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Proceedings of Regional Conference on Knowledge Integration in ICT 2010 1
A TANDEM QUEUING SYSTEM WITH BLOCKING AND LOSSES

Emilija Kamceva, Oliver Iliev
Fon University, FON, FIROM(Macedonia),
kamcevaemilija@yahoo.com, oliver_iliev@yahoo.com

Abstract

We consider a tandem queuing system BMAP/G/1 - M/N/0. The input flow is
described by the BMAP (Batch Markovian Arrival Process). After receiving service at
the first stage a customer proceeds to the second stage. The service at the second stage
requires a random number of servers. If a customer does not see the required number
of free servers it leaves the system forever or waits the releasing of servers. The
waiting period is accompanied by blocking of the first stage server operating. We
derive the condition for the stable operation of the system and determine the stationary
distribution of the system states at embedded epochs and at arbitrary time. The main
performance measures are calculated. Numerical results are presented.

Keywords: queueing system, distribution, Marcov chain, model, queue.
1. Introduction
Queuing networks are widely used in capacity planning and performance evaluation of
computer and communication systems, service centers, manufacturing systems, etc.
Tandem queues can be used for modeling real-life two-node networks as well as for
validation of general networks decomposition algorithms. In particular, the arrival process
should be able to capture correlation and burstness since real traffic of modern
communication networks exhibits these characteristics.

We deal with a tandem queue under the assumption that customers arrive
according to the BMAP. Since the BMAP was introduced in [16], it is thought to be a fairly
general process taking into account the correlation and group arrivals. The rest of the
paper is organized as follows.

2. The mathematical model

We consider tandem queue which consists of two stages. The first stage is represented by
theBMAP/G/1 queue. The BMAP-input is defined by the directing process 0 , > t v
t
, which
is an irreducible continuous time Markov chain with the state space {0,......, W}, and by the
matrix generating function

=
s =
0
1 , ) (
k
k k
z z D z D . Arrivals occur only at the epochs of the
process 0 , > t v
t
jumps. The intensities of the process 0 , > t v
t
transitions, which are
accompanied by the k-size batch arrival, are defined by the matrices 0 , > k D
t
.The matrix
generating function of these matrices is
=
s =
0
1 , ) (
k
k k
z z D z D .The matrix D(1) is the
infinitesimal generator of the process 0 , > t v
t
. The stationary distribution vector u of this
process satisfies the equations 1 , 0 ) 1 ( = = e D u u ; where e is a column vector consisting of
1's. The average intensity (fundamental rate) of the BMAP is calculated by
e
z
z D
1
,
| ) (
=
=u
.We assume that < . The average intensity
b
of group arrivals is


defined as . ) (
0
e D
b
=u The variation coefficient
var
c of intervals between successive
group arrivals is defined by 1 ) ( 2
1
0
2
var
=

e D c
b
u The correlation coefficient
var
c of
the successive intervals between group arrivals is given by
. / ))) 1 ( ) 1 ( ( ) ( (
2
var
1
0 0
1
0
c e D D D D c
b cor
=

u The successive service times of
customers at the first stage are independent random variables with general distribution
) (t B with finite first moment
}
=
0
1
) (t tdB b .
After receiving service at the first stage a customer proceeds to the second stage
which is represented by N independent identical servers. The service of an arbitrary
customer at the second stage requires a random number q of servers. Here q is an
integer-valued random variable with the distribution
=
= = > = =
N
m
m m m
q N m q m P q
0
______
. 1 , , 0 , 0 }, {q
No queue is allowed between the first and the second stage. In case a customer completes
the service at the first stage and does not see required number of free servers at the second
stage, it leaves the system forever with the probability . 1 0 , s s . With the probability
1 the customer waits until the required number of servers of the second stage becomes
free and then occupies these servers immediately. The waiting period is accompanied by
blocking the first stage server operating. A structure of the considered tandem system is
illustrated by fig.1.

Figure 1. Structure of the queue under consideration

The stationary distribution of the embedded Markov chain

Let
n
t be the n-th service completion at stage 1. Consider the process
1 }, , , { > = n v r i
n n n n
where
n
i is the number of customers at the first stage at the epoch
n n n
r i t ; 0 , 0 > + is the number of busy servers at the second stage at the epoch
n n n
v N r t ; , 0 , 0 = is the state of the arrival directing process
t
v at the epoch . , 0 , W v t
n n
=
It is easy to see that the process 1 }, , , { > = n v r i
n n n n
is a Markov chain. Enumerate the
states of the chain 1 , > n
n
in the lexicographic order and form the matrices 0 ,
, ,
> m l P
m l

of transition probabilities of the chain from the state having the value l of the first
component to the state having the value m of this component.
Lemma 1. The one-step transition probability matrices
, ,m l
P are defined as:
, 0 , , 0 , 0 ,
, 1 , 0
, 0 1 1 ,
,
> = > > =
< =
+
i V P l i Y P
l m P
i i i l l
m l


where the matrices 0 , , > i V Y
i i
has the block structure
N o r r
r r
i i
N o r r
r r
i i
Y Y V V
, ' ,
) , (
, ' ,
) , (
) ( , ) (
' '
= =
= =
the blocks
) , ( ) , (
, '
r r
i
r r
i
Y V correspond to transition of the process 1 , > n r
n
from the state r to
the
state
' '
r and are calculated as follows:
} }
}

}
}

}

=

=
=
+ =
+
=
=
+ =
+
=
+
=
+
=
> > > + +
+ + A +
+ + A +
+ + A =
s < s = =
i
k
r N
m N N
r l
i
k
k
N
r l
l N m N r
t D
r N
r N m
m
r l
i
k
k
r
r l
l r
r N
r N m
m
r l
i
k
k
m r
r l
l m r
r N
r r m
m
r r
i
r r
i
r r
i
r r N t dB t t k i P t dF t k P
t dB t t k i P D dt t t dF e q
t dB t t k i P D q
t dB t t k i P D q V
N r r Y V
1
,
0 0
,
0
,
1
,
0
,
1
0
,
1
1
,
1
0
,
1
1
'
,
} , 0 max{
) , (
' ) , ( ) , (
0 )}, ( ) ( ' ) , 1 ( ) ( ) , (
) ( ) ( ' ) , 1 ( ) ( ) ( { ) 1 (
) ( ) ( ' ) , 1 (
) ( ) ( ' ) , 1 (
, 0 , 0
0
'
' '
' ' ' '
o
o
o
o

}
}
+ =
=
> > >
+
+
+ =
0
0
,
,
'
1
0
,
'
1
0
,
'
} , 0 max{
) , (
0 '
), ( ) ( ' ) , 1 ( ) ( ) , (
) 1 ( ) ( ) ( ' ) , ( {
) ( ) ( ' ) , ( '
r r N
t dB t t k i P t dF t k P
t dB t t i P q
t dB t t i P q Y
r N
m N r
i
k
r r
N
r N m
m
r m r
r N
r r m
m
r r
i
o
o
o

where
. , 0 , , , ) ( , ) 1 ( " ) ( '
, ,
0
, , ,
,
0
,
,
N r r r r dt t e e C t
r r
t D
r r
r r t t r r
r
r r
= > = A =
}

o o

) (
,
,
t F
r r
is a distribution function defined by its Laplace-Stieltjes transform
. , 0 , , , ) (
, ,
1
*
,
,
,
N r r r r
s l
l
s F
r
r l
r r
= >
+
=
[
+ =

Corollary 1. The process , 1 , > n
n
is a quasi-Toeplitz Markov chain.
Theorem 1. The necessary and sufficient condition for existence of the Markov chain
, 1 , > n
n
stationary distribution is the fulfillment of the inequality
1 ) ) ( ) 1 ( (
1
1
1 1
1
< +

+ =
+ = =
r
m N l
N
r N m
m
N
r
r
l q y b where ) ,......, (
0 N
y y is a part of the vector
) ,......, (
0 N
y y y = which is the unique solution of the system 1 , ) 1 (
~~
= = ye y Y y
. , 0 ,
0
1
, ,
} , 0 max{
,
~~
, , ,
,
,
) )) ( ] )) ( ) 1 ( ) ( ( ) ( [ ( ) 1 (
N r r
N
r N m
r N r r
m
r r m
r m r
m
t dB t t q t q Y
=
+ = =
+ }

+ + = o o o


3. Numerical examples

Present the result of one experiment. In experiment we investigate additionally the impact
of the correlation in the input process on the performance characteristics at an arbitrary
time.

Experiment. In this experiment, we investigate the impact of the correlation in the
input process on the mean queue length at the first stage and the mean number of busy
servers at the second stage at an arbitrary time and at service completion epochs at the first
stage.
We consider four different BMAPs with the same fundamental rate 5 = and geometrical
(with parameter h = 0,8) of a number of customer in a batch. The matrices
k
D are defined
as 5 , 1 ), 1 /( ) 1 (
5 1
= =

k h h Dh D
k
k
and then normalized to get the fundamental rate
5 = .
The BMAPs have different correlation coefficients. The BMAP4 is the group Poisson
process. It has the correlation coefficient 0 =
corr
c and the variation coefficient 1
var
= c .
The BMAP5 is characterized by the matrices

|
|
|
.
|
\
|
=
635426 . 1 414363 . 0 682252 . 0
422942 . 0 446573 . 2 692663 . 0
617293 . 0 588578 . 0 334625 . 13
0
D
|
|
|
.
|
\
|
=
211089 . 0 04255 . 0 285172 . 0
080850 . 0 865869 . 0 384249 . 0
218669 . 0 363141 . 0 546944 . 11
D
This BMAP has the correlation coefficient 1 . 0 =
corr
c .
The BMAP6 has the correlation coefficient 2 . 0 =
corr
c and is defined by the matrices.

|
|
|
.
|
\
|
=
959665 . 1 565264 . 0 597058 . 0
467885 . 0 289674 . 2 517817 . 0
592394 . 0 606178 . 0 732675 . 15
0
D
|
|
|
.
|
\
|
=
8046855 . 0 2554810 . 0 0090460 . 0
1860820 . 0 6668640 . 1 0340970 . 0
0763240 . 0 4668680 . 0 2421200 . 24
D
The BMAP7 has the correlation coefficient 3 . 0 =
corr
c and is defined by the matrices
|
|
|
.
|
\
|
=
7526180 . 1 3874445 . 0 2959610 . 0
2000070 . 0 2322000 . 2 1451500 . 0
3611990 . 0 3933290 . 0 5398400 . 25
0
D
|
|
|
.
|
\
|
=
8046855 . 0 2554810 . 0 0090460 . 0
1860820 . 0 6668640 . 1 0340970 . 0
0763240 . 0 4668680 . 0 2421200 . 24
D
BMAP5-BMAP7 has the variation coefficients 2
var
= c .


The service time at the first stage is the same as the service time defined above. The
number of servers at the second stage N = 5. The probability of blocking after first stage
. 5 . 0 =

The parameters of service at the second stage are as follows:
5 and 1 . 0 , 1 . 0 ,
1 . 0 , 3 . 0 , 3 . 0 , 1 . 0
5 4
3 2 1 0
= = =
= = = =
q q
q q q q
.

Figure 2. The mean queue length at the first stage at the service completion epochs and at
an arbitrary time as functions of fundamental rate for different BMAPs.

Now investigate the impact of the service rate at the second stage on the number of
busy servers at the second stage and the mean queue length at the first stage at the service
completion epochs and at an arbitrary time
. value on the , and , of dependence e present th 4 - 3 Figure
~~ `~
L L N N busy
busy

Figure 3. The mean number of busy servers at the second stage at the service completion
epochs and at an arbitrary time as functions of the service rate at the second stage.

Figure 4. The mean queue length at the first stage at the service completion epochs and at
the arbitrary epochs as functions of the service rate at the second stage

Basing on the result of experiment, we can conclude that the correlation coefficient is an
important descriptor of the input flow and it cannot be ignored.

Conclusion

In this paper, the BMAP/G/1 - /M/N/0 tandem queue with losses and blocking is
studied. The processes of the system states at embedded epochs and at arbitrary time are
investigated. The condition for stationary distribution existence of these processes is
derived and the algorithm for calculating the steady state probabilities is presented.


Expressions for the loss probability and some other performance characteristics of the
system are derived. The numerical examples are presented. They confirm importance
of the special treatment of the tandem queuing models with the BMAP. The results can be
exploited for capacity planning and performance evaluations of real-life tandem queues
and two-node networks in case of correlated bursty input and the discipline of admission
to the second stage providing losses of customers and blocking of the first stage server.

References
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Fourth National Conference on Artificial Intelligence, pages 198--202, Austin,
Texas, August 1984. American Association for Artificial Intelligence.
Ferng, H.W., Chang, J.F., Connection-wise end-to-end performance analysis of queueing
networks with MMPP inputs, Performance Evaluation, 2001. V.43, p.39-62.
Graham, A., Kronecker Products and Matrix Calculus with Applications, Cichester: Ellis
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with batch Markovian arrival processes and phase-type service times, Proc. of 13-
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THE EFFECTIVENESS OF USING INTERNET AS A PRINCIPAL
INFORMATION RESOURCE IN TEACHING AND LEARNING ACTIVITY IN
HIGHER EDUCATIONAL INSTITUTIONS IN MALAYSIA.

Farahiza Zaihan Azizan

Jabatan Teknologi Maklumat,Kulliyyah Muamalat
Kolej Universiti INSANIAH
Jalan Sultanah Sambungan, 05350 Alor Star, Kedah
Tel: 0194254740/047374372 Fax: 047374371
farahiza_zaihan@yahoo.com

Abstract

Globalization has brings the major changes to the growth of technology. The use of
Information and communication technology (ICT) has leaved a tremendous impact to
human life. The rapid growth of this technology brings a new dimension to the education
field. This exploratory study examined the effectiveness of using internet as a principal
information resource in teaching and learning activity in higher educational institutions in
Malaysia. The library researches done by the researcher have shown that majority of the
previous researchers indicated that there are significant relation between the internet and
the student and also the lecturer in using internet as a principal information resource in
teaching and learning activities. The high used of internet for the quest for information
also supported by their favorable towards ICT. The findings showed that internet is a
technology that considered brought benefits to the student and lecturer in teaching and
learning activities as well as the applications provided by the internet.

Keyword: Information and communication technology (ICT), internet, teaching and
learning, principal information resources.

1.0 Introduction

The information revolution has leaved a great impact to the growth of science and
technology in the world. Nowadays, the citizens are known as a knowledge citizen. The
technologies are invented for the better lives. The human lives became comfortable and
pleasant. One of the most crucial inventions in science and technology is a computer.
Computer is a machine that totally change the way people work, learn and solve the
problem. The technology came by from the use of computer is the information and
communication technology (ICT). The ICT has changed the structure of human live.
People can easily communicate with each other without any barriers. They can use the ICT
for 24 hours, 7 days a week and 365 days a year. The education fields also use the ICT in
teaching and learning activities. It transformed the conventional techniques to the modern
techniques by using the ICT applications such as internet into the teaching and learning
processes. The ministry of education of Malaysia has made a good use of ICT in schools
and higher educational institutions in Malaysia. They are driven the institutions towards
science and technology in education process. The use of ICT in education is expected to
improve teaching and learning process, increase focuses in class and as well as in
assessment. In addition, ICT is expected to add value on student skills and knowledge.


Internet is one of the ICT applications that is widely use all over the world. Internet is such
a huge world full of interesting things. People can use internet to find or learn about
information, to listen to music, to watch movie and to communicate with friends. Internet
is a very popular application with maximum access at a low cost. Furthermore, nowadays,
internet has been used as a platform to the portal and web that can be used by the student
and the lecturer to search for the information and to make a discovery. People at every
level of age tend to use an internet for information. They can get access to the information
within a second. All these factors mention above make an internet an interesting
technology to discover as well as to apply in lives. Therefore, the student and also the
lecturer especially in higher educational institutions choose to use an internet as an
information resource in their teaching and learning activities. Internet provides them with
information valley that they can find and learn about information from the virtual library,
subscribes the article and journal from the electronic journal (e-journal), communicates
with friend and other people from different a city and town using the forum application or
download and upload the tutorial from and into the portal or web. Thus, this study is
primarily aimed to examine the effectiveness of using the internet as a principal
information resource among the students and lecturers in the higher educational
institutions and also to discover the benefits of using internet in teaching and learning
activities. Specifically, this study focuses in four main objectives which are listed below:

To examine is there a relation between student and lecturer with the internet as a
principal information resources.
To examine the role of internet in teaching and learning processes.
To survey the influence of the internet in education
To identify the benefits from the internet as a principal information resources.

2.0 Background

The growth of science and technology provided the student and lecturer in higher
educational institutions with various convenient facilities in order to support their teaching
and learning processes. The convenience facility is provided for their comfortable and to
make their teaching and learning processes more interesting and focuses. The use of ICT
application such as internet helped them to teach and learn fast at a low cost. The search
for information becomes easier and faster at anytime, and anyplace. The needs for
information from the articles, journals, newspapers and magazines, drive them to find for
the appropriate technique that can help them to complete the process of teaching and
learning. Internet and the applications offered such as portal, web, homepage, virtual
library and many more attracted the students and the lecturers to choose the internet as a
principal information resource in their teaching and learning activities. Thus, there are
important to examine the relation between the student and lecturer with the internet. In
add, we can identify the benefits of the internet offered to the user.

3.0 Literature Review

Internet has changed the way people work and live. It change the way we communicate
and interact with other people. The usage of internet has increased from day to day. The
internet is widely used in business, education, engineering, architecture and many more
fields. For example, Baloh and Trkman (2003) stated that the integration between the
information and the people in the organization drive the organization towards objective.
The use of internet in Malaysia begun in 1990 and JARING was the first internet service


provider (ISP) launched by MIMOS (Malaysian Institute of Microelectronic System). The
Malaysia government, acting with United States of America, together for a common
purpose to increase the usage of the internet by using the satellite. In add, the government
also launched the MSC (Multimedia Super Corridor) project in 1996 to show their support
to the ICT technology. The growth of internet usage in Malaysia is driven from the factors
such as low cost, wide access, faster to communicate, and powerful application as well as
the convenience infrastructures provided by the government.

Internet is synonymous in management. According to statistic from Baloh and Trkman
(2003), there were almost 300 millions of internet users, 2 billions of websites and 17
millions of domains registered only in United States of America. The number shown that
internet has a significant influence over the individual or the organization on how, why
and when they work. The use of internet has leaved a deep impact to how people do their
work, the process of work and as well the throughout. The use of internet in education was
first introduced by the implementation of the e-learning concepts. Malaysia also applied
the e-learning in teaching and learning activities. Glenda, Mahon, Devonish, Alleyne and
G.Alleyne (2006) in their study, the perception of information and communication
technology among undergraduate management students in Barbados found that there are
empirical studies done by the previous researchers all over the world shown that there is a
significant relation between the computer, internet and the student as well as the lecturer.
The empirical studies are shows in the following table:

Table 1: The Empirical Studies by The Previous Researchers
Researcher Year Study / Research Study / Research Outcome
Dorup 2004 Study Among Medical
Students In Denmark
The students used the computer to
access to the internet and send email
at home frequently and they
supported the use of ICT in learning
activity to replace the conventional
method.
Schumacher and
Morahan-Martin
2001 Study On Gender
Differentiates In
Experience And
Perspective Towards
Computer.
Male user had more experience in
using computer compared to female.
The male attitude towards computer
is positive compared to negative
attitudes from the female.
Kay 1992 Study On Gender
Towards The Computer
Usage.
Female user seems less interest in
using computer and internet.
Shashaani 1997
Kraut et al 1998 Study On The Level Of
Age In Computer
Usage.
The adults spent more their time to
access the internet compared to teen
age.
Ramayah and
Jantan
2003 The relationship between age and
internet usage is negative. The use of
internet is not influenced by the age
factor. The student used internet
frequently.
Cuban 2001 Study On Computer
And Internet Usage
Among The US
University Students.
The USA university student used
computer to generate document,
access to the internet and
communicate with friend using email.


The lecturer used computer to do
their research and also in their
teaching activity.
Frizzler 1995 Study On Relationship
Between Computer And
Course Administrator
Computer has the ability to improve
the teaching and learning method at a
lower cost.

There were empirical studies done by the Malaysian researchers to perceive the relation
between the internet and the education. The table below shows several empirical studies
done in Malaysia.

Table 2: The Empirical Studies by the Malaysian Researchers
Researcher Year Study / Research Study / Research Outcome
Goh Ying
Soon,
Azman Che
Mat, Tey
Meng Kar
2005 The Use Of Technology
In Teaching Language:
The Challenge, Treat And
Opportunity.

The study found that technology has a
great impact to the education. Besides,
the researcher has identified e-learning
as an effective method can be used in
the teaching and learning activity.
Shukriah
Ismail
2003 The Use Of Internet
Among The
Undergraduate Student Of
UTM

The study has identified the significant
relation between the undergraduate and
the internet as an information resource
in teaching and learning process. The
internet provided virtual library to
undergraduate students.
Nasariah
Mansor,
Nafisah
Mahmud,
Faizah
Ahmad
No
date
IT Application In Writing
Article: A Survey Of Skill
And Perception Of The
Student.

The study found that majority university
students used computer in writing
articles to generate a professional
document. The internet also used as an
engine to search for information and to
collect data from the internet.
Norazen Md
Dali,
Hassan
Ashari
Zainal
Abidin,
Mohd
Ruzman
Mat Ali
No
date
A Competency Of Using
ICT In Teaching And
Learning Among The
Lecturer.
The study found that majority of the
lecturers used ICT in their teaching and
learning activity. They have positive
attitudes towards the computer and ICT.

Robiah
Sidin, Juriah
Long,
Khalid
Abdullah,
Puteh
Mohamed
2001 The Adoption Of Science
And Technology: The
Impact Of Technology To
The Training And
Education Among The
Malaysian Youth.
The study found that the youth accepted
and have adapted the science and
technology and also have positive
attitudes towards the technology.
Surendran
a/l sankaran
2006 The Use Of Internet As
An Information Resource
Among The UUM
Lecturers.
The study found that the lecturer
awareness about the importance of using
internet in teaching is high. The lecturer
moderately used an internet as a search


engine to find for the information. There
is also a significant relation between the
skill of using internet and the purpose of
using the internet.
Wahyu
Idrus,
Yahya
Buntat
No
date
The E-Learning
Application In Teaching
And Learning Activity In
Malaysia Primary School:
Issues And
Implementation.
The study identified e-learning is a
suitable technique to be used in
presenting the teaching and learning
module in the higher educational
institutions in Malaysia.

Alias Daud,
Zainab
A.N., Zaitun
A.B.
No
date
The Impact Of IT On
Higher Education For
Malaysia
The study found that there are the needs
to transform the conventional method of
teaching and learning to the ICT driven.
Wong Su
Luan, Ng
Siew Fung,
Hanafi Atan
2008 Gender Differences In
The Usage And Attitudes
Toward The Internet
Among Student Teachers
In A Public Malaysian
University
The study found there are significant
relation in gender differences in the
usage and the attitudes toward the
internet among the student.

4.0 Method

This is a descriptive study that used stratified random sampling technique and a library
survey. The sample was chosen from the students and lecturers of higher educational
institutes in Malaysia. Five hundred students and lecturers were targeted for the study,
using self-administered questionnaire. The questionnaire was developed for this study by
the authors of this paper. The first draft of the questionnaire used in the survey was tested
on 40 students and 10 lecturers from Kolej Universiti Insaniah (KUIN). Data from the
pilot study was used to adjust the questionnaire and were not included in the final analysis.
50 questionnaires were mailed to each higher educational institution in northern region of
Malaysia. The data were collected by hand and mail and then they were integrated in
Microsoft Excel before imported into Statistical Package for the Social Sciences (SPSS)
for analyzing.

5.0 Findings And Discussions

The library surveyed by the researcher shown that there is a significant relation between
student and lecturer with the internet. This statement is supported by the study done by
Nasariah, Nafisah and Faizah (not dated) and Surendran (2006). Internet is used in
teaching and learning process as a technology that helps and supports the student and
lecturer in searching for information. The use of internet as a principal information
resource made teaching and learning activities more interesting and fascinating. For
example, the used of multimedia elements, audio, video, image, text, animation and many
more in order to prepare for the lecture notes, make the teaching session full of focuses
and attractions. In addition, the use of internet in teaching and learning process also is
influenced by the student and lecturer computer skills and literacy. The computer literacy
proved to help them to use the internet in effective and efficient manners. According to
Dorup (2004) as cited in Glenda et. al., (2006), he said that most of students have
developed their computer skills from home. They had used the computer at home and they


also have access to the internet. Their skills increased when they frequently used the
computer and the internet. Thus, the access to the internet helped them to get focuses and
also supported them with multi-kinds of information and sources. Rhiza (2008) stated that
the use of e-learning has transformed the conventional method of teaching and learning
into a new dimension. Furthermore, Frizzler (1995) as cited in Glenda et. al., (2006)
mentioned that computer could help in order to improve the teaching and learning method
in class. Shukriah (2003) in her empirical study found that the contents of internet are
suitable to use as a source in their teaching and learning process. The internet is an ICT
technology that provides great benefits to the student and lecturer in order to improve their
teaching and learning processes.

6.0 Conclusion

This study found that students and lecturers were generally favorable to ICT in an
academic setting. Students had access to computers and the Internet off campus. There
also seems to be widespread usage of various forms of information technology such as
Internet, Web and email. With respect to age, no significant differences found. It is
recommended that university administrators and also the higher educational institutions
maintained the high levels of ICT usage among students through continuous education and
promotion of the benefits attached to ICT resources such as internet. It is also
recommended the university and the institution to encourage lecturers and course
administrators to embrace e-learning and its resources in their teaching and learning
activities. A limitation of the study was the relatively small sample size, which may limit
the generalizability of these findings to the population under study. Future research should
consider undertaking large-scale studies of attitudes to internet and its usage outside the
academic setting, targeting business professionals and other practitioners.

References

APNIC. (2004). Addressing The Challenge Of Responsible Internet Resource Distribution
In The Asia Pacific Region. [Online]. Issue 9, February.
Baloh, P. & Trkman, P. (2003). Influence of Internet and Information Technology on
Work and Human Resource Management. [Online].
Glenda Gay, Sonia Mahon, Dwayne Devonish, Philmore Alleyne, & Peter G. Alleyne.
(2006). Perceptions of Information and Communication Technology Among
Undergraduate Management Students in Barbados. [Online]. International Journal
of Education and Development Using ICT, Vol. 2, No.4.
Nasariah Mansor, Nafisah Mahmud, Faizah Ahmad.(n.d). Aplikasi TM Dalam
Pembelajaran Penulisan Ilmiah: Tinjauan Dari Aspek Kemahiran dan Persepsi
Pelajar. Sintok: Universiti Utara Malaysia.
Norazen Md Dadi, Hassan Ashari Zainal Abidin & Mohd Ruzman Mat Ali. ( ). Tahap
Kompetensi Pensyarah Menggunakan ICT dalam Pengajaran dan Pembelajaran
(P&P). Kolej Mtrikulasi Pahang.
Rhiza S.Sadjad. (2008). Globalisasi, Sistem Pembelajaran dan Internet. Makasar:
Universiti Hasanuddin, Indonesia.
Wong Su Lan, Ng Siew Fung & Hanafi Atan. (2008). Gender Differences in the Usage
and Attitude Towards the Internet Among Student Teachers in Public Malaysian
Universities. American Journal of Applied Sciences, 5 (6): 689-697.


THE USAGE OF WIRELESS SENSOR NETWORK FOR EARLY DETECTION
METHOD OF CORROSION ON BURIED STEEL GAS PIPELINE

Mohd Saiful Abdul Rahman, Mazeyanti Mohd Ariffin
Universiti Teknologi Petronas, Malaysia
pulsepul@gmail.com, mazeyanti@petronas.com.my

Abstract
Early detection on any abnormality on the pipeline such as leakage is essential for efficient
pipeline monitoring. As to date, wireless sensors have been widely used to gather
information in monitoring reliability of the pipelines. The commonly used sensors are
temperature and pressure sensors. One of the issues related to pipeline monitoring is the
reactive rather than proactive maintenance approach to leakage and abnormality. The
objective of this research is to develop a method for early detection of corrosion, in which
the buried pipeline is exposed to changing temperatures and gas flow pressures. This will
ensure that maintenance works can be made in time to prevent pipeline burst, as well as to
minimize operational cost.
Keywords: Early detection; wireless sensors; corrosion; buried pipeline.

1. Introduction

Oil, gas and water are the key natural resources to the life and source of economy for most
countries in the world (Bonny B.N. Umeadi, K.G. Jones, 2008). These natural resources
are transported from its original plants or storage through extended pipelines which
spreads throughout the countries. In some countries, pipelines also used to supply gas
directly to users. These pipelines serve as the backbone between producers and consumers.
Maintaining pipelines is essential to sustain economic growth, political stability and also
safety. Delays in detecting leakage on pipeline may lead to more serious matters such as
fire and fatality (Richard Kluth, Jerry Worsley, 2008).

Wireless technologies have evolved so rapidly nowadays and widely used in many
applications and services. This is mainly because it can remotely place and uses its own
power source such as battery to power itself. There are number of technologies to monitor
and protect pipelines. Most of these are designed specifically for detecting and locating
pipeline leakages. These technologies allow a remote facility to detect and to report the
positions of any leakage as shown in figure 1. Most of these solutions rely on the
availability of a network to transfer the information and report leakages (I. Jawhar, N.
Mohamed, and K. Shuaib, 2008). Pipeline monitoring systems have been using wireless
devices as part of the system communication and information transfer.


Figure 1: Common Oil and Gas Pipeline Monitoring Setup

(E. Odusina, J. Akingbola, and D. Mannel, 2008) stated that one of the industries that have
taken the advantage of wireless sensors is oil and gas industry. Monitoring of pipeline is
very crucial because of its valuable resources as well as for safety precautions leakages.
Wireless sensors have been widely used to monitor the health and the condition of the
pipeline. Continuous monitoring of pipelines is necessary to ensure the safety operation of
pipelines transmission as shown by (Yumei Wen, Ping Li, Jin Yang, Zhangmin Zhou,
2004). However, several issues and problems have been discussed related to the usage of
wireless sensors in pipeline monitoring system. One of the issues is to detect leakage or
abnormality of the pipeline as early as possible particularly in gas pipeline.

It is very important to detect the signs of pipeline defects as early as possible to avoid
serious problems such as endangering the environment, and if the pipeline is near
populated area, it can be a disaster. Structural defects on gas pipeline may caused by
several factors such as corrosion. Several factors have been identified that lead to the event
of buried pipeline corrosion such as pipe coatings, soil conditions, changing of
temperature, stresses, pipe pressure and cyclic loading effects.

The objective of this research is to develop a method for early detection of corrosion, in
which the buried pipeline is exposed to changing temperatures and gas flow pressures so
that prompt actions can be taken to prevent incidents or fatality.

A pipeline monitoring and inspection system has several tasks to be performed for natural
gas pipelines environment to ensure the integrity of the pipeline as shown by (Yuanwei
Jin, Ali Eydgahi, 2008). These include measuring pipe wall thickness, measuring velocity
and flow of gas, detecting gas contamination in pipeline and also determining structural
defects on pipe. Gas pipelines are commonly placed in hazardous environmental such as
deserts, underwater and buried deep (Daniele Inaudi, Riccardo Belli, 2008).

These conditions can cause deterioration or even damage due to corrosion, erosion and
fatigue. Major problem is to detect corrosion cracks as shown in figure 2.


Figure 2: Corrosion Cracks That Result a Leakage

The main focus in this research is on early detection of corrosion on pipeline concentrating
on a) changing of temperature of pipeline and b) pressure of gas flow in the pipeline.

2. Related Works

The problem of corrosion cracks has been long affected gas pipeline and has been widely
discussed in recent years especially for oil and gas industry. Many researchers have been
motivated to look into from different perspectives.

Data and results on the application of long gage-length fiber-optic sensors for monitoring
pipeline corrosion, including internal wall thinning and external stress corrosion crack
(SCC) growth were presented by (R.C. Tennyson, W.D. Morison, T. Cherpillod, 2005).
Furthermore, the authors included complete mathematical model in the experiment to
monitor internal pipeline wall corrosion rate. The model shown in the publication can be
useful to this research due to the relation of pressure and temperature used in that model
although the context of the model is for fiber-optic sensing.

(R.K. Ginzel, W.W. Kanters, 2002) have shown types of defects known in pipeline
industry and the suitable methods for assessment of the defects were presented. Types of
corrosion and cracks also been discussed in the publications. However, there was no
detailed discussion on how to prevent and calculate the defects.

The failure analysis of an 18-inch diameter electric resistance-welded gas pipeline was
discussed. Mechanical and operating parameters of the pipe used were also included in the
publication to show the detailed characteristic of the pipeline. Schematic views and photos
during examination of ruptured pipe were shown to depict the level of failure occurs
during the incident in (F. Hassan, J. Iqbal, F. Ahmed, 2006). However, the analysis was
made after the incident of pipe ruptured.


The internal corrosion direct assessment (ICDA) was been implemented in the 24 inch
diameter of main gas transmission pipeline by (Ahmad Taufik, Nathanel Nainggolan,
2006). The corrosion rate prediction associated with carbon dioxide and water was done
using simulation. The simulation utilized by using NORSOK and de Waard model. The
corrosion rate model in the simulation also included temperature and pressure parameter
that can be relevant to this research.

A theory has been developed for the effect of pressure on the rates of corrosion reactions
in high sub-critical and supercritical temperatures aqueous system by (Digby D.
Macdonald, 2003). The theory is compared with experimental data for corrosion of carbon
steel in the water at 481 C and at pressures ranging from 170 bar (2500psi) to 238 bar
(3500psi). Although, parameters of temperature and pressure were included in the model,
the equation emphasized more on the chemical reaction of the corrosion process.

Norwegian operators and authorities used NORSOK model for prediction of CO2
corrosion. The model is based on the experiments done at the Institute for Energy
Technology in Norway, (Stein Olsen, 2003). All experiments perform at various
temperature, pressures and pH values. Steels of different types have been tested in the
experiments and concluded that the predicted corrosion rates are conservative with respect
to the most steel type. The limitation of this model is that it is based on experimental data
for temperatures above 20 degrees Celsius. All predicted corrosion rates for temperatures
below 20 degrees Celsius are set equal to the predicted corrosion rate at 20 degrees
Celsius. All experiments for lower temperatures show, however, a steady decrease of the
corrosion rate with reduced temperature.

The idea proposed in this research is to take advantage of all the related research
mentioned and use all relevant and important information in order to fulfill the given
objective.

3. Methodology

System modeling and simulation are the two methods that will be used to simulate
solution to the abovementioned problem. Mathematical model based on NORSOK method
[13] for CO2 corrosion rate computation will be the basis for the development of the
system model.

3.1.System Model

Figure 3, shows the schematic view of the corrosion for the experimental setup to calculate
corrosion rate in the presence of temperature and pressure parameters. Assuming that a
steel pipe with diameter d, already in corroded state C. Various value of temperatures and
pressures will be performed in the experiment and each rate of corrosion will be noted. If
values of corrosion rate are constantly changing with different values of temperature and
pressure, then the hypotheses of the effect by temperature and pressure to the pipeline
corrosion rate will be proven.


Figure 3: Schematic view of Corrosion Rate Calculation with the Presence of
Temperature and Pressure parameters

3.2. Mathematical Model

For the effect of temperatures and pressure in determining the corrosion rate, one has to
understand related models that have include temperatures and pressure as parameters. The
most suitable model used is based on NORSOK method [13]. This is a model used to find
corrosion rate for carbon steel containing CO
2
at different temperatures, PHs, fugacity
and pipeline wall shear stress.

4. Discussions

This is only the preliminary stage of the research. Several values of temperatures and
pressures will be tested in the simulation on the corrosion rate. Limitation of the model in
this research is on the section of the tested pipeline, where corrosion is already happened
and the simulation made is to observe the changing of the corrosion rate.

5. Conclusion

In conclusion, the research on the effects of temperature and pressure on the corrosion rate
of buried gas pipeline is still ongoing on the modeling phase. Future works will be on
improving the model so that by observing the corrosion rate values, the pattern for
structural defects caused by corrosion can be predicted.

6. References

Ahmad Taufik & Nathanel Nainggolan (2006). Gas Flow Modelling and Simulation To
Predict Corrosion Attack On Pipeline, In Proceeding of INDOPIPE 2006
Conference & Exhibition, The Ritz-Carlton Hotel, Jakarta, Indonesia, 30 May-1
June 2006
Bonny B.N. Umeadi & K.G. Jones (2008). The Development of An Intelligent Sensor For
The Monitoring of Pipeline System Integrity, nanomindidc.com ,Oil and Gas 2008


Daniele Inaudi & Riccardo Belli (2008). Detection and Localization of Micro-Leakages
Using Distributed Fiber Optic Sensing, In proceeding of The 7th International
Pipeline Conference, Calgary, Canada,October 2008
Digby D. Macdonald (2003). Effect of pressure on the rate of corrosion of metals in high
sub-critical and supercritical aqueous systems, Journal of Supercritical Fluids,
Volume 30, pp. 375382, September 2003
E. Odusina, J. Akingbola, and D. Mannel (2008). Software-Based Pipeline Leak
Detection. Advanced Chemical Engineering Design CHE 4273Department of
Chemical Engineering and Materials Science University of Oklahoma, May 2,
2008
F. Hassan, J. Iqbal & F. Ahmed (2006). Stress corrosion failure of high-pressure gas
pipeline, Journal of Engineering Failure Analysis, Volume 14, pp. 801-809,
November 2006
I. Jawhar, N. Mohamed, & K. Shuaib (2008). Reliability Challenges and Enhancement
Approaches for Pipeline Sensor and Actor Networks. In proceeding of The
International Conference on Wireless Networks (ICWN 2008), Las Vegas, Nevada,
USA, July 2008
Richard Kluth & Jerry Worsley (2008). Digital Pipeline Leak Detection Using Fiber-optic
Distributed Sensing (DTS). Westwick-Farrow Publishing, Whats New in Process
Technology, April 2008
R.C. Tennyson, W.D. Morison & T. Cherpillod (2005). Monitoring Pipeline Integrity
Using Fiber Optic Sensors, In proceeding of Corrosion 2005 Conference, Warsaw,
Poland, June 2005
R.K. Ginzel & W.W. Kanters (2002). Pipeline Corrosion and Cracking and The
Associated Calibration Considerations for Same Side Sizing Applications , e-
Journal of Nondestructive Testing, e-Journal of Nondestructive Testing, Vol. 7,
No. 7 , July 2002
Stein Olsen (2003). CO2 Corrosion Prediction By use of the NORSOK M-506 Model -
Guideline and Limitations, In Proceeding of NACE Corrosion 2003 Conference,
San Diego, CA, March 2003
Yuanwei Jin & Ali Eydgahi (2008). Monitoring of Distributed Pipeline Systems by
Wireless Sensor Networks. In proceeding of The 2008 IAJC-IJME International
Conference, 2008
Yumei Wen, Ping Li, Jin Yang & Zhangmin Zhou (2004). Adaptive Leak Detection and
Location in Underground Buried Pipelines, International Journal 0f Information
Acquisition, vol.1, no.3, pp269-277, 2004


THE EFFECTIVENESS OF E-LEARNING ISLAMIC STUDIES FOR FORM
FOUR STUDENTS

Hasmiza Othman, Seyed Ahmad Rahimi & Nazirah Mat Sin
Multimedia University, Cyberjaya
hasmiza@uembuilders.uemnet.com, s.ahmad.rahimi@gmail.com,
nazirah.sin@mmu.edu.my

Abstract
Despite the effort by Ministry of Education to promote ICT in education in Malaysia,
Islamic education syllabus is way far behind the intended plan in terms of its ICT usage in
learning and teaching. It was believed that Islamic Studies faced the risk of being
misleading or misunderstood if the lessons were taught through self-accessing method
with minimal intervention from teachers; a method that e-learning is popular for.
Embracing on Dick and Carey instructional model as the theoretical framework, this paper
explored the form 4 Islamic Studies syllabus The steps and procedures of Hajj and
Umrah and created an e-learning version of it. In this study, the contents from the
Islamic Studies textbook of the National Secondary School in Malaysia were revised and
studied using the Dick and Carey systematic approach beginning from identifying the
instructional goal and moving the way up to formative and summative evaluation
processes. The interview sessions were then conducted to see whether the instruction
could be misleading and misunderstood as what it was perceived before. The goal of the
instructions being developed in this study was to validate (or vindicate) those beliefs and
observe the extent of truth the beliefs hold. Findings from this study are discussed and
reported in the paper.
Keywords: e-learning, multimedia, Malaysian education

Introduction

Despite the effort by Ministry of Education to promote ICT in education in Malaysia,
Islamic education syllabus is way far behind the intended plan in terms of its ICT usage in
learning and teaching. Problems have been identified by Hamzah, Ismail, and Embi (2009)
ranging from the teachers, students and the facilities as well as the syllabus itself.
The concerns raised by the teachers in adapting ICT technology in the classroom are
circling around the issues of how to make use of ICT as part of the pedagogy due to the
nature of the syllabus itself, that is, the Islamic Studies is different from any science
subjects because it is non-experimental and no input-output formula that can be tested
(Hamzah et al, 2009).

It was also reported that the subject needed a creative and attractive teaching approach
that can engage the students interests in the subject. Hamzah et al (2009) acknowledged
that students were more attracted to use the computer because it was more informative
and had lots of pictures; a contradiction to the normal teaching style which was
monotonous and static. However, by just putting any teaching materials in slides and
project them on the classroom wall does not signify e-learning because that does not help
the learner extract the learning (Blass & Davis, 2003).

The initial work in producing a textbook CD-ROMs for English and Mathematics took
place back in 2003 by the Malaysian Ministry of Education. The work progressed in 2004
until 2005, producing CD-ROM textbooks for Bahasa Malaysia and English.


However, there was limited work being carried out for other non-core subjects, including
Islamic Studies subject. Hamzah et al. (2009) reported that the reasons for this were
because the nature of the subject itself and the concept of self-accessing learning in e-
learning which was believed unsuitable for a subject like Islamic Studies.

Islamic Studies is a subject that is non-experimental, no input-output formula and cannot
be tested and analyzed, thus, signifying the difference between this subject and science
subjects. (Hamzah, et al. 2009). This has been the main basis for the underdevelopment of
Islamic Studies into e-learning.

However, Islamic Studies has broad sub-topics that can be thought out and considered to
be e-learning. This research is intended to act as the tool to bridge the gap between the
Islamic Studies subject and e-learning and subsequently serve as a guideline for future
development of e-learning instruction for Islamic Studies.

Research Questions

This research is intended to find answers for these questions:
a. Is it true that e-learning is not suitable for Islamic Studies subject?
b. What is the criterion the Islamic Studies must have in order to be e-learning?

Theoretical Framework

The framework used for this study is based on the Dick and Carey theory and, the
Systematic Instructional Design Model (D&C Model), also from Dick and Carey. The
D&C Model consists of interlinked instructional disciplines that help the instructional
designer to learn, understand, analyze and improve the practice of these disciplines. The
term disciplines defined by Peter Senge (1990) as quoted in Dick and Careys textbook
means - referring to the theories and technique that must be studied and mastered and put
into practice. There are ten interconnected disciplines that represent the theories,
procedures and techniques engaged by the instructional designer to design, develop and
evaluate instructions, and finally revise them (Figure 1).

Figure 1 : Dick and Carey Instructional System Design


One of the advantages of D&C Model is that the model works well as a blueprint to
instructional design regardless of the form of the intended instruction. The intended
delivery format of the Islamic Studies subject in this study is e-learning; a computer-based
delivery format and the topic Unit 2 The steps and procedures of Hajj and Umrah is a
procedural topic that includes steps and procedural learning objects.

The model is advantageous in the sense that it focuses on what learners are to know or be
able to do at the end of the lesson, which without this, the succeeding planning and
implementation can be confusing and unsystematic.

From the Dick and Careys theoretical perspectives - it bases on the understanding of the
connection between the stimulus (instructional materials) and the reaction it produces in a
learner. The theory talks about the process of identifying the sub-skills of the learners that
they must have, and the intended outcome (behavior) that must be learned. The theory
focuses on the choice of the stimulus and strategy for each sub-skills development. The
theory also recommends a procedural methodology of instructional development based on
a reductionist model of breaking instruction down into smaller components.

The learning, according to Dick and Carey theory, will be demonstrated in the form of the
ability of the learners to master a set of predictable behavior identified in earlier stage,
which in this case, are the concept, steps and procedures of performing the hajj and
umrah.

The E-learning Instructions

The application was developed using Adobe Flash Professional CS4 and iLife08
Garageband for Mac. The storyboarding was carried out after the completion of the
analyses and design. After creating the storyboard, the scripts were prepared and finally
the audio recording.

Figure 2 : Sample of E-learning screen


The choice of vocabulary of the instructions was adopted and adapted from the textbook
that was written in Arabic characters known as 'Jawi'. In these e-learning instructions, the
text used standard Roman characters.

Students could navigate the instructions in more than one ways. At the bottom of every
screen page, students could navigate the instruction by clicking on the Back/Next button.
They could also click on the topic list in the left pane. The instructions were designed in
such a way to give the best quality of interface to the users.

The instructions were also developed in dual languages. The instructions content was
maintained in Bahasa Malaysia; similar to the textbook, but as for the navigation menu,
button captions, and other operational instructions; they were presented in English.

The instructions were also furnished with pictures of people in ihram, a picture of Kaabah
and animated transitions to give the maximum value.

Evaluation, Results and Findings

There are 3 types of evaluations involved in this project the entry behavior test,
formative evaluation and summative evaluation tests. All the evaluation steps and
procedures were adapted from the Dick and Carey (2005). Three students were selected
for the one-to-one evaluation, eight for formative small-group evaluations, and thirty for
the summative field test. However, for entry behavior test, Dick and Carey did not specify
the size of the group for the test. Hence, the author decided to follow the small group
model of eight students used in formative evaluation. According to Dick and Carey, any
number of students fewer than eight would not be presentative to the target population and
the data collected would not be sufficient enough for any conclusive recommendations.

Entry Behavior Test - The first test i.e. the entry behavior test was intended to observe the
mastery level of prerequisite skills that the students must have already mastered before
beginning instructions. Dick and Carey (2005) defined the entry behavior as the ability to
have skills in order to learn the new skills included in the instruction.
The entry behavior elements shown in Table 1 were derived from the sub-skills analysis in
the instructional goal analysis phase. This test was carried out before the development of
the instructions began.

Table 1: Entry Behavior Elements

Entry Behavior
1.Students must be able to read al Quran
1.Students must know the technique to search the al Quran content
1.Students must have the basic skill for operating a computer
1.Students must know how to operate the al Quran compact disc
Students must know the concept of halal, haram and mahram
1.Students must know the definition and concept of ihram


Eight students from Sekolah Menengah Kebangsaan Puchong Utama 1 participated in the
test. The students were asked to respond to six rubric questions (Figure 3) regarding their
prior knowledge in Islamic Studies and their mastery level of computer skills.

Figure 3 : Rubric used to access students entry behavior skills.

The result of this test revealed that all students have high level of computer literacy. The
students also demonstrated their skill in reading al Quran with little to no errors. When
asked to find a verse in the al Quran book, two students could not complete the task
successfully. However, when asked to find a verse using a digital al Quran, all students
demonstrated their ability to explore the application and subsequently find the verse with
minimal effort.

The majority of the students indicated they understood the concept of halal, haram and
mahram very well. One of the students however, indicated that the term 'mahram' was a
new term and could not explain the concept.

Ultimately, a mixed response was recorded for the last entry behavior question - the
understanding of the term ihram. There was only one student who could explain the term
in a complete definition and able to demonstrate the techniques successfully with no help
or guide from the author at all. Three students managed to demonstrate the technique
successfully but could not explain the concept. One student could explain it briefly but
was unable to demonstrate the technique. Another three students could neither explain nor
demonstrate the technique of ihram at all.

Formative Evaluation Test - The formative one-to-one evaluation was to discover any
obvious errors and mistakes in the instruction, whereas the formative small-group
evaluation tried to identify any remaining problems after changes were made to the
instruction following the one-to-one evaluation. Eleven students from Sekolah Menengah
Kebangsaan Desa Tun Hussein Onn participated in the test (three for one-to-one and eight
for small-group).


The instructions criteria were divided into three specific aspects i.e. message, links and
procedures. In message, the evaluations covered aspects such as the vocabulary level,
sentence complexity, message complexity, introductions, elaborations, conclusions and
transitions. In link aspect, the evaluations covered the contexts, examples, analogies,
illustrations, demonstrations, reviews and summaries. And, in procedures - sequence,
transition, pace and variation (Dick and Carey, 2005).

In formative evaluation, we found that:
1. All students agreed that the vocabulary and the use of standard Roman characters in
instructions were accepted as suitable for the students. Students also indicated that the
standard Roman characters were more convenient than Jawi. When asked about personal
preference, students unanimously voted for instructions in standard Roman characters to
Jawi.

2. It was proven during the evaluation that the navigation was working well as intended
when there was no student seeking for assistance on how to use the application although
they used it for the first time.

3. Students agreed with the idea of maintaining the navigation menu, button captions and
other operational instructions in English. When asked, they affirmed that it was the
standard that they were familiar with. They explained that the familiarization with English
operational instructions came from the experience in using Internet, web browsing or
games. When asked if they wanted it to be presented in Bahasa Malaysia, all of them
agreed that it would be 'sound funny', 'awkward' and 'not necessary'.

Summative Evaluation Test - Thirty students participated in the session that was assisted
by the Islamic Studies teacher Ustazah Roslahiah, one technician and one supervising
teacher, Cikgu Nazmi. There were sixteen desktop computers available for the test; each
accommodated two students and one reserved for the teacher. The session was led by
Ustazah Roslahiah who demonstrated the instructions through the projected image on the
white screen. The session was conducted in a synchronous manner due to the fact that only
the computer reserved for the teacher had the loud speakers. The summative field test
was intended to discover the effectiveness of the instructions. In the session the author
distributed a set of questionnaire (a posttest questionnaire) on learners attitude and the
assessment questionnaire and finally followed with an in-depth debriefing session with the
group.

The findings are as follows:
1. Students said that learning through interactive instructions like what they had just
experienced was easy. They said that learning with interactive instructions like this one
gave them more control over the lesson. The students also agreed that they could use this
application at home and learned it individually. However, when asked about the needs for
the teacher to be present during the session, mixed responses were conveyed by the
students. An equal number of students responded 'they do not need teachers to be present'
while the other half was on the opposite side of the idea. Those students who said "no
teachers needed to be present" claimed that the topic was 'too easy'. Others added that the
background narration in the instructions was the 'teacher' itself and that would be
sufficient for learning. On the other hand, students who said teachers should be present
during the session questioned the consequences they might face should there be any


confusions or difficulties during the session. They said they might need the teachers to
help them with the lesson and answer their questions during the lesson.

2. When asked about the learning pace, more than half of the students said that they felt
they had to 'keep up' with the teacher's pace during the session. They said the distractions
happened when they had to keep looking at the projected screen to keep abreast with the
narration. Alternatively, had the loud speakers attached to their computer, they said they
would be more confident with the session.

3. According to one student, he would like to see more topics from Islamic Studies to be
developed as e-learning because 'the content does not change'. When asked to elaborate, he
continued saying that the facts and contents in Islamic Studies "were referred to sources
like al Quran" - the main source of knowledge that did not and would not change for all
time. For that, he said these e-learning instructions would be useful for a long time.

4. When asked about the improvement of the instructions for the future, majority of the
students recommended for more content in the instructions. They highlighted that learning
with computers like e-learning was fun, easy and engaging. For that, they could learn more
with the same amount of time spent reading the textbook or attending the class.

5. At the end of the session, Ustazah Roslahiah highlighted some factual correction in
the instructions. The correct number of tawaf was actually five and not four. According to
her, the correction was first discovered in 2004 after being referred to Tabung Haji (Hajj
Board of Malaysia) by the Islamic Studies panel teachers. However, the correction was yet
to be carried out because of the high cost for textbook reprinting.

6. Before the session ended, we also noted that too little effort spent on choosing the
graphics has brought down the aesthetic value of the instructions. Not enough references
were also a contributing factor to the quality of the instructions. A new approach of notes
presentation using keywords were not widely accepted by the students who were used to
lengthy words notes presented in traditional classrooms. Students also concerned about the
relationship with teachers and perceived e-learning as a distant part in teachers-students
relationship.

Performance Context

The study was conducted with thirty students in the same session with the summative
evaluation. The objective for this study was to measure the acquired Islamic Studies
knowledge through the use of interactive e-learning instruction. Students were given 10-
item questionnaire. The questionnaire was structured to measure the level of
understanding of each student after they had used the instructions (Neo, Neo, & Xiao-
Lian, 2007). The questionnaire also had open-ended comments section to seek feedback
on the success of the instructions in assisting the students achieving the learning
objectives. Results showed that majority scored high marks between 8 to 10 points (87%)
(full mark = 10 points) in the assessment, indicating very favorable and positive
performance rate from the students in this learning environment.


Conclusion

The study is looking at the perception surrounding the e-learning instructions that was
perceived by teachers (as reported by Hamzah et al., (2009)) as having the risk to be
misleading because of the nature of the topic itself; it does not have an input-output
formula that can be tested like Mathematics and Science subjects.

As a conclusion we can say that:
1. Islamic Studies subject can be developed into e-learning. The key feature for the
development was the type of information contained in the instruction. The topic 2 - Rukun
Haji dan Umrah (The steps and procedures in hajj and umrah) contained a procedural
information object. According to the Reusable Information Object Strategy guidelines
produced by Cisco System, a procedural information object is the type of information that
is "sequential set of steps to be followed by one individual to accomplish a task ". By
using a systematic instructional design model by Dick and Carey, the Islamic Studies
subject has been successfully revisited, restudied and finally remodeled into e-learning.

2. The students' success rate in acquiring the knowledge from the e-learning instructions
depicts the effectiveness of the instructions in delivering the information. The success of
transferring the knowledge through this type of pedagogy validates the Islamic Studies is
in fact suitable for e-learning, with a condition the information bears the required criterion
of information object, i.e. procedural.

3. One of the advantages of e-learning demonstrated during the summative evaluation
session was when Ustazah Roslahiah highlighted the factual correction in the instructions.
The fact that e-learning instructions could make such corrections immediately at a
comparatively minimal cost has given another advantage point to the instructions.

4. Despite the weaknesses as noted during the closure of the session, the learning
objectives were successfully achieved through these e-learning instructions when there
were only two out of thirty students scored below 8 points. The weaknesses recorded from
the evaluation showed the inclination towards the product quality and not the achievement
of the knowledge acquisition.

Recommendations

Throughout the process of designing, developing and producing the e-learning instructions
in this project, a few highlights have been discovered and recorded along the way during
the construction of the instructions and worth considerations for future instructional
design, especially for Islamic Studies subject. Hopefully, this study will provide a path for
further research on the subject for education excellence in Malaysia.

In particular, it is found that:
The results of the entry behavior test showed that the students' computer skill level is
acceptable. The students are also skillful in using the digital al Quran as well as reading.
The students also have sound understanding of the halal, haram and mahram concepts.
However, the students have little to none knowledge about the definition and concept of
ihram. In view with the fact that the ihram is one of the essential parts of hajj and umrah,


it is recommended that the ihram concept and definition to be included in the syllabus in
the future.

The Dick and Carey Model have proved its efficiency for being a template model for the
development of the instructions. The approach allows interchangeability of activities
around the disciplines in a controlled and systematic ways, progressing forward with a
caution of possibility to go on backward whenever necessary. However, for entry behavior
test, the model did not specifically mention the number of sample that must be used in the
evaluation process. It was the author's own initiative to use eight number of students for
this test based on the statement in the textbook that says "any number of learners fewer
than eight would not be presentative to the target population and the data collected would
not be sufficient enough for any conclusive recommendations". The author perceived the
statement as practical in every small-group test although the statement was actually meant
for formative evaluation.

E-learning is fun and engaging - The majority of the students said during the discussion
that learning through computers is fun. Although the instructions developed the whole
topic 2, students found that the topic was "too short" and expected more. They made it
clear that they could "learn more" with a fun and attractive e-learning instructions like
they had just experienced. With this finding, it is an opportunity for future research to
further discover the "fun and engaging" attributes of e-learning in bestowing the capability
of knowledge empowerment and the retention of skills taught and eventually juxtapose the
advantage of e-learning versus the traditional pedagogy.

References
Blass, E., & Davis, A. (2003). Buiding on Solid Foundations: establishing criteria for e-
learning development. Journal of Further and Higher Education , 27 (3), 227-245.
Fauziah, M. R., & Aminah, I. (2008). Islamic Studies for Form Four (in Bahasa
Malaysia). Dewan Bahasa dan Pustaka.
Hamzah, I., Ismail, A., & Embi, M. A. (2009). The Impact of Technology Change in
Malaysian Smart Schools on Islamic Education Teachers and Students. World
Academy of Science, Engineering and Technology 49 2009.
Neo, M., Neo, T.-K., & Xiao-Lian, G. T. (2007). A constructivist approach to learning an
interactive multimedia course: Malaysian students' perspectives. Australasian
Journal of Educational Technology , 23 (4), 470-489.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization.
Sisco Systems, Inc. (1999). Cisco Systems Reusable Information Object Strategy:
Definition, Creation Overview and Guidelines (Version 3.0 ed.).
Walter, D., Carey, L., & Carey, J. O. (2005). The Systemaic Design of Instruction (6th
ed.).


MENELUSURI AL-QURAN : PENGGUNAAN ICT DALAM PEMBANGUNAN
MODAL INSAN
Mahyuddin bin Hashim
Fakulti Pengajian Quran dan Sunnah, USIM, Bandar Baru Nilai,
71800 Nilai, Negeri Sembilan.
mahyuddin@usim.edu.my

Abstrak

Kertas kerja ini akan membincangkan topik penggunaan ICT menurut perspektif Al-
Quran. Tidak dinafikan bahawa ICT memainkan peranan yang sangat besar dalam
pembangunan tamadun kini. ICT boleh digunakan untuk kebaikan dan keburukan. Antara
kebaikan ICT ialah sebagai medium dakwah, perbincangan dan soal jawab agama serta
perluasan jaringan perniagaan berdasarkan syarak. Di samping itu, penggunaan ICT boleh
membawa kepada keburukan seperti medium untuk penyebaran fitnah, membuka aib
seseorang, sarang maksiat, jenayah internet, gejala pembaziran waktu dan lain-lain lagi.
Justeru, kebaikan dan keburukan ICT ini akan cuba dihuraikan menurut perspektif Al-
Quran. Objektif utama kertas kerja ini ialah untuk mengemukakan kepada masyarakat
bahawa Islam sangat menitik beratkan kepada akhlak yang mulia dalam penggunaan ICT.
Islam tidak menghalang kemajuan teknologi khususnya dalam bidang komunikasi dan
maklumat selagi mana tidak bercanggah dengan ajaran Ilahi. Sehubungan dengan itu,
diharapkan kertas kerja ini dapat menyumbang ke arah pembangunan modal insan yang
cemerlang di dunia dan juga akhirat.

1. Pendahuluan:

Information and Communications Technology (ICT) adalah merupakan salah satu
daripada teknologi yang sangat penting di zaman sekarang. Perkembangannya yang cukup
pesat sesuai dengan arus perubahan zaman menjadikannya teknologi yang jika tidak
dikuasai dianggap sebagai ketinggalan zaman. ICT telah merubah cara kehidupan kita
seharian. Ianya telah merubah cara kita berkomunikasi, berinteraksi dan seterusnya cara
kita mendapatkan maklumat atau hiburan. Semua maklumat yang kita ingin perolehi
berada di hujung jari dan komunikasi dapat dijalankan dengan cara yang lebih mudah.

Pun begitu, timbul polemik sejauh mana ICT mampu memberi kebaikan kepada
Islam berbanding keburukan yang wujud di dalamnya. Di dalam kertas kerja ini, penulis
sedaya upaya akan membentangkan tentang kebaikan dan keburukan penggunaan ICT
berdasarkan kepada dalil Quran bagi melihat sejauh mana ia bertepatan atau bertentangan
dengan Islam.


2. Kebaikan Penggunaan ICT:

Di antara kebaikan penggunaan ICT ialah:

2.1. ICT sebagai medium penyebaran dakwah:

Antara kelebihan ICT ialah penyebaran maklumat dapat disampaikan dengan cepat
dan mudah. Penggunaan perisian gambar dan suara menambahkan lagi kesan yang lebih
maksimum kepada pengguna ICT untuk menerima dan mengolah maklumat tersebut.
(Tibi: 1999). Kelebihan ini sangat berguna untuk penyebaran dakwah. Jika sebelum ini
dakwah yang ingin disampaikan memerlukan masa dan tempat, maka dengan adanya
kemudahan ICT ini, perkara tersebut dapat diatasi. Penerangan tentang kelebihan Islam,
mengajak kepada kebaikan, menolak perkara mungkar, menjawab keraguan dan
kesamaran dapat dilaksanakan dengan lebih cekap, efisyen dan efektif. Di samping itu, ia
juga dapat disampaikan kepada lebih ramai pendengar dan pembaca yang menjadi
pengguna ICT. (Ahmad Abdul Hamid. 2009).

Contoh penggunaan ICT sebagai medium dakwah ialah sebagaimana yang terdapat
dalam laman web ad-Dakwah al-Islamiyyah yang memuatkan pelbagai penulisan
termasuk ceramah-ceramah para Ulama yang menceritakan keindahan Islam,
perbandingan agama dan lain-lain lagi.

Kebaikan penggunaan ICT untuk dakwah adalah bertepatan dengan firman Allah
s.w.t :

_: _|| _,,. ,, .>>'!, Ls.l ..>' l..> _.l!, _> _.> | ,`, > `ls _.,
_. _s .,,. > `ls _...l!, __
Maksudnya:
Serulah ke jalan Tuhanmu (Wahai Muhammad) dengan hikmat kebijaksanaan dan nasihat
pengajaran yang baik, dan berbahaslah dengan mereka (yang Engkau serukan itu)
Dengan cara yang lebih baik; Sesungguhnya Tuhanmu Dia lah jua yang lebih mengetahui
akan orang yang sesat dari jalannya, dan Dia lah jua yang lebih mengetahui akan orang-
orang yang mendapat hidayah petunjuk. (Surah An-Nahl: 125)

Menurut Imam Fakhruddin Ar-Razi di dalam tafsirnya, di antara maksud 'hikmat'
di dalam Quran ialah melakukan dengan tepat dan betul.(Ar-Razi. 2000) Dapat difahami
bahawa maksud 'melakukan dengan tepat dan betul adalah memberi makna yang luas yang
merangkumi juga penggunaan ICT. Penggunaan ICT adalah tindakan yang tepat dan betul
untuk menyebarkan dakwah pada zaman moden ini.

2.2. ICT sebagai perpustakaan bagi pelbagai disiplin ilmu Islam:

ICT juga boleh berperanan sebagai perpustakaan bagi pelbagai disiplin ilmu Islam.
Pelbagai bentuk tulisan boleh dapati sama ada artikel, buku, majalah, surat khabar dan
lain-lain yang boleh dimuat turunkan bagi dijadikan sebagai rujukan penulisan ataupun
untuk penambahan ilmu pengetahuan.


Islam sangat menggalakkan umatnya agar menimba ilmu kerana ia adalah
keistimewaan manusia berbanding makhluk yang lain termasuk malaikat sebagaimana
firman Allah s.w.t:

l. :, ,!.- !l . .. _ls >.l.l _!1 _.:,. ,!.`.!, ,.> | .. _,... _
l! ,..>,. l. !.l | !. !...ls ,.| . `,l-l `,>>' __
Maksudnya:
Dan Ia telah mengajarkan (ilmu kepada) Nabi Adam akan segala nama benda-benda dan
gunanya, kemudian ditunjukkannya kepada malaikat lalu Ia berfirman: "Terangkanlah
kepadaKu nama benda-benda ini semuanya jika kamu golongan yang benar". Malaikat itu
menjawab: "Maha suci Engkau (Ya Allah)! Kami tidak mempunyai pengetahuan selain
dari apa yang Engkau ajarkan kepada kami; Sesungguhnya Engkau jualah yang Maha
Mengetahui, lagi Maha Bijaksana".( Surah al-Baqarah: 31-32)

Menurut Prof. Dr. Fadhlu Hasan Abbas, tujuan ayat di atas adalah untuk
menerangkan kelebihan ilmu yang Allah berikan kepada manusia berbanding makhluk
yang lain (Fadhlu Hasan. 2000). Justeru, penggunaan ICT sebagai gedung ilmu
pengetahuan pastinya bertepatan dengan tuntutan Islam yang memandang tinggi pada
ilmu.

Contoh penggunaan ICT sebagai gedung ilmu ialah perisian al-Jamie' al-Kabir li
Kutubi at-Turath wa al-Arabi. Perisian ini mengandungi 1778 kitab dalam pelbagai
disiplin ilmu Islam seperti Tafsir dan ulumnya, Hadis Nabawi dan biodata perawi, fiqh dan
usulnya, Aqidah, sejarah, akhlak dan lain-lain lagi. Perisian ini memberikan kemudahan
kepada penggunanya untuk merujuk kitab-kitab lama dalam bahasa Arab yang sukar di
dapati di pasaran pada hari ini.

2.3. ICT sebagai penghubung dengan Ulama bertanyakan fatwa:

Di antara kelebihan internet juga adalah untuk berhubung dengan seseorang bagi
tujuan perkongsian pandangan, pertanyaan dan lain-lain lagi. (Tibi. 1999). Kelebihan ini
boleh digunakan untuk bertanya kepada para ulama tentang sesuatu keraguan atau
kemusykilan yang timbul dalam kehidupan seharian.

Islam sangat menggalakkan umatnya bertanya apatah lagi dalam perkara agama
kepada para ulama. Ia jelas sebagaimana firman Allah s.w.t :

l:`. _> | `.. .-. __
Maksudnya:
Bertanyalah kamu kepada orang-orang yang berpengetahuan agama jika kamu tidak
mengetahui.( Surah an-Nahl: 43)

Imam Qurtubi di dalam tafsirnya menyatakan bahawa maksud asal orang-orang
yang berpengetahuan agama ialah ahli kitab yang beriman kepada Allah. Dalam ayat di
atas Allah s.w.t telah menyuruh musyrikin Mekah bertanya kepada ahli kitab yang
mukmin adakah para Nabi sebelum ini adalah manusia atau malaikat. Ini adalah kerana


musyrikin Mekah mengingkari kenabian Muhammad s.a.w. kerana baginda adalah
seorang manusia dan mereka inginkan Allah mengutuskan malaikat sebagai rasul.
(Qurtubi. t.t).

Jelasnya, Allah s.w.t di dalam ayat di atas menyuruh agar bertanya kepada orang
yang berpengetahuan agama tentang kemusykilan dan keraguan yang timbul. Medium
yang terbaik untuk tujuan tersebut pada zaman moden ini adalah ICT.

Contoh penggunaan ICT sebagai penghubung dengan para ulama ialah
sebagaimana yang terdapat dalam laman web islamonline. Laman web ini menyediakan
pakar-pakar dalam agama untuk menjawab semua persoalan yang ditimbulkan seperti Dr.
Yusof al-Qaradhawi, Syeikh Atiyyah Soqar, Prof. Dr. Ali Jumaah dan lain-lain lagi.

2.4. Dapat mengikuti berita tentang umat Islam di seluruh dunia:

Melalui ICT, seseorang dapat mengetahui tentang berita yang berlaku di seluruh
dunia dengan cepat dan efisyen. Kesengsaraan dan kesedihan di samping kegembiraan
umat Islam di seluruh dunia dapat dikongsi bersama dengan saudara seIslam yang lain
melalui ICT. Perkongsian ini pastinya membawa kepada hubungan dan ukhuwwah yang
lebih erat di antara umat Islam. (Ahmad Abdul Hamid. 2009). Perkara ini adalah
bertepatan dengan firman Allah s.w.t:

!..| `...l :>|
Maksudnya:
Sebenarnya orang-orang yang beriman itu adalah bersaudara.(Surah al-Hujurat: 10)

`...l ....l .-, ',!,l _-,
Maksudnya:
Dan orang-orang yang beriman lelaki dan perempuan, setengahnya menjadi penolong
bagi setengahnya yang lain. (Surah at-Taubah: 71)

Mengikut Imam Ibnu Kathir dalam tafsirnya, maksud 'awliya' dalam ayat di atas
ialah tolong menolong dan bantu membantu. (Ibnu Kathir. 1401H). Justeru, ICT
berperanan untuk mencapai tujuan tersebut pada zaman moden ini.

2.5. Perluasan jaringan perniagaan melalui E-Dagang:

Perkembangan ICT turut membawa perubahan kepada sektor perniagaan. ICT
digunakan sebagai salah satu medium perniagaan yang disebut sebagai E-Dagang atau E-
Commerce (Internet Base Business). Perkembangan teknologi di dalam sektor kewangan
ini ternyata merupakan elemen yang amat penting di dalam industri perkhidmatan
kewangan kerana kewujudan teknologi ini membawa arus perubahan kepada cara
perniagaan serta penghantaran barangan kepada para pengguna. Dengan kewujudan
revolusi multimedia ini juga, bukan sahaja maklumat yang berbentuk data yang boleh
dihantar bahkan grafik, video serta suara juga turut boleh dihantar dari satu tempat ke satu
tempat yang lain di seluruh dunia dengan cara yang pantas. Bagi syarikat-syarikat atau
agensi samada kerajaan atau swasta, ICT mempunyai banyak kelebihan di dalam mengatur
dan menyusun pengaliran wang serta perbelanjaan kerana melalui ICT ini mereka boleh


memantau segala perbelanjaan yang dibuat, menjangka keperluan di masa akan datang,
mengatur langkah berjimat cermat dan lain-lain. Bagi sistem perbankan pula selain dari
menyediakan perkhidmatan yang lebih efektif kepada pelanggan, pihak institusi kewangan
juga berkemampuan untuk memantau keperluan pelanggan dari masa ke semasa secara
automatik apabila keperluan pelanggan berubah kerana sebab-sebab tertentu seperti
bertambahnya pendapatan bulanan, penukaran kenderaan, insuran dan lain-lain. (Nik
Rahim. 2009).

Contoh penggunaan ICT dalam perniagaan ialah penyediaan perkhidmatan
perdagangan saham. Amsecurities Sdn Bhd sebagai contoh adalah salah satu syarikat
perbankan yang menyediakan perkhidmatan perdagangan saham secara Islam melalui
internet di laman webnya iaitu www.amsecurities.com. Melalui laman web ini, para
pelanggan boleh berurusan di dalam pasaran saham di Bursa Saham Kuala Lumpur
(BSKL) secara aktif. (Nik Rahim. 2009).

Islam secara umumnya tidak pernah menghalang apa sahaja bentuk medium yang
digunakan dalam perniagaan asalkan perniagaan yang dijalankan halal dan tidak
bertentangan dengan hukum syarak. Firman Allah s.w.t :

_> < _,,l > ,l
Maksudnya:
Allah telah menghalalkan berjual-beli (berniaga) dan mengharamkan riba. (Surah al-
Baqarah: 275)

Menurut Imam Qurtubi dalam tafsirnya, kebanyakan ulama berpandangan bahawa
semua jenis jual beli dihalalkan dalam Islam dengan apa bentuk cara sekali pun kerana
keharusan dalam ayat di atas berbentuk umum. Walaubagaimana pun Allah
mengkhususkan keharusan yang umum tersebut dengan perkara yang haram seperti
riba.(Qurtubi. t.t). Ini bermakna penggunaan ICT dalam perniagaan diharuskan dalam
Islam selagi mana tidak dilakukan perkara-perkara yang diharamkan oleh Allah dalam
perniagaan.

3. Keburukan Penggunaan ICT

Di antara keburukan penggunaan ICT pula ialah:

3.1. Pembaziran waktu dan ketagihan internet:

Pembaziran waktu adalah salah satu kesan penggunaan ICT. Mengikut kajian yang
dilakukan oleh sebuah pertubuhan di Amerika mendapati bahawa purata jam seminggu
yang dihabiskan oleh pengguna internet untuk melayari perkara yang tidak berfaedah ialah
sebanyak 38 jam seminggu. Berdasarkan kepada borang kaji selidik yang diedarkan di
negara-negara Teluk pula mendapati bahawa 68 % pengunjung Cyber Cafe menghabiskan
lebih daripada 3 jam sehari untuk melayari internet. Bahkan ada di antara mereka yang
menghabiskan masa 10 jam sehari untuk tujuan tersebut. Mengikut pemilik Cyber Cafe
tersebut, ada di antara pengunjung menghabiskan masa melayari internet daripada
tengahari hingga ke Subuh hari yang seterusnya. (Adel. t.t).


Daripada maklumat di atas, jelas bahawa pengguna internet telah membazirkan
waktu melayari internet dengan perkara yang tidak berfaedah. Bahkan ada di antara
mereka yang ketagih dengan internet. Berdasarkan kajian yang dibuat oleh sebuah
pertubuhan di Amerika, di dapati bahawa 10 % pengguna internet menghadapi perasaan
ketagih untuk melayari internet. Ini bermakna mereka lebih suka untuk hidup bersendirian,
jauh daripada masyarakat dan hidup dengan hati yang terikat dengan dunia khayalan dan
keraguan melalui perhubungan mereka dengan orang yang tidak dikenali. Oleh kerana
keperluan yang mendesak, pihak pertubuhan terpaksa menjalankan pelbagai aktiviti untuk
mengubati ketagihan internet ini agar mereka dapat kembali kepada kehidupan normal
mereka bersama masyarakat. (Adel. t.t).

Pembaziran waktu dan ketagihan internet ini pastinya berlawanan dengan ajaran
Islam yang menolak umatnya melakukan sesuatu yang sia-sia. Firman Allah s.w.t:

_ _.: l :| '. -ll!, '. !. __
Maksudnya:
Dan mereka (yang diredhai Allah itu ialah orang-orang) yang tidak menghadiri tempat-
tempat melakukan perkara-perkara yang dilarang, dan apabila mereka bertembung
dengan sesuatu yang sia-sia, mereka melaluinya dengan cara membersihkan diri
daripadanya. (Surah al-Furqan: 72)

Mengikut Imam Fakhrulrazi dalam tafsirnya, maksud perkara yang sia-sia ialah
setiap perkara yang wajib dibuang dan ditinggalkan. (Ar-Razi. 2000). Justeru, penggunaan
ICT bagi tujuan yang sia-sia termasuk dalam perkara yang mesti ditinggalkan oleh umat
Islam.

3.2. Penyebaran fitnah dan pembukaan aib seseorang:

Antara keburukan penggunaan ICT ialah ia sebagai medium untuk penyebaran
fitnah dan pembukaan aib seseorang. Sifat memfitnah seseorang adalah sifat orang
munafik sebagaimana firman Allah s.w.t:

_l `l .., 1...l _ _ ,l "_. _>.l _ .,..l .,-`.l , .
.'!> !, | ,l _
Maksudnya:
Demi sesungguhnya, jika orang-orang munafik, dan orang-orang yang ada penyakit (syak
ragu-ragu) dalam hatinya, serta orang-orang yang menyebarkan berita-berita dusta di
Madinah itu tidak berhenti (dari perbuatan jahat masing-masing), nescaya Kami akan
mendesakmu memerangi mereka; sesudah itu mereka tidak akan tinggal berjiran
denganmu di Madinah lagi melainkan sebentar sahaja.(Surah al-Ahzah: 60)

Imam Qurtubi dalam tafsirnya berkata bahawa sebahagian para Ulama menyatakan
maksud "menyebarkan berita-berita dusta" ialah menyebarkan fitnah dan kebatilan.
(Qurtubi. t.t). Ini jelas menunjukkan bahawa menyebarkan fitnah adalah dilarang dalam
Islam. Termasuk dalam perkara yang dilarang juga ialah membuka aib seseorang. Firman
Allah s.w.t:


..> .-, >.-`, !.-, > `.> _!, `>l ,> !.,. :..>>
Maksudnya:
Dan janganlah kamu mengintip atau mencari-cari kesalahan dan keaiban orang; dan
janganlah setengah kamu mengumpat setengahnya yang lain. Adakah seseorang dari
kamu suka memakan daging saudaranya yang telah mati? (Surah al-Hujurat: 12)

Maksud mengumpat di dalam ayat di atas menurut Imam Suyuti dalam tafsirnya
ialah menyebut sesuatu perkara yang tidak disukai oleh tuannya walaupun ia benar-benar
wujud dan berlaku. (Suyuti. t.t). Mendedahkan keaiban seseorang menggunakan ICT
pastinya menambahkan lagi keburukannya kerana ia diketahui oleh jumlah yang lebih
ramai yang menggunakan ICT.

3.3. Penyebaran ajaran atau ilmu yang salah berkenaan Islam:

Di antara penyalahgunaan ICT ialah penyebaran ajaran atau ilmu yang salah
berkenaan Islam. Terdapat terlalu banyak penulisan, artikel, buku dan lain-lain yang
memuatkan pemikiran yang menyeleweng dan berlawanan dengan prinsip Islam yang
disebarkan kepada orang ramai melalui medium ICT.

Sebagai contoh, telah tersebar di dalam internet apa yang dinamakan sebagai Al-
Furqan Al-Jadid. Ia dicipta sebagai ganti kepada Al-Quran Al-Karim yang dilihat oleh
Amerika dan Yahudi sebagai kitab yang menggalakkan penganutnya melakukan
keganasan dan melahirkan perasaan benci kepada penganut agama lain. Di dalam kitab
yang baru ini, ia telah membuang sebanyak 21% daripada ayat-ayat di dalam Quran yang
berkaitan dengan jihad, penjagaan diri daripada melakukan perkara yang haram dan
kebersihan. Bahkan, ayat-ayat di dalam Quran berkenaan dengan ibadat, akhlak dan
keperibadian muslim telah diubah bagi menepati budaya dan thaqafah barat. Kitab ini
ditulis dengan tulisan Uthmani dan bentuk muka suratnya juga sama dengan muka surat
al-Quran untuk mengelirukan umat Islam. (Al-Furqan al-Jadid. t.t).

Perbuatan ini adalah sama sebagaimana yang dilakukan oleh ahli kitab yang
mengubah kitab Taurat. Allah s.w.t telah mencela mereka dengan firmannya:

_, _l ,.>, ..>l .,!, . l1, ..> _. ..s < .:,l ., !... ,l _, l
!.. ,. ,., _, l !.. ,.>, __
Maksudnya:
Kecelakaan besar bagi orang-orang yang menulis KitabTaurat dengan tangan mereka
(lalu mengubah Kalam Allah dengan rekaan-rekaan mereka), kemudian mereka berkata:
"Ini ialah dari sisi Allah", supaya mereka dengan perbuatan itu dapat membeli
keuntungan dunia yang sedikit. maka kecelakaan besar bagi mereka disebabkan apa yang
ditulis oleh tangan mereka, dan kecelakaan besar bagi mereka dari apa yang mereka
usahakan itu.(Surah al-Baqarah: 79)

Menurut Imam Baghawi dalam tafsirnya, pendeta-pendeta Yahudi sangat takut
kehilangan tempat mencari rezeki dan kuasa yang ada pada mereka apabila Rasulullah


s.a.w berhijrah ke Madinah. Mereka telah mengubah kitab Taurat yang menceritakan sifat
Nabi akhir zaman yang mempunyai wajah yang cantik, rambut yang kemas, memakai
celak di mata dan sederhana tingginya untuk menghalang orang Yahudi masuk Islam.
Apabila orang Yahudi bertanya kepada mereka tentang sifat Nabi akhir zaman, mereka
bacakan kitab Taurat yang telah diubah dan orang Yahudi mendapati sifat tersebut tidak
sama dengan sifat yang ada pada Nabi Muhammad s.a.w sehingga menyebabkan mereka
tidak mahu beriman. (Baghawi. t.t).

3.4. ICT sebaga alat untuk melakukan jenayah:

ICT juga telah digunakan sebagai alat untuk melakukan jenayah. Contoh
penyalahgunaan tersebut ialah sebagaimana yang berlaku kepada seorang wanita warga
Filipina yang datang ke Malaysia untuk bertemu dengan teman laman sosial di internet.
Walaubagaimana pun kedatangannya tersebut mengundang padah apabila dia dikurung di
sebuah unit kondominium Mentari Court Petaling Jaya dan dijadikan tebusan oleh empat
lelaki warga Afrika. Pun begitu, suspek tidak berjaya untuk mendapat wang tebusan.
Mangsa telah dibebaskan di tepi jalan berhampiran Bandar Sunway dengan kesan
kecederaan di badan dipercayai akibat dipukul. (Utusan Malaysia. 22 Disember 2010).

Islam sememangnya menolak perlakuan jenayah sebagaimana firman Allah s.w.t:

_,. :!.l _ _ | < > _...l __
Maksudnya:
Dan janganlah engkau melakukan kerosakan di muka bumi; Sesungguhnya Allah tidak
suka kepada orang-orang yang berbuat kerosakan.

Imam Nasafi berkata dalam tafsirnya bahawa maksud melakukan kerosakan di
dalam ayat di atas ialah melakukan kezaliman, dosa dan jenayah. (Nasafi. t.t).

3.5. ICT sebagai sarang maksiat:

Di antara keburukan ICT ialah ia adalah sarang maksiat. Gambar-gambar yang
tidak senonoh, video lucah, lagu-lagu yang melalaikan dan lain-lain lagi adalah perkara
yang tidak boleh dipisahkan daripada ICT. Islam mengharamkan maksiat dan hiburan
yang melalaikan berdasarkan kepada firman Allah s.w.t:

_. _!.l _. _.:, l ,.>l _.`,l _s _,,. < ,-, l. !>.>`., '> ,.l` >
',.s _,. _
Maksudnya:
Dan ada di antara manusia: orang yang memilih serta membelanjakan hartanya kepada
cerita-cerita dan perkara-perkara hiburan yang melalaikan; yang berakibat menyesatkan
(dirinya dan orang ramai) dari agama Allah dengan tidak berdasarkan sebarang
pengetahuan; dan ada pula orang yang menjadikan agama Allah itu sebagai ejek-ejekan;
merekalah orang-orang yang akan beroleh azab yang menghinakan.(Surah Luqman: 6)


Maksud lahwa al-hadis mengikut pandangan Imam Qurtubi dalam tafsirnya ialah
nyanyian dan lagu yang dilarang oleh Quran dan Sunnah. (Qurtubi. t.t).

Kesimpulan

Berdasarkan kepada keterangan di atas, kita dapat membuat kesimpulan bahawa
penggunaan ICT mempunyai kebaikan dan keburukannya mengikut perspektif Quran. Ini
bermakna Islam tidak menghalang penggunaan ICT selagi mana ia memberi faedah
kepada umat Islam, tetapi mengharamkannya jika digunakan untuk keburukan. Ia adalah
seumpama pisau. Jika digunakan untuk kebaikan seperti untuk menyembelih binatang
ternakan, memasak dan lain-lain lagi maka Islam tidak menghalang penggunaannya.
Tetapi jika digunakan untuk keburukan seperti membunuh nyawa yang tidak berdosa,
mencedera dan mengugut orang maka Islam mengharamkan penggunaannya.

Justeru, dapat difahami bahawa Islam sangat menitik beratkan kepada akhlak yang
mulia dalam penggunaan ICT. Islam tidak menghalang kemajuan teknologi khususnya
dalam bidang komunikasi dan maklumat selagi mana tidak bercanggah dengan ajaran
Ilahi. Sehubungan dengan itu, diharapkan kertas kerja ini dapat menyumbang ke arah
pembangunan modal insan yang cemerlang di dunia dan juga akhirat.

Bibliografi

Baghawi. (n.d) Tafsir al-Baghawi.
Darul Makrifah Beirut.
Fadhlu Hasan Abbas (Prof. Dr.). (2000)
Qosos al-Quran al-Karim. Darul Furqan Jordan. Cetakan pertama.
Abu al-Fida' Ismail bin Umar bin Kathir ad-Dimasyqi. (1401).
Tafsir al-Quran al-Azim. Darul Fikr Beirut.
Nasafi. (n.d)
Tafsir an-Nasafi.
Abu Abdullah Muhammad bin Ahmad al-Ansari. (n.d)
Al-Jamie' li Ahkam al-Quran. Darul Sya'bi Kaherah.
Al-Razi, Fakhruddin Muhammad bin Umar at-Tamimi. (2000).
At-Tafsir al-Kabir . Darul Kutub al-Ilmiah Beirut. Cetakan pertama.
al-Suyuti, Muhammad bin Ahmad et al. (n.d)
Tafsir al-Jalalain. Darul Hadis Kaherah. Cetakan pertama.
Adel Muhammad (n.d) Sabu Mafasid lil Internet
From the World Wide Web: http://www.bab.com
Ahmad Abdul Hamid (2009, Nov) al-Internet wa Atharuha al-Ijabiyyah.
from website: http://majles.alukah.net
Dr. Munas Tibi (2009, April), Ijabiyyah Syabakah Internet.
from website: http://yomgedid.kenanaonline.com
Dr. Nik Rahim Nik Wajis (2009, Ogos) E-Dagang Menurut Perspektif Islam
From website: http://zakat.com.my
World Wide Web: www.alyaseer.net
World Wide Web: www.islamonline.net
World Wide Web: http://www.eld3wah.net
Utusan Malaysia. Hasrat wanita temui teman Internet bawa padah. 22 Disember 2010


MATHEMATICS COURSEWARE FOR AUTISM CHILDREN (NUMBERS)

Ibrahim Ahmad, Faaizah Shahbodin & Aniza Othman
Media Interactive Department
Faculty of Communication & Information Technology
Universiti Teknikal Malaysia Melaka (UTeM),
Durian Tunggal,Melaka
ibrahim@utem.edu.my, faaizah@utem.edu.my, aniza@utem.edu.my

ABSTRACT

Children with autism are socially impaired and usually having problem with verbal and non-
verbal communication. The concept of Behaviorism learning theory is seen as an innovative
pedagogy to be used in producing mathematics (Numbers) courseware for autism children.
Behaviorism learning theory focuses on a behavioral pattern being repeated until it becomes
automatic. The concepts of Drill and Practices is chosen in developing the Mathematics
courseware to learn number. This prototype is specially developed for moderate level of
autistic children targeted for primary schools which covered syllabus of Mathematics
Component in the Huraian Kurikulum Pendidikan Khas Bermasalah Pembelajaran (PKBP)
set by Ministry of Education. In our research, Behaviorism learning theory and multimedia
technology have been blended in enhancing learning performance among autistic child.
Moreover, very little empirical research has been conducted to integrate Behaviorism
learning theory into learning courseware for autistic learners. Testing and evaluations have
been made with autistic children and teachers from primary school in Ujong Pasir, Melaka
and Autism Intervention Centre (NASOM). We aim to share the positive feedback from the
tester and the possibility to commercialized the research project.

Keywords: Autism, Multimedia Courseware, Mathematics, Behaviorism learning theory

INTRODUCTION

Nowadays, computers are increasingly present at the early stage of education settings.
Computer offers unique advantages in teaching. The unique advantages that are formed by
computers and learning methods are; they could emphasized practical learning, where
teachers were trained to use various teaching aids, namely educational courseware, integrate
computer-based technology into the educational curriculum in such a way improving the
learning process. This could be true for children, who received normal education.

However, there is no similar educational courseware been designed and developed for
particular learning disabilities such as Autism Spectrum Disorders (ASD). Therefore, this
research is carried out to establish an educational courseware prototype which can be a basic
electronic teaching and learning tools to help teachers and student with autism disorder in
primary schools to a life path to normalcy.

According to Siegel B. [2], Autism is a pervasive developmental disorder characterized by
impairments in social interaction, communication, and restricted, repetitive, and stereotypic
patterns of behaviors, interests, and activities. Symptoms of autism can be broadly grouped
into three domains


- Social Autistic Learning Disabilities
- Communicative Autistic Learning Disabilities
- Non-Social Autistic Learning Disabilities

As own efforts to get clear understanding, autism is a life-long developmental disability that
prevents people from understanding what they see, hear, and otherwise sense. It is a
development disorder characterized by unusual, repetitive, or severely limited activities and
interests, problems with verbal and non-verbal communication and impaired social
interaction.

According to Williams M. [3], people learn using all five senses whereas 83% through the
sense of sight, 10% through the sense of hearing, 4 % through smell, 2 % through touch and
finally 1% through taste. Since so much learning is done involving the sense of sight, this
ongoing prototype should capitalize on this fact and use it to the fullest advantage in helping
autism students to learn more effectively. Multimedia elements consist of texts, graphic,
animations, video and sound effects.

Since this on-going prototype is focused on children with autism, psychologists have shown
that they can often improve the quality of life for many children with autism and help them to
integrate more successfully into society using behavioral programs. The approach to
treatment for children with autism is termed Discrete Trial Training, which is also known as
Applied Behavioral Analysis (ABA) or Lovaas Method. DTT/ ABA is a procedure that uses
the principles of learning theory to improve behaviors that are deemed socially significant
and it is based on the theory of behaviorism. The use of BTT/ABA approach to treat children
with autism was pioneered in the late 1960s and 1970s by Dr. Ivar Lovaas at UCLA. Lovaas
was well trained as a Skinnerian behavioral psychologist.

Discrete Trial Training Approach involves a series of distinct repeated lessons or trials taught
one to one. Each trial consists of an antecedent, a directive for the individual to perform
action, or the reaction based on the response of the person. DTT has been used to successfully
increase IQ and cognitive skills and has also been shown to have long-term success
introduced by Lovas in 1993. Children with autism often face many deficits and difficulties
in learning. According to Siegel B. [2], below are the components of Discrete-trial training
approach which can help to compensate for difficulties in learning for autism children.

ANALYSIS FROM THE CASE STUDIES

The behaviorism learning theory of Skinner in argues that the use of technology in teaching
can increase learned behavior by organizing learning objectives, increasing the frequency of
positive reinforcement, customizing the learning experience and freeing teachers from
repetitive teaching [4].

An analysis of user needs must be done in order to design and develop the courseware to
meet those needs. In designing and developing this courseware prototype, the problem of
autism children in learning and teaching are the most important that need to know and
understand. Some interviews and study cases of autism children have been done [1].

Result from the interviews that has been done with Encik Anuar bin Mohd Said, who is a
special education officer in Special Needs Unit at Melaka State Department of Education, he


said that individuals with autism have extremely difficulty in learning language, social skills
and in relating to people. Below are the characteristics of autism children that have been
summarized from the interviews:

- Display indifference
- Does not play other children
- Talk incessantly about one topic
- Echolalia, copies like parrot
- No eye contact
- Some can do thing very well and quickly but not tasks involving social understanding
- Variety is not the spice of life
- One-sided interaction and lack of creative

According to En Izhar Ibrahim, his son Izzadin Fikri, 12 years old is having asperger which is
one of the spectrums in autism. He gives more prone to academic but talks less. Most of the
times, he only spend in his own world. At first, they do not detect or realize that their son is
having autism. But then the problem started to arise when they send his son to the
kindergarten. The teacher started complaining that he did not give any respond during the
learning session. He will not look at what the teacher teaches in front but the homework
which was given to him is completed. After he meets the doctor to identify his son problem,
the doctor admits that his child has a problem like an autism children.

Two case studies have been conducted in special education of Malacca Bukit Cina Primary
School in order to know and understand the current levels of performance of autism student.
In the first case study, Siew Ting, who is 9 years old and a female autism student, able to
answer and response simple questions such as her favorite colors and name. She looks normal
like other normal students. She can follow simple instructions and response to the questions.
She looks to the people, but there is no eye contact and have flat affect with the people talk to
her. According to her teacher, Madam Rose Mary, she is able to learn things but lacks of
social interaction with her friends.

In the second case study, Mohammad Danial, who is 7 years old and a male autism student,
able to answer his name, but he is keep on repeating his name until his teachers touch her
neck, then he will stop mentioned his name. He can answer, understand and response to the
questions. He engages in repetitive body movements such as hand clipping and displays a
narrow range of emotion.

THE DEVELOPMENT OF ASSISTIVE INTERACTIVE LEARNING FOR AUTISM
CHILDREN

Based on the finding from case studies mentioned, a project for an assistive interactive
learning for autism children named Math for Autism has been developed. In this project,
the researcher tries to integrate the practice and drill technique with the Discreet Trial
Training (DTT) approaches in this interactive courseware. The objectives for this interactive
courseware are to assist children to understand the concept of number, acquire and apply the
basic skills in mathematics in their life. Figure 1 shows the course map for the whole
courseware that has been developed.


Figure 1: The course map of Math for Autism

The characteristics chosen from the DTT Approach and try to apply into the courseware are:

Cause-effect learning and observational learning
Children with autism typically have a great deal of difficulty in "picking things up" from their
environments. To compensate them, DTT teaches skills and behaviors explicitly, without
relying on these areas of difficulty. Using discrete trials a full motor - prompting, the child is
presented with a simple task (like touching nose).

Attention
Many children with autism begin a program with rather short attention spans. In DTT, tasks
are broken down into short, simple trials. At the starting of a program, interactions may only
be a few seconds in length. As the child's attention span increases, the length of the
interactions increases accordingly as depicted in Figure 2: Bedroom setting.


Figure 2: Bedroom setting

Motivation
Children with autism may not be as motivated to work as other children might be. DTT
attempts to build this motivation by rewarding performance of desired behaviors and
completion of tasks with tangible or external reinforcement (food, toys, and time to play).
That external reinforcement is paired with social praise with a hope that eventually praise will
become as reinforcing as the treats. Figure 3 and Figure 4 below shows one of the learning
activities to motivate student to count the number by using game. Students also will be asked
to write and spell the number as shown in Figure 5 and 6 respectively.

Figure 3: Counting Time


Figure 4: Game Zone

Stimulus control
In DTT the presented stimuli (typically instructions from a teacher or parent) is clear and
relatively consistent. The child is given rewards only for behaviors in response to those
stimuli so that eventually he comes to understand that certain stimuli are probably more
deserving of his attention than others.

Generalization
Generalization, the application of a behavior or skill across a number of environments or to a
number of related behaviors, is typically quite difficult for children with autism.
Consequently, the instructions in good DTT programs are designed to change over time, in
content (the verbiage of the instruction) and context (who is giving the instruction, where and
when it is being given).

Figure 5: Write Number

Communication


Often in children with autism, both expressive and receptive languages are deficient.
Teaching that relies on a great deal of verbiage from the teacher, then, is often too difficult
for these children. The instructions given in discrete trials are simple, concrete, and clearly
provide only the most salient information, especially at first. The DTT/ABA approach
presents several advantages for children with autistic spectrum disorders. It uses clear
behavioral principles to establish a learning contract that for many parents of children with
autistic spectrum disorders provides them with their first opportunity to teach their child
directly and effectively. As the conclusion for this section, this approach can be applied in
developing an educational courseware prototype for children with autism.

Figure 6: Spell the Number

CONCLUSION

Designing and producing multimedia based courseware as a learning tool especially for
students with learning disabilities is not an easy job. It needs a deep study to search a suitable
approach, technique and method to cater various types of disability students. One of the
suitable approaches for autism students is using a Discrete Trial Training Approach.

References

[1] Ibrahim Ahmad et al. (2009) The Designing of Interactive CD Learning for Treatment
of Autism Children, Proceeding on 14th International Conference on Education,
Universiti Brunei Darussalam.
[2] Siegel B (2003). Helping Children with Autism Learn PHD. Oxford University.
[3] William M (2000). Integrating Technology into Teaching and Learning Concepts and
Application. New York. Prentice Hall.
[4] Gary A.B (2003). The knowledge Medium: Designing Effective Computer Based
Learning Environments. California State University, Channel Island.
[5] Abdul Latif A.R (2007). Austime, Satu Pengenalan dan Pengalaman. Kuala Lumpur.
Venton Publishing Sdn Bhd.


USING AUGMENTED REALITY FOR SUPPORTING LEARNING HUMAN
ANATOMY IN SCIENCE SUBJECT FOR MALAYSIAN PRIMARY SCHOOL

Huda Wahida Rosli, Fauziah Baharom, Harryizman Harun, Ali Yusny Daud,
Haslina Mohd, Norida Muhd. Darus
Universiti Utara Malaysia
Sintok, Kedah, Malaysia
hudawahida@yahoo.com

Abstract
This study proposes a conceptual model for exploring the prospect of a new form of Virtual
Reality (VR) application called Augmented Reality (AR) technology in education domain.
AR sets itself apart from VR by allowing integration of 3D virtual objects into real
environment in real time thus allowing student to relate with their physical environment and
also making the subject more interesting. It is hoped that by implementing AR in Science
learning helps to counter the declining interest in Science subject in Malaysian public schools
particularly in suburb area. AR able to help reduce the complexity of subject thus captures the
interest of student in learning science which the difficulty has become a norm for a long time.
This article is a concept article based on portions of literature review cum preliminary study
from a research that is still ongoing. The benefit of this project is for teachers and students
alike. It provides the teachers teaching aids and transforms the learning session to be more
interactive, attractive, and effective. As for the students, it assists in building their creative
thinking, improving their comprehension, and changing the paradigm of science learning
curve. It is highly hoped that the article would enlighten teachers in utilizing AR towards
dissemination of sciences knowledge and information.

Keywords: Augmented Reality, human anatomy, Science subject, education

1. INTRODUCTION
Science plays an important role in our life. It is a core subject in the curriculum for students
in preschool, primary (Malaysian of Education (MOE), 2009a) and secondary school (MOE,
2009b). The content of science for Year One in primary school focuses on human body,
animals, plants, senses, float and sinks, and also light and dark as basic areas of science itself
(Wan Zaharah & Missiah, 2003). As a point of discussion, this paper focuses on the human
body topic. It cant be stressed enough that science learning is important hence the
introduction of AR helps students to nurture their creative thinking, improve their
comprehension, and change the paradigm of science learning curve. Augmented Reality (AR)
evolved from Virtual Reality (VR) (Azuma, 1997; Kaufmann, 2003, 2005; Lyu, King, Wong,
Yau & Chan, 2005; Basogain, Izakar & Borro, 2007; Pribeanu, Vilkonis & Iordache, 2007)
approaches thus allowing computer animation goes one step further and open up to new
applications in many different fields (Tucker, 2004). AR differs from VR where it requires
real time marker for it to function (HITLabNZ, 2002). It allows merging of virtual
information with the real environment to provide user with more immersive interaction with
their surroundings (Hainich, 2006).
Education sector gains benefits from AR where it helps to create new exciting approach of
delivering teaching content (Billinghurst, 2002). This paper presents the AR technology as an
innovative tool for the educational environment. This paper starts with the definition and a
little bit history of AR and also comparison between AR and virtual reality (VR). Following


is how AR has been used in education, human anatomy in Science Subject and a few of
application of AR in education area. Lastly, the article discusses contributions of AR in a
classroom.
2. AUGMENTED REALITY
Ivan Sutherland is considered as the pioneer of AR field since he first developed the display
advancement in virtual area device, the Head Mounted Display (HMD). Researchers or
whoever interested in this area noticed that it is the beginning of the innovative technology of
AR (Azuma, Baillot, Behringer, Feiner, Julier, & MacIntyre, 2001). In the last few years,
technological advancement in computer processing power as well as in computer vision
research has helped to improve the study of AR (Behringer, 1999). The technology is still in
early stage however, the potential of AR technologies will grow rapidly and it can be applied
in so many fields not only in engineering (Kumaran, Santhi & Anand, 2007), medical
(Sielhorst, Obst, Burgkart, Riener & Navab, 2004), and construction (Webster, Feiner,
MacIntyre, Massie, & Krueger, 1996) but also in education (Billinghurt, 2002). According to
a definition provided by Milgram, Takemura, Utsumi & Kishino (1994), AR is a sub category
of mixed reality (MR) area based on real-to-virtual continuum, shown in Figure 1. MR
environment is a single display while two environments consists real environment and virtual
object environment presented together at the time (Milgram et al., 1994). Virtual Reality
(VE) added the virtual object into one space the surrounding known as Augmented Virtuality
(AV). While, Real Environment (RE) added the virtual object into the surrounding
environment knows as AR (Azuma et al., 2001). This study focuses on AR and next section
discusses more about the differences between AR and VR.

Figure 1: MFilgrams Reality-Virtuality Continuum (Milgram, 1994)
3. AUGMENTED REALITY (AR) VS VIRTUAL REALITY (VR)
AR and VR are significantly different from several aspects. The details of the differences are
as explained in Table 1 (Mohd Nihra & Norazlina, 2007; Kaufmann, 2003, Costello, 1997).
Table 1: Comparison between AR and VR
Differences AR VR
Environment Combined both real and virtual
objects coexist in the same
space and in real-time at real
environment
VR is requires totally
immersive in the virtual world
environment that a replaces the
real world.

User View Allows user to see the real
world around him and the
virtual object
User see the virtual
environment only
Need Space/Room No Yes


Health Issues AR solved the motion
sickness problem through
superimposed virtual image in
real environment through
special marker where human
brain can still process and
accept such idea
Known as motion sickness
where human brain unable to
differentiate between virtual
and reality and cause nausea
and heavy headache.
Safety Users feel comfortable and
able to control the
environment.
User feel unsafe because their
view blocked by the virtual
environment
Sense of immersion None Low Medium high
Based on the explanation of the differences between AR and VR above, it can be
hypothesized that AR is more suitable to be implemented in education because AR does not
distract the students from the real world hence; they are able to utilize the technology and at
the same time receive instructions from teachers. Moreover, it is much safer compared to VR
to be used as tool in teaching and learning since AR solved the motion sickness issue raised
by VR.
4. AUGMENTED REALITY IN EDUCATION
Rooting from the comparison between augmented reality (AR) and virtual reality (VR) in the
previous section, clearly AR is the more suitable to be implemented in a classroom and
dwelling on this notion, this study is conducted. Selecting science education as the focus, AR
is able to stimulate new type of interactivity with virtual world for the student in Year One
thus is able to assist in their mental development. This area should focused to change the
traditional method material have been transform with the new material or tools to improve the
efficiency teaching method based (Jensen, 2002; Basogain et al., 2007; Balog, Pribeanu &
Iordache, 2007) and AR can provide new experience to them. AR technology is suitable to
applied in this area (Billinghurst, 2002) where this technology a valuable and interactive tool
in academic process. According Billinghurst (2002), the educational experience in AR is the
ability to support the smooth transition between two environment which is reality and
virtually.
Utilizing AR in education will nurture creative thinking among students and enhance their
understanding in Science subject. AR provides exciting tools for the students to learn and
explore new things in more interesting ways. Having said that, Science subject will be more
significant to the young students because every finding is the fruit of their own exploration.
Other than that, it is also act as a paradigm shift to the students to see the Science subject as
something interesting and enjoyable to learn.
5. PRELIMINARY STUDY
In an effort to strengthen the fact of AR contributions in education, interviews had been
conducted at five primary schools in Jitra, Kedah vicinity. It is found that the five teacher as
the expert respondents who have been teaching the Science subject for more than five years
gave good responds to the implementation of AR in the proposed topic which is human body.
The teachers can make some preparation before classes using the latest and new method
besides adding the learning aids. It also helps the teachers to enhance the reading materials
and encourage the teachers to always be ready with other knowledge. In addition, the often
main problem faced by the teachers during the teaching and learning session using the


learning aids, the CDs as an intermediary teaching module is the students easily lose focus in
a learning session. This becomes a barrier to teachers to use the CDs as a learning aid because
it is not able to attract students. Therefore, AR technology is built as a solution for the
problems.
Technology that uses this approach is appropriate to implement the Year One students
because at this age, their curiosity is higher in line with their imagination level. Apart from
that, this technology can help to build their creative thinking, improve their understanding
and feel that science generally, and human anatomy specifically is the interesting subject to
be learned.
According to the respondents, students basically will be taught on how to pronounce and
what are the parts and the functions of body parts are and how to take care of them. The
following are the common learning aids used by respondents such as singing, drawing, chart
diagram, word card, puzzle, exercises, worksheet, following the respondent movement, and
CDs. This study is conducted to proof that AR is fit as an addition to the long list of learning
aids which can greatly assist teachers in diversifying their learning tools and it will make the
learning session more attractive and effective.
Table 2: Interview result
Problems in Science subject Percentage in Science subjects decreased in several schools
in the UPSR examination is caused by three main factors:
i. Preparation of teachers in classes: when teachers are
not prepared the learning aids (BBM) and Teaching
and Learning (P&P), this is a reason that students
feel less interested in the delivery of these teachers
and this will impact directly to the subjects taught
ii. Exposure of teachers with UPSR examination
papers: The teachers who are experienced in
marking examination papers having different
teaching methods than teachers with less or no
direct experience in the field and this causes give
the impact for the standard marks.
iii. Teachers experience in teaching Science subject:
The main problem in the Primary Schools is those
teachers who teach the Science subject majority is
non-Science subject option.
Problems using technology as
learning aids in Science
Subject
i. Students easily lose focus of the session learning to
use the CDs as a medium of teaching modules
ii. CDs supplied damaged
iii. Computer that is often problematic and often
damaged

Advantages using technology
as learning aids in Science
subject
i. Teaching and learning more attractive and more
efficient
ii. Teachers who use the technology as learning aids, it
is more confident and able to describe a thing more
clearly
Implementation of Augmented
Reality (AR) Technology in
i. Students more interested and able to development
their minds of human internal organs that are not


Science Subject focuses on
human body
available in textbooks
ii. Teachers can add learning aids and can also make
preparations to class with new technology.
Table 2 shows the analysis obtained from interview. Based on interviews carried out, the
study found that the respondent still unaware and unfamiliar with the existence of AR
technology. The concept of education in this level is to introduce the fundamental topic as
early exposure to students. According to the respondents, students in Year One have learned
with fast because of their high level of attention and their easy learning attitude. This is
advantages to them because it is early exposures to cover the fundamental aspects and
encouraging the creative and critical thinking skills in order to assist their mental
development.
Human anatomy topic is too common that covers the external body and the students only
learn the basic function of the body. Therefore, this study aims to improve the existing
knowledge by adding the basic knowledge of the internal organs and the students also learn
the basic functions of the organs. This study only reflects a small portion of contributions of
AR in a classroom.
6. EXAMPLES OF AUGMENTED REALITY IN A CLASSROOM
The academic area also affected by these technologies and could be implemented in many
area of education such as medical (Sielhorst et al., 2004), geometry and mathematic
(Kaufmann & Papp, 2006), archeology (Balaguer, Lors, Junyent & Ferr, 2001), symbol
language (Wagner & Barakonyi, 2003) and other disciplines will be applied the technology.
From the literature, this section will highlight the sub of education area that has been applied
AR technologies such as astronomy, biology and storytelling.
Shelton and Hedley (2002) has developed virtual sun and earth through AR to teach students
astronomy. The model has the ability to view from any of the students view and position.
They found out from their study, the students received a significant understanding through
the projected image of AR they concluded that by allowing the students to manipulate the 3D
objects, however there is little misunderstanding in grasping the subject. The usage of visual
and sensory information creates a powerful learning experience for the students. Shelton
(2002) also hypothesize that 2D diagrams shown for learning and education creates a
cognitive filter and is researching further to understand the learning content based on AR
interaction using the direct cognitive path.
In biology area, Juan et al. (2008) produced the learning system on interior human body.
These systems able for students operate which part their needed to explore the human organ
on detailed. In addition, this system allows students to choice female or man body. In
generally, the objective developing this system is too determined whether visualization gives
the influences perceptions to students. At the end of this study, students consider using this
system for learning and enhanced their understanding about the human body.
This technology is currently suitable to implement in storytelling. Billinghurst et al. (2001)
developed The MagicBook application. This book replaced the traditional method of book. It
seems the fantasy since students can see the 3D animation virtual model appearing on the
current pages using the AR display. They can see the pop-up avatar characters from any
perspective view. It liked students immerse in the environment both real and virtual knows as
mixed reality.


There are several examples that using AR in classroom for learning process. However, there
are so many studies conducted to prove that AR practicable to implement in classroom and
the result of those studies shown this technology help to improve the learning process. There
are abundant of benefits that AR could carry into the classroom and next section would focus
on this.
7. BENEFIT OF AUGMENTED REALITY IN A CLASSROOM
According to Billinghurst (2002), the reasons to implement AR in education domain includes
its support of seamless interaction, use tangible interface metaphor and transitional interface.
The seamless interaction means students can be seated in a group viewing the same display
on the same space combining the virtual object and real environment at the same time.
Meanwhile, tangible interface metaphor manipulates the virtual objects using the HMD or
Interaction system could be using keyboard. Moreover, the ability to transit smoothly
between the real and virtual environment allows the students to experience both worlds
activity simultaneously.
Several advantages to integrated AR technology in education are to improve the skill of
teaching when teacher become a creative to manipulate the learning tools. Other, science
experiences also influent to enhance the students to construct their intellect, thinking skill
(Martin, Sexton, Franklin, Gerlovich, & McElroy, 2009) and make them more confident to
manipulate the machine.
Many researchers (Cooperstock, 2001; Billinghurst, 2002; Kondo, 2006; Kaufmann & Papp,
2006; Balog et al., 2007; Basogain et. al, 2007; Juan, Beatrice, & Cano, 2008) supported that
have many benefits implement AR technologies in academic especially to improve and
empower the tool for education and make learning more attractive and fun for students
learning environment (Bruce, 1997; Martin et al., 2009). According to Kaufmann (2003) and
Martin et al. (2009), the assistive technologies cannot guarantee academic success but it
provides to students the alternative ways to ease understand the subject using innovative tool
technology.
8. CONCLUSION
These paper presented concept idea of AR technologies. There are many more benefits that
can be utilized with this AR technology in education area. Highly hope, with the few selected
benefits has been discussed in this article that can be motivated to educators to implement
these technologies in classroom for the future as learning aids.
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COLLABORATIVE NETWORK SECURITY MONITORING (NSM) ANALYSIS
FOR NETWORK FORENSICS INVESTIGATION
Ali Fahmi Perwira Negara
1
, Asrul Hadi Yaacob
2
, Mohd Fikri Azli Abdullah
3

1,2
Faculty of Information, Science, and Technology (FIST)
Multimedia University (MMU) Malaysia
Jalan Ayer Keroh Lama Melaka 75450 Malaysia
1
ali.fahmi.pn@gmail.com
2
asrulhadi.yaacob@mmu.edu.my
3
School of Electronics and Computer Engineering
Chonnam National University, South Korea
3
mfikriazli@gmail.com

Abstract
Easy information exchange supported by recent networking technology exposes a security
issue. To determine and then to recover from a computer-related incident, theres necessity to
have a measure and to determine responsive steps like a possibility of legal proceedings in
which requires a special skill in a field known as digital forensics. Its sub discipline, network
forensics, in particular has increasingly been popular due to the fact that most incidents occur
through a network. Network forensics still encounters some problems due to its nature as a
joint field of study comprising from computing knowledge to law area. As a joint field of
many areas of expertise, network forensics shares same problems encountered in the field of
digital forensics. Complexity of the process and massive quantity of data being analyzed are
two major problems. There exists an advanced network monitoring technique called Network
Security Monitoring (NSM) that comprehensively dealing with data travels across network as
a method on network forensics investigations. Based on NSM, this research addresses those
problems on network forensics. NSM provides a platform to help structured evidence
collection and further analysis in a complex network forensics investigation. The existences
of collaborative tools in this research are used by investigators to simplify joint network
forensics investigation enabling various people from different backgrounds to work together.
Keyword: Network Security Monitoring (NSM), collaborative tool, network forensics

1. INTRODUCTION

Network forensics are performed by making use network monitoring techniques in which
they commonly involve only few types of data like log and alert data investigation. However,
there exists advanced network monitoring technique that more comprehensively dealing with
data travels across network. The technique is called Network Security Monitoring (NSM).
NSM provides a platform to help structured evidence collection and further analysis in a
complex network forensics investigation. The paper will show how NSM is used in
investigation and how one existing tool and another one newly introduced prototype tool are
used in a collaborative network forensics investigation.
The rest of paper is structured in 5 sections. Section 2 describes about related works. Section
3 demonstrates on using NSM in network forensics investigation. Section 4 explains the
details of design system and its implementation. Section 5 concludes the paper with a brief
summary.


2. RELATED WORKS

CS Lee and Meling Mudin (2009) explains network forensics as a process involving the
collection of network packets from wired or wireless networks, analyzing, recovering the
information from the packets and reporting them in presentable and forensically sound
manner. Tons of data from networks can only become useful information and evidence only
if investigators understand on how to correlate Network-Based Evidences (NBEs) so that
they able to reduce NBEs only to a useful remainder. Only by then, this useful remainder is
subsequently analyzed further. Wei Wang and Thomas E. Daniels (2005) respond the
challenges of network forensics as stated by Brian Carrier (2005) about complexity in
investigation process and massive data involved in it. Wang and Daniels explain the demands
of network forensics analysis technology. In their arguments, they emphasize about friendly
interface to help investigators producing evidence like intrusion evidence and also argue
about analysis results should be presented in an intuitive approach. The ad-hoc nature of
cyber attacks indicates that expert opinion and out-of-band information must be efficiently
integrated into the human reasoning intuitively especially to the non-technical investigators.

3. NETWORK SECURITY MONITORING (NSM)

3.1 NSM in Network Forensics Investigation

It is often realized in during network forensics investigation that data collected is neither
sufficient nor presentable to analyze and even to use it as evidence of an incident. This
mostly happens due to either lack of data collected or less comprehensive data collected.
Common network monitoring technique involving only analysis of few types log-based data
usually encounters those obstacles.

Considering those, NSM is introduced to fill the void. Bejtlich and Vischer (2005) define
Network Security Monitoring (NSM) as The collection, analysis, and escalation of
indications and warnings to detect and respond to intrusions.(p.25). NSM allows
investigators to collect, identify, examine, correlate, analyze all traffic that may and may be
not related to the incident. NSM is different from a merely an intrusion detection often used
in common network monitoring. In NSM, it more comprehensively focuses towards the
whole packet and traffic that may cause an alert in intrusion, be it a traffic that preceding the
primary event causing alert, traffic during incidents/events, or a traffic after the main event.
Through NSM, investigators may be able to see a clearer picture of an incident compared to
common network monitoring. They do not depending on solely alert generation which is not
a reliable way to perform network forensics. Alert is just simply an early alarm by which it
may or may not lead to a legitimate event. It may give a false alarm (either positive or
negative) which can be confusing in investigation. NSM gives a full picture of data and
traffic from the event generating alert so that analyst and investigator won't be misled.

Another difference with common network monitoring is in terms of data types to collect.
NSM performs standard data collection encompassing 4 data forms: statistical data, session
data, full content data, and alert data. By collecting them, NSM gives full clues and leads
neutrally to investigators that may be necessary for forensics investigation, reducing chance
of false negative or positive data. This principle is in conjunction of basic investigation
principle: Assume nothing over a crime scene.


3.2 NSM Analysis: From Raw Data to Presentable Evidence

Common network monitoring is often only up to data acquisition and analysis for one selfs
purpose while network forensics investigation, the process is longer, starting from
preparation to a presentation of evidence. Therefore, network forensics is not only things
about capturing data and analysis only. There are at least 2 main phases in investigation, one
(1) is the data acquisition (which most of the time investigators deal with raw, uninterpreted
data) and its analysis (pre-analysis) and the other one is (2) another analysis process of
producing presentable evidence (post-analysis). The earlier phases will mostly be concerned
by investigators possessing technical backgrounds in computing technology while the latter is
much of concerned to investigators related to legal matters.

According to the phases above, there is often a difficulty that occurs in 2 type of situation
when (1) an investigation is taking place during analysis of raw data and (2) in transition
from passing a data from pre-analysis consisting full technical information to convert it to
presentable evidence during post-analysis. The difficulty most of the time occur as the
investigators dont have a proper tool to communicate and to collaborate the data among
themselves, especially between technical investigators (IT experts) and non-technical ones
(policemen, prosecutors, etc.). Larry E. Daniel (2010) has expressed his experience regarding
the 2
nd
situation in his article Attorneys are from Mars, Computer Forensics People are from
Pluto mentioning that it indeed exists a communicating barrier among the kind of
investigators like attorneys and the computer-types investigators like him when
communicating findings or delivering presentable data to non technical investigators.

3. NETWORK FORENSICS WITH NSM METHODOLOGY

As a sub discipline of digital forensics, network forensics using NSM shares same
methodology to conduct an investigation. The methodology consists of three (3) main steps
which are (A) identification, (B) preservation, and (C) reporting/presentation. In details,
preservation process can be further elaborated into two (2) sub-processes which are data
collection/acquisition and analysis of data.

Figure 1: Standard digital forensics investigation method
(Courtesy of Cyber Security Malaysia)

The first step is the identification process to determine a starting point on investigation. This
step is to decide from which position to start the investigation. Upon completion of


identification, they go to the most critical step that is preservation process. It will be the 2
nd

step as it will deal directly to data and to process on how data is collected and subsequently
then analyzed to extract useful information towards the aim of investigation. This is the
trickiest part as investigators are exposed to risk of either collecting evidence that contains
insufficient to analyze it or collecting evidence but not presentable to analyze, or worst is
unable to collect the data. The last step to be accomplished is about how the information is
reported and presented from analyzed data properly.

4. DESIGN AND IMPLEMENTATION

4.1 System Architecture Design on Local Area Network (LAN)

Figure 2: System architecture of NSM in a LAN for forensics purpose

The system architecture of NSM mainly consists of 3 components as the essential building
block of any NSM systems which are the sensor, the server, and the client. The sensor is
basically a device where all tools for data acquisition and collection are deployed into. The
sensor can be either connected to dedicated network tappers and run in promiscuous mode to
avoid traffic generation from itself or it can be installed in the gateway where all inbound and
outbound traffic over a network pass it by. The server is the element that functions like the
brain and heart of the system as it controls and serves the flows of data and request flowing
from sensor to server, client to server, server to sensor, and server to sensor. Moreover, it also
controls on how data is being stored and archived in the database of evidence collection. The
last element, the client, is basically an interface for analysts to retrieve and analyze data from
the server. In the sensor, besides tools for capturing purposes, it is installed a web server and
a web-based collaborative tool for post-analysis of forensics investigation. In client side, a
client application is installed to provide a collaborative tool among analysts investigating
raw.

4.2 Collaborative Tools on NSM-based System for Network Forensics

The collaborative tools which enable collaborative NSM analysis in this research are
basically divided into two categories: 1
st
situation of raw data investigation and 2
nd
situation


on transitional analysis for proper evidence presentation. The tools are Sguil (pronounce as
sgweel) and PacketMonzeight. The role of each collaborative tool differs from the part they
contribute in investigation. This research shows how the tools take their part on investigation
based on an investigation later. The role of each tool is briefly described according the
categories as following:

4.2.1 Collaborative Tool for Pre-Analysis (Raw Data Analysis)

Raw data analysis often mentioned as a nightmare in investigation process as it involves very
large and massive data about traffic across a network especially if the network investigated is
a high bandwidth and fast network. Coupled with the nature of investigation process that is
complex, existence of a tool in this process is highly regarded as very helpful during
investigation. Here, the main tool for collaborative analysis for low level and raw data used is
Sguil which enabling analysts to investigate together. The Sguil tool originally developed by
Bamm Vischer basically is the back bone of the NSM system implemented in this research.

4.2.2 Collaborative Tool for Post-Analysis (Evidence Presentation)

Upon completion of analysis of low level data format and extraction of useful information
done by technical investigators (analyst), the subsequent step is to communicate findings and
present evidence (NBE) in a proper way to present it in such a way that is easy to understand
for non-technical reader and accepted by legal proceeding. To achieve those, the
collaborative tool must appear in intuitive way, be able to keep track of investigation process
goals (investigation target and scheduling, etc), enable in such a way that the tool drives
collaborative effort such as discussion in findings, easy access to collection of evidence,
report, etc. in investigation for cross check analysis, file sharing, and so on. If the tool can be
made ubiquitous and easy to access while mobile, that will be another advantage. Therefore,
a web-based collaborative tool is the solution over those requirements above.
PacketMonzeight is then introduced in this paper and proposed to cater those requirements.

4.3 Implementation on Scenario-based Incident

The implementation of the tools is demonstrated through a scenario that simulates an
incident. This scenario incorporates demonstration of possible security incident in a fictive
entity. The scenario covers from attacking scenario, detection and identification scenario, and
recovering the NBE. The scenario is as following: A company named MICROSOLVE has
been targeted by an attacker who trying to get into the network to steal companys secret
information. This attacker will try to gain access by exploiting a hole to gain root shell or
admin privileges. Upon successful, the attacker will breach into secret file data storage and
get some confidential data in it. Lastly, the attacker will make use of FTP service in targeted
host to transmit the backdoor to access the compromised host next time. MICROSOLVE has
deployed NSM system into their network with router/firewall NAT-enabled which also acts
as a sensor. Variables here used are 192.168.1.100 for attacker and 192.168.1.101 for the
gateway/sensor of MICROSOLVE network. The testing scenario are done inside a LAN
where sensor and attacker at the same LAN and the other LAN resembles MICROSOLVE is
NATed by the sensor/gateway/firewall in 192.168.2.0/24 network.


4.3.1 Attack Phase

The attack phase will consist of reconnaissance phase, exploit phase, and reinforcement-
consolidation-pillage phase. The reconnaissance phase uses techniques such as port scanning
to determine services running on targeted host that can be a hole to exploit later on. In this
research port 21, 22, 53, 80, and 9080 are purposely opened. Then, the exploit phase will take
place upon completion of reconnaissance or information gathering. Here, the exploit is
launched to port 9080 using a module of Metasploit Framework (MSF) v3.3 called
Snortbopre (exploit to back orifice stack overflow of unpatched Snort v2.4.x to port 9080)
that resulting a shell root gained.

Figure 3: Exploitation to vulnerable port 9080 resulting root shell access

Upon successful exploitation, the attacker then successfully gain access to the system and
start doing reinforcement and consolidation by transmitting and installing a backdoor file for
future access. Then, attacker will do the pillage phase which is to steal the desired file he/she
wants to steal.

4.3.2 Detection and Identification to Respond: Sguil in Action

In MICROSOLVE side, the NSM system notifies to the investigators that theres a possible
breach attempt or even breach event. Alert data has been generated by the sensor to warn the
investigators that theres event been taking place in the network. The warnings are:


Figure 4: Alerts generated as a result of incident

From the warnings, the investigators now can detect and recognize what is likely the attack
is. To verify and examine the event, the investigators must also look to other data rather than
just warnings. This can be done using Sguil. Furthermore, when investigators are using Sguil
together, they can communicate through their running Sguil connecting to the same host
when doing real time analysis together at the same time. This is the deeper look of warnings
in Sguil:

Figure 5: Sguil simplifies investigation with its friendly UI and discussion features

The output of NSM over the incident is displayed in simple interface in Sguil. In Sguil, it can
be seen the TCP stream session flow data (timestamp, communicating parties IP and Port
No.), the alert data (spp_boo: Back Orifice Snort Attack exploit, etc.), Statistical Data (in low
left corner panel; packet stat, bandwidth consumed, alert generation rate, etc.) and also full
content data at the low right corner displaying the actual content and payload along with the
disassembled protocol data to make analysis easier. From here, the analysts/investigators
have gained critical and valuable insights to determine the more similar process through other
tools to verify the data obtained and also to extract other type of information in which Sguil
cant adequately provide in its interface. As an example, using Wireshark to examine the
pcap packets captured across network using NSM technique. Later in the evidence recovery,
it will be shown on how to verify the NBE found and to see the information.


4.3.3 Evidence Recovery Process

Another excellent factor implementing NSM is easy to recover the evidence needed to prove
such an incident truly happened. Through NSM, during setting up the sensor, a NSM sensor
is configured to have the suspicious packet related to alert to be reduplicated separately from
other packet in a form of libpcap-based file. Among all packets captured in the regular
directory, it is possible that there are a lot of other files that can be the NBE for an incident.
However, the massive size of them makes it not feasible to check the whole packet per
individual packet basis. By configuring sensor to do reduplication specific packet that
generates alert into separate directory/partition, the investigators have a more focused object
to be examined. If later other packets related to the specific packet deemed necessary to be
inspected also, then at least investigators have a clear starting point to inspect a packet rather
than a random checking one. The evidence that can be recovered from the incident scenario is
shown as following:

Figure 6: The information obtained from NSM in the incident

The NBE above shows some useful information about the chronology on how the attack was
carried out resulting in incident. The evidence above shows 3 types of events prior to the
breach to the 192.168.2.0/24. They are done by exploiting and attacking the
gateway/firewall/router/sensor in 192.168.1.101 (which NATed the 192.168.2.0/24 network).
Above information displays three (3) types of attack to the sensor: (a) aggressive port
scanning to reveal vulnerable hole displayed in red colored TCP/IP stream, (b) FTP session in
(light violet colored) to the 192.168.1.101 to transmit malicious backdoor and also stealing
information from MICROSOLVE, and (c) the exploit attacks using Snortbopre exploit to port
9080 (in W32 system known as glrpc port) to gain root shell/admin privilege. The attacker
address is also able to be recorded to trace it later on or to explain source of incident during
law enforcement hearing/investigation session.

4.3.4 Communicating to the Less Technical Investigators

Identification to determine the starting point to acquisition and raw data analysis is done.
Technical investigators have agreed on conclusion upon data analysis and interpretation on
the look of incident. Simply said, the pre-analysis is done to post-analysis turn. Now its the
time to make the information obtained useful for further process especially the legal


proceedings. The legal proceeding requires well organized investigation process, concise,
trusted, and accurate evidence.

To present NBE and show how investigator is conducted in well archived and concise
manner, PacketMonzeight will be used. This software is designed to facilitate the
investigation communication and provide tracking to progress and schedule as well as
graphical information and information findings. Therefore, the software will provide few
functions to help the investigation. For example, a schedule tracker in a form of calendar is
provided to see schedules, plans, and deadlines on investigation. Besides, it also provides a
bulletin board where all analysts can exchange information, ask and reply to
issue/topic/question, and to announce important information. Those investigation assisting
tools against the incident scenario are shown below:

Figure 7: PacketMonzeight provides schedule tracking for investigation

Figure 7 depicts the tool functions in overview section as a tracker of agenda, plan, and
schedule for the general purpose of legal proceeding process. The tracker is implemented in a
form of calendar which serves as the notes of the schedule on a particular date lead
investigator can set. By this, the workflow of investigation can be done in well organized
manner. Besides, it serves as general reminder for all investigators. As an addition, theres a
bulletin board provided to keep track all valuable information must be known by all
investigators. In graphs section, the factual information over incident like the top ten
attacking IP and the number of malicious packet attempting to compromise the system can be
displayed in intuitive manner together with the ability to create a report of them. This will
give the understanding upon evaluation of event taking place to the system. Figure below
shows how the graph can help a team of investigators especially those less technical to grasp
factual information about the network/system:


Figure 8: Graphically presented data gives intuitive understanding

In collaborative section, the tool as depicted in Figure 9 and 10 below serves as the repository
of all evidences found either to be or been analyzed, report, and analysis collection accessible
in intuitive manner.

Figure 9: PacketMonzeight provides discussion board and file exchange for investigation

Figure 10: PacketMonzeight provides repository tool for investigation


5. FUTURE WORK AND CONCLUSION

The NSM technique for network forensics investigation provides promising answer over the
needs and challenges in a complex network forensics investigation with massive data
collection. The existence of collaborative tools in NSM analysis comprising pre-analysis tool
and post analysis tool will help a team of investigators to easily set the workflow of
investigation in organized manner and to work easier dealing with low level raw data. Using
this approach in network forensics investigation, a well organized, concise, and clear
investigation to presentation process will make legal proceedings benefit over the framework
proposed in this research. Future work will be made for improvement in aspects of further
development of prototype proposed in the post-analysis collaborative tool and developing
intermediate application between those two types of collaborative tools.

ACKNOWLEDGEMENT

I sincerely express my utmost heartfelt appreciation and thanks to NSM worldwide
community (Bejtlich, Vischer, Bianco, Edward F., Meling Mudin and CS Lee), my
supervisors (Mr. Asrul Hadi Yaacob and Mr. Mohd Fikri Azli), and my cliques in Linux SIG
MMU Melaka (Adnan Mohd Shukor, Leong Jaan Yeh, and Hafez Kamal).

REFERENCES

Bejtlich, R. (2005). The Tao of Network Security Monitoring. Boston: Addison-Wesley.
Carrier, Brian. (2003). Defining Digital Forensic Examination and Analysis Tools Using
Abstraction Layers. International Journal of Digital Evidence Vol 1, 4
Casey, Eoghan. (2003). Network Traffics as A Source of Evidence : Tool Strengths,
Weaknesses, and Future Needs .Digital Investigation (2004) I (p.28-43). Retrieved
from : http://www.elsevier.com/locate/diin
Digital Forensic Research Workshop. (2001). A Research Road Map to Digital Forensics.
Utica, NY : DFRW
E. Daniel, Larry. (2010, March 2010). Attorneys are from Mars, Computer Forensics People
are from Pluto. Retrieved from: http://exforensis.blogspot.com/2010/03/attorneys-are-from-
mars- computer.html
Garfinkel, Simson. (2002, April 26). Network Forensics: Tapping the Internet.
Retrieved from: http://www.oreillynet.com/pub/a/network/2002/04/26/nettap.html
[2009, November 27]
Halliday, Paul. (2007, April 3). Squert-0.4.0 Has been released (Snort User).
Retrieved from e-mail: hr@neohapsis.com [2009, November 17].
Jones, K. J., Bejtlich, R., & Rose, C. W. (2006). Real Digital Forensics: Computer Security
and Incident Response. Upper Saddle River, NJ: Addison-Wesley.
Kanellis, Panagiotis, Evangelos Kiountouzis, Nicholas Kolokotronis, Drakoulis Martakos.
(2006). Digital Crime and Forensics Science. London: Idea Group
Laurie, Ben.(2004, June) Network Forensics. Queue: Portal ACM Volume 2,Issue 4 50 56
[2009, November 18]
Mandia, Kevin and Chris Prosise. (2001). Incident Response: Investigating Computer
Crimes. California: McGraw-Hill


Merkle, Laurence. D. (2008). Automated Network Forensics. Proceedings of the 2008
GECCO Conference : Companion on Genetic and Evolutionary Computation 1929-
1932.
Mohay, George et. al. (2003). Computer and Intrusion Forensics. Massachusetts: Artech
House Inc.
Mudin, Meling and C.S Lee. (2009, October). Network Forensics for Dummies. Paper
presented at conference of HiTB SecConf 2009 Kuala Lumpur, Malaysia.
Wang, W., & Daniels, T. E. (2005). Building Evidence Graphs for Network Forensics
Analysis. Proceedings of the 21st Annual Computer Security Applications Conference
(ACSAC 2005). IEEE Computer Society.


THE EFFECTS OF EDUTAINMENT TOWARDS STUDENTS ACHIEVEMENTS

Harnani Mat Zin & Nor Zuhaidah Mohd Zain
Faculty of Information & Communication Technology,
Universiti Pendidikan Sultan Idris
harnani@upsi.edu.my, norzu@ftmk.upsi.edu.my

ABSTRACT
The purpose of this study is to examine the effect of edutainment (games) in classroom
towards students achievements. Edutainment can be defined as a combination of education
and entertainment, which is implemented via software and delivered by a cable network or
the Internet. A total of 60 students from two different standards three classes have involved in
this study. They shared the same level of knowledge and ability. The respondents have been
divided into two different groups, which are control group and experiment group. Each group
consists of 30 students. Both groups had given a set of pre-test. Then, the edutainment
software was used to support the teaching and learning process in experiment group. While
the control group was teach using conventional method without using any edutainment
software. In this study, we used the Edutainment software provided by the Ministry Of
Education for Information and Communication Technology Literacy (ICTL) Year 2 subjects
and with title Rays Letters and Numbers. After that, the respondents from both groups were
given post-test and a set of questionnaire. The collected data were analyzed using SPSS 12.0.
Results shows, 83.8% of students agreed that the use of Edutainment software will increase
students understanding toward the topic has been taught, 96.6% of students show their
interest in using Edutainment software in teaching and learning process, and 94.3% of
students agreed that Edutainment software was suitable to be used in the classroom as one of
the important teaching aids.

Keyword: Edutainment, Edutainment software, students achievement, teaching aids.

1. Introduction

In recent years, electronic games, home computers, and the Internet have assumed an
important place in the life of children and adolescents. New media are causing major changes
in the nature of learning. There is a vast gap between the way people learn and the way in
which new generations approach information and knowledge. Nonetheless, in the formal
educational setting the new media are still under-represented.

Play is a very serious matter. It is an expression of our creativity; and creativity is at
the very root of our ability to learn, to cope, and to become whatever we may be
Rogers & Sharapan (1994) cited in Sharon DeVary (2008).

Referring to the statement given by Rogers & Sharapan (1994) (cited in Sharon DeVary
(2008)), playing is the nature of the children and they learn while playing. Young children
cannot grasp the complexities of formal education. However, at an early age, they begin to
learn through play. This play begins to build the foundation of knowledge that is eventually
used for more advanced learning. The introduction and ever-increasing use of computer
games has prompted educators to debate and research the merits for using computer games as
learning tools.


The notion that education and learning can be linked with lucid, playful and pleasurable
experiences is not new. The introduction of computers and the Internet has affected this
tradition for the past half century. For at least the past twenty years, concepts such as
edutainment and technotainment have been radically transforming the relationship between
learning and play.

Digital games have been around for over 25 years (Bryce & Rutter, 2003) so today's college
students grew up playing digital games as part of their culture. The amount of time children
spend playing digital games varies with age and gender. Like it or not, the games have
changed the way current students learn. Unfortunately, some teachers are often reluctant to
change the way they teach or to incorporate games into their pedagogy.

Childrens edutainment has become immensely popular and commercially successful with
parents, teachers and children. In the past, however, teachers and parents did not see the
importance of edutainment. They did not see how childrens everyday play experiences could
be a tool for learning. Educational researchers and psychologists have written extensively
about the benefits of play as an integral part of childrens learning.

2. Literature Review

2.1. What is Edutainment?

Gros (2003), has defined edutainment as education that has been placed within the framework
of entertainment This software genre is designed and developed to target parents and teachers
and is specifically designed to focus on academic subjects while commercial gaming software
is developed to target players for purely entertainment purposes.

Edutainment is a hybrid game genre that relies heavily on visuals and narratives or game
formats but also incorporates some type of learning objective (Okan, 2003). The main
purpose of edutainment is to promote student learning through exploration, interactivity, trial
and error, and repetition in such a way that students get so lost in the fun, that they do not
realize they are learning at the same time.

Edutainment software, the Internet and other multimedia products heavily rely on images,
animations, sounds, and other components that engage learners senses, and can provide
immersive learning experiences. Education games can also provide students with experiences
that simulate real life. For example, simulations can recreate lifelike scenarios that can be
used in learning to fly airplanes or to perform knee surgery.

Edutainment games should include the use or acquisition of knowledge in defined subject
areas, use intellectual skills that apply to specific course content, and provide interactive
feedback. The attributes of high quality edutainment software should include learning goals
and objectives that are clear and concise. Games should also provide concept reviews for new
content and a vehicle for questions and answers. Games should be fun. When gamers are
enjoying themselves, they are more relaxed, energetic, alert, responsive, and are less fearful
and more open to learning (Baranich & Currie, 2004; Klaila, 2001).


2.2. Types of Edutainment

Edutainment is an evolving alternative to traditional education method. It can be organized in
different ways. White (2003) (cited in Kowit et al. (2006)), categorized the edutainment in
four (4) different groups, which are:
- Location-based edutainment which can be divided into two categories: interactive &
participatory where children can play and participate in game, and non-interactive &
spectator where children can just be seated and exploring (movie, science show,
museums and zoos).
- Edutainment by purpose and content consists of informal education which is to
improve learners life control, and skills education which is to give experiences, like
simulations.
- Edutainment by target group includes motivation-oriented (learners who have same
interest), and age-oriented (learners who have same age).
- Edutainment by type of media contains: edutainment on TV included: comedic drama,
historical drama, sketch comedy, skills and travel; computer edutainment included
game types: adventure, quiz, role-play, strategy, simulation, and experimental drama;
edutainment on Internet included: tele-teaching and tele-learning systems, and web-
based educational systems; interactive television. These types of edutainment use the
advent of digital television to provide the interactivity via software and hardware and
connect with other telecommunication systems.

2.3. Traditional Teaching and Learning Method

One of the common teaching methods that teachers prefer today is the lecture method. Using
this method, teacher transmits knowledge to the students who sit passively in the classroom
and listen. Another common method is the question-and-answer approach, which was
developed in order to avoid the boredom causer by lectures and to provide more efficient
learning environment. According to Eee Ah Ming (1997) (cited in Mohd Aris (2007)),
traditional teaching focused on the lecture method in delivering the content to the students
and they used one-way communication to explain the idea or principle. The students become
a passive participant in class. This situation will lead the students to become bored to learn
and finally will influence their academic performance.

2.4. Computer Usage in Education

In contrast to the previously described methods, the new technology has been introduced to
integrate with the teaching method, which called Computer-Assisted Instruction (CAI). Using
CAI, the teacher can use computers at different times and places according to the
characteristics of the subject matter, the students, and the available software and hardware.
According to Fisher (1997); Mintz (1993); Plomp and Voogt (1995) (cited in Kara and
Yesilyult (2007)), a computer enables repeated trials of an experiment with considerable ease
in a limited time, provides immediate feedback, allows simultaneous observation on
graphical representation, and offers a flexible environment that enables students to proceed
with their own plans.


3. Research Objective

The purposes of this research are:
i. To identify how edutainment can effects the students achievement.
ii. To identify whether edutainment can increase students interest to study in class.

4. Methodology

4.1. Participants

This research was conducted at a primary school located in Sungai Buloh, Selangor Darul
Ehsan. 60 Standard Three (3) students were selected to involve in this research. All of them
were randomly selected from different class, but they share the same IQ level. The students
are divided equally into two different groups, which is experiment group and control group.

4.2. Instruments

The main instrument used by the researchers in the study was a set of questionnaires
consisting of 2 sections. The first section of the questionnaire covers the questions about the
background of the respondent, while the second section consists of questions that related to
students understanding, interest and teaching aids. The students were given the questionnaire
after the learning process using edutainment software.

4.3. Procedure

The first step in this research is to teach both group of students with the subtopic Letters and
Number. The control group was taught traditionally using chalk and talk. Meanwhile, the
experimental group was taught using the software for Information and Communication
Technology Literacy (ICTL) Year 2 subject entitle Rays Letters and Numbers. This software
is provided by the Ministry of Education to the school. After the learning session ended, the
questionnaire was distributed to the students in experimental group. Permission to conduct
the research was first secured from the school principals and the sessions took place in the
computer lab during the English class. All the respondents were assured that their
participation in the study was voluntary and at anytime they can opt out with any obligation.

4.4. Data Analysis

The data collected during this research was analyzed using Statistical Packages for Social
Science version 12 software (SPSS v12). T-test was used to elicit whether there was a
significance difference among groups for the control group and experimental group.
Significance level was decided by taking p values into consideration p>0.05, meant there was
not a meaningful difference, p<0.05 meant there was a meaningful difference.

5. Findings and Discussion

5.1 Edutainment Software

This research was conducted using the software for Information and Communication
Technology Literacy (ICTL) subject for Year 2 entitle Rays Letters and Numbers given by
Ministry of Education. Figure 1 shows the interfaces for this software.


Figure 1: Interface of edutainment software

5.2 Pre-test and Post-test Result

Both groups had learnt the topic of Letters and Numbers using traditional teaching method.
After the class ended, they had given a set of question that tests their understanding towards
the topic. After two weeks, the students were being taught again with the same topic. This
time, however, the experimental group was brought to the computer laboratory and being
taught using the edutainment software. The result of the students achievement is shown in
Figure 2 and Figure 3.

Figure 2: Pre-test and post-test result for control group.

Pre and post test result for control group
3
2
3
6
11
5
1 1
3
10
8
7
0
2
4
6
8
10
12
Student's marks
N
u
m
b
e
r

o
f

s
t
u
d
e
n
t
s
Pre test
Post test

10 11 12 13 14 15


Figure 3: Pre-test and post-test result for experiment group

Based on the Figure 2 and 3, the results indicate that the highest number of students in control
group get the 14 mark (11 students) while the highest mark for the students in experiment
group is 12 and 15 (both with the number of students is 8). There is, however, a big different
when compared to the result of post test for experimental group. After having a class using
edutainment software, half of the students (15 students) get the score with 15 marks.

5.3 Analysis of t-test

T-test was used to compare the mean scores for the responses. As seen in Table 1, at the
beginning the pre-test means of control group and experiment group were 4.17 and 4.10
respectively. These results showed that the samples pre-treatment knowledge levels were
much closed to each other and there was not a statistical different between the two groups (p=
0.847, p>0.05).

Table 1: T-test result of pre-test for control group and experiment group.
Value Pre-test Control Group Pre-test Experimental Group
Mean 4.17 4.10
Standard deviation 1.533 1.626
Significant value 0.847 0.847

Yet, at the end of the treatment, the post-test means of control group and experiment group
were 4.47 and 5.07 (as shown in Table 2). A statistical significant difference was found
between the groups (p= 0.005, p<0.05).

Table 2: T-test result of post-test for control group and experimental group
Value Post-test Control Group Post-test Experimental Group
Mean 4.47 5.07
Standard deviation 1.252 1.230
Significant value 0.005 0.005

Pre and post test result for experiment group
3
1
8
4
6
8
0
2 2
3
8
15
0
2
4
6
8
10
12
14
16
Student's mark
N
u
m
b
e
r

o
f

s
t
u
d
e
n
t
s
Pre Test
Post Test
10 11 12 13 14 15


5.4 Questionnaire Analysis

The questionnaire was given to the respondent in the experiment group after they had a
lesson using edutainment software. The questionnaire is divided into two main sections
which are Section A that focus on the background of the respondent and Section B that
covers the students response towards edutainment software. In this paper, the discussion of
findings will be focused on the second section of the questionnaire.

5.4.1. Students understanding

Figure 4 shows the evaluations result regarding to the students understanding towards the
teaching topic (English subject). As we can see from the graph, 96.7 % (29 students) of the
respondents expressed that the usage of edutainment software helps them to learn English
subject, 93.3% (28 students) said that the edutainment software helps to increase their
understandings towards the teaching topic and also edutainment software helps them to spell
better in class. 90% (27 students) of the students also agreed that the Edutainment software
give them more information through various examples. When asked about the usage of
instructions in edutainment software, 80% (24 students) said that the instructions help them to
play and use the edutainment software.

Figure 4: Evaluation result of students understanding towards English subject

5.4.2. Students Interest

The respondents also had been asked about their interest about the edutainment software. In
Figure 5, more than 85% (26 students) expressed their positive interest about the edutainment
software. 96.7% (29 students) said that they like to use this software and it helps to increase
their interest to learn English subject. 93.3% (28 students) said that the learning and teaching
process become more interesting when they learned using this interesting Edutainment
software and 86.7% (26 students) said that the usage of Edutainment software encourage
them to attend English class.

Students understanding towards English subject
using Edutainment software
28 28
24
27
29
2 2
6
3
1
0
5
10
15
20
25
30
35
I
n
c
r
e
a
s
e
u
n
d
e
r
s
t
a
n
d
i
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s
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i
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l
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o

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t
Yes
No


Figure 5: Evaluation result regarding the interest in using edutainment software

6. Conclusion

As education design becomes more complex and challenging, a new form of teaching is
required in delivering a new knowledge, integration and a more democratic relationship
between teacher and students. Educators should vary their teaching method in order to
increase students interest and understanding. There are various methods that can be chose to
help them in delivering their knowledge to the students. Educators have to be creative and
innovative in order to choose the right teaching method, at the right time, for the right
students.

Despite the fact that students enjoy learning in the educational software setting, they are
seldom used in an educational environment to enhance learning outcomes. Reasons for their
absence from education include the high expense to develop games and very few games are
correlated with the curriculum. It is true that digital games should be used only as a tool to
supplement the curriculum rather than substitute for it. Educators can ignore the trend or they
can harness the great learning potential of digital games, allowing students to learn by
exploring virtual worlds, collaborating with each other, and solving problems without
realizing they are learning.

It is a big hope that this study will serve as a reason for further interest in the scope of
educational software on students understanding of English concepts and learning
achievements.

References

Bryce, J., & Rutter, J. (2003) Gender dynamics and social and spatial organization of
computer gaming. Leisure Studies, 22, 1-15.

Gros, B. (2003). The impact of digital games in education. First Monday, 8(7). Retrieved
December 5, 2009, from http://firstmonday.org/issues/issue8_7/gros/index.html

Students interest towards Edutainment software
29
28
29
26
1
2
1
4
0
5
10
15
20
25
30
35
Like to use Interesting Increase
interest
Encourage to
attend class
N
u
m
b
e
r

o
f

s
t
u
d
e
n
t
Yes
No


Kowit Rapeepisarn, Kok Wai Wong, Chun Che Fung, Arnold Depickere (2006). Similarities
and differences between "learn through play" and "edutainment". IE '06: Proceedings
of the 3rd Australasian conference on Interactive entertainment. retrieved February
27, for ACM database (Masterfile) on the World Wide Web: http://portal.acm.org

Mary Green, Mary Nell McNeese (2007). Using Edutainment Software to Enhance Online
Learning. International Journal on ELearning. Norfolk: 2007. Vol. 6, Iss. 1; p. ,
retrieved January 27, for ProQuest database (Masterfile) on the World Wide Web:
http://proquest.umi.com

Okan, Z. (2003). Edutainment: Is learning at risk? British Journal of Educational Technology,
34 (3), 255-264.

Sharon DeVary (2008). Educational Gaming: Interactive Education. Vol. 5, Iss. 3; p. 35,
retrieved January 27, for ProQuest database (Masterfile) on the World Wide Web:
http://proquest.umi.com

Yilmiz Kara and Selami Yesilyurrt (2007). Assessing the effects of tutorial and edutainment
software programs on students achievements, misconceptions and attitudes towards
Biology. Asia-Pacific Forum on Science Learning and Teaching. Volume 8, Issue 2,
Article , retrieved January 27, for ProQuest database (Masterfile) on the World Wide
Web: http://proquest.umi.com


THE USE OF ICT IN HEALTHCARE ORGANIZATION

Mohamad Norzamani bin Sahroni, Siti Asma bte Mohammed
Universiti Teknologi MARA Malaysia
zamani@tmsk.uitm.edu.my
Universiti Perguruan Sultan Idris
siti_asma@ftmk.upsi.edu.my

Abstract

Healthcare organization received the biggest benefit through information systems innovation
in its business process. This study was carried out to determine the extent of the use of ICT in
healthcare organization and to collect as much issues related to it. The study conducted in
mixed method through questionnaire survey and observation on healthcare organization. The
evaluation is based on Donabedians model. Findings of the study are; most clinics were
using information systems but not to the extent maximizing the potential benefit of the
information system itself, and most clinics were using Internet applications but limited to use
email and third party Extranet such as insurance company and patients employer systems for
claim purposes. Some issues and further research also highlighted in the discussion.

Keywords: Information Systems, Health, Computer Use, Evaluation, Mix Method

1. Introduction

ICT in healthcare is able to increase quality and safety of patient care. It is part of healthcare
structure in any organizations to support the processes and consequently to deliver better
outcome to organization and particularly to the patient (Donabedian 2003). The mean of ICT
are primarily own of computers, use of clinic information systems, and Internet and its
application such as email and website. Meanwhile, healthcare provider includes both
individuals and their organizations, such as a hospital or physician practice (2009). In this
study, types of healthcare organization that are taken into account were private hospitals,
health centre and clinics. Thus the objectives of this study are to determine the extent of the
use of ICT in healthcare organization and to collect as much issues related to it.

2. Method

A questionnaire survey was conducted to all health care providers that already identified
randomly in the district of Shah Alam. The questionnaire was adapted from dental practices
survey (John, Thomas et al. 2003). Out of 41 organizations, 37 are clinics, 2 private hospitals
and 2 center of health. A self-administered questionnaire was used to collect data in October
2009. Respondents were also given opportunity to write any related answer to certain
questions for further clarifications or additional information. Once again respondent can give
comments on any issue related to this area at the end of the questionnaire.

Because of number of sample is small, the analysis is carried out using spreadsheet. The
study also carried out an observation to several healthcare organization; 4 clinics and 2
hospitals for further investigation. It is a good method to understand better about processes in


health (Friedman and Wyatt 2006). For the ease of discussion, the word clinic will represent
all respondents except any specified discussion related to center of health or hospital.

3. Results

3.1 Profile and Number of Computer

There was no doubt that all clinics are using computer for daily use. Table 1 shows the profile
of the clinics in terms of number of computer, amount of IT investment, number of doctors
and number of supporting staff.

3.2 The Use of Information Systems

Out of 41 healthcare organizations, only 29 organizations (70.7%) claimed that they are using
information systems. The distribution of year use of systems is as in Figure 1. The figure
shows that the trend of implementation is increasing from the year 2000 to the year 2008.
There were various kind of systems used from the name given by the respondents. However
there were two clinics claimed that they were also used a system by giving the name of the
database management software. It is also counted in the figure.

Table 1: Profile of Respondents

N = 41* %
Number of Computer
1-3 27 65.9
4-6 6 14.6
> 6 8 19.5
Amount of Investment
< RM 15000 17 41.5
RM 15000 RM 30000 7 17.1
> RM 30000 12 29.3
Number of Doctor
1-3 23 56.1
4-6 12 29.3
> 6 5 12.2
Number of Supporting Staff
1-3 19 46.3
4-6 11 26.8
> 6 9 21.9
* Some respondents are not answering this part.


Figure 1 Number of healthcare organizations
implementing information systems

There were various functions used in the systems by the clinics. Figure 2 show that, the
majority (68.3%) of organizations claimed that they used the system for patient registration.
It is followed by storing patients prescription (63.4%), medication inventory (56.1%),
storing diagnosis information (41.5%), scheduling patient appointment (39.0%) and
managing account (34.1%). While the other functions are used for storing digital x-ray
(9.8%) and enabling patient viewing own medical history online (2.4%).

Figure 2 Percentage of clinics use various
functions of information systems
* Respondents could select more than one option

While majority of the respondents were using information systems, there were also clinics
opted not to use it. These represent 29 percent or twelve out of forty-one clinics. However


two of them claimed that they are using system but limited the system by using office
application such as spreadsheets and word processing. It is considered as no proper systems
used by that particular clinics. Table 2 describes the details on reasons why were they opted
not to use systems. 66.7 percents claimed that it is much easier for them to work with manual
systems while 50 percents said it is too expensive to have systems and 41.7 percents believed
that it was not necessary to computerize at present.

3.3 Internet Access

Majority of clinics have an Internet access except two clinics, where from the analysis on the
questionnaire these two clinics were purely work on paper based and have no systems at all.
Figure 3 describes the use of Internet by clinics. The highest use of Internet is purposely to
make online claim through Extranet (70.7%) for third party such as insurance company,
managed care organization (MCO) or the patients employer. 63.4 percents respond for
electronic mail, 53.7 percent for searching medical information and followed by updating
website (36.6%).

For email purposes, 48.8 percents reported that email was used for communicating with third
party such as insurance company and medical provider. It is followed by personal use 39.0
percents and appointment matters (scheduling and reminder) 26.8 percents.

Table 2: Reasons for not using information systems

N = 12* %
Easier with manual system (using form)
8

66.7
Too expensive 6 50.0
Not necessary at the moment 5 41.7
Others
2

16.7


Figure 3 Type of Internet Use

Meanwhile for website purposes, 15 respondents claimed that they have website to update; to
promote their services (100.0 %), to publish medical information (53.3%) and for
advertisement (20.0%). Adversely, there were some reasons for those (26 respondents) who
did not have a website. As listed in Figure 4, website is not required currently (51.0%),
clinics did not have own expertise to develop website (24.0%), too expensive to set up
website (22.0%), and the last factor which is interestingly to further investigate is that any
health provider cannot do any promotion related to services offer to public (2.7%) as stated in
Malaysia Medical Association (MMA) guideline.

Figure 4 Reason for not establishing website

4. Discussion

The discussion of this study will be based on Donabedians Model (Kunkel, Rosenqvist et al.
2007). This model consists of three approaches namely structure, process and outcome in
order to analyze the quality of care (Donabedian 1987), (Donabedian 1997), (Donabedian
2003). Structure of the health systems means equipment, people, relationship among user
(physicians), patients and the technology, and financial resources. Kunkel and Westerling
(Kunkel and Westerling 2006) describe it as organization resources and administration.
Processes mean any process or procedure that occur during health activities; diagnose,
prescription, medication dispensing and other appropriate activities before, after or at the
point of care given to the patient. Outcome reflects more on changes in patients health status,
and impact on patients and physicians. Klecun and Cornford (Klecun and Cornford 2005)
justified that information systems introduced in health care organization is considered an
innovation that need to be evaluated. Further, Friedman and Wyatt (2006) emphasized that
any innovation in health should be assessed based on this triad factors.

In the age of information and knowledge, organizations are becoming dependent on
technologies. It is proven that all clinics own computers if not all to have so called clinic
information systems to help doctors and support staff doing daily tasks. While majority has
an Internet access, however it is limited to access third party extranet and email. The same
respondents provide the same perception on the importance of Internet and its application as


in Figure 5. Meanwhile the use and the importance of website are considered at low level.
One surprise reason that was given by one respondent is that they have to adhere on what the
Malaysia Medical Association guideline mentions that all clinics are not allowed to publish
any services except during the opening of the clinics (The-Malaysian-Medical-Association
2002). Website supposes to be a significant tool in order to develop health information
society because patient and physician or public and expert can gain knowledge and share
information. Another application used by one respondent is the use of short messaging
system (SMS) as an appointment reminder to the patients. This notification system is working
well rather than email for both clinic and patient.

Further study is needed for the case related to Code of Ethics introduced by Malaysian
Medical Association and the use of SMS in clinics. It can be described that health care
organization still very far behind especially to develop personal health to the public. In terms
of structure, clinics done well to establish internal administration structure for own benefits.

Figure 5 Perceptions on the importance of Internet and its
application in business

Next factor is processes related to health procedure and information systems. Appendix 1
described an observation of processes involved in general practice in clinics or outpatient in
hospital. The observation is to get further clarification on respondents feedbacks on what
kind of functions used in the systems and how the functions interact from one process to
another. Even though clinics claimed that they have a system, the system is not fully
integrated or fully computerized from the registration process towards the dispensing of
medicine. The shaded boxes suggested that the processes could be fully computerized and
bring more benefits to organization. The process can be summarized in 4 main processes;
registration, consultation, pharmacy, and payment as in Table 4.


Table 4: Four main process in outpatient setting

Process Current Propose Reason
Registration Fill-up Form Use identity card
or insurance card
Paperless
Online claim

Consultation Notes on
paper &
Notes in
computer
(Text based)
Symptoms
Prescription
Notes in
computer
(Structured
instead text based
with sketch)
Symptoms
Prescription
Dos calculation
Easy to review medical
history

Clarity on drugs avoid
homonym
Exact dose calculation

Pharmacy Transcribe
prescription
Read prescription Avoid giving wrong
medicine

Payment Manual
calculation
Auto calculation
based on number
of medicine
Avoid mistakes and faster

This finding shows that, qualitative approach (observations) give a better picture about
processes developed in the information systems. The processes that are not sufficiently
provided in the systems will lead to some problem to the user and the patients.

The last factor is about outcome from the use of the systems. The study only assessed the
respondents perceptions towards using the systems and the importance of Internet for
business use. Dependent on technology in a positive way where respondents believed with
information systems they can reduce the use of papers (65.9 % from 29 respondents),
increase time to perform certain tasks such as searching on patient records (68.3%), better on
reading prescriptions instead on transcribing (51.2%) and accessibility to patients medical
history electronically (58.5%). Negatively, they also face problems when dealing with
information systems. Out of 29 respondents, 29.3 percents claimed that there are some reports
that cannot be generated from the systems, 26.8 percents claimed that the systems itself
cannot communicate with the computers in the clinics, 22.0 percents claimed that inefficient
maintenance by vendor, 14.6 percents because of systems error, 13.8 percents agreed that
problem with black-out makes them to work manually and need to update the data
immediately. However black-out should not be an issue if they apply uninterruptible power
supply as part of their disaster recovery planning.

5. Conclusion

There is no doubt on the importance of ICT in any organization especially in health. With a
very limited financial resource for this study, the findings can only describe the level of ICT
usage in health organizations, issues and problems claimed by respondents, and the
application of triad factors structure-process-outcome in this study. With ICT, clinics could
contribute more on developing information health society rather than applying the ICT for
internal use.


6. References

(2009). "HIPAA Definitions." Retrieved 20 September 2009, 2009, from
http://security.louisville.edu/Resources/Forms/hipaa-
definitions.html#HealthcareProvider.
Donabedian, A. (1987). "Commentary on Some Studies of the Quality of Care." Health Care
Financing Review Annual Suplement.
Donabedian, A. (1997). "The quality of care: How can it be assessed?" Archives of Pathology
& Laboratory Medicine.
Donabedian, A. (2003). An Introduction to Quality Assurance in Health Care. New York,
Oxford University Press.
Friedman, C. P. and J. C. Wyatt, Eds. (2006). Evaluation Methods in Biomedical Informatics.
Health Informatics Series, Springer.
John, J. H., D. Thomas, et al. (2003). "Questionnaire survey on the use of computerisation in
dental practices across the Thames Valley region." British Dental Journal 195(10).
Klecun, E. and T. Cornford (2005). "A critical approach to evaluation." European Journal of
Information Systems 14(3): 229-243.
Kunkel, S., U. Rosenqvist, et al. (2007). "The structure of quality systems is important to the
process and outcome, an empirical study of 386 hospital departments in Sweden."
BMC Health Services Research 7(104).
Kunkel, S. T. and R. Westerling (2006). "Different types and aspects of quality systems and
their implications: A thematic comparison of seven quality systems at a university
hospital." Health Policy 76(2): 125-133.
The-Malaysian-Medical-Association. (2002). "Code of Medical Ethics." Retrieved 17
January 2010, 2010, from
http://www.mma.org.my/Portals/0/pdf/MMA_ethicscode.pdf.


Appendix 1 Processes in Outpatient Setting

Regis-
tration
Consul-
tation Phar-macy Pay-ment

Fill-up
Form Q-Number
Diagnosa +
History
Write
Prescription
Drug/
Medicine
Dose
Calculation
Send
Prescription
Receive
Prescription Q-Number Prescription
WriteDrug&
DoseOnLabel
Stick
Label
on
Bottle
etc
Check
Drug
Dispense
Drug
Receive
Prescription
Payment -
TotalToPay
PH Manual Automation Manual Manual Manual Manual
Manual (by
Patient) Manual Automation
Transcribe
(+ Read) Manual Manual Check Dispense Manual Manual
GH
Automation
(IS) Automation
Automation
(IS)
Automation -
Text Based Manual Manual
Manual (by
Patient) Manual Automation Read Manual Manual
Check
(2x) Dispense NA
Automation
(IS)
C1 Manual Manual
Automation
(IS)
Automation -
Automation
(IS)
Automation
(IS) NA Read Manual Manual NA Dispense NA Manual
C2 Manual Manual
Automation
(IS)
Automation -
Automation
(IS)
Automation
C3 Manual Manual
Automation
(IS)
Automation*-
Automation
(IS)
Automation
C4 Manual Manual Manual Manual Manual Manual Manual Manual NA
Transcribe
(+ Read) Manual Manual NA Dispense NA Manual


KNOWLEDGE MANAGEMENT:
AN IMPLEMENTATION OF K-PORTAL IN FIIT, UNISEL
Nur Razia Mohd Suradi, Hema Subramaniam
Universiti Industri Selangor
razia@unisel.edu.my, hema@unisel.edu.my

Abstract
The culture of knowledge sharing in the organization play a vital role as to ensure the
knowledge is shared among the faculty staff. Knowledge sharing culture contributes to a
positive working environment. Currently, there is no platform for the Faculty of Industrial
Information Technology (FIIT), Unisel academic staff to share knowledge among them. As it
is done manually, the sharing process is through common meeting or by any offline
discussions. There is no repository for future retrieval. However, with open source solution
the development of knowledge based application may reduce the cost tremendously. In this
paper we discuss about the domain on which this knowledge portal is being developed and
also the deployment of open source tools such as JOOMLA, PHP programming language and
MySQL. This knowledge portal is the evidence that open source tools also reliable in
developing knowledge based portal. These recommendations will be useful to the open
source community to produce more open source products in the future.
Keywords: Knowledge management, Portal, Content Management, JOOMLA (Barclay &
Murray, 1997)

1. Introduction
The need of knowledge management in the organization is to create alternative way to access
the information from the staff (Barclay & Murray, 1997). The aim of knowledge portal is to
provide views onto domain specic information on the World Wide Web, thus facilitating
their users to nd relevant, domain specic information (Staab, 2001). Hence, to develop a
portal, we need reliable software, knowledge and technical skill. Purchase suitable software
that suits our needs will require money and time consuming. But not many organizations has
sufficient budget for it. Therefore, Faculty of Industrial Information Technology (FIIT),
University Industry Selangor has decided to develop knowledge portal using open source
tools. Open source software can be defined as that is made available freely to all and many
of them voluntarily contribute developing software for the organization (Hippel & Krogh,
2003). This portal can be accessed from any clients computer connected to the internet. The
purpose of this knowledge portal is to be a catalyst centre of knowledge information within
the FIIT, UNISEL. It is hoped that the portal will increase the efficiency and productivity of
the faculty by eliminating manual and offline knowledge sharing.

Domain Analysis

A portal is a Web-based application that acts as a gateway between users and a range of
different high-level services. Before developing the knowledge portal, we need to understand
the domain or the boundary for the portal being developed (Asif, Dhamesh, Xiao, Xiaobo, &
Rob). Here, the domain is higher learning institute (HLI) and focusing on knowledge sharing
information in FIIT. The traditional ways of sharing information or knowledge in FIIT are as
listed below:-
- Faculty Meeting
- Informal discussion


- Faculty Activities
- Email
- Chatting Yahoo Messenger, Skype and others (Asif, Dhamesh, Xiao, Xiaobo, &
Rob)
- Mobile device SMS
- Document Sharing
- Pen/Thumb drive, CD, external hard disk

The entire communication channel as stated above did not have any repository for future
retrieval. These knowledge is only available at current time and may be lost or damage in
future. The proposed knowledge portal is being developed in web based environment which
can be accessed via internet or wireless connection. Figure 1 show the environment, where
the knowledge portal resides.

Figure 1 Knowledge Portal environment

2. Methodology

The system development life cycle (SDLC) is the process of developing systems through
investigation, analysis, design, implementation, testing and deployment until the maintenance
of the system. The documented collection of policies, processes and procedures used by a
development team or organization to practice software engineering is called software
development methodology (SDM) or system development life cycle (SDLC) (Chapman,
2004). In developing a software, the methodology used need to be defined and the best
technique have to be selected. Among the software methodology available are Agile Software
Development, Extreme Programming, Joint Application Development, Waterfall, Spiral,
Rational Unified Process (RUP) and etc (Chapman, 2004). Here, RUP has been chosen due to
the advantages of this technique. In RUP, we divide the features in iterative approach. The
most important features will be delivered first and continued with the less important features.
Figure 2 below depicts the RUP process.


Figure 2: RUP process (Rational Software Development Company, 1998)

3. Software Requirement
For any development the tools and techniques selection for development is a challenging task
to complete. During the requirement phase, K-Portal team already decided to use content
management system to develop this portal based on 2 factors; time constraint and resource
allocation. The time allocated to develop this K-Portal is very limited and we are lacking of
resources in terms of human and hardware. Content management system also enable non
technical user with no knowledge on computer programming, graphic imaging tools, or
markup language like HTML to add new material to a website or modify the existing
contents as and when required in an intuitive and real-time fashion (Abaxi-Bexheti, 2008).
All this factors need to be considered when we choose to use content management system as
our tools of development. These factors can be illustrated as in Figure 3.

Figure 3: Factors to choose development tools

After we consider the above illustrated factors, we come across with many content
management systems that provide more or less functionality alike. The comparison between
open source CMS application that available in market is as listed down in table 1.

Factors to choose
development tools
Time Allocated
Resource
Allocated
Budget allocation
Human allocation
Development
environment
Hardware
consideration /
availability


Table 1: Web Content Management System Comparison (Austin, 2010)
Programming
Language
Database Web Server FTP
Support
UTF-8
Support
Joomla PHP MySQL Apache Provided as a
free add-on
Limited
support
available
Drupal PHP MySQL,
PostgreSQL
Apache, IIS Limited FTP
support
Available
Mambo PHP MySQL Apache, IIS,
any PHP-
enabled web
server
Not available Available
Open
CMS
Java 1.4 MySQL,
PostgreSQL,
Oracle,
MSSQL
Tomcat,
Apache
Not available Available
PHP Nuke PHP MySQL,
PostgreSQL,
mSQL,
Interbase,
Sybase
Apache, IIS Not available Not
provided
Plone Python Zope Apache, IIS,
Zope
Available Available
TYPO3 PHP MySQL,
PostgreSQL,
Oracle,
MSSQL
Apache, IIS Available Available
WordPress PHP MySQL Apache, mod
rewrite
Available as
a free add-on
Available
Xoops PHP MySQL Apache, IIS Available Limited
support
available

After considering the differences between the open source web CMS, we have decided to use
JOOMLA as our development tools for knowledge portal. Availability of support and
stability of the tools itself become the reason for our decision. JOOMLA as open source web
CMS contain PHP as programming language, MySQL as a database and Apache Tomcat as a
web server.

4. System Architecture

Architecture of a system always depends on development tools. JOOMLA architecture being
utilize in K-Portal development is based on the reason that JOOMLA is the main
development tools for K-Portal. JOOMLA architecture also known as 3-tier architecture
(North, 2009). It consists of 3 layers: Extension layer, application layer and framework layer.
Utilization of these 3 layers in K-Portal will be discussed in the next section.


Agro Forum
ionFiles
QuickFAQ
Remository
WebLinks
Components
Forum
Download
Materials
K-Portal
FAQ
Teaching Material
Other Application-
Provide link to
download installer
K-Portal Menu
4.1. Extension Layer
Extension layer consists of modules, components and templates. K-portal was developed
using appropriate modules and components. All this modules and components are simplified
in figure 4.

Figure 4: Components in K-Portal

4.2. Framework Layer
Framework layer consists of libraries and plug-ins. Libraries are required by the Framework
or are installed for use by third-party developers. Meanwhile, plug-ins extend the
functionality available in the Framework. Remository component used in k-portal come with
plug-in such as audio and video features. These plug-ins are disabled because of space
unavailability issue.

4.2. Application Layer
The middle application layer consists of applications that extend the Framework JApplication
class. Currently there are four applications included in the Joomla distribution. JInstallation,
JAdministration, JSite and XML-RPC. JInstallation is responsible for installing Joomla on a
web server and is deleted after the installation procedure has been completed. JAdministrator
is responsible for the back-end Administrator (Kennard, 2007). JSite is responsible for the
front-end of the website. Meanwhile, XML-RPC supports remote administration of the
JOOMLA website.

5. FIIT K-portal Features
FIIT knowledge portal is developed with an intention to encourage knowledge sharing culture
among academic staff. At the same time this knowledge portal will help the academic staff to
discuss topics regarding the research interest group. This knowledge portal can be a platform
for them to communicate and share their ideas regarding the subject they teach and also the
research that they involve. The arrangement of the menu item in portal shows the realization
of the objective stated above.
The contents of portal are as follows:


Table 2: FIIT K-Portal Features
Features Description
Registration - Faculty member will be registered by web master.
- Web master will deal with admin to get details about staffs.
Paper Presented - Paper that already presented by faculty member either internal or
external will be published here for knowledge sharing and
acknowledgement by other faculty members.
Conference - Provide list of web links to upcoming academic and research events
either local or international events.
General
Information
- Other unregistered user can view this page which contains UNISEL
website and FIIT WEBSITE.
- They can also retrieve some information about FIIT K-portal itself.
News/Announce
ment/Event
- Latest information regarding any faculty activities provided by Deans
PA and will be upload by K-portal web master.
Collaboration - In this column, any information that relates to Industrial Training and
Industrial Collaboration Program will be updated here by K-portal web
master.
- All info regarding industrial training and industrial collaboration
program will be given by person in charge.
Other application - It contains link to other application.
- This link can be divided into four types; Freeware, Shareware, Public
domain and Open source.
Download
Material
- All FIIT internal forms template can easily be uploaded here.
Teaching Material - Lecturers can retrieve a complete lectures note, assignment, quizzes,
exam questions and schemes, etc.
- All information will be put accordingly in a different folder based on
program, course subject and semester.
Help - It contains guideline on how to use the FIIT K- portal

6. Result

In Figure 5 below, the main page of K-portal is being developed using open source
application. K-Portal is a knowledge portal for faculty community which enables the all the
staff including dean, lecturer, HOP to meet, to interact and to share knowledge regardless
time and place. The portal is built based on the need of the faculty community and provides a
cost effective platform for the FIIT staff. It has been tested through a pilot implementation
and shows good response on how ICT can be leveraged in improving how we enable the
knowledge sharing and it is timely as knowledge has become important in our teaching,
research activity and yet serves as knowledge platform. It is hoped that K-portal will continue
to grow and in the long run it gives a positive impact. It could be used to access updated
information for better sharing culture.

Therefore, K-Portal would increase knowledge capturing and retrieval skills and knowledge
and would also narrow the gap among the faculty members either existing or new staff.


Figure 5: Main page of K-Portal

References
Abaxi-Bexheti. (2008). Development of a learning content management system. WSEAS Tran
Information Science and Application , 1001-1010.
Asif, A., Dhamesh, C., Xiao, W. D., Xiaobo, Y., & Rob, A. (s.d.). A Service Oriented
Architecture for Portals Using Portlets.
Austin, B. (2010). Comparison With Other Web Content Management Systems. Consult le
July 30, 2009, sur InternetTIPS.com: http://www.internettips.com/departments/joomla-web-
content-management-system/
Barclay, R. 0., & Murray, P. C. (1997). Knowledge Praxis. Consult le March 27, 2010, sur
What is Knowledge Management: http://www.media-access.com/whatis.html
Chapman, J. R. (2004). Software Development Methodology. Consult le March 2010, sur
http://www.hyperthot.com/pm_sdm.htm.
Hippel, E., & Krogh, G. (2003). Open Source Software and the "Private Collective"
Innovation Model: Issues for Organization Science. Organization Science , 209-223.
Kennard, J. (2007). Mastering Joomla 1.5 Extension and Framework Development: The
Professional Guide to Pragramming Joomla. Packt Publishing.
North, B. (2009). Joomla 1.5: a User's Guide: Building a Succesful Joomla Powered
Website. Prentice Hall.
Rational Software Development Company. (1998). Rational Software White Paper: Best
Practices in Rational Unified Process. Cupertino: Rational Software.
Staab, S. (2001). Knowledge Portal. Human Language Technology and Knowledge, (p.
Volume 2001).


MODEL PEMBELAJARAN E-TAJWID (ETLM) BERASASKAN SEMANTIK DAN
ELEMEN MULTIMEDIA.

Nor Hashidah Mohd Nasir, Fauziah Baharom, Harryizman Harun, Haslina Mohd, Ali
Yusny Daud, Norida Darus, Ahmad Ghadafi, Azman Yasin
Bidang Sains Gunaan, College of Art & Sciences
Universiti Utara Malaysia, Sintok Kedah Darul Aman
shidanadira@yahoo.com

Abstrak

Penyelidikan ini akan membangunkan model pembelajaran e-Tajwid (eTLM) untuk
memudahkan pengguna mempelajari Ilmu Tajwid dengan lebih praktikal. Pelbagai masalah
yang dihadapi oleh pelajar dalam mempelajari Ilmu Tajwid. Antaranya pelajar tidak dapat
mengingati dan memahami hukum Tajwid dengan baik, bantuan pembelajaran adalah terhad
dan kelemahan pengajaran guru menjadi faktor pencapaian pelajar dalam menguasai Al-
Quran dan Tajwid. Penyelidikan ini menfokuskan kepada pembangunan eTLM yang
melibatkan gabungan semantik dan elemen multimedia dalam menghasilkan persekitaran
yang lebih interaktif dan intuitif. Konsep semantik diadaptasikan ke dalam eTLM supaya ia
mampu memberi pemahaman yang lebih mendalam kepada pengguna tentang sesuatu hukum
Tajwid. Manakala, penggunaan multimedia pula boleh membantu menarik minat serta
meningkatkan lagi daya ingatan pengguna tentang Ilmu Tajwid. Penyelidikan ini melibatkan
lima fasa utama iaitu kajian secara teori dan pengumpulan maklumat, pembangunan model,
rekabentuk prototaip berdasarkan model yang telah dibangunkan, serta pembangunan dan
penilaian prototaip.

Kata kunci: Tajwid, e-pembelajran, semantik, elemen multimedia.

1. Pengenalan

Dunia kini telah mengecapi perubahan seiring dengan perkembangan teknologi. Anjakan
paradigma ini telah merubah corak, konsep dan gaya kehidupan manusia. Namun begitu,
perubahan seperti ini tidak mampu untuk mengubah keperluan manusia terutama keperluan
mempelajari Al-Quran. Ini adalah kerana Al-Quran merupakan asas dalam kehidupan
seorang muslim khususnya dalam bidang pendidikan. Sabda Rasulullah S.A.W bermaksud,
Orang yang paling baik di antara kamu ialah orang yang belajar Al-Quran dan
mengajarkannya kepada orang lain (HR. Bukhari).

Hukum mempelajari Ilmu Tajwid adalah Fardhu Kifayah dan mengamalkannya iaitu
membaca Al-Quran dengan bertajwid adalah Fardhu Ain bagi setiap muslimin dan muslimat
yang mukallaf (HR Bukhari). Pembelajaran Al-Quran dan Tajwid masa kini dilaksanakan
melalui pelbagai kaedah yang berbeza. Namun, terdapat pelbagai masalah yang sering
dihadapi oleh pelajar semasa mempelajari Ilmu Tajwid. Antaranya adalah pelajar tidak dapat
mengingati dan memahami hukum Tajwid dengan baik, kegagalan guru dalam menyediakan
bahan bantu mengajar yang baik kepada pelajar dan penggunaan e-pembelajaran berkenaan
Tajwid yang terdapat di Malaysia terhad dan kurang interaktif.

Oleh itu, satu pendekatan telah diambil bagi memudahkan lagi proses pengajaran dan
pembelajaran (P&P) Ilmu Tajwid di mana penyelidikan ini akan mengaplikasikan e-
pembelajaran, semantik dan elemen multimedia. Semantik diaplikasikan dalam Ilmu Tajwid


kerana dapat menghuraikan makna sesuatu hukum Tajwid dengan lebih terperinci dan
mendalam. Tambahan lagi, multimedia pada masa kini telah memainkan peranan penting
dalam bidang pendidikan. Multimedia dapat menghasilkan pembelajaran yang berkesan, dan
dengan pengaplikasiannya juga dapat menyumbang serta memudahkan perkembangan
intelektual seseorang pelajar (Heinich, et al., 1996).

2. Tajwid

Takrifan Tajwid dari segi bahasa, ialah memperelokkan atau mencantikkan (Abdullah al-
Qabbani, 1990; Bashir et al., 2003). Manakala dari segi istilah pula, Tajwid bermaksud
sesuatu ilmu untuk melafaz huruf-huruf Al-Quran dengan betul (Abdullah al-Qabbani, 1990).
Rasulullah S.A.W pernah bersabda, dalam hadisnya yang maksudnya: Bacalah olehmu Al-
Quran, maka sesungguhnya ia akan datang pada hari kiamat memberi syafaat/pertolongan
ahli-ahli Al-Quran (yang membaca dan mengamalkannya.) (HR. Muslim).

Terdapat beberapa kelebihan mempelajari Ilmu Tajwid (Zarina et al., 1999) termasuk, Ilmu
Tajwid adalah semulia-mulia ilmu kerana Ilmu Tajwid berkait secara langsung dengan kitab
Allah iaitu Al-Quran, mencapai kejayaan dan kebahagiaan serta mendapat rahmat dan
keredhaan Allah di dunia dan akhirat (Glosari Al-Quran, 1992). Justeru, e-pembelajaran juga
turut memainkan peranan penting dalam proses P&P Tajwid untuk menyampaikan
kandungan serta maklumat tentang Tajwid melaluinya seperti Mad Asli, Idhgam dan
sebagainya.

3. E-Pembelajaran dan Pembelajaran Tradisional

Secara umum, menurut Rosenberg (2001), e-pembelajaran adalah sebarang P&P yang
menggunakan rangkaian elektronik (LAN, WAN atau Internet) untuk penyampaian isi
kandungan, interaksi ataupun pemudahcara. Pelbagai kelebihan yang boleh diperolehi apabila
menggunakan e-pembelajaran berbanding pembelajaran secara tradisional yang telah
disenaraikan dalam Jadual 1 dibawah (Rosenberg, 2001).

Jadual 1: Perbezaan pembelajaran Tradisional dengan e-pembelajaran (Rosenberg, 2001)

Tradisional Elektronik
Pembelajaran adalah berpusatkan guru Pembelajaran lebih difokuskan kepada
pelajar
Modul pengajaran hanya bergantung kepada
buku teks semata-mata
Pencarian maklumat tidak terbatas
Pengetahuan pelajar adalah terbatas Tahap pemahaman pelajar lebih tinggi
Masa pengajaran dan pembelajaran terhad Masa pengajaran dan pembelajaran lebih
fleksibel
Pelajar hanya bergantung kepada guru Pelajar lebih berdikari

Oleh itu, penggunaan e-pembelajaran sebagai suatu penambahan dalam proses pengajaran
dan pembelajaran dalam bilik darjah harus dipertingkatkan di setiap sekolah di Malaysia.
Selain itu, aspek keberkesanan dan faktor-faktor penggunaan e-pembelajaran juga harus
dikenalpasti supaya pelaksaan pembelajaran mendatangkan kesan kebaikan berbanding
keburukan. Justeru, penggunaan e-pembelajaran perlu diadaptasikan ke dalam pembangunan
eTLM kerana pelbagai kelebihan diperoleh berbanding dengan pembelajaran tradisional.
Penggunaan e-pembelajaran dapat dijadikan sebagai medium untuk menyampaikan Ilmu


Tajwid kepada pengguna pada bila-bila masa dan di mana sahaja. Untuk membangunkan e-
pembelajaran Tajwid yang lebih berkesan, menarik minat pengguna, interaktif dan intuitif,
elemen multimedia perlu dimasukkan agar penyampaiannya lebih berkesan.

4. Multimedia dan Kepentingannya

Menurut Hofstetter (1995), multimedia merupakan penggunaan komputer bagi
mempersembahkan dan menggabungkan teks, grafik, audio dan video dengan alatan yang
membolehkan pengguna mengarah, berinteraksi, mereka cipta, dan berkomunikasi.
Multimedia menukar gaya pembelajaran pada hari ini dengan menjadikan pembelajaran lebih
dinamik dengan penggunaannya (Feldman, 1997). Justeru itu, dalam pendidikan, anjakan
paradigma dalam sistem masyarakat secara tidak langsung mempengaruhi pembangunan
sistem pembelajaran. Antara kelebihan multimedia adalah (Heinich et al., 1996):

i. Membolehkan penyampaian sesuatu maklumat menjadi lebih efektif hasil
daripada penggunaan pelbagai media.
ii. Elemen-elemen multimedia menyokong penggunaan pelbagai sensor (multi-
sensory) serta mampu merangsangkan penggunaan pelbagai deria manusia.
iii. Menyokong pembelajaran yang bersifat penyelesaian masalah, membentuk dan
menguji hipotesis, penilaian berasakan keupayaan serta meningkatkan kreativiti
pelajar.
iv. Multimedia interaktif terbukti berkesan dalam membentuk serta mengekalkan
maklumat untuk tempoh masa yang panjang dan boleh dicapai kembali dengan
pantas berbanding kaedah pengajaran tradisi.
v. Menarik minat pelajar supaya mereka tidak merasa bosan dan dapat memberi
tumpuan yang sepenuhnya terhadap proses P&P

Oleh itu, bertepatan dengan cadangan penyelidikan iaitu membangunkan eTLM diharap
penggunaan teknologi multimedia dapat menyokong dan mempermudahkan proses P&P
Tajwid dengan menggabungkan kaedah semantik di dalam perlaksanaan eTLM.

5. Semantik

Secara umumnya, semantik ialah satu bidang yang terdapat dalam ilmu linguistik yang
mengkaji tentang makna sesuatu perkataan, frasa, ayat dan ujaran (Adenan, 2007). Istilah
semantik berasal daripada perkataan Yunani kuno iaitu sema yang bermaksud isyarat.
Perkataan sema akan menerbitkan kata semainein yang bermaksud bererti. Kemudian
semainein diinggeriskan menjadi semantik, dan dalam bahasa Melayu menjadi semantik.
Orang pertama yang menggunakan perkataan semantik ialah M. Breal, 1900 (Adenan, 2007).
Dari segi istilah pula, semantik merujuk kepada sistem dan kajian tentang makna dalam
bahasa (Kamus Linguistik, 1997). Oleh itu, semantik boleh dikatakan satu ilmu yang
membincangkan tentang makna sesuatu perkataan.

Matlamat utama penyelidikan ini, adalah untuk menunjukkan bagaimana, semantik dalam
Ilmu Tajwid dapat diteliti dari aspek huraian makna setiap hukum Tajwid dengan lebih
terperinci. Semantik dalam konteks Ilmu Tajwid adalah memberi penerangan makna kepada
setiap hukum-hukum Tajwid yang terlibat dalam pembangunan eTLM. Setiap hukum Tajwid
akan diterangkan dengan terperinci dan mendalam dengan menyediakan contoh-contoh yang
berkaitan dengan hukum Tajwid tersebut. Contohnya hukum Mad Asli, semantik akan
memainkan peranannya dalam mendefinisikan maksud hukum tersebut dan seterusnya akan


memberi contoh hukum tersebut. Contoh medan makna Tajwid diterjemahkan dalam bentuk
gambarajah. Rajah 1 dibawah menunjukkan contoh medan makna bagi Tajwid.

Rajah 1: Contoh medan makna bagi Tajwid

6. Kaedah Penyelidikan/Metodologi

Terdapat lima fasa utama untuk melaksanakan eTLM. Langkah-langkah proses tersebut
adalah seperti yang ditunjukkan dalam Rajah 2 di bawah.

Rajah 2: Fasa Penyelidikan eTLM

Proses metodologi ini bermula dengan kajian secara teori dan pengumpulan maklumat,
kemudian disusuli dengan langkah kedua iaitu pembangunan model, seterusnya ialah
rekabentuk prototaip berdasarkan model yang dibangunkan, pembangunan prototaip dan
proses terakhir ialah penilaian prototaip. Jadual 2 menunjukkan langkah-langkah, teknik dan
hasil setiap fasa.

Kajian Secara Teori dan Pengumpulan Maklumat
Analisis
Rekabentuk Prototaip Berdasarkan Model yang
dibangunkan
Pembangunan Prototaip
Penilaian Prototaip


Jadual 2: Langkah-langkah, teknik dan hasil setiap fasa

Fasa Langkah-langkah Teknik Hasil
Kajian secara teori
dan pengumpulan
maklumat
Bangunkan
perancangan kerja
- Mengenalpasti
tugas-tugas
- Carta gantt
- Perancangan kerja
Mengkaji kajian
sedia ada berkenaan
dengan e-
pembelajaran,
semantik dan
multimedia
- Kajian sedia ada
dikaji
- Dapatan hasil
kajian sedia ada
seperti kelebihan,
kekangan,
persamaan dan
perbezaan.
Analisis Analisis - Analisis masalah - Perancangan
analisis
Pengumpulan
maklumat
- Temuduga
- Soal selidik
- Maklumat
Pemodelan use case

- Use case
- Model use case
- Model fungsi
Konseptual model - Konseptual model
eTLM
- Konseptual
Model eTLM
Rekabentuk
Prototaip
Berdasarkan Model
yang dibangunkan
Rekabentuk
kandungan
- Kandungan
Tajwid
- Kandungan
Tajwid
Rekabentuk papan
cerita
- Papan cerita - Papan cerita
Rekabentuk
prototaip
- Prototaip - Prototaip
Rekabentuk
antaramuka
- Carta struktur
antaramuka
- Rekabentuk
antaramuka
Pembangunan
Prototaip
Aturcara - Aturcara
dibagunkan
- Aturcara

Penilaian Prototaip Pengujian pakar - Pengujian
heuristic
- Hasil pengujian

6.1 Fasa 1: Kajian secara teori dan pengumpulan maklumat
Pelbagai kajian sedia ada yang berkaitan dengan e-pembelajaran, semantik dan multimedia
dalam persekitaran pembelajaran akan dimasukkan sebagai rujukan daripada jurnal, buku dan
kajian akademik yang lain. Pengumpulan maklumat amat penting kerana melibatkan analisis
keperluan daripada sasaran pengguna.

6.2 Fasa 2: Analisis

Fasa analisis menumpukan kepada sasaran pengguna yang akan menggunakan aplikasi ini.
Fasa ini akan mengaplikasikan proses SQIRO iaitu sampling, questionnaires, reading and
observation yang diambil daripada Haslina, Azizah, Azida dan Azlin (2002). Temuduga
adalah teknik yang digunakan untuk memahami dan dapat membantu untuk mengetahui
keperluan pengguna untuk membangunkan eTLM. Temuduga tidak berstruktur akan
digunakan bagi membangunankan eTLM. Temuduga telah dijalankan di lima buah sekolah


rendah di daerah Kubang Pasu dimana melibatkan seramai lima orang responden iaitu guru
Pendidikan Islam.

Dalam fasa ini juga, model gambarajah use case dibangunkan. Model Gambarajah uise case
menunjukkan interaksi antara pengguna iaitu guru/pelajar dengan aplikasi Tajwid. Pengguna
boleh berinteraksi dengan aplikasi dengan memilih fungsi-fungsi yang terdapat di dalam
aplikasi ini seperti pengenalan, makhraj huruf, menganal baris hukum-hukum Tajwid dan
carian. Use case digunakan bagi menentukan keperluan kefungsian bagi aplikasi yang
dicadangkan. Rajah 3 menunjukkan gambarajah use case pembangunan eTLM.

Rajah 3: Model gambarajah use case eTLM

Manakala, model konseptual bagi pembangunan eTLM turut direkabentuk. Model konseptual
eTLM telah direkabentuk bagi memudahkan proses P&P Tajwid. Rajah 4 menunjukkan
aliran proses P&P Tajwid dalam perlaksanaannya. Model konseptual eTLM mengandungi
dua bahagian iaitu Tajwid dan proses penilaian dan pengukuhan.


Rajah 4: Model konseptual eTLM

6.3 Fasa 3: Rekabentuk prototaip berasaskan model yang telah dibangunkan
Rekabentuk prototaip memerlukan proses dan model papan cerita untuk proses pembangunan
prototaip eTLM. Melalui papan cerita pengguna boleh melihat apakah hasil yang akan
diperolehi daripada eTLM. Perisian yang akan digunakan bagi membangunkan eTLM ialah
perisisan adobe flash.

6.4 Fasa 4: Pembangunan Prototaip
Pembangunan prototaip eTLM melalui aturcara dan rekabentuk kandungan secara maya
berasaskan rekabentuk prototaip yang telah dibuat akan dibangunkan dalam fasa ini. Hasil
TEORI KOGNITIF PEMBELAJARAN MULTIMEDIA MAYER (Sumber: Mayer & Moreno, 2001)


daripada prototaip ini akan dipersembahkan kepada pengguna dan segala cadangan daripada
pengguna akan dianalisis semula untuk penambah baikan prototaip eTLM.

6.5 Fasa 5: Penilaian Prototaip
Akhir sekali fasa ini memfokuskan kepada pengujian kebolehgunaan dan keberkesanan
prototaip eTLM yang telah dibangunkan. Fasa ini akan menggunakan penilaian heuristic oleh
Jacob Nielsen (2005) sebagai garis panduan untuk menilai prototaip eTLM (Nielsen, 2005).

7. Kesimpulan

Perkembangan teknologi pada masa kini berkembang dengan pesat dalam pelbagai bidang
khususnya dalam pendidikan. Perkembangan teknologi dalam pendidikan turut memberi
impak dalam pendidikan Al-Quran khususnya Tajwid di kalangan umat Islam. Dengan
pembangunan model eTLM, di harap dapat membantu menjadikan proses P&P Tajwid lebih
menyeronokkan malah mampu menangani pelbagai limitasi P&P Tajwid akibat gaya hidup
masyarakat yang berubah. Justeru, dengan menggabungkan e-pembelajaran, semantik dan
elemen multimedia membolehkan model eTLM yang dicadangkan ini lebih dinamik.

Rujukan

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Pengajaran dan Pembelajaran di Abad 21. h 237.


NEXT CHALLENGE: VALUES, COMMUNITY DEVELOPMENT AND
SUPERINTELLIGENCE
Ali Akbar Ziaee
The International Institute of Islamic Thought and Civilization (ISTAC)
aaziaee@hotmail.com

Abstract
Artificial Intelligence has the potential to empower humans through enhanced learning and
performance. But if this potential is to be realized and accepted the social and ethical aspects
as well as the technical must be addressed. Superintelligence will be smarter than the best
human brains in practically every field, including scientific creativity, general wisdom and
social skills. So we must consider it as an important factor in making decisions in our social
life and especially in community development. There are some writers who neglect the
positive role of Superintelligence to this process because of powerful private sector interests,
but I think we should be optimist and change our ideas about new generation of Robots. We
can teach them the human values and create friendly artificial intelligence which will develop
our community in the next decades. The most important problem will be the quality of
representing the human values like freedom, liberality, tolerance, faith, certainty, and etc in
the form of semantics.

Keywords: Community Development, Artificial Intelligence, Superintelligence, Friendly
Artificial Intelligence,

I. INTRODUCTION
rtificial Intelligence is all around us. Intelligent agents are widely used. The physical
embodiment of agents, robots, is also becoming more widely used. Robots are used to
explore the oceans and other worlds, being able to travel in environments inhospitable
to humans. It is still not the case, as was once predicted, that robots are widely used by
households. Expert systems are used by doctors to help with symptoms that are hard to
diagnose or to prescribe treatments in cases where even human experts have difficulty.
Artificial Intelligence Systems are used in a wide range of industries, from helping travel
agents to select suitable holidays to enabling factories to schedule machines. Artificial
Intelligence is particularly useful in situation where traditional methods would be too slow.
Combinatorial problems, such as scheduling teachers and pupils to classrooms, are not well
solved by traditional computer science techniques. Many computer games have been
designed based on Artificial Intelligence. It is likely that Artificial Intelligence will become
more prevalent in our society. And whether or not we eventually create an Artificial
Intelligence that is truly intelligent, we are likely to find computers, machines, and other
objects appearing to become more intelligent- at least in terms of the way they behave [1].
The high position of humans creature in the world constitutes one of the religious
thoughts bases. If human creates Superintelligence in the future, our belief to that reality will
not change, because we consider Superintelligence as an effect of human mind and creativity
and the law of causality proves that the existence of effect depends on the cause, so I believe
A


that Superintelligence will not damage our life as we see in Hollywood films, but the values
of human which organize our better intellectual life must be programmed in
Superintelligence, and with this approach we can solve the challenge between community
development and Superintelligence, we can call it Friendly Artificial Intelligence.

II. NOTION OF COMMUNITY DEVELOPMENT
Despite of widely usage of this broad term we can see large variety of concepts about it.
Most people use it for constructional activities and their measurement about development is
not far away from the altitude of buildings, their luxuries, quality of roads and etc. We can
name this concept as constructive development. The others maybe consider the development
as the improvement in these fields: quality of education, number of schools, universities,
academies, and scientific centers. We can call this kind of development as scientific
development. There are many applications and usages for this term in our conversations like
economic development which depends on level of investments, and increasing the number of
factories, or political development which depends on plurality of parties, newspapers, and
many other things. This term applied to the practices and academic disciplines of civic
leaders, activists, involved citizens and professionals to improve various aspects of local
communities. Community development seeks to empower individuals and groups of people
by providing these groups with the skills they need to effect change in their own
communities. A defining feature of community development is that the work proceeds from
the perspectives and interests of communities themselves, with an overall goal of the
establishment of sustainable capacity and infrastructure to support on-going and future
activities and engagement. Community development aims to re-shape relationships within
and between communities and organizations, so as to strengthen the foundations for
collective action and partnership working. This includes changing power relations as well as
extending the reach of social networks [2].
Three important elements were identified [3]:
A concern with social and economic development.
The fostering and capacity of local co-operation and self-help.
The use of expertise and methods drawn from outside the local community.
Within this there does appear to be a certain contradiction. Community development
emphasizes participation, initiative and self help by local communities but is usually
sponsored by national governments as part of a national plan. While from one side it can be
seen as the encouragement of local initiative and decision making, from the other it is a
means of implementing and expediting national policies at the local level and is a substitute
for, or the beginning of, local government [4].
The focus on the social and economic, local and global also helps to situate debates about
community development - and the disillusionment with its achievements that was widespread
in many Southern countries by the 1970s. Many governments, particularly in Africa, failed to
provide adequate financial support but nevertheless extolled the virtues of self-help.


Community development was soon recognized by the people to amount to little more than a
slogan which brought few tangible benefits [5].
Community Development. Community development was seen as emphasizing self-help,
mutual support, the building up of neighborhood integration, the development of
neighborhood capacities for problem-solving and self-representation, and the promotion of
collective action to bring a community's preferences to the attention of political decision-
makers.
Community developers must understand both how to work with individuals and how to
affect communities' positions within the context of larger social institutions. The process of
developing active and sustainable communities is based on social justice and mutual respect.
It is about influencing power structures to remove the barriers that prevent people from
participating in the issues that affect their lives. Community workers (officers) facilitate the
participation of people in this process. They enable connections to be made between
communities and with the development of wider policies and programs. Community
Development expresses values of fairness, equality, accountability, opportunity, choice,
participation, mutuality, reciprocity and continuous learning. Educating, enabling and
empowering are at the core of Community Development. I think that community
development is conscious social activity that contains the spiritual and material life of the
society. We must give the high consideration to the role of human values, spiritual aspect of
human being and his cultural and educational inquiries, and to the role of experts and
community workers and politic leaders or officers in the community development. This chart
illustrates the relationship between these elements:
Values

Community Development

Many things are said about community development and there is no need to mention them
here. I want to emphasize on two important elements in my paper in this conference:
community development and Artificial Intelligence, community development and values.
What are Artificial Intelligence, friendly AI, and Superintelligence? John McCarthy
defines it as making intelligent machines especially intelligent computer programs through
science and engineering. It is related to the similar task of using computers to understand
Experts

Society

Superintelligence

Society


human intelligence, but AI does not have to confine itself to methods that are biologically
observable.
i
Artificial Intelligence (AI) is the area of computer science focusing on creating
machines that can engage on behaviors that humans consider intelligent. Intelligent agents
can plan and adapt plans to respond to changes in circumstances; they can recognize what is
significant in a situation; they can learn new concepts from old; they can interact and learn
from their environment; they can exercise aesthetic appreciation.
ii
The ability to create
intelligent machines has intrigued humans since ancient times and today with the advent of
the computer and 50 years of research into AI programming techniques, the dream of smart
machines is becoming a reality. Researchers are creating systems which can mimic human
thought, understand speech, beat the best human chess player, and countless other feats never
before possible. Find out how the military is applying AI logic to its hi-tech systems, and how
in the near future Artificial Intelligence may impact our lives. Artificial Intelligence, or AI for
short, is a combination of computer science, physiology, and philosophy. AI is a broad topic,
consisting of different fields, from machine vision to expert systems. The element that the
fields of AI have in common is the creation of machines that can "think". In order to classify
machines as "thinking", it is necessary to define intelligence. To what degree does
intelligence consist of, for example, solving complex problems, or making generalizations
and relationships? And what about perception and comprehension? Research into the areas of
learning, of language, and of sensory perception have aided scientists in building intelligent
machines. One of the most challenging approaches facing by experts is building systems that
mimic the behavior of human brain, made up of billions of neurons, and arguably the most
complex matter in the universe. Perhaps the best way to gauge the intelligence of a machine
is British computer scientist Alan Turing's test. He stated that a computer would deserve to be
called intelligent if it could deceive a human into believing that it was human. Artificial
Intelligence has come a long way from its early roots, driven by dedicated researchers. The
beginnings of AI reach back before electronics, to philosophers and mathematicians such as
Boole and others theorizing on principles that were used as the foundation of AI Logic. AI
really began to intrigue researchers with the invention of the computer in 1943. The
technology was finally available, or so it seemed, to simulate intelligent behavior. Over the
next four decades, despite many stumbling blocks, AI has grown from a dozen researchers, to
thousands of engineers and specialists; and from programs capable of playing checkers, to
systems designed to diagnose disease. AI has always been on the pioneering end of computer
science. Advanced-level computer languages, as well as computer interfaces and word-
processors owe their existence to the research into Artificial Intelligence. The theory and
insights brought about by AI research will set the trend in the future of computing. The
products available today are only bits and pieces of what are soon to follow, but they are a
movement towards the future of Artificial Intelligence. The advancements in the quest for
Artificial Intelligence have, and will continue to affect our jobs, our education, and our lives.
By a "Superintelligence" we mean an intellect that is much smarter than the best human
brains in practically every field, including scientific creativity, general wisdom and social
skills. This definition leaves open how the Superintelligence is implemented: it could be a
digital computer, an ensemble of networked computers, cultured cortical tissue or what have
you. It also leaves open whether the Superintelligence is conscious and has subjective
experiences [8].


III. COMMUNITY DEVELOPMENT AND SUPERINTELLIGENCE
Expert means a person who has special skill or knowledge in some particular field. In this
century the information is a main power in society, and the experts who own this opportunity
can influence the society, and I think in the future instead of human experts we will face the
expert system in Artificial Intelligence technology. It will be our challenge in future and I
think we must give a high consideration to this problem for the next decades. The new
generation of computers will be able to do millions operations at a moment. Most AI work
today does not require any philosophy, because the system being developed does not have to
operate independently in the world and have a view of the world. The designer of the
program does the philosophy in advance and builds a restricted representation into the
program. We have been studying this issue of AI application for quite some time now and
know all the terms and facts. But what we all really need to know is how we can represent
human values in a formal manner. One conclusion from artificial intelligence research is that
solving even apparently simple problems usually requires lots of knowledge. Proper
understanding of a single sentence requires extensive knowledge both of language and of the
context. How can we as programmers represent the concept of fairness -in the human life as
an important base for community development - in meaningful way for Superintelligence.
Consider what someone from another planet would make of a typical newspaper headline,
knowing nothing of Earth politics and practices, and armed only with an English dictionary!
Properly understanding a visual scene similarly requires knowledge of the kinds of objects
that might appear in the scene. Solving problems in a particular domain generally requires
knowledge of the objects in the domain and knowledge of how to reason in that domain-both
these types of knowledge must be represented. To represent knowledge in a meaning way it is
important that we can relate facts in a formal representation scheme to facts in the real world.
The semantics of a representational language provides a way of mapping between expression
in a formal language and the real world [9].
Knowledge of development is information about better social life for human and we can
describe these terms and conditions by their properties. There are many ways to represent
objects. These objects concern to development are complex objects and a complex object
may be composed of many other objects. This is a kind of reductionism. The reductionism
position is that the complex behavior of the mind may in principle be reduced to similar rules
and laws which may be complex but which can be investigated and understood [10]. Cultural
development, economic development, scientific development, and finally community
development depend on many wide areas of human knowledge and values which are
accepted by all human beings and they will be presented in formal ways to be known by
Superintelligence and these new creations will influence on our life.
We should be prepared for a change. Our conservative ways stand in the way of progress.
AI is a new step that is very helpful to the society and its development. Machines can do jobs
that require detailed instructions followed and mental alertness. AI with its learning
capabilities can accomplish those tasks but only if the worlds conservatives are ready to
change and allow this to be a possibility. I am not worry about how we can construct this
powerful program which will be smarter than the best human brain, but I am worry about
how we lead them to human values. I am worry about the worst of AI. There are so many
things that can go wrong with a new system, so we must be as prepared as we can for this
new technology. AIs are like children that need to be taught to be kind, well mannered, and
intelligent. If they are to make important decisions, they should be wise. We as citizens need
to make sure AI programmers are keeping things on the level. We should be sure they are


doing the job correctly, so that no future accidents occur. AI is what Nick Bostrom calls an
existential risk: "One where an adverse outcome would either annihilate Earth-originating
intelligent life or permanently and drastically curtail its potential." In particular, most forms
of unfriendly AI would constitute a "Bang"-"Earth-originating intelligent life goes extinct in
relatively sudden disaster resulting from either an accident or a deliberate act of destruction."
Within Nick Bostrom's list of Bangs, sorted by probability, "badly programmed
Superintelligence" is number four out of eleven [11].
Artificial Intelligence, as an ultra technology, does not exist in isolation. There are other
kinds of advancing technologies; nanotechnology, biotechnology, and nuclear technology, for
example. Artificial Intelligence is unique among the ultra technologies in that it can be given
a conscience, and in that successful development of Friendly AI will assist us in handling any
future problems. A "Friendly AI" is an AI that takes actions that is, on the whole, beneficial
to humans and humanity. In a "~human" scenario ("near human", "approximately human-
equivalent"), Friendly AIs would play ~human roles in the existing human economy or
society. To the extent that Friendly AIs have power in the world economy, in human society,
or in technological development, they can exert direct influence for good. For example, a
Friendly AI working in nanotechnology can enthusiastically work on Immunity systems
while flatly refusing to develop nanotechnological weaponry. The presence of Friendly AIs
within a society -as an interest group with influence- will tend to influence that society
towards altruism.
- The presence of a Friendly AI within a political discussion - as a voice advocating a
viewpoint - will tend to influence that discussion towards lack of bias. This holds
especially true insofar if Friendly AIs have previously gained respect as fair, truthful,
unbiased voices.
- The presence of a Friendly AI within a political power structure - as a decision-maker
- will lead to altruistic decisions being made. This holds especially true insofar if
decisions which humans keep screwing up due to personal bias tend to get handed off
to a Friendly AI.
- The presence of a Friendly AI within a technological development process -as a
researcher- will tend to accelerate defensive applications and economic applications
ahead of offensive applications, and largely beneficial technologies ahead of more
ambiguous ones [12].
The requirements for FAI to be effective, both internally, to protect humanity against
unintended consequences of the AI in question and externally to protect against other non-
FAIs arising from whatever source are:
- Friendliness: that an AI feel sympathetic towards community development in future,
and seek for their best interests Conservation of Friendliness - that an AI must desire
to pass on its value system to all of its offspring and inculcate its values into others of
its kind.
- Intelligence: that an AI is smart enough to see how it might engage in altruistic
behavior to the greatest degree of equality, so that it is not kind to some but crueler to
others as a consequence, and to balance interests effectively.
- Self-improvement: that an AI feel a sense of longing and striving for improvement
both of itself and of all life as part of the consideration of wealth, while respecting and
sympathizing with the informed choices of lesser intellects not to improve themselves.


But there are authors [13] who consider the theory of Friendly AI is incomplete. They
believe that there should be broader political involvement in the design of AI and AI
morality and this will have a bad influence on community development. They also
believe that initially AI seed could only be created by powerful private sector
interests.

IV: CONCLUSION
If human create Superintelligence in the future - and I think it will be possible, because in
this moment we can produce Distributed Artificial Intelligence which can process faster than
human brain- our belief to that reality will not change, because we consider Superintelligence
as an effect of human mind and creativity and the law of causality proves that the existence of
effect depends on the cause, so I believe that Superintelligence will not damage our life as we
see in Hollywood films, but the values of human which organize our better intellectual life
must be programmed in Superintelligence, and with this approach we can solve the challenge
between Community Development and Superintelligence, we can call it friendly Artificial
Intelligence.
Distributed Artificial Intelligence is concerned with the cooperative solution of problems by
a decentralized group of agents. The agents may range from simple processing elements to
complex entities exhibiting rational behavior [14]. There are so many things that can go
wrong with a new system so we must be as prepared as we can be for this new technology.
AIs are like children that need to be taught to be kind, well mannered, and intelligent.

REFRENCES:
[1] Ben Coppen, Artificial Intelligence illuminated, London, Jones And Bartelett Publication,
2004, pp. 23-24.
[2] Based on the SCCD Strategic Framework, the National Occupational Standards for CD
work, and the latest draft of CDXs Information Sheet: What is community development.
[3] Midgley, J. with Hall, A., Hardiman, M. and Narine, D. (1986), Community Participation,
Social Development and the State, London: Methuen, p. 18.
[4] Jones, D. (1977), 'Community Work in the UK' in H. Specht and A. Vickery (eds.)
Integrating Social Work Methods, London: George Allen and Unwin.
[5] Midgley,p 18.
[6] John McCarthy, WHAT IS ARTIFICIAL INTELLIGENCE?, Computer Science
Department, Stanford University Stanford, CA 94305.
[7] Janet Finaly & Alan Dix, Artificial Intelligence, UCL Press, 1996, p. 262
[8] Nick Bostrom, HOW LONG BEFORE SUPERINTELLIGENCE? in International.
Journal. of Future Studies, 1998, vol. 2.
[9] Alison Cawsey, The essence of Artificial Intelligence, England, Prentice Hall, 1998, p. 3.
[10] Morris W. Firebaugh, Artificial Intelligence, A Knowledge based Approach, Boston,
PWS-Kent Publishing Company, 1988, p.14.
[11] Nick Bostrom, Existential Risks: Analyzing Human Extinction Scenarios and Related
Hazards, in Journal of Evolution and Technology, Vol. 9, March 2002. First version.
[12] Ibid.
[13] Bill Hibbard, Super-Intelligent Machines, New York. Kluwer Academic/Plenum
Publishers. 2002; Hibbard, W. Super-intelligent machines. Computer Graphics 35(1), 11-
13. 2001.
[14] Michael N. Hohns, Distributed Artificial Intelligence, London, Morgan Kaufmann, 1987


MODELLING IDIAS-INTERACTIVE DIGITAL INSTRUCTION AND
ASSESSMENT SYSTEM THROUGH THE ICONIZATION OF LEARNING IN
TEACHING ISLAMIC HISTORY

Maulawi L. Calimba
Islamic Studies Department, Mindanao State University,
Fatima Campus, General Santos City, 9500 Philippines
maulawi@yahoo.com

Abstract
The teaching-learning modalities is in flux as challenges and gaps brought about by advances
in digital technologies. The project proposed, IDIAS (Interactive Digital Instruction and
Assessment System), could be one of the initiative for curriculum and pedagogical innovation
in a developing country like Philippines. It is suggested that the proposal is an aid towards
online learning while still in a state of chalk-board era. The project aimed advocacy is to
optimize the use digital technology in the classroom environment through proposed IDIAS
and through the aid of users friendly courseware. Through Iconization as a teaching-learning
and assessment method, samples of relio-cultural materials, personalities, places, symbols,
emblems, images, words, audio ( indigenous musical sounds and instruments ) or any thing
of historical significance, that can represent as a digital icon of particular event in Islamic
history. And or build icons through learners contruct or choice to emphasize learning
objective. The project is proposed as a trasformative initiative, organizationally, and in
teaching-learning-evaluation process.
The modalities of teaching-learning of Islamic history is accentuated as classroom
environment, new technologies, new learning style of digitally literate students and the net
that challenges the traditional teaching style. The paper which was largely developed from
the Authors Masters Research Project as Graduate student from University Southern
Queensland, Toowoomba, QLD, Australia. The paper aimed to proposed the IDIAS and
Iconization of Learning as a curriculum and pedagogical transformation initiative in teaching
Islamic History or perhaps enhancing Muslim education particularly in a third world setting.
It explores its theoritical foundation by revisiting literatures available to provide further
academic validity of the concept as a teaching-learning theory and evaluation method.

INTRODUCTION
To begin with, let me qoute few verses in the Holy Quran:
(competition)
The 21
st
century is the era that human civilization have faced enormous challenges to
change. The main factor causing irresistible force to change is globalization (economic and
political integration), new technology, giant leap in information system that facilitate world
interconnectedness, the ecological responsibility and interdependence were commonly cited
in literatures e.g. (Nankervis, 2008; Schuller et. al.,1996; Diggins, 1997, Drucker, 1994).
Diggins (1997, p. 418) observed that school system are structurally ineffective amidst the
immense transformation of educational system taking place worldwide. The challenges on
education is confluenced by intertwined factors of : the changing learners demographic
profile, the key role of universities, budget cut of government support to tertiary institution,
and the advancement of information technology. A phenomenon globally observed in many
countries by educators like Terenzini and Pascarella, (1998), Elliot (1995), Rita Kop (2008)


Diggins (1997), Drucker (1994) and many more scholars that literatures and the googling the
net will give more names recognizing these challenges. The impact to the educational
institution is holistic ranging from change in its philosophy, organizational structure, role of
teachers, classroom environment, educational theory and practice, and to curriculum
development. For example, the teaching-learning modalities are in flux as digital
technologies advances. Siemens (2006, p. 3) observed that traditional views of learning
have been questioned and accentuated with the development of the internet. He further
confirmed two years after that the current developments in educational technology and social
software were significantly altering: (a) how learners access information and knowledge, and
(b) how learners dialogue with the instructor and each other (Siemens, 2008, p.1). He was
indeed precise in predicting that educators will be weary of pedagogy and curriculum before
it can address the change needed (Siemen, 2006). Online education, educational software
(e.g. easily speaking dragon), multimedia aided instruction and evaluation (e.g Eureka
Software), stress relieving learning tools like mouse pen (e.g. livescribe and bamboo pen),
electronic library resource materials and the globalization of academic standard were
irresistable and exacerbating these trends. Similarly, the net generation are entering higher
education with expectations sure to be unmet because these learners are digitally literate,
constantly connected, socially-driven, engaged, visually-driven, and a host of additional
pronounced characteristics (Siemens, 2008, p. 33-34). Rita Kop (2008) similarly made the
same observation and noted that as the shift from tutor to autonomous learning style is
becoming prevalent. She put emphasis on the need to use information technology in the
schools to address the desperate learners appetite in the net as the current educational system
failed their expectation. It is also worth mentioning that as a whole, our structures of
learning have become more utilitarian, and career driven with the desire to achieve and
produce in an economic system (Siemen, 2006, p.7).
The dawn of 21th century corresponds to the 14
th
century Hijrah which was dubbed as
Islamic Resurgence in most literatures (Calimba, 1990). There are several issues affecting
Muslim communities from Morocco to Manila which can be categorized into dominant
historical themes ranging from political to religio-culturally revisiting past prowess and
assertive on the rediscovered role in the modern world. The Muslim communities response
to these challenges varies from politically radical to intellectual or academic approach. But
how this phenomenon does affect the Muslim society particularly the Madrasah and the
teaching-learning of Islam. The net is far more serious as it creates a mouse click boundary
between halal and haraam information, however in a positive note, it provides an opportunity
for wireless propagating Islam and the ummah is more interconnected than ever before. For
example, the electronic Quran and Hadith digitally encrypted in computers and mobile
phones, and can be accessed anytime and anywhere but Shariah compliant users guide have
not been properly disseminated for its perusal.
By taking seriously the aformentioned observations, one has to tinker where are these
current models of education taking us?. What future generation will be made up to assuming
that this trend of learning will be prevalent?. How do these educational aproaches shape the
future of human civilization?. Though uncertainties projected ahead, hope for the best is
expected as educators are restless and endless in their effort to offer innovative designs to
improve the teaching and learning environment. As Postman (1995, cited by Simon, 2004, p.
7) have succinctly noted that teachers, nowadays, are known not only in providing reasons for
learning but also in inventing a method. Alternative medium of instruction comes as the
phase of unpredictable changes challenges the present. This because Siemen (2004) observed
that in the past decades, learning has changed tremendously and that even known learning
theories like behaviourism, cognitivism, and constructivism fall short in a technology based
learning environment.


