SUMBANGAN PENGETAHUAN KANDUNGAN, DAYA KREATIVITI DAN INOVATIF TERHADAP EFIKASI KENDIRI GURU DALAM PENGAJARAN EKONOMI DI SABAH
THE CONTRIBUTION OF CONTENT KNOWLEDGE, CREATIVITY AND INNOVATION TOWARDS TEACHER’S SELF-EFFICACY IN ECONOMICS TEACHING IN SABAH
DOI:
https://doi.org/10.51200/ejk.v26i1.2501Keywords:
Pengetahuan Kandungan, Daya Kreativiti, Daya Inovatif, Efikasi Kendiri Guru, Pengajaran Ekonomi, Content Knowledge, Creativity, Innovation, Teacher Self-Efficacy, Economics TeachingAbstract
Tujuan utama kajian ini dijalankan untuk mengenal pasti sumbangan langsung dan langsung pemboleh ubah daya kreativiti dan inovatif dan pengetahuan konten ke atas efikasi kendiri guru Ekonomi. Seramai 536 pelajar tingkatan enam di negeri Sabah telah terpilih dalam kajian ini dengan menggunakan pensampelan rawak mudah. Objektif kajian dijawab menggunakan kaedah kuantitatif bukan eksperimen. Teori PCK Shulman dan Teori Bandura menjadi sandaran utama untuk membina soal selidik yang digunakan dalam kajian ini. Perisian SPSS dan AMOS digunakan untuk menganalisis data dan laluan antara pemboleh ubah yang terpilih. Dapatan ujian regresi berganda membuktikan terdapatnya sumbangan pemboleh ubah bebas terhadap pemboleh ubah yang diuji. Keputusan ujian analisis laluan juga membuktikan bahawa pengetahuan kandungan, daya kreativiti dan inovatif guru Ekonomi menunjukkan wujudnya pengaruh secara langsung dan tidak langsung ke atas tahap efikasi kendiri guru Ekonomi yang terlibat. Keputusan analisis kesepadanan model persamaan struktural (SEM) selepas modifikasi pula, menunjukkan 83.6% varians variabel bebas menyumbang terhadap efikasi kendiri guru Ekonomi. Keputusan ini menunjukkan terdapat kesesuaian kebolehpercayaan model pengukuran dalam model persamaan struktural (SEM) yang dihasilkan dalam kajian ini.
The main purpose of this study is to identify the direct and indirect contribution of content knowledge, creativity and innovation to the self-efficacy of Economics teachers in the teaching process. The total of 536 form six students representing the entire state of Sabah were selected using simple random sampling. This study is a non-experimental quantitative study using the survey method to answer the research objectives. The questionnaire used was developed based on Shulman's PCK theory and Bandura's theory which is the basis of this study. The SPSS Software and AMOS are used to analyze data and path between selected variables. Multiple regression tests showed that there was a contribution of independent variables to the dependent variables. The results of the path analysis test also prove that the content knowledge, creativity and innovation of Economics teachers show a direct and indirect contribution to the level of self-efficacy of the Economics teachers. The results of the structural equation modeling (SEM) analysis after modification showed that 83.6% of the independent variable variance contributed to the self-efficacy of Economics teachers. This result indicates that there is a good fit of the measurement model in the structural equation model (SEM) generated in this study.
References
Abdul Rahim Abdul Rashid, Abdul Syukor Mohd Ali dan Mohamad Sani.(2000). Ilmu pendidikan untuk KPLI. Kuala Lumpur: Utusan Publications dan Distribution Sdn Bhd.
Ahmad Yusof. (29 Mac 2009). Kajian penerimaan pasaran kerja siswazah, Utusan Malaysia.
Ambotang, A. S., Pilus, N., & Abdullah, C. A. Q. (2014). Hubungan kerenah pelajaran dan beban tugas dengan tahap stres guru di sekolah menengah. Jurnal Kinabalu, 20, 103-124
Ambotang A.S & Bayong, N (2018). The relationship between the burden of duties and stress towards teacher’s commitment at the primary school. Jurnal Pendidikan Bitara UPSI 11, 11-21
Atan Long. (1984). Pedagogi kaedah am mengajar, Kuala Lumpur: Penerbit Fajar Bakti
Becker WE, Watts M, Becker S (2006). Teaching economics: More alternatives to chalk and talk. Cheltenham, UK: Edward Elgar.
Becker, W., & Watts, M. (2001). Teaching methods in U.S. undergraduate Economics course. Journal of Economic Education, 32(3), 269-280.
Bennet, N. (1995). Knowledge bases for learning to Teach. Dalam N. Bennet and C. Carre (Eds.), Learning to teach. London: Routledge.
Benzing, C., & Christ, P. (1997). A Survey of teaching methods among Economics Faculty. Journal of Economic Education, 28(2), 182-190.
Best, J. W & Kahn, J. V., (1998). Research in education (8th Edition), Boston: Allyn and Bacon.
