1. Sekolah Sebagai Institusi Pembezaan

2. WHO ARE AT-RISK AND WHY?
NORMAL CHILDREN IN OUR SCHOOLS WHO ARE AT-RISK OF SCHOOL FAILURES, DUE TO VARIOUS FACTORS THAT RENDER THEM UNABLE TO COPE WELL WITH THE DEMANDS OF THE SCHOOL

3. AT-RISK CATAGORIES AND SPECIFIC CRITERIA FOR IDENTIFICATION
Not Meeting Goals In Education Program
Not involved due to Social/Emotional Concerns
Not Becoming a Productive Worker
Low achievement
Inability to cope
Poor attendance / tardiness
Lack of friends
Dislike for school
Lack of feeling of belonging
Poor organization/study skill
Financial problem
Limited language proficiency
Low motivation
Discipline problems
Pregnancy
Dropout
Child of divorce/orphans
Culturally isolated/rural
No extracurricular
involvement
Substance use or abuse
Unhealthy physical appearance
Inability to adapt
Poverty
Negative peer influences
No identified career interests
No future direction/planning
No plans beyond high school
Low aptitude/skills for work
Source: The Solon Community School District, At-Risk Plan of Services 2003 (modified)

4. THERE ARE MULTIPLE AT-RISK FACTORS
THEY ARE POTENTIAL SCHOOL DROPOUTS
THEY ARE GENERALLY PLACED IN THE LOWER STREAMS
THEY ARE NOT RECOGNIZED AS HAVING SPECIAL NEEDS
MOST OFTEN NOT GIVEN DUE
ATTENTION

5. Source: Planning and Research Division Ministry of Education (2004)
DROPOUT
Dropouts in Ministry of Education Schools by Level
2000
2001
2002
2003
From Year 3 – Year 4
From Year 6 – Remove Class & Form 1
From Form 3 – Form 4
From Form 4 – Form 5
-7,883
-56,268
-24,671
-14,608
-930
-55,168
-20,758
-14,854
-3,377
-47,966
-21,479
-17,181 89
-45,565
-16,391
-14,570
Source: Planning and Research Division Ministry of Education (2004)
Note: About 10% of students continue their schooling outside the MOE systems after Year 6

6. THE AT-RISK FACTORS REASONS FOR DROPPING OUT: LOW GRADES
TRUANCY AND DISCIPLINE PROBLEMS
LOW EXPECTATIONS

7. NOT ACHIEVING MINIMUM COMPETENCIES
No. of student not achieving minimum level competency in National Examinations (2003)
No of Students %
UPSR
PMR
SPM (Failed)
186,179
156,337
32,599
39.8 %
38.5 %
9.1 %
Source: Education Planning and Research Division Ministry of Education Malaysia (extrapolated)

8. In the year 2000, 34, 628 students were involved in truancy problems, 99% were boys.

9. MEASURES TO SOLVE ACADEMIC AND
BEHAVIOURAL PROBLEMS
DEMERIT POINTS, WARNINGS, CANING, EXPULSIONS, POLICING
EXTRA CLASSES, TUITION VOUCHERS, MOTIVATION CAMPS, COUNSELING, ETC.

10. FOCUS IS MORE ON CHANGING THE INDIVIDUAL STUDENTS, LESS ON CHANGING THE SCHOOL

11. PERTINENT QUESTIONS
* HOW WELL ARE OUR SCHOOLS SERVING AT- RISK CHILDREN?
* WHAT DO WE KNOW ABOUT THE WAY THEY LEARN AND THE MOST EFFECTIVE WAY TO TEACH THEM?
* HOW SENSITIVE ARE SCHOOLS TOWARDS THEIR SOCIO- PSYCHOLOGICAL LEARNING ENVIRONMENT?

12. WHAT ARE THE SCHOOLS’ EFFORTS TO MAKE SCHOOLING MORE MEANINGFUL TO THESE STUDENTS?
ARE SCHOOLS’ PRACTICES CONCERNING THESE STUDENTS PUTTING THEM FURTHER INTO AT-RISK SITUATIONS INSTEAD OF REDUCING IT?
WHAT ARE SCHOOLS’ INITIATIVES IN INVOLVING FAMILIES AND COMMUNITIES OF AT-RISK CHILDREN IN THEIR EDUCATION?