Henceforth, it is humbly advocated in this paper to promote the Multi-Media
Instruction and Evaluation System in enhancing Muslim education in particular the teaching-
learning of Islam like Muslim history. The object of contention is modelling a manageable
prototype of the said proposal.
The primary research focus of this paper is to investigate pedagogical issues relating
to the theoretical basis of IDIAS and to explore its potentials as an initiative of instiutional
transformation. Thus discover its potential benefits, limitations, oppurtunities, and challenges
in initiating curriculum innovation in relation to the state of instruction in Muslim educational
institution.
Objective

The main objective of the research project is to introduce IDIAS as an alternative
medium of instruction and to explore issues associated with pedagogical design in teaching,
learning and assessment, its theoretical foundation and its adaptability. As an organizational
transformation initiative, it explores the conceptual framing, perceptual acceptability and the
means or process of its implementation. Simply it attempt to introduce the adaptability of the
proposal and possible projection on the advantages and disadvantages that will be considered.
A theoretical foundation has been similarly discussed to validate iconization as a teaching-
learning approach, and perhaps, as an assessment tool and technique. Hopefully, to further
explore whether iconization will constitute as a learning theory and or teaching method or
aid.
Relevance

The state of instruction in Madrasah in the Philippines is still basically in the
blackboard era and the use of multimedia technology is very minimally employed as a
teaching tool aide, not to mention that the asatids or teachers is yet to be abreast of the
advances of digital technology and exploiting its usefulness in the academic world. Indeed,
the IDIAS is of the essence as it will be helpful in addressing the digital gap in the teaching
and learning environment. It is timely and relevant as the need for different theories of
learning and a call to rethinking or redesigning education is felt not only in advance countries
but also in developing nations like the Philippines. The proposed IDIAS and the iconization
of learning as espoused here can readily respond to the HOW of learning: how we teach,
how we design curriculum, the spaces and structures of learning, and the manner in which we
foster and direct critical and creative thought. Admittedly, the real challenge for any
learning theory is to actuate known knowledge at the point of application like the theory of
connectivism (Simon, 2004:18). Hence, this research could be a possible response to this
imperative. Another important feature of the study is that, through iconization, cultural
preservation can not only be conducted in the museums or in building monuments but also be
enlivened in the memory of the students. The continuity of the past to the present signifies the
importance of the treasured heritage that can be brought to life in this digital age.
Phases of the Project Proposal

The current project is designed to be an exploratory phase by assessing the state of
Instruction in Muslim educational institution and craft policy concerns for its transformation.
It shall consolidate the legal and shariah issues, teaching modalities and feasibility in relation
to the preaparedness of the Madrasah. The next phase is the production of modules through
team teaching and in coordination with technical expert to customize the application of the


IDIAS particularly the digital courseware that must be employed. According to Dean Caplan
(2002, p. 192), designing and developing effective instructional materials with quality
visuals, is timing consuming, needs collaborative planning of experts and the right tools in
order to maintain pedagogical standard. The final stage is the application.

LITERATURE REVIEW
The related literature that reinforced the conceptualization of the research project is
categorized along theoretical themes and as a method of teaching and evaluation. The
writings of Siemens (2004, 2005, 2006,2007, 2008) is the most valuable material reviewed
and be treated as the theoretical foundation of this project. His article entitled the
Connectivism: A Learning Theory for a Digital Age strengthen the academic validity of the
proposed IDIAS which could be considered as an implementation of the said theory.
Although connectivism is yet to earn its undisputable status as a learning theory in the
academic community, but its relevance to this research beyond reproach. Recapturing some
of its principles in the web, http://www.connectivism.ca/about.html, is enough manifestation
of its growing recognition, and as quoted below than paraphrasing, lest it might result to
distortion and be taken out of context, to wit:
- Learning constitutes the integration of cognition (thinking) and emotions.
- Learning has an end goal - namely the increased ability to "do something".
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances. Learning (in the sense that something
is known, but not necessarily actuated) can rest in a community, a network, or a
database.
- The capacity to know more is more critical that what is currently known. Knowing
where to find information is more important than knowing information.
- Nurturing and maintaining connections is needed to facilitate learning.
- Learning and knowledge rest in diversity of opinions.
- Learning happens in many different ways. Courses, email, communities,
conversations, web search, email lists, reading blogs, etc.
- Different approaches and personal skills are needed to learn effectively in today's
society.
- Organizational and personal learning are integrated tasks.
- Connectivism attempts to provide an understanding of how both learners and
organizations learn.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning.
- Decision-making is itself a learning process.
- Learning is a knowledge creation process...not only knowledge consumption.
- Learning tools and design methodologies should seek to capitalize on this trait of
learning. (http://www.connectivism.ca/about.html).
Siemen (2006) strongly proposed that to avoid the error or misunderstanding of
connectivism, the need to explore said concept as a learning theory: static, context-less,
content-centric approaches to knowing and understanding is paramount. He was alarmed on
the danger of product iconization and review of prominent theories of learning in failing to


acknowledgeexplicitlythat ongoing changes obsolesce current knowledge (Siemen,
2006, p. 5).
The constructivist theory serves similar importance as a theoretical pillar to this
project. According to Geraldine Lefoe (1998) constructivist view learning as an active
process of constructing rather than learning acquiring knowledge and instruction is a process
of supporting that construction rather than communicating knowledge (Lefoe, 1998, as cited
in Duffy & Cunningham, 1996, p. 171). The learners knowledge is generated out of their
social interaction, personal experiences and perception of the environment. Each person has a
different interpretation and construction of knowledge process. It is worth emphasizing that
this theory advocates that students should not be told anything directly but allow freedom to
build and enhance their ability for knowledge creation. The teaching pedagogy of
constructivism is acclaimed to improve memory and attention since knowledge is built along
the learners previous knowledge, regardless of how one is taught (Retrieved 15 May, 2009
from http://www.learning-theories.com/constructivism.html).
The literature relating to teaching and evaluation, the proposal of John Allison (2007,
p. 344) explores the impact of virtual reality tools on the teaching of history and assert that
history educators at all levels must make use of the digital technology in their vocation.
Accordingly, the virtual reality tools have the potential to change teaching and learning
(Allison, 2007, p.347). However, commending his work as too advance and requires special
digital technological skills and special focus to develop which can be considered as the
ultimate objective of the IDIAS. The proposed IDIAS serves a transitional initiative in
reaching the level of application of virtual tools in teaching history. The employment of icons
is part of the content of virtual tools. Ideally, virtual reality tools is very important for
history educators and provide for effective learning experiences both in the classroom and in
the research environment (Allison, 2007, p.343). It is argued that virtual reality
technologies show great pedagogical promise for both teachers and learners as these provide
a breadth of real immersion in the historical past (Allison (2007, p.344). Indeed,
technology will change historians view of the past and reality.
In the study of C.D. Fulp and E.W. Fulp (2002) provides a more technical proposal
for interactive multimedia enhanced instruction through a wireless handheld system that
consists of hardware desktop and wireless link. The concept is very much alike to the purpose
of IDIAS except in the emphasis on iconization. The technical hardware (IPaq Server) and
the software (e.g. Microsoft PowerPoint, Adobe Acrobat, and HTML pages) used in the
system may be outdated however it claimed considerably that classroom interaction has
increased over 90% as compared to a traditional lecture environment on addressing the
problem of shy students.
The works of Terry Anderson and Fathi Elloumi (2002) expound the importance of
the attributes of media and of the modes of teaching presentations and learning mediums. The
e-book acknowledges that the challenge for teachers and course developers working in an
online learning context are to construct a learning environment that is simultaneously
learning, content, community, and assessment centred (Anderson & Elloumi, 2002, p. 54).
In Dean Caplan (2004) article, it put emphasis on the development of online courses, visual
design for electronic courses or optional electronic enhancements of print-based courses
includes the development and creation of generic or customized templates, navigational
icons, icons or images to aid recognition of location within a non-linear presentation of
materials, and visuals or graphics to enhance textual content (Anderson, & Elloumi, 2002,
p.192).


Revisiting Iconization
The concept of icon or principle Iconization have been used in various academic field
such as arts, iconography, sociolinguistics, psychology, education, politics, history and by at
large computer science. Icon is a word widely used in arts before it was adopted as a
language in computer. The literatures on the concept of icon or iconization is explored to
evaluate the academic validity of the use the concept in this research project.
Iconology or iconography is a structural approach of looking at paintings at all levels
(Howells, 2003, p. 3). Or a method that help study the subject matter of work of art at each
levels. It was popularized by Erwin Panofsky of Hamburg University, Germany in 1933.
According to Howells (2003), iconology is a structural progressive and logical system for
iconological analysis that we can use for ourselves and of images of our own observational
detail in order to understand a paint or work of art but understanding a complex piece of art
considering among others, the genre of the painting, subject protrayed, central theme,
recognize the setting date, location, scene of climate, attributes (props) and cultural material.
Accordingly, what you see is what you get is not always the case. There are disguised
symboplism, codes, scales, emblems and color combination could be hidden in an art work.
In simple terms Iconology is a modicum of common sense.
In the field of linguistic and literature, iconicity is always based upon the implicit
theory of perception (Maedler, et.al., nd. p. 17). Theory of Iconicity assert the causal relation
between language and virtual perception of reality or environment that gives birth to the field
of linguistic iconicity. Though gaining theoritical ground but still ultimately based upon on
implicit theory of perception...but not without inherent weak and strong hypotheses
(Maedler, et.al.,nd., cited. Bouissau, p. 17).
In the study of Mary Antonia Andronis (2003, p. 37), she defined Iconization as a
process involves the attribution of cause and immediate necessity to a connection (between
linguistic and social groups) that may only be historical, contingent, or conventional. The
paper proves the role of iconization in its symbiotic relation between language, icons and
social identities. Accordingly, the linguistic features are then made to be (and are
subsequently interpreted as being) iconic of the identities of the speakers and labelling the
same as a type of iconization (and erasure) is pervasive in linguistic ideologies that reflect the
marginalization of other (Ibid.). The forms of the language (and frequently, the entire code)
are iconized as being low prestige. The author claimed that through the process of
iconization, the linguistic forms or features of a language are made to be iconic of the social
identities of the speakers themselves. This furthermore creates or allows for the existence of
the other (or, conversely, for the existence of one) in both indigenous and non-
indigenous contexts. How these features are iconized (and to what degree) is dependent
solely upon the prevailing ideologies of the given community.
In related study of Lionel Wee (2006) of National University of Singapore, stressed
that language ideologies play an important role in managing an ethnically and linguistically
diverse country. She examines the history of Singapore's language policy that remains largely
unchanged, varying only in its lexical and textual realizations that which performances in the
service of a set of ideologies give rise to potentially serious problems; and the material
consequences of implementing the ideologies lead to changes in the ideologies themselves.
According to Eckert & Rickford (Eds., 2001), by drawing on recent theoretical developments
in the study of language ideologies, this paper shows how attention to the sidedness of
language ideologies can help provide greater specification and appreciation of the
interactional processes by which the ideologies are instantiated.
In an article of Susan Ervin-Tripp of University of California, Berkeley, she examined
the role of ideology in the relation between social group language differences and the


representation of those differences in each speakers style contrasts. The major highlights of
the study are:
1. That social meanings signified by styles, which are primarily contrastive
and indicated empirical distributions.
2. That the principle of iconization is claims that the social contrasts that are
imputed to groups or to situations are also represented by linguistic
features.
3. That language features that supports iconization, using the underlying trait
explanation (e.g. Wolof Speakers).
4. Those beliefs about contrasts in the traits of groups of people are consistent
with contrasts in linguistic features, and these correspond to stylistic
selections when traits are expressed by individuals.
5. Iconization could create an arbitrary relation of trait to feature, historical,
contingent, or conventional. But in the Wolof case, the relation appears not
to be arbitrary, but to have some naturalness, and the term icon implies a
likeness. (Retrieved May 25, 2009 from http://ist-
socrates.berkeley.edu/~ervintrp/pdf/dialect.shifting.pdf)

In similar study by Woolard, K. (2008), emphasised on re-conversation between
linguistic anthropology and sociolinguistics is to bring concepts of linguistic ideology to the
explanation of the iconization of specific sociolinguistic variables and associated
sociolinguistic change. Sociolinguists such as Eckert (2000) and Milroy (2004) have made
provocative efforts to incorporate linguistic-anthropological concepts into sociolinguistic
explanation. The author is pause a question why specific linguistic variables emerge from
the flow of speech and social life to become sociolinguistic icons or emblems and set off
relatively rapid or intense changes. In anthropological discourse, the study of iconization
proves its worth in revisiting the past in connecting to modern time through semiotic process.
Accordingly, forming and reshaping ones memories involves much more than a simple
retelling of ones own personal story, it involves the semiotic processes of highlighting and
an iconization of certain practices as modern, whereby an erasure occurs, denying the
existence of that which comes to be experienced as lost. Among the major points which the
author asserts are, to wit:
1. That through the conscious highlighting of particular patterns of behaviour,
ways of speech, and modes of understanding the world, these aspects of
experience come to be iconized as the modern.
2. That Ideological iconization is accompanied by an erasure of that which is not
iconized.
3. Those that are not seen as modern are erased; they are forgottenoften
wilfully.
4. That those that are written out of history or often reinterpreted as an
impediment to progress, primitive people and their antiquated ways.
5. That there is a conscious selective forgetting, the purging of certain
unacceptable elements from the narrative historical record.
6. That a transmission that always contains the possibility of betrayal, of an
arbitrary selection from the past.
7. That which is written out of history, constructed as the vanquished past out of
which the future-oriented present has emerged, by the ideology of modernity
because it does not serve the needs of the dominant classes, comes to be
experienced as a loss, a loss that may be longed for, in a nostalgic desire for
that which is beyond reach.


8. That semiotic process of erasure and the psychoanalytic process of repression
both involve a reimagining of memories, memories that are not exclusively at
a personal level, but that are constrained and in some senses given by the
dominant political narratives.(Woolard, 2008),

CONCEPTUALIZING IDIAS: THEORETICAL FRAMEWORK
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Figure 1. Adoption of the Principle of Iconization from various academic fields

The literatures reviewed yielded variety of views on the concept of iconization as a
method of understanding and analysing reality. Its adoption to the IDIAS is relevant as it
captures the purpose of the project at hand. Perhaps customized adaptation on the variety of
approaches and principle of iconization is dealt with great influence to the research. The
application of which is an agglomeration of various approaches and employing icons such as
disguised symbolism, codes, scales, emblems, color combination, images, personalities,
audio-image, material culture, text and any other form that represent a historical event,
personalities and places and in particular learning objectives.
The constructivist and connectivism theory of learning serves as the foundation of
IDIAS and an application. This is further strengthened by adopting the affordance theory
which states that the world is perceived not only in terms of object shapes and spatial
relationships but also in terms of object possibilities for action since perception drives
action; and has various implications for design, human-computer interaction, ergonomics,
visualization, etcetera (Gibson, 1904-1979). Guinans (1997) Icon Language Teaching
System is replicated in this project except that its application is in teaching English language
and her ready-made icons are patented not built on learners constructive imagination.
Similarly, inspired by the study of Calloni et.al. (1997) Can icon-based programming
languages be used to teach first year programming concepts to undergraduate students more
effectively than text-based languages? which was proven positive. Hence, the framework of
the proposed IDIAS is to be customized to any course selected for application.

iconization
Computer
Science
Psychology
History
Anthropology
iconograph
y
education
sociolinguistic


General Salient Features of IDIAS: (technology, logistics, learning method, student,
faculty, administration).
Development of courseware in all subjects in Program Offering
Theatre type Multi-Media classroom system to increase class size
Production of Interactive Digital entertainment-like Course Modules (topics can be
3D presented)
Classroom environment adopts entertainment medium and eradicates boredom
Computer based Assessment/Evaluation System, possible use of touch screen
Monitor
Theoretically back by Icon, Logo, sign, symbol to enhance learning retention
Dual mode Learning system still retaining Face to Face but subjects are computer
based presentation and advocate team teaching
Synchronization and customization of educational universal academic standard
Promote social harmony, awareness global issues that threaten human survival.
Teaching
Learning
IDIAS
interaction
icon
Evaluation
Figure 2. Adoption of the Principle of Iconization in the IDEAS

Subject to be
Taught, Teaching
Goal, Method,
Style , Technique,
Tools and
Evaluation System
Learner
internalizes
learning
goals/skills,
Learning capacity
and preparedness
Evaluation/
Assessment
System:
Learning goal
Oriented
Environment
Conducive to learning
(Affordance theory)
Teaching-Learning
is culture bound and
Divine Driven World
view, and
Technology
enhanced
Teaching-Learning
is balanced centered
on Teaching,
Learning and
Evaluation


A prelude towards divine driven learning
Advocates less stressful learning
Facilitate Zooming in order to level-off the learners learning capacity
Reduce teaching load and cost saving for the University for not hiring more
teachers for courses that does not require Ph. D. or M.A. Degree
Eradicates banking system of education
Icons can be value free, objective capturing common human values and experience.
Teaching and Learning Features:
It is culture bound
It must be divine driven
Technology enhanced
Ensure Internalizing learning objectives
Balance centered but slightly tilted in favour of the learner to assure better academic
performance that would give relevance to real life.
The interaction is inevitable in teaching- learning environment but the magnitude of
interaction depends much on the nature of the subject.
Learners shall build icon based on their construct as a class and perhaps make a
video presentation on particular events in history.
The classroom environment will conducive as it will be held in a theatre like
classroom
Assessment Feature:
Emphasis on internalizing learning goals rather than mark or grade oriented
particularly on the mandated general education courses (Math, Social Science,
Humanities, History, and Psychology).
Online Quiz shall be allowed
Why Iconization of Learning

In this contemporary reality of globalization and fast developing digital information
technology, the learning process and environment is transforming. The e-icon is changing
many of our vocabulary. A single prefix that gives new meaning to established concept.
Similarly revolutionized how we perceive, understand and conduct our affairs. Several
scholars attested that the world is becoming digital faster than we expect. Digital divide is a
new social stratification category as the knowhow, access to digital technology and hardware,
and its utilization has yet to trickle down to many. David (2003, p. 272) succinctly described
that, the advent of digital television has resulted in an explosion of cheap programming
throughout the world, and lifestyle programming in particular. Moreover, the Internet will
definitely change the future which is largely a part of our present. As the cyberspace is cross
culturally diverse, the future direction seems towards digital education. Multifarious learning
style and methods is keeping attuned to the trend of time. As the knowledge based society is
transforming many nations, traditional conventional learning is becoming obsolete, as some
scholars have observed. Learning seems to be easy but expensive. The role of teachers will be
more innovative equip with wider creative understanding, exhibiting maximum tolerance,
less dogmatic, flexible and less ego-centric. The school is just an inch away compared in
those days where one has to walk kilometric distance afar. As digital technology connects
people everywhere, learners are static traveller as one can sojourn the globe in just a click of
a mouse. Exchange of ideas and experiences from the four corners of the world can happen in


split seconds, as distance does no longer matter. The interactive chat rooms in the web readily
proves that interaction and learning takes place without regard to national boundaries and
identity, ethnicity, age, gender, political ideological leaning, religion, interests, social role and
position, and lastly an informal open interaction environment. The use of icons provided by
most websites was universally accepted symbols of interaction in putting across message and
emotion. Henceforth, icons facilitate learning easy, less stressful to recall, aesthetic
consideration, prompt and concise in conveying ideas and feelings.
Designing a learning system to the most complicated creature in world is the most
challenging and mindboggling concern. Admittedly, there is no one stop learning method
akin to downloading software in the computer. However, there are no proven universal
pedagogical standard that are efficient and effective learning method.
The Iconization of Learning is NOT a new invented concept but encapsulating existing
known theories of learning to be adapt with digital trends in the a generic wireless world. It is
a recycled thought given a new label borrowed from computer electronic language and
software. Besides, computer is universal learning tool aid. The iconization of learning to
traveller learner can draw parallelism to a driver who internalizes road and traffic sign.
Similarly, to pilot who memorizes signs and symbols to fly and land the aircraft; to a sailor
and ship captain who have a common understanding of symbolic commands and signs; goods
and services employ logo as part of the marketing strategy; and lastly a musician
guitarist/pianist who uses same chords or musical note. Most institution and social
organizations have logo that represents their respective institution.
Now a days, the amount of images, words, text, sounds that are encoded, stored and
compressed digitally that are available for any purpose and can be viewed and send
regardless of time and location through the net is gigantic and with utmost speed and
precision. Many were largely represented by an icon, which are either subjective or objective
construct. As proven in the empirical studies of Gulz and Haake (2005) that user preference is
to the iconized visualization that represents a relation oriented and more subjective agent.
The main research problem was to determine the significant relations between the users
choice of visual style in agents with respect to realism versus iconicity and users choice of
social style with respect to task orientation versus (task and) relation orientation (Gulz &
Haake, 2005, p 7).
In their findings, it implies that iconized agents being more easily conceived of as
subjective, socially rich characters than realistic agents .The main supporting idea of this
study to the proposed ideas are: an iconized character in contrast to a realistic one prompts
the user to develop the character; it allows user to stretch his imagination; and can be
elaborated by the user, who may fill in and create from his or her own subjective experiences.
The uniqueness of the study to what is proposed on this project is treating separately visual
style and iconic images e.g. animation. Icon as advocated in this project is a combination of
images, text, animation, virtual reality, and historical established personality, places, events,
artefacts that the learners may at liberty to construct.
Iconization of learning as conceptualized in this study can be build along learners
construct. It can be computer based and flexible in a way that it can zoom in and out to the
level off the learners common perception and understanding of concepts and reality. It was
proposed to be all- embracing and will incorporate global issues and trends like climate
change, wars, water crisis, HIV, and other threats to human life and environment. A three
dimensional presentation can be alternative style to form part of the medium of instruction.


In the context of Madrasah, iconization of learning could be an attempt towards
eradicating traditional banking system of education. It can enliven classroom environment
and transform it into a partly entertainment venue to arrest the classroom boredom. It can also
reduce teachers load and routine functions, and or perhaps eliminate the incidence of ego-
tripping teachers. Through Iconization learning can improved current of state instruction to
be more meaningful and relevant given the new pedagogical style.
The concept of iconization of learning has many theoretical bases to support. Several
theories of learning that support the Icon aided learning and embrace some of its principles
are shown in Figure 2. It is already widely used and universally accepted as a form of
communication not only in the internet and mobile communication systems but also in all
fields. It can be either ephemeral or permanent and can be built spontaneously based on
learners preference, interests, shared experience, thoughts and emotions. It can easily create
common denominator to a learners diverse worldviews, values, beliefs and experiences.
Perhaps intellectual and emotional quotient can have less bearing on the learning process if it
aims simply to impart less complex thoughts or ideas. Icons can have longer memory
retention in human memory as explained in Dual Coding Theory. It also recognizes the
inevitable importance of image in cognitive operations compared to verbal information.
Memory theory claims that no learning takes place without imprints in human memory. Icons
are processed to various levels of learning and understanding.

Figure 3: Theories and principles of learning that supports iconization of learning
The following theories of learning and principles of learning adopted and combined
together to accounts in the conceptualization of Iconization of Leaning, to wit: Adult
Learning, Algo-Heuristic Theory, Andragogy, Anchored Instruction, Constructivist and
connectivist Theory, Cognitive Load Theory, Conditions of Learning, Double Loop
Adult Learning,
Algo-Heuristic Theory
Andragogy
Anchored Instruction
Constructivist theory
Cognitive Load Theory
Conditions of Learning
Double Loop Learning
Experiential Learning
Model Centered Instruction and Design
Layering Minimalism
Functional Context
Phenomenology
Script Theory
Subsumption Theory
Symbols Systems
Structural learning theory
Motivation theory of learning,
Theories of Learning as basis of ICONIZATION OF LEARNING


Learning, Experiential Learning, Model-Centered Instruction and Design Layering,
Minimalism, Functional Context, Phenomenolography, Script theory, Subsumption Theory,
affordance theory, and Symbol Systems Structural Learning Theory. The Motivation theory
of learning similarly is essential to the concept discussed.
The Book of David Gilles (2003) entitled Media Psychology have studied extensively
and proved that media has indeed have great psychological impact and influence on the
behaviour of audience that watch it. The book proves the causal relation between media
effected the behavioural changes in all age group and effectively transmit message and
ensures retention or recall. Thus further strengthen and validity of the Iconization of learning
as applied to curriculum and pedagogy, though the distinction between reality and
representation is much less clear than we often imagine (David, 2003, p. 282). An off quoted
expression in psychology is the 7-38-55 presentation rule where 7% of the communication is
the words that you are using, 38% of the communication is the tone of voice and 55% of the
communication is what you are doing visually, consisting mostly of facial expressions.
In gist, the figure 3 presents how simply iconization of teaching-learning process takes
place as advocated in this project. The teacher provide the learners with direct course
readings or lectures then allow independent learners to individually and collectively
internalize learning objective and conceptualizes or assign icons to particular subject of
study. The learners will be required to make report presentation employing said selected
multimedia icons and used the same for classroom interaction and evaluation.

Figure 4 : Teaching-Learning Iconization Process.

IDIAS: An Organizational Transformation Initiative
Situationer: Madrasah State of Instruction

The IDIAS as proposed is the digital technology based initiative for organizational
transformation. Although other organizational transformation approaches would similarly
manifest, both explicit and implicit along the process. The locus and focus of IDIAS is
enhancing classroom environment, and to promote and improve teachinglearning which is
Teacher
Course Content,
Readings &
Objective
Evaluation System
Suggested Icons
Course or Subject
Teaching &
Learning Interaction
InternalizingLearnin
g Objectives
Icons of Agreed
Topic
Learner
Individual &
Collective
preferential icons
Learners' Constructed Icons


the end goal of any mode of instruction. However, the assessment component of this initiative
is to suit the new advocated mode of teaching and learning.
In the quagmire of the unpredictable challenges brought about by this technological
development, the need to revisit the state of instruction in madrasah with particular focus in
teaching Islamic History. A need to review the state of instruction in order to validate the
need for adoption of the proposed IDIAS. It should be emphasized that Madaris in the
Phillippines is not regulated nor accredited though policy initiative of integrating them to
Philippine educational system have been initiated as mandated in the Tripoli Agreement of
1976. But still largely Madaris in the country are community owned and regulated. Therefore,
by implication not logistically subsidized by the government neither regulated nor accredited
though initial efforts have been initited. The state of instruction can be loosely described
based on personal objective observation. Some observations on the state of instruction
bulleted as follows:
Still face to face classroom Learning method, augmented by reading, reporting and
educational tour
Still maintain Learning by doing method through laboratory and field work.
An instruction is typified as Banking System of Education.
Utilization of Digital Information technology is not widely use.
Gaps in knowledge creation due to highly dogmatic Organizational Culture
Some teacher are lax due to less emphasis on learning objective.
Not many asatid faculty are multi-media literate.
Internalizing the course is minimal as relevance of the GES to the degree is not
realistic and boring.
Evaluation oriented teaching method not on internalizing the learning goals
Madrasah lacks innovative process in the delivery of learning
Most Classroom are equip with black board, eraser and chalk
Computer-Student Ratio is inadequate.
Young generation are computer enthusiast thus gaps exists between teaching method
and learning style of students.
Principles in Organizational Transformation Applied to IDIAS.

The proposed IDIAS is largely Information Technology based organizational
transformation initiative. Other organizational approach like Appreciative Inquiry and
Organizational culture serves to reinforce. The IDIAS as designed initially for History
courses and must be initiated in a bottom up approach in order to be officially appreciated
and adopted instructional innovation. However, the proponent has to take extraordinary steps
to personally carry-out the project in anticipation of inevitable resistance. However the
assumption that the proposal as givens are steady supply of electricity, available hardware
and technical experts.
How IDIAS transform Teaching and Learning Delivery

There realities which needs to be considered in justifying the adoption of IDIAS.
First, there is a gap between teaching and learning. Second, the madrasah lacks innovative
process in the delivery of learning is recognized. Third, studies proved the causal relation
between media effected the behavioural changes in all age group and effectively transmit
message and ensures retention or recall (David, 2003, p. 282). Fourth, immersion to the past
is no longer impossible as the availability of Virtual Reality which is an immersive and
interactive simulation of either reality-based or imaginary images or scenes (Allison, 2007,


p.344). For example, massively Multi-Player Online Role Playing Games (MMORPGs),
Alternate Reality Game (ARG), the Transparent Telepresence Research Group (TTRG)
Head-Mounted Display (HMD) Cave Automatic Virtual Environment (CAVE) are Virtual
reality tools that allow students to question what is real and to explore a multiplicity of
different pasts in an immersive experience (Allison, 2007, p.344). Fifth, some of the teachers
role in constructivist perspective will change as it will lessen the subjectivity and personal
temperament of teachers and direct classroom control is minimal.
The IDIAS as proposed can be done in two ways first is maintaining the face-to-face
environment but a large class size and allow the learners to develop their imaginative
construct by assigning them individually or by group to make a digital report on chapter in
history. The learners will be asked to develop a 3D animation using simple software that they
are familiar with like MS Power point, and or movie maker tools using methodology of
iconization. This will form part of a collection on how learners will be able exploit their
digital know-how to be virtually immerse in the past. This can be done simultaneously while
team of expert will design a model courseware using virtual reality tools as suggested by
John Allison (2007). Another option is to facilitate a speedy production of the model by team
of expert sanctioned by the university. In this manner, the teaching-learning environment will
change like subjective and ego tripping style of teacher will be eventually eliminated. The
team teaching will replace monotonous routine life of teachers. The student labelling of terror
or lenient, and or popular against unpopular teacher will be addressed. Hence, the learners
imaginative construct will be enhanced by adopting the transformation theory of Mezirow
(1991, cited in Anderson & Elloumi, 2004, p.18) combining constructivism and cognitivism
theory. It claimed that learning involves five interacting contexts: the frame of reference or
meaning perspective in which the learning is embedded, the conditions of communication,
the line of action (process) in which the learning occurs, the self-image of the learner, and the
situation encountered during the learning process. Accordingly, transformative learning
involves reflectively transforming the beliefs, attitudes, opinions, and emotional reactions
that constitute our meaning schemes or transforming our meaning perspectives (Anderson &
Elloumi, 2004, p.18I). In application to the project at hand, the process of using a collective
interpretation and construe a new or revised iconized interpretation of the meaning of ones
experience in order to enhance memory recall and perhaps internalizes learning objectives for
future use. Issue on Interaction.
The interaction is important in teaching-learning component without it, learning will
take not take place. The need for minimal or optimum interaction depends largely on the
nature of the course like mandated general education courses are fix and a definite knowledge
that interaction can be designed as asynchronous or synchronous. The objective of said
courses is imbibing and internalizing learning values and facts. Hence, the issue of interaction
in the proposed IDIAS can be addressed.
Mental Change

The concern on mental change is necessary in any transformational initiative. The
digital technological challenges is inevitable either we change or we phase-out. The death of
work will come if we do not be abreast with the current trend. The teachers should realize
that they are not indispensable even if they have assured of permanent tenure in their
vocation. The organizational transformation will definitely take place in order to be relevant
in the society and particularly at par with educational institution. First, change in the attitude
towards work must take place. Second, by keeping abreast with technology for the
advancement of the teaching-learning style means making oneself indispensable in the
organization. Third, the global terrain of teaching and learning is rapidly and irresistibly


changing, refusal to change means self-outcaste in the roster of educational institutions that is
the bedrock of innovation and change. Fourth, mental change means institutional change,
organizational changes takes place after people in the organization succumb to mental
change.
How IDIAS transform Assessment System

In the long run, teaching history could be image-based, three dimensional, and in
which text does not play a big role. This can be indicated as the trend for example in graduate
program that some disciplines are pressured and sometimes heated discussion on the move
away from the traditional text-based dissertation (Allison, 2007, p. 348). The Gutenberg-e
Project at Columbia University is taking substantial steps toward a virtual reality history
dissertation with their multi-media (i.e., photographs, audio, and video) searchable
dissertation publication program (Allison, 2007, p. 348). Once the use of virtual reality tools
in teaching history becomes popular, eventually new assessment system follows. The
traditional assessment practice will be blended with the digital system or software. For
example, online assessment can be designed that will give relief to teachers routine checking
quizzes, essays, and exams. A shared peer assessment shall be put into account in cognizant
to the presentation performance as the learners will be able to make a similar virtual tool in
presenting the past. According to Alison (2007, p. 347), by critically appraising new ways of
presentation is not an easy task for history educators who have trained for their entire career
to think of presentations in one way. Accordingly, the teachers and students can then travel
to a variety of three-dimensional historical locales and presentations through virtual
simulations could also provoke sharp memories of past events in the context of oral history
(Allison, 2007, p. 347). By adopting this method, hence, marking learners performance
should be collaborative or shared assessment thus minimize the unlimited discretion of
teacher in the assessment though claimed to objective but not transparent particularly in essay
test and term papers. Giving assessment to qualitative work like essay or written exam is
largely subjective to teachers discretion, and by peer collaborative marking of presentation,
output can be more transparent and objective. The criteria for marking can be designed to
capture the audience impact of the presentation and overall style of presentation.
How IDIAS Transform Teaching Profession

The teaching of history is very important as a means of communicating the past to
future generations (Allison, 2007, p. 350). Once Alison (2007) works becomes dominant
teaching method, history teachers of the future will be using visual and graphical tools less in
textual presentation. In the near future online classroom will be realized as part of the
proposal. The do-it-yourself teaching will form part of the teaching method. Though, the text
will remain important and inevitable in writing history but in teaching it is more on visual. As
categorically state by Anderson and Elloumi (2004, p.18) that the learner is the centre of the
learning, with the instructor playing an advising and facilitating role.
By this input, it can be gleaned in the future that teachers in history is no longer
monotonous routine and boring. Perhaps, teachers can be known not only in their ability to
write textual history but visually present history through virtual reality tools. The teaching
profession is becoming more challenging. To cling to the traditional mode of teaching
history, one will be left behind as thing of the past. The teaching of history requires not only
ability to textually convey history but digitally connect past to the present as if simulating
past in the present to guide us for future. Teaching history is no longer the ability to play


words and fluency in oral communication but the challenge of multimedia presentation of
simulating and presenting the past.
How IDIAS help the university cost-efficient reduction

The observation of Geraldine Lefoe (1998) on the continued reduction of
government budget subsidy to Australian universities and for universities opting to apply
user-pays principle is also true in the Philippines decades ago. The cost-efficient reduction
strategy and out sourcing like increasing tuition fees are commonly observed, but not
venturing on Web-based instruction. The increase in enrolment population led to the demand
for larger class size in the midst of government budget cut. The government state universities
were mandated to institute innovative measures to respond to the cost of operation. The
proposal will help in cost-efficient reduction program as it will save in hiring new teachers,
reduce teaching loads, and serve as income generating as users charge for multi-media
classroom will be adopted.
The proposed IDIAS is indeed an Organizational Transformation (OT) initiative that
proves backing from known OT Principles as discussed, and with strong theoretical
foundation. As an information technology based pedagogical change, several assumptions
shall be considered like energy supply, hardware availability, human resource technical
capability, stable internet connection and university management support are givens of the
proposed IDIAS. The requisite for the IDIAS to take-off is a mental change that should form
part of the implementation particularly in a setting where aged faculty find difficulty in
adapting to the new technological innovations. The history teachers should be abreast with
the digital know-how in order to be at par with the trend. The teaching-learning-assessment in
madrasah will be digitally transformed in the proposed IDIAS.
STRATEGY
The project at hand offers two major innovation initiatives that would transform
traditional teaching-learning environment. First is the IDIAS that advocates the optimal
utilization of digital technology in the classroom. Second is the use of icons as pedagogy in
teaching-learning and assessment technique and perhaps a teaching theory. These agenda for
innovation are conceptually link to serve as a jumping ground towards online or distance
education to level off the Muslim educational institution academic standard at par with
internationally known universities. In simple terms, it serves as a transitory measure in
liberating the university from the burden of chalkboard era and face-to-face teaching-learning
style. It shall be acknowledged the IDIAS is a long process to be attained in the near future
but iconization of learning can take place in a given time and acceptability provided that
information dissemination and consultation with colleague be addressed.
In preparing Muslim educational institution in the 14
th
Hijrah or 21
st
century as it
visioned to become an institution of higher learning which provides diversified, demand-
driven and highly competitive degree programs. It strives to become the quality provider of
Islamic education must institutionally realize the need to change, contend with the pressing
current challenges, and act on the necessary organizational reform. Such innovation must
meet the requirements as suggested by Schuler and Jackson (1987) to be interdependence,
long-term focus, risk taking, flexible and tolerance. And culturing and sustaining the same
must arrest and manage the obstacle to change and ensure structural and cultural support
system are in place. As Waddel et al. (2000, p. 164-5) succinctly describe that a meaningful
change comes only with provision of extra resources; reinforced by skills, competencies and
desired behaviour; and structural support system are instituted. Most state universities are


imprisoned by government laws and regulation must negotiate for more political autonomy
and meaningful academic freedom to address the observation of Schiffer (1980, p. 158) that
innovation requires addressing the political question of who makes and what decisions is
crucial in order for innovation to prosper. This condition warrants that the innovation should
be incremental and slow but sure, and the strategy for innovation must be structured to
subscribed to building of a safe environment for knowledge workers as advocated by Drucker
(1994), building of trust and teams as advanced by Geist and Hoy (2004, p.2-4), and building
capacity for learning. Michael Mercers (2001) seven approaches to manage recalcitrant
employees would be helpful strategy in dealing with those who resist or challenge IDIAS.
Accordingly, the purpose and objective of change must be understood by them. The
employees taking part in the decision making will strengthen in building teamwork that
psychologically put pressure in accomplishing the job done on target schedule. In providing
reasonable incentive pay and acknowledge individual success but termination would not be
dealt with humanitarian consideration. In gist, the overall strategy must be holistic in
transforming a professional learning organization.
However, confining to the project at hand, the Figure 4 shows the Matrix Model below
is suggested to form as an initial strategy for innovation.

Figure 5: Iconization of Matrix Innovation
The Obstacle to Innovation

The lack of budget or logistical requirements and necessary skills needed are common
obstacle to innovation. The Asatids madrasah faculty needs computer training though some
Asatid faculty will not likely surrender a portion of their comfort zone and traditional
pedagogy. The digital divide as realistically acknowledge is manifested in the management
level as the gap exists in the appreciation to the potential institutional benefits that can be
derived in investing to upgraded computer hardware and software. In sum, the primary
impediments to the project are mental, technical, structural and logistical in nature.
The iconization of learning as a teaching, learning and assessment method can be
strategically implemented within the existing reality. It is a matter of academic and
Realization of the Need to
change and Identifying the
obstacle to IDIAS
Secure extra resources thru
proper political
represetation and
Networked Organization
Create teams for Advocacy
Provide an avenue for skills
training to create a critical
mass for institutionalization
IDIAS thru
Iconization


intellectual appreciation of the concept. This can be done in a classroom level but
incremental, gradual, and effective. A teachers initiative and commitment is only required.
However, the bulk of producing digitally designed instructional materials can only be done
by collaboration of experts.
In addressing the strategy for innovation, a bottom up approach is preferred considering
the nature of the project and skilful scanning of the organizational reality, and the
proponents limited role in the university. The model below is suggested for implementation
of the project.

Figure 6: Model Strategy

Conclusion

The challenges of the 14
th
Hijrah or 21
st
century to muslim educational institutions
must be responded with utmost precision and careful understanding of the impact, both real
and anticipated. Think globally but act locally guided by the principle of sustainable future
must be part of the central theme for any Muslim educational reform.
The proposed IDIAS thru iconization of learning is not a new concept but rather an
enhanced and revitalized for general application in the teaching and learning environment.
The problem statements of the study have been academically scrutinized to elicit its
potentials as a pedagogical innovation. The review of literatures has yielded more than what
is expected by the proponent. The theoretical foundation to support its academic validity as a
teaching-learning theory and as an organizational transformation initiative is well founded.
Some literatures have proved the application of iconization of learning noting only some
discrepancies with what is proposed to be a teaching-learning technique in maintaining the
traditional face-to-face classroom pedagogy but with great potential contribution towards
multimedia instruction system. As the race to online digital education is becoming steep, the
Muslim educational institution must not sleep with its predicament in not joining the
competition.
The proponent had stumbled on a more pressing concern on how to deal with
evaluating the state of instruction in the absence of accepted models, methods and criteria of


assessment. The constraints of time, logistics and delimitation of the study does not warrant
on delving deeply of such concern though, its importance is paramount to the project.
The findings somehow elicit more information vital to the success of the project like
the expected obstacles and the strategy to be employed in the actual implementation of the
project. Hence, the project at hand is doable.
Recommendation
1. An assessment of the state of instruction of Madrasah must be conducted as prelude to
the Phases of the project.
2. A series of Focus Group Discussion shall be likewise conducted parallel to the
assessment of state of Instruction.
3. Pool of Muslim educational expert must be encourage to explore further the
potentials of Iconization of Teaching-Learning and Assessment to promote and earn
more its academic and intellectual validity.
4. The stature of Malaysia it holds in the muslim ummah in the world, should scrutinize
and promote the same in order gain its prominence as a teaching-learning pedagogy
and exploit the digital use for the benefits of the graduates of Madrasah to become
relevant in todays generation of Knowledge society.
References
Allison, John (2008). History educators and the challenge of immersive pasts: a critical
review of virtual reality tools history pedagogy. Learning, Media and Technology,
Retrieved November 2, 2008 from http://dx.doi.org/10.1080/17439880802497099.
Anderson,T. & Elloumi, F. (Eds., 2004). Theory and Practice of Online Learning. Athabasca
University, Retrieved November 2,2008 from http://cde.athabascau.ca/online_book,.
Andronis, MA. (2003). Iconization, Fractal Recursivity, and Erasure: Linguistic Ideologies
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INTEGRASI ILMU DALAM PENGAJARAN DAN PEMBELAJARAN USULUDDIN:
SATU TINJAUAN

Siti Saadiah Binti Shafik
Fakulti Pengajian Kontemporari Islam
Universiti Darul Iman Malaysia
sitisaadiah@udm.edu.my

Abstrak

Kajian ini membincangkan tentang integrasi ilmu dalam pengajaran dan pembelajaran
usuluddin. Pengunaan pengetahuan ilmiah mempunyai asas moral tertentu . maka ilmu dapat
dimanfaatkan sebagai sarana atau alat dalam meningkatkan taraf hidup manusia dengan
memerhatikan kudrat manusia, martabat manusia dan keabdian keseimbangan alam. Islam
telah melahirkan suatu tamadun besar yang telah membawa keamanan dan kesejahteraan
kepada dunia dan menjadi pendorong kemajuan manusia dalam aspek kerohanian, pemikiran,
moral dan keduniaa. Ilmu-ilmu yang berlandaskan kebenaran itu dapat membina sesuatu
tamaddun yang besar dan agong, bukan sahaja mengetaui ilmu agama sebagai ilmu dasar
kepada kita bahkan juga Allah SWT mengalakkan pencarian ilmu yang lain. Perbahasan
tentang teori pengetehuan adalah perbahasan falsafah kerana ia melibatkan perkara-perkara
yang mempunyai cirri-ciri falsafah. Oleh itu ia amat dipengaruhi kecenderungan falsafah
seseorang. Falsafah Islam yang mengnai teori pengetahuan berada di tengah tengah aliran
realisme dan idealisme. Semua ahli falsafah Islam bersetuju bahawa objek pengetahuan yang
paling tinggi dan mulia dala pengetehuan tentang Allah SWT. Pengetahuan-pengetahuan
lain mengikut urutan hirarkinya adalah pengetahuan tentang aqidah, hukum-hukum syarak,
ilmu mantik, ilmu akhlak dan ilmu kerohanian (tasawuf) dan ilmu Alam Semula Jadi, Ilmu
Matematik, Ilmu Matefizik di golong sebagai ilmu teoritikal dan ilmu Akhlak. Para-para
ilmuan Islam mempunyai daya kretiviti untuk mengabungkan pelbagai perjenisan ilmu
pengetahuan yang berbentuk teorikal dan praktikal dalam disiplin ilmu Pada dasarnya ilmu
digunakan dan dimanfaatkan untuk kepentingan manusia untuk mengetengahkan
kepentingannya dalam kerjaya, juga element-elemen yang memberi sumbangan dalam
prestasi kerjaya sama ada cara mengimplentasikannya dalam penyelidikan dan pengajaran.
Kaedah kajian ini secara umumnya menggunakan Metode pengumpulan data atau metode
dokumentasi. Penkaji akan membuat pengolahan dan penganalisisan terhadap data-data yang
telah dikumpul menerusi metode-metode yang dinyatakan sebelum ini dengan menggunakan
kaedah induktif dan Kaedah deduktif. Penyelidikan ini memberikan tumpuan kepada
bagaimana para pensyarah usuluddin mengaplikasi integrasi ilmu dalam P&P.

Katakunci: Integrasi ilmu dan Usuluddin.

PENGENALAN

Ilmu bererti pengetahuan yang bersifat global sama ada membicarakan dalam perkara dunia
dan akhirat . Ilmu juga suatu pencarian maklumat yang tidak diketahui kepada maklumat
yang diketahui melalui minda. Dengan pelbagaian cara kefahaman dan pengetahuan sudah
pastinya melahirkan bentuk ilmu yang berlainan .Ini dilihat dari sikap manusia yang suka
mencari dan berfikir, lantas menghasilkan ilmu-ilmu yang baru yang membawa manusia ke
era ketamaddunan.


Setiap manusia dibekalkan akal oleh Allah untuk mencari kehebatan ciptaan Allah
SWT di muka bumi ini, maka mereka dapat menemuinya dengan izin Allah SWT. Di sini kita
melihat manusia dapat membina tamaddun yang hebat yang mencipta sejarah.manusia
berbekalkan ilmu yang mereka ada.

Sejak zaman kegemilangan ilmu pengetahuan yang bermula dari zaman kerajaan
Abbasiyyah perlbagai ilmu diterjemah dari bahasa Yunani ke bahasa Arab dengan banyaknya
seperti falsafah, politik, mantiq, fizik, falak dan lain-lainnya. Mereka mengkaji ilimu bukan
satu bidang sahaja tetapi mendalami dalam kepelbagaian ilmu , mereka mampu untuk
menggabungkan antara ilmu-ilmu yang lain.oleh sebab ketekunan mereka itu yang membawa
kejayaan mereka. Dan lahir para-para ilmuan seperti Ibn Sina , al-Khawarazmi, al-Farabi ,
Ibn Qayyim, Ibn Khaldoon, al-Razi, Jabir Ibn Hayyan , Ibn al-Haitham dan lain-lain.

Agama Islam menempatkan ilmu dan ilmuwan dalam kedudukan yang tinggi,
sejajar dengan orang-orang yang beriman . Hal ini dapat dilihat dari banyaknya ayat-ayat al-
Quran maupun al-Sunnah yang menganjurkan manusia untuk menuntut ilmu, bahkan wahyu
yang pertama kali turun adalah ayat yang berkenaan dengan ilmu yakni perintah untuk
membaca seperti yang terdapat dalam surah al-Alaq. Yang bermaksud:

Bacalah dengan (menyebut) Nama Tuhanmu yang menciptakan. Dia telah menciptakan
manusia dari segumpal darah. Bacalah dan Tuhanmulah Yang Paling Pemurah. Yang
mengajar (manusia) dengan perantaraan kalam. Dia mengajarkan kepada manusia apa yang
tidak diketahuinya (Surah al-Alaq, 96: 1- 5)

Umat Islam mendapatkan semangat yang luar biasa karena banyak sekali perintah
atau nas-nas yang menyentuh masalah keilmuan. Hal ini dapat dilihat pada masa awal Islam,
banyak sekali kegiatan pengembangan ilmu pengetahuan, bahkan sumber ilmu yang
dikembangkan itu berasal dari agama dan peradaban selain Islam. Para ulama banyak
menerjemahkan buku-buku dari Yunani dan Persia (Ahmad Y al-Hasan dan Donald R. Hill,
1993: 56-59). Namun usaha yang dilakukan tidak terbatas sebagai penterjemah saja, tapi juga
memberikan tambahan berupa saranan dan kritikan terhadap ilmu yang dipelajari dari luar
tersebut dan juga mengembangkan ilmu pengetahuan yang sudah ada, sehingga melahirkan
suatu teori baru.

Agama dan ilmu merupakan satu kesatuan yang tidak dapat dipisahkan. Islam
mengajarkan umatnya untuk senantiasa mengamati alam dan menggunakan akal yang mana
kedua-dua hal ini merupakan landasan untuk membangun ilmu pengetahuan moden. Perintah
mengamati berbagai fenomena alam mengajak manusia untuk berfikir secara empiris. Dan
penggunaan akal sebagai dasar dalam berfikir secara rasional.

Apabila ilmu dan agama dipisahkan maka akan terjadi mala petaka seperti teknologi
nukliar yang digunakan sebagai senjata perang; penggunaan bahan bakar minyak yang tidak
terkendali; sistem yang tidak memanusiakan manusia; dimana nantinya akan menghancurkan
peradaban manusia itu sendiri. Sejarah telah membuktikan bahwa pemisahan ilmu
pengetahuan dari agama telah menyebabkan kerosakan yang tidak boleh diperbaiki.
Keimanan harus dikenali melalui ilmu pengetahuan, keimanan tanpa ilmu pengetahuan akan
mengakibatkan fanatisme dalam kemandekan (Abudin Nata, 2005: 6). Menurut M Amin
Abdullah (pengantar dalam Ibn Rusyd, 2005: ii), Ibnu Rusyd merupakan ilmuwan muslim
pertama yang menggunakan metode integralistik-teosentrik.


Usaha integrasi ilmu dan agama di Malaysia telah diusahakan oleh para pemikir
Muslim dan para sarjana. Begitu juga usaha Fakulti Pengajian Kontemporari Islam UDM
untuk memurnikan kursus-kursus di fakulti yang tidak hanya mempelajari ilmu-ilmu agama
juga mempelajari ilmu-ilmu umum.

Peranan pensyarah dalam soal ini begitu penting kerana penglibatan mereka dalam
pengajaran dan pembelajaran sesuatu kursus, maka sebaiknya mereka mengaitkan kursus-
kursus itu dengan ilmu-ilmu lain supaya nampak lebih efektif misalnya ilmu usuluddin boleh
dikaitkan dengan sains, psikologi, moral, astronomi, kaunseling dan lain-lain. Cara ini dapat
dilakukan ketika menyampaikan kuliyah dengan menekankan asal usul ilmu kepada pencipta
yang agong ialah Allah S.W.T .

DEFINISI ILMU

Ilmu itu knowledge lawan kepada jahil atau ignorance. Ilmu itu dihubungkan dengan
makrifah , fikh, hikmah dan daya rasa. Ilmu adalah hasil daripada pembelajaran, pada
peringkata permulaan, ahli fikir Islam membezakan antara makrifah dengan ilmu. Yng
pertama menunjukan kepada yang didapati melalui pengalaman yang pada mulanya tidak
diketahui. Yang kedua pula adalah pengetahun yang tidak dijelaskan sebagai berlaku secara
spontan ( berlaku dengan kehendak hati dan tidak dengan paksaan). Oleh itu makrifah adalah
secular knowledge dan ilmu adalah knowledge of God yang lebih menyentuh
keagamaan, apabila ilmu itu dikhususkan kepada ilmu yang berunsur keagamaan maka
sekular dalam bidang berkenaan di panggil ulama. (Ismail Ibrahim 1994: 39)

PERKEMBANGAN ILMU ISLAM

Dalam perkembangan keilmuan Islam, terdapat pengelompokkan disiplin ilmu agama dengan
ilmu umum. Hal ini secara langsung menunjukkan adanya dikotomi ilmu pengetahuan.
Kondisi seperti ini terjadi mulai abad pertengahan sejarah Islam hingga sekarang. Pada saat
itu ada sikap penolakan terhadap ilmu-ilmu yang bersumber dari penalaran akal seperti ilmu
filsafat, ilmu matematika dan lain-lain (Abudin Nata, 2005: 115). Sikap ini muncul akibat
perbezaan pemikiran yang menimbulkan adanya golongan-golongan dalam Islam. Sehingga
umat Islam pada saat itu mulai meninggalkan ilmu-ilmu yang dikategorikan dalam ilmu
umum (ilmu dunia) dan mengakibatkan umat Islam mengalami kemunduran dalam berbagai
bidang.

Pengunaan pengetahuan ilmiah mempunyai asas moral tertentu pula. Pada dasarnya
ilmu digunakan dan dimanfaatkan untuk kepentingan manusia. Dalam hal ini, maka ilmu
dapat dimanfaatkan sebagai sarana atau alat dalam meningkatkan taraf hidup manusia dengan
memerhatikan kudrat manusia dan keabdian keseimbangan alam. Salah satu alasan untuk
tidak mencampuri masalah kehidupan secara ontologis adalah kekhuatiran bahawa hal ini
akan mengganggu keseimbangan kehidupan (Jujun, S.Sariasumantri 1990: 5)

Untuk kepentingan manusia tersebut maka pengetahuan ilmiah yang diperoleh dan
disusun dipergunakan secara komunal dan universal. Komunal bererti ilmu merupakan
pengetahuan yang menjadi milik bersama. Setiap orang berhak memanfaatkan ilmu menurut


keperluannya sesuai dengan asas komunisme. Universal bererti bahawa ilmu tidak
mempunyai konotasi parokial seperti ras, ideologi atau agama (Jujun, S.Sariasumantri 1990:
5).

Sejarah dunia hari ini terpaksa mengakui bahawa Islam telah melahirkan suatu
tamdun besar yang telah membawa keamanan dan kesejahteraan kepada dunia dan menjadi
pendorong kemajuan manusia dalam aspek kerohanian, pemikiran, moral dan keduniaan. Ia
menjadi sumber utama ilmu yang bermanfaat bukan sahaja kepada timur tetapi kepada barat
yang telah mendapat darinya sumbangan intelektual dan moral dan juga ida-idea untuk
kemajuan kebendaan (Ismail Ibarahim dan Mohd. Sahri Abdul Rahman 1994: 45)

Oleh yang demikian itu, ilmu-ilmu yang berlandaskan kebenaran itu dapat membina
sesuatu tamadun yang besar dan agung bukan sahaja mengetahui ilmu agama sebagai ilmu
dasar kepada kita bahkan juga Allah SWT mengalakan pencarian ilmu yang lain.

Pada pendapat ahli falsafah bahwa keyakinan pada status ontologis atau eksistensi
objek-objek ilmu pengetahuan akan menjadi basis ontologis dari epistemologi yang akan
maju. Pernyataan tersebut menemukan momentum performatifnya ketika kita mengamati
ilmuan-ilmuan Barat seperti Darwin, Sigmund Freud, Emile Durkheim, Karl Marx, Laplace,
dan sebagainya yang 'menutup mata' terhadap eksistensi entitas-entitas metafizik. Lain halnya
dengan ilmuan Muslim seperti al-Farabi, Ibnu Sina, Ibnu Rusyd, Suhrawardi, Mulla Shadra,
dan selainnya yang memandang wujud (maujudat) metafizik sebagai entitas yang mesti
dipadukan dengan entitas fizik sehingga memberikan kepercayaan pada pengkajian semua
bidang yang berkaitan. Berkaitan dengan klasifikasi ilmu, penulis lulusan Universitas
Chicago ini berpijak pada klasifikasi ilmu teoretis ala al-Farabi yang mengelompokkan ilmu
ke dalam tiga ilmu utama: metafisika, matematika, dan ilmu-ilmu alam. Hemat penulis, ketiga
kelompok utama ilmu ini akan membentuk klasifikasi ilmu rasional yang integral, tanpa
menganaktirikan salah satunya. (h 212). Adapun klasifikasi ilmu-ilmu praktis, filasuf Muslim
juga membahagikan kepada tiga jenis, iaitu: etika, ekonomi, dan politik. Dalam hal
metodologi, atensi ilmuan Barat berfokus kepada metode observasi yang berpaksikan kepada
penekanan potensi pancaindra yang berorientasikan fizik. Penekanan seperti ini boleh
nampak jelas karena observasi pancaindra boleh sahaja meleset dan tak kuasa terhadap objek-
objek metafizik. Untuk itu, potensi akal dan hati atau intutusi juga harus dilibatkan dalam
pengkajian ilmiah. Jauh hari sebelumnya, tradisi falsafah Islam mengakomodasi seluruh
potensi tersebut sebagaimana terlihat pada konsep Suhrawardi yang membagi pendekatan
kepada dua bahagian, iaitu: diskursif (bahthi) dan eksperiensial (dzauqi).

KELEBIHAN-KELEBIHAN INTEGRASI ILMU

1. Pada dasarnya perbahasan tentang teori pengetahuan adalah perbahasan falsafah
kerana ia melibatkan perkara-perkara yang mempunyai ciri-ciri falsafah. Oleh itu ia
amat dipengaruhi kecenderungan falsafah seseorang. Falsafah Islam pula mengnai
teori pengetahuan yang berada ditengah aliran realisme dan idealisme. Ahli-ahli
falsafah Islam seperti juga kebanyakan ahli falsafah yang lain membahagikan
pengetahuan itu kepada beberapa jenis. ( Ismail Ibarahim dan Mohd. Sahri Abdul
Rahman 1994: 39) Semua ahli falsafah Islam bersetuju bahawa objek pengetahuan
yang paling tinggi dan mulia adalah pengetahun tentang Allah SWT.


2. Pengetahuan-pengetahuan lain mengikut urutan hirakinya adalah pengetahuan
tentang akidah, hukum-hukum syarak, ilmu mantik, ilmu akhlak dan ilmu
kerohanian (tasawwuf), cabang atau perjenisan ilmu ini dihuraikan oleh al-Kindi
(796-873M) berdasarkan perjenisan yang dibuat oleh Aristotle, yang
membahagiakan pengetahuan kepada teoritikal dan praktikal. Al-Farabi (878-950M)
telah menambah cabang ilmu dengan memasukkan ilmu kalam dan ilmu fekah yang
tidak ada dalam perjenisan Aristotle dan al-Kindi. Ibn Sina (980-1036M) di samping
mengakui perjenisan yang dibuat oleh Aristotle telah membuat bebarapa tambahan
dengan bedasarkan kepada al-Quran, al-Sunnah dan pengelamannya. Ilmu alam
semula jadi, ilmu matematik, ilmu metefizik digolong sebagai ilmu teoritikal dan
ilmu akhlak, pengurusan bandar dan syariah sebagai ilmu praktikal. Al-Ghazali
(1058-1111M) pada period awal permulaan terpengaruh dengan perjenisan ilmu
yang dibuat oleh ahli-ahli falsafah terdahulu seperti Aristotle, al-Kindi dan al-
Farabi. Kemudia period kedua beliau mengkaji juga sebagai substant, ini dapat
dilihat daripada bukunya Ihya Ulum al-Din. (Ismail Ibarahim dan Mohd. Sahri
Abdul Rahman 1994: 40)

Jika kita renung kembali para-para ilmua tadi, mereka mempunyai daya
kretiviti untuk mengabungkan pelbagai perjenisan ilmu pengetahuan yang
berbentuk teoritikal dan praktikal dalam disiplin ilmu. Kita lihatlah berapa ramai
para ilmuan yang datang dari bidang yang belainan dan berbeza berkongsi ilmu
dalam melakukan penyelidikan, misalnya Fakulti Pengajian Kontemporari Islam,
Fakulti Pengurusan Perniagaan dan Perakaunan ,Fakulti Perubatan Sains Kesihatan
dan lain-lain. Dengan kata lain adanya integrasi ilmu dapat meningkatkan
produktiviti organissi itu dan kepakaran masing-masing.

3. Ternyata para ilmuan perlu memasyarkatkan ilmu, tetapi dalam penyempaiannya
harus sebijaksana mungkin. Juga betapa pentingnya penyebaran maklumat ilmu
pengetahuan dilakukan iaitu penyelidikan, penerbitan ilmiah dan melalui media
masa. Di pusat pengajian tinggi sering kali diberi makluman kepentingan
penyelidikan kepada para pensyarah untuk mempamerkan kesarjanaan masing-
masing. Melalui dasar ini membezakan anatara pensyarah dan guru. Maka dorongan
moral bagi para pensyarah dalam hal ini amat diperlukan. Misalnya seperti yang
sudah dilakukan oleh pelbagai pusat pengajian tinggi setiap pensyarah yang
menyumbang artikel dalam jurnal atau penyelidikan akan diberi point untuk
kenaikan pangkat.

4. Maka kelebihan integrasi ilmu ini dapat membantu pensyarah meningkatkan tahap
kecemerlangan dalam pengajaran dan pembelajaran. Setiap pensyara perlu tahu
peranan dan tugas menyampaikan ilmu dengan baik dan telus. Mereka adalah
pewaris para nabi yang mempunyai tanggung jawab yang besar dan mulia.

KESIMPULAN

Apa yang telah dibincangkan di sini ialah integrasi ilmu dapat meningkatkan kreadibiliti para
pensyarah dan kewibaan mereka walaupun dalam bidang yang berbeza-beza. Juga memupuk
semangat yang kuat untuk mempamerkan kesarjanaan masing-masing yang dapat
menghasilkan karya-karya yang lebih mencabar untuk diterima oleh masyarakat.


Perpaksikan kepada perinsip-perinsip Islam maka integrasi ilmu dapat meyakinkan dalam
meningkatkan potensi kerja mereka.

CADANGAN

1. Semua pensyarah usuluddin dapat mengabung jalin kursus-kursus yang diajar dengan
ilmu moden.
2. Kursus-kursus usuluddin yang dikaitkan dengan ilmu-ilmu umum dapat mendedahkan
kepada pelajar tentang kepentingannya dalam pengajaran dan pembelajaran.
3. Pehak pengurusan akademik perlu mendedahkan kepada pensyarah usuluddin kursus-
kursus dalam bidang sains, politik, sains sosial, astronomi, psikologi, perubatan, moral,
kaunsling dan lain-lain.

RUJUKAN

Al-Quran al-Karim
Jujun, S.Sariasumantri (1990), Ilmu dalam Perspektif Moral, Sosial , dan Politik, cet.
Pertama. Selangor: Dewan Bahasa Dan Pustaka..

Ismail Hj. Ibrahim dan Mohd. Sahri (1994), Ilmu dan Kecemerlangan Dari Perspektif Islam.
Kuala Lumpur: Institut Kefahama Islam Malaysia (IKIM).

Abudin Nata (2005) , Integrasi Ilmu Agama Dan Ilmu Umum. Indonesia: Rajawali Persada.

Mohammad Solikin (2008), Integrasi Ilmu Dan Agama Menurut Ismail Raji al-Faruqi Dan
Koutowijoyo.Indonesia: Universiti Muhamadiyah Surakarta.

Zainal Abidin, Integrasi Ilmu Dan Agama. Indonesi: Pustaka Mizan.

Dr. Aroom Kuswanjono, Integrasi Ilmu Dan Agama Perspektif Filsafat Mull Sadra.

Prof. Omar Hasan Kasute Sr (2009), Epestemologi Islam Dan Integrasi Ilmu Pengetahuan
Pada Universiti Islam (seminar).

Pengilmuan Islam Dan Integrasi Ilmu Dengan Etika Gagasan Kuntowijoyo (makalah).

Prof. Dr. Nakhtiar Effendy (2009), Integrasi Studi Keagamaan Dan Teori Ilmu Sosial.Jakarta.

Drs, H Nurchalish Madjid , Keharusan Pembaharuan Pemikiran Islam Dan Masalah Integrasi
Umat. Indonesia.

Shahrullah Iskandar (2005), Integrasi Ilmu: Sebuah Rekohstruksi Holistik.Bandung: Arasy
Mizan.


PEMBANGUNAN PROTOTAIP SIMULASI BERKOMPUTER PERGERAKAN
TUBUH DAN PEREDARAN DARAH KETIKA SOLAT FARDHU (SOLATSIM)

Nor Azah Abdul Aziz, Syakirah Samsudin, Asmara Alias,
Fadhlina Mohd Razali, Zarima Zakaria
Latifah Adawiyah bt Ahmad Rifaie, Khairunnisa Ramli,
Noor Hafsha Abd. Wahab
Universiti Pendidikan Sultan Idris (UPSI)
Tanjung Malim, Perak
azah@ftmk.upsi.edu.my

Abstrak

Kajian ini bertujuan untuk membina prototaip simulasi berkomputer untuk menunjukkan
pergerakan tubuh dan peredaran darah ketika menunaikan solat fardhu. Koleksi data diambil
dari 51 responden yang merupakan pelajar tahfiz. Pemilihan ini berdasarkan pengkhususan
pelajar tahfiz yang sentiasa bersolat jemaah dan mendampingi Al-Quran di samping
mempelajari ilmu agama yang lain. Data-data terdiri daripada pergerakan dan posisi solat
fardhu dalam bentuk video mahupun imej statik serta kadar tekanan darah dan denyutan
jantung direkodkan sebelum dan selepas solat untuk membina protaip ini. Model ADDIE
digunakan sebagai metodologi untuk membangunkan prototaip. Kajian ini melibatkan
pelbagai bidang seperti Multimedia, Pengajian Islam dan Sains. Hasil kajian adalah
berbentuk perisian simulasi interaktif yang boleh digunakan untuk menambahkan ilmu
pengetahuan tentang solat fardhu secara saintifik.

Kata kunci: solat fardhu, pembangunan prototaip simulasi, pergerakan tubuh, peredaran
darah.

PENDAHULUAN

Solat adalah inti ibadah di dunia. Ia merupakan bukti nyata keimanan dan keIslaman
seseorang di alam realiti. Solat merupakan elemen terpenting dalam syariat Islam
(Misbah Em Majidy, 2009). Allah Taala memerintahkan agar solat dilakukan secara
berjemaah dan memohon pertolongan kepadaNya dengan cara mengerjakan solat
seperti berikut:

Dan dirikanlah kamu akan sembahyang dan keluarkanlah zakat, dan rukuklah kamu semua
(berjemaah) bersama-sama orang-orang yang rukuk.
Surah Al- Baqarah (2):43

Dan mintalah pertolongan (kepada Allah) dengan jalan sabar dan mengerjakan
sembahyang; dan sesungguhnya sembahyang itu amatlah berat kecuali kepada orang-orang
yang khusyuk;
Surah Al- Baqarah (2):45

Solat fardhu adalah merupakan kewajiban yang perlu dilakukan oleh setiap umat Islam lima
kali sehari pada waktu yang berbeza yang telah ditetapkan oleh Allah Taala dan membantu
keupayaan tubuh terutamanya sistem darah dan jantung. Solat juga merupakan terapi
psikologi yang membantu jiwa menjadi lebih tenang dan menghilangkan tekanan perasaan


yang disebabkan oleh pelbagai masalah dalam kehidupan; yang paling signifikan adalah
manusia merasakan semua masalahnya sangat kecil di hadapan Pencipta yang Maha Agung.
Solat juga menghilangkan semua sumber tekanan pada diri manusia apabila berlakunya
perubahan pergerakan dalam solat secara konstan. Ini dikenali sebagai perubahan yang
membawa kepada kerehatan fisiologi yang sangat penting. Fakta Ini adalah bertepatan
dengan sabda Nabi Muhammad s.a.w. yang memerintahkan umatnya bersolat ketika
menghadapi kemarahan dan telah terbukti bahawa solat memberikan kesan yang pantas
terhadap sistem saraf dengan memberi ketenangan dan keseimbangan. Solat juga turut
menjadi penawar kepada insomnia atau penyakit sukar tidur yang disebabkan oleh kegagalan
sistem saraf (Nor Azah Abdul Aziz et. al, 2008).

Muslim yang khusyuk dalam mengamalkan ibadah solat akan merasakan ketenangan jiwa
kerana berkurangnya tekanan darah, kadar denyutan jantung dan respiratori ketika solat .
Motivasi diri yang tinggi dalam kehidupan samada sebagai pelajar mahupun sebagai pekerja
dan mudah bergaul dengan masyarakat persekitaran juga adalah impak dari solat yang
sempurna. Ini kerana ibadah solat menyebabkan setiap anggota tubuh memainkan peranan
masing-masing mengikut pergerakan solat yang spesifik seperti yang diperintahkan oleh
Allah Taala. Setiap pergerakan solat ini juga menyebabkan darah dapat beredar ke seluruh
tubuh dan apabila sujud darah akan beredar ke bahagian otak dan memberikan tenaga kepada
otak untuk menjalankan fungsinya mengawal keseluruhan tubuh. Bacaan-bacaan dalam solat
melindungi fikiran daripada angan-angan atau fikiran lain yang mengganggu solat (Prof.
Akbar Husain, 2006).

Teknologi Maklumat dan Komunikasi (ICT) pula adalah teknologi yang telahpun biasa
digunakan oleh orang Islam masa kini. Walau bagaimanapun keperluan terhadap panduan
secara Islamik tentang penggunaan dan pembangunan ICT masih diperlukan. Salah satu
aspek yang perlu diberi penekanan ialah maklumat yang digunakan sebagai isi kandungan
dalam Teknologi Maklumat dan Komunikasi (ICT). Bagi pembangun yang beragama Islam,
isi kandungan yang dibangunkan perlulah sejajar dengan agama Islam dan pembangunan
ummah. Sejajar dengan agama Islam bermaksud berlandaskan kepada al-Qurn dan hadith
Nabi Muhammad s.a.w. (Aznan Zuhid Saidin & Amran Muhammad, 2008). Oleh itu
pembangunan aplikasi ICT memerlukan suntikan dari perspektif agama Islam khususnya
psikologi spiritual Islam. Ini kerana agama Islam mempunyai hubungan yang erat dengan
psikologi iaitu dengan ilmu jiwa dalam soal pendidikan akhlak dan pembinaan mental serta
spiritual. Kedua-duanya sama-sama bertujuan untuk mencapai kesejahteraan jiwa dan
ketinggian akhlak (supreme morality) (Dr. Moh. Sholeh Imam Musbikin, 2005). Dalam Islam
istilah jiwa dapat diertikan sebagai al-nafs, namun ada juga yang menyamakannya dengan al-
rh (Che Zarrina Saari, 1997). Psikologi dapat diterjemahkan ke dalam bahasa Arab sebagai
ilm al-nafs atau ilm al-rh. Psikologi spiritual Islam dapat disimpulkan sebagai kajian Islam
yang berkaitan dengan aspek-aspek dan perilaku kejiwaan manusia supaya secara sedar dapat
membentuk kualiti diri manusia yang lebih sempurna dan mendapatkan kebahagiaan hidup di
dunia dan di akhirat (Abdul Mujib, M.Ag. & Jusuf Mudzakir, M.Si., 2002). Psikologi
spiritual Islam boleh dilihat dalam empat dimensi diri manusia yang hidup iaitu fizikal,
biologi, kejiwaan (psikologi), sosiokultural dan spiritual. Psikologi spiritual Islam juga
merupakan jalan penyelesaian terhadap masalah jiwa dan pemikiran manusia yang bersifat
rohaniah dengan mengenal diri, penyembahan atau solat kepada Allah Taala dan
pembentukan akhlak dengan berpandukan al-Quran dan hadith (Malik Badri, 1989).

Keunikan pembangunan dalam industri komputer atau ICT ini ialah, ianya seiring menjadi
batu loncatan kepada indsutri yang berkait rapat dengannya. Contohnya jika industri


komputer berkembang maju, industri berkaitan juga turut berkembang seiring dengan
kemajuannya. Salah satu industri yang berkembang sejajar dengan perkembangan industri
komputer ialah industri perisian simulasi. Apabila perkakasan komputer menjadi lebih hebat,
berteknologi tinggi, lebih tepat, laju dan mudah digunakan perisian simulasi juga mengalami
perkembangan yang sama. Simulasi cuba memaparkan proses sebenar yang berlaku di dunia
nyata. Simulasi diterimapakai secara meluas sebagai alat untuk meramal keupayaan sesuatu
sistem yang kompleks dan diaplikasikan pada kes-kes kecil yang boleh membawa kepada
nilai yang signifikan (C. Dennis Pegden, 2005).

Solat adalah merupakan rukun Islam yang kedua selepas shahadah. Hukum tentang wajib
solat bagi orang-orang yang beriman sememangnya tidak boleh disangkal. Tujuan solat
adalah untuk menghambakan diri kepada Allah Taala biarpun manusia tidak mengetahui
tentang faedah disebalik suruhan ini. Walau bagaimanapun segala suruhan dan tegahan Allah
Taala mengandungi hikmah yang tersembunyi yang adakalanya dapat disingkap oleh hati
manusia dan adakalanya tidak. Kajian ini cuba mensimulasikan pergerakan tubuh dan
perjalanan darah lelaki dan perempuan ketika solat fardhu dan menunjukkan kadar tekanan
darah serta denyutan jantung sebelum dan selepas solat fardhu dalam aplikasi multimedia
interaktif. Multimedia interaktif muncul sekitar tahun 1990an di mana pendidik yang inovatif
telah mula memikirkan apakah implikasi media baru ini jika diaplikasikan kepada
persekitaran pengajaran dan pembelajaran (P&P). Perkembangan teknologi ini membawa
kepada perubahan dalam semua sektor kehidupan samada pendidikan, ekonomi, sosial dan
sebagainya. Institusi pendidikan pula telah melaburkan masa, kewangan dan usaha dalam
penggunaan teknologi ini (Geraldine Torrisi-Steele, 2005).

Berdasarkan kebaikan solat yang begitu tinggi nilainya dari segi spiritual mahupun fizikal,
adalah menjadi suatu tanggungjawab kepada penyelidik agar kebaikan solat ini dapat
dipaparkan kepada masyarakat umum agar bertambah keimanan manusia kepada Allah Taala
dan menyedari keagungan perintahNya. SolatSim dibangunkan berdasarkan koleksi data
tekanan darah dan denyutan jantung, tempoh setiap posisi solat fardhu zuhur yang dilakukan
secara berjemaah, imej responden lelaki dan perempuan untuk menunjukkan posisi solat
fardhu, simulasi darah dan keadaan otot untuk setiap posisi solat fardhu dan nota hasil dari
kajian kesusasteraan penyelidik.

METODOLOGI PEMBANGUNAN

Model ADDIE digunakan untuk pembangunan SolatSim dan disuntik dengan elemen-elemen
psikologi spiritual Islam. Elemen spiritual ini dikenali sebagai maqm dan h l . Maqm
bermaksud tahap atau peringkat yang telah ditempuhi oleh pengamal tasawuf atau ahli sufi
dan h l adalah keadaan yang datang sendiri ke hati, di mana penerima tidak berniat
mendapatkannya kerana ia adalah kurniaan Tuhan. Contoh maqm ialah taubat, kehendak
(irdah), tekad hati (istiqmah), perjuangan spiritual (mujhadah), lapar dan menahan nafsu,
takwa (taqw), warak (wara), zuhud, diam (s amt), syukur, doa (du), zikir (dhikr),
tawakal, sabar dan kejujuran (s idq). Contoh h l ialah seperti yakin, takut (khawf), , malu
(h ay), sedih (h uzn), pengawasan (murqabah), cinta (mah abbah) dan ikhlas (Nor
Azah Abdul Aziz, 2009).


Model ADDIE dan tambahan elemen psiko spiritual Islam yang digunakan dalam
pembangunan SolatSim adalah seperti berikut:

Rajah 1.0 : Model ADDIE
Sumber Model ADDIE: Grafinger, Deborah J. 1998. Basics of Instructional System
Development. INFO-LINE Issue 8803. Alexandria, VA: American Society for Training and
Development.

Terdapat 5 fasa iaitu dalam model ADDIE iaitu Analysis, Design, Development,
Implementation and Evaluation. Setiap fasa yang dilaksanakan akan sentiasa dipantau dan
dinilai. Sekiranya fasa tersebut tidak dapat dilaksanakan dengan baik proses tersebut boleh
diulang sehingga ia dapat disiapkan dengan lengkap.

Fasa analisis yang bermula dengan idea, objektif dan mengenal pasti pengguna sasaran.
Pengguna sasaran adalah masyarakat umum yang ingin mengetahui tentang bacaan, simulasi
darah dan otot serta kebaikan solat dengan melihat pada kadar tekanan darah dan jantung
sebelum dan selepas solat fardhu. Hasil pembangunan adalah dalam bentuk CD interaktif,
animasi berterusan untuk televisyen, laman web untuk promosi dan pengenalan produk.
Koleksi data diambil dari 51 responden yang merupakan pelajar tahfiz dalam lingkungan
umur 18-21 tahun untuk membina perisian ini. Data-data terdiri daripada pergerakan tubuh
dan posisi solat fardhu dalam bentuk video mahupun imej statik dan tekanan darah
direkodkan sebelum dan selepas solat fardhu. Video solat berjemaah ketika solat fardu zohor
direkodkan bagi tujuan mengenalpasti tempoh untuk setiap pergerakan tubuh. Storyboard dan
rajah aliran dibina berdasarkan data-data yang telah diambil. Ketika fasa ini elemen spiritual
yang perlu ditekankan kepada pembangun mahupun penyelidik ialah kehendak (irdah)
dalam mencari ilmu dan analisa dan yakin terhadap idea yang dikemukakan untuk
pembangunan. Irdah atau kehendak adalah permulaan jalan golongan slik dan maqm yang
pertama bagi golongan yang menuju Allah ini. Kehendak mendahului setiap masalah kerana
tanpa kehendak manusia tidak akan melakukan sesuatu apatah lagi berjalan menuju Allah
idea, objektif dan mengenal pasti pengguna sasaran
Elemen spiritual: kehendak (irdah) dalam mencari ilmu
dan analisa dan yakin terhadap idea yang dikemukakan
untuk pembangunan
pembinaan Storyboard
Elemen spiritual: tekad hati (istiqmah), sabar dan jujur
dalam merekebentuk

pengarangan antaramuka,elemen simulasi dikumpul,
disediakan, ditambah skrip pengaturcaraan dan
diintegrasikan
Elemen spiritual: tekad hati (istiqmah), mujhadah dan
pengawasan (murqabah)
menyempurnakan pembangunan dan melakukan pengujian
Elemen spiritual: sabar, jujur, ikhlas, doa (du), tawakal
dan harap (raj)


Taala. Bagi golongan sufi, kehendak adalah permulaan perjalanan yang bermaksud niat dan
mendahului setiap persoalan (Al-Qushayr, 2004). Kehendak yang kuat ini sangat perlu
diperingkat analisis untuk menjana objektif, idea dan menganalisa kehendak pengguna diikuti
dengan mencari ilmu yang bersesuaian dengan kajian kerana menurut al-Ghazl amalan
adalah hasil dari ilmu, hasil dari usaha hamba-hamba Allah yang kuat, perkara yang paling
berharga bagi orang yang soleh, jalan yang ditempuh oleh mereka yang bertakwa, bahagian
untuk mereka yang mulia, tujuan bagi orang-orang yang berhemah tinggi, pekerjaan mereka
yang berani, pilihan bagi mereka yang waspada dan juga merupakan jalan menuju syurga
(Al-Ghazl, 2006).

Fasa rekabentuk adalah merupakan fasa yang menentukan setiap elemen multimedia
mahupun isi kandungannya adalah menepati objektif kajian sebelum dimasukkan ke dalam
storyboard. Elemen multimedia yang dimasukkan termasuklah teks, grafik, animasi
(simulasi) dan video. Isi kandungan adalah terdiri daripada, Male (maklumat yang
mengandungi grafik, simulasi dan nota ringkas tentang peredaran darah dan pergerakan otot
utama untuk lelaki), Female (maklumat yang mengandungi grafik, simulasi dan nota
ringkas tentang peredaran darah dan pergerakan otot utama untuk perempuan), Research
(maklumat tentang data-data yang didapati dari penyelidikan) , Credit (maklumat tentang
penyelidik dan pembangun) dan Slt Info & Demonstration (maklumat tentang bacaan
dan posisi solat). Ketika fasa ini elemen spiritual yang perlu ditekankan kepada pembangun
mahupun penyelidik ialah tekad hati (istiqmah), sabar dan jujur dalam merekebentuk.
Istiqmah adalah darjat yang menjadikan urusan menjadi baik dan sempurna dan
memungkinkan beroleh manfaat secara tetap dan teratur (Al-Qushayr , 2004). Pembangun
dan penyelidik yang sabar juga akan mendapat darjat yang tinggi di dunia dan di akhirat
kerana golongan yang sabar akan disertai dan ditolong Allah Taala seperti firmanNya:

Sesunguhnya Allah berserta orang-orang yang sabar.
Surah al-Baqarah (2):153

Pembangun dan penyelidik juga perlu mengamalkan sikap jujur dalam fasa ini dengan
memastikan setiap data dan elemen multimedia yang digunakan adalah original dan tiada
sebarang unsur plagiat. Kejujuran adalah satu garis lurus yang mempunyai maksud batin
berupa ikatan atau tanggung jawab, keberanian dan ketabahan untuk menyatakan yang benar
dan mengingkari yang salah. Jujur adalah merupakan identiti manusia yang datang dari dalam
diri manusia iaitu kalbu yang terus menerus mengetuk-ngetuk dan memancarkan cahaya Ilahi
dan juga merupakan bisikan moral yang paling luhur (Drs. H. Toto Tasmara,1999).

Fasa pembangunan adalah merupakan fasa pengarangan di mana antaramuka akan dibina
berdasarkan perancangan di dalam storyboard. Suntingan grafik, animasi, video dan teks
yang mengandungi nota atau arahan dilakukan pada fasa pembangunan ini dengan sistematik
supaya seiring dengan objektif kajian mahupun pembangunan. Pembangunan yang dilakukan
juga perlu seiring dengan masa yang diperuntukkan seperti yang dirancang pada fasa analisis.
Semua elemen multimedia untuk pergerakan tubuh, peredaran darah dan elemen simulasi
dikumpul, disediakan, ditambah skrip pengaturcaraan dan diintegrasikan. Ketika fasa ini,
pakar bidang pembangunan multimedia, biologi dan agama Islam akan memantau dan
menguji perisian yang dibangunkan agar kesilapan boleh diperbaiki di peringkat awal
pembangunan. Ketika fasa ini elemen spiritual yang perlu ditekankan kepada pembangun


mahupun penyelidik ialah tekad hati (istiqmah), mujhadah dan pengawasan (murqabah).
Tekad hati dan semangat juang (mujhadah) yang jitu amat diperlukan dalam proses
pembangunan yang ruwet. Ini kerana mujhadah yang berterusan akan meresap ke dalam
jiwa untuk mendapatkan pengetahuan hakiki (marifat) dan mendapat petunjuk (hud)
kebenaran seperti firman Allah Taala(Drs. H. Toto Tasmara,1999):

Dan orang-orang yang berjihad untuk (mencari) keredhaan Kami,
benar-benar akan Kami tunjukkan kepada mereka jalan-jalan Kami.
Surah al-Ankabt (29): 69

Murqabah menurut bahasa adalah pengawasan atau pemeriksaan (Mufida Masum, 2004).
Sesungguhnya Allah Taala mengawasi segala sesuatu yang dilakukan oleh manusia mahupun
dalam pembangunan dan penyelidikan seperti firmanNya:

Dan Allah Maha Mengawasi segala sesuatu

Surah al-Ahzab (33): 52

Fasa implementasi adalah kesinambungan fasa pembangunan, di mana pembangunan cuba
dilakukan dengan sempurna setelah memperbaiki segala ralat yang berlaku samada dari segi
penggunaan skrip pengaturcaraan, elemen-elemen multimedia yang diintegrasikan dan isi
kandungan yang digunakan. Pada fasa ini produk bersedia untuk diuji dan disebarkan. Fasa
penilaian atau fasa pengujian pula adalah merupakan proses yang sistematik untuk
menentukan kualiti dan keberkesanan rekabentuk intruksi dan produk akhir. Penilaian adalah
merupakan aktiviti berterusan pada setiap fasa dalam model ADDIE. Proses penilaian
mengandungi dua bahagian iaitu formatif dan sumatif. Penilaian formatif adalah penilaian
pada setiap fasa yang mengenal pasti kualiti dan keberkesanan pada setiap fasa tersebut.
Penilaian formatif ini melibatkan pengumpulan maklumat ketika fasa analisis dan proses
rekabentuk yang memfokuskan tentang usaha yang dilakukan menepati objektif, mengenal
pasti kekangan atau masalah, menambah peluang penambahbaikan atau idea baru yang tidak
dijangka, mengenal pasti pengubahsuaian dan pembetulan untuk membantu memastikan
kejayaan sesuatu projek. Penilaian sumatif adalah peringkat pengujian terhadap kriteria
yang berkaitan dengan perisian SolatSim di mana ianya memberi peluang kepada penyelidik
dan pembangun untuk mendapat maklumbalas pengguna terhadap keupayaan, kesesuaian dan
penerimaan produk serta menilai sejauh mana pembelajaran berlaku terhadap isi
kandungannya.. Penilaian sumatif ini adalah instruksi yang bersesuaian untuk mendapatkan
analisis lengkap dan maklumbalas pengguna. Penilaian sumatif juga boleh mengukur sejauh
mana maklumat atau ilmu pengetahuan yang dimiliki oleh SolatSim mampu sampai kepada
pengguna, hasil pembelajaran pengguna, faktor kos dan penerimaan pengguna untuk tujuan
pemasaran dan penyebaran SolatSim. Ketika fasa implementasi dan penilaian ini, elemen
spiritual yang perlu ditekankan kepada pembangun mahupun penyelidik ialah sabar, jujur,
ikhlas, doa (du), tawakal dan harap (raj). Sikap dan perasaan sabar, jujur, ikhlas perlu
sentiasa berada di dalam hati pembangun mahupun penyelidik ketika melakukan proses
implementasi dan pengujian. Ini kerana terdapat ralat yang perlu diperbetulkan dari semasa
ke semasa untuk penilaian formatif dan sumatif. Berdoa (du), bertawakal dan berharap
(raj) kepada Allah Taala agar pembangunan dapat disiapkan dengan jayanya serta berjaya


memperbaiki setiap kesalahan adalah sandaran yang perlu dalam setiap jiwa pembangun dan
penyelidik.

HASIL PENYELIDIKAN & PENGUJIAN AWAL

Perisian multimedia interaktif SolatSim mengandungi 5 topik utama iaitu Male, Female,
Research, Credit dan Slt Info & Demonstration seperti yang dipaparkan pada rajah
2.0 berikut :

Rajah 2.0: Menu Utama SolatSim

Butang 1 (Male) pada menu utama adalah butang navigasi untuk topik Perjalanan Darah &
Pergerakan Otot Lelaki. Butang 2 (Female) pula adalah butang navigasi untuk topik
Perjalanan Darah & Pergerakan Otot Perempuan. Butang 3 (Research) adalah butang navigasi
untuk topik Kajian Perjalanan Darah & Pergerakan Otot. Butang 4 (Credit) adalah butang
navigasi untuk topik Kredit dan butang 5 (Slt Info & Demonstration) adalah butang
navigasi untuk topik Info & Demonstrasi Solat.

Topik Perjalanan Darah & Pergerakan Otot Lelaki dan topik Perjalanan Darah & Pergerakan
Otot Perempuan mengandungi simulasi darah dan pergerakan otot utama ketika solat fardhu
dibantu dengan grafik posisi solat serta nota kecil untuk menambah ilmu pengetahuan
pengguna. Kadar tekanan darah dan denyutan jantung yang direkodkan bacaannya sebelum
dan selepas solat fardhu juga turut dipaparkan untuk setiap waktu solat fardhu.Tempoh masa
setiap posisi solat juga turut dipaparkan untuk solat zuhur. Topik Kajian Perjalanan Darah &
Pergerakan Otot pula memaparkan isi kandungan khusus tentang penyelidikan yang
dilakukan. Topik ini mengandungi abstrak, latar belakang kajian, metodologi, jadual dan graf
data tekanan darah dan kadar denyutan jantung yang direkodkan sebelum dan selepas solat
fardhu. Bahagian Kredit pula memaparkan barisan penyelidik dan sumber dana penyelidikan.
Topik Info & Demonstrasi Solat mengandungi mengandungi maklumat tentang bacaan (teks
dan audio) untuk setiap posisi solat, video solat zuhur berjemaah dan Maklumat tentang
Solat Secara Autoplay. Contoh antaramuka SolatSim adalah seperti berikut:

1

2

3

4

5


Rajah 3.0: Menu Perjalanan Darah & Pergerakan Otot Lelaki.

Butang 1 (blood circulation) pada rajah 3.0 perlu diklik sekiranya pengguna ingin
melihat perjalanan darah sewaktu solat fardhu dan butang 2 (muscle condition) untuk melihat
pergerakan otot utama sewaktu solat fardhu bagi lelaki. Sekiranya pengguna klik pada
butang 1 (blood circulation), antaramuka yang menngandungi posisi solat yang boleh dipilih
secara interaktif akan dipaparkan seperti rajah 4.0.

1

2


Rajah 4.0: Blood Circulation
Pengguna perlu klik gambar Ruk & Tamaninah untuk melihat simulasi aliran darah yang
terlibat sewaktu rukuk. Seterusnya, pengguna perlu klik pada untuk melihat simulasi
tersebut secara terperinci seperti 3.1. Pengguna juga perlu klik pada A untuk melihat nota
seperti 3.2 pada rajah 5.0. Pengguna yang ingin melihat imej yang lebih besar perlu klik pada
B seperti 3.3. pada rajah 6.0.

Rajah 5.0: Ruk & Tamaninah

Rajah 6.0: Simulasi Aliran Darah untuk Tangan

3
3.1
A B
3.2
3.3


Rajah 7.0: Simulasi Pergerakan Otot untuk Tangan
Rajah 7.0 menunjukkan paparan antaramuka keadaan otot di mana pengguna perlu klik pada
gambar Ruk untuk melihat pergerakan otot-otot yang terlibat sewaktu rukuk. Seterusnya,
pengguna perlu klik pada untuk melihat pergerakannya secara terperinci seperti 3.1.
Pengguna juga perlu klik pada A untuk melihat nota seperti yang dipaparkan pada 3.2 rajah
8.0. Pengguna yang ingin melihat imej yang lebih besar perlu klik pada B seperti 3.3 pada
rajah 9.0.

Rajah 8.0: Nota Simulasi Pergerakan Otot

Rajah 9.0: Paparan Besar Simulasi Pergerakan Otot
3.2
3.3
A
B
3
3.1


Rajah 10.0: Antaramuka Credit
Rajah 10.0 menunjukkan paparan antaramuka Credit yang mengandungi maklumat para
penyelidik yang terlibat dan sumber dana penyelidikan. Rajah 11.0 pula menunjukkan
paparan jadual dan graf keputusan tekanan darah sebelum dan selepas solat fardu bagi lelaki
dan perempuan.

Rajah 11.0: Antaramuka Research
Rajah 12.0 memaparkan antaramuka Solat Info.& Demonstration yang mengandungi
maklumat bacaan (teks dan audio) untuk setiap posisi tubuh ketika solat fardhu secara
interaktif dan autoplay serta video solat zuhur berjemaah.
.

Rajah 12.0: Antaramuka Solat Info.& Demonstration

Borang soal selidik untuk pengujian awal sebelum ujian formatif yang sebenar telah
diberikan kepada 52 pelajar Ijazah Sarjana Muda Pendidikan Sains (Biologi) semester 4 sesi
2009/2010 yang merupakan pelajar tahun 2 di Universiti Pendidikan Sultan Idris. Pelajar ini
dipilih berdasarkan pengetahuan dan penggunaan aplikasi perisian biologi dalam kursus yang
dipelajari di peringkat Ijazah Sarjana Muda ini. Soal selidik mengandungi Bahagian A dan


Bahagian B. Bahagian A mengandungi maklumat latar belakang pelajar. Manakala, bahagian
B pula mengandungi soalan berkaitan Pembangunan Prototaip Simulasi Berkomputer
Pergerakan Tubuh dan Peredaran Darah Ketika Solat Fardhu (SolatSim). Pengujian awal ini
tidak melibatkan penggunaan komputer untuk setiap responden. Responden ditunjukkan hasil
pembangunan SolatSim dengan menggunakan satu komputer dan projektor di hadapan bilik
kuliah sahaja. Hasil dari pengujian ini untuk bahagian B adalah sepertui jadual di bawah:

Rekabentuk Antaramuka Peratus (%) Yang Bersetuju
Penggunaan teks yang bersesuaian 44%
Penggunaan grafik yang sesuai. 90%
Penggunaan animasi yang bersesuaian. 96%
Masa untuk perisian bertindak balas (grain
size) adalah cepat.
77%
Jadual 1.0: Hasil Soal Selidik Rekabentuk Antaramuka

Isi Kandungan Peratus (%) Yang Bersetuju
Maklumat yang diberikan terlalu sedikit 58%
Maklumat adalah sukar difahami oleh
pengguna.
50%
Maklumat yang disampaikan tepat. 81%
Maklumat boleh diaplikasikan dalam
kehidupan pengguna
94%
Maklumat dikaitkan dengan pengetahuan
sedia ada pengguna.
81%
Maklumat disusun dengan teratur. 73%
Bahasa penyampaian mudah difahami. 67%
Tiada kesilapan ejaan. 92%
Jadual 2.0: Hasil Soal Selidik Isi Kandungan

Keseluruhan Peratus (%) Yang Bersetuju
Perisian ini menarik. 75%
Perisian ini mudah digunakan. 83%
Kandungan perisian adalah bersesuaian. 81%
Kandungan perisian membantu guru. 77%
Kandungan perisian membantu pelajar. 77%
Kandungan perisian membantu ibu bapa. 75%
Jadual 3.0: Hasil Soal Selidik Keseluruhan

Cadangan dan komen responden untuk penambahbaikan pembangunan adalah seperti
lampiran.


PERBINCANGAN

Proses pembangunan SolatSim masih diperingkat penilaian formatif setelah penambahbaikan
dilakukan berdasarkan dapatan komen dan cadangan pengujian awal seperti yang dipaparkan
di atas dan di bahagian lampiran. Hasil ujian menunjukkan pada bahagian Rekabentuk
Antaramuka seperti jadual 1.0 menunjukkan, masa untuk perisian bertindak balas (grain size)
perlu dipercepatkan memandangkan hanya 77% pengguna yang bersetuju dengan item ini
dan penggunaan teks juga perlu ditukar atau dibesarkan saiznya memandangkan hanya 44%
pengguna yang bersetuju dengan teks yang dipaparkan pada SolatSim. Pada bahagian Isi
Kandungan seperti jadual 2.0 menunjukkan maklumat perlu ditambah dan dipermudahkan,
susun atur maklumat juga perlu dikemaskini supaya boleh difahami oleh pengguna
memandangkan peratusan yang rendah di antara 50%-67%. Pada bahagian isi Keseluruhan
seperti jadual 3.0 menunjukkan perisian SolatSim ini menarik, mudah digunakan dan
membantu guru pelajar dan ibu bapa pada tahap 75%-83%. Penambahbaikan telah dilakukan
dari segi simulasi setiap posisi, nota kecil diperkemas untuk memberikan lebih maklumat
kepada pengguna, penggunaan audio ditambah, arahan dimurnikan supaya lebih jelas, teks
dan label dikemaskan supaya lebih informatif dan setiap perubahan dilakukan dengan
merujuk semula kepada objektif pembangunan SolatSim.

MAKLUMAN

Dana Penyelidikan: FRGS/KPT 05-02-04-07

RUJUKAN

Abdul Mujib, M.Ag. & Jusuf Mudzakir, M.Si. (2002), Nuansa-Nuansa Psikologi Islam, c. 2.
Jakarta: PT RajaGrafindo Persada.

Aznan Zuhid bin Saidin & Amran Muhammad (2008). Ayt (signs) in the Qurn as a basis
for information and content development in ICT. International Seminar on Islamic Science &
Technology INSIST08 Proceeding. Organized by: Centre for Islamic Studies and Social
Development & Space UTM.

Che Zarrina Saari (1997), Al-Ghazls Views On The Heart,The Spirit and The Soul : A
Comparison Between Ihya Ulum Al-Din and Al-Risalah Al-Laduniyyah, Jurnal
Usuluddin, Bil. 7.

Dr. Moh. Sholeh Imam Musbikin (2005), Agama Sebagai Terapi : Telaah Menuju Ilmu
Kedokteran Holistik. Yogyakarta: Pustaka Pelajar.

Drs. H. Toto Tasmara (1999), Dimensi Doa dan Zikir, Meyelami Samudra Qolbu Mengisi
Makna Hidup. Yogyakarta: Pt. Dana Bhakti Prima Yasa

Malik Badri (1989), Konflik Ahli Psikologi Islam. Fadlullah Wilmot (terj), Petaling Jaya: IBS
Buku Sdn Bhd.

Misbah Em Majidy (2009). Menyukat Solat Diri. Petaling Jaya : Kemilau Publika Sdn. Bhd.


Molenda, M. (2003). In Search of the Elusive ADDIE Model. In Performance improvement,
42(5), 34. Akses pada 30 Mac 2010, dari http://www.indiana.edu/~molpage/In%20Search%
20of% 20Elusive% 20 ADDIE.pdf#search=%22ADDIE%20Model%20%2Bhistory%22%29

Mufida Masum (2004), al-Manhal Kamus Arab-Melayu. Selangor: Cresent News

Nor Azah Abdul Aziz (2009). Pengawalan Diri Ke Atas Pelayaran Laman Web Pornografi
Pada Peringkat Remaja di Lembah Klang, Malysia Dari Sudut Psikospiritual Islam (Tesis
Ph.D.), Jabatan Pengajian Islam, Akademi Pengajian Islam, Universiti Malaya).

Nor Azah Abdul Aziz, Syakirah Samsudin, Asmara Alias, Fadhlina Mohd Razali, Zarima
Mohd. Zakaria, Siti Ruhaini Anuar (2008). The Computerized Simulation Of The Bodily
Movement And Blood Circulation System During The Performance Of Obligatory Prayers.
International Seminar on Islamic Science & Technology INSIST08 Proceeding. Organized
by: Centre for Islamic Studies and Social Development & Space UTM.

Pegden, C. D. (2005). Future Directions in Simulation Modeling. In Proceedings of the 37
th

conference on Winter simulation (p. 4-5). The ACM Digital Library.

Prof. Akbar Husain (2006). Islamic Psychology Emergence of a New Field . New Delhi:
Global Vision Publishing House.

Strickland, A.W. (2006), ADDIE, Idaho State University College of Education Science, Math
& Technology Education. Akses pada 29 Jun, 2006, dari http://ed.isu.edu/addie/index.html.

Torrisi-Steele, G. (2005). Toward Effective Use of Multimedia Technologies in Education
dalam Interactive Multimedia in Education and Training, ed. Sanjaya Mishra & Ramesh C.
Sharma. Hershey: Idea Group Publishing.


Lampiran Komen Cadangzan dari Soal Selidik
Bahagian B

A. Rekabentuk Antaramuka (Interface Design)

1. Teks diletakkan di tempat yang sesuai
2. Teks kurang jelas.
3. Besarkan saiz teks.
4. Tambahkan teks.
5. Teks terlalu kecil.
6. Saiz tulisan yang sangat kecil menyukarkan untuk membaca.
7. Terlalu kecil
8. Quite good but less clears about the words in diagram.
9. Lebih banyakkan pergerakan.
10. Buat anak panah bagi jelas.
11. Tambahkan unsur grafik.
12. Perlu penerangan yang lebih jelas.
13. Animasi untuk pergerakan lutut sewaktu rukuk tidak tepat.

B. Kandungan

1. Not really understand it.
2. Nota mestilah dibesarkan.
3. Biasa tapi good. Tapi tidak didalami.
4. Maklumat tidak jelas.
5. Labelkan. Aliran darah tidak berapa nampak.
6. Penerangan perlu lebih spesifik.
7. Setiap struktur badan, organ perlu dilabel.
8. Setiap grafik perlu ada penerangan.

C. Keseluruhan

1. Need to improve again.
2. Tambahkan sound effect.
3. Tambah suara orang untuk penerangan.
4. Gunakan simulasi audio.
5. Menarik namun maklumat tidak jelas.

2. Cadangan Penambahbaikan SolatSim

1. Penambahan Sound effect untuk penerangan.
2. Tambahkan sound (muzik) yang menarik, mendamaikan dan kesan bunyi yang
bersesuaian supaya lebih menarik.
3. Penggunaan audio supaya lebih mudah difahami. Guna suara untuk menerangkan.
4. Perlu letak suara, baru boleh faham dengan animasi itu.
5. Perlu ada penerangan.
6. Penerangan boleh diberikan dengan menggunakan gambar dan audio.
7. Penerangan lebih teratur.
8. Tajuk adalah amat menarik. Namun penyampaian kurang jelas dan tidak sampai.
Diharapkan maklumat lebih jelas, lebih banyak penerangan dalam bentuk tulisan.


9. Overall, bagus tetapi kurang penerangan.
10. Masukkan suara untuk menjelaskan segala pergerakan.
11. Penerangan perlu lebih mendalam.
12. Perlu lebih banyak audio yang menerangkan keseluruhan.
13. Mungkin boleh masukkan audio (lagu) yang slow untuk menarik perhatian.
14. Penerangan audio juga diperlukan supaya dapat difahami apa yang cuba
disampaikan.Tiada label gambarajah. Koswer akan menjadi menarik dengan
penambahbaikan.
15. Masukkan audio dalam menyatakan sesuatu pergerakan dan apa yang berlaku.
16. Perlukan suara untuk menarik penonton.
17. Audio yang bersesuaian perlu disertakan.
18. Guna aplikasi audio supaya mempunyai penerangan tentang animasi dan mudah
difahami.
19. Tambahkan sound effect untuk hasilkan paparan yang lebih menarik.
20. Audio perlu ada.
21. Arahan kurang jelas.
22. Audio perlu ditambahkan.
23. Tambahkan sound effect yang mendamaikan.
24. Perlu ada suara latar
25. Perlu ada penerangan dari suara latar.
26. Masukkan bunyi pada part-part yang sepatutnya.
27. Sertakan sekali rakaman suara dan significance of this study.
28. Perlu memasukkan anak panah atau penunjuk aliran darah untuk penambahan kefahaman.
29. Tiada label. (ada yang tiada label, lebih baik labelkan untuk setiap slide yang ada
gambar.)
30. Besarkan label.
31. Tambahkan label yang jelas.
32. Peredaran darah kurang jelas, salur darah tidak dilabel yang terdeoksigen dan oksigen.
33. Perlu ada label yang menunjukkan peredaran darah.
34. Tambah label.
35. Gambarajah lebih menarik sekiranya ada label.
36. Pergerakan darah tidak nampak. Sepatutnya perlu ada label pada setiap proses.
37. Nota tentang pergerakan otot perlu dalam bentuk yang dapat dibaca. Letakkan label.
Keseluruhannya koswer ini menarik.
38. Perlu ada label.
39. Label struktur badan.
40. Setiap gambar perlu ada label.
41. Animasi dan gambar yang digunakan kurang menarik.
42. Animasi kurang jelas.
43. Kurangkan animasi dalam satu slide.
44. Setiap animasi yang ditunjukkan perlu diterangkan secara tepat dan ringkas.
45. Setiap animasi disediakan dengan penerangan mengenai setiap pergerakan tersebut.
46. Warnakan supaya lebih menarik.
47. Saiz gambar dan teks perlu dibesarkan supaya pengguna dapat melihat dengan lebih jelas.
48. Saiz grafik manusia perlu diperbesarkan.
49. Gunakan warna yang dapat menarik perhatian.
50. Gambar solat perlu ditukar kepada video pergerakan untuk pengetahuan lebih pada yang
bukan muslim.
51. Perlu ditambah background yang lebih menarik dan ceria.
52. Menggunakan warna yang lebih menarik.


53. Gambar kurang menarik.
54. Gambar perlu lebih menarik.
55. Saiz grafik manusia perlu diperbesarkan.
56. Diagram aliran darah keseluruhan badan perlu dibesarkan.
57. Besarkan tulisan nota.
58. Saiz diperbesarkan.
59. Maklumat ditambah.
60. Sertakan hadis-hadis dan dalil-dalil tentang kebaikan solat.
61. Hasilkan koswer yang menarik dengan penggunaan font yang menarik.
62. Maybe can relate how the muscle function when they are solat. Please brief how the
muscle and what the main title actually.
63. Masukkan faedah-faedah atau kelebihan setiap pergerakan dalam solat.
64. Cuba menggabungkan semua proses yang berlaku secara keseluruhan untuk memberi
gambaran yang lebih jelas.
65. Indicator kena tambah.
66. Maklumat yang diberikan tidak terperinci.
67. Lebihkan maklumat mengenai kajian yang dilakukan. Why it happen?
68. Perlu tahu nama otot yang berkaitan.
69. Tak dapat nak kaitkan penggunaan koswer dalam aplikasi hidupan harian. (Objektif tidak
jelas.)
70. Koswer yang menarik untuk dijadikan further study.
71. Objektif kajian kabur.
72. Pergerakan darah tidak jelas.
73. Penerangan ketika tunjuk video. Penerangan tidak mendalam. Jadi, tidak berapa faham.
Tajuk sangat menarik.
74. Banyakkan maklumat tentang manfaat jika muscle itu berfungsi. Boleh tambahkan lagi
dengan video atau suara yang menerangkan.
75. Buat video simulation sekali dengan penerangan.
76. Boleh kaitkan dengan vibration yang terhasil oleh badan.
77. Ion-ion yang terhasil atau terlibat sepanjang solat berjemaah atau solat bersendirian.
78. Buat perbandingan antara solat berjemaah dengan solat berasingan.
79. Terangkan prosedur digunakan untuk kumpul data.
80. Sertakan hadis-hadis dan dalil-dalil tentang solat.
81. Tambahkan aplikasi movie maker supaya lebih short dan smooth. Tambahkan
pengalaman responden sebagai bukti.


KEMUDAHCAPAIAN PERISIAN PENDIDIKAN MULTIMEDIA
UNTUK PENGGUNA MASALAH PENDENGARAN

Siti Zaharah Mohid
1
, Nor Azan Mat Zin
2

1
Fakulti Teknologi Sains dan Informasi (FTSI)
Kolej Universiti Islam Antarabangsa Selangor
zaharahm@kuis.edu.my
2
Fakulti Teknologi dan Sains Maklumat(FTSM)
Universiti Kebangsaan Malaysia
43600 Bangi, Malaysia
azan@ftsm.ukm.my

Abstrak

OKU (Orang Kurang Upaya) masalah pendengaran terutama kanak-kanak, biasanya akan
menghadapi masalah dalam menguasai bahasa percakapan atau penulisan seterusnya
menghadapi masalah dalam komunikasi dengan masyarakat sekeliling. Masih terdapat
kekurangan material untuk membantu komuniti pekak dalam proses pengajaran dan
pembelajaran bagi meningkatkan kualiti hidup yang lebih baik. Kemudahcapaian kepada
rekabentuk perisian pendidikan multimedia akan dapat memberi banyak faedah kepada ramai
pengguna dari pelbagai latarbelakang dan keupayaan termasuk OKU masalah pendengaran.
Kertas kerja ini membincangkan kajian awal terhadap keperluan merekabentuk perisian
pendidikan multimedia untuk meningkatkan kemudahcapaian (accessibility) orang kurang
upaya masalah pendengaran atau pekak.

Keywords: kemudahcapaian, rekabentuk perisian, multimedia, oku masalah pendengaran

1. Pengenalan

Ledakan dan kemajuan teknologi maklumat telah menjanjikan setiap individu kepada capaian
maklumat dan pengetahuan yang lebih luas, jaringan komunikasi kepada lebih ramai orang
dan kemudahan di dalam dunia pendidikan dan kerjaya. Peluang ini turut memberi kelebihan
kepada masyarakat OKU (orang kurang upaya). Telah banyak laporan menyatakan bahawa
teknologi maklumat termasuk internet mempunyai kesan penting di dalam kehidupan mereka
(DO-IT, 2004; Hasselbring & Glaser, 2000).

Di dalam bidang pendidikan, konsep tiada diskriminasi juga termasuk kebolehan semua
orang untuk mendapat hak dan peluang yang sama di dalam pendidikan tanpa mengira kelas
sosial, etnik, latarbelakang atau ketidakupayaan (disabilities) (Klironomos et al, 2005). Oleh
itu, semua orang di dalam masyarakat mempunyai hak yang sama untuk mendapat peluang
pendidikan. Di dalam konteks ini, komuniti pekak juga mempunyai hak yang sama untuk


menggunakan alat bantu pendidikan (educational tool), termasuk yang menggunakan konsep
ICT (ICT based tools) atau perisian berbantukan komputer (PBK).
Justeru itu, usaha untuk merekabentuk perisian pendidikan multimedia yang juga boleh
dicapai oleh pengguna masalah pendengaran selain oleh pengguna awam seperti keluarga
dan rakan-rakan oku pekak merupakan satu keperluan yang dapat meningkatkan kualiti hidup
komuniti ini. Kajian ini menggunakan konsep rekabentuk untuk semua atau Design for All
primes concept, di mana perisian pendidikan dibangunkan menggunakan prinsip-prinsip
metodologi yang mengaplikasikan pertuturan kiu sebagai medium komunikasi alternatif
dikalangan oku masalah pendengaran dan masyarakat umum.

2. Komuniti Pekak

Pekak atau masalah pendengaran adalah disebabkan oleh kerosakan di bahagian telinga yang
menghalang pendengaran. Oyer et al. (1994) mendefinasikan darjah atau tahap kehilangan
pendengaran bergantung kepada tahap kerosakan:
- PROFOUND (91 dBHL ke atas) Kehilangan pendengaran secara menyeluruh.
Tak dapat dibantu dengan alat bantu dengar.
- SEVERE (80 90 dBHL). Kehilangan pendengaran yang bermakna alat bantu
dengar adalah satu kemestian.
- MODERATE (45 79 dBHL) Bermasalah untuk mendengar bunyi yang kuat.
- MILD (30 44 dBHL) Bermasalah untuk mendengar pertuturan biasa.
- SLIGHT (15 29 dBHL) Kesukaran mendengar bunyi bisikan dan perbualan di
khalayak ramai.

Menurut statistik yang dikeluarkan oleh Jabatan Kebajikan Masyarakat, terdapat lebih 30,000
orang pekak berdaftar berbanding 24 juta populasi penduduk di Malaysia. Masalah utama
oku pekak (masalah pendengaran) adalah berkomunikasi dengan orang sekeliling. Bahasa
Isyarat Malaysia (BIM) atau Malaysian Sign Language adalah bahasa yang meluas digunakan
dikalangan orang pekak juga sebagai medium untuk berkomunikasi dengan orang sekeliling.
Komuniti pekak sangat bergantung kepada jurubahasa isyarat untuk berkomunikasi dan
mendapatkan maklumat (Siew et al. 2007).

Namun begitu, tidak semua orang pekak (terutama kanak-kanak) tahu menggunakan bahasa
isyarat. Ini kerana tidak ada satu versi standard untuk bahasa isyarat dan pergerakan yang
rumit mungkin amat sukar untuk menggambarkan sesuatu bahasa yang saintifik atau tinggi
(Burgstahler, 2008). Kemampuan mereka menguasai bahasa isyarat dan sejauh mana bahasa
isyarat membantu mereka menjalani kehidupan seperti manusia normal masih menjadi
persoalan. Ini kerana mereka sering menghadapi masalah ketika berurusan di kaunter-
kaunter jabatan kerajaan atau bank, mendapatkan rawatan di hospital, memberi keterangan di
balai polis dan sebagainya kerana tidak ramai petugas dan orang awam yang boleh berbahasa
isyarat.

Pertuturan Kiu adalah medium alternatif untuk berkomunikasi dengan orang pekak. Hanya
sekelompok kecil komuniti pekak di Malaysia yang menggunakan pertuturan kiu sebagai
medium komunikasi. Pertuturan Kiu diperkenalkan oleh Dr R. Orin Cornett pada tahun 1967
daripada Kolej Gallaudet, Washington. Ia adalah komunikasi mode visual yang
menggunakan bentuk tangan dan posisi tertentu serta pergerakan bibir di mana setiap suku


kata yang dituturkan itu boleh dicam dengan jelas melalui penglihatan dan pendengaran
(National Cued Speech Association, 2006). Sehingga Oktober 1993, Pertuturan Kiu telah
diadaptasi kepada 56 bahasa dan dialek utama di dunia. Pertuturan Kiu telah disesuaikan
untuk digunakan dengan Bahasa Melayu dan digunakan di dalam projek rintis HI CHILD
(Hearing Impaired Childrens Home-based Initiative for Language Development) pada 1988.

Literasi adalah keupayaan individu untuk membaca dan menulis tetapi bagi oku pekak, ia
juga bermaksud keupayaan untuk bercakap atau bertutur. Bagi manusia normal, bahasa
percakapan dan penulisan sangat mudah dipelajari kerana ia diajar di sekolah dan masyarakat
sekeliling (Salawaati, 2009). Malangnya kanak-kanak pekak tidak mempunyai capaian
(inaccessibility) kepada bahasa pertuturan (bahasa lisan) dan kurang atau tiada pendedahan
kepada bahasa isyarat (Goldin-Meadow & Mayberry, 2001). Justeru itu, kanak-kanak pekak
biasanya menghadapi perkembangan bahasa yang lambat berbanding akan-rakan mereka
yang boleh mendengar (Mayer, 2007). Bagi OKU pekak, mereka perlu diajar cara bertutur
yang betul bagi membolehkan komunikasi dengan keluarga dan masyarakat.

Pertuturan Kiu Bahasa Melayu (PKBM) adalah satu kaedah bagi kanak-kanak pekak
memahami bahasa lisan (pertuturan/penulisan) yang berbeza daripada bahasa isyarat (gerak
isyarat) di rumah dengan cara yang mudah dan semulajadi. Kaedah ini membolehkan bahasa
pertuturan dibaca secara bibir dan isyarat tangan tanpa sebarang kesamaran. Lapan bentuk
tangan mewakili konsonan manakala terdapat tiga posisi (leher, dagu dan sisi) untuk bunyi-
bunyi vokal (Tan, 1999). Rajah 1 menunjukkan PKBM.

Rajah 1 : Pertuturan Kiu Bahasa Melayu

Pusat Pertuturan Kiu diletakkan di bawah Persatuan Kebangsaan Pekak Malaysia (PKPM),
sebuah badan bukan kerajaan yang bertanggungjawab untuk memperbaiki kualiti kehidupan
masyarakat pekak di Malaysia. Di sini, kanak-kanak peringkat tadika dilatih mengeluarkan
suara dan mengkiu. Pelajar yang menggunakan kaedah ini mampu bertutur, membaca,
menulis juga mengira setanding kanak-kanak seusia mereka yang normal (Tan, 1999).


Terdapat banyak kajian yang menunjukkan keberkesanan dan kejayaan pertuturan kiu di
dalam pelbagai bidang. (Cued Speech Association UK, 2009 ; National Cued Speech
Association, 2006). Hasil kajian menunjukkan mengiu dengan kanak-kanak secara tepat
(betul) dan konsisten boleh membantu pembangunan bahasa, komunikasi dan literasi
(Franklin, 2006).

3. Perisian Pendidikan

Perisian pendidikan, e-learning, teknologi pendidikan berasaskan komputer atau
pembelajaran berbantukan komputer (PBK) adalah teknologi yang mampu meningkatkan
peluang pendidikan kepada ramai pelajar. Menurut Lynch et al. (2000), pembelajaran
berbantukan komputer ialah komputer digunakan untuk mengajar atau mengasah sesuatu
kemahiran di mana ia membawa banyak manfaat kepada pelajar antaranya:
mempercepatkan proses pembelajaran,
dapat meningkatkan daya ingatan,
berinteraksi dengan komputer secara aktif,
fleksibiliti dalam pembelajaran; pelajar yang menentukan cara menggunakan
bahan PBK,
pembelajaran kendiri.

Kajian lain pula mendapati penggunaan teknologi multimedia dapat meningkatkan motivasi
pelajar, meningkatkan self-esteem dan meningkatkan pencapaian pelajar (Xiaoming Li &
Atkins 2004). Ramai penyelidik telah mengkaji pelbagai ciptaan dan produk untuk
meningkatkan literasi dikalangan palajar masalah pendengaran. Kewujudan Computer-
Assisted Language Learning (CALL) telah menggalakkan peningkatan proses pembelajaran
bahasa (Korat & Shamir, 2007). Selain daripada itu, penggunaan visual cues telah dibuktikan
memberi manfaat kepada pembelajaran bahasa dikalangan pelajar masalah pendengaran
(Gentry et al., 2005;Fung et al., 2005). Buku bergambar dan bahan bacaan bergambar sangat
membantu pelajar pekak pada tahap kerosakan severe hingga profound terutama ketika tahap
awal perolehan bahasa (language acquisition period) (Bond et al.,1994). Kekurangan
pendengaran telah memaksa pelajar pekak untuk memaksimakan visual cues dengan
menghubungkan dan mengaitkan isyarat dan teks. Bagaimanapun, beberapa pertimbangan
tambahan perlu diberi perhatian sewajarnya di dalam melaksanakan visual cues pembelajaran
berbantukan komputer. Kim et al. (2008) mendapati bahawa bagi kanak-kanak pekak,
animasi dianggap fitur yang sangat menyeronokkan di dalam pembelajaran.

Menurut Siew et al. (2007), masih terlalu kurang bahan bantuan pengajaran dan pembelajaran
untuk membantu komuniti pekak di Malaysia di dalam proses pembelajaran. Masih banyak
usaha perlu dilakukan didalam menerbitkan dan membangunkan material pengajaran dan
pembelajaran untuk komuniti pekak diperlukan untuk membantu mengurangkan jurang
komunikasi antara mereka dan masyarakat umum. Tinjauan umum penyelidik di internet,
temubual bersama guru-guru dan ibu bapa mengesahkan penemuan ini. Terlalu sukar
mencari perisian kursus di dalam Bahasa Melayu untuk komuniti pekak di Malaysia.
Terdapat penerbitan berbentuk CD-ROM namun ia adalah dalam bentuk video. Jadual 1
menunjukkan beberapa penerbitan CD-ROM untuk pembelajaran dan pengajaran komuniti
pekak di Malaysia.


Jadual 1: Penerbitan bahan untuk pembelajaran dan pengajaran komuniti pekak di Malaysia
Tajuk Kandungan Penerbit

Pertuturan Kiu
Bahasa Melayu
(VCD)
- VCD mengandungi pengenalan pertuturan
kiu dan 12 bab pembelajaran pertuturan
kiu yang mudah
- Menggunakan model manusia dan
rakaman berbentuk video

Persatuan
Kebangsaan
Pekak Malaysia
& UNICEF
CD-ROM
Panduan
Bahasa Isyarat
Malaysia (CD-
ROM panduan
BIM, 2001)

- Mengandungi lebih 350 perkataan
- Fingerspelling dan phrases
- Isyarat ditunjukkan menggunakan
rakaman video model manusia
- Ada latihan untuk mengukuhkan
pembelajaran
APIIT (Asia
Pacific Institute
of Information
Technology)
Malaysian
Sign Language
Guide (VCD
Panduan BIM,
2003)
- 60 minit CD
- Mengandungi 24 bab BIM
- Isyarat yang mudah dipelajarai dan
difahami
Malaysian
Federation of the
Deaf
(Persekutuan
Orang Pekak
Malayisa)

Kajian ini turut diakui oleh Efthimiou & Fotena (2007) bahawa material dan peralatan untuk
pendidikan komuniti pekak masih sangat kurang. Ini disebabkan sebahagiannya kerana salah
tanggapan bahawa orang pekak boleh melihat, mereka juga boleh mencapai materal bertulis.
Hakikatnya, individu yang dilahirkan pekak mendapati ia adalah sangat sukar untuk
menghubungkaitkan antara konsep dan bentuk tulisan.

Di dalam kajian ini kami mencadangkan rekabentuk perisian pendidikan menggunakan
teknologi animasi untuk membolehkan persembahan komprehensif (menyeluruh) pertuturan
kiu untuk menyokong antaramuka yang mempunyai kemudahcapaian kepada oku pekak /
masalah pendengaran. Kemudahcapaian atau accessibility oku pekak kepada perisian
pendidikan nampak mudah dan tidak menimbulkan masalah kerana mereka berupaya
menggunakan tetikus, papan kekunci dan membaca kecuali tidak boleh membaca. Hakikat
sebenarnya, kanak-kanak yang dilahirkan sebagai oku pekak sangat sukar untuk mendapat
maklumat kerana mereka tidak tahu membaca dan tidak boleh mendengar untuk mempelajari
kehidupan daripada sekeliling. Kajian dan pembangunan perisian pendidikan MudahKiu ini
menggabungkan kaedah komunikasi menggunakan pertuturan kiu, mengaplikasikan prinsip
kemudahcapaian (accessibility) dan teknologi multimedia.


4. Cadangan untuk Rekabentuk Kemudahcapaian Perisian Pendidikan

Secara umumnya kemudahcapaian melibatkan komponen teknikal dan antaramuka. Menurut
Shawn (2007) pada asasnya kemudahcapaian bermaksud orang kurang upaya (oku) boleh
menggunakan produk tersebut. Secara lebih spesifik, kemudahcapaian menjadikan
antaramuka pengguna boleh dilihat (perceivable), boleh diguna (operable) dan difahami oleh
pengguna dari pelbagai lapisan keupayaan. Kemudahcapaian juga akan menjadikan sesuatu
produk lebih berguna kepada pengguna di dalam pelbagai lapisan situasi keadaan
(circumtances), persekitaran dan condition. Kemudahcapaian akan menjadikan sesuatu
produk lebih berguna kepada manusia di dalam pelbagai keadaan termasuk orang awam
(bukan OKU).

Menurut Burghstahler (2008), memasukkan ciri-ciri kemudahcapaian (accessibility features)
ketika satu-satu produk multimedia dibangunkan adalah lebih mudah berbanding
memberikan kemudahan itu semasa OKU meggunakan media tersebut dikemudian hari.
Membangunkan ciri-ciri kemudahcapaian untuk semua produk berarahan (instructional
product) adalah berkait rapat dengan prinsip-prinsip rekabentuk sejagat (universal design).
Rekabentuk sejagat (ud) boleh didefinisikan sebagai rekabentuk produk dan persekitarannya
boleh digunakan oleh semua orang (semua lapisan masyarakat) tanpa perlu pengubahsuaian
atau rekabentuk spesifik. (Center for Universal Design, 2002).

Untuk meningkatkan kemudahcapaian perisian pendidikan kepada pengguna yang
menghadapi masalah pendengaran, pembangun boleh (NCAM 2006) :
1. menyediakan semua maklumat audio dalam bentuk visual.
2. menyediakan sari kata (captions) di dalam semua persembahan multimedia.
3. memastikan semua visual cues disedari pengguna walaupun pengguna tidak melihat terus
pada skrin. Maklumat penting mesti mampu menarik perhatian pengguna.

Pembangunan yang berjaya perlu mengambilkira banyak perkara termasuk pakar, pengguna,
pedagogi, kandungan dan rekabentuk. Wald (1998) telah memberi garis panduan isu-isu
rekabentuk yang perlu diambilkira digunakan di dalam merekabentuk perisian pendidikan
untuk oku iaitu isu HCI, kawalan dan navigasi, rekabentuk skrin, elemen multimedia dan
rekabentuk dokumen HTML.

Dengan mengambilkira isu-isu rekabentuk tersebut dan faktor-faktor HCI kami integrasikan
ke dalam pembangunan perisian pendidikan yang dibangunkan dan membentuk model
Pembangunan perisian pendidikan untuk oku pekak seperti di dalam rajah 2. Model
pembangunan perisian ini dibina berasaskan model ID ADDIE dan prinsip-prinsip
rekabentuk sejagat (Universal Design). Model ini turut mengambilkira proses kejuruteraan
perisian umum serta aspek yang berkaitan dengan pendidikan seperti persekitaran pengajaran
dan pembelajaran, kurikulum, kaedah membaca, pendekatan errorless, model Scaffolding,
teori pembelajaran dan matlamat pembelajaran.


Rajah 2 : Model pembangunan

Aspek kemudahcapaian perlu melalui proses ujian kepenggunaan bagi memastikan ia benar-
benar memenuhi keperluan pengguna. Pendekatan pemerhatian, participatory design dan
temubual metakognitif dilakukan terhadap pelajar yang dikaji dan tujuh pelajar yang lain.
Bilangan sampel kajian adalah menurut saranan Johnson & Schleyer (2003) dan Nelsen
(2005). Ujian kepenggunaan yang dijalankan bagi mendapatkan maklumat daripada sasaran
oku pekak berhubung dengan antaramuka, kaedah pembelajaran dan isi kandungan modul
yang diterapkan dalam perisian mudah kiu (perisian pertuturan kiu Bahasa Melayu) yang
dibangunkan.

5. Kesimpulan dan Kajian Lanjutan

Setiap hari, semakin banyak material pendidikan disampaikan di dalam bentuk elektronik.
Bagaimanapun, kebanyakannya direkabentuk untuk pengguna normal. Jika sesuatu bahan
pendidikan direkabentuk dengan mengambilkira isu-isu kemudahcapaian sejak dari awal
pembangunan, ia akan mengurangkan kos, menambah bilangan pengguna yang lebih luas,
selain mematuhi piawaian tertentu yang telah ditetapkan. Di dalam kajian ini, kami
menekankan kajian di dalam rekabentuk Perisian Pendidikan untuk Pertuturan Kiu Bahasa
Melayu bagi oku pekak. Pembangunan ini hanyalah prototaip untuk mengkaji keperluan
perisian pendidikan kepada oku pekak untuk subjek Bahasa Melayu. Ia boleh diluaskan
kepada pelbagai subjek lain seperti Bahasa Inggeris, Iqra, Sains atau Matematik dan subjek-
subjek kemahiran hidup (vokasional). Selain itu ia juga boleh diluaskan lagi bukan sahaja
untuk OKU pekak namun juga oku yang lain seperti buta, pekak dan buta, dan lain-lain.
Masih banyak perisian kursus yang perlu dibangunkan untuk kegunaan dan kemudahcapaian
oku. Langkah ini akan dapat menjadikan mereka golongan yang berilmu, lebih berdikari dan
mendapat peluang sama rata seperti ahli masyarakat lain seterusnya merapatkan jurang
anatara masyarakat normal dan oku.

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REKA BENTUK DAN PEMBANGUNAN PENCERITAAN DIGITAL DAN
TEKNOLOGI REALITI TAMBAHAN (AUGMENTED REALITY) UNTUK
MEMBANTU PELAJAR PEMULIHAN MEMBACA BAHASA MELAYU

Abstrak:
Penceritaan digital merupakan salah satu teknologi yang boleh diimplementasikan dan
diadaptasi dalam kurikulum Bahasa Melayu. Teknologi realiti tambahan (AR) pula
digunakan sebagai nilai tambah untuk menerapkan elemen seronok (fun) dan seterusnya
menarik pelajar untuk lebih lama membaca (engagement). Objektif pertama kajian ini
bertujuan untuk menunjukkan kerangka konsepsi penceritaan digital dan teknologi AR.
Objektif ke dua pula untuk menerangkan proses pembangunan yang terlibat. Prototaip ini
dibangunkan berasaskan kaedah Rapid Prototyping dan menggunakan Flash dan
FLARToolkit sebagai platform utama. Kertas kerja ini dibahagikan kepada lima bahagian
iaitu: Pengenalan, Kajian literatur, Fasa Reka Bentuk, Fasa Pembangunan Prototaip dan
Kesimpulan. Hasil ini akan dibawa kepada penyelidikan seterusnya iaitu untuk menguji
keberkesanan prototaip, menguji kefahaman pelajar (kognitif) dan pemantauan tingkah laku
(behaviour) ketika berinteraksi dengan prototaip. Dengan terhasilnya prototaip ini diharap
dapat memberi gambaran kepada guru, penyelidik, penggubal kurikulum dan pihak berminat
untuk mengadaptasi dan mengembangkan kaedah ini dalam pengajaran, pembelajaran dan
penyelidikan.

Kata kunci: Penceritaan digital, augmented reality, membaca, pelajar pemulihan, bahasa
Melayu.

1. Pengenalan

Cerita merupakan satu elemen yang boleh menarik perhatian pelajar. Di samping itu cerita
juga digunakan untuk menggabungkan idea, menyentuh emosi, menggambarkan keadaan
hidup, menyatakan pandangan masyarakat (Weinberger, 1996), meningkatkan pembangunan
literasi (Wells, 1987) dan cara semula jadi perkembangan kemahiran literasi kanak-kanak
(Kozlovich, 2002). Norhayati et.al (2000) menyatakan melalui cerita, kanak-kanak boleh
memperoleh perbendaharaan kata yang baru, nilai moral, pengetahuan asas, menyelesaikan
masalah dan mengenali keindahan bahasa tersebut melalui penyampaian cerita.

Elemen digital menjadikan cerita lebih menarik baik bagi kanak-kanak mahupun orang
dewasa. Pergerakan imej 2D dan 3D, muzik, efek bunyi, suara, jalan cerita memberi nafas
baru kepada cerita yang disampaikan. Augmented reality (AR) pula merupakan salah satu
teknologi baru yang boleh digabungkan di dalam sesebuah penceritaan. AR merupakan suatu
keadaan di antara alam realiti dan alam maya (Hafiza & Halimah, 2009). Ia menambah baik
persekitaran nyata bukan menggantikan dengan persekitaran baru. Azuma et.al (2001)
mendefinisikan AR sebagai satu sistem yang mengkombinasikan objek maya dan objek nyata
di dalam alam nyata secara interaktif dan mendaftar ke dua-dua objek serentak. Objek AR
boleh mewujudkan objek maya di alam nyata. Keadaan ini diharap dapat membantu pelajar
Hafiza Abas
Kolej Sains dan Teknologi
Universiti Teknologi Malaysia (UTM)
Jalan Semarak, Kuala Lumpur
hafiza@citycampus.utm.my
Halimah Badioze Zaman
Fakulti Teknologi dan Sains Maklumat
Bangi, Selangor
hbz@ftsm.ukm.my


pemulihan untuk memberi tumpuan dan fokus semasa sesi mendengar cerita dan membaca
diadakan.

Pelajar pemulihan merupakan pelajar yang mengalami masalah pembelajaran dalam
membaca, menulis dan mengira (3M). Mereka mempunyai keupayaan kognitif yang terhad
seperti susah untuk mengenal huruf, nombor dan memproses arahan dan maklumat yang
diterima. Sekolah di Malaysia menggunakan ujian diagnostik bagi mengesan pelajar yang
mengalami masalah pembelajaran. Pelajar yang dikesan akan diasingkan sesi pembelajaran
ke kelas pemulihan atau kelas pendidikan khas supaya guru dapat memberi tumpuan yang
lebih kepada mereka.

Kajian ini akan menunjukkan reka bentuk dan pembangunan untuk penceritaan digital
dengan menggabungkan teknologi realiti maya untuk pelajar pemulihan. Kertas kerja ini akan
meninjau kajian literatur, membincangkan fasa reka bentuk dan pembangunan dan
kesimpulan. Kajian lepas menyatakan teknologi AR berpotensi untuk digunakan dalam
bidang pendidikan. Walau bagaimanapun, untuk menentukan kesahihannya, kajian dan
analisis perlu dijalankan untuk melihat kelebihan dan kesan teknologi ini. Ringkasnya, kertas
kerja ini melaporkan proses reka bentuk dan pembangunan kepada pelajar pemulihan dan
menunjukkan potensi teknologi AR yang boleh dikembangkan penggunaannya di dalam
bidang pendidikan di Malaysia.

2. Kajian Literatur
Kajian literatur akan membincangkan lima perkara utama dalam kajian ini iaitu penceritaan
digital, AR, Bahasa Melayu, pelajar pemulihan dan rapid prototyping. Penceritaan
merupakan salah satu modul dalam kajian yang sedang dijalankan. Modul-modul lain ialah
modul membaca bersama, modul permainan dan modul latihan. Semua modul akan menyelit
teknologi AR. Modul penceritaan akan didedahkan dahulu kepada pelajar untuk memerhati
bagaimana pelajar dapat memahami cerita, menceritakan semula dan berinteraksi dengan
objek AR.

2.1 Penceritaan Digital
Penceritaan digital merupakan penyampaian cerita menerusi peralatan komputer dan
teknologi multimedia. Cerita merupakan elemen utama dalam pemikiran dan komunikasi
manusia (Schank, 1995). Penyampaian cerita merupakan cara terawal digunakan untuk
mengajar dan juga bentuk literatur yang tertua (Pedersen, 1995). Tsou et al., (2006) dalam
penyelidikannya menyatakan pergabungan antara penceritaan digital dan kurikulum
merupakan satu teknik belajar yang kreatif yang mana dapat meningkatkan aras membaca,
menulis, bertutur dan mendengar pelajar. Walau bagaimana pun, tiada kajian lepas yang
dibuat untuk menganalisis kesan penceritaan digital dan AR kepada pelajar pemulihan dalam
belajar bahasa Melayu.

2.2 Augmented Reality
AR merupakan variasi kepada persekitaran maya. AR melibatkan interaksi, kandungan maya,
persekitaran sebenar, penceritaan digital dan imaginasi. Ini memberi pengalaman belajar yang
baru kepada pelajar pemulihan. AR bukan merupakan aplikasi tunggal, ia menggunakan
komputer, kamera web atau paparan head-mounted untuk menyokong fungsinya.
Penyelidikan mengenai AR dan pendidikan banyak dijalankan di negara-negara barat. Jadual
1 menunjukkan beberapa kajian lepas yang menggunakan teknologi AR dalam pendidikan.


Penyelidikan dan penyelidik Penerangan Ringkas
Augmented Reality and Rigid Body
Simulation For Edutainment
(Buchanan,P., Seichter, H., Billinghurst,
M., Grasset, R., 2008)
Membangunkan toolkit untuk
menghubungkan dunia nyata dan maya (AR)
menggunakan simulasi badan. Kajian ini
membangunkan permainan untuk
menerangkan chain reaction dan physical
contraptions berasaskan belajar sambil
bermain
Edutainment with a Mixed Reality
Book: A visually augmented illustrative
childrens book (Raphal Grasset et. al,
2008)
Buku yang telah diterbitkan digunakan untuk
menambahkan kesan teknologi realiti
campuran.
Supporting Low Ability Readers with
Interactive Augmented Reality (Dunser,
2008).
Mengkaji bagaimana kesan AR interaktif
terhadap kanak-kanak yang kurang
kepandaian.
Augmented Biochemistry
(Medina et al., 2008).
AR diimplementasikan dalam bidang bio
kimia untuk membantu pelajar memahami
mata pelajaran tersebut.
The Design of a Mixed-Reality Book: Is
It Still a Real Book?
(Raphael Grasset et.al, 2008)
Kajian tentang buku realiti campuran, ruang
reka bentuk dan pengalaman pengguna
dengan antara muka tersebut.
Virtual Pop-Up Book Based on
Augmented Reality ( Nobuko et al,
2007).
Memaparkan objek maya 3D pada buku
sebenar tanpa penggunaan penanda
(markers).
AR-Jam Early literacy (Dunser &
Hornecker, 2007).
Menggunakan teknologi AR untuk
membangunkan cerita interaktif kepada
kanak-kanak 5 hingga 7 tahun.
An observational study of children
interacting with an augmented story
book
(Andreas Dnser & Eva Hornecker,
2007).
Pemerhatian digunakan untuk memerhatikan
bagaimana kanak-kanak menggunakan buku
cerita AR.
Science and Augmented Reality
(Kerawalla et al, 2006).
AR untuk mempelajari buni, matahari dan
bulan untuk pelajar sekolah rendah.
The Haunted Book
(Camille Scherrer et. al 2008)
Menggunakan teknologi AR dalam
mengilustrasikan buku puisi.
Learning Using Augmented Reality
Technology: Multiple Means of
Interaction for Teaching Children the
Theory of Colours (Ucelli et al. 2005).
AR menyediakan antara muka nyata dan
objek fizikal digunakan untuk komunikasi
bermakna.
An interactive 3D exploration narrative
interface for storytelling
(Zhi Ying Zhou et.al, 2004)
Menggunakan media campuran dengan antara
muka berbentuk kiub untuk penceritaan.
AR Volcano (Woods et al., 2004). Pengguna belajar mengenai gunung berapi
dan boleh berinteraksi dengannya.
Vivid Encyclopaedia (Shibata et al,
2004)
Merupakan buku mengenai serangga dengan
menggunakan teknologi AR.
Eye Magic Book (McKenzie & Dernell,
2004).
Meneroka bagaimana kanak-kanak belajar
membaca dengan cara yang baru dengan


menggunakan teknologi AR. Pengguna
melihat animasi 3D dan bunyi.
Little red:storytelling in mixed reality
(Saso et al, 2003).
Taman permainan yang dibangunkan dalam
realiti campuran.
Augmented Chemistry
(Morten & Benedikt, 2002).
Melaporkan beberapa kebaikan bagaimana
belajar kimia dengan teknologi AR.
BlackMagicBook
Eric et.al. (2001).
MagicBook meneroka bagaimana antara
muka boleh dibangunkan bagi membenarkan
hubungan antara realiti fizikal, AR dan realiti
maya dalam bentuk usaha sama
(collaborative).
Jadual 1. Penyelidikan lepas yang berkaitan dengan pengajaran dan pembelajaran
menggunakan teknologi AR.

AR mampu memberi motivasi kepada pelajar dengan fungsi intuitif dan interaksi yang ramah
pengguna, yang mana akan memberi kesan pemahaman dalam proses pengajaran dan
pembelajaran (Chen, 2006). Pengguna akan melihat dan berinteraksi dengan kandungan maya
dalam situasi sebenar dengan adanya teknologi AR (Dunser, 2008). Pengalaman fizikal,
kandungan maya, penceritaan dan imaginasi pengguna merupakan pengalaman pembelajaran
berbentuk hiburan yang ideal yang terdapat pada realiti campuran dan permainan (Stapleton
et. al., 2002). Motivasi dan tumpuan merupakan kebaikan belajar dengan penggunaan
teknologi (Dunser, 2008) selain daripada membina kefahaman daripada proses 3D yang
dinamik (Winn et al., 2002), dan mampu memahami kandungan yang kompleks atau sukar
(Dunser et al., 2006).

Di Malaysia pula, penyelidikan dan pembangunan perisian mengenai penggunaan teknologi
dalam pendidikan sedang giat dijalankan. Ia pula tidak terhad kepada mata pelajaran sains
dan matematik, tetapi juga bahasa Melayu. Misalnya KPM telah membangunkan beberapa
siri pembelajaran berbentuk animasi 2D seperti KACEMM (Kaedah Cepat Membaca dan
Menulis), Mutiara (untuk belajar membaca), Menguasai Abjad (untuk murid prasekolah) dan
BACEPAT (Baca Cepat). Namun produk-produk ini tidak memasukkan elemen mendengar
cerita sebagai salah satu modul di dalam produk mereka. Produk tersebut terus mengajar
membaca abjad, suku kata, perkataan dan seterusnya ayat. Keupayaan mendengar dan
memahami merupakan elemen penting sebelum mengajar kanak-kanak membaca. Antara
penyelidikan mengenai membaca bahasa Melayu yang dijalankan ialah Pembinaan Senarai
Kata Awal Membaca: Integrasi pendekatan dan hafal kata (Nadiyah & Marini, 2008),
Masalah Penguasaan Kemahiran Membaca di Peringkat Awal Kanak-kanak (Tajul Aripin,
2008), Cerita Taulan (Munir, 2001), CD-Pembangunan Perisian Kursus Multimedia Untuk
Belajar Membaca: Satu Pendekata (Hibrid (HALR) (Norkhairani, 2004) dan Awal Membaca
Bahasa Melayu: Keberkesanan Kaedah Gabungan Bunyi Kata untuk Prasekolah dan
Pemulihan (Isahak, 2007). Semua penyelidikan ini memberi tumpuan kepada multimedia dan
animasi 2D. Pendedahan mengenai AR dan teknologi 3D masih belum diperkenalkan lagi.

2.3 Bahasa Melayu
Bahasa Melayu merupakan bahasa rasmi dan bahasa kebangsaan negara Malaysia. Semua
pelajar wajib lulus mata pelajaran tersebut untuk memudahkan mereka meneruskan pengajian
ke peringkat yang lebih tinggi. Bagi pelajar pemulihan, mereka tidak mampu untuk membaca
dan menguasai bahasa Melayu dengan baik. Tetapi mereka perlu menduduki dan menjawab
kertas peperiksaan yang sama dengan pelajar normal. Bagi membantu pelajar pemulihan
membaca beberapa analisis mengenai bahasa Melayu telah dibuat. Bahasa Melayu terdiri


daripada 7 kata tunggal dengan satu suku kata, 11 kata tunggal dengan dua suku kata, 19
kata tunggal dengan 3 suku kata dan 12 kata tunggal dengan empat dan lebih suku kata (Nik
Safiah et.al., 2006). Jadual 2 menunjukkan contoh kata tunggal dengan dua suku kata.

Satu perkataan dengan dua
suku kata
Contoh
V+KV Itu, ini, ibu, ubi, api, apa
KV+KV Buku, buka, bola, baju, pasu, kaki, batu,
KV+KVK Tikar, telur, sikat, kapal, mulut, bakul
KVK+KV Senja, pandu, lampu, bendi, sendi, benda
*K=konsonan *V=vokal
Jadual 2: Kata tunggal dengan dua suku kata.

Analisis ini sebagai garis panduan untuk membangunkan prototaip mengikut tahap kesukaran
perkataan. Pelajar pemulihan mengalami masalah untuk membaca dan masalah memahami
apa yang dibaca. Dalam penyelidikan ini hanya ayat-ayat yang pendek dan tepat digunakan
untuk menyampaikan cerita.

2.4 Pelajar Pemulihan
Pelajar pemulihan dipilih sebagai sasaran pengguna dalam penyelidikan ini kerana, pada
masa ini tiada perisian khas yang dikhususkan untuk mereka belajar membaca bahasa
Melayu. Tambahan lagu teknologi AR masih baru di Malaysia, belum dibangunkan dan
diimplementasikan dalam pengajaran dan pembelajaran di peringkat rendah, peringkat
menengah mahupun universiti.

Pemerhatian telah dibuat (selama 6 bulan) ke atas ciri pelajar pemulihan, tingkah laku, aras
bacaan, menulis, mengeja dan mendengar semasa sesi pembelajaran Bahasa Melayu. Mereka
didapati sensitif, kurang aktif, hiperaktif, suka berkhayal, daya fokus hanya 1-3 minit, mudah
bosan, tidak berminat untuk belajar membaca, suka berborak dan suka meniru latihan yang
diberi. Ketika sesi membaca, mereka suka menghafal huruf dan 90% daripada mereka berada
di dalam fasa kata tunggal dengan dua suku kata (KV+KV). Hanya ada dua pelajar yang
mengalami masalah pertuturan iaitu menukar huruf G kepada D (sebutan cikgu menjadi
cikdu) dan menukar huruf K kepada T (kahwin kepada tawin). Dari segi ejaan pula, paling
banyak kesalahan ejaan, 90% daripada latihan ejaan yang diberi. Manakala masalah
pendengaran pula, pertama guru tidak boleh bercakap terlalu laju, memberi banyak arahan
pada satu masa dan memberi arahan yang mengelirukan.

Daripada pemerhatian yang dibuat, pelajar pemulihan bukan sahaja mengalami masalah
untuk membaca tetapi juga berkaitan dengan komponen bahasa yang lain seperti mendengar,
mengeja, menulis dan bertutur. Maklumat ini akan diguna pakai dalam pembangunan
prototaip untuk memenuhi kesesuaian dengan pengguna iaitu pelajar pemulihan.

2.5 Rapid Prototyping
Rapid prototyping ialah kaedah ataupun cara sesebuah perisian dibangunkan. Empat ciri
prototyping yang melibatkan proses iteratif berasaskan pengguna dan pembangun akan
diguna pakai dalam penyelidikan ini ialah mengenal pasti kehendak asas pengguna,
membangunkan prototaip, implementasi prototaip dan menambah baik prototaip (Nauman
&Jenkins, 1982). Kebaikan utama kaedah ini ialah maklum balas daripada pengguna tentang
prototaip yang sedang dibangunkan.


2.6 Kesimpulan
Teknologi AR berpotensi untuk membantu pelajar pemulihan belajar bahasa Melayu. Namun
sejauh mana keberkesanannya masih menjadi satu persoalan. Penyelidikan ini akan
memperlihatkan keberkesanan dan masalah yang akan timbul apabila menggunakannya
kelak.

3. Reka Bentuk
Penghasilan reka bentuk adalah berdasarkan dapatan daripada peringkat analisis. Reka bentuk
kandungan, reka bentuk perisian dan reka bentuk model scaffolding merupakan sub fasa
dalam fasa ini. Model konsepsi yang telah dibangunkan. Jadual 3 menunjukkan model
konsepsi bagi Modul Penceritaan. Manakala rajah 1 pula menunjukkan arah aliran pandu arah
dan sub-modul dalam modul penceritaan berserta komponen-komponennya.

Jadual 3: Model Konsepsi bagi Modul Penceritaan
Fasa 1: Mengenal Pasti Masalah dan Keperluan Kajian
Analisis Keperluan:
- Kajian literatur tentang keperluan penceritaan dalam mempelajari bahasa
dan membaca, kepentingan dan kebaikan penceritaan.
- Temu bual guru dan pelajar tentang penceritaan.
- Pemerhatian.

Fasa 2: Reka Bentuk dan Pembangunan
- Reka bentuk kandungan: Objektif, kandungan dan hasil pembelajaran,
skrip, papan cerita, model konsepsi.
- Reka bentuk Perisian: antara muka pengguna, arah aliran navigasi, reka
bentuk interaksi, carta alir, seni bina modul.
- Reka bentuk model scaffolding.
- Pembangunan: Pembangunan modul penceritaan:
o Mari Dengar Cerita: Cerita animasi multimedia dalam animasi 2D.
o Nyanyian: Objek Augmented Reality (AR) dan lagu kanak-kanak.
o Senarai semak: Literasi (Kefahaman, bercerita semula, kemahiran
mendengar) dan Sikap
Fasa 3: Pengujian, Implementasi dan Penilaian.
- Pengujian: Pengujian prototaip.
- Implementasi: Pelajar menggunakan prototaip.
- Penilaian:
o Penilaian terhadap prototaip (Antara muka, Kandungan)
o Penilaian terhadap pelajar (Kepenggunaan: Kepuasan, Keberkesanan
dan Kecekapan)


Rajah 1: Aliran Pandu Arah (navigation) dan Sub Modul bagi Modul Penceritaan

Pembangunan holistik kepada pelajar pemulihan iaitu kognitif, afektif dan psikomotor
diterapkan dalam modul ini. Manakala teori pembelajaran yang diterap ialah teori kognitif,
tingkah laku dan motivasi. Rajah 2 pula menunjukkan komponen pembelajaran, aktiviti,
penilaian dan sokongan yang dimuatkan dalam modul ini.

Rajah 2: Komponen Pembelajaran, Aktiviti, Penilaian dan Sokongan dalam Modul
Penceritaan
4. Pembangunan Prototaip
Fasa pembangunan bagi modul penceritaan melibatkan tiga proses iaitu:
i. Pembangunan cerita dalam animasi 2D.
ii. Pembangunan aktor bagi AR.
iii. Penghasilan senarai semak bagi penilaian literasi dan kepenggunaan.

Dalam proses pembangunan penggunaan carta alir dan papan cerita daripada fasa reka bentuk
digunakan. Ini ialah supaya proses pembangunan selari dan sistematik dengan proses analisis
dan reka bentuk. Pembangunan cerita animasi 2D dibangunkan dengan perisian Macromedia
Flash MX. Manakala proses reka bentuk aktor bagi AR dibangunkan dengan perisian 3D
Studio Max. FlarToolkit merupakan perpustakaan kod sumber terbuka (open source code
library) untuk AR dalam Flash. Penanda atau marker diperlukan untuk kamera web
mengesan objek AR. Penanda boleh dibangunkan dengan Adobe Photoshop. Apabila objek
dikesan, AR toolkit akan memaparkan objek 3D.


Rajah 3: Penanda dan objek AR bagi aktor Cili Hijau dan Pen

5. Kesimpulan
Proses bercerita telah berubah mengikut peredaran zaman. Penceritaan digital dan AR boleh
digabungkan untuk menghasilkan pengalaman mengajar dan belajar yang lebih bermakna. Ia
juga berpotensi proses pembelajaran membaca di samping mampu mengetengahkan elemen
humor dan memberi keinginan untuk pelajar ingin terus belajar. Penyelidikan ini diharap
dapat memudahkan dan meningkatkan minat pelajar pemulihan untuk berjuang mengatasi
masalah kesukaran membaca yang dihadapi oleh mereka.

Fasa seterusnya dalam penyelidikan ini ialah fasa implementasi. Prototaip akan digunakan
oleh pelajar pemulihan. Pemerhatian dan beberapa penilaian akan dibuat untuk melihat sejauh
mana keberkesanan teknologi AR dan penceritaan kepada pelajar pemulihan untuk belajar
bahasa Melayu. Hasil laporan ini akan diambil untuk mereka bentuk dan membangunkan
semula modul ini sesuai dengan kehendak dan keperluan pengguna.

Rujukan

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Penanda
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TRAINING NEEDS FOR TEACHERS IN THE FIELD OF EDUCATION
Faida Imhemed Elwaerfly, Eman Ahmed Shihob & Nik Mohd. Rahimi Nik Yusofe
Department of Educational Methodology And Practice
Faculty of Education
University Kebangsaan Malaysia
faedh@yahoo.com

Abstract
The Significant Technological Progress In All Areas Of Our Age, which included the
field of education, both in educational materials or disciplines them, and ways and methods
of teaching and overall objective of the educational process, have gone through the
educational methods and different labels to become aware of "ended its importance and its
subsidiaries and objectives of the TMS technology education, where they adopted the labels
of teaching aids in the early stages on the senses , such as education , audio visual aids and
audio-visual, and then called to get an education and become known as audio-visual, media
and then the introduction of technology education, information and care , and that the
educational process as a whole since the beginning of development objectives of the
Educational Reform, and to take and even benefit from the proposals and also find that led
the revolution in communications and information technology and systems on the sweep
Very important changes in the world. Training is an urgent need for the functions of all of
this continuous growth in the human elements so you can keep up with rapid changes and
evolving area of work as is the case in the teaching profession and the basic education sector
condition, and because the scope for specialization and materials preparation of the
profession continue to evolve through scientific facts are new Learn the basics of approaches
and ideas, trends in education, psychological, and then meet those trends of education and
meet the challenges of new technology and will depend directly on improving the training
programs. Teacher training is just a prelude to a whole series of events and activities,
professional growth, which should continue with the teacher as long as life and as long as
there is science and knowledge, ideas and new technologies, and therefore the concept of
service and associated training of teachers to the concept of continuous growth, continuing
education, this requires the preparation of the teacher is seen as a continuous process, growth
has stopped and vocational and continuing training to be "necessary" to renew the experience
of teachers and increase their effectiveness, because the curriculum development and renewal
of teachers required advanced and renewable.

1 Introduction
The global changes of globalization and economic openness and the challenges imposed on
the ground and the states launched toward change and improvement in their educational
systems to increase their effectiveness and quality.

Witnessed a considerable development of effective schools and came to be seen as the basic
unit of planning and change, and it is able to control as well as and change control processes,
and teachers a basic and integral to the operations of school improvement, based on these
changes has become a function of the modern educational system: the preparation of
individuals has been the research tools for knowledge, derived from sources and how to deal
with the information content and how to understand and critique through the skills they
possess self-learning and continuous learning, cooperative learning, scientific thinking,
creativity and innovation, it has become the teacher in front of the functions and
responsibilities require new skills, knowledge and experience is unable to provide a training


system teacher in its traditional form, which showed the new forms of training based mainly
on the school (Najjar, 2007 & Mansour, 2003).

It is the teacher preparation and training method "to establish supervisory efficiencies teacher
education and development of performance and development of schools and development in
general (Abdeen, 2008).

Abu-Russ (2001) reported that teacher training is just a prelude to a whole series of events
and activities, professional growth, which must continue with the teacher as long as life and
as long as there are science and knowledge, new ideas and technologies and therefore the
concept of in-service training of teacher is linked to the concept of continuous growth and
continuing education. This requires that teacher preparation is seen as a continuous process
stopped and became professional growth and continuous training to be "necessary" to renew
the experiences of teachers and increasing their effectiveness, because the curriculum
developed and renewed teacher required advanced and renewable.

Teacher as a part of the education system needs to be ongoing support, and development of
permanent, to perform the tasks assigned to him and authors of educational policies and in
accordance with the philosophy of the State and society. In order to keep up pace of life in a
consistent manner and adapted to technological changes and advances in knowledge. The
teacher is also an important element in the educational system where he developed nations
have been turning its development. The renaissance of united and people through the
development and reform movements in the various areas of educational, social, political
should start from the teacher that the basis for the architecture, and to give priority attention
to it and upgrading the scientific and social as the essential foundation on which the repair of
any educational system, so it must be raising the issue of teacher objectively in order to know
the positions of the imbalances and problems affecting them, and stand on the needs and
desires, and met in order to reach results that will contribute to the development and improve
teacher performance (Samour, 2006).

Training is an urgent need in all the jobs that the growth of the ongoing in the human
elements so that they can keep pace with the rapid changes and evolving in the field of work
as it is in the teaching profession and the education sector is a fundamental requirement,
because the area of specialization and profesional preparation materials are constantly
evolving through new scientific facts that show the basics of learning approaches, ideas or
trends in education, psychological, and then meet those educational trends and meet the
challenges of new technology and will depend directly on the improvement of training
programs (Abu Russ, 2001).

Also should be in the light of identifying the training needs of trainees, good training is must
be based on identifying training needs of targeted individuals training to identify existing and
anticipated their needs in training. The challenge of identifying the training needs is the
cornerstone in the success of training process and represents the essential starting in the series
which are interrelated in a whole training program.

Based on the foregoing is the process of identifying training needs is the first step the
preparation of plans and training programs for teachers and school design, which will be
difficult to achieve the objectives of training plans efficiently by the identification of training
requirements, and it is also the process of identifying training needs to be essential to any
successful training process and a pillar of the foundations, so if its to accurately identify the


needs assessment and then compared and measured scientifically accurate, which is also the
best way to determine the amount to be provided with the teachers (as the quantity and
quality) of information, skills, attitudes and experiences designed to bring about development
and raise the professional competence (Abu Russ, 2001 & Ali 2007).

Some educators have pointed out that determining the needs of teachers as an essential step
for training programs is the application of the principle of psychology is that human behavior
is designed to satisfy the desires of certain identified by defining the needs (Abu Russ, 2001).
It is also determine the training needs of the most important things that pay the training
activity to achieve its goal, whenever possible, identify them and identified where possible to
meet and raise the efficiency of workers through training, measured by the success of any
design qualification training program for teachers and managers how to identify training
needs and accounted for and collected (Sharif & Sultan, 1983).

2 The Training Need
Information, skills and attitudes and knowledge of a particular development to be
amended or changed as response to changes or regulatory developments, technological or
human or as a result of functional change to meet the developments or expansions or a desire
to solve the problems of existing or expected. (Khatib, 2006) .

As defined by Hamad (2006) training needs "is a set of changes and developments to be
created in the teacher information and behavior, and trends with a view to raising the level as
it overcomes the problems that are impeding the process and productivity had". (Abdeen,
2008)

2.1 The importance of identifying training needs:
The identification of training needs is the cornerstone in the planning of training programs for
professional development for teachers, although knowledge of training needs and identified
according to scientific bases of training programs will help planners to design successful
training programs, considering that the knowledge and training needs identified along these
lines pave the way for more precise formulation of targets and the nearest realistic.

2.1.1 The importance of the process of identifying training needs of several considerations
are:
1. Training needs are the basis for all elements of the training process.
2. Identifying training needs help to improved performance is the main objective of training
in organizations.
3. The identification of training needs of the shows are the individuals to be trained and the
type of training and expected results.
4. The identification of training needs of working real teachers to raising the efficiency in
performing the work assigned to them.
5. The failure to identify training needs in advance, "lead to loss of time, money and time
spent on experimentation.
6. Identifying the training requirements of the basis for any training program, knowledge of
training requirements prior to any training activity, are comes before the program design and
implementation.
7. Done through training needs analysis of the work of teachers and find out their duties
responsibilities priorities, and skills necessary for them .( Sharif & Sultan , 1983. Al Harbi,
2004. Abdeen ,2008 ) .


3 Educational methods and techniques:
Learning tool known as each tool used by teachers to improve teaching and learning process
and to clarify the ideas, skills training and development of desirable values and attitudes,
without the teacher relies primarily on words, symbols and numbers (Alakalpy, 2003).

It is a tool of teaching aids in the heart of the educational process which is an essential tool to
help conduct education and increasing suspense and motivation of pupils, although many of
the educators be experiencing an ongoing think it's possible to do without teaching aids so
that most of them believe that the successful teacher is the only one who has the capacity to
teach His disciples, educational material and sometimes referred to a teacher who supports
the teaching of experimental methods in the selection of teaching aids, stated that time is
wasted in worthless to him and he could not quit the program because of the annual use of
such means.

As the world faces in general and Arabic countries in particular the challenges of increasing
and accelerated as a result of rapid developments in various fields, particularly scientific and
technological world has witnessed during the last quarter century, which is expected to
continue a significant acceleration, and the reason for this scientific and technical progress,
which was dominated at all walks of life that accompanied the development of education and
the renewal of teaching methods and the machine and the means to enter the field of
education, becoming a cornerstone "essential" in the educational process and not some sort of
luxury and therefore should not be a choice of means and Technical Education in vain "but
must be driven" from the importance of using. If the purpose of learning is the knowledge of
the oral refer to audio-visual media is a waste of time and money, and therefore the choice of
educational methods and use them appropriately required the teacher to be familiar with the
following aspects:
1. Learning tool that is part of the classroom building and related components and parts of
the rest of the classroom and share with them in achieving the objectives of the position
cannot achieve the goals optimally by using only the means of education.
2. Characteristics appropriate means to age in terms of mental abilities, skills and past
experiences.
3. To be an exciting way to rouse the work motivation of students and motivate them to
learn.
4. Accuracy of the information that you are viewing means and accuracy.
5. Account the technical characteristics of good learning tool.
6. Taking into account the time way in the classroom.
7. Distance from the formal and routine in the use of teaching aids. (Saad, 2007)

Given the significant technological progress in all areas of our age, which included the
education field, both in educational materials or specialties them, and ways and methods of
teaching and the overall objective of the educational process, educational aids have gone
through the different designations to become a science "has its significance and its offshoots
and objectives of a pedagogical techniques or technology education, where labels were
adopted educational methods in its early stages on the senses, such as education, audiovisual
aids and then called for teaching or for education became known as an audio-visual aids and
then was the introduction of information education technology and care which the
educational process as a whole since the beginning of setting targets educational calendar,
and even benefit from the feedback (Mansour, 1089).


Techniques of education as reflected in educational technology centers as a "systematic
process in designing teaching and learning process, implementation and evaluation in the
light of specific objectives on the basis of research findings in different areas of knowledge
and use of all human resources and other resources available to reach more effective learning
and adequate" (Gady, 2007).

And it becomes a kind of educational methods or means aspiring educational technology,
where e-learning includes various types of educational methods and forms of texts, films,
pictures, etc., and this is what made the computer revolution in the nineties of the twentieth
century, rapid progress invaded by all areas inclusive of the process teaching and learning,
and became teachers at all stages of education in developed countries use the Internet,
classrooms and labs with multi-media education in the learning process and if we move on to
schools and universities in the Arab countries, we find that the educational process is still in
the classroom and the teacher based on the source of information and are based on traditional
methods book and a blackboard as well as some means of educational old . (Al Jarf, 2001 &
Barakat, 2009).

The most important benefits of e-learning are:

1. Increase the possibility of communication between the students among themselves and
between students and the school.
2. Easy access to the teacher.
3. Suitability of different learning styles.
4. Provide a curriculum throughout the day and every day of the week.
5. Ease and multiple methods of assessing the development of the student.
6. Access to information in an easy and fast.
7. Taking into account the individual differences between students. (Al-Shammari, 2007)

The World Summit on the Information Society held in Geneva in December (2003) to
increase the contribution of ICT in achieving the goal of education for all throughout the
world, and put a plan of action which included the following:
1. Develop domestic policies to ensure the integration of information and communication
technology fully in education and training at all levels, including curriculum development
and teacher training, administration and management of educational institutions, support
the concept of lifelong education.
2. Develop distance learning, distance training, and other forms of education and training as
part of capacity-building programs, with special guidance to developing countries,
especially LDCs in different levels of development of human resources (Amogdoy, 2008)
Malkawi, Nejadat, (2007) confirmed the revolution in communications and information
technology and systems have brought about sweeping changes is very important in the world,
and began to know the relative values of the rise, and entered a key element in knowledge
production, and decreased the importance of traditional factors of production, raw materials
and information is becoming Group More importantly, I mean that knowledge capital has
become more important and deeper impact of physical capital in the world is moving towards
knowledge-based economy plagued Symbolism, and the new goal of education is no longer
the acquisition of knowledge, but more importantly, the ability to collect access to their
original sources and using them to solve problems, and the ability to ask questions in this
changing world rich possibilities and alternatives outweigh the importance of the ability to
answer, a collection of knowledge and mastery, also requires a secure life in the information


age, the availability of high capacity and awareness of the renewed Arab teacher in dealing
with the information and requirements, helping to develop the capacity the teachers make the
best use of information by searching for efficient ways to deal with and make the best use of
them .

There are also many studies have focused on training programs for in-service teacher
education in various stages of study on the use of technology in teaching and learning
processes, including the study carried out by Fletcher and Atkinson (1972), where they
compare (44) pairs of identical children in first grade two equally house males and females
and the computerized teaching children experimental group of 5 x 10 minutes per day for 5
months, except it was the curriculum they use similar "to approach the experimental group
which has learned a part-time computerized earlier from the group control equivalent to 5
months in the level grades for reading and one year after the experimental group were
superior to the control group, equivalent to 4,04 months, although it has not been
computerized learning in the second year .(Obuallam, 2004)

As study conducted by Domi (2008) that the E-learning or the use of educational technology
does not mean the abolition of the role of the teacher, his role becomes even more important
and more difficult, it is a creative person with a high efficiency of the educational process
runs successfully, and works to achieve the aspirations of progress and technology.

Al-Shammari (2007) noted that there are three major roles to be performed by the teacher
during the use of e-learning, namely:

1. The role of the interpreter by using technical means.
2. The role of encouraging interaction in the educational process.
3. Role of encouraging the generation of knowledge and creativity.

The effect of the new roles of teacher-mail also "provide a number of training needs and that
contribute to increased professional and technical competence of the teacher and help him to
perform his various roles and dealing with technology and use of modern skills in the
education process for teachers in the field of e-learning as follows:

1. Computer needs related to culture: their
a. needs related to the skills of computer use,
b. needs related to culture information.

2. Needs in how to deal with programs and network services.

3. Needs on how to prepare decisions electronically: and include the
a. needs in the planning and design,
b. needs in the calendar,
c. needs in the management decision on the network.

The researchers believes that the roles of the teacher in e-learning is different than their roles
in traditional education, education-mail requires the presence of qualified teachers trained to
deal with him and his good employment in education, it also requires them to do the roles and
functions commensurate with the new requirements, as there are traditional methods that used
by the teacher during the era of meaningful information and technological developments, but


the teacher should develop the same capabilities and to cope with the variables of the current
era.

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THE DESIGN AND IMPLEMENTATION OF THE MALAY-ARABIC ONLINE
MULTIMEDIA DICTIONARY ON SMART PHONES.

Khirulnizam Abd Rahman, Azrehan Abd Aziz, Syuria Amirrudin,
Juzlinda Mohd Ghazali, C. W. Shamsul Bahri C. W. Ahmad, Mohamad Haron Husaini

Bandar Seri Putra, 43600, Bangi, Selangor, Malaysia
khirulnizam@gmail.com

Abstract

There are a lot of dictionaries available in the market. However, its hard to find a Malay-
Arabic dictionary complete with picture or video to visualize what is the word represent, and
pronunciation in voice. Thus, the researchers developed and implemented a Malay-Arabic
online multimedia dictionary for beginner (OMMAr). The user is able to enter a Malay word
and if the word matches any of the entry in the database system, the meaning in Arabic will
be displayed with the picture or video and the sound for the word pronunciation. If there is no
match, the system will propose similar words. The system is also capable of the doing the
same for Arabic words. The technology used is client-server technology where the mobile
device (Smartphone) is the client, and there is a web server to facilitate the lookup table
(database) and storage for the audio-visual aids. This paper will present the design of
OMMAr on Smartphone which uses the UTF-8 character encoding to store the Arabic words.
There is a special treatment to the web pages, the web server, and also the database. The web
pages use UTF-8 HTML encoding while the web server needs a special function to translate
the HTML code into UTF-8. To store the Arabic characters, the databases collation also
need to be set to UTF-8. The authors use the Flash format for the videos and the sounds,
while the images are in JPEG, GIF or PNG format. This paper is to report the design,
implementation and testing of the systems user interface on several popular Smartphone
devices.

Keywords: online dictionary, Malay-Arabic online dictionary, UTF-8 characters transaction,
online multimedia dictionary, mobile based dictionary.

1. Introduction

Dictionary is a book that lists the words of a language in alphabetical order and gives their
meaning, or their equivalent in a different language (Oxford Dictionary). Since dictionary is
supposed to be a book (as defined by Oxford Dictionary), so a dictionary that is available
online, such as Merriam-Webster.com, is an online dictionary. As the word online is also
related to computer, this online dictionary must also possess the fast searching features. What
the researchers are doing is to capitalize the strength of computer processing to enhance the
old version of dictionary (in papers) into a rich multimedia dictionary. The application is
equipped with the audio of the words pronunciation to help the user pronounce the word and
pictures or video to visualize what the word represents.

Evolution of information technology and communication (ICT) today did affect many
development of dictionary that can be installed and used in mobile devices. There are several
example of dictionary that can be accessed through mobile. There are LookWAYup mobile
dictionary (http://lookwayup.com), SABC Mobile Dictionary (Mobidic)


(www.sabcmobile.co.za/mobidic.htm), MOT Mobile Dictionary (www.kielikone.fi/en) and
MSDict English Phrases Dictionary (S60) 4.10 (www.brothersoft.com/mobile/msdict-
english-phrases-dictionary - (s60)). This all version of dictionaries build in type of software
that can be access through mobile. LookWAYup is a one of website that provide online
dictionary and its suitable for all types of society. LookWAYup also provide online
dictionary for wireless PDA or mobile namely LookWAYup mobile dictionary. This
dictionary provides ease of translation variety language like French to English, German to
English, Spanish to English and on the other hand SABC Mobile Dictionary (Mobidic) is the
one in South Africa. MobiDic allow mobile user to access the dictionary contents through
their mobile. It requires user to send SMS that contain words to be translated to the number
provided and received a suitable meaning.

Besides that there are some versions of dictionary that need to be installed into mobile as a
program like MOT Mobile Dictionary. These dictionary was developed to help business user
to use language in their daily job. For MSDict English Phrases Dictionary (S60) 4.10, it has
many phrases, word arrangements and basic quotes.

2. The challenges

2.1 Information retrieval for Arabic characters in the Web.

We face difficulties to manipulate the Arabic words, especially in the process of saving and
searching the word entries. So we use one of the Unicode character sets, which is the UTF-8
to represent the Arabic words. However, UTF-8 character sets need some special treatment to
manipulate them correctly in the Web environment. The problem and solution is thoroughly
discussed by Khirulnizam et al., 2008 [CAMP2008].

2.2 Producing the multimedia elements.

The researchers produce the images and the sound manually. The sound is developed in a
recording studio, where voice is recorded, edited and noise is filtered manually. There are
technologies available to automatically convert text (Malay or Arabic) into sound; such as
Malay TTS by Tan (2004), SMaTTS by Othman et al. (2007) and ATTS by Elshafaei (2004).
However we have not looked into it seriously. The images are also developed manually.

2.3 Producing the mobile version.

The previous system is available in regular web interface. However for the mobile device
version, the system needs to be downgraded to suit the small screens. The JavaScript
onscreen keyboard application is also customized. Another problem that occur is the Flash
application to produce the sound. Since the application is in Flash, there are several smart
phone devices that do not support it such as iPhone. This is the main challenge that has not
been resolved yet.

3. Design of the Proposed System

The system is developed using PHP script as the middleware, running on Apache web server.
The interfaces are on HTML and the database is residing in MySQL 5 database server.


3.1 Schematic Diagram

Figure 1: The schematic diagram of the application.

3.2 The database design

The entity relationship diagram in Figure 1 is the database design. We use the MySQL
version 5 because it has the capability to handle UTF-8 character set which is a must have
feature since we store Arabic characters.

Figure 2: The entity-relationship diagram of the database.

Client-side Server-side
Network


3.2 Functional flow

Figure 3: The applications functional flow.

3.1.1 Malay words entry
Table MalayWords contains the field to hold the values of Malay words, the root word,
meaning of the word and the file path for the audio visual aids (image, pronunciation and
video). It also has the information of the word type; whether its a noun, verb or adverb.

User key-in word (Malay or
Arabic)
Send the word to the server
Search for the word
Word
found
Send the translation / voice/
animation / video to the
client
Yes
No
Send no match found
message
Suggest similar words
Begin
End


The multimedia elements for this system are not directly saved to the database. The files are
located in another directory in the systems directory. The information saved in the database
is only the file names.

3.1.2 Arabic words entry
Another important table is to hold the word entry for Arabic, the meaning, the word with
diacritic, the root word and the file path for the audio visual aids (image, pronunciation and
video). The diacritic version of the word is also provided in case the audio file is not available
or not working properly. Diacritic is a special notation in Arabic character to help non-Arabic
tongue to easily recognize the correct pronunciation of the word.

3.1.3 The Word-Joiner
This table is actually a composite entity derived to link a Malay word to the meaning in
Arabic, and vice-versa.

3.2 The systems algorithm

This system has two major search features; the Malay, and the Arabic word search. Figure 4
shows the algorithm for the Malay word searching. This section will display the Arabic word
or the suggested similar Arabic word to the user. It also provides the image and the audio aid
of the words pronunciation.

Figure 4: The Malay word search algorithm.

Figure 5 is the algorithm used in doing the search for Arabic word. The user will get the
Malay word as the output, and all the audio and visual aids.


Figure 5: The Arabic word search algorithm.

4. Testing

4.1 The web interfaces

These are the screen shots taken from the application prototype that has been developed
(Figure 6, 7, 8 and 9). Figure 7 is the interface to receive user request to search Malay word.
User has the option of selecting the exact word, contains the search request or begins with the
search request.

The result of the search is displayed in Figure 8 if the word is found. Click lanjut (details) to
view the multimedia content. All the voices and image is displayed in Figure 9.

The keyboard is provided in Arabic search request page, Figure 10. This keyboard is to
facilitate the user who does not have the physical Arabic keyboard.


Figure 6: Interface for Malay-Arabic Online Mobile Dictionary

Figure 7: The user interface to enter the Malay word by the user.

Figure 8: The search result.


Figure 9: The audio and visual support to represent the word.

Figure 10: The user interface to enter the Arabic word by the user.

4.2 Testing the interface under several popular mobile devices.

The testing was done only on mobile device environment using three types of mobile devices
which are Symbian, iPhone, and Windows Mobile. The result is as shown in Table 1. The
symbol represents capable, while X is unable to perform.


Table 1: The testing of the application interfaces against several popular mobile devices.

Functions
Platform
Symbian
(Nokia E63)
iPhone (using
Safari on
iPhone 3Gs)
Windows Mobile
(Mobile IE on
HTC Touch)
Display Arabic
words

Receive Arabic
words

Search Arabic
words

Arabic on-page
keyboard

Pronunciation X

5. Discussion on Prototype Testing

Most of Smartphones browser that support Unicode and Flash will not have problems in
accessing the application. By default iPhone does not support Flash. Thats the main reason
why the pronunciation does not perform properly on iPhone. The pronunciations interface is
developed using Flash.

The testing provides a positive outcome for this prototype application. There are a lot more
platform to test. Another future work is to add more entries, develop more audio, visual aid
(animation and video) for more Arabic and Malay words. The prototype is accessible from
http://bit.ly/mommar/ .

6. Acknowledgement

This research is funded under the Research and Development grant, provided by Kolej
Universiti Islam Antarabangsa Selangor, Bandar Seri Putra, Bangi, Selangor.

References

Elshafei, Moustafa, Al-Muhtaseb, Husni and Al-Ghamdi, Mansour. 2002. Techniques for
high quality Arabic speech synthesis. Journal of Information SciencesInformatics and
Computer Science,Volume 140 , Issue 3, pages 255 - 267.

Khirulnizam A. Rahman, Syuria Amiruddin, Che Wan Shamsul Bahri Che Wan Ahmad, Wan
Harun Hussaini, and Siti Zaharah Mohid. 2008. Solving the Arabic UTF-8 Characters
Transaction Issues in an Online Malay-Arabic Dictionary. Proceeding presented in National
Conference on Information Retrieval and Knowledge Management (CAMP08), 18 March
2008, Kuala Lumpur, Malaysia.

Khirulnizam Abd Rahman, Che Wan Shamsul Bahri Che Wan Ahmad, Juzlinda Mohd
Ghazali, Syuria Amirrudin, Siti Zaharah Mohid, Dr. Muhammad Haron Husaini (2008)


Proposal Pembangunan Kamus Melayu-Arab Bermultimedia Berasaskan Telefon Mudah-
Alih.

Othman Khalifa, and Zakiah Hanim Ahmad. 2007. SMaTTS: Standard Malay Text to Speech
System. International Journal of Computer Science, 2 (4). pp. 285-293. ISSN 2070-3856.
Accessed on 28 December 2008, from http://www.waset.org/ijcs/v2/v2-4-40.pdf.

Tan, Tian Swee. 2004. The design and verification of malay text to speech synthesis
system. Masters thesis, Univeriti Teknologi Malaysia. Accessed on 28 December 2008 from
http://eprints.utm.my/4000/1/TanTianSweeMED2004TTT.pdf .

SABC Mobile Dictionary, http://www.sabcmobile.co.za/mobidic.htm. Accessed on 14
February 2009.

MOT Mobile Dictionary, http://www.kielikone.fi/en/. Accessed on 14 February 2009.

MSDict English Phrases Dictionary (S60) 4.10, http://www.brothersoft.com/mobile/msdict-
english-phrases-dictionary-(s60)-1265.html. Accessed on 14 February 2009.

LookWAYup mobile dictionary, http://lookwayup.com. Accessed on 14 February 2009.


KESEPADUAN ILMU DALAM TMK ; SATU SEMAKAN SEMULA
Noor Hisham Md Nawi
hisham@umk.edu.my

Abstract
There are various form of interpretations about a concept of knowledge integration. The
concept of knowledge integration from Islamic and western perspective is totally different. In
fact, the concept of knowledge integration among Muslim scholars is also unanimous.
Different interpretation will entail different impacts on the education system and its
application which includes the field of ICT. This working paper will be discussing various
concepts of knowledge integration and its connection to the field of ICT. Besides that, it will
also make a comparison between the concept of knowledge integration and Islamization of
knowledge and its reciprocal relationships among them. The working paper will also propose
the concept of knowledge integration and its relation with ICT and the steps that should be
taken into account to implement the concept of knowledge integration in education system
particularly in higher education institution. Finally, knowledge integration and ICT will be
associated with the concept of studying (berguru).
Keywords: Knowledge integration, Islamization of knowledge, information and
communication technology, the concept of studying (berguru).
Definisi Ilmu

Sebelum meneroka lebih jauh, pengertian ilmu perlu difahami dengan jelas lebih-lebih lagi
dalam era ledakan ilmu pengetahuan dan teknologi maklumat dan komunikasi (TMK).
Perbincangan mengenai konsep dan pengertian ilmu sangat luas. Apakah itu ilmu? Frank
Rosenthal (1970) telah membincangkannya dengan panjang lebar dengan mengemukakan
107 buah definisi ilmu yang dibahagikan kepada 12 kategori. Dalam pengertian Barat moden,
terdapat tiga aliran pemikiran utama yang berusaha menanggapi pengertian ilmu. Mazhab
empirisisme yang didokong John Locke, David Hume dan lain-lain berpegang teguh kepada
kaedah sains di mana ilmu merujuk kepada pengenalan tentang fakta. Fakta pula merujuk
kepada perkara yang boleh ditanggapi oleh pancaindera zahir. Mazhab rasionalisme pula
seperti Socrates, Plato dan Descartes menumpukan perhatian kepada prinsip kekal yang
diperolehi samada melalui akal rasional atau pun agama. Pertembungan antara dua mazhab
ini telah melahirkan mazhab baru iaitu pragmatisme. Mazhab yang didokong oleh Charles,
William James dan John Dewey melihat ilmu sebagai satu proses yang berdasarkan
percubaan dan pengalaman, bukan berdasarkan prinsip besar atau utama. Justeru, ilmu itu
lebih merujuk kepada proses bukan kepada kandungannya. Secara keseluruhannya kesemua
mazhab tersebut mengabaikan peranan wahyu sebagai sumber ilmu dan tidak meletakkannya
sebagai sumber tertinggi pemerolehan ilmu. Menurut al-Attas (1978) kekaburan dan
ketidaktepatan konsep ilmu yang dipimpin oleh pandangan alam Barat sekular telah
mengakibatkan banyak kezaliman kepada kehidupan manusia dan alam. Dengan bantuan
TMK, manusia pada hari ini sememangnya mengetahui banyak perkara. Namun kebanyakan
perkara yang diketahuinya itu tidak memasukkan hakikat-hakikat penting dalam kehidupan
seperti kewujudan Tuhan, hari pembalasan, roh dirinya sendiri dan lain-lain yang hanya dapat
diketahui melalui sumber wahyu.

Ilmuan Islam mempunyai pandangan yang pelbagai tentang pengertian dan konsep
ilmu. Umumnya mereka bersepakat bahawa semua sumber ilmu pada hakikatnya datang


daripada sumber yang satu. Ruang lingkup ilmu amat luas dan tidak terbatas. Oleh itu ilmu
yang sempurna atau mutlak adalah milik Allah. Menurut Wan Mohd Nor (1994) ilmu dalam
perspektif Islam dikenali sebagai sifat, proses dan hasil. Justeru itu, istilah ilmu dalam Islam
menegaskan bahawa tidak wujud sebarang pertentangan antara proses dan kandungan dan ia
meliputi pelbagai perkara dan maksud seperti Al-Quran, syariah Islam, sunnah, Islam, iman,
ilmu kerohanian (ilmu al-laduni), hikmah, makrifat, pemikiran, sains dan pendidikan. Sebagai
landasan perbincangan, penulis memilih takrifan ilmu yang dikemukakan oleh al-Attas. Al-
Attas (1978) mentakrifkan ilmu dengan mengemukakan semula takrif Fakhruddin Al-Razi
dalam bentuk yang diperbaiki dan diubahsuai sebagai; apabila merujuk kepada Allah
sebagai sumber segala ilmu, ia (ilmu) adalah ketibaan makna bagi sesuatu ke dalam diri
seseorang. Sebaliknya apabila merujuk kepada diri sebagai pentafsir, ilmu adalah ketibaan
diri seseorang kepada makna tentang sesuatu. Takrifan ini membawa maksud bahawa Allah
adalah sumber sebenar ilmu dan manusia adalah makhluk aktif yang berusaha mendapatkan
ilmu. Oleh itu semua ilmu bertolak daripada premis tauhid iaitu ilmu terbit daripada sumber
yang satu.

Takrifan tersebut memberi beberapa implikasi penting. Sesuatu itu dikatakan ilmu
jika ia berdasarkan maklumat yang benar dan memberi makna kepada pemiliknya. Ini
bermakna ilmu tidak sama dengan fakta, teori, kemahiran atau maklumat walaupun ilmu
tentunya meliputi maklumat dan kemahiran. Maklumat yang tidak tersusun secara sistematik
belum mencapai tahap ilmu. Justeru, teknologi maklumat dan komunikasi (TMK) tidak
disebut sebagai ilmu walaupun ia menawarkan pelbagai maklumat yang rencam bentuknya.
Komputer yang amat canggih dan memiliki keupayaan menyimpan maklumat yang sangat
banyak juga tidak dianggap sebagai berilmu kerana maklumat tersebut tidak memberi apa-
apa makna kepadanya. Berdasarkan hujah sebelumnya, Abdul Rahman (2005) menganggap
ledakan ilmu pengetahuan itu sebenarnya lebih merupakan ledakan maklumat sahaja.
Takrifan itu juga memperakukan bahawa sumber ilmu itu pelbagai dan boleh dikelaskan
kepada lima jenis iaitu pancaindera, akal, intuisi, ilham dan wahyu. Dengan menyepadukan
sumber metafizik dengan sumber empirikal dalam satu sistem hierarki yang berlandaskan
prinsip tauhid, tradisi keilmuan yang berasaskan epistemologi Islam bebas daripada tiga
permasalahan besar yang melanda tradisi keilmuan Barat moden iaitu masalah pandangan
atomisme (juzi), dualisme (pemisahan kepada dua) dan skeptisme (keraguan). Al-Attas
adalah antara ilmuan Islam yang secara konsisten menganjurkan agar sistem pendidikan
umat Islam mengambil kira semula secara jelas konsep klasifikasi dan hierarki ilmu secara
tepat khususnya pembahagian ilmu fardhu ain dan ilmu fardhu kifayah untuk menjaga
peradaban Islam daripada kehilangan identitinya di bawah pengaruh pensekularan ilmu.

Kesepaduan Ilmu

Konsep kesepaduan ilmu turut dibincang oleh tokoh-tokoh ilmuan Barat (Haught 1995 ;
Robert & Kellough 2000). Setiapnya mengupas kesepaduan ilmu dalam konteks yang
berbeza-beza dan tersendiri berdasarkan disiplin masing-masing. Menurut Fuller (2001),
kesepaduan ilmu seharusnya difahami sebagai proses sosial. Berlatar belakangkan bidang
sosiologi, Fuller melihat kesepaduan ilmu dari sudut sejarah sosiologi boleh disorot melalui
dua perspektif. Pertama, kesepaduan ilmu dilihat sebagai proses pembangunan ilmu secara
semulajadi samada secara induktif atau deduktif. Kedua, kesepaduan ilmu adalah sesuatu
yang tidak asli kerana kecenderungan ilmu untuk mencapah dan berkembang secara
pemecahan. Dalam konteks pendidikan, kesepaduan ilmu dilihat dalam tiga pendekatan
iaitu kesepaduan beberapa disiplin ilmu (interdisciplinary), kesepaduan dalam pelbagai
disiplin ilmu (multidisciplinary) dan kesepaduan melampau disiplin-disiplin ilmu


(transdisciplinary) (Drake 1991). Konsep kesepaduan ilmu telah pun dilaksanakan di pelbagai
institusi pendidikan dan mendapat maklumbalas yang pelbagai. Walaupun diakui bahawa
konsep kesepaduan ilmu memberi banyak kebaikan kepada para pelajar, pakar-pakar
pendidikan turut memberi perhatian besar untuk mengurangkan impak negatif daripada
proses kesepaduan tersebut seperti pengabaian aspek kedalaman dan ketepatan sesuatu
bidang ilmu serta hubungan isi yang longgar antara pelbagai disiplin ilmu (Ingram 1979 ;
McNeil 1996). Secara keseluruhan, konsep kesepaduan ilmu difahami secara berbeza-beza
oleh tokoh-tokoh pendidikan Barat berdasarkan disiplin ilmu masing-masing dengan
perspektif yang pelbagai. Kepelbagaian tersebut tidak pula diikat atau disatukan oleh mana-
mana prinsip-prinsip yang dipersetujui bersama.

Salah satu ciri penting pengertian ilmu menurut perspektif Islam ialah sifat
kesepaduannya. Kesepaduan ilmu terpancar dari epistemologinya yang mengiktiraf lima
sumber ilmu dengan martabat yang berbeza. Sebahagiannya bersifat kebenaran mutlak dan
sebahagiannya bersifat relatif. Disepakati bahawa semua sumber ilmu tersebut hakikatnya
datang dari Allah (Yang Maha Alim) yang disampaikan kepada manusia dalam bentuk yang
beragam. Justeru, ilmu yang sempurna atau mutlak adalah milik Allah. Oleh kerana
puncanya satu, maka sekalian ilmu akhirnya akan kembali kepada sumber asalnya yang satu
(tauhid ilmu). Kefahaman ini memberi implikasi terhadap kesatuan dan kesepaduan semua
sumber dan matlamat epistemologi. Berpunca dari kesedaran ini, ilmuan Islam di sepanjang
zaman telah menghasilkan banyak penulisan mengenai pengelasan ilmu (maratib al-ulum).
Mereka berusaha menyusun pelbagai disiplin ilmu menurut skema keutamaan. Dalam
pandangan alam Islam, ilmu boleh dibahagikan kepada beberapa pembahagian dan
pengelasan berdasarkan kepada pelbagai dimensi. Ramai pemikir Islam terdahulu dan
kontemporari telah menformulakan beberapa bentuk klasifikasi ilmu. Osman Bakar (1992)
menyatakan bahawa klasifikasi ilmu yang terkenal ialah yang dibuat oleh Al-Farabi (870
950 M), Al-Ikhwan Al-Safa, Ibn Sina (980 1037 M), Al-Ghazali (1058 1111M) dan Ibn
Khaldun (1332 1406 M).

Pada zaman sekarang perbincangan mengenai kesepaduan ilmu diangkat kembali
dan sangat signifikan untuk menghadapi krisis keilmuan khususnya sekularisme dan dualisme
pendidikan. Sebahagian besar ilmuan Islam yang melihat bahawa krisis tersebut sebagai
punca kemunduran umat menyeru supaya sistem pendidikan umat Islam disemak semula.
Dalam konteks tersebut, konsep kesepaduan ilmu mula dibincangkan semula secara meluas.
Ramai tokoh ilmuan kontemporari seperti al-Faruqi (1989), Abdul Hamid Abu Sulayman
(1994) Taha Jabir al-Alwani (1994) dan Shahahir Mohd Zain (1984) memberi penumpuan
kepada aspek kesepaduan ilmu dalam bentuk kesepaduan ilmu naqli dan aqli atau ilmu
warisan Islam dan sains moden sekular. Di samping itu, terdapat sebahagian daripada para
ilmuan seperti al-Attas (1978), Syed Ali Ashraf (1994), Hassan Langgulung (1995) dan
Mohd Syukri Salleh (1984) memilih konsep kesepaduan ilmu yang merujuk kepada
kesepaduan antara ilmu fardhu ain dan ilmu fardhu kifayah. Ilmu fardhu ain adalah ilmu teras
agama yang mengandungi kebenaran mutlak, disampaikan melalui perantaraan wahyu,
mengisi keperluan rohani manusia, mengandungi panduan-panduan yang bersifat abadi dan
diwajibkan ke atas setiap orang untuk mengetahui dan mempelajarinya. Manakala ilmu
fardhu kifayah pula memenuhi keperluan intelek dan emosi serta berkaitan dengan kehidupan
dan kemakmuran dunia. Setiap bahagian tersebut mempunyai fungsi-fungsinya yang
tersendiri dan perlu diletakkan pada tempatnya yang betul. Dewasa ini, al-Attas (1978) telah
mengangkat kembali martabat ilmu fardhu ain dengan mengembalikan fungsinya sebagai
teras dalam sistem pendidikan umat khususnya di peringkat pengajian tinggi. Justeru,
kesepaduan ilmu menurut perspektif Islam bukan sekadar memasukkan semua jenis ilmu


pengetahuan dalam satu bekas yang sama tanpa sebarang hierarki dan fungsinya yang
tertentu. Kesepaduan ilmu yang dimaksudkan ialah kesepaduan klasifikasi dan hierarki ilmu
sekaligus di mana setiapnya diletakkan mengikut kategori dan hierarkinya yang wajar,
disepadukan kesemuanya dalam keadaan saling kait-mengait, dimurnikan segala kecelaruan
yang wujud pada topeng-topeng ilmu dan kesemua proses tersebut berpaksikan prinsip
tauhid.

Kesepaduan Ilmu Dan Hubungannya Dengan Gagasan Islamisasi Ilmu Moden

Dalam konteks epistemologi ilmu dalam Islam, perkembangan ilmu fardhu kifayah perlu
berpaksikan kepada ilmu fardhu ain. Walau bagaimanapun, ilmu fardhu kifayah yang
berkembang pesat masa kini (merujuk khusus kepada ilmu sains moden Barat) terpisah dari
paradigma tauhid (Ashraf 1981; al-Attas 1978). Ini menjadikan proses kesepaduan ilmu
fardhu ain dengan ilmu fardhu kifayah tidak lagi dapat dilakukan dengan mudah. Justeru
proses kesepaduan ilmu di peringkat IPT memerlukan satu pendekatan yang jitu dan tepat.
Jika ia tidak dilakukan dengan sempurna, proses tersebut hanya akan mengulangi kesilapan
yang sama iaitu mengekalkan kesinambungan keterpisahan ilmu naqli dan aqli. Untuk itu,
lahir gagasan Islamisasi ilmu moden yang cuba merungkaikan permasalahan umat Islam
dengan memberi tumpuan kepada agenda pendidikan (Mohd Nasir Omar 2001). Premis
Islamisasi ilmu ialah ilmu sains moden kini tidak bersifat neutral kerana ia telah dipengaruhi
oleh pandangan keagamaan, kebudayaan dan filsafat manusia Barat.

Kesepaduan ilmu dan Islamisasi ilmu pada dasarnya adalah perkara yang sama. Pun
begitu konsep kesepaduan ilmu bersifat lebih umum manakala Islamisasi ilmu pula lebih
mengkhusus. Ini bermakna bahawa tidak semua konsep kesepaduan ilmu boleh dikaitkan
dengan Islamisasi ilmu tetapi sebaliknya pula bagi gagasan Islamisasi ilmu. Walau
bagaimanapun, tujuan dan matlamatnya adalah sama. Hubungan antara keduanya juga boleh
dilihat dari sudut bahawa konsep kesepaduan ilmu diperlukan di semua peringkat pendidikan
khususnya di peringkat rendah dan menengah. Manakala gagasan Islamisasi ilmu pula
diperlukan di peringkat pendidikan tinggi bagi menghadapi cabaran perkembangan ilmu
pengkhususan yang semakin kompleks. Setiap konsep tersebut (kesepaduan ilmu dari
perspektif Islam dan Islamisasi ilmu) mempunyai pendekatan yang pelbagai walaupun dasar
dan matlamatnya adalah sama. Kepelbagaian konsep kesepaduan ilmu telah dijelaskan
sebelumnya. Menurut Syed Azad Syed Attar (1998), gagasan Islamisasi ilmu juga
mempunyai pelbagai pendekatan walaupun matlamatnya adalah sama. Kepelbagaian
pendekatan tersebut berkait rapat dengan pendefinisian Islamisasi ilmu yang dikemukakkan
oleh tokoh-tokoh berkenaan. Antara tokoh-tokoh penting tersebut ialah Syed Muhammad
Naquib al-Attas (1978), Ismail al-Faruqi, al-Alwani (1995), Ziauddin Sardar (1984), Abu
Sulayman (1994), Shaharir Mohamad Zain (1984), Hassan Langgulung (1984), dan Ragab
(1995). Dikemukakan dua pendekatan yang masyhur dalam gagasan Islamisasi ilmu secara
ringkas iaitu pendekatan al-Attas (1978) dan al-Faruqi (1982). Proses dan kaedah
pelaksanaan gagasan Islamisasi ilmu moden menurutt al-Attas (1978) melibatkan proses dua
tahap; iaitu pembebasan diri dan pengembalian diri kepada kejadian asalnya (fitrah). Tahap
pertama ialah penyingkiran segala elemen dan konsep yang mencirikan peradaban Barat
dalam setiap cabangan ilmu pengetahuan. Manakala tahap yang kedua ialah proses
memasukkan elemen-elemen dan konsep-konsep Islam dalam setiap cabangan ilmu. Apabila
pemikiran telah dibebas dan dibersihkan maka ia kembali kepada fitrahnya yang asal iaitu
mengakui hakikat dan kebenaran. Pendekatan al-Faruqi pula melibatkan 12 langkah yang
amat masyhur yang diringkaskan oleh Yasin (1993) kepada tiga proses berikut. Pertama,
seseorang itu haruslah menguasai ilmu Barat moden dan berupaya membuat penilaian dan


kritikan terhadap ilmu-ilmu ini dari segi kaedah dan nilai-nilai yang terkandung di
dalamnnya. Keduanya, seseorang itu juga haruslah menguasai ilmu Islam dan membuat
penilaian dari segi perspektif Islam, keperluan ummah pada masa ini dan pengetahuan moden
terkini. Ketiga, menjalankan sintesis yang kreatif di antara ilmu-ilmu Islam dan ilmu-ilmu
moden.

Kesepaduan Ilmu dan TMK

Penggunaan TMK yang begitu meluas pada hari ini bukan sahaja telah mengubah gaya hidup
manusia, bahkan juga proses keilmuan. Teknologi maklumat adalah teknologi yang
digunakan untuk memperolehi, memproses, menyimpan, merekod, menganalisis dan
memanipulasikan data dan maklumat. Teknologi komunikasi pula adalah penggunaan
teknologi untuk menghubungkan atau menyampaikan data dan informasi dalam bentuk teks,
grafik, audio, video dan animasi atau secara kombinasi bentuk-bentuk ini dari seorang
individu kepada individu yang lain dan dari satu tempat ke tempat yang lain. Gabungan
teknologi maklumat dan komunikasi adalah semua bentuk teknologi yang terlibat dalam
bentuk pengumpulan, manipulasi, komunikasi, persembahan dan menggunakan data (dan
data yang ditransformasi kepada maklumat)(Martin et al. 1994). Menerusi TMK, kita
diperkenalkan dengan beberapa istilah dan pendekatan baru dalam pendidikan khususnya
dalam proses pengajaran dan pembelajaran (p&p) seperti e-learning, open university,
pengajian jarak jauh (PJJ), pendidikan interaktif, pembelajaran secara maya dan lain-lain
(Musa Abu Hasaan 2002).

Adakah TMK memerlukan proses kesepaduan ilmu dan Islamisasi ilmu sekaligus?
Jika ya bagaimana dan apakah pendekatan yang patut digunakan? Diyakini bahawa ramai
yang berpendapat TMK sememangnya memerlukan proses kesepaduan ilmu walaupun
mungkin bentuk kesepaduan tersebut tidaklah begitu jelas. Namun adakah TMK juga
memerlukan proses Islamisasi ilmu ? Untuk menjawab persoalan tersebut, konsep ilmu, sains
dan teknologi perlu diperjelaskan. Persoalan tentang ilmu telah diperjelaskan sebelumnya.
Sains adalah perkataan Bahasa Inggeris science yang berasal dari bahasa Latin scentica
yang bermaksud pengetahuan atau ilmu. Menurut Baiquni (1983) sains secara singkatnya
boleh dirumuskan sebagai himpunan pengetahuan manusia yang dikumpulkan melalui suatu
proses pengajian yang dapat diterima oleh akal, ertinya dapat difikirkan untuk dibuat
penilaian. Jadi dapat kita katakan bahawa sains adalah himpunan rasionaliti kolektif insane.
Teknologi adalah istilah yang sering disalah tafsirkan kerana ia sering dianggap sinonim
dengan sains. Teknologi dari segi bahasa berasal dari Yunani iaitu techne yang bermakna
kerja tangan dan logos bermakna wacana atau kajian. Teknologi merupakan ilmu yang
bersifat praktikal berbanding dengan sains yang bersifat teoritikal. Dalam sejarah sains Islam,
teknologi bukanlah sesuatu yang asing di mana ia dikenali dengan istilah sinaah yang
bererti ilmu gunaan. Teknologi ketika itu sangat pesat dan memberi sumbangan yang besar
kepada keagungan Tamadun Islam khususnya sebelum abad ke 16 M. Mudahnya, teknologi
adakah cara atau kaedah atau perkakas yang membuatkan kerja manusia lebih mudah,
selamat, jimat dan efisien.

Manusia kini tidak boleh mengelak lagi dari TMK. Pembangunan TMK berjaya
mengubah hubungan antara tiga dimensi iaitu masa (kepantasan), ruang (jarak) dan kos
(perbelanjaan). Malahan TMK telah menjadi satu budaya, kerjaya dan gaya hidup. Barbour
(2001) telah memberi ingatan bahawa terdapat tiga aliran pandangan mengenai teknologi
iaitu teknologi sebagai pembebas, ancaman dan alat kekuasaan. Pembahagian tersebut
menunjukkan bahawa penilaian terhadap teknologi adalah pelbagai. TMK memberi kesan


positif dan negatif kepada pengguna dan masyarakat. Impak TMK dalam bidang pendidikan
khususnya dalam aspek p&p amat besar. Dari aspek postif, TMK boleh membantu guru
merekabentuk p&p yang kreatif dan inovatif, mengadun pelbagai maklumat dari pelbagai
sumber, mempercepatkan proses kefahaman dan merangsang aras pemikiran tinggi di
kalangan pelajar. Walau bagaimanapun,TMK juga memberi impak negatif seperti
pendedahan pengaruh budaya asing, kebanjiran maklumat yang tidak bermanfaat, dan
mengubah tradisi dan konsep berguru. TMK juga menjadikan proses p&p berorientasikan
pelajar sepenuhnya di mana guru atau pensyarah hanya bertindak sebagai pemudahcara
sahaja.

Berdasarkan kepada penjelasan di atas, TMK mempunyai dua wajah yang berbeza.
Persoalannya ialah adakah TMK itu satu entiti yang mempunyai nilai tertentu (sarat nilai atau
bebas nilai?). Penulis berpandangan bahawa teknologi tidak seperti ilmu atau sains dengan
maksud ia bersifat bebas nilai. Nilai hanya akan muncul apabila ia melibatkan aplikasi
teknologi tersebut. Sekiranya aplikasi dan impaknya bertepatan dengan prinsip shariah,
maka teknologi tersebut adalah baik dan demikianlah sebaliknya. Berdasarkan prinsip yang
dikemukakan oleh Ziauddin Sardar (1990), teknologi akan menjadi sesuatu yang baik dan
harus jika ia mematuhi prinsip-prinsip berikut iaitu tauhid, khilafah, ibadah, halal, adl dan
istislah. Sebaliknya teknologi boleh bertukar menjadi buruk dan fasad jika ia membelakangi
prinsip-prinsip sebelumnya dan bertukar menjadi haram (lawan halal), zulm (lawan adl), dan
dhiya (lawan istihsan). Berdasarkan kefahaman tersebut, TMK hanya perlu melalui proses
kesepaduan ilmu dan bukannya Islamisasi ilmu. Kesepaduan tersebut hanya melibatkan
aplikasi dan impaknya yang perlu bertepatan dengan kerangka pandangan alam Islam (ruyat
al-Islam lil wujud) dan mematuhi prinsip-prinsip umum shariah. Dalam konteks pendidikan,
TMK seharusnya berkhidmat sebagai wasilah untuk mencapai tujuan dan matlamat
pendidikan dan pelaksanaannya tidak harus melanggar prinsip-prinsip dan adab-adab dalam
pendidikan Islam. Dalam konteks ini, adalah lebih strategik sekiranya umat Islam melihat
TMK secara positif tetapi berhati-hati supaya tidak bersalahan dengan prinsip-prinsip shariah.
Bagaimana bentuk kesepaduan tersebut ? Berdasarkan pandangan Tajul Ariffin
(1993) dengan beberapa pengubahsuaian, kesepaduan ilmu dalam TMK boleh dibahagikan
kepada lima tahap. Pertama, aplikasi TMK sebagai pemangkin untuk mempelbetulkan
pandangan masyarakat terhadap konsep Pendidikan Islam yang kini difahami secara sempit.
Kedua, TMK dimanfaatkan untuk membantu proses p&p bagi menyepadukan ilmu naqli /
fardhu ain dengan ilmu aqli / fardhu kifayah. Ketiga, mengguna dan mengeksploitasi TMK
secara positif untuk membina pengajian Islam teras yang tepat dan berkesan di semua
peringkat pendidikan terutama di IPT. Keempat, menguasai TMK untuk mewujudkan suatu
rangkaian pendidikan Islam sedunia dengan membina satu paradigma dan kurikulum
Pendidikan Islam (sebagai satu sistem) yang sama untuk Negara-negara Islam. Kelima,
memanfaatkan TMK untuk membina konsep ketauhidan ilmu-ilmu (kesatuan ilmu) bagi
membina tamadun Islam yang baru. Ini bermakna kesepaduan ilmu dalam TMK memerlukan
umat Islam bertindak bukan lagi sebagai pengguna atau penyewa TMK tetapi pembina atau
pencipta TMK bagi mencapai tujuan yang bertepatan dalam kerangka pandangan alam Islam.
Dalam kerangka yang lebih jauh, kesepaduan ilmu dalam TMK perlu didahului dengan
pembinaan iklim keilmuan dalam bidang sains dan teknologi untuk membina masyarakat
yang mengamalkan budaya dan tradisi saintifik Islam sebagaimana yang telah berlaku suatu
ketika dahulu. Pembentukan budaya tersebut bukan pula didorong oleh kepentingan komersil
dan ekonomi semata-mata tetapi lebih kepada pembangunan akal budi, pemikiran dan
keilmuan serta keperluan masyarakat yang berlandaskan prinsip dharuriyat, hajiyat dan
tahsiniyat. Justeru, TMK hanya bertindak sebagai teknologi atau alat dalam pendidikan dan
bukannya sebagai matlamat pendidikan. TMK sangat berperanan sebagai pemangkin untuk


merangsang dan mempercepatkan proses kesepaduan ilmu (sebelumnya) dan bukannya
sebagai sebahagian daripada proses kesepaduan ilmu biasa (dalam pengertian pelbagai
bidang ilmu aqli yang juga diakui bermanfaat). Isi kesepaduan ilmu yang sebenar ialah
apabila berlakunya proses kesepaduan di antara ilmu fardhu ain (yang bersifat dinamik)
dengan ilmu fardhu kifayah khususnya ilmu sains moden yang bersifat sarat nilai.
Sebenarnya, kesepaduan ilmu fardhu ain dengan ilmu sains moden tidak mudah untuk
dilaksanakan walaupun dengan menggunakan bantuan TMK.

Langkah-langkah Melaksanakan Proses Kesepaduan Ilmu Dengan Memanfaatkan
TMK

Dengan kefahaman bahawa TMK adalah wasilah yang perlu dimanfaatkan secara optimum
untuk melaksanakan proses kesepaduan ilmu yang sebenar, al-Attas mencadangkan supaya
seseorang itu mestilah terlebih dahulu menguasai ilmu fardhu ain yang bertepatan dengan
peringkat kehidupannya. Perlu difahami bahawa ilmu fardhu itu bersifat dinamik dan sentiasa
berkembang mengikut tahap kerohanian, perkembangan sosial dan profesional serta
tanggungjawab yang dipikul. Dalam konteks KUIS, ilmu fardhu ain tersebut diwakili oleh
sekelompok kursus yang berjumlah 12 jam kredit di mana ia diwajibkan kepada semua
pelajar. Kursus-kursus tersebut terdiri daripada kursus Aqidah dan Akhlak, Fiqh Islami I,
Fiqh Islami II, Fiqh al-Muamalah, Sistem Ekonomi dan Kewangan Islam dan Falsafah Sains
Dan Teknokrat Muslim. Dalam komponen ini, kesepaduan ilmu yang diperlukan ialah
kesepaduan intra. Kesepaduan intra bermaksud kesepaduan antara pelbagai komponen di
dalam kandungan ilmu fardhu ain yang dapat membina kekuatan dalaman, melahirkan
kefahaman tasawwur Islam yang jelas, diikuti dengan amalan yang benar dan seterusnya
menghasilkan peribadi yang bertaqwa. Pada tahap ini, pelajar seharusnya memahami
dengan jelas konsep-konsep penting yang membentuk tasawwur Islam seperti konsep
Tuhan, manusia, ilmu, wahyu, alam, realiti dan kebenaran, serta akhlak dan nilai.
Kesepaduan intra perlu disusuli dengan kesepaduan inter. Kesepaduan inter bermaksud roh
ilmu fardhu ain dihayati secara bersepadu dalam kurikulum bidang pengkhususan.
Kesepaduan akan berlaku apabila seseorang individu mampu meletakkan semua maklumat
yang diperolehi dan ilmu yang dipelajari (bidang pengkhususan) dalam kerangka
epistemologi ilmu yang berpaksikan prinsip tauhid.

Pelaksanaan proses kesepaduan intra dan inter memerlukan rekabentuk instruksi dan
kurikulum yang khusus. Noor Hisham (2008) mencadangkan supaya IPTS yang
berorientasikan kesepaduan seperti KUIS menggunakan rekabentuk pusatan nilai bagi
Kurikulum Fardhu Ain (Kurikulum Pengajian Islam Teras) dan rekabentuk pusatan
pengetahuan bagi Kurikulum Fardhu Kifayah (bidang pengkhususan) di mana kedua-duanya
meletakkan prinsip-prinsip shariah sebagai prinsip penyusunnya. Prinsip-prinsip shariah
tersebut terdiri daripada tiga unsur iaitu konsep, kemahiran dan nilai-nilai asas yang mesti
dikuasai oleh setiap pelajar. Rekabentuk tersebut membantu proses kesepaduan intra dan
inter di mana penyusunan yang dibuat pada aspek kandungan dan aktiviti pengajaran dan
pembelajaran akan membimbing pelajar melihat setiap konsep, kemahiran dan nilai saling
berhubung kait antara satu sama lain secara bermakna. Sebagai contoh pelajar dapat melihat
hubungan yang jelas antara prinsip tauhid (aqidah) dan ibadat zakat (fiqh), nilai sabar
(akhlak) dan konsep sad al-zaraie (usul-fiqh) ; atau fenomena murtad dari perspektif
aqidah, syariah, akhlak, dakwah, perundangan dan lain-lain dalam satu kerangka tasawwur
Islam yang jelas (kesepaduan intra). Demikian juga pelajar akan dibantu untuk melihat
perkaitan di antara ilmu fardhu ain dan fardhu kifayah (bidang pengkhususan) dengan
menjadikan ilmu fardhu ain sebagai paksinya seperti hubungan di antara konsep khilafah


dengan bidang bioteknologi serta sub-sub kursus di bawahnya. Setiap subjek diterapkan
dengan konsep dan nilai-nilai Islam untuk menunjukkan bahawa semua ilmu saling kait
mengait dan mempunyai matlamat yang sama. Rekabentuk ini dipilih dengan tujuan untuk
memastikan ilmu fardhu kifayah akan dipandu selia oleh prinsip-prinsip dari ilmu fardhu
ain. Ia juga bertujuan supaya proses kesepaduan ini tidak berlaku secara tohor atau tempelan
sahaja. Rekabentuk kurikulum tersebut diharapkan akan dapat membantu proses kesepaduan
ilmu dan Islamisasi ilmu moden dengan menyediakan suasana pengalaman pembelajaran
yang kondusif untuk mengasingkan elemen-elemen asing dan memasukkan konsep-konsep
Islam dalam pelbagai kursus/mata pelajaran. Dengan cara ini, ilmu fardhu kifayah yang tidak
neutral akan sedia untuk diolah semula mengikut epistemologi Islam dan kembali berperanan
untuk melengkapkan kesalingan hierarki ilmu serta membentuk kesepaduan ilmu yang asal.
Di samping itu, pendekatan ini juga akan menjadikan semua pihak khususnya guru dan
pelajar secara automatik menjadi kritis dan kreatif terhadap idea dan isi kandungan buku-
buku teks dari Barat.

Dalam kaitan sebelumnya, TMK memainkan peranan yang sangat penting untuk
merangsang dan mempercepatkan lagi proses kesepaduan tersebut. Melalui TMK,
kemampuan pelajar untuk memahami dan menguasai prinsip-prinsip shariah dapat
ditingkatkan dan seterusnya mengaplikasikannya dalam situasi yang pelbagai. P&p yang
menggunakan TMK secara optimum boleh membantu untuk membuahkan hasil yang
terkandung di dalamnya olahan-olahan baru paduan ilmu warisan Islam dan disiplin ilmu
moden dalam bentuk analisis dan sintesis kreatif. Dengan cara ini, pelajar akan mengalami
sendiri proses kesepaduan ilmu atau Islamisasi ilmu moden dengan bimbingan guru yang
berwibawa. Peranan TMK sangat besar untuk membantu proses p&p supaya pelajar mampu
berfikir dan melihat keseluruhan idea dan aspek kehidupan menurut perspektif Islam.

Kesepaduan IImu Dan TMK Serta Hubungan Dengan Konsep Berguru.

TMK telah menjadikan proses penyampaian ilmu berlaku dengan cepat dan mudah tanpa
perlu hubungan bersemuka antara pelajar dengan guru. Akibatnya, guru kini disaran supaya
berperanan sebagai fasilitator atau pemudahcara bagi membantu pelajar membina skema ilmu
pengetahuannya sendiri. Dengan kata lain, TMK telah mengubah konsep berguru dan
menggantikannya dengan konsep pembelajaran berorientasikan pelajar dalam kerangka baru.
Guru seolah-olah direndahkan tarafnya hanya sebagai penyampai maklumat. Adakah budaya
baru ini bertepatan dengan prinsip dan adab belajar dalam Islam serta membantu proses
kesepaduan ilmu ?

