Pembangunan Sekolah

Wanted: Teachers who make the grade

A trainee teacher in a communications skill-based session with primary school pupils

SCHOOLS have always been regarded as bastions of knowledge with teachers considered as content experts and transmitters of knowledge.

But with globalisation and technological advances that have resulted in trends such as digitisation and the dawning of the Industrial Revolution 4.0 (IR 4.0), successful learning can no longer be about knowledge acquisition from one source alone.

With knowledge available from numerous sources due to technology, teaching is now shifting towards equipping students with skills that will enable them to filter knowledge as well as apply it in an appropriate manner and create new knowledge that will be useful.

Taylor’s University School of Education head Dr Logendra Ponniah said: “The metric of success for learning does not stand still. It shifts in tandem with changes in demands and challenges that time brings. Teachers, and by extension teachers and the curriculum and other related policies that impact on teaching, has little choice but to respond to this changing metric if they are to prepare successful learners for any era. For example, successful learning in the 21st century is no longer about knowledge acquisition alone.”

He added: “The sort of teaching common in yesteryears — teaching that is one dimensional, emphasising knowledge only and uni-directional, one-way transmission of knowledge from teacher to students, clearly is no longer tenable in the 21st century. At the bare minimum, teaching in the current era has to be multi-dimensional and multi-directional if it is to stand any chance of making the grade.”

As the world and nation embrace IR 4.0, teachers and teaching will be coming irrelevant and relevant at the same time.

“Teachers who see themselves as content transmitters will no longer be relevant in future. Teachers in Malaysia tend to see their role as preparing students for formal examinations. This is based on the understanding that learning is about the ability to recall facts and figures in an unauthentic setting.

“The pedagogy of the future will be centred on competency, not knowledge. We need teachers who can prepare students who can learn, unlearn and relearn to be in tandem with the evolving economical topology. We need teachers who see themselves as someone who teaches, not transmit content.”

Professor Dr Aida Suraya Md. Yunus of Universiti Putra Malaysia’s (UPM) Faculty of Educational Studies commented that the mindset of children, their thinking and ways of doing things are different from yesteryears.

“They are the alpha generation in a technology-driven era. They like challenges and they want to be challenged. Teachers have to adopt pedagogies that are more student-centred. Parents have great expectations of schools. They expect smaller class size, well-trained teachers and better facilities.

“Private schools, international schools and Islamic-based private schools are getting very popular, and parents are willing to pay high fees.

“We need to improve government schools to meet the needs of stakeholders,” she said.

She added that the role of teachers today is to facilitate learning and they need to become creators and inventors of innovative pedagogies to be able to do this instead of just conducting “business as usual” teaching.

“They need to keep abreast of technology and current developments in their areas of expertise, adopt lifelong learning to upgrade knowledge and adapt to changes that the country and students are facing.

“We need to prepare our future teachers with future-proof talents so that they have the right skills and attributes that will survive the ever changing future.”


Cognisant of trends, the Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education) has placed teachers as the most effective lever to transform primary and secondary education and deliver improved outcomes for students.

Within the framework, the curriculum too has been revised to embed and develop 21st century skills such as critical and creative thinking, as well as encourage holistic, well-rounded personal growth.

Institute of Teacher Education, Ilmu Khas campus director Dr Mohd Suhaimi Mohamed Ali said teachers are now expected to impart not only knowledge in specific school subjects but also soft and thinking skills that cut across the curriculum.

Use of technology in class is increasingly becoming a norm.

“Teachers have the responsibility to prepare students with future skills needed for future jobs. In schools today, the challenge for teachers lies not only as knowledge providers but also as facilitators. So, teachers need to model the necessary skills and integrate information and communication technology in class.

“They are also expected to design classroom activities to incorporate collaboration and problem-solving activities, and make group work and task-based activities a norm,” he added.

