1

ISI KANDUNGAN

ISI KANDUNGAN...................................................................................................i
SENARAI RAJAH..................................................................................................iii
SENARAI JADUAL...............................................................................................iv
BAB 1...........................................................................................................................1
PENDAHULUAN....................................................................................................1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13

Pengenalan..................................................................................................1
Latar Belakang Masalah.............................................................................1
Pernyataan Masalah....................................................................................1
Tujuan Kajian.............................................................................................1
Objektif Kajian...........................................................................................1
Persoalan Kajian........................................................................................1
Kepentingan Kajian...................................................................................1
Kerangka Teoritikal....................................................................................1
Kerangka Konsep Kajian............................................................................1
Skop Kajian..........................................................................................1
Batasan Kajian......................................................................................1
Definisi Operasional.............................................................................1
Rumusan...............................................................................................4

BAB 2...........................................................................................................................5
kajian literatur...........................................................................................................5
2.1
2.2
2.3

Pengenalan..................................................................................................5
Pembelajaran Sepanjang Hayat (PSH).......................................................5
Rumusan.....................................................................................................6

BAB 3...........................................................................................................................7
Metodologi................................................................................................................7
3.1
3.2
3.3
3.4

Pengenalan..................................................................................................7
Rekabentuk Kajian.....................................................................................7
Penyediaan Instrumen Kajian.....................................................................7
Rumusan.....................................................................................................8

SENARAI RAJAH

Rajah 1.1: bintang.........................................................................................................2

Rajah 1.2: dua ekor ayam.............................................................................................3
Rajah 2.1 : Petak...........................................................................................................6

SENARAI JADUAL

Jadual 2.1 : Bilangan Adik Beradik..............................................................................5

Jadual 3.1 : Bilangan Abang.........................................................................................7
Jadual 3.2 : Bilangan Kakak.........................................................................................7

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1

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PENDAHULUAN

1.1

Pengenalan

1.2

Latar Belakang Masalah

1.3

Pernyataan Masalah

1.4

Tujuan Kajian

1.5

Objektif Kajian

1.6

Persoalan Kajian

1.7

Kepentingan Kajian

1.8

Kerangka Teoritikal

1.9

Kerangka Konsep Kajian

1.10

Skop Kajian

1.11

Batasan Kajian

1.12

Definisi Operasional

1.12.1 Keberkesanan

1.12.2 Perlaksanaan

1.12.3 Persepsi Sikap

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1.12.4 Kepuasan

1.12.5 Keinginan

Rajah 1.1 Ayam peliharaan (Gallus gallus domesticus) adalah unggas yang biasa
dipelihara orang untuk dimanfaatkan untuk keperluan hidup pemeliharanya. Ayam
peliharaan (selanjutnya disingkat "ayam" saja) merupakan keturunan langsung dari
salah satu subspesies ayam hutan yang dikenal sebagai ayam hutan merah (Gallus
gallus) atau ayam bangkiwa (bankiva fowl). Kawin silang antarras ayam telah
menghasilkan ratusan galur unggul atau galur murni dengan bermacam-macam
fungsi; yang paling umum adalah ayam potong (untuk dipotong) dan ayam petelur
(untuk diambil telurnya).

Rajah 1.1: bintang

1.12.6 Pengetahuan

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1.12.7 Kemahiran

Rajah 1.2 Dengan populasi lebih dari 24 milyar pada tahun 2003, Firefly's Bird
Encyclopaedia menyatakan ada lebih banyak ayam di dunia ini daripada burung
lainnya. Ayam memasok dua sumber protein dalam pangan: daging ayam dan telur.
Sudut pandang tradisional peternakan ayam dalam domestikasi spesies ini
termaktub

dalam

Encyclopdia

Britannica

(2007):

"Manusia

pertama

mendomestifikasi ayam asal India untuk keperluan adu ayam di Asia, Afrika, dan
Eropa. Tidak ada perhatian khusus diberikan ke produksi telur atau daging

Rajah 1.2: dua ekor ayam

1.12.7 Kursus Pembelajaran Sepanjang Hayat (PSH)

1.12.8 Kolej Komuniti

Menurut pembelajaran kendiri berasakan jjdkd

such as brainstorming, TRIZ (the Russian acronym for the Theory of Inventive
Problem Solving), random stimuli, etc. [8-10]. Often, students are either encouraged
or required to apply these creative concept generation methods within the design

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project component of an engineering design course; presumably to come up with
creative designs. However, because creativity is difficult to define
and measure, it may also be difficult to measure creativity as a student outcome.
After all, how can creativity be evaluated when there is no agreed-upon definition?
Another concern is that assessment, and especially a creativity assessment, may
suppress future performance and creativity because of preoccupations with the
instructors expectations [11]. However, because there is evidence that enhanced
creativity combined with high academic performance may lead to increased design
quality and innovativeness [12], appropriate evaluation of creativity outcomes, and
appropriate use of creativity outcomes as feedback,
(TTCT) Figural Form A, and a pre and post Team Climate Inventory. Students were
assigned to twelve design project teams at the beginning of the fall term, 2011, and
the project outcomes were evaluated in the spring of 2012, during the senior design
showcase. Eleven professional engineers and three graduate students were trained to
evaluate the senior design outcomes. The students engineering grade point average
(GPA)(Ibrahim, 2012; Wood et al., 2012)

