Tazkirah Hari Ini....

Unit Jaminan Kualiti

carta organisasi ujk 2019

Sistem Pengurusan Kualiti (SPK)

SPK adalah satu sistem yang digunakan di PSIS dalam melaksanakan core business sebagai institusi pendidikan adalah PERKHIDMATAN PENDIDIKAN

SPK ini berasaskan standard Sistem Pengurusan MS ISO 9001:2015

SPK bermaksud sistem penyampaian perkhidmatan pendidikan yang diberikan oleh PSIS adalah bercirikan memenuhi keperluan PELANGGAN dan PIHAK BERKEPENTINGAN (cth MQA, ETAC, JPP dll)

Sistem penyampaian ini memerlukan sistem kerja terancang, dikawal, diselaraskan dan dipantau keberkesanannya. (PLAN-DO-CHECK-ACT)

 pdca

Rancang, sedia sumber & dokumen-->> Laksana -->>Audit dalam -->> Analisis DATA -->>

-->> Mesy. Kaji Semula -->> Tambahbaik --->> Audit SIRIM

 

Konteks PSIS

Dalam melaksanakan perkhidmatan pendidikan, PSIS menghadapi isu-isu luaran dan dalaman yang mana banyak memberi kesan dalam usaha mencapai visi, misi dan pencapaian objektif kualiti

Konteks luaran, PSIS melihat isu luaran yang timbul iaitu

pestel

Konteks dalaman pula melibatkan isu-isu yang dihadapi oleh pengurusan di PSIS iaitu

internal issues

Pihak Berkepentingan juga diambil kira untuk yang mana memberi kesan yang besar terhadap hala tuju PSIS, antaranya:

1. KPT

2. JPP

3. MQA

4. Industri

5. Pembekal

6. EKSA, ETAC, APACC

 

SKOP SPK

Oleh kerana core business PSIS adalah Perkhidmatan Pendidikan

Maka Skop SPK PSIS adalah

PSIS melaksanakan SPK bagi proses PPP (Pemberian Perkhidmatan Pendidikan) di peringkat DIPLOMA

dalam bidang KEJURUTERAAN, PERDAGANGAN, Tek. MAKLUMAT dan HOSPITALITI

bagi memenuhi visi dan misi PSIS dan kehendak NEGARA

 

DASAR KUALITI SPK

Membangunkan potensi pelajar

ke arah kecemerlangan dalam bidang

melalui penambahbaikan menyeluruh secara berterusan

PSIS komited memastikan kehendak pelanggan dan pihak berkepentingan dipenuhi

melalui pencapaian objektif kualiti dan pematuhan undang-undang yang disemak secara berkala

Dasar ini disebarkan untuk difahami oleh semua peringkat kakitangan

 

Polyrate Rating System (Polyrate)

Polyrate telah dilaksanakan untuk memberi penarafan kepada politeknik seluruh Malaysia. 

Seramai 11 orang penyelidik daripada Universiti Putra Malaysia, Universiti Teknologi Mara, Universiti Teknologi Malaysia dan Universiti Tenaga Nasional telah terlibat dalam aktiviti penarafan ini. Mereka telah dipertanggungjawabkan untuk meneliti dan menambahbaik instrumen Polyrate 2013 supaya bersifat lebih objektif bagi membolehkan penilaian yang lebih sempurna dilakukan. Selain daripada itu, kumpulan penyelidik ini turut mengadakan lawatan audit (dibantu oleh 10 orang penilai luar daripada IPTA seluruh negara) ke semua politeknik terlibat dan seterusnya menyediakan laporan keputusan Polyrate 2013.
Daripada 32 buah politeknik seluruh Malaysia, hanya 25 politeknik mempunyai kriteria yang cukup untuk diaudit. Sebanyak 22 politeknik telah diberi penarafan iaitu politeknik yang memenuhi kriteria-kriteria berikut, iaitu:

  • Mempunyai graduan pada kajian pengesanan graduan 2012;
  • Mempunyai kampus yang beroperasi secara berterusan; dan
  • Mempunyai program yang ditawarkan secara berterusan

Instrumen kajian Polyrate terdiri daripada 5 kriteria, iaitu:

 polyrate-tier

 

Simulasi data dilakukan setiap tahun bagi melihat kemampuan institusi menyediakan perkhidmatan yang terbaik kepada para pelanggan. 

