Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom
<p>Kajian ini meninjau kesediaan murid sekolah menengah melaksanakan pembelajaran</p><p>berbalik menerusi platform Google Classroom. Objektif kajian adalah untuk melihat</p><p>tahap kesediaan melaksanakan pembelajaran berbalik yan...
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LB Theory and practice of education Mohd Azhar Md Saad Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom |
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<p>Kajian ini meninjau kesediaan murid sekolah menengah melaksanakan pembelajaran</p><p>berbalik menerusi platform Google Classroom. Objektif kajian adalah untuk melihat</p><p>tahap kesediaan melaksanakan pembelajaran berbalik yang terdiri daripada lima</p><p>konstruk iaitu pembelajaran terarah kendiri, efikasi kendiri teknologi, efikasi kendiri</p><p>komunikasi, motivasi pembelajaran dan pra pembelajaran. Kajian juga bertujuan untuk</p><p>melihat kesediaan murid menggunakan platform Google Classroom. Kajian turut</p><p>melihat korelasi dan sumbangan antara lima konstruk kesediaan melaksanakan</p><p>pembelajaran berbalik terhadap kesediaan menggunakan Google Classroom. Kajian</p><p>kuantitatif menerusi tinjauan telah dilakukan terhadap seramai 395 murid sekolah</p><p>menengah daripada lapan sekolah dalam Daerah Kuala Kangsar yang dipilih secara</p><p>rawak dan berstrata. Instrumen soal selidik adalah terdiri daripada 37 item telah diuji</p><p>kesahan oleh empat panel pakar dan memiliki kebolehpercayaan pada nilai alfa</p><p>Chronbach 0.872. Ujian deskriptif yang dilajankan mendapati kesediaan melaksanakan</p><p>pembelajaran berbalik adalah pada tahap yang tinggi iaitu pembelajaran terarah kendiri</p><p>(min=3.86), efikasi kendiri teknologi (min=4.28), efikasi kendiri komunikasi</p><p>(min=4.08), motivasi pembelajaran (min=4.27) dan pra pembelajaran (min=4.12).</p><p>Ujian deskriptif juga menunjukkan kesediaan menggunakan Google Classroom berada</p><p>pada tahap yang tinggi (min=4.04). Ujian korelasi Pearson yang dijalankan mendapati</p><p>terdapat hubungan positif yang kuat dan signifikan bagi pembelajaran terarah kendiri</p><p>(r=.566), efikasi kendiri teknologi (r=.529), efikasi kendiri komunikasi (r=.587) dan pra</p><p>pembelajaran (r=.591) terhadap kesediaan menggunakan Google Classroom manakala</p><p>motivasi pembelajaran (r=.477) adalah sederhana. Analisis berganda stepwise yang</p><p>dilakukan pula menunjukkan empat konstruk utama secara signifikan memberikan</p><p>sumbangan kepada tahap kesediaan menggunakan Google Classroom ialah pra</p><p>pembelajaran ( = 0.312, p < 0.05), efikasi kendiri teknologi ( = 0.238, p < 0.05),</p><p>pembelajaran terarah kendiri ( = 0.216, p < 0.05) dan efikasi kendiri komunikasi ( =</p><p>0.171, p < 0.05) dapat menyumbang skor keseluruhan sebanyak 53.3% (R2 = 0.533)</p><p>dalam kesediaan menggunakan Google Classroom. Namun, kajian mendapati konstruk</p><p>motivasi pembelajaran adalah tidak memberikan sumbangan. Dapatan kajian ini dilihat</p><p>dapat membantu pihak sekolah dan KPM supaya memberikan penekanan kepada</p><p>keempat-empat faktor iaitu pra pembelajaran, efikasi kendiri teknologi, pembelajaran</p><p>terarah kendiri dan efikasi kendiri komunikasi supaya diperkemas dalam kalangan</p><p>murid bagi memastikan kejayaan pelaksanaan penggunaan aplikasi Google Classroom</p><p>menerusi pendekatan pedagogi secara lebih efektif.</p> |
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thesis |
| qualification_name |
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| qualification_level |
Master's degree |
| author |
Mohd Azhar Md Saad |
| author_facet |
Mohd Azhar Md Saad |
| author_sort |
Mohd Azhar Md Saad |
| title |
Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom |
| title_short |
Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom |
| title_full |
Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom |
| title_fullStr |
Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom |
| title_full_unstemmed |
Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom |
| title_sort |
kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform google classroom |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Pembangunan Manusia |
| publishDate |
2021 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=8547 |
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oai:ir.upsi.edu.my:85472022-12-23 Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom 2021 Mohd Azhar Md Saad LB Theory and practice of education <p>Kajian ini meninjau kesediaan murid sekolah menengah melaksanakan pembelajaran</p><p>berbalik menerusi platform Google Classroom. Objektif kajian adalah untuk melihat</p><p>tahap kesediaan melaksanakan pembelajaran berbalik yang terdiri daripada lima</p><p>konstruk iaitu pembelajaran terarah kendiri, efikasi kendiri teknologi, efikasi kendiri</p><p>komunikasi, motivasi pembelajaran dan pra pembelajaran. Kajian juga bertujuan untuk</p><p>melihat kesediaan murid menggunakan platform Google Classroom. Kajian turut</p><p>melihat korelasi dan sumbangan antara lima konstruk kesediaan melaksanakan</p><p>pembelajaran berbalik terhadap kesediaan menggunakan Google Classroom. Kajian</p><p>kuantitatif menerusi tinjauan telah dilakukan terhadap seramai 395 murid sekolah</p><p>menengah daripada lapan sekolah dalam Daerah Kuala Kangsar yang dipilih secara</p><p>rawak dan berstrata. Instrumen soal selidik adalah terdiri daripada 37 item telah diuji</p><p>kesahan oleh empat panel pakar dan memiliki kebolehpercayaan pada nilai alfa</p><p>Chronbach 0.872. Ujian deskriptif yang dilajankan mendapati kesediaan melaksanakan</p><p>pembelajaran berbalik adalah pada tahap yang tinggi iaitu pembelajaran terarah kendiri</p><p>(min=3.86), efikasi kendiri teknologi (min=4.28), efikasi kendiri komunikasi</p><p>(min=4.08), motivasi pembelajaran (min=4.27) dan pra pembelajaran (min=4.12).</p><p>Ujian deskriptif juga menunjukkan kesediaan menggunakan Google Classroom berada</p><p>pada tahap yang tinggi (min=4.04). Ujian korelasi Pearson yang dijalankan mendapati</p><p>terdapat hubungan positif yang kuat dan signifikan bagi pembelajaran terarah kendiri</p><p>(r=.566), efikasi kendiri teknologi (r=.529), efikasi kendiri komunikasi (r=.587) dan pra</p><p>pembelajaran (r=.591) terhadap kesediaan menggunakan Google Classroom manakala</p><p>motivasi pembelajaran (r=.477) adalah sederhana. Analisis berganda stepwise yang</p><p>dilakukan pula menunjukkan empat konstruk utama secara signifikan memberikan</p><p>sumbangan kepada tahap kesediaan menggunakan Google Classroom ialah pra</p><p>pembelajaran ( = 0.312, p < 0.05), efikasi kendiri teknologi ( = 0.238, p < 0.05),</p><p>pembelajaran terarah kendiri ( = 0.216, p < 0.05) dan efikasi kendiri komunikasi ( =</p><p>0.171, p < 0.05) dapat menyumbang skor keseluruhan sebanyak 53.3% (R2 = 0.533)</p><p>dalam kesediaan menggunakan Google Classroom. Namun, kajian mendapati konstruk</p><p>motivasi pembelajaran adalah tidak memberikan sumbangan. Dapatan kajian ini dilihat</p><p>dapat membantu pihak sekolah dan KPM supaya memberikan penekanan kepada</p><p>keempat-empat faktor iaitu pra pembelajaran, efikasi kendiri teknologi, pembelajaran</p><p>terarah kendiri dan efikasi kendiri komunikasi supaya diperkemas dalam kalangan</p><p>murid bagi memastikan kejayaan pelaksanaan penggunaan aplikasi Google Classroom</p><p>menerusi pendekatan pedagogi secara lebih efektif.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=8547 https://ir.upsi.edu.my/detailsg.php?det=8547 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abdul Fatah Abdul Malik, & Konting, M. M. (1993). Memahami penyelidikan pendidikan: Satu</p><p>pengenalan. Fakulti Pengajian Pendidikan: Universiti Putra Malaysia.</p><p></p><p>Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom:</p><p>definition, rationale and a call for research. 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