Kenapa n=30 utk pilot/experimental test?

Selama ni tau 30 jek, sebab musabab x pasti..ini penjelasannya, terima kasih Dr OT.

mcm mana nak interpret t test spss output

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...

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...

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...

sblm syok2 ber t test..pastikan data korg2 ni semuanya normally distributed 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??

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

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??

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..

cth output spss

kau tekan2 spss..keluar table ni..acaner nak baca??
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..
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....

kalau mcm ni pulak???

sama aje la...
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.
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.....
perbezaan ini bermakna tau.. meaning...

cth: lelaki skor 50, perempuan skor 54
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

senang kan!!
dah..kbye!

Theories of Problem Solving

** teori problem solving dtg dr 2 ni je..yg lain2 tu model..paham takkkkk..jgn kompius lagi

** sbb research focus ialah PS strategy..kita pilih Newell & Simon (1972) hoccay..ingat tuu

Many current views of problem solving, such as described in Keith Holyoak and Robert Morrison'sCambridge Handbook of Thinking and Reasoning (2005) or Marsha Lovett's 2002 review of research on problem solving, have their roots in Gestalt theory or information processing theory.

Gestalt Theory. 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 solution. 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.

Information Processing Theory. The information processing theory of problem solving, as described by Allen Newell and Herbert Simon (1972), is based on a humancomputer metaphor in which problem solving involves carrying out a series of mental computations on mental representations. The key components in 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 means-ends analysis, in which the problem solver seeks to apply an operator that will satisfy the problem-solver's 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.

source:http://www.education.com/reference/article/problem-solving1/

IBL vs PBL vs CBL

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:

• learning is stimulated by inquiry, i.e. driven by questions or problems;
• learning is based on a process of constructing knowledge and new understanding;
• it is an 'active' approach to learning, involving learning by doing;
• a student-centred approach to teaching in which the role of the teacher is to act as a facilitator;
• a move to self-directed learning with students taking increasing responsibility for their learning; and
• the development of skills in self-reflection.

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:

• structured inquiry – where teachers provide an issue or problem and an outline for addressing it
• guided inquiry – where teachers provide questions to stimulate inquiry but students are self-directed in terms of exploring these questions
• open inquiry – where students formulate the questions themselves as well as going through the full inquiry cycle as given in Figure 1.

*CBL (guided inquiry) over PBL (open inquiry)

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).

Figure 2: Proposed relation between inquiry-based 

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).

Herreid (2007) provides 11 basic rules for case-based learning.

1. Tells an engaging Tstory.
2. Focuses on an interest-arousing or controversial issue
3. Set in the past five years
4. Creates empathy with the central characters.
5. Includes quotations. There is no better way to understand a situation and to gain empathy for the characters
6. Relevant to the reader.
7. Must have pedagogic utility.
8. Conflict provoking.= Requires the reader/viewer to use information in the case to address the problem
9. Decision forcing.= Requires the reader/viewer to think critically and analytically to address the problem
10. Has generality.
11. Is short, Brevity – has just enough information for a good analysis

Why Use Case-Based Learning?

To provide students with a relevant opportunity to see theory in practice. 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.

To require students to analyze data in order to reach a conclusion. 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.

To develop analytic, communicative and collaborative skills along with content knowledge. 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.

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.

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).

Designing Case Study Questions

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.

• What is the situation—what do you actually know about it from reading the case? (Distinguishes between fact and assumptions under critical understanding)
• What issues are at stake? (Opportunity for linking to theoretical readings)
• What questions do you have—what information do you still need? Where/how could you find it?
• What problem(s) need to be solved? (Opportunity to discuss communication versus conflict, gaps between assumptions, sides of the argument)
• What are all the possible options? What are the pros/cons of each option?
• What are the underlying assumptions for [person X] in the case—where do you see them?
• What criteria should you use when choosing an option? What does that mean about your assumptions?

Managing Discussion and Debate Effectively

• Delay the problem-solving part 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.
• Shift points of view: “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?
• Shift levels of abstraction: 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?”
• Ask for benefits/disadvantages of a position; for all sides.
• Shift time frame—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?
• Shift to another context: 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?
• Follow-up questions: “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?”
• Point out and acknowledge differences in discussion—“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).

Source:

• http://www.queensu.ca/ctl/what-we-do/teaching-and-assessment-strategies/case-based-learning
• http://www.usask.ca/gmcte/case-based
• Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. NSTA Press.
• http://pt.slideshare.net/Learning_Instruction/casebasedlearning/4

Terkunci lagi!

As Salam...

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...

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

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...

Rupa2nya tidakkk...depa tunggu.haaa...suka...suka...smpat la settle kan apa yg patut..dlm kol 8 lebih baru gerak pi kedai seafood tu...

Gembira...gembira....nasib baik x kene tinggal..kehehhehe...

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...

Oohh..sangat merindui si mokmok ni...Chachi...rindunya...minggu depan mama balik ya....Rindu Chachi...rindu sgt2...

Daa...

Enjoy the pain...

As Salam...

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...

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...

fave song..motivasi diri sendiri...bukan susah nak susah..bukan senang nak senang..

Hampir ke situ - Mendua

Aku sadar bukan mudah..Untuk mengejar mimpi indah

Pernah suatu ketika dulu..Ku punya harapan besar

Kini aku tak pasti...Dapatkah ku miliki

Sudah jauh kita tempuh...Kekalkanlah impian lalu

Mungkin ada hikmah Yang akan menunggu Di penghujung jalan

Biar nanti kecewa...Setidak-tidaknya cuba

Jika halangan menduga perjalanan kita..Janganlah kau putus asa

Karena ku ada di sisi setia menemani...Andai semangatmu gugur

Genggamlah tanganku..Kita hampir ke situ

Adakala ku terasa..Ketabahan tak setegar

Tetapi apakan gunanya..Berhenti separuh jalan

Percayalah padaku..Aku yakin kita mampu

Biar orang katakan...Rapuhnya harapan

Bukan mereka tentukan lagi..Kau ada aku dan aku punya kamu

Amanlah akhirnya tetap bersama

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..

JODOH PASTI BERTEMU + DONT GIVE UP

As salam...

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*

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...

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..

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...

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...

Andai engkau tahu betapa ku mencinta

Selalu menjadikanmu isi dalam doaku

Ku tahu tak mudah menjadi yang kau pinta

Ku pasrahkan hatiku, takdir kan menjawabnya

Jika aku bukan jalanmu

Ku berhenti mengharapkanmu

Jika aku memang tercipta untukmu

Ku kan memilikimu, jodoh pasti bertemu

P/S: limbic is my new bestfren...i can do it...oh yes i can...

Babai KL..

As salam...

Hari ni..last day cuti sempena CNY...slap my face hard..back to reality...esok dah nak kene balik!  *sigh*

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...

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...

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*

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*

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...

p/s: kerja mempacking akan diteruskan dengan penuh gigih *yawn*

Rezeki thn 2015

As Salam...

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...

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...

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..

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??

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...

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...

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??

Apa beza biasiswa ni dgn HLP??

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!!

Nanti cerita lagi..nak bernapas dulu...daa...

P/S: skrg aku dah jd student balik..bertabahla Mamabetty!! Phaitting!!

The GAP..

As Salam...

Ni bukan GAP label baju tuh...ni GAP yg boleh  buat ko separuh giler nak carik..ngehngehngeh..

Perkongsian dari Jahirah Jalal Abidin dari Postgraduate Support Group..bagus analogi nya nih :)