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MUHAMAD AFZAMIMAN BIN ARIPIN UNIVERSITI TEKNOLOGI MALAYSIA MODUL LATIHAN PENDEKATAN HOLISTIK BAGI TENAGA PENGAJAR KEMAHIRAN JABATAN PENJARA MALAYSIA

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Page 1: MODUL LATIHAN PENDEKATAN HOLISTIK BAGI TENAGA …eprints.utm.my/id/eprint/79400/1/MuhamadAfzamimanAripinPFP2017.pdf · training program using a Holistic Approach for Prison’s Skill

MUHAMAD AFZAMIMAN BIN ARIPIN

UNIVERSITI TEKNOLOGI MALAYSIA

MODUL LATIHAN PENDEKATAN HOLISTIK BAGI TENAGA PENGAJAR

KEMAHIRAN JABATAN PENJARA MALAYSIA

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MODUL LATIHAN PENDEKATAN HOLISTIK BAGI TENAGA PENGAJAR

KEMAHIRAN JABATAN PENJARA MALAYSIA

MUHAMAD AFZAMIMAN BIN ARIPIN

Tesis ini dikemukakan sebagai memenuhi

syarat penganugerahan ijazah

Doktor Falsafah (Pendidikan Teknik dan Vokasional)

Fakulti Pendidikan

Universiti Teknologi Malaysia

SEPTEMBER 2017

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iii

Dengan nama Allah yang Maha Pemurah lagi Maha Mengasihani,

Setinggi-tinggi pujian dipanjatkan kepada Tuhan Pencipta sekelian alam.

Serta selawat dan salam ke atas junjungan mulia, Nabi Muhammad SAW.

Dedikasi ini khas ditujukan kepada mak dan ayah yang tidak putus mendoakan

kejayaan saya;

Mufizah binti Mohd Yusuf & Aripin bin Md Amin

Juga mak dan abah mertua saya;

Laili binti Misiran & Junaidi bin Terimo

Isteri tercinta ;

Nur Hidayah binti Junaidi

Permata hati abah yang dihadiahkan Allah SWT pada bahagian akhir penulisan tesis

ini;

Afnan Nafisah binti Muhamad Afzamiman

Adik beradik, ahli keluarga dan sahabat-sahabat yang dikasihi,

Jasa kalian tidak mampu diungkapkan dengan kata-kata. Semoga Allah SWT

membalas dengan sebanyak kebaikan atas doa, sumbangan, pengorbanan dan

dorongan yang tidak putus-putus.

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PENGHARGAAN

Segala puji bagi Allah SWT dan segenap kesyukuran atas setitis nikmat ilmu

dan petunjuk dariNya.

Saya ingin merakamkan setinggi-tinggi ucapan penghargaan kepada penyelia

yang dihormati, Dr. Sarimah binti Ismail dan Dr. Rohana binti Hamzah yang telah

memberikan tunjuk ajar dan panduan bermakna dalam menyiapkan penyelidikan ini.

Masing-masing telah mencurahkan ilmu melalui pendekatan yang berbeza, namun

saling melengkapi. Segala ilmu dan tunjuk ajar kalian akan saya jadikan panduan

bermakna untuk menjadi insan cemerlang di masa hadapan.

Penghargaan juga ditujukan khas kepada pihak Jabatan Penjara Malaysia,

khususnya kepada PKP. Dr. Kamsiah binti Kamin dan IP. Shaiful Nizam daripada

Bahagian Dasar Kepenjaraan yang banyak menjadi pemudah cara. Jasa baik pihak

Jabatan Penjara Malaysia dan kerjasama yang baik dari segenap warganya telah

membuka ruang kepada terlaksananya kajian ini.

Juga tidak lupa kepada Dr. Mazlan bin Aris, Dr. Ros Eliana Ahmad Zuki, Dr.

Hafizah binti Harun dan Prof. Madya Dr. Norma binti Alias yang banyak

memberikan bimbingan dalam proses membangunkan sebuah modul yang berkualiti.

Kerjasama dan kesediaan untuk membantu pada bila-bila masa yang diperlukan

sebelum ini saya dahulukan dengan ucapan terima kasih yang tidak terhingga.

Tidak ketinggalan kepada semua yang telah menyumbang secara langsung

dan tidak langsung dalam kajian ini. Semoga hasil kerja insan kerdil ini dapat

menjadi gedung pahala yang tidak putus-putus kepada semua.

