tarikh semester sarjana muda - Faculty of Education

Transcription

BUKU PANDUAN
HANDBOOK
PROGRAM IJAZAH DASAR
BUKU PANDUAN PROGRAM
IJAZAH DASAR
UNDERGRADUATE
PROGRAMMES
HANDBOOK UNDERGRADUATE PROGRAMMES
SESI/SESSION 2015/2016
SESI / SESSIONS
2012/2013
FAKULTI PENDIDIKAN
UNIVERSITI MALAYA
50603 KUALA LUMPUR
TARIKH SEMESTER SARJANA MUDA/SEMESTER UNDERGRADUATES DATES
SESI 2015/2016/2015/2016 SESSION
SEMESTER I
Haluansiswa/ Orientation
1 minggu/week
01.09.2015 – 06.09.2015
Kuliah/ Lecture
9 minggu/weeks *
07.09.2015 – 06.11.2015
Cuti Pertengahan Semester I/
1 minggu/weeks *
07.11.2015 – 15.11.2015
Kuliah/ Lecture
5 minggu/weeks
16.11.2015 – 18.12.2015
Minggu Ulangkaji/ Revision Week
1 minggu/week *
19.12.2015 – 27.12.2015
Peperiksaan Akhir Semester I/
3 minggu/weeks
28.12.2015 – 16.01.2016
Cuti Semester I/
5 minggu/weeks *
17.01.2016 – 21.02.2016
Inter-Semester Break
First Final Semester Examination
First Semester Break
_________________________
25 minggu/weeks
_________________________
SEMESTER II
Kuliah/ Lecture
7 minggu/weeks
22.02.2016 – 08.04.2016
Cuti Pertengahan Semester II/
1 minggu/week
09.04.2016 – 17.04.2016
Kuliah/ Lecture
7 minggu/weeks *
18.04.2016 – 03.06.2016
Minggu Ulangkaji/ Revision Week
1 minggu/week
04.06.2016 – 12.06.2016
Peperiksaan Akhir Semester II/
3 minggu/weeks
13.06.2016 – 02.07.2016
Second Semester Break
Second Final Semester Examination
_________________________
19 minggu/weeks
_________________________
CUTI TAHUNAN/ SEMESTER KHAS/ ANNUAL BREAK/ SPECIAL SEMESTER
Cuti/ Break
9 minggu/weeks
03.07.2016 – 04.09.2016
atau/ or
Kuliah & Peperiksaan/
Lecture & Examination
*
Hari Malaysia (16 September 2015)
Hari Raya Aidil Adha (24 September 2015)
Maal Hijrah (14 Oktober 2015)
Deepavali (10 November 2015)
Maulidur Rasul (24 Disember 2015)
Hari Krismas (25 Disember 2015)
Tahun Baharu (1 Januari 2016)
8 minggu/weeks
03.07.2016 – 28.08.2016
Thaipusam (23 Januari 2016)
Tahun Baru Cina (8 & 9 Februari 2016)
Hari Pekerja (1 Mei 2016)
Hari Wesak (21 Mei 2016)
Nuzul Al-Qu’ran (22 Jun 2016)
Hari Raya Aidilfitri (7 & 8 Julai 2016)
Hari Kebangsaan (31 Ogos 2016)
VISI UNIVERSITI MALAYA
VISI FAKULTI PENDIDIKAN
VISION OF THE UNIVERSITY OF MALAYA
VISION OF THE FACULTY OF EDUCATION
Untuk menjadi sebuah institusi pengajian
tinggi yang ternama di peringkat
antarabangsa dalam penyelidikan, inovasi,
penerbitan dan pengajaran
Untuk menjadi pusat kecemerlangan dalam
pendidikan, pembangunan modal insan,
penyelidikan,inovasi, penerbitan dan
perundingan di peringkat kebangsaan dan
antarabangsa
To be an internationally renowned institution of
higher learning in research, innovation,
publication and teaching
To become the centre of excellence at the national
and international levels in education, human
capital development, research, innovation,
publication and educational consultation.
UNIVERSITI MALAYA
UNIVERSITY OF MALAYA
Untuk memajukan ilmu pengetahuan dan
pembelajaran melalui penyelidikan dan
pendidikan berkualiti untuk Negara dan
kemanusiaan
To advance knowledge and learning through
quality research and education for the nation
and for humanity
MISI UNIVERSITI MALAYA
MISSION OF THE UNIVERSITY OF MALAYA
Mempertingkatkan penjanaan ilmu dalam
usaha menjadi pusat kecemerlangan dalam
pendidikan dan pembangunan modal insan
melalui pengajaran, penyelidikan, inovasi,
penerbitan dan perundingan
To improve knowledge generation to form a centre
of excellence in education and human capital
development through teaching, research,
innovation, publication and educational
consultation
MISI FAKULTI PENDIDIKAN
MISSION OF THE FACULTY OF EDUCATION
KANDUNGAN
CONTENT
MUKASURAT
PAGE
KATA ALUAN DEKAN
2
MAKLUMAT AM
3
DEAN’S MESSAGE
GENERAL INFORMATION
CARTA ORGANISASI
10
ORGANIZATION CHART
PENTADBIRAN FAKULTI PENDIDIKAN
12
JAWATANKUASA PANEL PENASIHAT AKADEMIK
22
24
LATIHAN MENGAJAR
30
KEMAHIRAN INSANIAH
36
ADMINISTRATION OF THE FACULTY OF EDUCATION
ACADEMIC ADVISOR PANEL COMMITTEE
UNDERGRADUATE PROGRAMMES
TEACHING PRACTICE
SOFT SKILLS
PROGRAM SARJANA MUDA
BACHELOR PROGRAMMES
Sarjana Muda Pendidikan
(Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua)
64
Sarjana Muda Pendidikan Awal Kanak-Kanak
116
Sarjana Muda Kaunseling
158
Bachelor of Education
(Teaching of English as a Second Language)
Bachelor of Early Childhood Education
Bachelor of Counseling
UNIT-UNIT KEMUDAHAN
192
LOKASI BILIK
195
PENGHARGAAN
204
FACILITIES
LOCATION OF ROOMS
ACKNOWLEDGEMENTS
KATA ALUAN DEKAN
WELCOMING REMARKS FROM THE DEAN
Bismillahirahmanirahim.
Dengan rasa bangga dan besar hati saya mengalu-alukan kedatangan semua pelajar baru bagi
sesi Tahun Akademik 2015/2016 dan terima kasih kerana memilih Fakulti Pendidikan, Universiti
Malaya sebagai pilihan utama untuk melanjutkan pelajaran. Fakulti yang terulung ini bukan
sahaja telah mencipta nama di peringkat nasional bahkan juga di peringkat global.
It is my pleasure and honour to welcome all new students to the 2015/2016 Academic Year and thanks for
making the Faculty of Education, University of Malaya your preferred choice. This established Faculty has
made its mark not only nationally but also globally.
Seiring dengan pencapaian Universiti Malaya yang melonjak di kedudukan yang lebih baik di peringkat antarabangsa tahun
demi tahun, Fakulti Pendidikan juga telah berjaya meningkatkan tarafnya dengan tersenarai sebagai salah satu daripada
100 Fakulti Pendidikan terbaik di dunia. Pencapaian ini tidak tiba dalam sekelip mata tetapi adalah berasaskan daya usaha
dan keprihatinan selama bertahun-tahun daripada setiap ahli fakulti serta para pelajar. Dengan usia lebih 50 tahun, Fakulti
Pendidikan terus unggul dengan kejayaan menghasilkan kira-kira 20,000 graduan cemerlang.
In line with the improvement in ranking of the University of Malaya in the international arena from year to year, the Faculty of Education has
also been able to raise its standards to become one of the top 100 education faculties in the world. This success did not happen overnight
but is based on years of toil by faculty members and students. Being 50 years of age, the faculty has continued to perform, and has
succeeded in producing about 20 000 outstanding graduates.
Program ijazah yang ditawarkan oleh fakulti tidak hanya menyediakan pelajar dengan ilmu intelektual dan kemahiran
semata-mata tetapi turut menghubungkan teori dan amalan bagi mempersiapkan pelajar untuk menempuh alam pekerjaan.
Sehingga kini, graduan kami tidak hanya menyerlah dalam industri tempatan malah turut menyinar di persada antarabangsa.
Our degree programmes not only provide students with sought after knowledge and skills, but also link theory to practice to better prepare
students for the workforce. To date, our graduates not only shine in the local industries but many are successful in the international arena as
well.
Dalam kami berbangga dengan kejayaan ini, Fakulti Pendidikan sentiasa peka terhadap cabaran-cabaran baru yang
dihadapi oleh negara. Justeru, Fakulti Pendidikan telah mengambil langkah-langkah sewajarnya dalam menghasilkan
graduan yang berupaya menjadi pemikir dan menyumbang kepada idea-idea baru seterusnya mampu menjalankan
penyelidikan bermutu setaraf dengan universiti terkemuka dunia atau mungkin lebih baik daripada mereka.
As much as we take pride in such successes, the Faculty understands it needs to consider the latest challenges faced by the nation. Hence
the Faculty has taken the appropriate steps to educate and acculturate our new graduates into becoming thinking individuals who can
contribute new ideas and capable of carrying out useful research at par with those from world class universities, but perhaps surpass them.
Untuk memastikan kecemerlangan yang mapan, misi dan visi fakulti harus tersinkroni dalam setiap sudut dan didukung
dengan strategi yang jitu ke arah hala tuju yang hendak dicapai. Perancangan disusun dengan teliti untuk generasi akan
datang dalam menghasilkan buah kejayaan dari benih yang ditanam.
To ensure sustained excellence, the university and faculty’s mission and vision must be synchronised from every angle and be supported by
strong strategies directed at achieving our desired goals. Planning is done with utmost care so that future generations can reap the fruits of
success from the seeds we have sown.
Salam hormat dan selamat maju jaya.
Regards and all the best for your success.
‘CEMERLANG BERSAMA UM’
‘EXCELLENCE WITH UM’
PROFESOR MADYA DR. MARIANI MD. NOR
ASSOCIATE PROFESSOR DR. MARIANI MD NOR
DEKAN/ DEAN
FAKULTI PENDIDIKAN/ FACULTY OF EDUCATION
UNIVERSITI MALAYA/ UNIVERSITY OF MALAYA
2
MAKLUMAT AM
GENERAL INFORMATION
3
MAKLUMAT AM
GENERAL INFORMATION
Universiti Malaya adalah universiti tempatan pertama, ditubuhkan pada tahun 1905, untuk memenuhi keperluan
pendidikan tinggi negara. Fakulti Pendidikan ditubuhkan pada 1963, dan pada awalnya dinamakan Sekolah Pendidikan
Universiti Malaya. Sekolah Pendidikan Universiti Malaya dibentuk untuk menawarkan Diploma Pendidikan, satu program
pasca ijazah, bagi siswazah yang memilih profesion perguruan. Sekolah Pendidikan berkembang dengan amat pesat dan
dinaikkan taraf kepada status fakulti pada bulan Julai 1965. Program Sarjana Pendidikan telah ditawarkan untuk julung
kalinya selepas dua tahun kemudian, diikuti dengan penawaran program Doktor Falsafah pada tahun 1969.
The University of Malaya, the first local university, was established in 1905 to meet the higher education needs of the country. The
faculty of Education was founded in 1963, and was initially named the School of Education. The School of Education offered the
postgraduate Diploma in Education to graduates who chose to enter the teaching profession. The school expanded rapidly and was
upgraded to the status of faculty in July 1965. The Master of Education (M.Ed) programme was introduced for the first time two years later
and this was followed by the Doctor of Philosophy (Ph.D) programme in 1969.
Sejak penubuhannya, Fakulti Pendidikan Universiti Malaya telah berjaya melahirkan hampir 20,000 siswazah, iaitu
lebih daripada 15,000 pemegang Diploma Pendidikan, lebih daripada 2,282 graduan Sarjana, dan kira-kira 3,500 dengan
ijazah dasar pendidikan.
Since its establishment, the Faculty of Education has successfully educated almost 20,000 graduates. From among them, more than
15,000 have graduated with a Diploma in Education, more than 2,282 with a Master degree and about 3,500 with a Bachelor in Education
degree.
Seiring dengan Visi Universiti Malaya, Visi Fakulti Pendidikan adalah:
In tandem with the University of Malaya’s vision, the Vision of the Faculty of Education is
Untuk menjadi pusat kecemerlangan dalam pendidikan, pembangunan modal insane, penyelidikan,inovasi, penerbitan dan
perundingan di peringkat kebangsaan dan antarabangsa
To become the centre of excellence at the national and international levels in education, human capital development, research, innovation,
publication and educational consultation.
Nilai-Nilai Teras Universiti Malaya adalah:
Core Values of the University of Malaya are:
Integriti
Profesionalisme
Hormat
Meritokrasi
Integrity
Respect
Professionalism
Meritocracy
Kebebasan Akademik
Semangat Kerja Berpasukan
Berfikiran Terbuka
Kreativiti
Kebertanggungjawaban
Tanggungjawab Sosial
Academic Freedom
Open-Mindedness
Accountability
Teamwork
Creativity
Social Responsibility
Bagi mencapai Visi di atas, Misi Fakulti Pendidikan adalah:
To achieve the above Vision, the Mission of the Faculty of Education is:
Untuk mempertingkatkan penjanaan ilmu dalam usaha menjadi pusat kecemerlangan dalam pendidikan dan
pembangunan modal insan melalui pengajaran, penyelidikan, inovasi, penerbitan dan perundingan
To improve knowledge generation to form a centre of excellence in education and human capital development through teaching, research,
innovation, publication and educational consultation
4
Untuk mencapai wawasan ini, Fakulti telah mengenal pasti objektif yang berikut.
To achieve this mission, the Faculty has identified the following general objectives:
•
Untuk menghasilkan guru yang cekap bagi sekolah dan institusi pendidikan lain.
•
Untuk menghasilkan pakar dalam semua bidang pendidikan dan pembangunan manusia.
•
Menjadi pusat pengajian pasca ijazah dan pembangunan manusia.
•
Menjadi pusat inovasi, penyelidikan asas dan aplikasinya dalam semua bidang pendidikan dan pembangunan
manusia.
To produce competent teachers for schools and other educational institutions.
To produce experts in all areas of education and human development.
To become a postgraduate centre in education and human development.
To become a centre of innovation in basic and applied research in all areas of education and human development.
•
Menjadi pusat latihan dan perundingan dalam bidang pendidikan dan pembelajaran untuk organisasi dan institusi.
To become the centre of training and consultation in the field of education for organizations and institutions.
Fakulti Pendidikan menerima pakai peranan proaktif dalam usaha memenuhi era perubahan yang berterusan dalam
bidang pendidikan. Ini termasuk penyemakan dan penelitian semula program dan kursus, penyemakan kurikulum dan
instruksi untuk memasukkan, jika perlu, perubahan-perubahan yang berlaku dalam bidang pendidikan.
The Faculty is proactive in keeping pace with the ever-changing demands in the field of education. This includes the reappraisal of
programmes and courses, curriculum revisions and departmental restructuring to accommodate new changes when necessary.
Pada tahun 1970, pada dasarnya, struktur Fakulti Pendidikan adalah terdiri daripada lima bahagian yang berbeza.
Bagaimanapun, oleh sebab perkembangan baru dan anjakan paradigma dalam sistem pendidikan, Fakulti Pendidikan telah
melalui satu siri penstrukturan dan pembentukan semula organisasinya bagi membolehkan Fakulti ini memenuhi hasrat visi
dan objektifnya. Pembentukan struktur organisasi terbaru Fakulti Pendidikan telah dilaksanakan pada tahun 2001 apabila
jabatan-jabatan yang berikut ditubuhkan.
In 1970, the structure of the Faculty comprised five divisions. However, because of new developments and paradigm shifts in the
educational system, the Faculty had a series of restructuring and reorganisation exercises to enable the Faculty to realise its vision and
objectives. The latest organisational restructuring was carried out in 2001 resulting in the formation of the following departments.
•
Jabatan Asas Pendidikan dan Kemanusiaan
•
Jabatan Psikologi Pendidikan dan Kaunseling
•
Jabatan Pengurusan, Perancangan dan Dasar Pendidikan
•
Department of Educational Foundations and Humanities
Department of Educational Psychology and Counseling
Department of Educational Management, Planning and Policy
Jabatan Pendidikan Bahasa dan Literasi
Department of Language and Literacy Education
•
Jabatan Pendidikan Matematik dan Sains
•
Jabatan Kurikulum dan Teknologi Pengajaran
Department of Mathematics and Science Education
Department of Curriculum and Instructional Technology
Di samping menawarkan kursus-kursus peringkat ijazah tinggi, sejak permulaan penubuhannya, Fakulti Pendidikan
terlibat dalam beberapa program ijazah dasar. Salah satu daripada program ini ialah program Ijazah Sarjana Muda Sains
dengan Pendidikan. Program ini dimulakan bersama dengan Fakulti Sains Universiti Malaya pada tahun 1975 bagi
memenuhi permintaan yang tinggi untuk guru-guru sains dan matematik bagi peringkat sekolah menengah atas. Selain itu,
program ijazah Sarjana Muda Pendidikan Islam juga telah diperkenalkan pada tahun 1982. Kursus ini ditawarkan dengan
kerjasama Akademi Pengajian Islam Universiti Malaya bagi menyediakan guru-guru untuk mengajar mata pelajaran
Pendidikan Islam di sekolah-sekolah menengah.
5
Besides offering courses at the postgraduate level since its inception, the Faculty also conducts undergraduate programmes. One of
these programmes is the Bachelor of Science with Education (B.Sc.Ed.). The programme was initiated jointly with the Faculty of Science in
1975, to meet the great demand for science and mathematics teachers at the upper secondary level. Another programme is the Bachelor of
Islamic Education (B. Islamic Ed.) which was introduced in 1982. This course is conducted jointly with the Islamic Academy, University of
Malaya, to prepare teachers to teach Islamic Studies in schools.
Pada tahun 1980, Fakulti Pendidikan mula menawarkan program ijazah dasarnya sendiri, iaitu Sarjana Muda
Pendidikan Bahasa Inggeris Sebagai Bahasa Kedua (PBISBK). Program ini dilaksanakan dengan kerjasama Fakulti Bahasa
dan Linguistik, dan Fakulti Sastera dan Sains Sosial. Satu program ijazah dasar dalam Pendidikan Awal Kanak-Kanak
ditawarkan buat pertama kalinya pada tahun 1998 dan diikuti dengan satu lagi program ijazah dasar yang membawa kepada
penganugerahan ijazah Sarjana Muda Kaunseling in 1997. Program Sarjana Muda Pendidikan (Pengajaran Bahasa Tamil)
ditawarkan pada tahun 2000 dan pengambilan kumpulan pelajar terakhir bagi program tersebut ialah pada tahun 2004.
Pada tahun 2004, Sarjana Muda Pendidikan (Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua) Pendidikan Rendah
telah ditawarkan.
In 1980, the Faculty started its own undergraduate programme, the Bachelor of Education in the Teaching of English as a Second
Language (B. Ed. TESL). The programme is being run in collaboration with the Faculty of Languages and Linguistics and the Faculty of Arts
and Social Sciences. Other degree programmes offered by the Faculty include the Bachelor of Early Childhood Education which
commenced in 1998 followed by the Bachelor of Counseling in 1997. An undergraduate program in Early Childhood Education was offered
for the first time in 1998 and followed with another undergraduate program leading to the Bachelor of Counselling. Bachelor of Education
(Teaching of Tamil Language) was offered in 2000 with the last intake for the programme in 2004. In 2004, the Bachelor of Education
(Teaching English as a Second Language) Primary Education was offered. The faculty is always working on new programmes’
documentation aligned with the need of the nation.
Pada masa ini program sarjana muda yang ditawarkan di Fakulti Pendidikan adalah seperti berikut:
Currently the Faculty offers the following undergraduate programmes:
1.
Sarjana Muda Pendidikan (Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua)
2.
3.
4.
Sarjana Muda Pendidikan (Pengurusan Pendidikan)
Bachelor of Education (Education Management)
Bachelor of Education (TESL)
Peranan Fakulti Pendidikan tidak terhad kepada pendidikan guru sahaja. Setiap ahli Fakulti mempunyai kepakaran
tersendiri dalam bidang pendidikan, dan kebanyakan ahli akademik di Fakulti ini berkhidmat sebagai penasihat atau pakar
runding kepada Kementerian Pendidikan Malaysia dan berbagai-bagai organisasi. Setengah-setengah daripada mereka
bertugas rapat dengan agensi-agensi antarabangsa termasuk Bank Dunia, UNESCO, UNICEF, IBRD, RECSAM, dan RELC.
Semua staf Fakulti ini terlibat secara aktif dalam penyelidikan, dan sejumlah besar kertas kerja dan artikel telah diterbitkan
di kedua-dua peringkat, tempatan dan antarabangsa. Kebanyakan grant penyelidikan ditaja oleh Universiti Malaya atau
agensi dalam dan luar negara.
The Faculty’s role is not limited to teacher education. Each Faculty member has his/her own area of expertise in a particular field of
education and many serve as advisers or consultants to the Ministry of Education and various organisations. Some members of the Faculty
work closely with overseas and international agencies including the World Bank, UNESCO, UNICEF, IBRD, RESCAM and RELC. All
academic staff members are actively involved in research and numerous papers and articles have been published in both local and
international journals. Research by faculty members is largely sponsored by grants from the University or agencies from within and outside
the country.
Fakulti Pendidikan telah memulakan usaha ke arah misinya untuk menjadikan Fakulti ini sebagai satu pusat
pendidikan ijazah tinggi dalam bidang pendidikan yang membawa kepada penganugerahan ijazah sarjana dan doktor
falsafah. Fakulti berhasrat untuk mengeluarkan pendidik berijazah tinggi bagi memenuhi permintaan sistem pendidikan yang
dinamik. Dengan kekuatan semasa kakitangan akademik, yang hampir 100 orang, berbanding dengan jumlah staf yang tidak
seberapa, iaitu hanya lima orang, pada tahun 1963, tidaklah menghairankan bahawa Fakulti mempunyai sekumpulan pakar
berbakat yang boleh memberikan sumbangan yang lebih besar kepada perkembangan dalam bidang pendidikan.
6
The Faculty of Education has embarked on a mission to enhance its role as a centre for higher degrees in education. The Faculty
aims to produce more postgraduate educators to meet the demands of a dynamic education system. With the present academic staff
strength of nearly 100 members compared to only five in 1963, the Faculty can proudly claim to have a pool of talented expertise with the
ability to make greater contributions to development in the field of education.
Fakulti Pendidikan mempunyai jumlah terbesar pelajar ijazah tinggi untuk mengikuti pengajian ijazah sarjana dan
doktor falsafah di Universiti Malaya. Di antara calon, yang terdiri daripada rakyat Malaysia, terdapat calon ijazah tinggi dari
luar negara seperti Libya, Thailand, Brunei, Fiji, Sri Lanka, Cook Island, Samoa, China, Afrika, dan lain-lain. Dengan
kehadiran pelajar dari luar negara, pendedahan dan latihan menjadi lebih luas apabila setiap pelajar dapat berkongsi
pandangan dan pengalaman lepas.
The Faculty of Education has the largest number of postgraduate students pursuing either the Master or PhD degrees at the University of
Malaya. While most of these graduate students are Malaysians, there are also postgraduate students who come from foreign countries like
Algeria, Libya, Thailand, Brunei, Fiji, Sri Lanka, the Cook Islands, Samoa, China, various African and other countries. With the presence of
international students, the exposure and training received is enriching as students are able to share their diverse experiences and views.
Fakulti Pendidikan menawarkan pelbagai pilihan dalam bidang pengajian untuk ijazah Sarjana Pendidikan. Di antaranya
ialah bidang:
The Faculty of Education offers many areas of study for the Master of Education degree. These include:
1.
Perkembangan Kurikulum
2.
Perancangan dan Pentadbiran
3.
Pendidikan Jasmani
4.
Pendidikan Kesihatan
5.
Psikologi Pengajaran
6.
Pengukuran dan Penilaian
7.
Pendidikan Khas
8.
Pendidikan Bahasa
9.
Pendidikan Bahasa Arab
10.
Pendidikan Bahasa Inggeris
11.
Pendidikan Sains
12.
Pendidikan Matematik
13.
Pendidikan Sains Sosial
14.
Curriculum Development
Planning and Administration
Physical Education
Health Education
Education Psychology
Measurement and Evaluation
Special Education
Language Education
Arabic Language Education
English LanguageEducation
Science Education
Mathematics Education
Social Science Education
Sosiologi Pendidikan
Sociology of Education
7
15.
16.
17.
Pendidikan Islam
Islamic Education
Pendidikan Nilai
Values Education
Pendidikan Seni
Arts Education
18.
Falsafah Pendidikan
19.
Dan pengajian-pengajian bidang lain yang mungkin ditawarkan dari semasa ke semasa
Philosophy of Education
Other areas of study which may be offered from time to time
Di samping program Sarjana Pendidikan di atas, Fakulti juga menawarkan beberapa program profesional. Di antaranya
ialah:
Besides the Master of Education programme, the Faculty also offers the following postgraduate programmes:
1.
Sarjana Kaunseling
Master of Counselling (MCounselling)
2.
Sarjana Pendidikan Awal Kanak-Kanak
3.
Sarjana Pengurusan Pendidikan
4.
Sarjana Teknologi Pengajaran
5.
Sarjana Pendidikan Matematik dengan Teknologi Komunikasi dan Maklumat
6.
Sarjana Pendidikan Sains dengan Teknologi Komunikasi dan Maklumat
Master of Early Childhood Education (MECEd)
Master of Educational Management (MEdMgt)
Master of Instructional Technology (MIT)
Master of Mathematics Education with Information and Communication Technology (MMathEdICT)
Master of Science Education with Information and Communication Technology (MScEdICT)
Fakulti Pendidikan menawarkan program Doktor Falsafah Secara Penyelidikan dan juga secara Kursus dan Penyelidikan.
Bagi Program Doktor Falsafah Secara Kursus dan Penyelidikan 3 bidang ditawarkan buat masa ini adalah;
The Doctor of Philosophy (PhD) programme is conducted either by research in 19 areas of study, or by coursework and research in three
areas of specialisation namely:
1.
Kurikulum Dan Pengajaran
2.
Pengurusan Dan Dasar Pendidikan
3.
Kaunseling
Curriculum and Instruction
Education Management and Policy
Counselling
8
Walaupun pada asalnya bahasa pengantar pengajian kebanyakannya dilaksanakan melalui pengantar bahasa Melayu,
namun semakin banyak kursus ditawarkan melalui pengantar bahasa Inggeris. Ini membolehkan para pelajar luar negara
yang tidak fasih dalam bahasa Melayu dapat mengikuti pengajian ijazah tinggi melalui pengantar bahasa Inggeris di Fakulti
ini. Secara praktikal, semua staf akademik Fakulti Pendidikan adalah tenaga akademik dwibahasa, iaitu mereka
berketrampilan dalam kedua-dua bahasa Melayu dan Inggeris. Untuk pelajar dari luar negara yang tidak menguasai bahasa
Melayu, Fakulti ini menyediakan, sebaik mungkin, tatacara pengajian khas, agar mereka dapat meneruskan pengajian
kursus mereka dalam bahasa Inggeris.
Although the official medium of instruction for the Masters and PhD programmes is Malay, most of the courses are taught in English.
This is to enable foreign students who are not proficient in the Malay language to pursue their postgraduate studies at the Faculty. In effect,
all staff members are bilingual, that is, they are proficient in the Malay language as well as in English. For students from overseas who do
not master the Malay language, the Faculty provides, as far as possible, special education procedures, so that they can continue their
course of study in English.
9
CARTA ORGANISASI
ORGANIZATION CHART
ADMINISTRATION OF
FACULTY OF EDUCATION
10
11
ADMINISTRATION OF THE
FACULTY OF EDUCATION
12
KAKITANGAN PENTADBIRAN (PEJABAT DEKAN)
ADMINISTRATIVE STAFF (DEAN’S OFFICE)
Dekan
Dean
Timbalan Dekan (Ijazah Tinggi)
Deputy Dean (Higher Degree)
: Prof. Madya Dr. Mariani Md. Nor
Associate Professor Dr. Mariani Md. Nor
BScEd(Mal), MPhil, PhD(Bristol)
: Profesor Dr. Esther Sarojini Daniel
Professor Dr. Esther Sarojini Daniel
BScEd (Hons)(Mal), M. Ed., PhD(USM)
Timbalan Dekan (Ijazah Dasar)
: Dr. Adelina Asmawi
Timbalan Dekan (Penyelidikan)
: Dr. Ahmad Zabidi Abdul Razak
BEdHons, MEd(Mal), PhD(Massey)
Ketua Penolong Pendaftar
: Aziah Saad
BSc.Maths(SIU), MPS(UM)
Penolong Pendaftar (Ijazah Tinggi)
Assistant Registrar (Higher Degree)
: Anida Kamaludin
BBA (Hons), DBS(UiTM)
Penolong Pendaftar
(Pembangunan& Penyelidikan)
: Mohd Norazlin Mansor
DipMgt(UTM), BComm(Hons)(UPM), MCorpComm(UPM)
Pegawai Projek
Project Officer
: Alina Ranee
BSc(Edinburgh), MBA(IIUM)
Deputy Dean (Basic Degree)
Deputy Dean (Research)
Head Assisstant Registrar
Assistant Registrar (Development & Research)
BEdTESL (Hons), MEd(Tech)(Mal), PhD(Melbourne)
: Sa’idah Nafisah Mohd Zahari
BHSc (Hons)(IIUM), MPA(UM)
13
AHLI-AHLI FAKULTI
FACULTY MEMBERS
JABATAN ASAS PENDIDIKAN DAN KEMANUSIAAN
DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND HUMANITIES
Ketua
:
Zaharah Hussin
BIsEdHons, MEd(Mal), PhD(UKM)
Pensyarah Kanan
:
Latifah Ismail (Datin)
BAHons(USM), DipEd(USM), MEd(Tsukuba), PhD(Nottingham)
Abd. Razak Zakaria
BAHons(UKM), MA(UKM), PhD(Mal)
Abdul Muhsien Sulaiman
BSc, MEd, PhD(Mal)
Ghazali Darusalam
BAHons(UKM), CertEd(MPI), MA(UKM), PhD(Mal)
Vishalache Balakrishnan
CertEd(MPIK), Specialist CertEd(MPIK), BEdTESLHons(Mal), MEd(Mal),
PhD(VUM,NZ), CertESOL(NZ)
Zaharah Hussin
BIsEdHons, MEd(Mal), PhD(UKM)
Head of Department
Senior Lecturer
:
:
:
:
:
Mohd Faisal Mohamed
BJuris(Al al-Bayt), MA(Portsmouth)
Rahimi Md Saad
BAHons(Yarmouk), DipEd(IIUM), MEd(Mal)
Pensyarah
Lecturers
:
Pensyarah Kanan Pelawat
:
Wail Muil Alhaj Said Ismail
BSc, MEd, PhD (Yarmok)
:
Abu Talib Putih
CertEd, DipAD(Fine Art-ITM), MA(IIIinois), PhD(Iiiinois at Urbana Champaign)
Wan Hasmah Wan Mamat
BAHons, DipEd(Mal), DipPengIs(UKM), MA(East Anglia), EdD (Monash)
Visiting Senior Lecturer
Felo Penyelidik
Research Fellow
:
:
14
JABATAN PENDIDIKAN BAHASA DAN LITERASI
DEPARTMENT OF LANGUAGE AND LITERACY EDUCATION
Ketua
:
Juliana Othman
BEdTESOLHons(Moray Hse, UK), MA, PhD(Reading)
Profesor
:
Abdul Jalil Othman
CertEd(MPSAH), BEdHons(UPM), MEd(Mal), PhD(Mal)
Profesor Madya
:
Juliana Othman
BEdTESOLHons(Moray Hse, UK), MA, PhD(Reading)
Pensyarah Kanan
:
Adelina Asmawi
BEdTESLHons, MEd(Tech)(Mal), PhD(Melbourne)
Chew Fong Peng
BAHons, DipEd(UKM), MA, PhD(UKM)
Muhammad Azhar Zailaini
BAHons(Morocco), DipEd(IIUM), MEd(Mal), PhD(Mal)
Pradip Kumar Mishra
BA(Utkal,India) MA, PhD(Berhampur,India)
Wong Seet Leng
CertEd, BAHons, MEd(Mal), PhD(Mal)
Zawawi Ismail
BAHons(Yarmouk), DipEd(IIUM), MEd(UKM), PhD(UKM)
Zuwati Hasim
BEdTESLHons, MAESL(UKM), PhD(Waikato,NZ)
Shanina Sharatol Ahmad Shah
BEdTESOLHons(Surrey,UK), MEdTESL (Mal), PhD(Mal)
Head of Department
Professor
Associate Professor
Senior Lecturer
:
:
:
:
:
:
:
:
Pensyarah
Lecturer
:
:
:
:
Felo Penyelidik Kanan
Hyeseung Jeong
BA(Korea), DipTESOL(Korea), DipTESOL for young learners(Korea),
MATESOL(Korea), PhD(Waikato,NZ)
:
Senior Research Fellow
:
Pengajar-Skim Latihan
Akademik Bumiputra
:
Tutor-Bumiputra Academic
Training Scheme/SLAI
Mohd Rashid Mohd Saad
BEdTESLHons(UKM), MEd(Leeds), PhD(Mal)
Foziah Mahmood
CertEd,DipESL(Mal), BEdTESLHons(UPM), MEdTESL(Leeds)
Huzaina Abdul Halim
CertEd(MPIK), DipBanking(ITM), BEdTESLHons, MScTESL(UPM)
Norini Abas
BEdTESL(UPM), DipESL(Mal), MA in ELT(Warwick)
Roselina Johari Md Khir
BA(Mal), MA(Bloomington)
:
Moses Samuel
BAHons, DipEd, MEd(Mal), EdD(Harvard)
Asra Zarina Asbollah
BHS(UIAM), MEd(Mal)
Fateha Senom
BEdTESL(Mal)
15
JABATAN PENDIDIKAN MATEMATIK DAN SAINS
DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION
:
Profesor
$: Noraini Idris (Dato’)
BScEd (Hons), MEd(Mal), PhD(OSU)
: Nik Azis Nik Pa
BSc, MSc(N Illinois), EdD(Georgia)
: Esther Sarojini Daniel
BScEdHons(Mal), MEd., PhD(USM)
Profesor Madya
:
Head of Department
Professor
Associate Professor
Pensyarah Kanan
Senior Lecturer
:
:
:
:
:
:
:
Sharifah Norul Akmar Syed Zamri (Datin)
BSc, MEd(Ohio), PhD(Mal)
Rohaida Mohd Saat
BSc(Indiana), MScEd(Indiana), PhD(UPM)
Leong Kwan Eu
BSc Ed(Mal), MEd.ICT(Mal), MSc. (Columbia) MA(Columbia), MPhil (Columbia),
PhD(Columbia)
Renuka a/p V.Sathasivam
BSc(Mal), MEd(Mal), MSc(Mal), PhD(Mal)
Rose Amnah Ab. Rauf
BScEd(UTM), MScEd(Warwick), PhD(UKM)
Selva Ranee a/p S.Subramaniam
BSc(USA), DipEd.(Mal), MEd.(Mal), PhD(UKM)
Syed Kamaruzaman Syed Ali
BPend,(UNIMED), MSc(UPM), PhD(UPSI)
Suzieleez Syrene Abdul Rahim
BScEd(Hons)(Mal), MEd(Mal), PhD(Western Australia)
Pensyarah
:
Norjoharuddeen Mohd Nor
BSc(Queensland), MEd (Houston), SPLI(MPTI)
:
Dr. Hutkemri
S.Pd (Maths Ed.)(UOR), M.Ed(UKM), PhD(UKM)
Lecturer
$
Sharifah Norul Akmar Syed Zamri (Datin)
BSc, MEd(Ohio), PhD(Mal)
Ketua
Dipinjamkan/ On Secondment
16
JABATAN PSIKOLOGI PENDIDIKAN DAN KAUNSELING
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING
Ketua
Head of Department
:
Fonny Dameaty Hutagalung
BA(UMA), MA(UKM), PhD(UKM)
Profesor
Professor
:
Ananda Kumar a/l Palaniappan
BScHons(UKM), MEd(Mal), MBA(Mal), PhD(Mal)
Profesor Madya
Associate Professor
:
Diana Lea-Baranovich
B.ME(Loyola), M.ED(Loyola), EdD(California Coast)
Jas Laili Suzana Jaafar
BAHons, DipEd (UKM), MSc(Belfast), PhD (Lancaster)
Loh Sau Cheong
CertEd, BEdHons(UKM), MSc, PhD(UPM)
Mariani Md. Nor
Zahari Ishak
CertEd, BEdHons, MSc(UPM), PhD(Mal)
:
:
:
:
Pensyarah Kanan
Lecturer
:
:
:
:
:
:
:
:
:
Lau Poh Li
BCouns, PhD(Mal)
Melati Sumari
BIsEdHons, MEd(Mal), PhD(W Michigan)
Rafidah Aga Mohd Jaladin
BScHons(UWA), MCouns(Mal), PhD(Monash)
Shahrir Jamaluddin
DipSc(UiTM), BA, MScEd, PhD(SIU)
Madhyazhagan a/l Ganesan
B.Sp.Ed, M.Sp.Ed, PhD(UKM)
Hamidah Sulaiman
BEd(UPM), MA(UKM), PhD(Mal)
Ida Hartina Ahmed Tharbe
BScHons(Kent), MA(UPM), PhD(UKM)
Noor Aishah Rosli
BHSc (Hons)(IIUM), MSc(UUM), PhD(Marquette,USA)
Fonny Dameaty Hutagalung
BA(UMA), MA(UKM), PhD(UKM)
Pensyarah Pelawat
Visiting Lecturer
:
Nabeel Abdallah Adedalaziz
Dip, BSc, MA, PhD(Yarmouk)
(Senior Research Fellow)
:
Isahak Haron (Profesor Emeritus Dato’)
BA(Hons), DipEd(Mal), Med(Sydney), PhD(Chicago)
Akademik Bumiputra
:
Ahmad Shamsuri Muhamad
BCoun(Mal), MCoun(Mal)
Azmawaty Mohamad Nor
BABuss(Melbourne), MCouns(Mal)
Norfaezah Md. Khalid
BCoun(Mal)
Norsafaratul Aznin A.Razak
BCoun(Mal)
:
:
:
17
JABATAN KURIKULUM DAN TEKNOLOGI PENGAJARAN
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL TECHNOLOGY
Ketua
:
Umi Kalsum Mohd Salleh
BAHons(USM), DipEd(USM), MEd(UKM), PhD(Adelaide)
Profesor
:
Saedah Siraj
BAHons(UM), DipEd, MEd(UM), PhD(Pittsburgh)
Pensyarah Kanan
:
Chin Hai Leng
DipEd(UKM), BAHons(UKM), MMgmt(UM), PhD(UM)
Dorothy Dewitt
BScEd(Mal), Med(Mal), PhD(Mal)
Farrah Dina Yusop
B.Mgt.Edu(Info Tech)(Hons)(UUM), MIT(UM)(Mal), PhD(Lowa State)
Lorraine Pe Symaco
MA(U.Philippines), PhD(Oxford)
Mohd Shahril Nizam Shaharom
BScComp(UTM), Med(UTM), PhD(UM)
Norhashimi Saad
BIsEdHons(Mal), MAED(Warwick)
Norlidah Alias
BEng(Monash), MEd(Mal), PhD(Mal)
Rafiza Abdul Razak
BEdTESL(Hons)(UKM), MEd(Mal), PhD(UIA)
Siti Hajar Halili
BScHons(UiTM), MAEduTech(USM), PhD(USM)
Tee Meng Yew
BSc(Kansas), BA(Kansas), MBA(Kansas), PhD(Kansas)
Head of Department
Professor
Senior Lecturers
:
:
:
:
:
:
:
:
:
Umi Kalsum Mohd Salleh
BAHons(USM), DipEd(USM), MEd(UKM), PhD(Adelaide)
Pensyarah
:
Pensyarah Pelawat
:
:
Akademik Bumiputra
*: Hema a/p Letchamanan
Lecturer
Visiting Lecturer
(Senior Research Fellow)
Mohammad Attaran
MA(TMU), PhD(TMU)
: Zahra Naimie
BA(Iran), MA(Mal), PhD(Mal)
Abu Bakar Nordin (Profesor Emeritus Dato’)
BA(Auckland), MA(Auckland), Cert. in Teaching(Auckland), DipEd(Massey),
PhD(Chicago)
:
Mohammad Hafiz Zaini
:
Siti Farhah A.Aziz
BA(UTM)
* Cuti Belajar/ Study Leave
18
JABATAN PENGURUSAN, PERANCANGAN DAN DASAR PENDIDIKAN
DEPARTMENT OF EDUCATIONAL MANAGEMENT, PLANNING AND POLICY
Ketua
:
Megat Ahmad Kamaluddin Megat Daud
BA, MSc(St.Thomas Miami), PhD(Mal)
Profesor
:
Sufean Hussin (Datuk)
BScEdHons, MEd(Mal), PhD(Oregon, USA)
Profesor Madya
:
Muhammad Faizal A. Ghani
BBA(UUM), DipEd(MTC),ESL(Indiana), MBA(UKM), PhD(Mal)
Pensyarah Kanan
:
Ahmad Zabidi Abdul Razak
BEdHons, MEd(Mal), PhD(Massey)
Husaina Banu Kenayathulla
BAct(UIA), DipEd(UIA), MEd(Mal), MSCED(Indiana), PhD(Indiana,USA)
Megat Ahmad Kamaluddin Megat Daud
BA, MSc(St. Thomas Miami), PhD(Mal)
Zuraidah Abdullah
DipEd(Mal), BA(Mal), MPRinc(Mal), PhD(Mal)
Kazi Enamul Hoque
BA(Dhaka), B.Ed(Rejshahi), MSS(Dhaka), M.Ed(Darul Ehsan), PhD(USM)
Simin Ghavifekr
BEd(IAU), MEd(UPM), PhD(Mal)
Norfariza Mohd Radzi
BAcc(Uniten), MBA(UPM), PhD(Mal)
Azuraida Shahadan
BBA(Mal), MEdMgmt(Mal), MEd(Pittsburgh), PhD(California,USA)
Head of Department
Professor
Associate Professor
Lecturers
:
:
:
:
:
:
:
:
Senior Research Fellow
Felo Penyelidik
Research Fellow
:
:
Abdul Rahman Idris (Datuk)
BEcHons, DPA(Mal), MPA(USC), PhD(Manchester, USA)
Mohammed Sani Ibrahim
BA(Hons) (Mal), M.Ed (Mal), M.Ed.(London), PhD(UKM)
Rahmad Sukor Abd. Samad
CertEd, BAHons(USM), MEd(Mal)
19
KAKITANGAN SOKONGAN
SUPPORT STAFF
Pejabat Dekan
Jabatan
Nurul Fathina Romli
Yusri bin Mohamad Yusuf
Khairul Amilin Mohamed
Mohd Salehudin Md Zin
Norhafizah Mat Rahim
Norhaslizawati Ramli
Noorhaida Mohamad
Siti Farah Quraisyiah Mohd Yusof
Sunita Abdul Aziz
Dean’s Office
Pejabat Timbalan Dekan
Deputy Dean’s Office
Fatimah Abu Talib
Muhamad Hamka Bakhtiar
Muhammat Yufpri Mat Inun
Normawati Zainol Abidin
Nor Azura A. Rahim
Pejabat Am
Department
Bilik Dokumen dan Rekod
Documentation and Record Room
Anis Amija Amiruldin
Jamaliah Jasin
General Office
Azri Fazli Mohd Omar
Fazlina Zakaria
Juriza Mahidin
Logeswari a/p Nanessenderam
Mariamah Muhammad
Mazlita Ahmad
Mohd Rafi Bakri
Noor Hayati Ismail
Noraini Bahari
Norazlina binti Ahmed Nawawi
Norfazlin Aida Radzuan
Norkusharina Nasir @ Nasarudin
Rohaizal Akmal Arifin
Siti Nurmaznum Zulkafri
Zubaidah Omar
20
UNIT-UNIT KEMUDAHAN
FACILITIES UNITS
Studio TV
Makmal Mikrokomputer
Khairy Khalid
Norazlina binti Ahmed Nawawi
Bengkel Kayu
Makmal Multimedia
Omar Shaari
Azrul Yusuf
Tun Hairul Farid Ton Hamzah
Makmal Pendidikan Seni
Makmal Kaunseling
Omar Shaari
Saiful Taqiyuddin Iskak
TV Studio
Woodwork Workshop
Art Education Laboratory
Microcomputer Room
Multimedia Room
Counselling Room
Makmal Sains Serbaguna
Multipurpose Science Laboratory
Azlan Aziz
Habibah Az-Zahra Abd Rahim
21
JAWATANKUASA PANEL PENASIHAT
AKADEMIK
22
JAWATANKUASA PANEL PENASIHAT AKADEMIK
Dekan
Dean
: Prof. Madya Dr. Mariani Md. Nor
: Dr. Adelina Asmawi
Jawatankuasa
: Prof. Madya Dr. Muhammad Faizal A. Ghani
BBA(UUM), DipEd(MTC), ESL(Indiana), MBA(UKM), PhD(Mal)
Commitee
BEdTESL (Hons), MEd(Tech)(Mal), PhD(Melbourne)
: Dr. Noor Aishah Rosli
BHSc (Hons)(IIUM), MSc(UUM), PhD(Marquette,USA)
: Dr. Abdul Muhsein Sulaiman
BSc, MEd, PhD(Mal)
: Dr. Mohd Shahril Nizam Shaharom
BScComp(UTM), Med(UTM), PhD(UM)
: En. Norjoharuddeen Mohd Nor
BSc(Queensland), MEd (Houston), SPLI(MPTI)
: Pn. Roselina Johari Md Khir
BA(Mal), MA(Bloomington)
Staf Sokongan
Support Staff
: Pn. Norfazlin Aida Radzuan
Sila klik https://education.um.edu.my/undergraduate/academic-advisor-panel untuk maklumat lanjut.
Please click https://education.um.edu.my/undergraduate/academic-advisor-panel for more details.
23
24
1.
SARJANA MUDA PENDIDIKAN (PENGAJARAN BAHASA INGGERIS SEBAGAI BAHASA KEDUA)
BACHELOR OF EDUCATION (TEACHING OF ENGLISH AS A SECOND LANGUAGE)
Program Sarjana Muda Pendidikan (Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua (PBISBK) telah dimulakan
pada tahun 1989. Oleh sebab tujuan program adalah untuk memberi persediaan akademik dan latihan profesional kepada
bakal guru Bahasa Inggeris sekolah menengah, program ini menggabungkan komponen kemahiran bahasa dan
kesusasteraan Inggeris dengan komponen profesional yang menekankan ilmu pendidikan dan amalan pengajaran di bilik
darjah.
The Bachelor of Education programme (Teaching of English as a Second Language (TESL) began in 1989. The aim of the
programme is to provide academic preparation and professional training for English Secondary School teachers. The programme integrates
the English language skills and English Literature with the professional components, which stress on knowledge in education and classroom
teaching practices.
Pada tahun 1997, program pensiswazahan dalam PBISBK telah dimulakan oleh Kementerian Pendidikan dan
melibatkan pengambilan dua kohort pelajar sahaja. Pada tahun 1999, seramai 57 graduan telah lulus dan berjaya
menamatkan pengajian, sementara pada tahun 2000 seramai 111 graduan telah mendapat pensiswazahan.
In 1997, the graduate programme for TESL was launched by the Ministry of Education which involved the intake of only two cohorts of
students: 57 students graduated In 1999 and a total of 111 graduated in 2000.
Mulai tahun 1999 pula, Program Khas Pensiswazahan Guru (PKPG) telah dimulakan atas permintaan Kementerian
Pendidikan. Perbezaannya dengan program pensiswazahan terdahulu adalah pada tahap pertengahan pengajian, pelajar
program PKPG yang meneruskan pembelajaran mereka di Universiti Malaya akan bergabung dengan pelajar PBISBK
program biasa. Dahulunya, pelajar PKPG diletakkan dalam kelompok yang tersendiri. Program PKPG bagi PBISBK ini
berakhir pada tahun 2004.
In the early 1999, Teachers’ Special Graduate Programme (PKPG) was launched under the request of the Ministry of Education. The
difference compared to the previous graduate programme lies in the intermediate level of the course as students of the PKPG programme
who continue their studies at the University of Malaya would join the normal degree programme. In the past, PKPG students would be in
their own groups. The PKPG programme for the TESL ended in 2004.
Walaubagaimanapun, program PBISBK ambilan lepasan STPM masih berjalan. Pada sesi 2015/2016 terdapat 30
pelajar yang mengikuti program ini.
However, the TESL programme for the STPM leavers still continues. In the 2015/2016 session, 30 students signed up for the
programme.
Matlamat Program:
Programme Goals:
Menghasilkan guru atau pendidik yang mempunyai kelayakan akademik yang kukuh serta latihan perguruan yang
profesional, khususnya untuk Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua di sekolah menengah atau di manamana sektor pendidikan yang berkaitan.
To produce teachers or educators who have strong academic qualifications and professional teacher education specifically for the Teaching
of English as a Second Language in secondary schools and any other relevant sectors.
Hasil Pembelajaran Program
Learning Outcomes of the Programme :
1)
Menguasai pengetahuan yang cukup untuk Pengajaran Bahasa Inggeris sebagai bahasa kedua.
2)
Mempraktikkan kemahiran bahasa sebagai guru di sekolah menengah, institusi pendidikan awam ataupun swasta,
khususnya dalam Pengajaran Bahasa Inggeris sebagai Bahasa Kedua dan mata pelajaran lain yang berkaitan.
3)
Acquire sufficient knowledge for the teaching of English as a second language.
Practise language skills as teachers in secondary schools, institutions in the public or private sector, particularly in the Teaching of
English as a Second Language and other related subjects.
Mengamalkan sikap positif terhadap penggunaan Bahasa Inggeris dan mengembangkan penggunaan tersebut
dalam pengajaran di bilik darjah dan komunikasi harian untuk faedah masyarakat.
Adopt a positive attitude towards the use of English and develop its use for teaching in the classroom and daily communication for
the benefit of the community.
25
4)
Menampilkan etika perguruan yang profesional serta sikap tanggung jawab moral yang tinggi semasa menjalankan
tugas.
Display professional ethics and a high level of moral responsibility on the job.
5)
Berkomunikasi dalam Bahasa Inggeris secara berkesan semasa melaksanakan tugas secara individu sama ada
sebagai ahli atau ketua dalam kumpulan/pasukan.
Communicate effectively in English in the performance of individual tasks either as members or leaders of a group / team.
6)
Menganalisis secara kritikal isu yang berkaitan dalam usaha menyelesaikan masalah berhubung dengan
Pengajaran Bahasa Inggeris sebagai Bahasa Kedua.
Critically analyze issues related to the effort to solve problems in the teaching of English as a Second Language.
7)
Menunjukkan kemahiran dalam penggunaan teknologi moden bagi menyebar maklumat secara berkesan sama ada
untuk pengajaran mahu pun untuk pembelajaran sepanjang hayat.
Demonstrate skills in using modern technology to disseminate information effectively for either teaching or lifelong learning.
8)
Menggunakan ilmu pendidikan dan kebolehan berbahasa Inggeris untuk tugas perundingan, penguruan dan
keusahawanan pengusahaan dalam sektor pendidikan.
Use the knowledge in the field of education and English language proficiency in negotiation, teaching and entrepreneurial
undertakings in the education sector.
2.
SARJANA MUDA PENDIDIKAN AWAL KANAK-KANAK
BACHELOR OF EARLY CHILDHOOD EDUCATION
Program ini mula ditawarkan pada tahun 1997 dengan pengambilan seramai 83 pelajar, program ini merupakan
yang pertama di Malaysia bertujuan menyediakan pendidikan dan latihan profesional kepada mereka yang ingin menjadi
