Pembinaan Model Pentaksiran Ekstensif bagi Permainan Kategori Memadang dalam mata pelajaran Pendidikan Jasmani Tahun 5

Kajian ini bertujuan membina Model Pentaksiran Ekstensif bagi Permainan KategoriMemadang dalam Pendidikan Jasmani Tahun 5 serta mengenal pasti tahap pencapaian murid bagi domain psikomotor, kognitif, afektif dan penaakulan. Reka bentuk kajian kes sekali telah digunakan dalam kajian ini. Seramai 18 o...

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Main Author:	Mohd Hanapiah Khamis
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Language:	zsm
Published:	2019
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spellingShingle	Mohd Hanapiah Khamis Pembinaan Model Pentaksiran Ekstensif bagi Permainan Kategori Memadang dalam mata pelajaran Pendidikan Jasmani Tahun 5
description	Kajian ini bertujuan membina Model Pentaksiran Ekstensif bagi Permainan KategoriMemadang dalam Pendidikan Jasmani Tahun 5 serta mengenal pasti tahap pencapaian murid bagi domain psikomotor, kognitif, afektif dan penaakulan. Reka bentuk kajian kes sekali telah digunakan dalam kajian ini. Seramai 18 orang guru Pendidikan Jasmani dipilih secara rawak dan 570 murid dalam kelas tersebut secara automatik sebagai sampel kajian (lelaki = 288 dan perempuan = 282). Nilai kesahan kandungan instrumen Pentaksiran Ekstensif (PE) menggunakan statistik persetujuan secara manual r = 0.93 dan nilai kebolehpercayaan menggunakan Pearson Correlation r = 0.92. Kajian ini menggunakan instrumen PE dan keberkesanannya ditentukan melalui soal selidik tahap persetujuan guru. Kaedah pentaksiran guru dan pentaksiran kendiri digunakan bagi mengukur tahap pencapaian murid dari aspek psikomotor, kognitif, afektif dan penaakulan. Dapatan kajian menunjukkan tahap pencapaian domain psikomotor murid lelaki (M = 76.93; SD = 0.75) adalah pada tahap menguasai keseluruhan dan perempuan (M = 59.10; SD = 0.76) berada pada tahap menguasai. Pencapaian domain kognitif murid lelaki (M = 77.00; SD = 22.14) dan perempuan (M = 76.17; SD = 22.31) adalah pada tahap baik. Tahap pencapaian domain afektif murid lelaki (M = 79.40; SD = 0.34) dan perempuan (M = 71.96; SD = 2.57) juga pada tahap baik. Komponen penaakulan memukul murid lelaki (M = 75.00; SD = 0.86), perempuan (M = 65.00; SD = 0.77) manakala memadang lelaki (M = 75.80; SD = 0.88) dan perempuan (M = 67.60; SD = 1.39) pada tahap prestasi efektif. Analisis ujian Manova menunjukkan terdapat perbezaan yang signifikan antara murid lelaki dan perempuan bagi domain psikomotor [F (1,568) = 348.59, p
format	thesis
qualification_name
qualification_level	Doctorate
author	Mohd Hanapiah Khamis
author_facet	Mohd Hanapiah Khamis
author_sort	Mohd Hanapiah Khamis
title	Pembinaan Model Pentaksiran Ekstensif bagi Permainan Kategori Memadang dalam mata pelajaran Pendidikan Jasmani Tahun 5
title_short	Pembinaan Model Pentaksiran Ekstensif bagi Permainan Kategori Memadang dalam mata pelajaran Pendidikan Jasmani Tahun 5
title_full	Pembinaan Model Pentaksiran Ekstensif bagi Permainan Kategori Memadang dalam mata pelajaran Pendidikan Jasmani Tahun 5
title_fullStr	Pembinaan Model Pentaksiran Ekstensif bagi Permainan Kategori Memadang dalam mata pelajaran Pendidikan Jasmani Tahun 5
