number and Pendulum Test Value,
Selangor Site test

Figure 4.1: The correlation between Grip Number and Pendulum Test Value, Melaka
Site test

The results obtained from two site investigated showed that the correlation
of the combine average skid resistance as can be seen in Figure 4.2:

46

Figure 4.2: The correlation between combine Grip Number and Pendulum Test
Value.

From Figure 4.0, 4.1 and 4.2 we can see a very week correlation for the
ACW20 surface with British Pendulum Tester and Griptester having a very week
correlation. This result cannot develop any prediction equations.

For a pendulum overall the average of skid resistance value (SRV) from the
survey is 58 which is in acceptance criteria for motorways, trunk and class1 roads
with heavily trafficked roads in urban areas (carrying more than 2000 vehicles per
day) source TRRL 1969.

The measurement of surface friction or skidding was conducted at Selangor


by using Grip Tester (GT) on the left wheel path of each lane and Pendulum at
localized point. For a Grip Tester a total of 18.8 lane km was surveyed. All records
were referred to the existing chainages. The test was conducted at 60 kph where
water was sprayed ahead of the reference tire by a self-watering system which
produced 0.25mm thick water film.

7.0

CONCLUSION

The investigation was undertaken with the objective to develop evaluation


model to predict the grip number using British Pendulum value. These conclusions
47

could be made from this study is the result obtains from this study indicates a very
weak correlation. For Selangor site, result for linear equation R2 = 0.1878 and R2 =
0.1911 for longitudinal equation. Melaka site, result for linear equation R2 = 0.116
and R2 = 0.1262 for power equation. But for combination data for this two site, the
relationship value for linear equation R2 = 0.0049 and R2 = 0.0326 for power
equation.

REFERENCES
A Dunford (2010). Published Project Report PPR497. Griptester Trial October
2009 Including SCRIM comparison.

Buatos M; Echanveguren T; de Solminihac H & Caroca A. (2004). Development of


correlation equations between different measurements of skid resistance in
pavements. Indian Journal of Engineering & Materials Sciences. Vol. 13.
April 2006, pp 117-122.

Cenek P. D. and Jemeison, N. J. (2004). Sensitivity of In-service Skid Resistance


Performance of chip seal surface to aggregate and texture characteristic.
Internal paper opuscentral laboratories, Wellington.

Cenek, P.D., Carpenter, P., Jamieson, N., Stewart, P. (2004). Prediction of skid
Resistanceperformance of chipseal roads. Transfund New Zealand Research
Report No. 256.114 pp.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nded.).
(Hillsdale, NJ: Erlbaum).

Grant Mackey, (2005). Road-Surface-Friction-Measurement-Testing-Accuracy.

H. P. Lindenmann (2006). New findings regarding the significance of pavement skid


resistance for road saftey on Swiss freeways. Journal of Safety Research, Vol.
37, No. 4, 395 400.

48

Haron, S. (2004). Highway and Traffic Engineering (1st ed.). Universiti Teknologi
MARA, Perlis.

Henry, J.J. (2000).

Evaluation of Pavement Friction Characteristics.

NCHRP

Synthesis of Highway Practice 291, Transportation Research Board, National


Research Council.

K. Ari, K. Esko, H. Mika, L. Sirkku (2004). Does increased confidence among


novice drivers imply a decreased in safety? The effect of skid training on
slippery road accidents. Accident Analysis & Prevention, Vol. 36, No. 4, 543
550.

Kokkalis A. G., Tsohos G. L, Panagoul O. K. (2002). Consideration of Fractals


Potential in Pavement Skid Resistance Evaluation. Journal of Transportation
Engineering.
Kym Neaylon (2011). 3rd International Surface Friction Conference, Safer Road
Surfaces Saving Lives, Gold Coast Australia.

Martin RP, Rakowski H, Kleiman JH, et al :( 1979). Reliabilityand reproducibility of


two-dimensional echocardiographic measurement of the stenotic mitralvalve
orifice area. A m J Cardiol; 43:560-568.

Wallman C G & Astrom H. (2001).

Friction measurement methods and the

correlation between road friction and traffic safety. Swedish National Road
and Transportation Research Institute, 2001.

Weber JC, Lamb DR (1970). Statistics and Research in PhysicalEducation. St.


Louis: CV Mosby Co,, pp 59-64, 222.

Zakaria, S. & Hasan, M. Z. (2005). Data Collection Strategies in Malaysia. Public


Work Department Malaysia.

49

JOB SATISFACTION AMONG ACADEMIC STAFF IN


POLYTECNIC MUKAH SARAWAK
Habsah Mohamad Sabli1 Mohammad Fardillah Wahi2, ,
1,2

Politeknik Mukah

fardillah@pmu.edu.my, habsah@pmu.edu.my

ABSTRACT

The purpose of this study was to identify job satisfaction level among
academic staff in Polytechnic Mukah including, promotion opportunity and
working condition and also to measure the degree of job satisfaction of female
and male academic staff. The data were obtained using survey method and
analysis with SPSS 21 including descriptive and Mann- Whitney U test
analysis. A total of 187 lecturers had participated in the survey. The female
lecturers were consist of (56.1%), and male lecturers (43.9%). Overall, the
job satisfaction among lecturers in Polytechnic Mukah is moderately high.
The Mann-Whiney U test also indicates that female staffs are more satisfied
than their counterpart.

Keywords: Job Satisfaction, Academic Staff, Polytechnic Sarawak

1.0

INTRODUCTION

Malaysia is moving towards a developed nation by 2020. Various measures


have been taken by of the country leader to realize the dream of creating industrial
areas, such as the development of a new economic region like the Iskandar Region in
Johor and the Sarawak Economic Renewable Energy (SCORE) in Sarawak. To
achieve this goal government should provide adequate workforce which includes
professional services, partially constitute professional up to support employees
groups. The most important assets to generate this dream are to develop the quality of
human capital that can provide dedicated service to the nation. Therefore, the
production of quality human capital is relying on the ability of educators to educate in
building quality nation. The ability of educators in providing highly skilled resources
50

that can compete with the regional countries in terms of human capital capacity or
production of products hoped to be able to turn the nation towards a high-tech
country. Furthermore, the capability of educators to deliver quality in education that
can hardly change the way people live better, produce knowledgeable human capital
as well as a platform towards measuring a development country by 2020. While there
have been several job satisfaction studies, very few of them focused on the job
satisfaction among the polythecnic lecturers, in general with different factors. In the
education sector, most public educators do not have the opportunity for promotions,
even for those who had served for long time, and had implemented successfully
executed the assigned tasks and bring honor to the organization. Not only promotions,
the working environmental also plays an important part. Workplace environment
plays important role in motivating staff such as cleanliness, and aesthetics. Location
of working place needs more attention in terms of cleanliness, color selection, layout
and space.

There are also educational institutions that are not well maintained in

terms of infrastructure, equipment, tools and machinery. If this is not taken seriously
it could affect the concentration of lecturers and students during the teaching and
learning process.

In this paper, we are going to present our research findings about the level of
job satisfaction factors (promotion and working condition) among the lecturers of
Mukah Polytechnic Sarawak (Polytechnics Mukah Sarawak or PMU) and also
measure the degree of job satisfaction between the female and male academic staff.
This paper is organized as follows. Firstly, it provides an overview of relevant
literature, followed by description of the research design and methodology. Lastly but
not least, it presents and discusses the research findings, and provides a conclusion for
the study.

2.0

LITERATURE REVIEW

According to Landy (1978) job satisfaction connects to motivation,


productivity, and standard, experience, mental or similar in satisfaction in life. Job
satisfaction will be gain if can produce output (Locked 1976). Not only that, job
satisfaction also include some of element such as emotional, cognitif and attitude
(Breinstein & Nash, 2008). According to Saba (2011) in past research measuring
51

about the job satisfaction level of the staff academic in Bahawalpur Colleges, Pakistan
found the six factor can affect the staff academic satisfaction level thats work itself,
salary, promotion opportunities, working condition, job security and co-workers.
Support by research have been made by Crossman & Abou-Zaki, (2003) found that
job satisfaction among staff not encouraged by specification or work aspect only.
Background education factor can be encouraged job satisfaction where staffs
academic that have higher education level have higher education level of job
satisfaction. Indirectly, employees that have higher level of education received the
higher rate of salary.

This meant that satisfaction has positive relationship with

salary and vice versa with lower education that has effect or lower level of
satisfaction. Research by Toker (2011) about job satisfaction among staff academic:
An empirical study in Turkey had found that job satisfaction levels of the
academicians were to be moderately high. The results of the study showed that
professors reported a higher level of job satisfaction compared to research assistants.
The results also show that there were some variable which could influence the job
satisfaction among the staff academic that age and length of services.

Another

research on higher institution Mustapha & Yu Ghee (2013) makes the research
Examining Faculty Workload as Antecedent of Job Satisfaction among Academic
Staff of Higher Public Education in Kelantan, Malaysia showed that there was
negative major connection between daily faculty capacity and job satisfaction. The
institute must reflect the capacity of workload reasonable with daily load to determine
the satisfaction of academic staff. High job satisfaction between academic staff
enhances organizational nationality and trust worthiness. Followed by Fausiah
Noordin (2009) research about level Job Satisfaction amongst Malaysian Staff
Academic found that from seven public Universities in Malaysia has a moderate level
of job satisfaction.

Promotion is one of the most important elements in job satisfaction.


According to study made by Baloch (2009) found that academics are more motivated
and committed to perform the duties and be satisfied if given the opportunity for
promotion as a result of excellent work performed . Before the promotion decision, it
is best managers in the organization of a new role with the ability to create a new post
to be offered to staff as well as the problems that may occur and organizational goals
can be achieved. At the same time the opportunity for promotion to individuals should
52

refer to the ability in terms of job requirement, situation factor and Candidate
qualification (Kellogg, 1975). Furthermore, promotion opportunities may also occur
based on seniority or ability or both. Seniority is measured by the length of time
served in the organization and is also seen through the date of service, department or
unit specific and specific types of work (Kleiner & Systems, 2001). There are several
methods that can be used to promote the advancement of workers being job ladder,
occupational restructuring, research management news, job postings and career ladder
(Gruenfeld, 1975). However, the manager can decide promotion through
recommendation by the employee's supervisor, records appraisal, experience,
company objectives and education background.

According to Herzberg et al., (1959) working condition is a major factor that


can affect the level of employee satisfaction. Where by Santhepparaj & Alam (2005)
says employee satisfaction has a strong relationship with the working condition of
employees. In a survey conducted by Everett (1995) workplace condition contribute
37 percent overall from other six factor, states that every employee has different
views of job satisfaction such as contribute to employee satisfaction is key workplace
support, job quality and individual variability. Furthermore, an educational institution
known as the Ho Polytechnic in Ghana which is made by Dehlor & Luyten (2006)
found that good working condition can affect the retain instructors in educational
institutions . He also argued that the working condition should be improved from time
to time (whether or not involving wage or salary) to maintain and increase the level of
employee satisfaction. At the same time the amount of intake should be in line with
the quality of the facilities provided by the institution. To launch the process of
teaching and learning teaching also requires labor support to help the lecturer
concerned. Teaching rooms should also be equipped with adequate equipment
depending on requirements such as computer, projector, machines, technical
equipment (UNESCO, 1997 & 2003).

3.0

RESEARCH DESIGN AND METHODOLOGY

This study deployed a survey method to obtain data. The questionnaire


instrument contained two sections. The first section focused on obtaining
respondents demographic profiles such as age, gender, status, salary, education level,
53

and length of services. The second section consists of 20 items focusing on job
satisfaction, promotion and working condition. For these 20 statements, this study
used Likert scale of 1 for strongly disagree to 5 for strongly agree. The
questionnaire was developed in English.

The first author personally distributed the questionnaires to 200 lecturers at


PMU from the total population of 380 lecturers in March 2014. This study followed
Krajie and Morgan (1970) proposed sampling size to obtain the target respondents for
the survey and study utilized a few common statistical tools to analyse the data. SPSS
Version 21 was used for this purpose. The reliability tests on the identified variables
for this study were found to be acceptable and reliable as the Cronbachs Alpha values
for all the variables are 0.614 above 0.60.

4.0

RESULTS AND DISCUSSION

4.1

Respondents Demographic Profiles

A total of 187 respondents participated in the survey. The survey response rate
is 94%. Table 1 presents the respondents demographic profiles. As shown, the
majority of our respondents were female (56.1%). Male respondents were (43.9%)
with (50.3%) married and the rest (49.7%) still single. Overall, about (36.4%) of the
respondents were between 36 until 45 years old and about (32.6%) of them reported
to have teaching experience less than five years. Total of (57.8%) have first degree
level and the remaining (5%) have PHD.
In this study, we further performed descriptive test to examine the level of job
satisfaction among the lecturers of PMU. Table 2 presents data about means and
standard deviation values for three identified variables in this study, namely: job
satisfaction; promotion and working condition. Table 3 shows the findings from
Mann-Whiney U test to measure the degree of job satisfaction of female and male
academic staff.

54

Table 1: Respondents Demographic Profiles


Characteristics

(%)

Male

82

43.9

Female

105

56.1

Married

94

50.3

Single

93

49.7

26 until 35 years

60

32.1

36 until 45 years

61

32.6

Above 46 years

18

9.6

Below Rm2500.00

23

12.3

RM2501 until RM3500.00

43

23.0

RM3501 until RM4500.00

47

25.1

above RM4501.00

74

39.6

Diploma

16

8.6

Education

Degree

108

57.8

Level

Master

62

33.2

PHD

.5

Less than 5 years

68

36.4

6 to 10 years

65

34.8

11 until 15 years

21

11.2

Above 16 years

33

17.6

Sex

Status

Age

Salary

Length of
Svc

As shown in Table 2 below, the level of job satisfaction among the lecturers at
PMU was moderately high, with mean values are ranged between 3.50 and 4.49. For
this category, the highest (mean = is 4.27) which are related to satisfy by the
evaluation method implement by the organization. Promotions methods used by the
organization and classroom/labs/workshop provided by the organization both (mean=
3.94) still is moderately high. Overall, the majority of the respondents agreed with
opportunities for promotion based on organizational problem solving. With regard to
promotion the mean values are ranged between 3.50 and 4.49 still in moderate high.
The lowest mean in this category was I was given opportunities for promotion based
on working experience (mean = 3.85). For Working condition the highest mean 4.05
whereby staffs academic are provided with adequate teaching aids such as laptop,
55

projector, machines, and technical equipment and so on.(mean = 4.05) and the lowest
mean in this category was teaching and learning equipment is enough.(mean = 3.79).

Table 2: Mean and Standard Deviation (SD) for job satisfaction among lecturer in
PMU.
Item

Mean

SD

4.27

0.907

Salary offered by my organization is affordable.

4.03

0.935

I am satisfied with promotion methods used by these organizations.

3.98

1.037

3.94

1.040

3.94

1.108

4.02

1.060

I am satisfied with side task given by management.

3.96

1.490

Total hours of teaching set by the organization are appropriate.

3.98

1.510

I am satisfied with the security measures at the workplace.

3.98

1.070

My work environment is always in a safe condition.

4.12

0.922

4.10

0.992

I was given opportunities for promotion based on performance.

3.97

0.999

I was given opportunities for promotion based on education level.

4.02

1.029

I was given opportunities for promotion based on working experience.

3.85

1.159

I was given opportunities for promotion based on years of service.

3.9

1.169

3.92

1.186

4.05

1.089

Classroom conditions are comfortable for teaching.

3.98

1.128

Teaching and learning equipment is enough.

3.79

1.144

3.96

1.072

Job satisfaction
I am satisfied with the valuation methods implemented by the organization
(SKT).

Promotion methods used by the organization in accordance with current


requirements.)
I am satisfied with classrooms / labs / workshops provided by the
organization.
A facility provided by the organization facilitates the teaching and learning
process.

Promotion
I was given opportunities for promotion based on organizational problem
solving.

Working Condition
Management offer quality facilities among staff academic.
Staffs academic are provided with adequate teaching aids such as laptop,
projector, machines, and technical equipment and so on.

Management has effort to increase the teaching and learning facilities from
times to times.

56

Refer to the Table 3, as the two gender groups were not normally distributed,
Mann Whitney U test was performed to test the relationship between gender and job
satisfaction with each facet. The result indicates significantly higher satisfaction
among female compare to male with higher mean rank but not statistically significant.

Table 3: Job satisfaction between genders (Mann- Whitney U Test)


Job satisfaction

Mann- Whitney U

3656.000

Wilcoxon W

7059.000
-1.773

.076

Asymp. Sig. (2-tailed)


Sum Of rank

Mean Rank

4.0

Male

86.09

Female

100.18

Male

7059.00

Female

10519.00

CONCLUSION

The primary objective of this study was to identify the level of job satisfaction
factors (promotion and working condition) and also measure the degree of job
satisfaction among female and male lecturers of Polytechnic Mukah. Overall job
satisfaction levels among them are moderately high which scale from 3.50 and
4.49.The academic staff seems really satisfied with the valuation methods
implemented by the organization by using Key Performance Indicators (KPI) stated
by Polytechnic Education Department based on staff performance and evaluate by
Head of Department and supported by director. Secondly, Mann-Whitney U test
result showed that female staffs were more satisfied with all the facets than their male
counterparts, this seems that women enjoyed their working environment. This finding
is supported by Alam (2005) indicates that academic staff of the colleges is more
satisfied with the work itself, pay, working conditions and job security. Second
objective, support by Noordin (1991) whereby current status, marital status, age and
salary appear to have significant impact on the respondents level of job satisfaction,
proved by female who staff are more satisfied than their opposite. Since the research
instruments are based on questionnaire, biases might have occurred. Some of the
57

questionnaire did not return back to the researcher due to time constrains and costs.
Total up 200 questionnaire distributed to respondent among lecturer in PMU from
difference of education background. Only 187 respondent or 94 per cent returns back
the questionnaire within the allocated time.

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Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette


(Ed.), Handbook of industrial and organizational psychology (pp. 1297-1349).
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Noordin, F. (1991). Levels of Job Satisfaction amongst Malaysian Academic Staff,


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Santhepparaj, A.S, and Alam, S.S., (2005).Job satisfaction among academic staff in
private universities in Malaysia .Journal of social sciences 1 (2):72-76.2005.

Toker, B. (2011). Job satisfaction of academic staff: an empirical study on Turkey.


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156169.

doi:10.1108/09684881111125050

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Teaching Personnel, adopted by the General Conference at its 29th Session,
Paris.

59

EFFECTS OF PRECIPITATION HARDENING ON THE HARDNESS


TEST LEVEL OF 2024 ALUMINIUM ALLOY
Ananthi Jeyaraju1, Rama Rao Lachanna2
1,2

Politeknik Mukah

ananthi.poli@1govuc.gov.my, ramarao.poli@1govuc.gov.my

ABSTRACT

This research is a study on the mechanical behavior of Aluminium 2024 alloy


in terms of hardness level when precipitation hardening process is conducted.
The samples were solution heat treated at 540oC for 1 hour and 30 minutes,
quenched in room temperature water and later aged at three different
temperatures of 150oC, 200oC and 300oC. Mechanical test in the form of
hardness test was performed to compare the results with the control
specimens. From the hardness test conducted, the highest value of hardness
with 97.90 was obtained for specimens aged at 200oC. These data shows that
the most suitable combination of temperature and time, in this research
imparting the best properties is the aging temperature of 200oC for 1 hour
and 30 minutes. Other than that, the specimen group aged at 300oC displays
the lowest value of hardness. This shows that over aged condition of the
specimen reduces the mechanical properties. From this research, it was
observed that the precipitation hardening process, with the optimum
temperature and time, does indeed improve the hardness level of the
aluminium 2024 alloy.

Keywords: Precipitation hardening; mechanical behaviors; 2024 aluminium


alloy

60

1.0

INTRODUCTION

The aluminium industry is rapidly expanding due its unique combination of


properties, which makes it one of the most versatile materials of engineering.
Aluminium is light in weight, yet some of its alloys have strengths greater than that of
structural steel. It has good electrical and thermal conductivities and high reflectivity
to both heat and light. It is highly corrosion-resistance under a great variety of
conditions and is non-toxic. Aluminium can be cast and worked into almost any form
and can be given a wide variety of surface finishes. The extensive usage of aluminium
is due to its outstanding properties and is not surprising that aluminium alloy have
come to be of prime importance in engineering. In this research, Aluminium 2024 was
chosen to study the effects on the hardness level when the precipitation-hardening
process is applied.

1.1

Objective

The main objective of this study was to identify the hardness level changes of
the 2024 aluminium alloy when a precipitation-hardening process conducted at three
different ageing temperatures. The optimum temperature, which gives the best
hardness level for this 2024 aluminium alloy was identified by conducting

the

hardness test.

1.2

Scope of Research
a) To conduct precipitation-hardening process on 2024 aluminium alloy
samples with a solution treatment temperature of 540oC and three different
aging temperatures of 150oC, 200oC, and 300oC for a fixed time period of 1
hour and 30 minutes.
b) To conduct the hardness test on the precipitate hardened samples of 2024
aluminium alloy at three different ageing temperatures. The sample that

61

gives the maximum hardness level determined the optimum ageing


temperature level.

2.0

LITERATURE REVIEW

2.1

Aluminium Alloy

Aluminium alloys can be divided into two major groups, wrought and casting
alloys, depending on their method of fabrication. Aluminium is miscible in the liquid
state with many metals, but solid solubility of alloy elements is typically only a few
percent. Inter-metallic compounds form and become a phase in the structure of the
aluminium alloy. No element is completely soluble in aluminium in the solid state.
More often, the inter-metallic compounds that form with large alloy additions are hard
and brittle. They often have a deleterious effect on the mechanical properties.

The percentage of alloy elements in useful aluminium alloy does not exceed
about 15%. The most important alloying elements in aluminium alloy systems are
copper (2XXX), manganese (3XXX), silicon (4XXX), magnesium (5XXX) and zinc
(7XXX).

2.2

Aluminium 2024 Alloy


Table 1: The 2024 aluminium alloy composition
Component

Weight Percent (%)

Component

Weight Percent (%)

Copper

3.8 4.9

Zirconium and Titanium

<= 0.2

Magnesium

1.2 1.8

Total Other

<= 0.15

Manganese

0.3 0.9

Titanium

<= 0.15

Ferrum

<= 0.5

Chromium

<= 0.1

Silicon

<= 0.5

Other Elements

<= 0.05

Zinc

<= 0.25

Aluminium

Remainder

62

Typical properties of 2024 aluminium alloy before the precipitation hardening


process are:
Elastic Modulus, E

: 73000 MPa

Poisson Ratio, v

: 0.33

Density,

: 2790 kg/m3

Ultimate Tensile Strength, UTS


Shear Stress

: 475 MPa
: 290 MPa

Melting Point

: 640 C

Thermal Conductivity,

: 121 W/mK
(Henkel and Pense, 2002)

Among the applications of 2024 aluminium alloy are in the high strength
fabricated or machined items in aircraft industries, general engineering, machinery,
military equipment, truck wheels, screw machine products, rivets and structural
applications.

It is a heat treatable alloy with very good machining characteristics. It is a high


strength alloy with strength slightly higher than 2014, 2017 and 2030 aluminium alloy.
It has got high fatigue strength and suitable for welding only by resistance welding. It
is corrosion resistance only with cladding or other protection.

2.3

Precipitation Hardening

Age hardening or precipitation hardening, is produced by a sequence of phase


transformations, that leads to a uniform dispersion of nano-sized, coherent precipitates
in a softer, more ductile matrix (Callister, 2000).

If a uniformed distribution of discontinuous precipitate is produced, it may not


significantly disrupt the surrounding matrix structure. Consequently, the precipitate
blocks slip only if it lies directly in the path of the dislocation (Figure 1a) (Askeland,
63

1994). But when a coherent precipitate forms, the planes of atoms in the crystal
structure of the precipitate are related to or even continuous with the planes in the
crystal structure of the matrix (Figure 1b). Now, a widespread disruption of the matrix
crystal structure is created and the movement of a dislocation is impeded even if the
dislocation merely passes near the coherent precipitate. A special heat treatment, such
as age hardening, may produce the coherent precipitate (Askeland, 1994).

Figure 1(a) and 1(b) (Askeland, 1994).

The Al-4% Cu alloy is a classical example of an age-hardenable alloy. There


are three steps in the age-hardening heat treatment (Figure 2).

Figure 2: Three Steps In The Age-Hardening Heat Treatment

64

2.4

Hardness Test

Hardness test measures the resistance to penetration of the surface of a material


by a hard object.

It can represent resistance to scratching or indentation.

The

Rockwell Hardness test is a hardness measurement based on the net increase in depth
of impression as a load is applied. Hardness numbers have no units and are commonly
given in the R, L, M, E and K scales. The higher the number in each of the scales
means the harder the material.

Hardness has been variously defined as resistance to local penetration,


scratching, machining, wear or abrasion, and yielding. In the Rockwell method of
hardness testing, the depth of penetration of an indenter under certain arbitrary test
conditions is determined. The indenter may either be a steel ball of some specified
diameter or a spherical diamond-tipped cone of 120 angle and 0.2 mm tip radius,
called Brale. The type of indenter and the test load determine the hardness scale (A,
B, C, etc). A minor load of 10 kg is first applied, which causes an initial penetration
and holds the indenter in place. Then, the dial is set to zero and the major load is
applied. Upon removal of the major load, the depth reading is taken while the minor
load is still on. The hardness number may then be read directly from the scale.

2.5

Journals Review

Enver, A., Kacar, H. and Meric, C. (2003), studied the effect of precipitation
hardening conditions on wear behaviors at 2024 aluminium wrought alloy. In this
study, wear behaviors of 2024 aluminium wrought alloy were investigated in different
tribological conditions based on its ageing conditions. For this purpose, the alloy aged
in five different temperatures and periods (at room temperature for 1 week, at 120C
for 24 hours, at 150C for 18 hours, at 160C for 16 hours and at 200C for 2 hours)
was worn in pin-on disc model wear test apparatus using different abrasive grit size (5,
11, 18 and 30 m SiC papers). The maximum wear resistance was found to be that of
65

naturally aged specimen at room temperature for 1 week. Furthermore, the effects of
different sliding speeds (0.078, 0.156, 0.208 and 0.338 m/s) and loads mass loss of the
specimens increased with load and the abrasive grit size. The depth of the wear traces
was more or less at the specimen, which was naturally aged at room temperature for 1
week than the specimen, which was aged at 200C for 2 hours.

From the

metallographic examination of the specimens, the CuAl2 intermetallic phase enlarged


with the ageing temperature.

Lawrence Wong, Ling King, KUITTHO (2002), investigated the precipitation


hardening of 6061-T6-aluminium alloy by heat treatment to enhance the mechanical
properties. The treatments carried out were solution heat treatment, quenching and
then ageing at different temperatures. Hardness due to precipitation hardening was
determined on samples aged at temperatures of 160C, 185C, 190C, 195C, 200C,
210C and 220C for 28 hours, 32 hours, 36 hours and 40 hours at each ageing
temperature. Hardness due to precipitation hardening at higher temperatures was also
determined at ageing temperatures of 280C, 350C, 420C, 490C and 550C aged
for 10, 20, 30, 40, 50, 60, 70, 80 and 90 minutes at each temperature to find the
optimum condition. The mechanical properties such as the maximum hardness and
tensile strength were then investigated. It is concluded that the maximum hardness
obtained was 134.3 HV when for 40 hours at 185C. The shortest ageing time was
found to be 60 minutes of ageing at 350C with the highest hardness of 129.4 HV.
Embury (1996), in his paper, strengthening mechanisms in alloy-an overview of
natural limits and engineering possibilities, studied on the potential of various
strengthening mechanisms including strain hardening, precipitation hardening, grain
refinement and the use of fine-scale two-phase composites. These are compared with
estimates of the theoretical strength of aluminium. It is shown that a number of
materials can be produced which gives strength levels within a factor of two of the
theoretical strength. This observation suggests new aspects of deformation and defect
storage in such materials.

66

3.0

METHODOLOGY

3.1

Conduct of Research

The research on the mechanical behaviors of Aluminium 2024 are done in


three stages, which are, the preparation of specimens for tensile test and creep test,
precipitation hardening process, consisting of solution treatment, quenching and aging
at three temperatures and lastly, conducting the mechanical tests onto the specimens.
Three mechanical tests are done, namely tensile test, hardness test and creep test.

3.2

Methodology Flowchart

Sample Preparation

Solution Heat Treatment at 540C for 1hour and 30minutes

Quenching in room temperature water

Aging at 150C, 200C and 300C for 1 hour and 30 minutes

Conduct Hardness Test


Figure 3: Methadology Flowchart

67

3.3

Precipitation Hardening Process

The purpose of this precipitation hardening process is to strengthen the existing


mechanical characteristics of the aluminium alloy specimens. The process consists of
three stages. The first step is the solution treatment followed by the quenching process
and lastly aging process.

After the specimens have been prepared, nine specimens are solution heattreated at 540C of temperature in the furnace. This temperature is chosen because it
is between the solvus (500C) and the eutectic temperature (548C). The temperature
of the furnace is first elevated to the desired temperature. Only after the temperature
reaches the 540C, the specimens are put inside the furnace and closed. The time is
then set for 1 hour and 30 minutes, after which the specimens are removed from the
furnace and quenched immediately.

Three more specimens are kept as control

specimens, which do not go through the precipitation hardening process.

The quenching of the specimens is done after removing them from the furnace.
The specimens are dipped inside room temperature water. The process is done rapidly
to cool the specimens.

The quenched specimens are aged at three different temperatures.

Three

specimens are aged per temperature. The temperatures chosen are 150C, 200C and
300C. During aging, hardness and tensile strength increase, reach maximum and then
decreases. The decrease in hardness and tensile strength happen due to overaging.
These transformations happen at different stages of aging temperatures. Thats why
the above three temperatures are chosen. The aging time is also set at 1 hour and 30
minutes. Again the furnace temperature is first elevated to the desired temperature
before putting in the specimens.

68

3.4

Hardness Test

The hardness test conducted is the Rockwell Hardness test using the Wilson
Rockwell Tester. The hardness tests are done onto the specimens that have been made
flat and smoothed by using the file, at the suitable surface. The type of indenter used
is the 1/8 steel ball with a load of 100 kg.

3.5

Speciments Labelling

The specimens for the tests above are labeled as in the table below for easy
identification.

Table 2: Tests Specimen


No.

Description

Identification

Does not go through the precipitation hardening process.

Scontrol1

Does not go through the precipitation hardening process.

Scontrol2

Does not go through the precipitation hardening process.

Scontrol3

Solution heat-treated at 540C, quenched and aged at 150C.

S1

Solution heat-treated at 540C, quenched and aged at 150C.

S2

Solution heat-treated at 540C, quenched and aged at 150C.

S3

Solution heat-treated at 540C, quenched and aged at 200C.

S4

Solution heat-treated at 540C, quenched and aged at 200C.

S5

Solution heat-treated at 540C, quenched and aged at 200C.

S6

10

Solution heat-treated at 540C, quenched and aged at 300C.

S7

11

Solution heat-treated at 540C, quenched and aged at 300C.

S8

12

Solution heat-treated at 540C, quenched and aged at 300C.

S9

69

4.0

DATA ANALYSIS AND RESULTS

The hardness test is conducted on 12 specimens that have been used in the
tensile test. These specimens are cut and polished in order to make it easier to load
them on the hardness test machine. The specimens are circular in shape with a wellpolished surface. Three readings are taken for each specimen. The indentations are
done at three different places on the polished surface for accurate reading. Sufficient
distance is maintained between two indentations to avoid overlapping. The data
obtained are given in Table 3.

Table 3: Rockwell Hardness Values of specimens


Rockwell Hardness Value (HRE)
Specimen HRE1

HRE2

HRE3

Average

Scontrol1

78.03

86.75

89.06

84.61

Scontrol2

89.73

86.89

85.76

87.46

Scontrol3

88.36

86.56

86.89

87.27

Grand Average 86.45


S1

94.2

97.09

93.43

94.91

S2

94.56

90.05

95.06

93.22

S3

90.03

91.85

92.84

91.57

Grand Average 93.23


S4

98.22

97.03

97.04

97.43

S5

97.68

98.24

98.44

98.12

S6

98.34

97.65

98.44

98.14

Grand Average 97.90


S7

82.5

85.12

78.4

82.01

S8

85.68

71.51

73.08

76.76

S9

80.56

78.12

83.87

80.85

Grand Average 79.87


70

In the table above, three hardness value readings are obtained for each
specimen. From these three readings, the average value is calculated. The average
values obtained above are represented in the Figure 4. From the chart, it is noticed
that the highest value of hardness number, 98.14 comes from specimen S6. This is
followed by 98.12 and 97.43, obtained from specimens S5 and S4 respectively. These
specimens come from the specimen group aged at 200C. The lowest values of
hardness number come from the specimen group aged at 300C. The lowest value
obtained is 76.76 obtained from specimen S8, followed by 80.85 from S9 and 82.01
from S7. These three specimens come from the specimen group aged at 300C. The
specimen group aged at 150C shows the next best values of hardness number after the
specimen group aged at 200C.

These values are also higher than the control

specimens. But the control specimens values are still higher than the specimen group
aged at 300C.

120.00
100.00

84.61 87.46 87.27

94.91 93.22 91.57 97.43 98.12 98.14


82.01

HRE

80.00

76.76

80.85

60.00
40.00
20.00

S9

S8

S7

S6

S5

S4

S3

S2

S1

Scontrol3

Scontrol2

Scontrol1

0.00

Specimen

Figure 4: The average hardness values readings are obtained for each specimen.

71

5.0

CONCLUSION

The objective to study the effects of precipitation hardening on the mechanical


behaviors of aluminium 2024 alloy has been achieved. The experimental results have
revealed that aging the 2024 aluminium alloy at 200C for 1 hour and 30 minutes is
the most suitable combination of temperature and time imparting maximum tensile
strength, hardness value and creep rate. In contrast, the experiment also shows that
aging the 2024 aluminium alloy at 300C for 1 hour and 30 minutes delivers the
minimum level of mechanical properties.

Aging at 200C for a period of 1 hour and 30 minutes has produced the
maximum hardness value. This can be associated with the formation of the transition,
, precipitate phase.

For the aluminium-copper alloy, during the precipitation

hardening process, several transition phases are first formed in a specific sequence. At
the initial hardening stage, copper atoms, form very small and thin discs, which are
not, regarded precipitate particles. With time and the diffusion process of copper
atoms, the precipitate particles are formed with increased size. These precipitate
particles, or the phase, coincides with the strengthening and the hardening effects.

These data leads to only one conclusion that is the specimens aged at 200C
displays good mechanical properties and better than the other specimen groups. This
is because the temperature is an ideal precipitation hardening temperature where
precipitates form and improve the structure of the material.

However, with the increase in precipitation temperature, the maximum reached


properties start to diminish. This reduction in strength and hardness that occurs after a
long time period is known as overaging. At this point, the resistance to slip obtained
from the precipitate particles become less evident. This is observed at the specimens
aged at 300C where all the mechanical properties are at their lowest values. This
phenomenon occurred because of the coalescence of the precipitates into large
72

particles and bigger grain size. This will cause fewer obstacles to the movement of
dislocations and hence the mechanical properties start to decrease.

So, this

temperature and time combination is not suitable to improve the mechanical behaviors
of 2024 aluminium alloy.

Another significant point to notice is that the control specimens that did not go
through the precipitation hardening process, displays mechanical properties lower than
the specimens aged at 200C and 150C. This shows that the precipitation hardening
process indeed is a method of improving the mechanical properties of the aluminium
2024 alloy.

REFERENCES
Askeland, D. R. (1994), The Science and Engineering Materials. 3rd edition.
Boston: PWS Publishing Company
Callister, W. D. Jr. (2000), Material Science and Engineering. 5th edition. USA:
John Wiley and Sons Inc.
Henkel, D. and Pense, A. W. (2002), Structure and Properties of Engineering
Materials. USA: McGraw-Hill Co.
Enver, A., Kacar, H. and Meric, C. (2003), The Effects of Precipitation-Hardening
Conditions on Wear Behaviours at 2024 Aluminium Wrought Alloy. Journal
of Materials Processing Technology. Volume 142, pp. 762-766.

73

THE PHYSICAL PROPERTIES OF WATER SAMPLE COLLECTED


FROM MANGROVE ECOSYSTEM OF SG. IMAM IN TAWAU, SABAH
Chang Sheue Nee1
1

Politeknik Mukah, Sarawak


Changsn.pmu.edu.my

ABSTRACT

Mangrove are an important form of coastal forest in Malaysia. It act as a


buffer zone between the sea and the shoreline. It is absorbing the shocks of
waves and storms while filtering excess sediments. A healthy aquatic
ecosystem is depended on the physic-chemical and biological characteristics
of the water which can lead to some appropriate management strategies. The
samples were taken on 17 September 2014 from 1000 h until 1400 h. Average
temperature increases from 1000 h to 1400 h. Average pH and turbidity
readings hold a steady trend from time to time. The average salinity increases
from 10 am to 2pm. The readings of the pH is unexpected nearly neutral. The
river of the study area is seriously polluted and there are many houses along
the way to the estuary of the Sg. Imam. The result suggest that more suitable
strategies need to be done to conserve our mangrove ecosystem.

Key words: Physical properties, Mangrove ecosystem, water quality

1.0

INTRODUCTION

The Sg. Imam is one of the brackish ecosystems located about 57 kilometer
fromTawau town, sabah. It is flowing from north to south, the first 300 meters of the
river consists of fresh water. While the last 50 meters, the river becomes an estuary
leading into the sea in Tawau. The Sg. Imam also one of the coastal forest (mangrove)
that is not under proper management in Malaysia. It is an one of the important
ecosystem due to it act as a buffer zone between sea and shoreline and it also absorbs
the shocks of waves and storms while filtering excess sediments.

74

According to Fisheries Department Officer (Tawau Branch), there is no


research has been done in Sg. Imam. This is mainly because the area is quite far from
Tawau town and it is not convenience in terms of transportation to go to Sg. Imam.
However, it requires more research need to be discovered in this type of mangrove
ecosystem.The surrounding of the Sg. Imam is dirty and the water is muddy. This is
mainly because of the anthropogenic factor. Human activities (water extraction,
industrial and domestic effluents, fishing, introducing of alien species) have strong
impacts on the freshwater landscapes (Strayer, 2006). These actions may direct
consequences on disturbing water quality (Vicky et al., 2009) and biodiversity of the
organisms along the Sg. Imam.

A healthy aquatic ecosystem is depended on the physico-chemical and


biological characteristics (Venkatesharaju et al. , 2010) of the water. The quality of
the water may provide significant information about the available resources for
supporting life in an ecosystem. These information is essential to identify certain
condition for ecology of living organisms and suggest appropriate management
strategies (Thirupathaiah ,2012). In order to assess water quality of the Sg. Imam that
were considered in this study were temperature, pH, turbidity and salinity.

Temperature is one of the fundamental factor for water quality, exerting a


great influence over the aquatic ecosystem (Aysel and Fatma, 2005). It affects the
solubility of oxygen in water, the rate of photosynthesis by algae and higher plants,
the metabolic rates of aquatic organisms, and the sensitivity of organisms to toxic
wastes, parasites and diseases (Islam et al., 2012). It is a measure of the internal
energy or thermal activity of the water. Many of the characteristics of the physical,
biological and chemical of a surface water are directly affected by temperature.
The pH of a solution is a measure of its hydronium ion concentration [ H 3 O ].
A reading of one on the pH scale represents a high H 3 O concentration and a very
acidic solution. A very basic or alkaline solution, with low H 3 O concentration may
read near 14 on the pH scale. A neutral solution will have a pH of 7 on the scale
(Frederick, 2003). pH is a measure of relative amount of free hydrogen and hydroxyl
ions in a solution. Water that has more free hydrogen ions is acidic, whereas water
75

that has more free hydroxyl ions is basic. The chemicals in the water can affect the
pH, therefore the pH is an important indicator of water that is changing chemically.
Since pollution can change a water's pH, which in turn it also can harm animals and
plants in the water (USGS, 2014).

Turbidity is an optical determination of the clarity of clarity (EPA, 2012).


Turbid water may consequence the water become cloudy, murky, or otherwise
coloured, affecting the physical look of the water. The turbidity of water is based on
the amount of light can be scattered by particles in the water column (Perlman, 2014).
More particles are present, more light will be scattered. Turbidity can cause by the
suspended sediment such as silt or clay, inorganic materials, or organic matter such as
algae, plankton and decaying material (Gandaseca et al., 2014). Turbid water is very
dangerous because it is harmful to variety of aquatic organisms life in the aquatic
ecosystem (Gandaseca et al., 2014).

Seawater is a complicated solution which containing chlorine ion (55.0%),


sulfate ion (7.7%), sodium ion(30.7%), magnesium ion (3.6%), calcium ion (1.2%),
and potassium ion (1.1%) (Millero, et al.2008). Salinity was defined as the mass in
grams of solid material in a kilogram of seawater after evaporating the water away;
this is the salinity as described in Millero et al. (2008).The total concentration of
dissolved matter varies from one place to one place, while the ratios of the more
abundant components remain almost constant. (Dittmar 1884). There are significant
differences in total concentration of dissolved salts from place to place is result from
evaporation and from dilution by freshwater from rain and river runoff. While the
evaporation and dilution processes occur only at the sea surface only.

2.0

OBJECTIVE OF THE STUDY


The objective of the present study was to:

a)

To study the physical water properties of the water in Sabah water.

b)

To study the water sample from Mangrove Ecosystem of Sg. Imam in Tawau.

76

3.0

MATERIALS AND METHODS

The study was carried out at Sg. Imam in Tawau, Sabah which is situated at
the east cost of Sabah within a day which is on 17 September 2014. The field work
was started from 10 am until 2 pm. This area is a brackish water which connected
marine water and freshwater water where the depth ranged from 3-5 meters. The
samples were taken at three station which is selected randomly.

The samples were collected at every 1 hour interval for temperature, pH,
Salinity and turbidity. Two liters of water was collected by using a water sampler at
each station from the jetty. A Yellow Spring Instrument, Inc. (YSI) model 650 MDS
probes was used to obtain field data on pH, temperature at each station. While the
reading of salinity was obtained by using salinometer and turbidity was obtained by
using secchi desk.

4.0

RESULTS AND DISCUSSIONS

The averages for temperature, pH, turbidity and salinity are shown in Table 14. Average temperature increases from 1000 h to 1400 h at every station. While the
average pH and turbidity readings hold a steady trend from time to time. The average
salinity slightly increases from 10 am to 2pm.

The temperature readings were increasing from 1000 h to 1400 h. This is


mainly because of the weather of the sampling day while it does not increase rapidly
within that four hours. The temperature of the water is depend on the flux of heat
through a surface which defined as the amount of energy that goes through the surface
per unit time.

Temperature is one of the important physical characteristic of water quality


parameter. It has been proven that some fish species feel temperature fluctuations with
an accuracy of 0.03C (Zyryanov 2001). temperature of the seawater may influence
on sexual maturation of fish, and therefore on periods and areas of spawning, on
incubation, on the survival of the fish larvae, on growth of planktonic food resources

77

for fish, on feeding activity of marine organisms and metabolism and growth of fish
(Zyryanov 2001).

However, the readings for the pH is slightly high than expected. The upstream
of the river is connected to a factory in Kampung Imam and the water is seriously
polluted. There are many houses along the way from the factory to the estuary of the
Sg. Imam. The continuous increment of anthropogenic carbon dioxide emissions may
cause ocean acidification happened and it can lowering the pH of the seawater
(Moulin et al. 2011). As the pH drops, marine organisms that produce shells and
carbonate skeletons will getting weak and die (Agardy 2006).

The water of Sg. Imam is very cloudy and muddy. This is may be due to the
clay, silt, sand, algae, plankton and other substances.

Sg. Imam surrounded by

mangrove where wave and tidal processes may exert a strong control on the
morphology of coastlines and the distribution of different depositional facies (Nichols
2009) in the Sg. Imam. Water flow and turbidity are also closely related (EPA 2012).
High flow rates keep the particles suspended instead of settle to the bottom. When
freshwater meets seawater, the movement of water in and out of the estuary by tides,
causing the fine particles to mix and be stirred up, it may cause the highest turbidity
level (Waterwatch estuary guide 2007) in Sg. Imam. The increased turbidity may
decreased light penetration into the water and it may reduce the plant growth and
oxygen production. Lower the oxygen levels may increase the water temperature and
therefore, it may reduce breeding and survival of fish and other aquatic animals.

The average salinity of the samples were not high compared to seawater. This
is due to the fresh water input occurs at the sea surface that caused by the precipitation
and river flow (Talley 2002). According to Twomey 2004, the average salinity of
freshwater throughout the world is less than 0.2 while the brackish water salinity is
less than 25, whereas the surface water of the open ocean ranges from 33 to
37.however, estuaries display a wide spatial and temporal salinity range from 0 to 30.
Salinity is fundamental water quality parameter monitored by freshwater and marine
water ecologist because it may influence on the biota. Most of the aquatic organisms
are adapted to only a narrow range of salinity. This is due to they cannot maintain
their osmotic and ionic balance. Some of the species tolerate only intermediate levels
78

of salinity while broadly adapted species can acclimate to variable salinity ranging
from freshwater to seawater.

5.0

CONCLUSION

In this study, the water samples were taken to monitor the water quality of Sg. Imam.
Water analysis of pH and salinity are the most important parameters represent the
pollution status of the water. The pollutants are most probably due to release of
effluents from several sources into the estuary, which causes significant changes in
the water quality of the Sg. Imam and pose some deleterious effect to the mangrove
ecosystem in a long run.Heat fluxes, evaporation, rain and river in flow influence the
distribution of temperature of the salinity at the water surface. The density of the
water at the surface can be affected by the changes of the temperature and salinity,
which can lead to convection. As a result, more research is needed to monitor the
mangrove health in Sg. Imam, Tawau.

Table 1: Average for temperature, pH, turbidity and salinity for each station at 10 am.
Temperature (C)

pH

Turbidity (m)

Salinity (ppt)

Station 1

29.4

7.65

0.7

25

Station 2

29.4

7.64

0.8

25

Station 3

29.4

7.65

0.7

25

Table 2: Average for temperature, pH, turbidity and salinity for each station at 11 am.
Temperature (C)

pH

Turbidity (m)

Salinity (ppt)

Station 1

29.5

7.65

0.7

25

Station 2

29.5

7.65

0.8

25

Station 3

29.5

7.65

0.7

25

Table 3: Average for temperature, pH, turbidity and salinity for each station at 12 pm.
Temperature (C)

pH

Turbidity (m)

Salinity (ppt)

Station 1

30.1

7.65

0.7

26

Station 2

30.2

7.65

0.7

26

Station 3

30.2

7.65

0.7

26

79

Table 4 Average for temperature, pH, turbidity and salinity for each station at 1 pm.
Temperature (C)

pH

Turbidity (m)

Salinity (ppt)

Station 1

30.3

7.65

0.7

27

Station 2

30.2

7.65

0.7

27

Station 3

30.3

7.66

0.7

27

REFERENCES

Agardy,

T.

(2006).

Fish

Information

&

Services.

Retrieved

from

http://fis.com/fis/people/printable.asp?article_id=5&l=e.

Aysel, K. and Fatma, A.C.(2005). Physical, chemical and microbiological water


quality of the Manyas Lake, Turkey. CanakkaleOnsekiz Mart University, SUF,
Department of Fisheries, 17100 Canakkale, Turkey. Mitigation and
Adaptation Strategies for Global Change 10: 127143.

Dittmar,W. (1884). Report On Researches Into The Composition Of Ocean Water,


collected by H.M.S. Challenger. Challenger Repts. Physics and Chem.,v. 1, p.
1251,1884.

EPA. (2012). 5.8 Total Solids. In Water: Monitoring and Assessment. Retrieved from
http://water.epa.gov/type/rsl/monitoring/vms58.cfm.

Frederick, J.K. (2003). What is pH, and how is it measured?, A technical handbook
for industry. Hach Company.

Gandaseca, S., Noraini, R., Ahmad, M.M.P. and Chandra, I.A. (2014). Effects of land
use on river water quality of Awat-AwatLawas Mangrove Forest Limbang
Sarawak Malaysia. Department of Forest Production, Faculty of Forestry,
Universiti Putra Malaysia. Vol.9 (17), pp.386-396.

80

Millero, F.J., Feistel, R.,Wright, D.G. and McDougall, T.J. (2008).The composition of
Standard Seawater and the definition of the Reference-Composition Salinity
Scale, Deep-Sea Res. I, 55, 50-72.

Moulin, L., Catarino, A.I., Claessens, T. and Dubois, P. (2011).Effects of seawater


acidification

on

early

development

of

the

intertidal

sea

urchin

Paracentrotuslividus (Lamarck 1816). Mar Pollut Bull 62:48-54.


Islam, M.R., Bania, R.,Baruah, D. Biswas, S.P. and Gupta, A. (2012). Hydrochemistry of Kulsi River, a tributary of the Brahmaputra, NE India. European
Journal of Experimental Biology, 2012, 2 (6):2451-2455.

Nichols, G. (2009). Sedimentology and stratigraphy. Second Edition. WileyBlackwell. A John Wiley & Sons, Ltd., Publication.

Perlman, H. (2014, March). Turbidity. In The USGS Water Science School. Retrieved
from http://water.usgs.gov/edu/turbidity.html.

Strayer, D. (2006). Challenges for Freshwater Invertebrate Conservation. Journal of


the North American Benthological Society, 25, pp. 271-287.

Talley, L.D. (2002). Salinity patterns in the ocean. Volume 1, The Earth system:
physical and chemical dimensions of global environmental change, pp 629
640.

Thirupathaiah, M., Samatha, C. and Sammaiah, C. (2012). Analysis of water quality


using physic-chemical parameters in lower manair reservoir of Karimnagar
district, Andhra Pradesh. Depertment of Zooplogy, Environmental Biology
lab, Kakatiya University, Warangal-6056 009. International journal of
environmental sciences. Volume 3, No 1, 2012.

Twomey, L.J., Piehler, M.F. and Paerl, H.W. (2004). Priority parameters for
monitoring of freshwater and marine systems, and their measurement.

81

Institute of Marine Sciences, University of North Carolina at Chapel Hill,


USA.

USGS (2014, April). Water properties and measurements. Retrieved from


http://water.usgs.gov/edu/characteristics.html.

Venkatesharaju, K., Ravikumar, P., Somashekar, R.K. and Prakash, K.L.


(2010).Physico-chemical and Bacteriological Investigation on the river
Cauvery of Kollegal Stretch in Karnataka, Journal of science Engineering
and technology, 6 (1), pp 50-59.

Vicky, G., Mellissa, W., Glen, B. and Tim, G. (2009). The effects of physical and
chemical water quality parameters on the distribution of aquatic invertebrates
within the Carmans River on Long Island, New York.

Water estuary guide. (2007). Monitoring water quality in estuaries. Retrieved from
http://www.environment.nsw.gov.au/resources/waterwatch/estuaryGuide/2010
0685EstuaryGuide_S2.pdf.

Zyryanov, V.N. (2001). Physical properties of seawater, including its three phases.
Institute of water problems, Russian Academy of Sciences, Moscow, Russia.

82

PERFORMANCE ANALYSIS FOR OPTICAL WIRELESS


COMMUNICATION CHANNELS USING DIFFERENTIAL AMPLITUDE
PULSE-POSITION MODULATION
Bong Siaw Wee1
1

Politeknik Kuching Sarawak,

bs.wee@poliku.edu.my, shaweibong2005@yahoo.com

ABSTRACT
This paper investigates the performance of modulation schemes for reliable
optical wireless communication channels. Optical wireless communication
has the potential for extremely high data rates of up to tens of Gigabits per
second (Gb/s).

The modulation schemes developed for optical wireless are

limited by the combined power and bandwidth requirement. Bandwidth and


power efficiency of various modulation schemes such as Pulse Amplitude
Modulation (PAM), Pulse Position Modulation (PPM), Tunable Pulse
Amplitude and Pulse Position Modulation (M-n-PAPM), and Differential
Amplitude Pulse-Position Modulation (DAPPM) for wireless optical
communication (WOC) indoor application are investigated. For the DAPPM
scheme, the value for symbol length (L) and amplitude level (A) will effect on
the bandwidth and power requirements. This gives an advantage of combining
PAM with DPPM. As a result, DAPPM was found to be the best modulation
schemes in term of power and bandwidth requirements. Furthermore, the
tunable modulation scheme that employs Fuzzy Logic control has been
developed. The surface of amplitude level (A) versus the Ceiling height and
Ambient light noise to signal ratio, and the surface of Differential pulse
position change (L) versus the Ceiling height and Ambient light noise to
signal ratio has been plotted and analysed. From the simulation result shows
that fuzzy logic is able to provide powerful control functionality for
modulation state. Incorporating Fuzzy control with DAPPM, communication
systems can provide flexible and efficient adaptations for improving
communication system.

Key words: PAM, PPM, M-n-PAPM, DAPPM, Fuzzy inference system,


optical wireless communication.
83

1.0

INTRODUCTION
In recent years, the need to access wireless local area networks from desktop

to portable and mobile formats has grown rapidly (Hranilovic, 2005). Optical wireless
communication has emerged as a viable technology for next generation indoor and
outdoor broadband wireless application (Boucouvalas, 2005). The optical wireless
channel was limited by channel constraints such as the maximum allowable optical
power and available bandwidth. Modulation schemes well suited to conventional
channel were not necessarily perform well for the optical wireless channel (Trisno,
2006). The optical wireless channel can be easily affected by channel uncertainty. For
example, distance between transmitter and receiver, distance from ambient light
source or optical propagation path changes can result in bit error rate (BER) variation.
Optical wireless communications (OWC) has the potential for extremely high data
rates of up to tens of Gb/s (Yu, 2010). However, this capacity cannot yet be achieved
because of the physical limitations of optical devices and the channel which exhibits
path loss, noise from ambient light and the receiver, and multipath dispersion from
multiple reflections off walls and objects in the room (Tanaka, 2002). Due to this
constraint, adaptive Differential Amplitude Pulse-Position Modulation (DAPPM)
technique using fuzzy logic for optical wireless communication channels is proposed
to solve this problem.

In this paper, Section II presents the numerical simulation and discussion for
optical power and bandwidth efficiency. In addition, tunable DAPPM for reliable
optical wireless communication channels has been determined in Section III. A fuzzy
Logic control system has been set up for this tunable modulation system.

2.0 BANDWIDTH & POWER EFFICIENCY OF VARIOUS MODULATION


SCHEMES
In this paper, On-Off Keying will be used only as a benchmark to compare the
power requirement of various modulation schemes. OOK is the simplest technique to
implement in wireless infrared transmission (Abdullah & Bong, 2014). Expressed the
normalized power and bandwidth equation of OOK, so that it can as refer to obtain
the normalized power and bandwidth requirement equations for PAM, PPM, M-n-

84

PAPM and DAPPM as shown below:


Normalized bandwidth requirement of OOK is given as:
BOOK Rb 1

(1)

Bit error rate (BER) of OOK is:


P
BEROOK Q arOOK
N R
0 b

(2)

Normalized power requirements of OOK:


POOK N 0 Rb Q 1 BEROOK

(3)

Where, N 0 = the power spectral density of the White Gaussian Noise and Qx = the
customary Q-function of digital telecommunication. The optical bandwidth and power
requirement equations of the PAM, PPM, M-n-PAPM and DAPPM were derived and
compared that shown in Table 1.

Table 1: The Normalized optical bandwidth and power requirement for


PAM, PPM, M-n-PAPM, and DAPPM.
Normalized optical
bandwidth
requirement

Normalized optical power


requirement

No.

Modulation
schemes

1.

PAM

BPAM
1

BOOK log 2 L

PPAM
L 1

POOK
log 2 L

2.

PPM

BPPM
L

BOOK log 2 L

PPPM
2

POOK
log 2 L

3.

M-n-PAPM

BM _ n _ PAPM
BOOK

4.

2.1

DAPPM(A=2)

n
log 2 nM

BDAPPM
L 1

BOOK
2 log 2 L A

PM _ n _ PAPM
POOK

2M 2
n log 2 nM

PDAPPM A( L 1)
1

( Log2 ( AL ))
POOK
( A 1) 2


L log 2 L

PULSE AMPLITUDE MODULATION (PAM)

Figure 1 presents the optical bandwidth requirement of PAM under a wide


range of the operating symbol length (L), while Figure 2 presents the optical power
requirement of PAM. Each point for PAM represents that the maximum length
L={2,3,432}. The lowest bandwidth requirement for PAM, BPAM/BOOK= 0.20, is
achieved at L = 32, and the largest one, BPAM/BOOK =1.00, at L = 2. Similarly, the
lowest power requirement, PPAM/POOK =0, is achieved at L = 2 and the largest one,
PPAM/POOK= 11.42, occurs at L = 32. Therefore, PAM modulation was not preferred in
85

terms of power efficiency but in term of bandwidth requirement is more efficient


compare with other modulation schemes.

Figure 1: Bandwidth requirement for PAM.

Figure 2: Power requirement for PAM.


2.2

PULSE POSITION MODULATION (PPM)


PPM is an orthogonal baseband modulation technique well researched in

optical communications, especially for power-limited intensity modulation with direct


detection (IM/DD) communication systems (Mahdiraji & Zahedi, 2006). Results
obtained in Figure 3 shows that when symbol length (L) is increased, bandwidth
requirement also will increase, while Figure 4 shows that when symbol length (L) is
increased, power requirement will decrease. The largest bandwidth requirement point
is achieved at L= 32 with BPPM/BOOK = 6.40 while the lowest corresponds to L= 2
with BPPM/BOOK=2. The largest point for power requirement occurs at L = 2 with
PPPM/POOK= 1.41 while the lowest is achieved at L =32 with PPPM/POOK = 0.63. PPM
improved power utilization ratio but bandwidth availability ratio is low. The PPM
scheme only required half, or even less of the power required by other schemes such
as the OOK and PAM.

86

Figure 3: Bandwidth requirement for PPM.

Figure 4: Power requirement for PPM.

2.3

.TUNABLE PULSE AMPLITUDE AND PULSE POSITION


MODULATION
In PAPM modulation, the information was represented both by the amplitude

and the position of the pulse. It can be expressed as M-n-PAPM, where M is the
number of amplitude levels, and n is the pulse numbers within a clock cycle (Zeng,
Green, Sun, & Leeson, M. S. 2007). The adaptive M-n-PAPM modulation scheme
was a combined multilevel modulation scheme based on PAM and PPM (Yu, 2010).
In M-n-PAPM modulation, the largest bandwidth requirement point is achieved at M
= 2 and n = 32 with BM-n-PAPM/BOOK = 5.33, where M represents the number of
amplitude levels, and n represents the pulse numbers within a clock cycle as shown in
Figure 5. However, the lowest corresponds to M = 32 and n = 2 with BM-n-PAPM/BOOK
= 0.33. On the others hand, Figure 6 shows that largest point for power requirement
occurs at M = 32 and n=2 with PM-n-PAPM/POOK= 11.16 while the lowest is achieved at
M = 2 and n=32 with PM-n-PAPM/POOK = -6.90.

87

Figure 5: Bandwidth requirement for M-n-PAPM.

Figure 6: Power requirement for M-n-PAPM.

2.4

DIFFERENTIAL AMPLITUDE PULSE-POSITION MODULATION


(DAPPM)
For the DAPPM scheme, the value for symbol length (L) and amplitude level

(A) will effect on the bandwidth and power requirements (Sethakaset & Gulliver,
2004). This gives an advantage of combining PAM with DPPM (Bong & Abdullah,
2012). Results obtained in Figure 7 shows that the normalised optical bandwidth
requirements for DAPPM, while Figure 8 shows that the normalised optical
requirements for DAPPM. The lowest bandwidth requirement for DAPPM,
BDAPPM/BOOK= 0.25, is achieved at A = 32, L = 2 and the largest one, B DAPPM/BOOK
=2.75, at A = 2, L = 32. Similarly, the lowest power requirement, P DAPPM/POOK

0.003, is achieved at A = 32, L = 32 and the largest one, PDAPPM/POOK = 0.5, occurs at
A = 2, L = 2. The analysis suggests that using DAPPM modulation techniques will
provide more advantages over OOK, PAM, PPM, M-n-PAPM. DAPPM will provide
better bandwidth and power efficiency. In addition to this, DAPPM also provide
88

lower average symbol length, higher transmission capacity and lower peak-to-average
power ratio.

Figure 7: The normalised optical bandwidth requirement for DAPPM.

Figure 8: The normalised optical power requirement for DAPPM.


3.0

TUNABLE DAPPM SCHEME BY USING FUZZY LOGIC


MATLAB is a high-level technical computing language and interactive

environment for algorithm development, data visualization, data analysis, and


numeric computation (Zadeh, 2008). So MATLAB is adopted in this paper for the
simulation of wireless optical communication modulation (Yan, Min & Weifeng,
89

2011). The block diagram of a Fuzzy logic (FL) controlled adaptive modulation
system is shown in Figure 9 while Figure 10 shows that the five primaries Graphical
User Interface (GUI) tools for building, editing, and observing fuzzy inference
systems.

Figure 9: Block diagram of a Fuzzy logic (FL) controlled adaptive modulation


system

90

Figure 10: Five primaries GUI tools for FIS.


The five basic steps in the fuzzy implication process are And method, Or
method, Implication, Aggregation, and Defuzzification (MathWorks, 2015). In this
work a Fuzzy logic control modules was developed with just applied three rules to
fuzzy inference system (FIS). Its rules can be expressed as follows:(i)

If ceiling height is 1 and ambient light noise to signal ratio is 10, then
amplitude level (A) is low and differential pulse-position change (L) is slow.

(ii) If ceiling height is 2 and ambient light noise to signal ratio is 30, then
amplitude level (A) is medium and differential pulse-position change (L) is
medium.
(iii) If ceiling height is 3 and ambient light noise to signal ratio is 50, then
amplitude level (A) is fast and differential pulse-position change (L) is large.
The membership function of input Ceiling Height value in the range [1, 3] was
mapped into fuzzy membership function editor and defined in the group as 1m, 2m
and 3m. While another input membership function is Ambient light noise to signal
ratio and it is defined in the group as 10, 30 and 50. The amplitude level change
91

is an output of fuzzy logic and it is grouped into three categories as Low, Medium
and Fast. The output amplitude level value is in the range [1, 2]. While the
differential pulse position change is an output variable and it is grouped into three
categories as Slow, Medium and Large. The output differential pulse position
change value is in the range [2, 10]. The surface of amplitude level (A) versus the
Ceiling height and Ambient light noise to signal ratio is shown in Figure 11 while the
surface of Differential pulse position change (L) versus the Ceiling height and
Ambient light noise to signal ratio is shown in Figure 12. The fuzzy control method
was incorporated with the developed tunable DAPPM as a viable control process for
optical wireless communication channel.

Figure 11: The surface of amplitude level (A) versus the Ceiling height and Ambient
light noise to signal ratio.

Figure 12: The surface of Differential pulse position change (L) versus the Ceiling
height and Ambient light noise to signal ratio.

92

4.0

CONCLUSION

In this paper, the optical power and bandwidth requirement for various
modulation schemes were investigated. A detailed and general comparison between
PAM, PPM, M-n-PAPM and DAPPM were done. DAPPM is an asynchronous
modulation technique which is a combination of PAM and DPPM. Therefore the
symbol length (L) and the pulse amplitude (A) are varied to represent the information
being transmitted. As the result, DAPPM scheme is the most power and bandwidth
efficient over PAM, PPM, M-n-PAPM. Furthermore, this paper also introduced a
tunable Differential Amplitude Pulse-Position Modulation (DAPPM) with fuzzy
control technique in optical wireless communication channels. This control module is
applied for DAPPM to assist the adaption process. Thus, the surface of amplitude
level (A) versus the Ceiling height and Ambient light noise to signal ratio, and the
surface of Differential pulse position change (L) versus the Ceiling height and
Ambient light noise to signal ratio has been plotted and analysed. The fuzzy logic
control system can realise system adaptation with just three rules applied to fuzzy
interference process. This showed the simple yet powerful approach the fuzzy logic
method can provide for system design. The system can achieve self-adaptation by
using fuzzy inference methods, which benefited in a simple system structure
compared to other artificial intelligence systems. This system shows that the fuzzy
logic control module is very promising in controlling adaptive modulation scheme
process because a reliable communication system structure had been realised for the
optical wireless channel.
REFERENCES
Abdullah, M. F. L. & Bong, S. W. (2014). Adaptive differential amplitude pulseposition modulation technique for optical wireless communication channels
based on fuzzy logic. IET Communication, 8 (4), 417-432. Doi: 10.1049/ietcom.2013.0443.

Bong, S. W. & Abdullah, M. F. L. (2012). Adaptive Differential Amplitude PulsePosition Modulation Technique (DAPPM) using Fuzzy Logic for Optical

93

Wireless Communication Channels,

Proceeding of National Conference of

Electric and Electronic Engineering 2012, 87-90.

Boucouvalas, A. C. (2005). Challenges in optical wireless communications. Progress


in Optics & Photonics News, 16 (5), 36-39.

Hranilovic, S. (2005). Wireless optical communication system. Canada: Springer.

Mahdiraji, G. A. & Zahedi, E. (2006). Comparison of Selected Digital Modulation


Schemes (OOK, PPM and DPIM) for Wireless Optical Communications. 4th
Student Conference on Research and Development (SCOReD), 5-10. Doi:
10.1109/SCORED.2006.4339297.

MathWorks

(2015).

Retrieved

from://

http://www.mathworks.com/products/?s_tid=gn_ps.

Sethakaset, U. & Gulliver, T.A. (2004). Differential Amplitude Pulse-Position


Modulation for Indoor Wireless Optical Channels. Global Telecommunications
Conference.

GLOBECOM

'04.

IEEE,

3,

1867-1871.

Doi:

10.1109/GLOCOM.2004.1378313.

Tanaka, Y. A. (2002). Study on optical wireless communication systems and their


applications. Keio University: Ph.D. Thesis.

Trisno, S. (2006). Design and analysis of advanced free space optical communication
systems. University of Maryland: Ph.D. Thesis.

Yan, G., Min, W., Weifeng, D. (2011). Performance Research of Modulation for
Optical Wireless Communication System. Journal of Networks, 6(8), 10991105.

Yu, Z. (2010). Adaptive modulation schemes for optical wireless communication


systems. School of Engineering. University of Warwick: Ph.D. Thesis.

94

Zadeh, L. (2008). Is there a need for fuzzy logic? Fuzzy Information Processing
Society, 2008. NAFIPS 2008. Annual Meeting of the North American, 1-3, Doi:
10.1109/NAFIPS.2008.4531354.

Zeng, Y., Green, R. J., Sun, S. B. & Leeson, M. S. (2007). Tunable Pulse Amplitude
and

Position

Modulation

Technique

for

Reliable

Optical

Communication Channels. Journal of Communications, 2, 22-28.

95

Wireless

BIODIESEL PRODUCTION FROM USED COOKING OIL USING TWO


STAGES CATALYZED PROCESS TESTED ON SPARK IGNITION ENGINE
Zainal Abiddin Bin Ahmad1, Mohd Huzaimi Bin Md Hussin2, Muhammad Bilal Bin
Mokhtar3
1,2,3

Politeknik Kuching,Sarawak

zainal.abiddin@poliku.edu.my, huzaimi.h@poliku.edu.my ,
mdbilal.poli@1govuc.gov.my

ABSTRACT

Biodiesel can be defined as a substitute for diesel fuel which is derived from
vegetable oil or animal fat. In this project, fabricate, design and commission a
mini plant that produces biodiesel from used cooking oil (UCO). The highlight
of this research is the introduction of the Gingerize concepts during the first
step catalyzed process. Transesterification reaction is a reaction between oil
or fat with alcohol in the presence of strong base catalyst to produce
methlyester (biodiesel) and glycerol. Transesterification reaction is conducted
at an optimum condition of 60C reaction temperature, 30 minutes reaction
time and 400 rpm stirring. This reaction uses sodium hydroxide, (NaOH) as
the second catalyst and methanol, (MeOH) as the alcohol. The yielding
quantity of 15 liters plus the reactant result in generating 13 liters of biodiesel
which is equivalent to 90% production efficiency. 10% glycerol produce can
be used for other purposes. The product density and combustion are analysed.
The result shows that the density of the product is in a reasonable agreement
with ASTM 6751 and the product B100 combusted vigorously in a 3:1 low
compression spark ignition engine (Alternative Fuel Engine (AFE)).

Keywords: Biodiesel, gingerize, used cooking oil, transesterification, ASTM


6751, AFE

96

1.0

INTRODUCTION

Nowadays the world is facing a crucial limited amount of crude oil for fuel
because the decreased in stocks. It is important to replace the fossil fuel for a new
alternative fuel. Biodiesel is one of the renewable fuels that considered being efficient
and safe for the environment. The benefit of using biodiesel is also clear and
unquestionable. Biodiesel which is relatively clean burning, renewable fuel
produced from new and used animal and vegetable oil (Canakci, 2007). Production of
biodiesel could be blended with portion of fossil diesel and thus can reduce the
ultimate used of the latter. Biodiesel is not a petroleum based fuel, which means by
using biodiesel would reduce the usage of the natural fuel. It is also produce
domestically, which means that using biodiesel will also create jobs opportunity and
contribute to the local and country economies. The major advantage of biodiesel is
that biodiesel is much cleaner than the conventional diesel; it produces less harmful
emissions that the fossil diesel when burned in a combustion engine. This alternative
fuels gives a lot of advantages towards all living things and creatures.

Most typical biodiesel feedstock (palm oil, soybean, peanut, olive oil and beef
tallow) cost is substantially greater than the cost of the petroleum diesel. Therefore,
alternative feedstock is being evaluated to identify less expensive materials that could
serve as feedstock for biodiesel production. One of the most promising biodiesel
feedstock is UCO. This is due to the fact that it is in favour of the environment and
economic as it is readily available as waste materials from restaurants and households.
However, UCO contain dirt, charred food, contaminants and also have high free fatty
acid (FFA) content. Thus, the oil is subjected to pre-treatment process which is odour
removal and filtration prior to processing into B100.

Biodiesel is non-petroleum based alternative diesel fuel that consists of alkyl


esters derived from renewable feed stocks such as plant oils or animal fat. Biodiesel is
alkyl esters made from chemically reacting vegetable oil or animal fat and alcohol in a
catalysed reaction process called transesterifiction. Oil or fat contains triglycerides.
Triglyceride is an ester derived from glycerol and three fatty acids as shown in Figure
1.

97

Figure 1: Triglyceride Molecular Structure

Vegetable oils used for cooking or frying generally display a higher degree of
saturation, higher viscosity, higher cloud and pour points, higher cetane numbers as
well a greater oxidative stability can be expected from biodiesel fuels derived from
these feedstock (Gerhard & Kevin, 2009). As UCO has unpleasant odour, to remove
the bad smell by using ginger and also act as initial catalyst. The two step catalyzed
process will provides a simple and economic method to produce biodiesel from UCO
(Monge,

Scheline,

&

Solheim,

1976).

Properties

of

ginger

produce

Zingerone,(C11H14O3) also called vanillylacetone, is a key component of the pungency


of ginger . (P. Kumaran, Nur Mazlini, Ibrahim Hussein, M. Nazrain & M. Khairul,
2011). Zingerone is a crystalline solid that is sparingly soluble in water, but soluble
in ether [5]. Fresh ginger does not contain zingerone; cooking the ginger will
transforms to gingerol (Yong Wang, Shiyi Ou, Pengzhan Liu & Zhisen Zhang, 2007).

In this work, a new gingerize process concept being adopted for the
production of biodiesel. The first Two-stage process is by frying the slices ginger
together with fine filtered UCO to remove the unpleasant odour and also was
introduced to catalyze the esterification reaction. During the second step, sodium
hydroxide, (NaOH) as the second catalyst reacted with methanol, (MeOH). Resulted
product will be analyzed its density and combusted inside a Megatech Mark III
Alternative Fuel Spark Ignition Engine (SI).

98

2.0

METHODS

There are three main parts of this studies, firstly; design, fabricate and
commissioning of Mini Plant. Secondly; production of UCO B100 biodiesel which
will includes the availability of feedstock and the two-stage process. Lastly the
analysis of UCO B100 density and the engine test on Megatech Mark III Alternative
Fuel SI Engine.

2.1

Part 1 : Fabrication

The capacity of 15 litres Mini Plant being fabricated and took 6 months to
finish. Starting from designing the plant, fabrication takes quite sometimes to finish as
certain design need to be modified during the process. Figure 2 shows the schematic
diagram of Mini Plant which consists of main components such as Gingerize reactor,
transesterification mixer and washing components. The solid model of the plant as
shown in Figure 2.

Figure 2: Plant Schematic- Process Flow Diagram

99

2.2

Part 2 : Process

2.2.1 Materials

The samples of UCO were provided by a local restaurant, then being finefiltered to remove all the coarse contaminants. Local planted ginger or ginger root
sliced to 3-5 mm thickness.

Figure 3: Completed Mini Plant

2.2.2

First step catalyzed and odour removal process - Gingerize process

Frying ginger will produce gingerol with molecular formula C 17H26O4 and
molar mass 294.38 g/mol. Cooking the ginger will transform gingerol into zingerone.
Chemically, gingerol is a relative of capsaicin and piperine. Capsaicin is soluble in
alcohol, ether and benzene but slightly in petroleum. Pure capsaicin is a volatile,
hydrophobic, colourless, odourless and crystalline to waxy compound. However
piperine is highly soluble in alcohol and ether. It is believe that with these
compositions as in Figure 4, during frying the ginger with UCO will exaggerate the
chemical reaction therein.

100

Figure 4: Gingerol chain


2.2.3 Second step catalyzed process Transesterification

The chemical reaction that converts a vegetable oil or animal fat to biodiesel is
called "transesterification". In this transesterification reaction, an ester and an alcohol
(i.e. methanol) react to form a different ester. The three fatty acid chains (R1COO)
connected to the glycerol backbone are broken at their ester bond and react with the
alcohol to form alkyl esters and a glycerol molecule. Figure 5 shows
transesterification reaction.

Figure 5: Normal Transesterification reaction

101

2.3

Part 3: Analysis

2.3.1 Analysis of UCO B100 biodiesel

The samples were analyzed accordingly through respected formula below:


FFA %

The FFA % is obtained through calculation from titration process.

= Approximate FFA %

Titration Value = Final reading of the burette initial reading of burette

Amount of catalyst

Amount of catalyst =

+ Titration Value

Volume of UCO to

be process

Conversion Analysis

Conversion Efficiency =

100 %

Density Analysis

Density, g/ml =

102

2.3.2

Engine Test

Engine testing was carried out on engine bed and was done in Petrochemical
Engineering Department at Politeknik Kuching Sarawak. The engine test was carried
out on Megatech AFE. This engine is a SI Engine with a low compression ratio of 3:1.
As illustrated in Figure 6 below, the engine comprises 2 main sections, that is the
engine block section and the dynamometer section. To combust B100 inside the SI
engine must be carried out carefully. Theoretically it is impossible to combust the
biodiesel inside a SI engine with a low compression ratio. Two fuel tanks were
provided on this engine with two intakes of fuel. Methanol being used to initiate the
combustion. Combustion happens when methanol was fed on lean condition until the
temperature inside the engine increased to 500oC-600oC. Adjustment on Fuel-Air
Ratio (FAR) makes combustion possible between certain Limits of Flammability until
it reach the Stoichiometric Ratio reaction. On the other tank B100 was fed by opening
the needle valve slowly, at the same time methanol are gradually reduced by turning
off the intake needle valve. Adjustment of these two valves must be carried out with
precise and simultaneous adjustment.

Figure 6: Megatech AFE

103

3.0

RESULTS AND DISCUSSION

3.1

Plant efficiency

The yielding quantity of 15 liters plus the reactant result in generating 13 liters
of biodiesel which is equivalent to 90% production efficiency. 10% glycerol produce
can be used for other purpose. Duration to produce biodiesel was clocked for 30
minutes production. Four samples were tested to obtain the average Titration value of
3.0. Thus it gives the approximate percentage of FFA is 2.3%. An amount of 15 liters
of UCO being tested with 132g of NaOH (95% purity). First stage reaction by frying
500g of sliced ginger. Finally the plant managed to generates 13 liters of pure B100
biodiesel.

3.2

Effects of Gingerize process on Biodiesel production


The density of the product is 0.815 g/m3that is not come to a reasonable

agreement with ASTM 6751. This is might due to the interaction with gingerol
composition during the frying of fresh ginger. Table 1 shows the differences of UCO
B100 density which is below the ASTM 6751 standards. Biodiesel that meets
international fuel standards ASTM 6751 has been accepted as an alternative for fossil
diesel due to its property compatibility and comparable performance to diesel engine
and most importantly because it is an environmental friendly source of energy [7].
Further investigation on the gingerol composition activity during the gingerizing
reaction should be emphasized due to the ability of its chemical reaction that reduce
the biodiesel density.

Table 1: Biodiesel Standard ASTM 6751


Property
Density (g/m3)

Biodiesel Standard

UCO methyl ester

ASTM 6751

(Biodiesel)

0.87 0.89

0.815

104

Diesel

0.855

3.3

Engine performance

The product burns very well inside the AFE as shown in Figure 7. The engine
was a see-through or transparent high tempered glass cylinder wall, and the flashes of
flames can be seen clearly. The yellowish flames indicate that the rich mixture of fuel
combusted inside the engine. However smoke emission reduces when the RPM of the
engine is higher, this indicates the complete combustion of biodiesel took place inside
the engine during high RPM.

Yellowish flame of UCO


B100

Figure 7: Yellowish flame of burnt B100 inside AFE

The results of the engine performance were plotted as shown in Figure 8. As


the engine is a 3:1 low compression ratio, considered to be small to compress hot air,
by exaggerating the B100 to burnt, methanol was initially fed inside the chamber for
pre-combustion. Methanol was left to burnt on lean condition for 3 minutes before
gradually reduces the methanol intake. Meanwhile, the B100 fuel being fed in slowly
and simultaneously closing methanol needle valve as well. It was expected that the
temperature inside the chamber increased to 500oC-600oC, and can easily burnt B100
without assisted by hot air compression. Figure 8 indicates that the when the loads
increase, the torque will decrease. It shows that the stability of Stoichiometric Ratio
ends at 1200 RPM of the engine. The engine works very well at 1400 RPM. The
interceptions of curves line for torque and loads determine the engines runs smoothly
with less vibration and exhaust emissions. In this engine test only torque, loads and
RPM was recorded. No gas emission test was conducted.
105

As per said theoretically, it is impossible to burnt biodiesel or fossil diesel fuel


inside a SI engine, as well it is a low compression. Perhaps with the result of this
preliminary study will be a new phenomenon in combustion research in the future.

Figure 8: The engine performance graph for Gingerize B100

4.0

CONCLUSIONS

1.

Fresh slices ginger are believe can react with NOaH and methanol quite well.
For future research, dried and blended ginger to be considered as the amount
of zingerone are said to be more dense compared to the fresh one.

2.

The density of the product is 0.815 g/m3 and FFA in the UCO is 2.3%,
considered to be lighter than normal diesel and ASTM 6751 standard.

3.

The gingerize process provides a simple and economic method to exaggerate


the reaction was it can be produced locally.

REFERENCES

Canakci, M (2007). The Potential of Restaurant Waste Lipids as Biodiesel


Feedstocks.BioresourceTechnology. (98): 183-190.

106

Gerhard Knothe, Kevin R. Steidley, (2009). A comparison of used cooking oils: A


very heterogeneous feedstock for biodoesel.

Monge, P; Scheline, R; Solheim, E (1976). "The metabolism of zingerone, a pungent


principle of ginger". Xenobiotica; the fate of foreign compounds in biological
systems 6 (7): 41123.

Kumaran, P., Nur Mazlini, Ibrahim Hussein, M. Nazrain, M. Khairul, (2011).


Technical feasibility studies for Langkawi WCO (Waste Cooking Oil)
derived-biodiesel.

Steffen Arctander, Perfume and Flavor Materials of Natural Origin, pg. 280. Viewed
at Wikipedia:gingerol
Yong Wang, Shiyi Ou, Pengzhan Liu, Zhisen Zhang, (2007). Preparation of
biodiesel from waste cooking oil via two-step catalyzed process.

107

STUDY OF STATIC ELECTRICITY DISCHARGE FROM BLACK PEPPER


POWDER FLOW
S.Thandayuthapani1
1

Politeknik Kuching Sarawak.


tandabani@gmail.com

ABSTRACT

An investigation on static electricity by the production of black pepper powder


by pneumatic conveying was carried out. Preliminary test rig was built for
this study and by using basic intuitive measuring instrument such as
multichannel oscilloscope by developing antenna to pick up the discharge
electric field as dipole potential, during the flow on the surface separation of
Acrylic transparent tube installed in-between pipeline. The study was focused
on the correlation influence of velocity versus magnitude of static discharge
during conveying the powder in pipe line. The velocities are manipulated and
the corresponding voltage value clearly shows proportionally linear
correlation behavior. The electric field voltage increases from 27.5 m/s to 40
m/s with value from 6 mV to maximum 30 mV. The relative humidity is 57%
and 250 micron grain size as control during the study.

Key words: Black Pepper powder; Static electricity; Air velocity; Voltage;
Oscilloscope;

1.0

INTRODUCTION

Static electricity is an imbalance electric charge on the surface of a material. A


static electric charge is create whenever two surfaces contact and separate, at least one
of the surfaces has a high resistance to electric to electric current. The effect of static
electricity appears to be excess charge is neutralized when brought close to a large
electrical conductor or a region with an excess charge of the opposite polarity.

108

Britton (1999) defines Powder is a generic term for subdivided solid material,
comprising pellets, granules and dust. In this study, Black/White pepper berries
powder produced in Malaysian Pepper Board (MPB) Kuching Sarawak can be
classified as a granular powder because the diameter of the powder is less than 0.42
mm but more than 1 micron.

The most common method for transporting pepper powder in MPB is by


pneumatic conveying in the pipeline. This process involves dilute phase or dense
phase. To date not many studies on this subject that give insight to the author to do a
preliminary study on this subject. Britton (1999) has illustrated empirical value by
categorized both phase as well as dilute phase conveying has lower powder/gas mass
ratio in the range of 3-9 and use gas velocity typically 23-28 m/s at lower pressure.
Conversely dense phase conveying has higher powder gas mass ratio in the range 1060 and uses lower gas velocities typically 5-10 m/s at higher pressure.

Using steel pipe intermediate fitted with Acrylic transparent tubing material
categorized as Triboelectric series on negative side takes the author one step further
understanding on how static electricity is created. Two methods which powder can be
charged emphasized, which is between particles and other surface such as pipe walls
and by contact and separation between particles. When positive triboelectric material
rubs against on negative triboelectric, the positive material will tends to give up its
surface electrons and become positively charged whilst conversely materials on the
negative side of the series tend to gain electrons and hence a negatively charged.

Increase in rubbing speed and force will produce large negative charge by
taking this phenomena of pepper powders rubbing with air velocity against the
Acrylic transparent tubing during pneumatic conveying rises the intuition to find out
the property of triboelectric series of pepper powder. (Glor,) states most organic and
polymeric powders are poor conductors. By surface contact and separation of this
poorly conductivity powder which flowing in 2 inch pipeline can create static
electricity

109

1.1

Air Velocity Effect on Static Electricity

Electrostatic charging of fine particle of major industries, pharmaceutical, coal


pulverizing, flour handling, fertilizer and plastic fine beads, flowing using pneumatic
conveying has been studied (Gajewksi, Szaynok, 1981). Common interest on charge
magnitude relate to flow parameter, velocity has become the preliminary start in dust
explosion research since 1963.

Britton (1999) suggested that net charge is created in between pipe internal
wall and charging particles during flow. Accumulation of these charges is more
significant with the boundary layer of internal nonconductive pipe. Time function
under separation will create voltage breakdown resembles as propagating brush static
discharge. Effect of these phenomena in any industry is complicated. Recommended
to monitor the changes in material of the pipe, humidity value, and flow magnitude of
the air.

Beside the three parameters above Armour-Chelu, (2002) has concluded


factors like particle momentum and internal boundary layer of a pipeline can simulate
different pattern of charging behavior of fine dust. The effect of air velocity to the
particle charge is directly proportional as concluded by other researchers, Gajewksi
(1981), Nieh (1988) and Armour-chelu,(2002)

2.0

RESEARCH METHODOLOGY

The experiment setup consists of an equipment to generate the black pepper


flow and measure the electric field is shown in Figure 1. An intuitive instrument
multichannel oscilloscope was used with custom made device to pick the electric field
dipole electricity generated from the surface of Acrylic transparent tube during the
pepper flow.

110

Figure 1: Experimental apparatus and instruments for particle charge measurements

The system is in closed loop with continues recycle the black pepper. The
major intention of this work is to investigate on the electrostatic discharge generated
during the process of flow of black pepper, in a 2 inch steel pipe in diameter
constructed and fitted horizontally to a fan blower model B.V.C division of D.D
Lamson England, driven by single phase electric motor 3000 rpm modified to regulate
the speed ranging from 16m/s up to 40 m/s desirable velocity. Four channels
Oscilloscope model GwInstek GDS-2104 Digital Storage Oscilloscope is portable
instrument and has the capability of storing data from 500 memory lengths up to 2500
memory length on each single waveform. The oscilloscope was tuned to measure DC
coupling to measure ESD, using x1 of magnification of the probe. The measurement
was programed to 1 channel with Vertical axis as 2mV; Volt per division and the
horizontal axis were programed to 1ns time per seconds.

The probe was calibrated according to the manual instruction before the
measurement stated. The oscilloscope was used in this experiment as advice to collect
the ESD in Voltage output by using the probe which will behave as antenna. The
output of the EDS will be observed in Voltage Maximum when the parameter in the
oscilloscope was programed to acquire peak detect.

The noise reduction was set to zero, to avoid the error during measurement,
with the triggering was set to auto to pick the readings for sampling period of 0.04 ns
During the experiment the probe was built as antenna attaches on the surface of the
111

Acrylic tube and the peak was monitored on the oscilloscope display. Figure 2 shows
the configuration of copper plate used as receiver antenna with attached to the
crocodile clip on it and given potential difference with ground cable, once the copper
picks up the ESD from the surface the ground clip will give voltage across the probe
which allows the probe to measure the potential differences across the tip of the
crocodile and the ground clip.

Operation begins with initial condition without the pepper powder in the
system, to let the system to stabilize with only air flow, during this stage the
temperature, and relative humidity will be recorded. Progressively the powder will fed
into the system through hopper and set the velocity of air flow from the minimum
value as 16 m/s gradually will increase to 40 m/s the maximum velocity.

Manipulation of the air flow velocity will be reference from the reading of the
anemometer fitted at the steel pipe. Air flow velocity will be recorded with the
temperature and humidity value.

Figure 2: Arrangement of Probe as Antenna Picks ESD

Observation and reading of particle electrostatic charges will collected from 4


channels Oscilloscope with probe mounted on the surface of Acrylic transparent
tubing. For every value of air flow velocity accumulation particle charges will be
recorded for further analysis.

112

2.1

Preparation of Velocity Measurement

Velocity has been set to maximum 10 readings from 16 m/s up to maximum


40 m/s base on the speed variation from the motor. Table 1 shows the relation of rpm
with velocity recording.
Table 1: Reading of Velocity of air related to Motor Speed.
No
1
2
3
4
5
6
7
8
9
10

RPM
1072
1189
1264
1386
1461
1607
1696
1808
1911
2020

Velocity (m/s)
16.8
19.7
21
22
23.2
27.3
31.5
33
36.4
40

3.0

RESULTS AND DISCUSSION

3.1

Analysis of Electric Field Voltage values in Correlation with Velocity and

Time.

By comparing with reference to the y axis, voltage (Mv) for each individual
velocity versus time, the experiment analysis covers collectively 10 waveforms, of the
10 different velocities, found 23 out of 5000 ns time division a repeatable pattern
electric field pulses.

Table 2 shows the distributions of electric field voltage of specify 23 selected


waveform of 10 velocities tested in the experiment. Figure 3 shows the combination
of the 23 selected time response of 10 velocities which indicate the electric field
voltage value progress increasingly from 31.5 m/s. As the velocity increased to the
maximum the static voltage is produce from 0 Mv to 30 Mv. The reading from Figure
3 clearly defines directionality with velocity increase.

113

Table 2: Collective of 23 specify time and its Electric Field Voltage Values,
respective to 10 velocities.
16.6m/

19.7m/

21m/

22.1m/

23.2m/

27.3m/

31.5m/

33m/

36.4m/

40m/

10 Mv

0 Mv

10 Mv

4 Mv

4 Mv

14 Mv

14 Mv

10 Mv

4 mv

10 Mv

14 Mv

14 Mv

10 Mv

0 Mv

10 Mv

4 Mv

0 Mv

10M

10M

4Mv

4Mv

4Mv

0Mv

4Mv

4Mv

20Mv

10Mv

0Mv

0Mv

10Mv

4Mv

0Mv

20Mv

0Mv

10Mv

0Mv

4Mv

4Mv

20Mv

4Mv

4Mv

10Mv

4Mv

4Mv

4Mv

10Mv

4Mv

4Mv

4Mv

4Mv

4Mv

0Mv

4mv

0Mv

4Mv

4Mv

0Mv

0Mv

4Mv

0Mv

10Mv

14Mv

10 Mv

0Mv

4Mv

14Mv

4Mv

20Mv

4Mv

14Mv

0 Mv

14 Mv

0Mv

4Mv

20Mv

10Mv

20Mv

0Mv

4Mv

10 Mv

14 Mv

4Mv

14Mv

10Mv

0Mv

4Mv

14 Mv

4 Mv

0Mv

20Mv

4Mv

0Mv

4Mv

10 mv

20 Mv

10Mv

-6Mv

4Mv

10Mv

0 Mv

4 Mv

10Mv

4Mv

4Mv

10Mv

4 Mv

14 Mv

0Mv

4Mv

10Mv

0Mv

4Mv

20Mv

4 Mv

14 Mv

14Mv

4Mv

0Mv

10Mv

4Mv

10Mv

14M
v

10M
v

14M
v
4Mv
20M
v
4Mv

114

v
10M
v
20M
v

20M
v
10M
v

10M
v
10M
v
4Mv
10M
v

20Mv

20Mv

20mv

20mv

10mv

0Mv

14Mv

-10Mv

0Mv

20M

Time

19ns

v
20M

31ns

v
30M

47ns

v
20M

67ns

v
24M

92ns

v
20M

115n

20M

157n

20M

182n

20M

185n

24M

273n

20M

275n

30M

283n

24m

289n

20M

296n

30M

311n

20M

341n

14 Mv

10 Mv

4Mv

0Mv

0Mv

10Mv

10Mv

4 Mv

4 Mv

4Mv

4Mv

4mv

20Mv

4Mv

10 Mv

14 Mv

4Mv

10Mv

4Mv

0Mv

4 Mv

14 Mv

10Mv

10Mv

4Mv

0Mv

10 Mv

4 Mv

0Mv

10Mv

4Mv

4mv

4 Mv

4 Mv

4Mv

4Mv

10Mv

0Mv

10 Mv

4 Mv

4Mv

10Mv

10Mv

4Mv

10M
v
10M
v
4Mv
10M
v
10M
v

0Mv
30M
v
4Mv
20M
v
4Mv
20M
v
4Mv

4mv

0Mv

4Mv

4mv

0Mv

20Mv

20Mv

30M

344n

30M

354n

20M

359n

24M

373n

20M

380n

20M

402n

20M

487n

Figure 3: Combination of 23 time respone from 10 velocites versus electric field


voltage generated

115

4.0

CONCLUSION

The electrostatic discharge from Black Pepper powder in pipeline is measured


by using 4 channels digital Oscilloscope in order to measure the voltage electric filed
pulse. The pulse values which collected by the Oscilloscope probe, showed the static
electricity discharge generated in the pipe line at different air flow velocity. It was
found that there is a strong correlation between velocity and the air velocity during the
process. The study also proved that the basic or non-advance measuring instrument
such as GwInstek model GDS-2104 Digital Storage can be used to measure the
electrostatic discharge in the pipe line. Black Pepper powder particulate grain size in
250 micron creates electrostatic spark significantly linear relation with velocity of its
flow. The temperature and humidity value was 310C and 57% RH, respectively.

The aim of this work is to assess the amount of electrostatic discharge in


enclosed pipeline flow related to velocity variation. In the process of achieving this
aim several novel findings were observed from the data obtained from oscilloscope
probe which designed as antenna.

4.1

Electric field discharge analysis

The first part of the work deals with programming the oscilloscope with
required parameters to measure the dc voltage picked up by the probe as an antenna.
The reading which recorded from the probe as dc voltage during the process flow
from the surface of the acrylic transparent tube attached in between the pipe will be
analyzed.

Observation from overall 5000 waveform data sequences from 10 readings


produced in the measurement, a very promising and supportive result to the
hypothesis, where by the static electric discharge will correspond to the increase of
flow of particle linearly. Voltage from 0 mV maximizes to 30 mV presented in Figure
4.

116

Figure 4: Electric static voltage versus velocities

Intention of the experiment clearly define by analyze every electric field pulse
recorded by the oscilloscope for 10 different velocities and been discussed throughout
the text. The conclusion summaries the main findings by referring to Figure 4 shows
that the velocity above 27.3 m/s for dense dilute phase material conveying system has
inevitable static electricity. Black pepper in this investigation shows remarkable
behavior under the range of velocities from 27.3 m/s onwards, with constant humidity
of 57% RH and 310C. Hereby with basic instrumentation of oscilloscope also proves
the capable of conducting the measurement of electrostatic discharge with proper
calibration on the probe.

REFERENCES
Armour-Chelu, D. I., Woodhead, S. R.(2002). Comparison of the electric charging
properties of particulate material in glass-solid flows in pipelines. J.of
Electrostatics. Vol 56: 87-101.
Glor, M.: Electrostatic Ignition Hazards Associated with Flammable Substance in
the

Form

of

Gases,

Vapors,

Mists

Dusts:www.thuda.com/display.cfm/102744/disp-type/elektrostatik_e.pdf

117

and

Gajewski, J. B., Szaynok, A. (1981). Charge measurement of dust particles in


motion. J.of Electrostatics, Vol 10 : 229-234.

Laurence G. Brritton; Avoiding Static Ignition Hazards in Chemical Operation.


Center For Chemical Process Safety, American Institute of Chemical
Engineers. New York 1999.
Nieh, S., Nguyen, T. (1988). Effects of Humidity, Conveying velocity, and Particle
Size on Electrostatic Charges of Glass Beads in a Gaseous Suspension Flow.
J. of Electrostatics Vol 21 : 99-114.

118

PENGUKUHAN ILMU SEJARAH ISLAM MELALUI PERMAINAN KAD


SARJANA SIRAH
Noraini Ismail1, Zainab Mohd Zain2, Noor Azura Zainuddin3, Mohd Asri Abdullah4
1,2,3

Universiti Teknologi MARA(UiTM), 4Kolej Matrikulasi Perlis

noraini045@perlis.uitm.edu.my, zainab500@melaka.uitm.edu.my,
noorazura@perlis.uitm.edu.my, hakimteam@gmail.com

ABSTRAK

SARJANA SIRAH adalah inovasi permainan kad yang berorientasikan


pendidikan ilmu Sejarah Islam. Melalui permainan ini pemain didedahkan
dengan fakta-fakta sejarah mengikut pelbagai peringkat perkembangan
Tamadun Islam. Ia sesuai digunakan oleh segenap lapisan masyarakat
khususnya pelajar dan pendidik di sekolah rendah hinggalah ke universiti
khususnya yang sedang mengajar atau mengikuti kursus ketamadunan Islam.
Tujuan utama penghasilannya adalah untuk mewujudkan suasana pengajaran
dan pembelajaran yang lebih interaktif dan efektif. Model permainan kad
Sarjana Sirah ini telah digunakan dalam pembelajaran kursus Pemikiran dan
Tamadun Islam (CTU151) di UiTM Melaka. Berdasarkan kajian yang
dijalankan kepada 40 orang pelajar, pelajar mengatakan permainan ini
memudahkan mereka mengingati fakta-fakta sejarah dengan skor min 4.16 dan
87.5% mengatakan akan memperkenalkan permainan ini kepada rakan-rakan
mereka. Secara umumnya, para pelajar berpendapat permainan ini menarik,
tidak membosankan dan menambah minat mereka untuk mempelajari Sejarah
Islam.

Key words: Sejarah Islam, Pengajaran dan Pembelajaran, Permainan Kad

1.0

PENDAHULUAN

Sejarah adalah merupakan mata pelajaran yang sering dimomokkan sebagai


mata pelajaran yang membosankan dan terlalu banyak fakta yang perlu diingati.
Menurut Dr Aminuddin Mansor terdapat beberapa faktor pelajar tidak meminati
119

sejarah, diantaranya fakta yang banyak perlu diingati, buku teks yang tidak menarik
untuk dibaca dan cara pengajaran dan pembelajaran (P&P) guru tidak membantu
pelajar mengingati fakta (Mansor, 2012). Justeru pelbagai langkah diambil untuk
menjadikan sejarah sebagai subjek yang diminati oleh pelajar. Diantara cadangan bagi
menarik minat pelajar ialah penambahbaikan buku teks yang digunakan di dalam
kelas, menambahkan koleksi buku sejarah dan novel penceritaan sejarah yang lebih
kreatif dan juga penambahbaikan pengajaran dan pembelajaran ilmu sejarah agar
lebih menarik dan bersifat interaktif

(Mansor, 2012). Keadaan yang sama juga

berlaku dalam pengajaran dan pembelajaran Sejarah Islam dimana pelajar kurang
meminati Sejarah Islam disebabkan oleh faktor-faktor yang sama. Justeru, kaedah
pengajaran dan pembelajaran serta bahan bantu mengajar untuk matapelajaran ini
perlu ditambahbaik.

2.0

PERMAINAN KAD SARJANA SIRAH


Sarjana Sirah adalah inovasi permainan kad yang cuba penyelidik

perkenalkan sebagai salah satu bahan bantu mengajar yang bersifat interaktif untuk
memudahkan pembelajaran dan hafalan fakta-fakta sejarah di kalangan pelajar.
Permainan ini diinspirasikan daripada permainan UNO iaitu sejenis permainan yang
berkonsepkan warna dan angka. Walaupun begitu, sedikit inovasi dilakukan di mana
Sarjana Sirah adalah permainan kad yang berkonsepkan warna dan fakta-fakta
sejarah. Setiap fakta sejarah dibahagikan mengikut zaman dalam perkembangan
Sejarah Islam. Ia melibatkan dua hingga empat orang pemain dalam satu permainan.
Pelajar atau pemain mudah untuk mengingati fakta-fakta sejarah kerana setiap pemain
perlu membaca setiap kepingan yang hendak diletakkan dihadapan semua pemain
dengan suara yang nyaring dan setiap fakta yang dibacakan berkemungkinan akan
disoal oleh pemain dalam giliran yang seterusnya. Pemain yang terdahulu berjaya
menghabiskan kad akan dikira sebagai pemenang. Melalui permainan ini, penyelidik
berjaya mengetengahkan satu inovasi permainan kad untuk pengukuhan ilmu Sejarah
Islam dan telah dianugerahkan Silver Award dalam Pertandingan Inovasi, Research,
Invention, Innovation & Design (RIID2013) anjuran UiTM Melaka.

120

3.0

PERNYATAAN MASALAH

Kursus Pemikiran dan Tamadun Islam (CTU151) adalah kursus wajib bagi
pelajar semester 2, pengajian peringkat Diploma di Universiti Teknologi MARA
(UiTM). Berdasarkan kajian awal yang dibuat untuk mengkaji berkaitan minat pelajar
terhadap matapelajaran Sejarah Islam, didapati 55% daripada 40 pelajar mengatakan
mereka tidak meminati matapelajaran Sejarah Islam. Daripada jumlah ini 81.8%
pelajar mengatakan mereka tidak meminati matapelajaran ini kerana terlalu banyak
fakta yang perlu diingati. 68.1% pelajar mengatakan buku-buku Tamadun Islam
membosankan dan 45.4% pelajar mengatakan sesi pengajaran dan pembelajaran tidak
menarik minat mereka. Tambahan lagi, corak pengajaran konservatif chalk & talk
yang digunakan oleh guru sudah lagi tidak relevan kepada pelajar yang dahagakan
idea baharu lagi kreatif

(Kamarudin, 2014). Berdasarkan dapatan kajian ini,

penyelidik cuba mencari satu alternatif baru bagi meningkatkan minat pelajar dan
memudahkan pelajar mengingati fakta-fakta yang berkaitan dengan ketamadunan
Islam dalam keadaan santai dan lebih bersifat interaktif.

4.0

OBJEKTIF KAJIAN

a)

Mengenalpasti pandangan pelajar berkaitan model permainan kad Sarjana


Sirah sebagai bahan bantu mengajar dalam kursus Pemikiran dan Tamadun
Islam (CTU151).

b)

Memperbaiki kelemahan dan menambahbaik model permainan kad Sarjana


Sirah agar dapat membantu mengukuhkan kefahaman terhadap ilmu Sejarah
Islam di kalangan pelajar.

5.0

KEPENTINGAN KAJIAN

Kajian ini penting untuk merealisasikan objektif di atas khususnya di dalam


mengenalpasti kelemahan dan menambahbaik permainan kad Sarjana Sirah.
Penambahbaikan sangat perlu dibuat bagi memastikan permainan kad ini memberi
impak yang sangat baik kepada peningkatan kefahaman dan ingatan pelajar terhadap
fakta-fakta yang berkait dengan ketamadunan Islam. Secara tak langsung, melalui

121

permainan ini juga, persepsi pelajar terhadap kesukaran mengingati fakta, pengajaran
dan pembelajaran sejarah yang membosankan dan sebagainya dapat diatasi.

6.0

SKOP KAJIAN

Responden bagi kajian ini adalah 40 orang pelajar Diploma (semester 2)


daripada Fakulti Pengajian Komunikasi dan Media di UiTM Melaka yang sedang
mengikuti Kursus Pemikiran dan Tamadun Islam (CTU151).

7.0

TINJAUAN LITERATUR

Menurut Garris, Ahlers & Driskell (2002), permainan yang dibentuk dengan
baik boleh menjadi alat bantu mengajar yang boleh memotivasikan pelajar untuk
terlibat dengan aktif dalam aktiviti pembelajaran. Selain itu, permainan juga adalah
salah satu cara untuk melibatkan pelajar yang pasif dan pendiam untuk melibatkan
diri secara aktif dengan rakan dan guru di dalam kelas (Curt Reese, 2007). Pelbagai
bentuk permainan telah dibentuk seperti permainan snake & ladders, permainan
berpapan (board games), puzzles dan sebagainya. Begitu juga dengan permainan kad.
Penggunaan permainan kad dalam memudahkan pengajaran dan pembelajaran
bukanlah suatu perkara yang baru.

Banyak permainan kad dibentuk untuk memudahkan pelajar memahami


pelajaran dan mengingati fakta-fakta yang di ajar. Diantaranya permainan kad untuk
subjek sains yang di paparkan di www.cikguhailmi.com, permainan kad ubat oleh
www.drmuda.gov.my, Combat Medic Card Game untuk prosedur pertolongan cemas
(Rebecca Lyons, 2011), permainan kad untuk mengenalpasti aspirasi kerjaya oleh
Cornish Consultancy (Design Week, 2009) dan sebagainya.

Walaupun banyak kajian telah membuktikan bahawa permainan adalah salah


satu cara yang boleh meningkatkan kefahaman pelajar dalam perkara-perkara yang
sukar, kesan permainan kad dalam menambahbaik pengajaran dan pembelajaran
masih lagi kurang diberi perhatian (Rebecca Lyons, 2011). Berdasarkan kaji selidik
yang dijalankan kepada para pelajar di UiTM Melaka, dapatan awal mendapati 80%
maklumbalas pelajar mengatakan mereka pernah bermain permainan kad tetapi belum
122

pernah menemui permainan kad yang membantu mereka memahami ilmu Sejarah
Islam. Justeru, model permainan kad yang diberi nama Sarjana Sirah ini adalah satu
inovasi yang diharapkan dapat memenuhi kekosongan ini.

8.0

METODOLOGI KAJIAN

8.1

Persampelan

Penyelidik telah membuat persampelan untuk kajian ke atas 40 orang pelajar


Semester 2, Diploma Komunikasi dan Pengajian Media, UiTM Melaka yang
mengambil Kursus Pemikiran dan Tamadun Islam (CTU151).

8.2

Pengumpulan Data

Penyelidik menggunakan beberapa kaedah di dalam proses pengumpulan data


iaitu melalui borang soal selidik dan pengumpulan data sekunder. Bagi kaedah soal
selidik, penyelidik merangka soalan secara sistematik dan diberikan kepada
responden. Instrumen di dalam kajian ini menggunakan Skala Likert yang meletakkan
lima tahap pilihan iaitu :

Jadual 1: Maklumbalas Responden Mengikut Skala Likert


JAWAPAN

SKOR

Sangat Negatif

Negatif

Neutral

Positif

Amat Positif

Untuk memudahkan proses menganalisis data, penyelidik membuat pengkelasan skor


min untuk menilai sejauhmana tahap min bagi setiap jawapan responden di dalam
borang soal selidik. Berikut merupakan jadual pengkelasan skor min penyelidik:

123

Jadual 2: Tahap Skor Min


SKOR MIN

TAHAP

1.00 2.39

Rendah

2.40 3.79

Sederhana

3.80 5.00

Tinggi

(Sumber: Diadaptasi daripada Wiersme, 1995)

8.3

Metodologi

Kajian yang dilakukan ini melibatkan dua jenis sumber data iaitu data primer
dan data sekunder. Data primer diperolehi daripada soal selidik yang diedarkan
daripada responden, manakala data sekunder diperolehi melalui kajian perpustakaan
dan pencarian data melalui internet seperti buku, jurnal dan artikel.

8.4

Soalselidik

Satu set borang soal selidik telah dibentuk berdasarkan sumber rujukan yang
telah diperolehi. Ia terbahagi kepada dua bahagian. Bahagian 1 meliputi latar belakang
responden dan bahagian 2 meliputi pendapat pelajar secara khusus berkaitan
permainan kad Sarjana Sirah.

9.0

DAPATAN & PERBINCANGAN

9.1

Latarbelakang Responden:

Kajian ini dijalankan menggunakan instrumen soalan soal selidik ke atas 24


orang pelajar perempuan dan 16 orang pelajar lelaki semester 2, Fakulti Komunikasi
dan Pengajian Media, UiTM Melaka yang sedang mengambil Kursus Pemikiran dan
Tamadun Islam (CTU151).

124

Jadual 3: Peratus Soal Selidik Pelajar Perempuan dan Lelaki


Item

Frekuensi

Peratus

Perempuan

24

60

Lelaki

16

40

Jadual di bawah menunjukkan bahawa semua responden pernah bermain permainan


kad tetapi tiada responden yang pernah bermain permainan kad berkaitan dengan
Sejarah Islam.

Jadual 4: Peratus Responden Pernah Bermain dan Tidak Pernah Bermain Kad
berkaitan dengan Sejarah Islam
Item

Frekuensi

Peratus

Pernah bermain permainan kad

32

80

Tidak pernah bermain permainan kad

20

Pernah

bermain

permainan

kad 0

berkaitan Sejarah Islam


Tidak pernah bermain permainan kad 40

100

berkaitan Sejarah Islam

Jadual di bawah ini pula menunjukkan bahawa 87.5% pelajar ingin mencadangkan
permainan ini kepada rakan-rakan mereka. Manakala hanya 12.5% sahaja yang tidak
berhasrat mencadangkan permainan ini kepada rakan-rakan mereka.

Jadual 5: Peratus Responden ingin dan tidak ingin mencadangkan permainan ini
kepada rakan-rakan
Item
Ingin

Frekuensi
mencadangkan

permainan 35

Peratus
87.5

kepada rakan
Tidak ingin mencadangkan permainan 5

12.5

kepada rakan
Dapatan kajian berkaitan pandangan pelajar terhadap permainan Sarjana Sirah juga
menunjukkan bahawa nilai min yang tinggi melebihi 4.0 untuk kebanyakan item
125

berkaitan. Ini menunjukkan bahawa permainan ini dapat menarik minat pelajar,
menyeronokkan, mudah difahami dan dapat membantu pelajar mengingati fakta-fakta
Sejarah Islam dengan lebih mudah. Pelajar juga mencadangkan agar permainan ini
digunakan oleh guru di dalam kelas dan ia boleh membantu pelajar yang sukar
mengingati fakta-fakta sejarah. Berikut adalah jadual min pandangan pelajar terhadap
permainan kad Sarjana Sirah:
Jadual 6: Jadual Min Pandangan Pelajar terhadap Permainan Kad Sarjana Sirah
Item

Minimum

Maksimum Min

1. Permainan ini menarik

40

3.00

5.00

4.10

peraturan 40

3.00

5.00

4.00

40

3.00

5.00

4.16

4. Permainan ini membantu saya 40

3.00

5.00

4.16

3.00

5.00

4.10

3.00

5.00

4.22

3.00

5.00

4.20

3.00

5.00

3.89

2. Arahan

dan

permainan mudah difahami


3. Permainan ini menyeronokkan

mengingati fakta-fakta Sejarah


Islam
5. Permainan

ini

menambahkan 40

minat saya kepada Sejarah Islam


6. Saya mencadangkan permainan 40
ini digunakan oleh guru di dalam
kelas
7. Permainan

ini

sesuai

untuk 40

pelajar yang sukar mengingati


fakta sejarah
8. Permainan ini mencabar minda 40
saya
9. Permainan ini adalah realistik

40

3.00

5.00

4.10

10. Kualiti permainan adalah baik

40

3.00

5.00

4.00

10.0

KESIMPULAN DAN CADANGAN

Hasil kajian yang dijalankan ini menunjukkan bahawa inovasi dalam


pengajaran dan pembelajaran sejarah khususnya Sejarah Islam sangat perlu bagi

126

menambahkan minat pelajar kepada matapelajaran sejarah. Sekaligus membuang


persepsi negatif terhadap sejarah sebagai matapelajaran yang membosankan atau
membebankan dengan pelbagai fakta yang perlu diingati. Penyelidik telah berjaya
mengetengahkan permainan kad Sarjana Sirah sebagai satu inovasi yang memenuhi
objektif penghasilannya. Walaupun begitu, penambahbaikan akan terus juga
dilaksanakan bagi meningkatkan kualiti permainan ini terutama dalam usaha
mengetengahkan permainan ini keperingkat yang lebih tinggi. Semoga hasil kajian ini
dapat memberi motivasi kepada para pendidik untuk lebih kreatif di dalam pengajaran
dan pembelajaran khususnya dalam meningkatkan kualiti pendidikan di Malaysia.
Sumbangan yang sedikit tetapi berterusan pastinya membuahkan hasil yang lebih
berimpak tinggi.

RUJUKAN

Curt Reese, T. W. (2007). Teaching Academic Discussion Skills With A Card Game.
Simulation & Gaming, 38 (4), (pp. 546-555)

Garris, Ahlers & Driskell (2002). Games, motivation, and learning: A research and
practice model. Simulation & Gaming, 33(4), (pp. 441-467)

Kamarudin, K. (2014, 02 04). Guru Punca Pelajar Tidak Minat Sejarah? Berita
Harian.

Mansor, A. (2012, 10 15). Dr. Menarik Minat, Memantapkan Pelajaran Sejarah di


Sekolah, Utusan Malaysia.

NEWS IN PICTURES: Creative Edge Designs Card Game. (2009). Design


Week, 2(6),

8.

Retrieved

from

http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/
215577619? accountid = 42518

Rebecca Lyons, C.A. (2011). The Combat Medic Card Game for Emergency Medical
Procedures. Proceedings of the Human Factors and Ergonomics Society (pp.
1323-1327).
127

Wiersme, W (1995). Research Methods In Education: An Introduction. 6th Edition.


Needham Heights. MA : Allyn and Bacon.

http://www.cikguhailmi.com/2015/03/idea-p-sains-kad-permainan-sistem.html

http://www.drmuda.gov.my/index.php/widgetkit/media-cetak/88-permainan-kadubat.html

128

COMMUNITY COLLEGES TRANSFORMATION TOWARDS VISION 2020:


SUGGESTIONS FOR IMPROVEMENT FROM THE PERSPECTIVE OF
COMMUNITY COLLEGE GRADUATES

Mohd.Nor, Ahmad Rosli; Rasul, Mohamad Sattar; Amat, Salleh


1,2&3

Universiti Kebangsaan Malaysia

ahmadrosli75@yahoo.com, drsattar@ukm.edu.my, sallehba@ukm.edu.my

ABSTRACT

Vision 2020 goals should be reached without marginalizing any group of


people, especially those who have the possibility for failure. The community
college is among the platforms for risk groups are moving forward and being
part of the high-income communities. However, developments in society
require some reforms to the system that has been established. In this case, the
community college lecturer who is the prime mover of community colleges
should be in line with the needs of today's world to ensure the continued
relevance of community colleges in achieving the objectives of Vision 2020.
Thus the qualitative study using the Delphi Technique Interview was
conducted to see the view of community college graduates about their
lecturers. A total of five recommendations for lecturers of a community
college have been touched including competence, skills, roles, relationships
and career.

Keywords: Vision 2020; lecturer; improvements; community college


graduates

1.0

INTRODUCTION

Community college history began when the Cabinet meeting on 3 November


1999, which convened to discuss the Budget 2000 has been decided that the Ministry
of Education carried out a study on a model and concepts appropriate for community
colleges established in every constituency across the country. The considerations of
community colleges are to provide an alternative to post-secondary opportunities that
129

do not have the opportunity to continue their education at a higher level.


Subsequently, on July 5, 2000 the Cabinet had considered and agreed with
398/2225/00 memorandum submitted by the Minister of Education on the basis of the
establishment and implementation of Community Colleges in each constituency
(Mohd Faisal and Wan Izni, 2010). A total of 10 pilot Community College began
operating in mid-June 2001 and another 2 units in December 2001. As of 2015, a total
of 92 Community Colleges has been operating throughout the country. Community
College has become an institution of choice for those who wish to improve their skills
and knowledge (JPKK, 2011).

1.1

Transformation Community College is to produce quality graduates

Malaysia wishes to increase its efforts to reach high-income developed


country status by 2020. In the 10MP, the government has determined that training and
technical and vocational education should be first to realize the high-income
economy. Through the Community College Transformation Plan, the focus is
delivered to assist in the country out of the economic centers around the middletohigh-income and competitive. For the success of this policy given the role of
community colleges to advance the process of Lifelong Learning (LLL) to local
communities to help them generate better income (Abdul Jalil, 2011). Review by Abd.
Hair et al. (2013) found that employers are satisfied in terms of the specialization
program, information and communication technology, but the majority of employers
are not satisfied with the quality of community college graduates in terms of soft
skills, innovation and English language support. It is the prerogative of the lecturers
who have not achieved well to date.The community college lecturers have the ability
to meet the challenges that have been levelled and able to produce graduates who
cope with the needs for skilled manpower. However, they need to know what are the
important things to do. Therefore, steps should be taken for more strategic ongoing
basis to guarantee the competence of lecturers in all institutions, especially in
community colleges fulfil this aspiration. Indirectly, this is a challenge to the lecturer
in community colleges to improve their quality to enhance the skills and competencies
of graduates produced towards meeting the needs of the industry.Special emphasis is
placed on the development of human capital through initial PTV mainstream efforts

130

for the realization of high-income economy (JPKK, 2012). All this is done to produce
a global class human capital in highly competitive and skilled (MohdAyop 2011).

2.0

PROBLEM STATEMENT

Career as a lecturer in higher education institutions requires commitment and


passion (Mabrouk, 2006). This career is the backbone of the mission to produce
graduates who can respond to the aspirations of the people and the countries. Efforts
have to be designed and established to strengthen the capacity of lecturers in
performing the functions. Lecturers must prepare themselves in competition at the
global level in line with the demands of the profession. Various aspects of selfdevelopment should be assessed and identified their needs. Problems often arise in
discussing the reliability and capability of lecturers, especially for those who are as
yet new in terms of assistance and support needed (MarianiandHamdan, 2008).
However, most of the study focus on the effectiveness of technical and vocational
curriculum to students (NurulNadya et al, 2010). Only a few studies were conducted
to see the student's needs especially on their lecturers (Iswaaniza, 2012). While the
new lecturers are faced with a variety of new work environments that requires them to
meet some of the requirements, they need to retain their quality without knowing what
they should do to meet student requirement.. Therefore they require access and
cooperation of all parties in an effort to upgrade the competence of teachers,
especially in community colleges. Even Curriculum Management Model by Saylor et
al. (1981) also put the effectiveness of the teaching staff as one of the essential things
that need to be appraised for effectiveness of the education system. Because of that, a
study should be done to help community college lecturers to makeany improvements
and help community colleges to remain relevant in 2020.

3.0

RESEARCH OBJECTIVE

This study was carried out to determine the proposed improvements to


community college lecturers from the view of successful community college
graduates.

131

4.0

RESEARCHMETHODOLOGY

4.1

Research Participants

Selection of study participantsbase on purposive sampling where a total of 15


community college graduates were selected based from the list of successful
community colleges Alumni (JPKK, 2009).

4.2

Research Approach

In

particular,

this

study

uses

qualitative

interviews

with

two

roundsDelphitechniques. The Social Learning Theory (1979; 1986) andManagement


Model of Curriculum by Saylor et al (1981) were the main sources of design
interview instruments.

4.3

Research Analysis

Thematic Analysis was conducted on after the data fromthe first round
interview were transcribed to generate themes and sub themes. These themes and sub
themes were used in order to survey questions using a Likert scale for the second
round of the Delphi technique. The data obtained were analyzed using Fuzzy Delphi
method to find consensus from the panel answered.

4.4

Validity and Reliability

To ensure the validity and reliability, several measures have been carried out
as recommended by theLinconandGuba (1985)as confirmation of experts to interview
protocol, inter-rater process, triangulationof sourcesof 15 panels, Audit Trails and
long-term analysis.

5.0

RESEARCH FINDINGS AND REVIEW

This study has achieved its objective to explore the suggestions for
improvement of Community Colleges in terms of Lecturers, review panels agreed
132

community college lecturers should have the following capabilities for improving
teaching and learning (P&P):

5.1

Lecturers should competence in their field

Competence relates to the skills of instructors teaching professionals based on


the practice of professionalism, knowledge and understanding, and teaching and
learning skills (MOE, 2013).The core task of the lecturer is to make known the
contents of the syllabus to another form that can be understood students through a
series of learning activities appropriate (Azizi andFadlina,2008). Therefore
competence is critical to lecturers.
prior to advancing students, lecturers must be developed first (PK09)
Lecturers must be more advance than students (PK04)
Students are expected lecturers have distinctive competencies to assist them in deal
with a subject, especially a core subject areas. Failure to figure out their field,lecturers
will make students more confused by what they learned. The majority of research
panels agreed that lecturers should have special competence in the subjects got to
improve student understanding and expertise.
Sorry to say, during college..lecturers not be used to produce traditional
cakes like this, mostly skilled western cuisine only (PK07)
It's will lead to the students have less self-disclosure on a plane and they believe that it
is a lack of teaching and learning.
Disclosure lecturer was less because most lecturers teach entrepreneurship
but even if there is no entrepreneurial background, so they are difficult to
share experience or expertise(PK15)

5.2

Lecturers should have practical skills

Skills in practical means the ability of a lecturer to demonstratein the process of


teaching and learning.Their abilities will inspire students to emulate the capabilities of
their lecturers.
lecturers need to master practical skills, do not say lecturers only need to
know the theory, but practically cannot do (PK03)

133

Failure to master the skill in practical aspect will lead to other problems such as
monitoring the activities of student internship and susceptibility to explain in practical
projects. This will result in the student not receive input from the project or internship
that they doing and cause dissatisfaction may arise to them.
sometimes lecturers, during the practical time they let their students alone,
nobody wants to show how to do it, maybe because he was less skilled hands
(PK02)

5.3

Lecturers should be a Source of Inspiration for their student

Most students at the community college are always looking for the direction of
their future career. Education is very significant effect when these because they
reckoned lecturers as a people who know more than they (Mok Soon Sang, 2011).
Therefore lecturers should always be inspired and able to be a source of inspiration to
their students. They can be driven by past experiences and knowledge to the students
while in class.
There was a lecturer, Mr. ZaliWahil, he always shared his business
experience, I got a lot of inspiration to be a people like him (PK04)
This is something that is very meaningful to the students because they feel the
lecturer's close to their world. This makes them eager to succeed in their future
careers.Grima et al (2014) in his study of mentor who gives inspiration has proven the
power of inspiration in shaping the identity of a student. This will increase the
effectiveness if a lecturer is able to become a mentor who can inspire students.
For me..the most powerful thing is the inspiration given by our lecturers
(PK14)
I clearly know my strength when lecturers inspire me (PK05)

5.4 Lecturer as a motivator

Motivation can be defined as a strong desire and will in itself to force or do


something in order to achieve success (DBP, 2013). Woolfook (1998) explains the
motivation as an internal power that generates, directing and controlling interests and
human behavior. Lecturers are very meaningful to serve as a source of motivation for
students to learn and achieve success in their fields. Panel study itself acknowledges
134

the words of their former lecturer stimulus is very effective in themselves. Most
assume it is drive their success and help them to a better person than before entering
college. It supports FatimahtulZaharah (2003) and Syed Mohamad (2010) studies who
found the significant of motivation to learn by teaching staffs are very helpful in
improving student learning motivation and career.
My former lecturer, Mr. Zainuddin always reminds me, we learn not only to
work but to open our minds, I always remember that message, we must always
learn... (PK04)
I still remember one of my lecturers, En. Idham..hegives me a lot of
motivation, he told me.. I have a great potential to success (PK06)
I remember HjZairon former GrikCommunity College director said, I do not
want my student to be a seamstress village level only, I keep the words and
now I prove my success (PK07)

5.5

Lecturer as a career guidance

Career planning is a very significant matter and many studies show that it is a
necessity (Amal et al, 2006). Hoppock (1957) insists one should have knowledge
about the job before making a career choice. Thus it is not surprising that students feel
the community college lecturer is the best reference point for information about their
career as lecturer knows more about a career.
I always refer to counseling lecturer...especially because they more access to
information about careers so we can ask them (PK12)
Lecturers are also expected to contribute ideas and suggestions to the students because
most students are so vague about the future of their careers.
Before, during studies, lecturers gave a lot of ideas, what career to be done
in the future (PK13)
I refer many lecturers, they asked, after I study where should going and
whetherit'sa appropriate work (PK15)
I think the lecturer should assist students in college...show direction, then
learn what we can do most of our own vague about the direction
They argue that a good relationship and cooperation between students and lecturers
can help students to build a community college career a more glorious future.

135

6.0

CONCLUSIONS

This study achieved its objectives for feedback to our system. Successful
graduates of community colleges to improve teaching staff in community colleges.
The result is a guide for community college lecturer reminded the quality of their
services and make a community college is comparable to community colleges in the
United States.This feedback should receive serious attention parties concerned to
further improve the quality of education in the community college system and fulfill
their aspirations as activator in 2020.

REFERENCES

Abdul

JalilLimat

(2011)

Sejauhmanakah

dapatmembantupencapaian

program
NKRA

PSH

dibawah

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138

PhD.

APPLICATION OF RESIDUAL ENERGY PROBABILITY ON THE


LIFETIME EXTENSION OF A WIRELESS SENSOR NETWORK
Saltihie Bin Zeni1
1

Politeknik Kuching Sarawak


saltihie@poliku.edu.my

ABSTRACT

Wireless Sensor Networks (WSNs) are widely used to create a smart


environment that relies on sensory data from real world. The application of
wireless sensor networks provides an enormous wirelessly connected
infrastucture facilitating the function of monitoring a physical and
enviromental conditions, such as temperature, sound, vibration, pressure,
humidity, acidity, motion and pollutants. A WSNs consists of densely
distributed nodes that support sensing, signal processing, embedded
computing and wireless connectivity. Energy consumption is a constraint in
WSNs because each nodes is powered by a batteries. Due to energy
constraint, a deployment of WSNs required an advances techniques to improve
the network lifetime. This study presents a simulation approach of a routing
protocol in WSNs by implementing a probability of residual energy algorithm
as our proposed algorithm. Simulation result shows that our proposed
algorithm have better energy consumption and improve the network lifetime of
WSNs.

Keywords: Wireless Sensor Networks, probability of residual energy,


network lifetime

1.0

INTRODUCTION

Wireless Sensor Network (WSN) is widely used to create a smart environment


that relies on sensory data from real world. The application of wireless sensor network
has fulfill nowadays needs by providing a facilities to monitor a physical and
environmental conditions, such as temperature, sound, vibration, pressure, motion and
139

pollutants. A smart environments is relies on sensor network to gathering an


information, whether in building, shipboard, transportation system automation, habitat
monitoring, healthcare monitoring, home automation, traffic control, or elsewhere
(Ali, AbdulMaowjod, & Mohammed, 2011)(F, 2004). A smart sensor used in WSN is
a combination of sensing, processing and communication technologies.
The study done by (Dietrich & Dressler, 2009) stated that network lifetime is a
key characteristic to evaluate a sensor network. The effectiveness of WSNs is
depending on the sensor in the network. If the sensor node considered alive, it then
can perform a duty to sense, communicate and process information (temperature,
humidity etc), but not after that. There are two major factors that affect the network
lifetime: how much energy it consumes over time and how much energy available for
its use. The proposed technique to deal with network lifetime called clustering is an
important method, and a good performance WSNs is highly dependent on energyefficient clustering routing algorithm (Liu, et al., 2010). The development of a
clustering-based hierarchy protocol that optimizes the energy-efficiency in WSNs is
called

Low-Energy

Adaptive

Clustering

Hierarchy

(LEACH)

(Heizenman,

Chandrakasan, & Balakrishnan, 2000). This paper proposed an improvement of


LEACH by using probability of residual energy in cluster head selection instead of
randomly selected.

2.0

HIERARCHICAL ROUTING PROTOCOL

Hierarchical also known as cluster-based routing is utilized to perform energy


efficient routing in WSNs. In a hierarchical architecture, higher energy nodes can be
used to process and send the information while low energy nodes can be used to
perform the sensing in the proximity of the target. Thus, cluster heads can perform
data aggregation and fusion in order to decrease the number of transmitted messages to
the Base Station (BS) and increment the network lifetime. Hierarchical routing is an
efficient way to lower energy consumption within a cluster and by performing data
aggregation and fusion in order to decrease the number of transmitted messages to the
BS. Hierarchical routing is mainly two-layer routing where one layer is used to select
Cluster Head (CH) and the other layer is used for routing. However, in WSNs,
routing techniques are not only focused on routing, but also on who and when to send
or process/aggregate the information, channel allocation, etc. Here presented
140

severalproposals of hierarchical routing protocols based on LEACH (Heizenman,


Chandrakasan, & Balakrishnan, 2000).

2.1

TL-LEACH

A new version of LEACH called Two-level Leach was proposed by (Loscri,


Morabito, & Marano, 2005). In this protocol; CH collects data from other cluster
members as original LEACH, but rather than transfer data to the BS directly, it uses
one of the CHs that lies between the CH and the BS as a relay station. Compare to the
LEACH protocol, the CH collects and aggregates data from sensors in its own cluster
and passes the information to the Base Station (BS) directly. CH might be located far
away from the BS, so it uses most of its energy for transmitting and because it is
always on it will die faster than other nodes.

2.2

C-LEACH

Centralized

LEACH

(C-LEACH)

was

proposed

by

(Heinzelman,

Chandrakasan, & Balakrishnan, 2002). C-LEACH uses a centralized clustering


algorithm and the same steady-state phase as LEACH. LEACH-C protocol can
produce better performance by dispersing the cluster heads throughout the network.
During the set-up phase of LEACH-C, each node sends information about its current
location (possibly determined using a GPS receiver) and residual energy level to the
sink. In addition to determining good clusters, the sink needs to ensure that the energy
load is evenly distributed among all the nodes. To do this, sink computes the average
node energy, and determines which nodes have energy below this average.
Once the cluster heads and associated clusters are found, the sink broadcasts a
message that obtains the cluster head ID for each node. If a cluster head ID matches its
own ID, the node is a cluster head; otherwise the node determines its TDMA slot for
data transmission and goes sleep until its time to transmit data. The steady-state phase
of LEACH-C is identical to that of the LEACH protocol.

141

2.3

V-LEACH

This LEACH modification was proposed by (Yassein, Al-zou'bi, Khamayseh,


& Mardini, 2009). In V-LEACH, the cluster contains; CH (responsible only for
sending data that is received from the cluster members to the BS), vice-CH (the node
that will become a CH of the cluster in case of CH dies), cluster nodes (gathering data
from environment and send it to the CH).
In the original leach, the CH is always on receiving data from cluster members,
aggregate these data and then send it to the BS that might be located far away from it.
The CH will die earlier than the other nodes in the cluster because of its operation of
receiving, sending and overhearing. When the CH die, the cluster will become useless
because the data gathered by cluster nodes will never reach the base station.
In V-LEACH protocol, besides having a CH in the cluster, there is a vice-CH
that takes the role of the CH when the CH dies because the reasons we mentioned
above. By doing this, cluster nodes data will always reach the BS; no need to elect a
new CH each time the CH dies. This will extend the overall network life time.

3.0

CLUSTER-BASED ROUTING BASED ON PROBABILITY OF

RESIDUAL ENERGY

3.1

Overview

LEACH uses a distributed algorithm for the formation of the cluster head node,
each node make decision by itself without a central control. In this case, the cluster
head is selected randomly and nodes become the cluster head in turn when cluster
heads have the same initial energy. The reference indicator is the number of times for
each node to become the cluster head. However, after several rounds, the distribution
of energy in the network will be uneven and cluster head selection will become
unreasonable

(Tao, Qing-Xin, & Luqiao, 2010). In this proposed algorithm, we

improved the cluster head selection process by taking into account the residual energy
in each member node after each rounds while the steady-state is identical with
LEACH. Different from LEACH, we have three phases in this proposed algorithm
which include set-up phase, steady-state phase and pre set-up phase.

142

3.2

Probability of Residual EnergyDescription

3.2.1 Cluster head selection

To increase the lifetime of the networks, the proposed algorithm uses a


probability function while considering the use of node residual energy for cluster
configuration; whereas LEACH only utilizes a probability function. In the case of the
nodes do not have the same amount of energy (for second round and afterward), the
nodes with higher residual energy will become a CH more often than nodes that have
less energy to ensure that all nodes die approximately at the same time. This can be
achieved by setting the probability of becoming a cluster head as a function of a
nodes energy level relative to the aggregate energy remaining in the network, rather
than purely as a function of the number of times the node has been cluster head, thus
( )

( )

( )

(1)

where p is the desired percentage of cluster heads, r is the current round number, G is
the set of nodes that have not been CHs in the last

rounds, Eresidual is the current

residual energy of node and


( )

( )

( )

where Etotal is the total energy of entire network. Using these probabilities, the nodes
with higher energy will become cluster heads rather than nodes with less energy.

143

Figure 1: Cluster Head selection

3.2.2 Set-up phase

Each node generates a random probability (pn) at the beginning of a new round
and computes the threshold value T (n) by using equation 2. If r = 1 (i.e. the first
round) and Eresidual for each node are same. In case of pn< p, the node is selected as a
CH. A selected CH broadcasts an advertised message over neighbor nodes. The
neighbor nodes collect advertised messages during a given time interval and then send
a join REQ message to the nearest CH. The cluster head receives the join-REQ
messages and builds a cluster member list and a TDMA schedule. Then broadcast
them over neighbor nodes. The member node receives and save the message for data
transfer.

3.2.3 Steady-state phase

The time-line of the proposed modified LEACH algorithm is shown in Figure


2. In LEACH, the steady-state operation divided into frames. Main activities in this
phase are sensing and transmission of sensed data. Each sensor nodes senses and
transmits the sensed data to its cluster head according to Time Division Multiple
Access (TDMA) table. In addition, for next round that going to occur it is required for
the cluster node to transmit together their current energy and their IDs. When data and
energy status has been received, the CH performs data fusion and aggregation in order
144

to reduce the amount of data. Finally, each CH transmits data to BS along the CH-toCH routing path which have been formed during setup phase.

Figure 2: Modified LEACH algorithm TDMA frame

Figure 3: Steady state operation

3.2.4 Pre set-up phase

Before the last frame of a round completes, the CH sends BS the residual
energy value of each nodes that belong to its own cluster. BS collects all residual
energy values from CHs, finds the total residual energy value (Etotal) of the network,
and distributes Etotal back to CHs. The CH broadcasts Etotal over cluster nodes. Each
nodes save the value of Etotal for the next computation of T(n) and the current round is
terminated. Figure 4 shows a flow chart for pre set-up phase in modified LEACH
algorithm.

145

Figure 4: Pre set-up phase

4.0

RESULTS AND ANALYSIS

For the purpose of simulation, the simple radio model was taken
from(Heinzelman, Chandrakasan, & Balakrishnan, 2000). The described model in the
referred source assumes energy dissipation of Eelec = 50 nJ/bit to run the transmitter or
receiver circuitry and Eamp = 100 pJ/bit/m2 for the transmit amplifier to achieve an
acceptable Eb/No (Signal to Noise Ratio). The parameters used in the simulation are
described in Table 1.

146

Table 1: Simulation parameters

Type

Parameter

Network

Network Grid (

Value
From (0,0) to 1) (500, 500), to 2)

(1000, 1000)
Base Station

50, 75, 100 meter

Initial Energy

0.5 Joule/battery/node

Node Distribution (N)

100 nodes randomly distributed

Application Rounds (frame)

25 Time Division Multiple Access


frames

Broadcast packet size

25 bytes

Packet header size

25 bytes

Radio

Transmitter energy consumption (ETX- 50 nJoule/bit

Model

elec)

Receiver energy consumption (ERX-

50 nJoule/bit

elec)

(ETX-elec= ERX-elec = Eelec)


Amplifier energy consumption (Eamp)

100 pJ/bit/m2

In this simulation, the network lifetime will be analyzed by analyzing the first
node dead (FND) and half node dead (HND) of the network. Lifetime is traditionally
defined as the amount of time between the start of dataflow in the network and the
time a certain percentage of nodes have run out of energy.

4.1

First Node Dead (FND)

In the case of a small area network the Probability of Residual


Energyalgorithm gets better results, which achieves even more than 2 times the
lifetime of the LEACH as is shown in Figure 5. The consideration of node residual
energy during cluster head selection processing can maintain the balanced energy
consumption of the sensor network. It is also can be seen that when the number of
nodes increases, the network lifetime decrease for both protocols. For larger number of
147

nodes and bigger network size, the network lifetime closer to each other but there is
still an improvement shows by Probability of Residual Energy algorithm..

60
40

LEACH

20

Res.Energy

0
50

75

Round Done

Round done

80

100
80
60
40
20
0

100

Res.Energy
LEACH
50

Number of Nodes

75

100

Number of Nodes

a)

b)

Figure 5: FND results for different nodes implemented in different network size
a) 500 x 500 m2b) 1000 x 1000 m2

4.2

Half node dead (HND)

Following is presented a comparison among all the protocols of the rounds


achieved until half of the nodes are already dead. From Figure 6, it depicts a half node
dead for both protocols decrease with the increment of number of nodes. From the
simulation results, the distribution of energy in LEACH algorithm is uneven between
the node and the CH become unreasonable. The proposed Probability of Residual
Energy algorithm has encountered this problem by taking into account the nodes
residual energy in selecting the CH. In LEACH, there is a different amount of energy
for cluster formation at the beginning of each round, as the total energy will depend on
the number of nodes that elect themselves to be CH and their locations within the
network. A larger number of CH nodes imply more energy dissipated in the network.
Overall, the Probability of Residual Energy algorithm shows more energy-efficient
than LEACH where it can determine better cluster than distributed algorithm used in
LEACH.

148

80

60
40

LEACH

20

Res.Energy

0
50

75

100

Round done

Round done

80

60
40

LEACH

20

Res.Energy

0
50

Number of Nodes

75

100

Number of Nodes

a)

b)

Figure 6: Half node dead results for different nodes implemented in different network
size
a) 500 x 500 m2 b) 1000 x 1000 m2

5.0

CONCLUSION

The implementation of WSNs architecture in a simulation environment has


been carried out in this research. This implementation will evaluate different
simulation scenarios of large scope clustered-type networks. The purpose of the
implementation consists on the research and the obtaining of power consumption and
an improvement of original LEACH by using a probability of residual energy
algorithm. The search of the power consumption and improvement is performed
through the analysis of the network behavior. The network behavior will be obtained
by means of simulation executions after the variation of values of specific parameters
of the WSNs operation. The improvements of LEACH by taking into account the
residual energy has solved a drawback in LEACH by introduce a technique in cluster
head selection. This technique improve the cluster head selection by introduce a new
threshold calculation by taking into account the residual energy of each node to
become cluster head in next round. . It is shows that results are better when the number
of nodes is smaller as well as the network size. As increment of number of nodes and
network size, the network lifetime is worse. But still, the performance of probability of
residual energy compared to LEACH in term of network lifetime was still better.
Therefore, it can be determined that the WSNs architecture implemented perform the
obtaining of desired results during the development of this project, and could serve as
base implementation for future versions of the developed work.
149

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151

KAJIAN REKABENTUK DAN BINAAN MOTOR ARUS TERUS MAGNET


KEKAL TANPA BERUS PEMUTAR LUAR UNTUK BASIKAL ELEKTRIK
Azhan Abdullah, Samila Mat Zali, Mohd Saufi Ahmad, 4Azira Adnan
1,2,3

Universiti Malaysia Perlis, 4Kolej Komuniti Seberang Jaya

67azhanabdullah@gmail.com, samila@unimap.edu.my, Saufi.ahmad@gmail.com,


azira.adnan@gmail.com

ABSTRAK

Hari ini basikal elektrik merupakan pilihan yang baik menggantikan


pengangkutan mahal seperti motor dan kereta. Disamping itu juga, basikal
elektrik merupakan kenderaan pilihan yang mampu mengurangkan pencemaran
udara yang disebabkan oleh kebanyakkan kenderaan automotif dan industri.
Motor elektrik merupakan bahagian terpenting dari sebuah basikal elektrik.
Penyelidikan dan pembangunan motor elektrik merupakan proses yang
berterusan bagi meningkatkan prestasi di samping meminimumkan saiz motor
dan menghasilkan motor yang bersaiz kecil, ringkas dan ringan. Penyelidikan
tesis ini adalah berkaitan kajian reka bentuk dan binaan motor 3 fasa jenis motor
arus terus tanpa berus dengan magnet kekal. Ia direka khas untuk motor pemacu
terus dengan kelajuan yang rendah. Motor yang direka bentuk mempunyai
topologi pemutar di luar dengan aliran fluks berjejari yang digabungkan dengan
bahan magnet kekal jenis neodymium-besi-boron. Sistem penghantaran motor
dibuat tanpa gear dan ia mampu meningkatkan kecekapan motor di samping
menggurangkan beratnya. Langkah awal prosedur ialah untuk menentukan kuasa
perenjangan motor yang diperlukan untuk menggerakkan basikal. Parameter
motor dihitung dengan menggunakan persamaan analitikal dengan beberapa
andaian dibuat. Kaedah unsur terhingga digunakan untuk menganalisis
pengagihan medan elektromagnet dalam rekabentuk motor dan mengesahkan
pengiraan rekabentuk. Perisian analisa unsur terhingga yang digunakan dalam
152

simulasi ini ialah perisian Opera2d. Tiga rekabentuk motor dengan kombinasi
terbaik lubang alur per kutub telah dipilih iaitu 12 lubang alur dengan 10 kutub,
12 lubang alur dengan 14 kutub dan 12 lubang alur dengan 16 kutub. Simulasi
telah dibuat terhadap ketiga-tiga rekabentuk tersebut menggunakan analisis
unsur terhingga. Hasilnya dibentangkan serta dibandingkan. Perbandingan
dibuat berdasarkan ciri-ciri elektromagnet dan prestasi motor seperti daya kilas
pemungkahan, daya gerak elektrik balikan dan agihan fluks magnet. Keputusan
simulasi menunjukkan rekabentuk motor dengan kombinasi 12 lubang alur
dengan 10 kutub adalah yang terbaik kerana mempunyai nilai daya kilas
pemungkahan yang rendah, mempunyai ketumpatan fluks yang tidak tinggi dan
bentuk daya gerak balikan yang lebih trapezoidal di samping nilai voltan yang
lebih tinggi terhasil. Seterusnya memenuhi kuasa dan daya yang diperlukan.
Motor 12 lubang alur dengan 10 kutub ini akan dibangunkan sebagai motor
prototaip dan diuji. Keputusan ujian akan ditunjukkan bagi menilai adakah ianya
hampir sama seperti simulasi.

1.0

PENGENALAN

Perkembangan sains dan teknologi masa kini, turut membawa perubahan di dalam
bidang rekabentuk yang juga mempengaruhi bidang kejuruteraan dan sains.
Perkembangan ini amat berkait rapat antara satu sama lain. Bidang sains menentukan
ilmu pengetahuan asas manakala bidang kejuruteraan pula adalah penggunaan
pengetahuan ilmu sains tersebut.

Pengetahuan terutamanya dalam bidang fizik dan matematik membolehkan ilmu


tersebut digunakan secara praktikal dengan prinsip-prinsip mekanikal. Setiap idea
rekabentuk yang diketengahkan mengambil kira faktor-faktor seperti pengendalian yang
mudah, kelancaran perjalanan kerja dan memberikan pulangan yang maksimum ataupun
kepuasan kepada pengguna. Faktor-faktor ini dititik beratkan agar pengguna mempunyai
keyakinan terhadap sistem dan keupayaan sesuatu rekabentuk yang telah dihasilkan.

153

Sesuatu rekabentuk adalah ilham awal yang dilahirkan oleh seseorang dan
kemudian ilham tersebut digambarkan di atas helaian kertas yang meliputi beberapa
bentuk sudut pandangan. Idea ini seterusnya diperbaiki serta diberi ukuran dan saiz
mengikut keperluan dan keadaan sesuatu bentuk projek. Keadaan mekanisma yang direka
itu berfungsi mengikut sistem yang dicadangkan dan dilukis dalam bentuk lukisan
kejuruteraan. Seterusnya idea tersebut disampaikan kepada umum dengan cara yang
ringkas, jelas serta mudah difahami dan dalam bentuk yang menarik. Menurut (Feirer,
1967). Model yang menarik dan menunjukkan ciri-ciri penggunaannya sudah tentu akan
menarik minat sesiapa yang melihatnya.

Pada masa kini permintaan terhadap kenderaan elektrik kian berkembang dengan
pesatnya. Ini berdasarkan kepada faktor harga minyak petrol yang kian meningkat dan
banyak negara mencari alternatif lain selain daripada bergantung kepada kenderaan
berenjin petrol dan diesel.

Basikal elektrik merupakan kenderaan elektrik jenis ringan

dan salah satu pilihan terbaik pengguna untuk beralih ke kenderaan elektrik. Basikal
elektrik bukan sahaja ringan tetapi senang dibawa malah harga dipasaran juga murah jika
dibandingkan dengan kenderaan automotif yang lain. Kos operasi juga hampir tiada
disebabkan oleh basikal elektrik memerlukan kerja penyelenggaraan yang sangat
minimum. Kebanyakan negara termasuk Malaysia, basikal elektrik tidak memerlukan
insuran atau lesen. Penggunaan kenderaan elektrik ini mampu mengurangkan
pencemaran udara yang disebabkan oleh asap kenderaan automotif dan industri. Basikal
elektrik merupakan kenderaan mesra alam dan menjimatkan. Disamping itu ia mudah
dibawa dan pengguna tidak perlu bimbang tentang kesesakan lalu lintas. Walau
bagaimanapun, penggunaan kenderaan ini amat terhad kerana ia sesuai digunakan untuk
perjalanan jarak dekat dan sangat sesuai untuk tujuan rekreasi (Ulrich, 2005).

Rekabentuk motor pada basikal elektrik adalah satu bidang penting untuk
meningkatkan prestasi, kecekapan dan mengurangkan kos. Fokus utama dalam projek ini
ialah merekabentuk motor bagi basikal elektrik pemacu terus jenis kelajuan rendah.
Motor yang dipilih ialah jenis motor arus terus magnet kekal yang mempunyai kecekapan
motor yang tinggi dan tinggi ketumpatan daya kilas.
154

Pemilihan berdasarkan kos yang rendah, kebolehpercayaan yang tinggi, dengan


teknik fabrikasi yang mudah. Rekabentuk motor dengan konfigurasi rotor diluar adalah
bersesuaian untuk di pasang pada roda basikal supaya dapat mencapai daya kilas yang
tinggi, stabil dan sesuai untuk operasi kelajuan rendah.

Terdapat pelbagai jenis basikal elektrik yang terdapat dipasaran yang mempunyai
kuasa dari 150 Watt sehingga 500 Watt. Basikal Ini dibezakan dari segi spesifikasi atau
jarak prestasi yang bergantung kepada kegunaaan penunggang. Basikal yang berbeza
spesifikasi bergantung kepada kegunaan samada di bandar, kawasan pendalaman yang
berbukit, perjalanan jarak jauh dan juga basikal untuk berlumba. Untuk kegunaan di
bandar prestasi basikal memerlukan pecutan yang laju dan kekerapan untuk berhenti.
Kuasa purata jenis basikal ini ialah 150 Watt dan kelajuan purata perlulah mencapai 17.6
km/j. Basikal elektrik jenis kawasan berbukit perlulah mempunyai keupayaan daya kilas
yang tinggi dan mampu mempunyai kuasa maksimum 300 Watt pada kelajuan 12.8 km/j
pada masa yang cepat dan kawasan berbukit adalah dianggarkan mencapai 4%
kecuraman cerun. Basikal jenis jarak jauh biasanya direkabentuk khas untuk perjalanan
yang jauh dan panjang dengan kelajuan yang agak perlahan dan malar. Purata kelajuan
bagi basikal jenis ini ialah 16 km/j dengan purata kuasa 100 Watt. Pusingan kitaran yang
lain bagi basikal ialah basikal jenis memecut (Muetze & Tan). Basikal jenis ini biasanya
mempunyai keupayaan dan kelajuan yang tinggi. Ianya boleh beroperasi sehingga
kelajuan 20 km/j dengan kuasa perata 200 Watt. Menjadi kelaziman rekabentuk basikal
yang bergantung kepada satu-satu jenis operasi pusingan atau keperluan kuasa tertentu
lebih efisien, mampu mengurangkan berat, kos dan meningkatkan kualiti motor (Brand et
al, 2007).

Teknologi motor hab membawa kepada perkembangan pemacu yang kian


mendapat tempat dalam rekabentuk basikal elektrik iaitu pemacu terus. Pemacu jenis ini
tidak memerlukan sebarang elemen menghubungkan tayar sebaliknya motor dipasang
terus pada tayar samaada tayar depan atau belakang. Pemacu terus adalah tanpa gear
antara kebaikan pemacu jenis ini ialah menghapuskan gear mekanikal, tidak lagi
memerlukan

sebarang

pelincir,

menggurangkan
155

sistem

yang

kompleks

dan

menghilangkan hingar akustik (Wrobet & Mellor, 2008). Pemacu jenis ini lazimnya
sesuai untuk motor jenis kelajuan rendah, daya kilas tinggi dan mempunyai kecekapan
mekanikal yang tinggi.

Hab motor adalah salah satu motor yang digunakan pada tayar yang
menggunakan aplikasi pemacu terus. Hab motor merupakan, rekabentuk yang banyak
digunakan dalam rekabentuk basikal elektrik masa kini. Motor jenis ini dibina dengan
kos yang agak tinggi disebabkan struktur motor yang rumit berbanding motor jenis lain.
Jenis hab motor ini biasanya lebih besar dan berat berbanding motor lain yang
mempunyai kuasa keluaran yang sama. Walaubagaimanapun hab motor tetap menjadi
pilihan disebabkan oleh kecekapan motor tinggi dan menjimatkan ruang. Motor jenis ini
sesuai untuk basikal jenis kelajuan rendah . Hab motor terbahagi kepada dua jenis iaitu
motor dengan berus dan motor tanpa berus.

Motor dengan berus masih terdapat dipasaran disebabkan kawalan yang ringkas
berbanding motor tanpa berus iaitu kawalan kelajuan, melalui kawalan arus armatur dan
penukar statik kuasa yang rendah kos (Gieras, 2008). Disebalik kos yang rendah pada
kawalan motor, motor ini memerlukan kos penyelenggaraan yang tinggi, hinggar elektrik
yang tinggi, jangka hayat yang kurang dan kecekapan yang kurang berbanding motor
arus terus tanpa berus (Boldea & Nasar, 2006 and Zhen et al, 2006). Motor tanpa berus
merupakan motor tanpa penyelenggaraan berus dan menggantikan aplikasi berus dengan
pensuisan elektronik. Kelebihan motor ini ia banyak digunakan dalam aplikasi kenderaan
elektrik. Motor yang diklafikasikan dalam keluarga motor tanpa berus ini ialah motor
aruhan, motor engganan tersuis, motor segerak magnet kekal dan motor tanpa berus arus
terus dengan magnet kekal. Motor aruhan lebih murah berbanding motor tanpa berus
jenis lain disebabkan teknologi motor ini telah matang dari segi pembuatannya disamping
pengeluaran tinggi terhadap permintaan yang tinggi tetapi mempunyai kelemahan dari
segi kehilangan yang tinggi pada pemutar dan memerlukan sisitem kawalan yang agak
rumit. Binaan motor yang ringkas dan lasak menyebabkan motor engganan tersuis makin
menonjol dalam aplikasi kenderaan elektrik. Walau bagaimanapun bentuk tidak rata atau
tertonjol pada motor jenis ini menjurus kepada masalah riak kilas yang kritikal dan ia
156

juga membawa kepada getaran dan tahap hinggar yang tinggi. Dengan itu motor
engganan tersuis memerlukan penukar yang istimewa dan litar kawalan yang mempunyai
mikropemproses yang kompleks menambahkan kos pada sistem motor.

Perkembangan motor tanpa berus serentak dengan perkembangan magnet kekal


bertenaga tinggi menjadikan motor arus terus magnet kekal menjadi tumpuan. Kelebihan
menggunakan magnet kekal ialah ia mempunyai sifat pengujaan yang tinggi dan jangka
hayat yang pangjang. Magnet bumi yang biasa digunakan ialah ferrites, samarium cobalt
(SmCo) dan neodymium besi boron (NdFeB). Harga yang berpatutan, tinggi sifat
kebakian dan kepaksaan, yang menyebabkan neodymium besi boron (NdFeB) menjadi
pilihan dalam kebanyakkan motor. Motor magnet kekal menghapuskan kehilangan
tembaga pada pemutar membawa kepada prestasi motor yang tinggi dan ketumpatan
kuasa yang tinggi. Secara amnya motor magnet kekal tanpa berus diklasifikasikan kepada
dua jenis iaitu motor segerak magnet kekal dan motor arus terus magnet kekal. Perbezaan
utama kedua-dua jenis ini ialah gelombang yang dibekalkan pada pemegun. Kehadiran
penderia resolusi tinggi menyebabkan motor segerak lebih mahal berbanding motor
magnet kekal arus terus tanpa berus yang mempunyai litar kawalan yang ringkas (Husain,
2003)

Berbanding motor yang lain motor arus terus dengan magnet kekal tanpa berus
menjadi pilihan dalam rekabentuk disebabkan kecekapan motor yang tinggi dan tinggi
ketumpatan daya kilas (Xu et al, 2009). Disamping itu, motor ini juga mempunyai litar
kawalan yang ringkas dan dapat mengurangkan kos keseluruhan sistem berbanding motor
tanpa berus yang lain.

2.0

KEUPAYAAN BASIKAL ELEKTRIK

Proses rekabentuk motor yang sistematik amat penting dalam membantu


penyelidik memahami keperluan rekabentuk dan spesifikasi untuk mendapatkan hasil
rekabentuk yang efektif disamping menjimatkan masa. Rekabentuk motor a.t. dengan
magnet kekal tanpa berus ini bermula dengan memahami konsep asas prestasi basikal
157

elektrik. Spesifikasi atau julat prestasi basikal elektrik ialah kitar pengendalian basikal
samada digunakan untuk bandar, kawasan berbukit, perjalanan jarak jauh atau basikal
kelajuan tinggi. Kelajuan maksimum dan kuasa yang diperolehi berdasarkan parameter
penunggang basikal adalah amat penting dalam merekabentuk sistem pemacu elektrik
untuk basikal. Rekabentuk yang dipilih dalam projek ini ialah basikal kelajuan rendah
yang sesuai untuk beroperasi di bandar dan kawasan yang tidak berbukit. Rekabentuk
juga masih mengekalkan kayuhan pada basikal untuk mengurangkan kuasa, kos binaaan
dan saiz motor. Pengiraan kasar prestasi dan julat kelajuan basikal diperolehi penting
dalam pengiraan dimensi dan pensaizan motor.

Proses seterusnya ialah memahami konsep sistem pemacu motor a.t. dengan
magnet kekal tanpa berus yang menghasilkan daya gerak elektrik balikan yang berbentuk
trapezoid dan memerlukan arus segiempat tepat untuk memastikan basikal elektrik
bergerak dengan baik.

Proses pemilihan lain yang penting dalam rekabentuk motor ialah pemilihan
bilangan nombor kutub dan lubang alur yang bergantung kepada keperluan pada aplikasi
basikal elektrik. Setelah lengkap proses pemilihan, langkah seterusnya ialah
pendimensian dan pensaizan motor berdasarkan ciri-ciri dan spesifikasi yang diperolehi.
Pensaizan merupakan analisis yang kompleks dan pengiraan analitikal secara amnya
dimulakan dengan beberapa andaian. Berdasarkan nilai kuasa dan daya kilas yang dikira,
pensaizan dan pendimensian motor dapat ditentukan dan diterangkan dalam bab ini.

A.

Cirian Beban Jalan

Prestasi basikal elektrik bergantung kepada beberapa faktor yang penting


antaranya ialah berat basikal, graviti, keadaan jalan, keadaan angin dan permukaaan tayar
dalam menentang geseran guling. Oleh itu basikal memerlukan motor yang cukup kuasa
untuk mengatasi faktor-faktor tersebut dan menggerakan penunggang ke hadapan. Ciri
pertama dalam menentukan prestasi basikal ialah daya tarikan, FTR . Daya tarikan, FTR
daya yang diperlukan untuk basikal bergerak ke hadapan dan mengatasi rintangan beban
158

jalan. Daya beban jalan, FRL yang bertindak ke atas kenderaan secara amnya dapat
dilihat melalui persamaan 1.

FRL = fhc + fad + fro

(1)

Jumlah beban jalan terdiri daripada:


fhc - Daya mengatasi rintangan mendaki bukit
fad - Daya mengatasi tarikan aerodinamik
fro - Daya mengatasi rintangan guling

Seretan aerodenamik, Fad

FTR

Rintangan guling, Fro

Rintangan mendaki, Fhc

Rajah 1:

B.

Daya yang bertindak ke atas basikal untuk bergerak di cerun jalan

Rintangan Mendaki

Rintangan ketika mendaki cerun atau bukit (fhc) mempunyai tanda operasi positif
dan daya apabila menuruni bukit (fhc) mempunyai tanda negatif dan persamaan daya
dapat dilihat melalui persamaan 2.
fhc = m. g. Sin

(2)

Di mana :
159

B.

m -

Jumlah berat basikal

g -

Daya graviti

Sudut gred cerun

Seretan Aerodinamik

Seretan aerodenamik ialah geseran yang terjadi antara basikal ketika bergerak
melalui udara. Persamaan bagi formula daya ini ialah :
Cd . . A . vr
Fad

(3)

Di mana :

Cd - Pekali seretan
A -

Luas depan

Ketumpatan udara

vr -

Kelajuan relative di udara dan merupakan kombinasi kelajuan

udara, vw dan kelajuan permukaan, vg. Persamaan untuk vr ialah :

vr = vg + vw

(4)

Nilai pekali seretan, Cd boleh dikurangkan melalui bentuk fizikal basikal dan keadaaan
penunggang ketika berbasikal. Dalam kebanyakkan kes, nilai pekali seretan berbeza
mengikut kedudukan penunggang. Bagi penunggang postur yang hampir rebah, nilai
pekali seretan ialah 0.77 dan penunggang basikal yang postur tegak ialah 1. Ketumpatan
udara adalah berbeza mengikut ketinggian dari paras laut, suhu dan kelembapan. Luas
depan pada basikal merangkumi penunggang dan luas hadapan basikal dan biasanya
nilainya ialah 0.4meter persegi [11].

160

D.

Rintangan Guling

Rintangan guling ( fro) disebabkan oleh berat kenderaan dan geseran tayar pada
permukaan jalan [12]. Persamaan bagi formula daya ini ialah :

fro = Crr . m . g

Di mana :

(5)

Jumlah berat basikal

Daya graviti

Crr

Pekali guling yang bergantung kepada tekanan tayar dan

jenis

tayar basikal.

Contoh persamaan bagi pekali guling ialah :

Crr

Di mana :

B
= A +
W

(6)

Berat dalam paun

Nilai pemalar 0.0031 ( Bagi basikal 2 tayar yang

mempunyai 35 psi tekanan udara dalam tayar)


B

Nilai pemalar 0.75 ( Bagi basikal 2 tayar yang

mempunyai 35 psi tekanan udara dalam tayar)

E.

Penskalaan keperluan kuasa Jalan dan Kadaran Kuasa Motor

Berdasarkan cirian beban jalan, kuasa diperlukan untuk memacu tayar basikal
bergerak kepada kelajuan yang dikehendaki. Kuasa jalan meliputi kuasa yang berjaya
menentang rintangan graviti ketika mendaki, menentang kerintangan tayar ketika tayar
berguling dijalan dan menentang rintangan udara atau aerodinamik ketika bergerak
melalui udara. Antara parameter yang penting dalam menentukan kuasa basikal ialah

161

kelajuan tayar, berat penunggang dan basikal, nilai kecerunan dan kelajuan angin. Kuasa
jalan yang diperlukan dapat diringkaskan melalui persamaan berikut:

= FTR . vg

(Watt)

(7)

vg = . rw

Di mana :

(8)

FTR

Daya tarikan dalam Newton

vg

Kelajuan dalam meter per saat

rw

Jejari tayar dalam meter.

Persamaan dinamik apabila basikal bergerak ialah :

dv
FTR - FRL

= m .

(9)

dt

Apabila basikal dalam keadaan kelajuan tetap, dv/dt menghampiri sifar maka
jumlah daya juga sifar. Perejangan kuasa ketika keadaan ini merupakan kuasa yang
diperlukan untuk mengatasi kerintangan jalan dan tiada pecutan berlaku. Kuasa tarikan
pada basikal ialah kuasa ialah kuasa yang diperlukan untuk mengatasi kerintangan pada
jalan. Untuk menentukan kadaran kuasa pada motor, nilai kuasa yang dikira perlulah
mengambil kira kehilangan mekanikal dan elektrikal ketika motor berputar. Sebagai
permulaan dalam mendapatkan kuasa yang diperlukan bagi motor basikal elektrik. Kuasa
jalan perlu dikira dengan beberapa andaian dibuat seperti berikut:
i.

Kecekapan mekanikal adalah 100%

ii.

Kelajuan relatif angin adalah sifar

iii.

Basikal mempunyai halaju malar iaitu tidak memecut

iv.

Kuasa masukan pada pengayuh ialah rentapan pada tayar belakang yang
merupakan titik sentuh pada seretan aerodinamik.

162

Dengan menganggarkan jumlah berat beban ialah 80 kg (terdiri daripada jumlah


berat penunggang, berat basikal dan berat barang yang dibawa) dan kelajuan maksimum
yang dicapai ialah 20 kilometer per jam, penggunaan kuasa maksimum pada permukaan
jalan dapat ditentukan. Jadual 1 menunjukkan parameter pada penunggang untuk
menentukan penggunaan kuasa jalan.

Jadual 1: Parameter-parameter pada basikal


Bil

Perkara

Nilai

Luas Hadapan, A

0.40 m

Pekali Seretan Aerodinamik, Cd

Ketumpatan Udara,

Berat Basikal dan Penunggang, m

Pekali Guling, Crr

0.007

Kecuraman,

0 2%

Jejari Tayar, rw

0.66 m

1.00
1.197 kg/m
80.00 kg

Berdasarkan parameter-parameter dua kes telah dibuat kajian dan keputusannya


disimpulkan seperti berikut:

Kes 1 :
Dengan berat 80 kg, daya aerodinamik yang terhasil pada permukaan jalan yang
rata, Kecerunan 0% ialah 6.8 N manakala daya guling ialah 4 N. Jumlah daya tarikan
ialah 11.8 N. Pada jejari tayar 0.66m daya kilas yang diperlukan untuk memutarkan tayar
ialah 3.894 Nm. Kuasa yang diperlukan untuk memacu kelajuan motor 200 pusingan per
minit ialah 81.38 W.

Kes 2 :
Apabila basikal melalui kecerunan jalan 2%, daya untuk mengatasi kerintangan
mendaki bukit ialah 16 N, daya seretan aerodinamik ialah 6.8 N manakala rintangan
guling ialah 4 N. Jumlah maksimum daya tarikan dalam kes ini ialah 26 N. Daya kilas

163

yang terhasil pada diameter tayar 0.66m ialah 8.58Nm. Kuasa untuk basikal berputar
pada ketika kelajuan basikal 20.9 rad/saat ialah 180 W.

Rajah 2: Kuasa yang diperlukan pada kelajuan berbeza untuk para meter penunggang
yang diberikan

3.0

PARAMETER REKABENTUK MOTOR

Tiga rekabentuk motor jenis alur berperingkat yang dipilih untuk penyelidikan
bagi tujuan perbandingan prestasi ialah 12-lubang alur dan 10-kutub, 12-lubang alur dan
14-kutub dan 12-lubang alur dan 16-kutub. Ketiga-tiga reka bentuk mempunyai binaan
yang sama dari segi jejari luar pemutar, mempunyai ketebalan magnet yang sama dan
mempunyai panjang sela udara yang sama. Terdapat perbezaan dari segi jejari dalam
pemutar. Ketiga-tiga parameter rekabentuk yang telah dikira dapat dilihat dalam Jadual 2.

164

Jadual 2:Parameter Motor


Dimensi Geometri

Motor 1

Motor 2

Motor 3

12-Lubang Alur

12-Lubang

12-Lubang Alur

10-Kutub

Alur

16-Kutub

14-Kutub
Pemutar
Jejari Pemutar Luar (mm),

50

60

60

- Ketebalan (mm), Lm

- Sudut Magnet (darjah)

31

29

27

47

49

49

10.4

11

11

Besi Belakang Pemegun, Wbi

10

13

13.5

Panjang Paksi, L

60

60

60

Jejari aci, Rs

Rro
Ketebalan Besi Belakang
Pemutar (mm), Wrbi
Magnet Kekal
Neodymium Besi Boron
(NdFeB)

Sela Udara (mm), Lg

Pemegun
Jejari Pemegun Luar, Rso
Lebar Gigi, Wtb

4.0

DATA MASUKAN

Rekabentuk motor yang dipilih untuk analisa ialah motor 3 fasa a.t. tanpa berus
dengan pemutar luar. Pemutar mempunyai bentuk magnet kekal segmen membulat
dengan pemagnetan secara berjejarian, bahan magnet NdFeB dan pemegun mempunyai
tatarajah belitan dua lapis. Proses memasukkan data dalam aplikasi prapemrosesan boleh
dikategorikan kepada parameter mekanikal, elektrikal dan magnet.
165

I.

Parameter Mekanikal

Parameter ini merupakan geometri rekabentuk motor yang dilukis menggunakan


perisian AutoCAD yang mengandungi parameter mekanikal secara spesifik seperti
garispusat bagi pemegun dan pemutar, ketebalan gelang yok pemegun dan pemutar,
kedalaman lubang alur, ketebalan lubang alur, tinggi gigi, ketebalan magnet dan panjang
sela udara. Nilai ini diperolehi dari parameter yang dikira secara analitikal bagi ketigatiga rekabentuk motor iaitu dari Jadual 2 dan setiap rekabentuk motor mempunyai
diameter sela udara yang berbeza dan mempunyai diameter pemutar yang sama iaitu
120mm.

II.

Parameter Elektrik

Parameter meliputi ciri-ciri elektrik motor iaitu bilangan kutub magnet, panjang
pengalir per belitan, bilangan belitan pengalir setiap fasa dan faktor peratusan pengisian
pengalir per lubang alur, voltan masukan a.t. , arus bekalan dan kadaran kelajuan.

III.

Parameter Magnet

Parameter merangkumi ciri magnet atau lengkuk BH bagi bahan magnet kekal
jenis NdFeB dan ciri lapisan berlamina keluli silikon. Rajah 2 (a) menunjukkan Graf BH
bagi lapisan keluli dan (b) graf bagi magnet kekal jenis NdFeB.

(a) Graf BH bagi lapisan keluli


166

(b) Graf bagi magnet kekal jenis NdFeB

Rajah 2: Lengkuk BH bagi bahan magnet kekal jenis NdFeB dan ciri lapisan berlamina
keluli silikon

5.0

KEPUTUSAN ANALISA UNSUR TERHINGGA

Analisa statik dalam opera2d ialah untuk mencari agihan medan magnet. Analisa
berlaku dalam keadaan litar buka atau tiada pengujaan arus dan daya kilas yang terhasil
dalam keadaan ini dikenali sebagai daya kilas pemungkahan. Analisa dinamik meliputi
sifat dinamik atau putaran motor apabila dimasukkan arus atau litar luaran. Analisa ini
meliputi kuasa dan daya kilas elektromagnet.

A.

Agihan Fluks
Ketumpatan fluks boleh diperolehi dari medan magnetostatik menggunakan

simulasi Opera2d. Agihan garisan fluks medan magnet semasa litar buka bagi 12-lubang
alur dan 10-kutub, 12-lubang alur dan 14-kutub dan 12-lubang alur dan 16-kutub dapat
dilihat seperti Rajah 2. Agihan fluks yang dilihat pada pemegun dan pemutar yang
melalui sela udara menunjukkan motor berfungsi dengan sela udara yang tepat.

167

a)

b)

c)

Rajah 3: Agihan Garis Fluks semasa litar buka. a) 12-lubang alur dan 10-kutub,
b) 12-lubang alur dan 14-kutub dan c)12-lubang alur dan 16-kutub

Berdasarkan perisian analisa unsur terhingga kontur ketumpatan fluks bagi ketigatiga model dapat dilihat dalam Rajah 3. Nilai ketumpatan bagi semua bahagian motor
adalah nilai penting dalam rekabentuk motor disebabkan nilai maksimum ketumpatan
fluks setiap bahagian adalah berbeza. Berdasarkan rekabentuk pemegung yang berlubang
alur nilai fluks pada gigi mempunyai had ketumpatan fluks 1.6 Tesla dan nilai berlebihan
akan menyebabkan arus pemagnet dan kehilangan besi akan menjadi berlebihan. Nilai
fluks maksimum yang diperolehi bagi 12-lubang alur dan 10-kutub ialah 1.83 Tesla, 12lubang alur dan 14-kutub ialah 1.64 Tesla dan 12-lubang alur dan 16-kutub ialah 1.57
Tesla.

B.

Ketumpatan Fluks Sela Udara

Berdasarkan gambarajah kontur iaitu Rajah 4.3 sela udara pada diameter setiap
motor warna kuning dan oren menunjukkan ketumpatan fluks sela udara dalam linkungan
0.82. Nilai purata ketumpatan fluks pada sela udara Bg dapat dianggarkan melalui
pengiraan teori melalui persamaan :

(10)

168

a)

b)

c)
Rajah 4:

Kontur ketumpatan fluks semasa litar buka a) 12-lubang alur dan


10-kutub, b) 12-lubang alur dan 14-kutub dan c)12-lubang alur dan
16-kutub

169

Dimana : Br Kebakian magnet


r Kebolehtelapan magnet
lg Ketebalan sela udara
lm Ketebalan Magnet

Berdasarkan persamaan , nilai purata yang diperoleh melalui rekabentuk motor ini
ialah 0.84T. Rajah 5 menunjukkan gambarajah gelombang komponen jejari ketumpatan
fluks pada sela udara pada jejari 50mm bagi 12-lubang alur dan 10-kutub dan jejari
60mm bagi 12-lubang alur dan 14-kutub dan 12-lubang alur dan 16-kutub. Keputusan
simulasi Opera2d adalah ketika litar dalam keadaan buka. Dalam keputusan yang
ditunjukkan ketumpatan fluks maksimum 0.78 hingga 0.91 T dan nilai adalah sama
dengan pengiraan.

(a) 12-lubang alur dan 10-kutub

(b) 12-lubang alur dan 14-kutub

170

(c) 12-lubang alur dan 16-kutub

(b

(a
(c

a) 12-lubang alur dan 10-kutub


b) 12-lubang alur dan 14-kutub
c) 12-lubang alur dan 16-kutub
Rajah 5: Fluks disela udara yang terhasil pada pasangan 2 kutub semasa litar buka
untuk 3 motor terpilih

Rajah 6: Gelombang Fasa d.g.e balikan bagi 12-lubang alur dan 10-kutub, 12-lubang alur
dan 14-kutub dan 12-lubang alur dan 16-kutub untuk 3 motor terpilih
171

Rajah 7: Gelombang daya kilas pemungkahan 12-lubang alur dan 10-kutub,12-lubang


alur dan 14-kutub dan 12-lubang alur dan 16-kutub untuk 3 motor terpilih

Rajah 8: Komponen-komponen penting dalam binaan prototaip motor

Rajah 9: Binaan lengkap

172

6.0

KESIMPULAN

Rekabentuk motor magnet kekal tanpa berus secara amnya bermula dengan
pengiraan asas prestasi basikal pada cirian beban jalan yang meliputi kerintangan ketika
mendaki bukit, seretan aerodinamik dan kerintangan guling. Nilai kuasa jalan yang
merupakan kuasa untuk memacu tayar bergerak dan berdasarkan gred cerun jalan yang
berbeza. Keputusan kuasa jalan dibentangkan untuk menentukan kadaran kuasa pada
rekabentuk.

Proses diteruskan dengan rekabentuk awal dengan nilai-nilai spesifikasi yang


sedia ada dan pemilihan awal yang penting dalam rekabentuk. Perbezaan utama antara
rekabentuk sedia ada iaitu topologi jenis pemutar luar bagi aplikasi basikal elektrik dapat
dikategorikan kepada 3 perkara penting iaitu spesifikasi, bilangan lubang alur per kutub
dan saiz motor. Pemilihan prototaip adalah untuk spesifikasi motor dengan bateri
berkadaran 36V dan kelajuan rendah 200-400 putaran per minit dan saiz dimensi panjang
50mm dan diameter pemutar 120mm. Diameter yang kecil dapat menjimatkan
penggunaan ruang pada basikal dan mengurangkan berat basikal. Tiga kombinasi motor
yang dipilih iaitu 12-lubang alur dan 10-kutub, 12-lubang alur dan 14-kutub dan 12lubang alur dan 16-kutub mampu menghasilkan daya kilas yang tinggi, riak yang rendah
dan daya kilas pemungkahan yang rendah.

Analisis dan simulasi menggunakan perisian unsur terhingga, Opera2d


mengesahkan kombinasi 12-lubang alur dan 14-kutub lebih sesuai dibina prototaipnya
disebabkan oleh ciri elektromagnet yang lebih baik, daya kilas pemungkahan yang
rendah, d.g.e balikan yang lebih trapezoidal dan nilai maksimum d.g.e balikan yang lebih
tinggi untuk menghasilkan putaran yang licin dan daya kilas yang tinggi.

RUJUKAN
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Industry Applications Magazine, 13(4), 12-21.
173

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Boldea, I,. & Nasar, S. A. (2006). Electric drives: CRC Press

Feirer, John L, (1967) General Metal. New York : Mc Graw Hill Book Co

Gieras, J. F,. Wang, R. J,. & Kamper, M. J. (2008). Axial flux permanent magnet
brushless machines: Springer Verlag.

Husain, I. (2003). Electric and hybrid vehicles: Design Fundamentals:CRC.

Ulrich. K.T. (2005). Estimating the technology frontier for personal electric vehicles.
Transportation Research Part C: Emerging Technologies, 13(5-6), 448-462.

Xu, W., Zhu, J,. Guo, Y,. Wang, S,. & Shi, Z. (2009). Survey on electrical machines
in electrical vehicles. Paper presented at the International conference on
Applied Superconductivity and Electromagnetic Devices. ASEMD 2009.

Zhen, D. Deng Y. Z,. & Luo, Y. (2006). Rising of Electric Bicycle in China. Journal
of Iron and steel Research, International, 13 (supplement 1), 378-382.

174

ENTREPRENEURIAL ATTITUDE ORIENTATION (EAO) AND INDIGENOUS


DAYAK ENTREPRENEURS (DE) PERFORMANCE IN SARAWAK
William Keling1 & Harry Entebang2
1,2

Universiti Malaysia Sarawak

kellingwilliam@gmail.com

ABSTRACT

The purpose of this study is to identify the specific EAO of the Dayak
entrepreneurs and the extent to which such orientations have influenced the
performance of DE in Sarawak.The study employed a mixed research methods
and primary source of data collected through survey questionnaires.
Reliability and validity of the constructs were tested using exploratory factor
analysis (EFA) and confirmatory factor analysis (CFA) prior to examining the
relationship between EAO and DE performance.The findings indicate that
EAO constructs were strong, positive and significantly related to DE
performance. However, the population of the study has disallowed the
findings to be generalized. Future studies should use a bigger representation,
while considering a longitudinal approach.

