Keris, senjata tradisional yang sangat istimewa dalam kebudayaan Melayu, telah menjadi bahagian tak terpisahkan dari sejarah dan budaya Melayu selama berabad-abad. Salah satu jenis keris yang amat dihargai dan penuh dengan keunikan adalah Keris Malela Tulang Belud. Keris ini mempunyai ciri-ciri yang memukau dan kecantikan yang menjadikannya sebagai salah satu karya seni yang amat dihargai dalam warisan budaya Melayu. Artikel ini akan mengulas dengan terperinci tentang Keris Malela Tulang Belud, dengan memberi tumpuan kepada beberapa elemen penting yang menjadikannya begitu istimewa.
1. Bilah Malela Tulang Belud Luk 5
Bilah keris Malela Tulang Belud ini mempunyai kepanjangan sekitar 10 inci, menjadikannya sebagai ukuran yang sesuai untuk pelbagai kegunaan. Panjang yang sederhana ini membolehkan keris ini berfungsi dengan baik sebagai senjata tajam dan juga sebagai objek seni yang cantik. Keris luk 5 adalah istilah yang merujuk pada jumlah lengkung atau goresan pada bagian bilah keris. Luk-luk ini mengacu pada bentuk dan jumlah alur-alur yang terukir pada bilah keris. Dalam hal ini, setiap luk pada keris mewakili salah satu dari lima rukun Islam.
2. Ukiran Sampir Kusriwa yang Anggun
Salah satu ciri yang membezakan Keris Malela Tulang Belud adalah sampir kusriwa yang diukir dengan indah. Sampir adalah hiasan pelindung yang terletak di bahagian atas sarung keris. Ukiran yang rumit dan halus pada sampir ini mencerminkan tahap kepandaian yang tinggi dari pembuat keris. Motif-motif ukiran pada sampir seringkali menggambarkan unsur-unsur alam, mitologi, atau bentuk seni yang berbeza, menambah nilai estetika pada senjata ini.
3. Hulu Pekaka yang Menarik
Hulu pekaka adalah bahagian pegangan keris yang terdapat pada hujung sarung. Keris Malela Tulang Belud mempunyai hulu pekaka yang direka dengan penuh perhatian terhadap butiran. Hulu ini sering kali diperbuat daripada bahan-bahan berharga dan dihiasi dengan hiasan atau ukiran yang menawan. Selain berfungsi sebagai pegangan, hulu pekaka juga merupakan elemen dekoratif yang memperkukuh keindahan keris ini.
4. Pemanis Tanduk Kerbau
Tanduk kerbau adalah bahan yang sering digunakan untuk membuat bahagian pegangan keris. Keunikan Keris Malela Tulang Belud terletak pada pemilihan tanduk kerbau berkualiti tinggi. Tanduk ini diolah dengan teliti sehingga memberikan penampilan yang indah dan tahan lama. Pemanis tanduk kerbau ini boleh berbentuk hiasan atau ukiran, menambah unsur estetika pada keris ini.
Keris Malela Tulang Belud adalah bukti nyata akan seni dan kemahiran tinggi para pandai keris Melayu. Setiap unsur dalam pembuatan keris ini menunjukkan perhatian terhadap butiran dan usaha untuk mencipta karya seni yang luar biasa. Selain sebagai senjata tradisional, keris ini juga menjadi simbol budaya dan identiti Melayu.
Keris Malela Tulang Belud adalah satu contoh gemilang dari warisan budaya Melayu yang patut dijaga dan diwarisi. Kemahiran para pandai keris yang mewarisi tradisi ini perlu dihargai, dan peranan keris dalam budaya Melayu perlu diteruskan agar kekal hidup dan berkembang. Keris bukan sekadar senjata, tetapi juga merupakan warisan budaya yang berharga yang mencerminkan keindahan dan kekayaan sejarah Melayu.
Suggestion for Citation:
Amerudin, S. (2023). Keris Malela Tulang Belud: Karya Seni Pusaka Warisan Melayu. [Online] Available at: https://people.utm.my/shahabuddin/?p=7253 (Accessed: 10 October 2023).
Kesufian adalah sebuah aliran kerohanian yang mendalam, penuh dengan makna-makna tersembunyi dan pemahaman mendalam tentang hubungan manusia dengan Tuhan. Dalam aliran ini, ada satu konsep yang sangat penting yang dikenal sebagai “mati sebelum mati.” Istilah ini merujuk pada perubahan batiniah yang sangat dalam yang dialami oleh seorang Sufi dalam perjalanan kerohanian mereka.
Mati sebelum mati bukanlah kematian jasad, tetapi lebih merupakan proses perubahan dalam pemikiran dan perasaan. Ini adalah pemahaman bahawa hidup kita di dunia ini hanyalah sementara, dan yang sejati adalah keberadaan roh kita yang abadi. Dalam konteks ini, mati sebelum mati adalah proses mengalahkan ego, mengendalikan hawa nafsu, dan mengalami pemahaman yang mendalam tentang Tuhan yakni Allah.
Dalam perjalanan ini, kesadaran akan keberadaan diri yang lebih tinggi adalah kunci. Ini melibatkan mengatasi ego, mengendalikan nafsu amarah, dan mengabaikan kepentingan diri sendiri demi kepentingan Ilahi. Ini bukanlah tugas yang mudah, dan seringkali berkomitmen untuk menjalani latihan rohani yang ketat, termasuk bersembahyang, berpuasa, dan berzikir secara terus-menerus.
Salah satu aspek penting dari hakikat mati sebelum mati adalah pemahaman bahawa Allah adalah satu-satunya yang benar-benar ada. Ini adalah pengalaman yang mendalam di mana seseorang merasakan keberadaan diri mereka sendiri hampir menghilang, digantikan oleh kesedaran akan Allah yang Maha Esa. Dalam kata lain, individu tersebut berusaha untuk menjadi seperti cermin bagi Allah, mencerminkan kebesaran-Nya.
Seseorang yang mencapai tingkat pemahaman ini sering disebut sebagai “Wali Allah.” Mereka adalah orang-orang yang telah mencapai makrifat, yaitu pengenalan yang mendalam akan Tuhan. Mereka adalah hamba Allah yang sejati, yang hidup dalam kesedaran akan Allah dalam setiap aspek kehidupan mereka.
Seseorang yang telah mencapai tingkat ini memiliki doa yang sangat kuat yang dikabulkan oleh Tuhan. Mereka adalah khalifah Allah di dunia ini, menjalankan tugas-tugas Ilahi di bumi. Mereka adalah manifestasi ayat-ayat Allah yang hidup di antara manusia.
Namun, penting untuk diingatkan bahwa untuk mencapai tingkat kesedaran ini bukanlah tugas yang mudah. Ini memerlukan komitmen yang mendalam, latihan rohani yang terus-menerus, dan bimbingan dari seorang Guru yang berpengalaman. Proses mati sebelum mati adalah perjalanan panjang dan penuh cabaran yang memerlukan ketekunan dan kesabaran.
Dalam hakikat ini, mati sebelum mati adalah pintu menuju pemahaman yang mendalam tentang Allah dan pengalaman kerohanian yang luar biasa. Ini adalah proses yang melibatkan perubahan batiniah yang mendalam, yang akhirnya membawa individu lebih dekat kepada Allah. Sebagai manusia, kita dapat belajar banyak dari ajaran dan pengalaman ini, dan mungkin saja menemukan jalan menuju pemahaman kerohanian yang lebih dalam dalam hidup kita.
Imagine embarking on a quirky adventure, where you’re on a mission to locate a peculiar parking spot – the place where a Blue Beetle car is casually chilling near a highway. Our goal? To uncover the coordinates of this enigmatic spot. But fret not, this quest is not to be taken too seriously. We’re about to explore how a bit of math and a touch of imagination can lead us to the destination of a classic car adventure.
Setting the Stage
In the charming world of automotive enthusiasts, the Blue Beetle car is no stranger. Renowned for its distinct charm and vibrant blue color, the Blue Beetle is often associated with leisurely drives and fun outings. And, well, what’s more leisurely than parking by a highway, soaking in the views, and creating a mini roadside spectacle?
The Challenge
Our adventure begins with a puzzle. We’re handed two sets of clues:
Clue 1: The Blue Beetle is located near a highway somewhere in Saudi Arabia, I guess.
Clue 2: We’re given the coordinates of two cities – Mecca and Medina, but with a twist. Mecca is represented as ‘B’ (21.3891° N, 39.8579° E), and Medina is represented as ‘C’ (24.5246° N, 39.5693° E).
Our mission? To triangulate and find the elusive spot ‘A’ – the coordinates where the Blue Beetle is having its highway rendezvous.
The Math Behind the Madness
Now, before you break into a cold sweat thinking about algebraic equations, don’t worry! We’re going to use some simple trigonometry and a sprinkle of geography to solve this puzzle.
First, we need to account for the distances. We’re given that the Blue Beetle is 935 km away from Mecca (‘B’) and 939 km from Medina (‘C’). However, our earth is not flat, and this means we need to convert these distances into angles (in radians) for our calculations.
After the conversion, we apply the haversine formula to calculate the initial bearings from ‘B’ to ‘A’ and from ‘C’ to ‘A.’ These bearings will help us pinpoint our destination.
The Reveal
Let’s break down the calculations that led us to the coordinates of point ‘A’ – the spot where the Blue Beetle is parked by the highway.
1. Converting Distances to Radians:
First, we start with the given distances:
A-B distance: 935 km
A-C distance: 939 km
To work with these distances on the Earth’s surface, we need to convert them into radians. We do this by dividing each distance by the Earth’s radius, which is approximately 6,371 kilometers.
A-B distance in radians = 935 km / 6371 km ≈ 0.146897 radians A-C distance in radians = 939 km / 6371 km ≈ 0.147581 radians
2. Calculating Central Angles:
The next step involves using the haversine formula to calculate the central angles between points ‘A’ and ‘B’ (central_angle_BA) and between points ‘A’ and ‘C’ (central_angle_CA).
The haversine formula involves the use of the haversine function, which is defined as:
haversine(θ) = sin²(θ/2)
Where θ is the central angle. Using this formula, we calculate the haversine of half the central angles for both A-B and A-C:
With the central angles in hand, we can determine the initial bearings (azimuths) from ‘B’ to ‘A’ and from ‘C’ to ‘A’. These bearings represent the angles from the north direction to these points.
To calculate the azimuths, we use the following formulas:
Azimuth from B to A: azimuth_BA = atan2(sin(central_angle_BA), cos(central_angle_BA))
Azimuth from C to A: azimuth_CA = atan2(sin(central_angle_CA), cos(central_angle_CA))
4. Converting B and C to Radians:
Before we proceed to find the coordinates of point ‘A’, we need to convert the given coordinates of Mecca (B) and Medina (C) from degrees to radians:
B (in radians): Latitude 21.3891° N, Longitude 39.8579° E C (in radians): Latitude 24.5246° N, Longitude 39.5693° E
5. Calculating Coordinates of A:
Now that we have all the necessary information, we can compute the coordinates of point ‘A’:
Latitude of A: latitude_A = asin(sin(latitude_B) * cos(azimuth_BA) + sin(latitude_C) * cos(azimuth_CA))
After some nifty calculations, we’ve got our answer! The coordinates of point ‘A’ are approximately 23.31099° N and 48.69863° E. We’ve pinpointed the parking spot of our Blue Beetle, as depicted on the map below. It’s situated at the intersection of two circles, marked as I2. Point I1 is not a feasible option as it is located in Africa. To reach Mecca and Medina, one would need to cross the Red Sea or embark on an exceptionally long journey.
