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Title:	Hubungan antara amalan pengajaran, pengetahuan pedagogi isi kandungan (PPIK) dan kompetensi profesional guru matematik Sekolah Menengah Atas Negeri (SMAN) di Riau
Authors:	Desi Andriani (P63783)
Supervisor:	Lilia Halim, Prof. Dr.
Keywords:	Pengajaran dan pengetahuan guru Profesional guru matematik Teachers - Indonesia
Issue Date:	2-Apr-2014
Description:	Kajian ini bertujuan untuk mengkaji persepsi tahap amalan pengajaran, pengetahuan pedagogi isi kandungan (PPIK) dan kompetensi profesional guru Matematikdi Sekolah Menengah Atas Negeri (SMAN) di Riau, Indonesia. Kajian ini juga bertujuan meneroka hubungan antara ketiga-tiga pembolehubah. Kajian ini merupakan kajian tinjauan menggunakan soal selidik dan ujian kompetensi profesional guru. Sampel kajian melibatkan seramai 214 orang guru Matematik SMAN darienam daerah dan dipilih menggunakan teknik persampelan strata dua peringkat bertujuan. Data dianalisis secara deskriptif dan inferensi yang melibatkan ujian-t tidak bersandar, korelasi Pearson, ANOVA, MANOVA, dan Kruskal-Wallis. Dapatan kajian menunjukkan tahap amalan pengajaran berpusatkan kepada guru adalah pada tahap tinggi (M= 3.73; SP = 0.33) dan tahap amalan pengajaran berpusatkan kepada pelajar adalah pada tahap sederhana (M = 3.37; SP = 0.46), tahap PPIK juga adalah pada tahap sederhana tinggi (M = 3.48; SP = 0.40), dan tahap kompetensi profesional guru secara purata adalah pada tahap kurang berkompetensi (M = 59.31; SP = 12.17). Bagi amalan pengajaran berpusatkan guru terdapat perbezaan yang signifikan berdasarkan pengalaman mengajar. Bagi amalan pengajaran berpusatkan kepada pelajar pula terdapat perbezaan yang signifikan berdasarkan jantina dan pengalaman mengajar. Walaubagaimanapun, bagi PPIK tidak terdapat perbezaan yang signifikan berdasarkan jantina, tetapi terdapat perbezaan yang signifikan berdasarkan pengalaman mengajar. Sehubungan dengan kompetensi profesional dan aspek-aspek kompetensi profesional secara keseluruhan, tidak terdapat perbezaan yang signifikan berdasarkan pengalaman mengajar, tetapi terdapat perbezaan yang signifikan antara kompetensi pengurusan bilik darjah dan aktiviti pembelajaran berdasarkan pengalaman mengajar. Komponen amalan pengajaran didapati tidak mempunyai hubungan dengan pengetahuan pedagogi isi kandungan (r = 0.025), namun amalan pengajaran berpusatkan kepada pelajar mempunyai hubungan korelasi yang rendah dengan kompetensi profesional guru (r = 0.142). Disamping itu, data menunjukkan bahawa amalan pengajaran yang berpusatkan kepada pelajar mempunyai hubungan positif yang rendah dengan aspek pengurusan bilik darjah dan aktiviti pembelajaran (r = 0.14). PPIK didapati tidak mempunyai hubungan yang signifikan dengan kompetensi profesional guru (r = 0.020), manakala PPIK mempunyai hubungan yang signifikan dengan satu aspek kompetensi profesional iaitu penggunaan media dan sumber belajar (r = 0.16). Kajian mencadangkan bahawa guru diberikan program pengembangan profesionalisme mengenai PPIK untuk semua guru Matematik, terutama guru berpengalaman. Kajian juga mencadangkan bahwa kekerapan latihan kompetensi profesional perlu ditingkatkan. Seterusnya, guru Matematik perlu sentiasa dilatih dan dipantau amalan pengajaran dalam bilik darjah untuk meningkatkan kualiti pendidikan di Indonesia.,This study aimed to investigate the level of secondary Mathematics teachers’ perceptions of teaching practices, pedagogical content knowledge (PCK), and professional competency in Riau, Indonesia. The study also aimed at exploring the relationship between these three variables. This study employed a survey approach using a questionnaire and teachers’ professional competency tests. Survey sample comprised of 214 secondary school Mathematics teachers’ from six districts who were selected using stratified two stages intended technique of sampling. Data were analyzed using descriptive and inferential involving independent t-test, Pearson correlation, ANOVA, MANOVA, and Kruskal-Wallis. Findings indicated that level of teacher-centered teaching practices is at a high level (M = 3.73; SD = 0.33) and level of student-centered teaching practice is at a moderate level (M = 3:37; SD = 0.46), the level of PCK is also at moderate high level (M = 3:48; SD = 0.40), and the average teacher professional competency is at the least competent level (M = 59.31; SD = 12.17). Regarding teacher-centered teaching practices, there were significant differences based on teaching experience. Regarding student-centered teaching practice, there were significant differences based on gender and teaching experience. However, concerning PCK there was no significant difference based on gender, but there was significant differences, based on teaching experience. With regard to professional competency and the overall professional competence, no significant differences were observed, based on teaching experience, but there was a significant difference between classroom management competency and learning activity. Teaching practices components were found to have no relationship with teachers’ pedagogical content knowledge (rteacher = 0.08; rstudent = -0.05); however, studentcentered teaching practices was a low correlation with teachers' professional competence (r = 0.14). In addition, the data showed that student-centered teaching has a low and positive relationship with aspects of classroom management and learning activities (r = 0.14). PCK was found to have no significant relationship with teachers' professional competency (r = 0.020), however PCK has a significant relationship with one aspects of professional competence; namely the usage of media and learning resources (r = 0.16). The findings suggest that professional development program regarding PCK to be provided for all of Mathematics teachers, especially the experienced ones. The study also suggests that the frequency in service courses on professional competence should be increased. Furthermore, the Mathematics teachers should becontinuously trained and monitored as they teach in the classroom to ensure promotion of quality education in Indonesia.,Master/Sarjana
Pages:	196
Call Number:	LB1775.4.I5D447 2014 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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