Pentaksiran Berterusan Amali Vokasional Semasa Pandemik: Kajian Kes Di Sebuah Kolej Vokasional Di Rembau
Abstract
Pelaksanaan pentaksiran berterusan di kolej vokasional telah melalui perubahan drastik semasa pandemik Covid-19. Perubahan kepada pelaksanaan Pengajaran dan Pembelajaran di Rumah (PdPR) telah memberi kesan dan tekanan kepada guru di institusi ini dalam melaksanakan pentaksiran berterusan (PB) amali dengan berkesan. Dalam menambah baik pelaksanaan ini, kefahaman berkaitan cara pelaksanaan, cabaran dan kesediaan guru perlu diberi perhatian. Namun, kajian berkaitan aspek ini masih kurang dikaji. Oleh itu, kajian ini dilaksanakan bagi mengenalpasti kaedah pelaksanaan pentaksiran berterusan amali secara PdPR, cabaran yang dihadapi oleh guru dan kesediaan guru dalam melaksanakan pentaksiran berterusan amali semasa PdPR. Kajian kes dijalankan di sebuah kolej vokasional di daerah Rembau, Negeri Sembilan dengan mengumpul data secara temubual terperinci terhadap enam orang guru di institusi ini. Data dianalisis dengan menggunakan kaedah analisis tematik. Hasil kajian mendapati guru-guru telah melaksanakan pentaksiran berterusan amali dengan kaedah secara dalam talian atau dengan memberi tugasan. Terdapat beberapa cabaran yang dihadapi oleh guru dalam melaksanakan pentaksiran berterusan amali iaitu, kekurangan bahan pengajaran dan pembelajaran seperti bahan kimia, peralatan khas dan makmal. Selain itu, guru merasakan pentaksiran yang dijalankan tidak adil dan tidak menilai kompetensi sebenar pelajar. Di samping itu, para guru berpendapat mereka tidak bersedia sepenuhnya untuk menjalankan pentaksiran berterusan amali secara PdPR. Oleh itu, dapatan kajian ini dapat dijadikan rujukan kepada kementerian, institusi dan guru dalam merangka pelaksanaan yang lebih berkesan pada masa akan datang.
References
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Abera, G., Kedir, M., & Beyabeyin, M. (2017). The Implementations and Challenges of Continuous Assessment in Public Universities of Eastern Ethiopia. International Journal of Instruction, 10(4), 109-128.
Abigail, J. (2016). Enhancing psychomotor skill acquisition in vocational education: Strategy for bridging gap between teaching and research. Multidisciplinary Journal of Research Development, 25(1), 1-6.
Agus, A. N. A. (2021). Tahap Pengetahuan Dan Kesediaan Guru Bahasa Melayu Dalam Melaksanakan Pendekatan Terbeza Dalam Pengajaran Dan Pembelajaran Di Rumah Semasa Tempoh Perintah Kawalan Pergerakan. Jurnal Pendidikan Bahasa Melayu, 11(1), 75-87.
Aziz, A. R. A., Rahimi, M. K. A., Shafie, A. A. H., Lee, U. H. S., & Yusof, S. N. M. (2021). Pembelajaran Dalam Talian: Strategi Daya Tindak Terhadap Tekanan Akademik Semasa Norma Baharu: Online Learning: A Coping Strategy towards Academic Stress amid New Norms. Sains Insani, 6(2).
Rahman, A., & Hanafi, N. M. Analisis Kefungsian Skala Bagi Pembinaan Rubrik Pentaksiran Kompetensi Amali: Analisis Berdasarkan Model Pengukuran Rasch Pelbagai Facet.
Bouhidel, H. (2022). Exploring Teachers’ Perceptions toward Online Assessment: Perspectives and Challenges. آفاق للعلوم, 7(03).
Chua, Y. P. (2011). Kaedah penyelidikan (Vol. 1). McGraw Hill (Malaysia) Sdn Bhd.