Institute of Teacher Education, International Languages Campus director Dr Nagalingam Karuppiah believes that effective teachers are those who can employ elements of critical thinking in class. They know how to draw opinions and ideas from students, and in the process get them to be creative.

“Teachers should be able to manage their students by implementing the psychological component in class. We want teachers to understand students’ emotions so therefore they themselves must have a high level of emotional intelligence. Teachers should have the cognitive flexibility to be able to negotiate and make judgements on what to do in each classroom because every classroom is different.

“The concept of challenging the cognitive ability of students is also important — creating cognitive dissonance so that students will make an effort to learn.

“We want teachers who want to make students producers of knowledge where they can put forward new ideas,” he said.


As schoolchildren nowadays are generally technology-savvy, teachers must accept and adapt to this change, said Universiti Pendidikan Sultan Idris (UPSI) vice-chancellor Professor Datuk Dr Mohammad Shatar Sabran.

“Teaching in the conventional way may result in students feeling bored and hence impacting their educational achievements. Teachers in the IR4.0 and Education 4.0 era must enhance their teaching skills by creating a unique environment in class, employ creative teaching methods and display leadership qualities,” he said.

UPSI has introduced the concept of teachers as facilitators and requires lecturers to create a networking approach in their teaching to give future teachers the opportunity to share and debate on ideas, and exchange knowledge.

“With the emergence of technology, lecturers are urged to explore the smart approach by using online platforms such as Microsoft Teams, digital hub for teachers and students, Google classroom and cloud-based applications.

“In addition, social science subjects can be taught outside the classroom,” he said.

UPM’s Faculty of Educational Studies, meanwhile, tries to provide learning experiences that will equip teachers with skills in applying the latest technology through the Putra Future Classroom (PFC) and, by next year, the Centre of Excellence for Agricultural Science.

“As a teacher training faculty, PFC serves as an avenue for demonstrating 21st century teaching to future teachers. We attempt to break the taboo that technology is a foreign pedagogy and not meant for everyone. We firmly believe that the teacher’s role cannot be replaced by technology.

“So, PFC is not just about technology. Our focus is on testing technology and determining the best pedagogy for technologically enhanced classrooms. Technology is regarded as a catalyst for taking teaching to the next level,” said Aida Suraya.

Those who know how to apply technology are able to redesign teaching to optimise learning. “However, there are those who simply use technology to digitise traditional learning practices. We need to move away from this.”

The Centre of Excellence for Agricultural Science will be provided equipment for the development of UPM’s undergraduate and postgraduate programmes as well as provide in-service training for teachers. “It will also be a training ground for graduates who are not able to secure jobs but aspire to be entrepreneurs in areas related to agricultural science.

“With the challenge of a reduced budget, universities need support from the industry to share the burden of providing the ultimate learning experiences for students. The industry can help by providing equipment and offering educational attachments. In advanced countries, the burden of training the future workforce is borne by both the university and the industry.”


To fulfil the roles that are required of school teachers, those wanting to enter Institutes of Teacher Education to pursue the teaching profession must score at least 5As in the Sijil Pelajaran Malaysia as well as fulfilling the requirement for their majors. They must also score at least a credit in the History and Bahasa Malaysia papers.

They have to undergo physical and aptitude tests before being called for interviews. “This means only candidates who are physically and emotionally fit to become a teacher will be shortlisted. Having teacher identity, being open to current and new knowledge are some of the criteria. Applicants for specialised programmes such as music education have to sit a practical test if they do not have music certificates,” said Mohd Suhaimi.

After undergoing a foundation programme for a year, teacher trainees at Institutes of Teacher Education pursue a four-year degree course in teaching.

“Apart from being taught the content on the subjects that they will teach in primary schools, they have to attend courses on education, co-curriculum activities and management, educational technology as well as electives of their choice such as photography. They have to work on a research project, complete two cycles of practicum and three cycles of school-based experience,” he added.