Key words - Entrepreneurship, Entrepreneur, Entrepreneurial Attitude


Orientation

1.0

INTRODUCTION

Since the industrial revolution in the 17th century with Thomas Newcomen, Abraham
Darby in the 18th century, Andrew Carnegie in the 19th century to contemporary pioneers such as
Henry Ford in the 20th century, Bill Gates and Steve Jobs in the 21st century, entrepreneurship
appears to have been the driving force of business.
According to Herron and Robinson (1993), there is a need to identify what motivates individuals

175

to become entrepreneurs, why people take financial risks, leave a safer working environment to
pursue an uncertain future, and make personal sacrifices to start and grow a business.

Over the years, entrepreneurship concept gets more dynamic and entrepreneurial activities
have been changed constantly (Solymossy, 1998). Likewise, several

explanatory models of

entrepreneurship have been developed in order to identifying the factors that shape the
entrepreneurial performance (Shapero, 1982; Robinson, Stimpson, Huefner, and Hunt, 1991;
Krueger and Carsrud, 1993; Krueger and Brazeal, 1994; Davidsson, 1995) yet, no single
conclusion agreed by these scholars.
Miller (1983) and Robinson et al.,1991 study of entrepreneurial attitude has used the dimensions
of need of achievement, innovation, personal control, and self-esteem to measure entrepreneurial
activities. Findings by Miller had supported by Shanthakumar (1992); Lumpkin and Dess (1996);
Lerner, Brush and Hisrich (1997); Solymossy (1998), Rauch, Wiklund, Frese and Lumpkin,
(2004) which have identified these four dimensions as a major attitudes required in initiating new
business ventures.
In Malaysia, under the New Economic Policy (NEP) introduced in the early 1970s, the
government has given many initiatives to the Bumiputera community to participate in
entrepreneurial activities (Gomez, 2003). In Sarawak, the indigenous Dayak community group,
according to Tateh, Latip, and Awang (2014) does not fully gain from this policy. Nevertheless,
several studies on the Dayak entrepreneurship and their performance for instance by Hadari
(1991), Berma (2000), Morrison, Murray, and Ngidang (2006) and Tateh et al., (2014) had
indicated, to some extent EAO have engaged within the indigenous Dayak enterprise initiatives
and actions. Hence, the objective of this study is to investigate: the extent to which EAO affects
the indigenous Dayak entrepreneurs performance.

2.0

METHODOLOGY

This study considered to fall into both positivistic and phenomenological paradigms
(interpretivism). As argued by Perry (1998), researchers can rarely separate these two processes of
induction and deduction and both paradigms are interconnected and often run simultaneously

176

Entebang (2010). The primary source of data for this study is through survey questionnaires.

Three hundred and six active members of the Dayak Chamber of Commerce and Industry
(DCCI) have participated in the quantitative survey. To enhance the result, qualitative research
technique was deployed, although it had some arguments as it required a more subjective
interpretation (Denzin & Lincoln, 2005). Finally, to ensure reliability of the data or information
provided, only fifteen of the indigenous Dayak entrepreneurs was selected to take part in the
interview.

Prior to testing the relationship between variables using regression techniques, exploratory
factor analysis (EFA) and confirmatory factor analysis (CFA) were performed using AMOS
Graphic 21. Prior to the EFA, a reliability test was performed to check the consistency of the
items by employing the Varimax rotated method. Subsequently, the internal consistency of the
instruments was established using reliability analysis as suggested by Churchill (1979) with
Cronbachs Alpha procedure (see also Nunanlly, 1978). See table 1, a summary of Kaiser-MayerOlkin Measure (KMO), Barletts Test of Sphericity and Cronbachs Alpha.
Table 1: A Summary of Kaiser-Mayer-Olkin Measure (KMO), Barletts Test of Sphericity and
Cronbachs Alpha.
Barletts Test of Sphericity

Constructs:

Cronbachs

KMO
EAO

Chi-square

df.

Sig.

Alpha

Need of Achievement

0.845

480.883

10

0.000

0.840

Innovation

0.904

748.037

21

0.000

0.875

Personal control

0.833

517.894

0.000

0.871

Self-esteem

0.863

589.478

15

0.000

0.854

In order to determine the goodness of fit, a confirmatory factor analysis was performed in the
subsequent step. Based on VanVoorhis and Morgan (2007); Tabachnick and Fidell (2008), the
model fit criteria used the Chi-square (X), goodness-of-fit index (GFI), adjusted goodness-of-fit
index (AGFI), comparative fit index (CFI), Tucker-Lewis Index (TLI) and root mean square error
of approximation (RMSEA).

177

Following is the results of EFA for EAO factors and DE performance, the goodness-of-fit
of the constructs and the multigroup invariance testing were performed under confirmatory factor
analysis using SPSS AMOS Graphic 21.
EFA on EAO need of achievement (nAch) influence was conceptualized in a singlefactor model. The initial test for equality of variances and Chi-square means values of 39.684
with 9 degrees of freedom (p<0.000) and RMSEA of 0.046. The statistical test for goodness-of-fit
were CMIN/df = 2.9854, GFI = 0.873, AFGI = 0.796, CFI = 0.853 and TLI = 0.923. Based on
these results it appears the model is good and meets the minimum required index (Byrne, 2004).
The next is to examine tenability of the model under configural invariance measurement (CIM),
The Chi-square result was 33.226 with 6 degrees of freedom (p<0.000) and RMSEA of 0.047.
The statistical result of the test of fit are CMIN/DF = 2.006, GFI = 0.895, AFGI = 0.942, CFI =
0.913 and TLI = 0.941 respectively. It is suggested that the model is good. Test in metric
invariance measurement (MIM) the result for Chi-square at 33.226 with 6 degrees of freedom
(p<0.000) and RMSEA of 0.047. Goodness-of-fit, the data maintained as the CIM result with
CMIN/df = 2.006, GFI = 0.895, AFGI = 0.942, CFI = 0.913 and TLI = 0.941). This matric
invariance is supported. Based on the MIM result, a scalar invariance measurement (SIM) was
imposed where intercepts of the invariance factor loading were constrained to be equal. The
results indicate that there are no changes for Chi-square, degree of freedom and probability
respectively. At the same time, values of 0.942 and 0.944 were obtained from the relative fit index
(RFI) and incremental fit index (IFI) respectively and same as RMSEA 0.047. A consistent score
was obtained for CFI = 0.913 and TLI = 0.941 respectively. See table 2 Model of Fit and figure 1
Scalar Invariance for EAO nAch.

Table 1: Model of Fit


Test

Chi-square

Df

CMIN/df

GFI

AGFI

CFI

TLI

RMSEA

MM

39.684

9.000

0.000

2.985

0.873

0.796

0.853

0.923

0.046

CIM

33.226

7.000

0.000

2.006

0.895

0.942

0.913

0.941

0.047

MIM

33.226

6.000

0.000

2.006

0.895

0.942

0.913

0.941

0.047

SIM

33.226

6.000

0.000

2.006

0.942 (RFI)

0.944 (IFI)

0.913

0.941

0.047

178

Figure 1: Scalar Invariance for EAO nAch

3.0

RESULTS

3.1

EAO regressed with DE performance

EAO (nAch) was regressed against DE performance, R was significantly different from
zero, indicating that there was an association between these two variables, F (107) = 78.489,
p<0.001, and R at .596. This suggested that 59.6% of the variation in DE performance can be
explained by having EAO (nAch) in the model. Therefore, EAO (nAch) positively and
significantly associated with DE performance () .337, p<.001.
EAO (innovation) was regressed against DE performance, R was insignificantly different from
zero, indicating that there was no association between these two variables, F (137) = 79.695,
p<0.001, and R at .542. This suggested that 54.2% of the variation in DE performance can be
explained by having EAO (innovation) in the model. Therefore EAO (innovation) insignificantly
associated with DE performance () .011, p<.001.
EAO (personal control) was regressed against DE performance, R was significantly different
from zero, indicating that there was an association between these two variables, F (703) = 76.506,
p<0.001, and R at .588. This suggested that 58.8% of the variation in DE performance can be
explained by having EAO (personal control) in the model. Therefore EAO (personal control)
positively and significantly associated with DE performance () .317, p<.001.

179

EAO (Self-esteem) was regressed against DE performance, R was significantly different


from zero, indicating that there was an association between these two variables, F (745) = 79.407,
p<0.001, and R at .569. This suggested that 56.9% of the variation in DE performance can be
explained by having EAO (self-esteem) in the model. Therefore EAO (self-esteem) positively and
significantly associated with DE performance () .241, p<.001.

4.0

SUMMARY RESULTS

Description

Model

EAO (nAch) will positively associate with DE performance

nAch

EAO (innovation) will positively associate with DE

Innovation

performance
EAO (personal control) will positively associate with DE
performance

Personal Control

EAO (self-esteem) will positively associate with DE

Self-esteem

performance

5.0

Regression Analysis

De Performance
DE Performance

DE Performance

DE Performance

Supported
Not supported

Supported

Supported

CONCLUSIONS

This paper has enhanced our understanding regarding the role of EAO within the
indigenous Dayak entrepreneurship sector and to the extent it influences the performance of the
indigenous Dayak entrepreneurs in Sarawak. This study has revealed a series of entrepreneurial
attitude, namely; need of achievement, personal control and self-esteem applied by these
entrepreneurs in search of promoting the indigenous Dayak entrepreneurial activities. Continuous
observation and application of these characteristics will likely enhance the success of the
indigenous Dayak entrepreneurship sector. On the other hand, the study draws only on the Dayak
communities, with limited number of participants led to the limitation of the study. Hence, the
outcomes of the study cannot be generalized. Future studies should use a bigger representation of
the sector, while considering a longitudinal approach.

180

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183

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184

GREEN MAINTENANCE: A SUSTAINABLE REPAIR APPROACH FOR


HISTORIC MASONRY BUILDINGS
Brit Anak Kayan1
1

University of Malaya

brit284@um.edu.my

ABSTRACT

The aim of this paper is to evaluate the efficiency of different stone masonry
wall repair techniques and scenarios for historic masonry buildings in terms
environmental sustainability, based on embodied carbon expenditure.
Primarily, the objective of this paper is to gives insight on how Green
Maintenance concept and methodology associated with sustainable repair
approach of historic masonry buildings, within cradle-to-site boundary of
life cycle assessment (LCA). The concept and methodology of Green
Maintenance were developed based on mathematical formulation to enable
assessment of embodied carbon expenditure expended from different stone
masonry wall repair techniques and scenarios for historic masonry buildings
during maintenance phase. It is recognised that, Green Maintenance plays
an important roles in reducing embodied carbon expenditure, thus
minimising the Environmental Maintenance Impact (EMI), typically
associated with the deterioration and repair of stone masonry wall of historic
masonry buildings.

In the broader sense, the emergence of Green

Maintenance is not simply confined to historic masonry buildings and will be


of use to those entrusted with the sustainable repair approach of other type of
buildings, elements and components. This is parallel with increasing focus
on the sustainable development.

Key words:

Green Maintenance; sustainable repair approach; historic

masonry buildings; life cycle assessment (LCA); mathematical formulation;


Environmental Maintenance Impact (EMI), sustainable development

185

1.0

INTRODUCTION

1.1

Maintenance of historic masonry buildings: the current perspective


Hammond and Jones (2008a) state that the UK construction industry

consumes over 420 Mt of materials, 8 Mt of oil and releases over 29 Mt of carbon


dioxide annually, including a significant quantity of new materials disposed of as
waste. In addition, UKs construction sector significantly contributes for almost 47%
of total CO2 emissions with over 80% CO2 emissions contributed by in-use (BIS,
2010).

UKGBC (2013) expounded that, the construction and maintenance of

buildings is responsible for around 50% of UK CO2 emissions (UKGBC, 2013).


Considering the large stock of existing buildings in the UK (see Maintain Our
Heritage, 2004), a sizeable proportion of this embodied carbon expenditure (CO2
emissions) is attributed to maintenance interventions and market in repair works in
existing buildings (including historic masonry buildings).

Of the large and expanding market in repair works to the built environment,
masonry contributes a significant cost. The Scottish Stone Liaison Group (UK) have
estimated that the cost of masonry repairs required over a 20 year period as
approximately 600 million (at 2010 prices) in Glasgow alone (SSLG, 2006).
Comparatively, other major cities with a tradition of masonry construction in Scotland
(such as Edinburgh) may also need similar levels of investment which benefits both
local and international businesses. In addition to the cost perspective, this kind of
investment not only provides significant advantage to the maintenance of the stone
masonry walls of historic masonry buildings, but also can reduce the carbon expended
in their repair. In 2007, the Scottish Building Standards Agency (SBSA) adopted a
mechanism to evaluate the release of embodied carbon (CO2 emissions) within
maintenance in the cradle-to-grave boundary of LCA (SBSA, 2007). Maintenance
of historic masonry buildings should not only appreciated in the protection of their
historic fabric and economic costs of existing built environment (through repair), but
also essentially to be widely recognised on its ability to address an emerging concept
and methodology of Green Maintenance.

186

1.2

Green Maintenance for historic masonry buildings: an emerging


concept and methodology

The Venn diagram in Figure 1 represents the traditionally accepted concept of


sustainability with environmental, societal and economic factors, overlaid with the
three factors that influence maintenance for historic buildings, namely; environment,
cost and philosophy. Those maintenance interventions that intersect with all three
contexts would potentially be considered as being the most green. The most green
maintenance intervention allows selection of maintenance options that provide a
sustainable repair approach. To evaluate the long term maintenance requirements of
historic masonry buildings in relation to the tripartite approach for Green
Maintenance concept and methodology, it is necessary to understand the cumulative
effect of their routine maintenance operations not only in the terms of cost and
philosophy, but also in the terms of environmental impact and sustainability.

Figure 1: Green Maintenance in sustainability context


Source: Forster, et al., 2011 and 2013; Kayan, 2013.

1.3

Green Maintenance: a sustainable repair approach for historic masonry


buildings

Figure 2 illustrates the typical approximate maximum life expectancy


(longevity of repair) of different repair techniques for stone masonry walls. It reveals
that different stone masonry wall repair techniques have different life expectancies
187

and, therefore, contribute to different embodied carbon expenditure expended in


repair.
Typical Maximum Life Expectancy of Stone Repair Techniques
100

100

Life Expectancy

80
60
40

30
25
20

20
0
Repla ce Na tura l
Stone

Re-pointing

Consolida tion

Pla stic Repa ir

Figure 2: Approximate life expectancy of t stone masonry wall repair techniques


Source: Ashurst and Ashurst, 1988; Ashurst, 1994a and 1994b; Ashurst and Dimes,
1998; McMillan et al., 1999; Historic Scotland 2003a, 2003b, 2007a, 2007b, 2007c
and 2007d; Young et al., 2003; BCIS, 2006; BRE 2010
Note: See also
http://www.maconline.org/tech/maintenance/point1/point1.html by Masonry
Advisory Council (2014) for typical re-pointing life expectancy

Meanwhile, Figure 3 overlays the embodied carbon expenditure (CO2


emission) for each maintenance intervention on the service condition graph. Each
maintenance intervention (repair) is characterised by its longevity and embodied
carbon expenditure.

The figure distinguishes between brown and green

maintenance: namely, those repairs of high and low carbon impact respectively. The
cumulative effect of brown maintenance increases the total embodied carbon
expended far more quickly than green maintenance. Conversely, the former is
synonymous with less efficient repairs, which have lower longevity and higher
embodied carbon (more CO2 emission) compared to the latter.

188

Service condition & carbon expended

Total embodied carbon


Ce3

Ce2
Optimal service condition
Ce1
Existing
structure
l

l
Ruin

Minimal acceptable
condition

0 +20
+50
+150
Longevity of maintenance intervention (years compressed time frame)

Figure 3: Relationship between longevity of repair and embodied carbon expenditure


Source: Forster, et al., 2011 and 2013; Kayan, 2013.
Figure 4 shows how the embodied carbon expenditure expended in buildings
fabric. It assumes that all repairs are immediately replaced once their life expectancy
(longevity of repair) has been reached. In the case of historic masonry buildings, this
is the cumulative effect of maintenance interventions over the stone masonry walls
life, denoted by n1, n2 and n3. Each intervention (repair) has embodied carbon
expenditure (ce) and a longevity of repair (l). The total embodied carbon expended by

Carbon expended in fabric

maintenance interventions through repair is illustrated by Equation No. (1).

CO2 Optimal (CO2 op)


n

n2

n3

Ce
l
CO2 Minimal

0 +20 +50
+150
Longevity of maintenance intervention (years compressed time frame)

Figure 4: Determination of theoretical embodied carbon expenditure in buildings


fabric
Source: Forster, et al., 2011 and 2013; Kayan, 2013.

189

Carbon expenditure on maintenance cei


i 1

Equation No. (1)


where;
n = number of interventions
cei = embodied carbon expenditure for the ith maintenance intervention [evaluated by
within cradle-to-site tools of LCA] [kgCO2e/kg/m2]
Maintenance of buildings is crucial in ensuring that the financial, economy and
societal capital invested in their construction is holistically expended. Increasingly,
the emergence of Green Maintenance becomes a shift of paradigm relating to
sustainable repair. This paper envisaged the development of mathematical formulation
of life cycle assessment (LCA) approach of Green Maintenance for sustainable
historic masonry buildings repair within cradle-to-site boundary during maintenance
phase, focusing on the following aims and objectives.

2.0

OBJECTIVES

This paper attempts to ascertain answers to the following specific objectives:

a)

To review maintenance of historic masonry buildings from the current


perspective with an insight on emerging concept, methodology and sustainable
repair approach of Green Maintenance;

b)

To evaluate the efficiency of different techniques and scenarios of stone


masonry wall repair techniques for historic masonry buildings based upon how
green they are based on embodied carbon expenditure within cradle-to-site
of LCA; and

c)

To develop and test sustainable repair approach of Green Maintenance based


on generated EMI expended in stone masonry wall repairs for historic
masonry buildings.

190

3.0

METHODOLOGY
The evaluations were made within the cradle-to-site of Life Cycle

Assessment (LCA) and the selected maintenance period. Using a set of unit processes
and workflows from each repair technique, calculation procedures were undertaken in
different stages, mainly during the maintenance phase of historic masonry buildings
(Figure 5).

Figure 5: Process map of the life cycle of stone for historic buildings
Source: Kayan, 2013.

3.1

Functional units and cumulative embodied carbon expenditure for repair


Initially, embodied carbon expenditure to repair 1m2 wall for each stone

masonry wall repair technique (functional units of kgCO2e/kg/m2) were determined


based on maintenance intervention (n) and total repaired area of stone masonry wall

191

(m2), within the cradle-to-site of LCA on yearly basis, for the selected maintenance
period. Cumulatively, the embodied carbon expended for each repair technique was
then calculated by multiplying the total area of wall repaired (m2) with their respective
generated functional units. Overall total of embodied carbon expenditure for all
undertaken repair techniques for stone masonry wall within cradle-to-site could be
calculated using Equation No. (2):
(

(
(

)
(

Equation No. (2)


where;
ECEcradle-to-gate (m2)n = embodied carbon expenditure value on every 1m2 of
repaired stone masonry wall using relevant repair techniques within cradle-to-gate
boundary
ECEgate-to-site (m2)n = embodied carbon expenditure value for transporting repair
materials used in repairing 1m2 stone masonry wall using relevant repair techniques
within gate-to-site boundary
The Green Maintenance results were then tested on its EMI, by evaluating the
influences of longevity of repair within the selected maintenance period. The testing is
to ascertain Green Maintenance practicality and compatibility, either for single or a
combination of stone masonry wall repair techniques in different repair scenarios.

3.2

Repair techniques and scenarios

In this paper, four repair techniques and scenarios were compared based on
their EMI, including natural stone replacement, pinning and consolidation followed
by replacement, repeated plastic repair and single plastic repair followed by stone
replacement. They are diagrammatically represented in Figure 6. Comparatively,
details of different repair techniques and scenarios compared are explained as follows:

192

Figure 6: Repair techniques and scenarios for stone masonry wall


Source: Adopted from Forster, et al., 2011 and Kayan, 2013.

a)

Scenario 1: Replacement

Natural stone replacement was assumed to require the cutting back or


indenting of approximately 100mm (0.1m) or 0.10m3 of volume (1m x 1m x 0.1m =
0.10m3) of the defective material in natural stone. This was then followed by building
in a new section of stone with the approximate dimension of 1m x 1m x 0.1m of
respective length (L) x height (H) x width (W). For this paper, the life expectancy of
this repair option was taken to be hundred years (only one intervention in a hundred
years period).

b)

Scenario 2: Repeated repointing

Repeated repointing is common in repairing loose, open, soft, crumbling or


washed out bedding and jointing mortar in stone masonry walls. For this repair
scenario, lime-based mortar was encouraged as it lets the wall breathe. The decayed
mortar from the face of the stone masonry wall can then be cut by raking out to reach
the good mortar that remains deep in the wall (two or three times the thickness of the
original mortar joints on the surface of the wall). The repair depth should be cleaned
out to a minimum depth of 25mm (3850mm for wide joints, such as those in a rubble

193

wall, if necessary). Repeated repointing intervention is commonly reapplied every


twenty-five years (five times of intervention in a hundred years period).

c)

Scenario 3: Pinning and consolidation, followed by stone replacement

In general, pinning and consolidation scenarios for the stone masonry wall
were assumed to require high-grade threaded stainless steel dowels, which should
ensure the survival of the historic fabric of the stone masonry wall for an initial
twenty-year period. In the case of this paper, high-grade threaded stainless steel
dowels (grade 304), as specified by Institute of Stainless Steel Forum (ISSF), that
were 100mm long and 6mm diameter, were used and inserted at an approximate
minimum of 100mm spacing or one hundred pieces in 1m2 stone masonry wall with
an average weight of 46g per piece (http://www.valbruna.co.uk/products/reval/dowelbar-details) (Valbruna, 2014a) and tied up together with stainless steel tying wire
(http://www.valbruna.co.uk/products/reval/tying-wire-details)

(Valbruna,

2014b).

After a twenty-year period the repair may fail and require further intervention in the
form of replacement of stone. As previously mentioned, this process requires the
cutting out of the defective masonry to a depth of approximately 100mm (0.1m 3)
and the building in of a new section of stone. The replacement stone will last beyond
the hundred years and so only 0.8 of its EMI was attributed to the selected arbitrary
periods.

d)

Scenario 4: repeated plastic repair

Under the repeated plastic repair scenario, the decayed surface of the stone
masonry wall was assumed to be cut back to a point at which a sound substrate was
reached and lime-based mortar was used to resurface the stone. The resurfacing of the
stone used lime-based mortar (with aggregates) materials for a 1m2 masonry wall
plastic repair with a minimum of 312mm depth (depending upon the thickness of the
joints) of undercut or cutback, with approximately 9mm thick layers (base coats) and
6mm finishes. Meanwhile, a minimum depth of 40mm were undercut or cutback with
an approximately 9mm thick layer (base coats) and 4mm finish (http://www.limemortars.co.uk/calculators/plaster) for multi-layer patch. Commonly, the intervention
was reapplied every thirty years (3.33 times in the 100 years period).
194

e)

Scenario 5: single plastic repair followed by stone replacement

In contrast to scenario four, if deterioration had occurred to the substrate


forming the base of the plastic repair, it is necessary to cut back the natural stone
further. This prevented repeated plastic repairs due to the build-up of excessive
thickness. In this scenario, the plastic repair and the decayed natural stone is assumed
to be removed after thirty years and new stone built in to a depth of 100mm. As with
scenario three, the replacement stone will last beyond the hundred years. Therefore,
only 0.7 of its EMI was attributed to the specified period. An estimated longevity of
repair for stone masonry wall repairs techniques was based on life expectancy data.
Within selected maintenance profiles of one hundred years, the number of
maintenance interventions (n) will be a function of life expectancy of each selected
repair technique (BGS, 2008).

3.3

Total Environmental Maintenance Impact (EMI)


Green Maintenance model results were generated by evaluating the

influences of longevity of repair within the selected maintenance period (in this case
is within a hundred years period). This could be expressed as in Equation No. (3):
(

)(

Equation No. (3)


where;
tn

= either single or a combination of repair techniques in different repair scenarios or


techniques (tn) for one hundred years of maintenance profile periods

EMI(100yrs)cradle-to-sitetn = total embodied carbon expenditure for quarrying/mining,


processing and manufacturing and transporting of repair materials used in repairing
stone masonry walls of historic masonry, using either single or a combination of
repair techniques in different repair scenarios within one hundred years of
maintenance profile periods within the cradle-to-site boundary [generated from
Equation No. (2).
195

4.0

RESULTS AND DISCUSSIONS

kgCO2e/m2

(a) Indenting

lime Number

of 1

24.683

24.683

0.8

0.7

Total EMI

24.683

54.481

Indenti kgCO2e/m

ng

+ Number

of 1

dowels

+ interventions (n)

lime grout Total EMI

19.746

17.278

54.481

54.481

0.8

0.7

54.481

43.585

38.137

70.730

70.730

70.730

0.8

0.7

mix
(c) Dowels + kgCO2e/m2
Number

epoxy resin

of 1

interventions (n)
Total EMI

70.730

56.584

49.511

Repointing
Lime mortar kgCO2e/m2
Number

repointing

of -

1.641

interventions (n)

Pinning

Total EMI

+ kgCO2e/m2

6.564

and

consolidation
(a)Dowels

lime grout Number


mix

of -

interventions (n)

196

29.402

stone replacement

Plastic repair, then

Scenario 5

Plastic repair

then
consolidation,

4
replacement
Scenario
stone

and
Pinning

Scenario 3

Repointing

interventions (n)

grout mix

(b)

24.683

Scenario 2

Stone replacement

Stone replacement

Scenario 1

Table 1: Embodied carbon expenditure associated with alternative repair scenarios

Total EMI
(b)

Dowels

kgCO2e/m

29.402

epoxy Number

46.047

of -

interventions (n)

resin

Total EMI

46.047

Plastic repair
kgCO2e/m2

(a) Lime-

Number

based
mortar

6.489

6.489

of -

3.33

21.608

6.489

113.60

113.608

+ interventions (n)

aggregates
(b)

Total EMI

Lime- kgCO2e/m2

based mortar
multi-layer

Number

of -

plastic repair)

interventions (n)
Total EMI

3.33

378.31

113.608

5
Overall Total

149.494

EMI

6.564

195.364

399.92

225.023

Source: Kayan, 2013


Note:
Materials data in Table 1 are also derived from Crishna et al., (2011) and Hammond
and Jones, (2008a, 2008b, 2011 and 2014); transport data are derived from the
Department of Environment and Rural Affairs (DEFRA) and Department of Energy
and Climate Change (DECC) (2009) and the Institute for Energy and Environmental
Research (IFEU) (2008). Embodied carbon expenditure for materials transportation
(gate-to-site) @ 132 gm CO2 emission factors per tonne km or 1.32 x 10-4 kgCO2 per
kg km emission factors using updated 2008 CO2 emission factors per tonne km for all
HGV road freight (based on UK

average vehicle loads in 2005) (IFEU, 2008;

Defra/DECC, 2009) or mass (kg) * emission factors per kg km * distance (km);


sample taken from historic masonry buildings of 22-30, Shandwick Place of
Edinburgh, Scotland.

197

Table 1 summarises the EMI [generated from Equation No. (3)], evaluated in
terms of embodied carbon expenditure, over the 100-year maintenance period for
different repair techniques and scenarios at the same sample properties (in this case is
22-30, Shandwick Place of Edinburgh). The results show that there are high
functional units (kgCO2e/kg/m2) in making repairs using the natural stone
replacement technique. Within a 100-year maintenance profile period, however, only
one intervention is undertaken with this technique, compared to three, four and five
interventions for plastic repairs, repointing and pinning and consolidation,
respectively.

This is due to the natural stone replacement technique having the

longest longevity of repairs within the same period. It can be concluded that the
higher the longevity of repair (the fewer interventions undertaken) using the selected
repair techniques, the less carbon expended on repairs (less CO2 emissions). This is
parallel with sustainable repair approach of Green Maintenance concept and
methodology.

5.0

CONCLUSIONS
This paper successfully demonstrated that Green Maintenance has shown its

capability in evaluating EMI of different repair techniques and scenarios in repairing


stone masonry walls of historic masonry buildings, based on LCA.

Green

Maintenance will be positively welcomed as our society moves towards low carbon
economy and materials and green procurement. As low carbon trading in building
industry becomes more prevalent, the sustainable repair approach of Green
Maintenance can be converted into a supplementary in maintenance decision making
process by substantiating the philosophical defensibility and sustainability of
maintenance and repair.

In addition, this approach also able to achieved more

rigorous analysis of the disparity between philosophy and cost versus embodied
carbon expenditure i.e. CO2 emissions from repair. Significantly, sustainable repair
approach of Green Maintenance is parallel with increasing focus on the sustainable
development and universal in its nature.

198

ACKNOWLEDGEMENTS

The author would like to thank Dr. Alan M. Forster (Tenured Assistant
Professor) and Professor Philip F.G. Banfill of School of Energy, Geoscience,
Infrastructure & Society, Heriot-Watt University, Edinburgh, Scotland, United
Kingdom for their valuable inputs throughout the completion of this paper.

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202

HYDRO-DISTILLATION PROCESS IN EXTRACTING OF AGARWOOD


ESSENTIAL OIL
Zainal Abidin Bin Ahmad1, Zamri Bin Yusoff2, Ahmad Fikri Bin Awang3, Muhamad
Azizi Fifadli Bin Mohd Nor Rudin4, Muhammad Saiful Hamizan Bin Mohd Zait5,
Mohd Hafizulfikry Bin Roslan6, Mohammad Zaki Iskandar Bin Mat Zaid7
1,2,3,4,5,6,7

Politeknik Kuching, Sarawak

zainal.abidin@poliku.edu.my, zamri.y@poliku.edu.my, fikriee942@gmail.com,


azizi_fifadli@rocketmail.com, saifulhamizan@yahoo.com, fikryhafizul@yahoo.com,
blackheartcry98@gmail.com

ABSTRACT

Agarwood oil is regarded as one of the most expensive natural products in


the world due to the fragrance inducing compounds it contains. However,
current studies on the chemical composition of agarwood essential oil are
woefully lacking and this poses a threat to the agarwood industry. This
research aims to identify the best extraction method for isolating gaharu
essential oil and to create a list of compounds contained in a sample of grade
C agarwood. In the present work, the composition of agarwood essential oil
obtained through hydro-distillation and solvent extraction with acetone.
Studying another parameter of this experiment, the sample hydro-distillated
in the lab was compared with industrial grade hydro-distillation to determine
the difference in quality between industrial and lab scale hydro-distillation.
Of the three solvents used, acetone eluted the highest number of compounds.
The lab scale hydro-distillated sample eluted 34 compounds at a quality of
50% and above whereas the solvent extraction sample eluted 25 compounds.
There was no significant difference found between lab scale and industrial
scale hydro-distillation.

Key words: Agarwood; Essential oil; Hydro-distillation

203

1.0

INTRODUCTION

AquilariaMalaccensis is a species of plant in the Thymelaeaceae family found


primarily in Bangladesh, Bhutan, India, Indonesia, Iran, Laos, Malaysia, Myanmar,
the Philippines, Singapore, and Thailand. The Aquilaria genus is more broadly
recognized as Agar wood, Jin Koh, Aloes wood, Gaharu, Eagle wood, Jinkoh and
Oud. Among the other species of agarwood besides the Malaccensis include
agallocha, gradiflora, ophispermum, sinesis, crassna, pentandra and yunnanensis. The
term agarwood, although widely used to refer to the members of the Aquilaria genus,
more specifically refers to the resinous heartwood from the Aquilaria trees.
Occasionally the heartwood gets infected by a parasitic ascomycetous mold,
Phaeoacremonium parasitical. As a response, the tree produces a resin high in volatile
organic compounds that aids in suppressing or retarding the fungal growth
(Wikipedia, 2008). This resin and its oil are valuable for their use in medicine,
perfumery and other aromatic products. There are many grades of agarwood, and the
highest quality wood is extremely expensive (Fadzli, 2006). In fact, the first-grade
wood is one of the most expensive natural products in the world, with prices of up to
$13,000 per pound (Eden Botanicals, 2007). However the finest grade of agarwood is
produced from naturally occurring fungal infection which happens slowly and very
infrequently. Because of its immense value and rarity, indiscriminate cutting of trees
and over harvesting in hope of finding the treasured resin has lead to depletion of wild
trees. The Convention on International Trade in Endangered Species of Wild Fauna
and Flora (CITES) has listed Aquilaria Malaccensis as an endangered species. Efforts
to protect the species involve inoculation of grown agarwood with the fungus as well
as intentional injuring of the tree to encourage fungal infection to produce the required
resin. However resin produced in this manner is deemed to be of secondary quality
and has inferior market value compared to naturally harvested agarwood resin.
Essential oils from agarwood can be extracted by several methods which include
hydrodistillation (typically using water or steam), solvent extraction, carbon dioxide
extraction, cold pressing as well as florasol/phytol extraction. Lucecessi et al. (2004)
used solvent free microwave extraction technique. The process of extracting gaharu
oil steam distillation takes several hours with low yield, thus making the process less
effectives (Mazni, 2007). The coupling of thermodynamic modeling with
experimental work has offered an efficient low-time consuming tool to analyze the
204

viability of supercritical extraction processes (Fonari et al., 2008). Cassel et al. (2007)
focused on steam distillation modeling for essential oil extraction process.

The main problem which needs to be addressed revolves around the issue of
creating a standard by which to evaluate and assess the quality of essential oil
produced from agarwood. Currently no applicable standard exists and prices as well
as the quality of oil are arbitrarily determined by traders and clients. Another problem
which is highly correlated to the problem of quality is the reproduction of a successful
formula. Current methods of producing perfumes and aromatic products from
agarwood essential oil depend greatly on experience and lack scientific backing and
suitably rigid procedures to ensure that a successful formula can be replicated. This
also brings to light the problems faced by law enforcement agencies and nature
preservation groups that are trying to stop indiscriminate felling of Aquilaria trees.
The woeful lack of information on agarwood and its essential oil has lead to exports
being approved with little information on the species and not knowing whether
exploitation is within sustainable levels.

2.0

OBJECTIVES OF STUDY

The objective of the present study was to:

a)

To fabricate a mini plant that has the potential to be commercialized.

b)

To extract the Agarwood essential oil using the hydro-distillation methods till
the end products will mix with water.

3.0

METODOLOGY

Main focus of our project is to design and fabricate a mini plant and find a
suitable process or mechanism for production of high quality essential oil from
agarwood. Our mini plant just to extract the essential oil using distillation process.

205

3.1

Fabrication

The capacity of 20 liters Mini Plant being fabricate and took 4 months to
finish.starting from designing the plant, fabrication takes quite sometimes to finish as
certain design need to be modified during the process. Figure 1 shows the schematic
diagram of Mini Plant which consists of main compenents such as burner, pressure
cooker, condenser, cooling tank compenents. The solid model of the plant as shown in
Figure 2.

Figure 1: This is Hydro-distillatin Plant Schematic Diagram

3.2

Process

3.2.1 Materials

a)

The raw material used is Agarwood.

Extract the Agarwood essential oil using the hydro-distillation


methods.

206

Hose
Pressure
Cooker

Condenser

LPG
Cooling
Water Tank
Centrifugal
Pump

Figure 2: Complete Mini Plant

3.2.2 Hydro-Distillation Process

Hydro distillation is used in the manufacture and extraction of essential oil.


This is the simplest and usually the cheapest process of distillation. Hydro distillation
seems to work best for powders and very tough materials like roots, wood, or nuts.
The main advantages of this method are that less steam is used, shorter processing
time and a higher oil yield. In distillation, the plant material is heated, either by
placing it in water which is brought to the boil or by passing steam through it. The
heat and steam cause the cell structure of the plant material to burst and break down,
thus freeing the essential oils. The essential oil molecules and steam are carried along
a pipe and channeled through a cooling tank, where they return to the liquid form and
are collected in a vat. The emerging liquid is a mixture of oil and water, and since
essential oils are not water soluble they can be easily separated from the water and
siphoned off. Essential oils which are lighter than water will float on the surface.

207

4.0

RESULT AND DISCUSSION

4.1

Extraction Data

The aim of this work was to find the condition providing the highest oil yield
recovery of aquilariamalaccencis inside the experimental domain explored. And the
result has been compared with essential oil composition obtained through hydrodistillation as shown in Table 1 and Table 2.

Table 1: Gaharu extraction oil data


Time

Solvent

Solvent

Gaharu

Volume and Volume oil

(min)

type(L)

volume (L)

mass (kg)

water

oil collected

collected(L)

(ml)

120

Water

20

1.2

1.125

240

Water

25

1.5

2.25

360

Water

30

1.9

3.375

Table 2: Cendana extraction oil data


Time

Solvent

Solvent

Cendana

Volume

(min)

type (L)

volume (L)

mass (kg)

and

Volume oil

water collected

oil collected (ml)


(L)
120

Water

20

1.2

0.9

240

Water

25

1.5

1.8

360

Water

30

1.9

2.7

The following tabulated data Table 3 and Table 4 showed the result of solvent
extraction on obtaining the gaharu and cendana extraction oil. The time interval was
set at 2, 4 and 6 hours for each solvent used at temperature range of 80-110 degC. 1kg
gaharu and cendana were used and mixed with 20L of solvent.

208

Table 3: Experimental data for type of solvent used for gaharu.


Time (hr )

Type

of Solvent

Gaharu

Volume

oil Oil yield (ml)

solvent

volume (ml) mass(g)

collected (ml)

Water

100

10

0.0

0.0

Acetone

100

10

0.01

0.0

Water

100

10

0.01

0.0

Acetone

100

10

0.02

0.0

Water

100

10

0.02

0.0

Acetone

100

10

0.03

0.0

Table 4: Experimental data for type of solvent used for cendana.


Time (hr)

Type
solvent

of Solvent

cendana

volume (ml) mass (g)

Volume

Oil

collected

(ml)

yield

(ml)
1

Water

100

10

0.0

0.0

Acetone

100

10

0.01

0.0

Water

100

10

0.01

0.0

Acetone

100

10

0.02

0.0

Water

100

10

0.02

0.0

Acetone

100

10

0.03

0.0

The result provided that water and acetone produce 0.0% oil yield recovery.
This was determined both by observation made on samples and rotary evaporation
conducted on each sample where no presence of dark brown oil. As expected from
grade D gaharu woods.

The basis of this experiment, which used water as one type of solvent, had
provided insightful knowledge on the suitable parameters that should be applied upon
using water as solvent. The parameters need to be modified included the duration of
the experimental works and solid to solvent ratio. This indeed should be implemented
to all samples and solvent as well. The results of using water at 100oC had produced
0% oil yield, due to the observation made such as gaharu were not fully dissolved and

209

no aroma smell was detected. On the other hand, the usage of acetone provided quite
an interesting result on the essential oil recovery. The collected the essential oil is
about 0.01ml.

Steam distillation, as set up in Table 4 above was used as control. The mixture
of gaharu and water were steam-distilled for 6 hours. The distillate collected is about
1.2L, however the presence of essential oil was undetected. This show the original
time taken (6 hours) is not sufficient enough to extract gaharu essential oil. According
to Azah et.al (2008). The hydro distillation of gaharu was run for 16 hours using
Clevenger type apparatus. Thus, comparing the results, the extraction of gaharu oil
using steam distillation at 6 hours is not feasible.

5.0

CONCLUSION

In conclusion, as we know agarwood is known around the world for its


relaxing and curing benefit because of the huge demand for the essential oil of
agarwood. A miniplant was created in extracting the essential oil of agarwood using
hydro-distillation method. The miniplant produce the essential oil till the end products
will mix with water.

REFERENCES

Azah M.A., N., Chang, Y., Mailina, J., Abu Said, A.,AbdMajid, J., SaidatulHusni, S.,
et al. (2008). Comparison of Chemical Profiles of Selected Gaharu Oils from
Peninsular Malaysia. The Malaysian Journal ofAnalyticalScience ,338-340.

Cassel, E., Vargas, R., Martinez, N., Lorenzo, D., &Dellacassa, E. (2007). Steam
distillation modeling for essential oil extraction process.

Fadzli, A. (2006). Extraction of Gaharu Essential Oil using Spinning Band


Distillation. Malaysian Theses Online.

210

Fonari, T., Vazquez, L., Torres, C, Ibanez, E., Senorans, F. L,&Reglero, G. (2008).
Countercurrent supercritical fluid extraction of different lipid-type material:
Experimental and thermodynamic. The Journal of Supercritical Fluids,
Volume 45, Issue 2, June 2008, Pages 206212

Lucchesi ME., Chemat, F.,&Smadja, J. (2004). Solvent-free microwave extraction


of"Slil

from

aromatic

herbs:

comparison

with

conventional

hydrodistdlation.Journal of Chromatography, 323-327.

Mazni, I. (2007). Essential Oil Extraction from Gaharu. Retrieved July


30,2008,from

Malaysian

http://eresources.perpun.net.my/repository/tabstractl.php7id-4238.

211

Theses

BIO-LUBE OIL FROM DECOLOURIZATION PROCESS OF RECOVERED


USED BASE ENGINE OIL BY USING GINGER AS ADDITIVES
Decklary Jawing 1, Christopher Simon Bejamin 2, Muhammad Amirul b. Mohd Raizul
3

Mr Kalaiyarasu a/l Gopalan 4, Dr. Hj Zamri Bin Yusoff 5


1,2,3,4,5

Politeknik Kuching Sarawak,

arasu_uthm@yahoo.com1 deck.rocker@yahoo.com 2 ; chrisujang@gmail.com 3 ;


amirulraizul1994@gmail.com 4

ABSTRACT

Engine oils are made from crude oil and its derivatives are mixed with other
chemicals (additives) for improving their certain properties. Lubricating oil
is used to lubricate the moving parts of engine, reduce friction, for wear
protection, and removing contaminants from the engine. Besides that, it could
act as a cleaning and cooling agent. Moreover, it could also act as an anticorrosion. The uncontrollable disposal of used engine oil may affect the
society by causing land and water pollution, which could possibly harm the
aquatic ecosystem. However, the invention of a new equipment could
probably help to overcome this problem. Used engine oil could be re-invented
by decolourising it since this process is more cost effective. In order to
achieve the objective, a preliminary test is conducted to check if the projects
anticipated outcome, which is to produce the base-oil, could be extracted
from the used engine oil. The processes involved to recover the base-oil are
extraction-flocculation, adsorption, filtration, distillation, and gingerization.
Result shows that the process of decolourization has changed the used engine
colours similar to the base-oil, for example yellowish and reddish-brown.
This is due to its reaction to the spent additives and metallic waste in the used
engine oil. The final product is accomplished as a result of the recovery
process, which is the extraction of base-oil from the used engine oil.

Keywords: Used engine oil, gingerization, bio-lube, recovered base-oil.

212

1.0

INTRODUCTION
Todays world is threatened with a huge amount of waste disposal such as the

disposal of used oil. The lack of efficient control concerning the disposal of used oil
wastage could lead to excessive oil dumping into the sea and river. This situation
could affect the aquatic ecosystem which could be hazardous in the future. In view of
that, a project which was concerned with oil wastage sustainability was carried out to
resolve the worlds pollution issues.

This project was carried out to experiment with the decolourization of used
engine oil, which was decided upon a collective consensus. The purpose of this
project was to prevent excessive disposal of used oil pertaining to its potential for
sustainability because it could be recycled and reused. Bridjanian and Sattarin, 2006).
After conducting a few diagnostic researches, the best type of adsorbent that was used
in these experiments was the activated clay for decolourization process. This was a
fundamental process which was usually involved for recycling purposes. Thus, it was
hoped that problems such as costs and the wastage of used oil could be reduced
following the accomplishment of this project.

Decolourization invention of used engine oil was cost effective as it could


prevent us from purchasing new engine oil because what was, obviously, needed was
to basically extract the engine oil from the used oil because they shared a similar core.
Thus, for the implementation part of this project, a small scale of oil recovery process
was conducted during the preliminary test. (Bakhiyar, Muhammad and Karim, 2011)

1.1

Problem Statement

a)

Environmental Issues

An uncontrollable disposal of wastage oil could often contribute to some


excessive environmental pollution which involved the soil, water and air. This is
because waste oil or used engine oil which was not disposed properly might contain
some harmful substances that could affect the neutral soil composition.

213

b)

Hike in oil prices

One of the main reasons which had contributed to a hike in oil prices was due to
the growing number of vehicles owners. In view of that, the oil consumption for
vehicles has demanded for a great supply to generate and lubricate the vehicles.

c)

Constant deterioration of petroleum


A majority of people had often abused the usage of petroleum/oil which has

further hastened the sudden deterioration of petroleum sources.

1.2.1 Project Objectives

1)

To save the cost of Engine oil

To stabilize the economy of the petroleum manufacturer.

2)

To re-use the used engine oil

To disseminate the process of recovery process of base oil that could be


extracted from the used engine oil.

3) To decolourize the used engine oil

To explore the process of decolourization that could change the used


engine oil colour from black or grime-like to yellowish and reddish-brown.

1.3

The scope of project

The scope of this project are as followed:

The equipment were arranged properly to ensure for the launch process of this
project.

The used engine oil must be compatible throughout this process.

The sample of used engine oil was taken from the Department of Mechanical
Engineering (Automotive).

The regeneration of lubricant oil could be re-used again to increase the


performance of the engine.
214

The heating temperature was heated up to 60C to achieve the adsorption


process.

Distillation process involved the recycling of solvent.

The filtration process involved the removal of impurities and contaminant in


the recovered base oil and solvent.

The gingerization process was important to reduce the density. Moreover, this
process was assumed as a viscosity modifier for oil lubrication.

2.0

MATERIALS AND METHODS

This project involved two major parts as follow:


1) Firstly: A preliminary test was conducted which included several main
processes to get the recovered base-oil.
2) Secondly: Big scale equipment was developed to undergo gingerization
process to produce more lube oil during the Prototype phase.

2.1

Preliminary test

Figure 1: Flow chart diagram of the overall preliminary and prototype tests

215

Figure 1 displays the several processes that were conducted in an attempt to extract
the base oil. The processes consisted of:
1) Extraction-flocculation process using solvents. (Alves Dos Resis, 1991).
2) Decolourisation process using bleaching earth as adsorbent.
3) Heating process to decolourize the oil.
4) Filtrations process to separate the adsorbent from oil.
5) Distillation process to separate the solvents and recovered base oil.
6) The final process involved the gingerization process in which ginger was used
as bio additives and was added to the recovered base-oil to produce bio lube.
(Bhuiyan, Haque, Naimul and Eusuf, 1997).

2.2

Prototype

During the prototype, we were only managed to construct a few of the


required equipment that were mainly used during the gingerization process. Three
stages were involved during the fabrication stage, such as follow:
1) First stage: The recovered base-oil was stored in a storage.
2) Second stage: The base-oil in the storage was, then, added into the blended
ginger and was mixed using a mixer until a balanced mixture was formed.
Finally, bio lube was produced.
3) Final stage: This stage was also called the storage stage because the process
involved the collection of both the fully mixed and balanced bio lube that was
ready to use. Figure 2 displays the schematic diagram of this projects mini
plant.

Figure 2: The flow diagram of the mini plant schematic-process


216

2.3 Analysis

This section presents the analysis of the preliminary and prototype phase.
Table 1 shows the exact quantity of chemical substances which were needed for the
test. Then, they were mixed with the used engine oil to undergo the extraction process
in order to extract and recover the base oil. (Martins, 1997).

Table 1 The result of the exact quantity calculation


Ratio

Solvent (

2-Propanol (

n-Hexane (

Used Engine Oil


(

4:1

800

480

320

200

3:1

600

360

240

200

Flocculating Agent (kOH) = 1.5 g

3.0

RESULTS AND DISCUSSION

The results of the tests that we had conducted in a chemical laboratory showed
a varied results based on the decolourization process. From the results and
observations, a comparison was made between those results in terms of solvent-oil
ratio. In the first test, a solvent-oil with the ratio of 4:1, which consisted of 2Propanol, n-Hexane and Potassium Hydroxide were used as solvent. The outcome of
the test showed that a much clearer colour of the oil was achieved. However, the
amount of the recovered base oil was too little. (Jesusa Rincn, Pablo Caizares and
Mara Teresa Garca, 2005)

Next, we switched the previous ratio of 4:1 to 3:1. With that, we managed to
accumulate more recovered base oil with a much darker colour. In the final test, we
experimented with similar ratio of 3:1. However, we added 1-Butanol as an additional
solvent during this stage. The result showed more amount of recovered base oil with
the required coloured which were yellowish and reddish-brown. Thus, the recovered
base oil was, then, mixed with ginger. Finally, it was heated to produce bio lube. The
tests results of the recovered base oil were construed based on the various

217

aforementioned ratios with different mixture of solvents and used engine oil (see
Table 1). Table 2 displays the comparison of base-oil recovery during the tests.

Table 2: The comparisons of base oil recovery


4:1 Ratio

3:1 Ratio

3:1 Ratio

(2-Propanol, n-Hexane,

(2-Propanol, n-Hexane,

(2-Propanol, n-Hexane,1-

Potassium Hydroxide)

Potassium Hydroxide)

Butanol, Potassium Hydroxide)

1) Clean and clear yellowish

1) Dark brownish colour with

1) Dark yellowish colour with

colour.

observation difficulty.

observation difficulty.

2) A less amount of recovered

2) A moderate amount of recovered

2) More amount of recovered base

base oil and strong solvent

base oil compared to 4:1 solvent-oil

oil compared to solvent without

odour.

ratio.

the addition of 1-Butanol.

3) Much lower viscosity and

3) Higher viscosity and density.

3) Higher viscosity and density

density.

with less solvent odour.

4) Short-time span of base oil


4) Long-time span of base oil

4) Short-time span base oil

recovery use.

recovery use.

recovery use.

5) Moderate efficiency of base oil


5) More efficiency of base oil

5) Average efficiency of base oil

recovery.

recovery.

Used Engine/
Lubricant Oil

4:1 Solvent-Oil Ratio (2Propanol, n-Hexane,


KOH)

3:1 Solvent-Oil Ratio


(2-Propanol, nHexane, KOH)

Figure 3: The recovered base oil

218

recovery.

3:1 Solvent-Oil Ratio (2Propanol, n-Hexane, 1Butanol, KOH)

3.1

Production of Bio Lube

Once the recovered base oil was obtained, we added it with ginger as a natural
additive. Ginger contained some natural chemical that could modify the viscocity,
density and odour of the recovered base oil.

So, our hypothesis was that using ginger as an additive could help to enhance
the oil lube performance. Moreover, we were adamant that it could increase the
engine performance, too. ( Evstafev, Kononova, Ya. Levin, Trofimova and Ivanova,
2004).

STORAGE TANK
(RECOVERED BASE
OIL)

MIXER
(GINGERIZATION)

STORAGE TANK
(BIO-LUBE)

Figure 4: Mini Plant of Oil Modifier A complete prototype

4.0

CONCLUSION

In conclusion, the overall project of the recovery process which has allowed
for the re-processing of the used engine oil was totally achieved. This process was
found to be more cost effective where it could hinder unwanted wastages and disposal
219

of used engine oil. The result of the recovery process of base oil showed a clean
reddish-brown colour. The result revealed that the recovered base oil could be
certainly used to enhance the performance of lubricity system by adding an additive,
such as ginger.

REFERENCES

Alves Dos Resis, M. Waste Lubricating Oil Re-refining by Extraction- Flocculation ,


A Pilot Plant Study , Ind. Eng. Chem. Res., 30(11), 2449-2456 (1991).

Bhuiyan, T. A Haque, M. Naimul and M. Eusuf, Reclamation of Used Lubricating


Oils. Part Improvement of Viscosity Index and Colour with Pure Conc.
Sulfuric Acid, J. Sci. Ind. Res., 22(1-4), 61-67 (1997).

Jesusa Rincn, Pablo Caizares and Mara Teresa Garca, Regeneration of Used
Lubricating Oil by Polar Solvent Extraction , Ind. Eng. Chem. Res., 44(12),
4373- 4379 (2005).
Martins, J. P. The Extraction Flocculation Re-refining Lubricating Oil Process using
Ternary Organic Solvents, Ind. Eng. Chem. Res., 36(9), 3854-3858 (1997).

Evstafev, V. P., Kononova, E. A., Ya. Levin, Trofimova, G. L., and Ivanova, O. A. A New Dithiophposphate Additives for Lubricating Oils, J. Chem. Technol.
Fuels Oils, 37, 427-431 (2004).

Bridjanian, H., and Sattarin, M. Modern Recovery Methods in Used Oil Re-refining,
Petroleum & Coal, 48(1), 40-43 (2006).

Bakhiyar K. Aziz, Muhammad A. Abdullah, Karim J. Jubrael, Asian Journal Of


Chemistry, Department Chemistry. Sulaimani University. Sulaimani. Iraq.,
Vol. 23, No. 6, 2449-2445 (2011).

220

PEMBINAAN SISTEM APLIKASI FONETIK ukm-ephonetic.comSEBAGAI


ALAT BANTU MENGAJAR
Sharifah Raihan Syed Jaafar1, Zaim Zaki2
1

Universiti Kebangsaan Malaysia, 2Suruhanjaya Pencegahan Rasuah Malaysia


s_raihan@ukm.edu..my, zaimzaki@sprm.gov.my

ABSTRAK

Kajian ini membincangkan mengenai pembinaan sebuah alat bantu mengajar


yang berbantukan teknologiuntuk kursus fonetik. Kaedah pengajaran kursus
fonetik tradisional yang tidak berbantukan sebarang alat bantu mengajar yang
telah diamalkan sebelum ini sering menimbulkan masalah dan kesukaran kepada
pelajar dan pensyarah. Oleh sebab itu, sebuah sistem aplikasi berbantukan
teknologi yang dinamakan ukm-ephonetic.com telah dibina khusus untuk
menangani masalah dan kesukaran yang dihadapi. Sesi pengajaran dan
pembelajaran pertama yang menggunakan sistem ukm-ephonetic.com telah mula
dilaksanakan

pada

semester

pertama

sesi

2014-2015

untuk

melihat

sejauhmanakah tahap kepuasan dan kebolehterimaan pelajar terhadap sistem ini.


Hasil analisis kepuasan pelajar yang diterima melalui kaedah maklum balas
langsung dan soal selidik menunjukkan penggunaan sistem ini telah mendapat
maklum balas yang sangat positif.

Kata

kunci:

teknologi

pengajaran

dan

pembelajaran;

fonetik;e-

phonetic;kepuasan pelajar

1.0

PENGENALAN

Populariti dan kepentingan World Wide Web atau hanya dikenali sebagai Web
telah semakin meningkat dengan pesat sejak kemunculan awalnya kira-kira 25 tahun
yang lalu (Summers et al., 2005). Web ini ditakrifkan sebagai sistem maklumat dokumen
hiperteks yang boleh diakses melalui Internet.
221

Inovasi dalam teknologi maklumat telah menyumbang kepada pembangunan


pembelajaran yang berbantukan teknologi (technology-asisted learning). Pembelajaran
berbantukan teknologi telah menjadi mod popular alat pendidikan moden pada masa kini.
Pembelajaran berbantukan teknologi hanya boleh ditakrifkan sebagai apa-apa alat
pembelajaran yang menggunakan komputer atau sistem komunikasi canggih yang
digunakan sebagai bahan pengajaran untuk sesuatu kursus.

Kemudahan dan fleksibiliti yang ditawarkan oleh sistem pendidikan begini sudah
menjadi mod pilihan pembelajaran terutama di dunia pantas hari ini. Lebih sedekad yang
lalu, semakin banyak institusi tinggi di seluruh dunia telah menggunakan bantuan
teknologi untuk diintegrasikan ke dalam sistem pengajaran (Sheppard et al., 1998).
Sekitar tahun lapan puluhan, teknologi telah dimanfaatkan dalam pendidikan bahasa
dengan menggunakan alat seperti filem, radio, televisyen, pita video, video interaktif dan
sekurang-kurangnya penggunaan komputer (Cunningham, 1998). Pada hari ini, dengan
perkembangan teknologi moden, selain daripada penggunaan laman web yang banyak,
blog, kumpulan berita (newsgroups) dan forum perbincangan (Sheppard et al., 1998), alat
teknologi bantuan khusus lain telah dicipta untuk meningkatkan keberkesanan
pengajaran. Antara alat teknologi bantu mengajar yang pernah digunakan ialah
penggunaan telefon dalam pembelajaran bahasa (mobile-assisted language learning MALL), sistem latihan berbantukan komputer (Computer-aided Pronunciation Training
System - CAPT) dan sebagainya (Liu, 2002; Lo, 2010).

Kesan daripada perkembangan teknologi moden pada hari ini telah membantu
kami mengorak langkah untuk mencipta suatu alat berbantukan teknologi yang dapat
membantu dan memudahkan pelajar mempelajari kursus fonetik di Universiti
Kebangsaan Malaysia. Bersesuaian dengan sifat kursus tersebut, suatu sistem yang
dinamakan sistem aplikasi fonetik atau nama khasnya ukm-ephonetic.commempunyai
kefungsian untuk mengeluarkan bunyi bagi setiap simbol fonetik. Sistem aplikasi fonetik
ini telah berjaya direka supaya dapat membantu pelajar mengartikulasikan dengan betul
semua fonem dalam carta International Phonetic Alphebet (IPA).Sistem ini juga telah

222

mula digunakan dan diuji ke atas pelajar kursus ini pada awal semester sesi pengajian
2014-2105.

2.0

OBJEKTIF KAJIAN

Objektif kajian ini ialah untuk:

a)

Membantu para pelajar mempelajari serta memahami cara-cara penghasilan dan


penyebutan bunyi-buny ibahasa.

b)

Membantu pelajar mengenal dan memahami simbol-simbol fonetik antarabangsa


dengan lebih mudah dan berkesan.

c)

Melihat kepuasan pembelajaran yang berbantukan alat teknologi di kalangan


pelajar.

3.0

METODOLOGIPENYELIDIKAN

3.1

Pengumpulan Data

Untuk memulakan penyelidikan, pengumpulan data dilakukan. Semua jenis fonem


berserta simbolnya sekali diatur mengikut daerah artikulasi masing-masing dan kategori
fonem yang dimiliki seperti yang terdapat dalam Carta Abjad Fonetik Antarabangsa
(International Phonetic Alphabet - IPA). Terdapat sembilan jenis konsonan (seperti
plosif, nasal, afrikat, frikatif dan getaran dan sebagainya) serta sebelas daerah artikulasi
(seperti bilabial, labio-gigi, gigi, alveolar dan pasca-alveolar). Carta IPA yang dibuat
untuk kajian ini telah diubahsuai sedikit daripada IPA. Untuk kajian ini, fonem bahasa
Arab telah dimasukkan ke dalam carta IPA yang baru itu. Fonem Arab telah dipadankan
dengan abjad Roman. Sebagai contoh, gabungan kedua-dua konsonan Roman dan Arab
dipaparkan dalam carta IPA baru di bawah:

223

Seperti yang dapat dilihat dalam carta IPA baru di atas, semua konsonan Roman
telah diletakkan berdasarkan kepada daerah artikulasi (atau tempat keluarnya konsonan
itu) dan cara artikulasi (iaitu bagaimana konsonan itu disebut). Pengelompokan yang
sama juga telah dilakukan untuk abjad-abjad Arab.

Selain daripada konsonan, pengumpulan dan pengelompokan data bagi vokal


Roman dan Arab juga dilakukan. Vokal-vokal dikelompokan berdasarkan kepada
kedudukan dan keaadaan lidah semasa penghasilan vokal tersebut, sama ada depan,
belakang atau tengah, dan hampar atau bundar. Rajah kedua-dua vokal Roman dan Arab
ini adalah seperti dalam rajah di bawah:

224

Selain daripada pengumpulan data untuk membina carta IPA yang baru bagi
konsonan dan vokal, pengumpulan data untuk tujuan-tujuan lain juga dilakukan.
Memandangkan pembinaan sistem aplikasi fonetik ini mengambil kira output yang
diperolehi oleh pelajar hasil daripada pembelajaran kursus ini, maka data untuk slot
latihan dikumpulkan. Terdapat beberapa bentuk latihan telah dimasukkan ke dalam
sistem di mana pelajar boleh menguji pemahaman mereka dengan cuba membuat latihanlatihan yang ada. Data yang dikumpul untuk tujuan latihan ini adalah pelbagai
bergantung kepada jenis/bentuk latihan tersebut. Ada data yang berbentuk fonem
(konsonan atau vokal), gambar, perkataan dan sebagainya. Berikut adalah contoh data
bergambar yang telah dimuatkan dalam slot latihan pada sistem tersebut:

225

3.2

Kaedah Rakaman

Setelah selesai kerja-kerja pengumpulan dan pengelompokan data dilakukan, proses


rakaman pula dijalankan. Data yang diperolehi perlu direkodkan ke dalam bentuk audio
supaya mudah dimuatnaik ke dalam sistem aplikasi yang dibina. Untuk mendapatkan
hasil rakaman yang berkualiti, proses rakaman dijalankan di sebuah makmal studio di
Pusat Pengajian Bahasa dan Linguistik. Rakaman yang berkualiti perlu dihasilkan supaya
hasil audio tersebut jelas serta berkualiti.

3.3

Pemerhatian di Bilik Kuliah

Pemerhatian ketika di bilik kuliah memberi tumpuan khususnya bagaimana pelajar


memberi maklum balas kepada soalan yang diberikan. Dalam setiap sesi pembelajaran,
pelajar sentiasa diminta untuk memberi tindak balaskepada setiap yang dipelajari.
Soalan-soalan seperti jenis konsonan, simbol-simbol bagi setiap fonem, tempat/daerah
artikulasi di mana fonem itu dihasilkan, transkripsi fonetik dan banyak lagi telah diajukan
kepada pelajar dalam dua bentuk, iaitu sama ada secara lisan dan secara bertulis. Strategi
ini dapat membantu pensyarah untuk mengenal pasti pemahaman pelajar mengenai carta
IPA serta mampu mengingat semua simbol-simbol fonem.

3.4

Soal Selidik dan Maklum Balas Pelajar

Pelajar telah diminta untuk memberi maklum balas tentang pembelajaran kursus yang
dilaksanakan berbantukan sistem aplikasi fonetik. Untuk tujuan ini, dua bentuk soalan
maklum balas telah disediakan untuk pelajar menjawab: (1) maklum balas secara
langsung (live feedback) dan (2) soal selidik (questionnaire). Beberapa soalan ditanya
secara langsung kepada pelajar di dalam kuliah tentang output daripada pembelajaran
yang mereka perolehi. Pelajar memberikan jawapan secara spontan dan semua jawapan
tersebut telah dicatatkan oleh pensyarah sebagai bahan untuk dianalisis kemudian. Selain
itu, borang soal selidik juga turut disediakan dengan mengambil kira kebarangkalian
terdapat pelajar yang lebih selesa dan berpuas hatisekiranyajawapan daripada soalan226

soalan yang diajukan oleh pensyarah terhadap penggunaan dan pembelajaran


berbantukan sistem aplikasi fonetik diberikandalam bentuk bertulis berbanding secara
spontan/lisan. Semua pelajar perlu melengkapkan borang soal selidik online yang telah
dibangunkan menggunakanaplikasi Google Forms dan menghantarkannya kembali secara
online. Semua borang soal selidik adalah bersifat tanpa nama (anonymous). Jawapan
pelajar yang diberikan melalui soal selidik itu kemudiannya dianalisis secara online
menggunakan kemudahan yang disediakan oleh fungsi statistik yang terdapat diGoogle
Forms.

4.0

ANALISIS DAN PERBINCANGAN

Maklum balas pelajar terhadap kepuasan penggunaan dan pembelajaran


berbantukan sistem aplikasi fonetik yang telah dibina dan dipraktikkan di dalam kuliah
telah dianalisis. Maklum balas langsung dan soal selidik yang diterima daripada pelajar
telah dianalisis untuk mengetahui sejauhmanakah tahap kepuasan pelajar. Berikut
dibincangkan analisis tahap kepuasan pelajar hasil daripada borang soal selidik yang
diterima.

Jawapan yang telah dibentuk dalam borang selidik adalah bersifat berskala, iaitu
terdapat lima tahap kebersetujuan di mana tahap 5 mewakili tahap kebersetujuan yang
paling tinggi dan tahap 1 mewakili tahap kebersetujuan yang paling rendah. Ini dapat
dilihat dalam contoh paparan borang selidik yang dibentuk melalui Google Forms seperti
di bawah. Pelajar hanya boleh memilih satu tahap kebersetujuan daripada kelima-lima
tahap yang ada untuk menjawab.

Berikut dipaparkan analisis yang telah dibuat berdasarkan kepada maklum balas
soal selidik yangditerima daripada pelajar berkaitan dengan kepuasan mereka terhadap
penggunaan dan pembelajaran menggunakan sistem fonetik:
227

[1] Question: It is easy to find what I want on the website.


[2] Question: It is easy to navigate through this web site.
[3]Clicking on links takes me to what I expect.
Jadual 1: Kepuasan pelajar terhadap pembelajaran menggunakan ukm-ephonetic.com
Soalan

[1]

62.5%

31.3%

6.3%

0%

0%

[2]

50%

50%

0%

0%

0%

[3]

43.8%

43.8%

12.5%

0%

0%

Berikut, dibincangkan pula maklum balas pelajar yang diterima secara langsung
daripada mereka di dalam bilik kuliah. Di bawah adalah antara komen yang diberikan
oleh pelajar tentang apa yang mereka fikirkan mengenai penggunaan dan pembelajaran
kursus fonetik dengan dibantu oleh sistem aplikasi yang dibina:

Jadual 2: Komen pelajar yang diterima melalui kaedah maklumbalas langsung


KomenPositif

KomenNegatif

[1] mudah difahami

[1] penjelasan yang diterima terhad

[2] system ini lebih menyeronokkan

[2] capaian internet boleh menggangu


pembelajaran

[3] boleh belajar bersendirian

[3] juga boleh menjadi kurang produktif

[4] lebih produktif


[5] mudah untuk melakukan ulangkaji

Jawapan daripada soal selidik dan komen-komen pelajar di atas (Jadual 2)


menunjukkan kepuasan mereka (lihat Jadual 1). Pelajar mendakwa bahawa kursus ini
menjadi lebih menyeronokkan apabila proses pembelajaran dan pengajaran diiringi oleh
sistem aplikasi fonetik.Sistem ini telah membantu mereka mudah untuk memahami
bunyi-bunyi yang terdapat dalam carta IPAyang merupakan sebahagian besar daripada
sukatan pelajaran.Selain itu, pembelajaran berbantukan sistem ini memudahkan lagi
proses mengulangkaji pelajaran untuk peperiksaan. Oleh sebab apa yang mereka perlukan
terdapat di dalam sistem, pembelajaran dan ulangkaji boleh dilakukan bersendirian atau
228

tanpa bantuan dari pensyarah ketika saat-saat akhir.Walau bagaimanapun, pelajar sedikit
bimbang jika mereka tidak berjaya mengakses sistem tersebut akibat daripada gangguan
capaian internet yang sering berlaku di kolej-kolej kediaman mereka. Walaupun sistem
aplikasi fonetik telah dilengkapkan dengan penjelasan penghasilan bunyi-bunyi fonem,
namun beberapa pelajar berpendapat mereka masih memerlukan penerangan yang lebih
daripada pensyarah kerana bagi mereka maklumat pada sistem masih tidak
mencukupi.Namun beberapa pelajar tidak mengalami masalah ini. Pelajar juga mengulas
bahawa apabila pembelajaran dilakukan berbantukan sistem, mereka cenderung untuk
menjadi kurang produktif kerana sebahagian besar daripada silabus kursusterdapat di
dalam sistem. Dengan kata lain, mereka mendakwa mereka mudah menjadi malas dan
tidak merujuk kepada bahan-bahan bacaan tambahan yang lain.

5.0

KESIMPULAN

Berdasarkan kepada perbincangan di atas, sistem aplikasi fonetik atau ukmphonetic.com yang dibina dengan tujuan khusus untuk membantu proses pengajaran dan
pembelajaran kursus fonetik yang ditawarkan di Program Linguistik, Universiti
Kebangsaan Malaysia telah dibangunkan dan diuji kepada pelajar dengan jayanya.
Ketiadaan alat bantu mengajar yang moden telah menimbulkan kesukaran dalam proses
pengajaran dan pembelajaran kursus ini selama ia diperkenalkan. Kesukaran timbul pada
pensyarah kerana menghadapi cabaran untuk memahamkan dengan terperinci kepada
pelajar bagaimana proses penghasilan sesuatu bunyi itu dihasilkan. Kesukaran di pihak
pelajar pula terjadi apabila ilmu yang disampaikan itu tidak dapat dibayangkan dengan
jelas bagaimana ia berlaku kerana penerangan hanya diberikan dalam bentuk penjelasan
mulut. Adalah lebih baik sekiranya penjelasan yang diterima juga diberikan dalam bentuk
visual. Segala masalah ini telah cuba ditangani dengan membangunkan sebuah alat
teknologi pengajaran moden ukm-ephonetik.com untuk pelajar yang mengambil kursus
fonetik. Pengajaran dan pembelajaran sulung telah dipraktikkan dan maklum balas positif
telah diterima daripada pelajar. Secara keseluruhannya, pelajar amat berpuas hati dengan
kaedah pengajaran dan pembelajaran yang mengaplikasikan sistem ukm-ephonetik.com
memandangkan kebaikan yang diperolehi daripadanya. Diharapkan dengan terbinanya
229

sistem ini dapat memberi manfaat kepada pelbagai pihak khususnya pelajar yang
mengambil kursus fonetik di dalam Program Linguistik khususnya dan kepada Fakulti
Sains Sosial dan Kemanusiaan umumnya.

RUJUKAN

Cunningham, D. (1998). 25 years of technology in language teaching: A personal


experience. Babel: Journal of the Australian Federation of Modern Language
Teachers' Associations, 33(1), 4-7, 35.

Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computerbased technology use in second language learning: A review of the literature
from 19902000. Journal of Research on Technology in Education, 34(3), 250273.

Lo, W. K., Zhang, S., & Meng, H. M. (2010). Automatic derivation of phonological rules
for mispronunciation detection in a computer-assisted pronunciation training
system. In INTERSPEECH (pp. 765-768).

Sheppard, S. D., Reamon, D., Friedlander, L., Kerns, C., Leifer, L., Marincovich, M., &
Toye, G. (1998). Assessment of technology-assisted learning in higher
education: it requires new thinking by universities and colleges. In Frontiers in
Education Conference, 1998. FIE'98. 28th Annual (Vol. 1, pp. 141-145). IEEE.

Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A comparison of student


achievement and satisfaction in an online versus a traditional face-to-face
statistics class. Innovative Higher Education, 29(3), 233-250.

230

THE FABRICATION OF BIOGAS SYSTEM TO PRODUCE METHANE GAS


FROM COW DUNG
Nur Husna Binti Abu Bakar1, Zamri bin Yusoff2, Shahidatul Aida Binti Mhd Said3,
Muhammad Amirul Rashid Bin Ab Rahman4, Amirul Bin Zahari5, Wan Muhammad
Muslim Bin Wan Din6
1,2,3,4,5, 6

Politeknik Kuching Sarawak

nur.husna@poliku.edu.my, zamri.y@poliku.edu.my, Shahidatulaida94@yahoo.com,


rashid220294@yahoo.com, amirul8898@gmail.com, oppamus@gmail.com

ABSTRACT

The demand, high costs and health implications of using energy derived from
hydrocarbon compound have necessitated the continuous search for
alternative source of energy. Cow dung as a renewable source of energy
supply has been proven to be very efficient. This study investigated the
production of biogas using cow dung from cow field near the polytechnic. A
2ml/g of the cow dung was used in this study. The digestion was carried out in
a 10 L anaerobic digester at a temperature of 250C to 300C and uncontrolled
pH for a period of 1 month. About 23 cm3 of biogas was produced on the
22nd day. Thus biogas production from cow dung is a good and cheap
alternative source of energy. The use of biogas will not only serve as a source
of fuel but will also help in the management of waste. The biomass generated
after digestion can be used both as animal feed and to improve soil fertility. It
is therefore recommended that large scale production of biogas from wastes
should be undertaken by all as the wastes around you today can become your
wealth tomorrow.

Keywords: Biogas, Bioreactor, Cow dung, biomass

1.0

INTRODUCTION
Now a days biogas production is renewable source, mainly because of the

fact that those resources are inexhaustible and they can be found at lower prices on
231

the market then the fossil fuel. Anaerobic digestion is one of the effectiveness
processes to produce biogas. The raw material for produce the biogas, such as food
waste, cow dung and digested slurry can be used as fertilizer. Co-digestion of cow
dung or other feed stocks with low carbon content can improve process stability and
methane production. (Adeniran et al.,2014)

Biogas is a combustible mixture of gases. It consists mainly of methane (CH4)


and carbon dioxide (CO2) and is formed from the aerobic bacteria decomposition of
organic compound. The gases formed are the waste products of the respiration of
these decomposer microorganisms and the composition of the gases depends on the
substance that being decomposed (Jergensen & Planenergi).This is produce when
bacteria decompose organic material. Biogas is a mixture of about 60 percent and 40
percent carbon dioxide. Methane is the main component of natural gas. Methane
contains chemical compound with the chemical formula CH4 (one atom of carbon and
four atoms of hydrogen). It is the simplest alkane and the main component of natural
gas. The relative abundance of methane makes it an attractive fuel (Hankisham et
al.,2003).However, because it is a gas at normal conditions, methane is difficult to
transport from its source. Methane is relatively clean burning, colorless, and odorless.
This gas can be captures and burned for cooking and heating. This is already being
done on a large scale in some countries of the world. Farms that produce a lot of
manure, such as hog and dairy farms, can use biogas generators to produce methane
(Kaygusuz et al.,2004).

The disposal of organic waste to the landfill constitutes severe environment


problems such as methane emission (greenhouse gas) (Tripodo et al., 2004). This can
be solves by recoverable materials that are in organic such as food and plant material
can be recovered through digestion processes to decompose the organic matter. Waste
gas produced that is methane can be captured and used for generating electricity and
cooking purpose. Energy demand is a critical reason for extensive climate change,
resource exploitation and also restricts the living standards of human (Li et al., 2007).

232

1.1

Benefits

In North America, use of biogas would generate enough electricity to meet up


to 3% of the continent's electricity expenditure. In addition, biogas could potentially
help reduce global climate change. High levels of methane are produced when manure
is stored under anaerobic conditions (Anunputtikul et al., 2004). During storage and
when manure has been applied to the land, nitrous oxide is also produced as a
byproduct of the gentrification process. Nitrous oxide (N2O) is 320 times more
aggressive than carbon dioxide and methane 21 times more than carbon dioxide. By
converting cow manure into methane biogas via anaerobic digestion, the millions of
cattle in the United States would be able to produce 100 billion kilowatt hours of
electricity, enough to power millions of homes across the United States (Oyeleke et
al., 2003). In fact, one cow can produce enough manure in one day to generate 3
kilowatt hours of electricity; only 2.4 kilowatt hours of electricity are needed to power
a single 100-watt light bulb for one day. Furthermore, by converting cattle manure
into methane biogas instead of letting it decompose, global warming gases could be
reduced by 99 million metric tons or 4%.

1.2

Biogas upgrading

Raw biogas produced from digestion is roughly 60% methane and 29% CO2
with trace elements of H2S; it is not of high enough quality to be used as fuel gas for
machinery. The corrosive nature of H2S alone is enough to destroy the internals of a
plant. Methane in biogas can be concentrated via a biogas up grader to the same
standards as fossil natural gas, which itself has had to go through a cleaning process,
and becomes bio methane (Esan et al., 2008). If the local gas network allows, the
producer of the biogas may use their distribution networks. Gas must be very clean to
reach pipeline quality and must be of the correct composition for the distribution
network to accept. Carbon dioxide, water, hydrogen sulfide, and particulates must be
removed if present (Lopes et al., 2004). There are four main methods of upgrading:
water washing, pressure swing adsorption, selexol adsorption, and amine gas treating.
The most prevalent method is water washing where high pressure gas flows into a
column where the carbon dioxide and other trace elements are scrubbed by cascading
water running counter-flow to the gas. This arrangement could deliver 98% methane
233

with manufacturers guaranteeing maximum 2% methane loss in the system. It takes


roughly between 3% and 6% of the total energy output in gas to run a biogas
upgrading system (Tyagi et al., 1981).

1.3

Biogas gas-grid injection

Gas-grid injection is the injection of biogas into the methane grid (natural gas
grid). Injections includes biogas until the breakthrough of micro combined heat and
power two-thirds of all the energy produced by biogas power plants was lost (the
heat), using the grid to transport the gas to customers, the electricity and the heat can
be used for on-site generation resulting in a reduction of losses in the transportation of
energy. Typical energy losses in natural gas transmission systems range from 1% to
2%. The current energy losses on a large electrical system range from 5% to 8% (Baki
et al., 2004).

2.0

OBJECTIVE OF THE STUDY

1) To design mini plant for biogas process


2) to produce the methane gas from animal waste (cow waste)
3) to produce the organic fertilizer from animal waste

3.0

METHODOLOGY

3.1

Design

Three most common and most successful design for the biogas digester are the
fixed dome, the plastic covered ditch and floating drum, so we choose the floating
drum as our project design because the technology is simple and easy to reproduce
(Figure 1).

3.2

Floating Drum Bio digester Design

Floating drum digesters are operated by feeding manure mixed with water into
a digester inlet pipe. The slurry flows down the inlet pipe and enters the bottom of the
234

digester. There is a layer of bios lids on the bottom and a layer of liquid effluent
above that.

Figure 1: Design for the biogas digester.

The bucket is mounted on the container with water jacket located outside the
digester, and as the pressure of biogas increases in the drum, the drum rises
accordingly. Therefore, we must put the heavier rock or brick on the bucket so that
the bucket would not fall off easily as the bucket rise. To reduce the construction cost
the floating gas drum can be replaced by a balloon above the digester, but in practice
problems always arise with the attachment of the balloon at the edge (Godi et al.,
2013).

4.0

RESULTS AND DISCUSSION

Figure 2 shows the picture from this work and from previous research. As we
can see in figure 2 there are differences between actual and previous research. Blue
flames arent always hotter than yellow flames, because the color of light emitted by
the flame can depend on exactly which atoms and molecules are in the flame. Each
atom or molecule has certain special frequencies (colors) at which it absorbs and
emits light sometimes thats more important than the temperature of the flame in
setting the color. Some chemicals burn with a blue color; for example, so that if
235

burning some of these on an ordinary fire it will show color of blue. This does not
mean that the temperature of the whole fire went up, just that these chemicals made
the color change (Ukpai et al., 2012).

Figure 2: (A) the picture shows the actual result; (B) and (c) the picture shows the
previous research.

However, there are cases that follow the simple pattern, where the flame color

changes smoothly from yellowish to bluish as it gets hotter (Rabah et al., 2010).
Simple burners fueled by oxygen and propane typically behave this way. The key to
making sense of this turns out to be that the energy emitted into the light comes in
little packets, called quanta. High-frequency (bluish) light has high energy quanta and
low-frequency (reddish) light has lower energy quanta. Temperature measures how
much thermal energy is available to go into vibrating particles, including the particles
emitting the light. If the typical thermal energy of a particle is large compare to a
quantum of light of some color, that color of light is easily emitted. But if the energy
quantum is bigger than the typical thermal energy scale, those quanta hardly ever
come out (Okure et al., 2005). So as heating something up, first the lower energy (red)
quanta show up, then also middle energy (say green), and finally theyre joined by
blue quanta. This process makes no sense in classical physics, where there's no
packet-size for light waves, so it provided the first key to the modern physics of
quantum mechanics. The actual color is set by the mixture of different light
frequencies. Orange or yellow flames have fairly high wavelengths (low frequency) most of the light being produced is actually in the infrared range, which invisible.
Blue-ish flames have much lower wavelengths (high frequency) with a lot of the light
off towards the ultraviolet range (Richards et al., 1994).
236

Flame is white-blue and has hard, sharp features.


Possible Cause
1. Excessive primary air.
Corrective Action
1. Adjust air shutter.

Flame is small and blue in color.


Possible Cause
1. Clogged burner orifice.
2. Clogged venture.
3. Restricted or clogged gas line.
4. Excessive low gas pressure.
Corrective Action
1. Clean or replace burner orifice.
2. Clean venture. Replace burner, if necessary.
3. Remove & clean the gas supply line. Replace, if necessary.
4. Use a manometer and adjust the gas pressure.

Flame is yellow and/or causing soothing on cooking utensils.


Possible Cause
1. Insufficient primary air.
2. Blocked primary air shutter.
3. Oversized burner orifice.
Corrective Action
1. Increase primary air shutter.
2. Clean primary air shutter & adjust for proper air-gas mixture.
3. Replace burner orifice.

Flame is noisy (rumbles or gurgles).


Possible Cause
1. Excessive primary air.
2. Excessive gas pressure.
Corrective Action
1. Clean primary air shutter & adjust for proper air-gas mixture.
237

2. Use a manometer and adjust the gas pressure.

Orifice noise (burr or high-pitched squeal).


Possible Cause
1. Debris lodged in orifice.
2. Improper orifice size.
3. Excessive gas pressure.
Corrective Action
1. Clean orifice. Replace, if necessary.
2. Replace orifice.
3. Use a manometer and adjust the gas pressure.

Chemical reaction and typical composition of biogas as shown in Table 1.

Table 1: The composition of biogas and chemical reaction


Typical Composition Of Biogas
compound

Molecular Formula

mehtane

CH4

50 75

carbon dioxide

CO2

25-50

nitrogen

N2

0-10

hydrogen

H2

01

hydrogen sulphide

H2S

03

oxygen

O2

0-0

238

5.0

CONCLUSIONS

The result of this research on the production of biogas from cow dung has
shown that flammable biogas can be produced from these wastes through anaerobic
digestion for biogas generation. These wastes are always available in our environment
and can be used as a source of fuel if managed properly. The study revealed further
that cow dung as animal waste has great potentials for generation of biogas and its use
should be encourage due to its early retention time and high volume of biogas yields.
Also in this study, it has been found that temperature variation, PH and Concentration
of Total solid, are some of the factors that affected the volume yield of biogas
production (Webber et al., 2008).

REFERENCES

Adeniran,A.K., Ahaneku, I.E., Itodo, I.N and Rohjy, H.A (2014).Relative


effectiveness of biogas production using poultry wastes and cow dung. Agric
Eng Int: CIGR Journal .16(1):126-132

Anunputtikul, W and Rodtong, S. (2004)The joint international conference on


sustainable energy and environmental safety. Hua Hin, Thailand. Pp234-243.

Kaygusuz, K and Kaygysuz, A. (2002)A renewable energy and sustainable


development in turkey. Renewable energy. E and FN spon Ltd, USA, 3:431453.

Hankisham, S and Sung, S. (2003) Cattle waste treatment and class. A biosolid
production

using

temperature

phased

anaerobic

digester.

Advanced

Environmental Research., 7:710-70.

Oyeleke, S. B., Onibagjo, H. O. and Ibrahim, K. (2003) Degradation of animal wastes


(cattle dung) to produce methane (cooking gas). Proceedings of the 5th Annual
Conference of Animal Science of Nigeria (SAN): 168-169.

239

Baki, A. S. (2004) Isolation and identification of microbes associated with biogas


production at different retention time using cow dung. M.Sc dissertation,
Usmanu Danfodiyo University Sokoto, and Nigeria.

Esan, A.A . (2008) Developing Global Network for promoting renewable energy
policy and Legislation in Nigeria, Energy Commission of Nigeria, NATCOMUNESCO. The National Workshop on Creating Legislative Framework and
Awareness for Use of Alternative Energy for Sustainable Development in
Nigeria. Calabar, Nigeria. pp. 24-26.

Godi, N.Y.,Zhengwuvi, L.B., Abdulkadir, S and Kamtu, P. (2013). Effect of cow


dung variety on biogas production. Journal of Mechanical Engineering
Research., 5(1):1-4.

Li, R., Chen, S and Li, X. (2009). Anaerobic co-digestion of kitchen waste and cattle
manure production. Energy Sources., 31:1848-1856.

Lopes, W.S., Leite, V.D and Parad, S. (2004). Influence of innoculum performance
on anaerobic reactors for treating municipal solid waste. Biosource
technology., 94:261-266.

Okure,M. Biofuel lecture notes.(2005) Babatola, J.O. Comparative study of biogas


yield pattern in some animal and household wastes. African Research Review.,
2(4):54-68,(2008).

Ukpai, P. A. and Nnabuchi, M. N. (2012). Comparative study of biogas production


from cow dung, cow pea and cassava peeling using 45 litres biogas digester.
Advances in Applied Science Research. 3 (3):1864-1869.

Tyagi, T. H. (1981).

Batch and multistage continuous ethanol fermentation of

cellulose hydrosylate and optimum design of fermentor by graphical analysis,


biotechnology and bioengineering.

240

Rabah, A. B., Baki, A. S., Hassan, L. G., Musa, M. And Ibrahim, A. (2010).
Production of biogas using abattoir waste at different retention. Science World
Journal, 5 (4):23-26.

Richards, B., Herndon, F. G., Jewell, W. J., Cummings, R. J and White, T. E. (1994).
In situ methane enrichment in methanogenic energy crop digesters. Biomass
and Bioenergy., 6(4): 274275.

Webber, M. E and Amanda D.C. (2008). Cow Power. In the news: short news items
of interest to the scientific community. Science and Children.Gale., 4(6):1-2

241

SEA WATER AS A POTENTIAL ELECTROLYTE IN BATTERY POWER


CELL
Abdullah Elon1, Zamri Yusoff2 , Muhammad Adli Zahiruddin3, Stephenie Anak
Gregory4, Fredilla Ivy Tijah Anak John5, Idzham Bin Abd Aziz6, Rafli Bin Rudding7
1,2,3,4,5,6,7

Politeknik Kuching Sarawak

eabdullah@poliku.edu.my , Zamri.y@poliku.edu.my2, asvias94@gmail.com3,


stepheniegregory94@gmail.com4, ivyfredilla94@gmail.com5,
idzhamaziz93@gmail.com6, raflibun@gmail.com7

ABSTRACT

This project is to find the best solution of seawater as an electrolyte in battery


cell for power generation. In order to generate power source, method of
electrolysis was applied by using Aluminium and Copper as the negative and
positive terminals respectively, the solution of sea water as an electrolyte and
Copper (II) sulphate (CuSO4) as an additive. There were three conditions of
experiment that were carried out, the i) changing size of Aluminium strips and
Copper strips, ii) changing volume of seawater iii) different amount of
Copper (II) sulphate (CuSO4). In the first condition, the result showed that the
bigger the size of Copper strips, the higher the current value produced. While
in the second condition, there was not much effect produced in current and
voltage values. In the third condition, the addition of CuSO4 gave a large
positive impact on the power cell. Judging by this experiment, it is decided to
inject some amount of CuSO4 in the electrolysis. The main reason of injecting
CuSO4 into the electrolysis in order to boost up the current value. Thus, the
results showed that the combination of abundant amount of seawater with
limited amount of Copper (II) sulphate solution (CuSO4) as an alternative
source for future power cell generation.

Key words: Electrolysis, Seawater, Copper, Aluminium, Copper (II) sulphate,


Power sources

242

1.0

INTRODUCTION

Electricity is one of those discoveries that have changed the daily life of
everybody on the planet. Electricity is the key component to modern technology and
without it most of the things that we use everyday simply could not work, and would
never have been created. Our mobile phones, our computers, the internet, our heating
systems, our televisions, our light bulbs nearly everything in the home would be
completely different. There would be completely different systems put in place in the
home to ensure that we can remain warm, and to ensure that we can live properly
every day.

In many countries electricity can only be used for a few hours a day which
effects many people around the world who live in these areas, there economys just
cannot afford to run their power plants for long periods at a time. Many of these
people have to use candles and oil lamps just to be able to eat or to read a book. We
have given away much of our technology to help many of these people, But there are
still thousands of cities all over the world that cannot afford to build such machines or
they cannot get the parts.

The study of application of seawater as an electrolyte for deep seawateractivated batteries have been done for many years (Shinohara M et. al. 2007; Shen P.
7 et al. 1994; Wales C. 7 et. al. 1975; Crompton T. 2000). Highly active anode
magnesium has been used in the cells in order to produce high power (Kobashi H. et
al 2013; Renuka R. 1999; Hasvold O & et al. 1997; Yu K. & et. al. 2011). However,
seawater is yet not being widely utilized as a source of power energy due to weak
electrolyte. Thus more studies are required to enhance seawater as a strong electrolyte
in electrical power production.

This is why we have introduced our new power cell. It is a cheap alternative
energy source for people to use. Even if they built small cheap water batteries, these
small batteries can still be used for low lighting which is better than nothing. We did
a few research and created new product about power cell in order to generate
electricity. Our main project is to produce new environmental friendly power cell

243

which will be tested in the small electrical powered car (Figure 2). Copper strip and
aluminium plate were used as electrodes and sea water as an electrolyte.

Copper strip acted as cathode (positive charge) and aluminium plate as anode
(negative charge). The chemical reaction was as follows:-

The chemical reaction is:-

Cathode :- (Reduction)
Cu2+ + 2e-

Cu

Anode :- (Oxidation)
Al

Al3+ + 3e-

Overall:3Cu2+ +3(2e-)
Al

1.1

Cu

Al3+ +2(3e-)

= Al + 3Cu2+ 6e-

2Al3+ + 3Cu + 6e-

= 2Al + 3Cu2+

2Al3+ + 3Cu

Problem Statement

According to current projection we have maximum of 50 years of petroleum


reserve left. In response of warnings, more research on alternative power source are
demanding. So introducing our new aluminium copper power cell hopefully could
contribute to more the power source in the future. This project is to find the best
solution of seawater as an electrolyte in battery cell for power generation. In addition,
our new power cell can reduce the cost production of power cell. The material used is
easy to find on the market and the cost is cheaper than the expansive branded battery.

2.0

OBJECTIVES OF THE STUDY

The objectives of this project are:-

a)

To produce new power cell which is environmentally friendly.

244

b)

To determine that aluminium and copper can generate power with using sea
water as an electrolyte.

c)

To observe the effect of copper (II) sulfate as an additive in the electrolyte.

3.0

METHODOLOGY

The method used in this project was by conducting electrolysis of aluminium


and copper based on design as in figure 2. The main components used in this method
were aluminium and copper as the negative and positive terminals respectively. The
solutions used as the electrolyte were seawater and seawater + copper (II) sulphate. In
this project, there were three experiments being conducted i) changing the size of
aluminium and copper, ii) changing the volume of sea water, iii) adding copper (II)
sulphate in sea water.

Figure 1: Design Power cell

4.0

RESULTS AND DISCUSSION

Figure 2 shows the results of voltage and ampere with different type of copper
and aluminium using sea water only. It shows that, the greater the size of copper and
aluminium, the greater the current. The voltage obtained is 0.4V (Table 1).

245

Graph of Current against Size


0.03

Current ( Amp)

0.025
0.02
0.015
sea water only

0.01
0.005
0
3 X 0.7

3 X 1.4

3X 2.1

Size (Length X Width)

Figure 2: A Graph of current against size of copper and aluminium

Table 1: Voltage and ampere production with different size of copper and aluminium

The graph shown in figure 3 shows the Ampere production with different
volume of seawater. It shows that there is no different in the current and voltage
production by changing the volume of seawater (Table 3).

246

Graph of Current against volume of


seawater
0.03
Current ( Amp)

0.025
0.02
0.015
sea water only

0.01
0.005
0
5ml

10ml
Volume of seawater

Figure 3: Ampere production with different volume of seawater

Table 2: Ampere production from different volume of seawater.

The graph shown in Figure 4 shows the comparison of the electrolyte used
during the experiment in order to determine which electrolyte is more excellent. It
shows that, with adding small amount of copper (II) sulphate will increase the current
from 0.025amp to 0.065amp. The voltage production obtained by adding copper(II)
sulphate is 0.5V (Table 3).

247

Graph of Current against Size


0.08
0.07
Current ( Amp)

0.06
0.05
0.04

sea water + CuSO4

0.03

sea water only

0.02
0.01
0
3 X 1.4

3 X 2.1

Size (Length X Width)

Figure 4: Ampere production comparison of two electrolyte; seawater only and


seawater + copper(II) sulphate.

Table 3: Voltage and ampere production from two different electrolyte


(one cell)

5.0

CONCLUSION

Based on the result obtained it can be concluded that by adding a small


amount of Copper (II) sulphate solution (CuSO4) into the seawater solution is the best
idea as it produces high values of current. In the meantime, it also increases the
reading of voltage. By comparing the results where the copper and aluminium
emerged into the seawater alone, the result obtained was dramatically less than the
electrolyte injected with CuSO4. Based on second experiment that had been
conducted, it can be justified that by changing volume of seawater did not give any
significant effect on voltage and current values. As seawater is abandon and free as
compared to Copper (II) sulphate solution (CuSO4), hopefully this finding will be
248

beneficial in the development of seawater power cell. In the future, in order to earn
more reliable results, more experiments have to be carried out. With this positive
results, more experiment can be done in the future driving towards better power cell.

REFERENCES

Crompton, T. (2000). Seawater-activated Primary Batteries. Battery Reference Book


3rd. Ed., 1-3.

Hasvold, O. et. al.(1997). Sea-water Battery for Subsea Control Systems. Journal of
Power Sources 65 : 253-261.

Kobashi, H. & Oshitani, M. (2013). Seawater Activated Batteries: Magnesium.


Reference Module in Chemistry, Molecular Sciences and Chemical
engineering from Encyclopedia of Electrochemical Power Sources. 156-163.

Renuka, R. (1999). Influence of Allotropic Modifications of Sulphur on the Cell


Voltage in Mg-Cul(S) Seawater Activated Battery. Materials Chemistry and
Physics 59:42-48.

Shen, P. & et. al.(1994). Development of an Aluminium/ Sea Water Battery for SubSea Applications. Journal of Power Sources 47:119-127.

Shinohara, M. & et. al.(2007). Practical Application of Sea-Water Battery in DeepSea Basin Its Performance. Journal of Power Sources 187:253-260.

Wales, C. & et. al. (1975). Anodes Of Al Alloyed With Zn For Seawater Batteries.
Electrochimica Acta 20:895-901.

Yu, K. & et. al. (2011). Microstructure Effects on the Electrochemical Corrosion
Properties of Mg. Corrosion Science 53: 2035-2040.

249

PLATFORM CIDOS DALAM PERLAKSANAAN PEMBELAJARAN


TERADUN PELAJAR SEMESTER 1 DI POLITEKNIK KUCHING
SARAWAK
Noraini binti Harun1, Lenny Kolina binti Majalis2, Zaulkafli bin Mohamed3
1, 2, 3

Politeknik Kuching Sarawak

noraini.h@poliku.edu.my, lenny@poliku.edu.my, zaulkafli@poliku.edu.my

ABSTRAK

Pembelajaran teradun atau blended learning merupakan fasa peralihan


dalam sistem pendidikan dunia seiring dengan kepantasan teknologi
maklumat dan komunikasi. Dasar e-pembelajaran Negara (DePAN),
memainkan peranan penting dalam hala tuju pembelajaran teradun di
Malaysia. Tiga objektif disasarkan dalam kajian ini iaitu mengenal pasti
kekangan penggunaan platform CIDOS 2.5 dari segi kelancaran internet
dalam

perlaksanaan

pembelajaran

teradun

di

Politeknik

Kuching

Sarawak(PKS), mengenalpasti kekangan penggunaan platform Curriculum


Information Online System (CIDOS) versi 2.5 dari segi kemudahan internet
dalam perlaksanaan pembelajaran teradun di PKS dan mengkaji hubungan di
antara literasi komputer pelajar dan penggunaan platform CIDOS 2.5 dalam
perlaksanaan pembelajaran teradun di PKS. Kajian ini berbentuk kuantitatif
menggunakan analisis deskriptif melalui pengumpulan data berdasarkan
borang soal selidik yang diedarkan kepada 172 responden. Dapatan kajian
menunjukkan tiada kekangan penggunaan platform CIDOS 2.5 dari segi
kelancaran dan kemudahan internet dalam perlaksanaan pembelajaran
teradun di PKS serta terdapat hubungan yang signifikan di antara literasi
komputer pelajar dan penggunaan platform CIDOS 2.5 dalam perlaksanaan
pembelajaran

teradun

di

PKS.

Kesimpulannya,

Key

Performance

Indicator(KPI) dalam perlaksanaan pembelajaran teradun menggunakan


platform

CIDOS

2.5

khususnya

Jabatan
250

Matematik,

Sains

dan

Komputer(JMSK), PKS dapat mencapai sasarannya. Selain itu, implikasi


yang positif dijangka terhadap kesediaan responden dalam pembelajaran
teradun menggunakan platform CIDOS 2.5 pada semester hadapan
berdasarkan daripada hasil kajian.

Kata kunci: Pembelajaran Teradun, Curriculum Information Online System


(CIDOS) versi 2.5, e-pembelajaran, internet, literasi komputer

1.0.

PENGENALAN

Dasar e-pembelajaran Negara (DePAN) dirangka dalam mengikuti arus


globalisasi dalam dunia komunikasi dan teknologi maklumat yang pesat membangun
agar pendidikan di Malaysia seiring dengan suasana pengajaran dan pembelajaran
(pdp) bertaraf dunia. Menurut Tham dan Tham,(2011), di Negara-negara Asia,
pembelajaran teradun menjadi topik terkini dan meraih perhatian dalam perbincangan
para ahli akademik. Sehubungan dengan itu, bermula dari tahun 2011 sehingga tahun
2015,

DePAN

menetapkan

halatuju

e-pembelajaran

di

seluruh

Institut

PengajianTinggi (IPT) Malaysia dan politeknik tidak terkecuali dalam usaha murni
kerajaan

ini(Malaysia,

2011).

Jerayawara

giat

dilakukan

dalam

usaha

membudayakan e-pembelajaran di seluruh Politeknik Malaysia melalui pembelajaran


teradun (Embi, 2014). Pembelajaran teradun atau blended learning atau hybrid
learning adalah kursus yang mempunyai campuran pendekatan pembelajaran mod
online dengan mod pembelajaran bersemuka di mana 30% - 80% kandungan kursus
disampaikan secara langsung (Malaysia, 2011). Pembelajaran tradisional atau
konvensional tidak dapat digantikan dengan pembelajaran teradun sebaliknya hanya
penambahbaikan kepada proses pdp yang sedia ada seperti yang dinyatakan oleh
Caner(2010), Yuen(2010), Alebaikan & Troudi(2010), Tham &Tham(2011),
Tayebinik & Puteh, (2013).

Oleh yang demikian, pelbagai rangka dan perancangan telah dilakukan oleh pihak
Jabatan Pengajian Politeknik (JPP) dalam perlaksanaan pembelajaran teradun di
251

kesemua Politeknik Malaysia (Embi, 2014). Di Jabatan Matematik, Sains dan


Komputer(JMSK), Politeknik Kuching Sarawak(PKS), Key Performance
Indicator(KPI) dalam pembangunan pembelajaran teradun telah menyasarkan dua
kursus utama iaitu DBC 2012 Computer Application dan DBS 1012-Engineering
Science.

1.1

LATAR BELAKANG MASALAH

Ledakan pembelajaran teradun dalam sistem pendidikan dunia mula dirasai


sekitar tahun 2000 manakala Negara Asia pula 10 tahun kemudian iaitu 2010
berdasarkan pemerhatian sorotan kajian lepas. Menurut Tham dan Tham (2011),
Singapura dapat menyediakan kemudahan infrastruktur stabil sekaligus menghasilkan
suasana pembelajaran teradun yang kondusif dan melopori pembelajaran ini di
Negara Asia. Sebaliknya yang berlaku di Negara Asia Barat seperti Arab Saudi,
kemudahan internet merupakan faktor utama yang menghalang kepada pembelajaran
teradun dilaksanakan di sana (Alebaikan & Troudi, 2010). CIDOS 2.5 merupakan
versi terbaru yang dibangunkan, diselenggara dan diselia secara berpusat oleh JPP
dalam menyediakan platform aplikasi perisian web dalam perlaksanaan pembelajaran
teradun di Politeknik seluruh Malaysia (Jabatan Pengajian Politeknik, 2014).

Senario terkini dalam pembelajaran teradun di politeknik berdasarkan kajian


yang dilakukan oleh Yusof, Mohd Sabri dan Mohamad Sarif (2015) menyatakan,
kelancaran capaian internet dan pengurusan aplikasi CIDOS oleh pentadbir (admin)
secara konsisten amat penting bagi meningkatkan rating penggunaan CIDOS di
kalangan pelajar. CIDOS 2.5 merupakan versi terbaru yang digunakan untuk
merancang, melaksana dan mentaksir proses pembelajaran di Politeknik Malaysia
(Jabatan Pengajian Politeknik, 2014). Fasiliti yang disediakan oleh institusi
merupakan faktor cabaran dan halangan utama di kalangan pensyarah dalam
perlaksanaan pembelajaran teradun (Mat Noor, Mohd Alwi, & Abu Bakar, 2015).

252

1.2

PERNYATAAN MASALAH

Berdasarkan masalah yang berbangkit tentang penggunaan CIDOS 2.5 di PKS


yang direkodkan oleh pengkaji melalui hebahan emel dalaman oleh Pegawai
Teknologi Maklumat, Unit Teknologi Maklumat & Komunikasi (UICT) adalah
seperti dalam Jadual 1.0.

Jadual 1.0: Masalah CIDOS 2.5 di Politeknik Kuching Sarawak


B

Subjek

Tarikh hebahan

Masalah Pendaftaran User Baru (Pelajar + Pensyarah)

12 Disember 2014

CIDOS: Pendaftaran Pelajar Sem 1 DIS 2014

29 Disember 2014

Status Terkini Capaian CIDOS Lambat

27 Januari 2015

Gangguan Capaian ke Atas CIDOS

28 Januari 2015

i
l
1
.
2
.
3
.
4
.

Takwim Pemberian Latihan Separa Profesional (UMUM) yang diedarkan oleh


Unit Kualiti dan Dokumentasi, PKS, minggu perkuliahan bermula seawal 1 Disember
2014. Maka, pelajar semester satu di PKS hanya dapat didedahkan dengan CIDOS
2.5

seawal

bulan

Januari

iaitu

minggu

ketujuh

sesi

perkuliahan

berlangsung.Tambahan pula, terdapat masalah kelancaran capaian CIDOS yang tidak


menentu. Oleh yang demikian, satu kajian perlu dijalankan bagi memastikan platform
CIDOS 2.5 dapat dijadikan medium pdp dilaksanakan dalam kalangan pelajar
semester satu dan seterusnya dapat mencapai KPI dalam pembelajaran teradun di
JMSK, PKS.

253

1.3

OBJEKTIF KAJIAN

Kajian ini menyasarkan tiga objektif iaitu:


i. Mengenal pasti kekangan penggunaan platform CIDOS 2.5 dari segi kelancaran
internet dalam perlaksanaan pembelajaran teradun di PKS.
ii. Mengenalpasti kekangan penggunaan platform CIDOS 2.5 dari segi kemudahan
internet dalam perlaksanaan pembelajaran teradun di PKS.
iii. Mengkaji hubungan di antara literasi komputer pelajar dan penggunaan platform
CIDOS 2.5 dalam perlaksanaan pembelajaran teradun di PKS.

1.4

HIPOTESIS KAJIAN

Objektif yang ketiga bagi kajian ini ialah mengkaji samada wujud hubungan di antara
dua pemboleh ubah iaitu bebas dan bersandar. Dua hipotesis ditetapkan
H0: Tidak terdapat hubungan yang signifikan di antara literasi komputer pelajar dan
penggunaan platform CIDOS 2.5 dalam perlaksanaan pembelajaran teradun di PKS
Ha: Terdapat hubungan yang signifikan di antara literasi komputer pelajar dan
penggunaan platform CIDOS 2.5 dalam perlaksanaan pembelajaran teradun di PKS

1.5

SKOP DAN BATASAN KAJIAN

Kajian ini melibatkan hanya pelajar semester satu yang mengambil kursus
DBC 2012 Computer Application kerana setiap pensyarah yang mengajar kursus ini
mesti

menyediakan

platform

CIDOS

bagi

mencapai

KPI

yang

telah

ditetapkan.Terdapat hanya tiga orang pensyarah dan empat kelas sahaja yang terlibat
dalam kursus ini. Sesi pengajaran dan pembelajaran berlangsung di dalam makmal
komputer. Secara tidak langsung, pelajar lebih mudah untuk didedahkan dengan
penggunaan CIDOS 2.5 kerana kemudahan internet yang disediakan di makmal
komputer. Maka, populasi dan sampel kajian dapat mengeneralisasikan dapatan
kajian kerana bilangan pelajar yang mudah dikawal.

254

1.6

KEPENTINGAN KAJIAN

Kajian ini amat penting khususnya kepada pensyarah yang mengajar dalam
DBC 2012 Computer Application kerana hasil dapatan kajian dapat menyumbang
ke arah Continuous Quality Improvement (CQI). PKS juga mempunyai kepentingan
hasil daripada dapatan kajian bagi memberikan perkhidmatan terbaik kepada
pelanggan iaitu pelajar. Pihak JPP juga dapat membuat penambahbaikan yang sedia
ada untuk menjitukan lagi penggunaan CIDOS 2.5 di seluruh Politeknik Malaysia.

2.0

METODOLOGI

Rekabentuk kajian yang digunakan adalah analisis deskriptif yang


menggunakan pendekatan pengumpulan data melalui borang soal selidik untuk
mengkaji platform CIDOS 2.5 dalam perlaksanaan pembelajaran teradun pelajar
semester satu di Politeknik Kuching Sarawak. Data statistik daripada soal selidik
dianalisis untuk mencapai objektif yang ditetapkan menggunakan min dan kolerasi.

2.1

PERSAMPELAN

Populasi merupakan sampel kajian ini yang melibatkan 172 orang pelajar
semester satu bagi sesi pengajian Disember 2014 yang mengambil kursus DBC 2012
Computer Application. Sampel yang juga populasi dapat mengeneralisasikan hasil
dapatan kajian yang diperolehi dan menggambarkan keputusan yang lebih jitu.

2.2

INSTRUMEN KAJIAN

Borang soal selidik yang dibina oleh pengkaji merupakan instrumen kajian
yang digunakan. Terdapat empat bahagian dalam soal selidik iaitu bahagian A demografi, bahagian B -kelancaran internet, bahagian C - kemudahan internet dan
bahagian D - literasi komputer. Pemilihan jawapan adalah berbentuk Skala Likert 5
tahap (1-Sangat Tidak Setuju, 2-Tidak Setuju, 3-Tidak Pasti, 4-Setuju, 5- Sangat
255

Setuju) digunakan dalam bahagian B, C dan D dalam soal selidik. Interpretasi


jawapan berdasarkan Muhammad (2007) adalah seperti dalam Jadual 2.0 untuk
mengukur nilai min bagi objektif kajian satu dan dua.

Jadual 2.0Interpretasi Jawapan


Nilai
Interpretasi
Berbentuk
Skala
1.00
Rendah
Min
2.34
Sederhana
2.33 3.67
Tinggi
3.66 5.00
Manakala bagi mengukur objektif ketiga, nilai pekali kolerasi digunakan berdasarkan
tafsiran oleh Alias Baba dalam Ibrahim dan Wan Ismail(2015) seperti Jadual 2.1.

Jadual 2.1Pekali Kolerasi Perhubungan Antara Dua


Pekali
Kekuatan
PembolehHubungan
Ubah
0.00
- 0.20
Sangat Lemah
Kolerasi
0.21 - 0.40
Lemah
0.41 - 0.60
Sederhana
0.61 - 0.80
Kuat
0.81 - 1.00
Sangat Kuat
2.3

KAJIAN RINTIS

Kajian rintis dilaksanakan kepada 10 orang pelajar untuk menguji


kebolehpercayaan 30 item yang dibina dan nilai Cronbach Alpha yang diperolehi
ialah 0.811. Menurut Sekaran dalam Moidunny( 2013), nilai kebolehpercayaan yang
kurang daripada 0.60 adalah dianggap rendah dan tidak boleh diterima, nilai Alfa
antara 0.60 hingga 0.80 adalah diterima manakala nilai Alfa yang melebihi 0.80
adalah dianggap baik. Maka, soal selidik ini dianggap baik untuk mendapatkan hasil
dapatan yang boleh dipercayai.

256

3.0

DAPATAN DAN PERBINCANGAN

Edaran borang soal selidik berjumlah 172, dikembalikan semula sebanyak 160.
Berdasarkan analisis deskriptif mengikut peratusan di bahagian A iaitu Demografi
Responden adalah seperti dalam Jadual 4.1.

Jadual 4.1Demografi Responden


Jantin

Lelaki=31.3

Perempuan=6

Umur
a

18-21
tahun=93.2%
%

22-25
8.0% tahun=4.8%

Progr

DPM1S1=27

DPM1S3=26.5

Temp
am

Kamsis
Politeknik=93.2%
.2%
.0%

DPM1S2=19

DPM1S4=26

Luar
% Politeknik=4.1%.5%

at
Tingg
al

Jadual 4.1 menunjukkan peratusan pelajar perempuan melebihi pelajar lelaki

iaitu masing-masing 68.0% dan 31.3%. Majoriti umur responden adalah di antara 18
hingga 21 tahun dengan peratusan sebanyak 93.2% manakala hanya 4.8% melibatkan
pelajar yang berumur dari 22 hingga 25 tahun. Kursus DBC 2012 bagi semester
Disember 2014 hanya diambil oleh pelajar semester satu dari Jabatan Perdagangan
untuk program Diploma Pengajian Perniagaan (Pengurusan)(DPM) dan terbahagi
kepada empat seksyen(S), S1-27.2%, S2-19.0%, S3-26.5% dan S4-26.5%.
Keutamaan diberikan kepada pelajar semester satu bagi kemudahan kamsis, ini jelas
terbukti dengan peratusan yang tinggi bagi pelajar yang tinggal di dalam politeknik
berbanding di luar iaitu 93.2% dan 4.1%.

Secara keseluruhannya, purata min item penggunaan CIDOS 2.5 dari segi
kelancaran internet seperti yang dalam Jadual 4.2 berada pada tahap tinggi iaitu 3.67.
Jika diperhalusi dan diteliti nilai purata min ini hanya 0.01 berbeza dengan nilai akhir
pada tahap sederhana. Nilai ini dipengaruhi oleh item 2, item 4 dan item 5 yang
berada pada tahap sederhana. Namun begitu, nilai purata min yang berada pada tahap
tinggi menunjukkan bahawa tiada kekangan penggunaan platform CIDOS 2.5 dari
segi kelancaran internet dalam perlaksanaan pembelajaran teradun di PKS. Oleh yang
257

demikian, dapatan kajian ini memberi peluang dan ruang kepada pensyarah seperti
yang dinyatakan oleh Caner (2010), pengurusan yang baik dalam pembelajaran
teradun menggalakkan pelajar terlibat secara aktif dalam perbincangan. Selain itu, ia
dapat mewujudkan suasana pembelajaran kolaboratif di antara instruktor dan pelajar.
Ini kerana jika wujudnya kekangan dari segi kelancaran internet dikhuatiri terjadi
seperti yang dinyatakan oleh Alebaikan dan Troudi (2010), perkembangan
pembelajaran teradun berkembang dengan perlahan disebabkan oleh ketidakstabilan
capaian internet di Negara Arab Saudi. Walaupun begitu, Negara Jepun yang
dilengkapi dengan teknologi moden dan canggih, penerimaan pembelajaran teradun
sukar dan tidak menggalakkan disebabkan faktor budaya ketimuran yang tinggi
(Tham & Tham, 2011). Hakikatnya, dapatan kajian ini juga mendorong ke arah
pencapaian KPI yang positif namun Yuen(2010) menyatakan pembelajaran teradun
perlu menarik minat pelajar dari segi pengurusan kursus dan penyampaiannya tidak
membosankan agar perhatian pelajar tidak beralih ke tempat lain.

Jadual 4.3 menunjukkan purata min keseluruhan berada pada tahap tinggi iaitu
3.94 bagi item penggunaan platform CIDOS 2.5 dari segi kemudahan internet.
Kesemua item yang diuji berada pada tahap yang tinggi. Maka, nilai purata ini
menandakan tiada kekangan penggunaan platform CIDOS 2.5 dari segi kemudahan
internet dalam perlaksanaan pembelajaran teradun di PKS. Ini jelas membuktikan
bahawa PKS sentiasa menyokong dalam perlaksanaan pembelajaran teradun
menggunakan platform CIDOS 2.5 dari segi menyediakan kemudahan internet untuk
menepati piagam pelanggan dalam memberikan perkhidmatan berkualiti. Selaras
dengan keperluan yang ditetapkan oleh Agensi Kelayakan Malaysia atau Malaysian
Qualification Agency (MQA) iaitu menyediakan kemudahan internet kepada pelajar
dalam proses pdp (Malaysian Qualifications Agency, 2014). Namun begitu, Tang dan
Chaw (2013) mendapati hanya pelajar yang mempunyai sikap positif dalam epembelajaran lebih mudah bersedia untuk pembelajaran teradun berbanding dengan
pelajar yang lebih berminat dengan pembelajaran konvensional. Alebaikan dan
Troudi (2010) pula menyatakan, walaupun pihak universiti atau institut telah
menyediakan platform bagi pembelajaran teradun, hanya segelintir staf sahaja yang
258

berminat kerana mempunyai kemahiran tambahan berkaitan dengan pembelajaran


atas talian.
Jadual 4.2Item Penggunaan Platform CIDOS 2.5 Dari Segi Kelancaran Internet
B

Item

Mi

1i

Saya menggunakan kemudahan internet yang disediakan di Politeknik untuk

4.0
n

menggunakan platform CIDOS 2.5.

Akses internet boleh dilakukan di mana sahaja di Politeknik untuk

3.5

menggunakan platform CIDOS 2.5(wifi, hot spot, data mobile)


Liputan internet di Politeknik menggalakkan saya aktif menggunakan

7
3.3

platform CIDOS 2.5


Kelajuan internet di Politeknik menggalakkan saya aktif menggunakan

8
3.1

platform CIDOS 2.5


Saya tidak pernah berhadapan dengan masalah teknikal apabila log masuk

8
3.3

untuk menggunakan platform CIDOS 2.5

Identiti saya dapat dikenal pasti setiap kali log masuk platform CIDOS 2.5

4.0

Tempoh yang singkat untuk saya memuat turun bahan pengajaran dan

7
3.7

pembelajaran menggunakan platform CIDOS 2.5

Saya hanya menggunakan platform CIDOS 2.5 dalam kawasan Politeknik

3.8

Saya perlu merujuk kepada Unit Teknologi Maklumat & Komunikasi (UICT)

4
3.7

Politeknik apabila berhadapan dengan masalah teknikal untuk log masuk

Saya
yakin
kelancaran
platform
CIDOS
2.5 internet mendorong saya untuk menggunakan platform

3.7

CIDOS 2.5 dengan baik

Purata min

3.6
7

259

Jadual 4.3Item Penggunaan Platform CIDOS 2.5 Dari Segi Kemudahan Internet
Bil
1

Item
Kemudahan internet disediakan dalam makmal komputer untuk kelas

Min
4.13

DBC 2012 Computer Application


2

Saya

diberi

peluang

menggunakan

makmal

komputer

yang

3.71

mempunyai kemudahan internet di luar waktu kelas untuk


Saya
tahu tempat
kemudahan
disediakan di Politeknik untuk
menggunakan
platform
CIDOSinternet
2.5

3.93

menggunakan platform CIDOS 2.5


Saya menggunakan kemudahan internet di perpustakaan Politeknik

3.94

untuk menggunakan platform CIDOS 2.5


Kemudahan internet di Politeknik amat saya perlukan untuk

4.19

menggunakan platform CIDOS 2.5


6

Mudah bagi saya mendapatkankan kemudahan internet di luar

3.71

Politeknik untuk menggunakan platform CIDOS 2.5


Tiada caj
dikenakan terhadap kemudahan

4.13

internet

di

Politeknik(wifi,hotspot) menggalakkan saya menggunakan platform


8

Mudah
CIDOS bagi
2.5 saya untuk menggunakan platform CIDOS 2.5 sekiranya

3.84

disediakan pusat sehenti CIDOS yang menyediakan kemudahan


internet dan percetakan di Politeknik walaupun dikenakan caj
9

Pihak Jabatan menggalakkan pelajar menggunakan platform CIDOS

3.88

10

2.5 dengan menyediakan tempat khas dengan kemudahan internet


Tempat khas dengan kemudahan internet di Politeknik bagi

3.94

menggunakan platform CIDOS 2.5 membantu saya dalam pengajaran


dan pembelajaran

Purata min

3.94

Literasi komputer merujuk kepada Kamus Dewan Edisi Keempat yang dicapai
melalui atas talian ialah tahu menggunakan dan mengendalikan komputer atau celik
komputer. Terdapat 10 item yang dibina dalam soal selidik di bahagian D untuk
dijadikan pemboleh ubah bebas dalam menilai literasi komputer pelajar seperti yang
ditunjukkan dalam Jadual 4.4.

260

Jadual 4.4 Item Literasi Komputer Pelajar


Item

Saya log masuk menggunakan platform CIDOS 2.5 melalui laman web

1
Item

rasmiPoliteknik Kuching Sarawak


Platform CIDOS 2.5 boleh diakses dengan capaian http:portal.cidos.edu.my

Item
2

Saya tahu untuk memuat turun(download) bahan pengajaran dan pembelajaran

3
Item

menggunakan platform CIDOS 2.5


Saya mahir menggunakan platform CIDOS 2.5 melalui smartphone

Item
4

Mudah bagi saya berinteraksi dengan pensyarah menggunakan platform CIDOS

5
Item

2.5 mahir dalam menggunakan platform CIDOS 2.5 dengan melakukan


Saya

penjelajahan sendiri

Item

Saya tahu setiap fungsi apabila menggunakan platform CIDOS 2.5

7Item

Saya perlu bantuan daripada rakan setiap kali menggunakan platform CIDOS 2.5

Item
8

Saya perlu bimbingan dan tunjuk ajar daripada pensyarah setiap kali

9
Item

menggunakan platform CIDOS 2.5


Saya hanya mengunakan platform CIDOS 2.5 apabila diarahkan oleh pensyarah

10
Manakala dalam Jadual 4.5 menunjukkan nilai kolerasi r = 0.735, interpretasi nilai ini
menyatakan wujudnya korelasi positif yang kuat antara literasi komputer pelajar dan
penggunaan platform CIDOS 2.5. Ujian korelasi ini menunjukkan signifikan pada p<
0.01. Ini bermakna kajian ini berjaya menolak hipotesis nul. Maka, dapatan kajian ini
menunjukkan terdapat hubungan yang signifikan di antara literasi komputer pelajar
dan penggunaan platform CIDOS 2.5 dalam perlaksanaan pembelajaran teradun di
PKS.

Jadual 4.5 Kolerasi di antara literasi komputer pelajar dan penggunaan


Penggunaan platform CIDOS 2.5
platform CIDOS 2.5
Literasi komputer pelajar
**0.735
Nota: **korelasi adalah signifikan pada paras kebarangkalian 0.01 (2hujung)
Secara rasionalnya, berdasarkan hasil dapatan kajian perlaksanaan pembelajaran
teradun tiada halangan dari segi penggunaan platform CIDOS 2.5 dari segi kelancaran
dan kemudahan internet. Tambahan pula, literasi komputer pelajar mendorong ke
arah dalam menentukan kejayaan dalam pembelajaran teradun. Namun begitu, Yuen
261

(2010) dalam kajiannya menyatakan kebanyakan responden memberi reaksi yang


negatif kerana kurang tumpuan dan mudah terganggu, sukar memahami nota tanpa
penerangan pensyarah secara bersemuka. Kenyataan ini disokong oleh A.Alseweed
(2013), rekabentuk kandungan pembelajaran teradun perlu disesuaikan dengan
kehendak pelajar serta kurikulum.

4.0

KESIMPULAN

Secara

kesimpulannya,

perlaksanaan

pembelajaran

teradun

yang

menggunakan platform CIDOS 2.5 di PKS dalam kajian ini memberikan gambaran
yang positif. Hasil dapatan kajian bagi penggunaan platform CIDOS 2.5 dari segi
kelancaran dan kemudahan internet mendapati tiada kekangan dalam melaksanakan
pembelajaran teradun. Kecenderungan dapatan kajian ini dipengaruhi oleh faktor lain
seperti waktu pdp untuk kursus DBC 2012 yang berlangsung selama tiga jam untuk
satu sesi dalam makmal komputer yang disediakan dengan kemudahan internet.
Situasi ini memberi ruang dan peluang kepada pelajar untuk sentiasa meningkatkan
kemahiran dalam mengunakan platform CIDOS 2.5. Tambahan pula, pensyarah telah
menyediakan platform CIDOS 2.5 bagi proses pdp kursus DBC 2012 menyebabkan
pelajar terdorong untuk menggunakannya. Literasi komputer di kalangan pelajar kini
tidak lagi menjadi isu kerana dunia menuntut mereka untuk seiring dengan
kepantasan perubahan kemajuan bidang teknologi maklumat. Pelajar yang celik
komputer mempunyai kemahiran yang sedia ada dalam menggunakan platform
CIDOS 2.5 dalam pdp. Maka dengan itu, KPI yang disasarkan oleh pihak JPP bagi
JMSK, PKS untuk kursus DBC 2012 dalam pembelajaran teradun berdasarkan
dapatan kajian dapat dicapai dengan jayanya. Oleh itu, implikasi dari segi kesediaan
bagi sampel kajian ini terhadap pembelajaran teradun pada semester hadapan adalah
amat baik.

262

RUJUKAN

A.Alseweed, M. (2013). Students' Achievement and Attitudes Toward Using


Tradional Learning, Blended Learning, and Virtual Classes Learning in
Teaching and Learning at the University Level. Studies in Literature and
Language, 65-73.

Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities:


challenges and perspectives. Research in Learning Technology, 49-59.

Caner, M. (2010). A Blended Learning Model for Teaching Practice Course. Turkish
Online Journal of Distance Education, 78-96.

Dewan Bahasa dan Pustaka. (2015, Mac 29). Pusat Rujukan Persuratan Melayu.
Retrieved from dbp Web Site: prpm.dbp.gov.my

Embi, M. A. (2014, JULAI). Bengkel Pembangunan Rubrik CAP e-Learning.

Ibrahim, W., & Wan Ismail, W. (2015). Kemahiran Employability Di Kalangan


Pelajar & Pensyarah PIS & PSIS: Perbandingan Dengan Industri.
Interdisciplinary ICT Practise Conference 2015 (pp. 114-121). Ipoh:
Politeknik Ungku Omar.

Jabatan Pengajian Politeknik. (2014, November 25). CIDOS. Retrieved from CIDOS
Web site: portal.cidos.edu.my

Malaysia, K. P. (2011). Dasar e-Pembelajaran Negara Institut Pengajian Tinggi.


Kuala Lumpur: Kementerian Pengajian Tinggi Malaysia.

263

Malaysian Qualifications Agency . (2014, November 25). About Us:Malaysian


Qualifications Agency. Retrieved from Malaysian Qualifications Agency
Website: http://www.mqa.gov.my
Mat Noor, N., Mohd Alwi, D., & Abu Bakar, N. (2015). Cabaran Yang Dihadapi
Oleh Staf Akademik Dalam Melaksanakan E-Pembelajaran Di Politeknik
Sultan Salahuddin Abdul Aziz Shah (PSA). Interdisciplinary ICT Practise
Conference 2015 (pp. 271-279). Ipoh: Politeknik Ungku Omar.

Mohd Sabri, N., Mohamad Sarif, S., & Yusof, N. (2015). Penggunaan Google Sites
Sebagai Medium Pembelajaran Bagi Pelajar JTMK, Politeknik Balik Pulau.
Interdisciplinary ICT Practise Conference 2015 (pp. 47-54). Ipoh: Politeknik
Ungku Omar.

Moidunny,

K.

(2013,

July 28).

http://kamaruzamanmoidunny.blogspot.com/.

Retrieved from http://kamaruzamanmoidunny.blogspot.com/2013/07/artikel17-kesahan-dan-kebolehpercayaan.html

Muhammad, Z. (2007). Pelaksanaan kaedah student-centered learning (SCL). Jurnal


Pengajian Umum Bil.8, 141-165.

Tang, C. M., & Chaw, L. Y. (2013). Readiness For Blended Learning: Understanding
Attitude Of University Students. International Journal of Cyber Society and
Education, 79-100.

Tayebinik, M., & Puteh, M. (n.d.). Blended Learning or E-learning.

Tham, K., & Tham, C. (2011). Blended Learning - A Focus Study on Asia.
International Jurnal of Computer Science, 136-142.

264

Yuen, A. H. (2010). Blended Learning in Higher Education: An Exploration of


Teaching Approaches. Proceedings of the 18th International Conference on
Computers in Education, 623-630.

Yusof, N., Mohd Sabri, N., & Mohamad Sarif, S. (2015). Tahap Pendedahan CIDOS
dan Penggunaannya Dengan Media Sosial Dalam Pembelajaran dan
Pengajaran. Interdisciplinary ICT Practise Conference 2015 (pp. 55-63).
Ipoh: Politeknik Ungku Omar.

265

A REVIEW: IEEE802.15.4/ZIGBEE BEACON COLLISION AVOIDANCE


MECHANISM IN CLUSTER TREE TOPOLOGY
Dyg Khayrunsalihaty Bariyyah bt Abang Othman1, Dr. Hushairi Zen2
1

Politeknik Kuching Sarawak, 2Universiti Malaysia

khayrunsalihaty@poliku.edu.my , zhushair@feng.unimas.my

ABSTRACT
Finding a complete solution for beacon collision in IEEE802.15.4/ZigBee
is still an open subject. Different mechanism had been introduced to
minimize or avoid the problem. In this paper, the most significant and
most up to date beacon collision avoidance for IEEE802.15.4/ZigBee
network in cluster tree topology will be reviewed. The review starts from a
brief introduction on Wireless Sensor Network (WSN) and the
IEEE802.15.4/ZigBee followed by brief information on the needs why
beacon collision problem needs to be avoided. Previous eminent
approaches in avoiding the beacon collision for the ZigBee network in the
cluster tree topology also have been carefully reviewed. The contradiction
on either having a cluster tree or mesh topology for ZigBee network is
also included in this paper.

Key words: Wireless Sensor Network; IEEE802.15.4; ZigBee; Beacon


collision; Cluster Tree topology

1.0

INTRODUCTION
Wireless Sensor Network (WSN) is a self-configured and disorganized

wireless devices, denoted as nodes which can monitor and sense the physical also
environmental conditions such as motion, sound, temperature and few others.
There are few options to deploy this WSN and one of it is the IEEE802.15
standard which is Wireless Personal Area Network (WPAN).

IEEE802.15

standard comprise with few specifications and IEEE802.15.4 Low-rate WPANs is


one of it. IEEE802.15.4 Low-rate WPANs defines the specification for ZigBee,
266

which includes MAC enhancement in beacon scheduling and synchronization of


broadcast messages in beacon-enabled PANs (Ergen, 2004). A beacon enabled
mode network provides a low-power (sleep) mode for both PAN-C and its
network devices (Kouba, Cunha, Alves, & Tovar, 2008) during the inactive
portion of its superframe and hence provide extra benefit for energy-restrained
network environments (Ergen, 2004).

Although beacon enabled network can be implemented in a star and peer-topeer topology, a cluster tree network; which is the extension of tree peer-to-peer
topology may suffer a beacon frame collision. A cluster tree network shown in Figure
1 contains extra Fully Function Devices (FFDs) which can act as coordinator (Zigbee
Alliance, 2011) and generate periodic beacon frames to synchronize nodes in the
cluster itself (Kouba et al., 2008). The collisions between beacons or even beacons
and data frames may degrade the network performance. Since beacons play an
important role during IEEE802.15.4/ZigBee communication, it is crucial to ensure the
beacon collision can be avoided during transmission.

Figure 1: Cluster tree topology

In terms of beacon frame collision avoidance, this paper has THREE (3)
contributions and organized as follows: in Section 2, the types of beacon collision
introduced by the TG15.4b and its avoidance approaches will be explained. In Section
3, relevant and contending paper of mechanism for beacon scheduling in cluster tree
267

topology will be reviewed while the summary and future trend for the reviewed paper
will be done in Section 4. And finally, this paper will be concluded in Section 5.

2.0

TYPES OF BEACON COLLISION


Task Group 15.4b (TG15.4b) (IEEE802.15 WPAN Task Group 4B (TG4B),

n.d); had discussed few recommendations to solve the beacon frame collision
problem. One of the significant areas identified and discussed by the group is the
types of beacon frame collision and the approaches to avoid beacon frame collision
problem.

There are TWO (2) types of beacon frame collision: direct beacon collisions
and indirect beacon collision, distinguished by the location of the coordinators
(Sahraoui, 2012). Both of these collisions have different suggested technique to
handle the problem.

Figure 2: Direct beacon frame collision

Figure 2 illustrate a direct beacon collision scenario where there are two
coordinators (or more) transmission range overlapped, too near with each other and a
child node (or more) of one of the coordinators present between them. Based on the
figure, the end device (N2) is a child for coordinator C2. But, if coordinator C1
transmits its beacon frame almost at the same time with coordinator C2, the end
device N2 will not be able to synchronize with its original parent, C2. Losing
synchronization means that the end device will not be able to do any data transfer
activity and keep listening to receive beacon signal and unfortunately none of the
268

coordinators are aware of the situation and continue the beacon conflict (Lee, Zheng,
Liu, Shao, Dai & Zheng, 2004).

Figure 3: Indirect beacon frame collision

Indirect beacon frame collision happens when two (or more) coordinators
does not realize the present of each other but have overlapped transmission ranges and
transmit their beacon frames almost at the same time. This cause the end device which
belongs to one of the coordinator cannot receive the beacon frame correctly due to
collision. Based on Figure 3, assuming end device N2 located in the overlapped
region of coordinator C1, C2 and C3, it will not be able to synchronize with its parent
C2 because of the existence of three other beacons that maybe conflicting with each
other.

TG15.4b had proposed different avoidance approach for direct and indirect
beacon frame collision. For direct beacon collision, two avoidance approaches were
presented which is: the Time Division approach and the Beacon only Period
approach.
In the Time Division approach, the time is divided so that during inactive
period of neighbor coordinators, the beacon frames and superframe duration of certain
coordinator can be transmitted. A coordinator will wake up during its own active
period and its parent active period. Each coordinator will use Beacon_Tx_Offset
which is the starting time to send their beacons and these starting times are different

269

for each neighbor coordinator and their parents. Although this proposed technique
may avoid beacon collision, but the lack of algorithms/mechanism to schedule the
beacon frames will give a challenging problem especially when the superframe orders
(SO) and beacon orders (BO) are different from one cluster to another. The
superframe structure is shown in Figure 4.

Figure 4: Superframe structure

The second approach; Beacon only Period (BOP) considers a time window at
the beginning of each superframe for the transmission of beacon frames. Every
coordinator must decide its sending times offset by choosing the contention-free time
slot (CFTS) to ensure that the beacon frame does not collide with others. The
advantage of this approach is that the active period of different clusters can start at the
same time and therefore direct communication between neighbor nodes can be done.
On the other hand, the BOP must be efficiently dimensioned and like Time Division
approach, no algorithms/mechanism to schedule the beacon frame is provided.

Indirect beacon collision also has two avoidance approaches: the reactive
approach and proactive approach. These two approaches are distinguished by the
different time of the coordinator resolve beacon frame collision during association
with its parent. Reactive approach does not have any procedure to avoid collision
during association but will only start a recovery procedure once a conflict is found.
The recovery procedure may take quite some time and out of the scope in this paper.
For proactive approach, coordinators will try to avoid the beacon frame collision
during the association phase and each coordinator must have the ability to forward the
beacon frames time offset of the parent to its neighbour coordinators. This complex
approach is also out of the scope of this paper.
270

3.0

BEACON COLLISION AVOIDANCE MECHANISM REVIEW

The lack of information on beacon scheduling to avoid beacon collision


problem which is initially proposed by Task Group (TG) 15.4b had left the matter
ambiguous. Various mechanisms on either beacon scheduling or beacon collision
avoidance had been proposed but more and more issues had arisen. Most of the issue
concentrates on the dependency to PAN-C, energy consumption, simplicity,
compatibility and the robustness of network. Consequently, in this section; few
reviews of beacon scheduling and beacon collision avoidance techniques in a cluster
tree topology will be presented.

3.1

SUPERFRAME DURATION SCHEDULING (SDS)


Superframe duration scheduling was proposed (Kouba et al., 2008) due to the

lack of explanation of scheduling algorithm in Time Division approach in (Lee et al. ,


2004). The author had proposed superframe scheduling which organize the beacon
frame transmission in a non-overlapping way. Assuming that the ZigBee cluster tree
network is currently turn on and the coordinator know all the locations of other
coordinators, a new coordinator that wants to join the network will need to send its
Beacon Order (BO) and Superframe Order (SO) to the PAN-C. This PAN-C will
provide a schedule after performing a schedulability analysis of a set of superframe
with dissimilar durations and beacon intervals. For simple example, in a network with
THREE (3) coordinators such as in Figure 5 : assuming ZR1 (PAN-C), ZR2 and ZR3
has a maximum transmission range which is defined by r, ZR1 and ZR2 can be
scheduled together by the ZR1 to send their beacon frames simultaneously.

Figure 5: The distribution of nodes with r transmission range

271

No schedule will be provided if the set cannot be scheduled. Else, if the


schedule is valid, the new coordinator will be allowed to send beacon frames and a
new schedule will be updated. The major highlight in time division approach is that
any scheduling will be done during inactive period. Hence, the active period for all
nodes can be synchronized at the same time and this had become the advantage of
TDBS approach. TDBS is also known as Superframe Duration Scheduling (SDS)
which has become the basis of most beacon scheduling approach nowadays to avoid
beacon frame collision either in cluster tree or mesh topology.

Figure 6: Superframe duration scheduling after coordinator grouping.

Although the TDBS approach seems to be simple, but lack of additional


algorithm to support the invalid schedule may cause no beacon will be allowed to be
transmitted and hence, no coordinator will be allowed to join the network and thus
may collapse a network. Also, this scheduling algorithm assumes that the PAN-C
knows all the location of coordinators without considering the hidden node problem.
The hidden node problem can impinge on the network throughput, energy efficiency
and message transfer delay (Koubaa, Severino, Alves, & Tovar, 2007). Therefore, this
approach is more suitable for a static topology.
3.2

SIMPLE TIME SHIFT SCHEME (STSS)

Simple Time Shift Scheme, STSS (Wong, 2012) introduces a novel beacon
frame scheduling mechanism which maintains the original 802.15.4 superframe
structure. The author had basically proposed to shift the beacon broadcasting time
point for each cluster coordinator during active period to avoid beacon frame
collision. Assuming the number of cluster coordinator is already been known, the
coordinators will only be allowed to transmit their beacon frames during the
calculated slot which is obtained by (1) where k and id represents the sequence of k-th
transmission of the beacon frame and the cluster identifier (CID), respectively. R is
272

the total number of cluster coordinators in whole network and BSmax denotes the
maximum number of slots for beacon frame broadcasting. The % symbols will define
the remainder of division.

(1)

Although the author had modified a little in the beacon frame format to
broadcast extra messages to nodes, the nodes will still be able to extract information
from its associated cluster coordinator. Based on the simulation result, STSS had
significantly improved the performance of the network throughput and decreased the
beacon collision. This results had led to less synchronization loss. Unfortunately,
despite the positive simulation result, this STSS mechanism does not have the
Contention Free Period (CFP) which allocates the Guaranteed Time Slot (GTS) which
is essential in a real time network. GTS is important as these slots will give the
exclusive rights over the channel for certain low-latency devices to transmit data. By
having a GTS slots, the low-latency devices will not need to compete with other
active devices to send data and this may contribute for a better packet delivery in the
network. The absence of GTS in a larger network will surely give a vast different
compared to a network which contains a GTS slot.

3.3

MULTICHANNEL SUPERFRAME SCHEDULING (MSS)


Multichannel Superframe Scheduling (MSS) is a novel technique which

avoids beacon collisions by scheduling superframes on a different radio channels


(Toscano & Lo Bello, 2012). This technique will allow devices in a ZigBee cluster
tree network to maintain the connectivity of their cluster while operating in a different
radio channels and scheduling the superframe will require these FOUR (4) steps to be
done:

a. Cluster partitioning
b. Scheduling in the first timeslice
c. Calculation of the timeslice boundaries
d. Scheduling the cluster
273

In the first step, clusters will be partitioned into TWO (2) subsets, ST1 and ST2 ,
respectively. ST1 will contain the PAN-C and also clusters which can reach the PAN-C
in an even number of hops while the next subset which is ST2 will contain clusters that
has odd tree depth. Then, these subset will be splitted into two timeslice which is TS1
and TS2. The next step will schedule the superframes in the first timeslice to a time
zero starting time but in a different radio channels. After setting the starting time in
TS1, the third step will is to calculate the length of the timeslice boundary between
the first and the second timeslice. Then only after that clusters in the second timeslice
can be scheduled which is the last step of this approach. The last step will require
each clusters to calculate their starting offset (tstart) by using (2) in order to avoid time
overlapping between superframes in the other timeslices.( Ni refers to the number of
superframe instances of the ith cluster and Tm is the duration of the first timeslice in
the mth minor cycle). Only after that, the MSS algorithm will allocate the whole
superframe duration of the clusters in suitable minor cycle.

( )

(2)

Although multichannel may provide a great solution for the beacon frame
collision problem, unfortunately, this solution will require custom hardware to be
installed with the ZigBee devices. This additional hardware for extra transceivers for
each device may add up the cost of the producing a larger scale of Zigbee network.
Adding extra transceivers also will for sure means more configurations to the devices
and testing and troubleshooting on the hardware part will become another provoking
issue. Furthermore, other issues such as hidden node, deaf node and others (Soua &
Minet, 2011) also need to be addressed if multichannel is to become the solution for
beacon scheduling.
3.4

TREE BASED DISTRIBUTED BEACON ONLY PERIOD (TBOPS)


Tree Based Distributed Beacon Only Period (TBoPs) (Nefzi, 2012) is another

mechanism to avoid beacon frame collision which adopts the beacon only approach
introduced in (IEEE802.15 WPAN Task Group 4B (TG4B), n.d). The main
characteristics in this method is that TBoPs minimizes the number of coordinator that
will broadcast beacon in the network while maintaining the superframe structure for
274

all other nodes. The TBoPs approach can be divided into TWO (2) main stage:
Association and TBoPs procedure.

During the association, all the nodes will firstly listen for a beacon or a Hello
message. If the node receive the beacon, then it will synchronize itself and follows the
superframe structure and if otherwise, the node will send a HelloRequest and wait for
a period of time to get the HelloResponse messages. After collecting the
HelloResponse message, the node will select the best coordinator to be associated
with and become the father node. So, if the father has yet to become a beacon
broadcaster, the node will have to wait for the coordinator to find its beacon schedule
from the PAN-C before it can track the beacon. If no beacon schedule can be found
by the father, the node will have to disassociate from the current father to find a new
father. Also, if the association request from the node is not granted by the coordinator,
the node will have to choose another next best father to be associated with and the
procedure will keep repeating.

Figure 7: The never ending loop of association mechanism

While the association procedure is running, the TBoPs procedure had actually
started when the HelloRequest was sent. After collecting time to get the
HelloResponse had expired, the SelectaBeaconSlot() procedure which will allow the
275

node to reserve a slot temporarily after a beacon had been found will be executed. The
reserved slot will be advertised and SelectaBeaconSlot() procedure will be repeated if
ConflictAdvertisement notification is received during the advertisement period. After
the advertisement time expires, the beacon slot should be assigned to the node or else,
if the assignment fails, the father will inform the node the result so the node can
disassociate with the current father and associate with a new father.

The TBoPs mechanism for avoiding beacon frame collision is very interesting
because it manages to maintain the original superframe structure and remove the
dependencies on PAN-C. But, despite that, the performance for this algorithm had yet
to be tested especially during association time. The advertisement time within the
SelectaBeaconSlot () procedure does not provide immediate actions for the node that
had already found the beacon slot, instead, it has to wait for a certain time before can
confirm to own the slot. The same goes to the node that fail to get a confirm slot; a
delay in disassociating with the current father will occur and this will provide another
delay for the next steps for association process such in Figure 7. This delay may slow
down the convergecast of the network. The convergecast; which is the collection of
data from sensors to the sink over a tree based network is crucial in certain application
that needs to receive data in a specific timeline (Durmaz Incel, Ghosh,
Krishnamachari, & Chintalapudi, 2012); for example: gas leak sensor where a very
small data delay may cause a catastrophe.

3.5

SUPERFRAME ADJUSTMENT AND BEACON TRANSMISSION SCHEME (SABTS)

Superframe Adjustment and Beacon Transmission Scheme (SABTS) (Udin


Harun Al Rasyid, 2012) assigns the accurate value of Superframe Order (SO) and
Beacon Order (BO) for the PAN-C, coordinators and end device node to get the actual
time for beacon transmission. SO is important in determining the size of the SD in the
active portion of the superframe structure while BO is the variable to get the BI value
(Zen, Habibi, Member, Rassau, & Ahmad, 2008). By using SABTS, the starting time
for beacon transmission for PAN-C and coordinators can be calculated accurately and
thus may avoid beacon frame collision.

276

To use the SABTS algorithm, the number nodes in the ZigBee network need
to be defined first. Then, after the number of nodes are known, the BO and SO for the
PAN-C (denoted with BOPAN and SOPAN) in the network will be calculated. After the
BO and SO values has been recognized, the next step is to calculate the BO and SO of
the coordinators (denoted with BOcoord and SOcoord) in the network (if any) and lastly,
the BO and SO of the end device (denoted with BOdev and SOdev) will also be
calculated. The SO and BO value calculated will provide the value SD for
coordinators which will be used to find the beacon starting time for the coordinators
(TxOffseti). The different starting time for beacon transmission between the
coordinators in the network will reduce the beacon collision problem. The SABTS
process can be simplified through a flowchart as in Figure 8.

Figure 8: Flowchart of SABTS

The SABTS algorithm is very straight forward and looks encouraging to avoid
beacon frame collision. But, the absent of Contention Free Period (CFP) in the active
portion of the superframe duration thus imply the missing Guarantee Time Slot
(GTS) may neglect nodes with low-latency device which needs to transmit data
packets without contention. Also, as the work in (Udin Harun Al Rasyid, 2012) only
consider a cluster tree with one PAN-C, three coordinators and nine end device,

277

consequently, the performance of SABTS in a higher dense network had yet to be


tested.

4.0

FUTURE TRENDS

Although mesh topology network may provide more advantages in providing a


scalable, reliable and connectivity for larger network area, but the mechanism on
handling the beacon collision had become more and more complicated. Introduction
of complex algorithm in trying to manipulate the advantage of mesh topology while at
the same time reducing the beacon collision problem had become trending. Because
of the strong urge to use mesh topology, a new IEEE802.15.5 LR-WPANs (Lee et al.,
2010) standard had been introduced to provide solution for the mesh network.
Despite the introduction of the new standard, the absence of beacon had
removed the low power mode for each devices in the ZigBee network and thus bring
disadvantages for energy restrained network environment. This had reasoned why a
beacon enabled mode in a tree or cluster tree topologies is still valid and relevant for
nowadays applications. The gap between the existing beacon collision avoidance
mechanisms can still be narrowed down to provide an ultimate solution. Therefore, a
revised mechanism to reduce the beacon collision problem in a cluster tree topology
network shall be introduced.

5.0

CONCLUSION

Previous research by few authors on beacon collision avoidance in


IEEE802.15.4/ZigBee network for cluster tree topology had been reviewed. In the
review, the techniques and procedure for each beacon collision avoidance along with
study gap had been discussed briefly. Future trend which had considered the
advantages and limitation for beacon scheduling in cluster tree and mesh topology
also had been basically argued. The future trend had suggest that scheduling beacon in
cluster tree is still an effective way to produce a low data rates, less complexity and
most importantly; low power consumption network. This concludes the review.

278

REFERENCES

Ergen, S. C. (2004). ZigBee/IEEE 802.15. 4 Summary. UC Berkeley, September, 10,


17.

IEEE Standard for Local and metropolitan area networks Part 15.4 (2011) LowRate Wireless Personal Area Networks (LR-WPANs). Retrieved from
http://standards.ieee.org/getieee802/download/802.15.4-2011.pdf
IEEE 802.15 WPAN Task Group 4b (TG4b). (n.d.). Retrieved February 25, 2015,
from http://grouper.ieee.org/groups/802/15/pub/TG4b.html

Incel, O. D., Ghosh, A., Krishnamachari, B., & Chintalapudi, K. (2012), Fast data
Collection in Tree-Based Wireless Sensor Networks, Mobile Computing, IEEE
Transactions on, 11(1), 86-99.

Koubaa A., Cunha A., Alves M.,(July.2007). A Time Division Beacon Scheduling
Mechanism for IEEE802.15.4/ZigBee Cluster-Tree Wireless Sensor Networks,
in Proc. 19th Euromicro Conference. Real-Time Systems(ECRTS 2007), Jul.
2007.

Kouba, A., Severino, R., Alves, M., & Tovar, E. (2008), Improving Quality-ofService in Wireless Sensor Networks By Mitigating Hidden-Node Collisions,
Industrial Informatics, IEEE Transactions on, 5(3), 299-313.

Koubaa, A.,Alves M., Attia M., Nieuwenhuyse A. V.,(2007). Collision-Free Beacon


Scheduling Mechanisms for IEEE 802.15.4/Zigbee Cluster-Tree Wireless
Sensor Networks,7th International Workshop on Applications and Services in
Wireless Networks.Santander (Spain).

Lee, M., Zheng, J., Zhang, J., Liu, Y., Dai, H., & Shao, H. R. (2004). Combined
Beacon Scheduling Proposal to 802.15. 4. TG4b, September, 16.

279

Lee, M. J., Zhang, R., Zheng, J., Ahn, G. S., Zhu, C., Park, T., & Ryu, J. S. (2010),
IEEE 802.15. 5 WPAN mesh standard-low rate part: Meshing the wireless
sensor networks, Selected Areas in Communications, IEEE Journal on, 28(7),
pp. 973-983.

Nefzi, B., Khan, D., & Song, Y. Q. (2012, May), TBoPS: a Tree based distributed
Beacon only Period Scheduling mechanism for IEEE 802.15. 4, In Distributed
Computing in Sensor Systems (DCOSS), 2012 IEEE 8th International
Conference.

Sahraoui, M. (2012, March), Collisions Avoidance Multi-Channel Scheme For The


Protocol IEEE802. 15.4, In Information Technology and e-Services (ICITeS),
2012 International Conference on pp. 1-9. IEEE.
Soua, R., & Minet, P. (2011, October), A Survey On Multichannel Assignment
Protocols In Wireless Sensor Networks, In Wireless Days (WD), 2011 IFIP (pp.
1-3). IEEE.

Toscano, E., & Lo Bello, L. (2012), Multichannel Superframe Scheduling For IEEE
802.15. 4 Industrial Wireless Sensor Networks, Industrial Informatics, IEEE
Transactions on, 8(2), 337-350.

Wong, C. M. (2012, November), A Novel Beacon Frame Scheduling Algorithm


Based On Cluster-Tree IEEE 802.15. 4 wireless sensor networks, In
Communication Systems (ICCS), 2012 IEEE International Conference on pp.
285-289. IEEE.

Zen, K., Habibi, D., Rassau, A., & Ahmad, I. (2008, May), Performance Evaluation
Of IEEE 802.15. 4 For Mobile Sensor Networks, In Wireless and Optical
Communications Networks, 2008. WOCN'08. 5th IFIP International Conference
on (pp. 1-5). IEEE.

280

A DEVELOPMENT OF WSN BASED AQUACULTURE FARMING AT JANDA


BAIK, PAHANG
M.N. Salleh1, S.M Basir2, M.F.A Rasid3
1,2

Politeknik Mukah, 3Universiti Putra Malaysia,

ABSTRACT

This project provides a study of applying wireless sensor network to


aquaculture farming monitoring. A set of system design requirements are
developed which cover hardware design of the nodes, developing the
capabilities for remote data access and intelligent management. The
challenge is to produce wireless aquaculture sensors that are specially related
to freshwater aquaculture farming in order to monitor water quality in the
pond. The application driven design exercise serves to identify important
parameters in pond monitoring which are dissolved oxygen, pH and
temperature.

Keywords: Aquaculture, Precision Farming Design, Wireless Sensors


Network, Pond Monitoring, Zigbee

1.0

INTRODUCTION

.
A critical consideration in aquaculture farming is the need for maintaining the
quality of freshwater environment in the pond used for breeding aquatic organism. To
meet this challenge, we proposed to apply Wireless Sensor Network (WSN) as
monitoring tools for aquaculture farming. WSN have attracted a great deal of research
attention due to their ability to monitor a wide variety of environment, ranging from
remote geographical region to industrial plants, from office building to toxic urban
location (Culler, 2004).

281

A wireless sensor network is usually composed of web of sensors equipped with


computation, sensing and communication devices, which allow coordinating in a
distributed mode. The integration of local processing and storage allow sensor nodes to
perform complex filtering and triggering function, as well as to apply application
specific or sensor specific data compression algorithms. The ability to communicate not
only allows information and control to be communicate across the network of nodes, but
nodes to cooperates in performing more complex task, such as sampling, data acquisition,
status monitoring and system health (D.Estrin, 2001) (D. Estrin, 1999.) Sensor network
are predominantly data centric rather than address centric (Delin, March 2004).That is
queries are directed to a region containing a cluster of sensors rather than specific sensor
addresses. The potential for self-organizing and self-maintaining network along with high
adaptive network topology significantly reduce the need for further human interaction
with a network

ZigBEE Protocol is known as one of the short-range wireless protocol available


for WSN. These protocols are aimed for very low power consumption and built on top of
the IEEE 802.15.4 standard (Gibbons, 2003) ( ZigBEE Alliance, 2010). Increased power
efficiency gives applications flexibility in resolving fundamental design tradeoffs, e.g.,
between sampling rate and battery lifetimes. Low power radios with well designed
protocol stack allow generalized communications among network nodes, rather than
point-to-pint telemetry. The data rate for ZigBEE protocols is the range of 20 to 250
kbps, with the transmission range between 5 to 500m engineer configurations.

This paper presents the development of aquaculture monitoring application with a


specific freshwater fish, which is grass carp. It also describes the components used in this
project hardware and sensors platform, the networks topology involved and current
implementation on proof of concept (PoC) site located at Kampong Janda Baik, Bentong,
Pahang, Malaysia.

282

2.0

AQUACULTURE MONITORING

The proposed research focus initially is in the freshwater aquaculture farming,


which involves breeding aquatic organisms such as fish, and prawn in natural, controlled
freshwater environments, typically with in a pond. Aquaculture farming now becoming
increasingly demand in Malaysia as a source of income for farmers. A critical
consideration in aquaculture farming is the need for maintaining the quality of freshwater
environment in the ponds used for breeding aquatic organisms. The accumulation of
wastes in such ponds (particularly ammonia), if left unchecked, can lead to aquatic
organisms becoming poisoned and killed.

It is important therefore to continuously monitor waste concentrations such as


dissolved ammonia in ponds in aquaculture farming ( Aquaculture SA, April 2003). If too
high a level of ammonia detected, remedial action such as employing a system to remove
the access ammonia or even preemptively harvesting the aquatic life can save farmers
substantial amount of money. An appropriate farm operation management that enhances
the growth of fingerlings in order to attain the commercially acceptable size in short of a
period of time as possible is crucial in order to increase the productivity and to guarantee
the high quality of aquaculture produce.

Sensor networks represent a significant advance over a traditional invasive


method of monitoring. Sensors can be deployed or changed if one of sensor node damage
or malfunction without harming the network. These networks will self-routing by
themselves if this situation happed during the operation. At present most aquaculture
farm in Malaysia do not have an effective and robust sensing system that will enable
farmers to monitor water parameters in their ponds. The proposed ubiquitous sensing
system will potentially increase the efficiency by enabling the remote monitoring and
reduce the cost by less human resources required to maintain a large scale farms. An
early warning system can also be integrated in the case of the pollution level in the ponds
rises to a sufficiently high level to warrant remedial action.

283

2.1

Requirement to Establish a Viable Aquaculture Farming

There is a need to define the requirement for choosing and establishing


aquaculture pond. A few important factors in determining the feasibility of viable
operations of aquaculture farming had been considered. Some of them are the selection of
a suitable site and species, water quality and etc. With careful planning, design and
analyze the information on topography, ecosystem, meteorological and socioeconomic
conditions in relation to farm design, species compatibility and economic viability, we
can increase the efficiency of aquaculture farming and overcome the potential problem
occur.

The selection of suitable site always play a major role in aquatic farming, but the
ideal sites may not always available there are some of the limitations to a potential or
existing aquaculture facility include: soil characteristics, topography, quantity and quality
of water sources, potential flooding, and proximity to ecologically sensitive areas.

3.0

WATER QUALITY ELEMENTS FOR POND SENSING

Degradation of water quality is detrimental to fish growth and survival. Good


quality water is usually defined as the fitness or suitability of the water for survival and
growth of fish. Water quality such as dissolved oxygen, temperature and ammonia are
more directly involved with fish losses (Joseph K. Buttner, 1993). Each of chemical
parameters are influence to each other, therefore they may interact with each other in
complex ways. In this paper, we are will discussing 3 chemical factors which had been
tested at the site which is Temperature, Dissolved Oxygen and pH.

3.1

Temperature
Temperature is the important factor in the aquaculture. Temperature influences all

chemical and biological activities in the aquaculture pond (Joseph K. Buttner, 1993). In
fact, each of fish species adapted their body temperature with the water temperature for
their optimum body temperature. For the grass carp population, the optimum temperature
284

is between 21C to 30C (Masser, 2002). At this rate, grass carp consume highest rate of
feeding activities.

3.2

Dissolved Oxygen
Each of the fish species can tolerate with difference level of dissolved oxygen.

This chemical variable is very important and one of the critical element to the fish pond.
Oxygen level in the pond depends on the water temperature, stocking rate of culture
species, salinity and the amount of aquatic vegetation and number of aquatic animals in
the ponds ( Aquaculture SA, April 2003). For most freshwater fish, dissolved oxygen
concentration should be maintained above 3 ppm (mg/L). Grass carp is warm water fish
species; it does require dissolved oxygen concentration higher than 4 ppm (mg/L)
(Masser, 2002).

3.3

pH
The pH represents the acidity or alkalinity of a solution (Horiba, n.d.). Its

measure the concentration of hydrogen ion (H+) in the water or soil. The full scale for pH
is the range of 0 to 14 and to be said that pure water is neutral with a pH close to 7.0 at
25C (Wikipedia, 2010). The reading of pH less than 7 said an acidic and higher than 7
said to be alkaline. The optimal pH value for aquaculture pond is in the range of 6.0 to
9.0 depending on the species that inhabit in the particular pond.

3.4

Ammonia
Ammonia is a gas primarily released by organic wastes resulting in the

breakdown of decaying organic produced ammonia in the pond (Ruth Francis-Floyd,


2012).Ammonia levels proportional with temperature of the ponds water and its pH (
Aquaculture SA, April 2003).The recommend level for ammonia is below 0.02mg/l
(ppm) in freshwater (www.ornamentalfish.org, 2010).

3.5

Alkalinity
Alkalinity is water's ability to defend against changes in pH and is a measure of

the total density of bases in pond water (www.noble.org, 2010). Alkalinity is expressed in
285

mg/L of equivalent calcium carbonate. A total alkalinity of at least 20 ppm is necessary


for good pond productivity (www.noble.org, 2010).

4.0

RESEARCH METHODOLOGY

Sensor networks represent a significant advance over a traditional invasive


method of monitoring. Sensors can be deployed or changed if one of sensor node damage
or malfunction without harming the network. These networks will self-routing by
themselves if this situation happed during the operation. At present most aquaculture
farm in Malaysia do not have an effective and robust sensing system that will enable
farmers to monitor water parameters in their ponds. The proposed ubiquitous sensing
system will potentially increase the efficiency by enabling the remote monitoring and
reduce the cost by less human resources required to maintain a large scale farms. An
early warning system is also integrated in the case of the pollution level in the ponds rises
to a sufficiently high level to warrant remedial action. Figure 1 shows overall research
methodology in this project.

Figure 1: Overall Research Methodology

There are three main components, the initial design, development and testing
where this stage is done on a site that has been identified. For the initial design, is very
important stage where all requirement for the study need to be taken in to the account.
This is because missing some information in early design stage will affect the next stage

286

and overall system design. Some of the requirements need to be clear which is site
details, sensors, network capability, available facility, power supply, sensing parameters.
Then, for the development stage, the identified parameters in previous stage will be
considered in design parameter. After development of the sensing device done, the final
stage is testing where it has been done on the real environment. A freshwater pond has
been selected as a PoC site for the practical evaluation and field tests activities in the
research in Kampung Janda Baik, Bentong, Pahang. Two freshwater ponds are available
for the purpose, one being a controlled pond environment where the ubiquitous pond
monitoring will be deployed, and another pond as a comparison, which will be left as its
current operation.

4.1

PoC Site: Kampong Janda Baik, Bentong, Pahang, Malaysia

Our identified PoC site is located at Kampung Janda Baik, Bentong, Pahang,
Malaysia (3 19' 0" North, 101 52' 0" East) (Tourism Pahang, Malaysia, 2008). The
ponds located in the middle of the hill with fresh water sources. The selection of site at
kampong Janda Baik as a test bed because of this place met our requirement with the
excellence quality of EDGE network access, fresh water source, located higher than
flooded area, well established on-site infrastructure and logistical support and also
security.

For two ponds reserved for this project, pond one used for controlled
environment is a three time than an uncontrolled environment pond. As shown in Figure
2 is control environment pond together with the actual size of pond one which already
being measured. The overall size for the pond one is around 1429.14m2 and 1.5m deep.
The approximate volume of water is 2143.89m3. So, from the volume of this pond, we
can assume how much fish seed we can put inside.

287

Figure 2: Control Environment Pond

Figure 3: CCS Ember Zigbee Development Kit: The Base Station(left) with the sensor
node

4.2

Wireless Sensor Network Setup

Sensor node used in this project is CCS Ember Zigbee Development Kit modules.
These module equipped by EM260which is a 2.4 GHz 802.15.4 radio transceiver
developed by EMBER Inc (Shown in Figure 2). The base station board has a
PIC18LF4620 running at 3.3V while the sensor node board have a PIC16F886 Running
at same voltage (Custom Computer Service, Inc, 2008).

288

Table 1: Water sensor characteristic (Global Water Instrumentation Inc, 2009)

Characteristic

Sensor

Temperature

pH

Dissolved Oxygen

Output: 4-20 mA

Output: 4-20

Output: 4-20 mA

Range: -58 to

mA

Range: 0-100%

+122 F (-50 to

Range: 0-14

Saturation, 0-8

+50C)

pH

ppm, temperature

Accuracy: 0.2F

Accuracy: 2%

compensated to

or 0.1C

of full scale

77F (25C)

Maximum Pressure

Maximum

Accuracy: 0.5%

(Open Water): 200

Pressure: 40

of full scale

psi

psi

Maximum

Maximum Pressure

Operating

Pressure: 40 psi

(Online): 50 psi

Voltage: 10-30

Operating

Operating Voltage:

VDC

Voltage: 10-36

10-36 VDC

Current Draw:

VDC

Current Draw:

5.5 mA plus

Current Draw:

Same as sensor

sensor output

15.5 mA plus

output

Warm Up

sensor output

Warm Up Time: 5

Time: 3

Warm Up Time:

seconds minimum

seconds

10 seconds

Operating

minimum

minimum

Temperature: -58

Operating

Operating

to +212 F (-50 to

Temperature:

Temperature: -40

+100C)

23 to +131F (- to +131F (-40 to


5 to +55C)

289

+55C)

For the PoC purpose, 3 sensors has been selected and connected to each of sensor
nodes which is temperature, dissolved oxygen and pH as in Table 1. Each of sensor will
sent the raw data continuously through the sensor network to the sensor network gateway
by period of time set in program, i.e. in the experiment we set 1 minute per data. The base
station is responsible for conversion to user interpretation readable value data and
transmitting sensor data from the sensor nodes to a remote server via serial connection.
The server already installed with the serial listener to view the data received and stored
the data as log file. Figure 4 shows the propose network architecture at the field site.

`
Figure 4: Network Architecture at the Field Site

Point-to-point topology or star network has been used in the setup. The sensor
nodes perform the network and sampling to the application sensor. The sensor nodes
transmit the sampling data, ADC value to the base station via wireless sensor network
performed. Base station performs the general purpose computing and data received at the
290

remote server are already converted to the readable value. Finally, data received from the
base station can be viewed at the user interface using listener. In these case three types of
data produced with difference sensor which is temperature, dissolved Oxygen and pH.

4.2.1 Sensor Interface Board

Water quality sensors provided in this project are the current base output. Sensor
nodes are using microcontroller for computation and networking and read voltage input at
it analog channels. In this case, we designed sensor interface board to convert current
output into the relevant voltage signal that can be read by microcontroller. Figure 5
shows sensor interface board as a physical interface between sensor node and application
sensors

Figure 5: Sensor Interface Board

5.0

CURRENT RESULTS

Three sensor nodes are deployed during the testing on Janda Baik, Pahang. The
experiment was conducted for 11 month after grass carp seed put into the pond. There are
2000 1 month old grass carp fries with 7g weight have been release into the pond 1for
control environment meanwhile 600 fries release into pond 2 for natural environment.
The water quality samples in the pond were taken by the wireless sensor network each
month for the purpose of monitoring and records. For reference reading, we are using
291

chemical based sensor from Vernier to take the samples. This reference samples reading
are very important in order to compare with the wireless sensor nodes transmission
readings.

5.1

Packet data

Figure 6 : the sample data packets received at the remote server with wireless sensor
transmission

As shown on Figure 6, data received on sample taken from wireless sensor node
number 3001 assigned to pH sensor give the exact value for pH measurement. The time
received also collected by the remote server using Docklight 1.6. In the experiment, the
sampling was set every 1 minute per data to send packet at the sensor node. The setting
was done as this way because to determine the network and packet data not loss during
transmission. Data received from the sensor nodes saved on log file at the remote server for
the analysis.

Figure 7: Sample Data

292

Figure 7 shows the sample data taken at the remote server for pH value. The
reading was set to be taken for one minute per data. The overall data for water quality
element tested in Janda Baiks pond plotted in the graph as shown in Figure 8.

Parameter

Water Quality Element for May 2009 to


March 2010
90
80
70
60
50
40
30
20
10
0

65.5

65.5

26.9

27.4

75.84 76.84 72.84 73.95


70.79 74.43

27.4

27.4

28.9

28.9

28.9

26.6

65.87 64.41 66.5

27.3

26.6 26.6

8.4
8.4
7.2
6.8
6.7
6.6
6.6
6.5
6.5
6.3
6.3
May June July Aug Sep Oct Nov Dec Jan Feb Mar

pH (0-14)

6.6

6.6

DO (%)

65.5

65.5 70.79 74.43 75.84 76.84 72.84 73.95 65.87 64.41 66.5

Temp (C) 26.9

27.4

6.5
27.4

7.2
27.4

8.4
28.9

8.4
28.9

6.8
28.9

6.7
26.6

6.5
27.3

6.3
26.6

6.3
26.6

Figure 8: Water Quality Elements taken at Janda Baiks Pond from May 2009 to March
2010

6.0

DISCUSSION

The ultimate goal in this aquaculture monitoring is data collection without packet
loss; means the network performs will not drop and continuous send the packet data.
There are a few challenges occurred during the experimental period. However, the main
challenge is the power supply, and environmental instability.

6.1

Power Supply

In this experiment, the most challenging part in this project is the power
requirement. The application sensor required 10V-30V power supply to operate. This
brought us difficulties to ensure the sensors have enough power to operate and give an
accuracy reading during the testing. As a solution, this brought us to use car battery to
293

provide the application sensors to operate. For sensor node, to settle down the power
issues during the experiment at the site, we use Energizer 9V battery to supply sensor
node.

6.2

Environmental Instability

The environment stability is very important during conducting the experiment.


Unstable environment like sudden rain and flood give us challenge to deploy sensor
nodes and taking the samples. During the eleven month period of testing, two incident
occurred at the site which is never happened before which is flood make the experiment
halt and sample reading cannot be taken. Sudden raining also occurred a few times when
we just deploy the sensors give us a real challenge when working to Mother Nature.

7.0

CONCLUSIONS

The sensor network application on monitoring water quality in aquaculture pond


give important ideas that wireless sensor network can deploy in the aquaculture industry.
These sensor nodes can cooperate with any aquatic sensors and can give the output
tremendously in the harsh environment like aquatic pond environment. With the good
designing the hardware circuit and precise sampling data taken with the strong network
availability, the system can go for the large scale with more sensor node and application
sensors.

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Joseph K. Buttner, R. W. (1993). An Introduction to Water Chemistry in Freshwater
Aquaculture. NRAC Fact Sheet No. 170.
Masser, M. P. (2002, July). Using Grass Carp in Aquaculture and Private Impoundments.
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(2010,

April).

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Retrieved

from

Wikipedia:

http://en.wikipedia.org/wiki/PH
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(2010,

April.).

ornamentalfish.

Retrieved

http://www.ornamentalfish.org:
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AMALAN KEPIMPINAN TEKNOLOGI PENGETUA DAN


HUBUNGANNYA DENGAN PENGURUSAN KURIKULUM DI SEKOLAH
MENENGAH HARIAN
Faridah Juraime1, Mohd Izham Mohd Hamzah2,Abang Adam Abang Deli3
1,2,3

Universiti Kebangsaan Malaysia

faridah270571@yahoo.com, izham@ukm.edu.my, adamsdeli2@yahoo.com

ABSTRAK

Pemimpin sekolah terutamanya pengetua menghadapi tugas yang mencabar


dalam mengaplikasikan teknologi untuk meningkatkan proses pengajaran
dan pembelajaran malahan juga mesti menjadi role model bagi
menggalakkan penggunaan teknologi semasa pengajaran dan pembelajaran
serta pengurusan organisasi pada abad ke-21 ini. Justeru, kajian yang
dijalankan ini bertujuan untuk mengenal pasti tahap amalan kepimpinan
teknologi dan kompetensi pengurusan kurikulum dalam kalangan pengetua
sekolah menengah harian di Malaysia. Seterusnya, kajian ini dijalankan
untuk menentukan sama ada terdapat perbezaan amalan kepimpinan
teknologi dan kompetensi pengurusan kurikulum dalam kalangan pengetua
berdasarkan faktor lokasi sekolah dan adakah terdapat hubungan antara
kepimpinan teknologi dengan kompetensi pengurusan kurikulum. Kajian ini
adalah kajian berbentuk kuantitatif dengan menggunakan soal selidik
sebagai instrumen dan data yang diperoleh dianalisis menggunakan perisian
SPSS 22.0. Dua analisis statistik telah digunakan iaitu pertama analisis
deskriptif yang dihuraikan dalam bentuk kekerapan, peratusan, min dan
sisihan piawai dan analisis inferensi menggunakan ujian-t untuk melihat
perbezaan amalan serta korelasi Pearson (r) untuk melihat hubungan antara
dua pemboleh ubah. Analisis deskriptif menunjukkan bahawa amalan
kepimpinan teknologi dan kompetensi pengurusan kurikulum dalam kalangan
pengetua berada pada tahap sangat tinggi diamalkan. Analisis inferensi
melalui ujian-t menunjukkan bahawa terdapat perbezaan yang signifikan
amalan kepimpinan teknologi antara pengetua sekolah bandar dengan luar
bandar manakala tidak terdapat perbezaan yang signifikan kompetensi
297

pengurusan kurikulum antara pengetua sekolah bandar dengan luar bandar.


Analisis juga menunjukkan bahawa terdapat hubungan yang sederhana
antara kepimpinan teknologi dengan kompetensi pengurusan kurikulum (r =
0.483 dan p < 0.1). Kesimpulannya, pengetua sebagai pemimpin teknologi di
sekolah perlu memahami semua komponen teknologi yang diperlukan dalam
sistem pendidikan untuk meningkatkan kompetensi pengurusan kurikulum
terutamanya dalam pengajaran dan pembelajaran serta seterusnya dalam
pengurusan sekolah bagi meningkatkan prestasi akademik sekolah.

Kata Kunci: Kepimpinan Teknologi, Pengurusan Kurikulum, Standard


Kompetensi Kepengetuaan Sekolah Malaysia (SKKSM), Sekolah Menengah
Harian

1.0

PENDAHULUAN

Penggunaan teknologi maklumat dan komunikasi dalam bidang pendidikan


bukanlah sesuatu yang baru dan asing, malah sudah lama diperkenalkan di negara
maju seperti Amerika dan Eropah sejak awal 60-an lagi.Transformasi teknologi
maklumat dan komunikasi dalam dunia pendidikan di Malaysia bermula pada awal
tahun 1990-an. Bermula dari itu, Kementerian Pendidikan Malaysia (KPM) telah
melaksanakan pelbagai inisiatif teknologi maklumat dan komunikasi (ICT) di sekolah
dengan menyediakan infrastruktur fizikal dan bukan fizikal untuk membolehkan
penggunaan ICT sebagai alat pengupaya (enabling tool) terutamanya dalam proses
pengajaran dan pembelajaran (IAB 2013).

Proses transformasi teknologi maklumat dan komunikasi dalam pelbagai aspek


bidang pendidikan perlu dimantapkan dan beberapa penambahbaikan wajar dilakukan
agar perkara tersebut mampu berdaya saing dan relevan dengan kehendak semasa.
Untuk itu, KPM sedang membuat pembaharuan dengan melaksanakan Pelan
Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 menerusi ANJAKAN yang
ketujuh iaitu memanfaatkan teknologi maklumat dan komunikasi (ICT) bagi
meningkatkan kualiti pembelajaran kerana dalam dunia yang pantas dan berkembang
pesat pada hari ini, ICT mempunyai potensi yang besar untuk memacu proses

298

pengajaran dan pembelajaran ke arah peningkatan pencapaian akademik sekolah


khususnya (PPPM 2012).

Umum mempercayai bahawa teknologi mempunyai potensi besar untuk


menjadi alat yang paling berpengaruh dalam mengurus sekolah, mengajar pelajar dan
seterusnya memberi kesan terhadap pencapaian pelajar kerana semenjak pendidikan
formal diwujudkan, belum terdapat selain daripada teknologi yang mempunyai
potensi secara positif untuk memberi kesan terhadap pencapaian pelajar dan
meningkatkan budaya pengajaran dan pembelajaran di sekolah (Brockmeir, Sermon &
Hope 2005). Walaupun amalan dalam pengajaran dan pembelajaran telah berubah,
peranan komputer sebagai komponen pembelajaran dan kepimpinan haruslah
dikekalkan bersama. Komputer secara mudahnya kekal sebagai medium instruksional
dan pentadbiran (Creighton 2003). Perubahan dan kemajuan dalam sistem pendidikan
masa kini dapat memberikan banyak kelebihan terutamanya membantu pengurus
sekolah khasnya pengetua membuat sesuatu keputusan terutamanya dalam aspek
pengurusan kurikulum.

Untuk itu, kepimpinan sekolah yang efektif, cemerlang dan berpengetahuan


sangat penting bagi menentukan penggunaan sumber teknologi maklumat dan
komunikasi dalam sistem pengurusan sekolah dan seterusnya dalam proses pengajaran
dan pembelajaran dalam kalangan pendidik dilaksanakan dengan maksimum agar
kecemerlangan yang diharapkan oleh sistem pendidikan dapat dan mampu dicapai.

1.1

Tujuan Kajian

Tujuan utama kajian ini adalah untuk mengenal pasti

tahap amalan

kepimpinan teknologi dan pengurusan kurikulum, perbezaan amalan kepimpinan


teknologi dan pengurusan kurikulum berdasarkan faktor lokasi sekolah serta
mengenal pasti hubungan antara kepimpinan teknologi dengan kompetensi
pengurusan kurikulum pengetua di sekolah menengah harian.

1.2

Objektif Kajian

Secara terperinci, kajian ini dijalankan untuk mencapai objektif-objektif berikut:


299

a)

Mengenal pasti tahap amalan kepimpinan teknologi dan kompetensi


pengurusan kurikulum berdasarkan SKKSM dalam kalangan pengetua di
sekolah menengah harian.

b)

Mengenal pasti perbezaan amalan kepimpinan teknologi dan kompetensi


pengurusan kurikulum pengetua berdasarkan lokasi sekolah.

c)

Mengenal pasti hubungan antara kepimpinan teknologi dengan pengurusan


kurikulum dalam kalangan pengetua di sekolah menengah harian.

1.3

HIPOTESIS KAJIAN

Ho1

Tidak terdapat perbezaan yang signifikan amalan kepimpinan teknologi dan


kompetensi

pengurusan kurikulum pengetua berdasarkan lokasi sekolah.

Ho11 Tidak terdapat perbezaan yang signifikan tahap amalan kepimpinan teknologi
pengetua berdasarkan faktor lokasi sekolah.
2

Ho1

Tidak terdapat perbezaan yang signifikan tahap kompetensi pengurusan


kurikulum pengetua berdasarkan faktor lokasi sekolah.