Berdasarkan kepada definisi ilmu dan pendekatan kesepaduan ilmu yang
dikemukakan oleh al-Attas, ilmu memerlukan maklumat yang benar dan memberi makna.
Makna di sini bermaksud ilmu tersebut membawa pemiliknya kepada pengenalan dan
pengakuan tentang kedudukan yang tepat bagi Allah selaku Pemilik dan Pentadbir alam,
kedudukan diri sendiri selaku hamba dan khalifahNya serta kedudukan makhluk Allah yang
lain dengan peranan dan fungsinya yang tersendiri (al-Attas 2001). Ilmu yang benar bukan
sekadar diisi ke dalam akal fikiran tetapi juga dalam hati nurani manusia sehingga ilmu
tersebut dapat dizahirkan dengan amalan praktikal melalui tingkah laku yang beradab dan
berakhlak. Pemahaman terhadap makna memerlukan guru yang berautoriti. Autoriti yang
paling tinggi adalah al-Quran dan Nabi Muhammad. Seterusnya adalah para sahabat, para
ilmuan yang benar-benar mengikuti sunnah Rasulullah s.a.w., memiliki pengetahuan,
kebijaksanaan dan pengalaman spiritual serta selalu mengamalkan agamanya pada tingkatan
ihsan (Wan Mohd Nor 1998). Berdasarkan kepada konsep kesepaduan ilmu yang telah


dikemukakan, konsep berguru bagi kategori ilmu fardhu ain dan fardhu kifayah perlu
dibezakan. P&p kategori ilmu fardhu ain memerlukan konsep berguru yang tersendiri di
mana pelajar perlu mempelajari konsep, kemahiran dan nilai asas secara langsung dari guru
yang berwibawa. Sebagai contoh, kemahiran membaca dan memahami makna ayat-ayat al-
Quran tidak boleh dipelajari semata-mata menggunakan TMK tanpa bimbingan guru secara
langsung. Ini bermakna bahawa TMK hanya berperanan sebagai alat bantuan untuk
membantu proses p&p dengan lebih efektif dan bukannya menggantikan peranan guru.
Peranan guru sebagai sumber bimbingan kerohanian dan pembentukan akhlak tidak
seharusnya hilang. Namun secara tidak langsung, ia juga bermaksud guru atau pensyarah
ilmu fardhu ain seharusnya melengkapkan diri dengan kemahiran menggunakan malahan jika
mampu membina TMK untuk membantu proses p&p yang menarik dan bermakna.

Dalam konteks p&p yang melibatkan ilmu fardhu kifayah, konsep berguru lebih
fleksibel di mana guru boleh berperanan sebagai fasilitator di samping peranan-peranan
asalnya yang lain. Namun perlu diperingatkan bahawa guru atau pensyarah dalam bidang
berkenaan mempunyai tugas yang berat untuk menyepadukan prinsip-prinsip shariah dengan
bidang ilmu pengkhususan yang dikuasainya. Ini bermakna guru atau pensyarah juga mesti
menguasai ilmu mengenai asas-asas Islam untuk melaksanakan proses kesepaduan tersebut.
Pelajar akan dibimbing supaya melihat perkaitan dan hubungan di antara prinsip-prinsip
shariah dengan bidang pengkhususan secara bermakna. Konsep berguru yang melibatkan
bidang TMK perlu memberi perhatian kepada perkara-perkara berikut untuk melaksanakan
proses kesepaduan ilmu :
1) Pensyarah memahami dan menginsafi konsep hierarki ilmu dan TMK adalah salah satu
cabang ilmu fardhu kifayah yang perlu dikuasai dengan baik.
2) Pelajar yang mengikuti bidang pengkhususan TMK perlu melepasi dan menguasai ilmu
fardhu ain peringkat pengajian tinggi.
3) Dalam proses keilmuan secara maya, perlu wujud juga hubungan bersemuka meskipun
tidak kerap. Seandainya keadaan tidak mengizinkan untuk tujuan itu, taaruf antara guru
dan murid (secara maya) harus berlangsung dalam semangat penuh kejujuran, ikhlas dan
penuh adab.
4) Penuntut ilmu harus bersikap selektif terhadap maklumat di internet. Penuntut ilmu harus
sentiasa memastikan kesahihannya dengan merujuk kepada sumber yang muktabar dan
juga berbincang dengan guru yang berwibawa secara bersemuka.
5) Meskipun penyampaian maklumat secara maya, guru muslim seharusnya memasukkan
nilai-nilai ketauhidan kepada Allah dalam isi pengajarannya.

Penutup

Kesepaduan ilmu memerlukan jaringan kerjasama semua pihak bermula dengan pembinaan
sistem pendidikan yang betul, rekabentuk kurikulum yang tepat, pensyarah yang berwibawa,
prasarana yang baik, persekitaran yang kondusif dan pelajar yang ikhlas dan bersemangat.
TMK memainkan peranan yang sangat penting sebagai alat untuk membantu proses tersebut
dari pelbagai sudut khususnya dari dimensi kepantasan, kedekatan ruang dan penjimatan
perbelanjaan. Pun begitu aspek-aspek negatif perlu juga dipantau dengan cermat.
Ringkasnya kesepaduan ilmu menatijahkan bahawa pelajar akhirnya akan menemui
kebesaran Allah (dalam bentuk yang luas dan pelbagai) dan kemudian tunduk serta taat
kepadaNya.


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DEVELOPMENT OF RESEARCH FRAMEWORK FOR ASSESSMENT
TECHNIQUE IN PROBLEM BASED LEARNING (PBL) APPROACH

Che Ku Nuraini Che Ku Mohd, Faaizah Shahbodin

Department of Interactive Media,
Faculty of Information and Communication Technology,
Universiti Teknikal Malaysia Melaka,
niniey_mohd@yahoo.com, faaizah@utem.edu.my

ABSTRACT

The purpose of this paper is to highlight the preliminary design of assessment technique in
Problem Based Learning (PBL) for teaching Human Computer Interaction (HCI) subject. It
focuses on assessment technique in PBL which will be described in this paper. The process of
designing assessment technique involved of three phases. Phase one includes literature survey
and collection of preliminary analysis data. Second phase is Designing and Development
which adopt ADDIE model as a basis for multimedia development. The last phase is Testing
and Evaluation. This is the phase to evaluate whether assessment technique is effective and
satisfies the course objectives. This phase evaluate feedback from selected respondents.
Evaluation is done constantly both during development and delivery. There are four research
instruments gathered to evaluate the project which are questionnaire, interview, observation
and the development of prototype. A pre and post test questionnaire will be distributed to the
students before and after the exposure respectively.

Keywords: Assessment Technique, ADDIE, Problem Based Learning (PBL), Instructional
Method

1. Introduction

Problem Based Learning (PBL) is a pedagogical strategy for posing significant,
contextualized, real world situations, and providing resources, guidance, and instruction to
learners as they develop content knowledge and problem-solving skills (Mayo et al, 2000).
PBL also encourages collaborative and cooperative learning among students and their peers;
students play the key role in encouraging learning in this collaborative setting (Neo, 2003).
Below is the comparison between traditional learning and PBL.

Table 1: Comparison between Traditional Learning and Problem-Based Learning
Traditional Learning Problem-Based Learning
Teacher centered Student centered
Linear and rational Coherent and relevant
Teacher as transmitter Instructor as facilitator or collaborator
Students as passive receivers Students as constructors. Active participants
Structured environment Flexible environment
Individual and competitive learning Co-operative learning


Assessment is the responsibility of the
teacher
Assessment is the shared responsibility of
the students, the group and the teacher
(Source: M. Garca-Famoso, 2005 Recent Research Developments in Learning Technologies)

The research is conducted to produce a courseware to teach Human Computer Interaction
(HCI) subject by applying the PBL approach which is focusing on assessment technique.
Three types of assessment techniques are highlighted in PBL. There are self, peer and group
assessment. The main purpose of assessment technique is to indicate that the PBL method
significantly improves important skills such as problem solving, real-world problems,
finding, evaluating, and using appropriate learning resources.

The HCI subject is chosen because it is a compulsory subject for computer science students
in Media Interactive course. Specifically HCI is concerned developing new interfaces and
interaction techniques. Students prefer to memorize the facts and theories and practically they
failed to integrate the elements effectively (based on from preliminary result). The learning
resources that provided can emphasizes the users to contribute actively share their designs,
ideas and discussion through an online forum.

2. Research Framework

A research framework tells researcher what they have to do, to manage the projects from start
to finish. It describes every step in the project life cycle in depth, so we can know exactly
which tasks to complete, when and how. Diagram below shows the research framework of
this project.

Figure 1: Research Framework


2.1 Control Modes

There are three components that consist in this research framework which is 1) Control
Modes, 2) Content and 3) Output. It consist three independent variables. There are self, peer
assessment and group assessment. Self-assessment is a process by which person learn more
about himself and herself, what he or she likes, what don't like, and how he and she tend to
react to certain situations. It gives people the choice to assess their own needs or carry out an
assessment on behalf of someone else.

Peer assessment means the students work in pair. The students comment on and judge their
colleagues work. It encourages students thinking skills. Peer assessment can help self
assessment. Peer assessment is assessment on students by other students which provide
formative and summative feedback. The students comment on and judge their colleagues
work. It encourages students thinking skills. Peer assessment can help self assessment
(Baker, D. F, 2008).

Group assessment can provide students with opportunities to develop skills and qualities.
There are three to five people in each group. The most important single issue is often the
tricky matter of establishing the levels of contribution of respective team members (Race et
al., 2005). PBL involves a great deal of team or group work and a large amount of the
assessment should revolve around this type of activity.

2.2 Content
In the part of content, myAssess is developed based on ADDIE model. Figure below shows
the flow of ADDIE model.

Figure 2: ADDIE Model
Source: Gordon dan Zemke (2000)

The ADDIE is an instructional design model that can be applied to any kind of learning
solution. The solution of the problem is analyzed thoroughly to ensure that the solution


impacts performance in a positive way. The five phases are consisting of Analysis, Design,
Development, Implementation, and Evaluation.

Analysis also considers the learning environment, any constraints, the delivery options, and
the timeline for the project. In design phase, a systematic process of specifying learning
objectives is determined. Detailed storyboards and prototypes are often made, and the look
and feel, graphic design, user-interface and content are determined here. Development phase
is the actual creation or production of the content and learning materials based on the design
phase. During implementation, the plan is put into action and a procedure for training the
learner and teacher is developed. Materials are delivered or distributed to the student group.
After delivery, the effectiveness of the training materials is evaluated. The evaluation phase
consists of (1) formative and (2) summative evaluation. Formative evaluation is present in
each stage of the ADDIE process. Summative evaluation consists of tests designed for
criterion-related referenced items and providing opportunities for feedback from the users.

2.3 Output

Last part is the output of research. Figure below shows the testing procedure for this research.

Figure 3: Testing Procedure
Testing is conducted to test the effectiveness of the courseware is based on pre and post test
score from two groups of students for User Interface topic. The pre test data is gathered from
control group which are using non-PBL paper based while the post test data is gathered from
experimental group which are using the PBL courseware. Then the score is compared to see
the increment of value. After that the data is analyzed. If there is error, the project
improvement will be made.

3. Expected Outcome

The expected outcome is PBL courseware which is applying assessment technique to see its
suitability in delivery a technical courses among students. The assessment may lead to the
effectiveness in learning. It is also hoped that the application can play significant role to
motivate learners as well as improve their thinking and problem solving skills.

4. Conclusion

This paper has been discussed is research framework of assessment technique in PBL.
Questionnaire, interview and observation are conducted in this research. Many


recommendations from the higher education literature on optimal implementation of peer
assessment procedures were put into practice. In the future it hopes that the development of
PBL might be incorporate different dimensions especially in assessment part.

5. Acknowledgement

Sincere thanks to all the people who have contributed to and worked on this research project.
I would like to thank all those lecturers and colleagues who have given me their support and
help.

References

Baker, D. F. (2008). Peer assessment in small groups: A comparison of methods. Journal of
Management Education, 32 (2), 183-209.
Gordon, J., & Zemke, R. (2000, April). The Attack on ISD. Training, 43-53.
Available:http://www.trainingsupersite.com/publications/archive/training/2000/004/004
cv.htm
Lau Eng Hong, Foo Kok Keong, Hanafi Atan, Omar Majid & Zuraidah Abd Rahman (2009).
The Learner Control Feature in Multimedia Learning Courseware towards Learners
with Different Cognitive Styles: A Proposed Research Framework. 3rd International
Malaysian Educational Technology Convention.
Mayo, W. P., M. B. Donnelly, et al. (2000). Characteristics of the ideal problem-based
learning tutor in clinical medicine. Evaluation and the Health Professions 18(2): 124-
136.
M. Garca-Famoso (2005). Problem-based learning: a case study in computer science.
Recent Research Developments in Learning Technologies.
Neo. T. K. (2003). Using multimedia in a constructivist learning environment in the
Malaysian classroom. Australian Journal of Educational Technology 19(3), 293-310.
Race, P., Brown, S., and Smith, B. (2005). 500 tips on assessment. London: Routledge
Falmer, second edition.


DEVELOPMENT OF RESEARCH FRAMEWORK FOR PBL PROBLEM
SCENARIO USING LINEAR & NON-LINEAR MULTIMEDIA

W Nurnadiah. W Mohd Puzi
1
, Faaizah. Shahbodin
2
, Burairah. Hussin
3

Department of Interactive Media,
Faculty of Information and Communication Technology,
Universiti Teknikal Malaysia Melaka,
na_twee@yahoo.com
1
, faaizah@utem.edu.my
2
, burairah@utem.edu.my
3

Abstract
Problem Based Learning (PBL) is an instructional approach to provide student with
knowledge suitable for problem solving. To support the research, PBLStat courseware is
developed based on the PBL approach. In PBL approach, problem scenario is first presented
during the learning process. Problem scenario helps to maintain student interest in course so
it is important to create a good problem that can cause students inquiry and drive students to
solve the problems. The purpose of this paper is to highlight the development of research
framework for PBL problem scenario presentation. Problem scenario can be presented using
linear and non-linear multimedia categories. The framework of study contains the description
of research control modes, content and output. The control modes of the research are
consisting of two independent variables which are linear problem scenario and non-linear
problem scenario. Content is the phase of coursewares development. The ADDIE model is
used to complete the development of courseware. Finally is the research output, this is to
evaluate students preferences and performances based on the problem scenario
categorization. There are four research instrument tools has been created to answer the
research question which are questionnaire, observation, interview and PBLStat.

Keywords: Problem Scenario, Problem Based Learning, Linear and Non-Linear

1. Introduction
Developments in Information Communication Technologies (ICT) have been rapid in recent
years and have influenced education field. As the move towards, ICT has been used in
learning approaches to improve the quality of education. There are a few examples of
learning method and approaches such as Collaborative Learning, Cooperative Learning,
Discovery Learning, Discovery Based Learning, Engaged Learning, Problem Based Learning
and Whole Language Approach. This study focuses on one of the approach which is Problem
Based Learning (PBL). Problem Based Learning (PBL) is an instructional approach that is
said to provide student with knowledge suitable for problem solving. One of the main
defining characteristic of PBL, which distinguishes it from some other approach, is that the
problem is presented to the students first at the start learning process, before other curriculum
inputs (Barrett T., 2005).
We believe that it is important to design a proper problem scenario to encourage students on
how to understand and solve the problem. Hence, developing a presentable problem scenario
is important for the full benefits of PBL to be realized (Lynda Wee KN et. al, 2001).
Multimedia is comprised of several elements including text, graphic, sound, video and
animation. Audio, video and animation are integrated with instruction in order to create a
more interesting, supportive and learning-conducive environment (Eng Hong L. et al, 2009).
All of these multimedia elements can be divided into two categories which is linear and non-
linear.


Research framework can be defined as research activities that used to produce specific
activities. The research framework for this study is referred and guided by Eng Hong L. et al
(2009) research framework. The framework contains the description of research control
modes, content and output. Control modes of the research consist of two independent
variables which are linear problem scenario and non-linear problem scenario. The content is
the development of courseware. Then, the research output is to measure students preferences
and performances based on the problem scenario categorization. The following figure shows
the research framework for this project:


2.1. Control Modes
PBL problem scenario is designed into two categorization of multimedia to evaluate the
effectiveness among students. This is the control modes for this research. The two variables
that measured are linear technique and non-linear technique. In linear problem scenario
presentation, learners do not have to control over problem scenario. Non linear PBL problem
scenario is interactive multimedia presentations which require input and interaction from the
user. In non-linear problem scenario presentation, learner control over sequence of problem
scenario instruction.

Figure 2: Categories of Problem Scenario

Problem Scenario
Linear Non-Linear


2.2. Content Development
Content is the structuring process to develop PBLStat which is a research tools to measure
hypothesis. To support the research, PBLStat courseware is developed based on the PBL
approach. For this stage, the ADDIE methodology is used because PBLStat is a multimedia
instructional courseware. This model is very flexible for building multimedia courseware and
is widely used. The ADDIE model stands for five sequence states of the instructional design:
Analysis, Design, Development, Implementation, and Evaluation.

Figure 3: Adapted from ADDIE model
Design
Design PBLStat
Interface
Development
Develop the PBLStat
using Adobe Flash CS3
Implementation
Integrates into final
product
Interactivity and
Navigation
Analysis
Project Requirement
User Requirement
Hardware & Software
Requirement
Functional & Non-
Functional Requirement
Evaluation
Interface Design
Accessibility
Content Design


2.3 Output
Output is the stage to test the project and make an improvement based on the objectives.
After finishing the development stage, the research will evaluate to know the result of
hypothesis. This phase is when the developer test for the success of the learning objects in
helping the learners to attain the appropriate concepts. It is important to know the objectives
of the project are achieved or not. This study measures the instructional outcomes of
students preferences and students performances. Questionnaire and PBLStat have been used
as research instrument tools to measure these outcomes. The following figures show the
output and testing procedure for the research question.

Figure 4: Output

There are three research question need to be measure and this paper discuss two of research
question. One of the research questions is Is there any difference in terms of students
performances in linear and non-linear problem scenario presentation? In order to answer this
research question the testing procedure has been design as figure below:


The next research question is Is there any relationship between students performances and
preferences? Figure below show the testing procedure to answer this research question.



3. Conclusion
Every part of the stage in research framework and methodology that involves is important to
complete the study. In Control Modes, learner is allowed to select the problem scenario
technique and choose the part that interested. In Content, consists of ADDIE model to
complete the PBLStat which is one of instrument tool to measure objective of project. Then
in Output, which is the instructional outcomes that to test the project objective. A systematic
research framework is used to investigate the effectiveness of problem scenario presentation
between linear and non-linear techniques. It is important to clear and complete the phase in
this research framework to achieve the project goal.

References
Barrett T., Understanding Problem Based Learning, 2005.
Lynda Wee KN, et.al, Crafting Effective Problems For Problem Based Learning. Problem
Based Learning Conference, 2001.
Eng Hong L. et.al, The Leaner Control Feature in Multimedia Learning Courseware
Towards Learners with Different Cognitive Styles: A Proposed Research
Framework. Third International Malaysian Educational Technology Convention,
2009.


E-PEMBELAJARAN: EVOLUSI INTERNET DALAM
PEMBELAJARAN SEPANJANG HAYAT

Zahiah Binti Kassim & Abdul Razaq Bin Ahmad
zahiahkassim@yahoo.com

Abstrak

Globalisasi membawa perubahan teknologi kepada masyarakat. Ledakan maklumat dan
keupayaan hebat teknologi terutamanya kuasa digital dan pengkomputeran telah mencabar
sistem pendidikan termasuk teori pembelajaran untuk turut berubah. Kini konsep ruang siber
dan universiti maya menyediakan persekitaran pembelajaran secara jarak jauh atau atas talian
(online) melalui World Wide Web (WWW) dengan bantuan alat teknologi maklumat dan
komunikasi. Alatan ini merupakan simulasi yang membolehkan pelajar mengalami
pengalaman pembelajaran sebenar dan dapat berinteraksi dengan individu lain tanpa perlu
bersemuka. Kemudahan ini menjadi agen sosialisasi terbaik yang menuntut individu sentiasa
mengemaskini ilmu, pengetahuan dan kemahiran di sepanjang hayat mereka. Namun kajian
mendapati ia masih lagi mempunyai isu dan cabaran yang perlu ditangani dengan bijak.
Kertas konsep ini meneroka peranan dan cabaran e-pembelajaran menerusi internet terhadap
pembelajaran sepanjang hayat orang dewasa.

Abstract
Globalisation brings technological changes to people. The huge amount of information and
the power of technology especially the digital power and computerisation have threatened
the education system including the educational theories to go along with the changes. Now
the concepts of cyberspace and virtual university provide distance learning environment or
online learning via World Wide Web (WWW) empowerd by information and communication
technology. These tools are helpful simulations which enable students to feel the real
learning experience dan enable them to interact with each other virtually. These facilities
have became the best socialisation agents which require students to update their knowledge
dan skills through a lifelong learning. But several research findings showed that there are
issues and challenges that need to be handled intelligently. This concept paper is to explore
the role and challenges of e-learning via the internet on the lifelong learning especially to
adult education.

GLOBALISASI, TEKNOLOGI DAN
PEMBELAJARAN SEPANJANG HAYAT:

Pengenalan:

Kepimpinan negara menekankan pentingnya modal insan kelas dunia untuk meningkatkan daya
saing negara dalam era global berteraskan ilmu pengetahuan. Dua ciri utama ekonomi berteraskan
ilmu yang sedang berlaku di seluruh dunia adalah tentang pantasnya aplikasi ilmu dan evolusi
teknologi komunikasi yang secara signifikan mengubah masyarakat moden. Kini, revolusi
transmisi maklumat membentuk masyarakat digital dan nettizen (net citizen) yang semakin pantas
dan lebih dekat, yang hidup dalam ledakan maklumat, berinteraksi tanpa batas geografi fizikal
dan tiada had ruang masa. Komunikasi berasaskan komputer bukan hanya memperhebatkan
revolusi maklumat, malah potensi teknologi itu sendiri berkembang menjadi lebih canggih untuk


menyedia, mencipta, mengumpul, memproses dan menyebarkan maklumat serta pengetahuan.
Justeru, pada abad ke 21 ini, teknologi internet dan World Wide Web (WWW) memainkan peranan
utama sebagai agen komunikasi, interaksi, pendidikan dan sosialisasi masyarakat dunia.

Sesebuah negara yang mahu terus berjaya dalam ekonomi berteraskan ilmu, harus
menyediakan peluang pembelajaran sepanjang hayat kepada modal insannya sehingga menjadi satu
budaya hidup. Pencarian ilmu yang berterusan adalah penting kerana ilmu dan kemahiran yang
diperolehi di sekolah dan universiti akan menjadi lapuk selepas satu tempoh yang tertentu.
Terutamanya, kini aktiviti ekonomi telah berubah kepada berasaskan pengetahuan atau di panggil
k-economy. K-economy memerlukan k-pekerja kerana pendekatan aktiviti ekonomi yang
menggunakan ilmu pengetahuan, modal intelek dan teknologi maklumat. E-pembelajaran
merupakan asas kepada ekonomi bermaklumat dan ekonomi berpengetahuan (k-economy).
Penggunaan jaringan teknologi terutamanya internet adalah satu evolusi yang menjana kekayaan
maklumat dalam pembelajaran dengan kuasa membawa maklumat dan kemahiran tertentu untuk
mengupaya pekerja, pelajar dan setiap individu yang benar-benar memerlukannya.

E-PEMBELAJARAN: EVOLUSI INTERNET

Sejarah telah membuktikan bahawa perindustrian dan perkembangan teknologi mampu mengubah
sesebuah masyarakat. Perkembangan teknologi terutamanya evolusi internet telah mencabar
konsep dan teori pendidikan tradisional, terutamanya terhadap konsep bilik darjah serta metod
pengajaran dan pembelajaran (Hunt, 2004; Resnick dan Wirth, 1996.)
Pembelajaran berbantukan komputer telah mencipta universiti maya yang semakin popular pada
masa kini. Universiti maya menyediakan modul-modul kursus serta komunikasi interpersonal yang
hanya memerlukan pelajar mempunyai kebolehan pembelajaran arahan kendiri, serta kemudahan
komunikasi sinkroni dan asinkroni sebagai syarat asas.
Salah satu kaedah pendidikan sepanjang hayat ialah pendidikan secara jarak jauh (PJJ) yang
diupayakan oleh jaringan elektronik dan konsep elektronik pembelajaran (pembelajaran melalui
elektronik) atau e-pembelajaran. E-pembelajaran juga dikenali sebagai m-pembelajaran atau
mobile learning. Kemudahan pengurusan maklumat membolehkan individu belajar dalam
pelbagai pengalaman pembelajaran menerusi internet. Ia boleh dilakukan dalam dua cara iaitu
dalam ruang kerja peribadi dan ruang kerja kolaboratif yang memerlukan pelajar bertukar
maklumat secara sinkroni (synchronous) atau asinkroni (asynchronous) dalam global village yang
dibina oleh laman-laman sesawang (web) sehingga membolehkan sesiapa sahaja dihubungkan.
E-pembelajaran bermula dengan kebolehan mengakses laman-laman sesawang di internet
yang menjadi akses kepada pelbagai sumber e-pembelajaran, termasuklah laman-laman capaian
maklumat, program dan pelbagai pilihan pembelajaran berasaskan hipermedia yang menggunakan
atribut dan sumber dari laman web WWW supaya berlaku suasana pembelajaran yang sebenar
(Rozinah 2007; Rosenberg 2001; Talesra et al 2003, Smith dan Ragan 1993). E-pembelajaran
boleh berlaku samada secara formal iaitu dengan mengikuti program khas yang dikendalikan oleh
pihak institusi dan universiti secara maya atau pun merupakan sumber pengurusan maklumat
secara tidak formal sebagai lokasi perbincangan maya. Maka, PBW memberi peluang kepada
orang dewasa meneruskan pembelajaran sepanjang hayat secara jarak jauh. Infrastruktur e-
pembelajaran secara asasnya memerlukan item-item berikut:


OBJEK PEMBELAJARAN
Kandungan: data/maklumat, proses, dokumen,alat
Sumber: arkib,internet, intranet
Format: video, grafik, teks, audio

(sumber: Rosenberg 2001)

Rajah 1: Kerangka Infrastruktur Proses E-pembelajaran
Teori E-pembelajaran (e-learning) dan Teori Andragogi
Teori e-pembelajaran berpendapat bahawa pelajar dapat mengawal pembelajaran mereka
dengan lebih baik melalui peluang pembelajaran secara kolaboratif, interaktif dan persendirian
kerana media elektronik menyediakan persekitaran pembelajaran berdasarkan prinsip just-in-
time dengan kompetensi anywhere, anytime, anyone (Talesra et al. 2003, Karoulis et al, 2004).
Konsep ini sangat sesuai dengan teori andragogi iaitu orang dewasa belajar dengan motivasi
kendiri mengikut kesesuaian peribadi (Knowles et al . 2005; Mazanah, 2001 ; Merriam &
Caffarella., 1999;

Baddeley dan Hitch pada tahun 1974 telah mengemukakan teori working memory yang
menyatakan bahawa pembelajaran melalui multimedia menyebabkan otak berfungsi secara
langsung mengenkod dua jenis maklumat iaitu stimulasi audio dan stimulasi visual. Kajian
psikologi membuktikan bahawa maklumat verbal akan lebih mudah diingati jika disertai dengan
imej visual. Teori tersebut kemudiannya di aplikasikan oleh Richard Mayer yang memperkenalkan
teori dua koding multimedia, menurut teori ini pelajar lebih mudah memindahkan pembelajaran
mereka melalui arahan multimedia yang memberi kesan kepada kognitif (Cognitive Theory of
Multimedia Learning).

Teori pembelajaran dewasa boleh disesuaikan dengan metodologi e-pembelajaran ini.
Apabila teori ini diintegrasikan dalam persekitaran pembelajaran, ia mampu mencipta pelajaran
atau program kursus yang sesuai dengan teknologi terkini dan pada masa sama berfokus kepada
kehendak dan keperluan orang dewasa supaya mereka dapat meneruskan pembelajaran di
sepanjang hayat mereka.

Rekabentuk
instruksional &
maklumat
Portal
pembelajaran:
Asinkronasi dan
sinkronasi
Latihan online,
Pengurusan pengetahuan,
Proses bimbingan,
Polisi & garispanduan,
Bantuan prestasi,
Bantuan kerja/belajar


Pengaplikasian online dan laman web telah memulakan evolusi komunikasi jarak jauh yang
memberi peluang pembelajaran dilaksanakan secara kolaboratif dan kerja projek dari pelbagai
lokasi. Evolusi ini bukan sahaja mampu membentuk masyarakat bermaklumat, malah memberi
peluang kepada orang dewasa untuk meningkatkan kemahiran sepanjang hayat, dalam dua elemen
iaitu elemen pembelajaran kendiri (self study) menerusi penggunaan, pengurusan maklumat
berasaskan media seperti bahan kursus (courseware) dan mencipta entiti pembelajaran melalui
pelayaran capaian maklumat dengan bantuan media maklumat elektronik.

Pembelajaran interaktif berperanan meningkatkan pembelajaran pelajar melalui
pengalaman melakukan eksplorasi kendiri mengikut pelbagai pendekatan pengajaran dan
pembelajaran, dan penemuan baru semasa proses penyelesaian masalah. Oleh kerana nota
pengajaran syarahan dan tutorial dapat disampaikan secara komunikasi asinkroni dan sinkroni,
maka media komunikasi telah mengubah caragaya pelajar dan guru (tutor) melakukan kajian,
membaca dan menulis. Kini, terdapat pelbagai kaedah kajian, pembacaan dan penulisan yang
melibatkan konsep-konsep seperti hiperteks, dan penulisan kolaboratif. Dalam pembelajaran
dewasa, teknologi diintergrasikan sebagai kaedah untuk penyampaian pengetahuan dan arahan
tugas sehingga membolehkan orang dewasa mempunyai privasi untuk membuat latihan disamping
dapat memperkembangkan konsep pembelajaran arahan kendiri yang dapat disesuaikan dengan
mod individu.

Tekonologi juga mengubah generasi dan bentuk hubungan sosial (Talesra et al 2003;),
apabila program software dipertingkatkan, sebenarnya ia meningkatkan interaktiviti, meningkatkan
komunikasi, meningkatkan kebolehan adaptasi, menambah perkongsian dan meningkatkan
pengalaman pembelajaran (Zoraini Wati, 2008; Robertson, 1992). Maka, teknologi mencipta
masyarakat dunia baru yang saling berinteraksi dan berkuasa bukan hanya sebagai alat
perhubungan malah menjadi alat pendidikan. Disamping itu, perkongsian meluas dapat
menggalakkan individu termasuk ahli akademik berkongsi kurikulum dan sumber di serata dunia.

PEMBELAJARAN SEPANJANG HAYAT (PSH)
Pengenalan:
Pembelajaran sepanjang hayat adalah proses memperkayakan modal intelek yang semakin menjadi
sebahagian daripada cara hidup. Ia boleh dilakukan dalam pelbagai konteks, pelbagai situasi dan
untuk semua orang pada semua peringkat umur atau tempoh hayat. PSH juga dikenali sebagai
pembelajaran terbuka yang memberi masyarakat satu kapasiti untuk belajar dan terus belajar
terutamanya berdasarkan arahan kendiri (Hargreaves,. 2004; Aspin et al, 2001; Gelpi, E. 1995)

Idea tentang pembelajaran sepanjang hayat ini telah diperkenalkan oleh UNESCO lebih 30
tahun yang lalu. Idea asalnya dikaitkan dengan harapan membentuk masyarakat yang mempunyai
kualiti kehidupan yang lebih tinggi. Namun begitu, pada generasi kedua, idea tersebut mula
berkembang sebagai satu usaha memenuhi keperluan tenaga buruh berkemahiran dan
berkompetensi. Iaitu pembelajaran sepanjang hayat dikaitkan dengan elemen teori modal ekonomi
manusia (Toth, 2002).

Akhirnya, ia menjadi satu pendekatan berintegrasi dengan progam yang lebih konkrit telah
diimplementasikan pada tahun 2001. Pendekatan berintegrasi ini terhasil dari satu persidangan
negara-negara Eropah iaitu The Lisbon European Council pada Mac 2000. Komisyen persidangan
tersebut telah mengeluarkan memorandum A Memorandum of Lifelong Learning yang
mendefinisikan pembelajaran sepanjang hayat sebagai semua aktiviti pembelajaran yang


dilaksanakan sepanjang kehidupan dengan tujuan untuk meningkatkan pengetahuan, kemahiran
dan kompetensi dalam perspektif peribadi, sivik, sosial dan/atau pekerjaan.
all learning activity undertaken throughout life, with the aim of improving
knowledge, skills and competences within a personal, civic, social and/or
employmen-related perspective
(A Memorandum of Lifelong Learning)

Definisi dan Konsep Pendidikan Sepanjang Hayat:
Pembelajaran sepanjang hayat ialah pencarian ilmu pengetahuan untuk peribadi atau profesional
yang dilakukan sepanjang masa, sukarela dan atas motivasi kendiri. Ia juga pembangunan potensi
manusia melalui proses pembelajaran berterusan yang memotivasi dan mengupayakan individu
menguasai ilmu, menghayati nilai murni yang diperlukan sepanjang hayat dan meluasi pengalaman
hidup supaya individu mengambil tanggungjawab dalam berbagai peranan dan keadaan dengan
yakin serta kreatif menghadapi segala cabaran hidup (Ibrahim Ahmad Bajunid 2006; Hargreaves,.
2004; Aspin et al,2001; Gelpi, E. 1995). Ini bermakna seseorang akan menghadapi perubahan
dalam peringkat kehidupan, maka keperluan belajar menjadi penting, tetapi jenis maklumat, ilmu
dan fokusnya adalah berbeza pada setiap peringkat. Selain itu, ia selari dengan kehendak sosial
dan ekonomi sezaman, yang memaksa individu menjadi aktif untuk kebaikan diri sendiri. Ini telah
menyedarkan masyarakat terutamanya golongan dewasa bahawa pendidikan formal yang
diperolehi semasa muda tidak lagi sesuai di sepanjang hayat mereka (Hargreaves,. 2004; Aspin et
al,2001; Gelpi, E. 1995; Long,1990).

Terdapat beberapa konteks dan konsep pembelajaran sepanjang hayat iaitu: home schooling
yang melibatkan pembelajaran tidak formal di rumah; pendidikan dewasa iaitu usaha pembelajaran
formal dan berstruktur untuk mendapatkan sijil atau kelayakan dan kemahiran kerja untuk
kehidupan seterusnya; menyambung pelajaran adalah progam pembelajaran formal dan berstruktur
iaitu usaha meneruskan pengajian atau menghadiri kursus anjuran institusi pendidikan tinggi;
latihan dalam perkhidmatan (on-the-job training) meliputi perkembangan profesional dan latihan
kerja, samada dilakukan atas usaha peribadi atau anjuran organisasi; Pembelajaran maya (online
learning) adalah persekitaran pembelajaran peribadi atau pembelajaran arahan kendiri samada
secara formal atau tidak formal melalui pelbagai sumber dan alat multimedia secara atas talian
(online).

Model Pembelajaran Sepanjang Hayat
Pendidikan jarak jauh telah lama wujud di kebanyakan negara dan telah dianggap sebagai
suatu model pendidikan yang dapat memajukan dasar PSH. Ciri utama PSH ialah fleksibiliti
program yang membolehkan pembelajaran berlaku pada masa dan tempat yang sesuai dengan
pelajar. Ciri-ciri pelajar juga telah berubah dari segi umur yang semakin meningkat dan kini
terdapat pelbagai mod cara belajar tanpa batasan masa dan tempat. Antara kumpulan sasaran utama
PSH ialah golongan dewasa yang bekerja, suri rumah dan warga emas yang mahu memberikan
sumbangan kepada negara, menambah baik diri dan mempelbagaikan kemahiran .

Penggunaan format media terkini seperti fail MP3 dan MP4 telah membolehkan bahan
tutorial dimuatturun dalam bentuk video, audio, imejan dan slaid digital. Selain itu, kaedah
pembelajaran ini tidak mendatangkan masalah kerana bahan pembelajaran adalah direka dengan
arahan kendiri (self-instructional), interaktif, mesra-pelajar (leaner friendly) dan sistematik
(Zoraini Wati, 2008; Rozinah 2007; Rosenberg 2001; Talesra et al 2003) . Sehubungan itu, Zoraini
Wati (2008) telah mengemukakan satu teori pembelajaran global yang dibentuk oleh Siemen
(2005). Menurut teori tersebut, pada masa akan datang, sistem pendidikan akan menggunakan alat
perhubungan online sosial seperti laman web, blog, wikipedia dan ruang sosial seperti My Space


dan Facebook. Ini bermakna pembelajaran masa kini dan akan datang adalah satu proses aktif di
antara bahan pembelajaran, interaksi sosial dan kompetensi teknologi.

Berikut adalah model pembelajaran sepanjang hayat yang dikemukakan oleh Garrison (1997).

RAJAH 2: Model Pembelajaran Sepanjang Hayat (Garrison, 1997)

Rajah 2: Model tersebut menunjukkan pembelajaran sepanjang hayat adalah proses berkitar
dengan empat tonggak utama:
(a) Kesedaran kendiri (Self awareness) pelajar mengenalpastikan identiti dan autonomi
mereka. Pelajar yang berautonomi mempunyai nilai dan kepercayaan sendiri, secara tidak
langsung akan mempengaruhi mereka semasa belajar (Candy 1991; Knowles et al., 2005).
(b) Merancang Pembelajaran - Planning for learning (Self management) :
penetapan objektif dan perancangan untuk mencapai objektif tersebut.
(c) Sedar apa yang perlu dipelajari - Understanding how to learn (Meta-learnig)
;Menggambarkan kesedaran pelajar tentang kaedah yang berbeza semasa belajar dan
pelbagai cara belajar.
(d) Penilaian pembelajaran - Evaluating learning (Self monitoring): Menunjukkan analisis
sistematik terhadap pelaksanaan belajar. Garrison mendefinisikan self monitoring ialah
tanggunjawab seseorang untuk menilai pengurusan pembelajaran mereka sendiri.

Mengenali diri
( Kesedaran Kendiri)

Perancangan Untuk
Belajar
( Pengurusan Kendiri)

Memahami Cara
Belajar
( Meta Belajar)

Penilaian Pembelajaran
( Pemantauan Kendiri)

Pelajar
Sepanjang
Hayat


PERBINCANGAN KAJIAN
E-pembelajaran : Isu dan Cabaran
Berdasarkan teori dan sorotan literatur terutamanya tentang pembelajaran berasaskan web (PBW),
dapat disimpulkan bahawa e-pembelajaran adalah evolusi pembelajaran yang memudahkan orang
dewasa meneruskan proses pembelajaran sepanjang hayat. Pembelajaran arahan kendiri secara
jarak jauh dan cross border education didapati lebih relevan, fleksibel dan memberi kebebasan
kepada pelajar untuk memulakan pembelajaran pada bila-bila masa berdasarkan keperluan
peribadi serta kesesuaian dengan komitmen terhadap keluarga, kerja dan kehidupan sosial mereka
(Zoraini Wati, 2008; Rozinah 2007; Rosenberg 2001; Talesra et al 2003, Smith dan Ragan 1993).

Namun apa yang penting ialah universiti maya perlu mengekalkan kualiti dan legitimasi
program akademik yang ditawarkan. Maka cabaran kepada pendidik adalah untuk menyediakan
ruang siber bagi menjayakan transformasi pengalaman pembelajaran dari persekitaran sebenar
kepada persekitaran pembelajaran secara maya.

Salah satu prinsip teori pembelajaran dewasa adalah peranan tutor hanya membantu pelajar
untuk mampu berdikari dan mempunyai arahan kendiri supaya bertanggungjawab berhadap
pengalaman pembelajaran mereka sendiri. Namun begitu pembelajaran kendiri tetap mempunyai
masalah. Seandainya pelajar lewat atau kurang mendapat maklumbalas dari tutor, maka mereka
tidak dapat maju dalam proses pembelajaran kendiri mereka. Ini kerana guru atau tutor masih lagi
merupakan orang yang pakar dan berautomi dari segi bahan kursus pembelajaran. Maka, tutor
perlu merekabentuk bahan dan aktiviti pembelajaran yang benar-benar dapat membimbing pelajar
kepada situasi pembelajaran persendirian secara online. Selain itu konsep pembelajaran kendiri
dan berautonomi bukan bermakna individu belajar secara terasing dari tutor dan pelajar lain.
Sebaliknya ia merupakan konsep pembelajaran yang memberi kuasa kepada individu untuk
bertanggungjawab terhadap pembelajaran mereka bersendirian dan pada masa sama terlibat secara
aktif dengan tutor dan pelajar lain.

Dari aspek sosioemosi, pembelajaran secara online terutamanya secara asinkroni bukan
sahaja mengubah peranan guru, tetapi sangat berfaedah kepada golongan pelajar yang pendiam dan
pemalu. Orang yang pendiam dan pemalu mungkin tidak berpeluang untuk memberi pendapat di
bilik darjah tradisional, sebaliknya mereka boleh turut serta secara aktif dalam forum perbincangan
maya, terutamanya di dalam forum e-kumpulan berbentuk asinkroni.

Bagi golongan pekerja, ICT membolehkan mereka lebih cepat menjadi k-pekerja (k-
workers) di tempat kerja berteknologi (technological savvy). Ini kerana penggunaan internet bukan
sahaja menjana pengetahuan, idea dan kemahiran baru kepada pekerja, malah pengupayaan
telekomunikasi seperti e-mel, e-chat, sidang video, telesidang dan kebolehan akses kepada
pangkalan data telah merevolusi e-pengurusan tanpa kertas. Selain itu, ia menjadi penghubung
antara kerja dan pembelajaran. Kini bilik darjah boleh datang ke persekitaran tempat kerja secara
latihan online atau melalui pengurusan maklumat tanpa mengira masa dan tempat. Tetapi akan
timbul masalah jika ada pegawai atasan yang tidak memahami dan berpendapat bahawa
pembelajaran atau latihan hanya diperolehi di dalam bilik darjah fizikal serta pelayaran maya
dianggap sebagai satu pembaziran masa. Maka menjadi cabaran kepada organisasi kerja
menwujudkan komuniti pembelajaran/berpengetahuan serta budaya pembelajaran.

Globalisasi dan teknologi internet telah berjaya menwujudkan senario pembelajaran
berterusan. Namun begitu, internet hanyalah teknologi yang memudahkan proses pencarian ilmu


pengetahuan dan kemahiran, jika individu tidak komited, maka internet akan gagal meningkatkan
kualiti pembelajaran itu sendiri. Pembelajaran terbuka dan jarak jauh masih boleh diancam oleh
masalah pelajar yang tidak aktif dan kehilangan minat. Keadaan ini boleh disebabkan oleh isu
bahawa transmisi maklumat secara maya menyebabkan kehilangan konteks personal antara
individu yang terlibat.

Motivasi orang dewasa juga satu masalah dan isu e-pembelajaran. Orang dewasa yang
berhasrat meneruskan pembelajaran secara online perlu membuat penilaian tahap kesediaan
belajar, serta mempunyai tahap kompetensi penggunaan komputer. Masalah teknikal seperti
teknofobia dan kekurangan latar belakang teknikal perlu diselesaikan sebelum memulakan program
pembelajaran berasaskan teknologi. Apabila kompetensi baik, maka lebih selesa dan mudah
menyesuaikan diri dengan e-pembelajaran. Selain itu, pengantara atau tutor hendaklah
menyediakan pelbagai strategi dan mengambil kira tahap pembelajaran yang boleh disesuaikan
dengan kepelbagaian latar belakang dan tahap kompetensi sedia ada pelajar.

Selain itu, kemudahan program hendaklah mesra pengguna iaitu pengguna boleh maju
mengikut keselesaan sendiri. Misalnya, dengan pengetahuan dan pengalaman sedia ada maka tidak
mustahil ada program atau bahan telah dikuasai oleh pelajar, maka bahan pembelajaran hendaklah
memberi alternatif yang membolehkan pengguna skip atau meninggalkan bahan yang tidak
diperlukan.

Memandangkan tugas tutor hanya sebagai fasilitator, tidak mustahil tutor membiarkan
pelajar belajar sendiri tanpa bimbingan dengan alasan orang dewasa mempunyai motivasi dalaman
yang tinggi. Ini menyebabkan kekurangan maklumbalas dari tutor sehingga boleh menyebabkan
pembelajaran tidak mempunyai haluan yang kukuh. Selain itu, masalah kecelaruan komunikasi
mungkin boleh berlaku akibat kesilapan melakukan pentafsiran disebabkan cara gaya sesuatu isu
atau komen ditulis. Komen fasilitator atau tutor mungkin disalah tafsir sebagai kritikan. Maka
tutor perlu berhati-hati semasa menghantar maklumbalas berkenaan tugasan pelajar. Selain itu,
potensi teknologi ini juga tidak menjamin akan wujud interaksi yang berkualiti kerana fleksibiliti
masa juga boleh mendatangkan masalah, seperti soalan pelajar kepada tutor atau forum
perbincangan kumpulan, mungkin mengambil masa yang lama untuk mendapat maklumbalas.
Selain itu, kemungkinan akan berlaku ketandusan nilai insaniah, dan kegagalan untuk berhubung
dengan orang lain.
RUMUSAN DAN KESIMPULAN:
Era globalisasi telah membawa arus perubahan kepada corak hidup dan sistem sosial
masyarakat dunia, termasuk di Malaysia. Oleh kerana kesan globalisasi tidak dapat dielakkan
maka, masyarakat perlu bergerak seiring dengan kepantasan perubahan yang dibawa oleh
globalisasi itu sendiri. Sebagai usaha untuk penyesuaian dalam era globalisasi maka penguasaan
ilmu dan pengetahuan baru dapat dilakukan melalui pembelajaran sepanjang hayat

Apa yang penting, komputer dan teknologi internet membantu meningkatkan keupayaan
pembelajaran dan perkembangan profesionalisme individu. Internet memberi peluang kepada
setiap orang meneruskan aktiviti pengajaran dan pembelajaran dalam pelbagai cara. Malah ia
membantu sistem masyarakat ke arah perkongsian maklumat. Maka pembuat dasar hendaklah
mengambil kira kesan teknologi terhadap latihan teknikal, pedagogi dan infrastruktur baru yang
diperlukan untuk melakukan transformasi terhadap sistem pendidikan terutamanya sekolah.


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A LINK USAGE MATRIX FOR OSPF ROUTING

Nor Musliza Mustafa

Faculty of Information Science and Technology
Selangor International Islamic University College
normusliza@kuis.edu.my

Abstract

The Open Shortest Path First (OSPF) is a link-state routing protocol that support equal cost
load-balancing process. The OSPF traffic routed along shortest path and splits the load
equally at nodes where a several outgoing links on the shortest paths to the same destination
IP address. The OSPF link weight-setting problem seeks a set of link weights to optimize a
cost function and network performance. This paper presents a link usage matrix for load
balancing that solves the problems of minimizing the usage of demand matrix and reduce
time executions needed in the optimization process. Results show that our link usage matrix
work better in terms of routing cost and network performance.

Keywords: OSPF, Routing, Load Balancing

1. Introduction

Open Shortest Path First (OSPF) is the most commonly used intra-domain Internet routing
protocol (B. Fortz and M. Thorup, 2004). Routers compute shortest paths and creates a table
that controls the forwarding of each IP packet to the next hop in its route. In the case of
multiple shortest paths, OSPF will use load balancing and split the traffic flow evenly over
several shortest paths (J. Moy, 1998). In general, the current shortest path routing suffers a
problem of arising congested links (Fortz et al., 2002b) (Fortz and Thorup, 2004). It is due to
the extremely usage of the shortest paths, while the other paths are unutilized. Many ISPs
have a huge infrastructure based on routers running shortest path protocols like OSPF
(Retvari and Cinkler, 2004). Congested links could appear if they have lower link weights
because all the traffic from any source to any destination will follow the shortest paths, while
still other links or paths unutilized (Fortz and Thorup, 2002a).

This paper presents a link usage matrix for load balancing that solves the problems of
minimizing the usage of demand matrix and reduces time executions needed in the
optimization process. A new proposed Matrix Usage Method (MUM) is developed. Results
show that our link usage matrix work better in terms of routing cost and network
performance.
2. METHODOLOGY

This research optimizes OSPF link weights in order to improve the operational networks
performance. A simulator that runs Fortz and Thorups optimization model has been
optimized.


2.1 INPUT PART
This input part reads the network topologies and the traffic demand matrices and gives them
along with the initial weights to the routing part. Two types of modeled topologies are used in
this research. They are originally used in Fortz et al. (2002b) and available with their traffic
demands online at Resende et al. (2006). The generation of the modeled topologies is Two-level
hierarchical networks: this topology is produced using GT-ITM generator as suggested in
Zegura et al., (1996) and Calvert et al. (1997) which is the most realistic model for modeling
networks (B. Fortz and M. Thorup, 2004). In this topology, two types of links are modeled; local links
with 200 units of capacity and long distance links with 1000 units of capacity and Waxman
networks: in this topology the routers are uniformly distributed over a unit square.
2.2 ROUTING PART
This routing part uses the information from the input part in order to compute the shortest
paths between each node pairs and then distributes the traffic capacity over the links
belonging to the shortest paths between each source destination pair. Depending on the traffic
distribution, this part computes the routing cost based on a current set of weights and a traffic
demand matrix.
2.3 WEIGHT OPTIMIZATION PART
The weight optimization part is used to optimize network link weights. Link weights affect
shortest path selection, traffic distribution, and finally network routing cost. At the first
iteration, the routing part uses the initial weights to compute: initial shortest paths and initial
routing cost value. At the subsequent iterations; a new weights will be produced by the
optimization part. The new weights will change the shortest paths, the load distribution, and
the routing cost.
2.4 OUTPUT INFORMATION PART
This part receives the following information from the weight optimization part which are
- Routing Cost : is the routing cost is the lowest cost value found during the optimization of
the initial weights,
- Link Usage of each link : is the usage of each link that provided with counter selection
- Time Execution: is the minutes needed for optimizing link weights.
3. EXPERIMENTAL RESULTS AND DISCUSSION

This section presents and discusses simulation results obtained from different optimization
methods for setting OSPF weights. The simulator uses either a default weight setting like
Unit, Inv, or optimized weights using methods like EBH and MUM. Default weights are
assigned directly to the links in the routing part of the simulator; while optimized weights are
assigned to the links after being optimized in the optimization part. Weights are used to
compute the shortest paths and then the shortest paths identify the amount of traffic that will
pass over each link depending on an estimated or measured traffic demand matrix.

The default and the optimization methods used in the simulation for setting OSPF weights are
as follows:


- Unit: this default weight setting method assigns a weight value equal to one. This type of
weights is used as initial weights for the optimization process in the framework and hence
in the simulation weight optimization part.
- Inv: this default weight setting method assigns for each link a weight value inversely
proportional to its capacity. This weight setting method is recommended by Cisco.
- EBH: this weight optimization method assigns for each link a weight value obtained from
the weight optimization part of the simulator.
- MUM: this weight optimization method assigns for each link a weight value obtained
from the weight optimization part of the simulator with counter selection.

Cost average and best cost results for hierarchal networks in Table 1 to Table 2 below show
that: the weight optimization methods EBH and MUM perform better than the default weight
setting method Unit and Inv. This performance is because the optimization methods solve a
problem of excessive usage of the shortest paths, by using any available path between source
destination pairs; hence reducing congestions. The results also show that MUM perform
better than EBH in the two hierarchal networks. This performance is due to solving the
problems found in EBH. Hierarchal networks have a variety of link capacities, which is more
near to real networks. These networks have 12% to 26% of their links with capacity of 1000
units; while the other links are with capacity of 200 units (Buriol et al.., 2005). That means the
links with 1000 units of capacity will be used frequently; hence they will be congested.

Cost average and best cost results for Waxman network in Table 3 below show that the
performance of the weight optimization methods EBH, MUM is better than the performance
of the default weight setting method Inv. Weight optimization methods performance is
caused by solving the problem of excessive usage of the shortest paths, and hence reducing
traffic congestions. The results also show that MUM performs better than EBH in a Waxman
network.
Table 1: Cost average and best cost for hier-1 network

Default
Weights
Optimized Weights
Cost Cost Average Best Cost
Scaled
Demand
Unit Inv EBM MUM EBM MUM
1 21.32 37.73 1.50 1.40 1.41 1.40
2 50.30 56.18 2.01 1.59 1.75 1.65
3 79.26 75.97 6.81 1.95 2.31 1.80
4 119.52 106.90 19.81 4.19 3.76 4.30
5 168.67 140.52 64.83 8.10 20.37 9.50
6 222.01 180.30 113.12 32.57 51.71 28.65
Cost
Sum
661.08 597.60 208.08 49.80 81.31 47.30
Improvement
Against Unit
10% 69% 92% 88% 93%
Improvement Against EBM 76%

42%


Table 2: Cost average and best cost for hier-2 network

Default
Weights
Optimized Weights
Scaled
Demand
1 33.71 27.66 1.60 1.38 1.52 1.45
2 50.66 44.14 3.58 1.67 2.23 1.40
3 73.84 63.9 23.97 3.87 7.70 2.05
4 102.83 95.13 51.81 5.39 8.88 2.70
5 135.13 128.35 81.70 6.61 76.85 5.72
6 167.47 159.85 105.86 34.55 99.48 17.51
Cost
Sum
581.42 530.76 275.09 59.91 203.15 37.23
Improvement
Against Unit
8% 52% 91% 65% 95%

84%

Table 3: Cost average and best cost for waxman network

Default
Weights
Optimized Weights
Scaled
Demand
1 1.6 1.6 1.47 1.48 1.46 1.50
2 3.9 3.9 1.75 1.72 1.71 1.70
3 20.63 20.63 2.26 2.25 2.17 2.15
4 45.77 45.77 4.13 3.91 3.48 3.65
5 84.41 84.41 16.04 13.62 10.12 14.11
6 139.52 139.52 62.42 41.19 51.98 23.67
Cost
Sum
302.41 302.41 94.60 70.70 77.43 53.31
Improvement
Against Unit
0% 70% 78% 76% 84%

34%

Execution time results for Hier-1, Hier-2 and Waxman network in Table 4 to Table 6 below
show that the performance of the weight optimization methods MUM is better than the
performance of the EBH setting method.


Table 4: Execution time for hier-1 network

Average
Time
Scaled
Demand
EBM EBM
1 2.50 2.11
2 2.03 1.76
3 1.86 1.48
4 1.68 1.53
5 1.47 1.37
6 1.46 1.30
Cost Sum 11.00 9.55
Average
T
avg

2.25 2.06
Improvement
Against EBM
7%

Table 5: Execution time for hier-2 network

Average
Time
Scaled
Demand
EBM EBM
1 13.41 2.36
2 12.78 2.16
3 12.76 1.88
4 11.30 1.60
5 11.10 1.51
6 9.00 1.42
Cost Sum 70.35 10.93
Average
T
avg

5.86 1.82
Improvement
Against EBM
69%


Table 6: Execution time for waxman network

Average
Time
Scaled
Demand
EBM EBM
1 4.25 3.45
2 3.50 3.09
3 3.04 2.73
4 2.76 2.34
5 2.41 1.96
6 2.02 1.79
Cost Sum 17.98 15.36
Average
T
avg

3.00 2.56
Improvement
Against EBM
15%

4. CONCLUSIONS

Our improved balancing heuristics MUM solve the problems respectively. The results
showed remarkable improvements in the cost function and the convergence speed. As an
extension for this work, we hope to test more topologies, more demand patterns and the
context of robustness to study in more details the influence of these problems.
References

B. Fortz, J. Rexford, M. Thorup (2002). Traffic engineering with traditional IP routing
protocols. IEEE Communication Magazine, vol. 40, pp. 118-124.
B. Fortz and M. Thorup (2004). Increasing Internet capacity using local search.
Computational Optimization and Applications, vol. 29, no. 1, pp.13-48.
B. Fortz and M. Thorup (2002). Optimizing OSPF/IS-IS weights in a changing world. IEEE
Journal of Selected Areas Communication, vol. 20, , pp. 756-767.
Buriol L. S., Resende M. G. C., Ribeiro C. C., and Thorup M. (2005). A Hybrid genetic
algorithm for the weight setting problem in OSPF/IS-IS routing. Networks, vol. 46,
no. 1, , pp. 36-56.
Calvert K., Doar M., and Zegura E. W. (1997). Modeling Internet topology. IEEE
Communication Magazine, vol. 35, no. 6, pp. 160-163.
J. Moy, OSPF version 2, RFC 2328, Apr. 1998.
Resende M. G. C., AT&T Labs Research, Data of weight setting in OSPF Routing, Accessed
on 2006. Availableonlineat:http://public.research.att.com/~mgcr/data/index.html.
Zegura E.W., Calvert K.L., and Bhattacharjee S. (1996). How to model an internetwork.
INFOCOM '96. Fifteenth Annual Joint Conference of the IEEE Computer Societies.
Networking the Next Generation. Proceedings IEEE , vol. 2 , ,pp. 24-28.


PERKEMBANGAN TEKNOLOGI MAKLUMAT DAN KOMUNIKASI:
PENGGUNAANNYA DALAM INDUSTRI PENERBITAN

Siti Ezaleila Mustafa

Jabatan Pengajian Media,
Fakulti Sastera dan Sains Sosial
Universiti Malaya
ezaleila@um.edu.my

Abstrak
Perkembangan teknologi maklumat dan komunikasi (ICT) terutama dengan Internet sebagai
pemangkin, menyaksikan wujudnya persaingan dalam semua urusan, termasuk dalam urusan
perdagangan dan perniagaan. Syarikat atau organisasi yang bijak memanfaatkan segala
teknologi yang wujud dan merebut peluang yang datang akan dapat terus bersaing dan
mengukuhkan kedudukan mereka dalam persekitaran ekonomi yang bersifat kompetitif
lebih-lebih lagi dalam era ekonomi digital. Industri penerbitan mediayang memberikan
sumbangan yang tidak terhingga nilainya kepada tamadun manusiajuga tidak ketinggalan
dalam memanfaatkan teknologi dan media baharu ini. Aktiviti pemasaran dan penyebaran
produk intelektual ini kini merentasi batasan geografi dan boleh dilakukan pada bila-bila
masa dengan bantuan media baharu ini. Memandangkan penggunaan Internet telah menjadi
kemestian masyarakat era globalisasi sehingga munculnya budaya siber, maka penggunaan
media baharu ini telah menjadi suatu kemestian atau trend dalam pelbagai organisasi dan
industri, termasuk penerbitan media. Makalah ini akan melihat dan membincangkan
penggunaan media baharu ini dalam kalangan pelaku industri penerbitan seperti penerbit,
penulis, dan pekedai buku di Malaysia dalam usaha untuk merapatkan jurang antara pelbagai
pihak, terutama dengan pengguna, di samping meluaskan pasaran mereka.

Kata Kunci: Internet, industri penerbitan, teknologi maklumat dan komunikasi, media baharu,
globalisasi.

1 Pengenalan
Perkembangan teknologi maklumat dan komunikasi (ICT) yang berlaku banyak membantu
industri penerbitan daripada proses penciptaan hinggalah penyebaran produk budaya ini.
Dengannya, aktiviti penerbitan bertambah mudah dan meluas. Sebelum ini, pada zaman
pertengahan, media cetak, khusunya buku, bukan untuk diperdagangkan secara komersial dan
hanya boleh dimiliki oleh golongan tertentu. Ini kerana bahan-bahan bertulis dihasilkan
secara eksklusif oleh para rahib yang bertindak sebagai jurutulis atau penyalin. Sebagai satu-
satunya tempat simpanan buku, pihak gereja pada zaman itu mempunyai kuasa untuk
mengawal maklumat yang boleh sampai kepada masyarakat (Folkerts, Lacy, & Larabee,
2004).

Dalam era ledakan maklumat, teknologi maklumat dan komunikasi (ICT) semakin
menggantikan kaedah lama dalam memperoleh, menyimpan, dan menyebarkan maklumat.
Kehadiran Internet sebagai media baharu yang menjadi pemangkin ICT memberi manfaat
kepada industri penerbitan dan yang berkaitan dengannya. Tambahan pula teknologi ini
sangat releven dengan industri ini kerana produk yang terhasil boleh didigitalkan di samping
mewujudkan cara baharu yang menarik untuk memahami dan merapati konsumer serta


membantu pengedaran produk dengan efisien dan berkesan serta berkomunikasi dengan
konsumer sama ada dalam kumpulan mahupun secara individu. Oleh sebab itu, pihak
penerbit, penulis, dan pekedai bukuyang terlibat dalam industri ini semakin ramai yang
memanfaatkan ICT ini dalam keseluruhan proses penerbitan media.

2 Perkembangan Teknologi Perkomputeran & Internet
Menurt McLuhan (1962), menerusi teknologi, manusia telah melalui empat era yang berbeza:
era tribal, era celik, era cetak, dan era elektronik. Ini seterusnya menyebabkan komunikasi
manusia semakin berkembang, iaitu daripada percakapan kepada tulisan hinggalah kepada
komunikasi interaktif dan digital. Ini semua disebabkan pembangunan dan perkembangan
teknologi maklumat dan komunikasi, terutama dengan kewujudan komputer.

Kini, ICT terutama dengan gabungan teknologi komputer, teknologi siber, dan digital
menjadi alat global yang berupaya menembusi pelosok dunia atau ke mana-mana sahaja
untuk menyebarkan pelbagai jenis maklumat dan mencipta alam realiti maya. Komputer kini,
boleh dihubungkan dengan pelbagai saluran dan media yang menyebabkan lahirnya teknologi
baharu; dan yang amat popular pada era modenisasi ini, iaitu Internet. Internet menjadi media
yang sangat popular dan digunakan oleh hampir semua orang di seluruh dunia.

Oleh sebab itu, Internet dan web serta pembangunan aplikasi yang laindan kelebihan yang
ditawarkannyaturut diadaptasikan oleh pihak-pihak yang terlibat dalam industri penerbitan
media. Ini menunjukkan pelaku industri ini turut menyedari kepentingan ICT dalam usaha
menyebarkan produk mereka kepada khalayak yang lebih luas di samping merapatkan jurang
komunikasi dengan pelbagai pihak dalam industri penerbitan sehingga membentuk jaringan
global.

3 ICT Dalam Industri Penerbitan Media
Penerbitan media mempunyai perhubungan yang rapat dengan perkembangan dan
pembangunan teknologi. Oleh sebab itu, sebarang perubahan dalam ICT, temasuk Internet,
akan turut mempengaruhi dan memberi impak kepada indutri ini lebih-lebih lagi industri
penerbitan semakin kompleks, multisaluran, dan sebuah perniagaan penyebaran kandungan
yang kaya media. Namun, kekompetenan atau kecekapan utamanya adalah mengumpul dan
mempakejkan kandungan ke dalam produk media. Impak itu boleh dilihat dalam proses kerja
dalaman, produk media itu sendiri, pengedaran produk, dan strategi pemasaran.

Kini, industri penerbitan termasuk di Malaysia menyaksikan evolusi yang digerakkan oleh
pembangunan pesat teknologi baharu dan perubahan corak dalam perlakuan pengguna. ICT
sangat relevan dengan sektor penerbitan kerana kebanyakan perkhidmatan yang terdapat di
dalamnya boleh dilakukan secara digital. Oleh sebab itu, pelaku dalam industri ini perlu bijak
menggunakan teknologi yang sentiasa berubah dalam urusan mereka termasuklah pengurusan
aliran kerja dan pengadaptasian model ekonomi dan penyampaian digital. Maka, pada masa
kini, banyak pihak dalam industri ini yang telah mengintegrasikan aplikasi Internet ke dalam
aktiviti perniagaan yang dijalankan.

3.1 Penggunaan Laman Web
Dalam dunia tanpa sempadan kini, kehadiran dan kewujudan sesebuah organisasi dapat
disebarkan dengan meluas dengan hanya menghadirkan diri dalam dunia siber atau secara
maya. Di samping kehadiran dan kewujudan secara fizikal, semakin ramai pihak yang terlibat


dalam industri penerbitan memasuki ruang siber dengan membina laman web organisasi
masing-masing. Dengan cara ini, kehadiran mereka lebih mudah diketahui oleh sesiapa
sahaja. Laman web kini dilihat sebagai suatu keperluan kepada semua organisasi untuk terus
bersaing dalam era ekonomi digital. Oleh sebab itu, semakin banyak penerbit, penjual buku,
pencetak membina laman web sebagai alat representasi maya dalam alam siber.

Pembinaan laman web akan sentiasa mewujudkan aktiviti pemasaran dan penjualan ke
seluruh dunia sepanjang masa selama 24 jam setiap hari. Laman web yang dibina juga dapat
memberi penambahan nilai yang lebih baik berbanding teknik komunikasi yang lain kerana ia
dapat menyampaikan maklumat secara terus kepada orang ramai dalam pelbagai format
seperti teks, bunyi, grafik, imej, dan animasi. Bagi pihak penerbit laman web boleh
digunakan untuk (i) menjual buku-buku terbitan mereka terus kepada pembaca atau pengguna
akhir; (ii) menghantar konsumer kepada pengedar atau premis-premis runcit yang menjual
buku-buku terbitan mereka, dan (ii) menghebahkan terbitan dan pengarang kepada khalayak
seluruh dunia. Namun, laman web yang dibina perlu diketahui serta dapat menaik perhatian
pelayar Internet. Jika kewujudan laman web yang dibina tidak diketahui, ia adalah sia-sia..

Terdapat pelbagai alasan untuk menggunakan laman web (Sterne 1997). Antara alasan
tersebut adalah seperti yang berikut: (i) memaparkan imej korporat; (ii) membaiki
perkhidmatan untuk pelanggan sedia ada; (iii) meluaskan pasaran; (iv) melakukan transaksi
dalam talian; (v) edaran maklumat secara global; dan (vi) kos komunikasi yang rendah. Ia
juga dapat membantu penerbit memperoleh faedah-faedah seperti yang berikut: (i)
mendapatkan lebih ramai pelanggan; (ii) meningkatkan kesedaran awam terhadap organisasi
dan produk atau terbitan mereka; dan (iii) meningkatkan penjualan produk mereka.

Kebanyakan penerbit, termasuk di Malaysia, menggunakan laman web yang dibina sebagai
alat perhubungan awam dan medium baharu periklanan dengan memaparkan maklumat
berkaitan syarikat masing-masing seperti maklumat tentang penerbit, katalog penerbitan,
edisi atau penerbitan judul baharu, maklumat tentang pengarang dan sebagainya. Bagi Yesil
(1997), Internet merupakan medium baharu periklanan yang terbaik selepas kehadiran
televisyen dan terdapat perbezaan yang besar antara periklanan tradisional dengan Internet.
Periklanan tradisional merupakan aktiviti pasif yang membolehkan orang ramai menerima
mesej tanpa mencarinya. Namun, Internet adalah segala-galanya kecuali pasif (Yesil 1997:
130). Tiada apa-apa yang berlaku di depan skrin pengunjung sehingga tetikus diklik.

Ini boleh dilihat dalam laman web penerbit seperti MDC Publishers, Mybooks.com.my (yang
dibangunkan oleh Utusan Publications and Distributors), Yayasan Tun Jugah, Dewan Bahasa
dan Pustaka, dan United Publishing House. Namun, ada juga yang membenarkan pembaca
atau pengguna memberikan reaksi atau maklum balas dengan membentuk forum atau
kumpulan perbincangan antara pembaca dengan penerbit atau pengarang seperti yang
dilakukan oleh Alaf 21 Sdn. Bhd., Penerbit Fajar Bakti Sdn. Bhd., dan Creative Enterprise.
Dengan cara ini, komunikasi dengan pelanggan dapat dilakukan sekerap mungkin pada bila-
bila masa tanpa sempadan geografi.

3.2 Penerbitan Elektronik
Peningkatan penggunaan Internet saban tahun di seluruh dunia juga boleh dimanfaatkan oleh
penerbit dengan menghasilkan penerbitan elektronik atau penerbitan dalam talian disebabkan
semakin ramai yang mencari maklumat dan membaca menerusi Internet. Oleh sebab itu,
selain bentuk penerbitan bercetak, banyak juga surat khabar dan majalah telah diterbitkan


dalam bentuk penerbitan dalam talian seperti Kompas, Jakarta Post, Tempo, Detik, Berita
Harian, The Star, Utusan Malaysia, Kosmo, Sinar Harian, dan sebagainya. Melalui
penerbitan dalam talian ini, berita tentang pelbagai negara boleh diketahui dengan mudah
oleh sesiapa sahaja tanpa batasan pada bila-bila masa.

Penerbitan elektronik ialah suatu bentuk yang memperlihatkan bahan terbitan dikeluarkan
dan disimpan secara elektronik bukan dalam bentuk cetakan. Malah ia merujuk pada proses
yang menggunakan bantuan komputer untuk mencari, membentuk, menyimpan, dan
mengemas kini kandungan maklumat kepada khalayak. Kualiti yang terhasil sama seperti
penerbitan biasa (Saxena 2009). Penerbitan elektronik boleh merujuk pada buku elektronik,
periodikal elektronik, penerbitan mel elektronik, penerbitan multimedia, dan kandungan
digital.

Menurut Persidangan Bangsa-Bangsa Bersatu Mengenai Perdagangan dan Pembangunan
(UNCTAD), penerbitan bentuk ini memberi peluang kepada penerbit kecil untuk
mengukuhkan kehadiran mereka di pasaran yang dimonopoli oleh penerbit-penerbit besar
dalam industri budaya ini. Dengan mengurangkan kos dan peranan orang tengah, ia dapat
membuka pasaran baharu kepada penerbit. Penerbitan elektronik terdiri daripada teknologi
dan model perniagaan yang melibatkan penghasilan, penyelenggaraan, pengarkiban dan
pengedaran dokumen (buku, jurnal, majalah, surat khabar dan lain-lain) dalam bentuk
elektronik dan/atau melalui komputer. Ini bermakna segala proses penerbitan bermula
daripada penghasilan dokumen oleh penulis sehingga dokumen tersebut sampai kepada
pembaca tidak lagi berasaskan kertas, tetapi berasaskan elektronik dan menggunakan
teknologi komputer. E-buku membolehkan sesiapa sahaja membaca sebarang dokumen
digital dalam pelbagai format fail sama ada dalam format PDF, Word, dan HTML di
komputer, telefon bimbit, atau pembantu digital peribadi (PDA).

Di Indonesia, Penerbit Mizan menjadi perintis kepada penerbitan buku elektronik apabila
menerbitkan Wasiat Sufi Imam Khomeini kepada Putranya, Ahmad Khomeini pada tahun
2001. Selepas itu, penerbit berkenaan juga menerbitkan buku elektronik tentang perjalanan
syarikat berkenaan yang berjudul Mosaik Mizan. Orang ramai boleh mendapatkannya secara
percuma dengan memuatturunkan fail dari laman webnya, www.mizan.com atau
www.ekuator.com. Di Malaysia pula, terdapat beberapa penerbit yang berusaha
mempopularkan penerbitan elektronik. Selain menerbitkan buku-buku bercetak, Dewan
Bahasa dan Pustaka, melalui Karyanet, turut menerbitkannya secara elektronik. Orang ramai
boleh membelinya dan membacanya dengan menggunakan perisian Adobe Acrobat atau
Adobe Reader. Malah melalui Karyanet juga disediakan komik elektronik secara percuma,
khususnya untuk kanak-kanak.

PTS Publications pula dengan kerjasama Metadome Sdn Bhd menerbitkan beberapa novel
remajanya dalam bentuk buku mudah alih (dikenali sebagai m-book atau mobile book) dan ia
dikatakan mendapat sambutan hangat. Mbook ialah aplikasi berasaskan Java yang
membolehkan buku dibaca dengan menggunakan telefon mudah alih. Buku bentuk ini juga
dilengkapi dengan pelbagai ciri multimedia dan elemen interaktif yang menarik. Dengan caj
muat turun sebanyak RM5 sahaja, orang ramai kini boleh membaca novel yang tebalnya
sehingga kira-kira 480 muka surat menerusi skrin telefon bimbit . Yang diperlukan hanyalah
telefon bimbit yang dilengkapi aplikasi Java, GPRS atau 3G. Di Jepun, teknologi sebegini
juga mendapat sambutan yang memperlihatkan lima daripada sepuluh novel best-selling
adalah berasal daripada cellphone novel (maktabati09.blogspot.com).


Penerbitan elektronik bukan hanya digunakan oleh penerbit malah juga turut dimanfaatkan
oleh pengarang. Karya Stephen King The Plant misalnya telah menggunakan kemudahan
penerbitan elektronik yang ada dengan membenarkan novelnya itu diakses oleh pembaca dari
satu bab ke satu bab dari laman webnya (www.stephenking.com) dengan menggunakan
format PDF. Beliau hanya meminta pembaca membayar AS$1 terhadap bab yang telah
dpindahturunkan. Berbeza dengan pengarang-pengarang lain, King bergantung pada
kepercayaan dan kejujuran kerana The Plant ditulis dan disebarkan bab demi bab dalam satu
jangka masa yang memerlukan kesabaran dan ingatan daripada pembaca. Walaupun beliau
berhubung dan memasarkan terus hasil karyanya kepada pembaca tanpa melalui saluran
konvesional, beliau masih mampu memperoleh pulangan yang baik, iaitu AS$463,832.27.

Salah seorang pengarang di Malaysia yang menggunakan cara ini ialah Onn Yeoh. Beliau
menggunakan teknologi ini dengan menghasilkan buku elektroniknya yang berjudul
Transitiondalam format PDFyang memaparkan perkara berkaitan era digital di
www.transitionbook.com/buy_online.htm. Mereka yang berminat diberi beberapa pilihan
sama ada untuk membeli keseluruhan buku berkenaan, melakukan pembelian berdasarkan
topikTechnology, Issues, New Media dan Concepts ataupun berdasarkan bab.
Namun, tidak ramai pengarang di Malaysia yang memanfaatkan teknologi ini sepenuhnya.
Kewujudan penerbitan elektronik ini membolehkan banyak karya pengarang baharu
dipasarkan dan dibaca kerana kebanyakan penerbit kini bersikap pemilih dan tidak mahu
menanggung risiko menerbitkan karaya-karya baharu terutama oleh pengarang yang belum
mencipta nama.

3.3 Karya dalam Talian
Perkembangan teknologi maklumat dan komunikasi memberi peluang kepada pengarang
untuk mendekatkan diri mereka dengan pengguna atau pembaca. Mereka boleh
memanfaatkan teknologi untuk menghasilkan kandungan digital atau terbitan dalam talian
terhadap karya mereka untuk dikongsi bersama pembaca atau peminat. Kandungan digital
umumnya merujuk pada penyampaian elektronik sesebuah karya namun ia lebih pendek
daripada karya asal atau disampaikan secara sedikit demi sedikit (Saxena, 2009). Malah
mereka boleh membantu usaha-usaha pemasaran bagi hasil karya mereka dengan lebih
mudah tanpa perlu terlalu bergantung kepada pihak-pihak lain seperti penerbit, peruncit buku,
pengedar, dan sebagainya.

Teknologi ini juga dilihat membawa sinar baharu kepada pengarang, terutama pengarang-
pengarang baharu yang sukar meyakinkan penerbit untuk menerbitkan karya mereka.
Teknologi ini membolehkan pengarang-pengarang yang tidak dikenalimalah semua
pengarangmenyebarkan karya mereka dalam bentuk kandungan digital kepada orang
awam dengan lebih mudah. Para pengarang juga tidak perlu lagi terlalu bergantung kepada
penerbit kerana mereka boleh menerbitkan dan sekali gus memasarkan karya-karya mereka
kepada orang ramai dan pasaran yang lebih luas.

Kegemaran golongan muda membaca dan mendapatkan maklumat di ruang siber juga
memberi peluang kepada pengarang untuk memanfaatkan teknologi baharu ini. Maka, ada
pengarang yang menggunakan blog masing-masing untuk menyiarkan karya mereka untuk
dibaca oleh pengunjung. Ada yang memuatkan karya puisi dan ada juga yang memuatkan
cerpen dalam talian seperti Ook Nugruho (ooknugroho.blogspot.com), Hasan Aspahani
(sejuta-puisi.blogspot.com), dan Roy Manu Leveran (roymanu.blogspot.com). Ada juga
penulis yang mengeposkan sedikit demi sedikit karya mereka ke dalam blog masing-


masing untuk dibaca oleh pengunjung. Cara sebegini sebenarnya memerlukan kesabaran dan
ingatan daripada pembaca.

Antara penulis atau pengarang Malaysia yang menggunakan kaedah ini ialah Nizam Zakaria
(nizamzakaria.blogspot.com). Beliau telah menghasilkan beberapa buah novel elektronik (e-
novel)dalam format PDFseperti Mat dan Met, Hadi, Cinta Nasi Lemak, Gurisan
Intaglio dan yang terbaharu dan masih dipaparkan sedikit demi sedikit ialah Kisah Seorang
Limau Nipis. Cara ini juga turut digunakan oleh Sri Diah dan rakan-rakannya dalam
menghasilkan e-novel berjudul Jangan Ada Dendam (novel2u.blogspot.com) serta
pengarang-pengarang muda yang baharutermasuk yang sedang menuntut di luar negara
seperti Rnysa dengan karya berjudul Relevankah Aku di Hatimu (radha.blogdrive.com),
Adielah dengan Mahar Asmara (adileah.blogdrive.com)Diya dengan karya Masihkah
Ada Cinta (juz4u.blogdrive.com) dan ramai lagi

Malah ada pengarang yang turut mengadakan perbincangan serta menawarkan forum di
samping mempromosikan karya-karya mereka kepada khalayak. Antaranya ialah Faisal
Tehrani (tehranifaisal.blogspot.com), Sri Diah (sridiah2u.blogspot.com), Nisah Haron
(annyss.blogspot.com), Anis Ayuni (anisayuni.blogdrive.com), dan Salina Ibrahim
(salinaibrahim.blogdrive.com). Antara penulis di Indonesia pula ialah Joko Pinorbo
(jokpin.blogspot.com), Eka Kuriawan (ekakurniawan.com), Pipiet Senja
(pipietsenja.multiply.com), Asma Nadia (anadia.multiply.com), dan Anrea Hirata
(sastrabelitong.multiply.com).

Di Malaysia, penulis boleh juga berkumpul di e-Sasterawan yang dikenali sebagai Taman
Perumahan Siber untuk penulis-penulis yang aktif dalam ruang siber. Di sini, penulis boleh
mewujudkan laman peribadi (yang dipanggil lot-lot karya) dan menyiarkan karya mereka
seperti cerpen, puisi, madah, haiku, drama, dan sebagainya. Malah, karya-karya ini ada yang
diterbitkan sendiri oleh pihak pengurusan e-Sasterawan dan dijual secara dalam talian di
Kedai eSastera. Selain itu, terdapat juga Penulisan2u, iaitu sebuah laman penulisan yang
memberi peluang kepada para penulis berkongsi idea dan menyiarkan karya mereka. Dengan
jalinan kerjasama yang dilakukan dengan pelbagai penerbit seperti Kaki Novel dan Fajar
Pakeer, banyak karya yang menarik di laman ini telah diterbitkan dalam bentuk bercetak.

3.4 Percetakan Digital
Teknologi ini membantu fleksibiliti dalam proses pengeluaran cetakan, membantu penciptaan
penerbitan tempatan, dan meningkatkan penerbitan berasaskan konsumer. Ia berhubungan
dengan rangkaian elektronik dan membuka jalan kepada percetakan atas permintaan dan juga
self-publishing, serta membolehkan konsumer membuat pesanan terhadap judul yang habis
dicetak. Dengan teknologi yang sama, penerbit dan penjual buku boleh memperoleh faedah
maksimun daripaada cetakan dalam jumlah yang kecil. Malah, teknologi ini juga boleh
digunakan oleh pengarang yang melakukan penerbitan sendiri (self-publishing) terhadap
karya mereka. Bagi Poynter (1984), self-publishing is where the author bypasses all the
middlemen, deals directly with the printer and then handles the marketing and distribution.

Walaupun percetakan digital menawarkan faedah yang banyak dalam banyak aplikasi seperti
kemampuannya menintegrasikan sistem dan mengoptimumkan aliran dalam proses
pengeluaran, pentadbiran dan komunikasi rangkaian, ia perlu bersaing dengan kaedah
produksi yang lain. Dalam industri yang didominasi dengan kos yang lebih rendah dalam
penggunaan percetakan offset, percetakan digital perlu berhadapan dengan persekitaran


ekonomi yang semakin mencabar, dan ini melibatkan pertimbangan utama, iaitu pelaburan
kewangan.

Percetakan atas permintaan atau lebih dikenali sebagai POD (print-on Demand) merupakan
kaedah baru dalam percetakan. Ia juga disebut percetakan digital. Ia ialah gabungan antara
penerbitan elektronik dengan penerbitan cetak yang memperlihatkan bahannya dipegang atau
disimpan oleh penerbit dalam bentuk elektronik dan dicetak dalam salinan keras (hard copy)
apabila mendapat pesanan (European Commission, Julai 2005). Teknologi ini melibatkan
sisten percetakan laser dan teks yang diformat secara elektronik yang boleh dibaca oleh
pencetak. Cara ini sebenarnya membebaskan penerbit daripada proses percetakan beribu-ribu
naskhah untuk sesebuah judul.

3.5 Penjualan Dalam Talian
Digitalisasi membolehkan syarikat penerbitan menggunakan saluran pengedaran elekronik
sebagai tambahan kepada cara tradisional dalam proses penjualan media bercetak seperti
surat kahabar, majalah, mahupun buku. Ini ditambah pula dengan adanya teknologi Internet,
web, dan perdagangan elektronikatau lebih dikenali sebagai e-dagangjuga menawarkan
peluang yang menarik dan membawa impak yang besar kepada penjual buku. Ini kerana
semakin ramai yang memasuki ruang maya untuk melakukan pembelian dalam talian. Oleh
sebab itu, hubungan yang rapat antara peniaga dengan pengguna atau pelanggan juga dapat
diwujudkan. Malah, ramai pakar pemasaran menganggapnya sebagai satu alat yang tidak
boleh diabaikan dan menjadi satu alternatif wajib untuk apa-apa jua jenis perniagaan yang
ingin ke peringkat antarabangsa.

Malah, pembelian dalam talian telah menjadi salah satu aktiviti yang semakin popular di
kalangan pengguna Internet. Dan salah satu perdagangan dalam talian yang amat popular
beberapa tahun kebelakangan ini ialah penjualan buku dalam talian. Asia menawarkan
pasaran yang luas kerana hampir 80 peratus pengguna Internet melakukan pembelian dalam
talian dengan membelanjakan lebih kurang US$3,000 sepanjang tahun 2008 menurut tinjauan
yang dilakukan oleh Visa (www.whatsonxiamen). Maka, Internet kini menjadi medium yang
hebat untuk pembelian dan penjualan buku kerana ia dianggap sebagai komoditi yang bagus
untuk Internet.

Ramai yang menganggap buku merupakan produk yang sesuaiselain perkakasan dan
perisian komputeruntuk dipasarkan terus melalui Internet kerana ciri-ciri semula jadi yang
dimilikinya seperti yang berikut: (a) buku merupakan komoditi yang dikenali dan diketahui
umum; (b) ia tidak mahal dan sering dibeli; (c) ia ditawarkan kepada semua orang dan semua
orang boleh menjadi pengguna yang berpotensi; dan (d) mudah diedarkan dan tidak
memerlukan pembungkusan yang rumit. Oleh sebab itu aktiviti pembelian buku dalam talian
semakin meningkat sejak kebelakangan ini. Dan kajian A.C. Nielsen pada 2008 menunjukkan
buku masih terus menjadi produk paling popular yang dibeli secara dalam talian dalam
kalangan penduduk di negara Asia, iaitu sebanyak 41 peratus.

Oleh sebab itu, terdapat semakin banyak kedai buku dalam talian, terutama setelah kejayaan
Amazon.com. Menurut Yesil (1997), kedai siber, kedai maya atau kedai virtual is a
storefront in cyberspace, a place where customers can shop from their home computer and
where merchants can offer merchandise and services for a fraction of the overhed required in
a physical storefront. Ia wujud pada bahagian Internet yang dikenali sebagai World Wide


Web. Laman storefront wujud untuk menjual sesuatu. Walau apa pun produknya, ia bertujuan
untuk melaksanakan transaksi perniagaan secara dalam talian (online). Kewujudannya
memberikan kelebihan kepada peniaga buku dan orang ramai. Antaranya adalah seperti yang
berikut: (i) menawarkan pilihan judul yang luas dan ruang pameran yang tidak terhad dengan
carian yang hebat; (ii) maklumat produk boleh sentiasa dikemas kini dan ditunjukkan dengan
cara yang interaktif; (iii) proses pesanan yang mudah dan pantas; (iv) penghantaran produk
yang pantas dan membolehkan pengguna melakukan komunikasi atau meminta kepastian
daripada peniaga; (v) memperoleh pelanggan dari pelbagai lokasi tanpa mengira geografi;
(vi) menawarkan harga yang kompetitif; dan (vii) pengaksesan berterusan tanpa mengira
masa dan tempat.

Oleh sebab itu kini, sudah semakin banyak kedai buku dalam talian yang wujud, termasuk di
Malaysia dan Indonesia seperti Kedai-buku.com, E-kedai.net, Kedai Buku Online, My Kedai
Buku, Bukabuku.com, Bookoopedia.com, Beli-buku.com, dan Rumahattar.com. Kedai buku
konvensional yang popular dalam kalangan peminat buku telah mula membangunkan kedai
maya untuk memberi keselesaan kepada orang ramai di samping cuba meluaskan pasaran
mereka. Antaranya ialah rangkaian kedai buku antarabangsa seperti OBuku, Popular
Bookstore, Kinokuniya, Page One, Arthurs Books, serta MPH Bookstore dan kedai-kedai
buku tempatan seperti Minerva, First Edition Bokstores, Dawama Sdn. Bhd., dan Koperasi
Buku Sdn. Bhd. Selain itu ada juga kedai buku dalam talian yang diwujudkan oleh penerbit
seperti Mybook.com (UPND), Bookcafe.com (PTS Publications), Pelangibooks.com
(Penerbitan Pelangi), Gramediaonline (Penerbit Gramedia), dan Erlangga (Penerbit
Erlangga).

Ada juga kedai buku dalam talian yang menawarkan pilihan judul daripada kategori-kategori
yang khusus. Cara ini sebenarnya memberi peluang kepada mereka untuk mencapai pasaran
tertentu (niche market) kerana setiap kategori buku mempunyai pengikutnya sendiri. Untuk
mendapatkan bahan bacaan yang sesuai untuk kanak-kanak misalnya, orang ramai boleh
mengunjungi MariBaca Childrens Bookstore, Ummiku Sayang.com manakala peminat buku
sastera boleh cuba melawati Ujana Ilmu. Mereka yang memerlukan buku rujukan sekolah
pula boleh mengunjungi Ebuku Bookstore dan buku berbahasa Cina di Mentor (Chinese)
Bookstore dan Star Bookstore. Peminat komik pula boleh mengunjungi Angelzon.com dan
Buku Dedo, manakala yang ingin mencari buku manual berkaitan kenderaan boleh ke
manualbookmobil.com.

Dengan adanya kedai buku dalam talian, ia sebenarnya menawarkan cara yang ekonomikal
untuk mencapai khalayak dan pasaran yang luas dengan masa yang pantas. Khalayak juga
mendapat pilihan judul yang lebih banyak berbanding jika mereka membeli di kedai-kedai
buku berhampiran kawasan mereka. Walaupun terdapat kedai bukuyang dikenali sebagai
superstoreyang menawarkan pilihan judul yang banyak, ia hanya boleh didapati di bandar-
bandar besar. Bagi mereka yang tidak mempunyai akses ke kedai buku seperti ini, Internet
menawarkan pilihan judul yang luas dengan hanya berada di hadapan komputer berinternet
dan mengeklik tetikus.

3.6 Laman Sosial
Sejak awal lagi teknologi rangkaian komputer dijangka membawa kesan sosial kerana ia
bukan sahaja menghubungkan komputer, tetapi juga manusia. Teknologi berkenaan terus
berkembang sehingga memenuhi keperluan minimum teknikal bagi mewujudkan komuniti


dalam talian yang efektif sehingga munculnya laman sosial yang dengan mudahnya
mewujudkan jaringan sosial dalam talian.

Pengenalan laman jaringan sosial seperti Facebook, Bebo, MySpace, Twitter, Friendster, dan
Cyworld berjaya menarik perhatian berjuta-juta pengguna sebagai salah satu alat jaringan
sosial dalam kehidupan harian mereka. Antara motivasi yang menggalakkan mereka
menggunakan laman sosial ini adalah disebabkan ciri-ciri yang dimilikinya sebagai alat
komunikasi, perkongsian maklumat, menyebarkan pengalaman dan aktiviti. Laman jaringan
sosial ini membolehkan komunikasi dalam kitaran hubungan yang lebih luas, di samping
percantuman pelbagai aktiviti yang berasingan daripada mesej e-mel, pembentukan laman
web, diari, album foto hingga kepada memuat turun dan memuat naik muzik dan video.

Boyd dan Ellison (2007) mendefinisikan laman jaringan sosial sebagai perkhidmatan
berasaskan web yang membolehkan individu melakukan perkara berikut: (i) membina profil
publik atau semipublik dalam sesuatu sistem; (ii) menyediakan senarai pengguna lain yang
berkongsi hubungan (share a connection); dan (iii) melihat dan merentasi senarai hubungan
mereka dan yang dilakukan oleh orang lain dalam sistem itu. Laman jaringan sosial ini
lazimnya mempunyai portal, forum, blog, dan galeri (biasanya galeri foto). Setiap elemen
yang digunakan oleh pengguna sesebuah laman jaringan sosial berhubungan antara satu sama
lain dan menyumbang ke arah terbentuknya satu komuniti.

Statistik daripada comScore pula menunjukkan daripada 1.1 bilion pengguna yang
mengakses Internet pada Mei 2009, 734.2 juta daripadanya, iaitu 65 peratus daripadanya,
melawat sekurang-kurangnya satu laman jaringan sosial. Di Malaysia, trend ke arah
komunikasi berbentuk jaringan boleh dilihat apabila semakin ramai yang menggunakannya.
Ini disokong dengan laporan comScore World Matrix yang menunjukkan kadar penembusan
jaringan sosial di Malaysia yang agak tinggi, iaitu 66.6 peratusberada di belakang
Singapura (74.3 peratus), dan Korea Selatan (68 peratus).

Menurut ahli pemasaran (www.slideshare.net), perbelanjaan pemasaran kini banyak tertumpu
pada periklanan dalam talian ke atas rangkaian sosial yang popular. Kebanyakan organisasi
perniagaan juga menjadikan kehadiran dalam laman jaringan sosial sebagai prioriti utama
mereka. Ini kerana laman-lama ini memberi fokus kepada pembinaan hubungan dan komuniti
dengan membolehkan orang ramai berkomunikasi di laman itu dan berinteraksi bersama-
sama berasarkan minat, aktiviti, keperluan perniagaan, dan sebagainya. Menurut Wellman et
al. (1996), jaringan sosial berbantukan komputer ini mampu mengekalkan ikatan sokongan
yang kuat di tempat kerja mahupun dalam komuniti.

Ia juga semakin banyak digunakan oleh pelaku-pelaku dalam industri penerbitan untuk
meluaskan jaringan hubungan sama ada dalam kalangan pelanggan, rakan niaga, mahupun
pasaran. Penerbit seperti Tintarona Publications, Utusan Publication, Ameens Books, PTS,
Alaf 21, dan Penerbit UTM, misalnya menggunakan Facebook untuk menyebarkan maklumat
tentang penerbitan mereka manakala pengarang seperti Sri Diah, A. Samad Said, Uthaya
Sankar menggunakannya untuk berkomunikasi dengan sahabat dan peminat masing-masing
di samping menghebahkan aktiviti semasa masing-masing.

4 Kesimpulan
Kemajuan teknologi mempermudah segala urusan dan mendekatkan jarak antara pihak yang
terlibat dalam industri penerbitan. Selain itu, ia sebenarnya memberi peluang kepada semua


pihak di kedua-dua negara, Indonesia dan Malaysia, untuk bekerjasama dan bersaing secara
sihat sesama sendiri di pasaran yang lebih luas. Dengan teknologi Internet, penerbit,
pengarang, dan pekedai buku dapat memahami keperluan orang ramai dengan mudah kerana
interaksi dan komunikasi dengan golongan ini dapat dilakukan dengan mudah dan segera.

Walaupun laporan kajian yang dilakukan e-Business Watch 2005 menunjukkan ICT,
terutama melibatkan Internet mempunyai risiko dan mendatangkan cabaran kepada pelaku
industri penerbitan, terutama penerbit, kerana melibatkan faktor kewangan dan tenaga kerja,
ia juga membuka peluang dalam meningkatkan perkhidmatan pelanggan dan menyokong
pembinaan jenama produk. ICT didapati mempunyai impak yang positif terhadap pasaran
penerbitan sainstifik dan pendidikan yang menyaksilan penyampaian dalam talian (misalnya
untuk perpustakaan) mengubah mekanisma pengedaran dan model langganan.

Semua pihak perlu mengambil kesempatan dan menggunakan laman web yang dibina sebagai
alat promosi dan saluran penjualan dalam usaha membaiki aspek pemasaran buku yang
sememangnya agak lemah di Asia Tenggara ini, termasuk Malaysia dan Indonesia. Malah,
dengan adanya jaringan sosial dalam talian seperti Facebook dan Twitter, ia sebenarnya
memberikan peluang kepada pelaku dalam industri penerbitan untuk meluaskan jaringan
mereka ke peringkat global untuk berkongsi maklumat dan menyebarluaskannya dan
seterusnya memperoleh maklum balas daripada lebih ramai pihak. Oleh itu, masalah buku
tidak dapat dijual atau terperap di gudang sebenarnya sedikit sebanyak dapat diatasi sekiranya
teknologi baharu ini dimanfaatkan sepenuhnya oleh semua pihak.

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Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and
scholarship. Journal of Computer-Mediated Communication, 13(1). Diakses pada 1
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New York: John Wiley & Sons, Inc.


SLICING ASPECT ORIENTED PROGRAM USING DEPENDENCE FLOW GRAPH
FOR MAINTENANCE PURPOSE

Syarbaini Ahmad, Abd Azim Abd Ghani,
Nor Fazlida Mohd Sani & Rodziah Atan
Faculty of Computer Science and Information System
University Putra Malaysia, Serdang
syarbaini@kuis.edu.my, azim@fsktm.upm.edu.my,
fazlida@fsktm.upm.edu.my, rodziah@fsktm.upm.edu.my

Abstract
Aspect-oriented programming (AOP) is new paradigm in programming that enables modular
implementations of cross-cutting concern such as synchronization, exception handling,
logging etc. which is producing a complex code in the program. Slicing is one of the
techniques that are useful for understanding and debugging the complexity of code that can
make maintenance activity easier. We propose a dependence flow graph (DFG) as a hybrid
algorithms that use control flow graph and data dependence graph as the intermediate
representation. Based on DFG, we show how to compute a static slicing of an aspect-oriented
(AO) code.
Keywords: Aspect-oriented, slicing, software maintenance, dependence graph, dependence
flow graph.

1. Introduction

Aspect-oriented (AO) is a post Object Oriented (OO) paradigm proposed by Kiczales et. al.
[1] with the goal of enhancing software maintainability through new modularization
mechanisms for encapsulating crosscutting concern. It is very useful in software engineering
to lead the reducing of complexity in the development cycle especially in the maintenance
phase. Separation of concerns [2] are able to identify, encapsulate and manipulate in isolated
way only those parts of software that are relevant to a concept, objective or intention given. It
is aimed [3] at breaking the hegemony of the dominant decomposition.

Slicing is a reverse engineering technique in software engineering to extract a part of codes
with respect to some special computation. It was first introduced by Weiser with the
procedural programming in 1979 [4]. Slicing was first developed to facilitate debugging, but
it is then found helpful in many aspects of the software development life cycle especially
software maintenance. Since the last two decades there are many types of slicing have been
presented [5] such as hybrid slicing, relevant slicing, union slicing etc. but the major focus of
research in slicing are static and dynamic slicing. Ishio [6] claim that because of the features
of aspect-oriented programming (AOP), debugging, testing, and verifying program can be
more complex than with the traditional programming technique. In this domain, slicing can
be more useful technique. It can be used to find the part of the program that affects the
criteria, or is affected by the criteria.

Dependence flow graph (DFG) is a combination of two types of graph which are dependence
graph (DG) and control flow graph (CFG). DG is a directed graph normally used to represent
dependencies of several objects towards each other. In OO [7], DG is a collection of method
dependence graph representing a main() method or a method in a class of the program, or
some additional arcs to represent direct or indirect dependencies between a call and the called
method and transitive interprocedural data dependencies. DG in AO used to represent the


dependencies between the concept of join points, advice, aspects and their associated
constructs. CFG is a model of node (or point) corresponds to a program statements, and each
arc (or directed edge) indicates the flow of control from one statement to another [8].

In this research, we propose an approach of static slicing of AO program. We, develop a
dependence flow graph to represent the data dependency and control flow of the program.
We extend the aspect-oriented dependence graph from Zhao [7] by separate the aspect code
and non-aspect code. After that, we show how to compute a static slice of AOP based on
aspect-oriented system dependence flow graph. Our main contribution is to produce
dependence flow graph of aspect-oriented software on which static slices of AOP can be
computed efficiently.

2. Problem Statement
Most people, in the absence of a better way, would search through the code and insert calls to
a logging method in appropriate places. If the system were well-designed and constructed, the
code might require changes in only a few places. For most systems, though, insertions would
be necessary in many places. If the system were object-oriented, we might build a logging
class and then use an instance of it to handle the logging. We might need a hierarchy of
classes to handle different files and databases. In AOP, cross-cutting concerns produce a list
of codes and classes expressed using standard language constructs because these concerns are
tangled with the basic functionality of the code. This gives rise to the increase of the system
complexity and difficulty of maintenance.

There are many researches focus in getting the best way to represent the architecture of
aspect code in order to understand the program. Some of them are using control flow graph,
data dependence graph, call graph etc. The control flow graph allows us to formulate a
simple algorithm, based on abstract interpretation, which finds possible-paths constants
without the need for program transformations. However, its asymptotic complexity is still
poor. There is a different problem when using dependence graph. Graphs inherit many of the
problems of the data dependence graph, for example, for constant propagation; we must still
perform the program transformation. Algorithms that use the various dependence graphs are
more complex, and none of them finds possible-paths constants without some program
transformation. However, the asymptotic complexity of these algorithms is a factor of V
better than the algorithm that use control flow graphs [22].

An ideal program representation for constant propagation would have a local execution
semantics from which an abstract interpretation can be easily derived. It would also be a
sparse representation of program dependencies, in order to yield an efficient algorithm. There
are some advantages and disadvantages of dependence graph and control flow graph. Why
not we mix the advantages of dependence graph and control flow graph and prove a better
solution to represent the architecture of aspect code. We view as a data structure that can be
traversed efficiently for dependence information, and it can also be viewed as a precisely
defined language with a local operational semantics.

3. Related Works
Program slicing is a decomposition technique that is very useful in software programming. It
help programmer to easily in debugging, testing and maintenance activity. Weiser [4] first
introduced it as executable static slicing. Static means that only statically available
information is use for computing [9]. It means that, slicing was only applicable on the source


code with no other information executed than the source code. Nowadays, a widely adopted
approach proposed by many authors in slicing, consist of static slicing, dynamic slicing and
hybrid slicing.
In software maintenance, Keith and Lyle [10] apply program slicing to the maintenance
problem by extending the notion of a program slice that originally required variables and line
numbers to a decomposition slice. It then captures all computation on a given variable. This
will help maintainer to manage the statements and variables, which may be modifying in the
component easily.

Akimura [11] evaluates whether program slicing is effective for actual program maintenance
by using some experiments. As results of the experiment, it confirms that program
maintenance can better be carried out with program slicing than without it. From this
research, we found that slicing can make maintenance activity become easier.

Program slicing was initially studied in procedural programming language. It then to cope
with object-oriented and now with aspect-oriented. In procedural, Arpad Beszedes [12)
introduce a new forward global method for computing backward dynamic slices of C
programs. In parallel to the program execution, the algorithm determines the dynamic slices
for any program instruction. This group of Researchers also proposes a solution for some
problems specific to the C language (such as pointers and function calls). The main
advantage of the algorithm is that it can be applied to real size C programs, because its
memory requirements are proportional to the number of different memory locations used by
the program (which is in most cases far smaller than the size of the execution historywhich
is, in fact, the absolute upper bound of our algorithm). They use dynamic slicing because they
claim that it can produce more precise computation results in several applications.

In object-oriented, Mohapatra [13] proposed a novel technique for computing dynamic slices
of distributed Java programs. The researchers introduced the notion of distributed program
dependence graph (DPDG) as the intermediate program representation used by distributed
dynamic slicing (DDS). The concept implemented in this research is base on marking and
unmarking the edges of the DPDG as and when the dependencies arise and cease at run-time.
The researchers also presented a dynamic slicing technique for JAVA programs and claim
that it also can be easily implement in other object-oriented program such as C++.

Zhang [14] proposed a method to slice concurrent object-oriented programs to reduce the
state space in the process of verifying program by using JAVA concurrency model. The
concept implemented is by defining dependences between statements in the given program,
and introduced multithreaded dependence graph (MtDG) as intermediate representation. The
job steps are; firstly, define the dependencies between statements in the given program. Then,
present the method of extracting slicing criterion from linear temporal logic property and
propose the steps of computing slicing.

In aspect-oriented, Zhao[7] was the first presented a dependence-based representation called
aspect-oriented system dependence graph (ASDG), which extends previous dependence
graphs, to represent aspect-oriented software. The ASDG of an aspect-oriented program
consists of three parts: a system dependence graph for non-aspect code, a group of
dependence graphs for aspect code, and some additional dependence arcs used to connect the
system dependence graph to the dependence graphs for aspect code. Then, Zhao used the
two-phase slicing algorithm proposed by Larson and Harrold [15] to compute static slice of
aspect-oriented programs.


M. Sahu [16] proposed extended aspect-oriented system dependence graph (EASDG) as
intermediate representation, extension to the ASDG of Zhao. The EASDG of an aspect-
oriented program consists of a system dependence graph (SDG) for non-aspect code, a group
of dependence graphs for aspect code and some additional dependence edges used to connect
the system dependence graph for non-aspect code to the dependence graphs for aspect code.
EASDG is base on AspectJ language. As a dynamic slicing algorithm, this approach does not
create any additional nodes during run-time and did not use any trace file to store the
execution history.
Then, Mohapatra [17] proposed a dynamic slicing algorithm for aspect-oriented programs
used Dynamic Aspect-Oriented Dependence Graph (DADG). After comparing with ASDG of
Zhao they found that Zhaos SDG in computing static slice results is missing of some
statement. DADG is an arc-classified digraph which represents various dynamic dependences
between the statements of the aspect-oriented program. In support the DADG, a tool called
Dynamic Dependence Slicing Tool (DDST) is use to implement the algorithm called trace
File Based Dynamic Slicing (TBDS).

All of the research mentioned above are aspect-oriented slicing using dependence graph as a
code representation. Generally, there are many other research done to represent AO code.
some of them are control flow graphs [19][21], call graphs [18], flow graphs and flow tree
[20]. The choice of program representation in aspect-oriented as a research study, can be one
of the evidence that the growing complexity of optimizing and parallelizing compilers are
focus on intention of the programming language community.

In this proposal, we proposed dependence flow graphs as an intermediate representation.
Dependence flow graph is a parallel representation between dependence graph and data flow
model of computation. It was first known proposed by Pingali [22] implemented with
FORTRAN and in the data flow language ID into an intermediate language called Pidgin. As
in the data dependence graph, the dependence flow graph can be viewed as a data structure in
which arcs represent dependencies between operations. It is easy to verify that for every
dependence arc in the data dependence graph, there is a corresponding path in the
dependence flow graph. However, unlike data dependence graphs, dependence flow graphs
are executable, and the execution semantics, called dependence-driven execution, is a
generalization of the data-driven execution semantics of data flow graphs [22].

4. Objectives

This research is doing by refer to the target as below:
4.1 To propose a static slicing algorithm for aspect-oriented programs by using a
dependence flow graph as the intermediate representation.
4.2 To develop a prototype tool called Static Dependence Slicing Tools (SDST) to
implement the algorithm.
4.3 To test a prototype tool with aspect-oriented programs.

5. Methodology

In this research, we first develop a basic concepts and rules for slicing of aspect-oriented
programs to help maintainers in maintaining system developed. We first get the sample of
AspectJ program. We use AspectJ as a language because it is well known language


implemented in aspect-oriented. AspectJ is seamless aspect-oriented extension to Java. It can
be used cleanly to modularize the crosscutting structure of concerns such as exception
handling, synchronization and resources sharing that are usually difficult to express cleanly in
source code using existing programming techniques [7]. There are some concepts and
associated constructs to Java in AspectJ which are called join points, point cut, advice,
introduction and aspect.
From the sample of AspectJ program, we construct a dependence flow graph for aspect and
non-aspect code, based on algebraic approach to program dependencies [22]. We will identify
all the code by referring to the features of join points, point cut, advice, introduction and
aspect from sample code. The dependence flow graph can clearly view as a data structure that
can give dependence information and also can be view as precisely defined language with a
local operational semantics.
In this research study also will focus on the development of aspect-oriented prototype system
called Static Dependence Slicing Tools (SDST), in order to help maintainers in doing their
job. The aspect-oriented system maintenance tool will become a prototype of aspect-oriented
software system which is consisting of slice descriptions of software components and
interactions between components. We will use UML model in the development, start from
the first phase until complete the cycle.
Lastly, we will test the prototype system with some aspect-oriented codes. This is very
important to ensure that, by using dependence flow graph, we can easily represent the code as
a data structure that can be traversed efficiently for dependence information, and it can also
be viewed as a precisely defined language with a local operational semantics. In other word it
will help maintainer to easily understand the architecture of a program.

6. Conclusion

AOP is growing rapidly, and we see AOP applications in many areas such as middleware,
security, fault tolerance, quality of service, and operating systems. We are also beginning to
see AO applied at various stages of the software life cycle especially in maintenance phase
[23]. It is not yet a fully mature discipline and we are looking forward to seeing more AO
software development in research and applications. As maintenance is very important in
making system life more

References
1. G. Kiczales, et al. (1997). Aspect Oriented Programming. Proc. Of ECOOP97, LNCS
1241, Finland, 220-242.
2. G. Carlos, J.M. Murillo, Pablo A. Amaya (2004). Aspect Oriented Analysis: a MDA Based
Approac., Quercus Software Engineering Group, University of Extremadura Spain.
3. Elisa.Baniassad, Siobhan.Clarke (2004). Theme: An Approach for Aspect-Oriented
Analysis and Design. Trinity College, Dublin ICSE 2004.
4. Weiser, M. (1979). Program Slices: Formal, Psychological, and Practical Investigations
of an Automatic Program Abstraction Method. PHD Thesis, University of Michigan,
USA
5. Boewen Xu, J. Q. (2005). A Brief Survey of Program Slicing. Nanjing China: ACM
Sigsoft Software Engineering Notes.
6. Takashi Ishio, Shinji Kusumoto, Katsuro Inoue (2004). Debugging support for aspect-
oriented program based on program slicing and call graph. In ICSM 04: Proceedings of
the 20th IEEE International Conference on Software Maintenance, pages 178187,
Washington, DC, USA. IEEE Computer Society.


7. Jianjun Zhao (2002). Slicing aspect-oriented software. In IWPC 02: Proceedings of the
10
th
International Workshop on Program Comprehension, page 251, Washington, DC,
USA,. IEEE Computer Society.
8. Norman E. Fenton (1997). Software Metrics: A Rigorous & Practical Approach. 2
nd

Edition, page 280, PWS publishing Company, Boston UK.
9. Boewen Xu, J. Q. (2005). A Brief Survey of Program Slicing. Nanjing China: ACM
Sigsoft Software Engineering Notes.
10. Lyle, K. B. (1991). Using Program Slicing In Software Maintenance. IEEE Transactions
On Software Engineering , vol. 17 pg 751-761.
11. Nishimatsu Akimura, K. S. (1999). An Experimental Evaluation of Program Slicing on
Software Maintenance Process. IEICE Transactions on Information and Systems, Pt.1
(Japanese Edition) , VOL.J82-D-1;NO.8;PAGE.1121-1123.
12. Arpad Beszedes, T. G. (2001). Dynamic Slicing Method for Maintenance of Large C
Programs. Proceedings of the Fifth European Conference on Software Maintenance and
Reengineering (CSMR'01) . IEEE .
13. Durga P. Mohapatra, R. K. (2006). Distributed Dynamic Slicing of JAVA Programs.
ScienceDirect , 1661-1678.
14. Zhang Guangquan, R. M. (2008). An Approach of Concurrent Object-oriented Program
Slicing Base on LTL Property. International Conference on Computer Science and
Software Engineering (pp. 650-653). IEEE Computer Society.
15. Larson, L.D. and Harrold, M.J. (1996). Slicing object-oriented software. Proceedings of
the 18
th
International Conference on Software Engineering, German.
16. Madhusmita Sahu, Durga Prasad Mohapatra (2007). A Node-Marking Technique for
Dynamic Slicing of Aspect-Oriented Programs. 10th International Conference On
Information Technology, IEEE, pp. 155-160.
17. Durga Prasad Mohapatra, Madhusmita Sahu Rajeev Kumar and Rajib Mall (2008).
Dynamic Slicing of Aspect-Oriented Programs. Informatica page 261-274.
18. D.Sereni, O.D.M. (2003). Static Analysis of Aspects. AOSD'03., ACM: Boston,
Massachusetts. p. 30-39.
19. Zhao, J.J. (2006). Control-Flow Analysis and Representation For Aspect-Oriented
Programs. QSIC'06, IEEE: Beijing. p. 38-48.
20. W.Xu, D.X. (2005). A Model Based Approach to Test Generation for Aspect-Oriented
Programs. WTAOP'05. ACM. p. 1-6.
21. Parizi, R.M. (2008). Control Flow Graph Embodiment of ASpect-Oriented Programs
(AOPs): Definitions, Algorithm, And Tools Support, in Faculty of Information
Technology and Computer Science. University Putra Malaysia: Serdang.
22. K.Pingali, M.Back, R.Johnson, M.Moudgill and P.Stodghill (2003). Dependence Flow
Graphs: An Algebraic Approach to Program Dependencies. Cornell University NY.
23. Tzilla Elrad, Robert E. Filman,and Atef Bader, Guest Editors (2001). Aspect Oriented
Programming. Vol. 44, No. 10, 28-32, ACM.


IMPACT OF ONLINE SOCIAL NETWORK TOWARDS COMMUNICATION
EFFECTIVENESS IN EDUCATIONAL INSTITUTION:
A CASE STUDY OF UNISEL

Muhammad Fairuz Abd Rauf
1
, Marina Hassan
2
,
Siti Fatimah Omar
3
, Hema Subramaniam
4

Universiti Industri Selangor, Malaysia
1
mfairuz@unisel.edu.my,
2
marina@unisel.edu.my,
3
ctpatimah@unisel.edu.my,
4
hema@unisel.edu.my

Abstract
Online social network refers to channel that encourages members to share their interest with
other registered users. Rumours, information breakdown and misuse of communication
channel are some of the example of communication hazards in educational institution which
caused by online social network. This can lead to information misinterpretation, delaying in
work progress and negative effect on work performance. In order to identify these problems,
questionnaires have been distributed among academicians in Universiti Industri Selangor
(UNISEL). Few solutions have been proposed such as monitoring of e-mail server, blocking
social network website by implementing DNS server, increase security using third party
software and improve network architecture. This paper consists of six parts: Part one
describes briefly about social network and its examples; this is followed by description of
problem caused by online social network in the second part; Part three highlights the
methodology used in conducting this research; Results and analysis will be discussed in part
four and part five consists of conclusions and recommendations.
Keywords: Online social network, educational institution, communication, impact.

1. Introduction

Online social network (OSN), become popular medium for communication, interaction and
knowledge sharing on the internet. Nowadays, human tend to depend on OSN as main
communication infrastructure rather than conventional communication methods. Latest
survey reveals that more than 60% of global population, who use online, actively involve in
social network activities (Bauch & McGiboney, 2009). These figures show the importance of
OSN among the internet users nowadays. OSN such as Face book, MySpace, Friendster are
mainly developed in order to effectively communicate idea, share the common interest
among each other and also to spread the information among the members. These social
network sites have million of users who actively utilize this infrastructure. For instance Face
book alone adds 377,000 users every twenty four hours (Arrington, 2009). According to Face
book (2009), about 200 million people worldwide use that social networking site and 50% of
them log in daily(Zuckerberg, 2010). Most of industry uses OSN as a medium of
communication to interact with people in order to fulfil number of purpose such as work and
personal matter; this includes educational institution as well. Certain academician in higher
learning institution takes further steps by utilizing the OSN for the teaching and learning
purpose. This paper, investigate the purpose and the main usage of OSN in educational
institution among academicians.

1.1 OSN Features


Almost all of the OSN site provide users with authentication credential to ensure only the
authenticate user can view the page to interact with others. Most of OSN site, contain
personal detail of user and able to view others personal details as long as the social network
is established, e.g. share interest and/or activities (Schneider, Feldmann, Krishnamusrthy, &
Willinger, 2009). Most OSN site is web-based and provides means for users to interact over
the internet, such as e-mail and instant messaging. The main types of OSN site are those
which contain category places (such as former school-year or classmates), means to connect
with friends (usually with self-description pages) and a suggestion system linked to trust.
However, the commonality across the general approach of social networking sites is users can
upload a picture of them, create their 'profile' and can often be "friends" with other users
[5]
.
In most OSN site, both users must confirm that they are friends before they are linked. These
sites allow users to update their profile such as new photographs, hobbies, educational and
employments history and etc. Other than that, users can add new friend, approve other
friends request to be added into the network and to share/communicate information through
forum like features.

2. Problem Statement

OSN have been used widely these days by most people as a main communication medium
(B.A, 2007). Depends on usage, OSN can contribute to rise or downfall of a person and even
institution itself. This paper will focus on impact of online social network in educational
institution. Nowadays, students and academicians uses OSN in order to share ideas, advertise
any events and even doing online business. OSN works as a single spot to gather people
around the globe. Therefore any comments and feedbacks can be viewed by others within
seconds.

2.1 Misuse of OSN
Facebook, MySpace, Hotmail, Yahoo Messenger are some of the example of OSN that is
widely use especially in educational institution. Some of the things that can be done via OSN
are knowledge sharing, promotion or advertisement, find school colleagues, research and
even chatting (J & D, 2004). Based on observation in an educational institution, researcher
found out that most students and academicians use OSN to spread rumors, chatting with no
specific purpose in mind and advertise business which is non-related to academics (US
Department of Education, 2010). These are some of the issues which can have significant
impact to an educational institution (Usability Professionals' Association, 2010). By
spreading rumors, it can make or break academicians reputation. For instance, if a student
dislikes a lecturer for being too strict in terms of marking, the student can take extreme
measures by advertising or post negative comment about the lecturer. Automatically, the
lecturer reputation will be tarnished and this will have an impact on an educational institution
as well. Whenever students wish to enroll in an educational institution, this kind of unwanted
factor will play significant part in marketing an educational institution but in a wrong way.

2.2 Work Performance

Online community which is developed using OSN has long been touted as a great way for a
company to save money in its marketing, support, sales, and even product development. This


statement can become reality if OSN is used for constructive purposes. But some employees
dont realize that the misuse of these social networking site especially during office hour and
using companys resources is unethical behaviour. Users who are addicted so much with
OSN tend to loss focus on work and become negligent and ignore their daily duty or work.
Employee must realize that they are wasting companys resources (Cachia, 2008). According
to OSN participation report by Max and Mace, Figure 1 shows frequency of person using
OSN for personal reasons (H & M, 2008).

Figure 1: Frequency of user updating their personal details

3. Methodology

Main objective of the research is about identifying impact of online social network towards
communication effectiveness in educational institution specifically in UNISEL. Currently
UNISEL have over 10,000 students and over 500 academicians. UNISEL network
administrator does not block any OSN therefore encourage knowledge sharing among
academicians and students. Page such as Face book, MySpace and other email provider can
be viewed without any limitations in UNISEL. This research focused only on academician
and is carried out in order to ensure that most academician uses online social network wisely
and able to leave positive impact in order to ensure continuous growth of UNISEL. In this
case, methodology being used to collect data relies on observation techniques and
questionnaire.

3.1 Data Collection

Data will be collected via series of method from different individual among UNISEL
academician. Data is derived from observation and questionnaires. Participants were
informed that they were taking part in a simple research activity designed to assess the main
purpose they used OSN. Participants were first asked whether they are computer literate, to
ensure they will be able to understand basic concept of online social network. Next, each
participant has to answer questionnaire related to the research.


4. Result and Analysis

OSN is being used with many purposes in mind. The purpose of using it differs from one
person to another. In this survey few purpose that relates to OSN usage were listed and the
questionnaire is distributed among academician in UNISEL. Based on analysis, most
academicians use OSN for the purpose of advertisement. 15.81% of respondent use OSN for
the advertisement purpose compare to 9.83 percent of respondent uses it for knowledge
retrieval purpose. Most of the academician uses OSN as medium to advertise / promote
UNISEL to users who are in their social network. Indirectly this will help UNISEL in terms
of student intake. Total respondents are 150 academicians from various faculties in UNISEL.
Most academicians did not use OSN for the purpose of research or related to academic. Only
11.75 percent of respondent uses OSN for research purposes. This study also focuses on how
frequent academician communicates with certain group of user categories. Through this
survey, most academician uses online social network to communicate with friends and
families. Figure 2 shows the actual statistics:

Figure 2: Communication Frequency using OSN

This proves that academician uses online social network for other purposes and not related to
academic. About 42 percent of academician in UNISEL communicates with friends and
families rather than students and industries personnel. This is contradicting to UNISELs
vision to focus on building relationships with other organizations and developing E-Learning
so that students can communicate with academicians effectively.

Figure 3: Preferred method for communication

23.45%
19.05%
22.47%
18.24%
16.78%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
Friends Families Peers Students Industries
Personnel
P
e
r
c
e
n
t
a
g
e

(
%
)
Category
Communication Frequency using OSN


Figure 3 shows the result of academicians prefers to interact with people either face to face or
through OSN. 90.24 percent of the academicians prefer to use OSN to interact with people
compare to only 9.76 percent of respondent prefer face to face communication. From this
result, most of the academicians prefer to use online social network as a medium for
communication with people rather than face to face. There are pro and cons to this outcome,
for example, the information is not accurate or properly explains to the respective people.
But, online social network is the fastest medium of communication. So, as an academician,
respondents should use this medium appropriately and ethically to achieve purpose that
related to educational institution. Results from the survey shows that academician is keen to
use online social network for their daily job routine. Most of the respondent agreed that this
social network is effective to use (73.7 percent) and efficient (56.75 percent) in helping them
doing their job done. However, based on the survey, it shows that this result really contradicts
with the purpose of using online social network. Most of the academician using online social
network for the purpose of advertisement (15.81 percent) and business (15.17 percent) rather
than research (11.75 percent) and knowledge (9.83 percent), which this suppose to be the
priority purpose for academician. Through the survey also, it shows that most of the
academician is keen to communicate more with their friends (23.45 percent) rather than their
own students (18.24 percent). From this result based on survey, writer can conclude that
academician agreed that online social network is effective and efficient to be use in this
industry but they actually misused the facilities provided to them.

5. Conclusions and Recommendations

Based on findings, it is believed that the idea of promoting open communication among
students and lecturers is highly appreciated. However, certain boundaries should be placed in
order to ensure that each academician follows certain regulations set by educational
institution. Few solutions have been proposed such as monitoring of e-mail server, blocking
social network website by implementing DNS server, increase security using third party
software and improve network architecture. Monitoring e-mail server is one of the major step
taken by other multi national organizations in order to control spreading of rumours and
selling confidential information. This can be applied to educational institution as well.
Another method of controlling communication especially involving academician is to block
social network website by implementing DNS server. This is to ensure that academician will
only use the right OSN to communicate rather than wasting time chatting and sharing
personal information which is non-academic related. Increase security using third party
software can avoid any attempt to bypass firewall that is provided by the administrator.
Improve network architecture is the biggest step in promoting positive communication among
academicians. This can ensure that emails can be send without any interventions. Finally, in
order to encourage positive impact of OSN in educational institution, academicians must
realize their responsibility and utilize OSN the best way possible to encourage growth
educational institution.

References

Arrington, M. (2009, January). TechCrunch. Retrieved February 2010, from Facebook now
nearly twice the size of myspace worldwide: http://www.techcrunch.com/
B.A, W. (2007). Social Network marketing: ad spending and usage. Emarketer Report.
Bauch, S., & McGiboney, M. (2009). Social Network & Blogs now 4th Popular Online
Activity. New York: The Nielsen Company.


Cachia, R. (2008). Social Computing: Study on the use and impact of online social
networking. Spain: JRC European Commission.
H, M., & M, M. (2008). Online Communities and their impact on business: Ignore at your
Peril. Rubicon Consulting, Inc.
J, D., & D, B. (2004). Public display of connection. BT Technology Journal , 22(4).
Maki. (2010). www.doshdosh.com. Retrieved February 2010, from
http://www.doshdosh.com/social-media-networking-and-roi/:
http://www.doshdosh.com/social-media-networking-and-roi/
Schneider, F., Feldmann, A., Krishnamusrthy, B., & Willinger, W. (2009). Understanding
online social network usage from a network perpective. 9th ACM SIGCOMM (pp. 35-
48). Chicago, Illinois, USA: ACM.
US Department of Education. (2010). www2.ed.gov. Retrieved February 2010, from
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html:
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Usability Professionals' Association. (2010). www.upassoc.org. Retrieved February 2010,
from http://www.upassoc.org/about_upa/leadership/code_of_conduct.html:
http://www.upassoc.org/about_upa/leadership/code_of_conduct.html
Zuckerberg, M. (2010). Facebook Statistics. Retrieved February 2010, from
http://www.facebook.com/press/info.php?timeline


E-KERAJAAN : ANALISIS KONSEP DAN PELAKSANAAN DI MALAYSIA
Norshita Mat Nayan, Halimah Badioze Zaman, Tengku Mohammad Tengku Sembuk

Fakulti Teknologi dan Sains Maklumat, Universiti Malaya
norshita_nayan@yahoo.com,
Fakulti Teknologi dan Sains Maklumat, Universiti Kebangsaan Malaysia
hbz@ftsm.ukm.my, tmts@ftsm.ukm.my

Abstrak
Pelaksanaan e-kerajaan dalam sektor perkhidmatan awam dipercayai dapat menambah baik
mutu perkhidmatan awam agar lebih sempurna dan berkesan. Di samping itu, ia juga dilihat
dapat mewujudkan satu saluran baru bagi meningkatkan penyertaan secara langsung rakyat
dalam penggubalan dasar-dasar awam selaras dengan harapan pendukung sistem demokrasi
yang berpaksikan kepentingan rakyat. Oleh hal demikian, e-kerajaan dianggap sebagai
langkah pertama untuk memperkukuhkan pembentukan masyarakat madani (civil society)
melalui ICT. Justeru itu, makalah ini akan cuba menganalisis makna konsep kerajaan
elektronik, aplikasi yang terlibat dalam e-kerajaan serta perlaksanaannya di dalam
masyarakat. Walaupun konsep aplikasi e-kerajaan ini masih di peringkat awal penerimaan
rakyat Malaysia, namun perlaksanaannya dapat dihuraikan dengan jelas. Beberapa sistem di
bawah e-kerajaan yang melibatkan pengguna pelbagai peringkat akan dibahaskan. Selain itu,
kertas kerja ini juga akan melihat secara mendalam fungsi sistem yang berada di bawah
flagship kerajaan Malaysia, peranan dan kepentingan serta penilaian pengguna umum dan
pengguna dalaman kerajaan elektronik dalam membantu membaik pulih perkhidmatan
kerajaan kepada masyarakat. Masyarakat kini bukan sahaja mendambakan perkhidmatan
yang berkesan dan mudah, malahan lebih cepat dan pintar dalam segala urusan. Kehendak
kepada kemajuan yang memerlukan transaksi dilakukan di hujung jari tanpa pembaziran
masa dan tenaga merupakan permintaan utama masyarakat dan ini mungkin dapat
direalisasikan oleh pembangunan sistem di bawah kerajaan elektronik.
Kata kunci: E-kerajaan, Malaysia, Masyarakat madani, Flagship, Transaksi

1. Pengenalan

Ke arah menuju sebuah negara maju, masyarakat kini memerlukan satu perkhidmatan yang
berkesan, cepat, serta mudah. Segala urusan harian perlu dilaksanakan dalam konteks yang
lebih efektif berkonsepkan maklumat di hujung jari. Semua ini boleh direalisasikan dengan
satu mekanisme iaitu kerajaan elektronik. Kerajaan elektronik merupakan satu perancangan
untuk menuju ke arah negara maju yang berkonsepkan sistem pengurusan yang berinformasi
sejajar dengan pembentukan dan objektif Wawasan 2020 yang telah dilancarkan pada bulan
Ogos tahun 1996. Pembinaan sebuah negara maju akan menjadikan teknologi maklumat
(ICT) sebagai salah satu nadi pembangunannya. Justeru, pelancaran projek mega negara
seperti Koridor Raya Multimedia (MSC) pada tahun 1996 telah dijadikan batu loncatan bagi
merealisasikan impian melahirkan sebuah negara dan masyarakat yang bermaklumat. Antara
misi utama pelancaran MSC ini adalah pembangunan kerajaan elektronik. Selain daripada itu,
objektif utama MSC juga adalah untuk mencapai Wawasan 2020 dengan merancang
pertumbuhan produktiviti. Untuk melonjakkan negara Malaysia sebagai pemimpin dalam era
maklumat dengan menarik dan membangunkan syarikat bertaraf dunia melalui perkongsian
pintar (smart partnerships). Selain daripada itu objektif MSC yang lain juga adalah untuk
membangunkan jabatan global di antara Malaysia dan bandaraya pintar bagi kepentingan
bersama atau dalam istilah lain adalah global bridges. Dalam gagasan aplikasi perdana MSC


merangkumi aplikasi kad pintar pelbagai guna, sekolah bestari, tele perubatan, pembangunan
keusahawanan dan juga sudah pasti termasuk pembangunan aplikasi kerajaan elektronik
seperti yang diringkaskan dalam jadual di bawah:

Jadual 1: Aplikasi Perdana MSC
APLIKASI PENERANGAN
Kad pelbagai guna Dikenali sebagai mykad, berfungsi:
o Kad pengenalan
o Lesen memandu
o Maklumat
o Maklumat kesihatan
o Touch N Go
o MEPS
o ATM
Sekolah bestari Kemudahan internet, makmal
komputer dan kurikulum baru bagi
pembangunan aplikasi pembelajaran
Teleperubatan Perkhidmatan maya untuk pesakit
Pembangunan keusahawanan Pembangunan IKS, menawarkan
khidmat nasihat, bantuan kewangan,
infrastruktur dan pasaran
Kerajaan elektronik Jabatan kerajaan akan berfungsi
secara atas talian.

Sumber: MAMPU

Oleh itu, makalah ini akan membincangkan tentang aplikasi kerajaan elektronik di bahagian
dua dan fungsi aplikasi tersebut serta penggunaannya di bahagian seterusnya. Penilaian
kepada aplikasi kerajaan elektronik yang dibangunkan dan digunakan oleh pengguna akan
dibincangkan di bahagian empat dan kesimpulan kepada kajian ini di akhir perbincangan.

2. Kerajaan elektronik

Penawaran perkhidmatan yang baik dan berkesan sentiasa dituntut oleh masyarakat yang
terdedah dengan arus globalisasi. Kerajaan sentiasa berusaha untuk memenuhi permintaan
dan memperkenalkan kaedah baru atau memperbaiki mekanisme yang sedia ada dalam
memberikan perkhidmatan yang terbaik. Kepentingan sistem penyampaian dasar yang
berkesan telah menarik perhatian kerajaan dan merupakan salah satu strategi utama dalam
merangsang ekonomi negara. Mengikut definisi Jaeger, P.T dan Thompson, K.M. 2003,
kerajaan elektronik atau electronic government (EG) ditakrifkan sebagai pengguna sistem
maklumat dan penggunaan teknologi untuk mengambil alih tugasan manual. Kerajaan
elektronik juga melibatkan hubungan di antara kerajaan dengan kerajaan, kerajaan dengan
masyarakat dan kerajaan dengan perniagaan (Mary Maureen Brown. 2003). Selain daripada
itu, mengikut definisi laporan Pertubuhan Bangsa Bersatu menyatakan kerajaan elektronik
adalah penggunaan Internet dan jaringan sedunia untuk penghantaran maklumat dan
perkhidmatan kerajaan kepada rakyat. Definisi yang lebih umum kerajaan elektronik adalah
penghantaran dan pentadbiran produk kerajaan melalui infrastruktur teknologi maklumat
(Mohd Abkari dan Mokhtar, 2006). Komponen yang terlibat dalam EG mengikut definisi
tersebut adalah pemaju, produk dan juga pengguna EG. Dalam proses pelaksanaan EG
kerajaan telah mempunyai visi terhadap sasaran yang perlu dicapai, pihak yang terlibat dan


langkah-langkah yang perlu diambil. Kesemua ini merupakan rangka kerja utama EG. Seperti
yang telah dinyatakan di atas EG melibatkan 3 komuniti utama iaitu kerajaan, perniagaan dan
masyarakat atau dalam erti kata lain hubungan antara komponen G2G (government to
government), G2B (government to business) dan G2C (government to citizen). Pembangunan
EG adalah melalui pemberian sumber (outsourcing) kepada pihak swasta dengan pemantauan
dan pelaksanaan oleh pihak kerajaan. Pendekatan pelaksanaan EG adalah pendekatan
bersepadu dalam melaksanakan program secara besar-besaran. Kaedah pemberian projek EG
juga adalah berdasarkan tender dan sebut harga, pembukaan kertas cadangan(RFP) dan juga
konsep permintaan cadangan (CRFP) (Mohd Abkari dan Mokhtar, 2006). Kerajaan elektronik
adalah satu projek yang berpandangan jauh yang bertujuan untuk mencorakkan pentadbiran
kerajaan melalui kaedah aplikasi teknologi maklumat atas talian. Di peringkat awal EG hanya
7 aplikasi yang terlibat sebagai peneraju utama iaitu Persekitaran Pejabat generik (GOE),
Sistem Pemantauan Projek (PMS), E-Perolehan(EP), E-Khidmat dan Sistem Maklumat
Pengurusan Sumber Manusia (HRMIS), Bursa Buruh Elektronik (ELX) dan juga E-Syariah.
Daripada 7 aplikasi tersebut 3 aplikasi khusus untuk kegunaan sektor kerajaan iaitu GOE,
HRMIS dan PMS. ELX disasarkan untuk perniagaan dan rakyat, E-syariah untuk semua
kumpulan, E-service untuk masyarakat dan EP untuk perniagaan. Kesemua aplikasi dan
fungsi sistem tersebut akan dibincangkan di bahagian seterusnya.

3. Aplikasi dan fungsi sistem kerajaan elektronik

Projek kerajaan elektronik bermula apabila kerajaan melancarkan Koridor Raya Multimedia.
Dalam tempoh 10 tahun dari pelancaran pelbagai perubahan dapat dilihat dalam jabatan dan
agensi kerajaan terutama yang melibatkan perkhidmatan kaunter dan orang ramai. Sehingga
kini penambahbaikan terus dijalankan sejajar dengan keperluan semasa yang menuntut
kepada kecepatan dan kepantasan masa. EG dibangunkan untuk mengubah cara operasi
dalam kerajaan dan kaedah untuk menyalurkan perkhidmatan elektronik kepada rakyat. EG
dibangunkan mengikut fasa yang telah ditetapkan. Dalam fasa 1, tumpuan diberi kepada
proses dalaman agensi dengan tujuan untuk melicinkan dan meningkatkan keupayaan.
Kecekapan dan keberkesanan agensi dalam menyediakan perkhidmatan. Fasa yang ke-2 ada
penumpuan terhadap usaha untuk meningkatkan pencapaian kepada perkhidmatan yang
ditawarkan oleh agensi kerajaan kepada orang ramai serta ahli perniagaan melalui pelbagai
saluran elektronik (Ismail Hashim, 1998).

Apabila kerajaan melancarkan projek MSC, secara tidak langsung negara akan didedahkan
dengan penggunaan teknologi maklumat dan multimedia dalam kebanyakan urusan
khususnya dalam projek kerajaan elektronik. Unit Pemodenan Tadbiran dan Perancangan
Pengurusan Malaysia (MAMPU) adalah perbadanan yang dipertanggungjawabkan mengetuai
dan memastikan perlaksanaan projek ICT negara berjalan dengan lancar. Konsep kerajaan
elektronik bertujuan untuk memudahkan pengurusan di samping dapat menambah baik
hubungan dan keselesaan di antara kerajaan, masyarakat dan perniagaan. Ini akan dapat
menjadikan aliran maklumat dapat diperbaiki bagi meningkatkan kualiti pembangunan,
penyelarasan dan perlaksanaan polisi kerajaan. Antara objektif utama kerajaan elektronik
adalah untuk mendefinisikan semula hubungan antara kerajaan, rakyat dan entiti perniagaan
(Mohd Rais Abdul Karim dan Nazariah Mohd Khalid, 2003). Oleh itu dengan perlaksanaan
projek kerajaan elektronik ini akan dapat membantu rakyat mendapat akses yang lebih
meluas, selesa dan berkualiti pada harga yang lebih baik terhadap perkhidmatan kerajaan.
Begitu juga dengan sektor swasta, di mana ia dapat meningkatkan perhubungan dan kepekaan
terhadap sesuatu prosedur atau polisi di samping memudahkan lagi proses permohonan dan
kelulusan. Objektif yang kedua pula adalah sebagai pemangkin kepada pembangunan MSC


melalui kerjasama yang lebih baik di antara sektor awam dan swasta (Mohd Rais Abdul
Karim dan Nazariah Mohd Khalid, 2003). Ini bermaksud kerajaan perlu membuat analisa
terhadap semua aspek sama ada dari segi penawaran perkhidmatan secara elektronik
mahupun dari segi permintaan terhadap perkhidmatan tersebut dan juga penilaian terhadap
penerimaan rakyat terhadap aspirasi ini. Slogan utama untuk menjadikan Malaysia sebagai
kerajaan elektronik adalah cepat, mudah dan selesa dalam melicinkan sistem penyampaian
kepada rakyat. Terdapat 7 aplikasi utama yang dibangunkan dalam projek e-kerajaan sebagai
projek perintis iaitu Persekitaran Pejabat Generik (GOE), Sistem Pemantauan Projek (PMS),
E-Perolehan(EP), E-Khidmat dan Sistem Maklumat Pengurusan Sumber Manusia (HRMIS),
Bursa Buruh Elektronik (ELX) dan juga E-Syariah dihuraikan seperti di bawah:

3.1 Persekitaran Pejabat Generik (GOE)

GOE merupakan satu sistem aplikasi yang berupaya membantu agensi kerajaan menguruskan
dokumen dengan lebih efektif. Urusan-urusan berkenaan akan dikendalikan secara elektronik,
beroperasi tanpa kertas dan berlandaskan komunikasi pantas. Antara fungsi sistem GOE
adalah:
a) penyediaan dan penyimpanan dokumen dengan lebih berkesan
b) carian dan capaian dokumen dengan lebih cepat
c) penggunaan dan perkongsian maklumat yang lebih efektif dan produktif
d) setiap dokumen dikesan dan diuruskan dengan selamat

3.2 Sistem Pemantauan Projek (PMS)

Sistem ini berperanan menyediakan satu mekanisme bagi membantu kementerian serta agensi
di bawahnya untuk membuat pemantauan projek yang dibiayai oleh kerajaan. Sistem ini telah
dilaksanakan kepada semua kementerian dan agensi kerajaan di seluruh negara hingga ke
peringkat daerah. Sistem ini mempunyai pangkalan maklumat yang boleh membantu dalam
penyediaan laporan dan proses membuat keputusan dengan sepat dan tepat. Antara funsi
PMS adalah:
a) mengesan dan memantau aliran kewangan projek yang diluluskan
b) membantu dalam proses merancang dan proses membuat keputusan dengan cepat
c) membuat analisis status pelaksanaan projek dan membuat jangkaan isu yang
mungkin akan timbul
d) mengurangkan tugas-tugas manual seperti mengisi borang, mengemas kini rekod,
menghantar dokumen, mencetak dan sebagainya
e) mempercepatkan kerja dan mengurangkan kegunaan kertas serta meningkatkan
kemahiran IT

3.3 E-Perolehan(EP)

Merupakan satu sistem perolehan elektronik yang membolehkan pembekal menawarkan
barangan dan perkhidmatan kepada kerajaan melalui Internet. Ia merupakan satu sistem
elektronik yang menghubungkan komuniti pembeli kerajaan dan penjual bersama-sama
dalam persekitaran yang selamat dan terjamin. EP juga membolehkan para pembekal
mendaftar dan memperbaharui pendaftaran mereka dengan Kementerian Kewangan menerusi
Internet.

3.4 E-Khidmat


E-khidmat adalah satu aplikasi yang dibangunkan bertujuan memudahkan orang ramai untuk
berurusan dengan kerajaan melalui saluran elektronik termasuk kiosk, telefon dan Internet.
Pada masa kini e-khidmat menawarkan perkhidmatan seperti berikut:
a) Jabatan Pengangkutan Jalan (JPJ)
i. bayaran saman dan perkhidmatan maklumat
ii. perkhidmatan maklumat KEJARA
iii. tempahan ujian teori komputer
iv. pengeluaran lesen belajar memandu
v. pembaharuan lesen memandu
vi. pengeluaran notis bercetak tamat tempoh lesen memandu

b) Polis Diraja Malaysia (PDRM) - Bayaran saman dan perkhidmatan maklumat
c) Tenaga Nasional Berhad (TNB) - Bayaran bil elektrik dan perkhidmatan maklumat
d) Telekom Malaysia Berhad (TM) bayaran bil dan perkhidmatan maklumat
e) Dewan Bandaraya Kuala Lumpur (DBKL) bayaran cukai taksiran dan kompaun
f) Jabatan Insolvensi carian status bankrap individu dan penggulungan syarikat

3.5 Sistem Maklumat Pengurusan Sumber Manusia (HRMIS)

HRMIS merupakan satu aplikasi yang dibangunkan bertujuan untuk memastikan pengurusan
sumber manusia dalam perkhidmatan awam dapat menghasilkan kerja yang mahir, terlatih
dan bermotivasi untuk menghadapi cabaran semasa terutama dalam merealisasikan ekonomi
berasakan ilmu (k-ekonomi). HRMIS mengandungi 14 model pengurusan sumber manusia
yang bersepadu iaitu:
a) pengurusan rekod peribadi
b) data perjawatan
c) perolehan sumber manusia
d) pengurusan prestasi dan kerjaya
e) penilaian kompetensi
f) pembangunan sumber manusia
g) pengurusan komunikasi dan tatatertib
h) penamatan perkhidmatan
i) pengurusan saraan, faedah dan ganjaran
j) formulasi dan penilaian strategi
k) pangkalan ilmu, penerbitan web dan direktori kerajaan

3.6 Bursa Buruh Elektronik (ELX)

ELX adalah satu sistem yang dikawalselia oleh Kementerian Sumber Manusia. Ia merupakan
pusat pengumpulan maklumat pasaran buruh bagi membolehkan majikan dan pencari kerja
berhubung menggunakan platform yang sama. ELX bertujuan untuk mengadakan proses
pemadanan peluang pekerjaan di antara majikan dan pekerja secara menyeluruh. Selain
daripada itu ia juga bertujuan untuk membantu dan menjaga kepentingan majikan dan pekerja
dalam arus pembangunan negara. Majikan yang mendaftar dengan sistem ELX dapat
menyenaraikan semua peluang pekerjaan yang diperlukan dan pencari kerja yang mendaftar
juga boleh mendapatkan peluang mengetahui semua peluang pekerjaan yang ditawarkan.
ELX juga menawarkan Sistem Penempatan Orang Kurang Upaya (SPOKU) dan dibuka
kepada semua majikan dan orang awam. Pendaftaran boleh dibuat menggunakan sistem atas
talian dan pengguna akan menikmati semua perkhidmatan yang ditawarkan.


3.7 E-Syariah

E-Syariah merupakan satu sistem yang dibangunkan untuk menguruskan sistem pentadbiran
institusi kehakiman Islam di semua negeri. Projek ini siap dibangunkan pada tahun 2006
dengan pelancaran aplikasi terakhirnya Sistem Pendaftaran Peguam Syarie (SPPS). Aplikasi
e-syariah menawarkan maklumat di mana orang ramai boleh capai di portal e-syariah. Portal
ini menyediakan kemudahan kepada orang ramai untuk membuat pendaftaran kes tanpa perlu
ke mahkamah. Ia juga dapat mempercepatkan proses pendaftaran di kaunter mahkamah selain
memudahkan orang ramai membuat pendaftaran kes. Antara kemudahan lain menerusi portal
e-syariah ialah:
a) pengiraan faraid
b) rujukan enakmen dan ordinan negeri
c) semakan kes dalam talian
d) pendaftaran dan pembaharuan sijil peguam syarie
e) pra pendaftaran kes jenayah

4. Penilaian e-kerajaan

Penilaian terhadap e-kerajaan telah dibuat dengan pengedaran soalan kaji selidik kepada 70
orang responden. 35 orang mewakili pengguna dalaman sistem e-kerajaan, iaitu pengguna
atau kakitangan kerajaan (internal user) yang terlibat secara langsung dengan aplikasi
tersebut dan 35 orang lagi adalah pengguna umum (public user) iaitu masyarakat yang
terlibat sebagai pengguna (end user) kepada aplikasi e-kerajaan yang dibangunkan. Penilaian
adalah menggunakan aplikasi SPSS versi 16 dengan mengambil kira nilai min pada setiap
konstruksi soalan kaji selidik dan juga nilai faktor analisis. 70 orang responden telah diambil
dalam kajian pilot di mana mewakili 10% daripada data dalam kajian sebenar yang akan
dijalankan iaitu 700 responden [8], di mana diwakili oleh 350 responden pada setiap
kumpulan iaitu kumpulan pengguna umum (public user) dan juga pengguna dalaman
(internal user).

4.1 Kebolehpercayaan instrumen

Kebolehpercayaan instrumen adalah satu nilai ukuran untuk menentukan ketekalan skor
setiap item (William, 2000). Tujuan kajian rintis dibuat adalah untuk mendapatkan ketelusan
data dari ujian percubaan melalui kumpulan kecil individu (Walter R., 1979). Tujuan lain
adalah untuk menilai ketekalan (realibility) item dari aspek aras item, objektif item,
kefahaman item, kebolehgunaan item dan arahan item itu sendiri (Gale H. Roid, 1982).
Kaedah yang digunakan untuk menguji darjah kebolehpercayaan item adalah dengan
menggunakan Internal consistency - prosedur Cronbach Alpha. Dalam kaedah penyelidikan
sains sosial pentafsir pekali kebolehpercayaan yang boleh diterima adalah melebihi = 0.6
(Mohd Zaimi Abdul Majid dan Mc Affer, 1997). Jadual di bawah menunjukkan nilai
Cronbach Alpha pada setiap konstruksi soalan kaji selidik:

Jadual 2: Nilai Cronbach Alpha untuk pengguna dalaman
Bahagian Konstruk Nilai Cronbach Alpha
A)1-5 Kepuasan pengguna 0.92
B)1-8 Kualiti sistem 0.91
C)1-10 Kualiti maklumat 0.96
D)1-5 Kegunaan sistem 0.94
E)1-11 Kualiti perkhidmatan 0.93


F)1-19 Konteks organisasi 0.98
G)1-12 Proses pembangunan sistem 0.94
H)1-11 Konteks teknikal sistem 0.95

Jadual 3: Nilai Cronbach Alpha untuk pengguna umum
Bahagian Konstruk Nilai Cronbach Alpha
A)1-5 Kepuasan pengguna 0.90
B)1-8 Kualiti sistem 0.96
C)1-10 Kualiti maklumat 0.97
D)1-5 Kegunaan sistem 0.91
E)1- 8 Kualiti perkhidmatan 0.93

4.2 Nilai min

Untuk mengetahui hubungan dan penerima terhadap nilai pembolehubah dalam soalan
kaji selidik ini maka nilai min diambil kira seperti yang ditunjukkan dalam jadual di
bawah:

Jadual 4: Nilai min pengguna dalaman
Penilaian Bil Item Purata Nilai Min
Kepuasan pengguna 5 4.57
Kualiti sistem 8 4.60
Kualiti maklumat 10 4.44
Kegunaan sistem 5 4.71
Kualiti perkhidmatan 11 4.30
Konteks organisasi 19 4.42
Proses pembangunan sistem 12 4.63
Konteks teknikal sistem 11 4.84

Jadual 5: Nilai min pengguna umum
Penilaian Bil Item Purata Nilai Min
Kepuasan pengguna 5 5.37
Kualiti sistem 8 5.49
Kualiti maklumat 10 5.37
Kegunaan sistem 5 5.18
Kualiti perkhidmatan 8 4.80

Penilaian dibuat terhadap 7 aplikasi utama e-kerajaan seperti yang dibincangkan di atas.
Dapat dilihat dalam Jadual 4, kesemua purata min bagi setiap konstruk adalah melebihi
4.0 di mana menunjukkan pengguna dalaman sistem e-kerajaan berpuas hati dengan
kesemua 7 aplikasi sistem yang digunakan dan menyokong penggunaan dan
pembangunan sistem tersebut. Nilai min di antara julat 4.5 hingga 5.0 adalah nilai terbaik
(Mohd Zaimi Abdul Majid dan Mc Affer, 1997). Manakala, dalam Jadual 5 pula
menunjukkan tahap penilaian mengikut persepsi pengguna umum. Jadual di atas
menunjukkan kesemua konstruk mendapat purata nilai min melebihi 5.0 ke atas, dan
hanya satu mendapat nilai 4.80 iaitu kualiti perkhidmatan. Ini menunjukkan pengguna
umum yang menggunakan aplikasi e-kerajaan berpuas hati dengan segala perkhidmatan
yang ditawarkan dan menyokong penggunaan sistem tersebut dalam urusan harian.


5. Kesimpulan

Tujuan kerajaan elektronik diwujudkan adalah untuk memberi perkhidmatan yang terbaik
kepada masyarakat. Selain daripada itu meningkatkan kecekapan dan keberkesanan aktiviti-
aktiviti kerajaan ke tahap yang maksimum. Kerajaan elektronik dilihat mampu untuk
memudahkan dan meningkatkan perkhidmatan sektor swasta dan kerajaan khususnya. Ini
akan dapat menjadikan Malaysia sebagai sebuah negara maju sekali gus dapat menjana
ekonomi negara. Aplikasi kerajaan elektronik juga dapat menjimatkan kos seperti masa dan
tenaga khususnya serta kos penggunaan kertas apabila konsep paperless diperkenalkan dan
diaplikasikan sepenuhnya. Penilaian kepada sistem kerajaan elektronik juga dijalankan bagi
melihat pandangan dan persepsi pengguna terhadap aplikasi kerajaan elektronik ini dengan
mengambil kira nilai min pada setiap konstruk soalan kaji selidik. Data kajian pilot ini
melibatkan 70 responden, di mana 35 mewakili pengguna umum sistem dan 35 lagi mewakili
pengguna dalaman sistem iaitu kakitangan kerajaan yang terlibat secara langsung dalam
aplikasi e-kerajaan. Nilai min yang diperoleh daripada kedua-dua kumpulan ini adalah
melebihi 4.0 pada setiap konstruk, di mana menunjukkan pengguna setiap kumpulan
menerima dan menggunakan aplikasi e-kerajaan ini dalam urusan mereka. Kajian mungkin
dapat dijalankan terhadap responden yang lebih ramai untuk melihat sejauh mana aplikasi e-
kerajaan ini di terima oleh masyarakat di masa akan datang. Selain daripada itu, faktor
kejayaan dan kegagalan sistem juga mungkin boleh dikaji untuk dijadikan garis panduan
kepada aplikasi lain yang akan dibangunkan. Dengan itu ia akan memudahkan dan peratusan
kegagalan projek IT secara umumnya mungkin dapat dikurangkan.

Rujukan

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PERSEPSI BAKAL GURU TERHADAP PENGINTEGRASIAN PAPAN PUTIH
INTERAKTIF (IWB) DALAM PROSES PENGAJARAN DAN PEMBELAJARAN

Termit Kaur Ranjit Singh & Shazalmi Saad

School of Educational Studies,
Universiti Sains Malaysia,
11800 Penang.
termitk@usm.my , shazalmi@yahoo.com

Abstrak

Perkembangan teknologi maklumat dunia turut membawa impak yang besar ke atas dunia
pendidikan di Malaysia. Sejajar dengan perkembangan tersebut, inovasi terhadap kurikulum
pendidikan mengorak langkah dengan memberi penekanan kepada aplikasi kaedah, teknik
dan strategi pengajaran khususnya menggunakan integrasi Teknologi Maklumat Komunikasi
(TMK) sebagai amalan dalam kalangan guru dalam konteks P&P. Oleh itu, pengkaji
mengambil inisiatif untuk menjalankan kajian persepsi bakal guru terhadap Papan Putih
Interaktif atau Interactive Whiteboard (IWB) yang merupakan sebahagian daripada
komponen TMK. Kajian ini bertujuan melihat persepsi bakal guru terhadap pengintegrasian
IWB dalam proses P&P. Sampel kajian ini terdiri daripada 61 orang bakal guru dari Pusat
Pengajian Ilmu Pendidikan, Universiti Sains Malaysia (USM), Pulau Pinang. Pengkaji telah
menggunakan kaedah campuran yang menggabungkan pendekatan kualitatif dan kuantitatif
dalam kajian ini. Data kuantitatif melibatkan satu set soal selidik, manakala data kualitatif
melibatkan soalan temu bual semi struktur. Data soal selidik dianalisis dengan menggunakan
perisian Statistical Package For Social Science Microsoft for Windows (SPSS) versi 15.0.
Ujian rintis menunjukkan nilai Alpha Cronbachs ialah 0.810. Analisis deskriptif
menunjukkan bahawa bakal guru mempunyai persepsi positif terhadap pengintegrasian IWB
dalam proses P&P. Di samping itu, analisis inferen menunjukkan bahawa terdapat perbezaan
yang signifikan persepsi bakal guru berdasarkan jantina. Namun, tidak terdapat perbezaan
yang signifikan persepsi bakal guru berdasarkan bangsa dan kemahiran menggunakan
komputer. Beberapa orang responden telah dipilih untuk menjawab soalan temu bual bagi
mendapatkan maklumat mengenai kelebihan, kelemahan dan halangan dalam
mengintegrasikan IWB. Pengkaji juga memberi beberapa cadangan agar IWB dapat
diintegrasikan dengan berkesan dalam proses P&P.

1. Pendahuluan

Masyarakat Malaysia pada abad ke-21 merupakan masyarakat yang hidup dalam era
globalisasi yang berorientasikan sains dan teknologi. Masyarakat sangat bergantung kepada
penggunaan sains dan teknologi dalam semua aspek kehidupan. Hal ini disebabkan
perubahan daripada era masyarakat industri (industrial society) kepada era masyarakat
bermaklumat (information society). Rentetan daripada perubahan tersebut turut mendorong
pembaharuan dan penggunaan unsur-unsur kreatif dalam amalan hidup seharian.

Penggerak utamanya adalah ilmu pengetahuan dan penyebarannya menerusi teknologi
maklumat dan komunikasi atau information technology and communication (ICT). Oleh
sebab pergantungan yang kuat terhadap teknologi maklumat, maka abad ke-21 dicirikan
sebagai abad ICT (Robiah Sidin dan Nor Sakinah Mohamad, 2003). Perkembangan ini telah
mempengaruhi dunia pendidikan terutamanya dalam kaedah pengajaran dan pembelajaran


(P&P). Pelbagai kaedah baru diperkenalkan bagi menjadikan pengajaran guru lebih berkesan
dan pembelajaran murid lebih bermakna (Jamalludin dan Zaidatun, 2003). Perkembangan
ICT yang pesat ini juga memberi kesan kepada perubahan kurikulum pendidikan Malaysia
(Yeoh, 2007).

Justeru, beberapa pengubahsuaian perlu dibuat dari segi penggunaan media
pengajaran dan pembelajaran. Kementerian Pendidikan juga telah mengadakan beberapa
reformasi pendidikan bertujuan untuk membaiki dan meningkatkan lagi kemampuan sistem
pendidikan untuk menghadapi cabaran yang mendatang (Lee, 2000). Antara perubahan yang
telah dilakukan adalah memperluas penggunaan TMK di sekolah dan di institusi pengajian
tinggi.

Salah satu kemampuan mengadaptasikan TMK ke dalam P&P adalah penggunaan
Papan Putih Interaktif atau Interactive Whiteboard (IWB). IWB merupakan alat bagi
memudahkan proses P&P dilaksanakan di dalam kelas. IWB adalah fleksibel, mudah
digunakan dan memuatkan pelbagai aplikasi yang membantu guru untuk memberi fokus
kepada pengajarannya dan menarik minat pelajar di dalam kelas. Ia adalah selaras dengan
kata-kata presiden SMART, iaitu Nancy Knowlton yang mengatakan bahawa penggunaan
IWB memberikan pengajaran guru lebih berkesan dan memudahkan ingatan pelajar terhadap
perkara yang disampaikan (SMART Technologies Inc., 2006)
Menyedari hal tersebut, beberapa fasa evolusi dalam sistem pendidikan negara telah
berlaku. Pendidikan dahulu berorientasikan kapur dan papan hitam sebagai medium untuk
menyampaikan ilmu kepada pelajar-pelajarnya. Teknik tersebut mengalami pembaharuan
apabila papan putih dan pen marker diperkenalkan sebagai pendekatan pengajaran yang lebih
moden dan mudah. Kini, penggunaan papan putih tersebut telah dinaiktaraf kepada IWB.
IWB ini lebih bersifat mesra pengguna, membantu guru merancang pengajaran dengan lebih
berkesan dan meningkatkan produktiviti secara total (Tun Faisal Ismail Aziz, 2009).
Namun, usaha kerajaan ini tidak akan berjaya jika guru beranggapan negatif terhadap
pengintegrasian TMK dalam proses P&P dan enggan menerima inovasi yang berlaku. Hal ini
terbukti dengan beberapa kajian menunjukkan bahawa kepercayaan guru berkaitan
penggunaan TMK dalam kerja-kerja mereka merupakan penentu dalam kemampuan guru
mengintegrasikan dalam pengajaran (Pajeras, 2002).

Menurut Clark dan Yinger (1977), pemikiran dan tingkah laku pengajaran guru
dipandu oleh satu set kepercayaan. Persepsi guru sentiasa memainkan peranan afektif dan
evaluatif dalam membuat penilaian berterusan tentang perkara-perkara di persekitaran
mereka. Justeru, persepsi guru akan berfungsi sebagai kerangka untuk mengorganisasikan
idea dan seterusnya membentuk satu agenda untuk melakukan tindakan (Lau Pong Hock dan
Fatimah Salleh, 2004).

Di Malaysia, walaupun sudah jelas pengintegrasian TMK mampu memberi impak
yang positif, namun pengintegrasian TMK dalam P&P masih pada tahap kurang
memberangsangkan (Zainuddin Abu Bakar et al., 2008). Hal ini kerana salah satu faktor yang
boleh mempengaruhi keberkesanan pengaplikasian TMK dalam P&P ialah persepsi guru dan
bakal guru. Sesetengah guru beranggapan bahawa inovasi dalam pengajaran termasuk TMK
adalah sebagai sesuatu yang membebankan, banyak kerja dan tenaga (Fullan, 1996). Kajian
yang telah dilakukan oleh Rumini Ku Ahmad mendapati bahawa penggunaan TMK dalam
P&P mampu membawa kepada sikap yang positif dalam kalangan pelajar.


Kertas kerja ini bertujuan melihat persepsi bakal guru kerana golongan ini akan
berkhidmat di sekolah kelak. Oleh yang demikian, bakal guru harus bersedia menerima
sebarang perubahan inovasi yang berlaku.

Oleh itu, kertas kerja ini adalah bertujuan:
1. Meninjau persepsi bakal guru terhadap pengintegrasian IWB dalam proses P&P
berdasarkan faktor-faktor dalaman.
2. Mengenalpasti perbezaan persepsi bakal guru terhadap pengintegrasian IWB dalam
proses P&P berdasarkan faktor-faktor luaran.

2. Konsep Persepsi

Kamus Dewan Edisi Ketiga (2000) mendefinisikan persepsi sebagai gambaran atau bayangan
dalam hati atau fikiran (tentang sesuatu), pandangan (menerusi pancaindera) atau tanggapan.

Cambridge International Dictionary of English (1995) mendefinisikan persepsi
sebagai "a belief or opinion, often held by many people on appearances" atau dalam bahasa
Melayu "suatu kepercayaan atau pendapat yang biasanya diberikan oleh orang ramai
berdasarkan pemerhatian". Dalam kertas kerja, persepsi merujuk kepada tanggapan bakal
guru terhadap pengintegrasian IWB dalam proses P&P.
Terdapat banyak definisi persepsi yang dikemukakan oleh para cendiakawan.
Antaranya, Atkinson dan Hilgard (1991) mendefinisikan persepsi sebagai proses menyusun
dan mentafsir pola-pola rangsangan melalui organ penerimaan, kemudian menghasilkan dan
membentuk imej mengenai persekitarannya. Levesque (2006) telah mendefinisikan persepsi
sebagai satu proses bagaimana manusia memproses dan mengendalikan pelbagai maklumat
yang diperoleh daripada persekitarannya dengan menggunakan pancainderanya.
Selari dengan hal tersebut, Gibson et al. (1994) menjelaskan bahawa persepsi adalah
proses pemberian makna terhadap persekitaran oleh seorang individu. Leavitt et al. (1986)
berpendapat persepsi sebagai suatu pandangan pengertian, yakni bagaimana seseorang
memandang atau mentafsir sesuatu di mana persepsi seseorang ditentukan oleh kesesuaian
dengan keperluannya. Stephen et al. (2008) pula berpendapat persepsi boleh ditakrifkan
sebagai suatu proses yang membenarkan individu-individu mengorganisasikan dan
menginterpretasikan maklumat yang didapati daripada pancaindera agar memberi makna
pada persekitarannya.
Namun, kadangkala berlaku ketidaktepatan persepsi seseorang individu terhadap
individu yang lain. Dengan perkataan lain, persepsi tersebut kadangkala kurang tepat, bahkan
mungkin tidak tepat sama sekali. Faktor yang menyumbang kepada ketidaktepatan dalam
persepsi sosial adalah, Kesan Halo, stereotaip, persepsi terpilih, kesan perbandingan dan
projeksi (Ahmad Shukri, 2003).
Daripada pengertian persepsi di atas dapat disimpulkan bahawa persepsi yang
dimaksudkan di sini adalah tanggapan, penafsiran, penilaian, pandangan, pendapat,
pemahaman, dan reaksi yang diberikan oleh bakal guru terhadap pengintegrasian IWB dalam
proses P&P.


Penulis ingin melihat persepsi dari sudut faktor dalaman dan luaran yang
mempengaruhi persepsi. Faktor dalaman merangkumi empat faktor, iaitu:
i) Persepsi berdasarkan pengalaman dan pembelajaran sedia ada
ii) Persepsi berdasarkan sikap dan minat
iii) Persepsi berdasarkan keperluan dan rasa
iv) Persepsi berdasarkan situasi semasa.

Manakala faktor luaran merangkumi jantina, bangsa dan kemahiran menggunakan
komputer.

3. Papan Putih Interaktif atau Interaktif Whiteboard (IWB)

IWB mula diperkenalkan oleh David Martin dan Nancy Knowlton pada tahun 1986. Pada
tahun 1991, inovasi alat ini mula dikembangkan dengan lebih meluas. IWB melalui SMART
Board ini merupakan IWB yang pertama berdasarkan sentuhan menggunakan jari. Ia
menyediakan kawalan daripada aplikasi komputer yang dihubungkan dengan projektor dan
bahan yang dibina oleh guru untuk pengajarannya akan dipaparkan ke IWB tersebut.
IWB merupakan skrin kawalan sentuh yang terdiri daripada tiga teknologi yang
digabungkan bersama, iaitu sebuah komputer dengan perisian, projektor dan papan putih khas
yang turut disepadukan melalui aplikasi Microsoft. Komponennya disambungkan secara
tanpa wayar, atau menerusi kabel USB atau bersiri. Projektor yang disambungkan kepada
komputer akan menayangkan imej dari komputer ke atasnya. IWB menerima sentuhan input
daripada jari atau pen, dan pemacu SMART Board akan menukar sentuhan pada IWB kepada
klik tetikus atau dakwat digital. Rajah 1.1 menunjukkan tiga teknologi yang digabungkan
bersama, iaitu sebuah komputer dengan perisian, projektor dan papan putih khas yang turut
disepadukan melalui aplikasi Microsoft (Steven, 2008).

Rajah 1.1 : Gabungan Tiga Teknologi
(Sumber: Steven, 2008)

4. Tinjauan Kajian berkaitan Penggunaan IWB dalam proses P&P

Fabienne Gerard & Jamey Widener (1997) membincangkan bagaimana alat ini memudahkan
guru dan pelajar di dalam kelas pembelajaran bahasa asing. Alat ini saat interaktif, inovatif
dan berpengaruh sebagai alat dalam pembelajaran bahasa asing.


Mary Ann Bell (1998) dalam kajiannya, iaitu Teachers Perceptions Regarding the
Use of the Interactive Electronic Whiteboard in Instruction menyimpulkan bahawa IWB
dapat mencetuskan semangat guru dan pelajar untuk terus terlibat dalam proses P&P
berbanding kaedah pengajaran tradisional. IWB pasti akan berkembang sebagai alat bantu
mengajar kepada guru, pelatih dan pelajar.

Fran Silverman dalam artikel yang bertajuk Lighting the Dark Ages (2003)
menegaskan bahawa fungsi IWB membolehkan guru mengambil (capture) nota dan menulis
di IWB dengan pen penanda (marker) yang khusus. Nota tersebut dapat disimpan di dalam
pengkalan data seterusnya dapat dimuatnaikkan ke dalam laman web. Dengan ini, pelajar
dapat melihatnya pada bila-bila masa dan di mana jua untuk mengulangkajinya semula.

Dalam satu majalah Interactive Classroom Vol.2, (Issue 2, April 2007) dalam
subtopiknya yang bertajuk Interactive whiteboard create enthusiasm for ICT in Malaysia
menyatakan bahawa penggunaan IWB telah mencetuskan satu keghairahan ICT di negara ini.
Artikel ini juga telah menyatakan bahawa di Malaysia menunjukkan maklum balas yang
positif tentang penggunaan IWB terhadap pemahaman dan motivasi pelajar.

Menurut satu kajian yang telah dijalankan oleh Raja Maznah Raja Hussain (2006)
yang bertajuk Deployment of ICT: A Case fo The Interactive Whiteboard menyatakan
bahawa penggunaan IWB ini adalah satu corak atau insentif yang boleh menghasilkan satu
suasana yang menyeronokkan dan diperlukan dalam bilik darjah di mana ia dapat membantu
guru untuk membentuk suasana pembelajaran yang memotivasikan para pelajar.

Berdasarkan pemerhatian di Amerika Syarikat, Gerard & Widener (1999) menyatakan
bahawa IWB menyokong interaksi dan percakapan di dalam kelas. Berdasarkan pemerhatian
di United Kingdom pula mendapati dua pertiga guru merasakan IWB menawarkan beberapa
strategi untuk mengembangkan pengajaran interaktif (Latham, 2002). Bush et al. (2004)
menyebut IWB mampu menjadikan pengajaran lebih visual dan pembelajaran lebih interaktif.
Keadaan ini mendorong penglibatan pelajar yang tinggi, meningkatkan motivasi dan tumpuan
pelajar lebih berfokus.

Pemerhatian di Australia juga menunjukkan dapatan yang positif. Kent (2003)
menyatakan bahawa dengan penggunaan IWB menjadikan pembelajaran lebih
menyeronokkan dan menarik serta penglibatan pelajar di dalam kelas lebih besar. Keadaan
ini dapat dilihat juga di dalam kelas tadika di mana kanak-kanak tersebut menyatakan bahawa
IWB menyeronokkan (Lee & Boyle, 2003).

5. Kerangka Konsep

Kerangka konsep yang mendasari kertas kerja ini ditunjukkan dalam Rajah 1.2. Berdasarkan
kerangka konsep tersebut, faktor dalaman dan luaran mempengaruhi persepsi bakal guru
terhadap pengintegrasian IWB dalam proses P&P.

Rajah 1.2: Kerangka Konsep
Faktor Dalaman
a) Pengalaman dan
pembelajaran sedia
ada
b) Sikap dan minat
c) Keperluan dan rasa
d) Situasi semasa

Persepsi Terhadap
Pengintegrasian IWB

Faktor Luaran
a) Jantina
b) Bangsa
c) Kemahiran
menggunakan
komputer


Metodologi

Kaedah Kajian

Kertas kerja ini mengadaptasikan pendekatan kuantitatif dan menggunakan kaedah tinjauan
(survey) bagi mengumpul data. Mengikut Cooke & Rousseau (1988) bahawa kaedah
kuantitatif ini membawa kelebihan kepada kajian rentas sesuatu organisasi (cross-sectional
organization research) dan kajian berskala besar. Soalan objektif ini adalah lebih baik dari
temu duga kerana ia akan mengurangkan perasaan berat sebelah (bias) yang dijalankan oleh
kaedah kualitatif.

Mengikut Borg & Gall (1971) dan Gay (2006) bahawa kaedah tinjauan ini digunakan
kerana pengumpulan data melalui kaedah ini terbukti lebih efisien dan menjimatkan masa
berbanding kaedah-kaedah lain. Atas alasan di atas penulis memilih untuk menjalankan
kaedah tinjauan dalam kertas kerja ini.

Persampelan

Pengkaji menggunakan persampelan bertujuan (purposive sampling). Kenneth (1982)
menyatakan bahawa persampelan jenis ini membolehkan pengkaji menggunakan
pertimbangan sendiri untuk memilih responden dan hanya memilih responden yang paling
sesuai dengan tujuan kajiannya. Sampel yang dipilih adalah pelajar yang sukarela menghadiri
sesi latihan IWB yang diadakan di SmartLab di Pusat Pengajian Ilmu Pendidikan, USM,
Pulau Pinang.

Instrumen kajian
Bagi mencapai tujuan tersebut, terdapat dua jenis data yang digunakan, iaitu data premier dan
data sekunder. Data premier merupakan data utama yang digunakan untuk mencapai objektif
kertas kerja, iaitu data yang diperoleh daripada responden melalui kaedah soal selidik.
Manakala data sekunder pula diperoleh daripada laman web Smart Technologies Inc., kajian-
kajian lepas, kertas seminar, kertas kerja, Internet dan kajian di perpustakaan.

Pengumpulan data
Borang soal selidik terbahagi kepada 2 bahagian iaitu Bahagian A dan B. Bahagian A terdiri
daripada 5 soalan yang berkaitan dengan maklumat demografi atau latar belakang bakal guru,
iaitu penghususan, jantina, umur, bangsa dan kemahiran menggunakan komputer. Bahagian B
terdiri daripada 24 soalan berkaitan dengan persepsi bakal guru terhadap pengintegrasian
IWB dalam proses P&P. Set soal selidik Bahagian B ini menggunakan Skala Likert 5 markat.
Daripada 24 soalan tersebut 19 soalan adalah berbentuk positif dan 4 soalan adalah berbentuk
negatif.
Susunan markatnya adalah seperti berikut:

Bagi sampel yang memilih markat 5 dan 4 dikumpulkan sebagai kumpulan kontinum
persepsi positif dan markat 1 dan 2 dikumpulkan sebagai kumpulan kontinum persepsi
negatif. Manakala markat 3 dikategorikan sebagai tidak pasti.

Sangat setuju Sangat tidak setuju
1 2 3 4 5


Analisis Data
Dapatan daripada borang soal selidik dianalisis dengan menggunakan perisian Statistical
Packages for Sosial Sciences (SPSS) versi 11.5.

Analisis Statistik Deskriptif

Persepsi Bakal Guru terhadap Pengintegrasian IWB berdasarkan faktor-faktor
Dalaman

Pengkaji juga melihat persepsi bakal guru berdasarkan faktor-faktor dalaman yang
mempengaruhinya. Kenyataan bagi setiap faktor dalaman yang digunakan dalam kajian ini
adalah merujuk kepada kajian Che Azura (2008). Pengkaji melakukan sedikit
pengubahsuaian bagi menjawab persoalan kajian. Terdapat empat faktor dalaman yang
diutarakan di dalam kertas kerja ini, iaitu:
i. Persepsi berdasarkan pengalaman dan pembelajaran sedia ada
ii. Persepsi berdasarkan sikap dan minat
iii. Persepsi berdasarkan keperluan dan rasa
iv. Persepsi berdasarkan situasi semasa

Persepsi Berdasarkan Pengalaman dan Pembelajaran Sedia Ada
Jadual 1.3 : Dapatan min, sisihan piawai, kekerapan dan peratusan item-item persepsi
berdasarkan pengalaman dan pembelajaran sedia ada. (n=61)
No.
Item
PENYATAAN
Persepsi
negatif
Persepsi
positif
Min
Persepsi
Sisihan
piawai
Bil % Bil %
4 Penggunaan IWB
mendorong perbincangan
kelas menjadi lebih berkesan
0 0 61

100 5.0 .00
13 Belajar dengan
menggunakan IWB
membolehkan pelajar belajar
dengan aktif
0 0 61

100
5.0 .00
2 Penggunaan IWB memberi
idea kepada saya untuk
menjadi lebih kreatif
2 3.3 59 96.7 4.87 .72
23 Pelajar tidak mengantuk jika
guru menggunakan IWB
2 3.3 59 96.7 4.87 .72

6
Penggunaan IWB dapat
membantu pelajar
menyelesaikan pelbagai
masalah pembelajaran
sendiri
6 9.8 55 90.2 4.61 1.20
17 Penggunaan IWB sukar
dilaksanakan di dalam kelas
24 39.3 37 60.7 3.43 1.97
22 Pelajar tidak dapat
mengingati pengajaran guru
dengan lebih baik apabila
IWB digunakan
50 82.0 11 18.0 1.72 1.55

Jumlah keseluruhan
4.21


Berdasarkan jadual 1.3, item 4, iaitu penggunaan IWB mendorong perbincangan kelas
menjadi lebih berkesan dan item 13, iaitu belajar dengan menggunakan IWB membolehkan
pelajar belajar dengan aktif menunjukkan persepsi positif yang paling tinggi. Dapatan
menunjukkan bahawa semua bakal guru bersetuju dengan kenyataan tersebut, iaitu masing-
masing min persepsi 5.00. Manakala kenyataan yang mendapat min persepsi yang paling
rendah, iaitu min persepsi 1.72 ialah item 22, iaitu pelajar tidak dapat mengingati pengajaran
guru dengan lebih baik apabila IWB digunakan. Bagi item 22 ini, seramai 11 orang (18.0%)
adalah mempunyai persepsi positif, manakala 50 orang (82%) mempunyai persepsi negatif.
Min keseluruhan bagi semua item adalah 4.21 menggambarkan bahawa faktor pengalaman
dan pembelajaran sedia ada mempengaruhi persepsi bakal guru.

Persepsi berdasarkan Sikap dan Minat

berdasarkan sikap dan minat. (n=61)
No.
Item
PENYATAAN
Persepsi
negatif
Persepsi
positif
Min
Persepsi
Sisihan
piawai
Bil % Bil %
3 Gambar rajah dan tulisan
yang teratur dan mudah
dibaca pada IWB menarik
minat pelajar untuk belajar
0 0 61 100 5.0 .00
12 Penggunaan IWB dalam
pengajaran lebih merangsang
semangat pelajar untuk
belajar dengan bersungguh-
sungguh
0 0 61 100 5.0 .00
1 Saya suka penggunaan IWB
dalam pengajaran
2 3.3 59 96.7 4.87 .72
14 Pelajar memahami
pengajaran guru dengan
lebih jelas jika guru
menggunakan IWB
2 3.3 59 96.7 4.87 .72
11 Guru menjadi lebih yakin
menyampaikan isi pelajaran
jika menggunakan IWB
3 4.9 58 95.1 4.80 .87

Jumlah keseluruhan
4.91

Jadual 1.4 menunjukkan dapatan persepsi berdasarkan faktor sikap dan minat bakal guru.
Dapatan menunjukkan item 3, iaitu gambar rajah dan tulisan yang teratur dan mudah dibaca
pada IWB menarik minat pelajar untuk belajar dan item 12, iaitu penggunaan IWB dalam
pengajaran lebih merangsang semangat pelajar untuk belajar dengan bersungguh-sungguh
menunjukkan persepsi positif yang paling tinggi. Kedua-dua item mempunyai nilai min
persepsi 5.00. Keadaan ini menunjukkan bahawa semua bakal guru bersetuju dengan
pernyataan tersebut. Manakala kenyataan yang mendapat min persepsi yang paling rendah,
iaitu min persepsi 4.80. item yang terlibat ialah item 11, iaitu guru menjadi lebih yakin
menyampaikan isi pelajaran jika menggunakan IWB. Bagi item 11 ini, seramai 58 orang


(95.1%) adalah mempunyai persepsi positif, manakala 3 orang (4.9%) mempunyai persepsi
negatif. Min keseluruhan bagi semua item adalah 4.91 menggambarkan bahawa faktor sikap
dan minat mempengaruhi persepsi bakal guru.

Persepsi berdasarkan Keperluan dan Rasa

berdasarkan faktor keperluan dan rasa. (n=61)
No.
Item
PENYATAAN
Persepsi
negatif
Persepsi
positif
Min
Persepsi
Sisihan
piawai
Bil % Bil %
20 Mengajar dengan
menggunakan IWB
memudahkan pengajaran
0 0 61 100 5.0 .00
8 Penggunaan IWB menarik
minat pelajar untuk belajar
2 3.3 59 96.7 4.87 .72
9 Pelajar lebih suka belajar jika
guru menggunakan IWB
2 3.3 59 96.7 4.87 .72
7 Pelajar dapat berfikir dengan
lebih sistematik jika guru
menggunakan IWB
4 6.6 57 93.4 4.74 .998
18 Guru perlu menggunakan
IWB yang sesuai setiap kali
mengajar
5 8.2 56 91.8 4.67 1.11
16 Guru dapat menyampaikan
isi pelajaran dengan lebih
baik dan berkesan semasa
menggunakan IWB
6 9.8 55 90.2 4.61 1.20
21 Penggunaan IWB tidak
banyak membantu dalam
pengajaran
52 85.2 9 14.8 1.59 1.43
24 Penggunaan IWB tidak
mengubah pencapaian
pelajar
52 85.2 9 14.8 1.59 1.43

Jumlah keseluruhan
3.99

Jadual 1.5 menunjukkan dapatan persepsi berdasarkan faktor keperluan dan rasa. Dapatan
kajian menunjukkan item 20, iaitu mengajar dengan menggunakan IWB memudahkan
pengajaran merupakan item berpersepsi positif yang paling tinggi, iaitu min persepsi 5.00.
Manakala item 21, iaitu penggunaan IWB tidak banyak membantu dalam pengajaran dan
item 24, iaitu penggunaan IWB tidak mengubah pencapaian pelajar adalah berpersepsi positif
yang paling rendah. Kedua-dua item ini menunjukkan min persepsi yang sama, iaitu 1.59.
Seramai 9 orang (14.8%) adalah berpersepsi positif dan 52 orang (85.2%) adalah berpersepsi
negatif. Secara keseluruhannya, min persepsi untuk faktor keperluan dan rasa adalah 3.99. Ini
menunjukkan faktor keperluan dan rasa mempengaruhi persepsi bakal guru tersebut.


Persepsi berdasarkan Situasi Semasa

berdasarkan situasi semasa. (n=61)
No.
Item
PENYATAAN
Persepsi
negatif
Persepsi
positif
Min
Persepsi
Sisihan
piawai
Bil % Bil %
15 Pelajar berasa seronok ketika
cuba menggunakan IWB
sendiri
0 0 61 100 5.0 .00
5 Penggunaan IWB
membolehkan pengajaran
guru menjadi lebih licin dan
sempurna
1 1.6 60 98.4 4.93 .51
19 Pelajar tidak berasa bosan
ketika belajar dengan
menggunakan IWB
2 3.3 59 96.7 4.87 .72
10 Pelajar dapat
menggambarkan konsep
pembelajaran yang hendak
disampaikan oleh guru
dengan lebih jelas jika guru
menggunakan IWB untuk
menerangkan konsep
4 6.6 57 93.4 4.74 .998

Jumlah keseluruhan
4.89

Jadual 1.6 menunjukkan dapatan persepsi berdasarkan situasi semasa. Dapatan kajian
menunjukkan item 15, iaitu pelajar berasa seronok ketika cuba menggunakan IWB sendiri
merupakan item berpersepsi positif yang paling tinggi. Manakala item 10, iaitu pelajar dapat
menggambarkan konsep pembelajaran yang hendak disampaikan oleh guru dengan lebih jelas
jika guru menggunakan IWB untuk menerangkan konsep merupakan item yang mempunyai
min persepsi paling rendah. Dapatan kajian bagi item 15 menunjukkan semua responden
berpersepsi positif, iaitu nilai min persepsi 5.00. Bagi item 10 menunjukkan min persepsi
4.74. Seramai 57 orang (93.4%) adalah berpersepsi positif dan 4 orang (6.6%) adalah
berpersepsi negatif. Secara keseluruhannya, min persepsi untuk faktor situasi semasa adalah
4.89. Ini menunjukkan faktor situasi semasa mempengaruhi persepsi bakal guru tersebut.

Analisis Statistik Inferen

Analisis statistik inferen melihat perbezaan persepsi bakal guru terhadap pengintegrasian
IWB dalam proses P&P berdasarkan faktor-faktor luaran, iaitu jantina, bangsa dan kemahiran
menggunakan komputer.


Perbezaan Persepsi Bakal Guru Terhadap Pengintegrasian IWB dalam Proses P&P
Berdasarkan Jantina

Hipotesis 1: Tidak terdapat perbezaan yang signifikan bagi persepsi bakal guru terhadap
pengintegrasian IWB dalam proses P&P berdasarkan jantina.

Jadual 1.7: Perbezaan min persepsi berdasarkan jantina (n=61)

Jadual 1.8 : Dapatan ujian-t bebas bagi perbezaan persepsi berdasarkan jantina (n=61)
Ujian Levene T df P
F P
Persepsi Andaian nilai varian
sama

8.574 .005 -2.777 59 .007

Andaian nilai varian
tidak sama
-1.909 15.714 .075
Tahap signifikan adalah pada paras p < 0.05

Berdasarkan jadual 1.7, didapati perbezaan min persepsi bakal guru perempuan (4.46)
daripada min persepsi bakal guru lelaki (4.20) adalah 0.26. Berdasarkan jadual 1.8, Ujian-t
bebas menunjukkan nilai p yang bersamaan .007 adalah kurang daripada nilai aras keertian
0.05 (pada t = -2.77 dan df = 59), maka hipotesis 1 adalah ditolak. Ini menunjukkan bahawa
terdapat perbezaan persepsi antara guru perempuan dan lelaki.

Perbezaan Persepsi Bakal Guru terhadap Pengintegrasian IWB dalam Proses P&P
berdasarkan Bangsa

Hipotesis 2: Tidak terdapat perbezaan yang signifikan persepsi bakal guru terhadap
pengintegrasian IWB dalam proses P&P berdasarkan bangsa.

Jadual 1.9: Perbezaan min persepsi berdasarkan bangsa (n=61)
Bangsa

N Min Sisihan
piawai
Melayu 36 4.35 .38
Cina 8 4.78 .21
India 15 4.49 .25
Lain-lain 2 4.17 .00
Jumlah 61 .33

Jantina

Bilangan Min Sisihan
piawai
Lelaki 15 4.20 .51254
Perempuan 46 4.46 .21995


Jadual 1.10 : Dapatan Ujian ANOVA Satu Hala bagi Purata Persepsi untuk melihat
Perbezaan Min berdasarkan Bangsa (n = 61)


Jadual 1.9 menunjukkan min persepsi berdasarkan bangsa. Bangsa Cina menunjukkan min
persepsi positif yang lebih tinggi, iaitu 4.78, manakala bangsa lain-lain menunjukkan min
persepsi yang paling rendah, iaitu 4.17. Walau bagaimanapun, tidak terdapat perbezaan yang
signifikan persepsi bakal guru berdasarkan bangsa. Berdasarkan jadual 1.10, keputusan ujian
ANOVA satu hala bagi purata persepsi menunjukkan tidak terdapat perbezaan min persepsi
berdasarkan bangsa. Keputusan ini ditunjukkan melalui nilai F = 1.093, p = 0.360, iaitu lebih
tinggi daripada nilai aras keertiaan 0.05. Maka, hipotesis 2 diterima, iaitu tidak terdapat
perbezaan yang signifikan persepsi bakal guru terhadap pengintegrasian IWB di dalam P&P
berdasarkan bangsa.

Perbezaan Persepsi Bakal Guru terhadap Pengintegrasian IWB dalam Proses P&P
berdasarkan Kemahiran Menggunakan Komputer

Hipotesis 3: Tidak terdapat perbezaan yang signifikan persepsi bakal guru terhadap
pengintegrasian IWB dalam proses P&P berdasarkan kemahiran menggunakan komputer.

Jadual 1.11: Perbezaan min persepsi berdasarkan kemahiran menggunakan komputer (n=61)
Kemahiran komputer N Min Sisihan piawai
Sangat baik 1 4.17
Baik 44 4.37 .36
Sederhana 16 4.49 .25
Jumlah 61 4.40 .33

Jadual 1.12 : Dapatan Ujian ANOVA Satu Hala bagi Purata Persepsi Untuk Melihat
Perbezaan Min Berdasarkan Kemahiran Menggunakan Komputer (n = 61)

Sumber
Variasi

Jumlah
Kuasa
Dua
Darjah
Kebebasa
n
Min Kuasa
Dua
F Sig.
Antara
kumpulan
.360 3 .120
1.093 .360 Dalam
kumpulan
6.260 57 .110
Jumlah 6.620 60
Sumber
Variasi
Jumlah
Kuasa
Dua
Darjah
Kebebasa
n
Min Kuasa
Dua
F Sig.
Antara
kumpulan
.229 2 .114
1.037 .361 Dalam
kumpulan
6.392 58 .110
Jumlah 6.620 60


Jadual 1.11 menunjukkan min persepsi berdasarkan kemahiran menggunakan komputer.
Berdasarkan jadual 1.12, keputusan ujian ANOVA satu hala bagi purata persepsi
menunjukkan tidak terdapat perbezaan min persepsi mengikut kemahiran menggunakan
komputer. Keputusan ini ditunjukkan melalui nilai F = 1.037, p = 0.361, iaitu lebih tinggi
daripada nilai aras keertian 0.05. Maka, hipotesis 3 diterima, iaitu tidak terdapat perbezaan
yang signifikan persepsi bakal guru terhadap pengintegrasian IWB di dalam P&P
berdasarkan kemahiran menggunakan komputer.

Kesimpulan dan Cadangan

Kesimpulannya, analisis deskriptif mendapati bahawa keempat-empat faktor dalaman yang
dinyatakan dalam perbincangan kertas kerja ini mempengaruhi persepsi bakal guru terhadap
pengintegrasian IWB. Hal ini terbukti berdasarkan nilai min keseluruhan bagi setiap faktor
adalah positif. Dapatan analisis inferen pula menerangkan bahawa bakal guru perempuan
menunjukkan persepsi yang lebih positif berbanding bakal guru lelaki. Dapatan ini juga
menjelaskan bahawa bangsa dan kemahiran menggunakan komputer bukanlah faktor yang
menentukan persepsi bakal guru terhadap IWB.
Hasil dapatan ini wajar dipertimbangkan bagi membantu polisi pendidikan negara.
Perancang polisi pendidikan negara diharap dapat memberi reaksi yang positif seterusnya
dapat merealisasikan sesuatu strategi dan satu penyelesaian yang bersesuaian agar
penggunaan IWB dapat diperluaskan ke semua sekolah. Hal ini bertujuan memberi faedah
kepada guru dan pelajar dalam usaha mencapai matlamat yang digariskan. Guru-guru perlu
diberikan kursus-kursus berkaitan penggunaannya dari semasa ke semasa agar dapat
meningkatkan kompentensi dalam mengendalikan peralatan dan perisian.
Di samping itu, pihak kementerian dan pentadbir sekolah perlu lebih peka terhadap
prasarana sekolah agar aplikasi perkakasan dan perisian dapat diuruskan dengan cekap tanpa
gangguan. Misalnya, keadaan bilik darjah yang tidak kondusif, keadaan fizikal bilik darjah,
gangguan punca elektrik dan gangguan-gangguan lain yang boleh membantutkan proses ini.
Bagi guru-guru yang sedia ada di sekolah, beberapa program atau kursus dalam
perkhidmatan boleh diadakan untuk membantu meningkatkan kemahiran menggunakan ICT
dalam proses P&P. Pada masa yang sama, bakal-bakal guru perlu diberikan pendedahan
mengenai pengetahuan dan kemahiran ICT dalam P&P semasa mereka mengikuti kursus
perguruan di institusi pendidikan masing-masing. Hal ini dapat membantu mereka
menggunakan ICT sebagai alatan dalam pengajaran mereka apabila mengajar kelak.
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THE CHALLENGES AND OPPORTUNITIES OF ISLAMIC STUDIES IN THE
WORLD OF MODERN CYBER-TECHNOLOGIES: THE NIGERIA EXAMPLE

Adebayo, Rafiu Ibrahim
Department of Religions,
University of Ilorin,
Ilorin, Nigeria.
adrafhope@yahoo.com

Abstract

Just like the angels, who, in their one-sidedness saw only the mischief of mankind and so
remonstrated about the creation of Adam, many scholars seem to have emphasised numerous
illegal activities and vulnerability of the new cyber-technologies. As the matter was brought
home to them when the actual capacities of man were shown to the angels, the need to
address the benefits inherent in the modern Information and Communication Technology
(ICT) becomes imperative as well. The knowledge of Islam which commenced in the
Prophets mosque and was transmitted to recipients in Africa under the shade of trees is later
received in schools, colleges and libraries. In the 21
st
century a rapid means of reaching the
world and an effective means of information dissemination is through the Information and
Communication Technology. The big questions then are what are the challenges of ICT to
Islamic Studies? What are the new opportunities offered by the ICT in the field of Quran,
Hadith, Fiqh, and Sirah? To what extent are Islamic Studies teachers availing themselves
with these opportunities? How are they going to face the challenges posed by this new
development? An exploration into this paper will proffer solution to these research questions.
Useful suggestions will be offered on how best the opportunities could be maximally utilised
to facilitate effective teaching of Islamic Studies in our educational institutions.

Introduction

The susceptibility of the ICT to all sorts of evils and unwanted information is as a
result of its democratic nature which makes all Dick and Harry to upload and download
whatever they wish into and from it. The problem is compounded by its not being censored
before making such available to the world. The presence of obnoxious websites where nude
and sex pictures are displayed and users have unlimited access to them with a mere click of
the mouse and keyboard of the computer confirms this assertion. The ICT has therefore
become an instrument of pornography, obscenity, homosexuality and lewdness. Some
teenagers have gone to the extent of downloading such pictures in to their handset to have
unrestricted access to them at any point in time. Web Dating is another phenomenon of ICT
usage among youths. This is done by public display of pictures and profiles of prospective
males and females on the website for easy access of prospective daters. This relationship at
times leads to disappointment, deceit, illicit sexual affairs and divorce. Oloyede (2007) has
equally asserted that the use of telephone text messages, programmable calculators, opaque
jottings, Bluetooth computer facilities and the like, has made ICT a facility for advance
cheating in examinations. There was also an instance where Diann Baecker, an Assistant
Professor at Virginia State University in Petersburg discovered a student to have taken a
picture of his neighbours essay with his camera-equipped phone and then copied the answer
onto his own tests using the image on the phones screen (Marlon, 2004).
The vulnerability of ICT as it affects Islam and Islamic Studies could not be over
emphasised as well. It has become a good source of distortion of facts about Islam and so a


quick means of disseminating wrong information about Islam and so a serious threat to the
teaching and learning Islam through this medium. Abubakar Kawu (2009:128) identified a
suralikeit website which produced four fabricated suwar in Arabic, English and
transliterated formats entitled Surah al-Iman, Surah at-Tajassud, surah al-Muslimoon and
Surah al-Wasiya where verses inimical to Islamic teachings were displayed. He also cited
another scholar who discovered some strange version of the Quran on the internet, and even
cited some websites like www.answering-islam.com; www.aboutislam.com;
www.allahassurance.com and www.thequran.com, as few examples of websites with un-
Islamic teachings. In the same vein, Oladimeji (2009: 228) also identified some websites
which disseminate wrong information about Islam. Such include www.maarifatuAllah.com;
www.imambaihaqi.com; and www.qaradawi.com as against http://www.qaradawi.net which
he classified among websites developed to disseminate Islamic knowledge. The
http://www.submission.org/women/Faq8 also contains wrong information on the stand of
Islam on a menstruating woman and her observance of her religious rituals like salat, sawm
and hajj, as well as on women dress code and other related issues like polygamy, equality of
men and women and women as leaders.

The sum-total of this is that much has been written
on the vulnerability of the contemporary information and communication technology as it
affects the religion of Islam. However, it will be short-sighted of us to close our eyes at the
usefulness of this medium to Islamic Studies. It is on this basis that we shall consider the
opportunities and challenges offered by the cyber technologies to Islamic Studies with
particular reference to Nigeria.

Conceptual Clarification

Information and Communication Technology

The Information Technology Association of America (ITAA) defines ICT as the
study, design, development, implementation, support or management of computer-based
information systems particularly software applications and computer hardware (see
http//www.ask.com). By implication, ICT possesses the characteristics of processing,
transmitting, manipulating and retrieving various forms of information, with speed and
accuracy, through the use of such tools as television, computer and internet, Satellites,
telephone and other electronic media.
Patterson cited by Saba (2007:220) identified some modern technologies useful for
processing, transmitting, manipulating and retrieving various forms of information. These
include:
a. Data communication on the transmission of Digital Data
b. Tele-communication or communication using wired and wireless Telephone
c. Semi-conductor electronic which deploys the logic functions in integrated
circuits-chips as hard wares components
d. Computers which are programmed electronic machines and
e. Soft wares which allow computer to function according to predetermined
instructions.

Cyber-Space

Space is described as the region beyond the earths atmosphere or beyond the solar
system. Siddiqui (2008:30) considers the complexity of the space phenomena as being
permeated by gravitational field and wide spectrum of electromagnetic fields of unknown
intensities and distributions. Apart from the fact that the Quran enjoins man to penetrate the


space of the heavens and the earth (Q55:33), it also gives the possibility of opening a gate
from the heavens for man to ascend (Q15:14-15). In reality, the advent of high altitude of
sounding rockets and the instrumented satellites along with high speed digital computers
confirms this possibility. That was when the former Soviet Union launched the first worlds
first satellite (Sputnik 1) on October 4. 1957. This was closely followed by the launching of
two Satellites (Explorer 1 and Vanguard 1) on January 31
st
and March 17 in 1958
respectively by the National Aeronautics and Space Administration (NASA) established by
the United States of America. These discoveries as well as space flights which were later
launched by the USSR and the United States in 1961 thus became a vital instrument of
ascending the sky.
Cyber according to the Advanced Learners Dictionary is the science of
communication and control in machines; while cyber-space is considered as an imaginary
place where electronic messages, pictures etc exist while they are being sent between
computers. Cyber-space therefore, is the online world of computer networks through which
the entire world is linked and adequate information is collected and disseminated.

Islamic Studies

Islamic Studies is a teaching subject in the school curriculum of every ladder of
education in Nigeria. It is a compression of the teaching and learning aspects of the Quran,
Hadith, fiqh, sirah, and tahdib at the Junior Secondary school division (Basic Classes 7-9).In
the Nigeria National Curriculum of Islamic Studies prepared under the auspices of this body,
the Junior Secondary School Curriculum is divided into three parts, namely:
Section A: - The Quran and Hadith
Section B: - Tawhid and Fiqh
Section C: - Sirah and Tahdib
At the Senior Secondary School level, the curriculum is divided into the following sections:
Paper 1:- Hidayah (Guidance) comprising the Quran, the Hadith and Tahdib
(Moral Education based on the Quran and Hadith).
Paper 2:- Fiqh (Islamic Jurisprudence) comprising Tawhid (Faith), Ibadah
(Worship) and Mu
c
amalat (Human Transactions); and
Paper 3:- Tarikh (Historical development of Islam) comprising sirah (The life of
the Prophet and the leadership of the four orthodox Caliphs; the spread
of Islam to West Africa and contributions of Muslims to world
civilization). (National Curriculum for Senior Secondary Schools,
vol.7, 1985).
If Talibs (2004:22) assertion that technology has reached the apex of helping teachers to
teach, is something to go by, then teachers of Islamic Studies have no option than to live up
to expectation in making use of the modern information and communication technologies to
enhance their teaching in a more sophisticated manner. The use of ICT can assist in searching
for information and its dissemination on each of the aspects of Islamic Studies.

Limitation of the Study

In view of the fact that the tools for information and communication technologies are
inexhaustible, we restrict ourselves to the following for proper attention and prompt
reference:
i. Internet:- for its dynamism, constant review of information contained therein,
easy accessibility and provision of Internet Search Engines (ISEs) which can
be used to find useful information. In spite of these opportunities offered by


the Internet, it also poses problem of filtering from the exhaustive large data as
well as duplication of information which can be at times confusing, as
information retrieved from a particular ISE could also be retrieved from others
(Ismail and Sarif, 2007: 135).
ii. CD/DVD ROMs:- In view of the fact that Internet facilities are yet to be
available in many parts of the country, CD or DVD ROMs therefore provide
an alternative storage and delivery mechanism.
iii. Satellite Television Channels:- These provide opportunity for first-hand live
information on aspects of Islamic Studies being relayed by various Satellite
Television channels like Iqraa TV Channel and Almajid 9 TV to mention but a
few.

Opportunities for Islamic Studies In ICT World

i. Source of Islamic Information

The importance of knowledge seeking can not be over-emphasised in Islam. Right
from the inception of man, Allah had taught Adam the nature of all things. With this he was
ranked high even above the angels and so commanded respect before them. The knowledge
endowed to Adam was a prerequisite for his qualification as a vicegerent of Allah on earth, as
Allah Himself is al-Alim and al-Allam. With the prophethood of Muhammad (s.a.w), he too
was asked to read, which by implication is not mere reading of what was presented to him by
the angel (as he could neither read nor write then), but to also read the book of creation.
To demonstrate that Muslims are not restricted to reading the book of revelation alone, the
Prophet regarded knowledge as a stray camel of the Muslims which must be taken wherever
it is found. He also urged them to extend the scope of their knowledge by seeking knowledge
even if it would take them to China. China was a far place to Arabian land that it could not be
reached easily by then. A quick means of reaching China and even beyond now is through the
use of the modern information and communication technologies and from which knowledge
could be sought. Thus the challenges of seeking knowledge from far distance are taken care
of by the modern ICT. The Internet Search Engines (ISEs) are the tools for finding useful
information from the Internet. Oloyede (2009: 93) has a list of more than twenty of these
search engines, while a description of some of them was given by Ismail and Sarif (2007).
Through any of these ISEs, websites on Islam could be accessed for useful information. A list
of more than forty of these Islamic websites has been documented by Abdulsalami (2008: 52-
54). Through these websites useful information could be downloaded.
It is interesting to note that prominent books on fiqh like al-fatawa alfiqhiyyah al-
kubra, al-fatawa al-hindiyah, al-Turuq al-hukmiya, al-ahkam al-Sultaniyah, Fi zilal al-
Quran of Sayyid Qutb and many others are readily available online for easy accessibility (see
www.al-islam.com). Also, the use of e-mail for retrieving useful knowledge is also a great
opportunity fro Islamic Studies in the contemporary period. Through e-mail, correspondences
are facilitated as it allows for instant questions and answers. Thus, users interact, share and
seek latest information about Islam over the web. In the same vein, the chatislam provides
electronic chatting in form of newsgroups and multi-user domain or the Internet Relay Chat
(IRC) which assists in opening up a discussion by posting a message, while responses and
reactions to the discussion is made by the recipients.


ii. Preservation of Islamic knowledge

Preservation of divine and prophetic messages has been the concern of the Muslims right
form the time of the Prophet. He (the Prophet) was a prominent figure in the work of
preservation of the Quran. The Rightly-Guided caliphs also did their best in preserving the
Holy Scripture. Abubakr was credited for guarding the Quran against the interpolation of the
semi-prophets like Musaylimah who claimed to have received his own shallow and fake
message from one angel Rahman. The task of preserving the sayings and deeds of the Prophet
was carried out during the tenure of Umar ibn Abdul-Aziz.
In the contemporary period, ICT is a veritable instrument of preserving the message of
Islam. Some software on Quran and hadith such as Alim for Windows containing the
Arabic texts, translation and commentary of the Quran; the Sahih Bukhari and other Islamic
books are preserved and made available for scholars to access. The Mausu
c
at kutubi Tis
c
ah is
also a CD plate where nine works of Hadith literature are stored.

iii. Dissemination of Islamic knowledge

The task of seeking knowledge is incomplete if it is not followed by dissemination of the
knowledge to others and even the future generations. Towards the tail end of his prophetic
mission, the Prophet enjoined those who were with him to take his message to those who
were not present there. A quick means of taking Islamic message to the grassroots is the
modern ICT gadgets. Many write-ups can now be easily uploaded for interested people to
download. The Harf Information Technology (www.harf.com) has many Islamic materials
like the Holy Quran with numerous interpretations, thousands of Prophetic Traditions as
well as many classical books of Islamic jurisprudence worth more than 750,000 pages.
Many Muslim organizations are also making use of these modern methods to disseminate
Islamic message to the people through e-mail messages, chatting and development of
websites. The invention of video, VCD (Video Compact Disc), DVD (Digital Video Disc)
and Mp3 greatly assists in taking Islamic message to the grassroots. Various satellite
television channels are also used for carrying Islamic message to all parts of the world. Such
channels as al-Jazeerah, Almajd 9, Huda Channel, Iqra Channel and many more are
specifically provided for disseminating Islamic messages. In short, ICT has become a
veritable tool for effective dawah.

iv. Mathematical Calculation

Mathematics is no doubt a means of capturing the Law of Allah in operational terms
hence a process through which some religious rituals could be adequately observed. It is
highly demanding in the scientific understanding of the lunar calendar which is a prerequisite
for observance of annual Ramadan fasting, pilgrimage and other religious ceremonies. Even
the five daily prayers require scientific understanding of movement of the sun for fixing the
time of the prayers in various parts of the world. The laws of inheritance, and calculation of
zakat equally require considerable knowledge of Mathematics. It is therefore interesting to
note that the modern ICT has lessened the task of some of these religious calculations.
Numerous Islamic websites now have column for the time of salat in different parts of the
world. Interestingly also, the islamcity.com has developed a page for correct calculation of
zakat with information on nisab. In order to calculate zakat, one only needs to fill the cash on
hand and in bank accounts, refundable deposits (like rented apartment), non-delinquent loans,
expected tax refund, and other necessary information. If the zakat amount is 0, then no zakat
is due. In short, zakat can now be calculated using the modern ICT without stress. In addition


to this, the Hisabul Mawarith which is a programme designed for instant calculation and
distribution of inheritance according to the Shariah has also been developed.

Challenges of Islamic Studies in the World of Cyber Space

O company of jinn and mankind, if you are able to pass beyond the
regions of the heavens and the earth, then pass. You will not pass
except by authority (from Allah). So which of the favours of your Lord
would you deny? (Q55:33-34)

The above Quranic verses do not only confirm the limitless opportunity given to man
to harness and explore the space, but also a strong indication that the discovery of Allahs
creation and making use of this for the development of humankind as a religious duty. In
essence, the discovery of ICT is no doubt a commendable effort which deserves
acknowledgement just like the angels acknowledged the erudition of Adam. If Allah has
clearly mentioned it that He had subjected all that is in the heavens and on the earth to
mankind, (Q45:13; 31:20), then seeking scientific and technological knowledge for the
purpose of understanding this better becomes a pertinent challenge for every Muslim.
It is interesting to note that the Quran gives a clear demonstration of how the space
was subjected to the use of man in its narration of the story of Prophet Sulayman. Apart from
the fact that the Quranic story of Prophets Sulaymans hoopoe demonstrated a means of
communication, Sulayman was endowed with the shortening of geographical distance and the
power to subject the wind and to flow gently to his order. Adebayo (2005:124) has equally
asserted that the consequent acceptance of Islam by Balqis and her recognition of Sulaymans
supremacy as a king were instances of the homogenization and hegemonization syndrome of
globalization. Therefore, it becomes a challenge for scholars of Islamic Studies to acquire
scientific knowledge so as to pave way for their better understanding of the verses of the
Quran. We therefore concur with the suggestion of Oloyede (2004: 26-28) that many
fundamental adjustments needed to be effected in the content and methodology of the
discipline of Islamic Studies in the light of constant changing challenges posed by
materialism, secularism and exploitation which are the irresistible instrument for the
domination of the contemporary world. In the light of this, teachers of Islamic Studies are
expected to be abreast of the modern technological advancement so that their methods of
teaching are improved upon. On this basis, some challenges of Islamic Studies in the
contemporary Information and Communication Technology are hereby considered.

i. Challenge for Moon sighting

In spite of the technological advancement in the contemporary world however,
Muslims are still wobbling amidst incompatible and divergent views on the sighting of the
crescent which is crucial to the commencement and termination of the annual Ramadan fast.
The case has gone so deteriorating in Nigeria to the extent that a gap of two or three days
does exist among them in the time of commencement and termination of the fasting. Akanni
(2003: 345) has rightly identified the division of the Muslim community into factions as far
as the commencement and termination of the fast is concerned in Nigeria. These are: (i) a
group which based its fasting on individual communitys independent sighting of the
appearance of the new moon; (b) a group which holds that its appearance and sighting
elsewhere in the world makes the fast compulsory; (c) a group which believes that all and
sundry must sight the moon before commencing the fast; and (d) a group which agrees on a
fixed date based on available astrological data without waiting for sighting of the moon. The


case is so pathetic to the level of observance of Idul-kabir on Arafat day in some part of
Nigeria.
We however believe that the modern Information and Communication Technology
can bail out the Muslims from this global mess which does not spare even Saudi Arabia. The
ICT can effectively be used to disseminate information about the sighting of the moon to the
rest part of the Muslim world, and it will become binding on them to commence fasting. The
fact that the Prophet accepted the news of the visibility of the new moon brought by a
Bedouin after confirming his faith is a pointer to this. This was equally the stand of the
Rightly-Guided Caliphs. The Maliki, Hanafi and Hanbali Schools of Thought make it
obligatory for all areas where the news of sighting the new moon reaches to observe the fast.
If that is the case, we sincerely uphold that the exploitation of the information technology
could be harnessed for dissemination of the news of the moon visibility for the purpose of
uniformity.

ii. Challenge of spreading wrong information

Another serious challenge of ICT is the opportunities it offers to some whose only
intention is to paint Islam black to the world using the instrumentality of ICT. There is no
doubt that information from this source could be taken to be authentic by researchers who are
not well grounded in Islam. It therefore becomes imperative to censor information retrieved
from the internet in the perspective of Islam. Websites which carry wrong information about
Islam should be detected on time, and such should be exposed to the world through the
internet as well.

iii. The Challenge of distortion of information

Another challenge is the fact that not all ICT experts are learned in Islam. Some who
are not expert in any field of Islamic Studies rely on their little knowledge of Islam and use
the opportunity of their knowledge in ICT to develop software to post on the net what they
feel is adequate. The democratic nature of this medium which allows for all Dick and Harry
to develop or upload information on the internet makes it dangerous to rely on information
from this source.

iv. The Challenge of cyber crime

There is no denying the fact that cyber crime is a major threat to the contemporary
information and communication technology as it is being used for serious socio-economic
and religious crimes. Apart from the fact that it has become a forum through which numerous
crimes are committed, it has become a stumbling block for observance of the daily obligatory
prayers at the right time, as many are grossly involved in it at the expense of the time of
prayers. Night browsing on the net has also come to replace the Prophetic recommended
Qiyam layl or tahajjud. It therefore becomes a challenge for every Muslim to inculcate the
spirit of Islam in adhering strictly to the principle of Islamic ethical values to guard against
cyber crime, and to uphold the Islamic teaching on timely observance of salat and other
Prophetic teachings.


Recommendations and Conclusion

The problem of Muslims in the whole world is their late acceptance of what they
believe was not practiced by the Prophet and his early companions regardless of the
imperative of such to their religion. They thus stress the negative aspects of such a thing
closing their eyes at the positive aspects. The inadequacy of instructional technologists
among Muslims both in the realms of hardware and software might be due to their lateness in
accepting the contemporary Information and Communication Technology. To check this, a
paradigm shift from traditional to information revolution systemic thinking becomes
imperative for the Muslim world. Numerous Islamic websites in vogue should also endeavour
to update information on them so that they dont live in the past. Series of workshops on
Information technologies from a broader Islamic perspective will also assist in improving the
performance of Muslims in this field. Finally, we recommend that series of collaborative
works between Muslim jurists and Technologists and between Departments of Islamic
Studies and Information and Communication Technology will help much in bridging the gaps
between the two groups. Private Islamic universities and other institutions should mount
diploma courses in Islamic Studies for Information and Communication technologists to
undertake, while diploma courses in ICT are also undertaken by specialists in Islamic Studies
for them to obtain necessary knowledge in the field. Upon all, it will be a thing of joy if one
day Nigeria should have a private Islamic University of Technology where courses offered
will be properly given Islamic touch and students would be exposed to the rigours of ICT. In
conclusion, we strongly opine that a complete overhauling of the curriculum of modern
Islamic schools and madrasah to incorporate the modern ICT becomes highly imperative to
allow their products to compete favourably with modern day development.

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E-DAGANG: KAJIAN ANALISIS MODEL PERNIAGAAN E-DAGANG DAN
KEKANGAN DALAM PERLAKSANAAN E-DAGANG MENURUT PERSEPSI DAN
PENERIMAAN SYARIAH ISLAM

Rafiza Binti Kasbun
Kuala Lumpur International University College
rafiza@kliuc.edu.my

Abstrak

Kertas kerja ini membentangkan tentang kajian atau analisis yang dijalankan terhadap model
perniagaan atas talian (e-dagang) dan kekangan perlaksanaan e-dagang menurut persepsi dan
penerimaan dalam syariah Islam. Internet merupakan satu alat untuk memperkembangkan
lagi perniagaan pada hari ini. Kepelbagaian model perniagaan e-dagang hari ini menyebabkan
ramai pelanggan pada hari ini lebih selesa untuk melakukan pembelian produk barangan,
perkhidmatan dan pelaburan melalui Internet. Para pelanggan dan peniaga di Malaysia
khususnya telah bertumpu lebih masa pada capaian Internet berbanding media tradisional
seperti suratkhabar, televisyen, brosur, radio dan lain-lain Walau bagaimanapun, sejauh mana
seseorang individu samada peniaga atau pelanggan sedar dengan setiap transaksi pembelian
dan jualan yang dilakukan itu adalah sah samada halal, harus, makruh atau haram dari segi
undang-undang Islam menjadi tujuan utama kajian ini diketengahkan. Kajian ini tertumpu
kepada isu model perniagaan e-dagang, transaksi e-dagang, ciri-ciri perniagaan e-dagang, dan
kesahihan e-dagang pada pandangan undang-undang Islam. Isu e-dagang dalam perspektif
Islam ini agak terhad di seluruh dunia menyebabkan kajian analisis ini cuba
diperkembangkan lagi mungkin dengan pendekatan yang lebih agresif pada masa akan
datang.

Pengenalan

Jelas sekali, pada masa kini dan akan datang, teknologi makin menguasai manusia samada
dari segi keperluan mahupun kehendak. IT antara teknologi yang sememangnya diperlukan
oleh hampir setiap individu untuk melaksanakan urusan harian dengan mudah dan
menjimatkan. Semestinya juga umat Islam tidak tertinggal dalam menerajui dan terlibat
dalam penggunaan IT di mana ia telah mengubah ke satu transisi masyarakat berdasarkan
Internet.

Internet telah mengubah cara manusia bersosial, berniaga, bekerja dan lain-lain. Kesan yang
paling besar adalah pada cara manusia berniaga di Internet iaitu yang lebih dikenali sebagai
Elektronik Dagang (E-dagang). E-dagang secara umumnya bermaksud aktiviti pembelian,
jualan, pertukaran samada barang dagangan, perkhidmatan dan maklumat melalui media
elektronik. E-dagang pula terbahagi kepada beberapa klasifikasi perniagaan berdasarkan
bentuk transaksi yang dilaksanakan seperti B2B, B2C, B2B2C, C2B, C2C, M-dagang, L-
dagang, B2E, C-dagang, E-kerajaan,dan E2E. Namun dalam kajian ini, analisis hanya
tertumpu kepada klasifikasi B2C, C2C, dan C2B sahaja.

Walaupun e-dagang telah berkembang sepenuhnya di seluruh dunia, namun ramai di antara
umat Islam yang tidak peka dan tidak tahu tentang status transaksi yang dilakukan menurut
perspektif dan undang-undang Islam. Di Malaysia khususnya, hanya terdapat beberapa jurnal
atau penulisan berkaitan isu perdagangan elektronik ini yang diketengahkan. Kajian terhadap


perniagaan elektronik sememangnya amat diperlukan (Amin, 2008). Kebanyakan kajian
dijalankan adalah berdasarkan penerimaan terhadap perbankan elektronik berbanding kajian
terhadap perdagangan elektronik menurut perspektif Islam (Polatoglu & Ekin, 2001; Al-
Ashban & Burney, 2001; Howcroft et al., 2002; Sureshchandar et al., 2003). Di Malaysia
pula kajian hanya banyak tertumpu kepada perdagangan elektronik dari perspektif perbankan
(Guriting & Ndubisi, 2006; Sulaiman et al., 2005; Ramayah et al., 2003; Guru et al., 2000).
Oleh itu, boleh disimpulkan bahawa kajian terhadap elektronik dagang menurut perspektif
Islam masih samar-samar dan tiada keperincian.

Kertas penyelidikan ini bertujuan untuk mendalami isu e-dagang dalam memenuhi syariah
Islam. Pengkhususan kajian adalah pada jenis model perniagaan yang boleh dan tidak
dibenarkan dalam Islam, jenis transaksi yang dilakukan, dan juga peranan pembeli dan
penjual dalam perlaksanaan e-dagang. Kajian ini juga diharap dapat dimanfaatkan semua
umat Islam di dunia khususnya di Malaysia dalam memastikan transaksi perniagaan e-dagang
benar-benar memenuhi syariat Islam agar kehidupan sentiasa dalam keberkatanNya.