A year after the graduates are posted to schools, feedback from school administrators is sought. Mohd Suhaimi and Nagalingam said reviews for their respective institutes have been good.

“Based on the reviews, our graduates are performing very well — they are creative and tech-savvy while being reflective practitioners. They are able to perform onsite research based on data they collect as well as make observations to make classroom decisions. For example, if schoolchildren in their class cannot do effective writing, they observe and collect data and are able to come up with solutions to the problem. These new breed of teachers are different due to their training,” said Nagalingam.

Teacher trainees being observed by their lecturer.

At UPSI as well as UPM, applicants who apply for education programmes must have undergone programmes such as matriculation, foundation and Sijil Tinggi Pelajaran Malaysia. Those who qualify academic-wise will then take the MEDSI personality test where interviewers will look for applicants with good interpersonal skills, high integrity and passion to be a teacher. There will also be a physical test.

“Beginning from the September 2017 intake, UPSI has introduced the Beyond Academic Initiative to encourage students to go beyond academic qualifications. It is a platform to venture into entrepreneurship; attend training on skills; and the ability to speak more than three languages. The targeted batch to graduate with this set of criteria is September 2020, by the latest,” said Mohammad Shatar.

Aida Suraya added that up to two years ago, the intake at UPM for education programmes was based on the projection for future teachers by the Ministry of Education (MoE). Supply needs to meet demand.

“In recent years, MoE decided that the current students and graduates are enough to fill up the available posts. However, we do realise that we can market our graduates to private schools, international schools, colleges, institutes and even schools abroad. Thus, we are now taking in students but we need to prepare them for the open market. This is a big challenge for us.”

At Taylor’s University, apart from the Bachelor of Education programme for students who have finished secondary school and is passionate about teaching and the Minor in Education slated for those who may want to consider teaching as a complementary career, there are programmes at the postgraduate level.

Logendra said: “At the postgraduate level, we cater for two groups. We cater for those who are looking to be formally certified as a teacher. There are many prospective students who are considering switching careers and are already teaching without any formal qualification.

“We also offer a master’s and a postgraduate programme for students who are interested in pursuing an advanced degree via research.”

Sumber daripada The New Straits Times

Pembangunan Sekolah, utusan malaysia

PB_A21 bantu pelajar pantas kuasai asas matematik

NOR AZIAH ABU BAKAR menggunakan Penanda Buku Abad 21 (PB_A21)

NOR AZIAH ABU BAKAR menggunakan Penanda Buku Abad 21 (PB_A21) dalam sesi pembelajaran dan pemudahcaraan (PdPc) di kelas pemulihan khas SK Seri Selamat, Sitiawan, Perak, baru-baru ini.

Menyedari kepenting­an anak nusa untuk menguasai elemen asas pembelajaran matematik, Nor Aziah Abu Bakar, 41, menghasilkan inovasi bahan bantu belajar, Penanda Buku Abad 21 (PB_A21) yang boleh digunakan tanpa mengambil kira jurang di­gi­tal bandar dan luar bandar.

Menurut guru pemulihan di Sekolah Kebangsaan (SK) Seri Selamat ini, penanda buku berke­naan merupakan satu cara me­ngatasi masalah penyelesaian operasi asas matematik dengan cepat, tepat dan praktik.

“Inovasi pembelajaran dan pemudahcaraan (PdPc) bagi ma­tematik atau numerasi ini membantu murid menjawab soalan asas matematik. Kit PB_A21 terdiri daripada PB_A21 itu sendiri beserta modulnya, modul numerasi, kad bahan bantu belajar, buku manual dan cakera padat.

“Golongan sasaran bukan sahaja kelas pemulihan malah memudahkan murid tahun satu, Linus, tadika atau prasekolah, pendidikan khas bahkan kanak-kanak dua tahun ke atas sehingga murid tahap dua yang tidak me­nguasai konsep asas,” katanya.