Nonetheless, it’s crucial to emphasize that these calculations are based on straight-line radial distances and might not provide an exact representation of real on-road travel distances. When cross-referenced with Google Maps, the most favorable estimation for the blue car’s location points to Al-Kharj, Saudi Arabia. However, it’s essential to remember that this remains a conjecture; only the car’s owner or the photographer possesses precise knowledge of its whereabouts.
Conclusion
In this light-hearted adventure, we set out to solve the mystery of the Blue Beetle’s parking spot near a highway. Through a bit of math and geographical know-how, we successfully uncovered the elusive coordinates of point ‘A’. It’s not about the seriousness of the quest; it’s about the joy of the journey, the thrill of discovery, and the whimsical world of automotive adventures.
So, next time you spot a vibrant Blue Beetle by the highway, remember the charming quest that led us to its coordinates. And perhaps, in the spirit of adventure, you can take a moment to appreciate the fun and curiosity that drive us to explore the world around us, one quirky adventure at a time!
Suggestion for Citation:
Amerudin, S. (2023). A Light-hearted Quest to Locate the Elusive Parking Spot of a Blue Beetle Car. [Online] Available at: https://people.utm.my/shahabuddin/?p=7175 (Accessed: 25 September 2023).
Are you considering a career in Geographic Information Systems (GIS) or looking to evaluate your potential in this exciting field? Look no further! The GIS Career Assessment Quiz is here to help you gauge your skills, knowledge, and experience to determine the most suitable GIS career path for you.
GIS, a technology that combines geography with information technology, has a wide range of applications across industries such as environmental science, urban planning, transportation, and more. Whether you’re a beginner or someone with some GIS experience, this quiz can provide valuable insights into your potential career prospects.
Skills and Knowledge Assessment
The GIS Career Assessment Quiz is designed to assess your skills and knowledge in three critical areas: Spatial Analysis Skills, Programming Skills, and Management Skills. To begin, all you need to do is answer a series of questions and rate your proficiency on a scale of 1 to 5, where 1 represents Low and 5 represents High.
Spatial Analysis Skills: Spatial analysis is the core of GIS. It involves the ability to manipulate, analyze, and visualize geographic data. Rate your spatial analysis skills to determine how comfortable you are working with maps, geographic data, and spatial statistics.
Programming Skills: In the modern GIS landscape, programming skills are highly valued. Rate your programming skills to assess your ability to write scripts or code for GIS tasks. Whether you are proficient in Python, R, or any other programming language, this skill can open up many GIS career opportunities.
Management Skills: GIS projects often require effective management to ensure they meet objectives on time and within budget. Rate your management skills to understand your ability to plan, coordinate, and lead GIS projects.
Years of Experience
In addition to assessing your skills and knowledge, the quiz also asks about your years of experience in GIS. This factor is essential in determining your readiness for specific GIS career paths.
Receive Personalized Recommendations
Once you’ve completed the GIS Career Assessment Quiz, the website will analyze your responses and provide personalized recommendations based on your skills, knowledge, and experience. These recommendations will guide you towards one of the following GIS career options:
GIS Analyst: If you have a strong foundation in spatial analysis and some experience working with geographic data, you may be well-suited for a role as a GIS Analyst.
GIS Developer: Those with programming skills and a passion for developing GIS applications may find a rewarding career as a GIS Developer.
GIS Manager: If you excel in management skills and have experience in overseeing GIS projects, a career as a GIS Manager could be a great fit.
GIS Consultant: Individuals with a combination of skills, knowledge, and experience across various aspects of GIS may discover that a career as a GIS Consultant offers diverse opportunities.
Try It Now!
Curious to know which GIS career path suits you best? Take the GIS Career Assessment Quiz at https://dev.kstutm.com/GIS-career.html and receive your personalized recommendations today. Whether you’re just starting your GIS journey or looking to make a career change, this quiz is a valuable tool to help you make informed decisions about your future in the world of Geographic Information Systems.
Suggestion for Citation:
Amerudin, S. (2023). Assess Your GIS Early Career Potential with the GIS Career Assessment Quiz. [Online] Available at: https://people.utm.my/shahabuddin/?p=7152 (Accessed: 23 September 2023).
Dalam dunia pekerjaan, hubungan yang baik antara majikan dan pekerja adalah kunci kejayaan sesebuah organisasi. Di dalam artikel ini, kita akan melihat situasi yang sering berlaku di tempat kerja dan di rumah yang melibatkan interaksi antara bos dan pekerja.
Di Tempat Kerja
Seringkali, majikan dan pekerja berinteraksi dalam situasi yang memerlukan profesionalisme dan tumpuan sepenuhnya kepada kerja. Contoh yang sering berlaku adalah apabila bos menasihatkan pekerjanya dengan berkata, “Hal di rumah jangan dibawa ke pejabat…” Pesanan ini mungkin dikeluarkan dalam usaha untuk mengekalkan fokus dan produktiviti di tempat kerja. Biasanya, pekerja akan merespons dengan hormat, “Baik boss!”
Pesanan seperti ini mengingatkan kita tentang kepentingan untuk memisahkan urusan peribadi dan profesional di tempat kerja. Ini bukan bermaksud bahawa pekerja tidak boleh mempunyai masalah peribadi, tetapi sebaliknya, ia menegaskan bahawa di tempat kerja, fokus kepada tugas dan tanggungjawab adalah penting.
Di Rumah
Namun, apa yang berlaku apabila majikan mencuba menghubungi pekerjanya di luar waktu pejabat, khususnya semasa pekerja sedang bersama keluarga atau menjalani masa rehat? Situasi ini mungkin menguji keseimbangan antara pekerjaan dan kehidupan peribadi. Apabila pekerja menerima arahan daripada bos mereka di saat-saat ini, tindakan tersebut memerlukan pertimbangan yang bijak.
Pekerja yang menerima arahan seperti ini mungkin akan memberikan tindakbalas dengan menghormati keperluan majikan mereka. Mereka mungkin bertanya, “Ye boss, ada kerja penting? Nak sekarang juga?… Baiklah…” Ini mencerminkan sikap tanggungjawab dan komitmen terhadap kerja. Namun, pada masa yang sama, perlu ada batasan yang jelas mengenai apabila majikan boleh menghubungi pekerja di luar waktu pejabat.
Dalam situasi ini, penting bagi majikan untuk menghormati masa rehat dan keluarga pekerja. Mereka harus memastikan bahawa panggilan atau arahan di luar waktu pejabat adalah untuk perkara yang benar-benar penting dan darurat. Pekerja juga perlu mengatur batasan yang jelas antara kerja dan rumah, dan berkomunikasi dengan majikan tentang waktu-waktu di mana mereka boleh dihubungi.
Kesimpulan
Hubungan antara majikan dan pekerja adalah asas kejayaan dalam dunia pekerjaan. Penting untuk memahami bahawa ada masa untuk bekerja dan ada masa untuk meluangkan masa bersama keluarga serta berehat. Majikan dan pekerja perlu bekerjasama untuk mengekalkan keseimbangan yang sihat antara kerja dan kehidupan peribadi. Dengan begitu, mereka dapat mencipta hubungan yang harmoni dan produktif di dalam tempat kerja dan di rumah.
In a world dominated by screens and hectic schedules, it becomes imperative to acknowledge the rejuvenating influence of nature. Within the Gunung Ledang forest, specifically at Kolam Gajah, where picturesque lakes and the simple yet captivating act of observing fish reside, a profound opportunity unfolds for individuals to reconnect with both themselves and the natural world. Whether one seeks relief from stress, aims to embrace mindfulness, yearns for emotional healing, or seeks the spark of creative inspiration, this forest sanctuary offers solace and revitalization that can only be discovered within the nurturing embrace of Mother Nature herself. Therefore, it is worth considering a respite from the daily hustle and bustle to embark on a journey to Gunung Ledang and immerse oneself in the therapeutic wonder of watching fish in the heart of this enchanting forest.
On September 10th, 2023, my trusty iPhone 13 Pro, now nearly 21 months old and beyond its warranty period, threw me an unexpected curveball with a perplexing screen problem. To my dismay, the screen began flickering erratically, causing not only concern but also significant inconvenience. Determined to find a solution, I scoured the depths of online forums and blogs, hoping for a quick fix through software updates or adjusted settings. Regrettably, my efforts yielded no resolution.
As the morning of September 11th dawned, the issue escalated, with the screen slowly transitioning into an unsettling shade of green. Despite multiple attempts to restart the phone, the green hue stubbornly persisted. Faced with this increasingly bizarre situation, I decided to seek professional assistance and reached out to the Switch Kulai branch, where I had initially purchased the iPhone.
The response from the Switch Kulai team was reassuring. A helpful Malay representative explained that this screen problem had become somewhat of a regular occurrence among iPhone 13 series users. Many had faced similar issues. She strongly recommended that I take my device to an authorized service provider in Nusajaya. What caught my attention was her assurance that Apple would bear the cost of the screen replacement, provided my phone had not undergone unauthorized servicing, tampering, or suffered damage due to falls or water exposure. However, it came as a surprise that the service provider was closed on Sundays and Mondays.
With determination, I visited the Switch branch in Nusajaya on September 12th at 10:45 AM. The process began with me registering my contact details using an iPad at the entrance, followed by a patient wait for my turn. A friendly Malay lady meticulously examined my iPhone and initiated a detailed report to be sent to Apple. She explained that if no internal issues were detected, the screen replacement would proceed that very afternoon. However, if any anomalies surfaced, the technician would first need to open the device, assess the situation, and seek Apple’s approval for the screen replacement. In the worst case, I may have to pay the full or a portion of the cost.
To my immense relief, the same lady called at 5:15 PM that day to notify me that the replacement work had been successfully completed. Racing to the store, I was reunited with my iPhone, now adorned with a pristine, brand-new screen. The total cost for this was RM1,400, with an additional RM100 for diagnostic charges. Remarkably, Apple graciously covered these expenses under their “One Time Exception” program, amounting to RM1,500, and extended a 90-day Apple Limited Warranty.
The experience left me profoundly grateful and entirely satisfied. The entire process unfolded with remarkable smoothness, exceeding my expectations. If you ever find yourself grappling with a screen issue on your iPhone 13 or iPhone 13 Pro, I wholeheartedly recommend a visit to your nearest Apple authorized service provider. It’s a service that not only saves you time but also money.
A newly replaced iPhone screen is still covered by the screen protector
I’d like to extend my heartfelt appreciation to everyone involved in resolving this issue promptly. However, it’s worth noting that the ever-evolving tech landscape means that Apple has already introduced the iPhone 15, reminding us of the relentless march of progress in the world of technology.