Ho2

Tidak terdapat hubungan yang signifikan antara kepimpinan teknologi


pengetua dengan pengurusan kurikulum di sekolah

2.0

KAJIAN LITERATURE

2.1

Kepimpinan Teknologi

Kepimpinan teknologi merupakan satu aspek kepimpinan pentadbir dalam


merancang dan melaksanakan rancangan dan aktiviti yang berkaitan dengan
teknologi. Pentadbir perlu berganjak daripada tumpuan infrastruktur teknologi kepada
pengintegrasian teknologi untuk mengukuhkan proses pengajaran dan pembelajaran
serta pengurusan sekolah yang berkesan (Flanagan dan Jacobsen 2003). Menurut
Robertson et al. (2006), untuk melaksanakan perubahan teknologi dalam organisasi
terutamanya sekolah, para pentadbir khasnya pengetua harus memulakannya terlebih
dahulu sebelum melaksanakannya di peringkat sekolah. Kelemahan pentadbir untuk
mengesan kesan teknologi dalam pendidikan akan menyebabkan kegagalan
penggunaan teknologi di dalam pengurusan dan pentadbiran serta seterusnya dalam
proses pengajaran dan pembelajaran di bilik darjah.
300

Ini bertepatan dengan zaman atau era teknologi maklumat dan komunikasi
pada masa kini yang memerlukan pemimpin teknologi di sekolah menguasai
kecekapan dan kemahiran dalam menggunakan ICT terutama yang melibatkan
pentadbiran dan pengurusan serta kemandirian (survival) sesebuah organisasi dalam
menongkah arus globalisasi. Bagi membantu para guru dalam menguasai pengetahuan
dan kemahiran komputer, pengetua perlu membuat transformasi dalam setiap kerja
berdasarkan pengurusan maklumat ICT di sekolah. Ini merupakan satu aspek dalam
pengurusan, pengajaran dan pembelajaran yang efisien jika pendidikan ingin bersaing
dalam era globalisasi.

Moktar (2011), menyatakan bahawa kepimpinan sekolah yang efektif dan


berpengetahuan serta berkemahiran adalah sangat penting untuk menentukan sama
ada penggunaan teknologi dapat memperbaik pengajaran dan pembelajaran ataupun
tidak. Ini kerana kebanyakan pemimpin sekolah tidak selesa menjadi pemimpin dalam
bidang teknologi, ataupun mereka mungkin tidak pasti sama ada kepimpinan dalam
bidang teknologi dapat memperbaik dan mempertingkat proses pengajaran dan
pembelajaran. Menurut Maimunah (2005) pula, perubahan-perubahan dasar dan
inovasi yang dilakukan oleh KPM memerlukan kepimpinan yang dinamik dan
fleksibel serta peka dengan persekitaran dan situasi.

Menerusi kajian yang dijalankan oleh Kazi Enamul et al. (2012) didapati
bahawa 80% sekolah di Malaysia tidak mempunyai visi dan polisi yang berkaitan
dengan teknologi malahan kajian juga mendapati 88% sekolah di Malaysia tidak
mempunyai pelan perancangan yang berkaitan dengan pengintegrasian ICT di
sekolah. Chien-hsing Wang (2010) pula, dapatan kajiannya menunjukkan bahawa
wujudnya masalah dalam amalan kepimpinan teknologi terutamanya dalam kalangan
pengetua adalah berpunca daripada ketiadaan visi dan komitmen selain dari
kelemahan dalam pengurusan sumber dan ketiadaan empowerment (pengupayaan)
dalam pengurusan dan pentadbiran sekolah. Secara ideal, segala penyataan dan
penemuan di atas mewajarkan kupasan terperinci tentang amalan kepimpinan
teknologi pengetua selaku pemimpin teknologi dalam mengintegrasikan teknologi
terutamanya dalam pengurusan dan pentadbiran sekolah serta seterusnya dalam proses
pengajaran dan pembelajaran agar kecemerlangan organisasi dan peningkatan
pencapaian prestasi sekolah dapat dicapai.
301

2.2

Standard Kompetensi Kepengetuaan Sekolah Malaysia (SKKSM)

Kompetensi ditakrifkan sebagai gabungan aspek pengetahuan, kemahiran dan


ciri-ciri peribadi yang perlu dimiliki oleh setiap pemimpin. Kompetensi juga
merupakan prestasi pemimpin yang akan membolehkannya menjalankan tugas dan
tanggungjawab dengan sebaik-baik mungkin. Dalam konteks kepimpinan di sekolah,
pengetua sekolah merupakan satu faktor dalaman di sesebuah sekolah yang
mempunyai pengaruh yang sangat strategik dalam mewujudkan dan merealisasikan
matlamat serta visi yang telah dinyatakan oleh sekolah. Oleh demikian, pengetua
sebagai peneraju sekolah mempunyai tugasan dan tanggungjawab bagi mengurus dan
memimpin sesebuah sekolah yang kompleks dan mencabar bagi melahirkan
pendidikan berkualiti dan sekolah yang berkesan (IAB 2010). Persiapan kompetensi
pengetua yang mantap membolehkan pengetua menggabungjalinkan bidang
pengurusan kurikulum, kokurikulum, organisasi dan sebagainya (IAB 2010).

Kompetensi pengetua sekolah sentiasa menjadi perhatian utama dalam


mempertingkatkan keberkesanan dan kecekapan sesebuah sekolah. Perkara ini
disebabkan oleh cabaran yang dihadapi oleh pengetua sekolah pada masa kini yang
semakin kompleks (Purba 2009) dan juga tugasan yang mesti dijalankan semakin
berat (Dharma 2008; Beatriz et al. 2008). Oleh demikian, pengetua sekolah perlu
mempunyai kompetensi bagi menjalankan tugasnya sebagai pemimpin sama ada
berfokus sekolah, pengajaran guru, mahu pun aspek operasional bagi menyokong
kejayaan pelajar (Waters et al. 2003; Leithwood et al. 2004; Interstate School
Leadership Licensure Consortium 2008) secara cekap dan berkesan. Dalam
menghadapi cabaran yang semakin kompleks ini, pengetua sekolah dituntut untuk
mempunyai kompetensi dari segi kepimpinan yang pelbagai (IAB 2006; Interstate
School Leadership Licensure Consortium 2008) serta sentiasa melakukan usaha
peningkatan dan penyesuaian penguasaan kompetensi ( Purba 2009). Perkara ini amat
penting kerana kompetensi pengetua sekolah merupakan asas untuk mengerahkan
pencapaian organisasi iaitu sekolah.

Standard Kompetensi Kepengetuaan Sekolah Malaysia (SKKSM) digubal


berteraskan kepada Rukun Negara, Wawasan 2020, Dasar Pendidikan Kebangsaan
dan Falsafah Pendidikan Kebangsaan serta berlandaskan teori-teori yang berkaitan
302

pendidikan kini. Dokumen ini merupakan gabungan pengetahuan, kemahiran, nilai


dan amalan terbaik yang dihasilkan melalui perbincangan dan konsultasi dengan
pelbagai pihak termasuk pengetua kanan, pengetua dan guru besar, pegawai-pegawai
di Pejabat Pelajaran Daerah, Jabatan Pelajaran Negeri dan Bahagian Kementerian
Pelajaran. SKKSM menyediakan standard kompetensi dalam sembilan bidang iaitu
Pengurusan dan kepimpinan organisasi; Pengurusan kurikulum; Pengurusan
kokurikulum; Pengurusan hal ehwal murid; Pengurusan kewangan; Pengurusan
pentadbiran pejabat; Pengurusan persekitaran dan kemudahan fizikal; Pengurusan dan
pembangunan sumber manusia; dan Pengurusan perhubungan luar.

Kesimpulannya, pengurusan kurikulum merupakan tugasan utama dan


menjadi faktor utama kepada kejayaan sesebuah sekolah. Justeru, pengetua perlu
mempunyai kemahiran, pengetahuan dan bertanggungjawab untuk menyediakan satu
proses pengajaran dan pembelajaran dalam abad milenium yang bertunjangkan
teknologi agar pengajaran dan pembelajaran yang berkualiti mampu dicapai kerana
kemahiran pengetua dalam pengurusan kurikulum mempunyai hubungan yang positif
terhadap pencapaian dan kecemerlangan akademik para pelajar dan seterusnya kepada
kecemerlangan sekolah.

3.0

METODOLOGI

Kajian yang dijalankan ini adalah kajian kuantitatif yang menggunakan reka
bentuk kajian tinjauan. Menurut Chua (2006), kajian tinjauan merupakan kajian yang
popular kerana cara memungut data yang cepat dan keputusan analisis dapat diperoleh
dalam masa yang singkat serta kajian jenis ini dapat di generalisasi kepada populasi
dengan tepat dan berkesan. Data-data yang diperlukan untuk kajian ini dikumpul
melalui borang soal selidik yang ditadbir oleh pengkaji sendiri.

3.1

Populasi dan sampel kajian

Untuk tujuan kajian, pengkaji menggunakan teknik persampelan kelompok


pelbagai peringkat (multistage cluster sampling) kerana sampel bertaburan secara
geografi (Cavana et al. 2001). Oleh itu, teknik ini dipilih kerana populasi sekolah
menengah harian seluruh Malaysia adalah besar dan meluas.
303

Berpandukan jadual penentuan Kreijcie dan Morgan (1970) jumlah minimum


sampel bagi kajian yang akan dijalankan ini adalah seramai 320 responden. Namun
setelah diambil kira beberapa pandangan pengkaji, (Best dan Kahn 2003, Cohen et al.
2001 dan Sekaran 2003, Gay dan Airasian 2003) yang menyatakan bahawa saiz
sampel yang melebihi had yang ditetapkan akan lebih dipercayai dan meyakinkan.
Oleh demikian, kajian ini menetapkan seramai 420 responden menjadi sampel kajian
yang dijalankan ini.

4.0

DAPATAN KAJIAN

Dapatan dan perbincangan kajian adalah merujuk kepada hasil analisis data
yang dibuat dengan menggunakan SPSS Versi 22. Pengkaji menggunakan statistik
deskriptif dan statistik inferensi sebagai teras utama dalam proses penganalisisan dan
selaras dengan kehendak bagi mendapatkan jawapan kepada persoalan-persoalan
kajian. Menurut Kamaruzzaman (2009), penglibatan kedua-dua pendekatan ini boleh
menghasilkan inferensi dan generalisasi kepada pihak-pihak yang berkepentingan.

4.1

Profil Responden
Bahagian ini memaparkan maklumat asas mengenai latar belakang atau profil

responden terpilih secara keseluruhan mengikut faktor demografi iaitu lokasi sekolah.
Responden kajian dikategorikan mengikut lokasi sekolah iaitu bandar atau luar
bandar. Berdasarkan Jadual 1 responden dalam kategori sekolah bandar adalah
seramai 157 atau 46 peratus manakala kategori sekolah luar bandar adalah seramai
187 atau 54 peratus.

Jadual 1: Profil Responden


Sampel

Kekerapan (n)

Peratus (%)

Lokasi Sekolah
i.

Bandar

157

46.0

ii.

Luar bandar

184

54.0

304

4.2

i.

Dapatan Diskriptif

Tahap amalan kepimpinan teknologi pengetua di SMK Harian

Dalam menentukan tahap amalan kepimpinan teknologi pengetua, pengkaji


melihat kepada keseluruhan dimensi kepimpinan teknologi yang mencakupi aspek
kepimpinan berwawasan; budaya pembelajaran era digital; kecemerlangan amalan
profesional; penambahbaikan menyeluruh dan warga digital (NETS-A 2009). Tahap
amalan kepimpinan teknologi ini ditentukan berdasarkan interpretasi skor min dalam
Jadual 2. Berdasarkan interpretasi skor min tersebut, analisis terperinci tahap amalan
kepimpinan teknologi pengetua di SMK Harian secara keseluruhannya adalah seperti
yang dipaparkan dalam Jadual 3.

Jadual 2: Interpretasi skor min


Skor Min

Interpretasi

1.00 - 1.80

Sangat rendah

1.81 - 2.60

Rendah

2.61 - 3.20

Sederhana

3.21 - 4.20

Tinggi

4.21 - 5.00

Sangat Tinggi

Sumber : BPPDP (2005) dan Kamaruzaman (2009)

Jadual 3 menunjukkan secara keseluruhan skor min bagi kepimpinan teknologi


ialah 4.26. In jelas menunjukkan bahawa tahap amalan kepimpinan teknologi
pengetua berada pada tahap sangat tinggi dilaksanakan. Secara terperinci, Jadual 3
menunjukkan bahawa dimensi kepimpinan berwawasan, penambahbaikan menyeluruh
dan warga digital berada pada interpretasi skor min sangat tinggi dengan dimensi
penambahbaikan menyeluruh berada pada skor min tertinggi iaitu (min=4.42 dan
SP=0.433) dan diikuti dimensi kepimpinan berwawasan (min=4.36 dan SP=0.423)
dan akhirnya dimensi warga digital (min=4.25 dan SP=0.446). Analisis juga
menunjukkan bahawa dimensi budaya pembelajaran era digital dan kecemerlangan
amalan profesional berada pada interpretasi skor min tinggi dengan dimensi budaya

305

pembelajaran era digital (min=4.14 dan SP=0.432) manakala dimensi kecemerlangan


amalan profesional (min= 4.12 dan SP=0 .468).

Jadual 3: Skor min, sisihan piawai dimensi kepimpinan teknologi


Pemboleh ubah

Min

Sisihan

Interpretasi

piawai

Skor

Kepimpinan berwawasan

4.36

.423

Sangat tinggi

Budaya pembelajaran era digital

4.14

.432

Tinggi

Kecemerlangan

4.12

.468

Tinggi

Penambahbaikan menyeluruh

4.42

.433

Sangat tinggi

Warga digital

4.25

.446

Sangat tinggi

keseluruhan

4.26

amalan

profesional

ii.

Sangat tinggi

Tahap kompetensi pengurusan kurikulum berdasarkan SKKSM dalam


kalangan pengetua di sekolah menengah harian.
Dalam menentukan tahap kompetensi pengurusan kurikulum berdasarkan
Standard Kompetensi Kepengetuan Sekolah Malaysia (SKKSM) (2006), pengkaji
melihat kepada keseluruhan dimensi yang mencakupi standard pengetahuan; standard
nilai profesional dan standard amalan terbaik. Tahap

kompetensi pengurusan

kurikulum ditentukan berdasarkan interpretasi skor min dalam Jadual 2. Berdasarkan


interpretasi skor min tersebut, analisis terperinci tahap standard kompetensi
pengurusan kurikulum

dalam kalangan

pengetua di

SMK

Harian secara

keseluruhannya adalah seperti yang dipaparkan dalam Jadual 4.

Jadual 4 menunjukkan secara keseluruhan skor min bagi tahap kompetensi


pengurusan kurikulum pengetua ialah 4.72. Ini menunjukkan bahawa tahap
kompetensi pengurusan kurikulum pengetua berada pada tahap sangat tinggi
dilaksanakan. Secara terperinci, analisis menunjukkan bahawa standard nilai
profesional memperoleh skor min tertinggi iaitu 4.79 (SP=0.327) manakala standard
amalan terbaik memperoleh skor min kedua tertinggi iaitu 4.71 (SP=0.358). Akhirnya,
standard pengetahuan dengan skor min 4.67 (SP=0.373).

306

Jadual 4: Skor min, sisihan piawai dimensi pengurusan kurikulum berdasarkan


SKKSM
Pemboleh ubah

Sisihan

Interpretasi

piawai

skor

Standard Pengetahuan

4.67

.373

Sangat Tinggi

Standard Nilai Profesional

4.79

.327

Sangat Tinggi

Standard Amalan Terbaik

4.71

.358

Sangat Tinggi

Keseluruhan

4.72

4.3

i.

Min

Sangat Tinggi

Dapatan Inferensi

Perbezaan amalan kepimpinan teknologi dan pengurusan kurikulum


berdasarkan faktor lokasi sekolah.
Ho11 Tidak terdapat perbezaan yang signifikan tahap amalan kepimpinan teknologi
pengetua berdasarkan faktor lokasi sekolah.

Jadual 5: Ujian-t bagi kepimpinan teknologi pengetua berdasarkan lokasi sekolah


Lokasi

Skor

SP

Dk

Sig.

339

2.151

0.032

Min
Bandar

157

4.309

.371

Luar Bandar

184

4.221

.380

Signifikan pada aras p < 0.05

Jadual 5 menunjukkan keputusan ujian-t ke atas pengetua SMK Harian yang


membuat penilaian kendiri terhadap amalan kepimpinan teknologi berdasarkan lokasi
sekolah. Analisis ujian-t pada jadual di atas menunjukkan bahawa terdapat perbezaan
yang signifikan, nilai t (2.151) dan p=0.032 (p<0.05). Oleh demikian, hipotesis nol
(Ho11) adalah ditolak. Dengan ini, keputusan kajian mendapati terdapat perbezaan
yang signifikan tahap amalan kepimpinan teknologi pengetua sekolah bandar dengan
sekolah luar bandar daripada segi amalan kepimpinan teknologi.

307

Ho12 Tidak terdapat perbezaan yang signifikan tahap kompetensi pengurusan


kurikulum pengetua berdasarkan faktor lokasi sekolah.

Jadual 6: Ujian-t bagi kompetensi pengurusan kurikulum pengetua berdasarkan lokasi


sekolah
Lokasi

Skor

SP

Dk

Sig.

339

0.130

0.897

Min
Bandar

157

4.723

.323

Luar Bandar

18

4.719

.320

Signifikan pada aras p < 0.05

Jadual 6 menunjukkan keputusan ujian-t ke atas pengetu SMK Harian yang


membuat penilaian kendiri terhadap kompetensi pengurusan kurikulum berdasarkan
lokasi sekolah.

Analisis ujian-t pada jadual di atas menunjukkan bahawa tidak

terdapat perbezaan yang signifikan, nilai t (0.130) dan p=0.897 (p>0.05). Oleh
demikian, hipotesis nol (Ho12) adalah diterima. Dengan ini, keputusan kajian
mendapati tidak terdapat perbezaan yang signifikan tahap kompetensi pengurusan
kurikuum pengetua sekolah bandar dengan sekolah luar bandar.

ii.

Hubungan antara kepimpinan teknologi dengan pengurusan kurikulum


dalam kalangan pengetua di SMK Harian.

Ho2

Adakah terdapat hubungan yang signifikan kepimpinan teknologi dengan


pengurusan kurikulum dalam kalangan pengetua di sekolah menengah harian

Bagi

menentukan

kekuatan

hubungan

kedua-duanya,

pengkaji

akan

menggunakan anggaran kekuatan berdasarkan pemeringkatan yang berpandukan nilai


pekali korelasi Pearson r (r = -1 hingga +1) oleh Jackson (2006) seperti Jadual 7.

308

Jadual 7: Tingkat hubungan antara dua pemboleh ubah


Pekali korelasi

Tahap hubungan

+ 0.70 1.00

Tinggi

+ 0.30 0.69

Sederhana

+ 0.00 0.29

Rendah/lemah

Sumber: Jackson L. Sherry (2006).

Jadual 8: Korelasi antara kepimpinan teknologi dengan pengurusan kurikulum


berdasarkan SKKSM

Kepimpinan

Pearson Correlation

Teknologi

Sig. (2-tailed)

Kepimpinan

Pengurusan

Teknologi

Kurikulum

.483**
.000

341

341

Pengurusan

Pearson Correlation

.483**

Kurikulum

Sig. (2-tailed)

.000

341

341

**. Correlation is significant at the 0.01 level (2-tailed).

Jadual 8 menunjukkan bahawa nilai pekali korelasi r = .483. Keadaan ini


menunjukkan bahawa hubungan antara kepimpinan teknologi dengan kompetensi
pengurusan kurikulum berdasarkan SKKSM berada pada tahap sederhana. Nilai
p=0.000 adalah lebih kecil dari aras keertian 0.05. Hasil analisis ini menunjukkan
bahawa hipotesis nol (Ho2) adalah ditolak. Oleh itu, analisis menunjukkan bahawa
terdapat hubungan yang signifikan tahap sederhana antara kepimpinan teknologi
dengan kompetensi pengurusan kurikulum berdasarkan SKKSM dalam kalangan
pengetua di SMK Harian di Malaysia.

5.0

PERBINCANGAN

Kajian yang dijalankan ini meninjau tahap amalan kepimpinan teknologi


pengetua berdasarkan lima dimensi kepimpinan teknologi berdasarkan National
Educational Technology Standard-Administrators (NET-S A 2009) iaitu kepimpinan

309

berwawasan; budaya pembelajaran era digital; kecemerlangan amalan profesional;


penambahbaikan menyeluruh dan warga digital yang telah dikemukakan oleh
International Society for Technology In Education, ISTE (2002). Hasil kajian yang
dijalankan ini mendapati tahap amalan kepimpinan teknologi pengetua berada pada
tahap sangat tinggi dilaksanakan. Secara terperinci, kepimpinan teknologi pengetua di
SMK Harian lebih berfokuskan dimensi penambahbaikan menyeluruh berbanding
dengan dimensi yang lain dengan nilai min tertinggi iaitu 4.42. Dapatan ini bertepatan
dan selari dengan penyataan bahawa pentadbir memainkan peranan penting sebagai
pemimpin teknologi (Anderson & Dexter 2005; Dikkers, Hughes & McLeod 2005;
Fletcher, 2009; Gerard, Bowyer & Linn 2008; ISTE 2007; McLeod 2008; Slenning
2000) manakala Anderson & Dexter (2005) menegaskan bahawa segala usaha ke arah
penggunaan teknologi di sekolah akan terancam melainkan pentadbir sekolah menjadi
pemimpin teknologi yang aktif di sekolah.

Seterusnya, kajian juga mengkaji tahap kompetensi pengurusan kurikulum


berdasarkan Standard Kompetensi Kepengetuaan Sekolah Malaysia dalam kalangan
pengetua SMK Harian. Hasil analisis mendapati tahap kompetensi pengurusan
kurikulum dalam kalangan pengetua berada pada tahap sangat tinggi. Sependapat
dengan dapatan kajian, Waters et al.( 2003); Leithwood et al. (2004); Interstate School
Leadership Licensure Consortium (2008) menyatakan bahawa pengetua sekolah perlu
mempunyai kompetensi bagi menjalankan tugasnya sebagai pemimpin sama ada
berfokus sekolah, pengajaran guru, mahupun aspek operasional bagi menyokong
kejayaan pelajar secara cekap dan berkesan dan dalam menghadapi cabaran yang
semakin kompleks ini, pengetua sekolah dituntut untuk mempunyai kompetensi dari
segi kepimpinan yang pelbagai (IAB 2005; Interstate School Leadership Licensure
Consortium 2008) serta sentiasa melakukan usaha peningkatan dan penyesuaian
penguasaan kompetensi (Purba 2009). Perkara ini amat penting kerana kompetensi
pengetua sekolah merupakan asas untuk mengerahkan pencapaian organisasi.

Hasil kajian juga menunjukkan bahawa terdapat perbezaan yang signifikan


amalan kepimpinan teknologi berdasarkan lokasi sekolah manakala tidak terdapat
perbezaan yang signifikan kompetensi pengurusan kurikulum berdasarkan lokasi
sekolah. Dapatan ini seiring dengan pernyataan Chen (2004); Murphy et al. (2006);
Azlin (2006); Hallinger (2008); Mumtaz (2008); Bity Salwana (2009); Jemaah Nazir
310

dan Jaminan Kualiti (2010); dan Shariffah (2012) bahawa faktor demografi pengetua
seperti jenis atau lokasi sekolah adalah faktor utama yang memberi kesan terhadap
amalan atau gaya kepimpinan seorang pengetua ketika mentadbir dan mengurus
sekolah. Bagi mengatasi masalah perbezaan amalan kepimpinan teknologi ini, KPM
telah menghubungkan sekolah dengan akses jalur lebar melalui kerjasama
Kementerian Air dan Komunikasi (KTAK) serta merangkaikan infrastruktur dan
perkakasan ICT melalui rangkaian setempat atau teknologi tanpa wayar. Seterusnya,
cabaran KPM diteruskan lagi dalam RMK-9 dengan memastikan agar infrastruktur,
perkakasan, perisian dan latihan yang mencukupi terus diberi kepada sekolah-sekolah
di kawasan luar bandar yang didapati kurang terdedah dengan kemudahan teknologi
ICT. Semua sekolah di luar bandar akan dilengkapkan dengan makmal komputer,
bilik komputer dan perkakasan dan perisian yang mencukupi.

Akhirnya, kajian ini juga dijalankan bagi mengenal pasti adakah terdapat
hubungan antara kepimpinan teknologi dengan pengurusan kurikulum dalam kalangan
pengetua di SMK Harian. Analisis menunjukkan terdapat hubungan signifikan yang
sederhana antara kepimpinan teknologi dengan pengurusan kurikulum dalam
kalangan pengetua. Ini bertepatan dengan pernyataan Chen (2004) iaitu kemudahan
teknologi ICT dalam pendidikan merupakan faktor utama yang mempengaruhi
pendidikan sejak beberapa dekad yang lalu dan untuk menjayakan implimentasi
teknologi dalam pendidikan, pengetua perlu mengubah amalan kepimpinan sedia ada.
Seterusnya, dalam aspek pengurusan kurikulum Metcalf (2012) menyatakan bahawa
pemimpin sekolah menghadapi tugas yang mencabar dalam mengaplikasikan
teknologi dalam meningkatkan proses pengajaran dan pembelajaran dan para
pentadbir juga mesti menjadi role model bagi menggalakkan penggunaan teknologi
dalam pengajaran dan pembelajaran serta pengurusan organisasi pada abad ke-21 ini.
Akhirnya, Robinson et al. (2008) pula, dalam kajiannya menyatakan bahawa kesan
kepimpinan teknologi terhadap pembelajaran pelajar adalah tiga hingga empat kali
lebih baik jika dibandingkan dengan kepimpinan transformasi terhadap pembelajaran
pelajar.

Kesimpulannya, kita lihat dari implikasi atau kesannya terhadap pengurusan


dan pentadbiran di sekolah iaitu dilihat dari sudut kepimpinan teknologi dalam
kalangan pentadbir khasnya pengetua. Pengetua sekolah seharusnya mengilhamkan
311

satu visi yang dapat dikongsi bersama oleh warga sekolah untuk mengintegrasikan
penggunaan teknologi secara komprehensif dalam usaha untuk menggalakkan satu
suasana dan budaya yang mempunyai kesedaran dan wawasan terhadap teknologi.
Selain itu, selaku pemimpin teknologi di sekolah para pentadbir seharusnya
membangunkan susunan organisasi yang suportif dalam bidang teknologi terutamanya
dalam menstrukturkan penggunaan teknologi sama ada dalam P&P ataupun
pengurusan organisasinya.

6.0

RUMUSAN

Kajian ini menjelaskan bahawa peranan teknologi maklumat sangat penting


dalam sistem pendidikan yang semakin mencabar. Pentadbir sekolah khususnya
pengetua tidak mempunyai pilihan dalam menerima perubahan dan fenomena
teknologi masa kini. Dunia yang dianggap sudah tidak bersempadan dari sudut
pergerakan maklumat telah memberikan inspirasi supaya setiap sekolah menerima
tanpa soal jawab aplikasi dan implementasi ICT dalam organisasi berkenaan. Selain
itu, pembekalan infrastruktur teknologi oleh KPM ini pasti tidak akan berbaloi dan
mungkin hanya membazir sekiranya infrastruktur tersebut tidak digunakan dengan
maksimum. Selain itu, kemampuan dan kesungguhan kerajaan untuk menyediakan
kemudahan ini patut dibanggakan kerana perkara tersebut tidak terdapat di negaranegara lain dan setiap kemudahan yang disediakan hendaklah dioptimumkan
penggunaannya.

Oleh demikian, pentadbir dan para guru perlu mengintegrasikan ICT pada
setiap kesempatan dalam pengurusan sekolah dan P&P di bilik darjah. Namun
demikian, pengurusan teknologi juga perlu menekankan pencapaian kecekapan
pengurusan dengan memastikan maklumat yang betul dapat diperoleh tepat pada
masanya. Untuk mencapainya, peranan teknologi sentiasa ditambah baik bagi
meningkatkan integrasi dalam proses pentadbiran dan pengurusan serta seterusnya
dalam proses P&P. Hakikatnya, teknologi ICT dapat meningkatkan komunikasi dalam
organisasi dan mewujudkan persaingan yang sihat dalam kalangan warga sekolah.
Oleh itu, perkembangan teknologi ICT perlu diteroka semaksimum mungkin bagi
digunakan dalam melaksanakan visi dan misi pengurusan.

312

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317

PEMBANGUNAN MODEL STANDARD KOMPETENSI GURU KANAN


MATA PELAJARAN: SATU ANALISIS KEPERLUAN
Abang Adam Abang Deli1, Azlin Norhaini Mansor2, Faridah Juraime3
1,2,3

Fakulti Pendidikan, Universiti Kebangsaan Malaysia

adamsdeli2@yahoo.com, azlinmansor@ukm.edu.my, faridah270571@yahoo.com

ABSTRAK

Kementerian

Pendidikan

Malaysia

melalui

anjakan

kelima

Pelan

Pembangunan Pendidikan Malaysia berhasrat memastikan pemimpin


berprestasi tinggi ditempatkan di setiap sekolah. Justeru, kajian ini bertujuan
membangunkan model standard kompetensi untuk guru kanan mata
pelajaran (GKMP) yang juga merupakan pemimpin futuristik di sekolah
menengah. Penyelidik menggunakan reka bentuk dan pembangunan
penyelidikan (DDR) dalam menghasilkan kajian ini yang terdiri daripada
tiga fasa utama. Fasa pertama merupakan fasa analisis keperluan, diikuti
fasa kedua yang menggunakan kaedah Fuzzy Delphi dan seterusnya fasa
ketiga menggunakan kaedah tinjauan. Walau bagaimanapun, khusus untuk
tujuan artikel ini penyelidik hanya membincangkan analisis dapatan kajian
fasa pertama iaitu fasa analisis keperluan. Fasa analisis keperluan
dilaksanakan dengan pengumpulan data kualitatif iaitu melalui analisis
terhadap dokumen-dokumen rasmi, tinjauan literatur dan temu bual
berstruktur. Data diperoleh berdasarkan analisis transkripsi temu bual
berstruktur ke atas lima orang guru kanan mata pelajaran, enam orang Ketua
Panitia dan dua orang Penolong Kanan sekolah menengah yang telah dipilih
menggunakan teknik pensampelan bertujuan. Dapatan kajian menunjukkan
wujudnya pelbagai isu dan masalah dihadapi oleh GKMP iaitu dari aspek
pengupayaan, ketiadaan garis panduan, ketidakcekapan atau kompeten dan
ketiadaan arahan yang jelas dalam menjalankan tugas. Dapatan kajian juga
mengenal pasti cadangan penyelesaian isu dan masalah iaitu dengan
penyediaan kursus dan latihan, garis panduan bertulis serta penyeragaman
tugas GKMP. Dapatan kajian seterusnya mengesahkan keperluan kajian
dibuat untuk membangunkan standard kompetensi untuk GKMP di sekolah
318

menengah. Diharapkan kajian ini akan dapat menghasilkan standard


kompetensi khusus sebagai panduan untuk GKMP dalam melaksanakan
tugasnya dengan lebih kompeten.

Kata kunci:: guru kanan mata pelajaran; kompetensi; analisis keperluan

1.0

PENGENALAN

Tonggak utama penyumbang kecemerlangan dan pendidikan berkualiti di


sekolah sudah semestinya peneraju unit sosial tersebut. Kepimpinan yang berkualiti,
berketerampilan mampu menggalas serta mentransformasikan sesebuah organisasi ke
arah kecemerlangan. Kajian empirikal dalam bidang pengurusan sumber manusia
khususnya di sektor pendidikan menunjukkan peneraju yang kompeten merupakan
elemen penting dalam menentukan kecemerlangan sesebuah sekolah (Abdul Ghani et
al. 2008). Seterusnya, kepimpinan sekolah harus mengutamakan ciri kepimpinan yang
kompeten dan memastikan mereka yang tepat berada di tempat yang betul pada masa
yang betul untuk melaksanakan tugasannya (Alfes Truss, & Gill, 2010).

Justeru, sokongan padu setiap lapisan warga sekolah khususnya kumpulan


pengurusan yang terdiri daripada Penolong-Penolong-kanan, guru-guru kanan, dan
juga Ketua-Ketua Panitia diperlukan. Harris et al. (2000), menegaskan bahawa
sokongan dan komitmen lapisan kumpulan pengurusan di sekolah hendaklah selari
dalam memastikan ahli-ahlinya kompeten dalam menggerakkan organisasinya. Dalam
hal ini, Abdul Shukor (2004) menegaskan pengetua dan guru-guru perlu kompeten
dalam melahirkan murid-murid untuk menghadapi persekitaran baru yang lebih
mencabar. Perubahan dalam sektor pendidikan juga mewujudkan cabaran baru kepada
GKMP khususnya yang melibatkan pelaksanaan dasar-dasar baru yang boleh
mempengaruhi atribut peribadi dan kualiti amalannya. Untuk itu, sektor pendidikan di
Malaysia perlukan guru yang berdaya tahan, kompeten dan mampu menghadapi
segala cabaran (Ahmad Zabidi, 2013). Sharifah Sebran & Mohammed Sani (2010)
pula menekankan peri pentingnya kompetensi sebagai elemen utama untuk
menjadikan pemimpin sekolah berwibawa dalam mengurus sekolah yang semakin
kompleks dan mencabar dengan tekanan perubahan pendidikan dalam abad ke 21.

319

1.1

Latar belakang

Strategi transformasi Kementerian Pendidikan Malaysia (KPM) telah


memperkenalkan Pelan Pembangunan Pendidikan Malaysia 2013-2025 (KPM, 2013)
bermatlamat melengkapkan setiap murid dengan segala kemahiran diperlukan dalam
mencipta peluang dan mendepani cabaran abad ke-21. Berteraskan anjakan kelima,
KPM berhasrat memastikan pemimpin berprestasi tinggi ditempatkan di setiap
sekolah. Matlamat ini perlu selari dengan memfokuskan kepada peningkatan standard
profesionalisme para pendidik khususnya dari segi kecekapan seperti yang disyorkan
dalam gelombang pertama pelan tersebut. Harris et al. (2003) menegaskan bahawa
selain pengetua dan guru besar, GKMP yang kompeten mampu menyumbang ke arah
kecemerlangan pencapaian murid.

Secara ringkasnya, tugas dan peranan GKMP dibahagikan kepada empat (4)
bidang iaitu kurikulum, kokurikulum, pentadbiran dan tugas-tugas lain. Berdasarkan
waran tahunan perjawatan yang diluluskan, setiap sekolah menengah (BPSM, 2011)
diperuntukkan empat (4) orang GKMP yang dilantik untuk mengetuai bidang bahasa,
sains dan matematik, teknik dan vokasional dan kemanusiaan. Sememangnya sejak
mencapai kemerdekaan, bidang pendidikan sentiasa diutamakan sebagai agenda
negara. (Kementerian Kewangan 2013) iaitu sebanyak (21%) atau 38.7 bilion ringgit
daripada keseluruhan bajet meliputi peruntukan mengurus dan pembangunan. Walau
bagaimanapun, usaha tersebut tidak setara dengan pelaburan yang telah dibuat.

Tambahan pula isu ketidakcekapan guru-guru turut menyumbang kepada


ketidakakuran terhadap peruntukan Seksyen 117 (a) Akta Pendidikan 1996. Bukti
ketidakakuran ini disahkan pula dalam laporan pemeriksaan daripada Jemaah Nazir
dan Jaminan Kualiti (2012) iaitu terdapat guru-guru dan GKMP yang tidak kompeten
dalam melaksanakan tugas menyebabkan pencapaian murid gagal dipertingkatkan.
Lebih membimbangkan bahawa laporan yang sama seperti ini pernah dilaporkan oleh
Jemaah Nazir Sekolah pada tahun 1993 (Bity et al. 2010).

Kajian

lepas

yang

melibatkan

kompetensi

pengurus

sekolah

juga

mendedahkan atau mengenal pasti beberapa isu atau masalah yang dihadapi pengetua
yang memerlukan sokongan dan kerjasama padu GKMP dalam membantu
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pengurusannya (Azlin 2005; Bity et al. 2010). Berikutnya, kajian oleh Amin et al
(2008); Rosnarizah (2009); dan Aminah (2012) pula mendapati kebanyakan pengetua
masih belum menguasai sembilan (9) bidang kompetensi seperti yang digariskan
dalam Standard Kompetensi Kepengetuaan Sekolah Malaysia (SKKSM). Impak dan
gambaran kajian-kajian tersebut menunjukkan perlunya satu standard atau piawai
perlu digubal kerana dikhuatiri akan membentuk lompang yang lebih besar
disebabkan terputusnya rantaian kompetensi di peringkat pertengahan dan atasan.
Kajian-kajian lepas juga mendapati GKMP masih keliru dengan tugas, kekaburan
fungsi dan tidak mengetahui perincian tugas (Lokman 1998; Schmidt 2000; Mayers &
Zepeda 2002) dan dalam pengurusan serta kepimpinan pengajarannya (Glover &
Miller 1999). Kajian Salamiyah (1995); Jaya Silar (1998); Julita (2002); dan Bennett
(2008) pula mendapati GKMP kurang berpengalaman, berpengetahuan dan dibebani
tugas lain yang perlu dilaksanakan.

Pertindanan tugas turut menimbulkan masalah dalam kalangan GKMP yang


berpunca daripada rangkuman antara tugas kepimpinan dan pengurusan (Adey, 2000;
Bennett et al. 2003). Susulan isu ketidakcekapan dalam pengagihan tugas kepada
guru-guru panitia, terdapat segelintir GKMP bersikap negatif untuk berubah
khususnya dalam penyeliaan pengajaran (Poultney 2007). Isu bebanan tugas dan
ketidakcekapan berterusan sehingga kajian Fletcher-Campbell (2003) dan Bennett
(2008) mendapati GKMP yang baharu dilantik sering berhadapan masalah kurang
jelas dengan peranan, perancangan yang lemah dan kurangnya sokongan daripada
guru-guru.

Dari aspek kepimpinan, masalah yang timbul apabila GKMP tidak pernah
menghadiri kursus yang berkaitan dengan tugasnya (Zamzam 1999). Faktor tersebut
menyebabkan GKMP kurang berperanan dalam memimpin guru-guru di bawah
bidang seliaannya (Jaya Silar 1998; Sasuraja 1999). Ini disokong oleh kajian
Nurhunaini (2001) yang mendapati GKMP menghadapi masalah dalam aspek
pengajaran dan memerlukan kursus bagi meningkatkan pengetahuan, pengalaman,
kemahiran dan kepakaran dalam melaksanakan tugas pengurusan kurikulum dan
pengajaran. Secara keseluruhannya berdasarkan kajian Nasiriah (2001), GKMP belum
dapat berperanan sepenuhnya dalam jawatan yang disandang manakala tahap

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kepakaran dalam pengurusan masih pada tahap yang sederhana (Wan Zulkifly 2003;
Mohammed Sani et al 2011).

Sehubungan itu, kepentingan menggubal satu kerangka standard khusus untuk


GKMP perlu disebabkan peranan GKMP diasak dari pelbagai arah untuk memastikan
kecemerlangan sesebuah sekolah. Kewujudan satu standard atau piawai membolehkan
GKMP bertugas dengan bimbingan terperinci, dapat melihat syarat-syarat yang harus
dipenuhi, dicapai dan boleh mengaplikasikannya untuk mempertingkatkan kualiti
kerja guru kanan mata pelajaran. Bolman dan Deal (2003) tidak menolak
kemungkinan penyandang jawatan menggunakan intuisi dalam menjalankan tugasan
harian dan melakukan kesilapan disebabkan tiada standard yang khusus dalam
pekerjaannya. Kajian lepas juga mengesahkan GKMP belum kompeten dalam
melaksanakan tugas dan tanggungjawab yang diamanahkan. Sebahagian besar punca
masalah yang dikenal pasti disebabkan ketiadaan satu dokumen untuk dijadikan
sandaran atau panduan kepada guru kanan mata pelajaran.

1.2

Tujuan Kajian

Kajian ini bertujuan membangunkan model standard kompetensi untuk


kumpulan GKMP di sekolah menengah. Untuk tujuan kajian ini, pengkaji memilih
kombinasi teori kompetensi Boyatzis (1982; 2008), Spencer (1993), model SGM
(Bahagian Pendidikan Guru 2009), model KOMPAS (Institut Aminuddin Baki 2009)
dan SKPM (Jemaah Nazir dan Jaminan Kualiti 2010).

1.3

Objektif kajian

Objektif kajian ini secara khususnya adalah untuk mengenal pasti:


i.

masalah-masalah yang dihadapi oleh GKMP dalam menjalankan


peranan dan tugasnya di sekolah;

ii.

cadangan menyelesaikan masalah-masalah yang dihadapi GKMP


dalam menjalankan peranan dan tugasnya di sekolah; dan

iii.

keperluan membangunkan model standard kompetensi untuk GKMP


dalam konteks sekolah pada hari ini.

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1.4

Persoalan Kajian

Persoalan kajian adalah berdasarkan objektif kajian di atas iaitu:


i.

Apakah

masalah-masalah

yang

dihadapi

oleh

GKMP

dalam

menjalankan peranan dan tugasnya di sekolah.?


ii.

Apakah cadangan penyelesaian masalah-masalah yang dihadapi


GKMP dalam menjalankan peranan dan tugasnya di sekolah.?

iii.

Adakah

terdapat

keperluan

membangunkan

model

standard

kompetensi untuk GKMP dalam konteks sekolah pada hari ini.?

2.0

METODOLOGI

2.1

Reka bentuk kajian

Kajian ini mengguna pakai reka bentuk dan pembangunan penyelidikan (DDR)
dalam menghasilkan kajian yang terdiri daripada tiga fasa utama. Menurut Richey &
Klein (2007), pendekatan DDR mampu menghasilkan sesuatu produk di dalam
sesuatu penyelidikan. Produk yang boleh dikeluarkan dengan mengaplikasikan
pendekatan DDR termasuklah model. Pada fasa analisis keperluan, kaedah
pengukuran yang digunakan melalui temu bual telah dipilih untuk tujuan kajian ini.
Data dikumpulkan dengan menggunakan kaedah temu bual berstruktur ke atas lima
orang GKMP, lima orang Ketua Panitia dan dua orang Penolong Kanan sekolah
menengah yang telah dipilih melalui teknik

pensampelan bertujuan. Pemilihan

peserta kajian berdasarkan pensampelan bertujuan yang merangkumi keperluan


memenuhi persoalan kajian, bersedia untuk bekerjasama ditemu bual dan dapat
memberi maklumat yang banyak serta berkaitan dengan kajian yang dijalankan. Data
temu bual telah ditranskrip menggunakan perisian Digital Voice Editor 3. Data dan
maklumat yang dikumpul dan dianalisis menggunakan perisian ATLAS.ti 7.1.8 untuk
menjawab persoalan kajian.

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3.0

DAPATAN DAN PERBINCANGAN

3.1

Masalah-masalah yang dihadapi oleh GKMP dalam menjalankan


peranan dan tugasnya di sekolah

3.1.1 Pengupayaan

Dapatan kajian menunjukkan wujudnya pelbagai masalah yang dihadapi oleh


GKMP dalam menjalankan peranannya di sekolah dari aspek pengupayaan
(empowerment), ketiadaan satu bentuk garis panduan, ketidakcekapan atau kompeten
dan tiadanya arahan yang jelas. Dari segi pengupayaan, GKMP menyatakan bahawa
mereka seolah-olah tidak diberikan kuasa yang sepatutnya dalam menjalankan tugas
seharian. Mereka berpendapat seperti dijelaskan
guru-guru di bawah memandang kita macam tidak ada kuasalah.
Bila Pengetua, PK1 bercakap baru mereka dengar kadang-kadang
seolah-olah dia sama levelbahkan di bawah kita ada DG48 kita
Cuma DG44 ya lah kita takut( GKMP1)

Pernyataan ini selari dengan apa yang dinyatakan Penolong Kanan yang
menyatakan bahawa isu ini menimbulkan kecelaruan terutamanya dalam tugasan
harian GKMP. Malah pihak atasan seperti Penolong kanan gagal mengagihkan tugas
yang sepatutnya kepada kumpulan guru yang berkaitan.
masalah besar yang dialami oleh guru kanan ialah pengupayaan
agihan tugas maksudnya dia ada jurang sebab kadang-kadang kita
terkeliru adakah tugas itu perlu dibuat oleh guru kanan atau pun
Ketua Panitia(PK1)

3.1.2 Ketiadaan Garis Panduan Khusus

Ketiadaan garis panduan yang jelas merupakan masalah yang telah dikenal
pasti sering dihadapi oleh GKMP. Ini menyebabkan berlakunya pertindihan tugas
terutamanya dengan guru Ketua Panitia.

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bagi saya, kadang kala tidak tahu sangat skop dari segi
pentadbiran macam saya kadang-kadang ikut seperti yang diarahkan,
masalahnya kita kadang-kadang tidak jelas sangat(GKMP5)

Perkara ini juga menyebabkan Ketua panitia lebih suka merujuk sesuatu
permasalahan terus kepada guru Penolong kanan berbanding GKMP.
dari segi pengurusan, tidak ada garis panduan untuk ketua bidang
sangat umum sebenarnya jadi dia tidak tahu apa tugas dia
sebenarnya sebab kalau urusan Ketua Panitia baik diuruskan oleh
Ketua Panitia. Jadi ketua bidang tidak ada garis panduan(KP1).

3.1.3 Kompetensi.

Dapatan kajian juga mendapati masalah kompetensi atau kecekapan GKMP


merupakan penyebab misi dan visi sekolah gagal diterjemahkan. Faktor
ketidakcekapan GKMP Ini akan memberi impak negatif khususnya bidang yang
dipimpinnya
masalahnya tidak yakin dan tidak cekap sebab kadang-kadang
guru kanan tu terpaksa merujuk dengan Ketua Panitia yang
sepatutnya mereka yang menjadi bahan rujukan(PK1) .

Tambahan pula, setiap bidang di bawah GKMP terdiri daripada panitia dan subjek
yang berbeza dengan opsyennya. Di situlah persoalan kompetensi yang ditimbulkan.
Isu ini besar kemungkinan disebabkan GKMP kurang berpengetahuan, kurang mahir
dan tiada pengalaman
dalam konteks sekolah saya semua guru kanan yang ada setakat
ini memang langsung tidak ada pengalaman sebagai guru kanan dan
mereka menjalankan tugas pun masih tercari-cari(PK2).

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3.2

Cadangan Penyelesaian Masalah Yang Dihadapi Oleh GKMP.

3.2.1. Kursus dan Latihan

Seperti mana penjawat awam yang lain, guru-guru perlu hadir kursus dan
latihan untuk meningkatkan kompetensi dalam profesion perguruan sama ada
disediakan oleh KPM ataupun agensi yang berkaitan. Sebaliknya ini tidak berlaku ke
atas GKMP
bagi saya sepatutnya ada satu kursus yang khas kepada semua
ketua bidang tadi lah dengan satu standard. Setakat ni langsung tiada
kursus untuk guru kanan dan kursus ini seharusnya menjurus kepada
tugasan ketua bidang itu(PK2).

Kursus dan latihan kepada GKMP sepatutnya diberikan semasa mereka sedang
menyandang jawatan tersebut. Ini boleh membantu mereka menjalankan tugasan
dengan lebih cekap dan terarah
kursus kalau dia tidak bagi sebelum pun, semasa jadi ketua bidang
dia bagi secara berkala ke sebulan sekali ke atau pun ni setahun pun
tidak ada langsung(GKMP1)

3.2.2 Penyediaan Garis Panduan Khusus

Dapatan kajian juga mencadangkan penyediaan garis panduan seperti mana


yang dibuat untuk kumpulan guru lain di sekolah seperti Ketua Panitia dan Penolong
Kanan. Tugasan harian mereka berfokus disebabkan adanya garis panduan khusus.
Sebaliknya, GKMP hanya berpandukan arahan semasa daripada pihak atasan
standard khusus untuk GKMP perlu ada. Saranan ini sebenarnya
merangkumi skop yang lebih besar seperti yang dinyatakan oleh KP3
Kalau bolehlah dibuat satu garis panduan yang tetaplah macam tugastugas pengetua, penolong kanan pentadbiran yang sekata seluruh
Malaysia(GKMP3).

Cadangan ini perlu diambil perhatian memandangkan GKMP terpaksa


mengawal selia guru-guru di bawah bidangnya yang pelbagai opsyen. Malah ada
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dalam kalangan guru di bawah seliaannya terdiri daripada guru-guru yang lebih tinggi
jawatannya dari segi gred
kalau mereka diberikan satu panduan apa yang perlu
dibuat dengan standard yang khusus sekurang-kurangnya
mereka boleh mengawal panitia di bawah nya ataupun bidang
masing-masing(PK1).

3.2.3 Penyeragaman Tugas

Cadangan penyeragaman tugas dilakukan supaya tidak berlaku pertindanan


tugas dan peranan di antara GKMP dan Ketua Panitia. Perkara ini perlu diselesaikan
supaya tidak berlaku konflik dan merencatkan tugas bidang mata pelajaran yang
dipimpinnya
Pada saya pertamanya agihan tugas tadi mesti jelas sebab kita
tidak tahu bidang tugas ketua bidang takut-takut bertindih tugas
dengan Ketua Panitia(GKMP4).

3.3

Keperluan Dalam Membangunkan Model Standard Kompetensi

Dapatan kajian telah mengesahkan bahawa sememangnya terdapat keperluan


membina model standard kompetensi khusus untuk GKMP seperti yang dinyatakan
oleh peserta kajian. Keperluan dalam membangunkan model standard kompetensi
menunjukkan bahawa perlunya kajian ini dilaksanakan.
Kami rasa sangat perlu lah sebab at least jadi guideline tidak lah
kita main terjah je.. Sebab kita deal dengan banyak orang kita deal
dengan orang atas dan orang bawah kita ni tengah-tengah backfire
dengan kita juga jadi sangat perlulah...(GKMP3)

Pandangan GKMP tentang keperluan ini kebanyakannya berdasarkan rasional


atau pengalaman mereka. Sebagai penyandang jawatan tersebut GKMP sangat
berharap agar perlu diwujudkan satu model standard kompetensi khusus untuk
mereka.
untuk menjadi ketua bidang atau guru kanan yang efektif saya tahu
arah tujunya saya rasa perlu kepada model standard kompetensi ini
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sangat perlu supaya dapat jadi panduan kepada guru kanan itu sendiri
(GKMP3).

Untuk menjadikan standard kompetensi itu lebih mantap sekiranya


dibangunkan ia perlulah didokumenkan. Keperluan kajian ini turut disahkan oleh
Ketua-Ketua Panitia yang juga terlibat secara langsung di bawah GKMP atau ketua
bidang ini. Rata-rata mereka menyuarakan tentang keperluan dibangunkan standard
untuk guru kanan ini. Pendapat dan cadangan Ketua Panitia ini merujuk kepada
pentingnya GKMP sebagai role model kepada guru-guru di bawah bidangnya.
saya rasa memang sangat perlu pembinaan standard kompetensi
untuk mereka ni sebab ini akan memberi garis panduan apa yang
sepatutnya dia buat(KP2.
.
Ketua Panitia seterusnya mengaitkan keperluan ini dengan kumpulan guru
permulaan yang telah disediakan satu standard iaitu Standard Guru Malaysia (SGM).
Begitu juga dengan bidang-bidang yang lain yang memerlukan standard yang khusus.
dari segi standard tu kalau nak kata perlu saya rasa memang
perlu sebab nak jadi guru lagi ada SGM apa lagi untuk jadi guru
kanan kan memang perlu dia ada standard tu(KP4)

Keperluan membangunkan standard kompetensi khusus untuk GKMP ini


bukannya satu retorik tetapi atas beberapa justifikasi yang didasarkan kepada
pengalaman, pergaulan dan juga atas kapasiti sebagai rakan sejawat dalam organisasi
yang sama.
kalau kita dah ada standard ni saya ingat ketua bidang
kerja lebih smart lagilah(GKMP1).

4.0

PERBINCANGAN

Daripada dapatan kajian telah dikenal pasti isu dan masalah yang dihadapi
oleh GKMP iaitu dari segi pengupayaan, ketiadaan garis panduan, ketidakcekapan
atau kompeten dan ketiadaan arahan yang jelas dalam menjalankan tugas. Masalahmasalah yang dikenal pasti ini selari dengan dapatan Brian (2012) iaitu sebagai calon
pengganti utama pengetua berdasarkan hierarki, Penolong Kanan dan GKMP kurang
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dilengkapkan dengan ilmu kepengetuaan.

Ini menjurus kepada kurangnya

pengetahuan dan kemahiran dalam kalangan GKMP yang terhad disebabkan struktur
organisasi sekolah. Punca yang menyumbang kepada masalah ini termasuklah tiada
pengupayaan yang ada pada mereka (Jarvis, 2010). Seterusnya, menurut StoneJohnson (2013) GKMP akan berhadapan atau dilabelkan sebagai pemimpin yang
kurang bertanggungjawab.

Dapatan kajian juga turut mengusulkan supaya GKMP diberikan kursus dan
latihan sebelum dan semasa menyandang jawatan tersebut. Perkara ini pernah
dikemukakan oleh Earley & Fletcher-Campbell (1989) yang mendapati GKMP tidak
diberikan latihan yang mencukupi untuk melaksanakan amanah dan tanggung
jawabnya. Penyelidikan seterusnya juga menunjukkan masih terdapat kekurangan dari
segi latihan yang berkesan untuk GKMP. Kajian Adey (2000) mendapati bahawa
daripada 112 GKMP yang dikaji, 57.4% menyatakan bahawa mereka telah lama tidak
diberikan latihan agar peranan mereka lebih berkesan. Cadangan ini bukan sahaja
melibatkan kursus dan latihan tetapi juga menyediakan garis panduan khusus dan
menyeragamkan tugas GKMP. Pandangan ini dijelaskan oleh Benjamin & Jane
(2014)

yang menyatakan bahawa sekolah adalah ruang untuk membina identiti,

peluang untuk belajar, berkongsi ruang, penemuan, eksperimen, bekerjasama dengan


satu sama lain. Dalam usaha memartabatkan profesion perguruan, Bahagian
Pendidikan Guru (BPG) sebagai agensi pelaksana perlu memastikan pembangunan
profesionalisme berterusan (CPD) guru sentiasa berprestasi tinggi dan kompeten
(BPPDP, 2011). Keperluan kursus dan latihan yang dicadangkan peserta kajian
senada dengan

transformasi amalan CPD yang dilaksanakan oleh Bahagian

Pendidikan Guru dengan menekankan inisiatif kendiri guru dan tidak lagi secara
berpusat (BPG, 2014). Keperluan membangunkan satu standard kompetensi seperti
yang disahkan oleh peserta kajian secara tidak langsung menunjukkan perlunya kajian
ini dilakukan. Seperti yang ditegaskan Saedah dan Mohammed Sani (2012), tanpa
satu standard kompetensi dalam bidang perguruan akan menimbulkan masalah
perkhidmatan, tekanan kerja, konflik peranan, kekaburan peranan, tiada satu sistem
sokongan sosial dari pengetua dan rakan sekerja. Implikasinya akan menyebabkan
guru meletak jawatan atau bersara awal, dan berlakunya burnout dalam kalangan
GKMP.

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5.0

KESIMPULAN
Bertepatan dengan anjakan kelima dalam Pelan Pembangunan Pendidikan

Malaysia 2013-2025 untuk mengekalkan pemimpin berprestasi tinggi di setiap


sekolah, keperluan membangunkan model standard kompetensi untuk GKMP dilihat
sebagai satu langkah proaktif yang sepatutnya diberikan keutamaan. Meskipun
terdapat pelbagai masalah yang dikenal pasti menghantui GKMP selama ini, peserta
kajian bersikap optimis untuk menyelesaikannya. Masalah yang dikenal pasti harus
disusuli dengan usaha penyelesaian yang berterusan mampu mengangkat profesion
keguruan khususnya dalam kalangan GKMP. Sebagai pemimpin futuristik, GKMP
perlu dilengkapkan dengan ilmu pengetahuan, kemahiran dan atribut peribadi supaya
dapat mengekalkan kecemerlangan berterusan. Kecemerlangan ini berdasarkan
standard kompetensi GKMP yang akan memberikan impak dari segi idea dan
pemikiran kepada organisasi semasa dan masa depan. Akhirnya, mereka dapat
meletakkan asas yang kukuh yang mampu menunjangi kejayaan organisasi yang
dipimpinnya.

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334

PANDANGAN MAJIKAN TERHADAP TAHAP KEMAHIRAN SOSIAL


PERANTIS PROGRAM SISTEM LATIHAN DUAL NASIONAL (SLDN)
Norhayati Yahaya1, Mohamad Sattar Rasul2, Ruhizan Mohamad Yasin3
1,2,3

Universiti Kebangsaan Malaysia

y.norhayati@siswa.ukm.edu.my, drsattar@ukm.edu.my, ruhizan@ukm.edu.my

ABSTRAK

Ketidaksepadanan antara kemahiran yang diperlukan oleh industri dengan


kemahiran yang dimiliki oleh graduan merupakan salah satu punca
kesukaran graduan memperoleh kerjaya. Masalah jurang kemahiran ini perlu
dilihat di kedua-dua tempat iaitu institusi latihan kemahiran dan industri yang
terlibat. Tujuan kajian ini dijalankan adalah untuk menjelaskan keadaan atau
situasi semasa bagi kemahiran sosial yang dimiliki oleh perantis program
SLDN di Malaysia. Responden kajian ini adalah melibatkan majikan daripada
pelbagai bidang. Kajian ini menggunakan pendekatan kualitatif di mana sesi
perbincangan berfokus (FGD) dilaksanakan ke atas responden kajian. Data
dianalisis secara tematik dengan menggunakan perisian Atlas.ti versi 7. Hasil
dapatan kajian, beberapa tema terbentuk iaitu bersikap negatif, tidak
bersedia, pengurusan masa yang kurang cekap dan penampilan diri yang
kurang sesuai.

Kata kunci : Sistem Latihan Dual Nasional (SLDN), kemahiran sosial

1.0

PENDAHULUAN
Sejajar dengan pembangunan negara yang semakin pesat telah mendorong

peningkatan terhadap keperluan tenaga kerja mahir yang kompeten dan berdaya saing.
Mesyuarat Jemaah Menteri pada 19 Mei 2004 telah meluluskan pelaksanaan SLDN
untuk membangunkan modal insan Malaysia yang berkemahiran tinggi dan
berpengetahuan bagi memenuhi kehendak industri semasa (M. Sail, R., Md Aroff, A.
R, Abu Samah, A., Hamzah, A., Mohd Noah, S., Kasa, Z., 2008). Pada penghujung
Rancangan Malaysia Kelapan, program SLDN mula diperkenalkan. Program ini
diperkembangkan

sepanjang

tempoh

Rancangan
335

Malaysia

Kesembilan

dan

Rancangan Malaysia Kesepuluh iaitu pada tahun 2006 hingga 2015. Golongan sasar
juga diperluaskan kepada pelajar tercicir, pekerja sedia ada, lepasan sekolah, graduan
menganggur dan perantis yang telah memiliki Sijil Kemahiran Malaysia Tahap 2
untuk meningkatkan tahap kemahiran kepada tahap yang lebih tinggi (JPK, 2014). Ini
membuktikan betapa Malaysia serius dalam menghasilkan sumber manusia atau
modal insan holistik negara ini.

Malaysia memerlukan tenaga mahir bagi memacu pertumbuhan ekonomi


untuk menjadi sebuah negara berpendapatan tinggi (Ramlee & Rohana, 2013; Yao
Sua Tan, 2011). Kajian-kajian lepas mendapati graduan Institusi Latihan Kemahiran
adalah lemah dalam kemahiran insaniah (UPM, 2012; JTM, 2012) merangkumi
kemahiran sosial seperti kemahiran komunikasi, kerja berpasukan, membuat
keputusan dan kepimpinan. Ini disokong oleh kajian M. Sail, R. dan Alavi, K. (2010)
yang

mendedahkan

bahawa

kebanyakan

institusi

latihan

kemahiran

tidak

memfokuskan dan mengambil kira kemahiran sosial sebagai suatu aspek yang perlu
pada perantis. Masalah mengintegrasikan elemen kemahiran sosial ke dalam
pengajaran dibangkitkan oleh tenaga pengajar kerana kurikulum kemahiran sosial
adalah tidak jelas dan pengajar kesuntukan masa untuk menumpukan pengajaran
kemahiran sosial semasa proses pengajaran dan pembelajaran (Yahya, 2006). Maka
kajian ini berusaha untuk memastikan aspek kemahiran sosial dipenuhi dalam
program SLDN.

Pada masa ini, Malaysia mempunyai sebanyak 77 peratus tenaga kerja yang
mempunyai pendidikan selama 11 tahun sehingga Sijil Pelajaran Malaysia (SPM)
atau yang setaraf dengannya dan hanya mempunyai 28 peratus tenaga kerja daripada
kategori pekerja mahir (Rancangan Malaysia Kesepuluh

2011 2015). Jumlah

peratusan pekerja mahir menunjukkan Malaysia berada di bawah paras rujukan


negara membangun di mana kadar minimum pekerja mahir adalah sebanyak 35
hingga 40 peratus (JPK, 2011). Tahap kemahiran pekerja mahir di negara ini jauh
lebih rendah berbanding beberapa negara maju seperti Singapura (49%), Korea
Selatan (36%) dan Taiwan (33%) (Bernama, 2013; Dewan Ekonomi, 2014; Berita
Harian, 2015).

336

2.0

KONSEP PERANTISAN SISTEM LATIHAN DUAL NASIONAL

(SLDN)

Pelaksanaan SLDN terbahagi kepada SLDN Sedia Ada, SLDN Khas, SLDN
Insentif, SLDN Peningkatan Tahap dan SLDN In-House Training. Walaupun terdapat
beberapa kaedah SLDN yang diperkenalkan oleh Jabatan Pembangunan Kemahiran
tetapi konsep asasnya adalah sama (JPK, 2013). Konsep Asas SLDN ialah latihan
dwilokasi iaitu 20 hingga 30 peratus latihan di institusi latihan dan 70 hingga 80
peratus latihan di industri. Kurikulum latihan SLDN adalah berdasarkan Kurikulum
SLDN dan Standard Kemahiran Pekerjaan Kebangsaan (NOSS) yang dibangunkan
oleh pakar dalam sesuatu bidang latihan pekerjaan. Perantis dibenarkan untuk
menjalani latihan secara day release atau block release. Pendekatan day release
adalah latihan yang dijalankan selama 3 hingga 4 hari dalam seminggu di industri dan
1 hingga 2 hari di institusi latihan. Manakala pendekatan block release adalah latihan
berterusan selama 3 hingga 4 bulan di industri dan 1 hingga 2 bulan dalam satu
semester. Tempoh latihan adalah bergantung kepada lima tahap persijilan (JPK,
2011) yang ditawarkan dalam Sistem Persijilan Kemahiran Malaysia iaitu Sijil
Kemahiran Malaysia (SKM) Tahap 1, SKM Tahap 2, SKM Tahap 3, Diploma
Kemahiran Malaysia (DKM) Tahap 4 dan Diploma Lanjutan Kemahiran Malaysia
(DLKM) Tahap 5. Takrifan Tahap dalam Sistem Persijilan Kemahiran Malaysia
(SPKM) adalah seperti berikut :
Jadual 1 Takrifan Tahap dalam SPKM
Tahap

Takrifan

SKM 1

Terampil melakukan pelbagai aktiviti kerja, sebahagian besarnya adalah lazim dilakukan dan boleh dijangka

SKM 2

Terampil melakukan pelbagai aktiviti kerja di dalam pelbagai konteks, sebahagiannya adalah tidak lazim
dilakukan serta memerlukan tanggungjawab dan autonomi diri

SKM 3

Terampil melakukan pelbagai aktiviti kerja di dalam pelbagai konteks, kebanyakannya adalah kompleks dan
tidak lazim dilakukan. Mempunyai tanggungjawab dan autonomi diri yang tinggi di samping mengawal dan
memberi panduan kepada yang lain

DKM

Terampil melakukan pelbagai aktiviti kerja teknikal dan profesional yang luas skop dan konteksnya.
Mempunyai tanggungjawab dan autonomi diri yang tinggi di samping lazim bertanggungjawab terhadap kerja
orang lain dan agihan sumber-sumber

DLKM

Terampil menggunakan pelbagai prinsip asas dan teknik yang kompleks di dalam skop yang luas serta selalu
tidak dijangka. Mempunyai tanggungjawab dan autonomi diri yang sangat tinggi serta bertanggungjawab
terhadap kerja orang lain dan agihan sumber-sumber. Bertanggungjawab juga terhadap analisis, diagnosis,
rekabentuk, perancangan, pengendalian dan penilaian

(Sumber : Jabatan Pembangunan Kemahiran, 2012)

Kebanyakan kajian sistem perantisan yang dijalankan di luar negara


memfokuskan kepada negara-negara maju seperti Jerman, Australia, Kanada,
337

Amerika Syarikat dan United Kingdom yang telah mendapat pengiktirafan di


peringkat antarabangsa. Selain itu, terdapat juga kajian di negara-negara membangun
seperti Mesir, Indonesia, India, Afrika Selatan dan Turki. Perbandingan sistem
perantisan di negara maju dan negara membangun (Smith, E. & Kemmis, R.B, 2013)
ditunjukkan dalam Jadual 1 di Lampiran A.

Majoriti menunjukkan golongan sasaran dalam pelaksanaan sistem perantisan di luar


negara adalah golongan belia. Diikuti oleh golongan kelainan upaya dan kumpulan
dewasa. Negara maju yang hanya menumpukan pada satu golongan sasar adalah
Kanada iaitu kumpulan dewasa sebaliknya negara membangun iaitu Turki
memfokuskan kepada golongan belia sahaja. Kadar peratusan tamat pengajian yang
tinggi dapat dilihat di Mesir, Perancis, Jerman dan Turki iaitu melebihi 80 peratus.
Manakala peratusan tamat pengajian yang rendah adalah di Australia, Kanada dan
Amerika Syarikat. Perantis dibayar sebagai pekerja di semua negara maju termasuk
dua negara membangun, Afrika Selatan dan Turki. Walaupun perantis di Turki
dibayar tetapi perantis tidak dianggap sebagai pekerja formal. Gaji atau elaun
dijadikan insentif di negara membangun seperti di Mesir, Indonesia dan India. Sistem
perantisan dalam sektor awam dilaksanakan di Australia, Kanada, United Kingdom,
Perancis, Amerika Syarikat, Mesir dan Turki. Dua negara membangun iaitu Indonesia
dan India tidak melibatkan sektor awam dalam pelaksanaan sistem perantisan.

Kelebihan sistem perantisan di negara maju adalah kadar penyertaan yang


menggalakkan hasil daripada sokongan daripada pelbagai pihak yang terlibat. Di
negara membangun, tarikan untuk perantis menyertai sistem perantisan adalah
peluang pekerjaan yang tersedia. Setiap negara masing-masing menghadapi kesukaran
dalam melaksanakan sistem perantisan. Antara kelemahan di negara membangun
ialah laluan kepada pendidikan tinggi kurang jelas, kerumitan sistem dan status TVET
yang dianggap kelas kedua.

2.1

KOMPETENSI KEMAHIRAN SOSIAL

Kemahiran sosial merupakan satu elemen tambahan di dalam latihan


kemahiran yang mana ianya mampu memberi kesan terhadap hubungan sosial di
antara pekerja, majikan, rakan sekerja dan pelanggan bagi sektor perkhidmatan.
338

Kemahiran sosial adalah berkaitan dengan cara berkomunikasi, menyelesaikan


masalah, menilai sesuatu secara konseptual, berhubung dengan orang lain dan
berkebolehan melakukan pelbagai tugas mengikut keutamaan.

3.0

TUJUAN KAJIAN

Kajian ini merupakan Explanatory Research yang bertujuan untuk


menjelaskan keadaan atau situasi semasa kemahiran sosial yang dimiliki oleh perantis
program SLDN di Malaysia (Neuman, 2012). Kajian ini melibatkan majikan daripada
pelbagai bidang yang terlibat dalam program SLDN.
4.0

METODOLOGI KAJIAN

Kajian ini menggunakan pendekatan kualitatif. Sesi perbincangan berfokus


(FGD) dilaksanakan ke atas responden kajian iaitu 29 orang majikan daripada
pelbagai bidang. FGD terdiri daripada lima kumpulan dimana empat kumpulan terdiri
daripada enam orang ahli manakala satu kumpulan lagi terdiri daripada lima orang
ahli. Seorang moderator dibantu dengan pembantu moderator untuk menjalankan
FGD selama dua jam. Panduan/ Protokol FGD yang mengandungi aspek-aspek seperti
tajuk, arahan kepada peserta dan soalan-soalan disediakan. Persetujuan perlu
diperoleh terlebih dahulu daripada responden melalui surat kebenaran peserta kajian
sebelum FGD dijalankan. Soalan-soalan dibangunkan sendiri oleh penyelidik.

Tujuan mengadakan FGD supaya responden kajian dapat berkumpul secara


bebas bagi memberikan gambaran, berbincang, meluahkan pendapat yang tulen dan
dapat memberi maklumat di dalam kajian. Yang paling penting, ahli kumpulan dapat
memberi maklumbalas yang bernilai. Semua jawapan responden direkodkan melalui
pita rakaman yang kemudiannya ditranskripsikan (alih dari suara kepada tulisan)
secara manual. Transkrip FGD dibaca berulang kali untuk mendapatkan gambaran
yang menyeluruh tentang perkara yang dikaji. Data dianalisis menggunakan perisian
Atlas.ti versi 7 secara analisis tematik (Stirling, 2001). Tema dibentuk bagi
memudahkan proses refleksi dan perbincangan.

339

5.0

DAPATAN KAJIAN
Jadual 2 menunjukkan demografi majikan yang terlibat bagi kajian ini.
Jadual 2 Demografi Majikan
Faktor demografi

Faktor

Frekuensi

Peratus (%)

Gender

29

Lelaki

13

44.8

Perempuan

16

55.2

Bangsa

29

Melayu

14

48.3

Cina

17.2

India

10

34.5

Peruncitan

13.8

Kecantikan

13.8

Dandanan Rambut

13.8

Elektrikal

10.3

Elektronik

10.3

Komposit

17.2

Mekanikal

20.8

Bidang

29

Hasil analisa yang dijalankan, terdapat beberapa maklum balas yang diperoleh
daripada pihak majikan yang berkaitan dengan tahap kemahiran sosial perantis
SLDN, antaranya adalah seperti berikut:
Ada yang ikut arahan dan ada yang main-main. Sikap tu lebih kepada individu lah, saya tak kata
mereka semua main-main & tak serius. Tapi kalau kita arahkan untuk mereka buat, baru lah mereka
buat Majikan Syarikat A
Kalau mesin rosak, kami akan minta perantis ni kenalpasti kenapa. Kami nak tengok sejauh mana
mereka boleh buat. Kadang-kadang mereka ni senyap je. Langsung tak nak bertanya. Boleh ke tak
boleh ke kami pun tak pasti. Majikan Syarikat B
Masa tengah dalam perbincanganphone perantis tu berderingboleh dia kata kat kami tunggu
kejap ya saya kena jawab panggilan nipatutnya mereka kena la off handphone tu dulu Majikan
Syarikat C
ada tu bila saya tanya soalan yang agak mencabar dan dia tak boleh jawab soalan tu dan tak suka
soalan tuterus buat muka boringmasam muka Majikan Syarikat D
datang keje lambat.ini sikap yang tak baguskita perlukan pekerja yang berkualiti. Majikan
Syarikat E
tak perlulah berpakaian casualtechnician buat kerja kat line productiontapi mesti kemas
janganlah pakai seliparjanganlah pakai jeans koyak-koyakrambut panjang. Majikan
Syarikat F

Kenyataan di atas menggambarkan beberapa tema yang terbentuk berkaitan


dengan tahap kemahiran sosial perantis SLDN iaitu bersikap negatif, tidak bersedia,
pengurusan masa yang kurang cekap dan penampilan diri yang kurang sesuai.

340

6.0

KESIMPULAN

Hasil daripada kajian ini, penyelidik mendapati majikan memerlukan pekerjapekerja yang bukan sahaja mempunyai kemahiran teknikal tetapi pekerja-pekerja
yang mempunyai peribadi atau sikap positif yang mempengaruhi prestasi di tempat
kerja (Mohamad Sattar, Md Yusof, Napsiah, Rashid, Rose Amnah, 2009). Oleh itu,
penemuan kajian ini diharap dapat menjadi panduan kepada pihak yang berkenaan
supaya dapat lebih memahami senario yang berlaku dalam pelaksanaan SLDN
terutamanya dalam aspek kebolehkerjaan.
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Behavioral

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56,

348-356.

Lampiran A
Jadual 3 Analisis perbandingan sistem perantisan negara maju dan negara membangun

Negara

Golongan
sasar

Kadar
tamat
pengajian
(%)
50

Status
pekerjaan
perantis

Australia

Belia,
dewasa,
kelainan
upaya

Perantis
dibayar
sebagai
pekerja

Kanada

Dewasa

50

Perantis
dibayar
sebagai
pekerja

United
Kingdom

Belia,
dewasa,
kelainan
upaya

< 50

Perantis
dibayar
sebagai
pekerja

Perancis

Belia,
kelainan
upaya

80

Perantis
dibayar
sebagai
pekerja

Jerman

Belia,
kelainan
upaya

80

Perantis
dibayar
sebagai
pekerja

Kewujudan
perantisan
dalam sektor
awam
Perantisan
terdapat di
jabatan
kerajaan
Perantisan di
tempat yang
mempunyai
alat-alat
milik
kerajaan
Perantisan
terdapat di
jabatan kerajaan

Perantisan
terdapat di
jabatan
kerajaan
Perantisan di
tempat yang
mempunyai
alat-alat
milik
kerajaan
Perantisan
terdapat di
jabatan
kerajaan
Perantisan di
tempat yang
mempunyai
alat-alat
milik
kerajaan

Perantisan di
tempat yang
mempunyai
alat-alat
milik
kerajaan

345

Kelebihan

Kekurangan

Kadar penyertaan
Kelayakan
Penglibatan dalam
sistem
Imej / jenama

Minoriti / kadar
penyertaan wanita /
pendatang dan halangan
Perbezaan dalam negara
/ persekutuan dan negeri
/ wilayah berkenaan
dengan perantisan
Isu-isu penilaian keyakinan, piawaian

geran perantisan
persekutuan
pelbagai sokongan
kepada perantis

Minoriti / kadar
penyertaan wanita /
pendatang dan halangan
Hubungan dengan
lepasan sekolah /
sekolah / kerjaya
bimbingan / kesedaran
Berat sebelah kepada
universiti
Kerumitan sistem
Isu-isu penilaian keyakinan, piawaian
Pembiayaan

Kadar penyertaan
(Peluang diperluaskan
kepada lingkungan
umur yang lebih besar)
Struktur bagi industri
kecil
Manfaat kepada
majikan - produktiviti
/ pengambilan / latihan
/ fleksibiliti / retention
Kadar penyertaan
High
retention/completion
rate
Kelayakan
Pekerjaan Siswazah
Komponen sistem
berprestasi terbaik
Perkembangan melalui
tahap
Peralihan sekolah
kepada kerja
Kadar penyertaan
High
retention/completion
rate
Kelayakan
Struktur bagi industri
kecil
Penglibatan dalam
sistem
Pekerja produktif
Pekerjaan Siswazah
Imej / jenama
Integrasi dengan
pasaran buruh
Pendekatan pragmatik
bagi syarikat-syarikat
Syarikat-syarikat pakar
boleh bekerja dengan

Kurang kerjasama untuk


beberapa kumpulan sektor
/ wilayah / peserta sahaja.

Kurang kerjasama untuk


beberapa kumpulan
sektor / wilayah /
peserta sahaja.

Amerika
Syarikat

Dewasa,
kelainan
upaya

50

Perantis
dibayar
sebagai
pekerja

Perantisan
terdapat di
jabatan kerajaan
(Perkhidmatan
bomba,
pembetulan dan
tentera)

Mesir

Belia,
kelainan
upaya

80

Gaji/elaun
sahaja

Indonesia

Belia &
Dewasa

< 50

Gaji/elaun
sahaja

Perantisan
terdapat di
jabatan
kerajaan
(Kejururawat
an)
Perantisan di
tempat yang
mempunyai
alat-alat
milik
kerajaan
-

India

Belia,
kelainan
upaya

< 50

Gaji/elaun
sahaja

Afrika
Selatan

Belia &
Dewasa

< 50

Perantis
dibayar
sebagai
pekerja

Perantisan di
tempat yang
mempunyai
alat-alat milik
kerajaan

orang lain
Syarikat menyokong
model / pengambilan
Kelayakan
Manfaat kepada
majikan - produktiviti
/ pengambilan / latihan
/ fleksibiliti / retention
Penajaan program

Kelayakan
Pekerjaan Siswazah
Pihak berkepentingan
dan kakitangan yang
setia

Pekerja produktif
Menyumbang kepada
tabung kemahiran /
kualiti
Manfaat kepada
majikan - produktiviti
/ pengambilan / latihan
/ fleksibiliti / retention
Memenuhi keperluan
perniagaan
Menanamkan nilainilai syarikat
Pembangunan kerjaya
meningkatkan jumlah
peluang kerja

Sokongan kerajaan
Hubungan dengan
lepasan sekolah /
sekolah / kerjaya
bimbingan / kesedaran
Berat sebelah kepada
universiti
Pembiayaan
Kerumitan system
TVET mempunyai
status yang rendah
Laluan kepada
pendidikan tinggi
Sokongan kerajaan
Hubungan dengan
lepasan sekolah /
sekolah / kerjaya
bimbingan / kesedaran
Pelbagai skim
kebangsaan
TVET mempunyai
status yang rendah
Perbezaan dalam negara /
persekutuan dan negeri /
wilayah berkenaan dengan
perantisan

TVET mempunyai
status yang rendah
Kurang hubungan
dengan industri
Status sosial pelatih
adalah rendah
Majikan membayar gaji
rendah
Tempoh kerja yang
panjang
Tidak meliputi sektor
perkhidmatan
Kekurangan jurulatih
Kurang penumpuan
antara agensi
Kurikulum tidak
fleksibel
Terhad kepada bidang
teknikal
Kekurangan kontrak
yang membolehkan
pelatih diambil kerja

meningkatkan
jumlah peluang kerja
menyediakan lebih
banyak peluang
pembangunan
kemahiran untuk
penganggur
Turki
Belia
80
Perantis
Perantisan
Kadar penyertaan
Laluan kepada
dibayar,
terdapat di
pendidikan tinggi
High
tetapi
jabatan kerajaan
retention/completion
Minoriti / kadar
bukan
(sebilangan
rate
penyertaan wanita /
sebagai
kecil)
pendatang dan halangan
Ditubuhkan struktur
pekerja
peraturan / undang Pelbagai skim
formal
undang
kebangsaan
(Sumber : International Labour Organization, International Bank for Reconstruction and Development/ The World Bank, 2013)

346

INTELLIGENT DECISION SUPPORT SYSTEM FOR POVERTY RELIEF


DISTRIBUTION (1AZAM SCHEME): A PRELIMINARY STUDY
Noraida Haji Ali1, Azwani Abdul Manan2, Masita @ Masila Binti Abdul Jalil3
1,2,3

Universiti Malaysia Terengganu

aida@umt.edu.my, gsk2122@pps.umt.edu.my, masita@umt.edu.my

ABSTRACT

Poverty is a global issue either to poor country or to developing country.


Mostly for many poor countries that was once colonized, poverty is a major
issue that needs effective programs for poverty relief. A e-kasih database has
been developed to facilitate the registration of households across the country.
Besides, to assist in planning, implementing and monitoring poverty
programs.With minimal observation, the process of selecting eligible
participants might cause biased and also repeatedly deviations distribution.
Development of Intelligent Decision Support System model is to decide the
selection of beneficiaries who are really worth and engage with any poverty
relief programs under Social Welfare Department. This study proposed
Intelligent Decision Support System (IDSS) model as known 1A-FDS using
fuzzy AHP method approach to present initial studies toward and how IDSS
make selection of poverty relief program beneficiaries.

Key words: Poverty Relief, Intelligent Decision Support System, Fuzzy AHP

1.0

INTRODUCTION

The World Bank says poverty is referred to as the inability of a person to


achieve a minimum standard of living in terms of nutritional needs, use and level of
involvement. One of the National Key Result Areas (NKRA) through the Government
Transformation Programme is to improve the living standards of low-income people
or Low Income Household (LIH). Poverty defined as the lack of income and inability
of individuals and households to meet daily living needs or requirements (Mohd
Ayop, 2013). Others state absolute poverty is a situation in which the gross monthly
347

income for a family that was not enough to buy a minimum requirement for expert
content (Siti Hadijah & Roslan, 2011).To ensure the welfare of these people, the
government tried to identify of all household heads (Ketua Isi Rumah KIR) which
fall under the category Low Income Household (LIH). Two types of strategies used
by the government which are schemes or programs that increase productivity and a
scheme or program which provide facilities, help or aid basic needs (Mohamed Zahir,
2006). The government is very concerned and held the initiatives to reduce poverty
through the Period End Poverty programs (1AZAM).

AZAM Tani, Azam Niaga, AZAM Khidmat, AZAM Kerja, AZAM Sabah and
AZAM Sarawak are 6 areas 1AZAM managed by several ministries and agencies.
All programs are supervised by the implementing agencies NKRA-LIH such as
Ministry of Women, Family and Community Development that provides the
opportunities to increase income to the poor through a combination of employment
and entrepreneurship. Self-sufficiency intensive such BR1M continues to be
distributed by the government although this intensive cannot help generate further
income producing them out of poverty but able to ensure survival of poor.

Based on the statistics in February 2012, there were 66, 243 households that
have registered with e-Kasih and as participants in 1AZAM programs. In Terengganu,
the district's population consists of 29.9 percent of coastal fishing communities which
recorded the highest number of KIR total of 10,115 (MPK, 2012). e-Kasih system
plays a very important role by providing information about KIR and match the
programs or intensive provided. The extraction of information from e-Kasih and
matching process was done manually and concept registration by e-Kasih also
produce the duplicate and attrition of information, which are that supposed to receive
the fund are not included, while those who do not qualify are listed in this system.

The information obtained during the census and bleaching when repeat visits
do not appear to be accurate and not feasible, this list (e-kasih database) will be
excluded from the original category and not to be considered to receive fund under the
program poverty reliefs. This research is important to ensure poverty alleviation
programs or funds are delivering to poverty legitimate beneficiaries.

348

2.0

LITERATURE REVIEW

2.1

Poverty Reduction

Poor are define based on the minimum monthly household income below
RM760 the peninsula, more than RM1, 050 in Sabah and RM910 in Sarawak. While
extreme poverty is income below RM460 down in peninsula, more than RM630 in
Sabah and less than RM590 in Sarawak. Low income households are income less than
RM2300 to the peninsula, Sabah and Sarawak (Pelan Transformasi Jabatan Kebajikan
Masyarakat 2011-2015). Extreme Poverty Group is that each family of five members
(Example: husband, his wife and three children) live below the poverty if their gross
income is less than RM800 month (Ungku Aziz, 2012). Through the Ninth Malaysia
Plan (RMK-9), the country managed to reduce the poverty rate to 2.8 percent in 2010.
Overall poverty has declined significantly from 3.8% in 2009 to 1.7% in 2012. Sabah
recorded the highest poverty of 1.6 followed by Perlis (0.5), Sarawak and Sabah
respectively by 0.3 percentage recorded. For Terengganu, Perak and Pahang
percentage of poverty is at 0.2 (Economic Planning Unit, Level Poverty Line, 2012).
According to Alwi Abdullah Hj Hassan (2006), research entitled Kemiskinan
Di Kalangan Masyarakat Islam Di Malaysia: Kajian Terhadap Agensi- Agensi
Pembasmi Kemiskinan" study the problem of poverty among the Muslim community
in Selangor, with emphasis on the effectiveness of the agencies poverty eradication.
According to Saravanan (2011), the attrition problem is a major problem caused by
registration and census information is not complete, KIR are not registered with eKasih and registration information through NGOs that do not reach the intended. Bias
and inconsistent decision are inevitable if the decision-making process is totally
depends on intuition, subjective judgement or emotion (Rosmayati, 2010). Thus, the
development model proposed decision support system is expected to help in the fund
distribution so that it can be implemented in a more systematic and precise. The
engaged programs and funds is a transparent vital to ensure qualified participants will
be help given appropriate opportunities to change their lives, thus allowing them to be
very independent and for better life. The lack of transparency in the selection of
beneficiaries is a very large impact on the development for next generation. Model of

349

intelligent decision support system is a mechanism that can prevent this problem
occurs.

2.2

Decision Support System (DSS)

There is no standard and universal definition of DSS as different people with


different background have different views on DSS (Holsapple, 2008). According to
journal Decision Support and Business Intelligence Systems define DSS as a
computer based interactive system that can help the decision maker using the data and
model to solve the unstructured problems (Turban, 2011). DSS as a computerized
system with knowledge representation and knowledge processing in order to
strengthen decision making to be more productive, agile, innovative and reputable.
Power (2004) said there are a number of Decision Support Systems that can be
categorized into five types.

a. Communications-driven DSS purpose are to help conduct a meeting, or for


users to collaborate.
b. Data-driven DSS used to query a database or data warehouse to seek specific
answers for specific purposes.
c. Document-driven DSS is to search web pages and find documents on a
specific set of keywords or search terms.
d. Knowledge-driven DSS or 'knowledgebase' are they are known, are a catch-all
category covering a broad range of systems covering users within the
organization setting it up, but may also include others interacting with the
organization.
e. Model-driven DSS are complex systems that help analyze decisions or choose
between different options. These are used by managers and staff members of a
business, or people who interact with the organization, for a number of
purposes depending on how the model is set up.

350

Figure 1: Schematic View of DSS

DSS have the basic design that consists of user interface, data management
and model-based management (Hamidah et al, 2010). Figure 1 shows a schematic
view of DSS as defined by Turban (2007).There are five key approaches of DSS
defined based on the input they can handle and type of decision processes they can
support including communication driven, data-driven, document-driven, model-driven
and knowledge-driven DSS

2.3

Intelligent Decision Support System (IDSS)

Pervan et.al. claim there are types of DSS such as Personal DSS, Group
Support System, Intelligent DSS and large data centered System (EIS and data
warehouse). Intelligent decision support system is combination of DSS and field of
artificial intelligent (AI) that makes use of computer based mechanism to develop
intelligence systems. IDSS can be classed into two generations: the first involves the
use of rule-based expert system and second generation uses neural network, genetic
algorithm and fuzzy logic (Turban et al., 2005). Table 1 shown is the literature review
of research on Decision Support System Model

351

Table 1. Review of Research on Decision Support System


AUTHOR, YEAR
K.P Tripathi

DESCRIPTION

FUNCTION

Control on working of the staff at

Top management

various levels. Use for various

system

FIELD
DSS

functionalities specifically
maintaining attendance & generate
report for top management
Dr. Mark Littleboy

Modeling techniques and approaches

Biophysical Models

Multiple

used in Australia to improve the

For Dry land

Objective DSS

management and understanding of

Salinity

(MODSS)

E-business

Fuzzy Logic &

dry land salinity


(Hussein Fakhry, 2010)

Aid business executives in deciding


the appropriate e-business models to

DSS

use.
(Ily Amalina

Study proposed to develop a

Tourism Destination

Fuzzy AHP &

et.al,2010)

prototype system known as tourism

Choice system

DSS

advisory system (TAS)


(Hamidah Jantan et.al. ,

IDSS incorporating knowledge

Human Resource

Machine Learning

2010)

component (through case base, rule

Management

and IDSS

DSS

base, knowledge acquisition


subsystem or domain models) and
intelligent component (through an
intelligent advisory system, intelligent
supervisor or model solver) can
produce the intelligent applications
Evaristus DiDik

Determine Pyhsical Instrantructure

Fund allocation for

Madyatmadja

Fund

physical project

F.O Akinyemi

Preliminary design of the Geographic

Poverty

Geo-Information

Targeting Geo-Information System

Management

System and DSS

(GTGIS) which integrates various


GIS tools, socio-economic data
modelling and Decision Support
System (DSS)
Saelindri & Pratnya

System to help in selection of

Penerimaan

TOPSIS (Multi

Satria

students who receive aid

Bantuan Siswa

Attributes

Miskin (BSM)

Decision Making)
and DSS

352

3.0

METHODOLOGY

Ministry Of Women, Family and Community (KPWKM) through Social


Welfare Department has introduced 2 Years Exit Programme aimed at empowering
beneficiaries to become independent and productive within two years of fund
recipients (Buletin Kementerian Pembangunan Wanita, Keluarga Dan Masyarakat,
2014). Dato Sri Rohani Abdul Karim said at the Closing Ceremony National Seminar
on Productive Welfare on November 2014, Among the programs to be implemented
is 1AZAM, Geran Pelancaran, I-KIT, I-keuNita, Bazar Wanita Malaysia and
MAMACare. Total of 4,645 beneficiaries productive people has been offered Geran
Pelancaran. This shown, hardcore poor and poor are actually able to change their
lives if given the opportunity and space as financial assistance and training.

This section will discuss method of the recommended IDSS model (1A-FDS)
and framework illustration to determine 1AZAM recipients. 1AZAM recipient is has
multi criteria of poor indicator and also explores which criteria that have the highest
factor on determining the citizen poverty condition. The model used for determination
of 1AZAM recipients is FAHP. The Analytic Hierarchy Process is aimed at
facilitating decision-making in problems which involve multiple criteria. AHP method
set the decision problems in form of structured hierarchically at different levels, each
level consisting of a finite number of elements. The priorities represent the relative
importance of the decision elements at that level (Fiarni et al., 2013). Fuzzy Analytic
Hierarchy Process (FAHP) is a combination of fuzzy logic techniques that aim to
facilitate the assessment criteria that is not definitive (Kabir, 2011). The fuzzy set
theory is designed to deal with the extraction of the possible outcome from a variety
of information expressed in vague and imprecise terms (Wang, 2008).

The FAHP model provides priority weights for the 1AZAM receiver, based on
the KPWKM guidance and priority on multiple criteria on defining poverty. The
alternative with the highest priority weight is then selected for the recommendation.
Figure 2 shows the hierarchy is based on the level interest that been determined and
the goal is to select the poor from the all citizen data, based on schemes criteria. This
figure is based on Hierarchy tree for recommendation of SKTM recipient wrote by C.
Fiarni et.al.
353

Figure 2: Hierarchy tree for recommendation of SKTM recipient

4.0

RESEARCH METHODOLOGY

This study proposed to develop the intelligent decision support system for
distribution of poverty relief distribution by implement the proposed framework. The
research stages are:

a. Preliminary study
The goal is to understand material related to intelligent decision making system
and physical tools allocation.

b. Problem identification
Find general description of the current problem that to avoid non-legitimate
beneficiaries.

c. Literature review
Review literatures to determine the appropriate stages and good methodology,
which avoid us from neglected important factor or variables. Review theory from
books, journal and scientific articles.

354

d. Define data requirement and poverty profile criterias


i.

Identify poverty recipients criterias that state by the agencies (MAIDAM,


JKM & LKIM)

ii.

Direct observation and interview with related person are our focus in this
area. It can also be done by collecting data from any variables that can
influence the intelligent decision making of poverty relief distribution
allocation.

e. Develop Intelligent Decision Support System model for poverty relief


distribution.
i.

Create the decision support system that aligns with poverty profile &
recipients criteria.

ii.

Create flow chart for poverty relief transmission system that had
developed.

iii.

Create decision rules.

iv.

Matching the decision rules with poverty recipient criteria.

v.

Develop model for each component in flow chart.

vi.

Integrate those developed models.

f. Implementation
The model design implementation using software.

g. Test / Evaluate
To run User Acceptance Test (UAT) and Final Acceptance Test (FAT) whether
the proper application skill build including all the models.

5.0

CONCLUSION

This work identify the existing DSS in fund distribution and recommend new
framework to overcome these limitations. The outcome or main contributions from
this study to decide the selection of beneficiaries who are really worth and engage
1AZAM. FAHP used to evaluate each poor criterion in order to determine
beneficiaries and classification of real citizen poverty condition.
355

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358

HUBUNGAN ANTARA BUDAYA ORGANISASI DENGAN KETERLIBATAN


INDUSTRI DALAM PROGRAM SISTEM LATIHAN DUAL NASIONAL
(SLDN)
Sariyah Adam1,Mohamad Sattar Rasul2, Ruhizan mohamad Yasin3
1,2,3

Universiti Kebangsaan Malaysia

nasriyyah@yahoo.com, drsattar@ukm.edu.my

ABSTRAK

Industri di Malaysia telah menyatakan minat mereka dalam menyokong sektor


Teknikal dan Vokasional (TVET).Hakikatnya, kerjasama antara industri dan
Agensi TVET masih lemah dan perlu diperbaiki terutama dalam aspek
komitmen dari pihak industri.Program Sistem Latihan Dual Nasional (SLDN)
yang di adaptasi dari Negara Jerman ternyata tidak mencapai matlamat yang
diharapkan disebabkan keterlibatan industri yang tidak menggalakkan.Salah
satu faktor yang dikenalpasti menyumbang kepada keterlibatan industri yang
tidak menggalakkan ini adalah budaya organisasi di industri.Tujuan kertas
kerja ini adalah untuk memberi gambaran tentang hubungkait budaya
organisasi dengan keterlibatan industri dalam program SLDN.Juga
disertakan cadangan kepada pihak industri untuk membudayakan organisasi
di industri supaya dapat memberikan komitmen yang berterusan untuk
terlibat dalam program SLDN.

Kata kunci: Budaya organisasi, kerjasama, penglibatanindustri, Sistem


Latihan DualNasional (SLDN)

1.0

PENDAHULUAN

Keperluan untuk tenaga kerja yang berkemahiran tinggi boleh dicapai melalui
penglibatan industri yang aktif dalam TVET.Salah satu bentuk kerjasama yang
memerlukan penglibatan industridalam TVET adalah latihan kemahiran.Kerjasama
yang dibentuk dalam latihan kemahiran di antara pusat latihan dan industri dapat
melahirkan lebih ramai tenaga kerja mahir sejajar dengan wawasan Malaysia untuk
359

menjadi negara maju berpendapatan tinggi pada tahun 2020. Di Malaysia,


penglibatan industri dalam latihan kemahiran dilihat masih kurang menggalakkan.
Soo & Salleh (1997) dalam Mohd Kamarul Afandi (2013) menyatakan bahawa tahap
kerjasama antara industri dan institusi di Malaysia dalam pendidikan teknik dan
vokasional (PTV) adalah masih rendah dan terdapat banyak ruang untuk
penambahbaikan.

Salah satu faktor yang memainkan peranan dalam penglibatan industri dalam
latihan kemahiran adalah budaya organisasi di industri itu sendiri. Menurut Beach
(1993) budaya merupakan elemen penting dalam sesebuah organisasi yang boleh
digambarkan sebagai perkara yang boleh dilakukan dan yang tidak boleh dilakukan
sehingga boleh dijadikan panduan kepada organisasi. Kebiasaannya, budaya
organisasi telah berakar umbi dalam sistem organisasi yang mana ianya adalah satu
proses yang berkembang dalam masa yang lama. Budaya organisasi menentukan cara
organisasi menjalankan aktiviti dan hasilnya juga akan mempengaruhi prosesprosesnya. Disebabkan budaya itu telah berakar umbi, budaya organisasi adalah sukar
untuk berubah kerana sering terdapat rintangan terhadap melepaskan sesuatu iaitu
nilai, sikap dan kepercayaan yang telah diamal pada masa lalu.

2.0

BUDAYA ORGANISASI
Budaya organisasi memberi impak yang besar dalam kemajuan sesebuah

organisasi.Pertama, budaya mempunyai peranan dalam menentukan sempadan iaitu


mewujudkan perbezaan di antara satu organisasi dengan organisasi yang lain. Kedua,
ianya menyampaikan rasa identiti untuk ahli-ahli di dalam organisasi.Ketiga, budaya
memudahkan komitmen kepada sesuatu yang lebih besar daripada kepentingan diri
individu. Keempat, ia meningkatkan kestabilan sistem sosial dari segi kebudayaan dan
sosial yang membantu organisasi menyediakan standard kepada pekerja dan yang
kelima ia adalah mekanisme kawalan yang membimbing dalam membentuk sikap
serta tingkah laku pekerja (Robbins, & Judge 2013)

Persekitaran kerja yang kondusif dapat melahirkan budaya organisasi yang


cemerlang. Keperibadian seseorang di bentuk daripada persekitarannya supaya
keperibadian tersebut menjurus kepada sikap dan perilaku yang positif dan di sokong
360

oleh satu norma yang dipatuhi sebagai pedoman dalam bertindak. Pada dasarnya
manusia atau seseorang yang berada dalam kehidupan organisasi berusaha untuk
menentukan dan membentuk sesuatu yang dapat menampung kepentingan semua
pihak, agar dalam menjalankan aktiviti yang tidak bercanggah dengan pelbagai sikap
dan perilaku individu lain dalam lingkungan persekitarannya. Inilah yang
dimaksudkan dengan budaya di mana seseorang individu berperanan membentuk satu
perilaku nilai, sikap dan terbentuknya kepercayaan sehingga mempengaruhi sesebuah
organisasi.

Budaya organisasi sering dikaitkan dengan milikan bersama (Glaser et al,


1987). Pelbagai corak dan jenis organisasi akan mewujudkan budaya organisasi yang
berbeza. Hofstede (1986) menyatakan budayamerupakan pelbagai interaksi dari ciriciri tabiat yang mempengaruhi kumpulan-kumpulan orang dalam lingkungan
persekitarannya.Budaya organisasi dilihat sebagai satu alat untuk membentuk individu
bekerjasama dalam satu kumpulan dalam melaksanakan sesuatu tugas.Menurut
Kreitner dan Kinicki (1995) budaya organisasi adalah satu hubungan sosial antara
individu yang berlainan karektor dan keperibadian tetapi boleh disatukan dibawah
organisasi. Bliss (1999) pula berpendapat terdapat persepakatan didalam budaya yang
jika dilaksanakan secara bersama oleh individu didalam organisasi akan membentuk
organisasi yang berbeza dengan organisasi yang lain. Pendapat ini disokong oleh
Robbins (1996) dimana beliau menyatakan budaya organisasi merupakan persepsi
bersama dikalangan individu dalam organisasi.

Budaya organisasi merupakan suatu kesepakatan bersama para ahli dalam


suatu organisasi atau syarikat sehingga memudahkan lahirnya kesepakatan yang lebih
luas untuk kepentingan individu.Perkara utama dalam budaya organisasi adalah
membentuk sikap dan tingkah laku manusia yang melibatkan diri dalam suatu aktiviti
organisasi. Samada secara individu mahupun berkumpulan, seseorang itu tidak akan
terlepas dengan budaya organisasi dan secara tidak langsung mereka akan dipengaruhi
oleh budaya persekitaran mereka. Kartono (1994) menyatakan bentuk budaya yang
wujud pada kelompok kerja di perusahaan wujud dari pelbagai sumber, antaranya
adalah kelas sosial pekerja, jenis pekerjaan, keadaan persekitaran tempat kerja yag
diciptakan oleh majikan serta hubungan pegawai dengan kakitangan bawahan.

361

3.0

PENGLIBATAN
PEMBANGUNAN

INDUSTRI

DAN

KEMAHIRAN

(JPK)

PERANAN
DALAM

JABATAN
LATIHAN

KEMAHIRAN

Latihan kemahiran di Malaysia kian berkembang dari masa ke semasa selaras


dengan dasar kerajaan untuk memperkasa dan mengarusperdana latihan kemahiran di
negara ini.Dalam Rancangan Malaysia Kesepuluh, RMK-10 (2011-2015), kerajaan
telahmenekankan tentang pengukuhan kerjasama industridalam penyelidikan di
samping memberi tumpuan untuk membantu graduan yang dihasilkan dapat
memenuhi keperluan industri yang sentiasa berubah (Salleh & Omar, 2013).
Pendidikan danlatihan akan diberi keutamaan bagi memenuhi keperluan sumber
manusia di dalam sektor ini.Transformasi latihan kemahiran melalui penjenamaan
SkillsMalaysia merupakan aspirasi negara untuk menyelaras dan mengharmonikan
usaha-usaha pelbagai agensi latihan dan pihak industri agar sistem TEVT negara
mampu memenuhi keperluan tenaga mahir negara yang kian berkembang pesat.

JPK di bawah Kementerian Sumber Manusia (KSM) merupakan jabatan yang


bertanggungjawab dalam menyelaras dan mengawal pelaksanaan latihan kemahiran
bagi melahirkan tenaga kerja mahir untuk keperluan pekerjaan dan pengiktirafan di
peringkat nasional dan antarabangsa.Rashidi (2013) menyatakan bahawa untuk
mempercepatkan pembangunan tenaga kerja berkemahiran tinggi yang bertaraf dunia
dan pendapatan tinggistatus ekonomi di Malaysia, pembaharuan program TVET
melalui program SLDN hendaklah disokong olehinstitut latihan awam dan industri.
Perkara ini memerlukan komitmen yang tinggi dari pihak industri.JPK perluberusaha
untuk menarik lebih ramai penyertaan daripada industri untuk mengambil bahagian
dalamprogram SLDN bagi memastikan pengeluaran tenaga mahir dapat memenuhi
kehendak semasa industri dengan lebih sempurna.

Kejayaan program SLDN sudah pastinya bergantung kepada penglibatan


industri yang terlibat.Kerjasama pihak industri dan pusat latihan dalam program
SLDNakan meningkatkan keupayaan pekerja mahirsertameningkatkan bilangan
pekerja berkemahiran tinggi memasuki pasaran kerja. Ini akan mewujudkan situasi
menang-menang yang paling dikehendaki oleh semua pihak. Malaysia, (2010)

362

menyatakan usaha untuk menarik minat industri bekerjasama dengan pusat latihan
dalam program SLDN akan dipergiatkan selaras dengan Pelan Induk Latihan Dan
Pembangunan Kemahiran Pekerjaan Malaysia 2008-2020 yang menggariskan lima (5)
Teras Strategik.Teras strategiksatu (1), dua (2) dan empat (4) memberi tumpuan untuk
memperkukuhkan dan mempertingkatkan kerjasama dan perkongsian pintar dengan
pihak industri (Kementerian Sumber Manusia 2008). Ianya selari dengan kenyataan
Abdullah, 2013 iaitu perkongsian antara penyedia latihan dan industri boleh menjadi
strategi yang saling bermanfaat dalam memberikan latihan tenaga kerja dan
mengekalkan pengetahuan pekerja.

3.1

SISTEM LATIHAN DUAL NASIONAL (SLDN)

Sejajar untuk memenuhi keperluan semasa pihak industri, pembangunan


modal insan Malaysia yang berkemahiran menerusi SLDN telah dilaksanakan di
Malaysia pada tahun 2005.SLDN adalah inisiatif kerajaan untuk melahirkan pekerja
mahir di mana pusat latihan serta industri bekerjasama dalam melatih para
perantis.SLDN menggunakan model yang telah diakui bekesan di negara Jerman dan
di beberapa buah negara maju.Strategi latihan yang bekesan diperlukan untuk
melahirkan tenaga mahir untuk memenuhi permintaan pasaran pekerjaan.

Berbeza dengan sistem latihan lain, SLDN menyediakan latihan yang lebih
sistematik berorientasikan industri dengan menggabungkan latihan di pusat latihan
dengan latihan kemahiran di tempat kerja.Pelaksanaan program SLDN dilakukan di
dua lokasi, iaitu 70-80% latihan dijalankan di industri manakala 20-30% latihan
dijalankan

di

institusi

latihan.Dengan

berkonsepkan

student

centered

dan

dilaksanakan di industri secara latihan praktikal, telah memberi peluang bagi


seseorang perantis untuk lebih memahami sesuatu teori dan mengaplikasikan
kemahiran teknikal yang dipelajari dalam situasi kerja sebenar.

Program SLDN

dilihat banyak memberi manfaat kepada golongan seperti pelajar tercicir dan pekerja
industri yang memerlukan sijil sebagai jaminan pekerjaan serta meningkatkan kerjaya
sedia ada

363

4.0

HUBUNGAN BUDAYA ORGANISASI DENGAN PENGLIBATAN


INDUSTRI

Penglibatan industri di negara luar menunjukkan sokongan dan kerjasama


yang erat dalam perlaksanaan program latihan di industri. Budaya organisasi yang
diterapkan dari awal memperlihatkan industri di negara seperti Jerman, Australia dan
switzerland tidak mementingkan keuntungan semata-mata tetapi lebih kepada
tanggungjawab sosial kepada komuniti dan untuk pembangunan generasi muda.Di
Jerman, majikan membelanjakan separuh daripada kos perbelanjaan bagi menjalankan
sistem dual, iaitu hampir menyamai peruntukan yang diberi oleh kerajaan. Menurut
Schmidt & Alex (1997) sistem dual di Jerman diasaskan kepada hubungan rapat di
antara organisasi latihan awam dan swasta.Malah penyertaan industri dalam sistem
dual adalah secara sukarela.Kerjasama atau keterlibatan yang begitu mantap antara
pihak industri dan pusat latihanmerupakan resipi kejayaan latihan dual yang
dilaksanakan negara luar.

Situasi ini agak berbeza di Malaysia.Industri di Malaysia tidak mengganggap


latihan sebagai salah satu bentuk pembangunan kepada generasi muda.Budaya ilmu
dan tanggungjawab untuk menyediakan laluan kerjaya kepada pekerja juga tidak
termasuk dalam matlamat organisasi.Hasil kajian daripada bank dunia pada tahun
1997 mendapati hanya 20% sahaja majikan di Malaysia yang memperutukkan
sebahagian perbelanjaan untuk latihan. Ini memberi gambaran bahawa secara
konsistennya

komitmen

industri

terhadap

latihan

masih

tidak

memberangsangkan.Unit Perancang Ekonomi (UPE) telah mensasarkan sebanyak


6300 buah industri menyertai program SLDN pada RMK-9 dan mengurangkan
kepada 967 buah industri sahaja untuk terlibat sepanjang RMK-10. Pengurangan ini
adalah di sebabkan hanya 1028 buah industri iaitu kira-kira 16% sahaja industri yang
terlibat daripada sasaran 6300 buah industri yang disasarkan sepanjang RMK-9.
Pengurangan melebihi 650% daripada sasaran RMK-9 ke RMK-10 bukti yang ketara
tentang komitmen pihak industri di Malaysia terhadap program SLDN amat
mendukacitakan.

364

5.0

CADANGAN PENAMBAHBAIKAN

Kerjasama yang wujud antara pusat latihan dan industri dalam program SLDN
dilihat sebagai satu usaha yang harus diteruskan. JPK sebagai jabatan yang
bertanggungjawab untuk menyelaras program SLDN perlu memainkan peranan untuk
menggalakkan penyertaan industri. Beberapa inisiatif yang berpotensi seperti
melibatkan pihak industri menyertai kempen dan promosi program SLDN di lihat
membantu pihak industri untuk sama-sama terlibat dalam program ini. Selain daripada
itu kepakaran dan input daripada pihak industri juga perlu di ambilkira untuk
penambahbaikan program SLDN. Negara-negara maju seperti Jerman dan United
Kingdom memainkan peranan besar dalam pendidikan teknikal dan vokasional. Setiap
sektor perindustrian di United Kingdom misalnya mempunyai badan peneraju mereka
sendiri untuk menentukan piawaian industri yang digunakan sebagai tanda aras untuk
melatih dan menetapkan tahap kemahiran perantis.

Di pihak industri pula, budaya organisasi yang telah berakar umbi setelah
sekian lama perlu di ubah untuk membantu kerajaan menjayakan program SLDN.
Budaya tanggungjawab sosial dan pentingkn ilmu serta memberi latihan untuk laluan
kerjaya kepada pekerja perlu diterapkan.Pool (2000) mencadangkan bahawa budaya
organisasi membenarkan organisasi untuk menangani masalah yang sentiasa berubah
untuk adaptasi kepada persekitaran luaran dan integrasi dalaman sumber organisasi,
kakitangan dan polisi bagi menyokong penyesuaian luaran.Ini disebabkan budaya
organisasi reflek kepada nilai, kepercayaan dan sikap yang diamalkan oleh pekerja
dalam menghadapi sesuatu situasi (Scott-Findlay dan Eastabrooks, 2006).Dengan cara
ini, keterlibatan industri dalam program SLDN dapat ditingkatkan dan seterusnya
dapat melahirkan lebih ramai pekerja mahir.

6.0

KESIMPULAN

Industri di Malaysia perlu lebih berdaya saing sebagai persediaan untuk


menjadi negara maju.Jumlah perkerja mahir di sesebuah negara adalah salah satu
indikator untuk negara itu di iktiraf sebagainegara maju.Perantis yang dihasilkan
daripada program SLDN boleh menjadi pekerja mahir kerana
365

mereka melalui

orientasi pembelajaran di pusat latihan dan suasana kerja sebenar di industri. Ini
secara tidak langsung memastikan masalah mismatch antara kompetensi dan
kebolehkerjaan perantis setelah tamat latihan dapat di elakkan.Berjaya atau tidak
sesebuah organisasi itu bergantung kepada perubahan budaya organisasi itu
sendiri.Budaya organisasi di industri perlu bersedia menerima perubahan untuk
mencapai kecemerlangan.Pendapat ini disokong oleh(Lorenzo, 1998; Ahmed, 1998;
Pool, 2000) yang menyatakanbudaya organisasi memainkan peranan penting dalam
kejayaan sesuatu proses perubahan.

RUJUKAN:

Abdullah, H. (2013). The Role of

VET providers in training partnerships with

industry in East Java, Indonesia Abstract. TVET-Online.Asia, (1), 1-14. Retrived


from www.tvet-online.asia

Ahmed, P.K. (1998), Culture and climate for innovation, European Journal of
Innovation Management, Vol. 1 No.1, pp.30-43.

Bliss, Wliam G., 1999, Why is Corporate Important?.Work force pp 8-9

Glaser, Susan R; Zamanou, Sonia and Hacker Kenneth, 1987, Measuring and
Interpreting Organizational Culture.Management Communication Quartely
Vol.1 No.2 pp 173-178.
Hofstede, Geert, 1986, Cultures Consequences, International Differences in Work
Related Values. Sage Publication, Beverly Hills/London/New Delhi.

Kartono, Kartini, 1994, Psikologi Sosial untuk Manajemen, Perusahaan dan industri,
Jakarta. PT.Raja Grafindo Persada.

Kementerian Sumber Manusia, (2008). Pelan Induk Latihan Dan Pembangunan


Kemahiran Pekerjaan Malaysia 2008-2020, Putrajaya: Jabatan Pembangunan
Kemahiran.

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Kreitner, Robert, Kinicki, Angelo, 1995, Organizational Behaviour, Third Edition,


Printed in The United State of America: Richard D. Irwin Inc.

Lorenzo, A.L. (1998), A framework for fundamental change: context, criteria, and
culture, Community College, Journal of Research & Practice, Vol. 22 No.4,
pp.335-48.

Malaysia, (2010). Tenth Malaysia Plan 2011-2015, Putrajaya: Economic Planning


Unit. Jabatan Percetakan Negara.

Pool, S.W. (2000), Organizational culture and its relationship between job tension in
measuring outcomes among business executives, Journal of Management
Development, Vol. 19 No.1, pp.32-49.

Rashidi, R. (2013). Evaluation of collaboration between public training institutions


and private industries and its importance in improving the quality of training
delivery in TVET in Malaysia. TVET-Online.Asia, (1), 118.

Robbins, Stephen P., 2013, Organizational Behaviour, Upper Saddle River, New
Jersey Prentice- Hall Inc.

Salleh, M. S., & Omar, M. Z. (2013).University-industry Collaboration Models in


Malaysia.Procedia - Social and Behavioral Sciences, 102(Ifee 2012), 654664.

Schmidt, H. dan Alex, L. (1997).The dual system of vocational education and training
in Germany : Dalam Roderick Millar dan Jonathan Reuvid (Eds.), Doing
business with Germany. London

Scott-Findlay S. and Estabrooks C. A. (2006).Mapping the organizational culture


research in nursing. In: A literature reviewJournal of Advanced Nursing, 56(5),
PP 498-513.

367

THE EFFECTS OF COOLING SLOPE PARAMETERS ON THE


MICROSTRUCTURE OF A319 ALUMINIUM ALLOYS
M.A.M. Arif1, M.Z. Omar2, M.S. Salleh3
1,2

Universiti Kebangsaan Malaysia, 3Universiti Teknikal Malaysia Melaka


anifarif@gmail.com, zaidi@eng.ukm.my, shukor@utem.edu.my

ABSTRACT

Semisolid metal processing is a metal forming method in semisolid state under


low flow loads. The main requirement of semisolid metal processing is
production of feedstock materialsthat consists non-dendritic microstructure.
Cooling slope process is one of the techniques to generate such structure with
simple equipment and low processing cost. In this paper, the effects ofcooling
slope

parameter

(i.e.

pouring

temperature

and

cooling

length)on

dendriticstructure of A319 aluminium alloy were investigated. The


dissimilaritiesin the microstructural morphology of the alloy after cooling
slope castingis affected by cooling slope parametersand pairing of
appropriate

pouring

temperature

and

cooling

length

could

generatenondendritic microstructure with better shape factor and finer size.


Theingot with the best shape factor (0.75 0.09) and smallest average size
(34 4.6 m) of nondendritic Al grains was produced through the cooling
slope with optimum combination of pouring temperature and cooling length of
630C and 400 mm, respectively. The nondendritic structure has transformed
intofine solid spheroidal -Al grains in liquid matrix after the ingot was
reheated at semisolid temperature of 571C for 5 minutes.

Key words:Semisolid metal processing (SSMP);Cooling slope (CS); A319


alloy; Shape factor; Grains size

368

1.0

INTRODUCTION

Semisolid metal processing (SSMP) is a method of forming metal in semisolid


state and it also known as thixoforming(Kirkwood, 1994). The forming process is
performed within the liquidus and solidus temperature. The concept of SSMP actually
originates from coincidenceexperiment by Spencer et al. during conducting his
doctorate research in early 1971 under the supervision of Professor Flemings from
MIT. The original experiment was about hot tearing in alloy casting.They used tinlead as a model system and the melt was stirred vigorously to evaluate the viscosity of
the alloy.However, the viscometer shows an unexpected result where the fluidity of
the partially solidified alloy becomes higher (i.e.like machine oil)(Flemings, 1991).
Following this, an in-depth study was conducted and it was discovered that the
alloy,in the semisolid state could be lifted and stiff if it is left, but easy to flow when
sheared(Tzimas&Zavaliangos, 2000). This property is known as thixotropy and later
was found advantageous for thixoforming process. The property could normallybe
obtained when the alloys consist of non-dendritic microstructure.

The aluminium alloy A319 is extensively used in automotive industry. Beside


the potential capability in weight and emission reduction, the excellent castability and
mechanical properties of the A319 alloy make it suitable for the manufacture of
engine blocks (Rincn,Lpez, Cisneros, Mancha, & Cisneros, 2007). Furthermore,
the alloyhas a wide range of semisolid temperature. Thixoforming favours wider
semisolid temperature range as this will make the alloy less sensitive to temperature
change, hence easier to handle during processing (Arif, Omar, Muhamad,
Syarif&Kapranos, 2013).

To date, there are various processing methodsutilised to produce alloys with


the non-dendritic microstructures (Kirkwood, 1994; Flemings, 1991; Omar, Atkinson,
Howe, Palmiere, Kapranos&Ghazali, 2009). Molten alloys that flow onto an inclined
metal plate (known as a cooling slope, CS)at certain lengths and tilt angles is one of
the attractive (cheap and using simple apparatus) techniques to produce aluminium
alloys with such microstructure (Haga& Suzuki, 2001). In addition, the formation of
non-dendritic microstructure with the best shape factor and smaller grain size is also
influenced by temperature of the molten alloys during pouring process(Salleh, Omar,
369

Syarif, Alhawari& Mohammed, 2014). This paper reports the observations and results
of the investigation on the effects of cooling plate length and pouring temperature (CS
parameter)to produce an aluminium alloy A319 with anon-dendritic microstructure.

2.0

METHODOLOGY

The starting material used in this study was A319 aluminium alloy ingots with
the chemical composition as shown in Table 1. The X-ray fluorescence (XRF)
machine was used to determine the chemical composition of the alloy. The solidus,
liquidus and liquid fraction within the semisolid range of the as-received alloy were
estimated

by

using

Netzsch-STA

(TG-DSC)

449

F3

simultaneous

thermogravimeter.The alloy was melted at 700C using resistance furnace in argon


atmosphere to protect from oxidation. The molten alloy was cooled down to the
selected pouring temperature before pouring onto CS stainless steel plate with
dimension of 90 mm wide and thickness of 6 mm. The various pairingof CS
parameters (as listed in Table 2) were applied to get the optimum combinations of
pouring temperature and CS length.The CS was tilted at a constant angle i.e. 60 and
was cooled with water circulation underneath to promote the nucleation of fine Al
particles. The furnace and CS equipment are shown in Figure 1. To avoid the
stickiness of the molten alloy, the surface of the CS was coated with a thin layer of
boron nitride. The poured molten metal was collected in a 150 C preheated
cylindrical stainless steel mould with a diameter of 60 mm and length of 155 mm.
Subsequently, the samples were reheated into its semisolid temperature (571 C for 5
minutes)

and

then

immediately

quenched

in

water.The

microstructural

characterisations were carried out using Olympus optical microscope after the
samples were surface finished and etched in Kellers agent for 20 s.

Table 1:Chemical Composition of As-cast A319Aluminium Alloy

Si

Cu

Mg

Mn

Zn

Ni

Fe

Cr

Ti

Al

6.26 2.91 0.30 0.19 0.71 0.06 0.53 0.03 0.03 Remainder

370

Furnace

Cooling slope
plate
Mould

Figure 1: Cooling Slope Casting Apparatus

Table 2:Cooling Slope Parameter


Tilt angle () Cooling slope Pouring
Length (mm)
60

60

60

3.0

Liquidus

Temperature (C) Temperature (C)

300

620

300

630

300

640

400

620

400

630

400

640

500

620

500

630

500

640

610

610

610

RESULTS AND DISCUSSIONS

Figure 2 shows the microstructures of A319 aluminium alloy ingots in


different condition(i.e. as-cast and through theCS process). The as-cast A319 ingot
was obtained from gravity casting of molten alloy directly into a permanent mould.
The as-castmicrostructure consists of dendritic and interdendritic eutectic structure
(Figure 2(a)). The fine dendritic structure was formed by direct casting into preheated
371

mould. However, the main requirement of SSM processing is the production of solid
spheroidal structure in liquid matrix(Chen, Hao, Sun & Li, 2003; Omar, Palmiere,
Howe, Atkinson &Kapranos, 2005).While, Figures 2(b) - 2(j) show the
microstructures of the ingots that cast over the CS. Figures 2(b) - 2(j) reveal the
alteringin microstructuremorphology affected by changing the CS length and pouring
temperature. From the observation, CS process was capable of producing nondendritic
structure but the variation of CS length and pouring temperature combination has no
significanteffects on the morphology of the microstructures(Birol,2007).

372

Figure 2: Optical Microstructuresof A319 Alloy (a) As-cast and After CS Process At
Various Pouring Temperatures and Cooling Lengths(b) 620C-300mm (c) 620C400mm (d) 620C-500mm (e) 630C-300mm (f) 630C-400mm (g) 630C-500mm
(h) 640C-300mm (i) 640C-400mm(j) 640C-500mm

Figure 3(a) and 3(b) respectively show the variations in the shape factor and
globule size of -Al particles that produced from various pouring temperatures and
CS lengths. Based on the quantitative analysis, even though the effect of different
pouring temperatures and CS lengths combination is small, there was however an
optimum CS length for each pouring temperature to produce the best shape factor
with smallest primary grain size. Shape factor was defined as P2/4A, where P is the
perimeter and A is the area of the particle (the shape factor of a circle is equal to one).
While, the average size of the globule primary particles was defined as
[2(Ai/)1/2]/N, where Ai is the area of each particle and N is the total number of
particles in each image(Czerwinski, 2002;Arif, Omar & Muhamad, 2012;Arif, Omar,
Muhamad, Syarif&Kapranos, 2013;Chen, Hao, Sun & Li, 2003). The analysis
indicates that when the pouring temperature was 620 C, the CS with length of 300
mm has produced nearly spherical Al particles and smaller globule sizes than those
373

produced by the CS with length of 400 mm and 500 mm. While, at a pouring
temperature of 630 C, 400 mm long slope produced more sphere-shape Al with
smaller globule sizes compare to others CS length, and differing at pouring
temperature of 640 C, where the nearly spherical and smaller Al has been
generated by the largest CS length (500 mm).However, the feedstock with the best
shape factor (0.75 0.09) andsmallest average size (34 4.6 m) of globule Al
particleshas been produced through the optimum combination of the pouring
temperature and cooling length of 630 C and 400 mm, respectively.

(a)

(b)
Figure 3:Variations InThe (a) Shape Factor and (b) Globule Size of -Al
ParticlesWhich Formed Over The CS AtVarious Pouring Temperatures and Cooling
Lengths
374

Thixoforming process is normally performed on the feedstock materials with a


liquid fraction in a range of 30 to 50%(Liu, Atkinson & Jones, 2005). The DSC
heating curve, together with its corresponding liquid fraction of theas-received A319
is shown in Figure 4. Based on the curve, (30 and 50) % liquid contents correspond
to(563 and 570.5) C,respectively.To melt the entire eutectic phase, thepartial
remelting should be performed above the knee point as appeared on the liquid
fraction profile(Salleh, Omar, Syarif, Alhawari& Mohammed, 2014). Therefore, 571
C was selected as appropriate partial remelting temperature for A319 alloy. Figure 5
shows A319 aluminium alloy microstructure subjected to partial remelting at 571 C
for 5 minutes after the CS process with the respective optimum pouring temperature
and cooling length (i.e. 630C and 400 mm). Thesesolid spheroidal structures in a
liquid matrix may be offer thixotropic properties and suitable for SSMP applications.

1.5

100

1.1

80
70

kne
e

0.9

60
50
40

0.7

30

DSC
curve

0.5

Liquid fraction (%)

Heat flow (mW)

90

Liquid fraction
profile

1.3

20
10

0.3

0
490

510

530

550

570

590

Temperature (C)

610

630

Figure 4:DSC Heating Flow and Liquid Fraction Curves For A319 Alloy

100 m

Figure 5:Microstructure of Semisolid A319 Alloy After Pouring Onto The CS At


Pouring Temperature of 630 C and Cooling Length of 400 mm and Subsequently
Reheated At 571 C for 5 Minutes
375

4.0

CONCLUSION

Cooling slopeprocessing route is one of the techniques whichare capable of


preparing the feedstock of A319 aluminium alloy with nondendritics microstructure.
A pouring temperature of 630 C and CS length of 400 mm is an optimum
combination to generate the feedstock with the best shape factor of 0.75 0.09 and
smallest nondendritic -Al particles size of 34 4.6 m. Subsequently, when the
feedstock was reheated into its semisolid temperature (571 C) for 5 minutes, the
primary -Al particles were rounded into individual grains due to the spheroidisation
process. This microstructure having solid spheroidal particles surrounded by liquid
phase is suitable for SSMP application.

REFERENCES

Arif, M.A.M., Omar, M.Z., &Muhamad, N. (2012).Effect of solid solution treatment


on semisolid microstructure of Zn-22Al alloy.Pertanika Journal of Science
and Technology, 20(1), 121-127.

Arif,

M.A.M.,

Omar,

M.Z.,

Muhamad,

N.,

Syarif,

J.,

&Kapranos,

P.

(2013).Microstructural evolution of solid-solution-treated Zn22Al in the


semisolid state.Journal of Materials Science and Technology, 29, 765774.

Birol, Y. (2007). A357 thixoforming feedstock produced by cooling slope


casting.Journal of Materials Processing Technology, 186, 94-101.

Chen, T.J.,Hao, Y., Sun, J., &Li, Y.D. (2003). Effects of Mg and RE additions on the
semi-solid microstructure of a zinc alloy ZA27.Science and Technology of
Advanced Materials, 4, 495502.

Czerwinski, F. (2002). On the generation of thixotropic structures during melting of


Mg-9%Al-1%Zn alloy. ActaMaterialia, 50, 3267-3283.

Flemings, M.C. (1991). Behavior of metal alloys in the semisolid state.Metallurgical


Transactions A, 22, 957-981.
376

Haga, T., &Suzuki, S. (2001).Casting of aluminum alloy ingots for thixoforming


using a cooling slope.Journal of Materials Processing Technology, 118, 169
72.

Kirkwood, D.H. (1994). Semisolid metal processing.International Materials Reviews,


39, 173-189.

Liu, D., Atkinson, H.V., & Jones, H. (2005).Thermodynamic prediction of


thixoformability in alloys based on the AlSiCu and AlSiCuMg
systems.ActaMaterialia, 53, 38073819.

Omar, M.Z., Atkinson, H.V., Howe, A.A., Palmiere, E.J., Kapranos, P., &Ghazali,
M.J. (2009).Solid-liquid structural break-up in M2 tool steel for semi-solid
metal processing.Journal of Materials Science, 44, 869-874.

Omar, M.Z., Palmiere, E.J., Howe, A.A., Atkinson, H.V., &Kapranos, P.


(2005).Thixoforming of a high performance HP9/4/30 steel. Materials Science
and Engineering: A, 395, 5361.

Rincn, E., Lpez, H.F., Cisneros, M.M., Mancha, H., & Cisneros, M.A. (2007).
Effect of temperature on the tensile properties of an as-cast aluminum alloy
A319.Materials Science and Engineering: A, 452-453, 6827.

Salleh, M.S., Omar, M.Z., Syarif, J., Alhawari, K.S., & Mohammed, M.N. (2014).
Microstructure and mechanical properties of thixoformed A319 aluminium
alloy. Materials and Design, 64, 142152.

Tzimas, E., &Zavaliangos, A. (2000).Evolution of near-equiaxed microstructure in the


semisolid state.Materials Science and Engineering: A, 289, 22840.

377

PRODUCTION OF BIODIESEL FROM CHICKEN FAT


Talha Ahmad Bin Faizal1, Nur Liana Anira Bt Muhammad Raus2,
Mohd Hafizarif Bin Mokhtar3, Mohd Arif Bin Abd. Shukor4,Ariffin Anuar Bin
Ahmad Khuzi5, Zainal Abiddin Bin Ahmad6
1,2,3,4,5,6

Politeknik Kuching Sarawak

sharifftalha94@gmail.com, midhafell@gmail.com, redmisky@gmail.com,


arifelf94@gmail.com, ariffinanuar@yahoo.com, zainal.abiddin@poliku.edu.my

ABSTRACT

The diesel engines led to emission of harmful gases such as carbon


monoxides (CO), sulphur oxides (SOx) etc. due to incomplete combustion of
fuel which could further led to problems like acid rains. These phenomena
could also affect human health and increase global warming. Thus, with the
advances in the knowledge and developing technologies, there is a way to
control pollution caused by diesel engines, use of biofuel can be an
alternative to current fuels. Biofuels like biodiesel is produced from variety of
resources such as vegetable oils and animal fats. In this study, it could be
determined that inedible animal fat could also prove a better source for
production of biodiesel. In addition, few laboratory works was conducted in
order to obtain important parameters that must be considered before
designing, fabricating and commissioning a mini plant that could produce
high purity of biodiesel.

Key words: Biodiesel, animal fat, transesterification, alkaline catalyst, KOH,

1.0

INTRODUCTION

Our society is highly dependent on petroleum for its activities. However,


petroleum is a finite source and causes several environmental problems such as rising
carbon dioxide, CO2 levels in the atmosphere. About 90% is used as an energy source
for transportation, heat and electricity generation, being the remaining sources used as

378

feedstock in the chemical industry (Carlsson, 2009). High petroleum prices and the
scarcity of known petroleum reserves demand the study of other sources of energy.

Biodiesel is a non-petroleum based alternative diesel fuel that consists of alkyl


esters derived from renewable feedstock such as plant oils or animal fats. The fuel is
made by converting the oils and fats into what are known as fatty acid alkyl esters.
The conventional processes require the oils or fats be heated and mixed with a
combination of methanol and sodium hydroxide as a catalyst. The conversion process
is called transesterification. (Nivedita Das, 2013).

Biodiesel production with high quality feedstock such as vegetable oil are
relatively expensive compare to fossil diesel cost. Edible vegetables oil is a feedstock
that commonly used in producing biodiesel. Production of biodiesel could be less
expensive if the feedstock is from inedible food or waste. Therefore, one of the most
promising less-expensive feedstock is animal fat such as chicken fat, beef tallow, etc.
Besides to reduce the environmental problems caused by incomplete combustion of
diesel engines, at the same time, by using low-cost feedstock such as inedible animal
fat could indirectly reduce the waste that comes from the slaughterhouse.

Oils and fats are composed primarily of triglycerides. Triglycerides consist of


a glycerin backbone with fatty acid radicals attached in place of the hydroxyls.
Animal fats are readily available because slaughter industries are generally well
managed for product control and handling procedure. In recent, alternatively lipid
residues such as waste frying oil and inedible animal fats have also receiving
considerable attention from biofuel sector. To take advantage of these low cost and
low quality resources, a convenient action would be to reuse residues in order to
integrate sustainable energy supply and waste management in food processing
facilities.

2.0

OBJECTIVES

a)

To produce a sustainable and ecofriendly fuel that could substitute the fossil
fuels.

b)

To prove animal fat is one of the raw materials in biodiesel production.


379

c)

To invent a mini biodiesel plant.

3.0

MATERIALS AND METHODS

Methodology consists of four main parts which is Part 1; Laboratory works (to
obtain the important parameters). Part 2; Design, Fabrication and commissioning of
Mini Plant. Part 3; production of Biodiesel including the availability renewable
feedstock which is Chicken Fats (CF) and the three-stage main process which is
Hydrolysis, Transesterification and Washing. Part 4; the product analysis consist of
conversion analysis, density analysis and combustion analysis.

3.1

Part 1: Laboratory works

The main objective of this laboratory works is to obtain important information


and parameters before starting the Fabrication work. This work consist of hydrolysis
of chicken fats, Acid-base titration and biodiesel synthesis and washing method.

3.2

Part 2: Fabrication of the Mini plant

This fabricated mini plant that has the capacity of producing 15 litres of
Biodiesel took about 6 months of designing and fabrication work to finish. Starting by
brain storming the idea on how to design a simple but efficient flow processing plant
till the fabrication work to build up a new features in a whole new look , this project
takes quite sometimes to finish as certain design need to be modified during the
process operation. Figure 2 shows the schematic diagram of the Mini Plant which
consist of main components such as Hydrolysis tank, Transesterification mixer tank,
separation and washing components. The solid model of the mini plant is as shown in
Figure 3.

380

Figure 1: Plant Schematic Process Flow Diagram

2.3

Part 3: Process

a)

Materials
The feedstock samples of Chicken Fats (CF) were provided by a local chicken

supplier which has been wash thoroughly to remove foulness and bloodstain that can
affect the hydrolysis process. Then, the CF is well fine-filtered to remove any
unwanted part of the chicken mixed with the samples. Specific calculated amount of
CF is needed to produce the desired amount of Biodiesel.

Figure 2: Completed Mini Plant

b)

First step of the process is boiling up the CF along with distilled water Hydrolysis process
381

The specific calculated amount of chicken fats is measured and prepared


(wash and filtered) while specific amount of volume of distilled water is poured into
the tank and boiled up to 1000C. Then the chicken fats is placed in a filter and put into
the hydrolysis tank. The extraction of oil occurred in duration of 30 minutes and the
chicken fats will produce crude oil contains a triglyceride molecule chain attached to
glycerine backbone molecule chain. Ginger is mixed into the tank for odour removal
process. The extraction oil from the chicken fats is then introduced to the
Transesterification Process.

Figure 3: Triglyceride Chain

Figure 4:Transesterification reaction

c)

Catalysed process Transesterification


The chemical reaction that converts an animal fat oil, specifically chicken fats

to biodiesel is call transesterification. In this reaction, an ester and a alcohol (i.e.


methanol) react to form a different ester. The three fatty acid chains - triglyceride
(R1COO) connected to the glycerol backbone are broken at their ester bond and react
with the alcohol to form an alkyl esters and a glycerol molecule. Figure 4 shows the
transesterification reaction.

382

2.4

Part 4: Analysis

a)

Analysis of Biodiesel
The samples of biodiesel were analysed accordingly through respected
formula below:

i.

Titration Value:
Initial syringes value Final syringes value = Titration value

ii.

Free Fatty Acid value (FFA %) (KOH catalyst)


= Approximate FFA %

iii.

Amount of catalyst

Amount of catalyst =

iv.

+ Titration Value

KOH constant: 7 g/litre

KOH purity: 95%,

Volume of CFO process: 10 litres

Volume of CFO process

Conversion Analysis
Conversion Efficiency =

v.

100 %

Density Analysis
Density, g/ml =

vi.

Combustion Analysis
The product Biodiesel (alkyl ester) is combust in alternative fuelled engine to
observe the combustion and the exhaust gas.

383

Figure 5: Alternative Fueled Engine

3.0

RESULT AND DISCUSSION

3.1

Hydrolysis Of Animal Fat

Table 1: Conversion analysis of extracted chicken oil


BEAKER

BEAKER A

CHICKEN

DISTIL

OIL

TIME

FATS (g)

LED

EXTRACT

TAKEN

WATER

ED

(min)

(ml)

(ml)

100

300

80

30

100

300

80

30

(non-cut)
BEAKER B
(cut)

From this experiment, the scale of oil can be extracted from chicken fats is
known. Error might come from human error, technical error. Human error could be
listed as eyes were not perpendicular to the measuring scale of the apparatus used,
neglected time counting, non-written data and etc. Technical error may be from
heating element and apparatus failure.

384

3.2

Titration of Oil to Make Biodiesel (Acid-Base Titration)

Table 2: Result for titration solution added to neutralize the free fatty acid
Beaker

Titration solution added(ml)

1 ml

1 ml

1 ml

Average

1 ml

1ml NaOH/KOH = 1 acid value

a)

Titration Calculation

Table 3: Required catalyst for different type of caustic soda


Caustic Soda

Catalyst Base Required


purity

(g/l)

(%)
Potassium

80

Hydroxide(KOH)

0.8

Sodium

90

Catalyst
(g/l)

@ 8.75

9.75

@ 6.1

7.1

Hydroxide(NaOH) 0.9

b)

Base Calculation
Base (KOH) =

Base (NaOH) =

c)

Required Catalyst
Required catalyst (g/l) = Base + Titration Solution Added
385

For KOH: 8.75(g/l) + 1 = 9.75 grams per litre of oil (g/l)


Therefore, if 100 ml of oil used, 100 ml = 0.1 litre
9.75 (g/1) x 0.1 (l) = 0.975 gram of KOH needed

For NaOH: 6.1(g/l) + 1 = 7.1 grams per litre of oil (g/1)


Therefore, if 100 ml of oil used, 100 ml = 0.1 litre
7.1 (g/1) x 0.1 (l) = 0.781 grams of NaOH needed

3.3

Free fatty Acid Conversion Factor


For KOH Titration Solution:

For NaOH Titration Solution:

In this experiment, acid-base titration was conducted to identify the amount of


caustic soda (lye) that is required for the Transesterification Process in further
experiment. Firstly, apparatus were prepared and safety precaution must be taken in
order to prevent any accidents. Safety gloves, mask and lab coat must be worn.

Titration method must be done properly in order to reduce errors as well as to


get an accurate result. Besides, three attempts were conducted and data was recorded.
At first, alcohols such as isopropyl must be poured to a beaker in order not to
contaminant the isopropyl alcohols. Caustic sodas such as NaOH and KOH must be
covered from the surrounding to prevent melting which could spoiled the caustic soda.
Syringes that has been used must be washed and dried to prevent contamination of
sample as well as the alcohols.
386

Hence, oil sample must be heated up to 70oC in order to reduce the viscosity
of the sample. Besides, while titrating the oil, it was important to observe promptly
the changes of solution from colorless to pinkish color.

3.4

Plant efficiency

The yielding quantity of 2 batches of hydrolysis process equivalent to 20-litres


of the raw oil plus the reactants resulted in generating 18-liters of biodiesel which
equivalent to 95% efficiency of production.
Time consumed is approximately 40 minutes to produce crude biodiesel. 5% of
glycerol produced could be used for other purpose.

4.0

CONCLUSION

In conclusion, chicken fat could be one of the low cost feedstock as well as to
produce a sustainable and ecofriendly fuel that could substitute the fossil fuels. Result
for density and combustion are not stated due to some technical problem at this time.

5.0

ACKNOWLEDGEMENT

Authors would like to acknowledge the:

a)

ReliaCraft Engineering Sdn. Bhd. (RCE) for the financial support.

b)

En. Khairul Hisham Bin Sahari for his unlimited supervision.

c)

Kintan Binti Othman for her kind supervision.

REFERENCES

Cynthia Ofori-Boateng, Ebenezer 1 2 M. Kwofie and 3Moses Y. Mensah1School of


Chemical

Engineering,

Universiti

Sains

Malaysia,

School

of

Engineering,World Applied Sciences Journal 16 (10): 1445-1449, 2012 ISSN


1818-4952 IDOSI Publications, 2012

387

International Journal on Power Engineering and Energy (IJPEE) SSN PRINT(23147318) and Online (2314 730X) Vol. (4) No. (2) April 2013

International Journal on Power Engineering and Energy (IJPEE) ISSN PRINT(23147318) and Online (2314 730X) Vol. (4) No. (2) April 2013

Nivedita Das, Vinayak Kulkarni and Mayur Lokhande International journal on Power
Engineering and Energy (IJPEE) ISSN PRINT(2314-7318) and Online (2314
730X) Vol. (4) No. (2) April 2013

388

CUSTOMERS SATISFACTION TOWARDS


SERVICE QUALITY OF BANKING IN MUKAH, SARAWAK
Mohammad Fardillah Bin Wahi1 , Habsah Binti Mohamad Sabli2
1,2

Politeknik Mukah

fardillah.poli@1govuc.gov.my, habsah.poli@1govuc.gov.my

ABSTRACT

In today's world, a bank provides several general banking activities to the


customers. The competitions between banks are high. Thus, banks are
concerned about customer satisfaction and have to pay attention to
understand their customers preferences in order to survive in a competitive
environment. This research study was carried out to:(1) identify the
perceptions of customers regarding the service quality provided by the
employees in banks, (2) to identify which RATER factor influence customer
satisfaction provided by employee of banking in Mukah, Sarawak. This
research was achieved through the use of questionnaires of 381 respondents
from Mukah town. Data was analyzed using SPSS (statistical package for
social sciences). Out of 381 samples, majority of our respondents were female
(58.8%) while 224 or (41.2%) were male and 198 (52%) respondent were
married and 183 (48%) respondents were still single. Multiple regression
analysis shows there are four from five variables that were influence for
customer satisfaction. The highest coefficient for reliability is 0.270; follow by
assurance 0.260, empathy 0.131 and lastly tangible 0.097. This explains
reliability the most influential towards to customer satisfaction. However,
responsiveness is not significant level because the value of p is less than 0.05.

Keywords: customer satisfaction, service quality, banking, Mukah

1.0

INTRODUCTION

A bank is a financial institution that helps the public to accept deposits, money
lending, clear cheque and transferring funds, acceptance of deposits, granting of credit
389

facilities, and management of loans. The history of banking begins with the banks of
merchants of the ancient world, which provide loans to farmers and traders who
carried goods between cities. The banking system in Malaysia comprises of Central
Bank, commercial banks and other financial institutions. The conventional banks
included Maybank, CIMB, Public Bank, HSBC Bank, Bank Simpanan National, RHB
Bank, Hong Leong Bank, Bumiputera Commerce Bank, and Ambank. The first
commercial bank to be established in Malaysia was Chartered Mercantile Bank of
India, London and China (later renamed as Mercantile Bank) in 1859.

In today's

world, a bank provides several general banking activities to the customers. Bank earns
its operating profit through functional activities of these departments under general
banking. In order to ensure good performances, the bank cannot avoid the function of
customer service. The services provided to customer will directly reflect the banks
image. Therefore, there is a close relationship between service quality and customer
satisfaction. According to Parasuraman et.,al (1985) and Zeithaml et., al (1990) noted
that the key strategy for the success and survival of any business institution is the
deliverance of quality services to customers. Customers needs are changing and they
want everything very fast and within short span of time. This change in customer
attitude has gone hand in hand with the development of ATMs, phone and net
banking along with availability of service right at the customer's doorstep. This
include the time taken to be served in the counter is too long. The customers need to
queue for a long time of period before it is his or her turn to make the transactions.
Therefore, it comes to few questions that to what extent that the customer
satisfaction towards the service quality provided by the banks? Therefore, bankers
can identify and improve the service quality in order to increase the level of customer
satisfaction. The RATER Model has been adapted from Shah & Asst (2013) using
useful

acronym

RATER:

Reliability,

Assurance,

Tangible,

Empathy

and

Responsiveness to measure the perceptions of customer satisfaction towards service


quality of banking in Mukah Sarawak. Besides that, this research also provide
valuable information to the banks which regarding the attitudes of the customers.
Through this research, bankers can understand the customer need and improve the
service quality.

390

2.0

PURPOSE OF THIS PAPER

In this paper, we present our research findings to identify the perceptions of


customers and to identify factors RATER (reliability, assurance, tangible, empathy
and responsiveness) that can increase customer satisfaction towards services quality
provided by the employee in banks. This paper is organized as follows; firstly, it
provides an overview of relevant literature. Secondly, it elaborates the perception and
identifies factors to increase customer satisfaction. Thirdly, it describes the research
design and methodology. Finally, it presents and discusses the research findings, and
provides a conclusion for the study

3.0

LITERATURE REVIEW

Customer satisfaction is an essential item used in measuring whether the


products or services provided by the company has fulfilled customer expectation.
Customer satisfaction is also the key to long term business success (Kristensen, et
al., 1992; Zeithami et al., 1996; McColl-Kennedy and Scheider et al., 2000). The
number of customers served will determine a companys success. Therefore, the more
number of customers, the more success of the company has. A study conducted by
Levesque and McDougall (1996) confirmed and reinforced the idea that unsatisfied
customer service could lead to a drop in customers satisfaction and willingness to
recommend the service to friends and increase the probability of switching. It means
that a customer will only recommend the products or services of the company to his
or her relatives and friends if he or she satisfies with the services given. It is
increasingly becoming a corporate goal as more and more companies strive for quality
in their products and services (Bitner and Hubbert, 1994). Satisfaction is a post
purchase evaluative judgment associated with a specific purchase decision (Churchil
and Suprenant 1992). Customer satisfaction has become important due to increased
competition as it is considered very important factor in the determination of banks
competitiveness (Bartell, 1993; Haron et al. 1994) cited by (Gupta & P.K.Agarwal,
2013). This is because customer satisfaction will determine whether a company can
be survived or not. If the company does not gain customer satisfaction, it cant win
the competition between other companies. According to Kasper et al. (1999) defines
service quality as the degree to which the service offered can satisfy the expectations
391

of the user. Therefore, it can conclude that customers are the sole judges of service
quality. Berry et. al (1990) pointed out since customers are the sole judge of service
quality, an organization can build strong reputation for service quality when it can
constantly meet customer service expectation. Customers can assess the service
quality by comparing their expectation with perception. Gupta & Agarwal (2013)
studies comparative study of customer satisfaction in public and private sector banks
in India.

The research showed that the customer satisfaction in terms of service quality
is a relational marketing paradigm. The relationships are mostly viewed from the
perspective of the firm providing services. For service firm like banks, building strong
relationship is important for improving customer satisfaction through service quality.
There are three important terms related to the customer satisfaction, which are
responsiveness, reliability, tangibles and empathy. The researcher has suggested that
the bank should provide some sort of guidelines to the policy makers (managers) of
banks to take appropriate decision to improve the quality of services.

This research applied five dimensions (RATER) of service quality that which
is adopted from (Shah& Asst, 2013) to examine the first objective. Each dimension is
measured by five items. Reliability means the ability of an employee to perform its
intended or required function on demand and without failure and it also refers to
ability of the employees to perform the promised service dependably and accurately.
Tangibles mean having actual physical existence. It shows the physical aspects of the
services as physical facilities, appearance of personnel and tools & equipment used
for provision of services (Gupta & P.K.Agarwal, 2013). Assurance means the act of
assuring or a declaration or full confidence are designed for the services provided. It
also refers to knowledge and courtesy of employees and their ability to inspire trust
and confidence (April & Pather, 2008). It is a diverse feature that provides confidence
to customers such as the firms specific service knowledge, polite and trustworthy
behavior of employees. (It is the physical surroundings represented by objects, such as
interior design; and subjects, such as the appearance of employees (Shanka, 2012).
Empathy means the capacity to share or recognize emotions that experienced by
someone. It refers to caring, individualized attention the firm provides its customers
and responsiveness refers to the ability of a machine or system to adjust quickly and
392

altered external conditions and to remain stable operation without undue delay. It also
refers to the willingness to help customers and provide prompt service (April &
Pather, 2008). Most electronic service quality scales have responsiveness as a major
dimension (Parasuraman et al., 2005; Kim et al., 2006; Nusair and Kandampully,
2008; Shachafet al., 2008. Besides that, it also refers to a firms willingness to assist
its customers by providing fast and efficient service performance (Shanka, 2012).

4.0

RESEARCH DESIGN AND METHODOLOGY

This study deployed a survey method to obtain data. The questionnaire


instrument contained three sections. The first section focused on obtaining
respondents demographic profiles such as age, gender, marital status, education level,
races and chosen bank in Mukah. The second section in the questionnaire is customer
satisfaction perception on towards customer services of banking in Mukah Sarawak.
There were six questions in this section in order to identify the perception of
customer. Section c involved factors that can influence customer satisfaction towards
services quality provided by the employee in banks. The relative importance of each
constructs was assessed by 5-point Likert scale from one being strongly disagree to
five being strongly agreed. By identifying the perceptions that were relevant to the
use and effectiveness of banking services, active recommendations and strategies can
be constructed to urge the successful implementation of banking services. For this
section, 20 items were designed to assess whether reliability, assurance, tangible,
empathy and responsiveness can influence customer satisfaction. Some of these items
(or statements) were adapted and modified from previous research, particularly from
studies (Gupta & Agarwal, 2013). This study followed Krajie and Morgan (1970)
proposed sampling size to obtain the target respondents for the survey. This study
utilized few common statistical tools to analyses the data. SPSS Version 21 was used
for this purpose. The reliability tests on the identified variables for this study were
found to be acceptable and reliable as the Cronbachs Alpha values for all the
variables are above 0.60. The following are the outcomes from the reliability tests:
Customer satisfaction (6 items; Cronbachs Alpha= 0.833); Reliability (4 items;
Cronbachs Alpha= 0.830); Assurance (4 items; Cronbachs Alpha= 0.845); Tangible
(4 items; Cronbachs Alpha= 0818); Empathy (4 items; Cronbachs Alpha= 0.818);
and Responsiveness (4 items; Cronbachs Alpha= 0.781).
393

5.0

RESULTS AND DISCUSSION

Table 2 shows the frequency and percentage of the respondents from Mukah
Sarawak. From the table above, out of 381 samples, majority of our respondents were
female (58.8%) while 224 or (41.2%) were male. Out of the 381 respondents, 198
(52%) were married and 183 (48%) respondents were still single. Besides that, 114
(29.9%) respondents were within the range of 18-22 years old, 65 (17.1%) were in
ages 23-27 years old, 54 (14.2%) respondents were in ages 33-37 years old, while the
remaining 53 (13.9%) respondents were in between 28-32 years old. Furthermore, 27
(7.1%) of the respondents were in ages 43-47 years old, 26 (6.8%) were in ages 38-42
years old, and lastly 21 (5.5%) respondents were in between 48-52 and 53 above years
old. Moreover, 81 (21.3%) of the respondents were Malay, 79 (20.7%) were Chinese,
53 (19.4%) were other races, 71 (18.6%) were Melanau, 65 (17.1%) were Iban, and
the rest 11 (2.9%) were Indian. Out of the 381 respondents, 164 (43%) of the
respondents were SPM level, 126 (33.1%) respondents had accomplished their
Diploma level, 75 (19.7%) and 15 (3.9%) were holding Degree or others, and the
remaining 1 (0.3%) respondents were having Master level. The sample population in
Mukah mostly chose Public Bank, which indicated the highest percentage, 35.2%,
followed by Maybank, which were 32.3% of the respondents. This is because the two
banks are located at the urban area. The frequency of the other respondents chose
BSN Bank, Hong Leong Bank, and Bank Rakyat were 10%, 8.7% and 8.1%
respectively. This is because of the non-strategic location of these banks due to far
away from the urban area. There are only 5.8% of the respondents who were choosing
Agro Bank, which might be a result of the smaller scale of the bank itself.

394

Table 1: Respondent Demographic Profile


Characteristics
Gender

Marital Status

Ages

Ethnic Origin
(Race)

Education
Level

Chosen bank in
Mukah

N
157
224
381
183
198
381
114
65
53
54
26
27
21
21
381
79
65
11
81
71
74
381
164
126
15
1
75
381
22
31
38
33
123
134
381

Male
Female
Total
Single
Married
Total
18-22
23-27
28-32
33-37
38-42
43-47
48-52
53 above
Total
Chinese
Iban
Indian
Malay
Melanau
Other
Total
SPM
Diploma
Degree
Master
Other
Total
Agro Bank
Bank Rakyat
BSN Bank
Hong Leong Bank
Maybank
Public Bank
Total

395

(%)
41.2
58.8
100
48
52
100
29.9
17.1
13.9
14.2
6.8
7.1
5.5
5.5
100
20.7
17.1
2.9
21.3
18.6
19.4
100
43.0
33.1
3.9
0.3
19.7
100
5.8
8.1
10.0
8.7
32.3
35.2
100

In this study, we further performed descriptive statistical analysis in this study


was used to investigate mean of perceptions of customers services of banking in
Mukah Sarawak. This section consists of six aspects refer to Section B in Appendix1.
Table 2 shows mean score level of perception of customers services of banking in
Mukah Sarawak Respondent were asked to indicate the level of agreement using five
points of Likert Scale (1= strongly disagree, 5 = strongly agree), Items which ATM
machine provides clear instruction on usage with highest mean score 3.714. Followed
by ATM machine easily found at Mukah town with the mean score 3.530. These
mean that the perception of customers services of banking in Mukah Sarawak are in
moderate to moderate high level.
Table 2: Mean and Standard Deviation for the perception of customers satisfaction
provided by services quality of banking in Mukah. Sarawak
Item

Mean

SD

Banking in Mukah town settle complaints in a reasonable time

3.220

.780

Processing transaction of banking in Mukah town is fast

3.305

.825

Get precise instruction during walk-in the bank

3.383

.827

3.530

.947

3.423

.930

3.714

.867

Perceptions customers services quality

ATM machine easily found at Mukah town


ATM machine of banking in Mukah town provide enough
money during transaction
ATM machine provides clear instruction on usage

Furthermore, the method of multiple linear regression technique with


significance level of 0.05 is used to identify the most dominant factor relative to the
behavioral intention to use mobile learning. The independent variables were the
reliability, assurance, tangibles, empathy and responsiveness. The dependent variable
indicated the perception of customer satisfaction towards customer services of
banking in Mukah Sarawak. According to the Table 3, there are four from five
variables that were influence for customer satisfaction. The highest coefficient for
396

reliability is 0.270; follow by assurance 0.260, empathy 0.131 and lastly tangible
0.097. This explains reliability the most influential towards to customer satisfaction.
However, responsiveness is not significant level because the value of p is more than
0.05. The general form of the regression equation to predict customer satisfaction
from reliability, assurance, tangible and empathy which obtained from the coefficient
is:

CS = 0.551+0.270R+0.260A+0.097T+0.131E

Table 3: Multiple Linear Regression equation for the RATER factor

Model

Unstandardized

Standardized

Coefficients

Coefficients

sig

3.566

.000

Std Error

Beta

(Constant)

.551

.155

Real

.270

.050

.264

5.347

.000

Assurance

.260

.049

.273

5.339

.000

Tangible

.097

.044

.107

2.215

.027

Empathy

.131

.054

.138

2.414

.016

Responsiveness

.083

.055

.079

1.499

.135

a. Dependent variables: Customer Satisfaction

As illustrated in Table 4, the value of R is considered in measuring the quality of


prediction of the dependent variable. In this study, the value of R which represents
the multiple coefficients is 0.706, a good level of prediction.

The value of R2

represents the coefficient of determination, which verifies the proportion of variance


in the dependent variable that can be explained by the independent variables. It can
be seen that value of 0.499 means about 50% of the variation refer to customer
satisfaction toward banking services in Mukah Sarawak. The regression equation
appears to be very helpful for making predictions since then value of R2 is close to 1.

397

Table 4: Interpretation and computation of the coefficient of multiple determinations,


(R2) Model Summary
Model

6.0

R Square

.706

Adjusted R

Std Error of the

Square

estimate

.492

.45514

.499

CONCLUSION AND RECOMMENDATIONS

First objective of this study was to identify the perceptions of customers


regarding the service quality provided by the employees in banks. The result and the
analysis showed that the banks were create a good impression and also able to satisfy
their customers needs. Most of the respondents agreed that the attitudes of the
employees were good and their responses to the customers needs were reacted
quickly. Besides that, the study also found that the assurance dimension was the
most influenced factor towards customer satisfaction, followed by reliability. Most
respondents agreed that banks employees are having the knowledge to answer
customer questions. Our finding was supported by (Mohammad Idham et al., 2013)
which showed that assurance contributes the most that influenced customers
satisfaction towards the quality of services provided by the banks. The results also
stated that all dimensions: reliability, assurance, responsiveness, empathy and tangible
had influenced customers satisfaction towards the services quality of Bank Islam
Malaysia Berhad (BIMB). The results also agree with the findings of Snehalkumar
(2013) who find that customer gives higher response on reliability and responsiveness
of bank employees. He also concluded that SERVQUAL dimensions are useful tool to
predict over all service performance of banks. The results support by the finding of
Shah& Asst (2013) which stated that service quality can influence the customer
satisfaction. The second objective of this study was to identify factors RATER
(reliability, assurance, tangible, empathy and responsiveness) that can increase
customer satisfaction. Four from five variables that were influence service quality
provided by the employees in bank. Factor responsiveness does not influence on
service quality provided by the employees in bank.

398

Based on the research that we had conducted, Firstly, Mukah town should
provide more types of banks such as Ambank, CIMB, and Bank Islam. This is
because of some respondents has to travel from other places like Sibu and Kuching.
The choices for banks are limited for them. Besides that, some students from
Polytechnic Mukah will need to pay their fees by using Bank Islam, which now this
bank is not available in Mukah. Secondly, the banks should increase the numbers of
the ATM machines. Most of them are complaining that the numbers of ATM
machines are not enough to satisfy the users needs, especially Public Bank. They also
suggest that the ATM machines should be provided at some convenience places such
as, Medan Mall Mukah. Lastly, the service quality of the banks provided should be
improved in order to give better services to the customers. The banks should enhance
more customer rights in dealing the transactions with the banks, such as privacy of the
users. Moreover, the number of employees working in the banks is not enough. Some
of the respondents complained that the working speed of the employees is too slow.
Therefore, the employees of the bank should improve their attitudes.

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401

BUDAYA USAHAWANAN DI KALANGAN BELIA:


KAJIAN KES USAHAWAN PREMIS SELIAAN SARAWAK ECONOMIC
DEVELOPMENT CORPORATION (SEDC) DI KAMPUNG BOYAN,
KUCHING, SARAWAK.
Hartyni Binti Mastor1 , Hasimah Binti Salleh2
1, 2

Politeknik Kuching Sarawak

hartyni@poliku.edu.my1 , hasimah_salleh@poliku.edu.my2

ABSTRAK

Kajian ini meneroka pemantapan budaya keusahawanan di kalangan belia


yang berniaga di premis seliaan Sarawak Economic Development
Corporation (SEDC) di Kampung Boyan, Kuching, Sarawak. Seramai 27
orang usahawan telah menjawab soal selidik yang dijalankan. Dari jumlah
tersebut hanya 24 orang pengendali premis sahaja yang mengembalikan
semula soal selidik yang telah diedarkan. Berdasarkan soalselidik yang edar
didapati hampir kesemua usahawan bersetuju bahawa minat terhadap
perniagaan dan kepuasan diri menjadi pendorong mereka menceburi bidang
yang mencabar ini. Soal selidik kemudian dibahagikan kepada empat
bahagian utama yang mana nilai kebolehpercayaan terhadap item soalan
yang diajukan adalah tinggi dengan nilai alpha 0.865. Nilai ini menunjukkan
bahawa item yang dikaji adalah amat baik dan boleh digunapakai untuk
kajian ini. Dapatan seterusnya dikaji dengan melihat nilai skor min setiap
item. Bahagian A melihat kepada aspek demografi responden manakala
bahagian B melihat kepada pandangan belia terhadap aktiviti keusahawanan,
usahawan yang dikaji sangat bersetuju bahawa mereka berazam untuk
menjalankan suatu perniagaan pada masa hadapan dan mereka tidak
bersetuju bahawa kerjaya sebagai seorang usahawan tidak menarik sama
sekali. Bahagian C pula melihat ciri-ciri usahawan. Bahagian ini
menunjukkan bahawa usahawan mempunyai ciri-ciri usahawan yang positif
dan berdaya saing. Bahagian terakhir iaitu bahagian D pula melihat sumber
dorongan mengapa mereka menceburi bidang ini. Wang bukanlah sumber
402

utama kerana rata-rata bersetuju bahawa keinginan untuk menjadi usahawan


merupakan pendorong utama untuk menjadi usahawan. Secara keseluruhan
kajian memberikan gambaran yang amat positif terhadap budaya
keusahawanan di kalangan pemilik premis seliaan Sarawak Economic
Development Corporation (SEDC) di Kampung Boyan, Kuching, Sarawak.

Kata Kunci: Budaya, usahawan, belia

1.0

PENDAHULUAN

Bidang keusahawanan merupakan satu bidang yang dapat menjana


pertumbuhan sesebuah Negara Usahawan adalah penggerak dan pemangkin ekonomi
Negara. Rosli Mahmood (2010) bersetuju bahawa sesebuah negara tidak akan
mencapai taraf negara maju sekiranya tidak mempunyai usahawan yang berjaya serta
berdaya saing yang tinggi. Pelbagai usaha yang dilaksanakan bagi meningkatkan lagi
usahawan di Malaysia. Namun begitu usaha melahirkan usahawan yang berjaya
bukanlah sesuatu tugas yang mudah. Ia perlukan komitmen, dedikasi, ketegasan dan
amalan yang berterusan ke arah mempraktikkan roh keusahawanan dalam setiap
urusan harian. Hal ini turut diperkatakan sebagai pembudayaan keusahawanan oleh
Kamarulzaman Ismail, Amaludin Ab.Rahman (2009) dalam kajian mereka.

Di Malaysia usahawan adalah antara tunggak utama dan penggerak ekonomi


negara. Mereka adalah orang yang menghasilkan pelbagai barangan dan perkhidmatan
yang diperlukan oleh masyarakat. Menurut Rosli Mahmood (2010), aktiviti mereka
ini akan mewujudkan banyak peluang pekerjaan. Bagi memastikan bidang
keusahawanan ini terus berkembang, maka budaya usahawan perlu diterapkan di
dalam diri individu yang mempunyai potensi menjadi seorang usahawan terutamanya
golongan belia.

Pertubuhan Bangsa-Bangsa Bersatu (PBB) mentakrifkan belia sebagai


individu dalam kumpulan umur 15 hingga 24 tahun. Di Malaysia, belia ditakrifkan
sebagai mereka yang berumur 15 hingga 40 tahun, seperti yang termaktub dalam Akta

403

Pertubuhan Belia dan Pembangunan Belai 2007 (sumber Laporan Ekonomi


2012/2013).

Belia merupakan aset negara yang paling bernilai dan berpotensi untuk
memainkan peranan penting dalam transformasi negara, oleh itu adalah mustahak
agar kedinamikan dan potensi sumbangan belia kepada pembangunan ekonomi dan
negara dipupuk dan di manfaatkan.

Belia inginkan peluang dalam pelbagai bidang seperti pendidikan, pekerjaan,


keusahawanan dan latihan. Oleh yang demikian kerajaan telah menyediakan beberapa
inisiatif dan program bagi memenuhi keinginan belia, seperti program keusahawanan
untuk melibatkan belia dalam aktiviti keusahawanan. Ini termasuklah program Dana 1
Malaysia dan My Creative Venture Capital pada peruntukan Bajet 2012 (Laporan
Ekonomi 2012/2013).

Mohd Noor & Samsuri (2008) dalam tulisan mereka menyatakan bidang
keusahawanan merupakan satu bidang yang diberi perhatian khusus oleh kerajaan
sesuai dengan matlamat Wawasan 2020. Hasrat kerajaan kini ialah melahirkan ramai
golongan belia yang menceburi bidang keusahawanan sepenuh masa dan menjadi
usahawan yang berjaya. Pada masa kini semakin ramai golongan belia Bumiputera
yang terbukti telah berjaya dalam perniagaan, tetapi peratus yang terlibat dalam
bidang ini adalah masih terlalu kecil. Walaupun Indeks Belia Malaysia 2011 yang
dikeluarkan oleh IPPBM menunjukkan peningkatan minat belia terhadap bidang
keusahawanan dari skor 63.3 pada 2008 meningkat kepada 68.6 pada 2011 namun
realiti penglibatan belia terutama bumiputera masih rendah. (Zoolhilmi Ahmed dan
Buerah Tunggak, 2013)

Menurut Barjayai (2000), kurangnya penglibatan belia dalam bidang


keusahawan ini adalah kerana kurangnya penghayatan tentang konsep dan falsafah
keusahawanan dalam diri individu itu sendiri.

Oleh yang demikian dalam kajian ini, pengkaji ingin mengkaji dan
mengenalpasti budaya keusahawanan yang sedia ada di kalangan belia. Melalui kajian
404

ini juga, penkaji beranggapan bahawa peringkat belia yang bebeza dan pembabitan
secara terus atau tidak dalam bidang keusahawanan akan memberikan jawapan dan
pandangan yang berbeza seterusnya hasil kajian ini boleh djadikan panduan atau
rujukan yang baik mengenai kerjaya belia.

2.0

OBJEKTIF KAJIAN

Kajian ini dijalankan bagi mengenalpasti sikap dan ciri-ciri keusahawanan


yang ada dalam diri belia. Antara objektif kajian adalah
i. Mengenalpasti pandangan belia terhadap aktivit keusahawanan
ii. Mengenalpasti potensi sikap dan aspirasi keusahawanan dalam diri belia
Iii.Mengenalpasti sumber dorongan belia dalam menceburi bidang
Keusahawanan

Melalui objektif kajian yang telah digariskan, kajian ini akan menjawab beberapa
persoalan yang timbul dalam kajian ini, iaitu
i.

Apakah pandangan belia terhadap aktiviti keusahawanan?

ii.

Apakah ciri-ciri keusahawanan yang ada dalam diri belia?

iii.

Apakah

faktor-faktor

yang

mendorong

belia

menceburi

bidang

keusahawanan.

3.0

KAJIAN LITERATUR

3.1

Usahawan

Laporan Jabatan Perangkaan Malaysia 2009 mendefinisikan usahawan sebagai


mana-mana individu yang terlibat sebagai majikan dan pengusaha sendiri. Greene
(2000) mentakrifkan usahawan sebagai individu yang menjalankan perniagaan
sendiri, manakala Nor Aini Idris (2003) menganggap usahawan sebagai golongan
pengusaha dan peniaga yang sanggup menaanggung risiko , sentiasa berusaha untuk
melakukan inovasi dan bijak serta kreatif dalam mendapatkan cara menigkatkan
kekayaan dan status sosial.

405

Moha Asri (1999) mendefinisikan usahawan sebagai golongan yang kuat,


mempunyai idea-idea baru, mempunyai daya cipta dan kreativiti yang tinggi, sanggup
menghadapi risiko kehilangan harta benda dan berusaha meningkatkan operasi
perniagaan mereka.

Khairuddin (1996) mendefinisikan usahawan sebagai seorang individu yang


merancang, menerajui dan mengurus sebuah perniagaan atau perusahaan. Beliau juga
menyatakan usahawan merupakan seorang individu yang berorientasikan tindakan,
bersifat kreatif, inovatif, bercita-cita tinggi dan mempunyai wawasan.

Juhary dan Ishak (1991) mengatakan usahawan ialah seseorang yang


membentuk dan menghasilkan sesuatu daripada keadaan yang tidak wujud. Dengan
kata lain, usahawan merupakan seorang individu yang kreatif.

Usahawan adalah seorang yang mengamalkan sikap ketekunan di dalam


melaksanakan kerja. Sodri (2002) bersetuju bahawa usahawan itu seseorang yang
mempunyai keyakinan diri kepada apa yang dihajati serta keupayaan meletakkan arah
kepada destinasi yang dituju.

3.2

Ciri-Ciri Usahawan Berjaya

Usahawan adalah orang yang mengusahakan perniagaan. Dilihat pada


sifatnya, usahawan adalah orang yang akan merebut peluang perniagaan yang ada,
mengusahakannya sehingga berjaya dan kemudiannya akan terus berusaha membina
perniagaan tersebut ketahap kejayaan yang lebih besar (Sodri Ariffin, Ahmad Shafee
Sabaruddin, 2002). Sifat-sifat yang dibincangkan oleh Sodri Ariffin dan Ahmad
Shafee Sabaruddin itu adalah salah satu ciri-ciri usahawan yang perlu ada dalam diri
belia. Ini juga dikenali sebagai budaya usahawan yang perlu dimiliki usahawan,
kerana menurut Kamarulzaman Ismail dan Amaludin Ab.Rahman, (2009) menyatakan
bahawa Budaya keusahawanan ialah sifat-sifat positif yang dimiliki oleh seseorang
individu seperti tabah,cekal dan senantiasa bersemangat.

406

Menurut Zaidatol Akmaliah (1998), untuk menjadi usahawan yang berjaya


sesorang itu perlu mempunyai ciri-ciri usahawan dan semangat keusahawanan yang
tinggi. Sesesorang usahawan muncul bukan kerana memiliki ciri-ciri personaliti
semulajadi atau dilahirkan, tetapi pelbgai faktor lain dan boleh dilatih. Pendapat ini
turut disokong oleh Hisrich & Peter (1998), kerjaya keusahawanan dipengaruhi oleh
latar belakang pekerjaan ibu bapa seseorang usahawan dan keluarga memainkan
peranan dalam menggalakkan kredibiliti keusahawanan sebagai satu kerjaya.

Kajian Norita Deraman (2005) menyatakan usahawan yang berjaya adalah


individu yang percaya kepada diri sendiri serta tidak mempercayai kejayaan dan
kegagalannya adalah disebabkan oleh nasib atau faktor-faktor luaran.

Usahawan yang berjaya dapat dibezakan daripada individu yang lain.


Usahawan dikatakan mempunyai ciri-ciri unik dan profil diri yang unik, hebat serta
memiliki kompetensi keusahawana yang tinggi. Rosli Mahmood (2010) bersetuju
bahawa usahawan perlu mempunyai ciri-ciri dinamik dan optimistim terhadap
peluang yang ada.

Menurut kajian McClelland (1985) terhadap budaya Malawi dan Ecuador


mengenai ciri-ciri usahawan yang berjaya ialah:
i.

Inisiatif diri

ii.

Dapat melihat peluang dan merebut peluang

iii.

Kecekalan

iv.

Mencari maklumat

v.

Menitikberatkan mutu kerja yang tinggi

vi.

Komitmen terhadap perjanjian kerja

vii.

Berorientasikan kecekalan

viii.

Perancangan yang sistematik

ix.

Menyelesaikan masalah secara kreatif

x.

Keyakinan diri

xi.

Ketegasan

xii.

Meyakinkan orang lain

xiii.

Menggunakan strategi strategi pengaruh


407

3.3

Faktor Mendorong Belia Menceburi Bidang Keusahawanan

Terdapat beberapa faktor yang mendorong belia menceburi bidang


keusahawanan. Usahawan mungkin terdorong oleh satu atau lebih faktor. Antaranya
ialah kedudukan kewangan dan galakan daripada keluarga. Menurut Kamarulzaman
Ismail dan Amaludin Ab.Rahman (2009), dorongan peribadi seperti suka melakukan
kerja yang mencabar, kepuasan diri merupakan tarikan individu menceburi bidang
keusahawanan. Selain itu faktor situasi seperti kekecewaan tidak berpuas hati dengan
gaji yang diperolehi atau kecewa kerana sukar mendapat pekerjaan, kehilangan
pekerjaan juga faktor tarikan belia menceburi keusahawanan. Manakala faktor
persekitaran seperti faktor ekonomi, politik dan pasaran juga mendorong belia terlibat
dalam aktiviti keusahawanan.

Nor Aishah (2002) menyatakan bahawa secara amnya terdapat tiga tarikan
yang mendorong usahawan menceburi bidang keusahawanan, iaitu
i.

Keuntungan yang lumayan hasil dari aktiviti keusahawanan

ii.

Kebebasan membuat keputusasn dan menentukan arah tuju kejayaan


tanpa campur tangan orang lain

iii.

Kepuasan cara hidup menunjukkan usahawan dapat menikmati


kepuasan peribadi melaui pengalamannya dalam perniagaan.

Fatimah Daud (1975) telah menjalankan kajian ke atas usahawan wanita


bumiputera di Kuala Lumpur, merumuskan bahawa sebilangan wanita berniaga secara
sambilan untuk membantu keluarga manakala sebahagian lagi menjadikan usahawan
sebagai kerjaya.

Keinginan memiliki kemewahan adalah antara faktor yang mendorong


seseorang menceburi diri dalam bidang keusahawanan. Walau bagaimanapun,
usahawan tidak seharusnya meletakkan ganjaran kewangan dan kemewahan sebagai
perkara utama dalam usaha yang dijalankan.

408

Rangsangan daripada kejayaan orang lain juga menjadi tarikan utama


seseorang terlibat dalam bidang keusahawanan. Keinginan yang kuat untuk
mencontohi usahawan yang berjaya dan menikmati apa yang mereka telah beroleh
sentiasa bermain di kepala. Dorongan yang semakin berkembang kukuh dari hari ke
hari inilah yang mampu mendorong seseorang menceburi bidang keusahawanan
(Khairuddin, 1996).

Malaysia telah menunjukkan kemahiran usahawan dalam pelbagai aktiviti


yang berbeza sejak dari dulu lagi. Usaha untuk memodenkan perspektif
keusahawanan dan memotivasikan mereka ke era yang lebih global hanya dilakukan
selepas Malaysia merdeka, lebih-lebih lagi apabila Malaysia begitu komited terhadap
Wawasan 2020.

Dalam Rancangan Malaysia ke 10- dan ke-11, (meliputi tahun 2010 hingga
2020), kerajaan telah menetapkan matlamat untuk menggalakkan generasi baru
menceburi bidang keusahawanan selain membangunkan organisasi sedia ada supaya
terlibat dalam pasaran global (Amran et.al 2010).

Bagi memastikan budaya usahawan ini terus berkembang, kerajaan Malaysia


telah melaksanakan beberapa inisiatif untuk membantu masyarakat Malaysia
berkecimpung dalam bidang keusahawanan. Antaranya adalah program 1MET
ataupun One Malaysian Entrepreneur yang baru-baru ini dilaksanakan di Pusat
Transformasi Bandar (UTC) Kuching Sarawak. 1MET adalah satu inisiatif oleh
Kementerian Kewangan Malaysia untuk memberi inspirasi, menggalak dan memupuk
usahawan generasi muda supaya dapat mencapai kejayaan dalam bidang yang
diceburi. Objektif utama program ini adalah bertujuan untuk memperkenalkan
konsep-konsep teras keusahawanan dan penciptaan usaha niaga.

Peserta juga

diperkenalkan kepada perkara asas di dalam bidang keusahawanan, jenis-jenis


peluang, risiko dan bagaimana usahawan pakar bertindak.

Usaha ini disokong oleh kerajaan dengan pemberian dana kepada aktiviti
usahawan seperti yang termaktub dalam Bajet 2015 Sebanyak tujuh teras utama telah
dibentangkan dan salah satu strategi iaitu strategi ketiga- mengupaya modal insan dan
409

keusahawanan. Menerusi tindakan ke dua iaitu memantapkan Keusahawanan


Bumiputera. Bagi melahirkan usahawan-usahawan bumiputera, beberapa inisiatif
telah dijalankan antaranya memperkukuhkan peranan Institusi Keusahawananan
Negara atau INSKEN, merancakkan lagi program Skim Usahawan Permulaan
Bumiputera atau SUPERB dengan peruntukan tambahan sebanyak 30 juta dan akan
diperluaskan kepada usahawan Sabah dan Sarawak.

