STANDARD GURU MALAYSIA (SGM) 2.0: HUBUNGAN ANTARA PENGETAHUAN, KEFAHAMAN DAN AMALAN DENGAN PROFESIONALISME
MALAYSIA TEACHER STANDARD (MTS) 2.0: THE RELATIONSHIP OF KNOWLEDGE, UNDERSTANDING AND PRACTICE WITH PROFESSIONALISM
DOI:
https://doi.org/10.35631/IJEPC.1163063Keywords:
Amalan (Practice), Kefahaman (Understanding), Pengetahuan (Knowledge), Profesionalisme (Professionalism), StandardAbstract
Kajian ini bertujuan untuk mengkaji tahap pengetahuan, kefahaman, dan amalan guru tentang MTS 2.0, serta hubungannya dengan profesionalisme keguruan. Pendekatan kuantitatif menggunakan reka bentuk tinjauan yang melibatkan 350 guru sekolah menengah di Sabah, Malaysia, yang dipilih melalui teknik persampelan berstrata, kluster, dan rawak mudah. Data dianalisis menggunakan statistik deskriptif dan korelasi Pearson. Dapatan kajian menunjukkan bahawa semua variabel iaitu pengetahuan, kefahaman, amalan, dan profesionalisme berada pada tahap yang tinggi, dengan profesionalisme mencatatkan skor min tertinggi. Analisis korelasi menunjukkan hubungan positif yang signifikan antara pengetahuan (r=0.636), kefahaman (r=0.697), dan amalan (r=0.781) dengan profesionalisme guru. Kajian ini menyimpulkan bahawa walaupun guru-guru menunjukkan tahap profesionalisme yang tinggi, masih terdapat jurang kritikal dalam pengetahuan pedagogi yang mendalam. Penemuan ini menekankan kepentingan menterjemahkan pengetahuan dan kefahaman ke dalam amalan bilik darjah yang berkesan. Oleh itu, inisiatif pembangunan profesional harus mengutamakan latihan berasaskan praktikum dan peningkatan pengetahuan yang disasarkan untuk memperkukuh penjajaran antara kecekapan MTS 2.0 dan amalan pengajaran sebenar.
This study aimed to examine the level of teachers' knowledge, understanding, and practice of MTS 2.0, as well as its relationship with teacher professionalism. This quantitative approach used a survey design involving 350 secondary school teachers in Sabah, Malaysia, who were selected through stratified, cluster, and simple random sampling techniques. The data were analyzed using descriptive statistics and Pearson correlation. The findings showed that all variables, namely knowledge, understanding, practice, and professionalism, were at a high level, with professionalism recording the highest mean score. Correlation analysis showed a significant positive relationship between knowledge (r=0.636), understanding (r=0.697), and practice (r=0.781) with teacher professionalism. The study concluded that although teachers demonstrated high levels of professionalism, there remained a critical gap in deep pedagogical knowledge. These findings underscore the importance of translating knowledge and understanding into effective classroom practice. Therefore, professional development initiatives should prioritize practicum-based training and targeted knowledge enhancement to strengthen the alignment between MTS 2.0 competencies and actual teaching practice.
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