Standard Kecemerlangan Pengajaran Matematik (Set@Math): Satu Cadangan bagi Meningkatkan Kualiti Pengajaran Guru Matematik

Standards of Excellence in Mathematics Teaching (Set@Math): A Proposal to Enhance the Instructional Quality of Mathematics Teachers

Abstract

Pelan Induk Pembangunan Pendidikan (PIPP) 2006–2010 (Kementerian Pendidikan Malaysia, 2007) berhasrat untuk memastikan bukan sahaja dapat melahirkan guru yang berkualiti malahan untuk memastikan mereka yang berkualiti ini kekal dalam sistem pendidikan negara dan kekal berkualiti di sepanjang tempoh perkhidmatan mereka. Bagi mencapai hasrat ini, standard pengajaran yang berkesan dan berkualiti harus diamalkan di kalangan guru-guru khususnya guru matematik. Kajian ini melibatkan tiga peringkat. Pertama, kajian literatur dilaksanakan secara intensif tentang standard pengajaran matematik yang diperkenalkan di luar negara seperti National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) dan Training and Development Agency for School (TDA, 2007). Di Malaysia, Standard Kualiti Pendidikan (2003) dan Standard Guru Malaysia (2007) turut diperkenalkan dalam usaha untuk meningkatkan kualiti guru dalam perkhidmatan dan praperkhidmatan. Peringkat kedua melibatkan pembinaan instrumen soal selidik tentang komponen-komponen standard kecemerlangan pengajaran matematik yang dikenal pasti pada peringkat pertama dan mendapat kesahan muka (face validity) pakar-pakar pendidikan matematik. Empat komponen (konstruk) yang telah dikenal pasti ialah Amalan ikhtisas (AI), Atribut Ikhtisas (ATI), Pengetahuan Ikhtisas (PI), dan Proses Pengajaran Pembelajaran Ikhtisas (PPPI). Instrumen ini telah diuji dalam kajian rintis dan indeks kebolehpercayaan Cronbach’s Alpha instrumen adalah melebihi 0.85. Seterusnya pada peringkat ketiga, instrumen yang diperbaiki dikenali sebagai Standard Kecemerlangan Pengajaran Matematik atau SET@MATH. Instrumen ini telah ditadbir secara pos kepada 224 buah sekolah di Semenanjung Malaysia secara rawak yang melibatkan seramai 1,120 orang guru matematik sekolah menengah. Seramai 820 (73.2 %) guru matematik telah memberi respon. Dapatan kajian mendapati persepsi guru matematik sangat tinggi tentang tiga konstruk iaitu Atribut Ikhtisas (ATI), Amalan Ikhtisas (AI) dan Proses Pengajaran Pembelajaran Ikhtisas (PPPI). Di samping itu, satu ‘Model SET@MATH’ telah dibina berdasarkan Model Persamaan Berstruktur menerusi kaedah Kuasadua Terkecil Separa dan model tersebut dapat disuaikan danboleh diterima sebagai satu Model Kecemerlangan Pengajaran Matematik.

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The formulation of the National Education Blueprint (PIPP) 2006-2010 aspires to ensurenot only quality teachers are produced but to ensure that these quality teachers remain in the Malaysian education system and maintain their teaching quality throughout their services. To achieve this aim, the effective and quality teaching standard should be practiced among teachers, especially the mathematics teachers. This study involved three stages. Firstly, an extensive survey of literature about the mathematics teaching standards that was established overseas such as The National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and the Training and Development Agency for School (TDA, 2007). In Malaysia, the Education Quality Standard (2003) and Malaysian Teachers Standard (2007) were also establishedin an attempt to improve in-service and pre-service teachers’ quality. The second stage involved the construction of Standard of Excellence in Mathematics Teaching standardsurvey instrument and validated (face-validation) by mathematics education local experts. Four components were identified, namely the Professional Practices (AI), Professional Attributes (ATI), Professional Knowledge (PI), and Professional Teaching and Learning Process (PPPI). This instrument was tested in a pilot study and the reliability index of Cronbach’s alpha coefficient was found to be above 0.85. Furthermore, at the third stage, necessary amendments were made for the improvement of the instrument and this instrument was called Standard of Excellence in Mathematics Teaching or SET@MATH. The survey was randomly administered to 224 schools in Peninsular Malaysia, which involved 1,120 secondary mathematics teachers. 820 (73.2 %) mathematics teachers responded to the survey. The findings of the study showed that the mathematics teachers’ perception towards three components namely, the Professional Attributes (ATI), the Professional Practices (AI) and the Professional Teaching and Learning Process (PPPI) were significantly high. A SET@ MATH model was developed based on the structural equation modeling (SEM) through the partial least squares method and this model was well fitted and can be accepted as a Modelof Standard for Excellence in Mathematics Teaching.