Aplikasi Pengesanan Automatik Peribahasa Melayu ...

Seminar Teknologi Maklumat & Masyarakat 2014

STMM2014 Kolej Universiti Islam Antarabangsa Selangor, Malaysia

Aplikasi Pengesanan Automatik Peribahasa Melayu: Penterjemah Peribahasa Mobile Mohd Azrul Sulaiman, Khirulnizam Abd Rahman& Shahrul Ridzuan Arshad

Fakulti Sains dan Teknologi Maklumat Kolej Universiti Islam Antarabangsa Selangor Bandar Seri Putra, Kajang, Selangor, MALAYSIA.

[email protected],[email protected]

ABSTRAK

Mengenalpasti Peribahasa Melayu secara Automatik: Aplikasi Mudah Alih

Kertas kerja ini bertujuan membincangkan reka bentuk dan pelaksanaan pengesanan automatik peribahasa Melayu pada platform mudah alih.Peribahasa adalah ciri unik bahasa Melayu di mana mesej atau nasihat tidak disampaikan secara tidak langsung melalui frasa metafora atau kiasan.Walau bagaimanapun, penggunaan peribahasa akan menyebabkan kekeliruan atau salah tafsir jika seseorang tidak fasih kerana ianya tidak boleh diterjemahkan secara literal,tetapi secara logik.Oleh itu,applikasi ini telah dibangunkan untuk mengenal pasti peribahasa dalam teks Melayu, kemudian memaparkan makna sebenar daripada kamus.Proses pengenal-pastian dilakukan dengan menggunakan pendekatan melihat-hadapan (look ahead),padanan corak rentetan (string pattern matching). Kata kunci: pengesanan

automatik peribahasa, pengesanan

peribahasa, padanan corak,dan carian maklumat. Peribahasa (peribahasa) dalam bahasa Melayu adalah elemen-elemen yang indah untuk menyampaikan nasihat, ajaran Melayu,nilai-nilai moral dan perbandingan melalui frasa metafora[9].Mereka biasanya pendek, kebiasaannya yang diketahui umum yang mengandungi kebijaksanaan, kebenaran, moral, dan pandangan tradisional dalam bentuk metafora, tetap dan mudah dihafal dan yang diturunkan dari generasi ke generasi. [5] Walaupun peribahasa yang 1



mencantikkan kesusasteraan Melayu, namun ini membawa cabaran untuk terjemahan mesin sejak peribahasa tidak boleh diterjemahkan secara literal,agaklogik[4]. Terdapat empat kategori peribahasa Melayu (seperti yang digambarkan oleh Abdullah &Ainon[1]) yang simpulan bahasa,perumpamaan, bidalan dan pepatah. Simpulan bahasa biasanya terdiri daripada dua perkataan.Makna literal gabungan perkataan adalah berbeza daripada maksud sebenar 'simpulan bahasa'. Contoh: Langkah Kanan; bermaksud jejak langkah yang betul, namun makna sebenar adalah bertuah. Perumpamaan frasa bermula dengan seolah-Olah, ibarat, bak,terindah, macam, bagai atau laksana. Contoh: bagaikan pinang dibelah dua; bermaksud seperti pinang berpecah selain sama rata, namun maksud sebenar adalah serasi/sama-sama cantik dan kacak untuk sepasang pengantin baru berkahwin dan pengantin lelaki. Pepatah peribahasa yang mengandungi nasihat atau ajaran. Contoh: Adat berperang, Yang kalah jadi abu, Menang jadi arang; bermaksud dalam peperangan, kalah menjadi abu, arang batu menjadi pemenang, namun makna sebenar dalam peperangan, yang dikalahkan dan pemenang kedua-dua rugi. Bidalan frasa (pepatah) yang bermula dengan jangan, biar atau Ingatkan. Contoh: kalau Kail Panjang sejengkal, Lautan dalam jangan diduga; bermaksud jika anda mempunyai joran pendek, jangan cuba untuk menangkap ikan di laut dalam, namun makna sebenar jika anda mempunyai pengetahuan yang sedikit, jangan berani untuk bermimpi besar. Secara teknikal,simpulan bahasa mengandungi dua perkataan digabungkan, dan seluruh kategori mempunyai lebih daripada dua perkataan.Ini beberapa kriteria perkataan adalah penting dalam proses pengenalan peribahasa.

I.KAJIAN TERDAHULU

Peribahasa adalah satu kategori ungkapan terdiri dari beberapa (MWE). Ada satu kajian oleh Raiset.al.[6] mengindeks MWE Melayu menggunakan gabungan pendekatan terjemahan pertanyaan dan skim pemberat. Para penyelidik menekankan tentang mempunyai kamus yang baik adalah penting dalam pengesanan terdiri dari beberapa. Walau bagaimanapun, terdapat satu lagi kerja oleh AITIet.al[2]mencadangkan beberapa corak bahasa dalam pengesananMWEs. Namun sistem perlu bergantung kepada412.228 kata-kata corpus Melayu. Pada kajian lain secara langsung memberi tumpuan kepada 2



peribahasa,Brahmaleenet.al.[3]mencadangkan kaedah dalam mengenal pasti peribahasa dalam teks bahasa Hindi dan menterjemahkan mereka ke dalamPunjabi.Pendekatan yang dilaksanakan adalah hampir sama corak.Mesin ini mempunyai kamus untuk memetakan peribahasa bahasa Hindi dan peribahasa yang bersamaan dalam Punjabi. Terdapat penyelidikan yang lain dari ATMA, UKM di mana mereka menyediakan satu pangkalan data dicari peribahasa dan simpulan bahasa[8]Melayu.Sistem penerimaan

menerima

lengkap atau sebahagian daripada peribahasa/simpulan bahasa,menggunakan corak SQL padanan untuk mencari senarai peribahasa/simpulan bahasa,dan hasilnya adalah semua peribahasa/simpulan

bahasa

yang

serupa

dengan

permintaan

pengguna.

Dmitra[4]mengkajiMetisIIenjin penterjemahan yang mampu menterjemah beberapa bahasa seperti Belanda,Jerman, Yunani dan Sepanyol ke Bahasa Inggeris.Prosespraterjemahan

melibatkan

tokenization,

lemmatization,

tag

danchunker.

Dengan

menggunakan kemudahan yang sedia ada MetisII,dia berjaya menerapkan alat penterjemahan simpulan bahasa untuk Jerman ke Bahasa Inggeris.Walau bagaimanapun, pengesanan peribahasa ini menggunakan padanan sintaktik kaedah pendekatan yang tidak boleh dihuraikan dalam kertas ini. Para penyelidik memutuskan untuk percubaan dengan kombinasi melihat-hadapan dan biasa-ungkapan yang hampir sama pendekatan.Dengan menggunakan pendekatan ini,input teksMelayu akan tokenized dan dibandingkan dengan pangkalan data peribahasa. Proses mencari dilakukan dengan menggabungkan tanda untukyang akan datang.Ini gabungan token kemudian dicaridalam pangkalan data peribahasa. Keluaran adalah senarai peribahasa dikesan dalam teks input, dengan maksud setiap peribahasa. Proses diringkaskan dalamRajah 1. Pangkalan data ini terdiri daripada 3000 peribahasa Melayu, tinggal ditelefon itu sendiri.Ini adalah untuk mengurangkan penggunaan jalur lebar dan juga untuk paparan hasil lebih cepat.Pendekatan yang mudah digunakan untuk mengenal pasti simpulan bahasa, ia dibentuk oleh dua perkataan gabungan (Algoritma 1).Bagi yang lain daripada peribahasa Melayu,2 Algoritma ini dilaksanakan. Algoritma ini dilaksanakan dalam modul pengesanan peribahasa permohonan itu,selepas tokenization(Rajah1).

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Algoritma1: Untuk mengesan simpulan bahasa While not-end-of-sentence words-combined = wi wi+1 Search words-combine in proverb-database If found in proverb-database Put words-combined in the proverb-list-output i=i+2 Else i++ Wend

Algoritma2: Untuk mengesan peribahasa lain (selain daripada simpulan bahasa). While not-end-of-sentence words-combined = wi wi+1 wi+2 Search words-combined in proverb-database If found in proverb-database Put words-combined in the proverb-list-output i=i+number-of-words-in-proverb-detected Else i++ Wend

Rajah1. Pelaksanaan pengenalan peribahasa Melayu menggunakan corak pendekatan yang sepadan.

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Ini adalah beberapa cabaran dalam mengenal pasti peribahasa Melayu dalam teks menggunakan padanan corak;

a) Word dengan imbuhan- Contoh:"Kembang Sayap" = "Mengembangkan Sayap" (menyebarkan sayap anda). b) Satu lagi perkataan di antara(stopword)

Contoh: "berpijak dibumi NYATA" atau kadang-kadang "berpijak dibumiYang NYATA" yang bermaksud "tidak hari-bermimpi". Para penyelidik mendapati bahawa dengan menggunakan corakyang hampir sama yang mudah, ia gagal mengesan peribahasa yang mempunyai masalah-masalah yang dinyatakan di atas. Satu lagi cabaran adalah untuk menentukan maknayang tepat untu peribahasa yang mempunyai makna yang samar-samar-peribahasa sama mungkin mempunyai lebih daripada satu makna[8].Walau bagaimanapun dalam eksperimen ini, semua makna disenaraikan untuk peribahasa dengan makna samar-samar. Sebagai Contoh ; "Mata Air" ertinya (1) kekasih,atau

(2)sumber air bawah tanah.

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"orang putih" ertinya

(1) orang yang salih, atau

"udara Muka" ertinya

(1) muka,

"bawa Diri" ertinya (1) lari,

(2) Eropah (putih) orang.

(2)bangga.

(2) merajuk,

(3) adalah bebas.

"bagai cicak makan kapur" ertinya (1) malu kerana kesalahan sendiri, "ada air adalah ikan" ertinya

( 2) gembira.

(1) mesti ada orang-orang dinegara, (2) nasib

mana-mana.

V. KESIMPULAN

Ujian ringkas dan pemerhatian yang telah dilakukan untuk keputusan permohonan ini. Para penyelidik menyimpulkan bahawa terdapat banyak lagi yang perlu diperbaiki, termasuk memperkenalkan pendekatan lain. Salah satu pendekatan yang akan dikaji adalah kaedah-kaedah yang hampir sama sintaktik yang dicadangkan oleh Dmitra [4] untuk mengesan Jerman peribahasa. Ini pengecam peribahasa Melayu adalah prototaip untuk bereksperimen dengan pendekatan yang hampir sama corak pada platform mudah alih. Walaupun ia masih di peringkat percubaan, penyelidik berharap ia dapat menyumbang kepada orang ramai dengan memudahkan pelajar Bahasa Melayu yang baru. Permohonan tersebut boleh didapati pada masa ini untuk platform Android pada http://bit.ly/pbahasa.

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Enhancing Learning through Mobile Augmented Reality: The Case of Learning Graphics Principles Hafizul Fahri bin Hanafia, Khairulanuar Samsuddina, Mohd Helmy Abd Wahabb, Norhisham Mohd Nordina, Nurazlan Zainuddin c a

Jabatan Komputeran, Fakulti Seni, Komputeran dan Industri Kreatif, Universiti Pendidikan Sultan Idris UPSI, Tanjong Malim Perak, Malaysia

b

Jabatan Kejuruteraan Komputer, Fakulti Kejuruteraan Elektrik dan Elektronik Universiti Tun Hussein Onn (UTHM), Batu Pahat Johor, Malaysia a

Jabatan Multimedia Kreatif, Fakulti Seni, Komputeran dan Industri Kreatif, Universiti Pendidikan Sultan Idris UPSI, Tanjong Malim Perak, Malaysia

[email protected], [email protected], [email protected], [email protected], [email protected]

Abstract. This aim of this paper is to examine the impact of an augmented reality (AR) application (running on the mobile platform) on students’ performance in a graphics course. The materials for learning were prepared both in printed form and digital form, where the latter were accessed through the AR interface. The sample of the study comprised of 75 undergraduates (21 girls, 54 boys) who were randomly assigned into an experimental group and a control group. Students learned the contents of the graphic course in three weeks, with each session lasting for 2 hours. After the completion of the learning sessions, students were tested on the graphic concepts learned. Their test scores were analyzed using SPSS (version 21), revealing that both groups attained equivalent achievement. Likewise, both girls and boys also gained 7



similar achievements. However, there was a significant interaction effect (i.e., learning setting*gender effect), indicating that boys performed significantly better using the AR method compared to boys learning using the printed materials. Thus, AR seems to provide additional advantage to boys, which may have a serious implication in the deployment of AR in learning. Keywords: augmented reality, mobile application, graphic learning.

1.0 INTRODUCTION New emerging technologies provide many opportunities to help improve teaching and learning, benefitting both the teachers and students. These technologies, when appropriately utilized, can make learning or training activities fun, engaging, and efficacious. Traditionally, technologies have been utilized and continue to be used in institutions of higher learning given the expertise that they have at their disposal. The use of these technologies have been quite rewarding such that students’ learning has not only improved, but students’ motivation has also increased. Through the advancement of computing technology, the traditional learning environment, which is based face-to-face communication in fixed physical classrooms, has transformed into a virtual educational setting known as virtual learning environment (VLE) to help create dynamic, fluid teaching and learning process. Through VLE, the learning process can extend beyond the geometrical boundary where students can learn at anytime, anywhere, thus optimizing learning that can help develop students who will be motivated, independent, and ingenious by capitalizing on their surroundings [1].

Of late, especially in Malaysia, the use of VLE has started to make its presence in most of the primary and secondary schools. This recent adoption of new learning setting will undoubtedly introduce many challenges to both teachers and learners. Hence, the teachers (in particular) need to acquire adequate level of technological skills or knowledge to ensure the VLE adopted in their schools will be used without too much of a problem. In addition, their students should be exposed to the technology without undue constraints lest they become overwhelmed. One of the methods to help students to learn with deep interest and high motivation is to use novel technologies that can stimulate 8



their curiosity, thus their thinking. One such tool, which has come into the educational limelight, is Augmented Reality (AR). Complementing AR with the conventional learning materials, classroom activities will be intriguing, which can fully engage students throughout the learning process [2]. These mechanisms are built appointed on traditional teaching method makes teaching and learning more intriguing and pleasurable to admit.

The use of AR is not a new phenomenon as this technology has appeared sine 1980s. Essentially, AR is a computer technology that uses cameras to capture and display real world environments, objects, or images, and juxtaposes digital information (e.g., audio or graphics) onto reality in real time. In contrast to the synthetic environment rendered onto a virtual reality (VR) system, an AR system augments the physical environment (as seen through the camera lens) with a synthetic representation. Thus, the environments co-existing together can be viewed as a hybrid environment–one completing the other, and vise versa. Previously, AR systems were used on expensive hardware, which were typically running on expensive powerful computers. However, as computer technology becomes more advanced, including mobile technology and wearable technology, AR can now be experienced by almost anyone who owns a decent mobile phone, which is typically equipped with a camera, thus engendering a new term of technology—the mobile AR. This new technology offers immense potential benefits in learning and training. First, AR intensifies the user’s discernment of the real world [3]. Secondly, AR enables the user to interact directly with the superimposed ‘live’ objects to create a sense of control. Thirdly, the user can attain a sense of immersion and presence through multimedia elements, notably video, sound, or graphics [4]. Based on these potentials, this research was carried out to examine the impact of mobile AR on students’ learning in a graphics course.

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2.0 AUGMENTED REALITY IN EDUCATION Lately, Augmented Reality (AR) has been widely used in many educational contexts to enable students to learn in a more engaging, fascinating, and effective environments. The adoption of AR in learning, particularly in institutes of higher learning, is driven by having easy, affordable access to powerful modern devices (e.g., mobile phones) that can be used as an efficient delivery medium for learning [5]. This adoption of mobile AR in teaching and learning process is not surprising because it represents natural extension of existing use of desktop computers in the classrooms. One of the reasons that account for the deep interest of this technology is attributed to the pervasive use of mobile phones in today’s real, which encompasses all levels of our society; seemingly, almost every one owns such a device. Moreover, the touch screen technology of mobile devices has helped create user interfaces that look and feel natural, allowing the user to interact with digital information and data effortlessly [6]. Thus, the pervasiveness and ease of use of mobile technology provide an immense opportunity to applications developers to create mobile contents for learning. Such learning contents can be designed and developed into virtual objects that are both dynamics and appealing to foster or to stimulate kinesthetic learning experience. The 3D registration of virtual and real objects can help intensify students’ learning such that students can examine, receive feedback of, or interact with the learning contents in 3D perspectives to achieve better understanding of a concept being learned [7]. Hence, it is not surprising that many researchers have pushed forward the use of AR in learning based on the studies. For instance, Trang and Ou found that elementary students who learned the butterfly life cycle using augmented reality application on mobile phones had gained better understanding [8]. This promising result underscores the application of mobile AR in helping students of young age to learn efficaciously in technological-enabled setting, thus heightening their learning experience.

Mobile technology, just like other technologies, has been embraced by the educational practitioners with high expectations. The adoption of this technology in the learning domain engenders a new concept of learning called mobile learning. Mobile learning is actually a subset of e-learning, but there is a subtle difference between the two; for the former, learning contents and materials are relinquished onto mobile devices 10



rather than the ubiquitous desktop personal computers [9]. In this regard, mobile AR can provide new, novel learning experience to students by immersing them in a mixed learning setting, namely physical and digital environments. Through this hybrid learning setting, the possibility for students to learn with greater zest and commitment is amplified by harnessing the benefits gained from physical and digital learning. Given its immense potentials, mobile AR introduces a new learning paradigm that will become common place in today’s learning sphere. Currently, there is a number of AR systems in the market, and to make a clear distinction of their types, Johnson categorized AR into two classes, namely ‘marker-based’ AR and ‘markerless’ AR [10]. The first category of AR uses a reference point such as physical-world symbols (such as shown in Figure 1) to overlay digital information (e.g., graphics) onto the computer screen. For instance, the computer will interpret a 2-D printed marker placed in front of its camera to overlay an on-screen graphic on top of the marker in the physical world.

FIGURE 1: An example of a markerbased AR that uses the QR code

The second category, on the other hand, does not need a marker, but it uses a combination of devices’ compass, accelerometer, and location data (i.e., GPS coordinates) to determine the position of objects in the physical world. Matching the location data to a database helps to determine the objects the device is looking at and to enable the digital data to be displayed on-screen. Both types of AR technology have been used in many learning settings, yielding improved learning performance where students 11



are able to discern many aspects of the learning contents [11]. In this study, the markerbased AR was used due to its affordable cost of ownership compared to expensive markerless AR. The use of mobile AR in learning will be influenced by a myriad of factors. One such factor that has kept appearing in the literature is gender, indicating (in general), and male advantage over females. Thus, this factor is expected to have an impact on learning using mobile AR [12],[13].

Based on the above discussion, two research questions were formulated as follows:

a)

Is there any difference in learning performances between the group that used mobile AR learning setting and the group that used conventional learning setting?

b)

Is there any difference in learning performances between male and female participants?

To address the two research questions, two corresponding research hypotheses were formulated as follows: a)

The difference in learning performances between the group that used mobile AR learning setting and the group that used conventional learning setting would be significant.

b)

The difference in learning performances between male and female participants would be significant.

3.0 AR AUTHORING TOOLS In this study, the researchers used Metaio SDK Creator (demo version) software to create the AR scenario. This scenario was then hosted onto the metaoi Cloud, which was then published as mobile application on the client’s mobile phone. The hosting of the AR contents involves uploading the scenario (channel) to the cloud, and upon successful uploading a QR-code will be generated. To gain access of the mobile AR contents, the user needs to install the AR browser Junaio SDK. This AR browser is freely downloadable from the Play Google site. Through this browser’s interface, the user can scan the QR-code to launch the mobile AR contents. 12



4.0 RESEARCH METHOD

4.1 INSTRUCTIONAL MATERIALS

For the experimental group, the researchers prepared a learning booklet containing the introduction of the graphics principles to be learned and QR-codes, which was generated after the creation of the scenario as explained above. As illustrated in Figure 2, the QRcode was placed at the bottom right corner of a page of the learning booklet.

FIGURE 2: A page containing a picture with the QR-code

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With the AR browser running, then the participants had to scan this code and, after a few seconds, the particular digital contents were launched, which were superimposed onto the physical environment as shown in Figure 3.

FIGURE 3: Digital content overlaying a physical environment

4.2 PARTICIPANTS

This research recruited 75 graphic students consisting of 34 boys and 21 girls to be the sample of the study. These students are majoring in Information Technology program. Their ages ranged from 20 to 24 years, and all of them have adequate experience in using mobile applications.

4. 3 PROCEDURES

The participants were divided into an experimental group and a control group. For the experimental group, the participants were given the learning booklet (see Figure 2). They would read the introductory information of a particular graphics principle, and to learn more about this principle, they had to scan the QR-code (see Figure 2) by positioning their phone camera appropriately. A few seconds later, the appropriate digital contents were overlaid on the phone screen on top of the physical environment. In this research, the digital contents were consisted of graphics and sound, explaining a concept being learned. The learning sessions spanned two weeks, each session lasting for two hours. On

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the other hand, similar learning contents were prepared in the printed form for use by the control group. Students’ understanding of the learned principles of graphics was measured through a test, consisting of 40 multiple-choice items, each with five options. This test was immediately carried out after the final learning session.

5.0 FINDINGS Data collected were evaluated using the Statistical Package for Social Science (SPSS) version 21.0 as shown in Table 1. After learning the principles of graphics based on mobile AR learning setting, the participants attained a mean percentage of 63.26 (SD = 5.57), where the mean

percentages of the 11 girls and 27 boys were 60.18 (SD = 6.49) and 64.51 (SD = 4.71), respectively. For conventional learning setting, the participants attained a mean score of 58.97 (SD = 6.89), where the mean percentages of the 10 girls and 27 boys were 60.90 (SD = 5.59) and 58.26 (SD = 7.28), respectively. TABLE 1: Means and standard deviations of participants’ performance of graphics learning

Leaning Setting Mobile AR

Conventional

Means

SD

Means

SD

Girls (n=21)

60.18

6.49

60.90

5.59

Boys (n=34)

64.51

4.71

58.26

7.28

Total (N=75)

63.26

5.57

58.97

6.89

An analysis of variance (ANOVA) was conducted to examine the main effects and interaction effect of the variables being studied. The main effect of learning was found to be non-significant, F (3,1) = 3.09, p > .05, indicating that participants had achieved equivalent learning performances irrespective of the learning methods used. Likewise, the main effect of gender was found to be non-significant, F (3,1) = .29, p > .05, indicating that irrespective of gender, both male and female participants had achieved equivalent learning performances (see Table 2). However, the interaction effect (i.e., 15



learning method*gender effect) was found to be significant, F (3,1) = 4.90, p < .05. Male participants using mobile AR contents performed better compared compared to those using conventional materials. In contrast, female participants in either learning setting performed equally well. Table summarizes the result of ANOVA performed on the variables in this study.

TABLE 2: Analysis of variance

Source

Sum of

df

Mean

Squares

F

Sig.

Square

Corrected Model

542.924

3

180.975

4.830

.004

Learning method

115.870

1

115.870

3.092

.083

Gender

10.855

1

10.855

.290

.592

Learning method * Gender 183.727

1

183.727

4.903

.030

Error

2660.462

71

37.471

Corrected Total

3203.387

74

6.0 DISCUSSION AND CONCLUSION

The analysis of the data showed that both learning performances of the participants after learning the principles of graphics were equivalent. In other words, the participants who learned using mobile AR learning materials learned as effective as those who learned using printed media. Thus, this finding provides no evidence to support the first research hypothesis of the study. The particular finding is not only interesting, but also compelling, because it suggests that mobile AR can be used as an alternative learning setting that can promote efficacious learning. Given the pervasive use of mobile devices in today’s realm, such a finding further reinforces the strong call to adopt mobile AR in student learning, especially in independent learning outside their school learning hours. Using their mobile devices, all the students need to do is to gain access to the internet to start using the AR mobile learning contents together with the information available from 16



the real world. The symbiosis of learning from the physical environment and synthetic environment (or objects) enriches the learning process by making students to feel stimulated and motivated. Likewise, it was also observed that both female participants and male participants had achieved equivalent performances after learning. In other words, all the participants irrespective of their gender learned equally well. Thus, this finding provides no evidence to support the second research hypothesis of the study. However, close examination of the finding revealed that there was an interaction effect between gender and method of learning. Male participants tended to learn much better in the mobile AR learning setting compared to male participants who used conventional method. In this study, the researchers observed that male participants in the mobile AR learning setting tended to demonstrate a level of enthusiasm and keenness in using the AR contents. This difference of learning performance was not replicated by the female participants suggesting that they can learn equally well irrespective of the type of technology used in learning for as long as the learning materials are the same. Based on the above findings, the use of mobile AR in learning is as effective as conventional learning. However, conventional learning is normally carried out in the physical presence of a classroom; however, the application of AR technology in learning can be extended outside this physical boundary, further expanding the envelope of independent learning sphere. This capability of mobile AR learning will add a new dimension to independent learning by making it more engaging, motivational, and efficacious. However, adopting a new technology in learning will not be a straightforward process as other factors, such as gender, have to be taken into account to ensure the flow of learning will be smooth and fluid. Overall, this study further adds another evidence of supporting the use of mobile AR technology in student learning.

