tag:blogger.com,1999:blog-44063088785278932692024-03-13T23:59:22.829+08:00When Life Hits You Hard.. Hit Back Harder!! Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.comBlogger537125tag:blogger.com,1999:blog-4406308878527893269.post-30153807149616343722018-02-27T11:32:00.001+08:002018-02-27T11:32:03.509+08:00Selamat pagi cikgu :)<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam...<br />
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Ehh...lama betul tak bersiaran...busy la...sape cakap cikgu banyak free time goyang2 kaki, mmg nak kene cili mulut dia.<br />
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Masuk sekolah baru, byk nak kene adapt..lotihhhh...tp setiap skolah ada budaya sendiri, ada ranking yg nak dipertahankan. sekolah aku ni, raking ke 11 dari 68 sekolah kot...so kau paham la terkangkang kiap cikgu2 buat keje, program, karnival etc. weekend pon ig group n whatsapp tung tang tung tang x benti...xde life weiii...kehidupan sosialku punah ranah...Selagi belum tutup mata, keje..keje..keje..lillahitaala.<br />
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baru jejak kaki sehari, dah dpt task jadik emcee perhimpunan bulanan, kau rasa?? tak terkejut beruk aku..adoii..layannn...new broom katanya...nak kasi can cikgu baru..alahaiii....whatever la...<br />
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jawatankuasa lain jgn ckp..cikgu cikgi sedia maklum pepaham udah ler... semoga dipermudahkan urusan harian kat skolah n.. dah cuba keluar, gembira for 6 yrs dok ipg n utm..tp sudahnya berpatah balik ke bidang perguruan di sekolah..semuanya aturan Allah.. rezeki di sini..hhmm...kene cuba suka, kalau x..x jadi. Mcm mana nak kasi suka, ttpkan aim..so xde la meraban sangat..sbb kau tau kau ada aim nak achieve. x kisah la aim apa2..GC ka...kau nak jadi PK ka...nak aim jadik pengetua pon buleh aihh....berangan itu free mekk...gituuuuu....nanti sambung balik..daaa<br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com2tag:blogger.com,1999:blog-4406308878527893269.post-14477945446416861752017-03-14T22:34:00.000+08:002017-03-14T22:34:04.017+08:00Kenapa n=30 utk pilot/experimental test?<div dir="ltr" style="text-align: left;" trbidi="on">
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Selama ni tau 30 jek, sebab musabab x pasti..ini penjelasannya, terima kasih Dr OT.</div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-62044014754645312322016-10-21T18:28:00.002+08:002016-10-21T18:28:55.738+08:00mcm mana nak interpret t test spss output<div dir="ltr" style="text-align: left;" trbidi="on">
As salam...ni pon topik basi ni..tp nak masuk jugak kat sini..sbb bila lama tinggal..mampuih lupa semua..setiap kali sambung blaja, setiap kali repeat balik mende ni..lupa sbb x amalkan..yelah...kita buka guna spss nak beli barang kat tesco kan..hahahahahah...<br />
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Ckp pasal t test kan..kompom2 la statistik kan..selalunya org xde masalah nak dptkan result guna spss..pastu..nak interpret...menggagau x reti..spss tu bagi result dlm bentuk nombor..kalau x reti baca maksud nombor tu..xde maknanya...<br />
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basicnya t test ada 3 jenis..semua org slalunya dah familiar kan..simple t test..independent t test dan sekor lagi..dependent test a.k.a paired t test...<br />
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sblm syok2 ber t test..pastikan data korg2 ni semuanya <u>normally distributed</u> eh..bell atau gaussian shape..bukan skewed ke kiri atau kanan..graph bentuk m ke v ke..bukan ek..itu kene dipastikan..how ler?? kau buat la NORMALITY TEST guna spss tu haa..... tp kalau tgk dari bacaan varians..pon dah boleh agak juga nanti data kita jenis mcm mana..normal atau not normally distributed...mende varians tu??<br />
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Varians tu ialah satu bacaan yang menunjukkan mcm mana data tu disperse/bertabur/berselerak daripada min..eh...sebelum kau kompius..min tu purata..benda yg sama<br />
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makanya, kalau nilai varians kau besar..maknnaya lagi jauhla tersebar data2 tu daripada min..so..xde maknalah min itu..maksudnya lagi..sampel kau tu tidak homogenus..bila x homogenus maknanya not normally distributed..so xleh la pakai t test..sbb test ni parametrik, apply utk data normal saje..data tidak normal..silalah pi buat non parametrik test..ngerti??<br />
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t test ni guna utk tengok mean difference (perbezaan min)..jadi basicnya ko kene buat descriptive stats dulu..maknanya kene tau berapa mean, mod, varians semua2 tu..yg basic2..sbb ada kalau melalui descriptive stats..sah2 nampak ada mean different yg sagt besar dan jelas..x payah la gedik nak continue dgn t test..t test ni inferential stats..<br />
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cth output spss<br />
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kau tekan2 spss..keluar table ni..acaner nak baca??<br />
1. ko tgk figure pada sig colume..tu levene test punya reading..sbb nilai levene test tu 0.582 (p>0.05), lebih besar dr significant 0.05..maka varians ada sama...maknanya kita akan amil bacaan equal variance (row atas) utk tgk t test value pulak..<br />
2. kat ni t test value dia 0.14 (p>0.05), kita accept null hypotesis dengan rumusan bahawa tiada perbezaan min antara.....ko sambung ayat tu ikut variable kajian masing2 ye....<br />
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kalau mcm ni pulak???<br />
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sama aje la...<br />
1. pi tgk kat Levene test bah sig tu..apsal?? sbb figure ni akan tentukan kita akan amik bacaan t test dr row atas atau bawah. Dalam kes ni, nilai sig Levene test ialah p=0.006 (p>0.05)..so..bacaan kita mesti dari row pertama.<br />
2. bacaan t test..nampak 0.000..sah2 la p<0.005, so kita reject null hypothesis..dengan rumusan bahawa wujud perbezaan min antara.....ko sambung ayat tu ikut variable korg.....<br />
perbezaan ini bermakna tau.. meaning...<br />
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cth: lelaki skor 50, perempuan skor 54<br />
berapa beza?? 4 je kan...tp bila buat t test,,wujud perbezaan yg signifikan sbbP<0.05, so bermakna wujud perbezaan yg signifikan walau nilai kecil<br />
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senang kan!!<br />
dah..kbye!<br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-51188586515338466012016-10-16T22:17:00.000+08:002016-10-16T22:18:48.628+08:00Theories of Problem Solving<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="color: magenta;">** teori problem solving dtg dr 2 ni je..yg lain2 tu model..paham takkkkk..jgn kompius lagi</span></b></div>
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<b><span style="color: magenta;">** sbb research focus ialah PS strategy..kita pilih Newell & Simon (1972) hoccay..ingat tuu</span></b></div>
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<span style="color: #ffe599;">Many current views of problem solving, such as described in Keith Holyoak and Robert Morrison's<i>Cambridge Handbook of Thinking and Reasoning</i> (2005) or Marsha Lovett's 2002 review of research on problem solving, have their roots in Gestalt theory or information processing theory.</span></div>
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<b><span style="color: magenta;">Gestalt Theory.</span></b><span style="color: #ffe599;"> The Gestalt theory of problem solving, described by Karl Duncker (1945) and Max Wertheimer (1959), holds that problem solving occurs with a flash of insight. Richard Mayer (1995) noted that insight occurs when a problem solver moves from a state of not knowing how to solve a problem to knowing how to solve a problem. During insight, problem solvers devise a way of representing the problem that enables </span>solution<span style="color: #ffe599;">. Gestalt psychologists offered several ways of conceptualizing what happens during insight: insight involves building a schema in which all the parts fit together, insight involves suddenly reorganizing the visual information so it fits together to solve the problem, insight involves restating a problem's givens or problem goal in a new way that makes the problem easier to solve, insight involves removing mental blocks, and insight involves finding a problem analog (i.e., a similar problem that the problem solver already knows how to solve). Gestalt theory informs educational programs aimed at teaching students how to represent problems.</span></div>
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<b><span style="color: magenta;">Information Processing Theory.</span></b><span style="color: #ffe599;"> The information processing theory of </span>problem solving<span style="color: #ffe599;">, as described by Allen Newell and Herbert Simon (1972), is based on a </span>humancomputer<span style="color: #ffe599;"> metaphor in which problem solving involves carrying out a series of mental computations on mental representations. The key components </span>in<span style="color: #ffe599;"> the theory are as follows: the idea that a problem can be represented as a problem space—a representation of the initial state, goal state, and all possible intervening states—and search heu-ristics—a strategy for moving through the problem space from one state of the problem to the next. The problem begins in the given state, the problem solver applies an operator that generates a new state, and so on until the goal state is reached. For example, a common search heuristic is </span>means-ends analysis<span style="color: #ffe599;">, in which the problem solver seeks to apply an operator that will satisfy the </span>problem-solver's<span style="color: #ffe599;"> current goal; if there is a constraint that blocks the application of the operator, then a goal is set to remove the constraint, and so on. Information processing theory informs educational programs aimed at teaching strategies for solving problems.</span></div>
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<span style="color: #ffe599;">source:http://www.education.com/reference/article/problem-solving1/</span></div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-81724086614288625902016-08-25T12:07:00.000+08:002016-08-25T20:55:56.547+08:00IBL vs PBL vs CBL<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: black; color: white;">We see IBL as a pedagogy which best enables students to experience the processes of knowledge creation. The core ingredients of an IBL approach that most researchers are in agreement with are:</span></div>
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<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">learning is stimulated by inquiry, i.e. driven by questions or problems;</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">learning is based on a process of constructing knowledge and new understanding;</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">it is an 'active' approach to learning, involving learning by doing;</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">a student-centred approach to teaching in which the role of the teacher is to act as a facilitator;</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">a move to self-directed learning with students taking increasing responsibility for their learning; and</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">the development of skills in self-reflection.</span></li>
