SUDUT KEMERDEKAAN 2022

SUDUT KEMERDEKAAN 2022

Marjan Mohd Noor, Fakulti Perakaunan, Universiti Teknologi MARA Cawangan Perlis.   

 

Tarikh keramat 31 Ogos adalah tarikh yang amat bermakna buat kita semua rakyat Malaysia kerana ia merupakan hari kita menyambut Hari Kemerdekaan. Setiap tahun sambutan secara gilang-gemilang akan diadakan bagi meraikan hari keramat itu. Semangat kemerdekaan dan cinta akan negara seharusnya dijiwai oleh setiap lapisan masyarakat di Malaysia. Bagi menyemarakkan lagi semangat kemerdekaan ini, UiTM Cawangan Perlis telah menganjurkan pelbagai program dan aktiviti menarik yang berunsurkan patriotik sejak 10 Ogos 2022 yang lepas. Antara program dan aktiviti yang diadakan termasuklah Coretan Kemerdekaan, Baca untuk Merdeka, Pertandingan Sudut Kemerdekaan, Kuiz Kemerdekaan, Seni Anak Merdeka, Pertandingan Inovasi Busana Kemerdekaan, Hari Refleksi Kemerdekaan dan HEA Explore Race UiTM Merdeka.

Para pensyarah Fakulti Perakaunan juga tidak melepaskan peluang menyertai program yang diadakan sempena sambutan kemerdekaan ini. Segmen pertandingan yang disertai oleh pihak fakulti adalah Pertandingan Sudut Kemerdekaan. Antara pensyarah-pensyarah yang terlibat adalah terdiri daripada En Rashid Sintha Madar, bertindak selaku ketua bagi pertandingan ini, Dr Marjan Mohd Noor, Puan Norshimah Abdul Rahman, dan juga Puan Nazirah Naiimi. Penglibatan pihak Fakulti Perakaunan, UiTM Perlis buat julung-julung kalinya menyertai pertandingan seperti ini dan juga telah mencipta sejarah, di mana usaha keras menyiapkan sudut kemerdekaan ini akhirnya diiktiraf oleh pihak penganjur pertandingan.

Pihak Fakulti telah diberi penghormatan melalui pertandingan ini dengan kejayaan merangkul Anugerah Khas Juri yang telah disampaikan oleh Yang Berbahagia Professor Madya Ts. Dr. Shukor Sanim Mohd Fauzi, Rektor UiTM Cawangan Perlis. Anugerah yang dirangkul ini amat bererti buat warga fakulti kerana ia adalah hasil usaha dan semangat kerjasama yang jitu yang telah diberikan sepanjang proses menghasilkan satu sudut kreatif kemerdekaan, bukan sahaja daripada ahli-ahli yang terlibat, juga sokongan yang tidak berbelah bahagi daripada rakan-rakan fakulti yang lain. 

Program ini bukan sahaja telah berjaya menerapkan jiwa patriotism yang utuh dalam kalangan warga fakulti dan mendidik kalangan warga untuk menzahirkan makna kemerdekaan melalui kreativiti seni yang ditonjolkan, malah telah berjaya mengeratkan hubungan silaturahim dan menghargai semangat kerja yang diberikan oleh semua ahli yang terlibat. Program ini juga ternyata telah berjaya menyerlahkan kebersamaan seluruh warga fakulti sebagai sebuah keluarga yang utuh dan harmoni melalui semangat sinergi kerja yang luar biasa. Kesungguhan dan ketabahan daripada komitmen yang luar biasa ini telah membuahkan kejayaan yang amat bermakna buat Fakulti Perakaunan sempena sambutan Hari Kemerdekaan 2022. Semoga semangat positif sebegini terus mekar diterapkan dalam jiwa setiap warga fakulti agar terus berganding bahu dan bersemangat dalam menjayakan visi dan misi untuk kecemerlangan fakulti.

Ahli fakulti sedang tekun dan bertungkus lumus dalam menyiapkan sudut kemerdekaan. Antara tulang belakang di sebalik terbinanya Sudut Kemerdekaan Fakulti Perakaunan 2022.

 

 

   

Bermula dengan sebuah ruangan kosong, dengan kekuatan dan semangat sinergi yang diberikan oleh rakan-rakan fakulti, maka terciptalah sebuah sudut kemerdekaan yang bertata riaskan pelbagai info grafik dan seni kreativiti di sudut ini.

 

 

Terkadang, kami terlupa akan penat dan lelah untuk mencapai saat seperti ini kerana indahnya silaturahim yang terbina kerana muafakat berkerjasama. Turut memberi sokongan padu adalah Yang Berbahagia Professor Madya Dr. Azrul Abdullah, Ketua Pusat Pengajian Fakulti Perakaunan (berdiri di hujung sebelah kiri).

Terpancar kegembiraan di wajah insan-insan ini setelah tamat sessi penjurian.  

Kita MERDEKA!!!!

