Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)

Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)

<p>Kajian ini bertujuan untuk membangun dan mengesahkan instrumen Literasi</p><p>Pentaksiran Guru Vokasional (VoTAL) dengan menentukan ciri-ciri psikometrik</p><p>instrumen menggunakan Model Pengukuran Rasch. Proses pembangunan in...

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Main Author: Chong, Jimmy
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Published: 2022
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=9186
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institution Universiti Pendidikan Sultan Idris
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Chong, Jimmy
Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)
description <p>Kajian ini bertujuan untuk membangun dan mengesahkan instrumen Literasi</p><p>Pentaksiran Guru Vokasional (VoTAL) dengan menentukan ciri-ciri psikometrik</p><p>instrumen menggunakan Model Pengukuran Rasch. Proses pembangunan instrumen</p><p>ini mengandungi tiga fasa iaitu fasa pembinaan, fasa pengujian dan pemurnian, serta</p><p>fasa pengesahan. Fasa pembinaan melibatkan konseptualisasi, penjanaan item dan</p><p>pemeriksaan kesahan kandungan instrumen. Proses konseptualisasi dan penjanaan</p><p>item dilakukan menggunakan pendekatan deduktif. Pemeriksaan kesahan kandungan</p><p>pula dilakukan melalui penilaian oleh 21 panel pakar dan dianalisis menggunakan</p><p>nisbah kesahan kandungan (CVR) Lawshe. Fasa pengujian dan pemurnian melibatkan</p><p>kajian rintis dan pemurnian item. Kajian rintis dilaksanakan di lima buah kolej</p><p>vokasional melibatkan 229 guru vokasional yang dipilih menggunakan teknik</p><p>pensampelan rawak kelompok berperingkat. Item-item kemudiannya dimurnikan</p><p>berdasarkan kepada hasil dapatan analisis Rasch. Fasa pengesahan melibatkan proses</p><p>pengesahan instrumen melalui kajian lapangan dengan sampel yang lebih besar. Ia</p><p>dilaksanakan di 11 buah kolej vokasional melibatkan 536 guru vokasional yang</p><p>dipilih secara rawak menggunakan dua peringkat pensampelan. Pada peringkat</p><p>pertama, negeri dipilih menggunakan teknik pensampelan rawak strata berkadaran.</p><p>Pada peringkat kedua, kolej vokasional dipilih melalui teknik pensampelan rawak</p><p>berkelompok. Seterusnya, semua guru vokaional dalam kolej vokasional yang terpilih</p><p>dilibatkan sebagai sampel. Dapatan analisis Rasch menunjukkan instrumen VoTAL</p><p>mempunyai nilai kebolehpercayaan individu (0.96) dan item (0.99) yang cemerlang,</p><p>bukti kesepadanan item dan nilai korelasi PTMEA yang baik (0.25 0.71), serta</p><p>memenuhi ciri unidimensi dan skala penilaian yang efektif. Norma instrumen</p><p>kemudian ditentukan dengan menggunakan pangkatan persentil dan stanine. Jumlah</p><p>item akhir instrumen ialah sebanyak 69 item. Kesimpulannya, kajian ini berjaya</p><p>membangunkan instrumen VoTAL yang sah dan dipercayai dengan ciri-ciri</p><p>psikometrik yang baik. Implikasinya, pembangunan instrumen VoTAL ini telah</p><p>menambah koleksi instrumen literasi pentaksiran sedia ada dan sesuai digunakan</p><p>untuk mengukur literasi pentaksiran guru-guru vokasional.</p>
format thesis
qualification_name
qualification_level Doctorate
author Chong, Jimmy
author_facet Chong, Jimmy
author_sort Chong, Jimmy
title Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)
title_short Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)
title_full Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)
title_fullStr Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)
title_full_unstemmed Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)
title_sort pembangunan dan pengesahan instrumen literasi pentaksiran guru vokasional (votal)
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=9186
_version_ 1776104602336231424