Bahagian 2 kertas kerja ini khusus membincangkan jenis model perdagangan Internet yang
ada pada hari ini, transaksi e-dagang yang digunakan, dan peranan pembeli dan peniaga e-
dagang di Malaysia. Bahagian 3 merumuskan permasalahan dalam pengimplementasian e-
dagang menurut perundangan Islam. Persoalan Kajian pula dibincangkan dalam bahagian 4.
Bahagian ke 5 pula membincangkan tentang metodologi kajian. Bahagian 6 menjelaskan
jadual perlaksanaan kajian. Manakala bahagian terakhir merumuskan keseluruhan hasil kertas
kerja, implikasi kajian dan diikuti dengan senarai rujukan untuk kajian ini.

Perkembangan Elektronik Dagang di Malaysia
Malaysia tidak terkecuali dalam menggunakan sepenuhnya kemudahan Internet dalam
memperkembangkan perniagaan sesebuah syarikat. Menteri Perdagangan Dalam Negeri,
Koperasi & Kepenggunaan iaitu YB Dato Seri Ismail Sabri Yaakob telah mengumumkan
bahawa beberapa perubahan akan dilakukan kepada Akta E-Dagang Malaysia di dalam
pembentangannya pada bulan Mac tahun 2010 ini. Malaysia mempunyai satu akta yang
digunapakai untuk melindungi hak pengguna yang melakukan transaksi secara atas talian di
Malaysia dikenali sebagai Akta E-Dagang. Sebelum ini, terdapat beberapa kekurangan di
dalam akta tersebut yang menyebabkan hak pengguna yang telah membeli barangan
elektronik secara atas talian tidak terjamin. Oleh itu, perubahan baru ini akan membantu
melindungi hak pembeli dan penjual yang melakukan transaksi secara elektronik. Terutama
sekali untuk penjualan dan pembelian produk-produk elektronik.
Menurut YB Dato Seri Ismail, ada perubahan di dalam akta tersebut yang memerlukan
penjual yang menjual secara atas talian memiliki syarikat perniagaan yang sah dan berdaftar.
Beliau tidak menyatakan sama ada pendaftaran perniagaan ini melibatkan semua pihak yang
menjual secara atas talian tanpa mengira jenis barangan atau hanya tertumpu kepada penjual
yang menjual produk-produk elektronik sahaja. Perubahan baru ini akan memberikan kesan
yang besar kepada semua penjual yang menjual secara atas talian di laman web sendiri,
laman blog, eBay atau pun Lelong.com.my. Belum ada lagi maklumat sama ada penjual-
penjual yang menjual produk elektronik di Lelong atau eBay akan terpaksa menuruti akta
terbaru ini (Eruwan, 2009). Ini jelas menyatakan bahawa elektronik dagang di Malaysia
berkembang dengan amat pesat dan pantas memandangkan Akta E-Dagang senantiasa


memerlukan perubahan dan penelitian. Usaha ini semestinya untuk menjamin kesejahteraan
peniaga dan pembeli.
Peningkatan golongan intelek muda yang taksub dan sentiasa memerlukan capaian Internet
menyebabkan mereka antara sasaran paling tepat dalam pemasaran Internet.
Hanudin (2008) dalam hasil penulisannya menyatakan ada tiga sebab Internet menjadi satu
keperluan dalam masyarakat iaitu yang pertama Internet merupakan perpustakaan
mendapatkan apa jenis maklumat skelaipun. Kedua pula Internet menyediakan transaksi yang
interaktif seperti pembelajaran dan pengajaran. Manakala yang ketiga pula ialah teknologi
perkomputeran membantu dalam memperkembangkan perdagangan elektronik dalam
muamalah Islam itu sendiri.
Jadual 4: Pengguna Internet (setiap 1,000 orang) di Malaysia
Tahun 2001 2002 2003 2004 2005 2006
Number 27 32 35 39 43 43
Sumber: World Bank
Namun dalam keghairahan Internet dan e-dagang ini, manusia amnya dan umat Islam
khususnya sering lupa akan garis halal dan haram dalam muamalat Islam. Irfan Khairi (2008)
dalam penulisannya menyatakan bahawa Dr. Hj. Fadzilah Kamsah pernah mengeluarkan
kenyataan bahawa umat Islam sememangnya disarankan hidup bersederhana di mana konsep
sederhana itu adalah bermaksud seimbang samada hal duniawi mahupun akhirat. Jika
kekayaan yang dicari dengan cara yang bersungguh-sungguh dan menepati garis panduan
Islam, seseorang itu layak menerima kekayaan tersebut dengan syarat ia mempertimbangkan
kesemua elemen sekeliling seperti kebajikan keluarga, masyarakat, dan agama. Oleh itu,
tidak salah jika Internet digunapakai sebagai satu peralatan atau media menjana kekayaan
iaitu melalui perniagaan atas talian selagi ia tidak melampaui batas syariah Islam.
2.1 Penjanaan Wang Di Internet

Secara keseluruhannya, terdapat 3 kaedah membuat duit atau erti kata lain kekayaan di
Internet di Malaysia khususnya, iaitu perniagaan Internet, program Internet, dan pelaburan
Internet. Konsep perniagaan Internet tidak jauh bezanya dengan konsep perniagaan
konvensional. Perniagaan Internet diklasifikasikan kepada 2 bentuk iaitu produk atau
perkhidmatan. Apa yang berbeza hanyalah pada konsep pembayaran iaitu melalui transaksi
atas talian dan penyerahan barang dalam bentuk muat turun atau pengeposan. Transaksi
pula samada melalui auto debit akaun bank, kad kredit mahupun pihak ketiga seperti Paypal,
e-cash dan sebagainya. Perniagaan Internet selalunya memang wujud dan benar (tiada
penipuan). Jika ada yang menipu sekalipun, jumlahnya minimum (Wangcyber, 2007). Walau
bagaimanapun, perniagaan Internet memerlukan usaha dalam kaedah pemasaran Internet,
kaedah dapatan trafik dan lain-lain lagi.

Program Internet pula lebih mudah dilakukan berbanding perniagaan Internet. Ia boleh
dikategorikan kepada beberapa jenis seperti program pengiklanan, program affiliate, Internet
MLM, Get Paid To Program, Randomizer, Em-Pay dan Forced Matrix. Pelaburan Internet
merupakan antara kaedah membuat duit yang paling digemari rakyat Malaysia. Terdapat 3
jenis yang diketahui iaitu High Yield Investment Program (HYIP), pelaburan Forex dan
Swiss Cash dan pelaburan sahan di Bursa Malaysia menerusi Internet. Konsep letak duit
kemudian dapat duit berganda inilah yang telah difatwakan haram oleh Majlis Fatwa


Kebangsaan pada April 2007. Konsep ini dikenali sebagai Skim Cepat Kaya Alaf Baru. HYIP
adalah yang paling berbahaya dari segi hukum syariah kerana tiada ketelusan urusniaga.
Forex dan Swiss Cash pula berisiko tinggi kerana banyak laman web broker adalah Scam dan
tidak berlesen. Tetapi bagi pelaburan saham di Bursa Malaysia boleh dikatakan selamat untuk
melabur kerana urusniaganya diiktiraf Bank Negara Malaysia.

Pernyataan Masalah

Setelah melihat secara menyeluruh jenis model perdagangan Internet di bahagian 2.1,
terdapat beberapa masalah yang boleh diketengahkan jika ianya dikaitkan dengan etika
perniagaan dalam Islam. Ia merangkumi aspek penjualan, pembelian, pelaburan, pembayaran,
penghantaran dan penerimaan barang, dan juga hak peniaga dan pembeli.

Jika dilihat dari sudut syariah Islam, Islam menganjurkan beberapa panduan atau tatacara
dalam perniagaan. Kebenaran, keikhlasan, dan kejujuran merupakan nilai etika utama dalam
perniagaan Islam (Norazlina, Fauziah, Siti Hartini, 2004). Memandangkan E-dagang
dilaksanakan menggunakan komputer dan rangkaian, beberapa keadaan perlu diperhatikan
untuk mengesahkan kesahihannya dalam Islam. Pertama, ketelusan dalam komunikasi dan
produk yang ditawarkan, manakala yang kedua, pihak peniaga dan pembeli mesti mencapai
persetujuan yang sama. Ketiga, pula ialah komunikasi berterusan samada dalam penghantaran
mesej atau khidmat nasihat antara kedua pihak tersebut (Mustafa, 2004). Berdasarkan
syariah, e-dagang hanya sah jika ia memenuhi 4 asas kontrak perniagaan dalam Islam (Al-
Taaqut) iaitu tawaran dan penerimaan, pihak pembeli dan peniaga, hal berkaitan perniagaan
(kewujudan dan cara penghantaran), dan mod ekspresi semasa penjualan dan pembelian.

Selain itu, Mustafa (2004) menyatakan selain Al-Taaqut terdapat 4 lagi perkara yang perlu
dititikberatkan dalam perniagaan e-dagang, iaitu, Sihha, Nafath, Ilzham, dan penghantaran.
Sihha (Pengesahan) perniagaan perlu bebas dari elemen Riba, Gharar (ketidakpastian),
penipuan, paksaan, dan Maisir (perjudian). Dalam Nafath (Pengimplementasian) pula,2
perkara perlu dipastikan iaitu peniaga yang menawarkan produk adalah pemilik barangan
tersebut dan produk tersebut bebas dari sebarang liabiliti. Illzham (Keterikatan)
menitikberatkan persetujuan 2 pihak dalam sebuah kontrak perniagaan. Ini kerana
kebanyakan laman web wujud tetapi realitinya sejauh mana mereka itu benar-benar wujud
dan bagaimana cara membuktikan persetujuan yang telah dicapai dalam kontrak tersebut.
Akhir sekali, penyerahan atau state of exchange juga kritikal kerana ia melibatkan mod
pembayaran dan polisi penerimaan dan pemulangan barang. Mod bayaran dalam bentuk
kredit kad konvensional adalah haram dalam Islam kerana ia melibatkan riba setelah lewat
membuat pembayaran. Alternatif yang lain mungkin kad kredit Islam yang menggunakan
konsep Murabahah dan pembayaran melalui bank (kad debit).

Masalah seperti tidak peka dan tidak peduli masyarakat Islam dalam transaksi hari ini agak
membimbangkan Polisi penerimaan dan pemulangan barang pula adakah jelas atau samar-
samar dalam memelihara hak pembeli setelah menerima produk tersebut. Persoalan seperti
adakah pembeli boleh memulangkan barang dan mendapat semula bayaran yang telah dibuat
sekiranya barang rosak, tidak menepati spesifikasi, dan lain-lain turut penting dalam
memastikan suatu perniagaan itu benar-benar diberkatiNya.

Lagi permasalahan yang didapati adalah seperti produk yang dijual samada ia untuk
memenuhi keperluan dan kehendak atau membantu kepada perbuatan maksiat turut menjadi


perdebatan dalam e-dagang hari ini. Perniagaan berunsurkan eksploitasi, pemerasan, dan
penganiayaan satu pihak juga wujud pada masa kini di Internet. Walaupun tidak secara
jelasnya berbentuk penganiayaan dan pemerasan berlaku, namun semestinya timbul rasa
sesal, geram dan kecewa pada pihak pembeli seperti contoh dalam pembelian tiket tambang
murah Air Asia di mana jika pembatalan dibuat, duit tidak akan dipulangkan langsung dan
penggantian tarikh, penumpang, dan masa penerbangan juga tidak dibenarkan. Perniagaan
MLM contohnya perlu diselidik sedalamnya sebelum seseorang individu itu menceburkan
diri dalam perkara syubhah. Masih ramai umat Islam di Malaysia sendiri yang tidak faham
akan konsep Riba Nasiah dan Riba Al-Fadl (konsep perniagaan tertumpu kepada berapa
banyak downline yang diperolehi berbanding jualan produk syarikat (Zaharuddin, 2007).
Majlis fatwa Al-Lajnah Ad-Daimah Arab Saudi telah mengharamkan konsep perniagaan
seperti ini. Selain itu, konsep shafqatayn fi shafqah (dua aqad jual beli dalam satu aqad)
juga masih tidak difahami oleh masyarakat kita di Malaysia. Rasulullah SAW melarang dari
membuat 2 belian dalam satu aqad (Riwayat Ahmad, Al-Bazzar; Al-Haithami, 4/84).

Dari huraian di atas, didapati banyak perkara atau isu yang boleh dibangkitkan daripada cara
pengendalian perniagaan atas talian. Walau bagaimanapun, selagi perniagaan tersebut tidak
terlibat dengan perkara-perkara yang bercanggah dengan undang-undang Islam, maka
perniagaan itu dianggap sah dan halal menurut syarak. Ini dijelaskan di dalam al-Quran
(Surah al Baqarah: 275), bermaksud:
Sesungguhnya Allah menghalalkan jualbeli dan mengharamkan riba. Internet hanyalah
merupakan satu alat untuk menjalankan perniagaan tetapi terpulang kepada individu untuk
memahami dan mendalami transaksi yang dilakukan itu sah di sisi prinsip muamalah Islam.

Persoalan Kajian

Secara umumnya, tujuan kajian dan analisis ini dijalankan adalah untuk mengetahui samada
sesebuah jenis perniagaan atas talian atau model perniagaan e-dagang pada hari ini benar-
benar mengikut garis panduan undang-undang Islam bagi membolehkan peniaga dan pembeli
terlibat dalam satu transaksi yang sah dan halal di Malaysia.

Manakala, secara khususnya pula, persoalan terhadap kajian ini adalah untuk mengetahui:-
a) jenis perniagaan, program dan pelaburan Internet bagaimana yang dibenarkan dalam
syarak?
b) masalah atau kekangan umat Islam dalam mengimplementasi e-dagang di Malaysia
berpandukan undang-undang perdagangan Islam.

Dengan persoalan kajian di atas, satu garis panduan yang lebih jelas mungkin dapat
diketengahkan untuk kepentingan tatapan dan pengetahuan umum masyarakat khususnya
umat Islam di Malaysia dalam menjalankan transaksi perniagaan dan pembelian di Internet.


Metodologi Kajian

Beberapa kaedah kajian digunakan dalam menjayakan kajian ini, iaitu:-

5.1 Kaedah Tinjauan

Dalam kaedah ini, tinjauan dilakukan hanya pada pengimplementasian e-dagang di kalangan
masyarakat Malaysia amnya dan umat Islam Malaysia khususnya. Tinjauan dilakukan
menerusi laman web, blog, laman web rangkaian sosial, forum, laman iklan, dan lain-lain
berkaitan. Tinjauan memfokus kepada jenis perniagaan atau model perniagaan e-dagang yang
diminati rakyat Malaysia dan bagaimana konsep pendekatan perniagaan ini dalam mencapai
kepercayaan para pelanggannya. Ini kerana pertambahan penggunaan Internet di Malaysia
secara tidak langsung mengarah kepada peningkatan penggunaan e-dagang juga.

5.2 Kaedah Soal-selidik dan Temubual

Dalam kaedah soal-selidik dan temubual, seramai lebih 800 orang (masyarakat Islam) di
seluruh Malaysia menjadi responden dalam kajian ini. Pemilihan sample pula berdasarkan
kepada stratified random sampling, di mana ia terbahagi kepada 2 kumpulan iaitu
kumpulan pembeli dan kumpulan peniaga Internet. Bahagian ini melihat dengan lebih
terperinci pengalaman responden yang pernah membuat transaksi melalui Internet dan
pengalaman peniaga Internet. Kajian ini menjurus kepada kesedaran mereka terhadap
transaksi Internet menerusi skop perundangan perniagaan Islam.

5.3 Kaedah Temubual

Kerjasama daripada beberapa ahli ilmuwan atau orang berpengalaman dalam bidang
perniagaan Internet dan juga muamalah Islam di Malaysia dirasakan antara yang paling perlu
dalam mendapatkan maklumat yang jelas tentang sistem perniagaan yang dituntut syarak.
Gabungan dua bidang ini dapat membuka skop yang lebih luas tentang e-dagang menurut
persepsi undang-undang Islam.

5.4 Kaedah Pengumpulan Data

Data primer dan data sekunder diperlukan dalam kajian analisis ini. Data primer diperolehi
daripada kaedah soal-selidik, dan temubual. Manakala data sekunder pula merupakan
maklumat-maklumat daripada bahan bacaan dan rujukan samada di perpustakaan, laman web,
akhbar, majalah dan sebagainya. Ia melibatkan kajian-kajian teks, dokumen, kertas kerja,
mikro filem, media massa, dan lain-lain lagi. Dalam contoh mengkaji konsep muamalah
Islam, data yang diperolehi hasil temubual dan soal-selidik adalah data primer. Data yang
diperolehi melalui bacaan ilmiah pula dianggap sebagai data sekunder.


Jadual Perlaksanaan

Kajian ini akan dilaksanakan selama satu tahun (12 bulan) dengan perincian seperti berikut:-

Bil Aktiviti Bulan
1 2 3 4 5 6 7 8 9 10 11 12
1 Persediaan tajuk
2 Pembelajaran berkaitan topik
3 Perincian topik
4 Pengumpulan data sekunder
5 Pengumpulan data primer
6 Penganalisian data primer dan
sekunder

7 Penyusunan draf laporan
pertama

8 Pembentangan laporan pertama
9 Penyusunan draf laporan kedua
10 Pembentangan laporan kedua
11 Penyusunan draf akhir

Rumusan

Hasil kajian analisis ini diharapkan dapat memandu kepada satu garis panduan yang jelas dan
tepat berkenaan perlaksanaan e-dagang mengikut hukum syarak Islam. Isu-isu berkaitan
kesahihan transaksi dalam e-dagang, masalah dan kekangan pengimplemantasian e-dagang,
keselamatan dan privasi, dan perundangan sivil secara amnya menjadi topik hangat e-dagang
hari ini. Namun, sebagai peniaga Islam dan pembeli Islam, seseorang perlu mempunyai ilmu
pengetahuan tentang hukum dan undang-undang perjanjian jual beli yang halal dan bersih.
Kajian juga berharap dapat mengupas lebih mendalam segala jenis kekangan bagi pembeli
amnya dan peniaga khususnya untuk melaksanakan transaksi e-dagang supaya ianya seiring
dengan kehendak syarak.

Implikasi dari kajian ini terbahagi kepada 2 bahagian, iaitu:-

1. Dalam bidang pendidikan dan penyelidikan, hasil analisis kajian ini dapat memberi
satu pendedahan baru berkaitan aspek perundangan Islam dalam perlaksanaan e-
dagang, sekaligus membolehkan ia menjadi titik rujukan untuk kajian pada masa akan
datang. Ia juga menyumbangkan beberapa fakta atau rujukan kepada mana-mana
badan atau organisasi yang berkenaan untuk menjalankan mungkin kajian yang lebih
mendalam dan terperinci tentang topik ini khususnya di Malaysia. Ini kerana kajian
berkaitan topik ini amat terhad didapati di seluruh dunia khususnya negara Islam.

2. Dalm bidang praktikal dan pengimplemantasian pula, hasil kajian dapat membuka
mata para peniaga dan usahawan Islam untuk lebih memahami konsep transaksi dan
muamalah Islam dalam e-dagang. Dengan ini, diharapkan para usahawan Islam di
dalam dunia siber lebih peka dan kreatif dalam mewujudkan satu perniagaan yang
bersih, telus dan halal sepenuhnya di sisi Islam. Perniagaan berkonsepkan muamalah
Islam diakui lebih digemari kerana ketelusan dan kesahihan transaksinya oleh bukan
Islam sekalipun. Maka, semestinya konsep e-dagang mengikut perundangan Islan


turut menjadi konsep yang lebih digemari pada masa kini dan akan datang di seluruh
dunia.

Akhir kata, hasil analisis kajian ini dapat memperkenalkan atau mengetengahkan betapa peri
pentingnya mengimplementasi perniagaan atas talian yang bersih lagi jelas menurut hukum
syarak untuk semua umat Islam di dunia amnya dan Malaysia khasnya. Ia juga dapat
memberi panduan untuk mereka yang mencari keredhaan Allah swt dalam aktiviti seharian
samada dalam pencarian rezeki dan sebagainya.

Rujukan

Norazlina Z., Fauziah O., Siti Hartini M.,(2004) E-Commerce From An Islamic Perspective.
Electronic Commerce Research and Applications 3 (2004) 280-293.
Hanudin A., (2008) E-business From Islamic Perspectives: Prospects and Challenges.
Journal of Internet Banking and Commerce, December 2008, vol. 13, no.3.
Hussin, Dr. Husnayati, (2002) E-Commerce: Exploring Some Issues From the Islamic
Perspectives.
Azhar M., (2009) Transaksi E-Commerce Dalam Tinjauan Hukum Islam. Lembaga
Penelitian Universitas Muhammadiyah Malang.
Dr. Nik Rahim NW., (2009) E-Dagang Menurut Perspektif Islam. Jabatan Syariah, Institut
Pengajian Islam, Universiti Brunei Darussalam.
Nasrul Hisham NM., (2008) Aplikasi Sains Dan Teknologi Dalam Transaksi Muamalah
Islam: Rujukan Kepada Rukun-Rukun Akad Mengikut Perspektif Undang-Undang
Kontrak Islam. Jurnal Teknologi, UTM 49 (E) Dis. 2008: 81-91.
Zaharuddin AR., (2004) Isu Syariah Dalam Perniagaan MLM. Capaian pada 10 Januari
2010, dari World Wide Web: http://www.zaharuddin.net
Ahmad A.F., (2008) Perniagaan Dalam Internet. Capaian pada 10 Januari 2010, dari World
Wide Web: http://ilmudanulamak.blogspot.com/2008/06/mlm-yang-halal-dan-yang-
haram.html.
Abdulrahman A., (2007) The Islamic Concept of Meeting Place and Its Application in E-
Commerce. Masaryk University, Journal of Law and Technology, Vol. 1, No.1, 2007,
ISSN 1802-5943.
Najahudin L., (2009) Sistem Muamalat Islam Patut Jadi Panduan Cari Kekayaan Bukan
Konvensional. Berita Harian, 27 Julai 2009.
Dr. Setiawan B.U., (2009) Hukum Electronic Commerce (E-Commerce). Ekonomi Syariah,
Fiqih Kontemporer.
Zaharuddin A.R., (2009) EM-Pay: Pelaburan Halal Atau Haram? Capaian pada 10 Januari
2010, dari World Wide Web: http://www.zaharuddin.net.
Wangcyber.com., (Mei 2007) Laporan Khas, Kempen Celik Duit Internet. Capaian pada
10 Januari 2010, dari World Wide Web: http://www.wangcyber.com.
Ibrahim Ali A., (2006) E-Commerce And Its Ruling On The Scale Of Sharia And Jurist
Rules. Islamic Economics Collection, International Islamic University Malaysia, October
2006, Doc 5240, Issue 306, Page 13-18.


ANALYZED INTERNET HOTSPOT METRICS USING 3D REPRESENTATION
IN OPEN AREA

Yeffry Handoko
Universitas Komputer Indonesia
Jl. Dipatiukur 112-116 Bandung 40132
yeffryhp@yahoo.com

Abstract

There are many methods to measure WI-FI exposure in open area, almost all the methods
only measure in a few point of area which reveals one fidelity metric such as intensity. If we
want to find out the location of minimum intensity, the area of exposure and the best
exposure in small hotspot internet, the effort should be taken is to plot all measurement points
in 3D or contour mapping. This research is providing 3D mapping of Internet hotspot
exposure in some open area, fidelity analysis about intensity exposure and load and strength
capacity which represented the access speed based on user number. The results of this
research are location of black spot which is represented minimum exposure, load and strength
empiric function and percentile distribution of usage per day.

Keyword: Hotspot, WI-FI, Intensity, Internet

1. Introduction

The intensity received by client in Wi-Fi network is always not consistence according to number of
user, interference and signal attenuation. Wi-Fi network uses IEEE 802.11 technology which is a good
platform actually for single-hop ad hoc network because of its simplicity [1]. In public usage of Wi-Fi
technology like in campus, office, supermarket, restaurant this technology is familiar with the name of
hotspot or WLAN (Wireless Local Area Network).

Theoretically, hotspot as Wi-Fi network is Wireless Internet network which operates at 2,4
GHz band. Recently, hotspot uses standard IEEE 802.11b or 802.11g, which enables transmission at
5.5 Mbps and 11 Mbps. This paper will propose alternative measurement of continuous power
intensity received by client in WLAN and the method of measurement and analysis.

The metrics in Internet defines as the measurable variable which inherently represents the
Internet performance. In Internet knowledge performance analysis, there are some metrics used to be
chosen such as Internet speed (download or upload speed), bandwidth, WLAN intensity of exposure,
and so on.

2. Hotspot Intensity Problem

WLAN transmits its signal by its router hotspot with almost in omni-directional angle of exposure.
The intensity received by client is sometimes not consistent depend on [2]
a. channel has time-varying and asymmetric propagation properties
b. the wireless medium is significantly less reliable and ease to interfere by noise and has attenuate
properties
c. Inconsistencies in bit rate depend on bandwidth and number of user


The consistency demand sometimes can be neglected and not consider as problem in
hotspot. However, if the inconsistency of bit rate and the decreasing of intensity happen in
particular area or sub area then it will trigger new question about what happen in that
particular area. According to outdoor WLAN exposure beside intensity exposure which
become an attention in this paper, there is also another metrics or variable involved like angle
of exposure, Fresnel distant, and of course the distant itself [3]. Fresnel zone is highly depend
on distant and height of sender to receiver,

3. Experimental Procedures

In this paper, we choose two metrics i.e. Internet download speed and intensity of hotspot.
The experiment is conducted using 4 laptops with the same specification. The four laptops
are placed at hotspot area with different position and each of position is represented as
measurement point (figure 1). At the same time the four laptops as a client in WLAN doing
downloading at the same site. The temporal data then statistically processed and will be
plotted using 3D Mathlab plotting program.

Figure 1. The position of measurement and AP (Access Point)

Software involved in procedure of measurement:
a. To measure intensity exposure which is actually the signal to noise ratio, we used WI-FI
Software called Network Stumbler
b. To measure the bit rate when downloading process occurred, we used FTP(iperf) with
command:
C:\>iperf c <IP address> -u b -11M r i 2

The SNR and bit rate are measured for 12 hours, and represented in rms (root mean
square) value and temporal data. Each measured are sampled for 10 minutes and done in four
laptops simultaneously.

4. Result

The one half daily measurement of SNR in rms values is showed in Figure 2.

Figure 2. SNR rms measure for 12 hours with network stumbler software and plotting with
Matlab.
0
5
10
15
0
5
10
15
-0.5
0
0.5
1
1.5
meter
meter
S
N
R

r
m
s
5 m
5 m
1 2
3 4
AP


The good intensity exposure of WI-FI is placed at center of area as depicted in Figure 2. The
hat shape of SNR rms in this figure shows that in

5. Conclusion
The intensity of hotspot can be plotted in 3D and can be analyzed further more about the
location which contains minimum SNR or Maximal SNR

References
[1] Anastasi,G., Conti, M., Gregori, E., IEEE 802.11 Ad Hoc Networks: Protocols,
Performance and Open Issues , in Mobile Ad hoc networking, S. Basagni, M. Conti, S.
Giordano, I. Stojmenovic (Editors), IEEE Press and John Wiley and Sons, Inc., New York,
2003.
[2] Gavin Holland, Nitin H. Vaidya Analysis of TCP
Performance over Mobile Ad Hoc Networks, ACM/Kluwer WINET 8(2-3), (2002) pp. 275-
288.
[3] G. Anastasi, E. Borgia, M. Conti, E. Gregori, , IEEE 802.11 Ad Hoc Networks:
Performance Measurements, Cluster Computing Journal, (to appear).


OBJECT-ORIENTED REQUIREMENT ANALYSIS FOR DEVELOPING
MAPPiCXS MIND MAPPING SOFTWARE

Abdurrahman Jalil, Siti Noor Ahmad, Juzlinda Mohd Ghazali,
Farhana Abdullah Asuhaimi, Aisyah Mat Jasin
abdurrahman@kuis.edu.my, sitinoor@kuis.edu.my, juzlinda@kuis.edu.my,
farhanaabdullah@kuis.edu.my, aisyahjasin@kuis.edu.my

Abstract
The ability to correctly identify the system requirements is essential to the design and
development of effective software. This paper describes the requirement analysis for the
development of MAPPiCXS mind mapping software. The objective is to capture the
functional requirements which represent the tasks that the system must meet in order to be
successful. This paper applies the object-oriented Unified Software Development Process
(USDP) methodology framework to specify the system basic functionality and logical
internal structure. The use case model produced during this stage is analyzed to identify the
objects that are required to support it. Finally, a class diagram is derived from this analysis to
describe the proposed mind mapping software.
Keywords: Object-oriented methodology, Mind map, Requirement analysis, Use case, Class
diagram

1.0 Introduction
MAPPiCXS is a research project with the purpose of developing a unique mind mapping
software that has several basic functionalities. Before the actual construction can take place,
the development process must follow several steps in order to satisfy the needs of the system
end user. These user requirements are used to drive all subsequent stages of systems
development. Poorly or incorrectly specifying the requirements normally produces the
systems that need major revisions or abandoned entirely (Pressman 1996).
In the effort to develop this mind mapping software, the requirements represent the
tasks that system must meet in order to be successful. Usually these requirements are
specified as a set of functions expressed at high level of abstraction and are later refined to
the detailed specifications (Edward R. Sim, 2000). In other words, the object oriented
requirement analysis presented in this paper is attempting to determine what the MAPPiXCS
system is supposed to do.
The objective of object oriented analysis is to produce a complete description of
problem domain and requirements of proposed system (Fichman and Kemerer, 1992). The
advantages of using object oriented approach in analysis are encouraging the reuse of
software, decreasing amount of new code that has to be written, reducing development time
and leading to a software internal structure that can be maintained in an easier way.
Consequently, they are expected to improve software quality by encouraging information
hiding, abstraction and proper modularization by leading to the systems that are more
understandable, more reliable and more modifiable (Moreira, Freitas and Guerreiro, 1989).
A methodology is a collection of methods for developing coordinated by some
general philosophy for developing a system (Peters and Tripp, 1977). For MAPPiCXS
software development, object oriented methodology is applied that is absolutely based on the
concepts of object. This set of steps or procedures need to be performed from the beginning
of software development process until the end to make sure the output produced is acceptable
and beneficial. Specifically, Unified Software Development Process (USDP) framework


model is applied to conduct object oriented analysis for the system. This model adopts an
interative approach within four main phases which are inception, elaboration, construction
and transition. It is claimed that the USDP embodies much of the currently accepted best
practice in information system development including requirements driven development
(Bennett, McRobb and Farmer, 2002).
This paper concentrates on the requirement analysis phase to describe the
functionalities of the proposed system. In section 2, this study adopts USDP model to conduct
problem domain analysis and then, the result is discusses in section 3. Finally, this paper
concludes the study in section 4.

2.0 Methodology
The USDP development process starts with requirements capture and modeling. Then, it
continues to requirement analysis, system and class design and consequently to the
construction and testing phases. However, this paper will cover up to requirement analysis
stage only.
To model the requirements, Unified Modeling Language (UML) is used as a tool for
analysis. It has a set of diagrams for sketching and documenting the design of software. If
offers use cases for capturing functional requirements and class diagram for visualizing the
structure of software code (Popandreeva, 2007). This section presents the requirement
capture and modeling activities where the problem is defined, domain analysis is conducted
and requirement list and use case model are generated. Meanwhile for requirement analysis
stage, the use case model is analyzed to produce initial system architecture represented by
class diagram.
2.1 Problem definition
The activities begin by defining problem stated in previous published study on MAPPiCXS.
According to Abdurrahman and Juzlinda (2009), the current mind mapping software
available in the market does not provide function to create matrix or table in order to organize
large volume of data in mind map diagram. Furthermore, there is no local version of mind
map software that exists to support Arabic and Jawi characters and to provide Islamic icons.
This paper focuses on including the matrix or tables for mind map diagram, in
addition to the basic functions. Since the local version aspect encompasses mainly on the
design stage, it is catered for later and excluded from this paper scope.
2.2 Domain analysis
In order to provide basic requirements for the proposed mind mapping software, the manual
process of mind mapping creation need to be understood. For that purpose, the entire
previous published document on MAPPiXCS has been scanned to find everything that
matters regarding mind mapping techniques and software. Based on the previous published
work by Abdurrahman and Juzlinda (2009):
The process of creating a mind map begins with a word or image, placed in the middle in the
page which symbolizes a topic to think about. The process continues with writing down the
subtopics or chapter headings on the thick branches derived from the main topic. As idea
emerges, the sub-subtopics are placed on the thinner lines radiating from each of the
subtopics or chapter headings. To support the memory of learner, it is recommended to use
symbols, images, keywords and colors to indicate emphasis and associations. For
MAPPiXCS software, there is a unique feature need to be inserted in the system which is to
add matrix or table into the mind map diagram. This feature includes the process of matrix
creation and editing.
Based on the previous statement and problem definition, a list of user requirements is
derived and displayed in the following table. The list describes the functions that need to be
embedded in MAPPiCXS software.


Table 1: Requirement List
No. Requirement Use Case(s)
1. To create, print and save a mind map in a file Create mind map file
2. To open existing mind map file Open mind map file
3. To insert nodes that connected with each other through arcs or
lines.
Add a new node
4. To remove nodes from the mind map Remove node
5. To resize the selected nodes Resize node
6. To insert and edit matrix or table in mind map diagram Add a new table
7. To edit matrix or table in mind map diagram Edit table
8. To remove the selected table or matrix Remove table
9. To insert Roman, Arabic, Jawi text on a node Add a new text
10. To edit colors, styles and size of Roman, Arabic and Jawi text or
keywords in a node
Edit text
11. To remove Roman, Arabic and Jawi text from mind map Remove text
12. To insert image on a node in a mind map diagram Add a new image
13. To resize selected image on a node Resize image
14. To remove selected image from node Remove image
15. To insert Islamic icon on a node Add a new icon
16. To resize selected Islamic icon in node Resize icon
17. To remove selected Islamic icons in node Remove icon
18. To view a complete mind map diagram View mind map
19. To zoom in the mind map diagram in a view Zoom in
20. To zoom out the mind map diagram in a view Zoom out

2.3 Use case model
On the basis of the requirement list in the previous step, a use case diagram is formulated as
in the following figure to visually model the requirements:


Figure 1: Use Case Diagram for MAPPiCXS.

After the formulation of use case model, nouns and verbs are identified to derive objects and
methods needed to support each of the use case.

2.4 Class diagram
Based on the objects and methods identified in the use case diagram, a conceptual class
diagram is developed to describe the initial system architecture. This initial architecture
shows all the classes those will be used to create objects and their relationships. The analysis
class diagram is as follows:


Figure 2: Class Diagram

3.0 Discussion
This paper finally lays out initial system architecture of MAPPiCXS in the form of a class
diagram. The functional requirements have been modeled using a use case diagram that
shows the overall functionality of the system.
Based on the use case, the user can create a new file to draw a new mind map. To
draw a mind map, the user can add nodes, texts, tables, icons and images in the file. The
nodes are the container or places that hold the texts, icons and images. These nodes, icons
and images can be resized according to the user needs. Meanwhile, the table and text can be
edited to change the attributes of the font such as style, size and color. All these items can be
removed from the diagram if the user wishes to do so. After the drawing takes place, the user
needs to save the mind map by saving the file and optionally can print it. The user can view
the complete mind map and has the options to zoom in and zoom out. In addition, the user
also can open an existing mind map file to edit or print the mind map diagram.
From the use case, the potential objects and methods can be identified using key
concepts. These key concepts (when occurring as nouns) are good indicators for objects while
verbs can be used to indicate the associated methods. Objects that share the same
characteristics are grouped into class. To establish the relationship among different classes,
the class diagram is developed. The class diagram produced in this stage shows aggregation
or composition relationship. A file consists of a mind map object. This mind map object is
composed of several nodes, tables, texts, icons and images. It is the whole-part relationship


among those classes. Moreover, there are some basic methods are recognized for each class
in this initial analysis class diagram.

4.0 Conclusion and Future Works
This study is the first step towards developing MAPPiCXS using object oriented
methodology. This methodology promotes a smooth transition from problem definition all the
way to the analysis class diagram. Adopting this approach give a great advantage of
converting the user requirements into fundamental architecture of MAPPiCXS system.
Moreover, this approach is supported by UML diagram to visualize the requirement and class
models. However, the class model needs to be refined again and again until all the attributes
and methods necessary to support the solutions are defined. To achieve that in the future, this
research must apply object oriented design in order to define the implementation details for
producing the complete overall system architecture.

References
Abdurrahman Jalil and Juzlinda Mohd Ghazali (2009). MAPPiXCS: A Proposed Mind
Mapping Software. International World Conference on Muslim Education 2009.
Popandreeva, A. (2007). Object Oriented Analysis and Design Using UML of a Test
Rotation With Sample. International Conference on Computer Systems and
Technologies.
Bennett, S., McRobb S. and Farmer R. (2002). Object-Oriented System Analysis and Design
Using UML. 2
nd
Edition. United Kingdom, McGraw-Hill.
Pressman, R.S. (1996). Software Engineering: A Practitioners Approach. 3
rd
Edition. New
York, McGraw-Hill
Fichman, R. and C. Kemerer (1992). Object Oriented and Conventional Analysis and
Design Methodologies. Computer (Oct), 22-39.
Moreira, A., Frietas M. M. and Guerreiro P. (1989). Using Object Oriented Requirement
Analysis for a High Reliability Message Switching System. Portugal
Peters, L. and L. Tripp (1977). Comparing Software Design Methodologies. Datamation
(Nov), 89-93.


A STUDY ON IMPLEMENTATION AND IMPACT OF GOOGLE HACKING TO
INTERNET SECURITY
Muharman Lubis
1
, Nurul Ibtisam binti Yaacob
2
, Hafizah binti Reh
1
, Montadzah
Ambag Abdulghani
1

1
Universiti Islam Antarabangsa Malaysia (UIAM)
2
Kolej Universiti Islam Antarabangsa Selangor (KUIS)
muharman.lubis@gmail.com, ibtisam_111@yahoo.com, fiza_hafiz85@yahoo.com,
mon_abdulgani@yahoo.com

Abstract
As the number of Web sites and amount of information have increased, modern life are
relying more on search engines to scoop up relevant piece of information out of Information
Sea. In response to rapidly growing amount of information on the Web space, major search
engine companies such as Google, Yahoo and MSN crawl Web servers and index crawled
information more frequently and thoroughly on the global level. Furthermore, to stay on top
of the competitive search engine market, they diligently improve search algorithm and
endeavor to provide internet users with easy-to-use search interface. Due to this diligent and
competing effort of search engine companies, Internet users can freely access billions of
pages of information regardless of time and space constraints with a simple typing and
clicking. Google Hacking uses the Google search engine to locate sensitive information or to
find vulnerabilities that may be exploited. This paper identifies and evaluates how much
effort it takes to get Google Hacking to work and how serious the threat of Google Hacking
is. The paper discusses the implementation and impact of Google Hacking to Internet security
and recommends couple of probable solutions on how to avoid or resolve it.
Keywords: Google Hacking, search engine, Internet security, hacker.

1. Introduction

Wikipedia has defined Google Hacking as the art of creating complex search engine queries
in order to filter through large amounts of search results for information related to computer
security. In its malicious format it can be used to detect websites that are vulnerable to
numerous exploits and vulnerabilities as well as locate private, sensitive information about
others, such as credit card numbers, social security numbers, and passwords. This filtering is
performed by using advanced Google operators. Attackers can use Google Hacking to
uncover sensitive information about a company or to uncover potential security
vulnerabilities. A security professional can use Google Hacking to determine if their websites
are disclosing sensitive information.
When a computer connects to a network and begins communicating with other
computers, it is essentially taking a risk. Wikipedia has defined Internet security as the
protection of a computer's Internet account and files from intrusion of an unknown user.
Basic security measures involve protection by well-selected passwords, change of file
permissions and back up of computer's data.
Internet security professionals should be fluent in the four major aspects, which are
penetration testing, intrusion detection, incidence response and legal/audit compliance. While
Google Hacking does not necessarily follow the standard definition of hacking, it can prove
only as fruitful. By using Google, we can gain access to information that may otherwise be
hidden. The information gathered using these hacks will allow us to gain access to systems or
devices. The hacks work because Google indiscriminately stores information when its Web


spiders crawl the Internet. By using the advanced operators, we can view this information.
Google makes it extremely easy to find this information. Those with more computer
knowledge will have a smaller learning curve, but it will not take that long for even a novice
Internet user to master these techniques.
Whatis has defined implementation as a carrying out, execution, or practice of a plan,
a method, or any design for doing something, while Wordnet defined impact as a forceful
consequence; a strong effect, which relates to the using of Google Hacking by certain people
or group into Internet Security. Security professionals can address the problem of Google
Hacking in a manner similar to addressing other security issues. They can use Google
Hacking to test their Web sites for sensitive information disclosure. They also can educate
employees concerning what information should not be put on the Internet and they can also
implement enforceable policies to ensure employee compliance.

2. Literature Review

2.1. Hacking

The idea of hacking might be conjured up stylized images of electronic vandalism, espionage,
dyed hair and body piercing but the essential none other than that. Most people associated
hacking with breaking the law, claimed all those who engage in hacking activities to be
criminals. Indeed, there are people out there who use hacking techniques to break the law but
hacking is not really about that [4]. The hacking is a way of understanding what is possible,
sensible and ethical in the twenty-first century by stressed this embedded towards our life
because the hack needs a social and cultural context [8]. In order to understand what hacking
is, we need to know the difference between hacking and cracking [9]. The definition of
hacking somehow change with cracking because the media role and thoughtless of some
people. All these hacking activities exist within a set of communal relations that each of them
expresses a different aspect of hacking.
Recently, hackers have been divided into three categories that are black hats, white
hats and grey hats, which have been referred as malicious hackers, ethical hackers and
ambiguous hackers correspondingly [22]. Black hat hackers are people who hack computing
systems for their own benefit or the one who breaks into systems illegally for personal gain,
notoriety or other less-than-legitimate purposes [16][20]. White hat hackers are the one who
wrote and tested open source software, worked for corporations or hired by companies to
help them beef up their security, worked for the government to help catch and prosecute
black hat hackers and otherwise use their hacking skills for noble and legal purposes. There
are also hackers who refer themselves as gray hat hackers that they are operating somewhere
between the two primary groups [16]. Gray hat hackers might break the law but they consider
themselves to have a noble purpose in doing so. For example, they might crack systems
without authorization and then notify the system owners of the systems fallibility as a public
service or find security holes in software and then publish them to force the software vendors
to create patches or fixes for the problem. There are several methods of performing hack and
one of the powerful and effective techniques of doing this activity in uncovering the sensitive
information is by using search engines.

2.2. Search Engine

Nowadays, it is really hard to search information as the number of resources available on the
internet is increasing at a rapid rate. Consequently, search engine that is also known as web


search engine or automated web search, which is one of the services provided by Internet has
been introduced [3]. It helps us in finding information stored on a computer system and
minimizes the time required to find information. It used a spider to gather information from
World Wide Web and other servers and in a crawler will generates indexes of information
they find that based on keywords entered by the users.
One of the most powerful, efficient and effective search engines is Google [22].
Organizations usually disclose too much information on their Web servers without ever
knowing. Search engines powerful features like Google is allowing users even to find some
sensitive information stored in the far corners of Web-connected servers and perform a
vulnerability-searching attack. Currently, Google search engine has up to 12 billion pages
[22] and whether believe it or not, it is actually the starting point of many hacking activities
and in fact, it is also one of the most interesting uses of Google! This kind of activity is
known as Google Hacking.

2.3. Google Hacking

Organizations usually disclose too much information on their Web servers without ever
knowing that the leak or weakness in there, somehow it is utilized by malicious hacker.
Further, search engines like Google has powerful features that allow users to find some
sensitive information stored in the far corners of Web-connected servers and even perform a
vulnerability-searching attack. In the past 2 years, Google Hacking is a term that has not only
become commonplace in the security community but in the mainstream media as well [13].
Apparently, Google hacking involves using the popular Google search engine to locate
sensitive or confidential online information that should be protected but they are not.
Google Hacking is actually the most popular technique in hacking activities that
publicly introduce by Johnny Long around 2004. Attackers can use Google Hacking to
uncover sensitive information about a company or to uncover potential security
vulnerabilities through Internet even some people could use Google Hacking to determine if
their websites are disclosing sensitive information which known as penetration testing or
vulnerability assessment.
Using search engines to uncover sensitive information is not a new concept.
Nonetheless, with the numerous advanced search operators that Google makes available on
its enormous database, carefully crafted query strings can reveal jaw-dropping results [10].
Usually, the filtering methods are performed through using advanced Google operators while
attackers can use Google Hacking to uncover sensitive information about a company or to
uncover potential security vulnerabilities. A security professional can use Google Hacking to
determine if their websites are disclosing sensitive information. Google Hacking turned out to
be a very powerful and flexible hacking approach, it also found was very helpful to use
Google cached pages while performing Google Hacking [2]. Google crawls web pages and
stores a copy of them on its local servers. They have tried to use Google cached pages to
anonymously browse a target site without sending a single packet to its server. Google grabs
most of the pages through crawls but omits images with some other space consuming media.
When viewed Google cached pages by simply clicking on the cached link on the results page,
the hackers will end up connecting to the target's server to get the rest of the page content.
When a user enters a keyword in a search text, the spider will start exploring the
Webs. Then the Google later on will return a results page that consists of a name list of the
site, a summary or snippet of the site, the URL of the actual page, a cached link that shows
the page as it looked when the spider last visited the page and a link to pages that have
similar content [10]. Googles search results are dynamic. When a query is submitted through


Googles web interface, Google takes user to a created results page that can be represented by
a single URL that will appear in user browsers address bar. For instance like the following
URL:
http://www.google.com/search?hl=en&q=%22peanut+butter+and%22+jelly&btnG=Search

The question mark (?) denotes the end of the URL and the start of arguments, the
ampersand (&) separates arguments, (h1) represents the language in which the results page
will be printed, (q) represents the start of the query string, (%22) represents the hexadecimal
value of the double quotes character, the plus sign (+) represents a space and (btnG=Search)
denotes that the Search button was pressed on Googles web interface [13]. Knowledgeable
Google users can edit the URL directly inside their browsers address bar and hit enter to get
the new search results in a very quick way. As a security professional, it is critical to
understand these URLs, so that no one can perform a Google hacking vulnerability
assessment.
The Google Hacking Database (GHDB) is a database of queries used by contributed
hackers to identify sensitive data on your website such as error messages, files containing
passwords, files containing usernames (no passwords), files containing juicy info (no
usernames or passwords, but interesting stuff none the less), pages containing logon portals,
pages containing network or vulnerability data such as firewall logs, sensitive online
shopping information, various online devices and vulnerable servers [5][22].

3. Implementation

Beside basic search technique and function search technique, Google also provided advanced
search technique. Advanced search technique uses advanced operators to help refine
searches. Table 1 shows list of the advanced operators.

Table 1: List of Advanced Search Operators
Search Service Advanced Search Operators
Web Search allinanchor:, allintext:, allintitle:, allinurl:, cache:, define:, filetype:, id:,
inanchor:, info:, intext:, intitle:, inurl:, phonebook:, related:, site:
Image Search allintitle:, allinurl:, filetype:, inurl:, intitle:, site:
Groups allintext:, allintitle:, author:, group:, insubject:, intext:, intitle:
Directory allintext:, allintitle:, allinurl:, ext:, filetype:, intext:, intitle:, inurl:
News allintext:, allintitle:, allinurl:, intext:, intitle:, inurl:, location:, source:
Product Search allintext:, allintitle:

By using the basic search techniques combined with Google's advanced operators,
anyone can perform information gathering and vulnerability searching using Google. This
technique is commonly referred to as Google hacking. Search Engine in the specific approach
has to collect all the pages in the cyber world by using the system which was robot,
nonetheless, its not like what robot we are thinking or guessing, it was the robot search
engine, well known with Bot, Crawler or Spider. It was the special software that has
functioned to crawl all pages in the world, collect them and store them in the Google
database. Every collection will be indexed by Google to make easiest for every person search
what they want and these were the reason why we enjoy use Google as our search engine.


This Googlebot also the main power of Google search engine to be the famous search
engine in the world, as well as the hacker who use to foot printing or something illegally.
Johny Long first introduce this technique by simplifying and combination the Google
operator, we could find the valuable information around the world massively.
Google Hacking already became popular not only in the hacker communities, but it
also in common people who do not really understand the hacking procedure. The method and
design in using Google search engine for hacking activities involves the combination between
basic and advance operator in Google to maximize the specific searching and finding. It
could be divided as formal design that refer to Googledork and Googleturds which have been
introduced by Johnny Long and recognized by academic and media level, Google automated
scanner that refers to specific software be built by communities or person to facilitate Google
hacking, manual exploration that refer to single attempt by certain malicious hacker in
enhancing Google hacking knowledge and lastly, the integrated hacking which put Google
hacking as the beginning process before do other method of hacking.
The one of well-known implementation to utilize the Google Search engine is
Googledork. It is the attempt to standardize function of Google Hacking by the first
introducer, Johnny Long in his website as sharing knowledge. The term Googledork that was
coined by the author has originally meant as an inept or foolish person as revealed by Google
[5] but after a great deal of media attention, the term came to describe those who troll the
Internet for confidential goods. Either description is really fine but what matters are that the
term Googledork conveys the concept that sensitive stuff is on the web and Google can help
you find it. The official Googledorks page lists many different examples of unbelievable
things that have been dug up through Google by the maintainer of the page, Johnny Long,
that are around 14 categories of them referring to GHDB [5][22]. Each list shows the Google
search required to find the information, along with a description of why the data found on
each page is extremely interesting.
On the other hand, syntax and operator function in Google search engine does not
miss the error or the weakness either, these one recognized as Googleturds that defines as the
little dirty pieces of Google waste [11]. These search results seem to have stemmed from
typos Google found while crawling a web page. Google also can reveal many personal data
when its advanced search parameters are used. The implementation of Googleturds along
before is quite amazing with the revealing of credit card, web directories, password and many
more. Google concerns more to correct the error in their operator and patterns because the
high pressures from certain organization and companies towards the huge impact of the uses
these errors.
Google hacking involves the use of certain types of search queries to look for Web
site vulnerabilities. More than approximately 1,500 such queries, mostly stored in the GHDB
website by Johny Long, some of just spread to the other discussion website or blog. This
Google Hacking trend slowly but surely brings more people to develop the easiest tools or
software to search effectively and efficiently that combine certain methods of the
Googledorks inside it. Unfortunately, sometimes organizations set up their systems in a way
that allows Google to index and save a lot more information than they intended [15].
Another implementation is Google automated scanner, one of the famous one is
Goolag Scanner, a Windows-based auditing tool that was built around the concept of Google
Hacking. The Cult of the Dead Cow hacker group released an open-source tool designed to
enable IT workers to quickly scan their Web sites for security vulnerabilities and at-risk
sensitive data, using a collection of specially crafted Google search terms to provide a very
easy and legitimate tool for security professionals to test their own Web sites for
vulnerabilities, and to raise awareness about Web security in and of itself [17].


Actually, many attempts have done in implementing Google hacking process
automatically using the software even the newbie could use it at all. Goolag Scanner,
Gooscan, Google Hacks, subdomain Lookup and many more are the examples of software to
facilitate these activities, perhaps time by time will increased more along with the popularity
of Google which become great. Interestingly, the approach will bring many people try more
to use Google operator in searching private data thorough the Internet intentionally that force
organization or company put their best effort to prevent them.
On the contrary, the malicious expert hacker could utilize this kind of technique
whereby massive newbie try to use Google hacking. Once they know the pattern, the in-depth
searching of implementation through manual exploration could be done effectively and
efficiently. The ease of use Google Hacking somehow really incredible, every time and
everywhere we could use Google search engine to find out private data in various purposes.
The private data searches grouped into four different sections according to the privacy level.
These are identification data, sensitive data, confidential data and secret data searches [17].

Identification data relates to personal identity of user, it could be found out by
keywords like name, address, phone, email, curriculum vitae, username, etc., optionally for a
certain person or within certain document types like following query which find out many list
of identity:
allintext:name email phone address ext:pdf

Meanwhile, sensitive data relates to data public but contain private data whose reveal
might be anger the owner, like emails, forum postings, sensitive directories and Web2.0
based applications like following query which find out sensitive directories:
intitle:"index of" inurl:/backup

Whereas the confidential data relates to private data that could be accessed by certain
group or person only like passwords, chat logs, confidential file, online webcams, etc but
Google still could reveal this kind of data like following query which find out address of
online webcam:
inurl:viewerframe?mode=motion

Lastly, secret data that relates to private data accessible only to the owners like
encryption messages, private keys, secret keys, etc. Finding encrypted message could be
found by following query like:
-intext:"and" ext:enc

All kind of manual search explorations only need the in-depth knowledge in format,
patterns, operator, perimeter and practice. Certain person could be independence or
autodidact to be expert in Google hacking. However, the worst case in implementing Google
search engine is by combining it with other hacking methods so it only the beginning process
like footprinting, port scanning, information gathering and so on to further hacking process
which known as integrated hacking. The prediction to utilize Google search engines as only
the first step to gain current weakness or vulnerability in certain method became the hot topic
relates to the process to prevent and recognizes it. Nowadays, any hacking incident most
likely begins with Google [11] so utilization of Google Hacking is only the beginning but the
impact resides in there hazardously. The organization, corporation or even the single


individual which store their data in the website should develop their own strategy, policy and
procedure to keep secure and safety their own data from being revealed by somebody.

4. Impact

The search engines especially Google itself already became the important tool in our daily
activity by using Internet so it will difficult to differentiate in the beginning which user or
group has intentionally to do Google hacking. Consequently, there is no certain method to
identify them but only the protection and response from both Google Corporation and the
website system administrator can be measured at this moment. The massive attack of Google
hacking have given the direct and indirect impact to Internet security, in this study we
classified the directly impact into low impact which associated mostly in exploration,
moderate impact which associated mostly in exposure and high impact which associated
mostly in exploitation, with both positive and negative impact, somehow trend and
standardization; awareness on Internet security; strategy, policy and procedure become the
indirectly impact. Table 2 shows the list of current impact that usually Google hacking
caused.
Table 2: Impact of Google Hacking
Negative Impact Positive Impact
Low Impact
Free access online newspaper Finding information regarding certain
people
Mass quantity Google hacking user Google block the Googleturds
Find Sub domain lookup Google hacking as Artificial Intelligence
Google Proxy Server hacking Awareness on Internet security
Moderate Impact
Find out vulnerabilities in server, files, web
files, web application, unauthenticated
program, various online devices, etc
Google Analytics Implementation
Checklist
Application Fraud Enhance Tools to Protect the Privacy
Google Hacking Exposed VoIP Penetration Testing
Footprinting Standardization Hacking Process Analysis
Social Engineering Certification Ethical Hacker
Google Hacking as Malicious Code Honeypot Project Google hacking trap
High Impact
Oracle Database Exploitation Fraud Prevention Telecommunication
Indexes & Reveal Sensitive/Confidential
Data
Safeguarding privacy against misuse and
exploits
SAP Enterprise Portal Security Exposure Enhance Defense Security Strategy
Identity Theft Fraud Management Industry
Advanced MySQL Exploitation Internet security management Development
(Prevention, Protection, Response and
Recovery)
Apache Database Exploitation Internet safety, security and privacy
manuals


The last several years, identity theft has been one of the fastest growing crimes.
Unfortunately, the Internet has been facilitating this phenomenon since it represents a
tremendous open repository for sensitive identity information available for those who know
how to find them, including fraudsters [1]. The exploitation of benefits from one identity is
really worst case let alone the many identity being used by certain user, it will give huge
damage to certain company, the system and the related users themselves.
Google Hacking somehow became the trend in information communication and
technology community even they made the standardization as the process of developing and
agreeing upon technical standards among them. Both trend and standardization also become
the hot discussion influence by the massively use of Google Hacking.
Today, information, systems and networks are pervasive and ubiquitous, all of them
provided throughout the Internet. Internet vast resources are an excellent means for everyone
to explore, research, and enjoy new information and interests. The Internet is a public place,
however, so it became important to teach the Internet user how to be safe throughout the
Internet because it also lies the dangerous in there.
Recently, we need to learn about Google Hacking to provide a good level of
protection for our sites and to check for sensitive information disclosure as strategy and
policy in anticipating Google hacking. As we become more familiar with manual hacks, we
can start using some of the automated Google Hacking tools. It will automate the hacks but it
is ensuring that every single page within our site is protected. Automated tools allow for
periodic security checks with frequency that is simply impossible to achieve with manual
hacks. Here the common activities based on the strategy, policy and procedure in assuring
Internet security that usually organizations proceed [14]:

1. Ensure host and network security basics are in place.
2. Build/publish security features (authentication, role management, key management,
audit/log, crypto and protocols.
3. Use external penetration testers to find problems.
4. Create share standard policy.
5. Identify gate locations and gather necessary artifacts.
6. Know all regulatory pressures and unify approach.
7. Identify personally identifiable information (PII) obligations.
8. Provide awareness training.
9. Create security standards.
10. Perform security feature review.
11. Identify software defects found in operations monitoring and feed them back to
development.
12. Ensure QA supports edge/boundary value condition testing.
13. Create or interface with incident response.
14. Create data classification scheme and inventory.
15. Use automated tools along with manual review.

The sharing knowledge on the strategies, policies and procedures is the advantages
own by every companies or organization to fight back the Google Hacking threat, even
though the full security itself never exist, somehow it really prevent the confidential or
sensitive data towards the kiddy or newbie of Google Hacking that usually increase day after
day as mountain as the impact of the openness of knowledge in the Internet. The discussion
and improvement should be done frequently, just in case to expertise the strength of the
strategy, policy and procedures while the process of assuring and monitoring also should be


done effectively. The maintenance of these three approaches is really difficult like other
process of maintenance. Apparently, we could not deny it because the management risk is the
attempt to prevent such disaster occurs towards security of the company. It is better to
prevent rather than a cure, in this case a security measurement rather than a disaster recovery.
Google Hacking could become serious and great threats to an organization or
company. If a hacker spent enough time analyzing the target and understanding how the
queries found information, they will be able to find the information that they want even if the
information are confidential or sensitive. Moreover, the well-known implementation to
utilize the Google Search engine, Googledork and the Google automated scanners will help
hacker to easily find sensitive data using Google. It shows that almost effortless for today
hacker to do Google Hacking.

5. Recommendation and Conclusion

To be publicly accessible is the nature of web sites and applications. Combined with search
engine functionality, it makes it effortless for attackers to access an organization site or find
out information about the organization. Some organization did not realize that even directory
listings, error pages and hidden login pages can be indexed and when a search engine indexes
a site, it inadvertently providing loads of information for potential attackers. This is what
Google hacking all about. However, there are some probable solution and prevention to these
problems. The best way to face the Google hacking by doing the basic risks management and
those are prevention, protection and response.
Prevention from Google Hacking relates to anticipation of needs, management
wishes, hazards and risks [7]. One of the strategies in approaching the Google Hacking
prevention are by reducing risk in the existing website so that the disaster has the lower
probability of occurrence. However, those methods can be implemented if the services are
provided only in the low scale without the need of mobility and intense of sharing data such
as keep sensitive data off, consider removing site from Google's index [21], automatic
scanner, mitigation data, run regularly schedule assessment and so on.
Protection from Google Hacking relates to the process of keeping something such as
confidential information or sensitive data safe from being hacked. For instance, a security
token associated with a resource such as a file. Usually, the approach an organization could
take for protection is by balancing their availability, integrity, confidentiality and
performance such as installing firewall, Robot.txt [18], Google Hack Honeypot [6] and so on.
Response from a company that has been hacked by Google hacker is very important
in order to avoid the occurrence of the same kind of incident. If the company did not respond
to this incident, there might be another sensitive or confidential data stolen by the hacker.
Furthermore, since the replacement cost let say, for stolen research data is high, of course, a
company do not want to cover the cost again after one incident such as report the incident,
educate the employee, incident Response Policy and so on.
Thus, we as a user should aware on the situation that even hidden login pages can be
indexed and when a search engine indexes a site, it unconsciously providing treasure troves
of information for potential attackers. We should improve our information security in order to
avoid our confidential or sensitive data from being hacked and finally, we should also prepare
ourselves with the best methods of protection and prevention from Google Hacking.


References
[1] Abdelhalim, A. and Issa, T. (2007). The Impact of Google Hacking on Identity and
Application Fraud. Proceedings of PACRIM07, p. 240-244.
[2] Billig, J., Danilchenko, Y. & Frank, C.E. (2008). Evaluation of Google Hacking.
Proceedings of InfoSecCD Conference08, p. 27-32, September 26-27, 2008,
Kennesaw, GA, USA.
[3] Comer, D. (2007), The Internet Book: Everything You Need to Know about Computer
Networking and How the Internet Works. 4
th
Ed. Prentice Hall.
[4] Erickson, J. (2003), Hacking: The Art of Exploitation. No Starch Press.
[5] Google Hacking Database. (2010). Retrieved January 20, 2010, from Hackers for
Charity.Org website: http://www.hackersforcharity.org/ghdb/
[6] Google Hack Honeypot Team. (2005). Google Hack Honeypot Manual. Retrieved
January 20, 2010, from ghh: The Google Hack Honeypot website:
http://ghh.sourceforge.net/GHH_User_Manual.pdf
[7] Hewlett Packard. (2007). Preventing Google Hacking: Steps to Protect your Web
Application. Retrieved February 1, 2010, from docstoc website:
http://www.docstoc.com/docs/3292692/4aa1-5395enw-preventing-google-hacking
[8] Jordan, T. (2008), Hacking: Digital Media and Technological Determinism. Polity.
[9] Knittel, J. & Soto, M. (2003), Everything you Need to Know about the Dangers of
Computer Hacking. The Rosen Publishing Group.
[10] Lancor, L. & Workman, R. (2007). Using Google Hacking to Enhance Defence
Strategies. Proceedings of SIGCSE 07, p. 491-495.
[11] Long, J. (2004), Google Hacking Mini-Guide. Retrieved on February 1, 2010, from
http://www.informit.com/articles/article.aspx?p=170880&seqNum=4
[12] Long, J. (2007). The Google Hackers Guide: Understanding and Defending against
the Google Hacker. Retrieved January 20, 2010, from encription website:
http://www.encription.co.uk/downloads/The_Google_Hackers_Guide_v1.0.pdf
[13] Long, J. & Skoudis, E. (2005), Google Hacking for Penetration Testers. Syngress.
[14] McGraw, G., Chess, B. & Migues, S. (2010). Software [In]security: What Works in
Software Security. Retrieved January 20, 2010, from informIT website:
http://www.informit.com/articles/article.aspx?p=1569495
[15] Scalet, S. D. (2006). 5 Ways Google is Shaking the Security World. Retrieved February
24, 2010, from
http://www.csoonline.com/article/221515/5_Ways_Google_Is_Shaking_the_Security_W
orld?page=1
[16] Shinder, D. L. & Cross, M. (2008), Scene of the Cybercrime. 2
nd
Ed. Syngress.
[17] Tatli, E. I. (2006). Google Hacking Against Privacy. Retrieved January 20, 2010, from
http://th.informatik.uni-mannheim.de/people/tatli/pub/ghack_privacy.pdf
[18] The Web Robots Pages. Retrieved on February 1, 2010, from http://www.robotstxt.org
[19] Vijayan, J. (2008). Hacker group releases automated Google hacking tool: Cult of the
Dead Cow says scanning software can find Web site holes via Google searches.
Retrieved January 20, 2010, from Computerworld website:
http://www.computerworld.com/s/article/9064238/Hacker_group_releases_automated_
Google_hacking_tool
[20] Wang, J. (2009), Computer Network Security. Springer.
[21] Webmaster Tools. Removing my own content from Google. Retrieved February 1, 2010,
from http://www.google.com/remove.html
[22] Yerrapragada, K. P. (2007). Google Hacking!!! Retrieved January 20, 2010, from
College of Engineering, San Jose State University website:


http://www.engr.sjsu.edu/meirinaki/courses/cmpe237/studentpresentations/Krishna_GO
OGLE%20HACKING.pdf


KNOWLEDGE MANAGEMENT: USING MICROSOFT OFFICE SHAREPOINT
SERVER TO DEVELOP VIRTUAL KNOWLEDGE PLATFORM

Mohd Misron Omar, Romiza Md Akhir, Azlina Shaikh Awadz,
Noor Raihan Abdul Hamid
Graduate School of Business,
Universiti Tun Abdul Razak (UNIRAZAK),
47301Petaling Jaya, Selangor, MALAYSIA
misronomar@gmail.com

Faculty of Business Administration,
Universiti Tun Abdul Razak (UNIRAZAK),
47301Petaling Jaya, Selangor, MALAYSIA
romiza@pintar.unirazak.edu.my, azlinash@pintar.unirazak.edu.my,
raihan@pintar.unirazak.edu.my

Abstract
The practice of knowledge management in the organisation involves people, process and
technology. Organisation must be able to enhance people-to-people networking and also to
connect people with more corporate information. Hence, employees would be able to share
tacit knowledge and acquire explicit knowledge on knowledge platform effectively. The
Japanese recognizes knowledge platform as Ba. Ba is a physical space such as meeting
rooms, cyberspace or mental space. In this paper, we discuss the development of virtual
knowledge platform using Microsoft Office SharePoint Server (MOSS). As a powerful
enterprise integrated suite of server capabilities, MOSS would simplify the development
process and provide organisation with comprehensive content management, enterprise search,
accelerating shared business process, and facilitating information sharing. This technology
enabler also supports several knowledge management models such as Nonaka SECI model
and JT Frank POKM model.
Keywords: Knowledge management, Knowledge management system (KMS), Microsoft
Office SharePoint Server (MOSS)

1. Introduction
Knowledge Management (KM) is not about having a powerful tools or keeping everything in
the storage or retrieval databases. KM is about people, process and technology. In other
words, people are the most significance contributors and it involves the processes that relate
to their activities. Through Information Communication Technology (ICT), knowledge can
be captured and disseminated across the globe. The Japanese recognizes knowledge platform
as Ba. It is a physical space such as meeting rooms, cyberspace or mental space. In this
paper, we discuss how to leverage Microsoft Office SharePoint Server (MOSS) in developing
the virtual knowledge platform according to Nonaka SECI model or JT Frank POKM model.
Using MOSS.

2. Defining Knowledge Management
In a turbulent and increasingly changing environment, most organization faces challenges of
how best to manipulate its knowledge assets to generate value for the marketplace and obtain
competitive advantage (Lubit, 2001 and Smith, 2001). Organizations are beginning to realize


that there is a vast and largely under utilized assets scattered around the organization that is
knowledge (Gupta, Iyer & Aronson, 2000).
Knowledge management focuses on identifying and mapping intellectual assets
within the organization contribute to new knowledge as a competitive advantage and provide
corporate information accessible (Juhana et al, 2006). From the Japanese perspective, Nonaka
(1991) suggested that knowledge management should comprise a range of practices to
identify, create, represent, distribute and enable adoption of insights and experiences. Many
organizations foresee that they need an advanced approach to manage corporate knowledge to
succeed not only today but for tomorrows economies (Davenport & Prusak, 2000;
Davenport et al., 1998). Tiwana (2002) stressed on the ability of the organization to identify
the best practices and dispersed through corporate network of operations or locations as a key
driver of added value. Equally important, Jamaliah (2003) pointed out that organization that
has knowledge management system would spell profit and growth for the company. From
these discussions, it proves that knowledge management is very important to the survival of
the organization in the new economy.
Human capital is a vital asset of all organizations, whose knowledge need to be
preserved from an individual to the organization and at the same time allowing continual
learning and improvement. According to Schlie (1999) and Mullin (2001), knowledge
management is something about a knowledge flow process that reaches well beyond having
excellent data or information, communication, technology storage and retrieval to embrace
retrieval, creation, capture, use and reuse of knowledge and information for innovation. The
existence of the right technology should support the entire knowledge flow in an
organization.
Loshin (2001) shared his view, stating that knowledge management is the art or
science of collecting organizational data and by recognizing and understanding relationship
patterns, turning it into usable, accessible information and valuable knowledge. Knowledge
could be disseminated through various channels such as training programs, automatic
knowledge distribution systems or knowledge-based expert systems. Having the knowledge
based system available in the organization will allow the users to acquire the right knowledge
and to deliver the right knowledge at the right time. These will help in achieving the basic
goal of knowledge distribution and sharing. Knowledge sharing may be face-to-face, across
distance with electronic technology or across time with access to information archived by
others. Thus, promoting the flow of knowledge will stimulate knowledge creation process.

3. Technology as an Enabler
Technology is just an enabler for KM initiatives. It would only beneficial if the technology
could fit in the organizations people and processes.

MOSS is a powerful enterprise integrated suite of server capabilities. Thus, it would
simplify the development process and provide organization with comprehensive content
management, enterprise search, accelerating shared business process, and facilitating
information sharing. Those elements are essential for KM initiates to take place virtually.


Figure 1: MOSS Framework
(source Microsoft)

From the above framework, it shows that MOSS would provide facilities for the
organization such as portal, collaboration, enterprise content management, enterprise search,
business intelligence and business processes.

4. Developing virtual knowledge platform

4.1 SECI Model

According to Nonaka and Toyama (2004), management can build ba by providing physical
space such as meeting rooms, cyberspace or mental space. The ba could be created across
organisation to encourage participation from all levels. What MOSS could provide are virtual
meeting for staff across the organisation.


Figure 2: SECI Model (source Nonaka)

Adapting the SECI model would link socialization, externalization combination and
internalization with MOSS application services. Every staff could have their own
personalized site where they could share their working knowledge across the organization.
For example, they could share their tacit knowledge in the shared folder. The tacit to explicit
process occurs. When new staff joins the organization, they need to search more working
knowledge from the corporate network. These new staff would benefit from other colleagues
that had previously shared working knowledge. This time, explicit to explicit process occurs.
To deliver new task, these new staff would have to internalize from the explicit knowledge.
MOSS would definitely round up the SECI process in the practice of knowledge
management.

Figure 3: Personalized site (source Microsoft)

4.2 JT Frank POKM Model

The JT Frank POKM model introduces 8 mindsets such as K-identification, K-acquisition, K-
application, K-sharing, K-development, K-creation, K-preservation and K-measurement. It is
supported by 6 enablers namely physical architecture, structural design, policy, culture driven
k-tools, innovative knowledge professionals and technology.


Figure 4 : JT Frank POKM Model (source http://www.jtfrank.com/)

Dashboard and KPIs in the MOSS application services would tackle the k-
identification functionality. It would link to competency database and also to all staff
personal details. The mapping shall provide the so called knowledge gap where staff could
determine their own required knowledge and competency against existing knowledge and
competency.

The function of K-tools is to disseminate lessons with the objective to ensure smart
decisions are repeated and mistakes are avoided. It could be in the form of narration of
critical corporate episodes, capturing institutional experiences, generating corporate lessons
learned and consistently learning from enterprise histories to move forward. The workflow
works as a standard operation procedural. This function could capture the identified process
so that it could be used for later references.
The learning history could be captured of the previous cost cutting exercise that may
include the retrenchment effect, downsizing model or loss of key persons of each department.
K-creation board is meant for k-creation and k-development where a member can throw any
business challenge, and being responded by knowledge generation, creation and k-driven
action. Both MOSS application services and core services provides identical functionality
that suits the organizations usages.
Again, MOSS would simplify the development process and provide organization with
KM model approach based on enterprise preferences. In addition, MOSS would also support
open source programming and scripting for advanced development. The MOSS web parts are
collections of customized solutions that are ready to be park immediately without having to
write any single programming languages. With minor modification, web part also could
flexibly link to other enterprise system such as SAP.


Figure 5: Intranet

Organization that is concern with the login authentication would not worry since MOSS is
linked to the active directory and allows the single sign on. This facility is most enjoyable by
enterprise that needs to connect people to people across the boundaries.

5. Conclusion
Developing KMS that would beneficial and highly accepted by the people within the
organization is critical. It is not just for storage and retrieval but to make sure that MOSS
supports the KM initiatives. Investments on the hardware and software parts are other issues
when the cost is more than developing using the open source software. The theory of
knowledge creation such as SECI model has been shown that it is workable by leveraging on
MOSS. Applying JT Frank model approach would benefit and utilize the application services
and core services. Virtual knowledge platform could easily be developed on MOSS by
utilizing most of the MOSS framework. The lessons learned are significance example where
organization could capture and disseminate across the entire network. This paper discusses
and compares only 2 KM models where other KM models could be leveraged through
MOSS. Future study would use some comparison between developing KM knowledge
platform through other open source packages.

References
Davenport, T.H. & Prusak, L. (1998,2000). Working Knowledge. Harvard Business School
Press, Boston MA.
Gupta, B., Iyer, L. S. & Aronson, J. E. (2000). Knowledge management: practice and
challenges. Industrial Management and Data Systems, 100(1), 17-21.
Jamaliah, A.H. (2003). Understanding Knowledge Management. Universiti Putra Malaysia
Press, Serdang.
Juhana, S., Takeuchi, H., Nonaka, I., Toyama, R. & Mohd, S.O. (2006). Integrating Japanese
Knowledge Management Creation Theory into Knowledge Management Initiatives.


Proceedings of the Knowledge Management Conference & Exhibition KMICE2006,
241-247. Universiti Utara Malaysia.
JT Frank. (2007). JT Frank POKM Model. Retrieved January, 2010 from
http://www.jtfrank.com/about2.html
Loshin, P. (2001). Knowledge Management, Computerworld, 35(43), 56-58.
Lubit, L. (2001). Tacit Knowledge and Knowledge Management: The Key to Sustainable
Competitive Advantage, Organizational Dynamics, 29(4), 164-178.
Microsoft. (2010). Share Point Server Homepage. Retrieved April, 2010 from
http://office.microsoft.com/en-us/sharepointserver/default.aspx
Mullin, R. (2001). Knowledge Management, Chemical Week, 163(39), 20-22.
Nonaka, I. (1991). The Knowledge Creating Company. Harvard Business Review, Boston
MA.
Schlie, T. W. (1999). Knowledge Management and the R&D Function: A Research Agenda.
Paper presented at the 1999 Annual Meeting of American Association for the
Advancement of Science, January, 21-26.
Smith, J. (2000). From R&D to Strategic Knowledge Management: Transitions and
Challenges for National Laboratories. R&D Management, 30(4), 305-311.
Tiwana, A. (2002). The Knowledge Management Toolkit. Prentice Hall, Upper Saddle River
NJ


VIRTUAL ENVIRONMENT AS AIDS IN PERSUADING
USERS IN LEARNING PROCESS
Mohd Fitri Yusoff, Abdul Nasir Zulkifli and Nur Fadziana Faisal Mohamed

College of Arts and Sciences,Universiti Utara Malaysia, 06010 UUM Sintok, Kedah,
Malaysia.
ym_fitri83@yahoo.com, nasirzul@uum.edu.my, fadziana@uum.edu.my

Abstract
With the advent of computing technologies, a plethora of computer applications were
developed to solve simple to complex human and organization problems. Computer
applications cover variety of fields and have been known to be powerful tools in changing
persons attitudes, behaviours, feelings and actions. This paper investigates the use of virtual
environment technology as aids in persuading users in learning process. It explains the
concept of persuasive and virtual environment technologies and the integration of both
technologies in persuading learners to learn. It elaborates on the design of persuasion and
explains the benefits of integrating persuasive and virtual environment technologies in the
learning process. Finally, it gives an overview of a proposed approach in utilizing virtual
environment as aids in persuasive design for learning.
Keywords: Virtual environments, Persuasive technology, Learning process

1. Introduction
Computer technology has a significant influence on the future of learning. The potential use
of this technology in learning include solving skills, scientific inquiry, understanding of
abstract mathematical concepts, communication skills, and workplace competencies (Ying-
Chen, 2000). Computer based learning (CBL) is a learning concepts that will help us to make
the present teaching learning process joyful, interesting and easy to understand through
multimedia elements aids. In CBL, various media such as text, images, animation, audio,
video, simulations, artificial intelligence and virtual environments are combined accordingly
into various forms or packages to serve various training requirements. Currently, most of the
available CBL are a combination of text, static graphics, audio, 2D animation and video.
Furthermore, the use of computer assisted learning as a tool in learning method simplifies the
learners in learning without immediate or direct supervision

from the tutor.
Various studies have shown that many learning process are based on the passive
concepts (Neo et al., 2007). Even though there are many forms of supplementary learning
materials available in the market, none of them promotes active learning for their users.
Furthermore, the current supplementary courses lack portable learning media that can be
accessed anytime and anywhere. Moreover, the combination of virtual environment in the
learning process can attract and also persuade learners and provide more understanding about
the discussed topic.
Although virtual environments have been recognized as an impressive learning tool, the
need for expensive head-mounted displays, gloves, and high-end computer systems have
somehow restricted its uses. However, today virtual environments systems can run by
affordable personal computers. Human interaction with the generated virtual worlds can be
performed using conventional input devices, such as the mouse and keyboard without
introducing any additional peripherals.


2. Virtual Environments
Virtual environments (VEs) or also known as Virtual Reality (VR) are a relatively new type
of humancomputer interface in which users perceive and act in a three-dimensional world.
Laws (1996) defined VE as any real time interactive three dimensional systems, a virtual
space which can be visited but not necessarily resembling the real world. Meanwhile
Gasparyan (2007) described VR as a technology that allows computer-simulated interaction
between users and computer. There are many definitions of VE which broaden over the time.
However, the point is VE gives illusion of reality environment created by a computer system
to the users.
VE can be classified into three distinct groups: Non-Immersive, Semi-Immersive and
Fully-Immersive VEs (Kalawsky, 1993).
- Fully-immersive, is mainly based on the immersive VE technology, providing a
feeling of presence in the virtual world.
- Semi-immersive, is one in which the user is partially immersed in a VE.
- Non-immersive, is an environment that presents images on a normal monitor and
allows the user to interact with the computer generated images.

2.1 Virtual Environment as a Learning Environment
VE is the interactive three-dimensional computer generated environment. VE offers unique
capabilities that are able to provide significant and positive support for learning (Roussos et
al., (1999); Whitelock et al., (1996); Winn (1993)). Furthermore Stone (2001) stated that VE
is not a passive medium, as one might find with conventional learning and presentational
media; "chalk-and-talk", slides, overheads, videos and the like. The user is, within certain
geometric boundary or scripted constraints, free to explore wherever he or she wishes and
interact with objects in the world. This freedom, coupled with the "high-tech" nature of
Virtual Reality technologies is believed by many to help enhance trainees' intrinsic
motivation, thereby improving their learning (retention) and their subsequent performance
when transferring from the virtual world to the real world.

The main characteristics of a Virtual Learning environment are as follow (Dalgarno, 2002):
- The environment is modeled using 3D vector geometry, meaning that objects are
represented using X, Y and Z coordinates describing their shape and position in 3D
space.
- The users view of the environment is rendered dynamically according to their current
position in 3D space, that is, the user has the ability to move freely through the
environment and their view is updated as they move.
- At least some of the objects within the environment respond to user action for
example, doors might open when approached and information may be displayed when
an object is selected with a mouse.
- Some environments include 3D audio, that is, audio that appears to be emitted from a
source at a particular location within the environment. The volume of sound played
from each speaker depends on the position and orientation of the user within the
environment.


Table 1: VE potentials in learning environment.
Potentials of VE Descriptions
VE is a experiential With sense of immerse and presence, users can feel that
the learning is the developments of experience.
VE allows natural interaction with
information.
Designing to fit with the human architecture in
interacting with the given information. Through the
human nature responses.
VE is a shared experience. VE provides more experience in learning especially for
active learning. Example: presence
VE allows unique capabilities. VE have powerful context. Users can control time, scale
and physics.
VE can be tailored to individuals. Tools for movement and manipulation within the virtual
world can be configured to the physical needs of the
individual and the requirements of the task.

2.2 Virtual Environments as an Active Learning Medium
In a learning process, learners should be active rather than passive (Moore et al., 2007). Self-
directed learners are often active learners where they seek to learn new information and find
ways to put it to use. Figure 1 shows a clear comparison of learning methods from (Edger,
1969). The statistic for reading is 10% of remembrance, while for reading and hearing words
is 20% of remembrance for hearing. Base on this, it explains why most of the students in
school do not do well in their study. Every individual is different in nature, some can
remember more by watching, or doing, or hearing, or teaching or playing. This is the part
where each individual has to discover oneself which will help him/her the most in learning.

Figure 1: Audio-Visual Methods in Teaching.

The use of multimedia and virtual environments in learning process have been extensive, as it
has been effective in increasing productivity and retention rates, where research has shown
that people remember 20% of what they see, 40% of what they see and hear, but about 75%
of what they see and hear and do simultaneously (Lindstrom, 1994). The combination of
these elements ensures active learning which promises better understanding and retention for
the learners.


3. Collaboration Between CBL and VE in Learning Process
Computer Based Learning (CBL) is associated with VE because of its special features
compared to other conventional learning media. According to Ruzic (1999), the situated
nature of learning in VE, and consequently the potential for transfer to similar real
environments, suggested that the advantages of VE-based teaching are individualized,
interactive and realistic training. VE is successfully utilized in a broad spectrum of areas like
operation of engineering facilities, manufacturing machines, vehicle driving, piloting, traffic
and flight control, maintenance simulators, medical procedures and military operations (Helin
et al., 2007). The usage of VE as a learning tool in these areas has been accepted and
common.
VE is a kind of simulation where 3D dynamic graphics are developed to create a
realistic-looking world. As a synthetic environment, users enable to immerse in this created
environment. Moreover, the synthetic environment is not static, but a real-time, dynamic
and interactive system to the users (Appino et al., 1992). The opportunities provided by VE
such as able to give realistic visualization, exploration, manipulation by users and computer
generated interaction within the environment, hypothesized that the environment can be an
excellent tool to be used in the learning process.
According to Mikropoulos et al. (1997), the most important reasons for the use of VE in
learning are as follow:
- VE allows extreme close-up examination of an object.
- VE allows learners to proceed through an experience at their own pace.
- The learning provides experience with new technologies through actual use.
- The environment provides interaction which encourages active participation for the
learners.
- VE allows expandability to an immersive and telepresence system.

Table 2: Applications Using VE for CBL
Developer Name of Application Objectives Intended Audience
Carneigie Mellon
University,
SIMLAB, Pitsburg,
PA
Virtual Egyptian
Temple
Understanding of Greek
culture.
Middle High School
Carneigie Mellon
University,
SIMLAB, Pitsburg,
PA
Virtual Bicycle Train and rehabilitate
young bicycle users.
5-15 years
Oregon State
University, School
of Education
Science Education
World
Conceptual
understanding of nature
and experimental
method.
High School
University of
Nottingham,
VIRART Group
(UK)
Makaton World Teaches Makaton
symbols and associated
sign language.
Severely learning
disabled children
University of
Nottingham,
VIRART Group
(UK)
AVATAR House Supports developments
of concentration skills,
improved attention span,
self-confidence.
Autistic children


4. Persuasive Technology
Persuasive technology or more especially persuasive computer is an interactive technology
that can change a persons attitudes or behaviors (Fogg, 2002). This technology is regularly
used in many areas such as sales, religion, military training, public health and management,
and also in virtual reality or virtual environments. Persuasive technology which is also known
as captology focuses on computational technologies including desktop computers (Oinas-
Kukkonen et al., 2008). Figure 2 shows the captology concept which is represented by the
overlapping components of computers and persuasion.

Figure 2: Captology areas

4.1 How Can User Be Persuaded?
In Persuasive technology, several principles of persuasion were introduced. These principles
were used in implementation and to change users attitude or behaviours towards a learning
process. Kaptein et al., (2009) summarized Cialdinis six principles of persuasion. The six
principles are as listed below:
1. Principle of reciprocation: People feel obligated to return a favour.
2. Principle of scarcity: When something is scarce, people will value it more.
3. Principle of authority: When a request is made by legitimate authority, people are
inclined to follow the request.
4. Principle of commitment and consistency: People do as they told they would.
5. Principle of consensus: People do as other people do.
6. Principle of liking: We say yes to people we like.

In fact, designers of persuasive system should adapt principles and strategies of
persuasion in order to maximize the benefits and users understanding in learning process.
Due to the objectives, Berdichevsky & Neuenschwander (1999) proposed a framework for
analyzing acts of persuasion according to the motivations, methods and outcomes (see figure
3).


Figure 3: Framework of motivations, methods and outcomes

4.2 Relationships between Persuasive technology and Virtual Environments
According to Fogg (2002), through Persuasive technology there are three ways where
computers can change people's lives. In line with that, virtual environment is also capable to
change peoples lives and the summaries of the relation between Persuasive and VE
technologies are shown in Table 3.

Table 3: Relation between Persuasive and VE
Persuasive Technology Virtual Environments
They can make it easier for people to do
things by making things easier, either by
giving people shortcuts to annoying
processes or by reminding them that it's time
to exercise.

VE for learning can be means of enhancing,
motivating and stimulating learners
understanding of certain events, especially
those for which the traditional notion of
instructional learning have proven
inappropriate or difficult (Pan et al., 2006).
They can provide an experience, allowing
people to explore cause-and-effect
relationships.

VE offer the possibility to recreate the real
world as it is or to create completely new
worlds, providing experiences that can help
people in understanding concepts as well as
learning to perform specific tasks, where the
task can be repeated as often as required and
in a safe environment (Chittaro & Ranon,
2007).
They can create relationships, either with
other people or with the program.
Relationship with virtual environments as an
educational tool, (VE) or any other media
immersion should allow a student to actively
become part of learning and reviewing
process. (Shaffer, 2002)

From Table 3, we found that both of technologies have the same objectives and steps
in changing and increasing users perception and understanding. It shows that VE has
potential in persuading users, especially in learning process.

5. Conclusion
This paper has given a review of VE and persuasive technology used for learning process.
We first started by examining the definition of VE and the potential of using VE as a learning
tool. As CBL, VE provides active learning to the users where the users can fully interact with
the learning environment. Previously developed application proved that VE is important in
CBL. From the literature, VE also has potential in persuading users in changing their
perception about learning which is related with an infant technology such as persuasive
technology. Hence, both technologies were investigated for similarities and strength to


change the users perception towards learning. As discussed earlier, both technologies have
attractive relationship to improve the quality of learning process. Considering all the above-
mentioned factors, there is definite evidence to suggest that Virtual Environments can be used
as aids in persuading users in learning process.

References
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Technology and Teacher Education.


KESAN TERHADAP PENGINDEKSAN IMEJ BERDASARKAN FAKTOR
JUMLAH TEKS PERSEKITARAN YANG DIAMBIL KIRA
Azilawati Azizan
Jabatan Sains Komputer, Fakulti Sains Komputer & Matematik
Universiti Teknologi MARA (UiTM) Perak, Malaysia
azila899@perak.uitm.edu.my

Abstrak
Sebuah sistem capaian imej yang lengkap mempunyai beberapa modul asas, antaranya ialah
modul pengekstrakan imej dan ciri-cirinya, pengindeksan, pemangkatan, pemanipulasian
kueri pengguna dan modul persembahan hasil carian. Fokus dalam kertas kerja ini ialah pada
modul pengindeksan. Perkara yang dikaji adalah sejauh manakah faktor jumlah bilangan teks
persekitaran imej yang diambil kira dalam sesebuah dokumen HTML dalam web akan
memberi kesan terhadap penghasilan indeks imej. Indeks yang terhasil dapat dilihat
perbezaan kesannya dengan melihat tahap kerelevanan capaian imej yang diperolehi. Sebuah
sistem prototaip dibangunkan bagi tujuan untuk mendapatkan jawapan dari persoalan yang
timbul. Satu siri ujian dilakukan dengan mengambil kira beberapa jumlah perkataan yang
berbeza-beza iaitu 5, 10, 20 dan 30 jumlah perkataan sebelum dan selepas imej. Hasil dari
kajian ini menunjukkan bahawa persepsi yang mengatakan perkataan yang paling dekat
dengan imej akan memberi makna yang signifikan kepada imej tersebut adalah kurang tepat.
Manakala persepsi bahawa makin banyak perkataan yang diambil kira akan juga memberi
makna yang signifikan terhadap imej tersebut, adalah juga kurang tepat. Selain dari itu hasil
penyelidikan ini juga akan memberi satu pengukuhan kepada penggunaan faktor teks
persekitaran sama ada faktor ini sangat memberi kesan atau tidak terhadap model capaian
imej.

Kata kunci: Capaian Imej, Pengindeksan, Kejituan-Dapatan Semula
1. Pendahuluan

Pengguna dari pelbagai bidang cuba mengeksploitasi semaksimum mungkin peluang yang
ada bersama dengan perkembangan teknologi komputer dan Internet untuk meningkatkan
keupayaan pencapaian imej. Sehubungan itu ramai yang mendapati bidang ini masih ditahap
yang kurang memuaskan jika dibandingkan dengan bidang capaian teks.
Hasil capaian imej yang relevan bergantung kepada beberapa faktor. Antara faktor-
faktornya ialah pengekstrakan imej dan maklumatnya, penganotasian dan pengindeksan imej,
pemanipulasian kueri dan pemangkatan imej.
Pada asasnya, faktor paling utama yang sangat memberi kesan terhadap penghasilan
capaian imej yang baik ialah faktor penganotasian imej itu sendiri. Teknik menganotasikan
imej boleh dipelbagaikan. Banyak penyelidikan dibuat untuk mencuba pelbagai teknik bagi
mendapatkan hasil anotasi imej yang sempurna. Faktor kedua yang sangat berkait rapat
dengan penganotasian imej ialah cara bagaimana imej tersebut diindeks. Ini kerana dari
indeks yang terhasil akan membolehkan jentera capaian membuat carian yang relevan dengan
kueri yang diutarakan oleh pengguna.
Dalam kajian ini, penulis cuba mengkaji teknik penganotasian imej bagi tujuan
pengindeksan dan akan mengusulkan pendekatan yang sesuai bagi mendapatkan hasil capaian
yang mempunyai tahap relevan yang tinggi.


2. Penyataan Masalah
Terdapat dua kaedah utama yang boleh digunakan untuk membangunkan sistem capaian imej
iaitu berasaskan kandungan (content-based) atau berasaskan tekstual (context-based).
Kebanyakan kajian dan sistem capaian yang dibangunkan pada awal perkembangan bidang
ini ialah menggunakan kaedah berasaskan kandungan. Kaedah atau pendekatan ini juga
dikenali sebagai kaedah pengekstrakan ciri-ciri asas atau ciri peringkat rendah imej, iaitu
seperti warna, bentuk dan tekstur imej.
Tetapi daripada hasil kajian yang dilakukan ke atas kehendak pengguna, didapati
kebanyakkan pengguna sistem carian imej lebih berminat untuk mencari imej berdasarkan
semantik entiti dan bukannya berdasarkan maklumat visual seperti warna, bentuk mahupun
tekstur (Markkulla and Sormunen, 2000). Ini bermaksud pengguna lebih gemar membuat
carian menggunakan kata kunci seperti epal atau buah berbanding carian berdasarkan
warna merah atau bentuk bulat. Namun terdapat juga penyelidikan terkini yang
menggabungkan kedua-dua kaedah tersebut (Sclaroff 1999). Walaupun begitu, kaedah
capaian berasaskan tekstual atau lebih merujuk kepada teknik capaian teks konvensional
masih lagi sangat popular dalam kalangan penyelidik di dalam bidang ini.
Pendekatan kaedah berasaskan maklumat tekstual bagi capaian imej sangat
memerlukan penghuraian teks secara ekslusif mengenai imej tersebut. Namun begitu, apa
yang berlaku ialah selalunya terlalu sedikit maklumat teks yang boleh digunakan untuk
menghuraikan imej tersebut. Tidak kiralah sama imej tersebut dalam dokumen di web atau
pun imej dalam pangkalan data.
Skop kajian ini hanya melibatkan imej dalam dokumen web yang berformat HTML.
Ini kerana kebanyakkan dokumen dalam Internet disimpan dalam bentuk HTML kerana ia
merupakan satu bahasa yang mudah dan sesuai untuk hiperteks dan juga multimedia (Baeza-
Yates, 1999). Fokus permasalahan kajian ini juga lebih tertumpu pada komponen
pengindeksan imej, di mana ia akan melibatkan persoalan bagaimana untuk menghasilkan
indeks yang lengkap, sempurna dan bermakna. Ini kerana indeks yang sempurna dan
eksklusif sangat memberi kesan terhadap hasil capaian yang dibuat.
Menjawab kepada persoalan yang timbul, penulis cuba untuk mengeksploitasikan
kaedah berasaskan teks, dengan mengambil kira perkataan yang berada di sekitar imej dalam
sesebuah dokumen imej. Selain dari itu persoalan utama disini ialah, berapa banyak perkataan
disekitar imej tersebut yang harus diambil kira untuk dianalisa? Adakah satu perkataan
sebelum dan selepas imej, satu perenggan sebelum atau selepas imej atau keseluruhan
perkataan di dalam dokumen imej tersebut?

3. Kaedah Penyelidikan
Bagi menjalankan penyelidikan ini, penulis telah menetapkan 4 peringkat utama, iaitu
peringkat Perolehan Pengetahuan, peringkat Pembangunan Sistem, peringkat Analisis Hasil
Kajian dan peringkat Dokumentasi Kajian.
Peringkat perolehan pengetahuan, merupakan peringkat pertama dan penting, kerana
ia merupakan titik permulaan bagi menjalankan kajian ini. Antara aktiviti yang terlibat ialah
pencarian maklumat mengenai sistem sedia ada, metodologi yang diguna pakai, perbandingan
kajian-kajian lepas dan penguasaan bidang melalui pembacaan kertas-kertas jurnal yang telah
diterbitkan dan juga buku-buku yang berkaitan.
Peringkat kedua - pembangunan sistem, merupakan peringkat pembinaan sistem
prototaip, dan penulis menggunakan metodologi pembangunan sistem yang biasanya
digunakan untuk pembangunan sistem maklumat iaitu, SDLC (System Development Life


Cycle). Metodologi ini mengandungi 5 fasa utama iaitu, Perancangan, Analisis Keperluan,
Rekabentuk Sistem, Implimentasi dan Pengujian, Operasi dan Penyelenggaraan..
Peringkat ketiga analisis hasil kajian, melibatkan pengujian terhadap sistem
prototaip yang dibangunkan dengan sampel imej dan kueri yang dipilih. Aktiviti yang
dijalankan ialah pertamanya mendapatkan sampel imej (test data) dari dokumen web. Setelah
itu beberapa sampel kueri ditetapkan dan seterusnya dengan menggunakan sistem prototaip
yang telah dibangunkan, kueri diajukan dan hasil carian imej direkod. Bagi setiap hasil carian
dari kueri yang diajukan, akan dikira dapatan semula (recall) dan kejituannya (precision).
Proses kueri dan analisis hasil (pengiraan dapatan semula dan kejituan) ini akan
diulang untuk beberapa kes. Kes pertama - bilangan perkataan yang diambil kira disekitar
(sebelum dan selepas) imej untuk diindeks ialah sebanyak 5 perkataan, kes kedua - 10
perkataan, kes ketiga - 20 perkataan dan kes keempat - 30 perkataan diambil. Seterusnya graf
diplot bagi melihat kejituan hasil capaian imej berbanding dapatan semula berdasarkan kes-
kes tersebut.
Peringkat keempat - dokumentasi kajian merupakan aktiviti terakhir dalam kajian ini.
Segala teknik, kaedah serta aktiviti yang dijalankan sepanjang penyelidikan
didokumentasikan agar ia dapat membantu kajian akan datang dan juga lanjutan penyelidikan
ini jika ada di masa hadapan.

3.1 Senibina Sistem
Bagi tujuan untuk menguji idea yang disarankan dalam kajian ini, sebuah sistem carian imej
prototaip dibangunkan. Sistem prototaip ini mempunyai elemen-elemen utama yang biasanya
terdapat dalam sesebuah sistem capaian imej, antaranya ialah pangkalan data, repositori
dokumen HTML, modul pengekstrakan imej dan ciri-ciri imej, modul pengindeksan, modul
pemangkatan, pemprosesan kueri dan akhirnya antaramuka pengguna. Semua elemen ini
saling berkait dan setiap satunya mempunyai fungsi yang tertentu. Senibina sistem ini
digambarkan dalam Rajah 1di bawah.

Rajah 1 : Senibina Sistem Prototaip

Seperti yang dapat dilihat pada Rajah 1, modul pertama dalam senibina sistem
tersebut ialah pengesktrakan ciri-ciri, di mana ia melibatkan pengekstrakan imej dan teks dari
dokumen HTML yang diperolehi dari web. Imej yang disimpan hanyalah yang berformat
jpeg dan bersaiz 100 kb ke atas. Aktiviti semasa mengekstrak imej digambarkan pada Rajah
5.

Teks yang diesktrak dan disimpan pula ialah perkataan-perkataan yang berada
berdekatan atau disekitar imej dalam dokumen tersebut mengikut bilangan yang tertentu.
Teks yang mempunyai kaitan dengan imej juga disimpan seperti nama fail imej, alt tag
imej, tajuk dokumen dan teks khas dalam struktur HTML (bold, italic, heading, strong).
Semasa proses pengekstrakan teks ini berjalan, semua kata henti (stop word) diabaikan.
Seterusnya semua teks yang telah disimpan tadi diumpukkan pemberat dalam pangkalan data.
Nilai pemberat yang digunakan adalah seperti pada Jadual 1. Nilai-nilai pemberat ini
dipilih secara heuristik bergantung kepada kepentingan dan kebergunaannya dalam sesebuah
teks dokumen HTML. Skema pemberat tersebut telah dicadangkan dalam laporan teknikal
Frankel (1996) dan prosiding Rowe (1997).

Jadual 1: Nilai Pemberat bagi Tag Khas HTML
Tag Khas HTML Pemberat
Tag alt pada imej 6.00
Title 5.00
H1 4.00
H2 3.60
H3 3.35
H4 2.40
H5 2.30
H6 2.20
B 3.00
Em 2.70
I 2.70
Strong 2.50
(tiada tag) 1.00

Pemberat yang diumpukkan bagi perkataan yang berada disekitar imej pula
menggunakan formula yang telah dicadangkan oleh Sclaroff (1999), iaitu seperti berikut:

Formula ini adalah berdasarkan satu heuristik mudah oleh Sclaroff (1999) iaitu, perkataan
yang terdapat berdekatan dengan imej dalam dokumen HTML adalah berkait rapat dan
menerangkan mengenai imej tersebut. Usul kajian ini adalah berdasarkan formula tersebut
(Sclaroff 1999), iaitu untuk mengkaji sekiranya nilai pada dist, iaitu bilangan maksimum
perkataan yang diambil kira untuk diindeks akan memberi kesan pada hasil capaian ataupun
tidak.
Seterusnya modul kedua dalam senibina sistem prototaip ialah modul pemprosesan
ciri, yang mana ia melibatkan proses pengindeksan (indexing) dan pemangkatan (ranking).
Aktiviti pertama yang terlibat dalam proses pengindeksan, ialah membangunkan fail
songsang (inverse document), yang akan digunakan untuk mendapatkan nilai songsangan
frekuensi imej dalam koleksi dokumen. Kaedah ini asasnya dari formula tf.idf (term
frequency-inverse document frequency) yang mana ia merupakan formula asas bagi capaian
teks dalam dokumen. Tetapi dalam kajian ini, formula tersebut diaplikasikan pada kiraan
imej. Formula yang dimaksudkan adalah seperti berikut:
. e
2.0 * pos/ dist

= 5.0
pos = kedudukan perkataan merujuk kepada imej
dist = bilangan maksimum perkataan yang diambil kira

(w
iq
* w
ij
)
\
(w
iq
) * (w
ij
)

Kesamaan (Q,D) =
t
t
t

Seterusnya bagi memperkayakan lagi nilai pemberat, penulis menambah formula pemberat
lokal seperti berikut:

Akhirnya kedua-dua formula pemberat yang dinyatakan digabungkan dan menghasilkan
formula terbitan seperti dicadangkan oleh Shahrul et al (2008) seperti berikut:

Modul seterusnya ialah modul pemangkatan. Pemangkatan bermaksud untuk
menyusun hasil carian berdasarkan kueri yang diajukan. Bagi menyusun hasil carian, ia
memerlukan formula tertentu bagi mendapatkan nilai pangkatan. Kajian ini menggunakan
pendekatan Vector Space Model (VSM) dan pengukuran pangkatan dikira menggunakan
Cosine Coefficient Similarity Measures seperti berikut:

Modul yang seterusnya ialah modul pemprosesan kueri. Pendekatan yang digunakan
dalam proses pemangkatan akan mempengaruhi cara pemprosesan kueri dibuat. Kueri
pengguna dipersembahkan dalam bentuk vektor kepada terma. Ini disesuaikan dengan
pendekatan Vector Space Model yang digunakan dalam modul pemangkatan.

4. Perbincangan
Keseluruhan sistem prototaip ini telah dibangunkan menggunakan Visual Basic 6.0. Bagi
melihat hasil pegujian, sistem prototaip yang dibangunkan mempunyai dua modul
antaramuka yang utama iaitu bahagian pengindeksan dan bahagian membuat carian serta
L(w) =
Y
y
log
Y = nilai pemberat terma yang bergantung kepada
kedudukannya dalam dokumen HTML
y = bilangan pemberat terma

tk = terma k bagi imej Pi
tfik = frekuensi terma tk dalam dokumen Di
idfk = songsangan frekuensi dokumen bagi terma tk
dalam C
N = jumlah bilangan dokumen dalam koleksi, C
nk = bilangan dokumen dalam C yang mempunyai
terma tk
idfk = log (N/nk)

W
ik
= tf
ik
* idf
k

W
ik
= tf
ik
* idf
k
+ L(w)

0.5 +
0.5 freq
iq

maxfreq
q

X IDFi
W
iq
=
Wij = freqij X IDFi
freqiq = frekuensi terma i dalam kueri q
maxfreqq = frekuensi maksimum bagi mana-mana terma dalam
kueri q
IDFi = songsangan frekuensi imej bagi terma i dalam
koleksi imej
freqij = frekuensi terma i dalam imej

memaparkan hasil carian. Sampel antaramuka yang dibangunkan adalah seperti pada Rajah 2,
Rajah 3 dan Rajah 4.

Rajah 2 : Sampel Antaramuka Pengekstrakan Teks Bagi Tujuan Proses Pengindeksan.

Rajah 3 : Sampel Senarai Indeks yang Terhasil dari proses Pengindeksan.

Rajah 4 : Sampel Antaramuka bahagian Carian dan Hasil Carian.
Bagi menjalankan analisis kajian, hasil carian dari sistem prototaip diplotkan pada
graf berdasarkan kejituan hasil carian lawan dapatan semula. Formula yang digunakan bagi
mendapatkan kejituan dan dapatan semula adalah seperti berikut:

Penilaian dibuat berdasarkan hasil graf dan dibandingkan dengan perkataan yang
diambil kira dalam jumlah yang berbeza-beza (5, 10, 20 dan 30 jumlah perkataan sebelum
dan selepas imej). Seterusnya semua nilai kejituan dan dapatan semula ini dipuratakan bagi
melihat secara keseluruhannya. Hasil graf yang diperolehi adalah seperti pada Rajah 5.

Rajah 5 : Graf Purata Kejituan Dapatan Semula

Hasil dari graf Purata Kejituan - Dapatan Semula menunjukkan bahawa corak atau
paten bagi keempat-empat pembolehubah yang digunakan adalah hampir sama, di mana
hanya sedikit perbezaan nilai sahaja antara satu sama lain. Namun jika dilihat secara teliti,
didapati indeks dengan jumlah 20 perkataan yang diambil sebelum dan selepas imej
mengatasi di banyak tempat berbanding hasil indeks yang lain. Jika dikira purata keseluruhan
juga menunjukkan bahawa indeks dengan 20 perkataan adalah yang paling tinggi secara
puratanya, manakala indeks dengan jumlah 30 perkataan adalah paling rendah.
Pembolehubah bagi indeks berjumlah 10 perkataan merupakan kedua tertinggi dan indeks
berjumlah 5 perkataan selepasnya. Penerangan ini dapat difahami dengan jelas dengan
merujuk pada Rajah 6 dan Rajah 7.

Rajah 6 : Graf Purata Dapatan Semula ddan Purata Dapatan Semula Keseluruhan

K E J IT UAN - DAPAT AN S E MUL A (PURAT A)
0,00
0,10
0,20
0,30
0,40
0,50
0,60
0,70
0,80
0,90
1,00
0,00 0,10 0,20 0,30 0,40 0,50 0,60 0,70 0,80 0,90 1,00
DAPATAN S E MUL A
K
E
J
I
T
U
A
N
index 5
index 10
index 20
index 30
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
D
a
p
a
t
a
n

s
e
m
u
l
a
imej ke-i
PURATA-DAPATAN SEMULA
purata recall-
index 5
purata recall-
index10
purata recall-
index20
purata recall-
index 30
DAPATAN S EMUL A - PURATA
KES EL URUHAN
0,40
0,41
0,42
0,43
0,44
0,45
0,46
0,47
index 5 index 10 index20 index30
d
a
p
a
t
a
n

s
e
m
u
l
a


Rajah 7 : Graf Purata Kejituan dan Purata Kejituan Keseluruhan

5. Kesimpulan
Kajian ini dilakukan bertujuan untuk mengkaji kesan terhadap pemanipulasian penggunaan
perkataan disekitar imej dalam sesebuah dokumen HTML untuk diambil kira bagi
menghasilkan indeks yang bermakna.
Hasil daripada analisis kajian ini, didapati jika perkataan disekitar imej diambil dalam
jumlah yang terlalu sedikit, ia tidak akan dapat memberi penerangan yang bermakna bagi
imej tersebut. Manakala sekiranya jumlah perkataan yang diambil disekitar imej terlalu
banyak pula, juga tidak akan dapat membantu untuk memberi penerangan tentang imej
tersebut. Sekaligus ia tidak dapat membantu dalam menghasilkan nilai indeks yang bagus
untuk tujuan mendapatkan hasil capaian yang mempunyai tahap kerelevanan yang tinggi.
Ini dibuktikan dengan hasil yang diperolehi dari kajian ini dengan menggunakan
pemboleh ubah bagi jumlah bilangan perkataan yang berbeza-beza, iaitu 5, 10, 20 dan 30
jumlah perkataan yang diambil untuk diindeks bagi menerangkan imej dalam dokumen web
tersebut.
Hasil dari kajian ini juga telah mengubah anggapan awal yang mengatakan perkataan
yang paling dekat dengan imej akan memberi makna yang signifikan kepada imej tersebut
adalah kurang tepat dan juga anggapan bahawa makin banyak perkataan yang diambil kira
dalam sesebuah dokumen untuk diindeks akan juga memberi makna yang signifikan terhadap
imej tersebut adalah juga kurang tepat.
Kajian ini juga berjaya menghasilkan satu indeks terma yang menggunakan beberapa
pendekatan formula yang telah dimurnikan. Pada masa hadapan kajian ini dapat
dikembangkan lagi dengan mengambil kira hubungan semantiknya yang wujud antara
perkataan/ teks-teks lain yang disekitarnya bagi menambah nilai bermakna bagi tujuan
meningkatkan kerelevanan capaian imej yangdilakukan.

Rujukan
Baeza-Yates, R. & Ribeiro-Neto, B. 1999. Modern Information Retrieval. New York:
Addison Wesley.
Besser, H. 1990. Visual access to visual images: the UC Berkeley Image Database Project.
Library Trends. 38(4), pp 787-798.
Cascia, M.L., Saratendu Sethi & Stan Sclaroff. 1998. Combining Textual and Visual Cues for
Content-based Image Retrieval on the World Wide Web. Technical Report BU CS
TR98-004, Computer Science Department, University of Boston.
PURATA
KEJITUAN
0,00
0,10
0,20
0,30
0,40
0,50
0,60
0,70
0,80
0,90
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
imej ke-
i
kejituan
purata-index 5
purata-index 10
purata-index 20
purata-index 30
K E J ITUAN - PUR ATA K E S E L UR UHAN
0,50
0,51
0,52
0,53
0,54
0,55
0,56
0,57
0,58
0,59
0,60
index 5 index 10 index 20 index 30
k
e
j
i
t
u
a
n

Eakins, J.P & Graham, M.E. 1999. Content-based Image Retrieval A report to the JISC
Technology Applications Programme. Institue for Image Data Research, University of
Northumbria Newcastle.
Frakes, W.B., & Baeza-Yates, R. 1992. Information Retrieval: Data Structures and
Algorithms. New Jersey: Prentice Hall.
Gudivada, V. & Raghavan, V. 1995. Content-Based Image Retrieval System. IEEE
Computers, 28(9) pp 18-22.
Markkula, M., Sormunen, E. 2000. End-User Searching Challenges Indexing Practices in the
Digital Newspaper Photo Archive. Information Retrieval 1(4), 259-285.
Rowe N. C. & Frew B. 1997. Distinguishing the Picture Captions on the World Wide Web.
Proc. Of the 2nd ACM International Conference on Digital Libraries, hlm. 263-263.
Salton, G. & Buckley C. 1988. Term-Weighting Approaches in Automatic Text Retrieval.
Information Processing and Management, 24(5), 513-23.
Salton, G. & McGill, M.J. 1983. Introduction to Modern Information Retrieval. McGraw
Hill. Computer Science Series.
Sclaroff, S. 1995. World Wide Web Image Search Engines. Technical Report TR95-016,
Computer Science Dept, University of Boston.
Sclaroff, S., Marco La Cascia, Saratendu Sethi & Leonid Taycher. August 1999. Unifying
Textual and Visual Cues for Content-Based Image Retrieval on the World Wide Web.
Computer Vision and Image Understanding, 75(1/2), pg 86-98.
Shahrul Azman M.N., Azilawati A., Tengku Mohd, T.S. & Tengku Siti Meriam, T.W. 2008.
Exploiting Surrounding Text for Retrieving Web Images. Journal of Computer
Science, 4(10): 842-846.

ON RIJNDAEL CRYPTOGRAPHY USING BASIS CONVERSION

Andry Alamsyah
1
, Intan Muchtadi
2

1
Department of Informatics Engineering, Indonesian Computer University
Jl. Dipati Ukur No. 112 Bandung Indonesia,
andry.alamsyah@gmail.com
2
Algebra Research Group, Faculty of Mathematics and Natural Sciences,
Institut Teknologi Bandung,
Jl. Ganesha No. 10 Bandung 40132 Indonesia,
ntan@math.itb.ac.id

Abstract

The Advanced Encryption Standard (AES) is one of the most popular algorithms used
in symmetric key cryptography and is available in many different encryption packages. It has
been standardised by the National Institute of Standards and Technology of the United States
(NIST) and comprises three block ciphers, AES-128, AES-192 and AES-256 (using 128,
192, 256-bit key respectively), adopted from Rijndael algorithm. An efficient implementation
of binary field arithmetic is an important prerequisite in Rijndael because Rijndael operations
are performed using arithmetic operations in the underlying field. Two of the most common
basis used in binary elds are polynomial basis and normal basis. In normal basis, raising to
the 2
th
power is just a cyclic shift of the coordinates and therefore essentially free. One of the
step in Rijndael algorithm is BytesSub which consists of inversion and affine transformation.
In this paper we propose algorithms to speed up the encryption/decryption process in
Rijndael. To be more precise we propose the use of storage efficient basis conversion from
polynomial basis into normal basis and vice versa and the use of inversion algorithm in
normal basis.

Keywords: Rijndael, encryption-decryption, normal basis, basis conversion,
inversion

1. Introduction

Rijndael algorithm consists of BytesSub, ShiftRow, MixColumns, and AddRoundKey, that are
substitutions and permutations. The different transformations operate on the intermediate
result, called the State. It is pictured as a rectangular array of bytes.
We particularly interested in BytesSub transformation process which consists of
inversion and affine transformation, operating on each of the State bytes independently. The
substitution table (or S-box) is invertible and is constructed by the composition of two
transformations (inversion and affine).
Many AES architectures attempt compaction of the S-box ([17],[14], [2]) or the
inverse function to improve the overall performance. The S-box operation is the largest
device and requires more area in general than the other operations. Different approaches have
been attempted for S-box compaction varying from the use of subelds [13] to the use of
lookup techniques. Recent approaches have made use of lookup for the S-box [11] but this
tends to consume large amounts of area. For this reason research into optimization of the S-
box [3] is important in its own right.
As bytes representing elements in the finite field GF(2
8
), many attempts are to
be made to get efficient software and hardware implementations of the basic arithmetic
operations (addition, multiplication and inversion) in the eld GF(2
8
). Finite field arithmetic

can be further classified according the choice of basis for representing elements of the finite
field: two common choices are polynomial basis and normal basis.
The normal basis especially are known to be more efficient for hardware
implementation than polynomial basis because the inversion can be achieved by repeated
multiplication typically using the method of Itoh and Tsujii [7], and doubling can be executed
by only one cyclic shift operation. The mathematical symbols of normal basis may seem
overly complex, but the implementation in computer hardware or software is easy. Only
AND, EXOR, and, ROTATE operations are needed. The fact that these are fastest operation
possible on any microprocessor is what makes normal basis so attractive [12].
In this paper we propose storage efficient basis conversion algorithm as modification
of [9] and Itoh and Tsujiis inversion algorithm [7] to speed up the encryption/decryption
process in Rijndael, and especially in AES. To be more precise we propose the use of basis
conversion from polynomial basis into normal basis and the use of normal basis inversion
algorithm in BytesSub. In normal basis, raising to the 2
th
power is just a cyclic shift of the
coordinates and therefore essentially free. As the Itoh and Tsujiis method of inversion
basically consists of cyclic shifting and some multiplication, it can speed up the inversion
process in BytesSub.
This paper is organized as following: in section 2 we give mathematical backgrounds.
In section 3 we provide the basis conversion algorithms. The inversion algorithm be given in
section 4, and its use in Rijndael in section 5. In the last section we give conclusion and
suggestions for further research.

2. Background
Several operations in Rijndael are defined at byte level, with bytes representing
elements in the finite field GF(2
8
).
A byte b, consisting of bits a
7
a
6
a
5
a
4
a
3
a
2
a
1
a
0
, is considered as a polynomial with
coefficient in {0,1}: a
0
+ a
1
x + a
2
x
2
+ a
3
x
3
+ a
4
x
4
+ a
5
x
5
+ a
6
x
6
+a
7
x
7
.
For example, the byte with hexadecimal value 57 (binary 01010111) corresponds with
polynomial 1 + x + x
2
+ x
4
+x
6
.

2.1 Addition
In the polynomial representation, the sum of two elements is the polynomial with
coefficients that are given by the sum modulo 2 (i.e., 1 + 1 = 0) of the coefficients of the two
terms. For example, ( x
6
+ x
4
+ x
2
+ x + 1 ) + ( x
7
+ x + 1) = x
7
+ x
6
+ x
4
+ x
2
.
In binary notation we have: 01010111 + 10000011 = 11010100. Clearly, the
addition corresponds with the simple bitwise EXOR at the byte level. As every element is its
own additive inverse, subtraction and addition are the same.

2.2 Multiplication
In the polynomial representation, multiplication in GF(2
8
) corresponds with
multiplication of polynomials modulo an irreducible polynomial of degree 8, i.e. a
polynomial that has no divisors other than 1 and itself. For Rijndael, this polynomial is given
by

m(x ) = x
8
+ x
4
+ x
3
+ x + 1.

For example:

(x
6
+ x
4
+ x
2
+ x + 1) ( x
7
+ x + 1) = x
13
+ x
11
+ x
9
+ x
8
+ x
7
+ x
7
+ x
5
+ x
3
+ x
2
+ x + x
6
+ x
4

+ x
2
+ x + 1

= x
13
+ x
11
+ x
9
+ x
8
+ x
6
+ x
5
+ x
4
+ x
3
+ 1

x
13
+ x
11
+ x
9
+ x
8
+ x
6
+ x
5
+ x
4
+ x
3
+ 1 modulo x
8
+ x
4
+ x
3
+ x + 1 = x
7
+ x
6
+ 1

Clearly, the result will be a binary polynomial of degree below 8. Unlike for addition,
there is no simple operation at byte level. For any binary polynomial b(x) of degree below 8,
the extended algorithm of Euclid can be used to compute polynomials a(x), c(x) such that
b(x)a(x) + m(x)c(x) = 1

Hence, a(x) b(x) mod m(x)= 1 or b
1
(x) = a(x) mod m(x)

Moreover, it holds that a(x) (b(x) + c(x)) = a(x ) b(x) + a(x) c(x ). It follows
that the set of 256 possible byte values, with the EXOR as addition and the multiplication
defined as above has the structure of the finite field.

2.3 Basis

A basis for GF(2
8
) is a set of 8 elements v
0
, v
1
, , v
7
in GF(2
8
) such that every
element of the finite field can be written uniquely as a linear combination of basis elements,
i.e., given w in GF(2
8
), we can write

=
=
7
0
] [
i
i
v i B w ,

where B[0],,B[7] GF(2) are the coefficients. The row vector B=(B[0],,B[7]) is
called the representation of the element w in the basis v
0
,v
1
, v
7
.
Two common choices of basis are polynomial basis and normal basis. A polynomial basis
in GF(2
8
) is a basis of the form {1,x, x
2
,, x
7
}, i.e., v
i
= x
i
, powers of the generator x.
A normal basis in GF(2
8
) is a basis of the form {x, x
2
, x
2^2
,, x
2^7
} , i.e., v
i
= x
2^i
,
exponentiation of the generator x. A normal basis exists for all finite fields (see [10, Theorem
2.35]). In normal basis, raising to the 2
th
power is just a cyclic shift of the coordinates and
therefore essentially free.
The normal basis especially are known to be more efficient for hardware implementation
than polynomial basis because the inversion can be achieved by repeated multiplication
typically using the method of Itoh and Tsujii [7], and doubling can be executed by only one
cyclic shift operation. The mathematical symbols of normal basis may seem overly complex,
but the implementation in computer hardware or software is easy. Only AND, XOR, and,
ROTATE operations are needed. The fact that these are fastest operation possible on any
microprocessor is what makes normal basis so attractive [12].
A combination of both normal basis and polynomial basis can take advantage of the
strength of each for maximum efficiency.

3. Conversion Algorithm
The basis conversion is to compute the representation of an element of a finite field in one
basis, given its representation in another basis. The general solution is to apply the change-of-
basis matrix relating the two basis. Suppose that we are converting from the representation B
of w in the basis v
0
, v
1
, , v
7
to another basis. The representation A of w in the second basis
can be computed as the matrix product

A
t
= MB
t
,

where M is an matrix whose columns are the representation of v
i
in the second basis
and we view A and B as row vectors of dimension n. We can convert in the reverse direction
by computing
B
t
= M
-1
A
t
.

The matrix M is called the transition matrix from normal basis to polynomial basis and M
-1

is called the transition matrix from polynomial basis to normal basis. As the matrix M is
potentially quite large, here we propose a modification of [9] to convert from one basis to
another without involving a large amount of storage or requiring a large number of
operations. Using the properties of normal basis and field operations, we obtain the following
conversion algorithms.
3.1 Storage efficient algorithm
We will make use of these two lemmas:

Lemma 2 Let B be a normal basis representation of an element w, and let B be a normal
basis representation of the element w
2
-1) mod
8].

Lemma 3 Let x be the generator of a polynomial basis, A be a polynomial basis
representation of an element w and A be a polynomial basis representation of the element
wx
-1
. Then for all 0 < i< n-1, A[i] = A[i+1], provided that A[0] = 0.

Lemma 2 shows that if the basis is a normal basis, then squaring rotates the coefficients
up. Lemma 3 shows that if the basis is a polynomial basis, then multiplication by the inverse
x
-1
of the generator x shifts the coefficients down, provided that the coefficient at index 0 is
initially 0. Using only the last row of the matrix M
-1
and Lemma 2 we obtain POLY to NB
algorithm and using only the first row of the matrix M and Lemma 3 we obtain NB to POLY
algorithm.

3.2.1. Polynomial Basis to Normal Basis

Input: A=(A[0],,A[7]), the representation of an element in polynomial basis.
Output: B=(B[0],,B[7]), the representation of the same element in normal basis.

FOR i = 7 downto 0 DO
B[i] 0
FOR j=7 downto 0 DO
B[i] A[j] M
-1
[7,j] + B[i]
ENDFOR

A A
2
ENDFOR
Note: To obtain A
2
, notice that if
=
=
7
0
] [
i
i
x i B w , then
=
=
7
0
2 2
] [
i
i
x i B w . The representation of
x
2i
for i=4,,7 is the following:
x x x x x
x x x x x
x x x x x
x x x x
rep x i
i
+ + +
+ + + +
+ + +
+ + +
3 4 7 14
3 5 7 12
2 3 5 6 10
3 4 8
2
7
1 6
5
1 4

3.2.2. Normal Basis to Polynomial Basis

Input: B=(B[0],,B[7]), the representation of an element in normal basis.
Output: A=(A[0],,A[7]), the representation of the same element in polynomial basis.
Constant: X
-1
which is the representation of x
-1
in normal basis

FOR i = 0 to 7 DO
A[i] 0
FOR j= 0 to 7 DO
A[i] = B[j] M[0,j] + A[i]
ENDFOR
B B - (A[i],, A[i])
B B X
-1
ENDFOR

4. Inversion Algorithm
Efforts in developing normal basis multiplicative inversion algorithms in finite fields
GF(2
8
) have produced only a limited number of choices. Al-Somani and Amin [1] made a
survey and comparison between different inversion algorithms in normal basis, such as the
method of Wang et. al. [15], Itoh and Tsujii [7], Feng [5], Fenn [6] et al, Jimenez Calvo and
Torres [8] and Yen [16]. The exponent decomposing inversion algorithm of Itoh and Tsujii,
however, is found to be the best requiring only log
2
(m-1) multiplications, hence the most efficient.
The algorithm is shown in the following (taken from [4]):

Input : A
Output : L = A
-1

S := [log
2
(7)] - 1
P := A
for i := S downto 0 do

R := Shift(7) to right by S bits
Q := P
Rotate Q to left by [R/2] bits
T := PQ

if last bit of R = 1 then
Rotate T to left by 1 bit
P := TA
else
P := T
end if
S := S - 1
end for

Rotate P to the left by 1 bit
L := P
return L

The Itoh-Tsujii algorithm achieves inversion by computing the exponential A
-1
=A
2^8-2
,
using a clever recursive decomposition technique applied on the exponent. The efficiency of
the algorithm is based on the efficient squaring property of the normal basis and on the
reduction of the number of required multiplications to O (log m). It must be noted that the
shift (left, right) and rotate operations in the algorithm refer to a bit ordering from 7 down to
0.

5. BytesSub using Normal Basis Inversion

The first step of Rijndael algorithm is the BytesSub which consists of inversion of each
bytes of array and an affine transformation. Given an element A in GF(2
8
), one may convert
A into normal basis representation then finding its inverse using the methods in previous
sections.

The next step can be done by either converting back into polynomial basis representation
first or doing all the rest of the steps using normal basis representation then convert it later.

6. Conclusion

We have described in this paper a combination of several algorithms; basis conversion and
inversion in normal basis. These algorithms are theoretically efficient since they involve
primarily finite-field operations, and applicable to AES in particular in BytesSub which
consists of inversion and affine transformation.
For further research, one may try to modify the S-BOX used in BytesSub by
using converted basis in affine transformation, and also to build some implementation of this
combination of algorithms, in order to compare the Rijndael without normal basis and with
normal basis. Another direction is by using the composite fields. As GF(2
8
) is isomorphic to
NB
representation
Inverse in NB
rep
PB
representation

the composite field GF((2
2
)
4
), one may also try to use composite field algorithms and some
modification on polynomial-normal basis conversion in AES especially in BytesSub and Mix
Columns.

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340

KESAN LAMAN WEB DAN BLOG ISLAM TERHADAP KEFAHAMAN FEKAH:
TINJAUAN TERHADAP PELAJAR DAN KAKITANGAN UNIVERSITI MALAYSIA
PAHANG

Tuan Sidek Tuan Muda
a
, Abdullah Mat Sapri
b
,
Ahmad Fazullah Mohd Zainal Abidin
a
& Ahmad Ibrahim
a

a
Pusat Bahasa Moden & Sains Kemanusiaan
b
Fakulti Sains Komputer dan Kejuruteraan Perisian
Universiti Malaysia Pahang
Lebuhraya Tun Razak, Gambang, 26300 Kuantan, Pahang, Malaysia
sidek@ump.edu.my, abdullah@ump.edu.my, fazullah@ump.edu.my, ahmad@ump.edu.my

Abstrak
Teknologi komunikasi dan maklumat (ICT) memainkan peranan yang penting di dalam
penyaluran dan perkongsian maklumat. Salah satu bentuk perkongsian yang mudah ialah
melalui laman web dan blog. Pelbagai berita, maklumat, pandangan, kritikan hinggalah
kepada gosip dan fitnah dapat diperolehi dan dikongsi dengan mudah antara satu sama lain.
Tidak terkecuali dalam hal yang berkait dengan Islam dan ajarannya. Mutakhir, banyak blog
dan laman web Islam yang muncul. Terdapat laman web rasmi jabatan-jabatan agama,
pertubuhan-pertubuhan Islam dan banyak juga blog persendirian. Masing-masing mempunyai
fokus yang pelbagai. Ada yang menumpukan kepada isu semasa, ada yang memfokuskan
kepada perbahasan fekah dan hukum-hakam, kewangan Islam, aqidah, politik dan pelbagai
lagi secara khusus. Banyak juga yang menyentuh pelbagai aspek ajaran Islam tanpa
membuat pengkhususan dalam bidang-bidang tertentu. Apapun, tidak dapat dinafikan, blog-
blog juga cenderung untuk mempromosikan aliran pemikiran mereka. Secara umumnya,
dengan wujudnya laman-laman web dan blog-blog ini, agak mudah bagi sesiapa yang
mempunyai capaian internet untuk mendapatkan maklumat mengenai Islam. Tulisan ini
adalah bertujuan untuk menilai sejauh mana peranan laman-laman web dan blog-blog ini
dalam membantu meningkatkan kefahaman masyarakat terhadap Islam khususnya fekah.
Skop kajian dalam tulisan ini menumpukan kepada capaian maklumat berkenaan Islam yang
diperolehi menerusi medium-medium internet sama ada di pejabat atau di rumah khususnya
di kalangan kakitangan dan pelajar Universiti Malaysia Pahang. Adalah diharapkan tulisan ini
dapat memberikan manfaat kepada semua pihak dalam membantu memperkasakan
metodologi penyampaian ajaran Islam secara lebih efektif, telus dan mudah kepada
masyarakat.

Kata kunci: Teknologi Komunikasi dan Maklumat (ICT); Kefahaman fekah; Islam.

1. Pengenalan

Dunia pada hari ini mengalami satu proses globalisasi yang diistilahkan sebagai dunia
tanpa sempadan. Proses ini melibatkan evolusi pembangunan dan perkembangan media
massa berasaskan teknologi komunikasi dan maklumat (ICT) yang bergerak begitu pantas
dan pesat. Ini dapat diperhatikan melalui pelbagai pembangunan aplikasi ICT yang
berasaskan sains dan teknologi khususnya internet di alam siber. Internet memperluaskan
skop pemindahan ilmu dan maklumat yang merangkumi sistem media massa yang sedia ada
kepada sistem media massa bentuk baru. Laman-laman web yang sedia ada seperti


penggunaan homepage, portal, aplikasi e-mel sehinggalah kepada jaringan laman web sosial
seperti blog, facebook, twitter kini semakin popular apabila para penulisnya menjadikan
medium itu sebagai wadah untuk melontarkan idea sama ada menulis pandangan peribadi
mahupun pelbagai ilmu dan maklumat.

Sesungguhnya, media massa bentuk baru ini telah diiktiraf sebagai medium
penyampaian maklumat terkini kepada masyarakat dunia. Penggunaannya semakin meluas
sehingga mampu mempengaruhi pemikiran dan tingkah laku manusia. Gambaran maklumat
dan informasi yang dipaparkan berupaya mempengaruhi minda, pemikiran dan seterusnya
membawa kepada tindakan-tindakan tertentu. (Abdul Razak Abdul Mutalib & Ezry Fahmy
Eddy Yusof, 2009).

Konsep dan aplikasi ICT tidak dapat dipisahkan daripada cara hidup Islam malah
seiring dengan perkembangan semasa. Medium ICT digunakan dalam pengurusan dan
penyampaian ilmu dan maklumat berkenaan dengan ajaran Islam yang merangkumi aspek
prinsip-prinsip asas Islam seperti aqidah, ibadah, syariah dan akhlak. Laman-laman web dan
blog digunakan secara meluas dalam penyampaian ilmu Islam bermula daripada
penyampaian asas Islam sehinggalah kepada perbincangan tentang isu hukum-hakam,
pendidikan, dakwah, isu-isu semasa dan sebagainya.

2. Media Massa Sebagai Medium Penyampaian Dakwah

Kaedah perlu disesuaikan dengan kesesuaian zaman. Oleh itu, pada hari ini, akibat
daripada kemajuan ICT, dakwah juga telah mengalami satu bentuk transformasi daripada segi
kaedah penyampaian. Ia melibatkan media komunikasi secara interaksi dua hala yang lebih
pantas dan cepat tanpa memerlukan proses pergerakan yang banyak oleh pendakwah dan
kumpulan sasaran (daie dan madu). Ini tidak bermakna proses dakwah yang sedia ada tidak
relevan lagi, tetapi kaedah penyampaian sahaja yang dipelbagaikan bagi memberi ruang dan
peluang penyampaian secara lebih praktikal dan berkesan. Kaedah penyampaian dakwah
yang telah diperkenalkan melalui sistem sains, teknologi dan ICT iaitu dikenali sebagai
sistem e-Dakwah (electronic-Dakwah). Melalui sistem ini, intipati ajaran Islam dapat
disebarkan dan disampaikan kepada masyarakat dengan dengan lebih kreatif, inovatif, cepat
dan pantas. Beberapa laman web Islam sama ada laman web rasmi mahupun blog-blog
peribadi yang berbicara mengenai Islam telah banyak wujud dalam talian internet
menekankan pelbagai bidang ajaran Islam seperti bidang politik, ekonomi, sosial,
perundangan, pendidikan, isu-isu kontemporari dan sebagainya. Antara laman web yang
berada di atas talian (online) ialah www.e-ulama/org, www. e-pondok. net, www. islam. gov
dan www. ikim .gov, www.islam-com, dan lain-lain.

Di samping itu, laman-laman web dan blog Islamik tersebut ditambah dengan
pelbagai fungsi dan aplikasi yang dapat dimuatkan dalam laman web tersebut seperti
hyperlink, multimedia, muat turun (download), muat naik (upload), ruangan chatting,
ruangan tazkirah, ceramah, bacaan al-Quran oleh para qari terpilih, ruangan soal jawab
(FAQ- Frequently Asked Question), ruangan maklumat mengenai ketamadunan Islam dan
sebagainya. untuk menyebarkan maklumat tentang kebudayaan, kesenian dan seni bina Islam
dan sebagainya. Para pembaca dan pendakwah boleh menjawab persoalan dan kemusykilan
agama melalui ruangan forum (Nor Raudah Hj Siren, 2006).


3. Institusi Pendidikan Islam Sebagai Pusat Penyampaian Ilmu

Pengajian tentang ilmu-ilmu Islam sentiasa mengalami perubahan dari sudut kaedah
penyampaian. Berdasarkan kepada sejarah, perubahan kaedah penyampaian boleh
dibahagikan kepada peringkat-peringkat berikut (S.Salahudin Suyurno, 2004):-

PERINGKAT JENIS INSTITUSI

Peringkat awal Islam

Zaman Rasulullah S.A.W.
(609-632M), Zaman Khulafa
al-Rashidin (632-661)

a) Dar al-Arqam
Di rumah Arqam bin Abi al-Arqam (al-Safa, Mekah). Peringkat
awal bilangan sahabat hanya sedikit hinggalah bertambah menjadi
38 orang (golongan bangsawan Quraisy, pedagang dan hamba
sahaya)
b) Masjid
Antara fungsi masjid ialah sebagai pusat penyebaran dakwah dan
ilmu Islam, pusat kaunseling dan khidmat masyarakat, rumah
tetamu dan duta-duta asing, tempat pertemuan pemimpin-pemimpin
Islam, persidangan Qadi, dan pusat pengajian (madrasah) bagi
kanak-kanak mempelajari ilmu agama.

Masjid Quba merupakan masjid pertama di Madinah. Rasulullah
mengajar dalam bentuk halaqah. Masjid-masjid lain seperti (Masjid
al-Haram, Masjid al-Nabawi, Masjid Kufah, Masjid Basrah dan
lain-lain).
c) Suffah
Ruang atau bangunan surau yang bersambung dengan masjid untuk
kegiatan pembelajaran seperti di Masjid al-Nabawi.
d) Kuttab
Sebagai pusat pra-persekolahan bagi kanak-kanak. Ia mula
ditubuhkan oleh orang Arab sebelum kedatangan Islam untuk
memberi pendidikan kanak-kanak peringkat rendah. Sebelum
kedatangan Islam hanya 17 orang Quraisy boleh membaca.

Peringkat Kedua /
Pertengahan

Zaman kerajaan Umaiyah
(662-750M) dan
Zaman Abbasiyah (751-
1258M)

a) Manazil Ulama dan istana-istana
Contoh: Rumah Ibnu Sina, Muhammad Ibnu Tahir Bahrom dan
Abu Sulayman. Khalifah Muawiyah Abi Sufian kerap kali
menjemput ulama ke istananya untuk membincangkan sejarah
peperangan, sejarah raja-raja Farsi, bangsa Arab dan sistem
pemerintahan negara.
b) Perpustakaan
Perpustakaan Umum
Baitul Hikmah merupakan perpustakaan pertama telah didirikan
oleh Khalifah Harun al-Rasyid di Kota Baghdad. Sebagai
gedung buku dari pelbagai bahasa (Greek, Parsi, Hindu, Latin
dan lain-lain). Darul Hikmah (395M) di Kaherah didirikan oleh
Kahlifah Hakim Amrillah. Contoh lain Perpustakaan Madrasah
Nizamiah oleh Nizam al-Muluk di Baghdad.

Perpustakaan Semi-Umum
Kepunyaan Khalifah atau raja dan didirikan di dalam Istana.
Hanya untuk golongan tertentu sahaja. Contoh, kerajaan
Fatimiyah mendirikan perpustakaan yang besar di istana
Kaherah untuk menyaingi perpustakaan khalifah di Baghdad.

Perpustakaan Khusus


Perpustakaan persendirian contoh perpustakaan al-Fathu Ibnu
Khakam, Jamaluddin al-Qafathi. Imaduddin Asfahani, Hunain
Ibnu Ishaq dan lain-lain.
c) Madrasah
Mula didirikan akhir abad ke 4H (10M). Khalifah pada zaman
Abasiyah mendirikan madrasah seperti di Madinah, Basrah, Kufah,
Baghdad dan Qahirah. Subjek yang diajar termasuk Matematik,
kimia, Falsafah, Mantiq, Astronomi dan lain-lain.

Madrasah Baihaqiyah merupakan madrasah yang pertama didirikan
oleh penduduk Naisabur.Antara contoh madrasah ialah Madrasah
Nizamiyyah (Baghdad), al-Nasiriyah (Kaherah), al-Nuriah
(Damsyik) al-Muntasiriyah (Baghdad). Ia menjadi asas kepada
penubuhan Jamiah al-Azhar yang merupakan universiti pertama
yang didirikan oleh orang Islam pada akhir abad ke 4H (10M).

4. Institusi Pendidikan Islam di Malaysia

PERINGKAT JENIS INSTITUSI

Peringkat Sebelum
Kemerdekaan
a) Rumah-Rumah Imam atau Guru
Kanak-kanak berumur 6 tahun di kelas al-Quran. Guru daripada Arab, Parsi,
India dan lain-lain. Bermula selepas solat Subuh, Zuhur atau Maghrib.
Pelajar diajar membaca al-Quran. Pendidikan Islam di Tanah Melayu
bermula sebelum abad ke 15.
b) Institusi Pondok
al-Funduq bermaksud rumah tumpangan, hotel atau asrama. Merupakan
institusi terawal yang di pelopori oleh ulama yang berpendidikan dari
Patani.

Kaedah pembelajaran dan pengajaran adalah secara halaqah dan masa
pengajian bergantung kepada kemajuan prestasi pelajar. Pondok
berkembang di Kelantan, Terengganu, Kedah, Pulau Pinang dan Perak.

Contoh pondok di Kelantan (Pondok Tok Pulau Chondong, 1820. Pondok
Kertam 1937-1972, Pondok Tok Bachok 1900, Pondok Ketereh dan lain-
lain). Di Terengganu (Pondok Losong, Pondok Hj. Muhammad Endut.
Pondok Hj. Hussain, Pondok Hj. Abdul Latif dan lain-lain). Di Kedah
(Pondok Kubang Kota, Pondok Gajah Mati, Pondok Sheikh Hj. Abdullah
dan lain-lain).
c) Madrasah
Wujud awal abad ke 20 hasil gerakan Islam dari Timur Tengah. Lebih
bersistematik berbanding sistem pondok, Bahasa Arab sebagai bahasa
pengantar, sukatan silibus (rendah ibtidaie, menengah Thanawi dan
pengkhususan). Kurikulum termasuk Ilmu fardu Ain dan fardu Kifayah
seperti Bahasa Arab, #Ilmu Hisab, Ilmu Alam dan lain-lain. Contoh
madrasah: Madrasah al-Misriyah (Bukit Mertajam), Madrasah al-Khairiyah
al-Islamiyah, Madrasah al-Manshur.


Peringkat Selepas
Kemerdekaan
a) Sekolah-Sekolah Agama
Sekolah Agama Kementerian Pendidikan (SMKA)
Di bawah kelolaan Kementerian Pendidikan, contohnya, Kolej Islam
Sultan Alam Shah, Sekolah Menengah Agama Simpang Lima dan lain-
lain.

Sekolah Agama Kerajaan Negeri (SAN)
Dikelolakan oleh Kerajaan Negeri melalui majlis atau jabatan agama
negeri contohnya, Sekolah Menengah Agama Seri Desa Tg. Karang,
Sekolah Menengah Agama Sultan Salahuddin Bt. 38 Sabak Bernam,
Sekolah Menengah Agama Hishamuddin Klang dan lain-lain.

Sekolah Agama Rakyat (SAR)
Didirikan oleh rakyat dan ditadbir melalui lembaga pentadbiran.
Menerima sumber kewangan daripada Kerajaan Pusat, Negeri, Majlis
Agama Islam atau Baitul Mal. Contohnya ialah Markaz Tahfiz al-Quran
wa al-Qiraat Li al Banat Klang.
b) Institusi Pengajian Tinggi
Kewujudan sekolah-sekolah agama mendorong kepada penawaran kursus
dan pendidikan Islam melalui Akademi Pengajian Islam, Universiti Malaya
(UM), Fakulti Pengajian Islam, Universiti Kebangsaan Malaysia (UKM)
(1970), serta Universiti Islam Antarabangsa (UIA) (1983), Universiti Sains
Islam Malaysia (USIM), kolej-kolej universiti yang menawarkan program
pengajian Islam.

Bagi mempastikan perkembangan bidang dalam pengajian Islam sama ada dalam
bidang aqidah, ibadah, syariah dan akhlak dan bidang-bidang tumpuan Islam yang lain seperti
pengajian Usuluddin dan Perbandingan Agama, Syariah dan Undang-Undang, Al-Quran dan
Al-Hadis, Fiqh dan Usul Al-Fiqh, Dakwah, Ketamadunan dan sebagainya seharusnya perlu
merentasi zaman. Merentasi zaman dan sempadan geografi adalah mengikuti peredaran
zaman dari segi kaedah penyampaian. Pengajian ilmu-ilmu Islam yang berbentuk tradisional
dikekalkan dan ditambahbaik malah diberi nafas baru dengan diperkukuhkan dengan
pengunaan sarana sains dan teknologi ICT. Kemunculan aplikasi dan kaedah penyampaian
yang mengunakan pelbagai bahan-bahan rujukan canggih dan maya (online) membolehkan
ilmu-ilmu Islam disampaikan secara lebih berkesan dan pantas.

5. Analisis Data

Kajian yang dijalankan bertujuan untuk menilai sejauh mana peranan laman-laman
web dan blog-blog ini dalam membantu meningkatkan kefahaman masyarakat terhadap Islam
khususnya fekah. Fekah adalah salah satu daripada cabang ilmu Islam. Fekah bermaksud
Ilmu berkaitan hukum syara yang berbentuk amali yang diistinbatkan daripada dalil-dalil
yang terperinci (Wahbah al-Zuhaili, 1989). Dalam bahasa yang lebih mudah, fekah ialah
bidang yang berkaitan dengan hukum hakam seperti sembahyang itu wajib berdasarkan
kepada dalilnya iaitu firman Allah yang bermaksud: Dan dirikanlah kamu akan sembahyang
dan keluarkanlah zakat dan rukuklah kamu semua bersama orang yang rukuk. (al-Baqarah
2:43). Begitulah juga dengan hukum hakam lain seperti puasa itu wajib berdasarkan dalilnya,
menggosok gigi sunat muakkad berdasar dalilnya, minum arak haram berdasarkan dalilnya
dan lain-lain lagi.


Skop kajian menumpukan kepada capaian maklumat berkenaan Islam khususnya
fekah yang diperolehi menerusi medium-medium internet sama ada di pejabat atau di rumah
khususnya di kalangan kakitangan dan pelajar Universiti Malaysia Pahang di Kuantan
Pahang. Responden kajian adalah pelajar dan kakitangan universiti. Seramai 200 orang (4%)
daripada 5000 jumlah keseluruhan populasi bagi universiti telah menjawab soalan kaji selidik
ini. Jumlah ini yang diberikan memadai untuk melihat trend atau pola yang ingin ditunjukkan
berkenaan dengan laman web dan blog Islam terhadap kefahaman fekah. Asas yang
menunjukkan sesuatu laman web dan blog selalu dikunjungi dan diminati adalah berkenaan
dengan kadar kunjungan (hit rate) secara atas talian (online).

Jadual 1: Kecenderungan melayari Laman web dan blog Islam
Pernahkah anda melayari sebarang laman web dan blog Islam?

Ya 188 94%
Tidak 12 6%

Jadual 1 menunjukkan kecenderungan responden dalam melayari laman web dan blog
Islam. Melalui kajian pelajar dan kakitangan universiti mengenai tahap mereka melayari
laman web dan blog Islam, sebanyak 6% sahaja yang tidak pernah melayarinya. Ini
menunjukkan data-data yang akan dianalisa selepas ini termasuk di dalam kategori yang
boleh dipercayai dan kesahan data yang tinggi.

Jadual 2: Kekerapan kunjungan ke laman web dan blog Islam
Berapa kerapkah anda melayari laman web dan blog Islam?

Setiap hari 53 29%
1 kali
seminggu
57 31%
1 kali sebulan 40 22%
1 kali setahun 5 3%
Others 27 15%

Jadual 2 menunjukkan bahawa daripada 94% yang mengunjungi laman web dan blog
Islam, 31% melakukannya sekali seminggu, 29% setiap hari dan 22% sekali dalam tempoh
sebulan. Ini menggambarkan bahawa, laman web dan blog Islam juga mendapat tempat untuk
dilawati dan diberikan perhatian oleh pengunjung Internet. Data kajian juga menunjukkan
hanya 18% yang jarang dan kurang melayari laman web dan blog Islam.

Jadual 3: Kunjungan ke laman web dan blog Islam dari segi pilihan bahasa

Bahasa apakah yang menjadi pilihan?


Bahasa
Melayu
168 89%
Bahasa
Inggeris
13 7%
Bahasa
Arab
4 2%
Others 3 2%

Jadual 3 menunjukkan jenis laman web dan blog islam dari segi pilihan bahasa.
Bahasa yang menjadi pilihan responden adalah laman web dan blog Islam yang disediakan
dalam Bahasa Melayu sebanyak 89%. Bahasa Inggeris sekadar 7% dan diikuti dengan Bahasa
Arab sebanyak 2%. Ini menunjukkan laman web dan blog Islam lebih disenangi dan dilawati
dalam Bahasa Melayu.

Jadual 4: Pilihan laman web dan blog Islam dari segi bidang
Bidang di dalam Islam yang paling digemari untuk dilawati.

Aqidah 96 51%
Ibadah 96 51%
Akhlak 90 48%
Isu Semasa 118 63%
Kewangan dan
Ekonomi
42 22%
Others 12 6%
* Responden boleh memilih
lebih daripada satu bidang, oleh
itu peratusan boleh berjumlah
lebih daripada 100%

Jadual 4 menunjukkan pilihan bidang fekah dalam laman web dan blog Islam. Bagi
laman web dan blog Islam yang paling digemari menunjukkan bidang yang menunjukkan
peratusan tertinggi adalah isu semasa iaitu 63%. Diikuti oleh aqidah dan ibadah sebanyak
51%, akhlak pada 48%, kewangan dan ekonomi pada 22% dan selainnya pada kadar 6%. Ini
memberikan gambaran awal bahawa isu semasa yang berkenaan dengan Islam mendapat
perhatian responden dan lebih digemari berbanding bidang-bidang Islam yang lain.

Jadual 5: Pilihan laman web dan blog Islam dari segi skop bidang fekah
Antara berikut, yang manakah berada di bawah bidang fekah?

Hukum
meminum arak
123 66%
Percaya kepada
malaikat
18 10%
Masalah riba
dan Perbankan
Islam
100 54%
Hukum murtad 71 38%
Kaedah
memelihara hati
27 15%


lebih daripada 100%

Jadual 5 menunjukkan bidang-bidang fekah yang kerap dilayari oleh responden. Bagi
persoalan bidang fekah yang manakah daripada contoh jawapan yang diberikan, sebanyak
66% mempercayai hukum meminum arak adalah termasuk di dalam bidang fekah, diikuti
54% di dalam masalah riba dan perbankan Islam, kemudian 38% pada hukum murtad. Hanya
sebanyak 10% yang menjawab percaya kepada malaikat adalah termasuk bidang fekah dan
diikuti dengan 15% pada kaedah memelihara hati. Ini menunjukkan, lebih daripada 50%
responden memahami bidang fekah yang mereka lawati pada laman web dan blog Islam dan
hanya bawah 15% sahaja yang tersilap memahami persoalan sesuatu bidang fekah tersebut.
Bolehlah dikatakan bahawa responden laman web dan blog Islam mengetahui asas sesuatu
bidang yang berada pada laman yang dilawati.

Jadual 6: Jenis dan pilihan laman web dan blog Islam
Sila nyatakan laman web dan blog Islam yang biasa dilawati.

IslamOnline.Net 40 26%
Portal Rasmi
JAKIM
37 24%
Al-Ahkam.Net 10 6%
Zaharuddin.Net 64 42%
Saifulislam.Com 65 42%
Others 36 23%
lebih daripada 100%

Jadual 6 menunjukkan jenis dan pilihan laman web dan blog Islam. Laman web dan
blog Islam yang biasa dilawati oleh responden adalah zaharuddin.net dan saifulislam.com
iaitu sebanyak 42%. IslamOnline.net 26%, portal rasmi JAKIM 24%, dan lain-lain 23%.
Responden lebih menggemari untuk melawat laman web dan blog Islam yang disediakan oleh
orang perseorangan yang dianggap mempunyai asas yang baik lebih daripada laman web
rasmi yang disediakan oleh kerajaan atau suatu organisasi Islam yang lain. Antara laman web
dan blog Islam yang dinyatakan oleh responden yang memilih lain-lain (other) sebagai
jawapan adalah islamicity.com, readingislam.com, drmaza.com, ustazazhar.com dan
iluvislam.com.

Jadual 7a: Tahap kefahaman tentang fekah sebelum ke laman web dan blog Islam
Bagaimana tahap kefahaman tentang fekah dalam sesuatu isu sebelum
melayari laman web dan blog Islam?

1 - Kurang faham 19 10%
2 55 29%
3 98 52%
4 15 8%
5 - Sangat faham 2 1%


Kurang
faham

Sangat
faham

Jadual 7b: Tahap kefahaman tentang fekah selepas ke laman web dan blog Islam
Bagaimana tahap kefahaman tentang fekah dalam sesuatu isu selepas
melayari laman web dan blog Islam?

Kurang
faham

Sangat
faham

1 - Kurang faham 1 1%
2 11 6%
3 70 38%
4 94 51%
5 - Sangat faham 10 5%

Jadual 7a dan Jadual 7b menunjukkan tahap kefahaman tentang fekah sebelum dan
selepas ke laman web dan blog Islam. Responden yang sebelum melayari laman web dan
blog Islam menunjukkan ketidakfahaman kepada permasalahan fekah tentang sesuatu isu
secara umum sebanyak 39% dengan 52% berada pada tahap sederhana. Hanya sebanyak 9%
yang mempunyai kefahaman fekah sebelum melayari laman web dan blog Islam. Selepas
mereka melayari laman web dan blog Islam, kefahaman terhadap permasalahan fekah telah
meningkat kepada 56% yang faham dan sangat faham dengan 38% berada pada tahap
kefahaman sederhana. Hanya 7% yang masih kurang jelas dengan persoalan fekah setelah
melayari laman web dan blog Islam tersebut. Ini menunjukkan peningkatan kefahaman
sebanyak 47%. Peratusan ini boleh dijadikan asas yang memberikan gambaran bahawa laman
web dan blog Islam boleh meningkatkan kefahaman responden berkenaan dengan
permasalahan fekah berbanding sebelumnya.

Jadual 8: Pandangan terhadap laman web dan blog Islam sebagai sumber
rujukan dalam memahami fekah
Pada pendapat anda, adakah laman web dan blog Islam membantu
anda memahami fekah dengan lebih mendalam?

Kurang
setuju

Sangat
setuju

1 - Kurang setuju 1 1%
2 8 4%
3 48 26%
4 83 44%
5 - Sangat setuju 48 26%

Jadual 8 menunjukkan pandangan terhadap laman web dan blog Islam sebagai alat
bantu dalam memahami fekah Hasil analisis data oleh responden menunjukkan 44% setuju


dan 26% sangat setuju bahawa laman web dan blog Islam membantu mereka memahami
fekah dengan lebih mendalam. Hanya seramai 5% responden yang tidak bersetuju dengan
kenyataan ini. Ini boleh dijadikan asas bahawa laman web dan blog Islam adalah merupakan
pilihan bagi lebih daripada 50% responden untuk mempelajari dan memahami permasalahan
fekah.

Jadual 9: Perbandingan kaedah tradisional dan kaedah ICT dalam laman web dan blog Islam
Adakah anda bersetuju cara tradisional (menadah kitab) sudah tidak
relevan berbanding cara teknologi maya (Internet) dalam
penyampaian ilmu fekah?

Ya 8 4%
Tidak 155 82%
Tidak
pasti
25 13%

Jadual 9 menunjukkan perbandingan kaedah tradisional dan kaedah ICT dalam laman
web dan blog Islam. Walaupun lebih daripada 70% responden bersetuju bahawa laman web
dan blog Islam membantu mereka memahami masalah fekah dengan mendalam, 82%
daripada responden tidak bersetuju bahawa cara tradisional pengajian kitab tidak relevan
berbanding dengan penggunaan teknologi laman web dan blog Islam dalam penyampaian
ilmu fekah. Responden bersetuju cara laman web dan blog Islam membantu kefahaman
mereka, tetapi mereka lebih suka merujuk kepada kefahaman ilmu fekah kepada cara
tradisional dengan menadah kitab dan pengajian di masjid dan surau. Hanya sekadar 4%
bersetuju cara teknologi melalui laman sesawang Islam lebih relevan pada masa kini.

Jadual 10a: Kepuasan dengan jawapan bagi isu fekah dalam laman web dan blog Islam
Adakah anda akan bersetuju dengan jawapan tentang persoalan
fekah yang dijawab menerusi laman web dan blog Islam?

Ya 90 48%
Tidak 13 7%
Tidak
pasti
85 45%

Jadual 10b: Pengamalan dengan jawapan yang diberikan dalam laman web dan blog Islam
Jika anda menjawab 'Ya' bagi soalan di atas, adakah anda akan
mengamalkan jawapan yang diberikan oleh laman web dan blog
Islam tersebut?

Ya 61 49%
Tidak 12 10%
Tidak
pasti
51 41%


Jadual 10a dan Jadual 10b menunjukkan kepuasan jawapan dan pengamalan dengan
jawapan yang diberikan dalam laman web dan blog Islam tersebut. Seramai 48% daripada
responden bersetuju dengan jawapan tentang persoalan feqah yang diutarakan melalui laman
web dan blog Islam dan daripada angka ini, seramai 49% yang akan mengamalkan apa yang
mereka dapati daripada laman tersebut. Ini menunjukkan 50% daripada responden yang
bersetuju (48%) dengan jawapan persoalan fekah yang mengamalkan apa yang mereka
persetujui oleh jawapan laman tersebut. Angka ini bolehlah dianggap rendah dimana hanya
sekitar 20% sahaja yang mengamalkan apa yang mereka dapati daripada laman web dan blog
Islam yang mengutarakan persoalan fekah. Angka ini juga membenarkan fakta data di atas
yang mana lebih 80% bersetuju bahawa cara tradisional lebih disukai berbanding fakta yang
disediakan oleh laman web dan blog Islam. Mungkin ini disebabkan oleh pembelajaran
masalah fekah lebih sesuai secara berdepan dengan ahli agama berbanding bersoal jawab
secara maya. Secara keseluruhannya, sekadar 7% yang tidak bersetuju dengan persoalan
fekah yang diutarakan di dalam laman web dan blog Islam dan hanya 10% daripada 48%
responden yang tidak akan mengamalkan jawapan bagi persoalan fekah yang diberikan oleh
laman tersebut.

Untuk persoalan kajian ini, terdapat kesan yang signifikan yang diperolehi oleh
responden mengenai laman web dan blog Islam terhadap kefahaman fekah. Responden secara
keseluruhannya mengetahui kewujudan laman web dan blog Islam, menggunakannya untuk
mengetahui dan memahami sesuatu permasalahan hukum dan mengakui terdapat kesan
kepada kefahaman fekah mereka. Lebih daripada 80% daripada responden menyatakan
kaedah memahami fekah melalui belajar dan menadah kitab dengan berguru masih relevan
walaupun hidup di dunia teknologi dan alam maya yang menjadi alat perhubungan dan
penyampaian ilmu pada masa kini. Hampir kebanyakan komen akhir daripada responden
mengakui kelebihan menggunakan laman web dan blog Islam adalah merupakan cara
terpantas untuk mengetahui sesuatu hukum, capaian yang 24 jam seminggu, tidak ramai yang
ingin ke masjid dan surau untuk mengaji ilmu fekah, jawapan bagi setiap persoalan didapati
dengan pantas dan relevannya penggunaannya teknologi terkini untuk berdakwah dan
menyampaikan ilmu dan mesej Islam. Walaupun demikian, responden lebih memahami cara
terbaik menangani permasalahan fekah di dalam laman web dan blog Islam dengan
mempercayainya jika ditulis oleh orang yang berautoriti dan mempunyai sumber rujukan
yang sahih, tidak terus mempercayai dan mengamalkan tanpa merujuk kepada ahli agama di
dunia nyata, memerlukan pengesahan orang yang berilmu di luar atas isu yang dibentangkan,
menggunakan beberapa ruang laman web dan blog Islam untuk kepastian maklumat dan tidak
bergantung sepenuhnya kepada laman tersebut kerana setiap pengendali ada kecenderungan
aliran pemikiran yang memungkinkan mereka membahaskan sesuatu isu mengikut aliran
yang senada dengan mereka sahaja.

6. Rumusan
Kesimpulannya, terdapat kesan yang ketara mengenai laman web dan blog Islam
terhadap kefahaman fekah dan ianya membantu perkembangan ilmu fekah yang
memungkinkan laman teknologi maya menjadi rujukan utama jika ianya disokong dengan
kesahan ilmuan Islam seperti penggunaan video, suara atau integriti maklumat dengan
tambahan elemen keselamatan komputer (computer security). Dari penjelasan yang telah
diberikan, maka dapatlah disimpulkan bahawa:


i. Penggunaan multimedia dan animasi dalam berdakwah adalah sangat membantu dan
berkesan. Ianya mestilah diterima dengan baik dan dipergunakan sebijak mungkin.
ii. Program-program seperti bengkel dan kursus memberikan dan meningkatkan
kemahiran penggunaan teknologi moden dalam mutimedia di kalangan pendakwah dan
ulama mestilah diadakan dan dipertingkatkan, manakala program pengukuhan ilmu
teras Islam pula diberikan kepada para pakar Muslim dalam bidang multimedia, agar
kepesatan dan keberkesanan dakwah dapat dicapai.
iii. Suatu mekanisme penyelarasan yang berwibawa dan berkesan mestilah dibentuk bagi
mempastikan kegiatan dakwah menerusi multimedia dapat dilaksanakan dengan teratur
dan rapi serta menepati pada sasarannya. Suatu gabungan dan jalinan yang kuat antara
pakar-pakar Muslim dalam pelbagai bidang dan antara institusi dan organisasi Islam
yang berwibawa adalah dinanti-nantikan.
iv. Aspek iman dan taqwa hendaklah menjadi fokus utama dalam menyampaikan dakwah
dan menjadi asas terpenting dalam membena umat Islam yang kuat dan mampu
mengatasi segala cabaran yang dihadapi baik pada masa ini mahupun pada masa akan
datang, samada cabaran dari multimedia sendiri atau lain-lain cabaran yang terdapat
dalam masyarakat.
v. Dalam keghairahan umat Islam mempelajari dan mendalami Islam, kedapatan juga
laman-laman web dan blog-blog yang bertopengkan nama Islam dengan isi
kandungan yang dipaparkan adalah menyeleweng dan menyimpang daripada ajaran
Islam yang sebenarnya. Ini merupakan ancaman dan bahaya penyelewengan dan
penyimpangan fakta yang dilakukan oleh musuh-musuh Islam. Ini akan membawa salah
faham, keraguan, sikap prejudis dan stereotaip oleh para pembaca dan seterusnya akan
membawa kepada kekeliruan dan menjejaskan dari segi pemikiran, kepercayaan aqidah,
pemahaman dan tindakan umat Islam dalam sesuatu perkara agama. Bagi mengatasi hal
ini, umat Islam wajib merujuk kepada pakar dan ilmuwan Islam, seterusnya melaporkan
kepada pihak berwajib di Malaysia (contohnya, pihak JAKIM) dalam menentukan
kesahihan satu-satu perkara dan menyekat penyebaran palsu dalam laman web dan blog
tersebut.

Akhirnya, harus disedari bahawa teknologi informasi dan komunikasi terus
berkembang dengan pesat dalam pelbagai bidang. Para blogger muslim perlu mengikuti serta
menguasai teknologi terkini dengan keupayaan pembalajaran secara gigih dan berterusan.
Kaedah-kaedah baru dari sudut video editing serta kaedah menyematkan klip video dalam
laman blog mungkin akan menyebabkan blog seseorang lebih diminati pengunjung. Ini harus
seiring dengan usaha mereka mencorakkan hasil usaha mereka dengan ciri dan nilai-nilai
keislaman. Dengan pembaharuan yang berterusan kita mungkin dapat menghalakan salah
satu jalur globalisasi ke arah yang menguntungkan Islam dan menyemarakkan dakwah.
Pertarungan sekarang ialah bagaimana kita boleh memenuhkan sebanyak mungkin ruang
siber dengan bahan-bahan yang berguna, mulia dan lohor demi membangun jati diri umat dan
memperkasakan sahsiah Islamiyyah, bahkan manusia seluruhnya agar mereka tidak
tenggelam dan hanyut dalam arus pemodenan negatif serta globalisasi yang tidak
menguntungkan diri, umat dan negara dalam jangka panjang.


7. Rujukan

Abdullah Basmeih, Sheikh. (2002). Tafsir Pimpinan al Rahman kepada Pengertian al-Quran.
Cetakan ke-13. Kuala Lumpur: Penerbit Darulfikir.
Abdul Razak Abdul Mutalib & Ezry Fahmy Eddy Yusof (2009, Julai). Media massa dan
serangan pemikiran. Kertas kerja dibentangkan di National Seminar 2009: Media &
Islamic Thinking (MIST09): Anjuran Fakulti Kepimpinan dan Pengurusan, Universiti
Sains Islam Malaysia, Negeri Sembilan.
Al-Zuhaili, Wahbah (1989), al Fiqh al Islami wa Adillatuh, Cetakan Ketiga, Damsyik:
Penerbit Darul Fikr.
Nor Raudah Hj. Siren (2006). E-Dakwah: kepentingan dan pelaksanaannya di Malaysia.
Dalam Nor Raudah Hj. Siren, Yusmini Mohd Yusof, & Mahmudah Hj. Nawawi (Pnyt.),
Dakwah Islam semasa: konsep dan pelaksanaan. Cet. pertama. Kuala Lumpur: Penerbit
Universiti Malaya.
S.Salahudin Suyurno, et.al (Ketua editor) (2004). Kemasyarakatan dan kenegaraan Islam.
Edaran dalaman. Cet. pertama. Shah Alam Selangor: Centre for Islamic Thought and
Understanding (CITU), Universiti Teknologi MARA (UiTM).


PERFORMANCE EVALUATION OF OPEN-SOURCE DISK IMAGING TOOLS
FOR COLLECTING DIGITAL EVIDENCE
Saufi Bukhari, Ibrahim Yusof & Mohd Fikri Azli Abdullah
Faculty of Information, Science and Technology
Multimedia University (MMU), Malaysia
saufi.bukhari@gmail.com, ibrahim@ibrahimyusof.com

Abstract
Disk imaging is the key process of conducting digital forensic investigation whereby digital
evidence is acquired using proper disk imaging tools. Disk imaging tools come in commercial
package and open-source package, each of them offers different features to satisfy
technological needs. Open-source tools are the most preferred to reduce the cost of
conducting investigation. However, not all open-source disk imaging tools satisfy digital
forensic standards because most of the tools are originally designed to image the hard drive
for the purpose of data backup, data recovery, boot image, and other non-forensic based
purposes. Few mandatory and optional requirements of digital forensic standards need to be
satisfied by a particular disk imaging tool to ensure that digital forensic investigation will
produce accurate and reliable outputs without neglecting the performance. This research aims
to evaluate the performance of various open-source disk imaging tools such as dd, dd_rescue,
GNU ddrescue, dcfldd, and aimage. These tools will be tested on the Linux system where the
environment and configurations will be properly controlled which will also include
applicable digital forensic settings of each tool and the result of the test will be analyzed and
simplified for better understanding.
Keywords: Digital Forensics, Digital evidence, Open-Source disk imaging tools.

1. Introduction
Digital forensic is a small branch of forensic science which involves obtaining digital
evidence from digital sources such as computer, PDA, iPod, memory card or stick, and other
digital devices. There are 5 basic methodologies to the digital forensics which are
preparation, collection, examination, analysis, and reporting. The main objective of
performing digital forensic is to explain the current state of a digital artifact which includes
computer system registries, storage medium, digital media or documents, and information
from transmitted packets in the network. However, there are also other purposes of digital
forensic such as to analyze the data or information inside the computer system, to recover lost
or deleted or corrupted data, to analyze how the computer system being compromised by the
hackers, to gather digital evidence, and to understand how the computer system works for the
purpose of debugging, reverse-engineering, and performance optimization.

Forensic disk imaging is the key of conducting digital forensic investigation whereby
the storage medium will be duplicated sector-by-sector rather than separate file while
maintaining the content and the structure of it. Unlike other imaging applications, forensic
imaging also aims to create image of all data including ambient data which refers to data
stored in operating systems swap file, unallocated space and file slack (Saudi, 2001). These
locations are most likely the sources of evidence during forensic investigations. Digital


evidence can be in many forms such as e-mails, images, logs, documents, history files,
temporary files, audio or video files, and computer memory. These forms of evidence need to
be acquired using digital forensic tools or disk imaging tools and normally being stored as
raw image (.dd or .img) for further analysis.

There are a lot of disk imaging tools available in the market which consists of
commercial and open-source tools. Access Data Forensic Took Kit (FTK) and Guidance
Software EnCase are the most popular and widely used tools in formal forensic investigations
because they integrate many digital forensic tools inside such as disk imaging tool, evidence
analysis tool, case management tool, and investigation documentation. However, neither FTK
nor EnCase are cheap and cannot simply be afforded by small organizations. This is why
open-source tools have been developed, and normally distributed separately as independent
software. Examples of open-source disk imaging tools are dd, aimage, dcfldd, dd_rescue,
guymaker, ewfacquire, and FTK Imager. However, not all open-source tools can be used for
formal digital forensic investigations because some of them do not meet forensic standards.
The best thing about open-source tools is they are totally free and can be redistributed or
extended freely without infringing their copyright. This ensures that digital forensic
investigations cost can be reduced greatly while maintaining the standards and effectiveness.

This paper is created to compare the results of the test of open-source disk imaging
tools in real environment. The tests are conducted on a personal computer whereby the
scenario of digital evidence collection is replicated. The results is analyzed and simplified
into graphs and tables for better understanding. Section 2 describes the digital forensic
technology and section 3 describes the disk imaging technology. The preparations done
before conducting the actual test are described in section 4, and the analysis and results are
documented in section 5.

2. Digital Forensic Technology
Digital forensic is a process of answering questions about the initial and current state of
digital data which involves two major techniques which are dead and live analysis techniques
(Carrier, 2006). Live analysis is a process of performing instant analysis on a particular
system as soon as the attack is reported or detected by the Intrusion Detection System (IDS).
Live analysis is normally being used if the attacked system such as web server and database
server needs to stay running all the time. However, dead analysis is the most widely used
method whereby the systems hard drive will be duplicated and analyzed using proper
forensic tools. The purpose of both techniques is identical which is to analyze for potential
evidence, the only difference is that live analysis techniques rely on the applications that
could possibly being compromised to produce inaccurate data.

2.1. Digital Forensic Process
A standard digital forensic process must include identification, preservation, analysis, and
presentation (Li & Seberry, 2003). In this paper, identification is described as identifying the
evidence to decide appropriate methodologies, preservation is described as preserving the
integrity and maintaining the chain of custody, analysis refers to reviewing and examining the
evidence, and presentation means presenting the evidence in a legally acceptable and
understandable manner. By following the standard process, the possibility of diskovering
useful evidence will be increased and the reliability of the evidence will be preserved and will
be valid in legal proceedings. Similar with other types of forensic, digital forensic must be


performed by experts who have knowledge and experience because this issue will be
questioned during cases prosecution.

2.2. Digital Evidence
Digital forensic is an application of forensic science intended to preserve, collect, validate,
identify, analysis, interpret, document, and present digital evidence which is obtained from
digital sources such computers and PDAs in order to facilitate or further reconstruct
suspected criminal events or help to anticipate malicious activities (Palmer, 2001). To
achieve these objectives, digital evidence must be obtained properly without damaging or
altering the original source of evidence and at the same time must be as accurate as possible.
Digital evidence mainly extracted from systems storage such as hard disk and memory card,
and can be in many forms such as event logs, cache, readable documents, cookies, and
temporary files. Since digital evidences integrity and confidentiality is crucial, it needs to be
stored in a secured and trusted medium.

There are five rules of forensic evidence which are applicable to digital evidence such
as admissibility (usable in the court or elsewhere), authenticity (relevant relationship of the
evidence with the incident), completeness (consideration and evaluation of all available
evidence), reliability (no doubt on the evidences authenticity and veracity), and believability
(clear presentation, ease of understanding and believable) (Li & Seberry, 2003). However, for
digital evidence, integrity needs to be addressed in the basic rules of evidence because digital
evidence is not presented physically which therefore needs to be verified digitally using hash
or checksum and presented using appropriate tools or computer applications in the court.

3. Disk Imaging Technology
Disk imaging operates below the file-system layer where it does modify not the file-system
accounting time such as modification time, access time, and creation time (Tan, 2001). The
reason to not disturb the file-system accounting is to preserve the integrity of the evidence.
Unlike normal backup, imaging process will also capture deleted data which resides on the
disk. This is one of the key characteristics of disk imaging because potential evidence might
be deleted. However, the weakness of disk imaging is the image size will be exactly the same
as the original. Although compression technique is applicable to the image, the actual size of
the image will remain as it is after extraction. For example, the original image size is 250GB,
therefore will produce 250GB of image file. If compression technique is applied, the size can
be reduced to 100GB provided that not all space inside the original disk is used. But after
being extracted, the compressed image will be completely restored and will produce 250GB
of size, same with the size before compression.

Disk image compression is highly demanded nowadays as the capacity of the hard
disk is increasing rapidly. It is quite troublesome to prepare a large storage to store all images
if the image is not compressed. The advantage of using compression technique is disk space
optimization and in contrast will consume more CPU resources than normal imaging.
Compressed image needs to be decompressed, if a single byte is lost during distribution,
decompression process will be stalled until the byte is successfully acquired (Hibler et al.,
2003). To reduce this risk, image normally will be splitted into several archives and
compressed independently to ensure more robust distribution and more efficient installation
at the expense of the sub-optimal compression. By using this method, archives can be stored
in separate places for convenience because it is not practical to store 250GB disk image as a


file. In fact, forensic investigation normally will be performed by several investigators;
therefore, it is recommended to assign each of them with different disk archive for efficiency.

3.1. Disk Imaging Performance
In order to handle large hard disk capacity, imaging process should be faster without
disregarding the integrity and accuracy of the image. Despite using file-by-file imaging,
entire hard disk will be read once to analyze allocated space on the disk and imaging will be
performed on allocated space only to speed up imaging process (Saudi, 2001). This is not a
good approach because unallocated space sometimes contains remnant data which normally
left by the applications programs or file system. Remnant data refers to leftover data in which
it is originally a part of something. This data contains useful information that can be
classified as valid evidence. Therefore, a good forensic disk imager will not ignore
unallocated space to maintain the evidences reliability and usefulness.

3.2. Disk Image Integrity
One of the base specifications of disk imaging tool is able to verify the integrity of a disk
image file (Saudi, 2001). In order to do this, hash algorithms such as MD5 and SHA-1, or
checksum such as CRC16 and CRC32 will be calculated before and after the disk image
duplication process is completed and will produce hash value or checksum. Both values will
be compared with each other to check for difference bits. These algorithms rely on the bits
content in the file, and in case one single bit is altered, unique hash value will be changed
totally. This is useful to prove that the image file is an exact duplication of the original hard
disk which makes it valid to be used for forensic purposes. However, there is the possibility
that the hard disk data will be tampered by the authorized parties before imaging process is
done. Therefore, the process of disk imaging should be supervised and documented by
authorized parties in order to reduce this possibility. Another method is to use bootable
operating system CD/DVD to perform disk imaging because it prevents data inside the hard
disk from being modified or deleted.

4. Test Preparations
There are several things that have been prepared before conducting the actual test. First, the
test system is prepared which is a personal computer (AMD XP Athlon 1800+ 1.53GHz,
1.00GB of RAM, SUSE Linux Enterprise Server 10 Service Pack 2). Second, the tools are
installed and configured properly to ensure they will run as smooth as possible. Third, the
source is prepared which is a 20GB partition of hard disk (IDE/NTFS). Fourth, the
destination is prepared which is an external hard disk of 120GB (USB to SATA/NTFS). And
lastly, shell script is created for each tool to allow automated test with several other
commands are timed to run simultaneously during the imaging process. To be accurate, all
the caches will be cleared when the shell script loads. This method ensures that no data from
previous test are left inside the cache which may compromises the test results.

5. Results Analysis
Basically, there are two main variables measured in this research; the imaging rate and the
completion time. Each tool is executed twice, with default mode where no additional options
are used, and with applicable forensic options used. The comparison is done between the
modes used within the tool. The imaging process performance is mostly dependent on the
type of data transfer medium such as (IDE or SATA) and the speed of the hard disk (rpm). In
this case, the imaging process performance is limited because it is being determined by the
limitation of USB data transfer medium ragardless how fast the input and output rate.


5.1. dd imager
dd imager is a native imaging tool originally built for UNIX/LINUX system. This tool is used
to perform imaging on hard drive or partition mounted in the system. It is recognized as the
source of most disk imaging tools created nowadays. The good thing about this tool is no
installation is required as it is pre-installed in most of Linux OS and the bad thing is it only
allows clean imaging without preserving the confidentiality and integrity of the image file for
digital forensic purpose.

Table 1: Comparison between default and speed mode for dd imager
Default Mode Speed Mode
Source Size 20GB 20GB
Block Size 512 Bytes 4096 Bytes
Total Block 40965687 5120710
Completion Time 4482 seconds 942 seconds
Average Imaging Rate 4.7 MB/s 22.3 MB/s

As shown in Table 1, the completion time is reduced significantly and average imaging rate is
increased greatly by approximately 80% when the block size is increased. This is because on
every cycle, the number of blocks processed is fixed regardless how many bytes each of it
holds. The reason why block size is set to be 4KB is because it has been tested and proven to
be the minimum block size needed to get optimum average imaging rate. This means that if
the block size is set to be 32KB, the average imaging rate will not be increased anymore.

5.2. dcfldd
dcfldd is an enhanced version of dd imager for Linux system which is developed by U.S.
Department of Defense Computer Forensics Lab. This imager works like dd with few
additional features added to satisfy digital forensic standards. Significant features added
include hashing on-the-fly whereby hashing is applied during data transfer, new user
interface with progress bar, flexible disk wipes in which the disk content can be cleared
quickly, image verification, simultaneous output, split output into multiple files, and piped
logs and data into external application (Laverdire et al., 2009). The limitation of this
program is that it can only produce raw image file without metadata (details of a file or
folder) attached to it.

Table 2: Comparison between default and forensic mode for dcfldd
Default Mode Forensic Mode
Total Block 640000 640000
Hashing No SHA1 and MD5
Logs No Yes

Table 2 shows the difference between default and forensic mode for dcfldd. There is 60%
reduction of performance between both modes. This is because on-fly-hashing requires each
block to be hashed by both algorithms (SHA1 and MD5) during the imaging process. This
process consumes imaging time, thus, reducing the imaging rate. Logs such as error logs is


generated at the end of imaging process, indicating the status of the whole process, and errors
if exist, also hash logs are generated to store the calculated hash values.

5.3. dd_rescue
dd_rescue is another enhanced version of dd imager, it does what dd does. The difference is
the ability to continue the imaging process even if read errors occur, unless the maximum
error number is specified. Another significant difference it the imaging process can be started
forward or backward and enhanced user interface. Also, two block sizes are used which is
large (soft) block size and small (hard) block size. When error occurs, it will switch to small
block size to try to read the block with error and will be switched back to large block size
automatically.

Table 3: Comparison between default and forensic mode for dd_rescue
Block Size (large) 65536 Bytes 65536 Bytes
Block Size (small) 512 Bytes 512 Bytes
Hashing No No
Logs No Yes

Table 3 shows slight decrease in performance between default mode and forensic mode. This
is because in order to generate logs, the blocks being transferred need to be checked for
errors. This will consume a little time compared to default mode. Since this tool does not
have hashing, the imaging time and rate is almost similar with the other tools default mode
result.

5.4. GNU ddrescue
GNU ddrescue is an enhanced version of dd_rescue which copies data from source to another
just like other disk imaging tools. The most significant feature of GNU ddrescue is the ability
to pause and resume the imaging process without changing the structure of the image file
(Rankin, 2009). Another feature of GNU ddrescue is the ability to rescue as much data that
couldnt be read normally (read errors). Normally, read errors are caused by physical defect
on the disk, if the data can be retrieved and stored to some other places, the error will most
likely to be eliminated. GNU ddrescue normally does not truncate the output file; it will try to
fill in the gaps when running on the same output file. Because of the nature that reads and
writes data at random places, it only works on random access input and output file, and can
use direct access to read the input file. GNU ddrescue is also an open-source tool developed
under GNU General Public License (GPL) project.

Table 4: Comparison between default and forensic mode for GNU ddrescue
Copy Block Size 128 blocks 128 blocks
Total Block Size 65536 Bytes 65536 Bytes


Hashing No No
Logs No Yes

Table 4 shows no reduction of performance between two modes because no other options of
GNU ddrescue can be used for forensic mode except process logs. And normally, generating
logs will consume only very little resource or affect the imaging process.

5.5. aimage
aimage (advanced imager) is a disk imaging tool which is part of Advanced Forensic Format
(AFF). AFF is a new file format which is almost similar with EnCase file format whereby it
stores the disk image as a series of pages or segments. It also allows the image to be
compressed optionally and allows metadata to be stored within the disk image or separately.
Besides that, AFF has the ability image any file size into single disk image or split disk
images (Garfinkel et al., 2006). Corrupted disk image can also be recovered using specifically
designed internal consistency checker. AFF system has its own set of library which is called
AFFLIB which implements a simple abstraction that makes the AFF image file appear as a
persistent name/value database and as a standard file that can be opened, read, and seeked
with library calls. AFF system is distributed with a set of tools which consists of a disk
imaging program called aimage, an AFF metadata to XML converter program (afxml), a raw
images to AFF images and back converter (afconvert) (Garfinkel, 2006).

Table 5: Comparison between default and forensic mode for aimage
Hashing No SHA1, SHA256 and MD5
Logs No Yes
Verification No Yes
Metadata Preservation Yes Yes
Compression No Yes

Table 5 shows reduction of performance by 58% between default mode and forensic mode.
This is due to the implementation of hashing algorithms during the imaging process,
verification after all blocks are imaged, and auto compression mechanism which will
compress the image file automatically to increase the write process speed.

5.6. Overall Comparison

Table 6: Comparison between forensic modes for all tools
dd dcfldd
GNU
ddrescue
dd_rescue aimage
Source Size
(GB)
20 20 20 20 20
Block Size
4096 32768 65536 65536 32768


(Byte)
Completion
Time
(seconds)
942 1575 1036 1051 2214
Average
Imaging Rate
(MB/s)
22.3 13.3 20.2 19.5 9.5
Hashing No
SHA1 and MD5
Other: SHA256,
SHA384 and
SHA512
No No
SHA1,
SHA256 and
MD5
Logs No Yes Yes Yes Yes
Metadata
Preservation
No No No No Yes
Compression No No No No Yes
Verification No Yes No No Yes

Table 6 shows summary of comparison between forensic modes of all tools. dd imager has
the lowest completion time and highest imaging rate while aimage has the highest completion
time and lowest imaging rate. However, in terms of digital forensic usage, aimage is the most
suitable tool since it has additional capabilities such as hashing, logs generation, metadata
preservation, compression, and verification. On the other hand, dcfldd is also suitable but not
the best for digital forensic usage because it also has hashing, logs generation, and
verification capability.

5.7. Summary of Imaging Speed of All Tools

Figure 1: Column chart of overall imaging speed for all tools

As shown in Figure 1, the most fastest imaging tool is dd and dcfldd (almost as fast). But the
reason behind the speed is because no additional computations such as hashing, compression,
metadata preservation, and logs generation are performed during or after imaging process.
Both tools are suitable to be used for normal imaging as they provide accuracy and speed. For
digital forensic purpose, speed is not as important as the integrity and confidentiality of the
image file. In order to preserve integrity, few computations such as hashing, verification, and
0
5
10
15
20
25
S
p
e
e
d

(
M
B
/
s
)
Default Mode
Forensic / Speed
Mode


logs generation are required. This is why aimage (forensic mode) has the least speed
compared to all other tools. dd (default mode) is neglected because it doesnt have
implementation of digital forensic features and not suitable to be compared with aimage
(forensic mode).

6. Conclusion
All tests results may vary depending on the specifications of a particular system being used.
However, the analysis results may be almost similar in terms of the reduction of performance
between default mode and forensic mode. Surely speed is the main thing, but in digital
forensic, the integrity and confidentiality of the evidence acquired is the most important thing
besides speed. Based on the analysis, aimage is the best open-source disk imaging tool for
collecting digital evidence while preserving the integrity and confidentiality. Its weakness is
it doesnt provide a graphical user interface (GUI) to ease the user or investigator in
performing the imaging process, similar to other open source tools. Another weakness is not
all analysis tools support its file format (.aff) because it is quite new and the architecture is
different than .dd or .raw file format.

References
Carrier, B. D. (2006). Risks of Live Digital Forensic Analysis. Communications of the ACM,
49(2), 56-61.
Garfinkel, S. L. (2006). AFF: A New Format for Storing Hard Drive Images.
Garfinkel, S. L. et al. (2006). Advanced Forensic Format: An Open, Extensible Format for
Disk Imaging. Advances in Digital Forensics II: FIP International Conference on
Digital Forensics, National Center for Forensic Science, Orlando, FL.
Hibler, M. et al. (2003). Fast, scalable disk imaging with frisbee. USENIX Annual Technical
Conference, San Antonio, TX.
Laverdire, M. et al. (2009). Ftklipse-Design and Implementation of an Extendable Computer
Forensics Environment: Specification Design Document. Arxiv preprint
arXiv:0906.2447.
Li, X., and Seberry, J. (2003). Forensic Computing. INDOCRYPT 2003: 4th International
Conference on Cryptology, ND, India.
Palmer, A. T. N. (2004). Computer Forensics: The Six Steps, Retrieved February 15, 2010
from World Wide Web:
http://www.krollontrack.co.uk/publications/UK%20EE%20Newsletter
%20I1%20V3%20AP%20CF.pdf
Rankin, K. (2009). Hack and /: when disaster strikes: hard drive crashes. Linux Journal,
2009(179), 12.
Saudi, M. M. (2001). An Overview of Disk Imaging Tool in Computer Forensics. SANS
Institute, Retrieved March 10, 2010 from the World Wide Web:
http://www.sans.org/readi
ng_room/whitepapers/incident/an_overview_of_disk_imaging_tool_in_computer_foren
sics_643
Tan, J. (2001). Forensic readiness. CanSecWest Computer Security Conference, Retrieved
March 15, 2010 from the World Wide Web:
http://www.arcert.gov.ar/webs/textos/forensic
_readiness.pdf


KAJIAN AWAL: PERMAINAN SIMULASI WABAK DEMAM DENGGI

Azmi Ibrahim, Nor Azan bt Hj Mat Zin, Noraidah Sahari @ Ashaari
43600 Bangi Selangor
azmi.ibrahim@fst.upsi.edu.my, azan@ftsm.ukm.my, nsa@ftsm.ukm.my

Abstrak
Kajian ini merupakan tinjauan awal mengenai tahap kesedaran pelajar sekolah terhadap
wabak demam denggi dan integrasi permainan simulasi berkomputer. Analisis awal ini
dilakukan di Sekolah Menengah Kebangsaan SMK Perempuan Convent Jalan Peel Kuala
Lumpur. Seramai 54 orang pelajar dari dua kelas tingkatan empat telah dijadikan responden.
Hasil tinjauan ini menunjukkan bahawa kesedaran pelajar terhadap wabak demam denggi
adalah sangat rendah. Hasil dari tinjauan awal ini dicadangkan pembangunan satu permainan
simulasi wabak demam denggi bagi membantu meningkatkan kesedaran pelajar terhadap
wabak demam denggi. Pembangunan permainan simulasi ini menggunakan perisian STELLA
yang boleh menghasilkan satu permainan simulasi dinamik.
Kata kunci: Kesedaran, Permainan simulasi, Sistem dinamik

1. Pengenalan
Kes kematian akibat wabak demam denggi semakin meningkat dari tahun ke tahun
terutamanya di kawasan berpenduduk padat. Walaupun pelbagai kaedah digunakan oleh
pihak berwajib bagi menyedarkan orang ramai tentang bahaya wabak demam denggi, namun
demikian bilangan kes yang direkodkan semakin meningkat secara mendadak. Meningkatkan
kesedaran orang awam dan pelajar sekolah mengenai demam denggi semakin penting pada
masa sekarang. Persoalan ini harus mula ditekankan semasa awal perkembangan kanak-
kanak lagi. Pengenalan isu ini di peringkat persekolahan dilihat semakin perlu dilakukan
sama ada secara langsung atau secara tidak langsung.

Kemajuan dalam bidang teknologi komputer seperti penggunaan permainan atas
talian telah menghasilkan pelbagai kaedah pengajaran dan pembelajaran bagi meningkatkan
kesedaran orang awam mengenai wabak demam denggi. Meningkatkan kesedaran orang
awam terhadap demam denggi adalah sangat perlu dan terpaksa. Ini disebabkan banyak
kaedah yang telah digunakan oleh Kerajaan Malaysia seperti penggunaan media masa seperti
media cetak, elektronik dan television masih gagal meningkatkan kesedaran orang awam
terhadap wabak demam denggi (Kementerian Kesihatan Malaysia, 2009). Kertas kerja ini
membincangkan tinjauan awal mengenai tahap kesedaran pelajar terhadap wabak demam
denggi. Tinjauan awal ini telah dilakukan di Sekolah Menengah Kebangsaan Jalan Peel
Kuala Lumpur. Seramai 54 orang pelajar telah dipilih menjadi responden dalam kajian ini.
Daripada analisis awal yang dilakukan sebilangan besar pelajar mempunyai tahap kesedaran
yang rendah terhadap demam denggi. Hasil tinjauan ini mendorong kepada penyelidik untuk
membangunkan satu model permainan simulasi demam denggi.

2. Masalah Demam Denggi
Kementerian Kesihatan telah melaksanakan Kempen Media Denggi dan Chikungunya mulai
Disember 2008 hingga 24 Januari 2009 dengan kos sebanyak RM 3.6 juta. Kempen tersebut
bertujuan memberi kesedaran dan maklumat pencegahan tentang denggi kepada masyarakat
melalui media massa termasuk televisyen, radio dan suratkhabar (Kementerian Kesihatan


Malaysia, 2009). Data peningkatan kes demam denggi dari tahun ke tahun menunjukkan
bahawa kaedah yang diguna kurang berkesan (Jadual 1).

Jadual 1: Data kes demam denggi
Tahun Jumlah kes
1975 400
1980 369
1985 252
1990 4235
1995 6156
1998 26240
2002 30807
2003 30220
2004 32422
2005 37612

Pertubuhan Kesihatan Sedunia (WHO) mengistiharkan bahawa demam denggi dan demam
denggi berdarah menjadi endemik di Asia. Di Pakistan contohnya, tiada lagi bukti yang
didokumentasikan terhadap kesedaran dan amalan populasi orang dewasa terhadap kaedah
jangkitan, tanda-tanda, rawatan dan pencegahan demam denggi (Ahmad Itrat, et al., 2008).
Kempen maklumat dan pendidikan kesedaran demam denggi terhadap pelajar sekolah
diberikan oleh guru terlatih yang diberikan melalui visual watak kartun (Beena, 2008).
Kesedaran terhadap demam denggi dan kawalan nyamuk hanya berkesan sekiranya ilmu
yang diperoleh diamalkan secara menyeluruh. Ini hanya boleh dilakukan melalui kempen
agresif pendidikan kesihatan melalui pekerja kesihatan dan sekolah di dalam sesuatu
komuniti (Anita Acharya et al, 2005). Di Malaysia, belum ada kajian yang menggunakan
permainan simulasi bagi meningkatkan kesedaran orang awam terhadap demam denggi. Ada
beberapa penyelidik luar yang menjalankan kajian penggunaan permainan simulasi terhadap
demam denggi, namun bilangannya sangat sedikit. Antara penyelidik yang membuat kajian
termasuklah Jeffery dan David (2006). Tujuan utama kajian mereka ialah untuk menunjukkan
keupayaan pelajar berumur 8 tahun menghasilkan permainan simulasi mengenai demam
denggi. Hasil kajian mereka membuktikan bahawa pelajar tersebut memerlukan pengetahuan
dan pembangunan kognitif semasa membina permainan simulasi. Kedua-dua penyelidik ini
juga telah melakukan kajian penggunaan educational board game terhadap populasi pelajar
di Filipina dalam tahun 2005. Tujuan utama kajian yang kedua ini untuk menguji
keberkesanan educational board game bagi meningkatkan pengetahuan, keyakinan sikap
positif dan kesan kendiri bagi pencegahan demam denggi bagi sampel pelajar Filipina. Kajian
yang mereka lakukan kurang menekankan penggunaan faktor rekabentuk instruksional.
Dengan ini penyelidik bercadang untuk melakukan kajian mengenai kesan penggunaan
permainan simulasi bagi kesedaran pelajar terhadap demam denggi dengan menggabungkan
ciri-ciri rekabentuk instruksional yang baik. Penambahbaikan kaedah dan kandungan
permainan simulasi dengan pengabungan rekabentuk instruksional ini akan menjadikan
pengguna lebih mudah memahami dan boleh melakukan perubahan tingkahlaku selepas
menggunakan permainan simulasi tersebut.

3. Penggunaan Simulasi Untuk Perubahan Tingkahlaku
Tennyson dan Jorczak (2008) menyatakan bahawa permainan simulasi menyediakan
keupayaan tinggi sebagai instruksional permainan kerana ia boleh memotivasikan pelajar
untuk mengaplikasikan tingkahlaku yang disimulasi dalam dunia sebenar. Antara permainan


simulasi terkini yang dikaitkan dengan kesedaran pengguna termasuklah FloodSim dan
ElectroCity. FloodSim merupakan satu permainan simulasi dalam talian bagi meningkatkan
kesedaran penduduk United Kingdom mengenai polisi banjir. De Freitas et al (2009)
mendapati bahawa FloodSim hanya meningkatkan kesedaran mengenai banjir pada tahap asas
dimana banjir adalah isu yang komplek dan tiada penyelesaian yang secara terus. ElectroCity
pula dibangunkan bagi meningkatkan kesedaran terutamanya dalam kalangan pelajar
mengenai ilmu asas berkenaan tenaga elektrik. Ianya dibangunkan oleh Kerajaan New
Zealand.

4. Metodologi

4.1 Analisis Awal
Analis awal dilakukan melalui dua kaedah iaitu tinjauan literatur dan soal selidik. Tinjauan
literatur dilakukan dengan mendapat maklumat kajian terkini mengenai penggunaan
permainan simulasi melalui pembacaan jurnal dan prosiding. Soal selidik kesedaran pelajar
terhadap wabak demam denggi telah dijalankan di Sekolah SMK Perempuan Convent Jalan
Peel Kuala Lumpur. Analisis dilakukan terhadap dua kaedah tersebut bagi mendapatkan
output mengenai pernyataan masalah.

4.2 Model
Model permainan simulasi demam denggi dibangun menggunakan perisian STELLA. Data
hujan dah suhu diperlukan bagi membangunkan model tersebut. Data kes demam denggi bagi
Majlis Perbandaran Kajang diperolehi dari Jabatan Kesihatan Negeri Selangor manakala data
taburan suhu dan hujan diperolehi dari Jabatan Meteorologi Malaysia iaitu dari tahun 2006
hingga tahun 2009. Ianya merangkumi keseluruhan Daerah Hulu Langat iaitu Mukim Kajang,
Cheras, Semenyih, Beranang, Hulu Semenyih dan Hulu Langat. Semua data yang diperolehi
diintegrasikan di dalam model yang dibina bagi menghasilkan satu permainan simulasi
mengenai wabak demam denggi.

5. Hasil Kajian

5.1 Kajian Awal
Kajian awal yang dilakukan menunjukkan bahawa tidak banyak pembangunan permainan
simulasi demam denggi dilakukan. Di Malaysia, tiada kajian dilakukan terhadap penggunaan
permainan simulasi wabak demam denggi. Di peringkat antarabangsa pula, kajian yang
dilakukan amat terhad dimana penggunaan rekabentuk instruksional tidak dilakukan secara
mendalam. Analisis awal yang dilakukan pada pelajar sekolah menunjukkan tahap kesedaran
amat rendah terhadap wabak demam denggi. Hasil dari kajian awal ini mendorong penyelidik
untuk membangunkan satu model permainan simulasi wabak demam denggi yang
digabungkan dengan rekabentuk instruksional.

5.2 Rekabentuk Model
Model yang dihasilkan masih dalam proses pembangunan lagi. Ringkasan model yang
dihasilkan seperti dalam Rajah 1.


Rajah 1: Model Simulasi Demam Denggi

Model ini merupakan model sistem dinamik yang mana ianya melibatkan stok, aliran masuk
dan keluar. Setiap entiti ini dihubungkan oleh connector supaya sistem yang dibina boleh
berubah-ubah mengikut masa.

6. Kesimpulan
Data menunjukkan kesedaran terhadap demam denggi masih rendah terutamanya dalam
kalangan pelajar sekolah. Walaupun pihak berwajib giat menjalankan kempen kesedaran
wabak demam denggi, namun demikian kes tersebut semakin meningkat dari tahun ke tahun.
Oleh yang demikian perlu satu teknik yang boleh meningkatkan kesedaran pelajar terhadap
demam denggi. Dengan ini, model permainan simulasi yang dibina mampu menjadi pilihan
alternatif bagi meningkatkan kesedaran orang ramai terutamanya pelajar sekolah terhadap
wabak demam denggi.

Rujukan
Ahmad Itrat et al., (2008). Knowledge, Awareness and Practices Regarding Dengue Fever
among the Adult Population of Dengue Hit Cosmopolitant. PLoS ONE. 3 (7).
Anita Acharya et al., (2005). Awareness about dengue syndrome and related preventive
practice amongst residents of an urban resettlement colony of South Delhi. Journal of
Vector Borne Diseases 42, pp 122-127.
Beena., (2008). The Hindu. Online edition of India National Newspaper.
De Freitas S.,Katerina A., Genaro R. M., Memarizia K., (2009). Societal impact of a serious
game on raising public awareness: the case of Floodsim. Proceedings of the 2009
ACM SIGGRAPH Symposium on Video Game
Jeffery L.L., & David W. C., (2005). The GOOD-BYE TO DENGUE GAME: Debriefing
Study. Journal of Simulation and Game. 36.
Jeffery L.L., & David W. C., (2006). Child Invented Health Education Games: A Case
Study for Dengue Fever. Journal of Simulation and Game. 37(1).


Kementerian Kesihatan Malaysia (2009).
http://www.Myhealth.gov.my/myhealth/story_docs/alerts/kpk/KPK_Minggu_06_200
9.pdf
Tennyson R.D., Jorazak R.L., (2008). A Conceptual Framework for the Empirical Study of
Instructional Games. In: Computer Games and Team and Individual Learning, pp. 3
20. Elsevier


IMPAK PERISIAN BERASASKAN PENDEKATAN PENCERITAAN ANIMASI
INTERAKTIF TERHADAP PENDIDIKAN SAINS PRASEKOLAH

Robiatul Adawiah Jamaluddin
Kuala Lumpur Infrastructure University College (KLIUC)
Universiti Kebangsaan Malaysia (UKM)
rubijamaluddin@yahoo.com

Halimah Badioze Zaman
Universiti Kebangsaan Malaysia (UKM)
hbz@ftsm.ukm.my

Abstrak

Pembelajaran Berbantukan Komputer (PBK) menjadi satu fenomena yang penting dalam
meningkatkan mutu pendidikan kerana ia membantu mempermudahkan proses pengajaran
dan pembelajaran setiap individu yang menggunakannya. Kajian ini bertujuan membina satu
perisian pendidikan multimedia interaktif dan setelah ia siap dibangunkan, ujian akan
dilakukan untuk mengukur pencapaian dan mengenalpasti faktor keberkesanan setelah kanak-
kanak menggunakan perisian MyScience. Disamping itu, kajian ini juga ingin melihat
perbezaan pencapaian di antara kanak-kanak perempuan dan kanak-kanak lelaki. MyScience
dibangunkan dengan berpandukan pada sukatan Kurikulum Prasekolah Kebangsaan, 2006
dan memfokus pada mata pelajaran Sains bertema Meneroka Angkasa untuk peringkat
prasekolah sahaja. Pendekatan yang digunakan ialah cerita animasi interaktif gabungan 2D
dan 3D. Bagi memastikan kesahihan hasil kajian, proses kajian yang dilakukan turut merujuk
kepada teori-teori pembelajaran seperti teori pembelajaran behaviourisme, kognitivisme,
konstruktivisme dan scaffolding. Analisis awal telah dilakukan kepada sepuluh buah
prasekolah di bawah pengurusan Kementerian Pelajaran Malaysia daerah Hulu Langat, untuk
mengenalpasti masalah yang berlaku. Hasil analisis mendapati pengajaran Sains sedia ada
masih berpusatkan guru. Tema Meneroka Angkasa dipilih setelah analisis awal
menunjukkan tema ini adalah yang paling sukar untuk dikendalikan oleh guru prasekolah
berbanding tema-tema yang lain. Kajian ini akan menggunakan kaedah penyelidikan
eksperimen iaitu perlu ada kumpulan kawalan dan kumpulan eksperimen. Model ADDIE
digunakan sebagai landasan, dan kesemua modul di dalamnya memiliki isi kandungan yang
disesuaikan dengan tema Meneroka Angkasa. Modul utama yang terkandung di dalam
perisian MyScience ini ialah modul penceritaan, modul aktiviti dan modul ujian. Agen
pedagogi turut digunakan untuk membantu kanak-kanak mengguna, mengendali dan
meneroka keseluruhan isi kandungan perisian MyScience.

Kata Kunci: Sains, Prasekolah, Multimedia, Interaktif, Cerita Animasi.

1. Pengenalan

Pendidikan prasekolah merujuk kepada Akta Pendidikan 1996 ialah program pendidikan bagi
murid yang berumur dari 4 hingga 6 tahun (MOHE, 2002). Program dan kegiatannya
mengikut garis panduan kurikulum prasekolah yang berlandaskan Falsafah Pendidikan
Kebangsaan, yang diluluskan oleh Menteri di bawah seksyen 22. Tujuan pendidikan
prasekolah ialah untuk memperkembangkan potensi kanak-kanak secara menyeluruh dalam
aspek jasmani, emosi, rohani, intelek dan sosial melalui persekitaran pembelajaran yang


selamat, menyuburkan serta aktiviti yang menyeronokkan, kreatif dan bermakna. Ini adalah
untuk meningkatkan kemahiran, dan keyakinan diri dengan keadaan semasa, boleh
menangani cabaran dan tanggungjawab di sekolah rendah kelak. (Kurikulum, 2010)

Pada tahun 2002 program Information Communication Technology (ICT) (KPM, 2003)
prasekolah diberikan keutamaan dan dijadikan sebahagian elemen penting. ICT adalah
sebuah sistem yang mengumpul, mengurus, memanipulasi, memperolehi dan
mengkomunikasikan maklumat dalam pelbagai cara. ICT dalam pendidikan adalah
menggunakan teknologi maklumat dan komunikasi untuk mengurus dan mentadbir semua
aktiviti pendidikan, pengajaran dan pembelajaran (P&P) serta untuk pendidikan sepanjang
hayat. Penggunaan ICT dalam P&P membolehkan semua aktiviti dijalankan tanpa had,
meningkat dan membaiki prestasi pelajar dan sumber pendidikan. Maka setiap kelas
prasekolah dibekalkan dua set komputer dan satu pencetak. IBM (M) Sdn Bhd turut
membantu menjayakan program ini semenjak tahun 2001.

Sehingga tahun 2004, IBM telah menyumbangkan sebanyak 59 set komputer kepada
Kementerian Pelajaran Malaysia (KPM) di bawah Program ICT Kidsmart Early Learning
(IBM, 1989). Terbaru, Jabatan Pelajaran Negeri Selangor telah menganjurkan Kursus
Penggunaan ICT Dalam Kelas Prasekolah, pada 10 hingga 13 November 2009 (Mohd
Solleh Halim, 2009) yang lalu bertempat di Hotel Brisdale, Kuala Lumpur. Tujuannya adalah
untuk mengalakkan guru prasekolah menggunakan perisian-perisian seperti Microsoft Word,
Publisher, Excel dan Power Point untuk membina alat bantu mengajar (ABM) dan
mengaplikasikannya dalam kelas prasekolah supaya P&P lebih berkesan dan murid
prasekolah akan lebih berminat mempelajari sesuatu di dalam kelas.

ABM yang memiliki elemen animasi dapat meningkatkan fokus pelajar terhadap sesuatu
topik. Animasi adalah gabungan idea yang dibangunkan melalui teknologi multimedia 2D
dan 3D, bersifat hidup dan mempesonakan, kerana itulah ia diaplikasikan dalam industri
perfileman dan pengiklanan, malah teknologi pendidikan juga. Filem dan siri animasi bukan
hanya disukai oleh kanak-kanak, golongan remaja dan dewasa juga gemar menonton cerita
sebegini untuk berhibur dan bersantai. Oleh itu, saluran 611(Astro Ceria) sebagai contoh,
menjadi pilihan penggemar watak-watak kartun dan animasi seperti Saladin, Upin & Ipin,
Keluang Man, Usop Sontorian, Budak Lapok, Kampong Boy dan Putih, yang
diilhamkan oleh beberapa orang kartunis dan pakar animasi tempatan. Kementerian Sains,
Teknologi dan Inovasi turut menyokong dan meluluskan dana sebanyak RM2 juta pada tahun
2008 bagi membiayai projek dalam industri animasi dan kandungan kreatif digital (PPD,
2010).

Aplikasi atau perisian animasi yang memiliki ciri-ciri cerita interaktif yang dibina untuk P&P
mempunyai faedah yang amat besar, terutama untuk topik yang kompleks dan sukar
difahami. Ciri interaktiviti seperti imej yang bergerak berupaya meningkatkan kefahaman
dan minat kanak-kanak terhadap sesuatu topik dan secara tidak langsung meningkatkan daya
kreativiti mereka. Bahagian Teknologi Pendidikan (BTP) KPM telah menerbitkan perisian
kursus multimedia interaktif sejak tahun 1977. Semua perisian yang dibangunkan adalah
bersifat recourse based berdasarkan kurikulum dan bertujuan membantu pelajar.

Dari segi pembangunan perisian kursus pendidikan, iaitu pembangunan dalaman oleh (BTP),
telah menghasilkan 48 judul dalam tahun 2005. Bagi perisian kursus pendidikan untuk
sekolah bestari, sebanyak 266 judul, telah dibangunkan (BTP, 2006) yang meliputi empat


matapelajaran iaitu Bahasa Melayu, Bahasa Inggeris, Matematik, Sains, Pendidikan Islam
dan Sains Kemasyarakatan. Di antara perisian multimedia interaktif yang khusus
dibangunkan untuk prasekolah ialah Didi And Doo (2004), Mengenal Huruf Jawi (2004),
Menguasai Abjad (2006), dan Program Anakku Pintar (2006). Manakala perisian multimedia
interaktif yang diterbitkan khas untuk subjek Sains pula adalah Riang Gembira Bersama
Haiwan (2004), Alam Dasar Laut (2004) dan Cuaca (2006).

2. Kajian Literatur

Multimedia secara umumnya didefinisikan sebagai proses komunikasi interaktif
menggunakan teknologi komputer yang menggabungkan pelbagai jenis media digital seperti
teks, audio, grafik, animasi dan video untuk menyampai dan menyebarkan maklumat. Ciri
istimewa yang dimilikinya seperti interaktiviti, navigasi, hiperpaut menjadikan perisian
multimedia mudah difahami dan digunakan. Terdapat beberapa definisi istilah multimedia,
antaranya Kesepaduan di antara pelbagai media seperti teks, numerik, grafik, imej, video,
animasi, dan suara dalam suatu persekitaran digital, di samping mempunyai keupayaan
interaktiviti bagi membolehkan pengguna mencapai maklumat keperluannya tanpa mengikut
urutan. (Halimah, 1996). Multimedia sangat berfaedah untuk P&P dalam semua peringkat
pendidikan. Kajian mendapati bahawa seseorang dapat menyimpan hanya (Thalheimer, 2006)
20% daripada apa yang mereka lihat, 30% mendengar, 50% melihat dan mendengar, dan 80%
serentak apa yang mereka lihat, dengar dan buat. Ini adalah kerana multimedia menggunakan
media-media yang dapat dilihat, didengar dan berinteraksi.

Ciri interaktif yang dimiliki oleh multimedia membenarkan pengguna berinteraksi dengan
media yang disampaikan secara aktif. Pengguna boleh mengawal apa yang dilihat dan
didengar serta boleh menentukan hala tuju masing-masing semasa berinteraksi. Interaktif
media biasanya merujuk kepada produk dan perkhidmatan yang berasaskan sistem komputer
digital yang memberi tindakbalas kepada aksi pengguna dengan mempersembahkan
kandungan seperti teks, grafik, animasi, video, audio dan sebagainya. Ciri yang wajib ada
ialah pengguna dan mesin, kedua-duanya memiliki lebih atau kurang peranan. Kebanyakan
sistem komputer interaktif adalah untuk kegunaan manusia dan berinteraksi dengan manusia
dalam konteks kemanusiaan. Apa jua bentuk antaramuka yang membolehkan pengguna
berinteraksi adalah interaktif. Media interaktif bukan hanya media elektronik atau media
digital. Board games, pop-up books, gamebooks, dan flip books adalah juga antara
contoh media interaktif. Buku yang mempunyai jadual isi kandungan yang ringkas atau
berindeks juga dianggap interaktif kerana pembaca boleh memilih tajuk dengan mengklik
tanpa mengikut turutan atau non-linear.

Buku cerita telah digunakan semenjak dahulu kala lagi oleh semua generasi. Selain itu cerita
juga disampaikan secara bercerita iaitu salah satu kaedah bagaimana manusia berkomunikasi.
Cerita membolehkan manusia berkongsi pengalaman hidup, tidak mengira sama ada cerita
benar ataupun fantasi. Cerita di dalam buku biasanya berstruktur tetap dan tersusun. Tetapi
jika cerita itu disampaikan oleh seorang pencerita, susunan cerita boleh ditukar dan
disesuaikan apabila menerima reaksi daripada pendengar. Ketika mendengar cerita,
pendengar, khasnya kanak-kanak akan berimaginasi dan ada kalanya turut meletakkan diri
mereka sebagai karektor di dalam cerita tersebut. Pengaruh cerita biasanya terbawa-bawa di
dalam permainan harian, di mana kanak-kanak membayangkan diri mereka sebagai karektor
di dalam cerita yang mereka dengar.


Cerita animasi interaktif adalah mewakili versi digital akan perlakuan tersebut. Cerita
interaktif menukarkan bentuk dialog verbal kepada dialog digital. Cerita baru digubah semula
dalam bentuk perbincangan dan menggunakan dialog sebagai kaedah interaksi. Gabungan
teknologi baru dan lama membolehkan manusia, khasnya kanak-kanak mempunyai peranan
di dalam cerita. Teknologi informasi memaksimumkan paras interaktiviti, jalinan rangkaian
dan menukar persepsi pengguna. Cerita interaktif juga membolehkan individu berkongsi
kepandaian dan kepakaran mereka untuk mencipta produk yang lebih kreatif.

Cerita interaktif pada masa ini boleh dikategorikan kepada dua jenis iaitu, yang pertama ialah
cerita interaktif yang menyerupai hiburan lama. Kategori yang pertama, pengguna
mengumpul dan menggunakan pelbagai jenis media untuk mengubah satu atau lebih turutan
cerita bergambar atau berbunyi. Media-media digunakan sebagai alat sokongan kepada
penulis cerita yang mengarang cerita tersebut. Bentuk cerita interaktif seperti ini
menyediakan ruangan antaramuka kolaboratif di antara penulis cerita dan pembaca. Keadaan
sebegini, membolehkan penulis atau pengarang cerita mengubah dan menyebarkan cerita
tanpa had. Contoh kategori ini ialah Moblog, Blogspot, Wordpress dan banyak lagi.
Antaramuka kolaboratif yang disediakan membolehkan penulis cerita melampirkan sumber-
sumber multimedia (teks, foto, bunyi dan video-video kecil) yang dikumpulkan daripada
rakaman aktiviti harian dengan menggunakan alat telekomunikasi moden seperti telefon
bimbit, ipod, kamera digital dan lain-lain.

Kategori cerita interaktif yang kedua ialah aplikasi cerita interaktif yang membolehkan
pengguna turut serta atau pengguna diberikan peranan di dalam cerita tersebut. Cerita
interaktif ini menggunakan persekitaran atau antaramuka maya atau virtual, dan pengguna
boleh juga berinteraksi dengan pengguna lain yang turut serta ketika itu. Seperti permainan
elektronik, pengguna memiliki kawalan untuk menentukan perjalanan cerita, tetapi
pergerakan pengguna turut juga dikawal oleh faktor-faktor lain. Gabungan multimedia dan
realiti maya banyak dieksploitasikan untuk kegunaan peranti mudah alih yang turut
menggunakan alat sokongan lain seperti peranti input dan output. Kaedah pembangunan
cerita interaktif sebegini boleh memaksimumkan penggunaan deria dan pemikiran pengguna.

Rajah 1: Kerangka Konseptual dan Teoritikal Kajian


Pembinaan perisian cerita interaktif, khusus untuk P&P juga mestilah turut berlandaskan
teori-teori pembelajaran agar dapat memenuhi keperluan mata pelajaran tersebut dan mudah
diterima pakai oleh pengguna sasaran. Teori-teori pembelajaran yang sering dirujuk adalah
seperti teori behavioris, kognitif, konstruktif, dan teori perkembangan sosial. Teori behavioris
menekankan pengguna harus aktif bukannya hanya menjadi pendengar yang pasif. Oleh itu,
penciptaan perisian multimedia yang baik, mestilah membolehkan pengguna terlibat dengan
aktif, dengan aktiviti-aktiviti yang disediakan. Dengan cara itu, pelajar akan lebih berminat
untuk menyelesaikan tugasan dan lebih bertanggungjawab. Ahli behavioris juga berpendapat,
pengguna akan cepat menguasai kemahiran dan fakta asas apabila dapat memberikan reaksi
yang betul kepada latihan-latihan yang disediakan.

Teori kognitif (Zheng, 2007) pula menekankan aspek persepsi yang merupakan interpretasi
sensasi yang diterima oleh deria manusia. Oleh itu, topik yang terkandung di dalam perisian
mestilah disusun dalam turutan hierarki, agar pengguna mudah berfikir untuk membuat
keputusan dalam memproses sesuatu informasi. Bagi topik-topik yang penting tetapi sukar,
galakan harus diberikan untuk menimbulkan keinginan belajar topik tersebut.

Teori konstruktif (Roussou, 2004) pula menerangkan bagaimana seseorang pengguna
membina maklumat kefahaman tentang sesuatu perkara atau fakta melalui tindakan atau
pengalaman sendiri. Ini jelas dilihat pada perbuatan kanak-kanak menyentuh dan merasa
objek yang berada di persekitaran mereka. Ini bermakna pengetahuan atau maklumat tidak
dapat dipindahkan secara terus kepada kanak-kanak, tetapi mereka membinanya sendiri.
Pembelajaran ini juga berkait dengan pengetahuan atau pengalaman lepas.

Teori perkembangan sosial atau Zon Perkembangan Proksimal (Vygotsky, 1962)
menerangkan bagaimana kanak-kanak mencapai satu tahap yang membolehkan dia
melakukan sesuatu tanpa sebarang bantuan daripada pembantunya. Seterusnya, apakah yang
dapat mereka lakukan bagi terus berinteraksi dengan pembantunya. Lev Vygotsky
mengatakan terdapat dua paras atau tahap perkembangan kognitif iaitu paras yang dicapai
oleh kanak-kanak apabila dia berusaha bersendirian, manakala paras yang lebih tinggi adalah
apabila kanak-kanak berpotensi mencapai sesuatu kebolehan apabila mendapat bimbingan
dari pihak yang lebih berkebolehan.

