Ke arah kurikulum tersedia masa hadapan melalui pengajaran berasaskan pendekatan paragogi

Nur Ashikin Suhaimi

Abstract

Kurikulum pengajaran matematik peringkat pengajian tinggi perlu melalui suatu transformasi perubahan bagi melahirkan graduan yang berdaya saing dan seiring dengan perkembangan kepesatan ekonomi negara. Pelbagai konsep pedagogi muncul dan yang terkini adalah pendekatan paragogi. Walau bagaimanapun, sehingga kini tiada kriteria paragogi yang dapat dijadikan sebagai panduan dalam melaksanakan pedagogi matematik pada peringkat pengajian tinggi. Oleh itu, kajian ini bertujuan menghasilkan kriteria pendekatan paragogi untuk pengajaran dan pembelajaran matematik di Institusi Pengajian Tinggi (IPT). Melalui proses tinjauan literatur yang dilaksanakan secara insentif, tema dan ciri-ciri pendekatan paragogi ini ditentukan untuk panduan kegunaan para pendidik matematik dalam proses pengajaran dan pembelajaran dalam kelas. Proses ini turut merangkumi analisis model pengajaran dan pembelajaran dari aspek teori, model atau konsep, menelusuri beberapa dokumen dasar pendidikan yang berkaitan dengan pedagogi pengajian tinggi serta amalan terbaik dalam persekitaran pembelajaran yang efektif dalam dan luar negara melibatkan semua bidang termasuklah bidang matematik, serta analisis aspek yang menyumbang kepada pendekatan paragogi. Dapatan kajian menunjukkan lima tema telah dikenal pasti iaitu konteks sebagai pusat pengajaran dan pembelajaran, meta-pembelajaran sebagai punca pengetahuan, rakan sebaya memberikan maklum balas konstruktif; pembelajaran tersebar dan tidak linear, dan sokongan dan motivasi bersama. Setiap tema telah diperincikan kepada beberapa item yang berjumlah 34 kesemuanya serta dijelaskan secara mendalam untuk panduan pendidik matematik. Input bagi tema dan item pendekatan paragogi ini mampu menjadi dorongan dalam mentransfomasi pembelajaran matematik di peringkat IPT sekaligus menyumbang kepada Kurikulum Tersedia Masa Hadapan.

References

Akhsanul, I., Sazelli, A. G. & Noor Shah, S.,. (2012). Development of Mathematics Teaching and Learning Model Based on Metacognitive. Jurnal Pendidikan Sains dan Matematik Malaysia, 23-37.

Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.

Brown-Martin, G. (2018). Education and The Fourth Industrial Revolution (Learning to Thrive in a Transforming World). 11th Annual International Conference of Education, Research and Innovation, (p. 7270).Seville, Spain.

Chandran, J., Chandrasekaran, S. & Stojcevski, A. (2014). Student Experience of Project and Design Centred Curriculum, in AAEE 2014: Assessment and Learning for Engineering. In Proceedings of the

Australasian Association for Engineering Education Conference and IEEE International Conference on Teaching, Australasian Association for Engineering Education (pp. pp. 1-7). New Zealand: Palmerston North.

Coleman, M. & Cormican, K. (2019). Peer-to-Peer Assessment, Grading and Knowledge Sharing: Can It Really Work? A Case Study of the 'Workshop' Tool in Moodle. In Proceeding of World Conference in Online Learning. https:www.researchgate.net/publication/337137755.

Corneli, J. & Danoff, C. (2011). Paragogy in Proceedings of the 6th Open Knowledge Conference. Retrieved from Retrieved from http://ceur-ws.org/Vol-739/paper_5.pdf

Ericsson, K. A., Krampe, R. Th., & Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100; 363-406. http://dx.doi.org/10.1037/0033-

295X.100.3.363.

Fauzi, K. M. A., Indra, Z. & Priyanto, A. (2020). The Identification of Mathematics Students' Characteristic and Metacognitive Level in Mathematical Problem Solving. In The 6th Annual International Seminar on

Trends in Science and Science Education IOP Conference Series. Journal of Physics: Conf. Series 1462 (2020) 012048 IOP Publishing doi:10.1088/1742-6596/1462/1/012048 1.

Fischer, K. W. & Granott, N. (1995). Beyong One-Dimensional Change: Parallel, Concurrent, Socially Distributed Processes In Learning and Development. Human Development, 38(6); 302-314.