13. Pengaliran
Definisi
Pengaliran (streaming, between-class ability grouping, tracking).
Penempatan murid dalam kelas yang berbeza berasaskan pencapaian akademik murid.

14. Bagaimana pelajar dikelompokkan
Kelompok kebolehan sejenis
(Homogenous ability grouping)
Stream
Jurusan/tracking
Kelompok kebolehan aneka jenis (hetreogenous A.G)
Kelompok kebolehan dalam bilik darjah
Set

15. Andaian Streaming Kebolehan boleh diukur dan tidak berubah-ubah
Senang diajar
Senang dinilai
Berfaedah kepada semua murid
Tidak akan berlaku salah penempatan

16. 2. THE STREAMING PROCESS: THE UNINTENDED EFFECTS
LEARNING IS A SOCIAL PROCESS, IT TAKES PLACE IN A SOCIAL SETTING IN WHICH STUDENTS LEARN CERTAIN BEHAVIOURAL NORMS AND FORM EXPECTATIONS OF THEIR ACADEMIC PERFORMANCE AND THAT OF OTHERS

17. STREAMING INFLUENCE THE WAY TEACHERS TEACH – IN TERMS OF THE QUALITY, QUANTITY AND PACE OF INSTRUCTION IN THE CLASSROOM

18. ANTI-SCHOOL CULTURE FLOURISH WHEN RECALCITRANT AND ACADEMICALLY WEAK STUDENTS ARE GROUPED TOGETHER FOR A LONG PERIOD OF TIME
STUDENTS LEARN IN A NEGATIVE SOCIO-PSYCHOLOGICAL LEARNING ENVIRONMENT
STUDENTS DEMONSTRATE LOW EDUCATIONAL ENGAGEMENT AND SCHOOL ATTACHMENT
THEIR PERFORMANCE DETERIORATE AND THE GAP IN ACHIEVEMENT BETWEEN THESE STUDENTS AND THOSE IN THE HIGHER STREAMS GROWS BIGGER AS THEY PROGRESS THROUGH THE GRADES

19. MAKE STUDENTS WRITE NOTES, WITH LITTLE EXPLANATIONS
DO NOT CHALLENGE STUDENTS
DO NOT TEACH STUDENTS HOW TO LEARN
UNAWARE THAT STUDENTS DO NOT UNDERSTAND THEIR TEACHING DUE TO LANGUAGE CONSTRAINT

20. ON NOT LIKING TO WRITE
Student 1: Saya dapat C sebab saya malas nak tulis panjang-panjang bila buat karangan. Tidur lagi baik. Belajar BM bosanlah..lagipun saya Melayu tak payah belajar BM pun boleh lulus.
Student 2: Cikgu subjek tingkatan 4 ni semua membosankan. Saya tak minat. Lepas tu jawapan mesti dalam essei pulak. Tu yang malas nak tulis tu. Buang masa je.
Student 3: Kenapa tak macam PMR dulu. Semua jawab dalam objektif, hitamkan je malas la nak tulis, banyak kerja lain lagi yang boleh saya buat.

21. THE STREAMING PROCESS LABELS AT-RISK STUDENTS, POLARIZES THEM AND PUTS THEM FURTHER INTO AT-RISK SITUATIONS

22. More lower streamed students agreed to these statements compared to the higher streamed students
“We know that most teachers feel that we don’t have a bright future” (57.9% L.S, 27.7% H.S)
“Most of the students in my class are not interested in learning because the teachers think that we are stupid” (60.8% L.S, 14.4% H.S)
“Most teachers in my class have low expectations of our academic achievements” (56.1% L.S, 37.9% H.S)

23. Being unfairly treated
Student 1:
Betul cikgu, pengetua tu memang tak adil dan tak berhati perut punya manusia. Kita orang dah penat-penat cat hari tu, dia datang dan tiba-tiba marah. Dia kata saya pemalas, duduk je. Padahal sebelum dia datang saya dah penat kikis dinding dan mengecat. Kebetulan masa pengetua datang saya tengah lepak kejap. Form teacher saya pun terkejut tengok pengetua marah saya. Orang tanyalah dulu, ni tak main terkam je. (memaki hamun pengetua).

