my chapter 5 final

CHAPTER 5 IMPLICATIONS AND RECOMMENDATIONS 5.1 The use of demerit/merit system ‘Sistem Pengurusan Disiplin’ (SPD) or in English, Discipline Management System, is closely related to Sistem Maklumat Murid Berkomputer (SMM), or Computerised Students’ Information System, which is created with the purpose of online recording of students’ act of misbehaviour (demerit) and good moral conduct or students’ positive contribution (merit). For every student’s act of deviance such as fighting in the class or disobeying teacher’s order some merit points will be deducted from the total of 100 merit points from the beginning of the year. Similarly if any student has shown good moral conduct or act such as helping the teacher with various tasks, some merit point will be given to the respective student. Every calculation and analysis of these marks is done with the help of computers. However, other than merit/demerit system, school organisations are free to choose any alternative that is considered suitable for the need of their students. Based from the previous discussions, we could highlight the fact that disciplinary problems such as cigarette smoking, bullying and gangsterism is reaching to alarming state as it is getting worse day by day. These problems are seen as national problems and have been gathering concern from various sides in the educational field. Therefore, various approaches had been suggested and are hoped to take place soon so that the nation’s needs and aspirations to produce human capital that could assist the country’s development are able to be fulfilled without failure. Some of the plans or approached that has already and will be implemented soon could be divided into two phase, according to the current National Educational Blueprint, which are the Current Action Plans and the Long-Term Action Plans. Both of the plans include the elements of rewards and sanctions in accordance to the rules and procedures stated in Circulations from the Ministry of Education of Malaysia. This management of disciplinary system covers the three aspect of act (Surat Pekeliling Ikhtisas Bil. 18/1998: Penggunaan Budi Bicara Ketika Mengambil Tindakan, 2 Sept. 1998), which are: 1. Preparations of the basic management of moral conduct, especially on deciding on the misconduct of moral act. 2. The implementation of moral conduct process, and; 3. Reprimanding the acts of misconduct. 5.2 Enhancement of Teacher and Students Interaction in the Classroom to Reduce Disciplinary Issues In order to avoid misunderstanding and disciplinary issues during teaching and learning session, it is important for the teachers and their students to have good interaction inside or outside the classroom. This is because not all teachers considered issues faced by their students as a serious issue. Similarly, students might not be aware of their personal issues, for example, a bullied student might not be aware that he or she are being bullied by the surrounding peers until it is too late. According to Izzy Kalman, a psychologist and psychotherapist from a school in New York, America, a further enhancement on students-teacher interaction is highly needed. Kalman stated that, “Teachers should teach the students the best way to avoid the bullies bullying or hurting us [the students] physically, mentally or emotionally. Students should be taught on how to treat the bullies as friends so that the bullies will turn into their real friends thus [the bullies] will no longer bullying the students.” (Roughly translated from Pendidik, 2006, p. 60) On the other hand, teachers are also encouraged to use variety of media tools that is related with the issue such as pasting anti-bullying and anti-gangsterism posters in classroom and school compounds, distributing non-smoking pamphlets, showing anti-smoking and anti-drugs videos, introducing anti-bullying or anti-drug songs and so on. Continuous usage of multimedia tools during teaching and learning session will slowly create awareness of the danger of the issues thus helping curbing the issues among the students. Gootman, as cited by Abdullah Sani (2006, p. 105) agrees that an effective discipline system should be accompanied by effective teaching and learning session. 5.3 Strengthening the Religious and Morality aspects. Enforcement and awareness of religious beliefs such as Islamic belief is suggested as one of the effective strategies in handling disciplinary problems among the students. Islamic religion is seen as a comprehensive (syumul) religion which holds the universal values that widely accepted by the entire human race, regardless of their religion and beliefs. Therefore, the former Prime Minister, Datuk Seri Abdullah Ahmad Badawi has introduced new concept, Islam Hadhari, as an approach to encourage people regardless of their age class, economic status and beliefs to learn the Islamic faith more deeply. It encourages people of the nation to return to the teaching of Islam and put it into everyday practice. Generally