Mengikuti sendiri sesi di kelas kendalian Nor Aziah, enam muridnya dapat menulis dan mengira angka sama ada tertib menaik atau menurun serta menjawab sifir secara spontan selain membaca masa dan waktu.

Katanya lagi, penggunaan PB_A21 memudahkan penulisan ayat matematik dan penyelesaian masalah lazim melibatkan dua nombor bahkan pada masa sama melatih psikomotor halus murid.

Dia yang nyata bangga de­ngan ciptaannya itu menerangkan, ter­dapat 14 fungsi dengan enam daripada sembilan kemahiran pemulihan khas dan lapan daripada 12 konstruk numerasi de­­ngan kelebihan penggunaan berulang dan ‘mobile’.

“Sebagai penanda buku, ruang mengira juga menjadi kemas dan tidak mengelirukan malah dapat melibatkan semua murid terma­suk sebagai bahan bantu belajar dalam kelas ganti.

“Harga PB_A21 adalah murah dengan potensi pasaran me­rangkumi guru, ibu bapa bahkan pusat-pusat tuisyen,” ujar pemenang Anugerah Guru Inovasi Daerah Manjung sempena sam­butan Hari Guru peringkat daerah pada tahun lalu.

Ibu kepada dua cahaya mata kelahiran Pengkalan Baharu, Pantai Remis ini asalnya menje­jakkan kaki ke dalam dunia pekerjaan dalam bahagian pentadbiran di sebuah universiti berhampiran namun tidak pernah berhenti memburu peluang menjadi guru.

Menceritakan saat manis bergelar guru pada usia 30 tahun, dia sebenarnya memohon di merata tempat namun tiada kekosongan untuk mengikuti Kursus Perguruan Lepasan Ijazah (KPLI).

“Namun peluang muncul apabila kerani tempat saya dan suami bekerja ketika itu memberitahu anaknya tidak berminat untuk mengikut KPLI – KDC (Kursus Dalam Cuti).

“Mujur suami membantu saya ber­gegas menyiapkan dokumen diperlukan memandangkan itu hari terakhir permohonan dan dia dapat menghantarnya pada minit-minit akhir sebelum Pejabat Pendidikan Daerah Manjung menamatkan operasi harian ketika itu,” tambahnya.

Tujuh tahun pertama Nor Aziah sebagai guru adalah di SK Segari dari 2007 sebelum bertukar ke SK Seri Selamat pada peng­hujung 2014 dengan membawa prototaip PB_A21 yang disedari bekas guru besar ketika itu, Noh Ahmad yang mencadangkan inovasi tersebut dipertandingkan.

Namun dia terpaksa menolaknya dua kali kerana merasakan PB_A21 masih belum sempurna sebelum pujukan ketiga dan keempat oleh Rahimah Banun Mohd. Saaid sebagai peneraju baharu sekolah itu pada 2016.

Bermula dengan perkongsian dengan beberapa sekolah sekitar, menyertai pameran ino­vasi sempena program guru ber­sama masyarakat peringkat negeri dan menjadi tenaga pengajar pembe­lajaran abad ke-21 (PAK-21) daerah Manjung, emas sulung diterima dalam Pertandingan Pembinaan Bahan Inovasi Linus Peringkat Daerah Manjung 2016.

Seterusnya, menang pingat emas dan ke­se­luruhan terbaik dalam Pertandingan Inovasi Ai­rex Peringkat Komuniti 2016 anjuran Universiti Kuala Lumpur Malaysian Institute of Marine Engineering Techonolgy (UniKL MIMET), Lumut.

Nor Aziah kemudian merangkul tiga anugerah dalam Pertan­dingan Guru Inovatif Negeri Perak 2017 iaitu Emas Individu, Anugerah Khas Inovasi Terbaik Kategori Individu Rendah serta Anugerah Khas ‘Best Of The Best’ Exco Pendidikan Negeri Perak.