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7.0 REFERENCES 1. Ben Salt, Clare Alkins & Blackall, L. (2008). Engaging With Second Life: Real Education In A Virtual World Literature Review. Miscellaneous Papers, The Slenz Project For The New Zealand Tertiary Education. 2. Mellor, J. P. (1995). Enhanced Reality Visualization in a Surgical Environment. MS Thesis, Department of Electrical Engineering, MIT. 3. Azuma R. Baillot Y. Behringer R., Feiner S. Julier S. Macintyre B. (2001),Recent advances in augmented reality.Computers & Graphics 21, 6, 34–47. 4. Hafizul Fahri Hanafi, Khairulanuar Samsudin, Che Soh Said, Abdul Aziz Zalay@Zali. (2014). Using Augmented Reality to Improve the Effectiveness of Shopping Aid (MSA). Seminar Penyelidikan Kebangsaan, 24 Mei 2014, UPSI, Tanjong Malim Perak. Page 377-385. ISBN: 978-983-2063-87-2. 5. Wu, H., Lee, S., Chang, H. and Liang, J. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. 6. Carmichael, G., Biddle, R. & Mould, D. (2012). Understanding the Power of Augmented Reality for Learning. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 09, 2012 in Montréal, Quebec, Canada. 7. Chien, C. -Huan, Chen, C.- Hsu, & Jeng, T.- Sheng. (2010). An interactive augmented reality system for learning anatomy structure. Computer, I. IAENG. 8. Tarng, W., & Ou, K.-L. (2012). A Study of Campus Butterfly Ecology Learning System Based on Augmented Reality and Mobile Learning. 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, 62-66. 9. Hafizul Fahri Hanafi, Khairulanuar Samsuddin (2012), Mobile Learning Environment System (MLES): The Case of Android-based Learning Application on Undergraduates’ Learning. International Journal of Advanced Computer Science and Application (IJACSA), (2012), Volume 3, Issue 3, pp. 63-66. 10. Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). Simple augmented reality. The 2010 Horizon Report, 21-24. Austin, TX: The New Media Consortium. 11. Dong, S., Behzadan, A., Chen, F. and Kamat, V. (2013). Collaborative visualization of engineering processes using tabletop augmented reality. Advances in Engineering Software, 55, 45–55.

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12. Samsudin, K., Rafi, A., Mohamad Ali, A.Z., & Abd Rashid, N.. (2014). Enhancing a low-cost virtual reality application through constructivist approach: the case of spatial training of middle graders. The Turkish Online Journal of Educational Technology, 13(3), 50-57. 13. Rafi, A., & Samsudin, K. (2010). Training in technologically enabled environments: Do training method and gender matter? Journal of Cases on Information Technology, Special Issue: Information Technology for Enhanced Learning and Understanding, 12(3), 89-98.

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Design and Development of Neural Network Simulator Mohd Helmy Abd Wahaba, Tg. Halim Tg. Othmanb, Ayob Joharic, Hafizul Fahri Hanafid, Asma Hanee Ariffine Faculty of Electrical and Electronic Engineering Universiti Tun Hussein Onn Malaysia P.O. Box 101, Parit Raja, 86400 Batu Pahat, Johor [email protected], [email protected]

TMNet Sdn. Bhd. No. 138C, Ground Floor, Wisma Sentosa, Jalan Sultan Zainal Abidin, 20000 Kuala Terengganu, Terengganu [email protected]

Faculty of Art, Computing and Creative Industry Universiti Perguruan Sultan Idris Tanjung Malim, Perak [email protected], [email protected]

Abstract. Neural Networks (NN) are computational models with the capacity to learn, to generalize, or to organize data based on parallel processing. Among all kinds of networks, the most widely used are multi-layer feed-forward Neural Networks that are capable of representing non-linear functional mappings between inputs and outputs and are hailed as “Universal Approximators”. These networks can be trained with a powerful and computationally efficient method called error back-propagation. This paper presents the development of Neural Network Simulator using Backpropagation algorithm using Visual Basic 6.0. The methodology used in this development is System Development that consists of five phases. The phases include Preliminary Study, Analysis, Design, Implementation and Maintenance. Testing has been made on logic gate data AND, OR and XOR. Results show that the Neural Networks is 99% accurate. Keywords: Neural network simulator, logic gate, backpropagation algorithm.

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INTRODUCTION Artificial Neural Network (NN) is a computational paradigm that comprises mathematical, statistical, biological sciences and philosophy. ANN has been shown to be successful as predictive tool (Wahab, et. al., 2010) and one of the most commonly used NN tool to perform prediction, classification and forecasting is the supervised algorithm known as Backpropagation algorithm (Haykin, 1999). Some organizations have advanced sophisticated systems that constrain the training of hundreds or even thousands of NN on a weekly basis to predict stock market index movements as well as individual stock price behavior (Abhishek, et. al., 2012). This paper presents the design and development of NN simulator which used Backpropagation algorithm in order to render an understanding on how NN works. Many courses on neural networks primarily concern on the mathematical model of Backpropagation without considering the practical development and visualization to fortitude the concept. Besides that Backpropagation algorithm is one of the sophisticated algorithms and hard to understand how it works. This scrutiny develops a simulator to assist student’s comprehension the whole process by acclimatizing the values for desired parameters. This paper is organized as follows, the next section discussed the biological to look how the artificial neuron inspire from the biological neuron followed by the section backpropagation algorithm which described in detail how the algorithms work. Then the section discussed the development of the simulator using standard SDLC method and finally discusses the training and testing using sample data. BIOLOGICAL BACKGROUNND Artificial Neural Network (ANN) (Fig. 2) is inspired from the biological nervous system as illustrated in Fig. 1. The basic anatomical unit in the nervous system is a specialized cell called ‘neuron’ Neuron can be characterized as an independent electric device transmitting and receiving electrical signals. There are at least 500 dissimilar types of biological neurons, but many neurons have a general structure similar to that described here (Ku Ruhana, Azuraliza and Norita, 1998). The following description of the function of a biological neuron is simplified and a typical neuron is shown in Fig. 1.

21



FIGURE 1. Biological neuron

FIGURE 2. Artificial neuron

BACKPROPAGATION ALGORITHM

This section discussed the steps how the Backpropagation algorithm works. Backpropagation learning algorithm is one of the well known algorithms in NNs. Backpropagation algorithm has been popularized by Rumelhart, Hinton, and Williams (1986) in 1980s as a euphemism for generalized delta rule. Backpropagation of errors or generalized delta rule is a decent method to minimize the total squared error of the output computed by the net. The introduction of backpropagation algorithm has overcome the drawback of previous NN algorithm in 1970s where single layer perceptron failed to solve a simple XOR problem (Wan Hussain Wan Ishak, 2004). (See Fig. 2).

22


1

...

v 01 v 01 v

STMM2014 Kolej Universiti Islam Antarabangsa Selangor, Malaysia 1

w01

0 j

v 01 w 0m

v0 p

v1 1

v 01 v1 j v1 p

X1 . . . Xi . . . Xn

w1 1

Z1

...

ZZ1

1k vw 01 w1m

v i1

Zj

vip

v 01

Y1 . . .

w ji 1

v 01 v ij

v n1

w0 k

...

v 01w jk ZZj w jm

vnj

w p1

Yk

w pk

. . .

w pm

Ym

v 01

v np

Zp

...

ZZp

FIGURE 3. Backpropagation Neural Network model

The rationale of backpropagation algorithm is to exercise the net to achieve a balance between the ability to respond correctly to the input patterns that are used for training (memorization) and the ability to give reasonable (good) responses to input that is similar, but not indistinguishable to that used in training (generalization) (Fausset, 1994). Gunaseeli and Karthikeeyan (2007) described backpropagation algorithm as follows; 

Method for computing the gradient of the case-wise error functions with respect to the weights for a feed forward network.



A training method that uses backpropagation to compute the gradient.



A feedforward network trained by backpropagation.

In feed forward phase, each input (Xi) receives an input signal and broadcasts this signal to the hidden units Z1…Zp. Each hidden units (Zp) computes its activation and sends its signal (zj) to each output unit (Y1…Yk). Each output unit (Yk) computes its activation (yk) to form the response of the net for the given pattern.

Associated error for the pattern is determined from a comparison between output unit (yk) and its associate target value tk. Based on the error, the factor  k (k = 1, …, m) is computed. During the backpropagation phase of learning, signals are sent in the reverse 23



direction.  k is used to distribute the error from output unit yk back to all units in the previous layer (hidden units that are connected to Yk). The error information is then used to update the weights between the output and the hidden layer. In a similar manner, the factor  j (j = 1, …, p) propagates the error back to the input layer and updates the weights between hidden and input layer. Taken as a whole, the adjustment to the weight w jk is based on the factor  k and the activation z j of the hidden unit Z j .

The

adjustment to the weight vij is based on the factor  j and the activation xi of the input unit.

The training procedure for the backpropagation is as follows; Step 0: Initialize Weight Step 1: While stopping condition is false, do steps 2 - 9 Step 2: For each training pair, do steps 3 - 8

(Feed forward) Step 3: Broadcasts input signal (xi where i = 1, …, n) to all units in hidden layer. Step 4: Sum weighted input signals for each hidden unit (Zj, j = 1,…,p). n

z _ in j  v0 j   xi vij , i 1

compute output signal z j  f ( z _ in j )

Step 5: Sum weighted input signals for each output unit (Yk, k = 1,…,m). p

y _ ink  w0k   z j w jk , j 1

24



compute output signal y k  f ( y _ ink )

(Backpropagation of error) Step 6: Compute error information term for each output unit (Yk, k = 1,..,m)

 k  (t k  y k ) f ' ( y _ ink ) calculate weight correction term (   0,1 ) w jk (t  1)   k z j  w jk (t )

calculate bias correction term w0 k   k

Step 7: Sums delta inputs for each hidden unit (Zj, j = 1, …, p) m

 _ in j    k w jk k 1

calculates error information term

 j   _ in j f ' ( z _ in j ) calculate weight correction term vij (t  1)   j xi  vij (t )

calculate bias correction term v0 j   j

(Update weights and biases) Step 8: Update bias and weights (j = 0,…,p) for each output unit (Yk, k = 1, …, m) w jk (new)  w jk (old )  w jk

Update bias and weights (i = 0,…,n) for each output unit (Zj, j = 1, …, p) 25



vij ( new)  vij (old )  vij

Step 9: Test stopping condition NN have been shown as effective implementation in many medical applications such as basic sciences (Abidi and Goh, 1998; Prank et. al., 1998), clinical medicine (Bottaci and Drew, 1997; Pofahl, W et.al., 1998), signal processing and interpretation (Lagerholm, et. al., 2000; Dybowski, 2000) and image processing (Poli and Valli, 1995; Ahmed and Farag, 1998) have discussed several of related research in this applications domain.

Since the aim of this paper is to implement backpropagation NN, three simple problems are taken as sample data. The data are logical gates AND, OR and XOR. The truth tables of the logic gates are illustrated in Table 1, 2, and 3.

Table 1. AND truth table

Input1 (X1)

Input (X2)

Target (T)

1

1

1

1

0

0

0

1

0

0

0

0

Table 2. OR truth table

Input1 (X1)

Input (X2)

Target (T)

1

1

1

1

0

1

0

1

1

0

0

0

26



Table 3. XOR truth table

Input1 (X1)

Input (X2)

Target (T)

1

1

0

1

0

1

0

1

1

0

0

0

Table 1, 2 and 3 illustrate the sample data (binary input) that are used in the simulator. The simulator runs training and testing based on the backpropagation algorithm and then demonstrates the results that are indicated as Y.

DEVELOPMENT OF THE SIMULATOR In order to develop the simulator, a system development methodology which comprises of five phases was used to construct the simulator. The phase includes: 1. Preliminary Study 2. Analysis 3. Design 4. Implementation and Maintenance 5. Testing

Preliminary Study involves collecting the information regarding the implementation of NN algorithm available on the World Wide Web. Since the implementation of NN program immerses more on the application development to solve a specific problem, the parameters used are varied based on the problem that the application needs to solve. As this study is cogitated to discover on how NN algorithm works, very simple data like the logic gate is used to be the parameter for backpropagation algorithm. Based on the preliminary study, a context diagram was defined as in Fig. 4.

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FIGURE 4. Simulator context diagram

Analysis phase implicates construction of the data flow diagram to exemplify data flow in the algorithm. This assisted the researcher to make sure all formulas applied are correct. The data flow diagram is illustrated in Fig. 5.

FIGURE 5. Data Flow Diagram Level 0

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Figure 4 illustrates the overall data flow diagram that shows the movement of data for the simulator. It consists of six inclusive processes to complete the whole processes of training and testing. However, the main foremost process that determines whether the process is successful in training and testing is process 2.0, which is the ‘setting up the parameter’. The detail of process 2.0 is shown in Fig. 5.

FIGURE 6. Data flow diagram level 1

As illustrated in Figure 6, it shows the detailed process 1.0 which is related to parameter setting. The parameters involved are activation function, input type, data allocation, stopping criteria, hidden unit, weight, learning rate, momentum and seed. The parameters reflect the results of training and testing process.

Design phase implicated the design of the user interface. It was designed using Microsoft Visual Basic 6.0. Designing an interface is one of the issues on how to captivate user and at the same time to make sure a user understands how NNs works. Figure 6 illustrates the screenshot for the simulator.

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FIGURE 7. Graphical user interface(GUI) for the simulator

As shown in Figure 7, all the parameters can be altered on the same interface. This facilitates the user in discernment the algorithm in terms of how it works. The bottom right area of the GUI indicates the output originated by the system. When the training process is executed, the file train.txt is created to store all training results, and the file weight.txt is created to store the weight from the simulator. After training process is done, testing can be made by clicking the button View Test and testing process will be executed.

TRAINING AND TESTING SAMPLE DATA

This section deliberates the results of training and testing. In this experiment, the AND logic gate with Bipolar inputs and bipolar output has been screened. The results are shown are depicted in Figure 8.

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FIGURE 8. Training result for AND logic gate

From Figure 7, the total number of correctness is 4 out of 4, which are equivalent to 100% of the training successful. Based on the results, the output and the target are equated to analyze the differences. In this case, the difference (error) is too small, so this study infers that the training done was are successful. In relation to Table 1, the input and output were changed into bipolar and the outcomes are shown in Table 4.

Table 4. Comparison between Training results and the actual target

Input1 (X1)

Input (X2)

Target

Output

(T)

(Y)

1

1

1

0.91

1

-1

-1

-0.92

-1

1

-1

-0.91

-1

-1

-1

-0.99

Table 4 depicts that the training results achieve 100% training and this to indicate that the backpropagation algorithm has an ability to learn from the data.

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After the training, process is accomplished the testing processes will take place to see whether the model is working successfully or not. The testing results are provided in Figure 9.

FIGURE 9. Testing result for AND gate

In figure 8, testing results shows that the percentage of correctness is 100%. This discloses that the dissimilarity between output and target is small. From the results, the output and the target were then compared to analyze the differences. Since the difference (error) is too small, this study concludes that the training was running successfully. By relating to the Table 1, we changed the input and output into bipolar and the outcome can be seen in Table 5.

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Table 5. Comparison of the testing results and the actual target

Input1 (X1)

Input (X2)

Target

Output (Y)

(T) 1

1

1

0.91

1

-1

-1

-0.92

-1

1

-1

-0.91

-1

-1

-1

-0.99

Table 5 depicts the comparison between the target, and the output produced by the simulator. The error is very small in which every input yielded result approaching 1. Instead of the input, several parameters such as learning rate, momentum, stopping criteria is the parameter that supplies to the algorithm to learn and produce accurate results. The use of a high number of hidden layers also contributed to the network to learn due to too many weight updates and until the errors are less than 0.005, and the network stops the process.

CONCLUSION In this study, we have verified that by using sample data that is the representative data for the desired task, NNs able to approximate any function and behave like an associative memory. In addition NNs is also accomplished of solving complex problem based on the large number of training data in a model free estimator environment. This is the key advantage comparing to traditional approaches in estimation such as the statistical methods. NNs estimate a function without a mathematical description of how the outputs functionally depend on the inputs, and they represent a good approach that is potentially robust and fault tolerant. In this simulator, we examine the properties of the backpropagation NNs and the process of determining the appropriate network inputs and architecture, and built up AND, OR and XOR problem.

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FUTURE WORK The simulator can be further extended to provide the various kind of data with some automatic pre-processing mechanism to be included into the simulator. In addition, the other algorithm of neural network can be further considered to be included into the simulator to enhance the capability and extending the scope of the problem that the neural network can solve.

REFERENCES Abidi, S. S. R., and Goh, A. (1998). Neural Network Based Forecasting of BacteriaAntibiotic Interactions for Infectious Disease Control. In 9th World Congress on Medical Informatics (MedInfo’98), August 18-22, 1998, Seoul, Korea.

Abhishek, K., Khairwa, A., Pratap, T., Prakash, S. (2012). A stock market prediction model using Artificial Neural Network. In proceeding of 3rd International Conference on Computer Communication and Networking Technologies 2012, 26 – 28 July 2012, Coimbatore, India, pp. 1 – 5.

Ahmed, M. N., and Farag, A. A. (1997). Two-stage neural network for volume segmentation of medical images. Pattern Recognition Letters. Vol. 18, Issues 11–13, November 1997, pp. 1143–1151.

Bottaci, L., and Drew, P. J. (1997). Artificial Neural Networks Applied to Outcome Prediction for Colorectal Cancer Patients in Separate Institutions. Lancet, Vol. 350, Issue 9076, pp. 469-473.

Dybowski, R. (2000). Neural Computation in Medicine: Perspective and Prospects. In Malmgren, H., Borga, M., Niklasson, L. (eds.) Artificial Neural Networks in Medicine and Biology, Springer-Verlag, pp. 26-36.

Fausett, L. (1994). Fundamentals of Neural Network: Architectures, Algorithms and Applications. Prentice Hall; Englewood Cliffs. 34



Gunaseeli, N.; Karthikeyan, N.; (2007). A Constructive Approach of Modified Standard Backpropagation Algorithm with Optimum Initialization for Feedforward NNs. In Proceeding of International Conference on Computational Intelligence and Multimedia Applications 2007, 13 – 15 Dec 2007, Tamilnadu, India. Haykin, S. (1999). Neural Network: A Comprehensive Foundation. 2nd Ed. New Jersey: Prentice Hall.

Ku Ruhana, K. M., Azuraliza, A. B., and Norita, N.(1998). Neural Network Modeling to Predict House Prices Performance. Research Report. 30 September 1998.

Lagerholm, M., Peterson, C., Braccini, G., Edenbrandt, L., and Sörnmo, L. (2000). Clustering ECG Complexes Using Hermite Functions and Self-Organizing Maps. IEEE Transactions on Biomedical Engineering 47, 838-848.

Prank, K., Jurgens, C., Muhlen, A., and Brabant, G. (1998). Predictive Neural Networks for Learning the Time Course of Blood Glucose levels from the Complex Interaction of Counterregulatory Hormones. Neural Computation, Vol. 10, Issue 4, pp. 941-954.

Pofahl, W. E., Walczak, S. M., Rhone, E., and Izenberg, S. D. (1998). Use of an artificial Neural Network to Predict Length of Stay in Acute Pancreatitis. American Surgery. 64(9):868-72.

Poli, R, and Valli, G. (1995). Optimum Segmentation of Medical Images with Hopfield Neural Networks. Technical Report CSRP-95-12. The University of Birmingham.

Rumelhart, D. E., Hinton, G. E. & Williams, R. J. (1986). Learning representations by back-propagating errors. Nature 323, 533 – 536.

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Wahab, M. H. A, Sudin, N, Sulaiman, M. S., Sidek, R. M., and Ahmad, N. (2010). A model to predict diabetic patient using multi-layer perceptron. In Proceeding of Seminar on Science, Technology and Social Sciences 2010, 1-2 June 2010, Kuantan, Pahang.

Wan Hussain Wan Ishak. (2004). Notes on Neural Network Learning and Training. URL: http://www.generation5.org/content/2004/NNTrLr.asp [Date Accessed: 22 Sept. 2014]

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Kesediaan Pembelajaran Kendiri Di Kalangan Pelajar Dalam Bidang Teknologi Maklumat Noor Fadzilah Ab Rahmana and NurKaliza Khalidb a,b

Jabatan Sains Komputer, Fakulti Sains Dan Teknologi Maklumat, KUIS

Abstrak. Penggunaan Teknologi Maklumat dan Komunikasi (ICT) dalam bidang pendidikan kini telah menjadi satu budaya dalam gaya pembelajaran. Sehubungan dengan itu, secara tidak langsung telah mewujudkan suasana pembelajaran kendiri (self-directed learning), peningkatan motivasi dan keyakinan diri, penyelesaian masalah serta pemikiran kritis di kalangan pelajar. Tujuan kajian ini adalah untuk mengenalpasti tahap kesediaan

pelajar terhadap pembelajaran kendiri dalam jurusan bidang teknologi

maklumat. Tiga aspek untuk menilai tahap kesediaan pelajar dikaji dari segi pengurusan masa, keinginan belajar dan kawalan diri. Seramai 61 orang pelajar

dari

jurusan

Diploma Sains Komputer, Diploma E-Dagang dan Diploma Teknologi Multimedia terlibat dalam kajian ini. Kajian ini merupakan kajian kuantitatif dan menggunakan soal selidik yang telah diubahsuai daripada soal selidik Self-Directed Learning Readiness oleh Guglielmino sebagai instrumen kajian. Dapatan kajian

menunjukkan

pelajar

mempunyai kesediaan pembelajaran kendiri pada tahap yang sederhana dan beberapa cadangan telah dikemukakan dalam kajian ini.

Kata Kunci: Kesediaan Pembelajaran Kendiri; gaya pembelajaran; pembelajaran kendiri

PENGENALAN Dalam bidang pendidikan, penggunaan Teknologi Maklumat dan Komunikasi (ICT) telah menjadi satu budaya dalam gaya pembelajaran di mana sebarang aktiviti pembelajaran adalah lebih berpusatkan pelajar. Pelajar memainkan peranan yang lebih aktif dan bertanggungjawab dalam mengurus serta merancang pembelajaran sepanjang tempoh dalam bidang penggajian mereka di Institut Pengajian Tinggi (IPT) atau kolej. Pelajar juga perlu berdikari dalam mencari bahan atau maklumat dengan daya usaha dan inisiatif mereka sendiri. Maka dengan ini, secara tidak langsung telah mewujudkan

37



suasana pembelajaran kendiri (self-directed learning), peningkatan motivasi dan keyakinan diri, penyelesaian masalah serta pemikiran kritis di kalangan pelajar.

KAJIAN LEPAS Pembelajaran arahan kendiri atau pembelajaran kendiri adalah topik penyelidikan yang popular dan diminati oleh penyelidik dalam bidang pendidikan dewasa. Menurut Prabjandee & Inthachot, (2013), kepentingan gaya pembelajaran ini

telah lama

dibincangkan lebih empat dekad di kalangan penyelidik. Dari segi pengertian, menurut Brockett dan Hiemstra (1991), menyatakan bahawa kesediaan pembelajaran arahan kendiri adalah tahap di mana individu melihat diri mereka mempunyai kemahiran dan sikap

yang sering berkait dengan arahan kendiri dalam pembelajaran.