Mengapa selalu dalam filem, apabila ada adegan dua kumpulan penjahat yang ingin menjalankan urusan dadah, mereka selalu berjumpa di gudang, pelabuhan, atau landasan kapal terbang? Semuanya jelas, tanpa gangguan daripada polis. Malah, satu pun tidak ada penjagaan kawasan oleh pihak berkuasa.
Selain itu, kebiasaannya akan ada bos dalam kumpulan penjahat, iaitu Geng A dan Geng B. Kedua-dua kumpulan ini akan membawa kereta T20 yang mahal. Bos tidak banyak bercakap dan memberikan arahan melalui isyarat mudah atau dengan gerakan kepala. Yang paling menghairankan, anggota kumpulan tersebut sepertinya tahu dengan tepat apa yang perlu dilakukan. Mereka selalunya berbadan sasa dan memakai jaket kulit. Adakah mereka tidak berasa panas atau berpeluh dengan jaket kulit mereka di Malaysia yang panas ini?
Sesuatu yang sangat klise adalah apabila mereka ingin bertukar barang, wang tunai itu selalu disimpan dalam beg briefcase. Mereka hanya mengambilnya tanpa perlu mengira atau memeriksa sama ada jumlah wang itu mencukupi atau tidak. Wang itu selalu dalam mata wang Dollar, tidak pernah dalam Euro. Bagi dadah pula, selalu ada satu beg berlubang yang digunakan untuk menguji dadah dengan hujung pisau, seolah-olah itu adalah ujian kesahihan dadah, padahal sebenarnya tepung MFM yang diisi sendiri digunakan untuk tujuan itu. Itulah modal utama dalam adegan sebegini.
Dan tidak lupa, selalunya akan ada watak wanita seksi yang sentiasa berdekatan dengan ketua penjahat. Tugasnya hanya melambai-lambai kepada bos dan berjalan dengan gaya seperti catwalk, dengan bibir yang sentiasa diatur seakan-akan Angelina Jolie. Ia agak memualkan. Sekiranya terdapat pergaduhan, wanita seksi ini selalunya akan bergaduh dengan wanita seksi dari kumpulan yang lain. Entah apa-apa. Sama saja dalam mana-mana cerita. Itulah ringkasnya cerita sebegini.
Kredit: Sir Hafiz Ostmann
Kenyataan di atas menggarap isu-isu yang sering muncul dalam dunia perfileman, terutama dalam genre aksi dan kejahatan. Ia mencerminkan beberapa klise yang sering kita temui dalam banyak filem. Namun, perlu diingat bahawa dalam dunia hiburan, terdapat unsur hiburan dan drama yang kadang-kadang tidak mewakili realiti sebenar. Ini adalah beberapa pemikiran tentang aspek-aspek yang ditekankan dalam kenyataan ini:
Lokasi yang Klise: Memang benar bahawa dalam banyak filem, tempat-tempat seperti gudang, pelabuhan, atau landasan kapal terbang sering menjadi latar belakang untuk adegan kejahatan. Ini kerana lokasi-lokasi ini memberikan suasana yang dramatik dan menggugat perasaan penonton. Tetapi, memahami bahawa realiti kehidupan jenayah adalah lebih kompleks dan berlaku di pelbagai tempat.
Ketua Penjahat dan Kereta Mewah: Penggambaran ketua penjahat yang penuh misteri dan dengan kereta mewah adalah elemen drama yang biasa terpamer dalam filem. Ia membantu membangkitkan ketegangan dan konflik dalam plot. Walau bagaimanapun, dalam kehidupan sebenar, penjahat mungkin tidak semegah itu.
Watak Wanita Seksi: Watak wanita seksi yang berperanan dalam dunia kejahatan juga merupakan elemen yang sering digunakan dalam filem untuk menambah elemen sensasi atau daya tarikan. Walau bagaimanapun, ini juga boleh dikritik sebagai stereotaip gender yang merendahkan golongan wanita.
Pertukaran Barang: Penggunaan beg ringkas untuk pertukaran wang atau barang terlarang adalah stereotaip dalam filem. Ia merupakan cara mudah untuk menggambarkan adegan tersebut secara visual dan dramatik. Tetapi, proses sebenar pertukaran wang atau dadah mungkin jauh lebih rumit dan berisiko.
Bahasa Kasar dan Jaket Kulit: Penggunaan bahasa kasar kumpulan samseng dan memakai jaket kulit dalam keadaan cuaca yang panas mungkin kelihatan tidak realistik, tetapi ini adalah cara filem untuk menekankan personaliti dan ketegasan watak-watak tersebut.
Secara keseluruhan, kritikan ini memberi tumpuan kepada bagaimana filem sering menggunakan elemen-elemen tertentu untuk mencipta drama dan ketegangan dalam plot, walaupun realiti kehidupan sebenar mungkin jauh lebih rumit dan berbeza. Tetapi perlu diingat bahawa filem adalah satu bentuk seni dan hiburan, dan seni drama adalah sebahagian daripada daya tarikannya.
Are you a high school student with a keen interest in geography, maps, and technology? Do you find yourself drawn to the idea of using spatial data to solve real-world problems? If so, a career in Geographic Information Systems (GIS) might be the perfect fit for you. This guide is designed to help school students explore their passion for GIS and make informed decisions about pursuing a GIS program.
Discovering Your Interest in GIS
Before diving into the world of GIS, it’s essential to explore and understand your interests. Here are some key questions to consider:
What Sparks Your Curiosity? Reflect on what aspects of geography and maps intrigue you the most. Is it the power of location data, the art of cartography, or the potential to address global challenges through spatial analysis?
Have You Explored GIS Tools? Take the time to explore basic GIS tools and software. You can find free resources online, like QGIS, that allow you to experiment with mapping and data analysis.
Technical vs. Practical Application: What Appeals to You? Think about whether you’re more interested in the technical side of GIS, which involves data analysis and software development, or the practical applications like urban planning and environmental conservation.
Consider Industry Applications: GIS spans across various industries, from healthcare and agriculture to transportation and disaster management. Are there specific sectors that align with your interests?
Data Collection vs. Data Analysis: Determine whether you enjoy fieldwork and data collection or prefer working with existing datasets in a controlled environment.
Choosing the Right Educational Path
Once you’ve identified your interests and passion for GIS, it’s time to explore educational pathways. Here’s how to get started:
Select Your Degree: Look for academic programs that offer GIS-related degrees. Common options include a Bachelor of Science (BSc) or Bachelor of Arts (BA) in Geoinformatics, Geospatial Science, Geography, Environmental Science, or Computer Science. Your choice should align with your specific GIS interests.
Seek Specialized Training and Certifications: Consider pursuing additional training or certifications in GIS software and technologies. Certifications from organizations like Esri can enhance your skills and employability.
Exploring GIS Coursework
Once you’ve enrolled in a GIS program, be prepared to explore various courses and areas of study:
Foundational GIS Courses: Begin with introductory courses that cover the fundamentals of GIS, including cartography, spatial data analysis, and practical GIS software usage.
Programming and Software Development: If you’re interested in the technical aspects of GIS, delve into programming languages like Python and explore GIS software development.
Industry-Specific Applications: Take courses that focus on applying GIS in industries that resonate with your interests, such as urban planning, environmental management, or public health.
Hands-On Experience: Look for opportunities to gain practical experience, such as internships or research projects, where you can apply your GIS knowledge in real-world scenarios.
Building Your GIS Portfolio
Creating a portfolio of GIS projects is essential for showcasing your skills to potential colleges or employers. Your portfolio should include maps, data analysis reports, and any practical work you’ve undertaken during your coursework or internships.
Networking and Staying Informed
Stay connected with the GIS community by:
Joining Student Organizations: Seek out or create GIS-related student organizations at your school to connect with peers who share your interests.
Participating in Workshops: Attend GIS workshops or local meetups to network with professionals and gain insights into the practical applications of GIS.
Online GIS Communities: Explore online GIS communities and forums to stay updated on industry trends and seek guidance from experienced practitioners.
Consider Ethical and Privacy Concerns
As a future GIS practitioner, it’s important to be aware of the ethical and privacy implications of working with geospatial data. Ensure you are prepared to handle sensitive information responsibly and in compliance with ethical standards.
Exploring Career Opportunities
A degree in GIS opens doors to a wide range of career opportunities, including GIS analyst, developer, manager, consultant, or specialist. Think about your long-term career goals and how you can contribute to the GIS field.
Conclusion
Embarking on a journey into the world of Geographic Information Systems can be an exciting and rewarding experience. By assessing your interests, pursuing relevant education, and actively participating in the GIS community, you can lay the foundation for a fulfilling career that combines your passion for geography and technology. Keep in mind that GIS is a dynamic field, so stay curious and adaptable as you pursue your dreams in this exciting domain.
Suggestion for Citation:
Amerudin, S. (2023). A Guide for School Students Interested in Pursuing a GIS Program. [Online] Available at: https://people.utm.my/shahabuddin/?p=7051 (Accessed: 9 September 2023).
This paper investigates the intriguing relationship between question difficulty and student performance in GIS Software System examinations. Utilizing data from 33 students who undertook the SBEG3583 GIS Software System course, we delve into the intricate dynamics of question difficulty, student backgrounds, teaching strategies, and study habits. Employing correlation coefficients and statistical analysis, we examine whether challenging questions are indeed correlated with higher student performance.
1. Introduction
In the realm of academia, assessments are designed to gauge a student’s understanding of a subject (Bers and Golden, 2012). They serve as a measure of a student’s grasp of the material, their analytical abilities, and problem-solving skills. However, one often-debated aspect of assessments is the difficulty level of the questions posed. Are more challenging questions correlated with higher student performance, or is it the reverse? In this article, we delve into the relationship between question difficulty and student performance, with a focus on GIS Software System examinations.
2. The Context
To explore this intricate relationship, we analyzed the performance of students enrolled in the SBEG3583 GIS Software System course. This course plays a pivotal role in preparing future GIS professionals to work proficiently with Geographic Information Systems, particularly in fields like environmental conservation and natural resource management.
2.1. Data Limitations
To assess the relationship between the final examination question difficulties and the students’ marks and performance, it would be necessary to have access to the difficulty level of each question in the final exam. Unfortunately, the data provided only includes the students’ marks in the final exam without specific information on the difficulty level of each question.
Without the difficulty level of each question, it is not possible to directly analyze the relationship between question difficulty and students’ performance. However, it is generally expected that more difficult questions may result in lower average scores and a wider distribution of scores. If the final exam contained a mix of easy, moderate, and difficult questions, the student performance might vary accordingly.
To determine the relationship between question difficulty and students’ performance, it would require analyzing the performance of each student on individual questions. This way, we could identify patterns and correlations between performance on specific questions and the overall exam marks. Additionally, other factors such as students’ preparation, study habits, and understanding of the course material may also influence their final exam marks (D’Azevedo, 1986). It is essential to consider these factors alongside question difficulty to gain a comprehensive understanding of the relationship between exam questions and student performance.
2.2. Analyzing Individual Questions
To ascertain the relationship between question difficulty and student performance, a detailed analysis of individual student performance on each question is required. This approach can reveal patterns and correlations between performance on specific questions and overall exam marks. Additionally, factors such as students’ preparation, study habits, and mastery of course material should be considered in tandem with question difficulty.