4.0

4.1

METADOLOGI KAJIAN

Sampel Kajian

Sample kajian ini terdiri daripada usahawan yang berniaga

dibawah premis

seliaan Sarawak Economic Development Corporation (SEDC) di Kampung Boyan,


Kuching, Sarawak. Terdapat 34 buah gerai namun begitu gerai yang beroperasi hanya
27 gerai sahaja semasa borang soal selidik diedarkan. Kesemua pengusaha gerai telah
diedar dengan borang soal selidik dan sebanyak 24 borang soal selidik telah
dikembalikan semula kepada penyelidik. Usahawan di premis ini menjalankan
perniagaan jualan makanan.

4.2

Instrumen Kajian

Instrumen kajian adalah menggunakan soal selidik yang telah digunakan oleh
pengakaji lain sebelum ini. Bagi memastikan instrument boleh digunakan dalam
kajian, satu kajian rintis telah dijalankan terhadap pelajar-pelajar Politeknik Kuching
yang terlibat dengan Program Students Business Centre. Ujian Cronbach Alpa telah
digunakan untuk menguji kebolehpercayaan soal selidik. Hasil kajian menunjukkan
bahawa indeks kepercayaan bagi mengukur budaya keusahawanan di kalangan belia
adalah 0.865. Menurut Mohd Majid (2005) instrument ini adalah baik dan boleh
digunakan kerana kebolehpercayaan melebihi 0.6.

Borang soal selidik dijadikan sebagai instrumen kajian. Mohd Majid (2000),
dalam tulisan beliau menyatakan soal selidik merupakan cara terbaik dalam
410

pengumpulan maklumat. Soal selidik yang digunakan mengandungi empat bahagian


iaitu demografi, penilaian pandangan belia, penilaian kompetensi keusahawanan belia
dan penilaian sumber dorongan. Soalan yang dikemukan dalam borang soal selidik
diambil berdasarkan dapatan kajian-kajian lepas yang diolah menjadi ayat bagi
memudahkan responden menjawab soalan. Item-item soal selidik menggunakan skala
likert 5 skala bermula dengan skor (1) Sangat Tidak Setuju, (2) Tidak Setuju, (3)
Tidak Pasti, (4) Setuju dan (5) Sangat Setuju.

4.3.

Kaedah Pengumpulan Data

Data-data diperolehi dalam kajian ini adalah daripada dua sumber iaitu data
primer dan data sekunder. Data primer ialah data yang diperolehi daipada soal selidik
manakala data sekunder diperoleh daripada buku, tesis dan jurnal berkaitan.

4.4

Kaedah Penganalisaan Data


Data data yang diperoleh dianalisis menggunakan kaedah kuantitatif. Data-

data tersebut dianalisis dengan perisian Statistical Package For Social Science (SPSS)
Version 21.0. Bagi meninterpretasi dapatan dari responden, nilai min akan digunakan
sebagai panduan. Nilai min merupakan nilai purata dan mewakili nilai yang banyak
dan nilai min merupakan kaedah ukuran kecenderungan memusat.

5.0

DAPATAN KAJIAN

5.1

Analisa Demografi Responden

Bahagian ini bertujuan untuk mendapatkan maklumat latar belakang


usahawan, tahap pendidikan, jenis perniagaan, tempoh berniaga, jumlah pekerja serta
sebab utama menceburi bidang perniagaan.Soalan bahagian ini dianalisis dengan
kekerapan dan peratus. Jadual 5.1di bawah memaparkan profil demografi responden
yang terlibat dalam kajian ini. Secara umum responden majoriti terdiri dari usahawan
wanita. Sebanyak 50% dari responden terdiri dari golongan belia yang berumur 40
411

tahun dan ke bawah. Dari aspek pendidikan seramai 79.2% responden tamat
bersekolah menengah dan selebihnya tamat pengajian di kolej dan universiti.

Dari 24 orang responden di dapati hanya 20.8% sahaja mendapat pendidikan


perniagaan secara formal dan bakinya 58.3% tidak pernah memiliki kelulusan dalam
bidang perniagaan. Responden ini juga terdiri dari usahawan yang terlibat dalam
aktiviti jualan dan majoriti mereka mempunyai pekerja kurang dari 10 orang. Dapatan
juga menunjukkan 62.5% responden baru sahaja menceburi bidang ini kurang dari 5
tahun. Mereka memulakan sendiri perniagaan berdasarkan minat (79.2%) dan juga
ingin memperolehi kepuasan diri dengan berniaga (41.7%). Pernyataan ini disokong
oleh kajian Jean (2002) yang menyatakan faktor utama mereka memilih bidang
keusahawanan adalah kerana faktor minat, cita-cita dan ingin mendapat kepuasan diri
melalui kerja yang dilakukan.

Responden juga amat bersetuju bahawa pendidikan keusahawan amat penting


apabila menceburi bidang ini dan kebanyakan mereka hanya mengikuti kursus kurang
dari tempoh 6 bulan dan juga terdapat 7 orang (29.2%) dari responden tidak pernah
mengikuti apa-apa kursus yang berkaitan. Hal ini turut disokong dalam dapatan kajian
Azmi et al. (2012) yang menyatakan bahawa khidmat nasihat dan latihan yang betul
berupaya meningkatkan pengetahuan dan kemahiran usahawan ianya juga sekaligus
menjadikan mereka lebih berdaya saing dalam persekitaran perniagaan yang
mencabar.

Jadual 5.1: Profil Demografi Responden


Profil Demografi

Kategori

Jantina

Umur

Pendidikan

Kekerapan

Peratus

Lelaki

33.3

Perempuan

16

66.7

40 tahun dan kebawah

12

50

Melebihi 40 tahun

37.5

Sekolah Rendah

Sekolah Menengah

19

79.2

Maktab/Kolej

12.5

412

Universiti

8.3

Pendidikan yang telah

Ada kelulusan perniagaan

20.8

diperolehi dalam bidang

Tiada kelulusan perniagaan

14

58.3

Jenis perniagaan yang

Jualan

23

95.8

dijalankan

Perkhidmatan

Pembinaan

10 orang dan kebawah

19

79.2

Melebihi 10 orang

Berapa lama anda telah

Kurang 5 tahun

15

62.5

berniaga

5 tahun hingga 9 tahun

16.7

10 tahun hingga 14 tahun

8.3

15 tahun keatas

Bagaimanakah perniagaan

Mulakan sendiri

24

100.0

anda dimulakan

Mewarisi keluarga

0.0

Lain-lain

0.0

Tidak puas hati dengan

20.8

Tradisi keluarga

0.0

Kehilangan pekerjaan

0.0

Minat

19

79.2

Berapakah usia anda ketika

Kurang 17 tahun

8.3

memulakan perniagaan

17 tahun hingga 21 tahun

12.5

22 tahun hingga 26 tahun

16.7

27 tahun hingga 31 tahun

29.2

32 tahun dan keatas

29.2

Apakah sebab utama anda

Wang

33.3

memilih perniagaan sendiri

Kebebasan

4.2

Cabaran

20.8

Kepuasan diri

10

41.7

Adakah pendidikan

Ya

23

95.8

keusahawanan penting?

Tidak

4.2

perniagaan

Jumlah pekerja

Mengapa anda berniaga

pekerjaan dahulu

413

Berapa lamakah tempoh kursus Kurang 6 bulan

12

50.0

keusahawanan yang pernah

Lebih 6 bulan

20.8

anda hadiri

Tidak pernah kursus

29.2

5.2 Analisa Objektif Kajian

Soal selidik seterusnya telah dibahagikan kepada 3 bahagian berdasarkan


kepada objektif kajian. Bahagian B melihat kepada Pandangan Belia Terhadap
Aktiviti Keusahawanan, bahagian C soalan soal selidik menjurus kepada Ciri-ciri
Keusahawanan Belia dan seterusnya bahagian D lebih menjurus kepada Sumber
Dorongan Belia Dalam Menceburi Bidang Keusahawanan. Bagi soal selidik ini nilai
kebolehpercayaan yang diperolehi ialah 0.865. Jadual dibawah menunjukkan nilai
kebolehpercayaan dan min bagi setiap item soalan yang dikemukakan kepada
responden.

Bahagian B: Pandangan Belia Terhadap Aktiviti Keusahawanan

Berdasarkan Jadual 5.2 di bawah, hasil kajian secara keseluruhan


menunjukkan responden mempunyai pandangan yang positif terhadap aktiviti
keusahawanan. Namun bagi item 1, secara majoriti responden tidak bersetuju dan
tidak pasti bahawa untuk memulakan satu perniagaan dan seterusnya mengekalkannya
adalah sangat mudah. Responden juga kurang bersetuju dengan item 2 bahawa
kerjaya sebagai seorang usahawan sama sekali tidak menarik minat. Ini kerana
berdasarkan soalan di bahagian A, sebanyak 79.2% responden menyatakan minat
merupakan penyebab utama bagaimana perniagaan mereka bermula. Responden juga
dilihat amat yakin bahawa mereka tidak ragu-ragu dan mampu memulakan perniagaan
baru berdasarkan item 4, item 7, item 12 dan item 13. Hasil dapatan kajian ini adalah
sama seperti dapatan kajian

Brush (1992), Moore & Buttner (1997) dan

Thuaibah@Suaibah et.al (2007) yang mendapati bahawa penglibatan usahawan belia


dalam perniagaan dipengaruhi oleh faktor-faktor seperti minat serta bercita-cita
menjadi seorang usahawan.

Jadual 5.2: Mengenalpasti Pandangan Belia Terhadap Aktiviti Keusahawanan


414

Bil

Perkara

Nilai

Skor Min

Kebolehpercayaan
1

Untuk memulakan satu perniagaan dan

0.859

2.9583

0.871

1.7917

0.863

4.6250

0.860

2.7500

0.863

4.6957

0.863

4.7917

0.878

1.8750

0.865

3.9583

0.857

4.5217

0.860

3.7917

0.864

4.8333

0.866

1.9167

mengekalkannya adalah sangat mudah


bagi saya
2

Kerjaya sebagai seorang usahawan sama


sekali tidak menarik minat saya

Saya bersedia untuk melakukan apa saja


untuk menjadi seorang usahawan

Saya ragu-ragu sama ada saya mampu


untuk memulakan perniagaan baru

Saya berminat untuk memulakan


perniagaan sekiranya diberi peluang dan
sumber yang diperlukan

Saya akan berusaha bersungguhsungguh untuk memulakan dan


mengendali perniagaan saya

Saya yakin saya tidak mampu untuk


memulakan sesuatu perniagaan

Saya mampu mengawal proses


pembentukan suatu perniagaan yang
baru

Ahli keluarga dan rakan saya akan


bersetuju dengan keputusan saya untuk
memulakan perniagaan

10

Di antara pilihan kerjaya yang ada, saya


sanggup menceburi apa jua bidang
daripada menjadi seorang usahawan

11

Saya berazam untuk menjalankan suatu


perniagaan pada masa hadapan

12

Saya kurang berminat untuk memulakan


perniagaan baru
415

13

Adalah amat sukar bagi saya untuk

0.879

2.7917

0.861

4.2917

0.862

4.5417

0.861

4.7500

0.858

4.4583

0.859

4.2083

membangunkan sesuatu idea perniagaan


14

Saya mempunyai peluang yang tinggi


untuk Berjaya sekiranya saya
menjalankan sesuatu perniagaan

15

Menjadi seorang usahawan akan


memberikan saya suatu kepuasan yang
tinggi

16

Matlamat utama saya adalah untuk


menjadi usahawan

17

Menjadi usahawan memberikan saya


lebih banyak kebaikan daripada
keburukan

18

Saya tahu selok belok yang diperlukan


untuk memulakan perniagaan baru

Bahagian C: Ciri-ciri Keusahawanan Belia

Jadual 5.3 seterusnya menunjukkan kesemua responden dapat mengenalpasti


potensi, sikap, ciri dan aspirasi keusahawanan itu sendiri. Responden bersetuju
bahawa mereka terdiri daripada individu yang menpunyai inisiatif yang tinggi,
sanggup mengambil risiko, sanggup berkorban serta berfikiran kreatif dan inovatif.
Namun begitu, terdapat sebilangan kecil responden yang meragui kebolehan mereka
dalam menyelesaikan masalah. Selain cekal dan rajin, responden juga bersetuju yang
mereka mempunyai ciri-ciri usahawan yang jujur dan amanah.Dapatan ini turut
disokong oleh Tee Kee Pei (2000) , Phillippe (2005) dan Thuaibah@ Suaibah et.al
(2007) jelas menunjukkan bahawa faktor sikap seperti kuat berusaha, amanah dan
bertanggungjawab boleh menyumbang kepada kejayaan perniagaan mereka dan jika
aspek-aspek ini diabaikan sesuatu perniagaan itu boleh mengalami kegagalan.

416

Jadual 5.3: Mengenalpasti Potensi, Sikap, Ciri Dan Aspirasi Keusahawanan Belia
Bil

Perkara

Nilai

Skor Min

Kebolehpercayaan
1

Adakah anda mempunyai inisiatif yang

0.860

4.1667

0.857

3.7826

tinggi?
2

Adakah anda sanggup mengambil risiko


yang tinggi?

Adakah anda sanggup berkorban?

0.858

4.0417

Adakah anda seorang yang berfikiran

0.862

4.1250

0.863

3.9167

0.862

4.3750

0.858

4.3750

0.858

0.4333

0.860

4.5417

0.861

4.6250

kreatif dan inovatif?


5

Adakah anda mempunyai kebolehan


menyelesaikan masalah?

Adakah anda sentiasa mencari dan


merebut peluang perniagaan?

Adakah anda seorang yang


berkeyakinan diri?

Adakah anda bertindakbalas secara


positif kepada cabaran dan sentiasa
cekal menghadapi rintangan?

Adakah anda rajin dan bersungguhsungguh?

10

Adakah anda jujur dan amanah?

Bahagian D: Sumber Dorongan Belia Dalam Menceburi Bidang Keusahawanan

Hasil data dari Jadual 5.4 pula melihat apakah sumber dorongan belia dalam
417

menceburi bidang keusahawanan ini. Rata-rata responden hampir amat bersetuju


bahawa cita-cita ingin menjadi usahawan dan ingin membantu keluarga merupakan
sumber utama yang mendorong mereka menceburi bidang ini. Mereka yang menjadi
usahawan kebanyakkannya ingin berdikari dan tidak suka makan gaji, ingin mendapat
kepuasan kerja, mendapat sokongan dan dorongan dari ahli keluarga dan rakan-rakan
serta memperolehi peluang untuk berniaga. Namun begitu, majority responden tidak
pasti adakah mereka tidak puashati dengan pekerjaan terdahulu menjadi penyebab
mereka menjerumus dalam bidang keusahawanan atau akibat kecewa kerana sukar
mendapat pekerjaan. Namun responden tidak bersetuju bahawa kehilangan pekerjaan
menjadi pendorong mereka menyertai dunia keusahawanan ini.

Jadual 5.4: Mengenalpasti Sumber Dorongan Belia Dalam Menceburi Bidang


Keusahawanan.
Bil

Perkara

Ingin mencapai cita-cita menjadi seorang

Nilai

Skor

Kebolehpercayaan

Min

0.862

4.7917

usahawan
2

Ingin cepat kaya/menikmati cara hidup mewah

0.857

4.0000

Ingin menawarkan khidmat kepada masyarakat

0.862

4.3333

Ingin melakukan kerja kebajikan yang diredhai

0.860

4.5000

Tuhan dengan menggunakan keuntungan yang


diperolehi daripada aktiviti keusahawan
5

Ketidakpuasan terhadap pekerjaan dahulu

0.862

3.1250

Saya ingin berdikari dan tidak suka bekerja

0.860

4.2609

0.860

4.5833

0.859

3.1250

makan gaji
7

Ingin mendapatkan kepuasan kerja daripada


aktiviti keusahawanan

Perasaan kecewa akibat sukar mendapat


sebarang pekerjaan

Peluang mendapat pekerjaan terbatas

0.879

2.8750

10

Kehilangan pekerjaan

0.870

2.3333

11

Ahli keluarga dan rakan mendorong saya untuk

0.860

4.5000

418

menceburi bidang perniagaan


12

Membantu menyara keluarga

0.865

4.7083

13

Mengambil alih perniagaan keluarga

0.852

3.2174

14

Memperolehi peluang untuk berniaga

0.856

4.5000

15

Ransangan daripada kejayaan orang lain

0.861

4.1667

6.0 RUMUSAN DAN CADANGAN

Secara keseluruhanya, bidang keusahawanan dilihat satu bidang yang amat


luas potensinya dan mampu mendorong kepada pembangunan sesebuah negara.
Pemantapan budaya keusahawanan dapat dilihat berdasarkan kajian keatas pandangan
belia terhadap aktiviti keusahawanan. Dapatan menunjukkan bahawa responden
mempunyai pandangan yang positif terhadap aspek ini. Seterusnya responden juga
bersetuju dengan ciri-ciri usahawan yang dinyatakan dalam soal selidik. Ciri-ciri
seperti berinisiatif tinggi, sanggup berkorban, kreatif dan inovatif, sentiasa mencari
dan merebut peluang, berkeyakinan, tahan cabaran, rajin dan jujur merupakan antara
ciri-ciri yang dipersetujui oleh responden. Responden sependapat menyatakan ciri-ciri
tersebut mampu melahirkan seorang usahawan yang berjaya. Seterusnya faktor atau
sumber dorongan untuk menceburi bidang keusahawana turut dikaji. Dapatan
menunjukkan faktor utama yang mempengaruhi ialah cita-cita mereka untuk menjadi
seorang usahawan dan ingin membantu keluarga. Namun responden menyatakan
kehilangan pekerjaan bukan penyebab utama mereka menceburi bidang ini.

RUJUKAN

Amran Awang, Zainal Ariffin Ahmad, Abdul Rashid Said Asghar dan Khairol Anwar
Subari (2010). Entrepreneurial Orientation Among Bumiputera Small and
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422

PEMBANGUNAN DAN KAJIAN KEBERKESANAN INOVASI EFFECTIVE


MARKER HOLDER DI KOLEJ KOMUNITI HULU SELANGOR
Muhamad Azlin Bin Ismail1, M.Azmi Bin Hj Ruzali2, Norzalina Binti Mohd
Yusof3
1,2,3

Kolej Komuniti Hulu Selangor

azlin@kkhse.edu.my, m.azmi@kkhse.edu.my, norzalina@kkhse.edu.my

ABSTRAK

Effective Marker Holder ( EMH ) merupakan satu inovasi yang diterjemahkan


hasil daripada pemerhatian dan permasalahan yang timbul dalam kalangan
pensyarah Kolej Komuniti Hulu Selangor

semasa mengambil dan

penyimpanan marker ketika aktiviti pengajaran dan pembelajaran ( PdP).


Effective Marker Holder telah berjaya membantu para pensyarah
menjimatkan masa pengambilan marker di samping memudahkan pensyarah
mengenalpasti lokasi marker semasa aktiviti pembelajaran dan pengajaran.
Kajian keberkesanan telah dilaksanakan terhadap 35 orang pensyarah Kolej
Komuniti Hulu Selangor yang telah diberikan peluang untuk menggunakan
EMH untuk tujuh (7) sesi PdP atau satu (1) bulan. Dapatan kajian
keberkesanan melalui sembilan (9) item soalan menunjukkan bahawa
pensyarah bersetuju bahawa Effective Marker Holder memudahkan
pengambilan marker, memanjangkan hayat marker dan menjimatkan masa.
Dapatan daripada perolehan stok juga menunjuk berlaku penjimatan
pembelian marker. Dapatan telah dianalisis melalui kaedah analisis statistic
deskriptif secara peratusan dan nilai min.

Kata kunci: Effective Marker Holder, Pembelajaran dan Pengajaran, Inovasi,


Penjimatan

1.0

PENGENALAN

Persekiran kerja yang bersih, sihat dan selamat telah dibuktikan mampu
meningkatkan prestasi kerja individu dan meningkatkan kecekapan Bagi memastikan
423

persekitaran kerja yang kondusif Kolej Komuniti Hulu Selangor telah melaksanakan
amalan kerja 5S.

Pelaksanan Amalan 5S adalah satu teknik pembersihan yang

bertujuan untuk mewujudkan persekitaran berkualiti secara sistematik dan praktikal.


Hasilinya adalah tempat kerja menjadi lebih teratur dan selesa sepanjang masa
(Panduan amalan 5S Jabatan Perkhidmatan Awam Malaysia, 2009). Justeru itu Kolej
Komuniti Hulu Selangor telah menyahut cabaran tersebut untuk melaksanakan
pensijilan 5S bagi memastikan tahap kualiti dan kesedaran individu berada dapat
tahap yang tertinggi.

Menurut Hough (2008), 5S merupakan satu amalan atau budaya dalam


masyarakat Jepun dan mula diperkenalkan di Malaysia dan Singapura pada tahun
1986. Konsep pelaksanaan amalan 5S yang cekap, berkesan dan konsisten akan
memberi nilai tambah kepada imej korporat Jabatan/Agensi secara keseluruhan.
Proses pelaksanaan 5S ini akan mewujudkan pelbagai inovasi yang mampu meningkat
produktivi. Kaedah penyimpanan marker pada papan tulis dilihat tidak teratur dan
kondusif serta mudah jatuh. Pengambilan dan penyimpanan marker dan pemadam
juga tidak efektif dan mudah jatuh. Justeru, inovasi yang dibuat adalah perumah
mudah alih bagi marker yang mudah dilihat, dicapai serta posisi menegak marker
dapat memanjangkan hayat marker. Perumahan marker juga mempunyai segmen
warna yang sesuai iaitu merah, biru dan hitam memudahkan aktiviti penyimpanan
marker.

Melalui inovasi ini, pelbagai aspek yang positif telah diperolehi. Di antara
aspek tersebut adalah, menjimatkan masa untuk mencapai marker dan menyimpankan
semula. Menurut kajian Hassan, Z. F. (1998), ciri-ciri inovator adalah hasil daripada
pemerhatian, masalah dan cadangan penambahbaikan yang dihasilkan oleh seseorang
individu.

2.0

PENYATAAN MASALAH

Pengambilan dan menyimpanan marker merupakan elemen penting bagi


dalam melaksanakan proses pembelajaran dan pengajaran di Kolej Komuniti Hulu
Selangor. Menurut Kamus Dewan (2005) pengambilan bermaksud perbuatan atau
usaha mengambil, pemungutan dan pengutipan. Manakala penyimpanan bermasud
424

perihal menyimpan (Kamus Dewan Edisi Keempat). Penggunaan papan putih adalah
elemen utama dalam proses Pembelajaran dan pengajaran dan perlu diberikan
perhatian yang serius. Tempat letak marker dan tempat letak pemadam yang kecil
menyebabkan gangguan ketika proses PdP. Hal ini telah menyebabkan proses
Pembelajaran dan pengajaran dihentikan sementara kerana ketiadaan marker atau
marker tidak berfungsi

Inovasi ini dihasilkan daripada permasalahan pengurusan papan puith:

Penempatan marker yang mendatar telah menyebabkan dakwat marker mudah


kering.

Slot penempatan pemadam dan marker yang tidak efektif dan mudah jatuh.

Slot marker dan pemadam tidak menarik.

Slot marker menyukarkan pensyarah untuk mengenalpasti warna pen marker.

3.0

OBJEKTIF

3.1

Objektif Am

Kajian ini bertujuan untuk membangunkan produk inovasi Effective Marker


Holder dan menguji tahap keberkesanannya.

3.2

Objektif Khusus

3.2.1

Menghasilkan produk inovasi Effective Marker Holder ( EMH ) yang


mesra pengguna bagi kegunaan pensyarah Kolej Komuniti Hulu
Selangor.

3.2.2

Melaksanakan kajian keberkesanan produk inovasi Effective Marker


Holder (EMH ).

3.2.3 Meninjau kadar penjimatan pembelian pen marker selepas penggunaan


EMH.

425

4.0

SKOP REKA BENTUK INOVASI

Produk yang dibangunkan ini akan digunakan oleh pensyarah dan staf Kolej
Komuniti Hulu Selangor dalam bidang pembelajaran dan pengajaran sebagai alat
bantuan papan putih. Produk ini juga dibangunkan untuk memastikan semua
aktiviti berkaitan marker termasuk pengambilan dan penyimpanan dapat
dilaksanakan dengan baik dan teratur. Produk ini juga sesuai digunakan untuk
semua agensi pendidikan kerajaan dan sektor swasta yang melaksanakan proses
PdP.

5.0

KAJIAN LITERATUR

Bidang Psikologi Industri dan Organisasi merujuk kepada fenomena hubungan


manusia dengan tempat kerjanya serta segala permasalahan yang berkaitan dengan
alam pekerjaan. Mayo Elton (1944) melihat kepada perkaitan di antara keadaan kerja
dengan fizikal sesuatu tempat kerja itu. Faktor-faktor keadaan dan keselamatan di
tempat kerja boleh memberi kesan kepada gelagat dan perlakuan seseorang pekerja.
Keadaan fizikal seperti kecerahan, suhu, kebisingan dan lain-lain suasana yang boleh
mengganggu keselesaan untuk bekerja serta faktor-faktor psikologi seperti perasaan
untuk bersendirian dan mengawal persekitaran kerja mempunyai perkaitan yang rapat
dengan hasil produktiviti serta gelagat pekerja itu sendiri.

Para pekerja biasanya menunjukkan perlaksanaan yang lebih baik dalam


suasana yang lebih aman dan tidak mengandungi unsur-unsur yang negatif. Suasana
kerja yang negatif akan mengganggu keberkesanan kerja seseorang pekerja itu. Para
psikologis Industri dan Organisasi cuba mengenalpasti bagaimana persekitaran fizikal
kerja dapat mempengaruhi seseorang pekerja dari segi perlaksanaan, kepuasan dan
kesihatan mereka (Oborne dan Gruneberg, 1983).

Teori pengurusan organisasi menunjukkan kebersihan ruang pejabat dan


persekitarannya bukan saja perlu untuk kelihatan kemas serta cantik, tetapi ia
memberi sekurang-kurangnya tiga kesan penting iaitu meyakinkan pelanggan
terhadap kualiti pengurusan serta memberi dorongan motivasi kepada pekerja.

426

Rasulullah SAW bersabda yang bermaksud: Sesungguhnya kamu akan


berjumpa saudara kamu, maka perelokkanlah bekalan kamu dan pakaian kamu
sehingga kamu menjadi tahi lalat dalam kalangan manusia. Sesungguhnya Allah tidak
menyukai perkataan dan perbuatan yang keji dan keterlaluan dalam perkataan dan
perbuatan. (Hadis riwayat Abu Daud)

Menurut Dr Mustafa al-Khin (2011) dalam Fiqh al-Manhaji, maksud menjadi


tahi lalat dalam kalangan manusia dalam hadis ini ialah menonjol dan berbeza
daripada yang lain kerana kebaikannya atau membentuk imej yang nantinya akan
menjadi ikutan.

Penekanan terhadap aspek kebersihan dan kekemasan persekitaran ruang


fizikal membabitkan peralatan, jentera, kemudahan kerusi, meja, rak fail, tandas dan
sebagainya boleh dilakukan dengan mempraktikkan amalan 5S yang diperkenalkan
dalam organisasi di Jepun. Amalan 5S itu ialah seiri, seiton, seiso, seiketsu dan
shitsuke. Kesemuanya bermaksud sisih, susun, sapu, seragam dan sentiasa praktik.

Sisih bererti mengasingkan apa yang perlu dan tidak perlu. Apa yang
tidak perlu itu boleh dibuang atau dilupuskan bagi menjimatkan ruang. Kemudian,
semua perlu disusun atur dan diseragamkan dengan pelbagai sistem penyimpanan
seperti angka, abjad atau warna supaya memudahkan urusan mencari serta
menyimpan dokumen.

427

6.0

KERANGKA KERJA INOVASI

PERCAMBAHAN IDEA UNTUK


ATASI MASALAH

MENGANALISA IDEA DAN


MEMBUAT RUJUKAN

PERKEMBANGAN
DAN
PEMBANGUNAN
IDEA

KAJIAN
KEBERKESANAN

LAKARAN DAN
MEMBANGUNKAN
PRODUK DENGAN
BAHAN TERBUANG

Rajah 1.0 : Kerangka Kerja Inovasi

428

6.1

i.

Membangunkan Prototaip

Aspek teknikal dimuali dengan mengenalpasti bahan-bahan yang sesuai


dan menetapkan perkakasan dalam proses merekabentuk produk.

ii.

Fungsi sistem menyenaraikan fungsi sistem bagi penyelesaian masalah


yang ingin dibangunkan berbanding produk sedia ada.

iii.

Kajian Ergonomik kajian tentang hubungan antara pekerja dengann


persekitaran tempat kerja, seperti aspek-aspek kejenteraan, peralatan, dan
keadaan kerja (Kamus Dewan, 2005 ).

iv.

Lakaran projek adalah untuk menghasilkan lukisan untuk prototaip


produk.

v.

Penghasilan

model

adalah

proses

menghasilkan

model/prototaip

berdasarkan lukisan teknikal yang disediakan.

6.2

Kajian Keberkesanan Prototaip

i.

Pengujian Prototaip yang telah disiapkan Beberapa prototaip berdasarkan


saiz sebenar produk disediakan untuk diuji dan digunakan oleh respondenresponden.

ii.

Borang Soal Selidik Bagi mengkaji keberkesanan penyelesaian masalah


yang dibangunkan; borang soal selidik disediakan untuk diedarkan kepada
responden-responden iaitu pensyarah.

iii.

Cadangan penambahbaikan berdasarkan maklumbalas daripada cadangan


responden akan dipertimbangkan untuk proses penambahbaikan.

7.0

METADOLOGI KAJIAN

Pelbagai kaedah yang boleh dilaksanakan bagi bagi mendapatan hasil kajian
keberkesanan. Di antara kaedah yang ada adalah temuramah, edaran soal selidik dan
sebagainya. Namun begitu, pengkaji telah memilih kaedah soal selidik sebagai
instrumen kajian keberkesanan ini kerana terdapat banyak bukti dan dapatan yang
menunkukkan ianya mudah ditadbir dan mempunyai piawai yang tetap dan serta lebih
tepat. Menurut Tuckman (1978) instrumen soal selidik merupakan cara yang berkesan
bagi mendapatkan maklumat daripada responden. Hal ini disokong oleh Ea Ah Meng
429

(1989) yang menegaskan bahawa kajian yang menggunakan soal selidik mempunyai
kelebihan tertentu iaitu:
i.

Tidak memerlukan ramai individu

ii.

Boleh digunakan untuk satu kelompok yang ramai dan maklumat boleh
dikumpulkan sekaligus

iii.

Penjimatan masa dan kos.

iv.

Instrumen boleh digubal terlebih dahulu bagi mengukur kesesuaiannya


dan boleh diubahsuai dengan responden yang diuji

Manakala kaedah temubual dan tinjauan data dilaksanakan bagi melihat penjimatan
atau pengurangka pembelian pen marker secara suku tahunan.

7.1

Borang Kaji Selidik

Borang soal selidik diedarkan kepada responden yang telah mencuba dan
menguji prototaip yang disediakan. Borang soal selidik ini mengandungi 2 bahagian
iaitu, bahagian A adalah berkenaan dengan latar belakang responden dan bahagian B
berkenaan dengan tahap kepuasan penggunaan EMH oleh responden sebanyak
Sembilan (9) item soalan. Kaedah borang kaji selidik adalah sebelum dan selepas
penggunanaan EMH. Set soalan kaji selidik adalah sama sebelum dan selepas.

Kaedah Skala Likert tiga (3) mata yang dimurnikan daripada skala likert lima
(5) digunakan di mana responden dikehendaki menandakan jawapan mereka tentang
sesuatu kenyataan berdasarkan kepada satu skala dari satu ekstrem kepada ekstrem
yang lain (Mohd Najib, 1999). Dengan ini responden lebih mudah membuat pilihan
jawapan berdasarkan kepada tahap kefahaman mereka. Berikut adalah petunjuk bagi
Skala Likert tiga mata yang dimaksudkan :

Jadual 1.0 : Skala Likert Tiga (3) Mata


Maklumbalas

Skala 3 mata

Skala Likert 5 mata

Setuju

5. Sangat Setuju dan 4. Setuju

Tidak Pasti

3.Tidak Pasti

Tidak Setuju

1. Sangat Tidak Setuju dan 2. Tidak


Setuju

430

Nilai skor hanya di antara 1 hingga 3 memudahkan responden menandakan


jawapan mereka di dalam borang soal selidik. Menurut Syed Arabi ( 1992 )
maklumbalas dengan cara membuatkan kod yang mudah, data dapat ditukar kepada
simbol angka yang dapat dihitung. Dapatan akan dianalisa dengan kaedah nilai min
melalui jadual 2.0 dibawah

Jadual 2.0 : Julat Min dan Tahap Keberkesanan

7.2

Julat Min

Tahap Keberkesanan

0.0-0.9

Rendah

1.0-1.9

Sederhana

2.0-3.0

Tinggi

Temubual

Temubual dilaksanakan dengan penyelaras stor KKHS yang lebih kepada


penyimpanan stok dan pengeluaran stok terutamanya pen marker selepas pelaksanaan
EMH. Data akan dinilai melalui stok pembelian dan keluar masuk oleh pensyarah.

8.0

KEPUTUSAN DAN PERBINCANGAN

Hasil dapatan kajian soal selidik sebelum penggunaan EMH terhadap 35 orang
responden dalam bentuk bilangan dan peratusan adalah seperti berikut:

8.1

Analisa Deskriptif Dapatan Dalam Peratusan Sebelum Penggunaan EMH

Jadual 3.0 menunjukkan jawapan responden terhadap pengambilan dan


penyimapan marker sebelum penggunaan EMH untuk aktiviti PdP. Sebanyak
Sembilan (9) item soalan telah diberikan. Keputusan yang jelas menunjukkan bagi
item 1 57.1% menyatakan tidak setuju bahawa pengambilan marker adalah mudah
sewaktu aktiviti PdP. Manakala item ke-7 saya dapat memastikan variasi warna pen
marker 100% menjawab tidak setuju. Item ke-6 slot penempatan pemadam sedia ada
adalah sesuai memberikan respon 51.4% tidak pasti manakala hanya 14.3% ianya

431

sesuai digunakan. Item ke-4 memberikan dapatan bahawa 57.1% menyatakan bahawa
masalah marker kehabisan dakwat adalah perkara biasa dialami.

Jadual 3.0 : Dapatan Daripada Soal Selidik Sebelum Penggunaan EMH


Bil

Item

% Maklumbalas
Setuju

Tidak

Tidak

Pasti

Setuju

10

20

( 14.3%)

(28.6%)

(57.1%)

23

(11.4%)

(22.9%)

(65.7%)

19

10

(54.3%)

(28.6%)

(17.1 )

26

(11.4%)

( 14.3%)

(74.3%)

15

18

( 5.7%)

(43%)

(51.4%)

25

( 5.7%)

(22.9%)

(71.4%)

Saya akan meletakan pen marker dalam

18

10

keadaan ke bawah ketika PdP bagi memastikan

(51.4%)

(28.6%)

(20%)

18

12

( 14.3%)

(51.4%)

(34.3%)

Saya dapat memastikan bahawa pen marker

35

ketika waktu kuliah adalah merah, biru dan

(0%)

(0%)

(100%)

Saya mudah mengambil marker di papan putih


ketika proses PdP

Saya mudah mengambil pemadam di papan


putih ketika proses PdP

Saya mudah menyimpan pen marker di papan


putih semasa proses PdP

Saya mudah menyimpan pemadam di papan


putih ketika proses PdP

Saya dapat mengenalpasti bilangan marker pada


papan putih sewaktu PdP

Saya jarang mengalami masalah pen marker


yang tiada dakwat.

pen marker berfungsi dengan baik.


8

Slot penempatan pemadam pada papan tulis


adalah sesuai

hitam

8.2

Analisa Deskriptif Dapatan Dalam Peratusan Selepas Penggunaan EMH

Hasil dapatan kajian soal selidik Selepas penggunaan EMH terhadap 35 orang
responden adalah seperti berikut:
432

Jadual 4.0 : Laporan Daripada Soal Selidik Selepas Penggunaan EMH


Bil

Item

% Maklumbalas
Setuju

Tidak

Tidak

Pasti

Setuju

26

(74.3%)

(17.1%)

(8.6%)

25

(71.4%)

(17.1%)

22

(62.9%)

(22.9%)

(14.3 )

28

(80%)

( 14.3%)

(5.7%)

33

( 94.3% )

( 5.7%)

( 0%)

20

10

(57.1%)

(28.6%)

( 14.3%)

Saya akan meletakan pen marker dalam keadaan ke bawah

30

ketika PdP bagi memastikan pen marker berfungsi dengan

( 5.7%)

(8.6%)

(85.6%)

28

(80%)

(17.1%)

(2.9%)

33

( 94.3% )

( 5.7%)

( 0%)

Saya mudah mengambil marker di papan putih ketika proses


1

PdP

Saya mudah mengambil pemadam di papan putih ketika


proses PdP

Saya mudah menyimpan pen marker di papan putih semasa


proses PdP

Saya mudah menyimpan pemadam di papan putih ketika


proses PdP

Saya dapat mengenalpasti bilangan marker pada papan


putih sewaktu PdP

Saya jarang mengalami masalah pen marker yang tiada


dakwat.

(11.4%)

baik.
8

Slot penempatan pemadam pada papan tulis adalah sesuai

Saya dapat memastikan bahawa pen marker ketika waktu


kuliah adalah merah, biru dan hitam

Selepas diberikan masa satu minggu menggunakan EMH dapatan daripada


Jadual 4.0 menunjukkan perubahan ketara iaitu bagi item no 7 dan item no 3 yang
menunjukkan berlaku perubahan sehingga 94.3% berbanding sebelum penggunaan
EMH. Item no 1 juga memberikan peratusan positif di mana responden memberikan
peratus 74.3% bagi item mudah mengambil marker di papan putih ketika proses PdP.
Dan bagi item no 4 saya sering mengalami masalah pen marker yang tiada dakwat
menurun kepada 5.7% sahaja.

433

8.3

Analisa dan Perbandingan Analisis Statistik Deskriptik Min bagi dapatan

sebelum dan selepas penggunaan EMH.

Analisa Deskriftif min akan dianalisa melalui jadual berikut mengikut dapatan
min sebelum dan selepas penggunaan EMH

Jadual 5.0 : Perbandingan Analisa Min Sebelum dan Selepas Penggunaan EMH
Bil

Item

Analisa Min
Sebelum

Selepas

Penggunaan

Penggunaan

EMH

EMH

1.3

2.7

1.5

2.6

2.4

2.5

1.4

2.7

sewaktu PdP

1.5

2.9

Saya jarang mengalami masalah pen marker yang tiada dakwat.

1.3

2.4

Saya akan meletakan pen marker dalam keadaan ke bawah ketika


PdP bagi memastikan pen marker berfungsi dengan baik.

2.3

1.2

Slot penempatan pemadam pada papan tulis adalah sesuai

1.8

2.8

Saya dapat memastikan bahawa pen marker ketika waktu kuliah


1.0

2.9

Saya mudah mengambil marker di papan putih ketika proses PdP

Saya mudah mengambil pemadam di papan putih ketika proses


PdP

Saya mudah menyimpan pen marker di papan putih semasa


proses PdP

Saya mudah menyimpan pemadam di papan putih ketika proses


PdP

Saya dapat mengenalpasti bilangan marker pada papan putih

adalah merah, biru dan hitam

Hasil analisa min jelas menunjukkan peningkatan ketara hampir kesemua item
soalan menunjukkan min melebihi 2.0 iaitu merujuk kepada tahap keberkesanan
tinggi. Hanya item no 7 menunjukkan penuruan nilai min daripada 2.3 ke 1.2. Hal ini
kerana produk EMH telah memaksa responden meletakkan marker pada kedudukan
ke bawah. Dapatan kajian ini jelas menunjukkan bahawa EMH berjaya membantu
pensyarah dalam proses PdP.
434

8.4

Analisa Dapatan Daripada Tinjuan Dan TemubualTerhadap Penyelaras


Stor

Bagi mengesahkan dan mengkaji keberkesanan EMH terhadap kos dan


pembelian marker pen, temubual dan tinjauan stok telah dilaksanakan. Hasil dapatan
adalah seperti berikut

Jadual 5.1 : Kadar Pengeluaran Pen Marker daripada Stor Utama


Perkara

Kadar

Kadar

Kadar

Pengeluaran Pen

Pengeluaran Pen

Pengeluaran Pen

Marker Hitam

Marker Hitam

Marker Hitam

Permohonan

5 Kotak ( 12*5 )

5 Kotak ( 12*5 )

5 Kotak ( 12*5 )

Pengeluaran

60 batang

60 batang

60 batang

Permohonan

5 Kotak ( 12*5 )

5 Kotak ( 12*5 )

3 Kotak ( 12*3 )

Pengeluaran

60 batang

60 batang

36 batang

Permohonan

3 Kotak ( 12*3 )

3 Kotak ( 12*3 )

2 Kotak ( 12*2 )

Pengeluaran

36 batang

36 batang

24 batang

Marker JanApril 2014

Marker MeiOgos 2014

Marker SeptDisember 2014


Implimentasi penggunaan EMH bermula daripada Julai 2014 menunjukkan
berlaku pengurangan permintaan pengeluaran pen marker oleh pensyarah pada sesi
ketiga iaitu bulan September hingga Disember 2014. Hal ini kerana EMH berjaya
mengurang proses kehilangan pen marker disebabkan sistem penyimpanan yang tidak
efektif. EMF hasil daripada pembudayaan 5 telah berjaya memberikan penjimatan
yang lebih baik terhadap KKHS. Ia selari dengan dapatan Proses mengurangkan
pembaziran yang menjadi misi utama di kilang-kilang bermula dari industri di Negara
Jepun, terutamanya Toyota sejak 1950an (T.Ohno, 1998). Dapatan kajian ini juga
selari dengan Abdul Halim et al

(2013 ) dalam kajian Faktor-faktor yang

435

mempengaruhi kelestarian 5S di Kolej Vokasional yang membuktikan 5S mampu


memberikan impak berkesan kepada kecekapan organisasi.

9.0

KAJIAN DAPATAN KES TERDAHULU

Pengkaji telah membuat beberapa rujukan dan kajian terdahalu berkaitan


dengan impak dan keberkesanan inovasi baharu terhadap keberkesanan inovasi dalam
organisasi dan akviti PdP. Hasil dapatan menunjukkan inovasi dan pembaharuan
dapat membantu dalam usaha meningkatkan kecekapan. Dapatan kajian Mustapa,
N.S. et al (2012) penggunakan perisian emarker keberkesanan penggunaan perisian
lecture MAKER dalam pengajaran dan pembelajaran subjek Maharat al-Istima' wa
al-Fahm di Fakulti Pengajian Islam telah meningkatkan kefahaman dan menjimatkan
masa

10.0

RUMUSAN DAN CADANGAN

Berdasarkan kepada ujian percubaan prototaip dan melalui analisis data yang
dibuat, Effective Marker Holder (EMH) merupakan satu penemuan baru dalam
aksesori papan putih yang boleh digunakan sebagai medium penggunaan efektif bagi
proses Pembelajaran dan pengajaran di Kolej Komuniti Hulu Selangor. Namun
begitu, dilihat terdapat beberapa tindakan penambahbaikan perlu dilakukan ke atas
produk yang ingin dibangunkan ini agar dapat memenuhi kepuasan pengguna kelak.
EMH sesuai untuk dikomersialkan kerana kos penghasilannya yang rendah, mesra
pengguna dan merupakan satu inovasi yang terkini industridalam pengurusan
Pembelajaran dan pengajaran

10.1

Cadangan Untuk Inovasi Seterusnya

Beberapa cadangan untuk kajian yang seterusnya adalah seperti berikut:

10.1.1

Menggunakan bahan yang lebih murah dan ringan.

10.1.2

Membuatkan kajian keberkesanan ke beberapa buah kolej di


wilayah Selangor dan Melaka.

436

RUJUKAN

Mustafa al-Khin, Mustafa al-Bugha dan Ali Asy-Syarbaji., (2011). Al-Fiqh alManhaji `ala Madzhab al-Imam asy-Syafi`i. 1st ed. Kuala Lumpur: Jabatan
Kemajuan Islam Malaysia (JAKIM)

Oborne, D. J. and Gruneberg, M.M (1983). The Physical Environment at Work. 1st
ed. England: John Wiley & Sons (2 Nov. 1983).

Mayo, Elton, et al. Teamwork and Labor Turnover in the Aircraft Industry of
Southern California. Vol. 32. Boston, Mass.: Harvard University, Graduate
School of Business Administration, Bureau of Business Research, 1944.

Panduan Amalan 5S Jabatan Perkhidmatan Awam Malaysia. (2009). Article,


JPA(BKP)71/17 Klt. 3, 149.

Hough, R. (2008). 5S Implementation Methodology. [Article]. Management Services,


52(2), 44-45.

Hassan, Z. F. (1998).Ciri-ciri Inovator: Satu Kajian Tentang Hubungkaitnya Dengan


Inovasi Dalam Organisasi (Doctoral dissertation, Universiti Teknologi Mara).
Tuckman, B.W (1978). Conducting Education Research. 2nd ed. United State:
Hascourt Bruce Jovanovich. Inc

Ea Ah Meng (1984). Sekolah dan Bilik Darjah. Kuala Lumpur :


Fajar Bakti Sdn. Bhd

Kamus Dewan Edisi Ketiga (2005). Kuala Lumpur: Dewan Bahasa Dan Pustaka

Mohd Najib Abd Ghafar. (1999). Penyelidikan Pendidikan. Skudai, Johor. Penerbit
Universiti Teknologi Malaysia.

437

Syed Arabi Idid. (1992). Kaedah Penyelidikan Komunikasi dan Sains Sosial. Kuala
Lumpur: Dewan Bahasa dan Pustaka.

Mustapa, N. S. (2012, September). Keberkesanan Penggunaan Perisian Lecturemaker


Dalam Pengajaran Dan Pembelajaran Subjek PPPY1142 Maharat al-Istimawa
al-Fahm. In Kongres Pengajaran & Pembelajaran UKM 2012.

Ohno, Taiichi (March 1998), Toyota Production System: Beyond Large-Scale


Production, Productivity Press

Abdul Halim, Nurul Anis and Ihkasan, Mohd Nor and Suhaime, Nurul Shahidah and
Omar, Nurul Huda and Wan Arifin, Wan Amanina .(2013). Faktor-Faktor
Yang Mempengaruhi Kelestarian 5S Di Kolej Vokasional. In: Conference in
Education Technical Vocational Education & Training (CiE-TVET 2013), 23 September 2013, Kuala Terengganu, Terengganu

438

THE EFFECT OF MUKAH COAL ASH IN CONCRETE PROPERTIES


Norhayati Binti Abd. Wahab@Dul Ahad1, Ifaniza Binti Ibrahim2
1,2

PoliteknikMukah

yatt.dann@gmail.com, ifaniza@pmu.edu.my

ABSTRACT

This study focuses on the mixture of Mukahcoal ash and coarse aggregate
according to the criteria of the concrete following the specification by
decreasing the amount of 10% and 25% from the actual amount of the coarse
aggregate been used whereby the raw materials can be obtained from the
Jetty near the yellow bridge area, at theMukah Selangau road. Ratio of
mixture that is used is 1:2:4. The difference between nominal concrete and
mixed concrete could be tested from the workability and the compressive
strength of the concrete. Experiment/test that has been used to determinethe
workability and strength of concrete are cube factor test and slump test.
Results from the cube factor test for as early as 7 days produced concrete
compressive strength of 10.0Mpa. On the 14th day, the compressive strength
value for the tested Mukahcoal ash concrete is 19.4Mpa, while on the 28thday,
the compressive strength value is 22.1Mpa. The results gained from the
concrete mixed with 10% of Mukahcoal ash on the 7th day is 6.5Mpa, on the
14th day is 8.0Mpa and gained 18.9Mpa on the 28th day. However, for the
concrete which was mixed with 25% of Mukahcoal ash, the test obtained
11.3Mpa on the 7th day. While on the 14th day and 28th day, the concrete
obtained compressive strength and reaches till 11.6Mpa and 21.8Mpa
respectively. From the data taken, the compressive strength of the concrete
mixture with Mukahcoal ash is lower compared to the nominal concrete. As a
conclusion from the case study, we could apply the theory that has been
studied practically by producing a better concrete by mixing other materials
with aggregate which could also become guidance for other students in
upgrading their work.

439

Key words: Mukah cool ash, workability, strength

1.0

INTRODUCTION

Currently, much has been done to identify the characteristics and the actual
behavior of concrete. This is because of the use of concrete in nature and the
different behavior due to various factors. These factors will usually result in a drastic
change of the strength and durability of concrete. It will give a major problem in the
stability and security of the concrete structure.

In the case at present, the concrete

produced should be of good quality in terms of strength, durability and workability,


and at the same time has a cost, time and energy efficiency. This is very important
because these factors will result in permanent concrete and continue to be a key
component in the construction and civil engineering work.

Considering one of the influencing factors to the composition of the material


strength of concrete mixtures, a study and research of the material mixtures was
conducted. The aim is to produce concrete which is stronger than the conventional
concrete. Coal ash is used as an alternative to the concrete mix.

1.2

Problem statement

a)

The increasingly rapid growth of the industry at present has an impact on the
production of residues and waste from any of the existing industry.

b)

Raw material resources arebecoming scarce and restricted to the existence of


other alternatives for reducing the amount of raw materials used in the
original.

1.3

Objective

To examine the compressive strength and workability of concrete mixed with


Mukah coal ash.

440

1.4

Scope Of Study

The study focuses on a combination of Mukahcoal ash with gross aggregate


according to the characteristics of concrete based on the specifications by reducing /
maintaining a 10% and 25% of the aggregate gross mixed with the same amount of
coal ash. The mix ratio used was 1:2:4. Comparison between normal concrete with
concrete of standard mix concrete will be conducted in terms of the failure mode, the
workability, strength and density. The test that was carried out was test cube test and
slump test.

2.0

LITERATURE REVIEW

Concrete is a structural masonry material made by mixing broken stones or


gravel with sand, cement, and water and allowing the mixture to harden into a solid
mass. The cement is a chemically active element, or matrix; the sand and stone are the
inert elements, or aggregate. Concrete is adaptable to widely varied structural needs,
which is available practically anywhere, has a fire resistant element, and can be used
by semi-skilled workers.

The typical proportioning is 1:2:5, 1:2:4. and 1:4: 8, one part of cement, two
parts of sand, and five parts of broken stones or gravel, with the proper amount of
water for a pouring consistency. A simple test called a "slump test" is used to confirm
the proportions and consistency of the mixtures and it is then poured into wood or
steel moulds, called forms.

A study shows the strength of concrete depends on the mixing ratio according
to D. E. Shirley (1992).Concrete used without strengthening is termed as mass or
plain concrete which has the structural properties of stonegreat strength under
compressive forces and almost none under tensile ones. The tensile weakness could be
overcome if steel rods were embedded in a concrete member (F. Joseph Monier, a
French inventor).

441

Concrete was well known by the Ancient Roman and was widely used within
the Roman Empire for example, the Colosseum is largely built of concrete and the
concrete dome of the Pantheon is the worlds largest. After the empire passed, the use
of concrete became scarce until the technology was re-pioneered in mid-18th century.

2.1

Ratio And Grade Concrete Mixture

2.1.1 Grade Concrete and Concrete Design

Concrete grade can be distinguished based on the strength of concrete that can
be used according to the needs of use. CP 110 proposes a limited basis for the design
of concrete figures used to equalize its real strength with some suitable mix concrete.

When the average power required has been set, the mix should be designed
to meet these requirements and other requirements such as workability and others
(Owen P.L, 2007).To obtainthe right mix, severalattemptshavebeen modifiedforthe
needsandto get the appropriate criteria forthe concretemix. Accordingtothistheory,the
firsttrialmixturecan be modifiedto suit themixtureratiotoobtainthe mostpractical
finalresults.

In

other

words,mixedconcrete

can

bechangedwithouteffecting

thestrengthand stability.

2.1.2 Factor Influence the Workability

There arethreefactors that influence theworkabilityof concreteone of them


arewater-cement ratio. Water consumptionmust betreatedtoproduceconcretemixof
plasticandeasyto work with. If the water used is more than the limit, the strength and
density of concrete is reduced. If the water used is more than the limit should be,
strength and density of concrete is reduced. If water is used too little, and worked hard
concrete hydration process is not perfect. (Bong Yeong Lee ETL, 2010)

The relationship between the ratio of water and cement in the concrete mix is
known as the water-cement ratio. In general,if thewater-cement ratiois lower,

442

itwillincreasethe concretestrengthandthe workability oftheconcretewillbeless, causing


the concretecompactionprocessto be difficult.

These rates are usually calculated by volume or weight. For example, when
27 liters of water is used for mixing 50 kg cement bags, it was found that in order to
achieve maximum strength portland cement, water cement ratio is 0.33. Usually the
ratio to achieve a good work enjoyment is 12:49. (Mat LazimZakaria,2005).

2.1.3

Stone-Aggregate Ratio Cement

Fine and coarse aggregate stone shall consist of all sizes to produce a
minimum pore. Cement consumption should be sufficient to fill in sand and cement
and sand should be sufficient to cover the gross aggregate. However, it will produce a
rough concrete. Thus, the excess cement and sand is required to produce a mixture
having high workability.

2.2

Fly Ash

Fly ash, also known as flue-ash, is one of the residues generated in combustion
which comprises of the fine particles that rise with the flue gases. Ash which does not
rise is termed bottom ash. Fly ash is generally captured by electrostatic precipitators
or other particle filtration equipment before the flue gases reach the chimneys of coalfired power plants and together with the bottom ash removed from the bottom of the
furnace is in this case jointly known as coal ash. Depending upon the source and
makeup of the coal being burned, the components of fly ash vary considerably, but all
fly ash includes substantial amounts of silicon dioxide (SiO2) (both amorphous
andcrystalline) and calcium oxide (CaO), both being endemic ingredients in many
coal-bearking rock strata.

In some cases, such as the burning of solid waste to create electricity


(resource recovery facilities a.k.a. waste-to-energy facilities), the fly ash may
contain higher levels of contaminants than the bottom ash and mixing the fly and
bottom ash together brings the proportional levels of contaminants within the range to
443

qualify as nonhazardous waste in a given state, whereas, unmixed, the fly ash would
be within the range to qualify as hazardous waste.

2.2.1 Chemical Composition and Classification

Fly ash material solidifies while suspended in the exhaust gases and is
collected by electrostatic precipitators or filter bags. Since the particles solidify
rapidly while suspended in the exhaust gases, fly ash particles are generally spherical
in shape and range in size from 0.5 m to 300 m. The major consequence of the
rapid cooling is that only few minerals will have time to crystallize and that mainly
amorphous, quenched glass remains. Nevertheless, some refractory phases in the
pulverized coal will not melt (entirely) and remain crystalline. As a consequence, fly
ash is a heterogeneous material. SiO2, Al2O3, Fe2O3 and occasionally CaO are the
main chemical components present in fly ashes. The mineralogy of fly ashes is very
diverse. The main phases encountered are a glass phase, together with quartz, mullite
and the iron oxides hematite, magnetite and/or maghemite.

Other phases often identified as arecristobalite, anyhydrite, free lime,


periclase, calcite, sylvite, halite, portlandite, rutile and anatase. The Ca-bearing
minerals anorthite, gehlenite, akermanite and various calcium silicates and calcium
aluminates identical to those found in Portland cement can be identified as Ca-rich fly
ashes. (Snellings, R. et. al, 2012).

The table below shows the concentration trace elements vary according to the
kind of coal combusted to form it. In fact, in the case of bituminous coal, with the
notable exception of boron, trace element concentrations are generally similar to trace
element concentration in unpolluted soils. (K. Ladwig, 2010), Comparison of coal
combustion products to other common materials Chemical Characteristics, Electric
Power Research Institute, Palo Alto, CA).

444

Table 1: Chemical Composition and Classification in Fly Ash


Component

Bituminous

Subbituminous

Lignite

SiO2(%)

20-60

40-60

15-45

Al2O3(%)

5-35

20-30

20-25

FeO3(%)

10-40

4-10

4-15

CaO

1-12

5-30

15-40

Lol(%)

0-15

0-3

0-5

Two classes of fly ash are defined by ASTM C618: Class F fly ash and Class
C fly ash. The chief difference between these classes is the amount of calcium, silica,
alumina, and iron content in the ash. The chemical properties of the fly ash are largely
influenced by the chemical content of the coal burned (i.e., anthracite, bituminous,
and lignite). (ASTM C618, 2008)

3.0

PREPARATION OF MATERIALS AND EQUIPMENT

Before starting any experiment of a project or study, materials and equipment


plays an important role to determine the work to be obtained. With complete
equipment, this study can be carried out smoothly. Materials are available from the
existing provider to carry out this study. Among the materials needed to get
satisfactory results that can be used in the concrete mix is composed of cement, sand,
aggregate and also the element to be added to the concrete mix at a ratio of 1:2:4. In
each experiment, these tests will be carried out and performed using three different
mixes of nominal concrete mix.

a)

Mix with 10% utilization of coal ash aggregates and a reduction in the use of
aggregates of nominal mix.

b)

Mix with 25% use of coal ash and reduction of the use of aggregate nominal
mix. Among the experiments that can be used to obtain the results of this
experiment consists of Cube test and Slump test.

445

3.1

Slump Test

A test ruin is a test done to measure the workability for all types of concrete. If
you have found a decrease value changes, it indicates a change in the material, the
water content or the mix proportions. Apparatus to be used while performing this
experiment is a frustum of a cone, long and short steel ruler, steel rod and spatula.

3.2

Cube Test

Cube test is used to determine the level of concrete strength, where each cube
will be tested at different levels according to age. Among the tested strength at age
consists of 7 days, 14 days, and 28 days. The right tools must be used to find the
results to be obtained. The equipment consisted of concrete formwork, steel rod and
spatula. Mixed concrete mixture will be given by the ratio of 1:2:4 or 1:3:6.

4.0

RESULT AND ANALYSIS

The result obtained is based on both types of experiments that have been
carried out through the slump test and cube test.

4.1

Slump Test

The slump test is an empirical test that measures the workability of fresh
concrete. More specifically, it measures the consistency of the concrete in that
specific batch. This test is performed to check the consistency of freshly made
concrete. Consistency is a term very closely related to workability. It is a term which
describes the state of fresh concrete. It refers to the ease with which the concrete
flows. It is used to indicate the degree of wetness. Workability of concrete is mainly
affected by consistency for the example given, wetter mixes will be more workable
than drier mixes, but concrete of the same consistency may vary in workability.

446

According to Table 2, the average readingforall of themixtureisbetween 25


and26mm, whilein Table 3 the level ofconsistencyfor everyconcreteisrigid.
Thisshowsthat theworkabilityoftheconcrete mixisconcentrated.

Table 2: Average decline


Ratio of mixed

Average decline(mm)
0.8
25 mm

Nominal concrete

10 % of coal ash with 26 mm


concrete
25%

of

coal

ash

with 26 mm

concrete

Table 3: Slump Test Result

4.2

Type of concrete

Consistency

Strength of slump

Nominal concrete

Rigid

25 50

10% of coal ash

Rigid

25 50

25% of coal ash

Rigid

25 50

Cube test

Cube test is conducted to determine the level of concrete strength. Concrete


strength increased by age and the strength continues for some time. Ready mixed
concrete was put into moulds and left for 24 hours to harden at room
temperature.Then, the concrete is removed from the mould and immersed in water for
7 days, 14 days and 28 days. The table below shows the average results of cube test
for the three types of concrete by day.

447

Table 4: Nominal concrete results


Cube

Date

no.

casting

of Date
testing

of Age of Cube weight (kg)


cube

Before

After

(day)

Max load Compressive


at

strength

failure(kN) (Mpa)

24/08/13

30/08/13

7.38

7.46

227.0

10.0

24/08/13

6/09/13

14

7.64

7.80

438.7

19.4

27/07/13

23/08/13

28

7.48

7.63

423.9

22.1

7.6

363.2

17.2

Average 7.5

Table 5: Results of 10% Coal Ash Added


Cube

Date

no.

casting

of Date
testing

of Age of Cube weight (kg)


cube

Before

After

(day)

Max load Compressive


at

strength

failure(kN) (Mpa)

24/08/13

30/08/13

6.476

6.577

146.7

6.5

24/08/13

6/09/13

14

6.020

6.120

181.3

8.0

27/07/13

23/08/13

28

7.103

7.144

425.9

18.9

6.61

251.3

11.1

Average 6.5

Table 6: Results of 25% Coal Ash Added


Cube

Date

no.

casting

of Date
testing

of Age of Cube weight (kg)


cube

Before

After

(day)

Max load Compressive


at

strength

failure(kN) (Mpa)

24/08/13

30/08/13

7.326

7.419

254.9

11.3

24/08/13

6/09/13

14

7.108

7.191

261.1

11.6

27/07/13

23/08/13

28

6.405

5.977

528.7

21.8

6.9

348.2

14.9

Average 6.9

448

25

Days vs Compressive Strength


(Mpa) Graph

20
15
10
5
0

7 days

14days

28days

Figure 1: Nominal Concrete Bar Chart

From Figure 1, the results obtained for cube test concrete aged 7 days
produced the compressive strength of 10.0Mpa. For 14 days, the value of compressive
strength is 19.4Mpa, while for 28 days it produced the compressive strength till
22.1Mpa.Concrete cubes mixed with 10% of coal ash aged 7 days produced yield of
6.5Mpa.

Days vs Compressive Strength


(Mpa)
20
15
10
5
0
7 days

14 days

28 days

Figure 2: Graph of Concrete With 10% Coal Ash

449

25
20

Days vs Compressive Strength


(Mpa)

15
10
5
0
7 days

14 days

28 days

Figure 3: Graph of Concrete With 25% Coal Ash

Compressive strength (Mpa)


25
20
Nominal
Concrete
10% Coal Ash
Added
25% Coal Ash
Added

15
10
5
0
7 days

14 days

28 days

Figure 4: Mixed Graph

Compressive strength for 14 days cube is 8.0Mpa and 18.9Mpa for the next 28
days of cubes test as shown in Figure 2, while for the concrete cubes that mixed with
25% of coal ash produced 11.3Mpa for 7 days as shown in Figure 3. Meanwhile, for
14 days and 28 days, results obtained as much as approximately 11.6Mpa and
21.8Mpa.

Based on Figure 4,nominal concrete shows the compressive strength for the
concrete increased consistency. While for the mixed concrete with 10% coal ash
showed slightly growth but drop much than the nominal concrete. However, for the
mixed concrete with 25% coal ash showed that it drastically increase compared to
nominal concrete and the concrete that mixed with 10% coal ash on day 14 and day
28.
450

5.0

CONCLUSION AND RECOMMENDATION

Based on theobjectives of the study, it was found thatthe compressive


strengthandworkabilityof

concretemixed

withcoalashcanachievethe

same

standardwithnominalconcrete.Thus, the comparison result of the nominal concrete and


concrete combination is also successfully implemented despite the results of the
experiment that does not meet our expectations. The combination of concrete with
coal ash has less strength compared to the nominal concrete.

In this experiment, the use of coal ash is used as an alternative to affiliate with
coarse aggregate in concrete. Several experiments have been conducted that
experimented the nominal concrete, concrete with a mixture of 10% coal ash and
concrete with a mixture of 25% coal ash. The results or data were made between all
three of the concrete.

Based on the results obtained, it is shown that the usage of coal ash as a
combination of coarse aggregate is recommended in concrete mixture. The results
obtainedfromtheexperimentaresatisfactory.The slump test also shows that all three
concrete mixtures are recommended to provide consistent readings. However, the
combination of concrete with coal ash shows drastic changes at all from day 7 to 14
and 28 days although produced is consistently relative to the nominal concrete. The
value generated from the combination of concrete with coal ash does not exceed the
nominal value of the compressive strength of concrete.

Therefore, the environmental pollution caused by coal fly ash into the air will
certainly provide good benefits and can evenbea fast successor to the origin of the
material sin the concrete mix.

From the data analysis, it shows that the concrete produced with a mixture of
coal ash gives a drastically increase on the 14th and 28th day despite of the reading
produced is consistent compared to the nominal concrete. As more and more amount
of coal ash been used, the reading of the strength of the concrete weakening and

451

decline. It shows that the strength of the coal ash is still weaker than the coarse
aggregate.

From the experimental results conducted on coal ash as a combination of


coarse aggregate or coarse aggregate, this has not produced satisfactory results.
Studies on coal ash as the aggregate should be tested using a combination of
experiments to provide the desired result.

However, coal ash gives good results for the workability. Besides that, coal
ash produces concrete heavier than normal concrete. Between the experiments that we
run are the test cubes, and slump tests, which were done to identify the workability of
coal ash as a combination of coarse aggregate.As a conclusion of this study, the use of
coal ash in concrete imparts several environmental benefits and thus it is ecofriendly.It saves the cement requirement for the same strength.

5.1

RECOMMENDATION

From the test that has been done, there are a few suggestions for improvement
on the projects in the future:

a)

The content ofcoal ash can be increased to 30% and 40% to give better results

b)

Perform this experiment in detail as well as improving in terms of consistency


in the time of the making of concrete so that it is capable of producing quality
concrete and easily formed while taking time to harden according to the shape
of the mould.

c)

The material used forthe proposedconcrete mix must being proportion and
measure coincided to produce the required strength.

d)

Make sure all the mixture has been suggested to be compacted with
compaction methods that have been established without the occurrence ofany
error.

e)

Ensureconcreteis cured with properand perfect methods to obtain uniform


drying concrete and even.

452

REFERENCES
ASTM C618 08 Standard Specification for Coal Fly Ash and Raw or Calcined
Natural Pozzolan for Use in Concrete. ASTM International.Retrieved 200809-18.
American Coal Ash Association. Coal Combustion Products Production & Use
Statistics.

Bang Yeong Lee, Taemin Kim and Yun Yon Kim (2010). Journal of Advanced
Concrete Technology, Volume 8.

Chusid, Michael; Miller, Steve; &Rapoport, Julie. (May 2009) The Building Brick of
Sustainability, The Construction Specifier.

Committee on Mine Placement of Coal Combustion Wastes, Managing Coal


Combustion Residues in Mines, National Research Council of the National
Academics, 2006

D.E Shirley translated by Mohammad Ismail (1992). PengenalanKepadaKonkrit.


UTM

K. Ladwig (2010), Comparison of coal combustion products to other common


materials Chemical Characteristic, Electric Power Research Institute, Palo
Alto, CA

Mat LazimZakaria (2005). BahandanBinaan. : DewanBahasa Dan Pustaka

Owens P.L (2007). Basic Mix Method.Palladian Publications Ltd.

Snellings, R,;Mertens G.,Elsen J. (2012). Supplementary Cementitious Materials,


Reviews in Mineralogy and Geochemistry 74: 211-278

453

SCANNING ELECTRON MICSROSCOPE (SEM) ANALYSIS IN MUKAH


PEAT STABILIZATION
Jawawi M.F1, Taib S.N.L2
1

Politeknik Mukah, 2Universiti Malaysia Sarawak


fadzmd80@gmail.com , tlindafeng.unimas.my

ABSTRACT

This paper presents the stabilization of Mukah peat using fly ash, pond
ash/bottom ash from a local coal fired thermal power station and Rumbia ash
- disposal from a Sago factory. Peat or highly organic soil is well known for
its high compressibility, high natural moisture content, low shear strength
and long-term settlement. This study investigates the effect of different
amounts (i.e, 5, 10,15 and 20% of the dry peat soil mass) of fly ash, bottom
ash and Rumbia ash added to peat, collected from Mukah-Dalat Road,
Sarawak, Malaysia. The study focuses mainly on determination of Scanning
Electron Microscope (SEM) and unconfined compressive strength (UCS)
properties of the stabilized soil. With the increased percentage of additive
added to peat, the Maximum Dry Density (MDD) of the stabilized peat
increased, while the Optimum Moisture Content(OMC) decreased. The UCS
values of stabilized peat increased significantly with the increased percentage
of additive used and curing periods. This improvement on compressive
strength of Mukah peat indicates that the selected additives have the potential
to be used as stabilizer for Mukah peat. In addition, the use of these
stabilizing agents also help in reducing ponding volume for the pond ash,
reducing the usage of cement for fly ash and in recycling waste for beneficial
use for Rumbia ash. These findings are particularly important in the effort of
utilizing alternative materials such as wastes in construction while
conserving our natural resources.

Key words: Peat, maximum dry density (MDD), Optimum Moisture Content
(OMC), Unconfined Compressive Strength (UCS), Scanning Electron
Microscope (SEM)
454

1.0

INTRODUCTION

Peat is classified as highly organic with organic content being more than 75%
and represents the extreme form of soft soil (Jarret,1995). Peat originates from
disintegration of plant and organic matters. It has typical characteristics which include
high natural moisture content, high compressibility and water holding capacity, low
specific gravity, low bearing capacity and medium to low permeability (Wong et.al
2008). Peat is generally considered not suitable for supporting foundations or loadings
in its natural state. Consequently, peat soil is susceptible to instability such as
localized sinking and slip failure, and massive and long-term settlement when subject
to even a moderate load increase.
Figure 1 and 2 (recorded by author) show the peat area along Mukah-Dalat Road,
Sarawak.

Figure 1: Peat Area at Mukah-Dalat Road

Figure 2: Peat Collected in Mukah-Dalat Road

The rate of utilization of peat land in Malaysia is currently quite low, although
construction on peat land increasingly necessary for economic reasons (Duraisamy
et.al 2007). With the increasing demand of land for development, it is difficult to
avoid construction on theses problematic type of soils. Therefore, it is a imperative to
455

improve the peat ground before construction of any infrastructure commence on it


(Hashim and Islam 2008). Edil (2008) summarized various construction methods that
can be applied to peat and organic soils, namely: excavationdisplacement and
replacement; ground improvement and reinforcement to enhance soil strength and
stiffness, such as stage construction and preloading, stone columns, piles, vertical
drains; or by reducing driving forces by light-weight fill; and deep stabilization
method by using chemical admixtures such as cement, lime and fly-ash.Several case
histories were also reported in the literature in which chemical stabilization methods
were successfully used to treat peat. Hebib and Farrell (2003) showed that the
compressive strength of stabilized Irish peats formed by mixing with cement was
greatly improved than that of the original peat. Thus, deep soil stabilization
techniques are often an economically attractive alternative.

A few researchers have studied the stabilization of soft soil by cement


(Deboucha,2008, Poust et.al 199); cement-ground granulated blast furnace slag
(Wong 2008) and lime cement ( Huat et. al 2005). However, only few studies
[Cortellazo et. al 199, Eskioglou et. al 2008)] discussed the stabilization by using
industrial waste like pond ash and fly ash. Also, very little literatureis available on
utilizing the local fly ash, pond ash and Rumbia ash as stabilizing material for peat.
Thus, this study will look into using these by-products for the stabilization of peat
from the burning of coal in a local thermal power station and from sago production
factory. Therefore, this research concentrates on the stabilization of peat samples
collected in Mukah, Sarawak Malaysia utilizing fly ash,pond ash and rumbia ash.

2.0

MATERIAL AND METHODS

2.1

Peat Sample

In the present study, samples of peat were collected from Mukah,Sarawak.


The soil samples were obtained at depth of 0.3 to 0.6m below the ground surface.
Ground water table was found to be about 0.3m from the ground surface. The high
ground water table shows that the peat has a very high water retention capacity and
the soil samples are fully saturated. Visual observation on the peat indicates that the

456

soil is dark brown in color, slightly decomposed and in muddy brown water

contamination of debris from vegetation of plant) .

2.2

Fly and Pond Ashes Sample (FA, PA)

Both fine dry fly ash and coarse wet pond ash were collected from Mukah
Power Generation Thermal Coal Plant, Mukah, Sarawak (Fig 3).

2.3

Rumbia Ash (RA)

Rumbia trees are mainly planted in Mukah and Dalat. The demand for
rumbias main product that is sago has been increasing on annual basis. In producing
Sago, some portions of Rumbia are normally separated and disposed. These are
considered waste materials that are collected from the factory and burned to form
Rumbia ash.

2.4

Stabilized Peat Specimen Preparation

The peat samples were first sun-dried for about 2 weeks. Then the sun-dried
samples were grinded and allowed to pass through a 1.18mm sieve size.In order to
investigate the effect of adding fly ash, pond ash and rumbia ash on the unconfined
compressive strength (UCS) of stabilized peat, a total of four different dosages of
additives were chosen (i.e., 5, 10, 15 and 20%). The mixing process took at least 10
minutes to perform toensure the additives were well distributed within the peat.

3.0

EXPERIMENTAL INVESTIGATION

3.1

Physical Properties Test

A series of tests were conducted in order to determine the physical index


properties of natural or original peat soil.Physical properties test included Von Post
Classification, Loss on Ignition, Fiber Content, Specific Gravity and pH test. The
degree of decomposition of the soil sample was assessed by means of the Von Post
Scale System. While, the natural moisture content of collected peat sample was
457

determined by drying the soil sample in the oven at 105C for 24 hours which was
done according to ASTM D 2974 (2000). The Loss on Ignition test was conducted
according to ASTM D 2974 (2000). The wet soil sample was first oven dried at 105C
for 24 hours. After oven dried, the sample was then placed in a muffle furnace at
450C for 5 hours. Next, the sample was cooled at room temperature for a further LOI
calculation. Organic Content (OC) was calculated according to an equation proposed
by Skempton and Petley (1970);
OC =100 C (100 N)

(1)

where, C is the correction factor (=1.04 for temperature 550 0C); Edil ( 2008) and N is
the loss on ignition in percent.

The fiber content of the soil sample was determined from the dry weight of
fibers retained on ASTM sieve no.100 over the total oven dried mass sample, which
was done according to ASTM D 1997-91 (1996). The specific gravity of the peat soil
sample was determined by using the pyknometer method based on the procedures
stated in ASTM D 422 63 (1994). Lastly, the pH test was conducted according to the
procedure detailed in BS 1377-1990 (1990) where 30gm dry peat sample which
passed through the 200 m sieve was mixed with 75ml of distilled water and stirred
for a few minutes before standing overnight. The pH value of the sample was
measured on the second day by a digital pH meter.

In addition to the tests mentioned, the microstructure of the stabilized soil was
also observed via the Scanning Electron Microscope (SEM). Table 1 shown the
physical properties for Mukah Peat which meet the properties criteria of Peat natural
behaviour.

458

Table 1: Physical Properties for Peat of Mukah - Dalat Road


Properties

Sample

Natural Moisture Content (%)

440

Degree of Decomposition

H4

Loss on Ignition, N(%)


Organic Content (%)

83.93

Specific Gravity (Gs)

1.2

Fiber Content (FC) (%)

97
4

pH Value

3.2

84.5

UCS Values

UCS test was conducted on the original peat samples compacted at its MDD
and OMC. The UCS value for the unstabilized peat was 14 kPa. The peat samples
were then mixed with different percentage of additives, compacted at their respective
MDD and OMC. Results of UCS are presented in Figures 3, 4, 5 and 6 . It is shown
that as the amount of additives was increased a corresponding higher increase of UCS
was obtained. Also, it is found that as the curing period is increased, the UCS strength
increased as well. This is presented in Figure 3.

From the Figure 4 it can be observed that, in general, UCS values increased
with the increase of the percentage of fly ash added to the peat samples. However, it
shows little change when 10 %-20 % of FA is added at 14 and 28 days curing period
s.
Figure 5 shows that the UCS value increased with increase of PA added except
at 5-15% of PA which remained initially constant but later increased at 20% of PA
was added for the 14 and 28 day curing periods.

Figure 6 shows that increasing the percentage of Rumbia Ash and the curing
period increased the UCS strength significantly.

459

UCS Value(kPa)

160

5% Fly ash

140

10% Fly ash

120

15% Fly Ash

100

20% Fly Ash


5% Pond Ash

80

10% Pond
Ash
15% Pond
Ash
20% Pond
Ash
5% Rumbia
Ash
10% Rumbia
Ash

60
40
20
0
7
14
28
Curing Period (Days)

UCS Value (kPa)

Figure 3: Effect of Curing Period on UCS of Stabilized Peat Sample

160
140
120
100
80
60
40
20
0

7 Days
14 days
28 Days

10

15

20

Fly Ash %

UCS Value (kPa)

Figure 4: Effect of Fly Ash Addition and Curing Period on UCS of Stabilized Peat

50

7 Days

40

14 days

30
28 Days

20
10
0
0

10

15

20

Pond Ash %

Figure 5: Effect of Pond Ash Addition and Curing Period on UCS of Stabilized Peat

460

UCS Value (kPa)

70
60
50
40
30
20
10
0

7 Days
14 days
28 Days
0

10 15 20

Rumbia Ash %

Figure 6: Effect of Rumbia Ash Addition and Curing Period on UCS of Stabilized
Peat

4.0

SCANNING ELECTRON MICROSCOPE (SEM)

SEM images of the original peat is shown in Figure 7 and stabilized peat at of
20% FA,20%, PA, 20% Rumbia Ash and cured for 28 days are shown in Figure 8, 9
and 10 respectively. All of the images are at 5000x magnification. Figure 7 shows that
the untreated peat is composed of fibers which are woody and porous in nature. Figure
8 and 9 show the predominantly spherical particles of FA and PA and formation of the
bonding or cementing structure. There were no spherical particle in Rumbia stabilized
peat but the mineralogical structure was different compared to original peat as the
cementing structure could be observed clearly. Also SEM micrographs for stabilized
peat samples show that the particles are closely packed and bonded. When mineral
soils are stabilized with fly ash and other chemical admixtures; needle like structures
or very closely packed bonds are generally observed in Figure 8, 9 and 10. But in case
of highly organic soil or peat, which is acidic in nature, closely bonded particles could
not be observed comprehensively in the image as the acidity tends to reduce the
efficiency of strength enhancement compared to mineral soils.

461

Figure 7: Original Peat Sample

Figure 8: SEM Image of Stabilized Peat at 20% Fly Ash

Figure 9: SEM Image of Stabilized Peat at 20% Pond Ash

462

Figure 10: SEM Image of Stabilized Peat at 20% Rumbia Ash

5.0

CONCLUSIONS AND RECOMMENDATIONS

This present paper investigated the effect of different additives originated as


by-products or waste on peat samples from JalanMukah-DalatRoad Sarawak. From
the laboratory results, the following conclusions can be drawn:

a)

The results for stabilized peat sample increase with the increase of Fly Ash
(5,10,15,20%) added to the original peat sample.

b)

The UCS values for peat samples increases with the increase of Pond Ash
added (5,10,15,20%)

c)

The UCS values increased with the increase of Rumbia ash added to peat
(5,10,15, 20%) and strength enhancement was significantly improved for
longer curing period from 7 , 14 and 28 days.

d)

Strength improvement was found to be the highest in peat stabilized with Fly
Ash followed by Rumbia Ash and Pond Ash

Results on this study indicated that addition of the Fly Ash, Pond Ash,
Rumbia Ash can improve the engineering properties of Mukah Peat. The used of
Rumbia ash as a new material can be considered an alternative replacement for
cement, commonly used nowadays to enhance the strength of soil.
The study is part of an on-going research that will further investigate the SEM
images and chemical reactions which related to the strength behavior of sample.

463

REFERENCES
ASTM D 1997-91.,Standard Test Method for laboratory Determination of the fiber
Content of Peat Samples by Dry Mass, Annual Book of ASTM Standards.
ASTM Standards,ASTM.Philadelphia, USA,1996.
ASTM D 2166., Standard test Method for Unconfined Compressive Strength of
Cohesive Soil. Annual Book of ASTM Standards. ASTM. Philadelphia,
USA,2000.
ASTM D 2974., Standard Test Method for Moisture , Ash ,and Organic Matter
of Peat and other Organic Soils.Annual Book of ASTM Standards,
ASTM,Philadelphia , USA,2000.
ASTM D 42263.,Standard Test Method for Spesific Gravity of Soils.Annual Book
of ASTM Standards, ASTMPhiladelphia ,USA. Vol.04.08;80-83,1994.
BS 1377. Part 1-4., Soils for civil Engineering purposes, British Standards
Institution. London,UK,1990.
Cortellazzo, G. and Cola, S., Geotechnical characteristics of two Italian peats
stabilized with binders, Dry Mix methods for Deep Soil
Stabilization.Bredenberg. Holm &Broms, Balkema, Rotterdam, pp. 93-100,
1999.
Deboucha, S.,Hashim,R and Alwi, A., Engineering properties of stabilized peat
soils,Electronic Journal of Geotechnical Engineering vol.13,Bund.E,2008.
Duraisamy, Y., Huat, B.B.K and Aziz A.A., Engineering properties and
compressibility behavior of tropical peat soil. American J. of Applied
Sciences, vol.4, No.10,pp.768-773,2007.
Edil,T.B., Recent advancements in geotechnical characterization and construction
over peat and organic soil, In Proceedings of 2nd International Conference on
advances in soft soil Engineering and Technology ,Ed Huat, et al., Putrajaya
,Malaysia, pp.3-35,2003.
464

Eskioglou, P. and Oikonomou, N., Protection of Environment by the use of Fly ash
in Road Construction, Global NEST Journal, vol. 10, No. 1, pp. 108-113,
2008.

Hampton, M.B. and Edil, T.B., Strength Gain of Organic Ground with Cement-Type
Binders, Soil improvement for Big Digs.Geotechnical Special Publication
No.81. ASCE, pp.135-148,1998.
Hashim, R. and Islam, M.S., A model study to determine engineering properties of
peat soil and effect on strength after stabilization. European J.of Scientific
Research,Vol.22, No.2,pp.205-215,2008.
Hebib, S and Farell , E.R., Some experiences on stabilization of Irish Peats, Can.
Geotech.J., vol.40,pp.107-120,2003.
Huat, B.B.K. , Shukri, M. and Themer, A.M., Effect of chemical admixtures on the
engineering properties of tropical peat soils, American J. of Applied Science, vol
2, No. 7, pp 1113-1120, 2005.
Huie, C and Wang.Q.The behavior of organic matter in the process of soft soil
stabilization using cement. BullEngGeolEnv., pp.445-448,2006.
Jarret, P.M., Geoguide 6, Site investigation for organic soils and peat, JKR
Document 20709-3041-95, InstitutKerjaRaya , Malaysia 1995.
Kumar, B.R. Phani, Nagareddayya, S. and santhi S. B.., Improving clayey solids
with fly ash, Soft Soil Engineriing, Lee et al., Swets&Zeitlinger, 2001.
Kolay, P.K. and Suraya, N.B.R., Stabilization of Organic soil by different Types of
Stabilizer, International Conference on Civil Engineering in the New
Millenium: Opportunities and Challenges (CENeM-2007), BESU, Shibpur,
India, 2007.
Lin, D.F., Lin, K.L., Hung, M.J. and Luo, H.L., Sludge ash/ hydrated lime on the
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geotechnical properties of soft soil, Journal of hazardous materials, vol. 145,


Issues 1-2. pp. 58-64, 2007.
Mutalib , A.A., Lim , J.S., Wong, M.H., Koonvai.L., Characterization ,distribution
and utilization of peat in Malaysia, tropical peat, In Proceeding of the
international symposium on Tropical Peatland, Kuching Sarawak,Malaysia, pp7-16,1991.
Pousete, K., Macksik, J. and Jacobsson, A., Peat soil samples stabilized in
laboratory-Experiences from manufacturing and testing. Dry Mix method for
Deep Soil Stabilization ,Bredenberg, Holm &Broms.1999
Balkema.Rotterdam.pp. 85-92,1999.
Sahu, B.K., Improvement in California Bearing ratio of various Soils in Botswana by
Fly ash, International Ash Utillization Symposium, Center for Applied
Energy Research, University of Kentucky, 2001.
Skempton, A.W.andPetley, DJ.,Ignition loss and other properties of peats and clays
from Avonmouth,Kings Lynn and Cranberry Moss.Geotechnique,
volume.20,No.4,pp.343-356,1970.

S.N.L. Taib, Jacqueline Lam Wan Hwa, P.K., Kolay, KGHC, Seneviratne and Mohd
Zain, M.I.S (2011) Comparison of Triaxial Compression Results on Cement
Stabilised Peat in Sarawak, International Conference on Advances in
Geotechnical Engineering, 7-9th November 2011, Perth, Australia.
Wong, L.S., Hashim, R. and Ali,F.H., Engineering behavior of stabilized peat soil
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466

CUSTOMERS INTENTION ON USING ISLAMIC PERSONAL FINANCING


Dayang Anirul Awang Jamaludin1,Thalany Kamri2, Jati Kasuma3, Awang Annuar
Awang Mansor4
1,2,3

Universiti Teknologi Mara Sarawak, 4Politeknik Mukah

ABSTRACT

Islamic finance is a growing industry in Malaysia nowadays. In fact, Islamic


banks are expected to come out with better products that consider the needs
of their customer compared to the conventional banks. It is important to know
the perceptions of customers towards Islamic personal financing in order to
improve the Shariah compliant product and Islamic finance industry. This
paper determines how the factors such as the concept of Islamic personal
financing, the benefits and government support influence customers intention
to use Islamic personal financing among the local Islamic bank. The
demographic factors were also added as variables. The linear regression
model result shows that working sector, income and education level do not
influence customers intention to use Islamic personal financing.

Key Words: Islamic, personal financing, intention, customers

1.0

INTRODUCTION

Islamic finance is also known as a Shariah compliant since all financial


services are strictly based on primary resources which is Al-Quran and hadith. The
secondary resources of Shariah are Ijma which mean consensus of opinion, Qiyas is
an analogical deduction, Istihsan is equity of Islamic Laws, Masalih Mursalah is
consideration of public interest, Istishaab is a presumption of continuity, Sadd
al-dzarai is blocking the means and Urf is custom. Islam promotes economically
productive activities and genuine trade and business transaction. It calls for avoidance
of interest-based transactions. Every transaction in Islamic financing must be
transparent.

467

The diverse financial needs among Muslim and non-Muslim customers have
raised the needs of personal financing from conventional banks and Islamic banks.
Islamic banks are expected to come out with better products that consider the needs of
their customer compared to the conventional banks. Furthermore, Islamic finance is a
growing industry in Malaysia nowadays. It is important to know the perceptions of
customers towards Islamic personal financing and the factors that influence the
customers intention to use Islamic personal financing in order to improve the Shariah
compliant product and Islamic finance industry. In fact, it involves establishing,
maintaining and enhancing relationships with customers and other parties at a profit so
that the objectives of the parties involved are met. This is done by mutual exchange and
fulfillment of promises ( Groonros, 1994 and Kanyan et.al, 2015).
Therefore, this paper seeks to identify the perception of customers towards
Islamic personal financing and to analyse how factors such as concepts of Islamic
personal financing, the benefits and government support as well as social
demographic affect customers intention to use Islamic personal financing.

2.0

LITERATURE REVIEW

The concept of trust in Islam is linked with responsibility in which implying


wealth that is entrusted upon a human being is indeed a responsibility that he will be
accounted for on the Hereafter. Islamic economics is based on a paradigm which is
not secularist and value-natural. It treats all human beings as vicegerents of God and
brothers into each other. All resources at the disposal of human being are trust and
must be used for the well-being of all in a conformity with the values provided by
Shariah. However, well-being in Islam is not a function that is just material
possessions and unlimited consumption. It is rather a function of balanced satisfaction
of both the material and the spiritual needs of the human personality. This can be done
by actualizing the goals of Shariah which is also known or called as a Maqasid
Al-Shariah (Muhammad Umar Chapra, 1998). Islamic financing is developed in order
to fulfilled the purposed of channeling resources from the surplus units to the deficit
units. Islamic finance is comprised of Islamic financial markets and institutions that
deal with resource allocation, management and investment. In addition, it also
involved with risk transformation and management. According to Khir et al. (2008),
468

the main source of Islamic financing is to fulfilled and satisfy the needs of human in
order to make ones wealth grow.

2.1

Islamic Financing And Debt

The main intention of Islamic financing is to channel resources from the


surplus units to the deficit unit. According to Khir et al. (2008), the objective of
Islamic financing is to satisfy the need of human in order to make ones wealth to
grow. Islamic bank act as an intermediaries of accepting deposits from the customers
of the bank itself and use the sources of funds to provide the financing to those who
need it.

Based on the following verse, if the debtor is in a difficulty, grant him time till
it is easy for him to repay. But if ye remit it by way of charity. That is best for you if
ye only knew (Al-Quran, Surah Al-Baqarah verse 280). In the argument of Hamid et
al. (1993) Islam had been discourages the debt financing in regards of Gods
prohibition towards interest and Prophet Muhammads are also deeply against the debt.
Interest is prohibited not only because money must remain a medium of exchange to
facilitate trade, but also because money is not a leasable asset. It must be consumed in
the process of being utilized in production or consumption.

According to Haron and Shanmugam (2001), there are two best alternatives if
the debtor not able to pay back the loan either the lender extend the repayment
duration of the loan borrowed by the debtor or convert the loan borrowed by the
debtor to charity. However, the second alternative is argued as the best alternative
between the two alternatives. The alternatives given is due to the consistent with
Islamic teaching. Islam supports debt cancellation in order to avoid the borrower from
bad debt and bankruptcy. Other than that, it helps Islamic bank to reorganize or
restructure their banking policies in promoting the Islamic compliant product at the
same time exposing the true spirit or value of Islam.

In the argument of Haniffa and Hudaib (2007), the borrowers should be given
the right or proper treatment according to the Islamic teaching, the lender of the loan
should be lenient towards their debtor rather than the conventional banks. In the
469

certain circumstances, the debtor is qualified to receive zakat and their debt or loan
borrowed can be written off as a charity. However, Haniffa and Hudaib (2007) also
suggest Islamic bank to communicate and demonstrate their debt policy in the yearly
report of their bank. The Islamic bank is also expected to inform their debt policy,
amount of debt written off as charity if there is any and types of debt.

2.2

Fundamental Of Prohibited Elements In Islamic Finance

The transaction of Islamic finance must be transparent and according to


Islamic way.

Islam promotes maslahah by protecting the interests and benefits of all

parties involved in the market. There is an element that is prohibited in Islamic


finance. The elements prohibited are as follows:

Prohibition of riba
Interest given is also called as riba. Interest is also prohibited because money
is a medium of exchange to facilitate the trade activities not a leasable asset. It must
be consumed In the process of being utilized in production or consumption. There are
seventy three types of riba, the least of which is equivalent to bedding ones mother
and the worst of which is equivalent to destroying the honor of a Muslim (Narrated by
Ibn Majah and Al-Hakim). The prohibition of riba is due to riba corrupt society
(Al-Quran, Surah Al-Rum verse 37-41), riba implies improper appropriation of others
property (Al-Quran, Surah An-Nisa verse 160-161), riba ultimate effect is negative
growth (Al-Quran, Surah Al-Baqarah verse 276), riba demeans and diminishes
human personality (Al-Quran, Surah Al-Baqarah verse 275) and riba is unjust
(Al-Quran, Surah Al-Baqarah verse 279).

According to the famous hadith of the Prophet Muhammad S.A.W on six


ribawi commodities is gold for gold, silver for silver, wheat for wheat, barley for
barley, dates for dates, salt for salt, like for like, equal for equal, hand to hand (spot) if
the commodities differ, then you may sell as you wish, provided that the exchange is
hand-to-hand or a spot transaction. In short, every transaction exchanged must be
equivalent and reliable to the amount received, if it is not then it is considered as riba.
Prohibition of Gharar
470

The prohibition of gharar is due to the indirect references made in Al-Quran


and sunnah of Prophet Muhammad S.A.W. which is in the example of gharar sale is
the sale of fish that is still in the sea, sale of birds that is still in the air and sale of
unborn animal. In addition, gharar is divided into two which is gharar yasir and gharar
fahish. Gharar yasir is tolerated and will no invalidated the contract however gharar
fahish is not tolerated and may result in contract void.

Islamic Personal Financing Product

There is various types of Islamic products in Islamic finance industry. Islamic


personal finance products are as follows:

Qardhul Hassan Islamic Personal Financing

Qardhul Hassan refers the benevolent loan. It is a loan used to help those in
need of additional four for a fixed period of time without any requirement of paying
back with an interest or extra payment for profit. According to Khir et. Al (2008),
Qardhul Hassan is the only types of loan that does not violate the prohibition of riba
since the debtor do not have to compensate the creditor for the time value of money
and the debtor only need to pay the amount borrowed to the creditor without any extra
charges. The disadvantages of Qardhul Hassan is the creditor does not gain anything.
However, it is found that Qardhul Hassan does not have a clear practice of financing
due to the unclear transaction process.
Bay Al-Inah Personal Financing And Tawarruq Islamic Personal Financing
Another types of Islamic personal financing is Bay Al-Inah in which bring the
meaning of sale with immediate purchase. The transaction of Inah is sales based on a
delayed transaction that involved the sale and buy back transaction. Tawarruq is a
transaction where one party buys a commodity on credit at a markup price and sells
the same commodity at a lesser price to a third party in order to gain some cash.

471

3.0

METHODOLOGY
A set of questionnaires were distributed to the customers of Islamic personal

financing at the bank to ensure that the respondents are the customers of Islamic
personal financing. The population of this research are customers of two banks, which
operate as fully fledged Islamic bank. The target population of this research is the
customers of two banks that operating as fully fledged Islamic bank which is Bank
Islam Malaysia Berhad (BIMB) and Bank Muamalat Malaysia Berhad (BMMB) in
Kuching, Sarawak. However, there is only 200 customers will be selected as a
respondent of this research paper. According to the Voorhis and Morgan (2007), 200
respondents is fair to conduct the study in order to analyze the result of factor analysis.
The sampling techniques such as convenience sampling technique will be adopted to
gain a representative sample.

The convenience sampling technique was adopted to gain a representative


sample. The data derived from the questionnaires were analyzed by using SPSS
packages. Forms of data analysis that will be performed are descriptive analysis and
regression analysis.

4.0

RESULTS

4.1

Respondents Social Demographic


Table 1 displays the summary of respondents social demographic. By gender,

the majority of visitors were male (60%). Most of the respondents were between 26 to
30 years old (51%), followed by the age group of more than 41 years old (20%). In
terms of educational background, 51% had attained first degrees, 25% of the
respondents had completed their PhD and 11.1% of the respondents had STPM. Most
respondents are working with the private sector (52%). In terms of income, the
majority of respondents earned an income range of RM4001 to RM5000 (29%). This
was followed by an income group of between RM3001-RM4000 which was 26%.
Lastly, majority of the respondents (72%) are Muslims.

472

Table 1: Respondents social demographic


Variable

Percentage

(%)
Gender
Male

60

120

Female

40

80

< 20

11

22

21 - 25

10

26 - 30

51

102

31 - 35

36 - 40

18

> 41

20

40

STPM

11

22

Diploma

10

Degree

51

102

Master

16

PhD

25

50

Government

48

96

Private

52

104

< RM2000

11

22

RM2001 RM3000

10

RM3001 RM4000

26

52

RM4001 RM5000

29

58

RM5001 RM6000

> RM6001

25

50

Muslims

72

144

Non-Muslims

28

56

Age

Education Level

Working Sector

Monthly Income

Religion

473

4.2

Respondents Perception Towards Islamic Personal Financing


Table 2 shows the respondents perception towards Islamic personal financing.

18% of the respondents think that Islamic personal financing was reliable, 42% think
it was cheap and another 40% think that it was trustworthy. In terms of how they
know about Islamic personal financing, 39% of the respondents know from their
friends, 28% from their family, 28% from newspaper and 5% from mass media. The
table also shows that 87% of the respondents think that Islamic personal financing
does bring benefits to them. However, 13% of the respondents think that Islamic
personal financing does not bring benefits to them. Lastly, 73% of the respondents are
willing to use Islamic personal financing as their financial aids in the future while
another 27% of the respondents are not willing to use Islamic personal financing as
their financial aids in the future. The factors will be explained in the next section.
Table 2: Respondents Perception Towards Islamic Personal Financing
Percentage (%)

Reliable

18

36

Cheap

42

84

Trustworthy

40

80

Perception on Islamic Personal Financing

How Do Respondents Know About Islamic Personal Financing


Friends

39

78

Family

28

56

Newspaper

28

56

Mass Media

10

Respondents Think Islamic Personal Financing Bring Benefits


Yes

87

174

No

13

26

Yes

73

146

No

27

54

The Willingness of The Respondents to Use Islamic


Personal Financing as Financial Aids in The Future

474

4.3

Factors Affecting Customers Intention to use Islamic Personal Financing

Table 3. Regression Result


Variable

Coefficient

t-statisti

Sig.

c
Constant

13.800

6.921

0.00
0

Concept of Islamic Personal

0.073**

2.266

Financing

0.02
5

Benefits

0.032

0.744

0.45
8

Government Support

0.068

.0593

0.55
4

Gender

6.802***

9.193

0.00
0

Age

0.153

0.264

0.79
2

Working Sector

-3.128

-10.371

0.00
0

Income Level

-5.246

-5.822

0.00
0

Religion

-7.835

-9.163

0.00
0

Education Level

6.847***

5.136

0.00
0

R2

0.789

***Significant at 1% and **5%


According to Table 3, the result of the regression, giving the R2 of 0.789 which
means 78.9% of the behavior of dependent variable was explained by the independent
variable. The concept of Islamic personal financing is found to be significant at 5%.
However, the other factors which are the benefits of Islamic personal financing and
the government support do not give any significant effect toward the intention to use

475

Islamic personal financing among customers. In terms of social demographic factors,


gender and education level show a very significant result at 1% of significance level
in affecting the intention to use Islamic personal financing. The other four social
demographic factors (age, working sector, income level, religion) are not a significant
factor to explain the intention to use Islamic personal financing.

5.0

CONCLUSION

As a conclusion, this study shows that there are only three factors that
influence the customers intention to use Islamic personal financing, which are
concept of Islamic personal financing, gender and education level.
The concept of trust in Islam is linked with responsibility in which implying wealth
that is entrusted upon a human being is indeed a responsibility that he will be
accounted for on the Hereafter. Islamic economics is based on a paradigm which is
not secularist and value-natural. It treats all human beings as vicegerents of God and
brothers into each other. All resources at the disposal of human being are trust and
must be used for the well-being of all in a conformity with the values provided by
Shariah.Male are more prone to have the intention to use Islamic personal financing
as they are the head of a family with responsibility shouldered by them. In the case of
education level, the higher the education, the level of awareness towards Islamic
personal financing is higher.

This result brings benefit to the public, banks, government and future research.
For the public, this study might help to expose the benefits of Islamic personal
financing as well as helping the public to make their decision to use Islamic personal
financing as their financial aid. The study exposes what cause the customers intention
to use Islamic personal financing and what benefits does Islamic personal financing
bring to them that made them choose Islamic personal financing. By giving them
some insight, information, they may be motivated or encouraged to use Islamic
personal financing to support their additional financial needs.

The banks might be able to use the result of this study to add more factors in
Islamic personal financing products in order to attract customers intention to use
Islamic personal financing. This research brings benefits to the banks itself as they do
476

not need to identify what cause the customers to choose Islamic personal financing.
However, from this research, the banks might be able to identify certain factors that
affected the decision made by the customer to choose Islamic personal financing as
from the research the banks itself might be able to add some more factors in the
futures in order to attract more customers to choose Islamic personal financing to
support their additional financial needs.

This result helps the government to improve the performance of the Islamic
industry as the Islamic industry in Malaysia nowadays are raising from time to time.
The results from this research present great information for the government to
improve the Islamic finance industry and comes out with more attractive Islamic
compliant products for Islamic personal financing. The research would also allow the
government to evaluate the current product of Islamic personal financing in the
finance industry that they have nowadays either they can improve it with another way
or add some additional values on it in which according to Shariah. Subsequently, the
government would be able to utilize the information found from this research in order
to facilitate their efforts in boosting the products and performance of the Islamic
finance industry.

REFERENCES

Agnes Kanyan, Jasmine Vivienne Andrew, Jati Kasuma Ali, and Marianne Merley
Beti (2015), Building Customer Relationship for Gaining Customer Loyalty in
the Pharmaceutical Industry, Journal of Advanced Management Science Vol.
3, No.4
C. Gronroos, (1994) From marketing mix to relationship marketing: Towards a
paradigm shift in marketing, Management Decision, vol. 32, no. 2, pp. 4-20

Hamid, S., Craig, R., & Clarke, F. (1993). Religion: A Confounding Cultural Element
in the International H armonization of Accounting? Abacus, 29, 131, 148.

Haniffa, R. & Hudaib, M. (2007). Exploring the Ethical Identity of Islamic Banks
viaCommnication in Annual Reports. Journal of Business Ethics, 76, 97-116
477

Haron.,S. and Shanmugam, B. (2001). Islamic Banking System. Subang Jaya:


Pelanduk

Khir, K., Gupta, L. & Shanmugam, B. (2008).Islamic banking: A practical perspective.


Malaysia: Pearson
Muhammad Umar Chapra (1998). Relevance and Importance of Islamic Economics
in Monzer Kahf, ed., Lessons in Islamic Economics, Vol. 1, Proceedings of the
Seminar on `Teaching Islamic Economics at University Level, Seminar
Proceedings No. 41, Jeddah, Saudi Arabia: Islamic Research and Training
Institute, Islamic Development Bank.

Wilson Van Voorhis, C.R. &Morgan, B.L. (2007). Understanding Power and Rules of
Thumb for Determining Sample Sizes. Tutorials in Quantitative Methods for
sychology.3(2), 43-50.

478

FREQUENCY REUSE TECHNIQUE FOR FEMTOCELL


LTE- BASED NETWORK
Izwah Ismail1, Mohd Dani Baba2, Rhoma Erma Zaini 3, Ilya Ismail4, Zuraini Gani5
1,2,4

UiTM Shah Alam, 3Institut Latihan Perindustrian,5Universiti Kebangsaan


Malaysia

izwahismail@gmail.com, mdani074@salam.uitm.edu.my, rhomaerma@gmail.com,


ilyaismail86@yahoo.com,zyreena@yahoo.com

ABSTRACT

Femtocell network has been deployed to improve voice and data services in
Long Term Evolution (LTE) mobile network for indoor and also for limited
outdoor geographical coverage. Apart from that, it also provides supports by
offering more capacity to fulfil the increasing demand from indoor mobile
users. Looking at its potential, this study therefore is focused on the
interference management to reduce the inter-tier interference for twotier
networks of Macrocells layered with femtocells. This study considered
Fractional Frequency Reuse (FFR) scheme to mitigate the interferences. To
be specific, there are two categories for the cell users which are the outer part
and the inner part. Therefore, this technique is able to reduce the
intereference and avoid losing much frequency resources in each cell.
Moreover the area for reliable coverage can be provided by a Home NodeBs
(HNBs) and may vary as the density of user equipment (UE) changes. The cell
total throughput and user satisfaction (US) will determine the selected optimal
frequency allocation. The objective of this study is to boost up the overall
throughput and user satisfaction. From the simulation, it is shown that high
throughput gain during maximum users base on user satisfaction. Therefore,
it was found out that the FFR scheme can provide extra capacity for both
indoor users and the users at the cell edge.
.
Keywords: femtocell, indoor coverage, FFR scheme, open access styling,
interference management

479

1.0

INTRODUCTION

Conventionally, in cellular mobile networks, high wall penetration loss of


radio signals forcing indoor subscribers to experience bad network services due to
low Signal to Interference plus Noise Ratio (SINR) and throughput.(Lpez-Prez,
Valcarce, de la Roche, & Zhang, 2009)verify that indoor subscribers demand high
traffic and predicted to increase each years. On the other hand, subscribers located
at the cells edge also facing the low throughput problem cause by high pathloss
and heavy co-channel interference from neighbouring base stations. In (Das,
Chandhar, Mitra, & Ghosh, 2011), the researchers explained solution that are able
to offload the traffic from the Macrocell by deploying low power femtocell inside
the building. This method eventually improve the networkscapacity in order to be
able to deliver the forecasted increase of data traffic. Macrocell Base Station
(MeNBs) are used to offer coverage over a wide area and femto cell will act as the
adhoc network.

Figure 1 : Small Cell Network(Mokhtar, Saeed, & Chaudari, 2012)

Femtocell is defined as avery low power indoor base station and uses the same
Radio Interface Technology (RIT) to provide access to a cell of few meter radius.
Previously (Abdullah & Baba, 2014) mentioned that the femtocell coverage is
between 20-30 meter. Femtocell access point (FAP), also known as Home NodeB
needs a connection to the core network of the telecom operator through a high
data rate backhaul connectivity, which can be either X-DSL , fiber, etc.Voice calls
from the indoor subscribers are managed by the femtocells and eventually
channels from the macrocell base station (MeNBs) are released. From the walk
test conducted in previous study, (Ismail, Baba, & Zaini, 2014) found out that
RSSI reading after the deployment of femtocell was improved to-51 dB.
480

Deployment of femtocell facing an issue in radio interference management. This


technical challenge needs to be overcome for successful deployment of Femtocell.
As stated by (Mokhtar et al., 2012), the reuse of the licensed cellular spectrum
requires interference management between the femtocells and the umbrella
macrocell.

With reference to the above findings, Long Term Evolution (LTE) as


OFDMA-based networks is said to resolve the Co-Channel Interference (CCI)
problems. The capability to reuse the frequencies so both capacity and network
coverage will be able to increase is one of the main aspect of a cellular network.
One of the techniques is Fractional Frequency Reuse (FFR). There are two regions
in FFR. The region near the Base Station (BS) is labeled as inner region while
region around the borders of the cell is labeled as outer region. Several subbands
from the assigned frequency band are differently assigned to the inner and outer
region of the cell respectively. As mentioned by (Bilios, Bouras, Kokkinos,
Papazois, & Tseliou, 2012), intra-cell interference is discarded while interference
between macrocell and femtocell is substantially reduced by using FFR method.
Adjusting either the bandwidth proportion assigned to each region or the
transmission power of each band will be able to change several reuse factors and
interference mitigation levels
The performances evaluation of macrocell and femtocell based on the
power ratio also become relatively important. (Jeong, Lee, Chung, Lee, & Choo,
2010) focused on propose a femtocell frequency planning scheme in the
macrocells based on Soft Frequency Reuse (SFR) scheme in downlink. The
findings showed that the suggested scheme able to avoid Co Channel Interference
(CCI) within macrocell and femtocell adequately. Different frequency band will
be assigned to the macrocell and femtocell depending on their location. Total cell
capacity can be optimized by changing the power ratio. (Tsai & Li, 2012)suggest
proposed scheme base on SFR of reuse factor 4 and afford a new resource
configuration strategy control algorithm. Admission Control (AC) strategy can
calculate the number of physical resource block (PRB) whether it is enough to
lend to edge users when they are overloaded. Different with (Akoum,
Zwingelstein-Colin, M., W., & Debbah, n.d.)who presented a novel cooperative
481

space time code named cooperative frequency reuse. The algorithm builds on the
cellular frequency reuse to add cooperation between adjacent base stations. The
base stations divide their transmission power between their own signals and the
signals from neighboring cells. The results of the present study ,(Lee, Yoon, Lee,
& Shin, 2010)also come up with another solution using Fractional Frequency
Reuse (FFR) in the OFDMA femtocell systems which is an efficient resource
allocation scheme. This interference avoidance scheme assign the femtocell access
point (FAP) to choose different subbands from macrocells frequency band
allocation.

Power control has been adopted widely for mitigating the inter cell
interference in the dense deployment of Femtocells(Pal & Nugraha, 2014) . The
HetNet usually deals with the co-tier and co-channel interference. For the purpose
of relieve the uplink interference caused by the co-tier Femtocells to Macrocells,
an adaptive power allocation control strategy used. Joint power control in the
HetNet environment can minimize the initial interference problem for the edge
users. Physical resourceblock (PRB) allocation technique is being done through
the power allocation scheme in the network. Comprising of fixed cell size of the
Femtocells the dynamic adaption of power control technique or pilot signal power
is used for the physical resource block allocation. The frequency is divided into
two parts, one part is allocated at the cell-center and the rest at the cell edge.

This paper investigates the interference management using Fractional


Frequency Reuse (FFR) Techniquein femtocell LTE based network to overcome
the inter cell interference (ICI) problem. Based on the review of the literatue, the
accesible frequency spectrum can be utilize efficiently by using FFR technique,
the objective of this studyis to determine the excellent frequency distribution
according to the overall cells throughput and user satisfaction. To be specific,
there are two categories for the cell users which are the outer part and the inner
part. Therefore, this technique will be able to reduce the interference and avoid
losing much frequency resources in each cell. Furthermore, FFR technique selects
the optimal cells size and frequency distribution between these regions. From the
simulation, it shows the ability to maximize theoverall throughput and user
satisfaction especially when maximum users connected.
482

The rest of the paper is organized as follows. Section IIdescribes the


Frequency Reuse Technique while Section III reserve for the analytical study and,
SectionIV verifies the proposed model by using simulation results.Finally, Section
V summarizes the conclusion and furtherwork.

Frequency Reuse Technique

Recent study of Fractional Frequency Reuse (FFR) in LTE base OFDMA


network, frequency and time resources is allocated into several resource set call
sub-bands for interference mitigation purposes. Every sub-bands is reserved with
reuse factor and appropriate transmission power profile. Previous research has
shown that FFR schemes can be analyzed both in uplink and downlink channels.
However in this paper, study was conducted in the two tier network and downlink
air interface due to the less complexity and information needed.

The importance of Fractional Frequency Reuse (FFR) method in mobile


network is the relation between enhancement in coverage and rate for the users
situated in outer region and overall throughput and spectral efficiency.Therefore
to avoid the interference level from increasing, FFR concept stated that adjacent
cells have to use different frequencies. During network planning, each cluster of
adjacent cells is assigned with a set of different frequencies and will be reused in a
regular pattern over the entire service area. The frequency reuse distance between
the centers of two cells which used the same frequency but located in different
cluster will be decided by the clusters size and layout of the cell.Therefore the
element that determine frequency reuse is the frequency reuse factor which is the
rate at which the same frequency can be used in the network.

Long Term Evolution (LTE) as one of the Orthogonal Frequency Division


Multiple Access (OFDMA) based network aim to achieve high spectral efficiency.
Hence, it may involve the use of the whole of the systems bandwidth in all cells
known as Frequency Reuse 1 approach. All sub-bands of the available bandwidth
are assigned to each cell. Another approach is Frequency Reuse 3 where the
system bandwidth is divided into 3 equal sub-bands. Each sub bands are assigned
to different cells and adjacent cells wont be using same sub- band. By utilizing
483

total frequency reuse in each cell, the frequency reuse patterns can be dynamically
adapted on a frame-by-frame basis in each cell. Therefore, the intention of the
present study is to improve the users throughput and at the same time discard the
Inter Cell Interference (ICI).

Figure 2 : Frequency band allocations (Bilios et al., 2012)

Generally with reference to the frequency band allocation in Figure 2, the


example area is assumed to involve 7 cells. Cell A is considered as the location of
the Base Station (BS) and the highest interference occur in cell A. 6 neighbouring
cells surrounding cell A contribute to increase the interference level. Using the
FFR technique, each cells is divided into two regions which are inner and outer
region. Each region use different frequency reuse factor according to the concept
adjacent cells must use different frequency in order to increase the coverage and
cell capacity. Outer region area labeled with A, B and C are assigned with
Frequency Reuse 3 and even number of resource sets. Inner region area with label
D allocated with the frequency reuse 1. After all, the inner region has lack of
exposure to the inter cell interference (ICI) indefinitely all frequency resources in
all inner region are generally used.

Howeverin this study that involve two tier network , the cell edge zone is
0.6 % ofthe coverage.The OFDMA technology points outmulti user diversity by
allocating frequency resources base on the channelqualities of FUEs. The FFR
Threshold has been maintained 3dB for this 2 tier network.

With reference

toFigure 3, the assigned frequency band is dividedinto two sets. One of this two
484

sets is divided into another three sets and labeled as B,Cand D. Similar with
conventional FFR, Frequency reuse factor 1 is allocated for inner region and
frequency reuse factor 3 for the outer region.The sub-band A is used inthe center
zone and sub-band B, C, and D isapplied in the outer regions, respectively.
.
For this case, femtocell as the secondary user (SU) will use sub bands
which left by the macrocell as theprimary user (PU). For example, when a PU is
in the inner region of a cell, automatically sub band A will be assigned to the PU.
When the PU move towards and located within outer region, the other sub bands
(B,C or D) will be assigned to the active PU. In order to mitigate the interference,
SU will avoids sub band A and the other sub band assigned to PU in the macrocell
if a SU is located in the inner region of the cell. For example as illustrated in
Figure 3, SU in the inner cell assigned with sub bands C or D and avoid sub band
A and B that already assigned to the PU in the inner and outer cell. Another
scenario is when SU located in the outer region, If the macrocell assigned PU with
sub band B, then SU can use the available sub bands A,C or D.

Figure 3 : Proposed of Frequency band allocations in two tier network (Bouras,


Kokkinos, Papazois, & Tseliou, 2013)

Due to the characteristics of the OFDMA, the macrocell is interfered by


interceIl, and that interference is further mitigated by the FFR. The femtoceIl uses
different sub-band to avoid interference from the macrocell. The sub-band is
reused in the macroceIl coverage as much as possible, because transmitted power
of the femtoceIl is very small. Therefore, the interference between the macroceIl
and femtoceIl is greatly avoided. Also more sub-carriers are aIlocated to femtoceIl
485

which is located in the edge region, in order to improve the performance of the
edge users.

2.0

ANALYTICAL STUDY

The theoretical study to calculate the SINR, throughput and User


Satisfaction (US) will be presented in the analytical study. In this study, N
adjacent cells in the LTE femtocell network is considered and each cell is
assigned with a number of users who retain searching to share a group of
subcarriers. Traditionally in OFDMA cellular network, the related SINR for a user
x who is served by a base station b on subcarrier n can be calculated as the
equation below :

, ., .,
2 +
=1 , ., .,,

(1)

(1)

Where, Gb,xis the path loss for the channel between user x and base station
b, Pb,n is the transmit power from base station on subcarrier n, hb,x,n is the
exponentially distributed channel fast fading power while n2 is the Additive
White Gaussian Noise (AWGN) channels noise power. Symbols k and j refer
tothe set of all the interfering BSs (i.e. BSs that are using the same sub-band as
user x). Therefore j is the cell index and k the number of co-channel cells.
Basically a users downlink SINR within the cells range rely on the
interference of the respective cells. This paper consider m Macrocell User (MU)
on n subcarrier and since involving two tier network both effect from the adjacent
macrocell and overlaid femtocell also included.Value of SINR for this case is
calculated as (Bouras et al., 2013):

, =

,, .,
2 +

,,.

, + ,, .,

486

(2)

M refer to macrocell while F is the femtocell. The above SINR calculation


is meant for macrocell layer. For femtocell layer, downlink SINR is calculated as
the following formula:
, =

,, .,

2
+ ,,.
, + ,, .,

(3)

Cells interference only occurs to other user in the other inner region of the
cells which using the same frequency band. Due to this problem, there are two
types of base station (BS). First type of base station manages all interfering BSs
transmitting to the inner regions users who utilize the same sub band frequency
while the second type of base station consists of all interfering BSs transmitting to
outer cell users on the same sub-band. The capacity of user x on subcarrier n can
be calculated by the following equation :
, = 2 (1 + , ) (4)

where, f is the value of the available bandwidth for each subcarrier divided by
the number of users that share the specific subcarrier.The constant term is
connected with the bit error target rate (BER) as follows =-1.5/ln(5BER).
Besides, the users throughput of the serving macrocell m can be expressed as
follows:
=

, . ,

(5)

where, m,n represents the subcarrier assignment to MU m. When m,n=1, the


subcarriern is assigned to MU m. Otherwise, m,n=0. A similar expression can be
derived for FUs.

487

3.0

RESULT AND ANALYSIS

Simulation Parameter

Table 1 shows the simulation parameter that have been used in the
experiment. LTE cellular system allocated with 10 MHz of bandwidth is divided
into 25 subcarriers each having a bandwidth of 375KHz. Considering urban macro
scenario served by macrocells and path loss is calculated using suburban model
with reference to (3rd Generation Partnership Project, 2010).
.
Table 1 Simulation Parameter
Parameter

Unit

Value

System Bandwidth

MHz

10

Subcarriers

25

Subcarriers Bandwidth

kHz

375

Base Station Frequency

MHz

2000

Cell radius (M/F)

250/40

Path Loss

dB

PLmu = 15.3+37.6log10 (d[m]) + Sout


(macrocell)
PLfu= 38.5 +20 log (d[m]) + 0.7d2D,indoor
+18.3n((n+2)/(n+1)-0.46) (Femtocell)

Macrocell

BS

Transmit

dB

20

BS

Transmit

dBm

20

Power Noise Density

dBm/Hz

-174

Inter site Distance (ISD)

500

Correlation Distance

40

Size of center zone

0.6 from macrocell coverage

Power
Femtocell
Power

From the simulation result in figure 4, it shows that the users throughput
over time for three mobility scenarios. The network topology involved 16 cells,

488

360 uniformly distributed macrocell users and 90 uniformly distributed femtocell


users. Meanwhile the simulation experiment concentrate only to one cell with 8
femtocells, 6 Femtocell Users (FUs) and 24 Macrocell Users (MUs). Throughout
the simulation, the users are assumed to stay and move randomly inside the cell
with speed 3km/h. This is to ensure the number of user unchanged in 215 secs.

Figure 4 : Users Throughput based on Users Satisfaction

One of the problem in bandwidth allocation is to ensure the fairness among


the users in different regions inside the cell. To overcome this problem, User
Satisfaction (US) metric has been proposed. Hence, to ensure all users in a cell
experience the same values of throughput, high users satisfaction US (value) is
needed. From the results in figure 4, FFR scheme is able to maximize the US
changes with time of operation. Based on users location, FFR scheme detects and
updates the optimal Frequency Allocation and inner cell radius. Indeed, during the
experiment the values of US are always higher during maximum number of users
than the average users corresponding with time.

In contrast, with assumption that maximum number of users are located


inside the inner region of the cell, average and minimum users inside the outer
region will experience low or nearly zero throughput. Only several users will be
able to have high throughput. Simulation result in figure 5 support the hypothesis.

489

Figure 5 : Cell throughput based on users throughput

As shown in figure 5, the maximum number of users throughput retain to


the higher value than the minumum and average number of users throughput that
nearly to zero. Regardless of the high level total throughput during maximum
users, apparently the inequality bandwidth allocation between the regions will be a
problem among the users.

4.0

DISCUSSION AND CONCLUSION

This finding highlights the advantages of Fractional Frequency Reuse (FFR)


scheme to increase the network capacity and users throughput in LTE femtocell
network. Observation from Figure 4 and Figure 5, by using the US metric, the
average users throughput value remains close to the maximum user throughput
attained. Consequently, all the users able to experience nearly same throughput
with the maximum users. Figure 4 shows total cell throughput lower than
presented in figure 5. Nonetheless the fairness bandwidth allocation between the
inner and outer region applied and users experience similar throughput.

As conclusion, this study has contributed to the knowledge related to the


interference management on femtocell deployment by using FFR scheme and the
technical challenges that have to be overcome for optimum deployment of
femtocell and macrocell networks (two tier network). At the end, both femtocell
and macrocell should be capable to use the radio resources more effectively as the
femtocell will compliment the macrocell indoor coverage.

490

Further study will include identifying the matters that touch on mitigating the
interference issues and the user mobility management in the coexistence of
femtocell with macrocell networks using integration of cognitive radio with
femtocell LTE based cellular Network.

REFERENCES

Abdullah, L., & Baba, M. D. (2014). Femtocell geo-location challenge: DSL


approach as solution. In 2014 IEEE 5th Control and System Graduate
Research Colloquium, (pp. 239241).

Akoum, S., Zwingelstein-Colin, M., H. J., W., R., & Debbah, M. (n.d.).
Cooperative Frequency Reuse for the Downlink of Cellular Systems.
system 6:8.

Bilios, D., Bouras, C., Kokkinos, V., Papazois, A., & Tseliou, G. (2012). A
performance study of Fractional Frequency Reuse in OFDMA networks.
WMNC, (Cci), 3843.

Bouras, C., Kokkinos, V., Papazois, A., & Tseliou, G. (2013). Fractional
Frequency Reuse in Integrated Femtocell/Macrocell Environments. In
Wired/Wireless Internet Communication (pp. 229240). R

Das, S. S., Chandhar, P., Mitra, S., & Ghosh, P. (2011). Issues in Femtocell
Deployment in Broadband OFDMA Networks: 3GPP LTE a case study.
In Vehicular Technology Conference (VTC Fall) (pp. 15). SAN
FRANCISCO, CA. doi:10.1109/VETECF.2011.6093191

Ismail, I., Baba, M. D., & Zaini, R. E. (2014). FEMTOCELL: A SURVEY ON


DEVELOPMENT IN LTE NETWORK SYSTEM. In International
Conference on Innovative Trends in Multidisciplinary Academic Research
(ITMAR 2014) (p. 92).

491

Jeong, Y., Lee, J. Y., Chung, M. Y., Lee, T.-J., & Choo, H. (2010). Femtocell
Frequency Planning Scheme in Cellular Networks Based on Soft
Frequency Reuse. In 2010 International Conference on Cyber-Enabled
Distributed Computing and Knowledge Discovery (pp. 176180). Ieee.
doi:10.1109/CyberC.2010.39

Lee, T., Yoon, J., Lee, S., & Shin, J. (2010). Interference management in OFDMA
femtocell systems using fractional frequency reuse. In 2010 International
Conference on Communications, Circuits and Systems (ICCCAS) (pp.
176180).

Lpez-Prez, D., Valcarce, A., de la Roche, G., & Zhang, J. (2009). OFDMA
femtocells: A roadmap on interference avoidance. IEEE Communication
Magazine, (September), 4148.

Mokhtar, R., Saeed, R., & Chaudari, B. (2012). Introduction to Femtocell. In


Femtocell Communications and Technologies: Business Opportunities and
Deployment Challenges (pp. 114). doi:10.4018/978-1-4666-0092-8.ch001

Pal, S., & Nugraha, T. (2014). Resource Allocation Strategy using optimal power
control for mitigating two-tier interference in heterogeneous networks. In
2014 IEEE WCNC - Workshop on Interference and Design Issues for
Future Heterogeneous Networks (pp. 104109).
Tsai, C., & Li, G. (2012). Soft frequency reuse design to reduce inteference in
femtocell

systems.

In

International

Conference

Communications and Networks (ICOCN 2012) (pp. 2830).

492

on

Optical

THE CRITICAL SUCCESS FACTOR OF KNOWLEDGE SHARING AMONG


UNDERGRADUATE STUDENTS AT POLYTECHNIC MUKAH SARAWAK
Hermizul Bin Napis1, SurianiBinti Ramli2
1, 2

Politeknik Mukah

hermizul@pmu.edu.my, sheinairus@gmail.com

ABSTRACT

This study intends to investigate critical success factor of knowledge


sharing among Undergraduate Students at Polytechnic Mukah Sarawak
whereby undergraduate students (final year students) will be the
respondent for this study. Final year students mean that students from
semester 6 only.The main objectives of this research are to study the
relationship between the critical success factor and knowledge sharing
and to examine the factors that influence knowledge sharing among
students.The successful of knowledge sharing practice will increase the
performance of the students. The success factors of knowledge sharing
can be determine with many collaboration between, individual,
technology, environment and the organization as well.

Key words: critical success factor; knowledge sharing; individual;


technology; environment; organization

1.0

INTRODUCTION

There are many factors that influence knowledge sharing among


undergraduate students. According to Riege (2005), factors associated to knowledge
sharing have been categorized into three groups: individual, organizational, and
technological factors. Since the context in this study is about knowledge sharing
among students in a university, the organizational factors are modified to the
classroom factors (Wangpipatwong, 2009).

493

Knowledge sharing can increase performance for students especially in their


academic performance, Gupta and Govindarajan (2000) as cited in Usoro and
Majewski (2008) article stated knowledge sharing can bring about enhanced
effectiveness Gupta and Govindarajan (2000). This study is to investigate success
factor among undergraduate students at Polytechnic Mukah Sarawak whereby
undergraduate students (final year students) will be the respondent for this study.
Final year students mean that students from semester 6 only. The main reason for
chosen them is because they are going to complete their study and will face working
environment, so when they realize about the importance of knowledge sharing
throughout in their study, years they will probably practice knowledge sharing in their
working environment.

1.1

Problem Statement / Issues

Most of the previous research was conducted within the context of


organization and not specifically to students especially the undergraduate students.
Xiang and Deng (2008) stated that developing a knowledge sharing culture in an
organization is an effective means for promoting knowledge sharing.
There are some issues for knowledge sharing among undergraduate students which
are:
a)

Unwillingness to share information, Jen (2008) stated that some individuals


possess an attitudinal unwillingness to share due to personal insecurity,
such as a fear of being seen as ignorant and therefore unfit for job
advancement or new career opportunities.

b)

Fear of loss superiority and knowledge ownership,Bartoland Srivastava


(2002); Szulanski(1996) in Jen (2008) noted thatemployees may also fear a
loss of superiority and knowledge ownership after sharing their own personal
knowledge.

c)

Unaware of the importance of sharing and transferring knowledge, Szulanski


(1996) and ODell and Grayson (1998) in Jen (2008)article find that many
employees are unaware of the importance of sharing and transferring
knowledge.

494

1.2

Research Questions And Objectives

This study intends to investigate critical success factor of knowledge sharing


among Undergraduate Students at Polytechnic Mukah Sarawak (PMU). The main
focus of this study is for undergraduate students from final year student which is
semester 6 only. Hence, this study is focusing on two research questions:

a)

Do the individual factors correlated with critical success factor in the context
of knowledge sharing among undergraduate students at PMU?

b)

Is there any significant relationship between students and lecturers in terms of


success factor for knowledge sharing among undergraduate students at PMU?

The main objectives of this research are:


a)

To study the relationship between individual factor and success factor for
knowledge sharing

b)

To examine the factors that influence knowledge sharing among students.

1.3

The Methodological Orientation

For this research study, questionnaire had been developed to collect data for
this research. The set of questionnaire had been distributed to respondents which are
final year students at Polytechnic Mukah Sarawak.

1.4

Significance And The Finding

The finding for this research is the success factor for knowledge sharing
among undergraduate students; another limitation is that this study was conducted in
one university in Thailand. In some countries, the findings of this study may not be
applicable due to a different social context (Wangpipatwong, 2009).Based on the
research finding about knowledge sharing patterns among undergraduate students,
Ting & Majid (2006), stated that it was found that, generally, students displayed a
positive attitude towards knowledgesharing and were appreciative of its importance in
peer learning. However, it was interesting to notethat the respondents were less
495

inclined to share knowledge for academic activities that were graded.Most of the
students thought that Knowledge Sharing through sharing lecturenotes, power point
slides, and other learning resources, among students shall benefit all and existing
University culture does not provide sufficient support for sharing knowledge. On the
contrary voluntarily sharing informationwas strongly refused and positive attitude that
sharing knowledge reduces student competitiveness among peers.The study also
revealed that competition among students to outperform their fellow students and lack
of depth in peer relationship were the two main factors that inhibited knowledge
sharing(Yaghi, Barakat, Alfawaer, Shkokani&Nassuora, 2011)

1.5

Definition And Terms

There are some terms that need to be identifying in this research which are
knowledge, knowledge sharing and critical success factor. Weiling& Kwok (2007) in
their article stated that knowledge is brought to the forefront as a factor of production
and identified as the asset fundamentally responsible for organizational success.
Knowledge is something that people already has in their mind and they already know
about it. Knowledge sharing requires one party who is willing and able to share
knowledge, and another who wishes to receive it (Hendriks, 1999). In short,
knowledge sharing should have at least two persons to discuss or share any
information each other. Knowledge sharing cannot occur for one person only. The
critical success factor method is a means for identifying these important elements of
success (Caralli, 2004). In this context, critical success factor of knowledge sharing
can be defining as the elements of success for knowledge sharing. The critical success
factor is very importance to identify which elements really have big influences to
knowledge sharing in context university environment.

2.0

PAST RESEARCH INVESTIGATING SIMILAR OR RELATED


TOPICS

One of the previous research that exactly same like this topic found that
technology support, students ability to share, and degree of competition with the
classmates significantly influence knowledge sharing of students respectively. In
496

contrast, students willingness to share, instructor support, and technology availability


have no influence on knowledge sharing of students Wangpipatwong (2009). Figure 1
show the conceptual model of the research.

Figure 1: Conceptual research model, Wangpipatwong (2009)

2.1

Developing The Conceptual Framework Of The Research

Basically, the conceptual framework for this research was adapted from
Wangpipatwong, (2009). The research area was same but the respondent for this
research was different from the previous research.

2.1.1 The Research Framework

The research framework for this research has been adapted from
Wangpipatwong, (2009) whereby this research had been done at Bangkok University,
Thailand. The main reason to adapt this research framework was to do comparison the
factor that influences knowledge sharing at Bangkok University, Thailand with
Malaysian environment. The figure shown below was the research framework for this
research whereby for dependent variable was knowledge sharing while independent
variables had three factors which are individual factors (willingness to share and
ability to share), classroom (organizational) factors (instructor support and degree of

497

competition) and last but least was technological factors (technology support and
technology availability).

INDIVIDUAL FACTORS
Willingness to Share
Ability to Share

CLASSROOM (ORGANIZATIONAL)
FACTORS
Instructor Support

KNOWLEDGE
SHARING

Degree of
Competition

TECHNOLOGICAL
Technology Support
Technology Availability

Figure 2: The Research Framework

Most of every single place in university can be as location for students to share
knowledge with their peers. Consciously and unconsciously, knowledge sharing
between students occurs when they were in class. Knowledge sharing occurs when the
instructors engages students in intellectualdiscussions. The way the instructor
conducts the class may also influence how the studentsbehave in terms of knowledge
sharing behavior (Chen, Koch, Chung, & Lee, 2007).Competition is another factor to
be addressed. People do not share knowledgebecause they are afraid to lose their
exclusiveness.In aclassroom context, a student may keep knowledge from classmates
to gain a competitiveadvantage in grades (Wangpipatwong,2009). Since the context
inthis study is about knowledge sharing among students in a university, the
organizationalfactors are modified to the classroom factors.
Technology was one of the main factors for students to share knowledge. The
new technology that had been developed by university really assists students to share
knowledge for like student portal. Connectivity is the ability for members of a social
system to contact each other directly(Van Den Hooff, Elving, Meeuwsen, &
Dumoulin, 2003). Technology can be considered tobe an important contribution to
connectivity since it enables long distance collaboration.
498

3.0

DATA COLLECTION METHODS

The quantitative data collection methods rely on the stratified sampling and
structured data collection instruments that fit diverse experiences into predetermined
response categories.

3.1

Focus Group

The focus groups of this study are undergraduate students at Polytechnic


Mukah Sarawak. Basically, for undergraduate students this program offer four (8)
courses which are Diploma in Information Technology (Programming), Diploma in
Information Technology (Networking), Diploma in Civil Engineering, Diploma in
Mechanical Engineering, Diploma in Electrical Engineering (Communication),
Diploma in Business Study, Diploma in Accountancy, Diploma in Science Secretary.
The main reason to choose final year students because they will they will
graduate in the near future. The number of final year students are 518 students. Other
than that, they are already been in Polytechnic Mukah Sarawak more than two years.
Consequently, they already notice and practice about knowledge sharing between
their peers.

Based on Bartlett, Kotrlik and Higgins (2001), when the population size
around 500, the sample for the research should be 150 respondents to represent the
whole population. Therefore in this research, 150 respondents had been selected to
represents the whole population.
The result for the questionnaire is 0.939 over 1.0. Cronbachs alpha reliability
coefficient normally ranges between 0 and 1. However, there is actually no lower
limit to the coefficient. The closer Cronbachs alpha coefficient is to 1.0 the greater
the internal consistency of the items in the scale (Gliem and Gliem,2003). According
to George and Mallery (2003) in Gliem and Gliem (2003) article, stated that the
following rules of thumb: _ > .9 Excellent, _ > .8 Good, _ > .7 Acceptable, _ >
.6 Questionable, _ > .5 Poor, and _ < .5 Unacceptable. Based on rules of

499

thumb the result for this pilot study 0.939 was excellent. Other than that, all of the
instruments for this research also can be categorized as an excellent and good.
Table 1: Reliability Statistics
Reliability Statistics
Cronbach's
Alpha

N of Items

.939

42

4.0

FINDINGS RESULT

4.1

Descriptive Profile

Table 2: Respondents Gender


GENDER

Valid MALE
FEMAL
E
Total

Valid

Cumulative

Frequency Percent

Percent

Percent

113

75.3

75.3

75.3

37

24.7

24.7

100.0

150

100.0

100.0

Table 2 yields the gender of the respondents for this research. The frequency
for male and female are 113 and 37 make the total number for respondents are 150
students. The fraction for respondents by gender is over 24.7 percent over 100% of
the respondents is female and 75.3 percent are male. The total number of female and
male is 100%.

4.2

Descriptive Statistics

Table 3: Descriptive Statistics of Knowledge Sharing Variables

500

Descriptive Statistics

KNOWLEDGE
SHARING
WILLINGNESS

TO

SHARE
ABILITY TO SHARE
INSTRUCTOR
SUPPORT
DEGREE
COMPETITION
TECHNOLOGY
ABILITY
TECHNOLOGY
SUPPORT
Valid N (listwise)

OF

Minimu

Maximu

Std.

Mean

Deviation

150

2.83

5.00

3.8989

.62477

150

2.40

5.00

3.8200

.76807

150

1.80

5.00

3.9880

.59268

150

1.00

5.00

3.9413

.79682

150

2.11

4.44

3.7481

.47572

150

2.40

4.80

3.6653

.73949

150

2.00

5.00

3.8627

.65051

150

N= 150
1=Strongly Disagree; 2=Disagree; 3=Neutral; 4=Agree; 5=Strongly
Agree

As shown in Table 3 the average score for knowledge sharing items was
3.8989. This result shows that students do not like to share with their peers about their
activities. Respondents like to share knowledge but do not like to inform their peers
about what they do. Basically for individual factor it is divided into two variables
which are willingness to share and ability to share. The average mean score for
willingness to share is 3.8200 and the average scores for ability to share is 3.9880.The
result for average classroom factor score with consist of two items which are
instructor support and degree of competition. The average score for degree of
competition is lowest than instructor support. The average score for instructor support
is 3.9413 while the average score for degree of competition is 3.7481.Technological
factor is divided into two variables which are technology availability and technology
support. With the score of 3.8626 for technology support and mean for technology
501

availability is 3.6653 shows that technology support has highest mean than
technology availability.

4.3

Examining the relationship between Critical Success Factors and


Knowledge Sharing

This relationship had been analyzed used bivariate correlation to determine the
relationship between critical success factor and knowledge sharing. Based on Table
4.0 the value of Pearsons range is from r = 0.474 to r = 0.887. In order to identify the
strength of the relationship between the critical success factors and knowledge sharing
it had been referred to the range of the value. The range of the value start with weak
relationship which is the range from 0.10 to 0.29, moderate relationship from 0.30 to
0.49, strong relationship range from 0.50 to 0.69, very strong relationship range from
0.70 to 0.95 and last but not least 1.00 is perfect relationship. The table below showed
the analysis of critical success factor and knowledge sharing.

Based on the table 5.0 shown below, willingness to share has the highest value
with 0.887 followed by 0.628 which is degree of competition. The lowest range is
instructor support and technology support. All items for critical success are positively
correlated with knowledge sharing. The value for each item will determine the
relationship from weak relationship until very strong relationship. This relationship
can be measured by looking at the value for the items. The highest value shows that it
has very strong relationship with knowledge sharing.

502

Table 4: Correlation matrix between Critical Success Factor and Knowledge Sharing
KNOWLEDGE SHARING
WILLINGNESS

.887**

TO Pearson Correlation

SHARE

Sig. (2-tailed)

.000

150
.511**

ABILITY TO SHARE Pearson Correlation


Sig. (2-tailed)

.000

150

INSTRUCTOR

Pearson Correlation

.452**

SUPPORT

Sig. (2-tailed)

.000

150

DEGREE

.628**

OF Pearson Correlation

COMPETITION

Sig. (2-tailed)

.000

150

TECHNOLOGY

Pearson Correlation

.515**

ABILITY

Sig. (2-tailed)

.000

150

TECHNOLOGY

Pearson Correlation

.474**

SUPPORT

Sig. (2-tailed)

.000

150

5.0

CONCLUSION

The result shown that willingness to share, degree of competition and


technology

abilityhad

significant

influence

on

knowledge

sharing

among

studentsrespectively. This result was different from previous research of university in


Bangkok, Thailand which stated that, the results indicated that only three factors,
technology support, ability to share, anddegree of competition (Wangpipatwong,
2009). The social context of each country make the result for this research was
different. Based on the finding, this research suggest willingness to share was the
most factor that influences students from Polytechnic Mukah Sarawak to share
503

knowledge while instructor support and technology support also can be improved to
increase knowledge sharing among students.

REFERENCES

Andreas Riege, (2005) "Threedozen knowledgesharing barriers managers must


consider", Journal of Knowledge Management, Vol. 9 Iss: 3, pp.18 35.
Bartlett, J.E., Kotrlik, J.W., and Higgins, C.C. (2001). Organizational Research:
Determining Appropriate sample Size in Survey Research. Information
Technology, Learning, and Performance Journal, 19(1), pp 43-50 (Spring).
Bartol, K. and Srivastava, A. (2002) "Encouraging Knowledge Sharing: The Role of
Organisational Rewards", Journal of Leadership and Organisation Studies,
vol. 9, no. 1, pp. 64-76.

Caralli, R., (2004). The Critical Success Factor Method: Establishing a Foundation for
Enterprise Security

Management. Carnegie Mellon Software Engineering

Institute. [Accessed March 2015].

Chen, J., Koch, P., Chung, M., & Lee, C. (2007). Exploring Contributory Factors in
Student-to-student Knowledge Sharing: A Singaporean Perspective. Paper
presented at the annual meeting of the NCA 93rd Annual Convention, Nov 14,
2007, TBA, Chicago, IL.

Gupta, A. K., & Govindarajan, V. (2000). Knowledge Flows within Multinational


Corporations, Strategic Management Journal, 2l (4), 473-496.
Hendriks, P. H. J. (1999). Why Share Knowledge? The Influence of ICT on the
Motivation for Knowledge Sharing. Knowledge and Process Management,
6(2), 91-100.

JenTe, Y., (2008). Structural Equation Model of Knowledge Management in the


Hospitality Industry. Research Paper, pg. 2-5
504

Majewski, G., & Usoro, A., (2008) "Barriers of and incentives to knowledge sharing
in (Virtual) Communities of Practice: A critical literature review." Journal of
Knowledge Management, v10 No. 1 : 388 - 405.
ODell, C. & Grayson, C.J. Jr. (1998). "If Only We Knew What We Know:
Identification and Transfer of Internal Best Practices". California Management
Review, 40 (3): 154-174.

Sekaran, U. (2003). Research Methods for Business (4th ed.). Hoboken, NJ: John
Wiley & Sons.

Szulanski, G. (1996) "Exploring Internal Stickiness: Impediments to the Transfer of


Best Practice Within The Firm", Strategic Management Journal, vol. 17, pp.
27-43.

Ting, J. Y., & Majid, M. S. (2007). Knowledge-sharing patterns of undergraduate


students in Singapore. Emerald Group Publishing, 56 (6), 485-494.

Van den Hooff, B., & Huysman, M. (2003). Managing Knowledge Sharing: Emergent
and Engineering Approaches. Information & Management, 46(1), 1-8.

Weiling, K., & Kwok, K.W., (2007). "Factors affecting trading partners' knowledge
sharing: Using the lens of transaction cost economics and socio-political
theories." Journal Electronic Commerce Research and Applications Archive.
Volume 6 Issue 3, Pg. 297-308.
Wangpipatwong. (2009) "Knowledge Sharing Impact Factors Selection for Research
Supervision." Journal of Basic and Applied Scientific Research, v18.3: 16 170.

505

RETURNS TO SCALE AND TECHNOLOGY IN BROILER PRODUCTION


Ilmas Abdurofi1 and Mohd Mansor Ismail2
1,2

Universiti Putra Malaysia,

ofiee_2907@yahoo.com, mkk@upm.edu.my

ABSTRACT

The broiler industry primary role is to fulfill the demand for domestic meat
consumption in Malaysia at reasonable price. Many researchers found that
small and medium scale farms earn small profit margin per bird because of
high cost of production mainly from high percentage of feed cost. Since
technology differs among operators, this study will add to the existing findings
with additional information on open and close systems technology. Therefore,
the study aims to evaluate the current costs, benefits and net returns to broiler
industry in different scales and technology. The research applied multi-stage
sampling based on primary data of 310 operators in Peninsular Malaysia.
The cost of production and break even analysis were used to answer the
objective of the study. The results showed that the initial investments were
highest in large farm, particularly those utilized close system. The small
operators in open system recorded highest total variable cost per bird,
followed by the small farms in close system. In terms of net profit per bird, the
farmers who involved in large broiler production and adopting open system,
mostly obtained highest return per bird. Finally, the research concluded that
broiler farming in small scale is still not highly profitable either in close or
open systems. However, the chicken broiler business is consistently lucrative
in the medium and large farms of both technologies.

Key words:

Broiler production, Cost and return analysis, Peninsular

Malaysia, open and close systems

506

1.0

INTRODUCTION

Current poultry farming systems are considered one of the successful


agribusiness ventures in Malaysia. This is because the rate of self-sufficiency for
poultry meat production in West / Peninsular Malaysia according to Department of
Veterinary Services (DVS) has reached almost 103% in 2012. Although selfsufficiency rate is somewhat reduced compared to previous years, it is still stable and
poultry meat production also meets the government's agenda in tackling the food
security issues where Malaysia tries to depend less on food imports and boosting
local food production (Table 1). In Malaysia, we can categorize four types of chicken
sold in the markets, namely, ordinary/regular chicken meat, village chicken, old
layers and organic chicken. For this study, we will focus only on regular chicken meat
because it is a major source of chicken meat sold compared to others.

Table 1:Self-Sufficiency In Poultry Meat Products (%), 2004-2012


Comodity

Region
2004
West Malaysia 110.12
Poultry Meat
Sarawak
100
Sabah
81.51
Sources: DVS

2005
2006
131.15 132.45
91.76 95.74
77
84.74

2007
107.73
91.76
74.99

2008
106.54
87.79
78.85

2009
106.43
88.67
91.24

2010
106.86
88.87
101.09

2011
106.27
87.72
111.71

Among Asian countries, Malaysia is the 3rd biggest country in producing


chicken meat behind Thailand and Indonesia. Webpage statistics of Index Mundi
(2015) predicted that Malaysia will produce as much as 1,460.00 mt of chicken meat
for the year 2015. This indicates a high production for agricultural product and it
good for the country. The result of this mass production is supported by the 2403
farm in West Malaysia and 569 fields in East Malaysia (DVS and FLFAM, 2015).
According to DVS, Malaysia produces approximately 1,800,000 live chickens every
day where 1,692,000 is for the local market and the rest of about 108,000 for export
to other countries. In Malaysia, there were two system used to produce broiler meat
which are open system and close system. However, open systems still dominate the
majority of farms due to initial capital is relatively low compared to closed systems
that require relatively high cost.
507

2012
102.93
89.57
99.16

Picture 1: Number of broiler farm according to states. (sources: DVS and FLFAM)
An increasing number of the Malaysias population will result in an increase in
demand of energy and protein in their daily diet. But along with the increase in
population, cost of living is also rising. Therefore, chicken become the preferred
source of energy and protein. This is because, compared with a source of energy and
other protein, chicken meat was found to be the cheapest. If seen in Table 2, we can
see how different chicken meat prices compared to other meat sources. But farmers
face increased production costs rates. This is because chicken is a major cost for their
food. Food broilers in turn strongly influenced by the price of its main ingredient,
namely soybean and corn. This is to coincide with the findings of Shaikh and Zala
(2011) shows the results of his study on poultry in Anand district of Gujarat, India
that there are three main costs in broiler production. The principal costs are chicken
feed (58.6%), chick cost (21.5%) and depreciation of building (10.7%). The cost of
chicken feed is more than half of the overall cost. Even some other sources claim a
higher percentage of the cost of feed for a broiler production process. Thus, the price
of food plays a major role in determining the levels of broiler meat production cost
and also the market price of chicken in the market. Thus, the field of chicken feed is
one of the areas that should be seen by researchers as an opportunity generate new
food formula that is more practical and inexpensive. Therefore, the study aims to

508

describe the current circumstances of broiler net return in variety situation that occur
in Malaysia. Feeding cost also indirectly will play part in the analysis for this study.
Table 2: The price of local meat from 2003 to 2012
Comodity
Processed Chicken (standard) - (RM/kg)
Local Beef - (RM/kg)
Local Mutton (RM/kg)

2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
5.17
5.37
6.05
5.74
6.10
6.85
7.00
7.05
7.90
7.40
14.61 15.46 16.24 17.14 17.60 18.70 19.15 19.35 20.00 22.00
18.78 20.03 22.04 23.43 25.40 26.20 26.80 27.10 29.40 31.55

Sources : FAMA

2.0

METHODOLOGY

The study was conducted in nine states of Peninsular Malaysia namely Johor,
Malacca, Negeri Sembilan, Selangor, Pahang, Kelantan, Perak, Pulau Pinang and
Kedah. Selecting Peninsular Malaysia as sample study due to the highest demand
consumption of broiler meat and a massive production as representing a total number
of broiler production in Malaysia. In order to describe clearly economical return from
small, medium, and large stockbreeders, the study therefore focused to analyze
separately broiler returns in different scale. The technological adoption is also
elaborated to notice in particular whether closed or open system obtaining more
efficiency to the net return per bird of broiler production. Moreover, the research
solely based on primary and secondary data. Primary observation includes spreading
questionnaires to broiler breeders and approaching personal interview method. By
raising related information of poultry issues from any text books, journals,
Government reports are considerably important as a secondary data to strenghten the
theoritical background of the study.

In general, the multi-stage sampling method was adjusted to construct an


efficient observation during data collection. The subsquent process started from
applying purposive sampling, this stage selected stockbreeders who concentrate
absolutely in the small, medium and large number production per cycle no matter the
usage of hencoop technique as closed and open system. Regarding to Departement of

509

Veterinary Service (2012), the number of day old chick production which is less than
30,000 birds per cycle classified as small breeders, between 30,001 to 125,000 is in
medium row and more than 125,001 goes to large farms. Afterwards, to determine the
potential region of chicken production in Peninsular Malaysia, the stratified sample
was regularly implemented. Then, the final existing population was selected
randomly to achive the concise number of sample study. Elder (2009) stated that the
advantage of sampling method is mostly useful to supervise, coverage, and perform
the quality data collection as well preserve the sampling frame. Additionally, Barnett
(1991) even emphasised the survey budgeting may be more economically efficient
and the unbiased estimation with small variance can be handle appropriately when
implementing sampling method.

The analytical techniques of this research however centralized in production


function and break even analysis, where the basic components of input (fixed,
variable and depreciation costs) and the output (revenue or return) were elucidated.
Gutierrez and Dalsted (2012) describe that break even analysis is helpful to acquire
the relationship among fixed costs, variable costs and returns. The technique also
provides benefical outcomes to define net returns from all outputs and compute the
volume of production at a given price necessity to cover up all costs. In this study, the
variable cost and net return pattern would be elaborated explicitly as regards to the
farm and per bird production. Furthermore, the calculation of feed conversion rate
(FCR), to obtain exactly the level of feed consume by each bird, is a good indicator
of feed efficiency.

3.0

RESULTS AND DISCUSSION

3.1

Production description

Regarding to the findings from table 1. The open system in large scale is listed
as having tremendous production to the total day old chicks (DOC) per cycle. Where
the price DOC of small stockfarmers in open system is higher than other groups
510

constituted 1.7 ringgit per bird. In term of mortality rate, average weight and price of
selling chicken per kilogram, the closed system with producing large broiler
production has an elevated result among others constituted 6.4%, 2.49 Kg, and RM
4.68 respectively. The lower ratio of FCR indicates that feed cost would be
considerably less (Sahzadi et al, 2006). The finding of FCR revealed that the large
scale in open system has an efficent feed ratio as 1.26 followed by medium stock
farmers in open system which constituted 1.32. The result of 1.26 ratio however
explained that in order to produce 1 kilogram chicken, is necessary to provide 1.26
kilogram of feed.

Table 3 Production Cost and benefit


Variable

Close System (RM)

items

Small

Medium

Total DOC

17,942

Open System (RM)


Large

Small

Medium

Large

62,272

195,400

16,782

67,619

214,252

1.59

1.55

1.56

1.70

1.58

1.68

3.17

4.77

6.40

3.29

4.57

6.08

2.10

2.25

2.49

2.10

2.25

2.42

4.17

4.46

4.68

4.44

4.32

4.67

1.47

1.48

1.49

1.57

1.32

1.29

per round
Price

of

DOC (RM)
Mortality
rate (%)
Average
weight

of

broiler (Kg)
Price
Chicken

kg (RM)
Feed
conversion
rate (kg/kg)

Source : Survey Data 2013

511

3.2

Fixed capital investment pattern on different scale and technology of

broiler farms

Fixed capital investments refers to the funds invested in the permanent assets
and cover up any related equipments to perform entire production prosess. The table 2
below illustrated the differences among types of broiler production which is based on
scale and technological usage. In terms of total fixed cost, the stock breeders who has
large production absorbed tremendous costs in their initial investments, where by
adopting closed system is slightly higher then using open system. Then, almost 65 %
from the list of total investment is represented by building a henhouse and open
system simply charge lower cost then closed system especially to the breeders who
produced less number of day old chick. In the trade cycle, working capital is
important to survive from the cash resources. Ganesan (2007) explained that the
working capital is just as the investment to run day to day business and result the time
lag between the expenditure from buying raw materials and the overall sales from
finished products. Less cost of working capital lead to lost revenue and effect the
companys profitablity. In this study, the large farms of the open system registered as
having enormous working capital for one year period. It means that the firms would
be more profitable since the cash availability is considerably plentiful.

512

Table 4 Fixed capital investment pattern


Investment
Items

Closed System (RM)


Smal

Mediu

389,4

675,70

14
Feed box
Drinker

Open System (RM)

Large

Smal

Mediu

Large

858,80

156,0

492,35

575.42

20

8,220

13,386

34,000

7,926

11,036

13,321

2,947

10,983

30,000

8,464

12,641

14,007

1,076

8,000

12,000

4,340

11,567

20,000

5,353

9,185

10,900

Playwood

1,963

1,157

2,900

722

1,242

2,479

Generator

14,14

27,000

42,400

37,81

15,920

35,800

10,396

12,333

77,400

180,00

Building &
equipments
Coop

Preventive
room
Trench/drai
nage

6
Fence

1,809

7
9,889

33,333

10,36
7

Lorry

or

76,50

79,033

322,60

79,90

4x4 wheel

Farm road

4,166

14,750

30,000

8,486

10,875

12,000

Tyre

3,020

4,524

10,000

6,290

9,544

12,000

151,9

596,01

2,134,7

151,4

628,35

2,272,0

02

62

86

84

658,4

1,444,0

3,518,7

473,6

1,286,9

3,152,3

30

07

62

05

51

52

treatment
Working
capital
Total fixed
cost

Source : Survey Data 2013

513

3.3

Variable cost pattern on different scale and technology of broiler farms

The list of variable cost in broiler production presented particularly in table 3


below. The result showed that the primary cost is reflected in the feed expenses to the
total of variable costs for all scales and coop systems in stockbreeders. Ravindran,
(2013) illustrated that about 70% of total cost of broiler production is represented by
feeding proportion followed by day old chicks (22%), and the rests as labor charges,
electricity and medicines (10%). The findings however almost has similar percentage
to the the previous results as Ahmad et al(2008), Ravindran (2013) and Singh et al
(2010) where the percentage of feed cost is higher than other costs. In terms of total
variable cost in different scales and systems, the stock farmers in the large scale by
using open system,

considerably consumed a huge expenses during one year

production. Nevetheless, when the costs turns to the cost per bird or kilogram, the
total variable cost constituted to RM 3.41 per kilogram which is less then others
levels of production and hennery systems. Conversely, the stock breeders which
adopted small scale in open system, is recorded as having a huge number of variable
cost per bird constituted RM 4.26 per kilogram which the price is slightly marginal to
the wholesalers market.

514

Table 5 Variable cost pattern


Investment

Closed System (RM)

Items

Small

Mediu

Open System (RM)


Large

Small

m
Per

Mediu

Large

farm

variable cost
Day old chicks

Feed

Labour charges

142,3

484,06

1,528,0

142,6

533,30

1,797,4

37

28

97

85

469,9

1,702,1

5,931,8

464,5

1,782,0

5,853,2

95

04

99

96

29

26

51,93

92,025

376,00

78,23

65,853

350,00

249,50

7,171

7
Medicines/vacc

8,952

58,982

ines

0
62,823

Electricity/dies
el

12,13

42,992

139,00

items

24,69

22,227

31,998

169,88

28,28

45,258

137,97

0
66,962

Total variable

5
5,820

Miscellaneous

129,43

710,0

2,447,1

8,394,3

726,8

2,511,4

8,300,1

24

34

15

06

99

24

Day old chicks

0.78

0.72

0.67

0.84

0.73

0.74

Feed

2.58

2.55

2.60

2.72

2.45

2.41

Labour charges

0.29

0.14

0.16

0.46

0.09

0.14

Medicines/vacc

0.05

0.09

0.11

0.04

0.09

0.05

0.07

0.06

0.06

0.03

0.03

0.01

0.14

0.10

0.07

0.17

0.06

0.06

3.90

3.66

3.68

4.26

3.45

3.41

cost
Per

kg

variable cost

ines
Electricity/dies
el
Miscellaneous
items
Total variable
cost per kg

Source : Survey Data 2013

515

3.4

Net Returns from Different Scale and Tecnology of Broiler Farms for tax

paying enterprises

The net return of broiler production in this part is simply focussed on the
procedure calculation of net cash flow method. Where the units of depreciation cost
and tax obligation are imposed to obtain the absolute value of net return. Chen and
Koebel, (2013) stated that the character of fixed cost on the rate of return should be
avoided in order to neglect estimation biases. Baumol and Willig (1981) also
emphasised the fixed cost is used to consider the long run business and put as
magnitude intial cost when the variable cost tends to zero. Therefore, the net profit in
this study ignored the fixed cost and solely inserted it as the first investment. The
finding from table 4 revealed that the large scale in open system is highly registered
as the highly net return of broiler farms in Peninsular Malaysia followed by large
scale in closed system. Moreover, the small scale stock breeders either in closed or
open system simply received a marginal profit since the returns are only calculated to
0.55 and 0.35 cents respectively. This circumstanses however would not provide
enough cash to generate more earnings in the long terms business.

516

Table 6 Net return to broiler farms for tax paying enterprise


Investment
Items

Closed System (RM)


Small

Mediu

Open System (RM)


Large

Small

Mediu

Large

Per farm net


profit
a.

Total

759,5

2,980,0

10,673.6

757,4

3,141,7

11,360,4

08

53

44

29

68

18

Total

658,4

1,444,0

3,518,76

473,6

1,286,9

3,152,35

fixed

30

08

05

51

710,0

2,447,1

8,394,31

726,8

2,511,4

8,300,12

24

34

06

99

43,93

98,785

101,416

22,36

43,534

56,973

revenue
b.

cost
c.

Total
variable
cost

d.

Total
depreciat

ion cost
e.

Total
cost

753,9

2,545,9

8,495,73

749,1

2,555,0

8,357,09

57

18

75

33

5,550

434,13

2,177,91

8,253

586,73

3,003,32

108,53

544,478

146,68

750,803

(c+d)
f.

EBT (ae)

g.

Tax

1,388

(EBT*25

2,063

%)
h.

EAT (f-

4,164

g)
i.

Deprecia
tion

Net

43,93

325,60

1,633,43

98,785

101,416

3
profit

(g+h)

6,190

22,36

440,05

2,252,49

43,534

56,973

48,09

424,38

1,734,85

28,55

483,58

2,309,46

0.26

0.63

0.76

0.17

0.66

0.95

0.55

1.43

1.90

0.35

1.50

2.30

Per bird net


profit
Net profit per
Kg (RM)
Net profit per
chicken (RM)

Source : Survey Data 2013


517

3.5

Net Returns from Different Scale and Tecnology of Broiler Farms for tax

exemption enterprises

The table 5 below generally explained the net return of broiler farms in tax
redemption. In a business, paying a tax after obtaining the gross return per year is
commonly obligatory. This condition ordinarily occurs to the company which has
been registered officially. Nevertheless, the tax responsibility sometimes overburdens
the companys return, particularly to the small business. Therefore, the study as well
illustrated how the profit of broiler industry in tax exemption. The result showed that
without paying tax, majority of the farms increased their net return. For instance, the
large scales in the closed and open system are heightened approximately about 30
cent to the net return per kilogram. On the contrary, the slight increase of net return,
as 1 cent per kilogram, is occured to small scale either in closed or open system.
Thus, the broiler industry in small production must be sensible to run their business in
order to reach out proper profit in advance.

518

Table 7 Net return to broiler farms under tax exemption incentive


Investment
Items

Closed System (RM)


Small

Mediu

Open System (RM)


Large

Small

Mediu

Large

Per farm net


profit
a.

Total
fixed cost

b.

Total
variable

658,4

1,444,0

3,518,7

473,6

1,286,9

3,152,3

30

08

62

05

51

52

710,0

2,447,1

8,394,3

726,8

2,511,4

8,300,1

24

34

15

06

99

24

43,93

98,785

101,416

22,36

43,534

56,973

cost
c.

Total
depreciati

on cost
d.

Total cost
(c+d)

e.

Earnings

753,9

2,545,9

8,495,7

749,1

2,555,0

8,357,0

57

18

32

75

33

97

5,550

434,134

2,177,9

8,253

586,735

3,003,3

(a-e)
f.

Depreciat
ion

Net

12
43,93

98,785

101,416

3
profit

(g+h)

49,48

20
22,36

43,534

56,973

630,269

3,060,2

9
532,919

2,279,3

30,62

28

93

Per bird net


profit
Net profit per

0.27

0.80

1.00

0.18

0.87

1.26

0.57

1.80

2.49

0.38

1.95

3.04

Kg (RM)
Net profit per
chicken (RM)

Source : Survey Data 2013

4.0

CONCLUSION

The economic analysis through the application of production costs and benefit
analysis was employed in this study. In particular, the net return on broiler production
based on the number of birds produced and different technological application were
evaluated. However, the result follows similar theoretical assumption that in most
519

cases, the high initial investment is constantly occured in large farms of close system.
Nevertheless, the findings from the study also revealed that the elevated net return is
also consistently achieve from an open system that operates large production. This is
due to efficient FCR and the lowest variable cost per bird. On the other hand, the high
concern is on small scale operators either in close or open system as their net profit
per bird is slightly marginal even though under the tax exemption rgime. Therefore,
the study suggested that the small operatorss should consider building better
relationship with parental stocks or large farms in order to reduce cost of production,
particularly from intial investments. Finally, the high feed cost should be resolved by
the Government since it contributed almost 70 percent to the total expenses of broiler
production.

REFERENCES

Ahmad, Sarfraz, Tahir Zohoor Chohan and Ikram Ali. (2008). Economic analysis of
poultry production in Mirpur, Azad Jammu Kashmir.Pakistan Journal of life
and Social Sciences, Vol. 6, No. 1, pp 4-9.

Barnett, V.(1991). Sample survey principles and methods. Edward Arnold Publisher
Ltd, London

Baumul, William J and Willig, Robert D (1981), Fixed costs, sunk costs, entry
barriers, and sustainability of monopoly. The Quarterly Journal of Economics,
Vol. 96, No. 3, pp

405-431

Chen, Xi and Koebel, Bertrand M (2013), Fixed cost, variable cost, markups and
returns to scale, Bureau dEconomie Theorique at Appliquee, Document de
Travail n 2013-13

Department of Veterinary Services, (2012). Statistics. Accessed the website at 1


December 2014. http://www.dvs.gov.my/statistik
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Department of Veterinary Services (2014). Statistics. Accessed the website at 30


December 2014. http://www.dvs.gov.my/statistik

Elder, Sara.(2009). A methodology guide: sampling method. International Labour


organization. first published 2009.
Federation of Livestock farmers Association of Malaysia (FLFAM). Industry Info.
Accessed

the

website

at

January

2015.

http://www.flfam.org.my/index.php/industry-info

Ganesan, Vedavinayagam (2007). An analysis of working capital management


efficiency in telecommunication equipment industry. Rivier Academic Journal,
Vol. 3, No. 2, pp 1-10.

Gutierrez, P.H and Dalsted, N.L (2012). Break-even method of investment analysis.
Farm and Rench Series, Colorado State University, Fact sheet No. 3.759

Index Mundi (2015) Broiler Meat (Poultry) Production by Country in 1000 MT.
Accessed

the

website

at

January

2015.

http://www.indexmundi.com/agriculture/?commodity=broilermeat&graph=production

Ravindran, Velmurugu. (2013). FAO Poultry Development Review. Poultry Feed


Availability and Nutrition in Developing Countries: Main Ingredients Used in
Poultry Feed Formulations.

Accessed the website at 28 July, 2013, from

http://www.fao.org/ docrep/013/al706e/ al706e00.pdf

Sahzadi, T. M. Salim, Um E Kalsoom and K. Shahzad. (2006). Growth performance


and feed conversion ratio (FCR) of hybrid fingerlings fed on cottonseed meal,
sunflower meal and bone meal. Pakistan Vet Journal, Vol. 26(4):163-166.

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Singh, Varinder Pal, Sharma, V.K, Sidhu, M.S and Kingra, H.S (2010), Broiler
production in Punjab- an economic analysis, Agricultural Economics Research
Review, Vol. 23, pp 315-324

Shaikh, A.S. and Y.C. Zala (2011). Production Performance and Economic Appraisal
of Broiler Farms in Anand District of Gujarat. Agricultural Economics
Research Review. Vol. 24 July-December 2011 pp 317-323.

522

THE PREPAREDNESS OF ACCOUNTING SKILLS AMONGST BORNEO


POLYTECHNICS' STUDENTS BEFORE EMPLOYMENT
Laila Binti Musa1, Fazlina Binti Abd. Rahiman2
1,2

Politeknik Mukah

laila.poli@1govuc.gov.my, fazlinarahiman.poli@1govuc.gov.my

ABSTRACT

The aim of this study is to identify the extent of preparation of final year
accounting students of Borneo Polytechnics before employment based on
their accounting skills. This extension study involved data collection based
on perception survey from usable 263 responses of final year accounting
students of Borneo Polytechnics. Quantitative methods have been used to
achieve the objectives of the study. Thus, descriptive statistics are used to
analyze the findings. The accounting skills discussed in this review with
respect to the preparation of Borneo Polytechnics final year accounting
students before their employment are (a) technical and functional skills; (b)
interpersonal and communication skills; and (c) organizational and business
management skills.

The findings show they were equipped with all the

accounting skills during their study. However, they perceived that certain
skills needed to be enhanced before entering career in accounting profession.

Keywords: Accounting skills, preparedness, employment

1.0

INTRODUCTION

Malaysia is a country that is booming and in dire need of manpower in various


sectors such as services, industrial, enterprise, transportation, communications,
information technology, manufacturing, and agriculture sector, whether public or private.
Along with this development, the National Education Policy has set four goals and one of
them is to provide human resources for development needs of present and in the future
(Dasar Pendidikan Kebangsaan, 2012). In fact, nowadays, employers need workers who
possess soft skills as well as knowledge in their respective fields. Great expectations
523

from employers are expected to be high while their potential employees have a higher
education level. This is due to knowledge is a major factor that will determine individual
happiness and success and strength of a nation (Siti Hajar and Maimunah, 2012).

Therefore, to achieve a national consensus, the establishment of polytechnics


under the Ministry of Education throughout Malaysia has become the lead agency to
produce students or human resources as well as skilled and semi-skilled workers with
creative and critical thinking skills to meet the labor market in the future, especially by
the year 2020 (Sanuzee, 2003). Consequently, in order to realize this objective, the
establishment of the Polytechnic is a one step to produce graduates who are highly skilled
and have a creative and critical thinking and able to compete in any field of endeavor.
(Laila and Azizee, 2014). However, the question is whether graduates produced by
Polytechnics are able to meet the requirements of the industries needs, especially in the
field of accounting?

1.1

Problem Statement

Accounting is an important area and playing vital roles in various fields. However,
accountants are still insufficient especially among Bumiputeras. Ainul Asniera (2014)
stated that Malaysia needs 60,000 chartered accountants by the year 2020. By June 2013,
the number of accountants in Malaysia was 30,000. According to the data of 2011, only
1,464 persons or 8.0 percent of qualified accountants compared out of the total of 19,062
persons. The data shown that accountancy students have a good chance in the future to be
employed if they meet the criteria and accountancy skills required by the employers.
Meanwhile, Malaysia needs an adequate number of accountants for the economic sectors
development.

It is important that graduates who will be graduating equip themselves with the
skills required by employers and make adequate preparation prior to employment.
Among the skills required are technical and functional skills across the areas of
accounting, auditing and taxation. Interpersonal and communication skills as well as
organizational and business management skills are also the focus point among employers.
Besides that, nowadays, employers will also require workers with skills such as problem
524

solving skills, communication skills, able to think independently and have the ability to
apply knowledge to practical tasks (Sanuzee, 2003).

Chaker and Abdullah (2011) identified skills in communication, interpersonal and


intellectual, and knowledge in accounting, auditing, business and organizational were
required by public accountants. They also reveal accountants need technical and
functional skills, personal skills, interpersonal skills, communication skills and
organizational and business management skills to make decisions, exercise good
judgements and solve problems. Based on the statements above, this study is conducted
to examine the extent of preparedness of Borneo Polytechnics final year students of
Diploma in Accountancy in preparing for their employment based on the required
accounting skills.

1.2

Research Objectives

This study addresses the following research objectives:

a)

To identify the level of Borneo Polytechnics students preparation of technical and


functional skills before their employment in the accounting profession.

b)

To identify the level of Borneo Polytechnics students preparation of interpersonal


and communication skills before their employment in the accounting profession.

c)

To identify the level of Borneo Polytechnics students preparation of


organizational and business management skills before their employment in the
accounting profession.

1.3

The Importance of Research

This study was carried out to help final year students of Borneo Polytechnics
pursuing Diploma in Accountancy to make adequate preparations to cope with the new
environment of the workplace. The study can serve as a guide for future graduates in
preparing themselves for the employment. The contributions of this study include being a
comprehensive guide to the academicians of Borneo Polytechnics to acknowledge the
level of students accounting skills. It is important for academicians to recognize
525

students ability in order to measure the academic performance and assist them to
improve their teaching methods. In addition, academicians can encourage students to
improve their accounting skills before entering their career in the accounting profession.

2.0

LITERATURE REVIEW

Malaysia's workforce is estimated to increase to 15.3 million compared to the


current 7 million by 2020 (Sanuzee, 2003) but more important is the increase in workers
productivity. Accordingly, students following courses at higher education institutions
should have the ability and readiness to adapt in a career that they would be involved in.
Mohaiyadin et. al (2013) described accounting technical skills as skills specific to
accountancy as well as general skills that consist of skills in numeracy, decision making,
risk analysis, measurement, reporting, knowledge in legislation and regulatory
requirements. In addition, skills required by professional accountants are listed under five
groupings, namely intellectual skills, technical and functional skills, personal skills,
interpersonal and communication skills, and organizational and business management
skills (International Accounting Education Standards Board (IAESB), 2010). There are
10 criteria of ideal skills required by most employers. Among the skills required include,
independent, honest, neatness, punctuality, ability to communicate effectively, ability to
work in a team, problem solving skills, loyalty to the employer, a good work ethic, and
also can make modifications (Yahya and Muhammad Rashid, 2001).

Chaker and Abdullah (2011) also revealed that students training to practice public
accounting are required to have skills in communication, interpersonal and intellectual,
and knowledge in the areas of accounting, auditing, business and organizations.

In

addition, other generic skills could be considered by employers as key criteria in the
recruitment of new accounting graduates, such as oral, written communication, and also
listening skills. Besides that, other skills such as leadership and skills related to
communication and teamwork also needed to be enhanced (Klibi and Oussii, 2013).
However, Bui and Porter (2010) found that the accounting graduates were lacking in
writing skills, in applying knowlege to practical situations, and in understanding the
requirements of working as a member of a team in the accounting profession.

526

3.0

RESEARCH METHODOLOGY

The populations of this study were final year accounting students of three
Polytechnics in Borneo offering Diploma in Accountancy program for the June 2014
session. Table 1 shows the summary of the population and determining the sample size.
The study aimed to examine the preparation of Diploma in Accountancy final year
students before entering career in accounting field based on technical and functional skills;
interpersonal and communication skills; and organizational and business management
skills. Therefore, the researchers used survey technique in conducting this study.

A survey was conducted using a questionnaire technique adapted through skills


profile specified by Chaker and Abdullah (2011). The researchers chose to conduct a
survey to 274 respondents amongst final year students of Diploma in Accountancy of
three polytechnics in Borneo. The data obtained from the questionnaire were analyzed
using descriptive statistics through the use of SPSS 21.0 for Windows.

Table 1: Population and Sample Size Determination


Polytechnic

Population

Sample Size

Polytechnic A

102

80

Polytechnic B

175

121

Polytechnic C

90

73

367

274

Total

Krejcie and Morgan (1970)

The reliability tests on the identified skills for this study were found to be
acceptable and reliable as the Cronbachs Alpha values for all the items are above 0.60.
The following are the outcomes from the reliability tests: technical and functional skills
(16 items; Cronbachs Alpha= 0.860); interpersonal and communication skills (4 items;
Cronbachs Alpha= 0.770); and organizational and business management skills (10 items;
Cronbachs Alpha= 0.94). The data collected from this study is in the form of quantitative
data interval (comparison). To explain further, the data were presented in descriptive
analysis tables. Table 2 shows the mean score interpretation made to analyze the data
obtained.
527

Table 2: Mean score interpretation


Scale (mean)

Interpretation

1.0 1.4

Strongly not prepared

1.5 2.4

Not prepared

2.5 3.4

Less prepared

3.5 4.4

Prepared

4.5 5.0

Strongly prepared
Adapted from Laila and Azizee (2014)

4.0

RESEARCH FINDINGS

A total of 274 questionnaires were distributed to the respondents of Polytechnic A,


Polytechnic B and Polytechnic C. Only 263 usable responses were received from
respondents, giving a response rate of 96%. Table 3 shows the distribution of final year
respondents based on their gender while Table 4 shows the distribution of respondents
based on their race.

Table 5 shows the respondents academic performance, were

measured based on their Cummulative Grade Point Average (CGPA). Generally the
respondents performed moderate academically. About 67.3% obtained CGPA above 3.00.

Table 6, Table 7 and Table 8 shows the mean score level of preparedness of
respondents towards employment based on the accounting skills that were acquired while
studying at Polytechnic. The technical and functional skills group covers the financial
accounting skills, management accounting skills, auditing skills, taxation skills and
information development and distribution skills as illustrated in Table 6. The mean for
each statement is comparatively moderate high. The respondents perceived they were
comparatively strong in knowing to prepare the financial statements (mean = 3.95;
standard deviation = 0.59).

For the management accounting skills, the mean for each statement is
comparatively moderate. This indicates that the respondents were comparatively fair in
the area of management accounting. The respondents were less able in appraising the
investment (mean = 3.24; standard deviation = 0.70) and able to exercise judgment to
solve real-world problem (mean = 3.49; standard deviation = 0.74). However, they
528

Table 3: Distribution of respondents according to gender


Polytechnic

Male

Female

Total

Polytechnic A

18

103

121

Polytechnic B

10

59

69

Polytechnic C

21

52

73

Total

49

214

263

Table 4: Distribution of respondents according to race


Polytechnics

Race

Total (Percentage)

Malay

47

16

72 (27.4%)

Bajau

11 (04.2%)

Brunei Malay

7 (02.7%)

Kadazan - Dusun

18

26 (09.9%)

Murut

2 (00.8%)

Iban

19

15

35 (13.3%)

Bidayuh

10

16 (06.1%)

Melanau

14 (05.3%)

Orang Ulu

6 (02.3%)

17

13

37 (14.1%)

Indian

1 (00.4%)

Others

11

22

36 (13.7%)

121

69

73

263 (100%)

Chinese

Total

Table 5: Respondents academic performance


GPA

Frequency

Percentage

2.00 2.50

3.4%

2.51 3.00

77

29.3%

3.01 3.50

118

44.9%

3.51 4.00

59

22.4%

Total

60

100%

529

perceived having fundamentals knowledge of management accounting (mean = 3.92;


standard deviation = 0.68).

The responses for the auditing skills, taxation skills and information development
and distribution skills were also varied. The respondents were believed to understand the
fundamentals of auditing (mean = 3.78; standard deviation = 0.61) and were able to apply
auditing standard in their work (mean = 3.54; standard deviation = 0.66). For the taxation
skills, the respondents were comparatively moderately able to apply relevant tax
legislation in their work (mean = 3.54; standard deviation = 0.75).

Moving to the

information development and distribution skills, the respondents were asked on their
preparedness on 3 statements.

The responses to the statements were comparatively

moderately high, as the lowest mean score is 3.67. They were comparatively strong in
using computerized accounting software. Overall, the dominant skills in the technical and
functional skills group are information development and distribution skills and financial
accounting skills. The respondents perceived that they were prepared for these skills.

For interpersonal and communication skills, the mean score is in the range of 2.94
until 3.81 as per shown in Table 8. The responses for those skills are illustrated in Table
7. The respondents were comparatively not able to make presentation in other languages
(mean = 2.94; standard deviation = 1.25). However, the respondents were comparatively
moderately strong in presenting their views by writing in English (mean = 3.81; standard
deviation = 0.79).