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v

ABSTRAK

Dapatan kajian awal dijalankan ke atas pengajar kemahiran Jabatan Penjara

atau Prison Department (Pride) di Malaysia menunjukkan program vokasional yang

menjadi antara program utama dalam Program Pembangunan Insan di Pride kurang

menekankan aspek pembangunan nilai sosial dalam pengajaran dan pembelajaran

kemahiran banduan, mempunyai salah faham terhadap pelaksanaan nilai sosial dan

kerohanian, kurang pendedahan dalam pendekatan integrasi ilmu, kurang

penghayatan terhadap nilai sosial dan kerohanian dan perlu kepada motivasi dan hala

tuju yang jelas dalam kerjaya. Isu ini mungkin ada kaitan dengan peningkatan kes

residivis di Pride yang meningkat setiap tahun. Oleh itu, kajian ini dijalankan untuk

membangun dan menilai keberkesanan program latihan yang menggunakan Modul

Latihan Pendekatan Holistik Pengajaran Kemahiran di Penjara (Modul Latihan

PHPP). Matlamat program latihan ini adalah untuk memberi kesedaran dan latihan

kepada 593 orang tenaga pengajar kemahiran di Pride (Penolong Pegawai Latihan

Vokasional dan Trade Warder) terhadap penerapan intergrasi ilmu sosial dan

kerohanian dalam program pemulihan banduan secara holistik melalui aktiviti

kemahiran. Kandungan modul latihan yang dibina sejajar dengan matlamat proses

rehabilitasi banduan. Rekabentuk kajian gabungan yang mengandungi tiga fasa telah

diaplikasi dalam kajian ini. Dalam Fasa Pembangunan Konstruk Modul Latihan

PHPP, lapan orang partisipan daripada Pride ditemubual dan lima konstruk telah

dikenal pasti berdasarkan Teori Integral dan Teori Islamisasi Ilmu: Kepercayaan

Kepada Pencipta, Kualiti Subjektif, Kualiti Objektif, Kualiti Sosial dan Kualiti

Pembudayaan. Setiap konstruk telah diterjemahkan kepada bentuk aktiviti modul.

Fasa Mengesahkan Kandungan Modul Latihan PHPP dilakukan oleh empat orang

panel. Dapatan ujian rintis daripada 42 orang pengajar kemahiran menunjukkan nilai

kebolehpercayaan alpha Cronbach yang tinggi (0.98) bagi kandungan. Nilai

kebolehpercayaan responden juga pada aras tinggi (0.94) sementara

kebolehpercayaan item pada aras sederhana (0.68). Kebanyakan item berada pada

aras lingkungan infit/outfit Mean Square dan fit / outfit z-standard; Fasa Menilai

Keberkesanan Modul Latihan PHPP telah melibatkan 92 orang pengajar kemahiran

sebagai sampel kajian. Dapatan daripada 89 orang responden kajian menunjukkan

kandungan keseluruhan Modul Latihan PHPP mempunyai nilai min yang tinggi.

Dapatan ujian pra dan pasca menunjukkan peningkatan keberkesanan yang

signifikan bagi konstruk Kualiti Objektif, Kualiti Sosial dan Kualiti Pembudayaan.

Enam daripada lapan hubungan korelasi yang dikaji juga menunjukkan peningkatan

tahap kekuatan korelasi. Namun, hubungan korelasi bagi konstruk Kepercayaan

Kepada Pencipta terhadap Kualiti Pembudayaan dan Kualiti Pembudayaan terhadap

Kualiti Subjektif tidak menunjukkan sebarang peningkatan. Kesimpulannya, kajian

ini telah menghasilkan model proses pembangunan modul yang baharu,

membuktikan wujud hubungan korelasi yang holistik antara konstruk modul latihan

yang dikaji dan menunjukkan tahap kemampuan aplikasi modul latihan dalam

membangunkan profesionalisma holistik tenaga pengajar vokasional di penjara

Malaysia.

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ABSTRACT

Findings of a preliminary study conducted among skilled instructors at Jabatan

Penjara or Prison Department (Pride) in Malaysia showed that vocational program,

is among the main programmes in Human Development Program in Pride that has

given less emphasis on social value development in prisoner skill teaching and

learning, misunderstands the implementation of spiritual and social value, less

exposed towards knowledge integration, lacks awareness of spiritual and social

value, and requires motivation and guideline for instructors’ career path. These

issues may have a relationship with the increment of recidivist cases every year.

Hence, this research was conducted to develop and evaluate the effectiveness of

training program using a Holistic Approach for Prison’s Skill Training Module

(PHPP Training Module). The aim of the training program is to provide awareness

and train 593 Pride vocational instructors (Assistant Officer of Vocational Training

and Trade Warder) towards the application of social and spiritual value integration in

the prisoner rehabilitation program holistically through skill activities. Content of the

training module is aligned with the aims of the rehabilitation process. A multiphase

mixed method design comprising three phases was implemented. In the phase to

develop PHPP Training Module’s Construct, eight participants from Pride were

interviewed and five constructs were identified that based on the Integral Theory and

Islamisation of Knowledge Theory: Believing in God, Subjective Quality, Objective

Quality, Social Quality and Culturing Quality. Each construct was transformed into

module activities. The phase of Endorsement Content validity of the PHPP Training

Module was evaluated by four experts. Findings of the pilot study from 42 skilled

instructors showed significantly high value of alpha Cronbach (0.98) for the content.