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<span style="background-color: black; color: white;">Several modes of IBL are discussed in the literature. One framing we find useful is that of Staver and Bay (1987) who distinguish between structured, guided and open inquiry. Their definitions were particularly oriented towards problem solving, but we broaden their categories to allow exploration of issues. Thus we distinguish between:</span></div>
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<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">structured inquiry – where teachers provide an issue or problem and an outline for addressing it</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">guided inquiry – where teachers provide questions to stimulate inquiry but students are self-directed in terms of exploring these questions</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: url("about:blank"); background-origin: initial; background-position: 5px -2px; background-repeat: no-repeat; background-size: initial; list-style: none none; margin: 0px; padding: 1px 0px 3px 25px;"><span style="background-color: black; color: white;">open inquiry – where students formulate the questions themselves as well as going through the full inquiry cycle as given in Figure 1.</span></li>
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<span style="background-color: black;"><span style="color: #333333; font-family: "arial" , "nimbus sans l" , "helvetica" , sans-serif;"><span style="color: magenta; font-size: large; line-height: 15.996px;">*</span></span><span style="color: white; font-family: "arial" , "helvetica" , "clean" , sans-serif; font-size: 13px; line-height: 19.994px;">CBL (guided inquiry) over PBL (open inquiry)</span></span><br />
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<span style="background-color: black; color: white;">The relationship between IBL, problem-based learning (PBL), and case-based learning (CBL) is less clear. Problem-based learning has a well developed literature base but like IBL, the definition of the term is contested and again there are a variety of approaches that fall under the umbrella term of PBL. All approaches may begin with a question, although open inquiry often starts with a general theme or issue from which students develop a particular question to be addressed. The timescale for IBL (over weeks or months) is typically much longer than for either PBL (hours to weeks) or CBL (minutes to hours). Whilst open inquiry promotes student choice in terms of the topic of learning, in PBL and CBL, the content and skills to be learned are usually far more prescribed. CBL and PBL are thus akin to structured and guided forms of IBL. In all approaches the teacher’s role is one of a facilitator. Given these relations between the three approaches, the research team decided that PBL was a more prescriptive form of IBL, and CBL a more focussed form of PBL, giving a nested hierarchy within the realm of active learning (Figure 2).</span></div>
<table align="center" border="0" cellpadding="1" cellspacing="1" style="border-collapse: collapse; font-family: arial, "nimbus sans l", helvetica, sans-serif; font-size: 12px; line-height: 15.996px; margin: 10px 0px; width: 300px;"><caption><span style="background-color: black; color: white;"><strong>Figure 2:</strong> Proposed relation between inquiry-based </span></caption><caption><span style="background-color: black; color: white;">learning (IBL), problem-based learning (PBL) and case-based learning (CBL). IBL, PBL and CBL fall in the realm of active learning; PBL is a subset of IBL and CBL is a subset of PBL (adapted from Spronken-Smith et al., 2008).</span></caption></table>
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<span style="background-color: black; color: white;">Herreid (2007) provides 11 basic rules for case-based learning.</span></div>
<ol style="font-size: 14.4px; line-height: 23.04px; margin: 0.9em 0px; padding: 0px 0px 0px 25px;">
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Tells an <span style="font-size: 14.4px; line-height: 23.04px;">engaging </span>Tstory.</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Focuses on an interest-arousing or <span style="font-size: 14.4px; line-height: 23.04px;">controversial issue</span></span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Set in the past five years</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Creates empathy with the central characters.</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Includes quotations. There is no better way to understand a situation and to gain empathy for the characters</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Relevant to the reader.</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Must have pedagogic utility.</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Conflict provoking.= <span style="font-size: 14.4px; line-height: 23.04px;">Requires the reader/viewer to use information in the case to address the problem</span></span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Decision forcing.= <span style="font-size: 14.4px; line-height: 23.04px;">Requires the reader/viewer to think critically and analytically to address the problem</span></span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Has generality.</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">Is short, <span style="font-size: 14.4px; line-height: 23.04px;">Brevity – has just enough information for a good analysis</span></span></li>
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<span style="background-color: black; color: white;">Why Use Case-Based Learning?</span></h2>
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<span style="background-color: black; color: white;">To <em style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">provide students with a relevant opportunity to see theory in practice.</em> Real world or authentic contexts expose students to viewpoints from multiple sources and see why people may want different outcomes. Students can also see how a decision will impact different participants, both positively and negatively.</span></div>
<div style="border: 0px; font-family: verdana, geneva, sans-serif; font-size: 13px; font-stretch: inherit; line-height: 1.308; margin-bottom: 17px; outline: 0px; padding: 0px; vertical-align: baseline;">
<span style="background-color: black; color: white;">To <em style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">require students to analyze data in order to reach a conclusion. </em>Since many assignments are open-ended, students can practice choosing appropriate analytic techniques as well. Instructors who use case-based learning say that their students are more engaged, interested, and involved in the class.</span></div>
<div style="border: 0px; font-family: verdana, geneva, sans-serif; font-size: 13px; font-stretch: inherit; line-height: 1.308; margin-bottom: 17px; outline: 0px; padding: 0px; vertical-align: baseline;">
<span style="background-color: black; color: white;">To <em style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">develop analytic, communicative and collaborative skills along with content knowledge.</em> In their effort to find solutions and reach decisions through discussion, students sort out factual data, apply analytic tools, articulate issues, reflect on their relevant experiences, and draw conclusions they can relate to new situations. In the process, they acquire substantive knowledge and develop analytic, collaborative, and communication skills.</span></div>
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<span style="background-color: black; color: white;">Many faculty also use case studies in their curriculum to teach content, connect students with real life data, or provide opportunities for students to put themselves in the decision maker's shoes.</span></div>
<span style="background-color: black; color: white; font-family: "helvetica" , "arial" ,; font-size: 14.4px; line-height: 23.04px;">Research has shown that case-based learning has been very successful at providing a context for abstract material. Cases also provide an ‘experience’ for students that can be transformed into learning through reflection or experimentation. Case-based learning has been linked with the effective development of critical thinking, problem solving, clinical reasoning and analysis, which in turn are characteristics of a deep approach to learning. It also can be used to facilitate a model of self-directed and reflective learning that serves students very well in future courses and careers. (Dunne and Brooks, 2004).</span><br />
<span style="background-color: black; color: white;"><span style="font-size: large;"><b><br /></b></span> </span><br />
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<span style="color: white; font-size: large;"><b style="background-color: black;">Designing Case Study Questions</b></span></div>
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<span style="background-color: black; color: white;">Cases can be more or less “directed” by the kinds of questions asked—these kinds of questions can be appended to any case, or could be a handout for participants unfamiliar with case studies on how to approach one.</span></div>
<ul style="border: 0px; font-family: Verdana, Geneva, sans-serif; font-size: 13px; font-stretch: inherit; font-variant-numeric: inherit; line-height: 19.5px; margin: 0px 0px 17px; outline: 0px; padding: 0px 0px 0px 1.2em; vertical-align: baseline;">
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">What is the situation—what do you actually know about it from reading the case? (Distinguishes between fact and assumptions under critical understanding)</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">What issues are at stake? (Opportunity for linking to theoretical readings)</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">What questions do you have—what information do you still need? Where/how could you find it?</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">What problem(s) need to be solved? (Opportunity to discuss communication versus conflict, gaps between assumptions, sides of the argument)</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">What are all the possible options? What are the pros/cons of each option?</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">What are the underlying assumptions for [person X] in the case—where do you see them?</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;">What criteria should you use when choosing an option? What does that mean about your assumptions?</span></li>
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<span style="color: white; font-size: large;"><b style="background-color: black;">Managing Discussion and Debate Effectively</b></span></div>
<ul style="border: 0px; font-family: Verdana, Geneva, sans-serif; font-size: 13px; font-stretch: inherit; font-variant-numeric: inherit; line-height: 19.5px; margin: 0px 0px 17px; outline: 0px; padding: 0px 0px 0px 1.2em; vertical-align: baseline;">
