Model Authentic Learning Bagi Program Kejuruteraan Politeknik Malaysia: Aplikasi Interpretive Structural Modelling

Purpose – This study was aimed at developing an authentic learning model for engineering programmes in Malaysian Polytechnics. The model proposed is the MPAL (Malaysian Polytechnics Authentic Learning). ht tp :// m jli .u um .e du .m y 229 Malaysian Journal of Learning and Instruction: Vol. 13 No. 2 (2016): 227-251 Design – Interpretive Structural Modelling (ISM) was used in the development of the MPAL model. The model development was based on the integrated views and decision making provided by a panel of seven experts. There were six steps in the development of the MPAL model: identifying the relevant elements of authentic learning, determining the context and relations in the ISM application, developing the Structural Self-Interaction Matrix (SSIM), generating the MPAL model using the ISM application, and evaluating the MPAL model that was produced. Findings – 13 key elements were identified in the implementation of the authentic learning approach. After the evaluation by the panel of experts, the resultant MPAL model showed that there were three main phases in the implementation of an authentic learning approach, namely PHASE 1 (Initial Phase), PHASE 2 (Implementation Phase) and PHASE 3 (Evaluation Phase). There were four elements in PHASE 1, seven elements in PHASE 2 and two elements in PHASE 3. This model helped to encourage student reflections and enabled authentic assessments of student performance. Significance – The development of the MPAL model was a collaborative effort between polytechnics, industry and local communities. The MPAL model is a useful reference, especially for Engineering Departments in Malaysian Polytechnics as it provide guidelines in carrying out the process of teaching more efficiently. The model could provide a clear picture regarding the priorities to be considered by each lecturer in their individual attempts to conduct more meaningful teaching activities.