Pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran Bahasa Indonesia Sekolah Dasar
<p>Kajian ini adalah untuk meneliti keperluan guru kelas tinggi Sekolah Dasar terhadap</p><p>instrumen pentaksiran kemahiran membaca, membangunkan instrumen berkenaan,</p><p>dan melakukan proses kesahan, kebolehpercayaan, dan kebo...
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LB Theory and practice of education Teuku Alamsyah Pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran Bahasa Indonesia Sekolah Dasar |
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<p>Kajian ini adalah untuk meneliti keperluan guru kelas tinggi Sekolah Dasar terhadap</p><p>instrumen pentaksiran kemahiran membaca, membangunkan instrumen berkenaan,</p><p>dan melakukan proses kesahan, kebolehpercayaan, dan kebolehgunaan instrumen</p><p>yang telah dibangunkan. Kaedah penyelidikan reka bentuk dan pembangunan model</p><p>Dick & Carey dipilih bagi proses reka bentuk dan pembangunan instrumen. Tiga fasa</p><p>kajian dijalankan bagi menjawab tiga persoalan kajian. Mengikut fasa pertama,</p><p>anlisis keperluan pihak pengguna telah dilakukan sebagai asas kajian tahap kedua.</p><p>Lima orang pakar, tiga orang guru dan dua belas orang pelajar telah dipilih untuk</p><p>menilai instrumen. Enam belas instrumen pentaksiran kemahiran membaca telah</p><p>dibangunkan mengikut fasa kedua yang sedia untuk dinilai oleh pakar dan pihak</p><p>pengguna. Empat Sekolah Dasar, lapan orang pelajar dan satu orang guru kelas 5</p><p>daripada tiap-tiap sekolah telah ditetapkan untuk penilaian kumpulan kecil mengikut</p><p>fasa ketiga. Masih pada fasa ketiga pula, empat Sekolah Dasar, pelajar satu kelas dan</p><p>seorang guru kelas 5 telah dipilih untuk penilaian instrumen dalam kelas sebenar.</p><p>Data dapatan kajian diolah mengikut kaedah kualitatif. Hasil penilaian pakar dan</p><p>pihak pengguna menunjukkan bahawa seluruh instrumen memenuhi syarat kesahan,</p><p>kebolehpercayaan, dan kebolehgunaan. Hasil penilaian kumpulan kecil menunjukkan</p><p>bahawa ada sembilan instrumen yang dicadangkan untuk diteruskan bagi penilaian</p><p>dalam kelas sebenar. Daripada hasil penilaian dalam kelas sebenar, kesembilansembilan</p><p>instrumen yang dinilai memenuhi syarat kebolehgunaan. Dapatan tersebut</p><p>menunjukkan bahawa instrumen yang dihasilkan daripada kajian ini adalah berkesan,</p><p>lengkap, sesuai dengan keperluan guru atau pihak pengguna, tepat sasaran, mudah</p><p>difahami dan mudah digunakan. Implikasi kajian menunjukkan bahawa guru kelas</p><p>tinggi Sekolah Dasar dijangka dapat menggunakan instrumen hasil kajian ini untuk</p><p>kepentingan pentaksiran kelancaran membaca bersuara, membaca pemahaman,</p><p>membaca penghayatan, dan membaca kreativiti secara lebih berkesan.</p> |
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thesis |
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| qualification_level |
Doctorate |
| author |
Teuku Alamsyah |
| author_facet |
Teuku Alamsyah |
| author_sort |
Teuku Alamsyah |
| title |
Pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran Bahasa Indonesia Sekolah Dasar |
| title_short |
Pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran Bahasa Indonesia Sekolah Dasar |
| title_full |
Pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran Bahasa Indonesia Sekolah Dasar |
| title_fullStr |
Pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran Bahasa Indonesia Sekolah Dasar |
| title_full_unstemmed |
Pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran Bahasa Indonesia Sekolah Dasar |
| title_sort |
pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran bahasa indonesia sekolah dasar |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Bahasa dan Komunikasi |
| publishDate |
2021 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=8865 |
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1776104574655922176 |
| spelling |
oai:ir.upsi.edu.my:88652023-04-13 Pembangunan instrumen pentaksiran kemahiran membaca dalam pembelajaran Bahasa Indonesia Sekolah Dasar 2021 Teuku Alamsyah LB Theory and practice of education <p>Kajian ini adalah untuk meneliti keperluan guru kelas tinggi Sekolah Dasar terhadap</p><p>instrumen pentaksiran kemahiran membaca, membangunkan instrumen berkenaan,</p><p>dan melakukan proses kesahan, kebolehpercayaan, dan kebolehgunaan instrumen</p><p>yang telah dibangunkan. Kaedah penyelidikan reka bentuk dan pembangunan model</p><p>Dick & Carey dipilih bagi proses reka bentuk dan pembangunan instrumen. Tiga fasa</p><p>kajian dijalankan bagi menjawab tiga persoalan kajian. Mengikut fasa pertama,</p><p>anlisis keperluan pihak pengguna telah dilakukan sebagai asas kajian tahap kedua.</p><p>Lima orang pakar, tiga orang guru dan dua belas orang pelajar telah dipilih untuk</p><p>menilai instrumen. Enam belas instrumen pentaksiran kemahiran membaca telah</p><p>dibangunkan mengikut fasa kedua yang sedia untuk dinilai oleh pakar dan pihak</p><p>pengguna. Empat Sekolah Dasar, lapan orang pelajar dan satu orang guru kelas 5</p><p>daripada tiap-tiap sekolah telah ditetapkan untuk penilaian kumpulan kecil mengikut</p><p>fasa ketiga. Masih pada fasa ketiga pula, empat Sekolah Dasar, pelajar satu kelas dan</p><p>seorang guru kelas 5 telah dipilih untuk penilaian instrumen dalam kelas sebenar.</p><p>Data dapatan kajian diolah mengikut kaedah kualitatif. Hasil penilaian pakar dan</p><p>pihak pengguna menunjukkan bahawa seluruh instrumen memenuhi syarat kesahan,</p><p>kebolehpercayaan, dan kebolehgunaan. Hasil penilaian kumpulan kecil menunjukkan</p><p>bahawa ada sembilan instrumen yang dicadangkan untuk diteruskan bagi penilaian</p><p>dalam kelas sebenar. Daripada hasil penilaian dalam kelas sebenar, kesembilansembilan</p><p>instrumen yang dinilai memenuhi syarat kebolehgunaan. Dapatan tersebut</p><p>menunjukkan bahawa instrumen yang dihasilkan daripada kajian ini adalah berkesan,</p><p>lengkap, sesuai dengan keperluan guru atau pihak pengguna, tepat sasaran, mudah</p><p>difahami dan mudah digunakan. Implikasi kajian menunjukkan bahawa guru kelas</p><p>tinggi Sekolah Dasar dijangka dapat menggunakan instrumen hasil kajian ini untuk</p><p>kepentingan pentaksiran kelancaran membaca bersuara, membaca pemahaman,</p><p>membaca penghayatan, dan membaca kreativiti secara lebih berkesan.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=8865 https://ir.upsi.edu.my/detailsg.php?det=8865 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Ab. Halim Tamuri dan Nur Hanani Hussin. (2017). Pembelajaran Abad ke-21 dalam</p><p>Kepelbagaian Budaya: Harapan dan Cabaran. 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