Sumber diperolehi daripada Utusan Malaysia Online


Pembangunan Sekolah, utusan malaysia

Utusan Pelajar galak kemahiran berfikir

NORHAFIZAH MAT LAZIM memberi penerangan kepada pelajar mengenai

NORHAFIZAH MAT LAZIM memberi penerangan kepada pelajar mengenai kandungan Utusan Pelajar yang menggalakkan pelajar berfikir di Pusat Sumber SMK Sungai Besi, Kuala Lumpur, baru-baru ini.

SEKOLAH Menengah Kebangsaan (SMK) Sungai Besi meneruskan langganan akhbar pendidikan Utusan Pelajar pada tahun ini kerana kandungannya mendorong pelajar untuk berfikir dari aras rendah ke aras tinggi

Pengetua SMK Sungai Besi, Zainudin Mohamad berkata, pendekatan Utusan Pelajar yang menyajikan artikel diikuti de­­ngan langkah menjana pemikiran pelajar dapat membangkitkan minda eksplorasi mereka.

“Selain dapat menambah pengetahuan am, pelajar juga memperoleh manfaat dari segi akademik menggunakan sumber rujukan alternatif menerusi Utusan Pelajar,” katanya ketika ditemui di sekolahnya di Kuala Lumpur, baru-baru ini.

SMK Sungai Besi yang dalam misi mencapai penarafan empat bintang Program Penjenamaan Pembelajaran Abad Ke-21 (PAK-21) Kumpulan Utusan dengan sokongan Kementerian Pendidikan turut melaksanakan Modul 10 Mi­nit dalam perhimpunan rasmi sekolah.

Menurut guru sains, Nurhafizah Mat Lazim, Modul 10 Minit ini bermanfaat dalam membentuk keyakinan, kepemimpinan dan kerjasama kumpulan kerana aktivitinya berpusatkan pelajar.

“Menerusi modul ini, kita memberi peluang dan ruang kepada pelajar melaksanakan aktivi­ti di bawah bimbin­gan guru sebagai pe­­-
mudah cara,” tambah­nya.

Modul 10 Minit me­ru­pakan aktiviti ringan PAK-21 berdasarkan te­ma untuk mencetus pemikiran pelajar yang dibangunkan dengan kerjasama Institut Pendidikan Guru (IPG) Kampus Ilmu Khas.

Pada tahun ini, Modul 10 Minit ini dimantapkan lagi dengan memasukkan elemen pentaksiran berbanding hanya aktiviti KBAT sahaja pada tahun lalu.

Penambahbaikan juga dibuat dari segi penambahan muka surat, reka bentuk dan gaya penyampaian yang lebih menarik.

Sumber diperolehi daripada Utusan Malaysia Online.

Pembangunan Sekolah, Rencana, utusan malaysia

2,000 kelas pintar PAK-21 bermula sepenuhnya Mac ini

Libatkan 2,000 bilik darjah sekolah seluruh negara

MAHDZIR KHALID mengikuti kelas Pembelajaran Abad Ke-21 selepas

MAHDZIR KHALID mengikuti kelas Pembelajaran Abad Ke-21 selepas menyampaikan baucar peralatan sekolah di Sekolah Menengah Kebangsaan Dato Syed Ahmad Kuala Nerang, Padang Terap, Kedah semalam. MINGGUAN/ISMAIL KAMADIN

PADANG TERAP 13 Jan. – Sebanyak 2,000 bilik darjah di sekolah seluruh negara akan mengaplikasikan konsep kelas pintar melalui program Pembelajaran Abad Ke-21 (PAK-21) sepenuhnya menjelang Mac ini.

Menteri Pendidikan, Datuk Seri Mahdzir Khalid berkata, pelaksanaan program tersebut bertujuan memperkasakan proses pe­ngajaran dan pembelajaran (PdP) dengan berpandukan teknologi terkini melibatkan peruntukan berjumlah RM190 juta.

