PENILAIAN PELAKSANAAN PROGRAM I-THINK DI SEKOLAH RENDAH: SATU PENILAIAN INPUT [EVALUATION OF THE IMPLEMENTATION OF I-THINK PROGRAM IN PRIMARY SCHOOLS: AN INPUT ASSESSMENT]
Keywords:
Program i-THINK; Model CIPP; Penilaian Program, Program i-THINK, CIPP model, Programme evaluationAbstract
Abstrak: Perubahan kurikulum di Malaysia dilihat sebagai satu aspek yang penting dalam membentuk sistem pendidikan yang berkualiti dan mampu berinteraksi di peringkat global. Menyedari senario tersebut, pada 27 Julai 2011, Agensi Inovasi Malaysia (di bawah Jabatan Perdana Menteri) dan Kementerian Pendidikan Malaysia telah berjanji menjalankan satu inisiatif secara berperingkat di bawah Pelan Pembangunan Pendidikan Malaysia (2013-2025) yang diberi nama Program i-THINK. Namun, guru masih kekurangan latihan dalaman serta bahan bantu mengajar dalam fizikal bilik darjah untuk melaksanakan Program i-THINK. Ekoran daripada itu, satu kajian telah dilaksanakan untuk mengenal pasti kecukupan sumber bukan manusia dalam pelaksanaan Program i-THINK dengan menggunakan modal CIPP. Pendekatan kuantitatif digunakan untuk melaksanakan kajian ini melalui kaedah kaedah tinjauan. Pengumpulan data kuantitatif ini melibatkan 500 orang guru sekolah rendah di negeri Selangor dengan menggunakan soal selidik yang diadaptasi dari kajian lepas.Pengumpulan data juga telah dikutib secara dalam talian melalui aplikasi Google Forms . Dapatan kajian secara tuntasnya mendapati bahawa persepsi responden terhadap pelaksanaan Program i-THINK dari aspek input berada pada tahap yang tinggi. Implikasi kajian ini menunjukkan bahawa pelaksanaan Program i-THINK perlu ditambah baik oleh Bahagian Pembangunan Kurikulum, Jabatan Pendidikan Negeri dan Pejabat Pendidikan Daerah. Hal ini adalah supaya penekanan dapat diberikan terhadap sumber keperluan guru dalam melancarkam Program i-THINK demi mencapai objektif PPPM (2013-2025) sekaligus merealisasikan hasrat Falsafah Pendidikan Kebangsaan.
Abstract: In Malaysia, changing the curriculum is viewed as a crucial component of creating a high-quality education system that can engage in global interactions. Realizing the situation, on July 27, 2011, the Malaysian Innovation Agency under the Prime Minister's Department and the Malaysian Ministry of Education pledged to carry out an initiative under the Malaysian Education Development Plan (2013–2025). This initiative was given the name of the Program i-THINK. To apply the Program i-THINK, teachers currently lack the necessary internal training and classroom teaching resources. As a result, research was conducted to determine the suitability of non-human resources in the implementation of the Program i-THINK employing CIPP Evaluation Model. This study was conducted using a survey method using a quantitative methodology. A questionnaire modified from a prior study was used to collect quantitative data from 500 primary school teachers in the state of Selangor. The Google Forms programme was used to collect the data. The study's extensive findings revealed that the respondents' perception of the Program i-THINK implementation from the input evaluation in CIPP Evaluation Model was at a high level. The results of this study suggest that the Curriculum Development Division, State Education Department, and District Education Office should enhance how the Program i-THINK is implemented. This is so that the resources that teachers will require in order to launch the Program i-THINK Program and realise the goals of the PPPM (2013–2025) and the National Education Philosophy can be highlighted.
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