KAJIAN PENGAJARAN DAN PEMBELAJARAN KURSUS WORK BASED LEARNING DI KELAS YANG BESAR DI POLITEKNIK METRO JOHOR BAHRU

STUDY OF TEACHING AND LEARNING OF WORK BASED LEARNING COURSE IN LARGE CLASSES AT JOHOR BAHRU METRO POLITEKNIK

Abstract

Kursus Work Based Learning (WBL) di Kelas Yang Besar bermaksud kelas yang mempunyai bilangan pelajar yang ramai iaitu melebihi 30 orang. Ianya mungkin kos efektif untuk sesebuah institusi pendidikan, tetapi sebenarnya, memberikan banyak kelemahan, termasuk kadar ketidakhadiran pelajar dan kegagalan hantar tugasan dan akhirnya kurang minat untuk belajar. Kajian ini dijalankan untuk mereka bentuk semula kursus WBL Procurement in Logistics  untuk meningkatkan hasil pembelajaran  pelajar menerusi kaedah kolaboratif, bergantung dan berdikari (dependent, and independent learning) , dengan memperkenalkan tiga perubahan: tutorial wajib dengan aktiviti pembelajaran aktif; konsistensi dalam pengajar kursus; dan kuiz dalam talian. Cadangan reka bentuk ini telah diuji oleh sekumpulan 50 orang pelajar Diploma Pengurusan Logistik dan Rantaian Bekalan di Politeknik METrO Johor Bahru yang mengikuti kursus WBL Procurement in Logistics. Kajian ini dilaksanakan dengan menilai kesan perubahan ini ke atas tiga hasil pembelajaran: pertama; pencapaian purata markah akhir dalam menjelaskan proses perolehan logistik dan prosedur yang dilaksanakan oleh organisasi, kedua; mengetahui penentuan harga dan mengurus kualiti perolehan dalam logistik; ketiga; tindak balas mengenai etika dan tanggungjawab sosial terhadap isu perolehan. Data kajian dianalisis melalui laporan hasil pembelajaran kursus menggunakan sistem i exam spmp. Hasil penemuan kajian, menunjukkan ianya memberi kesan positif kepada semua hasil pembelajaran, terutamanya disebabkan peningkatan kehadiran semasa tutorial. Peningkatan yang paling ketara  berlaku untuk pembelajaran pelajar  iaitu mencatat pencapaian melebihi 70%  berbanding sasaran Jabatan Akademik, PMJB iaitu 50%. 

The Work Based Learning (WBL) course in the Large Class means a class with a large number of students, more than 30 people. It may be cost-effective for an educational institution, but in fact, many disadvantages, including student absenteeism and failure to submit assignments and ultimately lack of interest in learning. This study was conducted to redesign the WBL Procurement in Logistics course to improve student learning outcomes through collaborative, dependent, and independent learning methods, by introducing three changes: mandatory tutorials with active learning activities; consistency in course instructors; and online quizzes. This design proposal was tested by a group of 50 Diploma in Logistics and Supply Chain Management students at METrO Johor Bahru Polytechnic who enrolled the WBL Procurement in Logistics course. This study was carried out by evaluating the impact of these changes on three learning outcomes: first; the achievement of the average final score in explaining the logistics procurement process and procedures implemented by the organization, second; knowing pricing and managing procurement quality in logistics; third; responses on ethics and social responsibility to procurement issues. Research data is analyzed through course learning results reports using the i exam spmp system. The findings of the study show that it has a positive effect on all learning outcomes, especially due to increased attendance during tutorials. The most significant increase occurred in student learning which recorded an achievement of more than 70% compared to the target of the Academic Department, PMJB which is 50%.