Katanya, setakat ini, PAK-21 te­lah dilaksanakan di tiga buah sekolah iaitu Kolej Tunku Kurshiah, Bandar Baru Enstek dan Sekolah Datuk Abdul Razak, Seremban di Negeri Sembilan dan Sekolah Seri Puteri, Cyberjaya, Selangor.

“Perdana Menteri, Datuk Seri Najib Tun Razak dalam Bajet 2018 lalu memberi peruntukan untuk fasa pertama pembinaan kelas pintar PAK-21 ini di 2,000 bilik darjah dengan peruntukan RM190 juta.

“Ia akan dilaksanakan di sekolah kebangsaan (SK), sekolah mene­ngah kebangsaan(SMK), sekolah jenis kebangsaan Cina (SJKC) dan sekolah jenis kebangsaan Tamil (SJKT),” katanya selepas majlis Penyampaian Sumbangan Baucar Peralatan Sekolah di Sekolah Menengah Kebangsaan Dato’ Syed Ahmad Kuala Nerang di sini hari ini.

Mahdzir berkata, peruntukan berkenaan adalah untuk menaik taraf bilik darjah di sekolah terbabit dengan papan mengajar pintar, kerusi serta meja canggih dan komputer riba.

Tambah beliau, sekolah-se­­ko­lah yang terpilih untuk melaksana­kan kelas pintar berkenaan dikenal pasti oleh Jabatan Pendidi­kan negeri (JPN) masing-masing.

“Ini adalah permulaan, kita akan bahagikan peruntukan itu kepada JPN untuk laksanakan kelas pintar ini.

“Pemilihan sekolah berkenaan bergantung kepada JPN yang akan mengenalpasti sekolah-sekolah berkenaan di bandar dan luar bandar,” katanya.

Terdahulu dalam ucapannya, Mahdzir berkata, PAK-21 merupakan transformasi dalam dunia pendidikan iaitu daripada PdP secara konvensional kepada PdP yang lebih dinamik dan kreatif sesuai de­ngan perkembangan semasa.

“Semua guru perlu bersedia untuk melaksanakan PdP abad ke-21 menggunakan teknologi terkini seiring dengan perubahan pesat dunia digital. Sebagai contoh, dulu guru menggunakan papan putih tetapi kini smart board (papan putih interaktif) ditambah dengan alat peranti,” katanya.

Tambah beliau, program berkenaan mampu mempercepatkan proses PdP dalam bilik darjah.

Sumber diperolehi daripada Utusan Malaysia Online.

Pembangunan Sekolah

126 lagi sekolah laksana DLP


MAHDZIR KHALID menyampaikan sumbangan kepada Mahani Abdul Rashid, isteri kepada Md. Zain Saad semasa

MAHDZIR KHALID menyampaikan sumbangan kepada Mahani Abdul Rashid, isteri kepada Md. Zain Saad semasa menziarahi keluarga Allahyarham di Kuala Nerang, Kedah, semalam. UTUSAN/Ismail Kamadin

PADANG TERAP 5 Jan. – Kementerian Pendidikan bersetuju memberi kelulusan tambahan kepada 126 buah sekolah di seluruh negara bagi melaksanakan program dwibahasa (DLP).

Menteri Pendidikan, Datuk Seri Mahdzir Khalid berkata, keputusan itu bermakna pihak­nya telah meluluskan kesemua permohonan 214 permohonan baharu bagi melaksanakan program tersebut, tahun ini.

“Sebelum ini kami hanya meluluskan permohonan tambahan untuk 88 sekolah sahaja. Namun setelah membuat pertimbangan semula, hari ini saya umumkan bahawa kesemua 214 sekolah yang telah membuat permohonan kepada kami pada Disember lalu, dibenarkan untuk melaksanakannya tahun ini.

