Ringkasan pelepasan cukai ke atas individu bagi tahun taksiran 2020

Merujuk kepada Pelan Jana Semula Ekonomi Negara (PENJANA) seperti yang diumumkan oleh PM Tan Sri Muhyiddin Yassin pada 5 Jun 2020,berikut adalah ringkasan pelepasan cukai ke atas individu bagi tahun taksiran 2020:

1.     Tambahan RM2,500 kepada pelepasan cukai gaya hidup sedia ada (jumlah maksima pelepasan gaya hidup yang baru adalah RM5,000)

Pelepasan ini termasuk pembelian smart phone, notebook, tablet dan komputer bagi tempoh pembelian dari 1 Jun hingga 31 Disember 2020.

2.     Pelepasan cukai untuk melancong dalam negeri (terhad kepada RM1,000)

Ianya termasuk perbelanjaan bayaran bilik penginapan serta tiket masuk tempat-tempat pelancongan (bagi premis yang berdaftar di bawah Kementerian Pelancongan).

Tarikh perbelanjaan dari 1 Mac hingga 31 Disember 2021.

3.     Tambahan RM1,000 kepada pelepasan bayaran asuhan anak sedia ada (jumlah maksima yang baru adalah RM3,000)

Ianya terhad kepada pembiayaan anak yang berumur di bawah 6 tahun serta dipremis yang berdaftar.

4.     Pengecualian Cukai Pelupusan Harta untuk penjualan rumah kediaman dari tempoh 1 Jun hingga 31 Disember 2021 (terhad kepada 3 unit rumah sahaja).

** Peringatan :  Sila simpan invois, bil dan tiket sebagai bukti dokumen untuk menyokong tuntutan pelepasan cukai yang dibuat.

 Sekiranya diaudit, ketiadaan bukti boleh menyebabkan anda dikenakan penalti.

Nota: Kakak saya (Anisah Sabirin Jaffri) merupakan seorang akauntan.  Dia yang membantu saya dalam urusan mengisi borang LHDN bagi pelepasan cukai tahunan.  Dia yang memberikan saya maklumat ini.

Example of CQI for OBE CAR: Based on CLO

This is an example of CQI that I wrote for the courses that I teach this semester (Semester 2, 201920) based on Course Learning Outcome (CLO).

CLO1: One student failed to submit the final examination (take home examination).  There other students who seem to struggle to link concepts relating to various theories of personality with life events.  It perhaps due to misconceptions or overloaded information that they have to digest within shorter period of time especially if they do not have continuous revision on their own.  So, students will be guided to have continuous revision through weekly online quizzes which will prompt them to revise consistently.

If I can break down the above CQI reporting based on three things: 1) Analysis of data, 2) Areas for improvement and 3) Action plan, you will see that I organise the sentence structure according to such order.

1) Analysis of data,

One student failed to submit the final examination (take home examination).  There other students who seem to struggle to link concepts relating to various theories of personality with life events.

2) Areas for improvement 

It perhaps due to misconceptions or overloaded information that they have to digest within shorter period of time especially if they do not have continuous revision on their own (in this sentence, I believe one of the areas for improvement is continuous revision.  So, I highlighted this aspect which I will take action in the future).

3) Action plan,

So, students will be guided to have continuous revision through weekly online quizzes which will prompt them to revise consistently.

Example of CQI for OBE CAR: Based on PO

This is an example of CQI that I wrote for the courses that I teach this semester (Semester 2, 201920) based on Programme Outcome (PO).

PO1: In general, with PO1 = 87.5%, it shows that on average students get above average mark (A range).  It seems that students performance for this PO is better than the previous semester (PO1 = 79%).  What is different in this semester is students are forced to be more independent in their learning due to COVID-19.  With support from the instructor for class notes (Prezi, Powerpoint notes with audio recording), extra ungraded quizzes (that they can take and convert into their carry marks for quiz = 10%) and such, students are scaffolded accordingly regardless of the limitations or challenges that they might experience throughout the Movement Control Order (MCO).  In the future, students will be given continuous formative assessment such as online quizzes which are non-graded assessment to assist students to revise and identify which concepts that they are still struggling with.

If I can break down the above CQI reporting based on three things: 1) Analysis of data, 2) Areas for improvement and 3) Action plan, you will see that I organise the sentence structure according to such order.