speaking, most of the students who had partaken in various deviance acts are found not practising the religion requirements, such as the five daily prayers, not knowing what are permissible (halal) and prohibited (haram) according to Islamic teachings and other basic requirement as a man of faith. Looking at this situation, we could say that now is the time for us to reshaping the students to become a stronger person, spiritually, which follows the teaching of prophet Muhammad p.b.u.h. Reshaping students or younger generation with good moral behaviour is important as good moral will be reflected into the students’ daily acts. It is said that if the students have good moral behaviour, they will act as a better person. This strategy has been conducted by one of prominent scholar of Islamic faith, Imam al-Ghazali, whom believes that a person’s moral is flexible and could be nurture into a better state through adequate and suitable practice and teaching. (Mohd Nasir, 2005, p.158). Therefore, various religious activities which are hoped to help moulding the students into a better person should be planned and carried out in every schools such a Qiamulail (late night prayers), Majlis Bacaan Yassin Perdana (Yearly Quran Recital Program, especially on reciting Yassin verse) and encouraging each and every Muslim students to recite daily prayers in school assembly. These type of activities will encourage Muslim students to further learn the teaching of their own religion thus return to the basic teaching of Islamic religion. 5.4 Motivation Other than giving awareness and education inside the classroom, various educational activities outside the classroom such as school campaigns, talks, motivational talks and camps should be carried out to assist the students in preparing them to face various challenges in outside world. In this context, participation from others such as the surrounding communities and outside organization is encourage so that every side could contribute in handling the disciplinary problems collectively. Some of the organisation that could provide assistance for the school organization in handling the problem would be the Malaysian Royal Police Force (PDRM), Ministry of Health, Agensi Dadah Kebangsaan, Persatuan Bekas-bekas Penagih Malaysia (PENGASIH), and Jabatan Penjara. Collaborative movement from various organizations mentioned previously will increase the effectiveness of a program planned by the school organization. For example, when planning for the yearly Minggu Anti-Dadah (Anti-drug Week), school authorities could request for a representative from various organisation to give a talk, or participate in a forum on the danger of drug and cigarettes for their students. By exposing the students to these experienced individuals, it will increase students’ level of excitement and participation in attending the program. Through this type of program, students will become more aware on the topic, thus helping the students to choose a better choice of lifestyle in the future. This, on the other hand, will then contribute to positive human capital development, thus helping the country to develop further. 5.5 School counselling unit Counselling unit in schools, especially the school counsellor should participate actively in assisting the school in handling students’ disciplinary problems. As the professionals who hold the expertise in the field, they have important roles in guiding the students in solving and avoiding various social issues. In addition, school counselling units also play the role of creating a conducive and problem-free school climate that is optimum for teaching and learning. The implementation of Pembimbing Rakan Sebaya (peer support system) with the supervision from the school counsellors is one of the good measures that could succefully help the other students who are facing various problems. This is because Pembimbing Rakan Sebaya member are selected among the students in the school. Being someone who is closer to the students, who might have faced the similar situations the troubled students are facing, Pembimbing Rakan Sebaya could contribute greatly in advising their peers, with minimal help from the school counsellor. In addition, as they are closer to the students, the troubled students would be able to discuss their issues more freely this getting more inputs on how to solve their issues. Most importantly, Pembimbing Rakan Sebaya could potential help guiding the peers to move on from their problems. 