UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Objektif kajian ini adalah untuk melihat tahap pengetahuan, pelaksanaan dan
kepentingan pendidikan multibudaya dalam kalangan guru sekolah rendah di Negeri
Sembilan. Reka bentuk kajian ini berdasarkan pendekatan penyelidikan kuantitatif
dengan menggunakan kaedah survei. Kajian survei ini menggunakan soal selidik yang
telah diadaptasi iaitu Borang Soal Selidik Kajian Pendidikan Multibudaya sebagai
instrumen utama bagi mengumpul data berkaitan kajian ini. Kaedah persampelan rawak
berstrata telah digunakan di mana 927 orang guru sekolah kebangsaan daripada 103
buah sekolah di seluruh daerah di Negeri Sembilan telah dipilih sebagai responden.
Indek kebolehpercayaan Alpha Cronbach bagi soal selidik bagi mengukur semua aspek
dalam kajian ini adalah antara 0.742 hingga 0.934. Pengumpulan data kajian ini
dilakukan dengan menggunakan aplikasi google form. Data kajian ini dianalisis
menggunakan perisian SPSS versi 26.0. Dua jenis statistik digunakan iaitu statistik
deskriptif dan statistik inferensi. Statistik deskriptif iaitu frekuensi, peratusan, min dan
sisihan piawai digunakan bagi menghuraikan profil responden dan menjawab persoalan
kajian. Statistik inferensi, iaitu MANOVA Satu-Hala dan Regresi Berganda digunakan
untuk menguji hipotesis kajian. Kajian ini mendapati tahap pengetahuan guru berkaitan
Pendidikan Multibudaya secara keseluruhannya adalah pada tahap sederhana
(min=4.226; s.p.=0.490), tahap pelaksanaan guru berkaitan Pendidikan Multibudaya
juga pada tahap sederhana (min=4.148; s.p.=0.520) dan tahap kepentingan guru
berkaitan Pendidikan Multibudaya secara keseluruhannya adalah pada tahap yang
sederhana juga (min=4.355; s.p.=0.567). Manakala tahap kepentingan berkaitan
pengurangan prejudis (min=4.428; s.p.=0.663); dan pemerkasaan budaya sekolah dan
struktur sosial (min=4.552; s.p.=0.610) daripada perspektif guru adalah pada tahap
yang tinggi. Faktor utama dan tertinggi yang mempengaruhi pelaksanaan pendidikan
multibudaya di sekolah ialah pengetahuan guru tentang pendidikan multibudaya
(80.1%), diikuti dengan faktor pengalaman mengajar (0.3%) dan persepsi guru terhadap
kepentingan pendidikan multibudaya (0.2%). |
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