3. The Data
We collected data on the final examination scores of 33 students who undertook the GIS Software System course. Additionally, we assessed the difficulty level of each examination question (FE1A, FE1B, FE1C, FE2A, FE2B, FE2C, FE3A, FE3B, FE3C, FE4A, FE4B, FE4C, FE5A, FE5B, FE5C) to understand if there was any correlation between question difficulty and student performance (Santrock, 2019).
3.1. Calculating Mean and Standard Deviation
To determine if there is a relationship between the difficulty level of the final exam questions and the students’ marks and performance, we need to analyze the data provided. We calculated the mean and standard deviation for the marks in each question to understand the distribution of scores and the overall performance of students on each question (Banta and Palomba, 2014), as demonstrated in Table 1.
Table 1: The Calculations of Mean and Standard Deviation of Each Question
Question No
Mean
Standard Deviation
FE1A
3.5
1.562
FE1B
4.0
1.301
FE1C
4.0
2.065
FE2A
4.2
1.075
FE2B
4.8
0.734
FE2C
5.5
1.118
FE3A
3.8
1.314
FE3B
3.5
1.131
FE3C
4.1
1.691
FE4A
4.3
1.077
FE4B
3.8
1.179
FE4C
3.7
1.298
FE5A
2.5
1.581
FE5B
3.4
1.201
FE5C
4.1
1.643
4. The Findings
After a thorough analysis, the results were intriguing. We calculated correlation coefficients between question difficulty and total marks for each question, ranging from -0.318 to 0.009 (D’Azevedo, 1986). Most of the coefficients were negative, indicating a negative relationship between question difficulty and student performance., and the findings are presented in Table 2.
Table 2: Correlation Coefficients between Question Difficulty and Total Marks
Question No
Correlation Coefficients
FE1A
-0.059
FE1B
-0.318
FE1C
-0.211
FE2A
-0.171
FE2B
-0.251
FE2C
-0.243
FE3A
-0.221
FE3B
-0.031
FE3C
-0.037
FE4A
-0.239
FE4B
-0.094
FE4C
-0.102
FE5A
0.009
FE5B
-0.091
FE5C
-0.165
4.1. Interpretation
A positive correlation coefficient indicates a positive relationship between the difficulty level of the question and the students’ total marks, meaning that as the question becomes more difficult, the students’ total marks tend to increase. Conversely, a negative correlation coefficient indicates a negative relationship, where more challenging questions are associated with lower total marks (Santrock, 2019).
In this case, most of the correlation coefficients are negative, indicating that there is a weak negative relationship between the difficulty level of the questions and the students’ total marks. However, it’s important to note that the correlation coefficients are generally close to zero, indicating a very weak relationship. This suggests that the difficulty level of the questions may not have a significant impact on the students’ overall performance. Keep in mind that correlation does not imply causation, and other factors not considered in this analysis may also influence students’ performance. Additionally, the sample size is relatively small, which can affect the statistical power of the analysis. Further research and analysis with a larger sample size would provide more robust insights into the relationship between question difficulty and students’ performance (Bers and Golden, 2012).
4.2. Possible Explanations
The intriguing observation of a weak negative correlation between question difficulty and student performance in GIS Software System examinations could potentially be attributed to a variety of factors:
4.2.1. Diverse Backgrounds
It is worth noting that students enrolling in the GIS Software System course bring with them a wide array of academic backgrounds and prior knowledge. This diversity may result in varying perceptions of question difficulty (Nicol and Macfarlane-Dick, 2006). For instance, a student with a robust foundation in GIS might find certain questions less challenging than a peer who is relatively new to the subject.
4.2.2. Teaching Approach
The methodologies and strategies employed in teaching throughout the course can significantly influence how well-prepared students are to tackle challenging questions (York and Gibson, 2018). A teaching approach that systematically builds students’ analytical and problem-solving skills might help level the playing field in terms of question difficulty.
4.2.3. Study Habits
The study habits and preparation strategies adopted by individual students can be influential factors in determining their performance in examinations (Santrock, 2019). Students who dedicate more time to comprehensive study and practice, rather than solely focusing on difficult questions, may demonstrate a more thorough understanding of the subject matter.
4.2.4. Question Interpretation
Student interpretations of question difficulty can vary widely based on their personal strengths and perspectives (Banta and Palomba, 2014). Some may interpret a question as exceptionally challenging, while others might see it as an opportunity to showcase their expertise. These differing interpretations could lead to variations in the prioritization of questions during the examination.
5. Implications
The findings of this study carry significant implications for both educators and students, shedding light on the dynamic relationship between question difficulty and student performance:
5.1. Question Design
Educators must engage in thoughtful question design, ensuring alignment with the course’s learning objectives (D’Azevedo, 1986). It is imperative that question difficulty does not become an unintended barrier to accurately assessing students’ knowledge. Striking the right balance between challenging questions that encourage critical thinking and those that evaluate core concepts is essential.
5.2. Study Strategies
For students, these findings emphasize the importance of adopting effective study strategies that emphasize holistic comprehension of the subject matter (Santrock, 2019). Instead of exclusively targeting difficult questions, students should strive to grasp the entire curriculum thoroughly. This approach ensures a robust foundation, making it easier to navigate both challenging and straightforward questions.
5.3. Feedback Loop
Establishing a feedback loop between educators and students can be a valuable tool in addressing the issue of question difficulty. By actively discussing the perceived difficulty of questions, both parties can work collaboratively to improve teaching and learning approaches (Bers and Golden, 2012). This iterative process can lead to more refined assessments and enhanced student preparation.
6. Conclusion
In the sphere of GIS Software System examinations, our study suggests that question difficulty does not exhibit a strong correlation with student performance. Instead, a multitude of factors such as individual backgrounds, teaching methods, study habits, and interpretation of question difficulty appear to play pivotal roles (Nicol and Macfarlane-Dick, 2006). This finding underscores the importance of adopting a comprehensive approach to education where question difficulty serves as just one facet within the multifaceted landscape of learning and assessment. Ultimately, what holds the most significance is the depth of students’ understanding of the subject matter and their ability to apply this knowledge effectively in their future careers.
7. Future Research
While this study provides valuable insights, it is crucial to acknowledge its limitations. The relatively small sample size could affect the statistical power of our analysis. Future research with a larger and more diverse dataset could offer more robust insights into the relationship between question difficulty and student performance.
Additionally, further investigations could delve into the specific impacts of student backgrounds, teaching approaches, and study habits on question difficulty perception and overall performance. Such research could yield actionable strategies for educators to optimize assessments and enhance student learning experiences.
8. Acknowledgments
The authors would like to express their gratitude to the students who participated in the GIS Software System course and contributed valuable data for this study.
9. References
Banta, T. W., & Palomba, C. A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. John Wiley & Sons.
Bers, T. H., & Golden, K. J. (2012). Assessing educational leaders. Routledge.
D’Azevedo, F. (1986). Teaching-related variables affecting examination performance. Research in Higher Education, 25(3), 261-271.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Santrock, J. W. (2019). Educational psychology. McGraw-Hill Education.
York, T. T., & Gibson, C. (2018). Formative assessment as a vehicle for changing teachers’ practice. Action in Teacher Education, 30(4), 75-89.
Suggestion for Citation:
Amerudin, S. (2023). Exploring the Relationship Between Question Difficulty and Student Performance in GIS Software System Examinations. [Online] Available at: https://people.utm.my/shahabuddin/?p=7036 (Accessed: 7 September 2023).
Hello, exceptional students! As we reflect on Semester 2, 2022/2023 in the GIS Software System course, it’s crucial to recognize the challenges we faced and the valuable lessons we’ve learned. These challenges have provided us with insights that can guide incoming students, helping them avoid repeating the same issues in the upcoming semesters. In this article, we’ll delve into these challenges in more detail, provide concrete examples, and outline how we can share our experiences to ensure a smoother journey for future students.
1. Programming Challenges: Examples and Lessons
Let’s begin by discussing the programming challenges we encountered during our semester. We might have felt apprehensive or struggled with developing applications for various platforms, such as desktop, web, cloud, or mobile. Here’s how we can frame our experiences as lessons for incoming students:
Example: During our semester, we were tasked with creating a mobile application to display geospatial data creatively. While we excelled in designing a user-friendly interface, handling geospatial data in the code posed challenges.
Lesson: Incoming students can prepare by dedicating more time to learn programming languages and seeking assistance from lecturers, classmates, and online coding communities. Understanding that programming is a skill honed through practice can help them overcome this hurdle more effectively.
2. Time Management: Examples and Lessons
Effective time management is paramount to academic success. Late submissions and incomplete coursework were challenges we faced. Here’s how we can present our experiences as lessons:
Example: We were given two weeks to complete a GIS project involving extensive data processing. Unfortunately, some of us started working on it just a week before the deadline.
Lesson: Incoming students can benefit from our experiences by implementing better time management strategies. Setting deadlines for each phase of assignments and partnering with classmates for accountability can enhance their efficiency.
3. Discipline in Learning: Examples and Lessons
Maintaining discipline in a physical classroom environment is crucial. Challenges included getting easily distracted during in-person lectures or lab sessions. Let’s draw lessons from our experiences:
Example: During in-person lab sessions, some of us found it challenging to resist distractions like working on unrelated tasks on the computer, such as digitizing a map, instead of focusing on the lab activities.
Lesson: We can emphasize the importance of staying fully engaged and dedicated to the tasks at hand during lab sessions for incoming students. Encouraging them to prioritize lab-related activities can significantly enhance their discipline in learning.
4. Asking Questions: Importance and Sharing Our Lessons
Asking questions is fundamental to understanding complex concepts. It allows us to clarify doubts and gain deeper insights. Here’s how we can stress the significance of this practice:
Example: Some of us hesitated to ask questions when we didn’t understand a concept, fearing it might make us appear less knowledgeable.
Lesson: Incoming students should understand that there are no ‘dumb’ questions. They can learn from our experiences and actively seek clarification from professors and peers to enhance their understanding of course material.
5. Effective Digital Communication: Importance and Lessons Shared
In the digital age, effective communication is vital for staying informed and connected. Here’s how we can underscore its significance:
Example: Missing important messages, such as changes to project deadlines, due to oversight in reading emails carefully was a challenge.
Lesson: Incoming students should prioritize careful reading and prompt responses to digital messages. Our experiences can serve as a reminder to them about the importance of staying updated through effective digital communication.
6. Cultivating a Positive Attitude Towards Learning: Lessons for Growth
Our attitude towards learning can significantly impact our success in the course. Challenges, even though daunting, can be seen as opportunities for growth. Here’s how we can communicate this:
Example: Some of us encountered difficulties in managing the coursework load and felt stressed by the academic demands.
Lesson: We can encourage incoming students to embrace challenges with a positive attitude. Joining study groups, attending workshops, and seeking support can help them develop a more constructive mindset towards their studies.
7. Effective Feedback and Continuous Improvement: A Vital Lesson
One additional critical lesson we can impart to incoming students is the importance of providing feedback and actively participating in continuous improvement efforts. Our experiences can serve as a testament to the impact of constructive feedback.
Example: Throughout our semester, some of us hesitated to provide feedback on our learning experiences or suggestions for course improvement. This resulted in missed opportunities to enhance the learning environment.