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;"><strong style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Delay the problem-solving part</strong> until the rest of the discussion has had time to develop. Start with expository questions to clarify the facts, then move to analysis, and finally to evaluation, judgment, and recommendations.</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;"><strong style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Shift points of view:</strong> “Now that we’ve seen it from [W’s] standpoint, what’s happening here from [Y’s] standpoint?” What evidence would support Y’s position? What are the dynamics between the two positions?</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;"><strong style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Shift levels of abstraction:</strong> if the answer to the question above is “It’s just a bad situation for her,” quotations help: When [Y] says “_____,” what are her assumptions? Or seek more concrete explanations: Why does she hold this point of view?”</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;"><strong style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Ask for benefits/disadvantages of a position</strong>; for all sides.</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;"><strong style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Shift time frame</strong>—not just to “What’s next?” but also to “How could this situation have been different?” What could have been done earlier to head off this conflict and turn it into a productive conversation? Is it too late to fix this? What are possible leverage points for a more productive discussion? What good can come of the existing situation?</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;"><strong style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Shift to another context:</strong> We see how a person who thinks X would see the situation. How would a person who thinks Y see it? We see what happened in the Johannesburg news, how could this be handled in [your town/province]? How might [insert person, organization] address this problem?</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;"><strong style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Follow-up questions:</strong> “What do you mean by ___?” Or, “Could you clarify what you said about ___?” (even if it was a pretty clear statement—this gives students time for thinking, developing different views, and exploration in more depth). Or “How would you square that observation with what [name of person] pointed out?”</span></li>
<li style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: black; color: white;"><strong style="border: 0px; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Point out and acknowledge differences in discussion</strong>—“that’s an interesting difference from what Sam just said, Sarah. Let’s look at where the differences lie.” (let sides clarify their points before moving on).</span></li>
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<span style="background-color: black; color: white;">Source:</span><br />
<span style="color: white;"><span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> </span><br />
<ul style="text-align: left;">
<li><span style="background-color: black; color: white;">http://www.queensu.ca/ctl/what-we-do/teaching-and-assessment-strategies/case-based-learning</span></li>
<li><span style="background-color: black; color: white;">http://www.usask.ca/gmcte/case-based</span></li>
<li><span style="background-color: black; color: white; font-family: "verdana" , "geneva" , sans-serif; font-size: 13px; line-height: 17.004px;">Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. NSTA Press.</span></li>
<li><span style="background-color: black; color: white; font-family: verdana, geneva, sans-serif; font-size: 13px; line-height: 17.004px;">http://pt.slideshare.net/Learning_Instruction/casebasedlearning/4</span></li>
</ul>
<span style="color: white;"><span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> <span style="background-color: black;"><br /></span> </span><br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com2tag:blogger.com,1999:blog-4406308878527893269.post-33784590532769528452016-08-24T13:13:00.000+08:002016-08-24T13:13:16.819+08:00Problem-Based Learning: What and How Do Students Learn? (Hmelo-Silver, 2004)<div dir="ltr" style="text-align: left;" trbidi="on">
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Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn?<i>Educational Psychology Review</i>, 16(3), 235-266.<br />
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Souce: http://kanagawa.lti.cs.cmu.edu/olcts09/sites/default/files/Hmelo-Silver_2004.pdf<br />
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<ol style="text-align: left;">
<li> Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving ~~ Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies.</li>
<li>work in collaborative groups -- Collaborative problem-solving groups are a key feature of PBL</li>
<li>engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed</li>
<li>teacher acts to facilitate the learning process rather than to provide knowledge</li>
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GOALS OF PBL </div>
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Problem-based curricula provide students with guided experience in learning through solving complex, real-world problems. PBL was designed with several important goals (Barrows and Kelson, 1995). It is designed to help students </div>
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1) construct an extensive and flexible knowledge base; </div>
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2) develop effective problem-solving skills; One indicator of effective problem-solving skills is the ability to transfer reasoning strategies to new problems.</div>
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3) develop self-directed, lifelong learning skills; </div>
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4) become effective collaborators; and </div>
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5) become intrinsically motivated to learn.<span style="color: orange;">.</span></div>
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<span style="color: white;">PBL is one of a family of approaches that include anchored instruction and project-based science.</span></div>
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<span style="color: white;">~~ all three approaches use a common problem and rely on the teacher to help guide the learning process. They differ in terms of the type and role of the problem, the problem-solving process, and the specific tools that are employed</span></div>
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There are at least two key issues that go to the heart of all of these approaches to learning through problem solving. </div>
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<li>First, all the approaches emphasize that learners are actively constructing knowledge in collaborative groups. </li>
<li>Second, the roles of the student and teacher are transformed. The teacher is no longer considered the main repository of knowledge; she is the facilitator of collaborative learning. The teacher helps guide the learning process through open-ended questioning designed to get students to make their thinking visible and to keep all the students involved in the group process. In anchored instruction and project-based science, the teacher does some direct instruction, often when students need information for the problem-solving activities.<u>The SDL emphasis is a distinguishing feature of PBL. In PBL, students become responsible for their own learning, which necessitates reflective, critical thinking about what is being learned (Bereiter and Scardamalia, 1989). In PBL, students are asked to put their knowledge to use and to be reflective and self-directed learners.</u></li>
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The Role of the Problem</div>
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<li>To foster flexible thinking, problems need to be complex, ill-structured, and open-ended; to support intrinsic motivation, they must also be realistic and resonate with the students’ experiences. A good problem affords feedback that allows students to evaluate the effectiveness of their knowledge, reasoning, and learning strategies. </li>
<li>The problems should also promote conjecture and argumentation. Problem solutions should be complex enough to require many interrelated pieces and should motivate the students’ need to know and learn. As students generate hypotheses and defend them to others in their group, they publicly articulate their current state of understanding, enhancing knowledge construction and setting the stage for future learning (Koschmann et al., 1994).</li>
<li>Good problems often require multidisciplinary solutions.</li>
<li>Good problems also foster communication skills as students present their plans to the rest of their class. Multidisciplinary problems should help build extensive and flexible knowledge because information is not learned in isolation.</li>
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The Role of the Facilitator</div>
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<li>In PBL, the teacher/facilitator is an expert learner, able to model good strategies for learning and thinking, rather than an expert in the content itself. The facilitator scaffolds student learning through m<u>odeling and coaching, primarily through the use of questioning strategies</u></li>
<li>Facilitators progressively fade their scaffolding as students become more experienced with PBL until finally the learners adopt many of the facilitators’ roles ~~ Although the facilitator fades some of his or her scaffolding as the group gains experience with the PBL method, s/he continues to monitor the group, making moment-to-moment decisions about how best to facilitate the PBL process. </li>
<li>The facilitator is responsible both for moving the students through the various stages of PBL and for monitoring the group process. This monitoring assures that all students are involved and encourages them both to externalize their own thinking and to comment on each other’s thinking (Hmelo-Silver, 2002; Koschmann et al., 1994). </li>
<li>The PBL facilitator (a) guides the development of higher order thinking skills by encouraging students to justify their thinking and (b) externalizes self-reflection by directing appropriate questions to individuals. The facilitator plays an important role in modeling the problem solving and SDL skills needed for self-assessing one’s reasoning and understanding. The facilitator directly supports several of the goals of PBL. First, s/he models the problem solving and SDL processes. Second, the facilitator helps students learn to collaborate well. An underlying assumption is that when facilitators support the learning and collaboration processes, students are better able to construct flexible knowledge.</li>
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**The role of the facilitator is extremely important in modeling thinking skills and providing <b>metacognitive scaffolding. </b></div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-65661757979091738912016-08-24T01:12:00.003+08:002016-08-24T01:14:02.085+08:00Teaching & Learning Approach/ Strategy/ Technique/ Method<div dir="ltr" style="text-align: left;" trbidi="on">