 

Keputusan Penarafan Polyrate - Politeknik Sultan Idris Shah

Bil  Data bagi tahun dinilai  Nama Polyrate  Keputusan  
 1. 2012  Polyrate 2013   Tier 5
 2. 2013  Polyrate 2014  Tier 5
 3 2014  Polyrate 2015  Tier 5
 4 2015  Poyrate 2016  Tier 5
Anugerah yang diberikan adalah seperti berikut :

Tier 6 : Terbilang
Tier 5 : Cemerlang
Tier 4 : Sangat baik
Tier 3 : Baik
Tier 2 : Memuaskan
Tier 1 : Lemah
 

TEACHING AND LEARNING ACTIVITIES

 # Teaching and Learning Activities  Objective  Lecturer’s Role
 1.  Lectures / Delivery in Active Learning  

To furnish information (knowledge) directly.

To convey information not found in any printed materials.

  1. Need to creative to attract students to engage in teaching and learning sessions.
  2. Provide comprehensive guidelines to important content.
  3. Manage and organize relevant materials in a sequence for students:
    1. Start with an overview.
    2. Discuss each topic clearly
    3. From simple to complex.
  4. Make frequent changes in the teaching-learning environment.
  5. Use appropriate teaching aids to attract students.
 2. Lectures by Invited Professional Trainer (Experts in a field)  

To provide knowledge and experience from field experts.

To provide current industrial related knowledge.

To demonstrate hands-on skills.

  1.  Provide the invited lecturer with the following information:
    1. The topic of discussion (clear objectives related).
    2. The duration of the session.
    3. Existing knowledge and experience of students on the topic.
    4. Matters that students need to know.
  2. Provide the equipments needed.
  3. Encourage students to ask questions and give opinions.
 3.  Discussion Groups To encourage students to think constructively, make decisions, apply teamwork and improve communication skills. 
  1.  Guide students to select topics for discussion.
  2. Provide questions that will stimulate discussion.
  3. Manage the learning environment that encourage discussions.
  4. Ensure all students participate in the discussions.
 4. Problem-Based Learning

To encourage students involvement in complex and challenging problems.

To facilitate collaboration among students.

To help students connect disciplinary knowledge to real-world problems.

To enhance self-directed learning. 

  1. Inform students of the procedure for problem solving:
    1. Formulate and interpret the problem
    2. Identify the relevant factors related to the problem.
    3. Collect the information needed to solve the problem.
    4. Choose a tentative solution and/or alternatives.
    5. Solve the problem
    6. Evaluate the results and determine the actions required.
  2. Use case studies, role play, or teaching methods to engage students in solving problems.
 5.  Role Play  To provide opportunities for students to experience real life problems (relationships  and employment) that is common in a secure environment.
  1.  Determine objectives to be achieved.
  2. Facilitate role play to achieve the set objectives.
  3. Encourage students to conclude and reflect on the session.
 6.  Brainstorming  

To gather creative ideas and opinion to identify the possible solutions of the problem.

To encourage students to express their opinions and ideas without fear.
  1. Start brainstorming sessions by stating specific topics or problems.
  2. Explain the rules of brainstorming sessions:
    1. All opinions and ideas must relate to the topic.
    2. Avoid evaluation and criticism of ideas.
    3. Encourage development of ideas of others.
  3. Manage ideas based on merit.
  4. Finalize the selected ideas to be applied.
 7.  Demonstration  To demonstrate the correct procedures (step by step) and necessary course of action.
  1. Attract students by involving them in demonstrations.
  2. Provide all equipment and materials prior to the demonstration.
  3. Carry out a simple demonstration- try to avoid too much teaching in a demonstration.
  4. Use the illustrated manual procedure better.
  5. State the important points during the demonstration.
  6. Provide students with opportunities to apply and practice their new skills.
 8.  Tours/ Trips  

To give students the opportunity to examine the employment, training and real life problems in the field.

To improve the soft skills of students.