spelling oai:ir.upsi.edu.my:91862023-07-13 Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL) 2022 Chong, Jimmy LB Theory and practice of education <p>Kajian ini bertujuan untuk membangun dan mengesahkan instrumen Literasi</p><p>Pentaksiran Guru Vokasional (VoTAL) dengan menentukan ciri-ciri psikometrik</p><p>instrumen menggunakan Model Pengukuran Rasch. Proses pembangunan instrumen</p><p>ini mengandungi tiga fasa iaitu fasa pembinaan, fasa pengujian dan pemurnian, serta</p><p>fasa pengesahan. Fasa pembinaan melibatkan konseptualisasi, penjanaan item dan</p><p>pemeriksaan kesahan kandungan instrumen. Proses konseptualisasi dan penjanaan</p><p>item dilakukan menggunakan pendekatan deduktif. Pemeriksaan kesahan kandungan</p><p>pula dilakukan melalui penilaian oleh 21 panel pakar dan dianalisis menggunakan</p><p>nisbah kesahan kandungan (CVR) Lawshe. Fasa pengujian dan pemurnian melibatkan</p><p>kajian rintis dan pemurnian item. Kajian rintis dilaksanakan di lima buah kolej</p><p>vokasional melibatkan 229 guru vokasional yang dipilih menggunakan teknik</p><p>pensampelan rawak kelompok berperingkat. Item-item kemudiannya dimurnikan</p><p>berdasarkan kepada hasil dapatan analisis Rasch. Fasa pengesahan melibatkan proses</p><p>pengesahan instrumen melalui kajian lapangan dengan sampel yang lebih besar. Ia</p><p>dilaksanakan di 11 buah kolej vokasional melibatkan 536 guru vokasional yang</p><p>dipilih secara rawak menggunakan dua peringkat pensampelan. Pada peringkat</p><p>pertama, negeri dipilih menggunakan teknik pensampelan rawak strata berkadaran.</p><p>Pada peringkat kedua, kolej vokasional dipilih melalui teknik pensampelan rawak</p><p>berkelompok. Seterusnya, semua guru vokaional dalam kolej vokasional yang terpilih</p><p>dilibatkan sebagai sampel. Dapatan analisis Rasch menunjukkan instrumen VoTAL</p><p>mempunyai nilai kebolehpercayaan individu (0.96) dan item (0.99) yang cemerlang,</p><p>bukti kesepadanan item dan nilai korelasi PTMEA yang baik (0.25 0.71), serta</p><p>memenuhi ciri unidimensi dan skala penilaian yang efektif. Norma instrumen</p><p>kemudian ditentukan dengan menggunakan pangkatan persentil dan stanine. Jumlah</p><p>item akhir instrumen ialah sebanyak 69 item. Kesimpulannya, kajian ini berjaya</p><p>membangunkan instrumen VoTAL yang sah dan dipercayai dengan ciri-ciri</p><p>psikometrik yang baik. Implikasinya, pembangunan instrumen VoTAL ini telah</p><p>menambah koleksi instrumen literasi pentaksiran sedia ada dan sesuai digunakan</p><p>untuk mengukur literasi pentaksiran guru-guru vokasional.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9186 https://ir.upsi.edu.my/detailsg.php?det=9186 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Adom, D., Hussein, E. K., & Agyem, J. A. (2018). Theoretical and Conceptual Framework: Mandatory Ingredients of a Quality Research. International Journal of Scientific Research, 7(1), 438441.</p><p>Afinde, O. (2016). Pengetahuan, kemahiran dan amalan guru membina item kemahiran berfikir aras tinggi (KBAT) dalam instrumen pentaksiran pembelajaran. Universiti Tun Hussein Onn Malaysia.</p><p>Ahmad, N. A., Drus, S. M., Kasim, H., & Othman, M. M. (2019). Assessing Content Validity of Enterprise Architecture Adoption Questionnaire (EAAQ) Among Content Experts. 2019 IEEE 9th Symposium on Computer Applications & Industrial Electronics (ISCAIE), 160165. https://doi.org/10.1109/ISCAIE.2019.8743918</p><p>Airasian, P. W., & Russell, M. (2012). Classroom assessment: Concepts and applications. McGraw-Hill Education.</p><p>Akanle, O., Ademuson, A. O., & Shittu, O. S. (2020). Scope and Limitation of the Study in Social Research. In A. S. Jegede & Isiugo-Abanihe (Eds.), Contemporary Issues in Social Research (US, Issue 1, pp. 105114). Ibadan University Press.</p><p>Aksorn, T., & Hadikusumo, B. H. (2007). Gap Analysis Approach for Construction Safety Program Improvement. Journal of Construction in Developing Countries, 12(1), 7797.</p><p>Allahyari, T., Rangi, N. H., Khosravi, Y., & Zayeri, F. (2011). Development and evaluation of a new questionnaire for rating of cognitive failures at work. 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