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As Salam..<br />
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Note utk diri sendiri..mohon jangan kompius...ya ampunnnn<br />
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Source:<br />
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<ol style="text-align: left;">
<li><a href="http://www.slideshare.net/justindoliente/principles-of-teaching-33070911">http://www.slideshare.net/justindoliente/principles-of-teaching-33070911</a></li>
<li><a href="http://www.slideshare.net/switlu/different-approaches-and-methods?username=diyana7@live.utm.my">http://www.slideshare.net/switlu/different-approaches-and-methods?username=diyana7@live.utm.my</a></li>
<li><a href="http://www.slideshare.net/jaezek1804/selection-use-of-teaching-strategies-different-approaches">http://www.slideshare.net/jaezek1804/selection-use-of-teaching-strategies-different-approaches</a></li>
</ol>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-22811059465254440582016-08-23T01:55:00.000+08:002016-08-23T02:05:19.800+08:00Designers Should Enhance Students’ Ill-Structured Problem-Solving Skills<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: black; color: #f3f3f3;"> <strong><span style="font-size: x-large;">Identifying Questions to Investigate</span></strong></span></div>
<div align="center">
<span style="background-color: black; color: #f3f3f3; font-size: large;">Designers Should Enhance Students’ Ill-Structured Problem-Solving Skills</span></div>
<div align="center">
<span style="background-color: black; color: #f3f3f3;"><span style="font-size: small;">Namsoo Shin</span> & Steven McGee<br />Copyright <span style="font-size: x-small;">©</span> 2003.</span><br />
<span style="background-color: black; color: red; font-size: large;"><a href="http://www.cotf.edu/vdc/entries/ILLPS.html">http://www.cotf.edu/vdc/entries/ILLPS.html</a></span></div>
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<span style="color: #f3f3f3; font-size: large;"><strong style="background-color: black;">What are ill-structured problems?</strong></span><br />
<blockquote>
<span style="background-color: black; color: #f3f3f3;">Ill-structured problems are ones students face routinely in everyday life. They include important social, political, economic, and scientific problems (Simon, 1973). In order to resemble situations in the real world, ill-structured problems have unclear goals and incomplete information (Voss, 1988).</span><br />
<span style="background-color: black; color: #f3f3f3;">Students who develop robust solutions for ill-structured problems usually engage in the following processes: a) define the problem, b) generate possible solutions, c) evaluate the alternative solutions by constructing arguments and articulating personal beliefs, d) implement the most viable solution, and e) monitor the implementation (Jonassen, 1997; Shin, Jonassen, & McGee, 2003; Sinnott, 1989).</span></blockquote>
<span style="color: #f3f3f3; font-size: large;"><strong style="background-color: black;">Why is ill-structured problem solving important?</strong></span><br />
<ul>
<li><span style="background-color: black; color: #f3f3f3; font-size: small;"><strong>Enhance cognitive skills.</strong><br />Well-developed domain knowledge is a primary factor in solving ill-structured problems (Jonassen, 1997; Roberts, 1991). In solving ill-structured problems, students apply their domain knowledge in a meaningful way instead of storing a chunk of concepts in a memory (White & Frederiksen, 1998).</span></li>
</ul>
<ul>
<li><span style="background-color: black; color: #f3f3f3;"><strong>Enhance metacognitive skills.</strong><span style="font-size: small;"><br />Ill-structured problems require solvers to control and regulate the selection and execution of a solution process (Brown, Bransford, Ferrara, & Campione, 1983; Flavell, 1987; Gick, 1986; Jonassen, 1997; Jacobs & Paris, 1987). In the ill-structured problem-solving processes, students employ their metacognitive skills, such as change strategies, then modify plans and reevaluate goals in order to reach a optimal solution (White & Frederiksen, 1998).</span></span></li>
</ul>
<ul>
<li><span style="background-color: black; color: #f3f3f3; font-size: small;"><strong>Enhance argumentation skills.</strong><br />Since ill-structured problems require students to consider alternative solutions, successful students providing evidence for their solution (Voss, 1988; Voss & Post, 1988; Jonassen, 1997). Therefore, students gain practice justifying their solution in a logical way to persuade others.</span></li>
</ul>
<strong><span style="background-color: black; color: #f3f3f3; font-size: large;">How does a designer create ill-structured problems?</span></strong><br />
<ul>
<li><span style="background-color: black; color: #f3f3f3; font-size: small;"><strong>Design a complicated problem that we face in everyday life.</strong><br />Ill-structured problems should come from a real-life situation in which there is no obvious right answer. Problems should be authentic and relevant to students (Howard, McGee, Shin, & Shia, 2001). Ill-structured problems should include vaguely defined goals. The information available to the decision maker should be incomplete or ambiguous (Wood, 1993). Problems should make it unclear which concepts, rules, and principles are necessary for the solution.</span></li>
</ul>
<ul>
<li><span style="background-color: black; color: #f3f3f3;"><span style="font-size: small;"><strong>Design a problem including multiple solutions and perspectives. </strong><br />Ill-structured problems must allow alternative solutions instead of one correct answer (Meacham & Emont, 1989). Additionally, ill-structured problems should allow students to pursue different procedures for solving the problem. These various procedures will come from allowing different perspectives based on students’ perceptions and interpretations of the nature of the problem. </span></span></li>
</ul>
<strong><span style="background-color: black; color: #f3f3f3; font-size: large;">References</span></strong><br />
<span style="background-color: black; color: #f3f3f3;">Brown, A. L., Bransford, J., Ferrara, R., & Campione, J. (1983). Learning, remembering, and understanding. In P.H. Musen (Ed.), Handbook of child psychology: Vol. III (pp. 77-166). New York: Wiley.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. Weinert & U.R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21-29). Hillsdale, NJ: Erlbaum.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Gick, M. L. (1986). Problem-solving strategies. Educational Psychologist, 21, 99-120.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Howard, B., McGee, S., Shin, N, & Shia, R (2001). The triarchic theory of intelligence and computer-based inquiry learning. Educational Technology Research and Development, 49(4), 49-69.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology: Research and Development, 45(1), 65-94.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Meacham, J. A., & Emont, N. M. (1989). The interpersonal basis of everyday problem solving. In J. D. Sinnott (Ed.), Everyday problem solving: Theory and applications (pp. 7-23). New York: Praeger.</span><br />
<span style="background-color: black; color: #f3f3f3;">Roberts, D. A. (1991). What counts as an explanation for a science teaching event? Teaching Education, 3, 69-87.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Shin, N., Jonassen, H. D., & McGee, S. (2003). Predictors of well-structured and ill-structured problem solving in an astronomy simulation. Journal of Research in Science Teaching, 40(1), 6-33.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Simon, H. A. (1973). The structured of ill-structured problem. Artificial Intelligence, 4, 1981-201.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Sinnott, J. D. (1989). A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. In J. D. Sinnott (Ed.), Everyday problem solving: Theory and applications (pp. 72-99). New York: Praeger.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Voss, J. F. (1988). Problem solving and reasoning in ill-structured domains. In C. Antaki (Ed.), Analyzing everyday explanation: A casebook of methods (pp. 74-93). London: SAGE Publications.</span><br />
<span style="background-color: black; color: #f3f3f3;">Voss, J. F., & Post, T. A. (1988). On the solving of ill-structured problems. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.) The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-18.</span><br />
<span style="background-color: black; color: #f3f3f3;"><br /></span> <span style="background-color: black; color: #f3f3f3;">Wood, P. K. (1993). Inquiring systems and problem structures: Implications for cognitive developments. Human Developments, 26, 249-265.</span></div>
Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-62693561472100426352015-08-21T01:47:00.000+08:002015-08-21T01:58:01.032+08:00ouhhh...i need "ME" time<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam...<br />
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This is me everyday....</div>
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I need to rejuvenate myself...</div>
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So..obviously...</div>
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Can't wait to be home again...I'm looking forward for ..</div>
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Chit chatting over coffee and ..err...food of course...</div>
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After finish recharging all my needs...</div>
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I will go back to my so called prison life...</div>
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this cycle will continue...</div>
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Ya Allah..pls keep me sane throughout this journey..</div>
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Desperately need to GOT</div>
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Insyaallah</div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-13225835353061554172015-07-22T11:33:00.000+08:002015-07-22T11:33:27.143+08:00Deja vu..tp ko deja moss :p<div dir="ltr" style="text-align: left;" trbidi="on">
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As Salam…<o:p></o:p></div>
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So far pancaindera masih berfungsi baik..alhamdulillah...Nak buat entry iklan kejap..</div>
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Terasa mcm deja vu..oh bukan..bukan...tp ini more like a rerun....jgn salah guna..sebok sebut deja vu..makna sebenar ko tak tau...org sebut deja vu ko nak deja vu jugak..sudah..ko amik aje deja moss!!..main ckp je kan..pisang berbuah 2 kali ko kata deja vu..bukan laaaa….</div>
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Pasaipa gelak besar ni…mcm mana x gelak...melihat seseorg..yg
pernah mengata seseorang lain atas perilakunya yg kurang manis di mata dan kurang tepat dijiwa..tp skrg…dia
pon lebih kurang aje..mcm mana tuh…aku perhatikan aje..hhmmm...setelah di compare n contrast...sama je lebih kurang korg ni … sorang skor mmg out 10/10… sorg ok sket kot sbb skor
nya baru 8/10…hahahhahaha..kbai..</div>
