Pengetahuan Isi Kandungan Khusus dan Efikasi Kendiri Guru Sekolah Rendah dalam Pengajaran Topik Pecahan (Primary School Teachers’ Specialized Content Knowledge and Self-Efficacy in Teaching Fraction Topic)
Abstract
Efikasi kendiri memainkan peranan yang penting dalam mempengaruhi Pengetahuan Isi Kandungan Khusus (PIKK) guru matematik. Malah, PIKK yang kukuh mampu memberikan keupayaan kepada guru dalam mengorganisasikan sesi pengajaran dan pembelajaran ke suatu peringkat yang lebih berkesan. Oleh itu, kajian ini dijalankan adalah untuk menentukan perbezaan PIKK dan efikasi kendiri guru sekolah rendah dalam pengajaran topik pecahan berdasarkan lokasi sekolah dan pengalaman mengajar. Kajian tinjauan ini melibatkan 209 orang guru matematik sekolah rendah di daerah Seremban yang menggunakan pensampelan rawak berperingkat iaitu rawak berstrata dan berkelompok. Instrumen kajian merupakan soal selidik yang telah diadaptasi bagi mengukur konstruk PIKK dan Efikasi Kendiri yang berfokuskan pengajaran guru sekolah rendah dalam topik pecahan. Hasil analisis ujian inferensi ANOVA dua hala mendapati, tiada kesan interaksi antara faktor lokasi sekolah dan pengalaman mengajar terhadap skor PIKK dan Efikasi Kendiri. Namun terdapat perbezaan PIKK dan efikasi kendiri guru yang signifikan dalam pengajaran topik pecahan berdasarkan faktor lokasi sekolah dan pengalaman mengajar secara berasingan. Keputusan ujian perbandingan berpasangan menunjukkan terdapat perbezaan skor PIKK dan Efikasi Kendiri yang signifikan berdasarkan lokasi sekolah dan pengalaman mengajar bagi kategori umur 5-10 tahun dengan 17 tahun ke atas. Implikasinya, penambahbaikan terhadap aktiviti dan perancangan terhadap program pembangunan profesionalisme guru dapat dilaksanakan sebagai satu usaha dalam memastikan efikasi kendiri guru dapat dipertingkatkan ke suatu tahap yang lebih cemerlang. Hal ini secara tidak langsung akan dapat melahirkan guru yang komited dan mempunyai kompetensi yang tinggi dalam PIKK dan akhirnya dapat merungkai kurikulum matematik dengan lebih baik.
Kata kunci: Pengetahuan matematik; pecahan; pedagogi matematik; sekolah rendah; efikasi kendiri
Abstract
Self-efficacy plays an essential role in influencing the teacher’s Specialized Content Knowledge (SCK) in fraction topics. A strong SCK can provide teachers with the ability to organize teaching and learning sessions to a more practical level. Therefore, the study was conducted to examine the difference between SCK and self-efficacy in fraction topics based on school location and teaching experience. This study used a survey design with quantitative methods involving 209 primary school mathematics teachers in Seremban district using a multistage random sampling, which is stratified and cluster sampling. The individual’s SCK and Self-efficacy were measured using an SCK and self-efficacy questionnaire that focuses on fraction topics. The results of the analysis using two-way ANOVA found that there were significant differences in SCK and teacher Self-efficacy scores in the topic of fraction based on school location factors and teaching experience separately. The results of individual pairwise comparisons showed significant differences in SCK and Self-efficacy scores based on school location and teaching experiences for 5-10 years with above 17 years category. Thus, improvements in activities and planning on teacher professionalism development programs can be implemented as an effort to ensure that teachers’ self-efficacy can be enhanced to a better level. This will indirectly produce a committed and highly competent teacher in SCK that ultimately can unpack the mathematical curriculum better.
Keywords: mathematical knowledge; fractions, pedagogy in mathematics, primary school; self-efficacy
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