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SYNOPSIS

COURSE SYNOPSIS (EDUCATIONAL FOUNDATION SUBJECTS)



SPP 2032 Measurement and Evaluation

 

This course introduces students to the methods of assessment used in the system of education and its significance aspect in students' evaluation. It emphasizes on topics of definition of tests, evaluation, measurement and assessment. In addition, it will also cover different types of tests, measurement scales, criteria reference test and norm reference test. It would also emphasize on criteria for designing a good test such as validity, reliability, usability and objectivity. The students would also discuss the cognitive, affective and psychomotor types of evaluation, methods in analyzing tests and basic statistical methods in evaluating students' scores. At the end of the course, students should be able to identify the roles of evaluation and measurement in the teaching processes and capable of administering good tests and assessments in order to obtain exact results. The students also should be able to differentiate the advantages and acknowledge the limitations of each type of tests and evaluations used in schools. It is also hope that students are able to practice good ethics in evaluating students.

 

Reference:

Groundlund, N. E. & Linn, R. L (1990). Measurement and Evaluation in Teaching . 6 th . Ed. New York : MacMillan.

Khiong, Y. Y., Seng, W. C. & Ismail Abu Bakar (1986 ). Pengukuran dan Penilaian Dalam Pendidikan . Petaling Jaya: Longman.

Mohamed Najib Abd. Ghafar (1997). Access and Success In Higher Education . Skudai: Penerbit UTM.

Mokhtar Ismail (1995). Penilaian Di Bilik Darjah . Kuala Lumpur : Dewan Bahasa & Pustaka.

Mohamed Najib Abd. Ghafar (1997). Pembinaan dan Analisis Ujian Bilik Darjah . Skudai: Penerbit UTM.

 

 

SPP 2002 Foundation Pedagogy

 

This course is designed to equip student teachers with the knowledge and skills in the aspects of teaching and learning. It will expose students to different types of models, strategies and methods in teaching including topics on classroom management. Students are expected to be able to plan, implement and assess the process of teaching and learning. In addition, the students will be exposed to the applications of Thinking Skills which give emphasis on the ability to use multiple intelligence, types of thinking skills, and the method of teaching creatively and critically. At the end of the course, the students should be able to produce good teaching portfolios and write teaching plans based on the pedagogical knowledge that they have acquired. Besides, the students should be able to work in groups have their confidence to be creative teachers and possess the skills in different types of teaching methodology skilss.


Reference:

Ainon dan Abdullah. (1995 ). Teknik Berfikir : Konsep dan Proses . Kuala Lumpur : Utusan Pub.

Beyer, B. K. (1991). Teaching Thinking Skills : A Handbook For Elementary School Teachers . Boston : Allyn & Bacon.

DeBono, E. (1981 ). Cort Thinking : Cort I-VI. Oxford : Pergamon Press.

Hewit, J.S. & Whittier, K. S. (1997). Teaching Methods for Today's School . Collaboration and Inclusion . Boston : Allyn & Bacon.

Philips, J. A. (1997). Pengajaran Kemahiran Berfikir : Teori dan Amalan . Kuala Lumpur : Utusan Pub.

 

 

SPP 3052 Research Methodology in Education

 

The course is designed to expose students to different methods of conducting research. The main topics discussed are the concept and criteria of scientific research in education, preparation in conducting research activities including selecting topic, doing literature search, research background, problem statements, research objective, research question and hypothesis. It will also expose the students to the research activities such as methodology, sampling, pilot study, research limitation, data processing by using SPSS, selecting suitable statistical test and report writing. At the end of the course, it is hoped that students are able to write good research proposal and conduct research using appropriate methodology. The students should be able to use the knowledge throughout their lifelong learning experiences.

 

Reference:

Kerlinger, F. N. (1986 ). Foundations of Behavioural Research . Harcourt Brace Jovanovich College Publishers.

Mohamed Najib Abdul Ghafar (1999). Penyelidikan Pendidikan , Skudai: Penerbit UTM.

Mohd. Majid Konting (1994). Kaedah Penyelidikan . KL: DBP.

Siegel, A. F. (1988 ). Statistics and Data Analysis : An Introduction . New York : John Wiley & Sons.

Sulaiman Ngah Razali (1996). Analisis Data Dalam Penyelidikan . KL: DBP.