5.6 Collaboration of various community organizations Parents-Teachers Association (PTA) and Community Brigade (which could consists of the heads of nearby departments and organisations such as Royal Police Force, the Chairman of Health Organisation, religious leaders and etc.) should work hand-in-hand in handling students’ disciplinary problems. The collaboration of these various community organizations could bring a bigger impact and influence on the surrounding community so that every individual who lives in the community could contribute in the prevention programs. For example, if a student was seen smoking cigarettes outside the school compound a report could be made to the school administrator so that disciplinary actions could be done. In addition, if shop owners are willing to work together with the Royal Police Force in prohibiting underage students from buying cigarettes, the number of underage smoker could significantly be reduced. It could be seen that the collaborative work will provide a great solution for various disciplinary problems. 5.7 Poster displays and Noticeboard Poster displaying and erecting related noticeboards inside and outside of school compounds, such as “No smoking areas”, “Anti-bullying”, “Drug kills”, “Smoking is really bad for your health and others could be useful for handling the problem. These posters and noticeboard will act as a constant reminder for every individual in the organization so that they are aware that disciplinary problem is a shared problem and they have the responsibilities to curb the issue. 5.8 Sekolah Penyayang program In accordance to the need of the Ministry of Education of Malaysia and National Resolution Seminar for Students’ Discipline, there is a suggestion to introduce the Sekolah Penyayang program. Through this concept, elements such as coaxing, love, compassion and caring are given special emphasis, which means, in every action that is to be carried out, a consideration of the role of teachers as the “second parents” of the students and the role of students as the “children” will be given. Students who had shown good moral behaviour will be given appreciation and rewards in various formal programmes while troubled students, especially those who have disciplinary issues, will receive guidance through mentor-mentee programmes, such as “Pelajarku Anakku”. 5.9 Co-curricular activities Students’ participation in co-curricular activities throughout the year is to be made compulsory. Students are also required to participate in various activities such as Sport Day, Cooperation Day and Patriotism Month. Mark should be given and accumulated for every activities, so that the students will be encouraged to participate more in the school activities. Displaying the point will also promote healthy competition among the students. In context with the merit/demerit system, it is also suggested that for every students’ mistakes, marks would be deducted from the student house or club. This will help the student in realising their roles as an individual living in a society. Moreover, students’ participation in co-curricular activities throughout the year will decrease the amount of time spent outside the school, thus reducing the potential of the students getting in troubles outside the school. 5.10 Sanctions and Punishments This serves as the last alternative to be taken to the students who broke the school’s rules and regulation. However, sanctions and punishments should comply with the rules and regulation that were set up in Ordinan Pelajaran 1957, Peraturan-peraturan Pelajaran (Disiplin) 1959 and in various circulations from the Ministry of Education. In order to avoid misconducts or negligence, teachers and school administrative are constantly reminded to place the educational rules and regulation as the main points to be considered when making decisions, especially in handling students’ disciplinary problems. This is also to avoid misunderstanding between teachers and parents which could cause the issues to be brought forward to the courts. Failure to conform with the rules and regulations set up by the Ministry of Education thus causing injuries on their students will lead for teacher’s prosecution. Among various acts for teachers are: Section 320 (serious injuries), Section 323 (trials for deliberately causing injuries), Section 324 (deliberately causing injuries by walking with weapons and other dangerous materials), Section 325 (trials for deliberately causing serious injuries) and Section 326 (deliberately causing serious injuries by walking with weapons and other dangerous materials) (Mohd Ismail Othman, 2006, p. 83) Some of the circulations regarding this matter are: 1. Surat Pekeliling Ikhtisas Bil. 6A/1975, Displin Murid-murid Menghisap Rokok. 2. Surat Pekeliling Ikhtisas Bil. 3/1993, Lapor Kepada Polis Salah Laku yang Berbentuk Jenayah. 3. Surat Pekeliling Ikhtisas Bil. 7/1995, Tatacara Mengenakan Tindakan dan Hukuman terhadap Pelajar-pelajar Sekolah. 4. Surat Pekeliling Ikhtisas Bil. 4/1996, Perlaksanaan Kuasa Disiplin dan Hukuman di Sekolah. 5. Surat Pekeliling Ikhtisas Bil. 4/1997, Hukuman ke atas Murid Menghisap Rokok. 6. Surat Pekeliling Ikhtisas Bil. 5/1997, Sekolah sebagai Kawasan Larangan Merokok. 7. Surat Pekeliling Ikhtisas Bil. 16/1998, Menangani Kegiatan Gengster di Sekolah. 8. Surat Pekeliling Ikhtisas Bil. 18/1998, Penggunaan Budi Bicara ketika Mengambil Tindakan. 9. Surat Pekeliling Ikhtisas Bil. 6/2000, Menangani masalah Keselamatan, Dadah dan Gengster.