The person reliability value was high (0.94), while item reliability was at the

medium level (0.68). Most of the items were in the range of infit/ outfit Mean Square

and fit/ outfit z-standard. The phase of measuring the effectiveness of PHPP Training

Module involved 92 skilled instructors. Findings from 89 respondents that were

applicable showed that the overall content of the PHPP Training Module has high

mean value. Findings of pre-test and post-test indicated significant increment of

effectiveness for the constructs of Objective Quality, Social Quality and Culturing

Quality. Six out of eight correlational relationships measured also showed increment

to the level of correlational strength. However, correlational relationship for the

construct of Believing in God towards the Culturing Quality and the Culturing

Quality towards Subjective Quality did not show any improvement. In conclusion,

this research has come out with a new development process model, and proved that

there are correlations between the training module constructs, showing that the PHPP

Training Module can be used to develop the professionalism of Pride skilled

instructors in the prison of Malaysia.

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KANDUNGAN

BAB TAJUK MUKA

SURAT

PENGAKUAN ii

DEDIKASI iii

PENGHARGAAN iv

ABSTRAK v

ABSTRACT vi

KANDUNGAN vii

SENARAI JADUAL xiii

SENARAI RAJAH xvii

SENARAI SINGKATAN xx

SENARAI LAMPIRAN xxi

1 PENDAHULUAN 1

1.1 Pengenalan 1

1.2 Latar Belakang Masalah 8

1.3 Penyataan Masalah 14

1.4 Objektif kajian 15

1.5 Persoalan Kajian 16

1.6 Kepentingan Kajian 18

1.6.1 Tenaga Pengajar Kemahiran di Penjara 18

1.6.2 Seksyen Vokasional dan Industri Jabatan

Penjara Malaysia 18

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1.6.3 Jabatan Penjara Malaysia atau Malaysian

Prison Department (Pride) 19

1.7 Skop Kajian 19

1.8 Batasan Kajian 21

1.8.1 Limitasi Kajian 21

1.8.2 Kesukaran Menjalankan Kajian 22

1.9 Kerangka Teoritikal Kajian 24

1.10 Kerangka Konseptual Kajian 27

1.11 Definisi Operasional 29

1.11.1 Kualiti Kepercayaan Kepada Pencipta 29

1.11.2 Kualiti Subjektif 30

1.11.3 Kualiti Objektif 30

1.11.4 Kualiti Sosial 31

1.11.5 Kualiti Pembudayaan 31

1.11.6 Keberkesanan 32

1.11 Ringkasan Bab 32

2 SOROTAN KAJIAN 33

2.1 Pengenalan 33

2.2 Fokus Kajian 33

2.2.1 Definisi Pengajaran Holistik 34

2.2.2 Kepentingan Pendekatan Pengajaran Holistik 35

2.2.3 Transformasi Sistem Penjara 36

2.2.4 Profesionalisma Tenaga Pengajar 41

2.2.5 Modul 49

2.3 Teoritikal Kajian 52

2.3.1 Model Pendekatan Holistik 53

2.3.2 Elemen Pendekatan Holistik Pengajaran

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Kemahiran Jabatan Penjara Malaysia 68