 

 

SPP 3702 Guidance and Counseling

 

The course will introduce students to the knowledge on guidance and counseling in education that can be used by teachers in their careers. It emphasizes on several aspects such as the background and development of the guidance and counseling services domestic and international. Concepts, principles and theories which can be applied in schools will be introduced to students. Students will be exposed to the skills in counseling to prevent, remedy and deal with issues pertaining students in educational institutions. Comparative studies will be done on the Western, Eastern and Islamic concepts of counseling services. At the end of the course, it is hoped that students are able to apply various theories in guidance and counseling in their teaching and learning sessions. In addition, the students should be able to work in groups and practice good ethics in guidance and counseling.

 

SPP 1012 Educational Psychology

 

This course introduces students to the importance of understanding and applying psychology in education and how psychology can help to enhance students' development in cognitive, affective and psychomotor aspects. It emphasizes on the definition of psychology, areas of psychology, definition of education psychology and its purposes. In addition, there will be discussions on aspects of individual development, nature-nurture controversies, cognitive development, formation of self- concept, learning types, functions and implications of learning theories, learning readiness, motivation, information processing, memory and lapses, thinking and creativity, transfer of learning and study skills. It is hoped that at the end of the course, the students will be able to solve students' psychological issues using suitable psychological approaches. Students will also have the chance to increase their communication and interpersonal skills.

 

Reference:

Abu Zahari Abu Bakar (1992) Psikologi Pendidikan Untuk Guru , Petaling Jaya: Delta.

Ee Ah Meng (1994) Psikologi Dalam Bilik Darjah . Kuala Lumpur : Fajar Bakti.

Sharifah Alwiyah Alsagoff (1986). Psikologi Pendidikan II . Kuala Lumpur : Heinemann.

 

 

SPP 4052/ SPF 2302 Sociology and Professionalism in Education

 

This course is designed to expose students to sociology and professionalism aspects in education. It will emphasize the definitions of sociology and sociology of education. It also discusses education through the perspective of sociology, basic concept of sociology related to social structure, social pattern and socialization process in society. The students will also be exposed to the socialization agents in Malaysia , social stratification, social institution, family and school as social institutions, function of school, school culture, school organization, school bureaucracy, school relationship and society, education and social changes and social mobility through education. At the end of the course, it is hoped that the students are able to identify the social aspects that influence the system of education and also deal with various problems related to social aspects in schools. The students are also expected to be able to enhance their teaching ethics and professionalism.

 

Reference:

Bank, O. (1986 ). Sosiologi Pendidikan . (terj.) Kuala Lumpur : Dewan Bahasa dan Pustaka.

Brookover and Erikson. (1975). Sociology of Education . Homewood : The Dorsey Press.

Doob, C. B. (1986). Sociology: An Introduction . 2 nd .Ed., New York : Holt, Richart and Winston.

Hazil Abd. Hamid. (1990). Sosiologi Pendidikan Dalam Perspektif Pembangunan Negara. Kuala Lumpur : Dewan Bahasa dan Pustaka

Morish, I. (1972). The Sociology of Education . London : Unwin Education Book.

 


SPP 1002 Philosophy of Education

 

The course is designed to expose students to the basic aspects in education that can be a source of reference for teachers in carrying out their teaching and learning processes effectively. The students will be exposed to the concepts and functions of philosophy and philosophy of education. It will emphasize on the definitions of philosophy and philosophy of education, its branches and components. There will be discussions on the National Philosophy of Education. At the end of the course, it is hoped that the students are able to analyze the subjects taught in schools with regards to the philosophy of education, to assess the application of various philosophical components in the process of teaching and to integrate different skills and philosophical values in the teaching of every subject. Students will also get to inculcate their lifelong learning experiences and appreciate values in the Philosophy of Education.

 

Reference:

Abdul Rahman Aroth dan Zakaria Kasa (1994). Falsafah dan Konsep Pendidikan . Shah Alam: Penerbit Fajar Bakti, Sdn. Bhd.

Gutek, G. L. (1997). Philosphical and Ideological Penspective on Education . Boston : Allyn & Bacon.

Hassan Langgulung (1991). Falsafah Pendidikan Islam . Shah Alam: HIZBI Sdn. Bhd.

Ozmon, H. & Craver, S. (1992). Philosophical Foundation & Education . New Jersey : Prentice Hall.

Peters, R. S. (1978 ). The Philosophy of Education . Oxford : Oxford University Press.

