KOMPETENSI GURU SEJARAH SEKOLAH RENDAH DALAM PELAKSANAAN KAEDAH PEMBELAJARAN BERASASKAN PROJEK [PRIMARY SCHOOL HISTORY TEACHERS’ COMPETENCE IN IMPLEMENTING THE PROJECT-BASED LEARNING METHOD]
Keywords:
Pembelajaran Berasaskan Projek, kompetensi guru, pengajaran Sejarah, sekolah rendah, cabaran pelaksanaan, Project-Based Learning (PBL), teacher competence, History teaching, primary school, implementation challengesAbstract
Abstrak Pembelajaran Berasaskan Projek (PBP) merupakan pendekatan pedagogi yang berupaya memperkukuh pembelajaran bermakna serta memupuk Kemahiran Abad ke-21 dalam kalangan murid sekolah rendah. Walau bagaimanapun, keberkesanan pelaksanaannya amat bergantung pada kompetensi guru yang merangkumi subkonstruk pengetahuan, kemahiran dan sikap. Kajian ini bertujuan mengenal pasti tahap kompetensi guru Sejarah sekolah rendah dalam pelaksanaan PBP, menganalisis hubungan antara tahap kompetensi guru dengan tahap pelaksanaan PBP dalam pengajaran Sejarah serta mengenal pasti cabaran yang dihadapi oleh guru semasa pelaksanaannya. Kajian ini menggunakan reka bentuk kuantitatif berbentuk tinjauan keratan rentas melibatkan 90 orang guru Sejarah sekolah rendah di daerah Kinabatangan, Sabah yang dipilih melalui pensampelan bertujuan. Soal selidik berstruktur berskala Likert lima mata digunakan sebagai instrumen kajian. Data dianalisis menggunakan SPSS versi 29 melalui statistik deskriptif dan inferensi. Dapatan kajian menunjukkan tahap kompetensi guru berada pada tahap tinggi (M = 4.02, SP = 0.597) dengan subkonstruk sikap pada tahap sangat tinggi manakala subkonstruk pengetahuan dan kemahiran pada tahap tinggi. Korelasi Pearson menunjukkan hubungan positif yang kuat dan signifikan antara kompetensi guru dan pelaksanaan PBP (r = 0.806, p < 0.001). Cabaran pelaksanaan PBP turut berada pada tahap tinggi (M = 3.93, SP = 0.816) khususnya melibatkan kekangan masa, tempoh pengajaran yang terhad dan ketiadaan rubrik pentaksiran yang sesuai. Secara keseluruhan, kajian ini menegaskan keperluan memperkukuh kompetensi guru serta menyediakan sokongan berstruktur daripada pihak sekolah dan pihak berwajib bagi memastikan pelaksanaan PBP dalam pengajaran Sejarah lebih berkesan dan berimpak tinggi.
Abstract: Project-Based Learning (PBL) is a pedagogical approach that can enhance meaningful learning and foster 21st-century skills among primary school pupils. However, the effectiveness of its implementation depends greatly on teachers’ competence, which encompasses the sub-constructs of knowledge, skills and attitudes. This study aimed to determine the level of primary History teachers’ competence in implementing PBL, to examine the relationship between teachers’ competence and the level of PBL implementation in History teaching and to identify the challenges teachers face during implementation. A quantitative cross-sectional survey design was employed, involving 90 primary History teachers in the Kinabatangan district of Sabah selected through purposive sampling. Data were collected using a structured questionnaire with a five-point Likert scale and analysed using SPSS version 29 through descriptive and inferential statistics. The findings indicate that teachers’ overall competence was high (M = 4.02, SD = 0.597), with the attitude sub-construct rated very high, while the knowledge and skills sub-constructs were rated high. Pearson correlation analysis revealed a strong and statistically significant positive relationship between teachers’ competence and PBL implementation (r = 0.806, p < 0.001). In addition, the level of challenges in implementing PBL was also high (M = 3.93, SD = 0.816), particularly in relation to time constraints, limited instructional time and the absence of suitable assessment rubrics. Overall, the study underscores the need to strengthen teachers’ competence and provide structured support from schools and relevant authorities to ensure more effective and impactful PBL implementation in primary History education.
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