Manakala

Knowles (1975) menakrifkan bahawa proses pembelajaran kendiri berlaku apabila pelajar yang mengambil tanggungjawab untuk mengenal pasti keperluan pembelajaran, membentuk matlamat pembelajaran, menyediakan pelan pembelajaran, mencari sumbersumber pembelajaran, melaksanakan pelan pembelajaran tersebut, menilai keputusan dan proses pembelajaran di mana pada asasnya, mengarah hidup dan pembelajaran mereka sendiri. Walau bagaimanapun, menurut Merriam et al. (2007), terdapat penyelidikan tentang proses pembelajaran kendiri yang turut memberi tumpuan terhadap sifat peribadi pelajar. Berdasarkan hasil kajian, Delphi oleh Guglielmino (1978), menyatakan ciri-ciri pelajar berkendiri adalah orang yang mempamerkan inisiatif, kemerdekaan dan pengekalan pembelajaran; orang yang menerima tanggungjawab untuk pembelajaran sendiri dan mempunyai pandangan bahawa masalah sebagai cabaran, bukan halangan; orang yang mampu mendisiplinkan diri dan mempunyai rasa ingin tahu yang tinggi; orang yang mempunyai keyakinan diri dan keinginan yang tinggi untuk belajar; seorang yang dapat menggunakan kemahiran asas pembelajaran, menguruskan masa dan menetapkan satu kadar yang sesuai untuk pembelajaran, dan untuk membangunkan pelan bagi menyiapkan kerja; seseorang yang mempunyai pembelajaran dan mempunyai kecenderungan untuk menjadi berorientasikan matlamat. Kajian yang dijalankan ini adalah merujuk takrifan oleh Guglielmino (1978), di mana lebih bertumpu kepada ciri-ciri atau sifat peribadi pelajar sendiri dalam aspek 38



pengurusan masa, keinginan untuk belajar dan pengawalan diri dalam pembelajaran kendiri. PENYATAAN MASALAH Pembelajaran kendiri sememangnya telah menjadi satu amalan dan gaya pembelajaran yang diterapkan di institut pengajian tinggi (IPT). Namun begitu, tahap penglibatan pelajar dalam pembelajaran kendiri masih kurang menyerlah di Fakulti Sains & Teknologi Maklumat (FSTM), KUIS berbanding kaedah pembelajaran yang lain. Ini kerana pelajar masih lagi mengamalkan pembelajaran pemusatan guru di mana kaedah ini lebih tertumpu dan bergantung kepada pengajar sebagai sumber atau rujukan utama untuk mendapatkan bantuan, maklumat dan bahan pengajaran dalam pembelajaran mereka. Justeru itu, adalah perlu kajian dijalankan untuk meninjau sejauh manakah tahap kesediaan pembelajaran kendiri di kalangan pelajar.

Objektif Kajian Kajian yang dijalankan ini adalah bertujuan untuk : 1) Mengenalpasti tahap pengurusan masa dalam pembelajaran kendiri di kalangan pelajar. 2) Mengenalpasti tahap keinginan untuk belajar di kalangan pelajar. 3) Mengenalpasti tahap kawalan diri di kalangan pelajar dalam pembelajaran kendiri.

Persoalan Kajian Kajian ini dilaksanakan untuk mengetahui: 1) Apakah tahap pengurusan masa dalam pembelajaran kendiri di kalangan pelajar? 2) Apakah tahap keinginan untuk belajar di kalangan pelajar? 3) Apakah tahap kawalan diri di kalangan pelajar dalam pembelajaran kendiri?

39



Skop Dan Batasan Kajian Skop kajian ini terbatas hanya kepada pelajar Tahun Dua Fakulti Sains & Teknologi Maklumat yang mengikuti program pengajian Diploma. Dapatan kajian ini, mungkin berbeza dengan dapatan kajian lain pada masa hadapan. Ia juga tidak boleh mewakili tahap kesediaan pembelajaran kendiri untuk pelajar-pelajar dari jabatan atau fakulti lain.

METODOLOGI KAJIAN Kajian ini adalah kajian berbentuk kuantitatif dengan menggunakan kaedah tinjauan. Kajian ini lebih berbentuk kajian deskriptif yang bertujuan memberikan gambaran awal tentang kesediaan pembelajaran kendiri di dalam kalangan pelajar dalam bidang teknologi maklumat. Instrumen kajian yang digunakan adalah soal selidik yang diubahsuai daripada soal selidik Self-Directed Learning Readiness

oleh Guglielmino. Soal selidik yang

digunakan terbahagi kepada 2 bahagian iaitu bahagian A dan bahagian B. Bahagian A merupakan maklumat latar belakang responden iaitu jantina, umur dan program pengajian. Manakala Bahagian B terdiri daripada soal selidik yang menggunakan kaedah Skala Likert lima mata iaitu: 1-Sangat Tidak Setuju, 2-Tidak Setuju, 3-Tidak Pasti, 4Setuju dan 5-Sangat Setuju. Bahagian ini mengandungi 40 item mengenai kesediaan pembelajaran kendiri yang terdiri daripada 3 faktor iaitu : pengurusan masa, keinginan belajar dan kawalan diri. Kebolehpercayaan soal selidik dianalisis dengan menggunakan perisian Statistical Package for Social Sciences (SPSS) Versi 15.0 dan nilai kebolehpercayaan Cronbach Alpha adalah α = 0.826. Menurut Field (2009), kebolehpercayaan soal selidik diterima sekiranya nilai α melebihi 0.8. Oleh yang demikian, soal selidik berkenaan didapati sesuai digunakan dalam kajian.

40



Sampel Kajian Sampel dalam kajian ini terdiri daripada pelajar tahun kedua yang mengikuti jurusan diploma di Fakulti Sains & Teknologi Maklumat. Seramai 61 orang pelajar yang terlibat iaitu seramai 21 orang pelajar dari progarm Diploma Sains Komputer (DCS), 9 orang pelajar dari program Diploma E-Dagang (DEC) dan 31 orang pelajar dari Diploma Teknologi Maklumat-Multimedia (DIT). Taburan populasi kajian adalah seperti yang ditunjukkan dalam Jadual 1. Tiada pensampelan dilakukan kerana responden terdiri daripada populasi kajian. JADUAL 1 : Taburan populasi kajian Kursus

Bilangan Pelajar

Diploma Sains Komputer (DCS)

21

Diploma E-Dagang (DEC)

9

Diploma Teknologi Maklumat-Multimedia (DIT)

31

Responden telah diminta untuk menjawab item dalam soal selidik yang menggunakan 5 skala. Data yang menggunakan Skor dari 1 hingga 5 ini dikategorikan semula kepada tiga kategori dalam Jadual 2 bagi memudahkan proses penganalisaan.

JADUAL 2 : Pecahan Skor Dan Tafsirannya Skor

Tafsiran

1&2

Tidak Setuju

3

Tidak Pasti

4&5

Setuju

Dapatan hasil kajian bagi soal selidik yang diedarkan dianalisis menggunakan perisian SPSS untuk menentukan peratusan dan tahap min. Tahap pengurusan masa, keinginan belajar dan kawalan diri pelajar diinterpretasikan berdasarkan skor min yang dikodkan semula kepada tiga tahap iaitu rendah, sederhana dan tinggi. Menurut Landell (1997) dalam kajian oleh Esa etal.(2011), tahap kecenderungan keputusan responden ditunjukkan seperti di dalam Jadual 3. Oleh itu, skor min yang didapati hasil daripada analisis kajian ini adalah berpandukan pada jadual tersebut.

JADUAL 3 : Tahap Penilaian Min

41



Min

Tahap Penilaian

3.80 – 5.00

Tinggi

2.40 – 3.79

Sederhana

1.00 – 2.39

Rendah

DAPATAN KAJIAN Kajian mendapati tahap pengurusan masa

dalam

pembelajaran kendiri di

kalangan pelajar adalah sederhana dengan min keseluruhan 3.56 seperti yang ditunjukkan di dalam Jadual 4. Daripada Jadual 4 menunjukkan seramai 31 responden atau 51% mengamalkan pengurusan masa dalam membuat perancangan pembelajaran mereka sendiri namun terdapat juga seramai 28 responden atau 46% yang masih tidak pasti samada mereka mengurus masa dan membuat perancangan pembelajaran mereka dengan baik. JADUAL 4: Peratus dan min keseluruhan bagi Persoalan Kajian 1 Soalan Kajian 1

Respon (%)

Tahap pengurusan masa dalam pembelajaran

Tidak

Tidak

kendiri di kalangan pelajar

Setuju

Pasti

Jumlah peratus / min keseluruhan

3% (2)

46%(28)

Setuju

Min

51%(31)

3.56

Dapatan kajian yang ditunjukkan di dalam Jadual 5, mendapati persoalan kajian 2 berkaitan dengan tahap keinginan untuk belajar di kalangan pelajar berada pada tahap yang tinggi dengan min keseluruhan iaitu 3.93. Ini menunjukkan bahawa sebahagian besar iaitu 86%, seramai 52 responden mempunyai sifat atau rasa ingin belajar sesuatu yang baharu dalam bidang pengajian mereka.

JADUAL 5: Peratus dan min keseluruhan bagi Persoalan Kajian 2 Soalan Kajian 2

Respon (%)

Tahap keinginan untuk belajar di kalangan

Tidak

Tidak

pelajar

Setuju

Pasti


3% (2)

11% (7)

42

Setuju

Min

86%(52)

3.93



Manakala bagi persoalan kajian 3, dengan merujuk Jadual 6 mendapati analisis min keseluruhan menunjukkan tahap kawalan diri di kalangan pelajar dalam pembelajaran kendiri berada pada aras yang tinggi iaitu 3.81. Hasil dapatan ini menunjukkan seramai 48 responden dengan peratusan 78% dapat mendisiplinkan diri dalam mengikuti perancangan/jadual harian pembelajaran mereka dengan baik.

JADUAL 6: Peratus dan min keseluruhan bagi Persoalan Kajian 3 Soalan Kajian 3

Respon (%)

Tahap kawalan diri di kalangan pelajar dalam

Tidak

Tidak

pembelajaran kendiri.

Setuju

Pasti


4% (2)

18%(11)

Setuju

Min

78%(48)

3.81

PERBINCANGAN Kajian yang dijalankan adalah bertujuan untuk mengenalpasti tahap kesediaan pelajar dalam pembelajaran kendiri di dalam bidang pengajian Teknologi Maklumat. Daripada dapatan kajian yang diperolehi, menunjukkan tahap pengurusan masa dalam pembelajaran kendiri di kalangan pelajar adalah sederhana. Manakala dalam tahap keinginan belajar dan kawalan diri di kalangan pelajar dalam pembelajaran kendiri adalah pada tahap tinggi. Maka dengan itu, min keseluruhan yang merangkumi ketigatiga aspek yang mewakili tahap kesediaan pelajar dalam pembelajaran kendiri adalah seperti yang ditunjukkan di dalam Jadual 7.

JADUAL 7: Analisis tahap pengurusan masa, keinginan belajar dan kawalan diri dalam pembelajaran kendiri Aspek

Min

Pengurusan masa

3.56

Keinginan belajar

3.93

Kawalan diri

3.81

Min Keseluruhan

3.77

43



Daripada Jadual 7, menunjukkan min keseluruhan untuk tahap kesediaan pelajar dalam pembelajaran kendiri adalah pada tahap sederhana. Daripada dapatan kajian yang diperolehi, didapati pelajar mempunyai keinginan untuk belajar dan kawalan diri

pada

tahap tinggi dalam mengamalkan pembelajaran kendiri. Ini menunjukkan pelajar mempunyai sifat ingin tahu, daya usaha dan inisiatif yang tinggi dalam mencari maklumat atau untuk mempelajari sesuatu yang baharu. Pelajar juga mempunyai tahap disiplin diri yang tinggi seperti menyiapkan tugasan dalam tempoh masa yang telah ditetapkan dan memenuhi keperluan pembelajaran daripada pengajar. Namun begitu, hasil daripada dapatan kajian mendapati kemahiran pelajar dalam pengurusan masa adalah sederhana. Ini adalah kerana pelajar masih kurang rasa yakin dalam membuat dan menetapkan perancangan pembelajaran mereka sendiri tanpa panduan daripada pengajar.

KESIMPULAN Daripada analisis dan perbincangan yang telah dijalankan maka disimpulkan bahawa tahap kesediaan pembelajaran kendiri di kalangan pelajar berada pada tahap sederhana. Namun begitu, pembelajaran kendiri merupakan salah satu gaya pembelajaran yang penting dalam bidang pendidikan dewasa. Kajian yang dijalankan oleh Muongmee (2007), mendapati pembelajaran kendiri mempunyai kesan yang ketara pada jangkamasa panjang dalam permintaan masyarakat dan tenaga kerja. Arjaya (2013) juga menyatakan bahawa penerapan pembelajaran kendiri sebagai gaya pembelajaran akan memberikan pengalaman yang bermakna dan dapat mengembangkan karakter, kemandirian, motivasi, keyakinan diri, kreativiti, daya analisis, serta kemampuan berfikir kritis bagi seseorang pelajar. Sebagai usaha penambahbaikan ke arah tahap yang lebih tinggi, pengkaji mengemukakan beberapa cadangan yang difikirkan perlu bagi meningkatkan lagi tahap kesediaan pembelajaran kendiri di kalangan pelajar. Antara cadangan yang difikirkan berkaitan dengan dapatan kajian adalah penganjuran pelbagai aktiviti berobjektifkan untuk meningkatkan lagi

yang

kesedaran pelajar terutamanya dalam

pengurusan masa dan menggalakkan lagi amalan pembelajaran kendiri di kalangan

44



pelajar. Aktiviti yang dianjurkan perlulah dapat menarik minat pelajar di samping menambah nilai positif dan motivasi dalam diri pelajar.

RUJUKAN

1.

Arjaya, I. B. A. (2013). Model Self Directed Learning Berbasis Lingkungan Dalam Pembelajaran Biologi. In Prosiding Seminar Biologi (Vol. 10, No. 1).

2.

Esa, A., Md Yunos, J., Ali, M., & Aishikin, A. (2011). Developing soft skill in Advanced Technology Training Centre (ADTEC): an analysis of comparison. Educational Technology.

3.

Field,A. (2009).Discovering Statistics using SPSS. Sage:London

4.

Guglielmino, L.M. (1978). Development of the self-directed learning readiness scale. (Doctoral dissertation, University of Georgia, 1977). Dissertation Abstracts International, 38: 6467A.

5.

Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.

6.

Landell K. (1997). Management by Menu. London:Wiley & Sons Inc.

7.

Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood (3rd ed.) San Francisco: Jossey-Bass.

8.

Muongmee, S. (2007). The role of lifelong learning and self-?‐directed learning in educational reform in Thailand. Educational Journal of Thailand, 1(1), 33-42. Retrieved from http://www.edu.buu.ac.th/ journal/journalinter/p33-42.pdf

9.

Prabjandee, D., & Inthachot, M. (2013). Self-Directed Learning Readiness of College Students in Thailand. Journal of Educational Research and Innovation, 2(1), 1–11. Retrieved from 22 October, 2013 from http://scholarlyexchange.org/ojs/index.php/JERI/article/view/11571

10. R.G. Brockett & R. Hiemstra. (1991).Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge.

45



Employers’ Perception Toward Students’ Employability Skills Through Industrial Training a

Nurkaliza Khalid, Nor ‘Adha Abd Hamid, Rahmatunnisah Sailin, Norziah Othman, Abdul Hadi Awang, Mohd Farok Mat Nor. a

Kolej Unversiti Islam Antarabangsa Selangor

Abstract. Industrial training is considered to be an effective tool to enhance graduates’ employability. This study was conducted to explore employers’ perception on the employability skills possess by students at Faculty of Science and Information technology who has undergone the industrial training program in respective company. A questionnaire based on the basic employability skills was used to collect data. The study reveals a satisfactory level of students’ performance during the training. Critical thinking and communication skills were ranked as needing the most improvement by students. The employers agreed that industrial training program is one of the vital contributors to the employability skills.

Keywords: Industrial training, employability skills, perception, employer

INTRODUCTION KUIS has been a provider of higher education institutions (HEIs) since 1995. Every year, about 150,000 graduate of local higher education institutions that include 80,000 graduates from public institutions of higher learning (IPTA) and the remaining 70,000 graduates from private higher education institutions (IPTS). Based on the huge number of graduates graduating each year, certainly the issue of employability among graduates is a major concern and should be considered. According to Mustapha (2002), some employers in Malaysia agreed that the technical graduates have good technical skills, but not a motivation, interpersonal, critical thinking, problem solving and entrepreneurship skills. Furthermore, Husman (2005) mentioned that more than half graduates from technical field that have technical skills but still unemployed due 46



to the lacking of employability skills. This situation is not only applicable to Malaysia. The employers in America are also not satisfied with the job applicants from technical graduates. It occurred not because they do not have enough technical skills or knowledge, but because they have not enough non-technical skills (Kathleen, 2005). Practical training has been viewed as an imperative method of providing possible career choices for students. It provides the students with a first look at the realistic working environment and also is the place for them to obtain hands on knowledge and skills necessary in the industry of their choice. The industrial training program in Faculty of Science and Information Technology (FSTM), Kolej Universiti Islam Antarabangsa Selangor (KUIS) is carried out in duration of between 12 weeks for diploma students and 16 weeks for degree students. Therefore, the objective of this paper to evaluate graduates’ employment prospects from the employers’ perspective.

PREVIOUS WORKS Prior literatures have shown that employability skills generated many significant confusion. According to Rosenbaum (2002), students that do not learn basic employability skills before they are hired, may not have the opportunity to learn them on the job since employers may be reluctant to invest in the resources needed to provide remedial training for these skills. Misconception among academicians and the organisation on the objective behind the industrial training has been seen as a vital contributor towards this problem. Accordingly, Bok (2006) reported that college professors and administrators felt they were teaching students what they need to know, although only 35% of a sample of industry executives thought that colleges taught students what was important to succeed at work. In addition, Robst (2007) stated that college students believed that a college education provided them with all the skills necessary to obtain employment upon graduation. Eventually, an observation by Plastrik et al. (2003) pointed out that if nothing is done to improve educational performance, the gap between the skill needs of industry and the skills received by graduates will continue to grow.

47



In general, employers look for graduates with communication skills, empathy, motivation, decision making abilities, planning abilities and improvisation abilities (Bagshaw, 1996). Zehrer & Mossenlechner (2009) also added that graduates are expected to be proactive and able to solve problems in a creative way. The technical skills required from students vary according to the program studied. However, Yorke and Knight (2006) proposed three main attributes for graduate employability; personal qualities, core skills and process skills. Personal qualities consist of self-awareness; self-confidence; willingness to learn; emotional intelligence; independence; and adaptability. Core skills include self-management; written and oral communication; and critical analysis. Process skills refer to problem solving; team working; computer literacy; integrity; work ethics; planning and prioritising; and coping with uncertainty. The Ministry of Higher Education (MOHE) in Malayisa has aggressively embarked on a mission to take in students with soft skills development program in order to produce high quality human capital, knowledgeable, competitive, has the creative and innovative features and move in line with industry requirements and social needs of the country. Soft skills such as human relations skills, communication skills, ethical behaviour skills and cognitive skills are the attributes that being considered by employers when reviewing job applicants (Hamid, 2009). A survey undertaken in 2013 covering final year students who have successfully completed their Industrial Training program was taken to evaluate the employer perspective on the ten elements of employment skills that based on the generic student attributes (GSA) established by MOHE such as communication skills, teamwork skills, critical thinking, work attitude and long life learning. Evaluation on the performance output generally categorized on the generic skills, give an indication on the feedback and perception on industrial training by the host organizations and students. This study used a descriptive research design with quantitative approach. Its aim is to identify the employer perspective on employability skills of industrial training student. The questionnaire is distributed to all employers who have students from FSTM, KUIS who undergo industrial training in their company in the year of 2013/2014. The questionnaire consists of two phases. The first section is the demographic of the employers followed by the second section that describes the adaptability of students to 48



their working environment, work quality, time management, initiative, innovation and creativity, work dedication and

responsibility,

work

ethics

and appearance,

communication, self involvement and teamwork. As shown in Table 1, all the items in the questionnaire answered by the employers will be grouped according to the five elements of generic student attributes (GSA) established by MOHE such as communication skills (CS), teamwork skills (TS), critical thinking (CT), moral ethics (ME) and long life learning (LLL).

Table 1 Item in Generic Student Attributes(GSA) Elements

Table 1 Item in Generic Student Attributes (GSA) Elements

Communication Skills

-Verbal & written communication -Quality of self involvement

Critical Thinking

-Problem solving -Self learning

Long Life Learning

-Punctuality -Information management

Moral Ethics

-Attitude -Awareness & responsibility

Teamwork Skills

-Idea contribution -Work commitment

RESULT AND DISCUSSION At the end of the survey, 39 employers responded to the questionnaires from a selection of 85 prospective employers. This gives a response rate 45.8%. The distribution of gender among the employers and industrial trainees is shown in Table 2.

Table 2 Distribution of gender among the employers and industrial trainees Group Employers

Gender Male 49

Frequency

Percentage

22

56.4%


Industrial Trainees


Female

17

43.6%

Male

10

25.6%

Female

29

74.4%

56.4% or 22 employers are male and the remaining 43.6% or 17 employers are female. 25.6% or 10 trainees are male whereas 74.4% or 29 trainees are female. All trainess were placed at information related companies. The analysis part begins with reliability analysis to check whether the selected items are reliable to the element in GSA being discussed. Cronbach’s alpha which is based on the average correlation within items was used in this study. The value of Cronbach’s alpha of 0.70 or higher is considered as acceptable and the items studied in each element are correlated to another (Muijs, 2011).

Table 3 Reliability Analysis Element of GSA

Cronbach

Mean

Alpha

Standard Deviation


0.742

4.32

0.63

Critical Thinking

0.721

4.14

0.67

Long Life Learning

0.724

4.37

0.69

Moral Ethics

0.763

4.49

0.66

Teamwork Skills

0.772

4.49

0.62

By examining Cronbach’s alpha in Table 3, the Cronbach’s alpha for items belong to communication skills, critical thinking, lifelong learning, moral ethics and teamwork skills element is 0.742, 0.721, 0.724, 0.763 and 0.772 respectively. The value of Cronbach’s alpha are considered high which suggested that the items have relatively high internal consistency. Therefore, the selected items are reliable to be used throughout this research. Based on Table 3, all the employers rated their trainees’ critical thinking skill as the lowest rating compared to other GSA. It shows that the trainees still have some difficulty to adapt all the knowledge and experiences gained in study to apply it in 50



industry environment. Besides critical thinking, another skill that needs to polish among the trainees is communication skills. The rating for communication skill is at the second lowest after critical thinking. The trainees need to be trained more by introducing more presentations during classes or introducing other communication course that will teach them on how to communicate effectively either by verbal communication or written communication. Apart from having a good communication skill, it will help to increase the trainees’ confidence level in order to interact with people or to express their feeling and opinions.

Table 4 Mean for Items in GSA Elements Element of GSA

Item

Mean

Standard Deviation


-Verbal & written

4.41

0.75

communication

4.23

0.67

-Problem solving

4.15

0.71

-Self learning

4.13

0.80

-Punctuality

4.61

0.71

-Information management

4.13

0.83

-Attitude

4.51

0.72

-Awareness & responsibility

4.46

0.76

-Idea contribution

4.36

0.78

-Work commitment

4.62

0.59

-Quality of self involvement Critical Thinking

Long Life Learning

Moral Ethics

Teamwork Skills

The result of

Table 4 shows that all of the employers have a very good

impression on each element in employability skills possess by trainees who undergo the industrial training at their companies. A majority of the employers rated their trainees between a scale of 2 to 5. The trainees obtain good feedback regarding their work commitment, punctuality, attitude, awareness and responsibility, verbal and written communication, and idea contribution with mean score of 4.62, 4.61, 4.51, 4.46, 4.41 and 4.36 respectively. Out of 10 items being evaluated here, only 4 items have a means 51



score less than 4.2. Those items are quality of self involvement, problem solving, self learning, and information management with means between 4.23 to 4.13. The faculty may suggest some actions to improve these scores in future.

CONCLUSION The paper found that the company’s perception on the employability skills of industrial training students is relatively positive and this is shown in the results and analysis of the questionnaires obtained from the employers. Industrial training does not only provide the students with a hands-on ‘feel’ of the actual information technology profession but also contribute in developing GRA which eventually will increase students’ job marketability. As a conclusion, Industrial Training is an important phase in students’ academic life and play vital role in preparing information technology students for their future career.

REFERENCES 1.

Bagshaw, N. (1996). Creating employability: how can training and development

square the circle between individual and corporate interest?, Industrial and Commercial Training, 28(1), 16-18. 2.

Bok, D. (2006), Our Underachieving Colleges, Princeton University Press,

Princeton, NJ. 3.

Hamid, Z. A. (2009). Enhancing Graduate Employability Though Knowledge

Managemnet, IPPTN. 4.

Husman, S. H. S. (2005). Meeting the Needs of Employers. Proceedings of

National Seminar on the Development of Technology And Technical-Vocational Education And Training In An Era of Globalization: Trend and Issues, Kuala Lumpur. 5.

Kathleen, C. (2005). Developing Employability Skills. Regional Educational

Laboratory, School Improvement Research Series (SIRS). 6.

Muijs, D. (2011). Doing Quantitative Research in Education with SPSS. SAGE

Publications.

52


7.


Mustapha, R. B. (2002). The role of vocational and technical education in the

industrialization of Malaysia as perceived by educators and employers. Doctoral Dissertation, Purdue University. 8.

Robst, J. (2007), “Education and job match: the relatedness of college major and

work”, Economics of Education Review, Vol. 26 No. 4, pp. 397-407. 9.

Rosenbaum, J. (2002), Beyond Empty Promises: Policies to Improve Transitions

into College and Jobs, Office of Vocational and Adult Education, US Department of Education, Washington, DC. 10.

Yorke, M. and Knight, P. (2007). Evidence informed pedagogy and the

enhancement of student employability. Teaching in Higher Education, 12(2), 157-170. 11.

