Penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah Muallim Perak
Tujuan kajian ini adalah untuk menganggarkan kos masa instruksional yang hilang akibatdaripada ketidakberadaan guru dalam bilik darjah. Kajian ini menggunakan pendekatankuantitatif dengan reka bentuk kajian tinjauan. Sampel kajian terdiri daripada 313 orangguru sekolah rendah dan menengah di daerah...
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LB Theory and practice of education Siti Anis Abdul Rahman Penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah Muallim Perak |
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Tujuan kajian ini adalah untuk menganggarkan kos masa instruksional yang hilang akibatdaripada ketidakberadaan guru dalam bilik darjah. Kajian ini menggunakan pendekatankuantitatif dengan reka bentuk kajian tinjauan. Sampel kajian terdiri daripada 313 orangguru sekolah rendah dan menengah di daerah Muallim, Perak. Penganggaran kos masa instruksionalyang hilang menggunakan Model Modal Insan. Dapatan kajian menunjukkan bahawa sebab utama gurutiada di dalam bilik darjah kerana urusan rasmi dengan kekerapan ketiadaan yang paling tinggiialah pada hari Jumaat. Jumlah purata seorang guru tiada dalam bilik darjah ialah sebanyak 25 harisetahun. Manakala purata kadar upah mengajar per waktu bagi seorang guru ialah sebanyakRM74.20. Jumlah kerugian masa instruksional akibat ketiadaan seorang guru dalam bilik darjah bagi tempoh setahun adalah sebanyak RM5,636.42. Keseluruhan anggaran kos masainstruksional yang hilang ialah RM1,764,201.54, iaitu RM911,285.60 bagi sekolah rendah danRM852,915.94 bagi sekolah menengah. Jumlah kerugian ini melebihi jumlah gaji keseluruhanguru setahun iaitu sebanyak RM324,218.22. Kesimpulannya, dapatan kajian menunjukkanketidakberadaan guru dalam bilik darjah bukan sahaja merugikan murid tetapi akan memberikankerugian juga kepada kerajaan kerana setiap ringgit yang diperuntukkan dalam pendidikantidak dimanfaatkan sepenuhnya. Implikasi kajian menunjukkan bahawa pelaksanaan pembantu guruadalah satu pilihan yang baik bagi mengurangkan kerugian akibat kehilangan masainstruksional. Pelaksanaan program Melindungi Masa Instruksional yang lebih efisien juga dapatmengurangkan masalah ketiadaan guru dalam bilik darjah dan seterusnya dapat meningkatkanhasil pembelajaran murid dalam bilikdarjah. |
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Siti Anis Abdul Rahman |
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Siti Anis Abdul Rahman |
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Siti Anis Abdul Rahman |
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Penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah Muallim Perak |
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Penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah Muallim Perak |
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Penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah Muallim Perak |
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Penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah Muallim Perak |
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Penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah Muallim Perak |
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penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah muallim perak |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pengurusan dan Ekonomi |
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oai:ir.upsi.edu.my:53052020-10-16 Penganggaran kos masa instruksional yang hilang akibat ketidakberadaan guru dalam bilik darjah di daerah Muallim Perak 2019 Siti Anis Abdul Rahman LB Theory and practice of education Tujuan kajian ini adalah untuk menganggarkan kos masa instruksional yang hilang akibatdaripada ketidakberadaan guru dalam bilik darjah. Kajian ini menggunakan pendekatankuantitatif dengan reka bentuk kajian tinjauan. Sampel kajian terdiri daripada 313 orangguru sekolah rendah dan menengah di daerah Muallim, Perak. Penganggaran kos masa instruksionalyang hilang menggunakan Model Modal Insan. Dapatan kajian menunjukkan bahawa sebab utama gurutiada di dalam bilik darjah kerana urusan rasmi dengan kekerapan ketiadaan yang paling tinggiialah pada hari Jumaat. Jumlah purata seorang guru tiada dalam bilik darjah ialah sebanyak 25 harisetahun. Manakala purata kadar upah mengajar per waktu bagi seorang guru ialah sebanyakRM74.20. Jumlah kerugian masa instruksional akibat ketiadaan seorang guru dalam bilik darjah bagi tempoh setahun adalah sebanyak RM5,636.42. Keseluruhan anggaran kos masainstruksional yang hilang ialah RM1,764,201.54, iaitu RM911,285.60 bagi sekolah rendah danRM852,915.94 bagi sekolah menengah. Jumlah kerugian ini melebihi jumlah gaji keseluruhanguru setahun iaitu sebanyak RM324,218.22. Kesimpulannya, dapatan kajian menunjukkanketidakberadaan guru dalam bilik darjah bukan sahaja merugikan murid tetapi akan memberikankerugian juga kepada kerajaan kerana setiap ringgit yang diperuntukkan dalam pendidikantidak dimanfaatkan sepenuhnya. Implikasi kajian menunjukkan bahawa pelaksanaan pembantu guruadalah satu pilihan yang baik bagi mengurangkan kerugian akibat kehilangan masainstruksional. Pelaksanaan program Melindungi Masa Instruksional yang lebih efisien juga dapatmengurangkan masalah ketiadaan guru dalam bilik darjah dan seterusnya dapat meningkatkanhasil pembelajaran murid dalam bilikdarjah. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=5305 https://ir.upsi.edu.my/detailsg.php?det=5305 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi Abdal-Haqq, I. (1997). Not just a warm body: changing images of the substituteteacher.Retrieved from ERIC database. (ED412208)Al-cazar, L., Rogers, F., Chaudhury, N., Hammer, H., & Kremer, M. (2006).Why are teachers absent?Probing service delivery in Peruvian primary schools.Retrieved http://Googlescholar.comAmerican Samoa Department of Education. (2012). Department of Education enrolment reports:2010/2011. Retrieved from http://www.PowerSchool.as/Arlinda Montiel. (2017). A Study On The Practice Of Redeeming A Substitute Teacher Certificate At ABorder College In South Texas. 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