Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia

Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia

<p>Kajian ini bertujuan untuk mengkaji pengaruh amalan komuniti pembelajaran</p><p>profesional dengan amalan profesionalisme guru di sekolah rendah di Semenanjung</p><p>Malaysia. Kajian ini menggunakan pendekatan kuantitatif untuk...

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Main Author: Mohd Aizat Abu Hassan
Format: thesis
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Published: 2022
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LB Theory and practice of education
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institution Universiti Pendidikan Sultan Idris
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language zsm
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Mohd Aizat Abu Hassan
Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia
description <p>Kajian ini bertujuan untuk mengkaji pengaruh amalan komuniti pembelajaran</p><p>profesional dengan amalan profesionalisme guru di sekolah rendah di Semenanjung</p><p>Malaysia. Kajian ini menggunakan pendekatan kuantitatif untuk mengkaji pengaruh</p><p>pemboleh ubah tidak bersandar dengan pemboleh ubah bersandar. Populasi kajian ini</p><p>melibatkan guru-guru sekolah rendah di Semenanjung Malaysia. Seramai 410 orang</p><p>guru dipilih menjadi responden melalui persampelan rawak kluster. Dua jenis</p><p>instrumen digunakan iaitu instrumen Komuniti Pembelajaran Profesional dan</p><p>instrumen Profesionalisme Guru. Instrumen kajian ini diambil daripada kajian lepas</p><p>dan telah disahkan oleh 11 orang pakar. Data dianalisis melalui statistik deskriptif dan</p><p>inferens. Dapatan menunjukkan amalan komuniti pembelajaran profesional berada</p><p>pada tahap tinggi dengan nilai min keseluruhan ialah 3.35 dan profesionalisme guru</p><p>juga berada pada tahap yang tinggi dengan nilai min keseluruhan ialah 3.45. Ujian-t</p><p>dan ANOVA menunjukkan tidak terdapat perbezaan yang signifikan dalam amalan</p><p>komuniti pembelajaran profesional berdasarkan faktor demografi jantina (t=0.659),</p><p>umur (F=1.465), tahap pendidikan (F=0.194) dan pengalaman (F=1.592). Amalan</p><p>profesionalisme guru juga menunjukkan tidak terdapat perbezaan yang signifikan</p><p>berdasarkan faktor demografi jantina (t=0.953) tetapi terdapat perbezaan yang</p><p>signifikan untuk umur (F=3.322), tahap pendidikan (F=6.533) dan pengalaman</p><p>(F=2.989). Analisis pekali regresi berganda menunjukkan terdapat dimensi-dimensi</p><p>komuniti pembelajaran profesional yang mempengaruhi amalan profesionalisme guru</p><p>di sekolah iaitu dimensi pembelajaran kolektif dan aplikasi pembelajaran, dimensi</p><p>perkongsian amalan personal dan dimensi keadaan yang menyokong iaitu sebanyak</p><p>36.1%. Kesimpulannya, kajian ini berjaya menghuraikan pengaruh komuniti</p><p>pembelajaran profesional dengan profesionalisme guru di sekolah rendah di</p><p>Semenanjung Malaysia. Implikasi kajian ini memberikan indikator yang jelas kepada</p><p>Kementerian Pendidikan Malaysia dan agensi yang bernaung di bawahnya terutamanya</p><p>sekolah rendah mengenai kepentingan komuniti pembelajaran profesional terhadap</p><p>profesionalisme guru.</p>
format thesis
qualification_name
qualification_level Doctorate
author Mohd Aizat Abu Hassan
author_facet Mohd Aizat Abu Hassan
author_sort Mohd Aizat Abu Hassan
title Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia
title_short Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia
title_full Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia
title_fullStr Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia
title_full_unstemmed Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia
title_sort pengaruh amalan komuniti pembelajaran profesional (kpp) dengan amalan profesionalisme guru (pg) di sekolah rendah di semenanjung malaysia
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pengurusan dan Ekonomi
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=9157
_version_ 1776104595371589632
spelling oai:ir.upsi.edu.my:91572023-07-10 Pengaruh amalan komuniti pembelajaran profesional (KPP) dengan amalan profesionalisme guru (PG) di sekolah rendah di Semenanjung Malaysia 2022 Mohd Aizat Abu Hassan LB Theory and practice of education <p>Kajian ini bertujuan untuk mengkaji pengaruh amalan komuniti pembelajaran</p><p>profesional dengan amalan profesionalisme guru di sekolah rendah di Semenanjung</p><p>Malaysia. Kajian ini menggunakan pendekatan kuantitatif untuk mengkaji pengaruh</p><p>pemboleh ubah tidak bersandar dengan pemboleh ubah bersandar. Populasi kajian ini</p><p>melibatkan guru-guru sekolah rendah di Semenanjung Malaysia. Seramai 410 orang</p><p>guru dipilih menjadi responden melalui persampelan rawak kluster. Dua jenis</p><p>instrumen digunakan iaitu instrumen Komuniti Pembelajaran Profesional dan</p><p>instrumen Profesionalisme Guru. Instrumen kajian ini diambil daripada kajian lepas</p><p>dan telah disahkan oleh 11 orang pakar. Data dianalisis melalui statistik deskriptif dan</p><p>inferens. Dapatan menunjukkan amalan komuniti pembelajaran profesional berada</p><p>pada tahap tinggi dengan nilai min keseluruhan ialah 3.35 dan profesionalisme guru</p><p>juga berada pada tahap yang tinggi dengan nilai min keseluruhan ialah 3.45. Ujian-t</p><p>dan ANOVA menunjukkan tidak terdapat perbezaan yang signifikan dalam amalan</p><p>komuniti pembelajaran profesional berdasarkan faktor demografi jantina (t=0.659),</p><p>umur (F=1.465), tahap pendidikan (F=0.194) dan pengalaman (F=1.592). Amalan</p><p>profesionalisme guru juga menunjukkan tidak terdapat perbezaan yang signifikan</p><p>berdasarkan faktor demografi jantina (t=0.953) tetapi terdapat perbezaan yang</p><p>signifikan untuk umur (F=3.322), tahap pendidikan (F=6.533) dan pengalaman</p><p>(F=2.989). Analisis pekali regresi berganda menunjukkan terdapat dimensi-dimensi</p><p>komuniti pembelajaran profesional yang mempengaruhi amalan profesionalisme guru</p><p>di sekolah iaitu dimensi pembelajaran kolektif dan aplikasi pembelajaran, dimensi</p><p>perkongsian amalan personal dan dimensi keadaan yang menyokong iaitu sebanyak</p><p>36.1%. Kesimpulannya, kajian ini berjaya menghuraikan pengaruh komuniti</p><p>pembelajaran profesional dengan profesionalisme guru di sekolah rendah di</p><p>Semenanjung Malaysia. Implikasi kajian ini memberikan indikator yang jelas kepada</p><p>Kementerian Pendidikan Malaysia dan agensi yang bernaung di bawahnya terutamanya</p><p>sekolah rendah mengenai kepentingan komuniti pembelajaran profesional terhadap</p><p>profesionalisme guru.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9157 https://ir.upsi.edu.my/detailsg.php?det=9157 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi <p>Abdul Rahman Abdul Majid Khan. (2014). Penyeliaan Klinikal dari Perspektif Pengajaran di Sekolah. PTS Publishing House.</p><p>Abdul Rahman Idris, Hussien Ahmad, Sufean Hussin, Simin Ghavifekr, & Mohammed Sani Ibrahim. (2014). Analisis strategik dasar pendidikan. Penerbit Universiti Malaya.</p><p>Abdul Said Ambotang, Mohd Yusof Abdullah, Baharom Mohamad, & Shukri Zain. (2011). Pengaruh pengetahuan pedagogi dan kandungan terhadap efikasi guru dalam pengajaran ekonomi. 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