24. Student 2:
Boring betullah! Asyik nak cari kesalahan kelas ni je. Kami tahulah kami ni kelas last sekali dan memang dah dicap tak berdisiplin. Tak bagi peluang langsung.
Student 3:
Poyo-poyo punya HM (sambil mengeluarkan kata-kata yang tidak senonoh)
Student 4:
Cikgu kat sekolah ni, selalu mengata kami. Mentang-mentanglah kami kat kelas yang last sekali. Tak apa…nanti kita buat kecoh baru tau.

25. DISCIPLINE PROBLEMS TARDINESS NOT DOING HOMEWORK
NOT BRINGING TEXT BOOKS
NOT PAYING ATTENTION IN CLASS
TRUANCY
DISRUPTING TEACHING AND LEARNING PROCESS
BULLYING
VANDALISM
SMOKING

26. Number of Students Playing Truants by Stream
School 1
School 2
School 3
2H 2L 4H 4L
2H 2L 4H 4L
Jan
Feb
Mac
April
May NA
Source: Sharifah and Noraizah (2001)
H: Highest Stream
L: Lowest Stream

27. Percentage of Passes in Core Subjects
Based on Streams (Final Results 2003)
Stream
1H L
2H L
3H L
4H L
5H L
Malay Language
100% 50%
100% 97%
100% %
100% %
100% %
English
90% 0%
90% 30%
98% 33%
100% %
96% 2%
Mathematic
89% 15%
100% %
100% %
100% %
History
60% %
80% %
96% 52%
100% %
65% 15%
Living Skill
100% 25%
100% 100%
100% 98%
General Science
50% 3%
83% %
97% % % %
Geography
100% 30%
100% 85%
100% 78%
Source: A FELDA school (2004)

28. GAP IN ACHIEVEMENT. BETWEEN THE HIGHER. STREAMED CLASSES AND
GAP IN ACHIEVEMENT BETWEEN THE HIGHER STREAMED CLASSES AND THE LOWER STREAMED CLASSES GETS LARGER AS THEY PROCEED THROUGH THE GRADES

29. Source: Sharifah and Noraizah (2001)
Higher Stream
Lowest Stream
Item
Agree
Disagree
There are students in my class who prefer to sleep in class
(30.3%)
(69.7%) 98
(57.3%) 73
(42.7%)
Most students in my class do not know our goals for coming to school
(39.5%)
(60.5%)
(59.6%) 69
(40.4%)
Most students in my class obey school rules
(52.3%) 93
(47.7%) 65
(38.0%)
106 (62.0%)
Source: Sharifah and Noraizah (2001)

30. Kesan pengaliran kepada pelajar
Wujud struktur persahabatan dan budaya informal pelajar yang mengarah kepada anti-budaya sekolah
Wujud budaya anti sekolah di kalangan pelajar kelas lemah – Woods, 1990.
Wujud jurang perbezaan yang luas dari segi pencapaian akademik antara pelajar aliran lemah dan aliran baik – Sharifah, 1985.
Menjejaskan imej kendiri pelajar aliran lemah.

31. Kesan pengaliran kepada pencapaian akademik dan sosial pelajar
Pengaliran adalah stabil.
Stratifikasi sosial
Mempengaruhi iklim jangkaan sekolah
Mempengaruhi Jangkaan guru
Social reproduction

32. Kaedah Alternatif
Menurut Slavin (1987), Ciri-ciri kelompok kebolehan yang berfaedah kepada murid:-
Murid berada dalam kelas heteregenous hampir sepanjang hari tetapi dikelompokkan mengikut mata pelajaran tertentu yang memerlukan kelas homogenus.
Pengelompokkan mengurangkan hetreogenity dalam kemahiran yang diajar.
Penempatan kepada kelompok adalah fleksibel dan kerap ditukar.
Guru menyediakan bahan pengajaran mengikut kesediaan dan tahap murid.

33. Kaedah 1. JOPLIN PLAN Bilik darjah heterogenous sepanjang hari.
Kelompok hanya untuk math dan bacaan.
Kelompok ikut kebolehan bukan ikut umur tetapi ikut prestasi dalam mata pelajaran tertentu.
Guru senang mengjar kelompok yang homogenous
Kumpulan ini adalah fleksible, pelajar yang meningkat atau merosot mudah menukar kelompok mengikut tahap mereka. Guru mengajar ikut tahap dan kesediaan murid.