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P/S: Meludah ke langit..ketepek jatuh atas muka sendiri..eh..ye ke?? harusla never mengaku kannn...</div>
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<o:p></o:p></div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com2tag:blogger.com,1999:blog-4406308878527893269.post-15353451528040868242015-07-20T19:29:00.002+08:002015-07-22T11:39:12.411+08:00Raya<div dir="ltr" style="text-align: left;" trbidi="on">
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As Salam…<o:p></o:p></div>
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Haii…sebelum cerita panjang..MB ingin mengucapkan Selamat
Hari Raya..maaf ler kalau ada entry yang menyakitkan hati..rasa sentap ke hape…tapi…kalaukan..sape
mcm cili harusla dia yg rasa pedas kan…kan…hikhikhik…<o:p></o:p></div>
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Org dok kata kita beraya selama sebulan….iskh…kemaruk nau
nak beraya ngalahkan budak2…sv di UTM ckp yg sunnah raya pada hari pertama jek…hari
raya ke-2 org dh start puasa sunat…hihihihihi..Pada aku sendiri …hmmm…hari raya
ni utk budak2..utk yg dewasa lebih kepada berkumpul dgn family..tp skrg ni kan…adik
beradik dah kawen2..ada time depa beraya di kampong mertua..so priority aku
jumpa mama dan abah….<o:p></o:p></div>
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Zaman gawat ni…ramai org mula berjimat..ada yg kata kedai2
masih penuh, org masih galak bershopping tp senarionya…shopping mall dah x
sepenuh dulu…jalan TAR tu mmg sokmo penuh tiap2 tahun tp tahun ni bertambah penuh..yela..org berebut nak
harga runtuh..kat sana la yg murah..org beli dgn harga yg lebih murah sbb nak
jimat..jdi kalau ada sape2 yg kata org mesia ni masih boros..x betulla…yg shopping di jalan TAR tu org biasa2..org
sederhana..org susah..bukan datin2 atau puan sri..senang citer suasana meriah x
mcm dulu..meriah dalam keadaan sederhana seadanya…aku sendiri xde baju raya…tak
kesahla..bukan budak2…aku x bogel pagi dah cukup bagus…raya ni yg happy
budak2..yg dah bangka2..sila la sambut dengan penuh kesyukuran…kan…<o:p></o:p></div>
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Hari tu..ada terbaca satu post kat FB..budak2 skrg hadap sgt
ngan duit raya..dtg umah org beraya..biasalah budak2 collect duit raya kan..tp
adab tu mcm dah x berapa nak ada…mindsetnya pi beraya kene dpt duit raya..kalau
x dpt..hatta dpt sekali pun tp amaun yg sikit..masing2 muncung…heyy…ko ingat org
cap duit ker…bersyukurla tuan rumah tu mau bersedekah..merasalah korg duit
raya..</div>
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Masa zaman2 aku dulu, kalau dpt angpau raya, paling cepat pon dalam
kereta baru berani koyak angpau nak tgk duit dalamnya…budak2 skrg…depan umah
dia dah heboh koyak angpau..dah bersepah depan umah dgn envelope duit raya
koyak..tu belum yg ckp kuat2.. “Hah…2 ringgit jer…” iskhh…kalau ada yg buat mcm
ni…mmg tahun depan ko akan ku blacklist.. nahas! Takpun ku pilih2 jer..yg
senonoh dpt la..yg x ku pekenan..ko hadap je la sirap sejuk ngan kuih raya
tuh..<br />
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Ohh..berbalik pad apost FB yg aku baca tuh..kejiranan org biasa2..budak2
heboh nak beraya tp bermotifkan kumpul duit raya..sampai x bukak pintu jiran tu
dibuatnya..sbb apa..sbb x mampu nak bagi duit raya..org tu ibu tunggal ke mcm
mana ntah..tp pendek cerita agak susah juga…aku x heran dia x bukak pintu..sbb
aku pon maybe akan buat benda yg sama…tp nanti ada yg kata..tetamu bawak
rahmat..bawak berkat dan rezeki..mmg betul lah tu…tp kalau tetamu mcm ni..pikir
patploh kali jugak dibuatnya…aku bukan nak nafikan adab meraikan tetamu…cumanya
tamu2 zaman skrg byk yg dah x berapa nak beradab di rumah org..parents zaman skrg pon kene la ajar anak kalau salam dgn org, itu bukan tiket utk dapat duit raya...ni kalau beraya x bawak anak semua..siap ckp..ada 3 lagi kat umah x ikut...so what?? sejak bila uolls jadi angpow collector utk anak2..haihh..aku x paham budaya nih...yg nak memberi tu niat nak beri dengan ikhlas...tp kalau dikomen2 diperli2 duit raya singgit..jatuh air muka org tu..silap2 jatuh x ikhlas sbb hati sudah sentap..harus blacklist nama kau thn depan..kita tak tau apa kesusahan org..maybe dalam nak hulur duit raya sbb nak jaga air muka, maybe dia dah ikat perut sbb bajet x cukup...dah tu..yg dapat tu x reti nak bersyukur...x patut...x patut...</div>
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Itu belum ditanya lagi soalan2 cepu emas..pasal jodoh..pasal
anak…pasal kerja…ehhh..hari raya ni..berkumpul beramah mesra dan
bermaaf2an..bukan berkepoh2 dan bergossip2an..ngerti??!!<o:p></o:p></div>
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P/S: Back to daily routine..sudah2 la tu..oohh..pic semua ehsan dr google..</div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com1tag:blogger.com,1999:blog-4406308878527893269.post-16586349760497713652015-07-12T18:04:00.000+08:002015-07-13T14:26:23.530+08:00Petua Halau Anai-Anai<div dir="ltr" style="text-align: left;" trbidi="on">
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As Salam..<br />
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Ni dapat dr FB....lupa perkongsian dari sape...tp sbb berguna info ni..aku nak share jugak...<br />
Ada yg dah cuba berjaya..so ni kira alternatif selain panggil pest control...kos nak bayar depa ni bukan murah..makan riban2 jugak..<br />
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Masa di rumah lama..kami ada masalah ni...dah la bilik tu kami letak present kawin..so bykla yg rosak dan terpaksa dibuang..rugi sgt2...cisbedebah betul!<br />
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Masa tu la aku rasa..kalau ada bela sekor dua anteater kan bagus..anteater ni walau besau..mknnya semut dan anai-anai..longhair pulak tu...arr..aku kan suka mende2 berbulu long hair ni...berjodoh sungguh aku ngan mende ni...<br />
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Oh...wahai rakyat sekalian...tgk betul2..ini anteater tau..bukn dinosaur berbulu ke hape...aku teringat kes wombat disangka babi yg kecoh kat fb tu...ehh...simpan sikit bodoh tu..buat malu jer..tu la ..suh blajar, tengok dokumentari animal planet ke hape..ko sibuk berdrama suamiku itu..suamiku ini...gigih nak nyanyi, dar yg tua samai yg ke nyanyuk..yg kecil heboh ngan bintang kecil la..bintang cilik la...yg remaja ber akademi fantasia..yang dah tuan bangka x abis2 dengan kilauan emas...itu je la pandainya pon...<br />
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Anteater..Anteater..Anteater..</div>
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<span style="background-color: black; color: cyan;">PETUA HALAU ANAI-ANAI DARI RUMAH</span></div>
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<span style="background-color: black; color: cyan;">Boleh cuba mana-mana cara berikut :</span></div>
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<span style="background-color: black; color: cyan;">1. Garam Dapur<span class="text_exposed_show" style="display: inline;"><br />Taburkan saja garam di sarang anai-anai, tetapi cara ini kurang efektif dan kurang berkesan kerana garam hanya berada permukaan saja. Dupaya lebih berkesan, campur garam dengan air dan tembakau. Biarkan semalaman dan sembur di tempat-tempat yang berpotensi ada anai-anai.</span></span></div>
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<span style="background-color: black; color: cyan;">2. Air Kapur sirih</span><br />
<span style="background-color: black; color: cyan;">Sifat panas dari kapur akan sangat tidak disukai anai-anai kerana ianya memiliki kulit tipis dan lembut. Oleh itu, air kapur sirih ini sangat-sangat efektif untuk membasmi rayap. Caranya sangat mudah, siramkan air kapur sirik ke kayu yang di serang atau juga terus ke sarangnya.</span></div>
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<span style="background-color: black; color: cyan;">3. Air Cucian Beras</span><br />
<span style="background-color: black; color: cyan;">Memanfaatkan air pertama dari basuhan beras untuk mengusir anai-anai. Siramkan saja ke sekeliling sarang rayap.</span></div>
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<span style="background-color: black; color: cyan;">4. Minyak Tanah</span><br />
<span style="background-color: black; color: cyan;">Minyak tanah sekarang ini mungkin sukar dijumpai kerana kita dah tak menggunakan lampu pelita. Carilah di kedai dan gunakan minyak tanah untuk mengusir anai-anai. Caranya cukup mudah, semburkan minyak tanah di kayu yang telah di serang anai-anai atau juga semburkan di sarang-sarang anai-anai ini. Agar lebih berkesan, tambahkan minyak serai dengan campuran minyak tanah.</span></div>
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<span style="background-color: black; color: cyan;">5. Tembakau</span><br />
<span style="background-color: black; color: cyan;">Tembakau bermanfaat untuk membunuh tungau yang biasanya menyerang anak kecil jika bermain di rumput. Tembakau inilah juga berkesan terhadap anai-anai. Untuk lebih efektif, anda boleh mencampur tembakau dan air lalu di biarkan satu malam (semalaman) agar memperoleh larutan tembakau. Semburkan air campuran itu pada kayu yang di serang atau juga ke sarangnya.</span><br />
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<span style="color: cyan;">P/S: Selamat mencuba!</span></span><br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-13904090527796277712015-07-10T17:41:00.001+08:002015-07-10T17:47:59.074+08:00pepandai jerr<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam...<br />
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Maap ler...entry basi..ala..xde mood..byk mende nak bercerita tp jari2 ni semua tgh berpuasa hatta kemalasan melanda..jari2 ni so far hanya bergerak untuk masak dan tekan2 remote astro..haaaa..acaner tuuu..<br />
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Skrg ni, kalau bukak fb atau ig, penuhla..iklan baju raya..kuih raya..kasut raya, perfume raya..ehh...bila time raya tiba2 je semua kene baru, sempena raya kekdahnya, ada yg jual khemah raya (apakah??)..akuarium raya free ikan 3 ekor...semua2la dapat tambahan raya kat blkg....termasukla perkara yg aku rasa mcm xde kene mengena jek...semua berebut2 buat sales sempena ramadhan, jualan harga runtuh aidilfitri..hhmm...byk benar duit depa nih..depa x merasa ke tgh gawat...tp kemeriahan dah berkurang, x mcm tahun sebelumnya..sedikit sebanyak ramai yang terkesan dgn kejatuhan duit mesia tuh..kesian kita...</div>
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Pastu..tgk2 ada g circulate pasal kuih dr China la..kuih x halal la..bangla cabut sticker la hape..ehh...jgn la suka suki share jer..sekali rupanya itu produk tempatan...buat naya je pada pengusaha..tak baik korg nih...<br />
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Sejak puasa nih..mende peberet aku petai..hhmm..selalu mmg suka..tp kali ni extra suka..teruk..terukk...dah berapa kali dok ualng menu sambal tumis petai..kalau x ikan bilis..ku bedal udang..teruk nau selera berpuasa kali ni...<br />
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Raya kali ni...hmm...biasa2 jer...prof ckp..jgn tinggal thesis lebih dr 3 hari. kalau tidak nanti momentum nak menulis ilang..arr...takut aku...tp..takkan x boleh raya...sorg lagi ckp..oii..raya yg sunnah sehari je...x payah la nak leret berminggu2...sudahnya...baju pon x heran nak carik..mindset aku mmg 3 thn ni raya dah segala cuti lain-lain biasa jek..ada perkara lain yg perlu diberi keutamaan..penat berulang KL-JB dah x berapa terasa mcm awal2 dulu..dah biasa..ada kala aku gigih balik hari..mcm main2 kan...ehehhehe..<br />
