Kesahan Kandungan Instrumen Soal Selidik Faktor Yang Mempengaruhi Penerimaan Guru Menggunakan Google Classroom Dalam Pembelajaran Teradun Matematik
Abstract
Kajian ini bertujuan untuk menilai kesahan kandungan Instrumen Soal Selidik Faktor Yang Mempengaruhi Penerimaan Guru Menggunakan Google Classroom Dalam Pembelajaran Teradun Matematik dengan menggunakan Indeks Kesahan Kandungan Item (I-CVI) dan Pekali Kappa Diubahsuai (k*). Tujuh orang pakar telah dipilih melalui persampelan bertujuan untuk menilai dan mengesahkan kandungan instrumen soal selidik. Instrumen soal selidik tersebut terdiri daripada 40 item dengan enam pemboleh ubah tidak bersandar dan satu pemboleh ubah bersandar. Hasil kajian menunjukkan bahawa tiga item perlu digugurkan kerana mencatatkan nilai I-CVI dan Pekali Kappa (k*) yang sangat rendah. Keseluruhannya, instrumen soal selidik tersebut menunjukkan kesahan kandungan yang baik dan dapat digunakan untuk kajian rintis.
References
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Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly: Management Information Systems, 15(1), 125–142. https://doi.org/10.2307/249443
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Venkatesh, V., Morris, M. G., Davis, G., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarter Management Information Systems, 27(3), 425–478.
Ventayen, R. J. M., Estira, K. L., De Guzman, M. J., Cabaluna, C. M., & Espinosa, N. N. (2018). Usability evaluation of Google Classroom: Basis for the adaptation of GSuite e-learning platform. Asia Pacific Journal of Education, Arts and Sciences, 5(1), 47–51.
Yakubu, M. N., Dasuki, S. I., Abubakar, A. M., & Kah, M. M. O. (2020). Determinants of learning management systems adoption in Nigeria: A hybrid SEM and artificial neural network approach. In Education and Information Technologies. https://doi.org/10.1007/s10639-020-10110-w
Yeop, M. A. (2018). Faktor-faktor yang mempengaruhi penerimaan dan penggunaan Pembelajaran Teradun dalam kalangan guru di Malaysia. [PhD's thesis, Univeristi Pendidikan Sultan Idris, Malaysia]. UPSI Digital Repository. https://ir.upsi.edu.my/detailsg.php?det=5322.
Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123. https://doi.org/10.3991/ijet.v13i06.8275
Altalhi, M. (2020). Toward a model for acceptance of MOOCs in higher education: The modified UTAUT model for Saudi Arabia. Education and Information Technologies, 17. https://doi.org/10.1007/s10639-020-10317-x
Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00359-2
Bandura, A. (1989). Social cognitive theory. In Annals of child development (Vol. 6, pp. 1–60). https://doi.org/10.4324/9780429052675-22
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46 ST-A coefficient of agreement for nominal. http://epm.sagepub.com
Dakduk, S., Santalla-Banderali, Z., & van der Woude, D. (2018). Acceptance of blended learning in executive education. SAGE Open, 8(3). https://doi.org/10.1177/2158244018800647
Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5(4), 194–197. https://doi.org/10.1016/S0897-1897(05)80008-4
Donald, A., Lucy Cheser, Jacobs Christine K., S. I., & David, W. (2018). Introduction to research in education (10th ed.). Cengage Learning.
Fraenkel, J. R., Norman E., W., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Heggart, K. R., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140–153. https://doi.org/10.14221/ajte.2018v43n3.9
Jackson, S. E., Joshi, A., & Erhardt, N. L. (2003). Recent research on team and organizational diversity: SWOT analysis and implications. Journal of Management, 29(6), 801–830. https://doi.org/10.1016/S0149-2063(03)00080-1
Jakkaew, P., & Hemrungrote, S. (2017). The use of UTAUT2 model for understanding student perceptions using Google Classroom: A case study of introduction to information technology course. 2nd Joint International Conference on Digital Arts, Media and Technology 2017: Digital Economy for Sustainable Growth, ICDAMT 2017, 205–209. https://doi.org/10.1109/ICDAMT.2017.7904962
Kaukab, A. A., Nayab Iqbal, Social, P., & Journal, S. (2018). Effectiveness of Google Classroom: Teachers’. Prizren Social Science Journal, 2(2), 52–66.
