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Type :thesis
Subject :LB Theory and practice of education
Main Author :Mohd Azhar Md Saad
Title :Kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini meninjau kesediaan murid sekolah menengah melaksanakan pembelajaran berbalik menerusi platform Google Classroom. Objektif kajian adalah untuk melihat tahap kesediaan melaksanakan pembelajaran berbalik yang terdiri daripada lima konstruk iaitu pembelajaran terarah kendiri, efikasi kendiri teknologi, efikasi kendiri komunikasi, motivasi pembelajaran dan pra pembelajaran. Kajian juga bertujuan untuk melihat kesediaan murid menggunakan platform Google Classroom. Kajian turut melihat korelasi dan sumbangan antara lima konstruk kesediaan melaksanakan pembelajaran berbalik terhadap kesediaan menggunakan Google Classroom. Kajian kuantitatif menerusi tinjauan telah dilakukan terhadap seramai 395 murid sekolah menengah daripada lapan sekolah dalam Daerah Kuala Kangsar yang dipilih secara rawak dan berstrata. Instrumen soal selidik adalah terdiri daripada 37 item telah diuji kesahan oleh empat panel pakar dan memiliki kebolehpercayaan pada nilai alfa Chronbach 0.872. Ujian deskriptif yang dilajankan mendapati kesediaan melaksanakan pembelajaran berbalik adalah pada tahap yang tinggi iaitu pembelajaran terarah kendiri (min=3.86), efikasi kendiri teknologi (min=4.28), efikasi kendiri komunikasi (min=4.08), motivasi pembelajaran (min=4.27) dan pra pembelajaran (min=4.12). Ujian deskriptif juga menunjukkan kesediaan menggunakan Google Classroom berada pada tahap yang tinggi (min=4.04). Ujian korelasi Pearson yang dijalankan mendapati terdapat hubungan positif yang kuat dan signifikan bagi pembelajaran terarah kendiri (r=.566), efikasi kendiri teknologi (r=.529), efikasi kendiri komunikasi (r=.587) dan pra pembelajaran (r=.591) terhadap kesediaan menggunakan Google Classroom manakala motivasi pembelajaran (r=.477) adalah sederhana. Analisis berganda stepwise yang dilakukan pula menunjukkan empat konstruk utama secara signifikan memberikan sumbangan kepada tahap kesediaan menggunakan Google Classroom ialah pra pembelajaran (β = 0.312, p < 0.05), efikasi kendiri teknologi (β = 0.238, p < 0.05), pembelajaran terarah kendiri (β = 0.216, p < 0.05) dan efikasi kendiri komunikasi (β = 0.171, p < 0.05) dapat menyumbang skor keseluruhan sebanyak 53.3% (R2 = 0.533) dalam kesediaan menggunakan Google Classroom. Namun, kajian mendapati konstruk motivasi pembelajaran adalah tidak memberikan sumbangan. Dapatan kajian ini dilihat dapat membantu pihak sekolah dan KPM supaya memberikan penekanan kepada keempat-empat faktor iaitu pra pembelajaran, efikasi kendiri teknologi, pembelajaran terarah kendiri dan efikasi kendiri komunikasi supaya diperkemas dalam kalangan murid bagi memastikan kejayaan pelaksanaan penggunaan aplikasi Google Classroom menerusi pendekatan pedagogi secara lebih efektif.

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