 

 

SPP 4092 Current Issues In Education

 

This course is to introduce students to various earlier and contemporary issues in the current educational setting in the country. It will emphasize the area of philosophy, education policy, guidance and counseling, curriculum, as well as educational administration and management. Through various discussions, it is hoped that the students will be exposed to various issues in education and able to come out with solutions and strategies to handle the issues. It is also hoped that at the end of this course, students will be able to discuss contemporary issues in education, gain valuable input and knowledge with regards to the development and changes in the national education system and thus able to generate intellectual discussions and exchange of ideas with each other. It is hope the students to be able to work in teams and solve problems creatively and critically.

 

Reference:

Ainon dan Abdullah (1994). Teknik Berfikir: Konsep dan Proses . Kuala Lumpur : Utusan Publications & Distributors Sdn. Bhd.

Coney, G. (1996). Theory and Practive of Counseling and Psychotherapy . Boston : Brooks/Cole.

DeBono, E. (1976) Teaching Thinking . London : Tample Smith Ltd.

Kementerian Pendidikan Malaysia (1992). Falsafah Pendidikan Negara . Kuala Lumpur : DBP.

 

 

SPP 4082 Introduction to Family Education

 

This course will enable students to discuss and analyze issues life contentment in establishing harmonious family. It will expose the students to the immediate factors that are related to the establishment of harmonious family such as spouse relationship, parents-children relationship, sibling relationship, and also societal relationship at large. The subject matters emphasized are in terms of roles and status of family members in a society which include morality, discipline and societal responsibilities. This course will also include aspects in marriage life. Students will be exposed to various examples of family problems and issues that could have an impact on children's education, society and the country. It is hoped that at the end of the course, students would be able to explain the roles of various types of family relationship, elaborate on the development of family institution and able to explain behavioral and moral aspects in the family. Students are hoped to be able to work in groups and able to apply theoretical aspects into practice.

 

Reference:

Abdullah Nasih Ulwan, (1988). Pendidikan Anak-anak Dalam Islam , (Tej.) Syed Ahmad Semait), Singapura: Pustaka Naisonal, Jilid I dan II.

Al-Ghazali, (1994), Membina Rumahtangga Bahagia , (Terjemahan), Kuala Lumpur : Dine Publisher.

Hepworth, B. E. (1995), Parents As Partners In Education , New Jersey : Merrill, Prentice Hall.

Bajoyai Bardai, (1996). Pengurusan Kewangan Keluarga , Kuala Lumpur : Utusan Publication & Distributers Bhd.

 

 

SPP 4192 Education for Special Needs Students

 

This course is designed to discuss special education for gifted students and students with special needs. The main topics to be discussed are introduction to special education, various types of students with special needs, gifted students, theories of behavioral management of physically less able students, students with special learning difficulties, language development and intervention, inclusive education and mainstreaming, measurement and assessment in special education, autism, current issues, smart partnership (family and professional) and changes from childhood to adolescence. It is hoped that at the end of this course, students will be able to identify gifted students and students with special needs, elaborate the development of children with special needs and choose compatible behavioral and social approaches in dealing with those students. Students are hoped to be able to think critically, logically, creatively and analytically by following ethics in professional and social interactions.

 

Reference:

Friend, M., & Bursuck, W. (1996). Including Students With Special Needs . Needham Heights , MA : Allyn & Bacon.

Rivera, D. P., & Smith, D. D. (1997). Teaching Students With Learning and Behavior Problems . Needham Heights , MA : Allyn & Bacon.

Salvia, J., and Ysseldyke, J. (1991). Assessment in Special and Remedial Education . Boston : Houghton Mifflin.

Reynolds, M. C. (1990 ). Educating Teachers for Special Education Students . In R. Houston (Ed.), Review of Educational

 

 

SPP 4182 Comparative Education

 

This subject is designed to expose students to the comparative study on various educational systems of other countries. The contents include the discussion on the goals, methods and influence on the teaching and learning system. It will emphasize on the comparison between the Malaysian system of education and other countries. The comparison will cover aspects like goals in education, resources and teaching methodology, structure of educational administration, assessment and examination, teacher education and democratization of education. At the end of the course, students should be able to discuss the main educational aspects which are being compared, analyze our system of education as compared to other countries and explain the influence of other countries' educational systems towards our system of education. It is hoped that students are able to work in groups and adapt the theories into practice.

 

Reference:

Thomas, R. M. (Ed.) (1990). International Comparative Education Pratices: Issues and Prospects . New York : Pergamon Press.

Chen, T. H. (1981). Chinese Education Since 1949 - Academic and Revolutionary Models . New York : John Wiley & Sons.

