Hmef5043 (critical Reviews)

MASTER OF EDUCATION

JANUARY 2019

HMEF5043

EDUCATIONAL PSYCHOLOGY

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MATRICULATION NO

:

CG501898006

IDENTITY CARD NO.

:

690211125286

TELEPHONE NO.

:

0149201102

E-MAIL

:

[email protected]

LEARNING CENTRE

:

Kota Kinabalu Learning Center

1.0 INTRODUCTION In order to perform a critical review of reading material, I chose four journals and articles related to motivation and learning. Below are the information on selected journals and articles.

1.1 SELECTED ARTICLES AND JOURNALS a) Article Title: Motif Utama Guru Melanjutkan Pelajaran dan Tahap Motivasi Terhadap Program Pengajian Author: Mazanah Muhamad & Adanan Mat Junoh Number of pages: 9 pages Source: Pertanika J. Soc. Sci. & Hum. 12 (2): 163-171 (2004) ISSN: 0128-7702 © Universiti Putra Malaysia Press This journal is a study of Mazanah Muhamad and Adanan Mat Junih to identify the main motives of teachers to further their studies through distance learning programs at the Institute of Education and Distance Learning (IDEAL), Universiti Putra Malaysia and to determine their level of motivation for the program. The author also conducted a study of 360 teachers from four IDEAL learning centers were randomly selected as a sample of the study. Instruments used for data collection purposes 'Educational Participation Scale' (EPS) developed by Boshier (1973). The study found that seven key motives of the teacher to pursue education are professional development, cognitive interest, social welfare, personal goals, learning activities, external expectations, and social relationships. The authors also found that the level of teacher motivation towards the program of study was high. There is a significant difference in the level of motivation among different race teachers, semesters of study, program of study and school location.

b) Journal Title: SEKOLAH WAWASAN : Sejauh manakah Ia Mampu Melahirkan Generasi Bersatu padu di Masa Akan datang Author: Prof. Madya Dr. Azizi Yahaya Amir Hamzah Abdul Sanif bin Sapaat Number of pages: 10 pages Source:

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The second journal titled Vision School: How Were It Able To Produce Unity In The Upcoming future discusses the concept of Vision Schools created to create a multiracial society starting from school. In addition, this journal also discusses the May 13 incident which caused the racial riots in Malaysia. The author has linked the May 13 Event with the goodness and importance of creating the School of Insight. The author also criticized the actions of Dong Jiao Zhong who did not support the existence of the School of Vision. To emphasize the goodness of this School of Vision, the author has shown the kindness and disadvantages of the School of Vision to reinforce the author's opinion of the School Vision Concept.

c) Article Title: Peranan Kepimpinan Guru Mempengaruhi Keberkesanan Pengajaran Dan

Pembelajaran Sejarah Dalam Iklim Bilik Darjah Author: Kamarol Baharen Mohd Rom, Johan @ Eddy External (Ph.D) Number of pages: 7 pages Source: Faculty of Education, Universiti Teknologi MARA The articles written by Kamarol Baharen Mohd Rom and Johan @Eddy Luaran are discussing the role of teacher leadership in history subjects. The author discusses the needs of the historical teacher and the problem of teachers who are forced to teach this lesson because of the absence of historical teachers who are willing to carry out their duties. Teachers' leadership qualities are also explained as well as factors affecting classroom climate especially when teaching historical subjects. In addition, the skills needed by a teacher to teach a historical subject are also emphasized and the basis for the effectiveness of a lesson.

d) Journal Title: Amalan Reflektif Ke Arah Peningkatan Profesionalime Diri Guru Author: Boon Pong Ying Number of pages: 8 pages Source: Journals IPBA / Volume 3: Numbers 2 This journal discusses the importance of teachers as a catalyst for students to develop analytical, critical and creative thinking skills to cope with current changes. This journal highlights the role of a teacher who is required to improve self-professionalism through various reflective practice strategies in order to assume the responsibility. Among them, reflection 3|Page

practice through reflective writing / journals, teaching portfolios, action research, on-line professional development and Teacher Activity Center activities can lead to increased professionalism of teachers. The reflection practice strategies are the tools to encourage teachers to practice reflective investigations and self-assessment on issues in teaching-learning practices. By practicing reflective thinking, teachers can improve their professionalism in terms of science, skills and skills and become more thoughtful teachers.

