Pengetahuan, kemahiran dan penggunaan Computer-Based Assistive Technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah

Kajian ini bertujuan untuk mengenal pasti pengetahuan, kemahiran dan penggunaanComputer-Based Assistive Technology (CBAT) daripada perspektif guru programpendidikan khas integrasi masalah pembelajaran di sekolah m...

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Main Author:	Nur Syifaa Mohd Nawi
Format:	thesis
Language:	zsm
Published:	2021
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=7228
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institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	zsm
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Nur Syifaa Mohd Nawi Pengetahuan, kemahiran dan penggunaan Computer-Based Assistive Technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah
description	<p>Kajian ini bertujuan untuk mengenal pasti pengetahuan, kemahiran dan penggunaan</p><p>Computer-Based Assistive Technology (CBAT) daripada perspektif guru program</p><p>pendidikan khas integrasi masalah pembelajaran di sekolah menengah. Kajian ini</p><p>menggunakan Model SAMR yang diasaskan oleh Puentedura untuk menerangkan</p><p>konsep penggunaan CBAT yang mengandungi elemen Substitution, Augmentation,</p><p>Modification, dan Redefinition. Objektif kajian juga adalah untuk menentukan</p><p>hubungan di antara pengetahuan dan kemahiran penggunaan CBAT dengan kekerapaan</p><p>penggunaan CBAT. Kajian ini menggunakan reka bentuk kajian kes. Instrumen kajian</p><p>terdiri daripada satu set soal selidik yang telah disahkan oleh tiga orang pakar bidang</p><p>dan mempunyai kebolehpercayaan yang tinggi menggunakan pekali Cronbach Alpha </p><p>= 0.974. Sampel kajian ini terdiri daripada 108 orang guru PPKI Masalah Pembelajaran</p><p>yang telah dipilih daripada 12 buah sekolah menengah di daerah Klang, Selangor. Data</p><p>yang diperolehi dianalisis menggunakan statistik deskriptif dan inferens iaitu kekerapan,</p><p>peratusan, min, sisihan piawai dan korelasi Pearson. Dapatan kajian menunjukkan</p><p>bahawa guru jarang (min = 2.26, SP = 1.23) menggunakan alat CBAT semasa</p><p>pengajaran dan pembelajaran (PdP) akan tetapi dari segi pengetahuan, guru bersetuju</p><p>(min = 3.53, SP = 1.56) bahawa mereka tahu untuk melakukan pengubahsuaian</p><p>terhadap alat CBAT (Modification). Dari segi kemahiran pula didapati guru agak mahir</p><p>(min = 3.21, SP = 1.40) menggubah suai alat CBAT (Modification). Terdapat hubungan</p><p>signifikan yang sederhana antara pengetahuan dengan kekerapan penggunaan alat</p><p>CBAT (r=0.55, p<0.05). Terdapat juga hubungan signifikan yang sederhana antara</p><p>kemahiran dengan kekerapan penggunaaan alat tersebut (r=0.521, p<0.05).</p><p>Kesimpulannya, kajian ini mendapati guru bersetuju mereka memiliki pengetahuan dan</p><p>kemahiran menggunakan alat CBAT namun kekerapan penggunaan alat CBAT semasa</p><p>pengajaran adalah rendah. Implikasi kajian ini menunjukkan bahawa guru pendidkan</p><p>khas perlu lebih banyak latihan untuk menggunakan alat CBAT semasa PdP selaras</p><p>dengan Pembelajaran Abad ke-21.</p>
format	thesis
qualification_name
qualification_level	Master's degree
author	Nur Syifaa Mohd Nawi
author_facet	Nur Syifaa Mohd Nawi
author_sort	Nur Syifaa Mohd Nawi
title	Pengetahuan, kemahiran dan penggunaan Computer-Based Assistive Technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah
title_short	Pengetahuan, kemahiran dan penggunaan Computer-Based Assistive Technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah
title_full	Pengetahuan, kemahiran dan penggunaan Computer-Based Assistive Technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah
title_fullStr	Pengetahuan, kemahiran dan penggunaan Computer-Based Assistive Technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah
title_full_unstemmed	Pengetahuan, kemahiran dan penggunaan Computer-Based Assistive Technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah
title_sort	pengetahuan, kemahiran dan penggunaan computer-based assistive technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2021
url	https://ir.upsi.edu.my/detailsg.php?det=7228
_version_	1747833366611230720
spelling	oai:ir.upsi.edu.my:72282022-06-29 Pengetahuan, kemahiran dan penggunaan Computer-Based Assistive Technology daripada perspektif guru program pendidikan khas integrasi masalah pembelajaran di sekolah menengah 2021 Nur Syifaa Mohd Nawi LB Theory and practice of education <p>Kajian ini bertujuan untuk mengenal pasti pengetahuan, kemahiran dan penggunaan</p><p>Computer-Based Assistive Technology (CBAT) daripada perspektif guru program</p><p>pendidikan khas integrasi masalah pembelajaran di sekolah menengah. Kajian ini</p><p>menggunakan Model SAMR yang diasaskan oleh Puentedura untuk menerangkan</p><p>konsep penggunaan CBAT yang mengandungi elemen Substitution, Augmentation,</p><p>Modification, dan Redefinition. Objektif kajian juga adalah untuk menentukan</p><p>hubungan di antara pengetahuan dan kemahiran penggunaan CBAT dengan kekerapaan</p><p>penggunaan CBAT. Kajian ini menggunakan reka bentuk kajian kes. Instrumen kajian</p><p>terdiri daripada satu set soal selidik yang telah disahkan oleh tiga orang pakar bidang</p><p>dan mempunyai kebolehpercayaan yang tinggi menggunakan pekali Cronbach Alpha </p><p>= 0.974. Sampel kajian ini terdiri daripada 108 orang guru PPKI Masalah Pembelajaran</p><p>yang telah dipilih daripada 12 buah sekolah menengah di daerah Klang, Selangor. Data</p><p>yang diperolehi dianalisis menggunakan statistik deskriptif dan inferens iaitu kekerapan,</p><p>peratusan, min, sisihan piawai dan korelasi Pearson. Dapatan kajian menunjukkan</p><p>bahawa guru jarang (min = 2.26, SP = 1.23) menggunakan alat CBAT semasa</p><p>pengajaran dan pembelajaran (PdP) akan tetapi dari segi pengetahuan, guru bersetuju</p><p>(min = 3.53, SP = 1.56) bahawa mereka tahu untuk melakukan pengubahsuaian</p><p>terhadap alat CBAT (Modification). Dari segi kemahiran pula didapati guru agak mahir</p><p>(min = 3.21, SP = 1.40) menggubah suai alat CBAT (Modification). Terdapat hubungan</p><p>signifikan yang sederhana antara pengetahuan dengan kekerapan penggunaan alat</p><p>CBAT (r=0.55, p<0.05). Terdapat juga hubungan signifikan yang sederhana antara</p><p>kemahiran dengan kekerapan penggunaaan alat tersebut (r=0.521, p<0.05).</p><p>Kesimpulannya, kajian ini mendapati guru bersetuju mereka memiliki pengetahuan dan</p><p>kemahiran menggunakan alat CBAT namun kekerapan penggunaan alat CBAT semasa</p><p>pengajaran adalah rendah. Implikasi kajian ini menunjukkan bahawa guru pendidkan</p><p>khas perlu lebih banyak latihan untuk menggunakan alat CBAT semasa PdP selaras</p><p>dengan Pembelajaran Abad ke-21.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7228 https://ir.upsi.edu.my/detailsg.php?det=7228 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>A., O. A. (2014). 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