Cantor, L. (1985 ). Vocational Education and Training: The Japanese Approach. Comparative Education. Vol. 21-1: 67-76.

Archer, M.S. (1979). Social Origins of Educational Systems . London : Sage Publications.

Holmes, B. (1985). Equality and Freedom In Education : A Comparative Study. London : Allen & Unwin.

Popkewitz, T. (1984). Paradigm and Ideology In Educational Research. New York : Palmer.

 

 

SPP 4142 Education and Development

 

This course is to introduce students to the concept of education and development on a wider perspective especially in the context of developing countries like Malaysia . The students will also be exposed to the accepted educational planning in order to achieve the desired development. It will also cover the concept of education through the western, Islamic and moral perspectives. There will be comparisons on the concept of education and development, theories and approaches in education, relationship between development and educational process, development and social changes, political socialization, economic development, role of teachers towards development, education and the nation's vision. At the end of the course, students should be able to analyze the concept of education and development from several aspects, synthesize the relationship between education and development and able to plan development based on the system of education. Students are also hoped to be able to communicate effectively in Bahasa Melayu and English.

 


Reference:

Ahmad Atory Hussain (1993). Pentadbiran dan Politik Pembangunan , Kuala Lumpur : DBP.

Ahmad Sarji Abdul Hamid. (1993). Malaysia 's Vision 2020 , Kuala Lumpur : Pelanduk Pub.

Fagerlind, I. & Saba, L. (1989). Education and National Development: A Comparative Perspective . New York : Pergamon Press.

Goulet, D. (1978). The Cruel Choice: A New Concept in Theory of Development New York : Aheneum.

Muhammad El-Buraey (1985). Islamic Development: An Islamic Perspective . London : Roudledge dan Kagen Paul.

Nik Aziz Nik Pa (1994). Penghayatan Wawasan Pembangunan Negara . Kuala Lumpur : DBP.

 

 

SPP 4152 Moral Values in Education

 

This course introduces students to various types of values and their relationship to moral, ethics and religion in the process of character building. Topics in this course cover values that are being examined from the perspectives of KBSM values and from the conceptual framework of teacher education. Theories of moral development serve as the basic guideline in the inculcation of values among the educators. The roles of socialization and agents of moral change are also discussed. Among the specific topics that are being given in-depth study are conceptual of teacher education, basic concepts of values and theories of moral development, socialization and values practices, values and its relation to self development, family, environment, strategies of values teaching and the issues concerning values. It is hoped that at the end of the course, students are able to apply the knowledge that is based on moral developmental theory in inculcating values in self and environment, in analyzing values instillation in the process of teaching and learning, as well as in synthesizing the knowledge in values with subject teaching at schools. Students are also hoped to be able to apply the proposed values and ethics in professional practices and social interaction.

 

Reference:

Abdullah Ishak. (19989 ). Sejarah Perkembangan Pelajaran dan Pendidikan Islam . Al-Rahmaniah: Jiwamas Printer Sdn. Bhd.

Tajul Ariffin Noordin. (1997). Pendidikan Sepadu: Etika Moral dan Nilai . Bangi: UKM.

 

 

SPP 4162 Teaching Thinking Skills

This course is designed to introduce student teachers to the effective classroom teaching of thinking skills. The main topics of discussions are the philosophy of thinking, the concept of thinking from the Islamic perspective, the development of positive attitude towards thinking, the theories of brain, the types of thinking, the tools of thinking as postulated by Edward de Bono, the methods of teaching thinking skills, the assessment of mind, and the preparation in teaching thinking skills. At the end of this course, students should be able to identify the various ways of thinking, the tools of thinking, and their benefits or advantages in daily life. Students are hoped to develop the skills to plan and teach thinking skills with the use of different tools that could stimulate thinking. Students are also hoped to acquire specific thinking skills in order to be able to think critically, logically, creatively and analytically .

 

Reference:

Ainon dan Abdullah Hassan (1994). Pemikiran Reka Cipta . Kuala Lumpur : Utusan Pub.

Ainon dan Abdullah Hassan (1995 ). Kursus Berfikir Peringkat Tinggi . Kuala Lumpur : Utusan Pub.

Ainon dan Abdullah Hassan (1995). Teknik Berfikir: Konsep dan Proses . Kuala Lumpur : Utusan Pub.

DeBono E. (1973). CoRT Thinking Pupil's Notes . New York : Pergamon Press.

Mohd Nashuha Jamidin dan Rakan (1995). Kemahiran Berfikir dan Belajar . Shah Alam: Fajar Bakti.