2.3.3 Model Pembangunan Modul 78

2.3.4 Rasch Analisis Bagi Kebolehpercayaan

Kandungan Modul 86

2.4 Kajian Akademik 90

2.4.1 Kajian Terhadap Elemen Kandungan Dalam

Modul 91

2.4.2 Kajian Pembangunan Modul 101

2.5 Ringkasan Bab 105

3 METODOLOGI KAJIAN 106

3.1 Pengenalan 106

3.2 Proses Menjalankan Kajian 106

3.2.1 Analisis Keperluan 107

3.2.2 Rekabentuk Program 108

3.2.3 Pelaksanaan Modul 108

3.2.4 Penilaian Program 108

3.3 Rekabentuk Kajian 111

3.4 Lokasi Kajian 115

3.5 Populasi Kajian 116

3.6 Sampel Kajian 116

3.6.1 Kaedah Persampelan Bagi Kesahan

Kandungan Modul 117

3.6.2 Kaedah Persampelan Bagi Kebolehpercayaan

Kandungan Modul 118

3.6.3 Kaedah Persampelan Bagi Keberkesanan Modul 118

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3.7 Instrumen Kajian 119

3.7.1 Borang Soal Selidik Kesahan Kandungan Modul 119

3.7.2 Borang Soal Selidik Kebolehpercayaan

Kandungan Modul 121

3.7.3 Borang Soal Selidik Keberkesanan Modul 123

3.8 Analisis Data 128

3.9.1 Analisis Kesahan dan Kebolehpercayaan

Kandungan Modul 129

3.8.2 Analisis Data Keberkesanan Modul 133

3.10 Ringkasan Bab 137

4 PEMBANGUNAN MODUL 138

4.1 Pengenalan 138

4.2 Model Pembangunan Modul Latihan PHPP 138

4.2.1 Proses Pembinaan Modul 140

4.2.2 Proses Semakan Modul 149

4.2.3 Proses Pemurnian Modul 150

4.2.4 Proses Kesahan dan Kebolehpercayaan Modul 152

4.2.5 Kandungan Akhir Modul Latihan PHPP 153

4.3 Rekabentuk Mesej 155

4.4 Panduan Pelaksanaan 160

4.5 Ringkasan Bab 164

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5 ANALISIS DATA 165

5.1 Pengenalan 165

5.2 Adakah Modul Latihan PHPP Bersesuaian? 166

5.2.1 Kesahan Kandungan Modul Latihan PHPP 166

5.2.2 Kebolehpercayaan Kandungan Modul Latihan

PHPP 168

5.3 Adakah Modul Latihan PHPP Menunjukkan

Keberkesnan ke Atas Implementasi kepada

Tenaga Pengajar Kemahiran? 174

5.3.1 Persepsi Tenaga Pengajar Kemahiran Terhadap

Modul Latihan PHPP yang Diikuti 175

5.3.2 Keupayaan Modul Latihan PHPP

Meningkatkan Kualiti Profesionalisma

Dalam Pendekatan Pengajaran Holistik

Di Penjara 186

5.3.3 Korelasi Kualiti Profesionalisma Dalam

Pendekatan Holistik Sebelum dan Selepas

Melalui Modul Latihan PHPP 206

5.4 Ringkasan Dapatan Kajian 211

5.5 Ringkasan Bab 214

6 PERBINCANGAN, CADANGAN DAN KESIMPULAN 215

6.1 Pengenalan 215

6.2 Perbincangan 215

6.2.1 Apakah Modul Latihan

PHPP? 216

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6.2.2 Adakah Modul Latihan

PHPP bersesuaian? 220

6.2.3 Adakah Modul Latihan

PHPP Menunjukkan Keberkesanan Ke Atas

Tenaga Pengajar Kemahiran? 223

6.3 Cadangan 233

6.4 Cadangan Kajian Lanjutan 234

6.5 Kesimpulan 236

RUJUKAN 238

Lampiran A - N 252- 298

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SENARAI JADUAL

JADUAL NO. TAJUK MUKA

SURAT

2.1 Ciri Tenaga Pengajar oleh Tessa West (1995) 47

2.2 Maksud Simbol Komponen Kompetensi bagi K-

Pekerja Holistik

60

2.3 Elemen Kerangka Pengajaran dan Pembelajaran

Efektif Vokasional

62

2.4 Komponen Profesionalisme Tenaga Pengajar

Kemahiran

77

2.5 Skala Kualiti Pengukuran Rasch 90

2.6 Meta-Analisis Kajian Akademik Kepercayaan

Kepada Pencipta

92

2.7 Meta-Analisis Kajian Akademik Ke Atas Kualiti

Subjektif

94

2.8 Meta-Analisis Kajian Akademik Ke Atas Kualiti

Objektif

96

2.9 Meta-Analisis Kajian Akademik Ke Atas Kualiti

Sosial

98

2.10 Meta-Analisis Kajian Akademik Ke Atas Kualiti

Pembudayaan

100

2.11 Meta Analisis Kajian Akademik Pembangunan

Modul

104

3.1 Aplikasi Rekabentuk Kajian Pelbagai Fasa 111

3.2 Bilangan Institusi Penjara Mengikut Lokasi 115

3.3 Populasi Kajian 116

3.4 Bilangan Sampel Kesahan Kandungan 117

3.5 Bilangan Sampel Kebolehpercayaan Kandungan 118

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3.6 Bilangan Sampel Ujian Keberkesanan 119

3.7 Struktur Borang Soal Selidik Kesahan Kandungan

Modul

120

3.8 Pembahagian Item Instrumen Kebolehpercayaan

Modul

122

3.9 Pembahagian Item Soal Selidik Penilaian Kursus

Jabatan Penjara Malaysia

124

3.10 Protokol Temu Bual 125

3.11 Pembahagian Item Soal Selidik Instrumen Instrumen

Eksperimental

127

3.12 Nilai alpha Cronbach Item Soal Selidik 128

3.13 Formula Pengiraan Kesahan Kandungan Modul 129

3.14 Abriviasi Item Dalam Kontinum Item-Responden

Rasch

130

3.15 Skor dan Tahap Min 135

3.16 Kekuatan Nilai Pekali Korelasi 136

4.1 Dapatan Kajian Awal Disesuaikan Dengan Teori

Integral dan Teori Islamisasi Ilmu

140

4.2 Prinsip Modul Latihan PHPP dan Perinciannya 147

4.3 Stail Pembelajaran Dewasa dan Cadangan

Pelaksanaanya

148

4.4 Penyusunan Sub Modul dan Aktiviti 149

4.5 Permohonan Sebagai Panel Penilai Modul dan

Persetujuan Panel

150

4.6 Proses Maklumbalas Daripada Panel Penilai Modul 151

4.7 Pemurnian Modul Latihan PHPP Oleh Panel Yang

Dilantik

152

4.8 Meta Analisis Susunan Kandungan Aktiviti Modul

Berdasarkan Teori dan Elemen

154

4.9 Cadangan Aturcara Program Pelaksanaan Modul

Latihan PHPP

161

4.10 Ikon Rujukan Pantas Sebagai Panduan Kepada

Penyampai

162

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5.1 Tahap Kesahan Kandungan Modul Menurut