Zehrer, A. & Mossenlechner, C. (2009). Key competencies of tourism graduates:

the employers’ point of view. Journal of Teaching in Travel & Tourism, 9(3-4), 266-287

53



Privacy and Personal Data Protection: The Legal Framework in Malaysia and Its Implication in the Financial Service Sector Surianom Miskam and Farah Mohd Shahwahid Department of Business Management, Faculty of Management and Muamalah Kolej Universiti Islam Antarabangsa Selangor (KUIS) Selangor, Selangor, Malaysia

Abstract. With the fast and ever changing information communication technology, the financial service transactions today can be conveniently conducted online from anywhere in the world. In recent years we have seen an increase in number of incidents of cyber threat, security breach, data loss, identity theft and computer crimes making headlines in the media. This has prompted lawmakers and regulators across the globe to engage in implementing new legal frameworks and defining new obligations for data security. But the ever increasing number of data security breach continues to be a top concern for the government generally and the financial service sector in Malaysia specifically. The objective of this paper is to discuss the legal framework regulating privacy and personal data protection in Malaysia with the main focus on the financial service sector. Discussion will cover five main legislations namely the Personal Data Protection Act 2010, the Digital Signature Act 1997, the Computer Crimes Act 1997, the Financial Services Act 2013 and the Islamic Financial Services Act 2013. This paper will further discuss the implications of the legislations in the financial service sector in Malaysia and provide recommendations to enhance the implementation of the law to address the concern. Keywords: privacy, personal data protection, financial service, legal framework, implications.

54



INTRODUCTION The new digital age has led to remarkable advances in information technology which is widely regarded as a strategic tool to enhance productivity through better utilization of resources and enhancement in productivity capacity. (Shanmugam, B et al, 2002). The financial service sector is not excluded in this development. With the fast-paced advances in automation and telecommunications and the development of information technology, banking and financial service has, indeed entered well into the information era and electronic banking. Nowadays varied array of payment and banking services are available online.

As cyber and data security threat incidents are now a global concern, the financial service sector is also affected by the incidents. We have seen that in some jurisdictions, the requirement to adopt encryption had been made obligatory by putting it into legal or regulatory standards while in other jurisdictions, encryption is implicitly endorsed as a market-standard solution that protects businesses from the most adverse legal consequences of data security breach. Desai, et al (2013) commented that data protection laws seek to protect user rights and rely in part on a certain view of data location and related security practices to ensure those rights are maintained. In Malaysia itself, various legislations have been passed to regulate privacy and personal data protection of the customers in the financial service sector.

LITERATURE REVIEW Privacy and Data Protection Defined Webster’s Dictionary defines privacy in the context of technology as the right of an individual (or group) to keep information about personal and professional life from disclosure, especially to government and commercial enterprises, and to remain free from surveillance except as authorised under provisions of law. Tsarenko (2009) pointed out that concerns with privacy are closely associated with the notion of personal freedom as a basic consumer right. According to Kelly et al (2009) the issue of personal, informational privacy is growing concern as our society becomes more and more digitized.

55



Security problems arise among other things to resource and workload sharing; complexity of interconnected networks; authentication of users; fast expandability of networks; threats to networks such as wiretapping and violations of the seven pillars of security: authentication, authorization, privacy, integrity, non-repudiation, availability, and audit. (Kapoor, B et al, (2011).

In the last few years, there have been reports that organisations that store and maintain customers’ private and confidential records were compromised on many occasions by hackers breaking into data networks and stealing customers’ records. Such incidents have adverse effect on both the organization and the customers. (Kapoor, B et al, (2011)

Privacy and Data Protection Legislations Worldwide The Convention for the Protection of Individuals with regard to Automatic Processing of Personal Data (Convention 108), adopted by the Council of Europe in 1981 was the first legal instrument to guarantee the protection of personal data, as a separate right granted to an individual. In 1995, the EU Data Protection Directive was enacted setting out the data protection principles that EU member states must incorporate into their national data protection laws. The 1995 Directive sets the overarching framework for data protection in the EU, and applies to data controllers (i.e. the organisations that determine how and why personal data is processed) that process “personal data” about living individuals. The current EU directive on payment services provides the legal foundation for the creation of an EU-wide single market for payments, and applies to firms providing payment accounts, executing payment transactions, issuing payment instructions and providing money remittance services.

In July 2013, the EU Commission published an update in the form of PSD 2, which is still in draft form but is expected to be agreed and fully implemented by 2016. Once implemented by all EU Member State, PSD 2 will bring a range of new players inside the regulatory regime, with the aim of encouraging new low-cost internet payment solutions such as mobile payment applications under defined and controlled conditions.

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In the United States, data breach notification laws have been enacted in 46 states, as well as the District of Columbia, Puerto Rico, the U.S. Virgin Islands, and Guam while Alabama, Kentucky, New Mexico, and South Dakota have no such equivalent laws. According to Dennis (2013) the Massachusetts data security regulations, effective as of March 2010, are among the most comprehensive and burdensome of the state data security laws in the United States.

The Payment Card Industry Data Security Standard (PCI-DSS) is an information security standard established in 2004 by major credit card companies that contractually require merchants accepting credit, debit, and other payment cards to safeguard cardholder data. Congress has enacted a number of laws governing data security in certain specific contexts, including the Gramm-Leach-Bliley Act (GLBA), which mandates data security requirements for “financial institutions” which includes banks, mortgage companies, insurance companies, financial advisors, investment firms, etc.; the Fair Credit Reporting Act (FCRA), which imposes requirements for the collection, disclosure, and disposal of data collected by consumer reporting agencies; and the FTC’s Red Flags Rule, which requires financial institutions and creditors holding consumer accounts to maintain a written identity theft prevention program. (Dennis, 2013)

On February 12, 2013, President Obama signed an Executive Order on Improving Critical Infrastructure Cybersecurity, which increases information sharing between the government and the private sector and establishes a “Cybersecurity Framework” to reduce cyber risks to critical infrastructure. The Executive Order is aimed at private sector companies operating critical infrastructure namely energy, water, transportation, telecommunications, financial services, but also could apply to companies that are regulated by sector-specific agencies as well as other companies.

According to the White Paper report published by Vormetric Data Security in June 2014, the Privacy Act 1988 is the core legislation in Australia and, in December 2012, the Australian Parliament passed the Privacy Amendment (Enhancing Privacy Protection) Act 2012 (the Privacy Act) which came into effect on 12 March 2014. The original 57



Privacy Act contained the National Privacy Principles (NPPs) which will be replaced by the Australian Privacy Principles (APPs). Australia’s financial services industry is organised by function as opposed to institution. Therefore, financial services providers may find themselves regulated by more than one regulator. However, credit reporting in Australia is regulated by a new Part IIIA of the Privacy Act – the Credit Reporting Privacy Code – which comes into effect on 12 March 2014. The Privacy Act already strictly controls organisations and government agencies who handle credit information, but this new Code is set to introduce an even more comprehensive credit reporting regime accompanied by enhanced privacy protections to ensure data quality and appropriate access to data.

The financial service sector in the UK is regulated by the Financial Conduct Authority (FCA) which derives its powers from the Financial Services and Markets Act 2000 (FSMA). The legal framework within FSMA obliges financial services companies to have regard for operational risk and to mitigate the risk of financial crime with collective obligation to encrypt data. Unlike the DPA, the FSMA’s reach is not limited to personal data. (White Paper Report, 2014)

The Japanese Act on the Protection of Personal Information (APPI) applies to organisations that utilise for their business databases containing personal information relating to 5000 or more individuals. Article 20 of the APPI includes an express obligation to take “necessary and proper measures for the prevention of leakage, loss, or damage and for other control of security of the personal data”. The Japan Financial Services Agency (JFSA) has responsibility for regulating the financial sector, and has issued guidelines regarding the APPI for organisations handling personal information in the financial field. Similar to METI’s guidance, the JFSA advises, at Article 10 of the guidance, that necessary and appropriate measures for securing personal data must include “technological security control measures” such as access controls and setting up preventative measures against leakage and damage to personal data. (White Paper Report, 2014)

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The Personal Information Protection Act (PIPA), which came into effect on 30 September 2011in Korea is one of the strictest data protection regimes in the world. The law is supported by sector specific legislation such as the Act on Promotion of Information and Communication Network Utilization and Information Protection (the IT Network Act) and the Use and Protection of Credit Information Act (UPCIA). The South Korean Financial Services Commission (FSC) is the supervisory body responsible for financial policy making, and is making steps towards enforcing new regulations regarding data security by imposing stricter rules and harsher penalties for companies that suffer data security breaches. The FSC can issue five levels of sanctions to organisations’ executives, ranging from cautions to dismissal, and the respective companies will also be subject to regulatory enforcement action including prohibitions on pursuing new investments. (White Paper Report, 2014)

METHODOLOGY Being a legal research, this paper made use of qualitative research methodology whereby content analysis and library-based research were primarily used.

ANALYSIS AND DISCUSSION

The Legal Framework in Malaysia

Personal Data Protection Act 2010 (PDPA) Malaysia became the first ASEAN nation to introduce law relating to personal data protection with the passing of Personal Data Protection Act 2010 (PDPA) in June 2010 and after a long wait, this law has now became enforceable on 15th November 2013. The enforcement of PDPA introduced the Personal Data Protection (Class of Data Users) Order 2013 (PDPO 2013) which requires certain class of data users to register with the Personal Data Protection Commissioner. These selected data users are from the 11 industries i.e. communications, banking and financial institution, insurance, health, tourism and hospitalities, transportation, education, direct selling, services, real estate and utilities. 59



Compliance to the PDPA is by following the seven data protection principles which are expressly and clearly stated in the provisions of the Act. Section 5(1) lists down the data protection principles while section 5(2) of the Act mentions that contravention of the data protection principles shall be punishable by fine, imprisonment or even both.

The first principle of data protection is the general principle has been provided for under section 6 which states that no personal data about a data subject is to be processed unless the data subject has consented to the processing. Section 7(1) discusses the second data protection principle which is the notice and choice principle.

Section 8 governs the disclosure principle which states to the effect that no personal data shall, without the consent of the data subject, be disclosed for any purpose other than the purpose for which the personal data was to be disclosed at the time of collection of the personal data; or a purpose directly related to the purpose or third party referred to in the PDPA. Section 9 governs the security principle which requires a data user to take practical steps to protect the personal data being processed from any loss, misuse, modification, unauthorized or accidental access or disclosure, alteration or destruction.

The retention principle under section 10 requires that personal data is not retained or kept by the data user for a period longer than necessary for the fulfillment of the purpose it was processed. Section 11 explains the data integrity principle, a crucial element in personal data protection law. This provision requires the data user to take reasonable steps to ensure that the personal data is accurate, complete, not misleading and kept up to date having regard to the purpose, including any directly related purpose for which the personal data was collected and later processed.

S12 deals with access principle which provides that data subject must be given the right of access to the personal data held and processed by the data user. If the personal data is inaccurate, the data subject must be able to make correction to the data.

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Digital Signature Act 1997 (DSA) The Digital Signature Act 1997 sets out the regulatory structure in respect of entities involved in the creation of digital signatures and legalise private key-public key cryptography. It was the first legislation among South East Asian nation which deals specifically with digital signatures. The DSA permits individuals and businesses to use digital signatures in commercial transactions. It is deemed to facilitate electronic commerce through legislations in the area of digital signatures, cyber payments and intellectual property protection. (Shanmugam,B, 2002). It provides for the licensing and regulations of Certification Authorities which issue digital signatures and certify the identities of the signatories by issuing a certificate.

Section 2 defines digital signature as a transformation of a message using an asymmetric cryptosystem such that a person having the initial message and the signer's public key can accurately determine whether the transformation was created using the private key that corresponds to the signer's public key; and whether the message has been altered since the transformation was made. Section 64 specifically provides that a digitally signed message is deemed to be written document if bears in its entirety a digital signature; and that digital signature is verified by the public key listed in a certificate which was issued by a licensed certification authority; and was valid at the time the digital signature was created.

As stated under section 43, by accepting a certificate issued by a licensed certification authority, the subscriber named in the certificate assumes a duty to exercise 'reasonable care' to retain control of the private key corresponding to the public key listed in the certificate, and to prevent its disclosure to any person not authorised to create the subscriber's digital signature. (Corray, 2014)

Digital signature technology provides data security which is ensured by the use of encryption algorithms and protocols. Encryption scrambles the data in such a way that it is practically impossible to decipher the data without knowing the decryption key. VISA 61



and Mastercard have introduced a standard known as Secure Electronic Transaction (SET) for the sending of credit card numbers over the Internet to purchase goods or services in a safe and secure environment.

Computer Crimes Act 1997 (CCA) The Computer Crimes Act 1997 was introduced in 1997 to provide for offences relating to the misuse of computers as well as to provide that the commission of the offences is extra-territorial. It sets out a framework that defines important term such as proper illegal access, interception and use of computer, outlines the standard for service providers and imposes potential penalties for infringement. (Shanmugam,B et al, 2002)

Zaiton (2012) commented that the CCA is an attempt at regulating insiders and external hackers directly through law. The CCA is the first computer specific criminal statute in Malaysia designed to tackle computer crimes, creating new offences of unauthorized access, unauthorized modifications and wrongful communication of codes, with attendant matters of jurisdiction and procedure.

Section 3 makes it an offence if a person causes a computer to perform any function with intent to secure access to any program or data held in any computer; where the access he intends to secure is unauthorized; and he has knowledge of the circumstances when he causes the computer to perform the function. The offence is punishable upon conviction with a fine not exceeding fifty thousand ringgit or to imprisonment for a term not exceeding five years or to both. Section 4 further states that a person shall be guilty of an offence if he commits with intent to commit an offence involving fraud or dishonesty or which causes injury as defined in the Penal Code; or to facilitate the commission of such an offence whether by himself or by any other person. The offence is punishable with a fine not exceeding one hundred and fifty thousand ringgit or to imprisonment for a term not exceeding ten years or to both.

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Section 5 (1) further provides that a person shall be guilty of an offence if he does any act which he knows will cause unauthorized modification of the contents of any computer. The penalty for this offence is fine not exceeding one hundred thousand ringgit or to imprisonment for a term not exceeding seven years or to both; or be liable to a fine not exceeding one hundred and fifty thousand ringgit or to imprisonment for a term not exceeding ten years or to both, if the act is done with the intention of causing injury as defined in the Penal Code. Section 6 states that a person shall be guilty of an offence if he communicates directly or indirectly a number, code, password or other means of access to a computer to any person other than a person to whom he is duly authorized to communicate and he is liable upon conviction to a fine not exceeding twenty-five thousand ringgit or to imprisonment for a term not exceeding three years or to both.

As far as cross border issues of computers crimes, section 9 provides for extra territorial effect of the Act where an offence under this Act is committed by any person in any place outside Malaysia, he may be dealt with in respect of such offence as if it was committed at any place within Malaysia. Duryana (2012) suggested that in Malaysia, other than the CCA, problems on cross border issues can also be dealt with under the Criminal Procedure Code in particular section 127A which provides on liability for offences committed out of Malaysia; Extra-territorial Offences Act 1976; and the Mutual Assistance in Criminal Matters Act 2002 (MACMA).

Financial Services Act 2013 and Islamic Financial Services Act 2013 (FSA and IFSA) As a general rule, banking and financial institutions in Malaysia are under the duty to keep secret any information regarding their customers and are not allowed to disclose any information to third party except in certain circumstances. The law relating to duty of secrecy in Malaysia is statutory and the relevant statutory provisions pertaining to banking secrecy and permitted disclosures are provided under section 132 to 134 of the Financial Services Act 2013 (FSA) and section 144 to 146 of the Islamic Financial Services Act 2013 (IFSA) which must be read together with Schedule 11 of the Acts.

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The newly enforced FSA which is applicable to conventional banking sector and the IFSA which deals with Islamic banking sector, specifically provide for privacy and personal data protection under Part VIII Business Conduct and Consumer Protection in particular Division 4 under the heading Information and Secrecy.

Section 132 FSA (in pari materia with section 144 IFSA) states that nothing in the Act shall authorize the Minister to direct the Central Bank or authorize the Bank to inquire specifically into the affairs or account of any customer of any financial institutions subject however to exceptions for the purpose of exercising of powers of the Central Bank under the FSA, the FSA or section 47 of the Central Bank of Malaysia Act 2009.

Section 133 (1) FSA (in pari material with section 145 IFSA) provides that no person who has access to any document or information relating to the affairs or account of any customer of a financial institution including the financial institution or any person who is or has been a director, officer or agent of the financial institution shall disclose to another person any document or information relating to the affairs or account of any customer of the financial institution. Any person who contravenes section 133 (1) FSA (section 144 IFSA) commits an offence and shall on conviction be liable to imprisonment for a term not exceeding five years or to a fine not exceeding ten million ringgit or to both by virtue of section 133 (4).

However section 134 FSA allows the financial institutions to disclose the information regarding their customer in 18 situations listed under Schedule 11 of the Act while section 145 IFSA allows the financial institutions to disclose such information in 17 situations listed under Schedule 11 of the Act as shown in Table 1.

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TABLE 1

No.

First Column

Second Column

Applicability

Purposes for or circumstances in which

Persons to whom documents or

FSA and IFSA

customer documents or information may

information may be disclosed.

be disclosed. 1.

Documents or information which is

Any

person

permitted

by

the

permitted in writing by the customer,

customer or, as the case may be, the

the executor or administrator of the

executor, administrator or legal

customer, or in the case of a customer

personal representative.

FSA and IFSA

who is incapacitated, any other legal personal representative. 2.

3.

4.

In connection with an application for a

Any person whom a financial

Faraid certificate, grant of probate, letters

institution in good faith believes is

of administration or a distribution order

entitled

under the Small Estates (Distribution) Act

certificate, the grant of probate,

1955 [Act 98] in respect of a deceased

letters

customer’s estate.

distribution order.

In a case where the customer is declared

All persons to whom the disclosure

bankrupt, is being or has been wound up

is necessary in connection with the

or dissolved in Malaysia or in any country,

bankruptcy

territory or place outside Malaysia.

dissolution.

Any

criminal

proceedings

or

to

of

obtain

a

Faraid

administration

or

winding

or

up

a


proceedings between a financial institution

is necessary for the purpose of the

and— All persons to whom the disclosure

criminal

is necessary for the purpose of the

proceedings.

criminal proceedings or civil proceedings. (a) its customer, his surety or guarantor relating to the customer’s transaction; (b) two or more parties making adverse claims to money in a customer’s account where the financial institution seeks relief by way of interpleader; or (c) one or more parties in respect of property in or over which some right or interest has been conferred on the financial institution.

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or

FSA and IFSA

or

civil

proceedings

FSA and IFSA

civil

FSA and IFSA


5.


Compliance by a licensed bank or licensed


investment bank which has been served a

is required to be made under the

garnishee order attaching moneys in the

garnishee order.

FSA and IFSA

account of a customer. 6.

Compliance with a court order made by a


court not lower than a Sessions Court.

is required to be made under the

FSA and IFSA

court order. 7.

Compliance with an order or request made

An investigating officer authorized

by an enforcement agency in Malaysia

under the written law to investigate

under any written law for the purposes of

or any officer authorized to carry

an investigation or prosecution of an

out prosecution or any court.

FSA and IFSA

offence under any written law. 8.

Performance of functions of the Malaysia

Any director or officer of the

Deposit Insurance Corporation.

Malaysia

Deposit

FSA and IFSA

Insurance

Corporation or any other person, authorized by the Malaysia Deposit Insurance Corporation to receive the documents or information. 9.

Disclosure by a licensed investment bank

Any

officer

for the purpose of performance of relevant

Commission,

functions of—

exchange or derivatives exchange,

(a) the Securities Commission under the

approved clearing house under the

securities laws as defined in the Securities

Capital Markets and Services Act

Commission Act 1993;

2007 or approved central depository

(b) the stock exchange or derivatives

under

exchange approved under the Capital

(Central Depositories) Act 1991

Markets and Services Act 2007;

authorized to receive the documents

(c) the clearing house approved under the

or information.

the

of

the

Securities

approved

Securities

Applies to FSA

stock

Industry

Capital Markets and Services Act 2007; or Act 453. (d) the central depository approved under the Securities Industry (Central Depositories) Act 1991 [Act 453]. 10.

Disclosure by a licensed bank or licensed

Any officer of the approved trade

investment bank for the purpose of

repository authorized to receive the

performance of functions of an approved

documents or information.

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FSA and IFSA



trade repository under the Capital Markets and Services Act 2007. 11.

Documents or information is required by

Any officer of the Inland Revenue

the Inland Revenue Board of Malaysia

Board of Malaysia authorized to

under section 81 of the Income Tax Act

receive

1967 for purposes of facilitating exchange

information

of

information

pursuant

to

the

documents

FSA and IFSA

or

taxation

arrangements or agreements having effect under section 132 or 132A of the Income Tax Act 1967. 12.

Disclosure of credit information of a

Any officer of the credit reporting

customer to a credit reporting agency

agency authorized to receive the

registered under the Credit Reporting


FSA and IFSA

Agencies Act 2010 [Act 710] for purposes of carrying on credit reporting business as defined in the Credit Reporting Agencies Act 2010. 13.

Performance of any supervisory functions,

Any

officer

of

the

relevant

exercise any of supervisory powers or

authority authorized to receive the

discharge any of supervisory duties by a


FSA and IFSA

relevant authority outside Malaysia which exercises functions corresponding to those of the Bank under this Act. 14.

Conduct of centralized functions, which

The

head

office

or

holding

include audit, risk management, finance or

company of a financial institution

information technology or any other

whether in or outside Malaysia or

centralized function within the financial

any other person designated by the

group.

head office or holding company to

FSA and IFSA

perform such functions. 15.

Due diligence exercise approved by the

Any

board

otherwise involved in the due

of directors of the

financial

person

participating

or

institution in connection with

diligence exercise approved by the

(a) merger and acquisition;

board of the financial institution.

FSA and IFSA

(b) capital raising exercise; or (c) sale of assets or whole or part of business. 16.

Performance of functions of the financial

Any

institution which are outsourced.

financial institution to perform the

67

person

engaged

by

the

FSA and IFSA



outsourced function. 17.

18.

Disclosure to a consultant or adjuster

Consultant or adjuster engaged by

engaged by the financial institution.

the financial institution.

A financial institution has reason to

Any officer of another financial

suspect that an offence under any written

institution

law has been, is being or may be

associations of financial institutions

committed.

authorized to receive the documents

or

the

FSA and IFSA

FSA and IFSA

relevant

or information.

The Implications in the Financial Service Sector in Malaysia Banking and financial institutions in Malaysia are among the 11 industries required by the Personal Data Protection (Class of Data Users) Order 2013 to register with the Personal Data Protection Commissioner as part of the implementation of the Personal Data Protection Act 2010. The law requires that business entities and service providers under these categories to comply within three months from the date of the coming into effect of the legislation. It is clear that the financial services sector is covered by the PDPA and PDPO. Besides registration, enforcement of PDPA would require compliance to the personal data principles and the initial step to be taken by data users is by having a privacy policy in place, where the data user guarantees to take steps to comply with the seven data protection principles.

Another important element in discussing the applicability of PDPA is that this law is only applicable to the processing of personal data in respect of commercial transactions. Therefore, any personal data processed for non-commercial or private use is exempted from this legislation. Section 4 of the PDPA defines commercial transaction to mean any transaction of a commercial nature, whether contractual or not, which includes any matters relating to the supply or exchange of goods or services, agencies, investments, financing, banking and insurance. The definition provided by the Act does not include credit reporting which is under the purview the Credit Rating Agency Act 2010.

All banking and financial institutions whether conventional or Islamic as the case may be are subject to this requirements. The Central Bank of Malaysia in exercising their powers under the Central Bank of Malaysia Act 2009 and other relevant legislations are closely 68



monitoring the operations of the financial sector in Malaysia to maintain confidence of the public and investors that their personal data and privacy are protected by the law.

In this regard, the Central Bank as the governing authority for the FSA and IFSA has from time to time issued guideline to banking and financial institution to enhance and strengthen security measures undertaken by all participating institutions. The Central Bank had issued BNM/GP11 which provides guidelines on consumer protection on electronic fund transfer. It defines the basic framework to establish the rights, liabilities and responsibilities of customers and financial institutions relating to Electronic Fund Transfer (EFT). Minimum Guidelines on the provisions of Internet Banking Services by Licensed Banking Institutions issued by the Central Bank sets the minimum guidelines that licensed institutions in Malaysia should observe in providing Internet banking and it further provides that banking institutions are free to adopt more stringent measures and are expected to keep abreast with technological developments and needs of the customers.

RECOMMENDATIONS AND CONCLUSION The challenges to the law are brought by the digital aspects of the technology which is being used as the backbone of e-banking. Even though encryptions are globally used to prevent data breach, hackers nowadays are more advanced and seem to be one step ahead of their security counterparts.

The recent reports on ATM hackings causing huge losses to the financial institutions has created an even greater concern on data privacy and data breach in Malaysia even though the individual financial institution has given assurance to the customers that their deposits and investment are not in any way affected by the incidents.

