Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak

Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak

<p>Kajian ini bertujuan membangun dan menilai Modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan guru pendidikan awal kanak-kanak. Kajian ini menggunakan kaedah penyelidikan reka bentuk dan pembangunan (DDR) dengan tiga fasa kajian. Fasa 1 iaitu fasa analisis kep...

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Main Author: Nur Nazuha Beevi Abdul Aziz
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Nur Nazuha Beevi Abdul Aziz
Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak
description <p>Kajian ini bertujuan membangun dan menilai Modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan guru pendidikan awal kanak-kanak. Kajian ini menggunakan kaedah penyelidikan reka bentuk dan pembangunan (DDR) dengan tiga fasa kajian. Fasa 1 iaitu fasa analisis keperluan di mana seramai 90 orang guru Tabika KEMAS telah diberi soal selidik dan ditemu bual. Fasa II iaitu fasa reka bentuk dan pembangunan modul di mana kesahan kandungan modul dinilai oleh sembilan orang panel pakar. Fasa III iaitu fasa pelaksanaan dan penilaian dijalankan terhadap 66 orang guru Tabika KEMAS yang dibahagikan kepada kumpulan rawatan (n=33) dan kumpulan kawalan (n=33) secara rawak. Pembangunan isi kandungan modul menggunakan Teori Efikasi Kendiri, model ARCS Keller dan Teori Pembelajaran Androgogi. Instrumen yang digunakan ialah Soal Selidik Tahap Efikasi Mengajar Bahasa Inggeris dan Soal Selidik Tahap Kebimbangan Mengajar Bahasa Inggeris. Dapatan kajian Fasa I menunjukkan guru percaya bahawa mereka lemah menguruskan pembangunan emosi diri (M=3.47, SP=6.55), kurang pemodelan kendiri (M=3.38, SP=0.47), kurang pengetahuan dalam mengajar Bahasa Inggeris (M=3.17, SP=0.43) serta penilaian kendiri (M=2.59, SP=4.62) yang agak rendah. Oleh itu, mereka menyokong keperluan sebuah modul dibina untuk meningkatkan efikasi kendiri mengajar Bahasa Inggeris (M=4.04, SP=0.62). Dapatan kajian Fasa II menunjukkan tahap persetujuan pakar terhadap kebolehgunaan modul melebihi 84.6 peratus. Dapatan kajian Fasa III menunjukkan terdapat perbezaan yang signifikan di antara skor min ujian pra dan ujian pasca dalam aspek kepercayaan efikasi kendiri [t(32) = -7.66; p<0.05]; amalan efikasi kendiri [t(32) = -8.58; p<0.05]; dan tahap kebimbangan [t(32) = 4.128; p<0.05]. Hasil temu bual mendapati beberapa kekuatan modul iaitu kesesuaian bahan modul, peningkatan pengetahuan dan kemahiran, perubahan diri dan kualiti pengajaran. Kelemahan modul pula adalah kekurangan aktiviti praktikal dan masa. Kesimpulannya, Modul PEMBI ini berkesan dalam meningkatkan pengetahuan, kemahiran serta efikasi kendiri untuk mengajar Bahasa Inggeris. Implikasi kajian menunjukkan modul ini boleh digunakan bagi latihan pembangunan profesional guru untuk meningkatkan kualiti pengajaran Bahasa Inggeris terutama daripada aspek psikologikal guru termasuk efikasi kendiri dan kebimbangan mengajar Bahasa Inggeris.</p>
format thesis
qualification_name
qualification_level Doctorate
author Nur Nazuha Beevi Abdul Aziz
author_facet Nur Nazuha Beevi Abdul Aziz
author_sort Nur Nazuha Beevi Abdul Aziz
title Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak
title_short Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak
title_full Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak
title_fullStr Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak
title_full_unstemmed Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak
