pengajaran guru merencat kreativiti dan inovasi

8/13/2019 Pengajaran Guru Merencat Kreativiti Dan Inovasi

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Isu-isu Dalam Pendidikan Di Malaysia

IRWAN AFFENDI BIN MD NAIMP61946


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Dunia sedang pantas berubah zaman

berasas kreativiti dan inovasi, perkongsianmaklumat dan sinergi.

Today, its all about the power of thinking,

the power of creativity. Last decade was allabout technology. Innovative thinking has noboundaries, and it respects no borders (Lim Kok Wing, 2006)


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Pakar-pakar dalam bidang kreativiti bersepakatbahawa kreativiti memiliki 3 unsur teras iaitu:

1. Keaslian (sesuatu produk, tindakan atau idea yangkreatif semestinya menyimpang darikebiasaan).

2. Keberkesanan(mencapai tujuan mengapa ianya

dihasilkan).


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3. Beretika `(tidak berkaitan dengan aktiviti seperti jenayah, tingkah laku distruktif dansebagainya).

Cropley (2001) dalam Mohamad Mohsin &Nasrudin (2008)


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Sir Ken Robinson everyone is born creative

NAMUN

Kajian mendapati kebolehan dan bakatkreativiti individu semakin berkuranganapabila usia meningkat (Cropley 2003), Buzan(2002) dan Amabile (1989) dalam MohdAzhar & Othman (2004)


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Edward de Bono

being right all the time acquires a hugeimportance in education and there is thisterror of being wrong . The ego is so tied tobeing right that later on in life you arereluctant to accept that you are ever wrong,because you are defending not the idea but

your self-esteem. (...) this terror of beingwrong means that people have enormousdifficulties in changing ideas.


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Kualiti lepasan IPT tempatan produk 11tahun persekolahan) yang diragui

The capacity to solve problem is consistentlyidentified as one of the top three mostdesirable characteristics of college graduates

(Aida Suraya et.al. 2006)


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Reports from the business sector alsoindicate the low quality of graduates theyreceive from the universities who sometimescannot even comprehend the manual of anequipment what more the way it works

(Rosnani & Suhailah, 2003)


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KBSRObjektif 17 mengembangkan bakat kreativiti

Prinsip 7

aktiviti di bilik darjah harus membolehkan

murid mengembangkan pemikiran kritis dankreatif serta melibatkan diri mereka secaraaktif dalam proses menguasai kemahiranasas


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KBSMObjektif 7 mengembang dan meningkatkan

lagi daya intelek dan rasional, kritis dankreatif


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KSSR


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Mohd Azhar & Othman (2004)


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The dominant systems of education arerooted in the values and demands ofindustrialism : they are linear, mechanistic andfocused on conformity andstandardization. buttressed by majorcommercial interests in mass testing

Sir Ken Robinson (2009)
http://topics.edition.cnn.com/topics/Standardized_Testinghttp://topics.edition.cnn.com/topics/Standardized_Testinghttp://topics.edition.cnn.com/topics/Standardized_Testing


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The roots of a creative society are in basiceducation. The sheer volume of facts to bedigested by the students of today leaves littletime for a deeper interrogation of their moralworth. The result has been a generation oftechnicians rather than visionaries each onetaking a career rather than an idea seriously.The answer must be reform in oureducational methods so that students areencouraged to ask about know - why as wellas know - how. Source: OnArts: Creative New Zealand. Michael D. Higgins,the former Irish Minister for Arts, Culture and Gaeltacht


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(1) a narrow emphasis on certain sorts ofacademic work

(2) the exile of arts, humanities and physical

education programs from schools(3) arid approaches to teaching math and

sciences (4) an obsessive culture of standardized testing

(5) tight financial pressures to teach to thetests.
http://topics.edition.cnn.com/topics/Scienceshttp://topics.edition.cnn.com/topics/Sciences


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Which results in . . .

a disastrous waste of talent among studentsand their teachers.

Sir Ken Robinson (2009)


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Penekanan keterlaluan terhadap peperiksaan suasana tidak kondusif untuk berkreativitiTiada galakan/motivasi guru dan keluargaKonstrain budayaPengaruh media massa

(Mohd Azhar & Othman 2004)


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Amabile (1998)


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Teachers who received training on creativity14% - France28% - UK

European Commission.2009.Creativity inSchools in Europe: A survey of Teachers.


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1. ragam birokrat dan kerenah birokrasipendidikan yang begitu kompleks

2. beban tugas dan sistem yang seringberubah-ubah .

Mohd Azhar et.al (2003)


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3. Peranan dan kesediaan guru nilaimerentas kurikulum)

Adakah guru-guru bersedia? Adakah guru-guru cukup berkeyakinan? Adakah guru-guru telah dilatih dengan mencukupi?

Peranan dan kesediaan guru fokus-nilai)

(Chua et.al 2003)


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4. Ketaksuban terhadap peperiksaan

Mohamad Mohsin and Nasrudin (2008)


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1. Pemurnian komponen kreativiti dalampendidikan bermula dari prasekolah

2. Pemantapan pendidikan dan latihan guru3. Transformasi pendidikan - keluar dari

fokus berlebihan terhadap peperiksaan

pengajaran guru merencat kreativiti dan inovasi

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