PENILAIAN KUALITI PENGAJARAN GURU DENGAN PENDEKATAN SIX SIGMA (T²QI-6Σ) MELALUI PEMERKASAAN KESAHAN MUKA DAN REFLEKSI UNTUK TINDAKAN
EVALUATION OF TEACHER TEACHING QUALITY WITH SIX SIGMA APPROACH (T²QI-6Σ) THROUGH EMPOWERMENT OF FACE VALIDITY AND REFLECTION FOR ACTION
DOI:
https://doi.org/10.35631/IJMOE.830047Keywords:
CVR, Instrumen (Instrument), Kesahan Muka (Face Validity), Kualiti Pengajaran (Teaching Quality), SDG, Six SigmaAbstract
Instrumen Kualiti Pengajaran Guru berasaskan pendekatan Six Sigma (T²Qi-6σ) dibangunkan sebagai inovasi penilaian kualiti pengajaran di sekolah rendah dan menengah. Pembangunan ini menyediakan bukti empirikal dalam menyokong Matlamat Pembangunan Lestari (SDG 4) menerusi pemerkasaan penilaian kualiti pengajaran guru. Kajian ini mengintegrasikan elemen reflektif melalui pendekatan reflection-for-action yang meliputi aspek kesedaran, pengetahuan, sikap dan amalan guru. Kesahan muka dinilai menggunakan metodologi Content Validity Ratio (CVR) oleh Lawshe (1975). Meskipun CVR lazimnya digunakan untuk kesahan kandungan, kajian ini mengadaptasi pendekatan tersebut bagi menilai kesahan muka secara sistematik dan kuantitatif. Langkah ini membolehkan tahap persetujuan panel penilai terhadap kejelasan bahasa, struktur ayat dan kesesuaian item diukur secara empirikal bagi mengukuhkan bukti kesahan instrumen. Melalui pensampelan bertujuan, sepuluh penilai (enam guru dan empat pakar bahasa) telah dilibatkan. Instrumen T²Qi-6σ merangkumi 125 item yang berteraskan kerangka DMAIC Six Sigma (takrif, ukur, analisis, penambahbaikan dan kawalan). Analisis menunjukkan kesahan muka yang kukuh, di mana 113 item melepasi nilai minimum CVR (N = 10, CVRkritikal = 0.62), manakala 12 item selebihnya telah ditambah baik. Hasilnya, instrumen ini mempunyai potensi tinggi sebagai alat pengukuran psikometrik bagi meningkatkan kualiti pengajaran. Kajian ini mencadangkan penilaian reflektif dengan mengambil kira pandangan pelajar sebagai sumber triangulasi untuk menyokong pembangunan profesional berterusan. T²Qi-6σ dijangka mampu meningkatkan kompetensi guru serta menyumbang kepada literatur teori dan pelaksanaan Six Sigma dalam konteks pendidikan di Malaysia. Kajian lanjutan disarankan untuk menguji keberkesanan model DMAIC Six Sigma secara lebih meluas dalam konteks pendidikan di Malaysia.
The Teacher Teaching Quality Instrument based on the Six Sigma approach (T²Qi-6σ) was developed as an innovation for evaluating pedagogical quality in primary and secondary schools. This development provides empirical evidence supporting Sustainable Development Goal 4 (SDG 4) through the empowerment of teacher teaching quality assessments. The study integrates reflective elements via a reflection-for-action approach, encompassing teacher awareness, knowledge, attitudes, and practices. Face validity was evaluated using the Content Validity Ratio (CVR) methodology by Lawshe (1975). Although CVR is conventionally utilized for content validity, this study adapts the approach to assess face validity systematically and quantitatively. This step allows the level of agreement among the evaluation panel regarding linguistic clarity, sentence structure and item suitability to be measured empirically to reinforce the instrument's validity evidence. Through purposive sampling, ten evaluators (comprising six teachers and four language experts) were involved. The T²Qi-6σ instrument consists of 125 items aligned with the Six Sigma DMAIC framework (Define, Measure, Analyze, Improve and Control). Analysis demonstrates robust face validity, where 113 items exceeded the minimum CVR threshold (N = 10, CVRcritical = 0.62), while the remaining 12 items were subsequently refined. Consequently, the instrument exhibits high potential as a psychometric tool for enhancing teaching quality. The study advocates for reflective assessment by incorporating student perspectives as a source of triangulation to support continuous professional development. T²Qi-6σ is anticipated to bolster teacher competency and contribute to the theoretical and practical literature of Six Sigma within the Malaysian educational context. Future research is recommended to test the broader effectiveness of the Six Sigma DMAIC model within the Malaysian educational landscape.
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