1) Analysis of data,

In general, with PO1 = 87.5%, it shows that on average students get above average mark (A range).  It seems that students performance for this PO is better than the previous semester (PO1 = 79%).  What is different in this semester is students are forced to be more independent in their learning due to COVID-19 [in this sentence (italic) is a personalised insight based on what I observe for this particular cohort]. 

2) Areas for improvement 

With support from the instructor for class notes (Prezi, Powerpoint notes with audio recording), extra ungraded quizzes (that they can take and convert into their carry marks for quiz = 10%) and such, students are scaffolded accordingly regardless of the limitations or challenges that they might experience throughout the Movement Control Order (MCO).

3) Action plan

In the future, students will be given continuous formative assessment such as online quizzes which are non-graded assessment to assist students to revise and identify which concepts that they are still struggling with.

How to write CQI for OBE CAR?

How to write Continuous Quality Improvement (CQI) for Outcome based Education Course Analysis Review (OBE CAR )?  That is the question that I asked myself few years back.  Being a novice, I struggle to find out what is needed for me to improve my teaching.  So, I did some reading and after that, I just do whatever I think is suitable and appropriate for me to improve my teaching based on my reading.  Sometimes, I discuss with my senior colleagues about how to improve my teaching, asking them to review my rubrics, assignment instruction and such.

For the CQI, it is basically based on what I did, do and plan to do in class.  It is really as simple as it it.  Pssttt…. of course passion for teaching is one of the key ingredients in this case.   Another thing is, since it is our own teaching practice, we have to be honest in reporting what we did and do in class.  I have seen some examples of colleagues who “borrow” the idea of teaching practice from looking from others CQI report and in fact, they don’t even practice that in their teaching or class.  So, it is not right to do so just for the sake of reporting.

In my case, based on what I did and do in class, when I write the CQI for OBE CAR, I will look at the programme outcomes (PO) and course learning outcomes (CLO).  So, my CQI will be based on that.

In the column where it is required for us to write an overall CQI, I will summarise what I find (based on data i.e. students performance), what I did in class that can be improved (class activities, tasks given to students etc.) and what I want to do in the future.

So, basically, I will put it under these three headings:

1) Analysis of data (What do I find from this cohort of students?)

2) Areas for improvement (What did I do in class that can be improved?)

3) Action plan (What are the things that  I want to do in future and how to do it?)

For more details, I provide

* an example of CQI based on PO and

* an example of CQI based on CLO. 

How to write teaching philosophy for UTM TESDCP?: 2020 Version

What a buzz!  I was elected as a facilitator to assist others on how to write teaching philosophy.  My first reaction was “What a heck!  Armed with a PhD and yet we need someone to assist us to write our own teaching philosophy?” Sound negative, right?

Well, personally, I feel like a fake or impostor or fraud when I am entrusted and assigned as a facilitator.  “Oh come on!  Who am I to assist my highly esteemed colleagues with vast knowledge and experience to write their teaching philosophy.”

When I write my teaching philosophy, I write it from my heart and soul (of course I use my brain to think about the wording).  How can I assist others to write their own teaching philosophy?  We are different in so many ways.  Some are even better teachers/instructors/supervisors than me.  My passion for teaching is different from them too.  In short, they could be a better educator and more passionate about teaching than me.

How on earth am I going to assist them?  Don’t you think that I am a fake.  What a baloney!

But here are some of the things that I use as a guideline to write my teaching philosophy.  The guideline is taken from the headings on TESDCP.   In short, just write from your heart based on each category.  There are four categories:1) Goals of Student Learning, 2) Personal Philosophy, 3) Belief and Practices of Assessment and Evaluation and 4) Self-reflection of Teaching Development over time and how this relates to future goals.

I ask myself certain questions before I write each part.

1) Goals of student learning (Before you write this part, think about this question “What do you want your students to be and become?”,  “What kind of value that you want to inculcate and impart to them?”)

2) Personal Philosophy.  When I am writing this part, I emphasize on two points: Vision and Teaching Approach. 

a. Vision as an educator (Before you write this part, think about this question “How do you see yourself as an educator?”  What is your perception about your roles as an educator?”)

b. Teaching approach (Before you write this part, think about this question “What do you normally do in class?  “What do you hope that your students will learn from the activities that you do in class or the assignment/task that you give to students?”)

