UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini adalah untuk meneliti keperluan guru kelas tinggi Sekolah Dasar terhadap
instrumen pentaksiran kemahiran membaca, membangunkan instrumen berkenaan,
dan melakukan proses kesahan, kebolehpercayaan, dan kebolehgunaan instrumen
yang telah dibangunkan. Kaedah penyelidikan reka bentuk dan pembangunan model
Dick & Carey dipilih bagi proses reka bentuk dan pembangunan instrumen. Tiga fasa
kajian dijalankan bagi menjawab tiga persoalan kajian. Mengikut fasa pertama,
análisis keperluan pihak pengguna telah dilakukan sebagai asas kajian tahap kedua.
Lima orang pakar, tiga orang guru dan dua belas orang pelajar telah dipilih untuk
menilai instrumen. Enam belas instrumen pentaksiran kemahiran membaca telah
dibangunkan mengikut fasa kedua yang sedia untuk dinilai oleh pakar dan pihak
pengguna. Empat Sekolah Dasar, lapan orang pelajar dan satu orang guru kelas 5
daripada tiap-tiap sekolah telah ditetapkan untuk penilaian kumpulan kecil mengikut
fasa ketiga. Masih pada fasa ketiga pula, empat Sekolah Dasar, pelajar satu kelas dan
seorang guru kelas 5 telah dipilih untuk penilaian instrumen dalam kelas sebenar.
Data dapatan kajian diolah mengikut kaedah kualitatif. Hasil penilaian pakar dan
pihak pengguna menunjukkan bahawa seluruh instrumen memenuhi syarat kesahan,
kebolehpercayaan, dan kebolehgunaan. Hasil penilaian kumpulan kecil menunjukkan
bahawa ada sembilan instrumen yang dicadangkan untuk diteruskan bagi penilaian
dalam kelas sebenar. Daripada hasil penilaian dalam kelas sebenar, kesembilansembilan
instrumen yang dinilai memenuhi syarat kebolehgunaan. Dapatan tersebut
menunjukkan bahawa instrumen yang dihasilkan daripada kajian ini adalah berkesan,
lengkap, sesuai dengan keperluan guru atau pihak pengguna, tepat sasaran, mudah
difahami dan mudah digunakan. Implikasi kajian menunjukkan bahawa guru kelas
tinggi Sekolah Dasar dijangka dapat menggunakan instrumen hasil kajian ini untuk
kepentingan pentaksiran kelancaran membaca bersuara, membaca pemahaman,
membaca penghayatan, dan membaca kreativiti secara lebih berkesan. |
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