Pandangan Panel Penilai

165

5.2 Ulasan Kandungan Modul PHPP Oleh Panel Penilai 167

5.3 Rumusan Kebolehpercayaan Responden 168

5.4 Rumusan Kebolehpercayaan Item 168

5.5 Item Misfit 170

5.6 Rumusan Kebolehpercayaan Responden Bagi

Analisa Kedua

171

5.7 Rumusan Kebolehpercayaan Item Bagi Analisa

Kedua

172

5.8 Rumusan Tahap Item 174

5.9 Persepsi Terhadap Modul Latihan PHPP

Implimentasi Zon Utara dan Zon Timur

176

5.10 Persepsi Terhadap Modul Latihan PHPP

Implimentasi Zon Sabah dan Sarawak

177

5.11 Persepsi Bertulis Peserta Bagi Implimentasi Zon

Utara dan Timur

178

5.12 Persepsi Bertulis Peserta Bagi Implimentasi Zon

Sabah dan Sarawak

181

5.13 Maklumblas Persepsi Bertulis Terhadap Modul

Latihan PHPP Secara Keseluruhan

182

5.14 Maklumbalas Persepsi Secara Temu Bual Terhadap

Modul

183

5.15 Kod Analisa Data Bagi Perisian SPSS 15.0 187

5.16 Demografi Partisipan 188

5.17 Ujian Normaliti Responden Sebelum Melalui Modul 190

5.18 Maklumbalas Terhadap Pebolehubah Kepercayaan

Kepada Pencipta

191

5.19 Analisis Statistik Ujian t Kualiti Kepercayaan

Kepada Pencipta

190

5.20 Maklumbalas Terhadap Pembolehubah Kualiti

Subjektif

193

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5.21 Analisis Statistik Ujian t Kualiti Subjektif 193

5.22 Maklumbalas Terhadap Pembolehubah Kualiti

Objektif

194

5.23 Analisis Statistik Ujian t Kualiti Objektif 195

5.24 Maklumbalas Terhadap Kualiti Sosial 196

5.25 Analisis Statistik Ujian t Kualiti Sosial 197

5.26 Maklumbalas Terhadap Kualiti Pembudayaan

Dengan Pencipta

198

5.27 Maklumbalas Terhadap Kualiti Pembudayaan

Dengan Manusia

199

5.28 Maklumbalas Terhadap Kualiti Pembudayaan

Dengan Persekitaran

200

5.29 Maklumbalas Terhadap Kualiti Pembudayaan

Dengan Diri

201

5.30 Analisis Statistik Ujian t Kualiti Pembudayaan 202

5.31 Rumusan Taburan Pencapaian Berdasarkan Items

Map of Persons

205

5.32 Perbandingan Kekuatan Korelasi Kepercayaan

Kepada Pencipta dengan Kualiti Subjektif

207

5.33 Perbandingan Kekuatan Korelasi Kualiti Subjektif

dengan Kualiti Objektif

209

5.34 Perbandingan Kekuatan Korelasi Kualiti Objektif

dengan Kualiti Sosial

209

5.35 Perbandingan Kekuatan Korelasi Kualiti Sosial

dengan Kualiti Pembudayaan

210

5.36 Perbandingan Kekuatan Korelasi Kualiti

Pembudayaan dengan Kualiti Subjektif

211

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SENARAI RAJAH

RAJAH NO. TAJUK MUKA

SURAT

1.1 Jumlah Banduan Daripada Disember 2013 Sehingga

Ogos 2016

2

1.2 Statistik Kes Residivis Tahun 2012 sehingga 2015 2

1.3 Program Pembangunan Insan (PPI) Pride 6

1.4 Modifikasi Pandangan Miller Terhadap Konsep

Pendekatan Holistik

25

1.5 Modifikasi Model AQAL di Penjara 25

1.6 Kerangka Teoritikal Kajian 25

1.7 Kerangka Konseptual Kajian 28

2.1 Pendekatan Pengajaran 34

2.2 Pendekatan-Pendekatan Dalam Pemulihan di Penjara 39

2.3 Konsep Asas Pekerjaan Dalam Perspektif Islam 45

2.4 Proses pembangunan akhlak khalifah berterusan

melalui P&P

49

2.5 Jenis Modul 51

2.6 Model Pendekatan Holistik Hector Gallegos 54

2.7 Pembahagian Asas Model AQAL 55

2.8 Pembahagian Umum Model AQAL 55

2.9 Kuadran Pembahagian Wilber dalam Model AQAL 56

2.10 Model Konseptual Pendekatan Holistik 57

2.11 Model PPIH 58

2.12 Kompetensi K-Pekerja Holistik di Malaysia 59

2.13 Kerangka Pengajaran dan Pemebalajaran Efektif

Vokasional

61

2.14 Kaedah Kuadratik Dalam Model AQAL 65

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2.15 Kaedah Kudravia Dalam Model AQAL 66

2.16 Cadangan Model AQAL Terhadap Tenaga Pengajar

di Penjara

67

2.17 Elemen Pendekatan Holistik Pengajaran Kemahiran

Jabatan Penjara Malaysia (PHPP)