We are in complete agreement with Casalo, et al (2009) that financial institutions offering online financial services should enhance the levels of their web site security and privacy as perceived by the consumer. It is necessary to properly manage the legislative, technical 69



and business measures that determine the levels of security and privacy. Management of these institutions need to give priority to upgrading the security and privacy of communications, as this will help to increase consumer trust. Thus it is useful to publicise the technologies developed to ensure security in e-mails, coding or anonymous surfing among consumers and the private sector. The governments should play their role here by collaboration with the financial service sector; by taking more direct action such as giving users the training they need through free courses in order to increase perceived online privacy and security.

REFERENCES 1.

Cooray, M. (2014) Certificateless cryptography: An alternative to the traditional public key infrastructure applied in the Digital Signature Act 1997 of Malaysia. Malayan Law Journal, Vol. 3

2.

Dennis, C.M. and Goldman, D.A. (2013). Journal of Internet Law, Vol 17 No. 2.

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Desai, D (2013). Law and technology beyond location: data security in the 21st century. Communications of the ACM. January 2013, vol. 56, no. 1,

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Duryana, M (2012). Computer evidence: issues and challenges in the present and in the future. [2011] 1 LNS(A) lxvii

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Kapoor, B, Pandya, P. & Sherif, J.S. (2011),"Cryptography", Kybernetes, Vol. 40 Iss 9/10 pp. 1422 - 1439

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Luis V. Casaló, L.V, Flavián,C. & Guinalíu, M. (2007),"The role of security, privacy,

usability and reputation in the development of online banking", Online

Information Review, Vol. 31 Iss 5 pp. 583 – 603 8.

Shanmugam, B, Suganth,R. & Balachander, K.G. (2002). Malaysian regulation versus e-banking, Journal of Interntional Banking Regulation, Vol. 4 No. 1. 84 - 95.

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Tsarenko, Y & Tojib, DR (2009),"Examining customer privacy concerns in dealings with financial institutions", Journal of Consumer Marketing, Vol. 26 Iss 7 pp. 468 – 476 70


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White Paper, 2014 by Vormetric Data Security. The legal obligations for encryption of personal data in the United States, Europe, Asia and Australia

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Zaiton, H (2012). The theoretical perspective of the computer criminal law in the era of digital, globalisation and governance [2012] 1 LNS(A) lxiv

STATUTES 1. Central Bank of Malaysia Act 2009 2. Computer Crimes Act 1997 3. Digital Signature Act 1997 4. Islamic Financial Services Act 2013 5. Financial Services Act 2013 6. Personal Data Protection Act 2010

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Mobile Social Application Trust And Privacy Policy Awareness Among Youth in Malaysia Kesedaran Kebolehpercayaan Dan Privasi Polisi Aplikasi Sosial Mudah Alih Dalam Kalangan Belia Di Malaysia Rafiza Kasbun, Helyawati Baharudin, Hailrudin Jaafar

Jabatan Multimedia, Fakulti Sains dan Teknologi Maklumat Kolej Universiti Islam Antarabangsa Selangor [email protected] Abstrak Penggunaan aplikasi sosial mudah alih mengalami pertambahan pengguna secara mendadak dari semasa ke semasa. Jaringan komunikasi dan interaktif yang menarik merupakan faktor peningkatan penggunaannya. Namun, isu tentang kesedaran privasi dan kebolehpercayaan menjadi satu kebimbangan. Dalam kajian ini, soal selidik dilakukan di kalangan pengguna aplikasi tersebut secara rawak. Tinjauan ini melihat kepada sejauh mana pengguna-pengguna aplikasi tersebut sedar akan polisi privasi dalam aplikasi social mudah alih dalam mempengaruhi interaksi social di kalangan pengguna. Selain itu, kajian juga bertujuan untuk melihat tahap kebolehpercayaan dalam aplikasi social mudah alih mempengaruhi interaksi sosial di kalangan pengguna. Kajian juga bertujuan untuk mengenalpasti samada pengguna mengambil tindakan yang wajar bagi menjaga (safeguarding) maklumat yang dipaparkan dalam aplikasi sosial dan bersedia untuk menerima sebarang kemungkinan hasil paparan dan perkongsian maklumat mereka di aplikasi tersebut. Dapatan kajian dihuraikan mengikut elemen frekuensi dan jenis penggunaan, keputusan tentang tahap kesedaran privasi, juga keputusan tentang kebolehpercayaan pengguna terhadap aplikasi sosial mudah alih, dan tindakan menjaga (safeguarding) maklumat dalam aplikasi sosial mudah alih ini.

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1.0 Pengenalan Aplikasi sosial mudah alih telah menjadi satu elemen kemestian dalam kehidupan masyarakat masa kini terutama di kalangan mereka yang sentiasa berada di atas talian. Antara aplikasi social mudah alih yang menjadi tren masyarakat Malaysia pada masa ini adalah seperti Instagram ,WhastApp, Twitter, Path, Foursquare dan sebagainya. Masyarakat Malaysia sendiri telah menjadikan penggunaan aplikasi social mudah alih ini sebagai medium untuk memastikan diri sentiasa berada di alam maya. Hal ini juga disebabkan oleh aplikasi yang canggih ini dapat menarik perhatian masyarakat sekeliling secara tidak langsung merasakan diri sentiasa di dalam perhatian manusia. Menurut Ro dan Ralph (2006), sesetengah pengguna berjaya menguruskan kesedaran privasi mereka dengan mengawal maklumat yang dipaparkan. Namun Ro dan Ralph juga berjaya membuktikan salah faham konsep privasi di kalangan pengguna sering berlaku.

Antara sebab aplikasi ini menjadi kegilaan dan keperluan masyarakat pada masa kini adalah ia sebagai motivasi kepada komunikasi dan mengeratkan hubungan silaturrahim sesama manusia. Aktiviti yang paling digemari dengan adanya aplikasi social mudah alih ini adalah untuk mengemaskini aktiviti terbaru dan tempat dilawati atau diziarahi, perkongsian gambar-gambar yang menarik, mengarkibkan acara-acara yang disertai, mengikuti perkembangan rakan-rakan dan masyarakat sekeliling, dan memberi testimony dan komen terbuka. Penggunaan aplikasi ini menular ke semua peringkat pengguna samada, muda mahupun tua, malah ia telah menular juga ke dalam organisasi sebagai satu aplikasi komunikasi formal dalam pejabat. Pertambahan jumlah pengguna semestinya akan bertambah dari hari ke hari kerana aplikasi ini dianggap kemestian dan keperluan pada seseorang pengguna.

Kertas kerja ini bertujuan untuk mengenalpasti tahap kesedaran polisi privasi dan kebolehpercayaan aplikasi social mudah alih di kalangan masyarakat Malaysia dalam keprihatinan keselamatan penggunaan aplikasi tersebut. Selain itu, objektif kajian juga adalah untuk menganalisis tindakan wajar bagi menjaga (safeguarding) maklumat yang dipaparkan dalam aplikasi sosial. Ia dimulakan dengan ringkasan kajian-kajian yang

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berkaitan. Metodologi kajian soal-selidik digunakan dalam kajian ini dan dapatan kajian dibentangkan bersama diikuti dengan kekangan dan kesimpulan kajian.

Rajah 1: Pertambahan Penggunaan Instagram (Sumber: Gopego, 2012)

2.0 Tahap Kebolehpercayaan Dan Polisi Privasi Dalam Aplikasi Sosial Mudah Alih Menurut Mayer, Davis, dan Schoorman (1995), kebolehpercayaan membawa maksud kesanggupan seseorang untuk menanggung risiko tindakannya dan juga tindakan pihak lain terhadapnya tanpa dapat mengawal dan memantau tindakan pihak lain tersebut. Manakala dalam terma elektronik dagang kebolehpercayaan berkaitan dengan pendedahan maklumat (Metzger, 2004). Menurut Roloff (1981) pula, kebolehpercayaan adalah komponen utama perkongsian social. Berjuta-juta manusia terlibat dalam aplikasi social mudah alih ini secara tidak langsung telah mendedahkan maklumat personal mereka secara maya. Persoalannya, apabila seseorang menyertai satu jaringan yang turut disertai berjuta-juta manusia ini, adakah kesemua mereka boleh dipercayai samada dari segi etika atas talian, tingkahlaku, adab dan sebagainya? Ia agak realistic dalam isu kebolehpercayaan memandangkan pendedahan maklumat peribadi seseorang dilihat oleh

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berjuta manusia yang lainnya dan turut membolehkan mereka memberi komen dan lainlain.

Pada September 2008, satu konferen di Toronto, Amerika bertajuk Youth Privacy Online: Take Control, Make It Your Choice! telah mengetengahkan isu-isu berkaitan dengan risiko privasi yang dihadapi oleh kalangan orang muda apabila banyak maklumat didedahkan dengan adanya komunikasi atas talian di dalam aplikasi social mudah alih dan juga laman social di Internet. Perbincangan mengenai pembentukan metodologi bersesuaian dalam memelihara dan memulihara maklumat peribadi juga diketengahkan. Menurut Dwyer (2007) isu privasi di dalam laman social selalunya tidak diduga dan tidak termaklum. Tidak seperti transaksi social secara bersemuka atau offline, komunikasi dan transaksi atas talian meninggalkan rekod dan jejak. Menurut Lessig (1998), rekod dan kebolehjejakan ini merupakan satu factor perlunya privasi social yang pasif diwujudkan. Oleh itu, satu polisi yang jelas dan mekanisme perlindungan data perlu supaya tahap privasi social atas talian ini sama dengan privasi social secara offline. Pendidikan dan kempen kesedaran tentang isu privasi di dalam aplikasi social mudah alih perlu dilaksanakan memandangkan masih ramai yang belum sedar dan mengambil mudah akan hal ini.

2.1 Kajian Terdahulu Berkenaan Tahap Kebolehpercayaan Dan Privasi Polisi Aplikasi Sosial Mudah Alih Dalam kajian etnografi Boyd (2004), beliau mendedahkan akibat-akibat yang tidak dijangkakan berlaku dalam jaringan laman social. Boyd menjelaskan seseorang pengguna itu mewujudkan profil di laman social dengan tujuan untuk berkomunikasi tentang diri mereka kepada pengguna lain. Malah dalam kajian yang dijalankan Lampe, Ellison, dan Steinfield (2007) turut menyatakan bahawa pengguna laman social Facebook telah mendedahkan banyak maklumat berkenaan diri mereka tetapi tidak sedar dan tidak ambil peduli akan pilihan hak privasi mereka.

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Boyd dan Donath (2004) juga mengetengahkan isu berkaitan pilihan hak privasi boleh ditentukan oleh seseorang di dalam sebuah laman social facebook, namun seorang pengguna itu tidak dapat mengawal apa yang terpapar di laman social pengguna lain yang secara tidak langsung terpapar pada profil pengguna tersebut sebagai rakan. Ini mungkin memberi impak kepada pengguna sebagai rakan. Jika ia negative, maka pengguna lain akan beranggapan pengguna itu sebagai seorang yang negatif dan sebaliknya. PalmDoc (Jun, 2014) turut membincangkan bahawa media sosial juga mewujudkan risiko, terutamanya di mana sempadan sosial dan profesional menjadi tidak jelas. Antara contoh yang diutarakan adalah antara pesakit dan doktor mereka atau hal-hal profesional lain. Hubungan profesional dan hubungan sosial perlu dibezakan dan digunakan sesuai pada tempatnya.

Shuhada (2013) dalam artikelnya yang dicapai pada 28 Ogos 2014 melalui myMetro, menyatakan semakin banyak laman sosial dan aplikasi sosial yang wujud, semakin bertambah jugalah masalah kepincangan di kalangan masyarakat yang terjadi. Selain itu, antara perkara negatif yang secara tidak langsung mendedahkan perlanggaran hak privasi pengguna adalah apabila berlakunya luahan perasaan, unsur hasutan, unsur mistik, dan lain-lain.

2.1.1 Pendedahan Isu-Isu Berkaitan Tahap Kebolehpercayaan Dan Privasi Polisi Laman Sosial

Di dalam blog MediaSosial2012, Naqiah (2012) menyatakan wujud garisan yang kabur antara kehidupan peribadi dan awam seseorang pada zaman media sosial ini. Apabila seseorang memuatnaik maklumat peribadi, gambar, teks atau video di laman web media sosial, pengguna tidak akan mampu mengawal peredaran dan pengagihan bahan-bahan tersebut. Sering kali, bahan yang diletakkan di atas laman web akan dikongsi oleh pihak ketiga. Walaupun tahap privasi boleh ditetapkan contohnya sebagaimana yang berlaku di Facebook, namun maklumat adalah dianggap telah terbocor dan tidak dilindungi oleh pihak laman web. Bagi setiap maklumat dan bahan yang telah diletakkan atas talias, 76



kesulitan seseorang adalah diabaikan. Oleh itu, dikatakan bahawa media sosial telah menjadi satu ancaman terhadap privasi seseorang pada zaman sekarang.

Seorang penulis majalah di Amerika Syarikat bernama Winter menyatakan bahawa Instagram merupakan aplikasi sosial mudah alih yang banyak memberi tekanan berbanding facebook. Gejala menunjuk-nunjuk meningkatkan ketidakpuasan hati di kalangan pengguna sekaligus ia mungkin membawa kepada hasad, kutukan dan cemuhan dari orang ramai.

Twitter juga turut melebarkan tindakan terhadap privasi atas talian dimana mereka menggalakkan penggunanya untuk menggunakan elemen Do Not Track supaya dengan serta merta rangkaian akan berhenti dari mengikuti akaun pengguna apabila berada di atas talian. (Sumber: MDG Advertising 2013)

Ketaksuban seorang wanita dalam menggunakan aplikasi sosial mudah alih juga turut memberi banyak kesan tidak baik dalam sebuah rumahtangga. Masa yang diperuntukkan, bual bicara yang panjang, perkongsian dan pertukaran gambar, kata-kata yang mengundang kepada maksiat dan sebagainya berlaku apabila pendedahan terlalu banyak tentang hal seseorang. Selain itu, tiada rasa gusar atau risau dan hanya terlalu percaya akan rakan-rakan di dalam aplikasi sosial ini mengundang kepada pelbagai implikasi tidak baik dalam sebuah rumahtangga. Ini bukan sahaja dalam rumahtangga, malah dalam keseluruhan situasi sekalipun.

2.2 Persoalan Kajian Dan Metodologi

Walaupun kebolehpercayaan pada sesuatu aplikasi itu merupakan elemen yang perlu dalam

pembangunan

aplikasi,

namun

sejauh

manakah

kobolehpercayaan

ini

mempengaruhi interaksi sosial di kalangan pengguna. Ini mengarahkan kepada persoalan kajian seperti berikut:

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RQ1: Bagaimana kobolehpercayaan dalam aplikasi social mudah alih mempengaruhi interaksi sosial di kalangan pengguna?

Penggunaan teknologi dalam komunikasi membawa kepada banyak kebaikan (Erickson dan Kellogg, 2000). Ini menyebabkan pengurusan privasi samada di dalam organisasi mahupun individu menjadi rumit. Persoalan samada keprihatinan seseorang pengguna terhadap privasi interaksi social memberi kesan dalam penggunaan aplikasi tersebut? Ini mengarahkan kepada persoalan kajian kedua seperti berikut:

RQ2: Apakah keprihatinan privasi pengguna dalam aplikasi social mudah alih mempengaruhi interaksi social di kalangan pengguna?

Rajah 1 di bawah menunjukkan visualisasi model yang akan digunakan dalam pengumpulan data dan analisis kajian. Ia bertujuan untuk menganalisis tahap kebolehpercayaan dan kesedaran privasi pengguna dalam perkongsian maklumat, menjalin hubungan baru dan lain-lain di dalam aplikasi social mudah alih.

Rajah 2: Model Privasi Dan Kebolehpercayaan (Sumber: http://csis.pace.edu/dwyer/research/DwyerAMCIS2007.pdf)

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2.2.1 Peralatan Kajian

Soal selidik dijalankan untuk melihat persepsi tentang kebolehpercyaan, kesedaran tentang privasi, perkongsian maklumat, penggunaan aplikasi, dan jalinan hubungan yang baru. Soalan dibina adalah berbentuk kualtitatif.

Sebarang dapatan

dari

soal

selidik

akan

diklasifikasikan

mengikut

kategori

kebolehpercayaan dan kesedaran privasi dalam mempengaruhi elemen perkongsian maklumat dan jalinan hubungan yang baru di aplikasi sosial mudah alih ini.

Di akhir pengumpulan data, analisis akan dilakukan menggunakan perisian statistik yang sesuai. Dapatan kajian dilaporkan mengikut elemen frekuensi dan jenis penggunaan, keputusan tentang tahap kesedaran privasi, juga keputusan tentang kebolehpercayaan pengguna terhadap aplikasi sosial mudah alih tersebut. Hasil pengumpulan data tentang tindakan wajar bagi menjaga (safeguarding) maklumat yang dipaparkan dalam aplikasi sosial juga turut dilaporkan.

2.2.2 Ukuran Tahap Kesedaran Privasi

Menurut Awat dan Krishnan (2006), penyelidik selalunya berminat untuk mengetahui samada wujudnya hubungan antara kesedaran provasi dan tingkah laku atas talian penggguna. Kajian menunjukkan bahawa pengguna menyatakan kesedaran yang tinggi terhadap privasi maklumat peribadi tetapi kurang untuk melakukan pemeliharaan terhadapanya.

Beberapa soalan berbentul skala dibina untuk mengukur tahap kesedaran privasi dalam aplikasi social mudah alih. Skala berukuran 1(Tidak Pernah) hingga 5 (Selalu). Contohnya adalah seperti, “Berapa kerapkah tahap kesedaran anda tentang isu privasi setiap kali anda menggunakan aplikasi alam maya?”.

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2.2.3 Ukuran Terhadap Kebolehpercayaan

Skala yang digunakan adalah sama juga seperti di dalam ukuran tahap kesedaran privasi, namun mungkin ukuran skala berubah seperti 1 (Sangat Tidak Setuju) hingga skala 5 (Sangat Setuju). Ia bergantung kepada kesesuaian soalan yang akan dibina.

2.3 Perbincangan Dan Cadangan Kajian

Antara kekangan kajian adalah dalam pengumpulan data. Ini adalah kerana saiz sampel yang kecil sahaja dapat dilakukan oleh pengkaji memandangkan sampel diambil hanya di sekitar kawasan KUIS. Ia mungkin memberi impak dari segi ketepatan ukuran kerana persekitaran sampel tidak pelbagai. Selain itu, kemungkinan mendapat maklumat yang direka atau dalam erti kata lain, palsu adalah tidak mustahil. Ini kerana sifat seseorang yang sentiasa ingin nampak positif dan beretika di hadapan pengguna lain wujud.

Kajian lanjut boleh diperkembangkan lagi dengan lebih terarah kepada hubung kait atau signifikansi antara kesedaran privasi polisi dan kebolehpercayaan penggunaan aplikasi dengan kesanggupan pengguna berkongsi jenis-jenis maklumat dan membuat jalinan hubungan baru sesame pengguna aplikasi.

2.4 Kesimpulan

Aplikasi social mudah alih memang sangat popular pada masa kini dan ia menarik perhatian ramai para akademik dan penyelidik juga pentadbiran negara. Tidak dinafikan, banyak kajian dilakukan pada laman social di Internet berbanding aplikasi social mudah alih seperti Instagram, WhatsApp, Path, Foursquare dan lain-lain. Sama seperti laman social

seperti

Facebook,

MySpace,

keprihatinan

terhadap

privasi

dan

tahap

kebolehpercayaan turut menjadi perhatian penyelidik social khususnya. Kemungkinan di akhir kajian mendapati bahawa keputusan yang dilaporkan boleh menggalakkan kepada kajian akan datang dan lebih menyeluruh untuk lebih memahami akan hubungkait

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tentang kesedaran privasi dan kebolehpercayaan dengan impak persekitaran secara lebih menyeluruh.

Rujukan 1. Acquisti, A. dan R. Gross. (2006) “Imagined Communities: Awareness, Information Sharing and Privacy on The Facebook.” Proceedings of the 6th Workshop on Privacy Enhancing Technologies, Cambridge, UK, 2006. 2. Dwyer, C., Passerini, K. dan S.R. Hiltz (2007) “Trust And Privacy Concern Within Social Networking Sites: A Comparison of Facebook And MySpace.” 3. Mayer, R.C., Davis, J.H., dan Schoorman, F.D (2006) “An Integrative Model of Organizational Trust.” The Academy of Management Review (20) 3, pp. 709-734. 4. Metzger, M. J. (2004) “Privacy, Trust and Disclosure: Exploring Barriers to Electronic Commerce.” Journal of Computer-Mediated Communication (9) 4. 5. Roloff, M. E. (1981) “Interpersonal Communication: The Social Exchange Approach” Beverly Hills, CA: Sage Publications, Inc. 6. Cavoukian, A. (2008) “Youth Privacy Online: Take Control, Make It Your Choice!” 7. Lessig, L. (1998) “The Architecture of Privacy,” http://lessig.org/content/articles/works/architecture_priv.pdf, (dicapai pada 29 Ogos 2014). 8. Donath, J. dan D. Boyd (2004) “Public Displays of Connection,” BT Technology Journal (22) 4, pp. 71-82. 9. PalmDoc (2014) “http://new.medicine.com.my/2014/06/dobbs-roundup-week-of96-to-1362014/ “(dicapai pada 29 Ogos 2014). 10. Shuhada, M (2013) “Pekikan Laman Sosial” http://www.hmetro.com.my/myMetro/articles/Pekikanlamansosial/2013/Article (dicapai pada 29 Ogos 2014). 11. Naqiah, A. (2012) “Isu-Isu Semasa Mengenai Media Sosial” http://mediasosial2012.blogspot.com/2012_03_01_archive.html (dicapai pada 29 Ogos 2014). 81



12. Kellogg, W. A. dan Erickson, T. (2000) “Social translucence: an approach to designing systems that support social processes” Journal ACM Transactions on Computer-Human Interaction Part 1Volume 7 Issue 1, March 2000 Pages 59-83. 13.

Awad, N. F. and M. S. Krishnan (2006) “The Personalization Privacy Paradox: An Empirical Evaluation of Information Transparency and the Willingness to be Profiled Online for Personalization,” MIS Quarterly (30) 1, pp.13-28.

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Teaching System Administration: Hardware Based Lab vs. Virtual Based Lab Khairil Ashraf Eliasa, Azfi Zaidi Mohammad Sofib, Marziana Abdul Majidc Jabatan Sains Komputer, Fakulti Sains dan Teknologi Maklumat Kolej Universiti Islam Antarabangsa Selangor (KUIS) Selangor, Selangor, Malaysia Abstract. System Administration is a field that demands understanding in computer and network system such as operating system, application, networking, hardware, security and troubleshooting technique. Real-time and hands-on practical exercise will give students the opportunity to apply and integrate system administration skills they have learned during lecture class. Practical lab exercise can be done with real hardware and network setup or using virtualization technology. This paper will compare both method based on two case studies in a context of financial costs, time consume, required skills, usage optimization, and flexibility. Keywords: Educational Technology, Virtual Machine, System Administration.

INTRODUCTION System Administration Course is combination of principles and theories of system administration and computer science with practical information and hands-on learning using realistic projects. The subject matter of system administration includes computer systems and the ways people use them in an organization (Yang, 2007). A typical System Administration course offered in colleges and universities are a combination of lectures and practical activities. According to Vollrath, A. (2004) teaching System Administration course requires practical activities in an environment that simulates the real world scenario. Real-time and hands-on practical exercise will give students the opportunity to apply and integrate system administration skills they have learned during lecture class. In addition to that, practical exercise is an important instrument for assessing teaching effectiveness and maintaining the quality of academic programs (Hakimzadeh, H., and Williams, L., 2006).

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PROBLEM STATEMENT Creating a networking lab out of real-world hardware is the closest one can get to achieve realism. However, real-time and hands-on exercise is difficult, expensive and time consuming to organize and implement (Walden, 2005). This factor has resulted in the various structure of lab activity from one learning institution to others. Most of the colleges and universities which offers the subject will carry out the lab exercise in their own preferred way but generally there are two major approaches in conducting such exercise which are Hardware Based Lab and Virtual Based Lab (Dobrilovic and Odadzic, 2006).

OBJECTIVE Educators in computer system administration often want to provide hands-on, realistic environments for their students to apply the concepts they learn in the classroom. The purpose of this paper is to compare two different methods used in teaching System Administration course. The first method is using real devices and network environment while the second is based on virtual environment.

BACKGROUND OF STUDY According to Stewart. K. E., Humphries. J. W. and Andel, T. R., (2009) virtualization is a concept that has been around for a long time, but has acquired new traction on the desktop as computers have become more powerful. This section serves to provide a brief introduction to some of the current virtualization technologies in order to understand some of the concepts explained in the rest of this comparative study.

