UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The aim of this article was to evaluate the effectiveness of the Ethnic Relations Course in inculcating unity among students at the Sultan Idris Education University (UPSI). This was because the purpose of the course was to foster unity by forming a positive attitude and mind-set among the students. This study used the CIPP (Context, Input, Process, and Product) program evaluation model introduced by Stufflebeam (1967). Surveys and interviews were used to achieve all the objectives of this study. The data used were more detailed as they covered empirical and non-empirical aspects of the field of study. However, this article focused only on the learning outcomes of the Ethnic Relations Course (Product), namely, the level of unity among the students and how it is related to the demographic factors. Five findings were made in this study. Firstly, the results of the analysis revealed that the course had a positive impact on the level of unity among the students, where 99.5 percent of the respondents were able to respect their friends of other races. Secondly, 98.8 percent of the students were willing to help their friends of other races when they were in difficulties. Thirdly, 98.3 percent of the students were tolerant of each other, that is, they could sit together with those from other ethnic groups in the lecture room. Fourthly, 98 percent of them were proud of the ethnic diversity in Malaysia. Finally, the findings showed that demographic factors such as gender, ethnicity, religion and place of residence did not affect the level of unity among the students. The results of this study suggest that the students at the university have responded well to the Ethnic Relations Course and to unity. Hence, with these findings, this study dismisses the allegation that the students at the university do not mix with those of other races. The unity among the students at this university is at a good and satisfactory level.
|
| References |
1. Ahmad Tarmizi Talib, Sarjit S. Gill & Nur Ayuni Mohd Isa. (2013). Persepsi dan Tingkahlaku Terhadap Toleransi Sosio Agama di Semenanjung Malaysia. Prosiding Seminar Penyelidikan Siswazah UniSZA, 907-911. 2. Azizi Yahaya (1998). Penggunaan Model KIPP dalam penilaian mata pelajaran Kemahiran Hidup di sekolah-sekolah menengah di Malaysia. Review Malaysian Academic Library Institutional Repository. 3. Guili Zhang, Nancy Zeller, Robin Griffith, Debbie Metcalf, Jennifer Williams, Christine Shea, & Katherine Misulis. (2011). Using the context, input, process, and product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs. Journal Of Higher Education Outreach And Engagement, 15(4), 57-70. 4. Denison Jayasoorin, Teo Lee Ken. Mudh Ismail & Saifful Hassan. (2014). Hubungan antara kaum dalam sistem pendidikan di Malaysia. Kertas Laporan Penyelidikan KITA-UKM, bil 2. 5. Ding Choo Ming. (2013). Some challenges in managing cultural difference in a multi-ethnic country: Malaysia. Prosiding Seminar Antarabangsa Etnik & Dasar: Refleksi Jati Diri, 30-38. 6. Karatas Hakan & Fer Seval (2011). CIPP evaluation model scale: development, reliability and validity. Procedia Social and Behavioral Sciences, 15, 592-599. 7. Kartini Aboo Talib@ Khalid. (2014b). Moderation and power sharing in Malaysia: accommodating concept and practice. Siri Kertas KITAUKM, bil 33. (September). 8. Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. 9. Mat Rasid Ishak. (2014). Kajian keberkesanan Program Pentaksiran Kerja Amali Sains (PEKA): Satu penilaian di sekolah rendah. Jurnal Pendidikan Malaysia, 39(2), 83-93. 10. Mohd Fadzil Che Amat & Abdul Jaleel Abdul Hakeem. (2013). Menilai keberkesanan pelaksanaan Program Diploma Perguruan Lepas Ijazah Pendidikan Sejarah Sekolah Rendah di Institut Pendidikan Guru Kampus Pulau Pinang. Seminar Pendidikan Sejarah dan Geografi, Universiti Malaysia Sabah, hlm. 214-225. 11. Monchai Tiantong & Pramote. (2013). A multiple intelligences supported web-based collaborative learning model using Stufflebeam’s CIPP evaluation model. Review International Journal Of Humanities And Social Science, Vol 3, No 7: hlm157-165 12. Ong Puay Liu (edi) (2014). Pendidikan untuk kesepaduan sosial: Isuisu berbangkit untuk Sabah. Kertas Laporan Penyelidikan KITA-UKM, bil 5 (nov). 13. Patrick C-H, Soh Kok Wai, Chew, Chettiar Arumugan, Veeri & Peng Hwa,Ang.(2011). Ethnic-based digital divide and internet use amongst Malaysian students. Jurnal Akademika, 81(1), 93-100. 14. Redwan Yasin, Mohd Ridhuan Tee Abdullah, Sayuti Ab. Ghani & Mohd Faizul Azmi. (2013). Pemupukan nilai keislaman dalam perpaduan masyarakat berbilang kaum di Malaysia. Prosiding Seminar Antarabangsa Etnik & Dasar: Refleksi Jati Diri, 18-24. 15. Siti Hajar Halili, Shukri Sulaiman & Mohd Razha Abd. Rashid. (2011). Keberkesanan proses pembelajaran menggunakan teknologi sidang video. Review Jurnal Pendidikan Malaysia, 36(1), 55-65. 16. Shamsul Amri Baharuddin. (2008). Hubungan etnik di Malaysia: mencari dan mengekal kejernihan dalam kekeruhan. Siri Kertas KITAUKM, bil 3. (September). 17. Shamsul Amri Baharuddin (2009). Culture and Governance in Malaysia’s survival as a nation. Kertas Laporan Penyelidikan KITAUKM, bil 3. (September). 18. Shamsul Amri Baharuddin. (2012). Modul Hubungan Etnik (Ed.2). Bangi: Universiti Kebangsaan Malaysia. 19. Tiwi Kamidin. (2007). Keberkesanan program Pendidikan Alam Sekitar Institut Perguruan Batu Lintang. Seminar Penyelidikan Pendidikan. Institut Perguruan Batu Lintang. 20. Tunku Abdul Rahman. (2007). 13 Mei 1969 sebelum dan selepas. Kuala Lumpur: Utusan Publications & Distributors.
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |