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Perkaitan di antara indikator dan penilaian amat penting kerana jika penilaian dibuat tanpa indikator yang tepat akan menghasilkan dapatan yang boleh diragui atau dipertikaikan. Hanya indikator yang mempunyai ciri-ciri yang baik sahaja akan menghasilkan dapatan yang boleh digunapakai dan sah.

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ARTIKEL 1
Kajian ini dibuat untuk menilai sejauh mana keberkesanan kurikulum pengurusan sisa pepejal yang telah dibangunkan ke atas perubahan tingkah laku dalam kalangan murid dan remaja. Kurikulum ini dibangunkan menggunakan teknik Delphi. Maklumat diperoleh secara temu bual dan pemerhatian.Kajian ini dibuat secara quasi experimental yang melibatkan duaa kumpulan; kumpulan eksperimen yang melibatkan 205 orang murid yang menerima pembelajaran selama 50 minit dan kumpulan kawalan yang terdiri daripada 223 murid yang menerima kurikulum prngurusan sisa pepejal secara konvensional.
Penilaian dibuat setiap kal akhir sesi pembelajaran dan pada hari terakhir, penilaian dibuat menggunakan ujian standard dan soal selidik.
Ujian perbezaan yang dikendalikan menghasilkan skor hasil pembelajaran dalam kumpulan rawatan dari segi kognitif, afektif dan psikomotor meningkat.
Perubahan tingkah laku dalam menjalankan pengurusan sisa pepejal dengan menggunakan 3Rs juga menunjukkan peningkatan yang statstik.
Kurikulum ini telah dibangunkan oleh guru, pentadbir, persekitran sekolah, koperasi dan pemimpin murid dengan campurtangan 10unit pembelajaran. Pengumpulan data dibuat menggunakan borang soal selidik yang dibahagikan kepada 4 bahagian untuk mengukur secara umum tentang latar belakang , soal selidik tentang pemahaman murid tentang pengurusan sisa pepejal, pengukuran tingkah laku psikologi murid dan pengukuran tingkah laku pengurusan sisa pepejal.
Soala selidik ini telah dinilai oleh 5 orang pakar. I-CVI melebihi 0.80, S-CVI pula 0.96 Ujian rintis juga telah dibuat kepada 30 orang murid utuk tujuan kebolehpercayaan instrumen. Hasil dapatan ujian rintis menunjukkan tahap kebolehpercayaan melebihi 0.70.

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Hari ni saya dapat belajar tentang ciri-ciri indikator yang baik dalam penilaian program atau kurikulum . Indikator yang digunakan mestilah sesuai dan tepat bagi menghasilkan dapatan kajian yang sahih dan boleh dipercayai.
Saya juga belajar tentang bagaimana pentingnya penentuan indikator dalam penilaian program. Penyeldik perlu memilih indikator yang betul-betul sesuai untuk tujuan penilaian program.
Perkaitan di antara indikator dan penilaian program amat penting kerana tanpa indikator yang baik, sesuatu hasil penilaian itu boleh dipertikaikan dan boleh menjadi hasil dapatan yang tidak sah.

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Inidkator dan penilaian sesuatu program atau kurikulum sangat berkait rapat kerana ketepatan indikator yang digariskan akan menghasilkan penilaian yang berkualiti.

Pihak penilai akan fokus kepada kayu ukur yang ditetapkan contoh hanya 5 aspek di dalam pelaporan murid (fizikal, psikomotor, jasmani, intelektual, kreatif dan kritis). Oleh itu aspek lain tidak diketengahkan di dalam penilaian.

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learn about the indicator
-  characteristic  of indicator
- the importance of indicator in evaluate curriculum

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THREE MAIN INDICATORS USED IN THE ARTICLE ARE:

*Cognitive Domain
*Affective Domain
*Psychomotor Domain

IN ORDER TO ENSURE THE EFFECTIVENESS OF THE INDICATORS STATED, THE INTERVENTION WAS CREATED.

The intervention consisted of 10 learning units. i.e. Unit 1: The importance and problems of solid waste management, Unit 2: Types of solid waste, Unit 3: Technology and solid waste management, Unit 4: Waste management principles with the 3Rs + Disposal, Unit 5: Environmental discipline and consciousness, Unit 6: Solid waste separation, Unit 7: The design of separation containers at home, Unit 8: Activities for pupils to learn tree species, Unit 9: Trees are Life; and Unit 10: Organic waste decay into enzyme ionic plasma.