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Full Virtualization Full virtualization is the process of translating, usually at runtime, the machine-level instructions of one architecture to another (Gaspar, Langevin and Armitage, 2007). Virtualization software provides support for unmodified guest operating system kernels which have not been altered to run on a host with assumptions that both the guest and the host are of the same architecture. This allow them to run code natively so that the code written for PowerPC processor can run on x86 processor. Example of virtualization solutions that fall into this category is VMware, Oracle VirtualBox, Microsoft Virtual PC, KVM and QEMU. Figure 1 provides a preview of how the layers of Full virtualization.

Figure 1. Full Virtualization (Source: Gaspar et. al., 2007)

Paravirtualization Paravirtualization runs a thin layer of operating system software called a hypervisor between a modified guest operating system and the actual host platform hardware. This can produce better performance when compared to full virtualization, especially in the case where large numbers of guest machines are running simultaneously. The major drawback of this approach is operating system for guest must be ported first to the hypervisor architecture before it can be installed inside a virtual machine. Example of virtualization solutions that fall into this category is Xen Hypervisor. Figure 2 provides a preview of how the layers of Paravirtualization.

85



Figure 2. Paravirtualization (Source : Damiani et. al., 2004)

Operating System Virtualization Operating system virtualization uses a shared system kernel to isolate and manage resources in such as way that special user processes can be made to act like independent machines. Since all virtual machines share the same system kernel, this means that all virtual machines must run the same operating system as the host (e.g., Linux on Linux, Windows on Windows). One significant advantage of this approach is the efficient use of system resources such as processor and memory (RAM) per nodes, allow a large number of guest operating system running concurrently. Example of virtualization solutions that fall into this category is OpenVZ.

Hybrid Virtualization Hybrid virtualization proposed a solution where the advantages of both Full virtualization and Operating System virtualization are combined. This approach will allow a large number and variety of guest operating system running concurrently. Proxmox VE product is one example of virtualization solution in this category. Another example is Virtualization platform developed by Department of Electrical and Computer Engineering, Air Force Institute of Technology. The project has successfully integrated both KVM/QEMU and OpenVZ into a single virtualization platform. Figure 3 show how the hybrid virtualization works.

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Figure 3. Hybrid Virtualization (Source : Stewart et. al., 2009)

Hardware based Lab Hardware based lab is a conventional laboratories usually implemented using real machines such as computers, servers, switches and hubs on an isolated network which allow students to exercise on system administration task, network programming and security tools. Georgia Tech’s Hands-On Information Security Lab is one example of where hardware based lab approach has been successful. Abler, Contis, Grizzard and Owen (2006) described an undergraduate internetwork security-teaching laboratory, which includes both defensive and offensive security laboratory experimentation, is described. The laboratory is unique in that it uses an isolated laboratory network that attempts to represent the Internet as closely as possible. The use of virtual networking technology allows the physical network topology to be electronically reconfigured into different logical topologies. The student laboratory network is physically isolated from the Internet so that exploits do not have the potential to escape and bring damage outside the student laboratory. However, lab instructor is able to reconfigure the lab from the Internet through an administrative interface, which is shown in Figure 4.

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Figure 4. Administrative interface (Source: Abler et. al., 2006)

The laboratory network architecture represents a very difficult target to exploit (the enterprise network), a network with moderate difficulty to exploit (the good Internet service provider), a relatively easy target (a university), and a very easy target (an Internet service provider with no security). Thus, students can, in practice, learn how very easy targets are exploited and then work their way up the complexity chain as their understanding of exploits and techniques used by hackers increased.

Virtual based Lab The alternative way of teaching Linux System Administration course is Virtual Based Lab where specific tools such as simulation software is used to simulate both small and large networks with different technologies and topologies as well. Walden (2005) developed a live information warfare exercise for a computer security class at the University of Toledo. It utilizes the defensive and offensive use of information systems to exploit an opponent’s information resources. Students work in teams to defend their computer system while at the same time trying to exploit systems controlled by other teams. The exercise was implemented using a network of virtual machines. User Mode Linux (UML) was chose as a virtual machine software and open source TUN/TAP virtual Ethernet interface and bridge-utils for Linux were used to construct virtual network.

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FINDINGS The purpose of this study is to compare methods and results of using two different approaches in conducting lab exercise for computer and network security course. The comparative studies will examine these issues in a context of financial, setup process, required skills, usage optimization, and flexibility.

Financial costs Financial cost is perhaps the biggest drawback for Hardware based lab because every devices such as the routers, switches, workstations, power supplies, cabling and server racks need to be purchased. (Walden, J. 2005). Also, it might exceed the financial grasp of many introductory computer and network security class. (Stewart, K. E., et. al., 2009) On the other hand, virtual based lab can save costs and reduce the footprint of a medium-sized, heterogeneous network down to a single machine, such as a student laptop. (Dobrilovic, D., & Odadzic. B. 2006)

Time consume Hardware based lab set up process is very time consuming because it involve physical work where else virtual based lab can be configured within a short amount of time. (Yang. L. 2007)

Required skills A high level of technical expertise is required to properly configure hardware based lab. Hardware failure also could happen if the job is not carefully done. While using Virtual based lab, students can experimenting with the virtual device without any fear of hardware failure. (Yang L. 2007)

Usage optimization Hardware based lab can be used by only a small number of students in the same time. This is mainly because of physical limitation. (Dobrilovic, D., & Odadzic. B. 2006). Where else in Virtual based lab students can create multiple virtual machine in one physical computer, this feature will allow more students to get involved in the exercise. 89



Flexibility Hardware based lab is not flexible because they are not appropriate for a variety of network topologies. The usage of real device such Cisco product makes all the time and effort expanded by one team of people to set up a lab does not translate well to another team who wants to replicate the results. (Abler, R. T., et. al. 2006)

The Table 1 below present summary of the comparisons:

Table (1). Comparison of Hardware based Lab vs. Virtual based Lab Hardware based

Virtual based Lab

Lab Financial costs

High cost

Low cost

Time consume

More time consume

Less time consume

Required skills

Require high level

Less technical

technical expertise Usage

Small group of

Can involve more

optimization

students at one time

students

Flexibility

Difficult to

Adjustment can be made

reconfigure the

easily

network

RECOMMENDATION Through the comparisons above it is clear that virtualization technology is a great option for both educators and students to deploy lab exercise without increasing overhead costs. It is also recommended for an instructor to provide a central point for students to get information about how to perform labs, download tools and access documentation. This will help students mitigating the problem should they found any difficulties in doing their lab exercise.

90



CONCLUSION It is learnt that having a totally isolated computer and system administration lab where students are allowed to configure and manage them is highly motivating. Both hardware based lab and virtual based lab has its own pros and cons but virtualization technology give more advantages such as low hardware requirements and ease of configuration. Students now can experience with various computer and system administration tools using virtualization without educators have to spend their precious time acquiring more funding for the lab.

REFERENCES 1. Abler, R. T., D. Contis, J. B. Grizzard, and H. L. Owen. 2006. “Georgia Tech Information Security Center Hands-on Network Security Laboratory.” IEEE Transactions on Education, 49, (1) (Feb.): 82-87, 10.1109/TE.2005.858403. 2. Damiani, E., Frati, F., and Rebeccani, D., (2004). The Open Source Virtual Lab: a Case Study. 3. Dobrilovic, D., & Odadzic. B. 2006. “Virtualization Technology as a tool for Teaching Computer Networks.” Proceedings of the 13th World Academy of Science, Engineering and Technology. 4. Gaspar, A., Langevin, S., and Armitage, W. D., (2007). Virtualization technologies in the undergraduate IT curriculum. 5. Hakimzadeh, H. and Williams, L. (2006). IU-EVAL: An Electronic Course Evaluation System. SIGUCCS 2006 6. Stewart, K. E., Humphries. J. W. & Andel, T. R. 2009. “Developing a virtualization platform for courses in networking, systems administration and cyber security education.” Unites States Air Force, Department of Defense. 7. Wagner, P.J., and J.M. Wudi. 2004. “Designing and Implementing a Cyberwar Laboratory Exercise for a Computer Security Course.” Paper presented at SIGCSE '04: Proceedings of the 35th SIGCSE technical symposium on Computer science education,

Norfolk,

Virginia,

http://doi.acm.org/10.1145/971300.971438. 91

USA,

402-406,



8. Vollrath. A., Jenkins. S. (2004). Using virtual machines for teaching system administration. Journal of the Consortium for Computing Sciences in Colleges 9. Walden, J. 2005. “A Real Time Information Exercise on a Virtual Network.” SIGCSE 2005 10. Yang, L. 2007. “Teaching System and Network Administration using Virtual PC.” Consortium for Computing Sciences in Colleges.

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Maple Software Experience on Optimization Azfi Zaidi Mohammad Sofia, Mustafa Mamatb, Marziana Abdul Majidc, Khairil Ashraf Eliasd, Mohd Asrul Hery Ibrahime a,c,d

Faculty of Science and Information Technology

KolejUniversiti Islam Antarabangsa Selangor (KUIS) Malaysia b

Fakulti of Computing and Informatics

Universiti Sultan ZainalAbidin (UniSZA) Malaysia e

School of Applied Science and Foundation

Infrastructure University of Kuala Lumpur (IUKL) Malaysia Abstract. The usage of good software is vital in optimization. This paper state a brief of experience using Maple software in optimization involving quasi-Newton method. Hessian update approximation formula selected in this method is BFGS update. Keywords: Maple programming; optimization; quasi-Newton

INTRODUCTION Optimization generally can be categorized into two types which is constrained optimization and unconstrained optimization. In optimization, an objective function

f  x  needs to be solved either to minimize or maximize the function. In optimization, there always

minn f  x  x

(1)

n where f is twice continuously differentiable function from  into  . If it is a

constrained optimization, (1) will be bounded to a series of constraint functions. However, consider problem (1) is unconstrained optimization. 93



BFGS method is one of the most well known method for solving unconstrained optimization (1) when it is unconstrained. The name BFGS is taken from the founder of the method whose were Broyden, Fletcher, Goldfarb and Shanno. BFGS method was designed to overcome the disadvantages of

Newton method which are the cost to

calculate the exact Hessian at every iteration is quite high [1] and consume a lot of time computing and it happen worse in the case where larger scale and higher dimension objective functions in (1). By not considering the exact Hessian, Quasi-Newton method was developed using the Hessian approximation formula at every of iteration and we call it as update Hessian approximation formula at  k  1 iteration. There are several of update Hessian formulas th

in Quasi-Newton method such as BFGS, DFP, PSB, SR1, Broyden Family update and other updates by [2], [3], [4], [5] and self scaling technique for the update such as [6], [7] and many others. However, the most popular and most effective update is BFGS update Hessian formula founded in 1970 and it is supported by [2], [8], [9] and [10]. The BFGS method is an iterative method, whereby at the  k  1

th

iteration, xk 1 is

given by

xk 1  xk   k d k

(2)

where d k denotes the search direction and  k is its step length. The search direction, d k is calculated using

d k   Bk1 g k .

(3)

In (3), the quantity g k  f  xk  denotes the gradient of f at xk while Bk is the Hessian approximation 2 f  xk  that fulfills the Quasi-Newton equation

Bk sk  yk

(4)

BFGS update Hessian is come from Broyden family update Hessian which is derived by  B s sT B Bk 1  Bk   kT k k k  sk Bk yk

 yk ykT T T   T    sk Bk sk  vk vk , s y  k k

when the scalar   0 and y Bs  vk   Tk  T k k  .  sk sk Bk sk 

94

(5)



This update satisfied the quasi-Newton equation (4).  is the parameter in interval where    0,1 . When   0 , BFGS update Hessian formula will be derived and DFP update

Hessian can be derived when   1 . The symbol  k in (2) is the step length obtained by line search procedure and there are various of procedures can be used. For all the line search procedures, it was divided into two types that are using the exact line search and another one is inexact line search such as proposed by [11], [12], [13] and others. However, this paper only considered BFGS algorithm using the exact line search as suggested by [14], [15] and [16] that is

min f  xk   k dk  .  0

The exact line search in (6) must satisfy both Wolfe’s conditions

f  xk  k dk   f  xk   1k gkT dk , and g  xk   k dk  dk  2 gkT dk , T

with 0 < 1
restart; with(LinearAlgebra): i:=1;n:=6; f:=100*(x[2*j-2]-x[2*j-3]^2)^2+(1-x[2*j-3])^2; f:=sum(f,j=2..n); g:=Matrix([[diff(f,x[1])],[diff(f,x[2])],[diff(f,x[3]) ],[diff(f,x[4])],[diff(f,x[5])],[diff(f,x[6])],[diff(f ,x[7])],[diff(f,x[8])],[diff(f,x[9])],[diff(f,x[10])]]); x[1]:=1.5: x[2]:=2.: x[6]:=2.:

x[3]:=1.5: x[4]:=2.:

x[7]:=1.5: x[8]:=2.:

x[9]:=1.5:

x[5]:=1.5: x[10]:=2.:

FIGURE 2. Example of Maple coding to define problem (1) for Algorithm 1

Red coding in Figure 1 shows how we coding to input a function depends on how many variables of the function. For example in Figure 1, we use the Rosenbrock function

n  6 . For another function, reader can refer in Appendix section of [17]. The blue coding shows how we input the value of the initial points. The Maple software also can calculate the exact line search which sometimes almost impossible to calculate using other software.

> f2:=100*(x3[2*j-2]-x3[2*j-3]^2)^2+(1-x3[2*j-3])^2; f2:=sum(f2,j=2..n); fprimealpha:=diff(f2,alpha): alpha:=solve(fprimealpha,alpha); sort([alpha],(type([alpha], realcons)=false)); alpha:=alpha[1];

FIGURE 2. Example of Maple coding to calculate exact line search

96



Figure 2 shows the coding for Algorithm 1 to calculate the exact line search as in Step 4 Algorithm 1. The word ‘alpha’ in the code stand for  k* in Step 4 Algorithm 1.

However, when the value of stopping criteria in Step 5 Algorithm 1 was chosen very small approaching zero, the algorithm may have tendency to fail. Table 1 below shows the effects of different stopping criteria used in the Algorithm 1. TABLE (1). Percentage of Algorithm 1 failure Stopping criteria values Percentage of failure

  104

  108

  1012

8.64%

26.36%

31.36%

Table 1 show the failure percentage of Algorithm 1 when difference values of stopping criteria used. We tested 4 initial points on each of 56 function which bring 224 total outcomes for each of stopping criteria. Phenomena that cause the failure in Table 1 are because of: 1. An usual stop occur before the algorithm reach the stopping criteria. 2. The algorithm still cannot find the solution although it reach number of iteration  10,000 .

3. The solution point obtained is not the real solution. (it means the solution determined by the algorithm does not satisfied the minimization properties

f  xk 1   f  xk  k dk   f  xk   f  x0  .

97



FIGURE 3. Example of Maple coding to calculate exact line search

Figure 3 shows one example of why Algorithm 1 fail to solve the problem (1). If we observe at iteration number 533, the values of stopping criteria achieve is 7.4 108 and of course it did not reach   108 . Therefore, we suggest to use appropriate value for the stopping criteria which is not so small approaching zero.

REFERENCES 1. Nash, S.G. & Sofer, A. (1996). Linear and Nonlinear Programming. McGraw Hills, New York. 2. Al-Baali, M. (2000). Extra updates for the BFGS method, Optimization Meth. and Soft., 13, 159-179. 3. Xiao, Y., Wei, Z. & Wang, Z. (2008). A limited memory BFGS-type method for large-scale unconstrained optimization, Journal of Computers and Mathematics with Applications, 56, 4, 1001-1009. 4. Ford, J.A. & Tharmlikit, S. (2003). New implicit updates in multi-steps quasi-Newton methods for unconstrained optimization, Journal of Computational and Applied Mathematics, 152, 1, 133-146. 5. Li, D., Qi, L. & Roshchina, V. (2008). A new class of quasi-Newton updating formulas, Optimization Methods and Softwares, 23, 237–249. 6. Siegel, D. (1993). Modifying the BFGS update by a new column scaling technique, Journal of Mathematical Programming (66): 45-78.

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7. Cheng, W.Y. & Li, D.H. (2010). Spectral scaling BFGS method, Journal of Optimization Theory Applications (146): 305–319. 8. Mascarenhas, W.F. (2004). The BFGS method with exact line searches fails for nonconvex objective functions, Math. Prog. Ser., A, 99, 49-61. 9. Wei, Z., Yu, G., Yuan, G. & Lian, Z. (2004). The superlinear convergence of a modified BFGS-type method for unconstrained optimization, Computational Optimization and Applications, 29, 315-332. 10. Wu, T. & Sun, L. (2006). A quasi-Newton based pattern search algorithm for unconstrained optimization, Applied Mathematics and Computation, 183, 685-694. 11. Armijo, L. (1966). Minimization functions having Lipschitz continuous first partial derivatives, Pacific J. Math., 16, 1-3. 12. Pu, D. (1992). A Class of DFP Algorithm Without Exact Line Search, Asia Pacific Journal of Operation Research 9, 207-220. 13. Shi, Z.J. (2006). Convergence of quasi-Newton method with new inexact line search,Journal of Mathematical Analysis and Applications, 315, 1, 120–131. 14. Curry H. B., (1944). The method of steepest descent for nonlinear minimization problems, Quart. Appl. Math., 2, 258-261. 15. Ibrahim, M.A.H., Mamat, M., Sofi, A.Z.M., Mohd, I. and Ahmad, W.M.A.W. “Alternative Algorithms of Broyden FAMILYAMI for Unconstrained Optimization” in International Conference on Mathematical Science, edited by C. Ozel and A. Killicmen, AIP Conference Proceedings, Vol. 1309, 2010, pp. 670-680. 16. Sofi, A.Z.M., Mamat, M. & Mohd, I. (2013a). An improved BFGS search direction using exact line search for solving unconstrained optimization problems, Journal of Applied Mathematical Science, Vol 7, No. 2, 73 – 85. 17. Masrop, N.A., Sofi, A.Z.M., Mamat, M. and Mohd, I. (2013). Effects of RAM in Broyden Update Method: Proceedings of International Conference on Artificial Intelligence in Computer Science and ICT: 1 – 4.

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Kerangka Kerja E-Restoran berasaskan Analisis Bahaya dan Titik Kawalan Kritikal Muhammad Azmil Fahmi Asahar dan Muriati Mukhtar Fakulti Teknologi dan Sains Maklumat Universiti Kebangsaan Malaysia

Abstrak.Penggunaanpersonal digital assistant (PDA) dan radio frequency identification (RFID) boleh meningkatkan kecekapan pengurusan sesebuah restoran. Namun, selain daripada

isu kecekapan pengurusan, satu isu utama bagi sesebuah restoran adalah

keselamatan makanan yang disaji. Kajian terhadap kesusasteraan e-restoran menunjukkan isu utama yang dikaji adalah berkisar kepada isu berapa banyak item dalam inventori serta pengesanan item dalam inventori serta isu yang berkait dengan pesanan dan pembayaran. Isu keselamatan makanan sering diabaikan dalam model pelaksanaan erestoran. Justeru, dalam kertas ini isu keselamatan makanan diambilkira dengan menerap konsep analisis bahaya dan titik kawalan kritikal. Secara khususnya, sebuah kerangka kerja perlaksanaan e-restoran yang mempunyai tiga komponen utama dibangunkan. Tiga komponen utama ialah, pertama, penentuan polisi operasi; kedua, analisis bahaya titik kawalan kritikal dan kebolehkesanan dan ketiga, kawalan dan pemantauan barangan mudah rosak dibangunkan. Tiga polisi operasi yang dikenalpasti ialah kaedah pengendalian makanan, kaedah pendaftaran item dalam inventori dan kaedah pengurusan barangan mudah rosak. Kerangka kerja ini membantu pemantauan, kawalan dan kebolehkesanan barangan mudah rosak. Selain itu, ia turut memastikan pematuhan terhadap kawalan keselamatan makanan serta pembahagian dan kaedah kerja yang sistematik untuk meningkatkan kecekapan restoran. Sebagai pembuktian konsep, sebuah prototaip yang menerapkan teknologi RFID telah dibangunkan. Kerangka kerja ini boleh digunakan untuk meminimumkan pembaziran dan mengelak berlakunya kes keracunan makanan. Keywords: keselamatan makanan, e-restoran, rfid, analisis bahaya, titik kawalan kritikal

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PENGENALAN Kemajuan IT turut mempengaruhi pengurusan operasi restoran dengan wujudnya restoran yang diuruskan secara elektronik atau lebih dikenali sebagai e-restoran.. Aplikasi IT mula mendapat sambutan apabila restoran mula mengadaptasinya dalam mesin tunai dengan bantuan Point of Sale (POS). Umumnya kajian terhadap e-restoran melibatkan pembinaan dan pembangunan sistem pengurusan untuk meningkatkan kecekapan operasi. Antara fokus kajian ialah untuk meningkatkan kawalan inventori, penggantian stok yang pantas serta memperbaiki kualiti perkhidmatan [1]. Tinjauan kesusasteraan dalam bidang e-restoran menunjukkan walau pun isu keselamatan makanan diambil kira dalam pengurusan e-restoran, model yang dibina tidak mengambilkira pematuhan kepada Analisis Bahaya dan Titik Kawalan Kritikal atau Hazard Analysis and Critical Conrol Point (HACCP) untuk menjamin keselamatan makanan. Memandangkan keselamatan makanan adalah penting, maka menggabungkan HACCP dalam sistem pengurusan erestoran seharusnya menjadi keutamaan. Melalui sistem ini, berbantukan teknologi Radio Identification Technology (RFID), setiap item yang memasuki inventori bukan hanya didaftarkan kuantitinya malah diumpukkan juga titik kawalan kritikal. Hidangan yang disediakan oleh restoran juga akan didaftarkan titik kawalan kritikalnya. Dengan kaedah ini, tarikh luput item dan sajian dapat dipantau dan dikawal serta pembekal dan petugas bertanggungjawab dapat dijejaki dengan mudah. Justeru, fokus kajian kami adalah membina rangka kerja e-restoran yang menerapkan analisis bahaya dan titik kawalan kritikal. Seterusnya sebagai pembuktian konsep sebuah prototaip e-restoran dibangunkan.

KAJIAN KESUSASTERAAN

Ulasan kajian kesusasteraan ini dibahagikan kepada tiga bahagian. Bahagian pertama memperihalkan kesusasteraan tentang model dan teknologi yang digunakan dalam sistem e-restoran. Bahagian kedua memperihalkan tentang HACCP dan bahagian yang akhir memperihalkan tentang e-restoran di Malaysia.

101



Model dan Teknologi dalam E-Restoran

E-Restoran bermaksud menguruskan restoran secara elektronik. Aplikasi IT mula mendapat sambutan apabila restoran mula mengadaptasinya dalam mesin tunai dengan bantuan POS (Point of Sale). Terkini, e-restoran turut mengadaptasi IT dalam pengurusan pesanan makanannya [2]. Mutu perkhidmatan terus

dipertingkatkan dari masa ke

semasa. Pelbagai cara telah dilakukan termasuklah mengadaptasi teknologi RFID dalam pengurusan perkhidmatan makanan. [3] telah melakukan kajian tentang aplikasi RFID bagi meningkatkan penyampaian perkhidmatan dan juga faedah yang terhasil daripada pengadaptasiannya. Mereka telah mempraktikkan rangka kerja yang diketahui untuk memaparkan evolusi perkhidmatan dan mempersembahkan bagaimana RFID memberi impak

dalam

pelbagai

senario.Potensi

RFID

telah

dibuktikan

sebagai

hasil

kajian.Perbincangan bertumpu kepada rangka kerja di pihak pengurusan tentang adaptasi RFID ke dalam sistem perkhidmatan mereka. Adaptasi RFID dapat menjawab persoalan siapa, apa, di mana, dan bagaimana dalam satu sistem perkhidmatan.Rangka kerja konsep telah dibangunkan berdasarkan kaedah multi-case holistic study untuk mendapatkan hasil yang jitu.Lebih 40 kajian kes telah dilakukan demi menghasilkan rangka kerja tersebut. Berikut adalah faedah adaptasi RFID yang berjaya dikesan dari 40 kajian kes tersebut: 

Mempertingkatkan kapasiti perkhidmatan



Memendekkan putaran masa perniagaan



Mewujudkan sistem layan diri



Adaptasi automasi



Mengelakkan kehilangan inventori



Penjejakan produk dalam rangkaian perkhidmatan



Penyesuaian item dengan perkhidmatan



Penyesuaian perkhidmatan berdasarkan minat



Kawalan kerosakan



Kawalan keselamatan

Selain itu, terdapat beberapa model inventori e-restoran yang dibangunkan oleh beberapa penyelidik. Misalnya, [4] membincangkan tentang permintaan pengurusan rantaian bekalan dan mengkaji bagaimana integrasi kecerdasan buatan dan RFID dapat 102



mempertingkatkan tindak balas dalam aliran kerja logistik. Sistem yang dibangunkan mampu mengadaptasi perubahan bekalan dan permintaan dengan bantuan RFID. Fleksibiliti aliran kerja logistik amat penting untuk memberikan tindak balas pantas kepada kehendak pengguna yang merangkumi pelbagai rantaian aktiviti. Oleh itu, Responsive Logistics Workflow System (RLWS) telah dibangunkan berasaskan rekabentuk rangka kerja yang memastikan inventori berada di paras yang sepatutnya sehingga dapat memberikan bekalan secara berterusandan mengelakkan berlakunya stok berlebihan. Perkongian maklumat amat penting untuk memastikan matlamat ini mencapai kejayaan.

