Sebagai pensyarah, saya percaya bahawa etika profesional tidak boleh diajar hanya melalui kuliah, nota, atau peperiksaan semata-mata.
Sebab itu, saya meminta pelajar menghasilkan sebuah drama simulasi yang menggambarkan pelbagai situasi etika baik dan buruk dalam projek pembinaan sebenar — melibatkan peranan seperti site supervisor, intern student, pihak profesional, kontraktor dan pihak berkepentingan lain.
Daripada gambar-gambar ini, jelas kelihatan bagaimana pelajar mula “hidup” dalam watak masing-masing. Ada yang membawa situasi konflik di tapak bina, ada yang menunjukkan tekanan membuat keputusan, ada yang menggambarkan salah guna kuasa, dan ada juga yang menunjukkan bagaimana integriti serta tanggungjawab profesional mampu mengubah hasil sesuatu projek.
Apa yang menarik daripada aktiviti ini?
Pelajar memberikan reaksi yang sangat positif kerana mereka tidak hanya menghafal definisi etika, tetapi benar-benar memahami bagaimana etika berlaku dalam dunia sebenar industri pembinaan.
Aktiviti seperti ini membantu pelajar:
meningkatkan keyakinan berkomunikasi,
belajar bekerja dalam kumpulan,
memahami realiti konflik di tapak bina,
melihat kesan keputusan tidak beretika,
mengembangkan pemikiran kritikal dan profesional,
serta menghubungkan teori akademik dengan situasi industri sebenar.
Dalam masa yang sama, aktiviti ini juga mempunyai cabarannya tersendiri. Ada pelajar yang pada awalnya malu untuk berlakon, sukar menjiwai watak, atau terlalu bergantung kepada skrip. Namun itulah sebahagian daripada proses pembelajaran — kerana dunia pembinaan sebenar juga memerlukan keberanian berinteraksi, membuat keputusan, dan mempertahankan prinsip profesional di bawah tekanan.
Sebagai pensyarah, apa yang aktiviti ini gambarkan?
Bagi saya, pendidikan dalam bidang pembinaan tidak sepatutnya hanya melahirkan graduan yang “tahu teori”, tetapi graduan yang mampu berfikir, beradaptasi dan bertindak secara profesional dalam situasi sebenar.
Aktiviti ini mencerminkan pendekatan pengajaran saya yang lebih:
berorientasikan pengalaman (experiential learning),
interaktif dan berasaskan pelajar,
dekat dengan realiti industri,
serta menekankan pembangunan kemahiran insaniah dan nilai profesional.
Dalam industri pembinaan, kegagalan etika boleh membawa kepada kelewatan projek, konflik kontrak, isu keselamatan, kerugian kewangan malah kehilangan nyawa. Sebab itu, saya percaya pemahaman tentang etika perlu dibina melalui pengalaman, simulasi dan refleksi — bukan sekadar hafalan definisi.
Kadangkala, satu sesi drama di dalam kelas boleh memberi kesan lebih mendalam daripada berjam-jam kuliah teori.
Dr. Norpadzlihatun Manap
Profesor Madya
As a lecturer, I believe that professional ethics cannot be taught solely through lectures, notes, or examinations.
That is why I asked the students to produce a simulation drama portraying various ethical and unethical situations in real construction projects — involving roles such as site supervisors, intern students, professionals, contractors, and other stakeholders.
From these photos, it is clear how the students began to truly “live” their respective characters. Some portrayed conflicts on construction sites, others demonstrated the pressure of decision-making, some highlighted abuse of power, while others showed how integrity and professional responsibility can positively influence project outcomes.
What made this activity interesting?
The students responded very positively because they were not merely memorising definitions of ethics, but genuinely understanding how ethics operates in the real world of the construction industry.
Activities like this help students to:
- improve communication confidence,
- learn teamwork skills,
- understand the realities of conflicts on construction sites,
- recognise the consequences of unethical decisions,
- develop critical and professional thinking,
- and connect academic theories with real industry situations.
At the same time, this activity also came with its own challenges. Some students were initially shy about acting, struggled to embody their characters, or relied too heavily on scripts. However, this is part of the learning process — because the real construction industry also requires the courage to interact, make decisions, and uphold professional principles under pressure.
As a lecturer, what does this activity represent to me?
For me, education in the construction field should not only produce graduates who “know the theory,” but graduates who are able to think, adapt, and act professionally in real situations.
This activity reflects my teaching approach, which is more:
- experience-oriented (experiential learning),
- interactive and student-centred,
- closely connected to industry realities,
- and focused on developing soft skills and professional values.
In the construction industry, ethical failures can lead to project delays, contractual conflicts, safety issues, financial losses, and even loss of life. That is why I believe that understanding ethics must be developed through experience, simulation, and reflection — not simply through memorising definitions.
Sometimes, a single drama session in the classroom can leave a deeper impact than hours of theoretical lectures.
Dr. Norpadzlihatun Manap
Associate Professor