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1) to ensure whether the hypothesis achieved
2) to determine research question
3) help to narrow down to the aim of program/ curriculum

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-Con

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Before deciding how you will conduct your evaluation, it is important to be clear about what you want the evaluation to accomplish. This section will help you clarify your evaluation goals, refine questions to guide the evaluation, and prompt you to think about what kind of evidence to look for to answer your evaluation questions (i.e., indicators). Although the process from goals to indicators is described linearly here, you are likely to find that it is not so. Brainstorming evaluation questions may lead you to re-examine evaluation goals, and identifying indicators may lead you back to refining evaluation questions.

What are your goals for the evaluation?

You probably already have ideas about what you want the evaluation to accomplish. Taking the time to refine these ideas will help you focus your efforts and choose appropriate evaluation methods.

Consider these questions to refine your evaluation goals:

Why are you planning the evaluation? Is it for accountability, to document the program's results to an organization or funder? Is it to learn if the program is on the right track, to assess the program's accomplishments, to improve the program, or something else?

Who will use the evaluation's results? Program managers? Staff? Current or potential funders? Government agencies? Teachers? School administrators? What kind of data will you need to collect to meet the needs of these different stakeholders? What information will they find most credible and easy to understand?

The answers to these questions should influence the methods you use to carry out your evaluation. If you decide, for example, that your goal is to generate evidence of your program's success, you may want to focus on an outcome you are confident the program is achieving and select methods that will allow you to generalize results to all program participants. Alternatively, if your goal is to improve specific aspects of the program, you may want to focus on these by obtaining in-depth recommendations from participants and staff.

How do I develop evaluation questions?

After deciding on your evaluation goals, you are ready to identify questions for the evaluation to answer. If you have already created a logic model (Step 2), the process of developing evaluation questions should be easy. Evaluation questions may ask about a single element in a logic model (e.g., how well is an output being implemented), or the questions may focus on relationships between two or more elements of a program's logic model (e.g., to what extent does a particular output result in a desired outcome). The figure below shows the types of questions that can be derived from a logic model.

From Taylor-Powell, E., Jones, L. " Henert, E. (2002).

After you have identified potential evaluation questions, it is well worth spending time to refine and prioritize these questions. Asking inappropriate questions, asking too many questions, or asking questions with ambiguous wording will not help you meet your evaluation goals. So, what are good evaluation questions and how do you prioritize them?

Consider the following examples:

How do I prioritize evaluation questions?

You will likely generate many potential evaluation questions - far more than you will have the time and funding to pursue. To prioritize and narrow down your list, consider not only the resources you have available (e.g., time, money, staff, etc.), but also how much usable information each question might generate. Which questions will yield the most practical information for the cost? Will the results be easily understood and credible to stakeholders? How likely is it that the information from a question will influence decision-making or lead to improvements to your EE program?

If you have difficulty reaching consensus with stakeholders and program staff about the priority of questions, you might use a table such as the one below. The process of ranking each question's feasibility and importance may help build agreement on the evaluation's focus as well as support and buy-in among stakeholders.

The following resources provide more details on developing and prioritizing evaluation questions:

Evaluation Handbook
W.K. Kellogg Foundation.
Beginner
This handbook contains a section on developing evaluation questions (pp. 5 1-54) that provides examples of relevant evaluations questions, how to improve them, and narrow down the list of evaluation questions, along with guidance on who to involve in the process.

Evaluating EE in Schools: A Practical Guide for Teachers (.pdf)
Bennett, D.B. (1984). UNESCO-UNEP.
Beginner Intermediate
Chapter 1, What Should I Evaluate?, discusses how to decide what aspects of student learning to evaluate, and what aspects of the program to evaluate.

Measuring Progress: An Evaluation Guide for Ecosystem and Community-Based Projects (.pdf)
Ecosystem Management Initiative, University of Michigan (2004).
Intermediate
This detailed guide explains how to develop and prioritize evaluation questions as part of "Stage B, Developing an Assessment Framework: How Will You Know You Are Making Progress?". This particular section provides tips on brainstorming evaluation questions, lists of sample evaluation questions, worksheets, and guidance on which questions may be most important to evaluate given your circumstances.