The respondents were asked on their preparedness on 10 statements. Generally,


the respondents answered positively on those skills. However, for the knowledge of
financial markets and funding institutions (mean = 3.58; standard deviation = 0.74) and
understood the methods of managing changes within organization (mean = 3.56; standard
deviation = 0.73), the respondents were comparatively less on the skills that they acquired
at the Polytechnic.

530

Table 6: Descriptive statistics of technical and functional skills


Skills

Mean

SD

I know how to prepare financial statement.

3.95

0.59

I know how to prepare consolidated financial statement.

3.67

0.64

I can analyze financial statement.

3.73

0.62

I know how to prepare a budget.

3.75

0.64

I am able to apply relevant financial reporting standards to

3.60

0.66

3.74

0.43

I know the fundamentals of management accounting.

3.92

0.68

I have knowledge of costing in order to determine, analyse

3.63

0.81

I know how to appraise an investment.

3.24

0.70

I am able to exercise judgment to solve real-world problem.

3.49

0.74

3.57

0.51

I understand the fundamentals of auditing.

3.78

0.61

I am able to apply auditing standard in work.

3.54

0.66

3.66

0.55

I understand the fundamentals of taxation.

3.73

0.69

I am able to apply relevant tax legislation in my work.

3.54

0.75

3.64

0.63

3.75

0.68

I am able to use UBS software.

3.86

0.66

I am able to apply the principle of internal control of work.

3.67

0.69

Overall Information development and distribution skills

3.76

0.53

Overall mean score

3.67

0.42

Financial accounting skills:

prepare financial statements.


Overall financial accounting skills
Management accounting skills:

and control cost.

Overall management accounting skills


Auditing skills:

Overall auditing skills


Taxation skills:

Overall taxation skills


Information development and distribution skills:
I understand the role of information technology in solving
business and accounting problems.

531

Table 7: Descriptive statistics of interpersonal and communication skills


Skills

Mean

SD

I am able to present views in writing in English.

3.81

0.79

I am able to make oral presentation in English.

3.62

0.82

I am able to make presentation in other languages.

2.94

1.25

I understand interpersonal and group dynamics.

3.76

0.84

Overall mean score

3.53

0.68

Table 8: Descriptive statistics of organizational and business management skills


Skills

Mean

SD

I understand the code of professional ethics.

3.89

0.72

I can apply the code of ethics in work.

3.97

0.66

I can work effectively with diverse group of people.

4.05

0.63

I understand the economic, social, and cultural forces in

3.94

0.69

I can organize and delegate tasks.

3.99

0.67

I know how typical business organisation work and are

3.85

0.68

3.58

0.74

3.61

0.73

3.56

0.73

I can resolve conflict.

3.65

0.77

Overall mean score

3.81

0.52

the world.

managed.
I possess knowledge of financial markets and funding
institutions.
I understand relevant laws relating to the business and the
operating of business.
I understand methods of managing changes within
organization.

Table 9 shows the summary of mean score for all accounting skills.

The

respondents rated themselves to be prepared in all accounting skills. They perceived they
were prepared more in organizational and business management skills followed by
technical and functional skills.
532

Table 9: The overall mean score and interpretation for each accounting skills
Accounting skills

Mean

Interpretation

Technical and functional skills

3.67

Prepared

Interpersonal and communication skills

3.53

Prepared

Organizational and business management

3.81

Prepared

3.67

Prepared

skills
Overall Accounting skills

5.0

DISCUSSION

The research finding of this study indicates that final year accounting students of
Borneo Polytechnics perceived that they were prepared in organizational and business
management skills before their employement in the accounting profession. This finding
confirms the result of Chaker and Abdullah (2011). The result revealed accounting
students perceived that they were good in professional ethics and they knew how to apply
them in their work, which consist under organizational and business management skills.
The output also indicates that final year accounting students of Borneo
Polytechnics perceived that they prepared in technical and functional skills that consist of
financial accounting skills, management accounting skills, auditing skills, taxation skills,
and information development and distribution skills. This result is consistent with the
Chaker and Abdullah, (2011) that accounting students as a respondent were good in
auditing skills and moreover accountancy firms perceived that financial accounting,
taxation and management accounting were important too. Klibi and Oussii (2013) also
found from their finding that students believed more in basic technical skills compared to
other categories of skills.

However, the findings of this study shows that they also prepared in interpersonal
and communication skills before entering career in the accounting profession. This result
is not consistent with the study of Bui and Porter (2010) that accounting graduates were
lacking in writing skills, in applying knowledge to practical situations, and in
understanding the requirements of working as a member of a team in the accounting
533

profession. The results agree with the study of Klibi and Oussii (2013) that suggest other
generic skills could be considered by employers as key criteria in the recruitment of new
accounting graduates, such as oral, written communication, and listening skills. Besides
that, other skills such as leadership and skills related to communication and teamwork
also needed to be enhanced among Borneo Polytechnics students. The findings of this
study have important implications for accounting students.
themselves for the demands of the business world.

They need to prepare

They can do more in skill

development such by engaging in extra-curricular activities, participating in team work,


practicing time and stress management, and improving both oral and written
communication skills.

6.0

CONCLUSION, LIMITATION AND RECOMMENDATIONS

This study is a survey of final year accounting students of Borneo Polytechnics on


the preparation of accounting skills before employment that includes technical and
functional skills, interpersonal and communication skills, and organizational and business
management skills. The result of this study shows that students were prepared in all
accounting skills (technical and functional skills, organizational and business
management skills and interpersonal and communication skills) before their employment
in the accounting profession. On the other hand, the outputs also indicate that students
were not strong in preparing their interpersonal and communication skills.

Researchers have determined the limitation of this study. The sample for this
study is only within the Borneo Polytechnics boundaries that could not be generalized
onto all Polytechnics in Malaysia. The researchers also have some recommendations for
future researches. Based on the findings, the researchers recommended for the study to be
extended to the accounting students in several Polytechnics in Malaysia that may
investigate on the differences among them. Besides that, by using the instrument, it could
be applied to different research methods or other research analyses.

534

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Ainul

Asniera

Ahsan.

2014.

Malaysia

Perlu

60,000

Akauntan

Bertauliah.

http://Malaysiagazette.com. Diakses pada 19 February 2015.

Bui, B. & Porter, B. 2010. The Expecttion-performance Gap in Accounting Education:


An Exploratory Study. Accounting Education: An International Journal. 19 (1-2).
pp. 23 - 50

Chaker, M. N. & Abdullah, T. A. T. 2011. What Accountancy Skills Are Acquired

at

College? International Journal of Business and Social Science. 2(18), pp. 193199.

International Accounting Education Standards Board (IAESB).

Handbook of

International Education Pronouncements, 2010 edition. http://www.ifac.org


(accessed on 27 April 2014).

Kementerian Pelajaran Malaysia. 2012. Dasar Pendidikan Kebangsaan. Edisi Ketiga.


Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. pp. iii

Klibi, M. F. & Oussii, A. A. 2013. Skills and Attributes Needed for Success in Acounting
Career: Do Employers Fit with Students Perceptions? Evidence from Tunisia.
International Journal of Business and Management; Vol. 8(8).
Laila Musa & Azizee Aziz. 2014. Final Year Accounting Students Preparedness towards
Employment Based On Accounting Skills. Persidangan Pendidikan (Penyelidikan
dan Inovasi) dalam Pendidikan dan Latihan Teknikal dan Vokasional (CiE-TVET),
Kali Ke-4. eISBN 978-967-0468-99-0. 725 739.

Mohaiyadin, N.M. Jaafar, M.A., Hassan, A., Jafri, A.R. & Abd. Azar, N.A. 2013.
Undergraduate Accounting Students Perceptions of Students Empowerment and
Accounting Technical Skills: Case in Universiti Tenaga Nasional (Uniten),
Malaysia. Social Sciences. Vol. 2(2). pp. 39-47.
535

Sanuzee Shafie. 2003. Persediaan Pelajar Tahun Akhir Diploma Akauntansi Sebelum
Memasuki Alam Pekerjaan Berdasarkan Kriteria yang Dikehendaki Oleh Majikan.
Kolej Universiti Teknologi Tun Hussein Onn.

Siti Hajar & Maimunah. 2012. Keberkesanan Program Skim Latihan Graduan bagi
Mengurangkan Kadar Pengangguran dalam Kalangan Siswazah. Jurnal Islam dan
Masyarakat Kontemporari Jilid 5(Julai). 3-12

Yahya & Muhammad Rashid. 2001. Kajian-kajian Berkaitan dengan Aspek-aspek


Kemahiran Employability yang Diperlukan oleh Para Majikan Industri. Buletin
Fakulti Pendidikan. Universiti Teknologi Malaysia. Bil. 3.

536

STUDY ON SURFACE ROUGHNESS AND MATERIAL REMOVAL


RATE OF DRY SURFACE GRINDING REPEAT METHOD (MIRROR)
Abdul Razak Mohd Daim1
1

Politeknik Kota Kinabalu,Sabah


razak@polikk.edu.my

ABSTRACT

Grinding process is the finishing process in a process of smoothing the


surface to get the lowest surface roughness by removing a small amount of
material on the surface of the work piece. The purpose of this study is to find
the most significant cutting parameters on surface roughness and MRR
(Material Removal Rate) in one conditions, namely by dry. By using the
repeat method (mirror) the data was analyzed using Design Expert software
version 6 with the analysis of variance (ANOVA) to analyze the data obtained
such as surface roughness and MRR. The study found that the most significant
cutting parameter for the surface roughness in the dry condition velocity table
with F value 0.0112. For Material Removal Rate (MRR), the velocity table is
the main cutting parameter in dry conditions with value 0.0008. Results of the
study to obtain surface roughness is, velocity table give most influence on the
surface roughness in dry conditions.

Key words: Surface Grinding, Cutting parameter, Full factorial, surface


roughness and Material Removal Rate.

1.0

INTRODUCTION

Surface grinding process is a final machining process producing a product.


According to Malkin S (1989), grinding is the most common collective name for a
process that uses hard abrasives particles as cutting medium. At present, the grinding
537

process is a major manufacturing accounts for about 20-25% of total operating


expenses machining in industrial countries.

Rising raw materials in China led to a high demand. Strong demand in China's
economy is stable enough to produce more than one hundred million kg (more than
200 million pounds) of steel products per year. Most of gray cast iron is reserved for
military use in crafting weapons and armor soldiers, but some have been used for
many steel products, such as fashion car cylinder head, block, iron, motors and much
more is needed to fill the growing demand in the real market.

Less energy is used when we can get a cut depth in the grinding process. The
industry uses grinding process such as automotive, aircraft, shipbuilding, engines,
turbines and others can benefit from it. The grinding process is necessary to produce
accurate and precise measurements. It also aims to create a better quality of surface
condition he not only benefit the industry but also improve the quality of the material.

Type parameter in the grinding process will affect the characteristics of the
workpiece, such as surface roughness, temperature, energy and others. There are
many types of parameters in the grinding process. Surface quality produced in the
grinding surface is influenced by various parameters such as the parameter wheel,
workpiece parameters, process parameters and machine parameters in writing
Mustafa (2012).

In this study, researchers conducted a study of gray cast iron after a surface
grinding process cutting parameters for the relationship of the surface roughness and
material removal rate. Other researchers parameters which is controlled, such as
machinery, grinding wheels, skill workers, materials, machine calibration and the
like. Cutting parameters studied were cutting depth, feed rate and cutting speed table
and use a dry grinding. Using a different example, it can determine which have a
significant parameter to the workpiece surface roughness and material removal rate.

538

Surface finishing and metal removal rate is greatly influenced by cutting


parameters. Interaction in cutting parameters such as cutting depth, feed rate and
cutting speed table are various parameters to be considered for production of a
product that has a proper surface, saving materials, and energy costs and help the
delivery of products to customers on time due to the selection of cutting parameters
the correct and appropriate. (Jae-Seob Kwak(2005). ,M Janardhan (2012),Maheswari
S.K (1991),Muhamad Afiq bin Razali (2010)). Thus the study of an experimental and
data analysis using Design Expert Software Version 6. Experiment shaped multi
factor will be analyzed by ANOVA variance cutting parameters studied as described
by Henderson (2006). Selection of the proper combination of cutting parameters can
produce surface finish that meets the standards prescribed standard.

2.0

METHODOLOGY
In this experiment using design of experiment (DOE), which is 23 by 8 work

piece Repeat to use and apply the method (mirror). Repeat method (mirror) will make
the work piece is rolled into as many as 16 overall number of work piece. 2 values in
the DOE shows minimum and maximum values in coordinating one variable, while
the third, namely the index of the value 2 indicates the number of variable cutting
parameters studied in the experiment. Variable cutting parameters studied were as
table velocity, depth of cut and feed of rate. Selection of experimental design requires
knowledge of the process to be carried out and the choice of factors and levels may
significantly affect the response of materials, by article Zurita et al (2002). Gray
studied material is cast iron (SAE G29000 F10008), this material is widely used in
the production of vehicle components. In this study is to obtain the best cutting
parameters of the material being studied. Grinding machine used is a brand Seedtex
52 Model A1S. Machine calibration has been performed which includes works such
as balancing, dressing and leveling. Spark has also set out a total of 5 times each time
the spark out of the feed rate is done. Similarly, work is also done every time dressing
for the grinding of each work piece with step 7, 5, 3 and 1. The diamond is used for
grinding stainless 2.5 sized grinding wheel for every new piece work. From Table 1
539

shows the Design Matrix is used in this study which included 16 specimens. The
equation of full factorial design is stated in Equation 1.
Full Factorial Equation = 2k

(1)

Where k denotes as the number of factors, i.e., depth of cut, feed of rate and
velocity table being investigated in this experiment and 2 is level of experiment, i.e.,
low (-1) and high (+1). The analysis of ANOVA is employed in order to indicate the
mathematical models of Surface Grinding machining characteristic using design
expert software version 6. Table 2 shows the setting parameters for Surface grinding
machine.
Table 1: Combination parameter in arrays Design Matrix ( 23 ) Two Level

540

Fig. 1: Surface Grinding Machine Seedtex Model 52A1S

All of the grinding experiments were carried out on a Surface Grinding Machine,
Model YSG 52 A1S manufactured by Seedtex Precision Machinery in Taiwan Fig 1.

Table 2: Experimental parameters setting for Surface Grinding Machine

Factor

Low ( - 1)

High (+ 1)

Velocity table (m/s)

12

Feed of rate (mm/s)

0.50

1.00

Depth of cut (m)

10.00

20.00

From Table 2 shows the Design Matrix is used in this study which included 16
specimens.

541

3.0

RESULT AND DISCUSSION

3.1

Significant Ra and MRR

Analysis of Variance (ANOVA) for Surface Roughness: Three parameter cutting of


surface roughness (Ra) in dry condition analysis are given in the design expert, there
are Feed of rate, Depth Of Cut and Velocity Table.

Fig. 2: ANOVA for surface roughness (Ra) in dry condition

The result are significant Prob>F = (0.0209). According to data analysis of


variance table (ANOVA), the values of (Prob>F) less than 0.0500 indicate model
terms are significant. While, values higher than 0.1000 indicate the model term are
not significant. The most effect of parameter surface grinding are velocity table, c
with the values Prob >F (0.0112), shown on Fig.2

Verification of Mathematical Model for Ra: Verification of mathematical


models for each response was performed in order to ensure whether the predicted
value that given by software is correct or not. Calculation was carried out using the
equation given by software. The calculation was based on the parameters used in the
confirmation test in running on sample 4 as shown in table 3. Verification on Ra
equation in term of coded factor generated by design expert software is shown in
Equation 2.

542

Ra = 0.19 + 1.87 x 10-4 x A + 3.812 x 10-3 x B 0.033 x C + 0.020 x A x B 0.043 x


A x C 6.562 x 10-3 x B x C + 3.437 x 10-3 x A x B x C (2) Where:
Factor A = 1, B = 1, C = -1

Hence;
Ra = 0.19 + 1.87 x 10-4 x (1) + 3.812 x 10-3 x (1) 0.033 x (-1) + 0.020 x (1) x (1)
0.043 x (1) x (-1) 6.562 x 10-3 x (1) x (-1) + 3.437 x 10-3 x (1) x (1) x (-1)
Ra = 0.19 + 0.000187 + 0.003812 + 0.033 + 0.020 +0.043 + 0.006562 0.003437 =
0.2931 m
Percentage of difference between calculated value and experimental value of Ra is
2% as indicated in Equation 3. It is confirmed that mathematical model generated by
Design Expert software is reliable and acceptable.

(3)

Confirmation differential between calculated and experimental similar trend shows


table 3. It is confirmed that experimental result is acceptable.

Analysis of Variance (ANOVA) for MRR: Three parameter cutting of Material


Removal Rate (MRR) in dry condition analysis are given in the design expert, there
are Feed of rate, Depth Of Cut and Velocity Table.

From Figure. 3 shows, result are significant Prob>F = 0.0032. According to


data analysis of variance table (ANOVA), the values of (Prob>F) less than 0.0500
indicate model terms are significant. While, values higher than 0.1000 indicate the
model term are not significant. The most effect of parameter surface grinding are
velocity table, c with the values Prob >F (0.0008). According by Klocke and
Eisenblatter (1997) the dry grinding using wheel was also investigated with high
cutting speed and for external cylindrical grinding. It is found that with increasing the
543

grinding speed it is possible to increase the mass removal rate in the grinding process.

Figure. 3 : ANOVA for Material Removal Rate (MRR) in dry condition.

From Table. 3 shows, Ra value of the minimum is no specimen. 14 ie 0.086


um and the highest was 0.3 um specimen no. 2. While the highest MRR no.9
specimen of 1.005 mg / second and the lowest value of 0.019 mg / second specimen
no. 6.

Ra value obtained from the average of the three readings of surface roughness
machine utilization. While the MRR is from equation 4 as shown below.

(4)

544

Table 3: Result Ra and MRR for dry grinding

3.2

Mean Analysis Ra and MRR

Surface Roughness (Ra)

From Anova analysis, mean value of A is 1.052, B is 0.15 and C is 10.75. The
higher percentage of parameter cutting surface roughness (Ra) is C (velocity table)
89.5%, second higher is A (feed of rate) 8.8% and the lower is B (depth of cut) 1.3%,
shown
Figure 4.

Material Removal Rate (MRR).

From Anova analysis, mean value of A is 20.68, B is 3.01 and C is 27.15. The
higher percentage of parameter cutting surface roughness (Ra) is C (velocity table)
545

53.4%, second higher is A (feed of rate) 40.7% and the lower is B (depth of cut)
5.9%, shown
Figure 5.

Figure4: F Value parameter cutting Surface Roughness (Ra)

Figure 5: F Value interaction parameter cutting Surface Roughness (Ra)

According by Kamal et al (2012), it says that the mass removal rate (MRR) is
mainly affected by cutting speed and feed of rate of dry grinding process. With the
increase in cutting speed the mass removal rate is increase. The parameter considered
in the experiment are the best parameter cutting process to attain maximum mass
removal rate.

546

3.3

The best value parameter cutting setting

The selected value of the best parameter cutting setting is number 1, it use
0.55 feed of rate, 10.00 depth of cut and 12.00 velocity table. Another selected
method is surface roughness 0.215403 m, material removal rate (MRR) 0.196454
mg/sec and desirability 0.782. This can be referred to Fig. 6 the software has been
analyzed as below.

Figure 6: The best value parameter cutting setting

4.0

CONCLUSION

4.0

Surface Roughness Dry Condition

The analysis for dry surface roughness has determined that the most effective
of grinding surface is velocity table with prob > 0.0112 and the percentage is 89.5%.
It has proven through 16 specimen repeated method with average of surface
roughness 0.05m. From the main effect plotted, it is observed that there is decrease
of surface roughness when
the parameter for velocity table is decrease. The percentages value affecting of
surface roughness are in the following order. Feed of rate (8.8%), depth of cut (1.3%)
and velocity table (89.5%). Velocity table are significant for cutting parameter
effecting surface roughness, this fact is also supported by Babu et al (2012) based on
547

their ANOVA velocity table are the most significant parameters for affecting multi
response characteristics. The feed of rate and depth of cut value are not significant.
Based on the curve, the reason why these two parameter cutting is not significant
because of the minimum and maximum value are not in best position to get the
significant mean value. Fig. 7 shows the adjustment of the cutting parameters that
need to be adjusted for future studies.

According by M. Kiyak and Carkib (2006) study on surface roughness in


External Cylinder Grinding, researcher prove that in dry grinding process, an increase
on work piece speed will decreased surface roughness. The researcher result was
opposite in the application of cutting fluid that increase on work piece speed
produced a higher surface roughness.

Fig. 7: Mean value curve

4.2

Material Removal Rate (MRR)

In dry condition, the best cutting parameter for the output process of MRR in
terms of machining cutting parameter are velocity table, feed of rate also significant,
only depth of cut are not significant. This have been identified on cast iron on surface
grinding machine using design expert software. The values of prob>F less than 0.05
m are significant with the value 0.0032 m.

548

REFERENCES

Babu Autherson. P, Sundaram . S Sivapragash. M, and Shanawaz. A.W. (2012).


"Optimizing the Process Parameters of ELID Grinding Using Grey Relation
Analysis ". Advances in Production Engineering & Management,Vol.7 pp113122.

Henderson G.R, (2006). Six Sigma : Quality Improvement With MINITAB. John
Wiley & Sons. England, ISBN : 10: 0470011556. pp:452.

Jae-Seob Kwak(2005). "Application of Taguchi and Response Surface Methodologies


For Geomatric Error in Surface Grinding Process", International Journal on
Machine Tools and Manufacture, vol. 45, No.33 pp. 327-324.

Kamal Hassan, Anish Kumar and M.P Garg (2012). "Experimental Investigation of
Material Removal Rate in CNC Turning using Taguchi Method". Lecturer,
Haryana Engineering College.

Klocke. F and Eisenblatter (1997)."Dry cutting, Annals of the CIRP". Vol. 46/2 Pages
519-525.
M Janardhan and A. Gopala Krishna (2012), Multi Objective Optimization of
Cutting Parameter for Surface Roughness and Metal Removal Rate in Surface
Grinding using Response Surface Methodology. University College of
Engineering, JNTU, India.
M.Kiyak and O Carkib E Altana (2006), Study on Surface Roughness in External
Cylinder Grinding. Technical University, 34390 Istanbul, Turkey.

Maheswari S.K, Misra V and Metha N.K (1991)."A New Approach To Parameters
Selection: Integration Of Quality: Computers and Industrial Engineering".
549

21(1-4), 57-62.
Malkin,.S. (1989), Grinding of metal: Theory and Application, Applied
Metalworking. American Society for Metals, vol. 3, No. 2.
Muhamad Afiq bin Razali (2010), Effect of wheel Grinder on the Surface Roughness
when Grinding Aluminium Alloy, Faculty of Mechanical Engineering,
Universiti Malaysia Pahang.

Mustafa Kemal Kulekci (2012). "Surface Grinding Process Based in the Taguchi
Method". Mersin University, Turkey.

Zurita, O., Acosta, A. and Moreno, D. (2002). Superficial Hardening in the Plane
Grinding of 1055 - 1045 Steel, ASM International.

550

A REVIEW ON IMPLEMENTATION OF MEPS AS A STANDARD AND


LABELLING (S&L) PROGRAM IN MALAYSIA
Khairunnisa A. R1 , M.Z.M Yusof2, M.N.M Salleh3, A.M Leman4
1,2,3

Universiti Tun Hussein Onn Malaysia

khairunnisa7480@gmail.com, mdzainal@uthm.edu.my, najib@uthm.edu.my,


mutalib@uthm.edu.my

ABSTRACT

As a developing country, Malaysia is experiencing a dramatic growth of


household electrical appliances usage and it will be increasing year after
year. Electrical appliances for residential building consume a significant
amount of electricity in the domestic sector. Efficiency improvement of these
appliances will give a significant impact on future energy consumption for this
country. Energy efficiency (EE) standards and labelling (S&L) program are
commonly used to reduce the energy consumption for many countries since it
has been introduced two decades ago. Malaysia has adopted the minimum
energy performance standard (MEPS) which is developed by the International
Energy Agency (IEA) as a method for S&L. This paper reviews the
implementation and the enforcement of MEPS in Malaysia. This paper also
shows that energy label classes can be used for setting MEPS. Currently,
MEPS only applied for 5 types of household electrical appliances in Malaysia.
The recommendation to improve the implementation of MEPS for other
household electrical appliances are also discussed. Therefore, energy
consumption can be reduced by pushing the consumer to buy and use more
efficient household appliances. Despite that, by implementing MEPS will save
a lot amount of energy, as well as beneficiary to sustainable development.
Thus, the implementation of MEPS for household electrical appliances brings
many advantages to the country, consumers and also the environment.

Key words: Energy Efficiency (EE); Energy Consumption; Minimum Energy


Performance Standards (MEPS); Standards and Labels (S&L); Household
Appliances.
551

1.0

INTRODUCTION

The demand of energy in Malaysia is influenced by many factors such as


population and economic growth. Energy consumption usually varies from one sector
to another. Domestic sector, especially for household electrical appliances is one of
the biggest energy consumers in Malaysia.

Based on the ninth Malaysia Plan,

residential and commercial sectors contributed about 12.8 % of total energy demand
in 2012 (The Economic Planning Unit, 2006). Thus, the Malaysia authority has taken
much action to reduce energy consumption in this country (T. M. Mahlia et al., 2002;
T. M. Mahlia et al., 2004). One of the program that has been implemented based on a
minimum EE standard is MEPS. MEPS is a minimum performance level set for many
types of energy consuming products from entering a market by mandatory
requirements. Currently MEPS is used in 37 countries around the world for 17
product groups amongst others in Australia, China, Japan and US (CLASP, 2014).
Improving EE of electrical appliances such as refrigerator and air conditioner can
reduce energy consumption in a building (Javadi and Saidur, 2013). In other hand, a
significant amount of electricity can be saved by using efficient electrical appliances.
However, the implementation of this program should be proven reliable and have
potential to save energy.

2.0

ENERGY EFFICIENCY INITIATIVE IN MALAYSIA

The promotion of EE was intensified in the 1990s by the Ministry of Energy


[now the Ministry of Energy, Green Technology and Water (KeTTHA)] and the
Electricity and Gas Supply Department (EGSD) and it also promotion through
Seventh Malaysia Plan (1996 - 2000). Looking back, there was actually an EE unit
that was established under EGSD (now the Energy Commission), but its regulatory
scope covered only lamp chokes and fans (The Economic Planning Unit, 1996).
Efforts at consumer education on EE was spotty and haphazard, though under the
Eighth Malaysia Plan (2001-2005), there was again some official proclamation of
making EE the fifth fuel, after oil, natural gas, coal and hydroelectric (The
Economic Planning Unit, 2001).

552

In ninth Malaysia Plan (2006-2010), the 6th Prime Minister Dato Seri
Abdullah Ahmad Badawi said that adequate quality and energy supply is key to the
nations development. An energy conservation culture must be inculcated. Buildings
should be designed to optimise energy usage and resources need to be prudently and
carefully utilised. He stated that the Government will adopt measures to reduce
wastage by enhancing EE and increasing EE. The Government is also committed to
reduce dependence on petroleum products through the increased usage of alternative
fuels such as biofuel and biodiesel as well as renewable energy (The Economic
Planning Unit, 2006).

The Malaysian Standard MS1525 (2001) was introduced by 2001. It contains


the code of practice (COP) on EE and use of Renewable Energy (RE) for nonresidential buildings which provides guidance on the effective use of energy,
including the application of RE in new and existing non-residential buildings (Chan,
2009). With the urbanization and serious environmental problem, Green Building
(GB) concept was widely adopted throughout the world. Due to Green Malaysia
Index (GBI), green building giving priority to improve the efficiency of energy use,
water, and materials. During the buildings lifecycle, attention should be given to
reducing the impact of buildings on human health and the environment - through
better placement, design, construction, operation, maintenance, and removal. The
development of alternative sources of energy by 2015 is one of the major initiative in
Tenth Malaysian Plan (The Economic Planning Unit, 2010).

Electricity in Malaysia is managed by a major utility company, where it


handles all of the generation, transmission and distribution of electricity in a region.
The major utility companies are Tenaga Nasional Berhad (TNB), Sarawak Electricity
Supply Company (SESCO) and Sabah Electricity Limited (SeSB), each covering the
region of Peninsular Malaysia, Sarawak and Sabah. There is also an independent
power producer (IPP), which supplies some of the electricity supply to the utility
companies to send to the consumers (Jalal and Bodger, 2009). Table 1.0 below shows
the several institutions that support the major utility company which each of them
have their own functions and areas of jurisdiction.

553

Table 1.0: The Key Institution of Energy Sector in Malaysia


INSTITUTION
Economic

AREA OF JURISDICTION

Planning

Unit Responsible

(EPU)

implementing

for

formulating,

policies,

regulating

regulations,

and

legislations,

programmes and projects to improve the economy and


also coordinate functions of other energy related
institutional bodies responsible for a specific sector.
Ministry of Energy, Green Policy formulator and service (Basu, Hawarah,
Technology

and

Water Arghira, Joumaa, & Ploix, 2013)e regulator for the

(KeTTHA)

energy, green technology and water sectors; facilitate


and regulate the growth of these sectors

The

Energy

Commission Handles all the regulatory functions of the Ministry of

(EC)

Energy
Besides

Malaysia Energy Centre


(Pusat
PTM)

Tenaga

Coordinate various activities, specifically planning

Malaysia, and

technological

research,

development

and

demonstration in the energy sector


Source: adapted from Jalal and Bodger (2009)

3.0

MINIMUM ENERGY PERFORMANCE STANDARDS (MEPS)

Although EE standards are now commonly used around the world, the MEPS
approach still not implemented in many countries. However, the countries that have
not used this strategy yet are considering it. Malaysia is also considering adopting this
strategy. MEPS are incorporated in the amendments of the Electricity Regulations
1994 and has been gazetted by the Minister of Energy, Green Technology and Water
Malaysia on 3rd May 2013. Before MEPS, a Voluntary Energy Efficient Appliances
and Equipment standards and labelling programme for Energy Efficient Appliances
and Equipment was conducted from 2009 to 2012. A total of 5016 appliances and
equipment registered under this programme including domestic refrigerators,
domestic fans, television, air conditioners (single split wall mounted type), lamps and
high efficiency motors. The incentives that supports the Voluntary Energy Efficiency
Rating and Labeling programme at that time are Sustainability Achieved Via Energy

554

Efficiency (SAVE) Programme and Sales Tax and Import Duty Exemption (Energy
Commission, 2014). Currently, MEPS has been implemented to 5 domestic electrical
products which is air conditioner, refrigerator, television, domestic fan and lighting.
However, beginning 3rd May 2015, the above 5 appliances will have to adhere to the
MEPS requirement for it to be sell in the Malaysian market. The efficiency level is
shown by using the star rating label. This label must be affixed onto the electrical
appliances before it can be sold in the market. Mahlia, et al. (2002) highlighted the
purpose to introduce labels is to convince consumers to buy EE appliances. At the
same time also influence the manufacturers to produce more EE products into the
market.

4.0

ENERGY EFFICIENCY CRITERIA FOR HOUSEHOLD ELECTRICAL


APPLIANCES TO QUALIFY FOR THE MEPS STAR RATING

The testing standards and performance criteria that have been set for the
electrical appliances in Malaysia is Performance Indicator and Testing Standard and
the Star Index based on daily energy consumption obtained from tests in accordance
with MS IEC 62552:2011 (Energy Commission, 2014).
Star Index = (

) 100%

(1)

Where,
Energy Efficiency Factor (EEF) =
EEF average (1 door) = 1.37 Vadj
EEF average (2 door) = 0.409 Vadj
The STAR Index values for the various star ratings are as shown in Table 2.0 below.

Table 2.0: STAR Index Values


STAR RATING

STAR INDEX VALUE

+25% STAR Index

+10% STAR Index <+25%

-10% STAR Index <+10%

-25% STAR Index <-10%

STAR Index <-25%

555

5.0

ENERGY EFFICIENCY LABEL

EE labels encourage people to buy more efficient products by letting them


understand and compare how much energy used. Mahlia, et al. (2002) highlighted the
purpose to introduce labels is to convince consumers to buy EE appliances. At the
same time also influence the manufacturers to produce more EE products into the
market. A label is a mandatory sticker that is affixed to products or their packaging
containing information on the EE or EC of the product. The three types of labels that
being used in various countries were endorsing, comparison and a combination of
both (Energy Commission, 2014). With the regulations took place, the 5 domestic
appliances will be issued with a Certificate of Approval (COA) by the Energy
Commission Malaysia., the five domestic appliances must satisfy both the safety and
performance requirements. The products are domestic fan, domestic lamp, airconditioner, refrigerator and television. The two stars mean the appliances have the
minimal EE. The more stars on the upper part of the energy consumption label
indicates the more EE of the product. 5 stars indicate the most EE model. The
endorsement label indicates the most energy savings and high quality of a product
(Energy Commission, 2014).

Based on Electricity Regulation 1994 (Amendments 2013) Regulation 101A


(3) stated, "Any equipment that meets all the requirements of efficient use of
electricity under sub regulation (1) shall be affixed with an efficiency rating label in
such form and manner as may be determined by the Commission." All manufacturers
and importers of the following products: television, refrigerator, domestic fan and air
conditioner, must affix the Energy Efficiency Label onto the products before it can be
sold to the customer (Energy Commission, 2014). Figure 1.0 shows the EE label
specification including energy rating, appliance type, appliance energy rating,
information on brand and model, energy consumption (in kWh / year) and testing
standards used.

556

Figure 1.0: The Energy Efficiency Label Specification by the Energy Commission

Table 3.0 below shows the efficiency ratings for the purpose of efficient use of
electricity for five types of appliances in Malaysia.

Table 3.0: The Efficiency Ratings For The Purpose Of Efficient Use of Electricity
Equipment

Type of

MEPS

Efficiency Ratings

Equipment
Refrigerato

a) One door

b) Two

MEPSs value = 2 star

STAR

STAR

RATING

INDEX

doors

VALUE
5

+25%
STAR
Index

+10%
STAR
Index
<+25%

-10%
STAR
Index
<+10%

-25%
STAR
Index <-

557

10%
1

STAR
Index <25%

Air

Single split

conditioner

wall mounted

MEPSs value = 2 star

a) Cooling capacity
< 405kW

air conditioner

STAR

STAR

capacity up to

RATING

INDEX

25,000Btu/h

VALUE
5

11.94

11.16
11.93
10.37

11.15
9.56

10.36
9.00

9055
b) 4.5kW < cooling
Capacity <
7.1kW:
STAR

STAR

RATING

INDEX
VALUE

10.71

9.83
10.70

8.94
9.82

8.03
8.93

7.50
8.02

558

Television

a) Plasma

MEPSs value = 2 star

STAR

STAR

RATIN

INDEX

Crystal

VALUE

Display

+05%

b) Liquid

(LCD)

STAR

c) Light

Index

Emitting

+10%

Diode

STAR

(LED)

Index

d) Cathode

<+20%

Ray Tube

(CRT)

-10%
STAR
Index
<+10%

-20%
STAR
Index <10%

30%STA
R Index <20%

Domestic

a) Wall

Fan

b) Des

MEPSs value = 2 star

c) Pedestal

a) Ceiling fan:
STAR

STAR

RATING

INDEX

d) Ceiling

VALUE
5

3.00

2.74
2.99

2.66
2.73

2.58
2.65

559

2.50

2.57
b) Pedestal, wall
and desk fan:
STAR

STAR

RATING

INDEX
VALUE

1.20

1.12
1.19
1.08

1.11
1.01

1.07
0.93

1.00
Lighting

a) Fluorescent
b) Compact

a) Tubular Fluorescent
Type

(W)

Fluorescent
Lamp

(lm/W)
T8

(CFL)
c) Light
Emitting
Diode
(LED)

T5

18-30

70

31

85

14

80

15

85

b) Other lighting type


Type

d) Incandescen
t

MEPS

MEPS
(lm/W)

CFLi (Self
ballasted)
<9W

55

9-15W

8060

16-24W

8560

25W

60

CFL(non
560

Nil

integrated
lamp)
<10W

60

11-26W

65

27W

85

LED Lamp

55

Incandescent

20

Lamp
Source: Energy Commission, 2014

6.0

CONCLUSIONS

Implementing the MEPS for household electrical appliances brings many


benefits for Malaysian. By using MEPS approach, many manufacturers will be
encouraged to produce energy efficient products. It also can increase the
competitiveness of the product in the local and international market. The
implementation of these standards indirectly helps to preserve the environment and it
is important for sustainable development. The study has shown history of its
implementation in Malaysia and also shows the implementation of MEPS for
household electrical appliances is economically reliable for reducing energy
consumption. However, it is important to give the right information and initiative to
help the consumer to choose the lowest energy consumption of electrical appliances.
Despite that, MEPS should be upgraded gradually in order to make them work
effectively. Finally, with all the advantages to the country, manufacturers, consumers
and environment it found that the implementation of MEPS can give an initiative
especially to a developing countries to reduce energy consumption and indirectly
MEPS also can reduce the environmental pollution.

REFERENCES
Basu, K., Hawarah, L., Arghira, N., Joumaa, H., & Ploix, S. (2013). A prediction
system for home appliance usage. Energy & Buildings, 67, 668679.

561

Chan, S. K. (2009). Green Building Index MS1525: Code of Practice on Energy


Efficiency and Use of Renewwable Energy for Non-Residential Buildings.
CLASP. (2014). Collaborative Labeling and Appliance Standards Program (CLASP).
Retrieved from http://www.clasponline.org/
Energy

Commission.

(2014).

Energy

Commission.

Retrieved

from

http://www.st.gov.my/
Jalal, T. S., & Bodger, P. (2009). National Energy Policies and the Electricity Sector
in Malaysia. In International Conference on Energy and Environment (pp.7
8).
Javadi, F. S., & Saidur, R. (2013). Energetic, economic and environmental impacts of
using nanorefrigerant in domestic refrigerators in Malaysia. Energy
Conversion and Management, 73, 335339.
Mahlia, T. M. ., Masjuki, H. ., Saidur, R., & Amalina, M. . (2004). Costbenefit
analysis of implementing minimum energy efficiency standards for household
refrigerator-freezers in Malaysia. Energy Policy, 32(16), 18191824.
Mahlia, T. M. I., Masjuki, H. H., & Choudhury, I. A. (2002). Theory of energy
efficiency standards and labels. Energy Conversion & Management, 43, 743
761.
The Economic Planning Unit. (1996). Seventh Malaysia Plan 1996-2000.

The Economic Planning Unit. (2001). Eighth Malaysia Plan 2001-2005.

The Economic Planning Unit. (2006). Ninth Malaysia Plan 2006-2010.

The Economic Planning Unit. (2010). Tenth Malaysia Plan 2011-2015.

562

PEMBANGUNAN PIC18FXXXX TRAINER VERSION 2 DI JABATAN


KEJURUTERAAN ELEKTRIK, POLITEKNIK MUKAH, SARAWAK
Abang Syafiqnurain Bin Haji Abang Shokeran1, Chong Man Lung2
1,2

Politeknik Mukah

abgsyafiq.poli@1govuc.gov.my, ml_chong.poli@1govuc.gov.my

ABSTRAK

Projek ini merupakan kesinambungan Pembangunan PIC Trainer yang telah


dilaksanakan sebelum ini, dimana ia bolehlah dianggap sebagai penambahan
bagi PIC Trainer yang pertama. Pembangunan PIC Trainer ini juga dibina
untuk mengukur sejauh mana pemahaman pelajar/peserta kajian dalam
pembelajaran atau penggunaan pengawal mikro PIC18F4550. Matlamat
projek ini juga adalah bertujuan untuk menyediakan satu modul pengawal
mikro yang boleh digunakan di dalam proses pengajaran dan pembelajaran
(P&P) bagi kursus Project 1(EE501) dan Project 2(EE601), untuk pelajar
Program Kejuruteraan Elektrik di Jabatan Kejuruteraan Elektrik Politeknik
Mukah Sarawak (PMU). Faktor utama pemilihan pengawal mikro
PIC18F4550 untuk projek ini adalah untuk memenuhi kehendak silibus yang
telah dikeluarkan bagi subject pengaturcaraan. Pembangunan modul
pengawal mikro ini melibatkan beberapa peringkat, bermula dengan
merekabentuk litar komponen elektronik, rekabentuk papan litar bercetak
(PCB) dan seterusnya pengujian untuk tahap kefungsian modul pengawal
tersebut. Bagi menguji tahap kefungsian Modul Pengawal ini, 5 eksperimen
telah dibangunkan dalam bentuk program pengaturcaraan dan telah dimuat
turunkan ke dalam Modul Pengawal mikro tersebut. Keputusan yang
diperolehi menunjukkan kesemua aturcara program telah berjaya di uji lari
ke atas projek Modul Pengawal mikro PIC ini. Justeru ini jelas menunjukkan
rekabentuk dan pembangunan projek ini telah berjaya dilakukan dan mampu
membantu dalam proses pengajaran dan pembelajaran dalam pemahaman
kosep penggunaan pengawal mikro PIC18F4550.

Kata Kunci: PIC , ABBM, Modul Pengawal PIC18FXXXX


563

1.0

PENDAHULUAN

Kementerian Pengajian Tinggi Malaysia (KPTM) telah memperkenalkan


kursus Projek Akhir (EE501 & EE601) bagi syarat kelayakan untuk lulus di peringkat
diploma. Pelajar aliran kejuruteraan elektrik dikehendaki untuk lulus didalam kursus
ini bagi memperolehi Diploma Kejuruteraan Elektrik. Di dalam usaha untuk
menyediakan keperluan pembelajaran bagi kedua kursus ini, ianya menuntut kepada
peruntukan dan pembelanjaan yang tinggi bagi penyediaan keperluan makmal dan
melatih tenaga pengajar (Hosni I, 2004) yang dipetik dari (Chong man Lung,
2013).

Ketika permulaan

perlaksanaan

kursus Project 1 & Project 2 (EE501 &

EE601) ini pada sesi, kos untuk pembelian kit peralatan P&P adalah sangat tinggi
iaitu sekitar RM 50,000 hingga RM 100,000 seunit. Pada masa kini, peralatanperalatan tersebut

boleh

dikatakan

telah

lapuk

dari segi

teknologi

dan

keupayaannya jika dibandingkan dengan teknologi semasa. Sejajar dengan itu


keperluan Alat Bantu Bahan Mengajar (ABBM) dalam mengendalikan kursus ini
amat diperlukan terutama yang berkaitan dengan Pengawalmikro, ini adalah kerana
ianya merupakan satu keperluan untuk dilaksanakan ketika menjalankan P&P kerja
praktikal/makmal. Ini selaras dengan kehendak KPTM yang mahu melahirkan pelajar
yang bukan sahaja mahir dalam teori malah praktikal sesuatu kursus tersebut.

Oleh itu, satu Pengawal mikro telah dibangunkan.


Pengawal mikro

Ianya

merupakan

yang menepati silibus Embedded System Applications(EC501) di

Politeknik dan boleh digunapakai serta di praktikan untuk kursus Project 1 & Project
2, yang

bertujuan

untuk menghasilkan rekabentuk ABBM bagi proses P&P di

PMU selaras dengan kehendak JPP dan KPTM.

Dengan pembanggunan Pengawal mikro ini, diharap proses P&P akan dapat
dijalankan dengan lebih berkesan. Selain daripada itu juga, reka bentuk ABBM yang
dihasilkan ini juga mampu menarik minat pelajar untuk meneroka ilmu secara
praktikal berbanding secara teori sahaja. Penggunaan ABBM yang bersesuaian untuk
proses P&P amatlah dituntun dikalangan pensyarah agar dapat memberi kesan yang
maksimum kepada pelajar semasa proses pengajaran.
564

Kebolehan seseorang pelajar semasa proses P&P dapat diukur dengan penilaian serta
pemerhatian semasa pelajar melaksanakan ujikaji, penerangan penggunaan teknologi
serta kemahiran sedia ada untuk melaksanaan tugas (Mok Soon Sang, 2002).

1.1

Pernyataan Masalah

Satu modul pengawal mikro amatlah wajar dibangunkan setelah mengambil


kira permasalahan yang telah dinyatakan.
Ini bagi membantu didalam proses P&P di Politeknik Mukah Sarawak kerana
ABBM yang sedia ada tidak bersesuaian dengan peredaran zaman.

1.2

Objektif Projek

Objektif projek ini dilakukan adalah untuk membangunkan

satu modul

pengawal mikro yang boleh digunakan di dalam proses P&P kursus Project
1(EE501) & Project 2 (EE601) bagi pelajar program Diploma Kejuruteraan
Elektrik di Politeknik Mukah, Sarawak. Objektif projek ini adalah seperti berikut
berikut iaitu :

a)

Membangunkan rekabentuk Litar skematik elektronik bagi pengawal mikro


PIC.

b)

Membangunkan rekabentuk Papan Litar Bercetak(PCB)

c)

Menghasilkan aturcara program dengan menggunakan perisian Microchip PIC

1.3

Kepentingan Projek

Pembangunan projek ini diharapkan dapat membantu para pensyarah untuk


mempelbagaikan cara mengajar dan memudahkan proses P&P supaya pelajar mudah
untuk memahami konsep projek akhir mereka. Penghasilan reka bentuk projek ini
juga diharapkan mampu menarik minat pelajar dengan lebih mendalam kepada
kursus-kursus didalam kejuruteraan elektrik secara khususnya dan kejuruteraan secara
am nya. Hasil pembangunan projek ini juga dapat membantu pelajar untuk lebih
memahami sistem didalam reka bentuk projek-projek yang ingin disampaikan oleh
mereka untuk Projek Tahun Akhir. Dengan ada nya pembangunan pemprosesan
565

Mikro ini juga dapat membantu individu yang baru menceburi didalam bidang
kejuruteraan elektrik untuk lebih memahami konsep elektrik itu sendiri dimana projek
yang dibangunkan ini dapat memberi pendedahan kepada bentuk aplikasi yang
sebenar.

1.4

Skop Projek

Skop projek ini adalah seperti berikut:

a)

Projek ini tertumpu kepada kursus yang dijalankan untuk pelajar semester kelima dan ke-enam di Jabatan Kejuruteraan Elektrik di Politeknik Mukah
Sarawak.

b)

Pelajar tersebut terdiri daripada kursus Diploma Kejuruteraan Elektrik

c)

PCB yang dibangunkan hanya menggunakan 1 lapisan(layer) kuprum sahaja.

d)

Projek ini menggunakan PIC18F4550 sepetimana yang menepati kehendak


silibus.

2.0

METODOLOGI PROJEK

Pada zaman sekarang, pengawalmiko telah dihasilakan dengan pelbagai oleh


pengilan-pengilang di seluruh dunia. Diantaranya adalah pengawalmikro yang
dihasilkan oleh Motorola, Atmel dan Microchip. PIC18F4550 hasil pengeluaran
Microchip telah dipilih dalam pembangunan projek kali ini adalah adalah kerana ia
dianggap bersesuaian dengan pengaturcaraan yang akan digunakan. Perisian
Microchip mempunyai perisian yang boleh dimuat turun secara percuma di laman
sesawang.

Rajah 1 menunjukan salah satu perisian yang akan digunakan semasa pembangunan
projek ini.

566

Rajah 1: Perisian Microchip

Selain daripada itu juga, PIC18F4550 merupakan salah satu pengawal mikro
antara yang termurah dipasaran, mempunyai fungsi aplikasi yang luas, kualiti
penghasilan yang baik, menggunakan teknologi yang terkini serta ianya mudah
didapati.

PIC18F4550 ini juga telah dipilih sebagai pengawalmikro utama untuk projek
ini kerana telah banyak pengaturcaraan yang telah dibangunkan oleh Microchip.
Perisian-perisian yang telah dibangunkan ini juga mudah untuk didapati dan dimuat
turun secara percuma dilaman sesawang sebagai rujukan didalam penghasilan projek
yang diperlukan. Disini ia boleh dibayangkan sebagai penyelesaian yang sangat baik
bagi permasalahan semasa melaksanakan pengaturcaraan bagi pengawalan proses
yang berbeza di dalam industri mahupun penggunaan domestik. Rajah 2 menunjukan
bentuk fizikal PIC18F4550 yang digunakan untuk pembangunan projek ini.

Rajah 2: Bentuk fizikal PIC yang digunakan

567

2.1

Reka bentuk kajian

Reka bentuk kajian terbahagi kepada tiga bahagian/jenis:


a)

Kuantitatif

b)

Kualitatif

c)

Gabungan

Ketiga-tiga bentuk kajian ini mempunya cara perlaksanaan tersendiri. Bagi


kajian yang dijalankan dalam pembangunan projek kali ini, kajian secara kualitatif
telah diambil sebagai bentuk kajian yang dilaksanakan.

Kajian kualitatif adalah kajian yang menggunakan maklumat/data yang


bersifat kualitatif. Data kualitatif diperoleh dengan cara pemerhatian, temubual,
analisis dokumen atau apa-apa cara untuk mendapatkan data yang lengkap.

2.2

Pengumpulan data

Kajian telah dijalankan di Jabatan Kejuruteraan Elektrik, Politeknik Mukah


Sarawak. Seramai 57 orang pelajar/peserta kajian tahun akhir yang mengikuti kursus
Projek Tahun Akhir terlibat sebagai sampel kajian ini.

568

5 set eksperimen telah disediakan sebagai medium perantaraan diantara


penyelidik dan sampel kajian dalam proses temubual yang akan dilaksanakan. Kajian
akan dijalankan semasa sampel kajian/pelajar melaksanakan eksperimen tersebut.

Analisis data kualitatif adalah cara perlaksanaan yang dilakukan dengan


menggunakan data, mengorganisasikan data, memilih menjadi satuan yang dapat
dikelola, mensintesiskanya, mencari dan menemukan pola, menemukan apa yang
penting dan apa yang dipelajari dan memutuskan apa yang dapat diceritakan kepada
orang lain. (Bogdan & Biklen,1982).

Diantara persoalan yang ditimbulkan semasa perlaksanaan eksperiment


tersebut adalah pemahaman pelajar secara teori, pemahaman pelajar secara amali,
pengetahuan semasa dan selepas menjalankan eksperimen.

Pemerhatian kepada prosedure perlaksanaan eksperimen juga dilaksanakan.


Diantaranya adalah proses meneliti situasi atau kejadian secara kritikal seperti
tingkahlaku, keadaan persekitaran dan sebagainya. Perlaksanaan secara sistematik
juga diperhatikan dimana arahan perlaksanaan eksperiment telah diberi.

3.0

KEPUTUSAN DAN PERBINCANGAN

Kaedah perlaksanaan eksperimen dimulakan dengan penghasilan atau


penulisan program dengan menggunakan perisian Microchip. Program yang
dihasilkan hendaklah menggunakan bahasa pengaturcaraan C serta disimpan dengan
menggunakan fail C. Sebagai contohnya, dengan nama fail ProjectA.C. Selepas
itu, penghimpunan akan menukar ProjectA.C ini kepada fail .hex, contohnya
ProjectA.hex. dan akhirnya, ProjectA.hex ini akan dimuat turun ke dalam
pengawalmikro PIC menerusi perkakasan PIC Kit2.

Daripada proses pemerhatian yang dilaksanakan, pengawalmikro PIC


menerusi perkakasan PIC Kit2 ini mampu meningkatkan pengetahuan pelajar tentang
penggunaan PIC18F4550 serta proses dalam membangunkan sistem elektonik secara
praktikal.

569

Semasa menjalankan eksperimen juga, pelajar dilihat kerap merujuk kepada


arahan yang telah diberi bagi memastikan mereka melaksanakan eksperimen dengan
betul.

a)

Eksperimen 1

Aturcara

pertama

yang

dibangunkan

dengan

menggunakan

perisian

Microchip adalah mengawal lampu 2 LED 3V dengan menggunakan alat kawalan


jauh tanpa wayar.

Output digital untuk LED tersebut adalah disambungkan pada PORTB modul
pengawal ini. Manakala bahagian input disambungkan pada kawalan PORTA.

Program ini ditulis untuk menunjukan bagaimana kita mampu mengawal 2


LED dalam satu masa dengan menggunakan satu alat kawalan jauh tanpa wayar.

b)

Eksperimen 2

Aturcara kedua pula adalah mengawal arah pergerakan motor 12V DC dengan
menggunakan alat kawalan jauh tanpa wayar. Motor tersebut juga akan menggunakan
2 jenis bekalan kuasa, samada dari punca kuasa domestik (240VAC) ataupun battery
12V.

Ujikaji ini akan menerangkan bagaimana motor 12VDC dapat dihidupkan


dengan menggunakan Microchip, battery mahupun bekalan kuasa domestik.

c)

Eksperimen 3

Sensor warna adalah diantara satu aturcara yang telah dibangunkan untuk
projek ini, dimana satu program telah ditulis bagi membezakan warna objek yang
dilalukan di atas sensor warna tersebut.

570

Perbezaan warna ini juga akan di perlihatkan pada paparan skrin LCD yang
turut dibangunkan. Ujikaji ini mampu mengajar penggunak tentang penggunaan LCD
dan juga sensor warna.

d)

Eksperimen 4

Sensor pergerakan juga telah dibangunkan sekali di dalam projek kali ini
dimana setiap kali sensor tersebut mengesan pergerakan, LCD akan memaparkan
Movement Detected pada skrin.

Ujikaji kali ini hanya membolehkan pelajar untuk memahami konsep sensor
pergerakan , dimana input dan output sesuatu sensor itu memberikan maklumat yang
diperlukan sebelum paparan pada LCD dihasilkan.

e)

Eksperimen 5

Ujikaji yang kelima pula menunjukan cara dan kajian tentag litar 240VAC
yang boleh dikawal dengan menggunakan alat kawalan jauh.

Satu Solid State Relay akan disambungkan pada bahagian output Microchip,
pada PORTB, bagi menentukan bilakan bekalan kuasa AC boleh digunakan.
Penulisan program juga mengambil kira input daripada alat kawalan jauh dimana data
yang dihantar oleh alat kawalan jauh akan menentukan Solid State Relay
membenarkan arus elektrik 240VAC untuk mengalir dan seterusnya menghidupkan
alatan elektrik dan elektronik.

3.1

Had Projek

Perisian

MIcrochip

yang

beroperasi

dalam

LITE

MODE

hanya

membenarkan pengguna untuk menulis aturcara asas sahaja dan ini menyebabkan
keupayaan Modul Pengawal ini terhad dalam menghasilkan lebih banyak aturcara
program yang canggih.

571

4.0

CADANGAN

Berdasarkan kepada projek yang dijalankan, beberapa cadangan boleh


dipertimbangkan oleh pihak yang berkenaan.

a)

Menghasilkan satu tambahan litar antaramuka yang boleh digunakan


bersama dengan Modul Pengawal ini.

b)

Menghasilkan satu rekabentuk baru yang boleh menyokong perkakasan


komunikasi seperti USB dan rangkaian dan kad memori.

c)

Membuat penyelidikan berkenaan kebolehtahanan produk ini di dalam proses


P&P di politeknik Malaysia.

5.0

KESIMPULAN

Dengan adanya projek ini, maka tugas penerangan semasa perlaksanaan P&P
untuk kursus Projek Tahun Akhir Pelajar (EE501 & EE601) lebih mudah untuk
dilaksakan. Dengan menepati silibus yang dikeluarkan oleh pihak KPTM, penggunaan
Microchip ini amat sesuai untuk pengajaran.

Pembangunan 5 eksperimen ini mampu mempertingkatkan lagi pemahaman


pengguna tentang sistem dan operasi elektrik dan elektronik. Dimana sistem data
output dan input mampu mengawal perkakasan elektrik dan arus tenaga kuasa.

Sehubungan itu juga, kit yang dibangunkan ini juga diharapkan mampu
dinaiktarafkan serta dipertingkatkan kebolehan dalam perlaksaan eksperimen yang
mampu mebawa kepada manafaat kepada pengguna. Ini kerana seperti yang kita tahu,
penggunaan Microchip ini sangat luas untuk dikaji bersama.

RUJUKAN
Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An
introduction to theory and methods. Boston: Allyn and Bacon, Inc.

572

Chong Man Lung, Mohamad Zamri Bin Jamil, Zulkefli Bin Iberahim (2013)
Pembangunan PIC18FXXXX Trainer Malaysia: PMU DIGEST
Dogan Ibrahim(2008). Advanced PIC Microcontroller Projects in C.U.S.A: Newnes
Han Way Huang (2005).PIC18 PIC Microcontroller - An Introduction to Software
and Hardware Interfacing. U.S.A: Thomson
Mok Soon Sang. (2002). Psikologi pendidikan untuk kursus Diploma Perguruan
Semester 3. Kuala Lumpur: Percetakan Sentosa Sdn. Bhd.
Muhammad Ali Mazidi, Rolin D. McKinlay, Danny Causey(2008). PIC
Microcontroller and Embedded Systems. New Jersey: Prentice Hall
Myke Predko(2008). Programming and Customising the PIC Microcontroller.
U.S.A.: McGraw-Hill
Tim Wilmshurst(2007). Designing Embedded Systems with PIC Microcontrollers
using C. Great Britain : Newnes.

573

PROMOSI BANDAR KOTA BHARU SEBAGAI PRODUK PELANCONGAN


NEGERI KELANTAN
Mohd Zamre bin Ab Rahman1, Rahimah bt Mat Jusoh2
1

Politeknik METrO Betong Sarawak, 2Politeknik Sultan Abdul Halim Muadzam


Shah

ABSTRAK

Bandar Kota Bharu telah dikenalpasti sebagai salah satu produk


pelancongan negeri Kelantan melalui peningkatan kempen dan promosi
produk pelancongan dengan lebih meluas agar keunikan Kelantan dan
produk pelancongannya terjaga dan terpelihara. Analisa terhadap 100
sampel telah dibuat dengan menggunakan perisian SPSS Versi 18. Borang
soal selidik yang digunakan mempunyai nilai kebolehpercayaan pada skala
Cronbach's Alpha 0.512 iaitu berada pada paras yang masih boleh
dipercayai dan diterima. Hasil penemuan mendapati masih terdapat destinasi
yang kurang dikunjungi pelancong dari luar negeri Kelantan dan ini
menunjukkan masih terdapat destinasi yang masih belum dieksploitasi
sepenuhnya. Oleh itu strategi pembangunan pelancongan bersepadu perlu
diadakan agar produk pelancongan yang berpotensi dapat diterokai dan
ditonjolkan agar mampu merealisasikan hasrat kerajaan negeri agar
perkembangan industri pelancongan dapat dimanfaatkan sepenuhnya.

1.0

PENDAHULUAN

Menurut Yahya Ibrahim, Sulong Mohamed dan Habibah Ahmad (2010)


kegiatan pelancongan telah lama wujud di negara ini. Kemasukan rakyat asing untuk
tujuan perdagangan dan keagamaan telah memperkenalkan negara ini ke dunia luar.
Kebangkitan industri pelancongan di negara ini bermula apabila pelancong dari dunia
barat menyedari bahawa terdapatnya keaslian, keindahan, keunikan, dan kelainan
yang tidak terdapat di tempat mereka serta kepelbagaian dan keunikan budaya
masyarakat di negara Asia Tenggara telah meniti di bibir para pelancong barat yang
telah datang sebelumnya. Walau bagaimanapun, perkembangan industri ini secara
574

teratur hanya bermula apabila kerajaan Malaysia menubuhkan Perbadanan Kemajuan


Pelancong Malaysia (TDC) pada 10 Ogos 1972.

Malaysia juga dipertanggungjawabkan untuk memperkenalkan ASEAN


sebagai destinasi pelancongan melalui semua rancangan penggalakan pasaran. Ia
merupakan suatu peluang bagi memajukan lagi industri pelancongan negara. Melalui
penglibatan kerajaan, maklumat penting telah dikumpul dan perkembangan industri
pelancongan dapat dikesan pertumbuhannya serta dapat dirancang dengan cara yang
lebih sistematik. Merujuk kepada hasrat kerajaan ingin menjadikan Malaysia sebagai
sebuah negara perindustrian yang maju sepenuhnya pada tahun 2020, pelancongan
juga telah dikenal pasti sebagai salah satu sektor utama yang menjadi sumber baru
dalam memangkin pembangunan sosio ekonomi negara. Menyedari hakikat ini, maka
pelancongan adalah merupakan sektor ekonomi yang berpotensi untuk dibangunkan
dan dipertingkatkan dalam mencapai Wawasan 2020 iaitu menjadi sebuah negara
maju dalam semua bidang. Haslina bt Chan @ Hassan (1995) menjelaskan selain
pihak kerajaan, sektor swasta juga harus bekerjasama untuk memajukan pelancongan,
rakyat juga mesti bersedia untuk memiliki sikap menyumbang kepada industri
pelancongan. Produk pelancongan yang boleh dianggap sebagai teras dalam
pembangunan pelancongan adalah elemen semulajadi, warisan, sejarah, kebudayaan,
buatan manusia dan membeli-belah. Namun wujud beberapa faktor yang
menyebabkan beberapa teras tidak dieksploitasi sepenuhnya yang boleh dirumuskan
berdasarkan kenyataan isu dan masalah berikut:

a)

Kelemahan sistem promosi dan sumber maklumat menyebabkan destinasi


yang menarik kurang mendapat sambutan yang menggalakkan daripada
pelancong.

b)

Kekurangan penyediaan kemudahan sokongan kepada pengunjung dan produk


pelancongan menyebabkan masyarakat kurang berminat untuk berkunjung dan
menjalankan aktiviti pelancongan.

c)

Keunikan budaya tempatan yang tidak dieksplotasi sepenuhnya menyebabkan


pelancong dan penduduk tidak mengetahui dengan lebih mendalam keaslian
warisan budaya yang dapat memperlihatkan keunikan identiti masyarakat dan
budaya.

575

Kajian ini dijalankan untuk melihat peningkatan imej bandar Kota Bharu
sebagai produk pelancongan utama bagi negeri Kelantan dan pemeliharaan imej
bandar Kota Bharu sebagai sebuah bandaraya yang mempunyai ciri unik dan
memelihara produk pelancongan. Beberapa objektif telah dikenalpasti untuk mencapai
tujuan kajian ini iaitu:

a)

Mengenalpasti sumber maklumat pelancongan yang dapat digunakan oleh


pihak berkuasa untuk mempromosikan dan mengetengahkan produk
pelancongan tempatan yang terdapat di kawasan kajian ke pasaran yang lebih
meluas.

b)

Membuat kajian terhadap kemudahan sokongan kepada pengunjung dan


produk pelancongan berdasarkan potensi sumber yang terdapat di kawasan
kajian untuk menjadi tarikan kepada pelancong untuk datang ke kawasan
kajian serta dapat memastikan industri pelancongan negeri dapat bergerak
dengan lancar.

c)

Mengenalpasti tahap penonjolan keunikan budaya tempatan yang boleh


menjadi tarikan warisan kepada produk pelancongan negeri Kelantan.

2.0

KAJIAN LITERATUR

Oka A.Yeoti (1988) menyatakan pelancongan adalah semua bentuk


perniagaan yang menyediakan barangan dan berbagai jenis perkhidmatan yang
memenuhi keperluan pelancong dan dengan demikian mengadakan hubungan dengan
pelancong di dalam urusan mereka sehari-hari. Bagi Judith Ruetsche (2006),
pelancongan adalah suatu sistem terbuka yang mempunyai hubungan dengan
persekitaran yang luas, elemen manusia sebagai pelancong, elemen kawasan iaitu
kawasan asal, kawasan persinggahan dan kawasan destinasi yang terpilih, elemen
ekonomi iaitu industri pelancongan dan elemen dinamik iaitu terdiri daripada individu
yang mengembara bagi tujuan berehat jauh dari tempat asal mereka selama lebih
kurang satu hari.

Menurut Swarbrooke, J (1998), produk adalah perkara yang kompleks dan


akan dihuraikan dalam pelbagai aspek. Produk adalah merupakan apa sahaja
576

penawaran ke dalam pasaran yang boleh digunakan atau diminta kebenaran untuk
memilikinya. Produk juga termasuklah di dalam bentuk fizikal, objek, perkhidmatan,
manusia, tempat, organisasi dan sebagainya lagi. Selain itu, produk juga adalah
pengeluaran yang boleh mendatangkan kebaikan, produk juga bukan sahaja barangan
tetapi perkhidmatan pelancongan juga termasuk di dalam produk yang merupakan
pengeluaran sesuatu produk yang dapat memberi keselesaan di dalam kehidupan.
Menurut beliau lagi, destinasi pelancong seperti di dalam negeri, antara wilayah dan
tempat peranginan yang istimewa merupakan sebahagian daripada produk
pelancongan, namun jika dilihat dari perspektif geografi perkhidmatan setiap kawasan
berbeza-beza mengikut jenis produk yang dipasarkan di kawasan tersebut.

Kemudahan merupakan elemen tarikan pelancongan yang berkaitan dengan


interaksi antara pelancong terhadap aktiviti yang dijalankan. Ianya adalah seperti
kemudahan asas yang diperlukan oleh pelancong sebagai elemen tarikan pelancong.
Elemen kemudahan yang untuk menjadi tarikan pelancong ialah penginapan,
pengangkutan, tempat membeli-belah, tempat rekreasi, dan sebagainya lagi.
Kemudahan infrastruktur dan kemudahan buatan yang dibina bukan hanya untuk
pelancong sahaja tetapi juga untuk masyarakat yang merangkumi kemudahan awam
seperti jalan, bekalan elektrik, bekalan air, kemudahan komunikasi, dan sebagainya
lagi untuk kesenangan kepada semua masyarakat dan pelancong.

Seterusnya daya tarikan kepada sesuatu tempat dan elemen kemudahan di


destinasi pelancongan yang disediakan akan memberi kesan kepada faktor
kemudahsampaian. Menurut Collier, Alan (2003) di dalam tesis Tren Kedatangan
Pelancong Ke Perlis bahawa :
Safe and efficient delivery of tourists, good access and accesibility to accomodation,
leisure and scenic products enhance the destinations experience. Transport delays,
congestion, difficuilties in finding destinations and un-coordinated services all detract
from our visitors enjoyment.

Faktor geografi yang berhampiran dengan destinasi tempat pelancongan bukan


faktor utama di dalam menentukan elemen kemudahsampaian kerana masa akan
menentukan waktu untuk sampai ke destinasi, jumlah kos perbelanjaan ke destinasi
577

dan kekerapan kenderaan ke destinasi tersebut. Kualiti bagi sesuatu produk


pelancongan akan menentukan penawaran terhadap destinasi tersebut. Oleh itu
kemudahsampaian tidak semestinya berkaitan dengan laluan fizikal tetapi juga lokasi
dan komponen pelancongan tersebut yang dapat memberi kebaikan.

Edward Inskeep (1996) menjelaskan Marco Polo telah mencatatkan pengembaraan


dan pemerhatian ketika perjalanan antara Eropah dan Asia yang merupakan sumber
maklumat yang penting kepada orang Eropah dan pusat Islam yang lain untuk
menjadi destinasi utama bagi jemaah haji. Menziarahi tempat suci masih lagi menjadi
dorongan perjalanan yang amat penting pada masa sekarang termasuklah ke beberapa
buah tempat yang sama seperti Rom, Baitulmuqaddis, Makkah dan banyak lagi
tempat suci Hinddu dan Buddha di Asia.

Industri pelancongan berkembang selepas Perbadanan Kemajuan Pelancongan


(TDC) di tubuhkan pada 10 ogos 1972 dan memperluaskan peranannya untuk
memastikan sektor ini menyumbang kepada pendapatan negara pada masa akan
datang. Setelah itu TDC telah mengorak langkah ke arah pembangunan pelancongan
dengan pelbagai startegi untuk mempromosi sektor pelancongan ke seluruh negara
dan persidangan antarabangsa telah di beri penekanan. Langkah ini di ambil adalah
untuk memupuk kesedaran di kalangan rakyat Malaysia untuk melancong dan
menggalakkan lebih ramai rakyat tempatan untuk bercuti di dalam negara dan bukan
bercuti di luar negara. Usaha ini dapat mempertingkatkan ekonomi negara dan
menghidupkan sektor pelancongan di sepanjang masa. Peningkatan pertumbuhan
pelancongan telah menyebabkan 500,000 pelancong pada tahun 1970 dan telah
bertambah lebih 205 peratus kepada 1,529,915 orang yang menjadikan jumlah
penerimaan sebanyak RM619 juta ke dalam Malaysia pada tahun 1980.

Berdasarkan sumber daripada Rancangan Fizikal Negara (RFN), pelancongan


merupakan satu salah satu aset negara yang mempunyai potensi yang besar di dalam
meningkatkan dan menaikkan taraf ekonomi negara iaitu dari segi pulangan
pendapatan kepada negara Malaysia. Penekanan yang terkandung di dalam strategi
fizikal negara adalah menitikberatkan kepentingan alam sekitar dan pemuliharan
kawasan tarikan semulajadi yang menekankan kepada produk pelancongan khusus
berdasarkan kelebihan lokasi dan sumber yang ada untuk diekploitasikan Selain itu
578

juga menyediakan kemudahan pelancongan dan infrastruktur yang berkualiti dan


mesra alam untuk keselesaan pelancong dan menjadi tarikan kepada pelancong. Oleh
itu dapat disimpulkan bahawa sasaran di dalam Rancangan Fizikal Negara (RFN)
lebih menekankan pelancongan yang berbentuk Eco-Tourism dan warisan sejarah di
mana sebarang aktiviti melibatkan Eco-Tourism dapat menyelamatkan dan
mengawal alam sekitar daripada ancaman pencemaran yang kian berleluasa masa kini
dan warisan sejarah dapat dipelihara untuk dikekalkan senibina bangunan bagi
menggambarkan betapa nilai sejarah disanjung dan dihayati oleh orang ramai
terutama generasi akan datang. Kawasan kajian juga akan diberi penekanan aktiviti
yang melibatkan pelbagai budaya asli dan warisan sejarah, kraf dan sebagainya yang
potensi untuk dijadikan produk pelancongan utama bandar Kota Bharu pada masa
akan datang.

Dasar Pembangunan Industri Pelancongan Negeri Kelantan telah digubal


bertujuan untuk menjadikan segala aktiviti pelancongan yang dirancang dan
dijalankan agar memesatkan perkembangan pelancongan di negeri ini dengan lebih
berkesan dan terkawal selaras dengan matlamat dan strategi pelancongan nasional.
Beberapa strategi pelaksanaan dasar telah dirangka iaitu :

a)

Penerapan dasar Islam dalam merancang, melaksana dan mengawal


pembangunan pelancongan.

b)

Peningkatan

kawalan

dan

penguatkuasaan

terhadap

amalan

agama,

kemasyarakatan, cara hidup, seni dan budaya bagi menonjolkannya sebagai


imej tempatan selaras dengan kehendak Agama
c)

Memberi kesedaran kepada media massa bahawa pelancongan juga adalah


satu ibadah dan membentuk persefahaman dan keselarasan dengan semua
pihak dan agensi yang terlibat.

d)

Penambahbaikan perkhidmatan semua pihak ke arah memajukan sektor


pelancongan.

e)

Kawalan produk dan premis pelancongan demi mengelakkan keadaan


penawaran melebihi permintaan

f)

Peningkatan kemudahan prasarana ditempat tumpuan pelancong.

g)

Penglibatan pelabur luar dengan syarat-syarat yang tidak merugikan kedua-dua


pihak dan peruntukan kewangan yang mencukupi.
579

Dalam konteks Draf Rancangan Tempatan Jajahan Kota Bharu, pelancongan


perlu digalakkan sebagai satu industi penting yang boleh menyumbang ke arah
pembantukan sumber pertumbuhan pembangunan sosioekonomi menerusi kaedahkaedah yang berikut :

a)

Memperbanyakan

kemudahan

infrastruktur

yang

dapat

membekalkan

persekitaran pelancongan yang baik dan mesra pelancong.


b)

Mempergiatkan langkah-langkah susulan yang meluas dan inovatif untuk


mengukuhkan imej bandar Kota Bharu sebagai salah satu destinasi
pelancongan yang menarik.

c)

Menumpukan kepada aktiviti yang berasaskan kebudayaan cara hidup


tradisional masyarakat di bandar Kota Bharu yang kaya dengan pelbagai adat
dan tradisi mereka.

d)

Meningkatkan tahap kemudahsampaian dan kemudahan asas pelancongan.

e)

Memperkukuhkan kawasan membeli-belah di kawasan bandar Kota Bharu


dengan menawarkan pelbagai produk, program dan aktiviti yang bertaraf
antarabangsa

bagi

menggalakkan

kedatangan

pelancong-pelancong

antarabangsa.
f)

Memelihara bangunan-bangunan warisan dan bersejarah yang terdapat di


bandar Kota Bharu yang menekankan aspek pendidikan bagi memperkenalkan
warisan dan sejarah Negeri Kelantan dan masyarakatnya kepada pelancong.

Secara kesimpulannya, pelancongan merupakan sistem yang melibatkan


aktiviti pergerakan pelancong dari satu destinasi ke destinasi yang lain di mana
pelancongan tidak mengkhusus menjalankan aktiviti tertentu malah setiap perjalanan
yang dibuat dikategorikan sebagai aktiviti yang menyumbang kepada industri
pelancongan. Oleh itu pelancongan merupakan suatu bidang yang meluas
pemahamannya di mana melibatkan pelbagai justifikasi dan komponen-komponen
yang terkandung di dalam produk pelancongan. Produk pelancongan ini secara tidak
langsung akan menyumbang kepada hala tuju pembangunan dan imej kawasan kajian
yang telah dikenalpasti mempunyai produk-produk sedemikian dan berpotensi untuk
diketengahkan.

580

3.0

METODOLOGI

Kajian yang dijalankan ini adalah kajian yang berbentuk deskriptif atau
tinjauan yang mengimplementasikan penglibatan data secara kuantitatif iaitu
melibatkan pengambilan data menggunakan instrumen soal selidik. Instrumen ini
telah dibahagikan kepada tiga bahagian, iaitu bahagian A, B dan C. Bahagaian A
merangkumi profil dan latar belakang pengunjung, bahagian B mengandungi 7 item
ciri-ciri perjalanan pengunjung dan bahagian C mengandungi 13 item pandangan
pengunjung terhadap pelancongan bandar Kota Bharu. Tempat kajian yang dijalankan
adalah di sekitar destinasi pelancongan di bandar Kota Bharu, iaitu ibu negeri
Kelantan. Populasi kajian ini terdiri daripada pelancong dan pengunjung yang
mengunjungi destinasi pelancongan berkenaan, seramai 100 responden telah dipilih
untuk kajian ini. Dapatan kajian yang diperolehi telah dianalisis dengan menggunakan
perisian Statistical Package for Social Science (SPSS Versi 18). Pemilihan ini adalah
untuk memudahkan menyimpan, mengolah, mencapai, mengira dan mengubah data
serta mampu membina laporan. Kaedah pemerhatian juga dilakukan secara tinjauan
visual.

Analisis visual ini merupakan satu kaeadah yang dijalankan melalui


pemerhatian dan pencerapan ke atas setiap elemen yang mempengaruhi produk
pembangunan pelancongan. Menurut Kamus Dewan Bahasa dan Pustaka (1989),
pengamatan atau pemerhatian bermaksud pengawasan atau penelitian. Proses
seterusnya adalah mencerap visual yang diperolehi ke atas kertas dalam bentuk
lukisan, penulisan dan melalui foto yang diambil melalui kamera digital untuk tujuan
analisis visual. Jumlah sampel yang disasarkan adalah sebanyak 322 berdasarkan
kepada formula yang dikemukakan oleh Krejcie & Morgan (1970) dan Cohen (2001)
ke atas jumlah pelancong yang mengunjungi Kota Bharu dalam sehari iaitu 2,000
(Rancangan Tempatan Kota Bharu). Memandangkan perancangan masa kajian selama
dua hari sahaja, maka hanya 100 borang soal selidik yang dapat diedar dan
dikembalikan.

581

4.0

DAPATAN KAJIAN

Seramai 100 responden yang terlibat dalam kajian ini terdiri daripada
pengunjung yang berkunjung ke destinasi-destinasi pelancongan yang telah dipilih di
sekitar bandar Kota Bharu. Sebanyak 59% responden adalah daripada kaum Melayu
diikuti Cina (31%) dan India (10%). Ini menunjukkan kaum Melayu lebih ramai
mengunjungi bandar Kota Bharu berbanding dengan kaum yang lain.

Jadual 1 : Komposisi Kaum Pengunjung Ke Kota Bharu


Jantina

Kaum

Jumlah

Melayu

Cina

India

Lelaki

17 (28.8%)

16 (51.6%)

5 (50.0%)

38 (38.0%)

Perempuan

42 (71.2%)

15 (48.4%)

5 (50.0%)

62 (62.0%)

59 (100.0%)

31 (100.0%)

10 (100.0%)

100 (100.0%)

Jumlah

Responden yang berkunjung di kawasan kajian yang berumur di antara 18


hingga 30 tahun merupakan kelompok pengunjung terbesar berbanding peringkat
umur yang lain iaitu sebanyak 49%. Manakala golongan umur yang kurang adalah 55
tahun ke atas (3%). Ini menunjukkan bahawa faktor golongan remaja dan dewasa
paling ramai yang berkunjung ke bandar Kota Bharu kerana mempunyai daya
keupayaan yang lebih dari segi masa, tenaga, kewangan dan lebih mengemari
kunjungan yang bersifat rekreasi pasif dan aktif.

Majoriti pengunjung adalah datang dari luar bandar Kota Bharu iaitu 62% dan
25% daripadanya adalah pengunjung dari luar negeri Kelantan. Ini menunjukkan
bandar Kota Bharu adalah kawasan tumpuan sama ada dari penduduk tempatan
mahupun penduduk luar bandar Kota Bharu. Statistik Ini juga disebabkan hanya
pengunjung dalam daerah Kota Bharu dan dalam negeri Kelantan yang banyak
mengetahui kewujudan destinasi pelancongan dan tidak mustahil jika kebanyakan
responden terdiri daripada pengunjung dalam negeri Kelantan sahaja. Selain itu,
terdapat juga pengunjung yang datang dari luar negeri Kelantan contohnya seperti
Terengganu, Perak, Pahang dan sebagainya sebanyak 25 orang (25%). Namun bandar
Kota Bharu juga telah menerima ketibaan pelancong dari luar Negara seperti

582

Thailand, Singapura, Indonesia dan sebagainya sebanyak 1 orang (1%). Sebanyak


46% responden yang berkunjung ke bandar Kota Bharu terdiri daripada golongan
berpendidikan dan mempunyai Diploma, Sarjana Muda, Sarjana dan PhD. Ini
menunjukkan faktor pendidikan mendorong pengunjung untuk membuat perjalanan
dengan pelbagai tujuan untuk meluaskan pengalaman dan menimba pengalaman baru
serta untuk merehatkan minda setelah bertugas kerana kebanyakan pengunjung adalah
terdiri daripada golongan yang bekerja

SUMBER MENDAPATKAN
MAKLUMAT PELANCONGAN
9%
10%

6%

Agensi Pelancongan

22%

42%

Internet

11%

Surat Khabar/
Majalah/ Pamplet
Rakan/ Saudara Mara
Televisyen Dan
Radio
Buku Panduan
Pelancongan

Rajah 1: Sumber Mendapatkan Maklumat Pelancongan

Merujuk Rajah 1, rata-rata responden mendapatkan sumber maklumat


destinasi pelancongan di bandar Kota Bharu adalah melalui rakan atau saudara mara
iaitu sebanyak 42.0 peratus. Ini adalah kerana rakan-rakan atau saudara mara
merupakan sumber yang paling efektif untuk mendapatkan maklumat dengan cepat
dan mudah. Bagi responden yang berasal di sekitar kawasan kajian mereka sudah arif
dan mengetahui tentang kawasan kajian dengan lebih mendalam, tetapi bagi
pengunjung luar kawasan kajian pula mereka tidak berpeluang untuk mengetahui
maklumat ini dan akan berurusan dengan agensi pelancongan tempatan untuk
memperolehi informasi tentang destinasi pilihan mereka iaitu hanya 22.0 peratus
sahaja. Ini menunjukkan wujud kelemahan dalam aspek promosi dan sumber
maklumat yang menyebabkan destinasi yang sepatutnya dikunjungi mendapat kurang
pengunjung dan pelancong. Majoriti responden (75%) mempunyai pengetahuan yang
sedikit mengenai destinasi pelancongan di Kota Bharu, 16% tidak tahu langsung
adanya destinasi pelancongan dan hanya 9% sahaja yang mengetahui adanya destinasi
pelancongan di bandar Kota Bharu.
583

Jadual 2 : Kekerapan Berkunjung Ke Bandar Kota Bharu


Kekerapan Berkunjung

Bilangan

Peratus (%)

Pertama kali

25

25.0%

2 Hingga 5 Kali

57

57.0%

6 Hingga 10 Kali

11

11.0%

Lebih 10 kali

7.0%

Jumlah

100

100.0%

Merujuk Jadual 2, daripada jumlah keseluruhan responden, 57% daripada 100


orang responden telah mengunjungi bandar Kota Bharu lebih daripada dua kali.
Majoriti daripadanya adalah terdiri daripada pelancong tempatan. Ini menunjukkan
bahawa kawasan kajian menerima pelawat ulangan yang tinggi khususnya daripada
pengunjung dari dalam Kota Bharu. Sebanyak 25% merupakan pengunjung yang
pertama kali berkunjung ke kawasan kajian. Ini membuktikan bahawa usaha
mempromosikan destinasi-destinasi tarikan pelancongan di bandar Kota Bharu
menerusi bahan-bahan bercetak secara formal atau tidak formal tidak diperluaskan
dan dihebahkan dengan lebih meluas lagi.

Kebanyakan responden menggunakan pengangkutan sendiri untuk sampai ke


destinasi pelancongan di bandar Kota Bharu iaitu sebanyak 55%. Rata-rata responden
menggunakan kenderaan sendiri seperti menaiki kereta, motosikal, van dan
sebagainya

kerana

keseluruhan

destinasi

pelancongan

tidak

menyediakan

perkhidmatan pengangkutan awam yang sepenuhnya untuk terus sampai ke destinasi


kunjungan mereka walaupun dalam jangkamasa perjalanan yang tidak lama.

584

Jadual 3 : Perkaitan Antara Tempat Menginap Dan Tempoh Menginap


Tempoh Menginap
Tempat Menginap

2 Hari

3 Hari

4 Hari

3 Malam

Malam

Malam

62.5%

39.1%

Hotel

37.5%

Chalet/Resort

Jumlah

Seminggu

Tiada

25.0%

75.0%

23.0%

47.8%

75.0%

20.0%

4.3%

1.0%

Homestay

8.7%

25.0%

3.0%

Tidak Menginap

100.0%

53.0%

100.0%

100.0%

100.0%

100.0%

100.0%

100.0%

Rumah Rakan /
Saudara

Di Mana-mana
Jumlah

Berdasarkan Jadual 3, rata-rata responden yang melawat destinasi pelancongan


di bandar Kota Bharu tidak menginap di mana-mana iaitu 53%. Ini kerana
kebanyakkan responden yang berkunjung ke destinasi pelancongan di bandar Kota
Bharu adalah terdiri daripada responden sekitar daerah Kota Bharu dan dalam negeri
Kelantan sahaja lazimnya yang akan membuat perjalanan jenis lawatan harian sahaja.
Namun ada juga responden yang menginap di rumah rakan atau saudara iaitu
sebanyak 23% sahaja. Manakala menginap di Hotel adalah sebanyak 20% dan
menginap di Homestay adalah sebanyak 3% serta Chalet atau Resort adalah sebanyak
1% sahaja.

Merujuk Jadual 4, aktiviti yang dilakukan semasa berkunjung ke destinasi


pelancongan berkaitan dengan tujuan perjalanan pengunjung ke destinasi pelancongan
tersebut. Tujuan perjalanan responden kebanyakannya ke kawasan kajian untuk
bercuti sahaja dan lazimnya hanya aktiviti berjalan-jalan dan berehat sahaja yang akan
dilakukan iaitu 54%. Ini diikuti tujuan menjalankan aktiviti akademik seperti
membuat penyelidikan, pembelajaran dan sebagainya iaitu 52.9%. Ini menunjukkan
pengunjung yang datang ke bandar Kota Bharu hanya untuk bersiar-siar, lawatan ke
tempat pengajian agama atau ceramah agama, membeli-belah dan atas urusan
perniagaan sahaja. Ini menyebabkan kawasan kajian kurang mendapat sambutan
585

terutama daripada pelancong Malaysia mahupun pelancong asing datang ke bandar


Kota Bharu.

Jadual 4 : Perkaitan Tujuan Perjalanan Dengan Aktiviti Yang Dilakukan Semasa


Berkunjung
Aktiviti Yang Dilakukan Ketika Berkunjung

Jumla

Berjalan

Menjalan

Berman

Membe

Lawatan

Tidak

Tujuan

kan

di-

li-

Ke Tempat

Melakuk

Perjalana

jalan

Kajian

manda

belah

Pengajian

an

dan

dan

Agama

Sebaran

Berehat

Berkela

Aktiviti

Membuat

Penyelidik

(52.9%)

(16.7%)

11

(10.0%)

(11.0

an

%)

Akademik
Bersiar-

siar

(28.6%)

(11.8%)

(30.0%

(23.1%)

(20.0

)
Bercuti

%)

14

37

(66.7%)

(23.5%)

(50.0%)

(40.0%

(26.9%)

(10.0%)

(37.0

)
Urusan

20

Perniagaan

(11.8%)

%)

10

(5.0%)

(7.7%)

(50.0%)

(10.0
%)

Membeli-

belah

(33.3%)

(25.0%

(34.6%)

(16.0

)
Melawat

Rakan/

(4.8%)

Saudara
mara

586

16

%)
2

(7.7%)

(30.0%)

(6.0%)

Jumlah

21

17

20

26

10

100

100.0%

100.0%

100.0%

100.0%

100.0%

100.0%

100.0
%

Jadual 5: Perkaitan Antara Sebab-Sebab Pelancongan Bandar Kota Bharu Memberi


Impak Positif
Sebab-Sebabnya

Adakah Pelancongan Di Bandar Kota Bharu Memberi Impak

Pelancongan Bandar
Kota Bharu Memberi

Ya

Tidak

Jumlah
%

Bilangan

Bilangan

14.5

2.6

10

10.0

28

45.2

28

28.0

20

32.3

2.6

21

21.0

8.1

2.6

6.0

Impak

35

92.1

35

35.0

Jumlah

62

100.0

38

100.0

100

100.0

Impak Positif
Mempunyai Sumber
Pelancongan Yang
Menarik
Penyediaan Aktiviti
Pelancongan Yang
Menarik
Suasana Persekitaran
Yang Indah
Berupaya Menyediakan
Peluang Pekerjaan
Tidak Memberi Sebarang

Merujuk Jadual 5, sejumlah 62 orang responden (62.0%) telah bersetuju


bahawa pelancongan di bandar Kota Bharu berupaya memberi impak positif dalam
pembangunan masa hadapan. Ini kerana pembangunan pelancongan di Bandar ini
bukan sahaja bepotensi meningkatkan imej setempat malah menyediakan pelbagai
aktiviti pelancongan yang menarik iaitu 28%. Kepelbagaian aktiviti pelancongan
dapat menarik ramai pegunjung untuk datang ke destinasi pelancongan di bandar Kota
Bharu

secara

berulang

bersama-sama

dengan

keluarga

atau

rakan-rakan.

Kepelbagaian sumber pelancongan yang terdapat seperti produk pelancongan yang


menarik ini secara tidak langsung akan meningkatkan taraf hidup masyarakat
587

tempatan dalam konteks penyediaan peluang-peluang pekerjaan yang baru iaitu 6%.
Keunikan kebudayaan tidak ditonjolkan sepenuhnya kepada pengunjung dan
penduduk tempatan. Ini menyebabkan pengunjung dan penduduk tempatan tidak
mengetahui tentang keunikan seni dan budaya yang terdapat di negeri Kelantan.
Keunikan kebudyaan seharusnya ditonjolkan agar keseniaan dan budaya tidak luput
begitu sahaja serta mempunyai tarikan yang tersendiri.

Penemuan yang diperolehi menunjukkan masih terdapat masalah dari segi


pengurusan pelancongan dan memerlukan perhatian yang serius dari pihak-pihak yang
terlibat. Pembaikan untuk meningkatkan tahap pembangunan produk pelancongan
pada masa akan datang perlu dilakukan segera. Selain itu, terdapat beberapa faktor
kawasan kajian sebenarnya mempunyai potensi kerana jumlah penduduk yang
semakin bertambah akan meningkatkan permintaan

terhadap pembangunan

pelancongan di kawasan kajian.

5.0

PERBINCANGAN

Pemasaran dan publisiti merupakan faktor penting di dalam pembangunan


pelancongan. Oleh itu pemasaran membolehkan pihak berkuasa mengambil tindakan
yang lebih sistematik dalam mengatur promosi dan pemasaran. Bukan pengunjung
sahaja yang sepatutnya menjadi sasaran pemasaran tetapi juga harus mengambilkira
pembangunan pelancongan yang berpotensi sepertimana yang telah ditegaskan oleh
Swarbrooke J (1998). Antara bahan-bahan promosi tersebut seperti :

a)

Video promosi akan mengambarkan semua tarikan pelancongan di kawasan


kajian. Di samping ia memaparkan sejarah, warisan kebudayaan, pakej-pakej
pelancongan dan sebagainya. Objektif dan misi pihak pengurusan juga boleh
dijelaskan untuk meningkatkan kesedaran mengenai peranan yang dimainkan
oleh agensi-agensi berkaitan dalam membangunkan pelancongan di bandar
Kota Bharu.

b)

Bagi pelancong yang baru melawat atau berkunjung ke Kelantan sudah


semestinya mereka akan mendapatkan peta petunjuk arah untuk ke destinasi
pelancongan yang terdapat di Kelantan. Oleh itu, penambahan tentang
588

kawasan pelancongan di bandar Kota Bharu boleh dimasukkan ke dalam peta


tersebut di samping dapat menambahkan lagi destinasi yang menjadi daya
tarikan di Kelantan.
c)

Pada masa kini masih belum ada brosur yang komprehensif bagi
mengambarkan tarikan destinasi pelancongan yang menarik di kawasan kajian.
Namun ada sesetengah destinasi pelancongan yang sudah mengeluarkan
brosur sendiri tetapi untuk diedarkan kepada pengunjung ke premisnya sahaja.

d)

Pada masa kini tiada destinasi yang memiliki laman web yang tersendiri bagi
memperkenalkan resort atau destinasi pelancongan kepada pelancong.
Manakala potensi destinasi pelancongan yang lain masih kekurangan saluran
mempromosikan produk, ini di sebabkan kekurangan kemahiran dan sumber
kewangan untuk mereka bentuk laman web sendiri.

e)

Acara khas merupakan landasan yang memberi peluang untuk berkomunikasi


dengan pengunjung yang ingin dijadikan sasaran. Acara khas ini boleh di
adakan pada masa-masa tertentu sepanjang tahun.

f)

Cenderamata merupakan alat perantaraan untuk mempromosikan sesuatu


destinasi pelancongan di mana lazimnya barangan yang sering dijadikan
cenderamata adalah seperti tuala, topi, baju, key Chain, pelekat, poster, barang
kraftangan dan sebagainya yang berupaya mengambarkan pengalaman,
suasana atau keindahan sesuatu pemandangan yang berupaya meningkatkan
keupayaan dan kesedaran melawat kawasan tersebut di samping memberi
pulangan pendapatan kepada pengusaha tempatan.

Keunikan kebudayaan tempatan perlu ditonjolkan. Cadangan ini adalah untuk


mempelbagaikan lagi aktiviti kebudayaan di kawasan kajian. Ia merupakan salah satu
langkah yang positf dan relevan yang harus dipergiatkan bagi menarik minat
pengunjung untuk datang ke kawasan kajian ini. Keunikan kebudayaan perlu
ditonjolkan dengan melakukan pelbagai aktiviti seperti penganjuran pertunjukkan
keseniaan, persembahan konsert, teater tradisional, pameran dan sebagainya. Dengan
itu pengunjung dan penduduk di negeri Kelantan akan lebih memahami kebudayaan
yang terdapat yang terdapat negeri Kelantan. Kebudayaan harus dikekalkan kerana
mempunyai keunikan yang tersendiri.

589

6.0

KESIMPULAN

Kawasan kajian merangkumi keseluruhan pusat bandar Kota Bharu yang


merupakan salah satu tindakan yang diambil untuk mencapai hasrat kerajaan negeri
untuk mengetengahkan lebih banyak produk pelancongan yang terdapat di bandar
Kota Bharu dengan mengambilkira potensi produk yang perlu dipromosikan mengikut
keperluan dan kepentingan. Tujuan kajian ini adalah untuk meningkatkan imej bandar
Kota Bharu sebagai produk pelancongan utama bagi Negeri Kelantan dalam
memelihara imej bandar Kota Bharu sebagai sebuah bandaraya yang mempunyai ciriciri Islam dan juga memelihara produk pelancongan. Selain itu mengetengahkan
destinasi yang berpotensi bagi mencapai hasrat kerajaan Negeri dalam merealisasikan
perkembangan Industri Pelancongan Negeri. Oleh itu, kajian ini juga secara tidak
langsung telah mengambil kira inisiatif ke arah membangunkan produk pelancongan
yang berpotensi untuk diketengahkan dan dijadikan sebagai produk pelancongan
negeri. Kajian ini berperanan untuk memajukan dan mambangunkan destinasi
pelancongan bagi menyahut saranan kerajaan negeri supaya produk pelancongan
dapat diketengahkan dan dalam membantu

usaha kerajaan

negeri dalam

mempromosikan produk pelancongan negeri Kelantan.

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Advanced English Dictionary (2003). English Malay Dictionary.AS Hornry. Penerbt


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Alister Manthieson Dan Geoffery Wall (1999). Pelancongan Impak Ekonomi, Fizikal
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Collier Alan (2003). Produk Pelancongan Bandar Warisan Untuk Pembangunan


Pelancongan. (terjemahan Ghafar Ahmad)

Dasar dan Strategi Pembangunan Pelancongan Negeri Kelantan daripada Pusat Kajian
Strategik Kerajaan Negeri Kelantan Darul Naim

Draf Rancangan Tempatan Jajahan Kota Bharu (2020)


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Haslina Bt Chan @ Hassan (1995). Kajian Perancangan Dan Pelaksanaan Kawasan


Pelancongan Berasaskan Pertanian, Kajian Kes : Tanjung Dawai, Kedah.
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UiTM)

Inskeep, Edward (1996). Tourism Planning An Integrated and Sustainable


Development Approach. Library Of Congress Cataloging in Publication Data,
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Krejcie, Robert V, Morgan, Daryle W. (1970). Educational And Psycological


Measurement.
Nor Azuana Binti Abu Bakar (2006) Tren Kedatangan Pelancong Ke Negeri Perlis
Tesis Ijazah UITM ( m.s 2,30,46,47,48)
Nor Hashima Binti Mohd Sharif (2005) Kesan Sosio-Ekonomi Penduduk Tempatan
Pulau Langkawi Hasil Daripada Pembangunan Pelancongan Kajian Kes :
Pantai Cenang Tesis Ijazah UITM ( m.s 25,34)

Oxforfd Fajar Advanced Learners (2000). English Malay Dictionary, AS hornry


Penerbt Fajar Bakti
Oka A Yoeti Ubahsuaian Abd Jalil Haji Anuar (1988) Pemasaran Pelancongan
diterbitkan oleh Dewan Bahasa dan Pustaka.Kuala Lumpur.

Rancangan Fizikal Negara (RFN)

Rancangan Malaysia Ke-10 ( m.s 154)


Siti Farhana Binti Sutino (2010) Kajian Keberkesanan Program Bandar Selamat
Sebagai Keselamatan Industri Pelancongan Di Bandaraya Johor Bharu Tesis
Diploma.( m.s 18).

591

Swarbrooke, John (1998). The Development And Management Of Visitor


Attractions (Second Edition). Reed Educational And Profesional Publishing
Ltd, Britain ( m.s 17).
Yahya Ibrahim, Sulong Mohamed dan Habibah Ahmad (2010). Pelancongan
Malaysia

Isu

Pembangunan,

Budaya, Komuniti

dan Persetempatan

diterbitakan oleh Universiti Utara Malaysia (UUM) ( m.s 2,15,16,18)

http://www.scribd.com/doc/17159153/Cara-Cara-Memajukan-Industri-Pelancongan

http://eprints.utm.my/10354/1/bab7.pdf

592

EFFECTS OF SINTERING SCHEDULE TO THE CHARACTERISTICS OF


Fe67Cr22Al11 ALLOY FORMED THROUGH WARM COMPACTION
Md. Mujibur Rahman1, Hendri Yani Rahman1, Darshan Namasivayam1
1

Universiti Tenaga Nasional

mujibur@uniten.edu.my, hendriyanirahman@gmail.com,
darshannamasivayam@gmail.com

ABSTRACT

This paper presents the effects of sintering schedule especially sintering


temperature and holding time to the characteristics of Fe67Cr22Al11 alloy
formed through warm compaction route. Pure iron (Fe), chromium (Cr), and
aluminum (Al) powders were measured and mixed according to Resisthom
140 alloy composition as reference. The mixed powder mass was compacted
at 200C and sintered in argon gas fired furnace at 600C, 750C, and 900C
for 30, 60 and 90

minutes.

The sintered products were subsequently

characterized by measuring the volumetric expansion, density, and flexure


strength. The microstructures of the sintered samples were also evaluated
through scanning electron microscopy (SEM). The volumetric expansion was
found to increase as the sintering temperature increased hence the sintered
density was found to decrease. The highest flexure strength was attained by
sintering the sample at a temperature of 900C for 60 minutes.

Key words: Powder metallurgy; sintering schedule; product characterization

1.0

INTRODUCTION

Powder metallurgy is a manufacturing process carried out to mass produce


metal components through compaction followed by sintering (Vagnon.A et. al, 2006).
In some cases the die used during compaction is heated up together with the powder
mass, this technique is known as warm powder compaction which has the capability
to produce components with a good exterior appearance as well as dimensional
tolerance (Rahman et. al, 2012). Over the years, there has been many advancements
593

on ferrous powder metallurgy as a cost effective and efficient processing technique to


manufacture near-net shape of sophisticated parts.

Fe-based alloys are light weight and have superior high temperature corrosion
resistance compared to other superalloys such as Ni-based and Co-based (Ngai,
Kuang & Li, 2007, Slimi.M

et.al, 2014).

Approximately, 90% of metallic

compounds produced in the world comprises of iron in its pure state due to favorable
mechanical properties such as toughness, ductility and strength (Smith & Hashemi,
2006). In the twentieth century, studies were conducted on the alloying of Fe, Cr and
Al elements which led to the research on the alloy classified as Al-Cr-Fe carried out in
the 1930s (Pavlyuchkov et. al, 2014), however in the current era similar elements are
being studied with iron being the base material in the form of Fe-Cr-Al. The Fe-CrAl alloy is currently utilized in various applications due to its good oxidation
resistance properties which can withstand temperatures as high as 1200C (Zhou et.al,
2007). Corrosion resistant for this alloy is provided by the formation of Al 2O3 which
provides a corrosion protection when utilized at high temperatures above 900C
(Zhang, Hou, Gesmundo & Niu, 2006).

The rate of the Al2O3 increases as the sintering time progresses due to the
oxidation of Al and would later on impede the bonding of the Fe and Cr grains by
enveloping the Fe and Cr grains (Zhou et.al, 2007). Additionally, the inclusion of the
Cr element would further enhance the mechanical properties of the alloy. From
previous studies (Ortega et.al, 2007), it was stated that the addition of Cr into a Fe-Al
compound significantly increased the yield and fracture strengths of the respective
alloy.

However, Al2O3 possess a very progressive growth rate and is

thermodynamically stable compound. This compound contains layers that provide


healing characteristics which act as heat resistant while enabling the alloy to resists up
to 1350C in strongly oxidizing atmospheres (Hindam & Whittle, 1982, Kofstad,
1988 & Stott, Wood & Stringer, 1995).

High sintering temperature and longer

holding time tend to increase the chances of the Fe-Cr-Al alloy to expand causing it to
crack and further lowering the strength of the alloy. Hence this research is conducted
to study the effects of varying sintering temperature and holding time to the
characteristics of Fe-Cr-Al alloy produced through warm compaction route.

594

2.0

MATERIALS AND METHOD

The metal powders were measured according to the Resisthom alloy


composition, i.e., 73 wt.% of Fe, 22 wt.% of Cr, and 5 wt.% of Al and was combined
to form 27 samples each weighing a total of 50g. The powder combination was
mixed in a SB 3 Stuart rotator for 30 minutes and at a rotating speed of 30 rpm. The
mixed powder mass was compressed in a T-15 warm powder compaction rig. The
compaction temperature was maintained at 200C with a constant pressure of 130 kPa
for all the samples. The green compacts were than sintered at varying sintering
conditions starting at a temperature of 600C followed by 750C and 900C with a
holding time of 30 minutes, 60 minutes, and 90 minutes for each sintering
temperature. The sintered samples were subsequently characterized by measuring the
volumetric expansion, density, and flexure strength.

The microstructures of the

sintered samples were also evaluated through scanning electron microscopy (SEM).

3.0

RESULTS AND DISCUSSIONS

The volumetric expansions are found to have an increasing trend with the
ascending sintering temperature. This can be observed Figure 1 where the highest
volumetric expansion was obtained by the samples that were sintered at 900C.
Although, the volumetric expansion escalades with the sintering temperature, there is
a slight drop of volumetric expansion at the sample sintered at 750C with a holding
time of 30 minutes which is 4.91% when compared to the sample sintered at 600C
with a holding time of 30 minutes (5.58%). It is believed that the expansion of the
sample is due to the elemental composition, particle size, green density, heating rate,
and temperature of processing, however the swelling effect can also be caused by the
formation of Fe2Al5 compound (Kang & Hu, 2004). There is a sudden rise in the
volumetric expansion at the sample sintered at 900C for 90 minutes which yielded an
expansion of 16.04%. The volumetric expansion also induced cracks on the surface
of the product (Figure 2).

595

Volumetric Expansion (%)

18
16
14
12
10
8
6
4
2
0

30 min

600C

60 min

90 min

750C

900C

Sintering Temperature (C)

Figure 1: Volumetric Expansion of

Figure 2: SEM Image of Sample Sintered

Fe67Cr22Al11 Alloy

at 900C for 90 Minuites

Figure 3 shows the changes in density from green to sintered density. It was
noticed that after the sintering process, the densities for all the samples declined. The
highest density drop was obtained by the sample sintered at 900C for 90 minutes
which yielded a change in density by 8.91%. There is a slight fluctuation for the
sample sintered at 750C for 30 minutes which obtained the lowest percentage of drop
in density, i.e., 4.19%.

When seen from a comparative perspective, the overall

density changes show a similar pattern with the volumetric expansion. The drop in
sintered density might be due to the volumetric expansion of the samples. Since the
density was measured based on the ratio between mass and volume of each sample,
high changes in volumetric expansion would produce a declination in sintered density.

The flexural strength shown Figure 4 can be said to be the inverse of the
density changes from Figure 3 for the sintering temperature of 750C, where the
highest flexural strength for this batch was obtained by the sample sintered at a
holding time of 30 minutes which yielded a flexural strength of 31.65 MPa which also
possess a lower density change and volumetric expansion.

As for the samples

sintered at 600C, the flexural strength follows the same pattern as the drop in density
where the highest strength was obtained by the sample sintered for 90 minutes. The
samples sintered at 900C shows a similar trend to that of the 750C sintered samples.
However, there are some fluctuations when comparing the results with the density
drop in Figure 3. The highest strength was obtained by the sample sintered for 60
596

minutes, i.e., 34.55 MPa. This particular sample also possess the lowest density
change for this batch. There are some fluctuations of flexural strength obtained for
the samples sintered for 60 minutes due to the different sintering temperature. This
fluctuations caused the induced cracks on the samples (Figures 5 - 7). The cracks are
resulted from the volumetric expansions which in return is caused the formation of the
Fe2Al5 compound and other factor mentioned earlier.

40
60 min

35

90 min
Flexural Stress (MPa)

30 min

Density Changes (%)

10
9
8
7
6
5
4
3
2
1
0

30 min

60 min

90 min

30
25
20
15
10
5
0

600C

750C

900C

600C

Sintering Temperature (C)

750C

900C

Sintering Temperature (C)

Figure 3: Density Changes of Green to

Figure 4: Flexural Strength of Sintered

Sintered Products

Samples

Figure 5: Sintered at

Figure 6: Sintered at

Figure 7: Sintered at

600C for 60 Minutes

750C for 60 Minutes

900C for 60 Minutes

597

5.0

CONCLUSIONS

Sintering schedule is found to affect the characteristics of sintered products


formed at above ambient temperature. As the sintering temperature increased, the
volumetric expansion is also found to increase.

The fluctuations of volumetric

expansion could be caused by elemental composition, particle size, and green density
of the samples. The declination of the sintered density is caused by volumetric
expansion, the higher the volumetric expansion the lower the sintered density. The
flexural strength is found to be inversely proportional to the change of density, higher
change in density causes the sample to have a low flexural strength. However, the
fluctuation in the results are caused by the cracks that propagated during the sintering
process.

Formation of cracks at the sample sintered 900C for 90 minutes are

observed. The sample sintered at 900C for 60 minutes showed the best result when
compared to other sintering parameters.

Acknowledgement

The authors would like to appreciate the Ministry of Education (MOE), Malaysia for
funding this research study under 20140117 FRGS.

REFERENCES

Vagnon, A., Lame, O., Bouvard, D., Michiel, M.D., Bellet, D. & Kapelski, G. (2006).
Deformation of steel powder compacts during sintering: Correlation between
macroscopic measurement and in situ microtomography analysis. Acta
Materialia, 54(2), 513-522.

Rahman, M.M., Nor, S.S.M., Rahman, H.Y. & Sopyan, I. (2012). Effects of forming
parameters and sintering schedules to the mechanical properties and
microstructures of final components. Materials and Design, 33, 153-157.

Ngai, T.L., Kuang, Y.-h. & Li, Y.-y. (2007). Warm Compaction forming of a bindertreated Fe-base material. Sino-Swedish Structural Materials Symposium,
14(5), 77-81.
598

Slimi, M., Azabou, M., Escoda, L., Suol, J.J. & Khitouni, M. (2014). Structural and
microstructural properties of nanocrystalline Cu-Fe-Ni powders produced by
mechanical alloying. Powder Technology, 266, 262-267.

Smith, W.F. & Hashemi, J. (2006). Foundation of material science and engineering,
New York: McGrow-Hill.
Pavlyuchkov, D., Przepirzyski, B., Kowalski, W., Velikanova, T.Y. & Grushko, B.
(2014). Al-Cr-Fe phase diagram: Isothermal sections in the region above 50
at% Al. CALPHAD: Computer Coupling of Phase Diagrams and
Thermochemistry, 45, 194-203.

Zhou, Y., Zuo, X.Q., Sun, J.H., Mei, J. & Sun, J.L. (2007). Effects of sintering
parameters on the structures of Fe-Cr-Al extruded honeycombs. Materials
Science and Engineering A, 457(1-2), 329-333.

Zhang, Z.G., Hou, P.Y. Gesmundo, F. & Niu, Y. (2006). Effect of surface roughness
on the development of protective Al2O3 on Fe-10Al (at.%) alloys containing 010 at.% Cr. Applied Surface Science, 253(2), 881-888.
Ortega, Y., Diego, N.D., Plazaola, F., Jimenez, J. & Ro, J.D. (2007). Influence of
Cr addition on the defect structure of FeAl alloys. Intermetallics, 15(2), 177180.

Hindam, H. & Whittle, D. (1982). Microstructure, adhesion and growth kinetics of


protective scales on metals and alloys. Oxidation of Metals, 18(5-6), 245-284.

Kofstad, P. (1988). High Temperature Corrosion. London/New York: Elsevier


Applied Science.

Stott, F.H., Woodm G.C. & Stringer, J. (1995). The influence of alloying elements on
the development and maintenance of protective scales. Oxidation of Metals,
5(8), 113-145.

599

Kang, H.Z. & Hu, C.T. (2004). Swelling behavior in reactive sintering of Fe-Al
mixtures. Materials Chemistry and Physics, 88(2-3), 264-272.

600

SMART CABIN WITH VOICE TECHNOLOGY SOLAR SYSTEM


Roland Munang1, Marcus A/k Lot2, Alester Gabriel Jakuil3.
1,2,3

Politeknik Kota Kinabalu.

roland.munang@gmail.com, marcushamzberg@yahoo.com, mrsphorose@yahoo.com

ABSTRACT

The reason for this project is to use sun energy for cabin power generation.
The sun provides solar energy for the cabin. The cabin is assumed to have
off-grid supply. This project is to make a light and fan to switch on and off,
by using voice recognition from user. This is to ensure how the smart cabin
is defined from the title of this project. The main objectives of the project are
firstly to use solar system in smart cabin for power generation. Second, is to
create smart cabin system powered by solar system. Third, is to use
microcontroller PIC18F4580 as a output channel for the output system. The
cabin control panel is uses a microcontroller to control the output which is
the fan and light. The fan is uses a DC motor to provide fan for user as it also
help to cool the working space. Besides that, the light is used for lighting
purpose as it help user to see clearer during night time. The solar have
limited sources during night time, because of the effect a battery power
supply is used to generate supply for the light and fan. The battery back-up is
separated differently as the microcontroller itself cannot supply current to
output because microcontroller only uses up to equal to +5VDC of supply.
The battery then can be use for night time. In conclusion, the future outcome
for this project is to create smart cabin that uses solar energy for its power
supply and voice technology to control all the system in the cabin not only fan
or light but many more to come.

1.0

INTRODUCTION

The sun is a wide uses for the human needs. As much as it is for the needs for
human, the sun is commonly uses for solar energy. Solar energy is a green energy
which it is safe to use and it is considered as alternative source for nowadays era.
601

Solar energy supply electric using a solar panel. For this project, solar panel is
installed to the cabin as it is uses to generate supply throughout the cabin. The solar
panel is then connected to separate section of load. The main supply goes to the
output of the microcontroller, which is fan DC motor and LED light. While in the day
time, the battery back-up is recharge in order to help generate energy for the fan and
light. Next, the fan and light itself cannot switch on or off without switches. For this
project, to create a smart cabin voice recognition is used to switch on and off the light
and fan. The voice is used as it is more convenient and it help user to make less
movement just switch on and off the light and fan from the switches.

2.0

PROBLEM STATEMENT

A study was being conducted on research in the internet. The project is using
voice recognition technology which is taken based on with a sparked idea from
monitoring and observation on human way of life nowadays. This project coined to
ease human as to engage appreciation on solar power function furthermore to use it
for working purpose like switching on the light and fan without going to push any
switches.

Thus, with the existence of this project it able facilitate more work to carried
out with long distance area perimeter and condition getting more complicated if the
user is doing something is heavy, they simple just say command by switching on
light and fan, either way by switching it off. The voice recognition act as a switch
which by mean it will help the user to turn-on light and fan with a command using
voice.

It helps for human as it will enlighten the work thus help to save time and
human energy. Data based voice recognition software also used to carry out the work
as it will help the microcontroller to the output which is the motor fan and light to
switch on. The solar panel is function as a supply to the microcontroller, DC motor
fan and light.

602

3.0

METHODOLOGY
Methodology is to aims to describe the process used in the Smart cabin with

voice technology solar system. Each selection and the actions performed during
project implementation will be clear until the project build is successfully generated.
Further explanation there are various procedures and method is used. Furthermore,
this block diagram will explain what is the steps and procedure to do this project
either its by software development and coding or hands-on. This block diagram will
be used to describe how the process will be carrying out for this project in Figure 3.1.

FIGURE 3: Procedure Block Diagram

In Figure 3 the block diagram, two MCU units are used. Firstly, the
microphone is used from the computer. The computer microphone port will received a
voice command from user. Then, the BitVoicer will collect data from the words
spoke. The words are setup by using special licensed software called the BitVoicer
from BitSophia. The command will send a signal to pin in Arduino. The Arduino
digital pin will be connected to PIC18F4580 input pin. As the command sent a high
signal to pin input.
603

The PIC18F4580 output pin will turn on an output, example the DC motor or
LED light. Since the MCU cannot handle larger than 5VDC, battery is used to
generate external source to output. During the day, the solar panel will recharge the
battery. As the battery, is used about 9VDC. The solar panel can generate up to
20VDC, and output power of 10Watt. The regulator functions to step down from 20V
to 9V.

4.0

EXPECTED RESULT

As in the block diagram has explained that this project is to help user inside
cabin to facilitate more work to carry out with long distance area perimeter and
condition getting more complicated if the user is doing something is heavy, they
simple just say command by switching on light and fan, either way by switching it off.
The expected result from this project is that the solar panel will generate supply to
microcontroller output. The user will speak and tell a command to voice recognition
and the output will switch on.

The user can also switch off the output by speaking out the command to
switch it off. During day time, the battery will be charged from solar panel. The
battery then will help to generate during night day. The main supply goes to
microcontroller output as it is used inside the cabin. The output is fan DC motor and
LED light. While in the day time, the battery back-up is recharge in order to help
generate for the DC fan motor and light LED. Next, the fan and light itself cannot
switch on or off without switches. For this project, voice recognition has come to the
very nearest way of giving a command by using any voice as long it is saying the
command that have been written in the voice schemes.

5.0

CONCLUSION

As in conclusion, from the methodology, this project is aiming not only


making the solar panel possible for human use. But also by encouraging human to be
outstanding in using a developed ways of operating a house or cabin system by using
voice recognition. The solar energy is endless ways of making it very useful for daily
use.
604

The solar panel can be used not only in smart cabin. But also in the house or
office. This project application can be further more advance in near future. Nurturing
human mind on saving more energy using alternative power. From this project, can
conclude that the BitVoicer is acted as the Data base for Arduino. The Arduino digital
output connected to PIC18F4580 digital input. The PIC18F4580 is used then to
control output. The solar panel is used to generate power to output.

As the MCU operating voltage is only 5VDC. So, there must be external
power source for the outputs. The battery is used for the external power source, as the
solar will recharge the battery. The solar panel first has to be step down from 20V to
9V. The solar panel has been tested and the maximum voltage generated is 20V on
peak days without the shadowing effect. Maximum power generated is 10Watt. Even
in Cytron description explained; example From our test, it will generate 18.5V,
500mA at 10.30am sunlight, in Malaysia clear sky. You should be able to get 20V,
650mA at maximum sunlight!

As in conclusion, this project can be done from the main objective and scope
which is to use solar energy for power generation, to create smart cabin using solar
power, use PIC18F4580 as output controller and use voice recognition data base
software which is the BitVoicer.

Hopefully, for the next innovation this project can be extended for more
various kind of useful outputs involving not only home or office use but also can use
in heavy industrial in robotic machine.

REFERENCES

Ieandro4b

(2012).

Speech

Recognition

with

Arduino.

Website:

http://www.instructables.com/id/Speech-Recognition-with-Arduino/

Ieandro4b (2012). Speech Recognition with BitVoicer and Arduino.


Website:http://www.instructables.com/id/Speech-Recognition-with-BitVoicerand-Arduino/

605

Microchip Inc (1998-2014). Data sheet PIC18F2480/2580/4480/4580. Website:


http://www.microchip.com/

BitVoicer

1.2

version

(2013).

User

Manual

(English).Website:

panel

10Watt.Website:

http://www.bitsophia.com/

Cytron

Technologies

(2015).

Solar

http://www.cytron.com.my/p-sc-18v-555ma/

606

SMART SOLAR TRACKING SYSTEM


Alan Chai Ngee Lung1, Joseph Anderwee James Ganui2, Alester G Jakuil3
1,2,3

Politeknik Kota Kinabalu

alanchai93@hotmail.com, andrewjoseph94@yahoo.com, alester@polikk.edu.my

ABSTRACT

The purpose of doing this project is to try obtaining the intensity of sunlight
and producing the maximum output of watt from the solar panel. The
instruments that use in this project are solar panel, microcontroller
PIC18F4580, sensors, motors, battery (power supply) and load. By using the
microcontroller PIC18F4580 to control the system, we can let the solar panel
to receive more intensity of sunlight compare to the stationary solar panel.

1.0

INTRODUCTION

Sun is a one of the most important component in this world. Without sun, it is
impossible for a human or living creature to live in this world. Humans nowadays feel
uncomforted about the global warming situation. Even this kind of situation bring a
lot of negative perception, they should have to think it through the positive way. One
of the way to reduce the global warming is to reduce the utilizing of electrical voltage
and change to a natural voltage source like wind, rain, tides, sunlight and geothermal
heats. So, the engineers try to create a new device that can convert the natural energy
to an electrical energy like solar panel for sunlight energy, wind turbines for wind
energy, water turbines. The problem that still exists now is the device that invests by
an engineer. For example, the solar panel that many of the users use is only in a one
way direction. If the sun located at the direction that is not perpendicular to the solar
panel, the power that can be generate is low compare to the solar panel when the sun
located exactly perpendicular to it. The sun is rotate from east to west but the highest
power that can be generate by the solar panel is when location of sun is perpendicular
to the solar panel. So the power that can be used in the night day is quite short.

607

So, the project that will do is called Solar tracking System. This is because
the sunlight can generate a clean and free power. This project helps for power
generation by setting the equipment to get maximum sunlight automatically. This
project will use a LDR (Light Dependant Resistor) sensor to sense the direction of
maximum intensity of light. This system will detect the maximum intensity of light.
When there is decrease in intensity of light, this system will automatically change it
direction using a stepper motor to get a maximum intensity of light. This system will
use a PIC18f4580 Microcontroller as a brain to operate this system and a stepper
motor to rotate the solar panel. This system is suitable to be used in home or small
factories that want to save their budget for a long term.

1.1

Objective Of The Project

The objectives of the Smart Solar Tracking System are:

a)

To generate electricity using solar power system.

b)

To develop the control system to control the solar panel.

c)

To control the solar angle to obtain maximum active power.

2.0

METHODOLOGY

2.1

Project Preparation
Before the project Smart Solar Tracking System started, there are a few

steps of work to do in order to complete this project. All the steps and process of the
project will be explained in detail one by one in this chapter.

2.2

Steps of preparation for our project:

a)

Firstly, conduct a discussion among group members.

b)

Decision on component specification and to make sure the component is


available.

c)

Finding the PIC expertise to get feedback about the propose project.

d)

Designing the circuit by using Proteus software.


608

e)

Designing mechanical part of the project using AutoCAD software.

f)

Improvements on the projects.

2.3

Project Implementation

a)

Find The Project Components


Before doing anything on the project, decide to choose the components that we
wanted to use first. After we had decided, preparing the list of components that
we want to buy will be done. We go to survey and find the components at the
city. We had been reached a shop call Syarikat Radio TV Elektronik which
is located at Damai. We buy the components that we had already listed down
on the internet because our components are not available at the local shop. We
buy our components at the www.cytron.com.my website.

b)

Project Consultation
Due to the fact that we are using the PIC18F4580 microcontroller for our
project, we use the opportunity that we have taken the subject Embedded
System in this semester to ask our lecturer on the design of our project. Our
lecturer Sir Syahlan Bin Abdul Halim is expert on the PIC microcontroller so
we have a discussion and consultation with him. In our project, we are going
to use the LDR (Light Dependent Resistor) sensors to sense the density of the
sunlight to move our stepper motors. Therefore, we need to use the analogue
pin for our input sensor so that it can sense every angle of the sun density light.
For the stepper motor, we need to use the driver ULN5804 to run it and we
also need to know the ADC (Analogue Digital Converter) for us to inject the
CCP or PWM (Pulse Width Modulation signal for the stepper motor to
operate.

c)

Design The Circuit


After that, when we know the specification of the PIC for our project, we start
to do the design using the software Proteus. We draw the circuit in the
software Proteus and we create the programming for it. After creating the
programming for the circuit, we try to run the simulation of the circuit to see
whether the circuit is functioning as we expect or not. If it is not functioning as
609

we expect, then we do the testing and troubleshooting. If it is functioning like


what we had expect then the circuit is done.

Figure 1: The circuit for our project

d)

Design The Mechanical Part


Next, we are going to design the mechanical part for our project. We use the
software AutoCAD to draw our hardware part. After we finish selecting
what type of solar tracking we want to do. For example, we want to do the
solar tracking that the panel can move 360 degree. So, we divide the work. Im
( Joseph) doing the mechanical part and my partner (Alan) on the other hand
doing the software ( Proteus and simulation). We decide to have two motor,
which are controlling the movement y-axis and x-axis. Apart from that, we
also add LDR (light detecting resistor) and sensor that sense the maximum
turn of panel.

e)

Process Circuit Testing (protoboard), Develop progress, Etching progress,


Soldering, Circuit Testing and hardware building
When the designs in software are already done, then we move on to the real
circuit. We soldering all the components to the circuit and we do the etching
for the circuit. After that, we testing the circuit to make sure it is functioning
well like in the software. Next, we build the hardware part to produce the
mechanical solid project.

610

Figure 2: Front View Of The Project

Figure 3: Side View Of The Project

Figure 4: Top View Of The Project

f)

Improvements On The Project


Lastly, when all the things had done we will produce a smart solar tracking
system. We will do some improvements if there is any new idea or add-on on
the project.
Fourteenth
611

2.4

Project Implementation Flow Chart

Figure 5: Project Flow Chart

3.0

RESULTS

The result of this project is the solar panel can sense the intensity of the
sunlight and produce maximum output.

4.0

CONCLUSIONS

As the conclusion, after this project had being done, we should able to
generate electricity using solar power system, to develop the control system to control
the solar panel and to control the solar angle to obtain maximum active power.

612

REFERENCES
Asmarashid Ponniran, Ammar Hashim, Ariffuddin Joret (2011). A Design of Low
Power Single Axis Solar Tracking System Regardless of Motor Speed .
Universiti Tun Hussein Onn Malaysia.

Dr. Liping Guo. Design and Simulation of a Sun Tracking Solar Power System.
Northern Illinois University

Nur Khuzairy Bin Jamaludin (2008). Solar Tracking System. University Malaysia
Pahang

Pramit Saha, Soumya Goswami. Light Sensor Based Automatic Solar Tracking
System Using Parabolic Reflector And Lens Focussing Action For Maximum
Power Point Tracking. Jadavpur University.

613

DEVELOPMENT OF SMART SOLDERING STATION IN JABATAN


KEJURUTERAAN ELEKTRIK, POLITEKNIK MUKAH, SARAWAK
Wan Amirah Basyarah Bt Zainol Abidin1, Ahmad Zulfadli Bin Musa2, Mohamad
Faiz Bin Jamaludin3
1, 2,3

Politeknik Mukah, Sarawak

wanamirah@pmu.edu.my, zulfadli@pmu.edu.my, mohdfaiz@pmu.edu.my

ABSTRACT
This

paper

will

cover

the

innovations

of

soldering

station

in

JabatanKejuruteraanElektrik (JKE), PoliteknikMukah, Sarawak (PMU).The


student had to face the problem during the soldering process such as fume, not
enough light and no holder for printed circuit board (PCB). The idea comes
from when there is no proper equipment such as ventilation in the Project
Laboratory. Inhaling and expose to the solder fume will give the bad effect for
health such as itchy nose, eye irritation, skin effect and respiratory disease
like asthma to the person and others if not controlled efficiently. This is
because fume may accumulate in the workplace and will affect for those who
do soldering and to the person nearby if not provided a good ventilation
system.Soldering with lead (Pb) and colophony from flux produces solder
fumes that consist of hydrochloric acid and other gases (containing benzene,
toluene, styrene, phenol, chlorophenol and isopropyl alcohol) when heated.
There is an efficient method that uses to overcome the problem by introducing
the Smart Soldering Station in the Laboratory, which consists of fume
extractor, PCB holder and using light-emitted diode (LED) as a focusing light
during the soldering process.

Keywords: Ventilation, Printed Circuit Board, Lead

614

1.0

INTRODUCTION
Soldering is one of the most important steps for making the electronics project

to the engineering students. The components of electronics such as resistors,


capacitor, diode and others will attach to the PCB by using the soldering process to
make the electrical connections. Typically,the equipment used for soldering process
includes Soldering Iron, Flux, Solder and Cleaners. Soldering with lead (Pb or other
metal material) can produce fumes that are very dangerous for health. If inhaled and
exposed to the fume, can result the asthma, itchy nose, eye and respiratory tract
irritation. Lead (Pb) is a material known asneurotoxin and can expose other
significant chronic health effect such as reproductive problems, digestive problems,
memory and concentration problems, muscle and joint pain(Lead, n.d.). Therefore,
solder that contains lead and using with flux together is considered to be toxic. When
heated,the fume contains hydrochloric acid and gases such as benzene, toluene and
others(Veedu, 2013).
However, when the soldering fume is handled and controlled appropriately,
there is a minimal hazard to any person or studentswhen working with the solder and
workplace environment.According to the OSHA regulations, ventilation is the most
important engineering control variable to the safety and health to maintain airborne
concentration of lead at acceptable level. If a Local exhaust ventilation properly
designed, it will capture and control lead particles at or near source of generation and
transport these particles to a collection system before they can be dispersed into the
work environment (Systems, 2010). Without effective control, solder fume rises
vertically and enter the breathing zone of the persons. Fume may accumulate in the
workplace, especially if the soldering work is widespread and intense such as Project
Laboratory and no ventilation provided. Other people in the area who do not soldering
can therefore be put at risk. Any equipment that has not capable to eliminate the fume
is not preferable to use in the laboratory in order to prevent short and long terms
health problems (Manager, n.d.)

615

2.0

PROBLEM STATEMENT
Usually, the fume generated from the solder is dangerous for health during the

soldering process. In the project laboratory there is no equipment specialized to purify


and pull away the hazardous of solder fume. Besides, there is no equipment that can
hold the PCB during the soldering process. This will make the students face
difficulties to do the soldering. They also need a third hand from a friend to hold the
PCB. Therefore, development of the Smart Soldering Station will help to overcome
the situation and will provide the workplace more convenient and safety.

3.0

OBJECTIVES

The objectives of this paper are:a) To prevent the illness and dangerous respiratory disease which come from
the solderfumes.
b) To make the solder station has enough light when soldering process occurs.
c) To hold the PCBso that the solder process will be more efficient.

4.0

PROJECT SCOPE

This project is limited to the scope as follows:


a) Design and build a fume hood that consists of carbon filter combined with
exhaust fan and ventilation duct.
b) Build a PCB holder as a helping tool for holding the PCB.
c) Test run and verify the Smart Soldering Station.

5.0

METHODOLOGY
The study was conducted in two sections: first designing and test run the smart

soldering system in the laboratory and the second sections was designing the PCB
holder as complementary of smart soldering systems. The development of the Smart
Soldering System is created to overcome the fume and pcbproblems. The design of
enclosed hood which was based on the prototype developed by Pocock and Saunders
(2011) in Figure 1 and being modified as shown in Figure 2.
616

Figure 1: Enclosed Hood

Figure 2: Schematic diagram for modified Enclosed Hood

They were designed to enclose the soldering process as much as possible. The
design of the project consists of two rectangular exhaust fans of 6 inches in diameter,
height of 50 cm, width of 80 cm and using a glass as a barrier between the fume and
the student breathing zone. The contaminated air is cleaned by using activated carbon
filter which is located at the back of the exhaust fan. The operational of the systems is
illustrated in Figure 3as follows;

617

Contaiminated Air /
Solder Fume in

Activated
Carbon
Filter

Exhaust
Fan

Purified Air
out

Figure 3: Smart Soldering Station Systems

Meanwhile, The PCB holder was designed to help the students to hold the
PCB while soldering. For PCB holder, a simple design was used which shown on
Figure 3. This PCB holder is capable of holdseven small PCB during the soldering
process. The student does not need any friends to help him. The design of PCB holder
which was based on the prototype developed by John Nicol at makerplane.org is
shown in Figure 4.

Figure 4: PCB holder

6.0

DISCUSSION

According to the Pocock and Saunders (2011), they ran five extraction
systems; downdraught bench, a mobile, capturing hood, an air displacement box, an
enclosing hood, and an on-tip extraction system, to remove solder fumes.Based on
their findings, it shows that an enclosing hood was the most effective to pull away the
solder fume (Pocock & Saunders, 2011). Enclosed hood is designed to make the
soldering; taking place inside therefore it is capable to reduce the student breathing
zone exposure to zero. This is because they had a physical barrier between the sources
618

and breathing zone and the solder fume accumulating in the enclosed hood before its
pull away.

7.0

CONCLUSION

As a conclusion, development of Smart Soldering Station in Project


Laboratory is very significant and beneficial,especially to the students during the
soldering process. Thus, provided the workplace environment is more comfort and
safety, according to the OSHA regulations.

REFERENCES
Census data revisited. (n.d.). Retrieved March 5, 2015, Lead Soldering Safety
Guidelines. Retrieved from http://www.cmu.edu/ehs/chemical/Lead Soldering
Safety Guidelines.pdf
Census data revisited. (n.d.). Retrieved March 5, 2015, PRESS INFORMATION
Lead-Free Solders Increase the Need for Bench-Top Fume Extraction.
Pocock, D. (Health and Safety Laboratory) , Saunders, C. J. (2011). Visualisation and
control of solder fume exposure A quantitative assessment of LEV effectiveness.,
46.
Systems, S. A. (2010). The Hazards of Solder Fume. Retrieved from
http:/www.sentryair.com/brochures/TheHazardsofSolderFume.pdf
Veedu, C. (2013). Case Report Hypersensitivity Pneumonitis Due To Soldering: A
Rare Case Report, 1(2), 98100.

619

AN INTERACTIVE MATHEMATICS GAME USING SCRATCH


PROGRAMMING
Nurul Syuhada Joini1, Nurfauza Jali2, Syahrul Nizam Junaini3
1,2,3

Universiti Malaysia Sarawak,

nshujoini@gmail.com, jnurfauza@fit.unimas.my, syahruln@fit.unimas.my


ABSTRACT
This paper reports a new approach to teach children in learning mathematics
through an interactive Mathematics game using Scratch programming.
Previous studies showed that there are few factors which caused Mathematics
achievements among Malaysian students are not satisfactory enough as
compared to other countries. These are because of the used of tools and
methods, language used and perspective held by parents, teachers and
children itself about the nature of mathematics learning and teaching. Besides
difficulties in perceiving mathematics, children in Malaysia are less likely to
be exposed in development of the information technology (IT) field. It is true
that they are more exposed to only using the technology instead of developing
the technology. The main purpose of this work is provides a platform in
learning basic mathematics skills under game based learning environment.
This in turn makes the mathematics subject into fun subject to learn through
an interactive application using scratch programming tool. Hence, increase
children fundamental skills in information technology (IT) fields by engaging
children with interactive application tool. The target group will be the
children from the age of 5 to 9 years old. In addition, the scratch
programming will be use in order to develop new skills in children and
capture their interests in exploring information technology (IT) skills and
fields.

Keywords:Mathematics, Game-Based Learning, Scratch Programming, eLearning, Children, information technology;

620

1.0

INTRODUCTION
In our daily routines, we use and utilise the numbers without even noticed it.

In other words, numbers are important to us in life to give us limitations and set our
capabilities and limitation. The processes of number manipulation will lead us in the
development of mathematical skills. However, the achievements in mathematics are
not satisfactory among the students in schools. Competencies of basic numbers are
formed at the early age (Jordan & Levine as cited in Kelanang & Zakaria, 2012, p.
1086).

Student perceived mathematics as one of the most difficult subject to learn.


Studies showed that the learning environment are not exciting and not even capturing
the student interests in the learning environment (Stigler & Perry as cited in Lim,
2003, p.111). Thus, it is essential to come up with a new approach to teaching the
student by developing interactive learning games. Aside having fun through the
games, children can acquire knowledge from them. To imply the new learning
environment in children are not a difficult task to do because studies showed that
games are positively accepted by children and teenagers (Mat Zin, Jaafar, & Wong,
2009, p. 322). Latif studied that majority (92.1%) of student in 16 schools involved
shown that they are experienced in playing computer or video games (as cited in Mat
Zin, Jaafar, & Wong, 2009, p. 322-23). Overall, the development of games can benefit
via creating a new learning environment. The next section provides an overview of
the literature review of the project.

2.0

LITERATURE REVIEW

2.1

Mathematics Learning in Malaysia

In recent years, Ministry of Education in Malaysia has exposed and


encouraged student to be more focus on Science and Mathematics subject in parallel
with globalization in modern technologies. However, according to Malaysian
Examination Board reported that the primary student failed the subject at more than
35% (Mahamad, Ibrahim & Mohd Taib, 2010). Although mathematics is fun to study,
however, it is said that Mathematics is difficult to learn (Aziz as cited in Nordin,
621

2005). The research found that students faced difficulties in learning Mathematics
because of the lack of ability in understanding of subject matters involving
calculation, the relationship of mathematics with other subject and instruction
language (Nordin, 2005).

There are few factors that might cause the problems of understanding in
mathematics. Psychological attitudes toward mathematics might cause students to be
less interest in the subject. In addition, teachers have no effort to help the student to
achieve a good result in Mathematics and do not utilise a suitable learning tools.-.
Moreover, the heavy backpacks full of textbooks used in learning are caused and
burden to the student (Mahamad, Ibrahim & Mohd Taib, 2010). Along with reducing
backaches, the shift to e-textbooks holds bright promise for decreasing education
costs and improving learning. These challenges scenarios involving mathematics
learning are not only occurs in Malaysia but also worldwide in the concept of delivery
methods and students involvement (Chong, Horani & Daniel, 2005).

2.2

Game Based Learning in Mathematics

As the modern world evolved, numerous studies have undergone to explain


the potential benefits of games based learning in education. Learning mathematics
required the understanding of facts and acquisition of skills, where student learn to
solve problems according to procedures and relate it to real world problems (Tall &
Razali, 1993). Since mathematics is difficult to learn, teachers and parents need to
have fascinating techniques to tackle students interests at their early age. Children are
more likely to show interests in games, where games can create ideal environments
for practising skills especially where mathematics required lots of practice in learning
the process (Williamson, 2009). Studies also found that although games do not fully
improved the skills in Mathematics, games may improved the attitudes towards
mathematics compared to the used of traditional method in learning process (Perrotta,
Featherstone, Aston & Houghton, 2013). In addition, many games have been
integrated with mobile devices, thus games can be enhanced more such as can be used
anywhere and anytime and the availability of games source are increased (Epper,
Derryberry & Jackson, 2012).

622

Although children are synonym with games, it cannot be presumed that all
children have an interest in games. Boys are more dominant in playing games
compared to girls. The pattern of games also differently capture children interests, for
instance, boys more likely to play adventurous games compare to girls. Thus, it is
essential to create a suitable environment and pattern of games to attract and capture
both genders interest and different level of ages.

2.3

Development of Scratch Programming in Developing Interest in Children

Scratch programming was launched in the year 2007 through its official
website (http://scratch.mit.edu). This website attracts many developers of games
especially young generations or commonly known as Scratchers. The project
uploaded to the site does not only limited to game-based application only, it also
provides interactive newsletters, virtual tours, interactive tutorials and many more
(Resnick, Maloney, Hernandez, Rusk, Eastmond, Brennan, Millner, Rosenbaum,
Silver, Silverman & Kafai, 2009). In developing software, children will be able to
understand basic mechanisms and important of Mathematical and computational
concepts hence developed their skills creatively, systematically and work
collaboratively (Resnick et al., 2009; Slany, 2012).

What makes Scratch programming differs from another programming? Scratch


programming is a visual programming that integrate interactive elements such as
graphical images, colourful text, interactive console and so forth, compared to
conventional higher level of programming which only required text (Slany, 2012).
The nature of scratch programming is specially designed for the children to ease of
their learning in computer programming. Scratch provides the skill in programming
by snapping together colourful command blocks to control the objects. This technique
is called sprite move on the background called stage (Maloney, Resnick, Rusk,
Silverman & Eastmond, 2010). In addition, Scratch targets younger users compared to
other programming such as Alice and Greenfoot which are more focused on older
student and emphasized on class-based object-oriented programming and Java
concepts (Maloney, Resnick, Rusk, Silverman & Eastmond, 2010). Craig and Horton
stated that children have been proved to practice using the Scratch programming more
than two million times (as cited in Slany, 2012, p. 1). Although Scratch programming
623

looks simple and easy to develop, it does not mean to lower the perspective of
programming, instead Scratch helps to motivate and nurture the children interests in
programming (Resnick et al., 2009; Slany, 2012).

3.0

METHODOLOGY
The Mat Zin, Jaafar and Wong Digital Game Based Learning Instructional

Design (DGBL ID) Model (Mat Zin et al, 2009), is an educational game design and
development. The model is developed based on Instructional Design (ID) and game
development methodology. The DGBL ID model consists of five phases, which are
analysis phase, design phase, development phase, quality assurance phase as well as
implementation and evaluation phase. Figure 1.0 illustrates the DGBL-ID.

Figure 1: Digital Game Based Learning - Instructional Design (DGBL-ID)


(Source: Mat Zin, Jaafar & Wong, 2009)
624

Analysis phase:
Based on DGBLID, the statement of learning the objective and the children
characteristics which is the target users of the proposed game are defined earlier.
After the requirement and problem analysis occurred, the game idea is determined.
The idea of the game also determined based on the environment of the learning
process and the aspects that initiate students interest.

Design phase:
Before the design of the interface of proposed game, the framework of the game
process is captured and defined. The frameworks discussed here are the system
architecture, use case diagram, activity diagram and sequence diagrams. After the
implementation of all the frameworks, the graphical user interfaces are presented.

Development phase:
The prototype of the game is developed by using scratch programming software that
can be downloaded from its official website (http://scratch.mit.edu). After the
downloading of the software, it can be installed on a personal computer or laptop.
Other software also have been used in the process of developed the game that are
Adobe Photoshop CS4 and Photoscape version 3.6.3 for the editing graphic purposes.

Quality phase:
After the completion of developing the game prototype, it will be tested for quality
checking which essential determining the project are at which level. Besides the
quality of the game, the content of the game also is checked and tested before it
delivers to the target users. Although Scratch does not involve or occur any bug in the
code, there is still a concern with other errors. Hence, the most important testing to be
carried out is to ensure that the game fulfil all the requirements of the target users.

Implementation and Evaluation phase:


In implementation and evaluation phase, target users play a role here which they will
evaluate the effectiveness and usability of prototype.

625

4.0

RESULTS & ANALYSIS

The results of the paper are based on the development of the game. Before the
implementation and evaluation of the game carried out, the analysis of requirements
and the designs are done. The phases in the development are iterated to each other in
order to make the game development are proof to be successful. The implementation
of the game is based on the implementing the game functions and creating the game
as a whole. Furthermore, for each of the evaluation there will be a modification occur
if required to meet the all the requirements. In addition, introduction to scratch
programming also mentioned in this paper.

4.1

Introduction to Scratch 2 Offline Editor

Mathness game will be developed using Scratch 2 Offline Editor software that
can be downloaded from its official website. In this software, it uses the scratch
programming language.

Figure 2: Overview of Scratch 2 Offline Editor

The snapshot above shows the interface of the Scratch 2 Offline Editor. It has
four main panes on the windows. The large pane on the upper left is the stage, where
all the actions happen. The bottom left pane shows thumbnails of all sprites in the
project. The middle pane is the syntax palette with buttons to select the categories,
with folder tabs to view, edit the costumes and sounds owned by that sprite. The large
626

pane on the right is where all the scripts of commands are placed. For the ease of
writing or develop programming, there is a total of 8 syntax which are Motion, Looks,
Sound, Pen, Control, Sensing, Operators and Variables. Plus, all the command blocks
are categorized by colour-coded to help users find related blocks. Finally, to start
scripting, users only need to drag the command blocks to construct the code.

4.2

Mathness Game
Unlike any other games, Mathness game is not required to install into users

computer. The only thing that needs to be considered here is that as long as users have
the Scratch 2 Offline Editor in their computer, they can play it whenever and
wherever they want. They also can play the Mathness game online through the official
website by uploading the game to the website with their personal account. Once the
game launches, the first thing users might see the main interface of the Mathness.
Users do not require to enter any information on the main page because the only
things that appear are few buttons to allow users to go to other pages. The four
buttons at the main page shows are Take Quiz button, Play Game button, Learn
Lesson button and Setting button. For the Take Quiz button it will bring the users to
Quiz page, as for Play Game button, it will bring the users to Game page, as for Learn
Lesson button, it will bring the users to Lesson page and for Setting button, it will
bring the users to Setting page. Figure 3 illustrate the design of main page for
Mathness game.

Figure 3: Main Page of Mathness Game


627

5.0

CONCLUSION

It is no doubt that our education in Malaysia has been improved throughout


this recent years. In accordance with the proposition of Ministry of Education which
mentioned that the contact hours in the learning process between the students and the
computers should be increase. Hence it is crucial to expose the children at the early
stages of their age to the IT environment especially in their education. The exposure
to the IT environment should not only limited on using it but including on the
developing.

The advancement in the field of Computer Science (CS) and Information


Technology (IT)

in the environment of education had been broadened in the

advanced countries such as United States, Germany, etc. Our country should take a
lesson from these advanced countries to increase our level of IT area and educational
performance. An introduction to scratch programming is one of the good ways to
introduce the skills in the IT area. This can be proofed through lots of initiatives taken
by a group of non-government or educators in those advanced countries by using
scratch programming as one of the platforms. The attractiveness of the Scratch
software itself can capture children interests and easy to be learned.
Therefore, through such research on the development of the IT area and education
improvement can be a good combination to enhance children skills and knowledge in
both areas in a more interesting way.

REFERENCES

Chong, C. K., Horani, S., & Daniel, J. (2005). A study on the use of ICT in
mathematics teaching. Malaysian Online Journal of Instructional Technology
(MOJIT), 2(3), 43-51.

Epper,

R.

M.,

Derryberry,

A.,

&

Jackson,

S.

(2012).

Game-based

learning:Developing an institutional strategy. Center for Applied Research.

Kelanang, J.G.P., & Zakaria, E. (2012). Mathematics difficulties among primary


school students. Advances in natural and applied science,. 6(7), 1086-1092.
628

Lim, C.S. (2003). Cultural differences and mathematics learning in Malaysia. The
mathematics educator, 7(3), 110-122.

Mahamad, S., Ibrahim, M. N., & Mohd Taib, S. (2010). M-Learning: A new paradigm
of learning mathematics in Malaysia. International Journal of Computer
Science and Information Technology (IJCSIT), 2(4), 76-86.

Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The
scratch programming language and environment. ACM Transaction Computing
Education, 10(4), 1-15.

Mat Zin, N.A., Jaafar, A., & Wong, S.Y. (2009). Digital game-based learning
(DGBL) model and development methodology for teaching history. Wseas
transaction on computers, 8(2), 323-333.
Nordin, A. (2005). Students perception on teaching and learning mathematics in
English. Universiti Teknologi Malaysia.

Perotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based
learning latest evidence and future directions. The NFER Research Programme.

Resnick, M., Maloney, J., Hernandez, A. M., Rusk, N., Eastmond, E., Brennan, K.,
Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009).
Scratch: programming for all. Communication of the ACM, 52, 60-67.

Slany, W. (2012). Catroid: A mobile visual programming system for children. Visual
Language and Human-Centric Computing (VL/HCC), 2012 IEEE Symposium,
Innsbruck, Autrsia.
Tall, D. & Razali, M. R. (1993). Diagnosing students difficulties in learning
mathematics. International Journal of Mathematical Edcuation in Science and
Technology. 24(2), 209-222.

629

Williamson, B. (2009). Computer games, schools and young people. Futurelab:


Report for Educators on Using Games for Learning.

630

CAR LICENSE PLATE RECOGNITION BY USING TEMPLATE


MATCHING ALGORITHM
Fariza Mahyan1, Termimi Hidayat Mahyan2, Asrani Lit3
1

Politeknik Mukah, 2Politeknik Kuching, 3Universiti Malaysia Sarawak

fariza_mahyan@pmu.edu.my, termimi@poliku.edu.my, lasrani@feng.unimas.my

ABSTRACT

Car License Plate Recognition (CLPR) system is one of the important areas in
the intelligent traffic engineering field. CLPR is developed to recognize the
car license plate with the implementation of Digital Image Processing (DIP)
and Template Matching Algorithm (TMA) approaches by using the MATLAB
software. This research works on the offline input images collected by using
digital camera. The method of this project is based on template matching
where a character is identified by analyzing its shape. Then, the current input
character is compared to each template to find either an exact match, or the
template with the closest representation of the input character. Experimental
results show a high accuracy of the developed CLPR on hundreds random
sample images of car license plate in Sarawak.

1.0

INTRODUCTION

Car License Plate Recognition (CLPR) has becomes vital application in the
transportation system. Normally, car license plate registration is made by either metal
or plastic and is usually attached to the front or back of a vehicle. The car plate
characters are the combination between numbers and alphabetical letter which can be
used to represent an identity of respective vehicle (Toral et al.'s, 2010). In Malaysia,
the first letter of the vehicle serves as the location prefix and followed by four
numerical digits.

This paper proposed a CLPR software system that capable to recognize the car
license plate by employing the Template Matching Algorithm (TMA) approach as a
recognition engine. The system is functioning with a captured license plate image as
631

the input image, which will then be processed by digital image processing techniques
to further improve the quality of the input image prior to recognition phase.

This paper is organized as follows. A brief related work introduces in Section


2. The proposed methodology and procedure of the system are explained in Section 3.
Experimental results are presented in section 4. The conclusions are summarized in
section 5.

2.0

RELATED WORKS

Similarly, Toral et al.'s (2010) CLPR System is a tracking system that


identifies the vehicle so that the car is tracked down through the existing database.
Normally the recognition system will be installed at the gate of the residential area,
factory entrance, parking lot, toll gates, entrance of university or other high-secured
building. The system will identify the vehicle automatically by recognizing the target
car plate which may involve in stolen vehicle case, crime scenes and traffic violations
such as entering restricted area without permission, occupying lanes reserved for
public transport, crossing the red light, breaking speed limits and so on (Toral et al.'s
2010). For some applications, such as electronic toll collection and red-light violation
enforcement, CLPR records a license plate alphanumeric so the vehicle owner can be
assessed the appropriate toll or fine. In others, like commercial vehicle operations or
secure-access control, a vehicle's license plate is checked against a database of
acceptable ones to determine whether a truck can bypass a weight station or a car can
enter a gated community or parking lot (Miyamoto et al.'s 1991).

Many research WANG Xingling (2006), Saqib Rasheed et al.'s (2012) and
Deng Hongyao (2009) were carried out on this area and they used different methods
for license plate character recognition. However, some of the methods used were
almost similar especially on the image processing. Comelli et al.'s (1995) proposed
template matching technique for License Plate characters recognition task. Their
system functions with a TV camera and a frame grabber card to acquire a rear view
image of the vehicle. In the license plate segmentation phase, the feature projection is
used to estimate some image parameters. Finally, the character recognizers will
extract character feature points before it can be preceded to the template matching
632

based recognition process. Gendy et. al.'s (1997) proposed Fast Hough Transform
(FHT) for automatic LPR system. In their method, the system recognizes a character
by calculating the error factor between the unknown character identification array and
the database matrix row. The character with small error factor can be recognized.

3.0

METHODOLOGY

The main objective of this paper is to develop a system that can extract the
license plate number from various scene of image. In this project, digital camera is
used in order to capture vehicle input image. After that, an image will be preprocessed by implementing a few processing techniques of image processing. Finally,
for recognition purpose, Template Matching Algorithm (TMA) approach is utilized.
MATLAB version 2009a is used as a software platform. The process is started with
image acquisition, followed by image pre-processing, localization procedure and
ended with recognition phase. An overview of the general flow of the system is
shown in Figure 1.0.

Figure 1.0: System Flow

633

3.1

Image Acquisition
The mode of image acquisition can be categorized into online and offline. We

used offline mode so that the system can get it input from a digital camera. Our
proposed system is then will preprocess the input image

3.2

Pre-processing

The aim of pre-processing is to improve the image data that has unwanted
distortions such as noise, skew detection and correction. In this stage, there are three
steps involve to recognize the character which are image cropping, RGB, binarization,
filtering and dillation. The pre-processed image is then segmented into lines, words
and characters.

3.3

Image Cropping

The area with license plate in the image is considered as the region of interest
for this system. Therefore, any unwanted element from the image must be discarded
to minimize the noise. This can be done by using image cropping technique. The
lower part of an image is considered as the region that containing the license plate.
Figure 2.0 shows the cropping process.

Figure 2.0 The cropped image

3.4

RGB

The color image is converted to gray scale image because it is faster to process
and less memory space due to three different layer of processing. Figure 3.0 shows the
conversion process of RGB to grayscale image.

634

Figure 3.0 RGB to Grayscale image

3.5

Thresholding

Thresholding is a non-linear operation that converts a gray-scale image into a


binary image. This process converts the grayscale image to a binary image. The
output image BW replaces all pixels in the input image with luminance greater than
level with the value 1 (white) and replaces all other pixels with the value 0 (black).
Figure 4.0 shows the threshold image.

Figure 4.0 Grayscale to Binary (Threshold)

3.6

Filtering and Smoothing

The process of character scanning introduces noises. Smoothing is widely


used in procedure for eliminating the noises introduced during the image capture.
Smoothing and noise removal can be done by filtering.

635

3.7

Dilation

In this project, the noise is filtered out by using standard methods like
Dilation. Dilation refers to an enlargement or expansion in bulk or extent, the opposite
of contraction. In this operation, pixels are added to the boundaries of objects in an
image. The main outcome of this operation is to gradually enlarge the boundaries of
regions of foreground pixels. Thus, areas of foreground pixels will grow in size while
holes within those regions become smaller. In other word, dilation filters the outer
image which then will highlight the plate characters. Figure 5.0 shows the dilation
process that form the edge detection.

Figure 5.0 The dilation process

3.8

Segmentation

Segmentation is an important stage in character recognition system because it


affects the rate of recognition. Segmentation can be divided into two types namely
external and internal. External segmentation is the isolation of various writing units,
such as paragraphs, sentences or words. In internal segmentation an image of
sequence of characters is decomposed into sub-images of individual character. The
line segmentation is used to separate the text lines, from the document image. The
white space between text lines is used to segment the text lines. Segmentation can be
done by calculating the edges of the character, where sum of the black pixels is zero,
along the periphery of the character (WANG Xinglin, 2006). Figure 6.0 shows the
segmentation process of CLPR.

636

Figure 6.0 The segmentation process

3.9

Template Matching Algorithm

Templates matching are the process involves the use of a database of character
or templates. There exists a template for all possible input characters. For recognition
to occur, the current input character is compared to each template with the closest
representation of the input character. Template matching can be performed on binary,
threshold characters or on gray-level characters.

Figure 7.0 shows the workflow of the Template Matching flow of CLPR. The
template matching algorithm implements in five steps. Firstly, the character image
from the detected string is selected. After that, the image is rescaled to the size of the
first template. After the rescale the image to the size of the first template (original)
image, the matching metric is computed. Then the highest match found is stored. If
the image is not match, the matching metric is repeated again. Finally, the index of the
best match is stored as the recognized character.

637

Start

Image Selection

Image Scaling
Matching Range
Computation

Highest
Match?

Y
Highest Match Storing

Bounded
Character?

N
Store the index of best
match as recognized
character

End

Figure 7.0 Workflow of the Template Matching

Normalized Correlation is used, and the formula is shown in equation (1).

cor

N 1

x
i 0

Where,
x

N 1
i 0

( xi x ) yi y
N 1

(1)

x yi y
2

i 0

is the template gray level image


is the average grey level in the template image

is the source image section

is the average grey level in the source image

is the number of pixels in the section image


(N= template image size = columns * rows)

The value cor is between 1 and +1, with larger values representing a stronger
relationship between the two images. Figure 8.0 shows the feature extraction
operation in Template Matching.
638

Figure 8.0 The Feature extraction operations in Template Matching

4.0

EXPERIMENTAL RESULTS

System testing is done to examine the car license plate recognition


performance based on the observation of collected outcomes. Experiments have been
performed to the developed CPLR system by employing MATLAB 2009a. Hundreds
of images were taken from different circumstances with various illumination
conditions. The experimental results of the fully successfully recognized car plate
images are shown in Table 1.

Table 1 : Successfully Recognized Car Plate Images

639

Table 2 shows the images of car plate that partially recognized due to
misinterpretation of characters.

Table 2 : Partially Recognized Car Plate Images

qA set of 100 images with various sizes were used for experimental testing. The
proposed prototype was successfully recognized 87 images. There are only 13 images
that were partially recognized due to misinterpretation of characters. With 87% of
recognition, the proposed prototype is considerably delivers quite reliable system.

5.0

CONCLUSIONS

The objective of this research is to look into the possibility of making a system
for recognition of car license plate with template matching algorithm assisted by
implementation of digital image processing techniques. From the input image, the
system will extract the license plate and finally identify its characters. The
effectiveness of this system was validated by an experimental image testing with
ability of 87% successfully recognized rate.

REFERENCES

Comelli, P.; Ferragina, P.; Granieri, M.N.; Stabile, F.(1995). "Optical recognition of
motor vehicle license plates," Vehicular Technology, IEEE Transactions
vol.44, no.4, pp.790-799.

640

Deng Hongyao (2009). Department of Computer Science, Yangtze Normal


University, License Plate Characters Segmentation Using Projection and
Template Matching. International Conference on Information Technology and
Computer Science.

Gendy, S.; Smith, C.L.; Lachowicz, S.; (1997). "Automatic car registration plate
recognition

using fast Hough transform," Security Technology, 1997.

Proceedings. The Institute

of Electrical and Electronics Engineers 31st

Annual 1997 International Carnahan

Conference, pp.209-218.

Miyamoto, K.; Nagano, K.; Tamagawa, M.; Fujita, I.; Yamamoto, M.; (1991),
"Vehicle license-plate recognition by image analysis," Industrial Electronics,
Control and Instrumentation. Proceedings. IECON '91., 1991 International
Conference, vol.3, pp.1734-1738.

Saqib Rasheed, Asad Naeem and Omar Ishaq, (2012). Automated Number Plate
Recognition

using Hough Lines and Template Matching, Proceedings of the

world congress on

Engineering and Computer Science 2012 Vol I,

WCECS 2012,San Francisco, USA.

Toral, S.L., E.S. Ing., University of Seville, Seville, Spain, Torres, M.R.M., Barrero,
F.J. and

Arahal,

M.R.(2010).

Current

Paradigms

in

Intelligent

Transportation Systems. IEEE


WANG Xinglin, (2006) Template Match Algorithm of Maximum Variance between
Clusters and License Plate Characters Segmentation, Computer
Engineering, vol.

32, no.190, pp.193-195.

641

CABARAN LULUSAN TEKNIK DAN VOKASIONAL UNTUK MENCAPAI


TAHAP KOMUNITI BERPENDAPATAN TINGGI
Natasha Dora Muridan1, Mohamad Sattar Rasul2, Ruhizan Mohamad Yasin3
1,2&3

Universiti Kebangsaan Malaysia

natashadora@gmail.com, drsattar@ukm.edu.my, ruhizan@ukm.edu.my

ABSTRAK

Malaysia memberi penekanan tinggi terhadap pembangunan modal insan


kelas pertama sebagai pendekatan utama ke arah mencapai status negara
maju pada tahun 2020. Transformasi pendidikan teknik dan vokasional telah
memberikan penekanan kepada industri seiring dengan komposisi akademik.
Tujuan kajian adalah untuk melihat tiga aspek cabaran dalam mengenal
pasti cabaran-cabaran dan halangan-halangan yang dihadapi, iaitu cabaran
dan halangan untuk mendapat kerjaya yang terjamin, cabaran dalam
peningkatan kemahiran untuk mendapat pendapatan yang tinggi serta
cabaran untuk mendapat pendapatan yang tinggi. Kajian ini menggunakan
kajian sistematik berdasarkan kajian lepas dan akan datang. Hasil dapatan
kajian ini menunjukkan kemahiran generik menyumbang kepada komuniti
berpendapatan tinggi selain kemahiran k-pekerja dan k-ekonomi serta
kemahiran kebolehkerjaan meliputi teknikal dan insaniah. Selain itu, PTV
adalah pemangkin kepada peningkatan ekonomi negara menerusi bidang
sains dan teknologi (reka cipta), teknologi maklumat, pasaran dan industri
dan modenisasi. Pihak swasta dan kerajaan juga perlu berganding bahu
dalam memperkasa lapangan teknik dan vokasional untuk merapatkan jurang
pendidikan, seterusnya mencapai tahap komuniti berpendapatan tinggi.

Kata kunci: Komuniti Berpendapatan Tinggi; Modal Insan; Pendidikan


Teknik dan Vokasional; Kemahiran Generik; Kebolehkerjaan

642

1.0

PENGENALAN

Cabaran didefinisikan sebagai sesuatu unsur, faktor yang mencabar atau


menguji kemampuan dan ketabahan seseorang atau sesuatu organisasi (Dewan Bahasa
dan Pustaka, 2005). Manakala halangan diertikan sebagai tidak dapat bergerak atau
tidak dapat melakukan sesuatu. Sekiranya sesuatu itu dapat dilakukan, ianya dalam
keadaa tersekat-sekat. Dalam konteks kajian ini cabaran dan halangan membawa
maksud apakah

bentuk halangan yang dihadapi oleh pelajar lulusan teknik dan

vokasional untuk mencapai tahap komuniti berpendapatan tinggi. Pendidikan teknik


dan vokasional (PTV) mempunyai peranan untuk memperkenalkan konsep dunia
pekerjaan kepada pelajar-pelajar di mana lulusan teknik dan vokasional akan
menghadapi tugas yang lebih mencabar dan berat untuk menyediakan tenaga manusia
bagi membantu mencapai negara maju menjelang tahun 2020. Ia mempunyai peranan
untuk mengubahsuai sistem pendidikan sekarang dan membina sistem baru bagi
menampung keperluan pekerjaan masa hadapan.

Pada

tahun

2009,

Kerajaan

telah

memperkenalkan

agenda

Bidang

Keberhasilan Utama Negara (NKRA) Pendidikan untuk memperluaskan lagi akses


kepada pendidikan yang berkualiti dan pada kos yang termampu untuk
menambahbaik keberhasilan pelajar. Sejajar dengan Dasar Pendidikan Nasional,
peranan penting pendidikan telah dikenal pasti dalam memperkasakan daya saing
ekonomi serta peranannya dalam membangunkan 1 Malaysia. Peningkatan keperluan
tenaga kerja semakin ketara apabila Negara mensasarkan untuk mencapai sebuah
negara maju dan berpendapatan tinggi menjelang tahun 2020. Sehubungan dengan
itu, dalam Rancangan Malaysia Kesepuluh (RMK 10), bagi tempoh 2011 hingga 2015
telah digarapkan pendekatan dan pembentukan modal insan kelas pertama melalui
amalan

pendidikan.

Salah

satu

daripada

NKRA

yang

digariskan

adalah

mempertingkatkan hasil kualiti pelajar sebagai satu anjakan reformasi dalam sistem
pendidikan Malaysia. Reformasi sistem pendidikan ini memperlihatkan bahawa, PTV
diberi penekanan iaitu dengan mengarus perdanakan dan memperluas akses kepada
PTV yang berkualiti

dan meningkatkan kompetensi siswazah bagi menyediakan

mereka memasuki pasaran pekerjaan. Menurut Lewis (1996), institusi vokasional


memainkan peranan penting bagi menyediakan para pekerja untuk menghadapi
perubahan teknologi. Justeru, adalah menjadi kewajaran kepada institusi pendidikan
643

untuk mengikuti perkembangan dan keperluan pekerjaan semasa melalui latihan di


industri bagi memastikan segala perancangan yang dijalankan dapat memenuhi
pasaran kerja masa kini. Keupayaan menghasilkan pekerja yang mahir dan
berkebolehan dari pelbagai aspek dapat membantu meningkatkan kualiti kerja
seterusnya menyumbang kepada produktiviti ekonomi negara (Suzailye, 2013).

2.0

OBJEKTIF KAJIAN

Objektif yang terdapat dalam kajian ini ialah:

a) Mengenal pasti cabaran dan halangan untuk mendapat kerjaya yang terjamin.
b) Mengenal pasti peningkatan kemahiran untuk mendapat pendapatan yang tinggi.
c) Mengenal pasti cabaran untuk mendapatkan pendapatan yang tinggi.

3. 0

METODOLOGI

Kaedah analisis dokumen dan ulasan sistematik (systematic review) telah


digunakan bagi mengenal pasti cabaran lulusan teknik dan vokasional untuk mencapai
tahap komuniti berpendapatan tinggi. Ulasan sistematik adalah gabungan, penilaian
dan sintesis dapatan daripada kajian-kajian terbaik yang diperoleh terhadap sesuatu
permasalahan kajian yang spesifik, tanpa cenderung kepada isu-isu tertentu
(Campbell, 2006). Menurut Bowen (2009) pula, analisis dokumen perlu melibatkan
saringan, pembacaan teliti dan interpretasi supaya dapatan akan dapat dianalisis dan
dirumuskan secara komprehensif. Merriam (2002) juga menyatakan bahawa salah
satu strategi untuk mengumpul dan menganalisis maklumat dapat dijana melalui
pembacaan dokumen secara teliti supaya kajian akan dapat dilakukan dengan
menyeluruh. Kaedah yang sama juga telah digunakan oleh Rosli dan Rasul (2013)
dalam meneroka pendidikan komuniti berpendapatan tinggi di Malaysia. Maklumat
berkaitan diperoleh daripada pelbagai laporan agensi kerajaan, jurnal, buku dan
rujukan elektronik melalui laman sesawang yang berkaitan. Empat pangkalan data
jurnal dan artikel telah dirujuk bagi menjalankan kajian iaitu EMERALD,
EBSCOHOST, UKM Journal dan SAGE. Lima kata kunci telah digunakan dalam
carian maklumat iaitu komuniti berpendapatan tinggi, pilihan

modal insan,

kebolehkerjaan, kemahiran generik dan Pendidikan Teknik dan Vokasional. Beberapa


644

dokumen terpilih yang telah diterbitkan dari tahun 1990 sehingga sekarang telah
dirujuk bagi mendapatkan idea umum untuk membentuk perspektif kajian ini seperti
dalam Jadual 1

Jadual 1 Senarai item rujukan bagi tujuan ulasan sistematik


Bil

Item Rujukan

Jumlah rujukan
(Jurnal, artikel, buku,
laman web, tesis, akta,
laporan dan lain-lain)

Komuniti Berpendapatan Tinggi

Modal Insan

15

Pendidikan Teknik dan Vokasional

16

Kemahiran Generik

19

Kebolehkerjaan

11

JUMLAH

70

4.0

HASIL DAPATAN

4.1

Mengenal pasti cabaran dan halangan untuk mendapat kerjaya yang

terjamin.

Teori Maslow menggambarkan motivasi seseorang didorong oleh kehendak


untuk memenuhi pelbagai peringkat keperluan. Melainkan keinginan yang terdesak
dipenuhi terlebih dahulu, lain-lain keperluan tidak akan memberi kesan kepada
motivasi seseorang (Maziah, 2005). Teori Herzberg (1959) menggambarkan tahap
keperluan seseorang pada sesuatu masa sama ada mereka mengutamakan faktorfaktor motivasi yang boleh mendorong kepada pemilihan jenis kerja yang diinginkan.

Menurut Zool Hilmi (2014) di dalam analisis kandungan bagi pemilihan


kerjaya pelajar, dalam konteks sistem pendidikan di Malaysia, ia terbahagi kepada
dua persekitaran iaitu aliran akademik dan aliran teknikal dan vokasional. Pada masa
ini, pemilihan ke dua aliran tersebut ditentukan oleh pencapaian akademik pelajar.
645

Dalam kes pengajian di peringkat tinggi, keputusan peperiksaan akan menentukan


sama ada pelajar akan ke aliran akademik atau PTV. Justeru, pelajar bagi kedua-dua
aliran mempunyai pengalaman, nilai kendiri dan dipengaruhi oleh persekitaran yang
berbeza di mana ia akan menentukan pemilihan kerjaya kelak sama ada dalam sektor
yang berorientasikan akademik atau sektor yang berorientasikan kemahiran dan
teknikal.

Sistem PTV perlu dijustifikasikan agar menyedarkan orang ramai bahawa


peluang dan laluan memang disediakan bagi lulusan dalam bidang kemahiran.
Peluang melanjutkan pelajaran untuk lepasan sekolah vokasional kini masih terhad.
Norain dan Nooriah (2012) di dalam ulasan kritis berkenaan cabaran pendidikan
dalam penumpuan ruang komuniti berpendapatan tinggi di Malaysia mengatakan
bahawa pengkorporatan

universiti dan komoditifikasi pendidikan tinggi akan

menyebabkan kecenderungan institusi pendidikan tinggi menawarkan kursus-kursus


yang dianggap mempunyai nilai pasaran dan pekerjaan bagi menarik lebih ramai
pelajar. Kursus yang ditawarkan lebih bersifat praktikal dan berasaskan kemahiran
(Sarjit dan Shakila, 2010) Hal ini akan menyebabkan peranan universiti dari segi
pembinaan ilmu semakin terhakis dan telah berubah menjadi institusi latihan dan
vokasional. Cabaran lulusan PTV dilihat semakin penting dalam nilai komersial di
Malaysia.

PTV berperanan penting dalam merapatkan jurang antara kurikulum dengan


alam pekerjaan dan merupakan salah satu pemangkin kepada peningkatan ekonomi
negara. Terdapat empat bidang yang perlu diambil berat dalam PTV masa kini iaitu,
Sains dan Teknologi (Reka Cipta), teknologi maklumat, pasaran dan industri dan
Modenisasi (Ahmad Esa et.al, 2012). Oleh yang demikian pendidikan teknik dan
vokasional perlu diperkasakan dan perlu menjadi agenda utama negara untuk
mencapai status negara maju seterusnya mewujudkan kerjaya yang terjamin dari segi
cara kerja dan berpendapatan tinggi.

4.2

Mengenal pasti peningkatan kemahiran untuk mendapat pendapatan

yang tinggi.
Dalam aspek pembangunan sumber manusia, lulusan teknik dan vokasional
perlulah berkebolehan untuk bekerja secara profesional di samping berupaya
646

menerima dan menguasai pengetahuan baru yang berkaitan dengan cepat. Menurut
Isahak Haron (1992), tenaga manusia yang diperlukan di dalam masyarakat industri
tentulah tenaga manusia yang cekap dan profesional, berfikiran terbuka untuk
menerima dan mengkaji maklumat dan ilmu dan dapat membuat penyesuaian dengan
tepat. Hanya golongan pekerja yang diiktiraf sebagai k-pekerja sahaja akan
menyumbang kepada peningkatan produktiviti dan daya saing yang diperlukan ke
arah pertumbuhan ekonomi negara yang berasaskan pengetahuan atau k-ekonomi
(Subramaniam, 2008; Indrawati et.al, 2009). K-pekerja telah mengubah polisi
pendidikan, latihan dan pekerjaan di Malaysia. Majikan masa kini bukan saja
menuntut pekerja yang berpengetahuan tetapi juga berkebolehan dalam pelbagai
kemahiran dan fleksibel (Indrawati et.al, 2009).

Kerajaan telah membuat transformasi dalam pendidikan yang melibatkan


pengubahsuaian kurikulum untuk memastikan bahawa pelajar disediakan dengan
kemahiran tinggi apabila terlibat dengan pekerjaan selepas tamat pengajian (Rosli
et.al). Selain itu, di dalam kajian Rosli mengatakan bhawa tahap produktiviti yang
tinggi adalah ciri utama modal insan dan pendapatan buruh yang tinggi (RMK-10
2010). Kilpatrick dan Allen (2001) menyatakan perkara yang perlu diterapkan dalam
latihan vokasional ialah kemahiran untuk bekerja (idea, rekabentuk, inovasi,
pemasaran, pemantauan dan pengurusan), kemahiran generik (penyelesaian konflik,
kepimpinan, pembinaan kumpulan dan komunikasi tempat kerja). Komponen utama
kemahiran bolehkerja mengandungi kemahiran membaca, menulis, matematik dan
sains, komunikasi lisan, kemahiran interpersonal, pemikiran kritis, pencarian dan
pembangunan kerja dan kemahiran sosial (Kaltwasser, Flowers & Aneke, 2000; Abd
Hair, 2003). Zargari, (1997) pula menegaskan sifat kerja kini telah berubah pesat,
yang memerlukan pekerja berkemahiran dan boleh menyesuaikan diri.

Menurut Shaharuddin et.al (2011) dalam kajiannya tentang kebolehpasaran


graduan, kemahiran keusahawanan masih dalam pekerjaan yang kecil skopnya.
Potensi mengusahakan syarikat keluarga atau syarikat persendirian memerlukan
graduan mempunyai daya keusahawanan semasa belajar lagi. Sektor keusahawanan
dijangka menbuka ruang dan peluang kepada ramai graduan untuk berkecimpung
dalam pelbagai bidang perniagaan dan perkhidmatan sejajar dengan perkembangan
sosioekonomi negara.
647

Selain itu, kemahiran kebolehkerjaan sangat didambakan pada era ini ekoran
jika sekadar hanya kemahiran teknikal, ia tidak memadai untuk ke arah komuniti
berpendapatan tingi. Menurut Sharil (1993), pihak industri kini juga sangat
memerlukan pekerja bukan sahaja mempunyai kemahiran teknik dan vokasional
tetapi perlu memiliki kemahiran kebolehkerjaan. Beliau juga menyatakan bahawa
sektor perindustrian

masa

kini sedang

menuju ke era industri bioteknologi,

teknologi maklumat, teknologi tinggi maka sumber tenaga diperlukan pada masa
akan datang adalah pekerja yang bukan sahaja mempunyai kemahiran teknikal tetapi
juga mempunyai kemahiran kebolehkerjaan.

4.3

Mengenal pasti cabaran untuk mendapatkan pendapatan yang tinggi.

Tenaga manusia lulusan teknik dan vokasional haruslah mempunyai daya


saingan dan peka kepada perubahan yang berlaku sekelilingnya. Mereka mestilah
mempunyai kemahiran yang secukupnya dan menjadi pekerja yang terpelajar.
Menurut Rosli et.al (2013), mewujudkan program pendidikan kerjaya dalam bantuan
kepada murid risiko merancang kerjaya merupakan pengajaran yang komprehensif
dan berstruktur yang membolehkan pelajar untuk memperolehi pengetahuan,
kemahiran dan lain-lain ciri-ciri untuk membina pelan peribadi yang sesuai untuk
pembelajaran jangka panjang, produktif dan menguntungkan, terutamanya dalam
yang sentiasa berubah masyarakat mengikut minat dan kebolehan mereka.
Perancangan kerjaya yang hebat akan membolehkan pelajar mendapat kejayaan besar
apabila bekerja dan dengan itu membantu mereka untuk mendapatkan pendapatan
yang tinggi. Hal ini demikian kerana bakat dan potensi individu boleh berkembang ke
tahap yang maksimum dan sisa yang tidak dapat dielakkan oleh bakat (Amla Salleh
et.al 2008).

Selain itu, ketidakseimbangan ekonomi merupakan cabaran yang besar kepada


latihan vokasional. Pertumbuhan di dalam ekonomi dan industri negara adalah
bergantung kepada keupayaan graduan lulusan teknik dan vokasional untuk
mempertahankan kadar produktiviti yang tinggi serta daya saingan di peringkat
antarabangsa. Daya saing dan produktiviti industri bergantung pula kepada adanya
tenaga kerja yang berpendidikan, mahir dan bermotivasi tinggi. Sistem pendidikan
teknik dan vokasional perlu mendapat sumbangan dalam bentuk kewangan atau
648

peralatan. Pihak swasta perlu digalakkan untuk memainkan peranan mereka dengan
menjalankan latihan di tempat sendiri sama ada secara usahasama dengan institusi
kerajaan ataupun melalui sumber dalaman. Sumbangan secara terus dalam bentuk
peruntukan tetap, biasiswa dan juga pinjaman perlu digalakkan. Sumbangan pihak
swasta dalam menjayakan aspirasi kemahiran secara usaha sama dengan pihak
kerajaan akan merancakkan keperkasaan teknik dan vokasional di Malaysia khasnya.

5.0

KESIMPULAN

Peranan PTV amatlah mustahak dalam membekalkan tenaga kerja yang


berkualiti. Justeru, sistem pendidikan memberi impak terhadap proses pembangunan
negara yang dan kemajuan negara. Kualiti pendidikan yang disuap bakal mewujudkan
generasi yang sedar tanggungjawab tidak kira sama ada mereka adalah dalam
golongan genius atau sebaliknya. Mereka akan berusaha untuk mengembangkan
medium potensi diri mereka untuk mencapai kesejahteraan, keluarga, masyarakat dan
negara. Perkembangan generasi berkualiti diperlukan untuk mencapai matlamat
Wawasan 2020, Malaysia sebagai sebuah negara maju dan berpendapatan tinggi (Wan
Rahimah, 1995). Kesempadanan geografi bukan justifikasi dalam merealisasikan visi
dan misi yang telah sekian lama dicatur.

