UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Latar kajian ini merujuk kepada perubahan besar yang berlaku dalam pendidikan
Tingkatan Enam apabila Kementerian Pendidikan Malaysia (KPM) melaksanakan penjenamaan
semula Tingkatan Enam pada tahun 2012. Tujuan kajian ini untuk mengenalpasti amalan
pengurusan perubahan dalam pelaksanaan penjenamaan semula pendidikan Tingkatan Enam daripada sistem
terminal kepada sistem modular. Kajian ini menggunakan pendekatan kualitatif dengan reka
bentuk kajian kes. Berdasarkan teori Kurt Lewin, beberapa elemen kajian seperti
pelaksanaan, penerimaan dan kesediaan, rintangan perubahan, strategi menangani
perubahan, faktor kejayaan perubahan serta keberkesanan perubahan digunapakai.
Pemilihan subjek kajian dijalankan secara teknik persampelan bertujuan melibatkan
sembilan orang guru Tingkatan Enam di sebuah sekolah Pusat Tingkatan Enam di daerah Kuala
Kangsar, Perak. Tiga instrumen kajian telah digunakan bagi pengumpulan data iaitu
protokol temu bual, borang semak pemerhatian dan analisis dokumen. Data kualitatif dianalisis
mengunakan analisis tematik yang diadaptasi daripada Braun & Clarke, analisis kandungan
dan perbandingan konstan. Dapatan kajian menunjukkan proses elemen- elemen perubahan
yang dirancang oleh pihak KPM telah dilaksanakan secara berperingkat dan berterusan.
Masalah atau cabaran yang dikenal pasti sepanjang fasa peralihan berdasarkan temubual ialah
bebanan bidang tugas, perubahan kandungan pengajian, kesediaan dan sikap murid, konflik guru
arus perdana, isu pelantikan dan perjawatan, kewangan dan prasarana serta konflik pihak
pentadbir. Masalah telah diatasi melalui beberapa strategi menangani perubahan yang
dimainkan oleh pihak berkepentingan iaitu KPM, MPM, JPN, PPD, pihak pentadbir, guru Tingkatan
Enam serta pihak luar seperti PIBG dan badan korporat. Berdasarkan dapatan kajian, faktor kejayaan
perubahan dan penentu kepada keberkesanan perubahan adalah peranan guru Tingkatan Enam serta
kewangan dan prasarana. Kesimpulannya, penjenamaan semula pendidikan Tingkatan Enam ini didapati
berjaya dilaksanakan dengan sokongan pihak berkepentingan secara berterusan dan telah memberi kesan
yang positif kepada guru dan pelajar serta meningkatkan imej pendidikan Tingkatan Enam
walaupun pihak KPM mengalami masalah kewangan yang kritikal untuk menyediakan keperluan bagi
memenuhi dasar baharu ini. Implikasi kajian ini menyumbang kepada idea sokongan pengawalan dan
pemantauan, pengupayaan JPN dan PPD, pembangunan guru, peningkatan prasarana dan
pendokumentasian yang perlu diurus dengan terancang dan sistematik.
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