How do I answer my evaluation questions?

Now that you have your evaluation questions, you need to determine how best to answer them. "Indicators" will help you to do so.

What are Indicators?

Indicators are measures that demonstrate whether a goal has been achieved. We rely on indicators in everyday life. For example, if you have a goal to lose weight and improve your overall health, you may measure success using indicators such as the number of pounds lost, a change in your body mass index, lowered cholesterol, or even an increase in your perceived energy level.

In an evaluation context, indicators provide the information needed to answer the evaluation questions. The figure below shows the types of indicators that can be used to answer questions aimed at different logic model components.

From Taylor-Powell, E., Jones, L. " Henert, E. (2002).

As the examples above suggest, it is often a good idea to use multiple indicators for each evaluation question. Relying on just one indicator can distort your interpretation of how well a program is working. For example, a workshop designed to foster recycling behavior may measure this outcome using one indicator: total weight of recycled materials in a particular community. While this indicator may be easy to measure (by calling local recycling facilities), it does not tell you the number of households participating, the amount of materials recycled per household, or the specific materials being recycled. Choosing additional indicators or indicators that provide a wider array of information will provide a more complete and accurate picture of the benefits of your EE program.

The figures below illustrates how multiple indicators can be used to answer questions about a community-based watershed education program. Questions and indicators are organized according to the potential focus of the evaluation - process or implementation issues, outcomes, and impacts. (For more on this topic, please see the Outcomes and Impacts page.) Note that it is unlikely that a single evaluation would try to address all of these. Also note that only a few sample indicators are offered for each question.

Process:

Process questions are concerned with how well the program is being delivered. Indicators may measure the number of outputs generated, participant and partner satisfaction with these outputs, or other aspects of program implementation.

Outcomes:

Outcome focused questions look for evidence that the program is benefiting participants, visitors, etc. The questions and indicators below look for evidence of change in individuals' awareness and behaviors over time.

Impacts:

Impacts are the broader, long-term changes that your program has on the community or the environment. The questions and indicators below look for evidence that environmental quality has improved over time.

For another table that identifies indicators for specific evaluation questions, in this case about a healthcare program, refer to page 48 in Chapter 4 of the W.K. Kellogg Foundation Logic Model Development Guide (.pdf).

What are good Indicators?

Indicators are most useful when they are:

Relevant and useful to decision-making (e.g., will stakeholders care about this measure?)

Representative of what you want to find out (e.g., does the indicator capture what you need to know about your program?)

Easy to interpret

Sensitive to change

Feasible and cost-effective to obtain

Easily communicated to a target audience

Adapted from Ecosystem Management Initiative (2006)

Indicators should also have specific targets. Targets make explicit the standard of success for your program. For example, if you want to assess whether your program increased student knowledge of water pollution, your indicator could specify "at least 80% of students will correctly identify three common sources of water pollution." This type of targeted indicator provides a more meaningful standard of success than one without such a target. If less than 80% of students are able to name three pollution sources, you will want to make changes to the program or reconsider your target.

If your program already has well-specified objectives, you may be able to extract targeted indicators from these objectives. Consider the following two alternative objectives for a watershed education program:

"As a result of the watershed outreach campaign...

Option 1: ...the public will be more committed to protecting the watershed." This objective is not ideal from a measurement perspective: i.e., the indicator is not explicit. Which public? What does it mean to be "committed to protecting the watershed?" How much "more" commitment will there be?

Option 2: ...adult participation in lake clean-up day activities will increase by 50%." Note how this option offers an indicator for measuring "commitment to protecting the watershed;" i.e., participation in lake clean-up day activities. In addition, it includes a "target;" i.e., the expected increase. You can show that you have met this objective if there is at least a 50% increase in participation compared to past, baseline level of participation.

To learn more about indicators, consult the following resources:

Evaluation Sourcebook (.pdf)
Unique Resource
One resource that provides a wealth of relevant information for all user-levels is the Evaluation Sourcebook (.pdf). For a variety of ecological, social, and organizational objectives, this resource identifies evaluation questions, indicators, data sources, and describes "real world" examples. Pages that environmental educators may find particularly useful include:

p. 74 - community participation and engagement

p. 82 - environmentally responsible stewardship behaviors

p. 144 - environmental knowledge, awareness, and concern

p. 198 - education and outreach campaigns.

