1.0 Pendahuluan
Cabaran era komunikasi abad ke-21 terhadap sistem pendidikan negara begitu terasa. Ledakan teknologi maklumat dan kemajuan teknologi global serta kewujudan arus perdana Koridor Raya Multimedia (MSC) dalam sistem pentadbiran negara, menuntut konsep pendidikan mencorak ke arah yang bercirikan teknologi secara saintifik.
Profesion perguruan juga merupakan badan yang dipertanggungjawabkan oleh kerajaan untuk menyediakan warga Malaysia yang bersedia dengan cabaran masa depan yang serba canggih sebagai jentera penggerak negara.Tanggungjawab profesion perguruan menjadi semakin berat kerana warga Malaysia di masa hadapan yang hendak dihasilkan itu bukan sahaja perlu diterapkan dengan pelbagai ilmu pengetahuan semata-matanya, tetapi perlu juga diseimbangkan dengan nilai sosial yang baik dalam segi moral dan etika yang murni. Mengikut kajian yang dijalankan oleh Institut Tadbiran Awam Negara (INTAN)
terdapat pelbagai tahap kesedaran di kalangan penjawatan awam mengenai etika kerja.
TAHAP
1. Kesedaran tentang Pekeliling
• Pernah baca : 17 – 20%
• Tidak pernah baca Arahan No. 1 Tahun 1988 : 81.7%
• Tidak pernah baca Arahan Siri 2, No.
1 Tahun 2000: 78.3%
2. Kefahaman dan kesedaran amalan nilai dalam organisasi
Sederhana – 66.7%
3. Kesedaran mengenai aktiviti ceramah nilai dijalankan
Tinggi – 41.7%
4. Tahap kepatuhan kepada arahan dan peraturan, pegangan prinsip kebenaran serta ketulusan
Baik – 49.2%
5. Tahap amalan nila-nilai teras dalam organisasi
Tinggi – 72.5%
1.2 Definasi delima etika
Menurut Kamus Dewan (2002) ‘dilema’ ialah suatu keadaan yang menyebabkan sukarnya membuat pilihan antara dua alternatif (benda, orang, situasi dan lain-lain) atau lebih; keadaan serba salah. Manakala “etika” pula ialah, ilmu berkaitan prinsip-prinsip akhlak atau moral; atau. prinsip moral (atau akhlak) atau nilai-nilai akhlak yang menjadi pegangan seseorang individu atau sesuatu kumpulan (persatuan, pekerjaan, dan lain-lain)
Menurut Dale Lugenbehl (2000) pula teori asal etika berasal daripada teori keperibadian mulia. Aristotle mengatakan bahawa adalah suatu keperluan insan untuk mempraktikkan teori keperibadian mulia dalam segala urusan demi melancarkan urusan sehariannya. Teori ini juga menekankan konsep 'the golden mean' iaitu mencari kebaikan dalam keadaan keseimbangan di antara keinginan ini agar tidak melampau dalam setiap perilaku.
Dalam setiap kerjaya kebanyakkannya akan menghadapi dilema etika, keadaan di mana perlunya membuat pilihan di antara dua atau lebih alternatif yang tidak diingini. Oleh itu Dalam situasi dunia pendidikan hari ini terlalu banyak perkara yang boleh dikatakan guru berada dalam dilema.
2.0 Apakah dilema yang dihadapi ?
Bebanan tugas guru hari ini yang semakin bertambah. Guru hari ini sering ditugaskan dengan begitu banyak dalam satu masa. Ini termasuklah tugas-tugas pengkeranian, tugas-tugas di luar waktu persekolahan dan kadangkala ianya menganggu tugas hakiki sebagai seorang guru.
Seorang guru sepatutnya menghabiskan masa terluang (free period) dengan penyediaan pengajaran dan pembelajaran, menyemak hasil kerja murid , membimbing murid secara individu bagi yang masih kurang memahami tajuk yang sedang dipelajari.
Malangnya masa terluang seorang guru sering dihabiskan denga pelbagai data yang perlu diisi dan kadangkala dengan kadar segera sehingga guru tersebut terpaksa membuat kerja lebih masa (overtime) di rumah sendiri dengan percuma.Inilah dilema yang pernah saya lalui sepanjang tempoh saya dalam dunia pendidikan.
Berikut adalah kajian kes berkaitan dengan seorang guru (Cikgu Y) yang di dalam delima:
”Situasi itu berlaku lebih kurang empat tahun yang lalu. Pihak pentadbir sekolah selalunya menyerahkan sesuatu tugasan kepada guru yang dipercayainya boleh melakukannya. Memandangkan saya merupakan salah seorang daripadanya, saya telah dbebankan dengan tugasan yang banyak pada tahun tersebut.
Saya merupakan guru kelas tahun enam yang diarahkan untuk mengajar subjek Ujian Pencapaian Sekolah Rendah (UPSR) iaitu Sains, Bahasa Melayu Pemahaman dan Bahasa Melayu Penulisan. Dalam tempoh yang sama juga saya telah ditugaskan sebagai guru data , guru penyelaras makmal komputer, setiausaha peperiksaan dan setiausaha kecemerlangan UPSR.
Tugas-tugas tersebut tidak termasuk tugas sebagai guru ko-kurikulum, dan juga guru disiplin. Pihak pentadbir menetapkan target iaitu seramai 20 orang pelajar untuk mendapat 5A dalam UPSR nanti, sedangkan sekolah tersebut hanya pernah mempunyai rekod seramai empat orang pelajar sahaja yang mendapat 5A, walaupun telah sepuluh tahun beroperasi.
