Hubungan antara Strategi Pengajaran Guru dan Autonomi Pelajar Terhadap Kesediaan Pembelajaran Terarah Kendiri
Abstract
Pembelajaran terarah kendiri adalah kemahiran penting terutamanya di peringkat prauniversiti. Pelajar perlu mengambil alih lebih kawalan dan tanggungjawab ke atas proses pembelajaran mereka. Oleh itu, kajian kuantitatif berbentuk tinjauan ini adalah bertujuan untuk mengenal pasti tahap kesediaan pembelajaran terarah kendiri (PTK) pelajar serta menentukan hubungan di antara strategi pengajaran guru dan autonomi pelajar terhadap kesediaan pembelajaran terarah kendiri (PTK) pelajar Tingkatan Enam Atas di Bintulu, Sarawak. Kajian ini dijalankan di empat buah Sekolah Menengah di Bintulu yang melibatkan seramai 180 orang pelajar Tingkatan Enam Atas berumur 18 hingga 20 tahun. Kajian ini menggunakan instrumen soal selidik yang diadaptasi, disahkan pakar penilai dan memiliki kebolehpercayaan yang baik. Data kajian ini dianalisis secara deskriptif untuk mengenal pasti tahap kesediaan pembelajaran terarah kendiri (PTK) pelajar dan inferensi iaitu menggunakan Korelasi Pearson bagi menguji hipotesis kajian. Keputusan kajian mengesahkan kesediaan pembelajaran terarah kendiri pelajar (M=3.86, SD=0.610) berada pada tahap tinggi. Di samping itu, didapati terdapat hubungan yang signifikan antara strategi pengajaran guru (r=0.503, p=0.001), dan autonomi pelajar (r=0.766, p=0.001) dengan kesediaan pembelajaran terarah kendiri (PTK) pelajar. Kajian ini mengesyorkan agar guru merancang pengajaran dan pembelajaran dengan menerapkan dan meningkatkan kemahiran pembelajaran terarah kendiri yang baik dalam diri pelajar.
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References
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