Selecting Performance Indicators (.pdf)
USAID Center for Development Information and Evaluation, 1996.
Beginner Intermediate
This resource from USAID defines indicators, explains why they are important, describes the steps involved in selecting performance indicators, and presents seven criteria for assessing indicators.

W.K. Kellogg Foundation Logic Model Development Guide (.pdf)
W.K. Kellogg Foundation (2004).
Beginner Intermediate
Chapter 4, "Using Your Logic Model to Plan for Evaluation," offers practical advice on developing indicators, including a list of sample indicators, a checklist to assess their quality, and a worksheet to help match questions with indicators.

Indicators and Information Systems for Sustainable Development (.pdf)
The Sustainability Institute (1998). Beginner Intermediate
This document discusses indicators of sustainable development. Chapter 4 discusses the challenges of identifying good indicators, Chapter 7 provides a variety of sample indicators, and, Chapter 8 addresses what to do with indicators once they are in hand.

Indicators for Education for Sustainable Development: a report on perspectives, challenges and progress (.pdf)
Reid et al. Centre for Research in Education and the Environment, University of Bath (2006).
Intermediate
This document discusses indicators of Education for Sustainable Development (ESD). It includes discussion of indicators in general, their specific application to ESD, applications in policy making, and perspectives on current ESD indicator projects taking place in Europe.

References

Human Rights Resource Center, University of Minnesota. (2000). The Human Rights Education Handbook: Effective Practices for Learning, Action, and Change. Downloaded August 13, 2006, from: www1.umn.edu/humanrts/edumat/hreduseries/hrhandbook/toc.html

Schueller, S.K., S.L. Yaffee, S.J. Higgs, K. Mogelgaard, and E.A. DeMatia. (2006). Evaluation Sourcebook: Measures of Progress for Ecosystems and Community-Based Projects. Ecosystem Management Initiative, University of Michigan, Ann Arbor, MI. Downloaded August 13, 2006 from: www.snre.umich.edu/ecomgt/evaluation/EMI_SOURCEBOOK_August_2006.pdf

Taylor-Powell, E., Jones, L., & Henert, E. (2002). "Section 7: Using Logic Models in Evaluation: Indicators and Measures," in Enhancing Program Performance with Logic Models. Retrieved July 30, 2007, from the University of Wisconsin-Extension web site: http://www1.uwex.edu/ces/lmcourse/

Worthen, B.R., Sanders, J.R., & Fitzpatrick, J.L. (1997). Program Evaluation: Alternative approaches and practical guidelines. New York: Longman Publishers, USA.

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Before deciding how you will conduct your evaluation, it is important to be clear about what you want the evaluation to accomplish. This section will help you clarify your evaluation goals, refine questions to guide the evaluation, and prompt you to think about what kind of evidence to look for to answer your evaluation questions (i.e., indicators).

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saya belajat tentang apa itu indikator, apakah ciri-ciri indikator yang baik, serta apakan kepentingan indikator dalam penilaian.

saya juga belajar untuk mengaitkan setiap fakta dengan contoh yang jelas berdasarkan pembacaan yang meluas

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Hari ini saya belajar mengenai :-
1) apakah itu indikator.
2) ciri-ciri dan aspek indikator
3) kepentingan indikator dalam penilaian program dan kurikulum
4) ciri-ciri indikator yang baik
5) ciri-ciri indikator yang kurang baik.

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Artikel 1 berkaitan penilaian kurikulum terhadap pembuangan sisa pepejal di kalangan pelajar sekolah rendah. Penilaian di buat berdasarkan perubahan tingkahlaku kanak-kanak dan orang dewasa. Penilaian akan di lihat melalui 3 domain yang utama iaitu kognitif, affective dan psycomotor.