Cerita animasi interaktif adalah sejenis perisian komputer bercirikan hiburan. Terma ini telah
dicipta oleh Chris Crawford, seorang penyelidik dan pembangun perisian (Crawford, 2004).
Beliau menyatakan bahawa pengalaman cerita interaktif sangat berbeza daripada cerita linear
yang konvensional. Cerita interaktif membenarkan pergerakan tanpa mengikut turutan
dengan pelbagai kemungkinan di dalam dunia yang dramatik. Percubaan awal untuk
memahami cerita interaktif telah dilakukan pada tahun 1970an yang diusahakan oleh Roger
Shank dalam penyelidikan beliau di Universiti Northwestern (Shank, 2007).

Pada awal tahun 1980an, Michael Liebowitx membangunkan cerita interaktif bertajuk
Universe (Lebowitz, 1987). Pada tahun 1986 pula, Brenda Laurel menerbitkan disertasi PHD
beliau yang bertajuk, Toward the Design of a Computer-Based Interactive Fantasy System
(Laurel, 1986) di Universiti Ohio State. Semasa tahun 1990an pula, beberapa projek
penyelidikan dimulakan seperti Oz Project (Bates, 1990) yang diketuai oleh Dr. Joseph Bates
dengan Universiti Carnegie-Mello, Ken Perlin pula mengetuai Improv Project (Perlin, 2005)
di Universtiy New York, dan lain-lain.


Terdapat juga beberapa persidangan yang menyentuh topik ini, seperti Workshop on
Interactive Fiction & Synthetic, 1990; Interactive Story Systems: Plot & Character, 1995
(Stern, 2008), Lifelike Computer Characters, Snowbird, 1996 (Graf, 1996), First
International Conference on Autonomous Agents at Marina del Rey, CA., 1997 (Johnson,
1997) dan banyak lagi. Dan yang terkini, persidangan Technologies for Interactive Digital
Storytelling and Entertainment (TIDSE, 2006) yang diadakan di Darmstadt, Germany, telah
menghasilkan banyak kerja dalam bidang cerita interaktif dan digital dan topik-topik yang
berkaitan.

Perisian cerita interaktif yang pertama telah diterbitkan ialah Faade, yang dicipta oleh
Michael Mateas dan Andrew Stern (Gordon, 2003), yang dikeluarkan dalam tahun 2006.
Cerita amat penting kepada budaya manusia. Kita menggunakan cerita untuk menghiburkan
diri, keluarga dan rakan-rakan, untuk menceritakan tentang sejarah, budaya, dan sebagainya.
Melalui cerita juga, kita dapat mengetahui bagaimana dunia terjadi, rupa dan lokasi, malahan
kita juga dapat mengenali tempat tinggal kita, dan bagaimana untuk menjalani kehidupan di
sesuatu kawasan. Penggunaan multimedia dalam pendidikan dikelaskan kepada dua bahagian
iaitu penerokaan dan konstruktif.

Kebanyakan perisian multimedia masa kini menggunakan pendekatan penerokaan kerana
pengguna bebas meneroka perisian mengikut minat dan fahaman sendiri. Manakala
pendekatan konstruktif pula membenarkan pengguna terlibat dengan lebih aktif. Pendekatan
ini sangat baik untuk membentuk atau membina pengetahuan mereka sendiri semasa
menyelesaikan sesuatu tugasan atau latihan yang disediakan oleh perisian. Tutorial interaktif
juga adalah di antara pendekatan yang sesuai untuk turut digabungkan bersama pendekatan
penerokaan dan konstruktif, kerana pendekatan ini menyediakan bahan rujukan tambahan
serta boleh digunakan sebagai alat bantu dalam proses pembelajaran. Berdasarkan teori
pendidikan tersebut isi kandungan perisian MyScience akan dibina untuk membimbing
kanak-kanak prasekolah melakukan aktiviti Sains seperti memerhati, mengelas,
menggunakan nombor, berkomunikasi, mengukur, membuat inferens, membuat ramalan dan
menggunakan perhubungan ruang-masa.

Kajian-kajian lepas mendapati orang dewasa beranggapan bahawa Sains adalah satu bidang
ilmu. Guru-guru juga mendakwa bahawa Sains adalah suatu ujikaji yang kompleks, tabung
uji dan fakta abstrak (Bustam, 2002), tetapi bagi kanak-kanak, Sains adalah satu penemuan
dari alam persekitaran di sekeliling mereka. Sains di peringkat prasekolah adalah dunia
sebenar dan pengalaman harian (Bustam, 2002), seperti memerhatikan pokok bergoyang
ditiup angin, mendengar guruh dan petir ketika hujan, matahari memancar di tengahari dan
sebagainya. Di dalam kelas prasekolah dan makmal penyelidikan di universiti pula, Sains
adalah pencarian aktif untuk mendapatkan pengetahuan baru. Aktiviti ini melibatkan
beberapa individu yang bekerjasama membina, menguji dan menilai teori. Minat secara
semulajadi yang terbit daripada diri kanak-kanak akan dijadikan sebagai asas kepada
pembinaan kemahiran saintifik.

Pelajar-pelajar universiti tempatan juga telah banyak melibatkan diri dalam pembinaan dan
kajian pembinaan perisian multimedia interaktif untuk Pembelajaran Berbantukan Komputer
(PBK) bagi subjek atau tema Sains, contohnya Zuliana Mat Taib pada tahun 2004 bertajuk
Mengenal Haiwan, Mohd Ikhasan Sarmidi pada tahun 2002 bertajuk Penerokaan ke Alam
Haiwan, Mohamad Damanhuri Saleh Huddin pada tahun 2002 bertajuk Buah-Buahan dan
Sayur-Sayuran, Shidatunnaim Mahmud pada tahun 2003 bertajuk Mengenal Abjad,


Norzihana Ariffin pada tahun 2004 The Living Things And Non-living Things, Norhayati
Yusof pada tahun 2003 bertajuk Mengenal Tubuh Saya, dan Nurul Amirah Mohd Razali pada
tahun 2008 bertajuk Konsep Nombor (ePusatSumber, 2010). Hasil penilaian perisian-perisian
tersebut mendapati perisian multimedia interaktif berjaya meningkatkan tumpuan dan prestasi
kanak-kanak terhadap pembelajaran sesuatu topik.

3. Perisian MyScience

Perisian MyScience akan memberi tumpuan kepada pengenalan dan pemahaman kepada 9
jenis planet seperti yang telah dinyatakan sebelum ini. Modul utama perisian ini ialah Modul
Penceritaan. Modul penceritaan adalah merupakan cerita animasi interaktif yang
mengisahkan perjalanan karektor utama iaitu Obby dari satu planet ke planet yang lain.
Navigasi modul ini boleh dikawal dengan menggunakan butang-butang interaktif, serta
dilengkapi dengan suara pencerita, bunyi kesan khas dan muzik latar. Cerita animasi
interaktif boleh meningkatkan daya kognitif kanak-kanak.

Modul Aktiviti pula direkabentuk bagi tujuan menguji ingatan dan kefahaman kanak-kanak,
sama ada mereka dapat mengingati dan mengenalpasti ciri-ciri setiap planet seperti
rupabentuk, warna dan nama-nama planet. Modul aktiviti juga boleh membantu
mengembangkan kebolehan kreativiti dan konstruktiviti kanak-kanak. Bantuan yang
disediakan untuk modul ini ialah butang interaktif, yang mana kanak-kanak boleh
menggunakannya untuk melihat dan menyemak gambar sebenar, sebagai panduan dan
membantu kanak-kanak mengingati semula nama dan rupa bentuk planet yang akan
diwarnakan.

Di dalam Modul Ujian, Obby bertindak sebagai agen pedagogi iaitu membantu dan memberi
reaksi terhadap jawapan yang diberikan kanak-kanak. Setelah kanak-kanak selesai melakukan
setiap aktiviti, jawapan akan dipaparkan, disertai dengan ganjaran, iaitu satu elemen penting
menurut teori behaviorisme, seperti kata-kata semangat, untuk mendorong minat kanak-
kanak terhadap aktiviti yang seterusnya. Setiap penerangan atau arahan dibantu dengan
penggunaan animasi dan suara.

4. Objektif Kajian

Kajian ini bertujuan, membangunkan pakej perisian multimedia pendidikan untuk
memperbaiki pencapaian matapelajaran Sains di kalangan murid prasekolah seperti berikut:
1. Untuk mengukur perisian MyScience dengan pencapaian pelajar.
2. Untuk mengenalpasti faktor keberkesanan MyScience yang paling mempengaruhi
pencapaian pelajar.
3. Untuk menilai perbezaan prestasi di kalangan pelajar sebelum dan selepas menggunakan
perisian MyScience.

5. Metodologi Kajian

Pembinaan perisian MyScience ini merujuk kepada Model ADDIE yang diasaskan oleh
Rosset dan sering menjadi asas kepada model rekabentuk berarahan yang lain contohnya
model Dick and Carey (Rossett, 1987). Model ADDIE terdiri darpada 5 fasa iaitu analisis,
rekabentuk, pembangunan, implementasi dan penilaian.


Populasi kajian ini ialah kanak-kanak prasekolah yang bersekolah di sekolah kebangsaan di
bawah pengurusan KPM. Seramai 20 orang kanak-kanak akan dipilih dari sekolah yang
terpilih di kawasan Hulu Langat. Munir (2001) untuk penyelidikannya bertajuk MEL untuk
peringkat prasekolah juga telah menggunakan sampel kajian seramai 20 orang sahaja (Munir,
2001). Setiap sekolah kebangsaan hanya memiliki sebuah kelas prasekolah dan jumlah
pelajar adalah terhad kepada 25 orang sahaja. Oleh itu kanak-kanak untuk kumpulan
eksperimen yang akan dipilih adalah bersandarkan kepada bantuan dan keputusan guru.
Ujian akan dijalankan di makmal sekolah tersebut.

Instrumen kajian ini juga disesuaikan dengan model ADDIE. Pada fasa penilaian, kaedah dan
instrumen penilaian yang akan digunakan ialah buku latihan, temubual bersama guru, borang
soal selidik, rekod pencapaian pelajar, alat bantuan mengajar (ABM) dan pemerhatian ke atas
pengguna perisian, iaitu kanak-kanak prasekolah. Manakala pada fasa merekabentuk
instrumen yang akan digunakan ialah kajian lepas, senarai semak, merujuk kepada teori-teori
pembelajaran, teknologi masa kini, spesifikasi rekabentuk, pemerhatian ke atas pengguna,
temubual bersama guru, pakar pendidikan, pakar teknologi maklumat dan pakar rekabentuk
pengajaran. Fasa pembangunan pula, instrumen yang akan digunakan ialah carta alir, papan
cerita, senarai semak dan pemerhatian ke atas pengguna. Fasa implementasi akan
menggunakan senarai semak, prototaip perisian dan pemerhatian ke atas pengguna. Dan yang
terakhir sekali iaitu fasa penilaian, instrumen yang akan digunakan ialah soal selidik, senarai
semak, catatan kajian dan buku aktiviti, rakaman video dan audio, serta pemerhatian ke atas
pengguna.

6. Dapatan analisis awal

Hasil analisis awal yang telah dijalankan melalui kaedah tinjauan, temuduga dan pengedaran
borang soal selidik mendapati kesemua guru prasekolah yang ditemui menghadapi kesukaran
untuk menyampaikan pengajaran Sains bertema Meneroka Angkasa. Mereka juga
mendapati kanak-kanak di bawah jagaan mereka sukar untuk memahami konsep saintifik
tema tersebut. Tema Meneroka Angkasa ini terdiri daripada banyak sub topik. Secara
khususnya, masalah pengajaran Sains yang telah dikesan ialah:
1. murid kurang motivasi belajar matapelajaran Sains.
2. pencapaian dalam matapelajaran Sains tidak memberansangkan.
3. murid pasif, kurang kesungguhan dan minat belajar matapelajaran Sains.
4. murid kurang berkeyakinan untuk meneroka matapelajaran Sains bersendirian.
5. mengharapkan guru memberi jawapan, idea dan mencurahkan ilmu.
6. lebih memilih untuk mendiamkan diri ketika matapelajaran ini diajar, tidak memberikan
jawapan apabila disoal atau menyatakan pendapat.

Borang soal selidik telah diedarkan kepada guru prasekolah semasa kunjungan dilakukan
untuk mendapatkan maklumat mengenai prestasi mata pelajaran Sains di kalangan kanak-
kanak di bawah jagaan mereka. Pengisian borang dilakukan secara bersemuka, agar guru
tidak melakukan kesilapan apabila mengisi jawapan. Bentuk soalan yang dibina di dalam
borang soal selidik adalah pelbagai pilihan jawapan (multiple choice) dan soalan terbuka.
Fokus soalan adalah mengenai kebolehan murid prasekolah melakukan 9 proses Sains dan
mengenalpasti tema yang paling sukar untuk diajar oleh guru. Analisis borang soal selidik
untuk mengenalpasti tema paling sukar dan proses Sains paling lemah dilakukan dengan
menggunakan skala Likert.


7. Kesimpulan

Kehadiran teknologi multimedia memberi harapan baru dalam era pendidikan kerana medium
pembelajaran ini mempunyai keupayaan yang tidak boleh diperoleh daripada medium
sebelumnya. Teknologi multimedia adalah salah satu medium pembelajaran baharu yang
boleh digunakan untuk membantu agar proses P&P lebih berkesan. Ini kerana multimedia
menyepadukan pelbagai media: teks, suara, imej, grafik dan animasi. Selain daripada
gabungan itu, satu lagi keistimewaan yang utama ialah kebolehan interaktiviti. Ini dapat
menarik minat pelajar serta menyokong perkembangan kanak-kanak yang masih belajar.

Teknologi pendidikan pada abad ke-21 selari dengan era Teknologi Maklumat dan
Komunikasi (ICT) melihat Sains sebagai satu kemestian dan keperluan untuk pemodenan
masyarakat. Dalam era ini, pelajar perlu memperkukuhkan kemahiran dan memperkayakan
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REKABENTUK MOTIVASI DI DALAM PERISIAN PERMAINAN
PEMBELAJARAN JAWI BAGI KANAK-KANAK: PENGINTEGRASIAN DI
ANTARA MODEL MOTIVASI BARAT DAN ISLAM

Noor Azli bin Mohamed Masrop
43600 UKM Bangi Malaysia
noorazli@kuis.edu.my

Nor Azan Mat Zin
azan@ftsm.ukm.my

Abdul Halim Tamuri
Fakulti Pendidikan

Abstrak
Motivasi adalah satu pemboleh ubah yang penting dan perlu diambil kira apabila
membangun, mengawasi dan menilai keberkesanan pengajaran di dalam perisian permainan
komputer pembelajaran. Faktor-faktor yang dapat meningkatkan motivasi pelajar mestilah
diambil kira ketika membangunkan perisian-perisian permainan ini. Walaubagaimanapun
model-model motivasi yang sedia ada untuk membina perisian pendidikan adalah lebih
cenderung kepada budaya/penulis barat. Oleh kerana itu kertas kerja ini akan membuat
perbandingan beberapa teori/model motivasi daripada penulis-penulis barat dan penulis timur
(Islam) supaya lebih sesuai untuk digunakan di dalam budaya melayu Islam/Malaysia untuk
diterapkan di dalam pembinaan perisian permainan pembelajaran Jawi yang akan digunakan
oleh kanak-kanak. Daripada perbandingan ini dicadangkan satu model rekabentuk motivasi
bagi perisian pendidikan yang lebih sesuai digunakan di dalam budaya masyarakat timur
(Islam).

Keywords: educational games, motivation, motivational models, Jawi, Islamic motivational
models
1. Pengenalan
Motivasi adalah satu pemboleh ubah yang penting dan perlu diambil kira apabila
membangun, mengawasi dan menilai keberkesanan pengajaran di dalam perisian permainan
komputer pembelajaran (Bixler, 2006). Faktor-faktor yang dapat meningkatkan motivasi
pelajar mestilah diambil kira ketika membangunkan perisian-perisian multimedia ini (Huang,
Diefes-Dux, Imbrie, Daku, & Kallimani, 2004). Walaubagaimanapun model-model motivasi
yang sedia ada adalah lebih cenderung kepada budaya barat. Menurut Bixler (2006) seorang
penulis tidak boleh menolak adanya kesan sikap barat terhadap motivasi. Apabila sesuatu
penulisan banyak menggunakan rujukan-rujukan dari penulis-penulis barat, penulisan
tersebut akan lebih cenderung (biased) untuk membincangkan konstruk motivasi yang lebih


sesuai dengan budaya barat (Bixler, 2006). Walaubagaimanapun ahli psikologi barat hanya
membincangkan aspek jasmaniah (tubuh badan) dan aspek nafsiah tetapi meninggalkan aspek
rohaniah(2005). Menurut Baharuddin (2005, hlm. 43) Walaupun Psikologi Humanistik dan
Tranpersonal telah mengakui spiritual sebagai sebahagian dari elemen psikologi namun spirit
yang dimaksudkan bukan seperti yang dijelaskan dalam pandangan agama. Spirit yang
dimaksudkan Transpersonal ialah neotik iaitu inti terdalam dari kemanusiaan yang
merupakan sumber makna hidup dan potensi diri dari berbagai kemampuan dan sifat luhur
manusia yang luar biasa yang selama ini diabaikan oleh ahli psikologi. Kelopongan teori-
teori psikologi barat ini jelas terlihat apabila dasar-dasar/teori pembelajaran dan motivasi
yang telah digunakan di dalam Al Quran (lebih 14 abad/1400 yang lalu) dalam pendidikan
kerohanian bagi orang-orang mukmin hanya disedari/ditemui oleh ahli psikologi akan
kesignifikenannya di dalam proses belajar setelah kebelakangan ini, iaitu pada awal-awal
abad ke 20 Masehi ini (Najati, 2001). Sedangkan menurut (Mook Soon Sang, 2009) sebelum
abad ke 16 menurut pandangan barat (terutamanya institusi gereja) kanak-kanak dipandang
sebagai insan yang berdosa, dikuasai syaitan dan perlu dibersihkan dengan menghalaunya
daripada tubuh kanak-kanak melalui istiadat baptis.

Oleh kerana itu kertas kerja ini akan membuat perbandingan beberapa teori/model
motivasi daripada penulis-penulis barat dan kemudianya membincangkannya dari aspek
pandangan penulis timur (Islam) supaya lebih sesuai untuk digunakan di dalam budaya
melayu Islam/Malaysia untuk digunakan di dalam perisian permainan pembelajaran Jawi.
Perbincangan yang seterusnya akan membincangkan mengenai konsep motivasi dan beberapa
teori/model motivasi yang akan digunakan di dalam pembangunan perisian permainan
pendidikan.

2. Definasi Motivasi
Motivasi mempunyai banyak definisi yang menjelaskan bidang ilmu yang sangat luas.
Beberapa buah buku boleh dan telah ditulis mengenai definisi dan aplikasinya di dalam
persekitaran lain pembelajaran dan persekitaran lain (Bixler, 2006). Menurut Ormrod (2006,
hlm. 365) motivation is something that energizes, directs and sustains behavior; its gets
students moving, point them in a particular direction, and keeps them going. Crow dan Crow
(1983) pula menghuraikan motivasi sebagai sesuatu desakan yang menjadikan manusia
mengubah sikap, minat atau kegiatannya. Definisi yang digunakan di dalam kajian ini ialah:
perangsang yang membangkitkan dan mengekalkan keseronokan dan minat seseorang
individu ke arah mencapai sesuatu matlamat tertentu.

3. Jenis-Jenis Motivasi
Terdapat berbagai kategori jenis-jenis motivasi yang telah diberikan oleh ahli-ahli psikologi
yang berlainan. Di antara klasifikasi-klasifikasi tersebut adalah 1)fisiologi dan psikologi;
2)motivasi asas (primary motives) dan motivasi yang dipelajari (learned motives) dan
3)motivasi intrinsik dan motivasi intrinsik (Mook Soon Sang, 2010). Tumpuan kajian ini
memberikan fokus kepada motivasi intrinsik yang sesuai digunakan di dalam pembinaan
perisian permainan pembelajaran.

4. Teori Motivasi Menurut Perspektif Islam
Islam yang telah dibawa oleh Nabi Muhammad SAW lebih 1400 tahun yang lalu telah datang
dengan teori-teori pendidikan (termasuk motivasi) yang komprehensif bersumber Al-Quran
dan As Sunnah (Muhanna, 1990). Menurut Baharuddin (2005) di antara perkara utama yang
membezakan di antara psikologi Islam dan Barat adalah persoalan tentang manusia.


Perbezaan pandangan tentang manusia di kalangan ahli Psikologi Barat sendiri telah
melahirkan berbagai-bagai teori yang berkembang di Barat. Psikologi Islami telah
membangunkan teori dan konsep tentang manusia bersumberkan kitab suci Al Quran yang
menyeluruh meliputi 1)Jasmaniah (tubuh fizikal) 2)Nafsiah (Al-nafsu, al-aql dan al-qalb)
dan 3)Ruhaniah. Manakala Psikologi Barat hanya membincangkan aspek jasmaniah (tubuh
badan) dan aspek nafsiah sahaja dan aspek rohaniah tidak terjangkau di dalam psikologi
Barat. Sebagai contohnya Psikologi Fisiologi dan behaviorisme hanya membincangkan aspek
jasmaniah ; Psikoanalisa Sigmund Freud hanya membincangkan aspek nafsiah ; manakala
teori Humanistik hanya membincangkan aspek Jasmaniah dan Nafsiah sahaja (Baharuddin,
2005). Walaupun Psikologi Humanistik dan Tranpersonal telah mengakui spiritual sebagai
sebahagian dari elemen psikologi namun spirit yang dimaksudkan bukan seperti yang
dijelaskan dalam pandangan agama. Walaubagaimanapun perbincangan lanjut perbezaan ini
adalah di luar lingkup kertas kerja ini. Kertas kerja ini hanya akan membincangkan prinsip-
prinsip motivasi yang digunakan oleh Al Quran di dalam mendidik umat Islam.

Ajaran Islam yang dibawa oleh Nabi Muhammad SAW telah mengandungi teori-teori
pendidikan dan psikologi (termasuk motivasi) yang komprehensif (Muhanna, 1990). Konsep-
konsep motivasi ini telah lama diaplikasikan di dalam pendidikan di dalam dunia Islam dan
para sarjana Islam telah menulis mengenai mengenainya (psikologi manusia dan motivasi)
secara intensif walaupun istilah psikologi tidak wujud pada ketika itu (Haque, 2004).
Menurut Haque (2004) di dalam penulisan-penulisan sarjana Islam istilah nafs (self or soul)
digunakan. Nafs merangkumi topik yang luas iaitu qalb(hati), ruh, aql(intelek/kognitif) dan
irada (kehendak). Sebagai contohnya Al-Ghazali(2007) (1058-1111 masihi, 450-505 hijrah)
telah mengemukakan teori keperluan (fitrah) dan personaliti (Mook Soon Sang, 2009) jauh
lebih awal dari teori yang telah dikemukakan oleh Maslow(1970). Haque (2004) pula telah
menyenaraikan sebahagian tokoh sarjana Islam yang menyumbang di dalam bidang ini iaitu
1) Al Ashath Bin Qais Al-Kindi (801866), 2) Ali Ibn Sahl Rabban At-Tabari (838870), 3)
Abu Zaid Al-Balkhi (850934), 3) Abu Bakr Mohammad Ibn Zakariya Al-Razi (864932), 4)
Abu Nasr Mohammad Ibn Al-Farakh (Al-Farabi) (870950), 5) Abul Hasan Ali Abbas Al-
majusi (D. 995), 6) Ikhwan Al-Safa: The Bretheren of Purity (10th century A.D.), 7) Abu Ali
Ahmad B. Muhammad B. Yakub Ibn Miskawayh (9411030), 8) Abu Ali Al-Husayn B.
Abd Allah Ibn Sina (9801037), 9) Abu Hamid Muhammad Al-Ghazali (10581111), 10)
Abu Bakr Mohammed Bin Yahya Al-Saigh Ibn Bajjah (10951138), 11) Ibn Al-Ayn Zarbi
(D. 1153), 12) Abu Bakar Muhammad Bin Abdul Malik Ibn Tufayl (11101185), 13) Abul
Walid Muhamad Bin Ahmad Ibn Rushd (11261198), 14) Fakhr Al-Din Muhammad Umar
Al Razi (1149/501209) dan 15) Muhyid-Din Muhammad Ibn Ali (Ibn Arabi) (11641240).
Ali Ibn Sahl Rabban At-Tabari sebagai contohnya adalah merupakan pelopor dalam bidang
perkembangan kanak-kanak menerusi bukunya Firdaus Al Hikmah. Abu Zaid al-Balkhi pula
merupakan ahli psikologi kognitif dan perubatan yang pertama yang telah berjaya
membezakan dengan jelas di antara neuroses dan psychoses (Haque, 2004). Ahli psikologi
Muslim yang terkini juga telah membincangkan mengenai teori-teori motivasi menurut
perspektif Islam. Bahagian seterusnya akan membincangkan dengan lebih lajut teori-teori
yang dikemukan oleh penyelidik-penyelidik Islam kini seperti Najati (2001, 2006), (Alizi &
Mohamad Zaki (2005), Alawneh (1999) dan Zaleha & Hassoubah (2008)

4.1 Najati (2001, 2006)- Motivasi dalam Al Quran dan hadith Nabi


Najati (2001) telah mengemukakan teori motivasi berdasarkan kaedah pendidikan yang telah
digunakan oleh Al Quran dan kaedah pendidikan yang digunakan oleh Nabi Muhammad
S.A.W (Najati, 2006). Najati telah membincangkan teori motivasi di dalam Al Quran dalam
bentuk 1)motivasi fisiologi seperti motivasi menjaga kelangsungan hidup dan motivasi
menjaga keturunan, 2)Motivasi kejiwaan/spritual seperti motivasi kejiwaan, motivasi spritual,
3) Motivasi tidak sedar 4)konflik di antara motivasi-motivasi 5)kaedah untuk mengawal
motivasi dan 6)penyimpangan motivasi-motivasi. Najati (2001) juga telah membincangkan
di antara kaedah yang digunakan di dalam Al-Quran adalah untuk menimbulkan motivasi
pembelajaran seperti:
i. Menimbulkan Motivasi dengan Memberikan Harapan (targhib) dan Ancaman(tarhib).
Manusia cenderung melakukan perbuatan yang menyeronokkan dan menjauhi
perbuatan yang menyakitkan. Banyak eksperimen yang telah dilakukan oleh ahli
psikologi moden tentang perkara ini. Ayat-ayat targhib di dalam Al-Quran yang
menerangkan tentang kenikmatan syurga akan membangkitkan cita-cita umat Islam
untuk mendapatkan kenikmatan ini dan berpegang teguh pada takwa manakala ayat-
ayat tarhib yang menerangkan tentang siksa neraka akan membuatkan mereka
menjauhi segala perbuatan dosa. Penggunaan kedua-dua kaedah ini secara bersama
adalah lebih berkesan berbanding dengan hanya menggunakan salah satu kaedah
sahaja.
ii. Membangkitkan motivasi dengan kisah-kisah
Melalui cerita Al Quran memberi nasihat dan membimbing serta mendidik manusia
berbagai pelajaran dan hikmah. Menurut Najati (2001) kebiasaannya kisah di dalam
Al Quran dimulai dengan ringkasan cerita diikuti dengan penceritaan kisah secara
mendalam. Contohnya seperti kisah Ashabul Kahfi. Ada juga kisah yang dimulai
dengan menyebut akibat dan tujuan terlebih dahulu sebelum kisah diceritakan.
iii. Memanfaatkan peristiwa-peristiwa penting
Peristiwa-peristiwa dan masalah-masalah merupakan salah satu faktor yang dapat
membangkitkan motivasi. Al Quran telah menceritakan peristiwa-peristiwa penting
yang dilalui oleh umat Islam terdahulu dan penyelesaian masalah yang telah diambil
sebagai panduan kepada umat kini. Kepentingan memanfaatkan peristiwa-peristiwa
penting ini juga boleh dilihat dari sebab-sebab turunnya ayat-ayat Al Quran
(asbabunnuzul). Kebanyakkan ayat Al Quran juga diturunkan bertepatan dengan
peristiwa penting yang berlaku pada ketika itu.

Menurut Najati motivasi adalah merupakan sebahagian daripada prinsip-prinsip pembelajaran
yang telah digunakan di dalam Al Quran dan Rasulullah di dalam mendidik umat Islam.
Penulis merasakan prinsip-prinsip yang selebihnya juga perlu di bincangkan di dalam kertas
kerja ini kerana ia berkait rapat dengan motivasi pembelajaran seseorang. Oleh yang
demikian bahagian yang seterusnya akan membincangkan prinsip-prinsip pembelajaran ini.

4.1.1. Ganjaran (reward)
Najati (2006) juga telah membincangkan mengenai penghargaan/ganjaran (reward) di dalam
pembelajaran pendidikan. Bentuk-bentuk ganjaran yang digunakan oleh Al-Quran dan
Rasulullah tidak hanya berbentuk kebendaan tetapi juga di dalam bentuk abstrak seperi
pujian, penghargaan dan motivasi. Dari segi jangkamasa ganjaran pula, terdapat tiga bentuk
yang digunakan oleh Al Quran dan Rasulullah iaitu 1)pemberian ganjaran secara sertamerta
contohnya Rasulullah SAW telah memerintahkan agar bayaran upah pekerja hendaklah di
bayar sebelum kering peluh pekerja, 2)menangguhkan pemberian ganjaran dalam tempoh
jangka panjang contohnya ganjaran bagi orang yang berbuat kebaikan ialah syurga


3)pemberian ganjaran tanpa menetapkan batasan masa yang jelas sebagai contohnya malam
lailatur Qadar yang bersamaan dengan ganjaran seribu bulan tidak dinyatakan masanya
dengan jelas. Menurut Najati (2006) perkara ini dapat merangsang motivasi umat Islam
untuk beramal sepanjang bulan Ramadhan terutama sepuluh malam yang terakhir.

4.1.2. Pembahagian waktu belajar
Di antara prinsip-prinsip pembelajara yang digunakan oleh Al Quran ialah pembelajaran
hendaklah di selangi dengan waktu rehat (Najati, 2001, 2006). Perkara ini dapat dilihat
apabila Al Quran sendiri diturunkan dalam tempoh dua puluh tiga tahun. Rasulullah sendiri
mendidik dan memberikan nasihat di dalam selang masa ini bagi mengelakkan para sahabat
berasa jemu atau bosan.

4.1.3. Bertahap didalam mengubah tingkahlaku
Di dalam pendidik bangsa Arab yang sudah terkenal dengan tradisi buruk yang telah
mengakar umbi di dalam masyarakat mereka Rasulullah SAW telah menggunakan kaedah
iaitu 1)kaedah penanaman iaitu menamkan keimanan di dalam diri manusia 2)menggunakan
kaedah bertahap didalam pendidikan contohnya seperti pengharaman arak telah melalui tiga
fasa iaitu larangan menjauhinya, larangan bersolat ketika solat dan larangan secara mutlak.

4.1.4. Pengulangan
Al Quran dan Rasulullah SAW menggunakan prinsip pengulangan ketika mendidik manusia.
Sebagai contohnya Rasulullah akan mengulangkan sehingga tiga kali sehingga para sahabat
benar-benar memahami ajaran yang disampaikan. Menurut Najati (2001) pengulangan kisah-
kisah di dalam Al Quran bukanlah pengulangan secara total melainkan hanya menyebut
beberapa peristiwa pada suatu kisah yang sesuai dengan kandungan surah itu. Apabila
berlaku pengulangan serangkai kisah, biasanya akan dikemukan sesuatu yang baru dan
berlaku perubahan didalam susunan ayat atau perbezaan pada cerita permualaan atau akhiran
sesuai dengan tuntutan ungkapan yang dimaksudkan di dalam kisah tersebut.

4.1.5. Menarik perhatian
Al Quran telah menyentuh akan peri pentingnya memberikan perhatian kepada pendidikan
yang disampaikan. Beberapa kaedah juga telah digunakan Al Quran untuk menarik perhatian
orang yang membacanya sebagai contohnya dengan menggunakan perumpamaan-
perumpamaan, memulakan surah dengan huru-huruf hijaiyah seperti Alif Lam Mim,
penggunaan sumpah di permulaan ayat, susunan kata di dalam Al Quran berbeza dengan
adanya ijaz balaghah serta alunan muzik yang dapat membangkitkan perasaan dan menarik
perhatian.

4.1.6. Berperanan aktif
Ajaran Islam meminta umatnya berperanan aktif dengan mengamalkan sendiri ilmu-ilmu
yang telah dipelajarinya. Terdapat banyak ayat Al Quran yang menjelaskan tentang perlunya
iman yang diiringi dengan amal soleh.

4.2 Alizi & Mohamad Zaki (2005): teori motivasi Islam berteraskan jihad
Alizi & Mohamad Zaki (2005) telah membincangkan mengenai pandangan Islam tentang
konsep-konsep motivasi bermula dengan keperluaan asas yang diperlukan oleh manusia
seperti lapar, kehausan, seks, kuasa, pencapaian, penghargaan, kerohanian/agama, dan
peranan keimanan di dalam motivasi. Beberapa teori-teori motivasi juga telah dinilai
berdasarkan pandangan Islam seperti teori hiraki keperluan Maslow dibandingkan dengan


Maqasid Shar`iyyah. Alizi & Mohamad Zaki telah mengemukakan teori mengemukakan
teori penggunaan prinsip-prinsip motivasi Islami yang berteraskan Jihad (bersungguh-
sungguh di dalam membuat sesuatu) dan mengandungi elemen keimanan dan agama.

4.3 Alawneh (1999): model motivasi takwa
Teori motivasi yang lebih komprehensif telah dikemukan oleh Alawneh (1999). Alawneh
telah mengemukakan motivasi menurut paradigm Islam yang berasaskan kepada kefahaman
manusia tentang tujuan penciptaannya dan kemudiannya di kaitkan dengan konsep-konsep
asas Islam seperti takwa, iman, khalifah dan taubat dan kaitannya dengan jenis-jenis motivasi
yang berlainan. Alawneh juga telah mengemukakan satu model motivasi takwa.

4.4 Zaleha & Hassoubah (2008): model motivasi pembelajaran 4Ms
Zaleha & Hassoubah (2008) pula telah mengemukakan satu model motivasi pembelajaran
4Ms +Triple S = GOALS. Di mana 4M adalah Muhasabah, Muraqabah, Mutabaah,
Mujahadah dan Triple S adalah Smart , Study, dan Strategies.

Bahagian yang seterusnya akan membincangkan mengenai teori-teori motivasi menurut
penulis-penulis barat yang akan diintegrasikan dengan teori motivasi menurut pandangan
penulis Islam seperti yang telah dibincangkan sebelum ini.

5. Teori-Teori Motivasi Menurut Penulis-Penulis Barat
Walaupun terdapat banyak teori-teori motivasi yang telah dikemukan oleh penulis-penulis
dari barat, tetapi kertas kerja ini hanya akan memberikan tumpuan terhadap teori-teori yang
sesuai digunakan di dalam pembinaan perisian permainan pendidikan. Di antara teori-teori
yang akan dibincangkan ialah teori motivasi FLOW, teori ARCS dan teori motivasi Malone.

5.1 Teori motivasi FLOW
Teori ini telah diperkenalkan oleh ahli psikologi yang bernama Csikszentmihalyi(1982). Flow
telah dihuraikan oleh Csikzentmihalyi (1990) sebagai suatu keadaan dimana seseorang
sangat suka terlibat dengan sesuatu aktiviti sehinggakan tidak mengindahkan aktiviti lain.
Pengalaman yang dialami didalam aktiviti yang dijalankan ini sangat menyeronokkan
sehingga seseorang itu sanggup mengeluarkan belanja yang tinggi untuk melakukannya..
Csikszentmihalyi (1996) telah menggariskan beberapa perkara yang perlu ada untuk
menimbulkan pengalaman flow ini iaitu: i)matlamat yang jelas, ii)maklumbalas yang serta
merta, iii)tahap cabaran dan kemahiran yang seimbang dan bersesuaian, iv)Penyerapan aksi
dan kesedaran, v)Distractions are excluded from consciousness, vi)tiada kerisauan tentang
kegagalan, vii)menghilangkan kesedaran kendiri dan viii)aktiviti itu sendiri menjadi ganjaran
kepada pemain/pelajar.

5.2 Teori ARCS
Keller (1988) telah menghasilkan sebuah model motivasi yang yang digelar model ARCS
berasaskan teori Vroom's expectancy-value theory (Bixler, 2006). Menurut Alessi & Trollip
(2001) secara umumnya pandangan-pandangan Keller adalah berkaitan dengan cadangan
supaya perekabentuk berarahan mestilah mahir di dalam rekabentuk motivasi selain strategi
pengajaran dan rekabentuk permainan. Keller telah mengenalpasti empat faktor untuk
meningkatkan motivasi belajar iaitu: menarik perhatian (Attention), relevan (Relevance),
keyakinan dan kepuasan (Satisfaction).


5.3 Teori Motivasi Malone
Malone (1980), Malone & Lepper, (1983) telah cuba mengenalpasti sifat-sifat permainan
komputer yang mengoptimumkan kuasa motivasi dalamannya. Malone (1981) telah
mencadangkan teori motivasi intrinsik (yang datang dari dalam diri seseorang seperti
keseronokan) adalah lebih berguna kepada pembelajaran berbanding motivasi ektrinsik
(seperti markah peperiksaan). Di dalam kajian awalnya Malone (1981) telah mencadangkan
tiga faktor penggalak motivasi intrinsik iaitu cabaran, sifat ingin tahu (curiosity), dan fantasi.
Di dalam kajian yang selanjutnya Malone & Lepper (1987) telah menambah satu faktor lagi
di dalam teori ini iaitu kawalan pelajar (Alessi & Trollip, 2001).

6. Model Motivasi yang dicadangkan
Hasil perbandingan dan mengintegrasikan teori motivasi berdasarkan kaedah pendidikan
yang telah digunakan oleh Al Quran dan Nabi Muhamamad S.A.W sebagai mana yang telah
dikemukan oleh Najati (2001) dan Alizi & Mohamad Zaki (2005), teori Flow, teori ARCS
dan teori motivasi Malone kami mengemukakan satu model motivasi bagi pembangunan
perisian permainan pendidikan seperti Rajah 1.

Rajah 1 : Model Motivasi MyJawiGame yang dicadangkan bagi pembinaan perisian
permainan pendidikan membaca awal jawi. Di adaptasi dari Noor Azli, Nor Azan, & Shamsul
Bahri (2008)

Model ini mengandungi elemen-elemen yang dapat merangsang motivasi iaitu
fantasi, matlamat yang jelas, memenuhi keperluan pelajar, maklum balas positif,
menimbulkan sifat ingin tahu, menarik penumpuan/perhatian pemain, menimbulkan rasa


boleh mengawal keadaan bag pemain dan menimbulkan keyakinan diri pemain. Elemen-
elemen ini perlu disesuaikan dengan objektif pembelajaran dan jalan cerita(fantasi) yang
digunakan dengan tidak meninggalkan panduan-panduan yang terdapat di dalam teori
rekabentuk berarahan(ID) dan teori pembelajaran. Seterusnya apa yang diperbincangkan tadi
perlulah selari dengan kehendak agama dan norma-norma budaya tempatan.

7. Kesimpulan
Walaupun telah terdapat beberapa model motivasi yang telah digunakan di dalam
pembangunan perisian kursus dan perisian permainan tetapi model-model ini adalah lebih
cenderung kepada pandangan penulis-penulis dari barat. Kelompangan juga telah dilihat di
dalam teori-teori ini, di mana kebanyakkan ahli-ahli psikologi Barat hanya membincangkan
motivasi dalam aspek teori-teori motivasi barat hanya disekitar aspek jasmani, kognitif dan
emosi tetapi meninggalkan aspek rohani.
Kertas kerja ini telah membincangkan beberapa teori motivasi yang telah
dikemukakan oleh penulis Islam dan Barat . Tinjauan literatur yang dilakukan menunjukkan
Islam telah lama mengemukakan teori-teori motivasi di dalam mendidikan umat Islam
walaupun dengan menggunakan istilah yang berlainan.
Kajian ini mencadangkan satu model motivasi yang menggabungkan teori-teori
motivasi yang telah dikemukakan oleh penulis Barat dan Islam sebagai satu alternatif bagi
mengisi kelompangan yang terdapat di dalam teori-teori motivasi barat dan lebih sesuai untuk
digunakan di dalam budaya tempatan. Model motivasi ini dibina bagi tujuan untuk
membangunan perisian permainan pendidikan membaca awal jawi. Bagi kajian lanjutan,
dicadangakan supaya perisian permainan pendidikan yang telah menggunakan model
motivasi ini diuji keberkesanan untuk memotivasikan pelajar di dalam pembelajaran.

Rujukan
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instruction: III. Cognitive and effective process analysis. Hilldale, NJ: Erlbaum.
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Ipoh: Penerbitan Multimedia Sdn. Bhd.
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Educational Theory.
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Soffandi, Trans. 2 ed.). Jakarta: Mustaqim.
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Islam, 13(1, Ogos 2008), 81-97.


A TWO-WAY ATTRIBUTE TREE IN P2P OODB SUPPORTING MULTI-
ATTRIBUTE AND RANGE QUERY WITH IMPROVED QUERY RESPONSE TIME
Goh Chiao Wei, Lim Tong Ming
School of Computer Technology
Sunway University College
Bandar Sunway, Malaysia
jaygcw2002@yahoo.com, tongminglim@gmail.com

Abstract
P2P has been one of the most rapid growing technologies in computing world. It has been
introduced to overcome the bottleneck of typical client-server paradigm, in which it has the
limitation of handling the rapid growing demanding of data. Peer-to-peer object-oriented
database is robust, fault-tolerance and scalable. Therefore, it is proposed to overcome the
drawbacks of typical client-server data management architecture. DHT, structured P2P
system, provides indexing facility enables users to locate a piece of data based on a given key
through an efficient routing algorithm. The proposed object-oriented database was built on
the openChord, a Chord implementation. In this paper, we present a P2P object-oriented
database which supports multi-attribute and range queries. The objects are managed locally in
each peer to reduce the network traffic. Object set returned is stored around the nodes along
routing paths to provide efficient access to a desired object in the subsequent queries that
fulfil the query criteria. Nodes holding the object pointers are distributed around the network
to reduce the lookup time. Nodes are organized into logical class hubs where each hub
handles pointers to nodes storing objects belonging to a particular class. Queries involving
multi-attributes and ranges are routed to the related class hubs to retrieve the desired objects.
Keywords: Object-Oriented Database System; P2P System; DHT; Chord

1. Introduction
Peer-to-peer (P2P) networks have been one of the most rapid-growing computing
technologies nowadays (Harren et al.). The introduction of P2P networks overcomes the
limitations founded in conventional client-server network, where the network has a rigid and
highly centralized architecture. The conventional client-server network architecture requires a
centralized server or cluster of servers to store and process data requested from the clients in
the network. Hence, bottleneck might occurred in the servers and thus facing the scalability
problem. This creates the issue of single point of failure where once the server is down or
disconnect, the transactions in the network will fail. Furthermore, setting up a client-server
environment is costly.

Apart from this, the demanding of data for storage and processing purposes have been
growing extensively. The growing for the performance of processor against the growing of
data is not proportional (Vilaca and Oliveira, 2009). The typical client-server systems do not
afford to support this rapid growing demanding of data. Therefore, P2P systems come in
place to overcome such phenomena. P2P comprises clusters of computers working together
in the network to build a cheap and scalable server solution (Bratsberg). Besides, P2P
systems have greater scalability, direct access to the nodes which contain the desired
resources/data without passing through a central server, robust and resilient to the churn.


The first generation of P2P systems is the unstructured P2P. The typical examples of
unstructured P2P system are Gnutella and Napster. However, unstructured P2P system
experienced the poor scaling problem (Harren et al.) and does not guarantee the reachable of
desire data in network because of the data placement and network constructions are
essentially random (Harren et al.). To overcome the limitations introduced by unstructured
P2P, plenty of works on P2P systems have concentrated on structured P2P (Stoica et al.,
2001; Rowstron et al., 2001; Zhao et al., 2004; Ratnasamy et al,. 2001) in recent years. These
structured P2P networks proposed Distributed Hash Table (DHT), where nodes are logically
organized in a structured way and are organized following a predefined pattern, such as ring
(Stoica et al., 2001) for Chord, Cartesian Coordination (Ratnasamy et al,. 2001) for CAN and
etc.

Due to the DHTs excellent properties to manage dynamic systems (Prada et al.), DHT has an
edge over unstructured P2P systems. For instance, DHT promises a logarithm routing hops to
reach the destination node with an explicit load balancing (Bharambe et al., 2004). DHTs
provide an index facility to map the data to the nodes in the network and routing algorithm to
route requests to the correct node holding the data source. In addition to this, DHT also
provides excellent scalability where nodes can join and leave the networks without any
restrictions (Prada et al.). The P2P paradigm has been introduced into the database
community (Sartiani et al.) to solve the problem of client-server architecture as stated above.
P2P paradigm is able to avoid a single point of failure, which in turn increases the reliability
of the system. . In this paper, a preliminary design on the building of an object-oriented
database system on top of the openChord, an implementation of Chord DHT to provide a P2P
object-oriented database system. The combination of database system with the structured P2P
network making the data stored in each node accessible by all the other nodes. The blurring
of the client and server role improve the processing time as nodes can access to other nodes
directly without going through a server.

The objective of this paper is to improve query response time by using attribute search trees
with the Chord DHT to support multi-attribute and range query for the P2P database system.
The rationale behind choosing structured network as the overlay network over unstructured
network because structured network promises the deriving of desired object sets as long as
the objects are available in the network. Besides, as mentioned above, structured network
guarantees requests reaching the destination node in logarithm hops, which greatly reduce the
query response time.

2. Related Works
There were existing works on the building of database management system on structured P2P
network. Yu et al. (2008) proposed a peer-to-peer database model based on Chord. It used
Local Relational Model (LRM) as the database model defined for P2P database system. It
had a node catalog on the application layer on top of the overlay network. It made use of the
Chord to organize the nodes in the network and to locate the data. The keyword information
of a data is put into an appropriate node and thus forming a node catalog. These local nodes
catalogs are group together become a global node catalog. There is a manager peer for each
catalog where each catalog might represent a region. Data transmission between regions is
going through the manager peer. It is somehow similar to the leader in our proposed design
where leader is the peer which in-charge of a particular class in the database.


XPeer (Sartiani et al.) is a XML P2P database system. It manages data spread over an open-
ended network. There is no global schema defined in the database. It is build upon hybrid
P2P where peers may perform some administrative tasks. Peers shared the data in the form of
tree-shaped, called tree-guide. Peers are logically organized in the cluster of nodes where a
super peer is in-charge the management of the cluster of nodes. XPeer uses FLWR subset of
XQuery for the query. Similar to our designed, there is a leader which corresponds to the
super peer in XPeer for the management of a group of logical nodes.
Besides databases, there are also various protocols designed for implementing multi-attribute
and range queries on DHT. Mercury (Bharambe et al., 2004) supports multi-attribute and
range queries by initialize various logical attribute hubs for various attributes schema. A
physical node may involve in multiple attribute hubs. An attribute is responsible for an
attribute in the schema. Each attribute hub forms a ring topology and each node handles a
certain range of numeric values. Multi-attribute query can be executed by traversing the
query to different attribute hubs for different attributes in the query. Range query is also be
done by traversing the query within the attribute hub to the correct node responsible for the
numeric range. This is somehow similar to our proposed design where various attribute trees
handle various attributes.
Ramabhadran et al. proposed an adaptive solution to support range queries in DHT-based
systems. It supports range search based on the range search tree (RST). Values of the
attribute are stored at the leaf node of the RST. Each non-leaf node corresponds to the union
range of its two children. Hence, it is a complete and balanced binary tree with [log n] + 1
levels. RST periodically perform path maintenance protocol to maintain the band information
of the tree for the query purposes. The query is resolved by determines the minimum cover
(MC) of the range in the query by running simple top-down recursive algorithm to find the
first node has the largest range within the query range and recursively repeats this process for
the segments of range which has not been decomposed yet. Once MC is computed, the query
sends to each corresponding MC node in the overlay network. It is similar to our design
where values of the attribute are also stored in the leaf node. Our design is also adaptive to
the changes of the number of objects in the system.
Wang and Li (2009) proposed a range query model to support range query over DHT using
B+ tree. The model proposed by Wang and Li (2009) also support for multi-attribute query. It
selected Chord as the overlay network. In order to support multi-attribute, there will be
several B+ trees in which each tree responsible for an attribute. By using the hash function
provided by Chord, it ensures that nodes in B+ tree are evenly mapped to the nodes in Chord.
The resources of the attributes are registered in the leaf node of B+ tree. For a range query,
the query starts at the root node of the tree. The query is decomposed into several sub-queries
and the sub-query must ensure contained in one child node. The sub-query continues to
decompose until reaching leaf node. In order to support for multi-attribute query, Wang and
Li (2009) adopted store and forward method where the query is execute in the first attribute
until reaching leaf node and the query is forwards to the second attributes and so on.
3. The Proposed System Architecture
The proposed solution improves multi attribute and range query response time for a P2P
persistent object management system on OpenChord P2P platform, an implementation of
Chord.


3.1 Node Structure
Nodes connect to P2P network via Chord overlay network as nodes are logically organized in
ring overlay where every node is connected by a predecessor node and a successor node
(Figure 1). The network module is connected to the Chord network in the proposed design.
Nodes are connected in the overlay network are presented in dotted lines. Every node
contains a finger table, predecessor list and successor list that maintain the logical overlay of
a P2P network. Users connect to the database system through the user interface reside in the
presentation module. It is the bridge between users and the system. It receives instructions
from users and return results to users graphically. Query and Update Manager responsible for
the data query, update data and concurrency control. Caching caches previous object sets and
node information of the Attribute Tree (Section 3.3) to accelerate the query performance.
Local storage is the local database in which it stores all the objects in the local machine.
Export Schema allows the objects in the schema to be shared and modified by other nodes.
Network module is the module acts as a communication bridge between the local node and
the nodes in the network.

Figure 1: Node structure.

3.2 Class Hub
Query search starts from a root class and navigate to the desired user-defined class that
contains the desired objects. The search will drill into the classs attributes and finally goes
into the attributes values to retrieve matched objects which fulfill the constraints of a query.
Hence, in our proposed initial design, nodes are responsible to manage object pointers of a
registered class to a leader.

The object pointers are stored in the nodes in the form of <Node Identifier; OID; Value>.
Each object has a unique OID, which similar to the primary key in relational database. Value
represents the data of the particular attribute in the object in which corresponds to its residing
attribute tree. Object pointers are only stored in the leaf nodes in attribute tree (Section 3.3).


A leader (Figure 3), in the class hub acts as a gateway to pass the query searching for a
particular class into the right attribute trees. Attribute tree is a logical tree used to
accommodate the pointers to the actual object of an attribute (Section 3.3). Basically, a leader
of a class hub contains pointers to all the root nodes of the attribute trees, in which the
attributes are belonging to the class. In the meantime, the leader also replicates its pointers to
few replicas.

Leader of the class hub is being selected based on the hashing of the class name. The class
name is hash to a key, H(Classname). The overlay network looks for the successor node
responsible for the key, successor(H(Classname)) and elects it as the leader. The leader will
also replicate the pointers it is holding to n of its successor node for the backup purposes. It
also helps to reduce the load of the leader to avoid bottleneck by directing the query to the
replicas of the pointers when the load of the leader is heavy.

Thus, when a query comes in, it contacts the leader of the class hub. The leader points the
query to the related attribute trees to execute the searching procedure (Section 3.5). If the
query load of the leader reaches the limit, in which the limit can be defined by users, the
leader will redirect the query to its next replica node, in which is its immediate successor
node. If the successor node also reaches the load limit, the query will be redirected to the next
replica node. The process continues until reaching a replica with light load.

Figure 2: Pseudo code for forwarding query to related attribute tree through leader of class
hub.

Figure 2 is the algorithm of the proposed query forwarding to leader of class hub technique.
Q represents the query passing in. N
i
represents the current node the query is passing in. L
corresponds to the leader of the class hub and RL is the replicas of the leader. LN
i
is the load
/ number of queries passing in to the current node. AN represents the root node of the
corresponds attribute tree.


Figure 3: Depiction of the class hub.

3.3 Attribute Tree
An Attribute Tree corresponds to an attribute in a class. It is a logical tree which
accommodates the pointers of the actual object location (object pointer) for the values of the
attribute. The bound of the values in a tree can be dynamically adapted to the values of the
attribute by the merge and split operations. The details of merge and split operations are
explained in the subsequent paragraph. The attribute tree consists of three types of nodes, the
root, intermediate and leaf nodes. Every node has at most two children nodes except for the
leaf node. Attribute tree is a binary tree that defaulted to 2-way.

The mapping of nodes into a tree is not a one-to-one relation. A physical node in the Chord
might map to various logical node in the same tree or different tree. A node in Chord maps to
the node in tree by hashing the range of values it responsible, which will be explained in
subsequent paragraph (Figure 4). Since Chord uses the consistent hashing algorithm which
ensures an evenly distribution of nodes, hence the mapping of a physical node to the logical
node in a tree has the high probability of evenly distributed as well.

Root node is the first node at the top of a tree. It corresponds to the entire value range of an
attribute. Hence, it covers the full range value of the attribute. It has the information of the
entire tree and aware of the total number of objects pointers for the tree. Intermediate nodes
are the nodes between the root node and the leaf nodes. Intermediate nodes in charge sub-
range of the values, which is the unions of its children nodes.
Range(P
i
)=Range(C
i1
) Range(C
i2
).
P
i
is the intermediate node and C
i1
and C
i2
are the children nodes of P
i
.

Intermediate nodes store the pointers of their children, the information of the sub-trees below
them and the pointer of their parent node (The node with one level higher than them).
Intermediate nodes store the total number of object pointers of the sub-trees. Leaf nodes are
the node at the bottom level of the tree. They are handling the smallest sub-ranges. Besides,
leaf nodes also store the object pointers with the attribute values fallen into their range. They
replicate the object pointers to their n immediate successor nodes in the overlay network.
Each replica has a link to the next replica and hence forms a link list of replicas. Leaf nodes
also store the pointer to their parent node and pointers to the sibling nodes (The leaf nodes
locate on its immediate left and right respectively) for the better range query response time.


Tree nodes are mapped to the Chord nodes based on the hashing of the range values. The
formula to generate the key of the range values is (L+U)/2, L is the lower bound of the range
and U is the upper bound of the range. By using the average point of the range, the key of the
range can be hashed, H((L+U)/2). It is then mapped to the successor node of the key in the
Chord identifier space.

There are basically two operations to carry out by a node; the split and merge operations. The
split happens when the density (Number of object pointers accommodate in the node) of the
leaf node exceed the threshold. The split is performed when
(D
i
/L)100 > 100/L

where D
i
is the density of the node i and L is the total density for the tree.

The merge operation is performed when the density of the two adjacent leaf nodes under the
same parent node below a certain ratio. The merge is performed when
(D
i
/L)100 < 100/2L

However, if the leaf nodes are directly under the root node of the tree without any
intermediate nodes, the split operations are performed based on the other criteria. The split
operations for the leaf nodes are only performed when the density of the node, D
i
exceeds a
constant number, C. The value of C is setup at the root node of the tree by the administrator
during the tree initialization.

Figure 4: Example of Attribute Tree

3.4 Nodes Leaving
It is possible that nodes in a tree leave/disconnect from the network periodically. There are
different recovery procedures for different types of nodes.

If the root node disconnect from the tree, the leader of the class hub contacts the next
immediate successor node of the previous root node in the Chord network. The root node
establishes the connection with the tree by linking to the children nodes below it. The leader
updates its corresponding root node.

If the intermediate node disconnect from the tree, the parent node contacts the next
immediate successor node of the previous intermediate node and make linking to the next


children nodes. The parent node forwards its sub-tree information to that newly joined
intermediate node.

If the leaf node disconnect from the tree, the parent node links to the immediate successor
node of the previous leaf node, which is also the first replica of the leaf node. The replication
of object pointers is redistributing across the n successor nodes.

Figure 5: Pseudo code for nodes leaving the attribute tree.
Figure 5 above depicts the pseudo code for various kinds of nodes leaving the tree. AN
i+1

represent the immediate successor node of the previous root node. IDENTIFIER(C
AN1
) and
IDENTIFIER(C
AN1
) correspond to the node identifier of both the children nodes for the
previous root node. C
i
represents the children node for the node P
i
. C
i+1
is the immediate
successor node for the disconnect children node. LN
i
is the leaf node for the node P
i
. RLN
i
is
the replica of the leaf node.

3.5 Query
When a node initiates a query, it first checks if any of the object sets cached in its caching
manager subset (Section 3.7) of the query. If there is object set subset of the query, the node
directly retrieves the result from the caching manager. Else the node sends the query over the
network to obtain the desired result.

Before the query is being forwarded to the overlay network, the node determines if it has
cache the location of corresponding node in the attribute tree which has the minimum cover


to the range in the query. For instance, according to Figure 4, a user wants to search for
attribute a within a class c with the range [2, 30]. The node with the minimum cover to the
range is the node with sub-range [1, 39]. If the node does caches the location of the node,
then it forwards the query directly to the corresponding node and performs the query. This is
to avoid bottleneck occurred in a root node when the query load is heavy and for faster access
to the responsible node for better query response time.

In the other way, if the node does not caches of the nodes identifier, it forwards a probe
request to the leader of the class hub. From the leader, the probe request is sent to the root
node of the attribute tree and the probe request is decomposed into sub-request to its children
node. The process continues until the request encounters the node which responsible to the
range. The probe request is then sending back to the query initiator and cache the identifier of
the node in the caching manager. The actual query is then forwarded to the corresponding
node in the tree and perform search traversed down the tree and finally send the result back to
the query originator upon successful operation. The result is compiled into a list and sends
request to those node that hold the actual objects. The object set is cached into the query
originator and the object set is cached into the nodes along the path of how the query is
traversed too.

While the query traverses down the tree, it checks the local cache manager of the node in the
tree as well to look for the object set cached in the cache manager which is subset of the
query. If there is object set cached in the cache manager, the query terminates and the object
set is sends back to the query originator. The object set is cached in the nodes along the path
of where the query traversed.

There are two types of list attach with the query along traversing the attribute tree, which are
routing path list and object pointers list. Routing path list contains the list of node identifiers
which are part of the traversed path. Routing path list stores node identifiers in the form of
<Node Identifier, Attribute, Value Range>. Once the query reaches a node, the node checks
if whether its own node identifier exists in the routing path. If the identifier is not existed, the
current node identifier is adding into the routing path list. For the object pointers list, it
contains the list of object identifiers which are the answer of the query who match the query
constraints. The object pointers list stores object identifiers in the form of <OID, node
identifier>. If the object pointers list is empty, the OID is inserts into the list. If the list is not
empty and does not contain the current OID, then the current OID is inserts into the list.
3.5.1 Range Query
It is possible to execute a query search for a certain range within attribute tree. We proposed a
lower-upper bound approach to execute range query. When query reaches the node with the
minimum cover to the range, the query is splits into two sub-queries, which corresponding to
the lower bound of the query and upper bound of the query. The lower bound query forwards
the query to its left child node responsible for the smaller sub-range and the upper bound
query forwards the query to its right child node responsible for the larger sub-range. The
process continues until both the lower and upper bound queries reach leaf node. From the
lower bound and upper bound leaf nodes, they send the query towards each other through the
sibling nodes and finally meet each other. The desired result is the union of the lower bound
query and the upper bound query. Figure 6 depicts the searching scenario to search for the
range [5, 50].


Figure 6: The lower-upper bound approach.
3.5.2 Multi-attribute Query
Our proposed design also supports multi-attribute query. A query is a conjunction of sub-
queries where each sub-queries querying an attribute in the class.

For instance, a SQL-like query SELECT * FROM CAR WHERE door_number = 4 AND
car_color = white is a query with the conjunction of two sub-queries. This query can be
spitted into two sub-queries. This query selects all the instance of cars from the CAR class
with the constraint attribute door_number must be four and car_color must be white. It is
basically the intersection of the sub-queries: SELECT * FROM CAR WHERE door_number =
4 and SELECT * FROM CAR WHERE car_color = white. The intersection of object set
from the first sub-query and the second sub-query would produce the final object set
answering the query.

To achieve multi-attribute query more effectively, we can actually decompose the query into
n sub-queries, in which each sub-query corresponds to a criteria. More precisely, a sub-query
is responsible for one of an attribute, in which the attribute is the constraint in the query. In
POMS, we proposed a store and forward method. The query is starts with the first attribute
tree. Once the sub-query for the first attribute tree has complete the searching, the entire
query associate with the routing path list and object pointers list are forward to the second
attribute tree. From one tree traverse to another tree, the last leaf node checks to determine
whether it caches the node location of the next tree which covers the range of the next
constraint. If it does, the query can forward directly to that node without having starts from
the root node. The process continues until the query completes in the nth attribute tree. At the
end of the searching process, a complete list of routing path list and object pointers list are
compiled. Both the lists and the query are sending back to the query originator in order to
retrieve the complete object set.

Although this method requires longer time to complete, it however reduces the workload in
query originator and also the network traffic required. The compiling result process can be
done in every last leaf node in the tree before forward the query to the next tree. Hence, the
compiling process does not need to be done in the query originator as the query originator
gets the already compiled version.


3.6 Maintenance Protocol
There are two types of messages involved in the maintenance process, the tree update request
and the tree update reply. Nodes periodically sends update request message to its parent node
to update the parent node of the sub-tree and the density information. The parent node
receives the request message updates its contents and also forwards the message to its parent
node associate with its sub-tree and density information. The message continues until it
reaches the root node. Meanwhile the message forward upward to the parent node, the
purpose of maintenance protocol is also to detect if any node in the tree disconnect without
prior knowledge. If the node is missing, the necessary repair procedure is needed to repair the
structure of the tree. The repair procedure is similar to the section E.

Once the root node retrieves the update message, it updates its sub-tree information and the
total density of the tree. It then initiates the tree update reply message down to its children
nodes. The children node updates its own information and further sending down the message
to its children node. The process continues until reaches the leaf nodes. Split / Merge of nodes
process in this stage might be triggered if the density is exceeded or less than the threshold.

To avoid some pointers in the tree lost without prior knowledge, peers in the overlay network
holding the actual objects periodically randomly choose few objects and send the object
identifier to the nodes responsible for these objects. If the nodes do not have these pointers,
then the object pointers of these objects are added into the nodes.

3.7 Caching Protocol
Each node has a caching manager. The caching manager responsible to cache the object sets
of the previous queries and the location of the nodes in the attribute trees. These cache
information are store in a list and are associated with the counter and time. The counter
represents the number of times the cache being accessed. They are store using Least Recently
Used LRU approach. When the list in the cache is full or periodically, the cache objects with
the least counter and oldest time will be removed and the vacancy is for the new coming
cache objects.

4. Conclusion
In this paper, we present a preliminary design for a P2P object-oriented database on a DHT.
We utilize class hub and attribute trees for the multi-attribute and range queries. The
following summarizes contributions of our proposed design:
i. The split and merge operation in the attribute tree will make the attribute tree adaptive
to the changing of the attribute values.
ii. A lower-upper bound approach is adopted in order to search a range query more
effective.
iii. A store and forward method is adopted in our design to support multi-attribute query
to reduce the workload of the query originator as well as reducing the network traffic.
iv. Previous object sets are cached in the nodes along the routing path for faster query
response time.
v. Our design also caches the node identifier information for faster access to the attribute
tree avoiding bottleneck at a single point.


5. References
[1] I. Stoica, R. Morris, D. Karger, M. F. Kaashoek and H. Balakrishnan. Chord: A Scalable
Peer-to-peer Lookup Service for Internet Applications. ACM August 2001.
[2] A. Rowstron and P. Drucschel. Pastry: Scalable, decentralized object location and routing
for large-scale peer-to-peer systems. ACM International Conference on Distributed
Systems Platforms November 2001.
[3] B. Y. Zhao, L. Huang, J. Stribling, S. C. Rhea, A. D. Joseph and J. D. Kubiatowicz.
Tapestry: A Resilient Global-Scale Overlay for Service Deployment. IEEE 2004.
[4] S. Ratnasamy, P. Francis, M. Handley and R. Karp. A Scalable Content-Addressable
Network. ACM August 2001.
[5] I. Clarke, O. Sandberg, B. Wiley and T. W. Hong. Freenet: A Distributed Anonymous
Information Storage and Retrieval System.
[6] R. Vilaca and R. Oliveira. Clouder: A Flexible Large Scale Decentralized Object Store.
WDDDM March 2009.
[7] A. R. Bharambe, M. Agrawal and S. Seshan. Mercury: Supporting Scalable Multi-
Attribute Range Queries. ACM August 2004.
[8] C. Sartiani, P. Manghi, G. Ghelli and G. Conforti. XPeer: A Self-organizing XML P2P
Database System.
[9] J. Yu, M. Yu, B. Wang, Y. Gu and J. Dai. A Peer to Peer Database Model Based on
Chord. IEEE 2008.
[10] J. Gao and P. Steenkiste. An Adaptive Protocol for Efficient Support of Range Queries in
DHT-based Systems.
[11] D. Wang and M. Li. A Range Query Model based on DHT in P2P System. IEEE 2009.
[12] M. Harren, J. M. Hellerstein, R. Huebsch, B. T. Loo, S. Shenker and I. Stoica. Complex
Queries in DHT-based Peer-to-Peer Networks.
[13] S. E. Bratsberg. Scaling a Highly-Available DBMS beyond a Dozen Nodes.
[14] C. Prada, M. P. Villamil and C. Roncancio. Join Queries in P2P DHT Systems.


IMPROVE RECALL RATE AND REDUCE MESSAGE FLOODING BY USING
TWO-TIER BITWISE INTEREST ORIENTED QRP WITH ARTIFICIAL BEE
COLONY OPTIMIZATION FOR A SMALL WORLD PEER-TO-PEER SYSTEM

Choong Yong Liang & Lim Tong Ming
Bandar Sunway, Selangor, Malaysia
cgyl2002@gmail.com, tongminglim@gmail.com

Abstract
Every peer in an unstructured peer-to-peer (P2P) system will hold massive amount of data.
Peer self-organize and efficient search for resources are the main criteria to determine the
scalability of the P2P system. This research, the Small-World paradigm has been adopted in
P2P system to perform clustering and simplified artificial bee algorithm is used to improve
the search efficiency. The overlay network in Small-World network will archive high cluster
coefficient and low average hop between any two randomly chosen peers. Peers in Small-
World network will periodically perform rewiring-technique by disconnect out-date or
dissimilar interest peers and establishing new connection to similar interest peer to form
cluster. This process aims to improve the cluster quality and maintain short-range links to
connect to similar peers, at the same time peer will connect to medium-range and long-range
links that connect to other cluster based on different interest. Artificial bee algorithm allows
search function to search wider area by using short-range, medium-range and long-range
links. Simulated tests will be carried to evaluate message flooding and recall rate of the small
world P2P system. A prototype is used to compare with the original Limewire and the
proposed Small-World Limewire in order to propose potential future works.

Keywords Small-Wrold paradigm, Cluster, Peer-to-Peer (P2P) System, Bee Algorithm.

1. Introduction

Unstructured P2P systems such as LimeWire [1], Gnutella [13], and Freenet [14] provide
significance of distributed information sharing system. These models provide advantages of
decentralization by distributing the storage, bandwidth, information and computation cost
among peers. So that each peer can get information from many different source peers.
However, message flooding exists in these models, where query message is broadcast to all
peers to search for a desired piece of data.
To overcome message flooding issues, some research works [3, 4, 6, 7, 8] are
introduce Small-World paradigm to let peer self-organize into cluster. Two main properties
of Small-World paradigm are high cluster coefficient and low average hops between any
two randomly chosen peers. In order to archive high cluster coefficient, peer in the network
will periodically perform rewiring protocol [3, 6, 8]. The purpose of this protocol is to discard
dissimilar interest or out-date peers and establish new connection to similar interest peers.
The goal of rewiring protocol is to cluster all the peers in similar interest.


In Small-World network, every peer will maintain short-range, medium range and
long range links. Short-range links will represent as intra-cluster links that connect to similar
peers and medium-range and long-range links will be representing as inter-cluster links that
are shortcut links to other cluster. The rationale behind those links are let cluster close to each
other, so that it can archive low average hops between any two randomly chosen peers.
After the Small-World network have been highly clustered, search function is more
efficient due to similar interest. By having artificial bee algorithm [16] for the search
function, the query message will route intelligently and make a small broadcast according to
interest of the cluster. This action will avoid query message flooding and peers will save
resources in handling irrelevant queries. So that, by implementing artificial bee algorithm will
further reduce the message flooding in the network compare to just simply broadcast message
in the network.
In this paper, we introduce how peers join effectively, so that the network still can
remain highly clustered when peers frequently join and leave. At the same time, we introduce
how peers maintain its routing path to achieve query message route intelligently. By
implementing Small-world paradigm into LimeWire, it enhances the join protocols and
routing path, we will show that message flooding can be reduced and improve accurate recall
rate.
This paper is organized as follows. Section 2 reviews some related work. Section 3
describes an overview of our P2P systems protocol. Finally Section 4 provides a set of
planned test scenarios and detail for the next stage of research activities with a set of expected
research outcomes.

2. Related Works

Quite recently several research projects that apply Small-World paradigm in unstructured
P2P networks [3, 6, 7, 8]. In a small world network, where peers are not neighbour of each
other still able to reach one and another by using small numbers of hops. Small-World
paradigm is originally introduced by Watts and Strogatz [4] had proposed the use of
rewiring technique to achieve high cluster coefficient and low average hops. High cluster
coefficient can be achieved by peer self-organization into same interest cluster and by using
rewiring technique with light randomness on the peers routing index will achieve low
average hops.
Zhang, Goel and Govindan[7] implemented Small-World paradigm to improve
freenet performance by distancing dissimilar peer interest and updating new peer information
in routing table, but there is a small possibility of evicting a peer from the list and adding a
dissimilar peer as a shortcut to other cluster.
Schmitz clustered peers by topic based on common ontology to achieve Small-World
paradigm [6]. Each peer will maintain short-range and long-range links, where short-range
links are of similar peers and long-range links are shortcut path to other clusters. At the same
time, peer will periodically check the similarity between neighbours, if neighbours similarity
is less than a threshold then rewiring technique will be executed, therefore look for new
connections and discard outdated links or dissimilar peer in the routing index.
Ng, Sia, Chan and King formed a cluster for fireworks routing strategy [5]. Peers
periodically broadcast messages to retrieve other peers information to update its short-range
links and maintain the cluster similarity. Long-range links are selected and maintained by the


user. After clusters have been formed then query will route through different clusters. Once
the query message hit the targeted cluster, then it will broadcast to all its neighbours and the
effect will be like exploding fireworks.
Raftopoulou and Petrakis used the similar rewiring technique with [3, 8] to
maintaining short-range and long-range links for peers. Raftopoulou extended the idea of
Schmitz by using document concept as an interest instead of concept from ontology. Petrakis
has implemented fireworks query [5] into Small-World network.
However, their works had two main problems: 1) peers connect randomly once they
join the network for the first time. So that, the network is difficult to achieve high cluster
coefficient when the peers join and leave too frequently. 2) Long-range links are randomly
selected, so query message will randomly route to different clusters. In Section 3, we have
proposed how peers select a cluster to join at the first time the network and how peer
maintains medium-range and long-range links to overcome random long-range links and
makes query message route accurately.

3. An Overview of the Proposed Design

In this section, we describe the Small-World P2P system with simplified artificial bee
algorithm aiming to improve the query search, peers clustering and its protocol design. Our
P2P system adopts the QRP table [1] to capture and represent interests to a peer. The Small-
World clustering technique in our research will periodically perform rewiring to cluster peers
who are of similar interests [3, 4, 6, 8]. The bee optimization algorithm [16] will be
simplified to enhance the search algorithm in the P2P system.

3.1. Architecture

The peers in the overlay network are categorized as LeafPeers and SuperPeers in our
chosen two-level hierarchical P2P system. The LeafPeers are located at the second level
connected to few SuperPeers. While a LeafPeer performs search, a SuperPeer acts as a proxy
for the LeafPeers to send out search messages to other SuperPeers to perform search tasks.
SuperPeers are more stable and powerful peers in terms of longer online time and better
bandwidth, no firewall blockage and newer operating system (OS) [1]. In contrast, LeafPeers
are not-so-stable peers with less online time and lower bandwidth. To identify peers interests,
a peer hashed all its files and files location into a QRP table. Since SuperPeers are more
powerful peers, so they will take the responsibility to periodically run the peer rewiring
protocol and form clusters based on their likelihood to contain similar content. Aggregation
of leaf peers QRP will stay with the SuperPeer so that such interest information could be
used for the SuperPeers to form short-range, medium-range and long-range links. Short-range
links are connections in the routing table that connects to other similar interest peers.
Medium-range and long-range links are connections in routing table that connects to un-
similar interest peers, so the links will function as a shortcut to other cluster. Query message
will route through different type of links is based on the interest similarity to look for target
cluster.


3.2. Basic Protocols

The main idea behind Small World network is to let peers self-organize into clusters
of similar contents with some shortcut links to other cluster. In our proposed simplified bee
algorithm, the query execution is route intelligently to searching the targeted clusters and
makes a small broadcast within the cluster. In this section, we will discuss the basic protocols
and specify how peers maintain its interest using QRP table. The proposed mechanism allows
peers to join and leave a P2P network, to self-organize themselves into different clusters, and
to query data of interest to reduce message flooding and improve recall rate.

3.2.1 Query Routing Protocol (QRP)

Figure 1: QRP Table [1].

Every peer in a P2P network holds a QRP table. Figure 1 shown a QRP table is an
array of 65536 bits that consists of values 0 and 1. A QRP table will be initialized to 0,
which means that the peer initially does not have any interest. When a query message reaches
a SuperPeer and it hit 0 in the QRP table, then the searching for exact file will be blocked,
because the value of 0 in QRP table show that the file is not exist. LeafPeers QRP table
will aggregate to the SuperPeers QRP table, so that SuperPeers can use it to filter irrelevant
queries to reach LeafPeers. At the same time, SuperPeers will periodically exchange QRP
table with other SuperPeers to update their routing indexes, so that it will enable last hop
savings when searching the. Last hop saving will happen when a SuperPeer receives a search
message with Time-To-Live (TTL) value is one (1), and then it will check its neighbours
QRP. If the query message did not hit 1 in the neighbours QRP tables then the SuperPeer
that hold the query message would not send over to its neighbours. With the benefit of QRP
tables exchanges among SuperPeers, greater message flooding reduction could be achieved
in the network.
Filenames are used for keywords search in P2P system. When a peer shares a new file
named One Step at a Time.mp3, the hashing function will hash the file name, but not the
file content. Since the search function of the P2P systems is keyword based, the filename will
be separated into words such as One, Step, at, a and Time. Then the hash function
will change those keywords to a lower case using a locale-neutral conversion based on the
UTF-16 representation of the text [1]. The hashed value will be used to update the QRP table
so that the QRP table will hold the interest of what the peer shares.

3.2.2 Joining Protocol

As peer p
i
joins the P2P network; it will follow the join protocol. Initially, p
i
will
hash(file
i
) from all its share files (FILES
i
) into its QRP table as the interests QRP(p
i
), where
hash(files
i
) is the hash function to hash every single file. Then p
i
will send BOOTSTRAP
message to UDP Host Cache (UHC) [1] to retrieve IP addresses and port numbers of
available SuperPeers (SP). From the list of SP, p
i
will request their QRP table and perform
sim(QRP(p
j
), QRP(p
i
)) as bitwise checking and select max(sim(QRP(p
j
), QRP(p
i
))) as most


similar SuperPeers. Then, p
i
will connect to the selected SuperPeers and join as LeafPeer.
Since, LeafPeer QRP table will aggregate with SuperPeers QRP table, so LeafPeer having
similar interest with SuperPeers will make small changes in their interest. After p
i
stay in the
P2P network with long expected uptimes and it has suitable operating system, sufficient
bandwidth and no firewalled, then p
i
will upgrade becoming SuperPeer else it will remain as
LeafPeer. To achieve efficient routing, SuperPeer p
i
will maintain separate routing index RI
i
,
which contains short-range links, medium-range links and long-range links. SuperPeers will
exchange QRP table with each other, so that it will enables last hop savings when searching
the network. So that each entries in the routing index are form by (ip(p
j
), QRP(p
j
)), where
ip(p
j
) is IP address of p
j
and QRP(p
j
)

is the QRP table of p
j
.
----------------------------------------------------------------------------------------------------------------
Algorithm 1: Algorithm for join protocol
----------------------------------------------------------------------------------------------------------------
for all file
i
FILES
i
do
QRP(p
i
) = QRP(p
i
) hash(file
i
)
end for
forward BOOTSTRAP message to request SP
for all QRP(p
j
) SP

do
compute sim(QRP(p
j
), QRP(p
i
))
end for
attempt to connect to max(sim(QRP(p
j
), QRP(p
i
))) where QRP(p
j
) SP

----------------------------------------------------------------------------------------------------------------

3.2.3 Rewiring Protocol

Rewiring protocol will be execute periodically for each SuperPeer maintain its short-
range, medium-range and long-range links, where short-range links can be represented as
intra-cluster links that connect to similar interest peers and long-range links can be represent
as inter-cluster links that are a shortcut path to other clusters. In rewiring protocol, SuperPeer
pi will periodically compute AS
i
= (1 / s)
pj
RIi sim(QRP(pj), QRP(p
i
)) as average
similarity among neighbours in its routing index (RI
i
), where s is the number of short-range
links. If AS
i
is greater or equal to threshold then p
i
will not continue the rewiring protocol.
Otherwise, p
i
will create FINDPEERS message with parameters (ip(p
i
), QRP(pi), P, t
r
), where
P is an empty list to collect peers info and t
r
is the time-to-live (TTL) of the message.
A peer p
j
receives FINDPEERS message then it will append its IP address and QRP
table into P then reduce t
r
by one and forwards the message to m selected neighbours peers.
Message will send through m 2 most similar interest peers in short-range links. At the same
time, message will send to one medium-range and one long-range range link as well. So that,
message have the chance to explore different clusters.
When t
r
= 0, the FINDPEERS message will return to the message creator p
i
. Peer p
i

will categories the peer info from list P to update its RI
i
. Peer p
j
0.7 will be used to update
short range-links and discard outdated links or dissimilar interest links. Peers similarities


within 0.5 p
j
< 0.7 will be use to update medium-range links and p
j
< 0.5 will be use to
update long-range links. With various range of medium-range links and long-range links
allow a shortcut path to other clusters.
The rationale behind the rewiring technique to maintain the short-range, medium-
range and long-range links is to archive the properties of Small-World paradigm.
Periodically perform rewiring will maintain the links in the routing indexes up-to-date. By
refining the short-range links to maintain similarity interest in the intra cluster will archive
highly cluster. Maintaining medium-range and long-range links is to provide several path to
let query message can route to the nearest cluster based on the similarity on the interest, so
this will archive the low average hops within a peer to another peer.
----------------------------------------------------------------------------------------------------------------
Algorithm 2: Algorithm for rewiring protocol
----------------------------------------------------------------------------------------------------------------
compute AS
i
= (1 / s)
pj
RIi sim(QRP(pj), QRP(p
i
))
if AS
i
< (threshold) then
P = { }
Create FINDPEERS message = (ip(p
i
), QRP(pi), P, t
r
)
//forward FINDPEERS message to m selected peers
forward FINDPEERS to p
j
where p
j
RI
i
and j = 1,, m
P = P (ip(p
j
), QRP(p
j
))
end if
repeat the above procedure for p
j
s neighbours
until t
r
= 0
----------------------------------------------------------------------------------------------------------------

3.2.4 Query Process Protocol

Honey bees in nature [16] explore large number of food sources by travel over long
distances (more than 10km) and multiple directions. Scout bees are sending to search for food
from one area to another. After search complete, scout bees will return to bee hive and
perform waggle dance to show the quality of the food and the direction and the distance of
the food location. This information will be used to determine how many follower bees are
going to follow the scout bee back to harvest the food. More promising area of food sources
will have more follower bees to search the nearby area. While harvesting the food, some bee
in the bee hive will monitor the food level to determine whether need to send scout bees for
looking more food. Honey bees behaviour [16] can be summarised in to bees algorithm,
which shows in Figure 3.
----------------------------------------------------------------------------------------------------------------
Generate scout bees and send for random search.
Compute fitness value from scout bee search areas.
Recuit bees for selected areas base on the fitness value. //more bees for better areas
repeat the above procedure to search different areas.
until the stopping criterion is met.
----------------------------------------------------------------------------------------------------------------
Figure 3: Pseudo code of the basic bees algorithm.


We have applied simplified bee algorithm in our query process protocol to make
query route intelligently. There are two advantages of bee algorithm in query process: Firstly,
search is extended to wider area for scanning in an unknown space, this will archive in our
P2P system by using medium-range and long range links to let query message go through
other cluster. Secondly, searching effort will be based on the quality of the area, instead of
simply broadcast in the network, we make peer intelligently to determine number of
broadcast in nearby area. We have proposed to simplify two parts of bee algorithm [16] in
our query process protocol. Firstly, instead of scout bee is routed randomly, we select path by
exploiting medium-range and long-range links properties in our routing protocol so that
search can be more efficient and able to reach further place. Secondly, in contrast to scout bee
return to bee hive and recruit bees, we let scout bee to make local decision for sending out the
follower bees to search in the nearby areas.
While a LeafPeer performs search in the query process protocol, a SuperPeer acts as a
proxy for LeafPeer to send task. So that, only SuperPeer will send to the neighbours, which is
others SuperPeers to perform search. When SuperPeer p
i
create a QUERY message q
i
or
receive a QUERY message q
i
from its LeafPeer, peer p
i
will send a QUERY message q
i

through its neighbours peers. QUERY message q
i
will act as scout bees and they will go to
further place to look for source through medium-range or long-range links. When a peer p
j
receives QUERY message q
i
, p
j
will execute function hit(q
i
, QRP(p
j
)) to check whether the
keywords in q
i
will produce a hit in QRP(p
j
). If its produce a hit then p
j
will do further
checking to look for the actual document. If the document(s) are found then p
j
will append its
IP address and founded document(s) into list R. Then, scout bee will make a local decision to
send follower bees to search nearby neighbours base on the quality of the area, which is
sim(q
i
, QRP(p
j
)) similarity between q
i
and QRP(p
j
). If the similarity is high then more
follower bees will be send, which means broadcast query messages with higher TTL t
b

through the p
j
s neighbours. Otherwise, fewer follower bees will be sending by broadcast
query message with fewer TTL t
b
or no broadcast query message will be send if met low
similarity. After local decision, scout bee will continue to search for more sources by route
through few high similar medium-range or long-range links. Since peer p
j
having neighbours
QRP, so that selection of medium-range or long-range links is max(sim(q
i
, QRP(p
k
)))
where p
k
is the medium-range or long range links in routing index of p
j
, p
k
RI
j
. Until the
query is done then RESULT(R) with the list R will return back to p
i
, then from number of
collected result, bees will determine whether to perform another search. Query process will
be stop when the number of result is met the desire amount or three times attempted (A
i
).
Notice that t
b
is the TTL for broadcasting to all short-range links when the query
message hit the targeted cluster and t
f
is the TTL for forwarding the query message to look
for targeted cluster. Typically t
f
> t
b
, since query message is in targeted cluster, so small
hops broadcasting is needed to reach similar interest peers and t
f
allow more hops to reach the
targeted clusters. Last hop savings will happen when t
b
is one, because peer p
j
can check its
neighbours QRP table and query message will only send to those peers that produce a hit.
The main idea of applied bees algorithm and having QRP table will help to reduce the
message flooding in the network. Thus peers will save resource by handling irrelevant
queries. In contrast to random route the query message to look for targeted clusters [3-8], we
enhance the route path by using medium-range and long-range links to achieve more accurate
routing.


----------------------------------------------------------------------------------------------------------------
Algorithm 3: Algorithm for query process protocol
----------------------------------------------------------------------------------------------------------------
if hit(q
i
, QRP(p
j
)) == true then
if found(q
i
, d
j
) == true then
R = R (ip(p
j
),d
j
)
end if
end if
if QUERY message with t
f
then
if sim(q
i
, QRP(p
j
)) > 0.9 then
t
b
= 2
forward QUERY message to all short-range links in RI
j

else if sim(q
i
, QRP(p
j
)) > 0.7 then
t
b
= 1
j
, where QRP table produce a
hits
end if
t
f
= t
f
1

forward QUERY message to medium-range or long-range links in RI
j
else if QUERY message with t
b
then
t
b
= t
b
1
if t
b
== 1 then
j
, where QRP table produce a
hits
else
j

end if
end if
repeat the above procedure for p
j
s neighbours
until t
f
= 0 or t
b
= 0
forward RESULT(R) back to p
i
repeat the above procedure for un-query peers
until result met desire amount or A
i
= 3
----------------------------------------------------------------------------------------------------------------

4. Planned Test Scenarios and Conclusion

This section provides a set of planned test scenarios and detail for the next stage of
research activities with a set of expected research outcomes.


4.1. Planned Test Senarios

Since, the P2P system environment needs a few thousand peers so that the test will be
carried out using P2P simulation software on performance and scalability factors such as
reducing message flooding and improving accurate recall rate.
We simulated 10,000 peers in our network and let them self-organize. Each five
minutes, rewiring protocols will be executed periodically. If the average similarity among
neighbours is less than 0.7 then peers will create a FINDPEERS message with TTL t
r
= 6 to
refine the cluster. At the same time, each five minutes will send a QUERY message where t
f
= 6 and t
b
= 2. Since t
r
and t
f
are forward message to small amount of neighbours, so that
suitable number of TTL will increase the number of visit different cluster and t
b
need to be
small, since message is in targeted cluster so it just need small number of hops to reach all
similar interest peers.
We are measuring our P2P system on performance and scalability factors such as
reducing message flooding and improving accurate recall rate. These two factors will be used
to compare with the original LimeWire and the improved LimeWire. We will test on two
environments, first test is the environment which is highly clustered with stable peers and
second test is the environment that peers dynamically join and leave. Test result such as recall
rate and message in the network will be recorded every five minutes.

4.1. Expected Research Outcomes against Objectives

Instead of broadcasting for search data information, our P2P system is able to route
query intelligently and have high recall rate. Consequently the message flooding will be less
than the broadcasting P2P system, such as LimeWire. High recall rate will be measured by
using a number of retrieval relevant results between our P2P system and LimeWire.

Conclusion

This paper proposes to enhance the join protocol by selecting peers of similar interest
so that the proposed P2P system always maintains high cluster coefficient in the network.
We also proposed medium-range and long-range links to improve the query route
intelligently by selecting suitable path. The implemented Small-World paradigm in the
Limewire will achieve high cluster coefficient and low average hop between any two
randomly chosen peers. Bee algorithm will also route each query message intelligently and
base on the similar interest to make suitable broadcast. QRP table will filter irrelevant search.
By using bee algorithm and QRP table will avoid message flooding and saving resource in
handling irrelevant search.

References

[15] LimeWire. http://www.limewire.com.
[16] K.Y.K. Hui, J.C.S. Lui, and D.K.Y. Yau. Small-world Overlay P2P Networks:
Construction, Management and Handling of Dynamic Flash Crowds. Computer Networks,
50(15), 2006.
[17] P. Raftopoulou and E.G. M. Petrakis. iCluster: a Self-Organising Overlay Network for
P2P Information Retrieval. In ECIR, 2008.


[18] D. J. Watts and S. H. Strogatz. Collective Dynamic of Small-World Networks.
Nature, 393, 1998.
[19] C. H. Ng, K. C. Sia, C. H. Chan and I. King. Peer Clustering and Firework Query
Model in the Peer-to-Peer Network. In WWW, 2003.
[20] C. Schmitz. Self-Organization of a Small World by Topic. In P2PKM, 2004.
[21] H. Zhang, A. Goel and R. Govindan. Using the Small-World Model to Improve
Freenet Performance. In SIGCOMM, 79, 2001.
[22] P. Raftopoulou and E. G. M. Petrakis. A Measure for Cluster Cohesion in Semantic
Overlay Networks. In LSDS-IR, 2008.
[23] S. Ratnaswamy, P. Francis, M. Handley, R. Karp and S. Shenker. A scalable content-
addressable network. ACM SIGCOMM, 2001.
[24] I. Stoica, R. Morris, D. Karger, F. Kaashoek, and H. Balakrishnan. Chord: A peer-to-
peer lookup service for internet application. ACM SIGCOMM, 2001.
[25] A. Rowstron and P. Druschel. Pastry: Scalable, decentralized object location and
routing for large-scale peer-to-peer systems. 18
th
IFIP/ACM Int. Conference on
Distributeed System Platforms, pg 329-350, 2001.
[26] M. Li, W. C. Lee, A. Sivasubramaniam. Semantic Samll World: An Overlay Network
for Peer-to-Peer Search. In IEEE, 2004.
[27] Gnutella. http://www.gnutella.co.uk.
[28] I. Clarke, O. Sandberg, B. Wiley, and T. W. Hong. Freenet: A distributed anonymous
information storage and retrieval system in designing pricacy enhancing technologies.
International Workshop on Design Issues in Anonymity and Unobservability, 2001.
[29] B. Y. Zhao, J. Kubiatowicz, and A. D. Joseph. Tapestry: An infrastructure for fault-
tolerant wide-area location and routing. Pages Tech. Report, UBC/VSD-01-1141, U.C.
Berkeley, 2001.
[30] D.T.Pham, A.Ghanbarzadeh, E.Koc, S.Otri, S.Rahim, M.Zaidi. The Bees Algorithm
A Novel Tool for Complex Optimization Problems, anufacturing Engineering Centre,
Cardiff University, Cardiff CF24 3AA, UK, Proceedings of IPROMS 2006 conference,
pp.454-461.


TWO-WAY DYNAMIC QUERYING AND MESSOR ANT COLONY ALGORITHM
IN RESOURCE DISCOVERY MANAGEMENT SYSTEM WITH IMPROVED
QUERY RESPONSE TIME AND MEMORY OVERHEAD REDUCTION
Teng Ri Sen, Lim Tong Ming

risen85@gmail.com, tongminglim@gmail.com

Abstract
In recent years, popularity of peer-to-peer systems has been increasing rapidly. Structured
Peer-to-Peer (P2P) systems such as Distributed Hash Table (DHT) systems offer scalable key
look up for specified resource among peers in an overlay network. However, most of the
DHT overlay networks dont support multiple attributes and range query since DHT only
provides constant (or key-based) hashing in the network and it sacrifices the locality of every
value that stores in peers. Therefore, DHT cannot be directly applied to P2P Grid resource
information service. Query schemes such as MAAN [1], Mercury [2], SWORD [3] and P-
Grid [4] were developed to solve the above problem. However, they apply sequential search
rather than parallel search which is faster and more efficient. [1] and [2] encountered memory
overhead when updating dynamic attribute value. This research intends to improve the query
response time of the Multi-Attribute Addressable Network (MAAN) by proposing an
Enhanced Dynamic Querying with concurrent execution of query search from both lower and
upper bounds peers using a controlled pheromone as it grows rapidly. The Messor Ant
Colony Algorithm is adopted to improve the resources update protocol in order to constantly
but cost effectively updates resource information to all peers. Tests will be carried out to
evaluate the query response time and routing cost comparing with other P2P grid systems by
increasing the number of peers with various levels of query complexity.

Keywords: peer-to-peer system (P2P), Grid, Chord, Resource Discovery management

I. INTRODUCTION
A Grid Computing is hardware and software infrastructure that provides dependable,
consistent, pervasive and inexpensive access to high-end computational capabilities, allowing
coordinated resource sharing and problem solving in dynamic, multi-institutional Virtual
Organizations (VOs). Grid computing requires an efficient resource registration and lookup
services to query resources based on the user requirement. Traditional approach uses a
centralized server to index the resource information. For example, LDAP based index
services called MDS which implemented in Globus [5] to store, monitor and discover
resources in a grid platform. However, this approach has an inherent drawback of single point
of failure. When the index server was disconnected or malfunction, the grid computing
service will stop function as there is no resource information available.

To overcome the single point of failure, Adriana Iamnitch et al [6] proposed a P2P
approach to organize the resource information of every peer instead of the conventional


centralized approach. Resource requestor uses unstructured P2P network such as Gnutella [7]
as query propagation. Even that unstructured P2P systems eliminate the single point of failure
problem but the message propagation generates large amount of query message flooding in
the network which may cause network congestion. In order to eliminate this problem, a Time-
to-Live (TTL) value is used to manage the number-of-hop permitted in any query search so
that the problem could be controlled. However, the search result produced may not be
guaranteed at all.

In order to improve the search result and guarantee that the query produces the desired
resource information, many data indexing methods have been proposed. The most promising
one is Distributed Hash Table [8] (DHT) based systems. In these systems, every data item is
associated with a key obtained by hashing an attribute of the object (e.g. its name). Every
node in the network is responsible for maintaining information about a set of keys and their
associated items. They also maintain a list of adjacent or neighboring nodes for routing
purposes. The query will hash into the search key and propagate to the network. When a peer
receives a query, if it does not have the requested items, it forwards the query to its neighbors
having keys which are closer to the requested one based on the neighbor or adjacent list.
Besides that, data replication can ensures that queries eventually reach a matching data item.

II. RELATED WORK
This section reviews some of the resource discovery management approaches that are based
on P2P underlying network:

Scalable, Efficient Range Queries for Grid information services was proposed by
Andrzejak and Xu [9] using CAN overlay network which supports range queries when
searching for resources. Their proposed approach applies different DHTs for different
attributes. In this network, each node supervises an interval of an attribute domain, which is
called interval. The node itself is called Interval Keeper (IK). They use Space Filling Curves
especially Hilbert function [10] to map between intervals and zones in d-dimensional space.
This can ensure that the IK that has nearby intervals are also mapped into nearby zones of
space. When performing message flooding, author proposed 3 different strategies of message
flooding: Brute Force, Controlled Flooding, and Directed Controlled Flooding.

[2] has proposed Mercury, a scalable protocol for searching resources in multi-attributes
and ranged query. Mercury use Chord network as the underlying network. In Mercury
network, data item represented as a list of typed attribute-value pairs. Mercury support
queries over multiple attributes by partitioning peers in the system into groups called attribute
hub. Each hub represents each attribute in the overall schema. Every node will register into
the specified hub and each node also maintains a link to each of other hubs. So, when
performing query, the query will send to one of the node in the specified attribute hub. The
node will check its data with the query and write it into the result if the query matched. After
that, it will send the query and result to another node using successor list and the process
iterated until end of the attribute hub. The last node in the attribute hub will send the query to
another node in other attribute hub using the link that mentioned above. The gathered results
will intersect and pass back to originate node.


In [4], P-Grid consists of Pastry and Kademlia network to resemble a P-Grid network. P-
Grid use key as the identifier to locate resource but key space of the P-Grid is recursively
bisected such that partitions carry same workload. The bisected approach is similar to the
tree/hierarchical model but the different is each peer in the P-Grid maintains the references of
some other peers in the routing table so that there is no hierarchy in the tree structure since
the P-Grid can randomly hop to different root of the tree for searching resources. In query
process, originate node send a query message to node P. node P will check the key is within
prefix of its index list. If yes, the node P return index list to originate peer. If not, node P
determines peers in the index list which has the similar prefix of the key in routing table and
send the query to the other node based on the index list. The process iterate until key is within
the index list.

In [2], [4], [9] they have the common drawback in which they have to query the resources
in other attribute after an attributes resources have been finished query. Furthermore, the
resource information that gathered may duplicate so intersection is needed to eliminate the
duplication resource information. But they have its own novelty, in [9], light weight of
resource information to be update since there is less amount of information in the routing
table. For [2], Mercury uses novel light-weight sampling mechanisms for uniformly sampling
random nodes in a highly dynamic overlay network to guarantee load balancing. In [4], by
using the bisection approach, every partitions carry the same workload and P-Grid do not
inherent the single point of failure even though P-Grid is a tree network.

III. CHORD
In this section, we briefly explain one of the DHT system, Chord which proposed by Ion
Stoica et al [11]. In Chord, peers have gone through a hash function called SHA-1 in order to
convert them to IDs. The IDs can be obtained by hash the IP address of the current peer.
Chord supports <key, object> for resource registration and lookup operation. Chord organizes
the peers into a one dimensional circle with modulo 2
m
where the m is the number of bits in
the node identifier and objects key.

Besides, every peer in the Chord network maintains 2 neighbor list, Successor list and
finger table. The organization of nodes to store in the successor list is immediately followed
by the current node in the identifier space. On the other hand, the finger table maintains nodes
that spaced exponentially around the identifier space. When a node n, request for resource
with a key K, it will check on nodes in the successor list. If there is no match in the successor
list, node n can forward the query to a far node in the finger table, which much closer to the
resource node. The process will iterate until key K match with the ID of resource node. So
the average hop number for lookup a resource is O(log N) for a Chord system with N nodes
in the network. Furthermore, Chord has a stabilization function to maintain finger table and
successor list when a node joins or leave


IV. DESIGN
In this section, we propose different resource querying and resource updating algorithms
using MAAN architecture as the basis of the design.

A. Basis of the Proposed Design: The MAAN Architecture
In this research, we adopt the design of MAAN architecture as the basis of our P2P grid
system where our proposed algorithms could be tested. Detailed MAAN design is available in
[1]. The proposed design will be constructed using openChord [12], an open source P2P
system that implements the Chord overlay network. OpenChord uses SHA1 hash function to
hash nodes and objects ID. When peer lookups for a resource, it uses the consistent hash to
map keys to nodes ID. However, SHA1 hashing function destroys the locality of keys [1]. So,
we use SHA1 hashing to assign every peer and its attributes value that belongs to string type.
For example, OS type, Computer Name and URL are belong to string type and they do not
have to arrange by order so lookup service that provided by openChord can handle string
type. As for numerical values, the locality preserving hashing function is used to register
each attributes value. Each registration is composed of a <attribute-value, resource-info>
pair. Each node is responsible to maintain the information of the registered keys that fall into
the key space sector. By using the local preserving hashing function, the attribute value can
restructure into ascending or descending order. Every resource has to register its attributes
value into a different DHT based on corresponding attribute.

In information routing mechanism, each node maintains a finger table with predecessor list
and successor list in order to do routing. The successor list is similar with Chord but
predecessor list is composed of multiple peers instead of one peer in Chord. The purpose of
predecessor list is to ease for backward routing when querying the resources. Backward
routing using predecessor list will be review in section 4.2.

B. Resource Querying Protocol
in the resource querying, we assume each resource has M attributes with a
1
, a
2
, a
3
,a
M
, O be
the originate node that initiates the search, L be the low boundary of peer, U be the upper
boundary of peer, and R
d
be the desired number of result, X be the array of satisfying list, a be
the list that store all the attributes and t be the number of routing. Initially, peer O determines
the low and upper boundaries in particular attribute in M attributes. After determined, the
peer O propagate a query to search L using DHT key lookup service that provided by
openChord. Once L was being found, the information of L will be record down and the query
will continue searching U and record down U peers information also. The query will send
the information back to originate peer once both L and H have been searched. So, the peer O
send query with (X, a, t) to L and U peer. For L peer, it check the local resources with the
attributes that store in a. if all attributes criteria fulfilled, then the peers information will be
store into satisfying list, X. after that, the peer will pass the query with (X, a, t-1) to its
neighbor peer based on successor list. On the other hand, U peer perform the same action as L
peer but U peer is performing backward routing and pass the query to neighbor using its
predecessor list.


While each peer executed query and pass to neighbor peer, the peer leave a pheromone at
the current peer. The purpose of the pheromone is to track down that the current peer was
being visited. The pheromone will disappear when going through a certain time or received
delete message. So, this process continues until low boundarys query meet the upper
boundarys query or they meet each other pheromone. During low and upper boundary
performing query propagation, they send the X result back to originate peer to compare with
R
d.
if number of result in X is more or equal to the R
d
, the query process can be stop since the
desired number of result was achieved. Otherwise, an iterative process will proceed.

Originate Peer
Low Boundary Peer
Upper Boundary Peer
(
X
,

a
,

t
)
(
X
,

a
,

t
)
(X
, a
, t-1
)
(
X
,

a
,

t
-
1
)

Figure 1: query propagation in the network

In the iteration, 1) node O calculate the ratio between current number of gathered result
and number of node that queried. 2) Node O calculates number of desired result that lack of.
3) With the ratio and the remaining number of desired result, node O can calculate number of
hop that required or Time-to-Live(TTL) to reach the R
d
. 4) node O send the query with the
TTL to the associate peers that return the X to the node O. 5) node O wait for an amount of
time that needed for query propagate and X return time.

The process above is repeated until the desired number of result reaches or there are no
more fingers to be propagated, or the low and upper boundary propagation meets with each
other pheromone.

Resource Querying Algorithm
LowNUpperBound= getLowNUpper(a);
LowNUpperPeer= O.getLowNUpper(LowNUpperBound);
O.sendLowBoundQuery(X,a,t);
O.sendUpperBoundQuery(X,a,t);
Sleep(time for waiting Low and Upper send result back);

While X<R
d
and MeetPheromone is not true do
Ratio= X/Peers that queried


PeerThatLackof = R
d
X
t = PeerThatLackof * Ratio
O.sendLowBoundQuery(X,a,t,LowPeerStopPreviously);
O.sendUpperBoundQuery(X,a,t,UpperPeerStopPreviously);
Sleep (time for waiting Low and Upper send result back);
End while

method sendLowBoundQuery(X,a,t){
X= checkResource(a);
If(t not equal to 0)
{
nextPeer= currentPeer.getNextPeer(SuccessorList);
sendLowBoundQuery(X,a,t-1, nextPeer);
}else
{
Return(X);
}
End If
}

C. Resource update protocol
For attribute registration mechanism, [1] indicated that every resource has to register all
attribute values into corresponding attribute hubs. So, it incurs more updating of attribute
values change. The resource updating can become serious since P2P network is in dynamic
environment. Every peer can join and leave simultaneously and dynamic resource such as
CPU usage, Memory usage can be varying. In order to overcome the problem, Messor Ant
algorithm [13] can be adopted to reduce the updating cost.

Messor Ant algorithm can describe in following rules: (1) if the ant do not carry resource,
the ant wanders randomly to look for resource. (2) The ant wanders randomly until it
encounters a resource and picks it up. (3) The ant wandering around while carrying the
resource (4) when the ant found the suitable nest, it put down the resource and search for the
other resource.

So, in Resource Update Protocol, every peer has a countdown timer which indicates that
the peer resource information has been out-dated. Certain amount of Messor Ants has
triggered and wanders in the network. Basically, the ant has 2 states: Search out-dated state
and Search Resource state. While they wandering in the network, they are in Search out-dated
state and they looking for which peer has been out-dated. Once the ant found the out-dated
peer, the ant change the state into Search Resource state and go to the corresponding peer to
gather new resource information based on the routing information that provided by the out-
dated peer and return the information back to the out-dated peer. The out-dated peer rewrites
the resource information and reset the countdown timer. Once the process done, the ant
change its state back to Search Out-dated and search for out-dated peer again.


Resource update algorithm
Ant antA= new Ant();
antA.state= Search_Outdated;
NextNode= antA.goToNextNode(FingerTable);
do
{
If(NextNode is outdated)
{
antA.State= Search_Resource;
LatestResource= Ant.getLatestResource(NextNode.Resourceinfo);
NextNode.Rewrite(LatestResource);
NextNode.resetTimer();
antA.addVisitedStorage(NextNode);
antA.state= Search_Outdated;
}
End If
}while( NextNode= antA.goToNextNode(NextNode.FingerTable) );

Furthermore, the ant would not just wander around randomly. After complete update an out-
dated peer, the ant collects the newly updated peer information and store into a Visited
Storage. So when the ant chooses a peer in the finger table to wander, the ant firstly checks
on the Visited Storage, and skip the peer that appear in the Visited Storage. The Visited
Storage has limited entries. If the Visited Storage is full, the oldest entry will replace by the
new entry. So with this Visited Storage, the newly update peer would not be the priority to be
choose for update. If the peer in the finger table are all inside the Visited Storage, the oldest
entry peer will be choose to perform out-date checking.

V. CONCLUSION
This paper proposes adopting two-way Dynamic Querying into Resource Querying Protocol
in purpose of reduces query time since there are 2 waves of propagation performing at the
same time instead of sequential search. Furthermore, the enhanced dynamic query helps to
reduce the number of hop when query hits achieved the desired resource. On the other hand,
the resource updating protocol that adopted Messor Ant algorithm can reduce updating cost
since the resource update is controlled by the ant.

Currently, this paper proposes a preliminary idea which has not been tested by building the
prototype. The next phase of the research would involve building prototype of this algorithm
and also to simplify the algorithm and process involved in this approach.


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[12] Open Chord, Distributed and Mobile Systems Group of Bamberg University, 2008-04-
11http://open-chord.sourceforge.net/
[13] Montresor, A., & Meling, H. (2002). Messor: Load-Balancing through a Swarm of
Autonomous Agents. Science, (September).


A CONCURRENCY CONTROL APPROACH FOR P2P OBJECT-ORIENTED
DATABASE SYSTEMS IN A WIRELESS LOCAL AREA NETWORK
ENVIRONMENT

Wong Wai Keong & Lim Tong Ming
androis@gmail.com, tongminglim@gmail.com

Abstract
One of the core areas of study for a P2P Object-oriented Database Management System
(POMS) is the concurrency control. It manages concurrent transactions accessing to a
common pool of objects simultaneously to ensure that these transactions commit successfully
while preserving the consistent state of the database. In a P2P Wireless Local Area Network
(WLAN) overlay, the optimistic concurrency control is much desired due to its non-blocking
and deadlock free nature. However, it suffers from setbacks of late conflict detection that
leads to wasted transaction abort, especially for near-to-complete transaction. The issues of
frequent leave and join of peers and inconsistent wireless connectivity further increases the
wasted transaction abortion rate. This could be worse for long duration transaction.
Therefore, conventional concurrency control approach is inappropriate since they do not cater
for such issues. This paper proposes an optimistic concurrency control approach that
implements two phase validation, multiversion dynamic adjustment of serialization order, and
timeout control. The two phase validation splits the conventional validation phase into pre-
validation and post-validation to perform early conflict detection while maintaining the pre-
commit validation. While conflicting transactions are not aborted immediately, their sequence
is reorganized to determine whether it is committable first. The effects of P2P WLAN
overlay are handled by timeout control where transactions proceed and commit based on the
given time frame. Unless violated, the transaction has higher chances of committing to the
database.
Keywords optimisitc concurrency control, dynamic adjustment for serialization order,
P2P object-oriented database systems

Introduction
The P2P object-oriented database is a collection of autonomous peers which contain local
databases [1]. The data stored is represented in the forms of objects (as described in object-
oriented paradigm). It is connected by the P2P paradigm. In this paper, it is referred as
POMS. Unlike conventional client-server paradigm, P2P paradigm allows peers to provide
and receive service [1], for instance a peer allows others to access its data while it accesses
others. While WLAN environment has the benefits such as allowing transaction to be
committed anywhere anytime compared to wired-connected environment, it introduces new
challenges to the conventional concurrency control approach. These new issues include
frequent leave and join of peers, inconsistent data transmission rate, frequent disconnection or
distortion, and limited bandwidth coverage (unreliable wireless connection) [2, 3, 4]. Since
conventional concurrency control approaches do not cater for these issues, they are
insufficient providing concurrency control management for multiple concurrent transactions.
Therefore, these approaches are inefficient handling concurrent transactions especially long-


duration transaction in WLAN environment. Thus, concurrency control approach that cater
for the above mentioned issues is required to ensure concurrent transaction execute
successfully without jeopardizing the consistent state of the database.
Although optimistic concurrency control protocol has the advantage of being non-blocking
and deadlock-free [5], while preserving the correctness of the database, compared to
pessimistic concurrency control which makes it attractive to POMS in a WLAN environment,
it suffers from the issue of late conflict detection that causes wasted transaction restarts. Since
optimistic concurrency control delays its validation process late conflict detection it
introduces the issue of near-to-complete transaction restarts. There are two ways performing
validation backward validation and forward validation [6, 8, 9]. According to [6, 8],
backward validation is performed against committed transactions while forward validation is
carried out against active transactions where only validating transaction is restarted by
backward validation while forward validation has the flexibility to restart either validating
transaction or active transactions.
This paper introduces the optimistic approach where two phase validation, multiversion
dynamic adjustment of serialization order, and timeout control are implemented along with
this technique for POMS in a WLAN environment. This approach aims to overcome the
issues of late conflict detection and wasted transaction restarts. The multiversion dynamic
adjustment of serialization order is introduced to reduce the occurrence of wasted transaction
restarts while implementing the two phase validation approach to detect conflict earlier to
reduce near-to-complete transaction restarts. Transaction validation is performed in two
stages: pre-validation and post-validation where the former perform early conflict detection
while the latter checks for conflict before transaction commit. The implementation of
multiversion dynamic adjustment of serialization order algorithm in these two phases ensures
that conflicting transactions are not restarted immediately. Timeout control is introduced to
tolerate the impact of unreliable wireless connectivity.
This paper is organized as follows. Section 2 reviews some related work. Section 3 describes
an overview P2P protocol. Section 4 reviews the overall design of the concurrency control.
Section 5 describes the proposed approach. Section 6 provides a set of planned test scenarios
while section 7 concludes this paper.

Related work
OCC-DASO (Optimistic Concurrency Control Dynamic Adjustment of Serialization Order)
was proposed by [6] to reduce transaction restarts in real-time databases. Transactions with
serious conflicts are not aborted immediately but are forward validated and backward
validated before aborting or solved with conflict resolution technique. This reduces
transaction aborts for near-to-complete transactions. SODA (Sequential Order with Dynamic
Adjustment) was discussed in [7] to address response time and transaction abort rate in
Mobile P2P databases. SODA implements backward validation where conflicts between
validating transactions and committed transactions are dynamically adjusted instead of
aborted immediately. This approach retrieves required data by hopping through peers then
return result to the initiating peer. Upon successful validation at the server (peer storing the
data), the updated data is committed at the initiating peer.
In [8], the DMVOCC-MDA-2PLV (Distributed Multiversion Optimistic Concurrency
Control with Multiversion Dynamic Adjustment using Two-Phase Local Validation) protocol
was proposed to improve response time of read-only transaction and reduce unnecessary


transaction restarts in mobile real-time database system. Local pre-validation is performed at
mobile host (client) to backward validate transaction early conflict detection. Transaction
surviving local pre-validation is qualified for local final validation upon transaction
completion. Local final validation is performed at server checking for conflict between
committed transaction and validating transaction since mobile host does not have the latest
data for final validation. Adjustment is made against validating transaction if conflict is
detected and to serialize in preparation for global validation. Global validation checks for
conflicts between validating transaction and active transactions.
Unlike [7] and [8], [9] that adjusts timestamp ordering to reduce unnecessary transaction
restart rate in mobile database system instead of validation interval as discussed in [9],
timestamp interval was implemented in [9] for adjustment. Like [8], partial validation was
implemented to perform part of the validation on client then on server before committing to
the database. The TCOT (Transaction Commit on Timeout) protocol [10] was introduced to
minimize the impact of the unreliable wireless connectivity. Two timeouts values were
introduced execution timeout defines time required for transaction to complete execution
and shipping timeout defines the maximum time required to fetch data from client to server.
If execution timeout control is not modified, upon timeout, the transaction is expected to
complete then sent to server.

The P2P Protocol
The P2P network can be classified as structured and unstructured. Unstructured network is
formed when peers are established arbitrarily. Therefore, when a peer executes search on data
in the P2P overlay network, the query is flooded [7] throughout the network searching for
peers sharing the require data. The data is route back to the initiating peer upon discovery.
However, the query may not find the required data because if the queried is not popular
among peers. It may take longer to search and locate the required data or it may not be found
since most peers do not have it. This situation is worse when the number of peer increases
(most of them do not share the required data). Unlike unstructured P2P network, structured
network [11] maintains DHT (Distributed Hash Table) where nodes are logically organized.
DHT provides an index facility to map the data to the nodes in the network where every node
in the network plays a part. Routing algorithm is introduced to route queries and requests to
the correct node holding the required data. When query is executed, the required data is
searched in DHT then routed to the target peer holding it. An example of structured P2P
network is Chord [11, 12].
With the introduction of structured P2P overlay, query execution does not suffer from issues
such as single point failure and congestion of client-server architecture and unstructured P2P
networks long query time and failure locating unpopular data. When transaction T is
executed by a peer, it is searched in the DHT. Based on the key value, the location of the
required data is located target peer. The required data is referred as replica as it is sent to
the requesting peer. The replica is stored in the local database of the requesting peer. This
approach implements DHT of structured P2P to facilitate the search and retrieval of data if it
is not found in the local database rather than unstructured P2Ps flooding the network for
desired data to reduce network load and communication besides increasing response time of
query.


The Proposed Design
The three phases of conventional optimistic concurrency control read and computation
phase, validation phase, and write and commit phase are divided into four stages where
read phase is separated from computation phase to accommodate the implementation of two
phase validation. The conventional validation phase is split into two phases, pre-validation
and post-validation where the former is implemented at the beginning of the transaction while
the latter before transaction commits.
It involves three stages of validation during pre-validation. The first stage checks if the
ObjectSet (the set of objects to be read by the transaction) is the latest copy. The required
ObjectSet is searched in the local database first. The required ObjectSet is searched in the
network like explained in Section III of this paper if it is not found locally. The ObjectSet is
returned as replica to the requesting transaction T then saved in the local database. The
replica is denoted as ReadSet (). The required ObjectSet is validated if it is found locally
to check whether it is the latest version. This validation requires version information of the
ObjectSet to be sent to the ObjectSet holder (server) for version comparison. If the requesting
transactions version is different from the servers, the latest ObjectSet is sent to the
requesting transaction else a message is sent to the requesting transaction notifying that it has
the latest copy. It is denoted as . This stage is compulsory even for Read-only
transaction. Since read-only transaction only reads ObjectSet but does not make changes to it,
it does not jeopardize the correctness and integrity of the database. Thus, it is carried out
without blocking.
The last two stages are applicable only to update-only transaction. It checks for conflicts
between committed transactions and requesting transaction and active transactions and
requesting transaction. Committed transactions are transactions that have survived the
validation process and are written into the database. These transactions are recorded into the
serialization order or history list. Active transactions refer to transactions that have survived
the pre-validation process and are currently performing computation on the ObjectSet.
Backward validation is implemented to the second stage of validation. It checks for conflicts
between requesting transaction and committed transactions. There is only one restart
candidate requesting transaction in this stage because committed transactions have
committed while requesting transaction is checking if it is committable. After surviving the
second stage of validation, the third stage implements forward validation which checks for
conflicts between requesting transaction and active transactions. There are two possible
restart candidates active transactions and requesting transaction because both transactions
are not committed. However, requesting transaction is likelier to get restarted because it has
not performed changes on its ObjectSet compared to active transactions. During the pre-
validation process, the assumption that all contents of will be updated is made. Thus,
validation is preformed based on it.
Upon passing the pre-validation process, the requesting transaction is registered to the
active transaction list where it is allowed to begin its computation on the ObjectSet.
Computation phase creates WriteSet where it is submitted for post-validation before
committing to the database. The backward validation and forward validation is applied to
check for conflicts. For both backward validation and forward validation of pre-validation
and post-validation process, the multiversion dynamic adjustment of serialization order
algorithm is applied to detect and resolve conflicts. This algorithm reduces transaction restart
rate by not aborting conflicting transaction but attempts to adjust serialization order to fit the
conflicting transaction into the correct order. Transaction is restarted only when it is unable to


be adjusted. After passing post-validation, the validating transaction becomes committing
transaction while waiting to be committed to the database. A new version of the objects
within the ObjectSet is created without overwriting the existing ObjectSet. It then updates the
object version list where the next read operation retrieves the latest object version (entry).
Since it is likely for peers to leave and join the network and wireless connection suffers
from frequent disconnection and distortion (unreliable wireless connection), transactions are
likely to get aborted due to the atomicity requirement (ACID properties). The timeout control
is introduced to distinguish disconnection from distortion. Besides, it is implemented to
determine the completion time of the transaction. There are two definitions for timeout
control: execution timeout and shipping timeout. Execution timeout defines the boundary
where transaction must complete before it expires. Upon expiration, the transaction is
submitted to the next phase. Shipping timeout defines the intervals transaction required to send
its data from one peer to another. If it fails to complete within the defined intervals, the
transaction is aborted.

Read/Write Processing
In order to implement the multiversion dynamic adjustment of serialization order algorithm
and timeout control, timestamp is introduced. It is implemented into serialization order to
detect conflict and adjust dynamically. Therefore, each transaction
is associated with a
timestamp denoted as _
. ObjectSet, denoted as OS, is a sequence of versions

<
1
,
2
,
3
, ,
> where = 1,2,3, , . Each version of OS contains three data

fields: actual value of OS, largest Write Timestamp of OS (), and largest Read
Timestamp of OS (). Write timestamp denotes the time where this object is created
while Read timestamp denotes the time where this object is successfully read. Thus, during
read phase, when
issues
and
where
denotes the version of x

whose Write timestamp is the largest Write timestamp less than or equal to _
, its content
is return to
since this is the most recent version. The Read timestamp of the data version is
updated to (
) where
denotes ObjectSet read by
. For
, a new
version is created if _
>
else
is dynamically adjusted by multiversion

dynamic adjustment of serialization order algorithm before restarting because it attempts to
write a version other transactions would have read or updated. Upon successful commit, the
new version of OS is set to
which denotes the ObjectSet that have been written by

it. Figure 1 illustrates the read/write processing algorithm.


//read transaction
if(
){
update(
) to (
)
}
//write transaction
if(_
>
|| (
)){
create new version of OS
set Write timestamp of new version of OS to

set Read timestamp of new version of OS to (
)
update OS version list
} else{
if(adjustable by multiversion dynamic adjustment of
serialization order){
create new version of OS
set Write timestamp of new version of OS to

set Read timestamp of new version of OS to (
)
update OS version list
}else{
restart

}}
Figure 1 Read/write processing algorithm

Two separate lists are kept to manage transactions: serialization order list and active
transaction list. The serialization order list is introduced to maintain committed transaction,
which includes read-only transaction, update-only transaction, and write-only transaction.
The active transaction list is introduced to monitor active transactions. There are three types
of update-only transaction. The first type is the requesting transaction which is being pre-
validated which is not maintained in any lists. It is maintained by the active transaction list
after surviving pre-validation. When it has completed its computation, it is submitted for
post-validation. It is added to the serialization order list if it survived while removed from the
active transaction list even if it failed. These lists are implemented to support the multiversion
dynamic adjustment of serialization order algorithm which performs dynamic adjustments to
conflicting transactions.

Multiversion Dynamic Adjustment of Serialization Orde
When conflicts are detected during validation, the conflicting transactions are not restarted
immediately but the serialization order is dynamically adjusted. In order to apply the
multiversion dynamic adjustment of serialization order algorithm, serialization order (SO) of
committed transactions and active transaction is kept and maintained as<
1
,
2
,
3
, ,
>.
There are two possible types of data conflicts which can be induced by serialization order:
Read-Write conflict and Write-Read conflict. There is no Write-Write conflict with the
implementation of multiversioning approach because new version is created for every
successful write operation. Assuming transaction
is validated against transaction
, the
adjustments are like below.


Read-Write conflict, RS(T
i
) WS(T
j
)
This conflict can be resolved by adjusting the serialization order between T
i
and T
j

such that T
i
T
j
so that the read of T
i
is not affected by the write of T
j
.
Write-Read conflict, WS(T
i
) RS(T
j
)
This conflict can be resolved by adjusting the serialization order between T
i
and T
j

such that T
j
T
j
.
Based on the above adjustments, the adjustment of conflicting transactions can be further
derived as
serialized before
or
serialized before
. For each
adjustment, one of the two criteria must meet. This is illustrated in Figure 2 and Figure 3.
For read-write conflict, RS(T
i
) WS(T
j
) where RST
i
< WS(T
j
)
For write-read conflict, WS(T
i
) RS(T
j
) where , WST
i
< RS(T
j
)
Figure 2 -
is serialized before

For read-write conflict, RS(T
i
) WS(T
j
) where RST
i
> WS(T
j
)
For write-read conflict, WS(T
i
) RS(T
j
) where , WST
i
> RS(T
j
)
Figure 3 -
is serialized before

These definitions are applied to search for Upper Bound (UB) and Lower Bound (LB) in the
serialization order. The serialization order can be dynamically adjusted which is categorized
as simple case and complex case. If the validating transaction VT can be inserted into the
serialization order without dynamically adjusting the order, it is denoted simple case. The
serialization order is dynamically adjusted before restarting if it cannot be inserted into the
serialization order. Assuming the validating transaction
is to be serialized into the

serialization order, its LB and UB is found where the serialization order should look like <
1
,
2
,
3
, , , ,
, , ,
>. The validating transaction must be serialized after LB

and before UB. In order to detect whether the validating transaction fits between LB and UB,
the intervals must be found.
Both intervals are found by comparing the ReadSet and WriteSet of validating transaction to
the committed transactions in the serialization order where LB contains a set of transaction
that is serialized before validating transaction while UB contains a set of transaction that is
serialized after validating transaction. Since each transaction is given a timestamp value, it is
used to determined if > . When > , validating transaction can fit between
them, denoted as simple case. However, when < , it is denoted as complex case where
dynamic adjustment of serialization order is needed to try to fit validating transaction into the
list. The dynamic adjust attempts to swap values of LB to UB and vice versa so that =
and = . If all transactions between LB and UB can be found, denoted as
Transaction_In_Between _ where _ are serialized before validating transaction, then
validating transaction passed the validation. After surviving the validation, the sequential
order is updated. Validating transaction is inserted directly in the position just before UB in
simple case while complex case removes all _ by placing them just after LB followed by
validating transaction.
The commitment order for validating transactions follow the prefixed sequence as adjusted
by the algorithm. Assuming a set of committed transactions {T1, T2, T3, T4, T5, T6, T7, and
T8} exists in the current serialization lists. When new validating transaction T validates
against them, it is found that dynamic adjustment is required where the final adjustments


looks like {T1, T2, T5, T6, T, T3, T4, T7, and T8}, this is the new serialization order
sequence. This means that for simple case, validating transaction is committed before UB.
Transactions listed in Transaction_In_Between are removed from its original location then
serialization after LB. the validating transaction is committed after Transaction_In_Between.

Timeout Control
Peers are allowed to join and leave the network freely while wireless connection is never
consistent. These issues are deadly to concurrency control. It increases the cost of
maintenance. Thus, the timeout control protocol is implemented to minimize the impacts.
There are three potential scenarios: peer has left the network on purpose, connection
distortion, and disconnection. The first scenario applies when peer decided to perform its
computation without communicating with others while the second scenario happens when
connection is blocked or suffered from low bandwidth. The last scenario happens when peers
went offline permanently. These issues are dealt by the two variants of timeout control:
Execution Timeout and Shipping Timeout.
Execution Timeout is introduced to handle transaction processing during Read Phase,
Validation Phase (pre- and post-), and Computation Phase. It is defined for pre-committed
transactions. Pre-committed transactions are made up of validating transaction and active
transactions where they are either performing computation on objects or undergoing pre-
validation or post-validation. The computation time for these transactions are calculated,
known as Processing Time (PT), which defines the value of Execution Time. Processing
Time refers to the amount of time required to process the transaction. It is calculated by the
number of objects accessed and processed during the transaction applies for both read-only
transaction, delete-only transaction and update-only transaction. Therefore, the value is
proportional to the number of objects accessed the value grows as the amount of objects
increases. Default value is given to the Processing Time where it is used to calculate
Execution Timeout. The relationship between Execution Timeout and Processing Time is
defined as ET = number of objects X PT.
Shipping Timeout is introduced to handle communication between peers within the
transaction. It is defined for communicating transactions which made up of Time to Reach
Target Peer (TTRT) and Delay Time (DT). The value of TTRT is computed by checking the
speed of the current bandwidth and the amount of communication required between peers. Its
relationship is written as TTRT = bandwidth speed X number of trips . The bandwidth
speed is given default value which is editable. Since different WLAN environment uses
different bandwidth, this value is made editable. Number of trips refers to the amount of
message sending and object sending required between peers within the transaction. Delay
Time is introduced to cater for issues such as disconnection state and distortion frequency.
Since the occurrence of distortion and disconnection varies depending on WLAN
environment, a default value is given which is editable that it can be set based on
environment. Therefore, the relationship between Shipping Timeout, TTRT, and Delay Time
is defined as ST = TTRT +DT. The relationship between timeout control, Shipping
Timeout, and Execution Timeout is defined as TC = ET +ST. However, it can also be
written as TC = ET and TC = ST. Figure 4 illustrates these definitions.

Definition 1: = + (Timeout Value = Execution Timeout + Shipping
Timeout)
Definition 2: = (Timeout Value = Execution Timeout)
Definition 3: = (Timeout Value = Shipping Timeout)


Figure 4 Definition of Timeout Value

Two Phase Validation
The two phase validation involves pre-validation and post-validation where both backward
validation and forward validation are implemented in both phases to perform conflict
detection and resolution. The multiversion dynamic adjustment of serialization order
algorithm is implemented into these validations so that conflicting transactions are not
restarted immediately.
The pre-validation is implemented between read phase and computation phase where
conflicts are detected and resolved before computation phase. This helps to detect conflicts as
early as possible so as to reduce the occurrence of wasted transaction before computation
phase starts thus it is not wasted. Explained above, pre-validation involves three phases: latest
ObjectSet version check, backward validation, and forward validation. The first verification
is done by comparing the initiating transactions ReadSet version to the committed
transactionss latest WriteSet since every read transaction reads the latest WriteSet of the
last commit. The Read Timestamp is given to the initiating transaction if it survives. This
timestamp is only applicable to update-only transaction. Although both backward validation
and forward validation are implemented for both phases, they perform differently. However,
both are performed on the server along with the two phases because the server has all needed
information for processing. The backward validation checks for conflicting transaction
between committed transactions in the serialization order list and requesting transaction. This
is done by trying to commit requesting transaction into serialization order list. It is assume
that update-only transaction has to read all required objects, grouped as ObjectSet, before
performing computation. Thus, validation is performed onto this ObjectSet where all objects
within must commit successfully. An imaginary timestamp value is given upon surviving
backward validation. This value is carried forward to forward validation. Conflicts between
active transactions and initiating transaction is checked where the latter is committed into the
active transaction list. If it fits, the imaginary timestamp value is checked where the new
value has to be equal or bigger. If it is smaller, the transaction is restarted. After obtaining
this value, the transaction is must complete within this timeframe or it misses commit.
However, the implementation of timeout control allows transaction to request for additional
time during Execution Timeout. The initiating transaction is added into active transaction list
after it survives forward validation. It is allowed to begin its computation phase.
During post-validation, the similar processes took place. However, an actual Write
Timestamp value is generated. The backward validation produces the Write Timestamp value
where the value produced by forward validation must not be exceed the UB value or smaller
than the LB value. Initially, the UB and LB value are preset to 0 and MAX+1. This is set
during pre-validation where if there are no entries in the list, the preset LB and UB values are
used. These values are updated when it has completed pre-validation. During post-validation,
the values obtained must not be smaller but has to be equal or bigger. After surviving post-
validation, the validating transaction is denoted as committing transaction. It is given final
Write Timestamp then committed to the database. However, the actual data takes time to
commit to the database. Thus, notification is sent to other related peers to update their version
list instead of objects. Other peers have to request for the new object rather than sending the
object to them because this burdens the current peer. The transaction removed from the active
transaction list after transaction ends (successful or failed).


Planned Test Scenarios
It is expected the test to be performed in a warehouse environment involving around 30 peers
connected in a WLAN environment. This approach is implemented into POMS where
application software is built on top of it. The data is stored in each local database where read-
only transaction and update-only transactions are performed concurrently. Each local
database stores around 500 objects containing both duplicated objects (imported objects) and
local objects. Both read-only transaction and update-only transaction are executed on the
same object concurrently.
The performance measuring criteria of this test includes impact of wireless connection
towards transaction abortion. It will be tested at an area where signal strength is strong where
it does not get out-of-bound and at an area where signal strength is unstable (weak to strong,
strong to weak) and suffers out-of-bound issue (walking in and out the warehouse). The test
result analyzes impact of these two scenarios where it is expected to be the same by
implementing the timeout control. The next test checks the impact of multiversion dynamic
adjustment of serialization order implementation in P2P object-oriented database where the
first test is not implemented with multiversion dynamic adjustment of serialization order but
the second with multiversion dynamic adjustment of serialization order. The result should see
that implementation with multiversion dynamic adjustment of serialization order is
significantly better (lower transaction abortion). Another test checks impact of early conflict
detection implementation. This test involves two scenarios where the first test has
multiversion dynamic adjustment of serialization order implemented during validation phase
but the second test has multiversion dynamic adjustment of serialization order implemented
before read phase commence. The expected result is that multiversion dynamic adjustment of
serialization order with two-phase validation will outperform the others in terms of lower
transaction abortion rate and response time.

Next Stage of Research Activities
The next stage of this research is to complete the implementable design of the proposed
approach before it is implementable for tests. There are a number of issues to be considered
designing the approach. These issues include timestamp implementation where its transition
from one stage to another is crucial, multiversion dynamic adjustment of serialization order
implementation where it has to be implemented correctly to produce as expected and perform
efficiently, and the implementation of timeout control. The prototype of this design will be
written with Java language. Currently, the P2P object-oriented database prototype is being
built where most components are functional. The test scenarios described above are setting up
currently while ongoing thinking on new or better test scenarios is being made.
Conclusion
The preliminary approach introduced in this paper implements two phase validation,
multiversion dynamic adjustment of serialization order, and timeout control on top of
conventional optimistic approach for POMS in a WLAN environment. This approach reduces
the occurrence of wasted-transaction restarts due to late conflict detection by implementing
two phase validation and multiversion dynamic adjustment of serialization order while the
timeout control is introduced to reduce the impact of unreliable wireless connection. Pre-
validation and post-validation are the two phases where the former detects conflicts at the


beginning of transaction while the latter validates before transaction is committed. Earlier
conflict detection reduces near-to-complete transaction restarts. Besides, the communication
time can be reduced since the target peer has sufficient information of all related transactions
on the same ObjectSet. The dynamic adjustment of serialization order is introduced to reduce
transaction restarts between conflicting transactions by reconstruct the serialization order to
fit them by not restarting immediately. In order to overcome issues like disconnection and
distortion of wireless network that always cause transaction abort, timeout control is applied.
When such issues occur, transaction is suspended until a predefine time limit before it is
aborted.
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A SURVEY ON MONITORING SYSTEMS FOR OBSERVING LEARNING
DISABILITY AMONG CHILDREN
Aishah bt Yusoff
1
, Azizah bt Abd Rahman
2
, Wardah Zainal Abidin
3

Department of Information Systems,
Faculty of Computer Science and Information Systems,
Universiti Teknologi Malaysia,
81310 Skudai, Johor.
1
aishahay@gmail.com, {azizahar
2
, wardah
3
}@utm.my

Abstract
Learning disability is a psychological process disorder in communication, which may
manifest itself in physical and cognitive skills, particularly occurring in early stage of the
human development process. Most parents are usually not aware of this problem in their
children because learning disability is difficult to be identified until they reach the schooling
age. Therefore, it is important to introduce a monitoring system which may help parents to
observe their childrens development progress from an early stage. In this paper, we reviewed
several types of monitoring systems in different areas such as business, organization and
health, in order to propose a suitable strategy for observing the learning disability among
children. The objective of this paper is to propose a conceptual framework which will be
implemented towards the development of a learning disability monitoring system. Thus,
standard and conventional methods which are currently applied to monitor this problem
among children are mapped with our proposed framework.
Keywords: Learning Disability; Monitoring System; Children Developmental Progress

1. Introduction

Learning disability is a psychological process disorder in communication, which may
manifest itself in physical and cognitive skills, particularly occurring in early stage of the
human development process [1]. Development process can occur in four areas, namely;
cognitive development, physical development, social and emotional development, and speech
and language development [2]. As such developmental milestones play a crucial role in
learning disability children development. Developmental milestones prepare guidelines to
parents or caregivers in order to track their children develop comparatively like other children
[3].
In learning disability community, parents and caregivers are the people who are the nearest to
these children [1]. They are responsible to monitor and keep track of the progress of their
children everyday. Monitoring is important for parents to make sure their children develop as
they should be. Monitoring can be defined in many ways depending on the domain. The
definition of monitoring given by The Oxford is kept under observation, especially so as to
regulate, record, or control [4]. Usually, monitoring is an ongoing process and reviewed
over a time period.
Monitoring process has been applied in many areas such as business, organization, health,
education and many others. Each domain has its own intent and purpose in doing monitoring.
Monitoring process is usually given to persons who are given the charge to persons who have
the right responsibility. In the learning disability context, the right persons who have
responsibility to monitor the development of children with learning disability are parents or
caregivers since they are the ones who are the nearest to them. Learning disability can be


divided into various types such as dyslexia, dyscalculia, dysgraphia, dysphasia, nonverbal
learning, auditory processing disorder and visual processing disorder. Table 1 shows different
types of learning disability effects on different areas of development [8].
Usually, one area of development is connected to each other. For example if children who
have problems in communication skills, they tend to have problems in socialization. Based on
the interview conducted on a pediatrician and a researcher from Universiti Kebangsaan
Malaysia, speech and language form the critical parts in children development. Hence the
scope of this research is concentrated on speech and language development since these are
the most critical areas of development for children with learning disability.

Table 1: Types of Learning Disability effects on different areas of development [8]
Area of
Development
Type Description
Speech and
Language
Dyslexia - affects the ability to acquire skills for
reading, spelling and dictation
Dysgraphia - writing disability
- causes the writing to be distorted or
incorrect
Dysphasia/ Aphasia - impairment of the power of expression by
speech, writing, or signs
- difficulty in expressing oneself speaking,
trouble understanding speech
Auditory processing
disorder
- affects the processing or interpretation of
the information
Nonverbal learning - unable to recognize and translate
nonverbal cues, such as facial expressions
or tone of voice into meaningful
information
Social and
emotional
information
- emotionally disturbed because of their
inappropriate response to nonverbal stimuli
Cognitive Dyscalculia - difficulties in grasping the most basic
skills of numeracy, arithmetic and
mathematics, commonly with a distinctive
impact on everyday social tasks, such as
telling the time.
Physical Dyspraxia - problems with movement and conditions
information

2. Speech and Language Development

Speech and language development is the child's ability to both understand and use language
includes understanding and communicating through words, spoken and written. Children are


born with the capacity to communicate with others, verbally and non-verbally. By the time
they reach preschool, their ability to communicate thoughts and feelings through spoken
language takes on new importance.
Language becomes the principal tool for establishing and maintaining relationships with
adults and other children. There are two goals for language development:
- Listening and speaking: using spoken language to communicate with others, enlarging
ones vocabulary, expressing oneself, understanding the oral speech of others,
participating in a conversation, and using language to solve problems. As children
learn to listen and speak, they gain control of themselves and their world, relate
effectively to others, and gather and store more and more information.
- Reading and writing: making sense of written language, understanding the purpose of
printing and how it works, gaining knowledge of the alphabet, writing letters and
words. When children begin to read they gain access to the new world of information
and faraway places, including the world of imagination. Writing things down expands
memory, communication, and understanding.
Since speech and language development has been very important in daily life practice, the
authors have been driven to conduct this research. This statement has supported by experts
from Universiti Kebangsaan Malaysia during an interview session with him. He said when
children do have problems in speech and language development, they tend to have problems
in other development such as social and emotional. They tend to become a quiet person and
prefer to be alone rather than joining his or her friends. In order to improve children with
learning disability in speech and language development, the author has suggested developing
a monitoring system to assist parents and caregivers in order to help their activities.

3. Monitoring Process

Monitoring process has been applied in many domains such as business, organization, health,
education and many others. Monitoring, in learning disability community, means observing
children development over time in order to keep track the progress [9]. Ongoing monitoring
of childrens development over time are important to help parents and caregivers understand
what is likely to happen next and how they can best encourage the development, highlight
development that is not following an expected pattern, where additional or different
intervention may required for them to improve the skills and evaluate the impact of any early
intervention and support that has been proved.
Since learning disability has been known, there are many tools developed to monitor the
development progress of children with learning disability. However, based on report by the
Individuals with Disabilities Education Act, 2004 (IDEA) in http://www.studentprogress.org,
most of the tools are developed in educational area which is to assist educators to monitor and
enhancing the learning process of children [9]. As a result, most of learning disability sign
has been detected when they have been reached a school ages [5]. Thus, it is useful when
parents and caregivers can detect learning disability in earlier age and can observe the
development of their children frequently itself before they reached school ages.
Observation from parents and caregivers is important because they are the nearest persons to
the children. Conventionally, parents or caregivers must carry up their children to the experts
to ensure their children are in the right track of development. However, some parents take it
easily and do not follow the schedule because they have no time to see the experts. This
situation can affect the development of their children. In order to assist the parents and
caregivers to ensure their children develop in the right track like his or her peers, the system
to assist them to keep track the progress of their children has to be developed. However, in


order to understand in depth the concept of monitoring process, the author has done a
comparative study as shown in Table 2 which includes comparison of monitoring in four
domains.

Table 2: Comparison of monitoring in other domain
Character Business Organization Education Health
Definition The routine and
systematic
collection of
information
against a plan.
Systematic and
ongoing collection
and organization
of data related to
the indicators of
the quality and
appropriateness of
important aspects
of care and the
comparison of
cumulative data
with thresholds for
evaluation related
to each indicator
Gathering
evidence in order
to observe the
progress has
been made by
students towards
strategic
priorities and
targets and the
implementation
of policies
Tracking the
progress and
improvement
of patient
Responsible
person
Stakeholder Leader
Stakeholder
Head teacher
Teachers
Parents
Family members
Experts
Parents
Caregivers
Family
members
Focus Business
performance
Client progress
Employee
performance
Progress of current
project
Students
progress
Teachers
progress
Health
condition
Purpose - to improve
performance of
business
- to identify
strength and
weakness of
business
- monitor client
progress

- to learn about
their own
activities and
results, and to
support internal
planning and
development.
- to be accountable
to their
stakeholders and
funders.
- promote
continuous
improvement
- identify issues
earlier on before
they become
problems
- respond to
- to improve
learning process
among student
- to identify the
weakness and
strength among
students
- to enhance
performance of
students
- help parents
and education to
understand what
is likely to
happen to their
students
- to identify
status of
patients
- to enhance
quality
services to
patients


change in early
user group
Mode Periodic Periodic Periodic Periodic

4. Methodology

In this paper, we applied a research methodology consists of three stages as shown in figure
1. In the first stage, the author started to understand the monitoring process through literature
review and interviews with experts and parents from learning disability community. From the
literature review and an interview, the author analyzed the outcome in order to produce a
framework for observing children with learning disability progress.
During analyzing stage, the author has done a comparative study on monitoring process in
other domains such as business domain, organization domain, health domain and education
domain in order to understand in depth the concept of monitoring. Through the analyzing
phase, the author has come out with proposed framework for observing children with learning
disability progress due to helping the author in developing a monitoring system for parents to
observe the progress of their children with learning disability. At the end of this paper, a
conceptual framework has been discussed.

Figure 1: Research Methodology

5. Proposed Framework

This paper has selected children with learning disability as subjects to be monitored for their
development progress. They have been chosen because their number is increasing year by
year rapidly and the number of experts in this domain is still in poorer numbers [7]. So, by


developing a monitoring system to observe their progress, it is hoped it can help their parents
to make sure the development of their children with learning disability is still on the right
track. Parents and caregivers have been chosen because they are people who spend the time
with their children the most [6].
This framework has been led by knowledge engineers who act as a programmer and
information collector. All the sources for constructing the monitoring system are collected
from experts, ministry of health and specialists through interviews and extraction of
information from manual books and brochures. Information and tacit knowledge gathered
from sources have been converted into a system. The monitoring system consists of five
modules. Each module plays its own roles. For example, module dyslexia is for children with
dyslexia problem. This system will assist parents and caregivers toward getting suitable
stimulation activities for their children in order to improve speech and language development.
Users of the system consist of two communities which are parents and caregivers. They have
responsible to insert every improvement of their children into the system. Inserted
information will be processed and stored in the system. Based on history which information
about the children is stored in the system, the system will predict and suggest to the users
suitable stimulation activities that should be applied to the children to enhance their
performance in speech and language. The system also will suggest some materials used for
the stimulations activities. Figure 2 shows proposed framework to build a monitoring system
for observing children with learning disability progress.


Figure 2: Proposed Conceptual Framework

6. Conclusion

This paper has discussed the monitoring process for observing learning disability children
progress and compared some monitoring process in other domains in order to understand
what it means by monitoring process. The domains discussed are organization, business,
education and health. This paper starts with some introduction of learning disability and the
importance of monitoring process. It further elaborates on types of learning disability and
related area of development involved.
Thus, it continued with elaborating in depth about monitoring process and discussed how
monitoring process is performed in other areas. Comparison of each area is presented in order


to emphasize on how the monitoring process works in each domain. It continued with
describing conventional ways of monitoring the progress of children with learning disability
as to construct a conceptual framework which will be implemented towards the development
of a learning disability monitoring system. Before proposed conceptual framework is
discussed, it further elaborates about methodology used in this paper. Then, this paper ends
up with the discussion of the proposed conceptual framework.
Since the authors have used user centered design as a design method, the further works are to
develop a prototype of monitoring system and to evaluate the prototype to get the feedback of
the system. The target users of the evaluation process are parents and caregivers since they
are the people who are responsible to monitor the progress of their children periodically.

7. References

1. The Individuals with Disabilities Education Act. 2004 [cited 2009 February 14];
Available from: http://idea.ed.gov/
2. Umphred, D. A., Carlson, C., Neurorehabilitation for the Physical Therapist
Assistant., SLACK Incorporated. United States. 2006
3. Gober, S. Y., Six Simple Ways to Assess Young Children, Delmar Thomson
Learning. United States. 2002
4. Askoxford: Free Online Dictionary Resources from Oxford University. 2005 [cited
2009 December 12]; Available from: http://www.askoxford.com
5. Tuchman, R., The Treatment of Learning Disabilities International Pediatrics. pp.
91-96. Vol. 15. 2000
6. Eleanor, L., Higgins, Jennifer C. Z. Assistive Technology for Postsecondary Students
wit Learning Disabilities. Journal Annals of Dyslexia. Vol. 45, No. 1. January, 1995.
7. Sukiam, A.S., N. M. Ali;, et al. Development of Knowledge of Knowledge Sharing
Framework For Government To Society: Premilinary Study Merapatkan Jurang
Digital: Inisiatif Malaysia, Universiti Kebangsaan Malaysia, Bangi, 2008.
8. Aishah, Y., Azizah, A. R., Wardah, Z.A., Monitoring Model for Learning Disability
Community, Proceedings of International Conference on Research and Innovation in
Information Systems; K-Communities Through Digital System. Universiti Teknologi
Malaysia, Malaysia. pp. 201-204, December 2009.
9. National Center of Student Progress Monitoring, 2007. Review of Progress
Monitoring Tools. (Online) http://www.studentprogress.org
10. Aishah, Y., Azizah, A. R., Wardah, Z. A., Monitoring System for Development
Progress of Special Children, Proceeding of 5
th
Postgraduate Annual Research
Seminar. Universiti Teknologi Malaysia, Malaysia. pp. 543-548, June 2009.


E-Z-DISLEKSIA FOR DYSLEXIC CHILDREN

S.S.Ismail, R.Ismail E.M.Mohd Mahidin, K.Umar, M.Z.Mohd Yusoff
College of Information Technology
Universiti Tenaga Nasional, Jalan Kajang-Puchong,
43009 Kajang, Selangor.
Tel: 03-89212020, Fax: 03-89212161
sitisalwa@uniten.edu.my, irozita@uniten.edu.my,
ezemanzura@uniten.edu.my, karimah@uniten.edu.my,
zaliman@uniten.edu.my

Abstract

E-Z-Disleksia is a courseware designed to accommodate the needs of dyslexic children with
difficulty in reading and learning to read Bahasa Melayu. It supports the fundamental
elements in multimedia that are visual, auditory and kinesthetic within a semi user controlled
navigation approach. In this paper, we present the development work of the courseware using
multi-sensory approach. This includes the issues in designing the content and navigational
structure of the courseware. It is hoped that the courseware can be as a reference for others in
assisting the development of courseware for teaching and learning Bahasa Melayu.

Keywords: Multisensory approach, Dyslexia, Phonic method

1.0 Introduction
Dyslexia is a specific learning disability that leads to certain difficulties in learning process.
Among those difficulties are (Gross & Voegeli, 2007): (a) problems in reading and writing
(b) difficulties in carrying out instructions (c) directional confusion where dyslexic students
usually confused of their left and right direction d) problems in understanding the
mathematical concept (counting and arithmetic operations) (e) problems in arranging the
sequence of numbers, letters or instructions (f) difficulties in organizing workflow (g)
difficulties to stay focus in learning. These problems happened because dyslexic students
often mix-up letters with words and words within sentences (Burgstahler, 2001). Sometimes
they see words juggle in a paragraph. Furthermore, some of them experiencing the mirror
opposites (reversal of word and letter) problem (Heymans, ND). For example, they might
see the letter p instead of q or the word saw instead of was.

Statistic from Jabatan Pendidikan Khas, Ministry of Education Malaysia, shows that about
314,000 children in Malaysia are dyslexic (New Straits Times, 2009). Even though the figure
is fairly high, the number of schools and trained personnel addressing the problems are
relatively small; there are only 30 schools that offer special programs for dyslexic and the
number of trained teachers in this area is about 100 (Devaraj, 2006).

Currently, similar teaching method is used both for the normal and dyslexic children. In this
method, teacher plays a dominant role in teaching and learning process, and it involved
mostly one way communication. The method is debated to be less efficient for teaching
dyslexic children as they can get bored easily and end up leaving the class or doing their own
activity (Omar, 2004; Devaraju et al., 2000; Abdul Rahman and Ismail, 2004).Therefore, to
attract dyslexic childrens attention and to optimize their learning time, teachers were


encouraged to provide appropriate teaching aid to facilitate dyslexic children (Husni and
Jamaluddin, 2008).

This study is aimed at developing a Bahasa Melayu reading courseware specifically for
dyslexic children. It is hoped that the courseware can be used as a teaching aid for teachers as
well as parents.

2.0 Teaching Method
Dyslexic children are taught either in a conventional teaching method or using a multi-
sensory teaching method (Critchley, M., 1970). The traditional teaching method involves
lecturing to the children while they, as the audience try to stay focus on the information being
relayed to them. This method does not really work with dyslexic children because dyslexic
children have problem to stay focus on certain subject for a long duration of time (Kevin L.
Huitt, 1999). Besides, it is hard for them to remember what has been taught since it does not
involve any interaction between students, teacher and the subjects taught.

The suggested technique to teach dyslexic is by applying a multi-sensory method in teaching
(Learning Disabilities Association America, 1998). This method is proven to be an effective
method to teach dyslexic children because it can accommodate different learning styles
(Logsdon, 2008). It is used in many Special Needs schools and Dyslexia centers, for
example Dyslexia Association Singapore and British Dyslexic Association. Research by the
National Institute of Child Health and Human Development (NICHD) reported that, dyslexic
children who were trained in multi-sensory intervention program made significant
achievement in their learning skills (International Dyslexia Association, 2008).

The famous multi-sensory method is Orton-Gillingham multi-sensory method. In this
technique, children are taught to link the sounds of the letters with the written symbols. They
also have to link the sound and symbol with how it feels to form the letter/letters by tracing,
copying or writing the letter while saying the corresponding sound.

3.0 Reading Method

In Malaysia, children are taught to read by spelling or mengeja. Children have to say the
letter and pronounce the sound of combining letters. For example b...a ba. In this
technique, children have to remember the name of letter and the sound of combined letters.
However, some critics of these techniques believe that children take much longer duration to
read fluently (Ahmad, 2004). Recently, the phonics approach has been introduced and used
especially in pre-school.

Phonic method has been identified as one of the possible method for teaching dyslexic
children (Ahmad, 2004; Cecilia, 2004). This method teaches word recognition using letter-
sound association (Learning Disabilities Association America, 1998). Once children have
learnt the letter sounds, they will begin to blend letters to make simple words. For example
the sound of a combine with t will become at then the sound of c combine with at
will becomes cat.

We decided to incorporate this method into our courseware due to its effectiveness in
improving childrens reading ability. It does not only applicable to normal children but also
to dyslexic children (Ahmad, 2004).


4.0 Multimedia and Dyslexia

Recently, there are varieties of multimedia educational courseware in the market. This is an
evidence of multimedia applications are widely accepted in the educational field. Multimedia
plays a role as a secondary learning tool to enhance students understanding and interest on
certain subjects.

Multimedia as mentioned by Singleton (2006) has the potential to reduce or even remove
most of the problems faced by dyslexic people. For example, Beacham (2007) in his article
mentioned that learning materials containing text can be supplemented by graphical and
auditory forms, so that dyslexic children can comprehend meaning better. Using multimedia,
instructions can be represented in a graphical or auditory form since it allows dyslexic
children to develop links between what a word looks like, sounds and meaning. Furthermore,
multimedia has the potential to improve reading ability as it provides large amounts of
practice that promotes the drill and practice concepts (Lundberg, 1992). This is supported by
Karsh (1992) in his report where substantial gains were made by dyslexic children in word
reading fluency using Construct a Word program. This program provided drill and practice
in forming real words by matching consonants with word endings.

Based on the potential used of multimedia application discussed above, a Bahasa Melayu
reading courseware was developed for dyslexic children. The courseware will be discussed in
more detail in the following sections.

5.0 Courseware Description

E-Z-Disleksia is a courseware that introduces dyslexic students to syllables in Bahasa
Melayu. It was developed based on ADDIE methodology and applies multi-sensory approach
for its content design. This courseware was developed due to the lack of such courseware in
the market. Moreover, research on the subject (Bahasa Melayu reading courseware for
dyslexic) was also very limited in Malaysia (Lee, 2008; Gomez, 2004).The target users for
this courseware are dyslexic children who are in their early stage of learning to read and
Bahasa Melayu teachers who can use it as a teaching aid. It is hoped that this courseware can
help dyslexic children in learning to read Bahasa Melayu.

5.1 Content structure design
As for illustration, we present the content structure of the courseware as in Figure 1. The
courseware covers six main modules which comprises of twelve sub modules. Each of these
sub modules contains introduction to syllable together with the pronunciation of the syllable,
examples of pictures associated with the syllable and a writing exercise.


5.2 Navigational structure
Figure 2 shows the navigational structure of the courseware. For ease of use, the courseware
is equipped with a menu that allows user to access any module as they wish. The navigational
structure in Figure 2 depicts the overall flow of the courseware.

Users can choose modules they want to explore from the main menu. The navigational flow
of the modules is indicated by numbering each module starting from one until six. The
Module 1 Module 2 Module 3

Module 4 Module 5 Module 6

Figure 2: Courseware navigational structure
a
ba
content
writing
content
writing
ca
da
content
writing
content
writing
fa
ga
content
writing
content
writing
ha
ja
content
writing
content
writing
ka
la
content
writing
content
writing
ma
na
Content

writing
content
writing
Figure 1: Content structure of the courseware


modules are arranged in a sequence as illustrated in Figure 2. Apart from that, the users can
also access the Help page that contains System Help and Buttons Help.

The courseware permits user with flexibility in exploring the content but at the same time
imposed certain constraint on the navigation flow. User have to wait until the whole contents
of each page are presented before he/she could navigate to the next page, previous page or
repeating the same page. This will ensure that the user finishes the module without clicking
unnecessary icons and lose in the modules.

Besides the navigational structure, interface design also plays a vital part in the development
of the courseware. Good interface can attract user in using the application (Dix, 2004).
Additional design elements have been included into the courseware to accommodate dyslexic
children needs. The following sections explain on the layout design of the courseware where
authors provide screen shots and functions definition of each icon in the courseware.

5.3 Main Menu

Figure 3: Main menu of the courseware

Table 1: Description of the menu button available on screen

Module icon

Help icon
Exit icon.

The design of the main menu is simple and straight forward .The page acts as an interactive
table of content or index page for the courseware. It has 6 module icons that will direct user


to navigate the modules in the courseware. There is also a Help button that contains step by
step instructions of using the courseware. The Exit button is to exit the application. In
addition, there is also a tool tip for each of the buttons together with the narration when
mouse is rolled over the buttons. This will help dyslexic children understand the use of button
better.

5.4 Content page or sub module
Syllables have been divided into sub modules, for example a, ba, ca and others. Each
module contains combination of two sub modules (for example combination of sub module
a and sub module ba will become one module). All sub-modules have the same layout
design. Figure 4 shows the screenshot of the content page of the courseware and the
explanation of the icons is provided in the Table 2.

Figure 4: Content page of the courseware - Introduction to syllable and pronunciation of syllable

Figure 5: Content page of the courseware Samples of object associated with syllable


Table 2: Description of the content page for sub module a

Button that link to the main menu

Left marker to indicate the left side of the
screen.

Button that give audio instruction to students if
they do not understand how to use this
courseware

Navigation button to go to the next page

Button to repeat activity on current page

Color picker button or background
customization feature that give flexibility for
the dyslexic children to choose the background
color that best suited them.

Content of the page that appear one by one
from left to right. Once all letters appear, user
can click the syllable to hear the pronunciation
of the syllable.

Writing button that direct the student to the
writing exercise page

Button that link to the next sub module
contained within the current module

In section 1.0, the authors have discussed about the directional confusion among dyslexic
children. The conventional way of solving the directional confusion was by wearing a
bracelet on the left hand so the children will remember that the hand with bracelet is the left
hand (Dyslexia Association of Scotland, 2008). With the knowledge, the authors have
suggested the use of left marker to indicate the left side of the screen. The use of the left
marker is to assist dyslexic children on identifying the left side of the page as they always
confused between left and right and sometimes end up reading from the right (Gross &
Voegeli, 2007). The left marker is presented using the hand image which is located at the


upper left corner of the page. Besides the use of marker, the researcher also applied another
method that will help dyslexic children to overcome the directional confusion. The method
was implemented by showing the syllables one by one from the left of the screen. This
means, at the beginning of each content page, the letters or syllables will come out one by
one from left to right on the screen. The process will continue on each new page. This will
indirectly help dyslexic children to read from the left.

Additionally, the courseware also offers a background color customization feature that offers
flexibility for the dyslexic children to choose the background color that best suits them. The
choices of colors are represented with palette on the top left corner of the courseware (e.g.
Figure 4 and 5). The main intention of this feature was to reduce the Scotopic sensitivity or
Meares-Irlen syndrome (unpleasant visual symptoms when reading, for example, seeing
words juggle in a paragraph or rivers of white space).

5.5 Activity
Figure 6 shows the screen shot of the writing activity page. The animation on how to
correctly write a letter is provided. User can use their hands to follow or trace the animation.
Tracing the syllable is one way of applying the tactile element into the courseware. Tracing
method actually helps dyslexic children to write the letter and remember how the letter looks
like (Lim et al., 2009). In addition, they can also rewrite the syllable by clicking the eraser
icon to clear the writing canvas.

Figure 6: Writing activities

6.0 Conclusion and future work
To sum up, E-Z-Disleksia is in its early development stage. It needs to be tested on real
respondents in order to evaluate the effectiveness of the courseware. Further enhancement
will be made to the courseware based on the results and feedback from the testing. It is hoped
that this courseware can help dyslexic children to enhance their reading skills.


References
Ahmad, M. S. (2004). Mengurus kanak-kanak susah belajar. PTS Professional Publishing
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WEB-BASED SURVEY MANAGEMENT SYSTEM (W-SMS): USEFULNESS AND
EASE OF USE

Suleiman Yafao Elhejaj, Ariffin Abdul Mutalib, *Mohd Helmy Abd Wahab.
06010 Sintok, Kedah
suliman_alhegag@yahoo.com

* Universiti Tun Hussein Onn Malaysia (UTHM)
86400 Batu Pahat, Johor

Abstract

This paper discusses an ongoing project. The aim of the project is to develop an in-house
web-based survey management system. From a preliminary study, lecturers reported that in-
house survey-management system may help them in administering their research work more
efficiently. The idea of this proposal is based on a number of related studies. In the review
of literature part, it is also discussed about the process of survey management and tips to
motivate response. At the end, this paper describes about the methodologies to be used in
achieving the objectives.

Key words: Web-based, survey management system, usefulness, eases of use

1.0 Introduction

Surveys provide a means of measuring a populations characteristics, self-reported and
observed behaviors, awareness of programs, attitudes or opinions, and needs (Sekaran, 1992).
(Hair et al., 2006) adds that it is an ideal mechanism to gather and analyze large amounts of
direct feedback about someones members, prospects, and employees. In supports of
gathering big amount of data, computer technology may be a good option. In fact, it is
commonly experienced that surveys are distributed through emailing services. Also, there are
Web-based systems developed for administering survey practices.

A web-based survey is the collection of data through a self-administered electronic set of
questions on the Web (Thomas, 2003). Web-based surveys are able to conduct large-scale
data collection. Web-based survey management system encompasses how the organizations
organize, run and manage various types of surveys through the internet networks. It lets the
user not only to build questionnaires but also to publish questionnaires to the respondents.
This technology provides an inexpensive mechanism for conducting surveys online instead of
through traditional survey methods. Also, it speeds up the distribution and response cycles.
Web-based surveys are expected to be popularly used.

However, it is observable that most people or organizations manage their survey using
traditional method by distributing their survey through the mail or by telephoning, and some
may afford to self-distribute by hand (Ariffin & Norshuhada, 2008; Zulikha & Ariffin, 2005;
Tronstad, Phillips, Garcia, & Harlow, 2009). In current age, where digital is the theme, this is
not a timely solution for gathering information because it does not have fast circular returning
and responding from the respondents. Other issues such as cost, time and effectiveness are
also within considerations.


Therefore, a conceptual model of web based survey management system is required to be the
solution for these issues. This initiative is proposed to solve problems as described in the
next section.

1.1 Problem Statement

There are many types of surveys carried out by researchers which are by distributing the
questionnaires to potential respondents manually through mail. This method requires cost,
time, and efforts (Sekaran, 1992; Hair et al., 2006). A preliminary study involving 12
lecturers found that they agree to implement any tool that can assist them in administering
survey practice. There are many commercial web-based survey management systems, but
users have to pay for use besides having to register such as SurveyGizmo
1
, SurveyMonkey
2
,
and QuestionPro
3
. When these were asked to the lecturers, they prefer not to use the
commercial web-based survey management system because they do not have trust on the
system. This shows that the lecturers want to use any tool that help them in administering
their survey practice, but the system is more preferably be in-house. Based on the described
problem, a web-based system will be developed. In developing and make sure the developed
web-based survey management system, two research questions were formulated:

(1) How to design the system so that it is perceived useful?
(2) How to design the interaction style so that the system is perceived easy to use?

The system will be designed to cater the needs of traditional survey practice; including
functions to disseminate questionnaire, gather feedback and store data, specify the period,
and analyze the data (Sekaran, 1992; Barnum, 2002; Hair et al., 2006). Accordingly, this
study is proposed to achieve objectives as outlined in the next section.

1.2 Project Objective

The main aim of the study is to develop a web-based system that administers survey practice
which is called Web-based Survey Management System (W-SMS). To achieve the main aim
three objectives were formulated:
- To determine functional components of W-SMS
- To develop a prototype of W-SMS.
- To evaluate the prototype of W-SMS in terms of usefulness and ease-of-use.

1.3 Scope of study

This research will be carried out for use by researchers and lecturers in UUM involving
researchers of three main colleges i.e. CAS, COB, and COLGIS.

1.4 Significance of study

1
http://www.surveygizmo.com/
2
http://www.surveymonkey.com/
3
http://www.questionpro.com/


This study is expected to contribute significantly to different parties, including to the body of
knowledge and to the researchers.
- To the body of knowledge:
Results gathered from the evaluations will be used to propose whether W-SMS is
useful and easy to use by researchers. This is important because researchers that are
going to be asked include all levels of computer background.
- To the researchers:
By implementing W-SMS, researchers can reduce the cost, time, and efforts in
administering their survey.

Previous studies have shown that web-based survey management systems have been used for
many reasons. There are benefits out of it, and there are also disadvantages. Reviews on
previous works similar to this study are discussed in the next section.

2.0 REVIEWS ON USABILITY AND WEB-BASED SURVEY MANAGEMENT
SYSTEM

This section elaborates about related topics to this study including web-based survey; types of
web-based system, advantages and disadvantages of web Surveys, web-based survey
administration process, and mechanisms to improve the Response of web-based Survey.

2.1 Definition of Terms

Today the word survey is used most often to describe a method of gathering information from
a sample of individuals. Surveys can be classified by their method of data collection (Leedy
& Ormrod, 2001). Mail, telephone interview, and in-person interview surveys are the most
common types (Scheuren, 2004). Besides, surveys are also distributed and collected through
the means of electronic application over the Internet (Leedy & Ormrod, 2001; Catherine,
Dimitrion, & Mike., 2001)

There are two methods of using the Internet as survey mechanisms: (1) electronic mail
(email) and (2) the World Wide Web (the Web). With e-mail, researchers can send surveys to
e-mail addresses as text messages, in which the recipient can then read, save, respond to, or
throw away, much like a paper survey (Carey, Mao, Smith, & Vredenburg, 2002). Surveys
can also be posted on the Web and may include text, pictures, and forms to be filled in by the
respondent (Catherine, Dimitrion, & Mike., 2001). According to (Galin, 1998), the primary
difference between these two response modes is that e-mail is a push technology while the
Web is a pull technology. That is, with e-mail, the sent messages are automatically
received in the potential respondents mailbox, whereas respondents must be attracted in
some way to a Web page. Because of this difference, one might expect a higher response rate
to an e-mail survey than to a web-based survey (Catherine, Dimitrion, & Mike., 2001).

In short, a web-based survey is a survey conducted by a researcher or the public through the
internet. They can create their online questionnaire and distribute it through the Internet. On
the other hand, a web-based survey management system is a system which can manage the
survey through internet. In this study, a database will be integrated with the W-SMS to store
data. When respondents answer the survey at anytime, data will be stored in the database. At
the end of data collection period, researchers can retrieve the responses to analyze.


2.2 Types of Web-based Surveys

Nowadays, Web-based surveys are everywhere on the Internet. There are various categories
of Web-based surveys. According to (Couper, 2000), there are two major categories of Web-
based surveys: probability-based or non probability-based surveys. (Couper, 2000) included
the following in the non-probability-based category:
- Entertainment surveys
- Self-selected Web-surveys
- Surveys made up of volunteer panel of Internet users

Entertainment surveys consist of questionnaires that request a vote on particular questions
and other instant polls. Usually, people need to spend a lot of time to complete an
entertainment survey. These surveys do not lead to generalizations of viewpoints across
populations, and are not intended for that reason. Other non probability-based surveys
include dedicated survey sites maintained by owners of Web sites. Such surveys could allow
multiple submissions, and make no attempt to be representative of the whole Internet
population. On the other hand, there are several types of probability-based Web-based
surveys as listed below (Couper, 2000):

Intercept surveys which are frequently used to survey on customer satisfaction (Couper,
2000):
- Surveys that obtain respondents from an e-mail request.
- Mixed-mode surveys where one of the options is a Web survey.
- Pre-recruited panel of a particular population as a probability sample

In addition, the Intercept survey polls every n
th
visitor to a Website and prevents multiple
submissions from the same computer by using cookies. This is important to make sure that
every response is sent by different respondent. In the survey that obtains respondents from an
e-mail request, the survey will be sent to respondents who agree to complete a survey in
response to an e-mail invitation to participate. Non-response is a big concern with this type of
Web survey. The mixed-mode survey let the participants complete the survey on the Web or
by paper. With a pre-recruited panel as a probability sample, respondents are provided with
passwords or personal identification numbers. In some cases, the participation of probability-
based samples of the full population is obtained by providing equipment in exchange for
participation in the survey.

From these, it could be concluded that the type of the web-based survey is determined by the
objectives of the survey and also the type of questions that are asked by the researchers.

2.3 Advantages and Disadvantages of Web-based Surveys
Referring to (Rena et al., 2004) Web-based surveys are important today, in the digital age,
and most organizations are moving towards digitizing products and process. Also (Rena et
al., 2004) mention that technologies are always available to serve the needs. In fact, these
technologies are anticipated as one of the factors to gain advantage in the competitive
business square (Dillman and Bowker, 2001). When deploying a web-based survey
management system, the organization is able to gain advantages, as well as facing some
disadvantages as discussed by (Rena et al., 2004).


2.3.1 Advantages
The advantages can be gained obviously in terms of fast processing job, expenditure, and
survey management (Dillman and Bowker, 2001; Rena et al., 2004; Couper, 2000; Leedy &
Ormrod, 2001).
- Savings in printing, postage, data entry.
- No data entry errors from hand-entry.
- Shortened timeframe to administer surveys (3 weeks with web-based survey Vs. 6
weeks or more with paper surveys).
- Easier and cleaner in providing skip patterns or survey sections customized to
different respondent populations.
- Almost immediate access to data for analysis.
- Can easily link to background data, if appropriate (e.g., gender, grades, rank).

2.3.2 Disadvantages
Surveys are meant for human to answer. So, the surveys should be designed in a way it helps
respondents understand well. Platform compatibility is another aspect to consider. In this
case, the system should be able to run on multiple platforms such as Windows and Mac.
Below is a list of possible disadvantages of deploying web-based survey management system
(Wyatt, 2000; Fricker & Schonlau, 2002; Information Technology Services, 2008).
- Generality and validity of the results.
- Needs programming and IT expertise.
- Certain populations are not comfortable using computers.
- Must have accurate email lists.
- Web-based surveys are not recommended for email software that does not support
web access. Must be able to click on a URL provided in an email and to have it bring
respondents to the system.
- There may be problems finding software that is appropriate for both PCs and Macs, or
developing surveys that run on both platforms.
- Data provided via a web-based survey are not anonymous, although the survey
administrators may choose to keep the results confidential.
It should now be quite clear about the benefits and limitations of using web-based survey. So,
choosing a web-based survey or other survey method depends on the purpose of the
organization.

2.4 Web-based survey administration process
According to (Rena et al., 2004), there are four stages when doing web-based survey projects.
Stage One: Survey Background
Building a survey team.
Defining survey content.
Choosing web surveys.
Selection of the survey population.
Stage Two: Designing the Web-based survey.
Questionnaire design.
Choosing HTML software and format.
Turning a survey questionnaire into the web-based survey: technical issues.
Stage Three: Administering a Web-based survey
Administering a web survey: technical issues.


Pre-testing.
Privacy issues.
Survey incentives.
Technical support for duration of survey.
Output of survey data.
Stage Four: Reporting

In this study, a clear picture about the web-based survey and the administration process are
needed in order to come out with the W-SMS. All stages must be done one by one.

2.5 Mechanisms to Improve the Response of Web-based Survey
Low response rate of online survey is one of the major concerns in many organizations which
are involved in online survey management. Since online survey is one of the ways which can
help organization gauge expectations, understand participants reaction and meet the
organizations target markets, it is very important to increase the response rate of online
survey. In response to that, (Jennifer, 2006) suggests several ways to increase response rates
of online survey:
- Target the audience.
- Personalize email invitations.
- Keep the invitation email short and simple.
- Make simple instruction at the first page of the survey.
- Be clear about privacy protections.
- Send reminder emails.
- Consider offering incentives - gifts, prizes, etc.
- Use graphics and Internet features strategically.
- Publish your results online for survey participants.
2.6 The Perceived Usefulness and Ease of Use
Davis (1989) has shown that Technology Acceptance Model (TAM) can explain the usage of
information technology. He applied (Fishbein &Ajzens) theory of reasoned action to show
that beliefs influence attitudes which lead to intentions, and therefore generate behaviors.
Davis thus conceived that TAMs belief- attitude-intention-behavior relationship predicts
user acceptance of IT. Davis asserted that perceived usefulness and ease of use represent the
beliefs that lead to such acceptance. Perceived usefulness is the degree to which a person
believes that a particular system would enhance his or her job performance (i.e., by reducing
the time to accomplish a task or providing timely information). Perceived ease of use is
the degree to which a person believes that using a particular system would be free of effort.
Two other constructs in TAM are attitude towards use and behavioral intention to use.
Attitude towards use is the users evaluation of the desirability of employing a particular
information systems application. Behavior intention to use is a measure of the likelihood a
person will employ the application.
TAMs dependent variable is actual usage. It has typically been a self-reported measure of
time or frequency of employing the application (see Figure 1). The arrows represent the
relationships of interest in the current study. Some authors have considered additional
relationships. Some have ignored intention to use and instead studied the effect of attitude on
usage. The current research took that approach. Such theories and models as self-efficacy
theory, cost- benefit research, expectancy theory, innovation research, and channel
disposition have supported TAM.


Figure 1: The Technology Acceptance Model

3.0 Research Methodology
Research methodology is more than just collections of methods to perform a research; it is a
systematic way to solve the research problem. This study will adapt a methodology from
(Hofer et al, 2004) and is shown in Figure 2.

3.1 Selection, Planning and Analysis
Planning is the most important step. The failure of doing a good plan is a hazard to the whole
process of implementing the project. For the beginning, a comprehensive study has to be in
order to get the clear idea of what will be achieved at the end of the project. Document
review including articles in proceedings and journals, magazines, newspapers, and books will
be done to get the idea of problem solving techniques, and issues.
In the analysis, a few activities will be carried out such as document review, comparative
study of current web-based survey management system to identify functional components,
interviews with users regarding common process in survey management, and understanding
users background. The aim of this phase is to gain an in-depth understanding of W-SMS. By
the end of this phase, the requirement of W-SMS could be figured out such as best practices,
common procedures and features of web-based survey management.

3.2 Development Methodology
After obtaining user requirement in the analysis phase through comparative study and user
interviews, it is appropriate to justify on how it meets the identified requirements. In this
stage, the interfaces for the prototype will be designed. Besides, the database will also be
designed and developed.
The prototyping process comprises of three steps which are adapted from Prototyping Process
(Laudon, 1995), as shown in Figure 3. Prototyping provides end users with artifacts that
allow them to gain insight into the behavior of the system before the final delivery.


Selection,
Planning
and
Analysis
-Understand the background of the problem.
-Analysis back ground of the problem.
-Determine project objective and scope.
-Need analysis for the proposed system.
Development
Evaluation
-Identify application requirements.
-Design of prototype.
-Development of prototype.
-Usability study - Usefulness and ease of use.
PHASES
ACTIVITY

Figure 2: Methodology Design

Developing initial prototype
Revising & Enhancing
Prototype
Using Prototype

Figure 3: Prototyping Process

3.3 Evaluation
Finally, the W-SMS will be evaluated. 60 lecturers of UUM will involve in the evaluation;
20 of each college, CAS, COB, and COLGIS. First, the lecturers will be demonstrated with
the W-SMS, and then they will try the system on their own. A week will be allocated for the
lecturers to try the W-SMS. Then, their responses on the usefulness and ease of use of the
W-SMS will be gathered through an instrument.
This study has decided to utilize an existing instrument. The instrument by (Davis, 1989)
that measures Perceived Usefulness and Ease of Use (PUEU) has been widely used in
various fields of study such as banking , education, and marketing.

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BLENDED LEARNING IN HIGHER EDUCATION INSTITUTION IN MALAYSIA.

Farahiza Zaihan Azizan

Jabatan Teknologi Maklumat,Kulliyyah Muamalat
Kolej Universiti INSANIAH
Jalan Sultanah Sambungan, 05350 Alor Star, Kedah
farahiza_zaihan@yahoo.com

Abstract

Poor traditional classroom learning has been a major concern in the teaching and learning
activity. This conventional chalk and talk method is replaced by pure online learning. E-
learning, a method which evolved from distance education, has received special attention
from public universities. However, for e-learning to be effective, it must be combined with
the other forms of learning such as face to face learning. This combination leads to a new
methodology called blended learning. This blended learning has proven to be the most
effective learning system. This paper conducts an exploratory study of blended learning in
higher education institution (HEI) in Malaysia. The focus is on understanding what it means
by blended learning, the implementation of blended learning at HEIs, and what benefits can
be identified. This study also proposes a framework for making blended learning work best in
HEIs.

Keyword: blended learning, e-learning, traditional face to face learning, higher educational institution,
teaching and learning.

1. Introduction

The implementation of technology in teaching and learning activity has attracted great
interest from the practitioners in the higher education institution (HEI) in Malaysia. Many
higher education institutions have started to adopt and implement information and
communication technology (ICT) solutions for example electronic learning as a source for
flexible teaching and learning process either in the classroom or outside the classroom. This
technology is referred as technology-enhanced learning (TEL). Traditional classroom
required the instructor to present, interact, discuss, demonstrate and communicate with
students face to face. As well as the students interact and communicate with each other face
to face. The instructor has to distribute all the hands on, assignments and exercises to the
students all by herself or himself. The traditional instructor-led classroom learning is a proven
learning with full opportunities for interaction between the instructor and students as well as
between students and students. However, the requirement for the instructor and students to be
in a classroom on the day and time that have been designated in class schedule has made it
difficult to certain instructors and students. In addition, the lack of equipment in the
classroom may not support effective teaching and learning process. The integration of ICT in
teaching and learning has changed the way curriculum is designed, the way we learn, and
changing the way we communicate. E-learning has become an increasingly significant part of
the teaching and learning experience to the instructors and also to the students. The virtual
classroom learning enables to address difficulties and limitations posed by the traditional
classroom learning. This technology makes possible variety of resource avenues, enables
global networking for resources and provides sharing of information for the educational


communities. However, e-learning also has its own limitations. It requires greater discipline
from the students, and sometimes is boring. The communication is limited between the
instructor and students and may result to lower attendance. It is also difficult to make sure
students have actually completed a course. All these constraints and limitations tend to lead
to lower teaching and learning efficiency. As both the traditional classroom learning and pure
e-learning offer strengths and limitations, it is better to combine the strength of face to face
learning with online learning into new delivery method called blended learning. This study is
focused on understanding the precise definition of the blended learning and the
implementation of these mixing methodologies of traditional classroom with online delivery
learning in higher education institutions in Malaysia. It is also proposes advantages and
disadvantages of the blended learning in order to enhance teaching and learning experiences.

2. Higher Education Institution in Malaysia

There are currently 20 public universities and university colleges (14 universities and 6
university colleges), 30 private universities and university colleges (11 universities, 5
International universities and 14 university-colleges), and over 600 private colleges in the
country of Malaysia (Ministry of Higher Education, 2006 as cited in Chai Lee Goi and Poh
Yen Ng, 2009). Raja Maznah (2004) has mentioned that most public universities in Malaysia
have some form of strategic plan for implementing pure electronic university. This plan
includes the teaching and learning program will be conducted via online or web based mode
to replace the traditional classroom learning. According to her, it is shown that universities in
Malaysia are ready for the online delivery learning which supports distance education. Based
on the analysis of SWOT project conducted in 2004 (Raja Maznah, 2004), it was found that
most HEIs have sufficient e-learning infrastructure but unfortunate lack of a strategic plan for
implementing online learning. Most HEIs focusing more to provide an ICT infrastructure to
support online learning compared to firm plan for using ICT as a tool for teaching and
learning, course development, course structure and assessment. Planning for use of the ICT in
teaching and learning seems to be still in the drawing boards or still in the mind of the person
responsible for managing the e-learning. The rapid growth of web-based technology and the
high usage of Internet have made teaching and learning via the online mode more viable in
recent years. Nowadays, most HEIs are ready for e-learning. They have set up the ICT
infrastructures and strategic plan to implement online delivery learning in their program
offered as e-learning mode may support conventional teaching approach. With supports from
the government under the 9
th
Malaysia Plan (2006-2010), Malaysia government has
highlighted building world class human capital through lifelong education. Using the concept
of continuous learning; the government encourages all the public and private HEIs to
establish one centre of life long learning (Chai and Poh, 2009). The Ministry of Education
(MOE) has responded positively to this challenge by enhancing the strategic plan to increase
the use of ICT in education:

Provide sufficient ICT infrastructure and equipment to all HEIs.
Restructure the curriculum and assessment and integrate ICT in teaching and learning
process.
Conduct training for lecturers and practitioners to upgrade their knowledge and skill in ICT.
Encourage HEIs to adopt ICT in their management.
Some more, the MOE have shown their seriousness by incorporate e-learning into the
educational system. They developed The Smart Schools project under the Multimedia Super
Corridor (MSC) flagship to integrate ICT in secondary school. Teachers in schools are


provided with laptops and LCD projectors to teach selected subjects in the beginning,
namely, mathematics, science and English using standalone multimedia. The setting up of the
virtual universities, the Universiti Tun Abd Razak (UNITAR) in 1998 and the Open
University of Malaysia (OUM) in 2000 is a proof of commitment from the government to
support the challenge of online learning in HEIs. Afterwards, the government launched the
MSC projects in Cyberjaya to building a digital city and also they have established the
Multimedia University in 1999 to support the project (Muhammad Rais Abdul Karim and
Yusup Hashim, 2004). This awareness has led to the rapid growth of open and distance
learning institutions to cater the needs of the countries human capital development and
lifelong learning. The potential market for lifelong learning, in particular, is huge and may
continue to increase especially in many developing countries.

3. From Classroom Learning to Online Learning

Learning never stops in mans life. Everyday, we learn something new and experience new
things. According to Won Kim (2007), there are possibly several types of learning:
classroom-based or virtual-based, formal or informal and scheduled or self paced. Meanwhile
learning can also be classified as technology-based or people-based, independent or
dependent and directive or discovery oriented (Rossett, Douglis and Frazee, 2003). No matter
how many categories of learning existed, learning is seen as a linkage between instructor,
learner, classroom and technology. The integration of those elements promises an efficient
and effective learning. For centuries, organizations and institutions of learning used
classroom-based learning to deliver teaching and learning. Knowledge was passed from a
master to pupils in a one-to-one or one-to-few arrangement. In a physical classroom, an
instructor and learners collaborate together at the same time. The traditional delivery system
for higher education institution (HEI) has been a classroom setting with a lecturer giving a
lecture and students listening, taking and writing notes. Interaction between the lecturer and
students has been viewed as an essential learning element with this arrangement. We
discovered the higher education has always used the lecture method to deliver materials to
students. This method is still used in most HEIs programs today. Over time, the lecture
method of arranging a meeting at a given place and time with many students was adopted and
has now become the primary educational delivery method. However, classroom lecture has
not singularly been used for educational delivery in the twentieth century. Innovations in
educational delivery mechanisms have changed the learning delivery method. Advances in
information and communication technology (ICT) enable little used of educational delivery
methods such as distance learning to gain new life. In addition, the advances in ICT have led
in a new paradigm, online learning. As a developing country, Malaysian economy has
transformed from the agriculture mode to the industrial mode, been through the information
age and now in the telecommunication age, formal education has become absolutely
necessary for the success of individuals, organizations or countries. As we enter the
telecommunication age, the demographic factor for the students has changed. Today, the
students population in HEIs include single and married, fulltime and part time, employed
and unemployed, residential and non residential students. These differences have influenced
HEIs to offer flexibility in course offering. The changing demographics of students, new
required knowledge-skill sets, new educational competitors and as well as the revolution of
the technology are driving the adoption of new educational delivery systems that bridge the
time-place gap that traditional courses have created. The emerging of Internet and World
Wide Web (WWW) offer non-residential education services which may be more compatible
with students lifestyles and needs. In addition, educational delivery through the Internet is


also encouraged by the increasing number of computer users and dramatic reduction in the
cost of personal computers and the increased capabilities of telecommunications. Driven by
the reduction cost, global access and mobility capability, HEIs believe that the
implementation of distance online delivery course might provide relative advantages when
compared to the traditional teaching method.

3.1. The Strengths and Weaknesses Of Traditional Classroom Learning And Online Delivery
Learning

The table below shows the strengths and weaknesses of both learning method that can be
concluded by the researcher. The previous researchers have reported that there are still the needs
to the face to face contact in the online learning. Stodel, Thompson and MacDonald (2006) found
that there are three areas of presence identified in what the learners are missing in the online
learning: social presence, cognitive presence and teacher presence.

Table 1.0: The Strengths And Weaknesses Of Classroom And Online Delivery Learning.
Strengths Weaknesses

Classroom Learning
Face to face conversation is
convincing through text,
speaking, body language and
expressions.
The conversation can move along
more and more time. The
conversation will be boring and
passive.
Direct interaction between
the teacher and the learners
there are sense of community
between the learners and
teachers quick to help,
share resources and
information, and respond to
questions.
The teacher is not well prepared
with the content to deliver in the
classroom.
Limited access to the source of
learning.
Information is delivered only to
the learners in the classroom in the
mean time.
Full participation in the
learning experience
working in groups
Effective group discussion

Lack of teaching and learning
equipment to support the group
discussion
The discussion must be held in the
physical classroom.
Easy to monitor, assess and
evaluate the learners
Instructor needs to put more
attention and responsibility to
monitor the teaching and learning
progress.

Online Delivery Learning
Online Forum and Chat -
Medium of synchronous and
asynchronous discussion
The quality of discussion is poor
and is used as a means to report
in.
The discussion might become too
loose and drawn out
Lack of direct interaction between
the teacher and the learner.
Its not easy to have active
learners participation and
involvement in group discussion.
Lack of spontaneity and
improvisation
Facilitates learning anytime,
anywhere, anyplace
Resource and infrastructure
support slow and limited access
to the Internet, need special
devices to enhance the data
transmission over the Internet;
band with requirement;


information network equipment;
shortage of IT skills.
Convenient and mobility a
fast and easy learning
environment
Lack of network support the
provider has to ensure the
webpage are easily accessible
anytime and anywhere
Fast and easy to share
experience and knowledge
between the teacher and the
learner assignment and
notes posted
Web site security and support
the learners might lost their
interest and patience to learn.

Even though online learning provides a new set of tools that add values to traditional learning
modes, the drawbacks of online learning should be taken into consideration to enhance the
learning setting. Stodel, Thompson and MacDonald (2006) in their study proposed three criteria
that should occurred in the education. The criteria which are based from the Garrison, Anderson
and Archer (2001) might improve the teachers and learners learning experience. Table 2.0 shows
the criteria:

Table 2.0: Social, Cognitive and Teacher Presence (Garrison, Anderson and Archer (2001) as cited in
Stodel, Thompson and Macdonald, 2006)
The Criteria Description
Social Presence Development of social community - Communication, interaction,
interpersonal relationships, perception and reaction.
Facilitate the attainment of the cognitive learning objectives by supporting
critical thinking in a community of learners through affective, interactive, and
cohesive responses.
Cognitive Presence Development of critical thinking community community of inquiry, ability
to construct and confirm meanings through sustained reflection and discourse.
Four phases of practical inquiry: triggering event, exploration, integration, and
resolution.
Teacher Presence Supports and enhances social and cognitive presence and is "most directly
under the control of teachers".
There are three categories of teaching presence: design and organization,
facilitating discourse, and direct instruction.

4. Blended Learning

As both the traditional classroom learning and online delivery learning have offered strengths
and weaknesses, it is great to combine the strengths of the two methods into blended learning.
Blended learning applies the use of technology in the physical classroom learning. The
technology makes possible a variety of resources and contributes to enhance experience in
learning. The researcher has conducted a comprehensive review of the literature to find a
common definition for blended learning. There are several of precise definitions of blended
learning given by the previous researchers. They point out:

Blended learning is learning outside the traditional classroom using information technology
for the delivery of the learning materials (Won Kim, 2007).
Combination of two kind of learning environment, physical classroom learning and online
learning to enhance the learning outcomes (Kudrick, Lahn and Morch, 2009).
The mixing of traditional face to face approach with online approach (Kim, Bonk and Oh,
2008).
Combination of multiple delivery media designed to complement each other and promote
learning and application learned behavior (Singh, 2003)


Hence, blended learning is an approach that mix and combine the strengths of the two
methods, face to face and online learning. Teaching and learning activities are delivered
through synchronous and asynchronous formats. The blended learning provides instructors
and learners with a comprehensive learning model. They may experience the excitement of
physical classroom formats such as lectures, books, labs, handouts and the integration of
telecommunication technologies; computer, Internet, World Wide Web and mobile phone in
their teaching and learning processes. The blended learning becomes a popular approach at
HEIs. With combination of various delivery modes, blended learning not only offers more
choices but is also more effective. Blended learning is expected:

To develop social communication in HEIs community.
To increase learners competence and confidence.
To provide a quality learning experience.
To develop critical thinking in learning environment.
To integrate technology as an affective tool to deliver contents to learner.

Rosset, Douglis and Frazee (2003) mentioned blended learning as an integrated strategy for
delivering on promises about learning and performance where it involves planned
combination approaches such as coaching by a supervisor; participation in an online class;
breakfast with colleagues; competency descriptions; reading on the beach; reference to a
manual; collegial relationships and participation in seminars, workshops and online
communities. Thus, blended learning has been found providing link to three criteria: social
presence, cognitive presence and teaching presence (Garrison, Anderson and Archer (2001).
Blending approach also provides various learning delivery medium. According to Singh
(2003), learning can be formed in three formats and is shown in the table below:

Table 3.0: Learning Approaches and Choices (Singh, 2003)
Synchronous physical formats (live classroom
learning)

Instructor-led classroom & lectures
Hands on labs & workshops
Field trips
Synchronous online formats (live e-learning)

Online meetings
Virtual classrooms
Web seminars & broadcasts
Coaching
Instant messaging
Conference calls
Asynchronous formats (self-paced)

Document & web pages
Web/computer based training modules
Assessments/Tests & Surveys
Simulations
Job aids & electronic performance support
systems (EPSS)
Recorded live events
Online learning communities & discussion
forums
Distributed & mobile learning

5. The Benefits Of Blended Learning

Blended learning is a natural idea of learning approach. This blending approach is taking the
best from self-paced, instructor-led, distance and classroom delivery to achieve flexible,
efficiency and cost effective learning. Blended learning is an approach generated from


disappointment of online and traditional learning. It offers greater benefits to the instructor
and learners in terms of the teaching and learning activities. The following are some of the
benefits of blended learning:

1. Enhanced Social Interaction, Communication And Collaboration.
Blended learning connects people, activities and events through technology. It is a key tool for
building and sharing cultural understanding on a global basis. In addition, the interaction between
learners and instructor, as well as learners with other learners may build online communities and
learning practices where knowledge, ideas, experience and learning products are exchanged and
valued.

2. Offers Flexibility And Efficiency
Blended learning may primarily function as a replacement for or extension of face to face
environment. It combines offline and online learning where the online learning refers to the use of
Internet in the learning activities. While an offline learning happens in a more traditional classroom
setting. The Internet provides flexibility and efficiency in teaching and learning activities. The
teaching and learning session can be conducted via video or teleconference where learners can attend
the class session via online. Study materials and research resources are easily navigable over the web.
The application provided over the Internet such as e-library, e-book, e-resources and others offer
opportunity to learners and instructors to explore the virtual medium. Hence, blending open the doors
to increasing contents of learning and improving the instructor and learners experience while
minimizing cost.

3. Extend The Reach And Mobility
The emerging of information and communication technology has changed the learning approach.
With the increasing use of mobile and wireless technologies, the time and place for learning can take
place anywhere at anytime. The blending of delivery mechanisms, instructional approaches,
technologies, and learning situations, will evolve to support learning which is individualized yet
collaborative and interactive, that is timely and directed toward a specific need yet part of a lifelong
learning journey, and that is complex and yet ubiquitous and seamlessly integrated into the learning
landscape. Thus, it is possible that such technologies are able to make learning more easily accessible
and promotes rich, interactive learning experience.

4. Optimizing Development Cost And Time
Blended learning combined different delivery modes that balance out and optimize the learning
program development and deployment costs and time. Internet is a tool to deliver online learning
supports a greater range of learning styles and individual differences in learning at a minimum cost.
This virtual medium is purposefully designed to further enhance a community of practice. Singh
(2003) explained, a totally online, self-paced, media-rich, Web-based training content may be too
expensive to produce (requiring multiple resources and skills), but combining virtual collaborative
and coaching sessions with simpler self-paced materials, such as generic off-the-shelf WBT,
documents, case studies, recorded e-learning events, text assignments, and PowerPoint presentations
(requiring quicker turn-around time and lower skill to produce) may be just as effective or even more
effective. In addition, the following are some of the benefits provided by blended learning to HEIs
community:

Offers efficient and effective approach
Provides more choices about learning to learner
Increase learning resources and experiences
Encourage independence and conviviality.


6. The Growth Of Blended Learning In Higher Education Institution in Malaysia

Technology is no doubt has an important place in HEIs. Blending method becomes popular to
HEIs community in Malaysia. Open University of Malaysia (OUM) is using blended learning
approach in their teaching and learning activities. OUM is successfully leveraging on
technology to provide blending method to their students and tutors to optimal learning and
teaching support as well as experience. According to Zoraini Wati and Halimahton (not
dated), OUM is committed to bring the blending method in education. Moreover, its vision is
to be a leader and innovator in open learning.

6.1. Blended Learning At The Open University of Malaysia.

Open University Malaysia (OUM) merely has 753 students in August 2001, and it has grown to
almost 45 000 (in May 2006) students five years later and the enrolment of the students is
increasing about 53 000 today. Although the number of students has grown by almost 60 times,
the number of full-time faculty has grown by three times over the same number of years.
Additionally, OUM engages over 3 500 part-time tutors. OUM offers various learning
technologies to continue to provide optimal learning and teaching support. In line with this, the
university provides a learner-centered environment via the use of various media (largely
technology-based) to deliver instruction. In the process, the ICT (information communication
technology) and learning skills that learners acquire will better prepare them for lifelong learning
in a knowledge society. Tutors will facilitate part of the learning and to provide greater
educational value, learners are encouraged to learn collaboratively through virtual discussion
forums. Hence, OUM formulated a blended learning approach in its learning and teaching
environment. This blend comprises self managed learning, online learning and face-to-face
interaction (Zoraini Wati and Halimahton, not dated).

Self Managed Learning
OUM develops modules for each course offered. Many open distant learning institutions such as
the Open University in the United Kingdom, UNISA (University of South Africa), Korean
National Open University, Indira Gandhi National Open University and Open University Hong
Kong provide print modules for their students despite the wide range of learning technologies
available to them. Print modules at OUM are designed to be self-instructional, self-exploratory,
interactive, and learner-friendly and go through a systematic process of development. OUM trains
module writers to write the way OUM wants it and appoints moderators to ensure that the
contents are accurate, relevant and sufficient. To help the students cope with learning at OUM,
one of the first two compulsory courses required of every student titled, Learning Skills for Open
Distance Learners, is designed to help the students understand OUMs blended learning in
general and self-managed learning in particular. This course is compulsory to students to take this
in the first semester (Zoraini Wati and Halimahton, not dated).

Face To Face Interaction
It is also felt that students will not be able to cope by just reading the print modules, that is,
learning in isolation from others. Hence, face-to-face interactions in the form of fortnightly
tutorials are blended together with other instructional formats. Attendance at face-to-face tutorials
is, however, not compulsory for students. Tutorials involve explanations of key concepts are
given, discussions of applications of concepts are held and exercises are done together. It is also
when hands-on activities, demonstrations and presentations are held. In addition, tests are
administered during two of the five tutorials. Each tutorial group is kept to 25 students and the
same group goes online for discussions with their tutor. The latter is known as online learning
(Zoraini Wati and Halimahton, not dated).


Online Learning
From the beginning, online learning is one of OUMs primary modes of learning. Originally
limited to a few forms such as multimedia courseware, learning objects and online forum
discussions, it has today expanded to include video conferencing as well as audio and video
streaming. Online learning at OUM is delivered via the universitys myLMS, a learning
management system that has evolved functionally over the semesters. Online forums have
become increasingly useful and valuable since the introduction of Collaborative Online Learning
in several of the courses in 2004. This online discussion is perceived as a two way forum between
tutor and students and it is a useful channel for multi-discussions relating to concepts, theories and
applications. Teachers are a critical component of bounded learning communities. OUM felt that
their teachers or tutors must model effective collaboration and knowledge construction, apply
instructional strategies, supervise students activities, monitor and assess learning, providing
feedback, remediation, and grades, troubleshoot and resolve problems, including meeting needs of
hard-to-reach students, and establish trusting relationships with students (Zoraini Wati and
Halimahton, not dated).

6.2. The Impact Of Blended Learning At The OUM

The OUM has launched their myLMS to provide better facilities in teaching and learning
activities to their students as well as their tutors. The collaborative approach between traditional
classroom and online learning makes learning more interesting. An OUM student is already
provided with the print module, and they can simply join the online forum via the myLMS to
participate in an online discussion forum where they can exchange information and ideas with
their peers and tutors. myLMS increases the learning experience among the students by providing
the online application such as iTutorials, iWeblets and iRadio. According to Zoraini Wati,
blended learning has enabled OUM to leverage on technology to reach a wider audience no matter
where they are. This global reaches feature supports access to myLMS 24-7. The ubiquity of the
technology increased the efficiency and timely in content delivery. For example, the online
forums have enabled not only the socialization among students and tutors, but more important,
these forums are supporting constructivist learning through joint collaborative learning where
knowledge is built upon each others posting in response to issues raised for discussion. In
addition, it has allowed students, who are generally passive in the physical classroom to actively
speak their minds, share their experiences and give their opinions online. Generally, blending the
online delivery learning with traditional classroom learning appears to be more effective than
either conventional methods or individual forms of e-learning. Blended learning has been able to
support as democratize education by providing the various learning styles. It also provides
learning opportunities wherever the students are in the most flexible way possible. It is believed
that as OUM progresses, the blended learning model will continue to evolve towards providing a
learning environment that will contribute to produce a conducive education environment (Zoraini
Wati (no date) as cited in UKM proceeding seminars in education, 2006).

7. The Propose Framework of Effective Blended Learning in Higher Education
Institution

There are several propose frameworks of blended learning developed by the researchers. The
framework basically consists few of elements from the both delivery methods of classroom
and online learning. In this study, the researcher has conducted a literature review on blended
framework proposed by researchers. The following are some of the frameworks:

7.1. Khans Octagonal Framework (cited in Singh, 2003)


The framework has eight dimensions: institutional, pedagogical, technological, interface design,
evaluation, management, resource support, and ethical (see Figure 1). Each dimension in the
framework represents a category of issues that need to be addressed. These issues help organize
thinking, and ensure that the resulting learning program creates a meaningful learning experience.

Figure 1. Khans Octagonal Framework.

Institutional - The Institutional dimension addresses issues concerning organizational,
administrative, academic affairs, and student services.
Pedagogical - The Pedagogical dimension is concerned with the combination of content that
has to be delivered (content analysis), the learners needs (audience analysis), and learning
objectives (goal analysis). The pedagogical dimension also encompasses the design and
strategy aspect of e-learning.
Technological - This dimension addresses the need for the most suitable learning
management system (LMS) that would manage multiple delivery types and a learning
content management system (LCMS) that catalogs the actual content (online content
modules) for the learning program. Technical requirements, such as the server that supports the
learning program, access to the server, bandwidth and accessibility, security, and other
hardware, software, and infrastructure issues are addressed.
Interface Design - The Interface Design dimension addresses factors related to the user
interface of each element in the blended learning program.
Evaluation - The Evaluation dimension is concerned with the usability of a blended learning
program. The program should have the capability to evaluate how effective a learning
program has been as well as evaluating the performance of each learner.
Management - The Management dimension deals with issues related to the management of a
blended learning program, such as infrastructure and logistics to manage multiple delivery
types.
Resource Support - The Resource Support dimension deals with making different types of
resources (offline and online) available for learners as well as organizing them.
Ethical - The Ethical dimension identifies the ethical issues that need to be addressed when
developing a blended learning program such as equal opportunity, cultural, diversity, and
nationality.


7.2. Carmans Blended Learning Process (2005)

Figure 1: A Blend of Learning Theories

By applying learning theories of Keller, Gagn, Bloom, Merrill, Clark and Gery (cited in Carman,
2005), (see Figure 1), Carman has mentioned five key ingredients emerge as important elements
of a blended learning process (see Figure 2):

1. Live Events: Synchronous, instructor-led learning events in which all learners participate at the
same time, such as in a live virtual classroom.
2. Self Paced Learning: Learning experiences that the learner completes individually, at his
own speed and on his own time, such as interactive, Internet-based or CD-ROM training.
3. Collaboration: Environment in which learners communicate with others, for example, e-mail,
threaded discussions and online chat.
4. Assessment: A measure of learners knowledge. Pre-assessments can come before live or
self-paced events, to determine prior knowledge, and post-assessments can occur following
scheduled or online learning events, to measure learning transfer.
5. Performance Support Materials: On-the-job reference materials that enhance learning
retention and transfer, including PDA downloads, and PDFs.

7.3. Design Framework of Blended Learning (Sale, no date)
The effective development of blended learning can best be achieved through recognition and
application of the following:

1. Effective blended learning is firstly about good learning design
2. Good learning design is grounded on core principles of learning
3. Core principles of learning must be thoughtfully applied in relation to specific learning
outcomes, learner characteristics, learning environment and resource availability
4. ICTs are used to enhance specific aspects of the learning process
5. The completed blended design maximizes the affordance of a range of learning modes and
mediums.

7.4. Determining the Best Blended Learning Mix (Marsh, 2001)
To determine the most effective blended learning mix for your training project, you will need to
gather information regarding the following:

Target audience description: It is critical to know as much as possible about the target
audience when designing blended learning. In particular, it needs to know their familiarity and
comfort level with learning via computers.
Skills/content: The type of skills and content learners need to master will greatly influence the
delivery methods which are selected. Some skills require interaction with an instructor, while
others are best learned in a self-paced environment.
Technical resources: Blended learning depends on the organizations technical resources. The
organization must cataloguing the infrastructures they does and does not have will narrow


down the choices available to organization and help them avoid making costly mistakes.
Personnel resources: The personnel resources available for development, delivery and
technical support.
Budget/time constraints: There are always budget and time constraints that must be
considered
in choosing blended learning mix.

The primary goal of blended learning is to combine the interactivity of instructor-led training, the
flexibility of self-paced learning, and online tools for building a learning community. From the
proposed frameworks reviewed, to design effective blended learning framework or model, the
researcher thought there should take to obtain for the following elements:

Technological or technical resources
Pedagogical
Evaluation or Assessment
Institutional
Skill and Content
Collaborative and Interactive modes

8. Discussion and Conclusion

Teaching and learning is an evolutionary process, it never ends. It has evolved from a total
teacher/classroom dependent stage to an online environment. The emerging of computer and
other technologies had made teaching and learning activity a very dynamic process. This
study is conducted to examine the implementation of mix mode approach, blended learning in
HEIs in Malaysia. The paper has outlined the precise definition of blending and some of the
benefits of this approach. Moreover, this study also reviewed a few models or frameworks
proposed by the researchers to generate the best blended learning models. All models are not
argued as equally good. Some models are better than others and it is almost impossible in
contrary, to design a perfect model. In the context of designing blended learning framework
and model, the challenge faced by educators and learners when technology-focus is in place
is to maintain the flexibility and imagination to adapt the tool to new uses as they arise
(Chew, Jones & Turner, no date). Again, according to Chew et.al (no date), today, blended
learning researchers seem to have an emphasis toward practices without a clear understanding
of or underpinned educational theories. Hence, the need to explore educational theory and its
relationship with technology is essential. And as well, the power and potential of the
technological and the skills of the teacher should be blended together to offer totally great
learning experience to learners at all levels. A well blended learning approach is expected to
be able to cater for the diverse needs of most learners.

References

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Lumpur, Malaysia


EVALUATION OF E-MAIL ACTIVITY RECONSTRUCTION TOOLS
FOR E-MAIL CLIENT

Chew Eng Hin
1
, Asrul Hadi Bin Yaacob
2
, Mohd Fikri Azli Bin Abdullah
3

1
Faculty of Information Science & Technology,
Multimedia University (MMU) Melaka Campus, Malaysia
protolmax@gmail.com

2
Faculty of Information Science & Technology,
Multimedia University (MMU) Melaka Campus, Malaysia
asrulhadi.yaacob@mmu.edu.my

3

Abstract

Electronic mail (E-mail) is one of the most common and important messaging infrastructures
used in the organization. Among all the critical and important systems in the organization, E-
mail system is the one that required significant ongoing investment both in technology and
personnel to run smoothly. E-mail crimes are increasing from years to years. In order to cut
down the number of the E-mail crime, various E-mail Forensics Tools had been introduced to
recover and trace the source of the particular E-mail. Tools for E-mails allow E-mail
administrators to complete common and time consuming tasks in their E-mail environment
more effectively. The function of E-mail Forensics Tools can be divided into Activity
Reconstruction, Message Tracing, Investigation, Forensics, Compliance, and Trend Analysis.
However, the focus of this evaluation is more into E-mail Activity Reconstruction which is
the first necessary step in E-mail Forensics. In E-mail Activity Reconstruction, there are tools
that could read the proprietary E-mail repository format. Thus, an evaluation of E-mail
Activity Reconstruction Tools is done on two open source tools and one commercial tool.
These E-mail Activity Reconstruction Tools which could read DBX files are tested not only
based on the basic characteristics and requirements that serve as test criteria; they are also
being compared and contrasted as well. All the tests are done under a constant environment
and the results are documented to provide a clear view of efficiency and accuracy of tools.
Informative analysis of the results of evaluation is provided to increase understanding of E-
mail Activity Reconstruction.

Keywords: E-mail Forensics, E-mail Activity Reconstruction, DBX

1. Introduction

E-mail is a communication method of exchanging digital information between two or more
parties. E-mail system is basically based on infrastructure in which E-mail server systems
accept, forward, deliver and store messages on behalf of users. From years to years, E-mail
system has been improved and now it is the most widely preferred communication tool within
the business field. Thus, it is the first board electronic communication in business.


E-mail is one of the most common and important messaging infrastructures used in
the organization. Among all the critical and important systems in the organization, messaging
infrastructure is the one that required significant ongoing investment both in technology and
personnel to run smoothly. Moreover, E-mail crimes are increasing from years to years. In
order to cut down the number of the E-mail crime, various E-mail Forensics Tools had been
introduced to recover and trace the source of the particular E-mail. Klein (2006) mentioned
that the overall impact of E-mail Forensics in fixing this vulnerability can only be speculated
at, it is unquestionable that the number of cases will be reduced. Tools for E-mails allow E-
mail administrators to complete common and time consuming tasks in their E-mail
environment more effectively. Demands from end users increasing every year and IT
managers are required to answer more detailed questions about their messaging infrastructure
than ever before. Solutions are needed to helps organizations to implement E-mail Forensics
quickly.

The function of E-mail Forensics Tools can be divided into Activity Reconstruction,
Message Tracing, Investigation, Forensics, Compliance, and Trend Analysis. However, the
focus of this evaluation is more into E-mail Activity Reconstruction which is the first
necessary step in E-mail Forensics. In E-mail Activity Reconstruction, there are tools that
could read the proprietary E-mail Clients repository format. The chosen E-mail repositories
format is DBX which is the repository of Microsoft Outlook Express. The focuses are on
Microsoft Outlook Express mainly because based on Figure 1 which is according to E-mail
client popularity (2009, June) it is the default E-mail Client that has high usage percentage. It
also comes free with Windows XP which is the most preferred Microsoft OS in
Organizations.

The most important step of E-mail Forensics is the E-mail Activity Reconstruction
which is also the very first step before any analysis could be done. Jones, Bejtlich and Rose
(2006) stated E-mail Activity Reconstruction Tools are used to reconstruct the E-mail
repositories that local E-mail applications use to store the E-mail a suspect sends or receives.
Usually, Reconstruction of E-mail requires some applications installed on the Forensics
workstation. The main reason is the proprietary repository format that used by E-mail
applications. Although the Forensics could be done with the proper E-mail application
installed, E-mail Activity Reconstruction Tools that could read the E-mail without original
application will be much more efficient.

40%
16%
15%
8%
6%
5%
3%
2% 1%
4%
E-mail Client User Usage
Microsoft Outlook
Yahoo! Mail
Hotmail
Apple Mail
iPhone/iPod Touch
Gmail
Figure 1: E-mail Client User Usage


2. The Architecture

2.1 E-mail Client

Leung and Hou (n.d.) mentioned E-mail client, also known as E-mail reader or more formally
known Mail User Agent (MUA), is a computer program that is used to manage E-mail. The
term E-mail client may refer to any agent that acting as a client toward an E-mail server,
regardless of it being a mail user agent, a relaying server, or a human typing on a terminal.
Moreover, a web application providing message management, composition, and reception
functionality is sometimes considered as E-mail client as well.

MUA like most client programs, need to be activated when users want to retrieve
message from a mailbox like in Figure 2. Messages are stored on a remote server and the
MUA has to request them on behalf of the users. Access to remote servers mailboxes comes
in two flavors. American Prosecutors Research Institute (2005) provided much information
about how E-mail works. The first one is the Post Office Protocol (POP) which allows the
client to download messages one at a time and only delete them from the sever after they
have been successfully saved on local storage. POP is suitable for multi clients as it is
possible to leave the messages on the server for another client to download them. Besides
that, there is no provision for flagging a specific message as seen, answered, or forwarded,
thus POP might not convenient for users who access the same mail from different machines
or clients.

On the other hand, the Internet Message Access Protocol (IMAP) allows users to keep
messages on the server and flagging them as appropriate. Moreover, IMAP provides sub-
folders like Sent, Drafts, and Trash folders are created by default. Both POP and IMAP
clients can be configured to access more than one mailboxes at the same time. However,
IMAP is equipped with extra features such as idle extension for real time updates. It could
Mail User Agent Mail User Agent
Mail Server Mail Server
Sender
Receiver
Internet

Figure 2: Mail User Agent


provide faster notification than polling where long lasting connections are feasible. Lastly
settings like IP address, user name and password on Client are required for each remote
incoming mailbox.

Protocol Use
Plain Text/Encrypt
Sessions
Plain Text
Sessions Only
Encrypt
Sessions Only
POP3 Incoming Mail 110 995
IMAP4 Incoming Mail 143 993
SMTP Outgoing Mail 25 (unofficial) 465
MSA Outgoing Mail 587
HTTP Webmail 80 443

2.2 DBX

According to Jones et al. (2005), there are two types of DBX files as shown in Figure 3.
The first type is called Folder DBX file which is a catalogue of the other DBX files on the
system. The second type of DBX file is called an E-Mail DBX file. This is the file that
contains the actual E-Mail messages which includes the content and also the attachments.
Each E-Mail DBX file is catalogued in the Folders DBX file so that Outlook Express can re-
create the folder structure for the user.

3. Purpose of The Evaluation

The purpose of the evaluation of E-mail Activity Reconstruction Tools is to determine
whether the tested tools meet the basic characteristics and requirements as a forensics tools.
There are two open source tools, Eideutig and libDBX will be tested. In addition, another
commercial tool, Parabens E-mail Examiner is added into the evaluation in order to compare
and contrast the open source tool and the commercial tool.

These tools are critical to E-mail forensics application because E-mail Activity
Reconstruction is the very first basic steep of E-mail forensics. Yet the quality of these tools
are very often an unknown. Thus, a specific tool evaluation and testing are required and
essential in order to determine the performance and quality of the tools.

Table 1: E-mail Protocols Port Assignment
Figure 3: DBX Files
Folder DBX File
Inbox E-Mail DBX Drafts E-Mail DBX
Deleted Items E-Mail
DBX
Sent Items E-Mail
DBX


4. Software and Hardware

Two test computers, one desktop and one laptop will be used in this test. Complete hardware
specifications for both machines are listed below.
- Desktop
Dell Dimension 5150
Intel i945 Motherboard
Dell BIOS version A07
Intel Pentium D 820 CPU
2GiB DDR2 Memory
- Laptop
Dell Latitude E6400
Intel GM 45
Dell BIOS version A20
Intel Mobile Core 2 Duo T9800
4GiB DDR2 Memory

On the other hand, the software listed below were used in order to perform the testing.
- Cygwin
Tool that provides a Linux-like environment to run the tools.
- Eindeutig
The tool under test.
- libDBX
- Parabens E-mail Examiner
- FTK Imager
Tool that mount the image for forensics purposes

5. Methodology

Figure 4: Environment of Tools Comparison
Comparison
n = 1, 2, 3 , 4.

Testing Environment for Tool 1
Tools
Basic
Characteristics
and Requirements
Based On
Resources Input

Testing Environment for Tool n
Tools
Basic
Characteristics
and Requirements
Based On
Resources Input
.


Figure 4 shows the methodology for E-mail Activity Reconstruction Tools testing and
evaluation. All the tools will be given the same resources as the input and comparison will be
based on the basic characteristics and requirements that already been set earlier. Moreover,
each tool will be tested in separate environment so that all the uncertainty can be isolated.
The result of the testing will be collected and well documented. Then these results will be
compiled and tabled, thus, will be formed as the comparison of the tools.

After the comparison of E-mail Activity Reconstruction Tools, all of the valuable data
will then be collected and documented. A table of results will be established in order to
provide a better view of tools testing. The table will then be analyzed and evaluated. Analysis
and evaluation could increase the understanding of E-mail Activity Reconstruction Tools.

6. Testing

The tools testing are done on each tool and compare to Microsoft Outlook Express. Based on
all the criteria, tools will be rated as either Passed or Failed. Below are the basic
characteristics and requirements that serve as testing criteria.

Basic Characteristics and Requirements (Criteria)

1. The tool shall be able to interpret DBX repository correctly.
2. The tool shall be able to preserve the integrity of both E-mail and DBX repository.
3. The tool shall be able to reconstruct E-mail activity.
4. The tool shall be able to extract selected E-mail.
5. The tool shall be able to warn users if there is an error occurs.
6. The tool shall be able to extract any attachments found in the E-mail.
7. The tool shall be user-friendly and easy to be executed.

6.1 Microsoft Outlook Express


6.2 Eindeutig

Eindeutig is tested with following command:

6.3 libDBX

Figure 5: Microsoft Outlook Express

Figure 6: Eindeutig

Figure 7: libDBX
Command: dbxparse [-e|-f] [options] <filename>
-t The field delimiter for spreadsheet output.
-f FORCE the input file as FOLDER type
-e FORCE the input file as E-MAIL type
-s Only an E-mail summary spreadsheet will be listed.
-o The output directory for exported E-mail.


libDBX is tested with following command:

6.4 Parabens E-mail Examiner

Parabens E-mail Examiner is equipped with user-friendly GUI. Thus, clicking with cursor is
the only action required in order to execute the program.