title_sort pembangunan dan penilaian modul peningkatan efikasi mengajar bahasa inggeris (pembi) dalam kalangan guru pendidikan awal kanak-kanak
granting_institution Universiti Pendidikan Sultan Idris
granting_department Pusat Penyelidikan Perkembangan Kanak-kanak Negara
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=7381
_version_ 1747833388169953280
spelling oai:ir.upsi.edu.my:73812022-09-05 Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak 2020 Nur Nazuha Beevi Abdul Aziz <p>Kajian ini bertujuan membangun dan menilai Modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan guru pendidikan awal kanak-kanak. Kajian ini menggunakan kaedah penyelidikan reka bentuk dan pembangunan (DDR) dengan tiga fasa kajian. Fasa 1 iaitu fasa analisis keperluan di mana seramai 90 orang guru Tabika KEMAS telah diberi soal selidik dan ditemu bual. Fasa II iaitu fasa reka bentuk dan pembangunan modul di mana kesahan kandungan modul dinilai oleh sembilan orang panel pakar. Fasa III iaitu fasa pelaksanaan dan penilaian dijalankan terhadap 66 orang guru Tabika KEMAS yang dibahagikan kepada kumpulan rawatan (n=33) dan kumpulan kawalan (n=33) secara rawak. Pembangunan isi kandungan modul menggunakan Teori Efikasi Kendiri, model ARCS Keller dan Teori Pembelajaran Androgogi. Instrumen yang digunakan ialah Soal Selidik Tahap Efikasi Mengajar Bahasa Inggeris dan Soal Selidik Tahap Kebimbangan Mengajar Bahasa Inggeris. Dapatan kajian Fasa I menunjukkan guru percaya bahawa mereka lemah menguruskan pembangunan emosi diri (M=3.47, SP=6.55), kurang pemodelan kendiri (M=3.38, SP=0.47), kurang pengetahuan dalam mengajar Bahasa Inggeris (M=3.17, SP=0.43) serta penilaian kendiri (M=2.59, SP=4.62) yang agak rendah. Oleh itu, mereka menyokong keperluan sebuah modul dibina untuk meningkatkan efikasi kendiri mengajar Bahasa Inggeris (M=4.04, SP=0.62). Dapatan kajian Fasa II menunjukkan tahap persetujuan pakar terhadap kebolehgunaan modul melebihi 84.6 peratus. Dapatan kajian Fasa III menunjukkan terdapat perbezaan yang signifikan di antara skor min ujian pra dan ujian pasca dalam aspek kepercayaan efikasi kendiri [t(32) = -7.66; p<0.05]; amalan efikasi kendiri [t(32) = -8.58; p<0.05]; dan tahap kebimbangan [t(32) = 4.128; p<0.05]. Hasil temu bual mendapati beberapa kekuatan modul iaitu kesesuaian bahan modul, peningkatan pengetahuan dan kemahiran, perubahan diri dan kualiti pengajaran. Kelemahan modul pula adalah kekurangan aktiviti praktikal dan masa. Kesimpulannya, Modul PEMBI ini berkesan dalam meningkatkan pengetahuan, kemahiran serta efikasi kendiri untuk mengajar Bahasa Inggeris. Implikasi kajian menunjukkan modul ini boleh digunakan bagi latihan pembangunan profesional guru untuk meningkatkan kualiti pengajaran Bahasa Inggeris terutama daripada aspek psikologikal guru termasuk efikasi kendiri dan kebimbangan mengajar Bahasa Inggeris.</p> 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=7381 https://ir.upsi.edu.my/detailsg.php?det=7381 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Pusat Penyelidikan Perkembangan Kanak-kanak Negara <p>Abu Bakar Nordin. (1995). Penilaian Afektif. Kajang: MASA Enterprise.</p><p></p><p>Aelterman, A., Engels, N., Petegera, K. V, & Verhaeghe, J. P. (2007). The well-being of teachers in Flanders: the importance of a supportive school culture. Journal Educational Studies, 33(3), 285-297.</p><p></p><p>Agensi Kelayakan Malaysia. (2014). Standard Program: Pendidikan Awal Kanak- Kanak.</p><p></p><p>Ahmad Munawar Ismail & Mohd Nor Shahizan Ali. (2018). 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