RUJUKAN

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651

ANALYZING THE IMPACT OF GREEN MARKETING STRATEGIES ON


CUSTOMER PURCHASING BEHAVIOR
Mohammad Fahmy Ibrahim1, Rahida Ramli 2
1,2

Politeknik Sultan Salahuddin Abdul Aziz Shah

mfahmy@psa.edu.my, rahida@psa.edu.my

ABSTRACT

This study examined the impact of green marketing strategies on customer


purchasing behaviour. The primary objective of the research is to investigate
which green marketing strategies influence the consumption of green products
customers. The research also analyses the relationship between customers
environmental beliefs and their environmental behaviors and examine the
extent to which green packaging and branding can promote consumption of
green products. The data was formed of 50 individuals. The questionnaire
was given to the students at graduate school of business, to the lecturer at
Politeknik Shah Alam and to the resident at Taman Alam Budiman Shah
Alam. This study has highlighted various aspect of consumer purchasing
behaviour and shown that consumer preference for environmental products
can be influenced by effective green marketing tools and strategies. Yet, it has
been found that there is reluctance from the customers to engage in green
purchasing. It is highly recommended that effective green marketing strategies
are further developed and implemented in both private and public
organizations and, in turn, marketers should capitalize on green branding,
packaging, labelling and advertising to create an upsurge for the demand of
green products in Malaysia. The research results will also form useful and
practical tools for the policy makers who are responsible for creating and
marketing green products in Malaysia.

Key words: Green Marketing, Eco Label, Packaging and Branding, Green
Advertisement

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1.0.

INTRODUCTION
Consumers the world over are turning green. The beginning of the twenty-

first century is marked by an exponential growth of consumers ecological awareness


due to the association of consumptions negative impacts in a number of
environmental problems such as global warming and pollution. (Luzio and Lemke.,
2013). This also has being a big issue when stated in Ahmad,Kamalanabhan and
Chih.,2001 as global awareness about the environment is being aroused by media
reports on ecological disaster and industrial accidents such as Chernobyle, acid rain
and global warming trend. Recycle, Biodegradable and Reusable is terms
representing the dawn of a new era-Environmental Consumerism.

Shaped by

consumer environmental or green consumerism trend proved to be an attempt by


individuals to protect themselves and the planet by buying only products they
consider green and leaving non-green products on the shelves. Over the past
decades, concern about the environment has become not only a significant public
issue but also a crucial topic in academic research.

A sharp rise in environmentalism has emerged in the US and Western Europe.


A positive change within consumers behaviour towards environmental related
products can be seen due to the increased level of environmental awareness since the
1970s (Alwitt and Pitts, 1996). This change contributed to the start of the green
revolution to prevent further damage to the environment. Malaysia is also following
the same tools to protect the environment. Throughout the years, Malaysia has
demonstrated serious commitment towards environmental management to achieve
environmental objectives, such as, launched the Product Certification Program,
Malaysias national labelling program by the Standards and Industrial Research
Institute of Malaysia (SIRIM). This eco-labelling scheme emerges with the purpose
of providing information to consumers in order to identify environmental products
and their specifications. Other considerable national environmental policies which
were endorsed by the Agricultural Department and Federal Agriculture Marketing
Authority (FAMA) and the Malaysian Energy Commission are related to agricultural
products and energy efficiency (EE). The developments observed in Malaysia show
the efforts taken through green marketing initiatives to encourage consumers into
taking account the environmental aspects in their purchasing behavior. Naturally, the
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change in consumers behavior where those who worry about the environment will
indicate their concerns through different behaviors like checking the products which
they are going to purchase to ensure they are buying ethically (Suchard and Polonski,
1991).

Green marketing tools such as eco-label, eco-brand and environmental


advertisement will make easier perception and awareness of green products attributes
and characteristics, consequently, guiding them into purchasing environmentallyfriendly products. Applying these policy tools plays an essential role to switch
consumers actual purchasing behavior to buy environmental friendly products,
therefore, reduce the negative impact of synthetic products on the environment.
(Rahbar and Nabsiah (2011). Furthermore, according to Global Industry Analysis
Inc. Of 2011, the overall market for green marketing is said to be worth $3.5 trilion
by the year 2017. (Cherian and Jacob, 2012)

2.0

LITERATURE REVIEW

2.1

Green marketing and strategic greening of products

American Marketing Association defines green marketing in three definitions.


From retailing marketing definition of green marketing is the marketing of products
that are presumed to be environmentally safe. Green marketing from the social
marketing is the development and marketing of products designed to minimize
negative effects on the physical environment or to improve its quality. The
environment refers to an effort by organizations to produce, promote, package, and
reclaim products in a manner that is sensitive or responsive to ecological concerns.
Green marketing includes a variety of activities such as product modification,
changes in the production process, packaging changes as well as modifying
advertising. (Juwaheer et al, 2012). Environmental marketing, more popularly known
as green marketing or sustainable marketing can be defined as the effort by a
company to design, promote, price and distribute products in a manner which
promotes environmental protection (Polonsky and M.J 2011). Green marketing has
be defined as 'all activities designed to generate and facilitate any exchanges intended
to satisfy human needs or wants such that the satisfaction of these needs and wants
654

occurs, with minimal detrimental impact on the natural environment' by Polonsky


(2011). Green is a part of marketing and therefore shares a number of aspects with
traditional marketing such as price, promotions, product and place.

2.2

Consumer beliefs and environmental behaviour


Green consumers demonstrate an interest in products characteristics such as

recyclability and chemical content, favourably discriminating consumption towards


products that are organic, energy efficient or have biodegradable packaging.(Luzio
and Lemke, 2013). Environmental attitude is defined as the judgement an individual
has towards the protection and promotion of environment. Conflicting results has
been published with regards to the relationship that currently exists between attitude
towards the environment and the resultant behaviour. (Kotchen and Reiling, 2000).
Hoyer and MacInnis (2004) state that consumers values and beliefs need to be
considered when examining the influences that affect purchasing decisions. Values
are enduring beliefs that a given behaviour is desirable or good and include valuing
the environment. Environmental values play a primary role in pro-environmental
behaviour: values affect peoples beliefs, which then have influences on personal
norms that lead to consumers pro-environmental behaviours (Reser and
Bentrupperbaumer, 2005; Stern, 2000). Similarly, Ajzens (1991) Theory of Planned
Behavior shows that (environmental) beliefs form attitudes towards behaviour, which
is then translated into intention of behaviour However, an individual concerned about
the environment does not necessarily behave in a green way in general, or in their
purchasing. Kollmuss and Agyeman (2002) explored a range of analytical
frameworks and external and internal factors that promote pro-environmental
behaviour and found conflicting and competing factors related to consumers daily
decisions. The purchase and consumption of products and services is often related to
attempts to achieve, or maintain, ideals conceived either by the self or others
(Hawkins et al., 1998). According to (Ajzen and Fishbein, 1980, p. 5), theory of
reasoned action, people consider the implications of their actions before they decide
to engage or not engage in a given behavior. Thus according to the above theory,
peoples attitudes play a significant role when it comes to their forming an intention
to act in a certain behavior.

2.3

Eco labelling and relations to consumer purchasing behavior


655

Throughout the years, Malaysia has demonstrated serious commitment


towards environmental management to achieve environmental objectives, such as,
launched the Product Certification Program, Malaysias national labeling program by
the Standards and Industrial Research Institute of Malaysia (SIRIM). This ecolabeling scheme emerges with the purpose of providing information to consumers in
order to identify environmental products and their specifications. (Rahbar and
Nabsiah, 2011). They also state that labels are a signal to accomplish two main
functions for consumers: information function that informs them about intangible
product characteristics such as products quality and value function which provide a
value in themselves. One of the significant green marketing tools is using eco-label
on environmental friendly products. The environmental labels are increasingly being
utilized by marketers to promote the identification of green product. (DSouza et al,
2006). Although, consumers make choices based on other decision criteria, product
labels provide an informative base for a consumer to make choices. Environmental
labels are increasingly being recognised as an important market tool for identification
of green products. Eco labelling is an effective measure which helps in bridging the
gap between sellers and buyers by providing information on two aspects: Information
functions presenting intangible quality measures including product quality and Value
function which presents the recyclability and CSR related brand prestige (Sammer
and Wustenhagen 2006). There are a number of ways by which marketers convey
environmental benefits of products, one is through general or specific product claims
on product labels, for example, eco-friendly, environmentally safe, recyclable,
biodegradable and ozone-friendly (Morris et al., 1995). The research by DSouza
(2004) has found that there are consumers who will buy green products even if they
are lower in quality in comparison to alternative products, but would look for
environmental information on labels. Consumers on a daily basis are exposed to type
II labelling with messages on labels, such as, environment-friendly, ozone-friendly,
earth-friendly, degradable, recycled, recyclable, renewable, reusable or for that matter
biodegradable. Unlike other physical attributes of a product, environmental attributes
are difficult to detect unless there is sufficient information about them. A survey
reported that 70 per cent of the respondents purchase decisions were often
influenced by environmental messages in advertising and product labelling (Chase
and Smith, 1992). In another survey 83 per cent of the respondents indicated they
preferred buying environmentally safe products. However, only 15 per cent said that
656

environmental claims were extremely or very believable (Dagnoli, 1991). Nik Abdul
Rashids (2009) in his research found that awareness of eco-label has positive effect
between knowledge of green product and consumers intention to purchase. The
research shown eco-labels are attractive instruments informing consumers about the
environmental impact of their purchasing decisions.

2.4

Green packaging and branding and relation to consumer purchasing

behaviour
Brands able to classifiable as green are those whose users primary
associations are environmental conservation and sustainable practices. Of the few
studies that examine the nature of green brands, Hartmann, Apaolaza Ibanez, &
Forcada Sainz (2005) characterize a green brand identity as having a specific set of
brand attributes and benefits related to the reduced environmental impact of the brand
and its perception as being environmentally sound. Hartman et al (2005) also stated
that a green brand identity is defined by a specific set of brand attributes and benefits
related to the reduced environmental impact of the brand and its perception as being
environmentally sound. A well-implemented green brand identity should provide
benefits to environmentally conscious consumers. The research done by Hartmann et
al (2005) found that that a well-implemented green positioning strategy can lead on
the whole to a more favourable perception of the brand, thus giving support to the
green marketing approach in general. The Theory of Reasoned Action (Ajzen and
Fishbein, 1980) suggests that marketers can influence consumers attitudes and
intentions by changing their evaluations through adding new beliefs and targeting
normative beliefs. Branding is a valuable tool in this manipulation or forming of
attitudes. Brands are effective because they have an effect on the affective domain:
rational reasons are translated into emotional preferences (Travis, 2000). Thus,
brands can shift consumer attitudes to more sustainable consumption.

2.5

Premium green advertising and relation to consumer purchasing

behaviour

Green branding communication strategies should be aimed at associating the


brand with pleasant, emotional imagery of nature, while presenting information on
657

environmentally sound product attributes. (Juwaheer et al, 2012). Advertising terms


such as recyclable, environmentally friendly, ozone safe, biodegradable have become
popular in green advertisements and consumers are often exposed to such messages,
while some of these messages are met with consumer resistance. Advertising plays a
critical role in communicating this pro-environmental image while harnessing an ecofriendly consciousness among consumers and organizations. The main aim of
presenting green advertisements is to present to the consumer that the company is eco
centric while at the same time making an effort to influence the purchase behaviour
of the consumers by presenting them with choices of availability of products which
do not cause harm to the environment and directing their attention to positive
consequences of purchase behaviour. (Cherian and Jacob, 2012).The growth of
advertising of green product lines is bound to have increased impact on the
environment.(Martin and Simintiras 1995). Recent evidence has shown that green
advertising has grown exponentially in the last two decades (Futerra, 2008),
becoming the driving force behind increasing public awareness of ecological issues
and skyrocketing demand for eco-friendly goods (Polonsky et al., 2007).

Based on an evaluation of the literature above, it has been possible to specify


the three groups of factors influencing the consumer purchasing pattern. Figure 1
showing the research theoretical framework containing the eco labelling, green
packaging and branding and green advertising.

ECO
LABELLING

CONSUMER
PURCHASING
BEHAVIOUR

PACKAGING AND
BRANDING

GREEN
ADVERTISEMENT
Figure 1: Theoretical framework

658

3.0

RESEARCH METHOD

Data was collected from primary sources. The data was formed of 50
individuals.

The questionnaire was given to the students at graduate school of

business, to the lecturer at Politeknik Shah Alam and to the resident at Taman Alam
Budiman Shah Alam. The respondents was chosen because there also a consumer
who involve in daily product consumption and they know and have been exposed to
the various sources about green marketing. The measurement for this research was
adapted from previous research. This interval scale is used to measure the degree of
agreement towards the statement. This research was conducted using quantitative
survey research methods. In particular, a questionnaire was developed for data
gathering and some statistical methods were used for data analysis. Most questions
are fixed-alternative questions that require the respondent to select from a
predetermined set of responses. Researchers meet the respondents face to face and
gave the questionnaire. The respondents answered all the questions in writing and
they can ask the researcher if there were any questions they cant understand or any
questions that related to the questionnaire. Participation for this research was
voluntary. The data was collected within 4 weeks starting from 10th November 2014
to 7nd December 2014.

4.0

FINDINGS AND DATA ANALYSIS

4.1

Profile of Respondents

Data analysis was conducted by using the SPSS system with test results of 50
sets of questionnaires answered by 50 qualified respondents. This study was use
quantitative methods to analyze the data because the data available is in the form of
number. Data analysis is an important process in a research. It can be concluded that
the results of research conducted on the basis of information obtained from the
respondents. Thus, this part should be done with caution because this is the desired
outcome of the study by the researcher. The results are analyzed to show the results
accurately. The objective is to obtain a count of the number of responses associated
with different values of the variable. The relative occurrence, or frequency, of
different values of the variable is then expressed in percentages. A frequency
659

distribution for a variable produces a table of frequency counts, percentages, and


cumulative percentages for all the values associated with that variable. This is
important because the respondents were selected to represent the buying decision
toward green buying behavior.

Table 4.1:

Respondents Characteristics
i)

Frequency

GENDER
Percent Valid Percent

Cumulative
Percent

MALE
Valid

FEMAL
E
Total

19

38.0

38.0

38.0

31

62.0

62.0

100.0

50

100.0

100.0

Table above is shown the frequency distribution of the respondents' gender in this
study. It was found respondents total of 50 peoples. Number of female respondents is
more than male, represents 31 respondents or 62% of the total, while the male
respondents was 19 and it represents 38% of the total gender.

ii)

THINK PROMOTE

Frequency

Percent Valid Percent

Cumulative
Percent

YES
Valid NO
Total

49

98.0

98.0

98.0

2.0

2.0

100.0

50

100.0

100.0

There was 98% or 49 respondents who was agree with the statement of promoting
green marketing is importance and only one person which is represents 2% who
didnt agree with the statement

660

iii)

GREEN MARKETING
Frequency

Percent Valid Percent

Cumulative
Percent

ELECTRONIC MEDIA
Valid

NON ELECTRONIC
MEDIA
Total

39

78.0

78.0

78.0

11

22.0

22.0

100.0

50

100.0

100.0

According to the table above there are 39 respondents or 78% knows about green
marketing from the electronic media sources meanwhile 11 respondents or 22%
respondents knows from non electronic media sources.

4.2

Scale Reliability

Before the data analysis conducted, researchers have test the reliability
(Reliability Test) on data obtained from 50 qualified respondents. This is to ensure
that question in the questionnaires is reliable and able to demonstrate the right
decision on the question is to be studied by researchers. A survey instrument is
considered reliable if its repeated .Therefore since the instrument has been tested for
its reliability, it is required to retest its reliability for the different variables and
objectives. The reliability test has been done using SPSS to measure reliability of
instrument using Cronbach Alpha Coefficient. Below is the reliability statistics for the
mentioned variables. Noted that the rule of thumb about Cronbach-alpha coefficient
size is 0.6 to 0.7 is moderate and 0.9 is excellent.

Table 4.2:

Scale Reliability
Cronbachs Alpha

Variables

Statements

Consumer

i.

I often buy green product

Decision

ii.

I often buy products that are labeled

Making

as environmentally safe
iii.

I often buy products that are against

animal-testing
iv.

I often buy products that contain no


661

= 0.924

or fewer chemical ingredients


v.

When I consider buying a product, I

will look for a certified environmentallysafe or organic stamp


vi.

I often buy products that use

recycled/ recyclable packaging

Effectiveness

i.

Eco-labels are eye catching on green

of eco labeling

products

and green

ii.

products

on eco-labels

identification

iii.

Sufficient information is provided

I believe that eco-labels are easy to


= 0.918

read
iv.

Green products are marketed to me

in a way which I really find engaging and


relevant to my lifestyle
v.

Information

on

eco-labels

is

accurate for green products


vi.

It is easy for me to identify green

products in Malaysia
vii.

Intensity of
green
packaging and
branding for
ecological
customers

i.

I acknowledge that the information

on packaging is an important criterion


ii.

It is important to reuse or recycle the

packaging after use


iii.

Biodegradable

important

packaging

consideration

is

for

an

green

customers
iv.

I feel good about buying brands

which

are

less

damaging

to

the

environment
v.

I trust well-known green branded


662

= 0.879

products in Malaysia

Environmental

i.

Green

advertisement

promote environmental friendly products in

and green

a credible manner

consumption

ii.

patterns

advertisements

The

advertisements

content

of

should

should

environmental
offer

pertinent

emotional relevance for green consumers


iii.

Attractive

= 0.927

environmental

advertisements will encourage me to adopt


green products in Malaysia
iv.

Ads should emphasize on how

consumers

will

obtain

environmental

benefits
v.

Ads

should

be

clear

about

environmental claims

Based on table 4.2, after conducting reliability tests, we found that the
reliability or Cronbach's Alpha is as high as 0.927. This suggests that the statement in
questionnaires is very reliable and able to test the thoughts and perception of the
respondents towards our research Analyzing the impact of green marketing strategies
on consumer purchasing behaviour. After conducting reliability tests in statement
Effectiveness of eco labeling and green products identification, we found the
reliability or Cronbach's Alpha is as high as 0.924. This suggests that the statement in
questionnaires is very reliable and able to test the thoughts and perception of the
respondent towards consumer decision behaviour. After conducting reliability tests in
question Intensity of green packaging and branding for ecological customers, found
the reliability or Cronbach's Alpha is as high as 0.879. This suggests that the
statement in questionnaires is very reliable and able to test the thoughts and
perception of the respondent towards consumer purchasing behaviour. Based on the
table, after conducting reliability tests in question Environmental advertisement and
green consumption patterns, we found the reliability or Cronbach's Alpha is as high as

663

0.927. This suggests that the statement in questionnaires is reliable and able to test the
thoughts and perception of the respondent towards consumer purchasing behavior.

4.3

Correlation

A measure of the relationship between two continuous numeric variables that


indicated both the direction and degree to which they co-vary with one another from
case to case, which implying that one is causing the other. Based on research done in
reviewing to identify key factors that contribute towards a customer decision making
pattern, researchers will study the relationship between effectiveness of eco labelling
and green products identification, intensity of green packaging and branding for
ecological customers and environmental advertisement and green consumption
patterns. Table 4.3 shows the results of data analysis based on correlation between the
constructs of the study.

Table 4.3:

Correlation

Decision

Pearson
Correlation
Decision

Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Packing_Brandi Correlation
ng

Packing_

Green

Branding

Advertisement

Sig. (2-tailed)
N

Eco_Labeling

Eco Labeling

Sig. (2-tailed)
N

50
.792**

.000
50

50

.633**

.571**

.000

.000

50

50

664

50

Pearson
Correlation
Advertisement

Sig. (2-tailed)
N

.457**

.388**

.754**

.001

.005

.000

50

50

50

**. Correlation is significant at the 0.01 level (2-tailed).

Based on the table 4.3, we can see three variables which are between eco
labelling and decision making, packaging and branding and decision making and
advertisement and decision making. The table above shown that N = 50 mean
respondents is 50 peoples. The closer the value is to -1 to +1, the stronger the
association is between the variables. The value between 0.5 and 0.9 mean are strongly
related and the value less than 0.5 are weakly related.

4.3.1 Relationship between eco labelling and consumer purchasing behavior

The relationship between variable is positive with correlation coefficient (r) is


0.792.

It means that it is very high correlation, very dependent relationship.

According to the table 4.3.1 above, there is strongly related correlation between eco
labelling and consumer decision pattern with very dependent relationship between
those two variables. Consequently, the first hypotheses of these studies stated that:
H1:

Eco labelling are giving impact on consumer purchasing behavior

4.3.2 Relationship between green packaging and branding and consumer


purchasing behavior

The relationship between variable is positive with correlation coefficient (r) is


0.633. It means that it is a moderate correlation. According to the table 4.3.1 above,
there is strongly related correlation between green packaging and branding and
consumer decision pattern with very dependent relationship between those two
variables. Consequently, the second hypotheses of these studies stated that:
H2:

Green packaging and branding are giving impact on consumer purchasing

behavior

665

50

4.3.3 Relationship between green advertisement and consumer purchasing


behavior

The relationship between variable is positive with correlation coefficient (r) is


0.457. It means that it is a moderate correlation. According to the table 4.3.1 above,
there is weak correlation between green advertisement and consumer decision pattern
with very dependent relationship between those two variables. Consequently, the third
hypotheses of these studies stated that:
H3:

Green advertisement are giving impact on consumer purchasing behavior

4.4 Regression

Regression analysis is used to predict a response variable based on one or more


explanatory variables. It can be used to determine which kinds of variables that we
have information on can be used to forecast or predict variables that we don't have
information on.

Model Summary
Model

R
.822a

R Square

Adjusted R

Std. Error of

Square

the Estimate

.676

.654

1.09681

a. Predictors: (Constant), Advertisement, Eco Labeling,


Packing Branding

The table of interest is the Model Summary table. This table provides the R
and R Square value. The R value is 0.822 which represents a high degree of
correlation. The value of our R square is 0.676, which means that 67.6 percent of the
total variance in consumer decision making pattern has been explained. The
Adjusted R Square value indicates 65.4% of the consumer decision making pattern by
the question in marketing tools. The Adjusted R Square value 50.9% of the consumer
decision making pattern can be explained by the marketing tools.

666

ANOVA
Model

Sum of

Df

Mean Square

Sig.

Squares
Regression
1

Residual
Total

a.

115.23
2
55.338
170.56

38.411

46

1.203

.000b

31.929

49

Dependent Variable: Decision

b. Predictors: (Constant), Advertisement, Eco Labeling, Packing Branding

The next table is the ANOVA table. This table indicates that the regression model predicts
the outcome variable significantly well. Here, .000, which is less than 0.05, and indicates
that, overall, the model applied can statistically significantly predict the consumer purchasing
behavior.

Coefficients
Model

Unstandardized

Standardized

Coefficients

Coefficients

B
(Constant)
Eco Labeling
1

Packing
Branding
Advertisement

Std. Error

-1.704

1.176

.707

.114

.385
.026

Sig.

Beta
-1.448

.154

.639

6.229

.000

.218

.255

1.771

.083

.199

.017

.132

.896

a. Dependent Variable: Decision


The table Coefficients provides information on the confidence with which
we can support the estimate for each such estimate (see the columns T and Sig..)
If the value in Sig. is less than 0.05, then we can assume that the estimate in column
B can be asserted as true with a 95% level of confidence. Always interpret the "Sig"
value first. If this value is more than 0.1 then the coefficient estimate is not reliable

667

because it has "too" much dispersion/variance. The significant value is less than 0.1
then the coefficients estimate is reliable because they are not too much
dispersion/variance. The coefficient for Eco labelling is in the range .000 with a 95%
level of confidence, while the coefficient for packaging and branding is 0.083. This
variables is not significant because more than 0.05.

For final variables, green

advertisement also not significant because it shows 0.896.

5.0

CONCLUSION

5.1

Implication and recommendation

This study has highlighted various aspect of consumer purchasing behavior


and shown that consumer preference for environmental products can be influenced by
effective green marketing tools and strategies. Some major implications concerning
green marketing strategies in Malaysia can be drawn from the findings of the present
research. In order to gain green competitive advantage and achieve success, business
executives and marketers and government should ensure that sustainable green
marketing strategies are developed and implemented in both public and private
companies. Managers and government should organize different workshops and
seminars to educate its internal and external public on environmental protection.
Various exhibitions and fairs should be organized in close collaboration with nongovernmental organizations to educate people on the different green products that are
presently available in Malaysia and the underlying benefits associated with green
consumer purchasing behavior.

Another significant implication of the study relates to the importance of ecolabels as an input for green buying behavior. Likewise, Rashid (2009) has suggested
that eco-label is an important factor that would enable consumers to make the right
purchase choice. Therefore, marketers should emphasize on green product strategies
and in turn, eco-labels should be viewed as an essential marketing tool in promoting
green consumption as there is enough empirical evidence in the present study
demonstrating that green labelling has a positive impact on consumer purchasing
behavior. In a similar vein, business executives and government should ensure that
eco-labels are comprehensible and equally, the type and format of information
668

provided on eco-labels should be easy to understand, which in turn, will help


customers in their green product selection.

Even though from the study has found that packaging, branding and green
advertisement are not influence consumer to make decision towards green products,
there are a positive relationship. This situation was because in Malaysia we can see
there are just a few companies who really stressed about green product and
environmental friendly. Lack of information and advertisement either in electronic
media or non-electronic media about green product and green purchasing behavior
also bring to the problem. As pointed out by Swenson and Wells (1997), customers
are more inclined towards environmental friendly brands because of their growing
environmental concerns.

Therefore marketers should develop emotional green

branding strategies to sell their products. Green brands can evoke positive emotions
by showing the nature-related advantages stemming from sensations and feelings
(Kals et al., 1999). Marketers should ensure green advertisements are more pleasant,
attractive and convincing in the context of Malaysia. Marketers should capitalize on
creativity and originality in order to enhance the appeal of green advertisements and
equally, differentiate the green advertisements from other non-green advertisements in
Malaysia. In addition, marketers should emphasize on emotional appeal in the green
advertisements (Hawkins et al., 1998; Pooley and OConnor, 2000) as emotional
content in green advertisements can also increase customers attention towards these
advertisements.

REFERENCES
Alwitt, L.F. and Pitts, R.E. (1996), Predicting purchase intentions for an
environmentally sensitive product, Journal of Consumer Psychology, 5(1), 4964.
Ajzen, I. (1991), The theory of planned behaviour, Organizational Behavior and
Human Decision Processes, Vol. 50 No. 2, pp. 179-211.
Ajzen, I. and Fishbein, M. (1980), Understanding Attitudes and Predicting Social
Behavior, Prentice-Hall, Englewood Cliffs, NJ.
669

Cherian, Jacob & Jacob. Jolly (2012). Green marketing: a study of consumers
attitude towards environment friendly products. Asian Social Science: 8(12).
117-126
Chase, D. and Smith, T.K. (1992), Consumers keen on green but marketers dont
deliver,
Advertising Age, Vol. 63.
Dagnoli, J. (1991), Consciously green, Advertising Age, Vol. 14.
DSaouza, Clare. (2004). Eco-label programmes: a stakeholder (consumer)
perspective. Corporate communications: An International Journal, 9(3), 179188
DSaouza, Clare. (2006). Green advertising effects on attitude and choice of
advertising themes. Asia Pacific Journal of Marketing and Logistics, 17(3), 5166
Futerra (2008), The green wash guide, available at: www.futerra.co.uk/
Hartmann, P., Apaolaza Ibanez, V. and Forcada Sainz, J.F. (2005), Green branding
effects on attitude: functional versus emotional positioning strategies,
Marketing Intelligence & Planning, 23(1), 9-29.

Hoyer, W. and MacInnis, D. (2004), Consumer Behavior, Houghton Mifflin, Boston,


MA.
Juwaheer,T.D, Puraduth,S. And Noyaux,M.M.E (2012), Analysing the impact of
green marketing strategies on consumer purchasing patterns in Mauritius,
World

Journal

of

Entrepreneurship,

Development, *(1), 36-59

670

Management

and

Sustainable

Kotchen, M.J., & Reiling, S.D (2000). Environmental attitudes, motivations and
contingent valuation of nonuse values: a case study involving endangered
species, Ecological Economics, 32(1), 93-107.

671

PENGGUNAAN PERISIAN I-LEDGER DALAM KALANGAN PELAJAR


SEMESTER 1 SESI JUN 2014 KURSUS DPA1013 FUNDAMENTALS
ACCOUNTING DI POLITEKNIK MUKAH, SARAWAK
Mohd Saiful Nizam B Khalid1, Norhayah Bt Sabtu2
1,2

Politeknik Mukah, Sarawak

saiful_kktj@yahoo.com.my, hayah_kktj@yahoo.com.my

ABSTRAK

Kepentingan dan peranan yang dimainkan oleh teknologi maklumat dan


komunikasi dalam kehidupan pada masa kini tidak dapat dinafikan lagi.
Penggunaan

bahan

multimedia

interaktif

telah

menyuntik

kepada

kepelbagaian kaedah pengajaran seterusnya menjadikan sesi pembelajaran


lebih menarik, berkesan dan bermotivasi. Oleh itu, perisian I-Ledger telah
dibangunkan bagi menambah koleksi bahan multimedia interaktif bagi kursus
Perakaunan. Kajian ini dibuat untuk mengetahui penerimaan pelajar
terhadap perisian I-Ledger. Seramai 57 orang pelajar jurusan Diploma
Akauntansi semester 1 di Politeknik Mukah, Sarawak yang mengambil kursus
DPA1013 Fundamentals of Accounting telah dipilih untuk menjawab
borang soal selidik yang disediakan. Data kajian telah dianalisis secara
deskriptif dalam bentuk frekuensi dan peratus menggunakan perisian
Statistical Package for the Social Sciences (SPSS 21.0). Hasil kajian
menunjukkan pelajar memberikan persepsi yang positif selepas menggunakan
perisian I-Ledger ini. Mereka bersetuju bahawa perisian ini membantu dalam
proses pengajaran dan pembelajaran. Oleh yang demikian, setiap pihak
terutamanya pendidik perlu bergerak seiring dengan arus perkembangan
teknologi bagi memastikan sistem pendidikan tidak ketinggalan dan sentiasa
relevan mengikut peredaran zaman.

Katakunci : perakaunan, multimedia, ICT, komputer, internet

672

1.0

PENGENALAN

Pada masa kini, kaedah pengajaran dan pembelajaran berkembang dengan


begitu pesat sekali. Arus dan ledakan globalisasi telah menghasilkan daya penggerak
yang telah mencetus evolusi dalam dunia pendidikan. Evolusi yang tercetus ini telah
menukar gaya pembelajaran daripada berpusatkan kepada pendidik semata-mata
kepada kaedah pembelajaran yang lebih menyeronokkan, lebih berbentuk penerokaan,
lebih banyak komunikasi dan lebih banyak perkongsian.

Perkembangan dalam teknologi multimedia menjanjikan potensi besar dalam


merubah cara seseorang belajar, cara memperolehi maklumat, cara menyesuaikan
setiap maklumat dan sebagainya. Pendidik perlu memanfaatkan teknologi yang ada
agar kaedah pengajaran dan pembelajaran menjadi lebih berkesan, kualiti
penyampaian dapat ditingkatkan dan seiring dengan perkembangan teknologi semasa.
Menurut Wan Zahwan (1998), sebuah sebuah program pendidikan yang lebih dinamik
dan interaktif dapat dibina kerana teknologi multimedia interaktif mempunyai
kekuatan untuk berfungsi dalam pelbagai aspek program pendidikan seperti proses
pengajaran, proses pembelajaran, penggunaan masa pernbelajaran, penilaian
pencapaian murid, peranan guru, peranan murid dan pengurusan pendidikan. Menurut
Shamsi (2011), universiti tidak terlepas dari arus ledakan teknologi. Teknologi
menyumbang pelbagai manfaat kepada sistem pengajaran dan perlu digunakan untuk
menambahbaik mutu pendidikan. Pendek kata, kemudahan teknologi terkini, jika
digunakan secara optimum dapat rneningkatkan kualiti pendidikan sesuai dengan
keperluan abad ke 21.

Menurut Rossyahida dan Mohamad Hisyam (2011) pula, teknologi mencipta


perubahan kepada kaedah pembelajaran. Dengan adanya kemudahan teknologi dalam
kelas, pelajar berpeluang mengalami satu pengalaman yang tidak dapat disediakan
oleh kaedah pengajaran tradisional. Hal ini disokong oleh kajian Stanley dan Edwards
(2005) yang mendapati bahawa teknologi telah membantu menghubungkan antara
teori dan praktikal dan menjadikan sesi pembelajaran menjadi lebih bermakna.
Kombinasi antara elemen video, interaktif, dan isi kandungan yang tersusun telah
meningkatkan pengalamana belajar kepada pelajar. Kini, kelas bukan lagi suatu bilik

673

yang statik tetapi lebih dinamik dan dapat berada di mana-mana tempat dalam dunia
ini.

1.1

Latar Belakang Masalah


Fundamental of Accounting adalah kursus wajib yang perlu diambil oleh

semua pelajar semester 1 jurusan Diploma Perakaunan di Politeknik Mukah, Sarawak.


Terdapat pelbagai latarbelakang pelajar yang mengambil jurusan Diploma Perakaunan
ini. Ada yang pernah mengambil subjek Perakaunan semasa di tingkatan 4 dan 5, ada
juga yang tidak pernah mengambil langsung. Ada yang cemerlang semasa Sijil
Pelajaran Malaysia dan ada yang pula cukup syarat untuk mengambil jurusan
Diploma Perakaunan.

Kajian lepas tentang kursus Pengantar Perakaunan menunjukkan komposisi


pelajar dalam kursus ini terdiri dari kepelbagaian latar belakang pengajian, umur dan
pengalaman. Ini bermakna kepelbagaian ciri individu, sikap dan tingkah laku
mempengaruhi cara mereka memproses maklumat. Faktor ini memberi implikasi
kepada strategi pengajaran yang digunakan oleh guru. Di antara persoalan yang
dibangkitkan dalam kajian ini adalah kesan gaya pembelajaran terhadap pencapaian
pelajar yang didedahkan kepada strategi pengajaran pengalaman berbanding strategi
pembelajaran tradisional (Rohaila, Norasmah dan Faridah, 2005).

Menurut Norasmah (2002) pula, antara perkara yang mempengaruhi


keberkesanan sesuatu program atau kursus adalah kaedah pengajaran yang digunakan.
Beliau juga menyatakan kaedah pengajaran dan pembelajaran (P&P) yang terlalu
berpusatkan guru gagal dalam melatih pelajar kemahiran utama seperti kemahiran
berfikir, menyelesaikan masalah dan kemahiran komunikasi.

Oleh yang demikian, menurut Albrecht dan Sack (2000), perubahan dalam
kaedah pengajaran bagi kursus Perakaunan adalah penting. Pendidik perlu
memikirkan kaedah alternatif agar pelajar mendapat kemahiran yang sepatutnya dan
dapat digunakan setelah bekerja kelak.

674

Multimedia interaktif merupakan suatu alternatif kepada kaedah pengajaran


dan pembelajaran yang sedia ada di mana proses pembelajaran yang berlaku tidak
semestinya secara bersemuka. Merujuk kepada Izzatul Fadzilah & Nurul Ashikin
(2010), multimedia interaktif merujuk kepada gabungan penggunaan media elektronik
dan teknologi maklumat dalam pendidikan. Antara elemen-elemen yang ada dalam
multimedia interaktif ini termasuklah semua media elektronik yang mempunyai
gabungan elemen seperti teks, audio, gambar, animasi dan video.

1.2

Pernyataan Masalah

Pelajar perlu menguasai topik lejar kerana lejar perlu disediakan sebelum
penyata kewangan dapat dihasilkan. Berdasarkan kitaran perakaunan, transaksi akan
direkod dalam jurnal dan seterusnya direkod dalam lejar dan perlu ditutup pada setiap
tempoh kewangan untuk menentukan baki akhir setiap akaun yang ada. Selepas lejar
disediakan imbangan duga akan disediakan untuk menentukan sama ada lejar
disediakan mengikut kepada prinsip catitan bergu serta peraturan debit dan kredit
yang betul. Akaun dan amaun yang ada dalam imbangan duga kemudian akan
digunakan untuk menyediakan penyata untung rugi dan penyata kunci kira-kira (Seai
Kie (2013)).

Oleh itu, perisian interaktif I-Ledger dibangunkan untuk membantu pelajar


memahami dan menguasai tajuk Lejar dengan lebih mudah dan cepat. Dengan ILedger ini, suasana pembelajaran seperti dalam kelas boleh berlaku di mana-masa
sahaja dan pada bila-bila masa sahaja. Ia merupakan inovasi di dalam pengajaran dan
pembelajaran bagi kursus Perakaunan. Pelajar akan merasakan belajar Fundamentals
of Accounting merupakan satu subjek yang mudah, sangat menarik dan boleh
difahami. Pelajar juga boleh membuat ulang kaji sendiri tanpa pengawasan pensyarah.
Pensyarah juga boleh menggunakan perisian ini sebagai modul pembelajaran
interaktif semasa di dalam kelas.

I-Ledger merupakan produk inovasi dibangunkan dengan gabungan elemen


teks, animasi, audio, gambar dan video dan boleh digunakan di mana-mana sahaja dan
pada bila-bila masa sahaja. Perisian ini boleh diakses melalui talian internet atau tanpa
talian internet di komputer peribadi, tablet atau telefon pintar.

675

I-Ledger dibangunkan dengan memberi penekanan dan tumpuan terhadap


bagaimana kaedah merekod transaksi ke dalam lejar akaun. Animasi dan audio yang
ada memberi lebih kefahaman dan keyakinan kepada pelajar. Unsur interaktif yang
ada juga membantu pelajar mengulang kembali kemahiran yang diperlukan.

1.3

Objektif Kajian

Objektif kajian ini adalah:


1. Menghasilkan perisian multimedia interaktif bagi tajuk Lejar Kursus
DPA1013-Fundamentals of Accounting
2. Mengenalpasti penerimaan pelajar terhadap penggunaan perisian interaktif
I-Ledger.

1.4

Persoalan Kajian
1. Sejauh manakah isi kandungan I-Ledger menepati silibus DPA1013
Fundamentals of Accounting?
2. Adakah I-Ledger dilengkapi dengan ciri-ciri multimedia?
3. Adakah I-Ledger dilengkapi dengan ciri-ciri interaktif?

1.5

Kepentingan Kajian

Kajian ini melihat kepada penerimaan pelajar terhadap penggunaan perisian


interaktif I-Ledger. Hasil daripada kajian ini akan dapat dimanfaatkan oleh pendidik
terutamanya dalam bidang perakaunan untuk mempelbagaikan lagi kaedah dan bahan
pengajaran sesuai dengan peredaran masa supaya pelajar boleh belajar dalam suasana
yang lebih aktif serta dapat menambah pengetahuan dalam topik penyediaan lejar.
Kepada agensi yang terlibat, hasil kajian akan dapat dijadikan panduan untuk
merangka polisi dan strategi bagi menggalakkan lagi penggunaan bahan pembelajaran
yang berasaskan komputer dan internet seiring dengan kemajuan teknologi masa kini.

676

1.6

Batasan Kajian

Untuk kajian ini, pengkaji menumpukan kepada pelajar jurusan Diploma


Perakaunan semester 1 sesi Jun 2014 kursus DPA1013

Fundamentals of

Accounting sahaja.

2.0

METODOLOGI KAJIAN

2.1

Rekabentuk Kajian

Rekabentuk kajian yang digunakan ini adalah berbentuk kajian tinjauan


deskriptif menggunakan soal selidik. Tinjauan deskriptif bertujuan mendapatkan
ukuran ataupun gambaran berkaitan berkaitan keadaan ataupun ciri populasi.
Penyelidikan deskriptif merupakan penyelidikan bermatlamat untuk menerangkan
sesuatu gejala, peristiwa atau fenomena yang sedang berlaku pada masa kini (Johnson
dan Christensen (2012)).

Kajian ini dilaksanakan dengan menggunakan set soal selidik yang dijawab
oleh pelajar jurusan Diploma Perakaunan semester 1 sesi Jun 2014 kursus DPA1013
Fundamentals of Accounting di Politeknik Mukah, Sarawak setelah mereka
melayari perisian I-Ledger.

2.2

Populasi dan Sampel Kajian

Data yang diperoleh dari Jabatan Hal Ehwal Pelajar Politeknik Mukah,
Sarawak, terdapat sebanyak 62 orang pelajar yang mengambil

jurusan Diploma

Perakaunan semester 1 sesi Jun 2014 kursus DPA1013 Fundamentals of


Accounting. Menurut Krejci dan Morgan (1970), sekiranya populasi adalah 62, maka
sampel yang akan digunakan adalah 56. Oleh itu, pengkaji telah memilih untuk
mengkaji 57 orang pelajar secara rawak.

677

2.3

Instrumen Kajian

Pelajar jurusan Diploma Perakaunan semester 1 sesi Jun 2014 kursus


DPA1013 Fundamentals of Accounting di Politeknik Mukah, Sarawak merupakan
subjek kajian. Oleh itu, satu set borang soal selidik telah disediakan untuk diedarkan
kepada pelajar jurusan Diploma Perakaunan semester 1 sesi Jun 2014 kursus
DPA1013 Fundamentals of Accounting bagi mendapatkan maklumat tentang
penggunaan I-Ledger dalam kalangan mereka.

Soal selidik dengan skala Likert lima pilihan jawapan tersebut dibahagikan
kepada enam bahagian iaitu Bahagian A, Bahagian B, Bahagian C, Bahagian D,
Bahagian E dan bahagian F. Bahagian A adalah berkaitan dengan latar belakang
responden. Bahagian B pula menyentuh mengenai isi kandungan perisian. Bahagian C
adalah berkaitan dengan unsur-unsur multimedia yang ada dalam I-Ledger. Bahagian
D pula adalah berkaitan dengan unsur-unsur interaktif, bahagian E pula berkenaan
item-item yang menjurus kepada peningkatan kemahiran dan Bahagian F pula adalah
berkenaan persepsi pelajar terhadap perisian I-Ledger ini.

2.4

Kajian Rintis

Untuk kajian rintis yang telah dijalankan kepada 16 orang pelajar jurusan
Diploma Perakaunan semester 2 sesi Jun 2014 yang pernah mengambil kursus
Fundamentals Of Accounting di Politeknik Mukah, Sarawak, hasil ujian pekali
Alpha Cronbach adalah 0.934, iaitu menunjukkan soal selidik ini boleh diterima pakai
dan dianggap baik. Data yang diperolehi dari responden kemudiannya dianalisis
menggunakan perisian SPSS (Statistical Package For The Social Sciences) versi 21.

3.0

ANALISIS DATA

Data dianalisa menggunakan perisian SPSS dengan menggunakan statistik


deskriptif seperti min dan peratusan. Skala interpretasi yang digunakan bagi min
dalam kajian ini adalah seperti berikut:

678

Jadual 1 : Skala Interpretasi Min


Nilai Min

Tahap Interpretasi

1.00 hingga 2.33

Rendah

2.34 hingga 3.67

Sederhana

3.68 hingga 5.00

Tinggi
Sumber : Siti Fatimah dan Ab Halim (2010)

3.1

Latarbelakang Responden

Daripada 57 pelajar yang dikaji, didapati 87.7 peratus pelajar adalah wanita
dalam lingkungan umur 18 tahun. Daripada jumlah tersebut, sebanyak 61.4 peratus
pelajar wanita tidak pernah mengambil subjek Prinsip Perakaunan semasa
peperiksaan Sijil Pelajaran Malaysia manakala 26.3 peratus pula pernah mengambil
subjek Prinsip Perakaunan semasa peperiksaan Sijil Pelajaran Malaysia.

Manakala bagi pelajar lelaki pula, daripada 12.3 peratus responden, 10.5
peratus tidak pernah mengambil subjek Prinsip Perakaunan semasa peperiksaan Sijil
Pelajaran Malaysia manakala 1.8 peratus sahaja yang pernah mengambil subjek
Prinsip Perakaunan semasa peperiksaan Sijil Pelajaran Malaysia.

3.2

Isi kandungan

Berdasarkan kaji selidik ke atas 57 orang pelajar yang mengambil kursus


Fundamentals Of Accounting kod DPA1013, 86 peratus memberi maklumbalas
yang sangat baik terhadap isi kandungan I-Ledger dan hanya 14 peratus sahaja yang
memberi maklumbalas yang sederhana. Purata maklumbalas pelajar pula adalah
dalam skala 4.2. Dapatan ini menunjukkan secara umumnya pelajar memahami isi
kandungan yang ingin disampaikan dan menepati silibus Kursus DPA1013.

Dari aspek perincian skor min terhadap isi kandungan I-Ledger, skor min
tertinggi diperoleh pada item 3 (min=4.30) berhubung dengan kandungan perisian
adalah teratur. 35.1 peratus menyatakan sangat setuju, 59.6 peratus menyatakan setuju
berbanding 5.3 peratus menyatakan tidak pasti.

679

3.3

Unsur-Unsur Multimedia

Bagi unsur-unsur multimedia yang terdapat dalam I-Ledger pula, 91.2 peratus
memberikan maklumbalas yang sangat baik dan hanya 8.8 peratus sahaja yang
memberi maklumbalas yang sederhana. Manakala purata maklumbalas pelajar adalah
dalam skala 4.18 menunjukkan bahawa pelajar bersetuju terhadap unsur-unsur
multimedia yang digunakan dalam perisian ini.

Dari aspek perincian skor min terhadap unsur multimedia yang terdapat dalam
I-Ledger, pelajar amat berpuas hati dengan item 5 berhubung dengan saiz dan warna
teks yang digunakan sesuai dan mudah dibaca. Item ini memperoleh skor min
tertinggi, iaitu 4.33. 40.4 peratus menyatakan sangat setuju, 52.6 peratus menyatakan
setuju berbanding 7.0 peratus menyatakan tidak pasti.

3.4

Unsur Unsur Interaktif

Bagi unsur-unsur interaktif yang terdapat dalam I-Ledger, majoriti 75.4


peratus memberikan maklumbalas yang sangat baik dan hanya 24.6 peratus
memberikan maklumbalas yang sederhana.

Dari aspek perincian skor min terhadap unsur interaktif yang terdapat dalam ILedger, pelajar amat berpuas hati dengan item 7 berhubung dengan kebebasan
memilih bahagian yang ingin dipelajari. Item ini memperoleh skor min tertinggi, iaitu
4.23. 31.6 peratus menyatakan sangat setuju, 59.6 peratus menyatakan setuju
berbanding 8.8 peratus menyatakan tidak pasti.

Namun demikian, terdapat 2 orang pelajar (3.5 peratus) yang sangat tidak
setuju dan 4 orang pelajar (7.0 peratus) tidak bersetuju terhadap item 11 berhubung
dengan menggunakan perisian ini tanpa bimbingan rakan dan pensyarah.

3.5

Peningkatan Kemahiran

Bagi unsur peningkatan kemahiran selepas menggunakan I-Ledger, 70.2


peratus memberikan maklumbalas yang sangat baik, iaitu ada peningkatan kemahiran

680

dan hanya 29.8 peratus sahaja yang memberikan maklumbalas yang sederhana. Purata
maklumbalas pelajar adalah dalam skala 3.88.

Dari aspek perincian skor min terhadap peningkatan kemahiran selepas


menggunakan I-Ledger, skor min tertinggi diperoleh pada item 7 (min=4.05)
berhubung dengan pelajar mampu memahami kitaran perakaunan dengan lebih baik.
Walaupun terdapat 1.8 peratus menyatakan tidak setuju dan 7.0 peratus menyatakan
tidak pasti, namun 15.8 peratus menyatakan sangat setuju, 75.4 peratus menyatakan
setuju dengan item 7.

3.6

Persepsi Pelajar

Persepsi pelajar terhadap I-Ledger adalah sangat baik, iaitu 82.5% dan hanya
17.5 peratus sahaja yang memberikan maklumbalas yang sederhana. Purata
maklumbalas pelajar adalah dalam skala 4.06.

Dari aspek perincian skor min, skor min tertinggi diperoleh dari item 2, 7 dan
9 (min=4.12). Sebanyak 26.3 peratus sangat bersetuju dan 59.6 peratus bersetuju
bahawa item 2, iaitu elemen multimedia interaktif perlu digunapakai dalam kursus
DPA1013 sebagai alat bahan bantu mengajar. Sebanyak 24.6 peratus sangat bersetuju
dan 63.2 peratus bersetuju bahawa item 7, iaitu perisian I-Ledger dapat menjimatkan
masa pengajaran dan pembelajaran. Sebanyak 19.3 peratus sangat bersetuju dan 73.7
peratus bersetuju bahawa item 9, iaitu perisian ini membantu pelajar dalam proses
pembelajaran.

4.0

PERBINCANGAN

Berdasarkan analisis kajian, didapati pelajar bersetuju I-Ledger ini sesuai


digunakan dalam proses pengajaran dan pembelajaran. Ini kerana elemenelemen
multimedia interaktif yang ada mampu memberi perspektif yang berbeza kepada
pelajar dan kepelbagaian dalam kaedah pengajaran dan pembelajaran. Stanley dan
Edwards (2005) misalnya telah mendapati bahawa pelajar memerlukan kepelbagaian
bahan pembelajaran untuk membantu mereka memahami sesuatu topik dengan lebih
mendalam. Ini memandangkan pendekatan berasaskan multimedia yang menyediakan

681

maklumat yang lebih kepada pelajar dapat membantu dalam pembentukan corak
ingatan yang lebih kompleks.

Selain itu, berdasarkan kepada analisis kajian juga menunjukkan bahawa


pelajar bersetuju bahawa terdapat

peningkatan kemahiran selepas

mereka

menggunakan I-Ledger.Ini memandangkan mereka berpeluang merujuk bahan yang


disediakan berulang kali yang akhirnya membolehkan pelajar membangunkan
kefahaman mereka terhadap pembelajaran dengan lebih efektif. Shamsi (2011)
misalnya telah membuktikan bahawa bahan pembelajaran berunsurkan multimedia
boleh meningkatkan kemahiran pelajar.

Kebanyakan pelajar memberikan persepsi yang positif selepas menggunakan


perisian I-Ledger ini. Mereka merasakan bahawa perisian ini membantu dalam proses
pengajaran dan pembelajaran selain dapat menjimatkan masa pengajaran dan
pembelajaran. Pelajar juga bersetuju bahawa perisian ini boleh digunakan mengikut
masa dan tahap mereka serta merangsang minat mereka terhadap kursus
Fundamental of Accounting. Pelajar juga berasa lebih yakin untuk terlibat secara
aktif dalam kelas selepas menggunakan perisian ini. Nurul Hasanah Uswati Dewi
(2010) dalam kajiannya juga telah membuktikan bahawa pelajar jurusan Perakaunan
dan bukan Perakaunan lebih cenderung untuk mengaplikasikan penggunaan ICT
dalam proses pembelajaran mereka. Jebeile dan Abeysekera (2010) dalam kajiannya
juga membuktikan bahawa perisian multimedia yang dibangunkan oleh mereka telah
membantu pelajar untuk menyelesaikan masalah.

5.0

KESIMPULAN DAN CADANGAN

Strategi dan pendekatan menggunakan bahan bantu mengajar berasaskan


multimedia perlu dirangka bagi merangsang dan menyuntik minat pelajar terhadap
pembelajaran kursus ini. Pengkaji mencadangkan agar pendidik menyediakan lebih
banyak bahan pengajaran berasaskan multimedia interaktif sebagai memenuhi
keperluan dan kehendak pelajar masa kini terutamanya dalam bidang perakaunan.
Pendidik harus peka dengan senario dalam bidang pendidikan semasa. Kelebihan
media elektronik dalam pendidikan perlu dimanfaatkan oleh barisan pendidik kerana

682

media tersebut membantu dalam mengadunkan keupayaan input, paparan,


penyimpanan, pencarian, pengiraan, animasi dan simulasi.

Untuk kajian akan datang, dicadangkan juga supaya perisian I-Ledger ini
dapat dikaitkan dengan pencapaian pelajar sebelum dan selepas menggunakan
perisian I-Ledger. Kajian tersebut kelak akan dapat mengukuhkan lagi peranan dan
kepentingan bahan multimedia interaktif dalam proses pengajaran dan pembelajaran
kursus Perakaunan.

Namun demikian, peranan pendidik masih lagi kekal dan tidak mungkin
teknologi boleh menggantikan peranan yang dimainkan oleh pendidik sepenuhnya.
Teknologi merupakan alat yang membantu pendidik mempelbagaikan lagi kaedah
pengajaran dan pembelajaran bagi menghasilkan satu pembelajaran yang lebih
berkesan dan bermakna.

RUJUKAN

Albrecht, W.S., Sack, R.J. (2000). Accounting education : Charting the course
through a perilous future. Accounting Education Series, Volume 16, American
Accounting Association, Sarasota FL, 2000. Retrived from http://www.imanet.
org/docs/default-source/maq/maqrussell-pdf.pdf?sfvrsn=0

Johnson, B. & Christensen, L. (2012). Educational Research: Quantitative,


Qualitative, and Mixed Approaches (4th ed). America : Sage Publication, Inc.

Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research


Activities : Educational and Psychological Measurement : Retrieved from
http://www.ebookspdf.org/view/aHR0cDovL29wYS51cHJycC5lZHUvSW52
SW5zRG9jcy9LcmVqY2llYW5kTW9yZ2FuLnBkZg==/RWR1Y2F0aW9uY
WwgQW5kIFBzeWNob2xvZ2ljYWwgTWVhc3VyZW1lbnQgMTk3MCwg
MzAsIDYwNy02MTAu

683

Jabeile, S. H., Abeysekera, I. (2010). The spread of ict innovation in accounting


education. International Journal of Teaching and Learning in Higher
Education, 22 (2)

Norasmah Othman (2002). Keberkesanan program keusahawanan remaja di


sekolah menengah. Tesis PHD, Universiti Putra Malaysia. Retrieved from
http://www.academia.edu/1406003/Keberkesanan_Program_Keusahawanan_
Remaja_di_Sekolah_Menengah

Nurul Hasanah, U. D. (2010). Perception of accounting students towards integrated


erp software with accounting information system course at perbanas school of
business. Social Science Research Network. Retrieved from http://papers.
ssrn.com/sol3/papers.cfm?abstract_id=2046414

Rohaila, Y., Norasmah. O., Faridah, K. (2005). Strategi pembelajaran


pengalaman berasaskan model Kolb dalam pendidikan perakaunan. Jurnal
Pendidikan 30

Rossyahida, A. R., Mohamad Hisyam, M. H. (2011). M - Pembelajaran dalam


pendidikan teknik dan vokasional (PTV) di Malaysia. Persidangan
Kebangsaan Penyelidikan Dan Inovasi Dalam Pendidikan Dan Latihan
Teknik Dan Vokasional 2011

Seai Kie, H. (2013). Fundamentals of Accounting. Malaysia : Oxford Fajar Sdn. Bhd.
Shamsi, S. B. (2011). Does using computer technology improve students
performance? Evidence from a management accounting course. International
Journal of Business and Social Science Vol. 2 (10), June 2011. Retrived from
http://www.ijbssnet.com/journals/Vol.%202_No._10%3B_June_2011/28.pdf

Siti Fatimah, A. & AB. Halim, T. (2010). Persepsi guru terhadap penggunaan Bahan
Bantu mengajar berasaskan teknologi multimedia dalam pengajaran j-Qaf.
Journal of Islamic and Arabic Education 2(2), 53-64

684

Stanley, T. Edwards, P. (2005). Interactive multimedia teaching of accounting


information system (AIS) : Student perceptions and views. Journal of
Accounting Education 23(1). Retrived from http://eprints.qut.edu.au/1917/
1/1917.pdf

685

PENJANA ELEKTRIK MAGNET


Alester G Jakuil1, Petrus Bin Banati @ Fazzerius2, Charles Sumion3, Irwan @ Mohd
Irwan Sakimin4
1,2,3

Politeknik Kota Kinabalu Sabah, 4SESB Sdn Bhd

alester@polikk.edu.my, petrus@polikk.edu.my , Charles@polikk.edu.my,


irnawan3@yahoo.com

ABSTRAK

Projek Penjana elektrik magnet ini dijalankan bagi mencari alternatif untuk
menghasilkan tenaga elektrik bagi mengurangkan kebergantungan kepada
penjana elektrik konvensional seperti penjana diesel dan penjana gas turbin.
Selain daripada itu projek ini dibangunkan sebagai prototaip alat bantu
mengajar yang digunapakai dalam kursus sistem kuasa. Penjana ini
mempunyai dua bahagian utama iaitu turbin magnet dengan gear dan dan
dinamo sebagai pemula. Penjana elektrik magnet ini mengaplikasikan teori
aruhan elektromagnetik. Penjana elektik magnet ini dihasilkan dengan
menyusun dua kumpulan magnet dalam bentuk bulatan ataupun gegelung
dengan arah kutub yang sama susunan magnet yang berbeza arah kutub akan
saling menolak menyebabkan rotor berputar tanpa menggunakan tenaga
daripada luar. Apabila penggerak pemula mendapat tenaga elektrik, magnet
yang disusun secara gelang akan memutarkan gear dan seterusnya
memutarkan alternator yang bersifat elektromagnetik. Pergerakkan ini akan
menjana elektrik kerana terdapat pemotongan fluks yang berlaku diantara
dua kumpulan magnet yang mempunyai arah kutub yang berbezaa. Penjana
ini tidak menggunakan sebarang bahan api selain untuk menggerakan pemula
sahaja. Projek

Penjana elektrik magnet yang dibangunkan dengan

menggunakan mini prototaip menunjukan kejayaan menghasilkan tenaga


elektrik dalam skala yang kecil. Kuasa elektrik yang dihasilkan mampu
menghidupkan beberapa LED dan juga pengecas telefon bimbit. Hasil
daripada projek yang dijalankan, penjana elektrik magnet mempunyai potensi
untuk dibangunkan dan dikaji lebih lanjut bagi memastikan keperluan tenaga
elektrik mencukupi.
686

Kata Kunci: Penjana, Sistem Kuasa, Elektromagnetik

1.0

PENGENALAN

Pembangunan penjanaan elektrik sedia ada belum mencukupi untuk memenuhi


keperluan masayarakat terutamanya di desa-desa terpencil. Perkara ini menjadi satu
keperluan dalam mencari alternatif baru bagi memenuhi permintaan ini. Dalam dekad
ini, sumber tenaga alternatif ataupun tenaga boleh diperbaharui seperti tenaga suria,
tenaga angin, tenaga ombak dan sebagainya masih belum mencukupi bagi menangani
masalah kekurangan bekalan tenaga elektrik negara mahupun negeri. Banyak kajian
dilakukan bagi memastikan semua sumber dapat dimaksimakan penggunaannya.

Projek

penjana

elektrik

magnet

ini

dijalankan

bagi

menguji

kebolehupayaannya untuk menghasilkan tenaga elektrik. Selain daripada itu, projek


ini dibangunkan untuk menghasilkan mini prototaip sebagai alat bantu mengajar
dalam proses pengajaran dan pembelajaran dalam kursus sistem kuasa di politeknik.
Keberhasilan dalam membangunkan mini prototaip ini dapat membantu pelajar dalam
memahami beberapa teori dan konsep berkaitan dalam penghasilan tenaga elektrik
serta menarik minat pelajar dalam kursus sistem kuasa.

Magnet terbahagi kepada dua jenis iaitu magnet kekal iaitu ferromagnetic dan
magnet tidak kekal (elektromagnetik). Sebagai permulaan, projek ini hanya
memfokuskan kepada penggunaan magnet kekal bersaiz kecil kerana magnet ini
mudah diperolehi daripada peralatan-peralatan elektrik dan elektronik yang rosak. Ini
dapat menjimatkan kos dan mengguna semula komponen peralatan yang telah rosak.
Pembolehubah dalam projek ini adalah kekuatan atau bilangan magnet yang ada. Oleh
itu, ujian tertumpu kepada susunan magnet dan jumlah magnet yang digunakan. Dapat
dirumuskan, skop bagi projek ini adalah;
i.

bahan yang digunakan bagi memutarkan motor adalah magnet kekal iaitu
feromagnetik yang diperolehi daripada peralatan elektrik dan elektronik
yang rosak,

ii.

dynamo digunakan sebagai motor dalam projek ini kerana menggunakan


komponen ini menggunakan tenaga yang rendah, dan

iii.

menggunakan bebola alas sebagai turbin


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Penggunaan peralatan yang dipilih adalah berdasarkan keperluan tenaga yang


rendah untuk berfungsi. Pemilihan magnet kekal sebagai penjana dalam projek ini
berdasarkan sifat dan keupayaannya untuk mengekalkan sifat magnet bahan ini. Ini
bermaksud, bahan ini boleh digunakan berulang kali tanpa kehilangan ciri-cirinya
yang bermagnet sebagaimana yang diterangkan dalam kajian Ord-Hume dan Arthur
(1977)

Bahan ini tidak bergantung kepada sumber pihak kedua untuk menghasilkan
tenaga. Ini juga memberikan gambaran bahawa, penggunaan elektrik boleh
melaksanakan pelan tenaga sifar titik iaitu memaksimukan penggunaan tanpa
membayar kos bulanan. Terdapat beberapa jenis magnet kekal iaitu magnet
neodymium (Magnet paling kuat), magnet samarium, magnet seramik, magnet plastik
dan magnet Alnico.

Secara amnya, magnet mempunyai dua kawasan dimana tarikan magnetnya


lebih kuat. kawasan ini disebut sebagai kutub magnet. Kutub ini disebut sebagai
Kutub Utara (N) dan kutub selatan (S). Jika dua kutub yang sama didekatkan, keduadua magnet akan saling menolak. Sebaliknya jika dua magnet yang mempunyai
kekutuban berbeza didekatkan maka magnet ini akan saling menarik. Jika satu magnet
dipotong menjadi dua, magnet-magnet kecil ini masih mengekalkan sifatnya yang
mempunyai dua kutub yang berbeza iaitu kutub utara dan kutub selatan. (Nave, R)
Sifat magnet yang mampu mengekalkan kekutubannya sangat menarik minat untuk
diterokai lebih jauh. Oleh yang demikian, dalam projek Penjana Magnet, para
pengkaji mengkaji dan mengekspoltasi keupayaan magnet sebagai penjana tenaga.

Secara asasnya, projek ini menukarkan tenaga keupayaan kepada tenaga


mekanikal atau kinetik dan seterusnya kepada tenaga elektrik seperti dalam blok
Rajah 1.1.

Pembangunan mini prototaip dalam projek ini dapat membantu pelajar


memahami bagaimana magnet boleh diterokai untuk menghasilkan tenaga elektrik. Ini
juga dapat menjana idea pelajar dalam membangunakan projek-projek yang berkaitan.

688

Tenaga keupayaan

Tenaga
mekanikal/kinetik

Tenaga Elektrik

Rajah 1.1: Proses transformasi tenaga dalam Penjana Elektrik Magnet.

2.0

OBJEKTIF KAJIAN

Objektif utama projek ini dibangunkan adalah untuk:

i.

Menguji kebolehupayaan penjana elektrik magnet untuk menghasilkan


tenaga elektrik.

ii.

Mencari alternatif dalam menjana kuasa elektrik yang boleh diperbaharui.

iii.

Membangunkan mini prototaip sebagai alat bantu mengajar dalam proses


pengajaran dan pembelajaran bagi kursus Sistem Kuasa.

3.0

KAEDAH METODOLOGI

Konsep penjanaan elektrik magnet adalah lebih kurang sama dengan konsep
penjanaan tenaga elektrik hidro. Perbezaannya adalah dari segi bentuk sumber
janakuasa elektrik tersebut iaitu penjana elektrik magnet mengunakan sumber tenaga
keupayaan magnet bagi menggerakkan turbin manakala penjana tenaga elektrik hidro
menggunakan sumber air bagi menggerakkan turbin. Jenis magnet yang digunakkan
adalah magnet kekal memandangkan sifat magnetnya yang kekal.

Setiap sistem penjana mempunyai kebaikan dan keburukannya sendiri.


Kebaikan dalam sistem penjana elektrik magnet adalah:
i.

Tenaga yang dihasilan adalah bersih dan tiada unsur radioaktif.


689

ii.

Sumber tenaga yang boleh diperbaharui dan tidak mencemarkan.

iii.

Tenaga elektrik yang dihasilkan boleh bekerja dalam skala kecil untuk
peralatan yang menggunakan tenaga yang lebih kecil.

Manakala keburukan penjana elektrik magnet ini adalah elektromagnetik tidak


mudah dicapai dan cabaran ini kekal sebagai kelemahan utama. Sasaran projek ini
adalah untuk menghasilkan 20Watt dan cabaran utamanya adalah pembinaan turbin
magnet yang akan berputar secara automatik dengan pelarasan kutub magnet dan
fluks yang betul. Antara bahan yang digunakan dalam projek ini adalah:

Bahagian A
Bahagian B
Litar

dinamo
magnet
bateri 12 V
potentiometer

magnet
bebola alas
cakera padat

papan litar
komponen elektronik (perintang, kapasitor, LED, IC
7805)

Rajah 2.1: Bahan dan komponen yang digunakan dalam projek Penjana Elektrik
Magnet.

Model dalam Rajah 2.2 menggambarkan pembelajaran berdasarkan projek


digunapakai dalam proses pembangunan projek Penjana Elektrik Magnet.

690

Penilaian dan
maklumbalas

Penilaian dan
maklumbalas

Bengkel

Pembangunan
projek dan
penilaian

Produk akhir
dan
pembentangan

Rumasan dan
cadangan
penambahbaikan

Definisi
projek
mengenal
pasti
masalah

Kajian

Rajah 2.2: Proses Pembangunan Projek.

Model

pembelajaran

berdasarkan

projek

digunapakai

dalam

proses

pembangunan projek Elektrik Magnet yang mana proses pembangunan projek ini
merupakan kerjasama diantara tenaga pengajar dan pelajar. Model ini dipilih kerana ia
merupakan alternatif kepada berasaskan kertas, hafalan hafalan, ataupun aktiviti bilik
kuliah. Penyokong model pembelajaran berasaskan projek, menyatakan keadah ini
mempunyai pelbagai faedah kepada pelaksanaan strategi tersebut dalam kelas,
termasuk pemahaman konsep, pengetahuan yang lebih luas, komunikasi lebih baik
dan kemahiran interpersonal / sosial, meningkatkan kemahiran kepimpinan,
meningkatkan kreativiti, dan kemahiran penulisan yang lebih baik. John Dewey
merupakan pelopor kepada idea "pembelajaran dengan melakukan". John Dewey
(1997)

Penyelidikan Pendidikan menamakan idea pengajaran dan pembelajaran ini


sebagai "pembelajaran berasaskan projek". Blumenfeld & Krajcik (2006) menyatakan
bahawa "penyelidikan telah menunjukkan bahawa pelajar-pelajar di dalam kelas
pembelajaran berasaskan projek mendapatkan skor yang lebih tinggi berbanding
pelajar dalam bilik darjah tradisional. Projek ini juga dijalankan secara berkumpulan
bagi memotivasikan pelajar untuk berkerjasama bagi menyiapkan projek yang diberi
dan penilaian diberdasarkan rubric yang ditetapkan. Mengikut Hye-Jung (2012),

691

pelajar yang tahu projek mereka akan dinilai akan memberikan usaha yang lebih bagi
mendapatkan pengiktirafan positif.
Tenaga pengajar
1. Persoalan /
pernyataan masalah
2. Perancangan
3. Kajian

Pelajar
4. Merekacipta
5. Penambahbaikan
6. Pembentangan

Rajah 2.3: Model Pembelajaran Berasaskan Projek

4.0

HASIL DAPATAN DAN CADANGAN

Projek ini berjaya mencapai objektif yang disenaraikan. Tujuan utama untuk
membangunkan mini prototaip sebagai alat bantu mengajar telah berjaya dilakukan.
Projek ini dapat menjana kuasa elektrik bagi menghidupkan 4 biji LED. Projek
penjana

elektrik

magnet

ini

membuktikan

bahawa

magnet

mempunyai

kebolehupayaannya untuk menghasilkan tenaga elektrik. Oleh yang demikian, semua


objektif utama seperti yang disenaraikan projek ini telah tercapai tetapi masih
memerlukan banyak penambahbaikan dan banyak kajian perlu dilaksanakan.
Gambarajah 3.1 dan 3.2 merupakan hasil projek yang dibangunkan.

Gambarajah 3.1: Susunan magnet dan pemasangan starter di posisi yang sesuai.

692

Gambarajah 3.2: Projek yang telah siap dipasang.

Jadual 3.1: Ujian kuantiti magnet.


Kuantiti

Keputusan

magnet

Catatan
Turbin tidak dapat saling menarik diantara satu

Turbin tidak berputar

Turbin berputar laju

Menghasilkan voltan diantara 2V 4 V

Turbin berputar

Menghasilkan voltan diantara 1.5V 3 V

Turbin berputar

Menghasilkan voltan diantara 1 V 2.5 V

sama lain

Jadual 3.1 menunjukan hasil dapatan terhadap penambahan jumlah magnet yang
digunakan.

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

Voltan minimum
voltan maksimum

2 magnet 4 magnet 6 magnet 8 magnet

Graf 3.1: Nilai maksimum dan minimum voltan.


693

Graf 1 menunjukan nilai maksimum dan nilai minimum voltan yang


dihasilkan. Turbin berputar laju apabila hanya 4 biji magnet digunakan. Berdasarkan
pemerhatian, hal ini berlaku kerana 4 biji magnet lebih ringan dan stabil.
Menambahan kuantiti magnet menyebabkan dinamo yang bertindak sebagai stator
mendapat tekanan. Dalam projek ini, primer mover adalah daripada magnet kekal .
rotor dan stator adalah dinamo yang dipasang. Jarak diantara magnet dan rotor
magnet adalah penting kerana ini dapat menentukan kelajuan putaran rotor. Semakin
dekat magnet maka semakin laju putaran rotor. Manakala jika jarak magnet makin
jauh, maka makin pelahan putaran rotor. Meter upaya berfungsi sebagai pengawal
putaran disk (rotor).

Projek Penjana Magnet ini mempunyai potensi untuk dimaju dan dibangunkan
namun memerlukan lebih banyak kajian susulan. Terdapat beberapa kekangan dan
cabaran dalam pembangunan projek ini dan, antarnya adalah:
i.

Kekangan dalam menghasilkan sistem kawalan terhadap pergerakkan


magnet. Cadangan yang akan datang adalah rotor yang mempunyai
magnet tersebut dikawal oleh pam hidrolik.

ii.

Penjana perlu menghasilkan kelajuan yang tetap bagi menghasilkan voltan


yang diperlukan. Ini bermaksud penghasilan arus dan voltan yang lebih
konsisten.

5.0

iii.

Penyusunan magnet perlu lebih tepat.

iv.

Menitikberatkan keselamatan.

KESIMPULAN

Hasil projek ini telah menginspirasikan pelajar untuk meminati Kursus Sistem
Kuasa di Politeknik Kota Kinabalu. Model Pembelajaran berdasarkan projek mampu
menarik minat pelajar untuk memahami dan mendalami sesuatu bidang yang
berkaitan. Diharap projek ini mampu dibangunkan, malah dikomesialkan bagi
kebaikan sejagat kerana Projek Penjana Magnet ini mempunyai potensi yang baik
dalam memenuhi keperluan bekalan tenaga elektrik. Malahan Penjana Elektrik
Magnet ini mengamalkan konsep mesra alam.

694

Sebagai cadangan untuk kajian masa akan datang, pengubahsuaian kedudukan


magnet dan pemilihan magnet yang lebih baik perlu dikaji, ini dijelaskan dalam
penulisan pelajar semester akhir oleh Manor, Athur, Noni, Normiah, Teng, Gatt dan
Jamson (2012) Kajian terhadap kesan elektromagnet bumi untuk diekspoltasikan
dalam menghasilkan tenaga elektrik serta mengenalpasti rekabentuk penjana elektrik
magnet yang lebih efisien. Projek Penjana Elektrik Magnet ini mempunyai potensi
untuk dimaju dan dibangunkan namun memerlukan lebih banyak kajian susulan.

REFERENCES

Ord-Hume, Arthur W. J. G. (1977). Perpetual Motion: The History of an Obsession.


St. Martin's Press.

Nave, R. "Electricity and magnetism". HyperPhysics. Georgia State University.


Retrieved2013-11-12.

John Dewey, Education and Experience, 1938/1997. New York. Touchstone.

Krajcik, J.S. & Blumenfeld, P. (2006). Project-based learning. In Sawyer, R. K. (Ed.),


the Cambridge handbook of the learning sciences. New York: Cambridge.

Hye-Jung Lee1, h., & Cheolil Lim1, c. (2012). Peer Evaluation in Blended Team
Project-Based Learning: What Do Students Find Important?. Journal Of
Educational Technology & Society, 15(4), 214-224.

Moner. Athur., Noni. Normiah., Teng Howe Cheng, Gatt Abram & Jamson (2012).
Perpetual Motion Re-generator (Magnetic). 1-20

695

DEVELOPMENT OF QR CODE FOR ELECTRONIC EQUIPMENT


TRACKING IN MAKMAL KOMUNIKASI ELEKTRONIK (MKE) AT
POLITEKNIK MUKAH (PMU) BY USING SMARTPHONE
Wan Amirah Basyarah Zainol Abidin1, Ahmad Zulfadli Musa2, Iskandar Bin Reduan3
1, 2,&3

Politeknik Mukah Sarawak

wanamirah@pmu.edu.my, zulfadli@pmu.edu.my, iskandar@pmu.edu.my

ABSTRACT

This paper covers the innovation of using the android application of QR


codes. QR code was developed to help the laboratory supervisor, lecturers
and technicians to track the misplaced electronic equipment. QR code was
generated by using free online website such as qrstuff.com, qrexplore.com and
its, printed and stuck to the electronic equipment body and scanned by
smartphone which installed with the QR scanner application first. It will
display the right location and information about that equipment. It is easier
and reduce time consumed by the Laboratory supervisor, lecturers and
technicians search that equipment at another laboratory by using their
smartphone to scan the QR code.

Keywords: QR code, Smartphone, Electronic equipment, QR Scanner,


Android.

1.0

INTRODUCTION

Now technology is more expanding and sophisticated that will benefit for us as
a human being. Before the QR code was introduced, barcode as shown in Figure 1
played the main role for a long time for instance, in good price in the supermarket
which displayed the price when it was scanned by the barcode reader.

696

Figure 1: A Barcode sample (Narayanan, 2012)

QR code was invented by Japanese corporation Denso Wave in 1994. A QR


code is form of 2D bar codes as shown in Figure 2 that had small square, often black
and white and can be found frequently on advertisements. It is readable by using
smartphones with installed QR scanner software. Actually QR code stands for QuickResponse code is easily readable barcode that when scanned with the QR scanner or
reader can translate the code into URL, telephone numbers, text or other data. This QR
code has two types which are online that need an internet access and offline codes
does not need an internet access such as address, SMS and etc. Actually, QR code
already overtaken barcode. This is because barcode can hold a maximum of 20 digits,
whereas QR code can hold up to 7089 characters (Kieseberg et al, 2012).

Figure 2: A QR code sample (Narayanan, 2012)

A great feature of QR Code is that they do not need to be scanned from one
particular angle, as QR Code can be read regardless of their position. QR code
scanners are capable of determining the correct way to decode the image due to the
three specific squares that are positioned in the corners of the symbol and the

697

alignment blocks (Narayanan, 2012). The QR code stores the information in both
vertical and horizontal directions (Law & So, 2010).

QR code can be applied in so many areas such as train ticket, zoo information
boards, concert ticket, food and product packaging, billboards and etc. By knowing
the usefulness and the advantages of the QR code, the tracking of the electronics
equipment such as oscilloscope and power supply as shown in Figure 3 will be easy
for the Laboratory Supervisor. The code will assist the lecturers and the lab
technicians about the origin location quickly if the equipment is misplaced.

(a)

(b)

Figure 3: (a) An Oscilloscope(b) A Power supply

2.0

PROBLEM STATEMENTS

In Jabatan Kejuruteraan Elektrik, PMU there are four laboratories that have
some electronic equipments with the same model such as oscilloscope, power supply,
and etc. Laboratory Supervisor had to find the electronic equipments that are
sometimes misplaced such as Oscilloscope, power supply and etc. This is because the
lecturer who borrowed that equipment forgot to return it back. The laboratory
supervisor had to search the equipment at another laboratory with the same model and
bring along the ID number. Therefore, QR code was implemented and stick at the
equipment so that the Laboratory Supervisor can recognize his/hers by scanning the
code using his/hers smartphone only.

698

3.0

OBJECTIVES

The objectives of this paper are:

a)

To develop QR codes to electronic equipment that will display the


information on the smartphone.

b)

To enhance the effectiveness of searching the equipment at another


location by scanning the QR code using the smartphone if the equipment is
misplaced.

4.0

SCOPE OF PROJECT

This project is limited to the scope as follows:


a) Digital

and

Analog

power

supply

about

15

units

each

from

MakmalKomunikasiElektronik(MKE), JKE, PMU.


b) Dual trace oscilloscope 20 MHz (5 units) and 100MHz (30 units) for each from
MakmalKomunikasiElektronik(MKE), JKE, PMU.

5.0

METHODOLOGY

This research was conducted in two phases: first, the selection of the electronic
equipments that usually used by the students and lecturers, and took the important
details of the equipments. Secondly, the QR Codes image being printed on the sticker
and attached to the upside panel of the equipments. The size of the sticker is about
0.87 in X 0.87 in. The process on how to read the QR codes, images as shown in the
Figure 4.

699

Open the QR
Codes
application

Scan the QR
Codes
images

Decoding
process

Show QR
Codes
contents

Figure 4 : The process on how to access the information from the QR codes (Denso
wave,2014) .

Firstly, the user who is using a smart phone which has a cameraneeds to
download and install the free apps from Google Play for Android or the App Store for
iPhone. After installing the app, selecting the app will automatically activate the
smartphones camera, with an on-screen framing guide. The QR code image can then
be scanned with the camera. It may be necessary to hold the camera in one place for a
while until a beep indicates that the scan is complete. Lastly, the smartphone screen
will then display the information (Chang, 2014).

6.0

RESULT AND DISCUSSION

The QR Codes image and details of the electronics equipment are shown in the
Table 1.0 below. For instance, the QR Codes displayed a Dual Trace Oscilloscope
100 MHz, which was located at MakmalKomunikasiElektronik (MKE).

700

Table 1.0 : Example of QR Codes.


Equipment Details

QR Codes image

PENEMPATAN : JABATAN KEJURUTERAAN


0.87

ELEKTRIK (JKE)
LOKASI : MAKMAL KOMUNIKASI
ELEKTRONIK (MKE)

0.87

DUAL TRACE OSCILLOSCOPE - 100MHZ


KPTM/PMU25/JKE H/07/1898
NO. CASIS :S26200600291

Tracking the electronics equipments which misplaced is not an easy job. For
instance, the staff will face difficulties if he or she found some extra equipments in his
or her laboratory. This is because he or she would not know and had to find by himself
or herself the owner of that equipment and the coding for that equipment are shown in
the Figure 5 and Figure 6. Normally, the searching of any equipment is through the
Harta Modal excel files as shown in the Figure 7 for each laboratory to know the exact
location.

701

Figure 5: One of the example email to search an electronic equipments, who sent by
the laboratory supervisor.

Figure 6: A traditional style of coding for dual trace oscilloscope 20 MHz.

702

Figure 7: Part of excel file (Harta Modal MKE)

Figure 8 shows the easiest way to identify the equipment details and the person just
needs a smartphone, which installed with QR Scanner to know the details of that
equipment.

(b)

(a)

Figure 8 (a) Scanning QR code process (b) Details displayed on the smartphone.
703

7.0

CONCLUSIONS
Basically, the QR code implementation is a very effective method to help the

laboratory supervisor, lecturers and technicians on how to search the electronic


equipment that are misplaced in another lab without have to bring their files ,
remember the ID number and reduce time consuming of searching that equipment and
just need to bring their smartphones along.

ACKNOWLEDGEMENTS

We acknowledge the contributions of our colleagues in Jabatan Kejuruteraan


Elektrik in PMU especially for Mr. Mohd Zamri Bin Jamil as Head of Research &the
Development Unit for his ideas and morale support.

REFERENCES

Chang, J. H. (2014). An Introduction to Using QR Codes in Scholarly Journals. In


Science Education 2014 (pp. 113-117). Croatia: Korean Council of Science
Editors.

Denso wave.(2014). Information capacity and versions of QR Code | QRcode.com |


DENSO

WAVE.

Retrieved

from

http://www.qrcode.com/en/about/version.html

Kieseberg, Leithner, Mulazzani, Munroe, Schrittwieser, Sinha, Weippl, P. (2010,


November 8). QR code Security. Retrieved January 14, 2015, from
https://www.google.com.my/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2
&cad=rja&uact=8&ved=0CCkQFjAB&url=https://www.sba-research.org/wpcontent/uploads/publications/QR_Code_Security.pdf&ei=mvtNVOKJALbmgWMhoHYBA&usg=AFQjCNFHkCigrPM1L0EUcsVwQ0k5KThV1w&s
ig2=rjBNznAvGXihEq2nIPX8yg&bvm=bv.77880786,d.dGY

704

Law, C. & So, S. "QR codes in education" (2010).Journal of Educational Technology


Development and Exchange,Vol.3 (1), P.85-100.

Narayanan. A. (2012, July 1). International Journal of Computer Science and


Telecommunications.

Retrieved

January

14,

2015,

from

http://www.google.com.my/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&
ved=0CEYQFjAF&url=http://www.ijcst.org/Volume3/Issue7/p13_3_7.pdf&ei
=ZvxNVOOkEKOwmAXkpoLoAw&usg=AFQjCNF8pWy4NvrJJZS25GY2w
UiVvHBBJw&sig2=sT_Glve2acGoVJ1QKjIQOw&bvm=bv.77880786,d.dGY

705

TAHAP PENGGUNAAN E-LEARNING DALAM PEMBELAJARAN DAN


PENGAJARAN DI POLITEKNIK
Mohd Nasiruddin Hushim1, Mohd Azam Mohd Daud2, Noor Liza Wati Othman3
1,2&3

Politeknik Banting Selangor

nasiruddin.poli@1govuc.gov.my, azam.daud.poli@1govuc.gov.my,
noorlizawati.poli@1govuc.gov.my

ABSTRAK

Kajian ini dijalankan adalah untuk meninjau Penggunaan e-Learning dalam


Proses Pembelajaran dan Pengajaran di politeknik. Responden bagi kajian
ini terdiri daripada 21 orang pensyarah dari Jabatan Kejuruteraan
Mekanikal Politeknik Banting Selangor. Dalam menjalankan kajian ini,
kaedah soal selidik telah digunakan sebagai instrumen utama bagi
mendapatkan data. Data yang diperolehi dianalisis secara deskriptif
menggunakan

kekerapan,

peratusan

dan

min

untuk

mengenalpasti

penggunaan e-Learning yang merangkumi empat aspek iaitu sikap pensyarah,


kemahiran pensyarah, kemudahan prasarana dan peruntukan. Manakala,
bagi melihat hubungan di antara sikap dengan kemahiran pensyarah dalam
penggunaan e-Learning, pekali Korelasi Pearson telah digunakan.

Data

yang diperolehi diproses menggunakan perisian Statistic Package for the


Social Science version 18.0 (SPSS v 18.0). Hasil dapatan kajian menunjukkan
sikap

pensyarah

terhadap

penggunaan

e-Learning

dalam

proses

pembelajaran dan pengajaran adalah sederhana dengan nilai skor min 3.29
manakala untuk kemahiran pensyarah berada pada tahap yang tinggi dengan
nilai skor min 3.93.

Untuk aspek prasarana, didapati pada tahap yang

rendah manakala untuk aspek peruntukan pula berada pada tahap sederhana
dengan nilai skor min 3.43.

Dapatan juga menunjukkan nilai korelasi

Pearson r= 0.574 yang memberi pentafsiran terdapat hubungan yang


signifikan di antara sikap dengan kemahiran pensyarah dalam penggunaan eLearning.

Kajian ini telah mencadangkan supaya kemudahan prasarana

untuk e-Learning ditambah bagi meningkatkan kualiti pengajaran di


politeknik.
706

Kata Kunci: Tahap penggunaan, CIDOS, e-Learning, pengajaran

1.0

PENGENALAN

Setiap orang akan mengalami proses pengajaran sejak kecil lagi samada
melalui pengalaman, didikan secara formal dan tidak formal.

Pendidikan yang

diterima secara formal dan tidak formal banyak memberi input kepada seseorang jika
dibandingkan dengan proses pembelajaran melalui pengalaman.

Sejak Malaysia

mencapai kemerdekaan pada tahun 1957, proses pembelajaran dan pengajaran berlaku
di antara guru dengan para pelajar sehingga sekarang tetapi kaedah serta pendekatan
yang berlainan mengikut peredaran masa. Pendekatan yang dimaksudkan ialah media
yang digunakan serta kurikulum yang dibentuk.

Secara asasnya, proses pembelajaran dan pengajaran mempunyai tiga elemen


iaitu pensyarah, pelajar serta media yang digunakan. Pengajaran pada masa dulu
bermula secara lisan iaitu guru hanya menyampaikan ilmu melalui ceramah serta
kuliah tanpa sebarang bentuk penulisan yang dibuat manakala para pelajar pula
mendengar dengan teliti apa yang disampaikan oleh guru tersebut. Pendekatan yang
digunakan mengalami perubahan dari masa ke masa dan memberi impak yang lebih
baik kepada proses pembelajaran dan pengajaran tersebut. Daripada penggunaan
secara lisan sahaja, pendekatan proses pembelajaran dan pengajaran dibuat
penambahbaikan dengan menggunakan media pengajaran iaitu secara penulisan.
Media pengajaran yang digunakan awal tahun 70-an ialah papan hitam dan kapur.
Guru bukan sahaja menyampaikan ilmu melalui lisan semata-mata tetapi ilmu juga
disampaikan melalui penulisan.

Pengajaran

adalah

strategi

pra-rancang

berasaskan

pedagogi

untuk

menyampaikan maklumat terpilih, tersusun dan berurutan dengan mengharapkan


keberkesanan dari aspek kemahiran, pengetahuan, pengajaran dan latihan. Ertmer
(1999) menyatakan teknologi menambah nilai kepada kurikulum, ia tidak
mempengaruhi perubahan kuantitatif (membuat dalam masa yang lebih pendek),
tetapi memudahcarakan perubahan kualitatif (mencapai gol yang lebih autentik dan
kompleks).

707

Sehubungan itu, Jabatan Pendidikan Politeknik telah membangunkan sebuah


sistem pembelajaran yang dikenali Curriculum Information Document Online System
(CIDOS). Penggunaan CIDOS telah dilaksanakan kesemua politeknik sebagai
alternatif untuk kaedah pengajaran dan pembelajaran. Berdasarkan statistik yang
dikeluarkan oleh Unit Teknologi Maklumat (ICT) PBS, tahap penggunaan CIDOS di
kalangan staf akademik PBS masih rendah dan kajian ini akan melihat kepada
beberapa faktor kepada penggunaan CIDOS dikalangan staf akademik PBS

2.0

PENYATAAN MASALAH

Melalui pemerhatian yang dibuat serta statistik yang dikeluarkan oleh Unit
Teknologi Maklumat PBS bermula Januari hingga Mac 2015, para pensyarah di
politeknik

kurang

menggunakan

teknologi

instruksi

serta

CIDOS

dalam

menyampaikan ilmu kepada para pelajar. Dari pemerhatian yang dijalankan juga,
kemudahan prasarana terhad di sesetengah politeknik. Terdapat pelbagai faktor yang
mempengaruhi penggunaan peralatan ini di kalangan para pensyarah seperti sikap,
kemahiran, latihan dan kemudahan atau prasarana yang terhad.

Selain itu, para

pengajar juga dibebankan dengan terlalu banyak tugas yang tidak berbentuk akademik
atau mengajar terlampau banyak subjek yang berbeza sehingga menghilangkan
komitmen mereka. Walau bagaimanapun, sikap yang terdapat pada para pensyarah
memainkan peranan yang sangat besar dalam penggunaan teknologi instruksi serta eLearning dalam proses pembelajaran dan pengajaran. Permasalahan serta kekangankekangan yang dialami oleh para pensyarah dalam penggunaan e-Learning ini perlu
diatasi serta diselesaikan bagi memastikan proses pembelajaran dan pengajaran dapat
dijalankan dengan lebih efektif supaya dapat meningkatkan perkembangan daya fikir,
kreativiti serta matlamat falsafah dan sejajar dengan kehendak agensi luar.
Sehubungan itu, faktor sikap penggunaan e-Learning di kalangan para pensyarah di
politeknik merupakan salah satu objektif kajian ini dijalankan.

3.0

MATLAMAT DAN OBJEKTIF KAJIAN

Kajian ini dijalankan untuk melihat perhubungan di antara sikap dengan


kemahiran pensyarah dalam penggunaan e-Learning dalam proses pembelajaran dan
pengajaran di politeknik. Seterusnya kajian ini dijalankan bagi mengenal pasti faktor708

faktor yang mempengaruhi penggunaan e-Learning di kalangan para pensyarah di


samping mengetahui persepsi pensyarah tentang e-Learning dalam proses
pembelajaran dan pengajaran.

Kajian ini juga akan membantu para pensyarah menilai keberkesanan


penggunaan e-Learning yang terdapat di politeknik. Seterusnya, hasil dapatan yang
diperolehi dapat membantu Kementerian Pengajian Tinggi amnya dan Bahagian
Pengurusan Politeknik khususnya dalam mengenal pasti dan merancang kemudahankemudahan yang terdapat di politeknik.

Kajian ini adalah bertujuan untuk mengkaji dan mengenal pasti penggunaan eLearning dalam proses pembelajaran dan pengajaran di politeknik. Objektif kajian ini
adalah untuk:
1. Menentukan faktor sikap mempengaruhi penggunaan e-Learning di kalangan
para pensyarah
2. Meninjau samada terdapat hubungan yang signifikan di antara sikap dengan
kemahiran pensyarah dalam penggunaan e-Learning
3. Mengkaji kemudahan prasarana yang disediakan serta penggunaannya.
4. Meninjau peruntukan yang disediakan untuk proses pembelajaran dan
pengajaran

4.0

PERSOALAN DAN HIPOTESIS KAJIAN

Kajian ini dijalankan bagi menjawab beberapa persoalan yang berkaitan


dengan permasalahan yang ditimbulkan dalam penyataan masalah iaitu :

1. Adakah sikap yang menghalang penggunaan e-Learning dalam proses


pembelajaran dan pengajaran?
2. Adakah terdapat perhubungan yang signifikan di antara sikap dengan
kemahiran pensyarah dalam penggunaan e-Learning?
3. Adakah

prasarana

yang

disediakan

mencukupi

bagi

menggalakkan

penggunaan e-Learning ini?


4. Adakah peruntukan mencukupi bagi memastikan penggunaan e-Learning
dapat digunakan dengan sempurna?
709

Hipotesis kajian telah dirangka bagi menjawab 1 persoalan kajian. Untuk hipotesis
bagi menjawab persoalan kajian yang kedua seperti berikut:

H0 : Tidak terdapat hubungan yang signifikan di antara sikap dengan kemahiran


pensyarah dalam penggunaan e-Learning
Ha : Terdapat hubungan yang signifikan di antara sikap dengan kemahiran
pensyarah dalam penggunaan e-Learning

5.0

KAJIAN LITERATUR

Kajian-kajian mendapati tidak ramai kakitangan akademik dan pelajar di


Universiti dan kolej menggunakan media dalam pengajaran mereka (Yusup,1998).
Hasil kajian yang dijalankan juga mendapati kebanyakan pensyarah-pensyarah di
Politeknik masih cenderung dengan Kaedah Pembelajaran dan Pengajaran secara
tradisi.

Hal ini mungkin berlaku kerana mereka tidak didedahkan dengan

Pembelajaran Berbantukan Komputer. Menurut tinjauan kajian yang dilakukan oleh


Mohd Sahandri et al., (2001) terhadap isu ini mendapati:

i.

Beberapa penyelidikan telah menunjukkan faktor-faktor yang mempengaruhi


kecenderungan pengajar dalam memilih bahan bantu mengajar seperti sikap,
kemahiran, latihan, pentadbiran dan kemudahan peralatan itu sendiri.

ii.

Para pengajar dibebankan dengan terlalu banyak tugas yang tidak berbentuk
akademik atau mengajar terlampau banyak subjek yang berbeza sehingga
menghilangkan komitmen mereka

iii.

Salah satu faktor penghalang penggunaan bahan bantu mengajar ialah


kekurangan kemahiran menggunakannya.

Menurut Dr Ch Van Der Linde (2002), terdapat banyak pembaharuan di dunia


di mana pendidikan tradisional tidak relevan digunakan pada masa sekarang.
Perubahan

pendidikan

ini

merangkumi

perkembangan,

pembaharuan

dan

perkembangan organisasi dalam proses pembelajaran. Di Amerika selatan, faktor


politik, teknologi, ekonomi dan sosial mempengaruhi perubahan dalam pendidikan.
Sehubungan itu, guru-guru atau tenaga pengajar memainkan peranan dalam
memastikan perubahan dalam pendidikan mengikut peredaran masa. Dengan itu,
710

tenaga pensyarah perlu mengikut atau peka dengan perubahan pada persekitaran
samada dari sudut politik, teknologi, ekonomi dan sosial.

Selain dari itu kajian juga telah dijalankan terhadap kelebihan penggunaan
video, sumber web secara sistematik seperti oleh Maizurah Omar, Fattawi Mokhtar
(2000), Jamaludin Mohaidin (2000), Heinich et al (1999).

Mereka berpendapat

penggunaan media yang berulang dan dilihat berkali-kali dapat mempertingkatkan


daya ingatan dan kemahiran pelajar. Video dikatakan dapat digunakan untuk tujuan
pengayaan dan pemulihan.

Malah video yang direka bentuk secara khusus dan

sistematik boleh menyatukan semua peringkat perkembangan pembelajaran dan


pengajaran ke dalam persembahannya.

Sikap dan keengganan menerima teknologi dalam perubahan dalam


pendidikan juga merupakan kekangan terhadap kekerapan penggunaan alat bantu
mengajar atau media di dalam kelas. Ini berikutan kemahiran yang lemah untuk
mengendalikan peralatan media serta kurang dorongan dari pihak pengurusan dalam
menggunakan peralatan berkenaan di dalam kelas (Shaffee , 1990:199-120).
Perubahan dalam budaya kerja perlu bagi mewujudkan budaya saing dan mampu
menghadapi pasaran kerja yang semakin mencabar ( Wan Zah, Haslinda, 2000).

6.0

METODOLOGI KAJIAN

Rekabentuk kajian ini ialah kajian kuantitatif yang berbentuk deskriptif dan
korelasi. Kajian kuantitatif berbentuk deskriptif digunakan bagi mendapatkan
maklumat berkaitan demografi responden serta tahap penggunaan e-Learning dalam
pembelajaran dan pengajaran. Populasi kajian adalah terdiri daripada semua staf
akademik Jabatan Kejuruteraan Mekanikal yang terdiri dari 21 orang. Populasi ini
dipilih kerana semua staf akademik mengajar dalam mod semester berbanding dengan
Jabatan Penyenggaraan Pesawat yang masih menggunakan mod modular.

Dalam kajian ini, borang soal selidik digunakan sebagai instrument kajian.
Seterusnya data dan maklumat soal selidik akan dianalisis menggunakan perisian
Statistic Package for the Social Science version 18.0 (SPSS v 18.0). Soal selidik ini
terbahagi kepada tiga bahagian seperti yang ditunjukkan dalam Jadual 1:
711

Jadual 1: Jadual menunjukkan pembahagian untuk borang soal selidik


Bahagian

Perkara

Bahagian A

Maklumat responden

Bahagian B

Persoalan kajian

Bahagian C

Pendapat dan cadangan

Terdapat 4 item dalam Bahagian B iaitu item sikap, kemahiran, prasarana &
latihan dan peruntukan. Segala pengukuran terhadap pembolehubah dibuat
berdasarkan maklum balas terhadap semua pertanya yang terkandung dalam soal
selidik. Soal selidik ini menggunakan Skala Likert.

Setelah diubahsuai dan diataptasi daripada Landell (1997), jadual tafsiran min
yang digunakan oleh pengkaji adalah seperti jadual 2 di bawah:

Jadual 2: Jadual tafsiran min


Kod

Julat

Tahap

1.00-2.40

Rendah

2.41-3.80

Sederhana

3.81-5.00

Tinggi

Kumpulan

Sumber: Diadaptasi daripada Landell (1997)

Kebolehpercayaan borang soal selidik kajian ini telah diuji dengan


menggunakan Alpha Cronbach (merupakan pekali kobolehpercayaan menunjukkan
item-item kajian berhubung antara satu sama lain) kepada 21 orang responden. Jadual
3 menunjukkan nilai Alpha Cronbach yang diperolehi bagi setiap item dalam soal
selidik. Item I adalah sikap, item II adalah kemahiran dan item III adalah peruntukan.

712

Jadual 3: Nilai Alpha Cronbach item


Bahagian

Bilangan Item

Alpha Cronbach

17

0.838

II

21

0.929

III

10

0.798

Bagi menjawab persoalan kajian 2 iaitu adakah terdapat perhubungan yang


signifikan di antara sikap dengan kemahiran pensyarah dalam penggunaan eLearning, ujian korelasi Pearson digunakan. Kekuatan perhubungan diantara
pembolehubah- pembolehubah dalam kajian ini dianggarkan dengan menggunakan
skala kekuatan yang dicadangkan oleh Rowntree (1981) seperti di dalam jadual 4.
Jadual 4: Tafsiran Nilai Pekali Korelasi r
Nilai pekali korelasi 'r'

7.0

Kekuatan

0.9 hingga 1.0

Sangat tinggi, sangat kuat

0.7 hingga 0.89

Tinggi, kuat

0.4 hingga 0.69

Sederhana

0.2 hingga 0.39

Lemah, rendah

0.0 hingga 0.19

Sangat lemah

DAPATAN DAN PERBINCANGAN

Data bahagian A iaitu demografi seramai 21 responden ini dikategorikan


kepada umur, jantina, kelulusan, pengalaman mengajar, pemilikan komputer, sikap
dan kursus dalam teknologi pengajaran seperti dalam jadual 5:

713

Jadual 5: Demografi responden


Item
Jantina

Umur

Kelulusan

Pengalaman mengajar

Perincian

Peratus (%)

Lelaki

23.81

Perempuan

76.19

21-30 tahun

9.52

31-40 tahun

85.71

41-50 tahun

4.76

Diploma

Ijazah

33.33

Sarjana

66.67

Kurang 3 tahun

4-6 tahun

28.57

7-10 tahun

38.10

Lebih 10 tahun

33.33

Daripada jadual 5, didapati responden lelaki adalah sebanyak 23.81%


manakala responden perempuan 76.19% dan seramai 14 pensyarah iaitu 66.67 peratus
responden adalah terdiri daripada pensyarah yang mempunyai kelulusan sarjana dan
diikuti pula oleh peringkat ijazah sarjana muda dan tiada pensyarah yang hanya
berkelulusan diploma. Majoriti pensyarah yang memiliki kelayakan sarjana adalah
berumur di bawah 41 tahun. Manakala untuk pengalaman mengajar bagi respondenresponden yang diambil, majoritinya mempunyai pengalaman kurang dari 10 tahun.
Ini kerana responden dalam kajian ini majoritinya berumur kurang dari 41 tahun.

Hasil dapatan kajian bagi pemilikan komputer setiap pensyarah juga dianalisis.
Pemilikan komputer peribadi mempunyai perkaitan dengan sikap dan kemahiran
penggunaan teknologi dalam proses P&P. Dapatan menunjukkan kesemua pensyarah
mempunyai komputer peribadi dalam menjalankan kehidupan kerja sebagai seorang
pensyarah. Dari dapatan kajian juga, responden berminat mengikuti perkembangan
teknologi komputer tetapi hanya sebahagian sahaja yang pernah mengikuti kursus
berkaitan dengan e-Learning. Ada pengkaji yang mendapati kursus komputer yang
pernah diambil dapat meningkatkan tahap pengetahuan komputer (Nor Hariza, 1994;
Geissler 3 dan Horridge,1993; Woodrow, 1991; Reece dan Owen, 1985). Tetapi ada

714

juga pengkaji yang melaporkan ia tidak memberi apa-apa kesan ke atas tahap
pengetahuan komputer seseorang (Lee, Pliskin dan Khan, 1994).

Analisis bahagian B dipecahkan kepada empat bahagian utama mengikut


persoalan kajian seperti yang telah disenaraikan di bahagian persoalan kajian. Nilai
min yang diperolehi akan merujuk kepada Jadual 6 iaitu jadual tafsiran min yang
diadaptasi daripada Landell (1997).

Jadual 6 : Interpretasi Tahap Julat Min


Kod Kumpulan

Julat

Tahap

1.00 2.33

Rendah

2.34 3.67

Sederhana

3.68 5.00

Tinggi

Sumber: Diadaptasi daripada Landell (1997)

Bagi menjawab persoalan kajian yang pertama, pengkaji telah mendapatkan


maklum balas dari responden berkenaan dengan faktor sikap yang mempengaruhi
penggunaan e-Learning dalam proses pembelajaran dan pengajaran. Skor min
digunakan bagi mendapatkan min purata bagi setiap faktor-faktor untuk menilai tahap
amalan dan persetujuan responden terhadap faktor sikap.

Analisis bahagian ini mengandungi 17 item yang berkaitan dengan sikap


pensyarah terhadap e-Learning dan dibahagikan kepada 2 pecahan iaitu faktor
dalaman dan juga faktor luaran.

Terdapat 12 item di dalam bahagian faktor dalaman manakala 5 item dalam


bahagian faktor luaran. Merujuk kepada Lampiran A di dapati bahawa hasil dapatan
kajian menunjukkan item yang mempunyai nilai skor min tertinggi sebanyak 4.5238
adalah item A14 iaitu masa yang lama diperlukan untuk menyediakan bahan eLearning. Selain itu, skor min bagi item A1, A2, A3, A4, A5, A6, A7, A9, A14, dan
A15 juga pada tahap tinggi. Item-item yang berada pada tahap tinggi menunjukkan
pensyarah bersikap positif terhadap penggunaan e-Learning dalam P&P. Untuk skor
min item A8 dan A10 iaitu pensyarah sedia membantu rakan dalam menggunakan e-

715

Learning serta pensyarah sentiasa mengikuti perkembangan terkini berkaitan eLearning menunjukkan tahap sederhana dengan nilai skor min masing-masing
sebanyak 3.8095. Secara keseluruhannya, item sikap pensyarah (faktor dalaman)
memberikan purata skor min yang tinggi di mana dapat ditafsirkan bahawa pensyarah
berminat menggunakan e-Learning walaupun kurang mengikuti perkembangan eLearning.

Terdapat 5 item dianalisis untuk melihat tahap sikap (faktor luaran) terhadap
penggunaan e-Learning. Merujuk kepada 5 item tersebut, item A13 iaitu pensyarah
akan menggunakan e-Learning dalam proses P&P apabila persekitaran dalam
bangunan dilengkapi dengan kemudahan serta prasarana memberikan nilai skor min
yang tertinggi iaitu sebanyak 4.619. Diikuti pula oleh item A11, A12, A17 dan A16.
Faktor luaran seperti persekitaran yang dilengkapi peralatan dan rakan sejawat
memainkan peranan penting dalam mempengaruhi sikap pensyarah.

Secara

keseluruhannya, item sikap pensyarah (faktor luaran) memberikan purata skor min
yang tinggi di mana dapat ditafsirkan bahawa pensyarah berminat menggunakan
teknologi instruksi apabila terdapat faktor luaran yang mendorong mereka.

Analisis yang seterusnya adalah untuk menjawab persoalan kajian yang kedua
di mana perhubungan antara sikap pensyarah dengan kemahiran pensyarah dalam
penggunaan e-Learning. Oleh kerana perhubungan yang perlu diuji, maka pengkaji
telah memilih Model Korelasi Pearson untuk mendapatkan dapatan daripada analisis
tersebut. Pengkaji memilih Model Korelasi Pearson kerana ujian ini dapat digunakan
untuk menganalisis perhubungan antara dua pemboleh ubah dan kedua-dua
pembolehubah menggunakan skala pengukuran interval atau sela.

Jadual 7 : Korelasi di antara sikap dengan kemahiran pensyarah dalam penggunaan eLearning

Sikap

Kemahiran

Signifikan

.574

0.006

Signifikan pada aras keertian= 0.01 (2-tailed)

716

Dengan menggunakan perisian SPSS 18.0 for Windows, pekali korelasi antara
dua pembolehubah iaitu sikap dan kemahiran dapat dikira melalui Model Korelasi
Pearson.

Hubungan sikap dan kemahiran pensyarah yang ditunjukkan dalam Jadual 7


memberi pentafsiran bahawa nilai pekali kolerasi (r = 0.574) yang positif diperolehi.
Selain itu, hubungan keduanya berada di tahap signifikan yang sederhana. Nilai
signifikan yang ditunjukkan adalah lebih rendah ( = 0.006) daripada aras 0.01, maka
bagi persoalan kedua ini hipotesis null ditolak. Oleh itu, sikap pensyarah terhadap
penggunaan e-Learning dilihat mempunyai hubungan yang signifikandengan
kemahiran pensyarah.

Rajah 1 : Korelasi Hubungan Sikap Dan Kemahiran Pensyarah

Rajah 1 memberi pentafsiran perhubungan yang sederhana di antara sikap


dengan kemahiran pensyarah dalam penggunaan

e-Learning untuk proses

pembelajaran dan pengajaran di politeknik.

Analisis seterusnya melibatkan bahagian prasarana yang mengandungi 13 item


bagi menjawab persoalan kajian yang ketiga.

Pada bahagian ini pengkaji telah

mendapatkan maklum balas dari responden berkenaan dengan prasarana yang terdapat
di politeknik yang dikaji. Peratusan responden yang memberi respons ya atau tidak

717

dikira bagi setiap item. Lampiran C menunjukkan peratusan bagi setiap item yang
dikaji.
Daripada Lampiran C, kemudahan prasarana yang disediakan di politeknik
dapat dilihat dan ditafsirkan. Majoriti responden iaitu 85.71% menyatakan tidak
terdapat komputer dalam bilik kuliah tertentuyang perlu menggunakannya. Walau
bagaimanapun, 85.71% responden menyatakan bahawa terdapat kemudahan komputer
dan perkakasan untuk membangunkan Platform CIDOS. Namun begitu, sebanyak
76.19% responden menyatakan tiada rangkaian internet dalam bilik kuliah yang perlu
digunakannya

Selain itu, kemudahan prasarana internet tidak meluas di politeknik


terutamanya internet tanpa wayar (wireless). Seramai 47.62% responden menyatakan
terdapat kemudahan internet tanpa wayar di politeknik tempat mereka mengajar dan
hanya 23.81% menyatakan terdapat rangkaian internet dalam bilik kuliah tertentu
yang memerlukannya.

Untuk tujuan pengajaran berlandaskan e-Learning, item-item C1, C3, C4, dan
C8 diperlukan iaitu prasarana, rangkaian internet, komputer dan makmal komputer
untuk kegunaan pelajar. Secara keseluruhannya untuk item-item yang dinyatakan ini
menunjukkan prasarana yang disediakan berada di tahap yang rendah.

Teknologi maklumat berasaskan komputer bukan sahaja merupakan bahan


perantara yang berpotensi dalam memudahkan kerja-kerja seharian malah ia juga
dapat menjadi bahan untuk menjayakan lagi persekitaran pengajaran dan
pembelajaran (Norhashim et al 1996 ).

Teknologi maklumat ini juga dapat

menentukan bahawa sumber-sumber maklumat dapat diperolehi oleh semua dengan


mudah iaitu dalam keadaan tersedia dan tanpa mengira tempat dan masanya ( Chan
1999 ). Walau bagaimanapun, tanpa prasarana yang lengkap dan mencukupi seperti
rangkaian internet dan komputer, mustahil teknologi maklumat berasaskan komputer
dijalankan.

Analisis bahagian III mengandungi 10 item bagi menjawab persoalan kajian


yang keempat.

Terdapat dua kategori untuk bahagian peruntukan iaitu kategori

718

peralatan dan kategori kewangan dan kursus. Skor min digunakan bagi mendapatkan
min purata bagi setiap item-item yang terlibat.

Lampiran D menunjukkan skor min bagi setiap item peruntukan untuk


kategori peralatan yang dikaji. Hanya 1 item yang memberi nilai skor min yang
rendah iaitu item D1 dimana setiap bilik kuliah mempunyai sambungan rangkaian
internet.

Manakala untuk item yang melibatkan peuntukan dalam menyediakan

kursus kepada pensyarah menunjukkan nilai skor yang tinggi.

Walaupun kemahiran yang sedia ada pada pensyarah sudah memadai namun
perkembangan teknologi masa kini memerlukan mereka terus meneroka teknologi
terkini yang semakin pesat berkembang.

Untuk pensyarah lepasan sarjana

pendidikan, mereka telah didedahkan dengan kemahiran-kemahiran penggunaan eLearning manakala lepasan ijazah sarjana muda dan diploma tidak didedahkan dengan
kemahiran penggunaan e-Learning. Oleh itu, ini mempengaruhi keupayaan mereka
menggunakan e-Learning dalam P&P.

Sehubungan itu, kursus dan latihan perlu

diberikan kepada mereka bagi membolehkan mereka turut serta dalam menggunakan
e-Learning dalam prose P&P.

8.0

CADANGAN DAN KESIMPULAN

Pensyarah merupakan penggerak utama di dalam proses pembelajaran pelajar.


Oleh itu, pensyarah dicadangkan supaya sentiasa mengamalkan kaedah pengajaran
yang berkesan seperti mempelbagaikan kaedah pengajaran.

Di mana dengan

mengamalkan kaedah pengajaran yang pelbagai akan menarik minat pelajar untuk
belajar. Sehubungan itu, pensyarah perlu menggunakan e-Learning dalam proses
P&P. Justeru itu, kemahiran untuk membangunkan, menyediakan dan menggunakan
e-Learning perlu diberikan kepada pensyarah-pensyarah di politeknik.

Kemudahan prasarana yang disediakan di politeknik tidak mencukupi.


Sehubungan itu, kemudahan prasarana seperti rangkaian internet, komputer dan
sebagainya perlulah disediakan oleh pihak politeknik peringkat demi peringkat untuk
meningkatkan keberkesanan pengajaran pensyarah.

719

Pihak pengurusan politeknik juga perlu sentiasa membuat pemantauan


terhadap aktiviti pengajaran pensyarah agar dapat meningkatkan kekurangan yang
terdapat dalam kaedah pengajaran dan pembelajaran. Pihak politeknik juga perlu
menggalakkan dan memberikan motivasi kepada pensyarah agar menggunakan
komputer dalam pengajaran mereka.

Rumusan yang boleh dibuat daripada kajian ini ialah tahap pengetahuan
komputer pensyarah tidak mempunyai hubungan dari segi jantina, pengalaman
komputer dan penggunaan komputer. Sebaliknya mereka yang memiliki komputer
mempunyai tahap pengetahuan komputer yang lebih tinggi.

Berdasarkan perbincangan yang telah dibuat, tahap sikap dan kemahiran


pensyarah-pensyarah di politeknik terhadap penggunaan e-Learning adalah positif dan
berada pada tahap yang baik. Kemahiran yang terdapat pada pensyarah-pensyarah ini
perlu digunakan dan bukannya hanya dibiarkan begitu sahaja. Kemahiran yang ada
pada pensyarah-pensyarah politeknik merangkumi penggunaan perisian dan juga
peralatan seperti komputer serta mampu membangunkan platform pengajaran untuk
kegunaan mereka. Namun apa gunanya ada kemahiran yang tinggi jika prasarana
yang disediakan di politeknik tidak mencukupi dan terhad.

Sehubungan itu, penyediaan kemudahan dari segi komputer serta rangkaian


internet yang luas perlu diberi perhatian yang sewajarnya oleh pihak pengurusan
politeknik untuk membantu pensyarah-pensyarah politeknik mewujudkan suasana
pengajaran yang lebih berkesan di samping menarik perhatian dan minat pelajar
terhadap isi pelajaran yang diajar. Walaupun penggunaan papan putih digunakan
secara meluas namun kesan daripada perkembangan teknologi yang berkembang
dengan pesat meminta proses pengajaran dan pembelajaran dijalankan menggunakan
alat-alat yang direka khas untuk proses P&P selari dengan perkembangan teknologi
masa kini.

Secara amnya, semua pensyarah haruslah mempunyai inisiatif diri untuk


mempertingkatkan kemahiran diri sendiri dan mengikut perubahan arus yang pantas
ini sebelum tercicir di belakang. Pihak Kerajaan harus memandang serius dengan
aspek-aspek tahap kesediaan ini. Sekiranya pensyarah masih belum bersedia, bidang
720

teknologi maklumat berasaskan komputer ini sukar untuk berganjak dengan lebih jauh
lagi.

RUJUKAN

Heinich, R.Molenda, Rusell & Smaldino. (1999).. Instructional Media and


Technologies for Learning. New Jersey: Merill.

Jamaludin Badusah & Muhamad Hussin. 2000. Bilik Darjah Internet- Penggunaan
Pelbagai Bahan Media (MOO). Seminar Kebangsaan Penyelidikan dan
Pembangunan Dalam Pendidikan 2000: Penyelidikan ke arah Inovasi
Pedagogi. 3-4 Oktober 2000. Bahagian Pendidikan Guru, Kementerian
Pendidikan Malaysia.

Landell K. (1997), Management By Menu London: Wilay and Sons Inc.

Linde C. V. D., (2002) The role of good educational management in a changing south
africa, ProQuest Education Journals pg 511

Maizurah Omar, Fattawi Mokhtar (2000), Penggunaan Rancangan TVP Dalam


Pengajaran dan Pembelajaran

Mohd Sahandri Gani Hamzah, Hapidah Mohamed & Nik Sukar Shahrany Nik Yusof.
(2001). Kecenderungan guru dalam pemilihan bahan pembelajaran dan
ekspektasi mereka terhadap hasil pembelajaran. Prosiding Konvensyen
Kepelbagaian

Dalam

Teknologi

Pendidikan Malaysia, pp. 130-143

721

Instruksional.

Persatuan

Teknologi

LAMPIRAN A

Reliability Statistics
Cronbach's Alpha
.838

N of Items
17
LAMPIRAN B

BIL
1

ITEM
Saya berminat untuk menggunakan e-Learning dalam proses

MEAN

SD

4.4286

.67612

pengajaran dan pembelajaran


Saya berminat untuk membangunkan sendiri platform CIDOS

4.1905

.67964

Saya sedia menggunakan e-Learning dalam pengajaran

4.2857

.56061

Saya tidak rasa gementar menggunakan komputer dalam P&P

4.5714

.50709

Saya sedia mempelajari e-Learning untuk pengajaran

4.4286

.50709

Saya tahu kelebihan menggunakan e-Learning dalam P&P

4.1429

.65465

Saya lebih berkeyakinan mengajar dengan bantuan e-Learning

3.9524

.86465

Saya sedia membantu rakan dalam menggunakan e-Learning

3.8095

1.0779

4.1905

2
.81358

3.8095

.81358

4.1905

.67964

4.0000

.77460

4.6190

.49761

14

persekitaran dalam bangunan dilengkapi dengan kemudahan


Masa
yang lama diperlukan untuk menyediakan bahan eserta prasarana

4.5238

.74960

15

Learning
Saya malas untuk menyediakan bahan e-Learning

2.7143

1.0556

9
10
11
12
13

16
17

Saya berminat mendapatkan latihan dalam menggunakan eLearning dalam proses P&P
Saya sentiasa mengikuti perkembangan terkini berkaitan eLearning
Saya ingin menggunakan e-Learning apabila melihat rakan
sejawat menggunakannya dalam proses P&P
Saya lebih bermotivasi menggunakan e-Learning apabila
melihat pelajar memberi tumpuan dalam proses P&P
Saya akan menggunakan e-Learning dalam proses P&P apabila

Saya hanya akan menggunakan e-Learning apabila menerima


arahan dari pihak atasan
Pihak atasan memberi galakan dalam menggunakan e-Learning
dalam proses P&P
722

3.3810

0
1.2031
7

3.9048

.88909

Reliability Statistics
Cronbach's Alpha
.929

N of Items
21

BIL
ITEM
1
Saya boleh Log In e-Learning

MEAN
4.4286

SD
.59761

Saya boleh menerima e-mail dari rakan lain

4.0952

.83095

Saya boleh menghantar e-mail kepada rakan lain

4.0476

.86465

Saya mengetahui enjin-enjin carian internet

4.1905

.98077

Saya boleh bekerja dalam persekitaran rangkaian

4.2857

.90238

Saya boleh menggunakan fail elektronik kongsian

3.9524

.92066

Saya boleh pindahkan data dari CIDOS ke spreedsheets (Excel)

3.3810

.97346

Saya boleh menggunakan formula dalam spreedsheets (Excel)

4.0952

.83095

Saya boleh membuat graf dalam spreedsheets (Excel)

4.0952

.88909

10

Saya boleh membuat carta dalam spreedsheets (Excel)

4.0476

.86465

11

Saya boleh memasukkan gambar dalam slide powerpoint

4.4762

.51177

12

Saya boleh memasukkan audio dalam slide powerpoint

4.2857

.71714

13

Saya boleh membuat animasi dalam slide powerpoint

4.0476

.92066

2.4762

.81358

15

dengan menggunakan flash


Saya boleh memasukkan audio dengan menggunakan flash

2.7619

1.09109

16

Saya boleh mewujudkan platform bagi Kursus yang di ajar

3.9048

.83095

17

Saya boleh memasukkan nota dalam platform CIDOS

4.1905

.60159

4.0476

.66904

14

18

Saya boleh membuat pergerakan sebuah bola secara rawak

Saya boleh menyediakan ruang perbincangan dalam platform


CIDOS

19

Saya boleh menyediakan tugasan dalam platform CIDOS

4.0000

.83666

20

Saya boleh membangunkan kuiz dalam platform CIDOS

3.8571

.91026

21

Saya boleh membangunkan ujian dalam platform CIDOS

3.8571

.91026

LAMPIRAN C
723

Bil Item

YA (%)

TIDAK (%)

76.19

23.81

85.71

14.29

23.81

76.19

14.29

85.71

66.67

33.33

95.24

4.76

47.62

52.38

38.10

61.90

95.24

4.76

95.24

4.76

Terdapat perisian yang sesuai (i-spring, flash, movie


1

10

maker) untuk diaplikasikan bagi subjek yang saya ajar


Terdapat kemudahan komputer dan perkakasan
berkaitan untuk membangunkan Platform CIDOS
Terdapat rangkaian internet dalam bilik kuliah tertentu
yang perlu menggunakannya
Terdapat sebuah komputer dalam bilik kuliah tertentu
yang perlu menggunakannya
Setiap seorang pensyarah dibekalkan dengan sebuah
komputer peribadi oleh politeknik
Terdapat sebuah printer untuk kegunaan pensyarah
dalam satu kawasan yang sama
Terdapat capaian internet tanpa wayar disediakan di
kawasan tertentu
Makmal komputer disediakan untuk kegunaan pelajar
mencari maklumat
Terdapat juruteknik untuk membaik pulih peralatan
teknologi instruksi
Terdapat kursus e-Learning yang diberikan kepada
pensyarah

11

Pernah mengikuti kursus e-Learning yang dianjurkan

95.24

4.76

12

Berminat untuk mengikuti Kursus e-Learning

95.24

4.76

95.24

4.76

13

Kursus e-Learning yang diikuti meningkatkan


kefahaman penggunaan e-Learning

LAMPIRAN D
724

Reliability Statistics
Cronbach's

N of

Alpha

Items

.798

BIL
1

10

ITEM
Setiap bilik kuliah mempunyai sambungan rangkaian
internet

MEAN

SD

1.4762

.67964

3.0952

.62488

2.7143

1.14642

3.8095

1.24976

4.2857

.78376

2.6190

1.24403

3.8571

.79282

3.9524

.80475

4.2857

.90238

4.1905

.98077

Setiap pensyarah diberi peruntukan untuk


2

mendapatkan kursus serta latihan dalam penggunaan


e-Learning
Terdapat perisian yang sesuai (i-spring, flash, movie

maker) dibekalkan kepada setiap pensyarah untuk


proses P&P

10

Soket capaian internet yang mencukupi untuk setiap


pensyarah
Semua pensyarah samada yang telah lama atau baru
berkhidmat dibekalkan dengan sebuah komputer
Terdapat peruntukan untuk membeli perisian yang
sesuai (i-spring, flash, movie maker)
Pensyarah dibenarkan mendapat sebarang kursus
atau latihan berkaitan e-Learning
Setiap politeknik perlu mendapatkan peruntukan
kewangan bagi kursus e-Learning
Peruntukan perlu diberi keutamaan kepada prasarana
pengajaran dan pembelajaran di politeknik
Komputer yang rosak dibaikpulih dalam waktu yang
dikehendaki

725

TRANSFORMING WITHOUT TRANSFORMATIONAL LEADERS:


UNRAVELLING THE JAPANESE WAY OF LEADING CREATIVE EFFORT
Shazlinda Md Yusof1, Rozhan Othman2
1,2

Malaysia-Japan International Institute of Technology, Universiti Teknologi


Malaysia
shazlinda76@gmail.com, dr_rozhan@yahoo.com

ABSTRACT

In the recent years, the study on creative effort has suggested the influence of
leadership as one of the most important factors in encouraging creativity and
innovation among followers. Among many leadership styles, transformational
leadership has been highly subscribed as the most effective style to lead
creative effort. This paper intends to argue the tendency of romanticizing
transformational leadership as the only way to motivate creativity and
innovation by probing the conditions that determines the need for
transformational leadership and its flaws. Consequently, by investigating the
meaning of Japanese organizations practices at the epistemological level, this
paper also looks at how, instead of having transformational leaders, Japanese
organizations use self-heterogenization approach to lead their creative effort
effectively.

Key words: transformational leadership, creative effort, Japanese, selfheterogenization, leadership styles

1.0

INTRODUCTION

The shift to knowledge economy has allowed easier access to global market,
resulting in more demanding customers, shorter product lifecycle and increasing
complexity of technology (Dutta & Mia, 2010). To stay competitive, creativity and
innovation has become central to organizations. The focus has now been on stocks of
knowledge; human, organizational and intellectual, and also on activities; R&D

726

efforts, investments in technology and human capital development, and organizational


reforms (Powell & Snellman, 2004).

With this complexity, management is also undergoing a significant change.


Organizations now need to manage their resources in the best, possible way so that
creativity and innovation can be unleashed to produce desirable output. The effort to
produce a novel and useful output is termed as creative effort and leadership has
been identified as one of the key factors to drive motivation towards a successful
creative effort.

One important issue in leadership studies, however, concerns about the crossnational variation. Most research evidence on leadership for creativity and innovation
in the extant literature are based on western studies, predominantly American
(Elenkov, Judge, & Wright, 2005). However, there are also evidence that indicate
leadership behaviour is affected by culture (Holmberg & kerblom, 2006). Yet, there
are cultures like Japan who has proven its technological prowess, under researched on
the role of leadership in nurturing creativity and innovation (Ishikawa, 2012).

2.0

LEADING CREATIVE EFFORT

Extant literature has classified three components in creative effort; creative


work, creative people and creative climate. Leaders of creative effort need to be able
to manage these three components effectively to ensure creative output is achieved.

2.1 Creative Work

Creative work comprises of complex tasks because the problems are illdefined, ambiguous, and in the current demanding environment has the need to fulfill
various constraints such as lead time and financial resources. Massive interaction
among individuals involved in creative work is crucial, including intra-team, interteam and team members with leaders and among leaders of creative work.
Additionally, interaction with the top management is also imperative to secure
resources and ensure the sustainability of the project.

727

2.2

Creative People

Novel ideas are resourced by creative people; making them the most valuable
asset in creative effort. Psychological studies on creative people however suggested
that they have unique, contrasting characteristics; they are smart yet nave, playful yet
disciplined, energetic yet often resting and divergent yet convergent in thinking
(Csikszentmihalyi & West, 2006). Because they believe in their knowledge and ideas,
they love challenges, possess high self-confidence, hold high professional ego and
portray dominance and autonomy in what they do (M. Mumford & Hunter, 2005)

2.3

Creative Climate

Complex tasks, limited resources, unique individuals and demanding market


expectation will only lead to a failure in creative ventures without a climate that
supports innovation. In creative effort, workers need to keep up with two major
routines; managing day-to-day tasks and working on their creative projects such as
designing and experimenting. Effective leaders should protect the team members
from unnecessary distraction so that they can concentrate more on their creative work
(Zheng, Khoury, & Grobmeier, 2010) and to make them feel safe in expressing their
ideas (M. Mumford & Hunter, 2005).

These components set leaders of creative effort in a complicated position. Not


only the leaders have to deal with complex tasks, unique behaviour of creative people
and strive to provide a supportive climate, they also need to play various roles
concurrently. It is a common practice that a project team leader is also a member of
another team because of their expertise is needed in another project in which they are
not leading. Leaders of creative effort are also the gatekeepers between top
management and their teams. They need to sell their projects to secure resources
and protect their team to ensure sustainability by shielding them from doing
unnecessary tasks. Leaders are expected to be able to do sense-making activities to get
his team working together(M. D. Mumford, Hunter, Eubanks, Bedell, & Murphy,
2007). Figure 1 summarizes the challenges in leading creative effort.

728

Figure 1 : Challenges in Leading Creative Work

Therefore, leaders of creative effort should not only be technically skillful, but
they also need to be socially intelligent and possess business acumen. In other words,
the leaders interaction with team members, top management and other related
stakeholders are critical in leading creative effort.

3. 0

IS TRANSFORMATION LEADERSHIP THE ONLY WAY TO LEAD

CREATIVE EFFORT?

So what is the best leadership style to lead creative effort? Scholars have made
attempts to associate various leadership styles with fostering creativity and
innovation. Transformational leadership, thus far, has gained the most attention
compared to other leadership styles (Gumusluoglu & Ilsev, 2009).

Transformational leadership refers to a leadership style that is exemplified by


charisma and shared vision between leaders and followers (Bass & Avolio, 1985).
There are four dimensions in transformational leadership theory; charisma, or
idealized influence where the leader provides a role model for ethical behaviour and is
being held high by the followers; inspirational motivation whereby the leader
articulates vision that inspires and motivates the followers; challenges them with high
729

standards and communicates positively about future goals; provide intellectual


stimulations where the leader challenges assumptions, solicits from followers new
ideas by re-examining the old way of doing things, nurtures and develops people to
think better; and individualized consideration by which the leader attends to each
followers needs, acts as a mentor or coach to the follower, listens to the team
(Yammarino, Bass, & Tosi, 2005). Transformational leadership, to current
understanding is the most influential leadership style in nurturing creativity and
innovation.

However, this is not always the case. There are evidences that show
transformational leadership does not fit in certain occasions. For example, Rosing,
Frese & Bausch (2011) have argued that transformational leadership is more effective
at organizational level than individual level. As creative effort involves high
interaction between leaders and team members, transformational leadership may less
likely to be effective on individual level.

Bass (1997) mentioned that leaders are more likely to exhibit transformational
leadership behaviour when they are in an organic organization such as private
institutions compared to a mechanistic organization such as public university. A
private company that is willing to maximise risk in order to achieve high level of
creative output, for instance, would need transformational leaders to search for new
configuration while a public university that is subject to hierarchies and formalities
would less likely to encourage transformational leadership behaviours among the
leaders.

4.0

THE STEREOTYPING OF WESTERN THEORISTS ON JAPANESE

MANAGEMENT

In the 1950s and 1960s Japan was regarded as an economically retarded


country, and the Japanese practices of management were considered as the cause of
the Japanese inefficiency. The Japaneseness was looked down upon in business.
Conversely, when Japan enjoyed economic supremacy in contrast to the slump of the
US economy in the 1980s, scholars have presented the Japanese management model
as a more successful alternative to the declining American model (Pudelko &
730

Mendenhall, 2009). Again, after the 1980s when the Japanese lost its economic power
to the US and raising nations like China, its Japanese management practices are again
blamed for being rigid and not innovative. Throughout, the stereotyping of Japanese
management as rigid and inefficient remains till now.

There are at least two aspects to the difficulty of overcoming such the
stereotyping. The first is the cultural biasness in leadership research. Leadership
theories are mainly originated from western-oriented studies, predominantly
American (Jogulu & Ferkins, 2012). Similarly are the research on leadership for
creative effort (Elenkov et al., 2005). Having been developed based on individualistic
perspective, leadership theories have always been focusing on the leader as a hero
by which the leaders traits, behaviour and context were put in sight. Only after 70
years of research since it started in the 1900s has the research landed on the premise
that relational construct is also a determinant of effective leadership (i.e LeaderMember Exchange Theory, LMX) (see Antonakis, 2003, pp. 7). The same concept
was evidently applied in leadership for creative effort researches; it started with
conceptualizing creativity as a lone effort until the influence of others (i.e team,
leaders) was conceived later (Vessey, Barrett, Mumford, Johnson, & Litwiller, 2014).
Individualistic culture was the axiom for leadership research back then. While recent
studies have indicated culture as a predictor of leadership behaviour (Holmberg &
kerblom, 2006) and that it is crucial to be sensitive to cultural bias (House, Javidan,
Hanges, & Dorfman, 2002; Jogulu & Ferkins, 2012), the epistemology of leadership
which originated from North American (NA) perspective is still dominant and any
deviation from it is subject to criticism.

The second aspect is the reductionist view of NA theorists. The tendency of


performing dimension reduction especially in analyzing rich, socio-culturally
influenced concepts of Japanese management will cause a dimensionally reduced
interpretation, although it is internally consistent (Maruyama, 1984). NA
epistemology is based on substance, identity, boundary and distinctiveness while in
the Japanese epistemology the identity is the relations, not the individual in isolation.
The NA believes in the existence of objective truth and discards the differences
because it is due to errors. As such, the discarded dimension reduces the richness in
interpretation. On the contrary, for the Japanese the objective truth is not important
731

because differences in views provide important information that enriches each


persons understanding. Perhaps this is why it is difficult for NA theorists to explain
why Japanese organizations, while being too rigid and therefore less creative (as
being stereotyped), still keep on producing creative and sought-for outputs.

5.0

COMMON PRACTICES IN JAPANESE ORGANIZATIONS AND THE

DIFFERENCE IN INTERPRETATION

Maruyama (1984) pointed out some common practices in Japanese


organizations that have been epistemologically misinterpreted by the North American
theorists (Figure 2). Job rotation, for example, according to North American theorists
is meant to prepare human spare parts as the workers are able to do different kinds of
job after completing a job rotation exercise. However, from the Japanese perspective,
the outcome of job rotation exercise is the ability to think in one anothers head as
the worker will be able to experience what it takes to perform a new task, dealing with
new people, under different circumstances. Consequently, they will feel connected
with the people who are holding the position and others who are related.

Other concepts such as senior-junior (sempai-kohai), pre-meeting discussion


(uchiawase), report-touch base-discuss (hou-ren-sou) (the back and forth way of
working based on the idea that work is something collaborative done by supervisor
and subordinate as a team) are performed to achieve conformity. However, the
meaning of conformity, according to Maruyama (1984) is contrasting between the NA
and Japanese theorists. NA theorists view conformity as an act of rigidity and inability
to change, as permanence is basic and normal in NA epistemology. On the other hand,
Japanese perceive conformity as flexibility; the ability to perceive a situation
sharply, has a unique sense of adaptability, and has a quick orientation and reaction to
cope with various situations (Iwata, 1972).

In making decisions, Japanese are well-known for their orientation of seeking


for consensus. NA theorists believe that Japanese achieve consensus through a
unanimous decision. That is why they take time to make decision. However, the
centrality of the decision-making process in Japanese organizations is to identify
those who will not be benefited by the decision and register at the back of their minds
732

on how to compensate the inconvenience later. The time taken is to scrutinize


everything before coming into conclusion; partly to minimize the work to compensate
the inconvenienced parties afterwards.

Another concept that is often associated with Japanese organizations is


groupism. The NA theorists interpret groupism in Japanese organizations as the
willingness of someone to self-sacrifice for the sake of the group, for example by
working long hours, spending money sending out gifts and going for a drink with the
group after work. However, Japanese theorists view this behavior as a way for an
individual to make use of

the group to his/her own advantage, and the group

members can use one another for mutual benefit in positive-sum relations (Maruyama,
1984). Figure 3 compiles some of the common practices in Japanese organizations
with difference in interpretation between NA theorists and Japanese theorists.

The concepts discussed above are only some of the many concepts and
practices in Japanese organizations. The outcome of these implicit trainings is selfheterogenization; the ability to see and understand the same situation from different
points of view (Maruyama, 1984). Because they feel mentally connected to others in
the group, they can work with others without rigid division of labour and with flexible
unwritten adaptability to changing situation. Consequently, this instills the willingness
to take responsibility for the success of failure of the entire group (Hamaguchi, 1977).

While NA theorists may discard the differences in views because their norm is
seeking an objective truth, Japanese self-heterogenization allows a person to
appreciate the differences of contrasting views as it enables him to see a dimension
invisible to both views (Maruyama, 1984). It provides rich information in
understanding a particular matter of consideration and sense of convertibility and
adaptability whenever the situation needs it. Through self-heterogenization, Japanese
workers will almost automatically respond to changing situation without having to be
given detailed instruction by the manager (Iwata, 1972).

733

Common practices in

North American Theorists

Japanese Theorists

Japanese Organizations

Interpretation

Interpretation

Job rotation

To prepare human spare

Able to think in one

parts

anothers head and


consequently feel connected

Senior-junior (Sempai-

Conformity ; rigidity and

kohai)

inability to change

Conformity; flexibility

Pre-meeting discussion
(uchiawase)
Report-touch base-discuss
(Hou-ren-sou)
Consensus-seeking

Unanimous decision,

Main focus of the decision

seeking objective truth

process is on how to
compensate the
inconvenience of those,
who might be a minority or
even a single individual

Groupism

Self-sacrifice for the sake of

The individual makes use of

the group

the group to his/her own


advantage, and the group
members can use one
another for mutual benefit
in positive-sum relations

Figure 3: Common Practices in Japanese Organizations with Difference in


Interpretation between North American Theorists and Japanese Theorists

6.0

SELF-HETEROGENIZATION AND ITS EFFECT ON LEADERSHIP

FOR CREATIVE EFFORT

Self-heterogenization is particularly crucial in Japanese organizations because


their innovation model is built upon a capability relay system (Fujii, 2008).
Japanese organizations achieve its innovative capacity by accumulating capability,
734

retaining core capabilities internally and inherit its value proposition through mid and
long term period. This means that a long, harmonious relationship has to be
maintained in Japanese organization to ensure creative endeavours produce desired
results.

The ability of leaders to self-heterogenize will allow the leaders to understand


the situation of the team members and the top management (and vice-versa). This will
encourage leaders to be more flexible in their direct interactions with the followers,
take action accordingly and always be aware of their responsibility. The concept of
genba leadership which involves leaders to go to the actual place (genba) first when a
problem arises and not trying to make diagnosis on the phone, is possible when the
leaders are able to self-heterogenize themselves. Together with the team, the leader
will check the relevant object, take temporary countermeasures on the spot to resolve
problem while finding the root cause. Finally, the leader will instruct for
standardization to avoid recurrence of the incident (Imai, 2012). The leader carries the
responsibility till the problem is totally solved.
From another perspective, self-heterogenization also creates a boundary-less
network between leaders, members and all stakeholders of the project. Especially
automotive and consumer electronics based Japanese organizations, they are being
portrayed through the vast external networking and informal leadership within the
organization (Harryson, 2006). Teams are reported to be quite self-organizing and
autonomous, and carries frequent interaction between divisions and across corporate
borders which in turn promotes development for optimal speed (Nonaka & Konno,
1998). Contrary to the NA perspective which believes leaders should be the boundary
spanner, the permeable boundary within a Japanese organization encourages quality
team work and relations with the stakeholders.

Self-heterogenization will also affect leaders and members on a creative


endeavor to be sensitive to customers needs; internal and external. Japanese design is
known for being detail, user-friendly and of high quality. They work for perfection as
the output will reflect themselves as those who have executed the job (Inazo, 2007).
Lean production system, for instance, is more likely to be successful in Japan than in

735

countries outside Japan, partly because the self-heterogenization works better in


Japanese culture than in other cultures.

7.0

CONCLUSION

There are various leadership styles that are associated with creativity and
innovation. However, the leadership studies are seen to be oversubscribing
transformational leadership as the only way to motivate creativity and innovation.
Cultural idiosyncrasies should be taken into consideration when identifying the
leadership behaviour that is most effective for an organization. Contrarily, an
organization should identify which leadership behaviour that is most effective in
nurturing creativity and innovation based on the culture it is practicing.

Japanese organizations, for example, may not need transformational leadership


as much as American organizations because of its nature that does not require
frequent changes. American organizations try to get whatever necessary resources in
achieving an objective set by allowing frequent changes of talents, trying to achieve
maximum results in a short time and core capabilities are obtained from anywhere
possible. As such American organizations are likely to need transformational leaders
than Japanese organizations. Instead, transformation in Japanese organization is done
at organically at micro level through self-heterogenization that has been implicitly
trained since entry level.

It is possible that there are many other concepts in Japanese management that
are being misunderstood. Furthermore, compelling evidence has yet to be presented to
show that the American model leadership would fit Japanese organizations which are
highly influenced by culture. Given the changes taking place in Japans economy and
organizations, the interpretation of leadership behaviours in Japanese organizations
should be scrutinized at the epistemological level and re-analyzed in Japanese context
to avoid throwing the baby out with the bathwater.

736

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739

SIMULATION OF POWER QUALITY PROBLEMS ON A POLYTECHNIC


DISTRIBUTION SYSTEM
Kang Chia Yang1, Hushairi Hj Zen2, Kang Chia Chao3
1

Politeknik Mukah, Sarawak, 2University Malaysia Sarawak, 3University Science


Malaysia

kangcy87@hotmail.com, hushairi@feng.unimas.edu.my, wyattkang@yahoo.uk

ABSTRACT

Power quality is simply the interaction of electrical power with electrical


equipment and is used to describe the degree of consistency of electrical
energy expected from generation source to point of use. The term power
quality refers to a wide variety of electromagnetic phenomena that
characterize the voltage and current at a given time and at a given location on
the power system. The effect of poor power quality can be felt where billions
of dollars have been wasted every year. This occurs mainly because most
industries never upgrade their plants, which encounter many power quality
problems. The most common power quality problems like voltage dip, voltage
swell, harmonic distortion, voltage unbalance and so on. Many electrical
devices are now interconnected to the power network and it can be observed
that if the power quality of the network is good, then any loads connected to it
will run smoothly and efficiently. On the other hand, if the power quality of
the network is bad, then loads connected to it will fail or may cause damage to
the equipments and reduced its lifetime. This research proposal proposes to
investigate and analyze the power quality problems in part of the polytechnics
distribution system. In the distribution system of Mukah Polytechnic, found
that there is always trip in the Department of Mathematics, Science and
Computer. The outcome of this research will enable better and novel solutions
of poor power quality to Mukah Polytechnic.

Key words: Power quality, power network, voltage dip

740

1.0

INTRODUCTION

Nowadays providing an acceptable service is more difficult due to the poor


power quality. This is because there has been an increased emphasis and concern for
the quality power delivered to factories, commercial establishments and residences.
Much of the equipment in use today is susceptible to damage or service interruptions
during poor power quality events (K. Johnson & R. Zavadil, 1991).

Increased

competition and limited resources require a partnership between large industrial users
and the local utility to address the issue of power disturbances. Power quality
problems can be defined as problem that results in failure of customer equipments,
which manifests itself as an economic burden to users, or produces negative impacts
on the environment. There has been a proliferation of non linear loads in electrical
installations due to the great development of electronic equipment. As widely known,
everyone using computer whether at home or office has experienced a computer
shutdown and reboot, due to power outage which result in loss of working hours. This
is caused by the poor power quality on the 240v line. Quality of electricity is very
essential for modern industry. Almost all offices and industrial equipment depend on
electricity in some form or the other. Heavy industrial equipments like non-linear
variable speed drives powered through power electronic converters may cause power
disturbances. Due to this, power quality is becoming a mounting concern in the
electric power industry.

Power quality problems encompass a wide range of disturbances and


conditions on the power system. They include everything from very fast voltage
transients to long duration outages. It also includes steady state phenomena such as
flicker and noisy waveforms. The power system can also experience momentary
interruptions like voltage sag and swell. These problems are sometimes unpredictable,
because it is difficult to predict when and where it might happen. Poor electric power
quality basically was limited to interruptions in the energy supply, however currently
many other factors influence the quality of energy, since the number of sensitive loads
is increasing at the same time that the non-linear current consumption augments the
voltage waveform distortion. The Institute of Electrical and Electronics Engineers
(IEEE) has attempted to address this problem by developing a standard that includes
definitions of power disturbances. This standard, IEEE Standard 1159-1995, IEEE
741

Recommended Practice for Monitoring Electrical Power Quality, defines disturbances


as: interruptions, sags and swells, long duration variations, impulsive transients,
oscillatory transients, harmonic distortion, voltage fluctuations, and noise. Therefore
the power quality monitoring standard is very effective to prevent future problems
that might cause damage of equipments or premature aging of the installation
components like transformers, circuit breakers. The electrical wiring might also be
affected. Monitoring of electrical power quality is perhaps the most important, step in
identifying and solving power problems (M. Negnevitsky, J. Milanovic & M. Green,
1997). Power quality assessment is a complex subject and may involve various
aspects such as power system and equipment modeling, power quality mitigation and
optimization and data analysis (M. S. Lalli & I. P. S. Paul, 2005).

2.0

PROBLEMS STATEMENTS

The widespread use of electronics devices ranging from equipment at home to


the control of huge and costly industrial processes has raised the awareness of power
quality issues and concerns over the last few years. Low power quality issue has
seriously affected the small industry and resulted in financial loss due to the stop of
production and wasted electrical power distributed to homes, especially the non-linear
characteristics of various offices and industrial equipments connected to the power
grid which might cause electrical disturbances.

Some electronic equipment, beyond consuming distorted currents, also


requires rigorous parameters of electric energy, meaning that a small disturbance may
cause malfunction or even in the most extreme cases, cause serious damage. Circuit
Breakers tripping for no apparent reason, computer malfunction, communication
failure, conductor failure of heating, electronic equipment shutting down, flickering of
fluorescent lights, fuse blowing, motor failures and overheating are some of the effect
due to poor power quality. All this phenomena potentially lead to inefficient running
of installations, system down time and reduced equipment life and consequently high
installation running costs. Study needs to be carried out to investigate the causes of
the poor power quality so that solutions can be designed. It also aims to give readers a
better insight in the benefits that may be gained by having good Power Quality in
installations.
742

3.0

OBJECTIVE OF THE STUDY

This proposed paper aims to simulate the power quality phenomena using an
analytical tool, Power System Computer Aided Design (PSCAD) conducted at one of
the substation at Mukah Polytechnics and the impacts they may present to power
quality. It mainly focuses on the distribution system of Department of Mathematics,
Science & Computer. This department is chosen as there were some power quality
disturbance was reported for the past few years. It also attempts to study the power
quality problem such as voltage sag on a power line that may be caused by typical
loads using computer models paving the way to identify the source of the problem.
Reliability of supply and voltage quality is to be studied by using method of
monitoring the result of power waveform. The results of this study will contribute
knowledge for researchers to design a more efficient power to reduce power waste
either as a result of reactive or capacitive losses, harmonic distortion and other losses
such as load imbalance. Other than that, it also contributes to overcome problems
such as voltage dip and malfunction of electrical equipment due to the poor power
quality.

4. 0

LITERATURE REVIEW

Harmonic distortion is one of the main factors that contributes to poor power
quality and was observed when the sinusoidal voltages or currents have frequencies
that are integer multiples of the fundamental frequency being supplied. This distortion
is continuous and the most common result is unwanted heating in the electrical
system. It is interesting to note that some of the equipment that is sensitive to power
quality disturbances usually is equipment that generates harmonics. Equipment such
as adjustable speed drives, computer power supplies, UPS equipment and other power
electronics create harmonic currents. Harmonic currents generate harmonic voltages
as they pass through the system impedance. In addition to power electronics, arcing
equipment such as arc furnaces and welders are also major contributors in the
harmonic arena (John F. Hibbard,1992).

The monitoring of Electric Power Quality is an important tool to detect


problems that may be affecting the equipment or the electrical installation. An
743

effective Power Quality Monitoring may also prevent future problems that might
cause damage of equipments or premature aging of the installation components like
transformers, circuit breakers even the electrical wiring can be affected. Power
Quality Monitor prototype was developed at Energy and Power Electronics laboratory
of the University of Minho. This prototype is assembled in a strong plastic case with
easy to connect plugs for power and sensors and a built-in 14 inch TFT monitor. To
allow the Electric Power Quality Monitor to record the consequences of the failure
and also the consequences of the return of the electric power, the prototype was
equipped with a backup battery, so, it continues working in the occurrence of power
outages. The software of the Electric Power Quality Monitor is constituted by several
applications and based in Lab View. The developed applications allow the equipment
to function like a digital oscilloscope, analyze harmonic contents, detect and record
voltage distortions (sags, swells, interruptions, wave shapes), measure energy, power,
voltage and current unbalance, power factor, record and watch strip charts and
generate reports (Renato Alves, Pedro Neves, D. Gonalves, J. G. Pinto, Jos Batista,
Joo L. Afonso,2010).

There is no single algorithm that can detect the variety of power quality
anomalies. Instead, a set of algorithms is need, where each one is responsible for
detection of a set of disturbances. The IT group expertise in analog to digital
converters (ADCs) testing/characterization and in digital signal processing algorithms
will be used in the development of power quality analyzers. The use of ADCs and
digital signal processing algorithms will enable the development and implementation
of instruments with great versatility which can be easily adapted to the anomalies that
degrade power quality (A. Lakshmikanth & M. M. Morcos, 2001).

The power consumption in Brazil is constantly increasing; all electrical


equipments connected to an electric power system are designed to work in a particular
nominal voltage. The efficiency of industrial processes is directly related to the Power
Quality (PQ) delivered to customers, since most of the equipments that compose these
processes have different levels of vulnerability in relation to disturbances in the Power
Quality (G. S. Wojichowski, C. D. P. Crovato, & R. C. Leborgne. 2012). The recent
standard PRODIST forces all utilities to meet the requirements. An analysis regarding
the power quality parameters covered by Prodist are steady state voltage magnitude,
744

power factor, voltage harmonics, voltage unbalance, voltage fluctuation (flicker),


voltage variation and frequency variation. The goal is to present aspects to be
observed in the measurement of each parameter indicating the standard in which the
measurement is based, technical characteristics, measurement methodology and
criteria accuracy that must be observed

5.0

RESEARCH METHODOLOGY

This research proposes a study on the power quality phenomena (voltage dip)
in small industries. It will be carried out in several stages: as below:
Stage 1:
Surveys and interviews with lecturer in the deparment of Mathematics, Science and
Computer, record data and information that provided from them.
Stage 2:
Modeling part of the distribution system at department Mathematics, Science and
Computer. The load data collected from survey will be used to carry out simulation
using PSCAD or any other appropriate simulation tools. It will be simulated by using
suitable parameters on the non-linear loads.
Stage 3:
The simulation results will be used to design or recommend a solution to improve and
overcome the issue of power quality in department of Mathematics, Science &
Computer.

6.0

VOLTAGE SAG CAUSE BY LARGE INDUCTION MOTOR

STARTING (CHILLER PUMP ROOM)

According to the previous research, there are two main causes of voltage sag;
starting of large loads either on the affected site or by a consumer on the same circuit
or faults on other branches of the network. Voltage sag can be created within an
industrial complex without any influence from the utility system. These sag typically
caused by starting large motors or by electrical faults inside the facility. Part of the
distribution system

model from SESCO to the Substation No.5 in Mukah

Polytechnics, Sarawak will be constructed to simulate and analyze power quality


problems. There is some power quality disturbance were reported for the past few
745

years. High starting current of the motor (motor chiller) often lead to unwelcome
voltage drops to an unacceptable value in the supply network and the high starting
torque put the mechanical elements under considerable strain. Flickering of the light
almost happens every time in the department of Mathematics, Science and Computer
when there is starting of the chiller motor in the chiller pump room. The data was
recorded. Every power and source has their own impedance. When there is heavy
loads at starting, voltage sag was happens on the feeders due to the large impedance.
The currents for the large induction motor sometimes can be several times higher than
the rated load currents due to the heavy loads. This higher currents can be represents a
very high load across the electrical system. The presence of the voltage sags has the
effect causing motor to draw more currents and results in trip of the electrical
network. Fig. 1 illustrates a simple model 33KV electrical supply from SESCO
through two 33/11KV step down transformer to the substation No. 5 and substation
No.6. Substation No. 5 was connected to Department of Mathematics, Science &
Computer, admin centre and chiller pump room.

Figure. 1: Part of the simple distribution system at Mukah Polytechnic

Figure. 2: Illustrate single line diagram of the distribution system from SESCO
(power supply) to the substation 5 and 6.

Figure. 2 Single line diagram of the distribution system in PSCAD

746

Substation No.5 was connected to the Department of Mathematics, Science &


Computer, admin center and chiller pump room which was illustrate in Figure. 3 as a
single line diagram. Each of them was represented with an induction motor (load) and
connected to the distribution feeder in simulation of voltage sag. Figure. 4 illustrates
ssubstation No.6 with four induction motor connects to the IT department, further
study department, commerce department and general study department. They are
supplied through two transformers with ratings of 0.75MVA, 11KV/415V. The
voltage sag caused by the large induction motor starting at the Chiller pump room will
be examined. An overlay graph with signal was measured in the feeder of the system.

Figure.3: Single line diagram from substation 5 to the motor load

Figure.4 Single line diagram from Substation 6 to the motor load

Figure 5 shows that the survey data collected result from the department of
Mathematics, Science & Computer. The data is recorded by a lecturer from the
department. Table I shows the computed values from the survey result to be used to
present the load components and Table 2 shows that the data of the transformer.
Graph I summarize that since year 2012, its almost experience voltage sag conditions
in every month which those causing electrical equipments to trip suddenly and
consequently stop the electrical supply from substation 5.
747

Figure. 5: Data record of the Electrical Disturbance at Department of Mathematics,


Science & Computer.

Table 1:Data Of Load Compenant


Substation 5 Load Information
Rated RMS

Power

Base Angular

phase

Drawn

Frequency

Voltage/kV

(A)

(rad/sec)

IM 1- (Chiller Pump Room)

0.25

1450

314.16

221

IM 2- ( JMSK Department )

0.25

350

314.16

110

IM 3 - (Admin Center )

0.25

150

314.16

50

Load Components
(Induction Motor )

Horse
Power

Table 2: Transformer T1 and T2


Transformer Information
Transformer T1 & T2

0.75MVA,11kV/0.415KV,60Hz

Efficiency

98.55%

Voltage Regulation

1.38

Width (m)

2100

Depth (m)

1850

Height (m)

2100

748

Graph 1: Record Of Electrical Trip (Voltage Sag) In A Year

Figure 6: A normal single phase voltage

Figure 6 shows a normal single phase voltage which is around 339V peak to
peak voltage. Graph I show that the record of electrical trip (voltage sag) in a year due
to the large motor starting. It shows that last from half of a cycle to several seconds.
Induction motors draw starting currents ranging between 600 and 800% of their
nominal full load currents. The current starts at the high value and tapers off to the
normal running current in about 2 to 8 sec depending on the instant at which the
voltage is applied to the motor, the current can be highly asymmetrical.

7.0

RESULTS AND DISCUSSIONS

Phase A:

749

Phase B:

Phase C:

Figure 7: Voltage Sag effect that Cause by Large Induction Motor

Figure 7 shows the effect of voltage magnitude during starting of large


induction motors on phase A, phase B and phase C. At the initial state, all the
switches are opened and the induction motor is off. Once the switch is closed at 0.2s,
the induction motor draw approximately seven times higher than the rated load
current and the voltage is immediately decrease to 65 %. Voltage Sag is happens start
from 0.2s and will remain until it reached the nominal speed. When heavy loads are
introduced at starting, there is voltage sag experience on the distribution feeder or
even on the motor loads. The magnitude of the voltage sag is reduced below 90% for
0.5-60 cycles. Normally the duration of the voltage sag will be stay for several
seconds. Sag magnitude maybe different depending on the network impedance and
the motor power ratings. The results obtained have illustrated the effect of power
quality during the starting of large induction motor. Table 3 shows the voltage sag
count based on the previous record data and Table IV shows the result of the voltage
sag magnitude in per unit (p.u).

Table 3:Voltage Sag Magnitude Due To Large Induction Motors


Voltage Sag Magnitude
(in p.u)

Phase A

0.851

Phase B

0.672

Phase C

0.746

750

As seen in Figure. 8, there is no current drawn from 0 sec to 0.2sec from the
induction motor. At the moment of starting large induction motor, its exhibits an
instant hunger of current which is approximately seven times then it rated current.
The large inrush current can cause voltage sag in the local and adjacent area even if
the utility line voltage remains at a constant nominal value.

Figure 8: Effect of current during starting of large induction motor at chiller pump
room.

8.0

CONCLUSION

When a sub-station circuit breaker or a recloser is tripped, then the line that it
is feeding will be temporarily disconnected. All other feeder lines from the same
substation system will see this disconnection event as voltage sag which will spread to
consumers on these other lines. Voltage sags are becoming an increasing concern of
industrial plants due to increasing automation. Voltage sags and swells are generated
when loads are transferred from one power source to another. Automated facilities are
more difficult to restart, and the electronic controllers used are sometimes more
sensitive to voltage sags than other loads. The sensitivity of industrial equipment to
voltage sags varies greatly. The more sensitive equipment widens a plants area of
vulnerability to disruptive voltage sags. Simulation of voltage sag by using computer
aided tools PSCAD in the power distribution system has been carry out as part of this
research. Voltage sag in this research is concentrate on one of the distribution system
in Mukah Polytechnic. The purpose is to find out the low power quality due to the
voltage sag. The results obtained were realistic if compare with the previous research.
The loading effect on the starting was causing the high starting current and leading to
the voltage sag. Decreasing of the voltage magnitude on 0.2s shows that the poor
power quality in the power system. Normally the sag will remain until the motor have
reached their nominal speed. The results of the simulation will assist in the future
study and development in the power system network in Mukah Polytechnic. Therefore
751

more works should be carrying out in this area so that to improve the power quality
problems.

REFERENCES
K. Johnson & R. Zavadil, Assessing the Impacts of Nonlinear Loads on Power
Quality in Commercial BuildingsAn Overview, Conference Record of the
1991 IEEE Industry Applications Society Annual Meeting, September 28
October 4, 1991, pp. 18631869.

M. Negnevitsky, J. Milanovic & M. Green, 1997, Survey of Power Quality in


Tasmania, Dept. of Electr. Eng. &Computer. Sci., Tasmania Univ., Hobart,
Tas

John F. Hibbard, Understanding and Correcting Harmonic Distortion, PCIM Power


Quality 92 Conference and Exhibition, September, 1992.

Renato Alves, Pedro Neves, D. Gonalves, J. G. Pinto, Jos Batista, Joo L. Afonso
Electric Power Quality Monitoring Results in Different Facilities,2010

M. S. Lalli & I. P. S. Paul, Field Measurement of Power Quality in Steel Rolling


Mills, Centre Power Research Institute (CPRI), Banglore. Pp.279-282,2005

A. Lakshmikanth & M. M. Morcos, A Power Quality Monitoring System: A Case


Study in DSP-Based Solutions for Power Electronics, IEEE Trans. on Instrum.
and Measurement, vol. 50, pp. 724-730, 2001

Peng Li, Qian Bai, Baoli Zhao &Yihan Yang, (2005) Power Quality Control Center
and Its Control Method IEEE/PES Transmission and Distribution Conference
& Exhibition: Asia and Pacific Dalian, China.

G. S. Wojichowski, C. D. P. Crovato, & R. C. Leborgne. 2012 Proposal of a Power


Quality Analyzer for the new Brazilian Distribution Procedures (PRODIST)

752

THE EXPLORATORY MODEL OF 7PS: AN ECOSYSTEM OF


UNDERSTANDING IN ISLAMIC BANKING MANAGEMENT
Azwan Abdullah1, Abdullah Hj. Abdul Ghani2, Mohd Khairy Kamarudin3
1,3

Universiti Malaysia Kelantan, 2Universiti Utara Malaysia

azwan.a@umk.edu.my, abd129@uum.edu.my, khairy.k@umk.edu.my

ABSTRACT

Malaysia's Islamic banking sector is growing in tandem with the progress in


conventional banking. Until now there are 16 Islamic banking
organizations offer a variety of products and services that comply with
Shariah. However, the development of Islamic banking organization should
be established in all angles, including aspects of the understanding of staff
in handling tasks effectively. The finding of the study revealed that the form
of a model is based on understanding ecosystem elements of "7Ps". The
model is derived from an exploratory study conducted through qualitative
methods entirely. The respondents of this study are employees who serve in
the selected Islamic banking in Malaysia. The validity of the findings
obtained through triangulation techniques. The findings are important as a
platform to strengthen the governance of the organization of Islamic
banking. Islamic banking organization's management is not just enough to
meet the requirements of Shariah, but the outcome of the study is
anticipated to generate synergies in terms of management and productivity
to gain the blessings, mercy and pleased by Allah SWT.

Keywords: understanding, staff, Islamic banking, ecosystem

1.0

INTRODUCTION

Islamic banking in Malaysia commenced operations on March 1, 1983 with


the establishment of Bank Islam Malaysia Berhad (BIMB) which is the first Islamic
bank in Malaysia. The development of Islamic banking services continues to grow
with the establishment of the second Islamic banks on October 1, 1999, by the name
753

of Bank Muamalat Malaysia Berhad (BMMB). Both Islamic banking institutions are
fully operational embedding the sharia compliance. However, the second
establishment of BMMB was through a merger between the two banks, namely Bank
of Commerce (M) Berhad; and Bank Bumiputra Malaysia Berhad (Nor Mohamed,
1996; Ab. Mumin, 1999; Sudin, 2008).

At its inception, the Islamic banking operations in Malaysia are regulated by


two acts which are "Islamic Banking Act 1983" (ABI 1983) and; "Banks and
Financial Institutions Act 1989" (BAFIA 1989). However, effective June 30, 2013,
the government through Bank Negara Malaysia (BNM) has introduced a new act by
the name of "Islamic Financial Services Act 2013" (IFSA2013). Until now, there are
16 Islamic banking institutions that offer a variety of products and services based
upon the sharia in Malaysia (Bank Negara Malaysia, 2013).

1.1

Problem Statement

Based on these developments, the Islamic banking system continued to be


driven by offering a variety of services as well as Shariah-compliant banking
products. However, the issue of staffs understanding of the banking sector should also
be a concern. Understanding can increase the potential and the prospects for global
growth as well as strengthening the resilience and stability of the Islamic financial
industry (Zeti Aziz, 2009).

Datuk Seri Najib Tun Abdul Razak, the Prime Minister of Malaysia, also gives
a serious attention pertaining to the staffs understanding in Islamic banking
operations. This is expressed by him in his keynote address opening at the
"Transformation of Islam Management System in Malaysia Carnival" held at Putra
World Trade Centre, Kuala Lumpur. The emphasis expressed by him are as follow: ... in Banking and financial context, our country has become a
point of reference in terms of knowledge and the implementation of
Islamic banking and finance. We need to provide a skilled workforce
in greater numbers, exporting our experts internationally and lead the
field. For that, we need to strengthen the aspects of the production of
754

first class human capital .... "

Source: Translated from Berita Harian (dated: October 1, 2011)

The above excerpt clearly shows that the implementation of Islamic banking
in Malaysia is given a serious attention by the government. He suggested that the
Islamic banking sector in Malaysia can provide skilled personnel and supply firstclass service as well. This is to ensure that an accurate understanding can be
highlighted by the Islamic banking staff in meeting the government's intention to
make Malaysia as a reference point for the Islamic banking industry at the
international level.

Islamic banking in Malaysia is growing. However, Islamic banking in


Malaysia faces a number of obstacles. Among the major obstacles that impair the
development of Islamic banking is the aspect of understanding among the employees
who implement Islamic banking operations itself. Misunderstanding of the concept
and implementation of Islamic banking among them will be difficult for practitioners
of Islamic banking to thrive and improve the accuracy of the implementation
(Zaharuddin Abd. Rahman, 2011). Weaknesses inherent in Islamic banking also
encompass understanding in the aspect of handling customer service. This weakness
may be due to the low level of staff knowledge and limited information regarding its
implementation. This raises a concern to the industry because if the situation persists
then the Islamic banking institution will lose its customers (David Vicary, 2003).

In addition, the Muslim Consumers Association of Malaysia (PPIM) on


February 17, 2012 through its portal (http://www.muslimconsumer.org.my) has
criticized banks that use the name of Islam in promoting and selling their financial
products respectively, but in reality still oppress and use methods that contradict with
Islamic law. The same thing also occured during the debt collection process by the
institution concerned. This has eroded the trust of the consumer while negative
portrayal of the sanctity of Islam itself. PPIM also requested banks implementing
Islamic banking methods to highlight the key principles of Islam itself in all dealings
with muamalah activities. Thus, to establish mechanisms and products in the Islamic
financial system in Malaysia, the practice and the nuance of Islam as well as Islamic
755

values are prioritized to ensure that the product does not contain any form of riba
alone. In fact, the Islamic financial system must be based on the strength of faith,
coupled with hard work and overlaid with pure values and ethics. This is because the
implementation of the Islamic financial system in Malaysia is an important strategic
issue and is the essence of the position of Islam as the official religion of this country
(Nor Mohamed, 1996). Therefore, based on the stated problem, the question arises
as to explore the aspect of understanding among Islamic banking staff in the
implementation of the tasks entrusted.

2.0

LITERATURE REVIEW
According to the fourth edition of Kamus Dewan (2005) published by

Dewan Bahasa dan Pustaka (DBP), "understanding" is translated as the ability


(capacity) to understand, to understand the applicability of (someone) will have
learned something (read, etc.). Understanding comes from the verb "to understand".
The verb "to understand" is synonymous with the word understand.

Raymod S. (1985) states that the meaning of understanding is often given by


each individual in translating means depending on the various situations encountered.
Understanding deemed capability vain, to explain a deeper meaning and can provide
interpretation on the character and use of technical equipment. According to him, the
ability to understand a word is sufficient and appropriate to be used in a context,
although not fully understand the meaning of the entire sentence. Bloom (1989) states
that the understanding is often associated with reading comprehension. That is a
situation where a person who reads to understand what is read. However, according to
him, understanding the real context is a broad and in relation to a variety of situations
and forms of communication.

Bugelski (1974) in his writings on "The Image as mediators in One-Trial


Paired-Associate Learning: III Sequential Functions in Serial Lists" defines
understanding as a process of obtaining an idea, thought, principle or meaning. In
other words, he described the understanding as to what is seen is only an expression
of a particular feeling satisfied.

Thyne (1965) in his book "The Psychology of

Learning and Teching" states that understanding is dependent or have been associated
756

with previous knowledge. It is a behavior performed by an individual or certain


parties to explain the purpose of triggering a response or reaction to the understanding
of the situation.

Wong (1987) stated that understanding involves some abilities possessed by


an individual. Among these is the ability to see words like, using the knowledge and
relate it to logical thinking, knowing meaning, to explain to others, and be able to
infer the value of communication. Skemp (1987) defines knowledge as a means of
defining the meaning to fit the description of any real context. While Sidek Baba
(2011) states that the process of understanding (the process of understanding) starts to
emerge process (the process of knowing) and ending with the process of meaning (the
process of getting the meaning).

If we look the above description by scholars, aspects of understanding is


translated into the production of a material's performance alone. On the other hand,
Muslim scholars describe aspects of understanding in more holistic that encompasses
both elements of the understanding of the intrinsic and extrinsic.

Abdul Rahman Abdullah (2002) states that in general there are four major
trends in Islamic thought. Among them, 1) of flow derived from revelation alone; 2)
Flow derived from revelation and reason; 3) Flow sourced intellect and revelation;
and 4) flow derived from reason alone. According to him, the first generation of
Muslims based solely on the Quran and the Sunnah of Prophet Muhammad, even
when it has grown Greek civilization with the great philosophical heritage. However,
Muslims were only guided to Allah and His Messenger only, not to the Greek mind,
or the mind of the Arabs. While Mahmud Abu Raiyah (2011) describes the defining
expression "understood" by the term literally means reflect a good thing and a
willingness to draw conclusions from it. Understand also means knowing and knew
by heart. The "think" we mean the use of research to make sense of things.

Muhammad 'Abd Al-Khatib (t.t) in his book titled "Clarification Around Sheet
Ta'alim" states that the rule of understanding. According to him, a complete
understanding of the religion of Islam is becoming an obligation for every Muslim to
comprehend. This is because, among the factors of disunity among Muslims is
757

because of lack understanding of the aqidah aspects. Thus he is very concerned and
insisted on a true understanding. According to him, the actual practice is to
understand the concepts, principles, practices and implementation as well as serving
as the first rule in keeping Islam from deviant ideology. While Imam Hasan Al-Banna
(tt) an Islamic philosopher states that an authentic understanding will contibute to a
good implementation practices and protects the perpetrator from slipping. A person
who acts without understanding the authenticity is prone to displacing something can
sometimes gets lost.

According to Muhammad 'Abd Al-Khatib (tt), Imam Ibn Al-Qayyim who


alloted that "an authentic understanding and good intentions is one of the blessings of
Almighty Allah bestowed upon His servants." Even after the dawn of Islam, there is
no more noble virtue. Secondly, the understanding is the backbone of Islam and
Muslims are awakened in them. It keeps us from the wrath of the path that may
damage their faith and way of misguided people who bias their understanding. An
authentic understanding of light thrown by God into the hearts of His servants to
differentiate between good and bad, between right and wrong, guidance and
misguidance, corruption and truth. Danial Zainal Abidin (2010) stipulates that Islam
is essentially mold and cannot be appreciated without a proper understanding of it.
Thus the formation of the people that are "superior" begins with knowledge and
understanding. In other words, it all begins with the mind. According to him, the right
mindset and way of thinking to produce a proper understanding of all the issues
associated with each others. Proper understanding can also produce the correct course
of action.

Based on the above, it is clear to us that the aspect of understanding is justify


the very significant progress with daily tasks. Without a good understanding, the
objectives and implementing the organization's vision cannot be achieved
successfully. Therefore, the aspect of comprehension in the context of Islam and the
West means quite parallel but have different interpretations in the form of
implementation and outputs produced.

758

3.0

RESEARCH METHOD

This study aims to explore the understanding of Islamic banking employees in


their implementation of duty effectively. This study used qualitative methods entirely.
Data were collected through face to face interview with respondents. To obtain the
data, semi-structured interviews applied in this study. At the same time the
respondents were free to express opinions without any prejudice.

These samples were selected based on two Islamic organizations operating in


peninsular Malaysia. To complete this study with a more focused, respondents are
selected among the officer conducting the execution of tasks related to consumer
financing transactions. A total of 10 respondents were selected to meet this
requirement.

The methods of data analysis were staggered in themes. The themes were
determined based on the problems raised by the respondents during the interview
session. Thematic analysis obtained will allow more parallel screened and accurate
results. Then each of the themes will be refined with detailed analysis in order to get
the real findings of the research.

In order to produce the accuracy of the analysis, the triangulation method was
implemented in this research. Interviews triangulation were implemented through four
stages of screening namely triangulation on the practitioner or Islamic banking
industry specialist, triangulation of academics, triangulation of representative of
consumerism, and triangulation based on studies of previous scholars. Once the
triangulation process was completed, the results were generated with a more
significant approach based on the understanding benchmark that has been constructed.
Understanding Benchmark was derived from the triangulation screening that led to
the discovery of the two parameter of understanding.
understanding, and second unsatisfactory understanding.

759

First, satisfactory

4.0

FINDINGS

Based on the studies conducted, the findings have generated eight themes that
were successfully analyzed as shown in Table 1 below. However, the study found that
all the eight themes have resulted in a finding of unsatisfactory understanding. This
finding is also supported and validated through triangulation screening performed.
Based on the triangulation screening, all eight themes analyzed did not meet the
benchmark satisfactory understanding. Satisfactory understanding can only be
achieved if all the themes analyzed meet benchmark standards as in Table 2 below.

Table 1: The Items of Thematic Analysis

Themes of analysis
1. Understanding of routine tasks.
2. Understanding of the targeted job.
3. Understanding the challenges of the task.
4. Understanding the motives of customers applying for
financing.
5. Understanding the needed in handling tasks.
6. Understanding the organization and industrial environment.
7. Understanding the technical application of offices equipments
8. Understanding the application of "Standard Operating
Procedure (SOP)"

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Table 2: The Benchmark of Staff Understanding

Themes
1.

Justification Understanding Based Screening triangulation


Understanding of the routine tasks satisfactory if:
Respondents perform their duties with full responsibility to potential
customers (prospects).
Do not aim to influence customers to obtain financing facilities offered
alone, but act to create awareness among customers about the products
described.

2.

Understanding of the targeted job done satisfactorily if:


Carry out not only to meet the needs of the target (target) alone but must
also understand the direction of the organization.
Ability to coordinate the management of time, so balanced with the
needs of the task, the organization, customers and family.

3.

Understanding of the challenges of the task satisfactorily if:


Able to provide answers to every question raised by the customer
correctly and confidently.
Understanding of the motives of customer applying consumer financing

4.

satisfactorily if:
Trying to explain clearly the pros and cons of managing the financial
resources of the amount requested, in addition to trying to understand the
real motive of the customer to obtain financing. (as a social responsibility
in educating clients towards financial management)

5.

Understanding in handling the task satisfactorily if:


Respondents are able to adapt and manage a good job despite having a
background of different educational qualifications (eg: without proper
Islamic education base, but can handle Sharia Islamic banking products
smoothly)
Respondents recognized the need for support from the various
stakeholders in strengthening the understanding of personal finance
operations undertaken.

6.

Satisfactory understanding of the organization environment in the event:


Respondents able to adapt to the work environment as a whole not just
761

meet the needs of the organization but also to understand the society and
environment of competitors (other banks also offer similar products).
Understand the risk factors faced in managing the environment. for
example:
Within the organization - responsibility for compliance with the
requirements of the standard procedure (SOP).
Outside the organization - the responsibility for the safety of themselves &
the good name of the organization (ethics & personal attitudes).
Recognizing that the respondent was acting as a "preacher" or
"ambassador" to Islamic banking products.
7.

Understanding of the technical in term of office equipment satisfactory if:


Able to describe the technical aspects are not just limited to the use of
equipment or office equipment but also learn the technical aspects of the
product and the basic Islamic principles underlying the product being
marketed.
Not just a translation of the technical meaning highlighted.

8.

Understanding of the SOP satisfactory if:


Understand the use of SOPs is not just limited to the need to manage a
job anywhere. Instead, take advantage of the existence of SOPs are more
practical and holistic.
Recognizing that what is more important than the SOP is the
appreciation of the work performed. That is to put the interests of accuracy
sharia as the principal in the performance of duties.
Able to shows Islamic values through the behavior and appearance of the
staff itself although the matter is not stated directly in the SOP.

Based on the findings that have been obtained, this study suggests that the
adoption of a model that purports to ecosystem of staff understanding in Islamic
banking management is highlighted. Ecosystem model was constructed to solve the
problem of employees understanding in the implementation of its tasks. The
proposed model is a combination of elements of "7Ps" as shown in Figure 1 below.

762

5.0

RECOMMENDATIONS

The model of ecosystem understanding for Islamic banking staff is designated


from the 7Ps elements that are interrelated to each other. Each element has a
significant function in strengthening governance in the banking sector. These
elements mutually support each other and be able to establish a dominant chain in the
transformation of human capital management in Islamic banking to be more holistic.

Thus, the "P1" represents the first element in the chain of this ecosystem,
which means PENCIPTAAN or "creation". Based on these findings, the
organization of Islamic banking is recommended to hold the creation of innovation in
the management and provision of training to its employees. This study found that the
operation of the system and the training given to the staff are still resembles with the
conventional banking organization. More focused training methods, Islamic identity
and a more interactive means of communication should be addressed to be able to
enhance their understanding of each employee in the performance of duties. In
addition, the creation of innovation in the training system should also be supported by
a clear working guidelines and are constantly updated to follow the passage of the
market and the industry.
The "P2" is an element associated with the PEMBENTUKAN or
"establishment". The study found that, Islamic banking organization should be intact
in its implementation by establishing a code of ethics established for Muslim staff and
be able to put into practice. The study found that in general there is code of ethics of
the organization of Islamic banking, but its implementation is not enforced across the
board. Even the code of ethics of which feature the work of Muslim employees is
rarely highlighted.

Next, the "P3". This is a chain of elements associated with the aspect of
PENAMBAHBAIKAN or "improvement". The study found that, to stimulate the
understanding of staff in the performance of the duties performed, improvements
should be made in the management system of rewards and benefits to employees.
Staff in Islamic banking should reap the rewards of a "win-win situation" in every
task undertaken. This is because, the study found that most respondents stated
763

grievances against the system of rewards and benefits in view of bias going on in the
organization at this time. This perception can lead to a negative impact on the
reputation and performance of the organization as a whole.
In addition, the element of PENERAPAN or "application" is also
noteworthy.

Element "P4", this application highlights the importance of Islamic

values in terms of management and employee relations in an organization. This is


because, the study found that most of the staff working in Islamic banking does not
have a sound an Islamic understanding in the execution of duties. It covers the
application, appearance and communications with customers and colleagues.
Environmental organizations in the Islamic banking was still characterized by a
conventional banking environment, which distinguishes by only the name of the
organization. This should be changed by applying Islamic values that are appropriate
in the governance of Islamic banking. It is important that Islamic banking is able to
create its own identity compared to the existing banking.