Figure 8: Parabens E-mail Examiner
Command: readdbx [OPTIONS]
-h display this help and exit
-V output version information and exit
-f "file" input DBX file
-o "file" file to write mbox format to
-q don't display extra information.


7. Result

Criteria
Tools
1 2 3 4 5 6 7
Eindeutig
libDBX
Parabens E-
mail Examiner

8. Analysis and Evaluation

8.1 Analysis

8.1.1 Analysis of Test of Criteria 1

From the information of the test of Criteria 1, all the tools are performed very well in
interpreting the DBX repository. All tools could read the hexadecimal string contained in
DBX file correctly. Meaningful information is the result of the interpretation.

8.1.2 Analysis of test of Criteria 2

The second test shows that the tools could preserve the integrity of the E-mail and also the
DBX repository. Both E-mail and DBX file are not altered or changed after the interpretation
of the tools. Preservation of the E-mail and the DBX repository is very important in order to
use these data as digital evidence in court.


From the result above, all tools are able to reconstruct the E-mail activity from the DBX file
without any error. E-mail activity describes the activity or action that the users have done
with his/her E-mail system. E-mail activity includes number of E-mail that has been sent,
read, deleted and etc.


As the fourth test shows, all tools are able to extract E-mail from the DBX file successfully.
The contents of E-mail like E-mail header and Message body could be viewed without any
problem.


Table 2: Result of Tools Testing


All the tools that are tested are able to warn users if there is any error occurs during the E-
mail activity reconstruction process. Alerts or errors will be displayed to warn users in order
to avoid any faults to be included In E-mail forensics.


The result of the test above indicates the shortcoming of both open source tools (Eindeutig &
libDBX) compared to commercial tool that are full of features. Both open source tools are not
able to extract the attachments that found on the extracted E-mail. Although the extraction of
attachments could be done with another tool named munpack, the Parabens E-mail Examiner
appears to be a more complete package.


The last test was about the user-friendliness of the tools. The results shows that both open
source tools that are developed in CLI interface are not as easy and simple to be used
compare to the commercial tool. The GUI interface that appears on the commercial tool
simplifies the execution of the tool as clicking is the only action required.

8.2 Evaluation

E-mail Activity Reconstruction Tools can be divided into open source tools and commercial
tools. Eindeutig and libDBX appeared to be open source tools while Parabens E-mail
Examiner is the commercial tool. However, Parabens E-mail Examiner always appear to be
a more complete package with user-friendly GUI and lots of extra features that always come
in handy. On the other hand, Eindeutig and libDBX are more specific into certain function as
they could on parse DBX file compare to multiple file format that supported by Parabens E-
mail Examiner. Thus, other open source tools like munpack might have to be combined in
order to achieve certain function that provided by Parabens E-mail Examiner.

Moreover, support and development of Eindeutig are inactive since year 2005 just like
open source tools that frequently described as being developed slower and supported lesser
compared to commercial tools. At the bright side, open source tools are much more flexible
as the source code is freely available and modification could be done based on specific needs.
A GUI could be added to Eindeutig as the front-end that could interact with users at a more
friendly and easy-to-use manner. Open source tools are great for research and study as well.

9 Conclusion

E-mail Activity Reconstruction Tools are essential in E-mail Forensics as Activity
Reconstruction is the very first necessary step in E-mail Forensics. These tools must at least
be able to meet the basic characteristics and requirements such as:

1. The tool shall be able to interpret DBX repository correctly.
2. The tool shall be able to preserve the integrity of both E-mail and DBX repository.
3. The tool shall be able to reconstruct E-mail activity.
4. The tool shall be able to extract selected E-mail.


5. The tool shall be able to warn users if there is an error occurs.

All the tools tested met the criteria and done well in the test. However, there is still a long
way for open source tools to keep up with commercial tools. As the benefits of society, open
source tools should be given more attention and support from developers.

10 Acknowledgement

I would like to take this opportunity to express my gratitude to Mr. Asrul Hadi Bin Yaacob

and Mr. Mohd Fikri Azli Abdullah for their supervision, guidance, encouragement and
support throughout the whole project. Both of them showed me different ways to approach a
research problem and the need to be persistent to accomplish any goal. Besides that, I would
also like to thank my family: my parents for giving me unconditional support and
encouragement to pursue my interests and dreams. My sisters who often help me in search for
materials related to the project title. My brothers who share their experience throughout their
research and always there to give me advices whenever I needed. Besides that, thanks for my
family who always remind me that my research should always be useful and provide good
information to the community.

References

American Prosecutors Research Institute. (2005). Understanding E-mail: A primer for local
prosecutors (Grant No. 98LS-VX-0002). Washington, DC: U. S. Government Printing
Office.
E-mail client popularity. (2009, June). Retrieved from
http://www.campaignmonitor.com/stats/E-mail-clients/
Jones, K., Bejtlich, R., & Rose, C. (2005). Real digital Forensics: computer security and
incident response. Addison-Wesley Professional.
Klein, D. V. (2006). A Forensic analysis of a distributed two-stage web-based spam attack.
Leung, Y. W., Hou, R. (n.d.) Mail Server [Presentation slides]. Retrieved from Hong Kong
Baptist University web site:
http://www.comp.hkbu.edu.hk/~comp2650/tutorial/notes/lab_notes_5.pdf



AN OVERVIEW OF HANDOFF LATENCY IN IEEE 802.11

Burra Venkata Durga Kumar
Sunway University College, Malaysia
burra@sunway.edu.my

Abstract

Wireless Local Area Networks (WLANs) have seen a good acceptance from both public
and private sectors in recent years. They are being used in many companies, hot spots,
universities and homes due to their ease of installation, reasonable prices, and the high data
rates that they support. Uninterrupted connectivity is one of the important requirements in
WLANs based IEEE 802.11 that provides mobility during the utilizing of the network;
however, the handoff process when a station moves from its current base station range to
another is still considered an issue in the IEEE 802.11 specification. This problem is
especially considered critical for sensitive real-time applications such as Voice over Internet
Protocol (VoIP) that can affect during the time consumed by handoff process. For this reason,
many alternative handoff schemes have been proposed in order to support seamless handoff
in WLANs. In this paper, author review the fundamentals of IEEE 802.11 standard based
WLANs by providing a rich description of the standards commonly being used as well as the
standard handoff procedure. Finally, a new framework is presented to reduce handoff latency
based IEEE 802.11 standard by totally eliminating the scanning delay.

Keywords: Handoff latency, Wireless local area networks (WLANs), Scanning, Re-
authentication, and Re-association.

1. Introduction:

This section firstly provides an overview of the WLANs, their currently deployed
technologies as well as the critical effect of the handoff procedure of these WLANs on real-
time applications. The section also presents the different IEEE 802.11 standards that are
being deployed currently as well as some standards that are used to assist the handoff process.
Finally the Introduction section discuses the handoff procedure currently being used by IEEE
802.11 mobile stations.

1.1 Handoff Procedure in IEEE 802.11

According to Kousalya et. al. (2008) the handoff process is divided into three stages
which are scanning phase, re-authentication phase and re-association phase.

1.2. Scanning Phase

The scanning phase is the most critical phase in the handoff procedure since this
phase is responsible for up to 90% of the overall handoff latency [1]. In this phase, the mobile
station (eg. Laptop) monitors the available wireless channels to recognize the available APs.
This stage can be divided into three sub phases namely detection, scanning and decision. In
the detection sub-phase, the mobile station decides when the scanning phase needs to start.
This is because a mobile station cannot continue communicating with its associated AP while


it is discovering the available APs[2].However, in the scanning sub-phase, the mobile station
starts to discover the APs that in its range and try to associate to one of them[3]. Since
different APs operate on different channels, they might not be discovered by the mobile
station which is operating on a different channel. However, by scanning all of those channels,
a mobile station can discover these surrounding APs. IEEE 802.11 defines two scanning
modes: passive where the mobile station simply waits for beacons, or active scanning where
the mobile station actively solicits beacons [4]. In the last sub-phase, decision sub-phase, a
mobile station determines which AP it needs to connect to [5]. The decision is dependent on
several parameters such as the Received Signal Strength (RSS), available bandwidth, etc. If
the difference between the RSS of the new AP and the old AP (current one) is higher than
specific value, then the mobile station will handoff to the new AP [6]

2. Issues

The handoff latency in 802.11 based WLANs is a combination of three types of delays [7].
This section discusses each of these delays in details.

2.1 Scanning delay

The scanning delay depends on which scanning mode is used. If passive scanning is used, the
delay then is based on the number of channels as well as the beacon intervals. Thus, a long
delay is introduced since the mobile station needs to stay in each channel for beacons interval
as it might not know the arrival time of beacons shown in figure 1, messages A to D. For
example, if the beacon interval is 200 ms, then the average scanning delay of IEEE 802.11b/g
that has 11 channels is 2200 ms. However, if active scanning is used, the probe delay is a
function of number of channels to scan as well as the time to stay on a channel to wait for the
response messages from the APs. The time that the mobile station needs to wait for in each
channel is based on two variables which are MinChannelTime and MaxChannelTime; the
minimum and the maximum channel times, respectively [8].

2.2 Authentication delay

This type of delay represents the time needed during the exchange of authentication frames
between the mobile station and the new selected AP. (see figure 1, messages E to F).
Authentication delay varies based on the authentication mode used by the APs. The IEEE
802.11 standard (IEEE 802.11, 1999) specified two authentication modes; the open system
authentication and shared key authentication. In the Open System authentication method,
only two frames are required to be exchanged between the mobile station and the AP.
However, in shared key mode additional frames are needed for the generation encryption key
(total of 4 messages). Thus, using the shared key mode will cause longer authentication delay
[9].

2.3 Re-association Delay
This delay is caused by exchanging re-association frames (re-association request & re-
association response) between the mobile station and the APs. In the re-association phase,
the mobile station sends the re-association request frame to the new AP and receives the
re-association response frame from it [7].


Figure 1: The handoff delay by the IEEE 802.11 [10].

However, before the AP sends the re-association response frame back to the mobile station, it
needs to collect the mobile stations context information from the old AP by using IAPP (see
figure 1, messages G to H). As a result, using IAPP as extra delay to the re-association delay
since four additional messages are exchanged between the old AP and the new AP in order to
transfer mobile stations context information securely [10].


3. Architecture

As author have discussed in the previous section, the handoff latency in WLANs consists of
three sub-delays which are Scanning, Authentication, and Re-association delays.
MS: Mobile Station (eg. Laptop, PDA, etc.)
New AP: The new Access Point that the MS wants to connect to.
Old AP: The current Access Point that the MS is associated to.

However, in this paper, author focus only on eliminating the Scanning delay. This is because
the scanning delay contributes 90% of the total handoff delay and this can be considered very
significant to the handoff process [4].

This section presents the existing Handoff Procedure in IEEE 802.11 based WLANs as well
as the new mechanism presented by us which totally eliminates the scanning delay in IEEE
802.11 standard.


Figure 2: Handoff procedure in IEEE 802.11 Figure 3: Handoff Procedure new mechanism

4. Proposed Mechanism

In this section, author presents the detailed work of new mechanism. Firstly, author present
the needed model (Figure 4) that show how new mechanism is implemented. This will be


followed by a flow chart complete Handoff Procedure using NEW Mechanism shown in
Figure 5.

V. NEW Model

Figure 4: Sequence Diagram: Indicate Handoff.

MS: Mobile Station (eg. Laptop, PDA, etc.)
New AP: The new Access Point that the MS wants to connect to.
Old AP: The current Access Point that the MS is associated to.


Figure 5: Flow Chart: Complete Handoff Procedure using NEW Mechanism


5. Conclusion

Handoff latency in IEEE 802.11 is a critical issue that affects a lot of WLANs real time
applications such VoIP. In order to have uninterrupted connectivity, the total handoff delay
needs not exceed 50ms. In this paper, author have presented the currently used handoff
scheme based IEEE 802.11.

However, this scheme has got some problems due to that fact it consumes a
significant delay to degrade the real time applications performance. For this reason, author
has also developed a new scheme called new model that could eliminate 90% of this delay
and improve the performance of the IEEE 802.11 standard.

This model is able to eliminate the scanning delay by having each AP build a list of
its neighbors APs as soon it is operational. This list will be sent to the associated MS as it is
needed in order to provide that MS with the list of all APs that it may visit during the
handoff.

This would eliminate the need for the MS to search for APs during the handoff
process. Furthermore, This new model also takes an advantage of the Power Management bit
to provide a new feature to the IEEE 802.11 standard which is the power save mode. In the
power save mode, a MS can switch to standby mode if there are no data packets are being
sent to it.

This can significantly improve the performance of the MSs since the wireless
connectively consumes lots of power to these limited power devices such as PDAs and
Laptops.

6. Recommendations

Even though this new model has eliminated 90% of the handoff latency, there is still possible
work to be done to improve the functionality of the proposed new mechanism in order to
reduce the handoff delay to more than 90%. This can be done by reducing or eliminating the
authentication and re-association delays described previously. Moreover, another possible
future work could be the support of new model to layer-3 mobility. This is because this
research focuses on layer-2 mobility (that is, a handoff in the same WLANS). However, it is
still possible to incorporate such mechanism to layer-3 mobility so that it would support
handoff procedures when a MS moves from one network to another.

References

[1]. Chintala & Zeng,(2007). "Novel MAC Layer Handoff Schemes for IEEE 802.11
Wireless LANs," Proceedings of the proceedings of the IEEE Wireless
Communications and Networking Conference 2007 (WCNC07), Hong Kong,
[2]. Liao & Gao, (2006). Practical Schemes for Smooth MAC Layer Handoff in
802.11Wireless Networks
[3]. Mishra et al., (2002). Probabilistic location prediction for a mobile station
[4]. Walke et al., (2006). Enhancing handoff process using IAPP with caching techniques.
J. Applied Sci


[5]. Navarro & Wong, (2006). Comparison between Vertical Hand- off Decision
Algorithm for Heterogeneous Wireless Networks, in Proc. VTC-2006. Vo. 2, pp. 947 951
[6]. Funn, (2008). 'Smart Checking System'. -. Siti Munirah Bt Abd Latiff, ... Fakrulradzi
Idris, 'Handoff Latency in Mobile IPv6'
[7]. Pack et al, (2007). Handoff latency results in packet losses and severe End-to-End
TCP performance degradation ... Campbell, A. T. et al. Comparison of IP Micro-
Mobility Protocols. ... IEEE Transactions on Mobile Computing, v.6 n.8, p.903-914
[8]. Tsao & Cheng, (2007). Improving Channel Scanning Procedures for WLAN
Handoffs
[9]. Wang & Bao, (2005). Simulation results show that Personal AP can greatly reduce the
handoff latencies, and is suitable to support delay-sensitive
[10]. Mishra et al., 2004 and Wang & Bao, (2005). San Diego, California, USA. 2nd
Annual International Conference on Mobile and ... PPP Migration: A Technique for
Low-Latency Handoff in CDMA2000 Networks


RFID SOLUTION FOR ATTENDANCE AND TRANSPORTATION UTILIZATION
Abdul Razak Hussain, Mohd. Fadzil Zulkifli
Universiti Teknikal Malaysia Melaka
razak@utem.edu.my, fadzil@utem.edu.my

Abstract
A manufacturing organization that employs hundreds of employees and at the same time
arranges transportation for their employees must be concerned about keeping track of two
things: their employees attendance and the corresponding employees transportation
utilization. The current practice of tracking the employees attendance which is linked
inappropriately to the transportation utilization may result in ambiguous interpretations and
financial concerns. By maximizing both the attendance and utilization rate, the organization
may reduce the overhead costs that lead to a better resource consumption rate. In this paper,
we propose an active RFID solution in tackling those issues. The results of our initial
experiments indicate positive outcomes and calls for further enhancements.

Keywords: RFID, attendance, transport utilization.

1. Introduction

A manufacturing organization employing hundreds of employees is certainly concerned not
only about the attendance of its employees but also the employees transportation utilization.
This is true if the transportation costs consume a large portion of the operational budget
allocation. Current organization management practices may either separate or combine these
tracking activities. Even if these activities were combined, inappropriate or incorrect
reporting may results in ambiguous interpretations and financial concerns. This paper
proposes an active RFID solution in addressing the combined tracking issues. After
introducing the problem background (Section 2) and the relevant identification technologies
(Section 3), this paper discusses the proposed system (Section 4) and concludes on current
progress of the project (Section 5).

2. Background

Our research interest brought us to a local manufacturing company that deals mainly in
electronic products. It currently employs hundreds of permanent and contract employees and
more than 80% of the employees utilize the transportation services provided by the
Hospitality Services department (HSD). These transportation services consist of vans and
buses operated by vendors whose operating region and routes are pre-determined by the
HSD. While the buses are used for regions having conventional roads, the vans are used as
feeders to these bus routes and where the roads are inaccessible to the buses. Employees are
designated with buses/vans according to their home addresses. Upon arrival at the workplace,
the employees must swipe their chip-based smart card at designated card reader points. They
have to swipe again when leaving the workplace. Since employees are already designated
with pre-determined buses/vans, their attendance is linked with the utilization of the
buses/vans. For example, if 40 employees (for Shift A, taking Bus 123) are present, then the
utilization for the 40-seater bus is supposedly be 100%. This is not true at all the time as
some employees may opt not to use the buses/vans for some reasons. Consequently, the HSD


staff member may record the transport utilization for Bus 123 to be less than 100% during the
daily visual inspection.
2.1 Problem Statements

Several problems in the current system have been identified, listed and explained as follows:
a. The current monitoring of employees attendance lacks consistency. Each time an
employee clocks in or out, the system assumes that employee utilizes the designated
transportation services. This is not true if an employee opts to use other mode of
transportation.
b. The monitoring of the transportation utilization lacks accuracy. The presence or
movement of the buses is based on the employees attendance data; a bus is assumed to
have delivered an employee if the employee turns up for work. Furthermore, the
utilization is calculated based on the total number of passengers per bus route per shift
divided by the capacity of the transport. The accuracy of the utilization calculation is
affected when an employee changes bus route or shift or uses different bus route. This is
due to the fact that the calculation is still based on the bus route information in the
system, even though the employee does not utilize the designated transport service.
c. The inclusion of bus routes in the employees data invites inflexibility in data
maintenance for both employee and route entities. Employees bus route data are
recorded in the human resource management system (HRMS). Whenever an employee
changes shifts for certain period of time, (and thus may cause a change in his/her bus
route), proper updates need to be done in the employee basic dataset to reflect the current
bus route taken. Records of previous routes taken may not be properly maintained.
2.2 Objectives

The objectives of this project are to:
2. improve the consistency of the employees attendance monitoring, specifically
employees who are using the transportation provided by the company.
3. improve the accuracy of the transportation utilization calculation.
4. provide an alternative database design in order to cater for data storage, maintenance and
querying.

3. Identification Technologies
Four different identification technologies deserve to be reviewed due to their widespread
usage and suitability to the project needs: barcodes (linear, stacked, etc.), card-based
(magnetic, optical, smart-card, etc.), biometric (fingerprints, voice, iris, etc.) and RFID
(active and passive). The following Table 1 summarizes the general features for each of the
identification technologies.

i. 3.1 RFID Background
Functionally, an RFID system consists of tags (transponders), tag readers (transceivers),
middleware and application software [1][3]. Objects of interest are embedded with tags and
the reader automatically captures information emitted from the tags as objects move around
or being displaced. Once a tag data is read, it need to be processed (e.g. filtered, translated
into keys and matched to stored information), normally by the middleware, before being used
by the application software.


Table 1: An Overview of Selected Identification Technologies
Functionality Data Storage Cost
Barcodes
(linear,
stacked)
Read only, line of
sight, contactless
Low

Very low

Card-based
Magnetic
Read only, contact, Low to medium Very low to
low
Optical Read/write once, line
of sight, contact
Medium to high Medium to
high
Smart card
(memory,
chip)
Read/write, contact/
contactless
high
Biometric
(fingerprint,
voice, iris,
etc.)
Contact/ contactless,
(generally non-
invasive)
-NA- (depends
on application)
Medium to
high
RFID
(active,
passive)

Read, read/write,
Contact/ contactless,
simultaneous
multiple reads
high

There are two types of tags, namely active and passive tags, according to their source of
electrical power. Active tags are larger, heavier and more expensive than passive ones as they
contain their own power source (battery). Nevertheless, they emit stronger signal, operating
normally at higher frequencies (455 MHz 950 MHz or 2.45 5.8 GHz) capable of being
captured by the reader over a longer distance measuring 20-100 meters. The tags are more
suitable for tracking valuable items.

On the hand, passive tags are much smaller, lighter and cheaper than active tags. The
tags power up upon receiving electromagnetic signal transmitted by the reader and charge up
the capacitors in the tags. They subsequently emit signals back containing identification
information to the reader through antennas, typically operating at lower frequencies (30 kHz
134 KHz or 13.6 MHz) with a capture range of between several centimeters and 10 meters.
They are commonly used for asset tracking and security applications. The chips on the tags
can either be read-only or read-write. While the information stored in the read-only cannot be
changed, the information in the read-write can be added, updated or written over.

3.2 RFID Applications

RFID-enabled systems are capable of transforming conventional applications into those with
speed and efficiency. Not only they allow organizations to improve production planning, but
also promptly respond to market demand. Manufacturers, for example, may automate the
monitoring of raw material, work-in-progress and final products.

RFID technology is currently used in various manufacturing applications such as
employee identification and access control, surveillance and inventory tracking, warehouse
management, supply chain and distribution management. RFID applications have also been
implemented in other domains that includes automatic payment collection, automated vehicle


identification, theft prevention, pharmaceutical drugs distribution and safety, medication-
patient matching, livestock tagging and even in the financial industry [1]-[5].

ii. 3.3 Advantages of RFID
RFID technology offers significant advantages over other identification technologies. As it
uses radio frequency signals, it does not require a straight line-of-sight communication i.e.
without having necessary orientation. It can also be read at high speed (typically less than 100
ms) through several materials (e.g. paint) over short/long-range distance (e.g. 2-100 meters)
with simultaneous multiple tags scanning.

Instead of being attached to the objects of interest, RFID tags can be embedded or
encased in the objects of interest e.g. cartridges, ID badges and wristbands. While reducing
the chances of being detached from the objects, the tags are rugged and readable even in
adverse environment e.g. dirt, moisture and extreme temperatures.

The data transfer between the readers and tags practically does not require human
intervention, thus allowing a more automated and efficient data collection. The tags can
contain more data e.g. several thousand characters and is also capable of being updated.
Furthermore, since there are no moving parts, RFID systems require less maintenance.

4. Proposed RFID Solution

We adopted the case study approach where data and relevant information were obtained
through projects documents, minutes of meetings, discussions, site visits and observations.
Meetings and discussions were held with key players from the Information Management
Services (IMS), HSD and HRMS.

We first looked into the underlying database model that is going to be used to
facilitate the attendance and utilization monitoring. Figure 1 shows a simplified entity-
relationship diagram (ERD). We have configured a proposed solution as shown in Figure 2.
RFID tags are embedded in the employees ID cards and also fastened to the vehicles front
bumpers.

Active RFID readers are placed on both sides of the designated path leading to and
from the employees drop-off points. As the bus carrying the employees approaches the drop-
off points, the readers capture unique ID codes stored in the tag (read range is about 5 to 15
feet) that represent both the vehicle and employees during the clocking-in. In this data
capture layer, information about employees ID and vehicle identification will be collected
along with its arrival time in a single pass. Similar processes also occur during clocking-out.
The business process layer is responsible for mapping the incoming data from the data
capture layer to a more manageable form that is suitable for the application layer. In this
layer, the vehicle and employee identification codes is then checked, matched and reconciled
with the existing data. It provides the application software with the required information to
perform the employees attendance and transport utilization monitoring and reporting e.g. the
clock-in and clock-out time (for the employees), the arrival and departure time (for the
vehicles) and the occupants of the vehicles.


Employee
PK EmpID
EmpName
FK1 AreaID
Employee_Shift
PK EmpShiftID
PK,FK1 EmpID
PK,FK2 ShiftID
DateStart
DateEnd
Shift
PK ShiftID
Time
Rate
PK RateID
RateType
Rate
FK1 BusID
Bus
PK BusID
BusCapacity
FK1 VendorID
ShuttleBusID
Trip
PK TripID
FK1 BusID
Date
Type
LogTime
FK2 TimeID
DailyLog
PK LogID
PK,FK2 BusID
PK,FK1 EmpID
LogTime
Date
Vendor
PK VendorID
VendorName
Cost
PK CostID
Date
NoOfTrips
FK1 RateID
FK2 BusID
Area
PK AreaID
AreaName
FK2 BusID
ShiftTime
PK TimeID
Description
has
has
shuttle
has
supply
has
dedicated for
live in
generate
has
has
has
generate
5. Implementation Issues

5.1 Issues
Several implementation issues were identified and discussed as follow:
Selection of tag and tag reader. Several key factors need to be considered, namely the tag
type and size, read distance and other tag reader requirements. As opposed to the passive tags
that necessitate close presence to the tag readers, active tags are the suggested solution due to
their longer capture distance that make data capture simpler and eventually leads to a more
accurate calculation. Obviously, active tags are thicker than the passive ones. Another
important feature that should be provided is anti-collision since it allows multiple tags to be
read in a single pass.

Figure 1 : A simplified ERD for the conceptual design.


Figure 2 : System configuration.

5.1.1. Cost (tag, tag reader, and related costs)
Even though the RFID tags are getting cheaper, their prices may still be considered high if
compared to smart cards and even higher compared to barcode labels. Active tags are more
expensive than their passive counterparts (at least one third more expensive). The number of
tag readers will be influenced by the location of entry/exit points and the degree of reliability
i.e. two tag readers are more reliable in data capturing than one reader. Other related costs
include costs for mounting, installing and powering the readers. Road bumpers along
designated vehicle entry/exit and providing may be necessary to slow down buses; this is to
ensure that the reader is able to capture all tag data in one pass.

5.1.2 User acceptance
Successful implementation of other identification technologies such as barcodes may serve
as one of the main obstacles to RFID usage. Unless the management is convinced with the
benefits (tangible and intangible) that RFID offered, the adoption of RFID systems may not
materialize smoothly. Selected proven successful RFID implementation may be used as
guiding models. Seminars and posters may serve as tools to educate users.

5.1.3 Policies and procedures
Certain current policies and procedures concerning employees attendance and vehicle
monitoring may require amendments, e.g. although the employees and vehicle drivers need
not have to swipe their ID badges when clocking-in or clocking-out, they need to go through
certain areas/paths in order for their tags to be captured by the readers.

5.1.4 Integration
In order for the captured data to be used by the current business application system, certain
application programs need to be developed either as an intermediary between the current
business application system and the database, or as new application programs that directly
interact with the captured data.


5.1.5 Privacy
Concerns about privacy and security may not be seen as a critical issue in the current
manufacturing environment. Nevertheless, appropriate user education programs should be
planned in the anticipation of system rejection.

5.1.6 RFID Standards
RFID standards are provided not only by organizations such as the ISO, IEEE and
EPCglobal, but also by RFID manufacturers. While some standards cover a wide range of
applications, some may be proprietary application-specific standards. In our case, concern
about the different standards is considered minimum.

5.2 Benefits

Some of the potential benefits are highlighted as follow:

5.2.1. Simplifying data collection
Unlike other data collection methods, RFID-based system promotes ease of use through its
non-contact and unobtrusive features. Reducing errors. By reducing manual data handling,
RFID-based system promotes improved accuracy and reduced errors.

5.2.3 Improved access monitoring
By having RFID-based access identification, the company should be able to monitor
employees attendance including entrance breach quicker and in a more

5.2.4 Improved transportation utilization monitoring
As the information on the vehicles and their arrival and departure time were captured real-
time, the Hospitality Services staff will experience less strain in updating and reporting the
status and efficiency of the vehicles. These more accurate utilization rates should enable the
management in making sound decisions pertaining to the employees transportation such as
the viability of routes and the performance of transport vendors.

5.2.5 Productivity
The employees should not be too concerned whether they forgot to clock-out for the previous
shift or clock-in for the following shift.

5.2.6 Safety
With proper usage of the tags, the management should be able to monitor the whereabouts of
the employees in the case of accidents or emergencies within the vicinity of the company.

6. CONCLUSIONS
This paper has highlighted the problems faced by a local manufacturing company regarding
the identification and monitoring of employees and vehicles. As part of the proposed
solution, a background work on RFID systems was presented along with a proposed
conceptual database design and system configuration. Real-time information is the keystone
to providing correct employee and vehicle information; this will lead not only to a more
accurate reporting but also enable further processing be done e.g. cost calculation and
transport utilization. This paper also highlighted essential implementation issues and benefits
that are worth for consideration before the actual implementation takes place.


References

[1] Ahsan, K., Shah, H. & Kingston,P. (2010) Rfid applications: an introductory and
exploratory study. International Journal of Computer Science Issues 7(1:3), 17.
[2] Hossain, M.F., Sohel, M.K. & Arefin, A.S. (2009). Designing and implementing rfid
technology for vehicle tracking in bangladesh. Natl Conf. on Communication and
Information Security, 5558 .
[3] Nambiar, A.N.(2009). RFID technology: a review of its applications. World Congress on
Engineering and Computer Science, 12531259.
[4] Oh, R. & Park, J.(2008). A development of active monitoring systems for intelligent rfid
logistics processing environment. Intl Conf. on Advanced Language Processing and
Web Information Technology ALPIT 2008, 358361.
[5] Wang, Y., Ho, O.K.W., Huang, G.Q., Li, D. & Huang, H. (2008). Study on rfid-enabled
real-time vehicle management system in logistics. IEEE Intl Conf. on Automation
and Logistics ICAL 2008, 22342238.


REQUIREMENT FOR KNOWLEDGE MANAGEMENT SYSTEM
Ibrahim A. Abu-Alsondos, Faizuniah Pangil, Siti Zubaidah Othman
College of Business, University Utara Malaysia,
abu_alsondos@yahoo.com

Abstract

Knowledge Management (KM) is becoming a good source of competitive advantage. Failure
to implement a knowledge management system is a major concern for most organizations
today. With the drive for necessary attention to this issue, this paper intends to provide the
means of implementing knowledge management system. The success of this implementation
would come from the reduction of loss of critical information and improvement of data
retrieval. This paper would also guide the implementation principles and review the
implementation process in a step-by-step approach. This paper investigates the knowledge
management implementation system requirements in various manners. The investigation
covers the ways of devising the implementation system for information sorted by definition,
requirements, and implementation. The source definition and data retrieval process is also
investigated. This paper would consider the cooperation of the knowledge workers as one of
the important aspect of the implementation. In addition to these, the importance of
centralization in storage and retrieval process for necessary information is also included in
the scope of this paper. The ways of eliminating loss of knowledge when the skilled workers
leave or retire is also a subject matter of this paper. The contribution of this paper goes to
more clarification of knowledge management system implementation.

Keywords: Knowledge Management (KM), Knowledge Management System (KMS)

1. Introduction
Knowledge is very widely accepted as a source of power, and now for all organizations, it has
become an important strategic resource (Alhawary & Al-Zegaier, 2009; Sung-Ho, Young-
Gul, & Min-Yong, 2004). This strategic resource is composed of different knowledge and
skills brought in the organization by different people from different professions. The role of
knowledge management in consolidating organizational knowledge resources is crucial in the
era of k-economy (Azmi, 2010). Knowledge management system (KMSs) helps the
organization to capture internal knowledge and makes it available to be used by the
employees. This process can improve organizational learning (Damodaran & Olphert, 2000;
Haseman, Nazareth, & Paul, 2005). Todays success, as many organizations have realized, is
critically influenced by the creation, transfer, and management of knowledge (Anantatmula &
Kanungo, 2010; Rezaie, Byat, & Shirkouhi, 2009). For maximizing organizational success,
significant development is necessary in the area of Knowledge Management (KM) in every
organization. For supporting this development, knowledge management and intellectual
capital (KM/IC), as a core discipline, is evolving over a decade, and recently has become an
attractive and productive area of study (Serenko, Bontis, Booker, Sadeddin, & Hardie, 2010).

The study of knowledge management should be able to address the challenging use of KM to
face the increasingly competitive business world. Nurturing business knowledge is becoming


more challenging due to intensified competition and other changes in the external business
environment. Surviving competition needs competitive edge and better access to knowledge
and important within the organization can be a good source of the competitive edge. Quick
ability to capture, store, and utilize critical information related to processes and best business
practices can prevent the loss of the edge over the competitors. The process of attaining this
ability can be, at first, identifying the requirements, and then, developing a complete solution
for the knowledge management. Thus, solving the information problem can be facilitated by
using the operative paradigm where the Information Technology (IT) is driven by business
requirements (Ray, 2008).

Many companies do not follow any systematic process of preparing their organization to
manage and to utilize available knowledge resources. Despite of having a vast reservoir of
knowledge in a wide variety of organizational processes, best-practices, know-how, culture,
and norms, they followed an ad-hoc basis of using these knowledge and experiences (Gupta,
Iyer, & Aronson, 2000). The top management of these companies must consider systematic
knowledge management as a top priority and try to implement it. They can follow the best
practices of knowledge management system as a way for this implementation (Ray, 2008).

Given the success brought to the successful users of knowledge management and lack of
good knowledge management system in many organizations, this paper intends to discuss the
crucial elements of a knowledge management system and to suggest a step-by-step process of
knowledge management implementation.

2. Knowledge Management (KM)
Knowledge is one of the important organizational resources and its effective management is
crucial for success. The process of knowledge management and its necessity for leveraging
organizational knowledge has been studied by many researchers. Their views have been
changing regarding the definition of knowledge management and the contribution of
technology to the knowledge management. Table 1 provides some examples from the
literature. The focus of the early conceptualization stage of KM research has been on the
empowerment of the knowledge worker and on supporting the adoption of methodology. On
the technology side, executive information systems, decision support systems, and expert
systems were the predecessors of KMS (Nevo & Chan, 2007).

Table 1: KM definitions
2007 an organizational capability that allows people in organizations, working as
individuals, or in teams, projects, or other such communities of interest, to create,
capture, share, and leverage their collective knowledge to improve
performance(Lakshman, 2007).
1994 The process of capturing, distributing, and effectively using knowledge in an
organization(Davenport & Prusak, 1994).
1995 The identification of categories of knowledge needed to support the overall
business strategy, the assessment of the current state of the firm's knowledge, and
the transformation of the current knowledge base into a more powerful knowledge
base by filling knowledge gaps(Nonaka & Takeuchi, 1995).
1998 a conscious strategy of getting the right knowledge to the right people at the right
time and helping people share and put information into action in ways that will
improve organizational performance(O'Dell & Grayson, 1998).
1999 Knowledge management is the formal management of knowledge for facilitating


creation, access, and reuse of knowledge, typically using advanced
technology.(OLEARY, 1999).
1999 Knowledge Management is a business process. It is the process through which
firms create and use their institutional or collective knowledge. It includes three
sub-processes: Organizational learningthe process through which the firm
acquires information and/or knowledge
Knowledge productionthe process that transforms and integrates raw
information into knowledge which in turn is useful to solve business problems
Knowledge distributionthe process that allows members of the organization to
access and use the collective knowledge of the firm.(Sarvary, 1999).
1999 Knowledge management is a discipline that promotes an integrates approach to
identifying, managing and sharing an organisations information assets, including
databases, policies and procedures as well as unarticulated expertise and
experience resident in individual workers (Jager, 1999).
2000 a systematic and integrative process of coordinating organization-wide activities
of acquiring, creating, storing, sharing, diffusing, developing, and employing
knowledge by individuals and groups in pursuit of major organizational
goals(Rastogi, 2000).
2001 Knowledge management as distinct but interdependent processes to create, store,
retrieve, transfer, and apply knowledge(Maryam Alavi & Leidner, 2001).
2003 Knowledge management may be defined as doing what is needed to get the most
out of knowledge resources. Knowledge management focuses on organizing and
making available important knowledge, wherever and whenever it is
needed.(Sabherwal & Becerra-Fernandez, 2003).
2003 Knowledge management concerns an organizations ability to develop and
utilize a base of intellectual assets in ways that impact the achievement of
strategic goals.(Morgan, Zou, Vorhies, & Katsikeas, 2003).
2003 We can conceptualize knowledge management as a process whose input is the
individual knowledge of a person, which is created, transferred and integrated in
teamwork within the company, while its output is organizational knowledge, a
source of competitive advantage.(Zarraga & Garcia-Falcon, 2003).
2004 an umbrella term encompassing the fields of knowledge creation, knowledge
sharing, knowledge mapping and indexing, knowledge distribution and storage,
and knowledge valuation and metrics(Gloet & Terziovski, 2004).
2005 KM is defined as doing what is needed to get the most out of knowledge
resources.(Sabherwal & Sabherwal, 2005).

3. Knowledge Management System (KMS)
Proper knowledge management is operationalized by the knowledge management system.
Scholars also provide the definition of knowledge management system. For example, (M
Alavi & Leidner, 1999) define knowledge management system (KMS) as the use of modern
information technologies (e.g. the Internet, intranets, extranets, collaborative
computing/groupware, software filters, agents, data warehouse) for the purpose of
systematizing, enhancing and expediting both intra and inter firm knowledge management.
They describe KMS as one of the information systems classes which is applied to support and
enhance the knowledge creation, storage /retrieval, transfer and application process in an
organization. According to (Maryam Alavi & Leidner, 2001), there are three possible
applications of KMS: (1) in transferring best practice within an organization; (2) in creating
corporate knowledge directories like internal expertise mapping; (3) in creating network to


facilitate knowledge sharing, for example, an online forum. KMS success model has three
dimensions, according to (Halawi, McCarthy, & Aronson, 2006), knowledge quality, system
quality, and service quality. These factors can affect two determinants of KMS success, the
users intention and satisfaction following the use of KMS. Successful use of KMS in
improving organizational performance also depend on the level of commitment and
motivation of the knowledge users (Malhotra & Galleta, 2003).

Knowledge management is composed of various activities. Rowley (1999) mentioned
eight step-by-step activities of knowledge management. These are, (1) generating new
knowledge, (2) accessing knowledge from external sources, (3) representing knowledge in
documents and databases, (4) embedding knowledge in processes, products, or services, (5)
transferring existing knowledge around an organization, (6) using accessible knowledge in
decision making, (7) facilitating knowledge growth through culture and incentives, and (8)
measuring the value of knowledge assets and the impact of knowledge management.
These activities also help to define the business requirements for a KM system.

4. Business Requirement

4.1. Objectives
It is necessary to define an objective before pursuing the KM. Example of such objectives is
available in (Rowley, 1999): creating knowledge repositories for storing knowledge and
information, improving knowledge access through connectivity, enhancing the KM
environment, and managing knowledge as an asset and value to the firm. Before placing in
the repository, the firm must categorize and prune knowledge and information. The
repository should have placed for all of external, internal, and informal categories of
knowledge. The source of external knowledge is the competitive intelligence. Internal
knowledge is normally gathered from research and product documentation (Rowley, 1999).
However, the informal knowledge is generated in the form of individuals knowledge of how
to do certain things. In addition to the use of latest technology, cooperation from the
individual employee plays crucial role in accessing the informal knowledge. Latest
technologies that help in this process include automated tools like document collaboration
and data warehouse databases. But gathering the informal knowledge mostly depends on
whether the experts holding the knowledge wish to give it. The environment can play a big
role here. The cultural norms and values also are important consideration in gathering
information for a KM system. In addition to gathering, companies must manage the
knowledge. Managing activities include buying and selling the information for profit.

4.2. Design goals
The goals to be focused by every successful KM design are filtering, integration, sharing, and
offline access (Honeycutt, 2000). Given the vastness of available information, it becomes a
burden for the individual employees to search for the key data. This is why an effective KM
system focuses only on critical information. To reduce the burden, KM involves using filter
to identify the focused and vital information, categorizing user-specified information, and
summarizing the information (Honeycutt, 2000). Information integration is another important
goal. Important corporate information come from various sources like files, folders, e-mails,
intranet, and applications and the KM systems organize them for the purpose of effective
display. It is difficult for the internationally operating business organizations to leverage
employee knowledge. KM systems can make the process of international knowledge


collaboration easier. Experts often use the KM systems to collaborate the documents and
presentations related to projects over vast distances (Honeycutt, 2000). In a nutshell, KM
gives the opportunity for informed, quick, and effective decision making anywhere and
anytime.

4.3. Defining business information
Defining particular business information is the step that follows defining objectives and
designing goals. Based on the review of all the organizational processes the management can
identify necessary information along with their importance. A knowledge analyst (KA) may
guide this process by gathering and modelling the knowledge requirements (Trepper, 2000).
The primary task of the KA is to build an information network for the purpose of achieving
problem-solving process, driving decisions, and getting a competitive advantage (Honeycutt,
2000). The KA may need to collaborate with employees, customers, and stakeholders to
identify the sources of information. Information source can be found from various levels
including personal, team, corporate or even external to the firm. For example, the
experienced employees can be a valuable source because they normally have invaluable
collection of tips and tricks of solving different types of problems of the organization. In
addition, some knowledge is subject to cross-functional sources among the departments and
business units. An effective KA can handle collecting information from these complex
sources. Sometimes, this process faces political struggles within the organization. KM system
has to face and manage this kind of situation (Trepper, 2000). Sometimes the KA has to act
as negotiator among groups and even to handle delicate issues and turf battles in the process
of information gathering.

The information defining process follows several assumptions. First is the importance of
information for the smooth operation of the business. The continuity of the business operation
may be hampered in case of any lose or damage of information. For example, the company
may face loss of customer as a result of lost of sales information. Second, the company
should keep only important information and avoid keeping obsolete or miscellaneous
information to endure efficiency and effectiveness of the KM. Third, successful KM project
implementation is not possible without senior management commitment. This commitment
can encourage the employees to perceive this as a major project and to cooperate with the
process. As an alternative the company consider to keep knowledge management as one of
the company objectives (Ray, 2008).

4.3.1 Needs assessment
After identification of the information need, the KM strategy should be implemented.
However, the information need may change within a short time interval. This situation
requires the KA to perform a needs assessment. In the process of needs assessment, the end-
user needs are compared and given weights to properly maintain the overall project strategy.
This requires conducting the needs assessment and information research simultaneously
facilitating continuous development of the KM system. The KA has to look at business goals,
business processes, usage characteristics, and user needs in the process of the needs
assessment (Ray, 2008).

4.3.2 Decision making
The role of KM in improving the decision making by the employees and managers should be
considered carefully at the time of defining business requirements. Simple access methods


(like web browsers) to access centralized information helps employees make decisions
anywhere utilizing vast amount of information which previously were scattered in many
places. The ability of the managers to drill down through data and information help them to
make effective and efficient decisions. A good KM system helps the process of quick and
easy analysis of information down to the lowest degree for employees at any level and
whenever they need it. Right business decision making demands the information to be timely
and accurate. Lack of time and accurate information can result loss of business opportunities.
Lastly, accessing information should be user friendly and easy enough so that the employees
do not find any difficulties in using the facilities. This requires automated and user friendly
tools (Ray, 2008).

4.3.3 Employee management
Providing responsive employee management is another requirement for KM. The
organization should nurture its employees by monitoring its employee training, skills, and
benefits. According to (Honeycutt, 2000), an effective KM system in the organization can
motivate, reward, and align employees in a better way. Being the internal customers,
employees require attention just as much as a companys external business customers. A
good KM system can improve employee skills and job opportunities, and thereby help
improve employee job satisfaction status of the organization. KM systems can make the
organization adaptive to changing marketplace where continuous new skills are needed.
Identification of problems related to skill gaps and providing possible solution are some other
roles performed by the KM systems (Ray, 2008). Good KM system can also help the
management to establish good performance recognition and reward system.

4.4.Technological Infrastructure
Engagement of IT follows the development of the business requirements. The organization
may choose to develop a partnership with the IT organization. Before that the organization
has to define the role of IT in developing the KM system. Many organizations take the
opportunity of utilizing IT for sharing and integration of knowledge as IT make the
acquisition, storing, or dissemination of knowledge easier than ever before (Kankanhalli,
Tanudidjaja, Sutanto, & Tan, 2003). With more advances in information technology (IT) and
communication the development, storing, and transferring knowledge are becoming even
easier (Anantatmula & Kanungo, 2010).

Both in academia and industry, the role of technologies in KM has always been a contentious
topic. As a general perception, although technology had been a driver in many of the KM
projects in the late 1990s, recent organizational emphasis is on the process and people as the
critical KM success factors (Tsui, 2005). The assistance of technology is important for
established KM initiative, but it is not the sole success factor (Wei, Choy, & Yew, 2009).
(Tanriverdi, 2005) finds the positive influence of IT resources of a firm on its KM ability and
performance. The study empirically found that, (1) cross-unit KM capability is enhanced by
IT relatedness of a firms business units; (2) KM capability is associated with superior firm
performance. (Serban & Luan, 2002) postulate that technology is a prerequisite but not all
for successful KM. Organizations, including universities and companies, use technology as a
key success factor of KM. The role of IT is not limited to merely storing and retrieving data.
The advancements in artificial intelligence and other information processing techniques over
the decades lead IT to extend its role in the discovery of new actionable knowledge (Tsui,
2005).


The basic IT support for KM comes in two basic approaches: codification and personalization
(Hansen, Nohria, & Tierney, 1999). The codification approach codifies and store more
explicit and structured knowledge. People can share knowledge from the common storage
which can achieve economic reuse of knowledge. An electronic knowledge repository is an
example of such IT tools (Kankanhalli, et al., 2003). The codification is mainly aimed to
provide organized, explicit, portable and easy to understand form of knowledge accessible to
those who need it (Davenport & Prusak, 1998). On the other hand, the personalization
approach uses direct and personal communications for sharing more tacit and unstructured
knowledge. IT facilitates the process of locating communication among the people in order to
achieve complex knowledge transfer. Knowledge expert directories and video conferencing
tools are examples of such IT tools. For understanding the role of IT in KM, both these KM
approaches are fundamental (Kankanhalli, et al., 2003).

5. Implementation
There are six elements of the implementation of any enterprise-wide KM system. First, a
chief knowledge officer should be given responsibility for the political, strategic, and
technical implementation of KM. Someone already in the organization such as the Chief
Information Officer, Chief Technology Officer, Director, or manager with small- and
medium-sized enterprises can perform this responsibility. The appointed individual should be
ready to take risks and to be self-starters (Earl & Scott, 1999).They should have the
understanding about the knowledge requirement and possible sources. They should have the
entrepreneurial ability to transform the organization. They also have to deal with setting up
the supportive culture in favour of knowledge collaborations. According to, (Honeycutt,
2000), using KM systems and document knowledge by the knowledge workers is the
prerequisite for the KM to work. A reward system for sharing valuable knowledge can
improve the success of KM. Next, interconnection should be established among all individual
pockets of knowledge management residing on intranets through hyperlinks and create a KM
infrastructure. Everyone should utilize this infrastructure to implement a well-established set
of collaborative processes, which can convert knowledge into usable information. This is how
the enterprise KM information can be kept healthy and current (Honeycutt, 2000).

5.1. Establish a Chief Knowledge Officer (CKO)
There are some challenges in the implementation of a knowledge management solution.
Complete integration of knowledge is the first one among them. For the perfection of the KM
system, a good understanding of how to build, locate, and relate knowledge is necessary. For
this purpose the expertise embedded within employees should be recorded. Firms should
make the knowledge and services accessible to others throughout the organization. Next step
is the technical integration looking at the infrastructures needed for the knowledge
management system. Last step relates to the ability to manage it centrally. For this purpose
the integration points should be identified properly (Honeycutt, 2000). The positions are
created in order to handle this implementation challenges.

Information discovery and KM audit. KM audit is used for information discovery, which is
the first step in developing a KM system. The activities of the CKO and the KAs will include
identification of all sources of information assets, locating all sources of knowledge (i.e. staff
experience, information on the company intranet and e-mail systems), and establishment of
the knowledge foundations of the organizations core competencies within the organization
(Pemberton, 2004). In order to capture these sources of knowledge and information, KM
audits use questionnaires, surveys, interviews, and group discussions. The audits can reveal


the available map of knowledge and location of intellectual asset (Pemberton, 2004).
Knowledge maps help to capture and disseminate knowledge all over the organization. More
specifically, knowledge map identify where knowledge resides, determine which knowledge
should be shared with whom, how, and why along with the built-in rewards for knowledge
creators and brokers (Gupta, et al., 2000). This is how the KM audit contributes to the process
of developing the knowledge-based strategies and also to achieve the goal of the project.

Careful scrutiny of all knowledge and information with respect to the organizational value is
also a part of the knowledge-based strategy. The ability of transforming knowledge into
information provides value for the organization (Beveren, 2002). The combined effort from
the KA team and the stakeholders would identify and dispose of content that does not have
good source of value for the organization. The sorted hot lists of KM portals can provide
more valued stored knowledge available to others (Honeycutt, 2000). Most of the information
is a collection of rules and procedures as found by the researcher in their investigations and
collection process. Knowledge workers perform the key part of the information discovery
process. A knowledge worker is someone who designs or creates services within a firm
(Laudon & Laudon, 2003). According to Laudon and Laudon knowledge workers perform
three key roles for the KM. Their role can be considered as the means for maintaining
knowledge of customers and industry changes continuously. As an example, they can
improve a firms competitive advantage by keeping up information about technology changes
and their use in various organizations. Second, they act as consultants to the management,
who help them to cope with the changing information and by showing the opportunities in the
changing marketplace. Third, knowledge workers can be considered as change agents who
evaluate, initiate, and promote projects of change in the organization.

The amount of information needed drives the need for IT resources and determines the
performance of the KM system. To determine size and performance characteristics of the KM
system, the KA team and the IT staff need to work together. Beveren (2002) argues for the
contribution of IT improvements in implementing KM by providing necessary tools. The
budget of the KM project is also important consideration because the resource costs, project
schedule, volume of requirements, and amount of information to be stored should comply
with the budget.

5.2. Organizational Culture
It is a general agreement that a successful KM implementation demands nurturing a
knowledge-friendly organizational culture. The culture must allow the sharing, learning and
creation of knowledge in order to produce value adding information for the business (Gupta
et al., 2000). However, according to (Zack, 2003) despite their ability to understand the
competitive necessity of KM implementation, a few firms can understand the process of
cultural changes. A well-balanced KM system in a successful organization can provide
supports through rewards, incentives, and compensations to encourage knowledge transfer
(Davenport, De Long, & Beers, 1999).

One of the challenging problems of implementing KM is to convince, coerce, and direct
potential people who can share their information (Gupta, et al., 2000). CKO deals with this
problem for the purpose of change management, which include getting senior management
commitment, knowledge owners participation, employees to use system, and technology
support. Data warehousing and data mining tools, document collaboration systems, company


intranets, electronic mail, desktop video conferencing, chat rooms, and web-based software
applications are the examples of some of these technology supports.

In order to motivate employees to see KM as a necessary business component, senior
management commitment is also important. A favourable environment for knowledge
activities can help the KM system (Gao, Li, & Nakamori, 2002). Environment can be brought
in favour of information sharing by promoting employee creativity and innovation by
leveraging human capital (Beveren, 2002). Creating an atmosphere of trust, team spirit, and
learning climate for improving the productivity of employees and experts can help this
process. Employees can be encouraged to equally share their knowledge with other
stakeholders. This is more effective when recognition and reward are consistent with their
understanding of KM process and their creativity and intuition at work.

A fair and equitable reward system can help the knowledge sharing behaviour (Smith, 2001).
This reward system can become a reflection of expectations to knowledge employee and the
benefits of knowledge sharing. Without the reward system, the employees may choose to
share a small portion of their knowledge. It is also good to show the employees that
knowledge sharing and open communication can bring recognition to the knowledgeable
employee (Ray, 2008). Different motivators such as bonuses, percentage of company profits,
peer recognition, special titles, and challenging assignments can be included in the reward
system to influence them positively toward knowledge sharing.

After the KM system is built, employees must utilize it in a proper way. For performing their
job, they can get an easy access to necessary information when the KM system of integrated
customer networks and databases are available to them (Ray, 2008). However, if people are
reluctant to share their information, the system will not work. This problem can be solved by
a favourable organizational culture. They should be made aware that KM can also improve
the personal knowledge and professional careers of the employees. Formation of community
teams that identify, gather, and share new knowledge assets is another option for that. These
individual can foster the whole process if the ownership and control over their knowledge is
given. Further support is possible if the environment stimulates the sharing process. It is
important to note that more information does not necessarily mean more knowledge (Ray,
2008). Hence, information overload is another thing that should be avoided in the KM
systems. KM systems should be oriented toward only pertinent information and easy and
quick access according to necessity.

Technology consideration comes after the identification of the knowledge management
services. IT can act as an enabler in the whole process. According to (Honeycutt, 2000) the
infrastructure requirement should be measured against the requirement of the KM system to
avoid unnecessary costs and increases in the project schedule. It is better to find out the best
fits including functional fit, technical fit, cost, and cultural fit (Smith, 2001). These fits are
actually the analysis how the technology would support the changes in the business.
Functional fit is related to business function changes, like moving to web-based billing
statements. Technical fit relates to integration with current systems and data, like the case of
deploying a data warehouse database on the current back office environment. Cultural fit is
the most important and related to the openness for knowledge sharing. Lastly, cost can define
the limit of the accomplishments of the KM project. According to Beveren (2002), electronic
mail, chat rooms and web sites are good communications tools for information collaboration
although limited in terms of access and storage capability for a growing KM system.


According to Smith (2001), the role of technology in collecting and coding knowledge for
distribution is possible to ensure by having a strong IT framework. Thus, to support business
needs across the enterprise, there is no alternative to a robust and dynamic infrastructure.

5.3. KM infrastructure
After defining business requirements locating information, it is time to engage IT resources to
help build the KM infrastructure. There are four components of a KM infrastructure: a data
warehouse, content management, collaboration, and access tools. The process of the KM
systems to capture, share, and find information efficiently throughout the corporate enterprise
systems is facilitated by the infrastructure (Honeycutt, 2000). Laudon and Laudon (2003)
postulate that the support from the KM systems comes in the form of discovering and
codifying knowledge, sharing knowledge, and distributing knowledge, as well as in the form
of creating new knowledge and integrating it into the organization. Often the infrastructure is
standardized in different organizations in order to facilitate knowledge sharing across
organizations. As Trepper (2000) argues, exchanging important business documents is
simpler and faster if standardized document formats are used (Trepper, 2000).

5.3.1. Data warehouse
No matter where they are located, standardized databases allow exchange of data among the
employees and stakeholders across the firm. Data warehousing is a process extracting
captured data and organizing them in a meaningful way for the business (Duffy, 2001).
Current and historical information found from different human and automated sources in the
organization are extracted by KAs and stored in a database. Query and reporting tools are
used by the data warehouse for extracting this information. Data mining can provide a
centralized place to find analysis and report. Dada mining uses variety of tools in order to
find out hidden information from various sources (Laudon & Laudon, 2003). This process
may use either or both of qualitative and quantitative analysis to determine trends and the
outcome can be used to understand the patterns and the future possibilities. This process
involves the transfer of operational data to the warehouse (i.e. data extraction, cleansing,
transformation, loading, and administration) and management of the warehouse for multi-user
database applications(Duffy, 2001).

5.3.2. Content management
Content management involves with maintaining documents. The tools of content
management allow users to create, publish, search, and manage information easily (Duffy,
2001; Honeycutt, 2000). Web-based applications are used to integrate sources of information
together for access to a variety of corporate databases, directories, documents, and processes.
These tools also work for improving access by the web-based application. The selection,
preparation, and interpretation of the contents of large databases are other aspects of the
content management which helps to identify novel and valuable patterns in the data (Laudon
& Laudon, 2003). The KAs use content management as part of their system maintenance.

5.3.3. Collaboration
Customer feedbacks and best practices are possible to share by using collaborative tools
(Trepper, 2000) For supporting the sharing and reuse of information, the goal of collaboration
is to create a basic, collaborative knowledge management system (Honeycutt, 2000). A
growing number of capabilities covering individual, team, departmental and enterprise
productivity can help the organization to collaborate. More specifically, the capabilities
include electronic mail, discussion sessions, shared devices, group calendars, and schedules


(Duffy, 2001). Knowledge seekers can use them to acquire information from experts. To
allow searchers to identify the best information sources from others using these collaborative
activities, collaboration applications also use profiling tools (Duffy, 2001).

5.3.4. Portals and access
A portal can provide the access to the collaborative knowledge through a web interface into a
company database or data warehouse. Enterprise information portals (EIP), advanced
searching tools, and web-based query can be the components of a portal (Duffy, 2001).
Decision making and the productivity of users are improved by EIPs as it provides an easy
and user-friendly graphical interface. It can provide access to data, classification and
searching of data, and document collaboration. Enterprise information portal is defined by
Laudon and Laudon (2003) as an application working as a gateway to the sources of
information. Cost-effective methods of tiny programs called artificial agents are used in these
portals. These agents can find and organize the information like the employees (Kotorov &
Hsu, 2001). They can extend our intellectual capabilities and help faster information finding.
Often portals can be customized to the user to provide valuable information on marketing,
customers, and products. Their use can also provide some degree of competitive advantage to
the organization. For instance, quick access to information on what customers need can
sometimes initiate the new product development (Kotorov & Hsu, 2001). This is how
knowledge can contribute to innovations, creativity, and increased profits.

5.4. Establish collaborative processes
The process for sharing information should be established carefully. Without guidance the
automated tools cannot provide good help. Trepper (2000) stated that the integration of both
people and technology is a feature of a good KM process. Employees would use the KM
facilities if they can access the information in a timely manner to support decision-making
(Honeycutt, 2000). The company intranet is a good source for knowledge. An example of a
source of information on human expertise is a simple and easily accessible directory.
Developing good repositories to provide easy access to organizational expertise needs
looking at what user requirement and their way of searching (Pemberton, 2004). Another
process may increase value through reuse of information, which involves reusing same
information in similar situation. It also allows for avoiding repeated mistakes.

Beveren (2002) identified knowledge to exist already in organizations and its easy extraction
by sharing best practices. Users experiences and knowledge are stored in repositories using
appropriate technology. However, some knowledge is not understandable to others without
transcription into information. This strategy would help firms to manage the contained
knowledge within its individual members.

Knowledge communities can be established among the employees who possess knowledge
and wish to share their ideas. These communities can contribute to knowledge innovation
using the employees own creativity and innovation complying with the organizational
requirements and then turn that into valuable products and services. KM collaboration can
also improve product design (Honeycutt, 2000). Highly integrated and professional teams
with a single focus and goal, and keen insight from various areas can bring best products and
services to the market. It also brings keen insight from various areas to produce faster results.

5.5. Managing knowledge inventories


The interaction between the users and the knowledge database is important. If the interaction
is not proper, and they do not use it properly, then all is wasted. The KM system must be able
to create value from using and reusing of the information and capture insight from various
relationships among various information elements (Duffy, 2000). A detail and proactive
manner of managing and organizing the repositories is a feature of responsible companies
(Duffy, 2000). Duffy (2000) further illustrates that poorly organized, over-populated, or
obsolete information result in reducing the use of the repository. Hence, a constant care of the
knowledge management repositories is necessary for the success.

Based on regular analysis of customer usage and identify trends, the CKO and KAs should
regularly review and manage content to make sure that the information is current. This
process can help the KM system to meet the company needs. Honeycutt (2000) emphasized
the necessity of removing unused or useless documents or other information from the
knowledge management information base. Failure to do this may clog up the knowledge
database as an unreliable one with useless information. This process can make sure the
database to be current, useful, clean, and cost-effective. Considering these facts, it is
necessary to establish policies and guidelines for maintaining KM information. The policies
and guidelines should include the determination of what to keep, devising the organization
process, and deciding how long to keep them. The focus of the KM process here is on the
document content, not the physical document (Duffy, 2000). This demonstrates a lifecycle
consisting of following stages: acquiring (capturing, buying, generating), organizing
(classifying, indexing, mapping), retrieving (searching, accessing), distributing (sharing,
moving), and maintaining (pruning, growing, nourishing) the contents of the repository
(Duffy, 2000). Pemberton (2004) also emphasize filtering unnecessary information, along
with establishment of annual reviews or evaluation, and implementation of policies and
procedures for disposing of outdated material.

5.6. Training
People should be trained to use the KM system. This is important. Lack of training can be a
barrier to the implementation of the KM project. If the KM system is not easy to use and
learn, people may bypass it to gather knowledge from other sources (Dickelman, 2001). This
is why familiarization training should be included in the KM training (Riege, 2005). Training
should also help the users to understand the advantages and limitations of the KM system.
Locating knowledge or colleagues who possess the knowledge can be one way of showing
the easiness of the system. The training may also illustrate how to collect and retrieve
information. Both classroom and e-learning methods should be used in the training to allow
all users to have convenient learning experience. E-learning uses web-based learning tools
and is considered as an easy way of learning new technology (Ralph, 2003). If there is a lack
of learning interface, users may be reluctant to use the new system.

5.7. Critical success factors
Four key elements to introduce successful KM systems are suggested by (Stool, 2004). First,
starting with a team dedicated to the project and wants to see it through to the end. Second,
get employee and management with the proper understanding of the benefits to the individual
and the organization. Third, be patient considering that development of KM systems take
time, involve labour, and affect organization priorities. Last, in order to gauge the project
success against the baseline, survey the staff opinion before and after the KM
implementation. The survey will provide baseline information about the way people use
knowledge. Some other factors to consider include the available project funding, setting goal


and its changes. Funding shortage can influence the completion time. Also, lack of
appropriate and dynamic goal setting may result in failure of the project.

6. Conclusion
It is crucial that organizations seek for competitive advantage and recognize find the source
of that advantage in the form of wealth of knowledge in employees. They should also seek
ways to share the knowledge with others. Smith (2001) supports these ideas by describing
companies to develop interactive and sharing environments for fostering ideas. The idea of a
reward system is also recognized by him. The reward system can encourage employees
participation. The reward system also can build trust, openness and collective ownership that
can encourage the acquisition and sharing of personal knowledge (Smith, 2001). According
to Honeycutt (2000), one of the main outcomes of KM is turning experience and information
into results. In addition to competitive advantages, KM also provides other advantages to the
company: better organization and use of institutional knowledge; reduction of staff time
used searching for information; less duplication of work; more efficient customer service;
more time spent improving services (Stool, 2004, p.56). KM system implementation is one
example where business requirements drives IT activities. IT facilities are additional supports
for fulfilling the business requirements. However, other considerations, such as money, time,
and volume of information also need to weigh in the KM system implementation because
they may define the scope of the project. Finally, simple rule can make the KM system
building simple. These include stakeholder involvement, knowledge value scrutinizing in a
careful manner, employee participation encouragement, and effective and efficient KM
infrastructure possible to access anywhere, anytime.

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THE DESIGN OF MUML: A TOOL FOR MARKING THE UML MODEL
SEMANTICS

Hazim Rawashdeh, Abdullah Zain and Sufian Idris
Department of Computer Science, Faculty of Technology & Information Science,
Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia
hazemsr@yahoo.com

Abstract

This study describes the design of an automatic grading system for assessing graph-based
assignments. Graph-based concept is taught in several computing courses such as System
Analysis, Database and Software Engineering. In this study we take two essential concepts
into consideration when assessing the students answers; the model syntax and the model
semantics. The syntax of the student model or design can be achieved by using a free-syntax
error modeling CASE tool such as Rational Rose or MagicDraw. On the other hand, the
semantic of the model can be checked by mapping the model into a formal language like
SMV. Therefore, the model properties can be checked against the requirements. In this study,
the MagicDraw extremely is used for drawing the model and at the same time SMV is used
for checking the model.

Keywords: UML, SMV model checker, Automatic assessment, Diagram-based assessment

1. INTRODUCTION

There is a great deal of literature on how to represent and recognize diagrams and a well
developed theory of visual languages
[1]
. In spite of that most of automated examination
assessments systems are text-based tools where the questions are in a multiple choice format.
Many of diagram-based assessments tools were produced with various techniques and
methods. For UML models so many of researchers are interesting and willing to have their
grading tools in this language, but the work that has been done focus only on the syntax
check of the model that might be done by choosing the right modeling tool such as
MagicDraw.
The common used marking tools used to grade students, are mostly a multiple choice
based systems. The developers of these tools use several programming language to design the
exam, but as most of them are web based exams, they use in that web pages design the
scripting languages such as java script or VB script to enrich these tools. Instantly Ng
[2]
has
showed up a Javascript approach to create a multiple self-marking engine. This engine was
developed with the following features:

- The questions are to be randomly selected from a pool of questions prepared. If the
student is presented with a question that he/she does not wish to attempt, it should be
possible to skip that particular question
- The prepared questions are contained within a selection of HTML web pages
- A student responds to the question by a simple selection of choices, from A to D, using
the computer's mouse
- The program compares the student's response with an attempted answer to the question
and indicates whether it is right or wrong
- If the response given is wrong, the student should be able to reselect until he finally gets it
right


- The engine does not grade the student's attempts as it is meant to be used as a tool by the
student to gauge his/her understanding of the topics taught

The automatic grading of answers presented in a textual form has gained much
attention over the years, as there are several systems being developed for marking textual
material automatically as investigated in Burnstein et al.
[3]
and Haley et al.
[4]
. Most of these
systems need students to type their answers into a web form using their computers at home to
submit the answers passing through the Internet into a server for grading. This type of
electronic examination system can give an instant feedback of the grade and can provide a
textual feedback for the answers, so the results can be well accepted
[5]
. Constantinos
Nikolou
[7]
has reviewed the state of the art in Automated Essay Scoring AES that evaluate
written essays. Thomas
[5]
described the development of a marking tool that can help the
marker with the marking of free-text response questions. His approach is to build certain
tools to aid the instructor (marker) in the process of marking and not to automatically mark
the free-text responses. Thomas
[5]
approach concludes with a discussion of suggested tools
and features for inclusion in future development. In contrast to multiple choice and textual
marking tools, there has been a little work on the creation or marking of diagrams marking of
diagrammatic answers. Tsintsfas
[7]
has produced a framework for diagram-based assessment
of coursework which has fed into an ERD tool within the CourseMarker Computer Based
Assessment (CBA) system. On the other hand Higgins and Bligh
[8]
as well as Batmaz and
Hinde
[9]
have proposed a semi-automatic grading system.
A tool for Learning and automatically assessing graph-based diagrams for Entity
Relation Diagrams (ERD) is produced by Pete Thomas et. al.
[6]
.
In the following sections we discuss the problem of diagram mapping and formal
presentation, the approach to automatically marking diagrams and the built tools to make use
of this technology for learning and assessment. The last section discusses how we intend to
take this research forward.

UML formal presentation: We consider that the behavior of systems can be
specified within a single statechart diagram. A requirement to formally verify behavioral
properties is to map the statechart diagram into a formal semantic model. Definitely, the
semantic model should satisfy the UML semantics of statecharts. A behavior of a single
object or state a single statechart to be model checked needs indeed an interpretation of the
statecharts model as a Kripke model. It is the responsibility of this research methodology to
build a semantic model, required by the model checker CaSMV, for the system to be used
later as an infrastructure for the proposed marking tool. It is the starting point to build the
architecture of easy-to-use verification tool (Fig. 1) and the improved marking tool that
assists in the process of formal verification and on the other hand to assess the student model
in order to grade his/her level (Fig. 2).
The main objective of this research is to develop a method and criteria for grading the
semantic of UML models. To achieve this objective a suitable platform should be used by the
students to model the desired systems. MagicDraw case tool can be used or any other tool
that support syntax check of UML models.
In this research, we attempt to model check the statecharts of UML using SMV model
checker. For this purpose, we need a suitable algorithm to transfer UML statecharts into SMV
codes. Figure 1 states the architecture of model checking UML statechart diagrams for this
research. Not only class diagram,


Fig. 1: Architecture of model checking UML statechart diagrams

Fig. 2: Graphical representation of the verification tool

statechart and collaboration diagrams in a UML model are included, as we need only these
diagrams for the model checking purpose.
Furthermore, the transformation algorithm process is applied to the said diagrams and
we get SMV modules for each class in the UML model. Class diagrams confirm associations
between classes and make the connection of all relative SMV modules connected.
Collaboration diagrams are responsible of the information of message sequences to figure the
specification of the model to be checked and to determine how the main SMV module would
looks like. Once translation process is completed, the SMV model checker is applied to check
the specifications in this formal language with a concrete mathematical basis which means
that it is possible to check whether the system complies with definite desirable properties. As
the more increasing complexity of today's software systems that perhaps requires to develop a
new verification methods and tools, to carry the verification process either in an automatic or

Student

UML
model
Class
diagram

Statechart
diagram

Collaboration
diagram

SMV modules

SMV main
modules

CTL specification

Counterexamp
le
Teacher

Other
diagrams

Transformation

Algorithm

Students UML model
Problem statement
Properties identified
by teacher
SMV input SMV input
SMV model checking
Output


semi automatic manner. Note that the model checker will be run not only on the message
sequences specifications but also on requirements specification given by the student or the
teacher who design the model for desired properties. Later on when SMV generates a
negative counter example the process might be applied to UML model or to a given
specifications.
To construct the transformation algorithm, we adopt the STP-approach because it
quite translates STATEMATE statecharts into SMV successfully. Furthermore STP approach
is suitable for translating UML statecharts as the structures of UML and STATEMATE
statecharts are very similar. In our study we are going to adopt a specific parts of STP
algorithm that suits the transformation rules of our tool.
As shown in Fig. 2 the tool is performing, without interference on the user's part, a
complete, automatic mapping of the behavior specified in UML into an SMV specification,
focusing on reactive systems in which the active behavior of the classes is represented
through state diagrams and activity diagrams to be used to reflect the behavior of class
operations. XMI (OMG
[10]
) (XML Metadata Interchange) is used as the input format, so
making it independent of the tool used for the system specification. Therefore the input
format to our tool is an XML representation of the student model and for the proprieties we
created XML format to support interoperability amongst front-end tools. To achieve this we
create these models using a UML editor called MagicDraw with a plug-in that outputs the
model in the XML format.
In contrast, the tool has a versatile patterns assistant that guides the teacher in how to
insert properties so they will be verified later using temporal logic. The verification process is
carried out as said in the previous section in such a way that the teacher needs no knowledge
of either formal languages or temporal logic to be able to take advantage of its potential.
Additionally, there is no need to know about the internal composition of variables and
modules for verification process.
In parallel, a wizard of TUSAG helps the teacher to write properties to be verified
using LTL (Linear Temporal Logic), in addition if the property is not satisfied, the tool
illustrates a counterexample trace. In our tool, verification process is carried out using the
SMV as discussed. With this tool, it is possible to make a complete automatic verification.
i.e., given a property, a positive or negative respond is always obtained by the combined
SMV and then the property should be expressed in a temporal logic presentation, with
Computation Tree Logic (CTL) or Linear Temporal Logic (LTL). Writing a property is not as
easy as wish for since the teacher should be expert in CTL or LTL and should be having an
advanced knowledge in formal methods, logics and the type of specification acquired from
the system. In fact our tool overcomes this problem as it has an assistant that direct the
teacher through out writing the properties until the property to be verified is obtained
following the suitable syntax.

Pattern classification: The starting point of this study was the pattern classification
proposed by Dwyer et al where each property has been specified in LTL and it is established
a first classification between occurrence and order patterns since most of the properties to be
verified, fit in with one of these two categories
[11]
. In fact occurrence patterns describe the
occurrence or absence of an event (state)/sequence of events or signal during the system
computation. These patterns include absence (never) which expresses the ability of a piece of
a systems execution from certain events or states. Universality (always) describes a piece of
a systems execution that only contains events (states) where a desired property is achieved.
Existence (sometimes) expresses the occurrence of a certain event (state) in a systems
execution and the last type of occurrence patterns is bounded existence which describes the
appearing of a specified number of events or states in a systems execution.


Order patterns express the ordering of several events (states). They include
precedence as (s precedes p) that expresses the relationship between a pair of events (states)
where the occurrence of the second event depends mainly on the occurrence of the first one.
The second type of order patterns is response (s responds to p) that describes a cause-effect
relationship between a pair of events. The third type is the combinations of both chain
precedence and chain response, where chain precedence (s and t precede p or p precedes s
and t) describes the precedence relation between two sequences of events and chain response
(s and t respond to p or p responds to s and t) that expresses the response relation between
two sequences of events, where the first sequence is considered as the chain stimulus and the
second is considered as the chain response. And finally the constrain chain (s and t without z
respond to p).

Fig. 3: The pattern classification

The classification of the above patterns can be shown in Fig. 3.

In general, our aim is to fulfill properties that can be considered as requirements. The
result of this process is that teachers can speed up the initial development of requirements
models by the use of the properties patterns. The inserted properties for verification purpose
have been arranged to create limits for the scopes (Q and R) and to state properties order
when there is more than one property (s, t o z), that is why there is no need for the teacher to
know or realize the specification structure obtained in SMV. In this study the type of
established properties are a particular state of a state machine, a particular state of an object
activity, a generated event and an attribute value comparison.

The marking tool will generate the property in the required format automatically,
thats of course regarding to the option selected by the user and the chosen pattern. Therefore
the tool can start and execute SMV using the plug-in to carry out the verification process. The
tool then depends on the generated counter-example when the property is not satisfied.

As shown in Fig. 2, the student needs only a knowledge of the system studied and
UML language as well and the rest procedures are to be obtained automatically by the tool
itself as it will represent the model formally in SMV from XMI textual representation. In
parallel, the teacher is writing the properties with the help of tool wizard that use LTL (Linear
Temporal Logic). Furthermore if the given property is not satisfied, the tool can show a

Property
Patterns
Occurrence

Absence

Universality

Bounded
Existence
Existence

Order

Precedence

Response

Chain
Precedence

Chain response


counterexample trace. In our study we are not going to stop on the counterexample, since we
plan to analyze the result (trace) to determine how many properties are not satisfied, so based
on that the tool will decide the student's mark as we depend on the number of negative traces
in the SMV output file. MUML is a formative grading tool as assessment is performed
throughout a course and not at the end of it.

Fig. 4: MUML students screen

MUML architecture: This section presents the architecture of the development
proposed automatic marking (grading) tool of student submitted course work. We consider
the case where the exam submission consists of two parts: A design (using UML
methodology) which is certainly prepared by the students. The student can read the title of the
assignment displayed on MUML main screen, where this screen as shown in Fig. 4 consists
of three steps explained subsequently.
The first step allows the student either to read the assignment or to print it, so in this
case the student can perceive all the model specifications and constrains. If the student click
the READ command then a Notepad file contains the whole system specifications is opened
for him.
The second step allows the student to open the MagicDraw CASE tool directly from
this screen so he can draw the desired model in an independent screen. When the student
finished the design he needs just to save the file as xmi (XML Metadata Interchange) and
save it in the MUML folder, so MUML will export this file in order to insert it into the
integrated SMV model checker. On the other hand he or she can use the EDIT button to make
any adjustment to the model (using MagicDraw) before submitting the assignment.
The third step is to choose the SUBMIT command and at this point he the student has
no control on the work as MUML imports the xmi file as an input file for the model checker.
SMV will check the state space of the model and wait for the formal TLT properties of the
model to be entered by the teacher. Figure 6 shows the MUML screen specified to the
teacher.
The teacher has many choices to do with the stored assignments. First of all he can
browse the answer files of his students, whenever he chooses one, then it is the time to insert
the system properties that he wants to check with the help of the plug-in patterns. These
patterns appear on the right side of his screen.
The tool will accept the TLT (Linear Temporal Logic) with an assistant that leads the
user through the properties writing until all of them are inserted with the appropriate syntax.
So both the xmi of the student design and the xmi of the system properties are automatically
mapped from the textual presentation into will start SMV formal presentation. After that


MUML will start SMV model checker in separate window to check the properties, as if the
property is not satisfied,

Fig. 5: SMV true property verified example

Fig. 6: An SMV true property verified example

the tool shows a counterexample trace (Fig. 5) otherwise it will show an empty trace for the
correct proprieties. In all cases MUML will deal with output file of SMV that contains the
results, and has to determine the student mark depending on the number of true and false
results obtained from this file.
As an example Fig. 3 and 4 show screen shots of the verification result in SMV, while
Fig. 3 shows a true result for the properties, Fig. 4 shows false results for the given
properties. In many cases the result is a mixed up of true and false results which means the
student will get a mark that is between zero and ten as shown in the next example:

Model checking results:
(EF((s0 = critical) and (s1 = critical))).....................false
(AG ((s0 = trying)->(AF (s0 = critical))))................false
(AG ((s1 = trying)->(AF(s1 = critical))))..................true
(AG ((s0 = critical)->(A ((s0 = critical) U
((~(s0 = critical)) and (A ((~(s0 = c.....false


(AG ((s1 = critical)->(A ((s1 = critical) U
((~(s1 = critical)) and (A ((~(s1 = c.........false

In this example and according to the shown MUML will give the student two marks
out of ten, hence we have four false results out of five.
One more scenario of the output is to have the property not verified, which means the
result of that property (properties) verification is false. In this case the student should get zero
mark for the semantic part of the model (as we consider that his model is free of syntax
errors) if the result is false for all properties. As discussed the tool depends on the ratio of
true or false result to the total number of the verified properties.
MUML therefore is an integration of the explained tools in the previous section.
These tools are the UML CASE tool whereas use MagicDraw for this purpose,
TLT patterns are used for the formal presentation of the model, the symbolic model checker
SMV is used to check the model semantics and finally MUML analyzer that analyze the
model checker result in order to determine the student mark.

MUML evaluation: One of the major objectives of this study is to evaluate the
effectiveness of the proposed method and tool MUML. This can be achieved by comparing
the performance of the tool against human graders i.e., instructors of software engineering
course. This study set about building a significant amount of student drawn UML diagrams.
Almost 400 diagrams were gathered that drawn by the students. Figure 1 is an example
solution to the created question).

Fig. 7: Teacher marking window

Table 1: The difference between the MUML and human markers
Difference Diagrams Percentage Total (%)
0.00 203 68.80 68.8
0.50 66 22.30 91.1
1.00 24 8.10 99.2
1.50 1 0.33 99.6
2.00 0 0.00 99.6
2.50 1 0.33 100.0

These diagrams were actually graded by a group of human markers whose work was
only to check for consistency and accuracy to be sure that these diagrams reflect the accurate
diagram content.
In this study a set of 100 was used in the marking algorithm development, for
detecting errors and bugs as this set can be used for training.. The rest of these diagrams
(295) were used to test the accuracy of the automatic marker when compared to the human
markers.


Table 1 shows the results of this experimentation. The diagrams were marked out of 7
and rounded to the nearest half mark.
Table 1 shows that the results of MUML agree closely with the human markers in
approximately 68.8% of all cases. However we feel that over 90% reflect the accuracy of the
used automatic marker.
We consider that MUML provides the student with two elements of feed back when
he/she submits any of the given diagrams for grading, first of all a grade that shows how the
students attempts matches the correct solution; second element is a copy of the students
answer, which covers the example solution showing the proprieties that either have a true or
false result for the verification process.

CONCLUSION

The performed experiments that we have performed on MUML automatic marking tool have
given very hopeful results. We have a method and framework for capturing, processing and
mapping graph-based diagrams formally i.e. they can work in a practical learning
environment. The mapping phase applied to UML diagrams' grading and compared with
human markers has shown the efficiency of the tool, on the other hand we planned to enhance
some aspects of its performance by letting the tool to provide a feed back of the students
design drawbacks therefore it can be used as a learning tool.
As future research, more UML diagrams, both versions can be used for the verification
and grading process since at the time been it is applied only on the most used diagrams such
as Class Use case and state and activity diagrams as stated in the survey done by Dobing and
Parsons
[12]
.

References

Jurafsky, D. and J.H. Martin., 2000. Speech and language processing. Proceedings of the an
Introduction to Natural Language Processing, Computational linguistics and Speech
Recognition, Upper Saddle River, Prentice Hall.
Ng, T.W., 2000. Creating a multiple-choice self-marking engine on the internet. Int. J. Eng.,
16: 50-55.
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application for automated evaluation of student essays. Proceedings of the 15th
Annual Conference on Innovative Applications of Artificial Intelligence, Acapulco,
Mexico.
Trusso, H.D., P. Thomas, A.D. Roeck and M. Petre, 2005. A research taxonomy for latent
semantic analysis-based educational applications. Proceedings of the International
Conference on Recent Advances in Natural Language, Borovets, Bulgaria, pp: 575-
579.
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diagrams. Proceedings of the 10th Annual Conference on Innovation and Technology
in Computer Science Education, ITiCSE, Monte de Caparica, Portugal, pp: 158-162.
Thomas, P.G., K. Waugh and N. Smith, 2006. Using patterns in the automatic marking of ER
diagrams. Proceedings of the 11th Annual Conference on Innovation and Technology
in Computer Science Education, June 26-28, ITiCSE, Bologna, Italy, pp: 403-413.
http://intranet.cs.man.ac.uk/Intranet_subweb/library/ThesisAbstracts/MSc03/nikolou.pdf. last
visited 1/2/2009.


Higgins, C.A. and B. Bligh, 2006. Formative computer based assessment in diagram based
domains. Proceedings of the 11th Annual Conference on Innovation and Technology
in Computer Science Education, Jun. 26-28, ITiCSE, Bologna, Italy, pp: 98-102.
Batmaz, F. and C.J. Hinde, 2006. A diagram drawing tool for semi-automatic assessment of
conceptual database diagrams. Proceedings of the 10th Annual International
Conference in Computer Assisted Assessment, Loughborough University,
Loughborough, UK., pp: 68-81.
OMG., 2003. XML Metadata Interchange (XMI) v 2.0. OMG Document 2003-05-02.
Beato, M., M.B. Solorzano and C. Cuesta, 2004. UML automatic verification tool (TABU).
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Foundations of Software Engineering, pp: 106-109.
Dobing, B. and J. Parsons, 2008. Dimensions of UML use: A survey of practitioners. J.
Database Manage., 19: 1-18.


ENTERPRISE INTRANET EFFECTIVENESS: A CASE STUDY AT SELECTED
MALAYSIAN COMPANIES

Mohamad Noorman Masrek, Norizan Anwar & Farrah Diana Saiful Bahry

Fakulti Pengurusan Maklumat, Universiti Teknologi MARA
Shah Alam, Selangor, Malaysia
mnoormanm@gmail.com, norizan8027@salam.uitm.edu.my,
farrahdiana@salam.uitm.edu.my

Abstract
As intranets are being installed in most Malaysian corporate workplace environment, studies
measuring its effectiveness at the users perspectives are still remain scarce or limited.
Against the background of this study was conducted with the aim of investigating the
effectiveness of the intranet. Adopting the information systems success model as the
theoretical framework and survey as the research method, the study found out that 359 users
who involved in the study had perceived the intranet they used to be effective.
Keywords: Enterprise intranet, Information quality, Systems quality, Service quality, Intranet
usage task productivity.

1. Introduction
Intranet is an internal information system based on the Internet technologies. The use of
intranet to support organizational business activities started in the mid 90s. Realizing the
huge benefits that the intranet can offer, companies with varying sizes from all over the world
have installed and use intranet to support their business operations. Today, intranet has
significantly matured and to reflect its advancement and complexities, new terms have been
used such as portal, enterprise portal, corporate portal, enterprise information portal etc.
Nonetheless, as intranets are being installed in most Malaysian corporate workplace
environment, studies measuring its effectiveness at the users perspectives are still remain
scarce or limited. Questions still remain unanswered as to whether the status of intranet
utilization in Malaysian corporate enterprise is comparable to those reported in the literature.
Against this background this study was conducted with the aim (i) to investigate whether
information quality is significantly correlated with intranet usage, (ii) to investigate whether
systems quality is significantly correlated with intranet usage, (iii) to investigate whether
service quality is significantly correlated with intranet usage and (iv) to investigate whether
intranet usage is significantly correlated with intranet usage.

One of the most cited model for evaluating IS effectiveness is the IS success model
developed by Delone & Mclean (1992). The proponents of this model claimed that they
offered a comprehensive view of IS Success. Since its introduction in 1992, more than two
hundred studies have been reported to cite or test this model (Delone & Mclean, 2003).
According to Ozkan (2006), Delone & Mcleans IS Success Model is an important
contribution to the literature on IS effectiveness assessment because it was the first that tried
to impose some order on IS researchers choices of effectiveness measures. Figure 1.0 depicts
the proposed framework for the study. The framework is conceptualized based on the work of
Delone & Mclean (1992) and Delone & Mclean (2003).



2.1. Task Productivity
Previous studies on IT adoption have recognized the contribution of IT in enhancing
individual performance especially in terms of productivity, efficiency and effectiveness (e.g.
Ishman, 1988; Gelderman, 1988; Grover et al., 1996; Jiang and Klein; 1999 and Iivari, 2005).
In the same light, studies on intranet also discovered that intranet improved work productivity
(Lai and Mahapatra, 1998; Kjernald, 2002; Kefos and Riedl, 2005; Daniel and Ward, 2005;
Deltour, 2005, Masrek, 2007b); improved decision making (Lai and Mahapatra, 1998);
improved individual commitment, empowerment and personal sense of accomplishment
(Duane and Finnegan, 2000; Weber, 2002; Baptista et al., 2006).

2.2. Intranet Usage
The mode of intranet utilization depends upon the complexities and maturity of the intranet.
The literature suggests that intranet maturity can be identified as low, medium or high
(Gartner Group, 1996; Caselberry et al., 1996). Low maturity signifies that information is
published on the intranet for one-way communication. Medium maturity indicates that the
intranet is used for groupware and collaborative application. High maturity denotes that the
intranet serves as a common user interface to back-end applications. In a situation where
intranet is of high maturity, five different modes of utilization are possible, publishing,
transacting, interacting, searching and recording (Damsgaard and Scheepers, 2000).
Depending on the nature and design of the job, the five different modes of utilization vary
across employees. In situation where employees daily job has to engage with organizational
information systems such as financial or marketing, then the degree of utilization on
transacting mode would be definitely high. Likewise, a head of a department or supervisors
with many subordinates would heavily publish memos or notices, thus suggesting that their
intranet utilization in terms of publishing mode would be relatively high. However, as a
typical intranet user in these companies, three commonly found utilization mode are
transacting, interacting and searching. In a transacting mode of utilization, users inevitably
commit to HR systems that are integrated into the intranet. To interact with other staff in the
companies, users engaged in interacting mode via e-mail, forum room, e-sms or e-chatting.
To facilitate their jobs in locating organizational documents or tracing the whereabouts of
specific individuals, users commit to searching mode via the use of search engines or
directory that are built into the intranet. In addition to these common modes of utilization,
users exploit the intranet for decision support and knowledge sharing purposes. Accordingly,
it is hypothesized that information quality is significantly related with intranet usage.


2.3. Information Quality
Intranet, just like any other IT, is a tool for capturing, processing and disseminating
information. Undoubtedly, in any intranet computing environment, the fundamental purpose
for users accessing the intranet is for acquiring information. As noted by Garett et al. (1996),
every successful intranet provides information that users value. As such, intranet has always
been perceived as a comprehensive organizational information resource. Providentially,
numerous intranet studies have recognized the importance of this aspect in ensuring
successful intranet utilization (Phelps and Mok, 1999; Tang, 2000; CIBA Solutions, 2002;
Fong, 2003; Welch and Pandey, 2005; Deltour, 2005; Lehmuskallio, 2006). A study by CIBA
Solutions (2002) concluded that (i) the most important issue for users is that intranets are
accurate and up-to-date, (ii) one of the least endearing qualities of intranets is that they are
not accurate and are out-of-date, (iii) content duplication on the intranet is a major problem,
(iv) redundant content is also a major problem, (v) finding content on the intranet is a
frustrating experience for many users, (vi) intranets have little or no logical structure, (vii)
there is a significant amount of organizational content missing from intranets, (viii) intranets
could be used more effectively to share documents, (ix) intranets could be used more
effectively to facilitate collaboration, (x) there is too much static content and not enough
dynamic content (xi) personalization of intranet intranets is not common, and (xii) it is
difficult for the typical intranet user to get information onto the intranet. Hence, in
recognizing the importance of information quality in determining utilization behaviors, it is
postulated that information quality is significantly related with intranet usage.

2.4. Systems Quality
Systems quality entails attributes of the intranet such as navigation, ease of use, promptness,
availability, etc. Within the domain of IS, evaluating systems quality has always been one of
the major concerns in measuring IS effectiveness. Similarly, empirical evidence has showed
that this aspect is significantly influential in determining successful utilization of the intranet.
For instance, Weerakkody (2004) found that the implementation of intranet caused negative
effects because its design and implementation failed to consider the demands and
expectations of the users. On the other hand, Leung (2001) identified that the key quality
characteristics of intranet applications as perceived by end users were reliability,
functionality, efficiency, usability, maintainability and portability. Apparently, these
characteristics signify the attributes of systems quality of the intranet. Wagner et al. (2002)
study also discovered the importance of browse-ability (i.e., navigation). Following the
findings of Deltour (2005) that systems quality of intranet was a predictor of acceptance,
hence, it is hypothesized that system quality is significantly related with intranet usage.

2.5. Service Quality
While the original intention of the inclusion of the service quality construct to the IS success
model is meant to assess the service quality of the application service provider (i.e., IS
department or outsourcer) other researchers had successfully used it for evaluating the e-
service environment like e-commerce (Lee and Lin, 2005; Ahn et al., 2004); electronic
support systems (Negash et al., 2003); e-tourism (Stockdale and Borovicka, 2006); and e-
banking (Gerrard and Cunningham, 2005). In the intranet and extranet environment, the use
of service quality for measuring effectiveness was accomplished by Cody and Hope (1999)
and Miller (2004). The infamous SERVQUAL instrument developed by Parasuraman et al.,
(1988, 1991) mainly used for assessing the service quality in the marketing field was the most


adopted model for measuring web-service or e-service quality. The model consists of five
dimensions namely reliability, responsiveness, assurance, empathy and tangible. Hope (2001)
elaborated how the original SERVQUAL dimensions are applicable in the context of the
extranet. Since intranet and extranet can be almost equated, the researcher also argues that
elaboration by Hope (2001) holds valid in the context of the intranet. The table below
illustrates the details. Accordingly, this study also posits that: service quality is significantly
related with intranet usage.

Table 1: Service quality dimension of intranet adapted from Parasuraman et al. (1988; 1991)
and Hope (2001)
Construct Definition Description and examples
Reliability The ability to
perform a promised
service dependably
and accurately
Using backup system can help ensure availability of
the intranet and minimize downtime. Reduced
downtime and accurate data reflects reliable and
dependable service.
Responsivenes
s
A willingness to help
users and to provide
support services
Responsive intranet would mean quick response to e-
mail and on-line queries from users.
Assurance Knowledge, courtesy
and ability to inspire
trust and confidence
The embedded security precaution ensures employee
trust and confidence. Judicious and prompt use of e-
mail follow ups to user enquiries reflects intranet
knowledge and courtesy.
Empathy The caring,
individualized
attention the intranet
provides to users
Allowing intranet access to every employees convey a
sense of caring. Intelligent use of user profiles, based
on preferences and usage patterns convey a sense of
individualized attention.
Tangibles The physical
facilities, equipment
and appearance of
the intranet
Visual pleasing page presentations and ease of site
navigation can enhance a companys image. Since
intranet operates in a virtual environment, site and
page characteristics have the most impact on tangible
dimensions in intranet-mediated service provision.

3. Research Methodology
Several corporate enterprises were contacted to participate in the study. However, in order to
be eligible, the intranet being used should be of high maturity, i.e. being integrated with
organizational IS. Consequently, four companies were found to fulfill the criteria and
therefore chosen to participate. After lengthy discussion with representatives of these
enterprises, it was decided that the respondents of the study should be the executives working
in the headquarters only. The reasoning being that majority of the employee ranging from the
executives to top management were located here and furthermore, employee working here are
directly involved in the core-business and core-functioning such as human resource,
marketing, finance and service operation the organization. Hence, in the course of such
activities the use of ICT such as intranet would be very extensive. Adopting a stratified
random sampling technique, 700 questionnaires were distributed upon which 423 were
returned but 359 were found usable. Sekaran (2003) suggested that a researcher should adopt
well validated and reliable instrument to ensure that the research is scientific and escape the
laborious efforts in developing a new instrument. Accordingly, instruments that had been
used by previous studies were adopted and adapted for the purpose of this study. To measure


information quality, systems quality and service quality, the instrument developed by Ahn et
al., (2004) and Roca et al., (2006) were adopted. To measure intranet usage, an instrument
was developed based on the work of Damsgaards and Scheepers (2000). To measure, task
productivity, the instrument developed by Torkzadeh and Doll (1999) was adopted.
4. Findings

4.1. Factor analysis and reliability analysis
Factor analyses were conducted using Principal Axis factoring with Varimax rotation. The
results showed that all items measuring information quality, intranet usage and task
productivity were cleanly loaded onto distinct factors. However, items measuring both
systems quality and service quality have been cross-loaded onto one single factor. To this
effect, both systems quality and service quality have been combined into single variable only
and is named systems_service quality for subsequent analyses. Accordingly, reliability
analyses were also gauged based on the Cronbach alpha measurement and the results
indicated that all values stood above the cut-off level i.e. 0.7. Specifically, the alpha values
for information quality was 0.903, for systems_service quality was, 0.942, for intranet usage
was 0.899 while for task productivity was 0.924.

4.2. Demographic profiles
Between male and female, the former seemed to outnumbered the later with 54.9% as
opposed to 45.1%. Age group between 31 and 35 was most dominant and contributed to
29.5% of the sample. In terms of qualifications, 284 respondents indicated to have gotten first
degree while 23 indicated to have obtained Masters. 306 respondents indicated as holding
executives posts while 53 were holding middle management post. The average length of
service was 7.62 while intranet experience recorded a mean of 6.92.

4.3. Descriptive statistics of research variables
Table 2 exhibits the descriptive profile of the three intranet utilization modes i.e. interacting,
searching and transacting. By means of the interacting mode, users utilize the intranet to
interact with other individuals and groups in the companies via e-mails, e-groups, forum
room, discussion room etc. By means of the searching mode, users utilize the intranet to
search organizational information such as staff info, forms, manuals, newsletter, technical
documents etc. via staff directory or search engines. By means of transacting, users utilize the
intranet to transact with organizational information systems such as Human Resource
Information Systems, Financial Information Systems, Customer-Relationship Management
Systems, etc.
Among the three utilization modes, interacting mode seemed to be the most highly
adopted with mean score of 5.51, while transacting mode was the least adopted mode with
mean score of 4.85. The mean score for searching mode stood at 5.01. The highest score for
interacting mode could probably be due to the fact that there is a huge number of users
working in these companies and in the course of carrying out their work task, they have to
constantly communicate and collaborate among themselves; and that the intranet is perhaps
the most feasible and efficient means for interacting. This finding is in congruent with claims
by Bottazzo (2005) that the intranet is an effective medium for internal communication. As
previously mentioned, Doll and Torkzadeh (1998) noted that effective IT utilization should
also mean that IT is being utilized for collaborative purposes. In this regard, it is clearly
evident that users of these four companies have indicated that they are utilizing the intranet
mostly for this purpose.


In the course of doing their business, big companies such as in these studies, have
huge amount of information accumulated and generated almost every minute and second.
This information would be constantly and repeatedly retrieved by staff for the purpose of
accomplishing their work task. Hence, as manifested by the value of the means for the
searching mode which is 5.01, users have indicated that the intranet is quite extensively
utilized for searching organizational information. Compared to interacting and searching,
transacting modes recorded the lowest mean, probably because not every user would have to
access organizational information systems in the course of doing their job. Nevertheless, the
mean value of 4.85 is still considered high as it is above the neutral value, and that it can be
interpreted that users generally commit to transacting mode close to 2 and 3 times a week.
Overall, the mean scores of all the three modes of utilization is 5.12, indicating that
respondents were committed to intranet utilization in transacting mode, interacting mode and
searching mode at the frequency of more than 2 or 3 times a week. This finding has simply
provided empirical evidence that intranet utilization among users of corporate workplace
environment is quite extensive and the modes of which the intranet are being utilized is
almost akin to intranet users reported in other countries (Daamgaard and Scheepers, 1999;
Azzone and Bianchi 2000; Buchanan-Oliver et al., 2000; Vaast, 2001; Ruppel and
Harrington, 2001; Stoddart, 2001; Kefos and Reidl, 2005; and Stenmark, 2005b).

Table 2: Descriptive profile of intranet usage
Items Mean
Std.
Error
Std.
Dev. Var.
I use the intranet to interact with other individuals and groups
in the organizations via e-mails, e-groups, forum room,
discussion room etc
5.51 0.610 1.160 1.346
I use the intranet to search organizational information such
staff info, forms, manuals, newsletter, technical documents
etc. via staff directory or search engines
5.01 0.680 1.295 1.676
I use the intranet to transact with organizational information
systems such Human Resource Information Systems,
Financial Information Systems, Customer-Relationship
Management Systems etc.
4.85 0.067 1.276 1.629
Average usage 5.12 0.452 1.244 1.55

Table 3 displays the descriptive profile of the information quality variable. The six-item
measure evaluates the qualities of information in the intranet in terms of relevancy,
appropriateness of format, completeness, newness, accuracy, and timeliness. None of the six-
items measures has a mean value less than 4.00. All items recorded mean value greater than
4.90 and the mean score stood at 5.09. Generally, respondents agreed that the qualities of
information in the intranet met their expectations. The two top highest mean score are for
items that say The intranet presents the information in an appropriate format and The
intranet provides relevant information for my job. Clearly, this finding is almost consistent
with that of task fit variable. With the advancement and sophistication of technology,
information can be presented in diverse forms or formats. However, despite this variability,
the most important thing to users is that the information presented to them must be
appropriate, relevant, accurate, timely, up-to-date and detail enough for them to instantly use.
As shown in the findings of this study, respondents generally agreed that the qualities of
information in the intranet met their expectations. Perhaps, due to the strong technical support
as shown in the earlier findings, the intranet is continuously updated and upgraded so as to


ensure that the information needs of the users are always manifested in the intranet.
Nevertheless, this finding is inline with that of CIBA Solutions (2002) and Deltour (2005).

Table 3: Descriptive profile of information quality variable
Items Mean
Std.
Error
Std.
Dev. Var.
The intranet presents the information in an appropriate
format
5.26 0.056 1.066 1.137
The intranet provides relevant information for my job 5.21 0.061 1.152 1.328
The information content in the intranet is accurate and
reliable
5.18 0.055 1.041 1.084
The intranet provides the information I need in time 4.98 0.063 1.185 1.405
The information from the intranet is up-to-date enough for
my purpose
4.96 0.068 1.283 1.647
The information content in the intranet is complete and
detail
4.94 0.067 1.270 1.613
Average score for information quality 5.09 0.062 1.166 1.369

Table 4 exhibits the descriptive profile of the systems quality variable. Except for the
item that states the intranet displays is customizable to suit individual needs and
preferences, which has a mean value of 4.96, all other items recorded mean values greater
than 5.00. The highest mean which stood at 5.33 was for the item that states the intranet is
always available to be accessed 24 hours daily, hence suggesting that Malaysian users are
expecting that the intranet they use in their workplace should be accessible around the clock.
However, the mean score for all items is 5.10, denoting that users were generally inclined to
agree that the systems qualities of the intranet fulfilled their expectations. As described in
previous chapter, the intranets in all the four participating companies have integrated their
intranet with numerous organizational applications. Hence, users whose works have to
constantly engage with various functional business applications that are integrated with the
intranet would surely expect the intranet to fulfill their systems qualities requirements. These
systems requirements characteristics include aspects such as accessibility, promptly response,
secured transactions, easy navigation, personalization, user-friendly, etc. These aspects have
been fully addressed as evidence by the findings of the study. The availability of strong
maintenance team coupled with management support as indicated in earlier findings of this
study could perhaps explain the reasons why the systems quality of the intranets are
favourable to the users expectations.

Table 4: Descriptive profile of systems_service quality variable
Items Mean
Std.
Error
Std.
Dev. Var.
The intranet is always available to be accessed 24 hours
daily
5.33 0.060 1.135 1.289
The intranet gives a professional and competence image
of our organization
5.22 0.057 1.078 1.162


The intranet has fast response and transaction processing 5.14 0.060 1.134 1.286
Doing transactions such as filling up on-line forms etc. on
the intranet is safe and secured
5.13 0.059 1.116 1.245
The intranet has an easy navigation to information 5.08 0.059 1.126 1.268
The intranet displays and designs are visually appealing 5.04 0.058 1.100 1.211
The intranet features and quality of service instill
confidence to users to continue using the intranet
5.04 0.057 1.086 1.180
The intranet responds promptly to user request 5.02 0.061 1.151 1.324
The intranet can be depended on to fulfill whatever
functionalities and features that are required
5.01 0.060 1.130 1.276
The intranet displays is customizable to suit individual
needs and preferences
4.96 0.060 1.144 1.308
Average score for systems quality 5.10 0.059 1.119 1.255

Table 5 presents the descriptive profile of the task productivity variable. The mean
score for each item is well above 5.0 and the overall score is about 5.25 thus implying that
respondents of the study inclined to agree that the intranets they use in their workplace help
to boost their work productivity. The findings are consistent with that of Lai and Mahapatra
(1998), Kjernald (2002), Kefos and Riedl (2005), Daniel and Ward (2005), Deltour (2005)
and Masrek (2007b)

Table 5: Descriptive profile of task productivity variable
Items Mean
Std.
Error
Std.
Dev. Var.
My work with the intranet increases my productivity 5.28 0.054 1.028 1.056
My work with the intranet saves my time 5.23 0.054 1.020 1.041
My work with the intranet allows me to accomplish
more work than would otherwise be possible
5.23 0.056 1.054 1.111
Average score for task productivity 5.25 0.055 1.034 1.069

4.4. Relationship amongst research variables
According to Alreck & Settle (1995), when the objective of the study is to test the degree and
significance between two continuous variables from interval or ratio scales, the appropriate
technique is either correlation or regression analysis. Correlation entails the provision of a
yardstick whereby the intensity of strengths of a relationship can be measured (Bryman &
Cramer, 2001). The result of the correlation analysis is shown in Table 6. Evidently, all the
values of the Pearson correlation were found to be significant at 0.01 level, suggesting that
that significant correlation exist among research variables. Specifically, the values of the
Pearson correlation are above 0.600, hence indicating that the strength of the relationship
among research variables are moderate. The highest correlation value is between user
satisfaction and individual impact while the lowest is between systems quality and user
satisfaction. Nonetheless, as all the values are significant at 0.01 level, hence all the
formulated hypotheses are fully supported.

Table 6: Results of the correlation analysis
Information
quality
Systems_service
quality
Task
productivity
Intranet
usage
Information quality 1


Systems_service quality 0.699** 1
Task productivity 0.642** 0.658** 1
Intranet usage 0.567** 0.579** 0.557** 1

5.0 Discussion
Based on the analyzed data, it is evident that users in this study used intranet for interacting,
transacting and searching. Transacting mode of intranet usage relates to the utilization of
intranet for transacting with organizational information systems such Human Resource,
Finance, Customer Relationship, etc., that are embedded in the intranet. In this instance, the
intranet acts as an interface upon which users can commit transactions with the systems.
Besides transacting mode, interacting mode was also found to be prominent among intranet
users in the participating companies. In fact, this study found that interacting mode was the
highest in terms of frequency of access compared to other utilization mode. Interacting mode
denotes the utilization of the intranet for communication purposes via e-mail or forum room.
In an office environment where employees have to constantly engage in communications not
only with subordinates and superiors but also outsiders such as customers and suppliers, the
use of this kind of communication approach is considered very effective and efficient. The
third prominent intranet utilization mode was the searching mode which relate to the
utilization of the intranet for searching organizational information. The use of the intranet has
really facilitated the task of information searching and retrieval. As has been shown from the
findings of this study, respondents had indicated that they engaged with information
searching via the intranet at the frequency of 2 or 3 times a week. This finding suggests that
information searching and retrieving via the intranet was really extensive. The fact that these
respondents came from the headquarters, and highly engaged with strategic and tactical
management activities, this high value of usage frequency could be justified.
The extant literature on IS has consistently emphasized the importance of both
information quality and systems quality aspects. In fact, both of these qualities are considered
as a yardstick for measuring the effectiveness or success of the IS (DeLone and McLean,
1992). Providentially, respondents had indicated that the intranet they used fulfilled the
information quality attributes that they expected. In an office environment involving white
collar jobs, the demand for highly accurate, timely, comprehensive, relevant and current
information is very intense. Obviously, the installation of the intranet is in response to this
demand.
Equally important to information quality is systems quality. When asked to rate the
systems quality aspect of the intranet, users had also responded favourably suggesting that
they were satisfied with the systems quality attributes of the intranet. By definition, systems
quality focuses on the outcome of the interaction between the user and the system. Attributes
of systems quality include navigation experience, colour design, response time, availability,
security, functionality, empathy, responsibility, etc. The findings of this study have
empirically showed that the participating companies have successfully addressed all of the
aforementioned issues on systems quality.
Having discovered the descriptive profiles of information quality and systems_service
quality of the intranet, this study hypothesized both information quality and systems_service
quality are significantly related with intranet usage. Accordingly, upon performing statistical
analyses involving correlation, it was found that all the hypotheses were fully supported.
Theories such as TRA and DOI posited that object-based beliefs do have an effect on usage
behaviour. Models such as ISSM and TAM also posited similarly. In the context of this
study, the intranet characteristics namely, information quality and systems-service quality
were equivalent to object-based beliefs in TRA, DOI, ISSM or TAM. In congruent to these


theories and models, all the three intranet characteristics were found to be strong
determinants of intranet utilization variables.
Without doubt, intranet utilization certainly improves the productivity of the users.
Diverse studies had repetitively provided empirical evidence for this (Lai and Mahapatra,
1998; Leung et al. 2000; Azzone and Bianchi, 2000; Buchanan-Oliver et al. 2000; Murgolo-
Poore et al., 2003; Knight et al., 2005), and this study further confirmed and strengthened
previous studies. By definition, task productivity refers to the extent the intranet enhances
users output per unit of time. The manner and purposes upon which the intranet is being
utilized clearly explain how task productivity can be greatly enhanced. The three utilization
modes, transacting, interacting and searching, can obviously improve users productivity. Via
transacting mode, users no longer have to fill up any paper forms which are time consuming
and tedious. Via interacting mode, users can actively engage in heavy communication with
almost everyone without having to worry about cost. Via searching mode, information
retrieval is so handy and convenient.

6.0 Conclusion
Despite the success of accomplishing the research objectives, this study is also subject to a
number of limitations, which is mainly associated with the adopted research method. Firstly,
the chosen respondents were those holding executive level positions or higher, and users of
the lower level positions were excluded. Therefore, future research should consider involving
every intranet user irrespective of their job level as respondents. Secondly, the chosen
companies were of those of Government Linked Companies or GLC only. Apparently, it is
worth venturing into research that investigates the status of intranet usage public and fully
private companies. Finally, the perceptual measures used in the survey instrument are subject
to individual interpretation and understanding.

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KNOWLEDGE CONSTRUCTION USING WEB-BASED CONSTRUCTIVIST
APPROACH: A CRITICAL EVALUATION OF STUDENTS PERFORMANCE
M. Hafiz Yusoff
Department of Computer Science
Uni. Malaysia Terengganu
hafiz744@gmail.com

Abstract

At present, researches on improvement of web-based e-learning education are more focused
on introducing new technology and exploration of software standard. This study focused on
the content structure towards a more appropriate to users cognitive style.
In this study, empirical research technique was adapted to test the effectiveness of two
approaches; constructivist approach (Cons. A) and objectivist approach (Obj.A) as the basis
for the development of educational websites. Both types of websites are developed using
these approaches and have been tested based on 3 parameters; i) the students knowledge
level, ii) the level of students motivation, and iii) the level of students retention. Three tests
were conducted on 154 students of Business Management subject from 2 secondary schools
in Malaysia. A 2x2 (web-based learning approach x cognitive style) factorial design was
employed in this quasi-experimental study. Two independent variables were investigated; the
approaches in the web-based learning environment (constructivist approach and objectivist
approach), and the cognitive styles (field Independent; FI, and field Dependent, FD). The
control group received the objectivist approach while the experimental group received the
constructivist approach treatment. They were randomly assigned to each of the two treatment
groups. Meanwhile, the students performances were based on their pre-test and post-test
knowledge test scores which identified as the dependent variable. It was discovered that the
students who received knowledge using the web-based constructivist approach performed
significantly higher than those who received objectivist approach in their knowledge test
results. All the data that were obtained from experimental process have been analyzed for
statistical descriptive and analysis covariate (ANCOVA) using statistical software.

Keywords: E-learning, Knowledge construction, web-based learning environment,
constructivist approach, cognitive style

1. Introduction

In education, Internet has also changed the conventional teaching method to a teaching
method based on webs or web-based learning. Nevertheless, the effectiveness of a web-based
learning largely depends on the ability of the students using it, and its compatibility with their
level of thinking. Therefore, the content compilation factor in educational websites, the
combination of learning theories and attractive displays are important factors to ensure
maximum effects on students.


1.1. Theoretical Background

1.1.1 Learning Theory: Constructivist vs Objectivist Approach

The constructivism learning approach emphasized that human gained knowledge from
his mental efforts. Constructivism involved students in a meaningful experience where
students interpret the information themselves without following what was mapped by other
people [1]. This approach focuses on how to study, generate and test the knowledge gained.
Among the constructivist approach in learning is the inquiry based instruction theory by
Collins and Stevens [2] and learning through discovery like learning cycle model by Lawson
[3]. The approach suggested by this constructivist group is focused on the student where
learning take place as a result of the student effort or through the experience of the student
himself. Constructivist believed that an active, spontaneous and self-guided learning
approach is necessary [3].
Objectivist approach believed that knowledge is in a cumulative form and learning
will be the outcome based on prerequisites fulfilled, such as past knowledge required for
further learning. Among the learning theories following this objectivist approach is the theory
brought forward by Gagne[4], Landa[5] and Scandura[6]. Gagne[4] listed five learning
products, which are verbal information, intellectual skill, cognitive strategy, motor skill and
attitude.

1.1.2 Cognitive Style: Field Dependent (F.D) vs Field Independent (F.I)

Different cognitive style explains that each learner have different ability, faith, interest and
learning style [7].
Field dependent (FD) learner is a student who cannot be free from environment
elements or distracting background when trying to isolate an aspect in a certain situation. It
was also found to be difficult to use a structure on a non-structural situation [8]. In this
research, students achieving the GEFT score of lower than the GEFT mean score for the
sample group were categorised as FD students.
Field Independent (FI) learner is a student who can overcome distracting effects
of background elements when trying to isolate an aspect in a certain situation. They are also
found to have the skill to develop structure on a non-structural situation [8]. In this research,
students achieving the GEFT score of more than the GEFT mean score for the sample group
will be categorised as FI students.

2. Research Methodology

2.1 Research Design and Procedures

This research was 2x2 quasi-experimentally conducted using the pre-test - post-test control
group design as suggested by Cook and Campbell [9]. This research design consisted of
treatment group and control group. Subjects were randomly selected into these two groups.
Independent variable treatment was conducted on subjects in the treatment group. The
following are steps in making this research project a success;

Step 1: Prepared the research proposal.
Step 2: Designed and developed educational websites.
Step 3: Conducted formative test on the suitability of the websites produced.


Step 4: Conducted a pilot study to test the validity and reliability of items in Pre-test
and
Post-test, as well as both websites developed.
Step 5: Conducted orientations on learning through educational websites for the
teachers
involved.
Step 6: Conducted orientations on computer and educational websites usage among
the
participating students.
Step 7: Conducted GEFT test.
Step 8: Selecting samples for both control and treatment groups.
Step 9: Conducted orientations on computer usage and web browsing using program
and
other websites for students.
Step 10: Conducted a Pre-test on both control and treatment groups.
Step 11: Conducted learning sessions for both groups.
Step 12: Conducted Post-test 1.
Step 13: Conducted attitude measurement questionnaire.
Step 14: Conducted Post-test 2.
Step 15: Carry out data analysis.

2.2 Research Instruments

2.2.1 Knowledge Test (Pre-test and Post-test)

These two tests were given to determine the existing knowledge level of students participating in
the research before and after being treated with Business Management web-based learning.
Pre-test was given to students prior to participating in the Business Management web-
based learning. The said test contained 25 multiple choice questions related to Fundamental of
Business Management " topic and was given to all students participating in this research. The
time given to answer all those questions was 35 minutes. The construction weight for the
questions given covered informative, comprehensive, application and analytical questions. On
the difficulty level, 5 questions were for low level, 10 medium level questions and 10 high level
questions. The student's score was determined according to item-by-item where a correct answer
will be awarded 1 point and a wrong answer will not be awarded any point.
Post Test was given right after the students have participated the Business Management
web-based learning. This test also contained the same 25 questions as Pre-test, but the order of
the questions was changed. The test was also given to all students participating in this research.
The time given to answer the questions was 35 minutes. Post Test2 is to observe the retention
effect between the two web sites developed using different approach. The test was given to all
research group members after two weeks Post-test1 was conducted. This test also contained the
same 25 questions, but the order of the questions was changed so that it varies from Pre-test and
Post-test1. The time for answering the questions was maintained at 35 minutes.
Because of the test instrument was developed by researcher, a pilot test was conducted to
test its validity and reliability. The question contents validity was evaluated by two state
Business Management main coaching teachers and a lecturer with expertise in test items
development field. This is to ensure that the said test is in accordance with the topics and
concepts required in the said subject's curriculum. The said questions' reliability as well as
validity was also determined through a pilot test conducted on a group of students taking


Business Management subject in Form 4 from two schools that are not participating in the actual
research. Data obtained was analyzed using Item and Test Analysis Program - ITEMAN
Version 3.5.

2.2.3 Group Embedded Figure Test (GEFT)
GEFT measuring instrument was used to classify cognitive style for field-dependent
(FD) learner and field-independent (FI) learner [7]. The GEFT test used in this research is the
GEFT Test published by Mind Garden, Inc. This test requires the subject to seek and fit simple
figures in a number of complex shapes. Generally, this test comes in three parts and based on the
allocated time. For part I, the time given was 2 minutes. To complete part II and III, the time
given was 10 minutes.
Based on the said test, subjects who scored above average in GEFT are known as FI
learners, while subjects who scored lower than average are known as FD learners. This test was
conducted after a sample of 154 students were identified and selected randomly.

3.0 Findings and results

In order to identify whether there is any significant difference in the pretest
scores between the control and experimental groups, an analysis was first being carried out. A t-
test analysis revealed that both groups differed significantly prior to the treatment (t: 2.25; p:
0.03), with the constructivist approach group performed significantly better than the objectivist
approach group (Cons. A. mean: 47.9, Obj. A mean: 44.08). Thus, due to this significant
difference prior to the treatment, Analysis of Covariate (ANCOVA) was used for data analysis
in which the pretest score was identified as the covariate. Also, due to the application of
ANCOVA, the posttest mean scores reported in the following sections were based on the
adjusted means instead of the observed means.

3.1 Results
The descriptive statistics of the adjusted posttest scores for the two treatment groups and the two
cognitive style groups involved in the study are shown in Table 1. Table 2 indicates the
ANCOVA analysis for the WBL approaches and cognitive style as the two main effects of this
study, while Table 3 indicates the Pairwise Comparisons between the four groups (Cons. A.
FI, Cons. A.-FD, Obj.A-FI, and Obj.A-FD).

Table 1. Descriptive statistics matrixes of the adjusted posttest
mean scores for the four groups (2 x 2)
Cons. A Obj. A Total
n 29 41 70
FD M 51.32 54.32 54.49
SD 1.30 1.15 1.01
n 39 32 71
FI M 63.54 54.71 58.02
SD 1.18 1.37 1.01
n 68 73 141
Total M 59.81 52.97
SD 0.98 0.94


Table 2. ANCOVA for cognitive styles and WBL approach (Adjusted Posttest)

Table 3. Pairwise Comparisons (Adjusted Post-test)

i) Research Question 1: Is there any significant difference in terms of knowledge level
between the constructivist approach and objectivist approach group?

Based on the ANCOVA result (Table 2), there is a significant difference in terms of
knowledge level between the constructivist and objectivist approach groups (F1, 138 :
25.04, p<0.05). This result clearly indicates that the constructivist approach group performed
significantly better than the objectivist approach group (MCA: 59.81; MOA: 52.97).

ii) Research Question 2: Is there any significant difference in term of knowledge level
between FI and FD students?
The result in Table 2 indicates a significant main effect for the two levels of field
dependence- independence, (F1, 138 = 6.11, p: 0.02). The FD and FI students exhibited
significant differences in knowledge level, with the latter group of students performed better
than the former group in the knowledge test (MFI: 58.02; MFD: 54.49).

iii) Research Question 3: Is there any significant difference in term of knowledge level
between FI students who received constructivist approach and FI students who received
objectivist approach?
A pair-wise comparison analysis (Table 3) between the FI students in the constructivist
approach group and the FI students in the objectivist approach group revealed p<0.05 with
the mean difference of 8.83 (MFI-CA: 63.54; MFI-OA: 54.71).This indicated that the FI
students in the constructivist approach group performed significantly higher than the FI
students did in the objectivist approach group.
iv) Research Question 4: Is there any significant difference in term of knowledge level
between FD and FI students who received the constructivist approach?

Source SS df MS F-value p-value

Cognitive styles 437.81 1 437.81 6.11 0.02*
WBL approaches
1587.12 1 1587.12 25.04 0.00*
* p < 0.05
Mean Diff. Signif.

Cons. A FI
Obj. A - FI
Cons. A- FD
8.827
12.217
0.00
0.00
Cons. A - FD Obj. A - FD -3.00 0.513


A pair-wise comparison analysis (Table 3) between the FI and FD students in the
constructivist approach group revealed a p-value of <0.05 with the mean difference of 12.22
(MFD-CA: 51.32; MFI-CA: 63.54). This indicated that the FI students performed
significantly higher than the FD students did in the constructivist approach group.

v) Research Question 5: Is there any significant difference in term of knowledge level
between FD students who received constructivist approach and FD students who received
objectivist approach?

A pair-wise comparison analysis (Table 3) between the FD students in the
constructivist approach group and the FD students in the objectivist approach group indicated
an insignificant difference in knowledge level (p:0.513) with the mean difference of 3.00
(MFD-CA: 51.32; MFD-O.A: 54.32). However, although not significant, the FD students
who received the objectivist approach group had performed slightly better compared to those
in the constructivist approach group.

vi) Research Question 6: Is there any significant difference in term of retention between the
students groups who leaned through a website that used constructivist approach compared to
the retention of the group who are learning through an educational website developed using
objectivist approach.

The retention was measured using Post-Test 2, which was conducted two weeks after
Post-Test 1. The Repeated Measures of the ANOVA analysis was used to see the difference.
Referring to Table 4, the student group who learned using the website designed based on
constructivist approach obtained a higher Post-Test 1 score mean (Mean = 61.35) compared
to the Post-Test 2 score mean (Mean = 57.03). There is a difference of approximately 4%
between the Post-Test 1 and Post-Test 2 for student group who learned using the website
developed based on constructivist. In the meanwhile, the student group who are learning
using the website developed based on objectivist approach have also obtained a higher Post-
Test 1 score mean (Mean = 51.53) compared to Post-Test 2 score mean (Mean = 48.27). The
difference between Post-Test 1 and Post-Test 2 is approximately 3% for the student group
who are learning using the website developed based on objectivist approach.

Table 4: Post-Test 1 and Post-Test 2 mean for constructivist and objectivist groups
Learning
Approach Mean
Std.
Deviation N
TIME 1
Constructivis
t
61.35 11.680 68

(Post-Test 1)

Objectivist
51.53 10.669 73

Total
56.27 12.168 141

TIME 2
Constructivis
t
57.03 11.847 68

(Post-Test 2)


Objectivist
48.27 10.895 73

Total
52.50 12.145 141

The result of the ANOVA Repeated-Measures anaylsis on this study data, shown in
Table 5 had produced Wilks' =0.99, F1,139 = 0.59 and p=0.45. This difference is not
significant. This research suggested that the learning retention of the student group who
received constructivist approach is equal to the retention of the student group who received
objectivist approach.

Table 5: The Post-Test 1 and Post-Test 2 ANOVA Repeated-Measures ( for constructivist
and objectivis approach website design)
Multivariate Test (c)

Hypoth
esis
Eta
Noncent
.
Observa
tion

Square Parame-
Expone
nt
Value F df
Erro
r df Sig. ter (a)
TIME
Pillai's
Trace
.176 29.786(b) 1.000
139.0
00 .000 .176 29.786 1.000

Effect
Wilks'
Lambda
.824 29.786(b) 1.000
139.0
00 .000 .176 29.786 1.000

Hotelling's
Trace
.214 29.786(b) 1.000
139.0
00 .000 .176 29.786 1.000

Roy's
Largest
Root
.214 29.786(b) 1.000
139.0
00 .000 .176 29.786 1.000

TIME *
Pillai's
Trace

DESIG
N
.004 .585(b) 1.000
139.0
00 .445 .004 .585 .118

Wilks'
Lambda

.996 .585(b) 1.000
139.0
00 .445 .004 .585 .118

Hotelling's
Trace
.004 .585(b) 1.000
139.0
00 .445 .004 .585 .118

Roy's
Largest
Root
.004 .585(b) 1.000
139.0
00 .445 .004 .585 .118

a Generated using alpha = .05


b Accurate Statistic
c Design: Intercept+METHOD With Subject Design: TIME

vii) Research Question 7: Is there any significant difference in term of students motivation
level toward using educational website that used constructivist approach compared to
learning through educational website developed using objectivist approach.
Referring to Table 6, the student group who are learning using the website designed
based on constructivist obtained a Motivation Test score mean of 3.69 compared to the
student group who are using the objectivist approach (Mean = 3.60). As shown in Table 7,
the one-way ANOVA analysis result on this study had produced the values of F1,139 =2.392,
p=0.124. This difference is not significant. This research finding suggested that there is no
difference in the motivational level of students who are receiving constructivist approach
compared to the motivational level of the student group who are receiving objectivist
approach.

Table 6: Mean and standard deviation for the Motivation Test score
Motivation Test

N Mean
Standar
d
Standa
rd
95% Confidence
Interval

Deviati
on Error For Mean

Lower
Limit
Upper
Limit
Constructivi
st
68 3.6998 .36161 .04385 3.6122 3.7873

Objectivist
73 3.6092 .33350 .03903 3.5314 3.6870

Total
141 3.6529 .34906 .02940 3.5948 3.7110

Table 7: One-way ANOVA for Motivation Test score mean with website design
(constructivist and objectivist approach)
Motivation Test
Sum of
Square Mean Square
Df F Sig.
Among
.289 1 .289 2.392 .124

Groups

With
16.769 139 .121

Groups

Total
17.058 140

4.0 Discussion


This research involved developing two websites related to the Business Management subject
that were designed using two different approaches; one using objectivist approach and
another using constructivist approach. Next, this research compared the effectiveness of the
two designs to construct new knowledge, motivation and knowledge retention of students
after learning through these two websites. This research also looked at the effect of using two
different website design with different cognitive style on their achievement.
This study found that the students who learned using the website developed based on
constructivist approach had obtained a significantly higher achievement on their knowledge
test compared to the students who learned using the website developed based on objectivist
approach. Questions given at the beginning of the lesson through the website developed
based on constructivist approach will assist the students to think to find the answers for the
said situation. A strong curiousity had impelled the students to explore, observe, predict, test
hypotheses, and build concepts concerning the questions given through the suggested links.
Students will also use their past knowledge to apply to this new situation. When learners are
actively involved in organizing their own understanding on certain matters, it will give them
a more meaningful understanding. On the other hand, for the control group who used the
website developed based on objectivist approach, they were only being passive information
receivers through the information display activities which were linearly arranged. This group
had undergone a deductive and passive learning process where all the learning objectives and
directions were provided for them. Learners are only required to follow the lesson prepared
from one step to the next. Finally, they will know whether their learning objectives were
achieved or not depending on the result of the quiz prepared after completing the tutorial.
This study had found that learners in a field independent (FI) cognitive group
obtained a significantly higher achievement compared to learners with field dependent (FD)
cognitive style. FI learners are individuals with individualistic attitude, and do not need
others in processing information. They have their own abilities in structuring their
knowledge. On the other hand, FD learners prefer social interactions, depending on others in
structuring information for them, and more ready to accept input given to them by those with
authorities. They are also more capable in choosing necessary information in their learning.
However, FD learners are facing difficulties in freeing themselves from disruptive
background elements and often faced with problems in choosing important and less important
information in the said website environment.
This study found that there was no significant difference in terms of retention between
the group who learned through an educational website using constructivist approach and
group of objectivist approach. However, on the overall, both the control and treatment groups
still showed a high achievement with only a small decline in the achievement after getting
their lessons using the provided materials two weeks later. Among the factors which may
have caused this insignificant difference in terms of retention between the control and
treatment group may have been the time and the too short test frequency factors. The
difference may be more pronounced if the delayed post test were to be conducted more than
once and in a longer period. Learning through a website developed based on constructivist
approach should give a better retention effect than learning through a website developed
based on objectivist approach. In constructivist, learners are involved in building and
structuring their knowledge themselves. Situations such as this should have reinforced
learners memory of things they have learned. On the other hand, memory is easily lost when
learners only received and agreed with the knowledge passed to them through others
explanation as displayed in the website developed based on objectivist approach.
There was no significant difference in terms of motivational, for learners who learned
using a objectivist approach website compared to learners who learned using constructivist


approach website. Eventhough this finding was insignificant, based on the score mean
difference between the two groups, it was shown that the motivation level of the treatment
group was higher than the control group. Among the factors that may have caused this
insignificant findings would be both groups were using materials developed based on
computers and websites. Web-based learning materials are still considered new today. As
usual, a novel and not much used material will give a higher motivation to learners to use it.
This findings confirmed Hackbart [10] assumption, stating that new technologies are able to
increase motivation and gain learners interest to follow the provided lessons. In addition,
each group only used the materials prepared for their group only, without looking at materials
used by the other group. In other words, the treatment group cannot compare the advantages
of the approach gained by the control group, and vice versa. They only evaluate the materials
used by their own group.

5.0 Conclusion
This research had proven that website design that was developed based on constructivist
approach was able to improve learners knowledge level in their learning compared to
objectivist approach. On the whole, field independent (FI) cognitive style learners benefitted
more than field dependent (FD) learners in learning through web-based learning materials.
This study also found that FI learners obtained a higher performance than FD learners
through learning using website developed based on constructivist approach. Also, the FD and
FI learners achievement did not show any difference in learning using website developed
based on objectivist approach. For FI cognitive learners, their performance was more
outstanding in learning using website developed with constructivist approach than website
developed based on objectivist approach. While FD learners did not show any difference in
terms of achievement, either through website developed based on constructivist or objectivist
approach.
Overall, FD learners also succeeded in improving their achievement in learning
through website, but their achievement was still low compared to FI learners in the said
learning. Among the factors identified causing the FD learners inability to improve their
achievement as well as the FI learners in their learning was that the said learning was
conducted individually. Apart from that, this study finding also showed no significant
difference in terms of retention and motivation among learner groups who used the
constructivist and objectivist approach websites. However, both groups showed high learning
retention and motivation in their learning through both websites assigned to them.
It is hoped that this study will be able to give a picture of the effectiveness of the
website developed based on constructivist approach in improving learners achievement and
motivation in their learning. It is also hoped that this research findings can serve as a guide to
those who are involved in developing educational website in this country. Other than that, to
ensure the web-based instruction effectiveness, cognitive style differences is among the
factors that should be considered and applied in the said learning material environment.

References
[1] Heinich, R. Molenda, M. Russell,J.D. & Smaldino, S. (1999). Instructional Media
and Technologies for Learning. Englewood Cliffs. NJ: Merrill
[2] Collins, A. & Stevens, A.L. (1983) . A cognitive theory of inquiry teaching. Di dalam
Reigeluth (Ed.) Instructional Design Theories and Models: An Overview of Their Current
Status, Hillsdale: Lawrence Earlbaum Associates. m.s. 250-276.
[3] Lawson, A. E. (1995). Science Teaching and The Development of Thinking.
California: Wadsworth Publishing Company


[4] Gagne, R.M. (1985). The Condition of Learning (4th ed.). New York: Holt Rine Hart
& Winston.
[5] Landa, L. N. (1983). The algoheuristic theory of instruction. Dalam Reigeluth (Ed.)
Instructional Design Theories and Models: An Overview of Their Current Status, Hillsdale:
Lawrance Earlbaum Associates. m.s. 257-776.
[6] Scandura, J.M. (1983). The structural learning theory. Dalam Reigeluth, C.M (Ed)
Intructional-design Theories and Models : An Overview of Their Current Status. Hilldale, NJ:
Lawrence Erlbaum.
[7] Witkin, H.A., Oltman, P., Raskin, E. & Karp, S. (1971). A Manual for the Embedded
Figures Test. Palo Alto CA: Consulting Psychologists Press.
[8] Lourdusamy, A. (1994).Different cognitive style and implication to education. In:
Professorship Talk (1995/3), 5 Feb 1994, Penang: Universiti Sains Malaysia
[9] Cook, T.D. & Campbell, D.F. (1979). Quasi-Experimentation Design & Analyisis
Issues for Field Settings. Chicago: Rand M
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[10] Hackbart, S. (1997), Web-based learning in the context of K-12 school curriculums.
Educational Technology, 37 (3), m.s. 59-71.


APLIKASI PORTAL VIDEO INTERNET DALAM P&P
DALAM KALANGAN GURU
Norabeerah Saforrudin
IPGM Kampus Bahasa Melayu
Lembah Pantai, Kuala Lumpur
norabeerah@gmail.com

Abstrak
Kajian ini bertujuan untuk mengenalpasti tahap pengetahuan dan kesediaan guru dalam
menggunakan bahan video daripada Portal Video Internet (PVI) dalam pengajaran dan
pembelajaran (P&P). Kajian ini menggunakan soal selidik yang diadaptasi daripada
National Educational Technology Standards for Teachers (NETS) untuk mengumpul data
kajian kuantitatif. Sampel kajian terdiri daripada 112 orang guru dalam perkhidmatan yang
sedang berkursus di IPGM Kampus Bahasa Melayu. Data kajian dianalisis secara kuantitatif.
Nilai Alpha Cronbach bagi konstruk yang menguji tahap pengetahuan adalah 0.68 manakala
bagi konstruk yang menguji tahap kesediaan adalah 0.76. Ujian Korelasi dilakukan untuk
mengetahui hubungan antara Tahap Pengetahuan dan Tahap Kesediaan, namun tidak terdapat
hubungan yang signifikan. Manakala Ujian-t tidak bersandar telah dilakukan untuk menguji
samada terdapat perbezaan tahap pengetahuan dan tahap kesediaan berbanding jantina. Hasil
ujian ini menunjukkan bahawa tidak ada perbezaan yang signifikan. Keputusan kajian
menunjukkan bahawa tahap pengetahuan guru adalah sederhana manakala tahap kesediaan
guru dalam menggunakan sumber bahan PVI adalah tinggi. Ia menjelaskan bahawa guru-
guru yang memberi maklumbalas mempunyai tahap pengetahuan dari segi teknikal operasi
menggunakan kemudahan video sedia ada seperti PVI adalah rendah dan mereka mempunyai
persepsi yang negatif terhadap penggunaan PVI sebagai bahan P&P. Namun begitu, mereka
bersedia untuk diberi latihan dan bimbingan untuk menggunakan PVI secara efektif dan
positif. Dapatan kajian membawa implikasi bahawa penggunaan video dalam P&P memberi
impak yang besar kepada pelajar, di mana video boleh mempunyai kesemua elemen
multimedia. PVI adalah satu sumber yang baik untuk dimanfaat oleh guru dalam P&P selain
daripada menghasilkan video sendiri yang melibatkan kos yang banyak. Oleh itu, pengkaji
mencadangkan institusi pendidikan guru seperti IPGM perlu memberi pendedahan
penggunaan video yang efektif dan efisien dalam P&P mereka dan memanfaatkan
penggunaan PVI yang menyediakan lambakan video yang boleh digunakan semasa P&P agar
kelas menjadi lebih menarik dan menyeronokkan.

Katakunci: Video, Portal video Internet, Media pengajaran, Pengajaran dan pembelajaran

1. Pengenalan

Media pengajaran seperti video merupakan salah satu media yang telah dikenalpasti boleh
meningkatkan keberkesanan pengajaran dan pembelajaran (P&P) (Heinich, Molenda,
Russell, & Smaldino, 2002; Yusuf Hashim & Razmah Man, 2005). Dengan kemudahan
Portal Video Internet (PVI) ini, guru-guru wajar memanfaatkan kehadiran kemudahan
mendapatkan video ini, agar ia boleh digunakan secara positif dan efektif. Adalah menjadi
satu keperluan kepada guru untuk memiliki kemahiran dalam menggunakan teknologi
(Norhayati Abd. Mukri, 1995) yang telah tersedia seperti PVI bagi membantu mereka
menyediakan bahan P&P dengan lebih efektif dan efisien. Walaupun untuk menghasilkan


sebuah video yang pendek, ia melibatkan masa yang agak lama dan perlu melalui beberapa
proses tertentu sebelum bahan tersebut boleh digunakan dalam P&P (Smith, Ruocco, &
Jansen, 1999). Adalah lebih mudah dan menjimatkan masa sekiranya guru dapat
memanfaatkan bahan yang sedia ada dengan mengolah mengikut keperluan mereka.

2. Objektif kajian

i. Mengenal pasti tahap pengetahuan penggunaan PVI dalam kalangan guru.
ii. Mengenal pasti tahap kesediaan guru menggunakan PVI sebagai sumber bahan
P&P.
iii. Mengenalpasti hubungan antara tahap pengetahuan penggunaan PVI dengan
tahap kesediaan guru menggunakan PVI sebagai sumber bahan P&P.
iv. Mengenal pasti perbezaan tahap pengetahuan dan tahap kesediaan penggunaan
PVI sebagai sumber bahan P&P dalam kalangan guru berbanding jantina.

3. Persoalan kajian

i. Apakah tahap pengetahuan penggunaan PVI dalam kalangan guru?
ii. Apakah tahap kesediaan guru menggunakan PVI sebagai sumber bahan P&P?
iii. Adakah terdapat hubungan antara tahap pengetahuan penggunaan PVI dengan
kesediaan guru menggunakan PVI sebagai sumber bahan P&P?
iv. Adakah perbezaan tahap pengetahuan guru dalam penggunaan PVI berbanding
jantina?
v. Adakah perbezaan tahap kesediaan guru dalam penggunaan PVI sebagai
sumber bahan P&P berbanding jantina?

4. Kepentingan kajian

Dapatan daripada kajian ini dapat menyumbang maklumat tentang isu-isu yang harus
dipertimbangkan apabila melatih guru mengintegrasikan teknologi dalam P&P. Ini adalah
selari dengan teras utama pembangunan Sistem Pendidikan Kebangsaan dalam Pelan Induk
Pembangunan Pendidikan (PIPP), salah satu matlamat pendidikan yang dikenal pasti yang
ingin dicapai ialah membudayakan sains dan teknologi dan pembelajaran sepanjang hayat
(Kementerian Pelajaran Malaysia, 2006).
Video adalah elemen yang dikenalpasti sebagai media yang efektif sekiranya
digunakan semasa P&P dan mewujudkan suasana pembelajaran yang menarik (Yusuf
Hashim & Razmah Man, 2005). Ia boleh memberi impak yang mendalam kepada pelajar
kerana ia mempunyai hampir semua elemen multimedia yang boleh merangsang deria pelajar
dan seterusnya ia sesuai digunakan untuk gaya pembelajaran pelajar yang berbeza dan yang
mempunyai kecerdasan perbagai (Salhah Abdullah, 2009).

5. Methodologi kajian

5.1. Sampel Kajian

Sampel bagi kajian ini adalah guru dalam latihan di Institut Pendidikan Guru Malaysia
(IPGM) Kampus Bahasa Melayu iaitu seramai 112 orang. Responden terdiri daripada 7 buah
kelas atau kumpulan di mana, 5 kumpulan guru yang menghadiri Kursus Dalam


Perkhidmatan 14 minggu Universiti Terbuka Malaysia (OUM) dan 2 kumpulan guru yang
mengikuti Kursus Sijil Perguruan Khas (KSPK). Guru-guru yang menghadiri kursus ini
adalah majoritinya dari Lembah Klang.

5.2. Instrumen Kajian

Instrumen yang digunakan adalah borang soal selidik yang diadaptasikan daripada NETS
(International Society for Technology in Education, 2008), mengikut keperluan kajian.
Borang soal selidik ini mengandungi item-item untuk menentukan tahap pengetahuan guru
dalam menggunakan PVI dan tahap kesediaan guru menggunakan sumber bahan dari PVI.
Soal selidik ini terbahagi kepada tiga bahagian. Bahagian A terdiri daripada maklumat
demografi responden, Bahagian B terdiri daripada 8 soal selidik mengenai tahap pengetahuan
guru dalam menggunakan Portal Video Intenet dan Bahagian C terdiri daripada 10 soal
selidik mengenai tahap kesediaan guru menggunakan sumber bahan dari PVI dalam P&P.

Item-item yang digunakan dalam soal selidik dibina berpandukan penyelidikan lain
dan maklumat kajian literatur yang diperoleh daripada beberapa sumber. Skala yang
digunakan oleh TAGLIT (Taking Good Look at Instruction Technology, 2000) telah
digunakan sebagai skala untuk mengukur pengetahuan dan penggunaan teknologi guru
manakala NETS (International Society for Technology in Education, 2008) telah digunakan
sebagai asas piawaian untuk kemahiran teknologi asas yang perlu diketahui oleh guru.
Kesemua perkara di atas dilakukan untuk memastikan kesahan instrumen kajian berdasarkan
eviden berkaitan kandungan menggunakan rujukan pakar dan piawaian.

Ujian statistik pekali alfa Cronbach digunakan untuk menentukan pekali
kebolehpercayaan alat ukuran ini. Nilai alfa adalah 0.68 bagi konstruk yang mengukur tahap
pengetahuan guru dalam penggunaan PVI (Bahagian B) dan 0.76 bagi konstruk yang
mengukur tahap kesediaan guru dalam penggunaan PVI sebagai sumber bahan P&P
(Bahagian C).

5.3. Skala Pengukuran

Penilaian terhadap tahap pengetahuan dan kesediaan guru diukur berdasarkan skor yang
diperolehi dalam soal selidik. Bagi mengetahui tahap pengetahuan dan kesediaan guru, satu
skala bagi setiap komponen perlu ditetapkan. Berdasar kepada Mohd Najib, skala bagi setiap
tahap pengetahuan dan kesediaan di kategorikan kepada tiga seperti di berikut (Mohamad
Najib Abdul Ghafar, 1999).

Tahap pengetahuan guru Skor
Rendah 8 - 18
Sederhana 19 - 29
Tinggi 30 - 40

Tahap kesediaan guru Skor
Rendah 10 - 23
Sederhana 24 - 37
Tinggi 38 - 50


6. Dapatan Kajian

6.1. Tahap Pengetahuan Guru dalam Penggunaan Portal Video Internet

Jadual 1 adalah ringkasan keseluruhan maklumbalas responden terhadap soal selidik
bahagian B, iaitu untuk mengetahui tahap pengetahuan guru terhadap penggunaan PVI.
Berdasarkan daripada jadual, peratus tidak tahu guru terhadap kemahiran dan pengendalian
teknikal PVI adalah tinggi (S6 = 37%, S7 = 38.4%).

Min skor bagi tahap pengetahuan guru dalam penggunaan PVI adalah 20.86. Merujuk
kepada Jadual Tahap Pengetahuan, Nilai min skor ini adalah sederhana tetapi pada tahap
rendah. Ini menjelaskan bahawa tahap pengetahuan guru dalam pengetahuan PVI adalah
sederhana yang rendah.

Jadual 1 : Tahap pengetahuan guru terhadap penggunaan Portal Video Internet
Soalan: Bil Responden (%) Min
1 2 3 4 5
S1 Adakah anda tahu mencari bahan di
Portal Video Internet?
16.1 35.7 7.1 25.9 15.2 2.88
S2 Adakah anda tahu memuat turun bahan
dari Portal Video Internet?
25.0 25.9 17.0 20.5 11.6 2.68
S3 Adakah anda tahu kedudukan fail bahan
yang telah dimuat turun?
17.0 27.7 23.2 20.5 11.6 2.82
S4 Adakah anda tahu perisian yang
diperlukan untuk muat turun bahan dari
Portal Video Internet?
26.8 23.2 26.8 13.4 9.8 2.56
S5 Adakah anda tahu format video yang
dimuat turun?
23.2 26.8 27.7 14.3 8.0 2.57
S6 Adakah anda tahu menukar format fail
video bahan yang telah dimuat turun?
37.5 17.0 30.4 8.0 7.1 2.30
S7 Adakah anda tahu memasukkan bahan
yang diperolehi dari Portal Video
Internet ke dalam Ms Powerpoint?
38.4 15.2 21.4 17.0 8.0 2.41
S8 Adakah anda tahu menggunakan bahan
yang diperolehi dari Portal Video
Internet dalam perancangan P&P?
24.1 25.9 20.5 22.3 7.1 2.62
1 = tak tahu caranya, 2 = tahu tetapi kadangkala perlukan pertolongan, 3 = tak pasti, 4 = tahu buat sendiri,
5 = boleh mengajar orang lain mengenainya

6.2. Tahap Kesediaan Guru Menggunakan Portal Video Internet Sebagai Sumber Bahan
Pengajaran dan Pembelajaran

Jadual 2 adalah ringkasan keseluruhan maklumbalas responden terhadap soal selidik
bahagian C, iaitu untuk mengetahui tahap kesediaan guru terhadap penggunaan PVI sebagai
sumber P&P.

Min skor bagi tahap kesediaan guru dalam penggunaan PVI sebagai sumber bahan
P&P adalah 39.31. Merujuk kepada Jadual Tahap Kesediaan, Nilai min skor ini adalah tinggi


tetapi dalam tahap yang rendah. Ini menjelaskan bahawa tahap pengetahuan guru dalam
pengetahuan PVI adalah tinggi yang rendah.

Berdasarkan daripada jadual, peratus kesediaan guru adalah tinggi (S1 = 79.5%, S2 =
81.3%, , S5 = 80.0%, S6 = 76.8%, S7 = 83.9%, S8 = 86.6%, S9 = 83.9%, S10 = 89.3%),
hanya S3 (55.4%) mendapat maklumbalas yang menunjukkan guru kurang bersedia untuk
menerima PVI boleh memberi kesan positif.

Jadual 2 : Tahap kesediaan guru terhadap penggunaan Portal Video Internet sebagai sumber
bahan P&P
Soalan:

Bil Responden (%) Min
1 2 3 4 5
S1 Adakah anda percaya Portal Video
Internet boleh digunakan sebagai salah
satu sumber Internet dalam P&P?
0.9 4.5 15.2 66.1 13.4 3.87
S2 Adakah anda percaya dengan
pemilihan bahan yang sesuai dari
Portal Video Internet ia dapat
meningkatkan keberkesanan anda
dalam P&P?
0.0 7.1 11.6 67.0 14.3 3.88
S3 Adakah anda percaya sumber dari
Portal Video Internet boleh menyerap
nilai-nilai yang positif
0.9 6.3 37.5 50.9 4.5 3.52
kemahiran teknologi, anda dapat
mengolah bahan yang ada di Portal
Video Internet untuk menghasilkan
P&P yang lebih menarik.
0.0 3.6 11.6 64.3 20.5 4.02
bahan P&P dengan lebih mudah.
0.0 3.6 16.1 67.0 13.4 3.90
bahan P&P berbentuk video dengan
lebih cepat berbanding menghasilkan
video sendiri.
0.0 4.5 18.8 58.9 17.9 3.90
S7 Adakah anda percaya guru perlu
menguasai kemahiran menggunakan
bahan sedia ada di Internet seperti
Portal Video Internet.
0.0 3.6 12.5 63.4 20.5 4.01
mempelbagaikan penggunaan
teknologi dan sumber dalam P&P akan
mewujudkan suasana pembelajaran
yang efektif.
0.9 3.6 8.9 62.5 24.1 4.05
bimbingan yang betul dan baik, pelajar
boleh memanfaatkan Portal Video
0.0 5.4 10.7 62.5 21.4 4.00


Internet sebagai salah satu sumber
pembelajaran.
S10 Adakah anda percaya anda boleh
menggunakan bahan dari Portal Video
Internet sekiranya diberi pendedahan
atau latihan.
0.0 4.5 6.3 58.0 31.3 4.16
1 = sangat tak setuju, 2 = tak setuju, 3 = tak pasti, 4 = setuju, 5 = sangat setuju

6.3. Hubungan Antara Tahap Pengetahuan Penggunaan Portal Video Internet dengan
Kesediaan Guru Menggunakan Portal Video Internet sebagai Sumber Bahan
Pengajaran dan Pembelajaran

Ujian korelasi Spearmans rho telah digunakan bagi menguji hubungan ini kerana kedua-dua
data yang diuji adalah data ordinal.

Jadual 3 : Hasil Ujian Korelasi antara tahap pengetahuan dan tahap kesediaan menggunakan
Portal Video Internet
Tahap p
Kesediaan
Tahap 0.169 0.075
Pengetahuan
Signifikan pada aras p<.05

Berdasarkan Jadual 3, di dapati bahawa tidak terdapat hubungan yang signifikan di antara
tahap pengetahuan guru dalam penggunaan PVI dan tahap kesediaan guru menggunakan PVI
sebagai sumber P&P.

6.4. Perbezaan Tahap engetahuan Guru Dalam penggunaan Portal Video Internet
Berbanding Jantina

Ujian-t sampel tidak bersandar digunakan bagi menguji perbezaan ini.

Jadual 4 :Hasil Ujian-t bagi tahap pengetahuan berbanding jantina.
Jantina N Min Sisihan t Df p
Piawai
Lelaki 35 24.91 9.33 3.29 110
0.285
Perempuan 77 19.01 8.54

Jadual 4 menunjukkan tidak terdapat perbezaan yang signifikan antara lelaki dan perempuan
dalam tahap pengetahuan penggunakan PVI (min lelaki = 24.91, min perempuan = 19.01)
pada aras keertian 0.05. Ini menjelaskan bahawa tahap pengetahuan penggunaan PVI dalam
kalangan guru adalah sama antara lelaki dan perempuan.


6.5. Perbezaan Tahap Kesediaan Guru dalam Penggunaan Portal Video Internet sebagai
Sumber Pengajaran dan Pembelajaran Berbanding Jantina

Ujian-t sampel tidak bersandar digunakan bagi menguji perbezaan ini.

Jadual 5 : Hasil Ujian-t bagi tahap kesediaan berbanding jantina.
Jantina N Min Sisihan t Df p
Piawai
Lelaki 35 39.63 5.25 0.40 110 0.692
Perempuan 77 39.17 5.45

Jadual 5 menunjukkan tidak terdapat perbezaan yang signifikan antara lelaki dan perempuan
dalam tahap kesediaan menggunakan PVI (min lelaki = 39.63, min perempuan = 39.17) pada
aras keertian 0.05. Ini menunjukkan tahap kesediaan menggunakan PVI dalam P&P dalam
kalangan guru adalah sama antara lelaki dan perempuan.

7. Perbincangan, Implikasi dan Cadangan

Dapatan kajian menunjukkan, tahap pengetahuan guru menggunakan PVI adalah sederhana
rendah. Guru-guru yang terlibat dalam kajian tidak atau kurang mengetahui menggunakan
PVI dan 25% daripadanya tidak pernah menggunakan PVI. Bagi guru yang pernah
menggunakan PVI pula, mereka kurang mahir untuk menggunakan PVI. Hampir 39%
daripada guru, kurang pengetahuan untuk memuatkan bahan daripada PVI ke dalam perisian
persembahan dan hampir 38% tidak mengetahui cara untuk menukar format video yang
diperolehi kepada format lain. Oleh itu tidak hairanlah apabila didapati, ramai yang memberi
maklumbalas, tidak tahu atau kurang mahir untuk menggunakan sumber daripada PVI untuk
digunakan dalam P&P mereka.
Manakala, tahap kesediaan guru untuk menggunakan PVI sebagai sumber bahan
dalam P&P adalah tinggi tetapi tinggi pada tahap yang rendah. Lebih menarik lagi, di dapati
soal selidik Bahagian C bagi mengetahui adakah guruguru percaya bahawa bahan daripada
PVI ini boleh membawa kesan positif amat rendah iaitu 54% sahaja yang bersetuju. Ini
menunjukkan bahawa guru-guru mempunyai persepsi bahawa bahan daripada PVI lebih
banyak bahan yang negatif dan sukar menerimanya sebagai bahan P&P. Tambahan pula bila
dilihat daripada maklumbalas soal selidik yang bertanyakan adakah mereka percaya jika
dengan bimbingan yang betul dan baik, pelajar boleh memanfaatkan PVI sebagai salah satu
sumber pembelajaran juga adalah rendah dan mereka tidak bersedia untuk mendedahkan
pelajar untuk menggunakan bahan daripada PVI sebagai salah satu sumber pembelajaran.
Walaupun terdapat PVI yang menyediakan bahan P&P, tetapi guru-guru tidak
mengetahui dan tidak terdedah dengan kemudahan yang sedia ada ini. Ini mungkin kerana
mereka telah mempunyai satu persepsi buruk tentang PVI yang mengandungi banyak bahan
negatif yang pastinya tidak sesuai untuk pendidikan.
Walaubagaimanapun, majoriti bersetuju dan bersedia untuk diberikan latihan dan
pendedahan yang berkaitan dengan penggunaan PVI agar boleh digunakan semasa sesi P&P.
Selain daripada itu, dapatan analisis data menunjukkan bahawa tidak terdapat
hubungan yang signifikan antara tahap pengetahuan dan tahap kesediaan guru menggunakan
PVI sebagai bahan P&P. Ini jelas menunjukkan tahap pengetahuan tidak memberi kesan
terhadap tahap kesediaan guru dalam menggunakan PVI sebagai bahan P&P dan begitu juga
sebaliknya. Walaupun ada di antara guru yang tidak pernah atau kurang tahap pengetahuan


dalam menggunakan PVI, namun kesediaan mereka untuk menggunakan PVI sebagai bahan
P&P adalah tinggi dengan syarat mereka diberi pendedahan dan latihan untuk menggunakan
PVI.

Kajian ini turut membuktikan, tidak terdapat perbezaan tahap pengetahuan dan tahap
kesediaan guru samada lelaki atau perempuan dalam menggunakan PVI. Faktor jantina tidak
memberi sumbangan dalam menentukan tahap pengetahuan guru menggunakan PVI. Ini
turut dibuktikan melalui beberapa kajian penggunaan teknologi yang lain (Abdul Wahab
Ismail Gani, Kamaliah Hj. Siarap, & Hasrina Mustafa, 2006; Asiah Mohd Hashim & Nor
Aniza Ahmad, 2009). Walaupun bilangan guru perempuan adalah dua kali ganda daripada
lelaki (yang terlibat dalam kajian ini), tetapi jelas menunjukkan bahwa jantina bukan faktor
yang menyumbang kepada tahap pengetahuan atau tahap kesediaan seseorang guru dalam
penggunaan PVI sebagai bahan P&P.
Sorotan literatur kajian ini mampu memberi satu gambaran bahawa dengan
menggunakan video sebagai bahan P&P dapat meningkatkan keberkesanan pembelajaran
murid kerana video mempunyai imej hidup yang mempunyai semua elemen multimedia yang
boleh meningkatkan keberkesanan pembelajaran pelajar (Porter & Hernacki, 1992). Oleh
kerana proses untuk menghasilkan sesebuah video memerlukan masa, tenaga, kemahiran dan
kos yang banyak (Smith, et al., 1999), dan walaupun seseorang guru telah diberi pendedahan
dan latihan untuk menghasilkan sesebuah video, tetapi apabila mereka pulang ke sekolah,
dengan kemudahan peralatan untuk menghasilkan video yang terhad, masa yang diperlukan
untuk menyediakan bahan tersebut serta tugas-tugas yang dipertanggungjawabkan, akan
membuatkan guru-guru tidak meneruskan keinginan untuk menghasilkan video sebagai
bahan P&P walaupun menyedari bahawa penggunaan video amat efektif dalam P&P. Maka
tidak dinafikan apabila sesuatu kemahiran yang tidak digunakan, maka kemahiran itu akan
hilang atau lupa.
Kajian ini juga memberi pendedahan bahawa terdapat banyak bahan sedia ada dalam
bentuk video yang boleh digunakan oleh guru-guru dalam P&P mereka. Di antara PVI yang
disediakan oleh pihak Kementerian Pelajaran Malaysia adalah EduWebTV. Selain daripada
itu, terdapat PVI yang disediakan khas untuk pendidikan seperti Teacher Tube, Student Tube,
Youtube.com/edu dan lain-lain.
Ia turut mendedahkan fakta bahawa tanggapan guru yang mengangap PVI adalah
sumber negatif adalah kurang tepat. Sebagai guru, dengan memanfaatkan bahan yang sedia
ada bukan sahaja dapat menjimatkan masa, kos dan tenaga mereka untuk menggunakan
bahan media seperti video dalam P&P mereka. Malah mereka turut boleh membimbing
pelajar untuk memilih bahan video yang baik dan positif untuk pembelajaran kerana terdapat
video yang bagus yang boleh menerangkan sesuatu fenomena atau kejadian atau proses
dengan lebih hidup dan baik (Heinich, et al., 2002; Jamalludin Harun & Zaidatun Tasir,
2003). Ini bukan sahaja menjimatkan masa untuk pelajar memahami sesuatu konsep, malah
memudahkan guru menjelaskan sesuatu yang mungkin sebelum ini sukar untuk digambarkan
oleh pelajar. Ini bermakna guru dan pelajar dapat memanfaatkan bahan yang sedia ada yang
positif dengan lebih efektif walaupun tidak dinafikan terdapat bahan video yang negatif.
Video yang sesuai akan menarik minat pelajar untuk belajar.
Sebagai sebuah pusat latihan guru, Institut Pendidikan Guru Malaysia (IPGM) perlu
memainkan peranan dalam memberi satu pendedahan kepada guru pelatih dan guru dalam
perkhidmatan untuk menggunakan PVI ini dalam P&P. Pendedahan ini penting bagi
meningkatan suasana pembelajaran yang aktif dan efektif, berikutan dengan keberkesanan
penggunaan video dalam P&P.


Latihan perguruan seperti Kursus Bestari, Kursus Sijil Perguruan Khas (KSPK),
Kursus Pendek Kelolaan Institut (KPKI), Program Ijazah Muda Perguruan (PIMP), dan
program pra ijazah (PPISMP) perlu mendedahkan penggunaan PVI ini di dalam sukatan yang
berkaitan dengan penggunaan Internet atau penghasilan video. Selain daripada latihan
menghasilkan video sendiri, guru pelatih dan guru dalam perkhidmatan perlu diberi
pendedahan dan latihan penggunaan bahan daripada PVI ini kerana dengan kekangan
kemudahan di sekolah, untuk menghasilkan video sendiri memerlukan masa, tenaga dan kos
yang banyak dan ini menjadi penyebab penggunaan video dalam kelas tidak dapat
dilaksanakan.
Pensyarah di institusi pendidikan guru seperti IPGM, perlu digalakkan menggunakan
bahan sumber daripada PVI untuk memberi gambaran dan pendedahan awal kaedah
penggunaan video dalam P&P sebagai salah satu media dalam P&P.
Pihak Jabatan Teknologi Pendidikan di IPGM wajar memberikan pendedahan dan
contoh penggunaan PVI yang berkesan bagi memberi gambaran kepada pensyarah semasa
Latihan Pembangunan Staf (LPS), kepada pelajar semasa penggunaan bahan di Internet
dalam P&P, guru-guru dalam latihan pendek agar tanggapan bahawa PVI tidak dianggap
hanya mempunyai unsur negatif sahaja tanpa menunjukkan manfaat yang boleh digunakan
secara efektif bagi mewujudkan suasana pembelajaran yang lebih berkesan dan seronok.

Rujukan
Abdul Wahab Ismail Gani, Kamaliah Hj. Siarap, & Hasrina Mustafa. (2006). Penggunaan
komputer dalam pengajaran-pembelajaran dalam kalangan guru sekolah menengah:
satu kajian di Pulau Pinang. Kajian Malaysia, 26(1&2), 203-205.
Asiah Mohd Hashim, & Nor Aniza Ahmad. (2009). Pengaplikasian Teknologi Maklumat dan
Komunikasi (TMK) Dalam Kalangan Pensyarah IPGM. Paper presented at the 17th
World Islamic Conference Kolej Universiti Islam Selangor, Shah Alam.
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2002). Instructional Media and
Technologies for Learning (Seventh Edition ed.): Merrill Prentice Hall.
International Society for Technology in Education. (2008). National Educational Technology
Standards for Teachers. Retrieved Ogos, 2009, from http://cnets.iste.org
Jamalludin Harun, & Zaidatun Tasir. (2003). Multimedia dalam Pendidikan: PTS Publication.
Kementerian Pelajaran Malaysia. (2006). Pelan Induk Pembangunan Pendidikan 2006-2010.
Mohamad Najib Abdul Ghafar. (1999). Penyelidikan Pendidikan. Skudai: Penerbit Universiti
Teknologi Malaysia.
Norhayati Abd. Mukri. (1995). Factors related to teacher use of computer technology in
Malaysia. Unpublished Phd Thesis, Michigan State University.
Porter, B. D., & Hernacki, M. (1992). Quantum Learning: Unleashing the genius in you.
USA: Dell Publishing.
Salhah Abdullah. (2009). Kecerdasan pelbagai, aplikasi dalam pengajaran dan pembelajaran.
Kuala Lumpur: PTS Publication.
Smith, T., Ruocco, A., & Jansen, B. (1999). Digital video in education. Paper presented at the
Proceedings of SIGCSE '99, LA, USA.
Taking Good Look at Instructiona Technology. (2000). TAGLIT for middle and high school
students. Retrieved Ogos, 2009, from
http://www.taglit.org/Taglit/Assessment/Students/middleHigh/stumh.asp
Yusuf Hashim, & Razmah Man. (2005). Teknologi Instruksional: Teori dan Aplikasi: UPSI.


PENGURUSAN PENGETAHUAN DALAM PENYUMBERAN-LUAR
PERAKAUNAN LUAR PESISIR

Rosma Nadianti Risman, Aini Aman, Noradiva Hamzah, Rozita Amiruddin,
Ruhanita Maelah, Noor Inayah Yaakub
Graduate School of Business, Universiti Kebangsaan Malaysia
nadia_ris@yahoo.com

Abstrak

Penyumberan-luar perakaunan merupakan satu aktiviti yang dijalankan oleh sesebuah
syarikat dengan memindahkan fungsian perakaunan mereka kepada pihak ketiga dengan
tujuan untuk mengurangkan kos, mendapatkan khidmat daripada pihak yang lebih pakar serta
meraih kelebihan bersaing. Kajian ini memberikan tumpuan kepada pihak pembekal luar
negara yang telah menempatkan anak syarikat mereka dan cawangan mereka dengan
menerajui industri penyumberan-luar perakaunan ini. Kajian ini akan membincangkan isu ini
secara konseptual dengan mengenalpasti apakah pengetahuan yang diterima, yang diperolehi,
dan yang dipindahkan oleh pihak pembekal kepada klien mereka dan bagaimanakah sistem
maklumat berperanan dalam menguruskannya agar kos dalam aktiviti penyumberan-luar
perakaunan ini dapat dikawal.

Kata kunci: Penyumberan-luar, Perakaunan, Sistem maklumat, Transaksi kos ekonomi

1. Pengenalan
Penyumberan-luar perakaunan merupakan satu aktiviti yang semakin mendapat perhatian
global pada masa sekarang (Reddy & Ramachandran, 2008). Penyumberan-luar perakaunan
merupakan satu aktiviti di mana sebuah syarikat memindahkan fungsian perakaunan mereka
kepada pihak ketiga dengan tujuan untuk mengurangkan kos, mendapatkan khidmat daripada
pihak yang lebih pakar serta meraih kelebihan bersaing. Pihak ketiga ini kebiasaannya terdiri
daripada pihak luar yang membekalkan perkhidmatan ini ataupun subsidiari syarikat itu
sendiri (FSA, 2005). Manakala, penyumberan-luar perakaunan luar-pesisir (PPLP) pula
merujuk kepada aktiviti penyumberan-luar perakaunan yang dijalankan di luar negara atau
oleh pembekal dari luar negara yang menjalankan operasi di dalam negara klien.
PPLP merupakan salah satu aktiviti proses perniagaan yang menjanjikan pulangan
yang bernilai kepada kliennya. Antara manfaat yang diperolehi oleh klien yang menggunakan
perkhidmatan ini adalah dari segi penjimatan kos dan hasil yang lebih efektif dalam
mengendalikan fungsian perakaunan syarikat mereka. Ini kerana tugasan tersebut dijalankan
oleh pihak yang pakar dalam bidang perakaunan (Sudden, Cullen & Willcocks, 2002). Dalam
pada itu, perkhidmatan penyumberan-luar perakaunan bagi sesebuah syarikat itu dilihat
penting kerana ianya dapat meningkatkan tahap persaingan mereka dalam industri dengan
memberikan fokus yang lebih kepada operasi teras perniagaan mereka (A.T. Kearney, 2009;
Nicholson & Aman, 2008).
Namun, kelebihan penyumberan-luar perakaunan ini tidak dapat dicapai jika
pengetahuan yang ada tidak diuruskan dengan baik (Ellram et al.,2008). Menurut Grant
(1996), kekurangan pengurusan pengetahuan akan mengurangkan nilai bagi pihak pembekal
dan juga klien. Kebelakangan ini, kajian berhubung pengurusan pengetahuan dalam
penyumberan-luar telah mendapat perhatian yang meluas dalam penyelidikan
akademik(Aman & Nicholson, 2009; Blumenberg et al., 2009; Kotlarsky et al., 2008, Oshri et


al., 2007; Grant, 1996). Pengetahuan boleh dikelaskan melalui bentuk eksplisit dan implisit
(Nonaka, 1994). Pengetahuan eksplisit merujuk pengetahuan yang boleh didokumenkan dan
disentuh, tetapi pengetahuan implisit amat berbeza. Pengetahuan implisit tidak dapat dilihat,
disentuh dan sukar untuk dijelaskan (articulate) (Blumenberg et al., 2009; Aman &
Nicholson, 2009; Nonaka, 1994). Dalam aktiviti penyumberan-luar perakaunan, pengetahuan
sentiasa berkembang. Tanpa mengira dalam bentuk eksplisit atau implisit sekalipun, ia
sentiasa dipindahkan dan dikongsi bersama antara pembekal dan juga klien. Namun jika
maklumat yang diperolehi tidak diuruskan dengan baik, ia bukan sahaja merugikan kedua-
dua pihak, malah ia akan menimbulkan salah faham yang akhirnya memberikan kesan kepada
prestasi aktiviti penyumberan-luar itu sendiri. Ini menunjukkan betapa pentingnya
pengurusan pengetahuan dalam perlaksanaan aktiviti penyumberan-luar perakaunan luar
pesisir ini.
Bagi mencapai tahap pengurusan pengetahuan yang lebih efektif, sumbangan daripada
teknologi sistem maklumat amat dihargai (Currie et al., 2008; Davenport, 1993). Ini diakui
kerana pada abad ke 21 ini, tumpuan kepada penggunaan teknologi maklumat dalam aktiviti
penyumberan-luar perakaunan tidak dapat dipisahkan lagi. Mereka perlu seiring bagi
memastikan hasil kerja yang dipamerkan dapat memuaskan hati pelanggan seterusnya dapat
meningkatkan prestasi terutamanya kepada pihak pembekal. Sistem maklumat seperti yang
dinyatakan oleh Kamus komputer DBP sebagai sistem yang berkaitan dengan pengumpulan,
kemasukan, penyimpanan, pemprosesan, pengeluaran, dan penyebaran maklumat (Kamus
Komputer, DBP). Ini bermakna, ia merupakan satu sistem yang memproses maklumat yang
diperolehi untuk menjadi maklumat yang diinginkan. Thoin et al. (2009) menyatakan
bahawa, mekanisma yang ada dalam teknologi sistem maklumat dapat membantu dalam
penyebaran maklumat ke seluruh dunia.
Berdasarkan penemuan yang didedahkan oleh A.T. Kearney Inc. dalam Indeks Lokasi
Perkhidmatan Global (Global Services Location Index - GSLI) 2009, Malaysia merupakan
salah sebuah negara yang mempunyai lokasi yang menarik dalam sektor perkhidmatan
selepas negara India dan China. Malaysia berada dikedudukan ketiga dan mempunyai
peratusan yang agak tinggi iaitu sebanyak 5.98 daripada 10, dibelakang India (6.91) dan
China (6.29) (A.T. Kearney, 2009). Malaysia mempunyai kelebihan dari segi tarikan
kewangan dan persekitaran perniagaan, namun kekurangan dalam kemahiran dan kebolehan
rakyat tempatan. Oleh itu, kedudukan ini meletakkan jurang perbezaan antara Malaysia
dengan negara yang di akui kebolehan mereka dalam industri ini iaitu India dan China (A.T.
Kearney, 2009).
Kekurangan dalam kemahiran dan kebolehan rakyat tempatan (Malaysia) ini kami
jadikan sebagai satu pengukuran bagi menguruskan pengetahuan. Oleh itu, kajian ini
diwujudkan berdasarkan jurang yang belum diterokai oleh kajian lepas mahupun terkini
berhubung pengurusan pengetahuan yang efektif dalam perlaksanaan aktiviti penyumberan-
luar terutamanya dalam bidang perakaunan. Ini telah didedahkan oleh Ellram et al. (2008) di
mana beliau telah mengkaji mekanisma bagaimana modal insan dapat mengurangkan kos
dalam penyumberan-luar. Dalam kajian tersebut, beliau mencadangkan bahawa pengurusan
pengetahuan yang efektif turut membantu dalam meningkatkan daya saing sesebuah syarikat.
Dengan meningkatkan pengetahuan dan kebolehan pekerja yang berkecimpung dalam
industri ini, kos menjalankan aktiviti penyumberan-luar dapat dikurangkan.
Terkesan dengan cadangan yang diberikan oleh Ellram et al. (2008) itu, kajian ini
akan mengenalpasti dan mendalami cara yang bersesuaian yang disediakan oleh sistem
maklumat untuk menguruskan pengetahuan yang diperolehi sepanjang proses perlaksanaan
PPLP ini. Berdasarkan kajian lepas yang dilakukan oleh Aman & Nicholson (2009), mereka
telah mengemukakan bagaimana sistem maklumat itu dibangunkan untuk menguruskan


pengetahuan bagi pekerja di syarikat UK, India dan Bangladesh. Kajian ini adalah
berdasarkan aktiviti penyumberan-luar yang dijalankan antara syarikat dari UK yang
menjalankan penyumberan-luar teknologi maklumat (IT) di India dan Bangladesh. Oleh itu,
bagi tujuan kajian ini, tumpuan akan diberikan kepada pihak pembekal perkhidmatan
penyumberan-luar perakaunan luar pesisir yang berada di Malaysia.
Matlamat kajian ini dijalankan adalah bagi mengenalpasti jenis pengetahuan yang telah
atau perlu dikongsi antara pembekal dengan kliennya sepanjang proses penyumberan-luar
perakaunan luar pesisir berlaku. Matlamat keduanya, kajian ini juga adalah untuk memahami
bagaimana penggunaan sistem maklumat dalam pengurusan pengetahuan semasa aktiviti ini
berlansung. Bagi mencapai objektif ini, persoalan yang timbul untuk menggerakkan kajian ini
adalah :
i. Apakah pengetahuan yang telah dan perlu dikongsi antara pembekal dan kliennya
semasa aktiviti penyumberan-luar perakaunan luar pesisir dijalankan?
ii. Bagaimana penggunaan sistem maklumat dalam pengurusan pengetahuan semasa
aktiviti penyumberan-luar perakaunan luar pesisir dijalankan?

Bagi perbincangan yang lebih lanjut, kertas kajian ini telah disusun seperti berikut.
Bahagian kedua akan mengutarakan kajian lepas yang membincangkan pengurusan
pengetahuan dan sistem maklumat dalam penyumberan-luar perakaunan luar pesisir.
Bahagian ketiga pula akan membincangkan isu ini berdasarkan kerangka kerja teoritikal
berdasarkan teori Transaksi Kos Ekonomi (TKE) dan pada bahagian keempat, kami akan
cuba mendedahkan signifikasi dan sumbangan kajian ini. Akhir sekali, kesimpulan akan
dibuat pada bahagian kelima.

2. Sorotan Kajian Lepas
Lanjutan daripada perbincangan di atas, bahagian ini akan mendalami setiap elemen utama
yang terdapat dalam kajian ini iaitu penyumberan-luar perakaunan luar-pesisir (PPLP),
pengurusan pengetahuan, sistem maklumat dan teori transaksi kos ekonomi berdasarkan
penyelidikan lepas. Bahagian ini juga akan mengenalpasti bagaimana hubungan dan kaitan
elemen-elemen ini yang masih dan tidak di kaji oleh penyelidik terdahulu. Jadual 1
menunjukkan ringkasan kajian lepas yang telah dikaji bagi setiap elemen ini.

2.1 Penyumberan-luar Perakaunan luar pesisir (PPLP)
Penyumberan-luar perakaunan merupakan salah satu daripada aktiviti penyumberan-luar
proses perniagaan (Reddy dan Ramachandran, 2008). Pada masa kini ia menjadi satu trend
bagi pihak syarikat untuk melaksanakannya agar mereka dapat menumpukan kepada aktiviti
teras perniagaan mereka. Kajian lepas menunjukkan, aktiviti penyumberan-luar yang
dijalankan di India terus-menerus mendapat perhatian daripada para penyelidik (Nicholson et
al. 2006; Nicholson & Aman, 2008; Aman & Nicholson, 2009). Penyumberan-luar pesisir
yang dihantar ke India meliputi pelbagai industri termasuklah aktiviti perakaunan.

2.2 Pengurusan Pengetahuan
Berdasarkan kajian yang dilakukan oleh Nonaka pada tahun 1994, beliau mentafsirkan
bahawa pengetahuan itu sebagai keadilan benar kepercayaan (justified true belief) yang
mana ia terdiri daripada pengetahuan eksplisit dan implisit.
Pengetahuan eksplisit merupakan pengetahuan yang boleh dikodkan atau
didokumenkan (Aman dan Nicholson, 2009; Nonaka & Konno, 1998, Nonaka, 1994). Oleh


itu, pengetahuan eksplisit adalah boleh disampaikan dalam bentuk rasmi, bahasa yang
sistematik (Nonaka, 1994). Menurut Alavi dan Leidner (2001) dalam kajiannnya pula,
pengetahuan eksplisit ini merupakan pengetahuan bagi sebahagian besar klien dalam sesuatu
kawasan. Ini bermakna, pengetahuan eksplisit adalah sesuatu yang dapat disentuh, dipegang,
jelas dan nyata. Ia adalah seperti pengetahuan yang diperolehi melalui buku, laporan, dan
dokumen. Daripada medium ini, seseorang individu itu dapat memperolehi maklumat yang
diingini tanpa perantaraan melalui individu lain.
Namun begitu, pengetahuan implisit mempunyai pengistilahan yang berbeza.
Pengetahuan implisit sentiasa dikaitkan dengan individu dan ianya amat sukar, atau hampir
mustahil untuk dijelaskan. Pengetahuan ini agak sukar untuk dipelajari kecuali seseorang
individu itu mempunyai pengalaman pengurusannya sendiri mahupun kerja-kerja
pemantauan. Kajian lepas menunjukkan bahawa betapa pentingnya sesuatu pengetahuan itu
diuruskan dengan baik (Aman & Nicholson, 2009; Blumenberg et al., 2009; Currie et al.,
2008; Nicholson & Aman, 2008; dan Nicholson et al., 2006). Kajian yang dilakukan oleh
Currie et al., (2008) mendedahkan bahawa bagaimana sesuatu pengetahuan itu diproses
berdasarkan kehendak dan keperluan pihak pengurusan syarikat.
Dalam konteks PPLP, Nicholson et al. (2006) telah melampirkan beberapa maklumat
yang dapat meningkatkan pengetahuan pihak pembekal dan klien pada setiap tahap PPLP. Ini
turut diakui oleh Nicholson & Aman (2008), bahawa memang terdapat pengetahuan yang
dipindahkan semasa proses PPLP ini. Antaranya adalah latar belakang klien/ pembekal
seperti lokasi, jenis penyumberan-luar yang dinginkan, harga yang ditawarkan, sistem
perundangan negara dan pelbagai lagi (Nicholson et al, 2006). Namun kajian-kajian ini tidak
mendedahkan apakah kaedah yang perlu digunakan bagi mengurus pengetahuan yang ada ini.
Bagi memenuhi lompang tersebut, pencarian yang terperinci telah dilakukan dan
akhirnya kajian terkini yang dilakukan oleh Aman & Nicholson (2009), diambil untuk
dijadikan panduan. Kajian ini telah menyelidiki situasi pembangunan perisian daripada UK
khidmat daripada tenaga India. Kajian ini dilaksanakan dalam aktiviti pembangunan perisian
luar pesisir dan ia mempunyai persamaan dengan kajian PPLP ini dari segi perbezaan lokasi
yang jauh antara pembekal dan kliennya. Mereka mendedahkan mekanisma pengurusan
pengetahuan dapat diurus melalui teknologi komunikasi maklumat. Namun bagi kajian PPLP
ini, pengurusan pengetahuan akan diuruskan melalui sistem maklumat.


Jadual 1: Ringkasan Sorotan Kajian Lepas
Sorotan Kajian
Kriteria
Penyumberan-
luar
Perakaunan
luar pesisir
(PPLP)
Pengurusan
Pengetahuan
Sistem
Maklumat
Transaksi
Kos Ekonomi
(TKE)
Aman & Nicholson &
2009 (Managing
Knowledge Transfer in
Offshore Software
Development: The
Role of Copresent and
ICT-Based
Interaction)
Menjalankan
kajian ke atas
pembangunan
perisian luar
pesisir dari
India ke UK
Bagaimana
pengetahuan
yang diperolehi
diuruskan
Menggunakan
Teknologi
Komunikasi
Malumat
(ICT) untuk
menguruskan
pengetahuan

Thouin et al., 2009 (IT
outsourcing and firm-
level performance: A
transaction cost
perspective)

Bagaimana
Teknologi
Sistem
dgunakan
TKE boleh
mengurangkan
kos
penyumberan-
luar Teknologi
Maklumat
Blumenberg et al.,
2009 ( Knowledge
transfer processes in
IT outsourcing
relationships and their
impact on shared
knowledge and
outsourcing
performance)

Jenis
pengetahuan
dan bagaimana
ia diurus
Penggunaan
bahasa yang
sama

Currie et al., 2008
(Knowledge process
outsourcing in
financial services:
The vendor
perspective)

Mendedahkan
bagaimana
pengetahuan itu
diproses

Nicholson & Aman
2008
(Offshore Accounting
Outsourcing:
The Case Of India)
Menjalankan
kajian ke atas
PPLP UK ke
India
Bagaimana
pengetahuan itu
dipindahkan
dalam
penyumberan-
luar

Ellram et al., 2008
(Offshore outsourcing
of professional
services:
A transaction cost
economics

TKE dapat
mengurangkan
kos dalam
penyumberan-
luar dan
memberikan


2.3 Sistem Maklumat
Dalam konteks PPLP, perbezaan lokasi dan jarak yang jauh antara negara pembekal dan
negara kliennya akan menimbulkan pelbagai masalah dan kerumitan dalam melancarkan
proses perlaksanaan proses PPLP. Mereka perlu seiring bagi memastikan hasil kerja yang
dipamerkan dapat memuaskan hati klien seterusnya dapat meningkatkan prestasi pembekal.
Namun dengan adanya bantuan daripada teknologi maklumat, seperti telefon, e-mel, e-chat
menjadi perantara bagi perhubungan jarak jauh ini (Aman & Nicholson, 2009). Oleh itu,
kemudahan teknologi maklumat dalam PPLP sukar untuk dipisahkan.
Berdasarkan kajian yang dilakukan oleh Blumenberg et al. (2009), langkah
permulaan untuk membolehkan sesuatu pengetahuan itu dikongsi dan digunakan, ia mestilah
melalui satu bahasa yang sama. Peranan manusia dalam sistem maklumat dan dunia
perniagaan melibatkan pemprosesan dan bahasa yang berbeza dari segi teknikal dan prosedur
(Keen, 1991). Oleh itu, untuk mencapai matlamat yang ditetapkan dalam penyumberan-luar
perakaunan ini, setiap kehendak, kekangan dan kemahiran mengendalikannya perlu
diselaraskan.
Dalam PPLP, penggunaan sistem maklumat merupakan satu medium komunikasi
antara pembekal dan kliennya proses untuk berinteraksi (Maznevski dan Chudoba, 2000)
walaupun berada di jarak jauh. Interaksi melalui sistem teknologi maklumat ini membolehkan
pihak yang berada jauh diluar negara dapat berkomunikasi (Robey, Khoo, dan Power, 2000;
Sarker dan Sahay, 2004) dan maklumat yang diperolehi akan meningkatkan pengetahuan bagi
kedua-dua pihak, pembekal dan klien. Selain itu juga, dengan adanya sistem maklumat yang
baik, segala dokumen dan kemaskini dapat dilakukan dengan lebih cekap (Sarker Sahay,
2004). Sebaik proses penyumberan-luar ini dilaksanakan, jika pihak pembekal mahupun klien
mereka memerlukan latihan atas sesuatu kaedah, latihan secara dalam talian atau interaksi
melalui perisian yang dibangunkan melalui sistem maklumat dapat digunakan bersama (Deek
dan Espinosa, 2005).
Kajian yang dijalankan oleh Oshri et al. (2008) di mana mereka mendedahkan
peranan sistem maklumat dalam pengurusan pengetahuan yang diterima daripada pelbagai
negara di seluruh dunia. Mereka memaparkan bagaimana tenaga kerja yang berkemahiran
dalam teknologi maklumat amat berguna dalam melancarkan proses pengurusan pengetahuan
ini. Aman & Nicholson (2009) pula mendedahkan bagaimana teknologi komunikasi
maklumat dapat membantu dalam menguruskan pengetahuan yang dipindahkan antara 2 buah
negara yang berlainan. Namun kedua-dua kajian ini tidak membincangkannya dari sudut
PPLP sebagaimana kajian yang akan di lakukan ini.

2.4 Teori Transaksi Kos Ekonomi
Penggunaan TKE dalam melaksanakan aktiviti penyumberan-luar tidak dapat dipertikaikan
lagi. Ini kerana TKE telah memenuhi tujuan perlaksanaan aktiviti penyumberan-luar itu
perspective) kelebihan
bersaing
kepada firma
(Nicholson. B,Jones. J,
Espenlaub. S (2006),
Transaction costs and
control of outsourced
accounting: Case
evidence from India,)
Kajian
dijalankan ke
atas PPLP dari
UK ke India
Mendedahkan
maklumat yang
harus di
ambilkira pada
setiap tahap
aktiviti PPLP

Menjelaskan
PPLP pada
setiap tahap
TKE (Kontak,
Kontrak,
kawalan)


sendiri di mana ia menitik beratkan kos transaksi yang dilibatkan. Berdasarkan kajian lepas,
diakui oleh Ellram et al. (2008), di mana penggunaan teori TKE dapat membantu
mengurangkan kos dalam aktiviti penyumberan-luar serta dapat meningkatkan daya saing
sesebuah syarikat itu. Selain itu, dalam konteks penyumberan-luar juga, Thouin et al., (2009)
menyatakan TKE dapat mengurangkan kos transaksi semasa aktiviti penyumberan-luar
dengan menggunakan bantuan daripada teknologi maklumat yang juga merupakan komponen
penting dalam sistem maklumat. Nicholson et al. (2006) pula membincangkan PPLP
berdasarkan tiga tahap TKE yang telah diperkenalkan oleh Nooteboom (2003).
Secara kesimpulannya, berdasarkan setiap penerangan di atas, masih terdapat lompang
yang harus dicapai dalam aktivit PPLP. Kajian PPLP semasa lebih tertumpu kepada
penyumberan-luar yang dijalankan di India. Memang diakui bahawa India mempunyai daya
tarikan yang paling menarik dari segi perlaksaan aktiviti penyumberan-luar (AT Kearney,
2009), namun Malaysia boleh mencapai tahap seperti mereka. Walaupun Malaysia
kekurangan tenaga mahir, kelebihan yang ada dari segi persekitaran ekonomi, politik, lokasi
yang strategik, rakyat berbilang kaum, dan pelbagai lagi yang membolehkan Malaysia
menjadi salah satu hub penyumberan-luar yang terkemuka. Berhubung dengan kajian PPLP
yang dijalankan oleh Nicholson & Aman (2008), walaupun ia menjelaskan wujudnya
pengetahuan dalam aktiviti ini, namun spesifikasi untuk menguruskannya masih tidak jelas.
Oleh itu, kajian ini akan mengambil mekanisma yang dilaksanakan oleh Aman & Nicholson
(2009), iaitu menguruskannya dengan menggunakan sistem maklumat. Penggunaan TKE
juga dalam kajian ini adalah untuk mengembangakan lagi penemuan yang dibuat oleh
Nooteboom (1993), kerana melalui kaedah ini, setiap pengetahuan dan kaedah sistem
maklumat untuk menguruskan pengetahuan ini dapat dikenalpasti abgi meningkatkan tahap
kecekapan dan memberikan manfaat kepada setiap pihak. Teori TKE ini akan diterangkan
dengan lebih lanjut pada bahagian seterunya.

3. Kerangka Kerja Teoritikal
Sejak diperkenalkan oleh Wiliamson pada tahun 1985, teori transaksi kos ekonomi (TKE) ini
semakin giat digunakan dalam kebanyakan kajian akademik begitu juga yang melibatkan
bidang yang berhubung dengan penyumberan-luar ini (cth;Thouin et al., 2009; Tate et al.,
2009; Ellram et al., 2008; Nicholson et al.,2006). Pada asalnya, teori ini diwujudkan untuk
menjelaskan mengapa sesebuah syarikat itu akan membuat sesuatu komponen dan membeli
sebahagiannya (Thouin et al., 2009). Kos yang dilibatkan untuk membuat komponen ini
merupakan kos pembuatan manakala kos untuk membeli komponen tersebut dinyatakan
sebagai kos transaksi.
Sesebuah syarikat itu akan menghasilkan kos pembuatan bila mereka merasakan
dengan menghasilkan sendiri sesuatu produk itu ia lebih menjimatkan daripada
mendapatkanya daripada pihak luar. Manakala, sesebuah syarikat itu akan menggunakan
khidmat penyumberan-luar untuk mendapatkan sesuatu benda yang mereka tidak mampu
untuk menghasilkannya. Dari sini, kos pembelian akan meningkat dan ia juga melibatkan kos
tambahan, iaitu kos untuk mengendalikannya transaksi (Nooteboom, 1993). Kos transaksi ini
bergantung kepada 3 faktor iaitu tahap frekuensi sesuatu transaksi, ketidakpastian dan juga
spesifikasi aset yang digunakan. Teori ini juga melibatkan andaian tentang perilaku manusia,
iaitu sifat kerasionalan yang terbatas dan juga oportunistik, iaitu sifat suka mengambil
kesempatan atas peluang yang ada (Wiliamson, 1985; Spekle, 2001; Nicholson, 2006).
Teori ini kemudiannya telah dikembangkan oleh Nooteboom (1993) di mana beliau
telah menyatakan bahawa terdapat tiga tahap dalam aktiviti penyumberan-luar, iaitu terdiri
daripada tahap kontak, kontrak dan kawalan (contact, contract, dan control). Ulasan
selanjutnya bakal membincangkan apa dan bagaimana PPLP ini dari perspektif TKE pada


setiap tahap penyumberan luar yang telah diperkenalkan oleh Nooteboom (1993) ini dan
jadual 2 menunjukkan ringkasan bagi setiap penerangan tersebut.

3.1 Kontak
Menurut Nooteboom (1993), dalam kajiannya yang bertajuk Firm Size Effects On
Transaction Cost, kontak merupakan tahap permulaan bagi aktiviti penyumberan-luar di
mana pihak pembekal akan membabitkan kos pemasaran untuk mencari klien manakala pihak
klien akan menimbulkan kos untuk mencari pembekal yang bersesuaian dengan mereka, dan
ini dinamakan kos pencarian.
Menurut Nicholson et al.(2006) pula, kos transaksi pembekal pada tahap ini iaitu kos
pemasaran akan diwujudkan apabila mencari klien baru dengan terlibat dan mempromosikan
perkhidmatan penyumberan-luar perakaunan luar pesisir mereka dalam persidangan-
persidangan antarabangsa seperti Accounting & Finance Conference. Pada waktu ini,
pembekal akan sedaya upaya meyakinkan bakal klien mereka tentang perkhidmatan yang
ditawarkan melalui kualiti dan standard yang dapat memberikan kepuasan kepada klien. Bagi
pihak klien pula, kos transaksi yang wujud pada tahap ini adalah melibatkan kos pencarian
mereka. Kos ini akan timbul secara lansung mahupun tidak untuk mendapatkan pembekal
yang bersesuaian dengan mereka. Untuk mengurangkan dan mengelakkan timbulnya
ketidakpastian dan maklumat tidak serata (information asymmetry), kebiasaanya bakal klien
ini akan mengunakan khidmat orang tengah yang lebih arif untuk mengenalpasti pembekal
yang sesuai dan dapat memenuhi kehendak mereka (Nicholson, 2006).
Pada tahap ini, perbezaan lokasi terutamanya antara pembekal dan kliennya akan
menyebabkan tahap ketidakpastian dan maklumat tidak serata yang tinggi. Dari segi
maklumat yang tidak serata mungkin berpunca daripada maklumat yang diperolehi oleh klien
dan pembekal adalah tidak sama (Nooteboom ,1993; Nicholson et al. 2006). Pengetahuan
yang diperlukan oleh pembekal adalah maklumat berhubung latar belakang bakal klien
mereka, seperti lokasi, stuktur sosial dan budaya, persekitaran perundangan dan perniagaan
dan juga situasi politik negara tersebut (Nicholson et al., 2006). Selain itu menurut Jiang et.
al., (2008), pembekal juga perlu mengetahui harga bidaan yang ditawarkan oleh bakal
kliennya. Pada masa ini, bakal klien tersebut akan sedaya upaya untuk mendapatkan harga
yang lebih rendah dan kualiti yang terbaik daripada bakal pembekalnya. Pembekal akan
memberikan satu kertas kerja kepada bakal klien mereka untuk menunjukkan harga yang
mereka tawarkan dan kelebihan mereka berbanding dengan pembekal lain (Jiang et al.,
2008).
Selain daripada pengetahuan berhubung latar belakang dan harga bidaan pada tahap
ini juga, kedua-dua belah pihak harus mengetahui jenis aplikasi perniagaan yang digunakan
(Nicholson dan Aman, 2008). Ini penting untuk memastikan kelancaran proses penyumberan-
luar nanti. Namun, selari dengan pendapat Nicholson et al. (2006), Jiang et al. (2008) turut
mengakui bahawa pada tahap ini, ia melibatkan tahap ketidakpastian yang tinggi, di mana
kemungkinan mereka untuk ke tahap penyumberan-luar seterusnya adalah sukar untuk
diukur. Oleh itu, jalinan persefahaman bersama amat penting pada waktu ini (Aman &
Nicholson, 2009). Ia dapat dicapai apabila maklumat yang diperolehi dapat difahami dan
pengetahuan bagi kedua-dua belah pihak dapat membantu dalam memenuhi kehendak
masing-masing.
Pada abad ke 21 ini, sistem teknologi maklumat memainkan peranan penting dalam
memudahkan pelbagai urusan. Contohnya melalui penggunaan Internet, ia dapat
mengurangkan kos kepada pembekal pada tahap ini. Mereka dapat mengurangkan kos
pemasaran mereka dengan mengakses maklumat bakal klien mereka walaupun berada jauh


beribu batu (Nicholson et al., 2006). Kecanggihan teknologi juga telah menjanjikan
kemudahan unutk berinteraksi antara dua pihak di lokasi yang berbeza, seperti perbualan
maya melalui e-chat (Aman & Nicholson, 2009). Komunikasi secara tidak formal ini
membolehkan kedua-dua pihak mendapatkan maklumat dan meningkatkan pengetahuan
mereka secara lansung daripada pihak tersebut tanpa keraguan lagi.


Jadual 2: Ringkasan apa dan bagaimana pengurusan pengetahuan serta sistem maklumat
diaplikasikan pada setiap peringkat penyumberan-luar perakaunan luar pesisir dari perspektif
TKE
Tahap
TKE
Definisi
TKE
Penyumberan-luar
Perakaunan Luar
Pesisir
Pengurusan
Pengetahuan
Sistem
Maklumat
Kontak
Kos transaksi
:
pembekal
kos
pemasaran
klien kos
pencarian
(Nooteboom,
1993)
Pembekal :
mendapatkan klien
daripada
persidangan
antabangsa yang
dihadiri ;
menetapkan
standard kualiti

Latar belakang klien
(Nooteboom,1993)

Harga bidaan (Jiang
et al. (2008)

Jenis aplikasi
perniagaan
(Nicholson dan
Aman, 2008)

Jalin kesefahaman
bersama (Aman &
Nicholson, 2009)
Interaksi melalui
maya;E-Chat
(Aman &
Nicholson,
2009)

Internet
(Nicholson et
al.(2006)

Kontrak
Kos untuk
merangka
perjanjian
(Nooteboom,
1993)
Kompleksiti kontrak
bergantung kepada
saiz syarikat ;
perbezaaan lokasi,
budaya,
perundangan,
standard perakaunan
perlu diambilkira
(Nicholson et al.,
2006)
Saiz syarikat ; risiko
perhubungan ;
perkongsian
manfaat; kurangkan
maklumat simetri
dengan
menggunakan pihak
ketiga (Nicholson,
Aman 2008)
Latar belakang klien,
Sistem perundangan,
dan standard
perakaunan
(Nicholson et al.
,2006)

Berkongsi
pengetahuan bersama
antara kakitangam
dalam menyediakan
pelan perangcangan (
Aman & Nicholson,
2009)

Sistem
maklumat yang
spesifik (Thouin
et al.,2009)

Sistem
maklumat dapat
mengurangkan
maklumat
simetri (McVlor
;2009)

Dokumentasi
secara online (
Aman &
Nicholson,
2009)
Kawalan
Kos
komitmen
yang perlu
ditanggung
untuk
melaksanaka
n
perkhidmata
n
Melibatkan kos
pemantauan ;
keselamatan dan
kesulitan maklumat
dijaga; tingkatkan
kemahiran
kakitangan
(Nicholson et al.,
2006)
Kurangkan kos
pemantauan;
kawalan; batasan,
mesin, eksplorasi dan
arm length
(Nicholson et al.
(2006)

Pembelajaran
Sistem
maklumat yang
spesifik(Thouin
et al.,2009)

Latihan melalui
maya ( Aman &
Nicholson,
2009)


3.2 Kontrak
Pada tahap ini kos transaksi yang dilibatkan adalah untuk merangka perjanjian bagi
melaksanakan perkhidmatan (Nooteboom, 2003). Ini bermakna, setelah pembekal telah
menerima tawaran daripada pihak klien, kedua-dua belah pihak ini akan mengemukakan
syarat masing-masing agar tidak timbul sebarang masalah semasa proses perlaksanaan nanti.
Menurut Nooteboom (1993) kos yang dilibatkan pada tahap ini adalah melibatkan kos untuk
mencari maklumat yang benar berhubung rakan transaksi tersebut, persediaan bagi
kemungkinan kontigensi, serta persediaan jika pelaburan akan menghadapi masalah pada
masa akan datang. Selain itu juga, kos-kos lain yang akan dilibatkan adalah kos perundingan,
nasihat perundangan, mengendalikan perantaraan, serta keselamatan dan jaminan sepanjang
proses PPLP ini berlaku (Nicholson, 2006).
Dalam penetapan kontrak bagi aktiviti PPLP, standard, perincian dan kerumitannya
berbeza dengan mengikut saiz syarikat klien tersebut (Nicholson et al., 2006; Nicholson dan
Aman, 2006). Nicholson et. al. (2006) menyatakan bahawa syarikat yang kecil, lebih kurang
transaksi perakaunannya dan tidak memerlukan senarai perjanjian yang begitu panjang. Ini
berbeza dengan syarikat yang bersaiz besar, di mana, dalam kajian Nicholson et. al. (2006)
menunjukkan semakin besar sesebuah syarikat, semakin banyak operasi mereka dan transaksi
perakaunan akan menjadi lebih kompleks dan rumit. Selain daripada saiz syarikat yang
menjadi persoalan aktiviti PPLP ini juga kebiasaanya melibatkan perkongsian manfaat antara
kedua-dua belah pihak (Aman and Nicholson, 2008). Ini kerana, manfaat yang diperolehi
oleh kedua-dua belah pihak mungkin tidak sama. Selain itu, berhubung dengan risiko
perhubungan, Aman dan Nicholson (2008) dalam buku mereka mendedahkan bahawa
perbezaan lokasi antara negara pembekal dan kliennya, akan mewujudkan maklumat tidak
serata yang mana, akan terdapat pihak akan mempunyai lebih banyak maklumat berbanding
pihak satu lagi.
Bagi kedua-dua pihak, pada peringkat ini, maklumat berhubung latar belakang klien,
sistem perundangan di negara tersebut dan standard perakaunan yang digunapakai amat perlu
dititikberatkan (Nicholson et al., 2006). Ini penting agar tiada sebarang masalah berlaku
semasa proses perlaksanaan aktiviti nanti. Oleh itu, berkongsi pengetahuan bersama antara
kakitangan amat diperlukan semasa menyediakan pelan perancangan (Aman & Nicholson,
2009). Ini membolehkan setiap ahli perbincangan meluahkan idea dan pendapat masing-
masing berdasarkan pengetahuan mereka. Kebiasaanya, kedua-dua pihak ini akan
mempunyai atau melantik seorang yang pakar dalam bidang ini sebagai wakil mereka untuk
melancarkan proses menetapkan kontrak ini.
Pada peringkat ini, dari segi peranan yang dimainkan oleh sistem maklumat, segala
maklumat yang diperolehi semasa tahap kontak, akan digunakan dan diselaraskan
menggunakan sistem yang bersesuaian. Pembekal kebiasaannya mempunyai perisian yang
spesifik untuk memenuhi keperluan klien mereka seperti corak persembahan penyata
kewangan yang berbeza dari segi standard yang digunapakai dalam pelaporan kewangan
negara mereka (Thouin et. al., 2009). Selain itu, McVlor (2009) juga menyatakan bahawa
dengan penggunaan sistem teknologi maklumat ini, dapat mengurangkan maklumat simetri di
mana jurang komunikasi antara pembekal dan klien mereka dapat dikurangkan melalui laman
interaktif. Laman interaktif seperti Facebook, Yahoo Messenger, MeeBoo dan banyak lagi,
membolehkan kedua-dua belah pihak saling mengenali dan memahami kehendak
penyumberan-luar perakaunan yang diperlukan. Selain itu, Aman & Nicholson (2009), juga
(Nooteboom,
1993)
berterusan (Aman &
Nicholson, 2009)


mencadangkan setiap maklumat yang diperolehi ini boleh didokumentasikan melalui talian
dengan menggunakan format dan perisian yang standard.

3.3 Kawalan
Menurut Nooteboom 1993, pada tahap ini kos transaksi yang dilibatkan adalah kos kepada
komitmen untuk melaksanakan dan memindahkan perkhidmatan penyumberan-luar
perakaunannya ke luar pesisir. Ia melibatkan kos untuk pemantauan, kos penyelesaian
kontrak, perundingan semula, kos perantaraan, serta menangani kerugian pelaburan ketika
kontrak tamat bagi kedua pihak (Nooteboom, 1993).Aktiviti PPLP ini dijalankan pada lokasi
yang berbeza dan pada jarak yang jauh. Oleh itu, para pembekal harus menjaga keselamatan
dan kerahsiaan maklumat yang diperolehi daripada klien mereka agar tiada sebarang
kekhilafan yang bakal berlaku Nicholson et al. 2006. Pada tahap ini juga pihak pembekal
harus bersedia untuk menghadapi sebarang risiko seperti kehilangan dan kerosakkan data,
bencana alam yang mungkin menimpa di negara mereka (Nicholson et al. 2006).
Menurut Nicholson et al., (2006), dengan pengurusan pengetahuan yang berkesan, ia
dapat mengurangkan kos pemantauan yang dilibatkan oleh klien kepada para pembekal dan
juga pembekal kepada para pekerjanya. Ia dapat merujuk kepada pengetahuan berhubung
kawalan yang telah diperkenalkan oleh Spekle (2001). Spekle telah menjelaskan di mana
pengetahuan berhubung kawalan ini melibatkan kawalan batasan/sempadan, mesin,
eksplorasi, dan arms length yang bertujuan untuk mengurangkan kos pemantauan pada
tahap masa ini. Kajian daripada Aman & Nicholson (2009) pula mencadangkan pembelajaran
yang berterusan perlu dilakukan. Ini dengan membawa pihak klien kepada syarikat pembekal
atau wakil pembekal ke syarikat klien untuk memahami dengan lebih lanjut berhubung
perkara yang perlu dilakukan untuk memenuhi tujuan kerjasama mereka itu (Aman &
Nicholson, 2009).
Sistem maklumat pada tahap ini berperanan dalam mengeluarkan sistem yang bersesuaian
untuk mengintegrasikan maklumat daripada klien kepada sistem pembekal dan kembali
kepada sistem klien. Ini memerlukan sistem teknologi yang berkesan dan spesifikasinya dapat
memenuhi proses perlaksanaan PPLP ini. Berhubung dengan spesifikasi aset itu, semakin
tinggi spesifikasi sesuatu sistem itu, semakin meningkat transaksi yang boleh diproses
(Thoiun et al., 2009). Ini dapat membantu pihak pembekal mengurangkan kos pemantauan
dan meningkatkan kelebihan bersaing mereka dalam pasaran semasa. Pengurusan
pengetahuan yang ada juga boleh dilakukan melalui latihan berasaskan maya atau dengan
menggunakan Internet atau perisian tertentu (Aman & Nicholson, 2009). Ini boleh
meningkatkan kecekapan dan keberkesanan kerja yang dilakukan sepanjang aktiviti PPLP ini.

4. Signifikasi dan Sumbangan Kajian
Secara signifikannya, kajian ini diharap dapat dijalankan untuk memahami dengan lebih
mendalam aktiviti penyumberan-luar perakaunan terutamanya di Malaysia. Sepanjang
perkembangan aktiviti penyumberan-luar perakaunan ini, hanya segelintir pengkaji akademik
yang menumpukan kepada penyumberan-luar perakaunan (cth; Ellram et al., 2009; Nicholson
dan Aman, 2008; Reddy dan Ramachandran,2008; Nicholson et al. 2006; Jones et. al., 2003;
Wood et al., 2001; Widener dan Selto, 1999). Kajian ini adalah penting dalam meningkatkan
pemahaman kepada aktiviti ini secara teoritikal dan amalannya. Ia merupakan salah satu
komponen urus tadbir korporat yang penting dalam memastikan keberkesanan pihak
pengurusan (Berry, 2009).


4.1 Signifikasi dan Sumbangan dari Sudut Teoritikal
Dari sudut teoritikalnya, sumbangan teori TKE amatlah dihargai dalam aktiviti penyumberan-
luar perakaunan ini. Meninjau kembali sejarah asal usul teori ini yang pada awalnya
diperkenalkan oleh Coases (1937) yang mendedahkan bahawa dalam mendapatkan sesuatu
barang atau perkhidmatan itu, seseorang itu perlu menanggung kos tambahan selain harga
barang atau perkhidmatan itu sendiri. Ini dikaitkan dengan kos masa, kos perjalanan, kos
tenaga dan pelbagai lagi. Lanjutan daripada itu, toeri TKE ini telah dikembangkan lagi oleh
anak didik beliau sendiri iaitu Oliver E. Williamsom. Williamson (1985) telah mendedahkan
bagaimana teori ini amat penting dalam pembuatan keputusan bagi aktiviti operasi sesebuah
institusi perniagaan. Ini telah menjadi salah satu pemangkin kepada tujuan sebenar aktiviti
penyumberam-luar untuk mengurangkan kos perniagaan dan dalam masa yang sama
memperoleh hasil kerja yang berkualiti. Pada tahun 1993, Nooteboom telah mengembangkan
lagi teori ini dengan memperkenalkan 3 tahap yang perlu dicapai dalam aktiviti
penyumberan-luar di mana ia meliputi tahap perhubungan, kontrak dan kawalan. Di sini
beliau telah membantu penyelidik penyumberan-luar mendedahkan kos-kos dan aktiviti yang
terlibat sepanjang tahap tersebut (Nicholson et al., 2006).
Sebagai satu kesinambungan dari itu, melalui kajian ini, teori TKE akan
dikembangkan lagi berdasarkan elemen pengurusan pengetahuan dalam penyumberan-luar
dengan menggunakan sistem maklumat. Berdasarkan kajian lepas, elemen pengurusan
pengetahuan telah banyak dibincangkan melalui teori Pandangan Berasaskan Pengetahuan
(Knowledge Based View- Nonaka, 1994). Namun kajian ini memperkenalkan bagaimana
teori TKE ini amat bernilai dalam mengurus pengetahuan semasa aktiviti penyumberan-luar
(Ellram et al., 2008) terutamanya dalam bidang aktiviti perakaunan.
Berdasarkan kajian lepas, kajian berhubung TKE dan sistem maklumat lebih tertumpu
kepada penyelidikan penyumberan-luar sistem teknologi maklumat (Currie et al, 2008;
Mclvor, 2009; Thoiun, 2009). Mereka telah mendedahkan bagaimana sistem teknologi
maklumat itu dapat membantu organisasi mengurangkan kos. Namun kajian ini mendedahkan
bagaimana sumbangan yang diberikan oleh sistem maklumat dalam menguruskan
pengetahuan semasa aktiviti PPLP ini amat bermakna kepada teori TKE. Ini dapat dilihat
bagaimana sistem maklumat mengenalpasti dan membantu menguruskan maklumat yang ada
pada setiap tiga tahap perlaksanaan PPLP yang telah diperkenalkan oleh Nooteboom, 1993
itu.

4.2 Signifikasi dan Sumbangan dari Sudut Amalan
Beralih kepada signifikasi dan sumbangan kajian ini dari sudut amalannya, ia dijangka dapat
memberikan kepada kepada tiga pihak utama iaitu para pembekal, klien dan juga negara.
Hasil kajian ini diharap dapat menjadi satu alternatif kepada pihak pembekal luar
pesisir untuk meningkatkan tahap pengetahuan mereka dalam industri PPLP ini. Sebahagian
daripada pembekal ini datang daripada negara-negara seperti United Kingdom, Amerika
Syarikat, India dan China (www.outsourcingmalaysia.com). Untuk bertapak dan memulakan
operasi di sesebuah negara, mereka harus mengenalpasti dan meneliti maklumat yang
mungkin mereka perlukan pada setiap peringkat PPLP. Ini dapat membantu pembekal dalam
membuat perancangan sebelum memulakan aktiviti PPLP. Dengan menguruskan
pengetahuan berdasarkan sistem maklumat, tugasan dalam aktiviti PPLP dapat dilakukan
dengan lebih efisien dan cekap (Thouin et al. 2009). Pihak pembekal juga dapat
meningkatkan tahap sistem maklumat mereka supaya pengetahuan yang diperolehi dapat
dimanfaatkan sepenuhnya.
Bagi pihak klien pula, kehadiran pihak pembekal daripada luar negara mungkin telah
diakui tahap kualiti yang mereka sediakan. Namun mereka harus berwaspada dan peka


terhadap perkembangan semasa serta dapatkan maklumat yang sewajarnya sebelum
melaksanakan PPLP. Selari dengan objektif kajian ini untuk mengenalpasti apa dan
bagaimana pengetahuan itu diuruskan pada setiap peringkat dalam PPLP. Kajian ini juga
diharap dapat menjadi sumber rujukan sebelum mereka membuat keputusan untuk
melaksanakan PPLP.

Kajian ini juga diharap dapat memberikan sumbangan kepada tenaga kerja tempatan,
khasnya dalam bidang PPLP. Walaupun rakyat Malaysia tidak dapat menandingi kemahiran
dan kemudahan yang ada di negara India dan China, Malaysia telah di akui mempunyai daya
tarikan dari segi pasaran kewangan dan persekitaran perniagaannya yang lebih menarik
berbanding negara Asia Tenggara yang lain (A.T.Kearney, 2009). Oleh itu, kajian ini diharap
dapat membuka minda para pekerja disektor ini untuk meningkatkan tahap kemahiran dan
kecekapan mereka melalui pengurusan pengetahuan melalui sistem maklumat yang berkesan.
Dengan meningkatkan tahap kecekapan dan kemahiran para pekerja tempatan, ia seterusnya
menjadikan rakyat Malaysia pada masa akan datang lebih berdaya saing dan mampu
menyahut cabaran global.
Sumbangan kepada negara juga tidak dilupakan. Walaupun kajian ini tidak memberi
kesan lansung kepada perkembangan ekonomi negara, namun mekanisma pengurusan
pengetahuan dan sistem maklumat ini amat penting pada abad ke 21 ini. Kehadiran pembekal
PPLP (seperti Accenture, IBM, Satyam) dari pelbagai negara di seluruh dunia akan
meningkatkan tahap pengurusan di Malaysia. Pembekal daripada luar pesisir ini
kebiasaannya bukan sahaja mempunyai kepakaran dari segi pengetahuan dari sudut
perakaunan, malah mereka juga memperkenalkan cara kerja yang lebih cekap dan berkesan
dengan penggunaan sistem teknologi mereka (Ellram et al., 2009; Nicholson dan Aman,
2008; Reddy dan Ramachandran,2008; Nicholson et al. 2006).

5. Kesimpulan
Tujuan kajian ini dijalankan adalah untuk mengenalpasti pengetahuan yang diagihkan
sepanjang proses penyumberan-luar perakaunan luar pesisir dan melihat bagaimana sistem
maklumat dapat membantu dalam menguruskan pengetahuan yang ada ini. Objektif ini akan
dikaji dan dilihat berdasarkan setiap tahap proses penyumberan-luar yang telah diperkenalkan
oleh Nooteboom (1993) iaitu tahap kontak, kontrak dan kawalan.
Oleh itu, diharap hasil kajian ini akan dapat meningkatkan tahap pengurusan
pengetahuan dikalangan tenaga kerja yang berkecimpung dalam industri PPLP terutamanya
di Malaysia. Dengan kecanggihan teknologi dan sistem maklumat pada abad ke-21 ini,
kecekapan dan kemahiran tenaga kerja dapat ditingkatkan jika pengurusan pengetahuan dapat
dilaksanakan dengan tepat. Keberkesanan dan kecekapan yang bakal dicapai dengan
pengurusan pengetahuan melalui penggunaan sistem maklumat dalam aktivit PPLP ini
merupakan satu langkah menuju tadbir urus korporat yang berkesan bagi pihak pengurusan
terutamanya daripada bidang perakaunan.

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USING AUGMENTED REALITY FOR SUPPORTING LEARNING HUMAN
ANATOMY IN SCIENCE SUBJECT FOR MALAYSIAN PRIMARY SCHOOL

Huda Wahida Rosli, Fauziah Baharom, Harryizman Harun, Ali Yusny Daud, Haslina
Mohd, Norida Muhd. Darus
Sintok, Kedah
Malaysia
hudawahida@yahoo.com

Abstract

This study proposes a conceptual model for exploring the prospect of a new form of Virtual
Reality (VR) application called Augmented Reality (AR) technology in education domain.
AR sets itself apart from VR by allowing integration of 3D virtual objects into real
environment in real time thus allowing students to relate with their physical environment and
also making the subject more interesting. It is hoped that by implementing AR in Science
learning, it can help to counter the declining interest in Science subject in Malaysian public
schools particularly in suburb area. AR is able to help reducing the complexity of subject thus
captures the interest of students in learning science which the difficulty has become a norm
for a long time. This article is a concept article based on portions of literature review cum
preliminary study from a research that is still ongoing. The benefit of this project is for
teachers and students alike. It provides the teachers teaching aids and transforms the learning
session to be more interactive, attractive, and effective. As for the students, it assists in
building their creative thinking, improving their comprehension, and changing the paradigm
of science learning curve. It is highly hoped that the article would enlighten teachers in
utilizing AR towards dissemination of sciences knowledge and information.

Keywords: Augmented Reality, Human Anatomy, Science Subject, Education

1. Introduction
Science plays an important role in our life. It is a core subject in the curriculum for students
in preschool, primary (Malaysian of Education (MOE), 2009a) and secondary school (MOE,
2009b). The content of science for Year One in primary school focuses on human body,
animals, plants, senses, float and sinks, and also light and dark as basic areas of science itself
(Wan Zaharah & Missiah, 2003). As a point of discussion, this paper focuses on the human
body topic. It cannot be stressed enough that science learning is important hence the
introduction of AR helps students to nurture their creative thinking, improve their
comprehension, and change the paradigm of science learning curve. Augmented Reality (AR)
evolved from Virtual Reality (VR) (Azuma, 1997; Kaufmann, 2003, 2005; Lyu, King, Wong,
Yau & Chan, 2005; Basogain, Izakar & Borro, 2007; Pribeanu, Vilkonis & Iordache, 2007)
approaches thus allowing computer animation goes one step further and open up to new
applications in many different fields (Tucker, 2004). AR differs from VR where it requires
real time marker for it to function (HITLabNZ, 2002). It allows merging of virtual
information with the real environment to provide user with more immersive interaction with
their surroundings (Hainich, 2006).


Education sector gains benefits from AR where it helps to create new exciting approach of
delivering teaching content (Billinghurst, 2002). This paper presents the AR technology as an
innovative tool for the educational environment. This paper starts with the definition and a
little bit history of AR and also comparison between AR and virtual reality (VR). Following
is how AR has been used in education, human anatomy in Science Subject and a few of
application of AR in education area. Lastly, the article discusses contributions of AR in a
classroom.
2. Augmented Reality
Ivan Sutherland is considered as the pioneer of AR field since he first developed the display
advancement in virtual area device, the Head Mounted Display (HMD). Researchers or
whoever interested in this area noticed that it is the beginning of the innovative technology of
AR (Azuma, Baillot, Behringer, Feiner, Julier, & MacIntyre, 2001). In the last few years,
technological advancement in computer processing power as well as in computer vision
research has helped to improve the study of AR (Behringer, 1999). The technology is still in
early stage, however, the potential of AR technologies will grow rapidly and it can be applied
in so many fields not only in engineering (Kumaran, Santhi & Anand, 2007), medical
(Sielhorst, Obst, Burgkart, Riener & Navab, 2004), and construction (Webster, Feiner,
MacIntyre, Massie, & Krueger, 1996) but also in education (Billinghurt, 2002). According to
a definition provided by Milgram, Takemura, Utsumi & Kishino (1994), AR is a sub category
of mixed reality (MR) area based on real-to-virtual continuum, shown in Figure 1. MR
environment is a single display while two environments consist of real environment and
virtual object environment presented together at the time (Milgram et al., 1994). Virtual
Reality (VE) added the virtual object into one space of the surrounding known as Augmented
Virtuality (AV). While, Real Environment (RE) added the virtual object into the surrounding
environment known as AR (Azuma et al., 2001). This study focuses on AR and next section
discusses more about the differences between AR and VR.