Kementerian Pendidikan Malaysia, K. (2015). Pelan Pembangunan Pendidikan Malaysia 2015-2025 (Pengajian Tinggi). Kuala Lumpur: Kementerian Pendidikan Malaysia, KPM.

Kementerian Pengajian Tinggi, K. (2018). Kurikulum Tersedia Masa Hadapan Universiti Awam. Putrajaya:Jabatan Pendidikan Tinggi.

Kizito, N. & Telesphore, H. H. (2019). Study Practice Lessons and Peer Learning Methods to Strengthen Rwandan Science and Mathematics Teaching. Online Submission, LWATI: A Journal of Contemporary Research, 16 (2), 18-25.

Klaus, S. (2016). The Fourth Industrial Revolution. Geneva: World Economic Forum.

Lawler, C. (2008). Action Research As A Congruent Methodology for Understanding Wikis: The Case of Wikiversity. Journal of Interactive Media in Education, 6, 1-11.

Lee, Y. & Rofe, J. S. (2016). Paragogy and Flipped Assessment: Experience of Designing and Running a MOOC

on Research Methods. Open Learning: The Journal of Open, Distance and E-Learning, 31(2): 116-129.

Merriam, S. B. (2011). Andragogy and Self-directed Learning: Pillars of Adult Learning Theory. The New Update on Adult Learning Theory: New Directions for Adult and Continuing Education, pp. 1-13.

Mwanza, D. & Engestrom, Y. (2003). Pedagogical Adaptness in the Design of E-Learning Environments: Experiences from The Lab @ Future Project. In Proceedings of E-Learning, (pp. pp. 1344-1347). Citeseer.

Nor’ain Mohd Tajudin, Nur Ashikin Suhaimi, Mazlini Adnan & Marzita Puteh. (2020). Synergizing Mathematical Learning at Higher Institution through Heutagogical Approach. Universal Journal of Educational

Research. 8(6): 2646-2653. http://www.hrpub.org DOI: 10.13189/ujer.2020.080648

Ponnudurai, P., & Ponniah, L. S. (2019). Future Ready Universities: Embracing the 4th Industrial Revolution. In

Pradeep, K. Michael, J. K., Chee, L. L. (eds.) Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies. Kuala Lumpur: Business Science Reference.

Rose Alinda, A. (2018). Taklimat Kurikulum Tersedia Masa Hadapan Universiti Awam. Putrajaya: Jabatan Pendidikan Tinggi.

Rose Alinda, A., Ali, S., Norris, S. A., Suraya, M. & Nazmona, M. A. (2018). Framework of Malaysia Higher Education for Fourth Industrial Revolution. Putrajaya: Kementerian Pendidikan Tinggi.

Sazwani, S., Noor Shah, S., & Sazelli, A. G.,. (2019). Tinjauan Tentang Amalan Komunikasi Guru Matematik Sekolah Menengah. Jurnal Pendidikan Sains dan Matematik Malaysia, Vol 3, No 1.

Schmidt, J. P. (2009). Commons-based Peer Production and Education. Retrieved from Short Essay for the Free Culture Research Workshop, Harvard University: http://cyber.law.harvard.edu/fcrw/sites/fcrw/images/Schmidt_Education_FreeCulture_250ct2009.pdf

Siti Hamisah, Tapsir & Marlia, Puteh. (2018). Higher Education 4.0: Current Status and Readiness in Meeting the Fourth Industrial Revolution Challenges. Putrajaya: Kementerian Pendidikan Tinggi.

Skemp, R. R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-26.

Tadesse, T., Gillies, R.M., & Manathunga, C. (2020). Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously? International Journal of Educational Research. 99. 101509. https://doi.org/10.1016/j.ijer.2019.101509

Utha, K. & Rinzin, S. (2019). Peer-learning: An Alternative Teaching Pedagogy for Highly Teacher Centered Classes. International Journal of English, Literature and Social Science, 4(5), 1520-1529.

Yahaya, A., Elanggovan, A., & Savarimuthu, L. M. (2010). Kepentingan Kefahaman Konsep dalam Matematik. Kuala Lumpur: Kementerian Pengajian Tinggi.

Yunos, S. & Din, R. (2019). The Generation Z Readiness for Industrial Revolution 4.0. Creative Education, 2993-3002.