  1.  Define the intended outcomes.
  2. Choose a suitable location.
  3. Explain the significance of the selected location.
  4. Set up a tour committee among students.
  5. Prepare budget
  6. Plan transportation (including a map if necessary).
  7. Instruct students to prepare report after the trips.
  8. Plan the oncoming trip and make conclusions.
 9.  Ice Breaker  To focus your students on the topic, open up creative thinking, and help them to apply the learning in new ways.
  1.  State the objectives of the topic/course.
  2. Give students a minute or two to think about the topic.
  3. Ask students to introduce themselves and share the ideas about the topic
  4. Encourage students to ask questions
  5. Review the list of their ideas and expectations.
 10.  Presentation (Single/ Group)  It is design to help students get the knowledge, understand the concept/ function and realize the important points in the topic.
  1.  Provide the topics to students.
  2. Indicate the intended outcomes of the topic
  3. Give students time to prepare for presentation.
  4. Allow students to use their creativity.
  5. Determine the duration of the presentation.
  6. Evaluate the presenters
  7. Ensure that all members are involved in the presentation
  8. Encourage question and answer session at the end of the presentation. 
 11.  Fireside chat  It helps students to express their opinions and analyze their feelings or thinking.
  1.  Each member of a team chooses another member to be a partner.
  2. During the first step individuals interview their partners by asking clarifying questions.
  3. During the second step partners reverse the roles.
  4. For the final step, members share their partner’s response with the team.
 12.  Gallery Walk  It is designed to encourage creativity among students, as well as to enable them to analyze and make conclusion, comments or suggestions.
  1. Before the training, tape a number of large sheets of chart paper to the walls of the training room.
  2. Space the chart pages so that learners have to walk from one chart to another.
  3. Label each chart with a question, statement, or issue related to the topic.
  4. While unbeat music plays (optional), learners walk around the room writing their responses on the charts.
  5. You can assign a direction to move or they can move randomly.
  6. They can do the activity as individuals or in small groups of two to four.
  7. After they’ve written on all the charts, learners take a “gallery walk” or tour on the room, reading charts and jotting down their observations on a worksheet.
 13.  Round robin brainstorming  This helps students to organize and present their individually and in groups.
  1. Class is divided into small groups (4 to 6) with one person appointed as the recorder.
  2. A question is posed with many answer and students are given time to think about answers.
  3. After the “think time”, members of the team share responses with one another round robin style.
  4. The recorder writes down the answers of the group members.
  5. The person next to the recorder starts and each person in the group in order gives and answer until time is called.
 14.  Jigsaw Method  To encourage students to think constructively, be responsible for their roles, apply teamwork and improved communication skills.
  1. Divide students into 5 or 6 person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race and ability.
  2. Appoint one student from each group as leader. Initially, this person should be the most mature student in the group.
  3. Divide the days lesson into 5 to 6 segments.
  4. Assign each student to learn one segment, making sure students have direct access only their own segment.
  5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
  6. From temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment. Give students in these group time to discuss the main point of their segment and to rehearse the presentations they will make to their jigsaw group.
  7. Bring the students back into their jigsaw groups.
  8. Ask each student to present her or his segment to the group. Encourage others in the group to ask question for clarification.
  9. Float from group to group, observing the process. If any group is having trouble (eg, a member is dominating or disruptive), make an appropriate intervention. Eventually, it is best for the group leader to handle the task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
  10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
 15.  Ticket Out the door activities.  
  1. Students reflect on their learning on a small piece of paper and give it to the teacher on their way out the door.
  2. After perusing the tickets (as the students walk out the door), plan on putting the tickets on the Concept/Question board. This is an easy way to fill up the board with genuine learning and help students reflect on their learning at the same time.
  3. As a lecture will keep an eye on these tickets for any misconceptions.
  4. An example ticket out the door :

 Example Ticket Out The Door

 16. Three minute review To encourage students to reflect and ask questions for effective learning.
  1. Teachers stop any time during lecturer or discussion and give teams three minutes to review what has be said, ask clarifying questions or answer questions.
 17. One minute paper To encourage students to reflect
  1. Reflection of teaching and learning by giving questions and answer (Q&A) problem faced by students. 
18.  Reflective journal

To encourage students to reflect on their learning and thinking.

To increase problem solving sills among students.
  1. A reflective journal, sometimes called a learning log personal record of your learning experiences.
  2. It is a space where you can record and reflect upon your observations and responses to situations, which can then be used later to explore and analyse ways of thinking and being in contexts.
  3. Journals, although generally written, can also contain images, drawings and other types of reference materials.
  4. A reflective journal is a means to reflect on your learning ( and learning experiences) in different ways. They are use to:
    1. Record the development of your ideas and insights and/or those of a group in a given context and can include concepts, ideas and main points from experience and theory.
    2. Reflect upon the subject content and personal experiences as a means to increase your understanding.
    3. Analyse your own learning in and for self development.
 19. Exit card group To encourage students to reflect, express their opinions and make conclusions.
  1. The lecturer can call on a leader of each group student to tell her a fact learned in class before she dismisses the class.
  2. The lecturer can also ask a leader to write a fact on a piece of paper.
  3. The lecturer stands at the door collecting tickets to make sure that each student completes one.
 20. Capstone  To demonstrate integration of theory and practice
  1. Demonstrate integration of theory and practice using advanced generalist social work model, within a selected area of practice, and in accordance with the program’s stated mission and objectives.
Hubungi Kami di :
POLITEKNIK SULTAN IDRIS SHAH,
SUNGAI LANG, 45100 SUNGAI AIR TAWAR,
SELANGOR DARUL EHSAN.
Tel : +603-32806200 | Fax : +603-32806400
Email : Alamat emel ini dilindungi dari Spambot. Anda perlu hidupkan JavaScript untuk melihatnya.
Lokasi :
Kami mengamalkan sistem pengurusan berkualiti berasaskan MS ISO 9001:2015
ISO MQA 2015
Go to top
JSN Boot template designed by JoomlaShine.com