Pendekatan Kelas Berbalik bagi Subjek Matematik Awal dalam Proses Pengajaran dan Pembelajaran
Abstract
Pengaplikasian dan pengintegrasian TMK dalam meningkatkan kualiti pengajaran dan pembelajaran di Malaysia mula di tekankan. Kajian ini dijalankan untuk mengenal pasti tahap penerimaan guru pendidikan awal kanak-kanak dalam mengaplikasikan pendekatan kelas berbalik bagi subjek Matematik Awal dalam proses pengajaran dan pembelajaran (PdP) serta mengetahui tahap pengintegrasian teknologi guru. Kajian ini juga mengkaji adakah terdapat hubungan antara tahap penerimaan guru dalam mengaplikasikan pendekatan kelas berbalik bagi subjek Matematik Awal dengan tahap pengintegrasian teknologi guru dalam proses PdP. Kajian dijalankan menggunakan pendekatan kuantitatif menggunakan reka bentuk kajian tinjauan. Responden kajian terdiri daripada 130 orang guru pendidikan awal kanak-kanak dari di negeri Selangor. Dapatan kajian menunjukkan penerimaan yang positif oleh guru pendidikan awal kanak-kanak dalam mengaplikasikan pendekatan kelas berbalik bagi subjek Matematik Awal dan tahap pengaplikasian teknologi guru berada pada tahap sederhana. Tidak terdapat hubungan yang positif dan signifikan antara penerimaan guru dalam mengaplikasikan pendekatan kelas berbalik bagi subjek Matematik Awal dengan tahap pengaplikasian teknologi guru dalam proses PdP. Dapatan kajian ini dapat digunakan sebagai rujukan kepada pembangunan pendidikan awal kanak-kanak yang menjurus ke arah pengintegrasian teknologi dalam proses pendidikan serta membantu menjelaskan tahap pengintegrasian teknologi dalam kalangan guru prasekolah.
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References
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