APLIKASI MODEL PERSAMAAN BERSTRUKTUR DALAM MENILAI KEPERCAYAAN DAN PENGETAHUAN KONSEPTUAL GURU MATEMATIK SEKOLAH RENDAH (Application of Structural Equation Modeling to Evaluate the Beliefs and Conceptual Knowledge of Primary School Mathematics Teachers)

Mazlini Adnan, Mohd Faizal Nizam Lee Abdullah, Che Nidzam Che Ahmad

Abstract


Kepercayaan dan pengetahuan konseptual memainkan peranan yang penting dalam meningkatkan keberkesanan proses pengajaran dan pembelajaran. Kajian ini dijalankan dengan tujuan untuk memprofil dua konstruk utama kajian iaitu kepercayaan dan pengetahuan konseptual dalam kalangan guru matematik sekolah rendah. Kajian ini juga bertujuan untuk mengemukakan satu model pengukuran bagi kedua-dua konstruk utama dan seterusnya mencadangkan model struktural yang menggabungkan semua pemboleh ubah tersembunyi dan pemboleh ubah tercerap. Akhir sekali kajian ingin menentukan saling hubungan dan mengenal pasti sumbangan antara pemboleh ubah yang terlibat. Kajian ini merupakan kajian tinjauan yang melibatkan 194 orang responden yang terdiri daripada guru matematik dari 20 buah sekolah rendah di daerah Kinta, Ipoh Perak di Malaysia. Kepercayaan matematik dan pengetahuan konseptual masing-masing diukur menggunakan instrumen soal selidik kepercayaan matematik dan ujian pengetahuan konseptual yang berfokuskan kepada topik pecahan. Hasil dapatan dianalisis menggunakan analisis deskriptif dan analisis inferensi bagi menjawab persoalan kajian. Hasil analisis menunjukkan secara keseluruhannya kepercayaan matematik adalah menjurus kepada kepercayaan konstruktivisme. Skor purata ujian pengetahuan konseptual pula berada pada tahap baik. Model struktural pula menunjukkan terdapat hubungan yang signifikan antara pengetahuan konseptual dengan kepercayaan matematik. Analisis SEM juga mendapati terdapat sumbangan yang signifikan antara pengetahuan konseptual terhadap kepercayaan guru matematik.  Implikasi kajian dan cadangan kajian lanjutan turut dikemukakan bagi mendapatkan kefahaman yang lebih baik tentang kepercayaan matematik dan pengetahuan konseptual dalam konteks pengajaran dan pembelajaran matematik.

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