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ANTARA CIRI-CIRI INDIKATOR YANG DIGUNAKAN DALAM PENILAIAN PROGRAM ATAU KURIKULUM IALAH;
1. BUKTI YANG DIPEROLEH KUKUH
Skop dan kualitii maklumat yang diperoleh mestilah boleh menyokong kajian yang dibuat. Bukti yang ada mencukupi untuk tujuan kajian.
2. KETERSEDIAAN DATA
Data yang diperoleh mestilah mudah diakses dan berpotensi untuk digunakan dalam kajian.
Kriteria ini memerlukan pengenalpastian sumber data yang berpotensi dan konsisten.
3, SPESIFIK, KHUSUS DAN JELAS
Indikator yang digunakan mestilah berfokus dan jelas maksudnya. Indikator yang berputar belit tidak sesuai digunakan dalam penilaian program kerana akan menghasilkan keputusan penilaian yang tidak tepat.
4. KUALITI DATA SAHIH DAN BOLEH DIPERCAYAI
Data yang dikumpul mestilah lengkap, dipercayai dan sah. Data yang dikumpul mestilah relevan atau sesuai untuk digunakan dalam kajian penialain program.
5.  INDIKATOR MESTILAH BOLEH DIUKUR/DINILAI
Indikator yang digunakan dalam penilaian program mestilah boleh diukur dan dinilai menggunakan skala yang sesuai.
6. RELEVAN
indikator yang digunakan mestilah berkait rapat atau relevan dengan objektif program yang ditetapkan.

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indikator penting dalam penilaian kurikulum/program supaya :-
1) dapat menakrifkan apa yang akan diukur
2) dapat mengenalpasti kunci soalan penilaian
3) membantu untuk fokus semasa melakukan penilaian
4) menentukan apa yang perlu dan ingin dilaporkan kepada stakeholder.

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the article is about solid waste management curriculum. Cognitive Domain behaviors in the Control Group and experiment group, before and after receiving the conventional solid waste management curriculum, are determined with MEAN SCORE. so i think this indicator its suitable because this indicator has helped to achieve their objective.

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ANTARA CIRI-CIRI INDIKATOR YANG DIGUNAKAN DALAM PENILAIAN ADALAH:

1) boleh diukur dan diukur oleh beberapa skala; CONTOHNYA unutk mengukur penguasaan pelajar terhadap subjek Bahasa Inggeris, penilai perlu menggariskan beberapa skala seperti baik 60-70, sangat baik 71-80, cemerlang 81-100.

2) praktikal, data boleh dikumpul secara tepat pada masanya dan pada kos yang munasabah. Indikator yang ditetapkan perlulah praktikal dari pelbagai aspek. contohnya dalam mengukur kebolehan menaakul (reasoning) murid tahun 6 di sekolah rendah di pantai timur. Penilai perlu memastikan ianya praktikal dari sudut pengurusan masa, kewangan dan sebagainya

3) boleh dipercayai, boleh diukur berulang kali dengan ketepatan oleh orang yang berlainan. Indikator di dalam penilaian perlulah mempunyai kebolehpercayaan yang tinggi kerana ianya akan digunapakai secara meluas oleh pihak dan badan-badan yang lain. Dan indikator tersebut boleh digunakan oleh penilai lain juga dalam mendapatkan keputusan yang selari

4) relevan. Sebelum meletakkan sesuatu kayu ukur, kesesuaian indikator yang digunakan haruslah sesuai dengan tenaga kerja dan kemudahan yang tersedia. Contoh PBS yang dilaksanakan di sekolah perlu mengikut kesesuaian pelajar, kesediaan guru-guru, kemudahan teknikal dan sebagainya.
selain itu, antara langkah menibgkatkan penguasaan bahasa Inggeris di sekolah, kerajaan memperkenalkan PPSMI, sejauh mana ianya merupakan indikator yang baik dalam mengukur penguasaan bahasa inggeris pelajar harus di kaji dan diteliti.

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Heama                                    Ciri-Ciri Indikator                      1. Konsisten dengan standar kompetensi mata pelajaran,   2. Dinyatakan dengan jelas,    3. Dapat diukur dengan jelas, 4. Realistik dan dapat dilakukan,                                   5. Sesuai dengan tingkat berfikir peserta didik, dan       6. Dapat dicapai dalam kurun waktu yang tersedia                                 

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Heama                                    Ciri-Ciri Indikator                      1. Konsisten dengan standar kompetensi mata pelajaran,   2. Dinyatakan dengan jelas,    3. Dapat diukur dengan jelas, 4. Realistik dan dapat dilakukan,                                   5. Sesuai dengan tingkat berfikir peserta didik, dan       6. Dapat dicapai dalam kurun waktu yang tersedia                                 

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Ciri-ciri Indikator dalam penilaian program dan kurikulum:
Indikator ialah sesuatu alat untuk menilai program dan kurikulum sama ada relevan atau tidak.
1. Boleh diukur
2. Indikator mampu menghasilkan bukti yang kukuh.
3. mempunyai bentuk soalan yang bersesuaian dalam penilaian tersebut.
4. Data yang dihasilkan mempunyai kualiti yang tinggi.
5. Tidak menggunakan bahasa yang mempunyai unsur negatif dan bias.
6. Bersesuaian dengan budaya, cultural, sensitiviti dengan masyarakat yang digunakan untuk penilaian tersebut.
7. Fokus terhadap objektif penilaian program.