Model inventori barangan mudah rosak adalah antara model inventori yang agak banyak dibincangkan. [5] contohnya, menyelidik tentang model inventori untuk barangan mudah rosak dengan bersandarkan kepada tahap permintaan ke atas inventori. Pengurusan barangan mudah rosak amat penting bagi sektor makanan, kimia, farmaseutikal dan pengurusan bank darah. Adaptasi RFID telah dilakukan untuk memudahkan kerja-kerja pemantauan. Demi mengelak berlaku putusnya bekalan, tahap inventori terendah ditetapkan. Model yang dicadangkan dalam penyelidikan ini amat sesuai untuk menetukan polisi inventori yang optimum seperti bakeri pasaraya.

Keberkesanan dalam sistem kebolehkesanan amat berkait dengan kemampuan untuk mengumpulkan maklumat tentang keselamatan dan kualiti makanan yang dikeluarkan. Teknologi RFID telah digunakan untuk memudahkan penjejakan dan automasi data kebolehkesanan. Sistem kebolehkesanan yang digandingkan dengan perkongsian maklumat akan meningkatkan lagi tahap kualiti pengeluaran. [6] misalnya, menyelidik tentang pengurusan kebolehkesanan data untuk rantaian makanan menggunakan RFID. Asas utama kepada rangka kerja ini ialah mudahnya penggunaan dan kemampuan maklumat berkomunikasi dalam pelbagai media seperti internet, email dan telefon mudah alih. Kesepaduan sistem kebolehkesanan mestilah mampu berinteraksi berkenaan kualiti produk, asal-usulnya dan keselamatan pengguna. Ciri-ciri penting yang diterapkan termasuklah

kemampuan

untuk

menyaring

maklumat,

mengumpul

dan

mengstatistikannya, dan sentiasa dikemaskini. Duastandard utama iaitu ISO22000 103



(Sistem Pengurusan Keselamatan Makanan) dan ISO 22519 (Sistem Kebolehkesanan dalam Rantai Makanan - Rekaan dan Perkembangan.

Penggunaan RFID untuk menguruskan restoran yang menghidangkan sushi telah dikaji oleh [1]. Kajian dilakukan untuk meningkatkan tahap kecekapan operasi yang mencakupi kawalan inventori, gantian kekosongan stok secara aktif, dan kawalan keselamatan makanan serta meningkat kualiti perkhidmatan makanan. Kajian ini juga menawarkan penyelesaian masalah kepada kelemahan pengurusan restoran secara tradisi seperti masalah pengiraan bil dan masa yang lama diambil untuk mengira bil, potensi keracunan makanan kerana sushi mempunyai jangkahayat yang pendek kerana dihidangkan tanpa memasak dan kawalan stok sushi yang tidak teratur yang akan menyebabkan kepuasan pelanggan merosot.Personal Digital Asistant(PDA) telah digunakan untuk mengira jumlah makanan yang di makan dan jumlah bil untuk mempertingkatkan kecekapan dan ketepatan bayaran. RFID pula digunakan untuk memaparkan penjejakan maklumat tentang makanan yang terdapat di atas conveyor. Adaptasi teknologi ini seterusnya menghasilkan statistik operasi yang dapat digambarkan untuk pengurusan inventori dan promosi pemasaran. Rangka kerja yang dibina melibatkan kawalan input dari RFID dan PDA, kawalan input dan tahap tapisan, modul pemprosesan, tahap aliran kerja, tahap aliran aplikasi.

Analisis Bahaya dan Titik Kawalan Kritikal

Analisis bahaya dan titik kawalan kritikal atau HACCP adalah satu pendekatan pencegahan yang sistematik bagi memastikan makanan adalah selamat daripada bahaya biologi, kimia dan bahaya fizikal semasa proses produksi yang boleh menyebabkan produk akhir tidak selamat. Terdapat tujuh langkah yang dilakukan untuk melaksanakan HACCP iaitu: 1)

Melakukan analisis bahaya

2)

Mengenalpasti titik kawalan kritikal

3)

Menetapkan had kritikal

4)

Menetapkan sistem pemantauan 104



5)

Menetapkan tindakan pembetulan

6)

Menetapkan prosedur pengesahan

7)

Menetapkan dokumentasi dan perekodan

Pengeluaran sijil HACCP di Malaysia dikawal selia oleh Kementerian Kesihatan Malaysia. Setakat tahun 2001, lebih 59 buah perniagaan telah mendapat sijil HACCP. Kementerian Kesihatan Malaysia (2012) telah mewujudkan Nota Bimbingan untuk mendapatkan HACCP dengan menggariskan tujuh proses iaitu lakukan analisis bahaya, menetapkan titik kawalan kritikal, menetapkan tahap kritikal, menetapkan sistem pemantauan dan kawalan, menetapkan tindakan pembetulan, menetapkan prosedur untuk semakan dan penyimpanan rekod dan dokumentasi.

US FDA dalam Guideline on HACCP Manual pada 2006, menyatakan bahawa HACCP bukanlah sistem yang boleh berfungsi dengan sendirinya dan mencadangkan ia digabungkan dengan SOP supaya setiap proses dalam penyediaan dapat dipantau dan dikawal. Manual pelaksanaan HACCP ini telah disediakan untuk membantu industri makanan di US membina sistem HACCP mereka sendiri.

Pada tahun 2010, Bahagian Keselamatan dan Kualiti Makanan Kementerian Kesihatan Malaysia telah mengeluarkan Garis Panduan HACCP Satu Malaysia. Garis panduan ini bertindak sebagai mekanisma aplikasi HACCP dalam industri makanan. Dokumen ini turut memaparkan contoh dan templet untuk membangunkan dokumentasi patuh HACCP. Peranan industri dan tugas pegawai pemantau ditekankan dengan jelas. Templet yang dibangunkan mematuhi konsep tujuh perkara dalam HACCP seperti dibincangkan oleh [7].

105



E-restoran di Malaysia Adaptasi E-Restoran di Malaysia lebih menjurus kepada sistem pesanan dan tempahan. Temuramah dengan pemilik restoran juga menunjukkan hasil

yang sama. [8] telah

menggunakan SMS (sistem pesanan ringkas) sebagai peringatan pengesahan makanan yang dipesan melalui laman web. Sistem turut dilengkapi maklumat tentang khasiat makanan untuk membantu pelanggan membuat pesanan. Selain itu sistem turut dilengkapi dengan pesanan atas talian dari laman web dan perkhidmatan mendebitkan bayaran secara atas talian serta kemudahan tempahan meja atau ruang.

Aplikasi mudah alih dalam memesan makanan pula diketengahkan oleh [9]. Pesanan dengan kaedah ini dapat mengurangkan kesilapan pengambilan pesanan, pembaziran dan menjimatkan masa menunggu. Perbandingan antara sistem pesanan terdahulu dan mudah alih turut dilampirkan. Kaedah tradisional adalah berorientasikan semata-mata kepada manusia di mana tugas pelayan terlalu sukar dan berdepan kepada risiko kesilapan dan dapat menjejaskan kos dan keuntungan. Antara kesilapan yang sering terjadi ialah menguruskan tempahan awal, menguruskan pesanan dan mengingatkan tukang masak tentang makanan yang dipesan. Pelayan turut berdepan karenah pelanggan yang sukar membuat pesanan dengan ketiadaan visual makanan yang dihidangkan.

Automasi proses tempahan makanan di restoran makanan segera telah dibicarakan oleh [10].Sistem yang dibangunkan turut memaparkan status tempahan masa nyata untuk penyediaan makanan, serta menjana laporan untuk membuat keputusan. Ia juga dapat memendekkan masa pembelian makanan dan pesanan.Sistem yang dibangunkan adalah sistem berasaskan web. Kajian turut memaparkan antara muka untuk pelanggan membuat tempahan, melihat tempahan, melakukan perubahan sebelum menghantar pesanan, promosi dan menu serta integrasi dengan sistem kawalan di dapur di mana tukang masak bertindak berasaskan kepada pesanan.Sistem turut membantu pihak pengurusan untuk mengubah harga hidangan, menambah menu hidangan serta promosi. Laporan prestasi jualan turut disertakan untuk membantu membuat keputusan strategik perniagaan.

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METOD KAJIAN

• Kajian Kesusasteraan • Kajian Kes

Pentakrifan Masalah

Pembinaan Kerangka • Mengenal pasti komponen kerangka • Mengenal pasti hubungan antara komponen

• Atribut Sistem erestoran • Pengujian sistem

Prototaip

RAJAH 1. Metod Kajian

Setiap satu proses diperincikan seperti berikut:

i) Kajian Kesusasteraan Kajian kesusasteraan telah dilakukan untuk mencapai objektif pertama iaitu membina kerangka e-restoran dengan titik kawalan kritikal analisis bahaya. Antara topik kesusasteraan yang dikaji ialah industri makanan, RFID, model restoran, faedah-faedah e-restoran, dan HACCP.

ii) Kajian Kes Kajian kes telah dilakukan di sebuah restoran bertaraf kecil dan sederhana di Bandar Baru Bangi, Selangor Darul Ehsan. Kajian kes dilakukan dengan temubual dan pemerhatian. Ia dilakukan untuk memahami proses perniagaan dan bagaimana perniagaan dilakukan.

107



iii) Pembinaan Kerangka

Kajian kesusasteraan menunjukkan kepentingan analisis bahaya dan titik kawalan kritikal dalam pengendalaian makanan. Seterusnnya, kajian kesusasteraan serta disokong oleh kajian kes menunjukkan bahawa, prosedur operasi standard (SOP) adalah perlu untuk mempastikan yang setiap langkah dalam analisis bahaya dipatuhi. Semua faktor ini perlu diambil kira dalam pembinaan kerangka kerja e-restoran.

iv) Pembangunan Prototaip Prototaip dibangunkan berdasarkan kerangka e-restoran yang telah dibangunkan. SDLC (Software Development Life Cycle) telah diguna dalam membangun sistem.

KERANGKA KERJA

Prototaip

Penjejakan dan Kebolehkesanan

Analisis dan Teknologi RFID

Laporan dan Rekod

Titik Kawalan Kritikal

Panduan dan Piawaian POLISI dan SOP

HACCP

RAJAH 2. Kerangka kerja E-Restoran dengan analisis bahaya dan titik kawalan kritikal

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Kerangka kerja e-restoran seperti yang diberikan dalam Rajah 2 mempunyai tiga modul yang saling berkait. Setiap satu modul dihuraikan seperti berikut: Panduan dan piawaian: Ini adalah bahagian penting dalam kerangka kerja e-restoran. Dalam bahagian ini, polisi dan prosedur operasi standard (SOP) perlu dirangka berpandukan HACCP. Polisi merupakan penetapan strategi operasi perniagaan ke arah meningkatkan kualiti dan keselamatan makanan. Polisi syarikat diterapkan dalam operasi restoran dengan bantuan SOP. SOP adalah langkah kerja untuk melakukan sesuatu tugas yang ditetapkan secara rutin. Ini adalah penting supaya tindakan terbaik dalam melaksana sesuatu tugasan diketahui oleh semua peringkat pekerja dalam sesebuah restoran. Selain itu, penetapan polisi turut membantu syarikat menjaga kualiti produk yang dihasilkan dan mencegah kesilapan dalam melakukan sesuatu tindakan.

Teknologi dan analisis: Bahagian kedua merupakan penentuan teknologi dan analisis. Modul ini mengenalpasti jenis teknologi dan menentukan jenis analisis yang sesuai bagi sesebuah restoran. Antara pilihan teknologi termasuklah RFID yang diguna untuk perekodan data dan analisis yang sering bagi sesebuah sistem e-restoran adalah penentuan tahap inventori serta dalam konteks kajian ini adalah analisis titik bahaya. Jadual (1) menunjukkan hubungan antara bahagian teknologi dan aktiviti dalam SOP.

JADUAL (1)

Pemetaan fungsi RFID terhadap aktiviti dalam SOP

Fungsi RFID

Aktiviti dalam SOP

Pemberian identiti kepada

Pendaftaran item dan pendaftaran hidangan

item Penjejakan dan

Imbasan hidangan dan item untuk mengetahui tarikh luput, pekerja

kebolehkesanan

bertanggungjawab dan vendor

Kawalan keselamatan

Pemerhatian keadaan fizikal item dan tarikh luput makanan

makanan

Prototaip: Prototaip yang dibangun perlu berupaya menjejak dan mengesan item atau sajian dalam inventori. Di sini, RFID membantu penjejakan dan kebolehkesanan identiti item dan sajian. Sistem ini juga boleh merekod data penting yang berkait dengan pematuhan HACCP seperti suhu simpanan, tempoh luput 109

dan pekerja yang



bertanggungjawab. Parameter HACCP yang diterapkan dalam pendaftaran item ke dalam inventori ialah tarikh dalam inventori, keadaan fizikal item semasa penerimaan dan tarikh luput. Tarikh dalam inventori ialah tarikh penerimaan item untuk disimpan dalam inventori. Keadaan fizikal item ialah warna dan tahap kesegaran item. Tahap kesegaran item bergantung kepada kategori item seperti telur, sayur, ikan, ayam atau daging. Sistem juga boleh menjana laporan. Laporan merupakan hasil daripada perekodan maklumat. Ia digunakan untuk menyelidik item dalam inventori dan pekerja serta vendor yang bertanggungjawab. Sub-modul laporan merupakan antara muka sistem dengan pengguna. Melalui imbasan RFID, pengguna dapat mengesan dan menjejak maklumat sesuatu item. Sub-modul ini berinteraksi dengan perekodan RFID untuk memaparkan maklumat kepada pengguna.

PROTOTAIP SISTEM E-RESTORAN

Pemilihan atribut dalam pembangunan prototaip adalah berdasar kepada pematuhan HACCP dan perekodan yang berbantukan RFID untuk memberikan identiti kepada item dalam inventori dan makanan yang dihidangkan. Antara muka utama diberi dalam Rajah 3. Atribut utama dalam propotaip sistem ini adalah pendaftaran item, pendaftaran sajian, penentuan tarikh luput serta maklumat vendor. Pendaftaran item melibatkan pemberian identiti kepada item dengan merekod tag no RFID, model dan jenis item. Titik HACCP turut direkodkan seperti keadaan fizikal item, tarikh luput dan tarikh diterima masuk ke inventori. Antara muka pendaftaran item di beri dalam Rajah 4. Pendaftaran sajian melibatkan pemberian identiti kepada sajian dengan merekod tag no RFID, nama makanan dan chef yang menyediakan. Titik HACCP turut direkodkan seperti tarikh luput dan tarikh sajian dihidangkan. Antara muka pendaftaran sajian diberi dalam Rajah 5. Tarikh luput setiap sajian dan item direkodkan dan boleh dicapai bagi memudahkan pemantauan supaya item atau sajian berkenaan boleh dilupus pada waktu yang telah ditentukan. Bagi memudahkan penjejakan pihak yang bertanggung jawab, maklumat tentang vendor dan penyedia makanan (chef dan pekerja dapur) juga direkod. Selain itu

110



sistem e-restoran ini boleh menjana beberapa jenis laporan seperti senarai inventori, senarai hidangan vs tarikh luput dan senarai vendor.

RAJAH 3

Antaramuka Utama Sistem

RAJAH 4.Antaramuka Pendaftaran Item

111



RAJAH 5: Antara muka pendaftaran sajian

PENGESAHAN KERANGKA DAN PENILAIAN PROTOTAIP Kerangka kerja e-restoran yang dibangunkan ini adalah kerangka kerja pembangunan sistem e-restoran yang patuh HACCP. Untuk mengesahkan kerangka kerja e-restoran ini, pendekatan ‘proof of concept’ digunapakai. Ini bermakna, kerangka disahkan sekali gus dengan penilaian prototaip sistem e-restoran yang telah dibangunkan. Semasa proses pengesahan dan penialaian ini, beberapa perkara telah dititik berat iaitu: pertama menentukan parameter HACCP; pembinaan prosedur operasi standard untuk menjamin tugas dilaksana dengan cara terbaik; penggunaan RFID untuk rekod dan membantu kebolehkesanan dan penjejakan. Dua restoran dikenalpasti sebagai kajian kes untuk mengesah kerangka kerja. Langkap pertama dalam kajian kes adalah membangun SOP yang patuh HACCP bagi restoran tersebut. Tiga sampel SOP yang teleh dihasilkan yang melibatkan beberapa proses berbeza di restoran tersebut. Seterusnya pengurus restoran telah diberi peluang untuk mengguna sistem e-restoran berdasarkan beberapa task yang telah dikenalpasti. Akhir sekali, mereka diminta untuk memberi respons tentang kebolehgunaan sistem serta kesesuaian kerangka kerja e-restoran. Berdasarkan maklumbalas responden, kerangka kerja e-restoran dengan analisis bahaya dan titik 112



kawalan kritikal ini merupakan kerangka kerja boleh laras dan sesuai dilaksanakan kepada restoran, mudah diaplikasikan,mematuhi HACCP serta mempunyai ciri-ciri penjejakan dan kebolehkesanan.

KESIMPULAN Kerangka kerja e-restoran dengan analisis bahaya dan titik kawalan kritikal yang diperkenal dalam kertas ini adalah satu usaha untuk menerap aspek keselamatan makanan dalam pembangunan sistem e-restoran. Kerangka ini telah disahkan dan telah ditunjukkan kebolehgunaannya melalui pembangunan sebuah prototaip sistem e-restoran. Kajian kes yang dijalankan terhadap dua buah restoran menunjukkan bahawa sistem tersebut boleh membantu pemilik restoran mematuhi HACCP. Secara keseluruhannya, kajian ini telah berjaya membangunkan satu pendekatan yang dapat menyumbangkan kepada ilmu pengetahuan dalam bidang sistem maklumat dan penerapan teknologi ICT dalam menguruskan industri perkhidmatan makanan. REFERENCES 1. Ngai, E. W. T., Suk, F. F. C. &Lo, S.Y.Y., 2007. Development of an RFID-based sushi management system.International Journal Production Economics 112 (2007), hlm630–645. 2. Doran, D., 2010. Restaurants and Technology – past, present and future: a practitioners viewpoint. Journal Worldwide Hospitality and Tourism Themes, Vol. 2 Iss: 1, hlm 94 – 99. 3. Ferrer, G., Dew, N., & Apte, U., 2010. When is RFID right for your service? International Journal Production Economics124(2010), hlm 414–425. 4. Lee, C. K. M., Ho, W., Ho, G. T. S., & Lau, H. C. W.,. 2010. Design and Development of Logistics Workflow Systems for Demand Management with RFID. Journal Expert Systems with Applications 38 (2011), hlm5428–5437. 5. Duan, Y., Li, G., Tien, J. M., &Huo, J., 2011. Inventory Models for Perishable Items with Inventory Level Dependent Demand Rate. Journal Applied Mathematical Modelling (2012), hlm 467-474.

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6. Folinas, D.,Manikas, I.,& Manos, B., 2006. Tracibility Data Management for Food Chain. British Food Journal Vol. 108 No. 8, 2006, hlm 622-633. 7. US Food and Drug Administration. (2010). Hazard analysis and critical control point (HACCP). Procedures for the Safe and Sanitary Processing and Importing of Juice, 66. 8. Aizam,

A.

A.,

2009.

E

Restoran.

TesisuntukIjazahSarjanaMudaSains

(SainsKomputer), UniversitiTeknologi Malaysia. 9. Wan, N. A., 2010. Mobile Food Ordering System (MFOS).Thesis for Master of Science. Universiti Utara Malaysia (UUM). 10. Wai, C. S., 2011. Customer Self Ordering in Fast Food Restaurant.Thesis for Master of Software Engineering. Open University Malaysia (OUM).

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A Framework of Mobile Augmented Reality In Early Reading For Down Syndrome Student Roslinda Ramlia and Hafiza Abasb a

Jabatan Multimedia, Fakulti Teknologi dan Sains Maklumat Kolej Universiti Islam Antarabangsa Selangor (KUIS) Selangor, Malaysia b

Advanced Informatics School

Universiti Teknologi Malaysia (UTM) Jalan Semarak, Kuala Lumpur

Abstract. Speech and language is a major problem for many people with Down syndrome. Down Syndrome students who has low IQ are having difficulties in learning to read, especially in translating a logo graphic to sound or language and understand the meaning of the word. Apart from that, they also forget the words they read and cannot retrieve the words they need from their memory. This due to the problems of having deficits in short term memory, attention, perception (with better visual perception than auditory), language, memory and a lack of interest in educational contents. As a result down syndrome student cannot give their focus and attention during the teaching and learning process using conventional approach. Augmented Reality (AR) is one of the latest technologies that offer a new way to educate which provides motivation, engagement and enjoyable experience and learning in a meaningful way. Due to the rising popularity of mobile devices globally, the widespread use of AR on mobile devices such as smartphones and tablets has become a growing phenomenon. Therefore, this paper reviews several literatures concerning on information about mobile augmented reality and finally proposed a framework of mobile augmented reality in early reading for down syndrome student. The mobile learning system through AR is a very great application that will show to all students what they learn in real time, without going anywhere because this application is ubiquitous and portable. Hopefully, the framework design proposed can 115



be deployed to future development of mobile AR courseware in early reading. By integrating virtual content, real environment, physical metaphor, AR can allow down syndrome students to have a fun and meaningful learning experience. Previous research has shown that by making learning more interesting and fun, students remain engaged for longer periods of time. Keywords: Mobile Augmented Reality, Augmented Reality, Early Reading, Down Syndrome.

INTRODUCTION

Reading is a challenging and difficult task for down syndrome students (DS) who have less interest and motivation. Reading is also a vital skill for children to acquire knowledge and success in any subjects due to the fact that all subjects utilize reading one way or another. Speech and language is a major problem of individuals with DS (Jenkins, 1993). In Malaysia, there are many students with learning disabilities who still cannot read (Yahya 2003). In addition, our society presumes that DS learners cannot learn to read. DS students who have low IQ are having difficulties in learning to read especially in translating a logo graphic to sound or language and understand the meaning of the word. Apart from that, they also forget the words they read and cannot retrieve the words they need from their memory. This due to the problems of having deficits in short term memory, attention, perception (with better visual perception than auditory), language, memory and a lack of interest in educational contents. As a result DS student cannot give their focus and attention during the teaching and learning process using conventional approach.

Recent technologies such as augmented reality (AR) offer the right tools for developing integrated learning environments that support the manipulation of physical objects and visualization of contents, enriching the learning experience. Augmented reality (AR) is a variation of the virtual reality. It enables users to synthesis an object from the virtual world to the real world (Azuma, 1997; Bimber & Raskar, 2005). AR also enables one to interact between these two worlds in real time. Therefore, due to these 116



capabilities, AR has been recommended to be applied in the education field by many researchers (Billinghurst, 2002; Educause Learning Initiative, 2010). AR has also been applied in several topics such as science (Norziha et al., 2009), astronomy (Soga et al., 2008), mathematics (Elango & Halimah, 2009), and language (Roslinda & Halimah, 2009) as a teaching and learning aid.

The application of AR in the education field is encouraged due to its various advantages. Among the advantages include its ability to help students’ cognitive process, especially in the visual spatial process (Khalil et al., 2005; Scheiter et al., 2009), its ability to raise students’ motivation level, its positive impacts in learning experience especially for weak students (Freitas & Campos, 2008). Besides that, the emergence and widespread ownership of mobile devices has led to an increased interest to integrate the benefits of mobile learning and AR applications. The advancements of AR are now a growing rapidly on a mobile device, reflected by the increase in handheld computing usage in recent years across the world and resulted in creating a subset of AR: mobile AR. Due to the fact that educational research concerning mobile AR learning system is in its infancy and in an embryonic stage (Martin et al., 2012), this article is intended to provide an overview on information about Mobile Augmented Reality and its potential used in education. The next section is the brief discussion on the proposed framework of mobile AR in early reading for DS students and lastly, conclusion.

