PENGETAHUAN, SIKAP DAN CABARAN DALAM PELAKSANAAN ELEMEN MERENTAS KURIKULUM (EMK) KEUSAHAWANAN DALAM KALANGAN GURU
KNOWLEDGE, ATTITUDES AND CHALLENGES IN THE IMPLEMENTATION OF ENTREPRENEURSHIP CROSS-CURRICULAR ELEMENTS (CCE) AMONG TEACHERS
DOI:
https://doi.org/10.35631/IJEMP.935009Keywords:
Cabaran Guru (Teachers’ Challenges), EMK Keusahawanan (Entrepreneurship CCE), Pelaksanaan EMK (CCE Implementation), Pengetahuan Guru (Teachers’ Knowledge), Sikap Guru (Teachers’ Attitudes)Abstract
Elemen Merentas Kurikulum (EMK) Keusahawanan telah pun diperkenalkan dalam kurikulum sekolah Malaysia bagi memupuk minat keusahawanan, namun kajian empirikal tentang faktor yang mempengaruhi pelaksanaannya masih terhad. Kajian ini bertujuan mengenal pasti faktor yang mempengaruhi pelaksanaan EMK Keusahawanan serta menentukan faktor yang paling dominan dalam menyokong pembangunan kompetensi keusahawanan murid. Ini bersesuaian dengan Teori Knowledge Attitude Practice (KAP) sebagai asas konseptual yang menerangkan bahawa peningkatan pengetahuan membentuk sikap positif, yang seterusnya mempengaruhi pelaksanaan amalan dalam konteks pendidikan keusahawanan. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan deskriptif yang melibatkan 400 orang guru sekolah menengah di Selangor. Keputusan analisis regresi berganda menunjukkan bahawa model kajian adalah signifikan (F = 120.098, p < .001) dan berjaya menerangkan 47.6% varians dalam pelaksanaan EMK Keusahawanan (R² = 0.476). Sikap merupakan peramal yang signifikan dan paling dominan terhadap pelaksanaan EMK Keusahawanan (β = 0.633, p < .001), manakala pengetahuan (β = 0.088, p = .069) dan cabaran (β = −0.046, p = .214) tidak didapati sebagai peramal yang signifikan. Dapatan ini menyokong Teori Knowledge Attitude Practice (KAP) dengan menunjukkan bahawa sikap memainkan peranan utama dalam mempengaruhi pelaksanaan EMK Keusahawanan sekali gus memberikan panduan kepada Kementerian Pendidikan Malaysia dalam mereka bentuk program pembangunan profesional guru yang memberi penekanan kepada pembentukan sikap positif bagi memperkukuh pelaksanaan EMK Keusahawanan serta menyumbang kepada perbincangan global mengenai pendidikan keusahawanan.
The Cross-Curricular Entrepreneurship Element (EMK Entrepreneurship) has been introduced into the Malaysian school curriculum to foster students' entrepreneurial competencies. However, empirical evidence on the factors influencing its implementation remains limited. This study aimed to identify the factors influencing the implementation of EMK Entrepreneurship and determine the most dominant factor in supporting the development of students' entrepreneurial competencies. The study was underpinned by the Knowledge–Attitude–Practice (KAP) Theory, which posits that knowledge shapes positive attitudes that subsequently influence the implementation of practices in the context of entrepreneurship education. A quantitative approach employing a descriptive survey design was adopted, involving 400 secondary school teachers in Selangor, Malaysia. Multiple regression analysis revealed that the research model was statistically significant (F = 120.098, p < .001) and explained 47.6% of the variance in the implementation of EMK Entrepreneurship (R² = 0.476). Attitude emerged as the only significant and the strongest predictor of EMK Entrepreneurship implementation (β = 0.633, p < .001), whereas knowledge (β = 0.088, p = .069) and challenges (β = −0.046, p = .214) were not significant predictors. These findings support the Knowledge–Attitude–Practice (KAP) Theory by demonstrating that attitude plays a central role in influencing the implementation of EMK Entrepreneurship. The findings also provide practical guidance for the Ministry of Education Malaysia in designing strategic teacher professional development programmes that emphasise fostering positive teacher attitudes to strengthen the implementation of EMK Entrepreneurship, while contributing to the global discourse on entrepreneurship education.
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