“Penelitian kami mendapati, kegagalan 126 sekolah itu sebelum ini hanya berpunca daripada masalah teknikal. Kami ya­kin perkara itu dapat mereka atasi dan kementerian tidak mempunyai masalah untuk menghulurkan bantuan,” katanya.

Beliau berkata demikian dalam sidang akhbar selepas mengadakan kunjungan terhadap keluarga veteran UMNO di kawasan ini, Md. Zain Saad yang meninggal dunia minggu lalu di Perumahan Awam Kampung Baru, Kuala Nerang di sini, hari ini.

Pertambahan itu melibatkan 85 sekolah kebangsaan (SK) dan 41 sekolah menengah kebangsaan (SMK). Setakat ini, seramai 200,000 pelajar telah pun mengikuti program tersebut di 1,215 sekolah yang telah melaksanakannya secara berperingkat sejak 2016.

Mengulas keraguan sesete­ngah pihak mengenai jumlah guru yang mampu mengajar Sains dan Matematik dalam Bahasa Inggeris dengan baik ekoran pertambahan kelulusan yang agak banyak, Mahdzir menjelaskan, kementerian sememangnya mempunyai jumlah guru yang mencukupi untuk menjalankan amanah tersebut.

“Kita yakin guru-guru lepasan Pusat Pengajaran Bahasa Inggeris (ELTC) mampu menggalas tanggungjawab itu kerana saya lihat mereka ini sememangnya memenuhi kriteria ditetapkan.

“Kalau ada dalam kalangan sekolah yang tidak cukup guru, kementerian boleh tambah. Tak ada masalah,” katanya.

Dalam pada itu, Mahdzir berkata, kementerian menerima reaksi yang cukup baik daripada ibu bapa berhubung pelaksa­naan program berkenaan.

Sumber diperolehi daripada Utusan Malaysia Online

Nasional, Pembangunan Sekolah

Rural school sees enrollment of sole Year 1 pupil

A teacher guides SJK(C) Sam Lam’s lone Primary 1 pupil, Kong Qi Ming, during his first day of school.

SIBU: SJK(C) Sam Lam in Naman yesterday registered the enrollment of its sole Primary 1 pupil, bringing its student population to just 19.

Headmistress Loh Ming Wen said low enrollment has become a norm for the school following the exodus of rural folk to urban areas.

“So far, we have never experienced zero intakes. We have five Chinese primary schools in Naman, and those nearer to Durin bazaar and the plantations have more pupils of course,” she said yesterday.

Loh said the low student population at her school affects neither teachers nor students, while adding the school hopes to enroll at least four new pupils next year.

“Our teachers are determined to help the pupils excel in their studies. Every day after school, our pupils stay back an extra hour for tuition and also attend co-curricular activities every Friday,” she said.

She said tuition is important for rural pupils because most of their parents are farmers who are unable to help much in their children’s homework and revision.

“Rural parents tend to put little weight on education, and the children grow up thinking they too are to become farmers,” she said.

Eleven teachers are currently attached to SJK(C) Sam Lam.

Sumber diperolehi daripada Borneo Post Online

Pembangunan Sekolah

80% beban guru berkurangan

KUALA LUMPUR 18 Mac – Bebanan yang ditanggung para guru menerusi Pentaksiran Berasaskan Sekolah (PBS) kini berkurangan 70 hingga 80 peratus kerana mereka tidak perlu lagi mengisi dan merekodkan penilaian pelajar ke dalam sistem komputer berpusat secara dalam talian.

Timbalan Perdana Menteri, Tan Sri Muhyiddin berkata, guru-guru boleh merekodkan perkembangan pembelajaran murid secara offline selepas pelaksanaan PBS diteruskan semula dengan beberapa penambahbaikan pada 1 April ini.

Menurut beliau, langkah itu merupakan penyelesaian kepada isu merekodkan prestasi murid melalui Sistem Pengurusan PBS (SPPBS) secara dalam talian yang sukar diakses dan memakan masa yang lama.