title_full_unstemmed	Pembinaan Model Pentaksiran Ekstensif bagi Permainan Kategori Memadang dalam mata pelajaran Pendidikan Jasmani Tahun 5
title_sort	pembinaan model pentaksiran ekstensif bagi permainan kategori memadang dalam mata pelajaran pendidikan jasmani tahun 5
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Sains Sukan dan Kejurulatihan
publishDate	2019
url	https://ir.upsi.edu.my/detailsg.php?det=6778
_version_	1747833308338716672
spelling	oai:ir.upsi.edu.my:67782022-02-18 Pembinaan Model Pentaksiran Ekstensif bagi Permainan Kategori Memadang dalam mata pelajaran Pendidikan Jasmani Tahun 5 2019 Mohd Hanapiah Khamis Kajian ini bertujuan membina Model Pentaksiran Ekstensif bagi Permainan KategoriMemadang dalam Pendidikan Jasmani Tahun 5 serta mengenal pasti tahap pencapaian murid bagi domain psikomotor, kognitif, afektif dan penaakulan. Reka bentuk kajian kes sekali telah digunakan dalam kajian ini. Seramai 18 orang guru Pendidikan Jasmani dipilih secara rawak dan 570 murid dalam kelas tersebut secara automatik sebagai sampel kajian (lelaki = 288 dan perempuan = 282). Nilai kesahan kandungan instrumen Pentaksiran Ekstensif (PE) menggunakan statistik persetujuan secara manual r = 0.93 dan nilai kebolehpercayaan menggunakan Pearson Correlation r = 0.92. Kajian ini menggunakan instrumen PE dan keberkesanannya ditentukan melalui soal selidik tahap persetujuan guru. Kaedah pentaksiran guru dan pentaksiran kendiri digunakan bagi mengukur tahap pencapaian murid dari aspek psikomotor, kognitif, afektif dan penaakulan. Dapatan kajian menunjukkan tahap pencapaian domain psikomotor murid lelaki (M = 76.93; SD = 0.75) adalah pada tahap menguasai keseluruhan dan perempuan (M = 59.10; SD = 0.76) berada pada tahap menguasai. Pencapaian domain kognitif murid lelaki (M = 77.00; SD = 22.14) dan perempuan (M = 76.17; SD = 22.31) adalah pada tahap baik. Tahap pencapaian domain afektif murid lelaki (M = 79.40; SD = 0.34) dan perempuan (M = 71.96; SD = 2.57) juga pada tahap baik. Komponen penaakulan memukul murid lelaki (M = 75.00; SD = 0.86), perempuan (M = 65.00; SD = 0.77) manakala memadang lelaki (M = 75.80; SD = 0.88) dan perempuan (M = 67.60; SD = 1.39) pada tahap prestasi efektif. Analisis ujian Manova menunjukkan terdapat perbezaan yang signifikan antara murid lelaki dan perempuan bagi domain psikomotor [F (1,568) = 348.59, p 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=6778 https://ir.upsi.edu.my/detailsg.php?det=6778 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Sains Sukan dan Kejurulatihan Abdul Ghafar, M. D. (2003). Prinsip dan amalan pengajaran. Kuala Lumpur: Utusan Publication.Abdul Razak, N. (2017). Profil Penaakulan Pelajar Berdasarkan Permainan Kategori Jaring dan Dinding dalam Pendidikan Jasmani (Tesis Doktor Falsafah yang tidak diterbitkan). Universiti Pendidikan Sultan Idris, Tanjung Malim. Malaysia.Abdullah Sani, Y. (2003). Siri Pentadbiran Pendidikan: Mengurus Sekolah. Pahang: PTS Publication.Abdullah, Z. & Mahdi, S. (2014). Pedagogi dan pentaksiran moral. Puchong: Multimedia Sdn. Bhd.Abu Bakar, N. & Bhasah, A. B. (2008). Penaksiran dalam pendidikan Sains Sosial. 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