34. Kaedah 2. Cooperative Learning
Murid bekerjasama dalam kelompok kecil yang heterogenous untuk mencapai matlamat kelompok
Prinsip pembelajaran berdasarkan kerja sama, mementingkan ganjaran kumpulan, tanggungjawab individu dan memberi peluang yg sama kpd semua untuk berjaya.
Contoh; Jenis pembelajaran kooperatif –Student Teams Achievement Division/STAD

35. STAD Murid dlm satu kumpulan terdiri dari 4 org
Guru mengajar seluruh kelas
Murid bekerjasama menguasai pelajaran
Murid diuji secara individu
Skor setiap murid dlm kumpulan dibanding dgn skor yg lepas – semua skor peningkatan ahli kumpulan dicampurkan dan dijadikan skor kumpulan
Kumpulan yg paling tinggi skor mendapat ganjaran

36. Kaedah 3. Pengelompokan kebolehan dalam bilik darjah
Penempatan murid dalam kelas yang beraneka kebolehan (heterogenous).
Murid dikelompokkan secara kelompok kecil berasaskan kebolehan akademik.
* di U.S – dibentuk untuk math dan bacaan.

37. Dapatan kajian mendapati kelompok kebolehan dlm bililik darjah mempunyai ciri-ciri berikut;
Kelompok yg banyak dan sukar diurus
Pelajar didlm kelompok yg berbeza dari segi ses sama dgn pengaliran
Perbezaan kelompok dari segi kebolehan ini ketara kpd guru dan murid, maka sama dgn pengaliran wujudnya proses melabel
Kurang didapati pengelompokan dilakukan bagi matapelajaran seperti math dan bacaan
Mobiliti kelompok lebih baik drpd pengaliran, iaitu pelajar boleh menukar kelompok masing-masing mengikut prestasi

38. Kesimpulan streaming;
Tidak berfaedah kepada murid lemah
Mewujudkan stratifikasi sosial
Mengasingkan murid dari awal lagi
Mempengaruhi layanan guru, dan cara guru mengajar
Melabel murid
Kurang mobiliti
Tidak adil kepada segolongan murid
Lebih sensitif kepada keperluan pengelolaan daripada keperluan murid

39. What Should we do?

40. Perlu ubah nilai, kepercayaan ini!!!!
Kecerdasan sebagai satu yang tetap (fixed)  kecerdasan adalah ‘multifaceted’ dan sentiasa berkembang.
Pembelajaran sebagai satu urutan pengetahuan dan kemahiran  pembelajaran sebagai satu proses yang kompleks hasil daripada tanggapan kita terhadap pengalaman kita.

41. Bagaimana dengan guru?

42. Guru Perlu faham akan falsafah yang terdapat dalam kaedah alternatif.
Perlu diberi bimbingan.
Latihan guru perlu meneroka kaedah alternatif.
Perlu tukar nilai, dan sikap dalam menghadapi tanggungjawab dan peranan yang berbeza.
‘semua murid boleh belajar’
Kelainan dalam bilik darjah akan memperkayakan bilik darjah.

43. Cadangan untuk layanan guru
Tempat duduk pelajar lemah dan pandai tidak dibezakan.
Perhatian yang sama – senyum, pandang.
Panggilan yang sama kerap antara pelajar pandai dan lemah.
Tidak terlalu mengkritik pelajar lemah.
Pujian untuk respons.
Tuntutan yang tinggi dari kedua jenis pelajar tentang mutu kerja.

44. Cadangan komposisi murid:
Lebih ramai murid yang sederhana dan pandai dalam sesebuah kelas.
Murid lemah kurang 1/3 bilangannya.
Bilik darjah yang tidak terlalu heterogenus.

45. Kesimpulan
Untuk memikirkan/mengamalkan alternatif kepada pengaliran perlu
Mengambil kira NILAI-NILAI dan NORMA-NORMA yang berakar umbi dalam pengaliran.
*konsepsi terhadap kecerdasan, kebolehan, pembelajaran, potensi murid, kelainan murid dsb.