2.0 CRITICAL DISCUSSION AND REVIEW

The journal written by Mazanah Muhamad and Adun Mat Junoh discusses the Master Motive of Continuing Education and Motivation Levels on the Study Program. The author discusses the most significant phenomenon, namely the increase in the number of adult students, especially those who pursue tertiary education. Rohana (1998) reports that 80% of 3800 students enrolled in distance education programs at Universiti Kebangsaan Malaysia during the 1998/99 study session were teachers. Education and learning processes are not limited to children and occur only at school level. This process extends beyond that by involving adult learners outside the school system. Adult education can be formal or non-formal. The authors also discussed the results of the study showing the number of male teachers studying at IDEAL was higher than female teachers. This finding supports the opinion of Rogers (1986) which says that most studies have found that men are the most active adults in education. The Malay teacher was the highest respondent group (73.2%). These results show that the nation being the majority of the population in a country is the highest class involved in adult education activities. Most of the respondents have STPM's academic qualifications as the minimum qualification for further education at the first degree level is at that stage. The number of rural school respondents is higher than urban school respondents. The study also found that the number of primary school teachers is higher than secondary schools. This situation may occur as most non-graduate teachers serve in rural schools. The author's opinion is very relevant because the ministry has given the privilege to teachers who have not had a Bachelor's Degree to pursue their studies for 4 years. The author describes teachers who continue to study as adults. The term is suitable for older teachers aged 40 years and above. I agree with the authors that the process of education and learning is not 4|Page

limited to children and adolescents but should be encouraged to learn lifelong learning. Based on his studies on the number of adult male students who are increasingly involved in studies, I disagree as he only studies at a university. But I agree about the number of Malays who go to long distance education because the national primary school teachers meet the university lecture rooms and even apply for distance education. At present, in order to pursue higher education, the applicant has at least a Diploma in Education. The author further discussed the seven key motives of the teacher to continue his studies at IDEAL. The motives are professional development, cognitive interests, social welfare, personal goals, learning activities, external expectations and social relationships. The three most important motives are professional development, cognitive interest and social welfare. The Professional Development Motivation shows that the goal of continuing education is to provide knowledge, experience and skills to improve work performance in order to provide quality education services to students. Next the Cognitive Interest motive shows the teacher's goal of continuing education is to gain and deepen the knowledge. The Social Welfare Motive shows that teachers pursuing their education are to prepare themselves with the knowledge, experience and skills needed to help and provide the best service to the community. The findings of the author on learning motives are very interesting. The author is very much in conducting research and observation using the subjects of the teacher's motive to continue the lesson. Based on the urgency of education in the present time asking the teacher to have at least a Bachelor's Degree, I agree with the main motive the writer put forward as a professional development. However, the seven motives are coinciding with the purpose of the teacher to continue the lesson. The authors also find the findings consistent with Arshad's findings (1993). However, this finding is quite different from the findings of Mohd Halimi (1996). Mohd Halimi found that professional development factor was ranked sixth. The author also discusses the difference in the level of motivation based on race. Based on the nation, Malay teachers have higher levels of motivation than teachers from Indians, Chinese and other nations. I also agree with the authors' opinion that finding the most followed by the teacher is in the Language Studies program as Bahasa Pertarna (PBMP). Teachers studying Bahasa Malaysia have the highest level of motivation compared to teachers in the Guidance and Counseling Program (B & K) and English Language Programs as a Second Language (TESL). I am also interested in the description of the 5|Page