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p/s: abah big boss masih di hosp..so bertambah x meriah la raya...tp..x kesahla...hari raya ni yg happy budak2..yg dewasa mi..biasa2 sudahla..tp bila memikirkan expenses nak raya..terasa mcm...nak lari pi holiday..takpun skip je..meaning aku beraya sendiri di rumah sendiri tgk tv...apa?? uolls kata aku kera sumbang?? lantaklaaa...x heran....x kudis ponn..<br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-7487871402912313592015-06-10T11:05:00.002+08:002015-06-10T11:07:33.504+08:00Terkunci lagi!<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam...<br />
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Hari..slps sekian lama baru ada time sikit nak hapdet blog ni...kekdahnya..smlm dah selamat present proposal MMPU...hadoii,,separuh nyawa rasaya....ptg tu jugak jumpa sv apa yg patut..mlm tu kengkononnya nak open table..release tension +reward diri...tp lain pulak yg jadik...<br />
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Bahana dah ting tong beberapa hari..balik bilik semua telentang kepenatan...haihh..kene siap awal plak nak pi makan kat Pendas ke mana ntah..lepas golek2...pi la mandi..ada kawan ni lepak kat bilik...aku x kisah..aku suka je ada kawan kan...aku pesan la...aku nak mandi dulu..dan aku expect dia tunggu la aku balik mandi then ganti..sbb aku x bawak kunci..so pi la mandi aku dengan gembiraaaa...tiba2..makcik ni dtg toilet...kocoh2 nak terkencing...dia tanya..."Anaaaa..ko bawak kunci tak??!!" Hah..terberenti aku tgh syok2 mandi..kau..bisu..membeku...Allaahhhhh..ni mesti bilik aku dah terkunci dari dalam nihhhh....aku continue mandi dengan rasa sendu..mcm mana nie...henpon semua dalam bilik..sesambil pikir..apa nak buat..apa nak buat...sblm ni dah pernah terkunci bilik jugak..yg menciknya..setiap kali tu la aku dlm keadaan serba kekurangan...adoii....ku tutup atas...bawah bukak..ku tutup bawah atas bukak...at least this time aku ada towel..drpd hari tu...mmg ala2 victoria secret sangattt...ihik ihik :p<br />
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Aalaaaaaa....hancur harapan nak pi mkn sedap...aku siap pesan ngan kawan...pi la makan tanpa kami...sbb sepertinya x sempat ..mana nak mintk kunci dengan felo la...sadis..dalam kepala dah pikir..kawan dok mkn sedap...mesti aku mkn mee goreng hostel sambil nanges sbb kene tinggal...<br />
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Rupa2nya tidakkk...depa tunggu.haaa...suka...suka...smpat la settle kan apa yg patut..dlm kol 8 lebih baru gerak pi kedai seafood tu...</div>
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Gembira...gembira....nasib baik x kene tinggal..kehehhehe...</div>
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Dah settle..lepas ni menghadap hazab yang lain... pasal kes yang berlaku tu.idokla aku salahkan kawan aku..sbb mende dah nak jadi..cuma lepas ni...pi mana2 mmg kene gantung kunci kat leher.. Dont worry anis..aku x marah...tp mmg akan jadi bahan sampai 3 thn yg akan dtg...tak lupa Nannanera..ko mmg driver pujaan weolls...hakhakhak...<br />
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Oohh..sangat merindui si mokmok ni...Chachi...rindunya...minggu depan mama balik ya....Rindu Chachi...rindu sgt2...<br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com2tag:blogger.com,1999:blog-4406308878527893269.post-46141235642289375662015-04-30T10:05:00.000+08:002015-04-30T10:14:16.591+08:00Enjoy the pain...<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam...<br />
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Haii...hhmmm...uollss apa bikin....aku? hhmmm..kalau ckp dah berlumut berkulat kat sini aci tak? hehehehehe...hhmm..life is hard....hhmm...mengeluh je...x baik mengeluh...tp tu la...nampak sangat jiwa n minda belum betul2 kuat...Ya Allah..permudahkan la semua...harap2 apa yg dicari menjelmakan diri..cant wait utk dpt my 'aha!' moment...<br />
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Hidup dah ok..walau ada sikit kucar kacir sana sini...so many things to be done..yet so little time...ehh...kenapa mcm bongok sgt manage masa nih?? tp tula..aku cuba susun ikut tertib..yg dahulu didahulukan..yg kemudian dikemudiankan...multi tasking mcm sotong tangn lapan pon..kalau kepala dah penat..semua x jalan..powernap je jawapnya...hari tu dpt ceramah free..dari dekan..dr koordinator..enjoy the pain katanya....adoii..yela..tgh enjoying la nih...<br />
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fave song..motivasi diri sendiri...bukan susah nak susah..bukan senang nak senang..<br />
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<span style="background-color: black; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="color: #e06666;">Hampir ke situ - Mendua</span></span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Aku sadar bukan mudah..</span><span style="line-height: 20.7999992370605px;">Untuk mengejar mimpi indah</span></span></span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Pernah suatu ketika dulu..</span><span style="line-height: 20.7999992370605px;">Ku punya harapan besar</span></span></span></div>
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<span style="line-height: 20.7999992370605px;">Kini aku tak pasti...</span><span style="line-height: 20.7999992370605px;">Dapatkah ku miliki</span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Sudah jauh kita tempuh...</span><span style="line-height: 20.7999992370605px;">Kekalkanlah impian lalu</span></span></span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Mungkin ada hikmah </span><span style="line-height: 20.7999992370605px;">Yang akan menunggu </span><span style="line-height: 20.7999992370605px;">Di penghujung jalan</span></span></span></div>
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<span style="line-height: 20.7999992370605px;">Biar nanti kecewa...</span><span style="line-height: 20.7999992370605px;">Setidak-tidaknya cuba</span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Jika halangan menduga perjalanan kita..</span><span style="line-height: 20.7999992370605px;">Janganlah kau putus asa</span></span></span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Karena ku ada di sisi setia menemani...</span><span style="line-height: 20.7999992370605px;">Andai semangatmu gugur</span></span></span></div>
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<span style="line-height: 20.7999992370605px;">Genggamlah tanganku..</span><span style="line-height: 20.7999992370605px;">Kita hampir ke situ</span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Adakala ku terasa..</span><span style="line-height: 20.7999992370605px;">Ketabahan tak setegar</span></span></span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Tetapi apakan gunanya..</span><span style="line-height: 20.7999992370605px;">Berhenti separuh jalan</span></span></span></div>
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<span style="line-height: 20.7999992370605px;">Percayalah padaku..</span><span style="line-height: 20.7999992370605px;">Aku yakin kita mampu</span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Biar orang katakan...</span><span style="line-height: 20.7999992370605px;">Rapuhnya harapan</span></span></span></div>
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<span style="background-color: black; color: #e06666;"><span style="font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; line-height: 20.7999992370605px;"><span style="line-height: 20.7999992370605px;">Bukan mereka tentukan lagi..</span><span style="line-height: 20.7999992370605px;">Kau ada aku dan aku punya kamu</span></span></span></div>
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<span style="line-height: 20.7999992370605px;">Amanlah akhirnya tetap bersama</span></div>
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P/S: saya mau GOT ...pleaseee...sob..sob...sob.. sv aku bukan calang2 org..sape org multimedia/creative media kalau x kenal nama dia.maknanya x khatam lagi ler...sgt senior dan mmg ilmu penuh di dada...benda2 ni semua hujung jari dia...Prof Larson tu kengkawan dia jek kat MIT tu..makkk...serammmm nih....patutnya kene happy walau mcm hazab..berguru dgn org hebat..harap2 ada auranya yg lekat kat aku nih..x dpt banyak..dpt sipi2 pon jadi laaaaa..</div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com2tag:blogger.com,1999:blog-4406308878527893269.post-69463757506783827542015-03-21T14:45:00.000+08:002015-03-21T14:45:27.308+08:00JODOH PASTI BERTEMU + DONT GIVE UP<div dir="ltr" style="text-align: left;" trbidi="on">
As salam...<br />
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Hari ni..terkejut..ada sorg kawan sinergi, kak Zura nak quit study..Allah....kenapa pulak ni...so lepas dah dapat berita tu..lepas breakfast..aku pi la dgn sorg lagi kawan ni, kak Tini pegilah umah kak Zura..akak ni duduk rumah kelamin dlm UTM..kami2 ni dok hostel...campus life sgt dah tua2 bangka nih... nak balik! nak balik! *nanges*<br />
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Kami nak tau jugak apa kes..apa yg x kena..kot la boleh bantu...giler tak nak bantu kawan..3o org je kot program ni...harusla kita sesama kawan nak saling bantu membantu..supaya sama2 berjaya grad 2o18 nanti insyaallah...<br />
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Borak punye borak...dia dah x tahan..dia dah usaha tp x daya...problem bukan pada program tp pada diri sendiri..selain masalah keluarga...penguasaan bahasa Inggeris juga menjadi masalah kak Zura...hhmm....dah bgtau..kita sama2 buat...ala..english kami2 ni pon bukan tahap mana pun..ala2 lepas gitu2 jer..aku pon x lahir2 ckp omputih..tp kalau rasa x pandai dr org lain..kita kene usaha lebih jugak la dr org lain...bila timbul bab keluarga aku xleh ckp apa..naluri keibuan ni lain..2 anak disana dan lagi 2 anak di sini dengan dia...anak yang di sana pulak jenis attach gegiler dgn mak nya...maknya takde..lembik dia..dah la nak hadap peperiksaan besar..harusla risau maknya..udahnya maknya mengalah..nak bagi laluan dan tumpuan pada anak2...aku xde dalam situasi dia so aku xleh ckp byk..aku hormati keputusan dia cuma aku ckp sebelum apa2..pi la jumpa penyelaras program dan bincang dulu..kot ada jalan keluar mana2 yg boleh dibantu.. kak Zura ni bukan calang2 org..dia guru cemerlang matematik...sape yg kat Gurun, Kedah tu x kenal dia..tp itulah...kita x tau perancanganNya bagaimana...sampai had mana jodohnya dgn UTM ni..sejujurnya..i want her to stay...ya Allah..permudahkan la urusan kak Zura ni..ameen....hhmmm..<br />
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lepas jumpa kak zura...aku jadi makin determine nak abiskan pengajian..x mau duduk sini jadi sesuatu yg sia2...hadoiii..baru dok sini dlm 2 bulan kot dah pikir sampai thn 2o18..ala..apa kesah..berangan tu free..kan....hari2 aku kene remind diri sendiri..aku nak..aku boleh..dah aku akan dpt...aku boleh...tp dalam dok pulun boleh2 tu...ntah bape kali nak nanges pon tatau la...tp xpe..nanges tu bukan sbb frust..itu cara nak redakan jiwa..pas tu work hard balik la..aku mmg garang sket..tp cengeng ttp ada...sob..sob..sob...</div>