pendidik peringkat awal kanak-kanak, atau mereka yang sudah berkecimpung dalam bidang pendidikan awal kanak-kanak
dan ingin mendapat latihan secara profesional di peringkat Sarjana Muda. Sehingga kini program ini telah mengeluarkan
seramai 265 graduan. Ijazah Sarjana Muda Pendidikan Awal Kanak-Kanak ini telah diiktiraf oleh Jabatan Perkhidmatan
Awam sebagai setaraf dengan Ijazah Sarjana Muda Kepujian dari universiti-universiti tempatan bagi maksud lantikan ke
jawatan yang bersesuaian dalam Perkhidmatan Awam dan ia setanding dengan universiti antarabangsa.
This programme was first established in 1997 with the intake of 83 students. It is the first programme of its kind in Malaysia that
aims to provide education and professional development to those who are interested to be educators of Early Childhood Education, or to
those who are aspiring to obtain professional training in the Bachelor level. To date, the programme has produced 265 graduates. Bachelor
of Early Childhood Education is recognized by the Civil Service Department (Jabatan Perkhidmatan Awam) as equivalent to other Bachelor
programmes of other local universities for suitable employment in the civil service and is comparable to those of international universities.
Matlamat Program:
Programme Goals:
Menghasilkan bakal pendidik yang berwibawa dalam bidang pendidikan awal kanak-kanak dan mampu berkhidmat sebagai
pembimbing, penasihat atau pengusaha dalam sektor perkhidmatan yang berkaitan.
Produce educators who are competent in the field of early childhood education and who are able to serve as counselors, advisors or
managers in the relevant service sector.
1)
Menguasai kefahaman yang tinggi terhadap aspek perkembangan dan amalan pendidikan awal kanak-kanak;
2)
Menggunakan pengetahuan dan kemahiran dalam teknologi pengajaran dan pengurusan untuk pusat perkembangan
pendidikan awal kanak-kanak;
Master a high level of understanding of aspects of the development and practice of early childhood education;
Use the knowledge and skills in instructional technology and management in centres for the development of early childhood
education;
3)
Mengaplikasikan kemahiran pendidikan awal kanak-kanak dalam melaksanakan tanggungjawab sosial terhadap
komuniti;
Apply the skills of early childhood education with social responsibility to the community;
26
4)
Mengamal etika profesional dan tanggungjawab moral dalam melaksanakan tugas berkaitan dengan pendidikan awal
kanak-kanak;
Practise professional ethics and moral responsibility in carrying out tasks related to early childhood education
5)
Berkomunikasi secara berkesan, berupaya memimpin dan melaksanakan kerja berpasukan sebagai penjaga dan
pendidik kanak-kanak;
Communicate effectively, show leadership, and engage in teamwork as guardians and educators of children.
6)
Menggunakan pemikiran kritikal dan kreatif dalam membuat keputusan dan menyelesaikan masalah;
7)
Menguruskan maklumat dalam menjalankan tanggungjawab sebagai pendidik awal kanak-kanak dan mengamalkan
pembelajaran sepanjang hayat;
Display critical and creative thinking in making decisions and solving problems.
Manage information in the exercise of responsibility as early childhood educators and practice of lifelong learning
8)
Menggunakan kemahiran dan keusahawanan dalam melaksanakan tugas sebagai bakal pendidik atau pengusaha
taman asuhan/didikan kanak-kanak.
Use relevant skills and entrepreneurship in the performance of duties as future teachers or managers of early childhood centres.
3.
SARJANA MUDA KAUNSELING
BACHELOR OF COUNSELING
Dimulakan pada tahun 1997 dengan pengambilan seramai 75 pelajar, program Sarjana Muda Kaunseling
menyediakan pendidikan dan latihan profesional kepada mereka yang ingin menjadi kaunselor di institusi pendidikan,
jabatan kerajaan atau sektor swasta.
Commenced in 1997 with an intake of 75 students, the Bachelor of Counseling programme provides education and professional
training for those who aspire to be counselors in educational institutions, government departments or private sectors.
Ijazah Sarjana Muda Kaunseling telah diiktiraf oleh Jabatan Perkhidmatan Awam sebagai setaraf dengan Ijazah
Sarjana Muda Kepujian dari universiti-universiti tempatan bagi maksud lantikan ke jawatan yang bersesuaian dalam
Perkhidmatan Awam. Pada sesi 2015/2016 terdapat 50 pelajar yang mengikuti program ini.
The Bachelor of Counseling programme from UM is recognized by the Civil Service Department (Jabatan Perkhidmatan Awam) as
equivalent to other Bachelor programmes to other local universities for suitable employment in the civil service. To date, this programme has
produced 300 graduates.. In the 2015/2016 session, 50 students signed up for the programme.
Matlamat Program:
Programme Goals:
Program ini bertujuan untuk menghasilkan ahli kaunselor professional dan sumber manusia yang bertauliah bagi mengurus
organisasi institusi dan pendidikan dalam kedua-dua sektor (awam dan swasta) untuk keperluan Negara
This program aims to produce professional counselors and certifed human resources to manage organizations and educational institutions in
the two sectors - public and private - to the serve the needs of the nation.
1)
2)
Menguasai pengetahuan dalam bidang kaunseling dan psikologi.
Master knowledge in the field of counseling and psychology.
Menggunakan kemahiran dalam bidang psikologi kaunseling untuk berfungsi sebagai kaunselor di institusi
pendidikan, sektor awam atau sektor swasta.
Use the skills in the field of counseling psychology to work as counselors in educational institutions in the public sector or private
sector.
3)
Mempamerkan kemahiran sosial dan tanggungjawab dalam mempraktikkan khidmat kaunseling demi keperluan
masyarakat dan persekitarannya.
Display social skills and responsibility in implementing counseling services in line with the needs of society and the environment.
4)
Mengamalkan etika profesional dan tanggungjawab moral ketika melaksanakan tugas sebagai kaunselor.
5)
Berkomunikasi dengan berkesan, bekerja dalam pasukan dan mempunyai kemahiran kepimpinan dalam
menterjemah, merangka, menyampai dan menilai projek kaunseling.
Practise professional ethics and moral responsibility in the discharge of duties as counselors.
27
Communicate effectively, work in teams and possess leadership skills in translating, designing, delivering and evaluating
counseling projects.
6)
Menggunakan kemahiran saintifik untuk menganalisis isu kritikal dalam usaha mencari penyelesaian kepada
masalah dalam bidang piskologi kaunseling.
Use scientific skills to analyze critical issues in an effort to find solutions to problems in the field of counseling psychology.
7)
Menggunakan pengetahuan dan kemahiran yang telah dipelajari sebagai asas untuk meningkatkan lagi kemahiran
dan keperluan ke arah pembelajaran sepanjang hayat.
Use knowledge and skills learned as a basis to improve skills and requirements towards lifelong learning.
8)
Menjadi seorang kaunselor yang bertauliah yang mampu berperanan sebagai penasihat, pakar runding, pakar rujuk
dalam sesebuah agensi perundingan yang sedia ada sebagai persediaan untuk kemahiran keusahawanan dalam
konteks kaunseling.
Become qualified counselors who are able to act as advisers, consultants, and specialists in existing consulting agencies in
preparation for entrepreneurial skills in the context of counseling
4.
SARJANA MUDA PENDIDIKAN (PENGURUSAN PENDIDIKAN)
BACHELOR OF EDUCATION (EDUCATION MANAGEMENT)
Program Ijazah Sarjana Muda Pendidikan (Pengurusan Pendidikan) merupakan program Program Khas
Pensiswazahan Guru Besar yang dianjurkan oleh Kementerian Pelajaran Malaysia melalui Institut Aminudin Baki. Ini adalah
program “top-down” Kementerian Pelajaran Malaysia melalui Kementerian Pengajian Tinggi kepada semua universiti
termasuk Universiti Malaya. Program ini dibentuk untuk melatih pengurus dan pentadbir sekolah seperti guru-guru besar,
penolong-penolong kanan dan guru-guru kanan mata pelajaran yang layak untuk dilantik sebagai Guru Besar bagi
memenuhi keperluan Kementerian Pelajaran Malaysia, khususnya untuk menjadikan sekurang-kurangnya 50% daripada
jawatan Guru Besar di sekolah rendah disandang oleh pemegang Ijazah Sarjana Muda Pendidikan (Pengurusan
Pendidikan) pada tahun 2010.
Bachelor of Education (Educational Management) program is a special program called Program Khas Pensiswazahan Guru Besar
organized by the Ministry of Education through the Institute of Aminuddin Baki. It is the "top-down" program of the Ministry of Education
through the Ministry of Higher Education to all universities, including the University of Malaya. The program is designed to train school
managers and administrators such as Headmasters, senior assistants and senior teachers that are eligible to be appointed as Headmaster
to meet the needs of the Ministry of Education, in particular to make at least 50% of Headmasters in the primary schools held by graduates
of Bachelor of Education (Educational Management) by 2010.
Kumpulan pertama pelajar seramai 30 orang telah mula mengikuti program ini pada sesi 2007/2008.
The first group of 30 students began the program in 2007/2008 sesion.
1)
Menunjukkan kefahaman dan penguasaan ilmu pengetahuan merangkumi teori dan amalan dalam bidang
organisasi dan pengurusan pendidikan.
Demonstrate an understanding and mastery of knowledge covering theory and practice in the field of organization and
management of education.
2)
Mempamerkan kemahiran merancang, mengelola, memimpin dan mengawal organisasi dan pengurusan sesebuah
institusi pendidikan;
Demonstrate skills in planning, organizing, directing and controlling the organization and management of educational institutions;
3)
Menguasai kemahiran mengumpul, mengurus dan menganalisis data;
4)
Mengaplikasi dan mengintegrasi teknologi dalam pengurusan institusi pendidikan dengan cekap dan berkesan;
5)
Mengimplementasi polisi dan perundangan dalam pembangunan sistem pendidikan;
6)
Master the skills to collect, manage and analyze data;
Apply and integrate the technology in the management of educational institutions efficiently and effectively;
Implement policies and laws in the development of the education system;
Menyelesaikan masalah dan membuat keputusan menggunakan pemikiran kritis dan kreatif;
Solve problems and make decisions using critical and creative thinking;
28
7)
Mengamalkan hubungan baik, berinteraksi dan bekerja secara berpasukan untuk mencapai objektif organisasi;
8)
Mengamalkan akauntabiliti dan tanggungjawab sosial;
9)
Mengamalkan nilai dan etika professional dalam pengurusan pendidikan.
Practise good relations, interact and work as a team to achieve the objectives of the organization;
Practise accountability and social responsibility;
Practise professional values and ethics in educational management
Disclaimer: Tiada penawaran kursus bagi program Sarjana Muda Pendidikan (Pengurusan Pendidikan) bagi kemasukan sesi 2015/2016.
No courses are offered for the programme of Bachelor of Education (Education Management) for intake 2015/2016.
5.
PROGRAM KERJASAMA DENGAN FAKULTI LAIN
COLLABORATIVE PROGRAMMES WITH OTHER FACULTIES
Pada masa ini, Fakulti Pendidikan bekerjasama dengan dua (2) fakulti lain di Universiti Malaya dengan mengendalikan
komponen profesional yang menekankan ilmu pendidikan dan amalan pengajaran di bilik darjah. Program tersebut ialah:
At present, the Faculty of Education collaborates with two (2) other faculties in the University of Malaya by managing a professional
component which stresses on educational knowledge and teaching practice in the classroom. The programmes are:
-
SARJANA MUDA PENDIDIKAN ISLAM
BACHELOR OF ISLAMIC EDUCATION
Sejak tahun 1982, Fakulti Pendidikan telah bekerjasama dengan Akademi Pengajian Islam dalam mengendalikan program
Sarjana Muda Pendidikan Islam.
Since 1982, the Faculty of Education collaborates with the Academy of Islamic Studies to manage the Bachelor of Islamic Education
programme.
-
SARJANA MUDA SAINS DENGAN PENDIDIKAN
BACHELOR OF SCIENCE WITH EDUCATION
Program Sarjana Muda Sains dengan Pendidikan telah dimulakan pada tahun 1975 dan merupakan program kerjasama
Fakulti Pendidikan dengan Fakulti Sains.
The Bachelor of Science with education began in 1975 and it is a collaboration between the Faculty of Education and Faculty of Science.
29
LATIHAN MENGAJAR
TEACHING PRACTICE
LATIHAN MENGAJAR
TEACHING PRACTICE
SESI/
2015/2016
BACHELOR OF EDUCATION (TEACHING ENGLISH AS A SESSION
SECOND LANGUAGE) PROGRAMME
PROGRAM SARJANA MUDA PENDIDIKAN (PENGAJARAN BAHASA INGGERIS SEBAGAI BAHASA KEDUA)
BACHELOR OF EDUCATION (TEACHING ENGLISH AS A SECOND LANGUAGE) PROGRAMME
1.
LATIHAN MENGAJAR
TEACHING PRACTICE
Latihan Mengajar merupakan komponen praktikal dalam pendidikan profesional keguruan yang djalankan bagi tempoh
yang ditetapkan. Pelajar dikehendaki menjalani Latihan Mengajar di bawah seliaan penyelia yang berpengalaman (di
sekolah menengah). Dalam tempoh tersebut pelajar akan cuba mempraktikkan apa yang telah dipelajari tentang teori
pendidikan dan kaedah pengajaran dalam mata pelajaran pengkhususan masing-masing ke dalam pengajaran dan
pembelajaran sebenar di bilik darjah.
Teaching practice is a practical component that is imperative in the education of teachers. This practice is done within a required
duration determined by a committee in the faculty. Teacher candidates will go through teaching practice under the supervision of
experienced supervisors. Within the estimated duration, the teacher candidates will attempt to implement what they have learnt which
includes the educational theories and the methodology in their respective subjects into the actual classroom environment.
Selain daripada tugas-tugas pengajaran, pelajar perlu melibatkan diri dalam kegiatan ko-kurikulum di sekolah, atau apa
sahaja tugas pentadbiran bilik darjah, perkhidmatan khas dan pengurusan sekolah yang diminta oleh pihak sekolah.
Apart from teaching duties, teacher candidates will also need to be involved in the school co-curricular activities as well as any
administrative duties, special tasks and school management, as required by the respective schools.
Pelajar hendaklah membuat persediaan mengajar yang lengkap termasuk rancangan pelajaran, alat bantu mengajar,
bahan penilaian dan menyimpan rekod pembelajaran murid. Pelajar juga dikehendaki melibatkan diri sepenuhnya
dalam program-program/aktiviti-aktiviti penting yang berlaku di sekolah seperti Hari Kebangsaan, Hari Sukan, Hari
Ucapan dan Pameran.
Teacher candidates also need to develop their own teaching preparation, which must include lesson plans, teaching aids, evaluation
materials and the students’ progress reports. The candidates also need to be involved as much as possible in all the school activities;
National Day, Sports Day, Speech Day or exhibitions.
Latihan Mengajar diadakan pada Semester ke 7 dan kebiasaannya melibatkan sekolah-sekolah di sekitar Wilayah
Persekutuan dan Selangor.
Teaching practice commences in the 7th Semester and is carried out in schools in the Federal Territory or Selangor.
2.
PRA SYARAT/ KRITERIA LATIHAN MENGAJAR
PRE-REQUISITE/CRITERIA FOR TEACHING PRACTICE
Telah lulus semua kursus asas, kursus Kaedah Pertama dan Kaedah Kedua kecuali kursus Asas, Kursus Kaedah
Pertama dan Kaedah Kedua yang ditawarkan dalam Semester II Tahap Akhir.
Passed all foundation courses, First Method and Second Method courses. First Method and Second Method courses are offered in
Semester II for final year students.
3.
SYARAT KEHADIRAN LATIHAN MENGAJAR
ATTENDANCE REQUIREMENT FOR THE TEACHING PRACTICE
3.1 Bagi Mereka Yang Tidak Mempunyai Sijil Perguruan
For candidates without a Teaching Certificate
(1)
Jangka masa Latihan Mengajar adalah selama 10-12 minggu. Pelajar diwajibkan menghadiri sepenuhnya
Latihan Mengajar. Calon yang tidak menghadiri Latihan Mengajar selama tempoh yang tidak melebihi 5
hari bekerja atas alasan kesihatan dan perubatan atau alasan lain yang dianggap munasabah oleh Fakulti,
boleh disifatkan sebagai telah memenuhi keperluan Latihan Mengajar.
The duration of teaching practice is between the range of 10-12 weeks. It is compulsory for the teacher candidates to
attend the whole training. Teacher candidates who do not attend teaching practice for 5 working days or less, with medical
and health conditions or other acceptable reasons by the Faculty will be considered as having fulfilled the practicum.
(2)
Calon yang tidak menghadiri Latihan Mengajar atas alasan kesihatan dan perubatan atau alasan lain yang
dianggap munasabah oleh Fakulti, selama tempoh antara 6 hingga 12 hari bekerja boleh dikehendaki
menjalankan Latihan Mengajar lanjutan tidak melebihi 4 minggu. Penempatan ke sekolah untuk maksud
ini hendaklah seperti ditentukan oleh Fakulti.
Teacher candidates who fail to attend the training without any medical reasons or any other plausible reasons for 6 to 12
working days will be expected to extend the training session for the duration of not more than 4 weeks at the school
assigned by the Faculty.
31
(3)
Calon yang tidak menghadiri Latihan Mengajar selama 13 hari bekerja atau lebih walaupun dengan alasan
perubatan dan kesihatan atau alasan lain hendaklah disifatkan sebagai tidak memenuhi syarat dan perlu
mengulang Latihan Mengajar sepenuhnya.
Candidates who did not attend teaching practice for 13 working days or more with medical or health reasons or other
plausible reasons will be noted as failing to complete and will be required to repeat the teaching practice in full.
(4)
Dalam kes tertentu, Fakulti boleh bertindak untuk menangguh Latihan Mengajar seseorang calon. Dalam
kes sebegini, calon hendaklah menghadiri Latihan Mengajar selama 10-12 minggu pada masa yang
ditetapkan oleh Fakulti Pendidikan dan peruntukan perkara (1), (2), dan (3) dikenakan.
In some exceptional cases, the Faculty may act in deferring the teaching practice of certain candidates. In such cases, the
candidate must undergo the teaching practice for 10-12 weeks within the stipulated time and items (1), (2) and (3) will
apply.
3.2 Bagi Mereka Yang Telah Mempunyai Sijil Perguruan
For candidates with Teaching Certificates
(1)
Latihan Mengajar adalah antara 6-8 minggu. Calon diwajibkan menghadiri sepenuhnya Latihan Mengajar.
Calon yang tidak menghadiri Latihan Mengajar selama tempoh yang tidak melebihi 5 hari bekerja atas
alasan kesihatan dan perubatan atau alasan lain yang dianggap munasabah oleh Fakulti, boleh disifatkan
sebagai telah memenuhi keperluan Latihan Mengajar.
Teaching practice should be completed within 6-8 weeks. Candidates are required to attend the training in full. Candidates
who fail to attend within the stipulated time of not more than 5 working days with health and medical reasons or other
plausible reasons accepted by the Faculty may be deemed as having fulfilled the training requirement.
(2)
Calon yang tidak menghadiri Latihan Mengajar atas alasan kesihatan dan perubatan atau alasan lain yang
dianggap munasabah oleh Fakulti, selama tempoh antara 4 hingga 6 hari bekerja, boleh dikehendaki
menjalankan Latihan Mengajar lanjutan tidak melebihi 2 minggu di sekolah yang ditentukan oleh Fakulti.
Candidates who fail to complete the teaching practice with health and medical reasons or other plausible reasons
accepted by the Faculty for the duration of 4-7 working days may be required to extend the training session for not more
than 2 weeks in the school assigned by the Faculty.
(3)
Calon yang tidak menghadiri Latihan Mengajar selama 7 hari bekerja atau lebih, walaupun dengan alasan
perubatan dan kesihatan atau alasan lain, hendaklah disifatkan sebagai tidak memenuhi syarat dan perlu
mengulang Latihan Mengajar sepenuhnya.
Candidates who fail to attend the teaching practice for 7 working days or more, even with medical and health or other
reasons, will be considered as failing to fulfill the requirement and will have to repeat the teaching practice in full.
(4)
Dalam kes tertentu, Fakulti boleh bertindak untuk menangguh Latihan Mengajar seseorang pelajar. Dalam
kes sebegini, pelajar hendaklah menghadiri Latihan Mengajar selama 6-8 minggu pada masa yang
ditetapkan oleh Fakulti Pendidikan dan peruntukan perkara (1), (2), dan (3) dikenakan.
In some exceptional cases, the Faculty may act in deferring the teaching practice of certain candidates. In such cases, the
candidate must attend the teaching practice for 6-8 weeks within a stipulated time and items (1), (2) and (3) will apply.
Catatan : Pelajar akan dibekalkan dengan Garis Panduan dan Buku Rekod Latihan Mengajar semasa menjalani Latihan
Mengajar.
Note
: The students will be equipped with the Teaching Practice handbook when they are sent for teaching practice.
PROGRAM SARJANA MUDA PENDIDIKAN AWAL KANAK-KANAK
BACHELOR OF EARLY CHILDHOOD EDUCATION PROGRAMME
1.
LATIHAN MENGAJAR
TEACHING PRACTICE
Latihan Mengajar merupakan komponen praktikal dalam pendidikan profesional keguruan yang djalankan bagi tempoh
yang ditetapkan. Pelajar dikehendaki menjalani Latihan Mengajar di bawah seliaan penyelia yang berpengalaman (di
sekolah menengah). Dalam tempoh tersebut pelajar akan cuba mempraktikkan apa yang telah dipelajari tentang teori
pendidikan dan kaedah pengajaran dalam mata pelajaran pengkhususan masing-masing ke dalam pengajaran dan
pembelajaran sebenar di bilik darjah.
Teaching practice is a practical component that is imperative in the education of teachers. This training is done within a required
duration determined by a committee in the faculty. Teacher trainees will go through teaching practice under the supervision of
32
experienced supervisors. Within the estimated duration, the teacher trainees will attempt to implement what they have learnt which
includes the educational theories and the methodology in their respective subjects into the actual classroom environment.
Selain daripada tugas-tugas pengajaran, pelajar perlu melibatkan diri dalam kegiatan ko-kurikulum di taska atau tadika,
atau apa sahaja tugas pentadbiran bilik darjah, perkhidmatan khas dan pengurusan taska atau tadika.
Apart from teaching duties, they will also need to be involved in co-curricula activities in the assigned pre-schools and kindergartens
as well as any administrative duties, special tasks and school management as required by the respective pre-schools or
kindergartens.
Pelajar hendaklah membuat persediaan mengajar yang lengkap termasuk rancangan pelajaran, alat bantu mengajar,
bahan penilaian dan menyimpan rekod pembelajaran murid. Seberapa yang boleh, pelajar hendaklah melibatkan diri
sepenuhnya dalam program-program/aktiviti-aktiviti penting yang berlaku di taska/ tadika seperti Hari Kebangsaan, Hari
Sukan, Hari Ucapan dan Pameran.
Teacher trainees need to also develop their own teaching preparation which must include lesson plans, teaching aids, evaluation
materials together with the students’ progress reports. The trainees also need to be involved as much as possible in all the
celebrations that are held in the pre-schools or kindergartens such as National Day, Sports Day, Speech Day or exhibitions.
2.
LATIHAN MENGAJAR PROGRAM SARJANA MUDA PENDIDIKAN AWAL KANAK-KANAK
TEACHING PRACTICE FOR THE BACHELOR OF EARLY CHILDHOOD EDUCATION PROGRAMME
(1)
Latihan Mengajar merupakan latihan amali yang dijalankan oleh pelajar di pusat pendidikan awal kanak-kanak
sekolah.
Teaching pratice is carried out at early childhood education centre as practical training for the students.
(2)
Latihan Mengajar (Taska) diadakan pada semester ke-7 dan Latihan Mengajar (Tadika) pada semester ke-9.
(3)
Pelajar yang tidak menyempurnakan Latihan Mengajar dalam tempoh masa yang ditetapkan atas sebab-sebab
tertentu akan dikehendaki menyempurnakan Latihan Mengajar dalam tempoh yang terdekat yang ditetapkan.
Teaching practice (Nursery) will be carried out during the 7th semester. Teaching Practice (Kindergarten) will be carried out
during the 9th semester.
Students who are unable to complete the Teaching Practice at the specified time for various reasons are required to complete
the Teaching Practice within the shortest possible time.
(4)
3.
Latihan Mengajar biasanya diadakan di sekitar Wilayah Persekutuan dan Selangor.
Teaching Practice will normally be within the areas of the Federal Territory and Selangor.
KRITERIA LATIHAN MENGAJAR SARJANA MUDA PENDIDIKAN AWAL KANAK-KANAK
CRITERIA FOR TEACHER TRAINING IN BACHELOR OF EARLY CHILDHOOD EDUCATION
3.1 Bagi Taska/For Nursery
(a)
Sudah mengambil dan lulus kursus-kursus berikut:
Should complete and pass the courses below:
PPEK2207
Kemahiran Pemerhatian & Penilaian I v.1 (3 Jam Kredit)
PPEK2208
Kemahiran Pemerhatian & Penilaian II (3 Jam Kredit)
PPEK3104
(b)
Observation and Evaluation Skills I v.1 (3 Credit Hours)
Observation and Evaluation Skills II (3 Credit Hours)
Perancangan Program & Strategi Pengajaran I v.1 (3 Jam Kredit)
Programme Planning and Teaching Strategies I v.1 (3 Credit Hours)
Sudah mengambil 72 jumlah jam kredit (18 jam kredit sesemester x 4 semester)
Should complete 72 credit hours (18 credit hours per semester x 4 semesters)
3.2 Bagi Tadika/For Kindergarden
(a)
Sudah mengambil dan lulus kursus-kursus berikut:
Should complete and pass the following courses:
PPEK3192
Latihan Mengajar (Taska) (4 Jam Kredit)
Teaching Practice (Nursery) (4 Credit Hours)
33
(b)
PPEK2207
PPEK2208
PPEK3104
PPEK4101
Perancangan Program & Strategi Pengajaran II v.1 (3 Jam Kredit)
Observation and Evaluation Skills I v.1 (3 Credit Hours)
Observation and Evaluation Skills II (3 Credit Hours)
Programme Planning and Teaching Strategies I v.1 (3 Credit Hours)
Programme Planning and Teaching Strategies II v.1 (3 Credit Hours)
Sudah mengambil 108 jumlah jam kredit (18 jam kredit sesemester x 6 semester)
Should complete 108 credit hours (18 credit hours per semester x 6 semesters)
PROGRAM SARJANA MUDA KAUNSELING
BACHELOR OF COUNSELING PROGRAMME
LATIHAN PROFESIONAL (PRAKTIKUM)
PROFESSIONAL TRAINING (PRACTICUM)
Pelajar akan menjalani pengalaman lapangan dalam pendidikan, institusi atau agensi (swasta atau awam) yang
dibenarkan. Pengalaman ini adalah direka bentuk untuk memberikan peluang kepada pelajar memperolehi pengalaman
terselia dalam mengimplementasikan kemahiran dan pengetahuan yang diperlukan untuk menjadi kaunselor yang berkesan.
Ia memberikan peluang kepada pelajar menggunakan pembuatan keputusan refleksi dalam mentaksir, merekabentuk,
menyampaikan dan menilai kaunseling yang berkesan. Penyeliaan akan dilakukan oleh pensyarah dan kaunselor di agensi,
di mana latihan dijalankan. Pelajar perlu menyempurnakan jam kerja dan memperolehi pencapaian standard yang ditetapkan
dan pengalaman.
Students will go through the experience of fieldwork in the selected educational setting, institutions or agencies (private or public
sectors). This experience is designed to give them the opportunity to gain experience in implementing the skills and knowledge needed in
order to become effective counselors. It would give the students the opportunity to use their knowledge in reflective decision-making for
translating, designing, conveying and evaluating effective counseling. Observations will be conducted by lecturers and counseling agents at
the respective training centres. The students will be required to accomplish the hours stipulated and will need to achieve a standard
performance set and experience.
PRA SYARAT/PRE-REQUISITE :
Telah mengambil dan lulus semua kerja kursus.
Completed and passed all coursework.
BAGI SEMUA PELAJAR/TO ALL STUDENTS :
KES PELAJAR HAMIL/CASES OF PREGNANT STUDENTS
1.
Pelajar wanita yang hamil 6 bulan ke atas tidak dibenarkan menjalani latihan mengajar/praktikum.
2.
Pelajar wanita yang hamil kurang dari 6 bulan boleh menjalani Latihan Mengajar/ Praktikum dengan syarat:
Female students who are 6 months pregnant and above are not allowed to participate in this teaching practice.
Female students who are less than 6 months pregnant are allowed to participate in the teaching practice with the following conditions:
(a)
perlu mendapatkan surat dari doktor perubatan yang mengesahkan bahawa mereka boleh menjalankan latihan
mengajar.
must have a letter of approval from a doctor to allow them to go through the teaching practice.
(b)
perlu menandatangani surat perjanjian yang memaklumkan jika dalam masa menjalankan praktikum, sesuatu
perkara yang tidak diingini berlaku kepada pelajar. Pihak Universiti tidak akan bertanggungjawab kepada pelajar
yang hamil dan bayi yang dikandung.
must sign an agreement granting that if any mishap were to occur during the teaching practice, the University will not be
responsible for both child and mother.
34
Catatan : Pelajar akan dibekalkan dengan Garis Panduan dan Buku Rekod apabila mereka hendak menjalani Latihan
Mengajar/Profesional
Note
: The students will be equipped with the handbook when they are sent for Teaching Practice/Professional Training
35
KEMAHIRAN INSANIAH
SOFT SKILLS
36
KEMAHIRAN INSANIAH/SOFT SKILLS
PENGENALAN/INTRODUCTION
Dalam era globalisasi, pencapaian tahap akademik yang tinggi idak lagi mencukupi untuk para graduan diterima terus ke
pasaran pekerjaan. Dengan ekspektasi majikan dan cabaran pekerjaan yang semakin meningkat, graduan perlu memiliki
bukan sahaja kelayakan akademik tetapi kebolehan dan kemahiran yang memberikan nilai tambah yang mampu menarik
minat majikan. Dari aspek ini, kemahiran insaniah ataupun dikenali sebagai ‘soft skills’ dilihat sebagai penyumbang yang
kritikal dalam menjana modal insan yang menyeluruh di samping mampu membawa persaingan di peringkat global.
In this era of globalization, high academic achievement alone is not enough for graduates to be accepted into the job market. Employers
have high expectancy of graduates and given the ever increasing challenges in employment, graduates not only need academic
qualifications but capabilities and skills that give added values and can attract employers. From this aspect, ‘soft skills’ are seen as critical
contributors in generating holistic human capital besides increasing global competitiveness.
Pihak Kementerian Pengajian Tinggi telah menggariskan tujuh elemen kemahiran insaniah yang wajar dimiliki oleh graduan.
Tujuh elemen tersebut ialah:
The Ministry of Higher Education has specified seven elements of soft skills that graduates should master. These seven skills are:
(1)
Kemahiran Berkomunikasi
(2)
Pemikiran Kritis dan Kemahiran Menyelesaikan Masalah
(3)
Kemahiran Kerja Berpasukan
(4)
Pembelajaran Berterusan dan Pengurusan Maklumat
(5)
Kemahiran Keusahawanan
(6)
Etika dan Moral Profesional
(7)
Kemahiran Kepimpinan
Communication Skills
Critical thinking and Problem Solving skills
Teamwork Skills
Lifelong Learning and Information Management
Entrepreneurial Skills
Professional Ethics and Morality
Leadership Skills
Setiap elemen berkenaan diperincikan kepada 2 kumpulan iaitu:
Each element is categorized into 2 groups, namely:
•
Kemahiran Insaniah Mesti (KIM) :
KIM merupakan kemahiran yang mesti dimiliki oleh setiap pelajar Institut Pengajian Tinggi. Jika kemahiran ini
tidak ada, pelajar dianggap tidak kompeten dalam elemen berkaitan.
Soft Skills (must have):
SMH are the skills that must be mastered by all students in Higher Learning Institutions. If these skills are absent, the student is
regarded as not competent in the element involved.
•
Kemahiran Insaniah Tambahan (KIT) :
KIT dianggap sebagai kemahiran generik yang memberi nilai tambah kepada pelajar. Jika pelajar memiliki
kemahiran KIT & KIM mereka boleh dianggap memiliki kompeten cemerlang dalam elemen berkaitan.
Soft Skills (good to have) :
SGTH are regarded as generic skills that give added-values to the student. If these skills are mastered by the student together
with the SMH, the student is regarded as having outstanding competency in the element involved.
37
KETERANGAN ELEMEN KEMAHIRAN INSANIAH
CRITERIA OF THE SOFT SKILL ELEMENTS
1.
KEMAHIRAN BERKOMUNIKASI
COMMUNICATION SKILLS
Kemahiran berkomunikasi melibatkan komunikasi yang berkesan dalam Bahasa Melayu dan bahasa Inggeris yang
dikategorikan kepada 8 tahap berikut:
Communication skills involve effective communication in Malay and English and are categorized into 8 levels:
Tahap Keterangan:
Course Outcomes:
1.
Kebolehan menyampaikan idea dengan jelas, berkesan dan penuh keyakinan, secara lisan dan bertulis.
2.
Kebolehan mengamalkan kemahiran mendengar yang aktif dan memberi maklum balas.
3.
Kebolehan membuat pembentangan secara jelas dengan penuh keyakinan dan bersesuaian dengan tahap
pendengar.
The ability to deliver an idea with clarity, effectiveness and confidence, in verbal and written form.
The ability to apply active listening skills and give feedback.
The ability to give clear presentations with full confidence and appropriate to the level of the listener.
2.
4.
Kebolehan menggunakan teknologi dalam pembentangan.
5.
Kebolehan berunding dan mencapai persetujuan.
The ability to negotiate and achieve agreement.
6.
Kebolehan berkomunikasi dengan peserta komunikasi yang mempunyai budaya berlainan.
7.
Kebolehan mengembangkan kemahiran komunikasi perseorangan.
8.
Kebolehan menggunakan kemahiran bukan lisan.
The ability to use non-verbal communication.
The ability to use technology in presentations.
The ability to communicate with communication participants who are of different cultures.
The ability to develop personal communication skills.
PEMIKIRAN KRITIS DAN KEMAHIRAN MENYELESAIKAN MASALAH
CRITICAL THINKING AND PROBLEM SOLVING SKILLS
Kemahiran berfikir dan kemahiran menyelesaikan masalah melibatkan kebolehan berfikir secara kritis, kreatif, inovatif,
analitis, serta kebolehan mengaplikasikan pemahaman dan pengetahuan kepada masalah baru dan berlainan. Keterangan 7
tahap kemahiran Pemikiran Kritis dan Kemahiran Menyelesaikan Masalah adalah seperti berikut:
Thinking skills and problem solving skills involve the ability to think in creative, critical, analytic, innovative ways and the ability to apply
understanding and knowledge to new and unrelated problems. Criteria for the 7 skill levels of Creative Thinking and Problem Solving Skills
are as follows:
Tahap Keterangan:
Course Outcomes:
1.
Kebolehan mengenal pasti dan menganalisis masalah dalam situasi kompleks dan kabur, serta membuat
penialaian yang berjustifikasi.
Ability to identify and analyse problems in complex and uncertain situations, and make justified evaluations.
2.
Kebolehan mengembang dan membaiki kemahiran berfikir seperti menjelaskan, menganalisis dan menilai
perbincangan.
Ability to develop and improve thinking skills such as clarifying, analyzing and evaluating discussions.
3.
Kebolehan mencari idea dan mencari penyelesaian alternatif.
Ability to seek ideas and alternative solutions.
38
3.
4.
Kelebihan berfikir melangkaui batas.
5.
Kebolehan membuat keputusan yang berdasarkan bukti kukuh.
6.
Kebolehan untuk bertahan serta memberikan perhatian sepenuhnya terhadap tanggungjawab yang diberikan.
7.
Kebolehan memahami dan menyesuaikan diri kepada budaya komuniti dan persekitaran kerja yang baharu.
Ability to think out of the box.
Ability to make decisions based on solid evidence.
Ability to persevere and give full attention to responsibilities given.
Ability to understand and adapt to the new work culture and new environment.
KEMAHIRAN KERJA BERPASUKAN
TEAMWORK SKILLS
Kemahiran Kerja Berpasukan melibatkan kebolehan untuk bekerjasama dengan orang lain daripada pelbagai latar belakang
sosiobudaya untuk mencapai matlamat yang sama. Keterangan 5 tahap Kemahiran Kerja Berpasukan adalah seperti
berikut:
Teamwork skills involve the ability to cooperate with others from diverse sociocultural backgrounds to achieve the same goals. The 5 levels
of teamwork skills are as follows:
Tahap Keterangan:
Course Outcomes:
1.
Kebolehan membina hubungan baik, berinteraksi dengan orang lain dan bekerja secara efektif bersama mereka
untuk mencapai objektif yang sama.
Ability to develop good relationships, interact with others and work effectively with them to achieve common objectives.
4.
2.
Kebolehan memahami dan mengambil peranan bersilih ganti antara ketua kumpulan dan ahli kumpulan.
3.
Kebolehan mengenali dan menghormati sikap kelakuan dan kepercayaan orang lain.
4.
Kebolehan memberi sumbangan kepada perancangan dan menyelaraskan hasil usaha kumpulan.
5.
Bertanggungjawab terhadap keputusan kumpulan.
Ability to understand and play alternate roles as team leader and team member.
Ability to recognize and respect attitudes, behaviors and beliefs of others.
Ability to contribute towards planning and facilitating group work output.
Respoonsible for group decisions.
PEMBELAJARAN BERTERUSAN DAN PENGURUSAN MAKLUMAT
LIFELONG LEARNING AND INFORMATION MANAGEMENT
Pembelajaran Berterusan melibatkan usaha belajar berdikari dalam pemerolehan kemahiran dan pengetahuan baru.
Keterangan 3 tahap Pembelajaran Berterusan dan Pengurusan Maklumat adalah seperti berikut:
Lifelong learning involves the student’s effort in independent acquisition of skills and new knowledge. The 3 levels of Lifelong Learning and
Information Management are as follows:
Tahap Keterangan:
Course Outcomes:
1.
Kebolehan mencari dan mengurus maklumat yang relevan daripada pelbagai sumber.
2.
Kebolehan menerima idea baru dan berkeupayaan untuk pembelajaran autonomi.
3.
Kebolehan mengembangkan minda ingin tahu dan dahagakan ilmu.
Ability to search for and manage relevant information from varied sources.
Ability to accept new ideas and develop capacity for autonomous learning.
Ability to expand the inquisitive mind and thirst for knowledge.
39
5.
KEMAHIRAN KEUSAHAWANAN
ENTREPRENEURIAL SKILLS
Kemahiran keusahawanan melibatkan keupayaan untuk meneroka peluang dan membangunkan kesedaran risiko (risk
awareness), kreativiti dan inovasi dalam aktiviti berkaitan perniagaan dan pekerjaan. Keterangan 4 tahap Kemahiran
Keusahawanan adalah seperti berikut:
Entrepreneurial skills involve the ability to explore opportunities and develop risk awareness, creativity and innovativeness in activities
related to business and employment. The 4 levels of Entrepreneurial Skills are as below:
Tahap Keterangan:
Course Outcomes:
6.
1.
Kebolehan mengenal pasti peluang perniagaan.
2.
Kebolehan merangka perancangan perniagaan.
3.
Kebolehan membina, meneroka dan merebut peluang perniagaan dan pekerjaan.
4.
Kebolehan untuk bekerja sendiri.
Ability to identify business opportunities.
Ability to develop business plans.
Ability to build, explore and grab business and employment opportunities.
Ability to work independently.
ETIKA DAN MORAL PROFESIONAL
PROFESSIONAL ETHICS AND MORALITY
Etika dan Moral Profesional melibatkan kebolehan untuk mengamalkan standard moral yang tinggi dalam amalan
professional dan interaksi sosial. Berikut adalah keterangan bagi 3 tahap kemahiran Etika dan Moral Profesional:
Professional Ethics and Morality involve ability to practice high moral standards in professional practice and social interaction. Below are the
3 skill levels for Professional Ethics and Morality:
Tahap Keterangan:
Course Outcomes:
7.
1.
Kebolehan memahani kesan ekonomi, alam sekitar dan sosobudaya dan amalan profesional.
2.
Kebolehan menganalisis dan membuat keputusan dalam penyelesaian masalah berkaitan etika.
3.
Kebolehan mengamalkan sikap beretika, di samping mempunyai rasa tanggungjawab terhadap masyarakat.
Ability to understand the impact of economy, environment and sociocultural elements and professional practice.
Ability to analyse and make decisions to resolve ethics-related problems.
Ability to practise ethical behavior and possession of responsibility towards society.
KEMAHIRAN KEPIMPINAN
LEADERSHIP SKILLS
Kemahiran Kepimpinan melibatkan keupayaan untuk mengamalkan ciri kepimpinan dalam pelbagai aktiviti. Keterangan
tahap Kemahiran Kepimpinan adalah seperti berikut:
Leadership Skills involve ability to practise leadership qualities in various activities. The levels of Leadership Skills are as follows:
Tahap Keterangan:
Course Outcomes:
1.
Pengetahuan tentang teori asas kepimpinan.
2.
Kebolehan untuk memimpin projek.
3.
Kebolehan untuk memahami dan mengambil peranan bersilih ganti antara ketua pasukan dan anggota pasukan.
4.
Kebolehan untuk menyelia anggota pasukan.
Knowledge of the basic theories of leadership.
Ability to lead and manage projects.
Ability to understand and play alternate roles of team leader and team member.
Ability to supervise team members
40
PEMETAAN KURSUS MENGIKUT TAHAP KEMAHIRAN INSANIAH (KI)
MAPPING OF COURSES TO PROGRAMME LEARNING OUTCOMES
Bachelor of Education (Teaching of English as a Second Language)
TAHAP KEMAHIRAN INSANIAH
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CODE & TITLE OF COURSES
CREDIT
CT
Pemikiran Kritis dan
Penyelesaian Masalah
CS
1
2
3
2
√
√
√
2
√
√
√
4
5
6
Team Work Skills
Critical Thinking and Problem
Solving Skills
7
8
1
2
3
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2
√
√
√
√
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
4
1
2
√
√
UNIVERSITY COURSES
Islamic Civilisation & Islamic
Civilisation
GIG1002
Hubungan Etnik
√
√
√
2
√
√
√
2
√
√
√
Ethnic Relationship
√
√
√
GIG1003
Asas Pembudayaan
Keusahawanan
√
Basic Course On Culture Of
Entrepreneurship
GIG1004
Literasi Maklumat
Information Literacy
√
√
√
Leadership Skills
Professional
Ethics and
Moral
KURSUS UNIVERSITI
GIG1001
Tamadun Islam dan Tamadun
Asia (TITAS)
LS
Kemahiran
Kepimpinan
√
3
1
2
3
4
SOFT SKILLS LEVELS
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
KOD & TAJUK KURSUS
CT
CS
KREDIT
CREDIT
GIG1005
Jalinan Masyarakat
2
1
2
3
√
√
√
√
√
√
4
5
6
TS
Kerja Berpasukan
Team Work Skills
Solving Skills
7
8
1
2
3
4
5
6
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2
√
√
√
√
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
3
4
√
Social Engagement
PBET 2106
Kemahiran Berfikir dan
Komunikasi
3
√
√
√
√
√
√
√
√
Thinking and Communication Skills
42
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
√
√
3
√
PPET2104
Psikologi Pendidikan v.1
3
PPET3104
Prinsip Teknologi Pengajaran
PAET3101
Etika dan Perguruan
4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3
√
√
√
√
√
√
√
√
√
√
3
√
√
√
3
√
√
√
√
√
3
√
√
√
√
3
√
√
√
√
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
1
2
4
1
2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
3
1
2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
3
4
KURSUS ASAS
BASIC COURSES
PDET1105
Asas Pendidikan Jasmani,
Kesihatan & Kokurikulum
Basic Physical Education, Health and
Co-Curriculum v.1
PAET1102
Asas Falsafah dan Pendidikan di
Malaysia
3
Basic Philosophy and Education in
Malaysia
Educational Psychology v.1
Principles of Instructional Technology
Ethics and Teaching
PDET4101
Kepimpinan Diri & Organisasi
Personal Leadership & Organisation
PAET4101
Sosiologi Persekolahan
Sociology of Schooling
√
√
√
√
√
√
√
√
43
1.
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
√
√
√
√
√
√
4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3
4
√
√
√
√
√
√
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2
3
√
√
√
√
√
4
5
1
2
3
1
√
√
√
√
√
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
3
√
√
4
KURSUS UNIVERSITI
UNIVERSITY COURSES
PDEX2101
Pengurusan Unit Beruniform
3
Uniform Unit Management
PBET2112
Foundations of Research for
TESL
3
√
√
√
√
√
√
√
KAEDAH PERTAMA
FIRST METHOD
PBET1101
Linguistics for Language
Teachers
3