In strengthening the chain of this ecosystem, elements "P5" should be applied.


This is the element associated with the aspect of PEMANTAPAN or
"enhancement". Understanding of staff in each execution carried out should be
strengthened through the integration of information and knowledge management
systems in line with market needs and direction of the organization. Each employee
should always be provided with the latest information, accurate and correct to enable
the tasks are carried out properly. Weaknesses in management information systems
will give negative impact on the understanding of the staff involved.

Accordingly, the elements of "P6" also needs to be highlighted. This is the


element associated with the aspect of PEMATUHAN or "compliance". Compliance
is defined as an employee's ability to comply with all the rules and guidelines set by
the organization. Staff understanding is the important aspects of compliance in order
to stimulate good management practices in an organization. Regulations and
framework as well as structured will not have any significant effect if compliance
with the risk management aspects of the organization's management is not given
attention. This is exacerbated by the lack of enforcement aspects of the regulatory
bodies. Thus, employees in Islamic banking should not be exposed to the aspects of
764

compliance with work assignments alone. Instead, adherence to the Allah SWT is also
to be applied among the staff on duty.

Finally, the element of "P7". This is an important element in the existence of


an ecosystem in Islamic organizational management. This element is the
PEMBUDAYAAN" or acculturation". Acculturation plays an important role in
mobilizing the entire mechanism of the organization. In this context, the performance
characteristics of a good work culture and viability should be a consistent practice
within an organization. Understanding of employees in each job execution cannot take
place by itself without the civilizing elements that can boost the productivity of the
employees at the level best. Acculturation in each practice should take place in an
environment with full of ethical leadership, responsibility and mutual respect to each
other in support of the organization goals. This includes aspects of the work culture
that specifies the governance of the organization with shariah compliance.

Figure 1: The Ecosystem of Islamic Banking Staffs Understanding

765

6.0

CONCLUSION

In conclusion, the model of ecosystem of staff understanding that represents


the "7Ps" should be able to strengthen governance of Islamic banking organization
with more viable, sustainable and provide synergy in the global competitive
environment. Indeed, understanding the precise by Islamic banking staff in each
implementation performed would enable the humanizing of financial services with
true Islamic spirit and hopefully attain a blessing, mercy and pleased by Allah SWT.

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Falsafah Sains. Selangor: Pustaka Ilmi.
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Learning: III Sequential Functions in Serial Lists. Journal of Experimental
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Danial Zainal Abidin (2010). Minda Muslim Super. Kuala Lumpur: PTS Millenia
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David Vicary (2006). Growth and Diversification in Islamic Finance:

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Advisory Financial Services Edition

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Mahmud Abu Raiyah (2011). Rukun Faham 20 Asas Memelihara Kefahaman Islam.
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Terjemahan oleh Mohd. Nizam bin Mohd Ali (2008). Kuala Lumpur: Dewan
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Pengurusan Islam di Malaysia Peringkat Kebangsaan di Dewan Pusat
Dagangan Dnia Putra, Kuala Lumpur (diakses melalui laman web:
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di Malaysia. Kuala Lumpur: Utusan Publications & Distributors Sdn. Bhd.

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Education, 93(2), 201-329.

Richard R. Skemp (1987). The Psychology of Learning Mathematics. Expanded


American Edition, Hillsdale, New Jersey: Lawrence Erlbaum Associates.

Sidek Baba (2011). Cetusan: Kita Ini Dalam Pencarian. Kuala Lumpur:

Telaga

Biru Sdn. Bhd., 39, 50-52.

Sudin Haron (2008). Sistem Kewangan dan Perbankan Islam.

Kuala Lumpur:

Business School Sdn. Bhd.

Zaharuddin Abdul Rahman (2011).

Fahami Perbankan Syariah. Kuala Lumpur:

Harian Metro Sdn. Bhd.

Zeti Aziz (2009). Kewangan Islam dan Kestabilan Kewangan Global. Ucaptama,
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Istanbul. (diakses melalui http: //www. bnm. gov. my).
767

BIO- ADD AS A NOVEL GREEN ADDITIVE


FOR BIODEGRADABLE NATURAL RUBBER (NR) LATEX FILM
Azura A Rashid1, Muhammad Afiq Misman2, Baharin Azahari3
srazura@usm.my; muhammad_afiq24@yahoo.com, baharin@usm.my,

ABSTRACT

Rubber gloves are one of the highest production of consumable and


disposable commodity worldwide. The market is predicted to grow at 8% per
annum, which highlight the increased in its production. These scenarios
indirectly will increase the volume of rubber solid waste disposal as the latex
products are designed as a single usage product. The continuing increase in
demands of latex gloves will directly contribute to rubber waste solid disposal
problem. This is due to complexity of rubber/latex based products to degrade
in a natural environment, hence increased the time for degradation in the
landfill which normally occurred after more than 2 years. Thus, the
combination of rubber system with bio-materials is a feasible option. Bio-Add
is a new innovation in natural rubber (NR) latex additives which designed to
accelerate the biodegradation process of NR latex films. The novel green
additives (Bio-Add) is a green product from a carbohydrate based polymer
which can accelerate the process of biodegradation of NR films. The addition
of Bio-add in the NR latex compounding contribute to the feasibility to be
consumed by microorganisms during the disposal of the NR films in the
landfill. The microorganisms enzymatic reaction which can further breakage
the rubber molecular chain. These synergistic effects increased the rates of
biodegradation of rubber based products upon disposal.

Key

words:

Novel

Green

additive,

Biodegradation, mechanical properties

768

Natural

Rubber

Latex,

1.0

INTRODUCTION

Malaysia is the known as a largest producer of natural rubber in the world.


The major rubber industries in 2012 include latex products; gloves, balloons,
condoms, catheters with 63% of the overall domestic consumption were based on
natural rubber. In the same year, Malaysia exports almost 31 billion pairs of rubber
gloves in the world market with increased by almost 2.5 % in ten years, reflecting the
high demand for Malaysian rubber gloves on the market [Jason, (2010), Jerry (2012)].
The increased in natural rubber latex gloves consumption worldwide results in
enormous quantities of used and waste latex gloves generated daily which contribute
to the high solid waste disposal problems. Generally, solid waste is treated by several
procedures. These procedures usually depend on the local authority, financial abilities
as well as social-economic status. As reported by the world bank in 2012, the solid
waste treatment was secluded according to the country's income per capita [Daniel
and Perinaz, (2012)]. Around 59% of all the solid waste disposal is disposed in the
landfill regardless of lower, middle or high income countries. The increased in
demands of latex or rubber based products indirectly increased the waste generated
hence it is crucial to tackle the issues of solid waste disposal problems for
sustainability of our nature in the future.

Natural Rubber (NR) Latex is a milky sap obtained from the incised bark of
havea brasiliensis tree. It's also known as polymer colloidal dispersion of this-1,4polyisoprene and other organic and non-organic materials such as lipids, protein,
mineral

salt,

and

etc.

in

water

[Biliaderis,et

al,

(2009),

Linos,

and

Steinbchel,(2005)]. Due to several climate factors, NR latex usually found in the


Southeast Asian region where Thailand, Indonesia, and Malaysia as major producers.
Accumulated NR latex production from these regions reaches 70 % of total world
supplies [William (2009), MRB (2008)]. Due to its unique properties which are,
highly stretchable, good tensile strength, and chemical resistance, NR latex products
ranging from household, to industrial applications such as condoms, balloons, and
gloves.

Even though several advantages have been outlined for NR latex, the
problems occurred due to the longer lifecycle of rubber products upon solid waste
769

after disposal. The increasing of several epidemic pathogens recently such as AIDS,
influenza A H1N1 and bird influenza, create people awareness on the importance of
barrier protection, especially during handling food or dealing with highly contagious
patient [Daschner and Dettenkofer, (1997), UNCTAD, (2011)]. This contributes to an
increased of NR latex and synthetic gloves production worldwide due to increasing
demands of protective products especially gloves.

All the latex products in the worldwide is not biodegradable products even
though some of the manufacturers claim that their products can biodegradable. Most
of the claims solely based on the based polymer used which is natural rubber latex
from renewable materials. Our previous works have shown that the complexity of the
sulphur crosslinks in the latex products hindered the ability of natural rubber latex
films to biodegradable (Azura et al, 2012). Novel Green Additives: Bio-Add is made
from carbohydrate polymer which can naturally biodegradable. The main ingredients
consist of glucosidic linkages and able to be hydrolyzed by means of enzymatic
reaction by microorganism. Due to the hydroxyl group which present in the
polymeric chain makes it compatible with NR latex system. Thus, the aim of this
research is to promote the use of Novel Green Additives: Bio-Add as a novel
additives to support the biodegradation process of rubber gloves is highlighted. From
previous lab scale works [Afiq and Azura, (2011),(2012), Azura et al (2012)], it is
proven that this novel additive is compatible with Natural Rubber Latex
compounding process. Addition of Novel Green Additives: Bio-Add has increased
the physical properties of final dipped products as well as the viscosity of NR Latex
compound [Afiq and Azura, (2013), (2014)].

Thus, the combination of rubber system with this bio-materials is a viable


option for biodegradable products. Hence, Novel Green Additives: Bio-Add are a
new innovation in latex additives which designed to accelerate the biodegradation
process of rubber products especially NR latex films. It offered good advantages as
the additive is compatible with existing latex formulation at minimal additional cost.
Minimal increased in cost for latex manufacturer with totally brand new image for the
products can be achieved through the addition of small amounts of Novel Green
Additives: Bio-Add in their formulation. It was proven from our work that Novel
Green Additives: Bio-Add can enhance their product biodegradation properties
770

without sacrificing their existing mechanical properties which are the plus point for
their products.

2.0

OBJECTIVE OF THE STUDY

The objective of the present study was:


1. To promote the use of Novel Green Additives: Bio-Add as a novel
additives for NR latex products
2. To verify the shelf life and stability of the Novel green additives: BioAdd dispersions during storage and handling

3. 0

RESEARCH METHODOLOGY

3.1

Materials and Methods

High ammonia (HA) latex with 60% of dry rubber content (DRC) was
purchased from Zarm Scientific and Supplies (Malaysia) Sdn. Bhd. Potassium
hydroxide (KOH), anchoid, antioxidant, zinc oxide, potassium oleate, zinc
diethyldithiocarbamate (ZDEC), and sulphur were supplied by Bayer (Malaysia) Sdn.
Bhd. The dispersion of Bio-add, was prepared using in house laboratory method.

The unfilled NRL films and the NRL films with different types of fillers were
prepared according to formulation in Table 1. The mixtures were constantly stirred
for two hours with stirring speed of 270 rpm. The latex compounds transferred into
pre-heated water bath with the temperature of 70oC and stirred at 270rpm for another
30 minutes. The chloroform number test was carried out until chloroform number 3
was obtained. The compounds were sealed and left overnight at room temperature for
maturation. The steel plates were dipped in coagulant (10% calcium nitrate) for 5
seconds and dried in the air oven for 10 minutes at 100oC before cooling at room
temperature for 5 minutes. The steel plates were then dipped into the latex compound
for 10 seconds and cured in the air oven for 20 minutes at 100oC before cooling at
room temperature for 24 hours. For tensile test, the films were cut into dumbbell and
crescent shapes. Instron IX3366 machine was used to measure the tensile (ASTM
D412) with the crosshead speed of 500mm/min.
771

Table 1: Formulation for latex compounds.


Ingredients

4.0

Unfilled NR Latex NR Latex films with


films (phr)

filler (phr)

60% NR Latex

100

100

10% KOH

0.3

0.3

50% Antioxidant

0.5

0.5

50% ZnO

0.25

0.25

50% ZDEC

0.5

0.5

50% sulphur

0.5

0.5

10% Bio Add

10

RESULTS AND DISCUSSIONS

During the biodegradation process, rubber gloves, which formulated with


Novel Green Additives: Bio-Add will attract microorganism to form a colony on the
glove surface and utilize Novel Green Additives: Bio-Add as their source of nutrients.
As grow of the microorganism colonies increased, more of Novel Green Additives:
Bio-Add will be consumed and increased the rates of rubber gloves decomposition.
Due to the compatibility of Novel Green Additives: Bio-Add with NRL compounding
for NRL gloves, Novel Green Additives: Bio-Add can also be used in other NRL
products, especially NRL dipped articles such as condoms, balloon and etc. Thus,
Novel Green Additives: Bio-Add market is not only focusing on the gloves
manufacturers, but also to other NRL based products manufacturers.

During application, Novel Green Additives: Bio-Add reside interstitially


between rubber matrix particles and cementing the particles together. At the same
time, as the Novel Green Additives: Bio-Add were made from simple molecular
structure; the materials are feasible to be consumed by microorganism and produced a
specific enzyme that could further break the rubber molecular chain. These
synergistic effects increased the rates of degradation of rubber based products upon
disposal. The schematic diagram product concept was presented in Figure 1.

772

Figure 1: Novel Green Additives: Bio-Add (SST) resides within rubber particles and
facilitated the biodegradation process of rubber gloves

Novel Green Additives: Bio-Add are produced in dispersion and powder form.
This is to ensure that it is compatible with latex and rubber compounds. The
specifications of Novel Green Additives: Bio-Add are presented in Table 2. The main
content is polysaccharide based material which contributes to the biodegradation of
latex/rubber based products, thus the additional cost to produce biodegradable
latex/rubber based product is minimal. The disposal of the used/ waste biodegradable
latex/rubber based products will be easier and indirectly will reduce the solid waste
disposal problems in the landfill. The Novel Green Additives: Bio-Add has been
tested to have good storage stability and thus, predicted to be stable during shelf life.

773

Table 2: Properties of Novel Green Additives: Bio-Add


Properties

Values

Viscosity, cP

6283, sp No. 6, 270 rpm

pH

7-8
1.41 106 - 2.23 106

Average molecular weight


Crystallinity (Type A:B)

65:35

Total Solids Content

25%

Natural Rubber Latex (NRL) is classified as natural resources, hence it can


degrade in a natural environment. Most of latex base products manufacturers have
mislead the concept of degradation by declaring their NRL base products are
biodegradable.However the addition of all compounding ingredients, especially
sulphur contributes to the complexity of the latex based products to biodegrade.
Biodegradation is the process of disintegrating/ mineralization/ fragmentation of
original molecules into the elemental cycle, such as carbon, hydrogen and nitrogen by
means of enzymatic reaction facilitated via microorganism activity. Thus, to claim
certain product as biodegradable products, microorganism have to be the centre role
to initiate the process [Afiq and Azura, (2012)].

For NRL, the existence of doubly bonded carbon in the polyisoprene


backbone chain expose the macromolecules towards oxidation process in an open
environment. This process, which known as aging process could fragment the
molecular chain of polyisoprene by chain seasoning. The problem is that for the
normal compounding formulation of latex gloves, sugar will be used as a crosslinker.
The existence of sulfur crosslinks retards the disintegration process which leads into a
prolonged life of the rubber / latex product. The use of antioxidant and antimicrobial
also makes the rubber/latex based product hard to biodegrade upon disposal. Thus, by
introducing Novel Green Additives: Bio-Add into rubber/latex compounding
ingredients, the misconception of biodegradation process will be eliminated (Afiq and
Azura, 2014).

774

From Table 3, it shows that the addition of Novel Green Additives: Bio-Add
in gloves formulation will increase the physical properties of the films compared to
other commercial gloves produced commercially. The physical properties still retain
even though after undergoing accelerated aging test. This shows that Novel Green
Additives: Bio-Add is compatible to be used as additives in the latex compounding
and able to produce NRL films that comply with ASTM D412- 98a requirement for
minimum physical properties for the production of rubber gloves as presented in
Table 4. Figure 2 shows that the consistency of the tensile strength with the addition
different batches of Bio-Add.

Table 3: Comparison between physical properties of D-Gloves and commercial


gloves
Product Specification

Company A

Company B

Gloves with BioAdd

Elongation break, % Before Aging


After Aging
Tensile strength, MPaBefore Aging
After Aging

Min 600

Min 600

Min 1200

Min 500

Min 500

Min 800

18

18

>18

14

14

>14

Table 4: Minimum requirement for examination Natural Rubber Latex Gloves


production, according to ASTM D412-98a
Before Ageing

After Accelerated Ageing

Tensile Strength

Ultimate ElongationTensile Strength

18 MPa, min

650% min

14 MPa, min

775

Ultimate
Elongation
500% min

Figure 2: Comparison tensile test for different NR latex films with Bio-add

5.0

CONCLUSIONS

The addition of Novel Green Additives: Bio-Add which is in small quantity in


real production is crucial to obtain the effectiveness of its addition in the gloves. The
benefits of adding of Novel Green Additives: Bio-Add will be offset the minimal
additional cost implied in their production with new product image as biodegradable
latex gloves. Thus, we believed that Novel Green Additives: Bio-Add is beneficial for
biodegradable products which not limited to latex gloves but to all rubber based
products.

ACKNOWLEDGEMENTS

This work is supported by t prototyped Research grant scheme (PRGS) grant


No. 203/PBAHAN/6740016. The authors gratefully acknowledge the support
provided by the School of Materials and Mineral Resources Engineering, Universiti
Sains Malaysia.

776

REFERENCES

Afiq M.M and Azura AR (2011) Reinforcement of Biodegradable Sago


Starch/Natural Rubber Latex (B-SSNRL) Composites by Ultrafine Calcium
Carbonate, World Journal of Engineering, Supplement 3, 2010, pg 13.

Afiq M.M. and Azura A.R. (2012). Effect of Natural Starch on Mechanical and
Biodegradation of Natural Rubber Latex (NRL) Films. Paper Presented at
International Conference on Latex and Latex Based Materials. KL Concorde
Hotel, Kuala Lumpur. March 2012. iSmither.

Afiq, M.M.. and Azura A.R (2013). Utilization of Starch to Accelerate the Growth of
Degrading Microorganisms on the Surface of Natural Rubber Latex Films.
Journal. Chem. and Chem. Eng. Vol 7(2).

Azura A.R , Afiq M.M, and Izmar M.H (2012). Effects of different additions of sago
starch filler on physical and biodegradation properties of pre-vulcanized NR
latex composites, Composites Part B: Engineering, Vol 43 (7) : 2746 2750

Afiq, M.M.. and Azura A.R (2014). Overview of Biodegradation of Natural Rubber
Latex Gloves for Commercializaton. Advanced Materials Research Vol. 844
(2014)

pp

486-489

Trans

Tech

Publications,

Switzerland

doi:10.4028/www.scientific.net/AMR.844.486

Biliaderis, C. G. James, B. and Roy. W. (2009). Structural Transitions and Related


Physical Properties of Starch. Starch (Third Edition). San Diego: Academic
Press. 293-372.

Daschner F. D, and

Dettenkofer M. (1997) Protecting the Patient andthe

Environmental New Aspects and Challenges in Hospital Infection Control.


Journal of Hospital Infection, 36, 7-15.

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Daniel.H, and Perinaz.B-T., (2012). What a Waste: A global Review of Solid Waste
Management. Urban Development Series Knowledge Papers. Washington,
USA: The World Bank.

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[online]

available

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10thMarch 2014].

Jason, Y., (2010) Sector Update: Rubber Glove. Malaysia Equity: Investment
Research. Kuala Lumpur, Malaysia, Osk Research.

Jerry,L. (2012) Sector Update: Rubber Glove. Malaysia Equity: Investment Research.
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Linos, A. & Steinbchel, A. (2005) Biodegradation Of Natural And Synthetic


Rubbers. Biopolymers Online. Wiley-Vch Verlag Gmbh & Co. Kgaa.

MRB (Malaysian Rubber Board) (2008) Biodegradable Gloves. [online] Available at


<http://www.lgm.gov.my/GreenMaterial/Biodegardablegloves.pdf>
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322/Summary/ [accessed on 27 Nov 2014]

William, E. H. (2009). Forecasts of New Economic Boom in 2015. Tech Cast Article
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778

A DESIGN OF AN AUTOMATED MACHINING FEATURE (ISO 10303 AP


224) RECOGNITION SYSTEM FOR SUPPORTING AUTOMATED
COMPUTER AIDED PROCESS PLANNING
1

Chen Wong Keong , Yusri Yusof


1

Politeknik Kuching Sarawak, Universiti Tun Hussein Onn Malaysia


wongk@poliku.edu.my, yusri@uthm.edu.my
ABSTRACT
The advanced of digital computer has eased the work of drawing design with
generating the most complete design in 2D (two dimensional) and 3D (three
dimensional) views. In order to fulfill the requirement of concurrent
engineering environment where product data can be shared and applied by
every stages of product life cycle, STEP-based manufacturing system was
established. One of the key elements in this environment is feature, which
allows integration between stages of product process, especially as an
integration process between CAD (as in AP203) and CAPP (as in AP224 and
AP238) data. However, still do not have any method is commercialised for
generating AP224 data from an AP203 data format. The CAD data cannot be
used directly for manufacturing process planning and normally intervention
of human effort is needed to define all the manufacturing features again from
the component drawing. Subsequently, the aim for this paper is to explore
some of automated feature recognition methods for supporting the concurrent
manufacturing and developing a database system for recognizing some of
important 2.5D machining features for milling processes. In this paper, the
writers would like to show how to use Microsoft Access, which is one of userfriendly relational database management system (RDMS), comparing with
C++ or other programming language, for developing the system used for
recognizing machining feature automatically and this parameter is an
important ingredient for generating STEP AP224 machining feature-based
data which is important in supporting the integration between CAD and CAM
through feature recognition technology.

Key words: Database system; feature recognition; geometry data


779

1.0

INTRODUCTION

Features have been at the centre of research for an integrated computer-aided


design and manufacturing system for decades as they carry high-level information
that can effectively link design with manufacturing. In fact, many process planning
systems are feature-based in that machining operations are largely organized around
features. This means that in support of process planning tasks, design models in pure,
explicit geometric representation forms such as solids, faces, edges and vertices as
present in a typical B-rep model no longer suffice. Instead, a feature model is needed.
This feature model, alongside the explicit geometric definitions as in a B-rep model,
must contain definitions about machining features in implicit terms such as the depth,
width and length of a closed pocket. This type of high-level information is deemed to
be fit for machining operations. Obtaining such a feature model has therefore
become an essential and often the first step for carrying out process planning activities
(Dipper, Xu, & Klemm, 2011). Modern engineering design, analysis and
manufacturing activities rely heavily on software to handle increasing volumes of data
and model complexity.

Software systems facilitate various phases in the product development


lifecycle including CAD systems for design, Computer Aided Engineering (CAE)
systems for analysis and Computer Aided Manufacturing (CAM) systems for machine
controlled manufacturing, however, effective integration between these system is
lacking (Hao Lan et al., 2009). When a model is transferred from one system to
another, usually through neutral, non-commercial formats, a loss of engineering
feature information often occurs, requiring manual data processing in the downstream
software application. For example, for transferring a product data from CAD to CAM,
this data cannot be used directly and manual extraction of important manufacturing
features is required. This is because CAD product data is rich in geometric features,
whereas, CAM system requires manufacturing feature data for manufacturing
planning process.

This process is really time consuming and less of efficiency.

Meanwhile, the authors (Newman et al., 2008) also described that the overall flow of
manufacturing information in the enterprise is predominantly uni-directional. The
design is basically pushed down the manufacturing chain and the necessary
information is added at each stage. In cases where the NC program is edited on the
780

shopfloor, it is impossible to capture the knowledge from the shop floor and pass it
back through the chain. Changes in design or tools for example will not be reflected in
the CAD or CAM files.

As a result, features have been at the centre of research for an integrated


computer-aided design and manufacturing system for decades as they carry high-level
information that can effectively link design with manufacturing. In fact, many process
planning systems are feature-based in that machining operations are largely organized
around features (Dipper, et al., 2011). The automatic recognition of engineering
features from model geometry has been suggested by many as a solution to the
integration problems, with potential to drastically reduce time spent on low level data
manipulation. Several Feature Recognition (FR) techniques have been described in
the literature including: Hint-based, Graph-based, Artificial Neural Network (ANN)
based, Volumetric decomposition, and Rule-based. Of these, Graph-based approach is
one of the earliest methods used for automated manufacturing feature recognition.
The graph-based approach is developed by Joshi in 1987, aiming to form such part
representation in which a topological information and some geometric information of
the part will be included (Babic, Nesic, & Miljkovic, 2008). Joshi (Newman, et al.,
2008) envisaged attributed adjacency graph-AAG in which B-rep model of the part
(designed in some solid modeler) is transformed. AAG is a graph in which every arc
takes attribute 0, if its nodes have a concave adjacency relation, or 1, if they have
convex adjacency relation. Form features represent sub-graphs of part AAG and form
feature recognition becomes a process of finding such sub-graphs that can be matched
with the patterns from the database.

Meanwhile, (Huang, Zhang, Bai, Xu, & Huang, 2015) proposed a novel
subpart retrieval approach of 3D CAD models for manufacturing process reuse is
presented. First, coupled machining feature cluster (CMFC) is introduced to represent
the 3D CAD model into structured MBD (model-based definition) model taking
machining features as the carrier of manufacturing semantics. Then, part layer code
and CMFC content code for accelerating subpart retrieval are given to filter out
unmatched subparts efficiently. Moreover, a multilevel feature descriptor capturing
different levels of information for manufacturing process planning is designed to
establish

the

machining

feature
781

similarity

assessment

model.

2.0

STANDARD FOR THE EXCHANGE OF PRODUCT MODEL DATA

Feature recognition, from low level geometric entities of product design


representations within CAD model to facilitate process planning and manufacturing
activities, has been of significant importance in computer integrated manufacturing
(CIM). However, the emerging paradigm of Agile Manufacturing has imposed
additional requirements of neutral format so that form-feature information can be
readily shared among multiple partners of a virtual enterprise (Bhandarkar & Nagi,
2000). Standard for the Exchange of Product Model Data (STEP) has emerged as the
means for neutral form exchange of product related data. The STEP effort have
broken down the domain of manufacturing related activities in the form of application
protocols (APs) target for specific functions which include drafting, configuration
control and feature-based process planning to mention a few (Bhandarkar & Nagi,
2000). (Xiao, Zheng, Huan, & Lei, 2015) has summarized a variety of works and
criteria for establishing STEP-compliant systems. They introduce a secondary
developed STEP-compliant CAD/CAM system, and a STEP-CNC system with
complete NCK (numerical control kernel) and PLC (programmable logical control)
functions. (Nasr, Khan, Alahmari, & Hussein, 2014) have proposed an automatic
feature recognition system by using object oriented approach. In this approach, the
part data is extracted from STEP file, which is the standard format for the most known
CAD systems. Both simple and interacting machining features considered in the study
and different algorithms were developed for the extraction of feature faces along with
their geometric properties and dimensions

3.0

STRUCTURE OF STEP AP 203 AND STEP AP 224 FILE


STEP AP-203 ("International Standards Organization. ISO10303-203

Industrial automation systems and integrationProduct data representation and


exchangePart 203: Application protocol: configuration controlled 3D designs of
mechanical parts and assemblies," 1994) stores the 3-D model data in B-rep format.
The manifold solid B-rep entity contains the complete definition of the geometry and
topology of geometry of the solid in B-rep format. The outer extent of the solid is
defined by closed shell. Closed shell consists of faces, which are defined by advanced
face. Each face is represented by both outer loops and inner loops which are defined
782

by face outer bounds, respectively. Face bounds consist of edge loop bounding the
face. It is defined by edge loop. An edge loop consists of oriented edges. Edges in
turn consist of vertices which are represented by vertex points. The 3-D model STEP
files are accessed and the relevant geometric and topological information are
obtained. The geometric data of the model is used for subsequent steps of the feature
recognition (Rameshbabu & Shunmugam, 2009). Meanwhile, STEP AP 224
("International Standards Organisation. ISO 10303-224 - Industrial automation
systems and integration - Product data representation and exchange - Part 224:
Application protocol: Mechanical product definition for process planning using
machining features," 2006) specifies an application protocol (AP) for the
representation of information needed to produce a mechanical part definition for
process planning of a single piece or an assembly of piece parts for machining
operations, and specifies the integrated resources necessary to satisfy these
requirements.

4.0

PROPOSED METHODOLOGY

4.1

Project framework

Figure 1 shows a proposed methodology on how to extract CAD file data in


AP-203 format and store in relational database structure at stage 1. This relational
database structure is created by Microsoft Access. Then, the extracted data will go
through a data enrichment process at stage 2 and the final stage is recognizing
machining feature from extracted data. The details of these stages will be explained
in the following sections.

783

Figure 1: Proposed Project Framework


4.2 Stage 1:Geometric and topological feature extraction from cad file(AP203)

4.2.1 The overall relational database structure of the proposed methodology

In order to have a good generic representation of the designed object for CAM
applications, especially for process planning, the overall designed object description
and its features need to be represented in a suitable structured database. A relational
database will be used in this methodology and Microsoft Access has become the tool
for this purpose. The first step toward automatic feature extraction will be achieved by
extracting the geometric and topological information from the (STEP AP 203) CAD
file and redefining it as a new relational database structure. The strength of relational
database system is the ability to store large amount of data in a highly normalized,
tabular form, and to perform efficient queries across large data sets (Babu, Rao,
784

Balakrishna, & Rao, 2010). Relational systems use Structured Query Language (SQL)
for both data definition and data manipulation. In the present work the database is
developed using Microsoft Access. This database can be easily migrated into other
advanced RDBMS (Babu, et al., 2010).

4.2.2

Conversion of cad data files to relational database structure (RDBS)

STEP is a standard file format for the data defining the object drawing in 3D
CAD systems in the B-rep structure. The contents in STEP format consist of
geometric and topological information. The geometric information includes the
definition of lines, planes, circles, and other geometric entities for a given object. The
topological information defines the relationships between the objects geometric
components, for example, in terms of loops (external loop and internal loop). Raw
model data, in the form of instances of entity types, is extracted from the input CAD
file and organized in a relational database structure. All the extracted CAD data will
be classified and stored into predefined tables based on its type of data entity as
shown in Table 1.

4.2.3 Eliminating unwanted symbol from the extracted details of entity


The extracted geometric and topological data from CAD consists of some of
unwanted symbols that need to be eliminated by using queries in the RDBS. The table
below shows how this mechanism has improved the readability of the parameter of
Cartesian point where the parentheses were eliminated from X and Z coordinate
values after running the update query as shown in Table 2.

785

Table 1: Example of Predefined Tables Based on Types of Geometric and


Topological Data From CAD (AP-203) in RDBS
No
Table Name
1
RAW_DATA CLOSE_SHELL

RAW_DATA_ADVANCED_
FACE

Entity
Closed shell

Advanced
face

RAW_DATA_FACE_BOUND

Face bound

RAW_DATA_EDGE_LOOP

Edge loop

RAW_DATA_ORIENTED_EDGE Oriented edge

Attribute
Closed Shell
ID
Function Name
Advanced Face
Pointer
Advanced Face
ID
Function Name
Plane / Circle
Pointer
Face Bound
Pointer
Boolean
Face Bound ID
Function Name
Edge Loop
Pointer
Edge Loop ID
Function Name
Oriented Edge
Pointer
Oriented Edge
ID
Function Name
Edge Curve
Pointer
Boolean

Type
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text
Text

Table 2 : A Comparison Between Before and After Eliminating Unwanted Symbol


(before elimination)
#86 #86=CARTESIAN_POI (419.9999999999999 262.983160557642 200.0));
NT(''
40
860
(after elimination)
INDE
DATA
FUNCTION
X
Y
Z
X
#86
#86=CARTESIAN_POI CARTESIAN_POI 419.999999 262.9831605 200.0
NT(''
NT
999999940 57642860

786

4.3

Stage 2: Data enrichment

At this stage, raw model data is processed to produce new information about
the model that is not natively contained within the CAD file. This new information is
very important for the manufacturing feature recognition process in the following
stage. Some of the important new information which is generated from this stage are:
list of advanced face with its normal direction, list of edge with its convexity, and list
of advanced faces with its shared edges by using RDBS queries.

4.3.1 Generating the normals for a face

Figure 2 shows the design view of the query for generating advanced face with
normal direction and Table 3 shows the example of the generated data.

Figure 2: Design View of Query for Generating Advanced Face with Normal
Direction
Table 3: Generated Advanced Face with Normal Direction List

787

4.3.2 Determination of convexity/concavity of an edge

At this process, the convexity of every edge of the object will be determined.
The procedure for convexity test is based on the following steps as below. Figure 3
show important parameter for determining the convexity of the edge and the design
view of query created for running this mechanism.

Figure 3: Important parameter for determining the convexity/concavity of an edge


Take oriented edge direction of fi as a reference (based on the first vector in the
cross product operation), determine the direction c, as a result of cross product
operation between two normal vectors of two faces which sharing at the same edge.
c = fi fj

(1)

If c direction is same with oriented edge fi direction,


Then the edge between two faces is CONVEX
If c direction is NOT same with oriented edge fi direction,
Then the edge between two faces is CONCAVE

4.4

Stage 3: Machining feature recognition

4.4.1 Raw stock parameter determination

The dimensions of raw stock from which the component has to be machined
are needed to obtain feature volumes. In order to determine the raw stock dimensions,
the minimum as well as maximum X, Y and Z coordinate values of the 3-D model are
determined. From these values, the coordinates of the raw stock vertices and thus 3-D
model data of raw stock are formed. Queries of Microsoft Access have been used for
all these processes.
788

4.4.2 Machining feature recognition

Figure 4: Machining Feature Recognition (0:Convex edge, 1:Concave edge)


Machining Feature Recognition (based on Figure 4),
If number of concave edge = 4 on the same loop,
Then a POCKET FEATURE is recognized
If number of concave edge = 1 on the same loop,
If the loop is a circle,
Then a HOLE FEATURE is recognized

5.0 IMPLEMENTATION

This system have been successfully built with Microsoft Access as the main
tool for creating a relational database structure for importing the CAD data (AP203)
as shown in Figure 5. Then, proposed mechanism have been implemented in three
important stages of process, there are geometric and topological feature extractions,
data enrichment and finally, machining feature recognition. The recognized
machining features are displayed in report format as shown in Figure 6. These
recognized manufacturing features can be exported into other Window compatible
format, e.g. Microsoft Word, Microsoft Excel, and Notepad. However, AP224 is the
main format generated from this system, which is shown in Figure 7.

789

(a) Part Design Drawing


(b) Part Design in CAD (Inventor)
Figure 5: Demonstration of the Designed Automated Machining Recognition System

(a)Raw Stock Parameter Determination

(b) Pocket Feature Recognition

(c) Hole Feature Recognition


Figure 6: Demonstration of the Designed Automated Machining Recognition System

790

Hole feature
#510 = (CHARACTERIZED_OBJECT ( , ) FEATURE_DEFINITION () INSTANCED_FEATURE ( )
MACHINING_FEATURE ( ) ROUND_HOLE ( ) SHAPE_ASPECT ( , , #43, .T. ));

#533 = (LENGTH_MEASURE_WITH_UNIT ( ) MEASURE_REPRESENTATION_ITEM ( )


MEASURE_WITH_UNIT (LENGTH_MEASURE (22.00), #15) QUALIFIED_REPRESENTATION_ITEM
( (#522, #523, #524 ) ) REPRESENTATION_ITEM (diameter) );

#545 = (LENGTH_MEASURE_WITH_UNIT ( ) MEASURE_REPRESENTATION_ITEM ( )


MEASURE_WITH_UNIT (LENGTH_MEASURE (30.00), #15) REPRESENTATION_ITEM (depth) );

Figure 7: Defining Hole Feature in STEP AP224 Format by using the Generated Hole
Feature Parameter from Automated Machining Recognition System.
6.0

CONCLUSION

In conclusion, this paper is a continuous effort in integrating CAD and CAM


through feature recognition technology. Microsoft Access has been utilised as the
main solution in creating the system and database of machining feature mechanism
since it is a user friendly software in creating a system and database used in
processing the text file format from AP203. At this moment, blind pocket and blind
hole can be recognized by generating all the important parameter as important
machining features. After importing the text file into the system, there is only 1 press
on the FEATURE RECOGNITION button to start the automatic feature recognition
process and all the feature parameter can be generated automatically in the report
format. This parameter is an important ingredient for generating STEP AP224
machining feature-based data for the use of STEP NC AP238.

REFERENCES

Babic, B., Nesic, N., & Miljkovic, Z. (2008). A review of automated feature
recognition with rule-based pattern recognition. Computers in Industry, 59(4),
321-337. Doi: 10.1016/j.compind.2007.09.001.

Babu, K. S., Rao, D. D. N., Balakrishna, D. A., & Rao, C. S. (2010). Development Of
A Manufacturing Database System For Step-Nc Data From Express Entities.
International Journal of Engineering Science and Technology, 2 (11), 68196828.

791

Bhandarkar, M. P., & Nagi, R. (2000). STEP-based feature extraction from STEP
geometry for Agile Manufacturing. Computers in Industry, 41(1), 3-24. Doi:
10.1016/S0166-3615(99)00040-8.

Dipper, T., Xu, X., & Klemm, P. (2011). Defining, recognizing and representing
feature interactions in a feature-based data model. Robotics and ComputerIntegrated Manufacturing, 27(1), 101-114. Doi: 10.1016/j.rcim.2010.06.016.

Hao Lan, Z., Van der Velden, C., Xinghuo, Y., Bil, C., Jones, T., & Fieldhouse, I.
(2009). Developing a rule engine for Automated Feature Recognition from
CAD models. Paper presented at the Industrial Electronics, 2009. IECON '09.
35th Annual Conference of IEEE.

Huang, R., Zhang, S., Bai, X., Xu, C., & Huang, B. (2015). An effective subpart
retrieval approach of 3D CAD models for manufacturing process reuse.
Computers in Industry, 67(0), 38-53.

International Standards Organisation. (2006). ISO 10303-224 - Industrial automation


systems and integration - Product data representation and exchange - Part
224: Application protocol: Mechanical product definition for process
planning using machining features.

International Standards Organization. (1994). ISO10303-203Industrial automation


systems and integrationProduct data representation and exchangePart
203: Application protocol: configuration controlled 3D designs of mechanical
parts and assemblies.

Nasr, E. S. A., Khan, A. A., Alahmari, A. M., & Hussein, H. M. A. (2014). A Feature
Recognition System Using Geometric Reasoning. Procedia CIRP, 18(0), 238243.

Newman, S. T., Nassehi, A., Xu, X. W., Rosso Jr, R. S. U., Wang, L., Yusof, Y., et al.
(2008). Strategic advantages of interoperability for global manufacturing using
792

CNC technology. Robotics and Computer-Integrated Manufacturing, 24(6),


699-708. Doi: 10.1016/j.rcim.2008.03.002.

Rameshbabu, V., & Shunmugam, M. S. (2009). Hybrid feature recognition method


for setup planning from STEP AP-203. Robotics and Computer-Integrated
Manufacturing, 25(2), 393-408. Doi: 10.1016/j.rcim.2007.09.014.

Xiao, W., Zheng, L., Huan, J., & Lei, P. (2015). A complete CAD/CAM/CNC
solution for STEP-compliant manufacturing. Robotics and ComputerIntegrated Manufacturing, 31(0), 1-10.

793

KEPERLUAN PERMAINAN SIMULASI PENGURUSAN HARTANAH


ISLAM MAJDANI DALAM PENGAJARAN DAN PEMBELAJARAN (P&P):
SATU TINJAUAN AWAL
Noraini Ismail1, Mohd Sadi Md Said2, Amin Haji Che Ahmat3, Jamahizan Johari4 ,
Ryusda Bakri5
1,2,3,4,5

Universiti Teknologi MARA(UiTM)

noraini045@perlis.uitm.edu.my, mohdsadi@hotmail.com,
amin.che.ahmat10@gmail.com, jamahizan@yahoo.com, rie_ryda@yahoo.com

ABSTRAK
MAJDANI adalah inovasi permainan simulasi berpapan (board game)
berkonsepkan jual beli hartanah yang diinspirasikan daripada permainan
Saidina dan Monopoly. Permainan ini berbeza dengan Saidina atau
Monopoly kerana ia adalah simulasi kepada pengurusan dan pembangunan
hartanah dalam sistem muamalat Islam. Melalui permainan ini pemain dapat
memahami dan mengingati istilah-istilah dalam muamalat Islam seperti jenisjenis jual beli, al-Ijarah, al-Rahn, akad usahasama hartanah, akad
perkongsian modal dan lain-lain. Kertas kerja ini adalah merupakan dapatan
awal kajian yang dijalankan bagi mengenalpasti keperluan permainan
simulasi pengurusan hartanah Islam MAJDANI dalam pengajaran dan
pembelajaran (P&P) bagi Kursus Pengurusan Hartanah Islam di UiTM
Perlis. Borang soal selidik telah diedarkan kepada 38 orang pelajar semester
3, Diploma Sains Geomatik, Fakulti Seni Bina, Perancangan dan Ukur, UiTM
Perlis sesi Jun Oktober 2014. Pemilihan responden adalah melalui kaedah
persampelan secara rawak. Berdasarkan kajian 82.3% pelajar yang bermain
mengatakan mereka berminat dengan permainan simulasi pengurusan
hartanah dan 88.2% pelajar pula bersetuju bahawa permainan simulasi boleh
membantu mereka memahami kursus dengan lebih baik. Manakala 89.4%
pelajar menyokong sekiranya permainan simulasi digunakan di dalam kelas
supaya mereka lebih memahami kursus yang diajar. Hasil kajian ini

794

menunjukkan bahawa permainan simulasi Majdani sangat relevan untuk


digunakan dalam proses pengajaran dan pembelajaran bagi Kursus
Pengurusan Hartanah Islam dan juga boleh dikomersialkan untuk kegunaan
masyarakat Islam yang memerlukan.

Kata Kunci: Muamalat Islam, Pengajaran dan Pembelajaran, Permainan


Simulasi

1.0

PENDAHULUAN

Islam sebagai al-Din merangkumi keseluruhan lapangan kehidupan manusia


yang terkandung di dalamnya aspek aqidah, ibadah, muamalat dan akhlak. Justeru,
sebagai masyarakat yang ingin mengamalkan Islam secara syumul, segala prinsip dan
panduan yang tersedia di dalam Islam perlu dijadikan asas bagi mencapai kejayaan di
dunia dan akhirat. Muamalat sebagai salah satu cabang utama ajaran Islam tentunya
tidak boleh terkecuali. Memahami ilmu ini menjadi kewajipan ke atas umat Islam dan
perlu diberi penekanan yang seimbang sepertimana aqidah, ibadah dan juga akhlak.
Menurut Dr Asyraf Wajdi Dusuki, Yang Dipertua Yayasan Dakwah Islamiyah
Malaysia, walaupun Malaysia di kenali sebagai negara pelopor sistem kewangan
Islam di peringkat antarabangsa, namun pemahaman umat Islam mengenai sistem ini
tidak berkembang. Justeru, pendedahan dan pendidikan mengenai muamalat Islam
perlu dijadikan sebagai satu cabang dakwah kerana kepentingannya sama seperti
ibadat lain di sisi Allah SWT (Utusan Malaysia, 2013). Justeru, penghasilan
permainan simulasi pengurusan hartanah Islam Majdani diharapkan dapat memberi
sumbangan dalam menarik minat masyarakat kepada sistem muamalat Islam.

2.0

PERNYATAAN MASALAH

Kursus Pengurusan Hartanah Islam (CTU262) adalah kursus wajib bagi


pelajar semester 3, Diploma Sains Geomatik di Universiti Teknologi MARA (UiTM).
Berdasarkan kajian awal yang dibuat berkaitan minat pelajar dalam kursus
795

Pengurusan Hartanah Islam, secara umumnya 78.9% pelajar mengatakan sebelum


melanjutkan pelajaran ke UiTM mereka tidak pernah didedahkan dengan pengurusan
hartanah Islam. Ini kerana kursus ini kebanyakannya diajar secara rasmi di kolej
ataupun universiti bagi mereka yang mengikuti jurusan-jurusan tertentu sahaja.
Justeru, tanpa pendedahan awal para pelajar menghadapi kesukaran untuk mengingati
istilah-istilah dalam sistem muamalat Islam yang begitu baru bagi mereka.
Berdasarkan kajian 81.6% pelajar mengakui bahawa mereka menghadapi kesukaran
mengingati istilah-istilah tersebut melalui pembacaan. Justeru, penyelidik mengambil
inisiatif menghasilkan permainan simulasi pengurusan hartanah Islam Majdani bagi
membantu pelajar, guru dan pensyarah di dalam pengajaran dan pembelajaran (P&P).

Masyarakat juga secara umumnya tidak diberi pendedahan secara meluas dan
mudah difahami berkaitan ilmu ini terutama dalam memastikan muamalat umat Islam
mengikut syariat yang sepatutnya. Berdasarkan tinjauan 86.8% pelajar mengatakan
mereka berminat dengan ilmu berkaitan pengurusan hartanah Islam dan 97.4%
peratus mengatakan Pengurusan Hartanah Islam adalah ilmu yang sangat penting. Ini
menunjukkan bahawa kesediaan masyarakat atau pelajar untuk mempelajari ilmu ini
telah ada dan perlu dipupuk dengan baik. Justeru, penyelidik merasakan inisiatif
untuk memberi pendedahan awal kepada masyarakat berkaitan muamalat Islam
dengan pelbagai cara khususnya melalui permainan adalah satu usaha yang baik.
Tambahan pula, masyarakat Islam perlu sedar bahawa permainan yang mempunyai
elemen riba dan judi adalah satu bentuk pendidikan yang tidak sihat. Justeru,
permainan simulasi pengurusan hartanah Islam Majdani ini adalah alternatif
permainan yang boleh dijadikan pilihan oleh masyarakat Muslim.

3.0

OBJEKTIF KAJIAN

i.

Mengenalpasti pandangan pelajar berkaitan ilmu pengurusan hartanah


Islam

ii.

Mengenalpasti keperluan permainan simulasi Majdani sebagai


permainan alternatif yang menepati prinsip muamalat Islam khususnya
796

sebagai bahan bantu mengajar dalam kursus Pengurusan Hartanah


Islam (CTU262).

4.0

KEPENTINGAN KAJIAN

Kajian ini penting untuk merealisasikan objektif yang telah dinyatakan


khususnya di dalam mengenalpasti keperluan permainan kepada pelajar dan
masyarakat Islam. Melalui kajian ini penyelidik dapat mengetahui latarbelakang
responden khususnya minat dan kesedaran untuk mempelajari ilmu muamalat dan
juga tahap pengetahuan dalam bidang pengurusan hartanah Islam. Kajian ini juga
penting untuk melihat pengetahuan responden berkaitan permainan simulasi jual beli
hartanah

dan

minat

terhadap

permainan

tersebut.

Selain

mengenalpasti

kebolehpasaran produk, ia juga membantu penyelidik untuk menghasilkan bentuk


permainan yang memberi impak positif kepada peningkatan kefahaman dan ingatan
pelajar

serta masyarakat terutama terhadap istilah-istilah yang berkait dengan

pengurusan hartanah Islam. Secara tak langsung, penghasilan permainan ini sebagai
bahan bantu mengajar dapat mengubah persepsi pelajar terhadap kesukaran
mengingati istilah-istilah muamalat dan menjadikan pengajaran dan pembelajaran di
dalam kelas tidak membosankan. Masyarakat juga dapat memanfaatkan permainan ini
untuk pendidikan muamalat Islam untuk seisi keluarga.

5.0

SKOP KAJIAN

Responden bagi kajian ini adalah 38 orang pelajar Diploma Sains Geomatik
(semester 3) daripada Fakulti Seni Bina, Perancangan dan Ukur di UiTM Perlis yang
sedang mengikuti Kursus Pengurusan Hartanah Islam (CTU262) sesi Jun Oktober
2014.

797

6.0

TINJAUAN LITERATUR

Salah satu medium yang boleh digunakan untuk memudahkan pelajar


memahami sesuatu pelajaran adalah melalui permainan. Froebel dalam Mohd Zohir
Ahmad (2007) berpendapat bahawa aktiviti bermain dapat mengembangkan banyak
kemahiran belajar di kalangan pelajar. Pelajar-pelajar perlu bermain bagi
meningkatkan kemahiran berfikir secara kritis dan kreatif . Pelbagai bentuk
permainan dihasilkan bagi memenuhi tujuan tersebut diantaranya permainan bahasa
Win, Lose or Draw, Just a Minute dan Arabic Board Game(Suzzana Othman,
2013). Terdapat juga permainan kad seperti UNO, permainan berpapan seperti Snake
& Ladder dan sebagainya.

Permainan simulasi pula bukanlah sesuatu yang baru. Banyak permainan


simulasi yang telah direkabentuk seawal abad ke-19 lagi. Diantara yang terkenal dan
digemari adalah permainan Monopoly yang telah diterbitkan pada tahun 1935 oleh
Parker Brothers (http://en.wikipedia.org/).

Selain itu, seorang pakar permainan

berbentuk simulasi Richard B. Powers daripada Portland State University juga adalah
seorang yang aktif menghasilkan permainan simulasi. Diantara permainan yang
pernah dihasilkan ialah Communication Roadblocks (2005), Discover Me! (1995),
Stop! (1977) dan sebagainya (Powers, 2014).

Disebabkan sambutan dan populariti yang begitu baik ditunjukkan oleh


Monopoly sebagai permainan yang berorientasikan jual beli hartanah sejak berabad
lamanya, pelbagai syarikat mula mencari pembaharuan dan menghasilkan pelbagai
permainan simulasi yang juga berkonsepkan jual beli hartanah seperti permainan
Saidina dan Millionaire. Penyelidik mendapati walaupun ketiga-tiga permainan ini
berorientasikan jual beli hartanah tetapi penggunaannya di dalam Kursus Pengurusan
Hartanah Islam adalah tidak sesuai kerana ketiga-tiganya tidak menepati prinsip
muamalat Islam terutama apabila terdapatnya unsur simulasi judi dan riba dalam
permainan tersebut. Terdapat pengharaman yang begitu jelas dalam al-Quran
berkaitan judi dan riba. Firman Allah SWT yang bermaksud :
798

Sesungguhnya Allah menghalalkan jual beli dan mengharamkan riba


(Surah al-Baqarah: 275)
Mereka bertanya kepadamu tentang khamar dan judi. Katakanlah: 'Pada
keduanya terdapat dosa yang besar dan beberapa manfa'at bagi manusia,
tetapi dosa keduanya lebih besar dari manfa'atnya'. Dan mereka bertanya
kepadamu apa yang mereka nafkahkan. Katakanlah:' Yang lebih dari
keperluan.' Demikianlah Allah menerangkan ayat-ayat-Nya kepadamu supaya
kamu berfikir
(Surah al-Baqarah: 219)

Justeru bagi menyesuaikan permainan simulasi Monopoly, Saidina dan


Millionaire dengan Kursus Pengurusan Hartanah Islam (CTU262) penyelidik telah
membuat pengubahsuaian dimana implementasi pengurusan hartanah adalah lebih
kepada mematuhi amalan dan prinsip pengurusan hartanah dalam sistem muamalat
Islam. Penambahbaikan terhadap permainan Monopoly bagi memenuhi keperluan
etika dan sosial juga pernah dilakukan oleh An Ansoms dan Sara Geenen melalui
artikel mereka yang bertajuk Development Monopoly : A Simulation Game on
Poverty and Inequality pada tahun 2012.

7.0

METODOLOGI KAJIAN

Persampelan

Penyelidik telah membuat persampelan untuk kajian ke atas 38 orang pelajar


Semester 3, Diploma Sains Geomatik, UiTM Perlis yang mengambil Kursus
Pengurusan Hartanah Islam (CTU262) sesi Jun Oktober 2014.

799

Pengumpulan Data

Penyelidik menggunakan beberapa kaedah di dalam proses pengumpulan data


iaitu melalui borang soal selidik dan pengumpulan data sekunder. Bagi kaedah soal
selidik, penyelidik merangka soalan secara sistematik dan diberikan kepada
responden.

Metodologi

Kajian yang dilakukan ini melibatkan dua jenis sumber data iaitu data primer
dan data sekunder. Data primer diperolehi daripada soal selidik yang diedarkan
daripada responden, manakala data sekunder diperolehi melalui kajian perpustakaan
dan pencarian data melalui internet seperti buku, jurnal dan artikel.

Soalselidik

Satu set borang soal selidik telah dibentuk berdasarkan sumber rujukan yang
telah diperolehi. Ia terbahagi kepada tiga bahagian. Bahagian 1 meliputi latar
belakang responden dan bahagian 2 meliputi pendapat pelajar secara khusus berkaitan
pengurusan hartanah Islam dan bahagian 3 meliputi keperluan permainan simulasi
pengurusan hartanah Islam di dalam pengajaran dan pembelajaran (P&P).

8.0

DAPATAN & PERBINCANGAN

Latarbelakang Responden:

Kajian ini dijalankan menggunakan instrumen soalan soal selidik ke atas 27 orang
pelajar perempuan dan 11 orang pelajar lelaki semester 3, Fakulti Geomatik dan Ukur
Tanah, UiTM Perlis yang sedang mengambil Kursus Pengurusan Hartanah Islam
(CTU262).

800

Item

Frekuensi

Peratus

Perempuan

27

71.1

Lelaki

11

28.9

Pengurusan Hartanah Islam:

Jadual di bawah menunjukkan dapatan kajian berkaitan pandangan pelajar terhadap


pengurusan hartanah Islam. Berdasarkan dapatan kajian 78.9% pelajar tidak pernah
mengikuti kursus pengurusan hartanah Islam. Walaupun tidak pernah mengikuti
kursus, 86.8% mengatakan mereka berminat dengan kursus. 81.6% pelajar pula
mengatakan kursus ini menarik dan 97.4% pelajar mengatakan kursus ini penting.
Memandangkan kursus ini sangat baru bagi mereka, 81.6% pelajar mengatakan
mereka sukar mengingati istilah-istilah yang berkaitan dengan pengurusan hartanah
Islam. Ini menunjukkan bahawa para pelajar memerlukan sokongan dan bantuan
untuk mereka lebih mudah memahami kursus ini. Nyata disini kesukaran bukan
disebabkan oleh minat dan kesedaran pelajar tetapi disebabkan oleh istilah-istilah
dan definisi yang pelbagai berkaitan muamalat Islam.

Item

Ya

Peratus

Tidak

Peratus

21

30

78.9

ilmu

33

86.8

13.2

Mudah mengingati istilah-

18.4

31

81.6

31

81.6

18.4

37

97.4

2.6

Pernah

mengikuti

kursus

berkaitan hartanah Islam


Berminat

dengan

berkaitan hartanah Islam

istilah

berkaitan

hartanah

Islam
Pengurusan Hartanah Islam
kursus yang menarik
Pengurusan Hartanah Islam
kursus yang penting

801

Keperluan Permainan Simulasi Pengurusan Hartanah Islam:

Jadual di bawah menunjukkan dapatan kajian berkaitan keperluan terhadap


permainan simulasi pengurusan hartanah Islam sebagai bahan bantu mengajar untuk
memudahkan pelajar memahami dan mengingati istilah-istilah yang terdapat dalam
muamalat Islam. Berdasarkan dapatan kajian, 89.4% pelajar mengatakan mereka
pernah bermain permainan Monopoly atau Saidina. Ini menunjukkan permainan
simulasi jual beli hartanah telah popular dan mendapat tempat dihati masyarakat.
82.3% pelajar yang pernah bermain mengatakan mereka berminat dengan permainan
tersebut dan 50% mencadangkan supaya permainan tersebut digunakan di dalam
kelas Pengurusan Hartanah Islam. Cadangan ini menunjukkan bahawa selain istilah
dan konsep berbeza, pelajar tidak menyedari adanya elemen simulasi judi dan riba di
dalam permainan berkenaan sedangkan kedua elemen ini nyata sekali bertentangan
dengan prinsip muamalat Islam. Ini terbukti dengan 32.3% pelajar mengatakan tiada
elemen judi dan riba di dalam kedua-dua permainan tersebut. 88.2% pelajar pula
bersetuju bahawa permainan simulasi boleh membantu mereka memahami kursus
dengan lebih baik. Selain itu, permainan simulasi pengurusan hartanah Islam juga
mempunyai potensi yang besar untuk dipasarkan. Berdasarkan kajian 73.6% pelajar
mengatakan mereka tidak pernah bermain permainan yang berkonsepkan pengurusan
hartanah Islam dan 71% mengatakan mereka tidak pernah melihat rakan mereka
bermain. Ini menunjukkan bahawa permainan seperti ini belum banyak dipasaran dan
kehadiran permainan simulasi Majdani diharap dapat mengisi kekosongan ini.

802

Item

Ya

Peratus

Tidak

Peratus

Pernah bermain permainan


Monopoly atau Saidina
Berminat dengan permainan
Monopoly atau Saidina
Permainan Monopoly dan
Saidina boleh digunakan di
dalam kelas pengurusan
hartanah Islam
Ada unsur riba di dalam
permainan Monopoly dan
Saidina
Permainan simulasi lebih
memudahkan
pelajar
memahami dan mengingati
istilah
Pernah bermain permainan
simulasi pengurusan hartanah
Islam
Pernah
melihat
rakan
bermain permainan simulasi
pengurusan hartanah Islam

34

89.4

10.5

28

82.3

17.6

17

50

17

50

23

67.6

11

32.3

30

88.2

11.7

10

26.3

28

73.6

11

28.9

27

71

Jadual di bawah menunjukkan dapatan terhadap pandangan pelajar sekiranya


permainan simulasi hartanah Islam digunakan di dalam kelas semasa sesi pengajaran
dan pembelajaran. Dapatan kajian menunjukkan bahawa 89.4% pelajar menyokong
sekiranya permainan simulasi digunakan supaya mereka lebih memahami kursus. Ini
menunjukkan bahawa inisiatif mewujudkan permainan ini sangat baik dan wajar
dilaksanakan.

Item

Frekuensi

Peratus

Sangat Suka

16

42.1

Suka

18

47.3

Tidak Suka

10.5

Sangat Tidak Suka

803

9.0

KESIMPULAN DAN CADANGAN

Hasil kajian yang dijalankan ini menunjukkan bahawa inovasi permainan


simulasi bagi kursus Pengurusan Hartanah Islam (CTU262) adalah satu usaha yang
sangat baik dan mempunyai kebolehpasaran yang tinggi. Ini terbukti dengan dapatan
hasil kajian sebanyak 82.3% pelajar yang pernah bermain mengatakan mereka
berminat dengan permainan simulasi pengurusan hartanah dan 88.2% pelajar pula
bersetuju bahawa permainan simulasi boleh membantu mereka memahami kursus
dengan lebih baik dan 50% pelajar mencadangkan supaya permainan ini digunakan di
dalam kelas. Dari segi kebolehpasaran 73.6% pelajar mengatakan mereka tidak
pernah bermain permainan yang berkonsepkan pengurusan hartanah Islam dan 71%
mengatakan mereka tidak pernah melihat rakan mereka bermain. Ini menunjukkan
bahawa permainan seumpama ini belum banyak di pasaran sedangkan minat
masyarakat terhadapnya adalah tinggi.

Kepentingan permainan simulasi ini bukan sahaja untuk perkembangan


akademik pelajar tetapi untuk dimanfaatkan oleh umat Islam secara amnya.
Kemunculan permainan yang lebih patuh syariah dan menepati prinsip-prinsip
muamalat Islam sangat diperlukan pada masa kini terutama sekali untuk mengelakkan
masyarakat Islam disajikan dengan permainan yang tidak menepati syariat. Semoga
inisiatif permainan seperti ini dapat membantu masyarakat Islam dalam proses
pendidikan berkaitan muamalat Islam dan memudahkan umat Islam mengamalkannya
untuk kesejahteraan hidup di dunia dan juga di akhirat. Semoga hasil kajian ini juga
dapat memberi inspirasi kepada lebih banyak lagi penyelidik untuk menghasilkan
idea-idea baru dan kreatif bagi membantu memantapkan pendidikan Islam di
kalangan masyarakat bukan sahaja dalam bidang muamalat tetapi juga aqidah, ibadah
dan juga akhlak.

804

RUJUKAN

Sheikh Abdullah Basmeih. (1980). Tafsir Pimpinan Ar Rahman Kepada Pengertian


al-Quran. Kuala Lumpur : Darulfikir
An Ansoms, Sara Geenen. (2012). Development Monopoly : A Simulation Game on
Poverty and Inequality. Simulation & Gaming, Vol 43(6) 853-862.

Mohd Zohir Ahmad, Rohizani Yaakub & Shahabudin Hashim.( 2007). Pedagogi :
Strategi dan Teknik Mengajar Dengan Berkesan. Kuala Lumpur : PTS
Professional.
Powers, R. B. (2014). How I Became Addicted to Simulations and Games. Simulation
& Gaming, Vol 45(1) 5-22.
Suzzana Othman, Z. M. (2013). Peningkatan Kemahiran Bertutur Bahasa Arab
Melalui Arabic Board Game. 4th International Conference on Public Policy
and Social Science, (pp. 93-101). UiTM Sabah.

Umat Islam Masih Kurang Faham Sistem Muamalat. (2013, October 29). Utusan
Malaysia.

805

ANALYZING OF FUSED DEPOSITION MODELING NOZZLE FOR


EXTRUDING BIOMATERIALS
Nor Aiman Bin Sukindar1, Mohd Khairol Anuar Mohd Ariffin2
1

Politeknik Kuching Sarawak, 2Universiti Putra Malaysia


aiman@poliku.edu.my, khairol@upm.edu.my

ABSTRACT

Rapid prototyping (RP) is one of the advanced technologies which contribute


a lot of benefits in manufacturing product. Fused Deposition Modeling (FDM)
is one of the RP technologies that have been widely used for fabricating three
dimensional products. There has been a lot of improvement and research has
been done in terms of hardware and software for providing better and smooth
surface finish. The key to have good and quality product lies within the design
of the nozzle that capable of extruding the material (filament form). Extruded
material is one of the problems that need to be concern as the properties of
each material is different. Biomaterial such as poly--caprolactone (PCL) is
synthetic biomaterial and widely used in orthopedic surgery. This material
has been used for fabricating reconstructive structure for bone replacement.
Analyzing and development of FDM nozzle is very important for extruding
biomaterial effectively. Simulation has been done and the factors that affect
the pressure drop along the nozzle are liquefier length, nozzle angle and
nozzle diameter. These three factors have been analyzing using computational
fluid dynamic method and the pressure drops has been recorded. All the
research factor contributes significant effect on varies the road width thus
affecting the quality scaffold design.

Key words: Rapid Prototyping; Fused Deposition Modelling; FDM Nozzle


Design

806

1.0

INTRODUCTION

Advance technology has brought great implication to the human being in so


many different ways. Rapid Prototyping is one of the technology that bringing all the
possibilities especially in the biomedical area. Rapid Prototyping or synonyms with
solid freeform fabrication (SFF) creating solid structure layer by layer after creating
design prototype from CAD model data, CT and MRI scan data which than
converting into STL format (Wohlers, 2001). Different form of solid modelling can
be fabricate such as materials, plastic and woods making the RP one of the superior
technology on fabricating models in a short period of time.

The development of RP technology in the medical field brings major


contribution in terms of product performance and reducing cycle time (Varathaj
Kannan, 2014). Nowadays the producing of bone graft using Rapid Prototyping has
been widely used and even allowing producing of scaffolds structure which needed
high accuracy can be made by taking the data straight from the computer (Iwan Zeina,
2002). Various synthetic materials have been used and one of the common materials
is based on calcium-phosphates.

In fulfill the need of the rapid prototyping technology; the key is to have a
good and quality product. By comparing to the other RP technology, the Fused
Deposition Modelling (FDM) offers great flexibility as does not required any solvent
and reducing resident time in the heating tube due to use of filament (Iwan Zeina,
2002). Research has been done for upgrading the FDM technology for the extruder as
one of the innovative is called Adaptable Filament Deposition System (ADPS)
(H. Brooks, 2011).This ADP system is improving the existing system of FDM. The
existing system of FDM is not capable of extruding wide range of filament size as
well as the mass flow rate of deposition is limited. The new ADP system improves by
providing the variable diameter filament of material which offers great accuracy and
efficiency base on the design (Tseng, 2001).

In this study, we are stress on analyzing the designing factor of the FDM
nozzle. FDM process is quite simple where filament fed through to heating tube
which melted the filament (Refer Figure 1). Material in the molten stage will be
807

deposited through the nozzle creating layer by layer to form a final product. The main
concern here is to analyze the FDM nozzle which is compatible with the biomaterials.

Figure 1: Illustration of the typical extrusion-based model.

2.0

OBJECTIVE OF THE STUDY

The main objective is focusing on the analyzing the current available nozzle of Fused
Deposition Modelling. For instance the objective of the study can be extending such
as to:

a)

Analyze the main factor of the FDM nozzle that suitable for extruding
biomaterial.

b)

Simulate the FDM parameters using computational fluid dynamic method.

3. 0

RESEARCH METHODOLOGY

3.1

Introduction

In this paper the authors discussed on the factor affecting the FDM nozzle by using
simulation-modeling technique. Several factors and parameters have been identified
as the elements that can effects the quality of the product produce by using the current
FDM nozzle. The parameters such as liquefier length, nozzle angle and nozzle

808

diameter are identified as the major influence of the nozzle design. The effect of these
factors will be analyzed and the understanding of the factor gives significant impact to
the nozzle design.

3.2

Finite Element Analysis

To conduct Finite Element Analysis (FEA), geometrical models must be developed.


In this study, 2D models were developed based on the experiment done by the H.S
Ramananth. H.S Ramananth examined that only 35% from the total length which is
42 mm is required to fully melt the PCL material in the liquefier. By referring this, the
simulation considered the length of the liquefier is 42 mm. Nozzle angle, nozzle
diameter and filament diameter as a standard configuration taking from the H.S
Ramanath research. Figure 2 shows the liquefier length created by Ansys Workbench
Software 14.
D2

L1
1

D1

Liquefier length (L1) =42 mm


Nozzle angle () =40o
Nozzle diameter (D1) = 0.3 mm
Filament diameter (D2) = 1.8 mm

Figure 2: 2D FEA modeling for simulation.

809

Boundary condition of FEA

Setup the boundary condition for FEA is very important. The boundary condition has
been specified for performing the simulation. Entering velocity set to be 0.0011m/s
and the temperature on the entrance and at the wall consider to be 313 K and 333 K
respectively (H.S. Ramanath, 2008). Assumption of the simulation (Jorge Mireles,
2013; Mostafa Nikzad, 2009; H.S Ramananth, 2008):
i.

Laminar flow condition;

ii.

No slip condition between the liquefier wall;

iii.

Steady-state condition;

iv.

Liquefier temperature assumed to be constant as the working chamber is


isolated.

Meshing Process

Free meshing technique has been done and some of the parameters have bet setup to
find the optimum result. To get more accurate result, smoothing set to fine mode and
edge sizing method has been used and number of division set to be 30. Too many
cells can result long solver run which is not effective and too few cell may lead to
inaccurate result. Taking moderate meshing is one of the best ways to have an
optimum result. For computing the mesh, some option need to be considered as
double precision option has been choose and to ensure the stable result, number of
iteration set to 1000 iteration. Figure 3 shows the meshing process for the simulation.

Figure 3: Meshing process using Ansys Workbench Software 14.

810

4.0

RESULTS AND DISCUSSIONS

The simulation has been done by focusing on the main factor as describe earlier. All
the condition has been recorded in the Table 1, Table 2 and Table 3.

Case 1

For case 1, nozzle angle will be fixed and nozzle diameter has been varied.

Table1: Effect on pressure for each size of nozzle diameter


Entering
Velocity
(m/s)

Nozzle
angle
()

Nozzle
Diameter
(D1)

Pressure
Drop
(Pa)

Outlet
Velocity
(m/s)

Notes

0.0011

40

0.4

0.0011

0.0050

Lowest
pressure drop

0.3

0.0209

0.0066

(Standard
Configuration)

0.2

0.0578

0.0099

0.1

0.3376

0.0198

Highest
pressure drop

Figure 4: Pressure drop decrease as the nozzle angle become larger.

As from the graph, pressure drop is high when nozzle angle become smaller. This
simply by referring the formula below (H.S. Ramanath, 2008):
(1)
(2)

811

Where:
P is pressure along the liquifier lenght
A is cross sectional area.
By reducing the diameter of the nozzle means the area (A), the pressure will
increase.It means the higher force is require to force out the filament. Force represent
the motor which is constant, pressure drop will be higher in nozzle exit which
compromised the final product.

Case 2
For case 2, nozzle diameter will be fixed and nozzle angle will be change from 20 0 to
800 angle.
Table 2: Effect on the pressure for each size of nozzle angle.

Entering

Nozzle Tip

Nozzle

Pressure Drop

Velocity

Diameter

angle ()

(Pa)

(m/s)

(D1)
20

0.0220

Notes

Highest
pressure drop

40
0.011

0.0209

0.3

(Standard
Configuration)

60

0.0131

80

0.0096

Lowest
pressure drop

Figure 5: Pressure drop decrease as the nozzle angle become larger.

812

This result shows that nozzle angle influence the pressure drop along the liquefier.
The pressure drop cause by the flow instabilities and vortices form in the corner
(Brian N. Turner, 2014).

Case 3

Nozzle angle and nozzle diameter will be fixed and liquefier length will be varied.
Table 3: Effect on the pressure for varying the liquefier length
Entering

Nozzle

Nozzle

Liquefier

Pressure

Velocity

Tip

angle

Length

Drop

(m/s)

Diameter

()

(mm)

(Pa)

Notes

(D1)
84

0.0224

Highest
pressure drop

0.011

0.3

40

63

0.0215

42

0.0209

(Standard
Configuration)

21

0.0198

Lowest pressure
drop

Figure 6: Pressure drop decrease as the liquefier length become shorter.

Pressure along the liquefier length can be calculated by using (equations 1, 2). From
the equation, pressure of section in the liquefier length can be calculated based on the
formula below (Brian N. Turner, 2014; H.S. Ramanath, 2008):
813

(3)

(4)

(5)

From the result, the length of liquefier does affect the pressure drop. This is also can
be seen by the (equations 3) as increasing the length of liquefier L1, will increase the
pressure needed to force out the filament through the nozzle thus increasing pressure
drop.

Figure 6: Pressure drop along liquefier channel.

Figure 8: Increase velocity through the nozzle exit.


814

Three case scenarios have been analysed and the vital point here is pressure
drop factor. Pressure along the nozzle is very important to keep the material extruded
uniformly. Flow of the material through the nozzle is affected by the pressure drop as
well as the velocity. Length of the liquefier, size, and shape of the exit part of the
nozzle can influence the material being extruded (H. S. Ramanath, 2008; Brian N.
Turner, 2014).

As from the simulation, liquefier length, nozzle diameter and nozzle angle
does affect the pressure drop along the liquefier channel. Pressure drop varies with
respect to those criteria and thus affect the road width of the scaffold design which
influence the quality of final product (H.S Ramananth, 2008). These are very
important factor to be considered in designing FDM nozzle especially to be
compatible in extruding biomaterial.

CONCLUSIONS

Analyzing the main factor is vital in order to have a good design of FDM
nozzle especially for extruding biomaterials. Main factor need to be considered
include liquefier length, nozzle angle and nozzle diameter. Varying these parameters
will affect the pressure along the nozzle. Thus controlling the pressure is the key to
have a good and quality extruded product. The lowest the pressure drop the better it
would be and therefore this simulation enable us to find the best design in FDM
nozzle.

REFERENCES
Brian N. Turner, R. s. (2014). A review of melt extrusion additive manufacturing
processes: I. Process design and modeling. Rapid Prototyping Journal, pp
192-204.

H. Brooks, A. R. (2011). Variable Fused Deposition Modelling-Concept Design and


Tool Path Generation. 113-122.

815

H.S. Ramanath, C. C. (2008). Melt flow behaviour of poly-e-caprolactone in fused


deposition modeling. Journal of Materials Science-Materials in Medicine, Vol
19, pp 2541-2550.

Iwan Zeina, D. W. (2002). Fused deposition modeling of novel scaffold architectures


for tissue engineering applications. Biomaterials, 1169-1185.

Jorge Mireles, D. E. (2013). Fused Deposition Modeling of Metals.

Mostafa Nikzad, S. H. (2009). A Study of Melt Flow Analysis of an ABS-Iron


Composite. TSINGHUA SCIENCE AND TECHNOLOGY, pp29-37.

Tseng, A. A. (2001). Patent No. US 6, 251, 340 B1. United States of America.

Varathaj Kannan, Y. T. (April 2014). Rapid Prototyping of Human Implants with


Case Study. International Journal of Innovative Research in Science,
Engineering and Technology, Volume 3, Special Issue 2.

Wohlers, T. (2001). Rapid Prototyping & Tooling State of the Industry Annual
Worldwide Progress Report. United States Of America: Wohlers Associates.

816

PEMBENTUKAN KOSWER DALAM PENGAJARAN GURU TERHADAP


TUNJANG KOMUNIKASI KANAK-KANAK PRASEKOLAH
Nor Shahida Mohd Zubir1, Nor Azah Abdul Aziz2, Norasikin Fabil3
1

MARA Poly Tech College (KPTM), 2,3Universiti Pendidikan Sultan Idris,

shah_ida05@yahoo.com, azah@fskik.upsi.edu.my, norasikin@fskik.upsi.edu.my

ABSTRAK

Pendidikan prasekolah adalah satu program yang menyediakan pengalaman


pembelajaran kepada kanak-kanak yang berumur 4-6 tahun. Oleh itu,
persediaan pembelajaran yang menarik dan relevan dengan perkembangan
semasa bagi memenuhi keperluan kanak-kanak. Kaedah pengajaran guru
prasekolah perlu lebih kreatif dan fleksibel mengikut kesesuaian persekitaran.
Sehubungan itu, satu perisian multimedia bertema telah dibangunkan dengan
menggunakan Model ADDIE iaitu Analisa, Reka bentuk, Pembangunan,
Pelaksanaan dan Penilaian yang berasaskan Tunjang Komunikasi, Kurikulum
Standard Prasekolah Kebangsaan (2010). Reka bentuk Tunjang Komunikasi
ini diterapkan berasaskan teori-teori yang bersesuaian dengan pendidikan
dan persekitaran kanak-kanak. Kaedah pengajaran guru menjadi lebih
menarik dan menyeronokkan dengan adanya koswer. Modul bertema yang
terdapat di dalam koswer akan menimbulkan keasyikkan di dalam diri kanakkanak untuk mengenali objek-objek di sekeliling mereka. Ini terbukti daripada
kaedah temubual dan soal selidik yang telah dijalankan ke atas guru-guru
prasekolah daerah Baling, Kedah. Kaedah persampelan bertujuan digunakan
di dalam kajian ini. Hasil kajian menunjukkan penerimaan yang positif
daripada setiap guru prasekolah semasa penggunaan perisian multimedia
bertema. Kajian mengemukakan impak yang positif terhadap empat aspek
kajian yang dikaji iaitu motivasi, reka bentuk antaramuka, reka bentuk
Tunjang Komunikasi serta keselesaan dan kesenangan penggunaan perisian
multimedia bertema.
Kata Kunci: Koswer, Kanak-kanak Prasekolah, Tunjang Komunikasi, Modul
Bertema, Motivasi, Reka bentuk antaramuka, Reka bentuk Tunjang

817

Komunikasi, Keselesaan dan kesenangan penggunaan perisian multimedia


bertema.

1.0

PENGENALAN

Pendidikan prasekolah yang merupakan peringkat awal proses pembelajaran,


amat penting kerana pengalaman di prasekolah dapat memberi persediaan yang boleh
membekalkan kanak-kanak dengan kemahiran, keyakinan diri dan sentiasa
mempunyai sikap yang positif terhadap individu lain tanpa berfikiran negatif terhadap
yang lain (Mac, 2005). Peringkat prasekolah merupakan peringkat yang sesuai untuk
membina asas membaca. Bukan sahaja kemahiran membaca malahan juga kemahiran
mendengar, kemahiran bertutur dan kemahiran menulis merupakan tumpuan utama
yang terkandung dalam Tunjang Komunikasi dalam Kurikulum Standard Prasekolah
(2009).

Menurut kajian (Karuovic & Radosav, 2009) kanak-kanak ketika berusia 5


hingga 7 tahun mula mengetahui dan mempunyai pengalaman menggunakan
komputer, kebolehan mengira, membaca, menulis dan mempunyai rasa ingin tahu
(pada peringkat umur ini perisian yang berbentuk perintah, tindakan-tindakan dapat
diaplikasikan), serta bekerjasama lebih mudah. Kebanyakan guru menggunakan
pelbagai teknik dan aktiviti dalam bilik darjah untuk menyemai minat belajar dalam
kalangan pelajar. Guru perlu merancang cara-cara untuk meningkatkan minat belajar
terutama dalam kalangan pelajar lemah. Guru-guru prasekolah juga digesa mengikuti
program peningkatan diri dan digesa agar mengaplikasi pelbagai kaedah, pendekatan
dan strategi terkini.

Oleh itu adalah menjadi tanggungjawab guru-guru di peringkat prasekolah


untuk memastikan kanak-kanak di peringkat prasekolah telah menguasai kemahiran
membaca, mendengar, bertutur dan menulis sebelum mereka memasuki Tahun Satu.
Ia adalah selari dengan fokus yang terkandung dalam Kurikulum Standard Prasekolah
Kebangsaan (2009). Sebagaimana yang dihuraikan oleh Ab. Ghani et al. (2009),
dengan transformasi sistem pendidikan Malaysia yang memberi penekanan kepada
penggunaan ICT dalam pengajaran dan pembelajaran, integrasi antara teknologi
multimedia dan pendidikan adalah satu prospek yang kian berkembang dan terus
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diterokai. Gelombang globalisasi dan perkembangan Teknologi Maklumat dan


Komunikasi (ICT) telah memberikan impak kepada perkembangan sistem pendidikan.

2.0

KERANGKA KONSEPTUAL

Model sistem reka bentuk pengajaran ADDIE (Gordon & Zemke, 2000)
seperti Rajah 1 digunakan untuk membangunkan perisian multimedia ini. Model ini
digunakan berasaskan kepada singkatan dari perkataan yang bermaksud Analisa
(Analisys), Reka bentuk (Design), Pembangunan (Development), Pelaksanaan
(Implementation) dan Penilaian (Evaluation). Terdapat 2 bentuk penilaian iaitu
E1: penilaian formatif dan E2: penilaian sumatif. Pembelajaran modul bertema
berbantukan koswer ini melibatkan peranan kognitif dalam memproses maklumat
yang diperolehi menerusi deria sama ada dalam bentuk visual atau bukan visual.
Unsur-unsur bagi menyediakan kanak-kanak dengan kemahiran pengamatan menerusi
input visual dan input verbal, Teori Pengkodan Dedua (Paivio, 1986) digunakan.
Menurut teori ini input visual, input verbal dan kombinasi antara keduanya akan dapat
meningkatkan keupayaan menyimpan, mengingat kembali dan seterusnya melahirkan
kefahaman terhadap bahan yang dibaca. Pembelajaran ini merupakan aktiviti kognitif
kerana ia melibatkan pengutipan maklumat daripada teks beserta sebutan. Selain dari
itu, Vygotsky menjelaskan bahawa perkembangan kognitif adalah satu proses sosial
kerana kanak-kanak akan mempelajari dan terbentuk pemikiran dengan fokus kepada
faktor sosial dan pembelajaran (Rafidah, 2009). Dalam kajian ini juga, pembangun
perisian multimedia turut mengaplikasikan Teori Ekologi Bronferbrenner yang
menyatakan perkembangan kanak-kanak bergantung kepada persekitaran di sekeliling
mereka. Persekitaran perkembangan individu terdiri daripada lima sistem iaitu
Mikrosistem, Mesosistem, Eksosistem, Makrosistem dan Kronosistem. Pengaruh
persekitaran sistem telah menyebabkan proses peniruan berlaku ke atas kanak-kanak
yang bersandarkan kepada Teori Pembelajaran Sosial (Bandura, 1986). Teori tersebut
mempunyai empat proses iaitu pemerhatian, penyimpanan, pengeluaran dan motivasi.

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Teori Ekologi Bronferbrenner (Bronferbrenner, 1977)

Kognitif - Sosial

Analysis

Teori Pengkodan Dedua (Paivio,1986)


Input Visual
Teks
Gambar
Animasi

Input Verbal
Naratif
Arahan
Muzik

Design

Teori Multimedia (Mayer, 2001)

Komponen Bahasa & Komunikasi (KSPK, 2010)

Development

Mendenga
r

Bertutur

Membac
a

Menulis

Implementatio
n

Kebolehgunaan Perisian Multimedia


Evaluatio
n
Motivasi
Reka bentuk Antaramuka

Keselesaan &
Kesenangan
Penggunaan

Reka bentuk Tunjang Komunikasi

Kerangka konseptual (Sumber:Gordon & Zemke, 2000)


Rajah 1: Model ADDIE (Gordon & Zemke, 2000)

Alat bantu mengajar ini dihasilkan menggunakan perisian multimedia kerana


bahan dipersembahkan bukan sahaja dalam bentuk teks tetapi juga dalam bentuk
visual (input visual) atau auditori (input verbal) atau kombinasi antara keduanya.
Hubungan di antara teks dan imej sebagai elemen dalam proses membaca yang
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diketengahkan oleh Teori Pengkodan Dedua (Paivio, 1986) memberi penjelasan


bahawa kanak-kanak yang didedahkan dengan dua mod pembelajaran (melalui visual
dan verbal) akan dapat meningkatkan ingatan dan kefahaman. Kanak-kanak yang
diberi peluang membina makna apa yang dibaca menerusi penghasilan gambaran
visual. Di dalam perisian multimedia ini juga pembangun menggunakan Teori
Multimedia (Mayer, 2001) dengan menggabungkan prinsip-prinsip multimedia.
Sejajar dengan itu, ia dapat menghasilkan satu perisian multimedia yang baik serta
sesuai digunakan oleh guru-guru prasekolah kerana perisian multimedia itu juga
dibangunkan berasaskan komponen bahasa dan komunikasi mengikut Kurikulum
Standard Prasekolah Kebangsaan (2010) yang mempunyai empat kemahiran iaitu
kemahiran mendengar, kemahiran bertutur, kemahiran membaca dan juga kemahiran
menulis. Di dalam fasa penilaian data kajian dikumpul melalui dua cara iaitu soal
selidik dan temubual. Soal selidik mengandungi enam belas soalan manakala
temubual mengandungi sembilan soalan. Pengujian data dilakukan bagi menguji
kebolehgunaan perisian multimedia secara bertema dan hasil dapatan dikategorikan
kepada empat aspek iaitu aspek motivasi, aspek Reka bentuk Antaramuka, aspek
Reka bentuk Tunjang Komunikasi dan juga aspek keselesaan dan kesenangan
penggunaan.

3.0

METODOLOGI KAJIAN

3.1

Sampel Kajian

Kaedah persampelan merupakan pengambilan sebahagian pecahan dari suatu


populasi atau juzuk penuh sebagai mewakili populasi atau juzuk itu. Sampel dalam
kaedah persampelan merupakan satu subset populasi dan sampel berupaya mewakili
keseluruhan populasi (Syed, 2002). Populasi kajian adalah terdiri daripada guru-guru
prasekolah di sekitar kawasan daerah Baling, Kedah. Responden terdiri daripada guru
di setiap prasekolah di daerah Baling. Setiap prasekolah mempunyai seorang guru
maka ia dipilih sebagai sampel kajian iaitu seramai 30 orang guru bersamaan 30 buah
prasekolah yang berada di kawasan luar bandar. Kaedah persampelan yang penyelidik
gunakan ialah persampelan bukan kebarangkalian dengan menggunakan persampelan
bertujuan (purposive sampling). Persampelan bertujuan digunakan bagi mengumpul
maklumat dari sekumpulan sampel yang khusus dan spesifik serta bertepatan dengan
821

objektif kajian merujuk kepada sesuatu perwakilan formal memenuhi kriteria yang
ditetapkan dalam kajian dan tergolong dalam populasi kajian.

3.2

Lokasi Kajian

Kajian ini akan dijalankan di daerah Baling, Kedah dengan mengumpulkan


responden di dalam kalangan guru-guru prasekolah. Lokasi ini dipilih kerana kawasan
ini merupakan satu kawasan yang baru membangun dan juga kawasan luar bandar
serta tidak banyak kajian dijalankan. Oleh sebab itu, kajian dijalankan di prasekolah
di daerah Baling kerana proses pengajaran dan pembelajaran masih menggunakan
cara manual iaitu chalk and talk serta tidak menggunakan alat bantu mengajar
kerana kekangan kemudahan komputer di prasekolah. Penggunaan komputer yang
terhad telah menyebabkan kanak-kanak tidak boleh mempelajari koswer dengan
menggunakan komputer.

3.3

Reka Bentuk Kajian

Kajian ini adalah satu kajian penggunaan perisian multimedia secara


bertema yang berasaskan Tunjang Komunikasi yang menerapkan kemahiran
membaca, kemahiran mendengar, kemahiran bertutur dan kemahiran menulis.
Satu perisian multimedia bertema dibangunkan dan diuji kepada sampel kajian
seramai 30 orang. Data kajian ini adalah berbentuk kuantitatif dan kualitatif.
Pembangunan perisian multimedia secara bertema dibangunkan dengan menggunakan
Model ADDIE iaitu Analisis (Analysis), Reka bentuk (Design), Pembangunan
(Develop), Pelaksanaan (Implementation) dan Penilaian (Evaluation). Beberapa teori
yang digunakan untuk membangunkan perisian multimedia, antaranya ialah Teori
Pembelajaran Bruner, Teori Pembelajaran Sosial (Bandura), Teori Vygotsky, Teori
Ekologi Bronferbrenner, Teori Pengkodan Dedua dan Teori Multimedia (Mayer).

Teori Ekologi Bronferbrenner merangsang perkembangan persekitaran kanakkanak prasekolah yang terbahagi kepada lima iaitu Milrosistem, Mesosistem,
Eksosistem, Makrosistem dan Kronosistem. Kesemuanya itu saling bergantungan
antara satu sama lain serta dapat meningkatkan motivasi kanak-kanak prasekolah.
Sejajar dengan itu, Teori Pengkodan Dedua menurut Paivio terbahagi kepada dua iaitu
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Input Visual dan Input Verbal. Input visual lebih kepada input yang berbentuk imej
atau gambar manakala input verbal pula lebih kepada input yang berbentuk auditori
yang hanya mengeluarkan suara sahaja. Apabila kedua-dua input ini digabungkan di
dalam perisian multimedia secara bertema maka Teori Pengkodan Dedua telah
membuktikan bahawa hasil pembangunan sangat berkesan dan memberi impak yang
positif kepada guru prasekolah semasa menggunakan perisian multimedia tersebut. Di
dalam masa yang sama Teori Multimedia menurut Mayer juga digunakan sebagai
panduan untuk pembangun bangunkan perisian multimedia menggunakan prinsipprinsip multimedia yang sesuai. Oleh kerana pembangun bangunkan perisian
multimedia ini khas untuk guru-guru prasekolah, maka pembangun telah mengikut
Kurikulum Standard Prasekolah Kebangsaan yang telah ditetapkan oleh Kementerian
Pelajaran Malaysia. Di dalam perisian multimedia secara bertema ini menerapkan
Tunjang Komunikasi yang menggabungkan kemahiran bertutur, kemahiran membaca,
kemahiran mendengar dan kemahiran menulis.

Semasa proses penilaian ataupun

pengujian perisian multimedia secara bertema penyelidik menggunakan dua


instrumen iaitu soal selidik dan temubual ke atas setiap seorang guru prasekolah.
Pemerhatian juga dilakukan ke atas kanak-kanak prasekolah semasa proses
pengajaran dan pembelajaran berlaku.

3.4

Instrumen Kajian

Instrumen ataupun kaedah kajian yang digunakan ialah borang soal selidik
dan soalan temubual yang akan diberikan kepada guru prasekolah dan juga
pemerhatian dilakukan ke atas semua kanak-kanak prasekolah semasa proses
pengajaran dan pembelajaran berlaku bagi mengetahui tahap penerimaan maklumat
yang disampaikan oleh guru prasekolah kepada kanak-kanak prasekolah dengan
menggunakan perisian multimedia interaktif mengikut matlamat Kurikulum Standard
Prasekolah Kebangsaan (KSPK). Isi kandungan borang soal selidik terdapat 16 soalan
manakala bagi temubual terdapat 9 soalan yang telah penyelidik sediakan. Bagi
menentukan kesahan (validity) instrumen kajian, penyelidik telah menjalankan kajian
rintis bagi tujuan menjalankan ujian kebolehpercayaan (realibility test) dengan
mengedarkan borang soal selidik. Borang soal selidik yang digunakan telah diubah
suai dari Jamaluddin dan Zaidatun (2001). Borang soal selidik telah diedarkan
kepada 30 orang responden yang dipilih bagi tujuan mendapatkan maklum balas
823

berkenaan dengan koswer yang dibangunkan. Responden terdiri daripada guru-guru


prasekolah dan pelajar Sarjana Universiti Pendidikan Sultan Idris.

Bagi mengetahui maklumbalas daripada guru sebagai pengguna selain soal


selidik dan temubual, pembangun juga melakukan kaedah peer review atau tinjauan
daripada rakan telah dilakukan dengan memberi mereka menggunakan koswer dengan
menggunakan komputer riba bagi mendapatkan komen tentang penghasilan koswer
tersebut. Hasilnya, mendapati kaedah pengajaran guru berbantukan perisian
multimedia sesuai menggunakan Tunjang Komunikasi dan Bahasa. Ia sejajar dengan
matlamat Kementerian Pelajaran Malaysia supaya mengikut Tunjang yang telah
mereka perkenalkan kepada prasekolah beserta modul bertema yang dibekalkan.
Kesimpulan yang dapat dibuat hasil daripada pembahagian soalan soal selidik
mendapati dari sudut motivasi guru bersetuju koswer ini seronok dipelajari, ingin
menggunakan lagi jika diberi peluang dan dengan maklumat pembelajaran di dalam
koswer menarik minat mereka. Manakala dari sudut Reka bentuk Antaramuka pula
guru bersetuju bahawa menyukai imej yang digunakan di dalam koswer ini,
menggunakan warna latar belakang yang sesuai dan menyukai butang yang digunakan
di dalam koswer ini. Namun begitu, guru besederhana setuju dengan tulisan yang jelas
dan mudah dibaca kerana ia nampak kecil jika tidak menggunakan papan putih
semasa pengajaran. Bagi Reka bentuk Tunjang Komunikasi guru bersetuju dengan
arahan yang terdapat di dalam koswer mudah digunakan dan jelas untuk dibaca,
muzik yang digunakan ke atas butang utama di dalam koswer ini dan ingin
menggunakan koswer jika diberi peluang serta sederhana setuju dengan penyampaian
isi pelajaran teratur dan senang diikuti. Akhir sekali, dari sudut keselesaan dan
kesenangan kepenggunaan pula pelajar amat bersetuju koswer ini senang digunakan,
dan bersetuju tidak menghadapi masalah seperti kesesatan semasa meneroka koswer
dan boleh keluar dari koswer pada bila-bila masa yang dikehendaki. Mengikut Hair
(2003), tahap penerimaan kebolehpercayaan sesuatu instrumen kajian menunjukkan
responden telah menjawab soalan atau pernyataan dalam keadaan konsisten. Bagi
menjamin kualiti soal selidik yang dibina, pembangun telah menjalankan ujian
kebolehpercayaan item soal selidik dengan mendapatkan nilai Alpha Cronbach
menggunakan perisian SPSS 16. Daripada output statistik kebolehpercayaan, didapati
pekali Alpha Cronbach keseluruhan soal selidik ini ialah 0.938. Secara keseluruhan,
nilai pekali kebolehpercayaan ini adalah terbaik dan item soal selidik yang
824

dibangunkan boleh dipercayai mengikut garis panduan nilai Cronbach Alpha.


Terdapat empat pembolehubah yang penyelidik gunakan untuk pembahagian soalan
soal selidik iaitu Motivasi, Reka bentuk Antaramuka, Reka bentuk Tunjang
Komunikasi dan Keselesaan dan Kesenangan Kepenggunaan. Hasil ujian Cronbach
Alpha yang dijalankan ke atas 30 responden adalah seperti di dalam Jadual 3.1 di
bawah:

Jadual 3.1 : Keputusan Ujian Kebolehpercayaan


Cronbach Alpha

Pembolehubah

Kajian Sebenar (n=30)

Motivasi

0.784

(S2, S6, S14, S16)


Reka bentuk Antaramuka
(S7, S8, S9, S10)
Reka bentuk Tunjang Komunikasi
(S3,S4,S5, S15)
Keselesaan dan Kesenangan Kepenggunaan
(S1, S11, S12, S13)

0.815

0.786

0.892

Daripada keputusan tersebut, setelah ujian kebolehpercayaan ke atas data


dibuat, pembolehubah bagi Reka bentuk Antaramuka

dan Keselesaan dan

Kesenangan Kepenggunaan melepasi tahap kebolehpercayaan yang sangat baik.


Manakala pembolehubah bagi aspek Motivasi dan Reka bentuk Tunjang Komunikasi
melepasi tahap kebolehpercayaan yang baik.

4.0

DAPATAN KAJIAN DAN PERBINCANGAN

Terdapat dua instrumen yang digunakan penyelidik untuk memperolehi


kebolehgunaan koswer iaitu borang soal selidik dan temubual yang dianalisa hasil
daripada dapatan guru manakala kaedah pemerhatian dilakukan ke atas kanak-kanak
prasekolah semasa proses pengajaran dan pembelajaran berlaku di dalam kelas.

825

4.1

Dapatan daripada Guru

Hasil dapatan daripada guru dengan menggunakan soal selidik dan temubual
bagi melihat kebolehgunaan perisian multimedia secara bertema berasaskan Tunjang
Komunikasi telah menghasilkan empat aspek iaitu Motivasi, Reka bentuk
Antaramuka, Reka bentuk Tunjang Komunikasi dan juga Keselesaan dan Kesenangan
Penggunaan. Nilai skor min yang dicatatkan berada pada tahap tinggi bagi setiap
aspek iaitu bagi aspek Motivasi nilai min sebanyak 4.55, aspek Reka bentuk
Antaramuka pula nilai minnya ialah 4.50, untuk aspek Reka bentuk Tunjang
Komunikasi pula nilai min sebanyak 4.53 dan aspek yang akhir iaitu Keselesaan dan
Kesenangan Penggunaan nilai minnya ialah 4.67. di dalam temubual juga terdapat
responden yang menyokong kebolehgunaan perisian multimedia ini sebagai alat bantu
mengajar. Guru-guru amat berpuas hati dengan penghasilan perisian multimedia yang
menggunakan model ADDIE ini, kerana ia dapat melancarkan proses pengajaran dan
pembelajaran mereka. Koswer ini juga telah menghasilkan komunikasi dua hala yang
sangat baik di antara guru dan kanak-kanak prasekolah.

i) Soal Selidik

Soal selidik ini dibina dan diubah suai berdasarkan soal selidik yang
digunakan oleh Jamaluddin, Baharuddin & Zaidatun (2001). Pengkaji membina soal
selidik yang berasaskan kepada skala likert dan ianya dipilih kerana mempunyai
kebolehpercayaan dan kesahan yang tinggi. Skala pemeringkatan likert 1 hingga 5
digunakan oleh responden dalam membuat pilihan jawapan dengan hanya
membulatkan jawapan yang dipilih pada nombor likert. Seterusnya, ianya dapat
dilihat melalui borang soal selidik yang telah diedarkan kepada guru prasekolah. Di
dalam proses menganalisis data, pengkaji mengkategorikan daripada lima
pemeringkatan skor skala likert kepada tiga peringkat. Ia bertujuan bagi mengelaskan
setiap item kepada tahap-tahap tertentu.

Dapatan I : Kebolehgunaan Koswer

Mengikut

Jamaluddin, Baharuddin & Zaidatun (2001) soal selidik

membahagikan kepada lima perkara namun telah diubahsuai mengikut kehendak


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pengkaji. Aspek tersebut terdiri daripada aspek motivasi, reka bentuk antaramuka,
reka bentuk tunjang komunikasi dan juga keselesaan dan kesenangan penggunaan.
Jadual 5.1 menunjukkan min bagi setiap aspek kebolehgunaan koswer oleh guru.
Jumlah min yang tinggi iaitu 4.56 telah membuktikan bahawa koswer tersebut boleh
digunakan oleh guru prasekolah.

Berdasarkan kajian dapat dilihat nilai min bagi setiap soalan yang berkaitan
dengan reka bentuk antaramuka. Soalan 7 mempunyai nilai min sebanyak 4.20 yang
mana apabila merujuk kepada jadual 5.2 iaitu nilai skor min menunjukkan skor berada
pada tahap tinggi . Soalan 8 pula mempunyai nilai min sebanyak 4.47 dan berada pada
julat 3.50 hingga 5.0. Ini juga menunjukkan nilai min soalan 8 berada pada tahap
tinggi. Soalan 9 pula mempunyai nilai min sebanyak 4.53 dan berada pada tahap
tinggi. Seterusnya soalan 10 mempunyai nilai min sebanyak 4.77

dan ini juga

menunjukkan skor min bagi soalan 10 berada pada julat 3.50 hingga 5.0 di tahap yang
tinggi. Ini membuktikan bahawa reka bentuk antaramuka perisian multimedia ini
adalah amat sesuai digunakan oleh guru prasekolah di dalam proses pengajaran dan
pembelajaran sebagai alat bantu mengajar. Min keseluruhan bagi reka bentuk
antaramuka koswer iaitu 4.50 menunjukkan nilai yang tinggi. Ini bermakna guru
prasekolah bersetuju dengan pembangunan reka bentuk antaramuka perisian
multimedia.

Dapatan II : Reka bentuk Tunjang Komunikasi

Berdasarkan Jadual 5.3 dapat dilihat nilai min bagi setiap soalan yang berkaitan
dengan Reka bentuk Tunjang Komunikasi. Soalan 3 mempunyai nilai min sebanyak
4.67 yang mana apabila merujuk kepada jadual 5.1 iaitu nilai skor min menunjukkan
skor berada pada tahap tinggi . Soalan 4 pula mempunyai nilai min sebanyak 4.40 dan
berada pada julat 3.50 hingga 5.0. Ini juga menunjukkan nilai min soalan 4 berada
pada tahap tinggi. Soalan 5 pula mempunyai nilai min sebanyak 4.63 dan berada pada
tahap tinggi. Seterusnya soalan 15 mempunyai nilai min sebanyak 4.43 dan ini juga
menunjukkan skor min bagi soalan 15 berada pada julat 3.50 hingga 5.0 di tahap
yang tinggi. Ini membuktikan bahawa Reka bentuk Tunjang Komunikasi yang telah
dimasukkan di dalam perisian multimedia ini adalah amat sesuai digunakan oleh guru
prasekolah semasa mengajar tajuk yang berkaitan dengan Tunjang Komunikasi
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terutamanya semasa mengajar modul bertema. Dengan jumlah min keseluruhan


sebanyak 4.53 telah membuktikan bahawa guru prasekolah bersetuju dengan Reka
bentuk Tunjang Komunikasi yang dimasukkan di dalam perisian multimedia.

ii) Temubual

Temubual di lakukan ke atas setiap responden iaitu guru prasekolah. Seramai


30 orang responden di temubual. Namun begitu hanya lima orang responden sahaja
yang dipilih untuk menyatakan pandangan mengenai kebolehgunaan perisian
multimedia dan kesesuaian tunjang komunikasi di dalam reka bentuk koswer. Hasil
daripada komen yang penyelidik terima daripada guru 1 selaras dengan dapatan
Kajian Gaya Tadika Malaysia Masa kini oleh Bahagian Perancangan dan
Penyelidikan Pelajaran (KPM,1984) bahawa guru hendaklah bermesra dengan kanakkanak, pandai mengambil hati mereka, menggunakan suara yang meyakinkan,
menggunakan cara dan teknik pengajaran yang mudah. Salah satu teknik pengajaran
yang mudah iaitu menggunakan koswer yang berpandukan tunjang komunikasi
mengikut Kurikulum Standard Prasekolah Kebangsaan (2010) iaitu kemahiran
membaca, kemahiran mendengar, kemahiran bertutur dan kemahiran menulis. Ia juga
disokong oleh guru 5, 10, 12, 17 dan juga 25 mengenai koswer berkenaan.

Komen aspek bahasa dan komunikasi daripada guru 6 disokong oleh kajian
Zulkifli (2007), yang menyatakan bahasa yang mudah dan intonasi yang bersesuaian
perlu dalam komunikasi dengan kanak-kanak. Ini dapat memudahkan pemahaman
kanak-kanak akan mesej yang disampaikan. Namun guru perlu kerap menggunakan
kedua-dua bahasa Melayu dan bahasa Inggeris di dalam komunikasi. Penggunaan
kedua-dua bahasa ini boleh membantu kanak-kanak di dalam penguasaan kemahiran
membaca, kemhiran mendengar, kemahiran bertutur dan juga kemahiran menulis
berpandukan tunjang komunikasi. Ia amat disokong oleh guru 2, 16, 20, 27 dan juga
guru 29. Berdasarkan komen daripada guru 9 yang melibatkan ingatan kanak-kanak
ketika belajar menggunakan koswer bersesuaian dengan teori kognitivisme, kerana
dengan penambahan pengetahuan di dalam ingatan jangka panjang akan memberi
perubahan ke atas struktur pengetahuan seseorang (Gagne 1985). Teori ini memberi
tumpuan kepada proses mengetahui dan memperolehi ilmu pengetahuan melalui
proses celik akal iaitu memproses maklumat dengan cara mengadakan perbincangan,
828

penaakulan, penyelesaian masalah dan aktiviti percambahan fikiran, maklumatmaklumat ini akan disimpan dan dikeluarkan kembali apabila diperlukan. Kanakkanak akan menerima maklumat yang berbentuk gambar dahulu berbanding bentuk
lisan yang terdapat di dalam koswer kerana visual lebih mudah bagi mereka untuk
ingat dan di simpan dalam ingatan jangka panjang. Perisian multimedia yang
dibangunkan haruslah menyediakan gambar yang mudah serta imej yang sebenar
supaya proses penerimaan maklumat kanak-kanak lebih cepat dan ia juga turut
disokong oleh guru 3, 4, 19, 21 dan 24.

Berdasarkan komen guru 11 pembangunan koswer yang penyelidik bangunkan


mengikut Kurikulum Standard Prasekolah Kebangsaan dan berlandaskan prinisip
amalan bersesuaian dengan perkembangan dan teori pembelajaran konstruktivisme di
mana kanak-kanak membina pengetahuan sendiri, pengajaran tidak dijalankan secara
spoon feeding, kanak-kanak diberi peluang untuk berfikir dan menyelesaikan masalah
serta guru mengajar dengan mengaitkan dengan pengalaman seharian murid (KSPK,
2010). Seperti di dalam latihan yang disediakan di dalam perisian multimedia yang
memerlukan kanak-kanak berfikir untuk menjawab soalah yang disediakan setelah
guru mengajar. Ini bagi melihat daya penaakulan dan penerimaan maklumat untuk
disimpan di dalam ingatan jangka masa panjang mereka. Penyataan itu amat disokong
oleh guru 7, 14, 18, 23 dan juga guru 28. Secara keseluruhan komen daripada guru 13
telah membuktikan aspek komunikasi telah diwujudkan di dalam koswer dengan
adanya semua kemahiran iaitu kemahiran mendengar, kemahiran membaca,
kemahiran bertutur kecuali kemahiran menulis tidak dimasukkan di dalam koswer
tetapi guru memberikan latihan menggunakan kertas. Walaupun di dalam perisian
multimedia tidak di masukkan kemahiran menulis tetapi pembangun telah
menyediakan bahagian latihan yang menyediakan gambar-gambar yang selalu di
gunakan oleh guru prasekolah semasa mengajar. Jadi ianya tidak memberi beban
kepada guru-guru untuk menyediakan latihan di dalam kemahiran menulis untuk
kanak-kanak prasekolah. Pendapat mengenai inisiatif yang dilakukan oleh guru turut
di sokong oleh guru 8, 15, 22, 26 dan juga guru 30 bagi membantu kanak-kanak mahir
menulis.

829

4.2

Dapatan daripada Kanak-kanak

Dapatan kajian ini turut disokong dengan pemerhatian oleh pengkaji. Melalui
pemerhatian yang dilakukan reaksi serta respon positif yang diterima daripada kanakkanak prasekolah semasa menjalankan kajian. Komunikasi yang berlaku di antara
guru dengan kanak-kanak amat memberangsangkan. Berlaku interaksi dua hala di
antara mereka semasa menggunakan perisian multimedia interaktif tersebut. Gaya
serta kaedah pengajaran guru prasekolah di dalam menyampaikan pengajaran
memberi impak kepada kanak-kanak prasekolah semasa proses pembelajaran berlaku.
Imej yang terdapat di dalam persisian multimedia tersebut telah membantu kanakkanak memahami serta mengenali objek yang sebenar. Ia juga dapat membantu
kanak-kanak semasa membuat latihan sama ada latihan yang diberi oleh guru
mahupun latihan di dalam perisian multimedia tersebut.

5.0

CADANGAN DAN KESIMPULAN

Setiap kajian akan mempunyai kajian lanjutan bagi membantu pengkajipengkaji yang akan lakukan kajian. Terdapat beberapa cadangan kajian lanjutan yang
telah pengkaji sediakan iaitu:

1)

Menguji Keberkesanan Modul Bertema Di Dalam Tunjang Komunikasi


Dengan Lebih Mendalam

Cadangan kajian lanjutan ini dibuat supaya pengkaji seterusnya dapat menguji
keberkesanan tunjang komunikasi dengan lebih mendalam. Setiap aspek komunikasi
iaitu kemahiran membaca, kemahiran mendengar, kemahiran bertutur dan juga
kemahiran menulis akan dikaji keberkesanan setiap kemahiran tersebut dengan lebih
mendalam.

2)

Penilaian Modul Bertema Dalam Aspek-Aspek Lain seperti Kognitif ataupun


Psikomotor

Penilaian bagi modul bertema yang telah digariskan oleh Kementerian Pelajaran
Malaysia boleh dikembangkan dengan menilai dari aspek yang berlainan seperti
830

melihat aspek kognitif, psikomotor, dan sebagainya. Penilaian ini juga boleh dilihat di
dalam pelbagai tunjang yang ada di dalam silibus pelajaran prasekolah. Berdasarkan
dapatan daripada kajian yang dijalankan, tujuan yang dibina pada awal kajian telah
dicapai dengan semua persoalan kajian telah dijawab. Terdapat beberapa rumusan dan
kesimpulan yang telah dibuat. Tujuan kajian yang pertama ialah merekabentuk
pembangunan

perisian

multimedia

interaktif

dengan

menerapkan

Tunjang

Komunikasi. Hasil kajian menunjukkan, perisian multimedia bertema berasaskan


Tunjang Komunikasi dapat meningkatkan motivasi kanak-kanak prasekolah. Tujuan
kedua kajian ialah menguji kebolehgunaan perisian multimedia berasaskan empat
aspek iaitu motivasi, reka bentuk antaramuka, reka bentuk Tunjang Komunikasi serta
keselesaan dan kesenangan penggunaan. Hasil kajian perisian multimedia bertema
berasaskan Tunjang Komunikasi mempunyai reka bentuk antaramuka yang sesuai
digunakan untuk proses pengajaran dan pembelajaran.

RUJUKAN

Ab. Ghani., Azmi, A., & Mohd Nor, H. (2009). ICT Literacy (ICTL) Programme :
THE MALAYSIAN EXPERIENCE. Proceedings of UNESCO- APEID
International Conference World Bank-KERIS High Level Seminar on ICT in
Education: ICT Transforming Education.

Bandura, A. (1986). Social Lerning Theory. Kuala Lumpur: PTS Publications &
Distributor Sdn. Bhd.

Gordon, J., & Zemke, R. (2000) The attack of ISD. Training Magazine. Vol 37(4) pp
42-53.

Hair, J., Money, A., Samouel, P., Y & Babin, B. (2003). Essential of Business
Research Methods, New York: John Wiley and Sons Inc.

Jamaluddin Harun & Zaidatun Tasir, (2001). Pengenalan Kepada Multimedia. Kuala
Lumpur : Venton Publishing Sdn. Bhd.

831

Karuovic, D., & Radosav, D.(2009). Adaptive User Interface Design In Multimedia
Courseware. Diperolehi pada 5 Julai 2010 daripada IEEE Xplore database.

Kementerian Pendidikan Malaysia. (2003). Huraian Kurikulum Prasekolah


Kebangsaan. Kuala Lumpur : Pusat Perkembangan Kurikulum.

Kementerian Pendidikan Malaysia. (2009). Kurikulum Standard Prasekolah


Kebangsaan Prasekolah. Kuala Lumpur: Bahagian Pembangunan Kurikulum.

Kementerian Pendidikan Malaysia. (2010). Kurikulum Standard Prasekolah


Kebangsaan Prasekolah. Kuala Lumpur: Bahagian Pembangunan Kurikulum.

Mayer, R.E. (2001). Multimedia learning. Cambridge, UK: Cambridge University


Press.

Paivio, A. (1986). Mental representations: A dual coding approach. Oxford: Oxford


University Press.

Rafidah Binti Sitam (2009). Teori Perkembangan Kognitif (Piaget & Vygotsky).
Jurnal Mingguan.

832

DEVELOPING NATIONAL IDENTITY IN MULTICULTURAL SCHOOL


Mazlena Mohd Shah1
1

Kolej Poly-Tech MARA Ipoh,

mazlena@gapps.kptm.edu.my

ABSTRACT

In any society, the educational system is closely related to societal needs and
thus it cannot ignore the political, economic and cultural-ideological factors
which influence its functions. As a result, educational systems have
environments that give them purpose and meaning and define their functions,
limitation sand conflicts. In Malaysia, since independence one of the national
objectives has been unity;hence forth, all the enacted educational policies have
stated that unity is their overarching objective. The National Language Policy
declared that Malay language is the national language and medium of
instruction in the national schools. The centralized school curriculum and
examination, and the inclusion of subjects like civic studies, are attempts to
ensure integration, tolerance, and national consciousness. The notion of
Bangsa Malaysia, which means one Malaysian race introduced by Dr.
Mahathir Mohamad in 1991 as part of his vision of 2020, aimed at bringing
greater national integration among the various ethnic groups within the
country. Schools encourage students of one race to make an effort to study and
understand the other races, their cultures, beliefs, and religions. For example:
the Indians must understand all about their Malay and Chinese fellow
Malaysians, and the same applies to the Malays and Chinese. Teachers who
address the differences and add them to the curriculum will succeed in
creating a multicultural classroom that will advocate the educational goals of
all students.

833

1.0

INTRODUCTION

Since achieving independence fifty-five years ago, Malaysia has undergone


economic transformation in terms of diversification of its agriculture in the 1960s to
manufacturing in the 1970s-1980s, and then to technology-based development since
the 1990s. These achievements came as a result of the ability of Malaysians, diverse
in their culture, to tolerate, and to live and work together in realising the countrys
overall goals of growth and prosperity.

Until recently, the predominant view of multicultural education in the United


States has been the assimilation or melting-pot perspective in which microcultures
are expected to give up their cultural identities in order to blend in or become
absorbed by the predominant mainstream society or macroculture (Gloria M. AmenyDixon, 2000).

The basis for conflict between the ethnic groups stems from identity
contestation in the form of language and culture. In the 1970s, the Malays advocated
that the core of the national culture should be that of the Malay. This assimilative
approach was unkindly viewed by the Chinese and the Indians. Relationships between
the ethnic groups are rather complex, intricate and sensitive, especially when dealing
with matters of religion, culture and language. These features are important in identity
contestation, a phenomenon created by the British in the context of colonial
knowledge and its investigative modalities. According to Shamsul, it is through the
colonial practice of codifying, documenting and representing the social, cultural,
economic and political state in history that modern identities in Malaysia like
Malay/Malayness,

Chinese/Chineseness

and

Indian/Indianess

have

emerged,

consolidated and fortified. Realizing the danger of creating distrust among the ethnic
groups the government had rescinded the assimilation strategy and sought the policy
based on the multicultural model.

834

2.0

LITERATURE REVIEW

Since independence in 1957, Malaysia (Malaya, Singapore, North Borneo and


Sarawak) was very much a plural society and very much a model as described by
inheriting social, economic and politicalvestiges of the colonial policy of divide
andrule.Relations between ethnic groups were full of distrust. A nation would not be
able to be forged in such a situation. Thus, thetask of national integration has to be
seriously and immediately undertaken and indeed this is a massive challenge. The
term integration hasbeen defined as a process whereby politicalactors in several
distinct national settings arepersuaded to shift their loyalties, expectationsand political
activities towards a new centre. In brief, national integration is a process of bringing
together discrete elements of a society intoa more integrated whole, or to make out
ofmany small and diverse societies a closerapproximation of one nation.

Social scientists have studied the process of national integration from three
universal theoretical perspectives. First, the general systems theory analyzes whether
there is a regular and continuing inter-connectedness in the subsets or elements of a
system. Inter-connectedness is the main ingredient in the formation of value
congruence in a system. The formation of value congruence is why all ongoing social
systems actually show a tendency toward a general system of common cultural
orientation. Second, the transactional or communication salience theory of others has
also been used to explain both the degree to which people are connected and the way
changes in the direction of communication affect the direction of integration. The
movement of mass populations into different regions of a country is a significant way
of achieving integration between a people and its territory, and also between different
groups within the population.

2.1

Education in Malaysia

It is not easy to identify the forms of institutional support for a multicultural


835

environment. Some of the studies have explicitly clarified the institutional support
that has direct impact on teacher education . Learning about each others cultures, and
also learning about cultures they dont know together, like the Tainos (Dr. James A.
Banks, 2000). The really important thing I want to point out is that its not the race of
the teacher, but a set of cultural characteristics that make them effective with children
of color. It is essential to explore the efforts of a larger institution that have indirectly
and subtly affected teacher education programs. Clearly, most institutions of higher
learning are gatekeepers for the status quo, and usually are reluctant to change. Any
announced policy would have an impact on the education equity in a campus. Then,
what issues should be recognized in order to diversify an institution? What progress
has been made by other institutions approved to be useful for teacher education
programs? And why is it so difficult to make change in an institution?

Education is a deliberate attempt to construct human beings who will


participate in society as productive citizens. It is the most contested terrain in any
society, and it is a battlefield or a conveyer belt for the creation of human beings.
Malaysia has succeeded in investing education in a way that made it a model to be
followed for peaceful coexistence and acceptance of multiculturalism and multisectarianism, based on its educational curricula.

The mission of the Ministry of Education in Malaysia is to produce world


class education and ensure the development of the individuals potentials and to fulfill
the nations aspirations. Education is fundamental to the inculcation of values and
ethics which ultimately shape the nation's character, growth and social cohesion. The
seeds of national unity must be sown among the young, and they must be taught and
convinced of the benefits of peaceful co-existence. Education should promote the
development of inner peace in the minds of students so that they can establish more
firmly the qualities of tolerance and compassion. It should, also, cultivate feelings of
solidarity and equality at the national level. Formal education in Malaysia is overseen
by two government ministries: the Ministry of Education (Kementerian Pelajaran)
for matters up to the secondary level, and the Ministry of Higher Education
836

(Kementerian Pengajian Tingg) for matters regarding tertiary education. Primary


education is free and compulsory for children from all ethnic and language groups.
Although education is the responsibility of the federal government, each state has an
education department to help coordinate educational matters in their respective states.
The education system is highly centralized, particularly for primary and secondary
schools, with state and local governments having little say in the curricula or other
major aspects of education. Multicultural education consist of beliefs and
explanations that recognizes and values the importance of ethnic and cultural
diversity which shapes lifestyles, social experiences, personal identities, and
educational opportunities of individuals, groups and nations. Multicultural education
also prescribes what should be done to ensure equitable accessibility and treatment
for diverse groups in schools and in the society as a whole (Ephraim Gorham, 2001).

The major challenges experienced in multicultural education are (a) the lack
of proper academic structure to address the different needs of students from various
cultural backgrounds and needs to forward multicultural curriculum transformation,
(b) the inability of the students to participate in meaningful academic processes and
(c) the experience of prejudice and segregation directed to students from multicultural
background by teachers, classmates, and the people from the community. Cultural
pluralism, within a democratic sense, assumes that different political, religious, or
ethnic groups can equally exist within a single society. Also, it demands that political,
economic, social, and educational opportunities are equally provided for each cultural
group. It is not an issue in this study to discuss and promote an insight into how
political, economic, and social institutions, principles and criteria, and power relations
are to be established and to be functioning in a pluralistic society (Rasit Celik, 2014).
These factors along with other factors hinder multicultural societies from achieving
high quality education especially the education provided to students not of the
dominant culture. The same thing can be said about the educational system in Turkey.
In Turkey, the attention of the educational system to the diverging cultural needs of
each student group has remained asymmetrical and inadequate resulting in
inappropriate and irrelevant education received by students in all levels of education.
837

The seven characteristics of multicultural education outlined by Nieto and


Bode as follows. Multicultural education is (1) an antiracist approach that focuses on
racist and discriminatory problems in order not to accuse anyone but to provide hope
for biasedfree society. Multicultural education is to be recognized as elements of the
curriculum as reading and writing since it is (2) basic education. Therefore, since it is
basic education, multicultural education is (3) important for all students. Also, it is a
dynamic (4) process that evaluates and revises its educational materials and program
in accordance with the dynamic nature of multicultural social structure. Multicultural
education is (5) pervasive. Schools that recognize these principles require
multicultural education at every level of their curriculum, reflects multicultural
characteristics in physical aspects of schools too, and multicultural education
eventually becomes a way of thinking rather than a segregated program. The last two
characteristics of multicultural education are (6) social justice oriented and (7) critical
pedagogy. For the two authors, multicultural education is not in favor of status quo.
Instead, it promotes students development in taking action in social changes.
Multicultural education encourages students and communities to realize, share, and
overcome social difficulties and injustices (Rasit Celik, 2014). Multicultural
education in Turkey needs to be reconsidered in accordance with allowing the right to
education for all people and in keeping with global justice. Development of
multicultural education curriculum in Turkish higher education should focus on
protecting the cultural heritage of each of the international students and people from
different backgrounds to encourage tolerance. The school curriculum should be
reformed so that students will view concepts, events, issues, and problems from
different ethnic perspectives and points of view. He argues that conceptualizing the
curriculum and making ethnic content an integral part of a transformed curriculum
should be distinguished from merely adding ethnic content to the curriculum. Ethnic
content can be added to the curriculum without transforming in or changing its basic
assumptions, perspectives, and goals.

838

Many higher education institutions and Kindergarten-12 schools have bans on


hate speech in order to ensure civility and protect the rights of all students, including
students from minority groups with beliefs and speech deemed offensive by certain
groups. Some of the primary goals of hate speech bans include preventing students
from being offended, feeling uncomfortable, or having their feelings assaulted by
ideas or language that they consider hateful. Without much doubt, language can
hurt, and many minority group members have been the targets of racial, sex,
religious, and ethnic bigotry. Despite the noble intentions of these hate speech bans,
the courts have ruled that they are an unconstitutional violation of the First
Amendment . While schools have an obligation to protect students from
discrimination (actual behavior), it is impermissible to proscribe speech because it is
repugnant or insensitive to individuals or groups. Advocates of hate speech
prohibitions in colleges and public schools (albeit, students in Kindergarten-12
schools have more limits because of their age and compulsory attendance) often fail
to recognize that the First Amendment allows hate speech. The legal and
pedagogically rational response to biased, intellectually primitive, ignorant, crude, or
offensive speech is more enlightened speech based on facts, not the unconstitutional
suppression of speech.

2.2

New Trends in Malaysian Education

One of the initial reactions to the riots of 1969 was the formation of the
national ideology or Rukenegara (the nation's ideology). The belief in God is the first
statement of the National Ideology or Rukunegara which was formulated in 1970. It
has provided the direction for education, national unity, justice, liberty, diversity and
progress. It declares that Malaysians are dedicated to achieve a greater unity of all its
people, regardless of their ethnic origins or religion affiliations. The principles of
Rukenegara are: Faith in God, loyalty to king and country, upholding the constitution,
the

rule of law, and good behavior and morality.

839

The National Philosophy of Education (NPE) (Falsafah Pendidikan Negara),


was formulated in 1988, and regarded as a statement of vision for the Ministry of
Education in the pursuit of educational excellence. It is the core of all educational
programs and activities at all levels of schooling, from pre-school until tertiary
education. The Vision School is a government initiative to produce a Malaysian race
(Bangsa Malaysia) built on and the abolition of ethnic differences amongst its
citizens

Ethnic interaction can, among other things, promote a realistic sense of interethnic integration. This is because when groups work together toward common goals
further opportunities are presented for developing and discovering similarities of
interest and values. The vision school consists of three schools clustered in one
common area that is the Malay School, the Chinese School and the Tamil School.
Each school is given the autonomy to implement its own educational programs. The
three schools share some common physical amenities, such as the canteen, playing
fields, assembly areas and corridors. The aim is to bridge the gap amongst the
different ethnic groups as well as to inculcate a love for the country and to nurture
and sustain unity and tolerance. These three trends were landmarks in the fight
against discrimination and misunderstanding. They have achieved the greatest degree
of unity and social justice among members of the Malaysian community.

2.3

Civic and Citizenship Education (Pendidikan Sivik dan Kewarganegaraan)

In 2005, the Ministry of Education reintroduced the subject of Civic and


Citizenship Education so that students of various races and cultures could sit together
and be trained to deliberate on issues of common concerns as citizens. This is
important because if the exercise is well done, then as future citizens they will learn
to resolve critical issues affecting them through deliberation just as the founding
fathers of the nation did. Some of the goals of National and Civic Education are: to
produce a united Malaysia; to produce Malaysian citizens who are knowledgeable,
God fearing, well-behaved, competent and harmonious.
840

2.4

Multiculturalism

Multiculturalism is a system of beliefs and behaviors that recognizes and


respects the presence of all diverse groups in an organization or a society. It brings
together human beings from a variety of cultures to enable them to reach their fullest
potential.The understanding of other cultures is crucially important, and it may help
to maintain stability in society. Living in a multicultural society requires a high level
of understanding and respect of those from other cultures. It is important to address
racial differences effectively in the curriculum so youngsters can be exposed to
positive attitudes towards racial differences. The ultimate goal of education is the
development, in every individual, a sense of universal values and types of behavior
on which a culture of peace is predicated. People should understand and respect each
other, and negotiate on an equal footing, with a view to seek common grounds. Once
the social fabric is torn, it cannot easily be sewn together again. The main aim of
managing multiculturalism in Malaysia is to maintain national integration in which all
their various cultural communities could live alongside each other while maintaining
their own original identities. Multicultural education is a philosophical concept built
on the ideals of freedom, justice, equality and human dignity.

There are numerous definitions and perspectives of multicultural education to


reflect standpoints of specific disciplines or outlooks of different professional
organization. Based on a review of literature on multicultural education, several
scholars has described multicultural education a quite differently. For example,
multicultural education is a transformative movement in education that produces
critically thinking and socially active members of society. It is not simply a change of
curriculum or the addition of an activity. It is a movement that calls for new attitudes,
new approaches, and a new dedication to laying the foundation for the transformation
of society.

Multicultural education is designed to develop citizens in democratic societyby considering the needs of all students. It makes explicit how issues of race,
841

ethnicity, culture, language, religion, gender, and abilities/disabilities are intertwined


with educational process and content. In addition, multicultural education is an
approach to teaching and learning that is based upon democratic values and beliefs,
and affirms cultural pluralism within culturally diverse societies and an
interdependent world and it is based on the assumption that the primary goal of public
education is to foster the intellectual, social, and personal development of virtually all
students to their highest potential (p. 11). From these several different perspectives
and definitions, multicultural education is an inclusive teaching/learning process that
that involves all students in emerging a strong sense of self-esteem, discovering
empathy and tolerance for people of diverse cultural and ethnic backgrounds, and
experiencing equitable opportunities to achieve their fullest potential.

Multicultural education is an approach to teaching and learning that is based


on democratic values that affirm cultural pluralism within culturally diverse societies
in an interdependent world. There are currently two viewpoints or perspectives of
multicultural education in the United States, namely the assimilation or melting-pot
perspective and the pluralism or global perspective. The assimilation perspective of
multicultural education is that microcultures must give up their original culture and
identities in order to blend in or become absorbed into the predominant AngloWestern European culture. The global perspective is that microcultures can retain
many of their traditions such as language, religion, and social customs while adopting
many of the aspects of the predominant Anglo-Western culture. The global
perspective of multicultural education recognizes cultural pluralism as an ideal and
healthy state in any productive society and promotes equity and respect among the
existing cultural groups.

This principle allows the global perspective of multicultural education to


extend beyond equity pedagogy as the only way to counteract problems that have
been created by the assimilation perspective. With the rapidly increasing
interconnections among all nations, particularly now, as we face global issues related
to the ecosystem, nuclear weapons, terrorism, human rights, and scarce national
842

resources, institutions of higher education need to embrace the global perspective of


multicultural education if we are going to remain models of democratic societies in a
pluralistic world and stay academically competitive in relation to the rest of the
world. The purpose of this article is to explain the global perspective of multicultural
education and how institutions of higher education can use it to remain models of
academic excellence in pluralistic and democratic societies.

Multicultural education is an approach to teaching and learning that is based


on democratic values that affirm cultural pluralism within culturally diverse societies
in an interdependent world. There are currently two viewpoints or perspectives of
multicultural education in the United States, namely the assimilation or melting-pot
perspective and the pluralism or global perspective. The assimilation perspective of
multicultural education is that microcultures must give up their original culture and
identities in order to blend in or become absorbed into the predominant AngloWestern European culture. The global perspective is that microcultures can retain
many of their traditions such as language, religion, and social customs while adopting
many of the aspects of the predominant Anglo-Western culture. The global
perspective of multicultural education recognizes cultural pluralism as an ideal and
healthy state in any productive society and promotes equity and respect among the
existing cultural groups. This principle allows the global perspective of multicultural
education to extend beyond equity pedagogy as the only way to counteract problems
that have been created by the assimilation perspective. With the rapidly increasing
interconnections among all nations, particularly now, as we face global issues related
to the ecosystem, nuclear weapons, terrorism, human rights, and scarce national
resources, institutions of higher education need to embrace the global perspective of
multicultural education if we are going to remain models of democratic societies in a
pluralistic world and stay academically competitive in relation to the rest of the
world. The purpose of this article is to explain the global perspective of multicultural
education and how institutions of higher education can use it to remain models of
academic excellence in pluralistic and democratic societies.
843

2.4.1 The Global View of Multicultural Education

The American Council on Education, National Association for the


Advancement of Sciences and educators who have been personally involved in
promoting multicultural education in schools and at institutions of higher education
have identified several long-term benefits of the global perspective of multicultural
education. Some of these long term benefits are as follows: 1. Multicultural education
increases productivity because a variety of mental resources are available for
completing the same tasks and it promotes cognitive andmoral growth among all
people. 2. Multicultural education increases creative problem-solving skills through
the different perspectives applied to same problems to reach solutions.\ 3.
Multicultural education increases positive relationships through achievement of
common goals, respect, appreciation, and commitment to equality among the
intellectuals at institutions of higher education. 4. Multicultural education decreases
stereotyping and prejudice through direct contact and interactions among diverse
individuals.

The benefits and ultimately the goals of multiculturalism include the


following: the enhancement of equal educational opportunities; development of
ability to identify with and relate to other groups; reduction of racial discrimination;
core values inculcation; and promoting effective relationships between home and
school. In order to establish and sustain a successful teacher education program for
diversity, institutional support is critical. Lack of clarity about multiculturalism and
lack of diversity among faculty could hinder attempts to change teacher preparation
programs. (Hui-Min Chou, 2007). Students would benefit from a diverse faculty who
would be able to provide a variety of perspectives. Student teachers, with diverse
cultural knowledge, will make sense of unexpected perspectives from their students,
who come from various cultural backgrounds.

Over and above these, the benefits of multiculturalism have been revealed in a
number of studies. Researching on the importance of multiculturalism in higher
844

education, the above cited studies have established that multiculturalism in education
is beneficial in as far as it increases productivity because a variety of mental resources
are available for completing the same tasks and it promotes cognitive and moral
growth among all people. Over and above this, multiculturalism has been seen to
enhance creative problem-solving skills through the different perspectives applied to
same problems to reach solutions as well as increasing positive relationships through
achievement of common goals, respect, appreciation, and commitment to equality
among the intellectuals at institutions of higher education. The same authorities are
also in agreement that multicultural education renews vitality of society through the
richness of the different cultures of its members and fosters development of a broader
and more sophisticated view of the world.

2.4.2

Peer Culture and School Culture

In those teacher education classroom the elements of a strong peer culture was
apparent. Although in the beginning of this study peer culture was not one of the foci,
as the study progressed, issues related to the preservice teachers experience started to
connect with the classroom context and their shared culture. The difference between
the teachers perspectives and the students perspectives on the classroom community
indicate that there were two cultures operating in and around classroom community.
On the one hand, there was the school culture, which represented the rules,
regulations, and objectives of the teacher education program.

On many occasions, it is the cultural policies and orientation of the nationsstate that place minority communities at a disadvantage. Theorists of multiculturalism
maintain that most states, including western liberal democracies, have a majoritarian
cultural bias, i.e., their policies and practices express the culture of the majority. This
cultural orientation of the nation state places ethnic and cultural minorities at a
disadvantage in the public arena. Moreover, the continued presence of majority
culture in national and public life gives that culture certain legitimacy. Its customs
845

and practices appear to be neutral, and are often treated as symbols of the nation-state
rather than those of community.

2.5

Objective of the Study

This study examines the politics and practices of education in Malaysia within
the context of ethnicity and nation-building. The central focus in this paper is a
discussion of educational policies in terms of multi-ethnicity, multi-religions and
multi-languages. Though Jordan is not considered as multicolored as Malaysia, it
faces from time to time incidents of violence, intolerance and misunderstanding.
Lessons learned and their possible applications in the Jordanian context will be
examined.The study also explores the level of tolerance and understanding practiced
among Malaysian students regarding the diverse heritage in a multicultural classroom
environment and nation building. It stresses the government of Malaysia's efforts in
managing its complex ethnic, cultural and religious differences to bring about a sense
of national unity and a culture of peace and harmony through education. The research
seeks to examine how the ethnic, racial and cultural needs of a country's student
population are considered when creating the education policy of a country
.

3.0

METHODOLOGY

A qualitative analysis is employed in analyzing and identifying the various


factors contributing to the level of tolerance and understanding of other cultures
among young Malaysians and Jordanians. To fulfill the studys objectives, the
methods employed were library research with the emphasis on textual analysis,
interviews with students, teachers, school principals and administrators at the schools,
directorates of education at the ministerial levels. Observations while visiting schools
in both Jordan and Malaysia were also made.

846

4.0

QUESTIONS OF THE STUDY

The main questions addressed in the research are:


1. Whether and how a country's education policy can help to promote coexistence
rather than reinforce divides?
2. How education policies of Malaysia grapple with questions of diversity and
citizenship?
3. How divisive moments in a country's history are presented in its education
curriculum?

In summary, the rules and regulations stipulated by the government of


Malaysia is different from those stipulated by the government of Jordan when it
comes to multicultural tolerance and social cohesion. Besides, the national and civic
education curricula in Malaysia emphasize the concepts of national identity,
multiculturalism, tolerance and nation - building, while the curricula in Jordan
emphasize basically the loyalty to the regime and the nation as a whole. The curricula
of national and civic education in Jordan are not concerned with social conflicts
among the different sectors of the Jordanian society. They take the issues of social
cohesion and tolerance as face value with no attempt to question the reasons behind
tribal brawls and violence on campuses and in schools, and no serious attempts have
been made to find ways and means to alleviate the unfortunate incidents of violence
that erupt from time to time.

847

Table 4.1 : Content analysis of the national and civic education curricula in Malaysia

848

5.0

DISCUSSION

In view of the social, economic and political challenges that Jordan is facing
nowadays in light of the popular revolts in some Arab countries, the need has become
urgent to review the academic curricula in general and the national and civic
education curricula in particular. The revision would absorb the successful universal
international identity and its representation among the youth; thereby reaffirming to
them the concepts of allegiance and affiliation to become capable of dealing
positively and actively with the requirements of citizenship. I believe that the future
of Jordan lies in our ability to unite. National unity without a common identity is an
exercise in futility. People need to come to terms with the fact that we need to coexist in harmony, and this can only happen if there is genuine respect and acceptance
of differences. Public education should only serve the interests of unifying the society
and should clearly not have a divisive effect. It is the responsibility of the government
to develop and safeguard the education system which truly promotes the principle of
"unity in diversity". The goal is to maintain national integration in which all the
various cultural communities could live alongside each other while maintaining their
own original identities. Schools and institutions of education are in a unique position
to address the teaching and learning of diversity by creating an environment that will
allow positive interaction among students from different backgrounds. Unfortunately,
we are more inclined to search for differences rather than recognize commonalities.
Diversity among various groups should be a source of strength. If we can accept each
other, we can go a long way to unite Jordan and make it strong and resilient. While
stressing the whole, it is recognized that the individual has rights which should be
respected and not lightly encroached upon. We must be aware of the obstacles and
difficulties that lie in front of us in order to circumvent hurdles and strategize our
efforts in the most optimum manner. Co- curriculum activities encourage students to
interact with each other. Therefore, they will be able to get to know each other
closely. As a result, unity can be achieved. Students should be encouraged to reflect
upon their learning and be able to transfer it across the curriculum to situations
outside the curriculum. Through social cohesion, students will learn, understand,
849

accommodate and assimilate each other. Schools must act as the lighthouse of the
society, providing direction and guidance. One of the key instruments to create a
cohesive society is education. Achieving that will require resolve from the
government to remedy the causes, not just the symptoms. Nevertheless, the
educational policy alone cannot elicit tolerance, peace and cultural harmony. The
government has to rise up and play its role in bringing people to a melting pot where
everybody feels that justice and equality is fully served. There should be zero
tolerance to any ethnic or racial remarks and actions. All men are created equal, and
the government should bear that in mind.

Malaysia will remain one of the few nations in the world today, whose
experience and track record in dealing with many ethnicities and many cultures is a
useful one. It is useful for other countries to study closely and perhaps gain some
useful insights from it. Considering that we are all God's creation, we should be able
to work out ways by which we are able to live with one another in harmony and
mutual regard, just as we would with people of our own kind. The seeds of national
unity must be sown among the young. They must be taught and convinced of the
benefits of peaceful co-existence. While Malaysia can point to some measures of
success in its efforts, I would never presume to prescribe the exact Malaysian
experience to other countries since it may fail miserably when taken out of the
Malaysian context. Jordan must choose the path that suits its own circumstances.

REFERENCES
Dr. James A. Banks (2011).Multiculturalisms Five Dimensions, on Multicultural
Education

Ephraim Gorham (2001), Multicultural Teaching Competence As Perceived By


Elementary School Teachers, Dissertation Prospectus Submitted To The
Faculty Of The Virginia Polytechnic Institute And State University.
850

Gloria M. Ameny (2004) Why Multicultural Education Is More Important In Higher


Education Now Than Ever: A Global Perspective. -Dixon McNeese State
University.

Hui-Min Chou (2007).Essays in Education Volume 21, Summer, Multicultural


Teacher Education: Toward a Culturally Responsible Pedagogy,Institute of
Ethnology, Academia Sinica

Hui-Min Chou (2007). Multicultural Teacher Education: Toward a Culturally


Responsible Pedagogy, Institute of Ethnology, Academia Sinica.

Rasit Celik (2014). A History of Multicultural Education in the USA: Origins,


Approaches, and Misconceptions, The Online Journal of New Horizons in
Education Volume 2, Issue 4

851

INVESTIGATE THE VARYING NUMBERS OF LEARNERS


PERFORMANCE IN LEARNING PROGRAMMING BY INTEGRATING
VISUALIZATION AND PAIR PROGRAMMING IN PROGRAMMING
COURSES
Nurul Aini binti Sairuni1, Dr Marina Ismail2
1,2

University Teknologi MARA (UITM)

aqiss_highlander@yahoo.com, mailto:marina@tmsk.uitm.edu.my

ABSTRACT

This paper investigates the possible effect of applying two approaches which
is Pair Programming and Integrating Visualization Programming. Integrating
visualization programming into the programming courses have been used
increasingly in various education levels from children to higher learning
education. It is a way to increase the motivation, skills and understanding rate
among the students. There are many categories of programming learners such
as novices and expert. Most novice programmers will face some difficulties in
writing a program because they lack skills such as critical thinking and
problem solving. To overcome the incompetence problem among novices,
many teaching methods have been introduced, among which are the
visualization programming and the pair programming. The visualization
programming is installed on each PC for lab session. Meanwhile for the pair
programming process, each student in the pair plays their roles as driver and
navigator. Students need to exchange the roles between each other. Pair
programming will make the two people make the best design or optimal
solution. There are many ongoing researches that had been done to compare
the effectiveness of teaching programming and learning between the
traditional classrooms. For this study, carried out an experiment involving
visual programming and programming. Where all the students which consists
of 104 students divided into four groups, namely A ,B, C and D.Group A
representative group using traditional techniques, using techniques pair
programming is Group B, using visualization programming is Group C and
Group D programming technique uses a combination of
852

visualization

programming and pair programming. Each group consists of men and women
of a total of 26 students. Moreover, a technique that involves the selection of
pair programming must emphasize navigator and the driver. Method that used
in the selection of pairing is to consider the data and the results of CGPA
students and SPM Mathematics results. Besides that, the methods used in this
visual technique by applying the Ville as a tool for learning technique that run
for the Group C. The experiment consists of two categories: pre test and pos
test. Pre test carried out by all groups using the traditional method, while
Post Test performed according to different methods for each group.Purpose of
doing Pre and Post test to identify the level of student achievement after
answering questions quiz given.Therefore this research will investigate the
outcome of combining the two approaches that are pair programming and
visualization programming to increase the students performance in learning
programming. By involving the two approaches, a new teaching of
programming strategy can be achieved in terms of the teaching approach and
pedagogical strategies. The result and the finding from the research which
can be highlighted the performances of combining the two approaches; pair
programming and visualization programming more increase which is the
result by mean statistic is 80.0 while approach by using pair programming is
mean of statistic is 60.0 which same as well approach that use visualization
programming. Finally the result and finding for traditional method is 38.0 for
mean stastistic.The result shown that by combining the two approaches; pair
programming and visualization programming as the technique for learning
programming have been increased the performance of learning programming.

Keyword: learning programming, pair programming, software visualization,


visualization programming

1.0

INTRODUCTION

Traditional classrooms for learning and teaching programming are often set
wherein the instructor and the students interacts by listening their dialogues,
explaining by drawing in the whiteboard, Q&A session which text-based activities
and regular assessment given for students coursework. Students who are majoring in
853

computer science or information technology, they must learn programming which is


one of the core and important subjects (Jenkins, 2001). The rating of students
performance of learning programming should be worried. It is also the difficult course
for both instructor and learners. Learn programming need more effort, skills of
problem solving and critical thinking and also need special approach in the way to
learn and taught. The abilities of understanding the well beyond knowing the syntax
can make the student good in programming. It will take about ten years of experience
to turn a novice into an expert programmer (Essi lathinen et.al, 2006).

There are some techniques required to involve the two approaches, the
instructor nee to prepared the setting in the lab session, where student will sit by
pairing and each one of them need to play the roles as driver and navigator(Hanks, B.
F,2004) The instructor needs to divide the pairing according to their skills level. The
division of pairing is not just simply divide because instructor need to consider based
on their previous result.Mostly,students will learn more when they are teaching
somebodyelse.Responsibility of the driver will operates the keyboard and mouse,
meanwhile the navigator set their focus and following the execution on the screen and
alert to prevent any kinds of errors. They have a set of time before they need to move
position when switching the roles(Hanks, B. F.,2004).The cooperation between
pairing are important, each partners need to give pay attention to each other, including
looking to each other when they are talking and listening. Other than that, pair
programming will improve the spirit of teamwork and communication skills by doing
discussion to solve programming tasks.

Second techniques, the integration visualization programming, where the


visualization tool will be install in all PC in lab session. It is important to engage the
student with the interactive way, deliver the educational experience and has potential
to increasing the understanding of learn programming courses (Abdullah Mohd Zin
et.al, 2006). This visualization tool concept, when student write the code into the
screen, beside the screen will appear the animations, visual hints and interactivity to
employ several different learning styles which support the student activity (Abdullah
Mohd Zin et.al, 2006). For example, in lab session topic of the day is array; while
student write the code, it will appear animation to virtualize how the input data are
insert into stack of array. It is very help the novice programmer to imaging what
854

exactly concept of array. Many of visualization tools are available in educators to


follow and it is most persuasive and influential for programming courses.

2.0

PROBLEM STATEMENT

Currently, traditional method of teaching programming courses are involved


either in the classroom or lab session. Lecturer teaches based on writing in whiteboard,
based on text in module and give assessment. It will give some bad impact for those
student especially novice programmer to understand the syntax or concept of each
topic programming (Williams.L et.al., 2000).

Students use incorrect study methodologies.

Mostly students only memorize the formulas or procedures. Sometime; they


just memorize but do not complete understanding the underlying concepts. When
learn programming its requires different study method which should be essentially
practical and very intensive. It is not the same how the learn subject in theoretical
course. Some students believe that they can learn to program mostly through reading a
textbook, failing to understand that their main activity should be solving as many
programming problems as possible (Gomes, Anabela1, Mendes, A. J. ,2007).
Students dont work hard enough to acquire programming competences.

They are used to subjects where assisting classes and studying a text book is
enough. However programming demands intense work extra classes (Gomes,
Anabela1, Mendes, A. J.,2007).

Students lack specific programming expertise.

Many students programming difficulties are also caused by programming


specific errors and misconceptions. Sometimes we find students that dont know how
common programming structures work or have misconception about them. It is also
common that students demonstrate difficulties to detect simple syntactical and logical
programming errors (A. Gomes,et.al, 2006).
855

The lack of taxonomy of developing visualization programming that need to


implement in the class commonalities becomes the reason, why there is no single
framework capable being used in-visualization (Yehezel C.,2002).

Although no

standardization of framework

visualization

been developed by the

design,

developers.

thousands
In the

of

software

educational

field,

E-learning

has moved forward to visualization programming. Not only in the class that can apply
the visualization tools. The main constraints in developing visualization programming
are there is no standardization of visualization tool features has become a major
problem for developers in choosing the suitable visualization tools for educational
purposes (Essi lathinen et.al, 2006). This is very important because this is the way to
capture student engagement with the programming and increasing the strengthen of
students' understanding of the programming learning process.Additionally, the growth
of mobiles technology makes visualization tools can be accessed anywhere and
anytime.

In perspective of pair programming the problem occur which is when one of


the students in a pair is dominant or a very high scoring student as compared to the
other student. In such cases, the other student tends to become dormant, sometimes
due to a complex, sometimes due to the fear of being wrong while writing code, and
sometimes just to avoid work because it is being completed easily, thus becoming a
social loafer. The stronger student does most of the work, diminishing the learning
experience for the weaker partner (Stuart Wray, 2010).

3.0

LITERATURE REVIEW

This section will discuss the review of literature of previous research that is to
investigate the varying number of learners performance learning programming. This
section also will contain the two approaches that will implement to improve learning
programming: pair programming and integrating visualization tools. This literature
will aims by implement two approaches in classrooms or lab session for learning
programming courses. The efficiency result will be found by the arrangement of
assignment and quiz.Futhermore, instructor will know and survey of learner
comprehensive in learning programming process

856

3.1

Learning Programming

Learning programming may include the knowledge to understand the


programming tools and languages, problem-solving skills, and effective strategies for
program design and implementation. Mostly the common approach in programming
education, student will exposure with the basic of programming language and guide
the students how to choose optimal solution or effective strategies for the whole
programming process. In addition, learning of the basic concepts is often emphasized;
these form the basis for building more advanced skills (Isabel Huet ,2004).

There are several activities that may involve in learning programming such as
learning the language features, program design, and program comprehension.
Traditional approach that student will learn in textbooks and programming courses is
to start with declarative knowledge about a particular language.However,many studies
show the most difficulties that will faced mostly from novice programmers, so its

3.2

Pair Programming

In recent years, the growth of extreme programming (XP) has brought


considerable attention to collaborative programming. Developed over a fifteen year
period by Kent Beck and his colleagues, Ron Jeffries and Ward Cunningham .XP is a
computer software development approach that credits much of its success to the use
of pair programming by all programmers, regardless of experience (Robins. A, Janet
2001). There is 12 practices that involve in Extreme Programming, one of them is
practicing the pair programming. Mostly the pair programming implemented in
industry. Dimension pair programming in context of XP,requires of two programmer
which as a team will work simultaneously on the same programming design or
problem,algorithm,code and test.Technically,the two programmer will sit side by side
at one computer, one of member will role as driver who are actively design the code
and mostly controlling the keyboard and mouse.Another one of member as navigator
or non-driver ,constantly reviews the keyed data in order to identify tactical and
strategic deficiencies, including erroneous syntax and logic, misspelling, and
implementations that don't map to the design (Stuart Wray, 2010)Then after the
period of time, its have the role rotation between them.
857

Another definition of pair programming describes a programming technique


where all programming work is done by two programmers, working together at a
single PC (Greenwald,2014).Within the pair, work is split into two roles, known as
the driver and the navigator. The driver is the person at the keyboard, responsible for
the actual typing of the code being generated. The navigator is an active observer and
monitor of the code being written. The driver and navigator collaborate on all aspects
of the software development: design, coding, debugging, etc. They are in constant
communication, asking and answering questions of each other. The two programmers
may switch roles frequently in the course of a programming session

As we can see, why pair programming works in two people because it can
make better design decision than one person to solve the programming task (Stuart
Wray, 2010).We can characterize the flow of programming as a series of design
decisions that are translated into code.

3.3

Integrating Visual Programming

Nowadays, there is many visualization tool have been develop by developer


and used for long time in computer science or information technology education.
Since mostly they have been considered as beneficial for understanding and learning
the abstract and complex concepts of the field (Karavirta, V,2007). Most of the tools
are visualizing the basic structure of programs; make clearly understand the concept
until the execution. Visualization tool is really help to increase the motivational
aspects of the course and usually the tools will introduce animation, visual hints,
sounds and interactively to employ the several different learning style to learn
programming (P. Crescenzi ,C. Nocentini, 2007).There is a lots of student activity can
be involved. There is some studies in psychology of learning programming, it is
requires extensive practices, which is mental process behind program comprehension
gradually evolves with experience. While from the perspective of novice programmer
is main problem, the understanding programming structures as a series of blocks or
separate linear operations.So,novice mostly difficult in critical thinking and
understanding the flow of programming task. Visualization is developed ideas on how
to produce visualization for novice programmers to enhance not only the students
understanding of concepts but their active programming skills(Kaila,2010).The ideas
858

for developing visualizations are divided into different levels according to Blooms
taxonomy of the levels of cognitive development(Sorva, J et. al ,2013 ).

3.4

Features of Pair Programming

The concept of pair programming where involve two programmers sit side by
side at one computer, to develop or solve the programming software or tasks. Then
they are need to work as collaboratively on the same algorithm,design,solve the
programming tasks and also debug any error will occur (Sanjay Goel, Vanshi
Kathuria,2010 ).

Each of person in pair plays roles as driver and another one as navigator.
After in some period of time will switch the roles .Below is the responsible as driver
and navigator:
The responsible to driver: (Stuart Wray,2010)( Zacharis, N. Z. (2011).
a) Responsible what they write the code in the screen.
b) Tell the partner what in the mind, sharing what they thinking and give
reason why they are entering any particular element of the code.
c) Respond to the feedback from the navigator must be open to talking out
through problems

The responsible as navigator:( Zacharis, N. Z. (2011).)


a) Should hands off to enter any kinds of code.
b) Always keep thinking the objective programming design and think
strategically the direction what should the structure of programming should going to.
c) Always keep alert any kinds of tactical or strategic problems that driver had
been enter.
d) Always continuously think the alternative way if first decision having
problem or exception error handling on the going to solve the problem.
e) Sharing or always communicate and guide if the drive unclear or cloudy
about programming structure.

859

Table 1: Features to implement Pair Programming (compare with five


articles).Based on analysis of features pair programming, the key characteristic of
pair programming that need to follow are defined.
. Criteria /Authors

Do not interact if one pair are


successful complete the task but need
the peer support
Supervised setting to experience the
mechanics of successful pairing
(divide roles as driver and navigator)/
switch roles periodically
Instructor proactively engage pair
interaction / student seek the advice
from instructor
Strict attendance and tardy policy
Evaluate performance based on
individual work and collaborative
assignment
Choosing partner with different skills
level and work ethics
Students need to notify problems
with the partner to instructors
Independently find answers on their
own
Time expected length finishing
assignment in pair/ Respect each
others time
Create a pairing oriented culture
(weekly basis)
Be open-minded and light-hearted
Between pair spot the error or the
code is syntactically correct but semantically wrong, or where theres a
fault in the design itself
Sharing and Judging Expertise
Choose the algorithm/design wisely,
do not waste time to try and error

Jennifer
Bevan,
Linda
(2001)

Laurie
Williams,
D.Scott
McCrickar,
Lucas (2008)

Dillenbourg
(1999)

Wrays
(2010)

Greenwald
(2014)

x
x
x

x
x

x
x

x
x
x

x
x
x

x
x

Based on the analysis from five articles regarding features of pair programming,
there are several guidelines that need to follow ,,to ensure pair programming that we need to
implement in classroom or lab session successful delivered. It is essential to follow step by
step of ach features because it is the way to measure how successful pair programming will
improve the performance of learning programming

860

3.5

Principles of Learning Programming

According to the researcher, Hope and Jipping, programming languages is a


language intended for use by a person to express a process by which a computer can
solve a problem. From researcher E.Horowitz,is a set of conventions for
communicating an algorithm. There are many categories of learners programming,
from the novice, average until the expertise programmer. To improve the learners
performance of learning programming must follow the principles that provide from
Bloom Taxanomy.It is very important because it is the benchmark or our
measurement for the learning outcomes.

Below is Table 2: the comparison with four articles regarding principles learning
programming:
Level of
taxonomy

.
Knowledge
(Recalling of
information

Comprehension
(Interpreting,
translating
abstraction)

Application
(Identifying an
appropriate
abstraction)

Analysis
(Breaking down
a problem or
comm.into parts )

Richard
Gluga,
Judy Kay
, (2010)
Describe the representation of
numeric and character
data.
Test on the observation
And recall of information
learnt
Understand how precision and
round-off can affectnumeric
calculations./translating
concept algorithm
Discuss the use of primitive
data types and built-in data
structures.
Describe common applications
for each data structure in the
topic list.
To apply the data structure
implementing
the solution for any real world
problem/apply process and
algorithm pattern
Implement the user-defined
data structures in a high-level
Language./ Develop new
application analyze its
important
Test on the ability to
understand the information
and translate it into a different
context
Breaking a programming task

861

Shuhaida
Shuhidan
Margaret
(2009)

Husain,
M.
(2013)

Errol
Thompson
(2008)

X
X

Synthesis
(Identifying and
putting together
abstractions to
create a

into its component


parts (classes, components)
Write programs that use each
of the following data
structures: arrays, strings,
linked lists, stacks, queues,and
hash tables.

Evaluation
(Commenting on
the validity of a
work)

Compare alternative
implementations of data
structures with respect to
performance.

Determining whether a piece


of code satisfies the
requirements through the
testing

Based on the analysis from four articles regarding the principles of learn
programming, there are several important characteristic that need to be concern. All
the principles of learning programming must be follow according the Blooms
Taxonomy.

3.6

Example of Visualization Tools (ViLLE)

VILLE is the one of example visualization tool that is a language-independent;


provide an abstract view of programming. It is suitable for implement in lectures and
for independent learning. Currently Java++ and pseudo language can be support and it
has built syntax editor which users can modify the syntax and add new languages to
the tool (Teemu Rajala, et.al, 2007).Any kind of defined language can be view as
virtualize. Advantage of ViLLe, it has a parallel view displaying a program in two
languages simultaneously.Futhermore,it can used to monitor program outputs and
changes in variable values and trace the program execution line by line. There is
automatically generated textual description of each code line, including the role
information of variables values, its can make visualization more effective and easily
interpretable. It is also comes set with predefined or user-defined examples. It is can
easily extend and can be published on the web, allowing student independent learning
(Teemu Rajala, et.al, 2007).

862

4.0

METHODOLOGY

The method uses in the research are comparison study and document
review. The steps use in methodology is illustrated below :
Preliminary
Research
Analysis

Analysis
Features Pair
Programming

Identify
Principles
Learning
Programming

Finding

Visualization
Tool

Figure 1: Research Methodology

Preliminary Research Analysis

All documents related to features of pair programming, identify the principles


learning programming and visualization tool gathered from articles in the Internet. The
information about pair programming features: how to implement pair programming in
the class, principles learning programming according the Blooms Taxonomy and find
visualization tool were analyse.From the information, we define the problem
statements on learning programming and the objectives of the research.

5.0

FINDINGS

To investigate the performance of learning programming by integrating


visualization programming and pair programming, all the features of pair
programming and characteristic of visualization must be related and cover all the
principles of learning programming, it must also follow according to the Blooms
Taxonomy.

Based on the through literature review conducted, it is found that to combine


both approaches which are pair/collaborative programming and visualization
programming it requires the following features (Table 3).

863

Table 3: The features of pair programming, visualization category that suitable


and consistent with principles of learning programing.
Level of
taxonomy
Knowledge

Comprehension

Application

Analysis

Principles of Learning
Programming
Describe the
representation of
numeric and character
data.

Visualization category

Test on the ability to


understand the
information and translate
it into a different
context.

Illustrative visualizations
Presenting concepts,
demonstrative, used to
introduce a new subject.

To apply the data


structure implementing
the solution for any real
world problem

Utilizing visualizations
Modify some parts of the
program code to make
certain changes to the
functionality of the
program, use visualization
to better understand the
program changes
Problem-Solving
visualization Debug
broken program code,
analyse program
behaviour, use
visualization to help
understanding

Test on the ability to


understand the
information and translate
it into a different context

Synthesis

Evaluation

Write programs that use


each of the following
data structures: arrays,
strings, linked lists,
stacks, queues, and hash
tables
Determining whether a
piece of code satisfies
the requirements through
the testing

Illustrative visualizations
Presenting concepts,
demonstrative, used to
introduce a new subject

Productive visualizations
Use the visualization tool
as a visual debugger when
the student independently
writes program code, or
visualize the assignment
description
Discerning visualizations
Visualizing solutions to a
problem and comparing
or evaluating them

Features Pair
Programming
Choosing partner with
different skills level and
work ethics

Supervised setting to
experience the mechanics
of successful pairing
(divide roles as driver and
navigator)/ switch roles
periodically.
-Between pair spot the
error or the code is
syntactically correct but
semantically wrong, or
where theres a fault in
the design itself.
-Independently find
answers on their own
Fighting the Poor Practise
(choose the algorithm/
design wisely, do not
waste time to try and
error)

Independently find
answers on their own

Evaluate performance
based on individual work
and collaborative
assignment

These features are selected based on analysis which mentioned learning


programming requires ability to perform abstraction and visualization capability
(Shuhaida Shuhidan, et.al, 2009). Furthermore, with visualization it enhances learners
interest and learners will become fast learners in doing programming. In addition,
another approach that combines with is pair programming; it will help to make better
design decision than one person to solve the programming task(Kaila, E.,et.al, 2010 ) .

864

From the analysis, visualization programming will virtualize the programming code,
requires the student understanding (Kirby, S, et.al, 2010).

Moreover, pair programming will help student to improve critical thinking


(Abdullah Mohd Zin, et. al, 2006 ) and choose the optimal solution of algorithm to
solve programming tasks based on brainstorming of two of person(Stuart Wray, 2010).
This suitable features will help to investigate the performance student learn
programming.

All the features for these approaches must be follow and consistent with the
principles of learning programming. These principles of learning programming must
be match according the Bloom Taxonomy. There are six level of Bloom Taxonomy as
phases or process of learning which is Knowledge, Comprehension, Application,
Analysis, Synthesis and Evaluation (Shuhaida Shuhidan, et.al, 2009). Purpose of
following the Bloom Taxonomy to measure the learning outcome of learning
programming can improve by use these approaches (Errol Thompson, 2008). The
learning outcome is very important because it describes significant and essential
learning that learners have achieved, and can reliably demonstrate at the end of a
course or program. In other words, learning outcomes identify what the learner will
know and be able to do by the end of a course or program (Richard Gluga, 2012 ).

6.0

CONCLUSIONS

From this study it can be concluded that all elements required in


implementing the two approaches: Pair programming and integrating visualization in
classroom will support teaching and learning process and make the classroom more
efficient and get the higher retention rate of students in producing better learning
outcome in learning programming. It is important to the researcher or higher
education institutions to implement the two approaches in classroom to avoid
students from losing their focus in the learning process. It is better if we can
implement these approaches in classroom to the various subjects to get more benefit.
This approach can be improvised in future by integrating the visualization with
online learning. This will give opportunity to students to learn programming without
difficulties anywhere. On other hand, the researcher hopes that the varying number
865

of students that learn programming may increase. This approaches can be applied
and upgrade the teaching and learning medium for programming to be fun and easy
to understand. From the research ,can conclude that by implementing the two
approaches; pair programming and visualization programming can support and
increase teaching and learning performances for novices compare with another
approaches in learning programming courses.Besides,it will help learning and
teaching more effective and get the higher retention rate of students in produce better
in learning outcome.

The limitation of this research is the number of students in each section of


class consists,which only 26 students.It is possible that with a large class size ,which
able to achieve clearer results in terms of statistical analysis.However,the class size
in this research was beyond the researchers control because its depends solely on the
number of students willing or enrol in the program and select the section of class.
In addition,another arguable factor is the students cGPA,which is the result
of the experiment on students exam scores actually showed that the difference in the
cGPA means between 4 groups did not affect the students performance.For the
recommendation to differentiate the students regarding their performance of another
programming subject because from that side will know that their understanding of
learning programming.

It is important to researcher or other higher education institutions implement


these two approaches to avoid students do not losing their focus in teaching and
learning process.Thus,it will attract the student and student will more understand in
learning programming.Beside,increase the performance of learning programming
too.In other hand,researcher hoped that KPTM Ipoh,or other higher education
institution in Malaysia can apply and upgrade the medium of teaching and learning
process by implement the two approaches;pair programming and visualization
programming in classroom or lab session.

866

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870

ENTREPRENEURSHIP DEVELOPMENT AND TAX INCENTIVES IN


NIGERIA
Babatunde, Shakirat Adepeju1, Kabiru Isa Dandago2
1

University of Lagos, 2Bayero University Kano

pejubabs_saki@yhoo.com, yasinfatiha1995@gmail.com, kidandago@gmail.com

ABSTRACT

This study aims to investigate empirically, the value relationship of


entrepreneurship development with tax incentives for an improved job
creation and economic empowerment in Nigeria. A sample of two hundred
and fifty-five (255) respondents drawn among entrepreneurs in the
manufacturing, agriculture, oil and gas, telecommunication and services
sectors in Lagos, Nigeria are used for achieving the set objectives of this
study. The study employs Kendalls tau_b' non-parametric statistical
correlation coefficient for analysis of the data collected. The study finds that
tax incentives have

insignificant relationship with entrepreneurship

development in Nigeria but tax incentives are needed to encourage the


continuous existence of busineses in the country. The implication of this
finding necessitates the need for government to be very calculative on the type
of tax incentives to be granted to the target taxpayers and for the taxpayers
(the businesses) to harness the gains of tax incentives towards achieving their
set objectives. Tax incentives to be granted businesses should, therefore, be in
line with the sustainable economic development plan of a country.

Keywords: Entrepreneurship; Tax Incentives; Taxpayers; Sustainable


Economic Development

871

1.0

INTRODUCTION

1.1

Background

Nigeria is endowed with natural resources in oil, water, land, agriculture and
human capital. Unfortunately, despite these resources, a great percentage of Nigerian
people is substantially poor. There is a high rate of unemployment as a result of
insufficient entrepreneurship development, hence making the majority of Nigerians
poor. It is regrettable that despite various government reforms such as the enactment
of Industrial Development (Income Tax Relief) Act, Cap 17, Law of the Federation of
Nigeria 2004 youth unemployment is perpetually increasing.

Some approaches have been used for entrepreneurship development in Nigeria


(Onwubiko, 2008). Tax incentives are some of these approaches. Tax incentive is a
taxation system of tax concession. Tax incentive is to reduce the burden on business
enterprises

and

promote

entrepreneurship

(Garba,

2010;

Adejimola

and

Olufunmilayo, 2009; Gurtner and Christensen, 2008; Onwubiko, 2008; Bazo, 2008).
Okauru (2009) explains that tax incentives are some of the approaches to encourage
small scale business development in Nigeria.

Tax incentives are tools for macro- economic development. Tax incentives are
described as all measures that provide for a more favourable tax treatment of certain
activities or sectors compared to what is granted to general industry. Under this
description, a general cut in the tax rate or a generous depreciation scheme applicable
to all firms would not be considered tax incentives (Klemm, 2009, p. 3).

Many low-income countries, with high public debt and those in which the
majority of the population live below the poverty line (less than one United States of
America dollar a day), have embraced tax incentives. Their spending in tax
expenditures has decreased the revenue received, reducing these countries' capacity to
assist the needs of the poor members of the society. Ironically, Swift (2006) argues
that the poor members of the society do not benefit from tax incentives because their
income is usually below the tax thresholds.
872

Transitional nations such as Nigeria also use tax incentives, but in most cases
they have not taken sufficient steps to make tax incentives accountable for economic
development such as entrepreneurship. Nigeria has engaged in many macro-economic
reforms such as National Economic Empowerment Development Strategy (NEEDS)
(2004) and National Poverty Eradication Programme (NAPEP) (2001). These have
not yielded the desired effect, a setback identified in the literature is the lack of
enhanced cooperation between the government and the public (Litwack 2013;
Gberevbie, Duruji and Bankole 2013). Tax incentives are created by government to
encourage a stable macro- economic development, but this has failed to make any
significant impact in Nigeria (Klemm, 2009; Bazo, 2008)

Tax incentives work only if certain pre-conditions are met, and provided the
correct design is adopted. However, the benefits remain doubtful if their costs are
considered (Klemm, 2009; Bazo, 2008; Surrey, 1974). According to Bazo (2008) tax
policies are expected to be beneficial from a tax standpoint. They are expected to
favour the nations economy through the creation of jobs, environmental investment,
construction, infrastructure and creating an overall improvement which may help to
reduce poverty. But sometimes there is a problem and they are not as beneficial as
expected.
A proactive preventive approach to the problem requires a critical
evaluation of existing tax incentives available to pioneer companies to
determine the growth of entrepreneurship in the nation to ensure that tax
activities are carried out in accordance with established goals, policies
and procedures (Valenduc, 2009, p.4).

Hence, the main argument of this study is based on the pressures caused by
unemployment, and tax incentives are mainly analysed as one tool of entrepreneurship
attraction to reduce the pressure of unemployment. Empirical analysis is used to
illustrate the relationship between tax incentives and entrepreneurship development,
highlighting pioneer tax incentives and their relevance. The new and old arguments
are combined to produce a set of criteria that can be used to evaluate tax incentives.
As an additional innovation, this study inevitably repeats many well-known points in
the area of study in order to provide a self-contained discussion of the issue.
873

Therefore, a research focusing on an empirical analysis of the relationship


between tax incentives and entrepreneurship in Nigeria is desirable. It is expected that
tax incentives would not have a significant relationship with entrepreneurship
development in Nigeria.

This study is guided by the agency theory, as explained by Weisbach (2006),


which argues that tax incentives decision is an agency/ principal issue, where the
government is acting as agent for the public as principal. Government preferences and
finances are based on public choice. The study argues that the principal sometimes do
not give the agent a free hand when it comes to taxation preferences.

Five issues distinguish this research from earlier studies. First it promotes a
discussion on the link between tax incentives and economic development in terms of
employment creation, through entrepreneurship development. Second, it brings to
light the more worrisome issue of ignorance of the real likely cost of tax incentives as
an omission in the government appropriations. Third, earlier studies on tax incentives
have not paid adequate attention to transitional economy. This study breaches this
gap; it focuses on the Nigerian economy. Forth, efficient allocation of resources in
governance is emphasised to reduce the menace of tax evasion and corruption in a
transitional economy, as a scholarly contribution to employment strategy, with
emphasis on economic development and sustainability. Fifth, it modifies the method
used in Mayburov and Leontyeva (2014). It utilizes a unique methodological style in
the assessment of the relationship between tax incentives and entrepreneurship, by
using the concept of cost/benefit analysis procedure, with tax incentives as cost end
entrepreneurship development as a benefit.

1.2.

Motivation For The Study/Problem Statement

Concerns about how the connection between tax policy and state aid policy
might distort investment were central to the European Unions code of conduct, on
business taxation initiated by the European Council in December 1997. Despite
numerous studies the economic debate over the impact of tax incentives remains
controversial.
874

Beside economic issues, there are other problems like poverty, lack of
education, inadequate health care, low employment, lack of infrastructure and
corruption (Adejimola and Olufunmilayo 2009; Gurtner and Christensen 2008; Bazo
2008; Abolo 2001). Litwack (2013) argues that seventy million Nigerians are poor.
According to World Bank (2012) Nigeria country profile statistics indicates an
income inequality of 0.49; this is correlated with differential access to infrastructural
amenities.

Poverty remains

significant

with GDP

growth rate

of 7.4%

(http://www.worldbank.org/ng).

Nigeria has not taken full advantage of globalization as it relates to trade


liberalization. It trades only two products crude oil and agriculture. Gberevbie, Duruji
and Bankole (2013) argue that high unemployment rate requires that personal income
needs to be self-achieved through entrepreneurship because unemployment results in
poverty. Litwack (2013) argues that the oil revenue contributes only about 15% of
GDP whereas entrepreneurial agriculture contributes about 45% of GDP.

Unemployment rate 2006-2013


30
25
20
15
10
5
0
2006

2007

2008

2009

2010

2011

2012

2013

2014

Figure 1: Unemployment rate in Nigeria for 2006-2013


(Source: Trading economics : Nigeria Unemployment Rate 2006-2014 (2014))

Figure 1 shows that unemployment rate in Nigeria depicts a worsening trend


from 2006 to 2013 as shown in Figure1. This indicates that the unemployment rate
deteriorated by 476% in eight years from 5.3% in 2006 to 24.9% in 2013. In fact, the
875

unfortunate problem became very serious in 2009 at 11.8% which more than doubled
the previous year 2008s figure of 5.8% and it continues to rise without regaining its
year 2008 position. This result has serious unpalatable implications on the economic
development of Nigeria and particularly the live of Nigerian youths.

2.0

OBJECTIVE OF THE STUDY

This study aims to empirically investigate the value relationship of tax


incentives with entrepreneurship, for an improved job creation. The focus is on tax
incentives as tools considered of necessities for entrepreneurship development in
Nigeria. In achieving this, the study identifies an objective which is to examine the
level at which entrepreneurship is sustainable in Nigeria through tax incentives.

2.1

Research question formulation

Youths are to be employed, they have the energy and sometimes untapped
endowment that could be promising for a nations development. Therefore, this study
is leaving no stone unturned in the proper analysis of how far tax incentives can go in
entrepreneurship development, so that employment efforts of government would be
complemented. Tax incentives research tradition has established what constitutes tax
incentives but its efficiency over the set goal of economic development remain an
empirical question (Surrey, 1976; Klemm 2009; Valenduc, 2009).

Hence, tax

incentive and entrepreneurship variables are analysed by finding answers to the


following research question:
i. to what extent do tax incentives have significant relationship with
entrepreneurship development in Nigeria?

Hypothesis

The problem of high poverty rate due to youth unemployment may be solved
by the influence of policies. But the question is whether or not tax incentives are the
right and adequate approaches to solve them, especially when there is no model for
measuring the influence of tax incentives in investments.
876

Developing countries do not have the guidance to implement a certain established


system in order to achieve the economic goals intended. Most of the times the tax
policies implemented in developing countries are based on trial and error (Bazo,
2008, p.7), and as such could not provide a clear basis for relationship measurement.

This study hypothesises that:

Hi: Tax incentive has a significant relationship with entrepreneurship


development in Nigeria.

Significance of the study

Tax regulators and policy makers will find this study useful in the area of
developmental reforms and policy review. Multinationals and home countries shall
have information on other avenues to explore for tax incentives information as it
relates to their investments.

Students and researchers shall find it useful for

references.

2.2

Review of Literature

Implications of Tax Incentives on Entrepreneurship Investment

Tax incentives by their nature represent a revenue cost for the government and
may be a drain on the revenue of the government if it is not well focused. It is because
the government would have deprived itself of the revenue that it would have
generated if the incentives had not been granted. Stanley, Surrey and McDaniel
(1985) argue that the logic of the sacrifice is that the reduction would yield higher,
social, economic and political dividends in the long run, through increased output,
lower prices and employment generation

Many developing and transitional countries, as well as many industrialized


countries continue to operate and use tax incentives for economic development.
According to Stanley, Surrey and McDaniel (1985) tax expenditure is a spending
877

program and must, therefore, be analysed in spending terms. To attempt to discuss the
program as if it were a normative tax provision is to disregard this fact. The main
categories of tax incentives are shown in Tables 1 and 2.

Literature argues that tax incentive is a loss to revenue and economic


development (Mayburov, and Leontyeva, 2014; Klemm 2009, Surrey, 1976, Surrey
1974). Klemm (2009) states that care must be taken for tax incentive implementation,
because its effect on economic development may be one-off or short-lived, resulting
in a less efficient tax system, but the study did not state what care is not specified.
Valenduc (2009) argues that tax incentives are not effective as tools for FDI, It harms
and hinders government to provide public service to citizens. The study fails to link
hindrance to economic growth, this study fills the gap by probing into tax incentives
relationship with entrepreneurship.

Table 1: Main Incentives For Pioneer Status In Nigeria


S/N

Specification

Incentives

1.

General Incentives

Preferential tax rates, Tax holidays, Accelerated


depreciation allowance, Investment Tax Credits

2.

Export Incentives

100% tax-free holiday, Export credit guarantee


scheme & Insurance scheme against risks.

Minimum raw materials Duty drawback/suspension scheme


importation.

Infrastructure

Research

Investment in infrastructure incentives


and 20% cost on R & D exempted from tax

Development
6

Local

raw

materials Five years tax credit of 20% for commercial

utilization

industries, 70% for Agro-allied, 60% for


engineering and chemical.

Foreign Investors

Protection from double taxation

Capital Importation

Business permit for foreign investment

Foreign

currency Resident permit and Expatriate Quota

domiciliary account
878

Source: Industrial Development (Income Tax Relief) Act, Cap 17, LFN 2004. Pioneer status.

Gurtner and Christensen (2008) argue that tax incentives shift the burden to
workers and consumers, which reduce job creation and slow down economic
development. According to Moore (2007) there is little doubt that taxing is one of the
most important things that governments do. Correspondingly, it is widely agreed that
it is important that governments should get tax policy right. This study is not
empirical as to the likely measure of the problem identified.

Table 2: Main Categories Of Tax Incentives In Nigeria


S/N Sector

Specifications

1.

Manufacturing Pioneer status: 5-7 years tax holiday

Industrial
Sector

Incentives

Up to 120% expenses on Research & Dev.


5years 30 % tax concession for local raw materials
utilization.
5years. 15% tax concession for labour intensive
mode of production.
5years. 10% tax concession for local
5years 2% tax concession for in-plant training
5years. 10% tax concession for industries that export
minimum of 6% of their product
20% of infrastructure cost
Seven years of 100% tax holiday for investment in
economically disadvantaged arears
Abolition of excise duty
25% import duty rebate
Reinvestment allowance for expansion of production
capacity
Investment tax allowance
Investment Guarantees/Effective protection
Access to land rights
879

2.

Oil

and Petroleum

Gas Sector

30% tax rate, 20% capital allowance rate, 5%


investment
tax credit

Gas

Extension of 3 years.
tax holiday to 5years
0% PPT& 0% Royalty on Gas Transferred
15% investment capital allowance

Oil & Gas free 100% repatriation of Capital and profit, Expatriate
zone

quota. No
foreign exchange regulation

3.

Agriculture

100% capital allowance

Solid

3-5 years. tax holiday

Minerals

Deferred royalty payments

5.

Tourism

25% income Tax exemption

6.

Energy

Pioneer product: 5 -7years tax holiday

7.

Telecom.

Exemption of company profit from tax


3years tax holiday for industries in Export
Processing Zone
20% investment tax credit on R&D
25% investment tax credit on fabrication of tools.
15% investment tax credit for locally purchase fixed
asset

8.

Non-Oil

Retained export proceed in foreign currency in the

Sector

domiciliary account
Setting up of special export development fund and
export adjustment fund scheme
Establishment of export processing Zone
Zero-rated value added tax

Source: Federal Ministry of Trade & Investment 2013

880

3.0.

RESEARCH METHODOLOGY

3.1

Research Design

This research work is focused on entrepreneurs in Lagos metropolis, the focus


of the research in terms of study area is Lagos State. According to Nigeria business
directory index (2013), Lagos is the nations economic nerve centre where 65% of the
countrys commercial activities are carried out.

The structure of the process and procedure of this study is descriptive, and this
belongs to the generic family research design type called survey design. In view of the
descriptive nature of this study that involves the perception of a large population of
participants, survey design is adopted for the study.