Dejene, W. (2019). The practice of modularized curriculum in higher education institution: Active learning and continuous assessment in focus. Cogent Education, 6(1), Research Article.
Deutscher, V., & Winther, E. (2018). Instructional sensitivity in vocational education. Learning and instruction, 53, 21-33.
Dillon, J. (2010). Practical Work: Its effectiveness i n primary and secondary schools in England. Journal of research in science 12(3): 420-431.
Ealangov, S., & Jamaludin, K. A. (2022). Pembelajaran Teradun Semasa Pandemik: Analisis Tahap Penerimaan Pensyarah di Kolej Komuniti di Malaysia. Journal of Southeast Asia Social Science and Humanities.
Hashim, S., Zakariah, S. H., Taufek, F. A., Zulkifli, N. N., Lah, N. H. C., & Murniati, D. E. (2021). An Observation on Implementation of Classroom Assessment in Technical and Vocational Education and Training (TVET) Subject Area. Journal of Technical Education and Training, 13(3), 190-200.
Hooker, C. (2020). Strategies for assessing students remotely.
Hasan, N. A., Yusoff, N. M. R. N., & Khalid, F. (2022). Kaedah Pentaksiran Bagi Kemahiran Lisan Dalam Pengajaran Bahasa Arab Sekolah Rendah [Assessment Methods For Oral Skills In Elementary School Arabic Teaching]. International Journal of Advanced Research in Islamic Studies and Education, 2(4), 85-105.
Hussin, H., Amran, N. N., Rahman, N. F. A., Ismail, A., & Zakaria, Z. (2021). Amalan Pentaksiran Alternatif dalam Program Pengajian Islam di Universiti Kebangsaan Malaysia dalam mendepani Cabaran Pandemik COVID-19. Islamiyyat, 43(1), 3-14.
Iqbal, M. (2017). Effect of Continuous Assessment Techniques on Students' Performance at Elementary Level. Bulletin of education and research, 39(1), 91-100.
Jumaidi, E. (2016). Pengetahuan, kemahiran dan amalan profesional tenaga pengajar kolej vokasional dan sekolah menengah teknik di negeri Perak Universiti Pendidikan Sultan Idris].
Kamaludin, M. A., Effendi, M., & Matore, E. M. (2022). Pendayagunaan Rubrik Pemarkahan Pentaksiran Berterusan Amali Bagi Program Diploma Perakaunan di Kolej Vokasional: Masihkah Relevan? Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001458-e001458.
Khairulmizan. (2021). Subjek amali, eksperimen perlu dibuat melalui PdP secara bersemuka. Kosmo. 31 April 2021
Kiong, T. T., Florentius, A. W., Abu, M., Rubi, D. M., Mohamed, S., Heong, Y. M., & Mohamad, M. M. (2017). Tahap penguasaan teori dan amali dalam kalangan pelajar ekonomi rumah tangga: Kajian persepsi di universiti awam Malaysia (Theoretical and practical command of Malaysia’s home economics students: A perception study from a public university). Geografia-Malaysian Journal of Society and Space, 12(3).
KPM. (2014). Peraturan Akademik Program Diploma Vokasional, KPM.
Kugamoorthy, S., & Weerakoon, S. (2018). Continuous Assessment Methods: Critical review for quality improvement of the Postgraduate Diploma in Education Programme of the Open University Sri Lanka. International Research Journal of Human and Social Sciences, 5(10).
Malaysia Qualification Agency. (2013). Garis Panduan Amalan Baik: Penilaian Pelajar. Selangor: Agensi Kelayakan Malaysia. www.mqa.gov.my
Majlis Keselamatan Negara. (2020). Kenyataan Media Majlis Keselamatan Negara, Jabatan Perdana Menteri 18 Mac 2020. MKN https://www. mkn. gov. my/web/wpcontent/uploads/sites/3/2020/03/PERGERAKAN-KAWALAN-COVID19-amended-18032020-UPDATED-12.12 AM. pdf
Mulder, M., Weigel, T., & Collins, K. (2007). The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis. Journal of Vocational Education & Training, 59(1), 67-88.
