Menilai Kepositifan Guru dan Amalan Pengajaran dalam Kalangan Guru Pendidikan Moral Sekolah Menengah
DOI:
https://doi.org/10.37134/firdaus.vol5.2.9.2025Keywords:
efikasi kendiri, efikasi kendiri positif, amalan pengajaran, Pendidikan Moral, Ujian Kruskal- Wallis HAbstract
Kajian ini bertujuan untuk mengenal pasti tahap efikasi kendiri Guru Pendidikan Moral serta menguji perbezaan yang signifikan terhadap beberapa faktor seperti umur, akademik, opsyen dan pengalaman. Seramai 619 orang Guru Pendidikan Moral Sekolah Menengah Kebangsaan dari lima buah negeri di Malaysia telah dipilih sebagai responden kajian. Perisian komputer Statistical Package for Social Science (SPSS) versi 22 digunakan untuk menganalisis data secara statistik deskriptif dan inferensi. Instrumen soal selidik, Teacher Self-Efficacy for Moral Education Measure (2008) yang diadaptasi telah digunakan bagi memperoleh data kajian. Soal selidik ini menguji dua pemboleh ubah yang meliputi efikasi kendiri positif dan efikasi kendiri amalan pengajaran. Ujian Alpha Cronbach menunjukkan bahawa soal selidik ini mempunyai kebolehpercayaan (α= .826) bagi efikasi kendiri positif dan (α= .926) bagi amalan pengajaran. Hasil kajian menunjukkan tahap efikasi kendiri positif guru lebih tinggi (m=3.95) berbanding skor min efikasi kendiri amalan pengajaran guru (m=3.87). Berdasarkan ujian Kruskal - Wallis H yang dijalankan, dapatan menunjukkan tiada perbezaan yang signifikan antara tahap efikasi kendiri guru dengan faktor umur dan akademik. Walaubagaimanapun, wujud perbezaan yang signifikan pada opsyen dan pengalaman. Kumpulan guru opsyen Pendidikan Moral memiliki nilai min yang lebih tinggi (m=393.46). Disamping itu, kumpulan guru yang berpengalaman 20 tahun keatas juga mempunyai nilai min yang lebih tinggi (m=431.21). Kajian ini boleh dijadikan panduan dalam menunjukkan pentingnya pengalaman dan opsyen guru dalam mengajar mata pelajaran Pendidikan Moral.
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