PBET1103
Introduction to the Grammar of
English
3










PBET1105
Foundations for TESL
Methodology v.1
3








3





3






3






PBET1106
Listening and Speaking in the
ESL Classroom v.1
PBET2107
Reading in the ESL Classroom
PBET2108
Writing in the ESL Classroom
















44
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
3


3

PBET4101
Simulated Teaching for TESL
v.1
3
PBET3107
Integrative Seminar: Issues in
TESL
3
PBET2109
School Orientation Programme
1
PBET2113
Language Learning & Language
Use
PBET3103
Language Testing &
Assessment
4
5
6
Team Work Skills
Solving Skills
7
8
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
1
2
3
7
1
2






























3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2



































PBET4191
Latihan Mengajar (Sek. Men)
7






PPEX4180
Projek Ilmiah
6














Teaching Practice (Secondary
School)
3
4
Academic Project
A. KAEDAH KEDUA (PENDIDIKAN SENI)
SECOND METHOD (ART EDUCATION)
PSET1101
Asas Rekaan Tampak v.1
3






PSET2101
Rekaan Dua Dimensi v.1
3






Fundamentals of Visual Design v.1
Two Dimension Design v.1
45
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3
PSET3105
Tinjaun Seni
3






PSET2102
Rekaan Tiga Dimensi v.1
3






PSET3103
Kurikulum Pendidikan Seni
3






PSET3102
Apresiasi & Asas Kritikan Seni v.1
3





PSET4102
Pengajaran Mikro Pendidikan
Seni
3





PSET4104
Pendidikan Seni dan Amalan di
Sekolah
3

4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2


3
4
5
1
2










3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2


3
1
2


3
4
Art Survey
Three Dimension Design v.1
Three Dimension Design v.1
Basic Art Criticism & Appreciation v.1




Micro Teaching In Art Education



Art Education & Practice In School
B. KAEDAH KEDUA (PENDIDIKAN MORAL)
SECOND METHOD (MORAL EDUCATION)
PSET1103
Pendidikan Moral dan Etika v.1
Moral Education and Ethics v.1
3
PSET1104
Perkembangan Moral v.1
3
PSET2103
Pendidikan Moral & Agama v.1
3



























Moral Development v.1




Moral Education and Religion v.1
46
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
3


3

PSET3104
Penilaian dalam Pendidikan
Moral
3
PSET4206
Pengajaran Mikro Pendidikan
Moral
PSET3101
Kurikulum Pendidikan Moral
Moral Education Curriculum
PSET3106
Pendekatan Pengajaran &
Pembelajaran dalam Pendidikan
Moral
4
5
6
Team Work Skills
Solving Skills
7
8
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
1
2
3
7
1
2



















3






3













3
4
5
1
2


3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2



3
1
2















3
4
Approaches in Teaching And Learning
Moral Education




Evaluation in Moral Education
Micro-Teaching in Moral Education
PSET2104
Projek Pendidikan Moral v.1
Moral Education Project v.1
C. KAEDAH KEDUA (PENDIDIKAN KESUSASTERAAN INGGERIS)
SECOND METHOD (LITERATURE IN ENGLISH EDUCATION)
PBET1107
Introduction to Methodology in
Literature Education





3
PBET1208
Teaching Prose in the Literature
Class
3






PBET2209
Teaching Poetry in the Literature
Class
3















47
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
PBET2210
Teaching Drama in the
Literature Class
PBET3211
Literary Texts for ESL Learners
3
3
1
2
3




4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3





4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
1
2
4
1
2

















3
1
2













PBET3105
Assessment in Literature
Education
3
PBET4103
Simulated Teaching in Literature
Education
3






PBET4102
Performance in Literature
Education
3






PXET2201
English Proficiency for Teacher I
v.1
3












PXET2202
English Proficiency for Teacher
II v.1
3












PXET3203
III v.1
3












PXET3204
IV v.1
3














3
4
KECEKAPAN BAHASA INGGERIS
ENGLISH LANGUAGE PROFICIENCY
48
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3






4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3



4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
7
1
2








3
4
KK
Kemahiran
Keusahawanan
Life Long
Learning and
Information
Management
5
1
2


3
Entrepreneurial
Skills
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
3
4
KESUSASTERAAN INGGERIS
ENGLISH LITERATURE
PXET1105
Prose I v.1
2
PXET1101
Prose II v.1
2
PXET2105
Poetry I v.1
2



