Persepsi Guru Terhadap Pelaksanaan Pentaksiran Bilik Darjah (PBD) Dalam Pembangunan Modal Insan Murid Sekolah Rendah (Teachers’ Perceptions on the Implementation of Classroom-Based Assessment (CBA) in Developing Human Capital among Primary School Pupils)
Abstract
Sejak kebelakangan ini,sistem penilaian murid di sekolah telah mengalam iperubahan dengan pelaksanaan Pentaksiran Bilik Darjah (PBD) yang bertujuan membangunkan modal insan murid sekolah. Dalam menilai keberkesanan pelaksanaan ini, persepsi guru amat penting bagi menjayakan dimensi baru/baharu penilaian murid. Oleh itu, kajian ini akan mengkaji persepsi guru terhadap keberkesanan (PBD) dalam menilai pembangunan modal insan murid sekolah rendah. Kajian ini menggunakan kualitiatif melalui temu bual bersama tujuh orang guru yang terlibat secara langsung dalam pelaksanaan PBD di sekolah rendah di sekitar Kuantan, Pahang. Data dianalisis menggunakan analisis tematik. Dapatan kajian menunjukkan bahawa guru telah beralih daripada pendekatan berorientasikan peperiksaan kepada pentaksiran berterusan dan berperanan sebagai fasilitator. Guru juga mengakui keberkesanan PBD dalam menilai potensi murid dari aspek sahsiah, komunikasi, kepimpinan dan kerjasama. Namun, pelaksanaan PBD masih berdepan cabaran seperti beban tugas, dokumentasi yang banyak, kekangan masa serta kurang kefahaman ibu bapa. Kajian ini memberi implikasi kepada guru, pembuat dasar dan pihak sekolah untuk memperkukuh pelaksanaan PBD dalam usaha membangunkan modal insan murid secara holistik.
Abstract: In recent years, student assessment in schools has undergone significant changes with the implementation of Classroom-Based Assessment (CBA), aimed at developing primary school pupil’s human capital. In assessing this effectiveness of this implementation, teacher perceptions are crucial in ensuring the success of this new assessment dimension. Therefore, this study examines teachers' perceptions of the effectiveness of CBA in primary school pupils. This study employed a qualitative approach by conducting interviews with seven teachers who are directly involved in the implementation of CBA in primary schools around Kuantan, Pahang. The data were analysed using thematic analysis. The findings showed that the teachers have shifted from an examination-oriented approach to a continuous assessment approach and played a more facilitative role. Teachers acknowledged the effectiveness of CBA in assessing pupils’ potential in terms of personality, communication, leadership and collaboration. Nevertheless, the implementation of CBA still faces challenges such as workload, extensive documentation, time constraints and parents lack of understanding. This study provides implications for teachers, policymakers and schools to strengthen the implementation of CBA in effort to holistically develop pupils ' human capital.
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PDFDOI: http://dx.doi.org/10.17576/ebangi.2025.2203.48
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