Faktor peramal Niat Tingkah Laku guru memanfaatkan peranti mudah alih dalam PdPc Reka Bentuk Teknologi sekolah menengah
<p>Kajian ini bertujuan untuk mengenal pasti faktor-faktor peramal yang mempengaruhi</p><p>Niat Tingkah Laku (NTL) guru memanfaatkan Penggunaan Sebenar (PS) telefon</p><p>pintar dalam PdPc Reka Bentuk Teknologi (RBT) sekolah menen...
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LB Theory and practice of education Nazaruddin Abdul Hadi Faktor peramal Niat Tingkah Laku guru memanfaatkan peranti mudah alih dalam PdPc Reka Bentuk Teknologi sekolah menengah |
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<p>Kajian ini bertujuan untuk mengenal pasti faktor-faktor peramal yang mempengaruhi</p><p>Niat Tingkah Laku (NTL) guru memanfaatkan Penggunaan Sebenar (PS) telefon</p><p>pintar dalam PdPc Reka Bentuk Teknologi (RBT) sekolah menengah. Kajian juga</p><p>menilai kesan mediator dan moderator terhadap hubungan antara konstruk kajian.</p><p>Kaedah kajian ialah secara tinjauan dengan menggunakan soal selidik untuk proses</p><p>pengumpulan data melibatkan 479 orang guru RBT di Negeri Sembilan yang dipilih</p><p>secara persampelan rawak dua peringkat. Penganalisisan data secara statistik</p><p>deskriptif pada peringkat pertama dilakukan untuk menjawab persoalan kajian</p><p>pertama. Dapatan kajian mendapati Kesediaan Guru (KG), Kesediaan Teknologi</p><p>(KT), Persepsi Mudah Guna (PMG), Persepsi Kebergunaan (PK), NTL dan PS berada</p><p>pada tahap tinggi. Peringkat kedua penganalisisan melibatkan statistik inferensi iaitu</p><p>Analisis Faktor Pengesahan (Confirmation Factor Analysis, CFA) dan Pemodelan</p><p>Persamaan Berstruktur (Structural Equation Modelling, SEM) dengan menggunakan</p><p>perisian IBM SPSS-AMOS versi 24.0 untuk menjawab empat persoalan kajian</p><p>seterusnya. Didapati KG, KT, PMG dan PK adalah faktor yang mempengaruhi NTL</p><p>secara signifikan serta NTL merupakan faktor yang signifikan mempengaruhi PS</p><p>dalam memanfaatkan penggunaan telefon pintar dalam PdPc RBT. Analisis keseluruhan</p><p>SEM membuktikan bahawa konstruk model TR2TAM telah menyumbang sebanyak</p><p>71% varians bagi NTL dan 66% varians bagi PS. PK terbukti merupakan mediator</p><p>dalam hubungan antara PMG dan NTL. Gender dan pengalaman mengajar berfungsi</p><p>sebagai moderator antara KG, KT, PMG dan PK dengan NTL. Keseluruhannya, Model</p><p>Peramal TR2TAM telah memenuhi indeks fit yang ditetapkan dengan mencapai</p><p>kesepadanan dengan data kajian empirikal. Kesimpulannya, kajian ini telah membantu</p><p>untuk menjelaskan lagi faktor-faktor sebenar yang mempengaruhi guru untuk</p><p>memanfaatkan penggunaan telefon pintar dalam PdPc RBT di samping sebagai penanda</p><p>aras terhadap aspek-aspek yang diukur bagi penggunaan peranti teknologi dalam</p><p>kalangan guru secara amnya berdasarkan tetapan sistem pendidikan di Malaysia.</p><p>Dapatan kajian ini memberi implikasi kepada pemahaman terhadap teori dan model</p><p>penerimaan teknologi secara konstektual kepada pihak yang berkepentingan.</p> |
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Nazaruddin Abdul Hadi |
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Nazaruddin Abdul Hadi |
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Nazaruddin Abdul Hadi |
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Faktor peramal Niat Tingkah Laku guru memanfaatkan peranti mudah alih dalam PdPc Reka Bentuk Teknologi sekolah menengah |
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Faktor peramal Niat Tingkah Laku guru memanfaatkan peranti mudah alih dalam PdPc Reka Bentuk Teknologi sekolah menengah |
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Faktor peramal Niat Tingkah Laku guru memanfaatkan peranti mudah alih dalam PdPc Reka Bentuk Teknologi sekolah menengah |