Nasir, N. M., & Mansor, M. B. (2021). Cabaran guru dalam melaksanakan pengajaran dan pembelajaran di rumah (PdPr): Suatu pemerhatian awal. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(7), 416-421.
Othman, M. S., & Jamil, M. R. M. (2021). Impak Kecerdasan Emosi Dalam Kalangan Guru Pendidikan Islam Kesan Pelaksanaan Perintah Kawalan Pergerakan: Impact Of Emotional Intelligence Among Islamic Education Teachers By The Implementation Of Movement Control Order. Journal of Islamic Educational Research, 7, 1-11.
Rabindarang, S., & Arjunan, V. (2021). Paradigma Baharu PdPR: Satu Sorotan Kajian. Asian Pendidikan, 1(1), 73-79.
Robles, M., & Braathen, S. (2002). Online assessment techniques. Delta Pi Epsilon Journal, 44(1), 39-49.
Roblyer, M., & Ekhaml, L. (2000). How interactive are your distance courses? A rubric for assessing interaction in distance learning. Online Journal of Distance Learning Administration, 3(2), 1.
Sahaat, Z., & Nasri, N. M. (2020). Cabaran pelaksanaan mata pelajaran Reka Bentuk dan Teknologi sekolah Menengah. Jurnal Pendidikan Malaysia, 45(1), 51-59.
Saliha, B. (2022). Challenges of online assessment during Covid-19 Pandemic: An experience of Study Skills teachers. آفاق للعلوم, 7(2).
Santosa, B., & Dwi, S. (2019). Work-based assessment at vocational high school in Indonesia. International Journal, 8(1), 89-97.
Sarrayrih, M. A., & Ilyas, M. (2013). Challenges of online exam, performances and problems for online university exam. International Journal of Computer Science Issues (IJCSI), 10(1), 439.
Thangaiah, E. A., Jenal, R., & Yahaya, J. (2020). Penerokaan Penggunaan E-Pembelajaran dalam Kalangan Pelajar dan Pengajar TVET-Satu Kajian Awal (Investigating the E-Learning Usage Among TVET Students and Teachers-A Preliminary Study). Akademika, 90(S3).
Wan Abdullah, W. (2017). Evidens Pentaksiran Sekolah Dalam Pengajaran Bahasa Arab Sekolah Rendah. Manuskrip tidak diterbitkan. Fakulti Pendidikan, Universiti Malaya.
Yin, R.K. (2016). Case Study Research. London: Sage Publications.
Yunos, J. M., Salleh, K. M., Sern, L. C., Sulaiman, N. L., Mohamad, M. M., Abidin, N. A. Z., & Sahdan, S. (2017). Transferable skills of engineering students: A study on TVET Pedagogies at Universities in Malaysia. 2017 IEEE 9th International Conference on Engineering Education (ICEED),
Yusop, S. R. M., Rasul, M. S., Mohamad Yasin, R., Hashim, H. U., & Jalaludin, N. A. (2022). An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA. Sustainability, 14(9), 5225.
Zulkifli, N., Hamzah, M. I., & Razak, K. A. (2020). Isu dan cabaran penggunaan MOOC dalam proses pengajaran dan pembelajaran. Journal of Research, Policy & Practice of Teachers and Teacher Education, 10(1), 78-95.
Published
2023-09-01
How to Cite
MD SALEH, Siti Nur Haslinda; JAMALUDIN, Khairul Azhar.
Pentaksiran Berterusan Amali Vokasional Semasa Pandemik: Kajian Kes Di Sebuah Kolej Vokasional Di Rembau.
Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 3, p. 1-15, sep. 2023.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/22982>. Date accessed: 11 dec. 2023.
Section
Articles