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Artikel 1 membincangkan mengenai pembinaan kurikulum pengurusan sisa buangan pepejal yang bertujuan untuk mempromosikan perubahan tingkahlaku dikalangan pelajar. indikator yang digunakan dalam artikel ini adalah NILAI SKOR MEAN bagi setiap domain (kognitif, afektif, psikomotor) yang diukur melalui set soalan.
Indikator lain bagi mengukur perubahan sikap dan kesedaran mengenai pembuangan sisa pepejal adalah

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Ciri-ciri indikator yang digunakan dalam peilaian program atau kurikulum ialah;

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ciri-ciri indicator yang digunakan dalam penilaian program atau kurikulum adalah :-
1)boleh diukur
2) spesifik
3)relevan
4) tepat dan terus
5) berguna untuk pembuat keputusan (stakeholder)

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Perkaitan di antara indikator dan penilaian amat penting kerana jika penilaian dibuat tanpa indikator yang tepat akan menghasilkan dapatan yang boleh diragui atau dipertikaikan. Hanya indikator yang mempunyai ciri-ciri yang baik sahaja akan menghasilkan dapatan yang boleh digunapakai dan sah.

FARHANA AZIZ

FARHANA AZIZ

Inidkator dan penilaian sesuatu program atau kurikulum sangat berkait rapat kerana ketepatan indikator yang digariskan akan menghasilkan penilaian yang berkualiti.

Pihak penilai akan fokus kepada kayu ukur yang ditetapkan contoh hanya 5 aspek di dalam pelaporan murid (fizikal, psikomotor, jasmani, intelektual, kreatif dan kritis). Oleh itu aspek lain tidak diketengahkan di dalam penilaian.

heama

heama

1) to ensure whether the hypothesis achieved
2) to determine research question
3) help to narrow down to the aim of program/ curriculum

MUZAITUL AKMA

MUZAITUL AKMA

indikator penting dalam penilaian kurikulum/program supaya :-
1) dapat menakrifkan apa yang akan diukur
2) dapat mengenalpasti kunci soalan penilaian
3) membantu untuk fokus semasa melakukan penilaian
4) menentukan apa yang perlu dan ingin dilaporkan kepada stakeholder.

Apakah yang telah saya belajar pada hari ini? Mengapakah ini penting?

add

ZARIFAH OMAR

ZARIFAH OMAR

Hari ni saya dapat belajar tentang ciri-ciri indikator yang baik dalam penilaian program atau kurikulum . Indikator yang digunakan mestilah sesuai dan tepat bagi menghasilkan dapatan kajian yang sahih dan boleh dipercayai.
Saya juga belajar tentang bagaimana pentingnya penentuan indikator dalam penilaian program. Penyeldik perlu memilih indikator yang betul-betul sesuai untuk tujuan penilaian program.
Perkaitan di antara indikator dan penilaian program amat penting kerana tanpa indikator yang baik, sesuatu hasil penilaian itu boleh dipertikaikan dan boleh menjadi hasil dapatan yang tidak sah.

heama

heama

learn about the indicator
-  characteristic  of indicator
- the importance of indicator in evaluate curriculum

FARHANA AZIZ

FARHANA AZIZ

saya belajat tentang apa itu indikator, apakah ciri-ciri indikator yang baik, serta apakan kepentingan indikator dalam penilaian.

saya juga belajar untuk mengaitkan setiap fakta dengan contoh yang jelas berdasarkan pembacaan yang meluas

MUZAITUL AKMA

MUZAITUL AKMA

Hari ini saya belajar mengenai :-
1) apakah itu indikator.
2) ciri-ciri dan aspek indikator
3) kepentingan indikator dalam penilaian program dan kurikulum
4) ciri-ciri indikator yang baik
5) ciri-ciri indikator yang kurang baik.