Bagi saya tahun tersebut merupakan tahun yang amat sukar dalam kehidupan saya sebagai warga pendidik. Cabarannya begitu hebat. Terdapat juga desas –desus di kalangan guru lain kononnya ,saya yang hendakkan semua jawatan dan tugas tersebut.
Dalam masa yang sama saya juga perlu memberi tumpuan kepada keluarga terutamanya anak saya yang baru berusia lima bulan ketika itu. kadang-kala saya terpaksa meninggalkan keluarga kerana berkursus di luar kawasan.
Saya sering menghadapi delima etika antara kepentingan tugasan hakiki, keperluan menyiapkan tugasan sampingan dan pembahagian masa yang secukupnya keluarga tersayang.
3.0 Bagaimana menyelesaikan dilema tersebut?
Secara umumnya, apa jua dilema yang dihadapi sudah pasti ada jalan penyelesaian dengan menggunakan pelbagai alternatif yang dipilih mengikut situasi dilema tersebut. Walaubagaimana sukarnya sesuatu dilema, setiap individu perlu bijak mengatasi dilema yang dihadapi.
Pertamanya,untuk mengatasi dilema yang hadapi tentang bebanan tugas yang banyak tadi, Cikgu Y mulakan dengan niat yang murni dan keikhlasan serta menganggap ianya adalah ibadah. Sekurang-kurang ringanlah sedikit bebanan yang ditanggung . Ini sesuai sebagaimana yang disarankan melalui artikel etika kerja Islam oleh Tn Hj Nik Mustapha Bin Nik Hassan ,Timbalan Ketua Pengarah Institut Kefahaman Islam Malaysia(2005) Dengan mengganggap kerja adalah ibadah .
“Dan tidak Aku jadikan jin dan manusia kecuali untuk mengabdikan diri
kepada Ku” [ Adz Dzaariyat (51):56]
Seterusnya, untuk mengurangkan beban tugas tersebut, Cikgu Y telah pun berbincang dengan pihak pentadbir tentang beban tugas yang diamanahkan kepadanya. Bagaimanapun setelah berbincang dengan pihak pentadbir,mereka tetap mahu melakukan seperti yang telah dipersetujui oleh semua guru . Cikgu Y telah mendapat kata-kata semangat daripada Guru Kanan Pentadbiran “ Saya yakin cikgu boleh lakukan yang terbaik” . Akhirnya Cikgu Y mengalah dan cuba lakukan sebaik mungkin amanah tersebut.
Langkah seterusnya, Cikgu Y mula banyak membuat rujukan daripada guru-guru senior dan membaca bahan-bahan bacaan yang bersesuaian dengan kerjaya pendidik seperti Majalah Pendidik. Di situ saya dapat rasakan masih banyak perkara yang saya tidak tahu dan boleh lakukan seperti yang disarankan oleh Cikgu Rosnah melalui Didik 14-20 Mei 2007. Beliau menyeru warga pendidik sepertinya ‘mendidik anak murid seperti mengajar anak sendiri’.Beliau begitu tabah mendidik anak bangsa yang terdiri daripada murid Orang Kurang Upaya (OKU), sedangkan dalam masa yang sama beliau juga menghadapi pelbagai masalah keluarga.
Selain itu untuk mengatasi dilema yang dihadapi Cikgu Y juga menggunakan pelbagai pendekatan seperti ‘pendekatan kasih sayang’ sebagaimana yang disarankan oleh Timbalan Ketua Pengarah Pelajaran, Datuk Alimuddin Mohd Dom melalui ucapannya semasa sambutan Perayaan Hari Guru Peringkat Kebangsaan 2007 yang lalu.Ucapannya dtulis oleh Syuhada Choo Abdullah menerusi ruangan DIDIK 14-20 Mei 2007.
Cikgu Y juga sentiasa percaya kepada etika kerja Islam “ kerja merupakan ibadah dan mencari rezeki yang halal untuk diri dan keluarga serta tanggunggan kita adalah suatu kewajipan”.Oleh itu bagi orang Islam terdapat balasan daripada Allah sekiranya kita berpegang kepada konsep tersebut. Antara balasan yang dapat dilihat ialah balasan dalam bentuk material seperti digandakan rezeki keluarga dan kenikmatan kesihatan. Kedua , balasan dalam bentuk kepuasan kerana telah menyelesaikan kejanya. Ketiga, mendapat pahala untuk hari akhirat kelak. Dengan itu Cikgu Y lebih dirangsang untuk kuat bekerja, menjadi lebih proaktif, bertambah disiplin kerja dan pengurusan masa lebih sistematik.
Banyak perkara pula perlu dilakukan dengan menggunakan pelbagai model pembuat pilihan untuk menganalisa dilema etika dan menilai altenatif yang boleh digunakan dalam menyelesaikan dilema itu. Sebagai seorang warga pendidikan Cikgu Y rasakan sepanjang kerjayanya sebagai guru, dilema bebanan tugas yang diamanahkan untuk dilakukan sebaik mungkin . Berkat kesabaran, bimbingan dan tunjuk ajar daripada rakan-rakan guru yang lain masalah ini dapat dikurangkan.
Natijah pengorbanan yang tidak berbelah bahagi terhadap amanah yang dipikul, akhirnya Cikgu Y mendapat kepuasan hasil dari usaha yang bersungguh-sungguh.Target yang telah dibuat pada tahun tersebut menepati sasaran. Sebanyak 20 orang pelajar 5A pada tahun tersebut. Itulah hadiah sebuah keikhlasan kerja terhadap anak bangsa.
Sunday, September 6, 2009
Thursday, September 3, 2009
MULTIPLE INTELLIGENCE
KECERDASAN PELBAGAI ( MULTIPLE INTELLIGENCE )
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence), and/or
an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence), and/or
an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
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