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Type :thesis
Subject :LB Theory and practice of education
Main Author :Norkumalasari Othman
Title :Pengaruh pengetahuan pengajaran, kepercayaan, sikap dan kompetensi pengajaran terhadap amalan pengajaran Matematik di sekolah menengah
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
Tujuan utama kajian adalah untuk mengenal pasti hubungan berstruktur antara Pengetahuan Pengajaran Matematik (P), Kepercayaan Matematik (K), Sikap Terhadap Matematik (S) dan Kompetensi Pengajaran Matematik (Komp) dengan Amalan Pengajaran Matematik (AP) dalam kalangan guru Matematik sekolah menengah. Seramai 392 orang guru Matematik dari Negeri Sembilan telah terpilih sebagai responden kajian melalui persampelan rawak dua peringkat. Kajian ini merupakan kajian kuantitatif yang dilakukan secara tinjauan dengan menggunakan prosedur soal selidik yang diadaptasi dari beberapa kajian lepas. Data dianalisis dengan menggunakan Analisis Faktor Pengesahan (Confirmation Factor Analysis, CFA) dan Pemodelan Persamaan Berstruktur (Structural Equation Modeling, SEM) dengan menggunakan perisian IBM SPSS-AMOS versi 24.0. Penganalisisan data secara statistik deskriptif pada peringkat pertama dilakukan untuk menjawab persoalan kajian pertama mengenai persepsi guru Matematik terhadap konstruk kajian. Pada peringkat kedua, melibatkan statistik inferensi untuk menjawab tiga persoalan kajian yang merangkumi pengujian kesepadanan model berstruktur, hubungan berstruktur dan penganalisisan SEM lanjutan bagi mengesan kewujudan moderator dalam model berstruktur yang dihipotesiskan. Hasil kajian menunjukkan P, K, S dan AP mempunyai persepsi pada tahap tinggi manakala Komp mempunyai persepsi pada tahap sederhana. Kesepadanan model kajian yang dicadangkan dengan data kajian diperoleh adalah tercapai dan signifikan berdasarkan kepada kesemua indeks kesepadanan (Goodnessof- fit Indexes) yang ditetapkan. Dapatan menunjukkan terdapatnya hubungan berstruktur signifikan antara P dengan AP; K dengan AP; dan S dengan AP manakala Komp tidak mempunyai hubungan yang signifikan dengan AP. Pengalaman Mengajar didapati mempunyai kesan moderator signifikan antara P dengan AP dan S dengan AP tetapi tidak mempunyai kesan moderator signifikan antara K dengan AP. Dapatan kajian ini diyakini dapat memberi implikasi penting terhadap teoritikal, metodologi dan pihak yang terlibat dalam aspek perancangan dan penggubalan dasar pendidikan sehingga ke peringkat pelaksanaan di sekolah dalam meningkatkan lagi kecemerlangan Amalan Pengajaran Matematik yang berkesan dan berkualiti dalam kalangan guru Matematik sekolah menengah khususnya.

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