DOWN SYNDROME (DS) STUDENT Down syndrome students are chosen as target users due to the fact that currently, in Malaysia, there is no courseware in learning how to read in Bahasa Melayu using mobile augmented reality technology. Down Syndrome is categorized as one of the categories of students with learning disabilities (LD). Children suffering from LD not only show a delay in their mental development, but also have a specific learning profile that includes both strong and weak points. Individuals with LD show attraction towards visual contents, such as those of videos and computers and this can be used as a way of 117



improving attention patterns, which is more difficult when other conventional resources are used, as they tend to be more diffused and less intensive (Vera et al. 2007). Recent studies have demonstrated that children with learning disabilities show (Vera et al. 2007): i. Deficits in attention ii. Perception (with better visual perception than auditory) iii. Language iv. Memory and a lack of interest in educational contents

Wishart (2004) explains that down syndrome is the most common known cause of cognitive impairment, being a chromosomal disorder that affects mental and physical development. Most of the down syndrome children seem much delayed in learning compared to typical children (Buckley & Bird 1998). However, all down syndrome children have learning disabilities (Bird & Buckley 2000). Down syndrome children and adults show the weakness of auditory memory compared to visual memory and recognition memory (Marcell & Armstrong 1982). The characteristics of Down syndrome children are as follows (Bayliss 2000; Wishart 1996): i.

Low IQ

ii.

Impaired hearing

iii.

Delayed speech

iv.

Possibly inarticulate speech patterns

v.

Poor memory skills

vi.

Poor motor coordination

Down syndrome students are recognized as visual learners (Bird & Buckley 2000). Better visual memory may be among the reasons why down syndrome children enjoy learning information that is presented visually with a computer (Buckley & Bird 1993).

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AUGMENTED REALITY (AR)

An augmented reality system combines real and virtual objects in real environments, run interactively in real time and register objects in two environments simultaneously (Azuma et al, 2001). It is a new technology that generates three-dimensional (3-D) virtual objects, and provides an interactive interface with which people can work and interact simultaneously both in the real world and 3-D virtual objects. Thus, it makes AR an interesting technology for developing educational applications that allow manipulation and visualization (Ucelli et al. 2005).

Although AR is a new technology, but the affordances and benefits to support learning were worth to mention and discussed. According Chien, Chen and Jeng (2010), AR has an ability to encourage kinesthetic learning. Furthermore, since AR use 3D registration of virtual and real objects, it could allow a user to view the learning content in 3D perspectives. This affordance can help students who usually encounter difficulties to visualize the phenomena that are not possible to view in real world or complex concept. AR can support students by inspecting the 3D object or class materials from a variety of different perspectives or angles to enhance their understanding (Chen, Chi, Hung, & Kang, 2011). Squire and Klopfer (2007) also suggested that AR in a form of games can stimulate student’ prior knowledge and increase the student level of engagement in academic activities. Moreover, AR also can enhance collaboration between students-students and also student-instructors (Billinghurst, 2002) as a result the transfer of learning can be maximized (Kaufmann & Schmalstieg, 2003). Additionally, in Di Serio et al., (2012) study, AR technology also has shown a positive impact on the motivation of middle-school students. It’s proved that AR environments could boost students’ motivation and interest, which in turn could help them to develop a better understanding in learning contents. The benefits of augmented reality in education can be categorized in Table 1.

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TABLE (1). The benefits of AR in Education

Benefit

Description

Software

There are a few free software available such as FLARToolkit (Mikko, 2008), ARToolKIt (Philip Lamp et al), SLARToolKit (Rene 2011), osgART (Julian et al, 2006), NyARtoolKit (Davidson 2010) and mixare (2010)

Hardware

Using a standard PC or laptop with web camera, which is affordable to all schools in Malaysia. Furthermore, schools in Malaysia are already equipped with multimedia computer lab and laptop for teachers

Teaching and

• AR environment support, motivate, engage and give excitement to reading disabilities,

learning

students (Hafiza & Halimah, 2009)

environment

• Give innovative ways of learning (Kaufmann, 2003, Martin et al 2009). • Empower tool for education, learning more fun and attractive (Martin et al 2009) • Gives engagement, motivation (Dunser, 2008), • Can support low ability student (Dunser, 2008) • Creates understanding of complex contents (Dunser et al., 2008) • AR is intuitive, user friendly interaction, and bring a better understanding in teaching and learning process (Chen 2006).

User

experience

and satisfaction

 AR books also can support students who have problems with traditional text books (Dunser, 2008) • Engagement and motivation (Dunser 2008), • Simplified the complex subject (Dunser et al, 2006) • User can see and interact with virtual content in a real environment (Dunser, 2008) • Enables user to experience the real world augmented with computer generated content (Dunser, 2007) • Tangible interface metaphor and physical objects are used to communicate meanings (Ucelli et al, 2006) • Enjoy with interactive storytelling (Dunser & Hornecker, 2007) • Allow user to interact with the virtual content (Woods et al., 2004).

Potential and

of

AR

Manipulation

methods

 Potential of AR grows rapidly (Kumaran et al, 2007) • Innovative tools (Azuma et al, 2001) • AR can potentially apply to all senses, including hearing, touch and smell (Azuma et al., 2001). Manipulation Methods Pick, rotate, move, allocate, delete, change mode, shaking, cover (Billinghurst et al, 2009).

.

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MOBILE AUGMENTED REALITY Introduction In the present day, in conjunction with the widespread use and the emergence of mobile devices such as smartphones and tablets from a decade earlier provides individual people with communication, work, entertainment, internet access and even learning and instruction. A number of studies have found that mobile devices play a major role in education nowadays and sees the impact and advent ages of these devices in regards to the potential for pedagogical perspectives (Chen, Kao, & Sheu, 2003; Denk, Weber, & Belfin, 2007; FitzGerald, Adams, Ferguson, Gaved, Mor & Thomas, 2012; Hwang, Yang, Tsai, & Yang, 2009; Uzunboylu, Cavus, & Ercag, 2009; Zurita & Nussbaum, 2004). Interestingly, because of the development and rapid increase in mobile phone usage have made mobile augmented reality (MAR) possible (Azuma, Baillot, Behringer, Feiner, Julier, & MacIntyre, 2001; Papagiannakis, Singh & Thalmann, 2008) and beginning to expand rapidly. Therefore, in the next section, we want to introduce and discuss about some of the exemplary uses of MAR in education Johnson, et al. (2010) stated, “AR has strong potential to provide both powerful context, on-site learning experiences and serendipitous exploration and discovery of the connected nature of information in the real world.” (p. 21). AR has been experimentally applied to both school and business environments, although not as much as classic methods of education and training during the last two decades. In addition to that, now that the technologies that make AR possible are much more powerful than ever before and compact enough to deliver AR experiences to not only corporate settings, but also academic venues through personal computers and mobile devices, several educational approaches with AR technology are more feasible. Also, wireless mobile devices, such as smart phones, tablet PCs, and other electronic innovations, are increasingly ushering AR into the mobile space where applications offer a great deal of promise, especially in education and training.

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Mobile AR in Education

A number of studies have found that mobile devices play a major role in education nowadays and sees the impact and advantages of these devices in regards to the potential for pedagogical perspectives (Chen, Kao, & Sheu, 2003; Denk, Weber, & Belfin, 2007; FitzGerald, Adams, Zurita & Nussbaum, 2004). Interestingly, because of the development and rapid increase in mobile phone usage have made mobile augmented reality (MAR) possible (Azuma, Baillot, Behringer, Feiner, Julier, & MacIntyre, 2001; Papagiannakis, Singh & Thalmann, 2008) and beginning to expand rapidly. The Table 1 below shows the selected studies on mobile augmented reality in education.

TABLE (1). Previous studies on Mobile AR in Education

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Mobile AR learning based systems are more focus mostly on games or simulation and with the ability of mobile devices which has the features and properties such as portability, social interactivity, connectivity, context sensitivity and individuality (Huizenga et al., 2009) have make a learning experience more meaningful. Based on the previous studies most of the users felt motivated, enjoyed and the research shows a positive educational effect on participants that leads to students to achieve higher levels of engagement in learning performance.

MOBILE AR FRAMEWORK IN EARLY READING FOR DOWN SYNDROME

In this study, the researcher has proposed a design of the mobile AR framework in early reading for DS students as shown in Figure 1. In order to identify the effectiveness of mobile augmented reality in early reading, this research adopted Analysis, Design, Development, Implementation and Evaluation (ADDIE) methodology.

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Figure 1. The mobile AR framework in early reading for DS students

CONCLUSION The main objective of this proposed design of the mobile AR framework is to guide for future development. It is hoped that the framework designed can assist DS in their learning to read, with that they can motivate to learn and can recall the information in a fun and exciting way. In conclusion, although most of previous studies showed a positive impact and encouraging results, it is advisable to focus also on pedagogy and learning theory when implementing and developing the AR application since the educational value of AR are not solely based on its features. The mobile learning system through AR is a very great application that will show to all students what they learn in real time, without going anywhere because this application is ubiquitous and portable. Hopefully, the framework design proposed can be deployed to future development of mobile AR courseware in early reading. 124



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Kajian Pasaran Penawaran Program Ijazah Sarjana Muda Filem Animasi Rafiza Kasbun, Nur Aimie Liana Binti Ibrahim, Asrina Suriani Bt Md Yunus

[email protected], [email protected], [email protected]

Abstrak Bidang perkomputeran dan teknologi mudah alih sedang mendapat perhatian yang amat menggalakkan pada masa kini tetapi dari sektor pendidikan masih kurang diberi pendedahan untuk menyokong pembangunan perfileman dan animasi ini. Oleh itu, tercetus idea menjalankan penyelidikan untuk meninjau pasaran Sarjana Muda Filem dan Animasi . Kajian ini bertujuan untuk mengkaji pasaran kursus Sarjana Muda Filem dan Animasi di kalangan pelajar dan pasaran kerjaya bagi memenuhi kehendak industri teknologi maklumat dengan menggunakan kaedah tinjauan soal selidik untuk pengumpulan data. Sebanyak 148 borang soal selidik berjaya dikumpulkan semula dari responden yang terdiri daripada kalangan pelajar Asasi dan Diploma di KUIS yang dipilih secara rawak. Data-data yang diperolehi dianalisis menggunakan perisian ‘Statistics Package for Social Science’ (SPSS) versi 16.0. Dapatan kajian yang diperolehi diuji dengan menggunakan kaedah kekerapan, regrasi dan korelasi. Hasil kajian ini mendapati prospek pasaran program mempunyai hubungan yang positif.

1.0

Pendahuluan

Sektor animasi merupakan sektor yang mempunyai potensi besar untuk lebih berkembang. Apabila melihat potensi yang ada, pelbagai langkah mula dilakukan, terutamanya oleh kerajaan bagi membangunkan sektor ini. Pada tahun 2009, dianggarkan kira-kira 200 buah syarikat berada di bawah industri kandungan multimedia kreatif MSC Malaysia, terutamanya dalam bidang animasi ( Bernama, 2009).

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Pada tahun 1824, Peter Mark Roget memperkenalkan tentang perpindahan objek. Kemudian Thomas Edison juga membuat beberapa analisis tentang gambar yang bergerak dan dua tahun kemudian dia membuat animasi dalam format filem untuk pertama kalinya dalam tempoh 13saat. Kemudian pada tahun 1928 Walt Disney membuat film animasi pertamanya dengan watak yang cukup popular hingga sekarang ini iaitu Mickey Mouse. Menurut Simon (1995) usaha untuk memaparkan sesuatu lakaran mana setiap satu daripada lakaran tersebut mempunyai sedikit perbezaan untuk menghasilkan satu pergerakkan secara berterusan. Menurut Neo & Neo (1997), Satu teknologi yang membolehkan imej pegun kelihatan seolah-olah hidup, dapat bergerak dan bercakap.

2.0

Pernyataan Masalah

Pengurusan KUIS merancang untuk meningkatkan kemasukkan pelajar bagi program Ijazah Sarjana Muda di KUIS. Setiap fakulti diarahkan untuk berusaha meningkatkan jumlah kemasukkan pelajar Ijazah Sarjana Muda dalam usaha KUIS menuju ke arah status Universiti Penyelidikan menjelang tahun 2016. Pelajar dari program Asasi, dan Diploma disasarkan sebagai penyumbang utama bagi program Ijazah Sarjana Muda di KUIS.

Oleh itu, FSTM KUIS telah mengenalpasti beberapa program untuk ditawarkan. Ini termasuklah Program Ijazah Sarjana Muda (Kepujian) Filem Animasi. Sebelum menawarkan program pengajian tersebut, pihak pengurusan Fakulti Sains Teknologi Maklumat (FSTM) telah diminta agar menjalankan kajian Kebolehpasaran bagi program yang hendak ditawarkan bagi mengelakkan sebarang masalah di kemudian hari seperti masalah kekurangan kemasukan pelajar, ketidakbolehpasaran, program terpaksa tutup dan mengakibatkan kerugian kepada pihak KUIS. Oleh yang demikian, pihak KUIS mengambil iktibar dari penutupan beberapa program pengajian yang pernah ditawarkan di KUIS.

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Program pengajian bidang yang sama dengan program Ijazah Sarjana Muda (Kepujian) Animasi, Filem, dan Penyiaran yang dicadangkan oleh pihak FSTM telah ditawarkan beberapa IPT tempatan seperti UITM dan UNIMAS. Program ini turut ditawarkan di beberapa uiniversiti diluar negera seperti The University of Melbourne, New York Academy Film, University of East Angilia, University of Miamia, University of Westminster and others University.

3.0

Persoalan Kajian

Kajian tentang pengetahuan pelajar terhadap Film Animasi ini menimbulkan banyak persoalan. Antara persoalan kajian yang timbul dalam kajian ini adalah: 3.1

Adakah pelajar mengetahui tentang Film Animasi dan teknologinya?

3.2

Adakah terdapat hubungan antara prospek pasaran program dan prospek pasaran kerjaya dengan penawaran program Filem Animasi?

3.3

Faktor yang manakah yang paling tinggi terhadap penawaran program Filem Animasi?

4.0

Objektif Kajian Bagi memastikan kajian ini berjalan lancar dan mencapai tujuan yang diinginkan, objektif kajian dikenalpasti. Objektif kajian ini sangat penting untuk membantu KUIS mewujudkan program sarjana muda yang baru. Antara objektif kajian adalah untuk: 4.1

Mengenalpasti tahap pengetahuan dan kefahaman pelajar tentang Film Animasi.

4.2

Mengenalpasti hubungan antara prospek pasaran program dan prospek pasaran kerjaya dengan penawaran program.

4.3

Mengenal pasti faktor yang manakah mempunyai hubungan yang paling tinggi terhadap penawaran program Filem Animasi di KUIS.

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5.0


Kepentingan Kajian Kajian tentang prospek pasaran sarjana muda Filem Animasi ini dijalankan untuk mengkaji kebolehpasaran program, pengetahuan dan kefahaman pelajar terhadap bidang Filem Animasi. Kajian ini dilakukan untuk mengkaji prospek pasaran Ijazah Sarjana Muda Filem Animasi dan meninjau minat pelajar untuk melanjutkan pelajaran mereka sekiranya kursus ini dibangunkan. Selain itu, kajian ini turut dilihat tahap keyakinan dan penerimaan serta minat pelajar mengenai kursus Filem Animasi yang akan dibangunkan memandangkan kursus ini masih baru di Malaysia. Oleh yang demikian, kajian ini diharapkan dapat melihat potensi pasaran kursus ini yang akan dibangunkan di KUIS. Selain itu, Kuis juga dapat merancang strategi pemasaran dan usaha merangka kursus yang bersesuaian dengan kepesatan teknologi multimedia dan mematuhi permintaan yang tinggi di pasaran global daripada hasil dapatan kajian yang dijalankan ini. Di samping itu, kajian ini dilakukan adalah untuk melihat pasaran kerjaya Filem Animasi dalam industri ICT bagi graduan lepasan kursus Filem Animasi di KUIS. Kajian ini juga dapat mengkaji minat pelajar dalam menceburi kerjaya Filem Animasi dalam industri sebagai pembangunan Filem Animasi.

6.0

Filem Animasi Di Malaysia Bidang animasi di malaysia bermula pada 1946 dengan penubuhan Unit Filem Malaya atau lebih dikenali sebagai Filem Negara. Filem animasi pendek pertama ialah Hikayat Sang Kancil iaitu ditanyangkan pada 1983. Disebabkan gesaan kerajaan terhadap penggunaan teknologi digital pada awal 1990-an menyaksikan penghasilan siri TV pertama, Usop Santorian oleh sektor swasta iaitu pada tahun 1995. Kemudian munculnya filem animasi pertama di malaysia iaitu Silat Lagenda oleh Hassan Abd Muthalib yang ditayangkan pada 1998. Sektor animasi semakin berkembang apabila munculnya siri televisyen, filem dan telefilem yang berkaitan dengan animasi. Ini adalah satu perkembangan yang baik dikalangan negara ASEAN, memandangkan Malaysia tidak mempunyai studio yang besar dan kukuh berbanding Filipina, Thailand, Vietnam, dan Indonesia.

134



(Hassan, 2007). Sektor animasi juga mempunyai potensi yang besar untuk menjana ekonomi negara. Mohd.Farhan (2007) menegaskan betapa besarnya faedah aplikasi animasi dalam proses pengajaran dan pembelajaran, Khususnye dalam menerangkan sesuatu aspek yang kompleks dan sukar untuk di fahami. Oleh itu, bidang animasi ini akan menarik minat pelajar untuk meneruskan bidang tersebut kerana interaktiviti yang ditunjukan melalui imej-imej yang bergerak, sama ada imej maya ataupun imej nyata yang berupaya untuk meningkatkan kefahaman dan minat pelajar terhadap sesuatu topik. Demikian itu, kepesatan industri harus diteruskan oleh semua pihak agar industri ini dapat dipertingkatkan dan meletakkan nama Malaysia setaraf dengan negara-negara lain dalam industri animasi di peringkat antarabangsa. Dalam pelaksanaan Rancangan Malaysia Kesepuluh (RMK 10), Industri Kreatif kini telah meyumbang kira-kira 1.6 Peratus kepada KDNK, penekanan juga akan diberikan kepada multimedia kreatif terutamanya dalam bidang animasi bagi simulasi, pengiklanan dan hiburan serta pembangunan permainan komputer. Selain itu kerajaan akan menggalakkan penggunaan ICT dalam semua industri secara agressif selari dengan pembangunan sektor ICT.

7.0

Prospek Pasaran Program dan Kerjaya Kajian Fadli Abdullah dan Md Sidin Ahmad Ishak (2010) menyatakan bahawa di IPTA, Pendidikan yang berkaitan dengan animasi adalah sesuatu yang baru jika dibandingkan dengan bidang-bidang yang lain seperti komunikasi, ekonomi, dan sains. Di Malaysia hanya terdapat dua buah universiti sahaja yang mempunyai program animasi yang menawarkan sarjana muda pengkhususan dalam bidang animasi, iaitu Universiti Teknologi Mara (UITM) dan Universiti Malaysia Sarawak (UNIMAS).

Manakala, dalam hasil kajiannya mendapati terdapat

sebanyak 16 buah universiti yang mempunyai komponen animasi, dan empat buah universiti yang lain tidak menawarkan program yang mempunyai komponen animasi, iaitu Universiti Islam Antarabangsa Malaysia (UIAM), Universiti 135



Malaysia Terengganu (UMT), Universiti Malaysia Perlis(UniMAP) dan Universiti Pertahanan Nasional Malaysia (UPNM). Menurut kajian lepas yang telah dijalankan, bahawa terdapat ramai graduan yang dihasilkan tidak diajar dengan teknik dan perisian yang digunakan dan kursuskursus yang diajar pula bercampur dan tiada pengkhususan. Selain itu, terdapat juga kekurangan penawaran terhadap kursus-kursus yang berkaitan dengan aspek pembinaan cerita. Aspek penceritaan adalah sangat penting dan perlu diambil penekanan kerana aspek ini merupakan perkara utama dalam menarik minat audiens untuk menonton sesebuah animasi (Fadli Abd & Md Sidin, 2010). Menurut Prof Dr. Abd Rahim, beliau telah mengariskan sembilan ciri-ciri graduan yang mempunyai pasaran kerja iaitu maju dan berdaya saing, keterampilan sesuai dan berpesonaliti unggul, mempunyai pengetahuan dan berkelayakan sesuai dengan kerjaya, menguasai kemahiran komunikasi, bersikap positif dan bersemangat tinggi, beretika dan mempunyai integriti tinggi, mempunyai kemahiran sampingan mempunyai kualiti intelektual dan memanfaatkan kemahiran teknologi maklumat dan komunikasi. Kesembilan ciri ini sangat penting untuk memperlengkapkan jati diri graduan ke arah pekerjaan pada masa akan datang. Oleh itu, tahap potensi diri yang amat diperlukan dan memberi kesan yang besar dalam kerjaya teknologi ini dengan secara meluas dalam industri seiring dengan pasaran global (Berita Harian, 2009).

8.0

Metodologi Kajian Kajian tinjauan ini dipilih adalah kerana penggunaan secara menyeluruh yang membolehkan penyelidik menyatakan pelbagai jenis persoalan berkaitan dengan isu kajian yang dibuat. Kajian ini juga memudahkan penyelidik untuk mengumpul data secara terus di samping penyelidik mendapat maklumat dalam masa yang singkat dan keputusan kajian yang didapati tepat dan berkesan. Terdapat dua pemboleh ubah yang digunakan dalam kajian ini, iaitu pemboleh ubah bersandar dan pemboleh ubah tidak bersandar. Pengkaji tidak menambah sebarang jenis pemboleh ubah lain kerana kajian ini hanya bertujuan untuk mencari kebolehpasaran bagi kursus Ijazah Sarjana Muda Filem Animasi terhadap pelajar 136



Diploma dan Asasi di KUIS. Dalam kajian ini, terdapat tiga pemboleh ubah tidak bersandar iaitu kefahaman dan pengetahuan orang ramai, Prospek Pasaran Program dan Prospek Pasaran Kerjaya. Kajian ini bertujuan untuk mengetahui hubungan antara setiap pemboleh ubah bersandar terhadap pemboleh ubah tidak bersandar.

9.0

Dapatan Kajian Merujuk Jadual 9.0 menunjukkan pernyataan-pernyataan yang digunakan di dalam borang soal selidik, bagi kesemua pembolehubah mempunyai tahap yang tinggi dan rendah. Oleh itu, tahap kefahaman dan pengetahuan pelajar terhadap Filem Animasi ialah berada di tahap rendah iaitu 1.4. maka disini jelaslah bahawa pelajar tidak memahami dan mengetahui tentang Filem Animasi. Selain itu, Pasaran Program berada di tahap yang tinggi iaitu 3.8. Ini menunjukkan pelajar berminat untuk tahu mengenai filem dan animasi. Manakala bagi Pasaran kerjaya pula berada di tahap sangat tinggi iaitu 4.0. Oleh itu, pelajar mengetahui bahawa prospek pasaran kerjaya program ini sangat meluas.

N

Mean

Kefahaman dan Pengetahuan

148

1.4

Pasaran Program

148

3.8

Pasaran Kerjaya

148

4.0

Jadual 9.0: Analisis Min

Analisis korelasi adalah hubungan yang positif iaitu jika pemboleh ubah tidak bersandar mempunyai nilai yang tinggi maka pemboleh ubah bersandar juga mempunyai nilai yang tinggi. Bagi hubungan negatif pula, jika pemboleh ubah tidak bersandar mempunyai nilai yang tinggi maka pemboleh ubah akan mempunyai nilai yang rendah ( Noraini Idris, 2010).

137



Nilai Pekali Korelasi ‘r’

Kekuatan Hubungan

Kurang daripada 0.20

Sangat Lemah

Lemah 0.20 hingga 0.40

Lemah

0.40 hingga 0.70

Sederhana

0.70 hingga 0.90

Kuat

Lebih daripada 0.90

Sangat Kuat Jadual 9.1: Jadual penerangan Korelasi Pearson

DV DV

IV1

IV2

IV3

Penawaran Program 1 Filem Animasi Sig. (2-tailed)

148

N IV1

Kefahaman

dan .151

Pengetahuan

.068

Sig. (2-tailed)

148

1

148

N IV2

Prospek

Pasaran .707**

-.232**

1

program

.000

.005

Sig. (2-tailed)

148

148

148

-.024

.518**

N IV3

Prospek

Pasaran .337**

Kerjaya

.000

.768

.000

Sig. (2-tailed)

148

148

148

N Jadual 9.2: Analisis Korelasi

138

1

148



Berdasarkan keputusan yang diperolehi daripada analisis Korelasi pearson’s pengkaji mendapati bahawa pemboleh ubah tidak bersandar yang pertama mempunyai hubungan signifikan positif yang sangat lemah, iaitu .176. Pemboleh ubah ini adalah signifikan pada aras p>0.032, iaitu 2hujung. Maka ia dapat disimpulkan bahawa faktor kefahaman dan pengetahuan mempengaruhi penawaran Filem Animasi. Hal ini menunjukkan bahawa kefahaman dan pengetahuan pelajar terhadap filem animasi mempengaruhi penawaran bidang Filem Animasi di sesebuah IPT. Pembolehubah tidak bersandar kedua iaitu prospek pasaran program mempunyai hubungan signifikan yang kuat iaitu .707. Pembolehubah ini signifikan pada aras p