Analisis Faktor Pengesahan bagi Instrumen Pengetahuan Guru Matematik Sekolah Rendah dalam Pentaksiran Berasaskan Sekolah (Confirmatory Factor Analysis of Primary Mathematics Teachers’ School-Based Assessment Knowledge Instrument)

Wong Li Li, Kamisah Osman, Siti Mistima Maat

Abstract


Kajian ini bertujuan mengesahkan instrumen pengetahuan guru dalam Pentaksiran Berasaskan Sekolah (PBS) yang merangkumi tiga dimensi iaitu Pentaksiran Sekolah, Pentaksiran Formatif dan Tahap Penguasaan menggunakan analisis faktor pengesahan (CFA). Reka bentuk kajian ini merupakan kajian tinjauan silang yang melibatkan seramai 394 guru matematik sekolah rendah yang dipilih melalui pensampelan rawak berstrata dari Semenanjung Malaysia. Instrumen kajian merupakan soal selidik dengan skala Likert lima poin yang diadaptasi daripada beberapa kajian lepas. Model pengukuran yang dihipotesiskan diuji menggunakan perisian IBM SPSS AMOS versi 23.0. Tiga item dengan muatan faktor yang rendah digugurkan. Dapatan menunjukkan bahawa model pengukuran akhir mempunyai kesepadanan dengan data yang diperoleh. Model pengukuran juga melepasi ujian kebolehpercayaan serta kesahan konstruk, kesahan menumpu dan kesahan diskriminan. Kesimpulannya, model pengukuran yang dibangunkan mampu mengukur pengetahuan guru matematik sekolah rendah dalam PBS dan berupaya menyelami kekurangan dan masalah yang dihadapi oleh guru dalam menjalankan pentaksiran formatif dalam dalam proses pengajaran dan pembelajaran. Dapatan kajian ini telah memberi implikasi terhadap kepentingan pengetahuan guru dalam pentaksiran yang mempengaruhi keberkesanan pengajaran guru.

Kata Kunci: Model Pengukuran, Pentaksiran Berasaskan Sekolah, Pentaksiran Sekolah, Pentaksiran Formatif, Tahap Penguasaan, Analisis Faktor Pengesahan

 

This study aims at validating the Teachers’ School-Based Assessment Knowledge (SBA) Instrument comprised of three dimensions namely School Assessment, Formative Assessment and Mastery Level using Confirmatory Factor Analysis (CFA). The design of this study was a cross-sectional survey research involving a total of 394 primary school mathematics teachers which were selected through stratified random sampling from Peninsular Malaysia. The instrument of this study is the questionnaire that has been adapted from some previous studies and the responses were measured on a 5-point Likert scale. The hypothesized measurement model was tested using IBM SPSS AMOS version 23.0 software. Three items were deleted due to low loading. The result revealed that the final measurement model fitted the collected data well. The results also provided support for the reliability, construct, convergent and discriminant validities of the scale. In conclusion, the hypothesized measurement model was suitable and valid for measuring teachers’ knowledge in SBA and thus able to understand the shortcomings and problems faced by teachers in conducting formative assessment in line with the teaching and learning process. The findings of this study have implicated the importance of teacher's knowledge in assessment that influences the effectiveness of teachers' teaching.   

Key Words: Measurement Model, School-Based Assessment, School Assessment, Formative Assessment, Mastery Level, Confirmatory Factor Analysis


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DOI: http://dx.doi.org/10.17576/JPEN-2018-43.03-02

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