writer on the level of motivation teachers who are serving in rural schools have higher levels of motivation than teachers in urban schools. It may be because teachers in the interior are less experienced in working pressure than teachers in urban schools who are burdened with various activities at school. In conclusion, this journal has provided clear knowledge about the motives and readiness of primary school teachers to pursue higher education despite working as a teacher. The journal written by Azizi Yahya discusses the ability of the Vision School to produce a united generation in the future. The authors say the school system is now still creating a racist school. I agree with the author's views because in Malaysia, there are still schools dedicated to the Malays, Chinese and Indians such as SK, SJKC and SKKT. The authors say that the creation of the Vision School can be a bridge to achieving the goal of ethnic unity in Malaysia to love the nation fully. The formation of such school system is a variable to the concentration of Malaysian-born ethnics. This is because in the system it is not only the Malays who will attend school but will also be assembled with various races and religions. The author's opinion is very clear and indeed the establishment of schools in Malaysia has not yet reached the level of unity expected. The School of Vision which was approved by the Cabinet in 1997 required a sound educational system. The authors assert that there may be various problems from this system. If only looking at one point of view is very good but it is also necessary to consider the pros and cons in building such a system. The Malaysian community is made up of various races and sensitive issues will invite serious conflicts. Basically, national history has seen that the education system abandoned by the English colonists, the school isolation and the lack of uniform rules applied to all schools have borne the thickening of racist spirits that are thickened. I would like to comment on the negative effects under colonization to this country. The colonialist attitude to divide the races in Malaysia should have to be considered many times by all societies. I agree with the authors that sensitive issues will invite tension and riot. The Razak 1956 Statement which emphasizes that the purpose of the educational policy in this country is to unite pupils from all races in this country by using a rule of law covering all races by using the national language as the language of the sender. According to the author, the Vision School will not eliminate SRJK identity but School Vision is a combination of all three primary schools namely SRK (National Primary School), SRJKC (Chinese Type Primary School) and SRJKT (Tamil National Type Primary School) in one area. The school will use all 6|Page

available facilities such as a field, canteen, library and more together or shared. While each school still has their own building and administration. While students will be allowed to mingle, interact and play together. The integration and assimilation process should be left to evolution as well as natural. Any attempts to establish integration and assimilation by force will surely fail. This way can eliminate the separation walls and reduce the gap between the various races in the country. I also agree with the authors on the positive effects that will impact on the understanding of the race from school students. The writer also discusses the impact of the Vision School on unity where these elementary students will go live when they play on the field; eat at canteen or during open day school. The Concept School concept should be seen from the context and the positive perspective of creating a united Malaysian nation rather than aiming to eliminate the identity of a race and eliminate the SRJK entity. The placement of three different school streams in an area will allow SRJK students to master Malay. Racial tensions and related problems arise from prejudice and suspicious suspicion, because of the lack of interactions and relationships between them The writer also discusses the advantages and disadvantages of the School of Vision where the purpose of establishing the School of Vision is to strengthen the existing solidarity in the plural society of Malaysia. According to the author, the emphasis on the spirit of unity and inter-racial integration since childhood is that in primary school will be more convenient as they are still children who can be bent. In my opinion, we also need to revisit the purpose of the Razak Statement 1956 which is to unite pupils from all races in the state by applying a rules of education which is an area will enable SRJK students to master the Malay language. I am interested in the author's comments on the centralization of student-centered collections that will find diversity in the culture, religion, race, social and economy of each school member. The Chinese community, especially, is so upset and worried about the concept of the School of Wawasan that will bury the identity of the National Type Primary School supported during this time. I agree with the writer that the issues raised by the chinese will be more destructive of racial unity. They are in doubt the existence of the school will affect the Chinese SRCS administration and the use of native language among students from the stream. In addition, the writer also discusses the opposition made by Dong Zong which means Chinese