3) Belief and Practices of Assessment and Evaluation (Before you write this part, think about this question “How do you assess your students?, How do you give feedback to students for improvement?”)

4) Self-reflection of Teaching Development over time and how this relates to future goals (Before you write this part, think about this question “How do you assess your teaching?” – it is not about relying on your students’ feedback or EPPP per se but on personal level, how do you assess yourself as an instructor/supervisor?”, “What are the things that have changed over certain period of time?”)

Am I becoming a Youtuber?

It is never in my wildest dream to be a Youtuber.  Nope.  But with COVID-19, I was challenged to learn new skills or to upskill my existing knowledge and skills.  I was feeling hopeless, helpless and frustrated with myself.  Indeed.

But, I take a baby step.  Some of the video editing is learned from training.  But I also learn from watching countless hours from Youtube.  I follow the tips and step by step process.

Here are some of the videos that I have created so far

  1.  Think-Pair-Share (Moovly)
  2. Sternberg’s theory of intelligence (Moovly)
  3. Cattell’s theory of intelligence (Moovly)
  4. Thurstone’s theory of intelligence (Powtoon)

TESDCP or TES, here it comes again (2020)!

Ok.  Like last year, we have to fill in the TESDCP or TES (new label) again this year.  But unlike last year, the term that was used – “TESDCP”.  This year, it becomes TES (don’t be fool by the labelling). The things that you have to upload are still the same.

Wait, isn’t it the same with Teaching Excellence System?

Confused?  (Who doesn’t, right?)  But, don’t worry.  We are in this mess (uhuk uhuk) together.

How to differentiate between the new TES (old version it is known as TESDCP) and Teaching Excellence System (it is no longer called as TES now?)?

Based on my observation, the ONLY observable difference that I can see when I search both things from UTMPORTAL is the icon of TES and Teaching Excellence System.

The icon for Teaching Excellence System is a person pointing on a board.  This is the system where you can find your Blended Learning (this is from your ELearning), OBE, NALI & HIEPS and E-content.

The icon for TES has pictures of a mortar board, an apple, hands (holding or shaking), a light bulb and a science icon (on the center).

If you ask me why both are called the same i.e.  Teaching Excellence System?

I also asked the same question to some people but they also do not know the answer.  So, I don’t have any answer to that question.   I don’t want to speculate anything here.  Let’s somebody else do the thinking.

So, are both the same systems or different?

The label used is the same: Teaching Excellence System.  But clearly, both are different systems in which both have different information and things that you have to upload.

 

How to select (and reselect) your DCP track?

1) After you have log in to UTMPORTAL, select Working at UTM (left side corner – click that) and then choose UTMHR.

2) On Sistem Penilaian Prestasi (the blue one), select Pemilihan Major ELPPT (click that)

3) You will see a box “Tambah Major” (Add major) and click that.  Scroll down Tahun (Year) and Pilihan Major (Selection of Major) and select accordingly.

4) After you have selected the Year and Selection of Major options, click the button Simpan (Save).   To get out from this page after you have saved your selection, click Kembali (Back). To double check, repeat the 2nd step again.  This time around, you will see the year of which you have selected your Major.  To submit, click the button Submit.

Why do I use the word “reselect”?

Well, somebody might have a change of heart and wants to change the major.   I am not sure if you can do so.  But if you look at the system, as we have to select our Major every year until 2021 (yup – 3 years in a row), it is as if we have a choice to select our Major until 2021.  Errmmm….

Note: Apparently, we have to redo (renew) this process every year.  When I wrote the post in 2020, we were informed that we have to redo this process up until 2021.  Now, it is 2022 and we have to do the same process again.  It seems it will be an annual thing that we have to do other than ELPPT.

Pemilihan Major LPPT (v.2.0) mengikut trek DCP 2020

Pemilihan Major LPPT (v.2.0) bermula 19 Julai – 3 Ogos 2020 di laman sesawang myutm.utm.my Sehubungan itu YBrs. Prof./Dr./saudara diminta untuk memilih Major LPPT bagi e-LPPT Versi 2.0.