Figure 1: MFilgrams Reality-Virtuality Continuum (Milgram, 1994)
3. Augmented Reality (AR) Vs Virtual Reality (VR)
AR and VR are significantly different from several aspects. The details of the differences are
as explained in Table 1 (Mohd Nihra & Norazlina, 2007; Kaufmann, 2003, Costello, 1997).
Table 1: Comparison between AR and VR
Differences AR VR
Environment Combined both real and virtual
objects coexist in the same
space and in real-time at real
environment.
VR is required totally
immersive in the virtual world
environment that replaces the
real world.


User View Allows users to see the real
world around him and the
virtual object.
Users see the virtual
environment only.
Need Space/Room No Yes
Health Issues AR solved the motion
sickness problem through
superimposed virtual image in
real environment through
special marker where human
brain can still process and
accept such idea.
Known as motion sickness
where human brain unable to
differentiate between virtual
and reality and caused nausea
and heavy headache.
Safety Users feel comfortable and
able to control the
environment.
Users feel unsafe because their
view blocked by the virtual
environment.
Sense of immersion None Low Medium high
Based on the explanation of the differences between AR and VR above, it can be
hypothesized that AR is more suitable to be implemented in education because AR does not
distract the students from the real world hence; they are able to utilize the technology and at
the same time receive instructions from teachers. Moreover, it is much safer compared to VR
to be used as tool in teaching and learning since AR solved the motion sickness issue raised
by VR.
4. Augmented Reality in Education
Rooting from the comparison between augmented reality (AR) and virtual reality (VR) in the
previous section, clearly AR is the more suitable to be implemented in a classroom and
dwelling on this notion, this study is conducted. Selecting science education as the focus, AR
is able to stimulate new type of interactivity with virtual world for the student in Year One
thus is able to assist in their mental development. This area should focus to change the
traditional method and materials have been transformed with the new materials or tools to
improve the efficiency teaching method based (Jensen, 2002; Basogain et al., 2007; Balog,
Pribeanu & Iordache, 2007) and AR can provide new experience to them. AR technology is
suitable to be applied in this area (Billinghurst, 2002) where this technology is a valuable and
interactive tool in academic process. According Billinghurst (2002), the educational
experience in AR is the ability to support the smooth transition between two environment
which is reality and virtually.
Utilizing AR in education will nurture creative thinking among students and enhance
their understanding in Science subject. AR provides exciting tools for the students to learn
and explore new things in more interesting ways. It is believed that Science subject will be
more significant to the young students because every finding is the fruit of their own
exploration. Other than that, it also acts as a paradigm shift to the students to see the Science
subject as something interesting and enjoyable to learn.


5. Preliminary Study
In an effort to strengthen the fact of AR contributions in education, interviews had been
conducted at five primary schools in Jitra, Kedah vicinity. It is found that the five teachers as
the expert respondents who have been teaching the Science subject for more than five years
gave good responds to the implementation of AR in the proposed topic which is human body.
The teachers can make some preparation before classes by using the latest and new method
besides adding the learning aids. It also helps the teachers to enhance the reading materials
and encourage the teachers to always be ready with other knowledge. In addition, the often
main problem faced by teachers during the teaching and learning session using the learning
aids, the CDs as an intermediary teaching module is the students easily lose focus in a
learning session. This becomes a barrier to teachers to use the CDs as a learning aid because
it is not able to attract students. Therefore, AR technology is built as a solution for the
problems.
Technology that uses this approach is appropriate to be implemented to the Year One
students because at this age, their curiosity is higher in line with their imagination level.
Apart from that, this technology can help to build their creative thinking, improve their
understanding and feel that science generally, and human anatomy specifically is the
interesting subject to be learned.
According to the respondents, students basically will be taught on how to pronounce
and the body parts and their functions and how to take care of them. The following are the
common learning aids used by respondents such as singing, drawing, chart diagram, word
card, puzzle, exercises, worksheet, following the respondent movement, and CDs. This study
is conducted to prove that AR is fit as an addition to the long list of learning aids which can
greatly assist teachers in diversifying their learning tools and it will make the learning session
more attractive and effective.
Table 2: Interview results
Problems in Science subject Percentage in Science subjects decreased in several schools
in the UPSR examination is caused by three main factors:
iv. Preparation of teachers in classes: when teachers are
not prepared the learning aids (BBM) and Teaching
and Learning (P&P), this is a reason that students
feel less interested in the delivery of these teachers
and this will impact directly to the subjects taught
v. Exposure of teachers with UPSR examination
papers: The teachers who are experienced in
marking examination papers having different
teaching methods than teachers with less or no
direct experience in the field and this causes give
the impact for the standard marks.
vi. Teachers experience in teaching Science subject:
The main problem in the Primary Schools is those
teachers who teach the Science subject majority is
non-Science subject option.
Problems using technology as iv. Students easily lose focus during the learning


learning aids in Science
Subject
session that uses CDs as a medium of teaching
modules.
v. CDs supplied damaged
vi. Computer that is often problematic and often
damaged
Advantages using technology
as learning aids in Science
subject
iii. Teaching and learning more attractive and more
efficient
iv. Teachers who use the technology as learning aids
are more confident and able to describe things more
clearly
Implementation of Augmented
Reality (AR) Technology in
Science Subject focuses on
human body
iii. Students more interested and able to develop their
minds of human internal organs that are not
available in textbooks
iv. Teachers can add learning aids and can also make
preparations to class with new technology.
Table 2 shows the analysis obtained from interview. Based on interviews carried out,
the study found that the respondent still unaware and unfamiliar with the existence of AR
technology. The concept of education in this level is to introduce the fundamental topic as
early exposure to students. According to the respondents, students in Year One have learned
faster because of their high level of attention and their easy learning attitude. This is an
advantage to them because it is an early exposure to cover the fundamental aspects and
encouraging the creative and critical thinking skills in order to assist their mental
development.
Human anatomy topic is too common that covers the external body and the students
only learn the basic function of the body. Therefore, this study aims to improve the existing
knowledge by adding the basic knowledge of the internal organs and the students also learn
the basic functions of the organs. This study only reflects a small portion of contributions of
AR in a classroom.
6. Example of Augmented Reality in a Classroom
The academic area also affected by these technologies and could be implemented in many
areas of education such as medical (Sielhorst et al., 2004), geometry and mathematic
(Kaufmann & Papp, 2006), archeology (Balaguer, Lors, Junyent & Ferr, 2001), symbol
language (Wagner & Barakonyi, 2003) and other disciplines. From the literature, this section
will highlight the sub of education area that has been applied AR technologies such as
astronomy, biology and storytelling.
Shelton and Hedley (2002) has developed virtual sun and earth through AR to teach
students astronomy. The model has the ability to be viewed from any of the students view
and position. They found out from their study that the students received a significant
understanding through the projected image of AR. They concluded that by allowing the
students to manipulate the 3D objects, however there is little misunderstanding in grasping
the subject. The usage of visual and sensory information creates a powerful learning
experience for the students. Shelton (2002) also hypothesizes that 2D diagrams shown for
learning and education create a cognitive filter and is researching further to understand the
learning content based on AR interaction using the direct cognitive path.


In biology area, Juan et al. (2008) produced the learning system on interior human
body. These systems enable students to operate which part they need to explore the human
organ on detailed. In addition, this system allows students to choice female or man body. In
general, the objective developing this system is to determine whether visualization gives the
influenced perceptions to students. At the end of this study, students consider using this
system for learning and enhanced their understanding about the human body.
This technology is currently suitable to be implemented in storytelling. Billinghurst et
al. (2001) developed The MagicBook application. This book replaced the traditional method
of book. It seems like fantasy since students can see the 3D animation virtual model
appearing on the current page using the AR display. They can see the pop-up avatar
characters from any perspective view. It is as if students immerse in the environment both
real and virtual known as mixed reality.
There are several examples that using AR in classroom for learning process.
However, there are so many studies conducted to prove that AR practicable to implement in
classroom and the result of those studies showed this technology helps to improve the
learning process. There are abundant of benefits that AR could carry into the classroom and
the next section would focus on this.
7. Benefits of Augmented Reality in a Classroom
According to Billinghurst (2002), the reasons to implement AR in education domain include
its support of seamless interaction, use tangible interface metaphor and transitional interface.
The seamless interaction means students can be seated in a group viewing the same display
on the same space combining the virtual object and real environment at the same time.
Meanwhile, tangible interface metaphor manipulates the virtual objects using the HMD or
Interaction system could use keyboards. Moreover, the ability to transit smoothly between the
real and virtual environment allows the students to experience both worlds activity
simultaneously.
Several advantages to integrate AR technology in education are to improve the skill of
teaching as teachers become creative to manipulate the learning tools. Additionally, science
experiences influence to enhance the students to construct their intellect, thinking skill
(Martin, Sexton, Franklin, Gerlovich, & McElroy, 2009) and make them more confident to
manipulate the machine.
Many researchers (Cooperstock, 2001; Billinghurst, 2002; Kondo, 2006; Kaufmann &
Papp, 2006; Balog et al., 2007; Basogain et. al, 2007; Juan, Beatrice, & Cano, 2008)
supported that many benefits can be gotten by implementing AR technologies in academic
especially to improve and empower the tool for education and make learning more attractive
and fun for students learning environment (Bruce, 1997; Martin et al., 2009). According to
Kaufmann (2003) and Martin et al. (2009), the assistive technologies cannot guarantee
academic success but it provides students the alternative ways to ease understanding the
subject using innovative tool technology.
8. Conclusion
This paper presented the idea of AR technologies. There are many more benefits that can be
utilized with this AR technology in education area. It is highly hoped that with the few


selected benefits has been discussed in this article, it can be a motivation to educators to
implement these technologies in classroom in the future as learning aids.
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ENGINEERING THE QUALITY IN INTERNET APPLICATION FOR COMMERCE
Rosmiza Wahida Abdullah
1
, Azlianor Abdul Aziz
2
, Muhammad Suhaizan Sulong
3

Department of Software Engineering
Faculty of Information and Communication Technology
Universiti Teknikal Malaysia Melaka (UTeM)
76109 Durian Tunggal
Melaka, Malaysia
{
1
rosmiza,
2
azlianor,
3
suhaizan}@utem.edu.my

Abstract
With the proliferation of the Internet, Internet applications are being widely deployed
commercially and users are increasingly interacting with them especially for buying and
selling activities. For many years, these Internet commerce applications have been
successfully adopted in businesses to better serve their online customers. It is therefore very
important to identify quality factors that are critical to the success of Internet commerce
applications for satisfying customers and businesses. This research aims to contribute to the
understanding of quality involved in deploying Internet commerce application. The findings
of this study would be useful to business users and web developers as it provides guidance to
improve the quality of their Internet commerce. The importance of quality in the Internet
applications for commerce needs to be accepted in order to increase business performance.
Keywords: Quality, e-Commerce, Web application

1. Introduction
The Internet has become the most powerful technology for everyone to benefit. It allows
people to use this technology as a medium for communication throughout the world with no
boundaries. Consequently, it gives possibilities and opportunities to change the way people
do business with their customers and social network among them (Dedhia, 2001). As many
people depend and rely on the Internet and the Web, the technology is changed and evolved
to suit their daily activities including online shopping (Cheung & Lee, 2005). The rapid
growth of the Internet and the Web with the excessively increase of Internet users has forced
businesses to invest huge in establishing Internet commerce (Xu & Koronios, 2004). Internet
commerce is here to stay and its happening now to benefit consumers and businesses
(Dedhia, 2001).
Internet commerce has been practised worldwide with the use of the Internet for
conducting businesses online. It aims to aid customers and businesses in the new changing
style of doing activities online, in particular, buying and selling. The popular categories of
Internet commerce are Business-to-Consumer (B2C) and Business-to-Business (B2B) which
can be considered to create new business environment via Internet (Hasan & Abuelrub,
2008).
Existing research in Internet commerce quality is motivated by the awareness of its
application to design better system for improving business performance. Numerous
researchers have concerned about the quality in Internet commerce towards customer and
business satisfaction (Zhu & Kraemer, 2002; DeLone & McLean, 2003). Thus, organisations
are looking forward to realising the benefits of these investments by measuring and analysing
their Internet commerce in the aspect of quality.


Quality is important. It has become more acceptable for the management of quality
in information system development especially in Internet application. It has been a significant
success to some international businesses today such as e-Bay, Amazon and Dell. The key
quality elements in developing and managing Internet commerce application are reviewed in
this article.
The article is organised as follows: the next section provides the related work where
relevant literature is composed and reviewed. The core section is discussing the quality of
Internet applications for commerce. The final section draws a conclusion of our work which
proposes an extension to quality initiatives in deploying Internet commerce.

2. Quality Aspects
A successful business not only depends on customers shopping experience but also deals
together with business partners (Stefani & Xenos, 2008). Thus, there is a need of quality in
Internet commerce application for this to happen. In the literature, most of the quality
research in Internet commerce falls into satisfying customers and only few found for business
satisfaction. Accordingly, this review focuses on two major aspects of quality in Internet
commerce: system quality and service quality. System quality contains two key components:
process quality and data quality; which employs a set of quality data which are associated to
different process quality. Service quality concerns about the interactivity with customers and
businesses where it involves information quality and design quality. We illustrate the model
of the review in Figure 1.

Figure 1 : Quality Aspects in Internet Commerce Application

Referring to the above model, we specify the scope of the research that is emphasised on the
Internet application where it acts as an interface for web interactivity with customers and
businesses.

3. System Quality
The quality of system for Internet commerce can follow the same standard as software
engineering - product quality that is ISO 9126 standard (ISO/IEC 9126-1, 2001). One of the
characteristics of ISO standard is functionality which can adopt for the development and
implementation of Internet commerce application (Stefani & Xenos, 2001). This basic
characteristic refers to the whole process workflow of the business process including
procedure of payment and especially security for safety. That is why the key to the success of
Internet commerce is quality. Some of the most important quality concern in the system for


Internet commerce is the process quality (Sarkis & Sundarraj, 2000; Stefani & Xenos, 2008)
and data quality (Gertz, Ozsu, Saake & Sattler, 2003).

3.1. Process Quality
Recent research shows that there is a need of quality in the Internet commerce process
including information searching, online ordering, delivery and payment, and after-sales
service (Su, Li, Song & Chen, 2008; Vaidyanathana & Devaraj, 2008). Involving both
customers and businesses at almost every phase of the process will greatly improve the
quality of processes (Cua, McKone & Schroeder, 2001). Consequently, having quality data in
the process will significantly improve the overall system quality (Baiman & Rajan, 2002).
Thus, the key to reduced cost and improve efficiency of Internet commerce application is to
design and produce it with high-quality processes.

3.2. Data Quality
A number of literatures have analysed data quality similar to information quality but some
researchers considered them distinguished. The distinction between both qualities is a
fundamental that leads to application in the Internet commerce system. Data quality here is
referring to technical issues such as data integration from different sources (Hu & Feng,
2005; Madnick, Wang, Lee & Zhu, 2009). In particular, data extracted can be from databases,
perhaps heterogeneous web data sources and data warehouses, using SQL formulation
(Naumann, 2002; Gertz et al., 2003) for example.
As far as the Internet commerce is concerned, data quality is important and should
incorporate into each business process workflow especially during transactions for delivering
accurate, complete and consistent data (Xu & Koronios, 2004). Thus, data quality needs to be
standardised in a manner that makes Internet commerce application a success.

4. Service Quality
With high quality service that emerged into the Internet commerce application, it is said to
have continuous interactivity to which is essential for business success and survival
(Loiacono, Watson & Goodhue, 2007; Hasan & Abuelrub, 2008). Various studies have
adopted SERVQUAL model (Oliver, 1980) to measure service quality in different contexts
including Internet commerce (Gefen, 2002).
The way that the website is designed and the information is displayed on the web is
very important to consider for service quality (Kim, Kishore & Sanders, 2005). Hence, it has
been proposed that the information quality and design quality are correlated to overall service
quality (Hasan & Abuelrub, 2008; Swaid & Wigand, 2009). This will serve better with high
quality level to customers and businesses in order to gain their satisfaction and trust (Cheung
& Lee, 2005; Swaid & Wigand, 2007; Hsu & Wang, 2008).

4.1. Information Quality
The term information here is refer to the content of Internet application that is displayed for
the users i.e. customers and businesses. The web content needs quality of information in
order to maintain the interactivity to which extend the intentions to use (Jeong & Lambert,
2001). This is agreed in the literature by most researchers where content quality and
information quality are formed as a one (Molla & Licker, 2001; DeLone & McLean, 2003;
Mich, Franch & Gaio, 2003; Signore, 2005). This quality of information on the web content
is where people consider believing and trusting.


4.2. Design Quality
Web design is the visual characteristics of Internet commerce to users where they can interact
and communicate. Some researchers consider this quality is conjunction with the information
quality or content quality. They described it as information that is well presented and
structured for quick understanding (Tan & Tung, 2003; Lin & Joyce, 2004; Behkamal,
Kazem Akbari & Kahani, 2006). It allows the users aware of the overall information structure
in the Internet application and for easily navigation (Nielsen, 2000; Nah & Davis, 2002; Kim
et al., 2005).

5. Conclusion
The review of quality in Internet application for commerce uncovers the potential key to
design and build high-quality Internet commerce application. It is likely that for Internet
commerce to be success is to understand the importance of quality aspects in Internet
application. The article proposes a model that comprises two major qualities: system quality
and service quality where each of them has 2 sub-qualities: process quality and data quality;
design quality and information quality respectively; for businesses evaluating the success of
their Internet commerce. As the quality research area is becoming popular and more users are
online to seek trustworthy, dependable and reliable site; this research will hopefully
contribute to the necessity of quality in developing Internet application.

References

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of BuyerSupplier Relationships. Journal of Accounting Research, 40, 247-276.
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of B2B Electronic Commerce in SMEs. Proceedings of the IADIS International
Conference e-Commerce, 9-11.
Cheung, C. M. K., & Lee, M. K. O. (2005). Research Framework for Consumer Satisfaction
with Internet Shopping. Working Papers on Information Systems, 5, 1-17.
Cua, K. O., McKone, K. E., & Schroeder, R. G. (2001). Relationships between
Implementation of TQM, JIT, and TPM and Manufacturing Performance. Journal of
Operations Management, 19, 675-694.
Dedhia, N. S. (2001). E-commerce Quality. Total Quality Management, 12, 397-402.
DeLone, W.H., & McLean, E.R. (2003). The Delone and Mclean Model of Information
Systems Success: A Ten-Year Update. Journal of Management Information System,
19, 9-30.
Gefen, D. (2002). Customer Loyalty in e-Commerce. Journal of the Association for
Information Systems, 3, 27-51.
Gertz, M., Ozsu, T., Saake, G., & Sattler, K. U. (2003). Data Quality on the Web. Dagstuhl
Seminar.
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Science, 7, 11-20.
Hsu, L. C., & Wang, C. H. (2008). A Study of e-Trust in Online Auctions. Journal of
Electronic Commerce Research, 9, 310-321.
Hu, W., & Feng, J. (2005). Data and Information Quality: An Information-Theoretic
Perspective. Computing and Information Systems Journal, 9, 32-47.
ISO/IEC 9126-1. (2001). Software Engineering - Product Quality - Part 1: Quality Model.
International Organization for Standardization (ISO).


Jeong, M., & Lambert, C. U. (2001). Adaptation of an Information Quality Framework to
Measure Customers Behavioral Intentions to Use Lodging Web Sites. International
Journal of Hospitality Management, 20, 129-146.
Kim, Y.J., Kishore, R., & Sanders, G.L. (2005). From DQ to EQ: Understanding Data
Quality in the Context of e-Business Systems. Communication of ACM, 48, 75-81.
Lin, O., & Joyce, D. (2004). Critical Success Factors for Online Auction Web Sites.
Proceedings of the 17th National Advisory Committee on Computing Qualifications.
Loiacono, E., Watson, R., & Goodhue, D. (2007). WebQual: An Instrument for Consumer
Evaluation of Web Sites. International Journal of Electronic Commerce, 11, 51-87.
Madnick, S.E., Wang, R.Y., Lee, Y.W., & Zhu, H. (2009). Overview and Framework for
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Based on ISO 9126 and Belief Networks. Software Quality Journal, 16, 107-129.
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Commerce Quality. International Journal of Retail & Distribution Management, 36,
360-374.
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Relationships to Satisfaction and Loyalty. Proceedings of 20th Bled Conference, 1-15.
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Assessing the Value of e-Commerce to Firm Performance in the Manufacturing
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INITIATING CYBER ENTREPRENEUR IN HIGHER EDUCATION IN MALAYSIA

Mohd Nizam Bin A. Baharuddin & Lawrence Arokiasamy
Universiti Tunku Abdul Rahman, MALAYSIA
nizamb@utar.edu.my, lawrence@utar.edu.my

Abstract
Entrepreneurship is getting wider attention with increasing globalization and also the recent
downturn in the world economies. Malaysia also emphasizes on a more entrepreneurs and
more focus on cyber entrepreneurs development towards accelerating the economic growth
by devoting necessary time and effort. Thus cyber entrepreneur development is one of the
fundamental solutions to the economic development and globalization. Specially, developing
necessary resources in developing cyber entrepreneurs which tend to have great impact on
economies growth. This paper examines the extent to which entrepreneurs important for the
graduates career development and the role of the higher education in developing cyber
entrepreneurs. The paper is to explore and identifies the action plan in building
entrepreneurship in Malaysia higher education. Finally, this paper suggests that cyber
entrepreneur should meaningfully redefine the notion of entrepreneurs by reconsidering their
border theoretical underpinnings for a better development practice.

Keywords: Entrepreneurs, Cyber entrepreneur, Graduate entrepreneurship, Career
development.

1. Introduction
Higher Education is producing an ever increasing number of graduates and in their other hand
government policy to promote self-employment or small medium enterprises as a viable
career option, not least because of the fierce competition for large firm jobs in the
graduates labors market. Demand from employer in the graduates job market has continuing
in increasing trend but the number of opportunity offer by the job market continuously
declining (Holden and James, 2002).
Entrepreneurship is being seen as a vital source of competitiveness and the engine for
economic growth and development. Nabi and Holden (2008) entrepreneurship activity among
the graduates in Higher Education is one of the keys to unlock the unemployment problem
among the graduates. European Commission, (1998) suggested that comprehensive action to
encourage entrepreneurship among the graduates is increasingly being recognized by political
and economy bodies as one of the keys to unlock greater comparative in employment
opportunity.
Early studies show, there is a direct relationship between entrepreneurship and the
economic development of a country (Abu Bakar, 2005; Armanurah et al., 2006), as cited by
Norasmah et al, (2008). Reflecting to this, entrepreneurial courses offered have undergone
rapid development and become more established (Norasmah et al., 2008). There this global
phenomenal showing an increased number of universities offering entrepreneurial courses.
In Malaysia, courses in entrepreneurial studies are offered by all Institutes of Higher
Learning (IHL). The introduction of this course to all students is in line with the education
goals of the IHL to assist the economic development of the country by playing following
roles: First is to develop human potential and facilitate those with potential by providing
training in various fields. The second is to create a trained group who will later function as
human resources in the country (World Bank Report 2002 in Armanurah et al., 2006) as cited
by (Norasmah et al., 2008).


Researchers suggest that Higher Education should place to boost up the
entrepreneurial skills and knowledge. (Kirby, 2002; David, 2006) identifies the universities is
the place where knowledge, skills and talents is developed. This paper focus is to explore the
higher educations, literature review on entrepreneurship and opportunities in cyber
entrepreneurship. Studies in Leeds Metropolitan University showed the reason given for not
starting up a business is due to financial constrains, the need for security once they graduate,
and debts they have created during their study periods. We would like to conclude here,
amount of capital investment needed in new start up really creating a fear to students for
having to create another debt before start to having steady income.
1.1 Higher Education Institutions (HEI)
Higher Education Institutions in Malaysia has profoundly produced an increasing numbers of
graduates. For the purpose of this paper, undergraduate graduates are categories by those who
registered for any bachelor program in Public as well as Private Higher Learning Institution.
In Malaysia HEI divided into two components which is public and private higher education.
Thus, public and private HEI jointly working hand by hand to produce graduates for fulfils
the market demand. This has created a heavy competition among graduates in Malaysia. The
Table 1 shows that the number of school leavers enrolled into Undergraduates Program in
HEI. Meanwhile the Table 2 shown the number of graduates graduated from the higher
education institutions in Malaysia from 2002 2008.

Table 1: Number of school leaver enrolled into Undergraduates Program in HEI

Component
/ Years
2002 2003 2004 2005 2006 2007 2008
Public HEI 35,734 43,162 45,856 51,517 58,304 76,597 75,127
Private HEI 28,626 36,279 40,742 34,676 43,490 43,625 43,261
TOTAL 64,360 79,441 86,598 86,193 101,794 120,222 118,388
Source: http://www.mohe.gov.my/web_statistik

Table 2: Numbers of Students Graduated For Undergraduates Program in HEI

Component
/ Years
2002 2003 2004 2005 2006 2007 2008
Public HEI 36,802 50,249 43,826 51,117 55,524 59,471 59,844
Private HEI 20,255 17,786 18,385 20,294 27,176 23,645 26,590
TOTAL 57,057 68,035 62,211 72,065 82,700 83,119 86,434
Source: http://www.mohe.gov.my/web_statistik

Statistic data from Ministry of Higher Education as shown in table 1 and 2 above revealed
that from 2002 2008, Malaysian Higher Education has seen 656,996 students registered for
undergraduate program and within the same time period produced 511,621 graduates. These
shows approximately 78% of the graduate enrolled in HEI from 2002 to 2008 were
graduated. Norasmah et al., (2008) highlighted the increased in no of graduate from both
public and private universities, resulting in miss match in the number of jobs available for
them. These will cause the graduates to stay unemployed.

1.2 Problem with the University Graduates
Since year 2000 there was a continuous debate in the parliament, why there is high number of
graduates were unemployed. Who should be responsible for the problem and how to
overcome the problem?
Hansad (2000) reported that unemployed graduate is a major phenomenon in
Malaysia. The report claimed that graduates were given sufficient education and it is their
responsibility to find an appropriate job upon graduate. Moreover, in the report highlighted
that government need to ensure courses offered at higher educations matching the job market
requirement.
Hansad (2005) urged to include Information Communication Technology (ICT),
corporate social responsibilities (CSR) and entrepreneur subjects in the studies to increased
collaboration between Higher educations, industries and government agencies in order to
fulfill job market requirement. Beside that graduates need to improve the proficiency and
communication skills of English language. Higher education asked to encourage graduates to
register double majoring to minimize the unemployed and improve the quality of local
graduates.
Hansad (2005) rationalized the reasons of unemployment is because of lack of soft
skills such as communication skills, lack of self confidence, low self esteem, poor in English
and computer skills. In addition, there is mismatch of graduates did not fit in the job
requirement, and graduate being selective.
Chang Da et. al., (2005) stated that the objectives of higher education are to teach
students how to think rather than what to think. Higher education should responsible to create
the thinking through evaluation of ideas, information and reasoning. This statement is parallel
with earlier view by Resnick, (1987) that students who were thought to think reflect better
learning outcomes.
Studies by Morshidi et. al., (2008) stressed the reason why graduates are not
successful in getting jobs, including:
a) graduates have a poor mastery of English, especially in the area of communication.
b) graduates experiences problems in communication and do not posses interpersonal
skills.
c) graduates are not capable of applying their knowledge to the work environment.
d) graduates are not proactive and have no initiative, they face problems in
implementing individual job assignments.
e) graduates encounter problems in the following area: there are too choosy about
selecting jobs, un able to work in a team, unwilling to learn from subordinates, too
concerned about prioritizing the given jobs or the specified jobs above all else, attach
too much importance to hierarchy and status, ass well as being narrow-minded.

With the numbers of unemployment among the graduate it raised a concerned for
government to look into the matters to reduce the impact of unemployment among the
graduates to the nation and to the society. Government put a continuous effort to reduce the
impact of graduate unemployment issues and taken of measure to prevent and ratified them.
The measures are the government allocates 150M to retraining unemployed graduate,
opening job opportunity with government, Ministry of entrepreneur organizing program
scheme for unemployment graduate such as graduate entrepreneur program, graduate
franchise program, Techno-preneur program, incubator graduate program.

1.3 Focus of the Studies
This paper aims to explore and to identify the possible model can be adopted, in laying
ground in providing business start-up for graduates when there were still in collage. We will

analysed business start-up stages outlined by Martyn and Amanda, (2003) together with
methodology proposed by Alperstedt (2006) which were implemented in Marthya R. and
Amanda C., (2003): Developing Entrepreneurship in West Yorkshire: West Yorkshire
Universities. We will modified the model and apply in higher education.

1.4 Graduate Entrepreneur
King (2003) stated that there is little research that focuses on graduates career in a non-
traditional context specifically graduate entrepreneurial careers in terms of entrepreneurial
intentions and developmental experiences. More research needed in this area with the
increasing numbers of students considering or pursuing entrepreneurial career (Robertson and
Wilkinson, 2006; Harding, 2007; Holden et al., 2007) and the diverse range of contexts in
which graduates pursue an entrepreneurial career. Moreover, there is a large body of research
on entrepreneurship in general (Bridge et al., 2008; Henry et al., 2003), but much less so on
graduate entrepreneurship (which as noted below has been distinguished from non-graduate
entrepreneurship).
There is a continuing interest in graduate entrepreneurship intentions and attitudes
thus it is important to understand there is potentially increasing number and sustainability of
graduate start-ups. In relation to graduate start-up support, there are relatively little studies
that focus on graduates enterprise and entrepreneurship education in varied and multiple
contexts. There is some example in United Kingdom, the government has set up the Small
Business Services (SBS). The aim of SBS is to develop and encourage the society to venture
into business to thrive and achieve their potential (Michaels et al. 2001).
Studies on 3500 sample across four universities in West Yorkshire revealed nearly
50% of student intended to enter self employment within 5 years of graduation (Nabi G. et al,
2006; Robertson, Price and Wilkinson, 2004). This is very much better comparing to
Malaysian graduates attitude towards self employment. Study on self employment among
graduates by (IPPTN, 2003) revealed that 39 self employed with income between RM1, 000
to RM10, 000. This shows that self-employment culture still unusual among the Malaysian
graduates.
Moreover, it is important to realize that the concept of the graduate entrepreneur is
changing and evolving, and who and what constitutes a graduate entrepreneur is shifting from
a skill-based agenda (looking at the tools and capabilities for start-up) to an entrepreneurial
identity agenda (looking at the maturity of students/graduates, what it might be like to be a
graduate entrepreneur, an understanding of themselves and the entrepreneurial lifestyle).
Thomas, (1994) defined entrepreneur as person who creates a new business in the face of risk
and uncertainty for the purpose of achieving profit and growth by identifying opportunity and
assembling the necessary resources to capitalization.
There is also endless discussion around types of entrepreneurship. Reynolds et al.,
(2004) distinguish between opportunity entrepreneurship and necessity entrepreneurship. In
this study, it will portrait a different type of entrepreneur, which is cyber entrepreneurship.
Carrier et al., (2004) argues that information technology is changing the world in more
prominent then any other technology in the history of mankind. European Commission
(1997) had identified there are two types of firm using IT technology in business. First is the
firm with physical presence traditional company using Internet as a new distribution channel
or also said as logical extension of their traditional business. Second the dotcoms, internet
start ups business. This paper will focus on business activity entrepreneurship purely on
internet base.
With the evolvement of Internet technology and cyber world, it is very crucial for
government policy makers and Higher education management to seriously considering this
medium to transforming graduate into self employment.


1.5 Cyber Entrepreneur
There are very little research which promoting the term cyber entrepreneurs. There were
some studies which referring the technology base entrepreneur with various term such as IT
Techno-entrepreneur were derived from the word technology entrepreneur, will be
interchangeably used with the word entrepreneur in order to relate that techno-
entrepreneurship are the subset of entrepreneurship. Christian, (2009) defined cyber-
entrepreneur as an individual who creates a firm that is essentially found upon e-commerce,
and whose main activities are based on the exploiting networks, using Internet, intranets and
extranets.
Cyber entrepreneurship appears to offer promise for individuals wishing to innovate
and exploit opportunities generated by the development of new information technologies
(Shane and Venkataraman, 2000).
Cyber entrepreneurship is still in it emergent phase and there is more to know about
the phenomena and the element in venture creation process (Carrier et al., 2004; Jiwa,
Lavelle. & Rose, 2004; Martin & Wright, 2005). We can conclude the terms cyber-
entrepreneurship or cyber-entrepreneur be referred to any start-up business or any attempt to
exploit the information technology for business purposes and intended to gain profit in return.
Those persons who set out to be IT entrepreneurs are often seen as special, brave, strong, or
else well connected to sources of start-up income beyond those that could reasonably expect
to obtain.
Technology entrepreneurship, the act and process of creating new, technology-
intensive start-ups, is a subject of increasing importance in many parts of the world.
Entrepreneurship in parts of South East Asia especially Malaysia has recently undergone
rapid revitalization. Reina et al., (2008) stressed virtual or cyber based business in general
have not yet reach the required level of maturity that would leave a lasting impact on the way
company conduct electronic base business.
Meanwhile the term Information Technology Techno-entrepreneur arose from within
Malaysian culture to describe an individual whose entrepreneurial endeavors focus on to
Information Technology oriented enterprise. Ministry of Entrepreneur and Co-operative
Development (MEDC) reported in 2007 annual report, reported to adjust and strengthened it
direction from increasing number of entrepreneur of entrepreneurs, to focusing on developing
quality techno entrepreneurs who are at par with the international entrepreneur.

Table 3: Numbers of broadband user from 2006 to 2009
Years No. of users (,000)
2006 4.5
2007 96.3
2008 386.3
2009 927.8
Source: http://www.skmm.gov.my/facts_figures/stats/

1.6 The role of Higher Education in promoting Cyber Entrepreneurship
Government and policy makers and higher education administrators should look for
possibilities on imposing cyber entrepreneurship activities to those are interested. Follows are
some possible approaches can be adapted by Higher education in initiating and inspiring the
cyber entrepreneurship activities in Malaysian education institution.
In order to create interest and increase awareness, classroom education method is not
the only approaches can be employed. Higher education can also use the alternative
methodology to promote entrepreneurship. Alperstedt (2006) introduced a Business Plan

Competition as an alternative teaching methodology to promote entrepreneurship. The
competition was coherent with its proposal of developing the entrepreneur interest into the
participant. The study carried out, does not explore the implementation possibilities the
business plan or creating their own enterprise after word. This writing would like to propose
some amended entrepreneur start up model which originally proposed by Martyn & Amanda
(2003), together with the methodology proposed by Alperstedt, (2006).
To promote cyber entrepreneurship there are two steps to propose. The first step is
higher education organize a Business Plan competition among the final year students. This
will create an opportunity to participate and develop the new idea. The second step is
applying the start-up stages as outlined by Martyn and Amanda (2003), as in the Table 4.

Table 4: Stages of start-up cyber entrepreneur model in Malaysian Higher Educations
Stages of start-up Services/products
Stage 1: Idea
Generation
Two-days workshop: Idea generation, motivation, market research,
validation techniques
Stage 2: Idea
Development
Two-days workshop: Source of finance, resources, skills, planning
Stage 3:
Planning/development
Incubation 1: One to one advice on early stages of business, used of
meeting room, workspace and useful contacts
Stage 4: Ready to
start-up/take-off

Incubation 2: Office space, practical business support, mentors,
networks
Stage 5: Business
Growth/lift-off
Incubation 3: Advice on growth, recruiting people, taking on
premises.

Stage 1: Idea Generation
The two days workshop will be used in guiding the student to generate ideas, niche target
market identifying, exposing into the potential of cyber world and motivation talk by those
who are already venture and success as cyber entrepreneur.

Stage 2: Proven Idea
Second, a two-day seminar will guide the students to develop their business plan in the group.
End of the session the student should be able to come out with the business plan for
submission. The winner which consist of the best five business plan will be rewarded by
guiding them further to apply for (pre-seed funding) offered government arm manage the
technology based funding. Each funding package is up to maximum 150,000. All the students
will further guide into self preparation into becoming cyber-entrepreneur.

Stage 3: Planning and Development
Higher education can provide a cyber entrepreneur incubation center where the entire student
start operation at the incubation center. Students can use the incubation center to get advice or
to develop their business on the web. They can also use the other facilities such as meeting
room, training room and other communication devices for their business development.

Stage 4: Ready for Business Start-Ups
At this stage students are already ready to kick of the business. They can implement all the
theories and the strategies they learn in the crash course on the entrepreneurship. They can
utilize the incubation center to run their business operation as well as all the promotion
strategy. Those who already graduate are encouraged to use the incubation centers for at lease

6 month. During this period, the cyber entrepreneurs can seek the consultancies, guide and
any post seminar and training program provide by the universities at the centers.

Stage 5: Business Growth / lift off
Those who already established their business and stabilize their business operation with
sufficient incomes then they can leave the incubation centers and carry their business with
them.
Applying the above approaches for cyber-entrepreneurship in higher education in
Malaysian HEI can cultivate positive interest on entrepreneurship. As low entry cost into
entrepreneurship compare to other mode of entrepreneurships such as retail business,
franchise, kiosk and other business model, the cyber-entrepreneurship can attract more
participant from graduates to make this as their life long career.

Conclusions
Graduate interest in entrepreneurship need to be cultivated. They should be exposed to the
reality and what being offered to those wants to venture into cyber entrepreneurship.
Cultivating interest in entrepreneurship is a continuing process. Student should be exposed in
cyber entrepreneurship activity since in the universities. Higher education is also the facility
for the students to build-up their interest and skills in business. With low entry cost more
students can be train and transform into cyber entrepreneurship.

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STRESS TESTING: PARAMETERS AND LIMITATIONS FOR PROJECT
EVALUATION

Basit Shahzad, Abdullah S. Al-Mudimigh & Zahid Ullah
Department of Computer Science, King Saud University, Riyadh Saudi Arabia
basit.shahzad@gmail.com, mudimigh@ksu.edu.sa, zahid@ksu.edu.sa

Abstract
Software testing has emerged as an integral component in the software development life
cycle. No software can be considered complete unless the testing has been done. Different
software testing strategies have emerged over time, that somehow focus on the different
levels of the software in order to identify that the software, under consideration is correctly
developed and also that it is according to the requirements. Stress testing is used to identify
that if the system is capable of affording the load and overwhelming responses, and how does
it behave in circumstances. This paper not only unleashes that why and when the stress
testing should be done, but also uncovers different strategies of doing the stress testing itself.
Finally after a thorough study, investigations have been presented in a tabular format,
showing that which testing strategy should be used with respect to the budget, time and
specialty of the project under consideration.

1. Introduction
Software engineering has emerged as a core discipline over time and the acceptability has
been overwhelming. This is not because the fact that people love the world software
engineering but because of the fact that both software engineering and software engineers
have proved their worth and have made themselves not only acceptable but necessary for the
world, specially for Information and Communication Technology (ICT) business.
Software testing is the area that ensures that quality software is developed and also the
developed software is according to the requirements. This process is called verification and
validation of the system (V&V). [8] During testing process a detailed specification of each
software component is used by an independent team in order to drive test cases for a system.
Over the period of a few decades the science of testing has also evolved.
In black Box testing: test cases are derived from the component specification. The
whole system works as a black box and the behavior of the system is identified by the inputs
and produced against them.
In structural testing approach: test cases are derived for the system using the detailed
specification of the structural implementation of the system. This approach is also called
white box, glass box or clear box testing.
Path testing: basically is an approach that uses the white box testing. Path testing
strategy ensures that every independent path in a program is tested by using a test case.
Hence ensuring that all paths are executed at least once and the finding of errors may be high,
although its expensive with respect to time and resources. Cyclomatic Complexity technique
is used to identify the independent paths in software [1].After the testing of individual
components is complete; they are integrated to make a larger system or a sub-system. The
integration process involves in building the software and also ensuring that the integration
process has been error free, and also identifying the errors that might have evolved during the
integration process. The incremental integration of the system makes it easy to locate the
errors Interface testing: takes place only when the system has been integrated to create a
larger system. The objective of the interface testing is to identify the possible errors due to
the final integration and personal assumptions about the softwares interface.

Stress testing tries to break the system under test by overwhelming its
resources or by taking resources away from it (in which case it is sometimes called
negative testing). The main purpose behind this is to make sure that the system fails
and recovers gracefully; this quality is known as recoverability. The performance
testing has the build-in requirements of sophisticated environment control and the
measures that can be repeated with the same parameters, the stress testing has the
luxury to be induced the chaos and unpredictability. Despite the minor
disadvantages of non-documented system behavior, time constraint, monitoring
overhead and large volume of data to be handled [7], stress testing is a choice to
have an adequate view of the overall system performance.

2. Why Stress Testing?
- Stress testing can be used to judge the quality of software by measuring the
response time, throughput and cohesiveness of the application modules.
- As stress testing tests the system as a whole, the whole functionality of the system
is tested as a unit, hence enhancing the possibility of any error detection and
reducing the possibility of system failure. eBay suffered with a loss of 3$-5$
million, while their site was down for around 22 hours. It has also been observed
that the client/customers/users prefer not to establish/continue a relation with the
site that has observes continuous problems. The Jupiter Media Matrix survey
conducted on 2,000 users found that the user who were unhappy and have broken
their relationships with troubling sites is 46%.
- It reduces the cost of software by helping to provide a more affectionate approach
for the application domain architecture.
3. Testing Initiation
When to start the testing remains a critical question in any software development life cycle.
This certainly is a tradeoff between the software needs and business revenues. Although
successfully completed software can greatly enhance the revenues of the development firm
yet the decision to start the testing itself is generally delayed. In small setups the testing is
delayed until the deadline of delivery is met, and in that case testing just occurs as a fatigue
not as a whole activity in the development life cycle.
- As for as the stress testing is concerned, it is imperative that it starts as early as
possible. [4]. The stress testing can be done at different levels, namely:
- Component Level: Although unit testing has its existence yet it has a disadvantage
that in the domain of web services, it cant work to check the concurrency and
deadlock of the simultaneous requests, adequately. Therefore it is necessary that each
component residing on the web server is tested through the stress testing, in order to
check that no deadlock occurs during the simultaneous access, and the consistent
position of data is maintained and also no deadlock occurs while the records are being
accessed and updated.
- Environment Level: After the completion of the requirement engineering phase, the
development team decides the hardware and software infrastructure that they plan to
provide for the development life cycle. The infrastructure may include a database

application, a front end application, a hardware platform and a load balancer. This
infrastructure helps in determining the scalability, reliability and cost of application.
Hence, all available infrastructural options are to be reviewed categorically in order to
identify and estimate the performance and the cost of performance.
- Architectural Level: Architectural level stress testing is also called benchmarking.
The basic purpose of the stress test on the applications architecture is to measure the
cohesiveness of the component residing at the different levels. A well responsive
application would ensure that all components at all tires are well associated and
working properly. During the development process, the sample components may be
taken from each tire of the cohesive modules to detect any flaws during analysis and
design of the application.
- End-to-End : End-to-End stress test has a flavor of real test that may be prolonged to
several hours and in some cases even to some days. These End-to-End test (if
accurately designed) test the application as whole and at length. This test tries to
identify the issues like:
The functional errors that occur only under load conditions. If so, the relevant errors are
noted and corrected without disturbing the functional coherence and cohesiveness (if
possible).
- Does the application meet the service levels already defined in the requirement
document?
- Does the application possess the EID (enhanced Information Deployment) behavior
[1]?
- What is the current state of deployment of the application is it immediately
deployable or not. If not, what corrections are to be made and what are the possible
after effects of those corrections? And if the state of the application remains
consistent after the corrections have been made or other inconsistencies are
introduced due to the corrections of the initial ones.
- Is there any module that can be corrected to enhance the overall performance of the
application?
4. Strategies for Stress Testing
As opting for load testing is a key decision which is governed by the available budget not by
the need. As the size of application under consideration grows, the size and cost of effort to
do the stress testing also grows. So it is necessary to find a strategy that is right according to
the application so that the cost and time spent on the stress testing are minimal and also the
benefits are optimized. Many stress testing strategies are mentioned in this regard. Below is a
brief discussion of each strategy and the possible problems and advantages that it possesses.
- Manual stress testing:Manual stress testing is generally considered to be the
inefficient and expensive type of testing, as it does not produce repeatable results. So
for every action the physically resources have to be present. If e.g. we plan to have 50
users access a resource simultaneously, all 50 users will be required to be present. In
case of any error/problem the test is to be re-conducted and thus making the test more
expensive. This type of testing is only suitable for very small stand alone application,

otherwise it is problematic.

- Locally developed testing applications: As it is expensive to buy the enterprise tools
for stress testing, sometimes the decision makers decide to build an in-house
application. This kind of approach is just better than nothing. In most such
applications test cases are written to test the core functionality of the application and
hence the allied modules dont get sufficient attention for testing purposes. The
development team is also restricted by budget and certainly cant develop the
complete testing mechanism as the cost of testing tool may itself increase than the
total revenue of the product being developed [4].

- Open source stress testing applications: There are several stress testing tools
available in the market. The general problem with these tools is that they dont
provide adequate support for the script recorder that allow the tester to record the user
actions into a script through a GUI and then again play the recorded script as a stress
test. Such web tools are generally not customizable. Some of such tools are:
WEBLOAD, FunKLoaD, OpenSTA, JCrawler, pylot, SLOPPY and WebInject [5].

- IDE: The current development tools have minimized the needs of separate testing
tools by using the Integrated Development Environment (IDE) which also has the
option to test the application for any kind of stress living within the application
environment. The advantage of this approach is that the developer is not required to
learn the use of a new application just to know that how the application is going to be
tested, so this way it reduces the time required to develop the test cases and also the
stress test itself. While the IDE may be a solution for small application the IDEs are
not suitable for critical, heterogeneous or legacy application environment.

- Web-only stress testing: In the market there are some tools available that are precisely
used for the purpose of testing the web applications. The type of applications although
cost less but are significantly for the purpose of testing the web applications only. The
web testing applications possess limited scalability, accuracy, browser compatibility
and reusability. These web tools, generally, dont provide the component level testing
and therefore any problem identified at application level cant be identified and fixed.

- Third party (Hosted) Testing applications: The hosted stress testing applications test a
web application over the Internet. The benefit of this approach is that it can be
completed with the minimum effort, budget and resources, and does not require any
special hardware, software or human on the part of development team. This testing
approach is very useful in identifying the possible benefits of the stress testing. The
stress testing is recommended to be performed both on the component level and also
on the entire application. But sometimes some parts of an application may not be
accessible through the public network, just making it difficult to test the application
completely. Also the consistent network accessibility, speed and reliable connection

are mandatory prerequisites of using this approach.

- Enterprise stress testing application: Enterprise stress testing application is perhaps
the only type of application that meets the needs of the projects that are developed at
the enterprise level. The enterprise stress testing tool is considered to be highly
scalable and can test the heterogeneous environments at the same time and all that in
an affordable cost too. The enterprise stress testing tool improves its adequacy by also
providing support for the component test and thus helps in detecting the defects that
may harm the performance of any application being tested. There are certainly,
notable differences within different enterprise testing tools but the enterprise stress
testing tools are far more beneficial in terms of performance and cost as compared to
other tools.

Fig 1: Testing strategy, w.r.t. Scale, Budget & specialty

5. Limitations of Stress Testing
Different web sites and precisely the mail servers have been taken under consideration in the
above mentioned three scenarios. Following limitations have been observed through the
comprehensive observation of the three scenarios.
- Stress testing is more suitable for the distributed system where the load is
being shared at multiple places and hence the execution of test cases can be
done with ease.
- stress testing is more suitable for the web based online application, as no bandwidth
and network issues are involved in stand alone applications.[6]
- Stress testing is less appropriate for very small application, a there is hardly any in-
built mechanism to handle stress, therefore a system failure would require more time
and effort to recover than what was spent on it for development, hence ensuring
extreme financial losses.
6. Conclusion
The table above summarizes the discussion by illustrating that in which circumstances which
stress testing strategy should be used. For example software can only be stress tested

manually if its a small application and has adequate budget available. Stress testing
however, is not recommended for small application, as stress testing itself is a very expensive
activity and its budget may even increase from the budget of software itself. The locally
developed test is more suitable for small and medium scale projects as they are not only less
expensive but also are adequate for the customizable need of the software. The IDE based test
can be conducted to all kind of application and just suitable resources are sufficient to
conduct this test as no external cost is involved. The web only testing strategies are suitable
for almost all types of software and even for small-budget software. Third-party testing tools
can be used for all projects regardless the scale of development but adequate budget should
be available to use the third party tools, as they are expensive. The enterprise stress testing
strategy can only be used on large scale project having adequate funding available as
enterprise testing requires huge financial resource that can just be suitable for large or very
large projects.

References
[1] Ian Sommerville, Software Engineering,6th ed, pp451
[3] Stress Testing in agile computing, http://agiletesting.blogspot.com/2005/02/performance-
vs-load-vs-stress-testing.html
[4] Borland, the open alm company, A Load Testing Strategy, white paper, April 2006,pp6
[5] Web stress testing tools: http://www.wareprise.com/2008/10/29/list-of-top-web-
application-load-and-stress-test-tools/
[6] Web performance checklist: http://key-performance.eu/solutions/openload/download-
5.html
[7] Zhen Min jiang, Ahmed E. Hassan, Automatic identification of load testing problems,
IEEE international conference on software maintenance, 2008, pp307-316
[8] Jiantao Pan, Software Testing, Carnegie Mellon University, Dependable Embedded
Systems, spring 1999, pp 1-14.

PENGGUNAAN MODEL KEMATANGAN KEUPAYAAN PENGURUSAN
KANDUNGAN ENTERPRISE (ECM3) BAGI MENENTUKAN KEDUDUKAN
SISTEM PENGURUSAN REKOD ELEKTRONIK (SPRE) KERAJAAN

Intan Fadzliana Ahmad, Zawiyah M. Yusof
Fakulti Teknologi dan Sains Informasi
43300 Bandar Seri Putra Bangi, Selangor, Malaysia.
intanfadzliana@kuis.edu.my

Fakulti Teknologi dan Sains Maklumat,
Universiti Kebangsaan Malaysia,
43600 Bangi, selangor, Malaysia.
zmy@ftsm.ukm.my

Abstrak

Kertas ini bertujuan untuk mencadang penggunaan Model Kematangan Keupayaan
Pengurusan Kandungan Entreprise bagi menentukan kedudukan Sistem Pengurusan Rekod
Elektronik (SPRE) dalam kerajaan. Dapatan bagi kertas ini diperolehi melalui kajian
perpustakaan dan perbandingan beberapa teori yang diguna pakai dalam pembangunan sistem
pengurusan maklumat elektronik sebelum ini. Tidak terdapat satu kaedah atau alat bagi
mengukur status atau tahap sistem pengurusan rekod / maklumat elektronik bagi menentukan
kedudukan SPRE dalam organisasi kerajaan. Kertas ini memperkenalkan rangka kerja bagi
menilai status dan kedudukan sistem pengurusan rekod elektronik dalam organisasi serta
mengintegrasi teori pembangunan perisian dan pengurusan maklumat melalui Model ECM3
untuk diguna pakai dalam bidang pengurusan rekod elektronik. Hasil kajian ini diharap dapat
membantu kerajaan Negeri Selangor menilai semula tahap dan kedudukan sistem pengurusan
rekod elektronik yang diamalkan pada masa kini, seterusnya menyusun strategi yang
sewajarnya untuk meningkat keberkesanan dan kecekapan pentadbiran awam negeri. SPRE
yang baik dan berkesan mampu meningkatkan akauntabiliti, transparensi dan integriti
kerajaan dalam memenuhi keperluan rakyat.

Katakunci : Pengurusan Rekod, Rekod elektronik, Sektor Awam
Jenis kertas: Viewpoint

1.0 Pengenalan
Rekod adalah satu sumber dan aset organisasi yang berharga. Organisasi harus mencari
kaedah untuk melindungi dan mengekalkan rekod mereka sebagai bukti tindakan atau
transaksi. Organisasi yang tidak mengurus rekod dengan baik, sering menghadapi masalah
pada ketika hendak membuat keputusan seperti kehilangan rekod, rekod musnah atau dilupus
di luar dari tempoh sewajarnya (Shephard 2006).

Menurut Bank Dunia, takrifan bagi kerajaan yang baik bergantung kepada bagaimana
sesebuah kerajaan mengguna kuasanya dalam mengurus dan mengguna sumber yang boleh
menguntungkan dari aspek sosial dan ekonomi dalam pembangunan negara. Ini termasuk
bagaimana sesebuah kerajaan mengendalikan sumber maklumatnya. Kerajaan yang baik juga
dilihat melalui kesahan politik, kebertanggungjawaban, ketelusan, keterbukaan dan
kedaulatan undang-undang.

Kebertanggungjawaban merupakan antara asas penting bagi sesebuah kerajaan yang
baik. Ini kerana perkongsian kawalan dan tujuan kuasa politik, menggambarkan hubungan
kesalingbergantungan antara pemerintah dan rakyat. Kedaulatan perlembagaan turut
memastikan bahawa pemegang tampuk pemerintahan adalah bertanggungjawab sepenuhnya
terhadap setiap tindakan mereka. Blunt dalam Wamukoya (2004) menjelaskan kaitan antara
kebertanggungjawapan pemerintah dan maklumat yang direkodkan sebagai
kebertanggungjawapan birokrasi dan kerajaan bergantung sepenuhnya kepada kesediaan dan
kesahihan maklumat. Pengurusan rekod yang cekap, berkesan, sistematik dan terancang,
mampu memperbaiki dan mempertingkatkan kecekapan pentadbiran kerajaan. Untuk menjadi
kerajaan yang cekap, berkesan, mengekal dan memperbaiki daya saing, maklumat yang ada
hendaklah diurus khususnya dalam bentuk rekod yang dicipta dan diterima. Ini boleh
dilakukan sekiranya organisasi mempunyai Inisiatif Pengurusan Rekod dan Maklumat
(Robek, Brown & Stephens 2000).

2.0 Pengurusan Rekod Kerajaan
Menurut Wamukoya (1995), rekod merupakan kepentingan strategik kepada kerajaan dan
organisasi kerana mengandungi maklumat yang mempunyai kebertanggungjawaban rasmi,
meningkatkan kecekapan pengurus dalam menyalurkan maklumat dan memacu keberkesanan
dalam pembuatan keputusan.
Usaha ke arah mewujudkan perkhidmatan awam tanpa kertas telah diperkenal di
Malaysia atas kesedaran bahawa perkhidmatan awam perlu memanfaat perkembangan
teknologi terkini bagi meningkatkan kecekapan pentadbiran dan pengurusannya. Ini bertujuan
bagi membolehkan perkhidmatan awam menyediakan kemudahan terbaik kepada pelanggan.
Tumpuan terus diberi kepada penggunaan teknologi maklumat dan automasi pejabat yang
dapat mengurangkan penggunaan kertas dan dalam masa yang sama meningkatkan
kecekapan serta menjimat masa (MAMPU 1996).
Zawiyah (2004) menyatakan, program pengurusan rekod dan maklumat (PPRM)
sering tidak mendapat perhatian sewajarnya oleh organisasi, khususnya oleh pihak
pengurusan. Antara faktor yang menyebabkan PPRM tidak mendapat tempat adalah kerana
pihak pengurusan atasan keliru dan tidak yakin tentang konsep dan faedah PPRM. Faktor ini
menyebabkan organisasi tidak memperuntukkan sumber kewangan dalam belanjawan kerana
beranggapan PPRM tidak memberikan pulangan dalam jangka masa yang singkat. Tambahan
pula Jabatan Perkhidmatan Awam tidak mewujudkan jawatan khas seperti pengurus rekod
untuk mengendalikan hal ehwal tentang rekod organisasi.
Rusnah (2001b) mendapati beberapa masalah dihadapi oleh kerajaan sekiranya satu
program pengurusan rekod dan maklumat elektronik yang tersusun dan sistematik tidak
dibangunkan. Masalah tersebut ialah:
i. risiko penggunaan media yang tidak stabil dan tidak sesuai untuk storan maklumat
jangka panjang.
ii. risiko kehilangan rekod akibat penggunaan perisian atau amalan membuat salinan
bantuan yang lemah.
iii. risiko berlakunya pengubahsuaian rekod serta perubahan teknologi perisian dan
perkakasan.
iv. pembangunan sistem maklumat berelektronik yang secara umumnya bukan
dibangunkan untuk penyimpanan rekod.
Pengurusan rekod elektronik adalah penting dan signifikan kerana tanpanya
organisasi terdedah kepada masalah yang akhirnya menyebabkan kegagalan hasrat kerajaan
untuk melaksanakan e-kerajaan.

3.0 Model Kematangan Pengurusan Kandungan Enterprise (ECM3)

Model Kematangan Pengurusan Kandungan Enterprise (Enterprise Content Management
Maturity Model ECM3) boleh diguna bagi menentukan kedudukan SPRE dalam
pentadbiran kerajaan. ECM3 merupakan kombinasi dari Model Pengurusan Kandungan
Enterprise (Enterprise Content Management Model - ECM) dan Model Kematangan
Keupayaan Integrasi (Capability Maturity Model Integrated - CMMI).
ECM didefinisi oleh Association for Information and Image Management (AIIM)
(2009), sebagai strategi, kaedah dan alat untuk menggarap, mengurus, menyimpan, mengekal
dan menyampaikan kandungan serta dokumen berkaitan proses organisasi. Ia termasuk
proses dan kemahiran yang diperlukan oleh organisasi untuk mengurus aset maklumat tanpa
mengira jenis sepanjang kitar hayatnya (University of Lethbridge 2009). ECM membolehkan
maklumat tidak berstruktur organisasi, seperti pembangunan taksonomi maklumat, maklumat
berkaitan urustadbir atau operasi organisasi, transformasi dan pencerapan kandungan,
pengurusan dokumen, proses pengurusan perniagaan, pengurusan rekod dan pematuhan,
carian elektronik dan dapatan elektronik, pengurusan mel elektronik, pengurusan kandungan
web dan pengurusan laporan diurus secara sistematik. Komponen maklumat yang
terkandung dalam ECM adalah seperti rajah dibawah.

Rajah: Komponen ECM.
Sumber: Elkin 2009.

Kajian ini memfokus kepada dua komponen ECM iaitu pengurusan dokumen serta
pengurusan rekod dan pematuhan. Ini kerana pengurusan dokumen serta pengurusan rekod
dan pematuhan adalah saling berkaitan (Wallace et al 1992). Pengurusan rekod dan dokumen
yang diurus dengan baik, dapat meningkatkan kredibiliti, akauntabiliti dan ketelusan (Mutula,
2009) pentadbiran awam kerajaan.
Model Kematangan Keupayaan (CMM) pula diperkenal oleh Cernegie Mellon
Software Engineering Institute (SEI), Cernegie Mellon University, Pittsburgh, Pennsylvania,
United State dan diberi peruntukan oleh Jabatan Pertahanan US untuk mengembangkan

teknologi kejuruteraan perisian. CMM kemudian diperluaskan skopnya meliputi integrasi
kejuruteraan perisian, kejuruteraan sistem dan pengurusan projek, dikenali sebagai Model
Kematangan Keupayaan Integrasi (CMMI). Model ini membantu dalam mewujudkan satu
kaedah permodelan dan pengukuran kematangan proses pembangunan perisian oleh
organisasi. Ia memberi gambaran satu skema pengkelasan dalam membangunkan perisian
mengikut kemampuan organisasi. CMMI mempunyai lima peringkat dan organisasi boleh
mengaplikasikan CMMI untuk keseluruhan organisasi, sebahagian jabatan atau sesuatu
projek secara khusus (SEI 2009, Schwalbe 2006). Peringkat kematangan proses
pembangunan perisian CMMI adalah seperti pada rajah berikut:

Rajah: Peringkat Kematangan Proses Perisian (CMMI)
Sumber: SEI 2009, Schwalbe 2006, Marchewka 2006

i. Peringkat 1: Permulaan
Proses pembangunan perisian dianggap sebagai ad-hoc dan kadang kala kelam kabut.
Beberapa proses dikenalpasti dan kejayaan bergantung kepada usaha individu.
Pembangunan perisian dilaksanakan secara informal dan bergantung kepada tahap
kompetensi individu dalam organisasi pembangunan perisian berkenaan. Pembangunan
dalam organisasi juga kurang sistematik. Kos pembangunan, penjadualan dan kualiti
yang dihasilkan tidak boleh dijangka.

ii. Peringkat 2: Pengulangan
Asas pengurusan projek diguna untuk mengurus kos, jadual dan kefungsian. Terdapat
sistem pengurusan projek dan kawalan dalam projek pembangunan sistem.
Pembangunan sistem adalah terkawal dari segi penjadualan tetapi masih terdapat
prosedur ad-hoc. Proses pembangunan adalah berbeza mengikut projek yang
dijalankan. Proses dalam organisasi adalah stabil dan aktiviti berlaku secara berulangan
dengan piawaian yang dirancang.

iii. Peringkat 3: Pentakrifan
Proses pembangunan perisian mula didokumentasi, diseragam dan disepadu dalam
piawaian proses pembangunan perisian organisasi. Semua projek mengguna piawaian
yang disahkan dan mengikut keperluan organisasi. Terdapat sistem untuk memantau
dan menyelaras aktiviti kejuruteraan perisian. Kos dan jadual pembangunan boleh
dipercayai. Proses kerja ditakrif dengan rapi dengan pelaksanaan konsisten serta
pemahaman sistem yang lebih baik. Terdapat output dan keputusan yang jelas serta
peranan kakitangan yang luas.

iv. Peringkat 4: Pengurusan
Terdapat ukuran terperinci tentang proses pembangunan perisian dan kualiti. Proses
pembangunan perisian adalah difahami dan dikawal secara sistematik. Terdapat
kawalan statistik terhadap kualiti perisian dan organisasi melaksanakan pengukuran
serta memperbaiki ralat berasaskan analisis sebab.

v. Peringkat 5: Pengoptimuman
Proses pembaikan berterusan membolehkan maklumbalas kuantitatif dari proses, idea
dan teknologi inovatif dilaksanakan. Terdapat prosedur yang diwujudkan untuk
pengukuran dan pembaikan berterusan mengguna teknologi baru seperti pengautomatan
proses.

Lima peringkat kematangan proses pembangunan perisian CMMI sahaja, bagaimana pun
kurang sesuai diguna untuk menentukan status sistem pengurusan rekod elektronik kerajaan
dalam kerana penilaian tidak melibatkan pembangunan sistem atau mengkaji tentang proses
membangun sistem perisian pengurusan rekod elektronik dalam pentadbiran sesebuah
kerajaan. Oleh itu, ECM3 adalah tepat dan sesuai diadaptasi bagi menilai status pengurusan
rekod elektronik sesebuah kerajaan kerana merangkumi aspek kematangan pengurusan rekod
dan dokumen (dari ECM) dan kematangan dalam pembangunan perisian (dari CMMI) bagi
menilai tahap SPRE.
Model ECM3 yang dibangun dari kombinasi dua model, iaitu Model Pengurusan
Kandungan Enterprise (ECM) dan Model Kematangan Keupayaan Integrasi (CMMI),
dihasilkan dari usahasama empat firma iaitu Wipro, Smigiel Consulting Group dan Hartman
Communicatie bagi konsultasi dan sebuah syarikat analis iaitu CMS Watch yang
berpangkalan di USA. Model ECM3 merangkumi dan menyentuh pelbagai bidang dalam
pengurusan organisasi., khususnya pengurusan rekod. Bagi meningkatkan keberkesanan
model ini, ECM3 memerlukan strategi yang tersusun, teknologi, urustadbir dan pelaksanaan
secara menyeluruh (Sharpe 2009).

4.0 Pengukuran Kematangan
Terdapat pelbagai kaedah pengukuran kematangan ECM3. Kematangan yang dimaksudkan
memberi kesan kepada pengembangan pelaksanaan sistem dari peringkat jabatan kepada
peringkat seluruh organisasi, kesempurnaan dalam mengurus kitar hayat rekod kritikal
organisasi, serta jumlah rekod yang diurus dengan baik. Model ECM3 dibahagikan kepada 13
atribut melalui tiga kategori iaitu manusia, maklumat dan sistem. Kategori ini dinamakan
dimensi kematangan, yang diaplikasi merentasi organisasi tanpa mengira jenis industri, saiz,
teknologi dan objektif perniagaan. Susunan 13 atribut dalam dimensi kematangan adalah

secara rawak dan tidak mengikut susunan keutamaan (Sharpe 2009). Berikut adalah rajah
dimensi kematangan bagi ECM3:

Rajah: Dimensi Kematangan ECM3
Sumber: Sharpe 2009.

Berdasarkan rajah Dimensi Kematangan ECM3, terdapat 13 pecahan dalam dimensi
kematangan mengikut kategori. Bagi dimensi manusia, atribut yang diambil kira bagi menilai
tahap kematangan adalah kepakaran dalam urusan kerja, kemahiran teknologi maklumat,
proses dan penjajaran. Dimensi maklumat mengambil kira kandungan dan metadata,
kedalaman atau kesempurnaan dalam pengurusan kitar hayat rekod, urustadbir yang meliputi
polisi dan prosedur berkaitan teknologi maklumat, peluang guna semua rekod dan keupayaan
untuk mencapai semula rekod yang perlu pada masa yang sepatutnya.
Dimensi sistem mengandungi skop atau keupayaan fungsi sistem, kelebaran atau
kebolehupayaan untuk pengembangan sistem apabila perlu, keselamatan terhadap akses
rekod dan kebolehgunaan yang sesuai dengan keperluan organisasi. Perincian tentang setiap
atribut bagi dimensi kematangan adalah seperti jadual berikut.

Jadual: Penerangan atribut bagi dimensi kematangan ECM3
Dimensi Atribut Penerangan
Manusia Kepakaran
Operasi Kerja
Kelulusan akademik kakitangan serta kefahaman terhadap teras
ECM.
Teknologi
Maklumat
Keupayaan menggunakan kelebihan sistem dan
bertanggungjawab terhadap sistem baru.
Proses Mengembang hasil analisis organisasi terhadap proses kerja yang
berorientasi kandungan.
Penjajaran

Mengembang keberkesanan organisasi melalui kolaborasi IT,
kefahaman dan penyelarasan.
Maklumat Kandungan/
metadata
Mengembang hasil analisis organisasi tentang kandungan rekod
dan metadata.
Kedalaman Kesempurnaan dalam konteks pengurusan kitar hayat rekod.
Urustadbir Membangunkan polisi dan prosedur berkaitan pengurusan rekod.
Guna semula Meningkatkan kesedaran tentang konsep guna semula rekod.
Kebolehcarian Keupayaan untuk mencari rekod yang tepat pada masa yang
perlu.

Sistem Skop Penerimaan terhadap keupayaan fungsi ECM yang relevan dan
sesuai (seperti pengurusan dokumen, pengurusan proses kerja,
pengurusan aset digital).
Kelebaran Evolusi dari sistem peringkat jabatan kepada seluruh sistem
pengurusan organisasi, mengikut keperluan.
Keselamatan Mengawal akses kandungan rekod kepada pengguna yang
berhak.
Kebolehgunaan Aplikasi yang sesuai dengan tujuan penggunaan.
Sumber: Sharpe 2009

Berdasarkan dimensi kematangan, ECM3 telah membentuk 5 peringkat kematangan bagi
mengenalpasti tahap kesediaan organisasi dalam melaksana strategi atau matlamat dalam
pengurusan rekod. Lima peringkat kematangan dalam ECM3 adalah seperti dalam jadual
berikut.

Jadual: Peringkat kematangan ECM3 dan ciri-ciri utama.
Peringkat Penyataan Ciri-ciri

1

Tidak Terurus

Organisasi tidak mengurus rekod secara formal.
Penyimpanan rekod dibuat melaui sistem teragih
(distributed), ruang kerja dan dalam hard disk,
mengakibatkan pertindanan data, kesukaran menjejak rekod,
pengulangan kerja yang tinggi serta kesulitan pengguna
akhir.
2 Permulaan Terdapat pendekatan pengurusan rekod dalam sebahagian
projek dan fungsi organisasi. Mengguna teknologi (seperti
kolaborasi, pengurusan dokumen) dan pelbagai produk
pengurusan rekod tetapi masih pada tahap penggunaan
lemah dan aplikasi yang tidak mencukupi.
3 Pembentukan Organisasi telah mempunyai perancangan, polisi dan
prosedur yang sesuai, tetapi masih mengekalkan cara kerja
lama. Pelbagai projek pengurusan rekod dirancang tetapi
konflik risiko dan kegagalan masih kurang diberi perhatian
dalam pembangunan strategi. Kefahaman tentang kitar
hayat maklumat mula meluas dalam organisasi.
4 Pengoperasian Amalan pengurusan rekod yang baik mula meluas dalam
organisasi, termasuk dalam pelbagai sistem. Penggunaan
jadual pelupusan diaplikasi bagi semua rekod elektronik
kritikal. Organisasi juga mengenalpasti rekod yang tidak
perlu diurus oleh organisasi dan membangun ruang untuk
kerjasama.
5 Proaktif Fungsi pengurusan rekod diguna secara meluas melalui
perkongsian dan meningkatkan mutu perkhidmatan .
Organisasi mampu menerima teknologi baru apabila perlu
dan mengaplikasi dalam senibina maklumat yang fleksibel.
Kefahaman yang jitu tentang isu pengurusan rekod dan
maklumat serta operasi kerja utama menjadikan organisasi
lebih tangkas meningkat kualiti perkhidmatan.
Sumber: Sharpe 2009

Setiap peringkat mempunyai ciri-ciri yang dinilai, namun menganalisis dimensi kematangan
bagi 13 atribut yang dinyatakan sebelumnya memerlukan perincian yang lebih khusus bagi
menjelaskan peringkat kematangan setiap dimensi. Kajian ini mengadaptasi 5 peringkat
kematangan ECM3 untuk disesuaikan bagi menilai kedudukan SPRE di pejabat SUK
Selangor. Perincian penilaian adalah seperti rajah berikut:

Rajah: Perincian Peringkat ECM3
Sumber: Sharpe 2009

Penilaian terhadap tahap pelaksanaan SPRE dalam sesebuah pentadbiran kerajaan ataupun
oreganisasi boleh diukur dan dinilai berasas rajah ECM3.

5.0 Rumusan
Pembangunan dalam sektor awam memberi kesan yang besar kepada penyimpanan rekod dan
maklumat kerajaan, yang seterusnya memberi kesan langsung kepada keupayaan agensi
kerajaan dalam mendokumentasi semua urusan kerajaan serta memenuhi keperluan rakyat,
akauntabiliti dan budaya setempat (Rusnah 2001b).

Ketiadaan polisi, dasar dan garis panduan yang jelas berhubung penyimpanan dan capaian
semula rekod elekronik dalam persekitaran elektronik dan sistem kerajaan elektronik yang
baru boleh mendedahkan negara kepada pelbagai risiko kehilangan dan kerosakan maklumat.
Justeru, satu kajian bertujuan mengetahui status pengendalian dan pengurusan rekod
elektronik di pejabat SUK Selangor., seterusnya menyokong program pembangunan e-
kerajaan perlulah dilakukan (Rusnah 2001b).
Perkembangan ilmu dalam zaman maklumat ini, menyebabkan jangkaan masyarakat
umum terhadap sektor awam menjadi terbuka, telus dan memiliki akauntabiliti dalam
pembuatan keputusan. Pengurusan rekod dan maklumat harus dilihat sebagai elemen

terpenting dalam menjayakan matlamat sebagai kerajaan elektronik, seperti yang dihasratkan
oleh kerajaan Malaysia. Bagi menyokong aspirasi ini, adalah menjadi tanggungjawab pihak
pentadbir sektor awam untuk mewujudkan dan menyenggara sistem rekod elektronik yang
cekap dan berkesan. Ia harus dimulakan segera bagi membantu sektor awam membangunkan
rangka kerja yang disokong oleh polisi, prosedur, piawaian dan kawalan. Sehubungan itu,
kerajaan negeri harus mengambil langkah proaktif dalam mengetengahkan aplikasi teknologi
maklumat dalam segenap aspek pengurusan pentadbirannya, khususnya dalam mengurus
rekod. Hanya dengan pengurusan rekod yang terurus, cekap dan berkesan mampu
meningkatkan akauntabiliti, kredibiliti dan pertanggungjawaban kerajaan terhadap rakyat.

Rujukan

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Elizabeth Shepherd. 2006. An archives and records management research network (ARMReN)
for the UK: plans, activities and prospects.
UK Society of Archivists Annual Conference, Lancaster
8/09/2006.
MAMPU. 1996. Perkhidmatan Awam Malaysia: Ke Arah Kecemerlangan Melalui ISO 9000.
Kuala Lumpur: Unit Tadbiran dan Perancangan Pengurusan Malaysia (MAMPU).
Marchewka J.T. 2006. IT Project Management, Providing Measureable Organizational Value.
2
nd
ed. USA: John Wiley Sons.
Mutula, S. & Wamukoya, J.M. 2009. Public sector information management in east and
southern Africa: Implication for FOI, democracy and integrity in government.
International Journal of Information Management. 29(5):333-341.
Rusnah Johare .2001b. Electronic Record Management in Malaysia: the need for an
organizational and legal framework. Record Management Journal. Vol.11.no 2.

Robek, Brown, Stephens. 2000. Information and Records Management Document-based
Information Systems. 4 th ed. Mc Graw Hill.
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th
ed. Canada: Thomson Course Technology.
Sharpe. A.P, Durga A., Smigiel. D., Hartman. E & Byrne. T. 2009. ECM Maturity Model.
http://ecmmaturity.files.wordpress.com/2009/02/ec3m-v01_0.pdf. [3 Disember 2009].
Software Engineering Institute. 2009. CMMI: Overview.
http://www.sei.cmu.edu/cmmi/index.cfm. [14 Dis 2009].
University of Lethbridge. 2009. Record Management Terms.
http://www.uleth.ca/lib/archives/records_Management/display.asp?PageID=226. [14
Disember 2009].
Wallace, Lee & Schubert,.1992,. Record Management: Integrated Information Systems. Ed.
Ke-3. New Jersey: Prentice Hall.
Wamukoya, J. M. 2004. E-Governance: The Need for E-Records Readiness Assessment Tool,
SADC Regional Consultation on National e-Government Readiness, Botswana.
http://www.irmt.org/download/CVs/Wamukoya.pdf. [22 Feb 2007]
Wamukoya, J. M. 1995. Records: A neglected information resources in Africa. Record
Management Journal. Vol. 5, No.1, 1995: 15-22
Zawiyah Mohd Yusof. 2004. Nota Kuliah TP 6123: Pengurusan dan Pencarian
Maklumat.UKM. Bangi.

FACEBOOK : FENOMENA YANG MEMBAWA KETAGIHAN?
Mohd Effendi @ Ewan bin Mohd Matore
Bahagian Penguatkuasaan dan Inspektorat
Jabatan Pengajian Tinggi
effendi_ewan@yahoo.com

Abstrak

FACEBOOK, suatu fenomena yang menyerap dengan pantas dan dilihat sebagai
tsunami baru selepas myspace dan friendster. Sehingga Februari 2010, Facebook telah
meluaskan pengaruhnya kepada 400 juta pengguna seluruh dunia. Ketagihan terhadap
facebook telah menembusi semua peringkat lapisan masyarakat terutamanya pelajar. Maka,
kajian awal ini bertujuan untuk mengenalpasti tahap ketagihan Facebook dalam kalangan
pelajar SMK Khir Johari daripada aspek keseluruhan dan gender. Kajian mengkaji jumlah
jam penggunaan Facebook sehari, jangka pengalaman penggunaan Facebook dan anggaran
jumlah rakan dalam Facebook pelajar. Selain itu, kajian mengenalpasti sama ada terdapat
perbezaan yang signifikan tahap ketagihan Facebook dalam kalangan pelajar daripada aspek
gender dan sama ada terdapat hubungan antara tahap ketagihan Facebook dengan tahap
pencapaian akademik. Seramai 50 orang pelajar (pengguna Facebook) di SMK Khir Johari
telah dipilih secara persampelan rawak mudah. Dapatan kajian menunjukkan pelajar
mempunyai tahap ketagihan yang tinggi terhadap Facebook ialah sebanyak 54.0%. Pelajar
lelaki mempunyai tahap ketagihan Facebook lebih tinggi berbanding pelajar perempuan.
Jumlah masa penggunaan Facebook oleh pelajar yang paling dominan ialah sebanyak 2 jam
sehari iaitu sebanyak 38 %. Jangka pengalaman menggunakan Facebook paling dominan
ialah selama 3 tahun iaitu 56 %. Anggaran jumlah rakan yang paling dominan dalam
kalangan adalah antara 201 hingga 300 orang rakan iaitu sebanyak 36 %. Tidak wujud
perbezaan yang signifikan secara statistik pada tahap ketagihan Facebook bagi gender di
samping memiliki hubungan yang lemah bagi tahap ketagihan Facebook (r= .103, p=.475)
dengan pencapaian akademik pelajar. Sehubungan dengan beberapa keputusan keputusan
kajian yang diperoleh, maka cadangan utama telah dikemukakan.

Keywords: facebook, ketagihan, gender, pencapaian akademik

1. Pengenalan
Facebook telah diasaskan oleh Mark Zuckerberg pada Februari 2004 dan beliau
merupakan Ketua Pegawai Eksekutif yang bertanggungjawab dalam merangka hala tuju dan
strategi pemasaran syarikat. Beliau mengetuai rekabentuk perkhidmatan Facebook
merangkumi teknologi dan infrastruktur. Mark telah menamatkan pengajian di Universiti
Harvard dalam pengajian sains komputer sebelum memindahkan syarikat ke Palo Alto,
California. Antara mereka yang berada di sebalik kekuatan penubuhan Facebook ini adalah
Mark Zuckerberg, Marc Andreessen, Jim Breyer, Don Graham dan Peter Thiel. Pemerhatinya
pula terdiri daripada David Sze dan Paul Madera.
Sehingga kini, Facebook memiliki ibu pejabat pengurusan yang beroperasi di Palo
Alto, California, Amerika Syarikat. Pejabat lain merangkumi Atlanta; Birmingham,
Michigan; Chicago; Dallas; Detroit; New York; Venice Beach, Calif. dan Washington, DC.
Manakala pejabat antarabangsa pula menjalankan operasi di Dublin; London; Milan; Paris;

Stockholm; Sydney dan Toronto. Facebook mempunyai kekuatan lebih kurang 1200 orang
pekerja bagi menjayakan visi dan misi syarikat.
Facebook sebenarnya berperanan sebagai medium sosial bagi membantu masyarakat
berkomunikasi dengan lebih efisien bersama rakan, keluarga dan rakan sekerja. Facebook
membina yang menghubungkan perkongsian maklumat melalui jaringan sosial di seluruh
pelusuk dunia, malah turut digunakan untuk pembangunan negara. Menurut Setiausaha
Politik kepada Perdana Menteri iaitu Datuk Shahlan Ismail, Datuk Seri Najib Tun Razak akan
menjadikan cadangan bernas yang dikemukakan oleh rakyat melalui facebook kepada beliau
sebagai panduan dalam memperkasakan 1Malaysia melalui Facebook (Utusan Malaysia, 9
Mac 2010). Selain itu, Perdana Menteri telah menerima beratus ratus cadangan yang
berguna daripada rakyat selepas beliau membentangkan Bajet 2010. Ini suatu petanda yang
baik bahawa masyarakat kini telah memanfaatkan penggunaan Teknologi Komunikasi
Maklumat (ICT)(Utusan Malaysia, 14 Mac 2010).Sesiapa sahaja boleh mendaftar dengan
Facebook seterusnya berinteraksi dengan sesiapa sahaja yang mereka percayai di Facebook.
Ellison, Steinfield, dan Lampe (2007) menyatakan Facebook menyediakan ruang yang luas
kepada pengkaji yang berminat dalam komunikasi yang menghubungkan tren offline kepada
online.

1.1. Fenomena Facebook Melanda Dunia

Sehingga Februari 2010, Facebook memiliki lebih 400 juta pengguna yang aktif.
Berdasarkan Rajah 1, bilangan pengguna aktif terhadap Facebook ini telah meningkat saban
bulan dan tahun. Kadar kenaikan peratusannya sejak April 2009 menokok sebanyak 50 juta
pengguna. Hanya dalam tempoh antara 5 hingga 6 tahun, Facebook telah memperlihatkan
peningkatan mendadak dengan kenaikan daripada 1 juta pengguna kepada 400 juta pengguna.
Di Malaysia, Facebook mengumpul lebih daripada 5 juta pengguna aktif di Malaysia.
Fenomena Facebook ini bakal terus berkembang menerusi kempen oleh kerajaan dan media
dalam mempromosikan gagasan 1Malaysia dan laman peminat mereka (Utusan Malaysia, 17
Mac 2010).

Rajah 1 : Bilangan Pengguna Facebook di Seluruh Dunia (Juta)

1.2. Penyataan Masalah

Berdasarkan laman web rasmi Facebook.com, Jadual 1 menunjukkan beberapa data
yang boleh dilihat berhubung senario sebenar fenomena Facebook yang melanda dunia kini.
Stutzman (2005) dalam Neil Selwyn (2007) menyatakan pengguna boleh menggunakan
1 5.5
12
20
50
100
150
175
200
250
300
350
400
0
100
200
300
400
500
Bilangan Pengguna Aktif
FACEBOOK (JUTA) Di Seluruh
Dunia
Bilangan

Facebook salah satunya untuk membuang masa dan merupakan pembunuh sebenar kepada
pelajar. Orang ramai cenderung untuk menghabiskan masa mereka dengan Facebook akibat
ketagihan ditambah pula dengan golongan sasaran utama adalah kalangan pelajar.

Jadual 1 : Statistik Umum berkenaan laman Facebook
Bil Statistik Umum Berkaitan Laman Facebook
1 50% pengguna aktif telah melayari Facebook pada setiap hari.
2 Lebih daripada 35 juta pengguna memperbaharui status mereka setiap hari.
3 Lebih daripada 60 juta menghantar status diperbaharui mereka setiap hari.
4 Lebih daripada 3 billion foto diupload ke facebook setiap bulan.
5 Lebih daripada 3.5 juta majlis dianjurkan ke Facebook setiap bulan.
6 Terdapat lebih 70 terjemahan terdapat di Facebook.
7 Sebanyak 70 peratus pengguna Facebook adalah di luar United States.
8 Terdapat lebih 100 juta pengguna aktif telah melayari laman facebook
menggunakan peralatan telekomunikasi.

Dewasa ini, terdapat liputan meluas bahawa kajian menunjukkan pengguna Facebook
mendapat gred yang lebih rendah. Bagi pelajar PhD iaitu Aryn Karspinki dari Ohio State
University dengan tajuk A Description of Facebook Use and Academic Performance Among
Undergraduate and Graduate Students dan mendapati terdapat hubungan yang munasabah
antara Facebook, penurunan gred dan kekurangan peruntukan masa belajar (Renay San
Miguel, 2009). Antara dapatan beliau adalah :

a. Pengguna Facebook mendapat purata nilai mata 3.0 3.5 berbanding bukan pengguna
Facebook mendapat 3.5 4.0.
b. Pengguna Facebook memperuntukkan masa belajar 1-5 jam berbanding bukan
pengguna Facebook memperuntukkan 11 15 jam masa belajar seminggu.
c. Pelajar yang dominan menggunakan Facebook adalah mereka yang mengikuti kursus
Sains, Teknologi, Matematik, Kejuruteraan dan Perniagaan.

Kini terdapat hasil kajian baru yang mengkritik dapatan lama dengan mendapati
bahawa tiada korelasi antara Facebook dengan pencapaian akademik (gred). Keputusan
kajian oleh calon PhD di Stanford University iaitu Josh Pasek mendapati ia tiada hubungan
atau hubungan positif yang kecil (Josh Pasek, Eian More, & Eszter Hargittai, 2009). Menurut
Wendy Leopold (2009), ia bukan bermaksud bahawa penggunaan Facebook yang berlebihan
memberi kesan buruk pada pencapaian akademik Maka kajian ini bertujuan untuk mengkaji
sama ada terdapat perhubungan yang signifikan antara tahap ketagihan Facebook dengan
tahap pencapaian akademik pelajar di SMK Khir Johari.

1.3. Objektif Kajian

a) Mengenalpasti tahap ketagihan Facebook dalam kalangan pelajar SMK Khir Johari
daripada aspek keseluruhan.
b) Mengenalpasti tahap ketagihan Facebook dalam kalangan pelajar SMK Khir Johari
daripada aspek gender.
c) Mengenalpasti jumlah jam penggunaan Facebook sehari, jangka pengalaman
penggunaan Facebook dan anggaran jumlah rakan dalam Facebook dalam kalangan
pelajar SMK Khir Johari.

d) Mengenalpasti sama ada terdapat perbezaan yang signifikan tahap ketagihan Facebook
dalam kalangan pelajar SMK Khir Johari daripada aspek gender.
e) Mengenalpasti sama ada terdapat hubungan antara tahap ketagihan Facebook dengan
tahap pencapaian akademik pelajar SMK Khir Johari.

1.4. Kepentingan Kajian

Kajian ini juga boleh dijadikan asas pada Kementerian Pengajian Tinggi (KPT) dan
Kementerian Pelajaran Malaysia (KPM) bagi mempertimbangkan cadangan untuk
menjadikan Facebook dalam proses Pengajaran dan Pembelajaran (P&P). Selain itu, kajian
ini juga diharap mampu menghasilkan penyelesaian mengurangkan ketagihan Facebook
dalam kalangan pelajar.

2. Metodologi Kajian
2.1 Sampel dan Populasi
Sampel bagi kajian ini adalah pelajar di SMK Khir Johari, Tanjong Malim, Perak
seramai 50 orang. Pelajar yang dipilih adalah mereka yang mempunyai akaun Facebook dan
pernah menggunakannya. Persampelan yang digunakan ialah persampelan rawak mudah.

Rajah 2 : Aliran hubungan Antara Pembolehubah Kajian

Rajah 2 menunjukkan variabel bersandar bagi kajian ini adalah tahap ketagihan
Facebook pelajar dan variabel bebas adalah gender, jumlah jam penggunaan Facebook sehari,
jangka pengalaman penggunaan Facebook dan anggaran jumlah rakan dalam Facebook.
Gender merupakan jantina (lelaki atau perempuan), jangka pengalaman penggunaan
Facebook (dalam tahun), jumlah jam penggunaan Facebook sehari (dalam jam) dan anggaran
jumlah rakan dalam Facebook (bilangan rakan). Pencapaian akademik pula diukur dengan
jumlah bilangan A dalam ujian terbaru.

2.2 Instrumen Kajian
Kajian ini menggunakan alat ukuran yang diadaptasi daripada instrumen Facebook
Addiction Test (F.A.T) oleh Amanda Proffit Gill dari Chicago. Soal selidik ini masih baru
dan mengandungi 20 soalan yang menguji respon responden sama ada mereka mengalami
ketagihan Facebook.
Jadual 1 : Klasifikasi Tahap Ketagihan
Poin Tahap Ketagihan Kenyataan
20 - 49 poin Tahap Ketagihan Tinggi
Anda mesti mengawal penggunaan
berlebihan daripada Facebook.
50 -79 poin Tahap Ketagihan Sederhana
Anda seharusnya mempertimbangkan kesan
utamanya pada kehidupan.
80 - 100 poin Tahap Ketagihan Rendah Anda harus menilai impak Facebook pada

kehidupan anda dan mengenalpasti masalah
utama disebabkan penggunaan Facebook.

2.3 Normaliti Data
Berdasarkan ujian Kolmogorov-Smirnov(a) dan Shapiro-Wilk, didapati nilai aras
signifikan (p>0.05) iaitu 0.134 dan 0.411 menunjukkan nilai adalah tidak signifikan. Ini
membuktikan data kajian bertaburan normal. Hal ini juga disokong oleh nilai skewness dan
kurtosis yang menunjukkan nilai adalah masing masing 0.157 dan -0.295. Oleh kerana nilai
kedua duanya berada antara 2.0, maka data adalah bertaburan normal. Maka ujian yang
sesuai bagi analisis statistik inferensi adalah ujian statistik berparametrik iaitu Ujian t bagi
dua sampel tidak bersandar dan Ujian Korelasi Pearson.

2.4 Analisis Data
Kaedah statistik yang digunakan untuk menganalisis data yang dikumpulkan bagi
kajian ini adalah seperti dalam Jadual 1 di bawah :
Jadual 2 : Kaedah statistik penganalisaan data bagi setiap objektif kajian
Objektif Jenis Analisis Alat Ujian
1
Mengenalpasti tahap ketagihan Facebook dalam kalangan
pelajar SMK Khir Johari daripada aspek keseluruhan.
Analisis
Deskriptif
2
Mengenalpasti tahap ketagihan Facebook dalam kalangan
pelajar SMK Khir Johari daripada aspek gender.
Analisis
Deskriptif
3
Mengenalpasti jumlah jam penggunaan Facebook sehari,
jangka pengalaman penggunaan Facebook dan anggaran
jumlah rakan dalam Facebook dalam kalangan pelajar SMK
Khir Johari.
Analisis
Deskriptif
4
Mengenalpasti sama ada terdapat perbezaan yang signifikan
tahap ketagihan Facebook dalam kalangan pelajar SMK Khir
Johari daripada aspek gender.
Analisis
Ujian t
5
Mengenalpasti sama ada terdapat hubungan antara tahap
ketagihan Facebook dengan tahap pencapaian akademik
pelajar SMK Khir Johari.
Ujian Korelasi
Pearson

3.0 Keputusan Kajian dan Perbincangan

3.1 Objektif Kajian 1 : Mengenalpasti tahap ketagihan Facebook dalam kalangan
pelajar SMK Khir Johari dari aspek keseluruhan.
Jadual 3: Tahap ketagihan Facebook dalam kalangan pelajar SMK Khir
Johari daripada aspek keseluruhan.
Tahap Ketagihan Facebook Frekuensi Peratus
Tahap Ketagihan Tinggi 27 54.0 %
Tahap Ketagihan Sederhana 23 46.0 %
Tahap Ketagihan Rendah 0 0.0 %
Jumlah 50 100.0 %
Secara keseluruhannya, semua responden pelajar SMK Khir Johari mempunyai tahap
ketagihan yang tinggi terhadap Facebook iaitu sebanyak 54.0% (27 orang) berbanding
ketagihan yang sederhana sebanyak 46.0% (23 orang).

3.2 Objektif Kajian 2 : Mengenalpasti tahap ketagihan Facebook dalam kalangan
pelajar SMK Khir Johari dari aspek gender.
Jadual 4: Tahap ketagihan Facebook dalam kalangan pelajar SMK Khir
Johari daripada aspek gender.
Jantina N Mean SP
Lelaki 30 3.9817 .16942
Perempuan 20 3.9600 .17366
Jumlah 50 3.9730 .16970
Dapatan menunjukkan bahawa pelajar lelaki (min = 3.9817) mempunyai tahap
ketagihan Facebook yang lebih tinggi sedikit berbanding pelajar perempuan
(min = 3.9600).

3.3 Objektif Kajian 3 : Mengenalpasti jumlah jam penggunaan Facebook (sehari),
jangka pengalaman penggunaan Facebook dan anggaran jumlah rakan dalam
Facebook dalam kalangan pelajar SMK Khir Johari.
Jadual 5: Jumlah masa penggunaan Facebook (sehari) dalam kalangan pelajar
SMK Khir Johari.
Jumlah Masa Penggunaan
Facebook (sehari)
Frekuensi Peratus
1 jam 4 8.0%
2 jam 19 38.0%
3 jam 14 28.0%
4 jam 11 22.0%
5 jam 2 4.0%
Jumlah 50 100.0 %
Dapatan menunjukkan bahawa jumlah masa penggunaan Facebook sehari oleh pelajar
yang paling dominan ialah sebanyak 2 jam iaitu sebanyak 38 peratus (19 orang),
diikuti selama 3 jam iaitu 28 peratus (14 orang) dan paling tidak dominan ialah 5 jam
iaitu sebanyak 4 peratus (2 orang).

Jadual 6: Jangka pengalaman penggunaan Facebook dalam kalangan pelajar SMK
Khir Johari.
Pengalaman Menggunakan Facebook Frekuensi Peratus
Kurang daripada 1 tahun 0 0.0%
1 tahun 0 0.0%
2 tahun 22 44.0%
3 tahun 28 56.0%
Melebihi 3 tahun 0 0.0%
Jumlah 50 100.0 %
Dapatan menunjukkan bahawa jangka pengalaman menggunakan Facebook paling
dominan ialah selama 3 tahun iaitu 56 peratus (28 orang) diikuti selama 2 tahun iaitu
44 peratus (22 orang).

Jadual 7: Anggaran Jumlah rakan dalam kalangan pelajar SMK Khir Johari
di Facebook.
Jumlah rakan di Facebook Frekuensi Peratus
Bawah 100 orang rakan 3 6.0%
101 hingga 200 orang rakan 3 6.0%

Lebih 500 orang rakan 5 10.0%
Jumlah 50 100.0 %

Dapatan menunjukkan bahawa anggaran jumlah rakan yang paling dominan dalam
kalangan pelajar SMK Khir Johari adalah antara 201 hingga 300 orang rakan iaitu
sebanyak 36 peratus (18 orang).

3.4 Objektif Kajian 4 : Mengenalpasti sama ada terdapat perbezaan yang signifikan
tahap ketagihan Facebook dalam kalangan pelajar SMK Khir Johari daripada
aspek gender.

Jadual 8: Ujian T bagi dua sampel tidak bersandar digunakan untuk menentukan
sama ada wujud perbezaan yang signifikan daripada aspek gender bagi
tahap ketagihan Facebook.
Aspek Jantina Min Sisihan Piawai
Ujian t
t Sig (2 hujung)
Gender
Lelaki 3.9817 .16942
0.439 0.663
Perempuan 3.9600 .17366
* perbezaan yang signifikan pada aras keertian = 0.05
Dapatan (p > 0.05) menunjukkan bahawa tidak wujud perbezaan yang signifikan
secara statistik dalam tahap ketagihan Facebook bagi kumpulan pelajar lelaki dan
perempuan dalam kalangan pelajar SMK Khir Johari.

3.5 Objektif Kajian 5 : Mengenalpasti sama ada terdapat hubungan antara tahap
ketagihan Facebook dengan tahap pencapaian akademik pelajar SMK Khir
Johari.
Jadual 9: Ujian Korelasi Pearson digunakan untuk mengenalpasti sama ada terdapat
hubungan antara tahap ketagihan Facebook dengan tahap pencapaian
akademik pelajar SMK Khir Johari.
Pencapaian Akademik
Ketagihan Facebook Pearson Correlation .103
Sig. (2-tailed) .475
N 50

Dapatan di atas menunjukkan kekuatan korelasi yang lemah bagi tahap ketagihan
Facebook (r= .103, p=.475) terhadap pencapaian akademik pelajar.

4.0 Kesimpulan
Terdapat beberapa kesimpulan penting dalam kajian ini iaitu :
(a) Pelajar SMK Khir Johari mempunyai tahap ketagihan yang tinggi terhadap
Facebook iaitu sebanyak 54.0%.
(b) Pelajar lelaki mempunyai tahap ketagihan Facebook yang lebih tinggi
berbanding pelajar perempuan.
(c) Jumlah masa penggunaan Facebook sehari oleh pelajar yang paling dominan
ialah sebanyak 2 jam iaitu sebanyak 38 %.

(d) Jangka pengalaman menggunakan Facebook paling dominan ialah selama 3
tahun iaitu sebanyak 56 %.
(e) Anggaran jumlah rakan yang paling dominan dalam kalangan pelajar SMK Khir
Johari adalah antara 201 hingga 300 orang rakan iaitu sebanyak 36 %.
(f) Tidak wujud perbezaan yang signifikan secara statistik dalam tahap ketagihan
Facebook bagi kumpulan pelajar lelaki dan perempuan dalam kalangan pelajar
SMK Khir Johari.
(g) Terdapat korelasi yang lemah bagi tahap ketagihan Facebook (r= .103, p=.475)
dengan pencapaian akademik pelajar.

5.0 Cadangan

Berdasarkan dapatan kajian yang diperolehi, beberapa cadangan telah dikemukakan.
Cadangan berikut adalah berdasarkan dapatan dan isu yang bersesuaian untuk direnung
bersama. Antara cadangan dan kesimpulan yang boleh dikemukakan kepada pihak sekolah
SMK Khir Johari, Tanjong Malim, Perak adalah :

(a) Meningkatkan aktiviti pengajaran dan pembelajaran (P&P) berasaskan Facebook
di sekolah. Ia disokong oleh Sturgeon C. M. & Walker C. (2009) yang
menyatakan 50 peratus ahli akademik berpendapat Facebook berpotensi sebagai
alat akademik.
(b) Pelajar mesti diberi banyak aktiviti luar/kokurikulum/sosial bagi mengelakkan
tumpuan berlebihan kepada Facebook.
(c) Mewujudkan Ahli Kelab Facebook di sekolah bagi tujuan manfaat berunsurkan
sharing knowledge, promosi, silaturahim dan banyak lagi.

7.0 Rujukan
Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook friends: Social
capital and college students use of online social network sites. Journal of Computer-
Mediated Communication, 12(4), 1143-1168.
Josh Pasek, Eian More, & Eszter Hargittai (2009). Facebook and academic performance :
Reconciling a media sensation with data First Monday. 14(5).
Neil Selwyn (2007). Screw Blackboard .. do it on Facebook!: An investigation of students
educational use of Facebook. Facebook Social Research Symposium: University of
London.
Renay San Miguel (2009). Study on Facebook and Grades Becomes Learning Experience for
Researcher. TechNewsWorld.
Sturgeon C. M. & Walker C. (2009). Faculty on Facebook: Confirm or Deny?. 14th Annual
Instructional Technology Conference : Middle Tennessee State University.
Wendy Leopold (2009). Is there a relationship between Facebook, Grades?. Newscenter:
Northwestern University
Cadangan bernas dalam Facebook jadi panduan PM. (2010, 09 Mac).Utusan Malaysia.
Guna Facebook Secara Positif. (2010, 17 Mac).Utusan Malaysia.
Lima juta warga Malaysia aktif dalam Facebook. (2010, 14 Mac).Utusan Malaysia.
Laman Web Rasmi Facebook. Retrieved April 1, 2010 from the World Wide Web:
http://www.facebook.com

PEMBANGUNAN DAN PENILAIAN KOSWER MULTIMEDIA COMPUTER
NETWORKS & COMMUNICATIONS: SATU KAJIAN TINJAUAN

Hafizul Fahri Hanafi
1
, Nadia Akma Ahmad Zaki
2
, Mohd Helmy Abd Wahab
3

1,2
Fakulti Teknologi Maklumat dan Komunikasi
Universiti Perguruan Sultan Idris
hafizul@ftmk.upsi.edu.my, nadiaakma@upsi.edu.my

3
Fakulti Kejuruteraan Elektrik dan Elektronik
Universiti Tun Hussein Onn Malaysia
helmy@uthm.edu.my

Abstrak
Kertas kerja ini membincangkan satu kajian tinjauan yang membincangkan empat isu penting
berkaitan dengan pembangunan dan penilaian perisian kursus multimedia di kalangan pelajar
yang mengambil matapelajaran Teknologi Maklumat. Pengumpulan data dibuat
menggunakan Soal selidik dan perisian multimedia. Sampel kajian terdiri daripada 35 pelajar
tingkatan empat. Data dianalisis menggunakan kaedah deskriptif dan statistik taabiran
(analisis faktor dan analisis regresi). Dapatan kajian menunjukkan pelajar yang mengambil
matapelajaran Teknologi Maklumat mempunyai tahap pengetahuan dan kemahiran
penggunaan komputer yang tinggi dan ini juga merupakan peramal yang baik untuk
menentukan pelajar mengambil matapelajaran Teknologi Maklumat. Rekabentuk perisian
multimedia jenis antaramuka boleh memudahkan pembelajaran dan pengajaran bagi
matapelajaran Teknologi Maklumat. Kajian ini juga membuktikan Bahasa Inggeris menjadi
bahasa penghantar bukan penghalang dalam proses pemindahan ilmu kepada pelajar. Secara
kesimpulannya, dapatan kajian ini memberi implikasi yang besar terhadap perkembangan
teori, pengamal dan pembentukan dasar yang berkaitan dengan bidang teknologi pendidikan.
Kata kunci: multimedia, koswer, teknologi maklumat, komputer, teknologi pendidikan.

1. Pengenalan

Alaf ke-21 merupakan satu era globalisasi yang terkenal dengan dunia ledakan maklumat,
pelbagai teknologi digunakan untuk menyebarkan maklumat dan pengetahuan. Teknologi
yang dihasilkan diaplikasikan dalam pelbagai bidang sama ada profesional dan bukan
profesional. Bidang pendidikan juga menerima ledakan maklumat ini sebagai satu inisiatif
baru dalam meningkatkan kemajuan bidang ini. Penggunaan komputer adalah sinonim
dengan salah satu aplikasi teknologi. Dalam bidang pendidikan, penggunaan komputer bukan
sahaja digunakan sebagai alat penyebaran maklumat malahan juga adalah satu alat yang
mampu membantu dalam proses pembelajaran dan pengajaran. Menurut Zoraini Wati Abas
(1994), penggunaan komputer akan menjadikan pelajar-pelajar mempunyai kemahiran daya
berfikir dan dapat meningkatkan pengetahuan mereka dalam menyediakan diri dalam corak
kehidupan di abad ke-2 1.

Akibat perubahan yang begitu pesat ini, sistem pedidikan di Malaysia mewujudkan Projek
Perintis Sekolah Bestari yang bermula pada tahun 1997. Penggunaan Bahasa Inggeris dalam
matapelajaran Sains dan Matematik yang mula dilaksanakan pada tahun 2003 merancakkan
lagi penggunaan teknologi maklumat apabila Kementerian Pendidikan Malaysia

memperuntukkan RM5 billion bagi menyediakan kemudahan seperti Projektor, LCD, notebook
dan juga bahan pengajaran berbentuk CD interaktif (Berita Harian, 20 Julai, 2002) sebagai satu
cara bagi memudahkan lagi proses pengajaran dan pembelajaran di sekolah dan wujudkan
suasana lebih interaktif dalam pembelajaran pelajar.

Kaedah pembelajaran sekolah bestari yang berpusatkan pelajar dan pembelajaran kendiri
telah menghapuskan pembelajaran berpusat guru yang dimalkan sebelum ini, sekaligus
menghapuskan pembelajaran secara "Chalk and Talk yang besifat pembelajaran
konvensional. Disini guru hanya bertindak sebagai fasilitator kepada pelajar. Guru lebih
mengamalkan Teori Pembelajaran Konstruktivisme di mana pel aj ar akan membi na
penget ahuan dari pengal aman sedi a ada sert a mencambahkannya dengan
pengetahuan baru yang diteroka sendiri. Menurut Perkins (1991), tujuan asas pendidikan
adalah untuk berusaha ke arah pemahaman, peyimpanan, dan penggunaan pengetahuan secara
aktif. Guru yang bertindak sebagai fasilitator kepada pelajar perlulah mempunyai inisiatif yang
tinggi bagi membantu pelajar menjana ilmu, guru perlulah menyediakan bahan pengajaran
yang sesuai dan meransang minda pelajar untuk meneroka ilmu. Dengan ini, sebagai satu
bahan pengajaran yang berkesan kepada pelajar adalah dengan penggunaan bahan
multimedia yang berinteraktif.

Berasaskan Program Perintis Sekolah Bestari bermula tahun 1997, kaedah pembelajaran
adalah berbeza dan kaedah konvensional. Susulan perubahan ini, pelbagai inisiatif diambil
Pihak Kementerian Malaysia bagi memastikan program ini mencapai matlamat yang telah
ditetapkan. Satu strategi yang digunakan adalah dengan mengedarkan perisian kursus
multimedia interaktif ke sekolah sebagai satu alat Bantu mengajar dan belajar di sekolah.
Dengan wujud persekitaran pembelajaran yang berbeza dan masih lagi di tahap prematur ini,
maka banyaklah agensi-agensi yang membangunkan pelbagai bahan pengajaran berbentuk
perisian kursus multimedia interaktif sama ada secara atas talian ataupun berbentuk CD
interaktif.

Seiring dengan penerimaan penggunaan bahan pengajaran berbentuk perisian kursus, pihak
kementerian juga telah menetapkan garis panduan yang perlu digunapakai bagi
membangunkan perisian kursus yang bermutu tinggi, kandungan yang relevan dengan
sukatan matapelajaran, metodologi yang selari dengan model-model pengajaran bagi
memastikan penggunaan bahan seperti ini mendatangkan efektif yang tinggi dalam diri
pelajar. Dua konsep utama yang perlu digunapakai semasa pembangunan bahan perisian
kursus ini adalah dengan memastikan isi kandungan adalah sentiasa diolah secara kreatif
tetapi masih lagi mengikut sukatan pelajaran dan antaramuka perisian dapat merangsang
minda pelajar.

Dalam menghasilkan satu perisian kursus multimedia yang menarik seharusnya ia di
integrasikan dengan kelima-lima elemen multimedia iaitu teks, grafik, audio, video dan
animasi. Menurut Reeves (1992), perisian multimedia interaktif merupakan satu asas data
berkomputer yang membenarkan pengguna untuk audio. Perisian seperti ini direka khas
dengan rangkaian nod informasi bagi membenarkan pengguna mendapat
maklumat mengikut keperluan mereka. Multimedia interaktif bukanlah suatu media
untuk menyampaikan maklumat atau pengetahuan sahaja tetapi merupakan alat untuk
membina pengetahuan. Ia mestilah mampu berperanan sebagai suatu alat kognitif,
kolaboratif dan komunikasi dengan menyediakan persekitaran pengajaran-pembelajaran yang
boleh menyokong, membimbing dan memperluas proses pemikiran penggunanya.

Konsep yang perlu dipertimbangkan semasa membangunkan perisian kursus multimedia
interaktif ini adalah keharmonian rekabentuk antaramukanya. Konsep ini amat penting bagi
membezakan penggunaannya berbanding pembelajaran secara konvensioanal. Penggunaan
warna, objek, imej, teks, imej video atau penggunaan audio hendaklah selaras dengan isi
kandungan dan menarik. Kandungan yang disampaikan melalui perisian kursus hendaklah
diwakilkan dan diolah dengan sempurna bagi mengelakkan kesalahfahaman pelajar sama ada
dari segi konsep atau teori.

Piaget(1932) menyatakan dalam prinsip keduanya melalui Teori Konstruktivisme bahawa
manusia belajar melalui eksplorasi/penerokaan aktif. Pembelajaran tercetus apabila pelajar
sedar bahawa terdapat ketidaktepatan di antara perwakilan pengetahuan dengan
pengalamannya. Piaget melabelkan keadaan ini sebagai keadaan ketidakseimbangan
(disequilibrium). Proses menukar perwakilan pengetahuan sejajar dengan pengalaman
adalah proses akomodasi (accomodation). Di sini jelas menunjukkan betapa perwakilan
yang disampaikan hendaklah sejajar dan tidak boleh lari dari sukatan pelajaran dan teori-
teori pembelajaran yang diguna pakai sebelum ini bagi mengelakkan pelajar berada dalam
keadaan ketidakseimbangan semasa menggunakan perisian kursus multimedia ini.

Perisian kursus multimedia interaktif ini dibangunkan dengan konsep interaktif supaya
pelajar mampu melayarinya dengan pembelajaran terarah kendiri. Teknologi komputer
seharusnya digunakan sebagai alat kognitif yang dapat membantu proses pembinaan
pengetahuan/pemikiran dan bukan hanya sebagai media untuk menyampaikan
pengetahuan. Alat kognitif adalah alat yang berkaitan dengan teknologi komputer
yang digunakan bagi tujuan membantu proses kognitif (Kommers, Jonassen, dan Mayes,
1992). Ia merupakan alat pembantu dan pembina pengetahuan yang boleh diaplikasikan
kepada domain subjek. Jonnassen (1995) berpendapat bahawa suatu peralatan adalah tidak
sesuai digunakan oleh pelajar sekiranya is tidak menggalakkan pelajar berfikir secara
mendalam (deep processing) apa yang hendak dipelajari dan sekiranya alat ini tidak dapat
membantu proses pembelajaran. Dengan ini, kertas cadangan dibuat sebagai satu landasan
atau satu bantuan sebelum satu pembangunan perisian kursus ini dijalankan. Ini bagi
memastikan semua konsep yang dinyatakan di dalam kertas cadangan ini digunapakai semasa
pembangunan perisian kursus selepas ini.

1.1 Penyataan Masalah

Sekolah Bestari Malaysia ialah institusi pembelajaran yang direka semula secara menyeluruh
(systemically) dari segi proses pengajaran-pembelajaran dan pengurusan sekolah untuk
membantu pelajar menghadapi cabaran zaman maklumat. Kewujudan konsep sekolah ini
telah merubah kurikulum lama kepada kurikulum bare yang lebih selaras. Bermula tahun
2003, matapelajaran ini yang tergolong dalam golongan aliran Sains telah ditetapkan
penggunaan Bahasa Inggeris sebagai bahasa penyampai. Kandungan kurikulum yang asalnya
menggunakan bahasa melayu telah ditukar kepada bahasa Inggeris yang mudah, namun
begitu masih lagi terdapat perbezaan beberapa konsep yang digunakan dalam kandungan
matapelajaran. Perisian kursus multimedia yang diedarkan sebelum ini oleh pihak
kementerian tidak lagi relevan dengan peralihan bahasa ini kerana terdapat beberapa istilah
yang tidak boleh digunapakai lagi.

Kajian ini melibatkan pembangunan perisian yang berinteraktif tinggi. Guru dan pelajar akan
mudah mengaplikasikannya. Pembangunan perisian multimedia interaktif ini adalah satu

inisiatif kepada pelajar untuk belajar secara terarah kendiri iaitu berasakan konsep Sekolah
Bestari. Pelajar boleh menggunakan perisian kursus ini sama ada di sekolah atau di rumah.
Pembangunan perisian kursus ini melibatkan penggunaan Bahasa Inggeris sepenuhnya dan
mengikut sukatan matapelajaran terbaru yang telah digubal semula setelah penerimaan
penggunaan Bahasa Inggeris bermula tahun 2006. Selepas selesai pembangunan perisian ini,
satu penilaian akan dibuat ke atas rekabentuk perisian ini, secara tidak langsung
menggambarkan penerimaan pelajar terhadap penggunaan Bahasa Inggeris dalam
matapelajaran ini.

Perisian kursus multimedia pada masa kini lebih tertumpu kepada matapelajaran Sains dan
Matematik sahaja. Kekurangan perisian kursus ini bagi matapelajaran Teknologi Maklumat
merupakan masalah kepada kajian ini. Bagi memenuhi objektif Sekolah Bestari yang
berlandaskan Falsafah Pendidikan Kebangsaan dan usaha ke arah pengajaran dan
pembelajaran pelajar terarah kendiri, perisian seperti ini lebih banyak lagi harus dibangunkan.
Dengan ini, pembangunan dan penilaian perisian ini merupakan salah satu perintis atau
evolusi kepada memperbanyakkan perisian seperti ini dibangunkan bagi memantapkan
bidang Pendidikan Teknologi Maklumat.

Perisian pendidikan yang berkualiti dan berkesan adalah hasil dan proses pembangunan yang
sistematik. Model pembelajaran dan rekabentuk instruksi mengikut teori pembelajaran yang
sesuai akan diguna pakai di dalam pembangunan perisian multimedia ini. Pembangunan
perisian multimedia mengikut kertas cadangan ini adalah melibatkan kualiti dari segi
rekabentuk antaramuka, rekabentuk instruksi, dan penilaian ke atas perisian tersebut.

1.2 Kepentingan Kajian

Kewujudan konsep sekolah bestari dan terlaksananya penggunaan Bahasa Inggeris sebagai
bahasa pengantar dalam matapelajaran Sains dan Matematik termasuk matapelajaran
Teknologi Maklumat menyebabkan berlakunya pembubaran kurikulum dalam matapelajaran
ini. Keberkesanan penggunaan Bahasa Inggeris masih lagi pada tahap permulaan, dengan ini
bantuan bahan pengajaran yang berinteraktif seperti perisian kursus multimedia seperti yang
dibangunkan oleh penyelidik adalah satu perintis pelajar akan mudah memahami apa yang
dipelajari. Walaupun pembelajaran adalah terarah kendiri namun begitu pelajar mungkin
mudah menerima ilmu yang diadaptasikan dengan satu bentuk baru yang lebih menarik.

Menurut Bates (1991), teori penting dalam pembelajaran adalah pembelajaran yang aktif
akan menghasilkan suasana pembelajaran yang efektif. Atau dengan kata lain, pelajar perlu
memberi tindak balas dengan bahan pengajaran. Pembelajaran yang aktif bukan sahaja
bermaksud membaca sahaja, pelajar perlu membuat sesuatu terhadap bahan
pengajaran tersebut. Pelajar perlu membuat demonstrasi untuk memahami bahan
pengajaran tersebut atau memproses semula bahan pengajaran tersebut bagi mendapat
satu ilmu dan situasi yang bermakna.

Jelas di sini menunjukkan betapa interaksi dan komunikasi antara bahan pengajaran dengan
pelajar adalah amat penting. Bagi mencambah ilmu pengetahuan pelajar, rekabentuk instruksi
dalam perisian kursus yang dibangunkan hendaklah menarik dan mudah difahami pelajar
supaya mereka dapat berkomunikasi dan berinteraksi dengan baik terhadap perisian kursus
tersebut. Pengolahan isi kandungan juga hendaklah menarik dan selaras dengan rekabentuk
antara muka perisian kursus multimedia ini. Hasil penilaian selepas peyelidikan dijalankan
dapat memberi gambaran dari segi aspek kemahiran, minat, dan tahap kognitif pelajar dalam

menggunakan perisian multimedia. Kelebihan dan kekurangan perisian multimedia yang
dibangunkan ini mungkin boleh dijadikan satu rujukan untuk kesinambungan bahan
pengajaran seperti ini pada masa hadapan.

1. 3 Persoal an Kaj i an

Kajian yang dijalankan ini melibatkan proses pembangunan perisian kursus multimedia dan
satu penilaian akan dijalankan bagi menguji persepsi pelajar terhadap perisian ini. Beberapa
soalan telah dikenalpasti dan perlu dijawab di dalam kajian ini. Berikut adalah antara soalan
yang akan diutarakan:

1. Apakah tahap pengetahuan asas dan kemahiran penggunaan komputer bagi pelajar
sekolah menengah yang mengambil matapelajaran Teknologi Maklumat?
2. Adakah terdapat hubungan signifikan antara tahap pengetahuan asas dan kemahiran
penggunaan komputer terhadap keinginan mengambil matapelajaran Teknologi
Maklumat di kalangan pelajar sekolah menengah?
3. Sejauh manakah rekabentuk pengajaran peri sian multimedia yang
dibangunkan dapat diterima dan digemari oleh pelajar ?
4. Sejauh manakah rekabentuk antaramuka boleh memudahkan pembelajaran dan
pengajaran bagi matapelajaran Teknologi Maklumat?
5. Adakah pembelajaran dan pengajaran matapelajaran Teknologi Maklumat dalam
Bahasa Inggeris sebagai bahasa penghantar dapat diikuti oleh pelajar sekolah
menengah?

1.4 Perancangan Pembangunan

Pembangunan perisian kursus multimedia interaktif ini adalah berdasarkan berlakunya
perubahan Kurikulum KBSM dalam matapelajaran Teknologi Maklumat yang mula tahun
2006. Perisian kursus yang bertajuk Basic Concepts of Networks and Communications yang
menggunakan Bahasa Inggeris sebagai bahasa penyampai merupakan satu pendekatan bagi
pelajar menguasai matapelajaran Teknologi Maklumat dalam Bahasa Inggeris. Pendekatan
konsep pembelajaran behaviorisme dapat diaplikasikan dalam menggunakan perisian kursus
multimedia di mana, pelajar boleh memahami pelajaran dengan bantuan imej-imej grafik,
gambar, animasi dan penggunaan wama. Bantuan gambar, imej, animasi dan wama dapat
merangsang perkembangan kognitif pelajar dan pelajar juga mengaitkan pengetahuan sedia ada
yang mereka ada.

1.5 Skop Projek

Topik Basic Concepts of Networks and Communications ini merupakan sub topik
y
ang
terkandung di dalam topik utama Computer Networks and Communication. Topik ini
merupakan topik ketiga yang tersenarai di dalam Sukatan Pelajaran Kurikulum Bersepadu
Sekolah Menengah bagi pelajar tingkatan empat. Mengikut sukatan pelajaran, topik
Computer Networks and Communication ini terdiri daripada sub t opi k yang t erkandung
i ai t u Basi c Concepts of Net works andCommunications, Hardware Requirements,
Software Requirements, Setting Network Facilities dan Current and Future Developments.

Di dalam sub topik ini, terdapat skop yang telah dispesifikasikan. Mengikut Sukatan Pelajaran
KBSM, terdapat tujuh skop yang telah dipecahkan dari topik Basic Concepts of Networks and

Communications. Pembangun perisian ini membuat pecahan yang sama seperti yang
tersenarai pada huraian kandungan matapelajaran bagi sub topik ini. Berikut merupakan
huraian kandungan atau skop tajuk yang dibuat pembangun perisian:

i) Tajuk: Basic Concepts ofNetworks and Communications
Definition of Networks and Communication
Dalam skop tajuk ini, pembangun perisian akan cuba menerangkan definisi bagi
konsep rangkaian (Networks) dan komunikasi (Communications). Definisi merupakan
perkara asas dalam matapelajaran, di sini pembangun akan cuba mengaplikasikan
konsep dengan realiti kehidupan bagi memudahkan pemahaman pelajar.
ii) Importance of Networks
Dalam skop tajuk ini, pembangun perisian akan memberi beberapa kepentingan
rangkaian dan penerangan yang lebih jelas tentang rangkaian komputer.
iii) Types of Networks
Dalam skop tajuk in pembangun perisian akan cuba memberi penerangan
tentang jenis jenis rangkaian yang terdiri daripada tiga jenis iaitu Local Area
Network (LAN), Metropolitan Area Network (MAN) dan Wide Area Network (WAN)
serta contoh yang dapat memudahkan pemahaman pelajar.
iv) Network Architecture
Dalam skop tajuk ini, pembangun perisian akan menghuraikan konsep-konsep
client/server dan peer-to-peer. Pembangun perisian juga akan memberi contoh
gambar yang interaktif yang bersesuaian dengan konsep yang dipelajari.
v) Network Topology
Dalam skop tajuk ini, kandungan yang diterangkan adalah berkaitan dengan konsep
topologi rangkaian yang terdiri daripada tiga jenis topologi iaitu topologi Bus,
Star dan Ring. Rajah dan contoh juga akan disediakan. Di sini, pembangun perisian
akan cuba membuat animasi bergerak bagaimana topologi-topologi ini menjalankan
fungsinya.
vi) Protokol
Dal am skop t aj uk i ni pul a, pembangun peri si an akan cuba
membincangkan beberapa jenis protokol-protokol yang digunakan dalam
mengakses internet contoh seperti TCP/UDP.
vii) Internet, intranet, extranet
Skop tajuk yang terakhir ini, pembangunan perisian akan cuba menerangkan konsep-
konsep internet, intranet dan extranet.

2.0 Metodologi Pembangunan

Dalam menghasilkan perisian kursus multimedia yang bertajuk Basic Concepts of Networks
and Communication ini, metodologi yang digunapakai dalam pembangunan perisian ini adalah
model Kitar Hayat Pembangunan Sistem atau System Development Life Cycle (SDLC).
Metodologi ini digunakan untuk merancang dan mengurus proses pembangunan perisian ini.

Model Kitar Hayat Pembangunan Sistem (SDLC) terbahagi kepada lima fasa penting dalam
membangunkan sesuatu sistem atau perisian baru. Kelima-lima fasa ialah:

1. Fasa Perancangan

Fasa perancangan bertujuan untuk mengenalpasti persekitaran dan skop keperluan
perisian kursus, objektif dan masalah. Di dalam fasa ini juga terdapatnya System

Request di mana pembangun perisian akan cuba memulakan proses,
menghuraikan masalah dan mencari sebarang perubahan keperluan. Fasa ini juga
merangkumi penyiasatan awal seperti menjalankan kajian kemungkinan.

2. Fasa Analisis Sistem

Fasa Analisis sistem ini bertujuan bagi membangunkan model logikal perisian kursus
yang barn. Ianya bermula dengan keperluan pemodelan di mana pembangun
perisian cuba menyiasat keperluan perisian barn yang bakal di bina.

3. Fasa Rekabentuk Sistem

Fasa Rekabentuk merupakan fasa merekabentuk semua keperluan yang telah
didokumenkan. Di sini pembangun perisian akan mengenalpasti segala input, output
dan proses yang akan dilaksanakan.

4 .Fasa lmplementasi/pembangunan Sistem

Fasa ini merupakan fasa pembangunan perisian kursus yang bare. Di sini berlakunya
proses menulis, menguji dan mendokumenkan aturcara. Semasa Fasa pembangunan
ini, proses ulangan (iteration) mungkin akan berlaku bagi menghasilkan satu perisian
bare yang baik. Oleh kerana projek yang dijalankan ini merupakan satu projek yang di
bangunkan bagi tujuan penyelidikan, maka segala latihan pengguna, pengurusan
untuk operasi dan seikongan sistem adalah tanggungjawab pembangun perisian.
Dalam fasa ini penilaian bagi perisian kursus ini juga dijalankan.

5. Fasa Operasi dan Penyelenggaraan

Fasa ini merupakan fasa terakhir bagi tujuan penyelenggaraan. Dalam membangunkan
sesuatu perisian kursus atau sistem yang bare, fasa ini adalah satu fasa yang penting,
tetapi bagi pembangunan perisian yang dibangunkan ini hanyalah sekadar satu fasa
untuk menyelenggara semasa digunakan untuk penyelidikan di sekolah
sahaja. Fasa operasi danpenyelenggaraan ini melihat kebolehgunaan, ketekalan
dan keskalaan perisian yang barn dibina serta boleh digunakan.

3.0 Metodologi Kajian

Metodologi yang digunapakai oleh penyelidik dalam proses penilaian bersifat kuantitatif.
Kajian ini dijalankan di Sekolah Menengah Kebangsaan Tun Habab. Sampel kajian dipilih
secara rawak. Populasi kajian, iaitu 35 orang pelajar, adalah semua pelajar Tingkatan 4 yang
mengambil matapelajaran Teknologi Maklumat. Kaedah mendapat data adalah
menggunakan borang kaji selidik sebagai satu instrumen untuk
maklum balas pihak responden dalam proses pengumpulan data. Borang
kajian ini dihasilkan berdasarkan perisian kursus multimedia yang dibangunkan penyelidik.
Peiisian kursus multimedia yang dibangunkan merupakan instrumen yang penyelidik sebagai
subjek penilaian.

Dari segi kandungan isi, penyelidik merujuk Pelajaran KBSM bagi matapelajaran Teknologi

Makiumat. Dalam proses pengumpulan data, penyelidik menggunakan borang kaji selidik dalam
proses pengumpulan data. Selepas proses pengumpulan data dijalankan, hasil maklumbalas
responden dianalisa menggunakan Statistical Package for Social Science (SPSS).

3.0 Dapatan Kajian

Seramai 35 pelajar terlibat dalam kajian ini. Bilangan responden lelaki adalah seramai 14
orang dengan peratusan sebanyak 40% dan bilangan responden perempuan adalah sebanyak
21 orang. Peratusan responden perempuan melebihi 20% daripada peratusan responden lelaki
dengan jumlah peratusan responden perempuan adalah sebanyak 60%. Secara keseluruhannya,
responden mempunyai kemahiran penggunaan komputer yang memuaskan (Jadual 1).

J a d u a l 1
Taburan tahap kemahiran penggunaan komputer

Item Frekuensi Peratus(%)
1. Pemahkah anda menggunakan komputer? 35 100
2. Adakah anda memiliki komputer sendiri ? 22 62.9
3. Adakah anda mahir menggunakan komputer? 12 34.3
4. Pemahkah anda menggunakan perisian komputer dalam 17 48.6
bentuk CD ?
5. Pernahkah anda didedahkan dengan perisian komputer untuk 33 94.3
tujuan pembelajaran?
6. Adakah anda pemah menggunakan perisian tersebut? 21 60.0
7. Pernahkah anda menggunakan perisian kursus multimedia 10 28.6
dalam pembelajaran sebelum ini ?

Jadual 1 menunjukkan taburan tahap kemahiran penggunaan komputer responden.
Daripada jadual, di dapati semua responden pernah menggunakan komputer. Ini
bermakna responden telah mempunyai pendedahan dan pengetahuan asas tentang
penggunaan komputer. Dengan peratusan sebanyak 62.9% menyatakan mereka mempunyai
komputer di rumah, ini bermakna seramai 22 orang responden memiliki komputer di rumah
masing-masing. Dan segi kemahiran penggunaan komputer dan item ketiga pula, 12 orang
responden menyatakan mahir menggunakan komputer, kemahiran termasuk dan segi
menggunakan beberapa aplikasi asas seperti menggunakan microsoft word dan power point.
Peratusan responden mahir menggunakan komputer adalah sebanyak 34.3%. selebihnya
seramai 23 orang (65.7%) responden lagi menyatakan kurang mahir menggunakan komputer.
Seramai 17 orang (48.6%) responden menyatakan pernah menggunakan perisian komputer
dalam bentuk CD (compact disk). Seramai 33 orang responden iaitu dengan peratusan 94.3%,
menyatakan pernah mendapat pendedahan dalam dengan perisian komputer bagi tujuan
pembelajaran. Kebanyakannya menyatakan pernah didedahkan dengan perisian pengajaran
melalui guru di dalam kelas. Daripada 23 orang pelajar yang pernah didedahkan dengan
perisian komputer dalam bentuk pembelajaran, hanya 21 orang daripadanya sahaja yang
pernah menggunakan perisian tersebut iaitu dengan peratusan sebanyak 60% sahaja.
Daripada 21 orang responden yang pernah menggunakan perisian pembelajaran, hanya enam
(17.1%) daripadanya sahaja yang pernah menggunakan perisian kursus multimedia, manakala
empat lagi dianggap sebagai gangguan di dalam analisis. Responden menyatakan pernah
menggunakan perisian pembelajaran dari Kementerian Pelajaran Malaysia (KPM).


3.1 Hubungan Pengetahuan Asas dan Kemahiran Penggunaan Komputer terhadap
Keinginan Mengambil Matapelajaran Teknologi Maklumat

Bahagian ini membincangkan samaada terdapat hubungan signifikan antara tahap
pengetahuan asas dan kemahiran penggunaan komputer terhadap keinginan mengambil
matapelajaran Teknologi Maklumat di kalangan pelajar sekolah menengah. Persoalan kajian
ini telah diuji dengan menggunakan analisis regresi pada aras keertian p < .05. Analisis
hubungan antara pemboleh ubah pemboleh ubah kajian tersebut telah dilakukan
berdasarkan skor min komposit bagi pemboleh ubah tersebut.

Jadual 2
Keputusan analisis regresi bagi pengetahuan asas dan kemahiran penggunaan
komputer terhadap keinginan mengambil matapelajaran Teknologi Maklumat

Pemboleh ubah B SE t

Pengetahuan Asas

0.72

0.047

3.137**

Kemahiran
Penggunaan
Komputer
0.336 0.051 5.502**
*p< 0.05 ; **p<0.01
Keputusan analisis regresi dalam jadual tersebut turut menunjukkan bahawa pengetahuan
asas dan kemahiran penggunaan komputer dapat menyumbangkan secara signifikan kepada
keinginan mengambil matapelajaran Teknologi Maklumat.

3.2 Penilaian responden terhadap isu-isu rekabentuk pengajaran perisian kursus
multimedia

Bahagian ini menerangkan isu-isu rekabentuk pengajaran dan perisian kursus multimedia
yang telah dibangunkan. Bahagian ini merangkumi penilaian responden terhadap isu-isu yang
berkaitan dengan rekabentuk pengajaran perisian kursus multimedia ini. Rekabentuk
pengajaran yang baik adalah apabila objektif, kejelasan penyampaian maklumat dan
pembinaan aktiviti dan soalan dapat membantu responden menggunakan perisian ini dengan
mudah disamping dapat meningkatkan kefahaman mereka dengan isi kandungan yang
dikehendaki. Selain itu penggunaan elemen multimedia yang menarik dan penyampaian isi
kandungan dan maklumat yang berkesan dapat meningkatkan pengetahuan responden.
Bahagian ini mengandungi lima item yang dikaji bagi mendapatkan persepsi dan pandangan
dan responden terhadap perisian multimedia yang dibangunkan.

Jadual 3
Rekabentuk kejelasan objektif dan maklumat

Item Frekuensi (N=35) Peratus (%) Peratus kumulatif(%)
Setuju 31 88.6 88.6
Kurang setuju 4 11.4 100


Jadual 3 menunjukkan kejelasan penyampaian objektif dan maklumat yang disampaikan. Dari
jadual didapati, 31 (88.6%) responden menyatakan setuju penyampaian matlamat dan objektif
perisian kursus multimedia ini dinyatakan dengan jelas. Selebihnya iaitu sebanyak empat
(11.4%) menyatakan kurang setuju dengan kejelasan objektif dan penyampaian maklumat.
Secara nilai puratanya, sebanyak 1.11 responden berpuas hati dengan kesesuaian penyampaian
objektif dan maklumat dalam perisian multimedia ini.

Jadual 4
Rekabentuk kejelasan maklumat yang disampaikan

Setuju 27 77.1 77.1

Jadual 4 membentangkan isu rekabentuk kejelasan maklumat yang disampaikan. 27 (77.1%)
responden menyatakan setuju bahawa maklumat yang disampaikan dalam perisian kursus
multimedia ini adalah jelas (dari segi pengenalan, kandungan dan mullah dibaca). Lapan
daripada responden menyatakan kurang setuju dengan kejelasan penyampaian maklumat, iaitu
dengan peratusan sebanyak 22.9%. secara nilai puratanya, 1.23 responden berpuas hati
dengan kejelasan penyampaian maklumat dalam perisian kursus ini.

J a d u a l 5
Rekabentuk kesesuaian aktiviti dan soalan terhadap unit pembelajaran

Item Frekuensi (N=35) Peratus(%) Peratus kumulatif (%)
Setuju 31 88.6 88.6
Kurang setuju 2 5.7 94.3
Tidak setuju 2 5.7 100

Jadual di atas menunjukkan kesesuaian aktiviti dan soalan yang relevan dengan
unit pembelajaran. 88.6% responden bersetuju dengan item ini iaitu seramai 31 orang
responden. Selebihnya menyatakan kurang setuju di mana dua (5.7%) darinya menyatakan
kurang setuju dan dua (5.7%) lagi menyatakan tidak setuju. Nilai purata pula menunjukkan
responden berpuas hati dengan kesesuaian aktiviti dan soalan terhadap isi kandungan
pembelajaran.

J a d u a l 6
Rekabentuk kesesuaian fungsi media mampu menyokong isi kandungan

Setuju 33 94.3 94.3
Kurang setuju
1 2.9 97.1

Jadual 6 berikut pula menyatakan rekabentuk kesesuaian fungsi-fungsi lima elemen

media (teks, grafik, animasi, video dan audio) sama ada mampu menyokong isi kandungan
atau sebaliknya. Jadual ini juga menunjukkan bahawa 33 (94.3%) daripada bilangan
responden bersetuju bahawa perisian ini telah mengaplikasikan elemen-elemen multimedia
dengan baik dan berkesan. Satu (2.9%) daripadanya menyatakan kurang setuju dan
selebihnya menyatakan tidak setuju. Nilai purata pula menunjukkan 1.09 responden berpuas
hati dengan penggunaan elemen media di dalam perisian multimedia ini.

Jadual 7
Rekabentuk gangguan grafik dan animasi
Setuju
7 20 20
Kurang setuju
1 2.9 22.9
Tidak setuju
27 77.1 100

Jadual di atas menunjukkan penggunaan elemen media mengganggu pembelajaran
responden. Daripada jadual di atas, nyata sekali responden tidak bersetuju dengan pemyataan
daripada item ini di mana 27 (77.1%) daripada responden menyatakan tidak bersetuju.
Pemyataan ini disokong lagi dengan nilai purata di mana 2.57 tidak setuju bahawa pendekatan
elemen multimedia yang digunakan mengganggu pembelajaran responden. Namun begitu, tujuh
(20%) daripada responden menyatakan setuju bahawa elemen media menggangu
pembelajaran mereka dan seorang (2.9%) darinya menyatakan kurang setuju.

3.3 Penilaian terhadap isu-isu rekabentuk antaramuka perisian multimedia interaktif

Rekabentuk antaramuka perisian multimedia yang interaktif dan berkesan
biasanya akan memberikan keselesaan kepada pengguna yang menggunakannya.
Pengguna boleh mengawal keseluruhan perisian interaktif mengikut apa yang dikehendaki
dan boleh bergerak bebas ke seluruh perisian. Antara pengawalan yang memudahkan
pengguna adalah penggunaan butang navigasi dan juga arahan yang mudah difahami.
Jadual 8
Rekabentuk kesesuaian butang navigasi dan konsisten
Setuju 27 77.1 77.1

Jadual 8 menunjukkan rekabentuk butang navigasi pada perisian ini. Dari jadual, didapati 27
iaitu kira-kira 77.1% responden bersetuju dengan rekabentuk butang navigasi dalam
perisian multimedia ini adalah konsisten dan diletakkan pada tempat yang sama dan sesuai,
kenyataan ini juga disokong apabila melihat nilai purata di mana 1.23 daripada responden
berpuas hati dengan rekabentuk butang navigasi yang disediakan. Namun begitu, lapan
(22.9%) darinya pula menyatakan kurang setuju dengan pemyataan ini.

Jadual 9
Rekabentuk butang navigasi mudah digunakan.
Setuju 30 85.7 85.7

Jadual 9 menunjukkan pendapat responden terhadap butang navigasi yang disediakan
dalam perisian multimedia ini. Hasil dapatan kajian menyatakan, hanya lima (14.3%) sahaja
responden yang kurang setuju dengan rekabentuk butang navigasi yang disediakan. 30
(85.7%) responden menyatakan setuju penggunaan butang navigasi adalah mudah digunakan.
Secara nilai purata pula, 1.14 responden berpuas hati dengan penggunaan butang navigasi dan
mudah digunakan.

J a d u a l 1 0
Rekabentuk kemudahan butang navigasi untuk kembali ke permulaan dokumen.

Setuju 29 82.9 82.9
Kurang setuju 3 8.6 91.4

Merujuk jadual 10, nilai purata responden yang berpuas hati dengan penggunaan
rekaletak butang navigasi yang turut menyediakan kemudahan kembali ke permulaan dokumen
bagi paparan yang terlalu panjang. Ini turut disokong dengan pemyataan setuju oleh lebih dari
separuh bilangan responden iaitu sebanyak 29 orang (82.9%). Tiga (8.6%) daripadanya
menyatakan kurang setuju dengan pemyataan ini dan selebihnya menyatakan tidak setuju.

J a d u a l 1 1
Rekabentuk kemudahan butang navigasi untuk ke menu utama dan menu pilihan

Setuju
31 88.6 88.6
Kurang setuju
3 8.6 97.1

Jadual 11 di atas menunjukkan hasil dapatan kajian terhadap penilaian persepsi
responden terhadap fungsi butang navigasi untuk kembali ke menu utama dan menu pilihan. Hasil
dapatan menunjukkan 31 responden dengan peratusan sebanyak 88.6% bersetuju bahawa
perisian kursus ini telah menyediakan kemudahan butang navigasi yang boleh kembali ke
menu utama dan ke menu pilihan dengan baik. Tiga (8.6%) daripadanya menyatakan kurang
bersetuju dan seorang responden menyatakan tidak bersetuju. Daripada hasil dapatan ini
didapati, rata-rata responden bersetuju dengan penggunaan butang navigasi pada perisian ini
89

adalah baik dan berkesan tambahan pula secara nilai puratanya 1.14 daripada responden
berpuas hati dengan butang navigasi yang disediakan.

J a d u a l 1 2
Rekabentuk keselesaan antaramuka.
Setuju 34 97.1 97.1
Jadual 12 menunjukkan rekebantuk keselesaaan antaramuka yang disediakan di dalam
perisian kursus multimedia ini. Daripada jadual didapati hanya seorang responden sahaja
kurang bersetuju iaitu kurang berasa selesa terhadap keselesaan rekabentuk antaramuka yang
di sediakan di dalam perisian ini. Selebihnya iaitu kirakira 97.1% daripadanya bersetuju
bahawa merasa selesa dengan rekabentuk antaramuka perisian ini. Nilai purata pula
menyatakan 1.06 adalah berasa selesa dengan rekabentuk antaramuka yang disediakan.

J a d u a l 1 3
Kesesuaian Matapelajaran Teknologi Maklumat dalam Bahasa Inggeris
Setuju 29 82.8 82.8
Dapatan kajian telah membuktikan ramai pelajar bersetuju matapelajaran Teknologi
Maklumat diajar dengan mengguna Bahasa Inggeris sabagai bahasa penghantar. Daripada
jadual didapati hanya enam responden sahaja kurang bersetuju dalam hal ini..

4.0 Perbincangan

Hasil dapatan kajian menunjukkan pelajar yang mengambil matapelajaran Teknologi
Maklumat mempunyai tahap pengetahuan dan kemahiran dalam penggunaan komputer yang
tinggi. Dapatan kajian juga membuktikan bahawa tahap pengetahuan asas dan kemahiran
penggunaan komputer dapat menyumbangkan secara signifikan kepada keinginan mengambil
matapelajaran Teknologi Maklumat.

Hasil daripada dapatan kajian yang dijalankan, didapati kesemua responden berpuas hati
dengan perisian multimedia yang dibangunkan penyelidik. Responden juga bersetuju,
perisian multimedia ini dapat membantu mereka dan segi kefahaman dalam topik "basic concept
of computers and networks". Ini kerana setiap item soalan yang diketengahkan memberikan
jawapan positif dari responden. Keseluruhan dari hasil analisis dapat kajian yang dijalankan,
dapat dirumuskan bahawa responden menggemari rekabentuk pengajaran perisian multimedia
ini. Penggunaan grafik, animasi dan video yang disertakan dalam pembelajaran di dalam
perisian ini memberikan kesan positif di mana pelajar lebih berminat untuk menggunakannya

sebagai satu alat yang dapat membantu mereka dari segi pemahaman dalam pelajaran. Aktiviti
dan soalan yang turut disediakan dalam perisian ini menarik dan dapat membantu mereka
membuat penilaian sendiri pengetahuan yang diperolehi selepas mempelajari pelajaran dengan
menggunakan perisian ini.
Kajian ini juga membuktikan ramai pelajar yang mengambil matapelajaran Teknologi
Maklumat dapat memahami dengan baik walaupun bahasa penghantar adalah dalam Bahasa
Inggeris. Pendekatan permainan pada aktiviti pada setiap bab menyebabkan responden lebih
merasa minat untuk belajar. Pendekatan ini mampu dilakukan di dalam perisian ini kerana
perisian ini bersifat interaktif.
Selain penggunaan grafik dan animasi yang dapat membantu pembelajaran responden
berbanding kaedah konvensional yang membosankan pelajar, rekabentuk-antaramuka yang
konsisten, penggunaan kombinasi warna yang bersesuaian dan menarik dan penggunaan
elemen multimedia yang bersesuaian juga dapat memberi kesan positif kepada pelajar yang
menggunakannya. Pendekatan video menunjukkan keadaan sebenar kepada pelajar yang
tidak pernah mengalaminya, sebagai contoh di sini adalah cara menggunakan kabel LAN
dalam membuat rangakaian setempat. Ini akan menjadikannya sebagai suatu pembelajaran
yang lebih bermakna. Pendekatan analogi pada beberapa isi kandungan juga dapat membantu
pelajar memahami isi pelajaran dengan lebih jelas.
Secara keseluruhannya, perisian multimedia yang dibangunkan penyelidik adalah sesuai dan
memenuhi keperluan pelajar. Analisis secara kualitatif terhadap pandangan pelajar pads
bahagian F soal selidik mendapati animasi dan gambar yang digunakan sangat digemari oleh
pelajar. Keadaan ini mungkin kerana teks isi kandungan yang digunakan tidak dapat
menjelaskan maksud sebenar melainkan ia dintegrasikan dengan gambar dan animasi.

5.0 Kesimpulan

Penggunaan perisian multimedia masih lagi baru berputik di negara kita. Penggunaan Bahasa
Inggeris sebagai bahasa perantaraan di dalam perisian multimedia bagi matapelajaran
teknologi maklumat juga masih lagi ditahap perintis. Ini menunjukkan penggunaan perisian
multimedia masih lagi ditahap permulaan dan masih baru lagi diimplementasikan pihak
kerajaan. Penggunaannya di sekolah juga masih lagi pada tahap awal dan kebanyakan guru
masih lagi menggunakan kaedah konvensional. Perisian multimedia hanya digunakan
sebagai alat bantuan dan tidak digunakan sepenuhnya di dalam proses pengajaran dan
pembelajaran (P&P). Namun begitu, penggunaan perisian multimedia masih boleh digunakan
jika penggunaannya diperluaskan. Ianya akan menjadi suatu pembelajaran yang menarik.
Namun begitu, isi kandungannya perlu dikaji sepenuhnya sebelum diimplementasikan di
sekolah. Ini kerana, pelajar akan bergantung sepenuhnya kepada maklumat yang terkandung
di dalam perisian tersebut.

RUJUKAN

Bates, B., & Leary, J. (2001). Supporting a range of learning styles using a taxonomy-based
design framework approach. Education. 45-53.
Jonassen, (1995). Supporting communities of learners with technology: A vision for
integrating technology with learning in school. Educational Technology, 35(5), 16(63).
Kommers, P., Jonassen, D.H. & Mayes T. (1992). Cognitif tools for learning.
Hidelberg FRG: Springer-Verlag.
Piaget, J. (1932). The moral judgment of the child. London: Routledge & Kegan Paul.
Perkins D.N. 1991. Technology meets constructivism: do they marriagel. Educational
Technology, 31, No.5:18-23.
Reeves, T.C. (1992). Evaluating Interactive Multimedia, Educational Technology, 32 (5),
hlm. 47-52.
Zoraini Wati Abas. (1994). Pengenalan Kepada Komputer. Kuala Lumpur: Federal
Publication.


KERANGKA PEMBANGUNAN MASYARAKAT MAKLUMAT DI MALAYSIA
Mokmin Basri dan Zawiyah M. Yusof
Program Pengajian Teknologi Maklumat,
Fakulti Teknologi dan Sains Maklumat,
Universiti Kebangsaan Malaysia,
43600 Bangi, Selangor,
MALAYSIA.
mokmin@kuis.edu.my

Abstrak

Masyarakat bermaklumat adalah masyarakat yang membudayakan penggunaan maklumat
dalam kehidupan seharian terutamanya bagi tujuan membuat keputusan. Kertas ini
membincangkan elemen yang menjadi kerangka pembentukan masyarakat bermaklumat di
Malaysia. Kertas ini merupakan sorotan susastera dalam bidang masyarakat maklumat
dengan memfokus kepada penerbitan rasmi kerajaan Malaysia iaitu Penyata Rasmi Dewan
Rakyat dan Dewan Negara dan dokumen Rancangan Malaysia. Analisis terhadap kandungan
dokumen yang dirujuk dijadikan asas kepada pembangunan sebuah kerangka yang dianggap
sesuai untuk pembentukan masyarakat maklumat di Malaysia.

Kata kunci: Masyarakat maklumat, Polisi, Infrastruktur Teknologi Maklumat dan
Komunikasi, Koridor Raya Multimedia, i-komuniti, Masyarakat berpengetahuan

Pengenalan
Perkembangan sosial, politik, ekonomi dan struktur masyarakat membentuk satu masyarakat
baru berasaskan maklumat yang mempunyai ciri mencipta, mengagih dan memanipulasi
maklumat dalam aktiviti ekonomi dan budaya. Masyarakat baru berasaskan maklumat atau
masyarakat berpengetahuan, digambarkan sebagai masyarakat yang mempunyai kuasa dan
keupayaan saintifik, teknikal, dan pengetahuan profesional di samping pekerja
berpengetahuan yang membantu manusia, organisasi, dan masyarakat untuk memenuhi
cabaran abad ke 21 (Bizhan, 2000a). Bagi Rowlands (1998), istilah masyarakat maklumat
merujuk kepada proses pemodenan infrastruktur telekomunikasi, penggalakan persaingan,
memberi kemahiran baru kepada pekerja, kesepaduan sosial, pelanjutan demokrasi,
keterbukaan dan kebertanggungjawapan kerajaan.

Walaupun George et al. (1995) mendakwa masyarakat bermaklumat adalah satu konsep
sosial yang tidak jelas dan sekadar imej kepada masyarakat ideal era elektronik yang hanya
memainkan peranan kecil, namun penggunaan maklumat dalam masyarakat memberikan
kesan kepada sistem ekonomi. Sistem ekonomi di negara maju seperti Eropah dan Amerika
syarikat semakin bergantung kepada pengambilan, manipulasi, perubahan dan penggunaan
maklumat (Malhotra, 1995). Dari sudut pasaran maklumat pula, Priftis dan Oppenheim
(1999) yang merujuk kepada kajian yang dilakukan oleh Deutsche Gesellschaft fur
Documentation membuktikan bahawa pasaran maklumat elektronik di Eropah meningkat
hampir 40 peratus di antara 1992 dan 1994. Justeru, dapat dilihat dengan jelas wujud
perkaitan di antara masyarakat berpengetahuan dengan pertumbuhan ekonomi dan kemajuan
sesebuah negara.

Bagi menentukan sesebuah negara itu sedang berusaha atau telah mencapai sebuah
masyarakat berpengetahuan, Bizhan (2000b) menyenaraikan ciri masyarakat berpengetahuan
yang boleh diringkaskan seperti di bawah:
i. peluang pendidikan sepanjang hayat untuk rakyat,
ii. peluang pendidikan berasaskan permintaan dan capaian kepada maklumat untuk
rakyat,
iii. peluang kepada sumber dan program pendidikan kendiri yang bersesuaian,
iv. peluang bagi perkongsian pengetahuan dan aplikasinya dalam kehidupan dan
pekerjaan,
v. kesinambungan budaya dan nilai yang menyokong dan berfaedah kepada masyarakat
berpengetahuan,
vi. penyertaan dalam program pendidikan yang menyokong masyarakat dan ekonomi
berasaskan pengetahuan,
vii. pelaburan dalam penjanaan dan pengagihan pengetahuan baru,
viii. perkongsian di antara penyedia pendidikan, cabang perniagaan, industri dan agensi
kerajaan dalam menyenggara dan mengekalkan status sebagai masyarakat
berpengetahuan, dan
ix. pengiktirafan pekerja berpengetahuan sebagai satu aset yang penting bagi masyarakat.

Selain menyenaraikan ciri masyarakat berpengetahuan, Bizhan (2000b) turut menyenarai
beberapa langkah yang boleh diambil bagi membantu masyarakat berhadapan dengan cabaran
membangun masyarakat berpengetahuan. Langkah tersebut adalah seperti:

- membangun satu polisi nasional bagi menyokong pembelajaran sebagai satu hak asasi
kepada semua rakyat;
- menggalak kesamaan capaian kepada pengetahuan yang diperlukan tanpa had status
sosial dan ekonomi;
- menyokong perundangan bagi melindungi harta intelek dan inovasi;
- memperbaiki infrastruktur digital dan komuniti di peringkat tempatan, nasional dan
global;
- membangun organisasi nasional bagi mengarah dan menyokong pembangunan
masyarakat berpengetahuan;
- menyedia sumber dan kandungan pendidikan berkualiti yang cukup bagi masyarakat
berpengetahuan dan ekonomi abad ke 21;
- menyedia peluang kepada semua rakyat untuk pendidikan sepanjang hayat, untuk
menimba pengetahuan dan mengaplikasi dalam pekerjaan dan kehidupan;
- melabur dan menggalak penghasilan pengetahuan baru dari pengetahuan sedia ada dan
berkongsi pengetahuan di antara cabang masyarakat yang berbeza;
- membangun kaedah penggunaan pengetahuan baru yang inovatif bagi peningkatan mutu,
produk dan perkhidmatan;
- mengguna kekuatan pengetahuan untuk kesihatan nasional, kebajikan, status, budaya dan
untuk menyelesaikan masalah sosial dan ekonomi semasa;
- Mendapat sokongan dan sumbangan dari institusi pendidikan bagi menjana pengetahuan
baru, pengagihan pengetahuan, dan persediaan rakyat kepada masyarakat
berpengetahuan;

Pembangunan dan pelaksanaan set polisi dan strategi maklumat perlu dikoordinasi kerana
beberapa aspek yang berlainan dalam masyarakat bermaklumat sebenarnya adalah adalah
saling berkait (Moore 2005). Antara aspek yang dikenal pasti adalah polisi maklumat,
pendidikan dan pembudayaan maklumat, infrastruktur teknologi maklumat dan komunikasi,

perpustakaan dan perundangan. Namun sehingga kini, kebanyakan polisi cenderung untuk
memfokus kepada teknologi ICT dan tidak kepada polisi masyarakat bermaklumat (Shaeffer
dlm. Moore, (2005)

Meskipun konsep masyarakat maklumat muncul akibat daripada kepesatan ICT, namun
maklumat sudah terlebih dahulu diakui sebagai berperanan penting dalam pembangunan
sosio-ekonomi sesebuah negara (Oladele, 2001) dan juga sebagai kuasa bagi pendemokrasian
pengetahuan. Kemajuan ICT memberi kesan yang besar serta mengubah makna maklumat
kepada aset bernilai yang perlu diurus terutamanya dalam aspek penciptaan, pemprosesan,
penyenggaraan, penghantaran dan penyebaran maklumat. (Soler, 2007). Keadaan ini sekali
gus menjadi asas kepada pendemokrasian pengetahuan (Pajaro dan Betancourt, 2007a) dan
akhirnya membantu pembangunan masyarakat dan organisasi pasca-industri yang produktif
atau dikenali sebagai masyarakat bermaklumat (Soler 2007).

Kerangka Masyarakat Bermaklumat

Pembentukan masyarakat bermaklumat dicirikan oleh beberapa faktor seperti polisi
maklumat, pendidikan, pembudayaan maklumat, infrastruktur teknologi maklumat dan
komunikasi, perpustakaan dan undang-undang.

i. Polisi Maklumat
Polisi maklumat perlu dirangka bagi memaksimumkan kelebihan yang boleh dicapai hasil
perubahan kepada masyarakat berasaskan maklumat di samping meminimum kesan yang
tidak diingini hasil dari perubahan tersebut. Selain itu polisi maklumat juga perlu bagi
pengawalan terhadap perkembangan pelbagai jenis maklumat akibat perkembangan teknologi
maklumat dan komunikasi selain manfaat terhadap perkembangan ekonomi, sosial dan juga
individu (The Library Association, 2002).

Polisi maklumat adalah satu kerangka bagi membangunkan sumber maklumat sesebuah
negara bagi memenuhi keperluan dan cabaran masyarakat bermaklumat (Oladele, 2001).
Malah menurut Maxwell (2003b), polisi maklumat adalah keputusan sosial, politik,
perundangan, ekonomi dan teknologi berkaitan peranan maklumat dalam masyarakat. Bagi
Moore (2005), polisi maklumat adalah koleksi polisi dan strategi yang direka bagi menggalak
pembangunan masyarakat yang intensif maklumat serta berkaitan dengan penggalakan dan
penggunaan ICT. Justeru, polisi maklumat merupakan dokumen yang menyediakan visi,
menetapkan skop kerangka polisi dan menentukan pengukuran yang boleh dilaksana untuk
mencapai matlamat pembangunan masyarakat berasaskan maklumat.

Polisi maklumat penting untuk menyokong proses pengayaan maklumat (Mashkuri et al.,
2002) lantas perlu diletakkan dalam konteks kajian masyarakat bermaklumat (Duff, 2004)
kerana menurut Brown (1983) antara bidang cakupan polisi maklumat ialah pekerjaan dan
pendidikan dalam masyarakat yang berintensifkan maklumat. Justeru, menurut Jaeger (2007),
polisi maklumat merupakan kombinasi perundangan, peraturan, dan garis panduan yang
mengawal penghasilan, pengurusan, dan penggunaan maklumat. Polisi ini mencorak peranan
maklumat dalam masyarakat. UNESCO (t.th) bertegas bahawa polisi maklumat boleh
membantu memoden kerajaan, membangun ekonomi berasas pengetahuan, menyedia
persekitaran e-dagang yang baik, memperbaiki keberkesanan pendidikan, mengelak
penyisihan dalam masyarakat dan memperkuat jati diri budaya negara. Ini bermakna
penekanan polisi maklumat semakin berubah dengan kini memberi penekanan kepada
pembangunan masyarakat bermaklumat dan berpengetahuan (Pajaro dan Betancourt, 2007)

dan (Arnold, 2007). Malah kajian mengenai masyarakat bermaklumat dijangka semakin
mendapat tempat kerana bidang polisi maklumat semakin berevolusi menuju ke arah kajian
masyarakat bermaklumat (Duff, 2004). Definisi polisi maklumat semakin tidak boleh
dipisahkan daripada masyarakat bermaklumat (Oladele, 2001) dan (Maxwell, 2003b).

Bagi Weitzner et al. (2008), isu polisi maklumat pula hendaklah mencakupi soal
kebersendirian, perlindungan, hakcipta, dan pengawasan kerajaan. Weitzner et al. sebenarnya
mengemukakan isu yang menjadi sebahagian daripada cabaran dalam pembangunan
masyarakat bermaklumat.

Persidangan Dunia bagi Masyarakat Bermaklumat (WSIS) pada tahun 2002 menjadi titik
tolak kepada pembentukan polisi berkaitan dengan masyarakat bermaklumat di kebanyakan
Negara Amerika Latin (Bustamante, 2007). Pengkaji seperti Cawkell (1982); Stone (1996);
Webster (dlm. Browne, 1997); Mashkuri et al. (2002); Arnold (2004); Duff (2004); Moore
(2005); Martin (2005); Jaeger (2007); Arnold (2007); dan Kargbo (2007) mendakwa konsep
masyarakat bermaklumat adakalanya disamaertikan dengan beberapa konsep lain seperti
masyarakat digital, masyarakat maya, masyarakat berpengetahuan dan ekonomi berasas
pengetahuan atau ekonomi berasas maklumat, era maklumat dan revolusi maklumat.

Melihat kepada kepentingan transformasi masyarakat industri kepada masyarakat
berpengetahuan, beberapa negara khususnya di Eropah dan Barat bertindak mewujud institut
atau pusat khas. Misalnya, Canada menubuhkan Canadian Institute for a Knowledge Society
dan United Kingdom menubuhkan The Foundation for Information Policy Research (FIPR).
Pada peringkat institusi pengajian tinggi pula, beberapa pusat penyelidikan berkaitan polisi
maklumat diwujudkan seperti University of Wisconsin - Milwaukee (UWM) yang menubuh
The Center for Information Policy Research (CIPR) pada tahun 1998.

Perkembangan ICT, teknologi internet dan maklumat mendesak kerajaan untuk membangun
masyarakat bermaklumat dan menilai semua polisi berkaitan dengan capaian maklumat, hak
harta intelek, kebersendirian dan ketelusan. Ini termasuk perlindungan bahan arkib negara,
pengekalan budaya kebangsaan dan ilmu pengetahuan tradisional. Keselamatan maklumat
pula semakin menjadi isu penting lantaran keupayaan telekomunikasi berintegrasi dengan
hampir semua aktiviti (Bustamante, 2007; Mokmin et al., 2007).

Proses globalisasi juga memberi cabaran kepada negara supaya membangunkan polisi
maklumat kebangsaan yang berorientasi pembangunan masyarakat bermaklumat/
berpengetahuan serta pembangunan negara. Justeru, menurut Pajaro dan Betancourt (2007b)
polisi maklumat kebangsaan perlu dibangun dan dilaksana berdasarkan tiga garis panduan
umum iaitu:

i. Matlamat Pembangunan Milenium, iaitu lapan matlamat yang dipersetujui oleh 192
negara anggota Bangsa-Bangsa Bersatu (UN) dan 23 badan antarabangsa yang
bersetuju untuk dicapai pada tahun 2015. Matlamat tersebut adalah mengurangi
kemiskinan tegar, mengurangkan kadar kematian kanak-kanak, melawan penyakit
seperti AIDS, dan membangun kerjasama global untuk pembangunan.
ii. Objektif yang dikemuka dalam Pelan Tindakan eLAC2007 iaitu satu strategi wilayah
Latin Amerika yang mengiktiraf teknologi maklumat dan komunikasi (ICT) sebagai
instrumen bagi pembangunan ekonomi dan sosial
iii. Matlamat pembangunan Kebangsaan

Polisi maklumat kebangsaan yang baik bagi pembentukan masyarakat bermaklumat
hendaklah mencakupi visi, skop polisi dan menentu pengukuran pencapaian matlamat polisi.

Polisi Maklumat di Malaysia
Penyelidik berbeza pandangan berkaitan dengan status polisi maklumat di Malaysia.
Niegaard (1999) yang membuat tinjauan dalam kalangan anggota
International Federation of Library Associations and Institutions (IFLA) sehingga 1999,
mendakwa Malaysia tidak mempunyai polisi maklumat kebangsaan atau strategi teknologi
maklumat kebangsaan malah inisiatif bagi membangun kedua-duanya juga tidak dapat
dikesan.

Arnold (2002) yang membuat perbandingan polisi maklumat kebangsaan di beberapa buah
negara menunjukkan dari 17 isu yang lazim dikaitkan dengan polisi maklumat kebangsaan,
Malaysia hanya mempunyai satu isu iaitu polisi berkaitan capaian kepada maklumat dan tidak
terhadap 16 isu yang lain.

Kajian Moore (2005) mengenai polisi maklumat di Asia mendapati bahawa Malaysia mula
menunjukkan usaha bagi menyedia polisi maklumat kebangsaan. Pada tahun yang sama,
Ruzaini (1996) mengguna kerangka yang dibangunkan oleh Burger (1993) bagi mengkaji
kesan polisi maklumat Malaysia terhadap strategi sistem maklumat di institusi pengajian
tinggi dengan mengambil Universiti Teknologi Malaysia sebagai kajian kes. Ruzaini
menyimpulkan bahawa polisi maklumat Malaysia adalah polisi yang dipacu oleh kerajaan
yang bertujuan untuk memandu negara bagi mencapai masyarakat yang kaya dengan
maklumat melalui pembangunan terkoordinasi dan penggunaan IT secara berkesan.

Menurut Ruzaini (1996), pada tahun 1980-an, Malaysia mula mempunyai piawaian khusus
berkaitan teknologi maklumat (IT) yang dihasilkan oleh MAMPU dengan kerjasama dengan
agensi kerajaan lain iaitu MIMOS, INTAN, SIRIM, Universiti dan industri. Antara piawaian
berkaitan ICT adalah seperti berikut:
1. Open system standard for computer acquisition
2. SSADM - Standard for Application System Development
3. EDIFACT - Electronic Data Interchange for Administration, Commerce and Transport.

Selepas tahun 1996, tidak ada lagi dokumen yang ditulis oleh sarjana dari bidang sains
maklumat. Dengan penubuhan MSC dan NITC pada tahun 1996, teraju maklumat Malaysia
diterajui oleh kumpulan teknokrat.

ii. Pendidikan dan Pembudayaan Maklumat

Modal insan adalah teras produktiviti dan kreativiti dalam ekonomi berasaskan maklumat
(Mokmin, 2005a). Bagi membangun modal insan, program celik maklumat perlu ditawarkan
kepada semua rakyat dengan membudayakan teknologi maklumat bagi menyokong
pendidikan, menyediakan perkhidmatan untuk keluarga dan pembangunan sosial (Henrici,
2004).

Polisi maklumat dikaitkan dengan pendidikan bermula dari pengajaran kemahiran maklumat
asas kepada semua rakyat (Hill, 1994; Rowlands, 1996; Calanag,2003; UNESCO dlm.
Arnold, 2007; Arnold, 2007). Kemahiran seumpama ini juga dipanggil dengan celik huruf,
celik komputer, celik media, dan celik perpustakaan (Rockman dlm. Arnold, 2007; Correia
dan Teixeira dlm. Arnold, 2007; Arnold, 2007).


Polisi berkaitan penggunaan teknologi maklumat sebagai alat bantuan pengajaran dan
sokongan kepada konsep pendidikan sepanjang hayat bagi menyokong pembangunan
masyarakat bermaklumat turut diakui penting dan perlu dibangunkan (Hill, 1994 Rowlands
1996; Calanag 2003: 4; UNESCO dlm. Arnold, 2007; Arnold, 2007). Pendidikan dan sistem
latihan juga perlu disesuaikan bagi memenuhi keperluan pembelajaran sepanjang hayat dan
proses yang konsisten bagi memperkayakan dan meningkatkan kemahiran Calanag (2003),
(Moore, 2004b).

Kemahiran asas ini perlu dipertingkat bagi memenuhi keperluan organisasi yang berteraskan
maklumat terutama bagi membina keupayaan bagi penyelidikan dan inovasi teknologi
berorientasi ke arah pengetahuan sendiri dan menjana kandungan kebangsaan dari institusi
awam dan komponen pelbagai kumpulan masyarakat lain (Pajaro dan Betancourt 2007). Bagi
memperbaiki persaingan dan produktiviti industri dan komersil dengan menjadikan maklumat
sebagai sumber bagi organisasi. Prasyarat bagi matlamat ini adalah tenaga kerja yang
berpendidikan dan berkemahiran (Calanag, 2003).

Selain daripada keperluan strategi dan polisi bagi menjamin kemahiran asas, sokongan
kepada penyelidikan maklumat yang berkaitan dengan teori, amalan, pendidikan, latihan
kepada menghasil, memindah dan mengguna maklumat juga adalah satu keperluan bagi
membangunkan masyarakat bermaklumat (Montviloff, 1990).

Pendidikan ICT di Malaysia
Di Malaysia, usaha melahir masyarakat bermaklumat bermula sejak awal zaman
persekolahan. Ini dibukti dengan gesaan dalam kalangan ahli parlimen agar kanak-kanak
sekolah didedah kepada teknologi Internet sebagai asas bagi mencari maklumat/ ilmu (Chia,
2001; Daim, 2000). Selain daripada itu, program ICT untuk golongan dewasa juga
dijalankan. Program seumpama ini disaran mengguna kemudahan yang ada pada universiti
awam dan dijalankan sewaktu cuti semester (Ghazi, 2000). Kerajaan juga perlu menggalak
pembelajaran sepanjang hayat khususnya kepada anggota masyarakat yang bekerja
(Alexander, 2010).

Cadangan dan gesaan ahli dewan rakyat dan dewan negara menyebabkan kerajaan
mengemukakan Pelan Pembangunan Pendidikan Negara yang mengandungi pelbagai usaha
untuk menambah baik sistem pendidikan negara serta membangun masyarakat yang
mempunyai minda kelas pertama yakni masyarakat berpengetahuan, berinovatif, berbudaya
dan bermoral tinggi (Mohamed Nazri, 2001).

Bagi melancarkan inisiatif pembangunan masyarakat bermaklumat, kerajaan
memperuntukkan sebanyak RM205.5 juta bagi pelaksanaan program perkomputeran di
sekolah (Marimuthu, 2001).

Pembudayaan Maklumat
Pembangunan masyarakat bermaklumat turut dipengaruhi oleh budaya yang memberi
keutamaan kepada penggunaan maklumat dalam sebarang tindakan terutamanya bagi
membuat keputusan. Maklumat harus dijadikan sumber dalam ekonomi, pendidikan dan
sosial seperti pengukuhan budaya setempat supaya sesuatu bangsa mempunyai jati dirinya
yang kuat. Budaya mengguna dan menilai maklumat secara kritis dapat membanteras
penerimaan maklumat dari Barat secara melulu (Moore, 1997).

Umum mengetahui bahawa ekonomi global masa kini menekankan ilmu pengetahuan sebagai
sumber utama, kekuatan, daya tahan dan daya saing sesebuah negara. Ini menjadikan sektor
maklumat salah satu komponen ekonomi yang penting yang memerlukan pekerja mengguna
maklumat secara cerdas. Ini bermakna masyarakat meletakkan ilmu sebagai tumpuan
utamanya dan menganggap ilmu sebagai tumpuan kehidupan peribadi serta pekerjaan. ICT
pula menjadi pemangkin kepada pembentukan budaya mengguna ilmu. Menurut Moore
(2005) lazimnya, sektor maklumat dipecahkan kepada tiga sub-sektor utama iaitu: kandungan
maklumat, pemprosesan dan penyampaian maklumat. Justeru, polisi perlu digubal bagi
menyokong ketiga-tiga sub-sektor tersebut.

Budaya Penggunaan Maklumat di Malaysia
Di Malaysia, beberapa usaha dirancang dan dilaksana oleh kerajaan seperti menyediakan
peruntukan bernilai RM375 juta bagi melengkapkan semua 10,000 sekolah dengan talian
telefon menjelang akhir 2004 (Utusan Malaysia 29 September 2004). Selain itu, kerajaan juga
menyedia kemudahan jalur lebar di 6,522 buah sekolah oleh Kementerian Pelajaran melalui
projek `schoolNet (Utusan Malaysia 30 Januari 2005).

Sementara itu, bagi menyediakan kemudahan capaian penduduk bandar, Program Internet
Desa (PID) diperkenal. Program bawah kelolaan Kementerian Tenaga, Air dan Komunikasi
ini mula dilaksanakan pada tahun 2000. Sejak penubuhannya, terdapat 39 lokasi PID di
seluruh Malaysia melibatkan semua negeri kecuali Wilayah Persekutuan (Utusan Malaysia 29
September 2004). Selain itu Suruhanjaya Komunikasi dan Multimedia (SKM) mengumpul
dana Penyediaan Perkhidmatan Sejagat (USP) bagi membangun prasarana telekomunikasi
dan akses Internet di kawasan pendalam. Selain itu MIMOS Berhad dengan kerjasama
Jabatan Kemajuan Masyarakat (KEMAS) melaksana projek perintis Malaysian Grid for
Learning (MyGfL) bermula April 2005 (Utusan Malaysia 14 November 2005).

iii. Infrastruktur Teknologi Maklumat dan Komunikasi (ICT)

ICT adalah penting untuk menjadikan ekonomi negara sebagai ekonomi yang berasaskan
maklumat yang memerlukan modal insan berpengetahuan. Membangun masyarakat yang
berpengetahuan dan berkemahiran tinggi dalam ICT perlu diberi perhatian oleh kerajaan.
Bagaimanapun, hasrat tersebut tidak mungkin tercapai jika rakyat tidak mendapat capaian
kepada maklumat sekiranya terpaksa membayar harga yang tinggi sama ada dari segi perisian
mahupun perkakasan.

Bilangan pengguna internet perlu ditingkatkan jika mahu gagasan masyarakat bermaklumat
menjadi kenyataan kerana Internet adalah perpustakaan terbesar yang menjadi penyebar
maklumat. ICT memberikan kesan kepada perubahan masyarakat dan hubungan sosial.
Rakyat boleh menggunakan maklumat untuk menggunakan hak mereka sebagai rakyat dan
membuat keputusan sebagai pengguna. Oleh sebab itu teknologi boleh merubah hubungan
antara rakyat dan negara dan di antara pengguna dengan persekitaran pasaran. kesannya
adalah individu yang lebih mengerti hak mereka untuk capaian kepada maklumat rasmi dan
keperluan bagi perlindungan terhadap maklumat peribadi dan kebersendirian.

Menurut Moore (2005), infrastruktur telekomunikasi yang baik diwujudkan kerana menjadi
komponen utama bagi masyarakat berasaskan maklumat kerana menyokong komunikasi
maklumat digital dengan pantas dan selamat. Infrastruktur telekomunikasi yang perlu
dibangunkan dan isu yang perlu ditangani adalah pembangunan rangkaian, peranan sektor

awam dan swasta dalam penawaran perkhidmatan, isu harga telekomunikasi yang perlukan
kawalan, isu hak capaian sejagat dan perundangan dalam menyediakan perkhidmatan.

Infrastruktur Teknologi Maklumat dan Komunikasi Di Malaysia
Menerusi Akta Komunikasi dan Multimedia 1998, kerajaan bertanggungjawab menyediakan
infrastruktur IT bagi membolehkan rangkaian komunikasi dipertingkatkan supaya dapat
beroperasi dalam persekitaran percantuman antara industri Komunikasi dan Multimedia.
Kerajaan turut memberi insentif pelesenan bagi mendorong pelabur meluaskan kemudahan
rangkaian aplikasi di kawasan luar bandar (Chan, 1999). Namun penglibatan kerajaan
bukanlah secara langsung, tetapi diswastakan kepada syarikat berkaitan kerajaan (GLC) iaitu
Telekom Malaysia (Tajol Rosli, 1990; Lim, 2004).

Selain itu, Infrastruktur telekomunikasi di sektor awam turut dipertingkat termasuklah
pelaksanaan konsep perkhidmatan awam tanpa kertas melalui pelaksanaan Electronic Data
Interchange (EDI). Melaksana projek pengkomputeran serta penubuhan Rangkaian
Telekomunikasi Bersepadu Kerajaan (Government Integrated Telecommunication Network -
GITN). Penyeragaman dalam sistem kewangan di badan berkanun melalui pelaksanaan pakej
Standard Accounting System for Government Agencies (SAGA) turut dilaksanakan
(Mohamed Nazri, 1997).
Pelan jalur lebar negara diperkenal pada akhir tahun 2004 adalah merupakan satu strategi
untuk meningkat penyediaan infrastruktur internet berkapasiti tinggi atau jalur lebar di negara
ini. Bagi merapat jurang digital, kerajaan mensasarkan kadar penembusan jalur lebar 50
peratus daripada isi rumah menjelang tahun 2010, berbanding dengan 12 peratus pada tahun
2007 (Abdullah, 2007)

Bagi melengkapkan prasarana telekomunikasi di luar bandar, satu Tabung Perkhidmatan
Sejagat (Universal Service Fund) di bawah Akta Komunikasi dan Multimedia diwujudkan.
Kerajaan juga memperkenal projek e-komuniti bagi memastikan masyarakat luar bandar tidak
ketinggalan dalam arus perdana IT. Projek ini dijangka dapat menggalak rakyat luar bandar
mengguna media elektronik di dalam aktiviti sosial dan ekonomi mereka (Chan, 1999).
Telekom Malaysia Berhad (TMB) turut berperanan bagi menyedia rangkaian telekomunikasi
di luar bandar di negeri Sarawak (Chia, 2001).
Dalam RMK-8, Kementerian Tenaga, Air dan Komunikasi (KTAK) melalui projek
pemberian perkhidmatan sejaga,t menyedia infrastruktur komunikasi kepada 869 lokasi pusat
ICT komuniti di seluruh negara. Sebanyak 510 lokasi adalah merupakan perpustakaan desa
manakala 359 lokasi adalah klinik kesihatan dan klinik desa. Kementerian turut melaksana
program internet desa (PID) dengan kerjasama Pos Malaysia Berhad.
Selain itu melalui projek rangkaian school net pula, KTAK dengan kerjasama Kementerian
Pelajaran menyedia rangkaian internet kepada 10 ribu lokasi yang meliputi sekolah bantuan
kerajaan dan institusi pendidikan seperti maktab perguruan dan pusat kegiatan guru. Setiap
inisiatif menyedia peluang ICT untuk dimanfaatkan oleh masyarakat luar bandar.
Dalam RMK-9 KTAK menambah 300 lokasi baru pusat ICT komuniti yang melibatkan
perpustakaan desa dan awam melalui program PPSK. Sementara itu beberapa pusat ICT
komuniti yang sedia ada dinaik taraf menjadi pusat sehenti.

iv. Perpustakaan

Kemudahan mendapat maklumat melalui penyediaan perpustakaan perlu dipertingkat. Jumlah
perpustakaan yang banyak terutamanya perpustakaan awam memudahkan pembangunan
masyarakat bermaklumat. Meskipun ICT dilihat dapat melonjak pembangunan negara,
namun peranan perpustakaan tidak boleh diketepi malah peranan perpustakaan wajar berubah
dari hanya menjadi penyedia dan penyimpan maklumat kepada pusat capaian maklumat
(Ruenwai, 2006).

Gill (2001) dan Kargbo (2007) menegaskan bahawa hal ehwal berkaitan dengan polisi
maklumat adalah berada di bawah tanggungjawab perpustakaan kerana institusi ini
berperanan sebagai penyedia maklumat yang kritikal. Justeru, bagi memenuhi peranan ini,
perpustakaan perlu mempunyai polisi maklumat bagi memilih, mengorganisasi dan menyebar
maklumat di samping menangani isu keberkesanan yang berkaitan dengannya.

Malah sarjana dalam polisi maklumat mendapati pendekatan yang lazim diguna dalam
pembentukan polisi maklumat boleh dibahagi kepada dua. Pertama, pendekatan perpustakaan
dan maklumat dan kedua pendekatan yang umum dan khusus yang menjurus kepada bidang
seperti ekonomi, sosial dan aktiviti budaya (Gray, 1988). Pendekatan perpustakaan dan
maklumat jelas terdapat dalam pengkelasan polisi maklumat seperti yang diutarakan oleh
Bustamante (2007). Menurut Bustamante, polisi maklumat boleh dikelas kepada enam
bahagian iaitu polisi capaian perpustakaan awam, galakan membaca dan undang-undang
berkaitan buku, polisi maklumat sains dan teknologi, polisi maklumat pemetaan dan statistik,
polisi capaian maklumat awam dalam pengurusan kerajaan, polisi melindungi maklumat
tradisional, polisi berkaitan teknologi maklumat dan komunikasi dan masyarakat
bermaklumat.

Rowlands (1999) setelah mengkaji 771 artikel berkaitan dengan polisi maklumat mendapati
540 daripada artikel tersebut diterbitkan dalam jurnal kajian maklumat dan perpustakaan, 92
artikel dalam jurnal perundangan, 32 dalam bidang pentadbiran awam, 32 dan bidang sains
politik, 26 dalam bidang kajian komunikasi, sains sosial 24 dalam bidang sains sosial
manakala 15 dalam pengurusan dan perniagaan 15. Analisis Rowlands membuktikan polisi
maklumat adalah berkait rapat dengan bidang sains maklumat dan perpustakaan. Terdahulu,
Lamberton (1974) mendapati bahawa isu ke-4 yang kerap dinyatakan oleh sarjana dalam
bidang polisi maklumat adalah polisi berkaitan dengan perpustakaan terutamanya
perpustakaan awam selain daripada arkib. Demikian juga dakwaan Soler (2007). Polisi
maklumat Kebangsaan adalah berdasarkan kepada sistem maklumat yang pada asalnya terdiri
daripada perpustakaan, arkib dan dokumen. Namun kemudiannya berkembang kepada
teknologi media melalui pembangunan pusat capaian maklumat dalam konteks sosial pada
peringkat awam dan swasta.

Meskipun kemudiannya ICT mendominasi bidang polisi maklumat tetapi sarjana dalam
bidang ini terus bertegas bahawa polisi maklumat masih tidak boleh bebas daripada pengaruh
perpustakaan dan sains maklumat. Arnold (2007) mendapati banyak penerbitan berkaitan
polisi maklumat sebelum tahun 1980-an menerangkan bahawa polisi maklumat kebangsaan
sebagai polisi yang bertujuan untuk mengawal selia .. penciptaan, pengedaran, dan
penggunaan maklumat. Manakala Gray (1988) pula menerangkan wujud dua alternatif
terhadap pendekatan pembuatan dasar maklumat iaitu, polisi maklumat berdasarkan
pendekatan perpustakaan dan pendekatan polisi maklumat berasaskan maklumat.
Menurutnya, program NATIS yang dilancarkan oleh Unesco pada tahun 1974 adalah contoh

pembangunan polisi maklumat mengguna pendekatan perpustakaan. Pendekatan ini melihat
pembangunan polisi maklumat dari sudut dan skop perkhidmatan maklumat yang disediakan
oleh perpustakaan. Pendekatan maklumat menurut Gray pula dibangunkan oleh pakar
maklumat yang menganggap perpustakaan hanya salah satu komponen bagi rangkaian
maklumat serta melihat rangkaian yang menyeluruh.

Fenomena tuntutan terhadap maklumat saintifik dan teknikal adalah hasil dorongan
masyarakat untuk mendapatkan maklumat bagi memenuhi keperluan pada zaman revolusi
industri (Soler, 2007). Sebagai contoh, peningkatan permintaan terhadap buku dan surat
khabar mencetuskan revolusi industri cetakan dan seterusnya fenomena ini membantu
penubuhan perpustakaan awam pertama dibuka khususnya di England dan Amerika Syarikat.
Penubuhan perpustakaan juga adalah satu tanda terhadap tuntutan dari golongan pekerja
terhadap pembacaan dan pembelajaran juga akibat kekhuatiran mereka tertinggal dari sudut
perniagaan. Soler (2007) berpandangan perpustakaan awam pertama yang dibuka di Boston
Amerika Syarikat pada tahun 1854 adalah tanda kepentingan sumber maklumat kepada
masyarakat. Peranan perpustakaan sebagai sumber kepada saintis dan teknokrat adalah ketara
di England dengan kewujudan perpustakaan khas yang berfungsi untuk menyedia pinjaman
dan salinan maklumat kepada golongan tersebut pada tahun 1957 (Gray, 1979).

Motivasi pembangunan polisi maklumat kebangsaan pada tahun 1970-an tertumpu kepada
peranan perpustakaan negara dan penyediaan capaian kepada maklumat yang dihasilkan dari
dalam negara (Arnold, 2007). UNESCO menerajui usaha peringkat antarabangsa yang
bermatlamat untuk memasti capaian kepada sumber maklumat. Ini dimulakan dengan
program UNISIST yang dilancarkan pada tahun 1972 dengan fokus kepada maklumat
teknikal dan saintifik. Arnold (2007) yang merujuk dokumen bertajuk Information Policy
Objectives: UNISIST Proposals yang diterbitkan oleh Unesco pada tahun 1974 sebagai bukti
bahawa polisi maklumat dibangun bagi mengangkat maklumat sebagai sumber yang
digunakan bagi pembangunan sosial dan ekonomi. Pada tahun yang sama UNESCO
melancarkan satu lagi program iaitu NATIS yang memfokus kepada dokumentasi bibliografi,
perpustakaan dan arkib. Namun kedua-dua program tersebut tidak sesuai bagi keadaan di
negara membangun kerana tidak menangani secara khusus isu di kebanyakan negara
membangun (Arnold, 2007).

Penggabungan program UNISIST dan NATIS pada tahun 1976 menjadi General Information
Program (GIP) bertujuan bagi memperkemas peranan dan skopnya. Garis panduan yang
dikemukakan oleh GIP meluaskan lagi skop polisi maklumat kebangsaan dari maklumat
teknologi dan saintifik serta maklumat bibliografi kepada bidang pengetahuan dan jenis
maklumat yang lain (Wesley-Tanaskovic, 1985). Persidangan UNISIST antara negara yang
kedua pada tahun 1979 menyokong perluasan konsep maklumat dan keperluan kepada
semakan semula fungsi national focal points dan memperbaiki kordinasi semua sistem
kebangsaan.

UNISIST menggariskan dasar yang ingin dicapai oleh program tersebut iaitu: membangun
infrastruktur pusat dokumentasi dan perpustakaan, pengeluaran perkakasan bagi komunikasi
di antara sistem, pengiktirafan terhadap peranan institusi sedia ada, penggunaan optimum
maklumat teknologi dan saintifik bagi pembangunan ekonomi dan sosial terutama dalam
kalangan negara sedang membangun. Pada 11-13 Disember 1974, Unesco menganjurkan
persidangan pakar di Paris bagi memperinci peranan yang perlu dimainkan oleh Unesco bagi
membantu negara yang menjadi ahli khususnya negara membangun untuk merancang dan
membangun sistem maklumat kebangsaan yang dikenali sebagai NATIS (National

Information System) (International Federation of Library Associations and Institutions,
1975). Hasil persidangan pakar tersebut beberapa cadangan dikemukakan antaranya adalah
kajian bagi menghasilkan garis panduan pembangunan polisi maklumat kebangsaan dan
metod bagi menganalisis kehendak pengguna dan inventori sumber sedia ada. Arnold (2007)
menamakan pendekatan yang diambil oleh Unesco ini sebagai pendekatan maklumat
terhadap polisi maklumat kebangsaan.

Perpustakaan Di Malaysia
Pada awal tahun 1970-an, penyediaan maklumat di Malaysia tidak hanya
dipertanggungjawabkan kepada perpustakaan, pusat dokumentasi atau arkib saja sebaliknya
turut melibatkan agensi yang lain. Kementerian Maklumat sebagai contoh bertanggungjawab
menjalankan operasi dan koordinasi semua aktiviti media masa kerajaan melalui tiga jabatan
iaitu, Jabatan Maklumat, Jabatan penyiaran dan Filem Negara Malaysia. Melalui
Perkhidmatan Media Pendidikan dan program radio dan TV pendidikan, Kementerian
Pendidikan juga terbabit dalam aspek penyediaan maklumat dan menyebarkannya. Bagi
menyebar maklumat tentang warisan kebudayaan negara, jabatan yang bertanggungjawab
adalah jabatan Muzium Negara (Wijasuriya, 1979). Selain itu, kementerian lain yang terlibat
menurut Wijasuriya adalah Kementerian Kebudayaan, Belia dan Sukan, Kementerian Hal
Ehwal Luar, Kementerian Perdagangan dan Industri, Unit Perancang Ekonomi, Percetakan
Negara Malaysia, Lembaga Galakan Pelancongan dan agensi lain walaupun tidak secara
khusus terlibat dengan maklumat.

Pada sekitar tahun 1980-an, bidang kajian polisi maklumat kebangsaan masih tertumpu
kepada sains perpustakaan dan perkhidmatan maklumat khususnya pembangunan sistem
maklumat kebangsaan. Wijasuriya (1981) walaupun mula membincang isu capaian
maklumat, namun ia masih dalam wewenang bidang perpustakaan. Menyedari kepentingan
maklumat kepada pembangunan negara, Wijasuriya menegaskan perlunya penyediaan
maklumat yang di koordinasi dan bersepadu, tidak bersifat khusus dan berasingan.

Dalam pada itu, istilah polisi maklumat kebangsaan mula digunakan oleh Oli (1982) namun
masih dalam skop yang sama iaitu berkaitan sistem maklumat kebangsaan. Oli berpandangan
pembentukan polisi maklumat kebangsaan dan penubuhan struktur organisasi bagi sistem
maklumat kebangsaan sebagai komponen penting kepada pembangunan sistem maklumat
kebangsaan selari dengan perkembangan di peringkat antarabangsa iaitu General Information
Program (PGI) adalah penggabungan antara program sedia ada iaitu UNISIST dan NATIS
(Wesley-Tanaskovic, 1985).

Melalui mekanisme seperti Seminar on National Policy for Libraries and Information
Services di Petaling Jaya pada 29-31 Oktober 1984, keperluan negara terhadap maklumat,
masalah dan elemen yang perlu dalam polisi kebangsaan mula dikenalpasti (Oli, 1991). Hasil
ketara dari seminar ialah pembentukan satu badan bertindak pada 16 November 1984, dan
pada awal tahun 1987, bagi menyempurna draf polisi kebangsaan Malaysia. Polisi tersebut
diperakui oleh kerajaan pada Jun 1989 dengan nama Polisi Kebangsaan untuk Perpustakaan
dan Perkhidmatan Maklumat. Bagaimanapun prinsip yang mendasari polisi tersebut masih
berkaitan dengan skop yang terhad kepada perkhidmatan maklumat dan perpustakaan (Oli,
1991). Ia bertentangan dengan garis panduan yang dikeluarkan oleh Unesco (Wesley-
Tanaskovic, 1985) serta pandangan oleh Baark (1985) yang mencadang pembentukan polisi
maklumat kebangsaan perlu dilihat dalam konteks yang luas melangkaui sosio budaya dan
ekonomi.

Pada awal tahun penubuhan PNM, isu yang sering diberikan perhatian adalah berkaitan
dengan pembangunan infrastruktur maklumat fizikal iaitu pembinaan perpustakaan dan bahan
bacaan yang diberikan peruntukan khusus dalam RMK-3 (1971-1980), RMK-4 (1981-1985)
dan Rancangan Malaysia ke-5 (1986-1990). Mulai RMK-6 (1991-1995), kerajaan mula
melihat prospek teknologi maklumat dalam pengertian yang luas iaitu merujuk kepada semua
elemen teknologi yang membolehkan perolehan, penyimpanan, pemprosesan, penghantaran
dan penyampaian maklumat (Malaysia 1991). Kerajaan mula memberi perhatian kepada
aspek paten dengan mewujud Dasar Hak Intelektual bagi tujuan komersial. Dasar ini
bertujuan untuk mewujud persekitaran yang menggalakkan perdagangan teknologi yang
berpotensi dan mewujud aktiviti ekonomi dan peluang pekerjaan yang baru melalui
penggubalan dan pembentukan dasar dan garis panduan hak intelektual untuk universiti dan
institusi penyelidikan. Ini adalah sebahagian daripada proses untuk mewujudkan suasana
yang mendorong perkembangan inovasi dan ciptaan.

Abdus Sattar (1993) menyatakan Malaysia adalah terkehadapan berbanding dengan Arab
Saudi apabila menganalisis polisi maklumat di kedua-dua negara tersebut kerana mempunyai
kerangka polisi yang baik dan peruntukan perundangan yang mencukupi sehingga
mempunyai sistem perpustakaan awam yang baik bukan sahaja pada peringkat negeri malah
di kawasan luar bandar. Polisi tersebut juga berjaya memaksimum penggunaan sumber
maklumat dalam negara melalui sistem pinjaman antara perpustakaan serta boleh menjadi
platform kepada forum, mekanisme dan rangkaian antara perpustakaan dalam negara.

Kajian mengenai polisi disambung oleh Rehman (1996) yang mengemukakan polisi
maklumat bagi negara membangun dengan mengambil Malaysia sebagai kajian kes. Sektor
maklumat adalah satu disiplin yang cepat dan semakin berkembang lantas menjadikannya
satu subset kecil bagi sektor maklumat yang dinamik. Rehman membangun profil kajian yang
melangkaui disiplin perpustakaan dan maklumat dengan mengandungi sebelas kategori iaitu:
persekitaran maklumat, keperluan maklumat, sistem maklumat, isu polisi maklumat (capaian,
literasi, penapisan, hak cipta, keperluan kumpulan khusus, maklumat rasmi dan lain-lain),
penyediaan tenaga kerja, peranan dan sumbangan agensi maklumat, perundangan, teknologi
dan kesannya, penerbitan dan pengagihan maklumat, proses pembangunan dan pelaksanaan
polisi, dan dimensi antarabangsa.

v. Undang-undang

Bagi mewujud norma dan peraturan yang menjamin hak terhadap maklumat dan
menggalakkan penggunaan maklumat serta aplikasi teknologi maklumat dan komunikasi,
polisi maklumat perlu dibangun bagi membuat ketetapan perundangan yang mencukupi dan
stabil melalui badan perundangan yang relevan (Moore 2005; Pajaro dan Betancourt 2007).
Jaeger (2007) menjelaskan polisi maklumat sebagai kombinasi perundangan, peraturan, dan
garis panduan yang mengawal penghasilan, pengurusan, dan penggunaan maklumat bagi
tujuan mencorak peranan maklumat dalam masyarakat.

Isu perundangan dan peraturan adalah penting dan menjadi salah komponen utama bagi
sebarang kerangka polisi maklumat (Moore 2005). Umumnya masyarakat bermaklumat perlu
diberikan hak capaian terhadap maklumat rasmi dan maklumat lain di samping jaminan
perlindungan data peribadi (Burger, 1993; Rowlands, 1996; Muir dan Oppenheim 2002;
Rowlands et al., 2002; Moore 2005; Pajaro dan Betancourt, 2007). Isu perundangan yang
dikaitkan dengan polisi maklumat adalah isu hak cipta (Lester dan Koehler, 2003; Moore,
2005), paten (Lester dan Koehler, 2003; Moore, 2005), perlindungan reka cipta (Moore,

2005), cap dagangan niaga (Lester dan Koehler, 2003; Moore, 2005) dan geographical
designations (Moore, 2005) yang dikelas dalam satu tema besar iaitu hak harta intelek
(Burger, 1993; Rowlands, 1996; Muir dan Oppenheim 2002; Rowlands et al., 2002; Moore,
2005; Pajaro dan Betancourt, 2007). Isu lain yang turut dimasukkan dalam kerangka ini
adalah undang-undang rahsia perniagaan (Lester dan Koehler 2003), legal deposit,
kebersendirian dan kerahsiaan peribadi (Deborah, 2001; Muir dan Oppenheim, 2002),
capaian dan kebebasan maklumat, keterbukaan maklumat, kepunyaan dan keselamatan
(Deborah, 2001).

Perundangan Berkaitan Maklumat di Malaysia

Bagi melindungi pengguna kerajaan Malaysia mengadakan undang-undang siber meliputi
Akta Komunikasi dan Multimedia 1998, Akta Tandatangan Digital 1997, Akta Jenayah
Komputer 1997 dan Akta Telemedicine 1997. Semangat dan falsafah Akta Komunikasi
Multimedia 1998 di Malaysia misalnya, bukan sahaja mengambil kira pembangunan sektor
komunikasi dan multimedia secara menyeluruh, malah penggubalan akta ini juga dilihat
sebagai pemangkin pada pembentukan masyarakat berpengetahuan dan mempunyai nilai
murni sejagat (Shaziman, 2007). Rang Undang-Undang Komunikasi dan Multimedia 1998
adalah satu instrumen perundangan yang berkesan dan dijangka mempunyai kesan yang
positif dan meluas untuk menyokong pembangunan projek Koridor Raya Multimedia serta
bagi menjaya matlamat mewujud masyarakat bermaklumat serta menjadikan Malaysia pusat
komunikasi serantau (Chan, 1998).

Kerangka Masyarakat Bermaklumat di Malaysia

Hasil dari analisis sorotan susastera berkaitan masyarakat bermaklumat di Malaysia, penulis
mengemuka kerangka yang dijangka dapat diguna bagi memahami dan mengenal pasti isu
penting bagi membangun masyarakat bermaklumat di Malaysia. Kerangka yang dicadangkan
adalah seperti di bawah:

Pembentukan masyarakat bermaklumat umumnya ditentukan oleh polisi maklumat yang
komprehensif dan bersepadu. Polisi maklumat menyediakan garis panduan dan halatuju
masyarakat bermaklumat. Dalam masyarakat maklumat, perpustakaan berfungsi sebagai
penyedia dan penyelia kandungan kebangsaan. Bagi mencapai dan menyebar kandungan
maklumat, rakyat mengguna kemudahan infrastuktur ICT agar dapat dilaksana dengan cekap
dan pantas. Namun untuk menjadikan kandungan maklumat diguna secara kreatif
menggunakan ICT, pendidikan yang merangkumi program celik teknologi hinggalah

pembudayaan maklumat perlu dilaksana oleh pihak yang berwajib. Bagi menangani isu yang
timbul dari dan akibat penggunaan kandungan maklumat dan teknologi ICT, kerangka
perundangan perlu digubal. Kerangka yang digubal seterusnya diguna untuk menyelia dan
mengawal sektor pendidikan, ICT dan penyediaan kandungan. Interaksi yang harmoni antara
komponen yang dikemukakan di atas dijangka dapat menggalak pembangunan masyarakat
bermaklumat di Malaysia.

Penutup
Desakan supaya masyarakat bermaklumat atau masyarakat berpengetahuan dibangunkan
dengan segera di Malaysia disuarakan oleh ahli politik sewaktu perbahasan Rang Undang-
Undang berkaitan dengan Koridor Raya Multimedia (MSC) iaitu Rang Undang-Undang
Hakcipta (Pindaan) 1997, Rang Undang-Undang Jenayah Komputer 1997 dan Rang Undang-
undang Cakera Optik 2000 di kedua-dua Dewan Rakyat dan Dewan Negara. Konsep
masyarakat bermaklumat ini sebenarnya sudahpun digaris dalam agenda teknologi maklumat
dan komunikasi negara (NITA) bagi mewujud masyarakat berpengetahuan, bermaklumat dan
berbudaya ICT (Mahathir, 2001).

Pembangunan masyarakat bermaklumat di Malaysia berpaksi kepada agenda Koridor Raya
Multimedia yang memberi keutamaan tinggi kepada industri multimedia (Moore 1997)
sebagai program pelaburan modal utama membangun bandaraya baru bagi menggalak dan
menyokong pembentukan masyarakat bermaklumat dan industri pemprosesan maklumat
(Moore, 2005). Ini bererti pembangunan konsep tersebut terilham apabila institusi yang
mengendali sumber maklumat dan infrastruktur menerima kesan akibat kepesatan kemajuan
teknologi maklumat dan komunikasi (ICT).

Kewujudan Koridor Raya Multimedia, menyebabkan kerajaan Malaysia tidak menapis
maklumat ke atas berita dan media massa tempatan. Aliran bebas maklumat adalah penting
dalam pembentukan masyarakat bermaklumat (Suleiman, 1997). Malah masyarakat
bermaklumat memerlukan kewujudan Akta Kebebasan Maklumat yang menganggap
maklumat adalah sebagai satu hak asasi.

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CORRELATION BETWEEN MATHEMATICS AND PROGRAMMING
Azfi Zaidi Mohammad Sofi, Nurkaliza Khalid, Abdurrahman Jalil
azfizaidi@yahoo.com, nurkalizakhalid@yahoo.com, abdurrahman@kuis.edu.my

Abstract
This paper is the first report of our research involving mathematics course and programming
course that we currently doing in our college. This study examines the relationship between
discrete mathematics courses and basic programming courses among FTSI (Faculty of
Information Science and Technology) students in KUIS (Selangor International Islamic
University College). There are 121 samples are taken from the students who registered in
session II 2009/2010 in our faculty. All the samples had taken their Discrete Mathematics
course in the first semester and taken their Introduction to Programming course in the second
semester. Here, we studied the samples final results in both courses. We also divided the
sample into two groups based on their level of education, degree and diploma. We used the
standard Pearson correlation method to study the correlation between these courses and the
results show there exist significant correlation between these courses.The study also revealed
there exist significant correlation between the level of student education with the Introduction
to Programming course.

Keywords: Pearson correlation, Spearman correlation, mathematics and programming

1. Introduction
Programming is a very important skill for the information technology and computer science
students. Course of Introduction to Computer Programming normally found in several
computer-based degrees in higher education institutes. In Malaysia, almost all of the higher
institutes or universities offer the computer or information technology based courses such as
computer sciences, e-commerce technology, networking, multimedia and others. All the
students in these courses at least will take one or more courses that related to programming. It
is proven that strong prior mathematical knowledge and background will play the importance
roles to success in the programming (Wilson and Shrock, 2001). Other studies have attributed
programming success to factors such as the students background in mathematics and science
(Byrne and Lyons, 2001). Even though it is proven that strong prior mathematical knowledge
and background play significant roles to success in the programming, there is no study
conducted in Kolej Universiti Islam Antarabangsa Selangor to find the correlation between
course Discrete Mathematics and Introduction to Programming among Fakulti Teknologi dan
Sains Informasi diploma students.

In this study the intention is to focus on the strength of relationships between course Discrete
Mathematics and Introduction to Programming among the FTSI diploma and degree students
in KUIS. The final results of students in both courses are collected and measured. The
purpose of the study was to study the correlation between the performance based on grade
achieved for course Discrete Mathematics and Introduction to Programming.

The major areas of Discrete Mathematics course study in our college are include Set Theory,
Logic, Functions, Induction and Recursion, Counting Techniques, Relations, Boolean
Algebra, Graphs, and Trees. Upon completion of all these areas in Discrete Mathematics

course, the students mostly will be able to use their experience and knowledge that they had
learned in Discrete Mathematics course to apply in Intoduction to Programming course that
require much on pramming practical using computer.

In this preliminary report, we studied the correlation between Discrete Mathematics course
and Introduction to Programming course. The dependent variable here is Introduction to
Programming course and the independent variable is Discrete Mathematics course. We also
studied the correlation between the students level of education and Introduction to
Programming course. The dependent variable here is Introduction of Programming course
and the independent variable is the level of student education.

2. Methodology

The main focus of the research is to verify that math course is beneficial for programming
course. The main constraint is that students have a set of curriculum of courses to follow. The
best way to research a math course prerequisite that indicates the required cognitive skills is
to correlate course grades with programming course grades (White and Sivitanides, 2003).
This study was analyzed by using standard Pearson correlation method as done by (Byrne &
Lyons, 2001; Campbell & McCabe, 1984; Cantwell-Wilson & Shrock, 2001; Evans &
Simpkin, 1989; Hagan & Markhan, 2000; Holden & Weeden, 2003; Leeper & Silver, 1982;
McCracken et al., 2001; Wiedenbeck & Kain, 2004; Werth, 1986). However we also did
analyze this sample using Spearman correlation because there were also exist stronger
significant using this method and we will discuss about it later.
This study was done independent of instructors. The intervening variables of different
instructors were not controlled. The math courses were taken with different instructors at
Selangor International Islamic University College.

2.1 Data
A request was made to Selangor International Islamic University College Academic and
Examination Department for all students who took first Introduction to Programming (DTCP
/ BTCP) course for session II 2009/2010 academic year. The records contained the (DTCP /
BTCP) grades and one prerequisite mathematics grade (DTSC / BTSC) that is Discrete
Mathematics. The sample size was 121.

Table 1 : Scale for the grade
MARKS GRADE SCALE
0 F 2
40 D 4
44 D+ 4.4
50 C 5
56 C+ 5.6
64 B 6.4
72 B+ 7.2
80 A 8
90 A+ 9

Table 1 above show the scale for the grade of courses that sample achieved. Grades were
given the values of 9 for A+, 8 for A, 7.2 for B+, 6.4 for B, 5.6 for C+, 5 for C, 4.4
for D+, 4 for D, and a 2 is assigned for an F.

2.2 Variables
The dependent variable was the Introduction to Programming course (DTCP / BTCP) and the
independent variable was the Discrete Mathematics course (DTSC / BTSC).

3. Analysis Results
Table 2 : Analysis result for the sample
Sample Size Pearson correlation Spearman correlation
N1=121 .470** .550**
N2= 98 .453* .499*
N3=23 .475** .566**

Note : ** the correlation is significant at .01 level
* the correlation is significant at .05 level
N1 size sample for all students
N2 size sample for diploma level students
N3 size sample for degree level students

Table 2 above show the result of Pearson and Spearman correlation for all the sample N1,
sample for diploma students, N2 and sample for degree students, N3.

3. Discussion

As shown in the Table 2, there exist significant correlation for N1 and N3 at the level .05 and
.01 for the N3. Here, we can see the significant correlation between Discrete Mathematics
course and Introduction to Programming course is .470** using Pearson correlation and
.550** using Spearman correlation for N1=121. There are also exist significant correlation
between the level of students education with the Introduction to Programming course. For
the Diploma students, N2, the correlation is significant at .05 level with .453* using Pearson
correlation and .499* using Spearman correlation. And for the degree level, there exist
significant correlation at .01 with .475** using Pearson correlation and .566** using
Spearman correlation.

Although all of the correlation are not quite strong ( below than .7), but this is a preliminary
testing that we have done using single batch of students at our college as sample. We will
further this study and we believe that we will have the stronger significant if we use more
number of samples. In this preliminary study, we also realized it is not good for us to use the
scale as shown in the Table 1 because it will not produce the precise analysis. Figure 1 and
Figure 2 below show the explanation.


Figure 1 : Scatter graph using exact marks

Figure 2: Scatter graph using scale

In the future, we will do study the correlation between mathematics course and programming
course in deeper. More sample will be use? Of course.

Currently at our college, there are a unique case we want to study also. It is for Diploma of E-
Commerce (DEC) students and for Diploma of Computer Science students (DCS).

Figure 3: Flow of prerequisite courses for DEC and DCS

Based on Figure 3, DEC students in our college must requisite Discrete Mathematics at the
semester 1 and Fundamental Mathematics at the semester 2 before Introduction to

Programming course and it is contrary for DCS students. What will happen if DEC student
must requisite Fundamental Mathematics for semester 1 and Discrete Mathematics for the
semester 2? And what if DCS student must requisite the opposite flow of courses as shown in
Figure 3? Does it will affect the students grade in Introduction to Programming course?

4. Conclusion

There are multiple questions in the Section 3 for us to answer and we need a further research
for that. For now in our first preliminary report paper, we must said that there are exist
significant correlation between mathematics and programming.

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REKA BENTUK KURIKULUM M-PEMBELAJARAN
SEKOLAH MENENGAH: TEKNIK DELPHI

Ahmad Sobri Shuib
Institut Pendidikan Guru Kampus Darulaman, Jitra, Kedah
sobri@ipda.edu.my

Abstrak

Perkembangan dalam bidang teknologi telah mengubah cara manusia belajar. Proses
pembelajaran kini melampaui ruang fizikal bilik darjah bersifat globalisasi dan sepanjang
hayat. Pada masa kini ramai penyelidik dalam bidang akademik dan industri mula meneroka
potensi teknologi dan peralatan mobile untuk menyokong pembelajaran. Objektif kajian ini
ialah untuk mereka bentuk kurikulum M-Pembelajaran sekolah menengah. Kajian ini
menggunakan Teknik Delphi sebanyak 3 pusingan. Sampel untuk kajian ini terdiri daripada
16 orang pakar dalam dan luar negara. Instrumen kajian mengandungi soal selidik
berstruktur yang direka bentuk oleh pengkaji berdasarkan kajian literatur. Hasilan analisis
data menunjukkan sebanyak 123 item mencapai konsensus pakar dan 5 item tidak mencapai
konsesus pakar. Item-item yang mencapai konsensus pakar ialah objektif M-Pembelajaran (7
item), perkakasan (6 item), perkhidmatan elektronik (8 item), peralatan sokongan di sekolah
(8 item), cara pelaksanaan (bersepadu dengan KBSM; Tahun pelaksanaan 2010), mata
pelajaran kurikulum (8 item), komponen kurikulum (5 item), Teknik pengajaran dan
pembelajaran (6 item), Aktiviti pengajaran dan pembelajaran (13 item), kemahiran guru (12
item), kemahiran pelajar (8 item), bentuk ujian (10 item) dan bentuk peperiksaan (7 item).
Hasilan analisis konsensus pakar terhadap item-item tersebut digunakan untuk mereka bentuk
Kurikulum M-Pembelajaran Sekolah Menengah. Reka bentuk Kurikulum M-Pembelajaran
sekolah menengah adalah penting untuk pendidikan masa depan.

Keyword: m-pembelajaran; mobile learning; kurikulum masa depan; delphi

Pendahuluan
Perkembangan dalam bidang teknologi telah mengubah cara manusia belajar
(Naismith, Lonsdale, Vavoula, & Sharples, 2004; Ting, 2007). Proses pembelajaran kini
melampaui ruang fizikal bilik darjah (Kukulska-Hulme & Traxler, 2005) bersifat globalisasi
dan sepanjang hayat (Sharples, 2000). Pada masa kini ramai penyelidik dalam bidang
akademik dan industri mula meneroka potensi teknologi dan peralatan mobile untuk
menyokong pembelajaran (Sharples, 2000; Sharples, 2002; Liu, Wang, Chan, Ko, & Yang,
2003). Kajian-kajian lalu telah menunjukkan teknologi mobile dapat memberikan kesan yang
signifikan dalam menyokong pengajaran dan pembelajaran (Perry, 2003; Zurita & Nussbaum,
2004). Sementara itu Wood (2003) pula berpendapat penggunaan teknologi wireless dalam
pendidikan dapat menyumbang ke arah menyelesaikan jurang digital dalam kalangan negara-
negara membangun, kerana pada umumnya peralatan teknologi seperti telefon bimbit dan
PDA adalah lebih murah berbanding komputer desktop.
Projek-projek M-pembelajaran di Eropah seperti "Projek Leonardo da Vinci" dan
"IST FP5" di Eropah (Keegan, 2005), projek UniWap (Sariola, Sampson, Vuorinen &
Kynaslahti, 2001) menunjukkan M-Pembelajaran menjadi semakin penting dalam dunia
pendidikan.Di seluruh dunia pada hari ini teknologi mobile telah menggantikan sistem talian
tradisional, misalnya e-commerce bergerak ke arah m-commerce; m-perniagaan
menggantikan e-perniagaan; e-perbankan digantikan dengan m-perbankan (Keegan, 2005;
Mashkuri, 2003; Shim & Shim, 2003). WiFi telah menjadi teknologi pilihan untuk rangkaian

wireless setempat dalam persekitaran perniagaan ataupun di kediaman (Henry & Luo, 2002).
Malah WiFi juga pada masa kini dipasang di kawasan awam bagi membolehkan pengguna
mencapai akses internet jalur lebar (Henry & Luo, 2002).
Sesuai dengan perubahan semasa dan kepentingan kurikulum pendidikan di Malaysia
pada masa hadapan, maka penghasilan sebuah kurikulum yang sesuai dengan perubahan
teknologi semasa adalah penting.
Penyataan masalah
Perkembangan dalam teknologi mudah alih masa kini turut mengubah corak
pembelajaran (Naismith, Lonsdale, Vavoula, & Sharples, 2004). Pembelajaran tidak tertumpu
di bilik darjah tetapi boleh berlaku di mana dan pada bila-bila masa dengan menggunakan
peralatan mudah alih dan disokong dengan teknologi mudah alih.
Kajian-Kajian lalu telah menunjukkan M-Pembelajaran sangat efektif dalam
pengajaran dan pembelajaran. Kajian oleh Saran, Cagility dan Seferoglu (2008) mendapati
M-Pembelajaran menggunakan peralatan telefon bimbit telah meningkatkan kemahiran
pelajar dalam mata pelajaran Bahasa Inggeris melalui penggunaan bahan berbentuk
multimedia. Motivasi pelajar untuk belajar Bahasa Inggeris meningkat dan pelajar dapat
menggunakan masa lapang untuk belajar Bahasa Inggeris. Kajian juga mendapati
penggunaan MMS dan SMS dapat mempertingkatkan perbendaharaan kata pelajar dengan
berkesan. M-Pembelajaran juga berkesan untuk pengajaran dan pembelajaran di luar bilik
darjah yang melibatkan pungutan data dilapangan seperti aktiviti pemerhatian burung (Chen,
Kao, & Shen, 2003), aktiviti lawatan sambil belajar (deCrom & de Jager, 2005). Selain
daripada itu M-Pembelajaran menunjukkan kejayaan yang memberangsangkan apabila
digunakan untuk pengajaran kepada pelajar-pelajar yang tidak boleh membaca dan menulis
(Collet & Sstead, 2002; Traxler, 2002). M-Pembelajaran dapat juga digunakan untuk
pembelajaran kursus-kursus di Universiti seperti Kursus Actuarial di Malaga Universiti
(Mayorga-Toledano & Fernandez-Moales, 2003).
M-Pembelajaran masih lagi diperingkat awal sama ada di Eropah mahupun di
Malaysia. Walaupun terdapat banyak kajian di Eropah dan di Asia tetapi kajian tertumpu
kepada fungsi digital sesuatu peralatan mudah alih (Pownell & Bailey, 2001; Savill-Smith &
Kent, 2003; Vahey & Crawford, 2002) dan dilakukan oleh syarikat-syarikat telekomunikasi
gergasi seperti Ericsson, Apple, Intel & Sun untuk tujuan perdagangan dan persaingan
komersial. Disamping itu, terdapat juga kajian-kajian yang menumpukan keberkesanan
sesuatu alat dalam menyediakan aktiviti belajar (Colley & Stead, 2003; Ketamo, 2002;
Waycott, 2001) serta kursus dan latihan dalam talian untuk golongan professional (Burke,
Colter, Little, & Riehl, 2005). Terdapat juga pengkaji-pengkaji yang menumpukan kajian
mereka kepada penggunaan sesuatu alat sahaja seperti komputer bimbit (M-Learning Project,
2005; MOBIlearn Project, 2005, Chen, Kao, & Shen, 2003; Becta Report, 2005; Megan Fox,
2005). Walau bagaimanapun kajian-kajian tentang reka bentuk kurikulum M-Pembelajaran
agak kurang. Antara kajian terawal dalam bidang M-Pembelajaran di Malaysia ialah kajian
penilaian pelaksanaan program M-Pembelajaran kepada pelajar-pelajar tahun 5 di sebuah
sekolah rendah di Kuala Lumpur (Saedah Siraj dan Norlida Alias, 2005). Tujuan kajian ialah
untuk menyiasat sama ada pelaksanaan program M-Pembelajaran mencapai hasrat yang
ditetapkan ke atasnya dan juga menilai kekuatan dan kelemahan program. Hasil kajian
mendapati pelaksanaan program M-Pembelajaran telah mencapai hasarat yang ditetapkan ke
atasnya. Kajian juga mendapati program M-Pembelajaran mempunyai banyak kekuatan
disamping terdapat beberapa kelemahan.