PXET2107
Poetry II v.1
2



PXET3105
Drama I v.1
2



PXET3107
Drama II v.1
2



PXET3106
Shakespeare on Screen v.1
2



PXET3109
Literature and Popular Culture
2



PXET3108
Language of Literature v.1
2



PXET3110
Texts for Schools
2




















































49
2.
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
3
√
√
√
3
√
√
√
√
√
√
√
4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3
4
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
7
1
2
3
√
√
4
KK
Kemahiran
Keusahawanan
Life Long
Learning and
Information
Management
5
1
Entrepreneurial
Skills
2
3
1
√
√
√
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
3
√
√
4
KURSUS UNIVERSITI
UNIVERSITY COURSES
PDEX2101
Pengurusan Unit Beruniform
√
KURSUS ASAS
BASIC COURSES
PPEX2101
Pentaksiran Pembelajaran Dalam
Pendidikan
√
√
√
Appraisal of Learning in Education
PAEK1103
Asas Falsafah & Pendidikan
Awal Kanak-Kanak
3
PPEK2105
Psikologi Pendidikan untuk
Kanak-Kanak & Remaja
3
√
√
√
Basic Philosophy and Education in
Early Childhood
√
√
√
Educational Psychology for Children
And Adolescents
KURSUS MAJOR
MAJOR COURSES
PDEK1121
Perkembangan Kemahiran
Fizikal Kanak-kanak
3
√
Physical Skill Development in Children
50
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
2
3
3
√
√
√
√
PBEK1111
Seni & Tatasusila Bahasa
3
√
√
√
√
PPEK1141
Perkembangan Kanak-Kanak
3
√
√
√
PPEK2207
Kemahiran Pemerhatian &
Penilaian I
3
√
√
√
PPEK2141
Mainan & Perkembangan
3
√
√
PMEK2131
Matematik Awal Kanak-Kanak
3
√
√
3
√
Art & Craft
Language Arts
Child Development
4
5
6
Team Work Skills
Solving Skills
1
PSEK1151
Seni & Kraf
7
8
1
2
3
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
7
1
2
3
4
KK
Kemahiran
Keusahawanan
Life Long
Learning and
Information
Management
5
1
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
2
3
Entrepreneurial
Skills
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
√
√
3
4
√
√
√
√
√
√
Observational and Evaluation Skills I
v.1
Play and Development
Mathematics for Early Childhood
PPEK2208
Kemahiran Pemerhatian Dan
Penilaian II
√
Observational and Evaluation Skills II
PPEK2106
Prinsip Pengurusan Tingkahlaku
Kanak-Kanak
3
PSEK1152
Muzik
3
√
√
Principles of Children Behaviour
Management v.1
Music
√
√
51
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CT
CS
CREDIT
1
2
3
√
√
3
√
3
3
PBEK3101
Bacaan & Kesusasteraan Awal
Kanak-Kanak
3
PMEK3101
Sains Awal Kanak-Kanak v.1
PDEK3121
Kesihatan & Keselamatan
4
5
6
Team Work Skills
Solving Skills
7
8
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
1
2
3
7
1
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
2
3
4
5
1
2
√
√
√
√
√
√
√
√
√
√
√
√
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
√
√
√
√
√
√
3
1
2
√
√
√
√
√
√
3
4
√
Reading and Literature for Early
Childhood
Sains Science for Early Childhood v.1
Health & Safety
PSEK3152
Pengajian Sosial Awal KanakKanak
√
Social Studies for Early Childhood
PPEK3104
Perancangan Program Dan
Strategi Pengajaran I v.1
3
Programme Planning and Instructional
Strategy I v.1
PDEK3103
Kepimpinan & Pengurusan Awal
Kanak-Kanak v.1
3
√
√
√
Leadership and Management for Early
Childhood v.1
PPEK4101
Perancangan Program & Strategi
Pengajaran II v.1
Programme Planning and Instructional
Strategy II v.1
3
√
52
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
√
√
3
√
3
PPEX4180
Projek Ilmiah
2
3
√
√
√
√
√
√
√
√
√
√
√
√
3
√
√
√
3
√
√
3
√
√
6
PAEK4301
Amalan Asuhan Kanak2 Di
Malaysia
5
6
Team Work Skills
Solving Skills
1
Academic Project
4
7
8
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
√
√
√
3
1
2
√
√
√
√
√
√
√
√
√
3
4
Child-Rearing Practices in Malaysia v.1
PAEK4302
Amalan Asuhan Kanak-Kanak
Islam
Islamic Child- Rearing Practices v.1
KURSUS MINOR (PENDIDIKAN KHAS)
MINOR COURSES (SPECIAL EDUCATION)
PPEK1101
Pengenalan Kepada Pendidikan
Khas
Introduction to Special Education
PPEK1102
Kanak-Kanak Pintar Cerdas &
Berbakat
Gifted and Talented Children v.1
PBEK2101
Kaedah Bacaan Untuk Kanak2
Kurang Upaya
Reading Method for Children with
Disabilities
PMEK2101
Kaedah Matematik Utk Kanak2
Kurang Upaya
Mathematics Method for Children with
Disabilities
√
√
√
√
√
3
53
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
PPEK2104
Intervensi Kanak-Kanak Dan
Keluarga
3
1
2
3
√
√
√
4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2
3
4
5
1
2
√
√
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
√
√
3
4
√
Children and Family Intervention
PPEK3105
Strategi Kurikulum & Penilaian
Dalam Pendidikan Khas v.1
3
√
√
√
√
√
√
√
√
√
√
Curriculum Strategy & Evaluation In
Special Education v.1
PPEK3106
Pendidikan Inklusif
3
√
√
√
3
√
√
√
√
Inclusive Education
PPEK4101
Internship/Projek Pendidikan
Khas
√
√
√
√
√
√
√
√
Internship: Special Education Project
KURSUS MINOR (TEKNOLOGI PENGAJARAN)
MINOR COURSES (INSTRUCTIONAL TECHNOLOGY)
PPEA1107
Asas Teknologi Pengajaran
3
√
√
√
√
√
√
√
3
√
√
√
√
√
√
√
√
√
√
√
√
√
Basic Instructional Technology
PPEA1106
Aplikasi Komputer Dalam
Pengajaran
√
Computer Applications in Instruction
PPEA2101
Rekabentuk Pengajaran
Instructional Design
3
54
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
2
3
3
√
√
3
√
3
4
5
6
Team Work Skills
Solving Skills
7
8
4
5
6
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
1
2
3
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
3
√
√
√
√
√
√
3
√
√
√
√
√
√
4
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
4
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
PPEA2106
Internet Dan Pengajaran
1
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
4
1
√
√
√
√
2
3
1
2
3
4
√
Internet and Instruction
PPEA2107
Multimedia Dalam Pengajaran
Multimedia in Instruction
PPEA3110
Media Pengajaran
Instructional Media
PPEA3111
Web & Perangkaian Sekolah
Web & School Networking
PPEA4102
Projek Teknologi Pengajaran
√
Instructional Technology Project v.1
LATIHAN MENGAJAR
TEACHING PRACTICE
PPEK3192
Latihan Mengajar (Taska)
Teaching Practice (Nursery)
PPEK4190
Latihan Mengajar (Tadika)
Teaching Practice (Kindergarden)
55
3.
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
√
√
4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3
√
√
√
√
√
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
7
1
2
√
√
√
√
√
√
√
√
3
4
KK
Kemahiran
Keusahawanan
Life Long
Learning and
Information
Management
5
1
2
√
√
3
Entrepreneurial
Skills
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
√
√
√
√
3
4
KURSUS UNIVERSITI
UNIVERSITY COURSES
PPEC3137
Penyelidikan Tindakan
3
Action Research
KURSUS WAJIB BIDANG
COMPULSORY COURSES FOR THE AREA OF STUDY
PPEC1133
Statistik Untuk Sains
Tingkahlaku
3
√
√
√
3
√
√
√
3
√
√
√
√
√
√
√
√
√
√
3
√
√
√
√
√
√
√
√
√
√
3
√
√
√
√
√
√
√
√
Basic Statistics for Behavioral Science
PPEC1135
Pengenalan Kepada Kaunseling
Psikologi
√
√
Introduction to Counseling
Psychology
PPEC1136
Kemahiran Komputer untuk
Kaunselor
Computer Skills for Counsellors
PAEC2137
Masyarakat Kerjaya dan
Pendidikan
Society, Career and Education
PPEC2131
Teori Kaunseling
Counseling Theories
√
√
56
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
1
2
3
4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
√
√
PPEC2132
Teknik Kaunseling
3
√
√
√
√
√
√
√
√
PPEC2133
Teknik Kaunseling Lanjutan
3
√
√
√
√
√
√
√
√
√
√
√
√
PPEC2134
Kepimpinan Kelompok
3
√
√
√
√
√
√
√
√
√
√
√
√
PPEC 2135
Teori dan Amalan Perkmbngan
Kerjaya
3
√
√
√
√
√
√
√
PPEC2136
Kaedah Penyelidikan dlm Kauns
3
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
3
4
Counseling Techniques
Advanced Counseling Techniques
Group Leadership
Career Development Theories and
Practice
Research Method in Counseling
PPEC3132
Dinamik dan Prosedur
Kelompok
3
√
√
√
√
√
Group Dynamic and Procedure
PPEC3133
Ujian dan Pengukuran Psikologi
3
PPEC3134
Kaunseling Silang Budaya
3
√
√
√
√
√
√
√
√
PPEC3135
Kaunseling Vokasional dan
Kerjaya
3
√
√
√
√
√
√
√
√
Psychological Test & Measurement
√
√
Cross Cultural Counseling
Vocational & Career Counseling
57
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CT
CS
CREDIT
1
2
2
3
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
3
PPEC3139
Perkmbgn dan Kaunseling
Kerjaya
3
√
√
PPEC3140
Kaunseling Ketagihan dan
Pemulihan
3
√
PPEC3141
Pengendalian Perkhid. Bim dan
Kauns
3
√
PPEC3142
Isu Profesional dan Etika dalam
Kaunseling dan Psikologi
3
3
4
5
6
Team Work Skills
Solving Skills
1
PPEC3138
Kaunseling Keluarga
7
8
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
7
1
2
√
√
3
4
KK
Kemahiran
Keusahawanan
Life Long
Learning and
Information
Management
5
1
2
3
Entrepreneurial
Skills
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
√
√
√
√
√
3
1
2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
3
4
Family Counseling
√
√
√
Information Service in Career
Development And Counseling
Addiction and Rehabilitation
Counseling v.1
√
Programme Organisation for
Counseling Services
Professional Issue and Ethics in
Counseling and Psychology
PPEC3170
Latihan Amali Kaunseling
(Makmal)
3
√
√
√
Counseling Practicum (Laboratory)
PPEC3172
Latihan Profesional
3
PPEC4101
Pentaksiran Individu
3
Professional Training
√
√
√
Individual Assessment
58
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
PPEC4303
Pembangunan Sumber Manusia
3
1
2
3
√
√
√
4
5
6
Team Work Skills
Solving Skills
7
8
1
2
3
√
√
√
√
√
√
4
5
6
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
7
1
2
√
√
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
3
1
2
√
√
√
√
3
4
Human Resource Development
PPEX4180
Projek Ilmiah
6
√
√
√
√
√
√
√
√
Academic Project
KURSUS ASAS PSIKOLOGI (MINOR)
BASIC COURSES PSYCHOLOGY (MINOR)
PAEC1301
Psikologi Sosial
3
√
√
√
√
√
√
√
√
√
√
3
√
√
√
√
√
√
√
√
3
√
√
√
√
√
√
√
√
√
√
√
√
3
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Social Psychology
PAEC1303
Disiplin, Devians dan Delinkuens
√
Discipline, Deviance and Deliquency
PPEC1101
Pengenalan Kepada Psikologi
Introduction to Psychology
PPEC1102
Psikologi Perkmbgn
Development Psychology
PPEC1104
Psikologi Pembelajaran
3
Psychology of Learning
PPEC2102
Perkembangan di Peringkat
Dewasa
3
√
√
√
√
Adult Development
59
SOFT SKILLS LEVELS
KOD & TAJUK KURSUS
KREDIT
CREDIT
CT
CS
2
3
5
6
7
8
1
2
3
√
√
√
PPEC2106
Modifikasi Tingkahlaku
3
√
√
√
√
√
PPEC2301
Motivasi
3
√
√
√
√
PPEC2303
Personaliti
3
PPEC3101
Psikologi Bilazim
3
√
√
PPEC3102
Tingkahlaku Organisasi
3
√
√
3
4
5
6
KK
Kemahiran
Keusahawanan
Entrepreneurial
Skills
Life Long
Learning and
Information
Management
1
2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
3
√
√
√
PPEC4302
Terapi Realiti
3
√
√
√
PPEC4304
Terapi Gestalt
3
√
√
√
PPEC2104
Kesihatan Mental dan
Penyesuaian
4
Team Work Skills
Solving Skills
1
LL
Pembelajaran
Berterusan &
Pengurusan
Maklumat
TS
Kerja Berpasukan
7
3
4
5
1
2
3
1
2
3
EM
Etika dan
Moral
Profesional
LS
Kemahiran
Kepimpinan
Leadership Skills
Professional
Ethics and
Moral
4
1
2
√
√
3
1
2
√
√
√
√
3
4
Mental Health and Adjustment
√
√
Behaviour Modification
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Motivation
Personality
Abnormal Psychology
√
√
√
Organisational Behaviour
PPEC4301
Terapi Tingkahlaku Rasional
Emotif
Rational Emotive Behaviour Therapy
√
Realty Therapy
Gestalt Therapy
60
PETUNJUK ELEMEN KEMAHIRAN INSANIAH
SOFT SKILLS ELEMENT INDICATOR
KEMAHIRAN BERKOMUNIKASI
COMMUNICATION SKILLS
Tahap
Kemahiran
CS1
KIM
Kebolehan menyampaikan idea dengan terang, berkesan dan dengan penuh
keyakinan, secara lisan dan bertulis
CS2
KIM
Kebolehan mengamalkan kemahiran mendengar yang aktif dan memberikan
maklum balas
CS3
KIM
Kebolehan membuat pembentangan secara jelas dengan penuh keyakinan dan
bersesuaian dengan tahap pendengar.
Level
Keterangan
Skills
Explanation
The ability to present ideas clearly, effectively and confidently, in both oral and written forms
The ability to practice active listening skills and provide feedback
The ability to present clearly with confidence and appropriate to the level of the listener
Kebolehan untuk menggunakan teknologi dalam pembentangan
CS4
The ability to use technology in presentations
Kebolehan berunding dan mencapai persetujuan
CS5
The ability to negotiate and reach an agreement
Kebolehan berkomunikasi dengan peserta komunikasi yang mempunyai budaya
berlainan
CS6
The ability to communicate with others from different cultures
Kebolehan mengembangkan kemahiran komunikasi perseorangan
CS7
The ability to develop interpersonal communication skills
Kebolehan menggunakan kemahiran bukan lisan
CS8
The ability to use non-verbal skills
PEMIKIRAN KRITIS DAN KEMAHIRAN MENYELESAIKAN MASALAH
CRITICAL THINKING AND PROBLEM SOLVING SKILLS
Tahap
Level
Kemahiran
Keterangan
Skills
Explanation
KIM
Kebolehan mengenal pasti dan menganalisis masalah dalam situasi kompleks dan
kabur, serta membuat penilaian yang berjustifikasi
CT2
KIM
Kebolehan mengembangkan dan membaiki kemahiran berfikir seperti menjelaskan,
menganalisis dan menilai perbincangan
CT3
KIM
CT1
CT4
CT5
CT6
The ability to identify and analyse problems in complex and vague situations, as well as to make
justified evaluations
The ability to develop and improve thinking skills such as to explain, analyse and evaluate
discussions
Kebolehan mencari idea dan mencari penyelesaian alternatif
The ability to find ideas and alternative solutions
Kebolehan berfikir melangkaui batas
The ability to think out of the box
Kebolehan membuat keputusan yang berdasarkan bukti kukuh
The ability to make decisions based on concrete evidence
Kebolehan untuk bertahan serta memberikan perhatian sepenuhnya terhadap
tanggungjawab yang diberikan
The ability to persevere as well as to fully concentrate on a given task
61
Kebolehan memahami dan menyesuaikan diri kepada budaya komuniti dan
persekitaran kerja yang baharu
CT7
The ability to understand and to fit in with the culture of the community and new work environment
KEMAHIRAN KERJA BERPASUKAN
TEAM WORK SKILLS
Tahap
Kemahiran
Keterangan
TS1
KIM
Kebolehan membina hubungan baik, berinteraksi dengan orang lain dan bekerja secara
efektif bersama mereka untuk mencapai objektif yang sama
TS2
KIM
Kebolehan memahami dan mengambil peranan bersilih ganti antara ketua kumpulan
dan ahli kumpulan
Level
Skills
Explanation
The ability to build to good relations, interact with others and work effectively with them to achieve
the same objectives
The ability to understand and interchange roles between that of a team leader and a team member
TS3
Kebolehan untuk mengenal dan menghormati sikap, kelakuan dan kepercayaan orang
lain.
TS4
Kebolehan memberi sumbangan kepada perancangan dan menyelaraskan hasil usaha
kumpulan
The ability to recognize and respect the attitude, behaviour and beliefs of others
The ability to contribute towards the planning and coordination of the team's efforts
Bertanggungjawab terhadap keputusan kumpulan
TS5
Responsible for the group's decision
PEMBELAJARAN BERTERUSAN DAN PENGURUSAN MAKLUMAT
LIFE LONG LEARNING AND INFORMATION MANAGEMENT
Tahap
Kemahiran
LL1
KIM
LL2
KIM
Level
Keterangan
Skills
Explanation
Kebolehan mencari dan mengurus maklumat yang relevan daripada pelbagai sumber
The ability to search and manage relevant Information from different sources
Kebolehan menerima idea baharu dan berkeupayaan untuk pembelajaran autonomi
The ability to accept new ideas and the capability for autonomous learning
Kebolehan mengembangkan minda ingin tahu dan dahagakan ilmu
LL3
The ability to develop a curious mind and the thirst for knowledge
KEMAHIRAN KEUSAHAWANAN
ENTREPRENEURIAL SKILLS
Tahap
Kemahiran
KK1
KIM
Level
KK2
KK3
KK4
Keterangan
Skills
Explanation
Kebolehan mengenal pasti peluang perniagaan
The ability to identify business opportunities
Kebolehan merangka perancangan perniagaan
The ability to outline business frameworks
Kebolehan membina, meneroka dan merebut peluang perniagaan dan pekerjaan
The ability to build, explore and seize business and work opportunities
Kebolehan untuk bekerja sendiri
The ability to work independently
62
ETIKA DAN MORAL PROFESIONAL
PROFESSIONAL ETHICS AND MORAL
Tahap
Kemahiran
EM1
KIM
Kebolehan memahami kesan ekonomi, alam sekitar, dan sosiobudaya dalam amalan
profesional
EM2
KIM
Kebolehan untuk menganalisis dan membuat keputusan dalam penyelesaian masalah
berkaitan etika
Level
Keterangan
Skills
Explanation
The ability to recognize the effects on the economy, environment and socio culture in professional
practice
The ability to analyze and make decisions in solving problems related to ethics
Kebolehan untuk mengamalkan sikap beretika, di samping mempunyai rasa
tanggungjawab terhadap masyarakat
EM3
The ability to practise ethically, apart from being responsible towards the society
KEMAHIRAN KEPEMIMPINAN
LEADERSHIP SKILLS
Tahap
Kemahiran
LS1
KIM
LS2
KIM
Level
LS3
LS4
Keterangan
Skills
Explanation
Pengetahuan tentang teori asas kepemimpinan
Knowledge of basic leadership theory
Kebolehan untuk memimpin projek
The ability to lead a project
Kebolehan untuk memahami dan mengambil peranan bersilih ganti antara ketua
pasukan dan anggota pasukan
The ability to understand and interchange roles between that of a team leader and a team
member
Kebolehan untuk menyelia anggota pasukan
The ability to supervise team members
63
SARJANA MUDA PENDIDIKAN
(PENGAJARAN BAHASA INGGERIS SEBAGAI BAHASA KEDUA)
BACHELOR OF EDUCATION
(TEACHING OF ENGLISH AS A SECOND LANGUAGE)
64
SARJANA MUDA PENDIDIKAN (PENGAJARAN BAHASA INGGERIS SEBAGAI BAHASA KEDUA)
BACHELOR OF EDUCATION (TEACHING OF ENGLISH AS A SECOND LANGUAGE)
KELAYAKAN KEMASUKAN
ENTRY QUALIFICATION
Kelayakan STPM
STPM Qualification
Kelayakan MATRIK TESL, Sains &
Perakaunan
Kelayakan Diploma
Diploma Qualification
STAM Qualification
MATRIC TESL, Science and
Accountancy Qualification
Syarat Am Universiti
1.
1.
1.
University General Requirements
Lulus SPM/setaraf dengan
baik.
Pass Sijil Pelajaran Malaysia
(SPM) [Malaysia Certificate of
Education] or equivalent with good
grades.
baik.
grades.
baik.
grades.
2. Lulus dengan Kepujian dalam
Bahasa Melayu/ Bahasa
di
peringkat
Malaysia
SPM/setaraf.
Malaysia
di
peringkat
SPM/setaraf.
Malaysia
di
peringkat
SPM/setaraf.
3. Telah mengambil Malaysian
University
English
Test
(MUET) dengan mendapat
sekurang-kurangnya Tahap
1 (Band 1).
University
English
Test
1 (Band 1).
University
English
Test
1 (Band 1).
Keperluan Khas Program
Lulus ujian Malaysia Education
Selection (MEdSI) dan temuduga
Dan /and
Dan/ and
Dan/and
Mendapat
sekurang-kurangnya
Tahap 4 (Band 4) dalam Malaysian
University English Test (MUET)
Mendapat
sekurang-kurangnya
Tahap 4 (Band 4) dalam
Malaysian University English Test
(MUET)
Mendapat
sekurang-kurangnya
Tahap 4 (Band 4) dalam Malaysian
University English Test (MUET)
Pass with credit in Bahasa Melayu/
Bahasa Malaysia at the SPM level
or equivalent.
Pass Malaysian University English
Test (MUET) with at least Band 1.
Special Requirements
Pass the Malaysia Education Selection
(MEdSI) test and interview
Attain at least Band 4 in the Malaysian
University English Test
Dan/and
Mendapat
sekurang-kurangnya
Gred A pada peringkat SPM dalam
mata pelajaran berikut :
Attain at least Grade A at the SPM
level in the following subject:
Pass with credit in Bahasa
Melayu/ Bahasa Malaysia at the
SPM level or equivalent.
Attain at least Band 4 in the Malaysian
Dan/and
Mendapat
sekurang-kurangnya
Gred A pada peringkat SPM
dalam mata pelajaran berikut:
Attain at least Grade A at the SPM
Pass with credit in Bahasa Melayu/
Bahasa Malaysia at the SPM level
or equivalent.
Attain a minimum of Band 4 in the
Malaysian University English Test
(MUET)
Dan/and
Mendapat
sekurang-kurangnya
PNGK 3.00 dalam Diploma Bahasa
Inggeris dari mana-mana institusi
yang diiktiraf oleh Senat Universiti
Malaya;
Bahasa Inggeris/English Language
Dan/and
Dan/and
Lulus STPM dengan mendapat
sekurang-kurangnya PNGK 3.00
Lulus Matrikulasi KPM/Asasi Sains
UM/ Asasi UiTM dengan
mendapat sekurang-kurangnya
PNGK 3.00.
Pass STPM and attain at least CGPA
3.00
Pass KPM Matriculation/ Asasi Sains
UM/ Asasi UiTM with at least CGPA
3.00
Attain at least CGPA 3.00 a Diploma in
English Language from any institution
recognized by the Senate of the
University of Malaya
Atau/or
Mendapat
sekurang-kurangnya
PNGK 3.00 dalam Diploma Bahasa
Inggeris Sebagai Bahasa Kedua
(ESL) dari mana-mana institusi
yang diiktiraf oleh Senat Universiti
Malaya;
Attain at least CGPA 3.00 a Diploma in
English as a Second Language (ESL)
from any institution recognized by the
Senate of the University of Malaya;
Atau/or
Lulus STPM bukan tahun semasa
dengan
mendapat
sekurangkurangnya PNGK 3.00;
Pass STPM not in the current year and
attain at least CGPA 3.00;
Dan/and
Mendapat sekurang-kurangnya
Gred A/1A pada peringkat SPM
Attain at least Grade A/1A at SPM level
in the following subject:
Atau/or
Lulus Matrikulasi KPM/Asasi Sains
UM/Asasi UiTM bukan tahun
semasa dengan mendapat
sekurang-kurangnya PNGK 3.00;
Pass KPM Matriculation /Asasi Sains
UM/Asasi UiTM not in the current year
with at least CGPA 3.00;
Dan/and
Gred B pada peringkat Matrikulasi di
dalam matapelajaran berikut:
Attain at least Grade B at Matriculation
Dan/and
Gred A/1A pada peringkat SPM
Attain at least Grade A/1A at SPM level
in the following subject:
66
Bahasa Inggeris/ English Language
SYARAT TAMBAHAN BAGI
PERMOHONAN PROGRAM
PENDIDIKAN UNTUK
PERKHIDMATAN DENGAN
KEMENTERIAN PENDIDIKAN
TINGGI (KPT)
ADDITIONAL REQUIREMENTS FOR
APPLICATION
FOR
EDUCATION
PROGRAM FOR SERVICE WITH
MINISTRY OF HIGHER EDUCATION
1. Terbuka kepada warganegara
sahaja.
Open to Malaysian citizens only
2. Permohonan mestilah berumur
tidak melebihi 30 tahun pada 1
Januari 2011 iaitu lahir pada atau
selepas 1 Januari 1981.
I
Applicants must be aged not
exceeding 30 years on 1 January
2011, that is, born on or after 1
January 1981.
3. Calon yang memohon hendaklah
sihat tubuh badan, tidak
mengidap apa-apa penyakit
mental atau fizikal, dan berupaya
mengikuti program-program yang
dirangka untuk kursus ini.
Candidates who apply must be in
good health, not having any physical
or mental condition, and be capable
of following programs planned for the
particular course.
Had Umur/Age Limit
Permohonan mestilah berumur tidak melebihi 30 tahun pada 1 Januari iaitu lahir pada atau selepas 1 Januari pada tahun
yang dipohon.
Kos Pengajian/Cost of Study:
Pengajian ini dijalankan selama 8 semester (4 tahun) dan kos minimum pengajian ialah RM16,500
Studies will be carried out over 8 semesters (4 years) and the minimum cost is RM16,500
67
STRUKTUR KURSUS
COURSE STRUCTURE
68
STRUKTUR KURSUS SARJANA MUDA PENDIDIKAN (PBISBK)
- PELAJAR MALAYSIA SAHAJA (mulai kemasukan sesi 2015/2016)
KURSUS
Kursus
Universiti
TAHUN 1
GIG1002
GIG1004
GIG1001
GIG1003
GIG1005
Kursus
Asas
Kaedah
Pertama
Semester II
Tamadun Islam Tamadun Asia
(TITAS) (2)
Asas Pembudayaan
Keusahawanan (2)
Jalinan Masyarakat (2)
Semester I
Asas Falsafah dan Pendidikan di
Malaysia (3)
PDET1105
Semester II
Asas Pendidikan Jasmani,
Kesihatan dan Kokurikulum v.1 (3)
PBET1101
PBET1103
PBET1106
Semester I
Methodology v.1 (3)
Linguistics for Language Teachers
(3)
Semester II
Introduciton to Grammar of English
(3)
Listening & Speaking in the ESL
Classroom v.1 (3)
TAHUN 3
Kursus Dalam Fakulti
Semester I
PBET2106
Kemahiran Berfikir
dan Komunikasi (3)
Semester I
Hubungan Etnik (2)
Literasi Maklumat (2)
PAET1102
PBET1105
TAHUN 2
PBET2112
Semester II
Foundations of Research
for TESL (3)
TAHUN 4
JUMLAH
Semester I
Kursus Ko-Kurikulum (2)
Semester II
Kursus Elektif Luar Fakulti (3)
24 jam
kredit
Semester II
PDEX2101 Pengurusan Unit Beruniform
(3)
PPET2104
PBET2107
PBET2108
PBET2113
Semester I
Psikologi Pendidikan v.1
(3)
Semester I
Reading in the ESL
Classroom (3)
Writing in the ESL
Classroom (3)
Semester II
Language Learning &
Language Use (3)
Semester I
Etika dan Perguruan (3)
Semester I
PAET4101 Sosiologi
Persekolahan (3)
PPET3104
Semester II
Prinsip Teknologi
Pengajaran (3)
Semester II
PDET4101 Kepimpinan Diri &
Organisasi (3)
PBET3103
Semester I
Language Testing &
Assessment (3)
Semester I
PBET3107 Integrative Seminar:
Issues in TESL (3)
PPEX4180 Projek Ilmiah (3) +
PAET3101
PBET4101
Semester II
Simulated Teaching for TESL
v.1 (3)
21 jam
kredit
36 jam
kredit
Semester II
69
KURSUS
TAHUN 1
TAHUN 2
TAHUN 3
TAHUN 4
JUMLAH
Kaedah Kedua
(Pilih salah satu
bidang)
a)
Pendidikan
Seni
Semester I
PSET1101 Asas Rekaan Tampak v.1
(3)
Semester II
PSET2101 Rekaan Dua Dimensi v.1 (3)
PSET3105
Semester I
Tinjauan Seni (3)
PSET3103
PSET2102
Semester II
Rekaan Tiga Dimensi v.1 (3)
PSET3102
PSET4102
Atau
b)
Pendidikan
Moral
PSET1103
Semester I
Pendidikan Moral & Etika
v.1 (3)
PSET2103
PSET1104
Semester II
Perkembangan Moral v.1
(3)
PSET3101
Semester I
Pendidikan Moral & Agama
v.1 (3)
Semester II
Kurikulum Pendidikan Moral (3)
PSET3106
PSET3104
PSET4206
Atau
c)
Pendidikan
Kesusasteraan
Inggeris
PBET1107
PBET1208
Semester I
Introduction to
Methodology in Literature
Education (3)
Semester II
Teaching Prose in the
Literature Class (3)
PBET2209
Semester I
Teaching Poetry in the
PBET3211
PBET2210
Semester II
PBET3105
PBET4103
Semester I
Kurikulum Pendidikan Seni (3)
Semester II
Apresiasi & Asas
Kritikan Seni v.1 (3)
Pengajaran Mikro
Pendidikan Seni (3)
24 jam
kredit
Semester II
PSET4104 Pendidikan Seni Dan
Amalan di Sekolah (3)
Semester I
Pendekatan Pengajaran &
Pembelajaran dalam Pendidikan
Moral (3)
Semester II
Penilaian dalam Pendidikan
Moral (3)
Pengajaran Mikro
Pendidikan Moral (3)
Semester II
PSET2104 Projek Pendidikan
Moral v.1 (3)
Semester I
Literary Texts for ESL Learners
(3)
Semester II
Education (3)
Simulated Teaching in Literature
Education (3)
Semester II
PBET4102 Performance in
Literature
Education (3)
70
KURSUS
TAHUN 1
Kecekapan
Bahasa
Inggeris
Kesusasteraan
Inggeris
PXET1107
Semester I
Writing About Literature
(2)
Semester II
Prose I v.1 (2)
atau
PXET1101 Prose II v.1 (2)
PXET1105
Latihan
Mengajar
TAHUN 2
TAHUN 3
PXET2201
Semester I
English Proficiency
for Teachers I v.1 (3)
PXET3203
Semester I
English Proficiency for Teachers
III v.1 (3)
PXET2202
Semester II
English Proficiency for
Teachers II v.1 (3)
PXET3204
Semester II
English Proficiency
for Teachers IV v.1 (3)
PXET2105
PXET2107
PXET3105
PXET3107
PBET2109
Semester I
Poetry I v.1 (2)
atau
Poetry II v.1 (2)
Semester II
Drama I v.1 (2)
atau
Drama II v.1 (2)
Semester Khas
School Orientation
Programme (1)
PXET3106
PXET3109
PXET3108
PXET3110
PBET4191
TAHUN 4
JUMLAH
12 jam
kredit
Semester I
Shakespeare on Screen v.1 (2)
atau
Literature and Popular Culture
(2)
12 jam
kredit
Semester II
Language of
Literature v.1 (2)
atau
Texts for Schools (2)
Semester Khas
Latihan Mengajar
(Sekolah Menengah) (7)
8 jam kredit
Jumlah
137 jam
kredit
Nota:
-
Fakulti mempunyai hak untuk tidak meneruskan atau mengubah kursus menurut keperluan keadaan. Kursus mungkin tidak ditawarkan oleh kerana kekurangan pelajar yang mendaftar atau ketiadaan tenaga pengajar.
+ Kursus Progresif
71
COURSE STRUCTURE FOR THE BACHELOR OF EDUCATION (TESL)
- FOR INTERNATIONAL STUDENTS ONLY (commencing admission session 2015/2016)
COURSE
Kursus
Universiti
YEAR 1
GIG1004
GIG1006
#GIG1001
GIG1003
GIG1005
Basic
Courses
PAET1102
PDET1105
First
Method
PBET1105
PBET1101
PBET1103
PBET1106
YEAR 2
Semester I
Information Literacy (2)
Introduction to Malaysia (2)
Semester II
Islamic and Asian Civilisation
(TITAS) (2)
Basic Course On Culutre Of
Entrepreneurship (2)
Social Engagement (2)
PBET2112
Semester II
Foundations of Research
For TESL (3)
Semester I
Educational
Psychology v.1 (3)
Semester II
Basic Physical Education,
Health and Co-Curriculum v.1
(3)
Semester II
Introduction to
Grammar of English (3)
Listening & Speaking in the
ESL Classroom v.1 (3)
Elective Courses in the Faculty
Semester I
PBET2106
Thinking and
Communication Skills (3)
YEAR 4
TOTAL
Semester I
Co-Curriculum Course (2)
Semester II
Elective Course Outside the
Faculty (3)
24 credit
hours
Semester II
PDEX2101
(3)
Semester I
Basic Philosophy and Education PPET2104
I n Malaysia (3)
Semester I
Methodology v.1 (3)
Linguistics for Language
Teachers (3)
YEAR 3
Semester I
Ethics and Teaching (3)
PAET4101
Semester II
Principles of Instructional
Technology (3)
Semester II
PDET4101 Personal Leadership &
Organisation (3)
PBET3103
Semester I
Language Testing &
Assessment (3)
PBET3107
PBET4101
Semester II
Simulated Teaching for
TESL v.1 (3)
PPEX4180
PAET3101
PPET3104
PBET2107
PBET2108
PBET2113
Semester I
Reading in the ESL
Classroom (3)
Writing in the ESL
Classroom (3)
Semester II
Language Learning &
Language Use (3)
Semester I
Sociology of Schooling
(3)
Semester I
Integrative Seminar:
Issues in TESL(3)
PPEX4180 Academik Project (3)+
21 credit
hours
36 credit
hours
Semester II
Academik Project (3)+
72
Second
Method
(Choose one
of the fields)
a) Art
Education
Semester I
PSET1101 Fundamentals of Visual
Design v.1 (3)
Semester II
PSET2101 Two Dimension Design v.1 (3)
PSET3105
PSET2102
Semester I
Art Survey (3)
PSET3103
Semester II
Three Dimension Design
v.1(3)
PSET3102
PSET4102
Or
b) Moral
Education
Semester I
PSET1103 Moral Education and Ethics
v.1 (3)
PSET2103
Semester I
Moral Education and
Religion v.1 (3)
PSET3106
Semester II
PSET1104 Moral Development
v.1 (3)
PSET3101
Semester II
Moral Education Curriculum
(3)
PSET3104
PSET4206
Or
c) Literature
in English
Education
PBET1107
Semester I
Introduction to Methodology in
Literature Education (3)
PBET2209
Semester I
Teaching Poetry in the
PBET3211
PBET1208
Semester II
Teaching Prose in the
PBET2210
Semester II
PBET3105
PBET4103
Semester I
Three Dimension Design
v.1(3)
Semester II
Basic Art Criticism &
Appreciation v.1 (3)
Micro Teaching In Art
Education (3)
24 credit
hours
Semester II
PSET4104
Art Education &
Practice In
School (3)
Semester I
Approaches in Teaching And
Learning Moral
Education (3)
Semester II
Evaluation in Moral
Education (3)
Micro-Teaching in Moral
Education (3)
Semester II
PSET2104
Moral Education
Project v.1 (3)
Semester I
Literary Texts for ESL
Learners (3)
Semester II
Education (3)
Simulated teaching in
Literature Education (3)
Semester II
PBET4102 Performance in
Literature Education
(3)
73
English
Language
Proficiency
English
Literature
PXET1107
Semester I
Writing About Literature
(2)
Semester II
Prose I v.1 (2)
or
Prose II v.1 (2)
PXET1101
PXET1105
Teaching
Practice
Courses for
Graduation
Requirements
PXET2201
Semester I
Teachers I v.1 (3)
PXET3203
Semester I
Teachers III v.1 (3)
PXET2202
Semester II
Teachers II v.1 (3)
PXET3204
Semester II
English Proficiency
for Teachers IV v.1 (3)
PXET2105
PXET2107
PXET3105
PXET3107
Semester I
Poetry I v.1 (2)
or
Poetry II v.1 (2)
Semester II
Drama I v.1 (2)
or
Drama II v.1 (2)
Special Semester
PBET2109 School Orientation
Programme (1)
PXET3106
PXET3109
PXET3108
PXET3110
12 credit
hours
Semester I
Shakespeare on Screen
v.1 (2)
or
Literature and Popular
Culture (2)
12 credit
hours
Semester II
Language of
Literature v.1 (2)
or
Texts for Schools (2)
Special Semester
PBET4191 Teaching Practice
(Secondary School) (7)
8 credit
hours
GTEM1101 – Elementary Malay (compulsory)
-
Total
137 credit
hours
Note:
-
The Faculty has the authority not to continue or change a course depending on the circumstances. A course may not be offered due to the small number of students who register or lack of teaching staff.
+ Progressive Course
# Credit Exemption
74
KURSUS UNIVERSITI
UNIVERSITY COURSES
KURSUS UNIVERSITI
UNIVERSITY COURSES
GIG1004 – LITERASI MAKLUMAT (2 Jam Kredit)
INFORMATION LITERACY (2 Credit Hour )
Sinopsis/Synopsis:
Kursus ini akan meningkatkan perkembangan kemahiran pengurusan maklumat pelajar supaya mereka menjadi
pengguna maklumat yang cekap. Kemahiran ini akan menjadi asas kepada pembelajaran sepanjang hayat dan
menyumbang kepada kecemerlangan akademik pelajar. Justeru itu, kursus ini memberi tumpuan kepada
penggunaan sumber maklumat dan rujukan dalam pelbagai bentuk serta strategi pencarian maklumat yang
berkesan. Aspek penilaian maklumat yang diperolehi dan penyediaan senarai rujukan tertentu juga diberi
penekanan.
This course will develop student information management skills so that they can become effective and efficient users of
information. These essential skills will contribute to the academic success as well as create a foundation for lifelong learning. Therefore, this
course focus on the strategic use of information and references sources in various format. Evaluation of information obtained and the
preparation of reference list is also emphasized.
Kaedah Penilaian
Assessment Method
: Penilaian Berterusan - 100% (Kerja Kursus/Ujian/Amali/Lisan)
: Continuous Assessment
(Course Work/Test/ /Oral)
Bahasa Pengantar : Bahasa Melayu / Bahasa Inggeris
Medium of Instruction : Malay Language / English Language
Rujukan Utama/Main References :
Gash, S. (2000). Effective literature searching for research (2nd ed). New York, NY: Gowers.
Grix, J., & Watkins, G. (2010). Information skills: Finding and using the right resources. New York, NY: Palgrave Macmillan.
Hart, C. (2001). Doing a literature search: A comprehensive guide for the social sciences. London, England: Sage
Publications.
O Dochartaigh, N (2007). Internet research skills: How to do your literature search and find research information online.
Thousand Oaks, CA: Sage Publications.
Laman web E-Learning (http://spectrum.um.edu.my)
GIG1002 – HUBUNGAN ETNIK (2 Jam Kredit)
ETHNIC RELATIONS (2 Credit Hours )
Sinopsis/Synopsis:
Kursus ini akan memperkenalkan konsep asas dan teori hubungan etnik. Kursus ini juga akan memupuk kemahiran
berkomunikasi, kerja berpasukan, pemikiran kritis dan semangat pembelajaran berterusan serta pengurusan maklumat
dalam kalangan pelajar melalui tugasan individu, pembentangan dan aktiviti-aktiviti berkumpulan.
This course will explain the basic concepts and theories of ethnic relations. It also inculcates communication skills, teamwork, critical
thinking, lifelong learning and information management skills among students via individual assignment, presentation and group work.
Kaedah Penilaian
Assessment Method
: Penilaian Berterusan - 70%,
Peperiksaan
Examination
- 30%
Rujukan Utama/Main References:
Modul Hubungan Etnik, Edisi Kedua. Shamsul Amri Baharuddin (Ketua Ed.). Bangi: Institut Kajian Etnik, UKM.
Lim Teck Ghee, Alberto Gomes and Azly Rahman (eds.) (2009). Multiethnic Malaysia: Past, Present and Future. Strategic
Information and Reseaerch Development Centre, Petaling Jaya.
Syed Hsin Ali (2008). Ethnic Relations in Malaysia: Harmony and Conflict. Strategic Information and Research Development
Centre, Petaling Jaya.
76
Zawawi Ibrahim (Ed) (2012). Social Science and Knowledge in a Globalising World. Strategic Information and Research
Development Centre, Petaling Jaya.
GIG1003 – ASAS PEMBUDAYAAN KEUSAHAWANAN (2 Jam Kredit)
BASIC ENTREPRENEURSHIP CULTURE (2 Credit Hours )
Sinopsis/Synopsis:
Kursus ini cuba menerapkan elemen asas pembudayaan keusahawanan kepada semua pelajar. Inisiatif ini diambil untuk
membuka minda dan merangsang semangat keusahawanan kepada kumpulan sasar yang berpotensi. Antara topik yang
akan diajar termasuklah konsep dan perkembangan keusahawan, kepentingan keushawaan, faktor yang menggalakan
keusahawaan,perkembangan keushawaan di Malaysia, kreativiti dan inovasi dalam keusahawanan, peluang perniagaan,
kemahiran memulakan perniagaan, merancang perniagaan dan kemahiran mengurus projek perniagaan. Di samping itu,
kursus ini juga memberikan pelajar latihan yang lebih bermakna dan berkesan mengenai realiti dunia perniagaan sebenar.
This course will attempt to inculcate the basic elements of entrepreneurship in the students. Initiatives are taken to open their minds and
motivate the entrepreneurial spirit in this potential target group. The course encompasses theory and type’s entrepreneurship, the
importance of entrepreneurship and factors affecting entrepreneurship, entrepreneurship development in Malaysia, ethics of
entrepreneurship, creativity and innovation in entrepreneurship, business opportunity, ability to start a business, developing business plans,
skills to run and manage a business. The course also incorporates a direct exposure to the real business environment.
Kaedah Penilaian
Assessment Method
: Penilaian Berterusan - 100% (Kerja Kursus/Ujian/ Amali/Lisan)
(Course Work/Test/ /Oral)
Bahasa Pengantar : Bahasa Inggeris
Medium of Instruction : English Language
Sodri Ariffin, Ismail Ab.Wahab and Zarida Hambali (2013) Fundamentals of Entrepreneurship, Malaysia : Oxford Fajar Sdn
Bhd.
GIG1006 – PENGENALAN KEPADA MALAYSIA (2 Jam Kredit)
INTRODUCTION TO MALAYSIA (2 Credit Hours )
Sinopsis/Synopsis:
Kursus ini menerangkan sejarah asal usul dan pembentukan Malaysia. Kursus ini juga membincangkan sistem dan struktur
pentadbiran negara, Perlembagaan Malaysia, budaya, nilai dan orientasi setiap kaum, integrasi nasional, perpaduan dan
garis panduan untuk berinteraksi dengan rakyat Malaysia
This course will explain the history and formation of Malaysia. It will also discuss the national administrative structure and system of
Malaysia, the Malaysian Consitution, culture, values, ethnic orientation, national integration, unity and guidelines on social interactions with
Malaysians.
Kaedah Penilaian
Assessment Method
: Kerja Kursus - 50%, Peperiksaan - 50%
: Assignment
Examination
Asma Abdullah & Paul B. Pedersen. (2003), Understanding multicultural Malaysia: Delights, puzzles & irritations, Kuala
Lumpur: Prentice Hall Pearson Malaysia Sdn. Bhd.
Cheah Boon Kheng. (2002), Malaysia: The Making of a Nation, Singapore: Institute of Southeast Asian Studies.
Kahn, J. and Loh Kok Wah (eds). (1993), Fragmented Vision: Culture and Politics in Contemporary Malaysia, Sydney: Allen
and Unwin.
77
GIG1001 – TAMADUN ISLAM TAMADUN ASIA (TITAS) (2 Jam Kredit)
ISLAMIC AND ASIAN CIVILISATION (TITAS) (2 Credit Hours )
Sinopsis/Synopsis:
Kursus ini membincangkan peranan ilmu ketamadunan dalam membentuk persepsi, sahsiah dan kehidupan harmoni antara
masyarakat berlainan budaya. Kursus ini juga menerapkan nilai-nilai murni dan persefahaman antara pelbagai budaya
melalui kebolehan berdialog dan berinteraksi.
This course discusses the importance of civilizational in shaping perception, personality and life harmony between different communities.
This course also adopts the values and understanding between diverse cultures through dialogue and interaction abilities.
Kaedah Penilaian
Assessment Method
: Penilaian Berterusan - 70%,
Peperiksaan
Examination
- 30%
Bahasa Pengantar : Bahasa Melayu
Medium of Instruction : Malay Language
Osman Bakar, Azizan Baharuddin & Zaid Ahmad (ed.). 2009. Modul Pengajian Tamadun Islam dan Tamadun Asia. Kuala
Lumpur: Penerbit Universiti Malaya.
Tanpa Pengarang. 2006. Tamadun Islam dan Tamadun Melayu, Kuala Lumpur: Penerbit Universiti Malaya.
Tanpa Pengarang. 2001. Tamadun Islam dan Tamadun Asia, Kuala Lumpur: Penerbit Universiti Malaya.
GIG1005 – JALINAN MASYARAKAT (2 Jam Kredit)
SOCIAL ENGAGEMENT (2 Credit Hours )
Sinopsis/Synopsis:
Kursus ini mendedahkan kepada pelajar mengenai khidmat kemasyarakatan dan peranan sebagai sukarelawan. Pelajar juga
perlu merancang program khidmat masyarakat dan ditempatkan di lokasi-lokasi berkaitan dengan program tersebut. Pelajar
perlu membuat laporan dan pembentangan berdasarkan pengalaman bersama komuniti tempatan.
This course exposes the students on social enggagement and their role as volunteers. Students need to plan their social enggagement
programme and will be placed at a specific location based on their programme. Students have to write a report and make a presentation on
their experience with the community.
Kaedah Penilaian
Assessment Method
: Penilaian berterusan 100% (Kerja Kursus/Ujian/ Amali/Lisan)
: Continues Assessment 100% (Course Work/Test/ /Oral)
Bahasa Pengantar : Bahasa Melayu dan/atau Bahasa Inggeris
Medium of Instruction : Malay Language and/or English Language
Compton & Galaway, 1979. Social Work Process, New York: The Dorsey Press
Reid K.E 1991. Social Work Practice With
Groups, Clinical Perspective California: Brooks/Cole Pub.Co.
Hepworth D. H & H LarsenJ.A 1993. Direct Social Work Practice, Theory and Skills. California: Brooks/Cole Pub. Co.
78
GIG1006 – PENGENALAN KEPADA MALAYSIA (2 Jam Kredit)
INTRODUCTION TO MALAYSIA (2 Credit Hours )
Sinopsis/Synopsis:
Kursus ini menerangkan sejarah asal usul dan pembentukan Malaysia. Kursus ini juga membincangkan sistem dan struktur
pentadbiran negara, Perlembagaan Malaysia, budaya, nilai dan orientasi setiap kaum, integrasi nasional, perpaduan dan
garis panduan untuk berinteraksi dengan rakyat Malaysia
This course will explain the history and formation of Malaysia. It will also discuss the national administrative structure and system of
Malaysia, the Malaysian Consitution, culture, values, ethnic orientation, national integration, unity and guidelines on social interactions with
Malaysians.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Asma Abdullah & Paul B. Pedersen. (2003), Understanding multicultural Malaysia: Delights, puzzles & irritations, Kuala
Lumpur: Prentice Hall Pearson Malaysia Sdn. Bhd.
Cheah Boon Kheng. (2002), Malaysia: The Making of a Nation, Singapore: Institute of Southeast Asian Studies.
Kahn, J. and Loh Kok Wah (eds). (1993), Fragmented Vision: Culture and Politics in Contemporary Malaysia, Sydney: Allen
and Unwin.
PBET2106 – KEMAHIRAN BERFIKIR DAN KOMUNIKASI (3 Jam Kredit)
THINKING AND COMMUNICATION SKILLS (3 Credit Hours )
Sinopsis/Synopsis:
Kursus ini berdasarkan atas percayaan bahawa fikiran adalah sesuatu kemahiran yang boleh diperkembangkan melalui
panduan dan praktis. Maka ia direkabentukkan supaya kemahiran-kemahiran yang utama dapat diperkembangkan.
Kemahiran tersebut merangkumi kebolehan menjelas, menganalisis dan menilai argumen; dan melahirkan sikap yang
terbuka minda dan ingin tahu. Kemahiran sedemikian amat diperlukan untuk menjayakan pembelajaran, menyelesaikan
masalah dan membuat keputusan yang bijak dalam kehidupan kita. Kursus ini mengintegrasikan perkembangan kemahiran
berfikir secara kritis dan kreatif dalam situasi komunikasi, seperti menegaskan emphati di antara pengucap dengan audiens,
komunikasi di antara satu sama lain, dan juga penggunaan bahasa dan mesej ‘non-verbal’.
This course is based on the conviction that thinking is an ability that can be developed and improved through guidance and practice. It is
designed to help develop fundamental thinking abilities such as clarifying, analyzing and evaluating arguments; and developing attitudes of
open-mindedness and curiosity. These are needed for success in courses, in solving problems and making informed decisions in life. The
course integrates the development of both critical (evaluation) and creative (synthesis) thinking abilities within communication situations such
as emphasizing empathy between speaker and the audience, interpersonal communication, and the use of language and nonverbal
messages.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Fisher, A. (2011). Critical thinking: An introduction (2nd Edition). Cambridge: Cambridge University Press.
Butterworth, John & Thwaites, Geoff. (2013). Thinking Skills: Critical thinking and problem solving (2nd Edition). Cambridge:
Cambridge University Press.
Verderber, R. F., Verderber, K. S. & Sellnow, D. D. (2008). The challenge of effective speaking. (14th Edition).
USA :Thomson Wadsworth.
79
PDEX2101 – PENGURUSAN UNIT BERUNIFORM (3 Jam Kredit)
MANAGEMENT OF UNIFORM UNITS (3 Credit Hours )
Sinopsis/Synopsis:
Kerja kursus pengurusan unit beruniform bertujuan untuk memberi pengetahuan dan kemahiran kepada guru pelatih
mengurus unit-unit beruniform yang dijalankan di organisasi pendidikan khususnya sekolah secara cekap dan berkesan.
Perbincangan meliputi konsep, peranan, fungsi, proses dan tatacara pengruusan unit beruniform di sekolah mengikut
keperluan dan situasi semasa. Aspek-aspek perancangan, pengurusan dan pembangunan unit beruniform diketengahkan.
Isu-isu pengurusan unit beruniform, khususnya di peringkat sekolah dibincangkan. Selain itu, kemahiran-kemahiran
menjalankan aktiviti unit beruniform juga dijalankan secara teori dan praktikal seperti kemahiran perkhemahan, pertolongan
cemas dan kesihatan juga dijalankan
This course on management of uniform units aims to provide knowledge and skills to teacher trainees to manage uniform units run at
educational organisations, particularly schools. Discussions include concepts, roles, functions, processes and procedures of managing
uniform units at school in accordance to the current needs and situations. Aspects of planning, management and development of uniform
units are highlighted. Issues on management of uniform units, particularly at school level are also discussed. In addition, the skills on
running uniform unit activities are developed through theories and practices such as camping, first aids and health management
Kaedah Penilaian
Assessment Method
: Kerja Kursus - 60%, Ujian Kelas - 40%
: Assignment
Test
Abd. Alim Abdul Rahmah. (1994). Pengurusan kokurikulum. Kuala Lumpur: Penerbit Fajar Bakti
Bell., M. (1999). Extra curricular activities in school. London: Routledge & Kegan Paul Grgson., B. D. (2003). Activities
outside classroom: Tasks and activities. New Jersey: Open University Press
PBET2112 – FOUNDATIONS OF RESEARCH FOR TESL (3 Credit Hours)
Synopsis:
This course is an introduction to research in teaching English as a second language. It is a preparatory course for students to
explore research in the field. Current issues and research techniques/methods are identified and discussed in depth. At the
end of the course, students will be prepared to carry out research in the area of TESL.
Assessment Method
: Assignment - 70% , Test - 30%
Medium of Instruction
: English Language
Main References :
Creswell, J.W. (2009). Research design: Qualitative, quantitative and mixed-methods approaches (3rd ed.) Thousand Oaks:
Sage Publications.
Brown, J. D. & Rodgers, T. S. (2003). Doing second language research (Oxford handbook for language teachers). London:
Oxford University Press.
Richards, K. (2003). Qualitative inquiry in TESOL. London : Palgrave MacMilan.
80
KURSUS ASAS
BASIC COURSES
KURSUS ASAS
BASIC COURSES
81
PDET1105 – ASAS PENDIDIKAN JASMANI, KESIHATAN DAN KOKURIKULUM V.1 (3 Jam Kredit)
PHYSICAL EDUCATION, HEALTH AND CO-CURRICULUM V.1 (3 Credit Hours )
Sinopsis/Synopsis:
Kursus ini mendedahkan pelajar kepada asas anatomi, fisiologi manusia, prinsip latihan dan beberapa konsep dalam
pembelajaran motor dan biomekanik sukan. Antara topik-topik yang turut dibincangkan ialah falsafah, konsep dan amalan
dalam Pendidikan Jasmani, Kesihatan dan Kokurikulum, khususnya, dalam konteks pendidikan. Penekanan juga diberi
kepada pentadbiran, pengurusan dan pelaksanaan Pendidikan Jasmani dan kokurikulum di sekolah menengah.
The students will be introduced to basic anatomy, human physiology, exercise principles and some concepts and practice in physical
education, health and co-curriculum especially in the educational context. Emphasis will be given to administration, management and
implementation of physical education and co-curriculum in secondary schools.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Bahasa Pengantar : Bahasa Melayu dan Bahasa Inggeris
Medium of Instruction : Malay Language and English Language
Carpenter.J, & Sinclair, C.(2011).Middle and high school levels, Physical Best Activity Guide. 3th edition. Human
Kinetics.USA.
Pual, W., Darst et al. (2005). Dynamic physical education for secondary school students.
Lumpkin, A., (2004). Introduction to physical education, exercise science, and sports studies.
PAET1102 – ASAS FALSAFAH DAN PENDIDIKAN DI MALAYSIA (3 Jam Kredit)
PHILOSOPHICAL AND EDUCATIONAL FOUNDATIONS IN MALAYSIA (3 Credit Hours )
Sinopsis/Synopsis:
Kursus akan membincangkan sejarah perkembangan falsafah pendidikan utama Barat seperti perenialisme, progresivisme,
dan esensialisme yang mempengaruhi perkembangan falsafah pendidikan dunia. Perbandingan akan dibuat dengan
falsafah pendidikan Islam. Dengan latar belakang ini, sejarah perkembangan pendidikan di Malaysia akan dikaji untuk
menganalisis faktor-faktor yang mempengaruhi polisi dan amalan pendidikan dari semasa ke semasa. Tumpuan diberi
kepada perkembangan terkini seperti Falsafah Pendidikan Kebangsaan dan pelaksanaan Kurikulum Bersepadu Sekolah
Menengah. Pelajar juga akan dibimbing untuk mengenal pasti andaian di sebalik kepelbagaian pendekatan terhadap
pengajaran dan seterusnya menyedari falsafah pendidikan masing-masing.
This course will introduce to students the historical development of the main Western educational philosophies such as perennialism,
progressivism, and essentialism, which have influenced the development of educational philosophy in the world. Comparisons will be made
with the Islamic philosophy of education. With this background the historical development of education in Malaysia will be studied to analyse
the factors which influenced the country’s educational policy and practice from time to time. Attention will be given to the latest developments
such as the National Philosophy of Education and the implementation of the Integrated Secondary School Curriculum. Students will also be
guided to identify the assumptions underpinning the different approaches to teaching and subsequently be aware of their own philosophies
of education.
Kaedah Penilaian
Assessment Method
: Kerja Kursus - 40%, Ujian Kelas - 20%, Peperiksaan - 40%
: Assignment
Test
Examination
Armstrong D. G., Henson, K. T., & Savage, T. V. (2001). Teaching today: An introduction to education (6th ed.). New Jersey:
Prentice Hall.
Fenstermacher, G. D., & Soltis, J. F. (1992). Approaches to teaching (2nd ed.). New York: Teachers College Press.
Kementerian Pendidikan Malaysia (1990). Pukal latihan KBSM: Falsafah Pendidikan Negara. Kuala Lumpur: Dewan Bahasa
dan Pustaka.
82
PPET2104 – PSIKOLOGI PENDIDIKAN V.1 (3 Jam Kredit)
EDUCATIONAL PSYCHOLOGY V.1 (3 Credit Hours )
Sinopsis/Synopsis:
Kursus ini bertujuan untuk menyediakan pengetahuan kepada pelajar mengenai teori perkembangan dan faktor yang
mempengaruhi proses pembelajaran. Ini akan meliputi topik seperti proses perkembangan, kecerdasan, perbezaan individu,
konsep diri dan motivasi. Kursus ini juga akan mengenengahkan teori pembelajaran dan strategi asas pengajaran.
This course aims to provide knowledge to students on theories of development and factors affecting their learning process. This course will
cover topics such as the process of development, intelligence, individual differences, self-concepts and motivation. The course will also
highlight theories of learning and basic teaching strategies.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Slavin, R.E.(1997). Educational Psychology. Needham Hight, MA: Allyn & Bacon
Woolfolk, A.E.(1998).Educational Psychology. Needham Hight, MA: Allyn & Bacon
Rothstein, P.R.(1997). Educational Psychology. Siongapore: McGraw-Hill
PPET3104 – PRINSIP TEKNOLOGI PENGAJARAN (3 Jam Kredit)
PRINCIPLES OF INSTRUCTIONAL TECHNOLOGY (3 Credit Hours )
Sinopsis/Synopsis:
Kursus ini membincangkan prinsip asas dalam proses pengajaran dan pembelajaran untuk amalan di bilik darjah. Pelajar
akan mempelajari cara menulis objektif yang baik dalam merancang satu pelajaran bilik darjah, dan memilih bahan serta
kaedah pengajaran mengikut objektif yang ditulis. Disamping itu, pelajar juga akan didedahkan dengan beberapa aspek
pengurusan bilik darjah.
This course discusses basic principles in the process of teaching and learning for classroom practices. The students will learn to write good
objectives in planning class lessons, and to select media and instructional methods that suit the written objectives. Besides, the students will
also be introduced to some aspects of classroom management.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Anglin, G.J. (1995). Instructional Technology: Past, Present and Future (2nd ed.) Englewood Co. : Libraries Unlimited.
Gagne, R. M. & Wager, W.W. (1992). Principles of Instructional Design (4th ed.) HBJ College & School Division.
Reiser, R.A., Dempsey, J.V. (2000). Trends and Issues in Instructional Design and Technology, Upper Saddle River, NJ:
Merrill Prentice Hall.
83
PAET3101 – ETIKA DAN PERGURUAN (3 Jam Kredit)
ETHICS AND TEACHING (3 Credit Hours )
Sinopsis/Synopsis:
Kursus ini mendedahkan pelajar kepada teori dan amalan nilai sebenar dalam bidang perguruan yang mencakupi definisi,
konsep dan ciri etika serta kod etika perguruan. Kursus ini bertujuan untuk membolehkan pelajar memahami kepentingan
etika dan agama ke arah perkembangan insan yang mulia serta merancang pelajar untuk mengamalkan tingkahlaku yang
beretika dan profesionalisme keguruan. Kursus ini juga mencerakinkan nilai dan ciri insan multazim yang bermoral untuk
kehidupan yang sejahtera dan mahir menyelesaikan masalah dan isu etika.
This course will introduce to students the theories and practices of values in teaching in terms of definitions, concepts and characteristics of
ethics including the ethical code of teaching. The course will enable students to understand the importance of ethics and religion in
developing moral character as well as planning for ethical behaviour and professionalism in teaching. The course will also analyse the
values and characteristics of a noble and moral person for his or her well-being and skills in problem solving ethical problems and issues.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Abd. Rahim Abd. Rashid (2005). Profesionalisma keguruan : Prospek dan cabaran. Kuala Lumpur : Dewan Bahasa dan
Pustaka
Bertens, K. (2003). Etika dan moral untuk pengajian tinggi. Kuala Lumpur: Penerbit Universiti Malaya
Mohd. Janib Johari (2001). Etika profesional, Skudai: Penerbit Universiti Teknologi Malaysia.
PDET4101 – KEPIMPINAN DIRI DAN ORGANISASI (3 Jam Kredit)
SELF AND ORGANIZATIONAL LEADERSHIP (3 Credit Hours )
Sinopsis/Synopsis:
Kursus ini bertujuan untuk menyediakan pemahaman terhadap konsep asas kempimpinan dan imej diri cemerlang yang
diperlukan dalam sesuatu organisasi tempat kerja. Antara topik yang akan dibincangkan adalah pengenalan kepada
kepimpinan, kepimpinan dinamik dan memahami kepimpinan daripada pelbagai perspektif. Perbincangan mengenai
pengurusan diri akan termasuk topik seperti mengetahui potensi kepimpinan diri, menganalisis kekuatan dan kelemahan,
dan membina keyakinan diri.
This course aims to provide understanding on basic concepts of excellent leadership and self image required in an organization of work
place. Among the topics to be discussed are; introduction to leadership, dynamic leadership, understanding leadership from multiple
perspectives. Discussions on self organization will include topics such as knowing potentials of self leadership, analyzing self strengths and
weaknesses, and building self-confidence.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Ab. Aziz Yusof (2000). Pengurus dan gelagat organisasi di abad ke 21. Prentice hall .
Ahmad Zabidi Abdul Razak (2003). Memimpin diri sendiri. PTS Publications.
Ken Parry (1996). Tranformational leadership. Pitman Publishing.
84
PAET4101 – SOSIOLOGI PERSEKOLAHAN (3 Jam Kredit)
SOCIOLOGY OF SCHOOLING (3 Credit Hours )
Sinopsis/Synopsis:
Kursus ini akan mendedahkan kepada para pelajar mengenai konsep, pengertian dan peranan pendidikan dan persekolahan
dalam konteks sosiologi. Pelajar juga akan didedahkan teori-teori sosiologi pendidikan dan impaknya seperti:
Fungsionalisme, konflik, interaksionalisme dan pasca modenisme. Pelajar juga akan dapat memahami persekitaran dan iklim
sekolah, cabaran masalah disiplin dalam kalangan murid serta usaha menyelesaikannya. Pelajar juga akan didedahkan
tentang hubungan antara persekolahan dan struktur masyarakat, perbezaan status sosio-ekonomi, kesaksamaan peluang
pendidikan, mobiliti sosial dan kurikulum tersembunyi.
This course gives students an understanding of the concepts, meanings and role of education and schooling in sociological context.
