Persepsi Guru Matematik SJKC Terhadap PLC Berdasarkan SAI-2

  • Albert Ling Nguong Baul
  • Muhammad Sofwan Mahmud

Abstract

Komuniti Pembelajaran Profesional (PLC) merupakan satu kumpulan guru di sekolah yang berkolaboratif secara profesional dalam menambahbaikan keberkesanan pembelajaran, meningkatkan profesionalisme guru dan prestasi sekolah. Kajian ini dilaksanakan bermatlamat untuk mengetahui persepsi guru matematik terhadap amalan PLC di sekolah rendah jenis kebangsaan Cina (SJKC). Kajian ini dijalankan dengan pendekatan kuantitatif yang berbentuk tinjauan di mana persepsi guru matematik ditinjau dengan instrumen Standards Assessment Inventory 2 (SAI-2). Seramai 67 orang responden yang terdiri daripada guru matematik SJKC di daerah Bangsar dan Pudu Kuala Lumpur telah terlibat dalam kajian ini. Sampel guru matematik dipilih melalui kaedah pensampelan rawak mudah. Data dalam kajian ini dikumpulkan melalui instrumen SAI-2 yang dihasilkan dalam bentuk atas talian dengan skala Likert 5 mata. Data untuk kajian ini kemudian dianalisis dengan kaedah statistik deskriptif dan kaedah statistik inferensi. Hasil dapatan kajian ini telah menunjukkan tahap keseluruhan amalan PLC di SJKC dalam persepsi guru matematik berada pada tahap yang tinggi dengan skor min sebanyak 3.84 dan sisihan piawai 0.611. Bagi hasil analisis ujian kolerasi Pearson pula, terdapat hubungan positif dan kuat yang signifikan antara persepsi guru matematik terhadap amalan komuniti pembelajaran profesional berdasarkan standard komuniti pembelajaran dengan standard hasil yang bernilai r (67) = 0.716 dan p <0.05. Hasil kajian dapat memberi maklumat kepada pihak berkenaan untuk mengetahui tahap amalan PLC semasa yang dijalankan di SJKC dalam persepsi guru matematik.

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Published
2022-12-01
How to Cite
NGUONG BAUL, Albert Ling; MAHMUD, Muhammad Sofwan. Persepsi Guru Matematik SJKC Terhadap PLC Berdasarkan SAI-2. Jurnal Dunia Pendidikan, [S.l.], v. 4, n. 4, p. 57-72, dec. 2022. ISSN 2682-826X. Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/20615>. Date accessed: 06 feb. 2023.
Section
Articles