Penilaian Program Latihan Khidmat Negara Dari Perspektif Pelatih: Satu Kajian Kes (Evaluation Of The National Service Training Program From The Perspective Of A Trainee: A Case Study)

Program Latihan Khidmat Negara (PLKN) di Malaysia telah bermula pada tahun 2004 iaitu selepas dipersetujui di Parlimen Malaysia. Antara objektif program tersebut ialah meningkatkan semangat patriotisme dalam kalangan generasi muda, memupuk keharmonian kaum dan integrasi kebangsaan, membentuk perwatakan positif melalui nilai moral, menanam semangat kesukarelaan dan membentuk golongan muda yang aktif dari aspek fizikal, mental dan berkeyakinan diri. Kajian ini dijalankan untuk menilai program tersebut dari perspektif pelatih yang menghadiri PLKN sebelum, semasa dan selepas menghadiri program tersebut. Data daripada kajian ini tidak boleh digeneralisasikan disebabkan oleh penggunaan kaedah kualitatif tetapi memberikan insight yang mendalam khasnya kepada masyarakat dan pihak yang terlibat dengan PLKN

The Development Of Moral Education In Malaysia

Moral Education (ME) has been employed in the Malaysian education system for more than two decades. Policies have changed, and syllabi have been reviewed. The many challenges faced by makers, educators and students of ME have been analysed and evaluated continuously. In this article, the writer explains that Malaysia has come a long way where ME is concerned. The historical, religious and sociocultural aspects of Malaysia have been of concern since the first ME syllabus was constructed. The ME syllabus was revisited a decade ago, and now it might undergo another evaluation and revision. In-depth research needs to be done to ensure that ME in Malaysia is unique and dynamic within a multicultural setting

Teaching Moral Values Through Real-life Dilemmas

The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. The research is founded on a modified version of Vygotsky’s Zone of Proximal Development (ZPD), extended to suit the multicultural, multi-ethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described

Teaching Moral Education in Secondary Schools Using Real-Life Dilemmas

The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. This study explores alternatives to the current somewhat dated approach. It seeks to discover what young adolescents describe as moral dilemmas, how they approach them and what they find useful in resolving these moral problems. The research is founded on a modified version of Vygotsky's Zone of Proximal Development (ZPD), extended to suit the multicultural, multiethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. The research trials a process of resolving reallife moral dilemmas in the ME classroom. It critically analyses the types of reallife moral dilemmas that a selected group of secondary students face. It also indicates the moral choices they make and the moral orientations they use. Participants in this study were 22 16-17 year old adolescents from three different types of secondary schools in a Form Four ME classroom in Malaysia. They were from different ethnic and cultural backgrounds, but within a nonMuslim community of students. ME in Malaysia (MEM) is designed to cater for this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described. These factors included national legislation, Malaysian culture, ethnicity, and religion as well as the effects of history, in particular the Japanese occupation. Students named autonomy, self and mutual respect, trust, freedom, and tolerance as main conflicting themes in their reallife moral dilemmas. They found their peers helpful in providing support, advice, and direction. Students also appear to find the process trialled in the research interesting, interactive/collaborative, meaningful, and reflective. The analysis also shows that the respondents' moral choices were influenced by parents, culture, religion, utilitarianism, collaboration, and friendship, within a strong carebased approach. However, moral pluralism was also evident in the findings in cases where participants made decisions based on care and justice interchangeably. The study suggests that including students' voices in MEM in this way might better engage students' interest, whilst at the same time contributing to intercultural tolerance and understanding

Moral Education In Tamil Primary Schools In Malaysia: A Look Into Reality

The social issues and gangsterism rates among Indian adolescents have been in the rise in Malaysia over the last decade (Jabatan Siasatan Jenayah, Polis Diraja Malaysia, 2003). As academics in fields of humanities and language, the researchers writing this paper wanted to specifically initiate and analyse the teaching of Moral Education in Tamil vernacular primary schools in Malaysia. These subject has been questioned and brought up by educators and students involved in these schools. The issue is whether Moral Education (ME) is actually being implemented in Tamil Primary schools is looked into. This paper discusses the way ME is foreseen and being implemented in Tamil vernacular schools especially in Year 6 when students are prepared for their first centralised examination. It also looks into the effects of values education for Primary 6 Tamil students who move into another dimension of education when they are in Form One secondary classes

Pandangan pelajar Universiti Malaya dan pelajar Universitas Pendidikan Indonesia Bandung tentang isu sosial semasa: satu perbandingan