Students are also introduced to theories of educational sociology and its impact such as functionalism, conflict, interactionalism and postmodernism. Students will be able to understand the school environment and climate, challenges faced in discipline problems among
students and ways to resolve them. Students will also be introduced to the relationship between school and the social structure, socioeconomic differences, educational opportunities and equity and hidden curriculum.
Kaedah Penilaian
Assessment Method
: Kerja Kursus - 40%, Ujian Kelas - 20%, Peperiksaan - 40%
: Assignment
Test
Examination
Amir Hassan Dawi (1999). Penteorian Sosiologi dan Pendidikan. Tanjung Malim : Quantum Books.
Hazil Abdul Hamid (1990). Sosiologi Pendidikan dalam Perspektif Pembangunan Negara. Kuala Lumpur : Dewan Bahasa
dan Pustaka.
Myra Sadker, M. (1999). Teachers. schools and society. Kuala Lumpur : McGraw-Hill Higher Education.
85
KURSUS MAJOR: KAEDAH PERTAMA
MAJOR COURSES: FIRST METHOD
KURSUS MAJOR: KAEDAH PERTAMA
MAJOR BAHASA
COURSES:
FIRSTSEBAGAI
METHOD
PENGAJARAN
INGGERIS
BAHASA KEDUA
TEACHING OF ENGLISH AS A SECOND LANGUAGE
PENGAJARAN BAHASA INGGERIS SEBAGAI BAHASA KEDUA
TEACHING OF ENGLISH AS A SECOND LANGUAGE
PBET1101 – LINGUISTICS FOR LANGUAGE TEACHERS (3 Credit Hours )
Synopsis:
This course will introduce students to some basic notions about the nature and functions of language. Students will be
exposed to theoretical assumptions of language and their implication for teaching and learning of English as a Second
Language. The main components of linguistics include phonology, morphology, syntax semantics and pragmatics and their
contributions to the formulation of pedagogic principles. Students are expected to apply knowledge of linguistics in practical
situations and in solving problems pertaining to teaching approaches, materials development, and the development of
language skills.
Assessment Method
: Assignment - 60%, Test - 40%
References:
Crystal, D. (2008). A Dictionary of Linguistics and Phonetics. UK:Blackwell Publishing.
Fromkin, V. A.(ed) (2000) Linguistics: An Introduction to Linguistic Theory.UK: Blackwell Publishers Inc.
Fromkin, V., Rodman, R. & Hyams, N. (2013) An Introduction to Language. USA: Cengage Learning
PBET1103 – INTRODUCTION TO ENGLISH GRAMMAR (3 Credit Hours )
Synopsis:
The course offers an overview of English Grammar for English Language teachers. This will lead to an examination of the
relationship between form and function as a basis for instructional design. Aspects of English grammar will be examined in
relation to the techniques and materials for communicative teaching of forms and functions. Topics covered include varieties
of English, formal and functional grammars, pedagogical grammars, special problem areas, the acquisition of grammar and
pedagogical considerations.
Assessment Method
References:
Frodessen, J. & Eyring, J. (2000). Grammar dimensions. Boston: Heinle & Heinle.
Quick, R. & Greenbaum, S. (1996). A university grammar of English. London: Longman.
Werner, P.K. & Nelson, J.P. (2002). Mosaic 2: Grammar. New York: McGraw Hill.
PBET1105 – FOUNDATIONS FOR TESL METHODOLOGY V.1 (3 Credit Hours )
Synopsis:
This is an introductory course that is designed to give students insight into recent approaches and methods in ELT theory
and practice. Students will be encouraged to develop their own understanding of an appropriate TESL methodology. It will
also help students be aware of their role as teachers in the language classroom. The course will include teaching-learning
activities for listening, speaking, reading, writing, grammar, pronunciation and vocabulary practice. Topics covered include
recent approaches and methods in TESL, activities for teaching the four skills and sub-skills, and an introduction to ELT
classroom organization and management.
Assessment Method
References:
Brown, H.D. (2001). Principles of language learning and teaching. USA: Prentice Hall Regents.
Gaudart, H. (2009). Lively language learning. Petaling Jaya: August Publishing.
Rivers, W. (2000). Teaching foreign language skills. New York: University of Chicago Press
87
PBET1106 – LISTENING AND SPEAKING IN THE ESL CLASSROOM V.1 (3 Credit Hours )
Synopsis:
The course will comprise lectures and tutorials which will focus on the teaching of listening and speaking as a separate and
integrated skill. Both will be linked to reading and writing in teaching the Malaysian English Syllabus. The course will begin
with an overview of basic concepts, principles and approaches to teaching listening and speaking. Opportunities will be
provided for students to explore the implications of the above instruction. Workshop sessions throughout the course will offer
hands-on experience in planning and implementing lessons.
Assessment Method
References:
Brown,S. & Smith, D. (2007) Active Listening. USA:Cambridge University Press.
Nation, I.S.P.& Newton, J. (2009).Teaching ESL/EFL Listening and Speaking:ESL and Applied Linguistics Professional
Series. London:Routledge
Richards,J.C. (2005) Second Language Listening: Theory and Practice.USA:Cambridge University Press.
PBET2107 – READING IN THE ESL CLASSROOM (3 Credit Hours )
Synopsis:
The course will provide an overview of the basic concepts, principles, and approaches to teaching reading. Students will be
given the opportunity to relate these experiences to instruction through hands-on experiences in planning and instruction.
The course will cover the following: basic concepts and principles of reading, purposes of reading, integrating reading and
writing experiences, evaluating and selecting texts for reading, dealing with non-readers, testing reading skills and gauging
reading ability.
Assessment Method
References:
Ruddell, M. R. (2001). Teaching content reading and writing (3rd Edition). New York: John Wiley & Sons Inc.
Childs, C. L. (2006). Creative reading and writing in the intermediate ESL classroom with children aged 10-12.
Austin: University of Texas.
Nation, I.S.P. (2008). Teaching ESL/EFL reading and writing. New York: Taylor & Francis Group.
PBET2108 – WRITING IN THE ESL CLASSROOM (3 Credit Hours )
Synopsis:
The course will provide an overview of the basic concepts, techniques and approaches to teaching writing. Students will be
given the opportunity to relate these theories to instruction through hands-on experiences in planning and instruction. The
knowledge and understanding developed through this course will be drawn upon in other methodology courses.
Assessment Method
References:
Ferris,D & Hedgcock,J. (2013). Teaching ESL composition. New Jersey: Routledge.
Hedge, T. (2005.) Writing. Oxford: Oxford University Press.
Hyland,K. (2003.) Second language writing. Cambridge:Cambridge University Press.
88
PBET2113 – LANGUAGE LEARNING ANG LANGUAGE USE (3 Credit Hours )
Synopsis:
The course examines key concepts and issues in language learning and language use. It sensitizes language teachers to
the psychological and social dimensions of language learning and language use. In addition to lectures, readings and class
discussions, students will be encouraged to observe, record and analyze language use and language learning in a variety of
settings.
Assessment Method
References:
Brown,D.H .(2000). Principles of language learning & teaching. New York: Longman
Lightbown,P. & Spada, N. (1999). How languages are learned. London: Oxford University Press
Holmes, J. (2001). An introduction to sociolinguistics. New York: Longman
PBET3103 – LANGUAGE TESTING AND ASSESSMENT (3 Credit Hours )
Synopsis:
This course will provide students with basic concepts and principles of language testing. It will expose students to various
testing approaches and techniques and issues particularly those related to the questions of how and what to test and also
the evaluation of test quality. The emphasis of the course will however be on the identification and construction of test
procedures which are useful for language teachers. Students will be introduced to various types of language tests and the
criteria for constructing particular types of tests. They will be sensitized to methods used to elicit language performance. The
theoretical framework provided should enable the students to describe characteristics of existing language tests and to
develop new language tests. They will conduct research to test the effectiveness of the test items. Students will be able to
do practical work on constructing tests and analyzing and interpreting test results. They will also be required to construct
marking schemes and evaluate each other’s marking schemes.
Assessment Method
References:
Brown, H.D. (2003). Language assessment: Principles and classroom practices. New York: Pearson Education.
Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book New York: Routledge.
Clapham, C., & Corson, D. (1997). Language testing and assessment. Dordrecht: Kluwert Academic.
PBET3107 – INTEGRATIVE SEMINAR: ISSUES IN TESL (3 Credit Hours )
Synopsis:
The course builds on and integrates the TESL methodology courses in the teaching of listening, speaking, reading and
writing in the light of the teaching practice experience. The main focus of the course is to provide a milieu for post-teaching
practice reflection and to help participants theorise key elements from those experiences. The course will consider the
management of change in school settings and the impact of curriculum innovations on the teaching-learning situation.
Assessment Method
References:
Harmer, J. (2002). The practice of English language teaching. England: Pearson Education Limited.
Nunan, D. (1999). Second language teaching and learning. U.S.A.: Heinle & Heinle.
89
Long, M.H. (1987). Methodology in TESOL: A book of readings. U.S.A. : Heinle & Heinle.
PBET4101 – SIMULATED TEACHING FOR TESL V.1 (3 Credit Hours )
Synopsis:
The course builds on and integrates the TESL methodology courses in the teaching of listening, speaking, reading and
writing. The focus will be on providing opportunities for simulated teaching in which students will be led to link theory and
practice as they plan and implement lessons. The course will encourage students to reflect on experiences and allow them to
explore situations they may encounter during teaching practice.
Assessment Method
: Assignment - 40%, Oral - 60%
References:
Hedge, T. (2002). Teaching and learning in the language classroom. Oxford: OUP
Freeman, D. & Richards, J. (1996). Teacher learning in language teaching. Cambridge; CUP
Brown, D.H. (1994). Principles of language learning and teaching. NJ; Prentice Hall.
PPEX4180 – PROJEK ILMIAH (3 Jam Kredit)
ACADEMIC PROJECT (3 Credit Hours )
Sinopsis/Synopsis:
Dalam kursus ini pelajar akan dibimbing untuk menguasai kaedah menjalankan kajian secara ilmiah. Mereka akan memilih
satu tajuk penyelidikan yang bersesuaian untuk dilaksanakan dalam tempoh satu semester. Pada akhir kursus ini mereka
akan menghasilkan sebuah laporan penyelidikan yang telah dijalankan untuk tujuan penilaian kursus.
In this course students will be guided in acquiring skills required for undertaking academic research studies.They will choose a research
topic and the study will be completed within one semester. At the end of the course they will produce a research report to be evaluated as
the course assessment.
Kaedah Penilaian
Assessment Method
: Kerja Kursus - 100%
: Assignment
Macintrye, C. (1999). The art of action research in the classroom. London: David Fulton Pub.
McNiff, J. (2004). Action research: Principles and practice. UK: Routledge.
Babbie, E. (2001). The practice of social research (9th Edition). Belmont, CA: Wadsworth/Thomson Learning.
90
KURSUS MINOR: KAEDAH KEDUA
MINOR COURSES: SECOND METHOD
KURSUS
MINOR : KAEDAH KEDUA
(PENDIDIKAN SENI)
COURSES
MINOR
: SECOND METHOD
(ART
EDUCATION)
(PENDIDIKAN SENI)
(ART EDUCATION)
91
PSET1101 – ASAS REKAAN TAMPAK V.1 (3 Jam Kredit)
FUNDAMENTALS OF VISUAL DESIGN V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan kepada pelajar tentang teori unsur-unsur seni dan prinsip rekaan. Melalui
pendedahan ini pelajar akan melibatkan diri dalam mengaplikasikan unsur-unsur seni dan prinsip rekaan dalam penghasilan
karya seni. Sesi kritikan juga diadakan untuk meningkatkan lagi kefahaman pelajar terhadap karya seni yang dihasilkan.
This course aims to provide exposure to students on theories of art elements and principles of design. Through such an exposure, the
students will be involved in applying the elements and principles in their producing works of art. Critical sessions are held to enhance their
understanding of their work.
Kaedah Penilaian
Assessment Method
: Assignment
Tappenden, C., Taylor, A., Thomas,P.& Tidnam,N. (2006). Complete art foundation course. London: Octopus Publishing
Group Ltd.
Ocvirk, O.G., Stinson, R.E., Wigg, P.R., Bone, R.O. & Cayton, D.L. (2002). Art fundamentals: Theory and practice. New
York: The McGraw-Hill Companies,Inc.
Barber,B. (2006). The complete fundamentals of drawing. London: Arcturus Publishing Limited.
PSET2101 – REKAAN DUA DIMENSI V.1 (3 Jam Kredit)
TWO DIMENSIONAL DESIGN V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan kepada pelajar terhadap penghasilan lukisan, cetakan dan rekaan. Pelajar akan
diberikan pendedahan dengan pelbagai teknik,proses dan peralatan dalam menghasilkan hasil seni. Pelajar juga diberikan
pendedahan dalam aktiviti rekaan seperti menghasilkan poster, kulit buku dan logo. Sesi kritikan juga diadakan untuk
meningkatkan lagi kefahaman pelajar terhadap karya seni yang dihasilkan.
This course aims to provide exposure to students on productions of drawings, prints and designs. Students will gain exposure on various
applications of techniques, processes and uses of art tools in producing works of art. Students will also be exposed to working in making
posters, book covers, and logos. Critical sessions will help students to enhance their understanding of their own work.
Kaedah Penilaian
Assessment Method
: Assignment
Ocvirk, Stinson, Wigg, Bone & Cayton. (2012). Art Fundamentals: Theory and Practice 12th Edition London: McGraw Hill
Rockman, D (2011). Drawing Essentials: A Guide to Drawing from Observation. Oxford University Press
Marculewicz, N. (2002). Making monotypes using a geletin plate. Rockport, Massachusetts: Hand Books Press.
Thomas,G. (2000). How to design logos, symbols & icons. Cincinnati,Ohio: How Design Books.
Elliot, I.M. (2004). Batik: Fabled cloth of Jawa. New York: Clarkson N Potter, Inc.
92
PSET2102 – REKAAN TIGA DIMENSI V.1 (3 Jam Kredit)
THREE DIMENSIONAL DESIGN V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan kepada pelajar tentang penghasilan pelbagai jenis kraftangan. Pelajar akan
diberikan pendedahan tentang pelbagai teknik,proses dan peralatan dalam menghasilkan pelbagai jenis kraftangan seperti
anyaman, ukiran kayu, tembikar dan batik. Sesi kritikan juga diadakan untuk meningkatkan lagi kefahaman pelajar tentang
kraftangan yang dihasilkan.
This course aims to provide exposure to students on productions of crafts. Students will gain exposure on various applications of techniques,
processes and uses of art tools in producing types of crafts such as weaving, wood-carving, ceramics and batik. Critical sessions will help
students to enhance their understanding of their own work.
Kaedah Penilaian
Assessment Method
: Assignment
Steward, Mary. (2011). Launching the Imagination: A Guide to Three-Dimensional Design (4th Edition). McGraw-Hill
Education_
Roth, Richard & Pentak, Stephen. (2012). Design Basics: 3D Wadsworth Publishing
Sh Sakinah ALjunid & Purser, W. (2006). Modern Malaysian: A tribute to Felda’s craftpeople. Jakarta: Equinox Publishing.
Warshaw, J. (2005). The Pottery Handbook. Leicester: Silverdale Books.
PSET3102 – APRESIASI DAN ASAS KRITIKAN SENI V.1 (3 Jam Kredit)
APPRECIATION AND FUNDAMENTALS OF ART CRITICISM V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk membolehkan pelajar mendapat pengetahuan mengenai teori asas dan model kritikan seni
seperti model Broudy, Feldman dan Miller. Di samping itu pelajar juga terlibat dengan perbincangan terhadap isu dan teknik
yang digunakan dalam kritikan. Ini termasuklah soal wacana dan jenis pendekatan dalam kerja pengkritikan seni visual.
Untuk mengukuhkan pengetahuan mereka, pelajar akan terlibat dalam amalan kritikan sehingga dapat membina satu
kerangka kritikan sendiri untuk menghayati dan membuat apresiasi terhadap karya-karya seni tradisi, moden dan
pascamoden.
This course aims to enable students to gain knowledge on basic theories and art critical models such as the Broudy, Feldman and Miller
models. Apart from that students are also involved in discussions on issues and techniques used in criticism. These include discourses and
approaches to the visual arts critical process. To consolidate knowledge, students will be involved in critical work and exercises until they are
able to develop their own model to appreciate works of traditional, modern and postmodern art.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Francis, P. (2009). Inspiring writing in art and design. Chicago; Intellect Books
Fichner-Rathus, L. (2012). Understanding art (10th Ed.). Cengage Learning
Johnson, Paul. (2003). Art: A new history. London: Weidenfeld & Nicolson
Pingelton, T. (2014). Art appreciation. CreateSpace Independent Publishing
Park, J. (2104). Universal principles of art: 100 Key concepts for understanding, analyzing, and practicing Art. Rockport
Publishers
93
PSET3103 – KURIKULUM PENDIDIKAN SENI V.1 (3 Jam Kredit)
ART EDUCATION CURRICULUM V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan kepada pelajar terhadap kurikulum pendidikan seni sekolah menengah secara
menyeluruh. Perbincangan meliputi perkara yang berkaitan dengan falsafah, matlamat, objektif, nilai dan kandungan
kurikulum pendidikan seni sekolah menengah. Aspek yang berkaitan dengan penggunaan portfolio, penilaian dan
pengurusan seni juga dibincangkan
This course aims to enable students to gain knowledge on basic theories and art critical models such as the Broudy, Feldman and Miller
models. Apart from that students are also involved in discussions on issues and techniques used in criticism. These include discourses and
approaches to the visual arts critical process. To consolidate knowledge, students will be involved in critical work and exercises until they are
able to develop their own model to appreciate works of traditional, modern and postmodern art.
Kaedah Penilaian
Assessment Method
: Assignment
Test
Marshall, J. & Donahue, D.M. (2014) Art-Centered Learning Across the Curriculum: Integrating Contemporary Art in the
Secondary School Classroom. Teachers College Press
Yenawine, P. (2014). Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines (1st Edition)
Harvard Education Press
Addison, N & Burgess, L. (2003). Issues in art and design teaching. London: RoutledgeFalmer.
Kementerian Pelajaran Malaysia.(2003). Sukatan Pendidikan Seni Visual. Kuala Lumpur: Dewan Bahasa & Pustaka.
Kementerian Pelajaran Malaysia. (2003). Huraian sukatan Pendidikan Seni Visual sekolah menengah. Kuala Lumpur:
Dewan Bahasa & Pustaka.
PSET3105 – TINJAUAN SENI (3 Jam Kredit)
A SURVEY OF ART (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan asas teori pensejarahan seni bagi mengkaji seni visual sebagai satu hasil proses
perkembangan dinamik pemikiran manusia. Melalui pendedahan tersebut pelajar meneliti keselarian antara kerangka
perubahan stail seni dengan evolusi logik bercorak rasional yang mendasari pemikiran umum dan imagistik manusia.
Pelajar juga terlibat dalam perbincangan mengenai sumber idea seni dan evolusi stail sebagai satu penglibatan kognitif.
Dengan cara begini pelajar dapat menilai bagaimana hasil seni boleh menjadi dasar kepada transformasi pemikiran manusia
seperti yang terpancar sebagai aliran seni mengikut kefahaman sesuatu tamadun atau kebudayaan.
This course aims to provide exposure to students on art history to study the visual arts as a dynamic process of development in human
thoughts. Through such an exposure the students will examine the parallelism between the structural change of art styles and the logical
evolution of human rationale that underlies the human thinking and imagistic. The students will also be involved in discussions on the
sources of artistic ideas and the evolution of styles as a cognitive preoccupation. That way the students will learn to evaluate how a work of
art can be the foundation to human transformation of thoughts as reflected through art trends according to culture or civilization.
Kaedah Penilaian
Assessment Method
: Assignment
Stokdat, M., & Cothren, M. (2013) Art history Volume 1 (5th Edition) New York: Pearson.
Stokdat, M., & Cothren, M. (2013) Art history Volume 5 (5th Edition). New York: Pearson.
Barnet, S. (2010). A Short Guide to Writing About Art (10th Edition). New York: Pearson
Johnson, P. (2003). Art: A new history. London: Weidenfeld & Nicolson
94
PSET4102 – PENGAJARAN MIKRO PENDIDIKAN SENI (3 Jam Kredit)
ART EDUCATION MICRO TEACHING (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi peluang kepada pelajar untuk meneliti isu pedagogi pendidikan seni dalam konteks
pengajaran di sekolah yang dilihat dari aspek teori dan amalan. Pelajar akan mengkaji struktur dan kandungan kurikulum
pendidikan seni sekolah menengah sebagai cara mendapatkan asas dan panduan dalam memilih dan menyusun bahan
pengajaran yang sesuai. Pelajar juga melaksanakan pengajaran mikro dan membincangkan masalah praktikal berkaitan
dengannya.
This course aims to provide students an opportunity to examine pedagogical issues in art education in the context of teaching in schools
both from the theoretical and practical aspects. The students will study the structure and contents of secondary school art curriculum as a
way to grasp the basics and understand the guidelines on selecting and organizing suitable materials for art teaching. The students will also
perform micro teaching and discuss the practical problems related to it.
Kaedah Penilaian
Assessment Method
: Amali/Lisan - 100%
: Oral
Neu, Kerrian. (2011). Visual Art for the secondary grades. CreateSpace Independent Publishing Platform
Hume, Helen. (2014). The Art Teacher's Survival Guide for Secondary Schools: Grades 7-12 (2nd Edition). CreateSpace
Independent Publishing Platform
Kementerian Pelajaran Malaysia.(2003). Sukatan Pendidikan Seni Visual. Kuala Lumpur: Dewan Bahasa & Pustaka.
Kementerian Pelajaran Malaysia. (2003). Huraian sukatan Pendidikan Seni Visual sekolah menengah. Kuala Lumpur:
Dewan Bahasa & Pustaka.
PSET4104 – PENDIDIKAN SENI DAN AMALAN DI SEKOLAH (3 Jam Kredit)
ART EDUCATION AND SCHOOL PRACTICE (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan membolehkan pelajar mempelajari bagaimana aktiviti seni diuruskan di sekolah. Pelajar mengetahui
mengenai seni sebagai satu aktiviti ko-kurikulum di sekolah, penghasilan majalah sekolah dan aktiviti mengwujudkan
suasana yang sihat untuk pembelajaran seni. Di samping itu, pelajar akan mencari maklumat mengenai agensi dan kerjaya
dalam seni. Kursus ini juga memerlukan pelajar menyediakan satu pameran seni, sebagai aktiviti yang membolehkan
mereka mengaplikasi pengetahuan, kemahiran dan inovasi mereka sendiri.
This course aims to enable students to learn how art activities are managed in schools. Students will know about art as a co-curricular
activity, production of school magazine, and activities of creating conducive environments for art learning. Besides, the students will seek
information on agencies and careers in art. This course also requires students to prepare an art exhibition, an activity that allows them to
apply their own knowledge, skills and innovation.
Kaedah Penilaian
Assessment Method
: Assignment
Dalton, R.,&Zuk, B. (2001). Student art exhibition: New ideas and approaches. Reston, VA: NAEA.
Gee, K. (2000). Visual art as a way of knowing. Los Angeles, CA: Stenhouse Publishers.
White A.W. (2002). The elements of graphic design. New York: Allworth Press.
95
KURSUS MINOR : KAEDAH KEDUA
COURSES
MINOR : SECOND
METHOD
(PENDIDIKAN
MORAL)
(MORAL EDUCATION)
(PENDIDIKAN MORAL)
(MORAL EDUCATION)
PSET1103 – PENDIDIKAN MORAL DAN
ETIKA V.1 (3 Jam Kredit)
UNDERGRADUATE
MORAL EDUCATION AND ETHICS V.1 (3 Credit Hours)
Sinopsis/ Synopsis:
PROGRAMMES
96
PSET1103 – PENDIDIKAN MORAL DAN ETIKA V.1 (3 Jam Kredit)
MORAL EDUCATION AND ETHICS V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk memberi pemahaman tentang konsep asas moral dan etika, teori etika dan pendidikan moral
serta kepentingan pendidikan moral dalam sekolah dan etika professional keguruan. Isu-isu moral semasa akan
dibincangkan untuk mempertingkatkan tahap kesedaran pelajar tentang peranan dan tanggungjawab guru pendidikan moral
di sekolah. Antara tajuk-tajuk yang akan dibincangkan ialah konsep asas nilai, moral dan etika, teori etika, prinsip moral dan
peraturan moral, nilai dan ciri insan yang bermoral, kepentingan dan peranan pendidikan moral dalam sekolah dan etika
profesional keguruan serta isu-isu moral semasa.
This course aims to provide understanding of the basic concept of moral and ethics, ethical theories, moral education and importance of
moral education in schools and professional ethics of teachers. Current moral issues will be discussed to improve students’ awareness level
on roles and responsibilities of a moral education teacher in schools. Among the topics of discussion would be basic ethical concepts, ethical
theories, moral principles and moral rules, values and characteristics of a moral person, importance and role of moral education in schools,
professional ethics of teaching and current issues in the context of Malaysian society.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Nucci, L. Narvaez, D. & Krettenauer, T. (2014). Handbook of moral and character education (2nd. Ed). New York: Routledge
Ab. Halim Tamuri. (2010). Inovasi dalam pendidikan akhlak. Bangi: Penerbit UKM.
Asmawati Suhid. (2009). Pendidikan akhlak dan adab Islam: Konsep dan amalan. Kuala Lumpur: Utusan Publications and
Distributors.
Mohd. Nasir Bin Omar. (2003). Christian and Muslim Ethics. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Majid F. Fakhry. (1994). Ethical theories in Islam. London: Brill.
PSET1104 – PERKEMBANGAN MORAL V.1 (3 Jam Kredit)
MORAL DEVELOPMENT V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini mengkaji beberapa teori perkembangan moral daripada pelbagai perspektif perkembangan moral. Tumpuan
diberikan kepada perspektif perkembangan moral, seperti perkembangan kognitif, pembelajaran, personaliti, konstruktivis
sosial dan integratif. Implikasi teori perkembangan moral terhadap pendidikan moral juga akan dibincangkan.Perbincangan
juga meliputi faktor-faktor yang mempengaruhi perkembangan moral seperti ibu bapa dan keluarga, rakan sebaya dan
sekolah, masyarakat dan media massa. Isu berkaitan dengan perkembangan dan tingkahlaku moral dalam konteks
masyarakat Malaysia juga akan dibincangkan.
This course studies several theories that relate to moral and character development from various perspectives on moral development. Focus
will be given on the development of cognitive, behavioural, personality, social constructivist and integrative perspectives on moral
development and behaviour. The implications of the theories of moral development in moral education will also be discussed. Discussions
will also include factors that can influence moral development such as parents and family, peers and school, culture and mass media.
Issues relating to moral development and behaviour in context of Malaysian society will also be discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Killen, M. & Smetana, J.G. (Eds) (2013). Handbook of moral development Mahwah, NJ: Erlbaum.
Lapsley, D. & Power, F.C. (eds) (2005). Character psychology and character education. Universit Notre Dame: University of
Notre Dame Press.
Turiel, E. (2002). The culture of morality: Social development, context, and conflict. Cambridge, England: Cambridge
University Press.
97
PSET2103 – PENDIDIKAN MORAL DAN AGAMA V.1 (3 Jam Kredit)
MORAL EDUCATION AND RELIGION V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk mendedahkan pelajar tentang nilai murni dalam pelbagai agama yang diamalkan bagi
mencetuskan semangat perpaduan dan menghargai hakikat hidup yang bertoleransi dalam konteks masyarakat Malaysia.
Penekanan kursus adalah berdasarkan tajuk yang berikut: konsep agama, kepercayaan dan moral, kepentingan dan
peranan agama dalam pendidikan moral dan masyarakat majmuk Malaysia, nilai-nilai moral dari perspektif pelbagai agama
dan hubung kait agama dan pendidikan moral, amalan keagamaan dan kepercayaan di kalangan rakyat Malaysia dan nilai
yang perlu diamalkan oleh individu dalam konteks masyarakat Malaysia.
This course aims at exposing students to the noble values in the various religions so as to instil solidarity and appreciate the need for
tolerance in the context of Malaysian society. Topics for discussion will include: concept of religion, beliefs and morals, importance and role
of religion in moral education and Malaysian plural society, moral values from different religions and the relationship between religion and
moral education, religious practices and beliefs among the peoples of Malaysia and the desired values of an individual in the context of
Malaysian society.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Abdul Rahman Md. Aroff (2011). Pendidikan Moral: teori etika dan amalan moral. Serdang: Penerbit Universiti Putra
Malaysia.
Erricker, C. (2000). Reconstructing religious, spiritual and moral education. London: Routledge Falmer.
Kementerian Pendidikan Malaysia (2000). Falsafah Pendidikan Kebangsaan.
Nucci, L. Narvaez, D. & Krettenauer, T. (2014). Handbook of moral and character education (2nd. Ed). New York: Routledge
Vishalache Balakrishnan. (2009). Pendidikan moral untuk universiti dan kolej. Shah Alam: Arah Publications.
PSET2104 – PROJEK PENDIDIKAN MORAL V.1 (3 Jam Kredit)
MORAL EDUCATION PROJECT V.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk mendedahkan pelajar kepada penglibatan aktif secara langsung dalam aktiviti masyarakat.
Pelajar dikehendaki merancang, melaksana dan melaporkan program, projek atau kerja amal yang dipilih. Kesemua
peringkat tersebut dirancang bersama dalam kumpulan dan dilaksanakan di tempat yang dipilih. Pelajar dikehendaki
menghasilkan satu laporan lengkap berdasarkan projek komuniti atau kerja amal yang dijalankan.
This course aims at exposing students to the direct active participation in a community project or social service activity. Students are
required to plan, execute and report on the chosen community project or social service. All stages of planning and implementation are to be
done at the chosen site by group members. Students are required to produce a complete report based on the implementation of the
community project or social service.
Kaedah Penilaian
Assessment Method
: Assignment
Bradford. S.W. (2006) Techniques and guidelines for social work practice. 7th ed. Boston: Pearson/Allyn and Bacon.
Carolyn R. O'Grady (2012), Integrating service learning and multicultural education in colleges and universities. Lawrence
Erlbaum Associates Inc. : New York.
Maidment, J. (2006) Practice skills in social work and welfare: more than just common sense. Crows Nest NSW: Allen &
Unwin.
98
Zastrow. C. (2009) Introduction to social work and social welfare: Empowering People .10th ed. Belmont, CA: Thomson,
Brooks/Cole.
.
PSET3101 – KURIKULUM PENDIDIKAN MORAL (3 Jam Kredit)
MORAL EDUCATION CURRICULUM (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk membolehkan pelajar memahami dan menganalisa matlamat dan objektif kurikulum Pendidikan
Moral serta pembentukan dan organisasi kurikulum tersebut khususnya bagi peringkat sekolah menengah. Topik yang akan
dibincangkan termasuk: matlamat Pendidikan Moral dalam konteks Falsafah Pendidikan Kebangsaan, objektif kurikulum
Pendidikan Moral, organisasi kurikulum, kandungan kurikulum dan implikasinya dalam pengajaran dan pembelajaran mata
pelajaran tersebut di peringkat sekolah menengah. Tumpuan juga akan diberikan kepada mengkaji program Pendidikan
Moral di beberapa buah negara.
This course enables students to understand and analyse the aims and objectives of the Moral Education curriculum as well as the structure
and organisation of the curriculum, specifically for secondary schools. Topics to be discussed include; aims of Moral Education in the context
of the National Philosophy of Education, objectives of the Moral Education curriculum, organisation of the curriculum, curriculum content and
its implications to teaching and learning of the subject at the secondary school level.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Chang Lee Hoon, Norani Mohd Salleh, Wan Hasmah Wan Mamat & Vishalatche Balakrishnan (Eds) (2008). Asia pacific
moral, civic and citizenship education: new vision & new realities. Kuala Lumpur: Department of Educational
Foundations & Humanities, Faculty of Education, University of Malaya.
Kementerian Pendidikan Malaysia (2000). Sukatan Pelajaran Pendidikan (Semakan) dan Huraian Sukatan Pelajaran
Pendidikan Moral Tingkatan 1-5. Kuala Lumpur: Pusat Perkembangan Kurikulum.
Nucci, L.P. & Narváez, D. (2014). Handbook of moral and character education. 2nd Edition. New York: Routledge
PSET3104 – PENILAIAN DALAM PENDIDIKAN MORAL (3 Jam Kredit)
EVALUATION IN MORAL EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk membolehkan pelajar memahami matlamat dan objektif penilaian serta pelbagai cara penilaian
yang sesuai digunakan dalam pengajaran dan pembelajaran. Isu-isu yang berkaitan dengan aspek penilaian dalam
pendidikan moral juga akan dikaji. Topik yang akan dibincangkan ialah konsep penilaian, matlamat dan objektif penilaian,
instrumen penilaian dalam aspek kognitif, efektif dan perlakuan moral, cara mengendalikan penilaian, cara merekod dan
cara melapor dapatan penilaian dalam pendidikan moral.
This course enables students to understand and analyse the aims and objectives of the Moral Education curriculum as well as the structure
and organisation of the curriculum, specifically for secondary schools. Topics to be discussed include; aims of Moral Education in the context
of the National Philosophy of Education, objectives of the Moral Education curriculum, organisation of the curriculum, curriculum content and
its implications to teaching and learning of the subject at the secondary school level.
Kaedah Penilaian
Assessment Method
: Assignment
Examination
Anderson, L.W. & Krathwohl (2012). A taxonomy for learning, teaching, and assesing: a revision of Bloom’s taxonomy of
educational objectives. New York, Toronto: Longsman, Green.
Lembaga Peperiksaan Malaysia. Kementerian Pendidikan Malaysia. (2012) Kerja Kursus Pendidikan Moral
Pusat Perkembangan Kurikulum (2006). Penilaian Kendalian Sekolah.
99
PSET3106 – PENDEKATAN PENGAJARAN DAN PEMBELAJARAN DALAM PENDIDIKAN MORAL (3 Jam Kredit)
APPROACHES IN TEACHING AND LEARNING MORAL EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk membolehkan pelajar mengkaji pelbagai pendekatan dan strategi pengajaran dan pembelajaran
dalam pendidikan moral supaya membolehkan mereka menjadi guru pendidikan moral yang berkesan .Topik perbincangan
akan meliputi pendekatan seperti pemupukan nilai, analisis nilai, perkembangan rasional, pendekatan caring, pembelajaran
kooperatif dan lain-lain. Di samping itu, tumpuan juga akan diberikan kepada penyediaan bahan dan pengendalian pelbagai
teknik serta aktiviti pengajaran dan pembelajaran seperti permainan dan simulasi, perbincangan moral, lakonan,
pengintegrasian ICT dan lain-lain yang boleh merangsang pembelajaran pendidikan moral di bilik darjah.
This course enables students to study the various teaching and learning approaches and strategies in moral education so as to enable them
to be effective teachers. Topics of discussion will include approaches on inculcation of values, value analysis, caring, cooperative and active
learning. In addition, the focus will also be given to the preparation of materials and the management of different techniques as well as
teaching and learning activities such as games and simulation, moral discussions, role-playing, ICT integration and others that will simulate
the learning of moral education in the classroom.
Kaedah Penilaian
Assessment Method
: Assignment
Test
Kementerian Pendidikan Malaysia. Huraian Sukatan Pelajaran Pendidikan Moral KBSM (Semakan).
Nucci, L.P. & Narváez, D. (2008). Handbook of moral and character education. New York: Routledge
Wan Hasmah Wan Mamat & Nur Munirah Teoh Abdullah (2013). Pembelajaran Aktif. Kuala Lumpur: Dewan Bahasa &
Pustaka
PSET4206 – PENGAJARAN MIKRO PENDIDIKAN MORAL (3 Jam Kredit)
MICRO TEACHING IN MORAL EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk mendedahkan kepada pelajar tentang amalan dan prinsip pengajaran pendidikan moral mengikut
tahap pembelajaran yang berbeza. Tumpuan kursus kepada perancangan, pelaksanaan dan penilaian serta pengurusan
pengajaran dan pembelajaran dan bahan-bahan yang dikenal pasti sesuai. Antara perkara yang juga diberi penekanan ialah
kesukaran memahami nilai, kesesuaian, kaedah pengajaran dan perbezaan-perbezaan dalaman pembelajaran murid.
Kursus ini akan dijalankan melalui pengajaran mikro.
This course exposes students to the practices and principles of teaching moral education for different levels of learning. The course will
focus on planning, executing, evaluating and managing teaching and learning as well as materials that are identified to be appropriate.
Among the topics that will be emphasised are problems in understanding values, appropriate teaching methods and differences in students’
learning. This course will be conducted via micro teaching.
Kaedah Penilaian
Assessment Method
: Assignment
Donald C. Orlich, Robert J. Harder, Richard C. Callahan (2012) Teaching Strategies: A Guide to Effective Instruction. 10th
ed. Boston: Houghton Mifflin Co
Kementerian Pendidikan Malaysia.(2000). Huraian Sukatan Pelajaran Pendidikan Moral KBSM (Semakan).
Nikolic, V. (2000). Am I teaching well? Self-evaluation strategies for effective teachers. Toronto:Pippin
100
KURSUS MINOR : KAEDAH KEDUA
COURSESKESUSASTERAAN
MINOR : SECOND METHOD
(PENDIDIKAN
INGGERIS)
(LITERATURE IN ENGLISH EDUCATION)
(PENDIDIKAN KESUSASTERAAN INGGERIS)
(LITERATURE IN ENGLISH EDUCATION)
PBET1107 – INTRODUCTION TO METHODOLOGY IN LITERATURE EDUCATION (3 Credit Hours)
Synopsis:
This introductory course will enable students to develop insights into the role of literature in the curriculum. Students will be
introduced to theories, approaches and issues that are relevant to the teaching and learning of literature in English to
speakers of other languages. Notions of language competence and literary competence and the processes of literary reading
will be discussed. Students will be encouraged to develop an understanding of appropriate learner-centred methodology for
the teaching of the genres of literature. This will be facilitated through the reader-response approaches to texts. The context
of literature teaching and learning and the role of the teacher will also be explored. The teaching approach will be largely
experiential so that the principles for teaching and learning of literature may be inductively drawn.
Assessment Method
: Assignment - 60%, Examination - 40%
References :
Atherton, C., Green, A. & Snapper, G. (2013).Teaching English Literature. UK: Routledge Publication.
Lazar, G. (1993). Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge: Cambridge University
Press.
Carter, R. & Long, M.N. (1991).Teaching Literature. Burnt Mill, UK: Longman.
PBET1208 – TEACHING PROSE IN THE LITERATURE CLASS (3 Credit Hours)
Synopsis:
This course focuses on the teaching of the short story and novel. Students will draw on their knowledge of the literary
elements of both genres of prose, including plot, point of view, character, setting and theme to develop teaching-learning
activities to facilitate and understanding and appreciation of the prose narrative. Students will explore the use of a variety of
techniques and supplementary materials to scaffold the literary experience of the learner at various stages of the encounter
with the text. Students will also strategise how to deal with relevant issues such as length of text, background of text,
language and style. Some consideration will be given to better integrating texts in English by Malaysian authors.
Assessment Method
References :
Collie, J., & Slater, S. (1987). Literature in the language classroom. A resource book of activities and ideas. Oxford: Oxford
University Press.
Mellor, B., O’Neill, M., & Patterson, A. (2000). Reading stories: Activities and texts. Perth: Chalkface Press.
Robert, P. (1999). Developing response to fiction. Milton Keynes: Open University Press.
PBET2209 – TEACHING POETRY IN THE LITERATURE CLASS (3 Credit Hours)
Synopsis:
This course focuses on the teaching of poetry. Students will draw on their knowledge of the literary elements of poetry genre,
including subject, structure, mood and tone as well as the use of poetic devices to develop teaching-learning activities, as
well as to facilitate the understanding and appreciation of the poem. Students will explore the use of a variety of techniques
and supplementary materials to scaffold the literary experience of the learner at various stages of the encounter with text.
This will include helping learners deal with the language and style of poetry, and sensitizing them to patterns of sound and
meaning as they experience poetry. Discussions will also centre on how to better motivate students to read for pleasure.
Some consideration will be given to better integrating texts in English by Malaysian authors.
102
Assessment Method
References :
Kennedy, X.J., & Gioia, Dana. (2002). An introduction to poetry (10th ed.). New York: Longman.
Maley, A., & Duff, A. (1989). The inward ear: Poetry in the language classroom. Cambridge: CUP.
Moon, B. (2000). Studying poetry: Activities, resources & texts. Urbana/IL: NCTE.
PBET2210 – TEACHING DRAMA IN THE LITERATURE CLASS (3 Credit Hours)
Synopsis:
This course focuses on the teaching of drama. Students will draw on their knowledge of the literary elements of the genre of
drama including plot, character, setting and theme, as well as the use of common dramatic devices, to develop teachinglearning activities to facilitate and understanding and appreciation of the play. Students will explore the use of a variety of
techniques and supplementary materials to scaffold the literary experience of the learner at various stages of the encounter
with text. Students will also draw on their knowledge of stagecraft to explore ways of enabling learners to experience drama,
including reading the play text, staging and watching a performance. Some consideration will be given to better integrating
texts in English by Malaysian authors.
Assessment Method
References :
Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource book of activities and ideas. Oxford: Oxford
University Press.
Styan, J. L. (1980). The dramatic experience. Cambridge: Cambridge University Press.
Wallis, M., & Sheperd, S. (1998). Studying plays. London: Arnold.
PBET3105 – ASSESSMENT IN LITERATURE EDUCATION (3 Credit Hours)
Synopsis:
Issues related to various forms of assessment in literature education including formal, informal and self assessment. These
will be examined in relation to the knowledge, skills and attitude objectives of literature-based programmes. Students will
develop assessment aims and procedures to monitor and obtain feedback on the learner’s progress throughout the
programme. More specifically, students will develop strategies or ongoing assessment including the development of student
portfolios as well as develop formal tests based on seen and unseen texts using various formats and information resources.
Students will also construct marking schemes, as well as analyse and interpret assessment results. The relationship
between testing and teaching will also be discussed.
Assessment Method
References :
Laud, L. & Patel, P. (2013). Using formative assessment to differentiate middle school literacy instruction: 7 practices to
maximize learning. Thousand Oaks, CA: Corwin.
Brown, H. D. & Abeywickrama, P. (2010). Language assessment: principles and classroom practices. White Plains, New
York: Pearson Education.
Luongo-Orlando, K. (2003). Authentic assessment: designing performance-based tasks for achieving language arts
outcomes. Ontario: Pembroke Publishers.
103
PBET3211 – LITERARY TEXTS FOR ESL LEARNERS (3 Credit Hours)
Synopsis:
This course focuses on the selection and use of literary texts in English from around the world to develop literature-based
programmes for ESL learners. It examines text-related issues such as subject, language, style, theme and cultural content in
relation to learner-related factors such as age, interest, level of language proficiency and socio-cultural background. This is to
enable student teachers to decide wisely in the processes of text selection and use in the classroom, and for
recommendations for extensive reading for students outside the classroom. Students will also consider guidelines and
activities to encourage learners to make their own choices regarding texts. Discussions will also include the use of the canon,
young adult literature, graphic novels, translations as well as abridged and simplified ‘graded reader’ texts. Some
consideration will be given to better integrating texts in English by Malaysian authors, and a broadening of the types of
genres considered as ‘literature’. An experiential approach will be used to enable students to consider strategies for helping
learners to access, understand and appreciate personal responses to literary texts from diverse genres, periods and cultures.
Assessment Method
References :
Duff, A. & Maley, A. (2009). Literature. Oxford: OUP.
Wilhelm, J. & Michael, S. (2010). Fresh takes on teaching literary elements: How to teach wat really matters about character,
setting, point of view. Urbana, IL: NCTE.
Alsup, J. (2015). A case for teaching literature in the secondary school: Why reading fiction matters in an age of scientific
objectivity. New York: Routledge.
PBET4102 – PERFORMANCE IN THE LITERATURE EDUCATION (3 Credit Hours)
Synopsis:
This course aims at providing students with hands-on experience in the use of various types of performance activities to
facilitate engagement as well as the analysis and interpretation of literary text by learners. Students will explore how to
present literary texts to that they appeal to the learners’ imagination in creating a rich and meaningful context for active
meaning-making while allowing for various interpretations of the text. Students will explore a multi-model approach to
encourage active learner involvement in the literary experience through the use of the visual, auditory, gestural, spatial and
kinaesthetic modalities to support and facilitate explorations of texts.
Assessment Method
References :
Kempe, A. (1997). The GCSE drama coursebook. Cheltenham: Stanley Thomas Publishers Ltd.
Monahan, S. (1991). Poetry as Sshared reading. Melbourne: Logman Cheshire.
Zaro, J.J. & Salaberri, S. (1995). Storyteling. Oxford: Heinemann.
PBET4103 – SIMULATED TEACHING IN LITERATURE EDUCATION (3 Credit Hours)
Synopsis:
This course will focus on enabling students to develop professional competence in the teaching of literature through the
practice of simulated teaching where students will plan and implement lessons. This course builds on and integrate courses
on the teaching of the various genres as well as the selection and use of texts. Relevant dimensions of the teaching –
learning process will be addressed. Students will also develop strategies for implementing the national syllabus in Malaysian
literature classrooms. Students will be encouraged to reflect on experience to develop a thoughtful and principled approach
to the teaching of literature.
104
Assessment Method
References :
Carter, R. & Long, M. (1991) Teaching of Literature.London: Burnt Mill.
Collections of Literary Texts. ( 2009) Literature Components in English Language Teaching for Malaysian Secondary
Schools, Curriculum Development Division, Ministry of Education, Malaysia.
Syllabus for Literature in English Programme (Form 4&5) 2007. Kuala Lumpur: Dewan Bahasa dan Pustaka
105
KURSUS KECEKAPAN BAHASA INGGERIS
ENGLISH LANGUAGE PROFICIENCY COURSES
KURSUS KECEKAPAN BAHASA INGGERIS
ENGLISH LANGUAGE PROFICIENCY COURSES
106
PXET2201 – ENGLISH PROFICIENCY FOR TEACHERS I V.1 (3 Credit Hours)
Synopsis:
The course takes an integrated approach to the development of the four skills at the PXET2201 level – Listening, Speaking,
Reading and Writing. The course will also provide systematic work on grammar and vocabulary with particular emphasis on
spoken and written fluency. Students will be encouraged to develop efficient language learning strategies that would provide
them with lifelong aid in becoming confident, independent users of English.
Assessment Method
References :
English, A. K. & English, L. M. (2009). North Star: Reading & writing (High intermediate) (3rd ed.). USA: Pearson Education.
Ferree, T. & Sanabria, K. (2009). North Star: Listening & speaking (High intermediate) (3rd ed.). USA: Pearson Education.
Cambridge International Dictionary of English
PXET2202 – ENGLISH PROFICIENCY FOR TEACHERS II V.1 (3 Credit Hours)
Prerequisite requirement:
Passed PXET2201 course with at least a Grade C; 80% attendance
Synopsis:
The course takes an integrated approach to the development of the four skills – Listening, Speaking, Reading and Writing at
the PXET2202 level. It will also provide systematic work on grammar and vocabulary with particular emphasis on spoken and
written fluency. Students will be encouraged to develop efficient language learning strategies that would provide them with
lifelong aid in becoming confident, independent users of English.
Assessment Method
References :
English, A. K. & English, L. M. (2009). North Star: Reading & writing (High intermediate) (3rd ed.). USA: Pearson Education.
Ferree, T. & Sanabria, K. (2009). North Star: Listening & speaking (High intermediate) (3rd ed.). USA: Pearson Education.
PXET3203 – ENGLISH PROFICIENCY FOR TEACHERS III V.1 (3 Credit Hours)
Synopsis:
the PXET 3203 level. It will also provide systematic work on grammar and vocabulary with particular emphasis on spoken
and written fluency. Students will be encouraged to develop efficient language learning strategies that would provide them
with lifelong aid in becoming confident, independent users of English.
Assessment Method
107
References :
Miller, J. L. dan & Cohen, R. F. (2009). North Star: Reading & witing (Advanced) (3rd ed.). USA: Pearson Education.
Preiss, S. (2009). North Star: Listening & speaking (Advanced) (3rd ed.). USA: Pearson Education.
PXET3204 – ENGLISH PROFICIENCY FOR TEACHERS IV V.1 (3 Credit Hours)
Synopsis:
the PXET3204 level. It will also provide systematic work on grammar and vocabulary with particular emphasis on spoken and
written fluency. Students will be encouraged to develop efficient language learning strategies that would provide them with
lifelong aid in becoming confident, independent users of English.
Assessment Method
References :
Miller, J. L. dan & Cohen, R. F. (2009). North Star: Reading & witing (Advanced) (3rd ed.). USA: Pearson Education.
Preiss, S. (2009). North Star: Listening & speaking (Advanced) (3rd ed.). USA: Pearson Education.
108
KURSUS KESUSASTERAAN INGGERIS
ENGLISH LITERATURE COURSES
KURSUS KESUSASTERAAN INGGERIS
ENGLISH LITERATURE COURSES
109
PXET1101 - PROSE II V. 1 (2 Credit Hours)
Synopsis:
This course is design to introduce students to elements and conventions of prose writing, particulary in literary texts written in
English. Through relevant activities that allow them to identify, discuss and also evaluate the effectiveness of elements and
conventions of prose writing, students will learn to appreciate literatures writen in English.
Assessment Method
References :
Martin, A. and Hill, R. (1992). Modern Short Stories. Upper Saddle River: Prentice Hall.
Modern Novels. (1996). Upper Saddle River: Prentice Hall.
Gunner, J. (1990). Beyond the conventions: studies in prose. New York: Harper and Row.
PXET1105 - PROSE I V. 1 (2 Credit Hours)
Synopsis:
Selected texts wil be studied closely, to equip students with the tools of critical analysis, and an understanding of the social,
political, cultural and intellectual contexts of the relevant era.
Assessment Method
References :
Achebe, C. (1958). Things Fall Apart.London: Heinemann
Joyce, James. (1968).”The Dead.” Dubliners. New York: Viking Press.
Maniam, K.S. (1996). “The Pelanduk”. Haunting the Tiger. London: Skoob Books Publishers.
Hemingway, E. (1952). The Old Man and the Sea. New York: Harper & Row.
PXET1107 - WRITING ABOUT LITERATURE (2 Credit Hours)
Synopsis:
The course is designed as an introduction to ways of writing effectively, combining the study of language with the analysis of
literary texts. In this way, students will learn to appreciate literature through deepening their proficiency in the language;
whilst as the same time, the experience of reading literary texts will help students use language in a more effective way.
Assessment Method
References :
James, Missy. (2005). Reading literature and writing argument. Upper Saddle River:Prentice Hall.
Madden, Frank. (2004). Exploring literature: writing and thinking about fiction, poetry, drama and the essay.
Pearson/Longman.
Roberts. E.V. (1998). Literature: An introduction to reading and writing. Upper Saddle River: Prentice Hall.
Perrine, L. and T.R. Arp. (1991). Sound and sense: an introduction to poetry.New York: Harcourt.
110
PXET2105 - POETRY I V. 1 (2 Credit Hours)
Synopsis:
This course builds upon the students’ skills in reading and appreciating poetry in English and introduces them to poems
written in various literary periods. Students will examine common literary devices and techniques used in analysing poetry,
as well as apply basic concepts of practical criticism in their interpretation of the poems. Elements of poetry such as
metaphor, imagery, rhythm, sound and language will be emphasized through the study of selected poems from the sixteenth
to the nineteenth centuries. Students will be encouraged to relate the issues raised in the poems to influential social and
political factors. As part of their continuous assessment, students are required to analyse critically several poems through a
series of written assignments.
Assessment Method
References :
Abrams, M.H. (1993). A glossary of literary terms. New York: Harcourt.
McMahan, E., Day, S. & Funk, R. (Eds.). (1993). Literature and the writing process. New York: Macmillan.
Sadler, R.K. & Hayllar, T.A.S. (1986). Appreciating poetry. South Yarra, Australia.: Macmillan.
PXET2107 - POETRY II V. I (2 Credit Hours)
Synopsis:
This course emphasizes the reading and interpretation of poetry as well as the special language of poetry. Students will learn
how to appreciate poems by various poets and learn all about the features of verse such as figurative language, rhythm and
diction. This course covers twentieth-century works.
Assessment Method
References :
Short, M.H. (1996). Exploring the language of poems, plays and prose. London: Longman.