Som Hj. Nor dan Mohd Dahlan Mohd Ramli (1998). Kemahiran Berfikir Secara Kritis dan Kreatif (KBKK) . Kuala Lumpur : Longman.

 

 

SPP 4132 Deviant Behavior

 

This course introduces students to different types of human disorder. Among the topics covered in this course are the factors that influence the onset of behavioral disorder and the definitions of concept of behavioral disorders. Other topics include the individual differences in levels of patience towards behavior, the models and theories of behavior, the roles of society, the characteristics of students with behavior disorders, and the procedures of identification. Also discussed are topics concerning the concepts of behavioral disorder by definition and ecology from the perspectives of biophysics, psychodynamic and sociology, in the definition and ecology of assessment procedures, and the application of behavioral theories in education. It is hoped that at the end of this course, students are able to explain in detail the concept of behavioral disorder based on various theories, differentiating the ways of doing diagnosis from the traditional and non-traditional approaches, as well as to be able to apply DSM-IV in the process of diagnosing. Students are also hoped to be able to develop their self worth and to safeguard their ethics when dealing with their clients, especially in the procedure of diagnosis.

 

Reference:

Bos, C.S. dan Vaughn, S. (1994). Strategies for Teaching Children With Learning and Behavior Problems . 3 rd Edition. Boston : Allyn Bacon.

Coleman, M. C. (1987). Behaviour Ddisorders : Theory and Practice . New jersey : Prentice-Hall Inc.

Erikson, M. T. (1987). Behaviour Disorders of Children and Adolescents . New Jersey : Prentice-Hall Inc.

 

SPP 4172 Adolescent Development

 

This course is specifically designed to introduce students to the construction and development of human personality, especially among adolescents. Students will be exposed the knowledge to understand the characteristics of adolescents, their needs and the different aspects of experiences adolescents went through in their process of becoming adults. Students are also exposed to the various theories of personality as postulated by psychologists from different approaches. Among them are the concept of individual development, as well as physiological, cognitive and emotional development of adolescents. Also discussed is the aspect of adolescents' motivation and their social development. It is hoped that at the end of this course, students are able to assess the implications of personality differences among adolescents in the context of teaching and learning processes. In addition, students are hoped to be able to apply the concept of individual development in the context of actual educational setting and daily life. Students are also expected to learn to adapt and adjust themselves to the responsibilities as required by the teaching profession in dealing with adolescents at school, first by understanding the theoretical part of the course, and secondly by having the experiences of being at school during their group assignments.

 

Reference:

Asmah Bee Mohd Noor & Iran Herman (1995). Membina Kesejahteraan Remaja . Tekno Edar.

Dusek, J. B. (1996). Adolescent Development and Behaviour . 3 rd . Ed. New Jersey : Prentice-Hall.

Ee Ah Meng (1996 ). Psikologi Pendidikan 1 . Shah Alam: Fajar Bakti.

Garrison, K. C. & Garrison, K. C. Jr. (1975) Psychology of Adolescence . 8 th Ed. New Jersey : Prentice-Hall.

McCandless, B. R. & Coop, R. H. (1979). Adolescent Behaviour and Development . New York : Holt. Rinehart and Winston.

 

 

SPP 4102 Social Psychology

This course introduces students to the aspects of individual behavior and society, as well as its social relation with factors of influence. Among the topics being focused are the definitions of social psychology, the development of self concept, social concept, attitude, interpersonal relationship and social influences. Also discussed are topics related to prejudice and discrimination, aggression, small group, leadership, group influences, cooperation and competition, social environment as well as social health. At the end of this course it is hoped that students are able to explain in detail the basic concept of social psychology and its various aspects in relation to education and daily living. Students are also expected to be able to identify the factors that influence the social and affective development of humans, and to identify the roles of physical and health environment that affect the behavior of humans. Through this course, students are encouraged to work in teams and to carry out lifelong learning activities.


Reference:

Aronson E. et. Al. (1997 ). Social Psychology . 2 nd Ed. New York : Longman.

Mohd Makzan Musa (1977). Psikologi Sosial . Kuala Lumpur : Utusan Publication & Distributors Sdn. Bhd.

Philipchalk, R. P. (1995). Invitation to Social Pscyhology . Forth Worth: Harcourt Brace College Publisher.

Vaughan , G. & Hugg, M. (1995). Introduction Social Pscyhology . Sydney : Prentice Hall.

 


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