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school associations and Jiao Zong which means Chinese school teachers who reject the establishment of the School of Vision. The advantages of this writing are to state the truth of the biggest reason the Chinese are worried about losing the identity of the Chinese National Primary School (SRJKC) and the Chinese identity will be eroded, although it has been described several times by the government but they remain indecisive with the desire to unite the races. They still think there is an implied agenda that can disrupt their interests. A handful of Chinese people do not understand the concept of the School of Insight so consider the School of Vision as a weapon to erode Chinese identity in Malaysia. In contrast to SJKT administrators who receive good and open with School Vision. Based on this journal, I find that the author has shown the courage to state clearly the attitude of the Chinese who are the opponents of the formation of unity in this country. The third article discusses the role of teacher leadership in the classroom. According to the authors, teachers have a perception that the role of teacher leadership lies in the shoulders of principals or school administrators. According to Blase and Blase (1998), the foundation of a school's success is not due to the leader of the teaching being principals or professors but is driven by coordination and collaboration of teachers as teaching leaders while principals are as coordinators or administrators. The authors have summarized the three definitions described in Cuban (1984), Drath and Palus (inl, Yukl, 2002) and Southworth (2002) that leadership is as art or processes affecting human activities in connection with their duties and responsibilities in which their involvement is voluntarily and strives towards the effectiveness and achievement of organizational goals. The definition of the author may formulate the meaning of leadership but I disagree with the word voluntary. For me, being a leader is not a voluntary task but a task that shows that someone has a high confidence to discover something right. However, when leadership is discussed from an educational perspective, often leadership is associated with the role of teacher leadership in school and classroom. The general goal of teacher leadership is to add value (value added) or to maintain conditions that promote the learning environment of students. According to the author, among the factors affecting class climate is finding balance between encouragement and reprimanding, developing rapport with pupils, involving pupils with aspirations and expectations, maintaining a perfect working relationship, practicing a meaningful choice, guaranteeing security factor and confidence, putting pupils as part of the classroom, 8|Page

focusing on what they are doing, and teacher skills. The author also discusses that the role of teacher leadership in the classroom requires skill which includes two aspects: intrapersonal and interpersonal skills and technical skills. Interpersonal and intrapersonal skills are an attempt to guess the mood, purpose, motivation and feelings of students when they face them in the process of teaching and learning. Teachers who use and master this skill will succeed in mastering the classroom and classroom teaching and learning environment. I agree that teachers in the classroom should be sensitive to the facial, voice and movement of the student body. In addition, when applying the theory of leadership in the classroom, the teacher needs a clear response, which can be communicated, which frames to make a decision on student behavior. Behavioral management in the classroom is the absolute right of the teacher in overcoming the confusion that arises in the classroom. As a teacher, efforts to encourage students to choose the responsible behavior towards the effective role of teacher leadership are complicated. In conclusion, the teacher should encourage the student to be responsible for his own conduct and effort in order to achieve the desired success. The final journal discusses the importance of teachers as a catalyst for students to develop analytical, critical and creative thinking skills to cope with current changes. The authors note the importance of the role of the teacher as a speaker, the skills of the students and their liking. A brilliant teacher should continue his education for a lifetime as the educational factors themselves undergo various changes. The author also discusses strategies that enable selfimprovement of self-discipline including involvement in internal training, short course management of the college, mentoring system, reflection practice through reflective writing / journals and teaching portfolios, action research, continuous professionalism training, on-line professional development "And activities of the Teacher Activity Center. There are seven strategies discussed by the author, namely the first improvement of professionalism through training in services. I do not understand the meaning of the writings of the writer because it is for me that it does not coincide with the title. To express the teacher's reflective practice towards enhancing professionalism, it should use the headline of the Reflective Practice Strategy toward the Improvement of Teacher's Professionalism. The author discusses that teachers should be able to reinforce their capacity to improve student learning by extending professional knowledge in mastering and developing skills and clarifying professional values. Progressive teachers are able to enrich themselves with new 9|Page