According to Vconnect.com (2010) there are one thousand, nine hundred and
twenty-five (1925) small scale entrepreneurial industries in Lagos state. This
constitutes the population. The sample size was three hundred and thirty-one (331).
Cluster random sampling was used to select them from the population. This research
follows the style in Unam (2012). The sample size was determined using the Slovins
formula n =

, where n is the sample size, N is the population size, and

e is the margin of error. Therefore the sample size for this study was determined as
follows:
N = Population = 1925
= Margin of error of 5%
n=
n=
n=
n=
n=

Random cluster sampling is adopted because it yields a sample that represents


the universe with respect to the proportion in each cluster in the population. It is
with greater accuracy and greater geographical concentration (Gupta 2009; Asika
881

2008). This sample was drawn from four industrial clusters of Lagos metropolis as
shown in Table 3 They are Akoka/Yaba/Surulere, Ikeja, Agege/Isolo/Oshodi and
Lagos Island where there are clusters of entrepreneurs. It was considered a good
representation of the respondents group since the ultimate is how representative the
sample is of the population (Gupta 2009; Asika 2008). Copies of the questionnaire
were distributed to three hundred and thirty-one respondents. Two hundred and
seventy- three (273) copies were retrieved and two hundred and fifty-five (255) were
adequately analysed.

For the purposes of this study, a questionnaire in five- point Likert scale form
was adopted. The questionnaire was designed in such a way as to provide vital
answers for the research questions and hypotheses testing.

The questionnaire

contained a set of questions classified into two major sections; section A and section
B. Section A featured seven questions on bio-data of the respondents. It includes
job sector and line of business. Section B comprised of fourteen statements of
assertion and open-ended questions in the Likert scale form. These are designed
primarily to provide information for testing the hypotheses. A Likert scale normally
measures the intensity of agreement by the respondent to a statement that asserts a
phenomenon. The categories being tested are strongly agree, agree, undecided,
disagree and strongly disagree. Therefore, the questionnaire is outlined and
interpreted with points of degree of agreement, as Strongly Agree (5), Agree (4),
Undecided (3), Disagree (2) and Strongly Disagree (1).

Table 3: Sampling Of Entrepreneurs In Four Industrial Clusters Of Lagos Metropolis.


Description

Ikeja

Oshodi/

Akoka/Yaba/

Lagos

Agege

Surulere

Island

Total

Population

114

100

107

79

400

Sample & Copies of

80

70

75

55

280

72

76

65

60

273

18

questionnaire distributed
Copies of questionnaire
returned.
Copies of questionnaire

882

rejected.
Copies of questionnaire

67

68

64

56

255

analysed.
Source: Field survey 2010

The research instrument was subjected to content validation to ensure that the
content of the instrument measures the variables investigated in the study. The first
draft of the questionnaire was given to two Ph. D accounting students, based on
their suggestions improvements were made; the improved copy was given to two post
graduate lecturer who also made a positive input. The input was incorporated in the
final copy, which was used in carrying out the study.

3.3

Method of Data Analysis


The profiles of respondents outlined in section A and the Likert scale

questions featured in section B are analysed through the use of quantitative


descriptive statistics in the form of frequency and percentages. With respect to the
hypothetical statements asserted in section B of the questionnaire, a combination of
the descriptive and parametric statistics in the form of the Kendalls tau_b correlation
coefficient ' are used which is regarded as a simple measure of correlation for
analysing differences between sample means. It is a more accurate gauge of what the
population would be (Field 2006). It is adopted because the study is about the strength
of the relationship between tax incentives and entrepreneurship. The hypothesis is
tested with the aid of Statistical Product and Service Solutions (SPSS) version 17.0.

4.0

RESULTS AND DISCUSSIONS

4.1

Presentation of Data

Completed copies of the questionnaire are used for the analysis from two
hundred and fifty-five (255) valid respondents out of the three hundred, and thirty-one
(331) distributed. The response rate represents about 77% of the total sample. 72.2%

883

of the respondents were in the informal sector and 27.8% in the formal sector. As
shown in Table 4
Table 4 : Respondents Job sector

4.2

Frequency

Percent

Cumulative Percent

FORMAL

71

27.8

27.8

INFORMAL

184

72.2

100.0

Total

255

100.0

Answer to Research Questions

4.2.1 Answer to the research question

Figure 2 shows that, 55.4% of respondents either strongly disagree, disagree or


undecided that there is adequate tax incentives towards research development for
entrepreneurship development in Nigeria. Also, Figure 3 indicates that 67.2% of
respondents strongly disagree and disagree that pioneer status tax incentives support
entrepreneurship in Nigeria. Therefore, the answer is that tax incentive does not affect
entrepreneurship to a large extent in Nigeria.

%
120
100
80
60
40
20
0

Figure 2: Adequacy of tax incentive for research in entrepreneurship development in


Nigeria.(Source: Field survey 2010)

884

%
120
100
80
60
40
20
0

Figure 3: improvement of Pioneer status tax incentives on entrepreneurship in


Nigeria (Source: Field survey 2010)

4.3

RESULTS OF TEST KENDALLS TAU_B CORRELATION

Table 5: Correlations between tax incentives and entrepreneurship


Variable

Entrepreneurship

Tax
Incentives

Entrepreneurship

Correlation

1.000

-.028

Coefficience

.570

Significance

255

255

Correlation

-.028

1.000

Coefficience

.570

Significance

255

255

N
Tax Incentives

N
Source: Field survey 2010

4.3.1 Hypothesis

Table 5 predicts a not significant and negative correlation between the tax
incentive and entrepreneurship in Nigeria at a correlation of -.028 at .570 level of
significance, two-tailed. Therefore, this study accepts the null hypothesis and
concludes that there is no significant relationship between tax incentives and
885

entrepreneurship in Nigeria. This result supports the findings in Klemm (2009);


Valenduc (2009); Gutner and Christensen (2008); Gupta and Hofmann (2003).

4.4

Result Discussions

This result is robust and interesting; this result is not disappointing, and it is
because respondents are helpless in their entrepreneurship efforts. They have to
express their dissatisfaction with the level of assistance that they are receiving from
Nigeria in the area of tax incentives that is not supportive to a large extent.

This result evidences that entrepreneurship development requires something


other than tax incentives in Nigeria. This result evidences that the objective of
Industrial Development (Income Tax Relief) Act, Cap 17, LFN 2004. - Pioneer status
is not achieved. This result calls for concern in view of the fact that it points out that
developmental reforms such as National Economic Empowerment Development
Strategy (NEEDS) 2004 has not contributed much to the deployment of
entrepreneurship in Nigeria. Despite its oil riches, Nigeria is ranked 80th in the human
poverty index amongst 108 developing countries, making it one of the poorest
countries in the World. Over 70% of the population is classified as poor (< $2 a day)
and 35% leaving in abject poverty (<$1 a day) with high unemployment rate. It is a
common experience that about 80% of the graduates from Nigerian universities find it
very difficult to get employment every year. It is regrettable that in spite of
government efforts, Socio- economic indicators continue to point at youth
unemployment as shown in Figure 1.

Nigerian idle youths are angry, they now kill people in cold blood, one of the
possible causes is that tax incentive initiative in Nigeria addresses only the output end
of capacity development solving problem. To address the input end, therefore, a
complementary approach in the form of entrepreneurship growth of self-employment
may be required (Inyang & Simon 2012; Oyedeji 2012; Adejimola and Olufunmilayo
2009; Bazo 2008).

886

5.0

CONCLUSIONS

5.1

Summary/ Policy Implication Of Findings

An objective is set, backed up by the research question and a hypothesis. The


research question bothers on the relationship of tax incentives with entrepreneurship;
it is backed up by a hypothesis. The result is that tax incentives have insignificant
relationship with entrepreneurship development in Nigeria Finding evidences that the
objective of Industrial Development (Income Tax Relief) Act, Cap 17, LFN 2004. Pioneer status is not achieved.

This study evidences that tax incentives do not represent adequate policy in
the face of unemployment, as they do not adequately impact on entrepreneurial
development in Nigeria. A mixed system of minimum taxation regulatory standards
and policies would better harness the power of tax incentives, in developing the
Nigerian economy in a cost effective manner. In a situation where it is believed that
government is powerful and has command of a substantial level of resources, good
practice necessitates improved tax incentives strategy. The solution to effectiveness of
tax incentive lies in with the re-invention of the nature and purpose of government to
develop the nation, in order to make sustainable economic development a reality in
Nigeria.

5.2 Contribution To Knowledge

The unique contribution to knowledge of this study is in providing tax incentive


framework of what should be rather than what it is, It utilizes a sound research
methodology to challenge policy makers on the need to refocus policies in problem
identification backed up by appropriate solutions. Nigerian youths are interested in
self-sustenance. They toil day and night for survival, they hawk wares on roads, they
sweat while filling the potholes on our streets, they sleep in the streets hoping for a
good life which is sometimes difficult. The expected good life is not approaching
because the fundamental necessity is always missing.

887

5.3

Recommendations

Findings from this study call for some recommendations towards a positive
relationship of tax incentives with entrepreneurship development in Nigeria.
Specifically government, public servants and entrepreneurs

should implement the

recommendations as they affect them as follows:


1. Just like a play or film set, but in reality some youths have become militants
and terrorists. They kidnap and sometime kill the more vulnerable members
of the society, in cold blood. It is a case of idle hands do the devils work.
The killings across the country must stop.

Increasing the number of micro,

small and medium enterprises (MSMEs) with sufficient tax incentives would
go a long way to improve the countrys fortunes so that tax incentives policy
meets the peoples expectation.
2. It is in the interest of good governance to have disciplined approaches to
decisions on policy implementation and a willingness to continue with
approaches advanced in this study. It is necessary to provide a more open
government in order for tax incentives to achieve the desired relationship with
entrepreneurship development in Nigeria.
3. All citizens and organisations should appropriately pay tax according to the
existing tax laws in Nigeria in order to contribute to the funding of good
governance.
4.

The current national and regional policy thrusts like the National Economic
Empowerment and Development Strategy (NEEDS), the New Partnership for
Africas Development (NEPAD), National Poverty Eradication Programme
(NAPEP) and Small and Medium Enterprises Development Agency of Nigeria
(SMEDAN) should continue to sensitise the public, especially the youths on
the need for self-reliance in entrepreneurship, towards poverty eradication,
employment generation and wealth creation for self and the fatherland
Nigeria.

888

5.4

Sugesstion For Future Study


This study utilises primary data based on respondents perception and mixed

feelings. Thus, it is only possible to discuss evidence based on individual opinion. For
this reason, this study does not pretend to offer exhaustive comprehensive analysis,
but instead provides some in order to show how tax incentives relate to
entrepreneurship development. The study provides a statistical interpretation of the
results to reduce this limitation. Future research should look at evidences that are
available in the public domain. In order words, there are needs for researches that
would utilize materials that can be gathered from secondary data and regulatory
reports concerning tax incentives and entrepreneurship in Nigeria.

REFERENCES

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Synthesis. MESG

Economic Indicators 12 (2).

Adejimola, A.S. & Olufunmilayo. T. (2009). Spinning off an entrepreneurship culture


among Nigerian

University Students: Prospects and Challenges. African

Journal of Business Management 3 (3).

Asika, N. (2008). Research Methodology in the Behavioural Science. Lagos.


Longman Nig. Plc.

Bazo, E. (2008). Tax incentives by developing countries: attracting foreign


investment or creating disaster.

Tax Notes International, 52(4).

Field, A. (2006). Discovering Statistics Using SPSS. London. SAGE Publications


Limited.

Garba, A. (2010). Refocusing Education System towards Entrepreneurship


development in Nigeria.

European Journal of Social Sciences 15(1)

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Gberevbie, D.E.I., Duruji, M.M.

& Bankole, O. (2013). Poverty Alleviation in

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http://www.hollerafrica.com

Gupta, S. P. (2009). Statistical Methods. New Delhi. Sultan and Sons Educational
Publishers.

Gupta, S. & Hofmann M .A. (2003).The effect of state income tax apportionment and
tax incentives on

New Capital Expenditures. J. Am. Tax. Assoc. 25(1)

Gurtner, B. & Christensen, J. (2008). The race to the bottom: Incentives for New
Investment. Retrieved on

September

6,

2013

from

http://www.taxjustice.com

Inyang, B. & Simon, E.D. (2012). Unemployment and Persistent Poverty in the Niger
Delta Region of Nigeria: A Constraint to Sustainable Development in the 21st
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September 6, 2013 from http://www.imf.org

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http://www.tribune.com.ng

Mayburov, I. A. & Leontyeva, Y.V (2014). Implementation of the concept of tax


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http://www.nigeriagalleria.com

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incentives for private sector contribution to sports development in Nigeria.
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Redundancy. 84 Washington University Law Review, 1823-1860

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http://www.vconnect.com

891

TAHAP KOMPETENSI KEUSAHAWANAN DALAM KALANGAN PELAJAR


KURSUS BUDAYA KEUSAHAWANAN DI UNIVERSITI PENDIDIKAN
SULTAN IDRIS
Hariyaty Ab Wahid1, Suraini Mohd Rhouse2, Muhd Khairuddin Lim Abdullah3,
Norsamsinar Samsudin4, Wan Salmuni Wan Mustaffa5, Normah Ali6
1,2,3,4,5,6

Universiti Pendidikan Sultan Idris

hariyaty@fpe.upsi.edu.my, suraini@fpe.upsi.edu.my, khairuddin@fpe.upsi.edu.my,


norsamsinar@fpe.upsi.edu.my, wan
salmuni@fpe.upsi.edu.my,normahupsi90@yahoo.com

ABSTRAK

Kajian ini bertujuan mengenal pasti tahap kompetensi keusahawanan dalam


kalangan pelajar yang mengikuti kursus Budaya Keusahawanan di Universiti
Pendidikan Sultan Idris (UPSI). Seramai 316 pelajar UPSI telah mengikuti
kursus Budaya Keusahawanan (PPI3012) pada semester 2 sesi 2013/2014.
Daripada populasi tersebut, seramai 149 pelajar telah dilibatkan dalam
kajian ini. Sembilan elemen penting dalam kompetensi keusahawanan
diperihalkan meliputi aspek inisiatif, melihat dan merebut peluang, mencari
maklumat, menitikberatkan mutu kerja, komitmen terhadap perjanjian kerja,
membuat perancangan sistematik, penyelesaian masalah, keyakinan diri dan
kemampuan meyakinkan orang lain. Statistik deskriptif melibatkan skor min
dan sisihan piawai digunakan untuk menentukan tahap kompetensi
keusahawanan pelajar dalam kajian ini. Dapatan kajian ini menunjukkan
bahawa tahap kompetensi keusahawanan dalam kalangan pelajar yang
mengikuti kursus Budaya Keusahawanan di UPSI adalah tinggi secara
keseluruhan dengan komitmen terhadap perjanjian kerja sebagai salah satu
aspek kompetensi keusahawanan yang paling dominan. Kompetensi
keusahawanan seperti berinisiatif dan kemampuan meyakinkan orang lain
masih berada di tahap sederhana. Kajian ini mengesyorkan agar tenaga
pengajar kursus Budaya Keusahawanan yang dikendalikan oleh Fakulti
Pengurusan dan Ekonomi di UPSI mengenal pasti dan meneliti aspek-aspek
dalam kompetensi keusahawanan yang masih di tahap sederhana serta

892

memasukkan komponen inovasi keusahawanan dalam tugasan kursus tersebut


agar aktiviti serta pengisian kursus Budaya Keusahawanan di UPSI dapat
dimantapkan.

1.0

PENDAHULUAN

Pelajar Institusi Pengajian Tinggi (IPT) di negara ini digesa mempelajari dan
menguasai

kompetensi

serta

kemahiran

keusahawanan.

Menerusi

platform

pendidikan; pembentukan kompetensi keusahawanan perlu dizahirkan seiring dengan


penyertaan aktif pelajar dalam program bercorak keusahawanan. Keperluan
melahirkan

graduan

yang mempunyai

keusahawanan di persekitaran untuk

kemahiran

mengenal

dimanfaatkan menjadi

pasti

peluang

ruang kerjaya

keusahawanan memerlukan pembudayaan kompetensi keusahawanan yang baik lagi


bersepadu semasa pelajar masih menuntut di IPT (Mohamed Khaled, 2009; Anon,
2009; Noor Faizah, Hardy dan Jamalunlaili, 2012; Syed Zamberi, 2013; Hariyaty,
2014; Normah, 2014).

Kompetensi keusahawanan yang merupakan kemampuan atau keupayaan


seseorang untuk menjalankan fungsi-fungsi usahawan dengan baik dan berkesan
melalui sikap, nilai-nilai atau desakan dalaman untuk melakukan tugas dengan
cemerlang adalah kebolehan yang amat kritikal dan begitu signifikan bagi
membolehkan graduan mencipta kerjaya untuk diri mereka sendiri. Namun,
kompetensi ini masih belum berjaya dikuasai sepenuhnya oleh graduan dan bakal
graduan di negara ini (Abdullah@Mat Yusof, Azizee & Laila, 2012; Norasmah,
Norashidah dan Hariyaty, 2012; Hariyaty, Norasmah dan Suria, 2013; Hariyaty, 2014;
Normah, 2014).

Pengangguran dalam kalangan graduan juga

didapati mempunyai kaitan

dengan sikap dan kompetensi keusahawanan yang masih tidak dapat dikuasai
sepenuhnya oleh pelajar (Hariyaty, 2014; Normah, 2014). Kurang yakin dengan
kebolehan diri sendiri, kurang berinisiatif, tidak cekal dan tidak berdaya tahan dalam
menghadapi cabaran keusahawanan membuatkan pelajar cenderung memilih kerjaya
makan gaji sebaik bergraduat (Hariyaty, 2014). Isu pengangguran ini turut
membelenggu graduan yang mengikuti program khusus dalam bidang pendidikan
893

ekoran masih ada graduan Ijazah Sarjana Muda Pendidikan (ISMP) daripada pelbagai
IPTA termasuk Universiti Pendidikan Sultan Idris (UPSI) yang masih menganggur
dan masih menunggu penempatan sebagai guru di sekolah (Sinar Harian, 2012).

Terdapat sebilangan kecil graduan dari universiti berkenaan yang gagal dalam
temuduga dan ujian INSAK. Ini menunjukkan bahawa pelajar yang mengikuti
pengajian dalam bidang pendidikan tidak diberi jaminan mendapat penempatan di
sekolah sebagai guru pada masa hadapan. Pelajar yang mengikuti program ISMP di
IPTA perlu bijak mencari alternatif pekerjaan lain atau menjadi usahawan yang
mencipta peluang kerja untuk diri dan mampu pula menawarkan pekerjaan kepada
orang lain (Normah, 2014).

UPSI, satu-satunya universiti pendidikan di Malaysia merupakan sebuah IPTA


yang penting dalam sejarah pendidikan negara kerana telah melahirkan ramai
golongan pendidik yang bitara. Dengan misinya untuk menjadi salah sebuah universiti
yang

cemerlang

dalam

kepimpinan

pendidikan,

UPSI

turut

menekankan

pembudayaan keusahawanan dalam kalangan bakal pendidik yang dilahirkan.


Sehubungan itu, kursus Budaya Keusahawanan diperkenalkan di UPSI sekitar tahun
pengajian 2006/2007 dengan tujuan memberi pendedahan kepada pelajarnya berkaitan
teori, konsep serta amalan keusahawanan yang berkesan. Pelajar juga dikehendaki
mengendalikan projek perniagaan atau inovasi dan perlu menyediakan Rancangan
Perniagaan bagi merealisasikan projek tersebut. Ia merupakan kursus wajib bagi
pelajar Fakulti Pengurusan dan Ekonomi serta elektif kepada pelajar dari fakulti lain
(Fakulti Pengurusan dan Ekonomi, 2010).

Namun, sejauhmana kompetensi keusahawaan berjaya diterapkan dalam


kalangan pelajar yang mengambil kursus Budaya Keusahawanan tersebut masih
belum lagi dikaji. Justeru, kajian ini bertujuan mengenal pasti tahap kompetensi
keusahawanan pelajar yang mengikuti kursus Budaya Keusahawanan (PPI3012) di
UPSI

dengan

memberikan

tumpuan

terhadap

sembilan

teras

kompetensi

keusahawanan seperti yang disyorkan oleh Lucia dan Lepsinger (1999); Norita,
Armanurah, Habshah, Norashidah dan Ooi (2007) serta Slocumn, Jackson dan
Hellriegell (2008); iaitu kompetensi berinisiatif, melihat dan merebut peluang,
mencari maklumat, menitiberatkan mutu kerja, komitmen terhadap kerja, membuat
894

perancangan sistematik, penyelesaian masalah, keyakinan diri dan kemampuan


meyakinkan orang lain.

2.0

KAJIAN LITERATUR

Pendidikan keusahawanan telah bermula sejak pertengahan 1990an di negara


ini (Ming et al., 2009) dan dilihat semakin berkembang baik dalam bentuk akademik
mahupun ko-kurikulum (Armanurah, Nor Aishah dan Muhammad Hussin, 2014).
Proses pendidikan keusahawanan tersebut adalah merupakan proses jangka panjang
yang berterusan untuk menarik minat semua lapisan masyarakat menceburi bidang
keusahawanan (Megginson, Byrd dan Megginson, 2006). Menurut Nor Aishah dan
Yap (2002), pendidikan keusahawanan adalah lebih menyeluruh daripada pendidikan
perniagaan kerana ia meliputi gabungan orientasi pendidikan perniagaan dan orientasi
kerjaya keusahawanan. Ia bukan hanya tertumpu kepada pemupukan sikap
keusahawanan dan cara memulakan perniagaan semata-mata, malah menggalakkan
proses inovasi dalam semua aspek.

Proses pembudayaan keusahawanan pula telah menjadi satu tumpuan utama


dan telah dimulakan dengan melibatkan golongan pelajar di peringkat sekolah rendah,
menengah, pelajar di IPT malahan juga masyarakat umum. Perkembangan ini turut
menandakan bahawa pendidikan dan ilmu pengetahuan berkaitan keusahawanan
menjadi sumber yang amat penting hampir dalam semua kegiatan pembangunan
sumber manusia, modal insan dan modal ekonomi buat negara (Ibrahim, Wan Mohd.
Zaifurin, Noorun Nashriah, 2009; Ming et al., 2009). Pihak Kementerian Pendidikan
Malaysia (KPM) sendiri begitu menekankan keberhasilan pendidikan keusahawanan
(Hariyaty, 2014).

Di peringkat pengajian tinggi terdapat pertambahan penawaran kursus


akademik dalam bidang keusahawanan yang dijadikan sebagai kursus teras, elektif,
program dan latihan keusahawanan, penawaran Ijazah Sarjana Muda Keusahawanan
serta kursus di peringkat pasca-siswazah (Mohd Khairuddin & Syed Azizi, 2002).
Universiti Pendidikan Sultan Idris turut tidak terkecuali dalam membudayakan
pelajarnya dengan keusahawanan. Kursus Budaya Keusahawanan telah diperkenalkan
untuk menyahut seruan KPTM yang menuntut agar IPT membudayakan
895

keusahawanan kepada pelajarnya (Kementerian Pengajian Tinggi Malaysia, 2010;


Fakulti Pengurusan dan Ekonomi, 2010).

Kompetensi keusahawanan dilihat sebagai keupayaan menggabungkan aktiviti


memimpin, merancang, menggunakan kaedah terkini, bijak mengurus waktu serta
boleh menyesuaikan diri dengan perubahan yang berlaku supaya keuntungan
perniagaan meningkat (Inyang dan Enuoh, 2009). Ini adalah selari dengan saranan
Slocum et al. (2008) agar pelajar memiliki kompetensi yang bersesuaian untuk tampil
kompetitif atau berdaya saing. Mereka perlu memiliki kemahiran pengurusan diri
berasaskan kompetensi yang baik tanpa mengira samada individu tersebut adalah
seorang pengurus atau sebaliknya.

Saranan Slocum dan rakannya di atas juga bertepatan dengan Addis (2003)
dan Mohd Yusop (2003) yang menegaskan bahawa kompetensi adalah tunjang utama
dalam pembentukan pekerja berpengetahuan dan berdaya saing. Hakikatnya, bakal
graduan perlu melengkapi diri dengan berbagai kemahiran generik atau kompetensi
asas seperti kompetensi keusahawanan. Kompetensi atau atribut generik tersebut
boleh dibangun dan dikembangkan oleh pelajar dengan menyertai aktiviti serta projek
yang disediakan oleh universiti (Kadderi 2010).

3.0

METODOLOGI

Reka bentuk kajian ini ialah tinjauan dengan menggunakan pendekatan kuantitatif.
Pemilihan reka bentuk dan pendekatan tersebut adalah bertepatan dengan saranan
Hair, Clark, Babin, Anderson dan Tatham (2006) yang menyatakan bahawa tinjauan
adalah satu prosedur untuk mengumpul data primer berbentuk kepercayaan, pendapat,
sikap, gaya hidup hingga kepada maklumat berkaitan latar belakang umum seperti
jantina, umur, pendidikan, dan pendapatan individu. Penggunaan kaedah tinjauan ini
turut disokong oleh Wiersma (2000) yang mengakui bahawa ia merupakan kaedah
yang sesuai dan baik jika ingin mengukur atau menilai diri, persepsi serta pencapaian.

Populasi bagi pelajar UPSI yang telah mengikuti kursus Budaya


Keusahawanan menerusi Program Ijazah Sarjana Muda Pendidikan (ISMP)
berdasarkan jumlah enrolmen pada semester 2 sesi 2013/2014 ialah 316 (Fakulti
896

Pengurusan dan Ekonomi, 2014; Normah, 2014). Namun, hanya 149 daripada pelajar
terbabit dilibatkan sebagai sampel kajian ini dan ini menepati saiz sampel
sebagaimana yang disarankan oleh Sabitha (2005) dan Sekaran (2006) yang
menyatakan bahawa adalah memadai jika peratusan sampel diambil melebihi 35
peratus daripada populasi (dalam Normah, 2014).

Alat kajian atau instrumen yang digunakan dalam kajian ini ialah borang soal
selidik dengan skala laporan kendiri atau skala penilaian kendiri yang menghendaki
pelajar menilai diri mereka dengan menggunakan Skala Likert lima mata (Leedy &
Ormrod 2010). Instrumen telah ditadbir kepada sampel kajian pada penghujung
minggu ke empat belas dalam semester pengajian 2013/2014 iaitu sebaik kursus
Budaya Keusahawanan bagi sesi tersebut tamat.

Data yang dikumpul dari kajian ini dianalisis secara deskriptif dengan
menggunakan perisian Statistical Package for Social Science (SPSS). Analisis
deskriptif dilaksana bagi menghasilkan taburan kekerapan dan peratusan profil latar
belakang responden. Manakala skor min dan sisihan piawai digunakan untuk
mengenal pasti tahap kompetensi keusahawanan pelajar UPSI yang menyertai Kursus
Budaya Keusahawanan. Penilaian skor min bagi tahap kompetensi pengurusan adalah
menggunakan skala seperti Jadual 1.

Jadual 1: Skala Skor Min dan Interpretasi bagi Kompetensi Keusahawanan


Skala

Tahap

1.00-1.67

Kompetensi Keusahawanan yang Rendah

1.68-3.34

Kompetensi Keusahawanan yang


Sederhana

3.35-5.00

Kompetensi Keusahawanan yang Tinggi

Sumber: Pavithira (2013) dan Normah (2014)

4.0

DAPATAN DAN PERBINCANGAN

Kajian ini melibatkan pelajar UPSI yang menyertai program kursus Budaya
Keusahawanan semester 2 Sesi 2014/2015 dengan objektif utama kajian untuk

897

mengenal pasti tahap kompetensi keusahawanan dalam kalangan pelajar UPSI.


Berdasarkan Jadual 2 didapati secara keseluruhan pelajar UPSI mencatatkan skor min
yang tinggi bagi tujuh aspek kompetensi keusahawanan iaitu menitikberatkan mutu
kerja (min=3.75), penyelesaian masalah (min=3.63), keyakinan diri (min=3.53),
melihat dan merebut peluang (min=3.80), mencari maklumat (min=3.62) dan
membuat

perancangan

sistematik

(min=3.87).

Manakala

tahap

kompetensi

keusahawanan yang tinggi dan paling dominan ialah komitmen terhadap perjanjian
kerja (min=4.20). Namun, kompetensi keusahawanan yang mencatat tahap sederhana
ialah kemampuan meyakinkan orang lain (min=3.16) dan berinisiatif (min=3.23).

Jadual 2: Tahap Kompetensi Keusahawanan Pelajar Kursus Budaya Keusahawanan


Bil.

Kompetensi Keusahawanan

Min Sisihan

Tahap

Piawai
1

Berinisiatif

3.23

0.56

Sederhana

Melihat dan Merebut Peluang

3.80

0.58

Tinggi

Mencari Maklumat

3.62

0.45

Tinggi

Menitikberatkan Mutu Kerja

3.75

0.54

Tinggi

Komitmen Terhadap Perjanjian Kerja

4.20

0.49

Tinggi

Membuat Perancangan Sistematik

3.87

0.52

Tinggi

Penyelesaian Masalah

3.63

0.55

Tinggi

Keyakinan Diri

3.53

0.56

Tinggi

Kemampuan Meyakinkan Orang Lain 3.16

0.58

Sederhana

Menerusi kajian ini, didapati bahawa sikap pelajar yang menyertai Kursus
Budaya Keusahawanan di UPSI yang memberikan sepenuh tumpuan terhadap kerja
yang perlu siapkan perlu dicontohi oleh pelajar lain. Malah mereka juga akan
membuat apa sahaja untuk menyiapkan kerja yang diamanahkan. Mereka turut
mengaku bahawa apabila mereka membuat sesuatu kerja untuk seseorang, mereka
akan cuba sedaya upaya membuat orang itu berpuas hati dengan hasil kerja mereka.
Selain begitu komited terhadap perjanjian kerja, mereka juga pada masa yang sama
tidak akan membiarkan kerja yang mereka laksana mengganggu keluarga atau
kehidupan peribadi mereka.

898

Dapatan kajian ini adalah bertepatan dengan kajian Slocum et al. (2008) yang
menyatakan bahawa usahawan perlu memiliki komitmen terhadap perjanjian kerja
dalam sebuah pasukan kerja yang berkualiti dan rajin bagi memudahkan pelaksanaan
segala urusan berkaitan aktiviti mencipta nilai untuk organisasi serta masyarakat.
Amalan dan kebolehan menunjukkan komitmen terhadap perjanjian kerja ini amat
penting dalam menjayakan aktiviti keusahawanan. Dapatan ini juga didapati selari
dengan Norfadhilah dan Halimah (2010) yang turut mendapati bahawa

ciri

keusahawanan yang tinggi seperti komited terhadap kerja wujud dalam kalangan
pelajar institusi pengajian tinggi awam (IPTA) seperti Universiti Utara Malaysia,
Universiti Islam Antarabangsa Malaysia dan Universiti Teknologi Malaysia. Justeru,
kompetensi ini perlu terus digalak dan disuburkan dalam diri pelajar menerusi
platform pendidikan keusahawanan.

Ke arah menghasilkan kualiti kerja yang baik dan sentiasa ada peningkatan;
para pekerja perlu kerap membuat perbandingan mutu

kerja yang dihasilkan diri

sendiri dengan orang mutu kerja orang lain. Sikap percaya pada diri berkaitan
kebolehan dan kemampuan untuk memperoleh apa yang ingin dicapai merupakan
keperluan asas dalam menghasilkan kualiti kerja yang bermutu. Ini juga adalah selari
dengan saranan Mohd Hassan (2007) yang menyatakan bahawa seseorang yang
mempunyai keyakinan diri mempunyai motivasi untuk melakukan sesuatu selaras
dengan apa yang diinginkan dalam pemikirannya. Kebolehan ini menyebabkan
mereka tidak gentar mencuba sesuatu dan menghadapi kegagalan.

Pelajar kursus Budaya Keusahawanan semester 2 sesi 2013/2014 masih perlu


memperbaiki kompetensi keusahawanan kemampuan meyakinkan orang lain tersebut
ekoran tahap sederhana yang dicatatkan merupakan kompetensi paling rendah yang
capai berbanding lapan komptensi lain yang dikaji. Mereka masih lagi sederhana
dalam usaha mendapatkan orang lain untuk menyokong cadangan mereka berkaitan
aktiviti keusahawanan, masih belum mampu sepenuhnya untuk meyakinkan orang
lain tentang idea-idea keusahawanan mereka sungguhpun mereka mahu orang lain
melihat bagaimana mereka dapat melaksana apa yang mereka telah rancang untuk
lakukan. Kemampuan meyakinkan orang lain merupakan kemampuan mempengaruhi
serta meyakinkan pelanggan untuk memberi barang atau perkhidmatan yang
ditawarkan. Hakikatnya, keyakinan terhadap kemampuan diri sendiri perlu ada
899

sebelum boleh meyakinkan orang lain. Pelajar perlu menonjolkan kemahiran,


pengetahuan dan pengalaman diri sebelum dapat meyakinkan pelanggan. Kompetensi
ini masih belum dapat dikuasai dengan baik oleh responden kajian.

Sehubungan

itu,

disarankan

agar

tenaga

pengajar

Kursus

Budaya

Keusahawanan di UPSI memasukkan agenda meningkatkan kemampuan meyakinkan


orang lain dalam aktiviti atau tugasan kursus tersebut. Pelbagai aktiviti seperti
simulasi perniagaan dalam bilik darjah, karnival atau hari keusahawanan yang
memerlukan pelajar mencatat peratus hasil jualan serta keuntungan akan secara
langsung mengasah kemampuan meyakinkan orang lain dalam diri pelajar. Pelajar
juga perlu melaksana proses membuat rancangan perniagaan yang meyakinkan serta
mempertahankan rancangan perniagaan mereka dengan baik semasa sesi penilaian
rancangan perniagaan. Pelajar juga boleh menyertai pameran keusahawanan dan
membuat mock marketing event untuk memantapkan kompetensi meyakinkan orang
lain.

Kompetensi keusahawanan yang mencatat tahap skor min yang kedua rendah
dalam kajian ini ialah berinisiatif. Kompetensi ini masih lagi di tahap sederhana
dalam kalangan pelajar yang mengikuti Kursus Budaya Keusahawanan di UPSI.
Dapatan kajian ini bercanggah dengan kajian yang dilakukan oleh Ummi Aishah,
Sheffe, Maslinda dan Norbaizura (2013) terhadap pelajar tahun akhir program
Diploma Perniagaan Tani di Kolej Profesional MARA (KPM) yang merekodkan
tahap kompetensi keusahawanan seperti berinisiatif dalam kalangan pelajarnya adalah
tinggi.

Sesungguhnya,

individu

yang

memiliki

inisiatif

yang

tinggi

akan

menunjukkan daya usaha yang kuat dan proaktif untuk meneroka keusahawanan,
bertindak awal dalam menyediakan keperluan serta gigih mencari peluang yang ada.
Inisiatif yang tinggi perlu dikuasai oleh pelajar UPSI untuk tampil kompeten dalam
pengajian mereka (Zuraidah, Suzyanty dan Asmawi, 2007). Namun, pelajar kursus
Budaya Keusahawanan di UPSI dalam kajian ini belum cukup berinisiatif ekoran
masih lagi menunggu arahan dari orang lain sebelum mengambil apa-apa tindakan
berhubung kerja yang ditugaskan itu. Namun, apabila sudah memulakan tugasan
tersebut; mereka berubah menjadi seorang yang komited.
900

Antara latihan dan pendidikan bersesuaian yang disyorkan pembelajaran


keusahawanan secara hands on (Armanurah, 2014; Hariyaty, 2014). Pembelajaran
secara amali boleh terus dipupuk dan ditingkatkan menerusi pendedahan yang
secukupnya dalam aktiviti bercorak keusahawanan di universiti. Ini adalah kerana,
terdapat kajian lain yang dilakukan oleh Fayolle, Benoit dan Narjisse, (2007), Slocum
et al. (2008), Mazura dan Norasmah (2010) dan Hariyaty (2014) yang menunjukkan
bahawa pelajar yang belum bergraduat juga mampu merekodkan tahap kompetensi
yang baik selepas diberikan pendedahan terhadap aktiviti secara hands on yang
menghendaki mereka keluar dari kepompong bilik kuliah dan memerlukan mereka
bertindak secara strategik.

Dapatan kajian ini adalah selari dengan dapatan beberapa kajian lepas yang
menyatakan bahawa pelajar perlu memiliki tahap kompetensi keusahawanan yang
tinggi untuk lebih berjaya dalam situasi pembelajaran dan kehidupan yang penuh
persaingan (Wan Hartini, Zaliha dan Zaihan, 2003; Norasmah et al., 2012, Normah,
2014). Memandangkan kesemua tujuh kompetensi keusahawanan yang lain mencatat
tahap yang memuaskan dalam kajian ini, maka kesemua komponen kritikal tersebut
perlu terus disuburkan dalam diri pelajar bagi membolehkan mereka tampil berdaya
saing dalam bidang keusahawanan sebelum menjejaki alam pekerjaan yang serba
mencabar di masa hadapan sebagaimana yang ditegaskan oleh Rohaila (2006),
Kadderi (2010) dan Rohana (2010).

Pembudayaan keusahawanan di UPSI seharusnya menekankan aspek inovasi


yang berterusan agar dapat meyumbang kepada pembangunan kompetensi
keusahawanan yang lebih mantap. Ini adalah selari dengan konsep inovasi itu sendiri
yang membawa maksud kebolehan untuk menghasilkan penyelesaian dalam situasi
baru yang boleh dibentuk melalui latihan dan pengalaman. Inovasi terbukti penting
dalam menyelesaikan sebarang masalah, termasuk masalah sosial. Untuk menjadi
usahawan yang inovatif, seseorang itu perlu mendapat idea melalui ketajaman mereka
berfikir dan melihat persekitaran. Ideaidea selalunya datang dari sumber-sumber
seperti diri sendiri, kawan-kawan, pesaing, bacaan dan pengalaman.

Justeru, pemupukan elemen inovasi dalam kursus budaya keusahawanan di


institusi pengajian tinggi amnya dan Universiti Pendidikan Sultan Idris khususnya
901

adalah amat penting bagi memantapkan pelajar yang juga bakal pendidik dengan ciriciri serta kemahiran keusahawanan sebagai generasi pelapis agen perubahan negara
kelak. Pihak Kementerian Pelajaran Malaysia (KPM) khususnya Jabatan Pengajian
Tinggi dan pihak pengurusan di UPSI perlu sedar akan hakikat bahawa kursus
keusahawanan yang ditawarkan di universiti tersebut mampu menyumbang kepada
pembangunan kompetensi keusahawanan dalam kalangan bakal guru. Kepentingan
untuk memupuk kompetensi keusahawanan adalah seiring dengan kepentingan
membentuk daya tahan dan daya saing bakal pendidik tersebut. Penelitian semula dan
penambahbaikan latihan pembangunan keperibadian siswazah UPSI yang lebih efektif
menerusi kursus-kursus pembudayaan keusahawanan perlu terus dilaksana dan
diperhebat. Sebagai aset kepada negara ini, pelajar UPSI yang bakal bergraduat
adalah penyambung generasi pemimpin dan penggerak ekonomi negara kerana semua
profesion adalah bermula dengan didikan seorang pendidik bergelar guru.

5.0

RUMUSAN

Kursus Budaya Keusahawanan yang dilaksana di UPSI adalah program yang


relevan dan autentik bagi mewujudkan kecemerlangan kompetensi keusahawanan
bagi mereka yang menyertainya secara aktif. Kursus tersebut meliputi banyak perkara
yang boleh dipelajari oleh pelajar seperti budaya keusahawanan, peluang untuk
mewujudkan jaringan keusahawanan bersama rakan dalam dan luar universiti serta
memberi ruang kepada pelajar untuk mengasah bakat keusahawanan yang dimiliki.
Secara keseluruhan, kompetensi keusahawanan dalam kalangan pelajar UPSI adalah
membanggakan ekoran tahap tinggi dalam tujuh daripada sembilan kompetensi
keusahawanan yang dikaji. Namun, pencapaian dua daripada sembilan kompetensi
keusahawanan semasa pelajar yang masih di tahap sederhana seperti yang ditunjukkan
dalam kajian ini merupakan satu dapatan yang tidak boleh dipandang ringan.
Kompetensi keusahawanan yang masih di tahap sederhana perlu diatasi dengan
mempertingkatkan pengisian dan perlaksanaan kursus tersebut agak pencapaian
pelajar menjadi lebih baik serta kompetensi keusahawanan yang cemerlang boleh
direkodkan pada sesi pengajian yang akan datang. Disyorkan agar penyelidik dalam
bidang pendidikan keusahawanan di masa hadapan membuat kajian lanjutan secara
kualitatif berkaitan kompetensi berinisiatif dan kemampuan meyakinkan orang lain
yang dicatatkan berada pada tahap sederhana dalam kajian ini. Punca yang
902

menyebabkan keadaan sedemikian berlaku perlu diterokai supaya langkah


penambahbaikan yang komprehensif dapat dicadangkan.

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907

INVESTIGATING THE SUPERVISIONS BOND IN TECHNOLOGY AND


INNOVATION PROJECT: A CASE IN A MALAYSIAN TECHNICAL AND
VOCATIONAL EDUCATION AND TRAINING INSTITUTION
Affero Ismail1, Razali Hassan2, Alias Masek3
1, 2, 3

Universiti Tun Hussein Onn Malaysia


affero.ismail@gmail.com

ABSTRACT

There is a need for high contribution from both supervisor and his/her supervisee
during the supervision process. This leads for mutual understanding and strong
faithful between them that draw closer to the bond development. It is believed that
both parties have to play their roles respectively. Supervision of students can be
viewed as uncertainty process. It should be enhanced with relevant support from
the supervisor. This paper explains the level of bond that develops between
students and supervisors quantitatively. 30 respondents were selected randomly
with convenience sampling and the data was analyzed descriptively. It is
suggested that the supervisor should be more concerned about the input given
during their session and the supervisee has to seek for agreement during the
process. It is hoped to provide clear picture of what a supervisor should give in
terms of students perspective.
Keywords: students supervision, bond development, supervisor.

1.0

INTRODUCTION

According to Abiddin and Ismail (2014), one of the most significant current
issues reported in students studies is the pressure towards their graduation. Disadvantage
students will feel this as a burden with lack of support from institution and supervisors.
The institutions at the same time are striving in maintaining the quality and best services
908

to the students. The students come from different ages, cultures, experience and ability
that might change over time. In addition, they need to undergo a process of developing
and creating new knowledge while proposing innovative work and submitting a report.
The relationship between student and supervisor are so significant to determine the
successful of a project. Lack of student-supervisor relationship will affect their studies
and cause the longer graduation time.

The expectation that both supervisor and supervisee bring into supervision are
important issues that often have impact upon the supervisory relationship and process
(Bahrick, 1990). The study deployed by Bahrick (1990) showed that the supervisee rated
most important a pleasant relationship with the supervisor, structured sessions and the
supervisors use of didactic method. It explained that these qualities correlated positively
with supervisees ratings of supervision with supervision. Thus, this paper will highlight
the criteria in students supervision that can be considered as weak and need to be
improved.

Their needs and problems should be concerned since they are the main factors in
project completion. The institution has a high responsibility and has students pursuing
studies in various skills. Higher education is no longer the sanctity of the elites but
accessible to students from varied backgrounds and from all levels of society. Students
would have gained places at these institutions of with varying entry-level qualifications.
Therefore, it is essential that they are exposed to the best resource and culture to ensure
that they receive optimum learning processes to help them develop and maximize their
capacity and to inspire them so that in turn they develop into the innovative and creative
workforce that the nation needs.

2.0

OBJECTIVE

This paper will look into the relationship between supervisor and supervisee
during their project supervision. The important factors on supervision outcome will be

909

determined. Besides, the effective way of supervision will be outlined based on students
perception and needs.

3.0

RESEARCH QUESTION

The research questions that will be addressed in this paper are as follows:
i. What are the factors that contribute to projects completion?
ii. What are the roles of a supervisor?
iii. What are the supervisors experiences during supervision?

4.0

METHODOLOGY

The respondent of this study were determined from Electronic and Electrical
department in a Malaysian Technical and Vocational Education and Training (TVET)
institution. 15 supervisors and 15 supervisees were selected randomly with specific
criteria (students must undergoing their final year project and supervisors with more than
5 years of experience) whom are involved in project and supervision activity. The
sampling method was convenience sampling. They were asked with a range of questions
about their experience in supervision process. These included the activity in their
meetings and what they expected from each other. The questionnaire was adapted from
Supervisory Working Alliance Inventory (SWAI) from Efstation et al. (1990). The
instrument had been sent to the expert for the content validity process. The Cronbach
alpha for the items is 0.84.

5.0

SUPERVISION ACTIVITY AND RELATIONSHIP

McAlpine and Weiss (2000) found that a student will become the closest
colleague with their supervisor eventually. Therefore, the experience and the perception
can be highly influenced by the cooperation and the nature of the relationship between
them. This includes the characteristic factor such as gender and ethnicity (Ellis, 2001).
The similar situation also has happened in supervisors world especially the new
910

supervisors. They are also coming from diversity of background, trying to adapt with new
environment, to achieve performance index and excellence in research work. They are
comparable with students in balancing these factors and put themselves in the new
environment that placed high quality standard (Acker & Armenti, 2004).
It is the research skills that will lead an academician to be successful in academic
world, not the teaching skills (McMahon, 2001). Nevertheless, the need to teach is still
required as it is their main job as well as supervising students at the same time. The
problems might occur if the weightage of teaching credit hour is too large that affects the
time for students supervision. Supervisor should see supervision as a teaching
responsibility or implement their teaching and learning tasks in their discipline. On the
other side, the academicians seem to have lack of chance to learn how to develop and
support the students during their studies (Golde & Dore, 2001).

6.0

PRACTICAL IMPLEMENTATION OF SUPERVISION ELEMENT

Conceptualizing of research project supervision/advising is the consideration of


three inter-related areas: the learning and teaching process; developing the student; and
producing the research project/outcome as a social practice (Todd, Smith, & Bannister,
2006). They thus make a stand where supervision is centrally a teaching or learning
process but never-the-less a practice that has parallel processes which are the student
development and the project itself (Maxwell & Smyth, 2009).
On the other study by Inman (2006), supervisors multicultural competence
(SMC) in supervision on the supervisory working alliance (SWA), SMC was strongly
associated with SWA ( = .62, p < .00). In his analysis, SWA served as the latent
variable. SWA was indicated by the three observed variables namely goals, tasks, and
bond. Later, the analysis explained that SWA was significantly related to Student
Satisfaction (SS) (F [1, 145] = 329.25, = .83, p < .00).

911

7.0

SUPERVISORY WORKING ALLIANCE

The Supervisory Working Alliance as proposed by Bordin (1983) consists of


three major components drawn from the therapeutic working alliance model: (a) mutual
agreement on supervision goals, (b) specific tasks related to supervision goals, and (c) the
development of bonds between supervisor and supervisee. Sterner (2009) found that as
supervisees' perceptions of the quality of the SWA increase, their perceptions of work
satisfaction will also increase, r = .60, t = 6.23, p < .001. It is concluded that when
supervisees

perceived

positive

SWA,

they

also

perceived

greater

work

satisfaction. Sterner (2009) also stated that as supervisees' perceptions of the quality of
the SWA increase, their perceptions of work-related stress will decrease. The Pearson
correlation was statistically significant, r = -.56, t = -5.59, p < .001, with an alpha level of
.05. Horrocks & Smaby (2013) supported Bordins (1983) suggestion that strong SWA
are beneficial to supervisory outcomes. Thus, it is important to put the focus on SWA as
the SWA are the predictive of supervisee growth and accomplishment.

8.0

RESULTS AND DISCUSSION

There are so many authors claim that the responsibility of a research falls to the
supervisors and some of them falls to the students. Nevertheless the amounts of
responsibilities actually differ for each of the research stage (Ismail et al., 2011). Lee
(2008) suggests that supervisors need to be aware of both the positive and negative
aspects of each of these conceptual approaches which include a desire to enthuse,
encourage, recognize achievement and offer pastoral support.

Student and supervisor have different views regarding the important factor in
projects completion. It is clear that the roles of supervisor and student are utmost
important as compared to other factors as in Table 1. Interestingly, the supervisors put
the most responsibility to the students with mean of 4.9 while the student put the
responsibility to the supervisor with mean of 4.5. According to Ismail and Abiddin
(2009), students need support from the institution in terms of support and services that
912

culminates the graduate offices, library, online services, laboratories and thesis writing
guidance. The highest cumulative mean for both students and supervisors falls to
Students Role, indicates that the most contributing factor to projects completion comes
from the student responsibility.
Table 1: Factors that are contributing to projects completion.
Mean (Supervisors

Mean (Students

view)

view)

Supervisors role

4.4000

4.6000

4.5

Equipment provided

4.2000

4.5000

4.35

Students role

4.9000

4.5000

4.7

Management of institution

4.0000

4.5000

4.25

Thesis writing and

4.0000

4.4000

4.2

Factors

Cumulative Mean

submission

Based on the study, most of the supervisor feels that it is important to interact
with students before the process of more technical in supervision being done as in Table
2. Ensuring work quality and standard falls at second important with mean of 3.9. It
follows by work monitoring with mean of 3.8. Supervisors role such as problem
anticipating, acquiring thesis writing skills and concern about research progress perceived
as Moderate -Highly important with mean of 3.5.

913

Table 2: The roles of a supervisor


Supervisors Role

Mean Std. Deviation

Interacting with students: Communicating and interacting effectively with 4.1000

.87560

fellow students
Ensuring work quality and standard: Ensuring that work is always of a

3.9000

.31623

Work monitoring: Monitoring work progress

3.8000

.63246

Submitting drafts for review: Ensuring that drafts of every chapter are

3.7000

.67495

3.5000

.52705

3.5000

.70711

Concern about research progress: Showing interest in students work and 3.5000

.70711

satisfactory standard and acceptable quality

submitted for supervisors review as they are written


Problem anticipation: Anticipating problems before they occur and
preempting them
Acquiring thesis writing skills: Ensuring that student acquires the
appropriate writing style demanded of thesis writing

concern about research progress

When supervision is conceived as a simple learning/teaching dichotomy, this is


insufficient to express the complex nature of supervision. Similarly, discussions are
solely focusing upon the project as the product of the research endeavor miss
opportunities to highlight learning and teaching (Maxwell & Smyth, 2010). There are so
many things that can be learned during the process. Another major element of the
supervisors role, then, is to help students with work planning and meeting set targets.
Supervisors need to read through and provide critical feedback on drafts of the students
work (Todd, Smith, & Bannister, 2006).

Supervisors were asked to rate their experience during their supervision.


Therefore, it seems that the students need more specific guidance from the supervisors.
The problem also comes from the supervision goals where they did not work on specific
goals with mean of 3.7. In their supervision, the trainee is more anxious and talks less
than the supervisors with mean of 3.3 and 3.1. From supervisor perspective, they feel that
914

they always help their supervisee to stay on track with mean of 4.1 and try to understand
their supervisee with mean of 4.00. They also think that their supervisee is comfortable
working with them and encourage them to formulate their own idea in their project with
mean of 4.00 respectively. The supervisees have reported that there are infrequent
meeting with their supervisor with 30% of them practice regular meeting while 70% of
them did not follow. It is supported by Spear (2000) that the students always complain
regarding unavailability of the supervisors in the campus or too busy with
administrative/teaching responsibilities.

To build upon the work reported in the current paper it is clear that supervision
guidelines could be introduced to help both student and supervisor to react based on their
responsibilities. The agreement and understanding between them should be designed in
their first meeting. The bond that develops between them is still at a medium level and
this can be enhanced with the openness of heart and mind during the process. Academic
staff for instance, should be exposed to certain training regarding students supervision. It
is believed that the experienced supervisors are more competent and capable in managing
the relationship. Thus, they are hoped to assist new supervisors in doing their
responsibilities. However, the students on the other hand, seem to have lack of confident
and feeling of isolation with their supervisors. They are lack of curiosity in their field and
afraid to meet their supervisor. In this context, the student himself needs to be motivated
and the supervisors should create a culture that can develop the students. The results
could help in providing the necessary rationale to the institution in this area. Another area
for attention is how the institution ensures the quality of the project outcome.

9.0

THEORETICAL AND PRACTICAL CONTRIBUTION

Theoretically, this study explains the scope of a supervisor and provides the real
situation in supervision practice. It also provides the best role of a supervisor. The
outcome will minimize the gap in research of supervision. It also contributes to the
practical implementation where institutions can adapt these ideas into their system.

915

Institution should take this issue seriously in maintaining their quality and to enhance the
image.

10.0

LIMITATION OF THE STUDY

The findings presented here, although from a small scale study, show the
intricacies of the student-supervisor relationship in a research/project work. It could not
be generalized to other situation but possible to those who shares similar environment.
Since it is only confined to technical and engineering respondents, the supervision
practice of other discipline might be varied. This study only provides a holistic view of
what an effective supervision should be carried out.

11.0

CONCLUSION

This study found that both supervisor and student have equal role in supervision
process. The supervisor should allow the student to explore areas of interest. In other
words, the supervisor should strive to facilitate and encourage a spirit of adventure and
academic probing. Institution of Technical and Vocational Education needs to move on
from here or work simultaneously with these processes to ensure that there is constant
improvement which impact directly on development of knowledge workers. It has
responsibility to provide these students with an effective resource including effective
supervision. Good supervisory system are very important to smoother their study process.
If this is not precisely managed, the process of developing human capital will be
hindered.

REFERENCES

Abiddin, N.Z., Ismail, A. (2014). Exploring Service and Support Needs in Postgraduate
Education towards the Higher Education Quality. Asian Social Science, 10(17),
52.

916

Acker, S., & Armenti, C. (2004). Sleepless in academia. Gender and Education, 16 (1),
3-24.

Bahrick, A. S. (1990). Role induction for counselor trainees: Effects on the supervisory
working alliance. Dissertation Abstracts International, 392.
Bordin, E. S. (1983). A working alliance based model of supervision. The Counseling
Psychologist, 11, 35-42.

Efstation, J. F., Patton, M. J., & Kardash, C. M. (1990). Measuring the Working Alliance
in Councelor Supervision. Journal of Counseling Psychology, 37, 322-329.

Ellis, E. M. (2001). The impact of race and gender on graduate school socialization,
satisfaction with doctoral study, and commitment to degree completion. Western
Journal of Black Studies, 25 (1), 30-45.

Golde, C. M., & Dore, T. M. (2001). At cross purposes: What the experiences of doctoral
students reveal about doctoral education. Philadelphia, PA: A report for the Pew
Charitable Trusts.

Horrocks, S., & Smaby, M. H. (2013). The Supervisory Relationship: Its Impact on
Trainee Personal and Skills Development. Retrieved February 16, 2013, from
American Counseling Association: http://www.counseling.org/

Inman, A. G. (2006). Supervisor Multicultural Competene and Its Relation to


Supervisory Process and Outcome. Journal of Marital and Family Therapy, (1),
7385.

Ismail, A., Abiddin, N. Z. and Hassan, A.

(2011). Improving the development of

Postgraduates research and supervision. International Education Studies, 4(1),78.

917

Ismail, A. and Abiddin, N. Z. (2009). Service attributes of graduate research students


needs in a Malaysian University. The Journal of International Social Research,
2(6), 323-338.

Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research
supervision. Studies in Higher Education, 33(3), 267281.

Maxwell, T. W., & Smyth, R. (2009). Theorising about higher degree research
supervision: A tripartite view. Higher Education Research and Development.

Maxwell, T. W., & Smyth, R. (2010). Research supervision: the research management
matrix. High Educ, 59,407422.

McAlpine, L., & Weiss, J. (2000). Mostly true confessions: Joint meaning-making about
the thesis journey. Canadian Journal of Higher Education, 30 (1), 1-26.

McMahon, P. (2001). Higher Education Research & Development. HERDSA News.

Sterner, W. R. (2009). Influence of the supervisory working alliance on supervisee work


satisfaction and work-related stress. Journal of Mental Health Counseling, 31(3),
249-263.

Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science
undergraduate dissertation: staff experiences and perceptions. Teaching in Higher
Education, 11(2), 161 - 173.

918

THIXOFORMING OF A NOVELAl5%Si0.8%Cu-1.2% Mg ALUMINIUM


ALLOY
M.A.M. Arif1, M.Z. Omar 2, M.S. Salleh 3
1,2

Universiti Kebangsaan Malaysia, 3Universiti Teknikal Malaysia Melaka


anifarif@gmail.com, zaidi@eng.ukm.my, shukor@utem.edu.my

ABSTRACT

Thixoformability ofa novel Al5Si0.8Cu1.2Mg alloy using a low pressure


hydraulic cylinder press and the investigation on its subsequent mechanical
properties werepresented in this paper. The nondendritics microstructure of
the alloy was generated from cooling slope process with the pouring
temperature of 650 C and 400 mm cooling length. The highest knee of the
alloy is located at 0.45 of fraction liquidwhile its eutectic structure melt
entirely when the fraction liquid approaching 0.5 (i.e. this is within the range
of thixoforming normally carried out).Therefore, the alloy indicates better
Semi Solid Metal processability (i.e. it will not collapse if undisturbed and
easy to flow when sheared). Thixotropic properties of the alloy were obtained
when the nondendritics alloy billet was reheated into its semisolid
temperature at 570 C for 5 minutes and succesfully thixoformed into the die.
The thixoformed alloy with addition of 1.2% Mg gives a high ultimate tensile
strength and yield strength.Subsequently, the tensile strength of the
thixoformed alloy increased obviously after the T6 heat treatment.

Keywords:Semisolid

metal

(SSM)

Processing;

Cooling

slope

(CS);Thixoforming; T6 Heat Treatment; Tensile Strength

1.0

INTRODUCTION

Semisolid metal (SSM) processing is also known as thixoforming process that


produces

near-net-shape

metal

components(Omar,

Palmiere,

Howe,

Atkinson&Kapranos, 2005). The thixoforming process combines the elements of both


casting and forging, offering significant advantages such as products with good
919

surface finish, free from porosity, possessing fine uniform microstructure, which may
be heat treated to give superior mechanical properties (Arif, Omar, Muhamad,
Syarif&Kapranos, 2013; Hirt, Dremer, Witulski&Tinius, 1997;Chen, Hao& Sun,
2002). The main requirement of thixoforming process is thixotropic properties where
the alloys can stand or stiff like solid if undisturbed and flow like liquid when
sheared(Kirkwood, 1994). These properties could be achieved when the
microstructure of the alloys consist of solid spheroidal structure in a liquid
matrix(Omar, Atkinson, Howe, Palmiere, Kapranos&Ghazali, 2009). There are
various methods to generate such structures, e.g., strain-induced melt activation
(SIMA), magnetohydrodynamic stirring (MHD) and cooling slope (CS) (Salleh,
Omar, Syarif, Alhawari& Mohammed, 2014).

CS is one of the processing techniques to produce non-dendritic


microstructure which only use the simple and low cost equipment. However, there are
various parameters that should be considered to produce the appropriate
microstructure for SSM processing. The optimum combination of the processing
parameters(i.e. pouring temperature, cooling length and tilt angle)would generate the
feedstock materials with the best morphology (shape factor and size of the grains) of
non-dendritic

microstructure

2007;Salleh,

Omar,

Syarif,

(Haga,

Nakamura,

Alhawari&

Tago&Watari,

Mohammed,

2014).

2010;Birol,
The

non-

dendriticmicrostructures are rounded into solid spheroidal grains due to the melting of
the eutectic phase and the spheroidisationprocess when the alloys are heated into its
semisolid range for certain holding times (Arif, Omar, Muhamad, Syarif&Kapranos,
2013).

To date, researchon thixoforming processusing the CS technique has been


carried out on large numbers of aluminium alloys with different compositions and
semisolid ranges.In addition to the good castability, aluminium alloys are also widely
used in engineering applications especially in automotive and aerospace industries
due to the superior properties such as light weight and corrosion resistance. Al-Si-Cu
is one of the cast aluminium alloy series that are suitable for SSM processing and also
has good fluidity and mechanical strength(Paes&Zoqui, 2005). However, there are
only a few commercial alloys that have been applied in thixoforming
process.Therefore, the development of new aluminium alloys specifically for this
920

SSM processis still ongoing (Salleh, Omar &Syarif, 2015). In this paper,
thixoformability of a novel Al-5%Si-0.8%Cu-1.2%Mg aluminium alloywas
investigated.The microstructures, yield strength and ultimate tensile strength (UTS) of
the thixoformed alloy before and after T6 heat treatment were also observed.

2.0

METHODOLOGY

The aluminium alloy used in this study was Al5Si0.8Cu1.2Mg which was
fabricated via a gravity casting process.The chemical composition of the alloy was
examined by the X-ray fluorescence (XRF) technique and listed in Table 1.
Thixoforming process was carried out on the alloy billets previously poured ontothe
CS with the pouring temperature of 650 C, 60 tilt angle and cooling length of 400
mm. Thixoforming press was equipped with a hydraulic cylinder press that provided a
load of 20 kN and had a maximum compression velocity of 85 mm/s as shown in
Figure 1. The billets were rapidly reheated (at 130 C/min) into its semisolid state at
570 C for 5 minutes in order to prevent grain growth before thixoforming into a
preheated (at 300 C) stainless steel die. The heating process was performed using a
high-frequency induction coil (3080 kHz, 35 kW) where it was placed under the die.
The heating was monitored using a calibrated K-type thermocouple located 8 mm
from the top of the slug. To prevent oxidation during thixoforming process, argon gas
wasflowed at 2.5 l/min in the thixoforming press.

T6 heat treatment was carried out on some of thixoformed samples for


mechanical properties improvement. The T6 heat treatment involvesasolution heat
treatment at 525 C for 8 hoursfollowed by quenching in warm water at 60 C.
Subsequently, the quenched samples were aged at 155 C for 4 hours. Observation on
the microstructural characterisation was carried out using Olympus optical
microscope after the samples were surface finished and etched in Kellers agent for 20
s. The strengths of the thixoformed and thixoformed-T6 alloy samples were evaluated
by tensile test. The tensile test specimens were prepared according to the ASTM:
E8M and tested at room temperature using a 100 kN Zwick Roell Universal Testing
Machine (UTM).

921

Table 1: Chemical Composition of The Studied Alloy (wt.%)


Element

Si

Cu

Mg

Ni

Zn

Al-5Si-Cu-1.2Mg 4.94 0.81 1.21 0.03 0.05

Mn
0.1

Fe

Al

0.43 Remainder

Air vent

Screw bolt
Heater
Induction coil
Semi solid billet
Refractory
material

Pressure

Figure 1:Schematic Diagram of TheThixoforming Press

3.0

RESULTS AND DISCUSSIONS

The as-cast microstructure of the alloy Al5Si0.8Cu1.2Mg consists of


developed dendritic and interdendritic eutectic structure as shown in Figure
2(a).When the as-cast alloy was poured onto the CSwith the parameters of tilt angle at
60, pouring temperature at 650 C and cooling length of 400 mm,and then
solidifiedin a 150 C preheated steel mould as a billet, the microstructure changed to
nondendritic structure in rosette form (Figure 2(b).The formation of fine and less
dendritic microstructureis resulted from the nucleation of primary particleswhen the
molten metal was poured over a cooling plate that was cooled by water circulation
underneath (Birol, 2007;Salleh, Omar &Syarif, 2015). The generations of
nondendritics structure are also believed from the effect of shear stress on the solid
particles when slurry rolls down the CS then resulting in fragmentation of dendrites
structure(Behnam Amin-Ahmadi & Hossein Aashuri, 2010).

922

(a)

(b)

100 m

100 m

Figure 2:Microstructures of The (Al-5%Si-0.8%Cu-1.2%Mg)Alloy (a) As-cast and


(b) Through CS Casting at 650 C and 400 mm Cooling Length

Thixoforming is normally performed at a liquid fraction of 30% - 50%. From


DSC curve, the highest knee on the fraction liquid should occur between these
ranges. The highest knee is representing the entire of eutectic phase in the structure
that should be completely melted while the partial remelting process before pressed
into the die(Liu, Atkinson & Jones, 2005). In this study, the DSC analysis (as shown
in Figure 3) indicates that the highest knee of the new aluminium alloy (Al-5%Si0.8%Cu-1.2%Mg) is below 50% of liquid fraction where the point is located at45%
liquid content. Therefore, this alloy has a good SSM processability to ensure the
billets are stiff if left and could be handled like solid as well as it easy to flow and fill
the die completely when pressed. Based on the liquid fraction profile from DSC

1.2

100
90
80
70
60
50
40
30
20
10
0

DSc curve

Heat flow (mW)

1
0.8

Liquid fraction
profile

0.6
0.4
0.2
0

Liquid fraction (%)

analysis, 45% liquid contents correspond to 570 C.

500 520 540 560 580 600 620 640


Temperature (C)

Figure 3:DSC and Liquid Fraction Curve For Alloy Al5Si0.8Cu1.2Mg

923

The formation of the solid spheroidal microstructure in a liquid matrix as


shown in Figure 4(a) was observed when the billets were reheated into semisolid
temperature at 570 C for 5 minutes. This transformation was affected by a coarsening
process of the rosette structure and a melting of interdendritic eutectic structure during
isothermal holding in the semisolid state. Figure 4(b) shows the microstructure of the
alloy after thixoformed by a compression press into preheated (at 300 C) stainless
steel die. The thixoformed sample showed a uniform distribution of nearly globular Al grains without micro pores throughout the sample.

(b)

(a)

100 m

100 m

Figure 4:Microstructures of The (Al-5%Si-Cu-1.2%Mg) Alloy When Partially


Remeltedat 570 C for 5 Minutes(a) Before Thixoformedand
(b) After Thixoformed

Figure 5 shows that the tensile strength of the thixoformed Al5Si0.8Cu


1.2Mg alloy samples before and after T6 heat treatment. T6 heat treatment was carried
out on the thixoformed alloy samples to improve its mechanical properties especially
to increase the strength of the alloy. After T6 heat treatment, the column chart
indicates the increasing value from 230 MPa to 264 MPa for yield strength and from
263 MPa to 306 MPa for UTS.The improvement in tensile properties after subjected
to T6 heat treatment reveals the heat treatable behaviour of the alloy. The figure also
shows the minimum requirement of automotive cylinder head alloys (i.e. 250 MPa
and 300 MPa for yield and UTS, respectively)that should be achieved for the alloy
products. The tensile test result shows that the thixoformed alloy after T6 heat
treatment has a higher strength than the minimum requirement values.

924

Strength (MPa)

340
320
300
280
260
240
220
200
180
160
140
120
100
80
60
40
20
0

Ultimate tensile strength


(UTS)
Ultimate tensile strength
(UTS) T6
Yield strength (YS) T6
Yield strength (YS)

Cylinder Head

Thixoformed

Figure 5: Comparison of Yield Strength and UTS of The Cylinder Head Alloy,
Thixoformed and Thixoformed T6 Al5Si0.8Cu1.2MgAluminium Alloy

4.0

CONCLUSION

In this work, themicrostructure of alloy Al5Si0.8Cu1.2Mg with fine and


less dendritic microstructure was obtained from CS process with pouring temperature
at 650 C and cooling length of 400 mmbefore it was transformed into solid
spheroidal structure in a 45% liquid content when partially remelted at 570 C for 5
minutes.The eutectic phase completely melted below 0.5of fraction liquidmaking the
alloy very suitable for thixoforming process. When the alloy was thixoformed by
compressing into a preheated (at 300 C) stainless steel die, it revealed a uniform
distribution of nearly globular -Al grains without micro pores throughout the sample
where it is attribute to an improvement in the strength. The thixoformed alloy shows
high yield strength (264 MPa) and ultimate tensile strength (306 MPa)after it was
subjected T6 heat treatment.

925

REFERENCES

Arif,

M.A.M.,

Omar,

M.Z.,

Muhamad,

N.,

Syarif,

J.,

&Kapranos,

P.

(2013).Microstructural evolution of solid-solution-treated Zn22Al in the


semisolid state. Journal of Materials Science and Technology, 29, 765774.

Behnam Amin-Ahmadi & Hossein Aashuri.(2010). Semisolid structure for M2 high


speed steel prepared by cooling slope.Journal of Materials Processing
Technology, 210, 1632-1635.

Birol, Y. (2007). A357 thixoforming feedstock produced by cooling slope


casting.Journal of Materials Processing Technology, 186, 94-101.

Chen, T.J., Hao, Y., & Sun, J. (2002).Microstructural evolution of previously


deformed ZA27 alloy during partial remelting. Materials Science and
Engineering: A, 337, 73-81.

Haga, T., Nakamura, R., Tago, R., &Watari, H. (2010). Effects of casting factors of
cooling slope on semisolid condition. Transactions of Nonferrous Metals
Society of China, 20, s968-s972.

Hirt, G., Dremer, R., Witulski, T., &Tinius, H.C. (1997).Lightweight near net shape
components produced by thixoforming. Materials and Design, 18, 315-321.

Kirkwood, D.H. (1994). Semisolid metal processing. International Materials Reviews,


39, 173-189.

Liu, D., Atkinson, H.V., & Jones, H. (2005).Thermodynamic prediction of


thixoformability in alloys based on the AlSiCu and AlSiCuMg
systems.ActaMaterialia, 53, 38073819.

Omar, M.Z., Atkinson, H.V., Howe, A.A., Palmiere, E.J., Kapranos, P., &Ghazali,
M.J. (2009).Solid-liquid structural break-up in M2 tool steel for semi-solid
metal processing. Journal of Materials Science, 44, 869-874.
926

Omar, M.Z., Palmiere, E.J., Howe, A.A., Atkinson, H.V., &Kapranos, P.


(2005).Thixoforming of a high performance HP9/4/30 steel. Materials Science
and Engineering: A, 395, 5361.

Paes, M., &Zoqui, E.J. (2005). Semi-solid behaviour of new Al-Si-Mg alloys for
thixoforming. Materials Science and Engineering: A, 406, 63-73.

Salleh, M.S., Omar, M.Z., Syarif, J. (2015). The effects of Mg addition on the
microstructure and mechanical properties of thixoformed Al-5%Si-Cu alloys.
Journal of Alloys and Compounds, 621, 121-130.

Salleh, M.S., Omar, M.Z., Syarif, J., Alhawari, K.S., & Mohammed, M.N. (2014).
Microstructure and mechanical properties of thixoformed A319 aluminium
alloy. Materials and Design, 64, 142152.

927

KEMAHIRAN ICT DENGAN PENGINTEGRASIAN BAHAN PENGAJARAN


BERASASKAN WEB 2.0 DALAM PEMBELAJARAN DAN PENGAJARAN DI
UNIVERSITI
1

Norazlinda Saad, 2Surendran Sankaran


1,2

Universiti Utara Malaysia

azlinda@uum.edu.my, surendran@uum.edu.my

ABSTRAK

Kajian ini bertujuan untuk mengenal pasti hubungan antara Kemahiran ICT
dengan Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0. Kajian ini
berbentuk deskriptif dengan menggunakan kaedah tinjauan. Populasi kajian
ini adalah 120 orang pensyarah universiti. Seramai 100 orang pensyarah
telah

dipilih

sebagai

sampel

kajian

dengan

menggunakan

kaedah

persampelan rawak. Soal selidik kajian ini diadaptasi dari kajian-kajian


lepas. Instrumen kajian ini mempunyai nilai kebolehpercayaan yang tinggi
iaitu =0.93. Data kajian telah dianalisis dengan menggunakan statistik
deskriptif (Min, Sisihan piawai, Peratus) dan statistik inferensi (Korelasi
Pearson). Dapatan menunjukkan tahap Kemahiran ICT dalam kalangan
pensyarah

berada

pada

tahap

sederhana

dan

manakala

tahap

Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0 berada pada tahap


rendah. Dapatan menunjukkan terdapat hubungan yang signifikan antara
Kemahiran

ICT

dengan

tahap

Pengintegrasian

Bahan

Pengajaran

Berasaskan Web 2.0. Dapatan ini menggambarkan bahawa para pensyarah


mempunyai Kemahiran ICT dan mampu mengintegrasikan Bahan Pengajaran
Berasaskan Web 2.0 dalam pembelajaran dan pengajaran. Kajian ini
memberi implikasi bahawa peningkatan Pengintegrasian Bahan Pengajaran
Berasaskan Web 2.0 memerlukan peningkatan kemahiran ICT dalam
kalangan pensyarah universiti.

Kata kunci: Kemahiran ICT, Tahap Pengintegrasian, Web 2.0.

928

1.0

PENDAHULUAN

Teknologi Maklumat dan Komunikasi (ICT) membantu para pelajar


mengekalkan minat dan menggalakkan pembelajaran kendiri. Hal ini kerana, pelajar
era kini ternyata lebih pantas dalam mempelajari sesuata yang baru, terutamanya yang
melibatkan teknologi. Oleh itu, platform yang sesuai harus digunakan oleh pensyarah
agar pembelajaran kolaboratif dengan sokongan komputer dapat dimanfaatkan
sepenuhnya oleh pelajar serta menjadikan pembelajaran lebih menarik dan berkesan.
Pembelajaran yang berkesan dapat memberi impak yang besar kepada pelajar kerana
ilmu yang diperolehi dapat dimanfaatkan untuk jangka masa panjang, dan bukan
hanya digunakan

1.1

Penyataan Masalah

Selaras dengan pelaksanaan Dasar e-Pembelajaran Negara (Depan), Universiti


Utara Malaysia (UUM) mengambil inisiatif untuk (Pusat Pengajaran Pembelajaran
Universiti (UTLC), 2012). Pembelajaran dalam mod teradun adalah pembelajaran
yang menggandingkan kaedah tradisional dan Kaedah atas talian (e-pembelajaran). Di
mana, dasar e-pembelajaran universiti menetapkan nisbah 30:70 untuk kedua-dua
kaedah ini. 30% e-pembelajaran, 70% pembelajaran tradisional (face to face). Sebagai
langkah asas pengintegrasian kaedah e-pembelajaran, UUM menggalakkan para
pensyarah menggunakan Learning Zone (Learning Management System) untuk
aktiviti pembelajaran dan pengajaran seperti menggunakan forum, kuiz, wikis, dan
penerapan objek pembelajaran.

Di samping penggunaan LMS, UUM juga dalam usaha untuk membangunkan


pembelajaran

atas

talian

dengan

menggunakan

Web

2.0

(UTLC,

2012).

Pengintegrasian Web 2.0 ini membantu mengubah landskap abad ke-21 dalam bidang
pendidikan. Ia membentuk pendekatan pelajar untuk belajar, pendekatan pengajar
untuk mengajar dan bagaimana pendidik berinteraksi dengan pelajar (Hargadon,
2009). Berdasarkan senario ini, kajian ini menentukan untuk mengenal pasti tahap
Kemahiran ICT dan tahap Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0
dalam kalangan pensyarah. Kajian ini juga bertujuan untuk mengenal pasti hubungan

929

antara Kemahiran ICT pensyarah dengan tahap Pengintegrasian Bahan Pengajaran


Berasaskan Web 2.0.

1.2

Objektif Kajian

a) Menentukan tahap Kemahiran ICT

dan tahap Pengintegrasian Bahan

Pengajaran Berasaskan Web 2.0.


b) Mengkaji hubungan antara Kemahiran ICT dengan tahap Pengintegrasian
Bahan Pengajaran Berasaskan Web 2.0.

1.3

Kerangka Kajian

Tahap Pengintegrasian
Pengajaran Berasaskan
Web 2.0

Kemahiran ICT

Pemboleh ubah bebas

Pemboleh ubah bersandar

Rajah 1: Kerangka Kajian

Kerangka kajian ini dibina berdasarkan kepada model TAM dan tinjauan
literatur. Variabel bebas kajian ini adalah Kemahiran ICT dan variabel bersandar
adalah tahap Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0. Kerangka
kajian menjelaskan bahawa variabel Kemahiran ICT mempunyai hubungan dengan
variabel bersandar iaitu tahap Pengintegrasian Bahan Pengajaran Berasaskan Web
2.0.

2.0

TINJAUAN LITERATUR

2.1

Kemahiran ICT

Kajian oleh Abd. Rahman (2000) menunjukkan responden tidak banyak


menggunakan teknologi di dalam bilik darjah adalah disebabkan oleh kekurangan
kemahiran menggunakan ICT. Dapatan ini disokong oleh kajian Ekhwan (2004)
930

mendapati bahawa tahap penggunaan ICT dalam pengajaran

adalah rendah

disebabkan oleh kurangnya kemahiran asas yang berkaitan dengan teknologi dan cara
penggunaannya. Kajian juga telah menunjukkan kegagalan dalam pengintegrasian
ICT ini berpunca dari kurang kemahiran dalam menggunakan alatan ICT dan perisian
yang semakin meningkat keupayaannya (Norizan, 2003).

2.2

Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0

Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0 merupakan suatu


pendekatan yang berbeza dengan kuliah konvensional dalam mewujudkan proses
P&P yang berkesan. Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0
membolehkan wujudnya interaksi yang baik dan seimbang antara pensyarah dengan
pelajar serta pelajar dengan pelajar. Pelajar dan pensyarah akan bersama-sama belajar
dan berinteraksi dalam proses P&P dan keadaan ini membeolehkan pelajar terlibat
secara aktif dalam menentukan kemahiran yang ingin dikuasai. Pengintegrasian
Bahan Pengajaran Berasaskan Web 2.0 membenarkan dan memudahkan penglibatan
aktif setiap pengguna. Ini bermakna menerusi penggunaan teknologi ini para pelajar
dan pensyarah menjadi lebih aktif dan terlibat secara individu (Zuraidah, 2011).

3.0

METODOLOGI KAJIAN

Kajian ini berbentuk deskriptif dengan kaedah tinjauan. Populasi kajian ini
ialah 120 orang pensyarah. Berdasarkan Jadual Penentuan Sampel oleh Krejcie dan
Morgan (1970), bilangan minimum bagi saiz sampel yang dicadangkan untuk saiz
populasi 120 orang pensyarah adalah seramai 92 orang.

Walau bagaimanapun, penyelidik memilih sampel seramai 100 orang bagi


memastikan kadar pulangan yang tinggi. Sampel kajian dipilih dengan menggunakan
kaedah persampelan rawak mudah. Soal selidik kajian ini diadaptasi dari kajiankajian lepas dan diuji kesahan dan kebolehpercayaan untuk memastikan dapatan yang
diperoleh boleh dipercayai, tepat dan konsisten (Jadual 1)

931

Jadual 1: Sumber Instrumen Kajian


Dimensi Utama

Bil. Item

Sumber

Cronbach Alpha

Kemahiran ICT

Moore & Benbasat(1991)

0.95

Tahap Penggunaan

12

Moersch (2001)

0.89

Jumlah

18

0.93

Jadual 2: Interpretasi Nilai Min


Bil

Min Skor

Tahap

0.00 2.33

Rendah

2.34 4.67

Sederhana

4.68 7.00

Tinggi

Data kajian dianalisis dengan menggunakan statistik deskriptif (min, peratusan


dan frekuensi) dan korelasi Koefisien (Pearson). Pengiraan min (Jadual 2) digunakan
untuk menentukan setiap tahap kecenderungan responden dalam menilai persoalan
kajian (Wiersma, 2000).

4.0

DAPATAN DAN PERBINCANGAN KAJIAN

4.1

Latar Belakang Responden

Jadual 3 menunjukkan bahawa bilangan pensyarah perempuan adalah lebih


ramai (60.7%) berbanding pensyarah Lelaki (39.3%). Dari segi umur pula, dapatan
menunjukkan pensyarah yang berumur antara 30 hingga 39 tahun merupakan
responden yang paling ramai terlibat dalam kajian ini iaitu 38 orang pensyarah. Data
tentang pengalaman mengajar pensyarah di UUM menunjukkan bahawa pensyarah
yang telah mengajar lebih dari 10 tahun merupakan responden yang paling ramai
terlibat dalam kajian ini iaitu 47 orang atau 51 % dari keseluruhan responden kajian.

932

Jadual 3: Latar Belakang Responden Kajian


Variabel

Frekuensi

Lelaki

33

39.3

Perempuan

51

60.7

20 - 29 tahun

21

25

30 - 39 tahun

38

45.3

40 - 49 tahun

16

19

50 - 59 tahun

10.7

Kurang dari 5 tahun

14

16.7

5 - 10 tahun

27

32.1

Lebih dari 10 tahun

43

51.2

Jantina

Umur

Pengalaman Mengajar

4.2

Tahap Kemahiran Teknologi

Jadual 4 menunjukkan dapatan kajian untuk tahap Kemahiran ICT pensyarah


dalam mengintegrasikan Pengajaran Berasaskan Web 2.0. Dapatan menunjukkan min
Kemahiran ICT para pensyarah adalah 3.80 (sp= 0.99) dan berada pada tahap
sederhana. Dapatan juga menunjukkan variabel Kemahiran ICT para pensyarah
berada pada tahap sederhana dengan nilai min 3.80 (sp= 0.99). Tahap Kemahiran ICT
yang sederhana ini mungkin disebabkan oleh pensyarah jarang mempraktikkan
Kemahiran ICT yang dimiliki kerana kekangan masa dan masalah peralatan ICT.
Selain itu, perasaan takut juga mungkin menjadi penghalang kepada pensyarah
mengintegrasikan Pengajaran Berasaskan Web 2.0.

Jadual 4: Tahap Kemahiran ICT


Variabel

Min

Sisihan Piawai (sp)

Tahap Kemahiran ICT

3.80

0.99

933

4.3

Tahap Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0

Jadual 5 menunjukkan analisis deskriptif bagi variabel bersandar iaitu Tahap


Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0. Min keseluruhan yang
diperolehi adalah 3.42 (sp= 0.85). Ini menjelaskan bahawa tahap Pengintegrasian
Bahan Pengajaran Berasaskan Web 2.0 juga berada pada tahap sederhana. Dapatan
kajian ini adalah selaras dengan kajian oleh Cuban (2001) dan Ashinida et al. (2004)
yang mendapati tahap penggunaan ICT untuk tujuan pembelajaran dan pengajaran
berada pada tahap sederhana. Keadaan ini mungkin berlaku disebabkan oleh tiada
latihan, faktor kekurangan kemudahan, faktor masa dan kurangnya kemahiran ICT.

Jadual 5: Tahap Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0


Variabel

Min

Sisihan Piawai (sp)

Tahap Penggunaan

3.42

0.85

4.4

Hubungan antara Kemahiran ICT dengan Tahap Pengintegrasian Bahan


Pengajaran Berasaskan Web 2.0

Jadual 6: Hubungan antara Kemahiran ICT dengan Tahap Pengintegrasian Bahan


Pengajaran Berasaskan Web 2.0
Tahap Pengintegrasian

Kemahiran ICT

sig.

.653

.000

sig. pada p<.05

Dapatan kajian (Jadual 6) menunjukkan variabel Kemahiran ICT mempunyai


hubungan yang signifikan (r=.65, p=0.000) dengan tahap Pengintegrasian Bahan
Pengajaran Berasaskan Web 2.0 . Koefisien korelasi tersebut menunjukkan hubungan
yang sederhana (moderate) (Hall, 2004) dan positif wujud antara variabel Kemahiran
ICT dan tahap Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0 . Ini
menjelaskan bahawa pensyarah yang mempunyai Kemahiran ICT menggunakan Web
2.0 yang tinggi mempunyai tahap Pengintegrasian Bahan Pengajaran Berasaskan Web
2.0 yang tinggi dan sebaliknya. Dapatan kajian disokong oleh kajian Rosnaini, Mohd
934

Arif dan Jalalludin (2011) yang menunjukkan responden yang mempunyai tahap
Kemahiran ICT yang tinggi juga mempunyai tahap pengintegrasian ICT yang tinggi.

4.5

Implikasi Kajian

Berdasarkan perbincangan dan huraian, kajian ini mempunyai beberapa


implikasi kepada pihak yang bertanggungjawab melaksanakan inovasi serta para
pensyarah mengintegrasikan Web 2.0 dalam proses pembelajaran dan pengajaran
dengan berkesan. Dapatan menunjukkan variabel Kemahiran ICT mempunyai
hubungan yang siginifikan dan positif dengan tahap Pengintegrasian Bahan
Pengajaran Berasaskan Web 2.0. Ini menjelaskan bahawa Kemahiran ICT mempunyai
hubungan signifikan dengan tahap Pengintegrasian Bahan Pengajaran Berasaskan
Web 2.0

perlu diberi lebih penekanan supaya dapat meningkatkan lagi tahap

penggunaan dalam kalangan pensyarah. Pihak universiti juga perlu memberikan


perhatian yang sepenuhnya dalam memastikan keberkesanan pelaksanaan pengajaran
mengintegrasikan Pengajaran Berasaskan Web 2.0. Pihak universiti harus memberi
sokongan dan galakan sepenuhnya kepada pensyarah untuk mengintegrasikan
Pengajaran Berasaskan Web 2.0. Sokongan dan galakan dalam bentuk kemudahan
dan pengiktirafan amat diperlukan. Dengan adanya sokongan dan galakan ini, para
pensyarah akan mempunyai minat dan semangat untuk mengaplikasikan Pengajaran
Berasaskan Web 2.0 dalam pengajaran dengan efektif.

4.6

Cadangan Kajian Lanjutan

Kajian ini hanya melibatkan variabel Kemahiran ICT dalam Pengintegrasian


Bahan Pengajaran Berasaskan Web 2.0. Oleh itu, kajian akan datang perlu
menggunakan faktor-faktor lain seperti infrastruktur, keperluan latihan dan masa yang
boleh meningkatkan tahap Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0 .
Dalam kajian ini, penyelidik hanya menggunakan kaedah soal selidik sahaja. Kajian
lanjutan dicadangkan supaya menggunakan kaedah lain seperti kaedah pemerhatian,
eksperimen atau temubual untuk mendapatkan maklumat yang lebih lengkap.

935

5.0

KESIMPULAN

Secara kesimpulannya, dapatan kajian ini menunjukkan bahawa tahap


Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0.dalam kalangan pensyarah
yang terlibat dalam kajian ini berada pada tahap sederhana. Dapatan kajian
menunjukkan variabel Kemahiran ICT mempunyai hubungan yang signifikan dengan
tahap Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0.dalam kalangan
pensyarah. Dapatan kajian juga telah memberi implikasi yang positif terhadap tahap
Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0. dalam kalangan pensyarah.
Untuk meningkatkan tahap Pengintegrasian Bahan Pengajaran Berasaskan Web 2.0
dalam P&P dalam kalangan pensyarah, tahap kemahiran ICT perlu dipertingkatkan.

RUJUKAN

Ashinida Aladdin, Afendi Hamat & Mohd. Shabri Yusof. (2004). Penggunaan PBBK
(pengajaran bahasa berbantukan computer) dalam pengajaran dan pembelajaran
Bahasa Arab sebagai bahasa asing: Satu tinjauan awal. GEMA Online Journal
of Language Studies, 4(1). Diakses pada 30 Mei 2014 dari http://www.f
pbahasa.ukm.my/linguistics/Gema/GemaVol4.1.2004Nol.pdf

Cuban, L., Kirkpatrick, H. & Peck, C. (2001). High access and low use of
technologies in high school classrooms: Explaining an apparent paradox.
American Educational Research Journal, 38 (4), 813-834

Hargadon, S. (2009). Education, Technology, Social Media, and You!. Diakses pada 5
Mei 2014 dari http://www.stevehargadon.com/p/my-work.html.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research
activities. Educational and Psychological Measurement, 30, 607-610.

Norizan Abdul Razak. (2003). Computer competency of in-service ESL teachers in


Malaysian secondary schools. Tesis Doktor Falsafah yang tidak diterbitkan.
Universiti Kebangsaan Malaysia.

936

Pusat Pengajaran Pembelajaran Universiti. (2012). E-Pembelajaran. Diakses pada 10


Mei 2014 dari http://utlc.uum.edu.my/index.php/perkhidmatan/e-pembelajaran/
pengenalan.

Rosnaini Mahmud, Mohd Arif Ismail, & Jalalludin Ibrahim. (2011). Tahap
Kemahiran dan Pengintegrasian ICT di kalangan Guru Sekolah Bestari. Jurnal
Teknologi Pendidikan Malaysia, 1(1), 5-13.
Wiersma, W. (2000). Research Methods in Education: An Introduction (7th Ed.).
Boston: Allyn and Bacon.

Zuraidah Saidin. (2011). Web 2.0 Dalam Pengajaran Dan Pembelajaran Bahasa
Melayu.

Diakses

pada

Jun

2014

dari

http://www.mlcs.sg

/home/images/MLCS_Gallery/seminar2011/paper1%20%20a1%20kertas%20ke
rja%20beacon%20pri%20final.pdf

937

HUBUNGAN ANTARA PENGGUNAAN ICT DENGAN MINAT BELAJAR


DALAM KALANGAN PELAJAR SEKOLAH MENENGAH DI DAERAH
KUALA MUDA/YAN
1

Surendran Sankaran,2 Norazlinda Saad, Harfeeny Esmail


1,2, 3

Universiti Utara Malaysia

surendran@uum.edu.my, azlinda@uum.edu.my, cikgufeeny@gmail.com

ABSTRAK

Kajian ini bertujuan untuk mengenal pasti hubungan antara penggunaan


Teknologi Maklumat dan Komunikasi (ICT) dengan minat belajar dalam
kalangan pelajar sekolah menengah, Reka bentuk kajian yang digunakan
adalah kajian kuantitatif jenis tinjauan berbentuk deskriptif. Sampel kajian
terdiri daripada 365 orang pelajar sekolah menengah dari daerah Kuala
Muda/Yan dan sampel dipilih dengan menggunakan persampelan rawak
mudah.Kajian tinjauan ini menggunakan soal selidik sebagai instrument
utama bagi tujuan pengumpulan data.Soal selidik kajian ini diadaptasi dari
sumber lain dan mengandungi 20 item. Analisis kajian rintis menunjukkan
nilai kebolehpercayaan bagi instrumen ini adalah 0.89.Data kajian dianalisis
dengan menggunakan statistik deskriptif (min &sisihan piawai) dan statistik
inferensi (Ujian Korelasi Pearson).Dapatan kajian menunjukkan tahap
penggunaan ICT dan tahap minat belajar dalam kalangan pelajar berada
pada tahap yang tinggi Analisiskorelasi pula menunjukkan terdapat hubungan
yang signifikan dan positif antara penggunaan ICT dengan minat belajar
dalam kalangan pelajar sekolah menengah di daerah Kuala Muda/Yan.
Dapatan kajian ini menjelaskan bahawa penggunaan ICT perlu diberi
penekanan supaya dapata menggalakkan perubahan ketara terhadap amalan
pengajaran dan pembelajaran yang lebih baik serta memberi manfaat kepada
pelajar.

Kata kunci: ICT, Tahap Penggunaan, Minat Belajar

938

1.0

PENDAHULUAN

Sejak kebelakangan ini, peningkatan kadar ponteng dalam kalangan pelajar


sekolah di Malaysia secara mendadak telah menimbulkan tanda tanya terutama
mengenai aspek berkaitan punca sebenar berlakunya fenomena ini. Pelbagai faktor
telah dikenalpasti yang mempengaruhi berleluasanya isu ini dan antara faktor tersebut
dikatakan berpunca daripada guru. Sikap guru dan teknik pengajaran guru yang tidak
menarik dikenal pasti sebagai faktor terpenting yang mempengaruhi pelajar untuk
bertindak ponteng sekolah. Zahari Ishak dan Low Suet Fin (2013) yang telah
menjalankan kajian berkenaan mendapati bahawa secara amnya pelajar suka berada di
sekolah namun teknik pengajaran guru yang membosankan menyebabkan mereka
tidak mahu ke sekolah.

Bruner (1966) dalam teori pengajarannya mengaitkan naluri ingin tahu dan
pencapaian kecekapan dengan motivasi terhadap minat pelajar. Teknik pengajaran
guru perlulah sentiasa dipelbagaikan, tidak membosankan dan efektif supaya pelajar
berasa seronok untuk ke sekolah dan lebih bersemangat untuk belajar apabila mereka
dapat melibatkan diri dalam banyak aktiviti yang menarik semasa proses
pembelajaran (Norhasilah Mat Nor, Aspaniza Hamzah & Nurul Farhana Junus, 2012).
Oleh yang demikian, pelaksanaan aktiviti yang menarik seperti penggunaan
Teknologi Maklumat dan Komunikasi(ICT) dilihat dapat mendorong pelajar untuk
mencuba secara rela hati dan terlibat secara aktif dalam proses pembelajaran di dalam
bilik darjah. Burnett (2010) merumuskan bahawa penggunaan ICT sebagai satu alat
yang dapat membantu guru dan memudahkan proses pengajaran dan pembelajaran.

Sehubungan itu, pelbagai usaha telah dilaksanakan oleh Kementerian


Pelajaran Malaysia (2006) untuk memastikan ICT dapat digunakan sebagai
pemangkin pengajaran dan pembelajaran di dalam bilik darjah termasuklah
meningkatkan pengetahuan dan kemahiran ICT dalam kalangan guru. Kajian yang
dijalankan Rosnaini Mahmud, Mohd Arif Ismail dan Jalalludin Ibrahim (2011) untuk
menguji tahap penguasaan dan kemahiran ICT dalam kalangan guru di Sekolah
Bestari mendapati bahawa guru menguasai pada tahap yang tinggi kemahiran asas
ICT dalam penggunaan lima jenis aplikasi. Aplikasi tersebut ialah pengoperasian

939

komputer, pemprosesan perkataan (Microsoft Word), persembahan elektronik


(PowerPoint), hamparan elektronik (Excel) dan internet.

Dapatan kajian oleh Saridah (2006), Rossafri dan Shabariah (2011),


Shaharuddin dan Zaidatun (2011), serta Goodin (2012) merumuskan bahawa ICT
dapat meningkatkan minat, motivasi dan penglibatan pelajar terhadap proses
pengajaran dan pembelajaran dalam bilik darjah. Manakala kajian Vernadakis,
Giannousi, Tsitskari, dan Antoniou (2012) pula mendapati bahawa pengajaran dan
pembelajaran berbantukan ICT akhir-akhir ini menjadi alternatif penyampaian
pengajaran yang penting di institusi pengajian tinggi. Kajian ini bertujuan untuk
mengenal pasti hubungan antara penggunaan ICT dalam pengajaran dan pembelajaran
dengan minat belajar dalam kalangan pelajar di sekolah menengah di daerah Kuala
Muda/Yan.

1.1

Objektif Kajian

a) Menentukan tahap penggunaan ICT dan Minat Belajar dalam kalangan


pelajar.
b) Mengenal pasti hubungan antara penggunaan ICT dengan Minat Belajar
dalam kalangan pelajar.

2.0

TINJAUAN LITERATUR

2.1

Minat Belajar dalam Kalangan Pelajar apabila ICT Digunakan

Minat belajar dalam konteks kajian ini merujuk kepada motivasi dan
penglibatan pelajar dalam pengajaran dan pembelajaran di bilik darjah.Noor Erma
Abu dan Leong Kwan Eu (2014) telah menjalankan kajian tentang hubungan antara
sikap, minat, pengajaran guru dan pengaruh rakan sebaya terhadap pencapaian
Matematik Tambahan Tingkatan 4.Dapatan menunjukkan bahawa sikap, minat dan
pengajaran guru merupakan faktor-faktor yang telah mempengaruhi pencapaian murid
dalam mata pelajaran Matematik Tambahan berada pada tahap yang tinggi, manakala
pengaruh rakan sebaya berada pada tahap yang rendah.Oleh itu, pengajaran guru

940

menjadi faktor penting dalam usaha murid untuk meningkatkan pencapaian mereka
dalam mata pelajaran Matematik Tambahan.

2.2

Penggunaan ICT dengan Minat Belajar dalam kalangan Pelajar

Sharifah dan Kamarul (2011) telah menjalankan kajian bagi mengenal pasti
tahap kesediaan guru menggunakan ICT dalam pengajaran dan kesannya terhadap
hasil kerja dan tingkah laku murid prasekolah.Dapatan kajian menunjukkan bahawa
kesediaan guru melaksanakan pengajaran dengan menggunakan ICT memberi kesan
signifikan terhadap hasil kerja dan tingkah laku murid.Dapatan ini adalah selari
dengan kajian oleh Saridah (2006) yang mendapati terdapat hubungan yang sangat
positif di antara penggunaan perisian multimedia dengan prestasi pelajar.Kajian ini
merumuskan bahawa penggunaan perisian multimedia di dalam pengajaran dan
pembelajaran dalam tajuk Lokus dalam Dua Matra telah dapat menarik minat
pelajar dan seterusnya meningkatkan prestasi mereka.

Selain itu, Rossafri dan Shabariah (2011) yang membuat kajian tentang
penggunaan laman sosial Facebook sebagai salah satu kaedah perbincangan dalam
proses pengajaran dan pembelajaran subjek Sejarah tingkatan empat bagi topik
Tamadun Yunani dan Tamadun Rom juha

mendapati kaedah pembelajaran

menggunakan rangkaian laman sosial Facebook dapat meningkatkan tahap motivasi


dan kefahaman pelajar. Vernadakis et.al (2012) telah mengkaji perbandingan
kepuasan pelajar terhadap pembelajaran antara pengajaran tradisional dengan
pengajaran berbantu teknologi. Dapatan menunjukkan pengajaran berbantu teknologi
lebih memberi kepuasan kepada pelajar berbanding pengajaran tanpa teknologi.

3.0

METODOLOGI KAJIAN

Reka bentuk kajian ini adalah kajian kuantitatif jenis tinjauan, berbentuk
deskriptif.Soal selidik, digunakan sebagai instrumen utama untuk mengumpul data
kajian.Populasi kajian adalah seramai 36,530 orang pelajar sekolah menengah dalam
daerah Kuala Muda/Yan

(Pejabat Pelajaran Daerah Kuala Muda/Yan, 2014).

Menurut Krejcie dan Morgan (1970), sekiranya saiz populasi adalah seramai 36,530
orang, maka bilangan sampel minimum perlu dipilih adalah seramai 380 orang.
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Sampel kajian ini seramai 400 orang dipilih dengan menggunakan persampelan rawak
muda.Kajian ini menggunakan kaedah soal selidik terpiawai. pembahagian item
adalah seperti yang ditunjukkan dalam Jadual 1 berikut;

Jadual 1: Pembahagian Item Soal Selidik


Pemboleh Ubah
A. Penggunaan ICT

Sumber

Jumlah item

Rosnaini, Mohd Ariff


& Jalalludin, (2011)

Cronbach alpha ( )
0.854

10

ICT Attitudes
B.

Minat belajar

0.762

Questionnaire

10

(ICTAQ) , (2010)
20

0.892

Data kajian dianalisis dengan menggunakan statistik deskriptif (min dan


sisihan piawai) dan korelasi Koefisien (Pearson).

4.0

DAPATAN DAN PERBINCANGAN KAJIAN

4.1

Tahap penggunaan ICT

Berdasarkan jadual 2, didapati penggunaan ICT di dalam pengajaran dan


pembelajaran di sekolah berada pada tahap yang sederhana (Min=3.52,SP=.508).
Analisis ini menunjukkan bahawa guru-guru mengintegrasikan ICT dalam pengajaran
di sekolah tetapi tidak sepenuhnya.

Jadual 2:Tahap penggunaan ICT dalam Pengajaran dan Pembelajaran

4.2

Pemboleh Ubah

Min

SP

Tahap

Penggunaan ICT

3.52

.508

Sederhana

Tahap Minat Belajar

Berdasarkan jadual 3, menunjukkan jumlah skor min minat belajar dalam


pelajar berada pada tahap yang tinggi (Min=4.01,SP=.624).

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Jadual 3:Tahap Minat Belajar Pelajar

4.3

Pernyataan

Min

SP

Tahap

Tahap Minat Belajar

4.01

.624

Tinggi

Hubungan antara Penggunaan ICT dengan Minat Belajar

Jadual 4: Keputusan Ujian Kolerasi Pearson antara Penggunaan ICT dengan Minat
Belajar
Pemboleh ubah

Minat Belajar

Penggunaan ICT

.609**

**Signifikan pada aras 0.01 (2-ekor)

Ujian pekali kolerasi Pearson (Jadual 4) menunjukkan terdapat hubungan yang


signifikan dan positif antara penggunaan ICT dengan minat belajar (r=.609, p<0.01).
Dapatan ini menunjukkan bahawa semakin tinggi penggunaan ICT dalam proses
pengajaran dan pembelajaran, maka semakin meningkat minat belajar pelajar terhadap
pembelajaran dalam bilik darjah. Dapatan kajian ini dapat disokong oleh beberapa
kajian lalu seperti kajian oleh Saridah (2006), Rossafri dan Shabariah (2011),
Shaharuddin dan Zaidatun (2011), dan Goodin (2012), yang merumuskan bahawa
pengintegrasian ICT di sekolah dapat meningkatkan minat, motivasi dan penglibatan
pelajar terhadap pengajaran dan pembelajaran dalam bilik darjah.

Sementara itu, pengkelasan nilai korelasi yang dicadangkan oleh Hair et. al.
(2007) menunjukkan bahawa hubungan antara penggunaan ICT dengan minat belajar
dalam kajian ini mempunyai hubungan yang sederhana.Walau bagaimanapun, dapatan
ini tetap berjaya menyangkal beberapa dapatan kajian lalu yang menunjukkan tiada
hubungan antara penggunaan ICT dengan minat dan pencapaian pelajar.

Kajian

Sharifah dan Kamarul (2011) dan Abdul Halim Masnan (2008) menunjukkan bahawa
tiada hubungan antara penggunaan komputer dengan hasil kerja, tingkah laku dan
pencapaian kanak-kanak sama ada menggunakan ICT ataupun tanpa ICT. Selain itu,
dapatan kajian ini juga adalah bertentangan dengan dapatan beberapa kajian luar
negara yang lebih maju dan lebih awal yang mengintegrasikan ICT dalam pendidikan.

943

Kajian oleh Swanson (2013), Chaterine dan Maria (2011) melihat kebarangkalian
pelajar lebih tertumpu kepada teknologi yang digunakan daripada pengajaran yang
ingin disampaikan adalah tinggi.

Justeru, guru-guru harus didedahkan dengan pengetahuan dan kemahiran


terkini tentang penggunaan ICT melalui kursus-kursus ICT yang ditawarkan.Langkah
ini sejajar dengan hasrat Kementerian Pelajaran Malaysia (2006) untuk memastikan
ICT dapat digunakan sebagai pemangkin pengajaran dan pembelajaran di dalam bilik
darjah.Walau bagaimanapun, kebergantungan sepenuhnya kepada ICT adalah tidak
digalakkan.Peranan guru sebagai fasilitator dan pembimbing masih diperlukan supaya
pelajar tidak leka dengan teknologi yang digunakan dan seterusnya mencapai objektif
pengajaran sebenar.

4.4

Implikasi Dapatan Kajian

Seiring dengan kemajuan teknologi masa kini, guru-guru harus peka dengan
perkembangan teknologi terkini dan meningkatkan kemahiran melalui kursus-kursus
yang disediakan.Guru-guru perlu lebih kreatif mengaplikasikan kemahiran yang sedia
ada untuk merancang pengajaran yang mampu menarik minat belajar dalam kalangan
pelajar. Penggunaan ICT dalam proses pengajaran guru secara maksimum akan
memberi impak yang positif terhadap pembelajaran dan prestasi pelajar.

Peranan kepimpinan pentadbir sekolah ke arah penggunaan ICT didapati


sangat penting untuk menggalakkan guru supaya lebih berinovasi melaksanakan
penggunaan ICT dalam amalan pengajaran mereka. Kepimpinan pentadbir sekolah
juga berperanan untuk memupuk minat belajar pelajar melalui persekitaran belajar
yang lebih kondusif dengan menggalakkan ICT dalam P&P. Oleh itu, pentadbir
sekolah perlu mengenal pasti kekurangan kemudahan ICT di sekolah masing-masing
dan bertindak secara proaktif dengan memaklumkan ke peringkat yang lebih tinggi
seperti Jabatan Pelajaran Negeri dan seterusnya KPM supaya kelengkapan yang
diperlukan dapat disediakan dan guru serta pelajar dapat menikmati kemudahan
tersebut.

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Pihak KPM juga perlu mengambil langkah-langkah yang praktif untuk


mengintegrasikan ICT di sekolah-sekolah. Antaranya, pihak KPM perlu mengambil
langkah mengenal pasti sekolah-sekolah yang tercicir, melengkapkan kemudahan ICT
dan menyeragamkan kemudahan tersebut sama ada di sekolah luar bandar mahupun
bandar. Ia dapat mengurangkan jurang digital antara sekolah bandar dan luar bandar
dalam aspek penyediaan kemudahan dan penggunaan ICT dalam bidang pendidikan.

5.0

KESIMPULAN

Kesimpulannya, hasil kajian ini mendapati penggunaan ICT di sekolahsekolah menengah di daerah Kuala Muda/Yan berada pada tahap yang tinggi. Dapatan
ini membuktikan bahawa guru-guru menggunakan kemudahan ICT di sekolah
masing-masing dalam proses pengajaran dan pembelajaran di dalam dan di luar bilik
darjah. Ujian pekali korelasi Pearson juga mendapati bahawa tahap minat belajar alam
kalangan pelajar adalah dipengaruhi oleh tahap penggunaan ICT dalam pengajaran
dan pembelajaran. Justeru, menjadi tanggungjawab Kementerian Pelajaran Malaysia
dan pihak berwajib untuk memastikan setiap sekolah sama ada bandar atau luar
bandar dilengkapi dengan kemudahan ICT secara maksimum.

Pentadbir sekolah dan guru juga perlu memainkan peranan dalam usaha
membudayakan penggunaan ICT secara optimum untuk menarik minat belajar dalam
kalangan pelajar sekolah. Guru perlu mengenal pasti strategi pelaksanaan penggunaan
ICT yang sesuai dalam pengajaran subjek masing-masing dan menambahbaik
rancangan pengajaran dengan menggunakan pelbagai media ICT. Selain itu, pentadbir
sekolah juga berperanan memastikan keperluan asas aplikasi dan kemudahan ICT
adalah mencukupi dan berfungsi dengan baik agar dapat dimanfaatkan secara
maksimum oleh guru dan pelajar.

RUJUKAN

Bruner,J. (1966).Toward a theory of instructional. Newton, New York.

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Burnett,C. (2010). Technology and literacy in early childhood educational setting: A


review of research. Journal of Early Childhood Literacy 2010 10:247.
DOI:10.1177/1468798410372154.

Catherine Attard & Maria Northcote. (2011). Mathematics on the move: Using mobile
technologies to support student learning (Part 1). Teaching with Technology
Article.APMC 16(4) 2011: 29-31.

Goodin, L.M.(2012). Incorporating technology into the instruction of social studies.


Master of Arts Teaching and Leadership Program. Saints Xavier
University.Chicago, Illinois.

Kementerian Pelajaran Malaysia (2006).Pelan Induk Pembangunan Pendidikan.


Putrajaya.

Krejcie, R.V. & Morgan,D.W. (1970). Determining sample size for research
activities. Educational and Psychological Measurement.1970,30,607-610.

Norhasilah Mat Nor, Aspaniza Hamzah & Nurul Farhana Junus. (2012).Faktor-faktor
yang mempengaruhi gejala ponteng di kalangan pelajar sekolah menengah
kebangsaan taman selesa jaya 2, skudai. Journal of Educational Psychology &
Counseling, Volume 5 March 2012, Pages 12-29 / ISSN: 2231-735X.

Pejabat Pelajaran Daerah Kuala Muda/Yan.(2014). Portal Rasmi Pejabat Pendidikan


Daerah Kuala Muda/Yan.http://ppdkmy.moe.gov.my/.

Rosnaini Mahmud, Mohd Arif Ismail& Jalalludin Ibrahim. (2011). Tahap kemahiran
dan pengintegrasian ICT di kalangan guru sekolah bestari.Jurnal Teknologi
Pendidikan Malaysia.Jilid 1, Nombor 1, Mac 2011.5-13.

Rossafri Mohamad & ShabariahMohamad Shariff. (2011). Kesan Penggunaan Laman


Sosial ke atas Kaedah Perbincangan didalam Pengajaran dan Pembelajaran
Mata Pelajaran Sejarah. Jurnal Teknologi Pendidikan Malaysia Jilid 1,
Nombor 1, Mac 2011, Universiti Sains Malaysia. Pulau Pinang.
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Saridah Hussein. (2006). Keberkesanan penggunaan perisian multimedia dalam


pengajaran dan pembelajaran lokus dalam dua matra terhadap pelajar
tingkatan dua. Fakulti Sains dan Pendidkan Asas. OPEN Universiti Malaysia.

Shaharuddin Md Salleh & ZaidatunTasir. (2011). Pembinaan sistem pembelajaran


berasaskan simulasi interaktif menerusi web bagi kursus telekomunikasi dan
rangkaian. Jurnal Teknologi Pendidikan Malaysia. Jilid 1, No.1, Mac
2011:49-61.

Sharifah Nor Puteh &Kamarul Azman Abd Salam. (2011). Tahap Kesediaan
Penggunaan ICT dalam Pengajaran dan Kesannya Terhadap Hasil Kerja dan
Tingkah Laku Murid Prasekolah. Jurnal Pendidikan Malaysia,36(1)(2011):
25-34.

Swanson, K.W. (2013). Examining Response to a one-to-one computer initiative:


student and teacher voices. Research in Middle Level Education Online.
Vol.36. No.6. ISSN 1940-4476: 1-18.

Vernadakis, N., Giannousi, M., Tsitskari, E. & Antoniou, P.(2012). A comparison of


student satisfaction between traditional and blended technology course
offering in physical education. Turkish online Jurnal of Distance EducationTOJDE. ISSN 1302-6488.Vol.13, No.1,Article 8:137-147.

Zahari Ishak & Low Suet Fin. (2013).Monograph senario pelajar ponteng di
malaysia: suatu analisis statistikal jabatan psikologi pendidikan dan
kaunseling, Fakulti Pendidikan,UM. Kuala Lumpur:Penerbit Universiti
Malaya.

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HUBUNGAN ANTARA KEPIMPINAN DAN AMALAN PEMANTAUAN


PENGETUA DENGAN KOMITMEN KERJA GURU
Abdul Said Ambotang1, Litin Pouli2, Christina Andin3, Musirin Mosin4
1,2,3,4

Universiti Malaysia Sabah


said@ums.edu.my

ABSTRAK

Kajian ini dijalankan ialah untuk meninjau persepsi guru terhadap dimensi
kepimpinan dan amalan pemantauan pengetua dan hubungannya dengan
komitmen kerja guru berdasarkan demografi iaitu pengalaman mengajar dan
kelulusan akademik. Responden bagi kajian ini terdiri daripada 139 orang guru
dari tujuh buah sekolah menengah di daerah Kota Belud, Sabah. Teori LaluanMatlamat House dan Mitchell telah digunakan dalam kajian ini. Instrumen kajian
ialah soal selidik LBDQ (Leadership Behaviour Description Questionnaire).
Analisis statisitik deskriptif, ujian ANOVA sehala dan ujian korelasi Pearson
telah digunakan untuk menguji hipotesis kajian dengan penetapan aras 0.05.
Keputusan kajian menunjukkan gaya kepimpinan menyokong lebih dominan
diamalkan di sekolah kajian. Selain itu, pengetua turut mengamalkan
pemantauan di sekolah. Daripada aspek komitmen, didapati komitmen kerja
guru-guru adalah di tahap yang sangat memuaskan. Secara keseluruhannya,
terdapat hubungan antara gaya kepimpinan dan amalan pemantauan pengetua
dengan komitmen kerja guru. Akhir sekali, beberapa cadangan dikemukakan
untuk kajian lanjut.

Kata Kunci : Kepimpinan Pengetua, Amalan Pemantauan Pengetua, Komitmen


Kerja Guru

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1.0

PENGENALAN

Pemimpin tidak wujud dalam satu vakum, melainkan dalam persekitaran yang
organisasinya merupakan manusia yang dipanggil subordinat dan subordinat ini pula
mempunyai latar belakang sejarah, falsafah, agama, budaya, pengaruh sosial yang
mempengaruhinya dalam tingkah laku. Latar belakang inilah yang dibawa oleh
subordinat dalam interaksi dengan pemimpin mereka. Oleh itu, kepimpinan bukan
sekadar delegasi tugas dan tanggungjawab. Bagaimana saintifik pun kajian dilakukan,
kepimpinan tetap merupakan aktiviti kemanusiaan yang melibatkan kompleksiti dalam
interaksi kemanusiaan (Lashway, 2004).

Kebanyakan pemimpin terlalu bergantung kepada penggunaan kuasa dan hierarki


dan memberikan ganjaran kepada subordinat yang berprestasi tinggi dan sebaliknya
mengenakan tindakan disiplin dan menghukuim pekerja yang tidak memenuhi jangkaan
kerja sebagaimana diharapkan (Abdul Aziz Ibrahim, 2003). Dalam jangka panjang,
kemungkinan wujud masalah apabila pemimpin tidak dapat mengawal secara mutlak
kuasa terhadap ganjaran dan hukuman dan subordinat tidak menghiraukan kuasa tersebut.

Peranan pengetua sebagai pemimpin sekolah merupakan kedudukan sentral dan


strategik dalam mencapai matlamat yang telah ditetapkan oleh Kementerian Pelajaran
Malaysia. Pengetua sekolah menjadi kekuatan dan nadi penggerak kehidupan sesebuah
sekolah. Sebagai pemimpin, pengetua semestinya mempunyai kewibawaan untuk
memastikan beliau boleh bertindak. Keupayaan bertindak ini diperoleh daripada
kedudukan yang disahkan iaitu melalui perjawatan atas lantikan pihak berkuasa.

Bidang kurikulum di sekolah menengah terbahagi kepada empat iaitu bidang sains
dan matematik, bidang bahasa, bidang kemanusiaan dan bidang teknik dan vokasional.
Setiap bidang ini diketuai oleh seorang ketua bidang yang mempunyai panitia-panitia
mata pelajaran. Tugas utama guru dalam setiap panitia ialah menguruskan aktiviti
pengajaran dan pembelajaran dalam bilik darjah berdasarkan perancangan tahunan dan
harian yang dicatat dalam buku Rancangan Pengajaran Harian (RPH).
949

Salah satu komponen yang penting di sekolah adalah proses pengajaran dan
pembelajaran. Kualiti dan keberkesanan pelaksanaan proses pengajaran dan pembelajaran
seseorang guru di dalam bilik darjah dapat dikesan dan dipantau melalui amalan
penyeliaan atau pencerapan guru. Kementerian Pelajaran Malaysia, melalui Surat
Pekeliling Ikhtisas Bil. 1/1987, telah memberi garis panduan pelaksanaan penyeliaan
pengajaran tetapi tidak ada format khusus yang diberikan berkenaan perkara yang harus
diselia atau dicerap. Pada tahun 2003, Jemaah Nazir Sekolah telah memperkenalkan
Standard Kualiti Pendidikan Malaysia (SKPM) sebagai panduan penyeliaan pengajaran
dan pembelajaran yang dilakukan di dalam bilik darjah.

Pemantauan dan penyeliaan oleh pihak pengurusan sekolah amat perlu dalam
memastikan kualiti kerja guru berterusan. Pemantauan dan pemantauan akan dapat
membantu guru menyelaraskan aktiviti pengajaran dan merangsang guru untuk mencapai
prestasi kerja yang cemerlang serta dapat memperkembangkan potensi diri dan mengatasi
sebarang kekurangan. Menurut Aminuddin (2005), penyeliaan oleh pengetua atau guru
besar dapat membantu guru meningkatkan mutu pengajaran guru supaya menjadi
bertambah berkesan. Pemantauan dan penyeliaan pentadbir sekolah dapat melihat dengan
lebih dekat lagi apa yang sebenarnya berlaku di dalam dan di luar bilik darjah agar
kelemahan dapat diperbaiki dan amalan-amalan yang baik dapat dikukuhkan.

Motivasi kerja menjadi penggerak kepada kemahuan dan keinginan untuk


seseorang individu untuk mencapai sesuatu. Motivasi merujuk kepada rancangan untuk
kejayaan seseorang atau rangsangan untuk mengelakkan diri daripada kegagalan.
Seseorang yang mempunyai motivasi memiliki kekuatan untuk mencapai kecemerlangan
dalam hidup di dunia atau di akhirat atau kedua-duanya sekali. Sekiranya motivasi kerja
wujud dalam diri seseorang, motivasi akan menggerakkannya kepada kejayaan. Motivasi
kerja merupakan tenaga yang menghala dan menguruskan tingkah laku menuju matlamat
yang hendak dicapai. Dengan adanya motivasi, maka akan wujudlah komitmen kerja.
Dalam bidang pendidikan, guru memerlukan komitmen kerja untuk menggerakkan
dirinya mencapai kualiti kerja.Guru yang mempunyai komitmen kerja biasanya bersifat
dinamik, cekap dan sentiasa berusaha untuk memajukan sekolahnya.
950

2.0

PERNYATAAN MASALAH

Bidang keguruan adalah bidang profesional. Menurut Onstein dan Levine (1993),
konsep profesional merujuk kepada ciri-ciri yang terdapat dalam kalangan ahli sesuatu
profesion. Antara ciri-ciri tersebut adalah cekap dan mempunyai pengetahuan yang
mendalam dalam bidang yang diceburi dan mempunyai kod etika yang mengawal tingkah
laku ahli. Ini bermakna guru-guru adalah profesional kerana mereka mendapat latihan
khusus, berpengetahuan luas dan pakar dalam bidang yang diceburi serta mempunyai kod
etika tersendiri. Dewasa ini, banyak perkembangan yang berlaku khususnya yang
melibatkan guru. Profesion keguruan dilihat semakin goyah kerana ada segelintir guru
yang sanggup melanggar kod etika keguruan yang telah sedia termaktub.

Salah satu dari banyak kes pelanggaran kod etika tersebut adalah berkenaan
dengan penyalahgunaan masa. Dalam sistem pendidikan negara kita waktu persekolahan
umum adalah dari pukul 7.30 pagi hingga 1.15 petang, iaitu lebih kurang enam jam tidak
termasuk aktiviti ko-kurikulum pada sebelah petang. Sepanjang tempoh ini, guru-guru
dan murid-murid terlibat secara langsung dalam proses pengajaran dan pembelajaran. Isu
penyalahgunaan masa ini timbul walaupun jarang disiarkan di media massa kerana ini
lebih menjurus kepada hal dalaman sekolah tetapi isu ini perlu dilihat dan ditangani
secara profesional sebelum menjadi kritikal.

Antara contoh penyalahgunaan masa guru di sekolah adalah seperti guru tidak
menepati masa memasuki kelas, guru tidak menyampaikan isi pengajaran secara
bersungguh-sungguh, guru mengajar tidak mengikut sukatan pelajaran yang ditetapkan
oleh kementerian, guru tidak menepati masa keluar daripada kelas, guru menggunakan
masa di sekolah dengan melakukan kerja yang tidak berkaitan dengan pendidikan seperti
melayari laman sosial seperti Facebook, melepak di kantin, guru melakukan kerja
sambilan di malam hari seperti mengajar tuisyen, berniaga di pasar malam) sehingga
menjejaskan produkivitinya dalam aktiviti-aktiviti di sekolah seperti dalam penyampaian
pengajaran dan pembelajaran di sekolah dan sebagainya.

951

Laporan e-Hadir Pejabat Pendidikan Daerah Kota Belud pada bulan Mei, 2012
menunjukkan bahawa daripada 106 orang guru yang bertugas di Sekolah Menengah
Kebangsaan Narinang, Kota Belud, terdapat 1.7 peratus daripada 99.4 peratus kehadiran
adalah lewat hadir ke sekolah. Pada bulan yang sama, 2.5% daripada guru tidak
menghantar Buku Rekod Mengajar bertugas ialah 12.5 orang setiap bulan. Analisis rekod
keluar sekolah semasa bertugas untuk jangka masa Januari hingga Oktober, 2013,
menunjukkan bahawa purata guru keluar sekolah semasa bertugas ialah 12.5 orang setiap
bulan. Laporan kehadiran untuk setiap mesyuarat staf di sekolah tersebut menunjukkan
rekod kehadiran tidak pernah mencapai 100%. Dalam perjumpaan ko-kurikulum,
kehadiran guru adalah juga tidak pernah penuh, iaitu 85% pada tahun 2013 (Unit KoKurikulum, 2013).

Merujuk kepada permasalahan yang timbul, terdapat dua kemungkinan punca


berlakunya perkara ini. Pertama, individu dalam konteks ini iaitu guru mempunyai sikap
malas dan tidak ambil peduli, kurang komitmen dalam kerja, kurang nilai dalam
kehidupan dan etika kerja yang lemah. Apabila sikap ini wujud maka guru tersebut
mengambil ringan tugas yang telah diamanahkan sehinggakan tidak ada lagi rasa
tanggungjawab untuk bersungguh-sungguh untuk mendidik. Punca yang kedua ialah
kelemahan di pihak pentadbiran sekolah. Penguatkuasaan yang lemah dan kurang
pemantauan mendorong kepada berlakunya permasalahan ini. Apabila tidak ada
pemantauan dan penguatkuasaan, guru-guru lebih berani menyalahgunakan masa di
sekolah.

Berdasarkan kepada laporan dan data yang dinyatakan di atas, kajian ini
diharapkan dapat mengenal pasti keberkesanan kepimpinan pengetua terhadap perkaraperkara yang berkait rapat dengan peranan guru-guru di sekolah. Pengkaji ingin meninjau
amalan pemantauan yang diamalkan oleh pengetua dari perspektif guru. Selain itu,
kajian ini turut meninjau persepsi atau tanggapan khususnya komitmen kerja guru
berkaitan dengan kepimpinan pengetua dan amalan pemantauan pengetua.

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3.0

OBJEKTIF KAJIAN

Kajian ini adalah untuk:

i)

Mengenal pasti perbezaan min amalan pemantauan pengetua berdasarkan


faktor demografi.

ii)

Mengenal pasti hubungan antara kepimpinan pengetua dengan komitmen


kerja guru.

iii)

Mengenal pasti hubungan antara amalan pemantauan pengetua dengan


komitmen kerja guru.

4.0

REKA BENTUK KAJIAN

Dalam kajian ini, reka bentuk kajian yang digunakan adalah berbentuk deskriptif
secara kaedah kuantitatif kerana bersesuaian dengan objektif dan persoalan kajian. Mohd
Majid (2000) berpendapat bahawa penyelidikan deskriptif mampu menjelaskan sesuatu
fenomena. Manakala kaedah kuantitatif dilaksanakan melalui penggunaan borang soal
selidik untuk memudahkan penyelidik mengumpul dan memperoleh data melalui min dan
sisihan piawai. Pada masa yang sama, penggunaan borang selidik memiliki kelebihan
tersendiri iaitu mudah memperolehi maklumat, berfaedah untuk sampel yang besar,
berbentuk piawai dan mewujudkan ketepatan dan ketepatan dan kebenaran refleksi
daripada responden.

Selain itu, soal selidik merangkumi satu rentetan soalan yang digubal khas untuk
menjawab soalan kajian dan berupaya memudahkan responden mengingati semula faktafakta yang telah berlaku. Malah, urutan soal selidik adalah selari dan penyelidik mudah
melaksanakan analsis serta perbandingan data yang diperoleh melalui soal selidik (Abdul
Rahim Abdul Rashid. (2006).

953

Soal selidik merupakan satu cara mendapatkan jawapan kepada soalan-soalan


penyelidikan (Creswell, 2005). Ia adalah cara yang berkesan untuk mendapatkan
maklumat yang hendak dikaji (Tuckman, 1999). Soal selidik membolehkan maklumat
daripada responden yang bersaiz besar diperoleh (Mohd Majid, 2000). Seterusnya, soal
selidik boleh merangkumi bidang yang luas dan boleh dikendalikan dengan mudah tanpa
kehadiran penyelidik. Selain itu, ia memberi peluang kepada responden untuk menjawab
soalan-soalan tanpa keraguan dan berasa terkongkong (Wierma, 2000).

5.0

DAPATAN KAJIAN

Jadual 1: Dapatan Pengujian Hipotesis


Hipotesis Kajian
Ho1

Ho2

Ho3

Ho4

Ho5

Ho6

Keputusan

Tidak terdapat perbezaan min kepimpinan


pengetua berdasarkan pengalaman mengajar.

Min = 3.438, ( p < .05)


Ditolak

Tidak terdapat perbezaaan min yang signifikan


kepimpinan pengetua berdasarkan kelayakan
akademik.

Min = .015 (p < .05).

Tidak terdapat perbezaan min yang siginifikan


amalan pemantauan pengetua berdasarkan
pengalaman mengajar.

Min = .002 (p < .05).

Tidak terdapat perbezaan min yang signifikan


amalan pemantauan pengetua berdasarkan
kelulusan akademik.

Min = .034 (p < .05).

Tidak terdapat hubungan min yang signifikan


antara kepimpinan pengetua dengan pengalaman
guru mengajar.

(r = .043; p > 0.05).

Tidak terdapat hubungan min yang signifikan


antara kepimpinan pengetua dengan dengan
komitmen kerja guru.

(r = .091; p > 0.05).

954

Ditolak

Ditolak

Ditolak

Diterima

Diterima

Ho7

Ho8

Ho9

Tidak terdapat hubungan yang signifikan antara


kepimpinan pengetua dengan komitmen kerja guru
berdasarkan jantina.

(r = .310; p < 0.05)

Tidak terdapat hubungan yang signifikan antara


amalan pemantauan pengetua dengan pengalaman
mengajar.

(r = .090; p > 0.05).

Tidak terdapat hubungan yang signifikan antara


amalan pemantauan pengetua kelulusan akademik.

(r = .185; p < 0.05).

Ho10 Tidak terdapat hubungan yang signifikan antara


amalan pemantauan pengetua komitmen kerja
guru.

Ditolak

Diterima

Ditolak

(r = .316; p < 0.05).

Ditolak

Secara keseluruhannya, dapatan kajian menunjukkan bahawa terdapat perbezaan


skor min yang signifikan kepimpinan dan amalan pemantauan pengetua berdasarkan
pengalaman mengajar dan kelulusan akademik guru di sekolah menengah daerah Kota
Belud. Selain itu, hasil kajian menunjukkan tidak terdapat hubungan yang signifikan
antara kepimpinan dan amalan pemantauan pengetua di sekolah dengan pengalaman
mengajar dan kelulusan akademik guru. Walau bagaimanapun terdapat hubungan yang
signifikan antara kepimpinan dan amalan pemantauan pengetua dengan tahap komitmen
kerja guru di sekolah-sekolah kajian.

6.0

RUMUSAN DAN PERBINCANGAN

Sekolah merupakan institusi sosial yang memainkan peranan penting dalam


mengubah kehidupan masyarakat. Sekolah adalah pengubah minda dan penentu kepada
budaya serta pembangunan negara. Di sekolah hala tuju wawasan disampaikan dan di
sekolah juga kita membina bangsa negara. Tidak hairanlah isu pendidikan kerap menjadi
topik hangat perbincangan masyarakat segenap lapis. Kalau sistem dan carta organisasi
sahaja yang yang berkesan tetapi pengurusannya lembab, maka cita-cita negara dan
955

aspirasi Falsafah Pendidikan Negara akan hanya menjadi sekadar paparan di pejabat
sahaja. Selain itu, perbelanjaan kerajaan yang begitu besar dibazirkan dan akan hilang
begitu sahaja. Justeru, untuk menzahirkan wawasan pendidikan negara, pengetua
menggalas tanggungjawab yang sangat penting selaku pentadbir sekolah bagi
melaksanakan tugas dan amanah dengan pelbagai pihak terus memberikan kerjasama.
Dapatan kajian ini penting kerana dapat dijadikan sebagai panduan kepada para
pengetua dan bakal pengetua kerana mereka berhadapan dengan fungsi kepimpinan di
sekolah. Persepsi guru terhadap kepimpinan pengetua di sekolah menengah di Kota
Belud didapati sangat memuaskan dan lebih cenderung kepada kepimpinan partisipatif
berbanding

kepimpinan

menyokong,

kepimpinan

pencapaian

dan

kepimpinan

pencapaian.

Dapatan kajian juga menunjukkan korelasi persepsi guru terhadap amalan


pemantauan pengetua di sekolah. Pemantauan itu perlu dilaksanakan kerana guru
inginkan hasil kerja mereka diperhatikan dan dihargai. Selain meningkatkan persepsi
guru terhadap kualiti kepimpinan seseorang pengetua, amalan pemantauan ini dilihat
sebagai satu perangsang kepada guru untuk bekerja pada tahap komitmen yang tinggi.
Sebagai pentadbir, pengetua perlu sentiasa mengamalkan konsep Kepimpinan
Melalui Teladan dengan menunjukkan amalan yang baik seperti bersih, cekap dan
amanah supaya guru dan staf sokongan mencontohi perlakuan tersebut. Pengetua harus
bertindak sebagai role-model dengan memperlengkapkan diri dengan sikap, kemahiran
dan ilmu pengetahuan. Sebagai pemimpin, pengetua amat mementingkan ketepatan
waktu dalam kalangan guru. Pengetua harus memastikan semua guru mematuhi waktu
kerja yang telah ditetapkan ketika masuk kelas, makmal, bengkel, mesyuarat dan juga
majlis-majlis rasmi serta kursus-kursus di sekolah atau di luar sekolah.

Sebagai pemimpin, pengetua juga hendaklah memastikan kehadirannya ke


sekolah lebih awal. Dengan kehadiran awal ini, pengetua mempunyai masa yang cukup
untuk memantau kehadiran guru-guru, staf dan murid-murid ke sekolah. Sekiranya guru
dan staf hadir awal ke sekolah, proses pengajaran dan pembelajaran akan dapat
956

dilaksanakan tepat pada waktunya dan seterusnya waktu instruksional dapat dilindungi.
Ini amat penting bagi memastikan waktu hak murid dapat diberikan kepada mereka dan
murid dapat menerima ilmu dan kemahiran sebagaimana yang telah ditetapkan oleh
Pekeliling Iktisas Bilangan 2/1981.

Kehadiran awal pengetua ke sekolah dapat memberi ruang untuk melaksanakan


pemantauan pagi khususnya ketika menyambut pelajar masuk ke kawasan sekolah.
Pengetua akan bersama-sama dengan guru bertugas memantau kehadiran di pintu masuk
sekolah. Selain dapat memantau kehadiran, pengetua juga dapat memantau keselamatan
murid dan juga gelagat ibu bapa yang menghantar anak-anak ke sekolah. Pemantauan di
pintu sekolah dapat meningkatkan kepatuhan menepati masa dalam kalangan kaki tangan
dan pelajar-pelajar.

RUJUKAN

Abdul Aziz Ibrahim. Oktober, (2003). Membentuk Nilai Positif dan Komitmen Pekerja
Dalam Organisasi. Jurnal Pendidikan. Jilid 3. UTM, Johor Darul Takzim.

Abdul Rahim Abdul Rashid. (2006). Agenda Perubahan: Pengurusan Sumber Manusia
dan Kerjaya. Kuala Lumpur : Utusan Publications & Distributors Sdn Bhd.

Aminuddin Mohd Yusof. (2005). Kepimpinan. Kuala Lumpur: Dewan Bahasa dan
Pustaka.
Azizah Md. Isa. (2001). Adakah pengetua-pengetua di Malaysia menjalankan tugas
pemimpin pengajaran atau pemimpin pentadbiran atau kedua-duanya? Jurnal
Institut Pengetua Universiti Malaya 1(1) : 29-39.

Creswell, J. W. (2005). Educational Research. New Jersey: Pearson Merill Prentice Hall.

Lashway, L., Mazzarella, J and Grundy, T. (2004). School Leadership: Handbook for
Excellence. Edisi Ke-3. http://eric.uoregon.edu/publications/text/sl/ch1/html.
957

Mohd Majid Konting. (2000). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan
Bahasa dan Pustaka.
Onstein, A. C and Levine, D. U. (1993). Foundations in Education. 5th Ed. Boston
:Houghton Miffin.
Tuckman, B. W. (1999). Conducting Education Research. (5th edition). New York
:Harcout Brace Jovanovich Inc.

Unit Data, (2013). Laporan e-Hadir. Pejabat Pendidikan daerah Kota Belud, Sabah.

Unit Ko-Kurikulum, (2013). Laporan Kehadiran Ko-Kurikulum. Sekolah Menengah


Kebangsaan Narinang, Kota Belud, Sabah.

Wierma, W. (2000). Researh Methods in Education: An Introduction. Boston: Allyn and


Bacon.

958

MOBILE LEARNING: The Impact of Mobile Devices and Technology in Learning


at IUKL
Abba Hassan1, Sani Abubakar Sadiq2, Mohammed Bulama3
2

Infrastructure University, Kuala Lumpur, Malaysia.

1,3
1

Abubakar Tatari Ali Polytechnic Bauchi, Nigeria.

zumkas@yahoo.com, 2sanisadeiq@gmail.com, 3mbgiade@yahoo.com.

ABSTRACT
Owing to progression in mobile technology and their increasing affordability,
mobile devices have become most ubiquitous piece of technology in the world,
thus creating a new paradigm on how people transact. A major concern and
worry that leads to ban on using mobile devices in classrooms is distraction and
cheating. The objectives of this study are; to identify how undergraduate students
in the Faculty of Creative Media and Innovative Technology (FCMIT),
Infrastructure University Kuala Lumpur (IUKL) are presently using mobile
devices for educational purposes, also to investigate the relevance of mobile
devices in classrooms from educators perspective. The study was conducted
using mixed research method. Quantitative data were acquired through a closeended survey in order to infer the depth of emerging topics. Qualitative data were
acquired through a semi structured interview with randomly selected FCMIT
educators. Grounded theory was used to analyze qualitative data, which implies
using inductive and deductive reasoning. Recommendations made were; to
develop a mobile app that will cater for mobile learning needs for both in-and-out
of classrooms. Whenever users login to the app, it will disable all other apps on
the device, except the device core processes apps that are needed for the device to
operate and the mobile learning app itself; this can prevent distraction and
cheating. The findings of this study indicate that all the respondents are willing to
embrace mobile learning if provided.

Key words: E-learning, Mobile Technology, Mixed Method, Mobile Devices


959

1.0

INTRODUCTION
Recent rapid advancement in the capacities of mobile devices that goes along with

a decrease in price has enabled the mobile phones to become ubiquitous. To use fact and
figures, there are at present over 5.3 billion mobile subscriptions globally, which
constitute 77 percent of the worlds population. Although in rural areas estimates are
lower, it is projected that 80 percent of people living in rural communities have access to
a mobile network. In places where infrastructure barriers have prevented developing
countries from accessing Internet, majority of people get access to Internet from their
mobile devices (International Communication Union, 2010). Even where infrastructure is
not an issue, majority of people prefer to perform tasks on their mobile phones. Without
any doubt, mobile devices are changing how people are living, working, and socializing.
People can instantly do the following with their mobile devices; access emails, read
journals, settle bills, transfer funds, do shopping, play online games, relate with others,
and even check into a flight with a mobile boarding pass among others. Mobile devices
are allowing users to execute different and multiple tasks that once took numerous ways
to accomplish, with the ease of a few clicks and touches, anytime, anywhere.

Advancements in capacities of mobile technology have enabled users to perform


different and multiple tasks on a device; the decline in price has had both positive and
negative effects, particularly in relation to education. The change has occurred so fast that
researchers have not had an ample time to see how these devices can best be utilized for
learning. While educationalists wait for the research to catch up, the available research
that does exist becomes less relevant each day, as technology proceeds to evolve
ownership continues to increase. Presently, educationists have yet to fully study the
potential of incorporating mobile devices further than a single classroom activity, neither
has it explored the feasibility of having students use their personal mobile devices as
learning tools in classrooms. This problem in the research, combined with the fear of
educationalists that mobile devices can only distract students from learning and provide
an avenue for cheating, has contributed to the banning of mobile devices in classrooms.
For many, the role of mobile devices is although essential for living in mainstream

960

society; mobile devices are still banned in many classrooms in institutions of higher
learning. If a dichotomy continues to exist between society and education, how will
education ultimately fair? The challenges for education are proceeding to grow as
students born in the digital and mobile age are approaching learning from a very different
perspective than their predecessors. Learners are increasingly using digital tools,
constructing and sharing knowledge in new ways (Looney & Sheehan, 2001).

Thus, educators must rethink on current pedagogical strategies, how they view
technology, and how they define spaces dedicated to learning. Ultimately, shifting
paradigms will benefit both students by increasing achievement and learning outcomes
and universities by helping them remain competitive with alternative educational outlets
(Prensky, 2001). Incorporating mobile learning is just one potential way to meet the
needs of both students and universities in the digital age. (Chen & Denoyelles, 2013).
Conclude in their research with the under listed key takeaway points:

A university-wide survey on students' mobile learning practices showed that


ownership of mobile devices is high among students, tablets are the most popular
devices used for this purpose.

The survey also found that mobile learning typically occurs outside the
classroom, with only limited guidance from instructors.

To improve mobile learning effectiveness, students and instructors need help


adopting more effective learning and teaching practices across content areas.

1.1

RESEARCH QUESTIONS
i.

In what way FCMIT undergraduate students presently use their mobile


devices for educational purposes?

ii.

What are FCMIT educators insights about integrating mobile learning in their
classrooms?

iii.

Are FCMIT undergraduate students and educators prepared in embracing


mobile devices usage in the classrooms?

961

iv.

How university administration and/or educator will optimize mobile devices


to enhance student learning?

1.2

RESEARCH OBJECTIVES

The four research questions mentioned above, lead to formulation of the


following research objectives:

i. To identify how FCMIT undergraduate students are presently using mobile


devices for educational purposes.
ii. To determine how formally the adoption of mobile devices in classrooms can
influence students learning.
iii. To identify if FCMIT undergraduate students and educators will be comfortable
and accept the use of mobile devices in classrooms.
iv. To investigate mobile devices relevancy in classrooms in the perspective of
educator.

2.0

LITERATURE REVIEW

In the past decades, mobile devices have evolved from a luxury item into a
necessity. As the need for devices has increased, the price has fallen. Blended with an
increase in technological abilities, mobile devices have turn into multi-functional tools
capable of doing chores that were once the task of multiple devices. These multifunctional tools are commonly known as smartphones; however, some products like the
iPod Touch offer its user with similar capacities but without telephone services. Today,
mobile devices are so ubiquitous that they are invading all fields of human endeavors,
including education. Mobile devices are being used both informally, by users who seek
out their own learning experiences, and formally, by users who are motivated to act so as
part of a class. Both formal and informal usage is taking place in classrooms across the
globe.

962

Although it seems as if mobile devices have recently acquired the capacity to


perform as educational tools, the concept of a mobile educational device was installed in
the late 1960s by Alan Kay. Kay envisioned the Dynabook, a portable device for students
that would display text and graphics similar to a script. In fact, Kays (1972) research
paper, A Personal Computer for Children of All Ages, (Najmi & Lee, 2009) depicts a
device that really closely resembles todays tablet PCs (e.g. Apples iPad). In the decades
that followed the Kays vision, information processing systems became more personal
and cost effective. In the 1990s, improvements in technology led to the invention of
wireless devices like Personal Device Assistants (PDAs) and phones that could support
mobile activities. As devices became more capable and the size of devices became more
manageable, a reduction in price enabled a great part of the population to have personal
wireless devices. The most common of these devices is cell phone, which remains the
most widely owned and utilized today (Najmi & Lee, 2009).

In a survey conducted by Pew Research Center, found that; 85% of adults in the
United States own a cell phone, with much higher percentages in younger age categories
(Lenhart, Ling, Campbell, & Purcell, 2010). The study also revealed that 96% of adult
ages 18-29 who uses the device are the device owners, and 90% of adult ages 30-49 that
uses the device are owners. The International Telecommunication Union estimated that
by the end of 2010; 77% of the worlds population would be mobile subscribers
(Mobithink, 2011). According to (Kennedy, Krause, Judd, & Churchward, 2006), mobile
phones are even more pervasive with university students, with over 97% of students born
since 1980 being owners. Due to the increase in capabilities of most mobile phones, the
number of users using their phones to access Internet is also increasing. The Malaysian
Communications and Multimedia Commission (SKMM) estimated that in Malaysia as
many as 68.8% of smartphone users accessed the net through their devices. (SKMM,
2012). In many countries, especially developing countries that often lack wired
infrastructures, much of the population only use their mobile phones for Internet access.
Whether its purpose is as a primary or secondary access device, nevertheless, it is clear
that mobile devices are pervasive in most regions of the globe. It is this pervasiveness
inspired researchers to investigate how these devices should be utilized in learning.
963

Many people consider mobile learning as an extension to e-learning or e-learning


in mobile devices, though there is relationship between them, but they differ in various
ways. According to (Joanne, 2014) mobile learning is more dynamic. In reality, no
student or user will spend an hour or more staring at their mobile devices trying to swipe
through the slide deck and comprehend knowledge. Mobile devices are accessed on the
go (while commuting), during waiting period, as well as all the possible interruptions,
any short period of time users will browse through the content. By this; the content
should be brief, comprehensive, clearly expressed and to the point. Actually, it will not
work to simply transfer e-learning content to mobile learning.

3.0

METHODOLOGY

Based on observation, every student carry at least one mobile device all the time.
To this end, a preliminary study was carried out to examine the impact of using mobile
devices for learning. The results provide motivation to employ a full study to further
examine how mobile devices can influence learning. This work used a mixed research
method, i.e. a combination of both quantitative and qualitative research approaches.
Quantitative data were acquired through a survey and were gathered up through a closeended question in order to infer the depth of emerging topics. Qualitative data were
acquired through semi structured interview with randomly selected FCMIT educators.
Grounded theory was used to analyze qualitative data, which implies using inductive and
deductive reasoning. All elements of grounded theory were used, that is, open coding,
axial coding and selective coding. Semi structured interview was recorded, listened over
and over, then it was written down as well as listen and read to verify everything the
interviewers said was written down correctly. Patterns were identified, categorized and
named into codes. Relationships were identified between the category of codes and one
core code was selected and relates to all categories of codes. The quantitative data
gathered from the survey were analyzed using descriptive statistics. Using GoogleDocs
software, results were analyzed and tables that illustrate responses to each query and each
factor have been produced. The qualitative data gathered was probed and explored
according to responses of the focus group to identify and define perceptions, opinions and
964

feelings about the topic or idea being discussed and to determine the degree of agreement
that exists in the group. Participants for the purpose of this study were FCMIT
undergraduate students, FCMIT educators and/or administrators. A random sample of
both faculty educators and undergraduate students population were acquired through
online survey. They were invited to take part in the survey via email that contained within
a link to the web-based survey (published using Google Form). Adoption was measured
by utilizing a five-point Likert scale with Strongly Disagree and Strongly Agree as
anchors. Selected number of faculty educators form a focus group, they were interviewed
using semi structured interview.

4.0

ANALYSIS
To ensure accuracy and consistency of data, methodological triangulation was

used. The data gathered from the survey were first analyzed descriptively for both
groups. In order to understand the differences, they were compared using mean between
groups. Likewise, data gathered from educators semi structured interview survey were
analyzed in order to have in depth understanding of the results. For students, survey email
is randomly sent. The survey link was also posted in FCMIT Facebook group. The
number of students responded were 144, student respondents age was ranged from 18
35, 36 and above. The mean age of respondents was 49.55. The population comprises
57% males and 43% females. 25% Software Engineering, 30% Network Technology,
16% Computer Science and 29% Information Technology.

4.1

Educators Analysis
Using Likert scale, educators responses were elicited to provide mobile devices

perception that would affects their students participation and commitment. 5-point Likert
scale was used where: 1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, and
5=Strongly Agree. Standard deviations as well as Mean were calculated. Mean beyond 3
designate a positive response whereas Mean lower than 3 signifies a negative response to
the question. The table 4.1 below illustrates the questions with their respective mean and
standard deviation.
965

Table 4.1: Educators Survey Perception Mean & Standard Deviation


S/N Question
1

Mean STDEV

My students would be more likely to participate in class if they could use 3.67

0.98

their mobile device


2

My students would spend more time on classwork if they could access 3.80

0.86

materials anywhere, anytime on their mobile device


3

My students would be more likely to engage in class discussion inside and 4.07

0.71

outside of class if they could post their thoughts from their mobile device
4

My students would be more likely to ask for help if they could communicate 4.13

0.52

through their mobile device


5

Mobile learning will play important role when incorporated in classes

3.68

0.82

My students should be able to easily view course materials (syllabus, notes, 4.60

0.51

assignments) on their mobile device


7

Students should be able to access Learning Management System in a mobile 4.53

0.64

format on their mobile device


8

Students should be able to take quizzes on their mobile device

3.33

0.97

It would not require a lot of efforts for students to learn how to use mobile 4.01

0.75

application designed for their class


Source: Survey

The findings indicate S/N 6 has the highest mean which points out that educators
come to an agreement that students would engage more when they can be able to easily
view course materials (syllabus, notes, assignments) on their mobile device. Second
highest was S/N 7 which the educators also positively point toward students accessing
Learning Management System in a mobile format on their mobile device would allow
them participate more. S/N 8 was for students to partake in quizzes on their mobile
devices, has the least mean, although the result is positive since it is above 3.
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4.2

Student Analysis

It is clear that from table 4.2 overleaf that: 43% consider students would use their
mobile devices inappropriately when incorporated in classrooms. 87% pointed out is an
opportunity for students to cheat for their assessments. If mobile learning where to be
incorporated in classroom, it will positively reduce cost of devices as 100% of students
do have. Thus bring your own device (BYOD) shall be encouraged.

Table 4.2: Students Prior Knowledge


S/N Question

Percentage

Do you have a mobile device?

100%

Do you access internet with your mobile device?

98%

Have you ever login to your student portal with your mobile device?

90%

Do you ever download an application that help you learn something new?

94%

Do you ever write notes on your device to remind you on assignment?

90%

Have you ever read an article in your mobile device?

90%

Have you ever texted/SMS a friend/classmate during class?

89%

Do you think if students were able to use their mobile devices in class that 43%
they would use them inappropriately?

Do you think this university has kept up with advancements in technology?

49%

10

Have you ever taken a picture or video that you used for assignment?

72%

11

Do you use your mobile device to look up something you dont understand 90%
during class?

12

Do you think mobile devices can provide an avenue for students to cheat in 87%
quiz/test/exam?
Source: Survey
967

Additionally 94% accepted to have downloaded an application that makes them learn
something new. 72% acknowledge to have taken a photo or video that they used for an
assignment.

Table 4.3: Student Survey Perception Mean & Standard Deviation


S/N Question
1

Mean STDEV

I would be more likely to participate in class if I could use my mobile 4.07

0.97

device
2

I would spend more time on classwork if I could access materials 4.21

0.85

anytime, anywhere on my mobile device


3

I would be more likely to participate in class activities outside of 4.11

0.91

class time if I could do so through my mobile device


4

I would be more likely to engage in class discussions inside class if I 4.01

0.89

could post my thoughts from my mobile device


5

I would be more likely to ask for help if I could communicate 4.25

0.77

through my mobile device


6

I would like to see mobile learning incorporated into my classes

4.20

0.78

I would like to be able to easily view course materials (syllabus, 4.49

0.68

notes, assignments) on my mobile device


8

I would like to be able to download mobile applications that could 4.50

0.65

help me study
9

I would like to be able to take quizzes on my mobile device

3.35

1.36

Source: Survey

968

4.3

Interview Analysis
Open, axial and selective coding were used to analyze the qualitative data from

the semi structured interview. Steve Borgatti defined open coding as the part of the
analysis concerned with identifying, naming, categorizing and describing phenomena
found in the text.
Table 4.4: Open Coding
Code

Definition

Add-on

Respondent determines means in the usage of mobile devices in order to be used


to support learning and supplement the existing methods. Mobile learning is not
meant to replace current method but an additional complement to optimize
learning.

Access

Respondents identifies that mobile devices could provide flexible and easy
access to learning management system (LMS). Thus it should be available in
mobile format or app.

Auxiliary

Respondents specify that some of the existing technologies could be replaced by


mobile technology.

Distraction

Respondents consider mobile devices a distraction in class. Often students are


glued to their social media even in class. As well introduction of new ways to
cheat.

Autodidacts

Respondents believes that mobile devices facilitates self-learning

Impart

Respondents have confidence that through mobile learning they would reach out
to their students more easily, rapidly and effectively.

Limitation

Respondents point out that they are not using up to date mobile devices and
getting one is expensive.

Infrastructure

Respondents identifies that at present there is no adequate technological


infrastructure to cater for mobile learning in IUKL. Thus there is need for
improvement especially the wireless network.
Source: Survey

969

Essentially, each line, sentence, paragraph etc. is read in search of the answer to
the repeated question "what is this about? What is being referenced here?" (Borgatti). In
a blog by (Tiffany, 2013), stated that basically, one can read through data several times
and then start to create tentative labels for chunks of data that summarize what is
happening (not based on existing theory just based on the meaning that emerges from
the data).

The participants realize the potentials in the usage of mobile devices for teaching
and learning in classroom as to complement the existing method as well as have
confidence that course content materials and learning management systems (LMS) ought
to be easily accessible through mobile devices. However the respondents shows their lack
of confidence that mobile devices might provide a new way for students to cheat.

Table 4.5: Axial and Selective Codes based on Open Codes


Open Codes

Axial codes

Selective Codes

Add-on
Access

Confidence in readiness

Autodidacts
Auxiliary
Keep with trend
Impact
Distraction

Incorporating mobile devices in classroom for


learning

Adverse student effect

Limitation
Cost implications
Infrastructure
Source: Survey

By adopting mixed method research, both quantitative and qualitative approaches


were applied. This aids accordingly in extracting comprehensive data that carefully
970

answer all research questions. The outcomes played a role in coming up with conclusions
about gathered data and also provide a recommendations for future work. From the
analysis of student learning, participation and commitment, both educators and students
have 0.98 and 0.97 standard deviation respectively (Tables: 4.1 & 4.3). This implies that
both categories of participants have similar opinion regarding perception and
engagement. These consistencies, combined with awareness and knowledge about
abilities of present mobile technology and the available apps already in market (Google
play, App Store etc.) that may be relevant for class use have been acknowledged.
Students performs educational tasks with the aid of apps like Google, Safari, reference
apps (Dictionary, Wikipedia), school portal, and resource management applications like
Dropbox, Google Drive, Google Scholar, Evernote, Notes, word processing. Both
educators and students are indirectly and informally using their mobile devices and some
relevant apps for learning. Nonetheless, students decided on adopting the use of mobile
devices for educational purposes both in and out the classes.

Students nowadays are being autodidact without being encourage by educators,


many have hunt for and find applications that have assisted them to learn course content,
study or to acquire non-course related knowledge. Students at present are accessing
course materials and organize educational tasks through their mobile devices. Students
are already used to accomplishing educational tasks informally; the study suggests that
students have confidence if mobile learning could be incorporated in to the curriculum.
Hence it would remain easy and of assistance. The response from educators indicates that
educators will positively embrace incorporating mobile devices in classes. Though, the
integration might possibly be limited to learning opportunities and access to course
content materials as the findings discloses that distraction is likely to occur. Based on the
interviews some educators have the view that some categories of class activities do not
favor mobile devices to be in use, some activities require hands on hence cannot be
accomplished in mobile devices.

Cheating and distraction appeared to be the main restraining influence for


educators embracing incorporation of mobile devices in classes. Findings disclose that
971

some students do believe that mobile devices can provide a new way for cheating in their
assessments. Some educators pointed out that internet is the main thing that distract
students and make them wonder around looking information and losing concentration
while class is going on. Some of the recognized and accepted technologies like laptops
and PCs that are used presently in most classes for educational purpose are claimed by
students to be as equally or more distracting.
Most of the educators are not using the LMS attendance for the reason that its not
user friendly and yet student must meet 75%. To simply this using the LMS mobile app,
students should login using their mobile devices when they reach their respective classes.
Then sign attendance as present from their devices, respective lecturer will
immediately receive approve notification of students. Lecturer will confirm and approve,
with immediate effect it will be updated to all respective personnel like HODs, deans,
international student office and so on. Although students mentioned in the survey that
they carry their smartphones all the time, there is alternative approach for the attendance.
When student are not with their smartphones, they can dial a code from ordinary phone
like *777*MatricNumber#. An approve notification will be sent to respective lecturer for
confirmation and approval.

A major concern and worry that solely leads to banning of mobile devices in
classrooms is distraction and cheating. A solution to this is; as soon as users login to the
app, it will disable all other apps except the device core processes apps that are needed
for the device to operate and the mobile learning app itself. This can prevent students
from wondering the internet or googling for an answer to assessment. In the apps license
agreement, it should be made clear that the app will disable users other apps in other to
prevent future arguments or quarrels. When there is complain from users regarding such,
they will be reminded that they already agree to that.

5.0

CONCLUSIONS

Based on the findings of this study it can be concluded that:


972

1. Students of the study area independently use mobile devices for both academic
and non-academic learning purposes.
2. Educators across the study area believe that mobile learning encourages cheating
and distraction.
3. The findings indicate that all the respondents are willing to embrace mobile
learning if provided.
4. A mobile app can be designed to cater for mobile learning needs of the
respondents.

6.0

RECOMMENDATIONS

This study recommends that a mobile app should be developed that will cater for
mobile learning needs for both in-and-out of classrooms. It should be designed in such a
way that users could accomplish so much from their finger tips. The way forward is to
make the content of existing Learning Management System (LMS) to support mobile
format.
It is also recommended that more awareness should be created on the benefits of
mobile learning and mobile learning app among the stake holders.

REFERENCES
Borgatti, S. (n.d.). Introduction to Grounded Theory. Retrieved from Analytic Tech:
http://www.analytictech.com/mb870/introtogt.htm

Chen, B., & Denoyelles, A. (2013, October 7). Exploring Students Mobile Leraning
Practices

in

Higher

Education.

Retrieved

from

EDUCAUSE:

http://www.educause.edu/ero/article/exploring-students-mobile-learningpractices-higher-education
International Communication Union. (2010). The rise of 3G. The World in 2010, pp. 1-8.
Retrieved from http://www.itu.int/ITU-D/ict/material/FactsFigures2010.pdf

973

Joanne, C. (2014). mLearning: The way of Learning tomorrow. Retrieved from eLearning
industry: http://elearningindustry.com/mlearning-the-way-of-learning-tomorrow

Kennedy, G., Krause, K. L., Judd, T., & Churchward, A. G. (2006). First year Students
Experiences with technology: Are they really digital natives? Melbourne:
University of Melbourne.
Lenhart, A., Ling, R., Campbell, S., & Purcell, K. (2010, April 20). PewResearch Center.
Retrieved

from

Teens

and

Mobile

Phones:

http://www.pewInternet.org/2010/04/20/Teens-and-Mobile-Phones/
Looney, M., & Sheehan, M. (2001). Digitizing Education: A Premier on e-Books (Vol.
XIV). Community College Week. Retrieved November 2014
Mobithink.

(2011).

Mobile

Statistics.

Retrieved

from

Mobithinking:

http://mobithinking.com/mobile-marketing-tools/latest-mobile-stats
Najmi, A., & Lee, J. (2009). Why and How Mobile Lerning can make a Difference in the
K-16 Class room? Society for Information Technology and Teacher Education
International Conference, (pp. 2903-2910). Retrieved November 25, 2014
Prensky, M. (2001). Teaching Digital Natives Partenering for Real Learning. Marc
Prensky.

Retrieved

from

Marc

Prensky:

www.marcprensky.com/writing/Prensky%2020Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
SKMM. (2012). Hand Phone Users Survey: Statistical Brief Number Fourteen. Putrajaya
Malaysisa: Legasi Press Sdn Bhd.

Tiffany, G. (2013). An example of how to perform open coding, axial coding and
selective

coding.

Retrieved

from

PR

Post:

http://prpost.wordpress.com/2013/07/22/an-example-of-how-to-perform-opencoding-axial-coding-and-selective-coding/
974

ANALYSIS ON THE DESIGN PHASE FOR MOBILE TRAFFIC LIGHTS


Joewono Prasetijo1, Mhd Hamidun Sahimin2, Erwan Sanik3, Basil David Daniel4,
Munzilah Md Rohani5, Kamarudin Ambak6
1,2,3,4,5,6

Universiti Tun Hussein Onn

joewono@uthm.edu.my, nunjauhdisana17@gmail.com, erwans@uthm.edu.my,


basil@uthm.edu.my, munzilah@uthm.edu.my, kamardin@uthm.edu.my

ABSTRACT

The traffic light system is a device that controls the movement of traffic on any
route that is experiencing traffic problems. The suitability of the signal light was
composed in terms of the design or a suitable phase that meets requirements of
the road especially single carriageway road types. Portable traffic light system
designed to replace manual controls performed by flaggers at road construction
sites. Physical design and system found in mobile traffic lights are adaptations
from existing traffic light system based on Road Engineering Command (optimum
cycle time, 45 seconds to 120 seconds) and using Webster & Cobbe. This study
was conducted based on election of three locations. Through these studies, the
determination of the green time cycle and interval time of all red is based on a
distance of the road surfaces that suffer with construction activities. Installation
of portable traffic lights and a fixed time system is a solution of conventional that
contributes hazardous to the construction site and to standardize with the rules
set by the contractor. The system automatically reduces the potential direct cost
in human energy consumption and increase the safety of road users and road
construction workers. Furthermore, it is suitable for road construction project
that require overtime work until evening, also when weather conditions are
unpredictable and that require traffic control work for a day.

975

Keywords: Portable Traffic Signal, Webster & Cobbe, Optimum cycle time (40s
120s), fixed time

1.0

INTRODUCTION

The traffic signal is an indispensable device in the highway network. The main
function of signal light system is to conducting and controlling the traffic without
requires any individual workers. Each trip at highway will be more systematic, organized
and to deflect collision. The varieties of traffic signal has been design and adapted
according to the suitability and road needs. December, 1980, Police Commissioner
Bingham was given the responsibility to solve the traffic problems with permissions to
create a tool for solving traffic congestion at that time.

Due the legal regulations that have been made by government, no summons for
the person who has violated traffic regulations. So, until 1910 the first traffic light has
been created. Before the creation of the traffic light, there are certain individuals who
control the traffic by holding a sign Stop and Go. Until now, the system is still used to
control the condition. With the concept of the existing traffic light system, the new
portable traffic light will be creating as a function to replaces the flagger.

2.0

BACKGROUND STUDY

The traffic lights operation system allows a number of vehicle entering or through
a road to avoid collision between the vehicles when traffic conflicts appear. Installation
of traffic lights is an effective way to control traffic at intersection either construction
activity and during road maintenance instead of using the conventional flagman which
may create unsafely situation for the flagman.

976

2.1

TRAFFIC LIGHT INSTALLATION WARRANTS

The agencies was applying to install the traffic signal must ensure that their application
are reasonable. Several criteria must as follow (Arahan Teknik Jalan, 13/87)
a.

A clear understanding of data traffic and the physical condition of a

location
b.
more

There is any other rules that can be enforced to ensure traffic safer and
efficient than traffic lights.

c.
in a

Using a sturdy warrant to determine whether the signal control is required


way

According to the standard of Arahan Teknik Jalan, traffic light installation fmust
following the several rules:
a.

Vehicle operation

b.

Pedestrian safety

c.

Accidental history

Figure 1: Flow traffic (condition one)

Figure 2: Flow traffic (condition two)

977

Table 1: Critical zone and risk


Zone

Condition 1

Condition 2

High

High

Moderate

Moderate

High

High

Table 2: The comparisons between flagman and traffic signal system during construction
Factors

Flagman

Road construction traffic light system

Working hours

Limited

Unlimited

Weather condition

Not reliable

Reliable

Effectiveness

Vary

Consistence

Fatal risk

High

Low

The study from Ida s.md Isa et al., (2014) International Journal of Research in
Engineering and Technology, IJRET three edition issue two. The conflict road at single
carriageway able to having collision and jammed on the traffic flow. The problem comes
up because one of the routes was closed during construction work. So, the vehicle driver
will tolerate with another person.

978

Table 3: Initial signal time setting (low speed)


Distance between

All red period

Max. green

0 at
30 traffic
stop lines

2
(seconds)

30
period

30 45
signals
(m)
45 75

5
10

35
(seconds)
35

75 105

15

40

105 135

20

40

135 165

25

45

165 195

30

45

195 250

40

50

250 310

50

50

310 365

60

60

365 415

70

70

415 465

80

80

465 525

90

90

525 575

100

100

Table 4: Standard yellow time


Approach speed

Yellow time

Below 70 km/h

4 seconds

Above 70km/h

5 seconds

979

Figure 3: The fixed time traffic signal operation

3.0

METHODOLOGY

The research methodology is an important part which used to ensure that the
study was follow the common procedure. Matters to be discussed consist of a method to
identify problems, method to determine parameters, determining the phase of the signal
light and create a signal drawings design. The first step is to conduct the traffic flow
study and then calculate the phasing.

3.1

DETERMINATION OF SATURATION FLOW

The maximum saturation flow also can be determined by taking the observed data
(pcu/hr) on the road. The number and types of vehicle must be classified to find the
coefficient on every vehicle type. Saturation flow is defined as the maximum flow,
expressed as equivalent passenger cars. Basic saturation flow (S) expressed in passenger
car units per hour with no parked vehicles is given by

980

= 525 . . ./

(W>5.5m)

(1)

LW= 14 0.9(Z 7.6)/K

3.2

DETERMINATION OF Y VALUE

The Y value define as flow ratio to saturation flow, there are very important value
to determine the value of optimum cycle.
y = q/s
Where,
Y = ratio of flow to saturation flow
q = actual flow on a traffic signal approach converted in pcu/hr
s = saturation flow for the approach in pcu/hr
The Y value for a phase is the highest Y value from the approaches within that
phase.

3.3

DETERMINATION OF TOTAL LOSS TIME EVERY CYCLE, L


L = (I-a) + I (Webster and Cobbe)
Where,
I = the intergreen time between the phases a the amber time, usually taken as three
seconds.
a = the amber time, usually taken as three seconds
1 = drivers reaction time at begin of green per phase, there are 0 7 seconds.

3.4

DETERMINATION OF AMBER TIME

a = (V/2A) + ((W+L)/V)

(2)
981

a= amber time (sec)


A= acceleration (taken as 4.58m/s2)
V= approach speed (m/s)
W = width of intersection crossed (m)
L = length of vehicle (suggested 5.5m)

3.5

DETERMINATION OF OPTIMUM CYCLE, CO


Co = (1.5L + 5)/(1 Y), cycle length 45s<C0<120s

(3)

This optimum cycle time, Co, gives the minimum average delay for the
intersection. But this delay is not greatly increased if the cycle time varies within the
range of 0.75 to 1.50 of the calculated Co. For the practical purposes cycle time should be
between 45 seconds to 120 seconds, although an absolute minimum of 25 seconds can be
used

3.6

DETERMINATION OF SIGNAL SETTING


gn = Yn/Y (Co L)

(4)

Real green time, G = g + l + R


Signal setting time, K = G a R

Effective green time is the green time plus the change interval minus the lost time for a
designated phase. The total effective green time=cycle time minus total lost time

4.0

RESULT AND DISCUSSION

The studying conducted from three locations, but preferring just one location. The
picture showed us the volume and saturation of vehicle per hour. Using Webster &
982

Cobbe method the two phase of portable traffic signal was cycle around 80 seconds. Each
of green time will be around 30 second and also the amber was 3 second according to the
JKR standard. From that, the all red interval is based on the length of road construction.

Figure 3: Location and layout for the study

Figure 4: The signal phase and time period

983

5.0

CONCLUSION

The current finding is to determine the traffic phasing for two phase at two-lane
two-way roads. The types of roads were choosed by considering the complexity of the
traffic movement/conflicts during the road construction. The study found that the phasing
were different from one to other location due to the traffic volume and length of
constructions area. These studies conclude the portable traffic signal with two phases can
be use as traffic control at road. The differences of optimum cycle, real green time and all
red intervals are based on the volume and distance of road construction. Overall, these
devices are very important to locate at any single carriageway road in Malaysia. These
devices expect to improving safety for all road users and also the road workers based on
the JKR specifications.

REFERENCES

Arahan Teknik (Jalan) 13-87. Jabatan Kerja Raya, JKR (1987). A Guide to the Design of
Traffic Signal, 1987.

Buletin Senggara Fasiliti Jalan, JKR 20412-0012089, Bil. 7, September 2009, ms. 7-9.
Department for Transport Under License from the Controller of Her Majestys Stationery
Office. First edition, ISBN-9780115519581, 2001. 52-54.

Ida S.Md Isa, N.Latif A.Shaari, A.T.I Fayeez, N.Azlin (2014). Portable Wireless Traffic
Light System (PWLTS). International Journal of Research in Engineering and
Technology, IJRET. eISSN: 2319-1163/pISSN: 2321-7308, Volume: 03
Issue: 02, Feb. 2014.

984

Lyle Stout and Arlen Yost of OMJC Sign al, Inc. (2011). Portable Traffic Signals in the
Work Zone. IMSA Journal, National Work Zone Awareness Week, April 4-8,
2011.

MnDOT Traffic Signal Timing and Coordination Manual (2013). Department of


Transportation Minnesota., May 2013, 3-6.

Roads and Traffic Authority RTA (2008). Sec 7-Phasing and signal group display
sequence, Version 1.0, Feb 2008.

Road and Traffic Authority RTA. Traffic Control at Work Sites (2010). Sec 10-Portable
Traffic Signal (AS 4.11), Issue 1, June 2010, 10-16 10- 21.

Siva Kumar Subramaniam, Vigneswara Rao Ganapathy, Sivarao Subramonian, Abdul


Hamid Hamidon. (2010). Automated Traffic Light System for Road Users Safety
in Two Lane Road Construction Sites. WSEAS Transactions on CIRCUITS and
SYSTEMS. ISSN:

1109-2734, Issue 2, Volume 9, Feb 2010.

Smart Traffic Engr 499 Project-Supervisor Dr. Fayez Gebali.(2014). The portable traffic
light

system.

Reached

on

April

20,

2014

doi;

http://www.engr.uvic.ca/~ntallen/499/

Traffic Advisory Leaflet 2/11.(2011). Portable Traffic Signals for the Control of
Vehicular Traffic. Department for Transport, April 2011.

985

POSTER
PRESENTATION

iii

THE KEY DRIVERS OF CLOUD TECHNOLOGY IMPLEMENTATION IN


EDUCATION MANAGEMENT SYSTEM
R.K1, W.N.W Azman2, M.S.M Daud3, N Aziati4
1,2,3

Universiti Kuala Lumpur, 4 Universiti Tun Hussein Onn

rahimahk@unikl.edu.my, wannajat@unikl.edu.my, mimisuriani@unikl.edu.my,


aziati@uthm.edu.my

ABSTRACT

Education service web-based is become a major area on nowadays education


functionality (e-mail, web page, bulletin, forum, learning platform, interactive
assessment and so on) as a support of the teaching and learning process. Cloud
computing is innovating the way of to support education management process with
providing visualized resources as a service over the internet. With the gigantic
growth of user, service, education contents and resources, education service webbased system are facing challenges of optimizing resources allocations, dealing
with dynamic concurrency demand, handling rapid storage growth requirement
and cost controlling. Education service web-based is the topic related to virtualize
learning transaction by mean of electronic communication instrument, specially
the internet technology.

This study will review the current state of cloud

computing technology structure in education from specialized

literature.

Synthesizing from the literature, this paper proposed a cconceptual framework of


key driver of cloud computing implementation in education organization. Three
dimensions of cloud technology in education management service: Technological,
Organizational and Environmental factor will be discussed in which its can be
applied as a guideline to accelerate the implementation of the technology in
Malaysia education industry.

Keyword: Cloud computing, web-based, visualize, determinants, key driver.

986

DOES QUALITY MATTER? INSIGHTS FROM WOMEN SMALL BUSINESS


OWNERS IN MALAYSIA
Suraini Mohd Rhouse1, Hariyaty Ab Wahid2
1,2

Universiti Pendidikan Sultan Idris

suraini@fpe.upsi.edu.my, Hariyaty@fpe.upsi.edu.my

ABSTRACT

Drawing on the social constructionist theorising, the purpose of this paper is to


explore how women in small businesses construct the concept of quality in their daily
business operations. The data was analyzed using thematic analysis based upon the
semi-structured interview data of six women entrepreneurs in the northern part of
Malaysia. The paper illuminates ways in which several aspects or dimension of
quality were constructed by women in small businesses. From the analysis it was
found that women business owners endorsed enterprising values of being qualitydriven in order to meet customers expectation and increase sales and productivity in
their businesses. Significant themes on quality aspects such as product longevity,
product cleanliness, high quality teaching, and product brand was discussed in the
paper. By adopting the interpretivism approach, the focus on understanding the
subjective experiences of women in small businesses can be enriched.

Keywords: Quality, social constructionist, interpretive, thematic analysis, women in


small business.

987

THE USE OF TISSUE CULTURE KIT (TC@SCHOLAB) IN TEACHING AND


LEARNING FOR BIOTECHNOLOGY DEVELOPMENT

Norhayati Daud1, Nursuhaidah Abdul Rashid2, Hasimah Alimon3,


Nor Nafizah Mohd Noor4
1,2,3,4

Universiti Pendidikan Sultan Idris

norhayati.daud@fsmt.upsi.edu.my, suhaidah_rashid@yahoo.com.my, hasimah@fsmt.


upsi.edu.my, nafizah@fsmt.upsi.edu.my

ABSTRACT

Plant tissue culture teaching kit has been developed for teaching and learning basic
plant biotechnology in educational organizations, where it does not require
sophisticated equipment. The tissue culture kit has been developed where it does not
require sophisticated equipment. This kit uses only readily available materials and
using existing equipment. This study was conducted to develop a tissue culture kit for
school laboratory (TC@SchoLab kit) in order to give exposure to secondary school
students in the technique of tissue culture as in the subtopic cell division of form 4
biology syllabus. The TC@SchoLab kit is a complete set to conduct a practical
session in plant tissue culture laboratory classes. This study started with the
development of TC@SchoLab kit using low cost media options for tissue culture and
tools that are commonly available in the school, followed by laboratory
experimentation to test its feasibility. The finding shows that the kit proves not only
feasible to use in school laboratories but also able to give positive results. As a
conclusion, the TC@SchoLab kit can become one of the learning approaches that is
able to attract students interest in biology syllabus especially in cell division, which
is a fundamental topic in Biotechnology.

Key words: TC@SchoLab kit; Tissue culture kit; Teaching and Leraning;
Biotechnology

988

GREEN SUPPLY CHAIN MANAGEMENT (GSCM) IN


MANUFACTURING INDUSTRY IN MALAYSIA: A CASE STUDY
Alina Shamsuddin1, Eta Wahab2, Fawad Habib Qazi3
1,2,3

Universiti Tun Hussein Onn


alina@uthm.edu.my

Green Supply Chain Management has become more popular in Malaysia. However,
there are still plenty of companies that are implementing traditional and
conventional supply chain management. ISO 14001 is one of the indicators that a
company is environmentally conscious, but literature has proven that it is just a
framework for internal practices. The purpose of this research is to identify the
level of Green Supply Chain Management practices that an ISO 14001 company is
implementing in their practices. This is a quantitative research. The data was
collected using a questionnaire. The questionnaire was adopted from a previous
study, and purposive sampling was used to select the respondents. The results were
graded based on an Agreement Level of Mean Measurement to identify the level of
implementation. The results of the research showed that the ISO 14001 Company
that participated showed a medium implementation level of Green Supply Chain
Management practices. The research also indicated that the company indicated
promising signs of competency and desire to increase the companys
implementation level of Green Supply Chain Management practices. The findings
are able to help policy makers come up with better policies in the future to help
increase the awareness of GSCM. It also helps in adding to the existing literature
on GSCM practices in Malaysia.

Keywords:Green Supply Chain Management, practices, ISO14001

989

GREEN SOILS FROM PSEUDO-SOLIDIFICATION OF DREDGED MARINE


SEDIMENTS
Chee-Ming Chan1
1

Universiti Tun Hussein Onn


chan@uthm.edu.my

ABSTRACT

Dredging is a necessary measure to create and maintain shipping channels for the safe
navigation of vessels. Considering the robust growth of the shipping and maritime sector,
with 90 % of world trade sustained by the industry, dredging is inevitable and expected to
expand with time. The dislodged and removed sediments from the seabed, termed dredged
soils, are generally classified as a waste material requiring special disposal procedures.
This is due to the potential contamination risks of transporting and disposing the dredged
soils, and the fact that the material is of poor engineering quality, unsuitable for usage as a
conventional good soil in construction. Also, taking into account the incurred costs and
risk exposure in transferring the material to the dump site, whether on land or
offshore, it is intuitive to examine the possibilities of reusing the dredged soils,
especially in coastal development where the transportation route would be of shorter
distance between the dredged site and the construction location. The economic sense is
further enhanced by the exponentially growing population inhabiting coastal regions,
which inadvertently transforms the coastline naturally and artificially, with occurrence of
erosion, scouring and sedimentation recorded at unprecedented pace. As the material is
essentially soil-based, it is perhaps most apt to harness its inherent properties as a soil
and to reuse it as a geometrical. In civil engineering and construction terms, this would
involve reusing the soils as backfill materials, for creating new land bases or restoring
eroded ones in near-shore areas, for instance. The recycling and reuse of the material
requires some pre-treatment though, i.e. pseudo-solidification, which transforms the
weak, soft soils into a sound geometrical of good engineering properties, fit to be reused
as backfill materials. This revived material is named GREEN SOILS.

990

Keywords: dredged soil, solidification, engineering properties, backfill, reclamation,


erosion

991

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