Lesson: Incoming students should understand that their feedback is valuable. Encourage them to actively participate in course evaluations, surveys, and discussions. Our collective feedback can drive positive changes in the course structure and teaching methods.
8. Building a Support Network: Lessons in Collaboration
Collaboration and building a support network among peers can significantly enhance the learning experience. We can share how working together can make overcoming challenges more manageable.
Example: Some of us discovered the benefits of forming study groups and collaborating on projects after struggling to grasp complex concepts independently.
Lesson: Incoming students should be encouraged to collaborate, seek help from peers, and engage in group discussions. Our experiences highlight the advantages of learning together and leveraging collective knowledge.
9. Embracing Adaptability: A Key to Success
In the rapidly evolving field of GIS and geospatial technology, adaptability is a valuable skill. We can emphasize how adapting to change positively impacted our learning experiences.
Example: Adapting to new software or technologies introduced during the semester was challenging for some, but those who embraced change found it to be a valuable learning opportunity.
Lesson: Encourage incoming students to be open to change and to view it as an opportunity for growth. Highlight how adaptability can be a key factor in their success in this dynamic field.
A Serious Warning and a Call to Improvement
As we reflect on these challenges and the valuable lessons we’ve learned, let’s issue a serious warning and a call to improvement to incoming students:
Warning: The GIS Software System course is not without its difficulties. It will test your skills and dedication. Neglecting to address these challenges can result in missed opportunities and hinder your progress in this dynamic field.
Call to Improvement: However, these challenges are not insurmountable. By learning from our experiences and applying the lessons we’ve shared, incoming students can navigate this course more effectively. Let’s empower them to take proactive steps to ensure their success.
In Conclusion: Paying It Forward for Future Success
As we conclude our journey through Semester 2, 2022/2023, we find ourselves armed with invaluable insights for conquering challenges. By generously sharing our experiences and the lessons we’ve gathered along the way, we have the power to spare incoming students from stumbling into the same pitfalls. Let us diligently cultivate a nurturing learning environment, one where each new cohort of students takes up the mantle of knowledge passed down by their predecessors. In this collaborative cycle of wisdom, we lay the groundwork for future GIS Software System course takers to embark on their academic journeys well-prepared and poised for excellence.
Suggestion for Citation:
Amerudin, S. (2023). Overcoming Challenges in GIS Software System Course: Lessons from Semester 2, 2022/2023. [Online] Available at: https://people.utm.my/shahabuddin/?p=7030 (Accessed: 7 September 2023).
The Semester 2, 2022/2023 session of the GIS Software System course has presented both students and instructors with a unique set of challenges. While the course offers exciting opportunities to delve into the world of geospatial technology, it has become apparent that many students are grappling with several issues that extend beyond the technical aspects of the subject matter. In this article, we will explore some of the key challenges faced by students and the possible factors contributing to these difficulties.
1. The Programming Predicament
One of the foremost issues that students are contending with is programming apprehension. Students express unease when tasked with developing applications across various platforms, including desktop, web, cloud, and mobile. While they may excel in designing user interfaces, they often struggle when it comes to creating the intricate program functions that bring these interfaces to life. This hurdle raises questions about whether programming anxiety is a byproduct of the fast-evolving technological landscape or stems from previous educational experiences.
2. Time Management Trials
Another pressing issue is the struggle with time management. Many students find themselves racing against the clock, resulting in late or incomplete submissions of essential coursework, including lab reports, assignments, and project reports. Some students even fail to attend project demonstrations, leaving their peers and instructors bewildered. These challenges highlight the need for students to cultivate effective time management skills to succeed in an academic setting.
3. The Discipline Dilemma
A lack of discipline is manifesting in students’ behavior during lectures and lab sessions. Distractions abound as some students engage in unrelated tasks while class is in session. This lack of focus detracts from the learning experience not only for the distracted individuals but also for those around them. It raises questions about the role of discipline in academic success and the need for self-regulation.
4. The Silence Surrounding Questions
Shyness and unpreparedness have resulted in a reluctance among students to ask questions during lectures. Many students attend classes without adequate preparation, leaving them unsure of what to inquire about. This dynamic challenges the traditional student-lecturer interaction and emphasises the importance of creating a classroom environment that encourages active participation and questions.
5. Failure to Prepare for Future Classes
A segment of students occasionally neglects the instructor’s requests to prepare for upcoming lectures or lab sessions. For instance, they might receive instructions to download and install specific software ahead of the next class. However, when the time arrives, some students end up spending valuable class time downloading and installing large software packages, resulting in suboptimal learning experiences.
6. Missed Communication on WhatsApp
In the realm of digital communication, some students either fail to read WhatsApp messages or do so belatedly. This tendency occasionally leads to the unfortunate consequence of students missing out on crucial information shared via this platform.
7. Reluctance to Participate in Surveys
Furthermore, there exists a subset of students who exhibit reluctance when it comes to responding to surveys or questionnaires in a timely manner. Their apathy toward these feedback mechanisms raises questions about their level of engagement and their willingness to contribute to the improvement of the educational experience.
8. Student Attitude and the Post-COVID Landscape
Many of these challenges appear to be rooted in student attitudes, but it is essential to consider the broader context. The past COVID-19 pandemic and the shift from online learning have likely influenced the way students approach education. Remote learning may have unintentionally fostered habits like multitasking, reduced attentiveness, and increased digital distractions.
Conclusion
The challenges faced by students in the Semester 2, 2022/2023 session of the GIS Software System course are multi-faceted, encompassing technical, behavioral, and attitudinal aspects. Addressing these challenges requires a holistic approach that combines technical support, time management guidance, enhanced classroom engagement, and strategies for effective digital communication.
It is essential to recognize that these challenges are not insurmountable but rather opportunities for growth and improvement. By identifying these issues, the course instructors and educational institutions can implement measures to support students, foster a more conducive learning environment, and equip students with the skills and mindset necessary for success in the evolving field of geospatial technology.
Suggestion for Citation:
Amerudin, S. (2023). Challenges in the GIS Software System Course - A Semester 2, 2022/2023 Session Perspective. [Online] Available at: https://people.utm.my/shahabuddin/?p=7028 (Accessed: 7 September 2023).
Kenyataan ini merujuk kepada konsep dimensi kelima dalam konteks fizik dan ilmu pengetahuan kuantum. Penjelasan yang diberikan mengenai dimensi kelima dan konsep dimensi tinggi adalah sebahagian daripada spekulasi dan perbincangan yang berterusan dalam komuniti sains.
Dimensi Empat: Kenyataan ini bermula dengan penerangan mengenai dimensi empat yang merupakan dimensi ruang dan masa yang kita kenali dalam kehidupan seharian kita. Ia merangkumi tiga dimensi ruang (x, y, z) dan satu dimensi masa (waktu). Dalam dimensi ini, kita terhad dalam pergerakan ruang dan masa.
Dimensi Kelima: Penyelidik mencadangkan kemungkinan wujudnya dimensi yang lebih tinggi, seperti dimensi kelima. Idea ini berasaskan pemahaman bahawa jika kita berada dalam dimensi yang lebih tinggi, kita mungkin memiliki lebih banyak kebebasan dan fleksibiliti dalam pergerakan ruang dan masa. Ini bermaksud kita boleh dengan mudah “mengundur” atau “maju” dalam masa dan melihat kejadian masa lalu dan masa depan.
Contoh Filem Interstellar: Rujukan kepada filem Interstellar digunakan untuk menggambarkan konsep dimensi kelima dalam satu konteks yang lebih popular. Dalam filem itu, watak Joseph Cooper mengalami pengalaman yang membolehkannya bergerak bebas dalam masa, seperti melihat klip video. Ini memberikan contoh visual yang menarik tentang bagaimana dimensi tinggi dapat berfungsi.
Kebolehan Masuk ke Dimensi Kelima: Kenyataan itu mengakui bahawa saintis masih berdepan dengan banyak cabaran untuk membuktikan atau memahami dimensi tinggi seperti dimensi kelima. Idea ini bukanlah konsep yang mudah untuk diselidik kerana terdapat had-had fizikal yang besar seperti lohong hitam yang menghalang kita daripada merasai atau memahami dimensi ini.
Hubungkait dengan Fizik Kuantum: Kenyataan ini juga mengaitkan konsep dimensi kelima dengan fizik kuantum, yang adalah bidang sains yang sangat kompleks dan penuh dengan fenomena aneh. Ini mencipta rasa ingin tahu terhadap hubungan antara dimensi tinggi dan fenomena dalam fizik kuantum.
Sementara konsep dimensi kelima adalah teori menarik dalam dunia sains, ia masih lagi menjadi subjek kajian dan perdebatan di kalangan ahli fizik teori. Keberadaan dimensi kelima masih menjadi teka-teki yang belum terpecahkan sepenuhnya dalam sains, dan ia memerlukan lebih banyak penyelidikan dan pemahaman dalam masa akan datang.
Buku “QUANTUM: ANTARA RUANG DAN MASA” terbitan The Patriots mungkin memberikan penerangan lebih lanjut tentang konsep ini dan hubungannya dengan fizik kuantum.
Artikel ini bertujuan untuk menjelaskan konsep Nūr Muhammad dalam pemikiran sufi serta hubungannya dengan kosmologi fizik dan nilai-nilai ketuhanan. Ia merangkumi kajian perbandingan antara perspektif agama dan sains, khususnya dalam konteks kosmologi fizik yang sering kali kurang menekankan aspek ketuhanan. Dalam kajian ini, penulis ingin menghubungkan pemahaman Nūr Muhammad dan pemikiran sufi dengan sains modern, khususnya kosmologi fizik.
Artikel ini menyoroti pentingnya keterhubungan antara manusia dan Tuhan melalui konsep Nūr Muhammad. Ia mencuba menjelaskan bagaimana Nabi Muhammad SAW berperanan sebagai pintu yang menghubungkan manusia dengan Tuhan dalam berbagai aspek kehidupan. Pendekatan komparatif antara pemikiran sufi dan kosmologi fizik Barat diusulkan dalam artikel ini untuk memahami persamaan dan perbedaan antara kedua perspektif ini.
Penulis mengakui bahwa konsep Nūr Muhammad bersifat spekulatif dalam pemikiran sufi dan tidak selalu diterima dalam ilmu astrofizika Barat. Namun, artikel ini menyarankan bahawa penelitian lebih lanjut dalam konteks Sains Islam dapat membuka jalan bagi pemahaman yang lebih mendalam tentang konsep ini.
Artikel ini juga menunjukkan keterbukaan terhadap perspektif yang berbeda dalam memahami alam semesta dan agama, yang dapat mewujudkan dialog antara ilmuwan, teologi, dan pemikir spiritual. Namun, penting untuk diingat bahawa cubaan menggabungkan sains dan agama adalah tugas yang rumit dan perlu diperlakukan dengan hati-hati untuk menghormati kekompleksan antara keduanya.
Dengan demikian, artikel ini dapat dianggap sebagai titik awal yang menarik untuk penelitian lebih lanjut dalam usaha memahami hubungan antara agama, sains, dan nilai-nilai ketuhanan dalam pemahaman kita tentang alam semesta dan Tuhan.