Perrine, Laurence .(1983). Literature: structure, sound, and sense: New York: Harcourt Brace, Jovanovich.
Cuddon, J.A. (1992). Dictionary of literary terms and literary theory. London: Penguin.
PXET3105 - DRAMA I (2 Credit Hours)
Synopsis:
Selected drama texts will be studied closely, to equip students with the tools of critical analysis, and an understanding of the
social, political, cultural and intellectual context of the relevant era.
Assessment Method
References :
Marlowe, C. (1968). Dr. Faustus. Harmondsworth: Penguin.
Shakespeare, W. (1964). King Lear. London: Methuen.
Wycherley, W. (1973). The country wife. London: Methuen
Wilde, O. (1957). The importance of being Earnest. London: Methuen.
111
PXET3106 – SHAKESPEARE ON SCREEN V.1 (2 Credit Hours)
Synopsis:
This course will focus on three Shakespearean plays, origanally written for the stage and now adapted for the silver screen
and the television. The course will examine the effectiveness of using film in teaching Shakespeare in the classroom.
Students have to prepare and submit a video assignment of a scene from one of the texts as part of the course.
Assessment Method
References :
Davies, A & Stanley, W. (Eds). (1994). Shakespeare and the moving image. Cambridge: Cambridge University Press.
Eisenstein, S. (1997). Film form: essay in films theory, edited & traslated by Jay Leyda. New York: Harcourt Brace.
Hill, J. & Pamela, G. (Eds). (1998). The Oxford guide to film studies. New York: Oxford University Press.
PXET3107 - DRAMA II v. 1 (2 Credit Hours)
Synopsis:
Selected drama texts will be studied closely, to equip students with the tools of critical analysis, and an understanding of the
social, political, cultural and intellectual context of the relevant era.
Assessment Method
References :
Miller, A. (1967). Death of a salesman. New York: Penguin.
O’Neil, E. (1956). Long day’s journey into night. London: Jonathan Cape.
Pinter, H. (1960) The caretaker. New York: Grove Press,
PXET3108 – LANGUAGE OF LITERATURE v.1 (2 Credit Hours)
Synopsis:
This course will help students to apply linguistic methods in the analysis of literature. Texts used are selected from different
genres. Students will learn to read more critically texts taught in other courses.
Assessment Method
References :
Brown, G. & George, Y. (1983). Discourse analysis. Cambridge: CUP.
Leech, G.N. (1969). A linguistic guide to English poetry.London: Longman.
Short, M. (1996). Exploring the language of poems,plays and prose. London: Longman.
Toolan, M. (1998). Language in literature. London: Arnold.
112
PXET3109 - LITERATURE AND POPULAR CULTURE (2 Credit Hours)
Synopsis:
This course aims at giving students exposure to the reading of specific literary texts in English and various types of mass
media material to stress the relationship between literature and contemporary popular culture. Students will be exposed to
specific literaty genre and will relate specific literaty tetxs read in the course with issues and themes raised in films,
television, song, picture/illustrations and newspaper articles.
Assessment Method
References :
Waltes, B. (1982). Popular culture: past and present: a reader. Berkshire, UK: Open University Press.
Harrington, C. L. (2001). Popular culture: production and consumption. Oxford: Blackwell Publishers.
Storey, J. (2000). Cultural theory and popular culture: An introduction. Upper Saddle River: Prentice Hall.
PXET3110 - TEXTS FOR SCHOOLS (2 Credit Hours)
Synopsis:
Selected texts will be studied closely to equip students with the tools of critial analysis, and an understanding of the social,
political, cultural and intellectual contexts of the relevant era.
Assessment Method
References :
Hardy, T. (1966). Selected shorter poems of Thomas Hardy.London: Macmillian.
Keats, J. (1998). Selected Poetry. Oxford: OUP.
Rhys, J. (1966). Wide Sargasso sea. London: Andre Deutsh.
Shakespeare, W. (1969). Hamlet. Cambridge: Cambridge University Press.
113
LATIHAN MENGAJAR (PBISBK)
TEACHING PRACTICE (TESL)
LATIHAN MENGAJAR (PBISBK)
TEACHING PRACTICE (TESL)
114
PBET4191 - LATIHAN MENGAJAR (SEKOLAH MENENGAH) (7 Jam Kredit)
TEACHING PRACTICE (SECONDARY SCHOOL) (7 Credit Hours)
Pra Syarat/Prerequisite requirements:
Lulus keseluruhan kursus asas fakulti, kaedah pertama dan kaedah kedua.
Pass the basic faculty course, first method and second method.
Sinopsis/Synopsis:
Tujuan latihan mengajar adalah untuk menyediakan guru pelatih peluang menimba pengalaman yang mendalam dan
berperanan penuh sebagai guru di sekolah. Pengalaman ini meliputi/melibatkan perancangan dan mengorganisasi
pengajaran, membangunkan keupayaan pengajaran bilik darjah dan meyertai aktiviti kelas tambahan. Kursus ini juga
menyediakan guru pelatih mengendalikan sendiri bilik darjah mereka sebagai guru baru.
The purpose of Teaching Practice is to provide the teacher trainees with an opportunity to experience in depth the full role and meaning of
teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and
skills and participating in extra-class activities. It also prepares the trainee to manage her own classroom as a beginning teacher.
Kaedah Penilaian
Assessment Method
: Assignment
Ministry of Education .(2006). KBSM Syllabus for English in the Secondary School. Kuala Lumpur: Dewan Bahasa dan
Pustaka.
Ministry of Education .(2006). KBSM Syllabus for Literature in English Programme (Form 4&5). Kuala Lumpur: Dewan
Bahasa dan Pustaka.
PBET2109 - PROGRAM ORIENTASI SEKOLAH (1 Jam Kredit)
SCHOOL ORIENTATION PROGRAMME (1 Credit Hours)
Sinopsis/Synopsis:
Kursus ini memberi pendedahan kepada pelajar mengenai peranan dan tanggungjawab guru-guru sekolah rmenengah, isuisu yang dihadapi oleh guru-guru dan bagaimana isu-isu ini ditangani. Ia juga memberi peluang kepada pelajar-pelajar untuk
mengenal pasti dan menjalankan pemerhatian ke atas pengajaran pembelajaran yang berkesan dan pendekatan yang
pelbagai dalam pengurusan bilik darjah dan disiplin. Kursus ini memerlukan pelajar-pelajar berada di sekolah sekurangkurangnya 7 hari dengan bimbingan seorang guru pembimbing dan pensyarah pembimbing.
This course focuses on classroom observations to expose students to the role and responsibility of a secondary school teacher, issues
facing the school teachers and how these issues are resolved. In addition, it provides opportunities for students to select and observe
effective teaching and a variety of approaches to classroom management and discipline. The course requires students to complete a
minimum of 7 days in a school with the supervision of a cooperating teacher and a lecturer-in-charge.
Kaedah Penilaian
Assessment Method
: Assignment
Christenbury, L. (2006) Making the Journey, Third Edition: Being and Becoming a Teacher of English Language
Arts.USA.:Heinemann.
Farrell, T. S. C. (2014) Promoting Teacher Reflection in Second Language Education: A Framework for TESOL
Professionals (ESL & Applied Linguistics Professional Series) Canada:Routledge
Ministry of Education (2007). Syllabus for English in the secondary school. Kuala Lumpur: Government Printers.
115
116
KELAYAKAN KEMASUKAN
ENTRY QUALIFICATION
Kelayakan STPM
Kelayakan STAM
Kelayakan Diploma
STAM Qualification
1. Lulus SPM/setaraf
dengan baik.
Pass
Sijil
Pelajaran
Malaysia (SPM)
[Malaysia
1.
Lulus SPM/setaraf
dengan baik.
Pass Sijil Pelajaran
Malaysia
(SPM)
[Malaysia Certificate
1.
Lulus SPM/setaraf
dengan baik.
Malaysia
(SPM)
1.
of Education] or
equivalent with good
grades.
Education] or equivalent
with good grades.
2.
2.
Lulus dengan
Kepujian
dalam
Bahasa
Melayu/
Bahasa Malaysia di
peringkat
SPM/setaraf.
2.
Lulus dengan
Kepujian
dalam
Bahasa
Melayu/
Bahasa Malaysia di
peringkat
SPM/setaraf.
2. Lulus dengan Kepujian
dalam
Bahasa
Melayu/
Bahasa
Malaysia di peringkat
SPM/setaraf.
3. Telah mengambil
Malaysian
University English
Test
(MUET)
dengan mendapat
sekurangkurangnya Tahap
1 (Band 1).
3. Telah mengambil
Malaysian
University English
Test
(MUET)
dengan mendapat
1 (Band 1).
3. Telah
mengambil
Malaysian University
English Test (MUET)
dengan mendapat
sekurang-kurangnya
Tahap 1 (Band 1).
Keperluan
Khas Program
Keperluan
Khas Program
Keperluan
Khas Program
Lulus
ujian
dan
Temuduga/Pass the test
Lulus
ujian
dan
Lulus
ujian
dan
Dan/and
Dan/and
Mendapat sekurangkurangnya tahap Jayyid
Jiddan
dalam
Mendapat sekurangkurangnya PNGK 3.00
dalam Sijil Perguruan
University
General
Requirements
University General
Requirements
Pass with credit in
Bahasa
Melayu/
Bahasa Malaysia at
the SPM level or
equivalent.
3. Telah mengambil
Malaysian
University English
Test
(MUET)
dengan
mendapat
1 (Band 1).
Pass
Malaysian
University English
Test (MUET) with at
least Band 1.
Keperluan
Khas Program
Lulus
ujian
dan
and interview.
Dan/and
Lulus STPM dengan
mendapat sekurang-
University General
Requirements
of Education] or
grades.
Certificate
of
Education]
or
grades.
Lulus dengan
Kepujian dalam
Bahasa Melayu/
Bahasa Malaysia
di
peringkat
SPM/setaraf.
Kelayakan Matrikulasi
(TESL, Sains & Perakaunan)
STPM Qualification
Pass with credit in
Bahasa
Melayu/
Bahasa Malaysia at
the SPM level or
equivalent.
Pass
Malaysian
University
English
Test (MUET) with at
least Band 1.
and interview.
Pass with credit in
Bahasa
Melayu/
Bahasa Malaysia at
the SPM level or
equivalent.
Pass
Malaysian
University
English
Test (MUET) with at
least Band 1.
and interview.
University General
Requirements
Lulus SPM/setaraf
dengan baik.
Malaysia
(SPM)
[Malaysia Certificate of
Pass with credit in
Malaysia at the SPM
level or equivalent.
Pass Malaysian
(MUET) with at least
Band 1.
and interview.
Dan/and
Lulus Matrikulasi KPM/
Asasi Sains UM/ Asasi
UiTM bukan tahun
117
kurangnya
3.00;
PNGK
Pass STPM and attain at
least CGPA 3.00
Dan/and
Mendapat sekurangkurangnya Gred B
pada peringkat SPM
dalam mata pelajaran
berikut:
Attain at least Grade B at
SPM level in the following
subject:
Bahasa Malaysia/
Malay Language
Bahasa Inggeris/
English Language
Dan/and
Mendapat sekurangkurangnya Tahap 2
(Band 2) dalam MUET
Attain MUET with at
least Band 2.
peperiksaan Sijil Tinggi
Agama
Malaysia
(STAM)
Attain at least “Jayyid
Jiddan” in the Sijil Tinggi
Agama Malaysia (STAM)
examination
Dan/and
Mendapat sekurangkurangnya Gred B pada
peringkat SPM dalam
mata pelajaran berikut
subject:
Bahasa Malaysia/
Malay Language
Bahasa Inggeris/
English Language
Dan/and
(Band 2) dalam MUET
Attain MUET with at least
Band 2.
Asas dari Maktab
Perguruan yang diiktiraf
dan
mempunyai
pengalaman mengajar
tidak kurang dari dua
(2) tahun;
Attain at least CGPA 3.00
a
Basic
Teaching
Certificate
from
a
recognized
teacher
education institute and
have teaching experience
not less than two (2) years
Atau/or
Mendapat sekurangkurangnya PNGK 3.00
dalam
Diploma
Perguruan Asas/Awal
Kanak-Kanak dari UM
dan
mempunyai
pengalaman mengajar
sekurang-kurangnya
dua (2) tahun selepas
lulus Diploma;
Attain at least CGPA 3.00
a Diploma in Basic
Education/Early Childhood
Education
and
have
teaching experience not
less than two (2) years
after passing the Diploma.
semasa dengan mendapat
sekurang-kurangnya
PNGK 3.00;
Pass KPM Matriculation
/Asasi Sains UM/Asasi UiTM
not in current year with at
least CGPA 3.00;
Dan/and
peringkat SPM dalam
mata pelajaran berikut:
subject:
Bahasa Malaysia/
Malay Language
Bahasa Inggeris/
English Language
Dan/and
Mendapat sekurangkurangnya Tahap 2 (Band
2) dalam MUET
Band 2.
Atau/or
Lulus STPM bukan
tahun semasa dengan
mendapat sekurangkurangnya PNGK 3.00;
Pass STPM not in current
year at least CGPA 3.00;
Dan/and
peringkat SPM dalam
subject:
Bahasa Malaysia/
Malay Language
Bahasa Inggeris/
English Language
Atau/or
118
UiTM bukan tahun
semasa dengan
Pass KPM Matriculation/
Asasi Sains UM/Asasi
UiTM not in current year
with at least CGPA 3.00;
Dan/and
peringakt SPM dalam
subject:
Bahasa Malaysia/
Malay Language
Bahasa Inggeris/
English Language
Dan/and
(Band 2) dalam MUET
Band 2.
Had Umur/Age Limit
Tiada had umur kepada calon yang ingin memohon.
There is no age limit for candidates who apply
Kos Pengajian/Cost of Study
The course duration is 8 semesters (4 years) and teh minimum cost is RM16,500.
119
STRUKTUR KURSUS
COURSE STRUCTURE
STRUKTUR KURSUS
COURSE STRUCTURE
1
STRUKTUR KURSUS SARJANA MUDA PENDIDIKAN AWAL KANAK-KANAK
(mulai kemasukan sesi 2015/2016)
KURSUS
Kursus
Universiti
TAHUN 1
GIG1004
GIG1001
GIG1002
GIG1003
GIG1005
Kursus Asas
Semester I
PAEK1103 Asas Falsafah & Pendidikan
Awal Kanak-Kanak (3)
Semester I
PDEK1121 Perkembangan Kemahiran
Fizikal Kanak-Kanak (3)
TAHUN 3
Semester I
PDEX2101 Pengurusan Unit Beruniform
(3)
Semester II
Tamadun Islam Tamadun Asia
(TITAS) (2)
Hubungan Etnik (2)
Asas Pembudayaan
Keusahawanan (2)
PDET1105 Asas Pendidikan Jasmani,
Kesihatan dan Kokurikulum
v.1 (3)
Kursus
Major
TAHUN 2
PBET2106
Semester I
JUMLAH
24 jam
Kredit
Semester II
Komunikasi (3)
KURSUS UNIVERSITI BAHASA (KUB)
SILA RUJUK LAMPIRAN
PPEX2101
PPEK2105
Pentaksiran Pembelajaran
Dalam Pendidikan (3)
Semester II
Psikologi Pendidikan untuk
Kanak-Kanak & Remaja (3)
Semester I
PPEK2207 Kemahiran Pemerhatian &
Penilaian I v.1 (3)
PPEK2141 Mainan & Perkembangan (3)
PAET3101
PPET3104
PBEK3101
PMEK3101
PDEK3121
Semester II
PSEK1151 Seni & Kraf (3)
PBEK1111 Seni & Tatasusila
Bahasa (3)
PPEK1141 Perkembangan Kanak- Kanak
(3)
TAHUN 4
PMEK2131
PPEK2208
PPEK2106
PSEK1152
Semester II
Matematik Awal Kanak- Kanak
(3)
Kemahiran Pemerhatian
& Penilaian II (3)
Prinsip Pengurusan
Tingkah-Laku
Kanak- Kanak (3) v.1
Muzik (3)
PSEK3152
PPEK3104
Semester I
Etika dan Perguruan (3)
Semester I
PAET4101 Sosiologi Persekolahan (3)
Semester II
Prinsip Teknologi
Pengajaran (3)
Semester II
PDET4101 Kepimpinan Diri &
Organisasi (3)
Semester I
Bacaan & Kesusasteraan
Awal Kanak-Kanak (3)
Sains Awal Kanak-Kanak v.1
(3)
Kesihatan & Keselamatan (3)
Semester I
PDEK3103 Kepimpinan & Pengurusan Awal
Kanak-Kanak v.1 (3)
Semester II
Pengajian Sosial Awal
Kanak-Kanak (3)
Perancangan
Program & Strategi
Pengajaran I v.1 (3)
Semester II
PPEK4101 Perancangan Program &
Strategi Pengajaran II v.1 (3)
PAEK4301 Amalan Asuhan Kanak- Kanak
di Malaysia v.1 (3)
Atau
PAEK4302 Amalan Asuhan Kanak- Kanak
Islam v.1 (3)
24 jam
kredit
60 jam
kredit
121
KURSUS
Kursus
Minor
(Pilihan)
TAHUN 1
TAHUN 2
Semester I
Pengenalan kepada
Pendidikan Khas (3)
PBEK2101
PPEK1102
Semester II
Kanak-Kanak Pintar Cerdas
& Berbakat v.1 (3)
PPEK2104
PPEA1107
Semester I
Asas Teknologi Pengajaran
(3)
PPEA1106
Semester II
Aplikasi Komputer dalam
Pengajaran (3)
PPEK1101
Pendidikan
Khas
PMEK2101
Semester I
Kaedah Bacaan untuk KanakKanak Kurang Upaya (3)
Kaedah Matematik untuk
Kanak-Kanak Kurang Upaya
(3)
TAHUN 3
PPEK3105
Semester I
Strategi Kurikulum &
Penilaian dalam
Pendidikan Khas
v.1 (3)
Semester II
Intervensi Kanak-Kanak dan
Keluarga (3)
PPEK3106
Semester II
Pendidikan Inklusif (3)
Semester I
Rekabentuk Pengajaran (3)
Internet dan Pengajaran (3)
PPEA3110
Semester I
Media Pengajaran (3)
Semester II
Multimedia dalam
Pengajaran (3)
PPEA3111
TAHUN 4
JUMLAH
PPEK4104
Semester I
Internship/Projek
Pendidikan Khas (3)
PPEA4102
Semester I
Projek Teknologi
Pengajaran v.1 (3)
24 jam
kredit
Atau
Teknologi
Pengajaran
Latihan
Mengajar
PPEA2101
PPEA2106
PPEA2107
PPEK3192
Semester II
Web & Perangkaian
Sekolah (3)
Semester Khas
Latihan Mengajar (Taska)
(4)
PPEK4190
Semester Khas
Latihan Mengajar (Tadika)
(4)
Jumlah
Nota :
8 jam kredit
140 jam
kredit
Penawaran Kursus : Fakulti mempunyai hak untuk tidak meneruskan atau mengubah kursus menurut keperluan keadaan. Kursus mungkin tidak ditawarkan oleh kerana kekurangan pelajar yang mendaftar atau ketiadaan tenaga
pengajar
- + Kursus Progresif
-
122
MUET BAND 2
MUET BAND 3
MUET BAND 4
MUET BAND 5 & 6
Semester I
WAJIB
WAJIB
WAJIB
GLT1004 Mastering English III (2)
Semester I & 2
Semester I & 2
Semester I
Semester I & 2
GLT1005 Mastering English IV (3)
GLT1009 Mastering English VI (3)
GLT1014 Advanced Communication Skills (3)
Semester 2
GLT1002 Mastering English I (2)
Semester 2
PILIH SATU
PILIH SATU
GLT1003 Mastering English II (2)
Semester I & 2
Semester 2
GLT1007 Essential Writing Skills (3)
GLT1010 Mastering English VII (3)
Semester 2
GLT1011 Technical Writing Skills in English (3)
GLT1006 Mastering English V (3)
GLT1012 Presentation Skills in English (3)
GLT1008 Effective Communication (3)
GLT1013 Reading Critically (3)
GLT1015 Advanced Professional Writing (3)
JUMLAH: 6 K
123
COURSE STRUCTURE FOR THE BACHELOR IN EARLY CHILDHOOD EDUCATION
(commencing admission session 2015/2016)
COURSE
University
Courses
YEAR 1
Semester I
English Communication Programme (3) :
TAHAP 1
GTEE1105 (untuk MUET Band 1)
GIG1004 Information Literacy (2)
GIG1002 Ethnic Relationship (2)
GIG1003
GIG1001
GIG1005
University
Courses
Major
Courses
YEAR 2
Semester I
TAHAP 2
GTEE1112/ (untuk MUET Band 4)
GTEE1113
Semester II
Islamic Civilisation & Asian
Civilisation (TITAS) (2)
Semester I
PAEK1103 Basic Philosophy and Education in
Early Childhood (3)
PDET1105 Basic Physical Education, Health
and Co-Curriculum v.1 (3)
YEAR 3
Semester I
PDEX2101 Uniform Unit Management
(3)
PBET2106
PPEX2101
Semester I
Appraisal of Learning
in Education (3)
PAET3101
PPEK2105
Semester II
Educational Psychology for
Children And Adolescents (3)
PPET3104
Semester I
PDEK1121 Physical Skill Development in
Children (3)
PPEK2207
Semester II
PSEK1151 Art & Craft (3)
PBEK1111 Language Arts (3)
PPEK1141 Child Development (3)
PSEK1152
PMEK2131
PPEK2141
PPEK2106
PPEK2208
Semester I
Observational and Evalution
Skills I v.1 (3)
Play and Development (3)
Semester II
Music (3)
Mathematics for Early
Childhood (3)
Principles of Children
Behaviour Management v.1 (3)
Observational and Evaluation
Skills II (3)
Semester I
Ethics and Teaching (3)
Semester II
Principles of Instructional
Technology (3)
Semester I
Reading and Literature for
Early Childhood (3)
PMEK3101 Science for Early Childhood v.1
(3)
PDEK3121 Health and Safety (3)
PPEK3104
Semester I
TOTAL
24 credit
hours
Semester II
Thinking and
Communication Skills (3)
PBEK3101
PSEK3152
YEAR 4
Semester II
Social Studies for Early
Childhood (3)
Programme Planning and
Instructional Strategy I v.1
PAET4101
PDET4101
PDEK3103
PPEX4180
PPEK4101
PPEX4180
PAEK4301
PAEK4302
Semester I
Sociology of Schooling (3)
24 credit
hours
Semester II
Personal Leadership &
Organisation (3)
Semester I
Leadership and Management for
Early Childhood v.1 (3)
Academic Project (3) +
60 credit
hours
Semester II
Programme Planning and
Instructional Strategy II v.1 (3)
Child-Rearing Practices in
Malaysia v.1 (3)
Or
Islamic Child-Rearing Practices
v.1 (3)
124
COURSE
Minor
Courses
YEAR 1
PPEK1101
Special
Education
Semester I
Introduction to
Special Education (3)
YEAR 2
PBEK2101
PMEK2101
PPEK1102
Semester II
Gifted and Talented Children
v.1 (3)
PPEK2104
PPEA1107
Semester I
Basic Instructional
Technology (3)
PPEA2101
Semester II
Computer Applications in
Instruction (3)
PPEA2107
Semester I
Reading Method for Children
with Disabilities (3)
Mathematics Method for
Children with Disabilities (3)
Semester II
Children and Family
Intervention (3)
YEAR 3
PPEK3105
Semester I
Curriculum Strategy &
Evaluation In Special
Education v.1(3)
PPEK3106
Semester II
Inclusive Education (3)
PPEA3110
Semester I
Instructional Media (3)
YEAR 4
TOTAL
PPEK4104
Semester I
Internship: Special Education
Project (3)
PPEA4102
Semester I
Instructional
Technology Project v.1 (3)
24 credit
hours
Or
Instructional
Technology
PPEA1106
Teaching
Practice
PPEA2106
Semester I
Instructional
Design (3)
Internet and Instruction (3)
Semester II
Multimedia in
Instruction (3)
PPEA3111
PPEK3192
Semester II
Web & School
Networking (3)
Special Semester
Teaching Practice (Taska) (4)
PPEK4190
Special Semester
Teaching Practice (Tadika)
(4)
Total
8 credit hours
140 credit
hours
Note:
-
The Faculty has the authority not to continue or change a course depending on the circumstances. A course may not be offered due to the small number of students who register or due to the lack of teaching staff
+ Progresif Course
125
KURSUS UNIVERSITI
UNIVERSITY COURSES
KURSUS UNIVERSITI
UNIVERSITY COURSES
Bagi pro-forma Kursus Universiti berikut, sila rujuk kepada pro-forma kursus asas program Sarjana Muda
Pendidikan (Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua) :
For the following University Courses please refer to the course description of the Bachelor Of Education (Teaching English as a
Second Language):
GIG1001 – Tamadun Islam Tamadun Asia (TITAS) (2 Jam Kredit)
Islamic Civilisation & Asian Civilisation (2 Credit Hours)
GIG1002 – Hubungan Etnik (2 Jam Kredit)
Ethnic Relationship (2 Credit Hours)
GIG1003 – Asas PembudayaanKeusahawanan (2 Jam Kredit)
Basic Course On Culture Of Entrepreneurship (2 Credit Hours)
GIG1004 – Literasi Maklumat (2Jam Kredit)
Information Literacy (2 Credit Hours)
GIG1005 – Jalinan Masyarakat (2 Jam Kredit)
Social Engagement (2 Credit Hours)
PBET2106 – Kemahiran Berfikir dan Komunikasi (3 Jam Kredit)
Thinking and Communication Skills (3 Credit Hours)
PDEX2101 – Pengurusan Unit Beruniform (3 Jam Kredit)
Uniform Unit Management (3 Credit Hours)
GLT1002– MASTERING ENGLISH I (2 Credit Hours)
Synopsis:
This course is designed for students with basic proficiency in English. It focuses on basic speaking and reading skills, with an
emphasis on accuracy in grammar and on vocabulary building. Students will learn structural accuracy and language
appropriateness by being
exposed to the language in a variety of contexts.
Assessment Method : Continuous Assessment: 60%
Examination: 40%
GLT1003 – MASTERING ENGLISH II (2 Credit Hours)
Prerequisite requirements:
Passed GLT1002 (Mastering English I)
Synopsis:
This course is designed for students with basic proficiency in English. Focus is on building speaking and reading competence
with an emphasis on accuracy in grammar and on vocabulary building. Students will develop structural accuracy, reasonable
oral fluency and language appropriateness by practising the language in a variety of contexts.
Examination: 40%
127
GLT1004 – MASTERING ENGLISH III (2 Credit Hours)
Passed GLT1003 (Mastering English II)
Synopsis:
This course is designed for students with a developing pre-intermediate proficiency level in English. Together with the use of
suitable vocabulary and accurate grammatical structures, the course focuses on further expanding students’ comprehension
of reading texts as well as their competency in writing and speaking skills.
Examination: 40%
GLT1005 – MASTERING ENGLISH IV (3 Credit Hours)
Synopsis:
This course is designed to improve students’ English Language proficiency in terms of grammatical accuracy and language
skills at the pre-intermediate level. Students will be exposed to a variety of reading texts in order to improve their reading
skills. Students will also be given ample speaking practice to develop their confidence in communicating and interacting with
others in a multitude of situations. The course will also improve students’ basic skills in writing sentences and paragraphs.
Examination: 40%
GLT1006 – MASTERING ENGLISH V (3 Credit Hours)
Passed GLT1005 (Mastering English IV)
Synopsis:
This course is designed to improve students’ English Language proficiency in terms of grammatical accuracy and language
skills at the intermediate level. Students will be exposed to a variety of reading texts in order to improve their reading skills.
Students will also be given ample speaking practice to develop their confidence in communicating and interacting with others
in a multitude of situations. The course improves students’ skills in writing paragraphs and essays.
Examination: 40%
GLT1007 – ESSENTIAL WRITING SKILLS (3 Credit Hours)
Synopsis:
This course introduces the process of paragraph development and the generation of ideas in order to write within a variety of
rhetorical patterns. It focuses on accurate and organised structures in writing. The course helps students to understand the
relationship between paragraphs in an essay.
128
Examination: 40%
GLT1008 – EFFECTIVE COMMUNICATION (3 Credit Hours)
Synopsis:
This course focuses on speaking English accurately and coherently. It also develops students’ communication skills and
strategies that enable them to interact appropriately and accurately. Students will learn to speak accurately using the
appropriate language strategies in a variety of informal situations.
GLT1009 – MASTERING ENGLISH VI (3 Credit Hours)
Synopsis:
This course is designed to fortify students’ English Language proficiency in terms of accuracy and effectiveness at
a developing upper intermediate level. Students will be taught the four language skills with a focus on accurate language use
in reading, writing and speaking. The students will be exposed to a variety of texts to develop a higher level of proficiency
that will allow them to apply the skills learnt.
Examination: 40%
GLT1010 – MASTERING ENGLISH VII (3 Credit Hours)
Passed GLT1009 (Mastering English VI)
Synopsis:
This course is designed to raise students’ English Language proficiency in terms of accuracy and effectiveness to an upper
intermediate level. Students will be taught the four language skills with a focus on accurate language use in reading, writing
and speaking. The students will be exposed to a variety of higher level texts to develop a higher level of proficiency that will
allow them to apply the skills learnt
Examination: 40%
129
GLT1011 – TECHNICAL WRITING SKILLS IN ENGLISH (3 Credit Hours)
Synopsis:
This course will introduce students to effective technical writing skills. Using materials related to the workplace, students will
be taught in stages to write a variety of technical documents.
GLT1012 – PRESENTATION SKILLS IN ENGLISH (3 Credit Hours)
Synopsis:
This course will introduce students to effective technical writing skills. Using materials related to the workplace, students will
be taught in stages to write a variety of technical documents.
GLT1013 – READING CRITICALLY (3 Credit Hours)
Synopsis:
This course aims at developing students’ critical reading skills. Students will acquire the ability to analyse a piece of writing in
fine detail and the author’s argumentative strategy and style. Students will also learn to evaluate information in an unbiased
way, and be able to differentiate between sound and unsound evidence. To this end, students will be exposed to strategies
for reading critically and will engage with a variety of reading selections which will develop and enhance their thinking skills
via active discussions and presentations.
Examination: 40%
130
KURSUS ASAS
BASIC COURSES
KURSUS ASAS
BASIC COURSES
131
Bagi pro-forma Kursus Asas berikut, sila rujuk kepada pro-forma kursus asas program Sarjana Muda Pendidikan
(Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua) :
For the following Basic Courses please refer to the course description of the Bachelor Of Education (Teaching English as a
Second Language):
PDET1105 – Asas Pendidikan Jasmani, Kesihatan dan KoKurikulum V.1 (3 Jam Kredit)
Basic Physical Education, Health and Co-Curriculum v.1 (3 Credit Hours)
PPET3104 – Prinsip Teknologi Pengajaran (3 Jam Kredit)
Principles of Instructional Technology (3 Credit Hours)
PAET3101 – Etika dan Perguruan (3 Jam Kredit)
Ethics and Teaching (3 Credit Hours)
PDET4101 – Kepimpinan Diri & Organisasi (3 Jam Kredit)
Personal Leadership & Organisation (3 Credit Hours)
PAET4101 – Sosiologi Persekolahan (3 Jam Kredit)
Sociology of Schooling (3 Credit Hours)
PAEK1103 – ASAS FALSAFAH DAN PENDIDIKAN AWAL KANAK-KANAK (3 Jam Kredit)
BASIC PHILOSOPHY AND EARLY CHILDHOOD EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini akan membincangkan tentang konsep asas falsafah pendidikan, pandangan beberapa tokoh pendidikan Timur
dan Barat terhadap pendidikan awal kanak-kanak serta model pendidikan awal kanak-kanak. Di samping itu, kursus ini juga
memberi penekanan kepada falsafah pendidikan prasekolah di Malaysia serta akta yang berkaitan dengannya. Satu lagi
aspek yang akan dibincangkan adalah kajian tentang kesan pendidikan awal kanak-kanak terhadap perkembangan kanakkanak dan program headstart untuk kanak-kanak yang kurang bernasib baik.
This course will discuss the basic concepts of educational philosophy, the view of a few renowned Eastern and Western educationists
towards early education of children and models of early childhood education.. In addition, this course will focus on the preschool education
philosophy in Malaysia and the Acts related to it. Another aspect that will be discussed is the study of the effects of early education on the
child’s development and the ‘head start’ programme for the less fortunate children.
Kaedah Penilaian
Assessment Method
: Kerja Kursus - 50%,
: Assignment
Ujian Kelas - 50%
Test
Armstrong, D.G., Henson, K.T, & Savage, T.V. (2001). Teaching today: An introduction to education (6 th Ed.). New Jersey:
Prentice-Hall.
Azizah Lebai Nordin & Zainun Ishak (1999) Pendidikan awal kanak-kanak: Teori dan amali. Kuala Lumpur: Penerbit
Universiti Malaya.
Azizah Lebai Nordin dan Zainun Ishak (1999). Pendidikan prasekolah untuk guru. Kuala Lumpur: Utusan Publications &
Distributors.
Kementerian Pendidikan Malysia (1999). Garis panduan kurikulum prasekolah. Kuala Lumpur: Dewan Bahasa dan Pustaka.
132
PPEK2105 – PSIKOLOGI PENDIDIKAN UNTUK KANAK-KANAK DAN REMAJA (3 Jam Kredit)
EDUCATIONAL PSYCHOLOGY FOR CHILDREN AND ADOLESCENTS (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan mendedahkan bakal pendidik awal kanak-kanak kepada teori yang menerangkan bagaimana kanakkanak serta remaja belajar dan faktor yang mempengaruhi proses pembelajaran mereka. Dari aspek pelajar seperti proses
perkembangan, kecerdasan, perbezaan individu, konsep kendiri serta motivasi kepada teori-teori pembelajaran, implikasiimplikasi terhadap proses pengajaran dan pembelajaran akan dibincangkan dengan penekanan kepada aplikasi teori dalam
pendidikan awal kanak-kanak.
This course gives students the basic knowledge on children and adolescent development. Theories and factors influencing child and
adolescent development and their learning process will be discussed. Topics include, intelligence, self concept, individual differences the
implication of theories to the learning process in children and adolescents.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Robert E. Slavin, Educational Psychology: Theory into Practice, (2004) 7th Edition, Robert E. Slavin, Allyn & Bacon: Boston,
MA.
Eggen, P., & Kauchak, D. (2004). Educational psychology: Windows on classrooms (6th ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall
PPEX2101 – PENTAKSIRAN PEMBELAJARAN DALAM PENDIDIKAN (3 Jam Kredit)
ASSESSMENT OF LEARNING IN EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Tujuan utama kursus ini adalah untuk membiasakan pelajar dengan konsep, teori dan amalan prinsip pentaksiran berkualiti
untuk pembelajaran daripada domain utama pada peringkat pendidikan rendah. Antara lain, topik-topik yang akan dibincang
termasuklah: teori asas pembentukan instrumen bagi mentaksir pembelajaran, pendedahan kepada pelbagai jenis instrumen
pengukuran termasuklah pentaksiran alternatif seperti portfolio, pentaksiran autentik, pentaksiran berasaskan prestasi, isu
instrumen - kebolehpercayaan dan kesahan.
The main aim of this course is to familiarize students with the basic concepts, theory and practice regarding the principles of quality
assessment for learning from the major domains at the primary school level. Among others, the topics that will be discussed include: The
basic theory of instrument development to assess learning, exposure to the various types of measuring instrument including alternative
assessment such as portfolio, authentic assessment, performance-based assessment, the issues of instrument reliability and validity.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Mcmillian, J. H. (1997). Classroom assessment: Principles and practice for effective instruction. Boston, MA: Allyn and
Bacon.
Linn, R. W. and Gronlund, N.E. (2000). Measurement and assessment in teaching. 8th Ed. New Jersey: Prentice Hall.
133
KURSUS MAJOR
MAJOR COURSES
KURSUS MAJOR
MAJOR COURSES
PDEK1121 – PERKEMBANGAN KEMAHIRAN FIZIKAL KANAK-KANAK (3 Jam Kredit)
DEVELOPMENT OF CHILDREN’S PHYSICAL SKILLS (3 Credit Hours)
Sinopsis/Synopsis:
Pelajar akan didedahkan dengan kepentingan konsep domain-domain yang terdapat dalam perkembangan kemahiran fizikal
kanak-kanak. Mereka juga akan memahami tentang pengelolaan dan pentadbiran kelas kemahiran fizikal, sains pergerakan
tubuh badan, dan gaya hidup kanak-kanak masa kini. Selain itu, pelajar akan menjalankan sesi amali untuk mempelajari
pelbagai kemahiran aktiviti, kemahiran manipulatif dengan pelbagai alatan, aktiviti asas gimnastik, pergerakan berirama dan
pergerakan kreatif.
Students will be exposed to the importance of domains in the development of children’s physical skills. They will also understand how to
conduct and mange children’s physical skill classes, science of body movement, and current children lifestyle. Additionally, students will
conduct practical sessions associated with physical activities, manipulative skills associated equipment, basic gymnastic activities, creative
and rhythmic movements.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%,
Test
Rahl, R., (2010). Physical activity and health Guidelines. Recommendations for Various Ages, Fitness Level and Conditions
from 57 authoritative sources. USA. Human Kinetics.
Azizah Lebai Nordin & Zainun Ishak (2001). Pendidikan pra sekolah untuk guru. Selangor: Utusan Publication & Distribution
Sdn. Bhd.
PPEK1141 – PERKEMBANGAN KANAK-KANAK (3 Jam Kredit)
CHILD DEVELOPMENT (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini memberi asas pengetahuan kepada pelajar mengenai perkembangan kanak-kanak. Topik perkembangan yang
dibincangkan termasuk perkembangan bahasa, perkembangan kognitif dan psikososial. Teori, pola serta faktor yang
mempengaruhi perkembangan akan dibincangkan.
This course gives the students basic knowledge on child development. Topics discussed include language development, cognitive
development and psychosocial development. Theories, patterns and factors that influence development will also be discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Berk, L. (2006). Child development, 7th Ed. (International Edition) Allyn & Bacon.
Jas Laile Suzana Jaafar (2000). Perkembangan kanak-kanak dan remaja. Dewan Bahasa dan Pustaka.
Santrock, J. (2004). Child development, 10th Ed. MacGroaw-Hill.
135
PSEK1151 – SENI DAN KRAF (3 Jam Kredit)
ART AND CRAFT (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan kepada pelajar mengenai prinsip asas pendidikan seni pra sekolah, aktiviti seni
dan penilaian hasil seni kanak-kanak. Pelajar juga diberi latihan untuk menghasilkan karya melalui pelbagai jenis aktiviti seni
seperti menggambar, mencorak, binaan dan kraf tradisional. Selain itu pelajar dapat pengetahuan mengenai peranan aktiviti
seni dalam pembentukan peribadi artistik kanak-kanak melalui lukisan.
This course aims to provide exposure to students on basic principles of art for young children, activities and evaluation of children’s art.
Students are given training to produce art works through various activities such as picture-making, pattern making, construction and making
of traditional crafts. Apart from this, students will also gain knowledge on the role of art activities in children’s personal and artistic
development through from their art.
Kaedah Penilaian
Assessment Method
: Assignment
Gee, K. (2000). Visual Art as away of Knowing. New York: Stenhouse Publishers.
South,H. (2005). The everything drawing book. Avon,Massachusetts: Adams Media.
Taylor,R. (2002). The creative drawing course. Hong Kong: David & Charles
PBEK1111 – SENI DAN TATASUSILA BAHASA (3 Jam Kredit)
LANGUAGE ARTS (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini menyediakan pelajar dengan asas prinsip pengajaran pendidikan awal kanak-kanak. Pelajar akan membentuk
pengetahuan mengenai pelbagai aktiviti yang digunakan dalam pengajaran empat kemahiran bahasa. Di samping itu, kursus
ini juga membincangkan isu pedagogi berkaitan dengan pengajaran, perancangan dan pelaksanaan program literasi untuk
pendidikan awal kanak-kanak
This course will provide students with the basic principles of teaching in Early Childhood Education. Students will develop knowledge of the
range of activities used for teaching the four language skills for ECE. Besides this the course will discuss pedagogical issues related to the
teaching of the four skills in the ECE programs and on how to plan and implement literacy programmes in the ECE.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 40%
Test
Herr,Judith & Libby, Yvonne(1995). Creative resources for the early childhood classroom (2nded.). Delmar Publishers: New
York.
Machado,J.M.(1995). Early Childhood experiences in language arts.
Petty and Petty (1994) Experiences in Language Arts:Tools and Techniques for Language Arts Methods (6th Edition) Allyn
and Bacon. Boston
136
PSEK1152 – MUZIK (3 Jam Kredit)
MUSIC (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan kepada pelajar tentang konsep-konsep asas muzik. Perbincangan meliputi
perkara yang berkaitan dengan pelbagai aktiviti muzik. Pelajar dapat mengetahui teknik bermain kibod dan juga nyanyian
asas. Pelajar juga didedahkan dengan perkembangan dan pemahaman tentang teori dan appresiasi muzik.
This course exposes students to the basic concepts of music. Discussion will include topics related to a variety of musical activities. Students
will learn the techniques of playing a keyboard and also basic singing. Students will also be exposed to the development and understanding
of theories and appreciation in music.
Kaedah Penilaian
Assessment Method
: Ujian Kelas - 20%,
: Test
Amali/Lisan - 40%,
Oral
Peperiksaan – 40%
Examination
Winslow, R.W Dallin, Wiest, S.B (2001).muzic skoll for classroom teachers.New York Mc Graw Hill
Mc Domald, D.T Simons, G.M (1989) Musical growth and development Birith to six. New York Schirmer Books
Campbell P.S Scoot-Kassener, C. (2006). Music in childhood from preschool thtough elementary grades. New York.
Schirmer book
PPEK2207 – KEMAHIRAN PEMERHATIAN DAN PENILAIAN I V.1 (3 Jam Kredit)
OBSERVATIONAL AND EVALUATION SKILLS I V.1 (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan membolehkan pelajar memperolehi kemahiran untuk memerhati dan menilai perkembangan kanakkanak. Kemahiran pemerhatian yang perlu pelajar perolehi ialah anekdot, rekod berpanjangan (running record), senarai
semak, percontohan peristiwa dan gundal (tally). Selain mempelajari cara-cara pemerhatian tersebut serta kebaikan dan had
cara-cara ini, pelajar perlu menggunakan cara-cara ini untuk memperhatikan dan menilai perkembangan kanak-kanak. Untuk
mencapai tujuan ini, pelajar menjalani latihan melalui rakaman video dan pemerhatian di taska.
This course aims to enable students to acquire skills on observing and evaluating child development. Observation skills involve creating
anecdotes, running record, preparing checklists, events sampling and tallying. Students will also learn to handle video recording as part of
the skills required to be applied during field experience
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Beaty, J.J. (1998). Observing development of the young child. Upper Saddle River, New Jersey: Merill.
Nicolson, S., & Shipstead, S. G. (1998). Through the looking glass: Observation in the early childhood classroom (2nd
edition). Upper Saddle River, New Jersey: Merill.
McAfee O., Leong, D. (1997). Assessing and guiding young children’s development and learning (2nd edition). Boston: Allyn
and Bacon.
Mindes, G., Ireton, H., & Mardell-Czudnowski, C. (1996). Assessing young children. Albany: Delmar Publishers.
137
PPEK2141 – MAINAN DAN PERKEMBANGAN (3 Jam Kredit)
PLAY AND DEVELOPMENT (3 credit Hours)
Sinopsis/Synopsis:
Melalui kursus ini pelajar akan dapat memahami peranan mainan dan memperoleh kebolehan menggunakan permainan
sebagai satu kaedah pembelajaran untuk kanak-kanak. Kursus ini juga meneliti teori permainan, jenis permainan dan
hubungannya dengan umur, pengelolaan aktiviti permainan bagi menggalakan perkembangan fizikal, intelek, bahasa, sosial,
dan emosi kanak-kanak. Pelajar juga dikehendaki membina barang mainan berpandukan prinsip-prinsip yang telah diajar.
Through this course students will able to understand the role of play and to acquire ability in using play as a method of learning for young
children. The course also observes play theory, types of play and their relationship to age, organization of various play activities to
encourage children’s physical, intellectual, language, social and emotional development. Students are required to construct playthings
guided by the principles taught.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Docket, S. & Fleer, M. (1999). Play and pedagogy in early childhood: Bending the rules. London: Harcourt Brace &
Company.
Dolinar, K., Boser. C., & Holm, E. (1994). Learning through play: Curriculum and activities for the inclusive classroom. New
York: Delmar Publisher Inc.
Isenberg, J.P., & Jalongo, M.R. (1997). Creative expression and play in early childhood. Upper Saddle River, New Jersey:
Merill.
PMEK2131 – MATEMATIK AWAL KANAK-KANAK (3 Jam Kredit)
EARLY CHILDHOOD MATHEMATICS (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini membolehkan pelajar memperoleh pengetahuan mengenai matematik awal kanak-kanak, dan kemahiran
mengajar matematik pra sekolah. Kursus ini membincangkan dengan mendalam kandungan matematik yang sesuai untuk
kanak-kanak pra sekolah, termasuklah konsep pra-rangka, angka asas, operasi campur dan tolak, ada pengukuran dan
geometri. Strategi pengajaran yang sesuai, menyeluruh dan bersepadu, seperti tematik, induktif dan penyelesaian masalah
turut dibincangkan. Pelajar terlibat secara langsung dalam aktiviti pengajaran, dan mereka bentuk bahan batu mengajar
yang berkaitan.
This course enables the student to acquire knowledge of early childhood mathematics, and the skills to teach preschool mathematics. The
course discusses at depth the contents of mathematics appropriate for preschool children, including prenumber concepts, basic numbers,
addition and subtraction operations, foundations of measurements and geometry. Appropriate teaching strategies, wholistic and integrated,
such as thematic, inductive and problem solving will also be discussed. Students are involved directly in teaching activities and designing
relevant and effective teaching aids.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Reys, R.,Lindquist,M.,Lambdin,D.V. & Smith, N.L (2009), Helping children learn mathematics, 9th edition,John Wiley.
Smith, S. S. (2009). Early childhood Mathematics:International Edition,4/E, Pearson High Education.
Sarama, J. & Clements, D. H. (2009). Early mathematics education research: Learning trajectories for young children, New
York:Routledge.
Shaw, J. & Blakes, S. (1998). Mathematics for young children. New jersey, Prentice Hall.
138
PPEK2208 – KEMAHIRAN PEMERHATIAN DAN PENILAIAN II (3 Jam Kredit)
ASSESSMENT AND EVALUATION SKILLS II (3 credit Hours)
Telah lulus kursus PPEK2207-Kemahiran Pemerhatian dan Penilaian I v.1
Passed the course PPEK2207- Observational And Evaluation Skills I v.1
Sinopsis/Synopsis:
Kursus ini bertujuan membolehkan pelajar menggunakan teknik pemerhatian untuk menilai perkembangan kanak-kanak
dalam bidang kognitif, bahasa, seni, identiti diri dan emosi. Kursus ini juga mendedahkan kepada pelajar analisa data
penilaian, pentafsiran maklumat penilaian serta cara untuk melaporkan maklumat penilaian kepada ibu bapa. Latihan untuk
menggunakan teknik-teknik pemerhatian dan penilaian didapati melalui kajian kes tentang seorang kanak-kanak di Tadika.
This course gives students the in-depth knowledge on the techniques of observation and assessment to evaluate child development.
Students will also be given the experience of interpreting, assessing observational data and the report on the children development through
field work.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Beaty, J.J. (1998). Observing development of the young child. Upper Saddle River, New Jersey: Merill.
Nicolson, S., & Shipstead, S. G. (1998). Through the looking glass: Observation in the early childhood classroom (2nd
edition). Upper Saddle River, New Jersey: Merill.
McAfee O., Leong, D. (1997). Assessing and guiding young children’s development and learning (2nd edition). Boston: Allyn
and Bacon.
PPEK2106 – PRINSIP PENGURUSAN TINGKAH-LAKU KANAK-KANAK V.1 (3 Jam Kredit)
PRINCIPLES OF CHILDREN’S BEHAVIOUR MANAGEMENT V.1 (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan membolehkan pendidik awal kanak-kanak membantu kanak-kanak mengembangkan tingkah laku yang
positif. Ia meneliti faktor yang mempengaruhi tingkah laku, prinsip pengurusan tingkah laku dan cara kanak-kanak
menguruskan tingkah laku sendiri. Kemahiran pengurusan tingkah laku dan perkembangan aktiviti untuk meningkatkan
tingkah laku prososial akan dibina.
This course is aimed at enabling teachers of young children to help children develop positive behaviours. It analyses factors that influence
behaviours, principles of behaviour management and how to help children manage their own behaviours. Behaviour management skills and
developing activities to increase prosocial behaviours will also be discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Adams, S. K. & Baronborg, J. (2004). Guidance strategies for early childhood settings. Prentice Hall.
Essa, E. (2003). A practical guide to solving preschool behavior problems. 5th Ed. Thomson Delmar Learning.
Canter, L. & Canter, M. (1992). Assertive discipline: Positive behavior management for today’s classroom. Santa Monica,
CA: Canter & Associates, Inc.
139
PBEK3101 – BACAAN DAN KESUSASTERAAN AWAL KANAK-KANAK (3 Jam Kredit)
READING AND LITERATURE FOR EARLY CHILDHOOD (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk menyediakan pendidik awal kanak-kanak dengan pengetahuan asas yang berkaitan dengan
literasi dan sastera. Ini termasuklah aspek kesediaan membaca, dan aktiviti berkaitan dengan pembacaan dan penulisan
pada peringkat awal perkembangan. Penekanan kursus adalah pada kefahaman konsep, faktor, dan peringkat kesediaan
membaca dan menulis mengikut tahap perkembangan melibatkan kemahiran dalam pendengaran, pertuturan, dan pemikiran
secara holistik di samping meneliti proses dan objektif pengajaran literasi untuk peringkat pendidikan awal kanak-kanak.
This course will provide early childhood educators with the background knowledge related to children’s literacy and literature such as reading
readiness and activities related to reading and wiritng at early stage. This course emphasizes on the understanding of concept, factors, and
stages in reading readiness. It will also emphasize on psychological factors, processes and objectives of literacy teaching at an early stage,
development of listening, speaking, reading, writing and thinking skills holistically, varieties in teaching literacy techniques and appreciation
of literature, preparation of reaing materials, and evaluation of preschool education in literacy.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 40%
Test
Glazer, Jean. I. 2000. Literature for Young Children. Edisi Keempat. New Jersey: Prentice-Hall, Inc.
Shirley Raines & Rebecca Isbell. (1994). Stories: Children’s Literature in Early Education. New York: Delmar Publisher Inc
Spodek, B. & Saracho, O. 1994. Right from the Start: Teaching Children Ages Three to Eight. Massachusetts: Paramount
Publishing.
PDEK3103 – KEPIMPINAN DAN PENGURUSAN AWAL KANAK-KANAK V.1 (3 Jam Kredit)
LEADERSHIP AND EARLY CHILDHOOD MANAGEMENT V.1 (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk mendedahkan pelajar mengenai konsep asas kepimpinan cemerlang dan kemahiran untuk
mengurus sumber manusia dan keperluan organisasi asal kanak-kanak dengan berkesan. Antara tajuk yang dibincangkan
ialah pengenalan kepada kepimpinan yang dinamik serta peranan utama seorang pemimpin di organisasi awal kanak-kanak.
Turut dibincangkan ialah aspek-aspek pengurusan yang diperlukan di dalam organisasi awal kanak-kanak (pengurusan
pejabat), pengurusan staf, pengurusan kewangan, pengurusan infrastruktur. Tajuk terakhir yang akan dibincangkan ialah
kawalan mutu keseluruhan yang merangkumi aspek sumber manusia dan keperluan organisasi.
This course is designed to help students explore the basic knowledge of leadership and skill to manage human resource and organizational
needs effectively. Among the topics that will be discussed are introduction to dynamical leadership and the main role for a leader in an early
childhood organization. Also, a few aspects that are important in managing early childhood organization such as office management, staff
management, financial management and facilities management will be discussed. The final discussed topic is quality control management
that includes human resource and organizational needs.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 30%
Examination
Ahmad Zabidi Abdul Razak (2003). Memimpin diri sendiri. PTS Publications.
Al Ramaiah (1999). Kepimpinan pendidikan: Cabaran masa kini. iBs Buku Sdn. Bhd.
Ismail Nor (2000). Kepimpinan Nabi Muhammad SAW: Pengurusan Altruistik model ikutan sepanjang zaman. PJ: Utusan
Publications.
140
PDEK3121 – KESIHATAN DAN KESELAMATAN (3 Jam Kredit)
HEALTH AND SAFETY (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini memberi pengenalan kepada pelajar mengenai penjagaan kesihatan dan keselamatan di kalangan kanak-kanak
di samping mendedahkan pelajar kepada berbagai masalah kesihatan yang akan timbul akibat kecuaian dalam menjaga
kesihatan dan keselamatan mereka. Kursus ini juga memberi peluang kepada pelajar menggunakan teknik tertentu semasa
memberi bantuan kecemasan dalam pelbagai situasi.
The course provides students an introduction on healthcare and safety for children as well as problems that may arise out of negligence for
their health and safety. The course also provides opportunities for students to use specific techniques for providing first aid in a variety of
situations.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Robertson, C. (2014). Safety, Nutrition & Health in Early Education. 6th Edition. USA.Cengage Learning.
Morrison, George S. (2001). Early Childhood Education Today Merrill Prentice Hall, Columbus, Ohio.
PMEK3101 – SAINS AWAL KANAK-KANAK V.1 (3 Jam Kredit)
SCIENCE FOR YOUNG CHILDREN V.1 (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini memperkenalkan kepada pelajar rasional dan kepentingan mempelajari sains di kalangan kanak-kanak. Strategi
berbeza bagaimana mengurus dan menjalankan aktiviti sains yang asas tetapi menarik akan dibincangkan. Kemahian
proses dan manipulatif asas yang boleh dipupuk semasa umur muda akan dititikberatkan. Pelajar dikehendaki merancang
dan membuat demonstrasi aktiviti sains yang sesuai kepada kanak-kanak. Aktiviti luar bilik darjah yang boleh membantu
kanak-kanak menghayati dan mempelajari sains akan dimasukkan.
This course introduces students to the rationale and importance of learning science among young children. Different strategies how to
manage and implement simple but interesting science activities will be discussed. Basic process and manipulative skills which can be
developed during the early years will be given emphasis. Students will be required to plan and demonstrate suitable science activities for
children . Outdoor class activities that can help children appreciate and learn science will also be included.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 30%
Test
Harlan,J.D. & Ravkin, M.S. (2011) Science experiences for early childhood years: An integrated affective approach
(10th.edn.) London : Prentice Hall
Carin, A.A.(1993) Teaching science through discover. New York : Macmillan.
Esler, W.L. & Esler,M.K.(1993) Teaching elementary science.California : Wadsworth
141
PPEK3104 – PERANCANGAN PROGRAM DAN STRATEGI PENGAJARAN I V.1 (3 Jam Kredit)
TEACHING STRATEGY AND PROGRAMME PLANNING I V.1 (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pengenalan tentang cara memilih aktiviti yang sesuai untuk perkembangan kanak-kanak di
bawah 5 tahun, serta menyusun dan menjalankan aktiviti tersebut. Panduan untuk perancangan aktiviti bagi memenuhi
keperluan individu dan kumpulan diberikan. Latihan akan merangkumi perancangan, pelaksanaan dan penilaian aktiviti
untuk memudahkan perkembangan dan pembelajaran kanak-kanak dalam semua aspek. Penggunaan sumber, pengurusan
masa, persekitaran fizikal juga akan dibincangkan.
This course gives the students basic knowledge of child development. Theories, patterns and factors that influence the chosen activity on
infant and toddlers (0-3 years of age) will be discussed. Hands-on activities will include topics in planning, implementing and evaluation upon
the activities pertaining to specific children development.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Wortham, S. (1998). Early Childhood Curriculum. Upper Saddle River, NJ: Merrill
Cryer, D., Harms, T., Bourland, B. (1998). Active learning for infants. Menlo Park, CA: Addison-Wesley Publishing
Kail, R.V. (1998). Children and their Development. Prentice Hall, Upper Saddle River, New Jersey.
PSEK3152 – PENGAJIAN SOSIAL AWAL KANAK-KANAK (3 Jam Kredit)
SOCIAL STUDIES FOR EARLY CHILDHOOD (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini membincangkan tentang perkara asas dalam pengajian sosial awal kanakkanak meliputi matlamat dan ciri-ciri
berkaitan bagi merangsang minat pelajar terhadap pengetahuan sains sosial, nilai dan kemahiran sosial. Pendedahan
terhadap organisasi pengajaran dan pembelajaran turut didedahkan meliputi penyusunan strategi, aktiviti, bahan dan cara
penilaian dalam pengajian sosial awal kanak-kanak.
This course provides information and discussion on the theories and teaching approaches for social studies to stimulate children’s interest in
social science knowledge, values, and social skills. Skills in teaching and learning organisation , strategy selection, suitable activities and
resources to develop early childhood interest in social studies will also be discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 40%
Test
Cartledge, G. & Milburn, J.F. (1995). Teaching social skills to children and youth, innovative approaches. Boston: Allyn &
Bacon
Schiller, P.& Byrant, T. (1998). The values book: Teaching 16 basics values young children. Beltsville Marland: Gryphon
House.
Sunal, C.s (1990). Early childhood social studies. Columbia: Merill
142
PPEK4101 – PERANCANGAN PROGRAM DAN STRATEGI PENGAJARAN II V.1 (3 Jam Kredit)
TEACHING STRATEGY AND PROGRAMME PLANNING II V.1 (3 credit Hours)
Telah lulus kursus PPEK3104-Perancangan Program & Strategi Pengajaran I v.1
Passed the course PPEK3104-Teaching Strategy And Programme Planning I v.1
Sinopsis/Synopsis:
Kursus ini bertujuan memberi peluang kepada pelajar untuk mengaplikasikan pengetahuan pedagogi dan kaedah penilaian
tekini untuk diguna pakai dalam meningkatkan proses pengajaran & pembelajaran yang berkesan. Fokus kursus terhadap
kanak-kanak berusia 4 – 6 tahun. Panduan untuk perancangan aktiviti bagi memenuhi keperluan individu dan kumpulan
telah diberikan dalam PPEK3104. Latihan dan perbincangan merangkumi perancangan, pelaksanaan dan penilaian aktiviti
untuk memudahkan perkembangan dan pembelajaran kanak-kanak dalam semua aspek. Penggunaan sumber, pengurusan
masa, persekitaran fizikal dan kerjasama dengan ibubapa akan dibincangkan.
This course provides opportunities for students to apply pedagogical knowledge and current assessment approaches to enhance effective
