Tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri Sembilan
<p>Objektif kajian ini adalah untuk melihat tahap pengetahuan, pelaksanaan dan</p><p>kepentingan pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri</p><p>Sembilan. Reka bentuk kajian ini berdasarkan pendekatan pen...
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LC Special aspects of education Suzana Muhamad Pilus Tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri Sembilan |
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<p>Objektif kajian ini adalah untuk melihat tahap pengetahuan, pelaksanaan dan</p><p>kepentingan pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri</p><p>Sembilan. Reka bentuk kajian ini berdasarkan pendekatan penyelidikan kuantitatif</p><p>dengan menggunakan kaedah survei. Kajian survei ini menggunakan soal selidik yang</p><p>telah diadaptasi iaitu Borang Soal Selidik Kajian Pendidikan Multibudaya sebagai</p><p>instrumen utama bagi mengumpul data berkaitan kajian ini. Kaedah persampelan rawak</p><p>berstrata telah digunakan di mana 927 orang guru sekolah kebangsaan daripada 103</p><p>buah sekolah di seluruh daerah di Negeri Sembilan telah dipilih sebagai responden.</p><p>Indek kebolehpercayaan Alpha Cronbach bagi soal selidik bagi mengukur semua aspek</p><p>dalam kajian ini adalah antara 0.742 hingga 0.934. Pengumpulan data kajian ini</p><p>dilakukan dengan menggunakan aplikasi google form. Data kajian ini dianalisis</p><p>menggunakan perisian SPSS versi 26.0. Dua jenis statistik digunakan iaitu statistik</p><p>deskriptif dan statistik inferensi. Statistik deskriptif iaitu frekuensi, peratusan, min dan</p><p>sisihan piawai digunakan bagi menghuraikan profil responden dan menjawab persoalan</p><p>kajian. Statistik inferensi, iaitu MANOVA Satu-Hala dan Regresi Berganda digunakan</p><p>untuk menguji hipotesis kajian. Kajian ini mendapati tahap pengetahuan guru berkaitan</p><p>Pendidikan Multibudaya secara keseluruhannya adalah pada tahap sederhana</p><p>(min=4.226; s.p.=0.490), tahap pelaksanaan guru berkaitan Pendidikan Multibudaya</p><p>juga pada tahap sederhana (min=4.148; s.p.=0.520) dan tahap kepentingan guru</p><p>berkaitan Pendidikan Multibudaya secara keseluruhannya adalah pada tahap yang</p><p>sederhana juga (min=4.355; s.p.=0.567). Manakala tahap kepentingan berkaitan</p><p>pengurangan prejudis (min=4.428; s.p.=0.663); dan pemerkasaan budaya sekolah dan</p><p>struktur sosial (min=4.552; s.p.=0.610) daripada perspektif guru adalah pada tahap</p><p>yang tinggi. Faktor utama dan tertinggi yang mempengaruhi pelaksanaan pendidikan</p><p>multibudaya di sekolah ialah pengetahuan guru tentang pendidikan multibudaya</p><p>(80.1%), diikuti dengan faktor pengalaman mengajar (0.3%) dan persepsi guru terhadap</p><p>kepentingan pendidikan multibudaya (0.2%).</p> |
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Suzana Muhamad Pilus |
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Suzana Muhamad Pilus |
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Suzana Muhamad Pilus |
| title |
Tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri Sembilan |
| title_short |
Tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri Sembilan |
| title_full |
Tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri Sembilan |
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Tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri Sembilan |
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Tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri Sembilan |
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tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di negeri sembilan |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pembangunan Manusia |
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2023 |
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https://ir.upsi.edu.my/detailsg.php?det=10525 |
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oai:ir.upsi.edu.my:105252024-06-27 Tahap pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri Sembilan 2023 Suzana Muhamad Pilus LC Special aspects of education <p>Objektif kajian ini adalah untuk melihat tahap pengetahuan, pelaksanaan dan</p><p>kepentingan pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri</p><p>Sembilan. Reka bentuk kajian ini berdasarkan pendekatan penyelidikan kuantitatif</p><p>dengan menggunakan kaedah survei. Kajian survei ini menggunakan soal selidik yang</p><p>telah diadaptasi iaitu Borang Soal Selidik Kajian Pendidikan Multibudaya sebagai</p><p>instrumen utama bagi mengumpul data berkaitan kajian ini. Kaedah persampelan rawak</p><p>berstrata telah digunakan di mana 927 orang guru sekolah kebangsaan daripada 103</p><p>buah sekolah di seluruh daerah di Negeri Sembilan telah dipilih sebagai responden.</p><p>Indek kebolehpercayaan Alpha Cronbach bagi soal selidik bagi mengukur semua aspek</p><p>dalam kajian ini adalah antara 0.742 hingga 0.934. Pengumpulan data kajian ini</p><p>dilakukan dengan menggunakan aplikasi google form. Data kajian ini dianalisis</p><p>menggunakan perisian SPSS versi 26.0. Dua jenis statistik digunakan iaitu statistik</p><p>deskriptif dan statistik inferensi. Statistik deskriptif iaitu frekuensi, peratusan, min dan</p><p>sisihan piawai digunakan bagi menghuraikan profil responden dan menjawab persoalan</p><p>kajian. Statistik inferensi, iaitu MANOVA Satu-Hala dan Regresi Berganda digunakan</p><p>untuk menguji hipotesis kajian. Kajian ini mendapati tahap pengetahuan guru berkaitan</p><p>Pendidikan Multibudaya secara keseluruhannya adalah pada tahap sederhana</p><p>(min=4.226; s.p.=0.490), tahap pelaksanaan guru berkaitan Pendidikan Multibudaya</p><p>juga pada tahap sederhana (min=4.148; s.p.=0.520) dan tahap kepentingan guru</p><p>berkaitan Pendidikan Multibudaya secara keseluruhannya adalah pada tahap yang</p><p>sederhana juga (min=4.355; s.p.=0.567). Manakala tahap kepentingan berkaitan</p><p>pengurangan prejudis (min=4.428; s.p.=0.663); dan pemerkasaan budaya sekolah dan</p><p>struktur sosial (min=4.552; s.p.=0.610) daripada perspektif guru adalah pada tahap</p><p>yang tinggi. Faktor utama dan tertinggi yang mempengaruhi pelaksanaan pendidikan</p><p>multibudaya di sekolah ialah pengetahuan guru tentang pendidikan multibudaya</p><p>(80.1%), diikuti dengan faktor pengalaman mengajar (0.3%) dan persepsi guru terhadap</p><p>kepentingan pendidikan multibudaya (0.2%).</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=10525 https://ir.upsi.edu.my/detailsg.php?det=10525 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abdullah, A., Ismail, M.M., & Mansor, M.N. (2016). Ekelektisme dalam memahami kepelbagaian dan etnisiti di tempat kerja. Research Journal of Social Sciences, 9(3), 45-51. http://psasir.upm.edu.my/id/eprint/54134.</p><p>Abrams, D. (2010). Processes of prejudice: Theory, evidence and intervention. Equality and Human Rights Commission.</p><p>Adom, D., Joe, A-A., & Hussein, E. K. (2018). Theoretical and conceptual framework: Mandatory ingredients of quality research. 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