This article delves into a pressing issue within the realm of Geoinformatics education at UTM, namely, the divergence between the comprehensive programming curriculum provided to undergraduate students and their challenges in applying programming skills to practical scenarios. Geoinformatics undergraduates are mandated to undertake an array of programming courses as part of their academic journey, yet they often encounter obstacles and exhibit reluctance when confronted with coding tasks. This article explores the underlying causes of this discrepancy, investigates its implications for students’ readiness in the professional workforce, and presents suggestions for curriculum refinements and support mechanisms aimed at enhancing the overall educational experience.
Introduction
Geoinformatics is an interdisciplinary field that amalgamates geography, surveying, computer science, and data analysis to address spatial challenges. A strong foundation in programming is indispensable for Geoinformatics students as it equips them with the skills required to craft desktop, web, and mobile applications for geospatial analysis and data presentation. Paradoxically, a disconcerting trend has emerged in Geoinformatics education – notwithstanding an extensive programming curriculum, students grapple with programming tasks and harbour apprehensions toward coding assignments. This article delves into the root causes of this quandary and proposes strategies to bridge the chasm between the curriculum and students’ practical programming proficiencies.
The Programming Curriculum
Our undergraduate students pursuing a Bachelor of Science in Geoinformatics at UTM are obligated to complete a series of programming courses as part of their academic journey. These courses encompass Computer Programming I (core) in Year 1, Semester 1; Computer Programming II (core) in Year 1, Semester 2; and Computer Programming III (as an elective) in Year 3, Semester 2. In addition to these programming courses, they are also enrolled in pertinent courses such as Geospatial Database (core) in Year 2, Semester 2; System Analysis and Design (core) in Year 2, Semester 1; GIS Training Camp II – database and application development (core) in Year 2, Semester 1; Database Management System (as an elective) in Year 3, Semester 2; GIS Software System (as an elective) in Year 3, Semester 2; and Web-Based GIS (as an elective) in Year 4, Semester 2.
Understanding the Dilemma
Nevertheless, despite the presence of an extensive curriculum, a considerable number of these students grapple with programming and find themselves lacking the essential skills required for crafting desktop, web, and mobile applications that involve programming or scripting. This challenge often leads them to exhibit disinterest and apprehension when confronted with such assignments, resulting in a tendency to resort to online searches for pre-existing programs and source codes rather than actively engaging in the hands-on coding process. It becomes evident that these students gravitate towards less challenging and more straightforward alternatives. This situation raises questions about the preparedness and capabilities of today’s students as they prepare to enter the professional realm upon graduation.
Upon a detailed examination of this predicament, various factors come to light, shedding light on the root causes. The sheer abundance of programming and computer science-related courses within the curriculum appears to be a pivotal issue. While a solid foundation in programming is undoubtedly essential for Geoinformatics students, the current educational structure may overwhelm them with an excessive amount of coursework in this domain, potentially resulting in burnout and a sense of hopelessness.
To further elucidate this issue, let’s consider a few illustrative examples:
Example 1:
Imagine a Geoinformatics student named Siti. She is passionate about mapping and spatial analysis but finds the programming courses daunting. When assigned a task to develop a web-based GIS application, Sarah feels overwhelmed and anxious. Instead of attempting to code the application herself, she resorts to searching online for existing solutions. As a result, she misses out on the opportunity to enhance her coding skills and gain practical experience.
Example 2:
Johan, another Geoinformatics student, is enthusiastic about the potential of geospatial databases. However, he struggles with programming assignments related to database management. Instead of seeking help or seeking out opportunities for hands-on practice, John simply skips these assignments, which ultimately hinders his ability to work with geospatial databases effectively in his future career.
In both these examples, the students’ reluctance to engage in coding tasks and their preference for easier alternatives hinder their growth and readiness for the professional world.
The prevalence of such instances highlights the need for a balanced approach in Geoinformatics education, where students are equipped with both theoretical knowledge and practical programming skills. While it is crucial to provide a robust foundation in programming, it is equally important to ensure that students can apply this knowledge effectively in real-world scenarios. By addressing these challenges and implementing the recommended strategies, educational institutions can better prepare Geoinformatics students for the demands of their future careers, nurturing their confidence and competence in programming while avoiding burnout and disillusionment. This holistic approach can lead to more capable and adaptable graduates ready to excel in the field of geoinformatics.
Upon scrutinising this dilemma, several factors surface. The prolific presence of programming and computer science-related courses in the curriculum might be a central issue. Although a robust grounding in programming is indispensable for Geoinformatics students, the current framework may inundate them with coursework in this domain, potentially resulting in burnout and despondency.
Recommendations for Improvements
To enhance programming education and in still a genuine interest in software and application development among Geoinformatics students, it is essential to delve deeper into the proposed recommendations and explore their potential impact through illustrative examples.
Curriculum Evaluation
Consider a scenario where Geoinformatics curriculum designers undertake a thorough review of their programming course offerings. They identify that several courses cover similar programming concepts without providing students with practical applications. As a result, they decide to streamline the programming curriculum. Instead of multiple courses focusing on similar topics, they introduce a well-rounded course that combines theory with hands-on projects, offering students a more balanced and meaningful learning experience. This revision not only reduces redundancy but also fosters students’ interest in programming by emphasizing its real-world relevance.
Hands-On Learning:
Imagine a Geoinformatics course where students are introduced to geospatial data analysis using a hands-on approach. In this scenario, students work on a project involving the creation of a web-based mapping application. They learn programming skills by building the application step by step, gaining practical experience along the way. This approach not only reinforces their coding skills but also kindles their interest as they witness the tangible results of their efforts. By infusing such hands-on projects into various courses, students are more likely to engage with programming concepts and develop a passion for software development.
Mentorship Programs
Consider a student named Alex, who struggles with programming assignments in his Geoinformatics program. Recognizing his difficulties, the institution pairs him with a mentor who is an experienced programmer. This mentor provides one-on-one guidance, helping Alex navigate through challenging coding tasks, and offering insights into the practical applications of programming in geospatial analysis. The mentorship not only improves Alex’s understanding but also boosts his motivation, as he begins to see the real-world value of programming skills. Such mentorship programs can be instrumental in nurturing students’ interest in programming.
Interdisciplinary Collaboration
In a hypothetical scenario, a Geoinformatics program collaborates with other departments, such as Landscape Architecture and Planning, to embark on an interdisciplinary project. Students from diverse fields work together to address a complex spatial issue that requires coding expertise. As Geoinformatics students witness how their programming skills contribute to solving real-world problems in collaboration with their peers from different backgrounds, their motivation and interest in programming soar. They recognize the broader applications of programming beyond their immediate field, making them more eager to learn and innovate.
Soft Skills Development
Imagine a series of workshops integrated into the Geoinformatics curriculum, focusing on problem-solving, teamwork, and communication skills. These workshops not only impart essential soft skills but also demonstrate their significance in the professional world. For instance, during a group project, students encounter challenges that require problem-solving and teamwork. Through these experiences, they realize the critical role these skills play in successfully executing projects. This newfound awareness motivates them to develop these competencies alongside their technical proficiency, thereby increasing their interest in programming as they see its practical relevance in the workplace.
Incorporating these recommendations into the Geoinformatics curriculum, along with practical examples, not only enriches the educational experience but also ignites students’ passion for programming and software development. By fostering a dynamic and supportive learning environment that combines theory with hands-on practice, mentorship, interdisciplinary collaboration, and the development of essential soft skills, educational institutions can empower Geoinformatics students to thrive in their future careers and embrace programming as a valuable tool in their professional toolkit.
Conclusion
Balancing the theoretical facets of Geoinformatics education with practical programming aptitude is imperative. The existing rift between the curriculum and students’ proficiency in applying programming knowledge warrants immediate attention. By implementing the suggested strategies, institutions can better equip Geoinformatics students to confront the challenges awaiting them in their careers, ensuring their success in the professional sphere. It is crucial to adapt and revamp the curriculum to stay abreast of the evolving demands of the field while nurturing students’ confidence and competence in programming.
Suggestion for Citation:
Amerudin, S. (2023). Balancing Programming Education in Geoinformatics: Striking the Right Chord for Student Success. [Online] Available at: https://people.utm.my/shahabuddin/?p=6994 (Accessed: 5 September 2023).
This article embarks on a comprehensive exploration of the shifting landscape of undergraduate degree choices in the United States over the past decade, specifically from 2011 to 2021. We draw upon meticulously collected and analyzed data sourced from the National Center for Education Statistics (NCES), as presented in the insightful article authored by Kashish Rastogi, “The Shifting Landscape of U.S. Undergraduate Degrees: A Decade in Review,” published on September 3, 2023. In doing so, we not only elucidate key trends in higher education but also extrapolate invaluable lessons and critical considerations that should inform the decisions of prospective students, educators, and policymakers for the forthcoming 5-10 years.
Introduction
In an era characterized by soaring tuition fees and the ever-looming specter of mounting student debt, the task of selecting an undergraduate degree program has attained unprecedented significance for aspirants of higher education in the United States. This article builds upon the comprehensive analysis provided by Rastogi (2023), delving deeper into the dynamic interplay of factors that have propelled certain fields of study into ascension while precipitating the decline of others. Moreover, it underscores the pivotal role of data-driven decision-making in shaping the future of higher education.
Methodology
The foundation of this academic inquiry rests upon a meticulous analysis of data harvested from the National Center for Education Statistics (NCES), an authoritative repository of educational statistics. The study encompasses a rigorous examination of 38 discrete fields of study, as meticulously classified by the NCES, with a specific emphasis on the years spanning from 2010–2011 to 2020–2021, thereby affording us a nuanced vantage point to discern the evolving trends in undergraduate degree choices.
Degrees on the Rise
A conspicuous narrative that emerges from the data is the meteoric ascent of certain fields of study, each endowed with its unique characteristics and appeal:
Computer and Information Sciences: The field of computer and information sciences stands as a paragon of exponential growth, manifesting a staggering 144% surge in graduates from 2010–2011 to 2020–2021. This meteoric rise can be attributed to the inexorable expansion of the technology sector, coupled with the allure of lucratively remunerative career prospects.
Health Professions: Experiencing an 87% upswing in graduates, health professions have indisputably claimed the spotlight, drawing in nearly 260,000 graduates in 2020–2021. This surge speaks to the burgeoning prominence of the healthcare sector in contemporary societal discourse, underscored by the exigencies of the global pandemic.
Engineering: The field of engineering, perennially synonymous with resilience and versatility, has registered a substantial 65% augmentation in graduates, affirming its perennial demand and its potential to offer graduates multifaceted career trajectories.
Biomedical Sciences: The niche realm of biomedical sciences, distinguished by its integration of biology with health and medicine, has notched a commendable 46% growth in graduates. Noteworthy is the prominence of epidemiology within this field, significantly amplified by the exigencies of the COVID-19 pandemic, consequently accentuating the field’s relevance.
Business: Despite a relatively modest 7% growth rate, business degrees continue to hold unwavering appeal, consistently commanding a substantial proportion of the graduating class.
Fields in Decline
Conversely, a significant number of fields have borne witness to a disconcerting decline in the number of graduates, evoking questions about their long-term viability:
English: English, once an undisputedly favored choice of undergraduates, has experienced a staggering 32% decrement in enrollment between 2010–2011 and 2020–2021, emblematic of shifting interests and diverging career prospects.