teaching and learning processes. The focus is on children aged 4 to 6 years old. Guidelines for the planning of activities to satisfy individual
and group needs have been provided in the course PPEK3104. Training and discussions will cover planning, implementation and
assessment activities to children’s development and learning in various aspects. The use of resources, time management, physical
environment and collaboration with parents will be discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Wortham, S. (1998). Early Childhood Curriculum. Upper Saddle River, NJ: Merrill
Roopnarine, J.L, Johnson, J.E (2000) Approaches to Early Childhood Education. Upper Saddle River, NJ: Merrill.
Kurikulum Prasekolah Kebangsaan (2003). KPM
PAEK4301 – AMALAN ASUHAN KANAK-KANAK DI MALAYSIA V.1 (3 Jam Kredit)
CHILD-REARING PRATICES IN MALAYSIA V.1 (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan kepada pendidik program awal kanak-kanak tentang hubungan dan pengaruh
sosio budaya terhadap amalan pendidikan di peringkat awal kanak-kanak. Di antara aspek yang disentuh ialah teori
pendidikan keibubapaan, bentuk keluarga dan cara gaya keibubapaan, asuhan kanak-kanak, anak-anak keperluan khas,
kesihatan mental anak-anak, penderaan anak-anak dan hubungan guru dengan ibu bapa. Isu-isu semasa dalam amalan
asuhan kanak-kanak di Malaysia juga turut dibincangkan.
This course exposes future early childhood educators to the relationship and influence of socio-culture to rearing and education practices at
the early childhood stage. Among the theories discussed are parental education theory, family form and parental style, child rearing, special
needs child and parents, child’s mental health, child abuse and the relationship between teachers and parents. Current issues in practices of
child rearing in Malaysia are also discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 50%
Test
Berger, E.H (1995), Parents as Partners in Education. Families and Schools Working Together. New Jersey: PrenticeHall.Inc
Morrison, G.S. (2001) Early Childhood Education Today. New Jersey: Merill Prentice-Hall
Kementerian Pendidikan Malaysia (2006). Kurikulum prasekolah kebangsaan. Kuala Lumpur: DBP.
143
PAEK4302 – AMALAN ASUHAN KANAK-KANAK ISLAM v.1 (3 Jam Kredit)
ISLAMIC CHILD-REARING PRATICES (3 credit Hours)
Sinopsis/Synopsis:
Kursus ini akan mendedahkan kepada para pelajar falsafah dan konsep asuhan prasekolah Islam. Skop perbincangan akan
meliputi trend amalan asuhan kanak-kanak, sukatan dan kaedah asuhan, kaedah pemerhatian, penilaian, serta etika
pengasuh muslim di prasekolah Islam dan kelengkapan dan alat bantu mengajar. Ia juga turut menyentuh strategi
pengajaran dan pembelajaran prasekolah Islam.
This course exposes students to the philosophies and concepts on upbringing children in Islamic preschools, clarify the trend of children
upbringing, field of knowledge, syllabus and methods in upbringing, observational methods, assessment, ethics of a Muslim caregiver in
Islamic preschools, teaching aids and equipment, and teaching and learning strategies in Islamic preschools.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 50%
Test
Abdullah Nasih 'Ulwan (1985) Tarbiah al aulad fi al Islam. Kaherah: Dar al Salam
Saedah Siraj. (2007). Pendidikan anak-anak . Selangor: Alam Pintar Enterprise.
Zaharah Hussin. (2005). Kurikulum Pra Sekolah Kebangsaan : Komponen Pendidikan Islam. Kajang: Sun Publication.
ACADEMIC PROJECT (3 credit Hours)
Sinopsis/Synopsis:
Kaedah Penilaian
Assessment Method
: Assignment
McNiff, J. (2004). Action research: Principles and practice. UK: Routledge
Babbie, E. (2001). The Practice of Social Research. 9th Edition, Belmont, CA: Wadsworth/Thomson Learning
144
KURSUS MINOR
MINOR COURSES
KURSUS MINOR
(PENDIDIKAN KHAS)
MINOR
COURSES
(SPECIAL EDUCATION)
(PENDIDIKAN KHAS)
(SPECIAL EDUCATION)
145
PPEK1101 – PENGENALAN KEPADA PENDIDIKAN KHAS (3 Jam Kredit)
INTRODUCTION TO SPECIAL EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan mendedahkan kepada pelajar mengenai pelbagai jenis kanak-kanak yang memerlukan pendidikan khas
dan pelbagai perkhidmatan dan program pendidikan khas yang disediakan. Pelajar juga akan dibimbing untuk mengenal
pasti isu dan cabaran yang dihadapi oleh ibu bapa, sekolah dan masyarakat dalam membesar dan mendidik kanak-kanak
yang bekeperluan khas.
The course aims to introduce students to the various categories of children who require special education and the various services and
programmes available to them. Students will also be guided to identify issues and challenges that are faced by parents, schools and society
in the development and education of children with special needs.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Hallahan, D. P., & Kaufman, J. M. (2006). Exceptional learners: Introduction to special education. Massachusetts: Allyn &
Bacon.
Lerner, J. W., Lowenthal, B., & Egan, R. (1998). Preschool children with
special needs. Boston: Allyn & Bacon
Smith, D. D. (1998). Introduction to special education: Teaching in an age of challenge. Boston: Allyn & Bacon.
PPEK1102 – KANAK-KANAK PINTAR CERDAS & BERBAKAT v.1 (3 Jam Kredit)
GIFTED AND TALENTED CHILDREN v.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pengetahuan dan kefahaman kepada pelajar pendidikan awal kanak-kanak tentang kanakkanak pintar cerdas dan berbakat. Antara topik yang akan dibincangkan adalah seperti berikut: ciri dan kaedah mengenal
pasti kanak-kanak pintar cerdas dan berbakat; faktor-faktor yang mempengaruhi kanak-kanak pintar cerdas dan berbakat;
masalah yang dihadapi oleh kanak-kanak pintar cerdas dan berbakat; peranan ibu bapa, guru, rakan sebaya dan
persekitaran dalam menolong anak-anak pintar cerdas dan berbakat mencapai potensi mereka.
The aims at providing knowledge and understanding of early childhood education students concerning gifted and talented children. Among
the topics that will be discussed are: characteristics and approaches to identify gifted and talented children; factors that influence gifted and
talented children; problems encountered by gifted and talented children; the role of parents, teachers, peers and the environment in enabling
gifted and talented children to realize their potential.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Davis, G. A. & Rimms, S. B. (1998). Education of the gifted and talented. Needham heights, M. A.: Allyn & Bacon.
Heller, K.A., Monks, F. J., Sternberg R. J., & Subotnik, R. F., (2000) International Handbook of Giftedness and Talent.
Oxford, England : Pergamon Press Ltd.
Khatena, J., (1982). Gifted: Challenge and response for education. Ithaca, Illinois: F.E. Peacock Publishers, Inc.
146
PBEK2101 – KAEDAH BACAAN UNTUK KANAK-KANAK KURANG UPAYA (3 Jam Kredit)
READING METHODS FOR CHILDREN WITH DISABILITIES (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan mendedahkan kepada pelajar pendidikan awal kanak-kanak tentang bacaan dan kaitannya dengan
keperluan kanak-kanak kurang upaya. Di samping itu, pelajar didedahkan tentang teori pengajaran dan pembelajaran
bacaan dan implikasinya terhadap kanak-kanak kurang upaya. Kursus ini turut menekankan pembinaan kemahiran
menggunakan pendekatan yang bersesuaian untuk mengajar kemahiran bacaan kepada kanak-kanak kurang upaya. Pelajar
juga diberikan pendedahan tentang cara penilaian yang boleh dilaksanakan bagi mengenal pasti kemahiran kanak-kanak
dalam membaca.
This course aims to introduce early childhood students to reading and its relation to special needs. In addition, students are introduced to
theories of teaching and learning reading and their implications for children with special needs. The course also emphasizes the
development of skills involving the use of appropriate approaches for teaching reading skill for special needs children. Students are also
introduced to modes of assessment that can be utilized to identify children’s’ reading skills.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Burns, M. S., Griffin, P., & Snow, C. E. (1999). Starting outright – A guide to promoting children’s reading success.
Washington: National Academy Press.
Hoff, E. (2001). Language development. Stamford: Wadsworth.
Wren, S. (2002). Methods of assessing cognitive aspects of early reading development. Texas: The Southwest Educational
Development Lab.
PMEK2101 – KAEDAH MATEMATIK UNTUK KANAK-KANAK KURANG UPAYA (3 Jam Kredit)
MATHEMATICS METHOD FOR CHILDREN WITH DISABILITIES (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini direka bentuk untuk membolehkan pelajar meningkatkan kefahaman dan membuat keputusan berhubung
pengajaran dan pembelajaran matematik kepada kanak-kanak berkeperluan khas. Kurikulum yang sesuai dan pelbagai
teknik pengajaran matematik bagi kanak-kanak berkeperluan khas akan dibincangkan. Implikasi pelbagai teori pembelajaran
dalam pendidikan matematik khusus bagi kanak-kanak kurang upaya juga akan dibincangkan. Kursus ini menggunakan
pelbagai pendekatan seperti perbincangan dalam kumpulan kecil, besar, pasangan dan menjalankan tugasan secara
individu. Sebahagian besar kursus melibatkan pengajaran secara ‘hands-on’.
This course is designed to enable the students to enhance their understanding and decision making in relation to teaching mathematics to
children with learning disabilities. The appropriate curriculum and various instructional techniques in teaching mathematics to children with
special needs will be discussed. Implication of the learning theories in teaching mathematics to children with special needs will also be
discussed. This course adopts various approaches such as small and large group discussions, pair and individual work. Major part of the
course involves ‘hands-on’ teaching.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 50%
Examination
Reys, R.,Lindquist,M.,Lambdin,D.V. & Smith, N.L (2009), Helping children learn mathematics, 9th edition,John Wiley.
Smith, S. S. (2009). Early childhood Mathematics:International Edition,4/E, Pearson High Education
Thornton, C.A.(2000). Teaching Mathematics to children with special needs. New Jersey:Prentice Hall
147
PPEK2104 – INTERVENSI KANAK-KANAK DAN KELUARGA (3 Jam Kredit)
CHILDREN AND FAMILY INTERVENTION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan membina pengetahuan dan kefahaman kepada pelajar pendidikan awal kanak-kanak mengenai
falsafah intervensi, konsep dan dasar berkaitan dengan intervensi awal. di samping itu kursus ini bertujuan membina
pengetahuan pelajar mengenai maklumat perkhidmatan intervensi untuk kanak-kanak kurang upaya dan keluarga mereka.
kursus ini turut menekankan kepada pembinaan pengetahuan dan cara bekerja dengan kanak-kanak kurang upaya dan
keluarga mereka. Pelajar juga diberikan pendedahan tentang isu dan trend dalam intervensi kanak-kanak dan keluarga
The course aims to develop knowledge and understanding of early childhood learners concerning the philosophy of intervention, relevant
concepts and policies for early intervention. In addition the course aims to develop knowledge and understanding of students towards
information on services concerning intervention for special needs children and their families. The course also emphasizes the development
of knowledge and ways of working with children with special needs and their families. Students are introduced to issues and trends in
intervention involving children and their families.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Cook, R. E. Tessier, A., & Klein, M. D. (1994). Adapting early childhood curricula for children in inclusive setting. New Jersey:
Prentice Hall
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to Special Education. Massachusettes: Allyn &
Bacon
Berger, E. H. (2000). Parents as partners in education. Merill: Prentice Hall.
PPEK3105 - STRATEGI KURIKULUM DAN PENILAIAN DALAM PENDIDIKAN KHAS v.1 (3 Jam Kredit)
CURRICULUM STRATEGY AND EVALUATION IN SPECIAL EDUCATION v.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan membina pengetahuan pelajar mengenai kurikulum pendidikan khas bagi multi kategori. Pelajar akan
diberi ilmu pengetahuan mengenai pelaksanaan kurikulum dan prosedur penilaian secara kritikal untuk menjayakan
pendekatan pengajaran dan pembelajaran. Di samping itu, dasar dan isu berkaitan secara global akan dikaji dan dianalisis
menerusi jurnal antarabangsa.
The course aims to contribute to students’ knowledge on special education curriculum for multiple categories. Students will be exposed to
knowledge on curriculum implementation critical assessment procedures to enable effective teaching and learning. In addition, policies and
issues which are globally related will be examined and analysed through international journals.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Sowel,E.J.2005.Curriculum An Integrative Introduction.3rd Edition. Pearson Prentice Hall.
Omstein, A.C & Hunkins,F.P.2004.Curriculum Foundation Principles and Issues. Pearson Education, Inc.
Daniel,P.H.& James, M.K. 2000. Exceptional Learners, Introduction to Special Education, Eight Edition, Boston, USA, Allyn &
Bacon
148
PPEK3106 – PENDIDIKAN INKLUSIF (3 Jam Kredit)
INCLUSIVE EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan membina pengetahuan pelajar mengenai falsafah pendidikan inklusif. Pelajar akan diberi ilmu
pengetahuan mengenai pelaksanaan program inklusif dan faktor kritikal untuk menjayakan pendidikan inklusif. Di samping
itu, dasar dan isu berkaitan persekitaran inklusif dan pendidikan inklusif akan dikaji dan dianalisis.
This course aims at exposing students to the knowledge in regards to the philosopies of inclusive education. Students will be exposed to the
implementation of inclusive education and critical factors contributing to the success of inclusive education. In addition, the policies and
issues related to the environment of inclusive education will be discussed and analysed.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Haager, D., & Klingner, J. K. (2005).Differentiating instruction in inclusive classrooms. The special educator’s guide. Boston:
Allyn and Bacon.
Byrant, D. P., Smith, D. D., & Byrant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston:
Allyn and Bacon.
McLoughlin, J. A., & Lewis, R. B. (2005). Assessing students with special needs. Upper Saddle River, NJ: Pearson.
PPEK4104 – INTERNSHIP/PROJEK: PENDIDIKAN KHAS (3 Jam Kredit)
INTERNSHIP/PROJECT: SPECIAL EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan membina kemahiran mengaplikasi pengetahuan tentang pendidikan khas dalam setting sebenar. Di
samping itu ia juga ianya bertujuan untuk membina kemahiran pelajar dalam merancang dan melaksanakan pengajaran
serta penilaian terhadap kanak-kanak bekeperluan khas. Selain itu, kursus ini turut membina kemahiran pelajar berinteraksi
dengan kanak-kanak bekeperluan khas, guru dan pentadbir program pendidikan khasdi mana pelajar ditempatkan. Akhirnya
kursus ini membantu membina kemahiran pelajar membuat laporan dan pemerhatian ke atas pelajar dalam program
pendidikan khas.
This course aims at helping the students to develop the skills of applying knowledge of special education in the real setting. In addition, it
helps students to develop the skills of planning, and implementing instruction as well as conducting evaluation towards children with special
needs. Students will acquire the skills on interaction with special needs children, their teachers and programme manager at the special
education centers where the students are placed. This course enables students to learn the skills of generating report and conducting
observation towards children in special needs programme.
Kaedah Penilaian
Assessment Method
: Oral
Haager, D., & Klingner, J. K., (2005).Differentiating instruction in inclusive classrooms. The special educator’s guide. Boston:
Allyn and Bacon
McLoughlin, J. A., & Lewis, R. B. (2005). Assessing students with special needs. Upper Saddle River, NJ: Pearson.
Byrant, D. P., & Byrant, B. R. (2003). Assisstive technology for people with disabilities. Boston: Allyn and Bacon
149
KURSUS MINOR
MINOR COURSES
KURSUS MINOR
MINOR COURSES
(TEKNOLOGI PENGAJARAN)
(INSTRUCTIONAL TECHNOLOGY)
(TEKNOLOGI PENGAJARAN)
(INSTRUCTIONAL TECHNOLOGY)
PPEA1106 – APLIKASI KOMPUTER DALAM PENGAJARAN (3 Jam Kredit)
COMPUTER APPLICATIONS IN INSTRUCTION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini memperkenalkan pelajar kepada penggunaan komputer dalam pengajaran pada semua peringkat pendidikan.
Para pelajar turut didedahkan kepada perisian seperti MS Word, MS Publisher, MS Powerpoint dan Ms Excel. Selain
daripada itu, mereka turut terlibat dalam penggunaan pembelajaran atas talian seperti pembinaan laman web dan blog.
Sebahagian besar kursus melibatkan pelajar dengan penggunaan komputer secara “hands-on” dan praktikal.
This course introduces students to computer applications in instruction. The basic concepts discussed here are computer application in
education, exposure to software like MS Word, MS Publisher, MS Power Point and MS Excel. Students are exposed to direct involvement
with online learning such as developing websites and blog. Predominantly, the course involves students in practical and hands-on computer
application.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 30%
Examination
Davis, C.& Eyuon, R. (2016). Education and Technology, London: Routledge, Taylor & Francis Group.
Carr-Chellman, A. A. (2015). Instructional Design for Teachers, London: Routledge, Taylor & Francis Group.
Hunter, J. (2015). Technology Integration and High Possibility Classrooms. London: Routledge, Taylor & Francis Group.
Hewitt, D. & Tarrant. S. (2015). Innovative teaching and learning in Primary Schools. London: Sage Publication Ltd.
Fisher, A., Exley, K. & Ciobanu, D. (2014). Using Technology to support Learning and Teaching. London: Routledge, Taylor
& Francis Group.
Passey, D. (2014). Inclusive Technology Enhanced Learning. London: Routledge, Taylor & Francis Group
PPEA1107 – ASAS TEKNOLOGI PENGAJARAN (3 Jam Kredit)
BASIC INSTRUCTIONAL TECHNOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini membincangkan evolusi teknologi pengajaran, konsep dan prinsip-prinsip asas dalam bidang teknologi
pengajaran. Di samping itu, kursus ini turut memberi fokus kepada isu-isu terkini yang mempengaruhi teknologi pengajaran
hingga kini.
This course discusses the evolution and the basic concepts and principles of instructional technology. Trends and issues affecting
instructional technology until the present day will also be discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Anglin, G.J. (2010) . Instructional Technology: Past, Present and Future (3rd ed). Englewood Co.: Libraries Unlimited.
Gagne, R. M., Wager, W. W., Golas, K. & Keller, J.M. (2004). Principles of instructional design (5th ed.). HBJ College &
School Divison;
Reiser, R.A., & Dempsey, J.V. (2011). Trends and Issues in Instructional Design and Technology, Upper Saddle River, NJ:
Merrill Prentice Hall
151
PPEA2101 – REKABENTUK PENGAJARAN (3 Jam Kredit)
INSTRUCTIONAL DESIGN (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk memperkenalkan pelajar kepada konsep-konsep asas rekabentuk pengajaran dan
pengembangan pengajaran sebagai satu proses mencari strategi alternatif di dalam penyelesaian masalah yang bersabit
dengan pengajaran dan pembelajaran. Antara tajuk-tajuk penting yang akan dibincangkan termasuk proses mengenal pasti
masalah pengajaran dan pembelajaran, yang melibatkan analisis keperluan, analisis pelajar dan analisis tugas atau
pengajaran, mencari dan menyediakan strategi pelbagai untuk penyelesaian masalah dan mereka bentuk bahan-bahan
pengajaran sesuai dengan bidang pengkhususan.
This course introduces students to concepts and basic principles of instructional development. The process is an alternative to solve
problems with regard to teaching and learning. The content comprises of needs analysis, task analysis, analysis of learners, prepare various
strategies to solve problems and design instructional materials pertaining to respective areas.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 30%
Examination
Kemp, J., Morrison, G., & Ross, S. (2010). Designing effective instruction. Upper Saddle River, New Jersey: Prentice-Hall,
Inc.
Smith, P.L & Ragan, T.J (2004). Instructional design. New York: John Willey and Sons, Inc.
Reiser, R.A., & Dempsey, J.V. (2011). Trends and Issues in Instructional Design and Technology, Upper Saddle River, NJ:
Merrill Prentice Hall
Richey, R., Klein, J.D. & Tracey, M.W. (2010). The instructional design knowledge base: theory, research and practice.
Routledge, New York.
PPEA2106 – INTERNET DAN PENGAJARAN (3 Jam Kredit)
INTERNET IN INSTRUCTION (3 Credit Hours)
Sinopsis/Synopsis:
Dalam kursus ini pelajar diperkenalkan kepada sejarah dan penggunaan internet dalam pengajaran. Tumpuan ialah kepada
teori-teori pembelajaran yang menjadi asas penggunaan internet dalam ”bilik darjah khususnya cognitive apprenticeship,
fleksibiliti kognitif, mindtools dan konstruktivisme. Pelajar akan meninjau beberapa cara dan penggunaan peralatan internet
dalam pengajaran seperti emel, bilik sembang,papan pernyataan elektronik dan pelbagai sumber yang terdapat dalam world
wide web. Pelajar didedahkan kepada cara menilai laman web serta pembinaan laman web.
Students are introduced to the history of the Internet in instruction. The focus will be on the theories of learning underpinning the use of the
Internet in the classroom environment. Among the theories are cognitive apprenticeship, cognitive flexibility, mindtools, and constructivism.
Students will explore the various Internet applications in instruction such as e-mails, chat rooms, electronic blackboard, and other sources in
the World Wide Web. In addition, they will be exposed to hands-on activities such as evaluating and designing websites.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Davis, . & Eyuon. R. (2016). Education and Technology, London: Routledge, Taylor & Francis Group.
Carr-Chellman, A. A.. (2015). Instructional Design for Teachers, London: Routledge, Taylor & Francis Group.
McFarlane, A. (2015). Authentic Learning for the Digital Generation. London: Routledge, Taylor & Francis Group.
Stein, J. & Graham, C. R. (2014). Essentials for Blended Learning. London: Routledge, Taylor & Francis Group.
Fisher, A., Exley, K. & Ciobanu, D. (2014). Using Technology to support Learning and Teaching. London: Routledge, Taylor
& Francis Group.
152
PPEA2107 – MULTIMEDIA DALAM PENGAJARAN (3 Jam Kredit)
MULTIMEDIA IN INSTRUCTION (3 Credit Hours)
Sinopsis Synopsis:
Kursus ini bertujuan untuk memperkenalkan pelajar kepada konsep-konsep dalam aplikasi multimedia dalam pengajaran
dan pembelajaran. Pelajar akan mempelajari cara menggunakan satu sistem pembinaan sistem (authoring) dengan tujuan
menghasilkan satu pakej pengajaran dan pembelajaran tentang produk pendidikan dengan aplikasi multimedia. Perisian
multimedia yang digunakan ialah Multimedia Builder. Para pelajar menggunakan CD tutorial Multimedia Builder serta
manual cetak sebagai bahan pembelajaran. Pada akhir kursus, mereka menghasilkan perisian kursus dengan
menggunakan perisian Multimedia Builder.
The course introduces students to concepts of multimedia application in teaching and learning. Students will learn multimedia authoring in
order to produce a teaching and learning package. Multimedia Builder software will be used as the main authoring software. Despite.
Students are provided with tutorial CD and printed manual of Multimedia Builder. At the end of the course, students will be able to produce a
courseware based on Multimedia Builder.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 30%
Examination
Boyle, T. (1997)Design for Multimedia Learning. London: Prentice Hall.
Hofstetter, F.T. (2001) (3rd Ed.) Multimedia Literacy. McGraw-Hill Irwin.
Lee, W. W. & Owens, D. L. (2004). Multimedia-Based Instructional Design. San Francisco: Jossey-Bass Pfeiffer.
PPEA3110 – MEDIA PENGAJARAN (3 Jam Kredit)
INSTRUCTIONAL MEDIA (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini meninjau aplikasi pedagogi pelbagai jenis media (seperti video dan komputer) dan proses teknologi (simulasi,
permainan dan pengajaran terancang). Pelajar didedahkan kepada garis panduan pemilihan media dan kaedah serta
memperkembangkan kemahiran penyampaian media.
The course explores the application of pedagogy in various media (e.g., video and computer) and technological process (simulation, games,
and organized instruction). Students are exposed to the guidelines of selecting media and methods and expand their skills in media delivery.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Smaldino, Lowther, Mims & Russell (2015). Instructional Technology and Media for Learning (11th Ed) Upper Sadle River, N.
J.: Pearson Merrill Prentice Hall.
Fenrich, P. (2014) Practical Principles of Instructional Design, Media Selection, and Interface Design with a Focus on
Computer-based Training / Educational Software, Informing Science Press
Lever-Duffy,J. McDonald, J. (2014) Teaching and Learning with Technology, (5th Ed) Pearson Education
Roblyer,M.D. & Doering, A.H. (2012) Integrating Educational Technology into Teaching, (6th Ed) Pearson Education
Heinich,R., Molenda, M., & Russel, J. D. (1999). Instructional media and the new technologies of instruction. New York:
Macmillan.
153
PPEA3111 – WEB DAN PERANGKAIAN SEKOLAH (3 Jam Kredit)
WEB AND NETWORKING IN SCHOOLS (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini mendedahkan pelajar kepada aspek-aspek penting berkenaan perangkaian komputer (computer networks)
dengan tumpuan kepada perisian serta peralatan (hardware) yang terlibat dalam mendirikan sesuatu sistem perangkaian
sekolah. Antara topik-topik yang diberi penekanan adalah: apakah itu perangkaian, jenis perangkaian, perisian perangkaian,
peralatan perangkaian dan juga peranan etika dan perundangan berkaitan dengan sistem maklumat.
The course exposes students to the essential aspects of computer networks focusing on software and hardware involve in building school
networking system. Among the topics discussed are networking, networking typology, networking software, networking tools, ethics and
legal issues pertaining to information system.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Beverley E. Crane (2012) Using Web 2.0 and Social Networking Tools in the K-12 Classroom, American Library Association
Ciccarelli,P. Faulkner,C. FitzGerald,J. Dennis,A. Groth,D. Skandier,T. (2012) Introduction to Networking Basics, (2nd Ed)
John Wiley & Sons
Hayden, M. (2000). Networking essentials. Indianapolis: SAMS Publishing.
PPEA4102 – PROJEK TEKNOLOGI PENGAJARAN V.1 (3 Jam Kredit)
PROJECT IN INSTRUCTIONAL TECHNOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini memberi peluang kepada pelajar menjalankan satu projek penyelidikan tindakan dalam bidang teknologi
pengajaran. Pelajar digalakkan mengaplikasi pengetahuan dan kemahiran yang telah diperolehi daripada kursus-kursus
yang telah diikuti selama ini dalam minor Teknologi Pengajaran. Projek berkenaan hendaklah dipersetujui oleh pensyarah.
Students are given the opportunity to manage action research in instructional technology. Students are encouraged to apply the knowledge
and skills gained from the previous courses in instructional technology. The project is supervised by the lecturer.
Kaedah Penilaian
Assessment Method
: Assignment
Creswell, J. W. (2008). Educational Research: Planning, conducting, and evaluation qualitative research (3rd ed.). Upper
Saddle River, N.J.: Pearson Prentice Hall.
Coghlan, D. . & Brannick, T. (2000). Doing action research in your own organization. London: Sage
Lankshear, C. & Snyder, I. (2000). Teachers and techno-literacy. NSW: Allen & Unwin
154
LATIHAN MENGAJAR (PAKK)
TEACHING PRACTICE (ECE)
LATIHAN MENGAJAR (PAKK)
TEACHING PRACTICE (ECE)
155
PPEK3192 – LATIHAN MENGAJAR (TASKA) (4 Jam Kredit)
TEACHING PRACTICE (NURSERY) (4 Credit Hours)
Pra Syarat/Pre Requirement:
(i) Telah mengambil 72 jumlah jam kredit dan lulus kursus-kursus berikut:
Have taken 72 credit hours and passed the following courses:
PPEK2207
PPEK2208
PPEK3104
Observational and Evaluation Skills I v.1 (3 Credit Hours)
Observational and Evaluation Skills II (3 Credit Hours)
Programme Planning and Instructional Strategy I v.1 (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini memberi peluang kepada pelajar untuk menggunakan kemahiran dan pengetahuan dalam memberi pengajaran,
aktiviti rutin di taska kepada kanak-kanak di bawah umur 3 tahun. Pelajar juga dikehendaki memberi fokus kepada
perkembangan kurikulum yang digunakan di taska. Di taska juga pelajar akan didedahkan kepada perancangan
perkembangan kanak-kanak untuk perancangan dan penilaian terhadap perkembangan kanak-kanak secara berkesan.
This course gives an opportunity to students to use the skills and knowledge learnt in the process of teaching toddlers aged below 3.
Discussions will also be carried out on the planning of the process of teaching and the assessment of the development of the toddlers.
Kaedah Penilaian
Assessment Method
: Oral
MacNaughton, G. & Williams, G. (1998). Techniques for teaching young children. South Melbourne: Allison Wesley Longman
Arends, R.I., Winitzky, N.E., & Tannenbaum, M.D. (2001). Exploring Teaching (2nd Edition). Boston: Mcgraw-Hill.
Puckett, M. & Black, J. (2000) Authentic assessment of the young child: Celebrating development and learning. (2nd ed)
Upper Saddle River NJ ,Prentice Hall.
PPEK4190 – LATIHAN MENGAJAR (TADIKA) (4 Jam kredit)
TEACHING PRACTICE (KINDERGARDEN) (4 Credit Hours)
Pra Syarat/Pre Requirement:
(i) Telah mengambil 108 jumlah jam kredit dan lulus kursus-kursus berikut:
Have taken 108 credit hours and passed the following courses:
PPEK3192
Latihan Mengajar (Taska) (4 Jam Kredit)
PPEK2207
PPEK2208
PPEK3104
Teaching Practice (Nursery) (4 Credit Hours)
Observational and Evaluation Skills I v.1 (3 Credit Hours)
Observational and Evaluation Skills II (3 Credit Hours)
Programme Planning and Instructional Strategy I v.1 (3 Credit Hours)
156
Sinopsis/Synopsis:
Kursus ini memberi peluang kepada pelajar untuk menggunakan kemahiran dan pengetahuan dalam memberi pengajaran,
aktiviti rutin di tadika kepada kanak-kanak antara 4 – 6 tahun. Pelajar juga dikehendaki memberi fokus kepada
perkembangan kurikulum yang digunakan di tadika. Di tadika juga pelajar akan didedahkan kepada perancangan
perkembangan kanak-kanak untuk perancangan dan penilaian terhadap perkembangan kanak-kanak secara berkesan.
The course gives an opportunity to students to apply the skills and knowledge learnt in the process of teaching young children of 4-6 yrs of
age. Discussions will also be carried out on the planning and developing of the curriculum as well as on the assessment of the children’s
development.
Kaedah Penilaian
Assessment Method
: Oral
MacNaughton, G. & Williams, G. (1998). Techniques for teaching young children. South Melbourne: Allison Wesley Longman
Arends, R.I., Winitzky, N.E., & Tannenbaum, M.D. (2001). Exploring Teaching (2nd Edition). Boston: Mcgraw-Hill.
Puckett, M. & Black, J. (2000) Authentic assessment of the young child: Celebrating development and learning. (2nd ed)
Upper Saddle River NJ ,Prentice Hall.
157
BACHELOR OF COUNSELLING
1
KELAYAKAN KEMASUKAN
ENTRY QUALIFICATION
Kelayakan STPM
Kelayakan STAM
Kelayakan Diploma
STAM Qualification
1.
Lulus SPM/setaraf
dengan baik.
1.
Lulus SPM/setaraf
dengan baik.
1.
Lulus SPM/setaraf
dengan baik.
1.
Lulus dengan
Kepujian
dalam
Bahasa
Melayu/
Bahasa Malaysia di
peringkat
SPM/setaraf.
2.
Lulus dengan
Kepujian
dalam
Bahasa
Melayu/
Bahasa Malaysia di
peringkat
SPM/setaraf.
2.
Lulus dengan
Kepujian
dalam
Bahasa
Melayu/
Bahasa Malaysia di
peringkat
SPM/setaraf.
2.
University General
Requirements
University General
Requirements
Malaysia
(SPM)
Education]
or
grades.
2.
Pass with credit in
Bahasa
Melayu/
Bahasa Malaysia at
the SPM level or
equivalent.
Kelayakan Matrikulasi
(TESL, Sains &
Perakaunan)
STPM Qualification
University General
Requirements
Malaysia
(SPM)
of Education] or
grades.
Pass with credit in
Bahasa
Melayu/
Bahasa Malaysia at
the SPM level or
equivalent.
Malaysia
(SPM)
of Education] or
grades.
Pass with credit in
Bahasa
Melayu/
Bahasa Malaysia at
the SPM level or
equivalent.
3. Telah mengambil
Malaysian
University English
Test
(MUET)
dengan mendapat
1 (Band 1).
3. Telah mengambil
Malaysian
University English
Test
(MUET)
dengan mendapat
1 (Band 1).
3. Telah mengambil
Malaysian
University English
Test
(MUET)
dengan mendapat
1 (Band 1).
Keperluan Khas
Program
Keperluan Khas
Program
Lulus ujian kelayakan
dan
Temuduga/Pass
the eligibility test and
Interview.
dan Temuduga/Pass
Interview.
Keperluan Khas
Program
Special
Requirements
Dan/and
Dan/and
Pass
Malaysian
University
English
Test (MUET) with at
least Band 1.
Lulus STPM dengan
mendapat sekurang-
Pass
Malaysian
University
English
Test (MUET) with at
least Band 1.
Mendapat sekurangkurangnya tahap Jayyid
University General
Requirements
Pass
Malaysian
University
English
Test (MUET) with at
least Band 1.
dan Temuduga/Pass
Interview.
Dan/and
Memiliki kelulusan lain
Lulus SPM/setaraf
dengan baik.
Malaysia
(SPM)
Education]
or
grades.
Lulus dengan
Kepujian
dalam
Bahasa
Melayu/
Bahasa Malaysia di
peringkat
SPM/setaraf.
Pass with credit in
Bahasa
Melayu/
Bahasa Malaysia at the
SPM
level
or
equivalent.
3. Telah
mengambil
Malaysian University
English Test (MUET)
dengan mendapat
sekurangkurangnya Tahap 1
(Band 1).
Pass
Malaysian
(MUET) with at least
Band 1.
Keperluan Khas
Program
dan Temuduga/Pass the
eligibility
test
and
Interview.
Dan/and
UiTM dengan mendapat
159
kurangnya PNGK 3.00;
Pass STPM at least CGPA
3.00;
Dan/and
Mendapat
sekurangkurangnya Gred B pada
peringkat SPM dalam
subject:
Matematik/ Mathematics
Dan/and
(Band 2) dalam MUET
Band 2.
Jiddan
dalam
peperiksaan Sijil Tinggi
Agama
Malaysia
(STAM)
Attain at least “Jayyid
Jiddan” level in the Sijil
Tinggi Agama Malaysia
(STAM)
Dan/and
peringkat SPM dalam
subject:
Matematik/ Mathematics
Dan/and
(Band 2) dalam MUET
Band 2.
yang diiktiraf setaraf
dengannya
oleh
Kerajaan Malaysia dan
diperakukan
oleh
Senat Universiti Malaya
dengan
mendapat
sekurang-kurangnya
PNGK 3.00;
Possess
any
other
equivalent
qualification
recognized
by
the
Malaysian
Government
and certified by the
University of Malaya.
Atau/ or
Lulus STPM bukan
tahun semasa dengan
Pass STPM not in the
current year at least CGPA
3.00 and fulfil the special
program requirement as
follows:
sekurang-kurangnya
PNGK 3.00;
Pass KPM Matriculation /
UiTM with at least CGPA
3.00;
Dan/and
peringkat SPM dalam
subject:
Matematik/Mathematics
Dan/and
Mendapat
sekurangkurangnya Tahap 2
(Band 2) dalam MUET
Band 2.
Dan/and
peringkat SPM dalam
mata pelajaran berikut
Achieve at least Grade B
at SPM level in the
following subject:
Atau/ or
UiTM bukan tahun
semasa dengan
Pass KPM Matriculation /
UiTM not in the current
year with at least a CGPA
3.00;
Dan/and
peringkat SPM dalam
subject:
160
Atau/ or
Memiliki kelulusan lain
yang diiktiraf oleh Senat
Universiti Malaya
dengan mendapat
sekurang-kurangnya
PNGK 3.00;
Possess any other
equivalent qualification
recognized by the Senate
of the University Malaya
with at least a CGPA of
3.00;
Dan/and
(Band 2) dalam MUET
Band 2.
Had Umur/Age Limit
Tiada had umur kepada calon yang ingin memohon
There is no age limit for candidates wishing to apply
Kos Pengajian/Cost of Studies
Studies are carried out over 8 semesters (4 years) and the minimum cost of study is RM17,000
161
STRUKTUR KURSUS
COURSE STRUCTURE
STRUKTUR KURSUS
COURSE STRUCTURE
1
STRUKTUR KURSUS SARJANA MUDA KAUNSELING
(mulai kemasukan 2015/2016)
KURSUS
University
Courses
TAHUN 1
GIG1004
GIG1002
GIG1003
GIG1001
GIG1005
Semester I
Hubungan Etnik (2)
Semester II
Asas Pembudayaan
Keusahawanan (2)
Tamadun Islam & Tamadun Asia
(TITAS) (2)
TAHUN 2
TAHUN 3
Semester I
TAHAP 1
Semester II
English Communication Programme (3) : TAHAP 2
GTEE1205
GTEE1207
GTEE1110
GTEE1112/
GTEE1113
TAHUN 4
JUMLAH
PPEC3137
PBET2106
Semester I
Penyelidikan Tindakan (3)
Semester I
24 jam
Kredit
Semester II
Komunikasi (3)
(untuk MUET Band 1)
(untuk MUET Band 2)
(untuk MUET Band 3)
(untuk MUET Band 4)
SILA RUJUK LAMPIRAN
Kursus Wajib
Bidang
PPEC1135
PPEC1136
Semester I
Pengenalan kepada Kaunseling
Psikologi (3)
Kemahiran Komputer untuk
Kaunselor (3)
PAEC2137
PPEC2131
PPEC2136
Semester I
Masyarakat, Kerjaya dan
Pendidikan (3)
Teori Kaunseling (3)
Kaedah Penyelidikan dalam
Kaunseling (3)
PPEC2133
PPEC3132
PPEC3135
PPEX4180
PPEC1133
Semester II
Statistik Asas untuk Sains
Tingkahlaku (3)
PPEC2132
PPEC2134
PPEC2135
Semester II
Teknik Kaunseling (3)
Kepimpinan Kelompok (3)
Teori Perkembangan dan Amalan
Kerjaya (3)
PPEC3133
PPEC3134
PPEC3138
PPEC3139
PPEC3141
PPEX4180
Semester I
Teknik Kaunseling
Lanjutan (3)
Dinamik dan Prosedur
Kelompok (3)
Kaunseling Vokasional dan Kerjaya (3)
Projek Ilmiah (3) +
Semester II
Ujian dan Pengukuran Psikologi (3)
Kaunseling Silang
Budaya (3)
Kaunseling Keluarga (3)
Perkhidmatan Maklumat dalam
Perkembangan dan Kaunseling
Kerjaya (3)
Pengendalian Program Perkhidmatan
Kaunseling (3)
Projek Ilmiah (3) +
PPEC3140
PPEC3142
PPEC3170
PPEC4101
PPEC4303
PPEC3172
Semester I
Kaunseling Ketagihan
dan Pemulihan v.1 (3)
Isu Profesional dan Etika Dalam
Kaunseling dan Psikologi (3)
Latihan Amali Kaunseling (Makmal) (3)
Pentaksiran Individu (3)
Pembangunan Sumber Manusia (3)
78 jam
kredit
Semester II
Latihan Profesional (6)
163
KURSUS
Kursus Asas
Psikologi
(Minor)
TAHUN 1
PAEC1301
PPEC1101
PPEC1102
Semester I
Psikologi Sosial (3)
Pengenalan Kepada Psikologi
(3)
Psikologi Perkembangan (3)
TAHUN 2
PPEC2102
Semester I
Perkembangan di Peringkat
Dewasa (3)
TAHUN 3
PPEC3101
Semester I
Psikologi Bilazim (3)
TAHUN 4
PPEC4301
PPEC4302
PPEC4304
PAEC1303
PPEC1104
Semester II
Disiplin,Devians dan
Delinkuens(3)
Psikologi Pembelajaran (3)
PPEC2104
PPEC2106
PPEC2301
PPEC2303
Semester II
Kesihatan Mental & Penyesuaian
(3)
Modifikasi Tingkahlaku (3)
PPEC3102
JUMLAH
Semester I
Terapi Tingkahlaku Emotif
Rasional (3)
atau
Terapi Realiti (3)
atau
Terapi Gestalt (3)
36 jam
kredit
Semester II
Tingkahlaku Organisasi (3)
Motivasi (3)
atau
Personaliti (3)
Jumlah
138 jam kredit
Nota :-
Penawaran Kursus : Fakulti mempunyai hak untuk tidak meneruskan atau mengubah kursus menurut keperluan keadaan. Kursus mungkin tidak ditawarkan oleh kerana kekurangan pelajar yang mendaftar atau ketiadaan tenaga
pengajar.
+ Kursus Progresif
164
MUET BAND 2
MUET BAND 3
MUET BAND 4
MUET BAND 5 & 6
Semester I
WAJIB
WAJIB
WAJIB
GLT1004 Mastering English III (2)
Semester I & 2
Semester I & 2
Semester I
Semester 2
GLT1005 Mastering English IV (3)
GLT1009 Mastering English VI (3)
GLT1014 Advanced Communication Skills (3)
Semester 2
GLT1003 Mastering English II (2)
Semester I & 2
PILIH SATU
PILIH SATU
GLT1002 Mastering English I (2)
Semester I & 2
Semester 2
GLT1007 Essential Writing Skills (3)
GLT1010 Mastering English VII (3)
Semester 2
GLT1011 Technical Writing Skills in English (3)
GLT1006 Mastering English V (3)
GLT1012 Presentation Skills in English (3)
GLT1008 Effective Communication (3)
GLT1013 Reading Critically (3)
GLT1015 Advanced Professional Writing (3)
JUMLAH: 6 K
165
COURSE STRUCTURE FOR THE BACHELOR OF COUNSELING
(commencing admission session 2015/2016)
COURSE
University
Courses
YEAR 1
GIG1004
GIG1005
Semester I
Information Literacy (2)
Ethnic Relationship (2)
Semester II
GIG1003
GIG1001
GIG1005
Compulsory
Courses for
the Area of
Study
PPEC1135
PPEC1136
Islamic Civilisation & Asian
Civilisation (2)
Semester I
Introduction to Counseling
Psychology (3)
Computer Skills for Counsellors
(3)
YEAR 2
Semester I
TAHAP 1
Semester II
TAHAP 2
GTEE1112/ (untuk MUET Band 4)
GTEE1113
PAEC2137
PPEC2131
PPEC2136
Semester I
Society, Career and Education
(3)
Counseling Theories (3)
Research Method in Counseling
(3)
YEAR 3
YEAR 4
PPEC3137
PBET2106
PPEC2133
PPEC3132
PPEC3135
PPEX4180
Semester I
Action Research (3)
Semester I
Semester II
Basic Statistics for Behavioral
Science (3)
PPEC2132
PPEC2134
PPEC2135
Semester II
Counselling Techniques (3)
Group Leadership (3)
Career Development
Theories and Practice (3)
PPEC3133
PPEC3134
PPEC3138
PPEC3139
PPEC3141
PPEX4180
24 credit
hours
Semester II
Thinking and Communication Skills
(3)
Semester I
Advanced Counselling Techniques
(3)
Group Dynamic and Procedure (3)
Vocational & Career Counselling
(3)
PPEC3140
PPEC3142
PPEC3170
PPEC4101
PPEC4303
PPEC1133
TOTAL
Semester II
Psychological Test & Measurement
(3)
Cross Cultural Counseling (3)
Family Counselling (3)
Information Service in Career
Development And Counselling (3)
Programme Organisation for
Counselling Services (3)
PPEC3172
Semester I
Addiction and Rehabilitation
Counseling v.1 (3)
Professional Issue and
Ethics in Counselling and
Psychology (3)
Counseling Practicum (Laboratory)
(3)
Individual Assessment (3)
Human Resource Development
(3)
78 credit hours
Semester II
Professional Training (6)
166
COURSE
Basic
Courses
Psychology
(Minor)
YEAR 1
PAEC1301
PPEC1101
PPEC1102
PAEC1303
PPEC1104
Semester I
Social Psychology (3)
Introduction to Psychology
(3)
Development Psychology
(3)
Semester II
Discipline, Deviance and
Deliquency (3)
Psychology of Learning (3)
YEAR 2
PPEC2102
Semester I
Adult Development (3)
YEAR 3
PPEC3101
Semester I
Abnormal Psychology (3)
YEAR 4
PPEC4301
PPEC4302
PPEC4304
PPEC2104
PPEC2106
PPEC2301
PPEC2303
Semester II
Mental Health and
Adjustment (3)
Behaviour Modification (3)
PPEC3102
TOTAL
Semester I
Rational Emotive
Behaviour Therapy (3)
or
Realty Therapy (3)
or
Gestalt Therapy (3)
36 credit
hours
Semester II
Organisational
Behaviour (3)
Motivation (3)
or
Personality (3)
TOTAL
138 credit
hours
Note :-
The Faculty has the authority not to continue or change a course depending on the circumstances. A course may not be offered due to the small number of students who register or lack of teaching staf
+ Progresif Course
167
KUSRUS UNIVERSITI
UNIVERSITY COURSES
KURSUS UNIVERSITI
UNIVERSITY COURSES
168
A.
Bagi Pro-Forma Kursus-Kursus Universiti Berikut Sila Rujuk Kepada Pro-Forma Kursus Universiti Program
Sarjana Muda Pendidikan (Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua) :
For the following University Courses please refer to the course description of the Bachelor of Education (Teaching English
as a Second Language):
GIG1001 – Tamadun Islam Tamadun Asia (TITAS) (2 Jam Kredit)
Islamic Civilisation & Asian Civilisation (2 Credit Hours)
GIG1002 – Hubungan Etnik (2 Jam Kredit)
Ethnic Relationship (2 Credit Hours)
GIG1003 – Asas PembudayaanKeusahawanan (2 Jam Kredit)
Basic Course On Culture Of Entrepreneurship (2 Credit Hours)
GIG1004 – Literasi Maklumat (2Jam Kredit)
Information Literacy (2 Credit Hours)
GIG1005 – Jalinan Masyarakat (2 Jam Kredit)
Social Engagement (2 Credit Hours)
PBET2106 – Kemahiran Berfikir dan Komunikasi (3 Jam Kredit)
Thinking and Communication Skills (3 Credit Hours)
B.
Bagi Pro-Forma Kursus Universiti Bahasa (KUB), sila rujuk kepada Pro-Forma Kursus Universiti Program
Sarjana Muda Pendidikan Awal Kanak-Kanak :
For the pro forma Language University Courses, please refer to the course description of the Bachelor of Early Childhood
Education:
PPEC3137 – PENYELIDIKAN TINDAKAN (3 Jam Kredit)
ACTION RESEARCH (3 Credit Hours )
Sinopsis/Synopsis:
Kursus ini adalah pengenalan kepada kaedah menggunakan penyelidikan tindakan yang berteraskan kepada konsep
penyelesaian masalah. Di akhir kursus ini, pelajar akan dapat membina instrumen asas untuk menjalankan penyelidikan dan
mengenal pasti masalah yang dihadapi dan seterusnya melaksanakan reflektif dan kitaran akan proses penyelidikan
tindakan yang dijalankan.
This course is an introduction to action research methodology based on the concept of problem-solving. At the end of this course, students
will be able to construct a basic instrument for carrying out research and identify problems and then implement the reflective and cyclical
process of action research.
Kaedah Penilaian
Assessment Method
: Assignment
Test
169
KURSUS WAJIB BIDANG
COMPULSORY COURSES FOR
THE AREA OF STUDY
PPEC1133 – STATISTIK ASAS UNTUK UNTUK SAINS TINGKAHLAKU (3 Jam Kredit)
BASIC STATISTICS FOR BEHAVIORAL SCIENCES (3 Credit Hours)
Sinopsis/Synopsis:
170
PPEC1133 – STATISTIK ASAS UNTUK SAINS TINGKAHLAKU (3 JAM KREDIT)
BASIC STATISTICS FOR BEHAVIOURAL SCIENCES (3 Credit Hours)
Melalui kursus ini pelajar mendapat kefahaman tentang prinsip asas dalam statistik tingkahlaku bagi statistik deskriptif dan
inferensi. Konsep asas seperti skala pengukuran, min, mod, median, kolerasi, perlu dimahiri oleh pelajar. Pelajar juga
seharusnya dapat mengenalpasti statistik yang sewajarnya yang patut diguna dalam keadaan tertentu
Through this course the student will gain an understanding of the basic principles of statistics in behavioral sciences, both descriptive and
inferential statistics. Key concepts such as measurement scale, mean, mode, median, and correlation, must be acquired by the student. The
student will also be expected to identify statistics that are appropriate for use in certain situations.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Rujukan Utama/ Main References:
Gregory, J. P. (2012). Statistics for the behavioral sciences. Thousand Oaks, CA: Sage.
Walsh, Anthony, & Ollenburger, J. C. (2001). Essential Statistic for the Social and Behavioral Sciences. New Jersey: Prentice
Hall.
PPEC1135 – PENGENALAN KEPADA KAUNSELING PSIKOLOGI (3 Jam Kredit)
INTRODUCTION TO COUNSELING PSYCHOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberikan overview dan penerangan mengenai psikologi kaunseling sebagai profesyen menolong
individu, kelompok, dan keluarga menangani masalah yang timbul dari konflik situational dalam kehidupan seharian. Tajuk
perbincangan meliputi sejarah perkembangan profesyen, peranan dan fungsi kaunselor, teori dan teknik, proses,
penggunaan ujian dan alat pentaksiran dalam kaunseling, setting di mana kaunselor bekerja, dan isu serta etika dalam
psikologi kaunseling.
This course is designed to give an overview and explanation regarding counseling psychology as a helping profession to aid individuals,
groups, and families in resolving problems arising from situational conflicts and daily life. Topics of discussion encompass the history and
development of the profession, the role and function of counselors, theories and techniques, processes, use of testing and assessment tools
in counseling, setting of the counselor workplace, as well issues and ethics in counseling psychology.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 40%
Examination
Gladding, S. T. (2012). Counseling: A comprehensive profession (Student Value Edition). Englewood Cliffs, NJ: Pearson
College Division.
.
Sapora Sipon & Hapsah Md. Yusof (2013). Pengenalan profesion kaunseling (Ed. Ke-2). Nilai: Penerbit USIM.
Neukrug, E. (2007). The world of the counselor: An introduction to the counseling profession (3rd. ed). Belmot, CA: Cengage
171
PPEC1136 – KEMAHIRAN KOMPUTER UNTUK KAUNSELOR (3 Jam Kredit)
COMPUTER SKILLS FOR COUNSELORS (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan memberi pendedahan asas perkomputeran kepada pelajar supaya mereka lebih celik komputer. Ini
akan menjadikan mereka tenaga pekerja masa hadapan yang berkemahiran tinggi dalam bidang kaunseling dan
penggunaan teknologi. Melalui kursus ini diharapkan pelajar akan dapat mengenali dan menggunakan program-program
yang berkaitan dengan bimbingan dan kaunseling yang terdapat dalam bentuk elektronik dan juga menggunakan bantuan
komputer dalam mengendalikan perkhidmatan kaunseling.
This course is aimed at giving exposure to the basics of computing to learners so that they become aware of computers. This can make
them future employees highly skilled in both counselling and technology use. Through this course it is hoped that students will know and be
able to use programs related to guidance and counselling in electronic form and also use the computer in carrying out counseling services.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 20%
Test
Lau, P.L., Aga Mohd Jaladin, R. & Abdullah, H. S. (2013). Understanding the two sides of online counseling and their ethical
and legal ramifications. Procedia Social and Behavioral Sciences,103,1243- 1251.
Murugappan,P. (2001). Acess 2000-Tips and Shortcuts. Selangor, Shah Alam: Federal Publications.
PPEC2131 – TEORI KAUNSELING (3 Jam Kredit)
COUNSELING THEORY (3 Credit Hours)
Telah lulus kursus PPEC1101-Pengenalan Kepada Psikologi, PPEC1102-Psikologi Perkembangan, PPEC1104-Psikologi
Pembelajaran, PPEC1135-Pengenalan Kepada Kaunseling Psikologi.
Passed subject PPEC1101-Introduction to Psychology, PPEC1102-Development Psychology, PPEC1104- Psychology of Learning,
PPEC1135- Introduction to Counselling Psychology.
Sinopsis/Synopsis:
Kursus ini bertujuan memperkenalkan teori-teori kaunseling yang utama agar difahami pelajar dan menjadi asas
pengendalian sesi kaunseling. Asas-asas pembentukan sesuatu teori juga akan dibincang Hubungkait antara teori dan
teknik juga akan ditinjau. Pada akhir kursus, pelajar diharap dapat membentuk pendekatan kaunseling peribadi melalui
integrasi teori-teori yang dipelajari.
This course is aimed at introducing the major theories of counselling so that they are understood by the student and become the basis of
their counselling sessions. The basis of development of a theory will also be discussed. The relationship between theory and technique will
also be explored. At the end of the course the student should be able to develop a personal counselling approach by integrating the theories
learned.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Rujukan Utama/ Main References:
Melati, S., Ida, A. T., Norfaezah, K., Azmawaty, M. N (2014). Teori Kaunseling dan psikoterapi. Kuala Lumpur: Penerbit
Universiti Malaya.
Corey, G. (2012). Theories and practice of counselling and psychotherapy. California: Wardsworth.
172
PPEC2132 – TEKNIK KAUNSELING (3 Jam Kredit)
COUNSELING TECHNIQUE (3 Credit Hours)
Pra Syarat/Prerequisite requirements :
Telah lulus kursus PPEC2131-Teori Kaunseling/ Passed subject PPEC2131-Counselling Theories
Sinopsis/Synopsis:
Kursus ini memberikan pendedahan tentang sifat-sifat peribadi kaunselor yang berkesan dan proses kaunseling individu. Di
samping itu, pelajar akan diberikan pendedahan tentang kemahiran dan teknik yang boleh digunakan dalam sesi kaunseling.
Kemahiran yang diajar meliputi kemahiran melayan, mendengar, menstruktur, menyelesaikan masalah dan lain-lain lagi.
Beberapa teknik kaunseling berasaskan teori-teori juga akan diajar.
This course gives exposure to the individual attributes of an effective counsellor and the individual counseling process. Besides that, the
student will be exposed to the skills and techniques that can be used in counselling sessions. Skills taught include attending, listening,
structuring, problem solving and others.Several counselling techniques based on theory will also be taught.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 40%
Test
Okun,B.F. & Kantrowitz, R.E. (2014). Effective Helping: Interviewing and Counselling Technique (2nd Edition). Cengage
Learning
Okun, B. F. & Kantrowitz, R. E. (2007). Effective Helping: Interviewing and Counseling Techniques. Wadsworth Publishing.
PPEC2133 – TEKNIK KAUNSELING LANJUTAN (3 Jam Kredit)
ADVANCED COUNSELING TECHNIQUE (3 Credit Hours)
Telah lulus kursus PPEC2131-Teori Kaunseling dan PPEC2132-Teknik Kaunseling
Passed subject PPEC2131- Counseling Theories and PPEC2132- Counseling Technique
Sinopsis/Synopsis:
Kursus ini bertujuan untuk melatih pelajar menggabungkan teknik-teknik kaunseling asas yang telah dipelajari melalui kursus
PPEC 2132 Teknik Kaunseling seperti kemahiran melayan dan mendengar dengan teori-teori kaunseling di dalam
pengendalian sesi yang lebih menyeluruh. Pelajar akan memasuki tahap pengenalpastian masalah dan penyelesaian
masalah dengan menggunakan keseluruhan teknik dan kemahiran yang telah dipelajari.
This course is designed to train students in integrating basic counselling techniques learnt in PPEC2132. Counseling Techniques such as
attending skills and reflective listening will be explored together with relevant theories in implementation of holistic counseling sessions.
Students will reach a stage where they can identify problems and their solutions using all the techniques and skills learnt before.
Kaedah Penilaian
Assessment Method
: Assignment
Egan, G (2014) The Skilled Helper. A Problem-Management and Opportunity-Development Approach to Helping (10th
Edition). Cengage Learning Inc
Hill, C.E. (2014). Helping Skills: Facilitating Exploration, Insight, and Action (4th Edition). American Psychological Association
Corey, G. (2005). Theory and Practice & Psychotherapy. Pacitic: Brooks/Cole Pub.
Lawrence M. Brammer. (2003). The Helping Relationship, Process and Skills. New Jersey: Pearson Education. Inc.
Margaret Hough. (2002). A practical Approach to Counseling. New Jersey: Pearson Prentice Hall.
173
PPEC2134 – KEPIMPINAN KELOMPOK (3 Jam Kredit)
GROUP LEADERSHIP (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini memperkenalkan pelajar kepada kepimpinan dalam kaunseling kelompok dan teori-teori yang boleh diguna pakai
semasa melaksanakannya. Ia bertujuan membimbing pelajar menjadi pemimpin kelompok yang berkesan dan dapat
menjalankan kaunseling kelompok. Kursus ini juga akan membekalkan kemahiran pengendalian kelompok serta kaedah
campurtangan yang digunakan untuk menangani krisis dalam kelompok. Di samping itu, pelajar akan memahami
garispanduan etika semasa melaksanakan kaunseling kelompok.
This course introduces the student to leadership in group counseling and the theories that can be applied in its implementation. The course
is aimed at guiding the student to assume a leadership role in effective group counseling. This course also imparts the skills of implementing
group counseling as well as methods of intervention to overcome crises in groups. Besides that, the student will understand the ethical
guidelines in implementing group counseling.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 50%
Examination
Corey, G., Corey, M.S., Callanan, P. & Russell, J.M. (2014) Group Techniques (4th Edition) . Cengage Learning
Corey, G. (2007). Theory and practice of group counseling. Pacific Grove, CA: Cengage.
Kottler, J. A. (2001). Learning group leadership: An experiential approach. Needham Heights: Allyn Bacon.
PPEC2135 – TEORI PERKEMBANGAN AMALAN KERJAYA (3 Jam Kredit)
CAREER DEVELOPMENT THEORY AND PRACTICE (3 Credit Hours)
Telah lulus kursus PPEC2135-Teori Perkembangan dan Amalan Kerjaya
Passed subject PPEC2135- Career Development Theories and Practice
Sinopsis/Synopsis:
Kursus ini bertujuan untuk mendedahkan pelajar kepada bidang perkembangan vokasional dengan mengkaji teori
perkembangan dan amalan kerjaya. Pelajar didedahkan kepada proses perkembangan kerjaya dan teori yang berkaitan.
Pelajar juga akan meneliti perkaitan antara teori dengan gaya membuat keputusan kerjaya.
The course objective is to expose students to the vocational development field by studying career development theory and practice.
Students will be exposed to the career development process and related theory. They will also explore the relationship between theory and
style of career decision making.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Swanson, J.L. & Fouad, N.A. (2014). Career Theory and Practice: Learning Through Case Studies. Sage Publications.
Sidek Mohd Noah. (2002). Perkembangan kerjaya: Teori dan Praktis. Serdang: Penerbit UPM
Sharf, R.S. (2006). Appying career development theory into counseling. California: Wardsworth.