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<span style="text-align: left;">Lagu afgan ni..sedap betul lirik dia..lagu peberet acixkurung ni..menjit2 dia kalau dengar lagu ni..botol air pon bleh jadi mikrofon on the spot..ahhahahaha...memandangkan aku dah ada laki..lagu ni aku tujukan khas utk scroll phd tu..ihik ihik ihik...ku kan memiliki mu..jodoh pasti bertemu...jodoh ya....jodoh...bukan bodoh mahupun hodoh! hahahahahah...</span></div>
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Andai engkau tahu betapa ku mencinta</div>
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Selalu menjadikanmu isi dalam doaku</div>
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Ku tahu tak mudah menjadi yang kau pinta</div>
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Ku pasrahkan hatiku, takdir kan menjawabnya</div>
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Jika aku bukan jalanmu</div>
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Ku berhenti mengharapkanmu</div>
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Jika aku memang tercipta untukmu</div>
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Ku kan memilikimu, jodoh pasti bertemu</div>
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P/S: limbic is my new bestfren...i can do it...oh yes i can...</div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com1tag:blogger.com,1999:blog-4406308878527893269.post-22471615268496510992015-03-14T22:19:00.000+08:002015-03-14T22:19:09.530+08:00frenss...<div dir="ltr" style="text-align: left;" trbidi="on">
As salam...haiii....<br />
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Lama benar x bersiaran...kan...smpai naik bersawang blog ni...eeeeee...blos sape nih...hahhahaha..<br />
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Aku dah boleh adapt dgn campus life skrg..walaupun la title student kertu...tp stil la ada sikit rindu family..anak2 bulus n frens...eh..kata boleh adapt...tp ni rindu2 pulek...eehhh....<br />
Harusla kan...aku anak buah pon ada seketui je pon...harusla rindu...babyyyyy...mama mok miss u!!<br />
Rindu kawan2 jugak...hari tu..aku balik naik bas...sampai kol 11 malam..kawan2 dah siap2 tunggu kat kedai makan sg besi...haaa..giler terharu weii...<br />
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<tr><td class="tr-caption" style="text-align: center;">Pic ni hanya lah hiasan semata...aku bukannya berkawan dengan gajah hoccay...btw..good luck acixkurung..selamat ber frenatkins..harusssss ko slim melim pas nih...misi kebaya!!</td></tr>
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kat sini pulak...i met a new fren..kawan atas kawan la ni..siti namanya..mmg baik dan x berkira..selalu2 la dia kidnap kami2 budak hostel ni merayap2 release tension...td pi jusco bukit indah..haaa...tengok..sampai johor pon heboh dengan jusco..hehehhehe...owhh..siti ada 3 ekor kucing..si bongsu namanya tortie, ada calico girl namanya sara dah sekor abg kawasan kaler oren nama leo...mmg suka la aku pi umah siti la jawabnya ...masa utm black out hari tu..pi umah siti la...utm tu dah 2x black out...apa cerita...utm kot...haihhh....<br />
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adat berkawan kan...kadang2 ada la gado2 manja sket..yelah setiap org ada diff perspective kan...bukan senang kita nak ngam dgn org..so aku doa2 agar frenship yg ada ni terjaga baik hubungannya...bila berkawan..kalau ada kecik2 hari ke hape..duduk berbincang....jgn kerana sikit punye hal ilang segala kebaikan selama bertahun..rugi...khennn...aku kadang2 perhatikan aje..sesambil tu buat reflections...weii..we teachers mmg dah jadi habit buat reflections..yes..we are very2 good at it tau...x payah cermin...kehehhehehe<br />
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P/S: Kat sini..aku ada 1 main supervisor and 3 co sv...haaa..giler x giler...budak hlp biasa ada 1 je sv..nak apply co sv pon kene mintak izin sps dulu..budak2 sinergi ada yg 3 ada yg 4..haaa..takotkan..kan..apakan depa nak buat ngan kami2 nih...imagine la...4 sv maknanya 8 mata memerhati..homaiiiii.....hhmm..marilah bersangka baik..harap2 boleh GOT dalm tempoh 3 thn..ameenn....<br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com1tag:blogger.com,1999:blog-4406308878527893269.post-30000646714226907202015-02-26T22:39:00.002+08:002015-02-26T22:39:32.326+08:00surprise partayyy<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam..<br />
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Ni kisah basi lagi..besday acixnana..kami dijemput pegi memeriahkan majlis sesambil tu diadakan aktiviti berendam jemaah...kesukaan semuanya..sbb ada indoor pool...ko nak terjun dgn baju kurung ke..telekung ke..pon boleh..xde lifeguard sebok nak pretpret tiup wisel suh ko kluar sbb pakaian renang tidak sesuai...kan...ouh...ni semua berlaku di PD..Grand Lexus PD..ntah nape hari tu ramai pulak orgnya sbb ada jabatan kerajaan buat function...hhmm...byk betul duitnya..kami dok kursus in house sajork...<br />
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Sebelum ketibaan yg diraikan...naik biru muka masing2 tiub belon...tiub la sebanyak mana yg dpt...masing2 pandai tiub belon..tp nak ikat tak pandai...hahhahaha...</div>
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Awal2 dah set table..makanan dah hidang..yea...mknn harus ada dan disusun dulu...penting tu...almaklum kelaparan...masing2 dah standby...bukak2 pintu...bukan muka besday girl..tp muka bellboy tolak beg yg terjojol kat pintu...dia la sudahnya yg kene jerit sepraisss....bukan setakat kene jerit..siap kene tembak dengan jurai2 kertas yg mcm mercun tu..party pop ke hape...harusla seprais mukanya....pucat...toreh pasti x berdarah mukanya...nasib baik dia xde lemah semangat....maafkan kami adik bellboy...nasib ko la kan...pandai besday girl berdiri tempat lain...tak apalah, janji aku dah pulun jerit seprais tu..kan...so objektif tercapai ..hhehhehe</div>
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Makan udah..potong kek udah...ini la tujunya...perbincangan, gurau senda semua dlm air...feeling2 mermaid n merman sgt nih...naik hanya utk ke toilet dan ambil mknn/minumam...pastu masuk terjun dlm air balik...Fad terkecuali..sbb dia zombie dlm air...aku x dpt nak explain apa gayanya tp sgt2 la kelakar...imagine...ada zombie..beliak mata..tp perot boncet sket..pegang belon..pastu jalan laju senget2 dlm air...sambil bunyik...arrr....arrr....takut tak??? zombie dlm walking dead kalau tgk...dia pon insaf ...terus pencen..depa bagi fad je role zombie tuh utk season seterusnya...hekhekhek</div>
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P/S: Lupa nak tepek pic reramai dgn besday girl..x sempat nak curik pic tu dr bangbo :p<br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-89560032017474165952015-02-22T22:02:00.001+08:002015-02-22T22:15:46.084+08:00Babai KL..<div dir="ltr" style="text-align: left;" trbidi="on">
As salam...<br />
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Hari ni..last day cuti sempena CNY...slap my face hard..back to reality...esok dah nak kene balik! *sigh*<br />
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Hakikatnya ini yg aku kejar2kan..dok zikir tak abis..nak sambumg study..nak sambung study...tapi...kenapa ek..hati ni mcm lemau....ouhh..payah nih...</div>
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Bila pikir2...hhmm...sambung blaja tuh mmg mau..rela tanpa paksaan..cuma lokasi belajar je yg aku rasa nak nanges...yela..aku paham..bagusla..tukar angin..asyik pi UKM je kan...mama pon dah sound..nanti buat phd sila pi universiti lain..sbb mama dah boring masuk Dectar utk konvo...mama nak pi masuk dewan konvo yg lain...haaa..masin mulut mama..mmg along kene pi uni lain dah nie..tp...why la tercampak sampai ke Johor..jauh bebenar ni...saya mau duduk KL...nanti rindu big boss...dan semestinya rindu furkids...my oh my...nak patah balik xboleh dah...gawat nih...</div>
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So dengan rasminya bermula la sesi packing harta2 karun aku utk bawak pi hostel..yea ..yea..saya duduk hostel...dah bertahun tinggalkan zaman hostel...aku nih...packing seminimum mungkin..sbb bajet 2 minggu sekali atau sebulan sekali nak balik...tp stil menimbun jugak barangnya...apakah??!! Kali ni 1 luggage masuk semua baju bajannya...hebat tak....hekhekhek...1 luggage sajork tau...ingat hazab aku dah tamat....belum..rupanya ada yg tgh queue utk aku kemas...seperti baldi2an...sabun2an...kertas2an..printer2an..hanger2an..pensil2an..jajan2an...ubat2an...dan segala mcm tok nenek barang...hoi...bila nak tamat nih??!! Kata minimum...apsal stil jd segunung nih? Mcm nak pindah pulak ni..apa kes?? *panic attack*</div>
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Ya Allah..bukak kan la hati ni agar mudah menerima persekitaran baru serta ilmu Mu...kalau nak berjaya...kene sacrifice something to get something...mindset serta nawaitu kene betul...tp tu la..kepala aku nih...bila ku set pikiran ke Skudai..bleh pulak dia reset balik ke KL...haih...dont play2..im running out of time...jgn bazir masa...peringkat ni xbleh buat keje last minit...nanti sendiri terkengkang2...mesti SOT utk GOT...haaa...mesti abis dlm 3 thn..cabaran atau dugaan...? *nanges*</div>
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Jgn jd pesimis...mesti optimis, yakin dan positive..insyaallah boleh...tp tu la.. xboleh main2...kalau x suka dan stress mmg x jadila..ataupun cukup2 mkn sajer...rugi mcm tu...bukannya tiap2 tahun ko sambung blajar...so mesti buat yg terbaik...dpt x dpt blkg cerita..sekurang2nya kita cuba so xdela regret kalau berlaku apa2...scholarship ni rezeki..30 org je dpt..so cekalkan hati...melangkah masuk dengan lafaz bismillah..perjalanan phd tidak menjanjikan laluan mudah...tp bulatkan tekad, lap air mata dan teruskan senyum...nak pi jihad ni mana boleh nanges2...insyaallah semua dipermudahkan..kan...</div>
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p/s: kerja mempacking akan diteruskan dengan penuh gigih *yawn*</div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-92113419191427445462015-02-13T00:03:00.002+08:002015-02-13T00:05:22.470+08:00Rezeki thn 2015<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam...<br />
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Haiii....bersiaran kita lagi...thn ni...aku dpt hadiah duniawi yg paling best...heyy..sabau..aku blm pregnant lagi yea..rezeki yg tu blm sampai..pending ka..delay ka..tatau la..Allah je ada jawapannya..hukhukhuk...<br />
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Sebelum tulis panjang..diingatkan...entry ni hanya sekadar perkongsian perasaan aku jek..xde niat nak riak takbur sombong diri dan sewaktu dgnnya..perjalanan masih baru..dan apa2 je boleh jadi pd masa hadapan..mai kita doakan yg baik2 aje ok...semoga perjalanan panjang ni selamat ditempuhi hingga ke hujungnya..ameen...<br />
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8hb December yg lepas (thn 2014)..hari itu birthday aku..aku biasa2 jek la..masa tu kat opis keje.tiba2 ada call..no pelik2..alah..selalu aku x angkat hp tau sbb malas nak layan amoi jual insurance..makcik nak offer pinjaman peribadi la...ntah nape hari tu..aku rajin pi angkat...hhmm...dr Bahagian Tajaan KPM!! Blur2 kambeng kejap aku..sbb dia jemput pi hadir interview..haaa udah...hari tu apply HLP tp gagal..masa interview siap kata proposal ok..tp muda lagi..suh service 2 thn lagi baru dtg apply balik..sbb dah dpt cuti belajar masa master sebelum tu thn 2010..paham la aku..kompem x dpt...masa bukaan utk kes rayuan HLP pon...aku x merayu..aku buat dek sajork..planningnya tahun depan apply lagi..<br />