68

2.18 Empat Aspek Nilai Atau Kemoralan Dalam

Pengajaran Kemahiran

74

2.19 Gambaran Kosmos Proses Pengajaran Kemahiran 75

2.20 Model Joyce and Showers (1980) 78

2.21 Model Loucks-Horsley (1998) 79

2.22 Model Feiman – Nemser (2001) 80

2.23 Model Zafir dan Fazilah (2011) 80

2.24 Model Pembinaan Modul Sharifah Alawiyah

Alsagoff (1984)

81

2.25 Model Perubahan Pengajaran Meyer (1988) 82

2.26 Model Pembinaan Modul Sidek (2008) 83

2.27 Model Pembangunan Modul Rusell (Ringkasan oleh

Sidek & Jamaludin, 2008)

84

2.28 Modifikasi Model Rusell oleh Ros Eliana (2013) 85

2.29 Prinsip penentuan fit dan misfit data berdasarkan nilai

t

89

3.1 Aplikasi Model Proses Latihan dan Pembangunan 107

3.2 Proses Menjalankan Kajian 110

3.3 Rekabentuk Eksperimental Satu Kumpulan 114

3.4 Model Interaktif Dalam Analisis Data Miles &

Huberman (1994)

133

4.1 Model Pembangunan Modul Latihan PHPP 139

4.2 Modifikasi Kandungan Aspek Profesionalisma

Dalam Model AQAL

142

4.3 Pecahan Daripada Cadangan Kerangka Pentadbiran

Pengajaran Holistik Dalam Pemulihan dan

Kemahiran Pekerjaan

143

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4.4 Cadangan Proses Pentadbiran Latihan Kemahiran

Secara Holistik di Penjara

144

4.5 Prinsip Asas Modul 146

4.6 Paparan Utama 155

4.7 Contoh Paparan Untuk Setiap Aktiviti 155

4.8 Contoh Paparan Kandungan 156

4.9 Paparan Utama Buku Modul Latihan PHPP 156

4.10 Contoh Paparan Panduan Aktiviti 157

4.11 Contoh Paparan Pembahagian Submodul 158

4.12 Paparan Utama Buku Nota Peserta 159

4.13 Contoh Paparan Kandungan Buku Nota Peserta 160

4.14 Contoh Kedudukan Ikon Rujukan Pantas 162

4.15 Penerangan Pelaksanaan dalam Buku Modul Latihan

PHPP

163

5.1 Rumusan Justifikasi Item Dan Responden 169

5.2 Taburan z Standardized Value Bagi Responden 171

5.3 Taburan Item Kebolehpercayaan Modul 173

5.4 Pencapaian Partisipan bagi Ujian Pra 203

5.5 Pencapaian Partisipan bagi Ujian Pasca 204

6.1 Carta Alir Pembangunan Modul Terperinci

Melibatkan Institusi Pelaksana Luar

218

6.2 Kekuatan Hubungan Korelasi Antara Elemen

Sebelum Dan Selepas Melalui Modul Latihan PHPP

230

6.3 Model Profesionalisma Pengajar Holistik 232

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SENARAI SINGKATAN

AQAL - All Quadrant All Level

CIAST - Pusat Latihan Pengajar Dan Kemahiran

Lanjutan

FACIT-sp - Assessment of Chronic Illness Therapy-

Spiritual Well-Being

IPG - Institut Pelatihan Guru

IW - Ironson-Woods Spirituality Index

KDN - Kementerian Dalam Negeri

NOSS - National Occupational Skills Standard

PHPP - Pendekatan Holistik Kepada Pengajar

Kemahiran Di Penjara

PPI - Pelan Pembangunan Insan

PPLV - Penolong Pegawai Latihan Vokasional

Pride - Prison Department / Jabatan Penjara

Malaysia

SKM - Sijil Kemahiran Malaysia

SLDN - Skim Latihan Dual Nasional

SOP - Standard of Procedures

SPSS - Statistical Package For Social Sciences

UMP - Universiti Malaysia Pahang

UTM - Universiti Teknologi Malaysia

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SENARAI LAMPIRAN

LAMPIRAN TAJUK MUKA

SURAT

A Senarai 44 Bidang SLDN Di Penjara 252

B Laporan Penghuni Dipersijilkan 2007-Mei 2013 253

C Borang Penilaian Kesahan Kandungan Modul 254

D Borang Kesahan Soal Selidik Kebolehpercayaan

Kandungan Modul

255

E Borang Soal Selidik Kebolehpercayaan Kandungan

Modul

256

F Borang Soal Selidik Maklum Balas Latihan Jabatan

Penjara Malaysia

260

G Borang Semakan dan Kesahan Protokol Temu Bual 261

H Borang Soal Selidik Temu Bual Keberkesanan

Modul Latihan PHPP

262

I Functional Assessment of Chronic Ilness Theraphy-

Spiritual Well-being (FACIT-sp) dan Ironson-Woods

Spirituality/Religiousness Index (IW)