174
PPEC2136 – KAEDAH PENYELIDIKAN DALAM KAUNSELING (3 Jam Kredit)
RESEARCH METHODOLOGY IN COUNSELING (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini dijangka dapat melengkapi pelajar-pelajar dengan asas-asas proses penyelidikan dan faktor-faktor yang
mempengaruhi penyelidikan. Antara aspek-aspek yang dibincangkan ialah jenis-jenis penyelidikan, proses penyelidikan,
faktor-faktor yang menjejaskan kesahan dan kebolehpercayaan penyelidikan, etika penyelidikan, rekabentuk-rekabentuk
kajian, kesahan dan kebolehpercayaan penyelidikan, skala pengukuran, pembentukan item soal-selidik dan proses
pengumpulan data.
This course will equip students with the fundamentals of research processes and give them knowledge about factors that influence research.
Among the aspects discussed are the types of research, processes of research, validity and reliability issues, ethics of research, research
framework, measurement scales, item development and data collection procedures.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Tuckman, B. W. (2012). Conducting Educational Research. New York, NY: Harcourt Brace Jovanich, Inc.
PAEC2137 – MASYARAKAT, KERJAYA DAN PENDIDIKAN (3 Jam Kredit)
SOCIETY, CAREER AND EDUCATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini membantu pelajar menghubungkaitkan timbal-balas di antara pendidikan dan kerjaya untuk memenuhi keperluan
masyarakat moden. Dengan ini, pelajar dapat memahami pelaksanaan kerjaya dalam masyarakat yang mencirikan
teknologi. Kursus ini menggunakan pengetahuan empiris untuk meningkatkan lagi penghayatan konsep sosiologi dan
psikologi sosial dan sekaligus mendalami kefahaman pelajar tentang bidang kerjaya dalam kemajuan diri dan masyarakat.
This course helps students to relate to the interaction between education and career to fulfil the needs of society. With that students will be
able to understand career implementation in a technology oriented society. This curse uses empirical knowledge to increase the appreciation
of sociological and social psychological concepts whilst deepening the students understanding of career in development of self and society.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Lee, K.H., Quek A.H & Chew, S.B (Eds.) (2001) Education & Work: The State of Transition. Kuala Lumpur: University of
Malaya Press..
Malaysia (2006). Rancangan Malaysia Kesembilan, 2006- 2010, Kuala Lumpur: Percetakan Nasional.
Quek, A.H. (2003) The Social Psychology of Career. Kuala Lumpur : Lingua Publications
175
PPEC3132 – DINAMIK DAN PROSEDUR KELOMPOK (3 Jam Kredit)
GROUP DYNAMICS AND PROCEDURE (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk memperkenalkan kepada pelajar peranan dan fungsi prosedur kelompok dengan memberikan
penekanan kepada elemen-elemen dalam proses dan perkembangan kelompok. Matlamat utama kursus adalah untuk
memberikan pengetahuan asas kepada pelajar yang boleh digunakan sebagai panduan dalam membina pendekatan sendiri
apabila mengendalikan perkhidmatan bimbingan dan kaunseling kelompok atau aktiviti kelompok yang lain. Aspek-aspek
yang akan disentuh dalam kursus ini meliputi tajuk-tajuk berikut: Isu dan konsep asas proses kelompok, penubuhan dan
perkembangan kelompok, kepimpinan kelompok, keahlian kelompok, pembentukan dan pengasasan kelompok, pengekalan
kelompok, penamatan, penilaian dan penyusulan, isu berkaitan etika dan profesional.
This course is aimed at introducing students to the roles and functions of group procedures by emphasizing elements and processes in
group development. The main objective of the course is to impart basic knowledge to students for use as guidelines in devising their own
approach when implementing group counselling or other group activities. Aspects touched upon in this course encompass the following,
among others: issues and core concepts of group processes, establishing and developing groups, group leadership, group membership,
group initiation, group sustainment, group termination, evaluation and follow-up, as well as ethical and professional issues.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 50%
Examination
Kottler, J. A. & Englar-Carlson, M. (2014). Learning group leadership: An experiential approach (3rd Edition) SAGE
Publication Inc.
Jacobs, E.E. & Harvill, R.L., & Masson, R.L (2002). Group counselling: Strategies and skills (4th ed.). California: Brooks/
Cole Publishing Co.
Ida Hartina Ahmed Tharbe (2006). Memimpin kaunseling kelompok. Kuala Lumpur: PTS Publishing Sdn. Bhd.
PPEC3133 – UJIAN DAN PENGUKURAN PSIKOLOGI (3 Jam Kredit)
PSYCHOLOGICAL TESTING AND MEASUREMENT (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan mendedahkan pelajar kepada pelbagai ujian yang digunakan dalam perkhidmatan psikologi dan
kaunseling. Melalui kursus ini, pelajar diharap akand apat membina kemahiran menilai, menganalisis, memarkat, mentadbir,
dan mengintepretasi ujian psikologi. Pelajar akan menilai, memeriksa, dan menggunakan ujian atau alat pengukuran
aptitude, pencapaian, kecerdasan, personality, minat dan vokasional yang terpilih dan mengaplikasi dalam kaunseling. Isu
berhubungan dengan ujian yang akan dibincang termasuk fungsi ujian, isu perundangan, keesahan, kebolehpercayaan,
etika dan penggunaan ujian untuk individu, dan pelbagai latar belakang sosial, ekonomi, kebudayaan, dan etnik.
The course objective is to expose students to various tests used in psychology and counselling services. Through this course, it is hoped
that the student is able to acquire skills in evaluating, analyzing, marking, administering, and interpreting psychology tests. Students will
evaluate, examine, and use selected tests or measurement scales of aptitude, achievement, personality, intelligence, interest and vocation
for application in counseling. Issues related to the tests will be discussed including the functions of the tests, legal issues, validity and
reliability, ethics and use of testing for individuals of varied socioeconomic, cultural and ethnic backgrounds.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Bram, A. D., & Peebles, M. J. (2014). Psychological testing that matters: Creating a road map for effective treatment. APA.
176
Drummond, R. J. (2003). Appraisal procedures for counselors and helping professionals. New York: Merril Prentice Hall
Hood, A. B., & Johnson, R. W. (2002). Assessment in counseling: A guide to the use of psychological assessment
procedures. California: American Counseling Association
Gregory, R. J. (2007). Psychological testing: History, principles, and application. New Jersey: Pearson
Watkins, C. E. & Campbell, V. L. (2000). Testing and assessment in counseling practice. New Jersey: Lawrence Erlbaum
Assoc.
PPEC3134 – KAUNSELING SILANG BUDAYA (3 Jam Kredit)
CROSSCULTURAL COUNSELING (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini memberi pendekatan kepada kaunseling silang budaya. Pelajar akan diajar tentang teori dan pendekatan tertentu
yang boleh digunakan dalam sesi kaunseling kepada individu daripada populasi dan budaya yang pelbagai. Di antara
populasi yang akan diberi tumpuan ialah golongan warga tua, janda/duda, penjenayah, penagih dadah, kanak-kanak dll.
This course exposes students to aspects of crosscultural counseling. Students will be taught about theories and approaches to be used in
counseling sessions involving multicultural populations. Among the populations emphasized are the aged, widows/widowers, criminals, drug
addicts, children etc.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Pedersen, P.B,. Draguns, J.G., Lonner, W.I. & Trimble, J.E. (eds). (2015). Counselling across cultures (6th ed). Thousand
Oaks, CA:Sage.
Ivey, A. E., Ivey, M. B. (2014). Intentional interviewing and counselling (8th ed.). Singapore: Thomson, Brooks / Cole.
PPEC3135 – KAUNSELING VOKASIONAL DAN KERJAYA (3 Jam Kredit)
CAREER AND VOCATIONAL COUNSELING (3 Credit Hours)
Sinopsis/Synopsis:
Melalui kursus ini pelajar mempelajari teknik pengumpulan maklumat dan penggunaannya dalam pengendalian sesi
kaunseling vokasional dan kerjaya yang berkesan. Pelajar didedahkan dengan kemahiran untuk memilih struktur kaunseling
vokasional dan kerjaya yang bersesuaian dengan keperluan klien. Di samping itu, pelajar akan didedahkan dengan isu-isu
pengendalian kaunseling kerjaya bagi kelompok tertentu seperti lelaki dan perempuan, pesara, kurang upaya dan lain-lain
Through this course students will learn techniques of data gathering and use of data in carrying out effective vocational and career
counseling. They will be exposed to skills for choosing the structure of vocational and career counseling suited to clients’ needs.Students will
also be exposed to issues in career counseling implementation for specific groups, for example, males and females, retirees, the disabled
and others.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 50%
Examination
Swanson, J. L. & Fouad, N. A. (2014). Career theory and practice: Learning through case studies. London: Sage.
Zunker, V. G. (2006). Career counseling: A holistic approach. Belmont, California: Thomson
LearningLiptak. J. J. (2001). Treatment planning in career counseling. Stamford, California:
Wardsworth.Isaacson, L. E., & Brown, D. (2000). Career information, career counseling, and career development. New
Jersey: Boston: Allyn Bacon.
177
PPEC3138 – KAUNSELING KELUARGA (3 Jam Kredit)
FAMILY COUNSELING (3 Credit Hours)
Telah lulus kursus PPEC2131-Teori Kaunseling, PPEC2132-Teknik Kaunseling, PPEC2133-Teknik Kaunseling Lanjutan
Passed subject PPEC2131- Counseling Theories, PPEC2132- Counseling Techniques, PPEC2133- Advanced Counseling Techniques
Sinopsis/Synopsis:
Kursus ini memberi pendedahan kepada pelajar tentang bagaimana mengendalikan kaunseling individu dan kelompok
kepada keluarga yang bermasalah. Pelajar juga akan diajar beberapa pendekatan dan teori khusus yang digunakan dalam
kaunseling keluarga, di samping teori-teori lain yang bersesuaian. Kemahiran tertentu dan isu-isu semasa keluarga juga
akan dibincangkan
The course objective is to expose students to methods of implementing individual and group counseling in dysfunctional families. Learners
will also be taught several approaches and specific theories used in family counseling as well as related theories. Specific skills and current
issues in family counseling will also be discussed
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Bitter,J. R. (2009). Theory and practice of family therapy and counseling. Belmont, California: Cencage Learning
Goldenberg, H., & Goldenberg, I. (2008). Family therapy: An overview. Belmont, California: Cengage
Becvar, D. S., & Becvar, R. J. (2006). Family therapy: A systemic integration. Boston, MA : Allyn & Bacon.
Hanna, M. S. (2007). The practice of family therapy: Key elements across models. Belmon, CA: Thomson Learning.
PPEC3139 – PERKHIDMATAN MAKLUMAT DALAM PERKEMBANGAN DAN KAUNSELING KERJAYA (3 Jam Kredit)
INFORMATION SERVICES IN DEVELOPMENT AND CAREER COUNSELING (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan membantu pelajar memahami sumber-sumber dan kegunaan maklumat peribadi, pendidikan kerjaya
dalam program perkembangan dan kaunseling kerjaya. Tumpuan akan diberi kepada penelitian mengenai bagaimana
program perkembangan kerjaya boleh dibangunkan dan disampaikan untuk memudahkan pemahaman kendiri dan
bagaimana pengetahuan mengenai diri boleh digabung dengan maklumat mengenai pekerjaan untuk mempertingkatkan
keberkesanan proses pemilihan kerjaya. Akan juga diliputi dalam kursus ini adalah perbincangan mengenai struktur
pekerjaan yang terdapat pada hari ini dan trend yang akan mempengaruhi masa akan datang di samping pembentangan
mengenai pengkelasan dan penerangan mengenai dunia pekerjaan dan program perkembangan kerjaya seumur hidup.
Berbagai pendekatan mengumpul, menyusun, dan mendesiminasi maklumat akan diteliti termasuk system berkomputer.
This course will help students to understand sources and use of personal, educational, and career information in development and career
counseling programs. Attention will be focused on how career development programs can be developed and presented to facilitate self
understanding and how self knowledge can be integrated with information on career to facilitate the process of career decision making. This
course will also discuss the structure of career today and trends likely to influence careers in future. It will also touch on career classification,
the world of work and lifelong career development. Various approaches in gathering, classifying and disseminating information will be
discussed including the use of computer systems.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Brown, D, (2002). Career information, career counseling, and career development. Boston, MA: Pearson Allyn & Bacon.
178
PPEC3140 – KAUNSELING KETAGIHAN DAN PEMULIHAN (3 Jam Kredit)
ADDICTION AND REHABILITATION COUNSELING (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini direka bentuk bagi membolehkan pelajar memahami, mengaplikasi, dan merancang program kaunseling dan
pemulihan dadah. Aspek sejarah, falsafah, peranan, fungsi, organisasi, dan perkembangan model-model perkhidmatan
kaunseling dan pemulihan dadah akan diteliti. Prinsip asas intervensi dan amalan kaunseling akan dibincang untuk
memahami pendekatan kebergantungan fisiologikal dan psikologikal penagihan. Perhatian akan diberi kepada memahami
pendekatan terapi masakini serta isu-isu lain yang berkaitan dengan aktiviti pencengahan dan pemulihan dadah.
This course is designed to enable students to understand, apply and plan drug addiction and rehabilitation counseling programs. Aspects
covered include history, philosophy, role, function, organization and development of models of drug addiction and rehabilitation counseling
services. Basic principles of intervention and counseling practice will be discussed in order to understand the physiological and
psychological bases of addiction. Attention will be given to current approaches in therapy as well as other relevant issues in drug addiction
prevention and rehabilitation
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
David Capuzi, D & Stauffer, M.D. (2014) Foundations of Addiction Counseling Pearson.
Schuckit, M. A. (2001). Drug and alcohol abuse: A clinical guide to diagnosis and treatment. US: Kluwer.
Kementerian Pendidikan Malaysia. Kaunseling Pemulihan Dadah. Kuala Lumpur: DBP
Sales, A (2004) Preventing substance abuse: A guide for school counselors. New York: Longmann
PPEC3141 – PENGENDALIAN PROGRAM PERKHIDMATAN KAUNSELING (3 Jam Kredit)
IMPLEMENTATION OF GUIDANCE AND COUNSELING SERVICE PROGRAMME (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini akan memberikan pelajar pengetahuan serta pengalaman lapangan tentang bagaimana seorang kaunselor
merancang program bagi organisasi, khususnya untuk program motivasi latihan dan pengurusan pekerja dalam sesebuah
organisasi. Pelajar akan turut dilatih menghasilkan kertas cadangan bagi program yang boleh dikendalikan bagi sesebuah
organisasi.
This course will give students the knowledge and field experience in how counselors plan programs for organizations, specifically for
motivational training and employee management in organizations. Students will be trained in producing proposals for implementation of
counseling programs in organizations.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Myer, J & Herr, E.L. (2011). The Handbook of Counseling. Sage Publications, Inc.
Robbins, S.P. (2012). Organizational Behaviour (15th Edition). Prentice Hall, Inc.
179
PPEC3142 – ISU PROFESIONAL DAN ETIKA DALAM KAUNSELING DAN PSIKOLOGI (3 Jam Kredit)
ISSUES AND PROFESSIONAL ETHICS IN COUNSELING AND PSYCHOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini memberi pendedahan tentang isu semasa yang berkaitan dengan etika dalam profesion kaunseling. Pelajar akan
mendapat maklumat tentang beberapa kod etika kaunselor seperti digariskan oleh Persatuan Kaunseling Malaysia
(PERKAMA) dan American Counseling Association (ACA). Pelajar juga akan mendapat maklumat untuk memformulasi
pendekatan sendiri dengan berpandukan etika bagi menyelesaikan isu-isu asas dan profesional dalam kaunseling.
This course exposes students to current issues related to ethics of the counseling profession. Students will get information on codes of
ethics as practised by the Malaysian Counselling Association (PERKAMA) and the American Counselling Association (ACA). Students will
also be given information so that they can formulate their own approaches guided by ethics to resolve issues in the counseling profession.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 50%
Test
Rafidah Aga Mohd Jaladin & Lau, Poh Li (2013). Isu profesional dan etika dalam kaunseling dan psikoterapi. Kuala Lumpur:
Penerbit Universiti Malaya.
Corey, G., Corey, M.S., & Callanan, P. (2006) Issues and ethics in the helping professions. California: Wardsworth.
Welfel, E. R. (2006). Ethics in counseling and psychotherapy: Standards, research, and emerging issues. California:
Wardsworth
PPEC3170 – LATIHAN AMALI KAUNSELING (MAKMAL) (3 Jam Kredit)
COUNSELING PRACTICUM (3 Credit Hours)
Telah lulus kursus PPEC2131-Teori Kaunseling, PPEC2132-Teknik Kaunseling, PPEC2133-Teknik Kaunseling Lanjutan
Passed subject PPEC2131- Counseling Theories, PPEC2132- Counseling Techniques, PPEC2133- Advanced Counseling Techniques
Sinopsis/Synopsis:
Kursus ini adalah kursus amali di mana pelajar diperlukan menjalankan kaunseling di bawah penyeliaan pensyarah. Setiap
pelajar diperlukan merakamkan sekurang-kurangnya tujuh sesi kaunseling untuk dibawa ke kelas makmal bagi tujuan
kritikan dan penyeliaan. Pelajar perlu meneruskan memberi kaunseling kepada klien yang sama sehingga mesalah klien
dapat diselesaikan. Pelajar diperlukan menyerahkan satu rakaman sesi setiap dua minggu
This is a practical course whereby students are required to implement counseling under the supervision of a lecturer. Each student is
required to record at least seven counseling sessions to be brought to the class laboratory for criticism and evaluation. The student is
required to continue giving counseling to the client until the client’s problem is resolved. Students are required to hand in a recording of a
session every fortnight.
Kaedah Penilaian
Assessment Method
: Oral
Egan, G (2014) The Skilled Helper. A Problem-Management and Opportunity-Development Approach to Helping (10th
Edition). Cengage Learning.
Berry, C. (2002). Basic Counseling Techniques: A Beginning Therapist’s Toolkit, Illinois: 1st Books Library.
180
PPEC3172 – LATIHAN PROFESIONAL (3 Jam Kredit)
PROFESSIONAL COUNSELING PRACTICE (3 Credit Hours)
Pra Syarat/ Prerequisite requirements:
Telah lulus semua kursus dalam program Sarjana Muda Kaunseling dan tidak boleh diambil bersama lain-lain kursus
Pass all subject in Bachelor Of Counseling and tidak boleh diambil bersama lain-lain kursus
Sinopsis/Synopsis:
Dalam latihan profesional ini pelajar-pelajar akan ditempatkan di pusat-pusat yang memberikan perkhidmatan kaunseling
sama ada di pusat pengajian tinggi, di sekolah, pusat kaunseling, politekenik, pusat latihan industri, hospital, jabatan
kerajaan atau agensi yang menyediakan perkhidmatan kaunseling. Penempatan ini adalah bertujuan untuk membolehkan
pelajar menggunakan pengetahuan dan kemahiran yang telah dipelajari di tempat kerja. Pelajar-pelajar akan diselia oleh
pensyarah kaunseling dan/atau kaunselor terlatih di tempat berkenaan.
In this professional training course trainees will be placed in centers where they can provide counseling services whether in higher education
institutes, schools, counseling centers, polytechnics, industrial training institutes, hospitals, government departments, or agencies offering
counseling services. The placement is aimed at giving trainees the opportunity to apply their knowledge and skills in the actual
workplace.Trainees will be supervised by lecturers in counseling and/or trained counselors on site
Kaedah Penilaian
Assessment Method
: Oral
Hill, C.E. (2014). Helping Skills: Facilitating Exploration, Insight, and Action (4th Edition).Washington DC: American
Psychological Association
Boylan, J. & Scott, J. (2014). Practicum and Internship : Textbook and Resource Guide for Counselling and Psychotheraphy
(4th. Ed.). New York, NY: Routledge
PPEC4101 – PENTAKSIRAN INDIVIDU (3 Jam Kredit)
INDIVIDUAL ASSESSMENT (3 Credit Hours)
Sinopsis/Synopsis:
Pemilihan sesuatu rawatan atau pendekatan sepatutnya perlu selalu berasaskan kepada pentaksiran yang tepat, lengkap
dan diaplikasikan dengan bersesuaian ke atas klien. Tujuan kursus ini adalah untuk membiasakan pelajar dengan prinsip
dan jenis pentaksiran dan penggunaannya dalam mengdiagnosis, merancang rawatan dan penilaian perkhidmatan. Kursus
ini juga akan meneliti pentaksiran untuk populasi khusus, pengaplikasian teknologi dan trend masa hadapan kaedah
pentaksiran individu.
The choice of therapy or approach should be based on accurate, complete, and appropriate assessment. This course is designed to
familiarize students with the principles and types of assessment and their use in diagnosis, planning of therapeutic approaches and
evaluation of services. This course will also examine assessment for specific populations, applications of technology in assessment and
future trends in individual assessment.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Jeanneret, R. & Silzer, R. (1998). Individual Psychological Assessment: Predicting Behavior In Organizational Setting, Vol.
8. New York: Wiley, John & Sons, Incorporated.
Groth-Marnat, G. (2003). Handbook of Psychological Assessment. New York:Wiley, Johnson & Sons, Incorporated.
Hood, A. B. & Johnson, R. W. (2002). Assessment in Counseling: A Guide to the Use of Pychological Assessment
Procedures. New York: American Counseling Assn.
181
Sidek Mohd Noah (2010). Pengujian dan Penilaian Dalam Kaunseling: Teori dan Aplikasi. Selangor: Penerbit Universiti
Putra Malaysia.
PPEC4303 – PEMBANGUNAN SUMBER MANUSIA (3 Jam Kredit)
HUMAN RESOURCE DEVELOPMENT (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk memperkenalkan kepada pelajar aspek asas bidang Pembangunan Sumber Manusia. Ini
termasuklah tinjauan menyeluruh ke atas pembangunan sumber manusia, definisi konsep pembangunan sumber manusia,
masa hadapan bidang itu, sejarah, struktur dan bidang program yang diliputi, peranan utama yang dimainkan oleh pengamal
pembangunan sumber manusia, setting antarabangsa pembangunan sumber manusia, dan juga bagaimana untuk
menyediakan untuk kerjaya dalam bidang pembangunan sumber manusia. Strategi untuk menolong pekerja mencapai
kemajuan peribadi dan organisasi optimum seperti strategi pendidikan, pengurusan, interpersonal, psikologi dan lain-lain
strategi akan di teliti dalam kursus ini dan berbagai peranan Profesional Sumber Manusia, termasuk peranan sebagai agen
perubahan, analisis keperluan, pelatih, dan pemudah akan juga dibincangkan dalam kursus ini.
This course is aimed at introducing students to the fundamental aspects of Human Resource Development. This includes a comprehensive
overview of human resource development, definition of the concept of human resource development, the future of the field, its history,
structure, and relevant program areas, major role played by human resource practitioners, international setting of human resource
development and also how to prepare for a career in human resource development and management. Strategies for helping employees
achieve optimum personal and organizational development, such as educational strategies, management, interpersonal, psychological, and
other strategies will be examined in this course. Various roles of human resource professionals, including their role as agents of change,
needs analysts, trainers, and facilitators will also be discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Rujukan Utama/Main References
Werner, J. M. & DeSimone, R. L. (2005). Human Resource Development. South-Western College Pub..
Gilley, J. W., & Maycunich, A. (2000) Organizational Learning, Performance, and Change: An Introduction to Strategic
Human Resource Development. Perseus Publishing
Sofo, F., McLagan, P. A., & Watkins, K. E. (2000). Human Resource Development: perspectives, Roles and Practice
Choices. Business & Professional Publishing.
ACADEMIC PROJECT (3 Credit Hours)
Sinopsis/Synopsis:
Kaedah Penilaian
Assessment Method
: Assignment
182
PSYCHOLOGY BASIC COURSES (MINOR)
PSYCHOLOGY BASIC COURSES (MINOR)
183
PAEC1301 – PSIKOLOGI SOSIAL (3 Jam Kredit)
SOCIAL PSYCHOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Skop kursus membantu pelajar memahami pembentukan tingkah laku sosial individu dalam konteks sosiobudaya. Dengan
ini, pelajar dapat mengaplikasi konsep asas psikologi sosial dalam amalan kaunseling. Pelajar juga boleh menghubungkait
peranan kelompok sosial dan agensi sosial dalam pembentukan tingkah laku sosial individu. Ada beberapa isu lain juga
dikaitkan dalam perbincangan proses sosial iaitu. impak globalisasi dan ICT dalam konteks sosiobudaya.
The scope of the course helps students understand the formation of social behavior of individuals in the sociocultural context. This will
enable students to apply core concepts of social psychology in counseling practice. They will be able to relate the role of social groups and
social agencies in shaping social behavior of individuals. A few other issues will also be explored in the discussion of social process, among
them the impact of globalization and ICT in the sociocultural context. .
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Hewstone,M, Stroebe,W. & Jonas,K (2012). An Introduction to Social Psychology 5e. Wiley: BPS Blackwell.
Malaysia (2006) Rancangan Malaysia Kesembilan. Kuala Lumpur:Percetakan Nasional Malaysia Bhd. Kendrick, D.T.,
Neuberg, S.L. & Caldini, R.B. (2007). Social Psychology-Goals in Interaction Boston: Pearson Education Inc.
Quek Ai Hwa (2010) The Social Psychology of Career, Kuala Lumpur: Lingua Publications.
PAEC1303 – DISIPLIN, DEVIANS DAN DELINKUENS (3 Jam Kredit)
DISCIPLINE, DEVIANCE AND DELINQUENCE (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini membahaskan tentang definisi, faktor dan teori yang menjelaskan salah laku disiplin, devians dan delinkuens,
khususnya dalam kalangan remaja. Perspektif biosikososial diutamakan dengan mengambil kira aspek individu dan
masyarakat sebagai entiti yang mempunyai ciri-ciri dan keperluan pelbagai serta berhadapan dengan cabaran sejagat
dalam melaksana pencegahan dan intervensi berkesan.
This course discusses the definitions, factors and theories that explain discipline, deviant and delinquent behaviours especially among youth.
The focus is on biopsychososial perspective and taking into account individual and societal as an entity which encompasses varied
characteristics and needs apart from having to deal with universal challenges in implementing effective prevention and protection programs.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Shoemaker, D.J.(2000). Theories of delinquency: An examination of explanations of delinquent behavior. Oxford New York:
University Press.
184
PPEC1101 – PENGENALAN KEPADA PSIKOLOGI (3 Jam Kredit)
INTRODUCTION TO PSYCHOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini membuat tinjauan tentang psikologi sebagai satu sains tingkahlaku untuk membantu pelajar mengembangkan
potensi sebagai seorang warganegara yang dapat memberikan perkhidmatan kepada masyarakat apabila tamat pengajian.
Prinsip-prinsip asas psikologi dan teori yang berkaitan akan dibincangkan. Pelajar juga akan berpeluang menjalankan satu
kajian mini yang berasaskan prinsip dan teori yang dipelajari
This course undertakes a survey of psychology as a behavioral science for helping students develop their potential as citizens who can
render service to the community after completing their studies. The basic principles of psychology and related theories will be discussed.
Students will also be given opportunities to conduct a mini study based on the principles and theories learned.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Kalat, J.W. (2013). Introduction to Psychology. Belmont, CA: Wadsworth
Lahey, B. B. (2001). Psyhology: An introduction. USA: McGraw Hill.
Mahmood Nazar Mohamed. (2011). Pengantar psikologi: Satu pengenalan asas kepada jiwa dan tingkahlaku manusia.
Kuala Lumpur: DBP.
http:www.has.vcu.edu/psy/psy101/forsyth/web.htm
PPEC1102 – PSIKOLOGI PERKEMBANGAN (3 Jam Kredit)
DEVELOPMENTAL PSYCHOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan mengesan beberapa isu penting mengenai psikologi perkembangan semasa hayat dari peringkat
persenyawaan hingga remaja. Pertimbangan akan diberi kepada faktor yang memangkin dan menghalang perkembangan
normal dari segi fizikal, emosi, sosial, intelektual dan moral. Tumpuan akan juga diberikan kepada perkembangan konsep
kendiri, dengan tujuan membantu pelajar menjadi lebih sedar akan diri sendiri, dan hubungan mereka dengan orang lain.
Teori mengenai perkembangan kognitif, psikososial, dan moral juga akan dibincangkan.
This course is aimed at identifying several important issues related to developmental psychology in life from conception to adolescence.
Consideration is given to factors that facilitate or impede normal development from the physical, emotional, social, intellectual and moral
aspects. Attention will also be given to development of self-concept, with the aim of helping the student become more of self and relationship
with others. Theories related to development of cognitive, psychosocial and moral development will also be discussed.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Berk, L. (2013). Child Development. Boston: Pearson.
Shaffer, D. R. (2013). Developmental Psychology: Childhood and Adolescence. Belmont, CA: Wadsworth.
Shaffer, D. R. (2002). Developmental psychology: Childhood and adolescence. Belmont, CA: Wadsworth.
185
PPEC1104 – PSIKOLOGI PEMBELAJARAN (3 Jam Kredit)
EDUCATIONAL PSYCHOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini membincangkan tentang definisi dan sejarah psikologi dan kewujudan tiga perspektif utama iaitu; perspektif
behaviorisme, kognitivism, dan konstruktivism. Behaviourism mementingkan rangsangan dan gerak balas yang boleh
diperhatikan; kognitivism memberi perhatian kepada proses mental manakala konstruktivism menyarankan bahawa realiti
dibina oleh manusia dan tidak wujud daripada benda yang diperhatikan.
This course discusses the definitions and history of psychology and the existence of three major perspectives in educational psychology,
namely: behaviorism, cognitivism and constructivism. Behaviorism emphasizes stimulus and response and can be observed; cognitivism
pays attention to mental processes, while constructivism proposes that reality is created by man and does not reside in perceived objects.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Slavin, R. E. (2014). Educational Psychology, Needham Heights, MA: Allyn & Bacon. [LB1051 Sla]
Woolfolk, A. E. (2013). Educational Psychology, Needham Heights, MA: Allyn & Bacon. [LB1051 Hoy]
PPEC2102 – PERKEMBANGAN DI PERINGKAT DEWASA (3 Jam Kredit)
DEVELOPMENT IN ADULT STAGE (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan melihat dengan lebih mendalam akan setiap tahap perkembangan dalam kitaran kehidupan manusia.
Dalam kursus ini, pelajar akan dibawa meneroka masalah seperti perubahan dalam peranan ibu bapa, perubahan tekanan
masyarakat pada orang dewasa, perubahan dalam cara gaya hidup orang dewasa, perubahan peranan lelaki dan
perempuan, dan tekanan ke atas kesihatan. Penekanan akan diberi kepada pengenalpastian pola pembelajaran seumur
hidup yang membawa kepada kehidupan yang lebih bermakna dan lebih memuaskan.
This course is aimed at in-depth examination of all the developmental stages in the human life cycle. In this course, the student will be
exploring issues such as change in the role of parents, changes in social pressure on adults, lifestyle changes in adults, changes in gender
roles, and threats to health and well-being. Emphasis will be given on identification of the lifelong learning model that can result in a more
meaningful and satisfying life.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Erber, J.T. (2013). Aging and Older Adulthood. NY: Wiley-Blackwell
Papalia, D.E., Olds, S.W., & Feldman, R.D. (2011). Human Development (8th ed.). Boston: McGraw-Hill.
PPEC2104 – KESIHATAN MENTAL DAN PENYESUAIAN (3 Jam Kredit)
MENTAL HEALTH AND ADJUSTMENT (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan mendedahkan pelajar kepada mekanisme penyesuaian yang manusia gunakan sebagai gerak balas
kepada permintaan fizikal, psikologi, dan sosial diri, orang lain dan persekitaran. Perhatian akan diberi kepada mengkaji cara
yang manusia lakukan untuk menghadapi atau menangani konflik dan kekecewaan dan penggunaan mekanisme
pertahanan diri untuk mengekalkan keseimbangan diri dan proses berterusan di mana indidvidu mengubahsuai
186
tingkahlakunya untuk menghasilkan perhubungan yang lebih seimbang antara dirinya dan persekitaran. Tajuk perbincangan
meliputi kesihatan dan kesihatan mental, penyesuaian sebagai proses dan pencapaian, penjagaan kesihatan mental,
kekecewaan dan konflik, mekanisme pertahanan diri, teori-teori mengenai salahsuaian, penyesuaian neurotik dan psikotik,
kecelaruan personaliti, peranan kaunseling dan psikoterapi dalam memupuk dan mempertingkatkan kesihatan mental.
This course will expose students to the adjustment mechanisms used by humans in response to physical, psychological and social demands
of the self, others and environment. Focus will be given to studying how humans face conflict and disappointment, mechanisms of self
resilience to maintain equilibrium, and ongoing processes that allow the individual to adapt behavior for a balanced relationship between self
and environment. Topics to be discussed include physical and mental health, adjustment as process and its achievement, care for mental
health, conflict and disappointment, self resilience mechanisms, theories of maladjustment, neurotic and psychotic behavior, personality
disorders, as well as the role of counseling and psychotherapy in facilitating and raising the level of mental health..
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Amber Hague. (2011). Mental health in Malaysia: Issues and concerns. KL: University of Malaya Press.
Dunnelly, J. W., Eburne, N., & Kittleson, M. (2010). Mental health: Dimensions of self-esteem and emotional well-being.
Needham Heights, MA: Allyn & Bacon.
PPEC2106 – MODIFIKASI TINGKAHLAKU (3 Jam Kredit)
BEHAVIOUR MODIFICATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk membantu pelajar menguasai prinsip dan konsep modifikasi tingkahlaku yang mereka boleh
aplikasi dalam menjalankan tugas sebagai kaunselor. Pelajar akan didedahkan kepada cara-cara membentuk tingkahlaku
baru melalui prinsip peneguhan, peragaan dan diskriminasi; cara-cara memantap tingkahlaku baru melalui prinsip
pengurangan peneguhan dan peneguhan berkala; cara mengekalkan tingkahlaku yang sudah berasas melalui prinsip
substitusi atau penggantian; cara-cara memberhentikan tingkahlaku yang tidak sesuai melalui prinsip pemuakan,
penghapusan dan dendaan; dan cara-cara mengubahsuai tingkahlaku emosi melalui prinsip pengelakan dan pengurangan
ketakutan.
This course is aimed at aiding the student in mastering principles and concepts of behavior modification that they can apply in carrying out
their duties as a counselor. Students will be exposed to techniques of behavior modification through reinforcement, counter conditioning and
discrimination; ways to consolidate new behaviors through principles such as reduction of reinforcement and intermittent reinforcement;
maintaining behaviors through principles of substitution or replacement; ways to stop undesirable behaviors through the satiation principle,
extinction and punishment; and ways to change emotional behavior through principles of escape and avoidance conditioning
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Santrok, J. (2006). Educational psychology. NY: McGraw Hill
Raymond G. Miltemberger (2012). Behavior Modification: Principles and procedure. 5th edition Wadsworth, cengage learning.
187
PPEC2301 – MOTIVASI (3 Jam Kredit)
MOTIVATION (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini membolehkan pelajar memahami teori motivasi dan menggunakan teori ini dalam kaunseling. Penekanan akan
diberi kepada perkaitan antara motivasi dan kepuasan serta prestasi kerja dan mengenalpasti faktor yang mempengaruhi
motivasi. Antara tajuk yang akan dibincangkan termasuk motivasi dari segi fizikal, kognitif dan afektif, jenis motivasi, teori
motivasi dan strategi untuk memotivasikan klien.
This course allows students to understand motivational theory and use the theory in counseling. Focus will be given to the relationship
between motivation and satisfaction and work performance and identifying the factors that influence motivation. Among the topics discussed
are motivation from the physical, cognitive and affective aspects, types of motivation, theory of motivation and strategies for motivating
clients.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Beck, R. C. (2000). Motivation – Theories & Principles. 4th Ed. London: Prentice Hall.
PPEC2303 – PERSONALITI (3 Jam Kredit)
PERSONALITY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini akan memperkenalkan teori utama yang membincangkan personaliti individu dan bagaimana teori boleh
berperanan dalam memahami individu. Kursus ini akan membuat tinjauan secara umum tentang perkembangan personaliti
dan proses yang berlaku dalam pembentukan personaliti. Dalam setiap teori, pelajar akan didedahkan tentang
perkembangan personaliti, dinamik personaliti, dan struktur personaliti. Antara teori yang dipelajari ialah teori psikoanalisis,
Carl Jung dan lain-lain.
This course will introduce the major theories of individual personality and the role of such theories in understanding the individual. This
course will undertake a general survey of personality development and the processes occurring in personilty development. In each theory,
students will be exposed to development, dynamics, and structure of personality. Among the theories learned are the theory of
psychoanalysis, the theory of Carl Jung and others.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 60%
Test
Larsen,R., Buss, D. (2013). Personality Psychology : Domains of Knowledge About Human Nature. NY : Mc Graw – Hill
Chamorro – Premuzic, T. (2011). Personality & Individual Differences. NY : Blackwell.
188
PPEC3101 – PSIKOLOGI BILAZIM (3 Jam Kredit)
ABNORMAL PSYCHOLOGY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan mendedahkan pelajar kepada jenis-jenis kecelaruan psikologikal (psikopatologi) yang sering dialami
oleh manusia. Pendekatan integratif kepelbagaian dimensi digunakan dalam membincangkan faktor penyebab kepada
setiap kecelaruan. Pelajar juga didedahkan kepada teknik-teknik rawatan yang terkini dan berkesan dalam mengaplikasi
setiap jenis kecelaruan
This course is aimed at exposing students to various types of psychopathological disorders often suffered by humans. Multidimensional
integrative approaches will be used to discuss the causative factors for such disorders. Students will also be introduced to the latest
techniques found to be effective in managing these disorders and how to apply them in practice.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Barlow, D. H., & Durand, V. M. (2013). Abnormal psychology: An integrative approach. Belmont, CA: Wardsworth
Nevid, J. S., Rathus, S. A. , & Greene, B. (2013). Abnormal psychology in a changing world. Upper Sadle River, NJ: Prentice
Hall
Davidson, G. C., & Neale, J. M. (2014). Abnormal psychology. New York: John Wiley.
PPEC3102 – TINGKAHLAKU ORGANISASI (3 Jam Kredit)
ORGANIZATIONAL BEHAVIOR (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini bertujuan untuk membolehkan pelajar memahami tingkahlaku manusia dalam organisasi daripada perspektif
psikologi tingkahlaku. Tekanan akan diberi kepada perkembangan semasa yang meliputi soal kelainan tenaga kerja, etika
dan pelbagai budaya dan prestasi individu dalam organisasi. Topik yang diliputi termasuk pengurusan kelainan tenaga kerja,
prestasi dan penilaian prestasi individu, teori pengurusan organisasi, proses organisasi seperti komunikasi, kepimpinan serta
ciri-ciri asas organisasi termasuk pengurusan perubahan organisasi.
This course is designed to enable students to understand human behavior in organizations from the perspective of behavioral psychology.
Emphasis will be placed on current developments encompassing issues of diversity, ethics, multiculturalism and individual performance in
organizations. Topics covered include diversity management, performance and performance evaluation of the individual, organizational
management theory, organizational processes such as communication, leadership as well as principles of organization including
organizational change management.
Kaedah Penilaian
Assessment Method
: Assignment
Peperiksaan – 60%
Examination
Greenberg, J. (2012). Managing behavior in organization. Upper Sadle River, NJ: Prentice Hall.
Kinicki, A., & Kreitner, R. (2011). Organizational behavior: Key concepts, skills, and best practices. NY: McGraw Hill.
Schermerhorn, J. R. , Hunt, J. G. & Osborn, R. N. (2010). Organizational behavior. NY: John Wiley and Sons.
189
PPEC4301 – TERAPI TINGKAHLAKU EMOTIF RASIONAL (3 Jam Kredit)
RATIONAL EMOTIVE BEHAVIOUR THERAPY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini adalah pengenalan kepada kaedah menggunakan penyelidikan tindakan yang berteraskan kepada konsep
penyelesaian masalah. Di akhir kursus ini, pelajar akan dapat membina instrument asas untuk menjalankan penyelidikan
dan mengenalpast masalah yang dihadapi dan seterusnya melaksanakan reflektif dan kitaran akan proses penyelidikan
tindakan yang dijalankan.
This course is an introduction to the concepts and principles of Rational Emotive Behavior Therapy. Among the topics discussed are the
theories and techniques in Rational Emotive Behavior Therapy and their applications for effective counseling.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 40%
Test
Corey, G. (2005). Theory And Practice Of Counseling & Psychotherapy. (7th Ed.). Thomson Brooks/Cole.
Corey, G. (2005). Case Approach To Counseling and Psychotherapy. (6th Ed.). Thomson/Cole.
Dryden, W. (2006). Getting Started With REBT. Routledge.
Ellis, A., MacLaren, C. (2005). Rational Emotive Behavior Therapy: A Therapist’s Guide, (2nd. Ed.). Impact Publishers
PPEC4302 – TERAPI REALITI (3 Jam Kredit)
REALITY THERAPY (3 Credit Hours)
Sinopsis/Synopsis:
Kursus ini memperkenalkan pelajar kepada terapi realiti sebagai salah satu pendekatan yang boleh diamalkan dalam sesi
kaunseling. Melalui kursus ini pelajar akan mempelajari semua asas yang diperlukan untuk mengendalikan sesi terapi realiti
dengan berkesan. Pelajar akan dibimbing mengendalikan sesi secara praktikal di dalam kelas dan kemudiannya
menggunakan pendekatan ini dalam sesi-sesi kendalian mereka sendiri. Secara amnya, kursus ini membentuk kepakaran
kaunseling terapi realiti secara lebih spesifik di kalangan pelajar.
Through this course the student will be expose to reality therapy technique as an approach to counselling session. Through this course
students will learn all the basics that they needed to execute reality therapy effectivelly. Students will be guided to apply the approach in thier
own counselling sessions. In general, the course will develop reality therapy counselling expertise in the students.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 40%
Test
Glasser, W. (2000) Reality Therapy In Action. New York, NY: Harper Collins Publishers.
Ida Hartina Ahmed Tharbe. (2006). Kelompok terapi realiti. Kuala Lumpur: PTS Professional Publishing Sdn Bhd.
190
PPEC4304 – TERAPI GESTALT (3 Jam Kredit)
GESTALT THERAPY (3 Credit Hours)
Sinopsis/Synopsis:
Terapi Gestalt merupakan salah satu terapi yang digunakan dalam sesi kaunseling. Terdapat beberapa teknik terapi
Gestalt, antaranya ialah permainan berdialog, bermain dengan projeksi, tafsiran mimpi dan sebagainya. Antara perkara
yang akan diberi penekanan adalah Teori personaliti dan terapi Gestalt, pandangan Gestalt mengenai sifat manusia,
konsep-konsep asas Gestalt, Teori dan teknik kaunseling Gestalt.
Gestalt therapy is one of the therapies used in counseling sessions. Several techniques are found in Gestalt therapy, among them are
dialogue, projection, dream interpretation and so forth. Among the topics emphasized are theory of personality and Gestalt therapy, the
Gestalt view of human nature, basic concepts of Gestalt, and Gestalt counseling theory and techniques.
Kaedah Penilaian
Assessment Method
: Assignment
Ujian Kelas - 40%
Test
Houston, G. (2003). Brief Gestalt Therapy. Sage Publications Ltd.
Joyce, P., & Sills, C., (2006). Skills in Gestalt Counselling & Psychotherapy. Sage Publications.
Woldt, A. L. & Toman, S. M. (2005). Gestalt Therapy: History, Theory, and Practice. Sage Publications Ltd.
191
UNIT-UNIT KEMUDAHAN
FACILITIES
192
UNIT - UNIT KEMUDAHAN
FACILITIES
MAKMAL KOMPUTER / COMPUTER LABS
(a)
Makmal Komputer 1 dan 2 / Computer Labs 1 & 2
Kemudahan makmal komputer yang terletak di Aras 2, Blok Menara, Fakulti Pendidikan ini menyediakan
kemudahan pengajaran serta pembelajaran bagi pelajar-pelajar fakulti. Kemudahan makmal yang lengkap
dengan perisian terkini antaranya perisian SPSS, AMOS, NVIVO, MATLAB dan sebagainya bukan hanya boleh
digunakan bagi tujuan pengajaran dan pembelajaran, bahkan digunakan bagi tujuan penganjuran seminar dan
bengkel.
The Computer laboratories located at Level 2, Tower Block, Faculty of Education provide teaching and learning facilities for
students. The labs equipped with the latest software such as SPSS, AMOS, NVivo, MATLAB, etc. are utilized not only for the
purpose of teaching and learning; but also for the purpose of organizing seminars and workshops.
(b)
Makmal Komputer 3 / Computer Lab 3
Dengan kemudahan perisian SPSS dan AMOS, makmal komputer yang terletak di Tingkat 1, Blok A ini mampu
menampung seramai 30 orang pelajar pada satu-satu masa penggunaan. Dengan kemudahan internet yang
berkelajuan tinggi serta makmal komputer yang lengkap, proses pengajaran dan pembelajaran dapat dijalankan
dengan lancar.
Computer Lab 3, which is located on the 1st Floor, A Block is equipped with SPSS and AMOS software are able to
accommodate 30 students at a time. With high-speed internet access and a fully equipped computer laboratories, teaching and
learning process can be carried out smoothly.
(c) Makmal Komputer 4 / Computer Lab 4
Makmal Komputer 4 terletak di Tingkat 2, Blok C ini dilengkapi dengan kemudahan
projektor dan 16 unit
Komputer untuk tujuan proses pengajaran dan pembelajaran.
Perisian asas seperti Misrosoft Office dan
SPSS boleh didapati di makmal ini. Bagi memudahkan proses perbincangan antara pensyarah dan pelajar,
sebuah meja bulat juga disediakan di makmal ini.
Computer Lab 4 is located at 2nd Floor, C Block and equipped with a projector and 16 computers for the purpose of teaching and
learning process. Basic software such as Microsoft Office and SPSS can be found in this laboratory. For the purpose of
discussion between lecturers and students, a round table is also available at this lab.
MAKMAL MATEMATIK / MATHEMATICS LAB
Makmal Matematik, Fakulti Pendidikan, di Tingkat 2, Blok B ini dilengkapi dengan kemudahan projektor dan 10 unit
komputer yang terkini untuk tujuan proses pengajaran dan pembelajaran. Ianya menyediakan kemudahan perisian
komputer seperti SPSS, SAS, AMOS, G Power, Geogebra, Geometer Sketchpad, Tinkerplots, Scratch dan R studio
untuk kegunaan pelajar dalam bidang Pendidikan Matematik.
The Mathematics Laboratory, Faculty of Education located at 2nd Floor, Block B is equipped with 10 computers and a projector to date
for the purpose of teaching and learning. It provides computer software such as SPSS, SAS, AMOS, G Power, GeoGebra, Geometer
Sketchpad, Tinkerplots, Scratch and R studio for student use in the field of Mathematics Education.
MAKMAL KAUNSELING / COUNSELING LAB
Makmal Kaunseling Fakulti Pendidikan, Universiti Malaya yang terletak di Tingkat 3, Menara Pendidikan menyediakan
prasarana yang teraputik dan sesuai untuk tujuan pengajaran dan pembelajaran bagi Program Kaunseling. Ia terdiri
daripada 5 Bilik Kaunseling Individu, 2 Bilik Kaunseling Kelompok dan 1 Bilik Sumber. Makmal Kaunseling ini
dilengkapi dengan kemudahan rakaman dengan sistem yang terkini bagi memudahkan proses pengajaran dan
pembelajaran. Penyediaan makmal kaunseling yang lengkap dan teraputik ini selaras dengan keperluan penawaran
program Kaunseling yang berkualiti dan diiktiraf oleh Lembaga Kaunselor Malaysia.
193
The Counseling Lab at the Faculty of Education, University of Malaya, located on the 3rd Floor, Education Tower provides therapeutic
and appropriate infrastructure for teaching and learning for Counseling Programs. It consists of 5 Individual Counseling Rooms, 2
Group Counseling Rooms and 1 Resource Centre. Counseling lab is equipped with recording facilities with the latest systems to
facilitate the teaching and learning process. A complete laboratory consistent with the requirements counseling programs recognized
by the Counselling Board of Malaysia.
BILIK CUBE / CUBE ROOM
Bilik Cube menyediakan kemudahan untuk pelajar-pelajar beristirehat serta mengulangkaji pelajaran. Dengan
kemudahan yang serba lengkap dan boleh memuatkan 40 orang dalam sesuatu masa, bilik ini amat sesuai bagi pelajar
dan kakitangan untuk menganjurkan seminar, program, mesyuarat dan pelbagai aktiviti. Bilik ini boleh diakses setiap
hari pada 8:00 pagi – 5:00 petang.
The Cube Room provides facilities for students to relax and study. With well-equipped facilities and space to accommodate 40 people
at a time, this room is ideal for students and staff to organize seminars, courses, meetings and various activities. Access to the room is
from 8:00 am – 5:00 pm daily.
UNIT PENULISAN ILMIAH / ACADEMIC WRITING UNIT
Unit ini terletak di Tingkat 1, Blok C memberi khidmat nasihat penulisan dan pemurnian manuskrip kepada pensyarah
dan pelajar pasca-siswazah Fakulti Pendidikan. Buku-buku rujukan dan pelbagai artikel mengenai penulisan dan
format “APA style” terdapat di Unit Penulisan Ilmiah.
This unit is located on 1st Floor, Block C provides writing advice and editing services to staff and postgraduate students of the Faculty
of Education. Reference books and various articles on writing and APA style are available at the Academic Writing Unit.
MAKMAL PENGAJARAN MIKRO / MICRO TEACHING LAB
Makmal Pengajaran Mikro ini terletak di Tingkat 3, Blok C. Makmal ini dilengkapkan dengan kemudahan projektor serta
10 unit komputer yang terkini bagi tujuan pengajaran dan pembelajaran. Makmal yang boleh memuatkan sehingga 10
orang ini dilengkapi dengan perisian asas komputer serta perisian SPSS.
The Micro Teaching Laboratory is located on the 3rd Floor, C Block. This lab is equipped with 10 computers and a projector for the
purpose of teaching and learning. This Lab can accommodate up to 10 people and is equipped with basic software and SPSS.
PERPUSTAKAAN / LIBRARY
Perpustakaan Fakulti Pendidikan diwujudkan adalah bertujuan untuk menyediakan perkhidmatan sumber rujukan yang
diperlukan oleh pelajar dan pensyarah bagi tujuan pembelajaran serta rujukan dalam bidang pendidikan. Antaranya
bahan penerbitan yang terdapat di Perpustakaan ini ialah buku-buku rujukan, penyelidikan, tesis, jurnal pendidikan
tempatan dan antarabangsa, laporan, prosiding persidangan, keratan akhbar, sukatan pelajaran dan sebagainya.
The Faculty of Education Library is aimed to provide the necessary resources for students and lecturers for teaching purposes as well
as the reference in the field of education. Among them are school text books, research proposals, theses, local and international
education journals, reports, conference proceedings, newspaper cuttings, syllabuses and so on.
194
LOKASI BILIK
LOCATION OF ROOMS
LOKASI BILIK-BILIK
LOCATION OF ROOMS
195
196
197
198
199
200
201
202
203
PENGHARGAAN
ACKNOWLEDGEMENTS
204
PENGHARGAAN
ACKNOWLEDGEMENT
Kepada
To
Profesor Madya Dr. Mariani Md Nor
Dekan
Dean
Ketua-Ketua Jabatan
Heads of Departments
Pn. Aziah Saad
Ketua Penolong Pendaftar
Principal Assistant Registrar
*********************************************************************************************************************************************************************************
Profesor Dr. Esther Sarojini Daniel
Timbalan Dekan (Ijazah Tinggi)
Dr. Adelina Asmawi
Pn. Anida Kamaludin
Penolong Pendaftar (Ijazah Tinggi)
Cik Sa’idah Nafisah Mohd Zahari
Pegawai Projek (Ijazah Dasar)
Jawatankuasa Buku Panduan Ijazah Tinggi 2015/2016
Jawatankuasa Buku Panduan Ijazah Dasar 2015/2016
Dr. Chew Fong Peng
Jabatan Pendidikan Bahasa & Literasi
Dr. Abdul Muhsien Sulaiman
Deputy Dean (Higher Degree)
Project Officer (Basic Degree)
Assistant Registrar (Higher Degree)
The Bachelor Degree Handbook Committee 2015/2016
The Higher Degree Handbook Committee 2015/2016
Department of Educational Foundation and Humanities
Dr. Ida Hartina Ahmed Tharbe
Jabatan Psikologi Pendidikan & Kaunseling
Dr. Dorothy Dewitt
Department of Psychology and Counseling
Dr. Norfariza Mohd Radzi
Jabatan Pengurusan, Perancangan & Dasar Pendidikan
Dr. Noor Aishah Rosli
Jabatan Psikologi Pendidikan & Kaunseling
Dr. Siti Hajar Halili
Dr. Simin Ghavifekr
Jabatan Pengurusan, Perancangan & Dasar Pendidikan
Department of Psychology and Counseling
Department of Management, Planning and Education Policy
Department of Management, Planning and Education Policy
Dr. Syed Kamaruzaman Syed Ali
Jabatan Pendidikan Matematik & Sains
Mr. / En. Mohd Faisal Mohamed
Department of Educational Foundation and Humanities
Mr. / En. Norjoharuddeen Mohd Nor
Jabatan Pendidikan Matematik & Sains
Dr. Zuwati Hasim
Jabatan Pendidikan Bahasa & Literasi
Kakitangan Sokongan
Kakitangan Sokongan
Mdm. / Pn. Siti Nurmaznum Zulkafri
Mdm. / Pn. Norkusharina Nasir
Support Staff
Support Staff
*********************************************************************************************************************************************************************************
dan
and
Individu-individu yang terlibat secara langsung atau tidak langsung dengan penerbitan Buku Panduan ini.
Other individuals involved either directly or indirectly in the publication of this Handbook.
Terima Kasih
Thank you.
205

tarikh semester sarjana muda - Faculty of Education

Transcription

Similar documents

JABATAN KEMAJUAN MASYARAKAT NEGERI PERAK

Program Pengajian

educational studies

sains komputer dan teknologi maklumat

student guide - UM - Fakulti Perubatan

Penilaian Amali Sains Sekolah Rendah: Satu Kajian Perintis

Wimbledon School of English - Comitato Genitori Liceo Tasso

an evaluation of teaching and learning of science in english

ekonomi dan pengurusan

Pengajian Alam Sekitar

Sekolah Pendidikan dan Pembangunan Sosial

Sains/ Science - Asia Exchange

Bahasa Melayu - Bahagian Perkhidmatan Akademik

A. Linguistics

Bahasa Melayu - Bahagian Perkhidmatan Akademik

English version of ADAPT brochure, PDF - GK-12

SPT Tahunan PPh 1771 US $_2010

Kejuruteraan I/ Engineering

Ecco la mia famiglia

formazioni - USI Career Forum

Flash Catalyst - Faculty of Science

Projet de recherche DéCAF - Dépréciation comptable d`actifs