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Title:	Kesediaan guru melaksanakan pengajaran dan pembelajaran pendidikan STEM
Authors:	Nor Shai'rah Yunus (P61791)
Supervisor:	Ruhizan Muhammad Yasin, Prof. Madya Dr.
Keywords:	STEM Teaching
Issue Date:	23-Mar-2015
Description:	Pendidikan Sains, Teknologi, Kejuruteraan dan Matematik (STEM) adalah satu inovasi pendidikan dalam usaha kerajaan untuk meningkatkan kualiti pendidikan sains, teknologi, kejuruteraan dan matematik. Guru sebagai agen perubahan dan selaku pelaksana kurikulum dilihat mempunyai tanggungjawab yang besar dalam merealisasikan inovasi tersebut. Sejauh mana guru bersedia untuk melaksanakan pendidikan STEM masih lagi menjadi tanda tanya. Ini kerana pendidikan STEM masih dianggap baharu di Malaysia dan tidak banyak lagi kajian yang memfokuskan aspek kesediaan guru dijalankan. Oleh itu, kajian tinjauan ini bertujuan untuk mengenal pasti tahap kesediaan guru melaksanakan pengajaran dan pembelajaran pendidikan STEM. Kesediaan guru ditinjau dari aspek pengetahuan, kemahiran pelaksanaan, sikap terhadap pendidikan STEM dan persepsi terhadap keberadaan sistem sokongan di sekolah bagi tujuan pelaksanaan pendidikan STEM. Satu set soal selidik yang merangkumi empat konstruk utama yang dikaji telah disediakan. Itemitem soal selidik ini adalah hasil adaptasi daripada instrumen Kajian Pembangunan Kerangka Pendidikan Science, Technology, Engineering, Mathematics (STEM) oleh Kementerian Pengajian Tinggi (KPT) dan juga ubahsuai sendiri oleh penyelidik berdasarkan beberapa kajian dan juga literatur yang berkaitan. Kajian ini melibatkan 318 orang guru sekolah menengah kebangsaan yang mengajar pelbagai mata pelajaran berkaitan STEM di sekitar daerah Hulu Langat, Selangor. Data dianalisis secara deskriptif (kekerapan, peratusan, min dan sisihan piawai) dan inferensi (ujian-t sampel bebas, korelasi Pearson dan regresi berganda). Hasil analisis deskriptif menunjukkan tahap kesediaan pengetahuan (min = 2.55, sp = 0.60), kemahiran pelaksanaan (min = 2.60, sp = 0.52), sikap (min = 3.54, sp = 0.46) dan sistem sokongan (min = 3.01, sp = 0.36) berada pada tahap sederhana. Analisis ujian-t menunjukkan hanya tahap sikap guru berbeza secara signifikan berdasarkan pengalaman mengajar manakala tahap pengetahuan dan kemahiran pelaksanaan adalah sebaliknya. Persepsi guru terhadap sistem sokongan di sekolah juga berbeza secara signifikan berdasarkan lokasi sekolah. Analisis korelasi Pearson pula menunjukkan kedua-dua tahap pengetahuan dan kemahiran pelaksanaan mempunyai hubungan yang signifikan dengan sikap guru terhadap pendidikan STEM dan anggaran kekuatan perhubungan adalah sederhana positif. Analisis regresi berganda menunjukkan kedua-duanya juga merupakan penyumbang yang signifikan terhadap varians sikap guru terhadap pendidikan STEM walaupun secara relatifnya kemahiran pelaksanaan memberi sumbangan yang lebih besar ke atas sikap guru terhadap pendidikan STEM. Implikasi kajian ialah terdapat keperluan untuk guru mendapat pendidikan yang berterusan dalam bidang berkaitan STEM melalui program perkembangan profesionalisme yang berfokus di samping adanya usaha untuk menambah baik sistem sokongan sama ada dari pihak sekolah mahupun pihak kementerian pendidikan bagi meningkatkan kesediaan guru dalam melaksanakan pengajaran dan pembelajaran pendidikan STEM.,Master/Sarjana,Science, Technology, Engineering and Mathematics (STEM) education is an innovation of government’s efforts to improve the quality of education in science, technology, engineering and mathematics. Teachers as agents of change and as the executor of the curriculum are seen to have a great responsibility in realizing this innovation. The extent to which teachers are willing to implement STEM education is still remain uncertainty. This is because the STEM education in Malaysia is still considered new and not much studies yet have been done related to teachers’ readiness aspects. Therefore, this study aimed to identify teachers’ readiness to implement teaching and learning of STEM education. The readiness of teachers are surveyed in terms of knowledge, implementation skills, attitudes towards STEM education and teachers’ perception on the existence of school’s support system for the implementation of STEM education. A set of questionnaire which covers four main constructs studied was prepared. The questionnaire items are the result of adaptation from Kajian Pembangunan Kerangka Pendidikan Science, Technology, Engineering, Mathematics (STEM) instrument by Ministry of Higher Education (MOHE) and also modification by researcher based on relevant literatures. The study involved 318 secondary school teachers in the district of Hulu Langat, Selangor who are teaching various subjects related to STEM. Data were analyzed using descriptive method (frequency, percentage, mean and standard deviation) and inferential method (independent samples t-test, Pearson correlation and multiple regression). The results of descriptive study showed the level of knowledge (mean = 2.55, SD = 0.60), implementation skills (mean = 2.60, SD = 0.52), attitude (mean = 3.54, SD = 0.46) and perception of school’s support system (mean = 3.01, SD = 0.36) are all at moderate level. The results of t-test analysis showed only the level of teachers' attitudes vary significantly based on teaching experience and not for the level of knowledge and implementation skills. Teachers’ perception towards school’s support system also varies significantly based on the school location. Pearson correlation analysis output showed both the level of knowledge and implementation skills have a significant relationship with teachers' attitudes towards STEM education and the estimated strength of the relationship is moderately positive. Multiple regression analysis output also showed both of knowledge and implementation skills contributed significantly to the variance of the attitude towards STEM education even though implementation skills is relatively has a greater contribution of teachers’ attitudes towards STEM education. The implication of the study found that there is a need for teachers to get continuous learning process in STEM-related fields through professional development programs as well as the efforts to improve the support system either by the school or the ministry of education as to increase the readiness of teachers towards teaching and learning of STEM education.
Pages:	209
Call Number:	LB1025.3.N646 2015
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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