Penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan

Tujuan utama kajian ini adalah untuk mengetahui tahap penerimaan pendekatan pembelajaranteradun dalam kalangan Guru Pra Perkhidmatan (OPP). Selain itu, kajian ini juga untukmengetahui tahap kemahiran teknologi, kemahiran pedagogi, keinovatifan individu, efikasi kendiri komputer dan pengetahuan pembe...

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Main Author:	Nuurul Najwa Zulkifle
Format:	thesis
Language:	zsm
Published:	2018
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=5903
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id	oai:ir.upsi.edu.my:5903
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institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	zsm
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Nuurul Najwa Zulkifle Penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan
description	Tujuan utama kajian ini adalah untuk mengetahui tahap penerimaan pendekatan pembelajaranteradun dalam kalangan Guru Pra Perkhidmatan (OPP). Selain itu, kajian ini juga untukmengetahui tahap kemahiran teknologi, kemahiran pedagogi, keinovatifan individu, efikasi kendiri komputer dan pengetahuan pembelajaran teradun dalam menyumbang kepada penerimaan pembelajaran teradun dalam kalangan OPP. Pendekatan kuantitatif dengan rekabentuk kajian tinjauan digunakan dalam kajian ini. Seramai 320 OPP daripada Universiti PendidikanSultan Idris dipilih secara rawak mudah sebagai responden kajian. Dapatan kajianmenunjukkan OPP mempunyai kemahiran pedagogi abad 21 yang tinggi (min=3.796, sp=0.816), keinovatifan individu yang tinggi dalam mencuba sesuatu inovasi (min=3.753, sp=0.759) dan juga mempunyai pengetahuan berkaitan pembelajaran teradun (min=3.956, sp=0.685). Dapatan kajian juga menunjukkan OPP kurang berkemahiran dalampenggunaan teknologi (min=3.367, sp=0.999), kurang efikasi kendiri komputer untuk pengajaran yangmenggunakan bahan ICT (min=3.449, sp=0.933), dan kurang menerima dan melaksanakan pembelajaran teradun dalam PdP (min=2.95 l, sp=l.164). Seterusnya, dapatan bagiujian korelasi menunjukkan terdapat hubungan yang signifikan antara kemahiran teknologi(r=0.528), kemahiran pedagogi (r=0.34 l ), keinovatifan individu (r=0.313), efikasi kendirikomputer (r=0.471), pengetahuan pembelajaran teradun (r=0.199) dengan penerimaanpembelajaran teradun. Semua kolerasi tersebut adalah signifikan iaitu p
format	thesis
qualification_name
qualification_level	Master's degree
author	Nuurul Najwa Zulkifle
author_facet	Nuurul Najwa Zulkifle
author_sort	Nuurul Najwa Zulkifle
title	Penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan
title_short	Penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan
title_full	Penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan
title_fullStr	Penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan
title_full_unstemmed	Penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan
title_sort	penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2018
url	https://ir.upsi.edu.my/detailsg.php?det=5903
_version_	1747833234771673088
spelling	oai:ir.upsi.edu.my:59032021-04-27 Penerimaan pendekatan pembelajaran teradun dalam kalangan guru pra perkhidmatan 2018 Nuurul Najwa Zulkifle LB Theory and practice of education Tujuan utama kajian ini adalah untuk mengetahui tahap penerimaan pendekatan pembelajaranteradun dalam kalangan Guru Pra Perkhidmatan (OPP). Selain itu, kajian ini juga untukmengetahui tahap kemahiran teknologi, kemahiran pedagogi, keinovatifan individu, efikasi kendiri komputer dan pengetahuan pembelajaran teradun dalam menyumbang kepada penerimaan pembelajaran teradun dalam kalangan OPP. Pendekatan kuantitatif dengan rekabentuk kajian tinjauan digunakan dalam kajian ini. Seramai 320 OPP daripada Universiti PendidikanSultan Idris dipilih secara rawak mudah sebagai responden kajian. Dapatan kajianmenunjukkan OPP mempunyai kemahiran pedagogi abad 21 yang tinggi (min=3.796, sp=0.816), keinovatifan individu yang tinggi dalam mencuba sesuatu inovasi (min=3.753, sp=0.759) dan juga mempunyai pengetahuan berkaitan pembelajaran teradun (min=3.956, sp=0.685). Dapatan kajian juga menunjukkan OPP kurang berkemahiran dalampenggunaan teknologi (min=3.367, sp=0.999), kurang efikasi kendiri komputer untuk pengajaran yangmenggunakan bahan ICT (min=3.449, sp=0.933), dan kurang menerima dan melaksanakan pembelajaran teradun dalam PdP (min=2.95 l, sp=l.164). Seterusnya, dapatan bagiujian korelasi menunjukkan terdapat hubungan yang signifikan antara kemahiran teknologi(r=0.528), kemahiran pedagogi (r=0.34 l ), keinovatifan individu (r=0.313), efikasi kendirikomputer (r=0.471), pengetahuan pembelajaran teradun (r=0.199) dengan penerimaanpembelajaran teradun. 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