Isi sosial remaja global terus menjadi agenda perbincangan dan penyelidikan yang semakin penting. Kertas ini membincangkan isu-isu sosial/moral semasa yang disuarakan oleh pelajar Universiti Malaya (UM) di Fakulti Pendidikan dan pelajar Universitas Pendidikan Indonesia (UPI), Bandung. Dalam menggunakan kaedah participatory action research (PAR), pelajar daripada kedua-dua universiti telah menulis isu sosial/moral yang mereka tahu atau alami dan kemudiannya membincangkan punca terjadinya isu tersebut. Kaedah ini mengaplikasikan perbincangan menggunakan dilemma kehidupan sebenar (Vishalache, 2012). Tujuan kajian ini dijalankan ialah untuk membuat satu perbandingan di antara isu-isu sosial khasnya dalam kalangan remaja Universiti Malaya (UM) di Malaysia dan remaja di Universitias Pendidikan Indonesia (UPI) Bandung. Seramai 15 pelajar UM dan 15 pelajar UPI terlibat dalam kajian ini iaitu termasuk pelajar lelaki dan pelajar perempuan. Responden pelajar UM yang terlibat terdiri daripada pelbagai kaum dan agama. Responden pelajar UPI yang terlibat semuanya adalah Melayu Jawa dan beragama Islam. Di antara isu moral yang diutarakan ialah pergaulaan bebas, seks bebas dan isu kurang sopan dalam kalangan remaja. Mereka mencadangkan ibu bapa diberikan kursus mendidik anak-anak dan sekolah memainkan peranan yang lebih aktif dalam mengatasi isu sosial dalam kalangan remaja

Teaching Moral Education in Secondary Schools Using Real-Life Dilemmas

The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. This study explores alternatives to the current somewhat dated approach. It seeks to discover what young adolescents describe as moral dilemmas, how they approach them and what they find useful in resolving these moral problems. The research is founded on a modified version of Vygotsky's Zone of Proximal Development (ZPD), extended to suit the multicultural, multiethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. The research trials a process of resolving reallife moral dilemmas in the ME classroom. It critically analyses the types of reallife moral dilemmas that a selected group of secondary students face. It also indicates the moral choices they make and the moral orientations they use. Participants in this study were 22 16-17 year old adolescents from three different types of secondary schools in a Form Four ME classroom in Malaysia. They were from different ethnic and cultural backgrounds, but within a nonMuslim community of students. ME in Malaysia (MEM) is designed to cater for this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described. These factors included national legislation, Malaysian culture, ethnicity, and religion as well as the effects of history, in particular the Japanese occupation. Students named autonomy, self and mutual respect, trust, freedom, and tolerance as main conflicting themes in their reallife moral dilemmas. They found their peers helpful in providing support, advice, and direction. Students also appear to find the process trialled in the research interesting, interactive/collaborative, meaningful, and reflective. The analysis also shows that the respondents' moral choices were influenced by parents, culture, religion, utilitarianism, collaboration, and friendship, within a strong carebased approach. However, moral pluralism was also evident in the findings in cases where participants made decisions based on care and justice interchangeably. The study suggests that including students' voices in MEM in this way might better engage students' interest, whilst at the same time contributing to intercultural tolerance and understanding.</p

A reconceptualisation of Vygotsky’s ZPD into ZCD in teaching moral education in secondary schools using real-life dilemmas

In an effort to contribute to contemporary debates about alternative ways of teaching moral education, this qualitative study explored moral dilemmas identified by young adolescents and how they made moral choices to resolve the dilemmas. Data were gathered for textual analysis through a modified framework of participatory action research using participant observation, focus group transcripts, interviews and student journals. The data were interpreted using a revision of Vygotsky’s Zone of Proximal Development, extended to suit the multicultural Malaysian setting, and here called the Zone of Collaborative Development. Participants were 22 16–17-year-old non-Muslim adolescents from different cultural backgrounds attending three different types of secondary schools. Moral Education (ME) in Malaysia (MEM) is designed to cater to this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas identified were relational and context dependent. Students named autonomy, self and mutual respect, trust, freedom and tolerance as main conflicting themes in their real-life moral dilemmas. The study suggests that including students’ voices in MEM in this way might better engage students’ interest and connecting the subject with students’ everyday lives

Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context

This article explores Vygotsky’s concept of the Zone of Proximal Development (ZPD) in the Malaysian context to support local reform of the Moral Education (ME) classroom. Small groups of students in three different types of school were involved in a participant action research (PAR) project. Such classrooms in Malaysia bring together students from various ethnicities aligned with Hindu, Confucian and Christian beliefs and understandings. Using the Malaysian multicultural ME classroom as a case study, we offer some examples of group conversations around moral dilemmas that illustrate ways that collaborative processes beyond the individual might expand an individual student’s ZPD and the consensual as well as divergent views of each group as a whole. This suggests possibilities for an extension of the ZPD into a zone of collaborative development (ZCD)