Penilaian guru Bahasa Melayu terhadap instrumen inventori nilai murni
<p>Kajian ini bertujuan untuk menilai instrumen inventori nilai murni berdasarkan persepsi</p><p>guru Bahasa Melayu. Teori perkembangan moral dan etika oleh Kohlberg telah</p><p>digunakan dalam kajian ini yang mengfokuskan kepada...
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<p>Kajian ini bertujuan untuk menilai instrumen inventori nilai murni berdasarkan persepsi</p><p>guru Bahasa Melayu. Teori perkembangan moral dan etika oleh Kohlberg telah</p><p>digunakan dalam kajian ini yang mengfokuskan kepada elemen moral dan etika yang</p><p>mendasari nilai murni. Kaedah kajian menggunakan reka bentuk kajian kes. Populasi</p><p>guru Bahasa Melayu di sekolah menengah di daerah Sabak Bernam adalah seramai 195</p><p>orang dan sampel kajian seramai 50 orang guru Bahasa Melayu telah dipilih daripada</p><p>17 buah sekolah menengah di daerah Sabak Bernam secara rawak kluster. Instrumen</p><p>kajian terdiri daripada satu set inventori yang mengandungi 17 dimensi nilai murni yang</p><p>telah diadaptasi daripada Mohd Khairi bin Hj Othman. Kesahan konstruk inventori</p><p>tersebut telah disahkan oleh empat orang pakar bidang dan nilai kebolehpercayaan</p><p>instrumen berdasarkan pekali Alfa Cronbach adalah = 0.96. Inventori nilai murni ini</p><p>menunjukkan nilai kebolehpercayaan yang tinggi. Data kajian telah dianalisis</p><p>menggunakan statistik deskriptif seperti kekerapan, peratusan, min, dan sisihan piawai.</p><p>Dapatan kajian menunjukkan bahawa guru Bahasa Melayu percaya bahawa 17 nilai</p><p>murni yang diuji dalam inventori tersebut adalah penting. Lima nilai murni telah</p><p>mendapat skor min tertinggi yang menunjukkan responden sangat bersetuju bahawa</p><p>dimensi tersebut sangat penting iaitu berdikari (M = 4.00; SP = 0.00), keadilan (M =</p><p>4.00; SP = 0.00), kesyukuran (M = 4.00; SP = 0.00), rasional (M = 4.00; SP = 0.00),</p><p>dan patriotisma (M = 4.00; SP = 0.00). Namun dua skor min yang terendah iaitu dimensi</p><p>kasih sayang (M = 3.86; SP = 0.45) dan kebebasan (M = 3.86; SP = 0.60).</p><p>Kesimpulannya, dapatan utama kajian menunjukkan bahawa instrumen inventori nilai</p><p>murni ini telah dipersetujui oleh guru Bahasa Melayu bahawa ia adalah penting dan</p><p>sesuai digunakan. Namun dimensi kasih sayang dan kebebasan perlu dimurnikan.</p><p>Implikasi kajian menunjukkan instrumen inventori nilai murni boleh digunakan oleh</p><p>guru di sekolah menengah dan juga boleh diaplikasi di sekolah rendah dan di institusi</p><p>pendidikan tinggi.</p> |
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Nor Hafizah Puteh@Shamsuddin |
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Nor Hafizah Puteh@Shamsuddin |
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Nor Hafizah Puteh@Shamsuddin |
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Penilaian guru Bahasa Melayu terhadap instrumen inventori nilai murni |
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Penilaian guru Bahasa Melayu terhadap instrumen inventori nilai murni |
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Penilaian guru Bahasa Melayu terhadap instrumen inventori nilai murni |
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Penilaian guru Bahasa Melayu terhadap instrumen inventori nilai murni |
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Penilaian guru Bahasa Melayu terhadap instrumen inventori nilai murni |
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penilaian guru bahasa melayu terhadap instrumen inventori nilai murni |
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Universiti Pendidikan Sultan Idris |
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Fakulti Bahasa dan Komunikasi |
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2020 |
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oai:ir.upsi.edu.my:89062023-05-08 Penilaian guru Bahasa Melayu terhadap instrumen inventori nilai murni 2020 Nor Hafizah Puteh@Shamsuddin LB Theory and practice of education <p>Kajian ini bertujuan untuk menilai instrumen inventori nilai murni berdasarkan persepsi</p><p>guru Bahasa Melayu. Teori perkembangan moral dan etika oleh Kohlberg telah</p><p>digunakan dalam kajian ini yang mengfokuskan kepada elemen moral dan etika yang</p><p>mendasari nilai murni. Kaedah kajian menggunakan reka bentuk kajian kes. Populasi</p><p>guru Bahasa Melayu di sekolah menengah di daerah Sabak Bernam adalah seramai 195</p><p>orang dan sampel kajian seramai 50 orang guru Bahasa Melayu telah dipilih daripada</p><p>17 buah sekolah menengah di daerah Sabak Bernam secara rawak kluster. Instrumen</p><p>kajian terdiri daripada satu set inventori yang mengandungi 17 dimensi nilai murni yang</p><p>telah diadaptasi daripada Mohd Khairi bin Hj Othman. Kesahan konstruk inventori</p><p>tersebut telah disahkan oleh empat orang pakar bidang dan nilai kebolehpercayaan</p><p>instrumen berdasarkan pekali Alfa Cronbach adalah = 0.96. Inventori nilai murni ini</p><p>menunjukkan nilai kebolehpercayaan yang tinggi. Data kajian telah dianalisis</p><p>menggunakan statistik deskriptif seperti kekerapan, peratusan, min, dan sisihan piawai.</p><p>Dapatan kajian menunjukkan bahawa guru Bahasa Melayu percaya bahawa 17 nilai</p><p>murni yang diuji dalam inventori tersebut adalah penting. Lima nilai murni telah</p><p>mendapat skor min tertinggi yang menunjukkan responden sangat bersetuju bahawa</p><p>dimensi tersebut sangat penting iaitu berdikari (M = 4.00; SP = 0.00), keadilan (M =</p><p>4.00; SP = 0.00), kesyukuran (M = 4.00; SP = 0.00), rasional (M = 4.00; SP = 0.00),</p><p>dan patriotisma (M = 4.00; SP = 0.00). Namun dua skor min yang terendah iaitu dimensi</p><p>kasih sayang (M = 3.86; SP = 0.45) dan kebebasan (M = 3.86; SP = 0.60).</p><p>Kesimpulannya, dapatan utama kajian menunjukkan bahawa instrumen inventori nilai</p><p>murni ini telah dipersetujui oleh guru Bahasa Melayu bahawa ia adalah penting dan</p><p>sesuai digunakan. Namun dimensi kasih sayang dan kebebasan perlu dimurnikan.</p><p>Implikasi kajian menunjukkan instrumen inventori nilai murni boleh digunakan oleh</p><p>guru di sekolah menengah dan juga boleh diaplikasi di sekolah rendah dan di institusi</p><p>pendidikan tinggi.</p> 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=8906 https://ir.upsi.edu.my/detailsg.php?det=8906 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Abdullah Zhidi Omar, Mahdi Shuid, Mazlan Aris, Mohd Fuad Sam & Roslina</p><p>Surantnu. (2014). Pengantar pendidikan moral: IPTA IPTS IPG & Kolej.</p><p>Selangor: Penerbitan Multimedia Sdn. 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