264

J Borang Soal Selidik Kesahan Instrumen Ujian Pra

dan Ujian Pasca PHPP

265

K Instrumen Ujian Pra dan Ujian Pasca 266

L Sekitar Pelaksanaan Modul Latihan PHPP 272

M Salinan Surat-Surat Rasmi Berkaitan Kajian 277

N Salinan Dokumen Pengesahan Instrumen Dalam

Kajian

288

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5 w 5è ½ × Ä ½ Å å Æ Ì ½ × × ½ Ä & å Æ Ì ½ × × ½ Ä � ½ Ø Æ × Æ Ä Ä ¿ Å À ' Ë ( ½ Å ä ) * + , é ê í ¸ � � ¥ ¸ � ¸ ¡ � � � �ó � � Ô � � d q B : E [ < 9 A 9 ? [ E H < j G = F \ G d j B [ < = V U @m < : H < s 5 6 6 x v d ý � � � � ¢ � ¤ ö � � ¸ � d A 9 ; Y < H < m E G 9 D d j B [ < = V U @ Z e < [ < W ; E <m < : : B @ Z R d A d s 5 6 6 6 v d $ � � � ³ ³ ® � � ° µ � � ® � « ­ � ³ ° � ­ - � ± ° � ® � ³ . � ± � á ´ ³ ° � ­ - ´ ³ / � �� � � ¢ � � � � � � � � � � ¡ d � : B @ E C < = ~ U 9 @ = < [ U n A \ < @ : < C B 9 Y E C < [ � G 9 C < Y E U = d � d w Q d A Vw 7 7 � w Q wm < k [ B W Z ~ U d Z e 9 @ D \ W Z � d � e < = 9 B [ j U 9 Y U � o Y B @ U s 5 6 f S v d � � � � � � � � ¸ £ � � � � � � � �Õ � � � � � � Ô � � � ¸ � � � � � Ú ¸ � � � � � â � � � � © � ¢ © � � � � � � � Ú ¤ � � � � � Ô � � d � 9 @ U D B < =� U : E ; ; E U = dm < W < Y E s 5 6 6 x v d â � � ¢ 0 ô � Ô � õ Ú � � � £ � � � � � � � � � ¹ ¸ � � � ¡ â £ ¤ � � � � � ü � � � � � � � � � � �ù � � � ¸ ¦ ¦ � ¡ � � â � � � ü ¸ � � � d ~ U 9 @ = < [ þ j Y 9 G E B ; E = � ; [ < : < = G Y \ B e E G [ B � < ; Y d� U [ 9 : B Q Z = U d f� B [ ; Y B < G Z � d j d � j D @ E = V B Y Y Z q d s 5 6 f 7 v d ã � � � � � � � � � � � � � ¢ � � � � ¡ � � � � � � ¢ � ¸ � � £ � � � � � ¸ � �� « ³ ® � " ³ � « ­ � � � ³ ´ % � � � ³ ³ ® � � ° µ ­ � � � µ � % ² � � � . $ ± � � � ² � � � µ � " ® 1 ° µ 2 � ³ � ° 1 ±â � ¸ � � d � 9 @ ; B � G 9 C < Y E U = > U G < W d S T s 5 6 f Q v Q Q � T 6 d� ; : < = Z � d s 5 6 6 7 v d Õ ¤ �   ¡ � � � ¡ � � � � � � � � ð � � ¸ � � � � ¢ ü � �   � � � � ¸ £ � � � � � � ÷ � � � Ô � ¹ � � � � ñ  � ¡ � � ¹ � � � � d > \ B > 9 @ H E ; \ o = [ E = B ~ U 9 @ = < [ U n � G 9 C < Y E U = < [ > B C \ = U [ U V W d � U [ d w Z� ; ; 9 B w Z � @ Y E C [ B T d~ < ? < Y < = A B @ G < = < e B = Y B @ E e < [ < W ; E < s 5 6 f 7 v d ð � � £ � � Ô � � ¹ � � � � � � � í � � � � � � � � � � � � © � � � � � � � ¸ � ¸ ¤ � � ù � � � � ¥ � � ¥ � � ð � ¥ � � � d A B @ C B Y < H < = � < ; E U = < [ e < [ < W ; E <F B @ \ < G d q 9 < [ < l 9 : D 9 @~ < C H 8 d � @ < B = H B [ Z � U @ : < = � d y < [ [ B = < = G m B [ B = m d m W 9 = s 5 6 f 5 v d ö � � � � ÷ � � � Ô � � � �� Ó � � ¸ � � � ð � � � � � £ ¤ � � � � ¸ £ � � � � � s u 3 4 � G E Y E U = v d e C � @ < k m E [ [ d � j � d~ < : < [ 9 G E = � \ : < G s 5 6 6 5 v d í � � � ¤ � � § í � � � � � ¤ � � � £ � � � � � ÷ � � í � � � � ¥ � � � � � � ¹ � � ¸ �� � � Ô � � ¡ ¹ � ì ¸ ÷ � � � í � ã � � � ¹ � � � Ó � � � � � � £ � � � � � � ÷ � í � � � � Ô � � � � � � ì � � ©� � � � ì � � â � ¥ � � � ¤ ¹ � � � � Ô � ¤ ü � Ô � � � â � � � � Ô � � d � A e þ A \ R > \ B ; E ;