Berdasarkan kepada kurangnya kajian reka bentuk kurikulum M-Pembelajaran seperti
objektif kurikulum, kandungan mata pelajaran, cara pelaksanaan dan bentuk penilaian, maka
perlunya satu kajian reka bentuk kurikulum M-Pembelajaran dijalankan.
Dapatan kajian ini akan dapat membantu guru dalam melaksanakan pengajaran dan
pembelajaran menggunakan M-Pembelajaran. Dapatan kajian juga dapat membantu
Kementerian Pelajaran Malaysia mempertingkatkan prasarana teknologi di sekolah seperti
membekalkan ke sekolah lebih banyak peralatan mudah alih dan melaksanakan latihan-
latihan kemahiran kepada guru-guru.
Objektif Kajian
Objektif utama kajian ini ialah untuk mengenal pasti bentuk kurikulum M-
Pembelajaran sekolah menengah dari segi objektif, jenis perkakasan, perkhidmatan
elektronik, perkakasan sokongan di sekolah, cara pelaksanaan, kandungan kurikulum, strategi
pengajaran pembelajaran, kemahiran guru, kemahiran pelajar dan bentuk penilaian mengikut
pandangan pakar.
Soalan Kajian
Bagaimanakah konsensus pakar terhadap bentuk kurikulum M-Pembelajaran sekolah
menengah dari segi objektif, jenis perkakasan, perkhidmatan elektronik, perkakasan
sokongan di sekolah, cara pelaksanaan, kandungan kurikulum, strategi pengajaran
pembelajaran, kemahiran guru, kemahiran pelajar dan bentuk penilaian mengikut pandangan
pakar?
Batasan kajian
Kurikulum M-Pembelajaran yang dibina merupakan satu kurikulum umum yang
tidak menumpukan kepada mana-mana mata pelajaran tertentu. Walau bagaimanapun
Kurikulum yang dibina diuji kepada pelajar-pelajar tingkatan satu menggunakan mata
pelajaran Sejarah. Hanya tajuk-tajuk tertentu sahaja dalam mata pelajaran Sejarah tingkatan
satu dipilih untuk pelaksanaan kurikulum M-Pembelajaran. Kurikulum M-Pembelajaran
yang dihasilkan dalam kajian adalah sebagai panduan asas kepada guru-guru bagi
melaksanakan pengajaran dan pembelajaran menggunakan teknologi mobile.
Pelaksanaan kajian melibatkan insfrastuktur sistem wireless yang sedia ada di
sekolah. Sistem yang sedia ada merupakan sistem wireless yang dibekalkan oleh pihak
schoolNet ke sekolah-sekolah. Sementara itu bagi perkhidmatan telefon mudah alih pula
ianya menggunakan talian perkhidmatan pembekal mudah alih yang telah sedia ada.
Kajian menggunakan tiga peralatan mudah alih iaitu laptop, telefon bimbit dan
Personal Digital Assisant (PDA).
Metodologi Kajian
Kajian mereka bentuk kurikulum M-Pembelajaran sekolah menengah dilaksanakan
menggunakan teknik Delphi sebanyak 3 pusingan. Teknik Delphi digunakan untuk kajian
kerana didapati bahawa teknik Delphi adalah kaedah yang terbaik untuk memperolehi
persetujuan pakar dalam menentukan perkara-perkara yang akan dimasukkan dalam mereka
bentuk kurikulum M-Pembelajaran peringkat sekolah menengah. Menurut Helmer (1968)
kaedah Delphi ialah cara yang sistematik menggabungkan keputusan individu bagi
memperoleh satu kesimpulan bersama. Dalkey (1972) pula menyatakan Delphi merupakan
satu kaedah untuk mendapatkan dan menyaring pendapat panel yang terdiri daripada pakar
sesuatu bidang
Pada pusingan yang pertama, responden diberikan soal selidik berstruktur yang
digabungkan dengan solan terbuka untuk mendapatkan maklumat tentang perkara-perkara
berikut: 1) Objektif kurikulum M-Pembelajaran sekolah menengah; 2) Perkakasan dan

perkhidmatan elektronik Kurikulum M-Pembelajaran Sekolah Menengah; 3) Kandungan
Kurikulum M-Pembelajaran Sekolah Menengah; 4) Strategi pengajaran dan pembelajaran
dalam Kurikulum M-Pembelajaran sekolah menengah; 5) Kemahiran guru dan pelajar dalam
Kurikulum M-Pembelajaran sekolah menengah; dan 6) Bentuk penilaian dalam Kurikulum
M-Pembelajaran sekolah menengah.
Selepas semua data pusingan pertama diperoleh ia dianalisis untuk digunakan bagi
pusingan kedua. Item-item dibina berdasarkan pandangan pakar dalam pusingan pertama.
Untuk pusingan kedua dan ketiga, soal selidik di hantar melalui pos atau e-mel. Data yang
diperolehi dari pusingan kedua dianalisis. Setelah dianalisis, untuk pusingan ketiga pengkaji
telah menghantar analisis dapatan dan juga item soal selidik dengan memasukkan pandangan
tambahan daripada pakar. Di pusingan ini, pakar diberi peluang untuk mempertimbangan
kembali sebarang maklum balas ataupun untuk menyokong pandangan asal mereka.
Konsensus pakar terhadap item-item dalam reka bentuk kurikulum disusun mengikut
skor median tertinggi dan nilai Julat antara Kuartil (IQR) yang terkecil. Tahap konsensus
dalam dalam kajian ini dipetik daripada kajian Kaseem Boonan (1979) dan Ibrahim
Narongsakhet (2003).
Konsensus tinggi = Julat antara Kuartil (IQR) 0 hingga 1.00
Konsesus sederhana = Julat antara Kuartil 1.01 hingga 1.99
Tiada konsensus = Julat antara Kuartil 2.00 ke atas.

Sampel Kajian
Sampel kajian ialah panel pakar daripada dalam dan luar negeri dalam bidang
Teknologi Maklumat dan bidang pendidikan. Panel pakar yang terlibat dalam kajian ini ialah
seramai 16 orang. Saiz 16 orang panel didapati bersesuaian dengan panduan yang
dicadangkan untuk kajian Delphi. Helmer and Dalkey menggunakan panel pakar seramai
tujuh orang dalam kajian asal mereka dalam tahun 1953 (Helmer, 1983). Turoff (1975)
mencadangkan bilangan panel pakar di antara 10 hingga 15 orang.
Instrumen Kajian
Instrumen kajian mengandungi soal selidik berstruktur yang direka bentuk oleh
pengkaji berdasarkan kajian literatur. Instrumen kajian diubahsuai berdasarkan contoh
daripada kajian Delphi (Clark & Wenig, 1999; Feridah Mohd Nazar, 2002; Meyer & Booker,
1990; Volk, 1993). Dalam pusingan yang pertama responden diberikan soal selidik
berstruktur yang digabungkan dengan soalan terbuka untuk mendapatkan maklumat seperti
objektif kurikulum, perkakasan dan perkhidmatan elektronik, kandungan kurikulum, srategi
pengajaran dan pembelajaran, kemahiran guru dan pelajar, dan bentuk penilaian dalam
Kurikulum M-Pembelajaran sekolah menengah. Untuk pusingan kedua dan ketiga kajian
dilakukan dengan menggunakan kaedah survey. Pusingan kedua dan ketiga pula
mengandungi soal selidik yang dibentuk berdasarkan dapatan dalam pusingan satu.

Dapatan kajian
Berikut adalah dapatan kajian bagi pusingan dua dan tiga berdasarkan soal selidik
yang dikemukakan kepada pakar.

Jadual 1Item-item yang mencapai konsensus pakar

No.
Item
Item Median IQR
1 Supaya pelajar-pelajar dapat meneroka aktiviti-aktiviti
pembelajaran yang baru melalui pendekatan-pendekatan
yang inovatif dalam mPembelajaran

4

0

22 GPRS 4 0
20 MMS 4 0
127 Soalan berbentuk struktur 4 0
21 WAP 4 0
45 Tahun 2012 4.5 0
56 Bahasa Inggeris 5 0
47 Bersepadu KBSM 5 0
53 Biologi 5 0
18 e-mail 5 0
34 Firewall 5 0
86 Forum 5 0
27 Internet Jalur Lebar 5 0
16 Internet Jalur Lebar 5 0
64 Komponen kemahiran 5 0
65 Komponen latihan 5 0
67 Komponen pengetahuan 5 0
66 Komponen tugasan luar 5 0
8 Komputer Laptop 5 0
77 Kuiz 5 0
10 Laman web 5 0
28 Makmal Komputer 5 0
52 Matematik 5 0
79 Memberi maklum balas 5 0
78 Mencari maklumat didalam internet 5 0
90 Mengakses internet daan menggunakannya untuk mencari
maklumat
5 0
103 Mengakses internet dan menggunakannya untuk mencari
maklumat.
5 0
91 Menggunakan email untuk berkomunikasi 5 0
104 Menggunakan e-mail untuk berkomunikasi 5 0
92 Menggunakan sistem pengurusan pembelajaran LMS 5 0
128 Menghasilkan e-folio 5 0
24 Rangkaian Wayarless 5 0
23 Router 5 0
50 Sains 5 0
22 Server 5 0
36 Tahun 2010 5 0
39 Tahun 2020 5 0
69 Teknik inkuiri penemuan 5 0
73 Teknik penyelesaian masalah 5 0
71 Teknik projek 5 0

49 Teknologi Maklumat 5 0
28 Tingkatan 1 5 0
33 Tingkatan 6 5 0
81 Menghantar MMS 4 0.75
82 Persidangan Video 4 0.75
5 Telefon bimbit 3G 4 0.75
4 Telefon bimbit biasa 4 0.75
118 Ujian kertas pencil dalam bilik darjah 4 0.75
124 Ujian kertas/pencil di dalam bilik darjah 4 0.75
19 Access Point (AP) 5 0.75
54 Fizik 5 0.75
122 Soalan objektif dalam talian (online test) 5 0.75
37 Tahun 2011 5 0.75
43 Supaya dapat menggalakkan lebih banyak peluang belajar
sendiri di mana-mana sahaja dan pada bila-bila masa.

5

1
45 Supaya dapat menjimatkan masa tenaga dan kos (kepada
guru dan juga pelajar)

4

1
44 Supaya dapat menyediakan perhubungan mobile yang
pantas antara individu kepada individu yang lain berbanding
sistem konvensional

5

1

34 Tahun 2008 3.5 1
120 Interview 4 1
114 Kuiz melalui SMS 4 1
117 Membuat kertas kerja. 4 1
94 Menggunakan aplikasi persembahan untuk pembentangan 4 1
93 Menggunakan hamparan elektronik (spreadsheet) untuk
memproses maklumat.
4 1
128 Menghasilkan e-folio 4 1
119 Pemerhatian 4 1
124 Pemerhatian 4 1
63 Pengajian Am 4 1
7 Printer 4 1
12 SMS 4 1
123 Soalan esei dalam talian (online test) 4 1
75 Teknik latih tubi 4 1
126 Ujian amali 4 1
24 Bluetooth 4.5 1
85 Chat 4.5 1
101 Kemahiran menganalisa data 4.5 1
87 Membaca nota guru 4.5 1
97 Menyelaras dan mengemaskini maklumat dan data 4.5 1
10 PDA 4.5 1
42 Tahun 2009 4.5 1
72 Teknik penyoalan 4.5 1
110 Menggunakan peralatan teknologi seperti kamera digital,
scanner, pen drive dan sebagainya.
5 1
95 Mengetahui cara merancang keperluan perkomputeran
organisasi
5 1
96 Menyenggara peralatan sistem komputer dan rangkaian 5 1

58 Bahasa Melayu 5 1
35 Blog 5 1
86 Forum 5 1
51 Geografi 5 1
16 Kamera web 5 1
109 Kemahiran bekerja dalam kumpulan. 5 1
102 Kemahiran berfikir yang tinggi 5 1
100 Kemahiran berkomunikasi 5 1
110 Kemahiran menghasilkan bahan pembelajaran
menggunakan perisian seperti Movie Maker, Ulead dan vcd
cutter.
5 1
60 Kesusasteraan 5 1
55 Kimia 5 1
68 Komponen membina nilai-nilai murni. 5 1
13 Komputer Tablet 5 1
111 Membuat kerja kumpulan 5 1
84 Menerima arahan guru 5 1
106 Mengguna aplikasi persembahan untuk pembentangan 5 1
99 Menggunakan aplikasi pemprosesan kata untuk membentuk
bahan elektronik.
5 1
105 Menggunakan hamparan elektronik (spreadsheet) untuk
memproses maklumat.
5 1
108 Menggunakan pemprosesan kata untuk menghasilkan bahan
elektronik.
5 1
80 Menghantar SMS 5 1
89 Menghasilkan laman web interaktif 5 1
88 Mengumpul data dilapangan 5 1
98 Mengurus keselamatan data dan peralatan. 5 1
83 Pembentangan tugasan 5 1
59 Peng. Agama Islam 5 1
83 Perbincangan kumpulan 5 1
25 Rangkaian LAN 5 1
26 Rangkaian WAN 5 1
57 Sejarah 5 1
7 Supaya dapat membuat penilaian dinamik dan pantas atas
progres pembelajaran murid.
5 1

6 Supaya dapat memperkukuh proses kolaboratif dalam
kalangan murid.
5 1

5 Supaya dapat mengekalkan minat pelajar untuk terus belajar 5 1
74 Teknik Kajian kes 5 1
70 Teknik perbincangan kumpulan kecil 5 1
29 Tingkatan 2 5 1
30 Tingkatan 3 5 1
31 Tingkatan 4 5 1
32 Tingkatan 5 5 1
112 Ujian dalam talian (online test) 5 1
115 Menghasilkan produk 4 1.75
62 Perakaunan 4 1.75

Jadual 2 Item yang tidak mencapai konsensus pakar

No.
item
Item Median IQR
2.1 Komputer desktop 4 2
2.8 Scanner 4 2
7.2 Berasingan KBSM 2.5 2
8.13 MPV(Elektrik & Elektronik) 4 2
10.8 Teknik syarahan 3 2

Rajah 1: Model Reka Bentuk Kurikulum M-Pembelajaran

Perbincangan
Pakar telah mencapai konsensus terhadap tujuh objektif Kurikulum M-Pembelajaran
(Rajah 1). Ketujuh-tujuh objektif kurikulum M-Pembelajaran yang diperolehi dalam kajian
jelas menunjukkan ia selaras dengan prinsip-prinsip pembinaan sesuatu objektif dalam reka
bentuk kurikulum seperti yang disyorkan oleh Taba (1962). Objektif Kurikulum yang
dihasilkan juga selaras dengan apa yang dikatakan oleh Ornstein & Hunkins (2004) iaitu
objektif adalah suatu penyataan khusus yang menunjukkan hasil yang diperolehi secara
umum atau spesifik.
Dapatan kajian menunjukkan pakar bersetuju sebanyak enam perkakasan yang boleh
dimasukkan dalam reka bentuk kurikulum M-Pembelajaran. Perkakasan itu ialah komputer
riba, telefon bimbit biasa, telefon bimbit 3G, PDA dan kamera Web (Rajah 1). Dapatan
kajian selaras dengan kajian-kajian terdahulu yang telah menggunakan peralatan mudah alih
seperti komputer riba (Devinder Singh & Zaitun Abu Bakar., 2006; Efaw, Hampton,

Martinez, & Smith., (2004), telefon bimbit (Strohlein, 2005; McNeal & Vant Hooft, 2006),
PDA (Chen, Kao, & Shen, 2003), komputer tablet (Corlet & Sharples, 2004) dan kamera
Web dalam kajian M-Pembelajaran. Begitu juga kajian oleh Devinder Singh dan Zaitun Abu
Bakar (2006) yang menggunakan perkakasan seperti Pocket PC, notebook dan telefon bimbit.
Pakar juga mencapai persetujuan terhadap enam perkhidmatan elektronik yang boleh
dimasukkan dalam reka bentuk kurikulum M-Pembelajaran. Perkhidmatan elektronik itu
seperti Laman Web, emel, MMS, GPRS, Internet Jalur Lebar, SMS, Bluetooth dan Blog
(Rajah 1) boleh menjadi medium komunikasi penting untuk pelajar berhubung, berbincang
dan mengakses maklumat.
Perkakasan sokongan di sekolah adalah penting dalam melaksanakan Kurikulum M-
Pembelajaran sekolah menengah. Hasil kajian menunjukkan pakar ini telah bersetuju
perkakasan seperti makmal komputer, server, router, rangkaian wireless, access point,
rangkaian LAN dan Rangkaian WAN dimasukkan sebagai elemen dalam reka bentuk
Kurikulum M-Pembelajaran (Rajah 1). Keputusan ini sangat bertepatan kerana pada masa
kini secara umumnya hampir semua sekolah di Malaysia telah pun mempunyai makmal
komputer dan di dalamnya telah dilengkapi dengan perkakasan seperti server, router, access
point, gabungan rangkaian wireless dan rangkaian LAN dan juga firewall. Malah talian
Internet turut dibekalkan menerusi projek SchoolNet. Panel pakar juga bersetuju pelaksanaan
kurikulum M-Pembelajaran bermula dengan pelajar-pelajar Tingkatan 1. Dapatan kajian juga
menunjukkan tahun 2012 memperoleh konses yang paling tinggi sebagai tahun yang sesuai
untuk pelaksanaan kurikulum M-Pembelajaran.
Kajian ini juga mendapati panel pakar bersetuju kurikulum M-Pembelajaran
dilaksanakan secara bersepadu dengan KBSM (Rajah 1). Berdasarkan kepada hasilan kajian,
kaedah dan teknik pengajaran yang berbeza sedikit daripada KBSM ialah seperti
menggunakan peralatan mudah alih untuk mencari maklumat pembelajaran, menggunakan
SMS untuk menjawab soalan guru, perbincangan dalam blog, kuiz melalui SMS dan memberi
maklum balas kepada soalan-soalan guru melalui SMS.
Dapatan kajian menunjukkan panel pakar bersetuju dengan lapan mata pelajaran yang
sesuai untuk pelaksanaan M-Pembelajaran. Mata pelajaran itu ialah Teknologi Maklumat,
Sains, Matematik, Geografi, Bahasa Inggeris, Sejarah, Bahasa Melayu dan Pendidikan Islam
(Rajah 1). Dapatan ini selaras dengan kajian-kajian lalu telah membuktikan banyak
matapelajaran dapat dilaksanakan pengajaran menggunakan M-Pembelajaran seperti
Matematik (Mitchell, 2007; Zhao & Okamoto, 2008; Yerushalmy dan Ben-Zaken, 2004)
Sains (Pastore, Boccato, Nobili, Lazzaretto, dan Benacchio, 2005; Scanlon, Jones, &
Waycott, 2005; Wu, Yang, Hwang, & Chu, 2008), Bahasa Inggeris (Liu, Yu, & Ran, 2008;
Saran, Cagiltay, & Seferoglu, 2008; Lin, Liu, & Niramitranon, 2008; Upadhyay & Upadhyay,
2007) bahasa asing (Shih, 2005; Kimura, 2006) dan aktiviti kerja lapangan (Rost &
Holmquist, 2008).
Dapatan kajian menunjukkan sebanyak lima komponen Kurikulum M-Pembelajaran
sekolah menengah telah mencapai konsesus pakar (Rajah 1). Dapatan kajian adalah selaras
dengan kandungan kurikulum KBSM yang turut mengandungi lima komponen ini iaitu
komponen kemahiran, komponen latihan, komponen tugasan luar, komponen pengetahuan
dan komponen membina nilai-nilai murni (Laporan Jawatankuasa Kabinet, 1979)
Berdasarkan dapatan kajian sebanyak enam teknik pengajaran telah mencapai
konsesus pakar. Teknik-teknik itu ialah Teknik inkuiri penemuan, Teknik projek, Teknik
penyelesaian masalah, Teknik penyoalan dan Teknik latih (Rajah 1).
Berdasarkan dapatan kajian sebanyak tiga belas aktiviti telah mencapai konsesus
pakar, iaitu kuiz, mencari maklumat di dalam internet, memberi maklum balas, forum,
menghantar SMS, menghantar MMS, persidangan video, perbincangan kumpulan, menerima
arahan guru, chat, membaca nota guru, mengumpul data dilapangan dan menghasilkan laman

Web yang interaktif (Rajah 1). Dapatan kajian mengesahkan kajian oleh Waycott &
Kukulska-Hulme (2003) yang menilai penggunaan PDA oleh pelajar untuk aktiviti membaca
bagi kurus Sarjana yang dianjurkan oleh UK Open Universiti. Dapatan kajian menunjukkan
pelajar sangat teruja dengan pelbagai fungsi pada PDA dan bahan dalam bentuk elektronik
mempunyai banyak kelebihan seperti mudah dibawa ke mana sahaja dan tidak
membebankan. Bahan juga boleh di baca bila-bila masa. Begitu juga kajian oleh Bollen,
Eimler dan Hoppe (2004) yang menggunakan SMS sebagai aktiviti perbincangan untuk mata
pelajaran kesusasteraan. Kajian ini menunjukkan SMS dapat digunakan sebagai salah satu
aktiviti dalam pengajaran dan pembelajaran M-Pembelajaran.
Kemahiran guru dalam pelbagai bidang adalah penting dalam apa jua pelaksanaan
kurikulum. Hasil kajian ini menunjukkan panel pakar bersetuju memasukkan dua belas yang
diperlukan oleh kemahiran guru (Rajah 1) dalam reka bentuk Kurikulum M-Pembelajaran.
Misalnya guru perlu menguasai kemahiran-kemahiran yang berkaitan dengan Teknologi
Maklumat dan Komunikasi (ICT) seperti kemahiran menggunakan internet untuk mencari
maklumat berkaitan pembelajaran, kemahiran menggunakan e-mel, kemahiran menggunakan
hamparan elektronik (spreadsheet), kemahiran menggunakan aplikasi persembahan (power
point) dan kemahiran asas teknikal berkaitan penyelenggaraan komputer.
Berdasarkan dapatan kajian, daripada lapan kemahiran pelajar yang mencapai
konsensus pakar, tujuh daripadanya adalah kemahiran dalam bidang teknologi, sementara
satu lagi adalah kemahiran dalam bidang lain (rajah 1). Dapatan tersebut menunjukkan
kemahiran pelajar dalam bidang ICT sangat penting untuk pelaksanaan Kurikulum M-
Pembelajaran. Kemahiran pelajar dalam bidang ICT penting sebagai sokongan untuk
melaksanakan aktiviti-aktiviti dalam pengajaran dan pembelajaran. Kebanyakan aktiviti-
aktiviti dalam M-Pembelajaran memerlukan kemahiran dalam bidang ICT.
Berdasarkan dapatan kajian sebanyak sepuluh bentuk ujian dan tujuh bentuk
peperiksaan telah mencapai konsesus pakar (Rajah 1). Dapatan kajian mengesahkan kajian
oleh Saedah Siraj dan Faridah Abdullah (2005) yang mendapati penggunaan teknologi dalam
kurikulum akan memberi kesan kepada cara pelaksanaan penilaian dan juga format penilaian.
Dapatan kajian ini menunjukkan bentuk penilaian dalam kurikulum M-Pembelajaran agak
berbeza dengan bentuk penilaian dalam kurikulum sedia ada. Menurut Sharples (2003)
terdapat tiga situasi pembelajaran yang perlu diberi perhatian dalam membuat penilaian.
Antaranya ialah: 1) Pembelajaran melalui peralatan mudah alih; 2) Mobiliti pelajar (Tanpa
mengambil kira peralatan mudah alih mereka); dan 3) Mobiliti isi kandungan atau sumber
dengan mengambil kira ia dapat dicapai dimana-mana sahaja.

Penutup
Reka bentuk kurikulum ini adalah penting untuk pendidikan masa depan. Malaysia
tidak boleh ketinggalan daripada negara-negara maju yang lain dalam menyediakan sistem
pendidikan yang terkini. Dalam era mobiliti pada masa kini, peluang terbuka luas untuk
mereka bentuk pembelajaran yang berbeza, mencipta komuniti pembelajaran yang luas,
menghubungkan manusia dalam dunia nyata dan maya, menyediakan kepakaran atas
permintaan dan menyokong pembelajaran sepanjang hayat (Sharples, 2006). M-Pembelajaran
dilihat sebagai alat perantara dalam proses pembelajaran. M-Pembelajaran tidak boleh
terasing dan patut dikaitkan dengan alat pembelajaran lain yang telah sedia diguna oleh guru
dan pelajar (Winters, 2006).

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APLIKASI MULTIMEDIA UNTUK PEMBELAJARAN ASAS MEMBACA
BERDASARKAN KAEDAH FONETIK : REKABENTUK DAN PEMBANGUNAN
PROTOTAIP
Farah Nadia Azman, Mohamad Lutfi Dolhalit, Ibrahim Ahmad
Fakulti Teknologi Maklumat dan Komunikasi,
Universiti Teknikal Malaysia Melaka (UTeM), Melaka.
farah@utem.edu.my, lutfi@utem.edu.my, ibrahim@utem.edu.my

Abstrak
Di Malaysia, seorang kanak-kanak perlu mempunyai kemahiran membaca dalam lingkungan
7 tahun ataupun sebelum mereka memasuki alam persekolahan formal. Ini memberi petunjuk
jelas bahawa kaedah pengajaran dan pembelajaran yang efektif harus diaplikasikan dalam
membimbing kemahiran asas membaca yang dijalankan di peringkat pra-sekolah. Antara
pendekatan yang pernah diambil adalah dengan memanafaatkan penggunaan aplikasi
multimedia dalam proses pengajaran. Walaupun ini dilihat sebagai pencapaian yang positif,
satu kaedah berprinsip perlu dikenalpasti dalam membangunkan aplikasi pendidikan
multimedia interaktif bagi membantu pelajar menguasai kemahiran membaca. Dalam kertas
ini, kaedah fonetik disarankan dalam menyampaikan pengajaran kemahiran membaca
dibantu dengan persembahan dan rekabentuk multimedia yang kukuh. Ini dilaksanakan
dengan membuat pemantauan terhadap media bercetak yang dijual seluruh negara yang
berpandukan pendekatan fonetik secara umum. Kajian ini meminjam idea-idea asas daripada
pemerhatian bahan-bahan tersebut dan membuat klasifikasi dari segi kesetaraan kandungan.
Jika ilmu fonetik difahami dengan tepat dan diaplikasikan dengan berkesan, satu impak yang
mantap boleh dicapai bagi pengajaran membaca berbantukan aplikasi multimedia dalam
persekitaran bilik darjah.
Kata Kunci: Aplikasi Interaktif, Rekabentuk Berarahan Multimedia, Fonetik, Alat Bantuan
Pembelajaran

1. Pengenalan

Statistik rasmi daripada Menteri Pelajaran Malaysia Malaysia telah dilaporkan oleh Sapidin
(2005) bahawa kira-kira 100,000 pelajar tempatan tidak berupaya membaca, menulis atau
mengira. Perangkaan ini membuktikan bahawa satu usaha khusus harus dititiberatkan dalam
mengatasi masalah buta huruf di kalangan kanak-kanak. Sebagaimana yang dihuraikan oleh
Ab. Ghani et al (2009), dengan transformasi sistem pendidikan Malaysia yang memberi
penekanan kepada penggunaan ICT dalam pengajaran dan pembelajaran, integrasi antara
teknologi multimedia dan pendidikan adalah satu prospek yang kian berkembang dan terus
diterokai. Perisian CD dan alatan pengajaran multimedia jelas memberi tarikan kepada
pelajar dari segi visual dan penyampaian yang menarik. Walau bagaimanapun, menurut
Howles dan Pettengill (1993), satu proses pembelajaran berkesan menggunakan teknologi
komputer sukar dijayakan tanpa keupayaan untuk mengintegrasikan unsur pedagogi secara
sistematik.

Bagi memastikan keberkesanan rekabentuk aplikasi multimedia untuk pembelajaran Bahasa
Melayu, satu orientasi teori yang sistematik perlu digunakan dalam mendidik kemahiran
mengenal abjad dan mengeja. Oleh itu, kajian ini dijalankan bagi membangunkan satu
prototaip perisian khusus interaktif berasaskan ilmu fonetik secara umum. Pendekatan ini
dipilih kerana strategi pengajarannya yang dinamik berbanding dengan kaedah mengajar

membaca tradisional seperti menghafal senarai suku kata sebagimana yang dibincangkan oleh
Yee(2007).

Oleh itu, dengan berdasarkan fahaman kepada teori fonetik, pengajaran dalam prototaip
perisian khusus ini mampu mengurangkan kesukaran pelajar membezakan bunyi bahagian
huruf gabungan atau secara individu. Ini diatasi dengan membataskan pelajar untuk hanya
fokus pada bunyi simbol huruf tanpa menghafal nama huruf. Aplikasi multimedia interaktif
ini boleh juga dipertimbangkan untuk dijadikan sebagai alat bantuan mengajar elektronik
bagi guru Bahasa Melayu. Walau bagaimanapun, penyelidikan ini hanya akan bertumpu pada
asas sebutan seperti yang diamalkan dalam program bacaan fonik.

2. Kaedah Fonetik

Teori atau ilmu fonetik tulen dan fonemik adalah dua bidang yang berkait rapat dan
dibicarakan bersama dalam kajian ini. Ia bertujuan mendapat gambaran tepat bagaimana
kaedah fonetik boleh diaplikasikan dalam mengajar kemahiran asas membaca. Secara
ammnya, ilmu fonetik adalah satu disiplin linguistik yang berpusat kepada penyelidikan
bagaimana bunyi dihasilkan dan digunakan dalam pertuturan manusia. Fonem pula merujuk
prosidur pendengaran yang mengkategorikan bunyi dengan memadankan huruf bercetak
dengan bunyi yang betul. Dalam kertas ini, fonem dipamerkan dengan menggunakan baris
slash / / bagi pengasingan simbol-simbol. Menurut Samsudin (2007), dengan menyusun
inventori dan struktur bunyi suatu bahasa, transkripsi fonemik boleh dibentuk bagi
mengklasifikasi bunyi sebutan secara menyeluruh.

Dalam bahasa Melayu, analisis segmental telah mengenalpasti bahawa terdapat 24 fonem
tulen dan 10 fonem pinjaman. Sepertimana yang dimaklumkan oleh Zahid et al (2006),
daripada 24 fonem tulen, terdapat 6 fonem vocal (/a, e, , i, o/) dan fonem 18 fonem
konsonan (/p, t k, b, d, g, c, j, s, h, 1, r, m, n, , , w, y/) dalam bahasa Melayu. Fonem-
fonem ini telah diberikan huruf simbolik dalam ejaan rumi termasuk huruf gabungan seperti
/kh/, /gh/, /ng/, /ny/, /sy/ dan satu fonem bagi setiap huruf masing-masing. Menurut sistem
ejaan baru yang diperkenalkan oleh jabatan Dewan Bahasa dan Pustaka huruf e'
melambangkan dua fonem yang berlainan iaitu /e/ dan //. Berpandukan statistik yang telah
dibuktikan oleh Yopp (1995), faedah maksimum diperoleh dengan wujudnya kesedaran
fonemik dalam amalan membaca. Penyelidikan ini bergantung kepada peraturan umum
fonem Bahasa Melayu dalam proses rekabentuk dan pembangunan kandungan aplikasi
multimedia. Dengan menggunakan huruf simbolik dalam sistem tulisan abjad Melayu
moden, perkataan dihasilkan oleh suku kata yang dibentuk oleh segmen-segmen fonem
konsonan dan vokal.

3. Kajian Bahan Pengajaran Sedia Ada

Pemerhatian telah dilaksanakan ke atas sekelompok bahan bercetak yang memanafaatkan
kaedah fonetik sebagai asas pengajaran pembacaan Bahasa Melayu bagi kanak-kanak
prasekolah. Beberapa buku bersiri ini digunakan secara meluas dalam kelas-kelas bahasa di
prasekolah di seluruh negara. Tujuan tinjauan dijalankan adalah untuk mengkategori dan
mengenalpasi persamaan utama dari segi kandungan buku-buku bersiri tersebut. Judul buku
bersiri yang dipilih disenaraikan seperti berikut:
- Siri Cepat Membaca Bacalah Anakku Kaedah Fonetik (9 buku)
- Pakej Cepat Baca Kaedah Fonemik (2 buku)
- Buku Besar Pantas Membaca(8 buku)

- Siri Bistari Pantas Membaca(8 buku)
- Siri Pintar Membaca(8 buku)
- Kaedah Mudah Membaca Adikku Bijak Membaca(1 buku)

Analisa terhadap kandungan buku menemui bahawa kebanyakan daripada siri tersebut
menggunakan dua warna utama yang berlainan bagi membezakan antara bunyi vokal dan
konsonan iaitu merah dan hitam. Dua warna tersebut turut digunakan bagi mengasingkan dua
atau tiga pasangan suku kata dalam sepatah perkataan.

Dua daripada buku bersiri tersebut menyediakan panduan kepada ibu bapa bagi membantu
melatih kanak-kanak supaya memberi penekanan terhadap bunyi abjad dan sebutan gabungan
huruf dan suku kata. Berbeza dengan kaedah hafalan tradisional yang mengulang suku kata
yang jarang digunakan seperti va, ve, vo, vi, vu' , pengajaran fonetik merangsang suku kata
lazim dalam perkataan Melayu. Kanak-kanak tidak perlu menghafal nama-nama abjad itu
tetapi sebaliknya bunyi simbol huruf itu sahaja.

Pengajaran biasanya bermula dengan pengenalan kepada kesemua 6 vokal fonem.
Kemudian, pengajaran akan fokus pada fonem vokal sering digunakan Melayu yang iaitu /a/,
/i/ dan /u/. Kemudian, sejumlah fonem konsonan diperkenalkan kepada pembaca secara
berperingkat seperti /m/ dan /n/ atau /b/ serta /k/ dan seterusnya. Dengan bilangan bunyi
huruf yang terhad, ia mengurangkan beban pelajar untuk menstruktur suku kata dengan huruf
yang sedia ada. Sebelum konsonan dan vokal yang belum digunapakai diperkenalkan,
selanjutnya pengajaran akan membimbing kanak-kanak tentang bagaimana membina satu
perkataan yang secara purata terdiri daripada dua hingga tiga suku kata. Suku kata yang
dipelajari ialah gabungan satu huruf konsonan dan satu huruf vokal bagi suku kata terbuka.
manakala suku kata tertutup ialah gabungan satu huruf konsonan, satu huruf vokal bagi dan
satu lagi huruf konsonan di hujungnya.

Pengajaran diteruskan di mana pelajar dibimbing membaca ayatayat pendek yang bermakna
yang juga terhad kepada dua hinga empat patah perkataan. Setelah pelajar menunjukkan
prestasi yang positif kepada abjad-abjad yang sedia ada, mereka akan maju ke modul
berikutnya dengan pengenalan kepada konsonan baru yang tidak ditemui daripada pelajaran-
pelajaran sebelumnya. Proses ini berulang dengan menstrukturkan suku kata menggunakan
fonem konsonan, fonem vokal dan diftong sehingga selesai.

Selepas menamatkan siri pengajaran, pelajar dijangka dapat menguasai kemahiran mengeja
perkataan mudah dan membaca ayat-ayat pendek. Namun begitu, pengajaran dalam buku-
buku bersiri yang ditinjau tidak meliputi tatabahasa Melayu lanjutan seperti imbuhan, kata
sendi dan sebagainya.

4. Pembangunan Aplikasi Multimedia

Mengeksploitasi barisan idea daripada buku-buku bersiri yang ditinjau, kajian dibuat bagi
merekabantuk dan membangunkan prototaip perisian khusus berdasarkan pemahaman
bahawa segmentasi huruf konsonan dan vokal yang menghasilkan sesepatah perkataan.
Aplikasi multimedia yang dibangunkan direkakhas untuk platform Windows. Bersandarkan
keputusan kajian oleh Clark et al (2003), prototaip yang dibina mestilah memenuhi prinsip-
prinsip multimedia sebagimana yang dirumuskan oleh mereka. Isu dan pertimbangan
rekabentuk multimedia dibincang selaras dengan elemen berikut.


4.1 Kandungan Pembelajaran
Abjad dan suku kata dipilih secara strategik sebagai item utama pengajaran. Perhatian
khusus diberikan kepada suku kata yang mengandungi konsonan-vokal mudah(KV, KVKV
atau KVKVK). Penilaian analisis meta kuantitatif yang dijalankan oleh Ehri et al (2001)
melaporkan bahawa dengan wujudnya kesedaran terhadap fonem, pengajaran membaca
meningkat dalam satu sesi yang tempohnya berlanjutan antara 5 hingga 18 jam atau lebih.
Lantaran itu, bagi memberi lebih pengalaman bermakna ketika sesi bacaan teks, suku kata
yang sama diguna semula dalam pembentukan ayat pendek. Huruf-huruf vokal yang pertama
kali dipilih ialah /a/, /i/ dan /u/ diikuti oleh konsonen /m/ /n/ atau /b/ dan /k/ serta selebihnya.
Fonem diftong yang digunapakai di peringkat permulaan ialah /ai/ dan /au/ manakala /ng/ dan
/ny/ ialah fonem gabungan dipilih dalam prototaip tersebut.

Rajah 1 : Sesi Pengajaran Huruf Tunggal

4.2 Rekabentuk Antaramuka
Aplikasi multimedia terdiri daripada tiga bahagian utama iaitu modul abjad tunggal (huruf-
huruf vokal dan konsonan) , suku kata terbuka dan bebas serta pembinaan perkataan dan
ayat-ayat pendek bersama dengan dua modul tambahan iaitu latihan pengukuhan dan
panduan ibu bapa. Pelajar akan melayar dan melengkapkan sesi pengajaran setiap modul
bergantung kepada kemajuan sendiri sehingga seluruh modul selesai. Modul latihan ialah satu
modul pilihan bagi menilai pelajar pencapaian masing-masing. Halaman panduan ibu bapa
menyenaraikan fungsi butang-butang yang disediakan dalam perisian khusus.

4.3 Teks
Elemen teks mempunyai peranan paling penting dalam pembelajaran asas membaca. Dalam
prototaip ini, font san erif yang konsisten digunakan untuk mengajar ejaan. Hanya huruf kecil
diskopkan untuk keseluruhan pengajaran. Kombinasi warna teks bagi setiap sesi diterangkan
seperti berikut:
- Huruf tunggal: Setiap huruf dipapar dengan warna merah.
- Suku kata tunggal: Huruf pertama dipapar dengan warna merah manakala huruf
kedua dipapar dengan warna hitam.
- Pasangan dua suku kata(satu perkataan): Suku kata pertama dipapar dengan warna
merah manakala suku kata kedua dipapar dengan warna hitam.
- Pasangan tiga suku kata(satu perkataan): Suku kata pertama dipapar dengan warna
merah, suku kata kedua dipapar dengan warna hitam manakala suku kata ketiga
dipapar dengan warna merah semula.

Kepiawaian penggunaan warna teks juga diaplikasi untuk semua suku kata terbuka dan
tertutup.

Rajah 2 : Sesi Pengajaran Gabungan Suku Kata dan Ayat

4.5 Audio
Satu lagi media yang sangat penting dalam aplikasi ini ialah elemen audio. Segmen-segmen
suara telah dirakamkan terlebih dahulu diintegrasi dengan setiap fonem, suku kata, perkataan
dan ayat pendek yang dipamerkan dalam modul. Pelajar perlu mendengar dengan teliti dan
mengingati simbol huruf yang mereka pelajari sepanjang pengajaran. Arahan berbentuk audio
juga diperdengarkan bagi membimbing pelajar melayari seluruh proses pengajaran. Muzik
latar yang ceria hanya dimainkan semasa halaman pertama bagi menjana minat pelajar.

4.6 Grafik dan Animasi
Grafik digunakan secara minimum dalam alikasi ini bagi membolehkan pelajar memberi
tumpuan penuh kepada sesi pengajaran tanpa gangguan animasi yang tidak berkaitan dengan
kandungan pembelajaran sepertimana yang disarankan oleh Sindhu et al (2006).
Bagaimanapun teks utama dipaparkan di dalam blok putih mirip kepada flash card. Simulasi
yang ringkas dipamerkan, menunjukkan bagaimana dua simbol huruf digabungkan yang
membentuk suku kata. Dalam animasi tersebut, kedua-dua blok abjad akan bergerak daripada
lokasi asal mereka (kiri dan kanan) sehingga blok-blok tersebut tersusun di sebelah
menyebelah. Animasi yang sama digunapakai dalam penggabungan pasangan suku kata yang
membentuk perkataan. Animasi montaj yang ceria dimainkan dalam halaman hadapan
perisian khusus.

4.7 Interaktiviti
Dalam modul-modul pengajaran, interaksi pelajar berlaku secara secara linear iaitu dari satu
muka ke halaman berikutnya. Pelajar boleh memainkan semula simulasi penghasilan suku
kata atau perkataan dan kembali untuk halaman utama dengan menekan butang-butang yang
disediakan. Pelajar dibenarkan untuk mengulang seberapa banyak siri pengajaran sehingga
mereka selesa untuk meneruskan ke peringkat yang lebih tinggi. Modul latihan dicipta untuk
menguji sama ada pelajar menguasai topik yang telah dipelajari dalam perisian aplikasi
multimedia. Pelajar dikehendaki memadankan abjad tunggal, diftong atau gabungan huruf
dengan bunyi yang betul. Latihan ini tidak termasuk gabungan lebih dari satu suku kata,
perkataan dan ayat.


Rajah 3: Modul Latihan Pemadanan Suku Kata

5. Kesimpulan
Kertas kerja ini telah menerangkan kajian dan penerokaan bagaimana peraturan am fonetik
boleh digunakan dalam menghubungkan fonem konsonan dan vokal yang membentuk suku
kata. Penyelidikan ini turut mengaitkan unsur yang penting dalam meningkatkan kualiti
prototaip perisian khusus demi kajian masa depan. Salah satu daripada matlamat utama kajian
ini adalah untuk menstruktur dan memperkemas persembahan multimedia berasaskan
formula fonetik yang lebih. Penyelesaian lain termasuklah menambah teks bacaan dengan
gabungan huruf kecil dan huruf besar. Fasa yang seterusnya ialah untuk mengkaji
keberkesanan prototaip yang dibangunkan dalam kajian ini bagi melihat sejauh mana ia dapat
membantu pelajar mengenalpasti dan mentranskripsi barisan huruf dan suku kata dalam suatu
ayat. Harapannya, dengan integrasi prinsip rekabentuk multimedia dan strategi pengajaran
yang unggul, satu sumbangan yang optimum dapat dijana dalam melatih pelajar menguasai
kemahiran asas membaca dalam tempoh masa tertentu.

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Authors Biography

Farah Nadia Azman
Farah Nadia Azman holds the position as a lecturer at the Department of Interactive Media,
Faculty of Information and Communication Technology(UTeM). She educationally received

her Masters of Information Technology at Universiti Kebangsaan Malaysia. Her major
interest is in the intersection between entertainment computing, e-learning, e-commerce,
multimedia courseware, web application, web based open source, applied game design, 2D &
3D animation and digital art.

Mohamad Lutfi Dolhalit
Mohamad Lutfi Dolhalit is an academician at the Department of Interactive Media, Faculty of
Information and Communication Technology(UTeM). He holds a Master of Information
Technology (Multimedia) at Universiti Sains Malaysia. His primary interests include virtual
reality, audio and video production, multimedia applications and multimedia networking.

Ibrahim Ahmad
Ibrahim Ahmad serves as a lecturer at the Department of Interactive Media, Faculty of
Information and Communication Technology(UTeM). His research interests include
Computer Scinece Education, Information & Multimedia Technology, Problem-Based
Learning, Design, Development and Evaluation of Mutlimedia & Internet-Based Learning,
Games-Based Learning and Mobile Learning.

INFORMATION QUALITY AS SUCCESS DETERMINANT FOR HEALTH
INFORMATION SYSTEMS
Siti Asma Mohammed & Mohamad Norzamani Sahroni
Universiti Pendidikan Sultan Idris
siti_asma@ftmk.upsi.edu.my
Universiti Teknologi Mara Malaysia
zamani@tmsk.uitm.edu.my

Abstract
Information quality has been regarded by most studies as one of the critical success factors of
Health Information Systems (HIS) adoption. However, there are a number of studies that
highlighted information quality as one of the reasons that might cause the low level of HIS
adoption. This paper gives some overview of information quality as one of the critical
success factors in existing information systems (IS) success models.

Keywords: Health Information Systems, Information Quality, Success Factors

1. Introduction

Medical records are increasingly becoming critical information resources in healthcare to
support decision-making. Most medical records come from various sources and usually
involve historical data. Historical data is very crucial as it will chronologically inform the
medical history of a patient when diagnose is taken place. Information quality has been
regarded by most studies as one of the critical success factors of HIS adoption. However,
there are also number of studies that highlighted information quality produced by HIS, as one
reason that might cause the low level of HIS adoption. Thus, the issue of completeness and
correctness of the quality of information retrieved in HIS is becoming a major concern. Any
missing, incomplete or inaccurate information gained may be harmful to the patient (Barrie &
Marsh, 1992; Brown & Warmington, 2002; Mikkelsen & Aasly, 2005; Vandenberghe et al.,
2005). This paper gives some overview of information quality as one of the critical success
factors in existing information systems (IS) success models. In the last section, a view for
future research work is given.

2. Information Quality in IS Adoption Model

There are quite numbers of information systems adoption models that explain the critical
success factors of information systems (IS) adoption. Information Quality has been frequently
regarded as one of the determinant factors of HIS success (DeLone & McLean, 2003; Heeks,
2006; Yusof, Kuljis, Papazafeiropoulou, & Stergioulas, 2008). One common agreement
found from these models is that identifying information quality as a product of successful
information systems development.

2.1. Information Systems Success Model

DeLone and McLean developed a taxonomy in 1992 that consists of six success dimensions
of IS; system quality, information quality, use, user satisfaction, individual impact and
organizational impact. The creation of this taxonomy and the IS success model is based on
the theory of information. System quality refers to the production of information where
system is the technology developed and responsible to create information. Information

quality dimension is the result of the production and communicated to the users in various
forms of output. These two dimensions later contribute to use, which is the information usage
or consumption by the users. User satisfaction indicates reaction to the use of the information
output. Information usage and reaction from users in turn contribute to individual impact, the
influence the information has on the user, for example job productivity that finally affect the
organization as a whole. The authors described, perspective of users is important when
measuring information quality (DeLone & McLean, 1992). This denotes the significant
relationship between user (human) and information flow when studying the IS success.
Figure 1 illustrates the taxonomy of information systems success.

This classical IS model are being used by many researches to prove and validate the
interdependent dimensions. The old model is revised with new added dimension, which is
service quality that measures the technical support services. Apart from that, individual and
organizational impacts are combined into a single dimension called net benefit to show the
overall impact of IS. Figure 1 presents the latest version of this model (DeLone & McLean,
2003). The six dimensions are linked in causal and temporal way as IS development is a
dynamic process. For example, information quality precedes system use. Good information
quality will result in effective use of IS and subsequently increase user satisfaction. In return,
high user satisfaction will always increase the user intention to use the system.

Several articles evaluated the role of information quality from the former model. Studies
suggested that there are strong association between information quality and individual
impact. Information quality affects individual decision-making performance, job
effectiveness and quality of work. Information quality is also proven to have strong
association with system use and net benefits in the updated model. In health care context,
64% of success determinants in a review of Inpatient Clinical IS using this model are
information quality. Determinants of success in this model are applicable to evaluate the
success of HIS adoption (Meijden, Tange, Troost, & Hasman, 2003).

FIGURE 1- INFORMATION SYSTEMS SUCCESS MODEL
Source From: Delone, William H., And Ephraim R. Mclean. 1992. Information Systems
Success: The Quest For Dependent Variable. Information Systemsrresearch 3 (1):60-95


FIGURE 2- UPDATED INFORMATION SYSTEMS SUCCESS MODEL
Source From: Delone, William H., And Ephraim R. Mclean. 2003. The Delone And Mclean
Model Of Information Systems Success: A Ten-Year Update. Journal Of Management
Information Systems 19 (4):9-30
2.2 Design-reality gaps Model
A health-focused model introduces gap features explains that the gap existed between reality
and design of HIS will determine the success and failure of its adoption. The model,
ITPOSMO is focusing on developer design and user reality design encourages two-way
communication rather than traditional top-down approach in IS development. The developer
is expected to communicate about the real design from user and later show the design to the
user. The user will understand the design and fill in the gap necessary. Heeks highlighted
technical, managerial and medical rationality as three generic examples of large gaps that
likely will contribute to HIS failure. Technical rationality is system developer technology-
based worldview has control over user design and does not consider the cultural and political
values. Managerial rationality is the health managers are bind with external stakeholders
objectives that usually involves legal, bureaucratic and financial issues. The stakeholders
such as the government and shareholders may have their own special interest that always
associated with money. Thus, the health manager decision of HIS design might dominate and
limit the reality design. Medical rationality is the concern is always diseases and injuries
however not patient related. There are seven success dimensions. Table 1 below describes
each ITPOSMO dimension. The ITPOSMO model is shown in Figure 3. An example of using
this model at a UK hospital indicates there was a huge gap between the information realities
and the information of the system designed (Heeks, 2006).

TABLE 1: DEFINITIONS OF ITPOSMO DIMENSIONS
Dimension Description
Information Information quantity, quality, and flow;
informal information
Technology Computer Hardware, and software;
telecommunications; other healthcare
technology
Processes Information-handling, decision-making,
actions/transactions, other healthcare
processes, informal processes
Objectives and values Objectives and values of medical staff,
non-medical staff, other stakeholders
Staffing and skills Staff numbers; technical skills;
management skills; healthcare skills;

other skills; knowledge
Management systems and
structures
Management systems; management
structures; informal systems
Other resources Initial investment, ongoing expenditure,
time, other healthcare resources
Source From: Heeks, R. 2006. Health information systems: Failure, success and
improvisation. International Journal of Medical Informatics 75 (2):125-137

FIGURE 3- ITPOSMO DESIGN-REALITY GAPS MODEL
Source From: Heeks, R. 2006. Health information systems: Failure, success and
improvisation.International Journal of Medical Informatics 75 (2):125-137

Both models highlighted information quality as one of the success determinants for HIS
adoption. DeLone and McLean provides clear success dimensions of IS and strongly
emphasized the six dimensions relationship as dynamic rather than static. However, it is
unclear of what constitutes the quality dimensions especially the information quality
dimension and the model does not include the organization factors and fit relationships. The
question can be asked is how to ensure the information is in quality state before it can precede
system usage ? Model by Heeks include a wider view of dimensions as it represents a
sociotechnical view that supports the role of human and organization elements. The
information dimension description shows that besides regarding it as an output, information
flow need to take into consideration. The definition of processes dimension includes
information handling. This depicts information and processes are interrelated. However, this
model does not explain further the relationships between all these dimensions.

2.3 Human, Organization and Technology-fit (HOT-fit)
The IS adoption models in previous section concentrate strongly on the technical individual
attributes and system users. Heeks (2006) touched a little bit on the organization aspects.
However, both does not emphasized on the clinical processes or tasks and the fit relationship
among them. It is believed that clinical tasks is an important component as well in studying
fit (Ammenwerth, Iller, & Mahler, 2006; Tsiknakis, 2009).

A model that focuses in evaluating HIS adoption is H (Human), O (Organization), T
(Technology)-fit model (Yusof et al., 2008). This model made an extension of DeLone
McLean model by adding the organization factors, their dimensions and measure that is

pertinent to HIS evaluation. This model also adds the fit relationship from the IT-
Organization Fit Model between the human, organization and technology factors. These three
factors have eight interrelated dimensions as seen in Figure 4 and example of the evaluation
measures in Figure 5. Information quality is a dimension under the technology factor derived
from user perspective that concerns with the information produced by HIS. Information
Quality affects the System Use in temporal and causal way. User knowledge and training are
to measure users system use behavior, which later will influence information quality
produced. Clinical process is a measure under the Organizational Structure dimension.
Organizational Structure affects System Use in one way relationship. The fit relationship in
HIS is the ability of the stakeholders, clinical practices and the HIS to align each other
strategically.

Information Quality concerns with the information produced by HIS and the measures are
subjective as it is derived from the user perspective. System Use refers to breadth and
occurrence of HIS usage by the users and it is a voluntary use. Good Information Quality will
increase System Use and eventually increase User Satisfaction. System Use and User
Satisfaction directly affect the Net Benefits. Similarly, higher net benefits will subsequently
increase System Use and User Satisfaction. The same relationship applies to Organization
Structure and Net Benefits. Both affect each other in temporal way.

HOT-fit framework as it provides strong conceptual model as a foundation to do HIS
evaluation. It also provides a useful practical technique when demonstrated in real life with
the case study of Fundus Imaging System (FIS) in UK.

FIGURE 4- HOT-FIT MODEL (A)

FIGURE 5 HOT-FIT EVALUATION MEASURES (B)
Source (a)(b) From: Yusof, M. M., J. Kuljis, A. Papazafeiropoulou, and L. K. Stergioulas.
2008. An evaluation framework for Health Information Systems: human, organization and
technology-fit factors (HOT-fit). International Journal of Medical Informatics 77 (6):386-
398.

3. Conclusions and Future Work

Although most models give better understanding in relation to information quality concepts,
they have limitations in providing the way to measure the information quality and in
providing a clear measurement scales. Lack of information quality measurement can create
difficulty in assessing, managing, monitoring and improving HIS information quality.
Therefore, this research will study in depth to investigate the information quality quantifiable
measurements based on KPI approach to improve and manage HIS information quality.

4. References
Ammenwerth, E., Iller, C., & Mahler, C. (2006). IT-adoption and the interaction of task,
technology and individuals: a fit framework and a case study. BMC Medical
Informatics and Decision Making, 6(1), 3.
Barrie, J. L., & Marsh, D. R. (1992). Quality of data in the Manchester orthopaedic database.
British Medical Journal, 304(6820), 159.
Brown, P. J. B., & Warmington, V. (2002). Data quality probesexploiting and improving
the quality of electronic patient record data and patient care. International Journal of
Medical Informatics, 68(1-3), 91-98.
DeLone, W. H., & McLean, E. R. (1992). Information Systems Success: The Quest for
Dependent Variable. Information Systems Research, 3(1), 60-95.
DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean Model of Information
Systems Success: A Ten-Year Update. Journal of Management Information Systems,
19(4), 9-30.
Heeks, R. (2006). Health information systems: Failure, success and improvisation.
International Journal of Medical Informatics, 75(2), 125-137.
Meijden, M. J. v. D., Tange, H. J., Troost, J., & Hasman, A. (2003). Determinants of Success
of Inpatient Clinical Information Systems: A Literature Review. J Am Med Inform
Assoc, 10, 235-243.
Mikkelsen, G., & Aasly, J. (2005). Consequences of impaired data quality on information
retrieval in electronic patient records. International Journal of Medical Informatics,
74, 387-394.
Tsiknakis, M., and Angelina Kouroubali. (2009). Organizational Factors affecting successful
adoption of innovative eHealth services: A case study employing the FITT
framework. International Journal of Medical Informatics 78, 39-52.
Vandenberghe, H. E. E., Van Casteren, V., Jonckheer, P., Bastiaens, H., Van der Heyden, J.,
Lafontaine, M. F., et al. (2005). Collecting information on the quality of prescribing
in primary care using semi-automatic data extraction from GPs electronic medical
records. International Journal of Medical Informatics, 74(5), 367-376.
Yusof, M. M., Kuljis, J., Papazafeiropoulou, A., & Stergioulas, L. K. (2008). An evaluation
framework for Health Information Systems: human, organization and technology-fit
factors (HOT-fit). International Journal of Medical Informatics, 77(6), 386-398.

REKABENTUK PEMBANGUNAN SISTEM PEMBELAJARAN BERASASKAN
SITUASI MENERUSI WEB BAGI TAJUK TOPOLOGI RANGKAIAN DALAM
PENDIDIKAN

Norashikin Sahadan, Helyawati Baharudin
Fakulti Teknologi & Sains Informasi
43600 Bandar Seri Putra Bangi Selangor
norashikin@kuis.edu.my, helyawati@kuis.edu.my

Abstrak

Tujuan kajian ini ialah untuk mereka bentuk dan membangunkan sistem pembelajaran
berasaskan situasi menerusi web bagi tajuk topologi rangkaian dalam pendidikan (PBSnet)
mengikut ciri-ciri seperti yang dicadangkan oleh Herrington et al., (2000). Pendekatan
pembelajaran berasaskan situasi (PBS) telah diasaskan oleh Jean Lave pada sekitar akhir
80an. Beliau menyatakan bahawa pembelajaran sebenarnya merupakan aktiviti, konteks dan
budaya di mana ia berlaku. Ini bertentangan dengan kebanyakan aktiviti pembelajaran di
dalam kelas yang hanya menitikberatkan pengetahuan yang terlalu abstrak dan tidak
bertepatan kepada konteks sebenar. Interaksi sosial dinyatakan sebagai salah satu komponen
kritikal di dalam PBS, di mana pelajar menyertai latihan dalam komuniti di mana ia
diperlukan dalam kehidupan sebenar. Lave dan Wanger (1991), menyatakan proses tersebut
merupakan legitimate peripheral participation. Terdapat juga ciri-ciri yang dinyatakan
oleh Jan Herrington et al.,(2000) di mana PBS dapat mewujudkan persekitaran yang
autentik, yang mana menitikberatkan pengalaman sebenar, selain daripada membolehkan
refleksi berlaku dan pembelajaran yang melibatkan kolaborasi dan penyertaan berkumpulan.

Kata Kunci: pembelajaran berasaskan situasi, pembelajaran berasaskan masalah, teori
pembelajaran, rekabentuk antaramuka.

1.0 Pengenalan

Perkembangan dunia yang menuju kepada pengaplikasian secara menyeluruh bidang
Teknologi Maklumat dan Komunikasi (ICT) semakin menampakkan impak yang besar dalam
kehidupan manusia dan juga bidang pendidikan. Sebagaimana yang diramal oleh Mohd
Yusof dalam penulisan Nin (2005), masa hadapan pembangunan sesebuah negara banyak
didominasikan perkembangan sains dan teknologi dan teknologi yang banyak mendominasi
kehidupan kini pula adalah ICT.

Salah satu daripada pendekatan pembelajaran menggunakan ICT ialah pembelajaran
melalui web. Persekitaran pembelajaran melalui web adalah berasaskan pendekatan
hipermedia, di mana pelbagai maklumat dalam bentuk teks, grafik dan animasi, audio dan
video boleh dirangkaikan dalam pelbagai bentuk (Muhamad Kasim, 2002). Menurut Hashim
et al., (2002), keberkesanan pembelajaran berasaskan web merujuk kepada kebolehan pelajar
mengakses dan belajar dari bahan yang disediakan. Keadaan ini membolehkan pelajar
mendapatkan maklumat dengan mudah kerana persekitaran pembelajaran berasaskan web ini
kaya dengan pelbagai maklumat dan sesuai dengan semua tahap pengetahuan pengguna dan
mengandungi berbagai aktiviti pembelajaran (Liaw, 2001). Aktiviti pembelajaran ini bukan
sahaja boleh diaplikasikan kepada matapelajaran-matapelajaran tertentu malah matapelajaran
yang berkaitan dengan ICT ataupun teknologi rangkaian yang semakin penting dalam

pendidikan.

Transformasi teori dalam pelaksanaan sistem p&p bermula dari teori tingkah laku
kepada teori kognitif dan seterusnya kini teori konstruktivisme. Kaedah pengajaran dan
rekabentuk pengajaran juga turut mengalami revolusi di mana perlaksanaan aktiviti-aktiviti
yang melibatkan pelajar secara aktif dan berpusatkan pelajar semakin diambil kira dalam
pembangunan rekabentuk sesuatu bahan pengajaran. Teori pembelajaran secara amnya
merupakan satu teori yang memfokuskan kepada penerangan dan penjelasan bagaimana
proses pembelajaran itu berlaku dalam diri seseorang (Jamalludin Harun dan Zaidatun Tasir,
2003). Manakala strategi pengajaran pula adalah pendekatan yang digunakan ke dalam
pengajaran dan pembelajaran agar matlamat dan objektif pengajaran boleh dicapai (Hazimah,
2001). Antara strategi pembelajaran yang boleh diaplikasikan dalam merekabentuk bahan
pembelajaran ialah strategi pembelajaran koperatif, kolaboratif, anjal (fleksibel), aktif,
refleksi, penemuan bersepadu dan banyak lagi. Menurut Dick (1989), proses membangunkan
dan merekabentuk bahan p&p banyak dipengaruhi oleh teori dan strategi pembelajaran
kerana dua bidang ini saling mempunyai hubungan yang rapat di antara satu sama lain.

2.0 Pembelajaran Berasaskan Situasi (PBS)

Pendekatan pembelajaran berasaskan situasi (PBS) telah diasaskan oleh Jean Lave
pada sekitar akhir 80an. Beliau menyatakan bahawa pembelajaran sebenarnya merupakan
aktiviti, konteks dan budaya di mana ia berlaku. Ini bertentangan dengan kebanyakan aktiviti
pembelajaran di dalam kelas yang hanya menitikberatkan pengetahuan yang terlalu abstrak
dan tidak bertepatan kepada konteks sebenar. Interaksi sosial dinyatakan sebagai salah satu
komponen kritikal di dalam PBS, di mana pelajar menyertai latihan dalam komuniti di
mana ia diperlukan dalam kehidupan sebenar. Lave dan Wanger (1991), menyatakan proses
tersebut merupakan legitimate peripheral participation. Terdapat juga ciri-ciri yang
dinyatakan oleh Jan Herrington et al.,(1997) di mana PBS dapat mewujudkan persekitaran
yang autentik, yang mana menitikberatkan pengalaman sebenar, selain daripada
membolehkan refleksi berlaku dan pembelajaran yang melibatkan kolaborasi dan penyertaan
berkumpulan. Ini bergantung kepada model yang disaran dan digunakan dalam
membangunkan bahan pembelajaran yang berasaskan PBS.

Terdapat model-model PBS yang telah diketengahkan beberapa pihak yang pada
asalnya diasaskan oleh Jean Lave dan Wanger. Antara model yang menepati kepada
rekabentuk pembangunan multimedia adalah oleh Herrington dan Oliver (1997). Mereka
telah mengenalpasti ciri-ciri serta elemen yang menjadi kunci utama kepada PBS.

3.0 Ciri-ciri Pembelajaran Berasaskan Situasi (PBS)

Mengikut kajian yang dijalankan oleh Herrington et. al (2000), terdapat
sembilan ciri kritikal yang boleh dijadikan panduan dalam membangunkan persekitaran
pembelajaran web atau atas talian. Antara elemen-elemen yang diambil kira adalah seperti
berikut :

i. Gambaran konteks sebenar atau autentik yang menggambarkan situasi di mana
pengetahuan akan digunakan

ii. Aktiviti yang autentik : di mana aktiviti yang ill-define yang menggambarkan aktiviti
sebenar di dunia nyata.


iii. Capaian kepada pakar : capaian kepada pakar dalam pelbagai peringkat melalui
saluran komunikasi seperti emel dan sebagainya.

iv. Pelbagai peranan dan perspektif : pelajar boleh mengakses bahan pembelajaran dari
pelbagai perspektif serta boleh menggunakan pengetahuan dalam pelbagai cara.

v. Pengetahuan yang dikonstruk secara kolaborasi : kolaborasi boleh digalakkan dengan
mewujudkan tugas yang bersesuaian melalui teknologi komunikasi (Brown et al.,
1989).

vi. Refleksi : refleksi yang digunakan haruslah menggunakan contoh ataupun tugasan
sebenar yang dapat dikaitkan dengan dunia nyata.

vii. Articulation : untuk mewujudkan peluang ini tugas yang diberi hendaklah bersifat
semulajadi (Collins et al., 1989; Lave & Wenger, 1991).

viii. Coaching & Scaffolding : dalam mewujudkan elemen coaching dan scaffolding,
persekitaran pembelajaran hendaklah mempunyai elemen pembelajaran kolaboratif
yang mana membenarkan lebih ramai kumpulan yang membantu dalam membimbing
pengguna.

4.0 Rekabentuk dan Strategi Pembelajaran PBSnet

Dalam pembangunan strategi pembelajaran PBSnet, terdapat tiga bahagian utama:

i) Reka bentuk Informasi
ii) Reka bentuk Interaksi
iii) Rekabentuk Antaramuka atau persembahan

Setiap proses kerja dalam reka bentuk ini saling berhubungan di antara satu
sama lain dan diperlukan bagi memastikan perisian yang dihasilkan menepati ciri-ciri
serta kualiti yang dikehendaki (Jamalludin Harun dan Zaidatun Tasir, 2003). Proses
kerja yang sama juga boleh dimanfaatkan dalam proses pembangunan laman web.
Berikut dijelaskan ketiga-tiga reka bentuk yang dinyatakan dan bagaimana ianya
diaplikasikan dalam proses reka bentuk sistem pembelajaran berasaskan situasi
menerusi web di dalam projek ini.

4.1 Rekabentuk Informasi / Strategi Pembelajaran

Bagi mereka bentuk informasi sistem pembelajaran projek ini,
pendekatan pembelajaran berasaskan situasi berdasarkan ciri ciri yang
dicadangkan oleh Herrington et al (2000) telah digunakan . Ini kerana ciri- ciri

yang diusulkan oleh beliau meliputi elemen elemen multimedia yang
merangkumi aspek pembangunan yang menjurus kepada konsep ICT.
Ciri ciri yang disarankan oleh beliau dalam mengatur maklumat dan
isi kandungan pembelajaran yang ingin disampaikan ialah :

4.1.1 Gambaran konteks sebenar atau autentik yang menggambarkan situasi
di mana pengetahuan akan digunakan

Proses pembelajaran melalui PBSnet ini akan membenarkan pelajar
belajar menggunakan situasi yang autentik dan gambaran suasana
sebenar di mana pengetahuan berkaitan topologi rangkaian
sememangnya akan berlaku. Ini dapat dilihat seperti rajah 4.0 dan 4.1,
di mana pengguna diberikan situasi yang realistik yang mana boleh
membuatkan pengguna merasai situasi tersebut. Walaupun pengguna
berhak memilih sama ada ingin memulakan pembelajaran dengan
situasi atau tida, tetapi dengan pendekatan yang memberikan pilihan
kepada pengguna, memberikan kebebasan untuk mereka membuat
keputusan terhadap pembelajaran mereka.

Rajah 4.0: Paparan Antara Muka Situasi 1


Rajah 4.1: Paparan Antara Muka Situasi 2

4.1.2 Aktiviti yang autentik : di mana aktiviti yang ill-define yang
menggambarkan aktiviti sebenar di dunia nyata.

Jika dilihat pada konteks aktiviti yang autentik pula, yang mana
melibatkan aktiviti sebenar pada dunia nyata, dapat dilihat contohnya
pada paparan simulasi telefon dan email (rujuk Rajah 4.2 dan 4.3) yang
melibatkan pengguna dengan aktiviti pencarian maklumat dalam dunia
sebenar yang realistik. Pada dunia sebenar, maklumat sering dicapai
dengan pelbagai cara antaranya melalui enjian carian, email,
menelefon pakar dan sebagainya. Oleh itu, merujuk kepada ciri-ciri ini,
aktiviti yang menyerupai dunia sebenar ini wujud dalam persekitaran
sistem PBSnet ini.


Rajah 4.2 Paparan Antara Perbualan Telefon

Rajah 4.3 Paparan Simulasi E-Mail

4.1.3 Capaian kepada pakar : capaian kepada pakar dalam pelbagai peringkat
melalui saluran komunikasi seperti emel dan sebagainya

Jika dilihat pada capaian pakar, sistem PBSnet menghubungkan
pengguna dengan saluran-saluran kepada pakar seperti Juruteknik,
rakan-rakan dan refleksi seperti email dan sebagainya.

Rajah 4.4 Paparan Capaian kepada pakar

4.1.4 Pelbagai peranan dan perspektif : pelajar boleh mengakses bahan
pembelajaran dari pelbagai perspektif serta boleh menggunakan
pengetahuan dalam pelbagai cara.

Bagi memastikan pengguna merasai situasi sebenar dalam persekitaran
PBSnet, dua situasi yang membawa watak berbeza telah diwujudkan.
Ini bagi memastikan pengguna membuat pilihan watak yang ingin
digunakan oleh mereka. Dengan adanya kepelbagaian watak dan
perspektif situasi, mereka secara tidak langsung dapat
memanipulasikan pengetahuan mereka dalam pelbagai peranan dan
perspektif masalah atau keadaan pada dunia sebenar.

4.1.5 Pengetahuan yang dikonstruk secara kolaborasi : kolaborasi boleh
digalakkan dengan mewujudkan tugas yang bersesuaian melalui
teknologi komunikasi

Kolaborasi boleh diwujudkan dengan alat yang mewujudkan interaksi
sosial contohnya ruangan forum. Di sini pengguna boleh berhubung
dengan pengguna lain menggunakan perbincangan pada ruangan
forum. Ini menggalakkan kepada pembentukan kolaborasi di antara
pengguna. (rujuk Rajah 4.5)


Rajah 4.5 Paparan Forum

4.1.6 Refleksi : refleksi yang digunakan haruslah menggunakan contoh
ataupun tugasan sebenar yang dapat dikaitkan dengan dunia nyata

Apabila memperkatakan tentang refleksi, PBSnet membenarkan
pengguna membuat refleksi secara terus. Ini menggambarkan kepada
kesinambungan pencarian maklumat yang membawa kepada refleksi
dalam dunia nyata. Contohnya pada situasi 1(rujuk Rajah 4.0), setelah
mendapatkan maklumat daripada pakar atau juruteknik, dan mencari
bahan pada enjian pencarian Google, pengguna akan dihubungkan
dengan paparan refleksi sebenar di mana pengguna perlu membalas
email tersebut dan dalam masa yang sama pengguna perlu menandakan
jawapan kepada persoalan pada ruangan penghantaran email.
Pengguna boleh membuat refleksi secara terus tanpa perlu menunggu
hingga kepada akhir pembelajaran.


Rajah 4.6 Paparan Refleksi Email

4.1.7 Articulation : untuk mewujudkan peluang ini tugas yang diberi
hendaklah bersifat semulajadi

Sepertimana yang dilihat pada aspek kolaborasi melalui forum, aktiviti
melalui email dan menelefon pakar yang dibincangkan sebelum ini,
aspek articulation secara tidak langsung telah wujud dalam
persekitaran PBSnet ini.

4.1.8 Coaching & Scaffolding

Coaching & Scaffolding merupakan ciri-ciri yang membimbing dan
memandu pengguna sepanjang proses pembelajaran. Jika dilihat pada
PBSnet ini, proses pembelajaran pengguna dalam sistem pembelajaran
ini akan di pandu oleh satu fungsi Arahan untuk memandu pengguna
melayari dan menjelajah sistem pembelajaran yang dibangunkan
supaya pengguna tidak sesat semasa melayari laman web ini.
Pengguna akan memilih sumber maklumat mana yang diperlukan
dalam proses menyelesaikan masalah pembelajaran mereka. Terdapat
juga panduan lain yang memandu pengguna contohnya arahan butang
seterusnya dan sebelumya yang memastikan pengguna tidak sesat
sepanjang melayari sistem PBSnet ini.

4.1.9 Penilaian yang autentik

Dalam aspek penilaian autentik, PBSnet mewujudkan persekitaran di
mana pengguna boleh membuat penilaian kepada diri sendiri melalui

aktiviti refleksi. Contoh yang telah dibincangkan ialah melalui refleksi
email yang menilai pengguna secara autentik pada situasi sebenar dan
masa nyata.

Jika dilihat pada situasi yang digunakan dalam sistem pembelajaran ini, ia melibatkan
penyesuaian dan berpandukan kepada elemen-elemen yang terkandung dalam pembelajaran
berasaskan situasi dalam persekitaran multimedia oleh Herrington et al.,(1997). Ini dapat
dilihat pada Rajah 4.7 di mana ciri-ciri yang disarankan dibentuk dalam keseluruhan bahan
pembelajaran yang berunsur multimedia dibangunkan. Pada elemen IMM iaitu Interactive
Multimedia Program terdapat empat ciri diintegrasikan iaitu konteks autentik, aktiviti yang
autentik, capaian kepada pakar dan daripada pelbagai sudut dan persepektif dan mungkin
juga pelbagai peranan. Manakala pada Learner terdapat aktiviti refleksi, kolaborasi dan
artikulasi dan pada keseluruhan pelaksanaan sistem pembelajaran pula konsep scaffolding,
modelling dan coaching telah dimasukkan.

Rajah 4.7 : Elemen Elemen dalam Pembelajaran Berasaskan Situasi dalam
Persekitaran Multimedia ( Herrington et al., 1997)

4.2 Rekabentuk Interaksi

Reka bentuk interaksi sistem pembelajaran menerusi web ini adalah berbentuk
struktur komposit (Rujuk Rajah 4.8). Menurut Jamalludin dan Zaidatun
(2003), struktur komposit ini sering digunakan dalam aplikasi multimedia
pendidikan. Ia juga bagi memastikan maklumat yang ingin disampaikan dapat
dicapai dengan lebih mudah mengikut keperluan pengguna dan juga keperluan
semasa.


Rajah 4.8: Struktur Komposit (Jamalludin & Zaidatun, (2003)

Reka bentuk interaksi sistem pembelajaran ini juga memberi kuasa
kawalan kepada pengguna bagi membolehkan pengguna berkomunikasi atau
berinteraksi dengan sistem selain menentukan sendiri laluan penerokaan (di
bawah kawalan pengguna) yang ingin digunakan. Menurut William (1996),
kawalan pengguna merujuk kepada suatu rekabentuk pengajaran di mana
pelajar mempunyai kebebasan membuat keputusan semasa proses
pembelajaran seperti kawalan aliran, laluan dan peristiwa Ini boleh dilihat
dalam situasi yang diberikan dalam sistem pembelajaran ini di mana pelajar
berhak membuat pilihan sama ada ingin menggunakan nota ringkas yang telah
disediakan atau menggunakan situasi dalam sistem pembelajaran ini dalam
memahamkan konsep topologi dalam rangkaian. Dalam situasi yang diberikan
pula pelajar berhak menggunakan pautan sumber bahan yang diwujudkan
seperti telefon, ruangan sembang Yahoo Messanger dan komputer untuk
mendapatkan sumber bahan bagi pembelajaran topologi rangkaian. Oleh itu,
dapat dilihat pelajar tidak perlu mengikut aturan dalam mencari maklumat
berkaitan pembelajaran topologi rangkaian ini. Mereka juga bebas membuat
pilihan sama ada akan memperolehi bahan secara mudah atau perlu melalui
beberapa peringkat dalam situasi untuk mendapatkan bahan akhir
pembelajaran. Di sini akan dapat dilihat aktiviti autentik di mana pelajar
melibatkan diri sepenuhnya dalam pencarian maklumat.

Dalam sistem pembelajaran ini dapat dilihat terdapat metafora yang
digunakan bagi memudahkan pelajar membuat perkaitan di antara benda atau
alat pada dunia nyata dengan gambaran situasi yang diberikan (Rujuk Rajah
4.9).


Rajah 4.9 Paparan Antara Muka Metafora CD dan Komputer

Manakala pada butang navigasi yang berbentuk pautan teks yang telah
diintegrasikan dengan elemen mouse over membenarkan pelajar mengetahui
bahawa terdapat pautan pada setiap butang navigasi yang akan diklik. Pada
pautan sumber bahan yang melibatkan simulasi pula, pelajar akan dapat
melihat Objek Pembelajaran Digital (OPD) (Rujuk Rajah 4.10 dan 4.11)
dalam paparan pop up window, di mana elemen seperti ini yang berskala kecil
dan konsep pengadaptasian yang fleksibel mengekalkan paparan web
dibelakang bahan tersebut. Ini akan membantu pelajar dalam mengaitkan nota
dengan simulasi yang diperolehi dalam sistem pembelajaran ini.


Rajah 4.10 Paparan Simulasi OPD yang terkumpul

Rajah 4.11 Paparan Simulasi OPD yang boleh dibesarkan

4.3 Rekabentuk Antara Muka

Rajah 4.12 : Paparan Montaj Pengenalan Sistem Pembelajaran

Sepertimana yang dijelaskan sebelum ini, penggunaan montaj (Rujuk
Rajah 4.12) di awal persembahan adalah untuk menarik perhatian pelajar
menggunakan bahan pembelajaran ini. Penggunaan elemen audio yang ringkas
dan ringan akan digunakan supaya menampakkan permulaan persembahan
yang segar dan bertenaga. Penggunaan montaj digunakan oleh pembangun di
awal sistem pembelajaran ini bagi menarik perhatian pengguna dan bagi
merangsang pengguna untuk menerokai maklumat yang terkandung di dalam
sistem pembelajaran ini. Penggunaan audio di awal persembahan sistem
pembelajaran sebagai montaj akan menjadikan reka bentuk antara muka
kelihatan nyata pada deria pendengar pengguna dan mampu menghidupkan
keadaan semasa pengguna menggunakan sistem pembelajaran berasaskan
situasi menerusi web ini. Penggunaan skema warna biru bagi warna latar
belakang dan warna putih mewakili warna teks memudahkan pengguna
menggunakannya kerana terdapat kontra di antara warna latar belakang dan
teks yang akan membuatkan penglihatan pengguna lebih jelas. Teks jenis
Verdana dari jenis Sans Serif digunakan bagi menarik perhatian pengguna
pada maklumat yang hendak di sampaikan dan meningkatkan ke boleh bacaan
pengguna.

Susun atur menu pilihan pengguna bagi antara muka sistem
pembelajaran ini akan di letakkan di bahagian tengah skrin komputer kerana
menurut Baharuddin et al., (2002) lazimnya pergerakan mata seseorang
pengguna itu akan pergi ke bahagian kiri tengah skrin komputer, kemudian
akan ke bahagian kiri-atas skrin komputer. Kemudian ke bahagian kanan
skrin komputer akan menurun secara melintang ke bahagian bawahkiri skrin
komputer dan akhir sekalu bergerak mendatar ke sebelah kanan skrin
komputer.

Reka bentuk antara muka yang dibangunkan ini membolehkan pelajar
mengakses keseluruhan bahan pengajaran sepenuhnya dan pelajar boleh
mengkonstruk pembelajaran sendiri selain paparan teks yang ringkas dan
bernas, maklumat yang pelbagai dan penggunaan grafik yang digunakan dapat
mendorong pelajar terus membuat penjelajahan terhadap setiap ruang di dalam
sistem pembelajaran berasaskan situasi menerusi web ini dan meningkatkan
minat serta motivasi pelajar.

5.0 Kesimpulan
Kertas kerja ini telah mengaplikasikan ciri-ciri pembelajaran berasaskan situasi(PBS)
yang sesuai digunakan dalam pembangunan sistem pembelajaran menerusi web bagi
tajuk topologi rangkaian dalam pendidikan (PBSnet). PBSnet juga melibatkan
penyesuaian dan berpandukan kepada elemen-elemen yang terkandung dalam
pembelajaran berasaskan situasi dalam persekitan multimedia oleh Herrington et al
(2000).

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AECT.[atas talian] http://reusability.org/read/

THE LEARN ABILITY OF VIRTUAL ENVIRONMENT TRAINING (VET)

Ima Shanaz Binti Wahidin
Fakulti Teknologi dan Sains
Informasi
Kolej Universiti Islam
Antarabangsa Selangor,
Bangi, Selangor
snowqueen_2509@yahoo.com

Nur Muizz Mohamed
Salleh
Informasi
Bangi, Selangor
muizz.salleh@gmail.com

Abdul Nasir Zulkifli
Maklumat,
Universiti Utara Malaysia.
Sintok, Kedah
nasirzul@uum.edu.my
Abstract

Virtual Environment Training (VET) is a virtual world that makes the user feel that they are
being there. It enables user to experience the environment without having to take any risks by
interacting with the computer in real time. VET is a non-immersive desktop application. It
allows user to walk-through the environment and explores the environment freely. It is
integrated with multimedia elements such as realistic graphic 3D environment, audio, video,
text and animation. Within the environment, the users will be provided with some
information that might be useful for the training that covers the topic of one module of the
course. At the end of the training, there will be an evaluation session to evaluate the learn
ability of VET among TM Trainees.

1.0 Introduction

According to Wikipedia, Virtual Environment is a computer-based simulated environment
intended for its users to inhabit and interact via avatars. This habitation usually is represented
in the form of two or three-dimensional graphical representations of humanoids (or other
graphical or text-based avatars).(Oliviera et al., 2000). Virtual Environments (VEs) have
many potential applications, including education, training, design and prototyping,
entertainment, rehabilitation, and research. The utility of VEs for many applications increases
that spatial judgments are similar in the VEs as in the real world.(Betty, Creem-Regehr, &
B.Thompson., 2006)
The effectiveness of a VE might be defined in terms of enhancement of task performance,
effectiveness of training, improvement of data comprehension and so on. (Micheal Meehan,
2002).VE can bring simulation-based training environments closer to real-life
experience.(Jeff Rickel, 1995). Virtual environments have been increasingly used for a
variety of contexts: teaching in the lab, informal learning, distance learning, business, and e-
commerce to name a few.(Selim & Elif, 2004).
3D in contrast to 2D computer graphics are graphics that use a three-dimensional
representation of geometric data that is stored in the computer for the purposes of performing
calculations and rendering 2D images. Such images may be for later display or for real-time
viewing.(Bowman, Johnson, & Hodges, 2001) has carried out systematic research about 3D
interaction techniques in the context of virtual reality systems. He and his colleagues have
suggested that general 3D tasks in virtual environments can be viewed as compositions of
more primitive tasks, such as object selection, object manipulation, navigation and system
control.

(Singhall and Zyda, 1999) has been studied some benefits of 3D that can be discerned:


- A shared sense and understanding of the space, i.e. the trainee have an illusion of
being located in the same space with other users and with objects or models. Those
objects not only provide a visual representation of information, but also a meaningful,
shared context for co -operation, since they can be observed from multiple and
flexible viewpoints. In fact, the space might be formed from nothing but information.
- A shared sense of being the person through their avatars. This allows user to be aware
of himself/herself in their activities since both direct and indirect awareness modes are
supported.
- A shared sense of time, i.e. ability to observe and react correctly to the activities of
others in real -time when the activity takes place.
- A way to share objects and models in the space, and respectively gain mutual
understanding of work activities. It should be noticed that the way to share
complements the sense of space and the way to communicate by providing means
to modify the objects and work upon them.

3D Virtual Environment Training for TM Trainee is a PC-based, non-immersive VR system
that allow user to view and interact with the computer. It provides a user-friendly 3D virtual
environment that is integrated with multimedia elements such as audio, video, text, graphic
and animation. The training consist of the courses that are involved the highly cost equipment
and devices that are very limited to be use frequently.

The training syllabus will be covered all the topics listed in the course. The user can interact
with the model in real-time environment by using the functions provided. The functions
includes rotating the object, view the object in different angle, walk-through and freeplay.

2.0 Objective

This study aims to investigate the following:
Question Method Focus
What are the advantages
of Virtual Environment
Training compared to
normal training?

Literature Review
To study the development
Training.
What are the features
required to develop the
Virtual Environment
Training?

Literature Review
To understand the
differences of Virtual
Environment Training and
normal training.
How to develop the
Virtual Environment
Training?
Methodology To develop the prototype of
VET.
How does the learn ability
Training affects the
trainees?

Evaluation
To conduct the learn ability
study of the VET among
trainees.
Table 2.1 : Research Question Table

The objectives of the study are:

- To study the development of Virtual Environment Training.
- To identify the differences between Virtual Environment Training compared to
normal training.
- To develop a prototype of an effective Desktop Virtual Environment for Training.
- To determine the learn ability of Virtual Environment Training for training
individuals in a safe and vigilant manner.


Virtual environment is a computer generated three dimensional model, where participant can
interact intuitively in real time with the environment or objects within it and to some extent
have a feeling of actually being there(John R.Wilson, 1998). To produce a real environment
in every single aspect would demand incredible computational and graphics performance
(Kalawsky, 1993). It is likely to be some time before this level of performance become
available. Therefore, virtual environments typically represent a simplification of
reality(S.P.Smith & D.J.Duke, 2000). This simplification can be in the presented sensory
information (e.g., vision and audio and etc) and in the level of interaction provided. The
appearance and behavior of objects give strong cues to interaction in an environment and are
therefore associated to usability issues (S.P Smith, D.J Duke, & J.S Willians, 2000).

3D in contrast to 2D computer graphics are graphics that use a three-dimensional
representation of geometric data that is stored in the computer for the purposes of performing
calculations and rendering 2D images. Such images may be for later display or for real-time
viewing (Bowman, Johnson, & Hodges, 2001) has carried out systematic research about 3D
interaction techniques in the context of virtual reality systems. He and his colleagues have
suggested that general 3D tasks in virtual environments can be viewed as compositions of
more primitive tasks, such as object selection, object manipulation, navigation and system
control.

Some benefits of 3D that has been discerned:
- A shared sense and understanding of the space, i.e. the trainee have an illusion of
being located in the same space with other users and with objects or models. Those
objects not only provide a visual representation of information, but also a meaningful,
shared context for co -operation, since they can be observed from multiple and
flexible viewpoints. In fact, the space might be formed from nothing but information.
- A shared sense of being the person through their avatars. This allows user to be aware
of himself/herself in their activities since both direct and indirect awareness modes are
supported.
- A shared sense of time, i.e. ability to observe and react correctly to the activities of
others in real -time when the activity takes place.
- A way to share objects and models in the space, and respectively gain mutual
understanding of work activities. It should be noticed that the way to share
complements the sense of space and the way to communicate by providing means
to modify the objects and work upon them.

To insert multimedia design in VE, there are three issues that concern multimedia
specifically:
Matching the media to the message, by selecting and integrating media so the user
comprehends the information content effectively.

Managing users attention so key items in the content are noticed and understood and the
user follows the message thread across several media.
Navigation and interaction so the user can access, play and interact with media in an
engaging and predictable manner.

4.0 Methodology

4.1 Usability Evaluation
Usability evaluation is conducted to get the feedback or respond from the user. This study
used the Summative evaluation that occurred after the prototype development stage. The
evaluation for VSTE was conducted to thirty respondents that have been given an ample time
to learn and use the prototype. Before the training process begins, a short brief has been given
to them as to make sure the process is executed in a proper way. After the process of learning,
each of respondents gave feedback through the questionnaire given as in Appendix B.

4.2 Instrument for User Evaluation
User evaluation was conducted to determine users perception on the usability aspect of
Virtual Streamyx Training Environment. The instruments was adapted from (J.Nielsen, 1994.
) and (Lin et al., 1997 ). The instruments evaluate on three dimensions: Learnability,
Perceived Ease of Use and Outcome/Future Use. A set of questionnaire that comprises the
General Information and these three dimensions has been conducted on thirty respondents.
General Information section is to gather some general background of respondent. Learnability
section measures the capability of learning VSTE. Two others section, Perceived Ease Use
measures the degree to which a person believes that using this application would be free of
effort while Outcome/Future Use is the degree of user willingness to use this prototype in the
future. A 5-point Likert scale has been applied in the questionnaire anchored by 1- Strongly
Disagree and 5-Strongly Agree.

5.0 Data Analysis

The respondent has been divided into two groups, TM trainer and Not a TM Trainer. The
purpose is to show the category of expert and novice. The terminology of validation adapted
from (Balci, 1994) is defined as involves substantiating that the model, within its domain of
applicability, behaves with satisfactory accuracy consistent with objective governing its use.
It relates to the comparison of model behavior with system behavior. According to (U.S
Department of Defense, 1996), validation refers to the process of determining the degree to
which a model is an accurate representation of the real world from the perspective of the
intended use of the model.

In general, reliability is the ability of a person or system to perform and maintain its functions
in routine circumstances, as well as hostile or unexpected circumstances (Wikipedia, 2008).
Cronbach Alpha has been chosen to measure reliability instrument in this study. It expressed
on scale from zero (very unreliable) to one (extremely reliable) (J.Kirakowski). SPSS version
13 has been used to calculate the data to determine the reliability of the prototype

Measure Number of items Cronbach Alpha
Learnability 8 0.820
Perceived Ease of Use 6 0.862
Outcome/Future Use 5 0.847
Table 5.1 : Cronbach Alpha Values for All Dimensions

Table 5.1 presents the Cronbach alpha value for each dimension: Learnability, Perceived
Ease of Use and Outcome/ Future Use. From the table, it shows that these three dimensions
have an alpha value greater than 0.7. These measures satisfy the internal reliability criterion.

Measure Number of items Cronbach Alpha
Learnability 8 0.820
Perceived Ease of Use 6 0.862
Table 5.2: Descriptive Statistics for All Measures

Above is the descriptive statistics for all measures presented in Table 5.2. A one-way Chi-
Square test of homogeneity was conducted on the responses for all items. As shown in Table
5.2, the results are positive with p-values significant at 0.01 for Learnability, Perceived Ease
of Use and Outcome/Future Use.

Item Mean Std.Deviation
LEARNABILITY
1. It was easy to learn to use VSTE. 3.6667 0.80230
2. The information provided by VSTE was easy to
understand.

3.6000 0.89443
3. The information provided in VSTE helped me in
training process.
3.6000 0.62146
4. It provides clarity of wording. 3.4333 0.77385
5. Data grouping is reasonable for easy training.

3.6000 0.56324
6. The ordering of information is logical. 3.7667 0.72793
7. The command names are meaningful. 3.6000 0.894430
8. It provides no-penalty training. 3.6667 0.84418
PERCEIVED EASE OF USE
1. Learning to operate VSTE would be easy for
me.
3.8000 0.88668
2. I would find it is easy to get VSTE to what I
want it to do.
3.5333 0.97320
2. My interaction with VSTE would be clear and
understandable.
3.4333 0.77385
4. I would find VSTE to be flexible to interact
with.
3.5000 0.86103
5. It would be easy for me to become skillful as
using VSTE.
3.2333 0.93526
6. I would find VSTE is easy to use. 3.8000 0.76112
OUTCOME/FUTURE USE
1. I was able to complete my training quickly
using VSTE.
3.7333 0.78492
2. I could effectively complete my training using
VSTE.
3.5333 0.68145
3. I was able to efficiently complete the training
using VSTE
3.7000 0.65126
4. I believe I could become productive quickly 3.4000 0.96847

using VSTE.

5. From my current experience with using VSTE, I
think I would use it regularly.
3.5333 0.93710
Table 5.3: Descriptive Statistics for All Items

Table 5.3 shows the descriptive statistics for all items. All of the items indicate that
respondents are neutral towards VSTE. However, based on the mean value, the respondents
agreed with all items. Overall of the result indicate VSTE has a good usability.

Measure Group N Mean Std.Dev
iation
Std.
Error
Mean
t Df Sig.
Learn
ability
Trainer 12 3.7083 0.7197 0.2078 0.4859 28 0.4824
Trainee 18 3.5555 0.7964 0.1877 0.501 24.963
Perceived
Ease Of
Use
Trainer 12 3.5417 0.8240 0.2379 -0.049 28 0.6072
Trainee 18 3.5556 0.8954 0.2110 -0.364 24.4217
Outcome /
Future Use
Trainer 12 3.6333 0.7196 0.2077 0.0146 28 0.2838
Trainee 18 3.5444 0.8466 0.1995 0.4022 24.9504
Table 5.4: Mean, Standard Deviation and Paired t-test for All Measures

Table 5.4 shows the means, standard deviations and paired t-test for all measures. Based on
the paired t-test, as the significance values are less than 0.05 (S.J.Coakes, 2005), there was no
significant difference between novice and expert groups for all measures.

6.0 Conclusion

As the conclusion, VET is a virtual world that enables the trainee to experience the operation
involved without having to be at the exact place. Based on the methodology proposed,
hopefully this VET can be developed within the period of time with the guidance of scope
and objective that have been stated above. The expectation of this project is to fulfill the
requirements and needs of the users as well as achieving the goals and objective by
developing an effective VET that can be applied to TM Company as soon as it finished.

7.0 References
Barbieri, T., Garzotto, F., Beltrame, G., Ceresoli, L., Gritti, M., & Misani, D. (2001). From
Dust to Stardust: a Collaborative 3D Virtual Museum of Computer Science.
Proceedings ICHIM, 1, 341345.
Betty, J. M., Creem-Regehr, S. H., & B.Thompson., W. (2006). The Influence of Feedback
on Egocentric Distance Judgements in Real and Virtual Environments.
Bowman, D., Johnson, D., & Hodges, L. (2001). Testbed evaluation of virtual environment
interaction techniques,.
Card, S., J.Mackinlay., & B.Shneiderman. (1999). Information Visualization: Using Vision to
Think.
Charvat, J. (2003). Project Management Methodologies: Selecting, implementing and
supporting methodologies and process for projects: John Wiley & Sons,Inc.
Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions.
Di Blas, N., Hazan, S., & Paolini, P. (2003). The SEE experience. Edutainment in 3D virtual
worlds.

Di Blas, N., Paolini, P., & Poggi, C. (2005). A Virtual Museum where student can learn.
F.Polys., N., & A.Bowman, D. (2004). Desktop Information Rich Virtual Environments:
Challenges and Techniques.
F.Polys., N., Kim., S., & A.Bowman, D. (2005). Effects of Information Layout, Screen Size,
and Field of View on User Performance in Information-Rich Virtual Environments.
Gianpaolo U, C., John T, E., & J, R. E. (2000). Techniques for Handling Video Virtual
Environments.
Hosseini., M., & Nicolas D, G. (2001). Collaborative Virtual Environments for Training.
Jeff Rickel, W. L. J. (1995). Steve:An Animated Pegagogical Agent for Procedural Training
in Virtual Environments.
Jeffry L, W., Lonnies D, B., & Kevin C, D. (2004). System Analysis and Design Method: Mc
Graw Hill.
McConnell, S. C. (1995-2001). Rapid Application Development - Development Methodology
(RAD). Retrieved January 28, 2008, from http://www.credata.com/research/rad.html
Micheal Meehan, B. I., Mary Whitton, Frederick P.Brooks, JR,. (2002). Physiological
Measures of Presence in Stressful Virtual Environments.
Oliviera, J. C., Shirmohammad, Hosseini, S. M., Cordea, M., Geroganas, N. D., Petriu, E., et
al. (2000). Virtual Theater for Industrial Training: A Collaborative Virtual
Environment.
Paolini, P., Barbieri, T., Loiudice, P., Alonzo, F., Gaia, G., & Zanti, M. (1999). Visiting a
Museum together: How to share a visit to a virtual world.
Schlager, M. S. (1994). An Approach For Designing Virtual Environment Training Systems.
Selim, B., & Elif, A. (2004). Creating Virtual Environment in a Multidisciplinary Classroom.
Stiles, R., McCarthly, L., & Pontecorvo, M. (1995). Training Studio: A virtual environment
for training.
Wikimedia Corporation, I., US. (2008). Methodology. Retrieved January 28, 2008, from
http://en.wikipedia.org/wiki/Methodology

VIDEO-BASED TM TRAINING (VBTMT)

Nur Muizz Mohamed
Salleh
Informasi
Bangi, Selangor
muizz@kuis.edu.my

Ima Shanaz Binti
Wahidin
Fakulti Teknologi dan
Sains Informasi
Bangi, Selangor
imashanaz@kuis.edu.my

Abdul Nasir Zulkifli
Maklumat,
Universiti Utara Malaysia.
Sintok, Kedah
nasirzul@uum.edu.my

Abstract
This paper discusses a Video-based TM Training (VBTMT), the application which has been
developed for Telekom Malaysia Training Centre (TMTC) trainee as a new training
methodology that could provide more flexibility in term of trainer dependencies and training
content quality. By using Powerpoint and Camtasia Studio software, the company driven
program that focus on Living the Brand for Supervisor shows no significant result on
experimental study based on result from pre-test and post-test question regarding to the both
conventional and video-based training methodology. Results of user evaluation on the
VBTMT indicate that it has good usability in terms of Usefulness, Ease of Use and
Outcome/Future Use.

1.0 Introduction

To communicate the knowledge, skills and competencies through the training and
development process in organization is a classical challenge within the intersection between
teaching skills and multimedia technology. Multimedia-supplemented learning environments
can provide trainees with learning materials in form of text, images, animation and video
(French, 2005). Course instruction, especially in a computer-related course, is often
dependent upon the trainees being able to view the instructors interaction with a computer
through the output of the screen. Computers can be used to provide trainees with an
opportunity to actively learn material and perform tasks in the same way as professionals in
the field (Lee, Gillan, , Upchurch & Melton, 1995)..
Some courses in Telekom Malaysia Training Centre (TMTC) have a special need for labs
(e.g. teaching trainees how to used formula tools in Microsoft Excel). Availability of
inexpensive personal computers has led to the possibility of developing computer software
dedicated to training and tutoring trainees (Lee, 1992). In addition, computer generated
animation and multimedia capabilities of computers provide an opportunity to expand the
ways in which trainees can learn (Mayer & Sims, 1994). Even if we look in school-based
education today, video is normally utilized as supplement to teacher lectures, in order to
enrich regular lessons and to situate or visualize knowledge for a better understanding of a
topic at a hand. Empirical findings concerning the effectiveness of such video supported
learning consistently show that comprehension and transfer of knowledge can be facilitated
by dynamic (audio) visual formats in many domains and this is especially true for interactive
presentations (Cognition and Technology Group at Vanderbilt, 1997;Park & Hopkins, 1993).
Video can deliver content with voice, text, color and most importantly an action to
provide the trainee with a real-life representation of the output to the screen. Though video

can be a powerful training tool in face-to-face courses, providing full-motion video in online
or stand-alone (compact disk) for face-to-face or distance learning environments faces many
challenges (Leonard, Riley & Staman, 2003). Recently we can see that lots of video-based
training could be purchase through internet, for example Lynda.com, Totaltraining.com or
Cbtplanet.com with quite expensive price. Sometimes they offered a different method of
delivery media and we could choose between online training or simply can wait for your
compact disk to be delivered to your home. But the main point here is, most of the video-
based training that available just focused for software learning material such as Photoshop
CS, Dreamweaver or 3D Max. Annotated video is a effective training tools that can, over
time and given repeated viewings, effectively build the cognitive skills required for
performance of complex tasks such as surgical procedures (Guerlain et al. , 2002).

a. Problem Statements
As highlighted in TM Corporate HR strategic objective, Telekom Malaysia Training
Centre (TMTC) plays a key role in contributing to culture change and formation, such as
during the design and delivery of induction programs. Currently in TMTC, the training
process for most of training programmes is conducted through regular presentation
supported by pure printed material and slide presentation show. Even it is nothing wrong
with this process; there are a few limitations which are:
i. Trainer dependencies: Trainee only can get an explanation about the program
contents through trainer face-to-face interaction. After the training session finish,
trainee just only can rely on printed material which not helping enough because
basically those printed material only put the main point without further
explanations.
ii. Training content quality: Different explanation for different training session on
the same program is always happen. With too many information that rely on
printed material which have a limited explanation, trainer needs the same quality
of support material to cover all training session in order to make sure the training
content quality.
iii. Limited training slot: With limited training slot which takes for about 7 to 8 hours
per day, trainee only have the knowledge sharing process on training session.
After the session finished, the process is ended.
iv. Printed material effectiveness: Pure printed material documents dont always
provide support for giving trainees a visual of the necessary computer output.
Images can provide clear screen shots, but do not include actions that might be
necessary for the trainees to observe.

b. Scope and Limitation
The video-based training material will be developed by using simple and affordable
software that required a minimum knowledge about software skills. The delivery of video
is focused to be flexible for stand alone (compact disk) presentation and the content of
video material will be discuss about the modules in Company Driven Programmes. Each
of video-based training material will be developed around 30 minutes duration as a pilot
project in order to limit the size of video files.

2.0 Objectives

This study aims to investigate the following:

Table 2.1: Research Question Table
Research Question Method Focus
i. What is Video-based Training
(VBT)?
Literature Review The definition of VBT
ii. How to develop VBT
application?
Methodology The development of VBT
prototype
iii. Why you need to develop
VBT application?
Literature review
& Significance of
Research
To study the important of VBT
application on company driven
programmes.
iv. What is the usability of VBT
among TM trainees?
Evaluation To conduct the usability study
among TM trainees

The main objectives of the study include:
i. To study the video-based training application
ii. To develop a prototype of video-based training application.
iii. To conduct the usability study of video-based training among TM trainee.


With limited availability of equipment to trainees, based on both limited budgets for
system and lab instructor at TMTC, the need existed for better support for trainee learning.
Specifically, some trainee needed further review reinforcement after the group practice times
but before they were assessed over the critical thinking or management skills individually.
Most of trainees come to realize, the awful truth is that it is hard to remember anything one
has learned unless that learning is repeated again and again (Schank, 2004).
Although aware that over the years educators alternately condemned video and other
mass media technologies as undermining educational objectives and celebrated them as
potential delivery system for instruction (Short, 1992), video held promises to support student
learning. It seemed clear that an approach where procedures of using the software and
hardware could be reviewed 24/7 would satisfy trainee wishes.
Below are some of applications and researches that have been done related to proposed
study regarding to video-based learning.

a. V-Share
The research of V-Share project basically developed the methodological
concept and technical support for video-based analysis and reflection on teaching
experiences in (virtual) groups. Under this project, the purposeful observation and the
guided sharing of analysis and reflections on video-recorded lessons foster student
teachers capacity for reflection-on-action in order to improve teaching skills and
ability.
There are three main aspects of the research project which includes; using video,
collaborative learning and moderation. In first aspect, using video, video-recorded
lessons are used for analysis, annotation and reflection on teaching practices. This
video analysis has its own challenge in comparison with traditional teacher training
methods which make use of direct observations followed by face to face discussion.

Although it is very difficult to detect all important classroom events and interactions
in real time, unless a 360 degree video camera is available (Roschelle, Pea, & Trigg,
1990), the video-recorded lesson has several significant advantages in comparison
with direct observation. For instance, without video lecturers and students, teachers
have reply exclusively on written notes and their memory.
Second aspect which is collaboration, give another perspective on one and the
same lesson. The theory of cognitive dissonance (Festinger, 1957), states that the
existence of different interpretations among the members of a group induces cognitive
dissonance in the individuals. This encourages the individual student teachers to
reduce dissonance with communicating with their peers and by revising his/her point
of view.
For moderation aspect, computer-mediated communication has several advantages
compared to face to face communication but also poses specific difficulties. The
missing synchronicity in computer-mediated communication can easily lead to
mixture of contributions, replies to contributions and the creation of new threads and
thus produce a complex discussion structure that makes it difficult for student or
teachers to construct a coherent view of discussion and to reach shared understanding
(Levin, Kim, & Riel, 1990).

b. DIVER
The DIVER system was developed by Standford Center for Innovation in
Learning. DIVER is based on the notion of a user diving into videos, i.e., creating
new points of view onto a source video and commenting on these by writing short text
passages or codes (Pea, Mills, Rosen, Dauber Effelsberg & Hoffert, 2000). DIVER
makes it possible to readily create an infinite variety of new digital video clips from
any video record. A user of DIVER software "dives" into a video record by
controlling - with a mouse, joystick, or other input device - a virtual camera that can
zoom and pan through space and time within an overview window of the source
video. The virtual camera can take a snapshot of a still image clip, or dynamically
record a video path through the video to create a dive (which we also call a
DIVER worksheet, see figure 2 on next page).
Originally, DIVERs primary focus was for supporting research activities in the
learning sciences (such as interaction analysis: Jordan & Henderson, 1995), and in
teacher education, where video analyses play a major role for understanding ones
own behavior and reflecting on it in relation to the behavior of others. DIVER has
also been designed to enable the active exploration of panoramic video data -where
one or more digital video cameras and associated mirrors are used to capture 360-
degree horizontal imagery. In this case as well, the user may select visual information
by virtually pointing to it in the much larger spatio-temporal data structure of the
video, for the purposes of collaborative reflection and analysis. The final product then
is a collection of separate short video segments with annotations that represent the
users point of view on the video.

c. Web-based Hypervideo System
The web-based HyperVideo system for collaborative learning was developed at
the Computer Graphics Center/Darmstadt in cooperation with the Knowledge Media
Research Center/Tbingen. It is based on the idea of annotating movies, i.e.
selecting video segments from a source video and having spatio-temporal hyperlinks
added to video: Users of the HyperVideo system can create dynamic sensitive regions

within video materials and add multiple links to these sensitive regions. The links can
consist of data files uploaded from a local computer, as well as URLs. The links can
then be discussed by means of an integrated e-communication tool. Thus, users can
include their own annotations and knowledge in a video and share them with others in
a group or community. The overall design approach encompasses several steps: (1)
information is mainly presented by video, (2) knowledge can be collaboratively
expanded by means of both dynamic links and written e-communication, and (3) the
process of knowledge building is reflected in a resulting hypervideo structure we
denote as a dynamic information space of a collaborating group (Chambel, Zahn &
Finke, 2004).The system is based on client/server architecture. The web-based
graphical user interface (GUI) is shown in figure 3. A special video player (upper left
part, see below) displays the spatio-temporal hyperlinks (white rectangles) within the
video frame and offers functionalities in order to create new video annotations. The
separated navigation space below the video player helps the users to navigate within
the DIS. On the right side of the screen, additional information and the users
discussions/comments are displayed. Newly created video annotations are
immediately transferred from the client to the server in order to be instantly shareable
by the community.
On a generic level, the HyperVideo system is as a cognitive tool enabling the
linking of video information thus helping users to learn to establish non-linear
information structures and to focus their attention and discussion in collaborative
learning on associated concepts or related external representations of knowledge (e.g.,
a visible object and a text, or visible object and a formula). Such uses have been
discussed in the context of performing collaborative hypervideo design projects
(Chambel, Zahn & Finke, 2004). A respective program and the technology were
evaluated and further developed during three psychology courses at the University of
Muenster/Germany that were planned according to an instructional program based on
courses of hypertext writing, originally developed by Stahl and Bromme (2004).

d. Video Captured Software
Video captured with a camera or other traditional means is subject to
compromises in size, clarity, and quality in the compression and encoding process. In
addition, network connection speeds can greatly reduce streamed video quality even
further. Students using video as a learning tool via distance learning can benefit from
a non-traditional video which uses screen capture technology.
Screen capture video is an ambitious approach to creating video demonstrations of
the computer interface (Baecker, 2002) and does not use the same compression
technology (Leonard, 2003) as a video captured with traditional means. When
providing screen-capture video, the capturing software captures changes on the
computer screen such as typing or mouse movements and compresses the data. The
information is compressed, transmitted and then decompressed on the users end
(Matthias, 2000).
Video produced from screen capture has many advantages over traditional video.
Screen capture video provides the viewer with a larger, clearer viewing area of high
quality even at lower bandwidths (Leonard, 2003). Since the content is captured
directly from the computer screen, it is especially suited for recording views of
computer output.
Screen capture video takes less equipment than traditionally captured video. Since
content is taken directly from the computer, no camera, VCR, or video capture card is

required. The video does not have to be translated to digital from analog. The
software includes all of the necessary components to produce a final product.
Software packages such as Camtasia or Microsoft Producer are easy to install and
use. Some are available at no cost. The software is started, settings are chosen
(format, bit rate and other options), and the recording session begins. The software
records all screen elements such as typing, mouse movement and power point slide
transitions. Once recording is complete, the video is saved according to the settings
chosen.
The final product is low in file size. The quality of the video is high. The
movements on the screen are often smooth and the screen is full-size so that small
items such as text are clear. Because of the high quality and low file size, the
computer screen captured video is highly suitable for instructional use over the
Internet whether streamed or downloaded for local playback. Screen capture
software can be used to capture video from many sources such as slide presentations,
electronic whiteboards, web browsers, electronic document cameras, and many
software packages used in classrooms. This variety of screen-related sources provides
students with a multitude of resources available from the instructor. Whether the
educator is describing a picture in an art class or typing a computer program viewable
in a text editor, screen capture video provides a high-quality video appropriate for
Internet distribution.

4.0 Methodology

In order to start the research and development regarding to video-based training, suitable
methodology is the needs to assist the flow of activities to ensure the significant result.
According to (Hitch & Mc Kean, 1960) scholars today believe that without proper
development system, research has no used and without research, development has no base.
On the other hand, there are numerous methodologies available today that can be used as a
guide to develop various types of applications. As mentioned by (Hoffer, George, &
Valacich, 2002), methodology is used to ensure a consistent approach is applied to all phases
of a project. Methodology structured the related processes according to the phase defined in
order to facilitate project accomplishment.

The methodology for this study was adapted from the System Development Research
Methodology (SDRM) that had been used by (Nunamaker, Chen, & Purdin, 1991). The
prototype of VBTMT was developed with Powerpoint as main platform. The
transformation of the Powerpoint slide to Window Media Video is take place by Camtasia
Studio 4.0, the screen recording software. The screen resolution for capturing process is set to
be 1068 X 799 for display quality reason.

The adapted methodology as shown in Figure 4.1 consists of four phase, which are;
Information Gathering, Prototype Design, Prototype Development and Evaluation. Details of
these phases are showed below:


Figure 4.1: System Development Research Methodology (SDRM)

4.1 Information Gathering:
The first phase of the methodology involves information gathering through interviews with
senior trainer and other TM staff. According to (Hoffer et al., 2002), gathering of information
could be done through direct interview. Besides that, literature survey from available sources
such as books, proceedings, journals, white papers, reports, news and trainers manuals are
reviewed in order to gather and collect the relevance information. Focus was given on studies
related to video based training methodology.

4.2 Prototype Design:
This research proceeded with the design of the prototype based on the information gathered
in the previous phase. In this phase video-based training storyboard is developed before it
could be used to prepared slide and animation using PowerPoint . Developing video or
multimedia projects without storyboarding is like trying to go to some place youve never
been without directions. Storyboarding is an essential tool for planning any video or
multimedia (including Website design) production. Using a storyboard will reduce
production time and frustrations. Figure 4.2 shows the sequence of events use to preparing an
animation using PowerPoint in conjunction with Camtasia Studio. Note that revising the
animation is possible at any stage.

I In nf fo or rm ma at ti io on n G Ga at th he er ri in ng g
P Pr ro ot to ot ty yp pe e D De es si ig gn n
P Pr ro ot to ot ty yp pe e D De ev ve el lo op pm me en nt t
E Ev va al lu ua at ti io on n


Figure 4.2: The sequence of events used to preparing on animation using PowerPoint
in conjunction with Camtasia Studio (ODay, 2006)

The content and sequence of events is planned and a narrative is written. With professional
animation packages, this is a critical stage in the process. Typically the narrative and
storyboard must be exact because once they have been completed, the project is locked in.
This isnt the case with PowerPoint/Camtasia Studio animations because the animation can
be revised at any stage. More importantly, the final PowerPoint slide show that serves as the
basis for animation remains intact and can be altered or revised at any time as detailed in the
Discussion. Thus, the ability to revise and edit any aspect of the content of the animation or
narrative at any time is a powerful benefit of this animation process.

Figure 4.3: Samples of storyboards for Module 1: Living the Brand for Supervisor
Program.


To start the actual animation process for this animation, all of the components were drawn in
their specific positions. Text was added and then the original component was placed over the
3-D image. Text boxes were used to give the full names of each component or for critical
events. This first slide was duplicated multiple times and different labels added to these
copies (Figure 4.3). For the final animation, the slides were further duplicated so a single
label appeared on each slide. These labels can be animated to appear or simply will appear as
each slide is changed. Once this was done, certain components were animated within certain
slides.

4.3 Prototype Development:
The third phase involves the development of prototype VBTMT. The design was translate
into the arrangement of content that must be appear in screen when the slide show is running.
There are many ways to make things animated within PowerPoint. All of those used here
are detailed in Table 4.1. First, there are different ways to make things appear. An item can
simply be placed on a subsequent slide so changing the slide makes it appear. This was done
here to make many of the labels appear. An item also can be made to appear in a number of
ways by using the Custom Animation tool. This approach was used to replace old
components with new changed components There are also different ways to make things
move. Again, using multiple slides, a component can be placed in different positions so that
changing slides makes it seem like the component is moving. More fluid movements are
generated within a single slide using custom animation path. This uses the Custom
Animation tool with Draw Custom Path to move an item along a number of pre-defined
paths or a user-defined path. The rate of movement of the component can also be controlled
via a number of selected rates. Items can be made to appear to change shape by simply
placing the new item on a subsequent slide or by using the Custom Animation to.

Table 4.1: Basic Animation Techniques in Powerpoint
Technique Method

Making Things Appear
Add item to next slide
Use Custom Animation

Changing slide makes item appear
Single slide; Click Slide Show Custom
Animation Add Effect Pick effect/rate
(e.g., appear); item appears on mouse click

Making Things Move
Change position on successive slides

Use custom animation path

Make multiple copies of slide; move position of
component in each slide; changing slides gives
appearance of movement

Single slide; Click Slide Show Custom
Animation Draw Custom Path
Pick/draw path; item will move along path at
chosen rate

Making Things Change
Change in shape/colour

Draw original component in first slide copy
slide Draw new shape/change color Place

over original component Remove old
component; changing slides makes new shape
appear; or place new shape over original and
have it appear by Slide Show Animation
Shemes E.g., Appear or Dissolve in
etc.

Before the final animation was captured using Camtasia Studio, the sequence and added,
moved and removed slides for continuity and to enhance the flow of the animation must be
go through. Manual mouse clicks was used to co-ordinate the narration with the animation.
The narration recorded on a high quality recorder. Alternatively, the narration could have
been done directly into the presentation or added during the final production using Camtasia
Studio.

Camtasia Studio: Making the Animation Movie
The installation of Camtasia Studio package automatically inserts a red Record button into
the PowerPoint program. Clicking on this Record button automatically starts the
recording process as well as the PowerPoint presentation. The recording automatically
terminates at the end of the presentation. A record audio button (i.e., microphone symbol) is
also included and placed to the left of the red Record button. Once an animation is
captured, there are many options available within Camtasia Studio that is detailed in the
booklet provided with the program. The website also provides extensive details about using
Camtasia Studio in a diversity of other ways for instructional projects. After adding the
narrative, the program is used to convert the PowerPoint into various formats (avi, mov,
wmv, flash which were also variously embedded in html). These conversions only take a few
minutes each allowing the animator to compare the results with each format. Each format has
options on the quality of the final movie and each uses different amounts of memory which
are other items to consider. The animation also appears slightly different in each format. One
can control most of these elements by clicking various options when asked prior to the final
conversion of the animation. If the final animation movie is not up to par, it is very easy to
make any changes to either the PowerPoint presentation or the Camtasia files and again
convert the animation to a movie format. One of the most beneficial attributes of
PowerPoint/Camtasia animations is the ability to edit and revise them easily at any time, a
characteristic not shared with animation programs (ODay, 2006).

4.4 Evaluation:
The last phase of the methodology consists of two different evaluations techniques which are;
experimental study and user evaluation. The experimental study was conducted to compare
training performance and achievement over time between conventional and video-based
trainee enrolled in introductory training of company driven program. The purpose is
accomplished by determining if there is a difference in training performance, as measured by
pretest and posttest result between trainees receiving conventional training method as
opposed to those receiving video-based training method. The procedure was adapted from
(Gary, 2004) and (Herron, Cole, Corrie, & Dubriel, 1999) . Primarily, studies have fallen into
the two general categories of pretest-posttest models and opinion surveys. Most of the studies
have relatively small sample sizes, are performed over short of time periods and measure
with two delivery methods (Bearden, Robinson, & Deis, 2002; Cooper, 2001; Holman, 2000).

However, for user evaluation it was conducted to determine users perception on the usability
aspect of VBTMT prototype. The instrument was adapted from (Davis, 1989) and (Lewis,
1995). The instrument covers three dimensions: Usefulness, Ease of Use and Outcome/Future
Use. Study from (Davis, 1989) shows that the Perceived Usefulness and Ease of Use (PUEU)
is a strong correlate of user acceptance and should not be ignored by those attempting to
design or implement successful applications. All questions in the Questionnaire (Appendix
D) are measured using Likert Scale format (Best & Kahn, 2000) ranging from 1 to 5 as in
Table 4.2 .

Table 4.2: Likert Scale Classification
Strongly Disagree Neutral Agree Strongly
Score 1 2 3 4 5
Category Disagree Neutral Agree

The experimental study, user evaluation and data analysis will be discussed in details in next
chapter (Data Analysis).

5.0 Data Analysis

This chapter discusses the experimental study and user evaluation of the VBTMT prototype,
which was the second and the third objective of this research. Comparison of result for pre-
test and post-test for two types of controlled training methodology, descriptive statistics,
reliability analysis and t-test were used in this study. SPSS version 13.0 for Windows was
manipulated to analyze the data from user evaluation. Results from the comparison,
descriptive, reliability and t-test analyses will be discussed in the following chapter.

5.1 Experimental Study.
The purpose of this study was to compare training performance and achievement over the
time between conventional and video-based training methodology enrolled in Living the
Brand for Supervisor Program. The purpose is accomplished by determining if there is the
difference in training performance(Gary, 2004), as measured by pretest and posttest result,
between trainees receiving video-based training method as opposed to those receiving
conventional training method.

5.1.1 Methodology
A quasi experimental design was used to control for as many threats to internal validity as
possible. Randomization and the comparison of both control and an experimental group
are utilized in this type of study. Each group was chosen and assigned with random draw
towards conventional and video-based training method as type of control. A
nonequivalent pretest-posttest design was used for this study (Cambell & Stanley, 1966).
To control for testing effect, the main concern with this design, the posttest questions was
arranged randomly from pretest questions

5.1.2 Participants
Participants for the study were thirty trainees (11 males (36.7%), 19 females (63.3%),
enrolled in three sections of 5 days. 15 trainees (50%) was randomly assigned for
conventional and another half for video-based training method. In term of education
background, 25 (83.3%) of them have diploma, 3 (10%) have degree and 2 (6.7%) have
master from various ages. 28 (93.3%) respondents can be categorized as expert in

computer. The percentages tell that the respondents computer experience would be
balance for both control grouped to avoid bias.

5.1.3 Research Design
The 40 multiple-choice pretest questions were given four days early before grouped them
with different training method. This is to avoid trainees from try to remember the
questions and seeking for answer in training session. There are no detail explanation
regarding to the pretest and the trainees need to answer it in 60 minutes. All particulars
about both control groups are taken from random draw upon trainees pretest registration.
Four days later, each of group trained the same training program (Living the Brand for
Supervisor) and was given the same training period (1 hour) with different training
method. The posttest was administered to both control grouped with same period of time
(60 minutes) with randomly arranged multiple-choice posttest questions. The independent
variable was the training method while the dependent variable was the different between
pretest and posttest result.

5.1.4 Training Procedure
As detailed above, the control grouped attended for the same training program after four
days. For video-based, the training procedure consisted of uninterrupted, in-computer lab
viewing video for three modules of Living the Brand for Supervisor program which
cover; The Introduction, TM Brand Journey and Walk the Talk. Each of trainees was
provided with personal computer complete with headphone for self-training. The trainees
watched the 60 minutes videos in its entirety and took notes while viewing. Meanwhile for
conventional training method, with same module and same training period, the trainees
were provided with printed handout for references during normal lecture. Immediately
after both training complete, the posttest was administered.

5.1.5 Testing Procedures: Pre- and Posttest.
In order to assess the effectiveness of video-based training method over the conventional,
all trainees in both control grouped took a multiple-choice pretest four days before training
and randomly arranged posttest questions at the end of training. This pretest /posttest was
created was created by researcher and was checked by three senior trainer from MMCN
Training Department.

5.1.6 Analysis
Descriptive statistics were applied to selected demography variables, pretest, posttest and
time. To show equivalency of groups t-tests and chi-square were used. To compare the
time and test scores of students in the conventional and video-based training group, t-tests
were used.

As seen in Table 5.1, the pretest results of the both groups were not significantly different.
However for posttest, the result for Conventional training group is more high than Video-
based.

Table 5.1: Pretest, Posttest and Time to Complete Test for Trainees and Comparison of
Group

5.2 Usability Evaluation
The evaluation is a very important stage of prototype development in order to estimate on the
outcome of development. This research used the Summative Evaluation to assess the training
and summarize the development of trainees at a particular time. The VBTMT user evaluation
was conducted on the same respondents as experimental study which is thirty respondents
(Nielsen, 2006). Each of them already experienced the VBTMT and was given the brief
explanation regarding to the usage and the module cover of the prototype. Each user was
allocated same and more than adequate time to learn and experience the content of video-
based prototype. Once they were done, user were given an evaluation form for user
evaluation that shown in Appendix D.

5.2.1 Instrument for User Evaluation
User evaluation was conducted to determine users perception on the usability aspect of
VBTMT prototype. The instrument was adapted from (Davis, 1989) and (Lewis, 1995).
The instrument covers three dimensions: Usefulness, Ease of Use and Outcome/Future
Use. For user evaluation, a set of questionnaire which comprises of General Information
and User Evaluations was implemented. The General Information sections act as a
mechanism to collect users demographic data and users experience and knowledge with
computer. The User Evaluation section is intended to collect data on users opinion
regarding the VBTMT prototype usability aspects. A 5-point Likert scale anchored by
Strongly Disagree (1) and Strongly Agree (5) was used.

Questionnaire was used to rate the Usefulness Ease of Use and Outcome/Future Use of
VBTMT prototype from the user respect. Table 5.2 below summarizes the demographic
data. Descriptive statistics, reliability analysis and t-test were used in this study. SPSS
version 13 for Windows was used to analyze the data.

Table 5.2: Demographic Data Summary
Demographic Data Frequency Percentage (%)
Training Methodology
1. Conventional 15 50
2. Video-based 15 50
Gender
1. Male 11 36.7
2. Female 19 63.3
Education Background
1. Diploma 25 83.3
2. Degree 3 10.0
Variable Conventional Video-based
df t
MEAN SD MEAN SD
Pretest 2.000 0.37796 1.9333 0.45774 27.52 0.44
Posttest 3.000 0.37796 2.5333 0.63994 25.35 2.43
Pretest Time 1.2667 0.45774 1.3333 0.48795 27.94 -.37
Posttest Time 1.8667 0.35187 1.7333 0.11819 27.13 0.90

3. Master 2 6.7
4. Ph.D. 0 0
Computer Experience
1. Less than or equal 12 months 2 6.7
2. Greater than 12 moths 28 93.3

Half of the respondents were involved in conventional training methodology since
experimental study approached based on randomization of pre-test question delivered in
order to be grouped as conventional or video based. According to (Nielsen, 1993), a
minimum eight users are required for reliable measures for each variance in the data. Thus,
there was sufficient number of subjects for each group. Meanwhile, from the control
grouped, 11 (36.7%) were male. In term of education background, 25 (83.3%) of them
have diploma, 3 (10%) have degree and 2 (6.7%) have master from various ages. 28
(93.3%) respondents can be categorized as expert in computer. The percentages tell that
the respondents computer experience would be balance for both control grouped to avoid
bias.

5.2.2 Validity and Reliability
Both validity and reliability were addressed for the usability evaluation questionnaire.
Validity refers to whether the questionnaire or survey measures what it intends to measure.
One of the most commonly reliability coefficient used is Cronbach Alpha (Coakes, 2005).
The reliability of questionnaire is the ability of the questionnaire to give the same results
when filled out by like-minded people in similar circumstances. It is usually expressed on
a numerical scale from zero (very unreliable) to one (extremely reliable) (Kirakowski,
2001).

Thus Cronbach alpha values were calculated using SPSS 13.0 to determine the data inter-
item-reliability which assesses the degree of internal consistency between multiple
measurements of a dimension. Table 5.3 presents the Cronbach alpha value for each
dimension. The Usefulness dimension has a Cronbach alpha of 0.822, the Ease of Use has
a Cronbach alpha of 0.852 and lastly the Outcome/Future Use have Cronbach alpha of
0.867. Since all dimensions have Cronbach alpha values greater than 0.7, thus, these
measures satisfy internal reliability criterion as recommended by (Nunnally, 1978).

Table 5.3: Cronbach Alpha Values for All Dimensions
Measure Number of items included Cronbach Alpha
Usefulness 6 0.822
Ease of Use 6 0.852

Usability evaluation from users perspective is important in obtaining users opinion
towards the usability of VBTMT. The descriptive statistics for all measures are presented
in table 5.3. A suggested by (Clason, 1994), one-way-Chi-Square test of homogeneity was
conducted on the response of all the items. A significant p-value indicates that the
responses are not equally distributed across the items. As shown in Table 5.4, the results
are positive with p-values significant at 0.01 for Usefulness, Ease of Use and
Outcome/Future Use.

Table 5.4: Descriptive Statistics for All Measures
Measure N Mean Std. Deviation P (Chi-Square)
Usefulness 30 3.4222 1.04024 0.08
Ease of Use 30 3.6389 0.95368 0.30
Outcome / Future Use 30 3.4467 0.96101 0.14
* *: Significant at the 0.01 level

Table 5.5 shows descriptive statistics for all the items. One item with means more than 4 is
bolded which indicate that most of the participants agreed on these items and just neutral
on the rest of items that are related to the VBTMT. Overall, the results indicate that the
participants slightly towards agreed that VBTMT has good usability.

Table 5.5: Descriptive Statistics for All Items
Item Mean
Std.
Deviation
PERCEIVED USEFULNESS
1. Using VBTMT would enable me to accomplish training
more quickly
3.3667 1.12903
2. Using VBTMT would improve my performance 3.4000 1.03724
3. Using VBTMT would increase my productivity 3.6333 1.06620
4. Using VBTMT would enhance my effectiveness 3.4667 0.86037
5. Using VBTMT would make it easier to do my training 3.3667 0.99943
6. I would find VBTMT useful in my everyday training 3.3000 1.14921
PERCEIVED EASE OF USE
7. Learning to operate VBTMT would be easy for me 3.8000 0.99655
8. I would find it easy to get VBTMT to do what I want it to
do.
3.8667 1.04166
9. My training with VBTMT would be clear and
understandable.
3.5000 1.16708
10. I would find VBTMT to be flexible to interact with 3.1667 0.79148
11. It would be easy for me to become skillful at using the
VBTMT
3.4333 0.89763
12. I would find VBTMT easy to use. 4.0667 0.82768
OUTCOME / FUTURE USE
13. I was able to complete the training quickly using VBTMT. 3.7000 0.83666
14. I could effectively complete the training using VBTMT 3.2000 0.88668
15.
I was able to efficiently complete the training using
VBTMT
3.3667 0.80872
16.
I believe I could become productive quickly using
VBTMT
3.5000 1.16708
17.
From my current experience with using VBTMT, I think I
would use it regularly
3.4667 1.10589

5.3 Comparison between Conventional and Video-based Training Methodology
Independent samples t-test was used to compare the mean values between conventional and
video-based training groups for all the measures in order to signify the differences
statistically. Table 5.6 shows the means, standard deviations and paired t-test for all the

measures. Based on the paired t-test, as the significance value less than 0.05 (Coakes, 2005),
there was no significant different between conventional and video-based training groups for
Usefulness, Ease of Use and Outcome/Future Use.

Table 5.6: Means, Standard Deviation and Paired t-test for all measures
Measure Group N Mean
Std
Deviatio
n
Std.
Error
Mean
t df Sig.
Usefulnes
s
conventiona
l
15
3.100
0
1.12755 0.29112
-
1.780
28.00
0
0.23
Video-
based
15
3.744
5
0.82506 0.21303
-
1.780
25.43
3

Ease of
Use
conventiona
l
15
3.355
6
1.08813 0.28095
-
1.721
28.00
0
0.23
Video-
based
15
3.922
2
0.71353 0.43208
-
1.721
24.17
0

Outcome
/ Future
Use
conventiona
l
15
3.066
7
0.98688 0.25481
-
2.293
28.00
0
0.39
Video-
based
15
3.826
7
0.75859 0.19586
-
2.293
25.48
3

6.0 Conclusion
Video-based TM Training prototype was developed to help trainee as well as trainer
among TM staff to complete company driven training program. The prototype was
experimented and the results show that it is no significant between conventional and video
based training methodology. The evaluation results at the same time shows that video-based
training methodology is easy to use, and capable to help them to complete their training more
flexible in term of training session. However, there are still rooms for improvement so that it
could be one of the important methodologies in training especially for TM Company driven
programs. It is hoped that the findings of this study will encourage trainer to incorporate
VBTMT into their training method to improve and enhance the training process so that it is
could help trainee to do self training at any place and any time.

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PENILAIAN TEKNOLOGI PENGURUSAN PENGETAHUAN: TEKNIK AMALAN
DI KALANGAN SEKTOR PERBANKAN MALAYSIA

Hafizi Muhamad Ali
a
dan Zawiyah Mohammad Yusof
b

a
Fakulti Kewangan dan Perbankan
06010 Sintok Kedah
Malaysia
hafizi@uum.edu.my

43000 Bangi Selangor
Malaysia
zmy@ftsm.ukm.my

Abstrak
Globalisasi dan liberalisasi mendesak sektor perbankan menggunakan teknologi pengurusan
pengetahuan (TPP) sebagai satu alat kelebihan untuk berdaya saing walaupun terpaksa
melibatkan kos pelaburan yang tinggi. Oleh kerana TPP melibatkan kos yang tinggi, maka
teknologi ini perlu dinilai bagi memastikan organisasi memperoleh pulangan yang setimpal
dengan pelaburan yang dilakukan. Teknik belanjawan modal konvensional atau kaedah
perakaunan didapati sudah tidak lagi sesuai untuk mengukur proses penilaian TPP yang
kompleks. Sebaliknya, penilaian TPP memerlukan kerangka sosio-teknikal yang terdiri
daripada gabungan kandungan, proses dan konteks. Kajian ini bertujuan melihat teknik
penilaian TPP yang diamalkan oleh bank perdagangan tempatan di Malaysia. Secara
khususnya, kajian ini melihat kekerapan penilaian yang dijalankan sepanjang kitar hayat
pembangunan TPP, penggunaan teknik penilaian yang pelbagai dan kesan ciri-ciri TPP ke
atas pemilihan teknik penilaian. Tinjauan dengan menggunakan teknik soal selidik untuk
pengumpulan data merupakan kaedah yang dipilih. Bancian dilakukan terhadap Pengurus
Teknologi Maklumat (TM) di 10 buah bank perdagangan tempatan di Malaysia. Hasil kajian
mendapati kesemua bank melakukan penilaian terhadap TPP dalam fasa ketersauran. Teknik
penilaian TPP yang digunakan ialah analisis kos/hasil dan analisis kos faedah. Kedua-dua
teknik ini merupakan teknik asas penilaian yang berbentuk kewangan dalam menilai TPP.
Faktor lain yang mempengaruhi teknik penilaian TPP ialah ciri-ciri TPP itu sendiri.
Manakala, teknik penilaian bukan kewangan hanya diterima jika TPP mempunyai ciri-ciri
strategik berbanding ciri-ciri wajib. Jelas, pemilihan teknik penilaian adalah dipengaruhi oleh
tujuan penilaian dilakukan. Justeru itu, penilaian TPP yang tepat dan berkesan menjadi
pemangkin dalam melahirkan organisasi perbankan berpengetahuan.

1.0 PENGENALAN
Sektor perbankan di Malaysia merupakan antara sektor terbesar yang secara aktif
membuat perbelanjaan berhubung dengan teknologi maklumat (TM). Perbelanjaan yang

dilakukan oleh sektor ini mewakili 35% daripada keseluruhan perbelanjaan TM negara (Bank
Negara Malaysia, 2002). Perbelanjaan TM ini termasuklah perbelanjaan terhadap teknologi
pengurusan pengetahuan (TPP). Perbelanjaan ini dilakukan antara lainnya adalah didorong
oleh fenomenon liberalisasi yang sedang dialami oleh sektor perbankan Malaysia.
Fenomenon liberalisasi ini menuntut supaya dilakukan peningkatan perkhidmatan dan
kelebihan kemampuan untuk bersaing.
Pelaburan ke atas TM dan TPP memberi faedah dalam bentuk peningkatan produktiviti
pekerja (Strachman, 1994), operasi transaksi (Karr, 1996) dan peningkatan keuntungan
(Teixeira, 1995). Oleh kerana TPP dilihat sebagai satu alat yang mempunyai kelebihan untuk
bersaing, maka sektor perbankan mula melaburkan wang untuk teknologi ini bagi
memastikan mereka terus kekal berdaya saing dalam pasaran kewangan global (Bank Negara
Malaysia, 1999).
Meskipun begitu, penggunaan TPP dalam industri perkhidmatan perbankan melibatkan
pelaburan yang tinggi. Justeru, TPP perlu dinilai untuk melihat kewajarannya supaya teknik
yang bersesuaian serta berkesan sahaja digunapakai. Penilaian terhadap TPP perlu dilakukan
kerana tanpa mengira teknik yang digunakan, TPP tetap memberi kesan ke atas prestasi
organisasi (Lubbe & Remenyi, 1999). Teknik penilaian TPP juga dapat membantu
meningkatkan kesedaran organisasi untuk menerima teknologi baru ini secara meluas serta
meraih faedah setimpal dengan pelaburan yang dilakukan (Fadzilah, 2001).

1.1 Latar Belakang Kajian
Kajian yang melibatkan penilaian terhadap TPP secara khususnya dan sistem maklumat
secara amnya semakin mendapat perhatian (Serafeimidis & Smithson, 1996). Para penyelidik
sepakat berpendapat bahawa pendekatan yang digunakan dalam pengurusan sistem maklumat
dan TPP perlu berubah (Remenyi et al., 1991). Pembangunan kedua-dua sistem maklumat
dan TPP mengambil masa yang panjang, melibatkan pengkosan yang rumit serta tidak
memberikan pulangan seperti yang dijangkakan (Brynjolfson, 1993; Lubbe & Remenyi,
1999). Oleh yang demikian penilaian ke atas pendekatan yang digunakan terutamanya dalam
TPP haruslah dinilai. Tumpuan masakini diberikan kepada TPP kerana teknologi ini adalah
relevan kepada organisasi yang memberi fokus kepada pengekalan pengetahuan organisasi
(Lubbe & Remenyi, 1999).
Majoriti penyelidik mengatakan TPP melibatkan kos yang tinggi. Namun tidak
sedemikian halnya menurut Farbey et al. (1993). Farbey et al. mendakwa TPP adalah
teknologi yang mudah dan murah untuk dibangunkan. Teknologi ini mula diterima umum
terutamanya dalam sektor perbankan. Pada hari ini sektor perbankan menggunakan TPP
sebagai alat kelebihan untuk berdaya saing dan bukannya sekadar sebagai alat bantuan untuk
pemprosesan komputeran. Meskipun begitu, terdapat pelbagai teknik yang digunakan untuk
menilai keberkesanan TPP dan sebahagian daripadanya adalah rumit. Teknik penilaian TPP
seharusnya bersifat praktikal supaya bersesuaian dengan peranannya sebagai satu alat
kelebihan untuk berdaya saing.
Kajian yang dijalankan dari tahun 1980-an hingga penghujung 1990-an mendapati isu
utama yang dihadapi oleh pengurus institusi perbankan ialah memilih teknik penilaian yang
meyakinkan bagi menjustifikasi pelaburan yang dilakukan ke atas TPP (Farbey et al., 1993).
Namun, isu keyakinan merupakan sesuatu yang rumit kerana penilaian mengambilkira
beberapa pandangan serta melibatkan pelbagai kumpulan manusia (Dickson et al., 1988).

1.2 Penyataan Masalah
Perubahan peranan yang dibawa oleh TPP memerlukan penelitian dijalankan ke atas
pelaburan yang dilakukan terutamanya dari segi analisis kos dan justifikasi. Oleh itu,
pendekatan perakaunan tradisional yang lazimnya digunakan sebagai analisis pelaburan
dalam perbelanjaan modal tidak lagi sesuai. Ini disebabkan penilaian terhadap pelaburan TPP
mempunyai pelbagai tujuan. Berdasarkan senario di atas, kertas kerja ini cuba menyelesaikan
dua persoalan iaitu: Pertama, bagaimanakah sektor perbankan Malaysia membuat keputusan
terhadap pelaburan TPP? Kedua, apakah teknik penilaian yang digunakan dalam pembuatan
keputusan pelaburan TPP?
1.3 Matlamat Kajian
Memandangkan TPP adalah penting dalam menyokong objektif strategik sektor
perbankan, maka semakan semula terhadap amalan penilaian TPP di kalangan bank
perdagangan tempatan di Malaysia perlu dijalankan. Amalan penilaian yang berasaskan kos
kewangan dan analisis hasil terhadap sesuatu projek tidak lagi relevan kepada organisasi
moden masa kini (Serafeimidis & Smithson, 1996; Giaglis et al., 1999; Fitzgerald, 2000).
Semakan semula perlu memfokus kepada teknik penilaian yang digunakan sebagai
amalan dalam menilai TPP. Oleh itu, matlamat kajian ini ialah:
i. menentukan kekerapan penilaian dijalankan dalam kitar hayat pembangunan TPP,
ii. mengenalpasti teknik penilaian yang digunakan dalam setiap fasa pembangunan
TPP,
iii. menentukan sama ada ciri-ciri TPP mempengaruhi pemilihan teknik penilaian.

2.0 SOROTAN SUSASTERA/KARYA
2.1 Pengetahuan dan Pengurusan Pengetahuan (PP)
Pengetahuan merupakan data dan maklumat yang berstruktur dan tidak berstruktur.
Maklumat berstruktur dan tidak berstruktur dihasilkan melalui pengurusan maklumat.
Manakala definisi pengetahuan pula diperoleh dari aspek teori maklumat. Hubungan antara
data, maklumat dan pengetahuan dijelaskan dalam Rajah 1 di bawah.

Rajah 1 Hubungan Antara Data, Maklumat dan Pengetahuan

Pengetahuan berasal dari maklumat, manakala, maklumat pula berasal dari data (Rajah 1).
Maklumat tidak menjadi pengetahuan melainkan nilainya ditambah melalui penafsiran,
Data
Maklumat
PENGETAHUAN
Proses
Saring
Susun
Tukar
Asing
Tambah

penyusunan, penyaringan, pemilihan atau kejuruteraan. Suatu kumpulan data bukannya
maklumat. Secara amnya data adalah suatu set fakta yang berasingan. Data merupakan bahan
mentah kepada pengetahuan dan tidak mempunyai nilai sehingga ianya diisih, dicerna dan
diletakkan di suatu tempat serta boleh dianalisis. Apabila data disusun, dikemas dan disimpan
dalam bentuk logik, seperti dokumen dan manual ia dianggap sebagai maklumat atau bahan
rujukan yang berguna. Suatu kumpulan maklumat bukannya pengetahuan. Maklumat adalah
hasil dari perolehan dan penyediaan hubungan kepada pengalaman dan idea. Maklumat atau
pengalaman nyata, selalunya disimpan dalam bentuk separa struktur seperti dokumen, mel-e,
pesanan suara atau multimedia. Berbeza dengan data, maklumat mempunyai makna iaitu
kaitan dan tujuan. Semua unsur ini, iaitu data dan maklumat perlu dipertimbangkan apabila
ingin membuat proses penyelesaian dalam pembangunan PP.
PP mengalami pelbagai perbahasan dari segi definisi sejak awal kemunculan disiplin
ini. Jadual 1 di bawah menghuraikan definisi PP dari beberapa pandangan yang berbeza.

Jadual 1 Definisi PP

Thomas Bertels
Pengurusan organisasi ke arah pembaharuan berterusan dalam organisasi berasaskan
pengetahuan. Ini termasuklah penciptaan struktur sokongan organisasi, kemudahan ahli
organisasi, meletakkan alat teknologi maklumat dalam pasukan kerja dan pecahan
pengetahuan bertempat.
Karl-Eric Sveiby
Seni penciptaan nilai daripada aset tidak nyata organisasi.
Karl Wiig
Tumpuan dalam menentukan, mengurus, mengarah, menyempurna dan mengawal amalan
pengetahuan serta aktiviti yang diperlukan dalam mencapai strategi dan objektif
perniagaan.
Zack
PP merupakan suatu proses yang cekap dan berkesan untuk mencipta, mengesan,
memperoleh dan berkongsi pengetahuan serta kemahiran agar dapat digunakan sebagai
penyelesai masalah dan mengeksploitasi peluang yang ada.
Snowden
PP boleh didefinisikan sebagai identifikasi, pengoptimuman dan pengurusan aset
intelektual secara aktif sama ada dalam bentuk pengetahuan tersurat yang berada dalam
artifak atau pengetahuan tersirat yang dimiliki oleh individu atau komuniti.
Frappaolo dan Toms
PP merupakan satu set alat bagi deduktif automasi antara objek maklumat, pengguna dan
proses. Ia memberikan wadah dalam memperoleh dan menyimpan pengetahuan serta
menyebarkannya kepada individu yang memerlukan.
Sumber: Gray, 2002; Snyder & Templeton, 1997.


2.2 Teknologi Pengurusan Pengetahuan (TPP)
TPP merupakan pembangunan sistem PP yang dibina berasaskan kandungan disiplin
pengetahuan yang diwarisi daripada disiplin sains maklumat dan sains komputer. Perubahan
minat kepada TPP sebenarnya dipengaruhi oleh faktor globalisasi dan desakan untuk
mengurangi tenaga kerja.
Pengkategorian TPP diasaskan kepada konsep pengetahuan tersirat dan pengetahuan
tersurat - dua bentuk pengetahuan yang dapat mempengaruhi keberkesanan organisasi
(Nonaka & Takeuchi, 1994) - diperkenalkan oleh Polanyi pada tahun 1950-an (Polanyi, 1996,
1997). Nonaka menghuraikan teori pembelajaran organisasi yang memfokus kepada
perubahan pengetahuan dalam bentuk yang tersirat dan tersurat (Nonaka, 1991). Huraian
yang dilakukan oleh Nonaka adalah didasarkan kepada pendapat Polanyi. Pengetahuan
tersirat yang juga dikenali sebagai pengetahuan bolehtindak iaitu merupakan apa yang
diketahui oleh individu. Pengetahuan bolehtindak ini bersumberkan pengalaman,
kepercayaan dan nilai. Pengetahuan ini mempunyai nilai dan penting sebagai asas penjanaan
dan penciptaan pengetahuan baru (Nonaka, 1991). Pengetahuan tersurat pula diwakili oleh
artifak seperti dokumen atau video yang dicipta dengan matlamat untuk berkomunikasi
dengan individu lain. Jadual 2 menunjukkan contoh teknologi yang boleh diaplikasikan bagi
melicinkan proses penukaran pengetahuan.

Jadual 2 Teknologi yang Menyokong Transformasi Pengetahuan

Tersirat kepada Tersirat Tersirat kepada Tersurat
E-Mesyuarat
Kerjasama segerak (Synchronous
collaboration) Chat
Menjawab Pertanyaan
Anotasi
Tersurat kepada Tersirat Tersurat kepada Tersurat
Visualisasi
Browsable Video/
Audio Persembahan
Carian Teks
Pengkategorian Dokumen
Sumber: Nonaka & Takeuchi, 1994.

Penggunaan teknologi dalam PP bukanlah sesuatu yang baru. Sebelum kemunculan
solusi seperti LotusNotes (Kalwell et al., 1988) yang dijadikan asas dalam penyelesaian
kontemporari PP, organisasi menerima intranet seperti EPRINET (Mann et al., 1997) yang
berasaskan generasi awal rangkaian untuk meningkatkan capaian pengetahuan dalam talian.
Kerjasama dan penyelesaian perkongsian pengetahuan juga muncul hasil daripada inovasi
persidangan dan forum dalam talian (Foulger, 1991) yang menggunakan teknologi kerangka
komputer. Jadual 3 menunjukkan alat TPP yang digunapakai oleh pengguna TPP pada masa
kini.

Jadual 3 Alat TPP
Kategori Tujuan Produk
Alat Pembelajaran Pemindahan pengetahuan
peribadi/tersirat kepada
pengetahuan tersurat yang
membenarkan pengguna
belajar di mana-mana dan
pada bila-bila masa.
Sistem Pengurusan
Pembelajaran seperti
BlackBoard dan WebCT.
Alat Kandungan Membangunkan struktur
untuk mencipta, mengekal dan
mencapai kandungan serta
membenarkan rujukan silang
untuk topik yang berkaitan.
Plumtree Server dan Semio
Tagger.
Alat Penemuan/Pencarian Memudahkan pengesanan
corak tersembunyi daripada
data mentah dan menyatukan
penemuan antara entiti.
Polyanalyst dan Powersim.
Alat Hubungan Memudahkan hubungan dan
pemahaman antara kakitangan
dan pihak luaran.
Analisis Rangkaian Sosial
seperti KNETMAP,
Pengurusan Perhubungan
Pelanggan seperti solusi SAS.
Alat Kerjasama Memberikan tapak untuk
perkongsian pengetahuan
antara pengguna.
Orbital Software, Share 360.
Sumber: Foulger, 1991; Mann et al., 1997.

Pengetahuan manusia yang diurus dan digemblengkan dengan keupayaan kebijaksanaan
mesin masa kini menjadikan pengetahuan manusia sebagai sumber yang bernilai dalam
aplikasi bisnes masa depan. TPP senantiasa mempengaruhi tindakbalas terhadap disiplin PP
yang dijangka berpanjangan. Oleh itu, pengetahuan yang mendalam mengenai kajian TPP
mestilah diterima secara sah dalam program penguasaan pengetahuan organisasi.

2.3 Kepentingan Penilaian TPP
Penilaian didefinisikan sebagai aktiviti menyeluruh dalam perancangan dan
penghantaran program inovatif yang membolehkan individu terlibat mempelajari dan
membuat keputusan mengenai andaian asas, proses implementasi dan hasil inovasi (Farbey et
al., 1993).
Penilaian perlu dimasukkan ke dalam rekabentuk dan implementasi projek. Ia
menitikberatkan perkembangan projek dan pembuatan keputusan yang membawa kepada
penilaian semula tindakan dan polisi. Tujuan utama penilaian adalah untuk memberi
maklumat yang dapat digunakan sebagai asas pembuatan keputusan (Jackson, 2001).
Sesetengah bentuk penilaian yang dilakukan memerlukan pengurus melakukan proses
pembuatan keputusan formal berbanding keputusan peribadi yang berasaskan persepsi
mereka sendiri. Keputusan yang berpandukan proses penilaian formal adalah lebih baik
berbanding keputusan subjektif (Farbey et al., 1993).

Amalan penilaian TPP berjaya menarik minat ramai pengkaji disebabkan oleh
pelaburan dan kosnya yang tinggi (Remenyi et al., 1991; Farbey et al., 1993; Willcocks,
1994). Pelaburan yang tinggi terhadap TPP menjadikan pihak pengurusan dan pemegang
saham meragui sama ada ia benar-benar dapat memberikan pulangan seperti yang
diharapkan. Kajian terhadap penilaian TPP adalah penting disebabkan ia dapat memberikan
panduan dalam mengimplementasikan TPP yang strategik dan berjaya (Farbey et al., 1993).
Walaupun penilaian merupakan sesuatu yang kompleks (Dickson et al., 1988), ia boleh
dipertimbangkan sebagai proses diagnosis pelbagai fungsi yang dapat mencadangkan
pembaikan kepada perancangan aktiviti organisasi (Hawgood & Land, 1998). Dari perspektif
sistem, penilaian adalah fungsi tindakbalas yang berguna dalam membantu pembelajaran
organisasi dan membantu pengurus merancang serta mengawal pelaburan mereka (Angell &
Smithson, 1990). Pihak pengurusan pula berpendapat (Farbey et al., 1993; Willcocks &
Lester, 1994) penilaian terhadap TPP perlu dilaksanakan melalui analisis kuantitatif dan
kualitatif.
Kajian lampau dalam bidang perakaunan mendapati penilaian ke atas pelaburan yang
dilakukan dalam sistem maklumat dan TM adalah tidak berbeza dengan pelaburan modal
yang lain. Oleh itu, fokus kajian ini menumpukan kepada teknik kewangan yang digunakan
untuk menilai pelaburan ke atas TPP. Di samping itu, kajian ini juga mencadangkan fokus
baru dalam penilaian TPP yang mengambil kira proses sosial iaitu teknik bukan kewangan
(Giaglis et al., 1999; Fitzgerald, 2000).

2.4 Teknik Penilaian
Teknik penilaian TPP melibatkan dua kategori iaitu teknik kewangan dan teknik bukan
kewangan. Dalam teknik kewangan, bukanlah mudah untuk mengenalpasti perbelanjaan
kewangan ke atas TPP (Willcocks, 1994). Manakala, teknik bukan kewangan pula
merangkumi aspek kualitatif untuk mengukur kos dan faedah. Perbelanjaan ke atas TPP perlu
dikaitkan dengan prestasi organisasi seperti jumlah jualan dan penunjuk utama perniagaan
(Willcocks, 1994; Cronk & Fitzgerald, 1999). Prestasi organisasi yang menerima pendekatan
Balanced Score Card yang diperkenalkan oleh Kaplan dan Norton (1992) merupakan
teknik bukan kewangan yang dipraktikkan dewasa ini dalam amalan penilaian TPP.
Lima teknik kewangan yang digunakan dalam kajian ini ialah:
1. Analisis Kos/Hasil
Teknik ini menerapkan pengiraan kos pembangunan dan pengimplementasian
sistem. Kos yang dijangka dibandingkan dengan nilai faedah nyata yang dijangka
diperoleh daripada sistem baru (Farbey et al., 1993). Kajian lampau mendapati
40% daripada kos yang berkaitan dengan sistem maklumat adalah di luar
belanjawan tradisional (Willcocks, 1994). Kajian oleh Willcocks dan Lester
(1994) mendapati perbelanjaan oleh jabatan sistem maklumat dan kos latihan
adalah 29% daripada jumlah kos tetapi tersembunyi dalam belanjawan jabatan lain
yang tidak melibatkan sistem maklumat.
2. Pulangan atas Pelaburan
Pulangan atas pelaburan merupakan nisbah purata pendapatan bersih tahunan
projek dibahagikan dengan pelaburan dalaman projek (Willcocks, 1994). Teknik
ini disokong oleh teknik belanjawan tunai yang berasaskan perakaunan rasmi
(Farbey et al., 1993). Teknik utama dalam pulangan atas pelaburan ialah teknik
belanjawan tunai terdiskaun yang menggunakan kadar pulangan dalaman dan nilai
kini bersih. Teknik lain yang digunakan ialah indeks keberuntungan, tempoh

bayar balik dan pulangan terkini (Wiseman, 1994; Bacon, 1994; Coleman &
Jamieson, 1994; Farbey et al., 1993).
3. Analisis Kos-Faedah
Teknik ini cuba memperbaiki penggunaan teknik analisis kos/hasil. Teknik ini
membolehkan elemen tidak nyata dinilai dengan meletakkan nilai kewangan pada
setiap elemen yang menyumbang kepada kos dan faedah dalam projek TPP
(Farbey et al., 1993). Teknik ini cuba untuk menggantikan pengukuran kos tidak
nyata dengan terma kewangan.
4. Pulangan atas Pengurusan
Pulangan atas pengurusan merupakan pengukuran prestasi yang berasaskan nilai
tambah organisasi (Strassman, 1990). Jika pulangan atas pengurusan ditaksir
sebelum dan selepas TPP dilaksanakan dalam organisasi, maka, sumbangan TPP
kepada organisasi boleh dinilai. Pulangan atas pengurusan merupakan nilai
tambah pengurusan yang dibahagikan dengan kos pengurusan.
5. Nisbah Perbelanjaan
Nisbah perbelanjaan menunjukkan secara kasar bagaimana organisasi
membandingkan prestasinya dengan prestasi organisasi lain dalam industri yang
sama. Ia adalah berasaskan kepada nisbah keseluruhan perbelanjaan dengan nilai-
nilai terkumpul yang dikenalpasti (Farbey et al., 1993). Teknik ini merupakan cara
mudah kepada organisasi untuk melihat prestasi organisasi berbanding dengan
pesaingnya.
6. Maklumat Ekonomi
Teknik ini dicipta oleh Marilyn Parker dan Robert Benson dalam tahun 1988. Ia
mengekalkan pengiraan pulangan atas pelaburan bagi kos dan faedah yang boleh
dijangkakan melalui analisis kos-faedah tradisional. Teknik ini diperbaiki dengan
mempertimbangkan nilai tambah yang dijangka diperoleh oleh organisasi kesan
daripada implementasi TPP. Dalam maklumat ekonomi, nilai dibezakan daripada
faedah di mana ia mengandungi faktor risiko dalam setiap aktiviti yang dijalankan
oleh organisasi (Farbey et al., 1993). Oleh itu, nilai keseluruhan hanyalah boleh
diperoleh melalui risiko (Wiseman, 1994).
Teknik bukan kewangan merupakan teknik yang secara semulajadinya adalah kualitatif.

Teknik bukan kewangan yang digunakan dalam kajian ini ialah:
1. Pelbagai Objektif, Pelbagai Kriteria
Teknik ini cuba mengukur nilai selain daripada nilai kewangan dengan
menggunakan pengukuran utiliti am (Farbey et al., 1993). Utiliti didefinisikan
sebagai kepuasan individu untuk memilih. Pengguna sistem meletakkan pemberat
bagi setiap pilihan dan keputusan berdasarkan kepada sistem yang memberikan
pemberat kepuasan yang lebih tinggi.
2. Analisis Nilai
Analisis nilai menekankan kepentingan faedah berbanding kos. Teknik ini
biasanya digunakan untuk menilai faedah tidak nyata daripada pelaburan ke atas
TPP. Terma nilai diwakilkan oleh pembuatan keputusan yang lebih baik,
manakala, nilai tambah kepada organisasi pula merupakan kesan daripada sistem
baru yang mencapai objektif organisasi (Farbey et al., 1993; Cronk & Fitzgerald,
1999).
3. Faktor Kejayaan Kritikal
Teknik ini adalah berdasarkan tanggapan Rockart (Farbey et al., 1993) yang
menyatakan bahawa pihak pengurusan atasan terlibat dalam menentukan strategi

organisasi. Keputusan yang diambil oleh pihak pengurusan adalah penting dalam
menentukan pelaburan ke atas TPP (Lubbe & Remenyi, 1999).
4. Eksperimen
Teknik eksperimen melibatkan penggunaan alat pembangunan perisian dan teknik
simulasi untuk membangunkan prototaip atau model sistem baru secara cepat dan
murah (Farbey et al., 1993; Remenyi & Sherwood-Smith, 1999). Teknik ini
memberi peluang kepada pengguna untuk menilai sistem semasa direkabentuk
dan dibangunkan. Manakala, pihak pengurusan dapat menilai risiko yang terlibat
secara berkala. Proses penilaian ini melibatkan ramai penyertaan yang secara
langsung bermatlamatkan proses pembelajaran (Symons, 1994). Oleh itu, apa
yang dipelajari pada setiap peringkat proses pembangunan boleh dimasukkan ke
dalam proses pembangunan keseluruhan (Serafeimidis & Smithson, 1999; Giaglis
et al., 1999; Remenyi & Sherwood-Smith, 1999).

3.0 KAEDAH KAJIAN

3.1 Populasi dan Sampel
Kajian ini menggunakan teknik tinjauan untuk mengumpul data mengenai kekerapan dan
teknik penilaian yang digunakan dalam kitar hayat pembangunan TPP. Populasi kajian ini
merangkumi kesemua 10 Pengurus Teknologi Maklumat daripada 10 buah bank
perdagangan tempatan di Malaysia. Keseluruhan populasi diambil sebagai sampel kajian
(bancian). Ini bermakna persampelan kebarangkalian diadaptasi dalam kajian ini
disebabkan elemen dalam populasi yang diketahui mempunyai peluang untuk diterima
sebagai subjek kajian (Sekaran, 2003). Bancian digunakan kerana terdapat hanya 10 buah
bank perdagangan tempatan di Malaysia dengan memfokus kepada ibu pejabat bank
tersebut sahaja. Jumlah sampel yang kecil membolehkan pengkaji memberi lebih
tumpuan kepada setiap data yang dikembalikan (Sekaran, 2003). Teknik bancian juga
secara umumnya boleh menghasilkan data yang tepat (Babbie, 1998).

3.2 Pengumpulan Data
Sebanyak 10 borang soal selidik dihantar secara pos kepada Pengurus Teknologi
Maklumat di 10 buah bank perdagangan tempatan di Malaysia. Responden diberi masa 2
minggu untuk menyiapkan soal selidik tersebut dan mengeposkannya kembali kepada
penyelidik. Sebanyak 10 borang soal selidik diterima dan sah untuk dianalisis.

3.3 Analisis Data
Data dianalisis menggunakan Statistical Package for Social Sciences versi 11.0 (SPSS
versi 11.0). Teknik analisis statistik perihalan yang melibatkan kekerapan, peratusan mudah,
min dan sisihan piawai digunakan untuk menghuraikan ciri-ciri responden, amalan penilaian,
teknik penilaian dan pilihan teknik penilaian untuk ciri-ciri TPP yang berbeza.

4.0 ANALISIS DATA
Data yang diperoleh daripada soal selidik dianalisis menggunakan Statistical Package
for Social Science 11.0 (SPSS versi 11.0). Statistik perihalan yang diwakili oleh teknik
analisis statistik kekerapan, peratusan mudah, min dan sisihan piawai digunakan untuk
menghuraikan dapatan kajian.

4.1 Ciri-Ciri Responden
Profil responden ditunjukkan dalam jadual 4 di bawah. Majoriti responden adalah orang
Melayu (80%), diikuti oleh orang Cina (20%). Bilangan responden lelaki adalah lebih ramai
(70%) berbanding dengan bilangan responden wanita (30%). Majoriti umur responden adalah
31-40 tahun (50%) diikuti 41-50 tahun (40%) dan 21-30 tahun (10%). Ini menunjukkan
majoriti pengurus adalah dalam umur pertengahan. 60% daripada responden mempunyai
ijazah pertama, 30% memiliki ijazah sarjana dan ijazah kedoktoran (Ph.D) hanyalah 10%.

Jadual 4 Profil Responden

Demografi Kekerapan Peratus
Jantina Lelaki 7 70
Wanita 3 30
Etnik Melayu 8 80
Cina 2 20
Umur 21-30 tahun 1 10
31-40 tahun 5 50
41-50 tahun 4 40
Tahap Pendidikan PhD 1 10
Sarjana 3 30
Sarjana Muda 6 60

4.2 Amalan Penilaian
Bagi memudahkan tinjauan dan analisis data dijalankan, kitar hayat pembangunan TPP
dibahagikan kepada tiga fasa iaitu fasa ketersauran, fasa pembangunan dan fasa selepas
implementasi. Kesemua responden didapati melakukan penilaian dalam fasa ketersauran di
mana mereka menandakan Selalu (90%) dan Kerap Kali (10%) (Rajah 2). Rajah 2 juga
menunjukkan bagaimana trend penilaian menurun dari fasa pembangunan hinggalah ke fasa
selepas implementasi.


Rajah 2 Peratusan Amalan Penilaian

Di antara fasa pembangunan dan fasa selepas implementasi, terdapat sebilangan
responden yang menjalankan penilaian dalam fasa selepas implementasi berbanding
semasa fasa pembangunan TPP (Jadual 5). Nilai min dalam jadual 5 di bawah
menunjukkan penilaian dalam fasa selepas implementasi lebih kerap dilakukan
berbanding semasa fasa pembangunan TPP (min 2.7778>2.3335).

Jadual 5 Nilai Min dan Sisihan Piawai Amalan Penilaian

Fasa N Minimum Maksimum Min Sisihan Piawai
Ketersauran 10 3 4 3.9100 0.3100
Pembangunan 10 1 4 2.3335 1.1100
Selepas Implementasi 10 1 4 2.7778 1.0054

4.3 Teknik Penilaian
Nilai min bagi kesemua (10) teknik di kira dan dipangkatkan untuk menentukan teknik
penilaian yang manakah kerap digunakan dalam setiap fasa kitar hayat pembangunan TPP
(Jadual 6).

0
10
20
30
40
50
60
70
80
90
Selalu Kerap
Kali
Kadang-
Kadang
Tidak
Pernah
90
10
30
50
20
30 30 30
10
P
e
r
a
t
u
s
Ketersauran
Pembangunan
Selepas Implementasi

Jadual 6 Nilai Min dan Pangkat untuk Setiap Teknik Penilaian
(N=10, Minimum=1, Maksimum=2)

Fasa Kitar Hayat Pembangunan TPP
Ketersauran Pembangunan Selepas
Implementasi
Teknik
Penilaian
Min Pangkat Min Pangkat Min Pangkat
Analisis
Kos/Hasil
2.1111 1 1.1111 4 1.6667 1
Pulangan
atas
Pelaburan
1.7778 4 1.1111 4 1.5555 2
Analisis
Kos-Faedah
1.9990 2 1.2222 3 1.5555 2
Pulangan
atas
Pengurusan
1.3333 6 1.2222 3 1.3333 3
Nisbah
Perbelanjaan
1.3333 6 1.2222 3 1.3333 3
Maklumat
Ekonomi
1.3333 6 1.2222 3 1.2222 4
Pelbagai
Objektif,
Pelbagai
Kriteria
1.6667 5 1.3333 2 1.3333 3
Analisis
Nilai
1.8889 3 1.2222 3 1.3333 3
Faktor
Kejayaan
Kritikal
1.6667 5 1.5555 1 1.5555 2
Eksperimen 1.2222 7 1.3333 2 1.1111 4

Berdasarkan nilai maksimum bagi min ialah 2 dan nilai minimumnya ialah 1, dapatan
mendapati analisis kos/hasil (min=2.1111) dan analisis kos-faedah (min=1.9990) merupakan
teknik penilaian yang popular semasa fasa ketersauran dan juga dalam fasa selepas
implementasi. Semasa fasa pembangunan, responden memilih teknik bukan kewangan seperti
teknik faktor kejayaan kritikal (min=1.5555), teknik pelbagai objektif, pelbagai kriteria
(min=1.3333) dan teknik eksperimen (min=1.3333) yang dipangkatkan pertama dan kedua
(Jadual 6). Begitu juga dalam fasa selepas implementasi, faktor kejayaan kritikal
(min=1.5555) dipilih.
Bagi mendapatkan analisis yang lebih terperinci, nilai min bagi teknik kewangan dan
teknik bukan kewangan dikira bagi setiap fasa kitar hayat pembangunan TPP. Teknik
penilaian yang dipilih oleh responden semasa fasa ketersauran, fasa pembangunan dan fasa
selepas implementasi ditunjukkan dalam jadual 7 di bawah.

Jadual 7 Nilai Min Teknik Penilaian Kewangan dan Teknik Bukan Kewangan

Fasa Kitar Hayat Pembangunan TPP
Teknik Penilaian Ketersauran Pembangunan Selepas Implementasi
Kewangan 1.6480 1.1963 1.4444
Bukan Kewangan 1.6000 1.4325 1.3600

Nilai min yang ditunjukkan dalam jadual 7 di atas mendapati responden memilih
penilaian yang berteknikkan kewangan semasa fasa ketersauran (min 1.6480>1.6000) dan
fasa selepas implementasi (min 1.4444>1.3600). Bagaimanapun, dalam fasa pembangunan,
teknik bukan kewangan menjadi pilihan (min 1.4325>1.1963).

4.4 Pilihan Teknik Penilaian untuk Ciri-Ciri TPP yang Berbeza

Jadual 8 Nilai Min Teknik Penilaian dan Ciri-Ciri TPP

Ciri-Ciri TPP
Teknik Penilaian Wajib Nilai
Tambah
Strategik Transformasi
Bisnes
Analisis Kos/Hasil 3.7778 4.1111 3.7778 4.3333
Pulangan atas Pelaburan 3.4444 3.7778 3.3333 3.9990
Analisis Kos-Faedah 4.3333 4.7778 4.2222 4.3333
Pulangan atas Pengurusan 2.2222 2.6667 2.8889 2.9990
Nisbah Perbelanjaan 2.5555 2.6667 2.6667 2.7778
Maklumat Ekonomi 2.7778 2.7778 2.8889 3.2222
Pelbagai Objektif, Pelbagai
Kriteria
3.5555 3.3333 3.4444 3.7778
Analisis Nilai 3.7778 4.1111 4.3333 4.3333
Faktor Kejayaan Kritikal 3.7778 3.8889 4.4444 4.3333
Eksperimen 2.4444 2.4444 2.8889 3.1111

Nilai min yang digelapkan dalam jadual 8 menunjukkan amalan teknik penilaian TPP
utama yang dipilih oleh responden berdasarkan ciri-ciri TPP. Bagi TPP yang bercirikan wajib
(min=4.3333) dan nilai tambah (min=4.7778), responden memilih analisis kos-faedah sebagai
teknik yang penting. Bagaimanapun, bagi TPP yang mempunyai ciri-ciri strategik, teknik
faktor kejayaan kritikal (min=4.4444) dianggap penting oleh responden. Manakala, bagi ciri
transformasi bisnes, terdapat empat teknik yang menghasilkan nilai min yang sama
(min=4.3333) iaitu teknik analisis kos/hasil, teknik analisis kos-faedah, teknik analisis nilai
dan teknik faktor kejayaan kritikal.
Data juga dianalisis dengan mengira nilai min untuk teknik kewangan dan teknik bukan
kewangan bagi setiap ciri-ciri TPP. Jadual 9 di bawah menunjukkan nilai min bagi kedua-dua
teknik tersebut berdasarkan ciri-ciri TPP.

Jadual 9 Nilai Min Teknik Kewangan dan Teknik Bukan Kewangan untuk Ciri-Ciri TPP

Ciri-Ciri TPP
Teknik Penilaian Wajib NilaiTambah Strategik Transformasi
Bisnes
Kewangan 3.1852 3.4620 3.2963 3.6000
Bukan Kewangan 3.3889 3.4444 3.7778 3.8889

Nilai min dalam jadual 9 di atas mengesahkan teori Project Ladder (Farbey et al.,
1993) kerana teknik bukan kewangan dipilih apabila ciri-ciri TPP berubah (min
3.38893.8889). Penggunaan teknik bukan kewangan adalah penting apabila sistem berubah
daripada ciri-ciri strategik kepada ciri-ciri transformasi bisnes (min 3.77783.8889).
Bagaimana pun, bagi TPP yang mempunyai ciri-ciri wajib, nilai min tertinggi diperoleh
daripada teknik analisis kos-faedah (min=4.3333) (Jadual 8) tetapi nilai min keseluruhan bagi
teknik kewangan (min=3.1852) menunjukkan ia lebih rendah (Jadual 9) daripada teknik
bukan kewangan (min=3.3889). Walaupun pengiraan kos dan faedah adalah penting kepada
TPP yang bercirikan wajib yang secara langsung menyokong teori Project Ladder,
responden juga menyatakan bahawa teknik bukan kewangan sama pentingnya dengan teknik
kewangan.
Bagi TPP yang bercirikan nilai tambah, teori Project Ladder mengesahkan bahawa
teknik eksperimen adalah penting tetapi dapatan kajian mendapati teknik ini jarang
digunakan. Nilai min yang ditunjukkan oleh teknik ini kurang daripada 3 (min=2.4444)
(Jadual 8) yang membuktikan ia tidak penting kepada responden.

5.0 PERBINCANGAN DAN KESIMPULAN
Kajian ini meneroka amalan penilaian TPP di kalangan bank perdagangan tempatan di
Malaysia. Persoalan yang ditimbulkan dalam kajian ini ialah untuk melihat kekerapan
penilaian yang dijalankan sepanjang kitar hayat pembangunan sistem, penggunaan teknik
penilaian yang pelbagai dan kesan ciri-ciri TPP ke atas pemilihan teknik penilaian.
Berdasarkan tinjauan yang dijalankan ke atas bank perdagangan tempatan Malaysia
mendapati penilaian terhadap pelaburan TPP dilakukan dalam fasa ketersauran. Penemuan ini
selari dengan kajian oleh Canevet dan Smithson (1995). Bagaimana pun, penilaian jarang
dilakukan dalam fasa pembangunan TPP dan fasa selepas implementasi TPP. Analisis
kos/hasil dan analisis kos-faedah merupakan dua teknik penilaian yang digunakan secara
meluas oleh pihak bank. Ini bermakna penilaian TPP dilakukan lebih kerap dengan tujuan
justifikasi kewangan bagi memperoleh kebenaran untuk menjalankan projek TPP berbanding
menjadikannya sebagai alat pembelajaran organisasi seperti yang dicadangkan oleh Symons
(1994). Walaupun teknik penilaian bukan kewangan seperti teknik pelbagai objektif, pelbagai
kriteria, teknik faktor kejayaan kritikal dan teknik eksperimen digunakan dalam fasa
pembangunan TPP tetapi ia dilakukan mengikut kesesuaian. Meskipun begitu, dapatan kajian
ini menunjukkan bahawa tujuan penilaian dilakukan mempengaruhi pemilihan teknik
penilaian itu sendiri.
Teori Project Ladder (Farbey et al., 1993) disahkan oleh dapatan kajian ini dengan
penggunaan teknik penilaian bukan kewangan. Teknik bukan kewangan bagi penilaian TPP
adalah penting disebabkan teknologi berubah daripada yang bercirikan wajib kepada yang
bercirikan transformasi bisnes. Sektor perbankan tempatan sedar bahawa risiko dan
ketidakpastian bertambah apabila sesuatu projek bercirikan strategik serta melibatkan pihak
pengurusan atasan. Bagaimana pun, teknik eksperimen tidak penting kepada sektor

perbankan. Manakala, teknik kewangan yang digunakan dalam penilaian TPP adalah penting
dan merupakan teknik utama yang dipilih oleh sektor perbankan sebagai teknik penilaian
TPP.
Kajian mendapati sektor perbankan sedar tentang perlunya pengukuran kualitatif dalam
penilaian TPP. Walaupun begitu, pendekatan tradisional perakaunan tetap juga digunakan
sebagai salah satu kaedah penilaian TPP. Kajian ini mencadangkan agar kajian masa depan
menumpukan kepada sebab dan akibat yang membawa kepada pemilihan teknik penilaian
kewangan dan teknik penilaian bukan kewangan.

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APPLICATION TEXT MINING FOR AUTOMATIC BOOK CLASIFICATION
WITH NAVE BAYES METHOD

Mira Kania Sabariah, Sheni Wahyuni

Universitas Komputer Indonesia
mira_ljuan@yahoo.com
Abstract

The necessity of information nowadays is assessed to increase. One of them is the
necessity of books information in the library. Large amount of books that were not orderly
arranged and still used manual data searching of books. Because of that need an application
of books data processing to give more information to users. Implementing this text mining
application for automatic book classification will process raw data in the form of text
databases that is input title and synopsis of book. Preprocessing will do tokenizing, filtering,
stemming, tagging, and analyzing to the words in these book title so obtain the keywords.
From the keywords, frequent item set can be generated using Nave Bayes method to
classification of books category. In the result of naive Bayes method experiment can be used
to classification of books category, looking for the probability many more that is exactly title
and synopsis book consist of the keywords in the training data. By using the keywords can be
obtained book title information that searched by user in the search engine.

Keyword : Text Mining, Naive Bayes Method, Search Engine

1. Introduction
The need for information is currently valued greatly improved. One is the need for
information in the search for books in the library. In a library there are usually a lot of books,
presented in categories that are not unique and at the time of book search is still done
manually. These things cause a lot of obstacles. The problems were one of them is the
difficulty in conducting searches of books. Therefore we need a technique to be easier to
search books.
Progress on the current information technology has produced a text-processing machines, in
this case is machine text classifiers. This text categorization engine is a second alternative
other than by way of text categories manually. In fact the process of text analysis to discover
new information (unknown information) from the set of natural language text presented is not
structured.
To help solve the problems mentioned above must have needed a technique. The technique is
referred Text Mining with Naive Bayes method. This technique will perform syntactic and
semantic analysis of a text (Part Of Speech (POS) Tagging / group of words, word ambiguity,
generating parse tree for each sentence in this case the book title and synopsis of the book),
made the analogy of the relation table to determine the attributes of words and the frequency
of words, conduct stemming and stopword removal, selecting relevant words and delete the
words that appear at least and at most.


2. Text Mining

Text mining is one of the applications of data mining. Text mining is also often referred to as
a Text Data Mining (TDM) and Knowledge Discovery in Textual Databases (KDT).
According to Tan (2006), "Text mining is a process and knowledge patterns extracts that are
interesting and nontrivial (important) from text documents." In essence the process of
working together with the text mining work processes of data mining in general it's just that
the data mining is text databases.

Stages of knowledge discovery for text mining together with the stages of knowledge
discovery for data mining. These stages can be seen in Figure 1. These stages are:

a. Selection:
This phase aims to obtain a text data that has relevance to the task of analysis at a later stage.
At this stage of selection will be chosen and filter raw data (raw data) into the target data. In
this research, which is raw text data is obtained from the library databases Center for
Informatics Research in LIPI while the target data in the form of a synopsis of the book.

b. Preprocessing:
This process will be conducted beginning the process towards the target data (titles), in this
phase will be parsing process (sorting word for word in the title of the book), stemming
(search the root word), removing stopwords (deletion of the words do not important) to
obtain the important words or keywords.

c. Transformation:
This process will change the preprocessed data which are important words from the title of
the book into the appropriate data to do text mining algorithms. That is by transforming the
preprocessed data into table form (earlier title, keyword) where the title of the book is
considered as a transaction with words is important as the goods or items purchased.

d. Text Mining / Data Mining:
The most severe stage of the process is executed. In this process will use data mining
algorithms namely Naive Bayes algorithm as the target of mining is an important word of
each book title that has been stored in the table.
Specifically at this stage will produce a collection of keywords used to find interesting
knowledge.

e. Evaluation:
The text mining process results in the evaluation process will be interesting to gain
knowledge more understandable and useful to the user. Interesting knowledge referred to in
this case is a group of titles that have important words from the most closely related to the
title of the book's least-connection of the keywords entered by the user.


Figure 1. The stages in the process of knowledge discovery

3. Methods for Naive Bayes Text Classification

One classification method that can be used is the Naive Bayes method, which is often
referred to as Naive Bayes Classifier (NBC). NBC uses probability theory as the basis of the
theory. There are two stages in the process of text classification (Graham,2003). The first
stage is training to set an example article (training example). The second step is the process
of classification of documents of unknown category.
Naive Bayes classifier on the title of each document presented with pairs of attributes (a1, a2
.... an) where a1 is the first word, a2 and so on. Whereas V is the set of categories of books.
At the time of classification, Bayes approach will yield the highest category label probability
(VMAP) with input attributes (a1, a2 .... an)

) ... , | ( max arg
2 1 n j
V v
MAP
a a a v P V
j
= (1)
Bayes theorem states:

) (
) ( ) | (
) | (
A P
B P B A P
A B P = (2)
Using Bayes Theorem, the equation (1) can be written:
) ... , (
) ( ) | ... , (
max arg
2 1
2 1
n
j j n
V v
MAP
a a a P
v P v a a a P
V
j
= (3)
P (a1, a2 ... an) value is constant for all vj so that this equation can be written as follows:

) ( ) | ... , ( max arg
2 1 j j n
V v
MAP
v P v a a a P V
j
= (4)


The degree of difficulty to calculate P (a1, a2 ... an | vj) becomes high because the number of
terms P (a1, a2 ... an | vj) can be quite large. This is due to the number of terms are equal to
the sum of all combinations of positions multiplied by the number of categories of words
Naive Bayes Classfier simplify this by assuming that within each category, each word
independent of one another. In other words:

) | ( ) | ... , (
2 1 j i i j n
v a P v a a a P [ = (5)

Substitution of this equation by equation 4 will yield:

) | ( ) ( max arg
1 j i j
V v
MAP
v a P v P V
j
[ =
(6)
P (vj) and the probability of word wk for each category P (wk | v) was calculated during the
training
P(v
j
)
| |
| |
tegory numberofca
category
j
(7)
| |
1
) | (
Vocabulary n
n
v w P
k
j k
+
+
= (8)

Where | kategorij | is the number of words in category j and | examples | is the number of
documents used in training. While nk is the number of times the word wk in category vj, n is
the number of all words in the category and vj | vocabulary | is the number of unique words
(distinc) on all training data.

Naive Bayes is one of the methods used for classification. Naive Bayes uses probability
theory as the basic theory. There are two stages in the process of text classification. The first
stage is the training of the title of the book examples (training example).
The second step is the process of classification of documents of unknown category.
Stages of the process of classification of books using a Naive Bayes:
1. From the data had been entered only book titles, synopsis and language which are then
processed using a Naive Bayes
2. Titles of books and synopses will be processed into pieces called word tokenizing process.
Example :
Titles : Algoritma dan Pemrograman
Synopses : Buku ini membahas bagaimana mengimplementasikan algoritma
dalam bahasa PASCAL dan C.
Tokenizing : |Algoritma| |dan| |Pemrograman|
|Buku| |ini| |membahas| |bagaimana| |mengimplementasikan|
|algoritma| |dalam| |bahasa| |PASCAL| |dan| |C|
3. Refineries data filtering process is a stopword (unnecessary words) and keywords
(important words).
Example :

Tokenizing : |Algoritma| |dan| |Pemrograman|
|Buku| |ini| |membahas| |bagaimana| |mengimplementasikan|
|algoritma| |dalam| |bahasa| |PASCAL| |dan| |C|
Stopword : dan (the words had been entered on the table as a liaison stopword,
questions, punctuation, etc. will not be processed)
Keyword : Algoritma, Pemrograman, Buku, Algoritma, Bahasa, Pascal, C
(important words to be processed on stage stemming)
4. Stemming process is the management of keywords into a keyword that is by eliminating
additive intact.
Keyword : Algoritma, Pemrograman, Buku, Algoritma, Bahasa, Pascal, C
Stemming : Algoritma Algoritma
Pemrograman Program (eliminating additive)
Buku Buku
Algoritma Algoritma
Bahasa Bahasa
Pascal Pascal
C C

5. Tagging is the process of managing words or keywords that are English.
6. Analyzing process of categorization stage there are two stages
The first phase of the training data or sample data on manual processes including
tokenizing process, filtering, stemming, tagging and Other categories election.
The second stage is stage categorization using Naive Bayes method:

[
e
=
positions i
j k j
V v
MB
v w P v P V
j
) | ( ) ( max arg
3.1 Learn_Naive_Bayes_Text(Examples,V)
Initial state : Examples and v is ready to be processed. Examples is a collection of text
documents that had been determined that the target value as possible.
fs: learning outcomes of probability terms P (wk | v) showed the probabilities P (VJ). P
(wk | v) indicates the probability of occurrence of the word wk in a document class VJ)
/ / Set of all words, the token that appears in
/ / Examples
Vocabulary collection of all the different words and other tokens that appear in
documents from Examples
/ / Calculate P (vj) and P (wk | v)
for each target value v
j
in v do
category
j
subset of examples that target value vj

P(v
j
)
| |
| |
tegory numberofca
category
j

n number of words in keywordj

for each word w
k
in vocabulary do
n
k
frequency of occurrence in categoryj

P(w
k
|v
j
)
| |
| 1 |
vocabulary n
n
k
+
+

3.2 Classify_Naive_Bayes target value

Calculate the target value for the document stating keyword.wk keywords found in the
position to the j on the keywords that generated from training data.

Positions all positions on keywords found in the vocabulary
[
e
=
positions i
j k j
V v
MB
v w P v P V
j
) | ( ) ( max arg

MB
V
Table 1. Data Sample

Test Data:
Three documents containing the word : Algoritma (2), Program (1), Buku (1), Bahasa (1),
Pascal (1), C (1) 7
Table 2 Examples of Probabilistic Data
V P(Vj)
P(Wk|Vj)
Komputer Aplikasi Program Network TCP/IP
Komputer
Program
1/2 1/15 1/15 5/15 1/15 1/15
Komputer
Network
1/2 1/10 1/10 1/10 1/10 1/10

Results of Probabilistic above is:
Category 1: 1 / 2 * 1 / 15 * 1 / 15 * 5 / 15 * 1 / 15 * 1 / 15 = 0.00000652
Category 2: 1 / 2 * 1 / 12 * 1 / 10 * 1 / 10 * 1 / 10 * 1 / 10 = 0.000005
So to find test third data categorization is to find a higher chance of probabilistic results.
Then the appropriate category for third data test is Komputer Pemrograman.

4. Conclusion
Implementing this text mining application for automatic book classification will process raw
data in the form of text databases that is input title and synopsis of book. Preprocessing will
do tokenizing, filtering, stemming, tagging, and analyzing to the words in this book title so
obtain the keywords. From the keywords, frequent itemset can be generated using Nave
Bayes method to classification of books category.
In the result of naive Bayes method experiment can be used to classification of books
category, looking for the probability many more that is exactly title and synopsis book consist
of the keywords in the training data. By using the keywords can be obtained book title
information that searched by user in the search engine.
No
Keyword (Number of
Keyword)
Category
Books
1
Komputer(2), Aplikasi(4),
Program(4)
Komputer
Program
2 network(2), TCP/IP(1)
Komputer
network

5. Bibliography

[1] Graham, Paul, (2003), "Better Bayesian filtering",
http://www.paulgraham.com/better.html
[2] Han, Jiawei and Kamber M., (2001), "Data Mining : Concepts and Techniques",
Academic Press, USA.
[3] Tan, Pang-Ning, et al (2006), Introduction To Data Mining , Boston, Pearson
Education
[4] (March 27, 2009), http://en.wikipedia.org/wiki/Stopword
[5] (March 27, 2009), http://www.perseus.tufts.edu/
[6] (June 4, 2009), http://www.tartarus.org/~martin/PorterStemmer

E-GOVERNMENT: POTENTIAL FOR REGIONAL ACTUALIZATION ERA
INFORMATION AND COMMUNICATION TECHNOLOGY

Ony Widilestariningtyas, Hery Dwi Yulianto
University Computer Indonesia
onykulestari@yahoo.com, denderpete@yahoo.com

Abstract
Era of information and communication technology is now increasingly felt the real
environment of both central government and local government. ICT as a tool for the
government to provide information services that can be accessed by the public to know the
development of public services and potential areas for local government. This is the
realization that Indonesia has been implementing e-government. This paper describes the
implementation of e-government in providing information and communications potential of
the region from all sectors of the region throughout the territory of the Republic of Indonesia.
E government research describes the implementation of ICT as a tool for local governments
to record local potentials at the territory of Republic of Indonesia. So this research could
provide benefits for local governments to register all the existing potentials in the region.
Keywords: e-government, regional potential, information technology and communications.
1. Preliminary
Information and Communication Technology is a breakthrough technology in the 21st
century with the advent of this technology as a thin partition between the nation and
we are increasingly able to communicate and share information with foreign nations
in just seconds. This technology would be optimized if the basic develop supported by
good information system and adequate technology.
Developing information technology today is the Internet that is used on devices that
do not move the computer or mobile device be it a laptop or mobile phone. With these
technological developments spurred an area for the race to develop the potential of
information region owned both potential areas of forestry sector, mining, marine,
fisheries, animal husbandry, agriculture, and several other strategic sectors.
Utilization of this technology can accelerate a growing area by describing or
promoting the wealth owned using this technology.
Potential areas is an asset owned by an area and allows the potential for these areas
are experiencing rapid growth or slow, the potential areas that could have grown
rapidly if there are investors who are willing to invest capital and management. In this
case we will give you the view that the role of information and communication
technology can improve the quality of local potentials. And the current government as
the main organizer regions did not rule out involvement of private parties to manage
the potential of the region together.

2. Goal
a. Utilizing information and communication technology to support local
potentials.
b. Stimulate governments and communities to promote the potential of the region
by utilizing information technology and communications.
3. Reader Review
Definition of E-Government [3]:
Is the use of information technologies that can improve the relationship between the
Government and other parties. Use of this information technology and generate new
forms of relationships such as: G2C (Government to Citizen), G2B (Government to
Business Enterprises) and G2G (inter-agency relationship).
Based on the above definitions of e-government is a form of implementation of new
forms of relationships such as the implementation of G2C, G2B and G2G.
Another definition of E-Government [4]:
E-Government is also called e-gov, digital government, online government or in the
specific context of transformational government implementation is the use of
information technology by government to provide information and services for
citizens, business affairs, as well as other matters pertaining to government.
While the definition above e gov is use of information technology for public servants
with regard to the implementation of government work.
Potential areas are all of the potential that exists in an area that can be utilized by the
state or local area for the welfare of the community. The potential of this area covers
the entire asset or wealth of natural resources, human resources, sources of intellectual
capital and other resources.
Potential areas in the territory of the Republic of Indonesia in the form of natural
resources, agriculture, fisheries, tourism, education, human resources, intellectual
capital, and others.

4. Discussion
a. The role of the Information and Communication Technology

User
User
Provider
Server
Daerah dan pemerintahan

Figure 1. Role of Information And Communication Technology
Role of Information and Communication Technology in the picture above is
the complexity of the use of information technology and communication
technology is not moving like computers and mobile technology devices such
as Mobile or a laptop.

b. The role of the government and the community in utilizing information and
communication technology.

Figure 3. Benefits of technology

Prospective actualization can be expressed in a variety of other inter:
o Provision of information sources which are often used by people who shaped
the government offices, educational sites and facilities, tourist attractions and
many others.
o Provision of information resources that can invite investors to invest capital
and management.
o Provision of information on projects will be carried on the government thus
stimulating people to participate and build the potential of the area.
o Services 24-hour online, so that the community needs that are urgent can be
handled.
o Improving the relationship between government, business, and the general
public. Openness (transparency), it is expected that the relationship between
the various parties to be better. This openness eliminates mutual suspicions
and resentment of all these parties.

5. Conclusion
a. The role of communication and information technology is supporting actualize
local potentials, especially the potential area that has not lifted.
b. The role of government and community is an important milestone to actualize
the potential area by utilizing information and communication technology,
thus the potential for this hidden areas become raised.

Bibliography
1. http://id.wikipedia.org/wiki/Teknologi_Informasi_Komunikasi,
In visit 30 April 2010
2. http://rifaiza.wordpress.com/2007/08/15/definisi-dan-manfaat-utama-e-
government/, In visit 30 April 2010
3. http://www.cert.or.id/~budi/articles/e-gov-makassar.doc, In visit 30 April 2010
4. http://e-pemerintah.com/, In visit 30 April 2010
5. http://www.eastjava.com/, In visit 30 April 2010
6. http://potensidaerah.ugm.ac.id/, In visit 30 April 2010

PERSEPSI PELAJAR TERHADAP PENGINTEGRASIAN KEMAHIRAN BAHASA
ARAB DENGAN MULTIMEDIA

Muhammad Haron Husaini, Mohamad Rofian b Ismail , Mohammad Imran b Ahmad,
Ghazali b Zainuddin dan Normah bt Husin
Fakulti Bahasa Moden dan Komunikasi, Kolej Universiti Islam Antarabangsa Selangor
muhdharon@kuis.edu.my, mohdrofian@kuis.edu.my, imranahmad@kuis.edu.my,
ghazali@kuis.edu.my, normah@kuis.edu.my

Abstrak

Kajian ini menganalisis persepsi pelajar bahasa Arab terhadap kepentingan dan nilai
komersial pengintegrasian kemahiran bahasa Arab dengan multimedia. Penyelidik
menggunakan kaedah kajian lapangan yang melibatkan 87 orang responden dari Pusat
Matrikulasi Universiti Islam Antarabangasa Malaysia (UIAM), Nilai Negeri Sembilan dan
Kolej Universiti Islam Antarabangsa Selangor (KUIS). Kajian mendapati, sebanyak 87.3%
pelajar bersetuju dengan pengintegrasian bahasa Arab dan multimedia kerana pengintegrasian
tersebut mempunyai kepentingan yang signifikan dan nilai komersial yang tersendiri. Melalui
pengintegrasian bahasa Arab dan multimedia, sebanyak 83.9% pelajar mempunyai keyakinan
yang tinggi terhadap prospek kerjaya dalam bidang ini pada masa hadapan. Majoriti pelajar
iaitu 90.8% berpandangan bahawa penggunaan multimedia dalam pendidikan bahasa Arab
akan menjadikan proses P&P lebih efektif dan interaktif. Didapati bahawa sebanyak 85.7%
pelajar berminat untuk mendalami dan menghasilkan bahan multimedia berbahasa Arab.
Sebagai rumusan, penyelidik mempunyai pandangan yang positif terhadap pengintegrasian
bahasa Arab dan multimedia berdasarkan dapatan kajian yang telah diperolehi dan kajian ini
perlu diteruskan dengan kajian-kajian susulan.

Kata Kunci: Persepsi, Pelajar, Integrasi, Bahasa Arab dan Multimedia

1. Pendahuluan

1.1 Objektif Kajian

Objektif kajian antara lain dapat digariskan sebagai:
1. Mengkaji kepentingan dan nilai komersial pengintegrasian kemahiran Bahasa Arab
dengan multimedia.
2. Menganalisis sejauhmana keyakinan pelajar terhadap prospek kerjaya dalam bidang
Bahasa Arab dengan multimedia.
3. Mengenalpasti penggunaan multimedia dalam proses pengajaran dan pembelajaran
akan lebih efektif dan interaktif.
4. Menjelaskan sejauhmana minat pelajar terhadap pengintegrasian kemahiran Bahasa
Arab dengan multimedia.

1.2 Soalan Kajian
Kajian akan memastikan persoalan berikut terjawab:
1. Apakah kepentingan dan nilai komersial pengintegrasian kemahiran Bahasa Arab
dengan multimedia?

2. Sejauhmana keyakinan pelajar terhadap prospek kerjaya dalam bidang Bahasa Arab
dengan multimedia?
3. Adakah penggunaan multimedia dalam proses pengajaran dan pembelajaran akan
lebih efektif dan interaktif?
4. Sejauhmana minat pelajar terhadap pengintegrasian kemahiran Bahasa Arab dengan
multimedia?

2. Latar Belakang Kajian

Terdapat beberapa kajian yang dibuat oleh para penyelidik menyentuh tentang kepentingan
multimedia dan teknologi maklumat dalam melicinkan proses pengajaran dan pembelajaran.
Antaranya ialah kajian Janudin Sardi dan Mohd Zaki Abdul Rahman (2009:195-207) yang
menyorot perkembangan teknologi maklumat dan komunikasi semasa turut memberi impak
yang besar dalam perkembangan pengajaran dan pembelajaran Bahasa Arab. Pendekatan
terkini memperlihatkan teknologi multimedia digunakan dalam menghasilkan perisian kursus
yang lebih kreatif dan menarik. Dengan mengambil contoh Aplikasi Multimedia Mursyidi,
kajian menyelusuri proses pembangunan sebuah aplikasi multimedia berasaskan web yang
dihasilkan untuk meningkatkan pemerolehan pelajar dalam menguasai nahu Bahasa Arab.
Objektif utama kajian ini ialah mengaplikasikan penggunaan teknologi multimedia
berasaskan web dalam pengajaran dan pembelajaran bahasa Arab, menghasilkan model
pembangunan aplikasi bahasa Arab dalam konteks e-pembelajaran, mengenal pasti kaedah
pembangunan aplikasi berasaskan aksara Arab dan membangunkan perisian kursus nahu
dalam Bahasa Arab Komunikasi.

Antara persoalan yang diutarakan dalam kajian tersebut adalah bagaimana penggunaan
teknologi multimedia diaplikasi dalam pengajaran dan pembelajaran bahasa Arab?, apakah
yang dihasilkan dalam pembangunan aplikasi bahasa Arab?, apakah tujuan pembangunan
aplikasi berasaskan aksara Arab dan apakah perisian yang hendak dibangunkan dalam Bahasa
Arab Komunikasi?.

Untuk mencapai objektif kajian, pengkaji menggunakan kaedah kajian perpustakaan dan
kajian lapangan. Kaedah kajian perpustakaan digunakan untuk mengkaji sumber-sumber tiga
bidang utama dalam kajian ini, iaitu nahu BAK, teknologi multimedia dan reka bentuk
instruksi. Semasa proses pembangunan, kaedah ini juga digunakan semasa fasa analisis dan
fasa reka bentuk, selain sumber-sumber tinjauan kajian berkaitan di peringkat awal kajian
menggunakan kaedah ini.

Hasil kajian menunjukkan beberapa kelebihan aplikasi dapat dikenalpasti, antaranya
fleksibiliti pengguna dalam mengakses aplikasi, tarikan pembelajaran yang menarik melalui
persembahan elemen multimedia seperti grafik, animasi dan audio, di samping pengguna juga
mudah menerokai semua pautan dalam aplikasi. Oleh itu, produk yang dihasilkan melalui
kajian ini merupakan contoh kepada salah satu pendekatan pembelajaran bahasa Arab yang
terkini.

Kajian Mohd Azidan B Abdul Jabar (2009: 221-230) pula mengakui kepantasan
perkembangan teknologi komunikasi dan multimedia pada alaf baharu ini turut
melampiaskan kesannya kepada bidang pendidikan secara umumnya serta pengajaran dan
pembelajaran bahasa asing khususnya. Penggunaan teknologi pendidikan dalam pengajaran

bahasa asing mampu menseimbangkan kandungan pengajaran bahasa dengan kaedah
penyampaian dan penggunaan bahasa dalam konteks moden hari ini. Dalam erti kata lain,
penggunaan teknologi dapat memudahkan pemerolehan dan penguasaan sesuatu bahasa
asing.

Metodologi kajian tersebut adalah berbentuk kajian lapangan berdasarkan soal selidik yang
dijalankan ke atas 20 orang responden yang terlibat dalam pengajaran kursus kemahiran
bahasa asing di Universiti Putra Malaysia.

Penggunaan teknologi pengajaran dalam kelas dan makmal bahasa semasa pembelajaran
kemahiran bahasa asing memberi manfaat kepada pelajar dan pengajar .Penggunaan
teknologi menjana minat pelajar terhadap apa jua yang disampaikan dalam kelas, lebih-lebih
lagi pelajar yang mempunyai kelemahan dalam aspek pengajarn yang tertentu. Penerangan
pengajar disertakan dengan maklumat yang dipaparkan menerusi skrin LCD umpamanya,
dapat mengekalkan konsentrasi pelajar di dalam kelas dan melatih pelajar berfikir dengan
pantas dan terbuka. Dengan bantuan peralatan teknologi, pengajar dapat mempastikan kualiti
setiap penerangan dan maklumat yang disampaikan. Penggunaan teknologi menjadikan
pengajaran kelihatan lebih menarik, ini adalah kerana mempelajari bahasa asing
sememangnya mencabar, jadi pengajar mesti pandai memikat minat pelajar menerusi
penyampaian yang menggunakan pelbagai teknik, kesan bunyi dan warna.

Kesimpulannya, pengajaran dan pembelajaran kemahiran bahasa asing yang menggunakan
peralatan teknologi pengajaran sebenarnya dapat membebaskan pengajar daripada kaedah
pengajaran tradisional yang dikenali sebagai kaedah pengajaran satu hala yang berpusatkan
pengajar.

Azharuddin Sahil dan Bhasah Abu Bakar (2009:71-76) juga telah membuat tinjauan terhadap
pengaruh positif penggunaan video drama dalam pembelajaran agama Islam di kalangan
pelajar sekolah menengah. Sebuah video drama telah dibentuk untuk membantu guru dan
pelajar sekolah menengah dalam proses pemahaman dan penghayatan agama Islam khasnya
puasa.

Kajian tersebut bermula daripada rekabentuk sehinngalah penilaiannya menggunakan kaedah
ADDIE: Analysis, Design, Development, Implementation and Evaluation. Kajian melibatkan
kaji selidik di lapangan yang mana instrument yang digunakan adalah open-ended question.
Instrument ini digunakan untuk melihat pandangan pelajar tentang keberkesanan video drama
yang digunakan untuk mengajar Pendidikan Islam.

Dapatan kajian tersebut menunjukkan secara keseluruhan semua responden bersetuju bahawa
penggunaan teknologi seperti video drama sangat membantu guru dan pelajar tidak sahaja
dari aspek kognitif tetapi juga dari aspek afektif, penghayatan dan pemahaman. Kaedah video
drama di blik darjah boleh meningkatkan pemahaman, psikomotor dan penghayatan pelajar
dan disokong dengan persepsi pelajar yang positif terhadap penggunaan video drama untuk
pembelajaran agama Islam di bilik darjah.

Mohd Arif Ismail dan rakan-rakan (Zamri Mahamod dan Mohamed Amin Embi. (Ed.). 2008 :
26-42) berpandangan bahawa multimedia merupakan gabungan teks, grafik, audio dan video
serta unsur animasi dalam satu perisian komputer. Penggunaan multimedia dalam pendidikan
sudah menjadi satu lumrah dewasa ini. Menggunakan multimedia dalam pendidikan
bermakna kita menggunakan pelbagai media yang merangsang penglihatan dan pendengaran

untuk menbantu proses P&P. Penggunaan multimedia dalam P&P memberi kelebihan kepada
guru antaranya menyediakan pembelajaran secara aktif, bergambar dan interaktif, menyedia
laluan pelbagai hala yang boleh dikawal sendiri oleh penggun auntuk menyampaikan
maklumat. Penggunaan multimedia menawarkan pelbagai bentuk penyampaian dan
memudahkan perkembangan kemahiran membuat persepsi dan pentafsiran.

Tidak dapat dinafikan, penggunaan multimedia yang meluas dalam subjek-subjek teknikal
telah mula menular ke dalam subjek sains sosial seperti bahasa. Misalnya dalam pelajaran
Bahasa Melayu, penggunaan multimedia mampu meningkatkan minat dan pencapaian pelajar
dan pengajaran guru akan lebih berkesan dan menyeronokkan. Bahan yang biasa digunakan
adalah teks, video dan juga pita audio dan terbaru ialah perisian multimedia dan bahan
berasakan web. Ada di antara bahan ini menggunakan teks seperti pantun, syair, sajak, novel,
drama, cerpen dan sebagainya sebagai asas.

Kesimpulannya ciri-ciri interaktif multimedia yang lebih terbuka dan mesra pengguna akan
menjadi daya penarik kepada pengguna yang terdiri daripada pelbagai peringkat. Kemahiran
menyediakan perisian multimedia akan menjadi aset penting kepada perkembangan teknologi
negara.

Manakala buku suntingan Norazah Mohd Nordin dan Mohamed Amin Embi (2008: 1-11)
pula telah mamaparkan pandangan bahawa ICT merupakan pemudahcara (enabler) dalam
bidang pendidikan. ICT digunakan dalam proses pengajaran dan pembelajaran dan
pengurusan di sekolah. Dalam hal ini, Kementerian Pelajaran Malaysia telah menggariskan
tiga dasar utama ICT dalam pendidikan iaitu literasi ICT yang bermaksud pelajar
memperolehi kemahiran menggunakan kemudahan ICT, peranan dan fungsi ICT dalam
pendidikan sebagai kurikulum dan alat P&P dan penggunaan ICT untuk meningkatkan
produktiviti, kecekapan dan keberkesanan sistem pengurusan. Sebagai contoh, KPM telah
mengambil langkah drastik untuk memperluaskan penggunaan ICT dalam P&P dan
pengurusan sekolah dengan memperkenalkan Projek Pengajaran dan Pembelajaran Sains dan
Matematik dalam Bahasa Inggeris atau nama singkatannya PPSMI. Selain itu, semua sekolah
akan menjadi sekolah bestari menjelang tahun 2010 sebagaimana dalam Program
Pembestarian Sekolah yang bermula pada tahun 2006.

Terdapat tiga pilihan penggunaan teknologi atau ICT; menggunakan teknologi sebagai alat
untuk menganalisis data, menggunakan teknologi untuk menyelesaikan masalah atau model
matematik atau menggunakan teknologi untuk mengintegrasikan matematik dalam konteks.
Teknologi menjimatkan masa dan mebolehkan pelajar mengakses dengan cara baru untuk
meneroka konsep dengan lebih mendalam. Antara cabaran-cabaran dalam pengintegrasian
ICT adalah para guru perlu bersedia untuk melakukan perubahan dalam kepercayaan dan
kaedah pengajaranuntuk inovasi agar proses pengajaran dan pembelajaran lebih
menyeronokkan. Guru perlu mengubah peranan dan belajar bagaimana untuk mengajar
menggunakan alat teknologi baru selain didedahkan dengan pelbagai kursus untuk pelbagai
kemahiran tentang penggunaan ICT dalam pelbagai peringkat dari aspek pengurusan
sehinnga ke aspek profesional. Semua pihak harus bersedia untuk memberi kerjasama
sewajarnya agar pengintegrasian ICT ini dapat dilaksanakan dengan jayanya (Ibid).

3. Analisis Kajian dan Perbincangan

Borang soal selidik melibatkan 2 bahagian iaitu bahagian 1 melibatkan jawapan dalam 5
skala Likert. Melalui bahagian ini, data diproses melalui perisian Statistical Package for

Social Sciences (SPSS) versi 17. Manakala bahagian 2 melibatkan jawapan secara terbuka.
Secara keseluruhannya, sebanyak 87 borang soal selidik telah dianalisis untuk menentukan
kekerapan dan peratusan bagi setiap item soalan berdasarkan persoalan kajian. Kajian
memperuntukkan 6 item soalan untuk dijawab oleh responden. Berikut dibentangkan hasil
analisis terhadap item-item tersebut berserta perbincangan ringkas bagi setiap item. Dalam
analisis ini, penyelidik menggunakan skala 1 untuk menunjukkan sangat setuju, 2 setuju, 3
tidak pasti, 4 tidak setuju dan 5 sangat tidak setuju.

Jadual 1: Persepsi pelajar bahasa Arab terhadap kepentingan dan nilai komersial
pengintegrasian kemahiran bahasa Arab dengan multimedia
Item Sangat
Setuju
Setuju Tidak
Pasti
Tidak
Setuju
Sangat
Tidak
Setuju
1. Multimedia penting dalam bahasa Arab 60.9% 26.4% 5.7% 3.4% 3.4%
2. Bahasa Arab akan lebih mempunyai
nilai komersial dengan adanya elemen
multimedia

63.2%

24.1%

4.6%

3.4%

3.4%
3. Graduan yang mempunyai kelulusan dalam
bahasa Arab dengan multimedia mempunya
peluang kerjaya yang lebih cerah

58.6%

25.3%

8.0%

2.3%

5.7%
4. Pengajaran & pembelajaran bahasa Arab
akan lebih interaktif dan efektif dengan
penggunaan multimedia

69.0%

21.8%

2.3%

1.1%

5.7%
5. Saya berminat untuk menghasilkan animasi/
video/ merekacipta grafik dan bahan
multimedia interaktif dalam bahasa Arab

40.2%

43.7%

5.7%

6.9%

3.4%
6. Saya berminat mendalami bahasa Arab
dan multimedia

59.8%

27.6%

4.6%

2.3%

5.7%

3.1 Item 1: Multimedia penting dalam bahasa Arab

Jadual di atas menunjukkan bahawa 60.9% responden sangat bersetuju dengan kepentingan
multimedia dalam pengajian bahasa Arab. Dalam pada itu, 26.4% responden bersetuju
dengan persepsi tersebut. Namun hanya segelintir responden tidak pasti iaitu 5.7%, tidak
setuju iaitu 3.4% dan sangat tidak setuju iaitu 3.4%. Memandangkan pelajar pada masa kini
amat mudah untuk mengakses maklumat sama ada melalui internet mahu pun perisian atau
software, maka keperluan multimedia dalam bahasa dilihat mempunyai kepentingan yang
tersendiri. Berdasarkan pengalaman penyelidik, pelajar ada menggunakan perisian flash dan
Microsoft Power Point dalam mempersembahkan tugasan bagi kursus bahasa Arab.

3.2 Item 2: Bahasa Arab akan lebih mempunyai nilai komersial dengan adanya elemen multimedia

Majoriti pelajar sangat bersetuju dengan multimedia merupakan unsur yang boleh
mengkomersialkan bahasa Arab. Mereka mewakili sebanyak 63.2%. 24.1% daripada
responden pula bersetuju. Hanya segelintir responden tidak pasti iaitu 4.6%, tidak setuju iaitu
3.4% dan sangat tidak setuju iaitu 4.6%. Majoriti pelajar mempunyai pandangan yang positif
terhadap pengkomersialan bahasa melalui multimedia. Teknologi pendidikan bahasa yang
semakin berkembang menuntut kepada mereka yang mahir dalam bahasa dan multimedia

untuk menghasilkan bahan pengajaran dan pembelajaran (P&P) yang terkini. Ini menjadikan
bahasa Arab mampu untuk dipasarkan bukan sahaja di dalam negara, malah di luar negara.

3.3 Item 3: Graduan yang mempunyai kelulusan dalam bahasa Arab dengan multimedia mempunyai
peluang kerjaya yang lebih cerah

Peratusan responden mengenai kenyataan lulusan bahasa Arab dan Multimedia mempunyai
peluang kerjaya yang lebih luas dapat dilihat dengan jelas. Sebanyak 58.6% responden sangat
bersetuju dengan kenyataan tersebut. 25.3% responden lagi bersetuju. Manakala 8%
responden tidak pasti, 2.3% responden tidak bersetuju dan 5.7% sangat tidak bersetuju.
Graduan bahasa Arab di IPT dan IPTS tempatan menghadapi saingan hebat daripada graduan
IPT luar negara dalam meraih peluang pekerjaan. Mereka ini hanya menguasai disiplin ilmu
linguistik, sastera dan pengajaran bahasa sahaja. Justeru, peluang kerjaya hanya terhad
kepada bidang pendidikan, penterjemahan, pelancongan dan kewartawanan semata-mata.
Namun dengan multimedia, mereka mempunyai kelainan dengan graduan bahasa Arab yang
lain, sekaligus membuka dimensi baru dalam dunia prospek kerjaya bahasa Arab.

3.4 Item 4: Pengajaran & pembelajaran bahasa Arab akan lebih interaktif dan efektif dengan
penggunaan multimedia

Majoriti pelajar amat bersetuju dengan penggunaan multimedia dalam pendidikan bahasa
Arab akan menjadikan proses P&P lebih interaktif dan berkesan. Jadual menunjukkan
bahawa 4. 69% sangat bersetuju, 21.8% bersetuju, 2.3% tidak pasti, 1.1% tidak setuju dan
5.7% sangat tidak setuju. Teknik pengajaran secara konvensional seperti penggunaan buku
dan papan putih, menjadikan P&P bahasa kurang interaktif dan efektif. Penggunaan teks
grafik, animasi, audio dan video dalam P&P bahasa amat dituntut dalam dunia pendidikan
bahasa Arab pada kini. Sebagai contoh jika pelajar tidak memahami perkataan atau kaedah
tatabahasa yang diajar, melalui unsur-unsur multimedia tersebut pelajar akan lebih cepat
memahami berbanding dengan cara konvensional seperti merujuk kepada kamus atau buku.
Hasil pembelajaran (Learning Outcome) bahasa Arab dengan menggunakan multimedia akan
menjadikan P&P bahasa Arab akan lebih interaktif dan efektif.

3.5 Item 5: Saya berminat untuk menghasilkan animasi/ video/ merekacipta grafik dan bahan
multimedia interaktif dalam bahasa Arab

Majoriti pelajar berminat untuk menghasilkan bahan multimedia berbahasa Arab iaitu
sebanyak 40.2% sangat berminat dan 43.7% berminat. Manakala 5.7% tidak pasti, 6.9% tidak
berminat dan 3.4% sangat tidak setuju. Industri animasi negara telah mula menampakkan
beberapa kejayaan. Kejayaan ini menjadi sumber inspirasi kepada pelajar bahasa Arab untuk
menghasilkan animasi tempatan berbahasa Arab. Ini sekaligus dapat mempromosikan negara
kepada dunia luar negara terutama negara-negara timur tengah. Dengan perkembangan arus
teknologi, pelajar juga dapat menghasilkan perisian-perisian pendidikan bahasa Arab yang
terkini.

3.6 Item 6: Saya berminat mendalami bahasa Arab dan multimedia

Sebanyak 59.8% responden sangat berminat untuk mendalami bahasa Arab dan multimedia.
Sebanyak 27.6% pula berminat. Manakala 4.6% tidak pasti, 2.3% tidak berminat dan 5.7%
sangat tidak berminat. Keputusan analisis ini menunjukkan persepsi yang sangat positif
terhadap bidang bahasa Arab dan multimedia. Kedua-dua bidang ini merupakan gabungan

yang diminati oleh majoriti pelajar pada masa kini. Pelajar dapat mendalami ilmu linguistik,
sastera dan pada masa yang sama mereka dapat mendalami bidang multimedia.

4. Dapatan Kajian

Berikut merupakan dapatan kajian yang dapat disimpulkan berdasarkan persoalan kajian:
1. Secara umumnya, sebanyak 87.3% pelajar bersetuju dengan pengintegrasian bahasa
Arab dan multimedia kerana pengintegrasian tersebut mempunyai kepentingan yang
signifikan dan nilai komersial yang tersendiri.
2. Melalui pengintegrasian bahasa Arab dan multimedia, sebanyak 83.9% pelajar
mempunyai keyakinan yang tinggi terhadap prospek kerjaya dalam bidang ini pada
masa hadapan.
3. Majoriti pelajar iaitu 90.8% berpandangan bahawa penggunaan multimedia dalam
pendidikan bahasa Arab akan menjadikan proses P&P lebih efektif dan interaktif.
4. Didapati bahawa 50% pelajar sangat berminat untuk mendalami dan menghasilkan
bahan multimedia berbahasa Arab. Manakala 35.6% pelajar berminat mendalami dan
menghasilkan bahan multimedia berbahasa Arab.

5. Cadangan Kajian

Sebagai kesimpulan, penyelidik mempunyai pandangan yang optimis terhadap
pengintegrasian bahasa Arab dan multimedia berdasarkan dapatan kajian yang telah
dibincangkan. Namun, skop kajian ini perlu diperluaskan dan disusuli dengan kajian-kajian
lanjutan yang melibatkan pelbagai pihak bagi merealisasikan pengintegrasian ini, sekaligus
dapat memperkasa pendidikan bahasa Arab khususnya dan multimedia umumnya.

6. Rujukan

Azharuddin Sahil dan Bhasah Abu Bakar. (2009). Kesan Penggunaan Video Drama Terhadap
Peningkatan Penghayatan Pelajar, Prosiding Seminar Kebangsaan Teknologi Dan
Inovasi PengajaranPembelajaran: 71-76. Putrajaya: Hotel Palm Garden IOI Resort.
Janudin Sardi dan Mohd Zaki Abdul Rahman. (2009). Aplikasi Multimedia Mursyidi:
Pendekatan Pembelajaran Bahasa Arab Dalam Talian, Prosiding Seminar Kebangsaan
Teknologi Dan Inovasi PengajaranPembelajaran: 195-207. Putrajaya: Hotel Palm
Garden IOI Resort.
Mohd Azidan B Abdul Jabar. (2009). Faedah Teknologi Pengajaran, dalam Pembelajaran
Kemahiran Bahasa Asing. Prosiding Seminar Kebangsaan Teknologi Dan Inovasi
PengajaranPembelajaran: 221-230. Putrajaya: Hotel Palm Garden IOI Resort.
Norazah Mohd Nordin dan Mohamed Amin Embi. (Ed.). (2008). Pengintegrasian ICT
Dalam Pendidikan Penyelidikan, Amalan Dan Aplikasi. Shah Alam: Karisma
Publication Sdn. Bhd.
Zamri Mahamod dan Mohamed Amin Embi. (Ed.). 2008. Teknologi Maklumat Dan
Komunikasi Dalam Pengajaran Dan Pembelajaran Bahasa Melayu. Shah Alam:
Karisma Publication Sdn. Bhd.

7. Lampiran

Berikut adalah pandangan responden yang kurang bersetuju terhadap pengintegrasian
kemahiran Bahasa Arab dengan multimedia:

1. Kurang pasti pengintegrasian kemahiran bahasa Arab dengan multimedia kerana
masih belum mendalami bahasa Arab dengan baik.

2. Saya tidak yakin tentang pengintegrasian kemahiran bahasa Arab dengan multimedia
kerana asas dalam bahasa Arab masih lagi belum cukup kuat. Saya memerlukan lebih
masa untuk mempelajari bahasa Arab.

3. Asas bahasa Arab saya lemah, akan tetapi saya merasakan untuk zaman sekarang
teknologi amatlah penting dan pengintegrasian kemahiran bahasa Arab dengan
multimedia adalah idea yang bernas.

4. Saya mungkin akan menerima pengintegrasian kemahiran bahasa Arab dengan
multimedia kerana ia boleh menambahkan pengalaman dan ilmu saya.

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Proceedings of Regional Conference on Knowledge Integration in ICT 2010 1

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