Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif

Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif

Kajian ini bertujuan meninjau tahap penerimaan guru arus perdana terhadappelaksanaan pendidikan inklusif di sekolah rendah. Kajian ini menggunakanteori penerimaan tiga komponen iaitu penerimaan pengetahuan, afektif dantingkah laku (Breckler). Selain itu, kajian ini juga melihat faktor-faktor yangmem...

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Main Author: Nur Fadhilah Mohd Shah
Format: thesis
Language:zsm
Published: 2018
Subjects:
LC Special aspects of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=5956
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language zsm
topic LC Special aspects of education
spellingShingle LC Special aspects of education
Nur Fadhilah Mohd Shah
Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif
description Kajian ini bertujuan meninjau tahap penerimaan guru arus perdana terhadappelaksanaan pendidikan inklusif di sekolah rendah. Kajian ini menggunakanteori penerimaan tiga komponen iaitu penerimaan pengetahuan, afektif dantingkah laku (Breckler). Selain itu, kajian ini juga melihat faktor-faktor yangmempengaruhi penerimaan guru. Reka bentuk penyelidikan adalah kuantitatifyang menggunakan kaedah tinjauan. Instrumen kajian ialah soal selidik yangdiubahsuai daripada Haniz Ibrahim. Penetapan sampel kajian menggunakanteknik strata, kluster dan rawak. Sampel kajian yang digunakan adalah seramai213 orang guru dari sekolah rendah. Kajian menunjukkan tahap penerimaanguru secara keseluruhan adalah tahap neutral (M=3.270.38). Antara 3komponen penerimaan, komponen pengetahuan (M=3.380.53) dan afektif(M=3.000.54) berada tahap neutral, manakala komponen tingkah laku beradatahap positif (M=3.450.56). Faktor yang mempengaruhi penerima guru adalahfaktor kaum, jenis sekolah dan sekolah yang ada dan tiada PPKIBP adalahsignifikan. Kesimpulannya, tahap penerimaan guru adalah neutral dankomponen yang paling positif adalah komponen tingkah laku. Guru -guru jugatidak menunjukkan sikap positif mahupun negatif terhadap pelaksanaanpendidikan inklusif. Implikasi dapatan kajian menunjukkan bahawa guru arusperdana tidak mempunyai penerimaan yang negatif terhadap pendidikaninklusif. Justeru, pelbagai usaha perlu dilaksanakan untuk meningkatpenerimaan guru dalam melaksanakan pendidikan inklusif. Peningkatanpenerimaan ini boleh dilakukan dengan mengadakan kursus, bengkel danLatihan Dalam Perkhidmatan (LADAP) di pelbagai peringkat seperti sekolah,Pejabat Pendidikan Daerah (PPD), Jabatan Pendidikan Negeri (JPN) dankementerian pendidikan. Tumpuan latihan haruslah untuk meningkatkanpengetahuan dan perasaan empati guru terhadap pelaksanaan inklusif.
format thesis
qualification_name
qualification_level Master's degree
author Nur Fadhilah Mohd Shah
author_facet Nur Fadhilah Mohd Shah
author_sort Nur Fadhilah Mohd Shah
title Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif
title_short Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif
title_full Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif
title_fullStr Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif
title_full_unstemmed Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif
title_sort tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2018
url https://ir.upsi.edu.my/detailsg.php?det=5956
_version_ 1747833236913913856
spelling oai:ir.upsi.edu.my:59562021-05-06 Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif 2018 Nur Fadhilah Mohd Shah LC Special aspects of education Kajian ini bertujuan meninjau tahap penerimaan guru arus perdana terhadappelaksanaan pendidikan inklusif di sekolah rendah. Kajian ini menggunakanteori penerimaan tiga komponen iaitu penerimaan pengetahuan, afektif dantingkah laku (Breckler). Selain itu, kajian ini juga melihat faktor-faktor yangmempengaruhi penerimaan guru. Reka bentuk penyelidikan adalah kuantitatifyang menggunakan kaedah tinjauan. Instrumen kajian ialah soal selidik yangdiubahsuai daripada Haniz Ibrahim. Penetapan sampel kajian menggunakanteknik strata, kluster dan rawak. Sampel kajian yang digunakan adalah seramai213 orang guru dari sekolah rendah. Kajian menunjukkan tahap penerimaanguru secara keseluruhan adalah tahap neutral (M=3.270.38). Antara 3komponen penerimaan, komponen pengetahuan (M=3.380.53) dan afektif(M=3.000.54) berada tahap neutral, manakala komponen tingkah laku beradatahap positif (M=3.450.56). Faktor yang mempengaruhi penerima guru adalahfaktor kaum, jenis sekolah dan sekolah yang ada dan tiada PPKIBP adalahsignifikan. Kesimpulannya, tahap penerimaan guru adalah neutral dankomponen yang paling positif adalah komponen tingkah laku. Guru -guru jugatidak menunjukkan sikap positif mahupun negatif terhadap pelaksanaanpendidikan inklusif. Implikasi dapatan kajian menunjukkan bahawa guru arusperdana tidak mempunyai penerimaan yang negatif terhadap pendidikaninklusif. Justeru, pelbagai usaha perlu dilaksanakan untuk meningkatpenerimaan guru dalam melaksanakan pendidikan inklusif. Peningkatanpenerimaan ini boleh dilakukan dengan mengadakan kursus, bengkel danLatihan Dalam Perkhidmatan (LADAP) di pelbagai peringkat seperti sekolah,Pejabat Pendidikan Daerah (PPD), Jabatan Pendidikan Negeri (JPN) dankementerian pendidikan. Tumpuan latihan haruslah untuk meningkatkanpengetahuan dan perasaan empati guru terhadap pelaksanaan inklusif. 2018 thesis https://ir.upsi.edu.my/detailsg.php?det=5956 https://ir.upsi.edu.my/detailsg.php?det=5956 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia Abd. Rahim Talib (2006). Pengenalan pendidikan kanak-kanak masalahpembelajaran. Kuala Lumpur: Open University Malaysia (OUM).Abdul Rahim Hamdan & Muhammad Khairul Anuar Hussin. (2013). Persepsi gurualiran perdana. 2nd International Seminar on Quality and Affordable Education(ISQAE 2013), 265-270.Abdulaziz Abdullah Al-Othman. (2009). 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