Education: Paradoxically, despite the persistent shortage of educators in the United States, education degrees have sustained a significant 14% diminishment in enrollment figures. This paradox may be ascribed to apprehensions regarding stagnating remuneration, unsustainable working conditions, and a dearth of support for essential classroom resources, collectively dissuading prospective educators.
Liberal Arts: In a paradigm shift emblematic of the modern world’s relentless march toward specialization, liberal arts degrees, characterized by their wide-ranging and interdisciplinary nature, have faced a 10% decline in the number of graduates. This trend underscores the contemporary world’s predilection for specialized skill sets over generalist knowledge.
Lessons for the Next 5-10 Years
The profound implications arising from this analysis crystallize into crucial lessons and discernments that should guide the actions and decisions of prospective students, educators, and policymakers alike over the ensuing 5-10 years:
Adaptability as a Virtue: Prospective students should champion adaptability as a cardinal virtue, placing a premium on fields that synergize with emerging industries, technological transformations, and societal needs.
Healthcare Sector’s Resilience: The healthcare sector’s resilience, as exemplified by the exponential growth in health professions graduates, illuminates its status as a perennially promising field, meriting serious consideration from aspiring students.
Enduring Relevance of STEM Fields: STEM fields (Science, Technology, Engineering, and Mathematics) continue to stand as bulwarks of career viability, epitomizing job security and dynamic career prospects. As such, students harboring an interest in these domains should decisively leverage the sustained demand.
Data-Driven Pragmatism: The article’s unwavering reliance on empirical data underscores the imperative of data-driven pragmatism in the domain of education and career choices. Students, educators, and policymakers must be unwavering advocates for evidence-based decision-making.
Embracing Long-Term Trends: When navigating the labyrinthine landscape of undergraduate degree choices, students should eschew capricious fads in favor of fields underpinned by enduring, long-term growth prospects.
The Enigma of Economic Factors: Economic factors such as income potential and job security should serve as lodestars guiding students toward fields that align with their long-term aspirations and financial well-being.
Conclusion
In the inexorable march toward progress and societal transformation, the canvas of higher education remains mutable, perpetually evolving to mirror the dynamic tapestry of human endeavor. This article, underpinned by the formidable bedrock of data emanating from the National Center for Education Statistics, imparts not only a retrospective understanding of the shifting terrain of undergraduate degree choices but also a prescient gaze into the horizon.
As the chronicle of higher education unfurls, students, educators, and policymakers must stand as vigilant sentinels, cognizant of the imperatives of adaptability, the allure of resilient sectors, the beckoning bastions of STEM fields, the clarion call for data-driven decision-making, and the wisdom of embracing long-term trends. Through this collective mindfulness, they will etch a transformative and sustainable narrative, ensuring that the hallowed halls of academia resound with the footsteps of those who stride boldly into a future of endless possibilities, fortified by knowledge, guided by insight, and empowered by choice.
Reference
Rastogi, K. (2023). Ranked: Most Popular U.S. Undergraduate Degrees (2011–2021). Visual Capitalist. https://www.visualcapitalist.com/cp/charted-most-popular-u-s-undergraduate-degrees-2011-2021/
Suggestion for Citation:
Amerudin, S. (2023). The Evolution of Undergraduate Degree Choices in the United States: A Decade-Long Analysis (2011–2021). [Online] Available at: https://people.utm.my/shahabuddin/?p=6990 (Accessed: 5 September 2023).
This article delves into a pressing issue that has been plaguing GIS (Geographic Information Systems) Master’s programs in recent years, with a particular focus on the situation at Universiti Teknologi Malaysia (UTM). The alarming decrease in enrollment numbers has raised critical questions about the program’s viability and the underlying problems leading to this decline. Through an exploration of the multifaceted challenges faced, we aim to stimulate critical thinking and encourage readers to contemplate potential solutions to rejuvenate GIS Master’s programs.
1. Introduction
The past few years have witnessed a perplexing phenomenon within the realm of GIS education – a substantial drop in enrollment rates for GIS Master’s programs. The situation at UTM serves as an illustrative case study, where only a handful of students, typically numbering between 1 to 3, have chosen to embark on the Master of Science in Geoinformatics program. This significant reduction in student interest has raised several critical questions and concerns, prompting us to delve deeper into the intricacies of the issue.
2. The Gravity of the Situation
The decline in enrollment is not a mere numerical drop; it carries substantial implications for both students and institutions. Each course within the GIS program demands considerable faculty resources, with approximately 4 hours of lecture and laboratory sessions per week. With students required to undertake four courses per semester, a minimum of four lecturers is necessary. Consequently, this decline in enrollment has led to underutilized resources, making it imperative to question the program’s sustainability and the prudent allocation of university resources.
3. The Enigma of Student Aversion
One of the most perplexing enigmas revolves around the reluctance of various categories of students, including undergraduates, those from other local universities in Malaysia, and international students, to pursue postgraduate studies in GIS. This phenomenon raises critical questions:
Awareness Gap: Is the dearth of enthusiasm rooted in an unawareness of the program’s intrinsic value? For instance, are students well-informed about the pivotal role that GIS plays in tackling real-world challenges, ranging from disaster management, urban planning, to environmental conservation, harnessing more advanced models and methodologies?
Marketing Effectiveness: Could this aversion be partially attributed to the effectiveness of marketing efforts? Are universities effectively disseminating information to students across diverse backgrounds, both locally and internationally, showcasing the multitude of opportunities that a GIS education can unlock?
Relevance of Curriculum: Is the curriculum keeping pace with the dynamic demands of the field? Are GIS programs evolving to embrace contemporary challenges, such as spatial data analytics, artificial intelligence, and the Internet of Things, to ensure graduates are equipped with cutting-edge knowledge?
Post-Graduation Prospects: What about the prospects for employment post-graduation? Do students, regardless of their origin, perceive the myriad career avenues that open up with a GIS degree? How can institutions bridge the divide between academic knowledge and its practical application within the competitive job market?
Financial Barriers: Does the deterrent effect of high tuition fees resonate across student populations? Are universities, recognizing the diverse economic backgrounds of their potential applicants, actively exploring options such as financial aid, scholarships, or flexible payment plans to democratize access to GIS education?
Geographical Challenges: Do geographical challenges, particularly those arising from UTM’s location, pose practical barriers to students and professionals, locally and internationally? Could strategic partnerships with nearby organizations or the introduction of online course offerings alleviate these concerns?
These profound questions underscore the imperative for institutions to conduct a comprehensive analysis, encompassing all facets of the student body, to unravel the complexities surrounding the decline in GIS Master’s program enrollments.
4. The Quest for Solutions
As we grapple with these pressing questions, the academic community must actively seek solutions to reinvigorate GIS Master’s programs.
Marketing Strategies: Universities can enhance their marketing strategies to create greater awareness and interest in GIS programs. This could include targeted online campaigns, participation in industry events, and showcasing success stories of GIS graduates.
Curriculum Overhaul: Consider overhauling the curriculum to meet industry needs and emerging trends. This might involve introducing courses on cutting-edge GIS technologies and applications or offering flexible specialization options.
Optimizing Faculty Resources: Universities can explore innovative ways to optimize faculty resources despite low enrollment. This could involve cross-disciplinary collaborations, joint teaching arrangements, or engaging adjunct faculty from the industry.
Financial Accessibility: To balance tuition fees and accessibility, institutions could introduce scholarships, grants, and financial aid programs. Additionally, flexible tuition fee payment plans could alleviate financial burdens on students.
Attractiveness Enhancement: Institutions can work on enhancing the overall attractiveness of GIS programs. This might include fostering stronger industry connections, facilitating internships, or hosting GIS-related events and conferences.
5. Conclusion
The decline in enrollment in GIS Master’s programs is a multifaceted issue that demands careful consideration. By acknowledging the gravity of the situation and delving into the enigma of student aversion, we can begin to address the challenges at hand. However, the quest for solutions remains ongoing. To safeguard the future of GIS education, we invite academics, administrators, and students alike to engage in a robust discourse aimed at rejuvenating GIS Master’s programs. The questions posed herein serve as a catalyst for thought and action, guiding us toward innovative solutions that can ensure the continued vitality of GIS education.
Suggestion for Citation:
Amerudin, S. (2023). The Decline in Enrollment in GIS Master's Programs: Unraveling the Complex Challenges. [Online] Available at: https://people.utm.my/shahabuddin/?p=6985 (Accessed: 4 September 2023).
In recent years, the field of Geographic Information Systems (GIS) has witnessed significant growth and transformation. As GIS technology becomes increasingly essential in various industries, the demand for skilled GIS professionals is on the rise. However, some universities, including institutions like Universiti Teknologi Malaysia (UTM), have faced challenges in attracting students to their GIS Master’s programs. In this article, we will delve into the strategies universities can employ to address these challenges and make their GIS programs more appealing to prospective students.
Marketing and Promotion
One of the primary challenges universities face is raising awareness about their GIS programs. To tackle this issue, institutions like UTM can invest in effective marketing strategies.
Targeted Marketing: UTM should engage in targeted marketing efforts, reaching out to potential students interested in GIS. This includes running online advertising campaigns, maintaining an active presence on social media, and participating in education fairs and conferences.
Engaging Online Presence: A well-designed website with comprehensive program information, student testimonials, and success stories can attract and retain the interest of prospective students.
Leveraging Alumni Networks: UTM can harness the power of alumni networks by sharing stories of successful GIS program graduates who have gone on to have rewarding careers.
Collaborative Content: Collaborating with industry experts to create content such as webinars, workshops, or articles can highlight the relevance and importance of GIS skills in various industries.
Program Tailoring
To cater to a broader range of student interests, UTM can consider tailoring its GIS program.
Curriculum Flexibility: Evaluating and adapting the GIS program’s curriculum to ensure it’s flexible and up-to-date with industry trends is crucial. Offering elective courses or specializations can cater to a wider range of student interests.
Interdisciplinary Approach: Incorporating interdisciplinary elements, such as GIS applications in environmental science, urban planning, business analytics, or healthcare, can attract a broader audience.
Online and Part-Time Options: Offering online or part-time study options can accommodate working professionals seeking to enhance their skills without leaving their jobs.
Financial Incentives
Financial considerations can be a significant factor for prospective students.
Scholarships and Financial Aid: UTM can provide scholarships, grants, or financial aid to qualified students, making the program more financially accessible.
Tuition Fee Options: Offering flexible tuition fee payment plans or discounts for early applicants can ease the financial burden of pursuing a Master’s degree.
Industry Partnerships
Collaborating with industry partners can significantly enhance the attractiveness of a GIS program.
Internship and Job Placement Programs: UTM can establish partnerships with industry players to provide internship opportunities and job placement assistance for graduates. This demonstrates clear career pathways for students.
Guest Lecturers and Workshops: Inviting professionals from the GIS industry to give guest lectures, conduct workshops, or participate in career panels can enhance the program’s credibility and connect students with potential employers.
Research Collaborations: Foster research collaborations with industry partners, showing how GIS research can address real-world challenges. Such collaborations provide students with opportunities to engage in meaningful projects.