Ketut Sudarsana, I., Bagus Made Anggara Putra, I., Nyoman Temon Astawa, I., & Wayan Lali Yogantara, I. (2019). The use of Google classroom in the learning process. Journal of Physics: Conference Series, 1175. https://doi.org/10.1088/1742-6596/1175/1/012165
Konting, M. M. (2000). Kaedah penyelidikan pendidikan. Dewan Bahasa dan Pustaka.
Kumar, J. A., & Bervell, B. (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Education and Information Technologies, 24(2), 1793–1817. https://doi.org/10.1007/s10639-018-09858-z
Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom: insights from Malaysian higher education students’ and instructors’ experiences. Education and Information Technologies, 25(5), 4175–4195. https://doi.org/10.1007/s10639-020-10163-x
Lynn, M. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–385. https://doi.org/10.1097/00006199-198611000-00017
Melvina, C. H. C. (2022). Google Classroom sebagai salah satu platform dalam penyampaian pengajaran dan pembelajaran: Satu Kajian Tinjauan. Jurnal Kurikulum & Pengajaran Asia Pasifik, 10(1), 1–9. https://ejournal.um.edu.my/index.php/JUKU/article/view/35298/14333
Mohan, M. M., Upadhyaya, P., & Pillai, K. R. (2020). Intention and barriers to use MOOCs: An investigation among the post graduate students in India. Education and Information Technologies, 25(6), 5017–5031. https://doi.org/10.1007/s10639-020-10215-2
Polit, D. F., & Beck, C. T. (2006). The Content Validity Index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing and Health, 29, 488–497. https://doi.org/10.1002/nur
Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Focus on research methods: Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing and Health, 30(4), 459–467. https://doi.org/10.1002/nur.20199
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education. https://doi.org/10.1016/j.compedu.2018.03.016
Rogers, E. M. (1983). Diffusion of innovations. In Diffusion of Innovations (3rd ed.). Newyork Free Press. https://doi.org/10.4324/9780203710753-35
Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach (7th ed.). New York: Wiley.
Su, W. J., & Mohd Matore, M. E. (2020). Keberkesanan penggunaan Google Classroom dalam pendidikan: Sorotan literatur bersistematik. Jurnal Dunia Pendidikan, 2(4), 39–53.
Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly: Management Information Systems, 15(1), 125–142. https://doi.org/10.2307/249443
Tseng, T. H., Lin, S., Wang, Y. S., & Liu, H. X. (2019). Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2019.1674888
Venkatesh, V., & Davis, F. D. (2000). Theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., & Morris, M. G. (2000). Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly: Management Information Systems, 24(1), 115–136. https://doi.org/10.2307/3250981
Venkatesh, V., Morris, M. G., Davis, G., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarter Management Information Systems, 27(3), 425–478.
Ventayen, R. J. M., Estira, K. L., De Guzman, M. J., Cabaluna, C. M., & Espinosa, N. N. (2018). Usability evaluation of Google Classroom: Basis for the adaptation of GSuite e-learning platform. Asia Pacific Journal of Education, Arts and Sciences, 5(1), 47–51.
Yakubu, M. N., Dasuki, S. I., Abubakar, A. M., & Kah, M. M. O. (2020). Determinants of learning management systems adoption in Nigeria: A hybrid SEM and artificial neural network approach. In Education and Information Technologies. https://doi.org/10.1007/s10639-020-10110-w
Yeop, M. A. (2018). Faktor-faktor yang mempengaruhi penerimaan dan penggunaan Pembelajaran Teradun dalam kalangan guru di Malaysia. [PhD's thesis, Univeristi Pendidikan Sultan Idris, Malaysia]. UPSI Digital Repository. https://ir.upsi.edu.my/detailsg.php?det=5322.
Published
2023-12-01
How to Cite
BIN SEDI, Nazri; MAZLAN, Mohammad Nur Azhar.
Kesahan Kandungan Instrumen Soal Selidik Faktor Yang Mempengaruhi Penerimaan Guru Menggunakan Google Classroom Dalam Pembelajaran Teradun Matematik.
Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 4, p. 13-22, dec. 2023.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/24960>. Date accessed: 04 oct. 2024.
Section
Articles