“Yang jadi beban dahulu ialah kerana semua data penting termasuk eviden dan deskriptor perlu dimasukkan ke dalam sistem komputer berpusat secara dalam talian tetapi sekarang tidak perlu lagi.

“Bukan sahaja data tidak perlu disimpan secara dalam talian tetapi eviden dan deskriptor dikurangkan. Maka, ini akan mengurangkan antara 70 hingga 80 peratus beban yang ditanggung oleh guru-guru sekarang,” katanya dalam sidang akhbar bagi mengumumkan penambahbaikan PBS di bangunan Parlimen hari ini.

Yang turut hadir Menteri Pendidikan II, Datuk Seri Idris Jusoh; Timbalan Menteri Pendidikan, Datuk Mary Yap Kain Ching dan Timbalan Menteri Pendidikan II, P. Kamalanathan.

Pemimpin-pemimpin kesatuan guru yang hadir ialah Presiden Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP), Hashim Adnan; Setiausaha Agung NUTP, Lok Yim Pheng; Presiden Kesatuan Kebangsaan Guru-guru Lepasan Maktab Semenanjung Malaysia (KKGLMSM), Datuk Jemale Paiman; Yang Dipertua Majlis Pengetua Sekolah Malaysia (MPSM), Muhamad Khailani Abd. Jalil dan Yang Dipertua Majlis Gabungan Guru Besar Malaysia (MGGBM), Ruslan Madun.

PBS mula dilaksanakan di sekolah rendah sejak 2011 dan di sekolah menengah mulai 2012, namun Kementerian Pendidikan pada 11 Februari lalu telah membuat keputusan untuk menangguhkan dan mengkaji semula pelaksanaannya.

Tindakan itu diambil berikutan keluhan para guru bahawa mereka dibebankan dengan kesibukan mengisi dan merekodkan penilaian pelajar ke dalam sistem komputer berpusat.

Ibu bapa tidak pasti bagaimana prestasi dinilai terutama pelajar tingkatan tiga yang merupakan kohort pertama PBS.

Muhyiddin yang juga Menteri Pendidikan menambah, kementerian menetapkan Dokumen Standard Prestasi (DSP) dipermudahkan menjadi Panduan Perkembangan Pembelajaran Murid.

Beliau memberitahu, langkah penambahbaikan itu membolehkan guru-guru merekodkan tahap penguasaan pelajar mengikut kesesuaian masa dan kaedah mereka sendiri.

“Perekodan ini menggambarkan perkembangan pembelajaran pelajar semasa proses pengajaran dan pembelajaran yang boleh dimaklumkan kepada ibu bapa,” ujarnya.

Timbalan Perdana Menteri memberitahu, pihak sekolah boleh menyediakan laporan pencapaian ujian bulanan, peperiksaan pertengahan tahun atau peperiksaan akhir tahun untuk ibu bapa yang ingin mengetahui tahap pencapaian anak mereka.

Menurut beliau, guru juga tidak perlu lagi menyediakan Fail Perkembangan Murid (FPM) dan melengkapkan Rekod Transit manakala perekodan perkembangan pembelajaran pelajar boleh dilakukan mengikut kesesuaian masa mereka.

Dalam perkembangan sama, Muhyiddin berkata, latihan dan taklimat berhubung penambahbaikan PBS akan diadakan secara berterusan kepada pegawai-pegawai di jabatan pendidikan negeri, pejabat pendidikan daerah, pentadbir sekolah dan guru-guru.

“Saya fikir memang perlu ada penerangan supaya tidak berlaku salah faham. Kita buat kursus selama dua atau tiga hari mengikut kesesuaian,” jelasnya.

Tambah beliau, kementerian juga akan menganjurkan latihan bagi memastikan guru-guru memahami konsep pentaksiran dan meningkatkan kemahiran mereka memeriksa jawapan pelajar.

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