AMALAN PEMBELAJARAN DENGAN REKA BENTUK PENILAIAN PEMBELAJARAN TERBUKA DAN JARAK JAUH (ODL) DALAM KALANGAN PELAJAR DI INSTITUT PENGAJIAN TINGGI [THE PRACTICE OF LEARNING AND ASSESSMENT DESIGN IN OPEN AND DISTANCE LEARNING (ODL) AMONG HIGHER EDUCATION STUDENTS]
Keywords:
persepsi pelajar, reka bentuk penilaian, pembelajaran terbuka dan jarak jauh, pembelajaran sepanjang hayat, students’ perceptions, assessment design, open and distance learning, lifelong learningAbstract
Abstrak Kajian ini menilai reka bentuk penilaian dalam program Pembelajaran Jarak Jauh Terbuka (Open and Distance Learning,) di Universiti Kebangsaan Malaysia (UKM) dengan memberi tumpuan kepada pandangan pelajar dan cadangan penambahbaikan agar selari dengan prinsip Pembelajaran Sepanjang Hayat. Pendekatan campuran kuantitatif dan kualitatif digunakan, melibatkan pengumpulan data melalui soal selidik dan temu bual separa berstruktur. Seramai 11 peserta dipilih secara persampelan bertujuan, terdiri daripada pelajar ODL UKM sepenuh masa dan separuh masa daripada pelbagai latar belakang kerjaya, termasuk pendidik, pegawai pemasaran, jurutera komunikasi, aktivis, pegawai bank, pegawai Jabatan Pendidikan Negeri, dan penceramah bebas. Temu bual dijalankan secara maya melalui platform Zoom atau Google Meet, disokong dengan pemerhatian dan analisis dokumen bagi memastikan triangulasi data. Analisis tematik digunakan untuk mengenal pasti tema utama berkaitan keberkesanan dan cabaran reka bentuk penilaian. Dapatan kajian menunjukkan fleksibiliti masa, pelaksanaan sepenuhnya dalam talian, dan tempoh pengajian yang lebih singkat menjadi faktor tarikan utama pelajar memilih ODL. Walau bagaimanapun, beberapa isu dikenal pasti, termasuk keperluan meningkatkan interaktiviti penilaian, sokongan rakan sebaya, dan pendekatan penilaian yang lebih autentik. Kajian ini mencadangkan penambahbaikan seperti penggunaan forum interaktif, tugasan kolaboratif, dan kaedah penilaian berasaskan projek yang relevan dengan dunia pekerjaan. Secara keseluruhannya, kajian ini mengesahkan bahawa ODL berpotensi menjadi pendekatan pendidikan masa hadapan yang fleksibel, inklusif, dan efektif sekiranya reka bentuk penilaian dilaksanakan secara strategik.
Abstract: This study evaluates the assessment design in the Open and Distance Learning (ODL) program at Universiti Kebangsaan Malaysia (UKM), focusing on students’ perceptions and suggestions for improvement in line with the principles of Lifelong Learning. A mixed-methods approach was employed, involving data collection through questionnaires and semi-structured interviews. A total of 11 participants were purposively selected, comprising full-time and part-time ODL students from diverse professional backgrounds, including educators, marketing officers, communication engineers, activists, bankers, state education department officers, and independent speakers. Interviews were conducted virtually via Zoom or Google Meet, complemented by observations and document analysis to ensure data triangulation. Thematic analysis, based on Braun and Clarke’s (2006) six-step framework, was used to identify key themes on the effectiveness and challenges of the assessment design. Findings reveal that time flexibility, fully online delivery, and shorter study duration are the main factors attracting students to ODL. However, several issues emerged, including the need to enhance assessment interactivity, peer support, and more authentic assessment approaches. Recommendations include integrating interactive forums, collaborative assignments, and project-based assessments relevant to workplace demands. Overall, the study confirms that ODL has the potential to be a flexible, inclusive, and effective educational approach for the future, provided that assessment design is strategically implemented.
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