knowledge, skills and trends of teaching through short courses. For that, teachers who have attended the course should conduct internal training for their respective schools so that all teachers can acquire knowledge and skills in certain areas. The second strategy is reflection and reflective writing skills towards enhancing teacher professionalism. Reflection practices can enrich themselves and stimulate professional practices and act as forums to make decisions that result in action on the context of teaching. Reflection gives teachers the opportunity to analyze themselves and be aware of their strengths and weaknesses as well as making modifications and improving their learning process effectively. Schon (1983, 1987) distinguishes thinking processes from reflection during actions in which a person revisits and thinks of the problems that exist to understand the situation while reflecting upon the actions in which the teacher reflects on his thinking process and analyzes the situation before planning follow-up actions. Reflective writing is a way of reviewing theories of teaching and professional development. New thinking will be encouraging and through discussions with colleagues, theories and issues are disputed and expanded. While the third strategy is closely linked to reflective writing is the formation of a teaching portfolio as a way of improving teachers' professionalism. The authors state that the formation of a teaching portfolio has a huge impact and benefits and improves the quality of teacher teaching in its profession. According to him, when a teacher examines his own practice, it is certainly a practice of self-directed study to erode self-assessment of his responsibilities. The fourth strategy is the research of effective professional practice of conducting action research on all aspects related to teaching. Research, writing and reading culture should be nurtured among teachers to enhance the development of self-professionalism and act professionally. The fifth strategy is the "Lifelong Learning" concept. Practice reading, writing and researching actions expanding the experience, knowledge and views of teachers towards the field. The on-line program is a new development in ICT and teachers can get all the information on teaching and learning on-line. Then the fifth strategy discusses an approach to enhancing the level of professional self-esteem of the mentoring system in schools. Through this mentoring system, each teacher will have one or several mentors on duty to provide advice, and continuous guidance in order to improve their level of professionalism.

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While the latter strategy is that teachers can improve their self-professionalism by meeting with other teachers at the Teacher's Activity Center (PKG) to discuss and reflect on their experiences of teaching specific topics as well as getting new input from facilitators who are experts in the field - a particular area. Teachers can self-assess about teaching, gain feedback from friends, read reflective writing skills and share information on teaching and learning strategies. When they refocus and discuss their friends about the teaching experience, they will become "more thoughtful teachers". In conclusion, the quality of teachers is the basis of excellence of students and schools. Teachers' credibility is a pillar of teacher professionalism. Teachers should always make a deep reflection of themselves and teaching and learning practices. This discussion is very interesting because besides expressing the effect of reflective practice, it can also guide me to diversify how to make reflection according to the suitability and wants of the ministry.

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REFERENCES Anon, (2019). [online] Available at: http://www.academia.edu/5283815/PERANAN_KEPIMPINAN_GURU_DALAM_M MPENGARUHI_IKLIM_BILIK_DARJAH [Accessed 20 Mar. 2019]. Anon, (2019). [online] Available at: https://www.academia.edu/4437368/AMALAN_REFLEKTIF_KE_ARAH_PENINGK TAN_PROFESIONALIME_DIRI_GURU_Boon_Pong_Ying [Accessed 20 Mar. 2019]. Crow, L. D. & Crow, L. (1980). Educational Psychology For Teaching. Kuala Lumpur. Dewan Bahasa dan Pustaka. Eprints.utm.my. (2019). Sekolah Wawasan: sejauh manakah ia mampu melahirkan generasi bersatu padu di masa akan datang - Universiti Teknologi Malaysia Institutional Repository. [online] Available at: http://eprints.utm.my/id/eprint/2291/ [Accessed 20 Mar. 2019]. Hamsari, N. A. & Yahaya, A. (2012). Peranan Motivasi Pembelajaran, Gaya Keibubapaan dan Sikap Dengan Pencapaian Akademik. Journal of Educational Psychology & Counseling.Vol.5. Pp 30-57. ISSN: 2231- 735X Idris, N. (2010). Research in Education. Kuala Lumpur: McGraw-Hill (M) Sdn. Bhd. Psasir.upm.edu.my. (2019). Motif Utama dan Motivasi Guru Terhadap Program Pengajian di Institut Pendidikan dan Pembelajaran Jarak Jauh Universiti Putra Malaysia – Universiti Putra Malaysia Institutional Repository. [online] Available at: http://psasir.upm.edu.my/9086/ [Accessed 20 Mar. 2019].

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