Pentaksiran Bilik Darjah (PBD) Dalam Norma Baharu: Pemimpin Pertengahan Dalam Mengupayakan Pelaksanaan PBD Berasaskan Teknologi: Classroom Assessment (PBD) In A New Norm: Middle Leaders in Enhancing PBD Based on Technology Implementation

Kalai Selvan Arumugham

doi:10.33102/sainsinsani.vol7no1.354

Authors

Kalai Selvan Arumugham INSTITUT AMINUDDIN BAKI

DOI:

https://doi.org/10.33102/sainsinsani.vol7no1.354

Keywords:

Pemimpin pertengahan, pentaksiran bilik darjah, teknologi, Middle leaders, Classroom assessment, technology

Abstract

Pengenalan PBD adalah bertujuan untuk memastikan perkembangan pembelajaran seseorang pelajar dapat diukur secara berterusan. Walau bagaimanapun, sejak pengajaran dan pembelajaran dari rumah (PdPr) diperkenalkan, guru menghadapi masalah untuk melaksanakan PBD dengan berkesan. Kajian ini dijalankan untuk meneroka dan memahami cara pemimpin pertengahan memainkan peranan sebagai seorang pemimpin instruksional dan seterusnya membangunkan guru-guru di sekolah untuk memastikan guru-guru dapat melaksanakan PBD dengan berkesan dengan penggunaan teknologi. Seramai lapan orang Guru Kanan Mata Pelajaran (GKMP) telah dipilih untuk menjadi peserta kajian ini. Data telah dikumpulkan dengan menggunakan temu bual separa struktur dan analisis dokumen. Data telah dianalisis berdasarkan tema-tema yang telah dikenalpasti. Melalui kajian ini didapati GKMP telah menjalankan pemantauan dan pencerapan bilik darjah sepanjang tempoh PdP. Data pencerapan mendapati guru-guru melaksanakan PBD sepanjang PdPr namun pelaksanaannya kurang bersifat pengintegrasian. Oleh itu, GKMP telah menjalankan program-program pembangunan kapasiti guru yang membantu guru mengintegrasikan PBD ke dalam PdPr dengan menggunakan teknolgi. GKMP haruslah mempunyai pendedahan dalam teknologi untuk membantu guru menggunakan teknolgi dalam pengajaran dan pembelajaran. Dicadangkan kajian lanjut dijalankan untuk melihat cara guru-guru yang mendapat pendedahan tentang teknolgi ini melaksanakan PBD secara alam maya.

The introduction of PBD is intended to ensure that a student's learning development can be measured continuously. However, since the introduction of home teaching and learning (PdPr), teachers have faced problems to implement PBD effectively. This study was conducted to explore and understand how middle leaders play a role as an instructional leader and further develop teachers in schools to ensure that teachers can implement PBD effectively with the use of technology. A total of eight Senior Subject Teachers (GKMP) were selected to be participants in this study. Data were collected using semi -structured interviews and document analysis. Data were analyzed based on the themes that had been identified. Through this study, it is found that GKMP has conducted classroom monitoring and observation during the PdPr period. Observational data found that teachers implement PBD throughout PdPr but its implementation is less integrated. Therefore, GKMP has conducted teacher capacity building programs that help teachers integrate PBD into PdPr by using technology. GKMP should have exposure in technology to help teachers use technology in teaching and learning. It is suggested that further research be conducted to see how teachers who are exposed to this technology implement PBD in cyberspace.

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