UPSI Digital Repository (UDRep)
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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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