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| Aplikasi dalam kalangan komuniti SMKA <b>di negeri Johor</b> Posted: 22 Jun 2013 11:39 PM PDT AHMAD MARZUKI MOHAMADa, ZAIRUS NORSIAH AZAHARb, AZHAR MUHAMMADc, LOKMAN MD TAHIRd (aFakulti Tamadun Islam, UTM; bAkademi Bahasa, UTM; cFakulti Tamadun Islam, UTM; dFakulti Pendidikan, UTM) ABSTRAK Komuniti Pembelajaran Profesional (KPP) merupakan satu proses penambahbaikan sekolah yang memerlukan kepimpinan sekolah dan komunitinya bekerja secara kolaboratif untuk meningkatkan kecemerlangan murid. Justeru itu, fokus KPP tertumpu kepada satu anjakan untuk membudayakan semula konsep pembelajaran dengan memberikan peluang kepada komuniti sekolah bekerja secara berpasukan, mengutamakan perbincangan, pertambahan ilmu, pertukaran idea dan bahan pengajaran dan pembelajaran, mengenalpasti matlamat, visi, misi dan seterusnya mengaturkan pelan tindakan untuk mencapai matlamat yang ditetapkan. Kajian ini bertujuan untuk melihat pelaksanaan atribut-atribut KPP dalam kalangan komuniti sekolah di Sekolah Menengah Kebangsaan Agama (SMKA). Kajian secara mixed-method ini melibatkan pengumpulan dan penganalisaan data melalui kombinasi pendekatan kaedah kuantitatif dan kualitatif melibatkan 139 orang guru dan dua orang pengetua di dua buah SMKA di negeri Johor. Soal selidik School Professional Staff as Learning Community Questionnaire (Hord, 1996) yang mencatatkan nilai alpha Cronbach 0.9458 telah digunakan dalam kajian ini. Proses analisis data kajian ini menggunakan pendekatan triangulasi metodologi dan hasil kajian mendapati atribut-atribut KPP seperti perkongsian kepimpinan dan kepimpinan menyokong, perkongsian misi dan visi, perkongsian amalan personal, pembelajaran secara kolektif dan sokongan organisasi berjaya dilaksanakan dalam kalangan komuniti SMKA. Kata kunci : Komuniti Pembelajaran Profesional (KPP); Pengajaran dan Pembelajaran (P&P). ABSTRACT The concept of Professional Learning Community (PLC) refers to a continuous collective process in which teachers and school administrators work collaboratively to share methods of effective and quality teaching with a sole aim to increase students' academic achievement. In this respect, the school will be the primary learning avenue where teachers jointly share and exchange knowledge and understanding to improve their pedagogical practices and personal teacher dispostion for students' excellence. This study aims to investigate whether the attributes of PLC were part of the character of the school community of the eight identified National Religious Secondary School (SMKA). The mixed-method research design involving both quantitative data and qualitative datas was employed in two SMKAs in the southern zone. The quantitative data was comprised of a set of questionnaire School Professional Staff as Learning Community Questionnaire (Hord, 1996) answered by one hundred and thirty nine (139) teachers while the qualitative data were derived from semi-structured interviews of two school principals of these two identified SMKAs. Data triangulation was done through interviews and observations. The results showed that attributes of the PLC were found to be significantly embraced by the school community of the two SMKAs. Keywords : Professional Learning Community (PLC); Teaching & Learning (T&L) |
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