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Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini adalah bertujuan untuk membangun instrumen penyeliaan guru bidang
penyediaan dan penyajian makanan. Model Pengajaran Danielsson yang mengandungi
empat konstruk pengajaran iaitu (a) perancangan dan persediaan, (b) persekitaran kelas, (c)
strategi pengajaran dan penilaian, serta (d) tanggungjawab professional telah digunakan
sebagai konstruk utama kajian. Reka bentuk kajian adalah pembangungan instrumen
melalui tiga fasa. Dalam fasa pertama, temu bual bersama tujuh (7) orang pakar bidang
telah dijalankan untuk menentukan konstruk yang penting dalam instrumen penyeliaan
guru dalam bidang penyediaan dan penyajian makanan. Fasa kedua menfokus kepada
pembangunan instrumen berdasarkan input temu bual dan persetujuan pakar Delphi melalui
tiga pusingan. Persetujuan antara pakar adalah berdasarkan analisis Julat Antara Kuartil
(JAK). Hasil daripada analisis JAK, 12 item digugurkan dan 10 item perlu diubahsuai pada
pusingan kedua. Pada pusingan yang ketiga, semua item telah diterima oleh pakar dan
mencapai tahap persetujuan yang tinggi. Model Pengukuran Rasch digunakan untuk
mendapatkan kesahan dan kebolehpercayaan setiap item dalam konstruk bidang
penyediaan dan penyajian makanan yang dihasilkan. Pengkaji telah menjalankan kajian
rintis sebanyak dua kali yang melibatkan seramai 70 orang iaitu 35 orang pada rintis
pertama dan 35 orang pada rintis kedua. Kajian sebenar dilaksanakan ke atas 100 orang
pentadbir Sekolah Menengah Kebangsaan yang terpilih untuk mengesahkan instrumen
yang mengandungi lima konstruk dan 70 item. Analisis Rasch telah dijalankan untuk
mengesahkan instrumen dan didapati empat item digugurkan dan mengekalkan 43 item.
Kebolehpercayaan responden dan item beradarkan model Rasch adalah seperti berikut.
Konstruk perancangan dan persediaan mempunyai kebolehpercayaan responden (0.97) dan
kebolehpercayaan item (0.30). Konstruk pelaksanaan dan penyampaian mempunyai
kebolehpercayaan responden (0.85) dan kebolehpercayaan item (0.40). Konstruk kaedah
penilaian, pencapaian objektif dan refleksi mempunyai kebolehpercayaan responden (0.86)
dan kebolehpercayaan item (0.45) manakala konstruk tanggungjawab profesional guru
mempunyai kebolehpercayaan responden (0.68) dan kebolehpercayaan item (0.33).
Kesimpulannya, instrumen penyeliaan guru bidang penyediaan dan penyajian makanan
yang dibangunkan adalah sah dan boleh dipercayai. Implikasi kajian menunjukkan
instrumen ini boleh digunakan oleh pentadbir untuk menilai pengajaran guru bidang
penyediaan dan penyajian makanan di dalam kelas. |
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