Tahap Keprihatinan Guru Terhadap Penggunaan i-Think Merentasi Kurikulum dalam Proses Pembelajaran dan Pemudahcaraan (Teachers’ Concerns on the Implementation of i-Think across Curriculum in Teaching and Learning)

RUBANANTHAN PARAMASVERAN, NURFARADILLA MOHAMAD NASRI

Abstract


Kajian ini bertujuan untuk mengenal pasti tahap keprihatinan guru dalam pelaksanaan dan amalan i-Think. Concern Based Adaptation Model (CBAM) telah digunakan bagi menentukan tahap keprihatinan guru dan instrumen soal selidik Stage of Concern Questionnaire (SoCQ) telah diadaptasikan agar sesuai dengan konteks Malaysia. Seramai 153 orang guru sekolah rendah di Sarawak telah dipilih secara rawak sebagai sampel kajian. Dapatan menunjukkan profil “bukan penggguna” bagi profil umum dan profil demografik kerana guru menunjukkan peratus skor keprihatinan yang tinggi pada Tahap 0 (Kesedaran), Tahap 1 (Maklumat), Tahap 2 (Peribadi) dan Tahap 3 (Pengurusan), manakala peratus skor keprihatinan adalah rendah pada Tahap 4 (Kesan) dan Tahap 5 (Kerjasama). Semua guru kecuali guru lelaki dan guru Bahasa Melayu mempamerkan kenaikan skor pada Tahap 6 (Fokus Semula) yang ditafsirkan sebagai guru yang enggan berubah dan kurang percaya akan keberkesanan i-Think. Meskipun begitu, peratus skor keprihatinan guru bagi Tahap 1 adalah lebih tinggi berbanding dengan Tahap 2 yang menunjukkan guru mempunyai minat dan bersifat terbuka akan pelaksanaan i-Think di dalam kelas, namun mereka memerlukan maklumat dan pendedahan yang lebih lanjut mengenai i-Think. Hasil kajian ini boleh digunakan oleh pakar pendidikan untuk merancang latihan dalam perkhidmatan secara berkala berkaitan i-Think.

Kata kunci: i-Think, tahap keprihatinan, amalan pengajaran, latihan dalam perkhidmatan

 

This study aims to identify the level of teacher's concern in the implementation and practices of i-Think. The Concern Based Adaptation Model (CBAM) has been used to determine the level of teacher’s concern and Stage of Concern Questionnaire (SoCQ) questionnaire has been adapted to fit Malaysian context. A total of 153 primary school teachers in Sarawak were randomly selected as research sample. The findings show a “non-user” profile for general profiles and demographic profiles as teachers show a high percentage of concern at Level 0 (Awareness), Level 1 (Information), Level 2 (Personal) and Level 3 (Management), while low percentage of level concern at Level 4 (Impact) and Level 5 (Collaboration). All teachers except male teachers and Malay Language teacher exhibit tailing up at Level 6 (Refocus) which are interpreted as teachers who refuse to change and lack confidence in the effectiveness of i-Think. However, the percentage of teacher’s concern at Level 1 is higher than Level 2 which indicates that teachers are interested and open to the implementation of i-Think in the classroom, but they still need more information and exposure on i-Think. The findings of this study can be used by education specialists to plan periodical in-service teacher training on i-Think.

Keywords: i-Think, level of concern, teaching practices, training in service


Keywords


i-THINK; tahap keprihatinan; amalan pengajaran; latihan dalam perkhidmatan

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DOI: http://dx.doi.org/10.17576/JPEN-2018-43.02-06

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