Perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber
<p>Kajian ini bertujuan untuk mengenalpasti tentang perkongsian maklumat peribadi pelajar di</p><p>media sosial dengan kekekerapan menjadi mangsa buli dan kecenderungan menjadi</p><p>pembuli siber. Kajian kuantitatif ini menggunak...
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QA Mathematics Raja Muhammad Faiz Raja Hassan Perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber |
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<p>Kajian ini bertujuan untuk mengenalpasti tentang perkongsian maklumat peribadi pelajar di</p><p>media sosial dengan kekekerapan menjadi mangsa buli dan kecenderungan menjadi</p><p>pembuli siber. Kajian kuantitatif ini menggunakan reka bentuk kajian tinjauan soal-selidik.</p><p>Soal selidik ini telah diubah suai daripada Che Hasniza Che Noh (2014). Sampel kajian</p><p>adalah seramai 132 orang pelajar dari program Diploma Rangkaian Komputer dan Diploma</p><p>Produksi Media Digital Kreatif di Kolej Profesional Mara Indera Mahkota (KPMIM), Pahang.</p><p>Dapatan kajian dianalisis secara statistik deskriptif; kekerapan, peratusan, min, sisihan</p><p>piawai dan indeks relatif serta statistik inferensi; ujian t sampel bebas dan ujian korelasi</p><p>pearson. Kajian mendapati jenis maklumat peribadi yang kerap dikongsikan di media sosial</p><p>oleh pelajar adalah gambar sendiri (70.5%), perkongsian minat (64.4%) dan tarikh lahir</p><p>(51.5%). Jenis media sosial yang kerap digunakan oleh pelajar adalah Instagram (93.9%),</p><p>Tik Tok (77.3%) dan Facebook (74.2%). Dapatan kajian mendapati jenis buli siber yang</p><p>kerap diterima adalah mendapat kata-kata kotor dan lucah (RII=0.286), menerima komen</p><p>negatif (0.283) dan dijadikan bahan jenaka oleh rakan di laman sosial (RII=0.271). Manakala</p><p>jenis membuli siber yang sering dilakukan adalah menghantar komen negatif (RII=0.230),</p><p>menghantar kritikan memalukan (RII=0.220) dan menjadikan rakan laman sosial sebagai</p><p>bahan jenaka (RII=0.218). Kajian mendapati tidak terdapat perbezaan jantina bagi mangsa</p><p>buli, manakala bagi mangsa buli menunjukkan pelajar perempuan lebih cenderung untuk</p><p>menjadi pembuli siber. Selain itu, terdapat hubungan antara kekerapan menjadi mangsa</p><p>buli siber dan kecenderungan menjadi pembuli siber. Berpandukan kepada dapatan kajian,</p><p>adalah dicadangkan kempen kesedaran tentang kebaikan media sosial serta kempen</p><p>kesedaran tentang bahaya dan kesan buli siber dalam pengajaran dan pembelajaran</p><p>dilaksanakan kepada pelajar institusi pengajian tinggi.</p> |
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Raja Muhammad Faiz Raja Hassan |
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Raja Muhammad Faiz Raja Hassan |
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Raja Muhammad Faiz Raja Hassan |
| title |
Perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber |
| title_short |
Perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber |
| title_full |
Perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber |
| title_fullStr |
Perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber |
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Perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber |
| title_sort |
perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber |
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Universiti Pendidikan Sultan Idris |
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Fakulti Komputeran dan META-Teknologi |
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https://ir.upsi.edu.my/detailsg.php?det=10034 |
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1804890511737094144 |
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oai:ir.upsi.edu.my:100342024-04-16 Perkongsian maklumat peribadi di media sosial dan kaitannya dengan buli siber N/A Raja Muhammad Faiz Raja Hassan QA Mathematics <p>Kajian ini bertujuan untuk mengenalpasti tentang perkongsian maklumat peribadi pelajar di</p><p>media sosial dengan kekekerapan menjadi mangsa buli dan kecenderungan menjadi</p><p>pembuli siber. Kajian kuantitatif ini menggunakan reka bentuk kajian tinjauan soal-selidik.</p><p>Soal selidik ini telah diubah suai daripada Che Hasniza Che Noh (2014). Sampel kajian</p><p>adalah seramai 132 orang pelajar dari program Diploma Rangkaian Komputer dan Diploma</p><p>Produksi Media Digital Kreatif di Kolej Profesional Mara Indera Mahkota (KPMIM), Pahang.</p><p>Dapatan kajian dianalisis secara statistik deskriptif; kekerapan, peratusan, min, sisihan</p><p>piawai dan indeks relatif serta statistik inferensi; ujian t sampel bebas dan ujian korelasi</p><p>pearson. Kajian mendapati jenis maklumat peribadi yang kerap dikongsikan di media sosial</p><p>oleh pelajar adalah gambar sendiri (70.5%), perkongsian minat (64.4%) dan tarikh lahir</p><p>(51.5%). Jenis media sosial yang kerap digunakan oleh pelajar adalah Instagram (93.9%),</p><p>Tik Tok (77.3%) dan Facebook (74.2%). Dapatan kajian mendapati jenis buli siber yang</p><p>kerap diterima adalah mendapat kata-kata kotor dan lucah (RII=0.286), menerima komen</p><p>negatif (0.283) dan dijadikan bahan jenaka oleh rakan di laman sosial (RII=0.271). Manakala</p><p>jenis membuli siber yang sering dilakukan adalah menghantar komen negatif (RII=0.230),</p><p>menghantar kritikan memalukan (RII=0.220) dan menjadikan rakan laman sosial sebagai</p><p>bahan jenaka (RII=0.218). Kajian mendapati tidak terdapat perbezaan jantina bagi mangsa</p><p>buli, manakala bagi mangsa buli menunjukkan pelajar perempuan lebih cenderung untuk</p><p>menjadi pembuli siber. Selain itu, terdapat hubungan antara kekerapan menjadi mangsa</p><p>buli siber dan kecenderungan menjadi pembuli siber. Berpandukan kepada dapatan kajian,</p><p>adalah dicadangkan kempen kesedaran tentang kebaikan media sosial serta kempen</p><p>kesedaran tentang bahaya dan kesan buli siber dalam pengajaran dan pembelajaran</p><p>dilaksanakan kepada pelajar institusi pengajian tinggi.</p> N/A thesis https://ir.upsi.edu.my/detailsg.php?det=10034 https://ir.upsi.edu.my/detailsg.php?det=10034 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Komputeran dan META-Teknologi <p>A Jarkas, C. B. (2012). Factors affecting construction labor productivity in Kuwait. ASCE Journal of Construction Engineering and Management.</p><p>Adnan, N. A. (2021). Kesan Penggunaan Video Animasi Dalam Kursus. Jurnal Dunia Pendidikan, 2, 84-97.</p><p>Akinbogun, B. (2016). How to Spot and Deal with Diffrence Form of Cyberbullying .</p><p>Al kindi, S. &.-S. (2017). 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