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Faktor peramal Niat Tingkah Laku guru memanfaatkan peranti mudah alih dalam PdPc Reka Bentuk Teknologi sekolah menengah |
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Faktor peramal Niat Tingkah Laku guru memanfaatkan peranti mudah alih dalam PdPc Reka Bentuk Teknologi sekolah menengah |
| title_sort |
faktor peramal niat tingkah laku guru memanfaatkan peranti mudah alih dalam pdpc reka bentuk teknologi sekolah menengah |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pembangunan Manusia |
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2022 |
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oai:ir.upsi.edu.my:94862023-09-11 Faktor peramal Niat Tingkah Laku guru memanfaatkan peranti mudah alih dalam PdPc Reka Bentuk Teknologi sekolah menengah 2022 Nazaruddin Abdul Hadi LB Theory and practice of education <p>Kajian ini bertujuan untuk mengenal pasti faktor-faktor peramal yang mempengaruhi</p><p>Niat Tingkah Laku (NTL) guru memanfaatkan Penggunaan Sebenar (PS) telefon</p><p>pintar dalam PdPc Reka Bentuk Teknologi (RBT) sekolah menengah. Kajian juga</p><p>menilai kesan mediator dan moderator terhadap hubungan antara konstruk kajian.</p><p>Kaedah kajian ialah secara tinjauan dengan menggunakan soal selidik untuk proses</p><p>pengumpulan data melibatkan 479 orang guru RBT di Negeri Sembilan yang dipilih</p><p>secara persampelan rawak dua peringkat. Penganalisisan data secara statistik</p><p>deskriptif pada peringkat pertama dilakukan untuk menjawab persoalan kajian</p><p>pertama. Dapatan kajian mendapati Kesediaan Guru (KG), Kesediaan Teknologi</p><p>(KT), Persepsi Mudah Guna (PMG), Persepsi Kebergunaan (PK), NTL dan PS berada</p><p>pada tahap tinggi. Peringkat kedua penganalisisan melibatkan statistik inferensi iaitu</p><p>Analisis Faktor Pengesahan (Confirmation Factor Analysis, CFA) dan Pemodelan</p><p>Persamaan Berstruktur (Structural Equation Modelling, SEM) dengan menggunakan</p><p>perisian IBM SPSS-AMOS versi 24.0 untuk menjawab empat persoalan kajian</p><p>seterusnya. Didapati KG, KT, PMG dan PK adalah faktor yang mempengaruhi NTL</p><p>secara signifikan serta NTL merupakan faktor yang signifikan mempengaruhi PS</p><p>dalam memanfaatkan penggunaan telefon pintar dalam PdPc RBT. Analisis keseluruhan</p><p>SEM membuktikan bahawa konstruk model TR2TAM telah menyumbang sebanyak</p><p>71% varians bagi NTL dan 66% varians bagi PS. PK terbukti merupakan mediator</p><p>dalam hubungan antara PMG dan NTL. Gender dan pengalaman mengajar berfungsi</p><p>sebagai moderator antara KG, KT, PMG dan PK dengan NTL. Keseluruhannya, Model</p><p>Peramal TR2TAM telah memenuhi indeks fit yang ditetapkan dengan mencapai</p><p>kesepadanan dengan data kajian empirikal. Kesimpulannya, kajian ini telah membantu</p><p>untuk menjelaskan lagi faktor-faktor sebenar yang mempengaruhi guru untuk</p><p>memanfaatkan penggunaan telefon pintar dalam PdPc RBT di samping sebagai penanda</p><p>aras terhadap aspek-aspek yang diukur bagi penggunaan peranti teknologi dalam</p><p>kalangan guru secara amnya berdasarkan tetapan sistem pendidikan di Malaysia.</p><p>Dapatan kajian ini memberi implikasi kepada pemahaman terhadap teori dan model</p><p>penerimaan teknologi secara konstektual kepada pihak yang berkepentingan.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9486 https://ir.upsi.edu.my/detailsg.php?det=9486 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abd. Ghani Jaafar, Chan, H. L., Karuppaya, K. S., & Bazrulzaman Baharom. (2005). Konsep Dan Perlaksanaan Sekolah Bestari di Malaysia. Seminar Pendidikan, 1-18.</p><p>Abd Hakim Abdul Majid, Mokhairi Makhtar & Syadiah Nor Wan Shamsuddin. (2018). 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