Dibawah adalah senarai kategori staf yang dibenarkan untuk membuat pemilihan Major e-LPPT Versi 1.0 dan senarai staf yang dibenarkan untuk menggunakan penilaian e-LPPT Versi 2.0

E-LPPT Versi 1.0 (Transisi)
a)     Staf akademik baharu dilantik dan belum disahkan dalam jawatan. Disetkan sebagai Minor Research. Walaubagaimanapun, staf juga dibenarkan untuk memilih e-LPPT Versi 2.0 dan Perlu memilih Major LPPT di sistem Versi 2.0. 
b)    Staf akademik tiada PhD disetkan sebagai e-LPPT Transisi, Minor Research.  Walaubagaimanapun, staf juga dibenarkan untuk memilih e-LPPT Versi 2.0 dan Perlu memilih Major LPPT di sistem Versi 2.0. 
c)     Staf akademik yang memohon kenaikan pangkat sebelum 30 Mac 2019 dan masih belum menerima kenaikan pangkat dibenarkan menggunakan penilaian e-LPPT Versi 1.0. Jika staf adalah pentadbir akademik, kategori staf akan ditetapkan sebagai AA. Penentuan Major atau Minor Research bergantung kepada jumlah jam kredit setahun.  Major Research < 18 jam kredit, Minor Research > 18 jam kredit
d)    Staf akademik yang akan berpencen dalam tempoh 5 tahun, Pemilihan   Major Research < 18 jam kredit, Minor Research > 18 jam .

Walaubagaimanapun staf bakal bersara juga boleh memohon untuk e-LPPT Versi 2.0 dan  Perlu memilih Major LPPT di sistem Versi 2.0. 
E-LPPT Versi 2.0 
a)     Semua staf akademik yang tidak memohon kenaikan pangkat sebelum 30 Mac 2019.
b)    Staf Akademik yang telah memohon kenaikan pangkat sebelum 30 Mac 2019 dan telah dinaikkan pangkat pada tahun 2019.
c)     Pentadbir Akademik yang tidak memohon kenaikan pangkat. Major LPPT adalah Major Leadership dan disetkan secara automatik oleh sistem. 
d)    Pentadbir Akademik lantikan fakulti, samada kekal Major LPPT 2019 atau boleh memohon Major yang lain di sistem eLPPT versi 2.0.

Bagi staf yang TIDAK MEMILIH sebarang MAJOR pada tahun ini, pihak fakulti akan menganggap pilihan MAJOR saudara adalah SAMA seperti tahun 2019.

Brian Little, you make my day. Thank you

After a short stint of professional training at school in 2018, I determine to change the activities that I do in class.  But clearly going to secondary school for professional training does not give me a better idea how to teach university students.  It is a fact.

There are certain things about my teaching that I decided to change.  One of it is my class note.  No more Powerpoint.  So, I use Prezi which I subscribe for USD60 annually.  It worth every penny that I spend.  Based on feedback that I got from students for the past few semesters, they like Prezi notes as compared to Powerpoint because they can control which part they want to read or focus based on themes that I use as a means to organise my notes.

Other than my notes, I decided to “upgrade” my class activities.  This is challenging.  One of it is because I have little idea about how to do it.  I don’t want the activities to be a burden to my students and they don’t learn much from such activities.  So, what I normally do when I am struggling to get some ideas about the activities that I want to implement in class, I would put everything aside and just focus on reading.  I have read and reread the books that I already have.  I was a little bit lazy to go to the library to borrow books.  So, I went to Popular bookstore (I still prefer to go to the physical bookstore, rather than shopping online).

As I browsed books on the Psychology section, I saw this book.  The title is intriguing.  My first thought was “Another autobiography book?” But it is not.  As I read the book, I imagine Brian is my mentor.  Even though I don’t know him personally, but I have watched his TED Talk.  I got some ideas that I think I can try in my own class.  In this case, I am thinking about in what way I can make my students enjoy and appreciate what they learn in class.  It is not about me, but rather what they learn in class.

So, I tried one of the activities that Brian had used in his class.  Even though I don’t have any clear idea about how he did it, but based on what I understand reading his book, I gave my students a question.  A question that will prompt them to explore about their own selves.  But unlike Brian, I gave my students other activities too.   So, I combine the question based on what I find in Brian’s book with the class activities that I normally do in class.

Then, COVID-19 happens.  Nobody ever thought how challenging teaching and learning would be.  I was worried in the middle of the semester.  I hope and pray that things will go well despite the challenges that we have to face.  To know how my students were coping, I gave them a chance to let their feelings known.  So, I asked a simple question “What they want to let me know as their instructor?”  The following are some of the feedback that I got from the students.