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5 w 7e U \ G j < = E s 5 6 f 7 v d Õ ¤ �   � � � � � � � � � � � � � ¡ � � ¢ Õ ¤ � ¹ ¸ � � � ¡ � d � � U : D < = E U = Y U > \ By U @ [ G � E B k U n � ; [ < : d � U 9 @ ; B e < Y B @ E < [ ; n U @ y � j � j 9 : : B @ j C \ U U [ 5 6 f 7 dm E : D 9 = < = q B E [ : 9 < = e 9 ; [ E : d j B [ < = V U @ Z e < [ < W ; E < de U \ G d � < X E ? � ? G 9 [ � \ < n < @ s 5 6 f 5 v d ð � ¥ � ù � � � ¸ ¥ Õ � � ì � ¸ � � â � � � â � � � � � ¥ � � � � � � � ¥ � � d� = E � B @ ; E Y E > B H = U [ U V E e < [ < W ; E < d ~ U \ U @ Z e < [ < W ; E < de U H j U U = j < = V s 5 6 f 6 v d ý � � � � ¢ � ¤ � � � � � � � � � � ¥ � � � � ¹ � � � � � � � ô � � �� � � � � � � õ d e 9 [ Y E : B G E < j G = d F \ G d j B [ < = V U @ Z e < [ < W ; E < de 9 \ < : < G � < p [ E s 5 6 f S v d � � ¡ � � � Ô ¸ � � � � � � � � � � � � � � � ¹ � � ¸ � � � � � � � � � � � � Ô � ì � � � �ù � � � � � � ¸ ¥ � � í � ¡ � ¸ � � � ô � ù í õ ¹ � � Ô Ô ¸ � � ¥ � � ¹ � £ � � � � ¢ � � � � � � � � � � �  � � � � � ¥ � � ¢ ¸ � � ¸ ¥ í � � � ¥ © í � � � ¥ � � � � � ¥ � � � ¤ d > B ; E ; � X < p < \ j < @ X < = < d � A j � då Æ º È ½ Ö ½ À � ¼ Ä Æ Ë 9 ½ Ì × ½ Å ä ) * * : é ê ö � � � � ¤ û � � Õ � � ì � ¡ � ¤ � � � � � â � � � � ¤ � � � d R B k < =A 9 ; Y < H < � < X < @ d j B [ < = V U @ d� < p E @ < \ m < ; ; < = G < = > 9 < = j \ < @ E n < \ R E < = < j W B G � \ : < G s 5 6 f S v d � � � ¥ � � � � � � � �ð � � � � � Ó � � ¡ � � � � � ¡ í � � � � Ô � � � � � � � � ¤ ó � � � ¥ � � � â � � ¸ � ¤   � � � � � ¸ � � � � ¡ ¸ � � ¤ � �ã ¥ ¤ � � ¥ ð � ¡ � ì � d ~ U 9 @ = < [ U n A ; W C \ U [ U V W � m 9 : < = R B � B [ U D : B = Y d ~ U 9 @ = < [ f Z f ; 3� ; ; 9 B Z D V f � f f d� U U @ � p = E p < � ; \ < H s 5 6 f 6 v d � � � ì � � � ñ ö ¸ ¥ ¸ ¡ � � � � � ¸ í � � � ¥ � � � � � � < d 8 B Y @ E B � B G ~ 9 [ W Z5 Q Z 5 6 f Q Z n @ U : y k f d 9 Y 9 ; < =d C U : d : W Û 9 Y 9 ; < = Û E = n U d < ; D = W t 5 6 f 6 � G Y t 6 x 5 u � D 9 ? t � Y 9 ; < = > e < [ < W ; E < � ; B C t 8 B= C < = < � D V t @ B > 6 5 d \ Y :� Ê Ç � ¿ º Ì ½ Ì � ¼ Ä Æ Ë � � ¿ � à å Ê Ì Ä ? Ê Ë Â ¿ Ö Ë ¿ � ¼ Ä è ½ × ¿ Ä à � Æ Ç Á ½ ¿ Å @ ½ Ì ½ Ç ¿ Å ½ Å Ä � ; : < E [j < [ E W < = s 5 6 f f v d � � � ¢ � � � � � � � � � ¡ � � � � � � � � ¥ ñ í � ã � � ¤ ¹ � ¡ � � � � ¸ ¥ � � � � � � � �� � � � � � � ¥ ÿ � � Ô · � Ô Ô ¸ � d A @ U ; E G E = V j B : E = < @ e < X [ E ; R B H < = � G B H < = A B = G E G E H < =� A > � 5 6 f f d A B = B @ ? E Y � > e A @ B ; ; d� U @ � < G E [ < � : E = s 5 6 f S v d � � � � � � � ¥ � � ð � ¥ � Ú � � � � ¹ � � � � ¸ � � â � � � � ¡ � � ¡ � � � � ì � � � �ø � � ù � � � � � � ¥ � � � � � � � � � ã � � � � Ô � Ô � � � � � � ¡ � � � � ì � � � � ã � � ¤ ÷ � � � d A \ G> \ B ; E ; d � > e

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