1.12.10 Peserta Kursus

1.13

Rumusan

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BAB 1

KAJIAN LITERATUR

2.1

Pengenalan

Ayam peliharaan (Gallus gallus domesticus) adalah unggas yang biasa dipelihara
orang untuk dimanfaatkan untuk keperluan hidup pemeliharanya. Ayam peliharaan
(selanjutnya disingkat "ayam" saja) merupakan keturunan langsung dari salah satu
subspesies ayam hutan yang dikenal sebagai ayam hutan merah (Gallus gallus) atau
ayam bangkiwa (bankiva fowl). Kawin silang antarras ayam telah menghasilkan
ratusan galur unggul atau galur murni dengan bermacam-macam fungsi; yang paling
umum adalah ayam potong (untuk dipotong) dan ayam petelur (untuk diambil
telurnya).

2.2

Pembelajaran Sepanjang Hayat (PSH)

2.2.1

Konsep Pembelajaran Sepanjang Hayat

Jadual 2.1 : Bilangan Adik Beradik

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2.2.2

Model Pembelajaran Sepanjang Hayat

2.2.3

Pembudayaan Pembelajaran Sepanjang Hayat

2.2.4

Isu Dan Cabaran

Rajah 2.3 : Petak

2.3

Rumusan

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BAB 2

METODOLOGI

3.1

Pengenalan

3.2

Rekabentuk Kajian

3.3

Penyediaan Instrumen Kajian

Jadual 3.2 : Bilangan Abang

3.3.1

Borang Soal Selidik

Jadual 3.3 : Bilangan Kakak

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3.3.2

Ujian Penilaian

3.3.4

Set Borang Pemerhatian

3.4

Rumusan

RUJUKAN
Ibrahim, B. (2012). Exploring The Relationship Among Creativity, Engineering
Knowledge, And Design Team Interaction On Senior Engineering Design
Projects, 218.
Wood, K. L., Elara, M. R., Kaijima, S., Dritsas, S., Frey, D., White, C. K., Pey, K.
L. (2012). A Symphony of Designettes - Exploring the Boundaries of Design
Thinking in Engineering Education. ASEE Annual Conference, (3).

Casakin, H., & Kreitler, S. (2011). The cognitive profile of creativity in design.
Thinking Skills and Creativity, 6, 159168.
http://doi.org/10.1016/j.tsc.2011.06.001
Chiu, I., & Salustri, F. a. (2010a). Evaluating Design Project Creativity in
Engineering Design Courses Department of Mechanical and Industrial
Engineering Associate Professor Department of Mechanical and Industrial
Engineering. Proceedings of the Canadian Engineering Education Association
Conference. Retrieved from
http://library.queensu.ca/ojs/index.php/PCEEA/issue/view/338
Chiu, I., & Salustri, F. a. (2010b). Evaluating Design Project Creativity in
Engineering Design Courses Department of Mechanical and Industrial
Engineering Associate Professor Department of Mechanical and Industrial
Engineering. Proceedings of the Canadian Engineering Education Association

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Conference. Retrieved from
http://library.queensu.ca/ojs/index.php/PCEEA/issue/view/338
Daly, S. R., Mosyjowski, E. a., & Seifert, C. M. (2014). Teaching creativity in
engineering courses. Journal of Engineering Education, 103(3), 417449.
http://doi.org/10.1002/jee.20048
Eric L. Mann. (2002). Creativity Assessment: A Necessary Criterion In K-12
Engineering Education. Control, 499509.
http://doi.org/10.1515/9783110245585.230
Ibrahim, B. (2012). Exploring The Relationship Among Creativity, Engineering
Knowledge, And Design Team Interaction On Senior Engineering Design
Projects, 218.
Morin, S., Robert, J., & Gabora, L. (2014). Morin, S., Robert, J. M., & Gabora, L.
(2014). A new course on creativity in an engineering program: Foundations and
issues., 270275.
Wood, K. L., Elara, M. R., Kaijima, S., Dritsas, S., Frey, D., White, C. K., Pey, K.
L. (2012). A Symphony of Designettes - Exploring the Boundaries of Design
Thinking in Engineering Education. ASEE Annual Conference, (3).
Yuan, Y.-H., Wu, M.-H., & Lee, J.-C. (2014). The Essential Difference on Public or
Private Vocational School The Students Creativity of Mechanical
Engineering. Procedia - Social and Behavioral Sciences, 116, 23212329.
http://doi.org/10.1016/j.sbspro.2014.01.567
Zhou, C., & Kolmos, A. (2013). Interplay between individual creativity and group
creativity in problem and project-based learning (PBL) environment in
engineering education. In International Journal of Engineering Education (Vol.
29, pp. 866878). Retrieved from http://www.scopus.com/inward/record.url?
eid=2-s2.0-84884186454&partnerID=tZOtx3y1
Zhou, C., Kolmos, A., & Nielsen, J. D. (2012). A problem and Project-Based
Learning (PBL) approach to motivate group creativity in engineering education.

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International Journal of Engineering Education, 28, 316. Retrieved from
http://www.scopus.com/inward/record.url?eid=2-s2.084856298395&partnerID=tZOtx3y1