Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah

Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah

<p>Kajian ini bertujuan untuk membangunkan Modul Pentaksiran Pendidikan Kesihatan</p><p>(MoPPK) Tahun Empat Sekolah Rendah di Malaysia. Kajian ini melibatkan tiga fasa,</p><p>iaitu Fasa Analisis Keperluan, Fasa Reka Bentuk dan Pem...

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Main Author: Faiznur Maisya Annur Sani
Format: thesis
Language:zsm
Published: 2023
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RA Public aspects of medicine
Online Access:https://ir.upsi.edu.my/detailsg.php?det=10500
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record_format uketd_dc
institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language zsm
topic RA Public aspects of medicine
spellingShingle RA Public aspects of medicine
Faiznur Maisya Annur Sani
Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah
description <p>Kajian ini bertujuan untuk membangunkan Modul Pentaksiran Pendidikan Kesihatan</p><p>(MoPPK) Tahun Empat Sekolah Rendah di Malaysia. Kajian ini melibatkan tiga fasa,</p><p>iaitu Fasa Analisis Keperluan, Fasa Reka Bentuk dan Pembangunan, dan Fasa</p><p>Pelaksanaan dengan berpandukan model ADDIE (Rossett, 1987). Metodologi yang</p><p>digunakan bagi fasa analisis keperluan adalah kajian tinjauan bagi melihat amalan</p><p>pentaksiran dalam kalangan guru Pendidikan Kesihatan sekolah rendah. Manakala bagi</p><p>fasa kedua pula, seramai 30 orang pakar telah dipilih untuk melengkapkan soal selidik</p><p>bagi proses kesahan dan kebolehpercyaan modul. Reka bentuk bagi fasa penilaian</p><p>adalah kajian kes sekali yang melibatkan 194 orang murid tahun empat dan 12 orang</p><p>guru Pendidikan Kesihatan di beberapa daerah di negeri Pulau Pinang. Dapatan analisis</p><p>keperluan menunjukkan purata keseluruhan soal selidik bagi konstruk persetujuan dan</p><p>kekerapan adalah adalah 70.57 peratus. Hasil pengujian bagi fasa reka bentuk dan</p><p>pembangunan menunjukkan nilai kesahan panel pakar (r=.97), kebolehpercayaan</p><p>instrumen (r=.83) dan kebolehpercayaan item soal selidik (=.84). Seterusnya, analisis</p><p>penilaian menunjukkan purata min pencapaian tahap penguasaan murid adalah</p><p>cemerlang iaitu 84.67peratus. Keputusan ujian ANOVA sehala menunjukkan terdapat</p><p>perbezaan yang signifikan bagi komponen PEERS (p<.05, p=.03) dan pemakanan</p><p>(p<.05, p=.00). Manakala komponen pertolongan cemas pula menunjukkan perbezaan</p><p>yang tidak signifikan (p<.05, p=.90). Hasil ujian-t menunjukkan terdapat perbezaan</p><p>yang signifikan terhadap skor ujian sumatif antara kumpulan kawalan dan rawatan.</p><p>Analisis korelasi pula menunjukkan terdapat hubungan positif yang sederhana dan</p><p>signifikan di antara komponen ujian formatif (PEERS dan pemakanan; r=0.64, p=0.00),</p><p>(PEERS dan pertolongan cemas; (r=0.61, p=0.00) serta hubungan positif yang rendah</p><p>dan signifikan bagi pemakanan dan pertolongan cemas (r=0.49, p=0.00). Akhir sekali,</p><p>penilaian tahap kecekapan modul menunjukkan nilai purata yang sangat baik dengan</p><p>nilai 91.7 peratus dalam kalangan guru. Kesimpulannya, MoPPK ini sangat sesuai</p><p>digunakan dalam proses pentaksiran Pendidikan Kesihatan bagi menguji dan menilai</p><p>tahap penguasaan murid secara holistik seiring dengan penetapan Falsafah Pendidikan</p><p>Kebangsaan dan Pelan Pembangunan Pendidikan Malaysia.</p>
format thesis
qualification_name
qualification_level Doctorate
author Faiznur Maisya Annur Sani
author_facet Faiznur Maisya Annur Sani
author_sort Faiznur Maisya Annur Sani
title Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah
title_short Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah
title_full Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah
