Persepsi Guru Pengajian Perniagaan Tingkatan Enam Terhadap Pembelajaran Berasaskan Masalah

  • Janet Jequiline Jolly Tinjol
  • Christina Andin
  • Jeromie Jolly

Abstract

Pengajaran tradisional kurang memberikan tumpuan yang cukup dalam mengembangkan kemahiran pembelajaran abad ke-21. Oleh itu, kaedah Pembelajaran Berasaskan Masalah (PBM) merupakan salah satu kaedah yang diyakini dapat mengembangkan kemahiran pembelajaran abad ke-21. Kajian ini bertujuan untuk meneroka persepsi guru Pengajian Perniagaan (PP) tingkatan enam terhadap kaedah PBM. Kajian kualitatif berbentuk kajian kes ini melibatkan dua guru PP tingkatan enam yang dipilih secara bertujuan sebagai peserta kajian di sebuah pusat tingkatan enam negeri Sabah.  Guru telah melaksanakan kaedah PBM selama lapan minggu terhadap 17 pelajar PP tingkatan enam yang berada di semester dua pengajian. Data dikumpulkan melalui temu bual separa berstruktur dan dianalisis menggunakan kaedah analisis kandungan berbantukan perisian Nvivo12.  Dapatan keseluruhan kajian mendapati persepsi guru terhadap PBM membentuk dua tema utama iaitu persepsi positif dan persepsi negatif. Persepsi positif guru terhadap PBM menjurus kepada meningkatkan kemahiran pembelajaran pelajar, menambah baik teknik pembelajaran pelajar dan pengajaran guru. Manakala persepsi negatif guru menjurus kepada masalah dalam konteks pembelajaran, masalah sikap pelajar dan masalah pelaksanaan PBM.  Kesimpulannya, kajian ini memberi implikasi pedagogi dengan mengambil kira aspek kekuatan dan cabaran guru untuk melaksanakan PBM dengan lebih efektif dalam mengembangkan kemahiran pembelajaran abad ke-21 pelajar.

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Published
2021-09-01
How to Cite
JOLLY TINJOL, Janet Jequiline; ANDIN, Christina; JOLLY, Jeromie. Persepsi Guru Pengajian Perniagaan Tingkatan Enam Terhadap Pembelajaran Berasaskan Masalah. Jurnal Dunia Pendidikan, [S.l.], v. 3, n. 3, p. 201-210, sep. 2021. ISSN 2682-826X. Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/15144>. Date accessed: 24 oct. 2021.
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Articles