Brady, L. (2005). Models and methods of teaching. Sydney: Prentice-Hall of Australia Pty Ltd.
Buzan T. (2001). The power of creative intelligence. 10 ways to tap into your creative genius : London: Thorsons
Caropreso, E., & Haggerty, M. (2000). Teaching Economics: A cooperative model. College Teaching, 48(2), 69-74.
Chee, K. M. (1998). Sikap pelajar yang berumur 15 hingga 16 tahun terhadap Ekonomi sebagai satu mata pelajaran sekolah: satu tinjauan. Jurnal Pendidikan Gerak Maktab Perguruan Persekutuan Pulau Pinang. 10, 29-35
Chua Yan Piaw. (2009). Kaedah dan statistik penyelidikan lanjutan buku 5: Ujian Regresi, Analisis Faktor dan Analisis SEM. Kuala Lumpur: McGraw Hill (Malaysia) Sdn Bhd.
De Bono, Edward, (1996). Serious creativity, London : Harper Collins Business.
Edmonds, R. R. (1979). Effective school for the urban poor. Educational Leadership. 37, 15-27.
Fadzillah Mohd Noor. (1990). Pengajaran dan pembelajaran. Kuala Lumpur: Penerbit Universiti Malaya.
Fowler, F.J (2002). Survey research methods. (3rd edition). Applied Social Research Methods Series. Vol 1. Sage Publications, Inc.
Fullan, M. (1991). Change forces. New York: Falmer.
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College Press.
Gibb. M.H. (1983). Teachers efficacy: A construct validation. Journal of Educational Psycology, 76, 234-249
Grossman, H. L, Susanna L, & Nicholas. M., (1999). The making of teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Jephcote, M. (2004). Economics in the school curriculum: its origins, and reflections on the workings of a subject community. Teaching Business and Economics, 8(1), 13-20.
Johnson, D. W. (2005). Cooperative learning methods: A meta-analysis. Cooperative Learning Center Website. Retrieved July 10, 2009, from The World Wide Web: www.clcrc.com
Kariki @ Gerald, S., Ishak, M. Z., & Fong, S. F. (2017). Keperluan instrumen Ptpk-Ipg untuk merealisasikan kompetensi mengintegrasikan teknologi maklumat dan komunikasi dalam pembelajaran dan pemudahcaraan. Jurnal Kinabalu 23, 115-138
Kerlinger, F.N., (1986). Foundation of behavioral research (2nd edition). New York: Halt Rinehart and Winston.
Lilia Halim & Norlena Salamuddin (2000). Tahap pengetahuan pedagogi kandungan guru pelatih fizik dan bukan fizik melalui pengajaran eksplisit dan implisit. Bangi: Penerbit Universiti Kebangsaan Malaysia.
McDiarmid Avolio, B.J, Wilson, W & Kravitz, D.A. (1999). Cueing thinking in the classroom: The promise of theory-embedded tools. Educational Leadership, 47(7), 18-24.
Mohd Azhar A.H, Othman A.K, Muhammed Fauzi O. (2006). Permainan kreatif untuk guru dan jurulatih, Kuala Lumpur: PTS Profesional Publishing Sdn Bhd
Rayung, M. N., & Ambotang, A. S. (2018). Hubungan kemahiran keusahawanan, kemahiran pengurusan dan pembelajaran sepanjang hayat terhadap kemahiran berfikir kritikal pelajar tingkatan enam. Jurnal Kinabalu 24, 57-79
Saidin, K, Dali, M.H & Ambotang, A.S, (2016). Peranan guru cemerlang Malaysia di sekolah. MANU 24, 161–177
Salam, S.N, Ambotang, A.S, Sulaiman, G, (2019), Hubungan sikap terhadap ekonomi dan kefahaman konsep ekonomi dengan kendiri pelajar ekonomi. Jurnal Kurikulum 4, 16-29
Sewal, A. M. (2006). Teachers and children learning together: Developing a community of learners in a primary classroom. Unpublished PhD Thesis, Massey University, Palmerston North.
Shahril @ Charil Marzuki. (2003). Ciri-ciri kepimpinan pengetua atau guru besar yang berkesan yang dapat menghadapi cabaran dan harapan pada abad ke-21. Jurnal Pengurusan dan Kepimpinan Pendidikan. 10 (2), 1-14.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. American Educational Research Association. 15(2), 4-14
Shulman, L. S., (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Siegfried, J. J., Saunders, P., Stinar, E. & Zhang, H., (1996). How is introductory economics taught in America? Journal of Economic Inquiry, 34, 182-192.
Sulaiman, G. H. & Ambotang, A. S, (2018). The influence of vocational education transformation direction and learning strategy towards vocational student’s employability in Malaysia. International Journal of Management and Applied Science 4, 42-50
Tabachnick, B. G., and Fidell, L. S. (2007). Using multivariate statistics (5th Edition). Boston: Allyn And Bacon
Downloads
Published
How to Cite
Issue
Section
Total Views: 1258
| 
Total Downloads: 989