title_fullStr Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah
title_full_unstemmed Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah
title_sort pembangunan modul pentaksiran pendidikan kesihatan (moppk) tahun empat sekolah rendah
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Sains Sukan dan Kejurulatihan
publishDate 2023
url https://ir.upsi.edu.my/detailsg.php?det=10500
_version_ 1804890563091103744
spelling oai:ir.upsi.edu.my:105002024-06-24 Pembangunan Modul Pentaksiran Pendidikan Kesihatan (MoPPK) Tahun Empat Sekolah Rendah 2023 Faiznur Maisya Annur Sani RA Public aspects of medicine <p>Kajian ini bertujuan untuk membangunkan Modul Pentaksiran Pendidikan Kesihatan</p><p>(MoPPK) Tahun Empat Sekolah Rendah di Malaysia. Kajian ini melibatkan tiga fasa,</p><p>iaitu Fasa Analisis Keperluan, Fasa Reka Bentuk dan Pembangunan, dan Fasa</p><p>Pelaksanaan dengan berpandukan model ADDIE (Rossett, 1987). Metodologi yang</p><p>digunakan bagi fasa analisis keperluan adalah kajian tinjauan bagi melihat amalan</p><p>pentaksiran dalam kalangan guru Pendidikan Kesihatan sekolah rendah. Manakala bagi</p><p>fasa kedua pula, seramai 30 orang pakar telah dipilih untuk melengkapkan soal selidik</p><p>bagi proses kesahan dan kebolehpercyaan modul. Reka bentuk bagi fasa penilaian</p><p>adalah kajian kes sekali yang melibatkan 194 orang murid tahun empat dan 12 orang</p><p>guru Pendidikan Kesihatan di beberapa daerah di negeri Pulau Pinang. Dapatan analisis</p><p>keperluan menunjukkan purata keseluruhan soal selidik bagi konstruk persetujuan dan</p><p>kekerapan adalah adalah 70.57 peratus. Hasil pengujian bagi fasa reka bentuk dan</p><p>pembangunan menunjukkan nilai kesahan panel pakar (r=.97), kebolehpercayaan</p><p>instrumen (r=.83) dan kebolehpercayaan item soal selidik (=.84). Seterusnya, analisis</p><p>penilaian menunjukkan purata min pencapaian tahap penguasaan murid adalah</p><p>cemerlang iaitu 84.67peratus. Keputusan ujian ANOVA sehala menunjukkan terdapat</p><p>perbezaan yang signifikan bagi komponen PEERS (p<.05, p=.03) dan pemakanan</p><p>(p<.05, p=.00). Manakala komponen pertolongan cemas pula menunjukkan perbezaan</p><p>yang tidak signifikan (p<.05, p=.90). Hasil ujian-t menunjukkan terdapat perbezaan</p><p>yang signifikan terhadap skor ujian sumatif antara kumpulan kawalan dan rawatan.</p><p>Analisis korelasi pula menunjukkan terdapat hubungan positif yang sederhana dan</p><p>signifikan di antara komponen ujian formatif (PEERS dan pemakanan; r=0.64, p=0.00),</p><p>(PEERS dan pertolongan cemas; (r=0.61, p=0.00) serta hubungan positif yang rendah</p><p>dan signifikan bagi pemakanan dan pertolongan cemas (r=0.49, p=0.00). Akhir sekali,</p><p>penilaian tahap kecekapan modul menunjukkan nilai purata yang sangat baik dengan</p><p>nilai 91.7 peratus dalam kalangan guru. Kesimpulannya, MoPPK ini sangat sesuai</p><p>digunakan dalam proses pentaksiran Pendidikan Kesihatan bagi menguji dan menilai</p><p>tahap penguasaan murid secara holistik seiring dengan penetapan Falsafah Pendidikan</p><p>Kebangsaan dan Pelan Pembangunan Pendidikan Malaysia.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=10500 https://ir.upsi.edu.my/detailsg.php?det=10500 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Sains Sukan dan Kejurulatihan <p>Abdull Sukor Shaari, Abd Rahim Romle, & Mohamad Yazi Kerya. (2006). Beban tugas guru sekolah rendah. Seminar Kebangsaan Kepimpinan Dan Pengurusan Sekolah, 112.</p><p></p><p>Adams, N. E. (2015). Blooms taxonomy of cognitive learning objectives. Journal of the Medical Library Association : JMLA, 103(3), 152153. https://doi.org/10.3163/1536-5050.103.3.010</p><p></p><p>Adetayo, J. O. (2014). Assessing the Affective Behaviours in Learners. Journal of Education and Practice, 5(16), 815. 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