Pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika
<p>Kajian ini bertujuan untuk membangunkan sebuah model pembelajaran kemahiran</p><p>sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika. Pembinaan model</p><p>ini adalah berdasarkan pendekatan Rekabentuk dan Pembang...
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LB Theory and practice of education Mohamad Albaree Abdul Pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika |
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<p>Kajian ini bertujuan untuk membangunkan sebuah model pembelajaran kemahiran</p><p>sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika. Pembinaan model</p><p>ini adalah berdasarkan pendekatan Rekabentuk dan Pembangunan (Design and</p><p>Development Research, DDR). Berpandukan pendekatan DDR, kajian ini terbahagi</p><p>kepada tiga fasa utama. Fasa I adalah Fasa analisis keperluan yang menggunakan satu</p><p>set borang soal selidik yang melibatkan 120 orang guru tadika. Data maklum balas</p><p>yang diperolehi telah dianalisis menggunakan Statistical Package for the Social</p><p>Sciences (SPSS) versi 26.0 untuk melihat peratusan, skor min, dan juga sisihan</p><p>piawai. Bagi Fasa II pula adalah Fasa rekabentuk dan pembangunan model yang</p><p>melibatkan sekumpulan panel pakar pembangunan yang terdiri daripada 9 orang.</p><p>Terdapat dua subfasa dalam fasa ini iaitu fasa rekabentuk yang menggunakan</p><p>pendekatan Nominal Group Technique (NGT), dan fasa pembangunan yang</p><p>menggunakan pendekatan Interpretive Structural Modelling (ISM). Seterusnya, Fasa</p><p>III adalah Fasa penilaian kebolehgunaan model yang melibatkan sekumpulan panel</p><p>pakar pelaksana yang terdiri daripada 14 orang guru tadika. Penilaian kebolehgunaan</p><p>ini telah dilaksanakan menggunakan pendekatan Fuzzy Delphi Method (FDM).</p><p>Dapatan keseluruhan fasa I menunjukkan terdapat kewajaran untuk membangunkan</p><p>sebuah model bagi membantu meningkatkan kemahiran sosial kanak-kanak (M= 4.70,</p><p>SP= 0.504). Dapatan kajian juga mendapati bahawa tahap pengetahuan responden</p><p>kajian berkenaan dengan kemahiran sosial untuk kanak-kanak masih berada di tahap</p><p>yang sederhana (M= 3.48, SP=1.04). Dapatan fasa II pula telah menghasilkan 29</p><p>elemen model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian dan</p><p>dikelaskan kepada tiga dimensi utama hasil daripada konsensus pakar-pakar yang</p><p>terlibat. Bagi dapatan fasa III, hasil menunjukkan konsensus yang tinggi dalam</p><p>kalangan pakar terhadap kebolehgunaan model yang dibangunkan (d 0.2, peratusan</p><p> 75%, nilai cut 0.5). Kesimpulannya, kajian ini mengusulkan satu model</p><p>pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian sebagai usaha awal</p><p>dalam melahirkan kanak-kanak yang mempunyai keperibadian dan sahsiah terpuji</p><p>sebagai memenuhi keperluan dan perkembangan kanak-kanak tadika. Model ini</p><p>berupaya menjadi garis panduan kepada guru-guru tadika dalam melaksanakan</p><p>pembelajaran yang memberi tumpuan kepada aspek kemahiran sosial berteraskan</p><p>nilai-nilai kerohanian untuk kanak-kanak tadika.</p> |
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Mohamad Albaree Abdul |
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Mohamad Albaree Abdul |
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Mohamad Albaree Abdul |
| title |
Pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika |
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Pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika |
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Pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika |
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Pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika |
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Pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika |
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pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pembangunan Manusia |
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2022 |
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oai:ir.upsi.edu.my:96672023-11-07 Pembangunan model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika 2022 Mohamad Albaree Abdul LB Theory and practice of education <p>Kajian ini bertujuan untuk membangunkan sebuah model pembelajaran kemahiran</p><p>sosial berasaskan nilai-nilai kerohanian untuk kanak-kanak tadika. Pembinaan model</p><p>ini adalah berdasarkan pendekatan Rekabentuk dan Pembangunan (Design and</p><p>Development Research, DDR). Berpandukan pendekatan DDR, kajian ini terbahagi</p><p>kepada tiga fasa utama. Fasa I adalah Fasa analisis keperluan yang menggunakan satu</p><p>set borang soal selidik yang melibatkan 120 orang guru tadika. Data maklum balas</p><p>yang diperolehi telah dianalisis menggunakan Statistical Package for the Social</p><p>Sciences (SPSS) versi 26.0 untuk melihat peratusan, skor min, dan juga sisihan</p><p>piawai. Bagi Fasa II pula adalah Fasa rekabentuk dan pembangunan model yang</p><p>melibatkan sekumpulan panel pakar pembangunan yang terdiri daripada 9 orang.</p><p>Terdapat dua subfasa dalam fasa ini iaitu fasa rekabentuk yang menggunakan</p><p>pendekatan Nominal Group Technique (NGT), dan fasa pembangunan yang</p><p>menggunakan pendekatan Interpretive Structural Modelling (ISM). Seterusnya, Fasa</p><p>III adalah Fasa penilaian kebolehgunaan model yang melibatkan sekumpulan panel</p><p>pakar pelaksana yang terdiri daripada 14 orang guru tadika. Penilaian kebolehgunaan</p><p>ini telah dilaksanakan menggunakan pendekatan Fuzzy Delphi Method (FDM).</p><p>Dapatan keseluruhan fasa I menunjukkan terdapat kewajaran untuk membangunkan</p><p>sebuah model bagi membantu meningkatkan kemahiran sosial kanak-kanak (M= 4.70,</p><p>SP= 0.504). Dapatan kajian juga mendapati bahawa tahap pengetahuan responden</p><p>kajian berkenaan dengan kemahiran sosial untuk kanak-kanak masih berada di tahap</p><p>yang sederhana (M= 3.48, SP=1.04). Dapatan fasa II pula telah menghasilkan 29</p><p>elemen model pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian dan</p><p>dikelaskan kepada tiga dimensi utama hasil daripada konsensus pakar-pakar yang</p><p>terlibat. Bagi dapatan fasa III, hasil menunjukkan konsensus yang tinggi dalam</p><p>kalangan pakar terhadap kebolehgunaan model yang dibangunkan (d 0.2, peratusan</p><p> 75%, nilai cut 0.5). Kesimpulannya, kajian ini mengusulkan satu model</p><p>pembelajaran kemahiran sosial berasaskan nilai-nilai kerohanian sebagai usaha awal</p><p>dalam melahirkan kanak-kanak yang mempunyai keperibadian dan sahsiah terpuji</p><p>sebagai memenuhi keperluan dan perkembangan kanak-kanak tadika. Model ini</p><p>berupaya menjadi garis panduan kepada guru-guru tadika dalam melaksanakan</p><p>pembelajaran yang memberi tumpuan kepada aspek kemahiran sosial berteraskan</p><p>nilai-nilai kerohanian untuk kanak-kanak tadika.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9667 https://ir.upsi.edu.my/detailsg.php?det=9667 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abd Khalil, A. (2017). Reka bentuk model program perkembangan profesionalisme guru Malaysia/ Abd Khalil Adnan (Doctoral dissertation, University Of Malaya).</p><p>Abdi, B. (2008). Social skills and behavior problems of Iranian preschoolers.</p><p>Abdi, B. (2010). Gender differences in social skills, problem behaviours and academic competence of Iranian kindergarten children based on their parent and teacher ratings. Procedia-Social and Behavioral Sciences, 5, 1175-1179.</p><p>Abdul Halim, T., Khadijah, A. R., & Shahrin, A. (2010). 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