Addressing Institutional Barriers
To improve enrollment, universities like UTM must also address specific institutional barriers.
Admission Process: Evaluate and potentially adjust admission requirements to ensure they are reasonable and accessible to a diverse pool of applicants.
Support Services: Enhance student support services, including academic advising, career counseling, and mental health support, to create a supportive learning environment.
Diversity and Inclusion: Promote diversity and inclusion within the program to attract a wide range of students. Encourage an inclusive culture that values different perspectives and backgrounds.
Conclusion
Attracting more students to GIS Master’s programs in Malaysia, such as at UTM, requires a multifaceted approach. Universities must combine effective marketing, program adaptation, financial incentives, industry engagement, and the removal of institutional barriers to create programs that are both attractive and accessible to a diverse group of students. By implementing these strategies, institutions can increase enrollment and produce graduates who are well-prepared for the growing job market in the field of Geographic Information Systems.
Suggestion for Citation:
Amerudin, S. (2023). Enhancing GIS Master's Programs: Strategies for Attracting Students in Malaysia. [Online] Available at: https://people.utm.my/shahabuddin/?p=6983 (Accessed: 4 September 2023).
Geographic Information Systems (GIS) play a pivotal role in today’s data-driven world, offering applications across various sectors, including urban planning, environmental management, and business analytics. The growing demand for GIS professionals underscores the importance of robust GIS education programs. However, universities worldwide, including institutions like Universiti Teknologi Malaysia (UTM), have encountered challenges in attracting students to their GIS Master’s programs. This article investigates the factors contributing to low enrollment in GIS Master’s programs, provides insights into the case of UTM, and presents strategies to enhance program attractiveness.
1. Introduction
Geographic Information Systems (GIS) have evolved into a critical technology with far-reaching applications. Consequently, the demand for individuals with expertise in GIS has surged. Despite this demand, some universities, including UTM, face difficulties in recruiting students for their GIS Master’s programs. This article delves into the underlying factors responsible for these challenges and proposes a comprehensive set of strategies to enhance program enrollment.
2. Factors Contributing to Low Enrollment
2.1 Limited Awareness and Promotion
Limited awareness about the existence and advantages of the GIS program can discourage potential students. Effective promotion is crucial to educate and engage prospective candidates.
2.2 Competition
The proliferation of universities offering similar GIS programs in Malaysia intensifies competition for students. To attract applicants, institutions need to distinguish themselves by offering unique program features and benefits.
2.3 Admission Requirements
Stringent admission standards can act as a barrier, limiting the pool of eligible applicants. Institutions should critically assess and potentially adjust these requirements to widen the applicant base.
2.4 Cost
Tuition fees, particularly for international students, play a significant role in students’ enrollment decisions. Institutions should explore flexible payment options and financial assistance programs.
2.5 Employment Opportunities
Students often evaluate the availability of job opportunities in their chosen field. A perceived scarcity of GIS jobs or a saturated job market can deter prospective students from enrolling.
2.6 Program Reputation
The overall reputation of a university and the specific reputation of its GIS program have a profound impact on enrollment numbers. Building a robust reputation in the GIS field is imperative.
2.7 Location
The geographic location of a university can influence enrollment, especially if it is not easily accessible or lacks a desirable living environment.
2.8 Curriculum and Course Offerings
The alignment of the curriculum with current industry needs and the offering of relevant, up-to-date courses are pivotal in attracting applicants.
2.9 Marketing and Outreach
Effective marketing and outreach efforts are vital for attracting students. Engaging with potential students through online channels, social media, and participation in education fairs is paramount.
2.10 Economic Factors
Economic conditions and government policies can significantly impact students’ ability to pursue postgraduate studies. Understanding and addressing these factors is essential for program success.
3. Strategies for Enhancing GIS Program Enrollment
3.1 Investment in Marketing
Implement targeted marketing strategies to raise awareness about the GIS program and its benefits. Leveraging online channels, social media, and participation in education fairs can effectively reach potential students.
3.2 Tailoring the Program
Adapt the GIS program’s curriculum to ensure flexibility and alignment with industry trends. Offering elective courses and interdisciplinary options can cater to a diverse range of student interests.
3.3 Financial Incentives
Provide scholarships, grants, or financial aid to qualified students to make the program more accessible. Additionally, consider offering flexible tuition fee payment plans and discounts for early applicants.
3.4 Industry Partnerships
Collaborate with industry partners to offer internships, job placement assistance, and engaging guest lectures. Fostering research collaborations can also demonstrate the real-world value of GIS education.
3.5 Address Institutional Barriers
Evaluate and potentially adjust admission requirements to widen the applicant pool. Enhance student support services, including academic advising and career counseling. Promote diversity and inclusion within the program to attract a wide range of students.
4. Recommendations for Future Research and Action
While this article has provided a comprehensive overview of the challenges and strategies to enhance GIS program enrollment, further research and actions can be undertaken to continue improving the effectiveness of these strategies. Future research endeavors could include:
4.1 Longitudinal Studies
Conducting long-term studies to track the enrollment trends in GIS programs at UTM and other institutions, assessing the impact of implemented strategies over time.
4.2 Student Surveys
Collecting feedback from current and prospective students to better understand their needs, expectations, and perceptions regarding GIS programs.
4.3 Comparative Studies
Comparing the enrollment and success rates of GIS programs at UTM with those at other universities in Malaysia and internationally to identify best practices.
4.4 Industry Partnerships
Strengthening ties with GIS industry stakeholders to ensure that program offerings align with industry demands and provide students with valuable experiential learning opportunities.
4.5 Economic Analysis
Investigating the economic factors affecting students’ ability to pursue postgraduate studies, including the role of government policies and economic conditions.
As GIS continues to play a pivotal role in diverse industries, the importance of robust GIS education programs cannot be overstated. By continually refining and implementing effective strategies, universities can foster the growth of GIS professionals and contribute to the advancement of geospatial science and technology.
5. Conclusion
In conclusion, addressing the multifaceted challenges encountered by GIS Master’s programs in attracting students requires a comprehensive and proactive approach. UTM’s case study offers valuable insights that can benefit universities worldwide seeking to elevate their GIS programs. By targeting various aspects including awareness, competition, admission criteria, affordability, employment prospects, program reputation, location, curriculum relevance, marketing strategies, economic factors, and institutional barriers, institutions can enhance the appeal of their GIS programs. These efforts can yield a highly skilled cohort of graduates equipped to meet the evolving demands of the GIS job market.
Given GIS’s pivotal role in a wide array of industries, the significance of robust GIS education programs cannot be emphasized enough. Through continuous refinement and the implementation of effective strategies, universities can not only attract more students but also contribute to the advancement of geospatial science and technology. The UTM case study stands as an instructive model for institutions seeking to fortify their GIS programs and attract a diverse and talented student body.
References
Goodchild, M. F., & Janelle, D. G. (2010). Toward critical spatial thinking in the social sciences and humanities. GeoJournal, 75(1), 3-13.
Openshaw, S. (1996). Developing GIS-relevant curriculum: The role of GIS&T in geography. URISA Journal, 8(1), 10-20.
Rinner, C. (2018). GIS Education and Training. In International Encyclopedia of Geography: People, the Earth, Environment and Technology (pp. 1-9). Wiley.
Suggestion for Citation:
Amerudin, S. (2023). Enhancing Enrollment in Geographic Information Systems (GIS) Master's Programs: A Case Study of UTM (Universiti Teknologi Malaysia). [Online] Available at: https://people.utm.my/shahabuddin/?p=6980 (Accessed: 4 September 2023).
Falsafah “Datang Kosong, Pulang Pun Kosong” membawa pengertian yang mendalam dalam aspek kerohanian, khususnya dalam perspektif agama Islam dan tasawuf. Ungkapan ini mengingatkan kita tentang hakikat kehidupan yang bersifat sementara serta kewajipan kita sebagai hamba Allah SWT dalam menjalani kehidupan yang penuh dengan ujian dan hikmah. Mari kita hayati makna dan pengajaran yang terkandung dalam falsafah ini dengan lebih mendalam.
Ungkapan “Datang Kosong, Pulang Pun Kosong” menzahirkan bahawa manusia dilahirkan ke dunia tanpa sebarang milikan dan akan kembali kepada Allah SWT juga tanpa membawa apa-apa. Segala nikmat dan rezeki yang kita peroleh di dunia hanyalah pinjaman dan akan kembali kepada Pemilik yang Hakiki. Ini mengingatkan kita untuk tidak bersikap terlalu taksub dengan perkara duniawi seperti harta benda, pangkat, atau status sosial, kerana semua itu tidak kekal dan akan hilang pada akhirnya. Rasulullah SAW pernah bersabda, “Dunia adalah penjara bagi orang mukmin dan syurga bagi orang kafir,” sebagai peringatan tentang sifat dunia yang fana.
Dalam tasawuf, falsafah ini menekankan bahawa segala sesuatu datang dari Allah SWT dan kembali kepada-Nya. Manusia adalah makhluk yang diciptakan untuk beribadah kepada-Nya, dan segala perbuatan kita akan dihisab. Falsafah ini mengajak kita untuk menyedari bahawa kehidupan ini adalah perjalanan yang sementara, dan kita perlu mengisi kehidupan dengan amalan yang mendekatkan diri kepada Allah SWT. Firman Allah dalam Surah Al-Baqarah ayat 286: “Kepada Allah jualah tempat kembali (kita semua).”
Salah satu pengajaran utama falsafah ini ialah kepentingan mengikis ego dalam diri. Ego sering menjadi penghalang kepada kehambaan sejati kerana ia membawa kepada sifat sombong, angkuh, dan tamak. Dalam konteks ini, kita diajar untuk melepaskan diri daripada kebergantungan kepada dunia dan nafsu, serta mengutamakan ketundukan sepenuhnya kepada kehendak Allah SWT. Hanya dengan menyucikan hati daripada ego, seseorang akan mencapai maqam yang lebih tinggi dalam perjalanannya menuju Allah.
Falsafah “Datang Kosong, Pulang Pun Kosong” mendorong kita untuk merenung tentang tujuan sebenar kehidupan ini. Harta benda dan kedudukan duniawi tidak akan membawa kebahagiaan yang hakiki. Sebaliknya, kebahagiaan yang sejati hanya dapat ditemui melalui pengabdian sepenuhnya kepada Allah, amal soleh, serta kasih sayang kepada sesama manusia. Seperti firman Allah dalam Surah Adh-Dhariyat ayat 56: “Dan Aku tidak menciptakan jin dan manusia melainkan supaya mereka menyembah-Ku.”
Falsafah ini memberikan kita peringatan yang kuat tentang betapa singkatnya kehidupan dunia dan pentingnya kita menumpukan perhatian kepada matlamat akhir kita, iaitu kembali kepada Allah dalam keadaan yang diredhai-Nya. Dengan memahami dan menghayati falsafah ini, kita didorong untuk menjalani kehidupan dengan penuh kesederhanaan, keikhlasan, dan fokus kepada amal kebajikan. Semoga Allah meletakkan kita untuk sentiasa berada di jalan yang lurus dan diberikan kekuatan untuk terus istiqamah dalam perjalanan kita menuju redha-Nya.