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Surat jemputan interbiu dia email..haaa..nama nya pon pelik..biasiswa Blue Ocean Strategy KPM-UTM...mmg sah aku x pernah apply...dengar pon x pernah!! Hhmm..apakah??<br />
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Kisahnya aku pi la interbiu tu...ada bbrp belas org je pon...cerita punya cerita..borak punye borak...depa nak amik 10 jek...uihhh...peluang tinggi..tapi..apa kejadah sebenarnya sinergy ni..aku tau sinergy dlm kartun Jem And the Hologram zaman kanak2 tu jer..tp slps dpt surat thru email tu..harusla aku google dulu kan..dpt la info sket2..tp stil blur2 la..maklumat x banyak...mostly dr keratan akhbar jek...curiga betul aku...<br />
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Apa yg aku tau..biasiswa ni ekoran dr Pelan Pembangunan Pendidikan Malaysia, PPPM 2013-2025..dlm anjakan ke 4..utk meningkatkan professionalisme keguruan..yg mana guru2 sekolah diseru untuk melanjutkan pelajaran ke peringkat yg lebih tinggi..dah projek ni mulanya dgn guru2 sekolah SBP..tp dia bukak jugakla utk PPPS yg berminat utk mengajar di SBP slps tamat pengajian...so aku dah paham...tp...acaner aku yg x apply ni boleh dpt...pelik kan..tp kalau dah rezeki x kemana kannn....ihik ihik...korek punye korek..rupanya biasiswa ni iklannya bulan 9 thn lepas..hhmm...sah aku x apply..HLP je aku apply masa awal bulan 3 ke berapa mcm tu...<br />
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Interbiu dlm bulan 12 tu gak..result dpt dlm bulan 1..pantaskan...pastu kene daftar terus di UTM awal bulan 2..haaa..tak bernapas aku!! Org selalunya taklimat dgn Bah Tajaan dulu..berkampung seminggu atau 2 minggu utk crash course sblm masuk uni..kami daftar terus..Bah Tajaan dtg bagi taklimat di UTM...haaaa..lain dr yg lain nih..takotnya..Xde crash course ka..short course ka..ni redah course terus...omo..otokke?? Otokke??<br />
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Apa beza biasiswa ni dgn HLP??<br />
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Hhmm...kata pegawai Bahagian Tajaan tu..sama je dgn HLP....cumanya..biasiswa ni kategori dlm Cuti Belajar Bergaji Penuh Dengan Biasiswa (CBBP DB) ..sbb...kalau HLP....yuran pengajian dan elaun dibayar sepenuhnya oleh KPM. Ko carik uni sendiri..apply la uni mana2 suka...tp biasiswa ni beza sbb dia ada MOU dgn UTM..so..yuran pengajian ditanggung oleh pihak UTM sepenuhnya..KPM bayar elaun2 yg lain..dan tempat di UTM mmg dah secure..x payah heboh2 nak apply uni lain...mmg ko dah di cop student UTM kat dahi...gituuu..ada paham?? Lepasan HLP boleh pi mana2 jabatan utk berkhidmat slps pengajian asalkan ada kekosongan tp biasiswa ni dia dah bond dgn SBP...so kene berkhidmat di SBP selepas ni...itu bezanya...jelas? :) HLP antara pelajar dgn KPM...Biasiswa Synergi ni 3 penjuru...SBP..KPM dan UTM..haa..takotkan!!<br />
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Nanti cerita lagi..nak bernapas dulu...daa...<br />
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P/S: skrg aku dah jd student balik..bertabahla Mamabetty!! Phaitting!!<br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com1tag:blogger.com,1999:blog-4406308878527893269.post-939436258205356742015-02-11T09:16:00.001+08:002015-02-11T09:16:30.833+08:00Buku sale 5 hengget!!<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam..<br />
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Bookcafe ada buat sale buku..byk diskaun..sale dr 10 hingga 15 feb ni...mcm tajuk...ada selected titles jatuh sampai RM5 utk penghabisan stok....bawah tu antara buku2 yg aku nk sauk..dah order dah dgn sorg kawan ejen pts ni...<br />
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Ni pulak bukan buku 5 hengget tp stil consider murah jugak...ilmu tuuu...<br />
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P/S: agent buku aku tuh namanya Fiza...bole contact dia kat FB ..namanya Nor Fiz...service terbaekkk..</div>
Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-51116388939218048342015-02-03T17:06:00.001+08:002015-02-03T17:06:44.267+08:00Siap jugak ko bunga!!<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam...<br />
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Ntah mcm mana tiba2 jd bidang terjun dlm hal2 buat2 bunga..asalnya nak tempah sajer..tp sbb ada hal2 yg x dpt di elakkan..dgn mcm2 hal2..kejap jadi..kejap x jadi...tiba2 jadi..masa makin suntuk..nak order pon org dah x mo sbb masa singkat..hhmmm..aku pon start la sinsing lengan..mai kita bikin sendirik..cantik ka..x cantik ka..apa2 pon hasil tangan sendiri...baca bismillah dan mulakan kerja dgn tekun...<br />
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Selepas lebih kurang sebulan...tadaaaa...siap dah..mmgla x secantik hasil kerja org yg kreatif jari tulus mulus punye keje..utk novice bertangan ala2 jantan mcm aku nih kira lepasla...siap dah 250 kuntum 5 warna..light purple..dark purple..white..light pink and dark purple.<br />
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-K_gX2-dz0nc/VNCJX8WnQZI/AAAAAAAAGn0/RxHcFXFmkSA/s1600/IMG-20150203-WA0012.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-K_gX2-dz0nc/VNCJX8WnQZI/AAAAAAAAGn0/RxHcFXFmkSA/s1600/IMG-20150203-WA0012.jpeg" height="320" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ni kaler light pink..real2 tgk..sweet sgt..mcm carnation betul..kaler soft pink mmg cantik...</td></tr>
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-fC_zpTJRJCg/VNCJKy-Ty0I/AAAAAAAAGns/IObdZHH4_2o/s1600/IMG-20150203-WA0009.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-fC_zpTJRJCg/VNCJKy-Ty0I/AAAAAAAAGns/IObdZHH4_2o/s1600/IMG-20150203-WA0009.jpeg" height="320" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ni kaler white ngan light purple...mujur jumpa kotak besau ..packing siap2..</td></tr>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-sKylT6uBqTk/VNCIojC8kiI/AAAAAAAAGnY/hvUfoSLrH5s/s1600/20150203_155729.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-sKylT6uBqTk/VNCIojC8kiI/AAAAAAAAGnY/hvUfoSLrH5s/s1600/20150203_155729.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ni kaler red n dark purple...bungkus jugak dlm kotak..tinggal nak transit ke umah MIL esok...<br /></td></tr>
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Ni semua utk kenduri kawin adik ipar bulan 3 ni...ada yg pelik..apa hal sampai 5 kaler..hhmm..depa ni temanya garden wedding...so bunga nya kaler2 la...aku ikut sajer...atas pelamin tu sah2 ada 100 cucuk je...yg lebih tu utk bagi2 pd tamu yg salam2 mak pengantin rasanya...even dlm box doorgift tu dah ada telur..ni tambah telur lagi..mak mertua ai mmg heboh suka suki dgn bunga telo..nah..hambekk..bagila sape2 pon..asal mak bahagia...<br />
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P/S: Harap2 pengantin suka...btw..mende ni bikin simple2 aje..kebetulannya taste aku n pengantin sama... kami x suka riben panjang2 berekor2, manik jurai2 atau batu kristal bergantung2..rasa mcm buruk aje kalau hiasan heavy dan over...halo..haloo...ini bukan pokok krismas semua ornament ko nak sangkut... bila di susun kat pahar..nmpak crowded dan comot..mana telo tergantung lagi..haihh..x suka aku..so kami sepakat buat bunga besau gebus2 dan kurangkan penggunaan hiasan yg x perlu...dan inilah hasilnya....hekhekhek...<br />
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-90199744063956346272015-01-27T14:25:00.000+08:002015-01-27T14:25:03.229+08:00tq!!<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam..<br />
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Belated birthday present...bukan nilai yg jd ukuran tapi ingatan..terima kasih byk2..nanti ai bawak hangkut pi UTM yea..hekhekhek..<br />
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-vPjmNS9G3Yw/VMctIQ74FII/AAAAAAAAGmw/hWJlMBJkoDI/s1600/20150125_223836.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-vPjmNS9G3Yw/VMctIQ74FII/AAAAAAAAGmw/hWJlMBJkoDI/s1600/20150125_223836.jpg" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kucing gemok oren atas tu..mmg Ah Chang sgtt!!</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Selamattt......dilukis tangan...tak apa..lukis dgn kaki pon ai appreciate tau...</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Ni pntg..microwave safe..sooo...ai boleh buat cuppies instant nanti..hekhekhek..</td></tr>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-68902497256484182892015-01-23T12:59:00.000+08:002015-01-23T15:16:44.817+08:00The GAP..<div dir="ltr" style="text-align: left;" trbidi="on">
As Salam...<br />
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Ni bukan GAP label baju tuh...ni GAP yg boleh buat ko separuh giler nak carik..ngehngehngeh..</div>
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<span style="background-color: yellow; color: #351c75;">Perkongsian dari <span style="font-family: Helvetica, Arial, lucida grande, tahoma, verdana, arial, sans-serif;"><span style="cursor: pointer; font-size: 12.727272033691406px; line-height: 18px;">Jahirah Jalal Abidin dari Postgraduate Support Group..bagus analogi nya nih :)</span></span></span></div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com0tag:blogger.com,1999:blog-4406308878527893269.post-78745414718087604812015-01-15T16:04:00.002+08:002015-01-15T16:04:34.083+08:00Anak Siapa Ni??<div dir="ltr" style="text-align: left;" trbidi="on">
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As Salam....</div>
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Nih...nih...ni anak sape??? Datang2 dgn mulut bisingnya..masuk2 umah terus melepak..terus makan...badannya kotor2 sikit..tapi..tak mungkin stray cat..sbb sihat2 sedap2 badannya...Check punye check..eh..eh..boboi nih..bergantung2 telonya nih...arrr..ko x snip lagi ya..patut la mulut ko becok yg amat!!</div>
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Bagi nama dia Boboi..</div>
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Masa sampai tu bulunya kotor sket..main guling2 kat pasir ke hape tak tau la..so udahnya kami kasi mandi..siap Malaseb dan spray Justz Spray tu..dah wangi..baru boleh pelok2...</div>
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Kuat meleser budak ni..kejenye mengekor kaki org je..kadang sampai nak jatuh bila jalan sbb nak elak2 dr terpijak kaki atau ekor dia..dianya mcm tak kesah..sebok membontot org sana sini.. Bukak tilam kucing lepak2..tdo dia..boring2..dia tdo atas sofa..selama aku pindah x pernah ada yg berani dan berjaya cakar furniture..dtg budak dompot ni..dia dah berjaya cakar sofar dan meja makan ..sob..sob..sob..sampai hati ko boboi ..sampai hati...<br />
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Bila tengok2 balik..muka dia mcm Bokashi la..cuma beza kaler jer..big boss dah mcm excited..sbb ni jantan..almaklum..kami kan kehilangan dan kematian 2 ekor anak jantan..err...apakah maknanya...apakah??!!</div>
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P/S: Buat masa ni..cadang utk foster..apa2 snip dulu..sbb kucing lain meroyan..dia pon tumpang sahut menyahut dr atas bilik..bising betui!</div>
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Cikgu DrDJhttp://www.blogger.com/profile/02641420655576989061noreply@blogger.com2