 

 

Suasana meriah ketika sessi penjurian berlangsung. Naskhah surat khabar tahun 1957, antara bahan sejarah yang berharga dan masih sempurna disimpan oleh En Rashid Sintha Madar dan naskhah-naskhah ini telah berjaya menarik perhatian para juri. Terima kasih En Rashid kerana berjaya mengembalikan nostalgia sejarah lama kemerdekaan Malaysia kepada kami semua.

Saat indah terakam apabila hasil usaha membangunkan Sudut Kemerdekaan Fakulti Perakaunan telah dinobatkan sebagai penerima Anugerah Khas Juri.

 

 

AN OVERVIEW OF COLLABORATIVE TEACHING

Azura Mohd Noor, Senior Lecturer, Faculty of Accountancy, Universiti Teknologi MARA Cawangan Perlis.

Sahl bin Mu’adh bin Anas transmitted from his father what the Prophet said:

“Whoever teaches some knowledge will have the reward of the one who acts upon it, without it diminishing his reward in the least.”

Sunan Ibn Majah, Vol. 1, Book 1, Hadith 240

 

In Islam and other religions, as mentioned in the hadith above, the one who imparts useful knowledge to others is respected and placed on a higher level. Although they teach students to enhance their learning outcomes and perform well, educators should also get satisfaction from the works they do. Job satisfaction is defined as an employee's perception of whether their job is producing the results, they consider important and how well the result meets or exceeds the expectations (Mala & Kannan, 2022). Any job, at any level and in any workplace, can be very stressful if the workload is not managed well. Educators' job satisfaction is no exception. The concept of collaborative teaching is believed to have a positive impact on educators as it can reduce their workload and increase their satisfaction with teaching by sharing tasks and expertise with other educators.

 

Collaborative teaching is also known as cooperative teaching or team teaching. It is a teaching method in which two or more educators teach, instruct and supervise the same group of students together. Baeten & Simons (2014) refer to team teaching as “two or more teachers working together at some level in planning, teaching, and/or assessing of a course”. In addition, a recent study focused on co-teaching, which can be described as two or more educators working together to share the workload, i.e. planning, delivering, and assessing lessons (Eriksson et al., 2020). The study found that educators who collaborated and learned from each other improved student outcome more effectively than those who worked alone (Anwar et al, 2021; Simons, Baeten, & Vanhees, 2020; Ari, & Ciftci, 2022).

Nowadays, different types of models of collaborative teaching can be adopted (see Table 1). Based on different definitions of collaborative teaching, it can be said that the minimum requirements for each of the models require at least two educators sharing the same common content of the lesson plan (Baeten & Simons, 2014; Eriksson et al, 2020; Maolida & Sofarini, 2022). However, teaching styles, roles of educators, and the way knowledge and embedded skills are delivered to students vary depending on the model chosen. Baeten & Simons (2014) have identified 5 models for collaborative or team teaching, as shown in Table 1.

Collaborative teaching is an example of how the teaching approach should be carried out in today’s teaching and learning environment, for the benefit of millions of people. The benefits are not only that students can improve their knowledge and learning skills, but also that they can experience different teaching methods from both educators during collaborative teaching in practice. They become unwritten guidelines when they later have to work together with their colleagues in their own jobs. In addition, collaborative teaching enables educators to impart knowledge to a wide range of students by using methods that stimulate students’ imagination while supporting individual learning differences. 

In summary, collaborative teaching is an accessible and powerful tool for educators to improve student learning outcomes and share their workload. Depending on educators' expectations of teaching and learning outcomes, students' learning styles and available teaching learning facilities and environments, different models of collaborative teaching can be chosen, such as lead-observe, coaching, assist model, parallel teaching, teaming model, etc. Effective application of collaborative teaching can not only satisfy students and produce fruitful results, but educators and communities can also benefit from this teaching approach.

References

Anwar, K., Asari, S., Husniah, R., & Asmara, C. H. (2021). Students' perceptions of collaborative team teaching and student achievement motivation. International Journal of Instruction, 14(1), 325-344.

Ari, S., & Ciftci, S. (2022). Action research on the use of collaborative teaching techniques. Journal of Qualitative Research in Education, 29, 78-110.

Baeten, M., & Simons, M. (2014). Student teachers’ team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92-110.

Eriksson, T., Jaskari, M.-M., & Kinnunen, P. (2020). Co-teaching is great! – But only if there is time: Teacher perspectives on online co-teaching. Nordic Journal of Business, 69(3), 47–69.

Mala, P., & Kannan, T. (2022). Job satisfaction of women teachers working in government and private colleges. Journal of Positive School Psychology, 6(3), 7557-7561.

Maolida, E. H., & Sofarini, A. (2022). Go hand in hand: Showcasing lecturers’ online collaborative teaching practices. Indonesian Journal of Applied Linguistics, 11(3), 533 – 566.

Simons, M., Baeten, M., & Vanhees, C. (2020). Team teaching during field experiences in teacher education: Investigating student teachers’ experiences with parallel and sequential teaching. Journal of teacher education, 71(1), 24-40.

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